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+{
+    "2002": {
+        "0455_w02_qp_1.pdf": {
+            "1": "this question paper consists of 12 printed pages. sp (nf/jb) s30889/1 \u00a9ucles 2002 [turn overinternational general certificate of secondary education cambridge international examinations economics 0455/1 paper 1 multiple choice october/november session 2002 1hour additional materials: multiple choice answer sheet soft clean eraser soft pencil (type b or hb is recommended) time 1 hour instructions to candidates do not open this booklet until you are told to do so.write your name, centre number and candidate number on the answer sheet in the spaces provided unless this has already been done for you. there are forty questions in this paper. answer all questions. for each question there are four possible answers, a, b, cand d. choose the one you consider to be correct and record your choice in soft pencil on the separate answer sheet. read very carefully the instructions on the answer sheet. information for candidates each correct answer will score one mark. a mark will not be deducted for a wrong answer. any rough working should be done in this booklet.",
+            "2": "2 0455/1/o/n/021although people may satisfy their basic needs there is always something more that they want. to what economic issue does this statement refer? aexchange bmarket forces cscarcity dincome distribution 2the diagram shows the choices for an individual between leisure and earnings. what is the opportunity cost to the individual of the extra earnings when moving from position x to position y? a$20 b$80 c4 hours leisure d8 hours leisure 3which asset is not part of the factor of production \u2018land\u2019? aa forest ba natural harbour can oilfield da road24 2016 12 8 4 0 02 0 4 0 6 0 8 01 0 0 120leisure hours per day $ earningsx y",
+            "3": "3 0455/1/o/n/02 [turn over4a student records her income and spending for the past month. what function is money performing in this situation?amedium of exchange bstandard of deferred payments cstore of value dunit of account 5a claim for higher wages by a trade union would notbe helped by an increase in aconsumers\u2019 demand. blabour productivity. cprofit. dunemployment. 6what is meant by \u2018the separation of ownership and control\u2019 in business organisations?aincreased control by the workforce bgovernment intervention in business organisations cthe employment of managers who are not shareholders dthe expansion of private enterprise 7which organisation controls the banking system in most countries?acentral bank bcommercial bank cinvestment bank dworld bank 8many countries have been extending the role of market forces in their economies.what is intended to result from this action?agreater economic efficiency bgreater equality of income cless specialisation dmore government control",
+            "4": "4 0455/1/o/n/029the diagram shows the supply and demand curves for a good. the market is in equilibrium at point x. what would be the new equilibrium situation if this good were successfully advertised and the cost of raw materials for the good rose? 10the table shows rover car sales in the uk in 1999 and 2000. in 1999 the sales followed the usualseasonal pattern. in which month of 2000 did an aggressive price cutting policy disturb the usual pattern? ajanuary bmarch capril dmay 11many workers from pakistan and india go to work in dubai for short periods to overcome unemployment in their home country. which of the following is correct about the effect on the supply of labour and unemployment? supply of labour unemployment adecrease in dubai increase in pakistan bdecrease in pakistan decrease in india cincrease in dubai increase in india dincrease in india decrease in dubaiab xc dsupply demand oprice quantity     month sales 1999 sales 2000 january 8 445 7 767 february 4 524 3 348 march 18 765 15 210 april 7 109 20 150 may 7 157 7 793",
+            "5": "5 0455/1/o/n/02 [turn over12changes in the market for gasoline (petrol) in zimbabwe in 2000 resulted in fuel shortages and long queues. which combination of changes would have been certain to cause this situation? 13what is an increase in advertising likely to cause? aa fall in demand bthe demand curve to shift downwards to the right cthe demand curve to shift upwards to the right dthe supply curve to shift downwards to the left 14what would be most likely to encourage a farm worker to move to a job in a town?aan increase in journey time to work to the job in town ban increase in the amount of training needed for the job in the town can increase in the hours of work required in the job in town dan increase in wages for the job in town 15in 2000 the governments in a number of european countries had decided to reduce the amount of gold held in their central banks. what was likely to happen to the price of gold and the wages of gold miners as a result of this decision?demand supply for gasoline of gasoline a decreased decreased b decreased increased c increased decreased d increased increased price of gold wages of gold miners a fall fall b fall rise c rise fall d rise rise",
+            "6": "6 0455/1/o/n/0216which of the following factors is likely to cause wages in an occupation to be low? aextra responsibility brising unemployment cthe need for special skills dunpleasant working conditions 17on completing your studies, you decide you want to work in an organisation which is big enough to give you a chance of promotion, but where shift work will not normally be required. which of the following would be the best one to choose? aa government office ba hairdressing salon ca hospital emergency department da local electrician\u2019s 18which worker is likely to have the highest wages?aa hospital doctor ban office clerk ca rubbish collector da shop assistant 19the table shows the total costs and profits of a firm making bracelets. what is the average revenue from selling bracelets? a$1 b$2 c$100 d$200sales of bracelets total costs ($) profit ($) 100 400 \u2013200 200 500 \u2013100300 600 0400 700 +100",
+            "7": "7 0455/1/o/n/02 [turn over20which statement must be true if a firm maximises profits? ait could not make any more profit by changing the size of the output. bit makes goods at the lowest possible cost. cit makes more profit than its competitors. dit sells as many goods as it possibly can. 21which statement about fixed costs is correct?athey exist only in the long run. bthey include raw material and direct labour costs. cthey increase at the same rate as output. dthey must be paid even if there is no output. 22in 2000 there was a proposal for british airways to merge with the dutch airline klm. as a result one in six of the workforce and some offices would no longer be required. what does this statement suggest would happen if the two companies merged? aair fares would rise. baverage cost would rise. cfixed and variable costs would decrease. dtotal revenue would decrease. 23a firm sells its products for $10 each. it produces 100 units. its average variable cost is $5 and its average fixed cost is $2. how much profit does the firm make from selling 100 units? a     $1000           b     $700           c     $500           d     $300",
+            "8": "8 0455/1/o/n/0224the table shows the information that managers of a company have from a week of business activity. assuming that there are no other costs, what is the value of the fixed costs? a $300 b $10 000 c $20 000 d $30 000 25a government increases pension payments to its retired employees.what must increase immediately?agross domestic product bpublic expenditure cthe budget surplus dthe cost of living 26the graph shows the rate of economic growth in country x. which of the following statements is true? agross domestic product fell from 1996 to 1997. bgross domestic product was lowest in 1998. cgross domestic product rose from 1995 to 1996. dthere was no economic growth between 1996 and 1999.95 96 97 98 99 002.5 2.01.5 1.00.5 0 \u20130.5 \u20131.0 \u20131.5annual % changein gdpnumber of employees 100 average wage $900 value of output $100 000 rent $10 000 raw materials $20 000",
+            "9": "9 0455/1/o/n/02 [turn over27the following are a government\u2019s receipts from taxation. what is the total amount of revenue raised from direct taxes? a$340 m b$585 m c$670 m d$785 m 28a government wishes to raise the general standard of living in its country.in the short run, which policy would be the most likely to achieve this aim?apreventing the merger of two companies into a monopoly braising taxation to repay a loan creducing the rate of income tax while maintaining the services it provides dspending more on roads in rural areas and less in city centres 29the rate of inflation in the uk in 2001 was very low. which of the government objectives does this directly meet? abalance of payments stability beconomic growth cfull employment dprice stability 30what is the most obvious evidence of inflation? aa rise in imports ba rise in the gross domestic product (gdp) ca rise in the national debt da rise in the retail price index$m corporation tax 85 customs duties 20 income tax 550 inheritance tax 35 sales tax 200",
+            "10": "10 0455/1/o/n/0231the bar chart shows details of three economic indicators of several asian economies in 1992 and 1993. which country improved its economic performance in all three indicators? 32two important industries in zimbabwe are tourism and tobacco. during the 1990s people in zimbabwe found that their currency was not worth as much in terms of other currencies. if there were no other changes what would this mean? aimported goods in zimbabwe shops became cheaper. bzimbabwe tobacco sold in foreign markets became cheaper. czimbabwe exports decreased in volume. dtourists visiting zimbabwe would be discouraged by higher prices. 33the economy of the usa grew by approximately 4% a year between 1990 and 2000.what must have increased from 1990 to 2000?aaverage price level bgross domestic product clabour productivity dlevel of employment 34suppose germany sells more cars to spain and buys less insurance from britain. how do these changes affect the german balance of payments?avisible exports rise invisible imports fall bvisible exports rise invisible imports rise cvisible imports fall invisible imports fall dvisible imports rise invisible imports fallgdp growth, % inflation, % current-account balance, $bn1992 1993 11.3 5.5 12.0 \u20132.111.7 7.6 5.8 6.8\u20131.34.8 3.6 2.3 1.7 13.3 10.8\u20135.7 \u20136.112.2 8.5 7.6 5.3 6.0 3.9 5.4asian economies a china b malaysia c singapore d india",
+            "11": "11 0455/1/o/n/02 [turn over35the diagram shows the changes predicted in population and resources between 1990 and 2010. according to the diagram what will increase between 1990 and 2010? aall resources bfood production cliving standards dresources per head of population 36what is most likely to cause an immediate increase in the size of the dependent population? aa decrease in net migration ba fall in the average size of families ca lowering of the age of retirement da rise in the death rate 37given the following information, which country is most likely to have the highest standard of living?+33 +20 +17 +5 +4 \u20137population fish catch irrigated land crop land rangeland and pasture forestsprojected percentage change from 1990 to 2010population changes and resources abcd bangladesh bhutan botswana brunei birth rate 27 36 31 25 death rate 10 14 21 5life expectancy 58 53 40 72infant mortality 93 107 57 22",
+            "12": "12 0455/1/o/n/0238the table shows the rice yield in four selected countries. what may be concluded from this information? abangladesh and thailand produce the same amount of rice. bjapan produces more than three times as much rice as bangladesh. cjapan produces the largest amount of rice per hectare. djapan produces the largest amount of rice per person employed. 39what is an advantage of specialisation in jobs?adifferent abilities are fully used. bjobs are repetitive. cproduction becomes dependent on several groups of workers. dthe possibility of unemployment increases because of automation. 40a company has the choice of either producing at home and exporting finished goods or establishing factories in its export markets. other things being equal, what is most likely to encourage the company to set up a plant in another country? ahigh tariffs are imposed on manufactured imports by most countries. binvestment grants are available to companies producing in the home market. clabour and other costs tend to be the same in all countries. drestrictions are placed on companies wishing to invest in other countries.country (kilos per hectare) japan 64 china 53 bangladesh 20thailand 20"
+        },
+        "0455_w02_qp_2.pdf": {
+            "1": "time 1 hour 30 minutes instructions to candidates write your name, centre number and candidate number in the spaces provided on the answer booklet/ answer paper. answer all questions. write your answers on the separate answer paper provided.if you use more than one sheet of paper, fasten the sheets together. information for candidates the number of marks is given in brackets [  ] at the end of each question or part question.international general certificate of secondary education cambridge international examinations economics 0455/2 paper 2  structured questions october/november session 2002 1 hour 30 minutes additional materials: answer paper this question paper consists of 4 printed pages. sp (sm) s34745 \u00a9 cie 2002 [turn over",
+            "2": "2 0455/2/o/n/02answer all questions. 1in august 2000 navistar, a truck manufacturer in north america, announced plans to reduce the number of workers by 1100, as increased fuel prices and higher interest rates had caused areduction in sales. it said it would also reduce its $600 m annual capital spending. navistar reported a net profit for the third quarter of 2000 of $96 m. this was a reduction from $255m for the same quarter a year earlier. revenue for the year 2000 was $1.92 billion; in theprevious year revenue was $1.87 billion. (a) (i) calculate the reduction in profit between the third quarter of 1999 and the third quarter of2000. [1] (ii) calculate the change in the company\u2019s revenue between 1999 and 2000. [1] (iii) why might a company have an increase in revenue and a fall in profits at the same time? [2] (b)what evidence is there in the extract that navistar is likely to be a public limited company? [4] (c)explain how higher interest rates might have affected the company. [5] (d)the article says that the net profit of the company was reduced. what might be the likelyeffects of this? [7] 2 (a) identify three causes of a change in the demand for a good. [3] a combination of excess supply, weak consumer demand and competition from new channelssuch as the internet has pushed prices down in shops for goods from clothing to electricalproducts. (b)using demand and supply analysis, explain whether the reasons given in the above extractwould lead to the stated effect on prices. [7] 3a us trade agency ruled that us imports of steel bars from china and south korea might beunfair to us companies because they were sold at below market price. the agency wanted a tariffto be imposed on the imports. (a)how would the trade in steel bars be classified in the chinese balance of payments? [2] (b)what is the difference between a tariff and a quota? [4] (c)consider how cheap imports might affect us companies. [4]",
+            "3": "3 0455/2/o/n/024in 2000 the singapore government revenue from income tax, motor vehicle tax, betting tax and the tax on goods and services all increased. however, the revenue from the tax on goods andservices doubled while that from income tax rose 7%. singapore depends on its tourist trade forpart of its wealth. (a)explain the difference between direct and indirect tax and identify onedirect and oneindirect tax in the above statement. [4] (b)discuss why governments impose taxes. [6] 560% of the workforce in java, which contains a large proportion of indonesia\u2019s population, are ricefarmers. (a)given this information, explain why indonesia is likely to be a developing rather than adeveloped economy. [3] (b)describe the difference in living standards that might be found in a developing economycompared with a developed economy. [7]",
+            "4": "4 0455/2/o/n/02copyright acknowledgements: question 1.  \u00a9 international herald tribune , 16 august 2000. question 4.  \u00a9 the straits times , 24 may 2000. cambridge international examinations has made every effort to trace copyright holders, but if we have inadvertently overlooked any we will be pleased to make the necessary arrangements at the first opportunity."
+        },
+        "0455_w02_qp_3.pdf": {
+            "1": "time 1 hour instructions to candidates do not open this booklet until you are told to do so. write your name, centre number and candidate number on the answer sheet in the spaces provided unless this has already been done for you. there are forty questions in this paper. answer allquestions. for each question, there are four possible answers, a, b, cand d. choose the oneyou consider correct and record your choice in soft pencil on the separate answer sheet. read very carefully the instructions on the answer sheet. information for candidates each correct answer will score one mark. a mark will not be deducted for a wrong answer. any rough working should be done in this booklet. this question paper consists of 12 printed pages. sp (at/jb) s25748/2 \u00a9cie 2002 [turn overinternational general certificate of secondary education cambridge international examinations economics 0455/3 paper 3 multiple choice october/november session 2002 1hour additional materials: multiple choice answer sheet soft clean eraser soft pencil (type b or hb is recommended)",
+            "2": "2 0455/3 o/n021although people may satisfy their basic needs there is always something more that they want. to what economic issue does this statement refer? aexchange bincome distribution cmarket forces dscarcity 2the diagram shows the choices for an individual between leisure and earnings. what is the opportunity cost to the individual of the extra earnings when moving from position x to position y? a$20 b$80 c4 hours\u2019 leisure d8 hours\u2019 leisure 3which asset is notpart of the factor of production \u2018land\u2019? aa forest ba natural harbour can oilfield da road24 2016 12 8 4 0 02 0 4 0 6 0 8 01 0 0 120leisure hours per day $ earningsx y",
+            "3": "3 0455/3 o/n02 [turn over4a student records her income and spending for the past month. what function is money performing in this situation? amedium of exchange bstandard of deferred payments cstore of value dunit of account 5a claim for higher wages by a trade union would notbe helped by an increase in aconsumers\u2019 demand. blabour productivity. cprofit. dunemployment. 6what is meant by \u2018the separation of ownership and control\u2019 in business organisations? aincreased control by the workforce bgovernment intervention in business organisations cthe employment of managers who are not shareholders dthe expansion of private enterprise 7which organisation controls the banking system in most countries? acentral bank bcommercial bank cinvestment bank dworld bank 8many countries have been extending the role of market forces in their economies. what is intended to result from this action? agreater economic efficiency bgreater equality of income cless specialisation dmore government control",
+            "4": "4 0455/3 o/n029the diagram shows the supply and demand curves for a good. the market is in equilibrium at point x. what would be the new equilibrium situation if this good were successfully advertised and the cost of raw materials for the good rose? 10the table shows rover car sales in the uk in 1999 and 2000. in 1999 the sales followed the usual seasonal pattern. in which month of 2000 did an aggressive price cutting policy disturb the usual pattern? ajanuary bmarch capril dmay 11a product has totally inelastic price elasticity of demand. what will happen to total revenue if the price of the product rises by 10%? ait will fall by 10%. bit will fall to zero. cit will remain unchanged. dit will rise by 10%.ab xc dsupply demand oprice quantity     month sales 1999 sales 2000 january 8 445 7 767 february 4 524 3 348 march 18 765 15 210 april 7 109 20 150 may 7 157 7 793",
+            "5": "5 0455/3 o/n02 [turn over12changes in the market for gasoline (petrol) in zimbabwe in 2000 resulted in fuel shortages and long queues. which combination of changes would have been certain to cause this situation? 13in the 1970s and 1980s coffee was a high proportion of brazil\u2019s exports. brazil is now also a major exporter of sugar, orange juice, tobacco and beef. what is this change an example of? adiversification beconomies of scale cexpansion of the secondary sector dspecialisation 14which type of saving will appeal most to a saver whose main motive is a secure current income? acurrent account bgovernment stocks cpension funds dshares 15in 2000 the governments in a number of european countries had decided to reduce the amount of gold held in their central banks. what was likely to happen to the price of gold and the wages of gold miners as a result of this decision?demand supply for gasoline of gasoline a decreased decreased b decreased increased c increased decreased d increased increased price of gold wages of gold miners a fall fall b fall rise c rise fall d rise rise",
+            "6": "6 0455/3 o/n0216which of the following factors is likely to cause wages in an occupation to be low? aextra responsibility brising unemployment cthe need for special skills dunpleasant working conditions 17on completing your studies, you decide you want to work in an organisation which is big enough to give you a chance of promotion, but where shift work will not normally be required. which of the following would be the best one to choose? aa government office ba hairdressing salon ca hospital emergency department da local electrician\u2019s 18which combination of government actions is likely to increase borrowing in an economy? 19the table shows the total costs and profits of a firm making bracelets. what is the average revenue from selling bracelets? a$1 b$2 c$100 d$200direct tax interest rates rates a lower lower b lower raise c raise lower d raise raise sales of bracelets total costs ($) profit ($) 100 400 \u2013200 200 500 \u2013100 300 600 0 400 700 +100",
+            "7": "7 0455/3 o/n02 [turn over20the table shows how a firm\u2019s total costs rise with output in the long run. over which range of output does the firm achieve economies of scale? aonly up to 2000 units bonly up to 4000 units conly up to 6000 units dover the whole range of output shown 21which statement about fixed costs is correct? athey exist only in the long run. bthey include raw material and direct labour costs. cthey increase at the same rate as output. dthey must be paid even if there is no output. 22in 2000 there was a proposal for british airways to merge with the dutch airline klm. as a result one in six of the workforce and some offices would no longer be required. what does this statement suggest would happen if the two companies were merged? aair fares would rise. baverage cost would rise. cdiseconomies of scale would occur. dfixed and variable costs would decrease. 23a firm earned the same profits after it invested in new equipment but reduced its workforce. what was the result of the firm\u2019s actions? afixed costs of production fell. blabour was replaced by capital. cthe productivity of labour fell. dvariable costs of production rose.output (units) total cost ($) 2000 40 000 4000 60 000 6000 72 000 8000 80 000",
+            "8": "8 0455/3 o/n0224what is an example of forward vertical integration? aa car manufacturer takes over a tyre manufacturer. ba tyre manufacturer takes over a firm selling cars. ca tyre manufacturer takes over a rubber plantation. da tyre manufacturer takes over another tyre producer. 25a government increases pension payments to its retired employees. what must increase immediately? agross domestic product bpublic expenditure cthe budget surplus dthe cost of living 26the graph shows the rate of economic growth in country x. which of the following statements is true? agross domestic product fell from 1996 to 1997. bgross domestic product was lowest in 1998. cgross domestic product rose from 1995 to 1996. dthere was no economic growth between 1996 and 1999.95 96 97 98 99 002.5 2.01.5 1.00.5 0 \u20130.5 \u20131.0 \u20131.5annual % changein gdp",
+            "9": "9 0455/3 o/n02 [turn over27the following are a government\u2019s receipts from taxation. what is the total amount of revenue raised from direct taxes? a$340 m b$585 m c$670 m d$785 m 28a government wishes to raise the general standard of living in its country. in the short run, which policy would be the most likely to achieve this aim? apreventing the merger of two companies into a monopoly braising taxation to repay a loan creducing the rate of income tax while maintaining the services it provides dspending more on roads in rural areas rather than in city centres 29the rate of inflation in the uk in 2001 was very low. which of the government objectives does this directly meet? abalance of payments stability beconomic growth cfull employment dprice stability 30the table gives selected details of the uk trade in goods in 1998 and 1999 in \u00a3 billion. what happened to the balance of trade in goods between 1998 and 1999? athe deficit decreased. bthe deficit increased. cthe surplus decreased. dthe surplus increased.$m corporation tax 85 customs duties 20 income tax 550 inheritance tax 35 sales tax 200 year exports of imports of goods goods 1998 164.1 184.9 1999 165.0 191.2",
+            "10": "10 0455/3 o/n0231the bar chart shows details of three economic indicators of several asian economies in 1992 and 1993. which country improved its economic performance in all three indicators? 32two important industries in zimbabwe are tourism and tobacco. the value of the currency of zimbabwe fell in the 1990s. if there were no other changes what resulted from the fall? aimported goods in zimbabwe shops became cheaper. bthe price of zimbabwe\u2019s tobacco sold in foreign markets became cheaper. cthe volume of zimbabwe\u2019s exports decreased. dtourists were discouraged by higher prices in zimbabwe. 33the economy of the usa grew by approximately 4% a year between 1990 and 2000. what must have increased from 1990 to 2000? aaverage price level bgross domestic product clabour productivity dlevel of employment 34suppose germany buys less insurance from britain. how does this change affect the german balance of payments? ainvisible exports fall binvisible exports rise cinvisible imports fall dinvisible imports risegdp growth, % inflation, % current-account balance, $bn1992 1993 11.3 5.5 12.0 \u20132.111.7 7.6 5.8 6.8\u20131.34.8 3.6 2.3 1.7 13.3 10.8\u20135.7 \u20136.112.2 8.5 7.6 5.3 6.0 3.9 5.4asian economies a china b malaysia c singapore d india",
+            "11": "11 0455/3 o/n02 [turn over35the diagram shows the changes predicted in population and resources between 1990 and 2010. according to the diagram what will increase between 1990 and 2010? aall resources bfood production cliving standards dresources per head of population  36what is most likely to cause an immediate increase in the size of the dependent population? aa decrease in net migration ba fall in the average size of families ca lowering of the age of retirement da rise in the death rate 37given the following information, which country is most likely to have the highest standard of living?+33 +20 +17 +5 +4 \u20137population fish catch irrigated land crop land rangeland and pasture forestsprojected percentage change from 1990 to 2010population changes and resources abcd bangladesh bhutan botswana brunei birth rate 27 36 31 25 death rate 10 14 21 5life expectancy 58 53 40 72infant mortality 93 107 57 22",
+            "12": "12 0455/3 o/n0238a government intends to build a new road through a forest. what will be an external cost of this? athe cost of building the road bthe forest that is lost cthe improved transport system created dthe new jobs created 39in 1994 the government of singapore removed taxes from 406 products imported into the country. 96% of all imports are now tax-free. what will be the effect of this change on the cost of living and on government revenue? 40a company has the choice of either producing at home and exporting finished goods or establishing factories in its export markets. other things being equal, what is most likely to encourage the company to set up a plant in another country? ahigh tariffs are imposed on manufactured imports by most countries. binvestment grants are available to companies producing in the home market. clabour and other costs tend to be the same in all countries. drestrictions are placed on companies wishing to invest in other countries.cost of livinggovernment revenue a fall fall b fall rise c rise fall d rise rise"
+        },
+        "0455_w02_qp_4.pdf": {
+            "1": "time 2 hours instructions to candidates write your name, centre number and candidate number in the spaces provided on the answer booklet/ answer paper. answer question 1(section a) and any three questions from section b. write your answers on the separate answer paper provided.if you use more than one sheet of paper, fasten the sheets together. information for candidates the number of marks is given in brackets [ ] at the end of each question or part question.international general certificate of secondary education cambridge international examinations economics 0455/4 paper 4  structured questions october/november session 2002 2 hours additional materials: answer paper this question paper consists of 4 printed pages. sp (at) s19254/3 \u00a9 cie 2002 [turn over",
+            "2": "2 0455/4/o/n/02section a answer all questions. 1in august 2000 navistar, a truck manufacturer in north america, announced plans to reduce the number of workers by 1100, as increased fuel prices and higher interest rates had caused areduction in sales. it said it would also reduce its $600m annual capital spending. navistar reported a net profit for the third quarter of 2000 of $96m. this was a reduction from $255m for the same quarter a year earlier. revenue for the year 2000 was $1.92 billion; in theprevious year revenue was $1.87 billion. (a) (i) calculate the reduction in profit between the third quarter of 1999 and the third quarter of2000. [1] (ii) calculate the change in the company\u2019s revenue between 1999 and 2000. [1] (iii) why might a company have an increase in revenue and a fall in profits at the same time? [2] (b)what evidence is there in the extract that navistar is likely to be a public limited company? [4] (c)explain how higher interest rates might have affected the company. [5] (d)the article says that the net profit of the company was reduced. what might be the likelyeffects of this? [7]",
+            "3": "3 0455/4/o/n/02 [turn oversection b answer three questions. 2 (a) identify three causes of a change in the demand for a good. [3] a combination of excess supply, weak consumer demand and competition from new channels such as the internet has pushed prices down in shops for goods from clothing to electricalproducts. (b)using demand and supply analysis, explain whether the reasons given in the above extractwould lead to the stated effect on prices. [7] (c)define what is meant by price elasticity of demand and explain how it is calculated. [3] (d)discuss whether clothing and electrical products would be likely to have an elastic or aninelastic price elasticity of demand. [7] 3a us trade agency ruled that us imports of steel bars from china and south korea might beunfair to us companies because they were sold at below market price. the agency wanted a tariffto be imposed on the imports. (a)how would the trade in steel bars be classified in the chinese balance of payments? [2] (b)what is the difference between a tariff and a quota? [4] (c)consider how cheap imports might affect us companies. [4] (d)why is free trade often considered advantageous to a country? [6] (e)discuss how the use of a protective measure such as a tariff might be better than allowingfree trade. [4] 4in 2000 the singapore government revenue from income tax, motor vehicle tax, betting tax andthe tax on goods and services all increased. however, the revenue from the tax on goods andservices doubled while that from income tax rose 7%. singapore depends on its tourist trade forpart of its wealth. (a)explain the difference between direct and indirect tax and identify onedirect and oneindirect tax in the above statement. [4] (b)discuss why governments impose taxes. [6] (c)an increase in revenue from taxes is mentioned in the extract. discuss whether you can drawconclusions about what might have happened in singapore to (i)the numbers of tourists, [4] (ii) the level of unemployment. [6]",
+            "4": "4 0455/4/o/n/02560% of the workforce in java, which contains a large proportion of indonesia\u2019s population, are rice farmers. (a)given this information, explain why indonesia is likely to be a developing rather than adeveloped economy. [3] (b)describe the difference in living standards that might be found in a developing economycompared with a developed economy. [7] (c)why do some countries have lower standards of living than others? [6] (d)discuss two economic indicators that can be used to measure the standard of living in a country. [4] 6protestors often oppose large companies that wish to erect large buildings on open rural landrather than in more expensive city centres. the protestors regard this as a destruction of theenvironment rather than the use of natural resources. (a)explain the concept of opportunity cost and illustrate it by using the above statement. [5] (b)explain what is meant by (i)external cost, [2] (ii) social benefit. [3] (c)discuss the possible costs and benefits of developing a site in a rural area rather than in acity centre. [10] 7\u2018even after a decade of economic growth, with record trade and global investment, 24% of theworld\u2019s population are still very poor and live on an income of less than $1 a day per person.\u2019 (a)explain what is meant by economic growth. [5] (b)discuss how trade and investment can help economic growth. [5] (c)discuss whether economic growth should be the main aim of government economic policy. [10] copyright acknowledgements: question 1 \u00a9 international herald tribune , 16 august 2000 question 4 \u00a9 the straits times , 24 may 2000 question 7 \u00a9 international herald tribune , 14 september 2000 cambridge international examinations has made every effort to trace copyright holders, but if we have inadvertently overlooked any we will be pleased to make the necessary arrangements at the first opportunity."
+        },
+        "0455_w02_qp_6.pdf": {
+            "1": "this question paper consists of 4 printed pages. sjf2298/cg  s15730/3 \u00a9 cie 2002 [turn overinternational general certificate of secondary education cambridge international examinations  economics 0455/6 paper 6  alternative to coursework october/november session 2002 1 hour 30 minutes additional materials: answer paper time 1 hour 30 minutes instructions to candidates write your name, centre number and candidate number in the spaces provided on the answer paper/answer booklet. answer all questions. write your answers on the separate answer paper provided. if you use more than one sheet of paper, fasten the sheets together. information for candidates the number of marks is given in brackets [  ] at the end of each question or part question.",
+            "2": "2 0455/6/o/n021 kenya fights to keep ivory ban. trade in ivory was thought to encourage the deliberate killing of elephants. in 1989 an international agreement therefore prohibited this trade. however, in april 2000 some africancountries (zimbabwe, namibia, botswana and south africa) wanted to end the ban. kenyaresisted this proposal and wanted to keep the ban on ivory trading in place. part of the agreement had already been changed. in 1997 zimbabwe, namibia and botswana were allowed to sell 60 tonnes of ivory to japan. in 2000, these countries were joined by southafrica, which wanted to sell 30 tonnes of ivory worth $2.7m. they all argued that the controlledsale of legal ivory, from elephants that die naturally, brings valuable revenue for wildlife researchand conservation. it also makes possible the protection of rural villages and crops which hadpreviously been destroyed by elephants. however, south africa can afford to patrol its wildlife parks to keep out the people who kill elephants illegally but kenya, which relies heavily on elephants as a tourist attraction, cannot.kenya has only 200 rangers to patrol a park that covers an enormous area. in the 20 years beforethe ban, in kenya, the elephant population fell from 45 000 to 6000 because traders were able tomake a lot of money selling the ivory tusks on the international market. since the ban, theelephant population has recovered to 8000. the park\u2019s director said \u2018lifting the ban would bedisastrous. the level of illegal killing here is determined by the market elsewhere.\u2019 (a) (i) if the price of ivory was the same in 1997 as 2000, how much did japan pay for the ivory? [1] (ii) how much did south africa wish to charge for one tonne of ivory? [1] (b)what information would you require to assess the effects of controlled sales of legal ivory onwildlife conservation and rural communities in south africa? [7] (c)calculate the approximate percentage decline in the elephant population of kenya in the  20 years before the ban. [2] (d)elephants are a tourist attraction for kenya. how would you discover whether tourism hadbenefited the people of kenya? [8] (e) (i) what is meant by the park director\u2019s statement that \u2018the level of illegal killing here isdetermined by the market elsewhere\u2019? [5] (ii) is there any evidence in the article to support the park director\u2019s statement? [2]",
+            "3": "3 0455/6/o/n022 population changes in the united kingdom new official statistics show that in the uk the number of people over 65 will, within eight years, be greater than the number of children under 16. during this period the number of births will continue tofall, and will be exceeded by the number of deaths after about 2028. the figures come as ministers place a growing emphasis on policies for older people. another study, published at the same time as the official statistics, warned that it was too early to assume that the nextgeneration of people over 65 would be wealthier and healthier than their predecessors. previous projections, based on 1996 data, have been changed because it is now thought that immigration would be higher and the death rate lower than previously assumed. earlier projections didnot take account of the increase in the annual number of refugees applying to live in the uk. it is nowthought that the uk population will be 62.2 million in 2021, 1.4 million more than previously thought, ofwhom 12.2 million will be over 65, rising to almost 16 million over 65 by 2040.  by 2040, one in four people will be over 65 and half the population will be under 45. (a)how far can you tell from this information what is likely to happen to the size of the total population after 2028? [2] (b)calculate the percentage of people who will be (i)over 65 in 2021, [2] (ii) between 45 and 65 in 2040. [1] (c)what changes have occurred since 1996 to make earlier predictions unreliable? [2] (d)how would you discover whether the next generation of people over 65 is likely to be betteroff than their predecessors? [7]projected uk population by age, millions 12.5 12.0 11.511.0 10.510.0 1998 2003 2008 2013 2018under 16 over 65",
+            "4": "4 0455/6/o/n02copyright acknowledgements: question 1 extract: kenya fights to keep ivory ban. declan walsh. the independent, 10 april 2000. question 2 extract and graph: population changes in the uk. the guardian, 29 march 2000."
+        }
+    },
+    "2003": {
+        "0455_s03_qp_1.pdf": {
+            "1": "cambridge international examinations international general certificate of secondary education economics0455/01 paper 1  multiple choice may/june 2003 1 hour additional materials: multiple choice answer sheet soft clean eraser soft pencil (type b or hb is recommended) read these instructions first write in soft pencil. do not use staples, paper clips, highlighters, glue or correction fluid. write your name, centre number and candidate number on the answer sheet in the spaces provided unless this has been done for you. there are forty  questions on this paper. answer all questions. for each question there are four possible answers a, b, c, and d. choose the one you consider correct and record your choice in soft pencil on the separate answer sheet. read the instructions on the answer sheet very carefully. each correct answer will score one mark. a mark will not be deducted for a wrong answer. any rough working should be done in this booklet. this document consists of 12 printed pages. /g211 cie 2003  [turn over",
+            "2": "2 0455/1 jun031an unemployed worker accepts a job. which of the following is the opportunity cost of this decision? athe cost of travel to work bthe income from the new job cthe leisure time lost dthe training in the new job 2a hospital cannot treat all the people that need treatment. this is an example ofaexcess supply. blimited wants. cscarcity. dunlimited resources. 3economic growth in russia and china used to be led by the public sector. now it results more from activities in the private sector. however, both sectors are important. which term describes the current system in russia and china? amarket bmixed cplanned dsubsistence 4the table shows how employment in five industries changed in a country between 1985 and 2000. 1985 (thousand) 2000 (thousand) banking and finance 2336 2881 distribution and catering 4678 5323 extraction of minerals 2278 1794 manufacturing 4102 3128 transport 2550 2304 according to the table, which type of employment has increased? aprimary bsecondary ctertiary dtotal",
+            "3": "3 0455/1 jun03 [turn over5what is necessary for a company to be classified as a multi-national? ait diversifies its range of products. bit exports most of its output. cit increases its scale of production. dit produces some of its output in different countries. 6which advantage is most likely to enable a small retailer to compete with larger stores?aa convenient location ba wide range of products cinternal economies of scale dnational advertising 7in 2001 some countries, including india and pakistan, criticised the european union for continuing to protect european farmers with a subsidy while expecting poorer african countriesnot to restrict trade. identify the concepts that are not involved in this situation. adeveloping and developed economies bfree trade and protection cmarket prices and official intervention dmulti-nationals and public corporations 8a commercial bank is appointed to act as a country\u2019s central bank. what new function would it now have? acontrolling monetary policy bdealing in foreign exchange censuring security for loans dholding liquid assets 9which trade union action is most likely to have harmful effects on the productivity of a firm? aacceptance of new technology bagreement to a bonus system copposition to planned redundancies dparticipation in a profit-sharing scheme",
+            "4": "4 0455/1 jun0310the diagram shows the demand for chocolate. oquantity demanded per weekpriced dx y what could cause the movement from point x to point y? aa change in tastes ba fall in the price of chocolate can increase in income da successful advertising campaign for chocolate 11the table shows the price of, demand for and supply of x per week. price ($) demand (tonnes) supply (tonnes) 20 16 10 30 12 12 40 10 14 what will be the effect if the government imposes a minimum price of $40 per tonne? aa fall in the price of x ba shortage of x ca surplus of x da waiting-list for x 12the diagram shows the market for white sugar which is in equilibrium at x. a report is published stating that brown sugar is healthier to eat than white sugar. what will be the new equilibrium position for white sugar? xa b c d oprice quantity",
+            "5": "5 0455/1 jun03 [turn over13in many countries, extra staff are employed by the postal service and additional collections of post are made to clear the large amount of mail before holiday periods. what happens to the demand and supply curves for postal services during these periods? demand curve supply curve a moves to left moves to left b moves to left stays the same c moves to right moves to right d stays the same moves to right 14in the south of spain, a man sells oranges from his garden to passers-by. the demand curve (dd) for oranges is shown in the diagram. d d10 8 642 0 10 20 30 40 50price  (euros) oranges 0 what price per orange should he charge to maximise his revenue? a2 euros b4 euros c6 euros d8 euros",
+            "6": "6 0455/1 jun0315the graph shows the market for rice. it was in equilibrium at x. later, there is a very good harvest of rice. what is the new equilibrium point? 16nazmin uddin works in a local office as a secretary three days a week. she lives with her parents in a small apartment. meer ali owns a successful fitness centre that employs about twenty people and lives in a large house. which is likely to be true? anazmin spends a smaller proportion of her income than meer. bnazmin saves most of her income. cnazmin would find it easier than meer to borrow money. dnazmin has a lower disposable income than meer. 17in a country, male workers on average earn more than female workers, although male and female workers receive equal pay for equal work. what could explain this? afemale workers are more experienced. bfemale workers are more likely to achieve promotion. cmale workers are more likely to be in trade unions. dmale workers have fewer qualifications.oprice quantityab dcx",
+            "7": "7 0455/1 jun03 [turn over18which of the following groups of workers is most likely to be successful in obtaining a wage increase? abuilding workers during a period of bad weather bcomputer operators when firms are installing new computers cdoctors when entrance qualifications to the profession are reduced dfarm workers as farming becomes more mechanised 19there is an increase in interest rates. what is the likely effect on saving and borrowing? saving borrowing a falls falls b falls rises c rises falls d rises rises 20the diagram shows the costs of a firm. 0102030405060 output 100cost  $ (000s) what is the firm's total variable cost at an output of 100 units? a$100 b$500 c$10 000 d$50 000",
+            "8": "8 0455/1 jun0321a firm is producing an output which enables it to make more than normal profit. what must be true at that output? aaverage revenue must equal average cost. baverage revenue must be greater than total revenue. ctotal revenue must be greater than total cost. dvariable cost must equal price. 22the table shows how a firm's total cost rises with output. output total cost ($) 0 40 000 2000 48 000 4000 56 000 6000 64 000 8000 72 000 what is the average fixed cost of producing 8000 units? a$4 b$5 c$32 000 d$40 000 23the price of a firm\u2019s product is $10. it sells 2000 units. what is the firm\u2019s total revenue (tr) and average revenue (ar)? tr ($) ar ($) a 10 10 b 2 000 200 c 20 000 10 d 20 000 200 24what would improve a firm's profits in the short run? agovernment controls on its prices bgrants for the purchase of new machines can increase in the wages paid to its workers drising costs of raw materials",
+            "9": "9 0455/1 jun03 [turn over25what is likely to result in the creation of a large business rather than a small business? aexpensive technology that reduces the average cost of producing standardised products bhigher incomes that allow consumers to be more selective in purchases cunemployment that causes people to set up their own companies dwidely scattered markets that cause high transport costs 26which of the following is likely to be a disadvantage of economic growth? agovernment tax revenue falls. bresources are depleted. cthe level of unemployment rises. dthe standard of living of the population falls. 27the government of a country used fiscal policy to achieve price stability. what is another way of saying this?athe government increased taxes to achieve low inflation. bthe government reduced the money supply to achieve low inflation. cthe government used interest rates to achieve economic growth. dthe government used restrictions on banks to achieve stable exchange rates. 28which is a description of indirect taxes? athey are easy to avoid and deter effort. bthey are levied on income and cause inflation. cthey are levied on spending and are regressive. dthey are progressive and discourage consumption. 29in a country, income tax is charged at $50 on an income of $500. compared with this, which of the following would indicate that the income tax scale was progressive? a$150 tax on $2000 income b$300 tax on $3000 income c$450 tax on $4000 income d$480 tax on $5000 income",
+            "10": "10 0455/1 jun0330which of the following is an example of cyclical unemployment? aan airline cuts jobs in a world recession. bcleaners lose their jobs as more machines are used. cfishermen sell their boats owing to a reduction in fish stocks. dhotels employ fewer people in the rainy period. 31in constructing a retail price index, what is not used? aa base year bthe prices of a basket of goods cthe wage rate da weight given to each good 32the table shows some changes in the output of namibia between 1998 and 1999. agriculture +11.7  % fishing +1.3  % diamond mining +9.4  % manufacturing \u20130.8  % construction \u201318.3  % fish processing \u20139.6  % what can be concluded from this information about the namibian economy between 1998 and 1999? aexports of fish increased. bnamibia\u2019s primary sector production became more important. cstocks of fish increased. dunemployment rose by 0.8  % in manufacturing. 33two industries in namibia are fishing and tourism. the value of the currency of namibia fell in 2001. if there were no other changes what resulted from the fall? aimported goods in namibian shops became cheaper. bthe price of namibia\u2019s fish sold in foreign markets became cheaper. cthe volume of namibia\u2019s exports decreased. dtourists were discouraged by higher prices in namibia.",
+            "11": "11 0455/1 jun03 [turn over34as a result of two months of bad weather, the demand for hotel rooms decreases and staff are not required. what type of unemployment is this? acyclical bfrictional cseasonal dstructural 35the most common way of comparing the living standards of two countries is to study each country\u2019s aaverage weekly working hours. bconsumer expenditure. cgnp per head. dnational income. 36the chart shows the birth rate and death rate  in 1983 and 1993 in the european union (eu) as a whole and in italy. european unionitalybirths and deaths per 1000 population birth rate death rate 891012 11 1983 1993 1983 1993 what does this chart show? athe average age of the population rose in italy but not in the eu as a whole. bthe birth rate remained above the death rate in the eu as a whole. cthe size of the population increased in the eu as a whole but not in italy. dpeople tended to live longer in italy but not in the eu as a whole.",
+            "12": "12 0455/1 jun0337many developed countries are faced with an ageing population. what is the likely result of this? aa reduced dependency ratio bincreased mobility of labour cincreased spending on medical care dreduced tax levels 38a country which itself produces copper puts a 10  % tariff on imports of copper. what is likely to decrease in that country\u2019s copper industry? athe amount of investment bthe level of employment cthe price of copper dthe stock of copper reserves 39what is most likely to be a reason for taxing oil?ato conserve oil resources bto encourage economic growth cto create employment dto reduce oil prices 40what directly sets a fixed limit on the quantity of goods which can be imported?aadministrative regulations bforeign exchange control ca quota da tariff"
+        },
+        "0455_s03_qp_2.pdf": {
+            "1": "this document consists of 3printed pages and 1blank page. br s48682/1 \u00a9 cie 2003 [turn overcambridge international examinations  international general certificate of secondary education economics 0455/02 paper 2  structured questions may/june 2003 1 hour 30 minutes additional materials: answer booklet/paper read these instructions first if you have been given an answer booklet, follow the instructions on the front cover of the booklet. write your centre number, candidate number and name on all the work you hand in.write in dark blue or black pen on both sides of the paper.you may use a soft pencil for any diagrams, graphs or rough working.do not use staples, paper clips, highlighters, glue or correction fluid. answer allquestions. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question.",
+            "2": "answer all questions. 1private home ownership is increasing in china. for years the urban chinese relied on overcrowded housing rented from the state and often waited a long time to have their ownapartment. now, with the increase in the market economy, the government is encouraging city-dwellers to buy their own homes by giving cheap loans and tax-relief. home buying will helpchina\u2019s economy. new home-owners need to spend money on furniture, appliances anddecorating. gdp grew by 8% in 1999, of which the housing industry contributed about a fifth. the housing changes will affect social and political issues as well as the economy. in the old system people had to live close to their work, and it was difficult to change jobs because no otherhousing was available. single people had no hope of being allocated an apartment. now anyonewith money can buy a home and choose where they wish to live. (a)explain what is meant by the market economy. [4] (b)explain the meaning of complements and substitutes, giving an example of each from thepassage. [4] (c)identify four factors that might influence a worker\u2019s choice of occupation. [4] (d)how far do you think the change in the provision of housing is likely to affect a worker\u2019s choiceof occupation? [3] (e)discuss whether the change in the provision of housing is likely to benefit everybody. [5] 2the most important status symbols for the emerging black middle class in south africa areclothing and footwear, together with certain perfumes, hair-styles, cell-phones and householdappliances. some of these are expensive products that can be linked to a luxurious life style. (a)according to economic theory, what determines the demand for a product? [5] (b)discuss why different income groups have different spending patterns. [5] 3some car manufacturers are multi-national companies with plants in several countries. theseplants produce thousands of cars a year and are capital-intensive. (a)define the term \u2018capital-intensive\u2019. [3] (b)why are some organisations capital-intensive and others labour-intensive? [7] 4in 2001 it was announced that two german organisations responsible for training personnel wereto merge to form a new organisation with a staff of 900. it was said that this would make theorganisation more efficient.  (a)why might companies spend money on training to increase the skills of their workforce? [4] (b)discuss whether the provision of education and training should be the responsibility of thegovernment. [6]2 0455/02/m/j/03",
+            "3": "3 0455/02/m/j/035the mining and export of minerals and precious stones is a very important part of the namibian economy. it was reported that despite a sharp decrease in the quantity of these exports between1995 and 1999 the export value of the items rose in that period. (a)where would the minerals and precious stones be recorded in the namibian balance ofpayments? [2] (b)discuss whether it is beneficial for a country to specialise in the production and export of alimited range of products. [8]",
+            "4": "4 0455/02/m/j/03blank page"
+        },
+        "0455_s03_qp_3.pdf": {
+            "1": "cambridge international examinations international general certificate of secondary education economics0455/03 paper 3  multiple choice may/june 2003 1 hour additional materials: multiple choice answer sheet soft clean eraser soft pencil (type b or hb is recommended) read these instructions first write in soft pencil. do not use staples, paper clips, highlighters, glue or correction fluid. write your name, centre number and candidate number on the answer sheet in the spaces provided unless this has been done for you. there are forty  questions on this paper. answer all questions. for each question there are four possible answers  a, b, c, and d. choose the one you consider correct and record your choice in soft pencil on the separate answer sheet. read the instructions on the answer sheet very carefully. each correct answer will score one mark. a mark will not be deducted for a wrong answer. any rough working should be done in this booklet. this document consists of 12 printed pages. /g211 cie 2003  [turn over",
+            "2": "2 0455/3 jun031an unemployed worker accepts a job. which of the following is the opportunity cost of this decision? athe cost of travel to work bthe income from the new job cthe leisure time lost dthe training in the new job 2a hospital cannot treat all the people that need treatment. this is an example ofaexcess supply. blimited wants. cscarcity. dunlimited resources. 3economic growth in russia and china used to be led by the public sector. now it results more from activities in the private sector. however, both sectors are important. which term describes the current system in russia and china? amarket bmixed cplanned dsubsistence 4the table shows how employment in five industries changed in a country between 1985 and 2000. 1985 (thousand) 2000 (thousand) banking and finance 2336 2881 distribution and catering 4678 5323 extraction of minerals 2278 1794 manufacturing 4102 3128 transport 2550 2304 according to the table, which type of employment has increased? aprimary bsecondary ctertiary dtotal",
+            "3": "3 0455/3 jun03 [turn over5what is necessary for a company to be classified as a multi-national? ait diversifies its range of products. bit exports most of its output. cit increases its scale of production. dit produces some of its output in different countries. 6which advantage is most likely to enable a small retailer to compete with larger stores?aa convenient location ba wide range of products cinternal economies of scale dnational advertising 7in 2001 some countries, including india and pakistan, criticised the european union for continuing to protect european farmers with a subsidy while expecting poorer african countriesnot to restrict trade. identify the concepts that are not involved in this situation. adeveloping and developed economies bfree trade and protection cmarket prices and official intervention dmulti-nationals and public corporations 8a commercial bank is appointed to act as a country\u2019s central bank. what new function would it now have? acontrolling monetary policy bdealing in foreign exchange censuring security for loans dholding liquid assets 9which trade union action is most likely to have harmful effects on the productivity of a firm? aacceptance of new technology bagreement to a bonus system copposition to planned redundancies dparticipation in a profit-sharing scheme",
+            "4": "4 0455/3 jun0310the diagram shows the demand for chocolate. oquantity demanded per weekpriced dx y what could cause the movement from point x to point y? aa change in tastes ba fall in the price of chocolate can increase in income da successful advertising campaign for chocolate 11the table shows the price of, demand for and supply of x per week. price ($)demand (tonnes)supply (tonnes) 20 16 10 30 12 12 40 10 14 what will be the effect if the government imposes a minimum price of $40 per tonne? aa fall in the price of x ba shortage of x ca surplus of x da waiting-list for x 12a bus company knows that demand for travel before 09 00 hours is inelastic and that after 09 00 hours it is elastic. how is the company certain to increase total revenue? aby increasing all fares bby increasing fares before 09 00 hours cby reducing all fares dby reducing fares before 09 00 hours",
+            "5": "5 0455/3 jun03 [turn over13in many countries, extra staff are employed by the postal service and additional collections of post are made to clear the large amount of mail before holiday periods. what happens to the demand and supply curves for postal services during these periods? demand curve supply curve a moves to left moves to left b moves to left stays the same c moves to right moves to right d stays the same moves to right 14which of the following is true for any inelastic demand curve? aa price cut causes a fall in expenditure. ba price rise has no effect on demand. ca price rise has no effect on total profit. dthe percentage change in demand is greater than the percentage change in price. 15the graph shows the market for rice. it was in equilibrium at x. later, there is a very good harvest of rice. what is the new equilibrium point? oprice quantityab dcx",
+            "6": "6 0455/3 jun0316nazmin uddin works in a local office as a secretary three days a week. she lives with her parents in a small apartment. meer ali owns a successful fitness centre that employs about twenty people and lives in a large house. which is likely to be true? anazmin spends a smaller proportion of her income than meer. bnazmin saves most of her income. cnazmin would find it easier than meer to borrow money. dnazmin has a lower disposable income than meer. 17in a country, male workers on average earn more than female workers, although male and female workers receive equal pay for equal work. what could explain this? afemale workers are more experienced. bfemale workers are more likely to achieve promotion. cmale workers are more likely to be in trade unions. dmale workers have fewer qualifications. 18the table shows the proportion of income saved for different age groups. age 15 - 29 30 - 39 40 - 49 50 - 62 62+ % of income saved \u201334  %\u2013  4 %1 8  %2 9  % \u201323  % what can be concluded from this data?athe youngest age group spends more than the oldest age group. bthe 50 - 62 age group saves the highest proportion of its income. cthe 50 - 62 age group has the highest level of income. dthe older age groups earn more than the younger age groups. 19there is an increase in interest rates. what is the likely effect on saving and borrowing? saving borrowing a falls falls b falls rises c rises falls d rises rises",
+            "7": "7 0455/3 jun03 [turn over20the diagram shows the costs of a firm. 0102030405060 output 100cost  $ (000s) what is the firm's total variable cost at an output of 100 units? a$100 b$500 c$10 000 d$50 000 21in a company fixed costs are a high proportion of the total costs. what will result in the short run if production is cut by 50  %? aaverage costs will rise. bfixed costs will fall. ctotal costs will remain constant. dvariable costs will rise. 22the retail store woolworth\u2019s has expanded the range of products it sells to include sweets, toys and compact discs. what term describes this change? adiversification bintegration cmerger dspecialisation",
+            "8": "8 0455/3 jun0323which is an external economy of scale? abuying machines from other companies bcarrying out research with other companies clending money to other companies dselling output to other companies 24what is unlikely to be a feature of a large firm in a monopoly position in a market?ait achieves economies of scale. bit will attract government attention. cit charges high prices. dit experiences intense competition in that market. 25the government puts a $2.00 tax on each $8.00 video tape sold. as a result, the price of a video tape rises from $8.00 to $8.50. what can be concluded from this? athe demand for video tapes is price inelastic. bthe government will receive only 25  % of its expected tax revenue. cthe incidence of the tax will fall mainly on the producer. dthe tax is progressive. 26which of the following is likely to be a disadvantage of economic growth? agovernment tax revenue falls. bresources are depleted. cthe level of unemployment rises. dthe standard of living of the population falls.",
+            "9": "9 0455/3 jun03 [turn over27in a country where the government pays the unemployed a small weekly income, there is a reduction in consumer expenditure and, as a result, unemployment increases. what will be the effect on tax revenue of the government and on government expenditure? tax revenuegovernment expenditure a decrease decrease b decrease increase c increase decrease d increase increase 28which is a description of indirect taxes? athey are easy to avoid and deter effort. bthey are levied on income and cause inflation. cthey are levied on spending and are regressive. dthey are progressive and discourage consumption. 29in a country, income tax is charged at $50 on an income of $500. compared with this, which of the following would indicate that the income tax scale was progressive? a$150 tax on $2000 income b$300 tax on $3000 income c$450 tax on $4000 income d$480 tax on $5000 income 30which of the following is an example of cyclical unemployment?aan airline cuts jobs in a world recession. bcleaners lose their jobs as more machines are used. cfishermen sell their boats owing to a reduction in fish stocks. dhotels employ fewer people in the rainy period.",
+            "10": "10 0455/3 jun0331in constructing a retail price index, what is not used? aa base year bthe prices of a basket of goods cthe rate of interest da weight given to each good 32the exchange rate of the jamaican $ changed from us$ 4 to us$ 5. what is a possible reason for this change? afewer exports from jamaica were being bought in the usa. bless investment was made in jamaica by us firms. cmore imports from the usa were bought in jamaica. dmore tourists from the usa visited jamaica. 33the table shows the percentage changes in income and consumer prices for four countries for one year. which country is likely to have experienced the greatest increase in real income during the year? countrypercentage change in incomepercentage change in consumer prices a italy +13.0 +15.0 b france +12.5 +9.5 c uk +8.5 +5.0 d germany +4.0 +4.0 34inflation in argentina fell from 400  % in the 1980s to 15  % in the 1990s. what could have been a result of this change? afalling prices bfewer exports from argentina clower wage rises da trade deficit",
+            "11": "11 0455/3 jun03 [turn over35the most common way of comparing the living standards of two countries is to study each country\u2019s aaverage weekly working hours. bconsumer expenditure. cgnp per head. dnational income. 36many developed countries are faced with an ageing population. what is the likely result of this? aa reduced dependency ratio bincreased mobility of labour cincreased spending on medical care dreduced tax levels 37the chart shows the birth rate and death rate in 1983 and 1993 in the european union (eu) as a whole and in italy. european unionitalybirths and deaths per 1000 population birth rate death rate 891012 11 1983 1993 1983 1993 what does this chart show? athe average age of the population rose in italy but not in the eu as a whole. bthe birth rate remained above the death rate in the eu as a whole. cthe size of the population increased in the eu as a whole but not in italy. dpeople tended to live longer in italy but not in the eu as a whole.",
+            "12": "12 0455/3 jun0338a country which itself produces copper puts a 10  % tariff on imports of copper. what is likely to decrease in that country\u2019s copper industry? athe amount of investment bthe level of employment cthe price of copper dthe stock of copper reserves 39in 2001 a government enquiry approved a major new air terminal for london, which will create many new jobs. however, it will cause extra noise and pollution. compensation will have to bepaid to some people whose houses will be demolished. what is not involved in this exploitation of resources? aexternalities bfree market economy cincome creation dopportunity cost 40which effect is an external benefit when a new motorway is built through the outskirts of a town? aincreased air pollution breduced accident levels creduction in property values dthe profits of the construction company copyright acknowledgements: question 37 \u00a9 the economist cambridge international examinations has made every effort to t race copyright holders, but if we have inadvertently overlooked any we will be pleased to make the necessary arrangements at the first opportunity."
+        },
+        "0455_s03_qp_4.pdf": {
+            "1": "this document consists of 4printed pages. br s41403/2 \u00a9 cie 2003 [turn overcambridge international examinations  international general certificate of secondary education economics 0455/04 paper 4  structured questions may/june 2003 2 hours additional materials: answer booklet/paper read these instructions first if you have been given an answer booklet, follow the instructions on the front cover of the booklet. write your centre number, candidate number and name on all the work you hand in.write in dark blue or black pen on both sides of the paper.you may use a soft pencil for any diagrams, graphs or rough working.do not use staples, paper clips, highlighters, glue or correction fluid. answer question 1 (section a) and any three questions from section b. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question.",
+            "2": "section a answer this question. 1private home ownership is increasing in china. for years the urban chinese relied on overcrowded housing rented from the state and often waited a long time to have their ownapartment. now, with the increase in the market economy, the government is encouraging city-dwellers to buy their own homes by giving cheap loans and tax-relief. home buying will helpchina\u2019s economy. new home-owners need to spend money on furniture, appliances anddecorating. gdp grew by 8% in 1999, of which the housing industry contributed about a fifth. the housing changes will affect social and political issues as well as the economy. in the old system people had to live close to their work, and it was difficult to change jobs because no otherhousing was available. single people had no hope of being allocated an apartment. now anyonewith money can buy a home and choose where they wish to live. (a)explain what is meant by the market economy. [4] (b)explain the meaning of complements and substitutes, giving an example of each from thepassage. [4] (c)identify four factors that might influence a worker\u2019s choice of occupation. [4] (d)how far do you think the change in the provision of housing is likely to affect a worker\u2019s choiceof occupation? [3] (e)discuss whether the change in the provision of housing is likely to benefit everybody. [5]2 0455/04/m/j/03",
+            "3": "3 0455/04/m/j/03section b answer three questions. 2the most important status symbols for the emerging black middle class in south africa are clothing and footwear, together with certain perfumes, hair-styles, cell-phones and householdappliances. some of these are expensive products that can be linked to a luxurious life style. (a)according to economic theory, what determines the demand for a product? [5] (b)discuss why different income groups have different spending patterns. [5] (c)what is meant by price elasticity of demand? [5] (d)discuss why the price elasticity of demand for the items mentioned in the article might differ.  [5] 3some car manufacturers are multi-national companies with plants in several countries. theseplants produce thousands of cars a year and are capital-intensive. (a)define the term \u2018capital-intensive\u2019. [3] (b)why are some organisations capital-intensive and others labour-intensive? [7] (c)identify three possible advantages for the car manufacturer of establishing production in another country. [3] (d)discuss how an increase in car production through the establishment of a new plant mightaffect a country\u2019s gross national product. [7] 4in 2001 it was announced that two german organisations responsible for training personnel wereto merge to form a new organisation with a staff of 900. it was said that this would make theorganisation more efficient.  (a)why might companies spend money on training to increase the skills of their workforce? [4] (b)discuss whether the provision of education and training should be the responsibility of thegovernment. [6] (c)explain why a merger might make an organisation more efficient. [4] (d)explain whether you think large organisations are necessarily better organisations. [6] [turn over",
+            "4": "4 0455/04/m/j/035the mining and export of minerals and precious stones is a very important part of the namibian economy. it was reported that despite a sharp decrease in the quantity of these exports between1995 and 1999 the export value of the items rose in that period. (a)where would the minerals and precious stones be recorded in the namibian balance ofpayments? [2] (b)discuss whether it is beneficial for a country to specialise in the production and export of alimited range of products. [8] (c)the statement above says that the exports of minerals and precious stones decreasedsharply yet the export value rose. how might this happen? [4] (d)discuss what measures a government might take to influence its country\u2019s balance ofpayments. [6] 6expenditure in an economy may be either private expenditure or public expenditure. (a)explain the difference between these types of expenditure, giving oneexample of each. [3] (b)why might public expenditure fall if an economy comes to rely more on the market system? [3] (c)explain how public expenditure can be paid for. [8] (d)discuss, with examples, how decisions on public expenditure might illustrate the idea of opportunity cost. [6] 7 (a) describe what differences might be found in the standard of living of the average person in adeveloped country compared with an average person in a developing country. [6] (b)if a country had good natural resources, would the standard of living of its populationnecessarily be high? [6] (c)what policies might a government adopt in order to try to improve the standard of living in itscountry? [8]"
+        },
+        "0455_s03_qp_6.pdf": {
+            "1": "this document consists of 4printed pages. br s41404/3 \u00a9 cie 2003 [turn overcambridge international examinations  international general certificate of secondary education economics 0455/06 paper 6  alternative to coursework may/june 2003 1 hour 30 minutes additional materials: answer booklet/paper read these instructions first if you have been given an answer booklet, follow the instructions on the front cover of the booklet. write your centre number, candidate number and name on all the work you hand in.write in dark blue or black pen on both sides of the paper.you may use a soft pencil for any diagrams, graphs or rough working.do not use staples, paper clips, highlighters, glue or correction fluid. answer allquestions. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question.",
+            "2": "1 benefit for morocco\u2019s fishermen morocco is a developing country in north africa with a population of 28 million. its fishermen report that the stocks of fish in their sea are increasing again, after they were severely reduced bythe extensive fishing by the highly equipped fleets of the european union (eu). morocco has hugemarine resources with over 840 species of fish. the sector employs nearly 400000 workers.under a four-year agreement with morocco, as many as 600 european ships, mostly spanish andportuguese, had the right to fish in moroccan waters. the eu fleet paid the moroccan governmentfor this right to fish. however, in 1999 the moroccan fisheries minister said that the agreement would not be renewed because of the reduction in the fish stocks. \u2018there will be no suicide agreement with the eu\u2019 hesaid. morocco expects the eu not only to decrease its fishing effort, but also to encouragemorocco\u2019s fishing-related sectors such as ports, shipyards, ship maintenance, and sea-foodprocessing industries. morocco\u2019s fishermen are benefiting from the end of the agreement. fish catches are expected to rise to 1.5 million tons in 2003 compared with 700 000 tons in 2001. in the first year after theagreement ended, morocco exported nearly 250000 tons of fish, earning the country $633 million.the impact of the departure of the eu fleet is also very visible in the local markets whereabundant fish are put for sale at very reasonable prices. \u2018everybody can now buy fish, even thespecies that were considered luxuries, and the local fish sellers are rejoicing.\u2019 (a) (i) identify twocharacteristics of a developing country. [2] (ii) what evidence is there in the article to suggest that morocco has a large fishing sector? [3] (b) (i) what did morocco agree to in 1995? [1] (ii) what did the moroccan minister mean when he said \u2018there will be no suicide agreementwith the eu\u2019? [3] (c) (i) explain with the help of a demand and supply diagram what has happened in the localmoroccan fish markets since the eu stopped fishing. [5] (ii) how would you assess the extent to which these changes have benefited the localfishermen? [6] (d)the article says morocco expects the eu \u2018not only to decrease its fishing but also toencourage morocco\u2019s fishing-related sectors such as shipyards, ship maintenance and foodprocessing.\u2019 discuss whether there is any evidence in the article to justify morocco\u2019s wish forcompensation. [5]2 0455/06/m/j/03",
+            "3": "3 0455/06/m/j/032 namibian inflation namibia\u2019s inflation rate in january 2001, measured as an annual percentage change in the consumer price index (retail price index), was estimated at 10.6%. examples of some of theannual increases in prices of the major components that make up the weighted price index werehousehold goods (4.2%), imported goods (10.6%), food (11.7%), housing, fuel and power(12.2%), transport and communications (13.8%).  examples of increases in prices of some of the minor items in the index were tobacco (9%), recreation and entertainment (4.7%), medical care and health services (20%). (a)what is meant by inflation? [2] (b)the information above relates inflation to a weighted consumer price index. how doresearchers calculate the rate of inflation? [7] (c)study the information above and assess whether it might be a source of concern for thenamibian government. [6]",
+            "4": "4 0455/06/m/j/03copyright acknowledgements: question 1 development and cooperation. entwickllung und zusammenarbeit. question 2 the namibian cambridge international examinations has made every effort to trace copyright holders, but if we have inadvertently overlooked any we will be pleased to make the necessary arrangements at the first opportunity."
+        },
+        "0455_w03_qp_1.pdf": {
+            "1": "cambridge international examinations international general certificate of secondary education economics0455/01 paper 1  multiple choice october/november 2003 1 hour additional materials: multiple choice answer sheet soft clean eraser soft pencil (type b or hb is recommended) read these instructions first write in soft pencil. do not use staples, paper clips, highlighters, glue or correction fluid. write your name, centre number and candidate number on the answer sheet in the spaces provided unless this has been done for you. there are forty  questions on this paper. answer all questions. for each question there are four possible answers  a,b,c, and d. choose the one you consider correct and record your choice in soft pencil  on the separate answer sheet. read the instructions on the answer sheet very carefully. each correct answer will score one mark. a mark will not be deducted for a wrong answer. any rough working should be done in this booklet. this document consists of 12 printed pages. /g211 cie 2003  [turn over",
+            "2": "2 0455/1 nov031which of the following is an advantage of the market economic system? ait aims for equality of income. bit ensures the provision of defence and law and order. cit gives an incentive to produce. dit reduces pollution and congestion. 2a student defined opportunity cost as \u2018the alternative given up when a course of action is followed\u2019. why is this definition inadequate? athe \u2018next best\u2019 alternative is not stressed. bthe type of economic system is not identified. cthere is no mention of money values. dthere is no reference to finite resources and unlimited wants. 3why did planned economies often experience long queues for consumer goods? athe factors of production were able to move freely. bthe distribution of goods was inefficient. cthe output decisions were taken to maximise profits. dthe needs of consumers determined production. 4the table shows how employment in five industries changed in a country between 1985 and 2000. 1985 (thousand)2000 (thousand) banking and finance 1336 1881 distribution and catering 3678 4323 extraction of minerals 1278 1094 manufacturing 3102 2128 transport 1550 1304 which statement about these industries can be concluded from the table? aoutput in the primary industries decreased. boutput in the tertiary industries increased. cemployment in the tertiary industries increased. demployment in the tertiary industries was less than the secondary industries.",
+            "3": "3 0455/1 nov03 [turn over5which of the following is likely to be the most suitable form of business organisation for a group of four doctors? apartnership bprivate company cpublic company dpublic corporation 6mr lee bought shares in intel, a computer company producing throughout the world. sandip patel owns and runs a grocery store. which of the following is not represented by the above businesses? aco-operative bmulti-national company cpublic company dsole proprietor 7the graph shows the price of a company\u2019s shares from january to july 2001. 1020304050 515253545 jan feb mar apr may jun jul$ month0 for the buyer of these shares ajanuary was the best time to buy shares as an investment. bshares bought in april would be worth more in july. cthe company's profits were highest in january. dthe company's goods were cheapest in april.",
+            "4": "4 0455/1 nov038in what circumstances are trade unions more likely to be effective in wage negotiations for their members? aan economic boom ba recession ca period of declining productivity da period of rising unemployment 9what function do central banks and commercial banks have in common? aacting as a banker's bank bcontrolling monetary policy cdealing with foreign exchange dsupervising the banking system 10the diagram shows a market for wheat that is in equilibrium. oquantityprice dst v wx y z which area represents the total revenue for wheat farmers? aotxy b ovxy c ovxz d owxy 11a government taxes the production of cars. what is likely to decrease? athe cost of supplying cars bthe price of cars cthe revenue for the government dthe supply of cars at every price",
+            "5": "5 0455/1 nov03 [turn over12the graph shows the market for bread. oquantityprice d1d2s which of the following might have caused a change in demand from d 1 to d 2? aa fall in the cost of producing bread ba fall in the price of an alternative to bread ca newspaper report that eating bread is healthy da rise in price of a complement to bread 13the table shows the sales of cold drinks made by a company in the uk in 2001 and 2002. demand for cold drinks is influenced by changes in the temperature. in 2001 the sales followedthe usual seasonal pattern. month sales 2001 (thousand cans)sales 2002 (thousand cans) april 300 290 may 400 350 june 550 270 july 570 490 august 620 590 in which month of 2002 was the usual pattern disturbed? amay bjune cjuly daugust",
+            "6": "6 0455/1 nov0314in december 2000 the demand for diamonds increased as people wanted to buy a gift to celebrate the millennium. at the same time the countries producing diamonds decreased thesupply onto the market. how would these changes be shown on a demand and supply diagram? demand curve supply curve a shift to left shift to right b shift to left shift to left c shift to right shift to right d shift to right shift to left 15the diagram illustrates the demand for places on a course at a college. price quantityod x the college does not charge for the course because it is funded by the government. however it can only provide ox places on the course. what would result? aa shift in demand bequilibrium in the market cexcess demand dexcess supply 16which government policy is most likely to encourage an experienced teacher to remain in the teaching profession? aincreasing alternative career opportunities bincreasing class sizes in schools cincreasing teachers\u2019 working hours dincreasing the levels of teachers\u2019 salaries",
+            "7": "7 0455/1 nov03 [turn over17the table gives weekly earnings for different groups in 1998. london great britain male female male female managers \u00a3779.30 \u00a3539.20 \u00a3625.60 \u00a3435.30 unskilled workers \u00a3381.90 \u00a3237.80 \u00a3332.90 \u00a3228.60 which statement about the influence on earnings is supported by the table? afemale workers gain more promotion than male workers. bfemale managers earn more than unskilled workers. cgreat britain has a higher cost of living than london. drepetitive work is compensated for by higher incomes. 18in 2002 a car manufacturer closed one of its large factories and released its stocks of cars onto the market. what was likely to happen to the price of the manufacturer\u2019s cars and the wages of car workers as a result? price of cars wages of car workers a fall fall b fall rise c rise fall d rise rise 19the table shows a firm's total revenue and total cost. output (units) total revenue ($) total cost ($) 10 20 14 20 25 17 30 30 21 40 35 27 what level of output gives maximum profit? a10 units b20 units c30 units d40 units",
+            "8": "8 0455/1 nov0320the diagram shows the average earnings per hour of postal workers between 1999 and 2001. 1999 2001 2000 yearaverage earnings  postal workers ($ per hour)910 8 0 which of the following could explain the above diagram? aa reduction in trade union membership bthe introduction of more efficient work practices cthe employment of more part-time workers dan increase in the number of hours worked 21the table shows the costs incurred by a firm producing computers. output (000s) total costs ($000) 02 0 1 1200 2 1350 3 1450 what are the fixed costs if 3000 computers are produced?a$20 000 b$1 430 000 c$1 450 000 d$4 020 000 22a recent newspaper report stated that there was a proposal for two companies to merge to achieve greater efficiency. as a result a quarter of the workforce and some offices would no longer be required. what does this statement suggest would happen if the two companies were merged? aaverage costs would rise bdiseconomies of scale would occur cfixed and variable costs would decrease dprofits would fall",
+            "9": "9 0455/1 nov03 [turn over23when it produces 200 units, a firm's total variable cost is $600 and its total fixed cost is $2000. what is the average cost at this output? a$3 b$10 c$13 d$2600 24which measure of a firm\u2019s size would a government use to identify a monopoly? athe amount of profits earned by the firm in one year bthe firm\u2019s percentage share of the market for its goods cthe number of factories operated by the firm dthe value of the firm\u2019s capital 25a government decided to increase its spending on building schools and hospitals. which aim of government policy is most likely to be achieved by this? abalance of payments surplus beconomic growth cprice stability dstronger exchange rate 26what is most likely to cause the government to have a budget surplus? aan increase in exports ban increase in unemployment ca decrease in government spending da decrease in private sector investment 27which of the following government policies would lead to a more even distribution of income? aallowing a balance of payments deficit ba change in the rate of exchange ccontrol of lending by commercial banks dexpenditure on unemployment benefits",
+            "10": "10 0455/1 nov0328which of the following is an aim of government policy? aincome tax binterest rates cstable prices dunemployment 29a person pays $500 tax when earnings are $5000. which of the following tax payments would indicate that the country has a regressive tax system if his income rose to $12 000? a$1000 b$1200 c$1500 d$2400 30which of the following is a reason for collecting national income statistics? ato calculate population changes bto compare standards of living cto fix exchange rates dto keep inflation low 31in order to reduce unemployment, a government moves one of its departments to a different part of the country, even though this is expensive. which type of unemployment is most likely to be reduced? acyclical bfrictional cregional dseasonal 32a newspaper reported that a country's economy had grown by 3 % during the last year. what must have increased in that year? acosts of production bgross domestic product cunemployment dwage levels",
+            "11": "11 0455/1 nov03 [turn over33the table shows figures from a developing economy. yearconsumer prices (base year 1995=100) 1996 180 1997 210 1998 230 1999 280 which of the following statements is not true? aconsumer prices rose 80 % between 1995 and 1996. bthe cost of living rose in every year. cthe purchasing power of money rose throughout the period. dinflation existed throughout the period. 34which of the following countries is likely to have the lowest  standard of living? country abcd birth rate 25 43 25 36 death rate 10 31   5 14 life expectancy 57 40 72 48 infant mortality 24 42 22 56 35what is the most likely cause of a fall in the population growth of a developing country? aa decrease in the birth rate ba decrease in emigration ca decrease in immigration da decrease in the standard of living 36which of the following would an economist use to measure living standards?athe average size of families bthe gross domestic product per head cthe number of workers in agriculture dthe size of cities",
+            "12": "12 0455/1 nov0337malaysia decides to put more of its resources into the production of rubber, because it can produce rubber more efficiently than the rest of the world. this means that malaysia will combine the benefits from acomparative advantage and diversification. bcomparative advantage and specialisation. ccompetition and diversification. dspecialisation and protection. 38what is an advantage of specialisation in jobs? adifferent abilities are fully used. bjobs are repetitive. cproduction becomes dependent on several groups of workers. dthe possibility of unemployment increases due to automation. 39in an african country, large amounts of land were taken from farmers to make a national park to protect rare animals and provide a tourist attraction with accommodation. which of the following is likely to decrease as a result of these changes? aearnings from foreign visitors bemployment in the primary sector cemployment in the tertiary sector dthe price of land elsewhere 40what will reduce the volume of international trade in the world economy? aa dutch bank making a loan to a taiwanese manufacturer ba japanese electronics firm establishing a subsidiary in the uk cthe swedish government granting foreign aid to somalia dthe us government introducing quotas for european steel products"
+        },
+        "0455_w03_qp_2.pdf": {
+            "1": "this document consists of 4printed pages. br s52465 \u00a9 cie 2003 [turn overcambridge international examinations  international general certificate of secondary education economics 0455/02 paper 2  structured questions october/november 2003 1 hour 30 minutes additional materials: answer booklet/paper read these instructions first if you have been given an answer booklet, follow the instructions on the front cover of the booklet. write your centre number, candidate number and name on all the work you hand in.write in dark blue or black pen on both sides of the paper.you may use a soft pencil for any diagrams, graphs or rough working.do not use staples, paper clips, highlighters, glue or correction fluid. answer allquestions. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question.",
+            "2": "answer allquestions. 1investment in namibia increased from n$4445 million in 1998 to n$4909 million in 1999 at current market prices. in the same period, according to a government report, overall economic growth innamibia was 3.8%. the report examined the main factors for this and stated that the primary sector registered a positive growth. agriculture showed an increase of 11.7% in 1999 compared with 1.8% in 1998,fishing grew by 1.3% in 1999 and diamonds showed an increase of 9.4% in 1999, compared with1.3% in 1998. the secondary sector recorded a decline of 1.7% in 1999, with manufacturing decreasing by 0.6%, fish processing decreasing by 9.6% and construction declining by 18.3%. (a)what is meant by investment? [2] (b)in the first sentence of the article you will find the phrase \u2018current market prices\u2019. what doesthis phrase tell you? [2] (c)the article says economic growth rose by 3.8%. (i)define what is meant by economic growth. [2]  (ii) explain the link between a rise in investment and a rise in economic growth. [4] (d)an aim of government policy is to achieve economic growth. explain what benefits economicgrowth can bring to a country. [6] (e)discuss whether the information allows you to determine which is the most significant sectorin the namibian economy. [4] 2in 2001 there was a crisis in the farming industry in the uk. the spread of a disease meant manyanimals had to be killed. the government decided to compensate the farmers with a subsidy. (a)explain what is meant by a subsidy and illustrate the effect of a subsidy in a market by usinga demand and supply diagram. [4] (b)discuss how uk farmers\u2019 costs, revenues and profits might have changed in 2001. [6] 3in the uk the royal society for the protection of birds (rspb) has recently bought land aroundthe coast to prevent building on the area where rare birds breed. it has received donations fromthe public towards the cost. the rspb plans to set up special visitor centres in the area. (a)explain which factors of production are involved in the above action by the rspb. [4] (b)discuss whether the local area might be more likely to gain or lose from the action of therspb. [6]2 0455/02/o/n/03",
+            "3": "3 0455/02/o/n/034countries are categorised as less developed because of their poverty and low average incomes, their lack of good human resources and their low level of economic diversification. (a)explain what is meant by  (i)\u2018their lack of good human resources\u2019, [3] (ii) \u2018their low level of economic diversification\u2019. [3] (b)explain whether it can be concluded from the above statement that all people in lessdeveloped countries are poor. [4] 5\u2018the most effective support the industrialised countries could provide for the poorer nations wouldbe to open their markets to the products of developing countries by having fewer traderestrictions.' (trade and industry minister for ghana, 2001) (a)what forms do trade restrictions often take? [3] (b)discuss the immediate and the long-term changes that might occur in developing countries iftrading restrictions were reduced. [7]",
+            "4": "4 0455/02/o/n/03copyright acknowledgements: question 1 \u00a9 the namibian economist cambridge international examinations has made every effort to trace copyright holders, but if we have inadvertently overlooked any we will be pleased to make the necessary arrangements at the first opportunity."
+        },
+        "0455_w03_qp_3.pdf": {
+            "1": "cambridge international examinations international general certificate of secondary education economics0455/03 paper 3  multiple choice october/november 2003 1 hour additional materials: multiple choice answer sheet soft clean eraser soft pencil (type b or hb is recommended) read these instructions first write in soft pencil. do not use staples, paper clips, highlighters, glue or correction fluid. write your name, centre number and candidate number on the answer sheet in the spaces provided unless this has been done for you. there are forty  questions on this paper. answer all questions. for each question there are four possible answers  a,b,c, and d. choose the one you consider correct and record your choice in soft pencil  on the separate answer sheet. read the instructions on the answer sheet very carefully. each correct answer will score one mark. a mark will not be deducted for a wrong answer. any rough working should be done in this booklet. this document consists of 14 printed pages and 2 blank pages. /g211 cie 2003  [turn over",
+            "2": "2 0455/3 nov031which of the following is an advantage of the market economic system? ait aims for equality of income. bit ensures the provision of defence and law and order. cit gives an incentive to produce. dit reduces pollution and congestion. 2the table shows the various combinations of food and clothing which a village can produce using all its resources. food units clothing units 0 500 100 400 200 250 300 50 400 0 what is the opportunity cost to the village of increasing the production of food from 200 to 300 units? a 50 units of clothing b100 units of clothing c200 units of clothing d250 units of clothing 3why did planned economies often experience long queues for consumer goods? athe factors of production were able to move freely. bthe distribution of goods was inefficient. cthe output decisions were taken to maximise profits. dthe needs of consumers determined production.",
+            "3": "3 0455/3 nov03 [turn over4the table shows how employment in five industries changed in a country between 1985 and 2000. 1985 (thousand)2000 (thousand) banking and finance 1336 1881 distribution and catering 3678 4323 extraction of minerals 1278 1094 manufacturing 3102 2128 transport 1550 1304 which statement about these industries can be concluded from the table? aoutput in the primary industries decreased. boutput in the tertiary industries increased. cemployment in the tertiary industries increased. demployment in the tertiary industries was less than the secondary industries. 5which of the following is likely to be the most suitable form of business organisation for a group offour doctors? apartnership bprivate company cpublic company dpublic corporation 6mr lee bought shares in intel, a computer company producing throughout the world. sandip patel owns and runs a grocery store. which of the following is not represented by the above businesses? aco-operative bmulti-national company cpublic company dsole proprietor",
+            "4": "4 0455/3 nov037the graph shows the price of a company\u2019s shares from january to july 2001. 1020304050 515253545 jan feb mar apr may jun jul$ month0 for the buyer of these shares ajanuary was the best time to buy shares as an investment. bshares bought in april would be worth more in july. cthe company's profits were highest in january. dthe company's goods were cheapest in april. 8in what circumstances are trade unions more likely to be effective in wage negotiations for their members? aan economic boom ba recession ca period of declining productivity da period of rising unemployment 9what function do central banks and commercial banks have in common?aacting as a banker's bank bcontrolling monetary policy cdealing with foreign exchange dsupervising the banking system",
+            "5": "5 0455/3 nov03 [turn over10the diagram shows a market for wheat that is in equilibrium. oquantityprice dst v wx y z which area represents the total revenue for wheat farmers? aotxy b ovxy c ovxz d owxy 11a government taxes the production of cars. what is likely to decrease? athe cost of supplying cars bthe price of cars cthe revenue for the government dthe supply of cars at every price",
+            "6": "6 0455/3 nov0312the graph shows the market for bread. oquantityprice d1d2s which of the following might have caused a change in demand from d 1 to d 2? aa fall in the cost of producing bread ba fall in the price of an alternative to bread ca newspaper report that eating bread is healthy da rise in price of a complement to bread 13prices tend to be lower in a competitive industry than in a monopoly. why is this? aa monopoly has less influence on the market. bcompetitive industry has more economies of scale. cnew firms are free to enter the competitive industry. dprofits are lower in a monopoly. 14the demand for a product is known to be price-elastic. which fall in quantity demanded could follow a 10 % price rise? a0% b5% c10% d15% 15demand for japanese video-recorders on sale in germany is price-elastic. which statement will therefore be true? aa tariff will keep all the japanese video-recorders out of germany. bgerman manufacturers cannot compete in the video-recorder market. cjapanese manufacturers\u2019 profits will decrease if the price is reduced. djapanese manufacturers\u2019 revenue from sales will increase if the price is reduced.",
+            "7": "7 0455/3 nov03 [turn over16which government policy is most likely to encourage an experienced teacher to remain in the teaching profession? aincreasing alternative career opportunities bincreasing class sizes in schools cincreasing teachers\u2019 working hours dincreasing the levels of teachers\u2019 salaries 17the table gives weekly earnings for different groups in 1998. london great britain male female male female managers \u00a3779.30 \u00a3539.20 \u00a3625.60 \u00a3435.30 unskilled workers \u00a3381.90 \u00a3237.80 \u00a3332.90 \u00a3228.60 which statement about the influence on earnings is supported by the table?afemale workers gain more promotion than male workers. bfemale managers earn more than unskilled workers. cgreat britain has a higher cost of living than london. drepetitive work is compensated by higher incomes. 18the table shows the change in annual wage of four workers over one year. the rate of inflation during the year was 10%. which worker had a fall in her real wage? start of year end of year a $10000 $11000 b $10000 $11500 c $20000 $21500 d $20000 $22000",
+            "8": "8 0455/3 nov0319the diagram shows the average earnings per hour of postal workers between 1999 and 2001. 1999 2001 2000 yearaverage earnings  postal workers ($ per hour)910 8 0 which of the following could explain the above diagram? aa reduction in trade union membership bthe introduction of more efficient work practices cthe employment of more part-time workers dan increase in the number of hours worked 20the table shows a firm's total revenue and total cost. output (units) total revenue ($) total cost ($) 10 20 14 20 25 17 30 30 21 40 35 27 what level of output gives maximum profit? a10 units b20 units c30 units d40 units",
+            "9": "9 0455/3 nov03 [turn over21the table shows the costs incurred by a firm producing computers. output (000s) total costs ($000) 02 0 1 1200 2 1350 3 1450 what are the fixed costs if 3000 computers are produced? a$20 000 b$1 430 000 c$1 450 000 d$4 020 000 22what is a feature of economies of scale but not diseconomies of scale? athey are caused by management problems. bthey operate in the short run. cthey lead to falling average costs. dthey result in rising average revenue. 23an entrepreneur can use either capital or labour in the production process. the actual combination changes as the prices of the factors alter. when is capital most likely to replace labour? price of capital price of labour a constant falling b falling rising c rising constant d falling falling 24which measure of a firm\u2019s size would a government use to identify a monopoly? athe amount of profits earned by the firm in one year bthe firm\u2019s percentage share of the market for its goods cthe number of factories operated by the firm dthe value of the firm\u2019s capital",
+            "10": "10 0455/3 nov0325a government decided to increase its spending on building schools and hospitals. which aim of government policy is most likely to be achieved by this? abalance of payments surplus beconomic growth cprice stability dstronger exchange rate 26what is most likely to cause the government to have a budget surplus?aan increase in exports ban increase in unemployment ca decrease in government spending da decrease in private sector investment 27which of the following government policies would lead to a more even distribution of income?aallowing a balance of payments deficit ba change in the rate of exchange ccontrol of lending by commercial banks dexpenditure on unemployment benefits 28a government wishes to make firms pay for the total cost of producing their goods, including external costs such as pollution. which measure could the government use to do this? aan increase in an indirect tax on the firm's goods ban increase in grants to the firm can increase in subsidies for the firm's goods dfixing a minimum price for the firm's goods 29a person pays $500 tax when earnings are $5000.which of the following tax payments would indicate that the country has a regressive tax system if his income rose to $12 000? a$1000 b$1200 c$1500 d$2400",
+            "11": "11 0455/3 nov03 [turn over30which of the following is a reason for collecting national income statistics? ato calculate population changes bto compare standards of living cto fix exchange rates dto keep inflation low 31in order to reduce unemployment, a government moves one of its departments to a different part of the country, even though this is expensive. which type of unemployment is most likely to be reduced? acyclical bfrictional cregional dseasonal 32in 1999 south africa exported its goods using its own ships, instead of using uk ships.what would have been the effect on south africa\u2019s balance of payments? balance of trade in goodsbalance of trade in services a improved improved b improved unchanged c unchanged improved d unchanged unchanged",
+            "12": "12 0455/3 nov0333the table shows the number of jamaican dollars (j$) which are exchanged for one unit of other currencies in june and july 2001. currencyjune 2001 j$july 2001 j$ us $ 45.78 45.77 uk \u00a3 63.86 64.37 guyana $ 0.25 0.25 barbados $ 23.19 23.12 against which currency did the jamaican dollar depreciate? aus $ buk \u00a3 cguyana $ dbarbados $ 34the graph shows changes in a country\u2019s annual percentage growth in real gdp between 1991 and 2001. 1234 0 1991 1993 1995 1997 1999 2001 yearreal gdp growth % _1 what happened to the growth of real gdp? ait was highest in 1996. bit was negative from 1991 to 1993. cit was on a downward trend between 1991 and 2001. dit was positive between 1997 and 1998.",
+            "13": "13 0455/3 nov03 [turn over35what is the most likely cause of a fall in the population growth of a developing country? aa decrease in the birth rate ba decrease in emigration ca decrease in immigration da decrease in the standard of living 36which of the following would an economist use to measure living standards?athe average size of families bthe gross domestic product per head cthe number of workers in agriculture dthe size of cities 37malaysia decides to put more of its resources into the production of rubber, because it can produce rubber more efficiently than the rest of the world. this means that malaysia will combine the benefits from acomparative advantage and diversification. bcomparative advantage and specialisation. ccompetition and diversification. dspecialisation and protection. 38in singapore a tax was placed on the use of cars in the city centre to encourage the use of public transport. what changes to private costs and external costs were intended? private costs external costs a fall fall b fall rise c rise fall d rise rise",
+            "14": "14 0455/3 nov0339in an african country, large amounts of land were taken from farmers to make a national park to protect rare animals and provide a tourist attraction with accommodation. which of the following is likely to decrease as a result of these changes? aearnings from foreign visitors bemployment in the primary sector cemployment in the tertiary sector dthe price of land elsewhere 40what will reduce the volume of international trade in the world economy? aa dutch bank making a loan to a taiwanese manufacturer ba japanese electronics firm establishing a subsidiary in the uk cthe swedish government granting foreign aid to somalia dthe us government introducing quotas for european steel products",
+            "15": "15 0455/3 nov03blank page",
+            "16": "16 0455/3 nov03blank page"
+        },
+        "0455_w03_qp_4.pdf": {
+            "1": "this document consists of 4printed pages. br s41405/3 \u00a9 cie 2003 [turn overcambridge international examinations  international general certificate of secondary education economics 0455/04 paper 4  structured questions october/november 2003 2 hours additional materials: answer booklet/paper read these instructions first if you have been given an answer booklet, follow the instructions on the front cover of the booklet. write your centre number, candidate number and name on all the work you hand in.write in dark blue or black pen on both sides of the paper.you may use a soft pencil for any diagrams, graphs or rough working.do not use staples, paper clips, highlighters, glue or correction fluid. answer question 1 (section a) and any three questions from section b. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question.",
+            "2": "section a answer this question. 1investment in namibia increased from n$4445 million in 1998 to n$4909 million in 1999 at current market prices. in the same period, according to a government report, overall economic growth innamibia was 3.8%. the report examined the main factors for this and stated that the primary sector registered a positive growth. agriculture showed an increase of 11.7% in 1999 compared with 1.8% in 1998,fishing grew by 1.3% in 1999 and diamonds showed an increase of 9.4% in 1999, compared with1.3% in 1998. the secondary sector recorded a decline of 1.7% in 1999, with manufacturing decreasing by 0.6%, fish processing decreasing by 9.6% and construction declining by 18.3%. (a)what is meant by investment? [2] (b)in the first sentence of the article you will find the phrase \u2018current market prices\u2019. what doesthis phrase tell you? [2] (c)the article says economic growth rose by 3.8%. (i)define what is meant by economic growth. [2]  (ii) explain the link between a rise in investment and a rise in economic growth. [4] (d)an aim of government policy is to achieve economic growth. explain what benefits economicgrowth can bring to a country. [6] (e)discuss whether the information allows you to determine which is the most significant sectorin the namibian economy. [4]2 0455/04/o/n/03",
+            "3": "3 0455/04/o/n/03section b answer three questions. 2in 2001 there was a crisis in the farming industry in the uk. the spread of a disease meant many animals had to be killed. the government decided to compensate the farmers with a subsidy. (a)explain what is meant by a subsidy and illustrate the effect of a subsidy in a market by usinga demand and supply diagram. [4] (b)discuss how uk farmers\u2019 costs, revenues and profits might have changed in 2001. [6] (c)explain what is meant by price elasticity of demand. [4] (d)how might the concept of price elasticity of demand be of use to a farmer? [6] 3in the uk the royal society for the protection of birds (rspb) has recently bought land aroundthe coast to prevent building on the area where rare birds breed. it has received donations fromthe public towards the cost. the rspb plans to set up special visitor centres in the area. (a)explain which factors of production are involved in the above action by the rspb. [4] (b)discuss whether the local area might be more likely to gain or lose from the action of therspb. [6] (c)define the following terms and identify an example of each in the above passage. (i)private cost (ii) social benefit. [4] (d)the rspb is a private charity. do you think the protection of rare birds should be theresponsibility of a government rather than private charities? [6] 4countries are categorised as less developed because of their poverty and low average incomes,their lack of good human resources and their low level of economic diversification. (a)explain what is meant by  (i)\u2018their lack of good human resources\u2019, [3] (ii) \u2018their low level of economic diversification\u2019. [3] (b)explain whether it can be concluded from the above statement that all people in lessdeveloped countries are poor. [4] (c)explain what is likely to be the occupational distribution of the population in a less developedcountry. [4] (d)if a less developed country becomes classified as a developed country, what changes wouldprobably have happened to the structure of its population and its occupational distribution?  [6] [turn over",
+            "4": "4 0455/04/o/n/035\u2018the most effective support the industrialised countries could provide for the poorer nations would be to open their markets to the products of developing countries by having fewer traderestrictions.' (trade and industry minister for ghana, 2001) (a)what forms do trade restrictions often take? [3] (b)discuss the immediate and the long-term changes that might occur in developing countries iftrading restrictions were reduced. [7] (c)discuss whether it is better for a country to produce many products and protect its marketsfrom international trade or whether it is better to try to achieve specialisation in some productsonly. [10] 6in the past the uk government was anxious to reduce the rate of inflation. now the rate of inflationmeasured by the retail price index (rpi) continues to remain low and is not causing too muchconcern. (a)what does a retail price index (index of consumer prices) measure? [2] (b)what causes inflation? [8] (c)why might a government be worried about the rate of inflation? [10] 7british gas is a large profit-making public company in the uk. a publicity leaflet from the companystated that the number of customers it served had increased. it also said that the company wasmore willing to pay compensation to customers for failure to meet required standards of service.  (a)explain what is meant by the principle of profit maximisation. [4] (b)discuss what might have happened to profits as a result of each of the changes mentioned inthe leaflet. [6] (c)describe briefly the main types of business organisation and consider which of them is likelyto be the most significant in a developed economy. [10] copyright acknowledgements: question 1 \u00a9 the namibian economist cambridge international examinations has made every effort to trace copyright holders, but if we have inadvertently overlooked any we will be pleased to make the necessary arrangements at the first opportunity."
+        },
+        "0455_w03_qp_6.pdf": {
+            "1": "this document consists of 4printed pages. br s41406/2 \u00a9 cie 2003 [turn overcambridge international examinations  international general certificate of secondary education economics 0455/06 paper 6  alternative to coursework october/november 2003 1 hour 30 minutes additional materials: answer booklet/paper read these instructions first if you have been given an answer booklet, follow the instructions on the front cover of the booklet. write your centre number, candidate number and name on all the work you hand in.write in dark blue or black pen on both sides of the paper.you may use a soft pencil for any diagrams, graphs or rough working.do not use staples, paper clips, highlighters, glue or correction fluid. answer allquestions. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question.",
+            "2": "1 saving in south africa in south africa, between 1995 and 1998, savers were able to benefit from higher interest rates and reduced inflation. moreover, they did not have to pay income tax on some of their income fromsavings. however, between 1990 and 1998 the amount of income from savings that was exemptfrom income tax (the \u2018tax allowance\u2019) remained unchanged.  the level of personal savings in south africa in 1998 was thought to be low and meant that less than 10% of the people were able to retire financially independent.  an economist at the industrial development corporation (idc) in south africa suggested that an increase in the level that was exempt from tax would encourage people to save. in 2002 this levelwas raised from r4000 to r6000. (r = rand, the currency of south africa). changes in taxes can, however, have other effects. there is no guarantee that an increase in the amount of income exempt from tax will result in increased savings. lower taxes do increasedisposable income but this might result in extra spending rather than extra savings. (a)explain how savers can benefit from (i)high interest rates, [1] (ii) reduced inflation. [3] (b)using information in the article, comment on the effect that changes in tax allowances mighthave on total savings in an economy. [5] (c)the article says that not many people will be financially independent when they retire. whymight this be a concern for the government? [5] (d) (i) what is meant by the expression \u2018disposable income\u2019? [2] (ii) y ou are asked to investigate the differences in the spending and savings patterns ofpeople with low disposable income and those with high disposable income. what do youthink you would discover? [9]2 0455/06/o/n/03",
+            "3": "3 0455/06/o/n/032 lufthansa to cut 4000 jobs the following information appeared in the press in november 2001. the german airline lufthansa is to make up to 4000 employees redundant in response to a reduction in demand which has affected the whole airline industry. the number of passengerstravelling with lufthansa declined by 13.3% in october 2001, having already fallen by 9.1% inseptember. a spokesman said that the airline, which employs 85000 people, would try to reduce staff, starting with workers who were still on temporary contracts in their six-month trial period. ifthat did not prove enough then other employees would also lose their jobs. cabin staff wouldbe retained where possible and the emphasis would be on reducing ground staff. management and trade unions have been negotiating on cost-cutting measures but have failed to reach an agreement. lufthansa has agreed to sell four of its boeing 747 jumbo jets inorder to reduce capacity. despite the difficulties, lufthansa is in a better position than itscompetitors such as swissair and sabena. (a)identify the reason for the difficulties faced by lufthansa. [1] (b)explain whether a reduction in the labour force would affect the fixed costs or the variablecosts of lufthansa. [4] (c)imagine you are a business correspondent for a newspaper. y ou have been told that up to4000 lufthansa employees are to lose their jobs. y ou have to assess whether this isnecessary. (i)explain twopieces of information you have already been given in the above article that might be significant to your assessment. [4] (ii) what other information might you like to collect in order to make a decision? [6]",
+            "4": "4 0455/06/o/n/03copyright acknowledgements: question 1 oecd question 2 the namibian cambridge international examinations has made every effort to trace copyright holders, but if we have inadvertently overlooked any we willbe pleased to make the necessary arrangements at the first opportunity."
+        }
+    },
+    "2004": {
+        "0455_s04_qp_1.pdf": {
+            "1": "     university of cambridge international examinations    international general certificate of secondary education        economics 0455/01        paper 1  multiple choice    may/june 2004        1 hour     additional materials: multiple choice answer sheet      soft clean eraser      soft pencil (type b or hb is recommended)                          read these instructions first     write in soft pencil.    do not use staples, paper clips, highlighters, glue or correction fluid.   write your name, centre number and candidate number on the answer sheet in the spaces provided   unless this has been done for you.      there are forty  questions on this paper. answer all questions. for each question there are four possible    answers a, b, c, and d.   choose the one you consider correct and record your choice in soft pencil on the separate answer sheet.     read the instructions on the answer sheet very carefully.     each correct answer will score one mark. a mark will not be deducted for a wrong answer.   any rough working should be done in this booklet.                                                  this document consists of 13 printed pages and 3 blank pages.  ib04 06_0455_01/3rp   \uf6d9 ucles 2004  [turn over  ",
+            "2": "2    \uf6d9 ucles 2004  0455/1/m/j/04 1 which action is evidence that a country is a planned economy?  a a central bank plans an interest rate change.  b a government plans the allocation of all resources. c a local authority plans a new library. d a ministry of finance plans the annual budget.      2 which statement best explains why drought is an economic problem?  a drought cannot be controlled.  b rainfall is unreliable.  c the effects of drought involve the government.  d water is a scarce good.      3 what is not an example of a factor of production in a hairdressing business?  a a haircut  b a hairdresser c a hairdressing shop d a hair-drier      4 what might increase the use of money as a medium of exchange?  a an increase in income tax  b an increase in interest rates  c an increase in savings  d an increase in specialisation      5 a state-owned industry is sold to the private sector. the industry consists of a number of very  large factories.    which is the most likely change in business organisation to result from this?  a from private company to public corporations  b from public company to public corporations  c from public corporation to public companies  d from public corporation to private companies     ",
+            "3": "3    \uf6d9 ucles 2004  0455/1/m/j/04  [turn over  6 the following table gives information about four companies.    which one of these companies is not a multi-national company?    company number of countries in  which the company has  shareholders number of countries in  which the company has  factories number of countries in  which the country sells  its products  a 2  1  100   b 1  2  50   c 10  20  20   d 20  5  1      7 in 2002 the trade union representing workers on the london underground public transport  system called a strike.    which condition would make a strike least  likely to be successful?  a the demand has to be met at a certain time.  b the product or service is regarded as a necessity. c the union represents a high percentage of the workforce.  d there is a wide range of alternative services.      8 what is a function of a central bank?  a to decide government spending  b to determine all interest rates c to issue new currency d to lend to private businesses     9 which company operates in the primary sector?    company description  a century city hong kong holding company with property and  hotel interests  b compass east industries thai ceiling fan manufacturer  c delta gold rapidly expanding australian gold and platinum  mining company  d first bangkok city bank medium-sized commercial thai bank    ",
+            "4": "4    \uf6d9 ucles 2004  0455/1/m/j/04 10 the diagram shows the demand for and supply of a product. the original equilibrium is at x.    which point indicates the new equilibrium position if there is an increase in the price of a close  substitute for the commodity while other things remain the same?    price quantityb ac d x d3d1d2s2 s1 o     11 the diagram shows the demand for and supply of a firm's product. the original equilibrium is       at x.    the firm pays for a successful advertising campaign.    what is the new equilibrium?    xb dac oprice quantityd3d1d2s3 s1 s2     ",
+            "5": "5    \uf6d9 ucles 2004  0455/1/m/j/04  [turn over  12 the charts show the number of railway passenger journeys made and the miles of route open.    number of passenger journeys completed (millions)760 740720700680660640620600580560 1990 1991 1992 1993 1994 routes open (miles)11 100 11 000 10 90010 80010 70010 60010 50010 400 1990 1991 1992 1993 1994     what can be concluded from the charts?  a the overall trend in passenger journeys between 1990 and 1994 was upwards.  b the routes had more people travelling on them in 1994 than in 1992. c the revenue of the railway decreased between 1990 and 1994.  d there were more trains running in 1994 than in 1992.      13 which method of advertising would be the most cost-effective way of selling economics textbooks  to schools?  a commercial television  b daily newspapers  c direct mail  d local radio stations     ",
+            "6": "6    \uf6d9 ucles 2004  0455/1/m/j/04 14 a supply curve shows the relationship between the quantity supplied and   a company profits.  b the demand for the product. c the output of the product. d the price of the product.      15 what is likely to increase the supply of fish brought to market?  a a decrease in the number of fishing vessels operating  b the imposition of a quota on the import of fish  c the imposition of a sales tax on fish  d a decrease in the cost of building fishing vessels      16 the graph shows the market for unskilled workers in a city. the original equilibrium is at x.    what would be the new equilibrium if there was a migration of workers to the city?    wage quantitys3 s1 s2 d2 d1 d3da b cx o      ",
+            "7": "7    \uf6d9 ucles 2004  0455/1/m/j/04  [turn over  17 the table shows how three people spend their income.     person x person y person z  food, clothing and housing 35  % 50  % 20  %  entertainment and leisure 25  % 20  % 40  %  luxury goods 40  % 30  % 40  %    place the three people in the most likely order of income, from highest income to lowest income.  a x, y, z  b y, z, x  c z, x, y d z, y, x     18 the table shows the weekly values of certain items for the average person in each group.    which group saves the most on average?      income ($) spending ($) borrowing ($)  a employed workers 500  400  50   b retired people 150  140  0   c school students 25  30  5   d unemployed 200  300  100      19 \u2018between 1988 and 1998 the real income of the poorest 5  % of the world\u2019s people fell by almost  25  %, while the real income of the richest 5  % increased by 12  %.\u2019    what does this mean?  a rich and poor people were equally affected.  b the poor lost 25  % of their money.  c the poor lost about twice as much money as the rich gained.  d the poor were relatively worse off in 1998 than 1988.      20 which activity can a small firm carry out more easily than a large firm?  a adapting to changing fashions  b buying in bulk  c raising finance d undertaking expensive research   ",
+            "8": "8    \uf6d9 ucles 2004  0455/1/m/j/04 21 the table shows a firm\u2019s average revenue and average cost.    what level of output, a, b, c or d, gives maximum profit?     output (units) average revenue ($) average cost ($)  a 5  10  30   b 10  20  20   c 15  25  15   d 20  30  18       22 which of the following is a fixed cost of production?  a distribution costs  b dividends to shareholders  c overtime pay  d rental of buildings      23 the diagram shows the fixed costs, variable costs and total costs of a firm.    p q r scosts outputo     which distance represents the firm\u2019s fixed costs?  a ps b qr c qs d rs     ",
+            "9": "9    \uf6d9 ucles 2004  0455/1/m/j/04  [turn over  24 the table shows the total cost of producing a good at different levels of output.    output  (units) total cost  ($)  0 15  1 25  2 36  3 42  the firm sells 3 units.    if the total costs have to be covered, at what price must each of the 3 units be sold?  a $42 b $27 c $14 d $6      25 which statement describes a progressive tax?  a a tax that increases government income over time  b a tax that places an increasing burden on the poor  c a tax that rises in line with the rate of inflation  d a tax that has a higher rate as income rises      26 what is not a main economic government objective?  a a balance of payments deficit  b economic growth c full employment d price stability      27 when is the budget described as balanced?  a when direct taxes and indirect taxes are equal  b when exports and imports are equal  c when government spending and government revenue are equal  d when the demand for money and the supply of money are equal      28 what would be most likely to encourage saving?  a a rise in the exchange rate  b a rise in the goods and services tax rate c a rise in the income tax rate d a rise in the interest rate ",
+            "10": "10    \uf6d9 ucles 2004  0455/1/m/j/04 29 the diagram shows the annual rate of inflation for a country between 2000 and 2003.    2000 2001 2002 2003 yearrate of inflation %10 8 6420     which statement is true of the period 2000 to 2003?  a the cost of living fell.  b the price level rose.  c the retail price index fell.  d the value of money rose.      30 which of the following would cause a favourable change in the uk trade in services (invisible)  account?  a a malaysian company increases its exports to the uk.  b a uk holiday company sends more british tourists to namibia. c a large uk company increases its exports of goods. d a uk company wins a contract to transport south african exports.     ",
+            "11": "11    \uf6d9 ucles 2004  0455/1/m/j/04  [turn over  31 the table shows units of output, value of output and number of people employed in an industry  over three years.     output  (units, millions)output value  ($ millions) number employed  (000)  year 1 10 10 5  year 2 21 25 7  year 3 32 40 8    what could be concluded from the table above?  a inflation has increased.  b output per worker has increased. c profit has increased.  d working population has increased.      32 the graph shows annual changes in the prices of goods and services in a country between 1996  and 2001.    5 43210 _1 1996 1997 1998 1999 2000 2001annual % changeservices goods year    what can be concluded from the graph?  a goods were cheaper in 2001 than 1996.  b goods were cheaper than services from 1997. c the price of goods fell at the start of 2000. d the price of services fell in 2000.     ",
+            "12": "12    \uf6d9 ucles 2004  0455/1/m/j/04 33 on a holiday island criminals have frightened away tourists. to give tourists confidence the  government has increased the number of police.    what is likely to happen as a result of such action by the government?  a overseas earnings fall.  b public expenditure increases.  c taxes fall.  d unemployment increases.      34 a government spreads its offices throughout the country even though it is expensive.    which type of unemployment is this policy most likely to reduce?  a cyclical  b frictional c regional  d seasonal      35 botswana has achieved high rates of economic growth.    what is most likely to have fallen as a result of this economic growth?  a employment  b income per head c infant mortality rate  d literacy rates      36 other things being equal, what will cause a population both to increase and to age?  a a fall in the birth rate  b a rise in both the birth rate and the death rate c a rise in the death rate and a fall in the birth rate d a fall in the death rate      37 what would be found in a developed economy?  a low infant mortality rate  b low investment rate c low life expectancy  d low literacy rate   ",
+            "13": "13    \uf6d9 ucles 2004  0455/1/m/j/04   38 what is an effect of trade protection?  a it encourages home industries to be more efficient.  b it increases the demand for home-produced goods. c it reduces the price of home-produced goods. d it reduces the price of imports.      39 why might the government of a developing economy welcome large-scale cutting of its limited  hardwood forests for export by a multi-national company?  a it allows profits to be exported.  b it conserves scarce resources. c it ensures long-term future growth in living standards. d it increases employment.      40 world-wide campaigns to reduce smoking will affect malawi, which has relied on tobacco for its  main export earnings.    what is likely to happen if malawi is successful in replacing its earnings from tobacco by  developing its tourist trade?  a the number of jobs required in the service sector will decrease.  b the primary sector will become more significant in the economy.  c there will be greater expenditure on new roads and infrastructure. d visible earnings will increase while invisible earnings will decrease.     ",
+            "14": "14     0455/1/m/j/04 blank page ",
+            "15": "15     0455/1/m/j/04   blank page  ",
+            "16": "16        university of cambridge international examinations is part of the university of cambridge local examinations syndicate (ucles) , which is itself a department  of the university of cambridge.   0455/1/m/j/04 blank page  "
+        },
+        "0455_s04_qp_2.pdf": {
+            "1": "this document consists of 3 pages and 1 blank page. sp (cw) s61181 \u00a9ucles 2004 [turn overuniversity of cambridge international examinations international general certificate of secondary education economics 0455/02 paper 2  structured questions may/june 2004 1hour 30 minutes additional materials: answer booklet/paper read these instructions first if you have been given an answer booklet, follow the instructions on the front cover of the booklet. write your centre number, candidate number and name on all the work you hand in.write in dark blue or black pen on both sides of the paper.you may use a soft pencil for any diagrams, graphs, music or rough working.do not use staples, paper clips, highlighters, glue or correction fluid. answer all questions. at the end of the examination, fasten all your work securely together.the number of marks is given in brackets [  ] at the end of each question or part question.",
+            "2": "2 0455/02/m/j/04answer all questions. 1in bangladesh there used to be a complete lack of access to health services in areas of poor housing, and residents did not have the time or money to seek out health care. in these areas onethird of the population was affected by disease, and the child mortality rates were over ten timesthe national average. now small health centres, staffed by volunteers, are being set up in theseareas by a charity. the organisers say that these small centres have been a great success andhave proved that it is possible to provide good services in poor areas. other health provision is being made for one million women working in the labour-intensive garment factories. many workers have poor health because of long working hours and thephysically demanding nature of the work. they cannot take time off to get treatment and theycannot afford private health care. the charity that set up the health centres went into partnershipwith the factory owners by convincing them that a healthy workforce was a productive one. (a)according to the article how do the working conditions of some workers affect their health? [2] (b)what is meant by \u2018labour-intensive\u2019 production? [2] (c)how far can it be concluded from the article that people living in the areas of poor housing have worse health than the rest of the country? [4] (d)sometimes the government provides services in an economy, sometimes the private sectorprovides services. explain why it is that the government provides some services. [6] (e)the article says \u2018a healthy workforce is a productive one.\u2019 (i)explain what this means. [3] (ii) should it usually be the responsibility of the employers rather than the government toprovide health care? [3] 2in zimbabwe a local community markets a tea which grows wild in their area. \u2018communities shouldbe able to manage their natural resources if they are to benefit, especially if they are to gain aneconomic benefit,\u2019 the leader of the project said. (a)identify the factors of production. [4] (b)explain what benefits might be gained by the local community in zimbabwe from the project. [6] 3the uk/dutch consumer goods company unilever had a 35% rise in profits in the first part of 2002. the group, whose brands include tea, soap and washing powder, benefited from a rise inprofit margins, but the growth in sales was slow. (a)explain who might benefit from the rise in profits. [4] (b)discuss how firms might achieve a rise in profits. [6] \u00a9ucles 2004",
+            "3": "3 0455/02/m/j/044(a)what is meant by a retail price index? [3] (b)explain how a retail price index is calculated. [7] 5demand for uk exports dropped considerably in november 2002, which pushed the uk further into a visible trade deficit \u2013 the largest since records began. (a)explain what is meant by a visible trade deficit and identify in which part of the balance of payments the deficit would be recorded. [3] (b)discuss whether it matters if a country has a visible trade deficit. [7] \u00a9ucles 2004",
+            "4": "4 0455/02/m/j/04blank page \u00a9ucles 2004copyright acknowledgements: question 1 \u00a9 department for international developmentevery reasonable effort has been made to trace all copyright holders. the publishers will be pleased to hear from anyone whose rights we have unwittingly infringed. university of cambridge international examinations is part of the university of cambridge local examinations syndicate (ucles), which is itself a department of the university of cambridge."
+        },
+        "0455_s04_qp_3.pdf": {
+            "1": "university of cambridge international examinations international general certificate of secondary education economics0455/03 paper 3  multiple choice may/june 2004 1 hour additional materials: multiple choice answer sheet soft clean eraser soft pencil (type b or hb is recommended) read these instructions first write in soft pencil. do not use staples, paper clips, highlighters, glue or correction fluid. write your name, centre number and candidate number on the answer sheet in the spaces provided unless this has been done for you. there are forty  questions on this paper. answer all questions. for each question there are four possible answers  a, b, c, and d. choose the one you consider correct and record your choice in soft pencil on the separate answer sheet. read the instructions on the answer sheet very carefully. each correct answer will score one mark. a mark will not be deducted for a wrong answer. any rough working should be done in this booklet. this document consists of 13 printed pages and 3 blank pages. ib04 06_0455_03/2rp /g211 ucles 2004 [turn over",
+            "2": "2 /g211 ucles 2004 0455/3/m/j/041which action is evidence that a country is a planned economy? aa central bank plans an interest rate change. ba government plans the allocation of all resources. ca local authority plans a new library. da ministry of finance plans the annual budget. 2which statement best explains why drought is an economic problem? adrought cannot be controlled. brainfall is unreliable. cthe effects of drought involve the government. dwater is a scarce good. 3in 2002 the government of zimbabwe diverted us$18  million, originally intended to support private business, to help feed millions of people threatened by famine. some of the money was used to import up to 1.8  million tonnes of corn. what was the opportunity cost to zimbabwe of this decision? athe cost of the extra food bthe cost of the 1.8 million tonnes of corn cthe effect on private business dthe us$18  million 4what might increase the use of money as a medium of exchange? aan increase in income tax ban increase in interest rates can increase in savings dan increase in specialisation 5a state-owned industry is sold to the private sector. the industry consists of a number of very large factories. which is the most likely change in business organisation to result from this? afrom private company to public corporations bfrom public company to public corporations cfrom public corporation to public companies dfrom public corporation to private companies",
+            "3": "3 /g211 ucles 2004 0455/3/m/j/04 [turn over6the following table gives information about four companies. which one of these companies is not a multi-national company? companynumber of countries in which the company has shareholdersnumber of countries in which the company has factoriesnumber of countries in which the country sells its products a 2 1 100 b 12 5 0 c 10 20 20 d 2 051 7in 2002 the trade union representing worke rs on the london underground public transport system called a strike. which condition would make a strike least  likely to be successful? athe demand has to be met at a certain time. bthe product or service is regarded as a necessity. cthe union represents a high percentage of the workforce. dthere is a wide range of alternative services. 8what is a function of a central bank? ato decide government spending bto determine all interest rates cto issue new currency dto lend to private businesses 9which company operates in the primary sector? company description a century city hong kong holding company with property and hotel interests b compass east industries thai ceiling fan manufacturer c delta gold rapidly expanding australian gold and platinum mining company d first bangkok city bank medium-sized commercial thai bank",
+            "4": "4 /g211 ucles 2004 0455/3/m/j/0410the diagram shows the demand for and supply of a product. the original equilibrium is at x. which point indicates the new equilibrium position if there is an increase in the price of a close substitute for the commodity while other things remain the same? price quantityb ac dx d3d1d2s3 s1s2 o 11the diagram shows the demand for and supply of a firm's product. the original equilibrium is at x. the firm pays for a successful advertising campaign. what is the new equilibrium? xb dac oprice quantityd3d1d2s3 s1 s2",
+            "5": "5 /g211 ucles 2004 0455/3/m/j/04 [turn over12the charts show the number of railway passenger journeys made and the miles of route open. number of passenger journeys completed (millions)760 740720700680660640620600580560 1990 1991 1992 1993 1994 routes open (miles)11 100 11 000 10 90010 80010 70010 60010 50010 400 1990 1991 1992 1993 1994 what can be concluded from the charts? athe overall trend in passenger journeys between 1990 and 1994 was upwards. bthe routes had more people travelling on them in 1994 than in 1992. cthe revenue of the railway decreased between 1990 and 1994. dthere were more trains running in 1994 than in 1992. 13which method of advertising would be the most cost-effective way of selling economics textbooks to schools? acommercial television bdaily newspapers cdirect mail dlocal radio stations",
+            "6": "6 /g211 ucles 2004 0455/3/m/j/0414the demand for cocoa beans is price-inelastic. what is most likely to increase as a result of a decrease in demand for cocoa beans? aincome of cocoa bean producers bprice of cocoa bean products cproduction of cocoa beans dunemployment among cocoa bean farmers 15there are a fixed number of seats at a concert. most of the audience would continue to attend even if the seat prices were increased. which diagram represents this situation? price quantityoa s d price quantityob d s price quantityoc sd price quantityod s d 16the graph shows the market for unskilled workers in a city. the original equilibrium is at x.what would be the new equilibrium if there was a migration of workers to the city? wage quantitys3 s1 s2 d2 d1 d3da b cx o",
+            "7": "7 /g211 ucles 2004 0455/3/m/j/04 [turn over17the table shows how three people spend their income. person x person y person z food, clothing and housing 35  %5 0  %2 0  % entertainment and leisure 25  %2 0  %4 0  % luxury goods 40  %3 0  %4 0  % place the three people in the most likely order of income, from highest income to lowest income. ax, y, z by, z, x cz, x, y dz, y, x 18the table shows the weekly values of certain items for the average person in each group. which group saves the most on average? income ($) spending ($) borrowing ($) a employed workers 500 400 50 b retired people 150 140 0 c school students 25 30 5 d unemployed 200 300 100 19\u2018between 1988 and 1998 the real income of the poorest 5  % of the world\u2019s people fell by almost 25  %, while the real income of the richest 5  % increased by 12  %.\u2019 what does this mean? arich and poor people were equally affected. bthe poor lost 25  % of their money. cthe poor lost about twice as much money as the rich gained. dthe poor were relatively worse off in 1998 than 1988. 20why are firms making similar products often located near each other?acompetition may be reduced. bexternal economies may be possible. cland may be cheaper. doverheads may be increased.",
+            "8": "8 /g211 ucles 2004 0455/3/m/j/0421the table shows a firm\u2019s average revenue and average cost. what level of output, a, b, c or d, gives maximum profit? output (units) average revenue ($) average cost ($) a 51 03 0 b 10 20 20 c 15 25 15 d 20 30 18 22the following extract appeared in a uk newspaper. \u2018the uk construction firm wimpey yesterday announced an \u00a385 million deal to buy two companies in the united states which supply its raw materials.\u2019 which term best describes wimpey's actions? adiversification bhorizontal integration cvertical integration backwards dvertical integration forwards 23the diagram shows the fixed costs, variable costs and total costs of a firm. p q r scosts outputo which distance represents the firm\u2019s fixed costs? apq bps cqr dqs",
+            "9": "9 /g211 ucles 2004 0455/3/m/j/04 [turn over24the table shows output and total costs of a firm with three workers. output total costs ($) week 1 5 1500 week 2 6 1600 week 3 7 1700 week 4 8 1800 how did output per worker and average cost change over the period? output per worker average cost a decrease no change b increase decrease c increase no change d no change increase 25which statement describes a progressive tax? aa tax that increases government income over time ba tax that places an increasing burden on the poor ca tax that rises in line with the rate of inflation da tax that has a higher rate as income rises 26what is not a main economic government objective? aa balance of payments deficit beconomic growth cfull employment dprice stability 27when is the budget described as balanced? awhen direct taxes and indirect taxes are equal bwhen exports and imports are equal cwhen government spending and government revenue are equal dwhen the demand for money and the supply of money are equal",
+            "10": "10 /g211 ucles 2004 0455/3/m/j/0428what would be most likely to encourage saving? aa rise in the exchange rate ba rise in the goods and services tax rate ca rise in the income tax rate da rise in the interest rate 29the diagram shows the annual rate of inflation for a country between 2000 and 2003. 2000 2001 2002 2003 yearrate of inflation %10 8 6420 which statement is true of the period 2000 to 2003? athe cost of living fell. bthe price level rose. cthe retail price index fell. dthe value of money rose. 30which of the following would cause a favourable change in the uk trade in services (invisible) account? aa malaysian company increases its exports to the uk. ba japanese company invests in a subsidiary in the uk. ca large uk company increases its exports of goods. da uk company wins a contract to transport south african exports.",
+            "11": "11 /g211 ucles 2004 0455/3/m/j/04 [turn over31the table shows units of output, value of out put and number of people employed in an industry over three years. output (units, millions)output value ($ millions)number employed (000) year 1 10 10 5 year 2 21 25 7 year 3 32 40 8 what could be concluded from the table above? ainflation has increased. bproductivity has increased. cprofit has increased. dworking population has increased. 32the graph shows annual changes in the prices of goods and services in a country between 1996 and 2001. 5 43210 _1 1996 1997 1998 1999 2000 2001annual % changeservices goods year what can be concluded from the graph? agoods were cheaper in 2001 than 1996. bgoods were cheaper than services from 1997. cthe price of goods fell at the start of 2000. dthe price of services fell in 2000.",
+            "12": "12 /g211 ucles 2004 0455/3/m/j/0433on a holiday island criminals have frightened away tourists. to give tourists confidence the government has increased the number of police. what is likely to happen as a result of such action by the government? aoverseas earnings fall. bpublic expenditure increases. ctaxes fall. dunemployment increases. 34why are weights used in the construction of a price index? asome prices tend to change according to the season. bsome prices change more than others. csome goods are more expensive than others. dsome goods take a greater proportion of total spending than others. 35botswana has achieved high rates of economic growth. what is most likely to have fallen as a result of this economic growth? aemployment bincome per head cinfant mortality rate dliteracy rates 36other things being equal, what will cause a population both to increase and to age?aa fall in the birth rate ba rise in both the birth rate and the death rate ca rise in the death rate and a fall in the birth rate da fall in the death rate 37what is usually found in a developing country? aprimary products are important exports. bthe agricultural industry has high productivity. cthere is a high level of investment in education. dthere is a low birth rate.",
+            "13": "13 /g211 ucles 2004 0455/3/m/j/0438what is an effect of trade protection? ait encourages home industries to be more efficient. bit increases the demand for home produced goods. cit reduces the price of home produced goods. dit reduces the price of imports. 39external benefits are aprivate benefits minus private costs. bprivate benefits plus social benefits. csocial benefits minus private benefits. dsocial benefits plus social costs. 40what encourages international specialisation? adiseconomies of scale bforeign exchange cfree trade dquotas",
+            "14": "14 0455/3/m/j/04blank page",
+            "15": "15 0455/3/m/j/04blank page",
+            "16": "16 university of cambridge international examinations is part of the university of cambridge local examinations syndicate (ucles) , which is itself a department of the university of cambridge. 0455/3/m/j/04blank page"
+        },
+        "0455_s04_qp_4.pdf": {
+            "1": "this document consists of 4 pages. sjf3022  s63340/2 \u00a9 ucles 2004 [turn overuniversity of cambridge international examinations international general certificate of secondary education economics 0455/04 paper 4  structured questions may/june 2004 2 hours additional materials: answer booklet/paper read these instructions first if you have been given an answer booklet, follow the instructions on the front cover of the booklet. write your centre number, candidate number and name on all the work you hand in.write in dark blue or black pen on both sides of the paper.you may use a soft pencil for any diagrams, graphs, music or rough working.do not use staples, paper clips, highlighters, glue or correction fluid. answer question 1 (section a) and any three questions from section b. at the end of the examination, fasten all your work securely together.the number of marks is given in brackets [  ] at the end of each question or part question. ",
+            "2": "2 0455/04/m/j/04section a answer this question. 1in bangladesh there used to be a complete lack of access to health services in areas of poor housing, and residents did not have the time or money to seek out health care. in these areas onethird of the population was affected by disease, and the child mortality rates were over ten timesthe national average. now small health centres, staffed by volunteers, are being set up in theseareas by a charity. the organisers say that these small centres have been a great success andhave proved that it is possible to provide good services in poor areas. other health provision is being made for one million women working in the labour-intensive garment factories. many workers have poor health because of long working hours and thephysically demanding nature of the work. they cannot take time off to get treatment and theycannot afford private health care. the charity that set up the health centres went into partnershipwith the factory owners by convincing them that a healthy workforce was a productive one. (a)according to the article how do the working conditions of some workers affect their health? [2] (b)what is meant by \u2018labour-intensive\u2019 production? [2] (c)how far can it be concluded from the article that people living in the areas of poor housing have worse health than the rest of the country? [4] (d)sometimes the government provides services in an economy, sometimes the private sectorprovides services. explain why it is that the government provides some services. [6] (e)the article says \u2018a healthy workforce is a productive one.\u2019 (i)explain what this means. [3] (ii) should it usually be the responsibility of the employers rather than the government toprovide health care? [3] \u00a9 ucles 2004",
+            "3": "3 0455/04/m/j/04 [turn oversection b answer three questions. 2in zimbabwe a local community markets a tea which grows wild in their area. \u2018communities should be able to manage their natural resources if they are to benefit, especially if they are togain an economic benefit,\u2019 the leader of the project said. (a)identify the factors of production. [4] (b)explain what benefits might be gained by the local community in zimbabwe from the project. [6] (c)tea is also grown and sold by large companies. explain how this might affect the market for the local community\u2019s tea. [4] (d)discuss whether a community should always exploit rather than conserve its resources. [6] 3the uk/dutch consumer goods company unilever had a 35% rise in profits in the first part of2002. the group, whose brands include tea, soap and washing powder, benefited from a rise inprofit margins, but the growth in sales was slow. (a)explain who might benefit from the rise in profits. [4] (b)discuss how firms might achieve a rise in profits. [6] (c)explain what is meant by a high price elasticity of demand. [4] (d)consider whether the price elasticity for soap is likely to be high or low. [6] 4 (a) what is meant by a retail price index? [3] (b)explain how a retail price index is calculated. [7] (c)discuss the possible causes of inflation. [10] 5demand for uk exports dropped considerably in november 2002, which pushed the uk further into a visible trade deficit \u2013 the largest since records began. (a)explain what is meant by a visible trade deficit and identify in which part of the balance of payments the deficit would be recorded. [3] (b)discuss whether it matters if a country has a visible trade deficit. [7] (c)describe what policies a government might use if it wished to bring a visible trade deficit intosurplus. [4] (d)discuss the other consequences of pursuing two of the policies you have mentioned. [6] \u00a9 ucles 2004",
+            "4": "4 0455/04/m/j/046it was reported that in a country the poorest households spent 30% of their income on food while the richest households spent 13% of food. (a)do these figures mean that the actual amount that the richest households spent on food is lower than that spent by the poorest households? explain your answer. [4] (b)ali has started his first job. faizal is now in a senior position in her company. describe howthe expenditure pattern of these two people might be different. [4] (c)analyse the motives that might cause a person to save rather than to spend. [6] (d)what might be the result of a general increase in the level of consumers\u2019 spending in aneconomy? [6] 7 (a) contrast the occupational distribution of the population of a developing country with that of adeveloped country. [5] (b)apart from the occupational distribution of the population, explain why a country might beclassified as developing rather than developed. [8] (c)multi-national companies invest in developing countries. explain what is meant by a multi-national company and discuss whether it is advantageous for a developing country to acceptinvestment by multi-national companies. [7] \u00a9 ucles 2004copyright acknowledgements: question 1 \u00a9 department for international developmentevery reasonable effort has been made to trace all copyright holders. the publishers will be pleased to hear from anyone whose rights we have unwittingly infringed. university of cambridge international examinations is part of the university of cambridge local examinations syndicate (ucles), which is itself a department of the university of cambridge."
+        },
+        "0455_s04_qp_6.pdf": {
+            "1": "this document consists of 3 printed pages and 1 blank page. (kn) s68046/1 \u00a9ucles 2004 [turn overuniversity of cambridge international examinations international general certificate of secondary education economics 0455/06 paper 6  alternative to coursework may/june 2004 1 hour 30 minutes additional materials: answer booklet/paper read these instructions first if you have been given an answer booklet, follow the instructions on the front cover of the booklet. write your name, centre number and candidate number on all the work you hand in.write in dark blue or black pen on both sides of the paper.you may use a soft pencil for any diagrams, graphs or rough working.do not use staples, paper clips, highlighters, glue or correction fluid. answer all questions. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question.",
+            "2": "2 1 fishing in the uk cod is a fish which is very popular as a food in the uk. by 2002, only 7% of the 240 000 tonnes bought each year was caught in the seas around the uk. this was because during the 1960s and1970s intense fishing almost wiped out the stocks of cod in those seas. by 2002 the uk had torely on imports of cod from iceland, norway and russia. to overcome the need to import so much fish it was proposed in 2002 to breed cod on fish \u2018farms\u2019. a norwegian-owned company began to develop a farm by constructing cages. local people complained because they said the cages would destroy an area of natural beauty. the farm wasintended to employ 25 people. the plan was for the farms to be developed slowly so thateventually they would be able to supply 24 000 tonnes of cod a year and employ 1600 people in an area where the rate of unemployment was high. the uk government saw this as an importantmove towards maintaining independence in the supply of the fish.  those who wanted to develop the farms saw them as a way to increase profitability in the fishing industry. previously most of the farming of fish had been concentrated on salmon. salmon isanother fish which is popular in the uk. the farming increased output and, as a result, the price ofsalmon had fallen. this had caused profits to decrease. the developers of the cod farms also said that the farms would allow the stocks of cod in the oceans to recover and that, therefore, the farms would be a benefit to fishermen. the fishermendid not agree.  they said that all farmed fish need to be fed and the food would have to be found inthe fishing grounds that supplied other fish. this would cause problems because the food islimited. a spokesperson said \u2018there is no point in talking about a recovery in the fishing industry ifthere is not enough food for the fish to eat\u2019. (a)calculate the amount of fish bought in 2002 that was caught in the seas around the uk.show how you calculated the figure. [2] (b)what proportion of the uk total demand for cod would be produced by the fish farms if theyproduced all that was planned? [1] (c)explain two advantages of establishing the fish farms. [4] (d)explain with the help of a demand and supply diagram what has happened in the market forsalmon in the uk. [4] (e)explain what is meant by opportunity cost and identify an example of opportunity cost fromthe article. [4] (f)discuss whether the cod farms would necessarily increase the profitability of the fishingindustry as a whole. [9] [total: 24] 0455/06/m/j/04 \u00a9ucles 2004",
+            "3": "0455/06/m/j/04 \u00a9ucles 20043 2 economic growth the following tables show figures for gross domestic product for some african countries. (a)what is meant by economic growth? [3] (b)what is meant by the use of the word \u2018real\u2019 in table 1? [2] (c)consider the figures for zimbabwe. do those for the annual change in growth conflict with the figures for real gross domestic product? [2] (d)you have been told that economic growth brings great benefits and you decide that you would like to live in a country that had the biggest economic growth between 1999 and 2000. (i)of the countries shown which one would this be? [1] (ii) what other information would you need in order to decide whether you would in fact bemuch better off in this country than any of the others shown? [8] [total: 16]table 1 real gross domestic product millions of us $    constant 1995 prices country 1995 2000 botswana 4 899 6 330 burundi 1 000 946egypt 60 159 78 422equatorial guinea 164 731ethiopia 5 779 7 451namibia 3 503 4 230south africa 151 113 170 568zimbabwe 7 117 7 838table 2 % annual change in real gdp 1994-5 1999-2000 5.1 3.4 \u20137.3 \u20130.9 4.7 5.1 14.3 16.9 6.1 5.4 4.1 3.9 3.1 3.1 0.2 \u20134.9",
+            "4": "4 blank page copyright acknowledgements: question 1. world bank database. question 2. \u00a9 the guardian. every reasonable effort has been made to trace all copyright holders. the publishers will be pleased to hear from anyone whose rights we have unwittingly infringed. university of cambridge international examinations is part of the university of cambridge local examinations syndicate (ucles), which is itself a department of the university of cambridge. 0455/06/m/j/04"
+        },
+        "0455_w04_qp_1.pdf": {
+            "1": "        university of cambridge international examinations    international general certificate of secondary education        economics 0455/01        paper 1  multiple choice    october/november 2004        1 hour     additional materials: multiple choice answer sheet      soft clean eraser      soft pencil (type b or hb is recommended)                          read these instructions first     write in soft pencil.    do not use staples, paper clips, highlighters, glue or correction fluid.   write your name, centre number and candidate number on the answer sheet in the spaces provided   unless this has been done for you.      there are forty  questions on this paper. answer all questions. for each question there are four possible    answers  a, b, c, and d.   choose the one you consider correct and record your choice in soft pencil on the separate answer sheet.     read the instructions on the answer sheet very carefully.     each correct answer will score one mark. a mark will not be deducted for a wrong answer.   any rough working should be done in this booklet.                                                  this document consists of 13 printed pages and 3 blank pages.  ib04 11_0455_01/2rp   \uf6d9 ucles 2004  [turn over  ",
+            "2": "2    \uf6d9 ucles 2004  0455/01/o/n/04 1 what is always a feature of a mixed economy?  a all capital goods are produced in the public sector.  b resources are used in the public and the private sector.  c the allocation of all resources is determined by the price mechanism. d the public sector is larger than the private sector.     2 a woman playing a quiz game starts with no money, but correctly answers the question that is  worth $4000. the next question is worth $10  000 but if she answers incorrectly she will leave the  game with no money.    what is her opportunity cost of choosing to answer the $10  000 question if her answer is  incorrect?  a nothing b $4000 c $6000 d $10  000     3 which of the following is an example of the factor of production \u2018capital\u2019?  a a truck  b a truck driver  c a truck driver\u2019s savings  d a truck driver\u2019s wage     4 why do bank notes function as money?  a they are durable.  b they are generally acceptable.  c they count as legal tender. d they have intrinsic value.      5 what is usually a function of a trade union?  a it advertises the products that the members make.  b it appoints company employees. c it negotiates with employers for increased wages. d it negotiates with suppliers for reduced costs of materials.     ",
+            "3": "3    \uf6d9 ucles 2004  0455/01/o/n/04  [turn over  6 shares in the japanese part of the american fast-food giant mcdonald's hit an all-time low in  august 2002. sales at mcdonald's 3800 restaurants in japan fell dramatically despite the  assurance that the company used only imported beef, which was free from a disease affecting japanese cows.    from the above statement what is true about mcdonald's?  a it is a multi-national because it has 3800 restaurants.  b it is a multi-national because it imports raw materials.  c it is a public company because it issues shares on the stock exchange. d it is a public company because it operates in america and japan.     7 \u2018international companies have made substantial investments in computer production in india.  india is now a major centre of the world computer industry. profit margins are high since labour  costs are a tenth of those in the usa.\u2019    what does this suggest is the reason for companies locating in india rather than in the usa?  a access to cheap land  b availability of capital investment  c availability of investment funds  d competitive wage rates     8 to whom does the central bank usually make loans?  a individuals  b limited companies  c the government d trade unions      9 when will a trade union be most effective in pursuing its members' interests?  a the economy is in recession with rising unemployment.  b the employers have few orders for the product.  c the government passes a law to increase competition in the labour market. d the members' wages make up a small part of total costs.     ",
+            "4": "4    \uf6d9 ucles 2004  0455/01/o/n/04 10 the diagram shows the market for bicycles. the demand for bicycles increases and at the same  time manufacturers are able to cut costs through new production methods.    price quantitys1 s2 d2 d1 o     according to the diagram, what would be the result of these changes?     price quantity  a increase increase  b increase unchanged  c unchanged increase  d unchanged decrease     11 the major oil producers sometimes try to raise the price of oil.     how would this be shown on a demand and supply diagram?  a a movement along the demand curve to the right  b a shift in the supply curve to the right  c a shift in the demand curve to the left d a shift in the supply curve to the left     ",
+            "5": "5    \uf6d9 ucles 2004  0455/01/o/n/04  [turn over  12 the graphs show four changes in the market for tobacco. the original equilibrium is x.    which graph shows the effect of a successful government advertising campaign against  smoking?    oprice quantitys q1d1d2p1p2 q2a x oprice quantitys q1d1 d2p1 p2 q2b x oprice quantitys1s2 q1dp1 p2 q2c x oprice quantitys1s2 q1dp1p2 q2d x      13 the supply and demand schedules for bananas are shown on the graph.    in an attempt to aid agriculture the government decides to pay a subsidy to farmers for each  tonne of bananas grown.     what is the most probable equilibrium point?    price quantitybcd a o     ",
+            "6": "6    \uf6d9 ucles 2004  0455/01/o/n/04 14 the world price of cocoa has been falling while the prices of products made from cocoa have  been rising.    which combination might explain this?     market for cocoa advertising expenditure  on products made from cocoa  a excess demand decrease  b excess supply decrease  c excess demand increase  d excess supply increase      15 on the diagram d 1d1 and s 1s1 are the original demand and supply curves for tea in a country.    price quantity od2 d2 d1d1 s1s1     what would cause the demand curve to shift from d 1d1 to d 2d2?  a a decrease in the population  b a decrease in wage levels  c an increase in the price of coffee  d an increase in the price of sugar      16 which combination is most likely to result in lower rates of pay?     supply of workers productivity of workers  a falls falls  b falls rises  c rises falls  d rises rises    ",
+            "7": "7    \uf6d9 ucles 2004  0455/01/o/n/04  [turn over  17 point x shows the original equilibrium in the market for nurses in a country.    there is a fall in the number of people who wish to be trained as nurses.    what is the new equilibrium point?    onumber of nurses employedwage ratea b cdx d1 d2       18 what is likely to be the effect of a fall in interest rates on a consumer's borrowing and saving?     borrowing saving  a falls falls  b falls rises  c rises falls  d rises rises     19 what is most likely to cause the percentage of income saved in an economy to rise?  a a rise in consumer confidence   b a rise in direct taxation  c a rise in unemployment  d a rise in wage rates      20 what is not a factor of production?  a a $10 note  b a farm  c a printing machine d a teacher     ",
+            "8": "8    \uf6d9 ucles 2004  0455/01/o/n/04 21 the diagrams represent total cost curves (tc) of four firms in the short run.     which firm has only fixed costs?    costs o quantitya tccosts o quantityb tc tccosts o quantityc costs o quantityd tc       22 which cost incurred by a firm manufacturing shirts is a variable cost?  a buildings insurance  b interest on bank loans  c raw materials  d rent on property      23 the table shows a firm\u2019s total revenue and total cost.    what level of output, a, b, c or d, gives maximum profit?     output  (units) total revenue  ($) total cost  ($)  a 10 15 15  b 20 20 18  c 30 25 20  d 40 30 21     ",
+            "9": "9    \uf6d9 ucles 2004  0455/01/o/n/04  [turn over  24 the diagram shows two cost curves of a firm in producing different outputs in the short run.    cost output o1 2     how should the curves be labelled?     curve 1 curve 2  a total cost total variable cost  b total cost total fixed cost  c total fixed cost total cost  d total variable cost total fixed cost      25 what is most likely to happen as unemployment falls?  a economic growth falls.  b inflation falls.  c spending on welfare benefits rises.  d tax revenue rises.      26 the us trades with uruguay. in 2002 the us approved a loan of us$  1.5  billion to uruguay to  help boost uruguay's economy.    what would be the most likely effect of this loan?  a it would encourage uruguay to import from the us.  b it would make uruguay less competitive.  c it would result in imported inflation.  d it would stop us citizens investing in uruguay.     ",
+            "10": "10    \uf6d9 ucles 2004  0455/01/o/n/04 27 in september 2002 a government minister warned that tax changes were necessary to  redistribute wealth from rich to poor.    which policy would be likely to achieve that aim?     regressive taxes progressive taxes  a decrease increase  b increase decrease  c increase unchanged  d unchanged decrease     28 \u2018the pound sterling made a dramatic recovery in the world's currency markets yesterday.\u2019    to what does this statement refer?  a exchange rate  b growth rate  c interest rate  d tax rate      29 which aim of government policy is most likely to be achieved by a decrease in government  spending?  a economic growth  b equality of income  c full employment  d price stability     ",
+            "11": "11    \uf6d9 ucles 2004  0455/01/o/n/04  [turn over  30 the graph shows government revenue and spending in a country between 1994 and 2001.    48 4644424038363432 1994 1995 1996 1997 1998 1999 2000 2001% of gdp government spending government revenue year    what can be concluded from the graph?  a the balance of payments position improved.  b the borrowing of the government increased.  c the economy went into recession.  d the government budget moved from deficit to surplus.      31 a survey of employment in a particular economy shows that the primary sector was diminishing in  importance and more people were being employed in the tertiary sector.    what does this mean?  a fewer people were employed by central government.  b fewer people were employed in manufacturing industries.  c more people were employed in the service industries.  d more people were employed in agriculture.     32 a newspaper reports that there has been economic growth in an economy.    what does this mean to an economist?  a population has increased.  b production has increased. c saving has increased. d taxation has increased.     ",
+            "12": "12    \uf6d9 ucles 2004  0455/01/o/n/04 33 which of the following is the most obvious sign of inflation?  a an increase in imports  b a rise in the national debt  c a rise in the rate of interest  d a rise in retail prices      34 the following extract appeared in an international newspaper.    china\u2019s unemployed peasants flock to cities   hundreds of thousands of peasants, fleeing rural poverty and drudgery, have flocked into china\u2019s cities seeking work.    what would be the most likely result for the chinese economy?  a a reduction in productivity  b a rise in unemployment in the city areas c a rise in the amount of unemployment in rural areas  d a rise in the proportion of skilled labour in cities     35 the population of some developed countries is expected to fall in the next 25 years and the  average age of the population is expected to rise.    which of the following is likely to cause this?     birth rate death rate  a fall fall  b fall rise  c rise fall  d rise rise       36 what is usually found in a developed country?  a a high gdp per head with a low level of employment  b a high level of labour skills with a low level of car ownership c a high rate of adult literacy with a low level of poverty d a high rate of population growth with a low level of labour productivity     ",
+            "13": "13    \uf6d9 ucles 2004  0455/01/o/n/04   37 the table gives certain information about the population of three countries in 1995.     birth rate  per 1000 death rate  per 1000 infant mortality  rate per 1000 % of population  under 16  singapore 12 4 5  18  hong kong 15 6 8  20  china 20 9 28  38    which conclusion can be drawn about the countries in the table in 1995?  a china had the highest percentage of children who died in infancy.  b people in hong kong lived the longest.  c singapore had the largest number of people aged over 16.  d the population of singapore was expected to fall in the next five years.      38 chile specialises in the production of copper for export.    how would the chilean economy be affected by a large rise in the supply of copper from other  countries?     employment economic growth  a fall fall  b fall rise  c rise fall  d rise rise     39 the egyptian government reduced tariffs on imported japanese trucks.    what is most likely to benefit in egypt from this reduction?  a government revenue  b the balance of payments  c truck operators  d truck producers     40 a tax on which of the following would most reduce external costs?  a bicycles  b bus fares  c cars  d ferry services ",
+            "14": "14       0455/01/o/n/04 blank page   ",
+            "15": "15     0455/01/o/n/04   blank page ",
+            "16": "16      every reasonable effort has been made to trace all copyright holders. the publishers would be pleased to hear from anyone whose  rights we have unwittingly  infringed.     university of cambridge international examinations is part of the university of cambridge local examinations syndicate (ucles),  which is itself a department  of the university of cambridge.     0455/01/o/n/04   blank page "
+        },
+        "0455_w04_qp_2.pdf": {
+            "1": "this document consists of 3 printed pages and 1 blank page. sp (nf) s70221 \u00a9ucles 2004 [turn overuniversity of cambridge international examinations international general certificate of secondary education economics 0455/02 paper 2  structured questions october/november 2004 1 hour 30 minutes additional materials: answer booklet/paper read these instructions first if you have been given an answer booklet, follow the instructions on the front cover of the booklet. write your centre number, candidate number and name on all the work you hand in.write in dark blue or black pen on both sides of the paper.you may use a soft pencil for any diagrams, graphs or rough working.do not use staples, paper clips, highlighters, glue or correction fluid. answer all questions. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question.",
+            "2": "2 0455/02/o/n/04answer all questions. 1 decline in world supply of cotton the largest producers of cotton are china, the us, india and pakistan. by 2001 there had been five years of declining international cotton prices, so in that year it was expected that cottonproduction would fall as farmers were discouraged from growing the crop by the low prices. thisreduction in supply was then expected to cause prices to rise in the following year, 2002, when thecotton was put onto the market. the fall in production was expected to occur in countries that were the most efficient, but there would be a fall in production in other countries also. although india produces cotton, its average yield per hectare is half of the world average. this is because of low seed quality, insufficient pestcontrol and poor irrigation due to irregular rainfall. (a)explain why low prices might discourage farmers from growing cotton. [3] (b)using a demand and supply diagram, explain the changes in price that were expected to occur between 2001 and 2002. [5] (c) (i) identify what measures india might take to increase its production of cotton. [3] (ii) explain how two of the measures chosen in c(i) might have effects on \u2013 the fixed costs, \u2013 the variable costs and \u2013 the revenue of the producers. [6] (d)how would the earnings from cotton be shown in india\u2019s balance of payments? [3] 2in 2002 in the uk and in germany trade unions supported strikes in some public sectoroccupations. (a)explain what is meant by the public sector and give one example of a public sector occupation. [3] (b)describe the functions of trade unions and explain which function you consider to be the mostimportant. [7] 3it was reported in 2002 that people in germany were expecting tax rises and an increase inunemployment. (a)distinguish between a direct tax and an indirect tax. give an example of each. [4] (b)identify three types of unemployment and explain how they are caused. [6] \u00a9ucles 2004",
+            "3": "3 0455/02/o/n/044changes in the population structure of many countries have led governments to introduce a health education programme. (a)identify and explain two of the issues that a health education programme might cover in developing countries. [4] (b)how may the age structure of the population in a developing country differ from that in adeveloped country? [6] 5as eastern european economies continue to grow, companies are recording an increase inprofits. public and private sector investment are expected to rise as trade barriers are reduced. (a)what is meant by economic growth? [3] (b)discuss whether economic growth is always advantageous. [7] \u00a9ucles 2004",
+            "4": "4 0455/02/o/n/04blank page copyright acknowledgements: question 1. the cape times every reasonable effort has been made to trace all copyright holders where the publishers (i.e. ucles) are aware that third-party material has been reproduced. the publishers would be pleased to hear from anyone whose rights they have unwittingly infringed. university of cambridge international examinations is part of the university of cambridge local examinations syndicate (ucles), which is itself a department of the university of cambridge."
+        },
+        "0455_w04_qp_3.pdf": {
+            "1": "     university of cambridge international examinations    international general certificate of secondary education        economics 0455/03        paper 3  multiple choice    october/november 2004        1 hour     additional materials: multiple choice answer sheet      soft clean eraser      soft pencil (type b or hb is recommended)                          read these instructions first     write in soft pencil.    do not use staples, paper clips, highlighters, glue or correction fluid.   write your name, centre number and candidate number on the answer sheet in the spaces provided   unless this has been done for you.      there are forty  questions on this paper. answer all questions. for each question there are four possible    answers  a, b, c, and d.   choose the one you consider correct and record your choice in soft pencil on the separate answer sheet.     read the instructions on the answer sheet very carefully.     each correct answer will score one mark. a mark will not be deducted for a wrong answer.   any rough working should be done in this booklet.                                                  this document consists of 12 printed pages.  ib04 11_0455_03/2rp   \uf6d9 ucles 2004  [turn over  ",
+            "2": "2    \u00a9 ucles 2004 0455/03/o/n/04 1 what is always a feature of a mixed economy?  a all capital goods are produced in the public sector.  b resources are used in the public and the private sector.  c the allocation of all resources is determined by the price mechanism. d the public sector is larger than the private sector.     2 a woman playing a quiz game starts with no money, but correctly answers the question that is  worth $4000. the next question is worth $10  000 but if she answers incorrectly she will leave the  game with no money.    what is her opportunity cost of choosing to answer the $10  000 question if her answer is  incorrect?  a nothing b $4000 c $6000 d $10  000     3 what will increase the level of specialisation in an economy?  a a computer manufacturer takes over an advertising company.  b a retail store issues its own credit card.  c a travel agent provides transport to the airport. d a vehicle assembler reduces its range of vehicles.     4 why do bank notes function as money?  a they are durable.  b they are generally acceptable.  c they count as legal tender. d they have intrinsic value.      5 what is usually a function of a trade union?  a it advertises the products that the members make.  b it appoints company employees. c it negotiates with employers for increased wages. d it negotiates with suppliers for reduced costs of materials.     ",
+            "3": "3    \u00a9 ucles 2004 0455/03/o/n/04  [turn over  6 shares in the japanese part of the american fast-food giant mcdonald's hit an all-time low in  august 2002. sales at mcdonald's 3800 restaurants in japan fell dramatically despite the  assurance that the company used only imported beef, which was free from a disease affecting japanese cows.    from the above statement what is true about mcdonald's?  a it is a multi-national because it has 3800 restaurants.  b it is a multi-national because it imports raw materials.  c it is a public company because it issues shares on the stock exchange. d it is a public company because it operates in america and japan.     7 \u2018international companies have made substantial investments in computer production in india.  india is now a major centre of the world computer industry. profit margins are high since labour  costs are a tenth of those in the usa.\u2019    what does this suggest is the reason for companies locating in india rather than in the usa?  a access to cheap land  b availability of capital investment  c availability of investment funds  d competitive wage rates     8 to whom does the central bank usually make loans?  a individuals  b limited companies  c the government d trade unions      9 when will a trade union be most effective in pursuing its members' interests?  a the economy is in recession with rising unemployment.  b the employers have few orders for the product.  c the government passes a law to increase competition in the labour market. d the members' wages make up a small part of total costs.     ",
+            "4": "4    \u00a9 ucles 2004 0455/03/o/n/04 10 the diagram shows the market for bicycles. the demand for bicycles increases and at the same  time manufacturers are able to cut costs through new production methods.    price quantitys1 s2 d2 d1 o     according to the diagram, what would be the result of these changes?     price quantity  a increase increase  b increase unchanged  c unchanged increase  d unchanged decrease     11 the major oil producers sometimes try to raise the price of oil.     how would this be shown on a demand and supply diagram?  a a movement along the demand curve to the right  b a shift in the supply curve to the right  c a shift in the demand curve to the left d a shift in the supply curve to the left     12 if \u2018sunshine oranges\u2019 were successfully advertised with the statement \u2018they help you live longer\u2019,  which would be likely to occur?     price elasticity  of demand total revenue  a fall fall  b fall rise  c rise fall  d rise rise    ",
+            "5": "5    \u00a9 ucles 2004 0455/03/o/n/04  [turn over  13 which will encourage domestic producers to grow more maize?  a granting subsidies to maize producers   b increasing the sales tax on maize  c removing guaranteed minimum prices for maize d removing quotas on imported maize     14 the world price of cocoa has been falling while the prices of products made from cocoa have  been rising.    which combination might explain this?     market for cocoa advertising expenditure  on products made from cocoa  a excess demand decrease  b excess supply decrease  c excess demand increase  d excess supply increase    15 the graphs, drawn to the same scale, show the demand curves of four firms. the market price is  $10. the price then falls to $8.    which firm will have the largest increase in total revenue?   price $ 10firm a d d quantity 0q1price $ 10firm b d d quantity 0 q1price $ 10firm d dd quantity 0q1price $ 10firm c d d quantity0 q1    16 which combination is most likely to result in lower rates of pay?     supply of workers productivity of workers  a falls falls  b falls rises  c rises falls  d rises rises    ",
+            "6": "6    \u00a9 ucles 2004 0455/03/o/n/04 17 point x shows the original equilibrium in the market for nurses in a country.    there is a fall in the number of people who wish to be trained as nurses.    what is the new equilibrium point?    onumber of nurses employedwage ratea b cdx       18 what is likely to be the effect of a fall in interest rates on a consumer's borrowing and saving?     borrowing saving  a falls falls  b falls rises  c rises falls  d rises rises     ",
+            "7": "7    \u00a9 ucles 2004 0455/03/o/n/04  [turn over  19 the diagram shows the average earnings of workers in the primary sector and the secondary  sector between 1999 and 2001.    average earnings ($ per hour)10 9 87654321 1999 2000 2001key primary secondar y     what happened in this period?  a average earnings in the primary sector grew faster than those in the secondary sector.  b earnings in the secondary sector were a larger proportion of total cost than those in the  primary sector.   c total earnings in the secondary sector were higher than those in the primary sector.  d workers in both sectors benefited from a continuous rise in average earnings.      20 a large clothing manufacturer expanded by acquiring retail clothing outlets.    of what is this an example?  a diversification  b external economies of scale  c horizontal integration  d vertical integration     21 the diagrams represent total cost curves (tc) of four firms in the short run.     which firm has only fixed costs?    costs o quantitya tccosts o quantityb tc tccosts o quantityc costs o quantityd tc     ",
+            "8": "8    \u00a9 ucles 2004 0455/03/o/n/04 22 which cost incurred by a firm manufacturing shirts is a variable cost?  a buildings insurance  b interest on bank loans  c raw materials  d rent on property      23 fifty people are employed in a business to produce 10  000 units per week.    the weekly costs are:     $  hire of machinery 230   power 200   raw materials 1000   wages per employee 40     what are the variable costs for the week?  a $1200 b $1430 c $1470 d $3200      24 the table shows the units of factors of production that a firm needs to employ for two different  levels of output.    land labour capital output  5 2 4 10  10 4 8 300    what is the firm experiencing?  a constant returns to scale  b economies of scale  c external diseconomies of scale d external economies     25 what is most likely to happen as unemployment falls?  a economic growth falls.  b inflation falls. c spending on welfare benefits rises.  d tax revenue rises.   ",
+            "9": "9    \u00a9 ucles 2004 0455/03/o/n/04  [turn over  26 the us trades with uruguay. in 2002 the us approved a loan of us$  1.5  billion to uruguay to  help boost uruguay's economy.    what would be the most likely effect of this loan?  a it would encourage uruguay to import from the us.  b it would make uruguay less competitive.  c it would result in imported inflation.  d it would stop us citizens investing in uruguay.     27 in september 2002 a government minister warned that tax changes were necessary to  redistribute wealth from rich to poor.    which policy would be likely to achieve that aim?     regressive taxes progressive taxes  a decrease unchanged  b increase decrease  c increase unchanged  d unchanged decrease      28 \u2018the pound sterling made a dramatic recovery in the world's currency markets yesterday.\u2019    to what does this statement refer?  a exchange rate  b growth rate  c interest rate  d tax rate      29 which aim of government policy is most likely to be achieved by a decrease in government  spending?  a economic growth  b equality of income  c full employment  d price stability    ",
+            "10": "10    \u00a9 ucles 2004 0455/03/o/n/04 30 the graph shows government revenue and spending in a country between 1994 and 2001.    48 4644424038363432 1994 1995 1996 1997 1998 1999 2000 2001% of gdp government spending government revenue year    what can be concluded from the graph?  a the balance of payments position improved.  b the borrowing of the government increased.  c the economy went into recession.  d the government budget moved from deficit to surplus.      31 a survey of employment in a particular economy shows that the primary sector was diminishing in  importance and more people were being employed in the tertiary sector.    what does this mean?  a fewer people were employed by central government.  b fewer people were employed in manufacturing industries.  c more people were employed in the service industries.  d more people were employed in agriculture.     32 a newspaper reports that there has been economic growth in an economy.    what does this mean to an economist?  a population has increased.  b production has increased. c saving has increased. d taxation has increased.     ",
+            "11": "11    \u00a9 ucles 2004 0455/03/o/n/04  [turn over  33 a country is experiencing inflation.    what must be increasing?  a wage levels  b the output of goods and services  c the amount of money spent on goods and services  d the amount of money needed to purchase a given quantity of goods and services      34 the following extract appeared in an international newspaper.               what would be the most likely result for the chinese economy?  a a reduction in productivity  b a rise in unemployment in the city areas  c a rise in the amount of unemployment in rural areas  d a rise in the proportion of skilled labour in cities      35 there is a decrease in a country\u2019s birth rate.    what can lead to an increase in the country\u2019s population at the same time?  a zero net migration and a fall in the fertility rate.  b zero net migration and a fall in infant mortality.  c positive net migration and a fall in the death rate.  d positive net migration and a fall in the fertility rate.      36 what is usually found in a developed country?  a a high gdp per head with a low level of employment  b a high level of labour skills with a low level of car ownership  c a high rate of adult literacy with a low level of poverty  d a high rate of population growth with a low level of labour productivity     china\u2019s unemployed peasants flock to cities    hundreds of thousands of peasants, fleeing  rural poverty and drudgery, have flocked into  china\u2019s cities seeking work. ",
+            "12": "12      university of cambridge international examinations is part of the university of cambridge local examinations syndicate (ucles),  which is itself a department  of the university of cambridge.    \u00a9 ucles 2004 0455/03/o/n/04 37 the table gives certain information about the population of three countries in 1995.     birth rate  per 1000 death rate  per 1000 infant mortality  rate per 1000 % of population  under 16  singapore 12 4 5  18  hong kong 15 6 8  20  china 20 9 28  38    which conclusion can be drawn about the countries in the table in 1995?  a china had the highest percentage of children who died in infancy.  b people in hong kong lived the longest.  c singapore had the largest number of people aged over 16.  d the population of singapore was expected to fall in the next five years.      38 chile specialises in the production of copper for export.    how would the chilean economy be affected by a large rise in the supply of copper from other  countries?     employment economic growth  a fall fall  b fall rise  c rise fall  d rise rise     39 what is an advantage of international specialisation?  a choice is limited.  b countries become over-dependent on each other.  c resources are used more efficiently. d transport costs are decreased.     40 a tax on which of the following would most reduce external costs?  a bicycles  b bus fares  c cars  d ferry services   "
+        },
+        "0455_w04_qp_4.pdf": {
+            "1": "this document consists of 4 printed pages. sp (nf) s65238/2 \u00a9ucles 2004 [turn overuniversity of cambridge international examinations international general certificate of secondary education economics 0455/04 paper 4  structured questions october/november 2004 2 hours additional materials: answer booklet/paper read these instructions first if you have been given an answer booklet, follow the instructions on the front cover of the booklet. write your centre number, candidate number and name on all the work you hand in.write in dark blue or black pen on both sides of the paper.you may use a soft pencil for any diagrams, graphs or rough working.do not use staples, paper clips, highlighters, glue or correction fluid. answer question 1 (section a) and any three questions from section b. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question.",
+            "2": "2 0455/04/o/n/04section a answer this question. 1 decline in world supply of cotton the largest producers of cotton are china, the us, india and pakistan. by 2001 there had been five years of declining international cotton prices, so in that year it was expected that cottonproduction would fall as farmers were discouraged from growing the crop by the low prices. thisreduction in supply was then expected to cause prices to rise in the following year, 2002, when thecotton was put onto the market. the fall in production was expected to occur in countries that were the most efficient, but there would be a fall in production in other countries also. although india produces cotton, its average yield per hectare is half of the world average. this is because of low seed quality, insufficient pestcontrol and poor irrigation due to irregular rainfall. (a)explain why low prices might discourage farmers from growing cotton. [3] (b)using a demand and supply diagram, explain the changes in price that were expected to occur between 2001 and 2002. [5] (c) (i) identify what measures india might take to increase its production of cotton. [3] (ii) explain how two of the measures chosen in c(i) might have effects on \u2013 the fixed costs, \u2013 the variable costs and \u2013 the revenue of the producers. [6] (d)how would the earnings from cotton be shown in india\u2019s balance of payments? [3] \u00a9ucles 2004",
+            "3": "3 0455/04/o/n/04 [turn oversection b answer three questions. 2in 2002 in the uk and in germany trade unions supported strikes in some public sector occupations. (a)explain what is meant by the public sector and give one example of a public sector occupation. [3] (b)describe the functions of trade unions and explain which function you consider to be the mostimportant. [7] (c)state three factors that might determine an individual\u2019s choice of occupation. [3] (d)discuss why some occupations receive higher wages than other occupations. [7] 3it was reported in 2002 that people in germany were expecting tax rises and an increase inunemployment. (a)distinguish between a direct tax and an indirect tax. give an example of each. [4] (b)identify three types of unemployment and explain how they are caused. [6] (c)describe f our main aims of government macro-economic policy. [4] (d)discuss whether a rise in taxes can help to achieve any of these aims. [6] 4changes in the population structure of many countries have led governments to introduce a healtheducation programme. (a)identify and explain two of the issues that a health education programme might cover in developing countries. [4] (b)how may the age structure of the population in a developing country differ from that in adeveloped country? [6] (c)explain what is meant by (i) an opportunity cost and   (ii) a social benefit. [4] (d)discuss whether it is possible to apply these concepts to the provision of health care. [6] \u00a9ucles 2004",
+            "4": "4 0455/04/o/n/045as eastern european economies continue to grow, companies are recording an increase in profits. public and private sector investment are expected to rise as trade barriers are reduced. (a)what is meant by economic growth? [3] (b)discuss whether economic growth is always advantageous. [7] (c)explain why a reduction in trade barriers might increase a company\u2019s profits. [4] (d)explain why investment is important in an economy. [6] 6it was reported in september 2002 that the namibian dollar was gaining strength and that theexchange rate against other currencies was fluctuating less. (a)explain what the report means when it says that the \u2018exchange rate against other currencieswas fluctuating less.\u2019 [5] (b)why do exchange rates fluctuate? [4] (c)discuss the consequences for an economy if its currency \u2018was gaining strength.\u2019 [5] (d)a country has a deficit on its balance of payments. discuss two policies, other than exchange rate changes, that a government might use to try to achieve a surplus rather than a deficit.[6] 7in 2002 a film was made of a popular children\u2019s book. it was extensively advertised and was agreat success. (a)you have been asked to arrange the advertising for such a film. explain what methods might be best. [4] (b)explain how a successful film can also increase or decrease the profits of other companies. [8] (c)the major film companies are large organisations. what might be the advantages of this? [8] \u00a9ucles 2004copyright acknowledgements: question 1. the cape times the university of cambridge local examinations syndicate has made every effort to trace copyright holders, but if we have inadvertently overlooked any we will be pleased to make the necessary arrangements at the first opportunity. university of cambridge international examinations is part of the university of cambridge local examinations syndicate (ucles), which is itself a department of the university of cambridge."
+        },
+        "0455_w04_qp_6.pdf": {
+            "1": "this document consists of 3 printed pages and 1 blank page. sp (nf) s65266/2 \u00a9ucles 2004 [turn overuniversity of cambridge international examinations international general certificate of secondary education economics 0455/06 paper 6  alternative to coursework october/november 2004 1 hour 30 minutes additional materials: answer booklet/paper read these instructions first if you have been given an answer booklet, follow the instructions on the front cover of the booklet. write your centre number, candidate number and name on all the work you hand in.write in dark blue or black pen on both sides of the paper.you may use a soft pencil for any diagrams, graphs or rough working.do not use staples, paper clips, highlighters, glue or correction fluid. answer all questions. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question.",
+            "2": "2 0455/06/o/n/041o il supplies threatened opec (the organisation of petroleum exporting countries) controls the supply of oil from a number of countries in order to influence the world price of oil. in 2002 opec asked its members to increase oil production by up to 1 million barrels a day. prior to that oil prices had risen becauseof fears of a war in iraq, which would disrupt exports throughout the middle east. this price risewas made worse by an industrial strike in venezuela, the third largest producer in opec. an opec oil minister said that the oil markets were in a bad condition, and all producers had toco-operate to ensure a stable market. however, iran (an opec member) needed to be convincedthat such a large increase in the supply of oil was necessary because it feared that it would causean excess supply on the market. russia supplies oil but is not a member of opec and is not, therefore, controlled by that organisation. russian oil output was expected to rise by 0.8 million barrels a day during 2002.researchers said that russia could easily increase its output even further and become a moreimportant world supplier. opec members were keen not to let russia increase its market share attheir expense. (a)identify two reasons why oil prices had risen. [2] (b)what did the opec minister mean when he said producers had to co-operate to ensure a stable market? [4] (c)imagine you are employed as a researcher. discuss what might be the effect of a largeincrease in the supply of oil by russia on (i)the russian economy, [5] (ii) the opec countries, [5] (iii) the countries that import oil. [5] [total: 21 marks] \u00a9ucles 2004",
+            "3": "3 0455/06/o/n/042 china\u2019s progress in 1992 china\u2019s per capita gdp was about the same as india\u2019s. in 2002 it was double india\u2019s. it outperformed india in almost every way, attracting ten times as much foreign capital andincreasing its share of world markets. china kept its costs as low as possible, offered an evenbigger domestic market than india and built better highways, power supplies, airfields and otherinfrastructure than india. many chinese people see foreign capital as an essential tool that brings not just money for production but also modern technology and management expertise, which increase efficiency.the chinese leadership sees economic growth as the key to retaining its hold on power andincreasing its influence in the world. as part of that growth, they believe that foreign governmentswill be less hostile to china if they know there is much foreign capital invested in the country. some economists in india, by contrast, remain fiercely opposed to foreign investment, insisting that some multi-national companies will have a bad effect on the indian economy. in india,complicated administrative procedures, the poor infrastructure and the political system leadforeign investors to doubt whether they can make reasonable profits. (a)what is meant by per capita gdp? [2] (b) (i) what is meant by a multi-national company? [2] (ii) explain why indian economists think multi-national companies have a bad effect on theindian economy. [3] (c)explain why chinese economists approve of foreign investment. [4] (d)the article says that china\u2019s gdp per capita is now double that of india. is this beneficial tothe chinese people? [8] [total: 19 marks] \u00a9ucles 2004",
+            "4": "4 0455/06/o/n/04blank page copyright acknowledgements: question 1. the wall street journal. question 2. \u00a9international herald tribune. every reasonable effort has been made to trace all copyright holders. the publishers would be pleased to hear from anyone whose  rights we have unwittingly infringed.university of cambridge international examinations is part of the university of cambridge local examinations syndicate (ucles), which is itself a department of the university of cambridge."
+        }
+    },
+    "2005": {
+        "0455_s05_qp_1.pdf": {
+            "1": "     university of cambridge international examinations    international general certificate of secondary education        economics 0455/01       paper 1  multiple choice    may/june 2005        1 hour     additional materials: multiple choice answer sheet      soft clean eraser      soft pencil (type b or hb is recommended)                          read these instructions first     write in soft pencil.    do not use staples, paper clips, highlighters, glue or correction fluid.   write your name, centre number and candidate number on the answer sheet in the spaces provided unless   this has been done for you.      there are forty  questions on this paper. answer all questions.   for each question there are four possible answers a, b, c and d. choose the one you consider correct and   record your choice in soft pencil on the separate answer sheet.     read the instructions on the answer sheet very carefully.     each correct answer will score one mark. a mark will not be deducted for a wrong answer.   any rough working should be done in this booklet.                                                  this document consists of 12 printed pages.  ib05 06_0455_01/2rp   \uf6d9 ucles 2005  [turn over    ",
+            "2": "2    \u00a9 ucles 2005 0455/01/m/j/05 1 in a market economy, what does the entrepreneur decide?  a the combination of resources used  b the demand for the product  c the equilibrium price of the product  d the level of profits      2 china is changing from a centrally planned economy towards a market economy.    how will the influence of consumers and the government change?     consumers government  a decrease decrease  b decrease increase  c increase decrease  d increase increase     3 a farmer pays a landowner for the use of a field.    what is the income to the landowner called?  a interest  b profit  c rent  d wages     4 which of the following is not a feature of a public limited company?  a it has a board of directors.  b it is owned by the government.  c it raises capital from issuing shares.  d its profits go to the shareholders.    ",
+            "3": "3    \u00a9 ucles 2005 0455/01/m/j/05  [turn over  5 a business has two owners. they have limited liability. its shares are not sold on the stock  exchange.    what type of business is this?  a partnership  b private limited company  c public corporation  d public limited company     6 what is most likely to be the main function of a central bank?  a controlling the money supply  b investing in commerce and industry  c issuing and processing credit cards  d making loans to individuals      7 what would prevent an egyptian company being classified as a multi-national company?  a it concentrates on one stage of production only.  b it employs only egyptians as managers.  c it manufactures only in egypt.  d it uses other firms to transport its goods.      8 what would not cause a shift in the demand curve for a good?  a a change in incomes  b a change in the price of a substitute good  c a change in the price of a good  d a change in the tastes of consumers    ",
+            "4": "4    \u00a9 ucles 2005 0455/01/m/j/05 9 the supply curve s 1 shows the supply of shirts, which are sold at price p 1.     quantitys1 s3s2 p1p2 oprice     what will be the effect if a government imposes a tax on shirts?  a supply will shift from s 1 to s 2.  b supply will shift from s 1 to s 3.  c price will rise from p 1 to p 2.  d the price will remain at p 1.      10 what is an example of complementary demand?  a buses and bus fares  b cotton and cotton seed  c televisions and electricity  d wood and sawdust    11 a good is successfully advertised.     what is the most likely impact on the demand and supply curves for the good?     demand curve supply curve  a shift to left shift to left  b shift to left shift to right  c shift to right shift to left  d shift to right shift to right     ",
+            "5": "5    \u00a9 ucles 2005 0455/01/m/j/05  [turn over  12 the table shows the demand and supply schedules for eggs.    price  $ number of eggs  demanded per week number of eggs  supplied per week  0.20 450  25   0.30 250  100   0.40 125  125   0.50 50  150     what will be the equilibrium price of eggs?  a $0.20 b $0.30 c $0.40 d $0.50      13 the diagram shows the demand for and the supply of bicycles. d 1 and s 1 are the original demand  and supply curves and x is the original equilibrium position.    which point shows the new equilibrium position after the granting of a subsidy to bicycle producers?    price of bicycles oquantity of bicycless2 d2s1 d1s3 d3d cxa b     14 what might explain why wages paid in a particular occupation are high?  a a large supply of labour   b a low price for the good produced  c a strong trade union  d pleasant working conditions    ",
+            "6": "6    \u00a9 ucles 2005 0455/01/m/j/05 15 what is a non-wage factor that can affect an individual\u2019s choice of occupation?  a bonuses  b commission   c long holidays  d overtime pay      16 which statement about different income groups is true?  a high income groups do not need to borrow money.  b high income groups save less money than low income groups.  c low income groups find it easier to borrow than high income groups.  d low income groups save a smaller percentage of their income than high income groups.      17 the table gives information about full-time workers in a country.     average annual earnings   $ % increase in  2003\u201304 hours worked  per week  male 21 268 4.4 41.8  female 15 444 5.1 37.6    what can be concluded from the table?  a all female workers earned less than male workers.  b the difference between male and female earnings became smaller.  c the hourly rate of pay for females was higher than for males.  d the productivity of female workers was higher than that of males.     18 what is likely to be found when there are many small firms in an industry?  a there are few barriers to entry.  b there is high expenditure on research developments.  c there is not much competition.  d very large capital costs are needed to establish a firm.    ",
+            "7": "7    \u00a9 ucles 2005 0455/01/m/j/05  [turn over  19 which one of the following is a fixed cost to a firm?  a the cost of raw materials  b the payment for fuel for vehicles  c the payment for telephone calls  d the rent of a building      20 in 2003 hewlett-packard, a major computer company, announced that its profits had fallen below  the level predicted.    what might have caused this?  a increased advertising costs that greatly improved sales  b low prices that made the company\u2019s product competitive  c new technology that reduced costs  d reduced sales and low prices      21 the table shows how employment in five industries changed in a country between 1996 and  2002.    employment  industries 1996  (000s) 2002  (000s)  agriculture 600  700   manufacturing 1750  1700   insurance 800  800   tourism 1750  1700   transport 550  500     which statement about these industries for this period is correct?  a employment in the primary industries increased.  b employment in the secondary industries increased.  c employment in the tertiary industries increased.  d employment in the tertiary industries was less than in the secondary industries.     ",
+            "8": "8    \u00a9 ucles 2005 0455/01/m/j/05 22 ericsson is the world\u2019s leading maker of mobile phone machinery. it announced that it had won a  major contract to supply a chinese phone company, china mobile, with machinery. ericsson also  announced that it would become more efficient by reducing its workforce.    how would economists classify these changes for the two companies?     ericsson china mobile  a decreased average variable cost decreased fixed cost  b decreased average variable cost increased fixed cost  c increased fixed cost decreased average variable cost  d decreased fixed cost decreased average variable cost      23 the table shows the quantity of petrol (gasoline) demanded at different prices per litre.    which price per litre gives maximum revenue?     price per litre  (cents) demand  (million of litres)  a 40 100  b 30 150  c 20 200  d 10 250      24 the table gives information on the rate of economic growth in a country from 2001 to 2004.     economic growth  (%)  2001 3.9  2002 2.6  2003 2.3  2004 3.0    what is likely to have fallen in this period?  a gross domestic product  b imports  c prices  d unemployment     ",
+            "9": "9    \u00a9 ucles 2005 0455/01/m/j/05  [turn over  25 what is most  likely to conflict with a government's aim of price stability?  a higher direct tax rates   b higher government spending  c higher interest rates  d higher unemployment      26 what can a government do to increase demand in its economy?  a budget for a surplus  b cut taxes  c encourage savings  d reduce its expenditure      27 government advisers have suggested the following policies to reduce youth unemployment.     which would not increase public expenditure?  a a cut in the minimum wage paid to young people  b a rise in the school-leaving age  c a subsidy to employers to recruit young people  d national military service for all     28 the government of kenya wishes to help people with very low incomes.    which policy would achieve this?  a increasing housing subsidies  b increasing income tax  c increasing indirect taxation  d increasing inheritance tax     29 what would increase the debits on a country's balance of trade?  a a firm invests in a foreign country.  b foreign tourists visiting the country spend less money. c people buy imported instead of home-produced cars. d teams of doctors are sent to a country that has experienced an earthquake.     ",
+            "10": "10    \u00a9 ucles 2005 0455/01/m/j/05 30 a newspaper reported that exports from sweden remained low for five months as changes in the  rate of exchange meant that swedish goods became more expensive to buy abroad.    what else would be likely to happen?  a imported goods would become cheaper in sweden.  b swedish people would switch to buying home-produced goods.  c the swedish balance of payments would improve.  d the swedish balance of trade would improve.     31 instead of cleaning their own homes, a large number of households decide to clean each other\u2019s  homes and charge for their services. they all declare their income to the tax authority.    what will increase as a result of this?  a gross domestic product  b imports c investment  d unemployment     32 the bar chart shows details of three economic indicators of several asian economies in year 1  and year 2.    which country improved its economic performance in all three indicators?    11.7 5.5 12.2 12.0 8.5 5.37.64.8 3.6 2.3 1.7 6.0 3.9 5.413.3 10.811.7 7.6 5.8 6.8\u20132.1 \u20135.7 \u20136.1\u20131.3china malaysiasingaporeindiaabcdgdp growth, % inflation, % current-account balance, $bnyear 1 asian economies year 2      ",
+            "11": "11    \u00a9 ucles 2005 0455/01/m/j/05  [turn over  33 the table shows the trade in goods balance and the current account balance for four countries  during a year.    which country had the largest surplus on its trade in services?     country trade in goods  balance  ($ billion) current account  balance  ($ billion)  a hong kong 6.2 6.2  b indonesia 4.4 4.3  c mexico 7.8 7.6  d singapore 5.3 5.4     34 many fishermen are unemployed owing to long-term legislation to conserve fish stocks in the  north sea.    what type of unemployment is this?  a demand-deficient  b frictional  c seasonal  d structural     35 the table gives information on four countries.    which country is likely to be most developed?       population  (m) gross domestic  product  ($ billion) life  expectancy  (years)  a 100  800  51  b 1000  1600  63  c 60  600  48  d 150  6000  63     36 which is the best measure of a country's standard of living?  a money national income per head  b national income  c national income per head  d real national income per head   ",
+            "12": "12      every reasonable effort has been made to trace all copyright holders  where the publishers (i.e. ucles) are aware that third-par ty material has been  reproduced. the publishers would be pleased to hear from any one whose rights they have unwittingly infringed.    university of cambridge international examinations is part of the university of cambridge local examinations syndicate (ucles),  which is itself a department  of the university of cambridge.    \u00a9 ucles 2005 0455/01/m/j/05 37 when must there be a rise in a country's population?  a when the birth rate is greater than death rate and there is net emigration  b when the birth rate is greater than death rate and there is no migration  c when the death rate is greater than birth rate and there is net immigration  d when the death rate is greater than birth rate and there is no migration      38 when does free trade occur?  a when goods are exported with government subsidies  b when goods are given as part of an aid programme  c when goods are traded using barter  d when goods face no import barriers      39 multi-national companies often set up business in developing countries. these countries benefit  in a number of ways.    what effect could not  be considered a benefit for a developing country?  a investment in infrastructure is increased.  b more local workers are employed.  c new ideas and skills are introduced.  d profits earned are sent abroad.      40 if a country places a tax on imports of food, which group in the country is most likely to benefit?  a consumers  b farmers  c food importers  d supermarkets       "
+        },
+        "0455_s05_qp_2.pdf": {
+            "1": "this document consists of 2 printed pages. sp (nf) s90132 \u00a9ucles 2005 [turn overuniversity of cambridge international examinations international general certificate of secondary education economics 0455/02 paper 2  structured questions may/june 2005 1 hour 30 minutes additional materials: answer booklet/paper read these instructions first if you have been given an answer booklet, follow the instructions on the front cover of the booklet. write your centre number, candidate number and name on all the work you hand in.write in dark blue or black pen on both sides of the paper.you may use a soft pencil for any diagrams, graphs or rough working.do not use staples, paper clips, highlighters, glue or correction fluid. answer all questions. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question.",
+            "2": "2 0455/02/m/j/05answer all questions. 1european recession in 2003 germany, italy and the netherlands were in a period of recession. gdp in germany fell by 0.2% between january and april, and by 0.1% between april and june. the recession spread toitaly, which is dependent on germany as a market for its exports. the weakest of the three wasthe netherlands, where output fell by 0.5% between april and june following a fall for the previouseight months. the german government planned to encourage consumer spending by introducingcuts in both indirect and direct taxation. it also approved measures to increase employmentopportunities. (a)why does the article refer to the netherlands as the weakest economy? [2] (b)explain what is meant by gdp . [3] (c)using examples, describe the difference between direct and indirect taxes. [4] (d)how might a reduction in taxation help any two macro-economic aims of a government? [6] (e)why might a government wish to increase employment opportunities? [5] 2(a)distinguish between a quota and a subsidy. [5] (b)explain, using a demand and supply diagram, what effect would be likely to occur in a market if the government introduced a subsidy on the production of a good. [5] 3a major computer company announced in 2003 that its profits had fallen. (a)explain what might cause profits to fall. [5] (b)there are some very large computer companies. how might a firm become large? [5] 4some workers work long hours but earn little because the rate they receive for each hour worked is very low. (a)why do you think a worker would be prepared to work for very low wages? [5] (b)what reasons might make a worker decide to move to another job at the same rate of pay? [5] 5changes in the rate of exchange meant that exports of goods from egypt decreased as they became more expensive in other countries. (a)explain what is meant by a rate of exchange. [3] (b)if exports from egypt became more expensive, how might that affect production and employment both in egypt and in countries importing egyptian goods? [7] \u00a9ucles 2005copyright acknowledgements: question 1. \u00a9 eric pfanner, international herald tribune, august 15, 2003. 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, thepublisher will be pleased to make amends at the earliest possible opportunity. university of cambridge international examinations is part of the university of cambridge local examinations syndicate (ucles), which is itself a department of the university of cambridge."
+        },
+        "0455_s05_qp_3.pdf": {
+            "1": "     university of cambridge international examinations    international general certificate of secondary education        economics 0455/03       paper 3  multiple choice    may/june 2005        1 hour     additional materials: multiple choice answer sheet      soft clean eraser      soft pencil (type b or hb is recommended)                          read these instructions first     write in soft pencil.    do not use staples, paper clips, highlighters, glue or correction fluid.   write your name, centre number and candidate number on the answer sheet in the spaces provided unless   this has been done for you.      there are forty  questions on this paper. answer all questions.   for each question there are four possible answers  a, b , c and d. choose the one you consider correct and   record your choice in soft pencil on the separate answer sheet.     read the instructions on the answer sheet very carefully.     each correct answer will score one mark. a mark will not be deducted for a wrong answer.   any rough working should be done in this booklet.                                                  this document consists of 12 printed pages.  ib05 06_0455_03/2rp   \uf6d9 ucles 2005  [turn over    ",
+            "2": "2    \u00a9 ucles 2005 0455/03/m/j/05 1 in a market economy, what does the entrepreneur decide?  a the combination of resources used  b the demand for the product  c the equilibrium price of the product  d the level of profits      2 china is changing from a centrally planned economy towards a market economy.    how will the influence of consumers and the government change?     consumers government  a decrease decrease  b decrease increase  c increase decrease  d increase increase     3 a factory working at full capacity is producing tennis racquets and golf clubs. the management  decides to produce fewer racquets and more clubs because of an increase in demand for golf  clubs.    what is the opportunity cost of producing more golf clubs?  a the cost of retraining some workers to make golf clubs  b the cost of transporting and selling the extra golf clubs produced  c the materials bought to make extra golf clubs  d the tennis racquets that will not now be produced     4 anything used as money must have   a a fixed supply.   b general acceptability.  c recognition as legal tender.  d value in itself.     ",
+            "3": "3    \u00a9 ucles 2005 0455/03/m/j/05  [turn over  5 a business has two owners. they have limited liability. its shares are not sold on the stock  exchange.    what type of business is this?  a partnership  b private limited company  c public corporation  d public limited company     6 what is most likely to be the main function of a central bank?  a controlling the money supply  b investing in commerce and industry  c issuing and processing credit cards  d making loans to individuals      7 what would prevent an egyptian company being classified as a multi-national company?  a it concentrates on one stage of production only.  b it employs only egyptians as managers.  c it manufactures only in egypt.  d it uses other firms to transport its goods.      8 what would not cause a shift in the demand curve for a good?  a a change in incomes  b a change in the price of a substitute good  c a change in the price of the good  d a change in the tastes of consumers     9 four changes affecting the supply of a good are listed below.   what would cause the supply curve to shift to the right?  a an improvement in technology   b an increase in its market price  c a reduction in labour productivity  d the introduction of a sales tax     ",
+            "4": "4    \u00a9 ucles 2005 0455/03/m/j/05 10 what is an example of complementary demand?  a buses and bus fares  b cotton and cotton seed  c televisions and electricity  d wood and sawdust      11 a good is successfully advertised.     what is the most likely impact on the demand and supply curves for the good?     demand curve supply curve  a shift to left shift to left  b shift to left shift to right  c shift to right shift to left  d shift to right shift to right     12 the diagram shows the supply and demand curves for a good. the market is in equilibrium at  point x.    demandsupply oprice quantitypqr s tx     what is the excess demand at price p?  a pt b qr c qt d st     ",
+            "5": "5    \u00a9 ucles 2005 0455/03/m/j/05  [turn over  13 the table shows the value of the price elasticity of demand for four products.    product price elasticity  of demand  cars 2.0  mobile phones 1.0  radios 0.5  salt 0.1    what would have an increase in sales revenue if prices rose by 10  %?  a cars only  b cars and mobile phones c radios and salt d salt only     14 what might explain why wages paid in a particular occupation are high?  a a large supply of labour   b a low price for the good produced  c a strong trade union  d pleasant working conditions    15 what is a non-wage factor that can affect an individual\u2019s choice of occupation?  a bonuses  b commission   c long holidays  d overtime pay    16 a person has no outstanding debts.    what might cause that person to save more and spend less from their monthly income?  a a rise in the choice of products  b a rise in income tax  c a rise in interest rates  d a rise in the price of essential products     ",
+            "6": "6    \u00a9 ucles 2005 0455/03/m/j/05 17 the table gives information about full-time workers in a country.     average annual earnings   $ % increase in  2003\u201304 hours worked  per week  male 21 268 4.4 41.8  female 15 444 5.1 37.6    what can be concluded from the table?  a all female workers earned less than male workers.  b the difference between male and female earnings became smaller.  c the hourly rate of pay for females was higher than for males.  d the productivity of female workers was higher than that of males.      18 what is likely to be found when there are many small firms in an industry?  a there are few barriers to entry.  b there is high expenditure on research developments.  c products are distributed to widely dispersed markets.  d very large capital costs are needed to establish a firm.      19 a firm producing instant coffee previously paid for the disposal of the waste. it now sells the  waste to be made into garden fertiliser.    which cost to the firm has not changed?  a average cost  b fixed cost  c total cost  d variable cost     20 in 2003 hewlett-packard, a major computer company, announced that its profits had fallen below  the level predicted.    what might have caused this?  a increased advertising costs that greatly improved sales  b low prices that made the company\u2019s product competitive  c new technology that reduced costs  d reduced sales and low prices     ",
+            "7": "7    \u00a9 ucles 2005 0455/03/m/j/05  [turn over  21 wal-mart, the world\u2019s biggest food retailer, has acquired a large number of supermarkets.    what type of integration is this?  a conglomerate  b horizontal  c vertical backward  d vertical forward     22 ericsson is the world\u2019s leading maker of mobile phone machinery. it announced that it had won a  major contract to supply a chinese phone company, china mobile, with machinery. ericsson also  announced that it would become more efficient by reducing its workforce.    how would economists classify these changes for the two companies?     ericsson china mobile  a decreased average variable cost decreased fixed cost  b decreased average variable cost increased fixed cost  c increased fixed cost decreased average variable cost  d decreased fixed cost decreased average variable cost     23 a firm bottles 10 000 bottles of cola a week. it s fixed costs are $1000 a week. its variable costs  are $0.50 a bottle. each bottle of cola is sold for $1.    what is the profit per bottle of cola?  a $0.40 b $0.50 c $0.60 d $0.90    24 the table gives information on the rate of economic growth in a country from 2001 to 2004.     economic growth  (%)  2001 3.9  2002 2.6  2003 2.3  2004 3.0    what is likely to have fallen in this period?  a gross domestic product  b imports  c prices  d unemployment ",
+            "8": "8    \u00a9 ucles 2005 0455/03/m/j/05 25 what is most  likely to conflict with a government's aim of price stability?  a higher direct tax rates   b higher government spending  c higher interest rates  d higher unemployment      26 the graph shows the percentage of tax taken from different levels of income by four different  taxes.    which illustrates a regressive tax?    percentage of income paid intaxation incomeab c d o      27 the table shows the working population and va lue of production in four areas of a country.    the government wants to encourage industrial development in the area with the lowest productivity.    which area will it select?    area working population  (millions) production  ($ millions)  a 6  700   b 16  1000   c 12  1200   d 12  1100      ",
+            "9": "9    \u00a9 ucles 2005 0455/03/m/j/05  [turn over  28 the government of kenya wishes to help people with very low incomes.    which policy would achieve this?  a increasing housing subsidies  b increasing income tax  c increasing indirect taxation  d increasing inheritance tax     29 in march 2000 the ministry of trade and industry in singapore stated that gross domestic  product grew by 5.4  % in the previous year. this produced higher revenues from taxation and  resulted in a budget surplus.    what may be concluded from this statement?  a the change in gross domestic product was caused by a change in taxation.  b the government had increased the rate of taxation and the expenditure on its services.  c the national income of the country had increased and so more was paid in taxes.  d there had been economic growth because the go vernment had reduced its expenditure and  budgeted for a surplus.     30 the table gives selected details of the uk trade in goods in 1998 and 1999 in \u00a3 billion.    year exports of  goods imports of  goods  1998 164.1 184.9  1999 165.0 191.2    what happened to the balance of trade in goods between 1998 and 1999?  a the deficit decreased.  b the deficit increased.  c the surplus decreased.  d the surplus increased.     ",
+            "10": "10    \u00a9 ucles 2005 0455/03/m/j/05 31 instead of cleaning their own homes, a large number of households decide to clean each other\u2019s  homes and charge for their services. they all declare their income to the tax authority.    what will increase as a result of this?  a gross domestic product  b imports  c investment  d unemployment     32 the bar chart shows details of three economic indicators of several asian economies in year 1  and year 2.    which country improved its economic performance in all three indicators?    11.7 5.5 12.2 12.0 8.5 5.37.64.8 3.6 2.3 1.7 6.0 3.9 5.413.3 10.811.7 7.6 5.8 6.8\u20132.1 \u20135.7 \u20136.1\u20131.3china malaysiasingaporeindiaabcdgdp growth, % inflation, % current-account balance, $bnyear 1 asian economies year 2       33 which citizens are most likely to become worse off in a period of falling prices?  a those earning fixed incomes  b those saving at a fixed rate of interest  c those who have borrowed money at a fixed rate of interest  d those who have lent money at a fixed rate of interest      34 many fishermen are unemployed owing to long-term legislation to conserve fish stocks in the  north sea.    what type of unemployment is this?  a demand-deficient  b frictional  c seasonal  d structural     ",
+            "11": "11    \u00a9 ucles 2005 0455/03/m/j/05  [turn over  35 in producing a table of economic statistics about a developed country (italy) and a developing  country (ethiopia) one pair of statistics has been placed in the wrong columns.    which is it most likely to be?      italy ethiopia  a adult literacy % 97.1  25.3   b birth rate (per 1000) 9.6  45.7   c death rate (per 1000) 16.4  9.9   d life expectancy 78.3  50.2       36 which aspect of population will be most likely to change when the importance of the tertiary  sector increases?  a the dependency ratio  b the geographical distribution c the occupational distribution  d the total size      37 when must there be a rise in a country's population?  a when the birth rate is greater than death rate and there is net emigration  b when the birth rate is greater than death rate and there is no migration c when the death rate is greater than birth rate and there is net immigration d when the death rate is greater than birth rate and there is no migration     38 in indonesia the opportunity cost of producing timber is lower than in any other country.    to protect the environment, the indonesian government decides to conserve its timber and ban  timber exports.   what would happen in indonesia to the balance of trade and external costs?     balance of  trade external costs  a worsens fall  b worsens unchanged  c improves rise  d unchanged rise     ",
+            "12": "12      every reasonable effort has been made to trace all copyright holders where the publishers (i.e. ucles) are aware that third-par ty material has been  reproduced. the publishers would be pleased to hear from any one whose rights they have unwittingly infringed.    university of cambridge international examinations is part of the university of cambridge local examinations syndicate (ucles),  which is itself a department  of the university of cambridge.    \u00a9 ucles 2005 0455/03/m/j/05 39 multi-national companies often set up business in developing countries. these countries benefit  in a number of ways.    what effect could not  be considered a benefit for a developing country?  a investment in infrastructure is increased.  b more local workers are employed.  c new ideas and skills are introduced.  d profits earned are sent abroad.     40 if a country places a tax on imports of food, which group in the country is most likely to benefit?  a consumers  b farmers  c food importers  d supermarkets       "
+        },
+        "0455_s05_qp_4.pdf": {
+            "1": "this document consists of 4 pages. sp (sjf3518)  s80963/4 \u00a9ucles 2005 [turn overuniversity of cambridge international examinations international general certificate of secondary education economics 0455/04 paper 4  structured questions may/june 2005 2hours additional materials: answer booklet/paper read these instructions first if you have been given an answer booklet, follow the instructions on the front cover of the booklet. write your centre number, candidate number and name on all the work you hand in.write in dark blue or black pen on both sides of the paper.you may use a soft pencil for any diagrams, graphs, music or rough working.do not use staples, paper clips, highlighters, glue or correction fluid. answer question 1 (section a) and any three questions from section b. at the end of the examination, fasten all your work securely together.the number of marks is given in brackets [  ] at the end of each question or part question.",
+            "2": "2 0455/04/m/j/05section a answer this question. 1european recession in 2003 germany, italy and the netherlands were in a period of recession. gdp in germany fell by 0.2% between january and april, and by 0.1% between april and june. the recession spread toitaly, which is dependent on germany as a market for its exports. the weakest of the three wasthe netherlands, where output fell by 0.5% between april and june following a fall for the previouseight months. the german government planned to encourage consumer spending by introducingcuts in both indirect and direct taxation. it also approved measures to increase employmentopportunities. (a)why does the article refer to the netherlands as the weakest economy? [2] (b)explain what is meant by gdp . [3] (c)using examples, describe the difference between direct and indirect taxes. [4] (d)how might a reduction in taxation help any two macro-economic aims of a government? [6] (e)why might a government wish to increase employment opportunities? [5] \u00a9ucles 2005",
+            "3": "3 0455/04/m/j/05 [turn oversection b answer any three questions. 2(a)distinguish between a quota and a subsidy. [5] (b)explain, using a demand and supply diagram, what effect would be likely to occur in a market if the government introduced a subsidy on the production of a good. [5] (c)explain what is meant by price elasticity of demand. [3] (d)in 2003, some tobacco growers in the us wanted to raise prices but a spokesman said thetobacco industry was no longer in a position where it could increase prices in order toincrease revenue. use the concept of price elasticity of demand to discuss what the spokesman meant. [7] 3a major computer company announced in 2003 that its profits had fallen.(a)explain what might cause profits to fall. [5] (b)there are some very large computer companies. how might a firm become large? [5] (c)some companies are often said to benefit from economies of scale. briefly describe three types of economies of scale that a computer company might experience. [6] (d)discuss why a company might change its use of different factors of production. [4] 4some workers work long hours but earn little because the rate they receive for each hour workedis very low. (a)why do you think a worker would be prepared to work for very low wages? [5] (b)what reasons might make a worker decide to move to another job at the same rate of pay? [5] (c)some workers belong to a trade union. explain how membership of a trade union might be beneficial to a worker. [5] (d)an older skilled worker\u2019s pattern of spending and saving is likely to be different from that of ayounger unskilled worker. discuss why. [5] \u00a9ucles 2005",
+            "4": "4 0455/04/m/j/055changes in the rate of exchange meant that exports of goods from egypt decreased as they became more expensive in other countries. (a)explain what is meant by a rate of exchange. [3] (b)if exports from egypt became more expensive, how might that affect production and employment both in egypt and in countries importing egyptian goods? [7] (c)describe the structure of the balance of payments of a country. [4] (d)discuss what might lead to an improvement in the balance of payments of a country. [6] 6(a)explain what is meant by a market system. [5] (b)discuss when it might be desirable for a government to act as a producer of goods orservices. [6] (c)sometimes the government does not act as a producer of goods and services but stillinfluences private producers. explain how it might do this. [9] 7(a)in developing countries the standard of living is often lower than the standard of living indeveloped countries. identify f our indicators that might confirm this. [4] (b)sometimes there is much poverty in developing countries. discuss reasons why this might beso. [6] (c)discuss how the standard of living in a developing country might be improved. [10] \u00a9ucles 2005copyright acknowledgements: question 1. \u00a9 eric pfanner, international herald tribune, august 15, 2003. 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, thepublisher will be pleased to make amends at the earliest possible opportunity. university of cambridge international examinations is part of the university of cambridge local examinations syndicate (ucles), which is itself a department of the university of cambridge."
+        },
+        "0455_s05_qp_6.pdf": {
+            "1": "this document consists of 3 printed pages and 1 blank page. spa (kn) s80995/2 \u00a9ucles 2005 [turn overuniversity of cambridge international examinations international general certificate of secondary education economics 0455/06 paper 6  alternative to coursework may/june 2005 1 hour 30 minutes additional materials: answer booklet/paper read these instructions first if you have been given an answer booklet, follow the instructions on the front cover of the booklet. write your name, centre number and candidate number on all the work you hand in.write in dark blue or black pen on both sides of the paper.you may use a soft pencil for any diagrams, graphs or rough working.do not use staples, paper clips, highlighters, glue or correction fluid. answer all questions. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question.",
+            "2": "2 1 tourism in oman the government of oman, a country in the middle east, has produced a tourism priority action plan by which it intends to promote tourism in five regions in the country. it sees tourism as a bigprovider of jobs for the fast-growing and youthful population and as a major contributor to futureeconomic growth. the focus of the action plan will be on the provision of cultural and heritage attractions, adventure tourism, and coastal and leisure resorts. a government minister said \u2018oman has much to offervisitors, including spectacular mountains, desert, some of the world\u2019s finest beaches and a richcultural heritage. the government should help the private sector in the provision of touristattractions.\u2019 the private sector is responding to this encouragement. one of the biggest projects is a $200 million development which includes three high-quality hotels with a total of 670 rooms, a healthclub, leisure facilities and private beaches. these will be added to the existing hotels, whichinclude some of the world\u2019s finest. a spokesman for the private company building the hotels said that in the 1980s the company was involved in the construction boom for roads and heavy civil engineering, but now it was necessaryto develop other projects. building hotels was an opportunity for the company. the owner ofanother oman company, which has various international hotel interests, including a five star hotelin london, said \u2018only tourism can deliver mass job creation, which is necessary to bring thecountry alive.\u2019 (a)identify f ourattractions that oman can offer visiting tourists. [2] (b)explain whether the tourism priority action plan means oman should be classified as aplanned economy. [4] (c)explain why the population of a developing country such as oman is likely to be a \u2018fast-growing and youthful population.\u2019 [4] (d)imagine you are in charge of advertising the new hotels. what information do you need toplan your advertising? to what type of customer would you direct your advertising? [6] (e) (i) explain what is meant by \u2018economic growth\u2019. [5] (ii) discuss what benefits might follow from the development of the new hotels. [7] [total: 28] 0455/06/m/j/05 \u00a9ucles 2005",
+            "3": "0455/06/m/j/05 \u00a9ucles 20053 2 south african living standards the charts show the percentages of households with access to selected goods and services in two areas of south africa. chart 1 refers to the city of johannesburg and chart 2 refers to a ruralarea. (a)identify what you consider to be the two most significant indicators of differences in living standards between johannesburg and the rural area, and explain the reasons for yourchoice. [4] (b)some people think that the incomes of those living in rural areas need to be raised. thiscould be achieved by providing better access to markets, improved basic infrastructure andhelp for small businesses. an alternative policy would be to encourage those living in ruralareas to move to the city. if you were asked to decide between these policies what would you recommend and why? [8] [total: 12]0102030405060708090100 % piped water* 91.0% 2001electricity for lighting 84.9%telephone 33.9%cell phone 46.3%computer 16.3%television 67.5%radio 78.1%refrigerator 62.5%chart 1  city of johannesburg *(within 200m of dwellin g)percentage of households 0102030405060708090100 % piped water* 56.6% 2001electricity for lighting 59.4%telephone 4.9%cell phone 24.7%computer 1.4%television 38.3%radio 72.1%refrigerator 31.8%chart 2  rural area percentage of households",
+            "4": "4 blank page 0455/06/m/j/05copyright acknowledgements: question 1 \u00a9 www.worldreport-ind.com/oman/tourism.htm. question 2 \u00a9 business report, south africa. 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, thepublisher will be pleased to make amends at the earliest possible opportunity. university of cambridge international examinations is part of the university of cambridge local examinations syndicate (ucles), which is itself a department of the university of cambridge."
+        },
+        "0455_w05_qp_1.pdf": {
+            "1": "     university of cambridge international examinations    international general certificate of secondary education        economics 0455/01        paper 1  multiple choice (core)    october/november 2005        1 hour     additional materials: multiple choice answer sheet      soft clean eraser      soft pencil (type b or hb is recommended)                          read these instructions first     write in soft pencil.    do not use staples, paper clips, highlighters, glue or correction fluid.   write your name, centre number and candidate number on the answer sheet in the spaces provided unless   this has been done for you.      there are forty  questions on this paper. answer all questions.   for each question there are four possible answers  a, b , c and d. choose the one you consider correct and   record your choice in soft pencil on the separate answer sheet.     read the instructions on the answer sheet very carefully.     each correct answer will score one mark. a mark will not be deducted for a wrong answer.   any rough working should be done in this booklet.                                                  this document consists of 12 printed pages.  ib05 11_0455_01/4rp   \uf6d9 ucles 2005  [turn over    ",
+            "2": "2    \u00a9 ucles 2005 0455/01/o/n/05 1 what is the basic economic problem facing all economies?  a inequality of income  b insufficient resources  c low economic growth  d shortages of skilled labour      2 the table shows information about government spending for an economy for two years.     government spending  as a % of gdp  1992 39  2002 43    what type of economy is this?  a a free enterprise economy  b a market economy  c a mixed economy  d a planned economy      3 a government spends $100  m on employing extra teachers instead of extra nurses.    what will be the opportunity cost of this?  a $100  m  b the cost of training extra teachers  c the extra nurses  d the reduction in unemployment among teachers     4 which is part of the factor of production land?  a an airport  b a car park  c a fish farm  d a forest    ",
+            "3": "3    \u00a9 ucles 2005 0455/01/o/n/05  [turn over  5 a shopkeeper runs a business as a sole proprietor.    what does this mean?  a the business has limited liability.  b the business is owned by shareholders.  c the business is quoted on a stock exchange.  d the profits of the business go to the shopkeeper.     6 what is least  likely to be a function of a trade union?  a improving working conditions  b reducing the cost of labour  c representing members' interests  d securing adequate pay for members     7 the table shows information about four financial institutions, a, b, c and d.    which institution is most likely to be a commercial bank?     it is the government\u2019s  bank. it is owned by  shareholders.  a no no  b no yes  c yes no  d yes yes    8 what is most  likely to cause a shift in the supply curve for oil?  a an increase in purchases of cars   b an increase in the price of oil  c a rise in consumer incomes  d the discovery of new oilfields    9 a consumer\u2019s demand curve for a commodity shows how quantity purchased varies with  a the consumer\u2019s income.  b the consumer\u2019s tastes.  c the price of substitutes.  d the price of the commodity.   ",
+            "4": "4    \u00a9 ucles 2005 0455/01/o/n/05 10 what is most likely to cause an increase in the demand for oranges?  a a decrease in the supply of oranges  b a health scare about eating oranges  c an increase in the price of a complement  d an increase in the price of a substitute      11 the diagram shows demand and supply curves for a good. the market is in equilibrium at point  x.    what would be the new equilibrium position if there were a successful advertising campaign for the good and an increase in the cost of raw materials?    price quantityx a bd c o     12 in 2002 the world price of cocoa was higher than in 2001.    which combination of changes in the demand for and the supply of cocoa would always lead to a  rise in price?     demand for cocoa supply of cocoa  a higher higher  b higher lower  c lower higher  d lower lower    ",
+            "5": "5    \u00a9 ucles 2005 0455/01/o/n/05  [turn over  13 the diagram shows the relationship between railway fares and passenger use in a capital city.    10 9 876543210 2.5 3.5 4.5 5.5 6.5 7.5 kilometres travelledfare $ 1.5 0     what is this diagram?  a a demand curve  b a supply curve c an average total cost curve  d a variable cost curve     14 which reason can explain the high earnings of star footballers?  a there are many of them.  b the training is easy.  c they enjoy playing football.  d they have special skills.    15 which method of payment is a government official most likely to receive?  a commission  b hourly rates  c piece rates  d salary    ",
+            "6": "6    \u00a9 ucles 2005 0455/01/o/n/05 16 interest rates fall.    how might this affect consumers\u2019 saving and spending?     saving spending  a fall fall  b fall rise  c rise fall  d rise rise     17 the table shows the percentages of consumer spending on different items in four countries,  which have similar geographical conditions and climate.    which country is likely to have the highest standard of living?    percentage of consumer spending on each item  country  food housing entertainment  a 20 30 25  b 30 25 15  c 40 25 10  d 40 20 10    18 which activity can a small firm carry out more easily than a large firm?  a adapting to changing fashions  b having specialised managers  c raising finance d undertaking research and development      19 a firm manufacturing china plates has the following costs.  which is a variable cost?  a building insurance  b interest on a loan  c raw materials  d rent of property     ",
+            "7": "7    \u00a9 ucles 2005 0455/01/o/n/05  [turn over  20 which group has profit maximisation as a goal?  a entrepreneurs  b governments  c savers  d workers      21 when it produces 100 units, a firm\u2019s total variable cost is $1000 and its total fixed cost is $4000.    calculate the average cost.  a $10 b $30 c $40 d $50      22 what is most  likely to be supplied by small firms?  a banking  b hairdressing c rail travel  d water supply     23 the following information relates to a company producing shoes.    total output of  pairs of shoes total costs  ($) total revenue  ($)  100 1000 1300  200 1800 2200  300 2700 3000  400 3200 3400    at which output does the firm maximise profits?  a 100 b 200 c 300 d 400      24 which policy would be most likely to increase the number of people in employment?  a introducing a minimum wage  b introducing a sales tax  c reducing income tax  d reducing tariffs on imports     ",
+            "8": "8    \u00a9 ucles 2005 0455/01/o/n/05 25 what is likely to be the main aim of a government policy that increases both progressive taxes  and welfare payments?  a economic growth  b full employment c price stability  d redistribution of income      26 which government policy would best protect the environment?  a encouraging economic growth  b exploiting natural resources  c increasing tax on gasoline (petrol)  d removing controls on industry    27 what is likely to be a disadvantage of economic growth?  a government tax revenue falls.  b resources are used up.  c the level of unemployment rises.  d the standard of living of the population falls.    28 which of the following is not included in public sector expenditure?  a capital spending of public companies   b expenditure by government departments c investment by public corporations  d spending by local governments     29 which type of unemployment is directly caused by a general lack of demand?  a cyclical  b frictional  c seasonal  d structural    ",
+            "9": "9    \u00a9 ucles 2005 0455/01/o/n/05  [turn over  30 the table shows some changes in the output of namibia between 1998 and 1999.     %  agriculture +11.7  fishing +1.3  diamond mining +9.4  manufacturing \u20130.8  construction \u201318.3  fish processing \u20139.6    what can be concluded from this information about the namibian economy between 1998 and  1999?  a exports of fish increased.  b namibia\u2019s primary sector production became more important.  c stocks of fish increased.  d unemployment rose by 0.8  % in manufacturing.      31 the diagram gives data for an economy from 1990 to 1999.    5 4321gross domestic product $ billion 1990 1991 1992 1993 1994 1995 1996 1997 1998 1999     what can be deduced about the state of the economy in 1991 and 1995?     1991 1995  a budget surplus budget deficit  b inflation deflation  c recession boom  d trade deficit trade surplus     ",
+            "10": "10    \u00a9 ucles 2005 0455/01/o/n/05 32 the graph shows a change in retail prices for a country from july 2002 to may 2003.    4.0 3.53.02.52.01.51.00.5 0 july aug sept oct nov dec jan feb mar apr may 2002 2003retail prices % change year on year     according to the graph,  a retail prices fell from october 2002 to january 2003.  b retail prices remained constant between september and october 2002. c the rate of inflation fell each month throughout the period.  d the rate of inflation fell over the period.     33 the diagram shows the birth and death rates for a country over a period of time.    at which point did the country reach its highest population growth rate?    ab c dbirth rate death rate time      ",
+            "11": "11    \u00a9 ucles 2005 0455/01/o/n/05  [turn over  34 what is most likely to cause economic growth?  a an increase in  capital investment  b an increase in  interest rates  c an increase in  taxation  d an increase in  wages      35 the table shows information about four countries.    which country is likely to be the least  developed?    country % population  in urban areas birth rate death rate % population  under 15 % population  over 60  a 86 16  8 25  10  b 76 13  6 23  9  c 69 30  8 37  5  d 75 13  10 21  14     36 the charts show the distribution of employment between the three sectors in countries x and y.    1020 030405060 % employed primary secondary tertiarycountry x 1020 030405060 % employed primary secondary tertiarycountry y     which statement is true about country x compared with country y?  a country x employs more people in the service industries.  b country x enjoys lower living standards. c country x has a higher proportion of workers in manufacturing.  d country x produces more agricultural products.     ",
+            "12": "12      permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here 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 university of cambridge local examinations syndicate (ucles),  which is itself a department  of the university of cambridge.  \u00a9 ucles 2005 0455/01/o/n/05 37 the agricultural minister of a country said \u201cthe biggest challenge the country faces is to develop  irrigation so that we are not at the mercy of the weather for crucial export earnings.\u201d    which type of country is this most likely to be?  a developed, exporting manufactured goods  b developed, exporting services  c developing, exporting primary commodities  d developing, exporting services      38 country x decides to protect its industries with tariffs.    what would be most likely to result in the short run?  a cheaper exports from country x  b lower costs for industry in country x  c more expensive imports to country x  d more  specialisation in country x      39 the table shows the main source of export earnings by product for selected countries.    country product % of export earnings  w diamonds 80  %  x sugar 90  %  y cars 55  %  z oil 80  %    from this table we can conclude that  a all these countries specialise in the production of primary products.  b w and x specialise in the production of tertiary products. c the largest % of export earnings from y is from the sale of secondary products. d export earnings of w and z are identical.      40 what is an advantage of increased division of labour?  a there is less risk of unemployment.  b there is usually an increase in productivity of labour.  c the work is repetitive.  d workers are less dependent on others. "
+        },
+        "0455_w05_qp_2.pdf": {
+            "1": "this document consists of 2 printed pages. sp (nf) s94484 \u00a9 ucles 2005 [turn overuniversity of cambridge international examinations international general certificate of secondary education economics 0455/02 paper 2  structured questions october/november 2005 1 hour 30 minutes additional materials: answer booklet/paper read these instructions first if you have been given an answer booklet, follow the instructions on the front cover of the booklet. write your centre number, candidate number and name on all the work you hand in.write in dark blue or black pen on both sides of the paper.you may use a soft pencil for any diagrams, graphs or rough working.do not use staples, paper clips, highlighters, glue or correction fluid. answer allquestions. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question.",
+            "2": "2 0455/02/o/n/05answer all questions. 1 lesotho national development corporation since its establishment the lesotho national development corporation (lndc) has been the lesotho government\u2019s main means of promoting industrial development. the lndc is nowexpanding its job creation programme by promoting exports and encouraging firms to grow in size.it also encourages and supports local entrepreneurs. two of the projects it has supported are localchicken farms and the building of a private hospital. the slogan of the lndc is \u2018we build industry\u2019. (a)describe the main role of an entrepreneur. [2] (b)identify from the passage one project in the primary sector and oneproject in the secondary sector. [2] (c)explain what is meant by industrial development. [4] (d)explain the policies that a government might use to encourage private businesses. [6] (e)why might a government wish to create jobs? [6] 2in the uk four large supermarket companies dominate the sale of food but there are also many small food shops. (a)define a fixed cost and a variable cost, and identify one fixed cost and one variable cost thatthe supermarket might have. [4] (b)discuss why a small food shop might survive when there are very large supermarkets. [6] 3 (a) using examples, contrast a direct tax with an indirect tax. [4] (b)discuss how a government might use taxation to affect the distribution of income. [6] 4the rate of inflation in some developed countries has remained low for several years. (a)what is meant by inflation? [3] (b)explain how a retail price index (index of consumer prices) is calculated. [7] 5 (a) explain why specialisation in international trade might benefit a country. [6] (b)some countries use protective measures in international trade. describe two types of protection a government can use in international trade. [4] \u00a9 ucles 2005permission 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, thepublisher will be pleased to make amends at the earliest possible opportunity. university of cambridge international examinations is part of the university of cambridge local examinations syndicate (ucles), which is itself a department of the university of cambridge."
+        },
+        "0455_w05_qp_3.pdf": {
+            "1": "     university of cambridge international examinations    international general certificate of secondary education        economics 0455/03        paper 3  multiple choice (extended)    october/november 2005        1 hour     additional materials: multiple choice answer sheet      soft clean eraser      soft pencil (type b or hb is recommended)                          read these instructions first     write in soft pencil.    do not use staples, paper clips, highlighters, glue or correction fluid.   write your name, centre number and candidate number on the answer sheet in the spaces provided unless   this has been done for you.      there are forty  questions on this paper. answer all questions.   for each question there are four possible answers  a, b , c and d. choose the one you consider correct and   record your choice in soft pencil on the separate answer sheet.     read the instructions on the answer sheet very carefully.     each correct answer will score one mark. a mark will not be deducted for a wrong answer.   any rough working should be done in this booklet.                                                  this document consists of 12 printed pages.  ib05 11_0455_03/3rp   \uf6d9 ucles 2005  [turn over  ",
+            "2": "2    \u00a9 ucles 2005 0455/03/o/n/05 1 what is the basic economic problem facing all economies?  a inequality of income  b insufficient resources  c low economic growth  d shortages of skilled labour      2 what occurs in a planned economy but not a market economy?  a allocation by the government  b allocation by the price system  c economies of scale  d specialisation      3 a government spends $100  m on employing extra teachers instead of extra nurses.    what will be the opportunity cost of this?  a $100  m  b the cost of training extra teachers  c the extra nurses  d the reduction in unemployment among teachers     4 it was reported in 2002 that south africa, a mix ed economy, would face sharp increases in air  and water pollution unless action was taken to develop environmentally friendly policies for its citizens.    why is a mixed economic system thought to be a satisfactory means of achieving  environmentally friendly development?  a because all development is paid for by the government  b because it allows external costs to be considered  c because it ensures development at lowest cost  d because it is the most productive system      5 what is least  likely to be a function of a trade union?  a improving working conditions  b reducing the cost of labour   c representing members' interests  d securing adequate pay for members   ",
+            "3": "3    \u00a9 ucles 2005 0455/03/o/n/05 [turn over  6 a shopkeeper runs a business as a sole proprietor.    what does this mean?  a the business has limited liability.  b the business is owned by shareholders.  c the business is quoted on a stock exchange.  d the profits of the business go to the shopkeeper.     7 the table shows changes in the retail price index (index of consumer prices) and percentage  changes in money wages, after trade union bargaining, between 2001 and 2004.     retail price index annual % change  in money wages  2001 100 10  2002 110 10  2003 120 10  2004 130 10    from this we can conclude that between 2001 and 2004 trade union members experienced  a a fall in average earnings.  b a fall in real wages.  c a rise in disposable income.  d a rise in purchasing power.      8 what is most  likely to cause a shift in the supply curve for oil?  a an increase in purchases of cars   b an increase in the price of oil  c a rise in consumer incomes  d the discovery of new oilfields    9 which method of advertising is likely to be the most  effective for promoting the sales of  textbooks?  a direct mail  b local radio  c national television  d posters on buses and taxis    ",
+            "4": "4    \u00a9 ucles 2005 0455/03/o/n/05 10 in 2003 the us government was asked to stop subsidising tobacco growers.    what would happen if the government agreed?     output of tobacco price of tobacco  a fall fall  b fall rise  c rise fall  d rise rise     11 the diagram shows demand and supply curves for a good. the market is in equilibrium at point  x.    what would be the new equilibrium position if there were a successful advertising campaign for the good and an increase in the cost of raw materials?    price quantityx a bd c o      12 in 2002 the world price of cocoa was higher than in 2001.    which combination of changes in the demand for and the supply of cocoa would always lead to a  rise in price?     demand for cocoa supply of cocoa  a higher higher  b higher lower  c lower higher  d lower lower    ",
+            "5": "5    \u00a9 ucles 2005 0455/03/o/n/05 [turn over  13 a product has a price elasticity of demand that is greater than one.    what will happen to total revenue if the price of the product is reduced by 3  %?  a it will fall by more than 3  %.  b it will fall to zero.  c it will be unchanged.  d it will rise.      14 what is likely to cause a person\u2019s wages to rise?  a additional responsibility  b falling demand for his output  c falling production  d rising unemployment      15 which method of payment is a government official most likely to receive?  a commission  b hourly rates  c piece rates  d salary     16 what might cause a fall in the proportion of income that a person saves?  a a rise in income tax  b a rise in interest rates  c a rise in real incomes  d a rise in the population     17 the table shows the percentages of consumer spending on different items in four countries,  which have similar geographical conditions and climate.    which country is likely to have the highest standard of living?    percentage of consumer spending on each item  country  food housing entertainment  a 20 30 25  b 30 25 15  c 40 25 10  d 40 20 10 ",
+            "6": "6    \u00a9 ucles 2005 0455/03/o/n/05 18 which activity can a small firm carry out more easily than a large firm?  a adapting to changing fashions  b having specialised managers  c raising finance d undertaking research and development     19 a firm finds that it can increase its production by replacing some of its workers by a machine.    if this happens, what changes occur?  a fixed costs increase and variable costs increase.  b fixed costs increase and it becomes more capital-intensive.  c variable costs decrease and it becomes more labour-intensive.  d variable costs increase and fixed costs decrease.      20 which group has profit maximisation as a goal?  a entrepreneurs  b governments  c savers  d workers      21 in 2004 banco santander, a spanish bank, bought abbey national, a british bank.    what was achieved by this?  a diversification  b horizontal integration c vertical integration backwards  d vertical integration forwards     22 ikea, the world\u2019s largest retailer in home furnishings, opened a new store in malaysia in 2003.    what was likely to happen to fixed costs, variable costs and profits for ikea?     fixed costs variable costs profits  a decrease decrease uncertain  b decrease increase increase  c increase increase uncertain  d increase increase increase ",
+            "7": "7    \u00a9 ucles 2005 0455/03/o/n/05 [turn over  23 the following information relates to a company producing shoes.    total output of  pairs of shoes total costs  ($) total revenue  ($)  100  1000  1300   200  1800  2200   300  2700  3000   400  3200  3400     what is the profit per pair of shoes when the firm is maximising its profits?  a $0.50 b $1.00 c $2.00 d $3.00      24 which policy would be most likely to increase the number of people in employment?  a introducing a minimum wage  b  introducing a sales tax  c  reducing income tax  d  reducing tariffs on imports      25 what is likely to be the main aim of a government policy that increases both progressive taxes  and welfare payments?  a economic growth  b full employment c price stability  d redistribution of income     26 during 2004 the price of crude oil rose to record levels.    how would this be likely to affect the balance of payments and the rate of inflation of an oil-importing country in the short run?     balance of payments rate of inflation  a improve fall  b improve rise  c worsen fall  d worsen rise    ",
+            "8": "8    \u00a9 ucles 2005 0455/03/o/n/05 27 what is likely to be a disadvantage of economic growth?  a government tax revenue falls.  b resources are used up.  c the level of unemployment rises.  d the standard of living of the population falls.      28 the diagram shows the price per litre paid for petrol in four countries in a year, and (shaded) the  amount of tax included in that price.    if there were no tax on petrol, which country would have the highest petrol price?    abcd4 3210$ per litre      29 the table shows some changes in the output of namibia between 1998 and 1999.     %  agriculture +11.7  fishing +1.3  diamond mining +9.4  manufacturing \u20130.8  construction \u201318.3  fish processing \u20139.6    what can be concluded from this information about the namibian economy between 1998 and  1999?  a exports of fish increased.  b namibia\u2019s primary sector production became more important.  c stocks of fish increased.  d unemployment rose by 0.8  % in manufacturing.    ",
+            "9": "9    \u00a9 ucles 2005 0455/03/o/n/05 [turn over  30 90  % of zambia\u2019s foreign exchange used to come from copper exports. in the late 1980s, world  copper prices collapsed, putting a severe strain on the economy.    what does this information suggest?  a the national income of zambia increased.  b the zambian balance of payments worsened.  c zambia could become dependent on service industries.  d zambia could afford more imports.     31 the diagram gives data for an economy from 1990 to 1999.    5 4321gross domestic product $ billion 1990 1991 1992 1993 1994 1995 1996 1997 1998 1999     what can be deduced about the state of the economy in 1991 and 1995?     1991 1995  a budget surplus budget deficit  b inflation deflation  c recession boom  d trade deficit trade surplus     32 which group is most  likely to benefit from inflation?  a debtors  b retirement pensioners  c salaried officials  d unemployed persons     ",
+            "10": "10    \u00a9 ucles 2005 0455/03/o/n/05 33 a uk government minister stated that increased immigration would benefit the uk.    what might be the immediate advantage of increased immigration to the uk?  a greater availability of skilled people  b greater demand on the uk\u2019s resources  c greater dependent population  d greater pressure for wage increases     34 the graph shows the changes in retail prices for a country from july 2002 to may 2003.    4.0 3.53.02.52.01.51.0 0 july aug sept oct nov dec jan feb mar apr may 2002 2003retail prices % change year on year     according to the graph,  a retail prices fell from october 2002 to january 2003.  b retail prices remained constant between september and october 2002.  c the rate of inflation fell each month throughout the period.  d the rate of inflation fell over the period.     35 the table shows information about four countries.    which country is likely to be the least  developed?    country % population  in urban areas birth rate death rate % population  under 15 % population  over 60  a 86 16  8 25  10  b 76 13  6 23  9  c 69 30  8 37  5  d 75 13  10 21  14   ",
+            "11": "11    \u00a9 ucles 2005 0455/03/o/n/05 [turn over  36 the charts show the distribution of employment between the three sectors in countries x and y.    1020 030405060 % employed primary secondary tertiarycountry x 1020 030405060 % employed primary secondary tertiarycountry y     which statement is true about country x compared with country y?  a country x employs more people in the service industries.  b country x enjoys lower living standards. c country x has a higher proportion of workers in manufacturing. d country x produces more agricultural products.     37 the table shows birth and death rates per thousand people.     birth rate  1980 death rate  1980 birth rate  1997 death rate  1997  argentina 24 9  20 8   brazil 31 9  21 7   uruguay 19 10  18 10   venezuela 33 6  25 5     assuming there was no migration, what does the table show?  a between 1980 and 1997 all countries reduced their death rates.  b in 1980 brazil\u2019s population had the lowest rate of growth.  c in 1997 venezuela\u2019s population had the highest rate of growth.  d uruguay\u2019s population fell between 1980 and 1997.     ",
+            "12": "12        permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here 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 university of cambridge local examinations syndicate (ucles), which is itself a department  of the university of cambridge.    \u00a9 ucles 2005 0455/03/o/n/05 38 which economic argument is in favour of free trade?  a it allows countries to benefit from comparative advantage.  b it encourages the protection of domestic industries.  c it helps declining industries by slowing the rate of decline.  d it results in the expansion of all industries in a country.     39 the table shows the main source of export earnings by product for selected countries.    country product % of export earnings  w diamonds 80  %  x sugar 90  %  y cars 55  %  z oil 80  %    from this table we can conclude that  a all these countries specialise in the production of primary products.  b w and x specialise in the production of tertiary products. c the largest % of export earnings from y is from the sale of secondary goods. d export earnings of w and z are identical.     40 how is the social benefit of an activity calculated?  a private benefit minus positive externalities  b private benefit minus private cost c private benefit plus negative externalities  d private benefit plus positive externalities     "
+        },
+        "0455_w05_qp_4.pdf": {
+            "1": "this document consists of 4 printed pages. sp (nf) s80960/2 \u00a9ucles 2005 [turn overuniversity of cambridge international examinations international general certificate of secondary education economics 0455/04 paper 4  structured questions october/november 2005 2 hours additional materials: answer booklet/paper read these instructions first if you have been given an answer booklet, follow the instructions on the front cover of the booklet. write your centre number, candidate number and name on all the work you hand in.write in dark blue or black pen on both sides of the paper.you may use a soft pencil for any diagrams, graphs or rough working.do not use staples, paper clips, highlighters, glue or correction fluid. answer question 1 (section a) and any three questions from section b. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question.",
+            "2": "2 0455/04/o/n/05section a answer this question. 1l esotho national development corporation since its establishment the lesotho national development corporation (lndc) has been the lesotho government\u2019s main means of promoting industrial development. the lndc is nowexpanding its job creation programme by promoting exports and encouraging firms to grow in size. it also encourages and supports local entrepreneurs. two of the projects it has supported are localchicken farms and the building of a private hospital. the slogan of the lndc is \u2018we build industry\u2019. (a)describe the main role of an entrepreneur. [2] (b)identify from the passage one project in the primary sector and oneproject in the secondary sector. [2] (c)explain what is meant by industrial development. [4] (d)explain the policies that a government might use to encourage private businesses. [6] (e)why might a government wish to create jobs? [6] \u00a9ucles 2005",
+            "3": "3 0455/04/o/n/05 [turn oversection b answer any three questions. 2in the uk four large supermarket companies dominate the sale of food but there are also many small food shops. (a)define a fixed cost and a variable cost, and identify one fixed cost and one variable cost thatthe supermarket might have. [4] (b)discuss why a small food shop might survive when there are very large supermarkets. [6] (c)how do some firms become large? [4] (d)discuss how a supermarket might benefit from economies of scale. [6] 3(a)using examples, contrast a direct tax with an indirect tax. [4] (b)discuss how a government might use taxation to affect the distribution of income. [6] (c)explain the concept of price elasticity of demand. choose two goods and explain why they might have different price elasticities of demand. [6] (d)use the concept of elasticity to discuss how indirect taxes may be used by a government to (i)increase its revenue, (ii) decrease imports. [4] 4the rate of inflation in some developed countries has remained low for several years. (a)what is meant by inflation? [3] (b)explain how a retail price index (index of consumer prices) is calculated. [7] (c)explain two possible causes of inflation. [4] (d)an aim of government policy is usually not to let the rate of inflation become high. why isthis? [6] 5(a)explain why specialisation in international trade might benefit a country. [6] (b)some countries use protective measures in international trade. describe two types of protection a government can use in international trade. [4] (c)explain with the use of one example what is meant by a natural resource of a country. [3] (d)for many countries international trade involves using their natural resources by selling them to other countries. discuss whether it is wise for a country to exploit its natural resourcesrather than to conserve them. [7] \u00a9ucles 2005",
+            "4": "4 0455/04/o/n/056(a)what determines the rate of growth of a population? [3] (b)contrast the expected age structure of the population of a developing country with that of a developed country. [7] (c)in some developing countries life expectancy has been declining in recent years. this hasbeen largely due to the spread of hiv/aids. governments have allocated large amounts ofexpenditure to developing new hospitals and to providing health education programmes. discuss in what ways this policy might affect other major government economic policies. [10] 7employers are concerned to make the best use of the factors of production. workers areconcerned to make the best choice in selecting an occupation. (a)explain three things, other than wages, that might influence a person in their choice of occupation. [6] (b)discuss which factor of production might be most significant in the operation of a luxury hotel. [4] (c)a hotel will offer a variety of job opportunities. workers in some of them will be paid more thanworkers in others. discuss why this might be so. [10] \u00a9ucles 2005permission 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, thepublisher will be pleased to make amends at the earliest possible opportunity. university of cambridge international examinations is part of the university of cambridge local examinations syndicate (ucles), which is itself a department of the university of cambridge."
+        },
+        "0455_w05_qp_6.pdf": {
+            "1": "this document consists of 3 printed pages and 1 blank page. sp (nf) s82242/2 \u00a9 ucles 2005 [turn overuniversity of cambridge international examinations international general certificate of secondary education economics 0455/06 paper 6  alternative to coursework october/november 2005 1 hour 30 minutes additional materials: answer booklet/paper read these instructions first if you have been given an answer booklet, follow the instructions on the front cover of the booklet. write your centre number, candidate number and name on all the work you hand in.write in dark blue or black pen on both sides of the paper.you may use a soft pencil for any diagrams, graphs or rough working.do not use staples, paper clips, highlighters, glue or correction fluid. answer all questions. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question.",
+            "2": "2 0455/06/o/n/051 german television advertising in 2003 a german tv broadcasting company reduced its costs by 13%. the measures that it took included spending less on tv programmes, merging departments within its organisation anddecreasing its workforce by 4%. these measures helped the company compensate for adecrease in advertising revenue, which generated approximately 90% of the company\u2019s totalrevenue. the company had lost nearly 20% of its advertising revenue in the previous two years. (a)identify the reason why the television company needed to cut costs. [1] (b)costs can be classed as fixed costs or variable costs. explain which of the company\u2019s costs mentioned are fixed and which are variable. [6] (c)calculate the percentage of total revenue that the company lost. [1] (d)describe the possible benefits of advertising to producers and consumers. [5] (e)the directors of the company wish to know how the company could improve its profit levels. ifyou had to report to the directors what would you need to investigate? [7] [total: 20 marks] \u00a9 ucles 2005",
+            "3": "3 0455/06/o/n/052 african agriculture in most african countries economic growth depends on agriculture, which generates more than a third of gdp and accounts for up to 40% of their exports. the low average production per worker(productivity) in agriculture in africa contributes to the high poverty levels and lack of food. there is a lack of investment in african agriculture. this is due to the strong protectionist policies and support for agriculture in the developed countries, particularly the european union and japan.these policies mean that african farmers face strong competition from highly subsidised productsfrom the developed nations. as a result, there is little incentive for local african producers becauseof the cheap imports that compete with local produce. a recent conference stated that the long-term agricultural aim would be to establish \u2018a fair and market-based system of trade\u2019. this would involve the developed countries reducing theirprotectionist measures. the european union and japan, however, are not prepared to undertakesuch reforms. there has been some agreement, but products that are important to developingcountries, such as sugar and cotton, are excluded from the reforms. this harms the prospects ofthe developing countries. (a)explain why, according to the article, there is a lack of investment in african agriculture. [3] (b)explain what is meant by economic growth. [5] (c)describe what is meant by a \u2018market-based system of trade\u2019. [6] (d)y ou are asked by the conference to suggest ways by which productivity in agriculture might be increased. explain what you would say. [6] [total: 20 marks] \u00a9 ucles 2005",
+            "4": "4 0455/06/o/n/05blank page copyright acknowledgements: question 2 \u00a9south african business report, 1/8/03. 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, thepublisher will be pleased to make amends at the earliest possible opportunity. university of cambridge international examinations is part of the university of cambridge local examinations syndicate (ucles), which is itself a department of the university of cambridge."
+        }
+    },
+    "2006": {
+        "0455_s06_qp_1.pdf": {
+            "1": "     university of cambridge international examinations    international general certificate of secondary education        economics 0455/01       paper 1  multiple choice (core)    may/june 2006        1 hour     additional materials: multiple choice answer sheet      soft clean eraser      soft pencil (type b or hb is recommended)                          read these instructions first     write in soft pencil.    do not use staples, paper clips, highlighters, glue or correction fluid.   write your name, centre number and candidate number on the answer sheet in the spaces provided unless   this has been done for you.      there are forty  questions on this paper. answer all questions. for each question there are four possible   answers a, b, c and d.    choose the one you consider correct and record your choice in soft pencil on the separate answer sheet.     read the instructions on the answer sheet very carefully.     each correct answer will score one mark. a mark will not be deducted for a wrong answer.   any rough working should be done in this booklet.                                                  this document consists of 11 printed pages and 1 blank page.  ib06 06_0455_01/5rp   \uf6d9 ucles 2006  [turn over  ",
+            "2": "2    \u00a9 ucles 2006 0455/01/m/j/06 1 construction companies are building new houses on land previously used for farming.    what is the opportunity cost to society of this activity?  a improved living conditions   b less congestion in city centres  c more  homes for new homeowners  d some farm output     2 what is most likely to cause queues of consume rs to appear regularly outside shops in a planned  economy?  a the failure of money to act as a unit of account  b the inefficient operation of the market system  c the misallocation of resources by the government  d the rising opportunity cost of shopping      3 what is regarded as a factor of production?  a capital  b interest  c profit  d rent      4 although people may satisfy their basic needs there is always something more they want.    to what economic issue does this statement refer?  a exchange  b market forces  c scarcity  d income distribution     5 which source of finance cannot  be used by a private company?  a a bank loan  b a bank overdraft  c an issue of shares on the stock exchange  d retained profits     ",
+            "3": "3    \u00a9 ucles 2006 0455/01/m/j/06  [turn over  6 what best describes a multi-national company?  a a company that is owned by the government  b a company that has many shareholders  c a company that trades internationally  d a company that produces in more than one country      7 kimberly-clark corporation manufactures many products, including kleenex paper  handkerchiefs. it has operations in 43 countries.    what is not  a reason why a company might decide to have operations in more than one country?  a availability of raw materials  b local markets can be served  c transport is a high proportion of costs  d trade union pressure      8 which factor would cause a shift in the supply curve for a good?  a a fall in the price of the good  b a fall in the price of its raw materials  c an increase in the quantity consumed  d an increase in consumers\u2019 incomes      9 the price of a good is temporarily above the market equilibrium price.     what must happen for the market to be brought back to equilibrium?     quantity demanded quantity supplied  a rises rises  b rises falls  c falls rises  d falls falls     10 what is not held constant in calculating a demand schedule?  a the incomes of consumers   b the prices of complementary goods   c the price of the good itself  d the tastes of consumers   ",
+            "4": "4    \u00a9 ucles 2006 0455/01/m/j/06 11 the diagram shows the supply and demand curves for a good. the market is in equilibrium at  point x.    demandsupply oprice quantitytvw yx z     what would be the excess supply at price t?  a tv b vw c vz d wy      12 the diagram shows the demand and supply curves for digital cameras. the original equilibrium  point is x.    what will be the new equilibrium point if these cameras become more fashionable and the rate of sales tax rises?    oprice quantityc dab xsupply demand      13 in 2002 in paris there was a decrease in demand for theatre tickets.    what might have caused this?  a a decrease in fares on public transport in paris  b a decrease in the number of tourists in paris  c an increase in the number of jobs available in paris  d an increase in the subsidy given to theatres in paris     ",
+            "5": "5    \u00a9 ucles 2006 0455/01/m/j/06  [turn over  14 why is a surgeon likely to have a higher wage rate than a hospital porter?  a the surgeon has been in the job a longer time.   b the surgeon has a longer training period.  c the surgeon is older.  d the surgeon is in a trade union.      15 what is an advantage for a worker in part-time rather than full-time employment?  a a higher wage  b greater  employment protection  c more opportunity for other activities  d greater  chance of promotion     16 which factor is likely to cause an increase in people\u2019s savings?  a an increase in tax rates  b an increase in the interest rate  c a reduction in economic uncertainty  d a reduction in real wages    17 on completing your studies, you decide you want to work in an organisation that is big enough to  give you a chance of promotion but where weekend or shift work will not normally be required.    which would be the best one to choose?  a a dental surgery  b a hairdressing salon  c an income tax office  d a newspaper publisher      18 a firm\u2019s average revenue is $10. it sells 2000 units.    what is the firm\u2019s total revenue and the price of the product?     total revenue ($) price ($)  a  10  10  b  2 000  200  c  20 000  10  d  20 000  200   ",
+            "6": "6    \u00a9 ucles 2006 0455/01/m/j/06 19 the table shows the demand schedule for maize.    price per kilo   ($) quantity demanded  (kilos per day)  3 300  4 240  5 200  6 150  7 140  8 100    what will happen if price rises from $5 to $6 per kilo?  a total revenue will rise.  b demand will rise.  c total revenue will fall.  d total costs will rise.      20 what is a variable cost for a firm?  a the cost of raw materials   b the interest payments on loans  c the rent of the factory  d the insurance on the factory buildings      21 what advantage does a company risk losing when it expands?  a access to finance  b national reputation c personal contact d skilled labour     ",
+            "7": "7    \u00a9 ucles 2006 0455/01/m/j/06  [turn over  22 a firm adds up the costs of rent, insurance and initial investment in machinery. it then divides that  total by the number of units produced.    what has been calculated?  a average fixed cost  b average revenue  c average total cost  d average variable cost     23 what might a government decrease if it wished to slow down the rate of growth in an economy?  a expenditure on defence  b goods and services (value added) tax  c interest rates  d the rate of income tax     24 what is most likely to cause the government to have a budget surplus?  a a decrease in government spending  b a decrease in private sector investment  c an increase in unemployment  d an increase in the wages of public sector employees      25 which aim of government policy is most likely to be achieved by an increase in interest rates?  a economic growth  b greater equality of income  c full employment  d price stability     26 what may a government change when it uses monetary policy?  a budget deficit  b minimum lending rate c regional assistance d rate of income tax     ",
+            "8": "8    \u00a9 ucles 2006 0455/01/m/j/06 27 when is a tax progressive?  a when some goods have a higher tax than others  b when the tax is on incomes rather than on goods or services  c when the rate of tax increases as income increases  d when the tax is linked to the rate of inflation      28 the table gives the price of a paper back book as printed on its back cover.    united kingdom \u00a36.99   canada $11.99 (canadian dollars)  australia $14.99 (australian dollars)  new zealand $20.95 (new zealand dollars)    what is needed to make a clear comparison of the price in the four countries?  a consumer  price indices  b exchange rates  c indirect tax rates  d inflation rates     29 the table shows some data about an economy.     year 1 year 2  rate of inflation 2 % 3.5  %  personal incomes +2  % +2.5  %    what happened between year 1 and year 2?  a both prices and real incomes fell.  b both prices and real incomes rose.  c prices rose but real incomes fell.  d prices fell but real incomes rose.      30 what would contribute to a fall in the value of the uk pound (\u00a3)?  a a fall in interest rates in other countries  b a rise in the number of foreign tourists visiting the uk  c the removal of  import tariffs by  the usa  d the value of uk imports increasing more than the value of uk exports ",
+            "9": "9    \u00a9 ucles 2006 0455/01/m/j/06  [turn over  31 what is meant by the depreciation of a currency?  a a fall in its external value  b a fall in its internal value  c a rise in its external value  d a rise in its internal value      32 in 2003 japan experienced a decline in economic output.    what might cause a decline in economic output?  a a decrease in income tax  b a decrease in sales tax  c an increase in unemployment  d an increase in company investment     33 what is the most likely cause of population migration to cities in developing countries?  a an ageing population   b higher unemployment rates in cities  c higher wages in cities  d higher land values in cities      34 the table gives information on standards of living in four countries.     life expectancy at birth  (years) adult literacy  rate % % labour force in  agriculture  brazil 66.5 82.4 23  india 60.7 50.6 64  rwanda 47.2 58.0 92  uganda 44.7 59.7 85    on the basis of this information which country has the highest standard of living?  a brazil  b india c rwanda  d uganda     ",
+            "10": "10    \u00a9 ucles 2006 0455/01/m/j/06 35 what is likely to be higher in a developing country, such as kenya, than in a developed country,  such as switzerland?  a birth rate  b gdp per head c life expectancy d net investment per head      36 what is likely to happen as a developing country becomes more developed?  a a higher percentage of children will attend school.  b infant mortality will rise.  c life expectancy will fall.  d the agricultural sector will increase in importance.    37 nigeria decides to introduce a policy that limits imports of japanese cars to 15  % of the total  market.    what is this policy called?    a an embargo  b a quota  c a subsidy d a tariff     38 the central area of a country produces tea fo r which it has an ideal climate. the coastal area  produces coconuts because its climate is different.    assuming there is no change in market conditions, what will happen if this country subsequently  produces only tea in both areas?  a it will increase its costs of production.  b it will increase the productivity of its land.  c it will increase its total income.  d it will make the best use of its resources.     39 what might encourage international specialisation between countries?  a free trade  b inefficiencies in production  c labour immobility  d tariffs ",
+            "11": "11    \u00a9 ucles 2006 0455/01/m/j/06  40 the following is a headline from a newspaper.    usa to impose tariffs of 40 % on imported steel    what is the most likely result of these tariffs?  a a fall in the cost of producing cars in the usa  b a fall in the exports of steel from the usa   c a rise in employment in the usa\u2019s steel industry  d a trade deficit for the usa     ",
+            "12": "12        permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here 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 university of cambridge local examinations syndicate (ucles),  which is itself a department  of the university of cambridge.     0455/01/m/j/06 blank page  "
+        },
+        "0455_s06_qp_2.pdf": {
+            "1": "this document consists of 4 printed pages. sp (sc) t09737 \u00a9 ucles 2006 [turn overuniversity of cambridge international examinations international general certificate of secondary education economics 0455/02 paper 2  structured questions may/june 2006 1 hour 30 minutes additional materials: answer booklet/paper read these instructions first if you have been given an answer booklet, follow the instructions on the front cover of the booklet. write your centre number, candidate number and name on all the work you hand in.write in dark blue or black pen.you may use a soft pencil for any diagrams, graphs or rough working.do not use staples, paper clips, highlighters, glue or correction fluid. answer all questions. at the end of the examination, fasten all your work securely together.the number of marks is given in brackets [  ] at the end of each question or part question.",
+            "2": "2 0455/02/m/j/06section a answer this question. 1 demand for oil in india india is the world\u2019s seventh-largest consumer of oil. demand for oil could more than double in the next 15 years because of strong industrial growth and increasing numbers of indians who will beable to afford to buy cars and motorcycles. as demand grows, so will india\u2019s dependence onimports. india imports around 70% of its oil.  (a)explain using a demand and supply diagram what the article says will be the likely change in the market for oil in india in the next 15 years. [5] (b) (i) where would the purchase of foreign oil be recorded in india\u2019s balance of payments? [3] (ii) explain two possible disadvantages to the indian economy of its dependence on imported oil. [4] (c)the article says there will be \u2018strong industrial growth\u2019.  (i)explain what is meant by strong industrial growth. [2] (ii) discuss the possible effects of strong industrial growth. [6] \u00a9 ucles 2006",
+            "3": "3 0455/02/m/j/06section b answer three questions. 2sometimes in an industry a firm buys a smaller competitor which uses similar factors of production. at other times a firm buys another firm which supplies it with the raw materials andother inputs for its production. (a)explain what is meant by the factors of production. [4] (b)discuss the reasons why some firms remain small. [6] 3 (a) explain the terms scarcity and opportunity cost. [4] (b)describe the factors that affect an individual\u2019s choice of occupation and show how the idea of opportunity cost might be relevant to that choice. [6] 4australia\u2019s unemployment rate fell to 5.5% in may 2004, the lowest for 23 years. at the same timetotal employment decreased to 9.6 million. full-time jobs decreased by 42 600 but part-timeemployment rose by 1500. the shift from employment in agriculture and manufacturing toservices has continued. (a)calculate the change in total employment. (show your working). [2] (b)explain why the pattern of employment might change. [8] 5 (a) distinguish between the private sector and the public sector of an economy. [3] (b)discuss the disadvantages of allocating resources through the public sector. [7] \u00a9 ucles 2006",
+            "4": "4 0455/02/m/j/06 \u00a9 ucles 2006copyright acknowledgements: question 1 reprinted with permission of far eastern economic review, copyright \u00a9 (2004) dow jones & company, inc. all rights rese rved worldwide. question 4 reprinted with permission of far eastern economic review, copyright \u00a9 (2004) dow jones & company, inc. all rights rese rved worldwide. 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, thepublisher will be pleased to make amends at the earliest possible opportunity. university of cambridge international examinations is part of the university of cambridge local examinations syndicate (ucles), which is itself a department of the university of cambridge."
+        },
+        "0455_s06_qp_3.pdf": {
+            "1": "     university of cambridge international examinations    international general certificate of secondary education        economics 0455/03       paper 3  multiple choice (extended)    may/june 2006        1 hour     additional materials: multiple choice answer sheet      soft clean eraser      soft pencil (type b or hb is recommended)                          read these instructions first     write in soft pencil.    do not use staples, paper clips, highlighters, glue or correction fluid.   write your name, centre number and candidate number on the answer sheet in the spaces provided unless   this has been done for you.      there are forty  questions on this paper. answer all questions. for each question there are four possible   answers  a, b, c and d.    choose the one you consider correct and record your choice in soft pencil on the separate answer sheet.     read the instructions on the answer sheet very carefully.     each correct answer will score one mark. a mark will not be deducted for a wrong answer.   any rough working should be done in this booklet.                                                  this document consists of 11 printed pages and 1 blank page.  ib06 06_0455_03/rp   \uf6d9 ucles 2006  [turn over  ",
+            "2": "2    \u00a9 ucles 2006 0455/03/m/j/06 1 construction companies are building new houses on land previously used for farming.    what is the opportunity cost to society of this activity?  a improved living conditions   b less congestion in city centres  c more  homes for new homeowners  d some farm output     2 if a planned economy became a mixed economy, which industry would be most likely to remain  under government control?  a agriculture  b coal mining  c defence  d motor car production      3 a boat owner employs a crew to catch fish to sell on the market.    which factors of production are involved in this activity?  a labour, capital and enterprise only  b land, labour and capital only c land, labour and enterprise only d land, labour, capital and enterprise     4 what is the most likely outcome of increased specialisation in a water bottling plant?  a higher costs per bottle  b higher wage rates c increased job satisfaction  d increased output of bottles of water     5 what is a characteristic of a public corporation?  a it issues shares to the general public.  b it is owned by the government.  c its objective is to maximise profits.  d it is owned by more than twenty shareholders.    ",
+            "3": "3    \u00a9 ucles 2006 0455/03/m/j/06  [turn over  6 what best describes a multi-national company?  a a company that is owned by the government  b a company that has many shareholders  c a company that trades internationally  d a company that produces in more than one country      7 what is usually a function of a trade union?  a to determine the amount of dividend paid  b to negotiate wage levels with employers  c to recommend redundancies  d to take responsibility for organising sales of companies\u2019 products      8 tea and sugar are complementary goods.   what will happen if the price of tea falls, other things being equal?  a the demand curve for sugar will move to the right.  b the demand curve for tea will move to the right.  c the price of sugar will fall.  d the supply curve of sugar will move to the left.     9 the price of a good is temporarily above the market equilibrium price.     what must happen for the market to be brought back to equilibrium?     quantity demanded quantity supplied  a rises rises  b rises falls  c falls rises  d falls falls     10 what is not held constant in calculating a demand schedule?  a the incomes of consumers   b the prices of complementary goods   c the price of the good itself  d the tastes of consumers    ",
+            "4": "4    \u00a9 ucles 2006 0455/03/m/j/06 11 as petrol prices increase, demand for petrol remains constant.    what does this say about the price elasticity of petrol?  a the demand is price-elastic.  b the demand is price-inelastic.  c the supply is price-elastic.  d the supply is price-inelastic.     12 the price elasticity of demand for a good is unitary.  what would be the effect of a 1  % fall in its price?  a to increase total revenue by 0.1  %  b to leave quantity demanded unchanged  c to leave total revenue unchanged  d to reduce quantity demanded by 1  %     13 what is an important influence on price elasticity of demand?  a average earnings  b tastes of consumers  c the cost of living  d the number of close substitutes      14 why is a surgeon likely to have a higher wage rate than a hospital porter?  a the surgeon has been in the job a longer time.   b the surgeon has a longer training period.  c the surgeon is older.  d the surgeon is in a trade union.     15 what is an advantage for a worker in part-time rather than full-time employment?  a a higher wage  b greater  employment protection  c more opportunity for other activities  d greater  chance of promotion    ",
+            "5": "5    \u00a9 ucles 2006 0455/03/m/j/06  [turn over  16 which factor is likely to cause an increase in people\u2019s savings?  a an increase in tax rates  b an increase in the interest rate  c a reduction in economic uncertainty  d a reduction in real wages      17 what is likely to cause wages in an occupation to be low?  a a high level of  responsibility  b high unemployment  c the need for special skills  d unpleasant working conditions     18 a firm\u2019s average revenue is $10. it sells 2000 units.    what is the firm\u2019s total revenue and the price of the product?     total revenue ($) price ($)  a  10  10  b  2 000  200  c  20 000  10  d  20 000  200    ",
+            "6": "6    \u00a9 ucles 2006 0455/03/m/j/06 19 the table shows the demand schedule for maize.    price per kilo   ($) quantity demanded  (kilos per day)  3 300  4 240  5 200  6 150  7 140  8 100    what will happen if price rises from $5 to $6 per kilo?  a total revenue will rise.  b demand will rise.  c total revenue will fall.  d total costs will rise.      20 an entrepreneur can use either capital or labour in the production process. the actual  combination changes as the prices of the factors alter.    when is capital most likely to replace labour?     price of capital price of labour  a constant falling  b falling rising  c rising constant  d falling falling      21 what is happening when a firm is experiencing economies of scale?  a it has rising long-run average costs.  b it is operating in the short run.  c its fixed costs are less than variable costs.  d its output is increasing faster than its inputs.    ",
+            "7": "7    \u00a9 ucles 2006 0455/03/m/j/06  [turn over  22 when is a firm most likely to undertake capital investment?  a when it has increasing demand for its product  b when it has increasing variable cost  c when it has a decreasing rate of profit  d when it has decreasing availability of finance      23 what might a government decrease if it wished to slow down the rate of growth in an economy?  a expenditure on defence  b goods and services (value added) tax  c interest rates  d the rate of income tax     24 why might policies to promote economic growth result in inflation?  a they increase competition.  b they increase saving.  c they increase spending.  d they increase unemployment.    25 which aim of government policy is most likely to be achieved by an increase in interest rates?  a economic growth  b greater equality of income  c full employment  d price stability    26 why might a government encourage a monopoly?  a it can have high average costs.  b it can compete against foreign firms.  c it can prevent innovation.  d it can make excessive profits.    ",
+            "8": "8    \u00a9 ucles 2006 0455/03/m/j/06 27 what is meant by the incidence of a tax?  a how the revenue raised by the tax is spent   b how the  tax is collected  c why the tax is imposed  d where the burden of the tax is finally felt      28 the table gives the price of a paper back book as printed on its back cover.    united kingdom \u00a36.99   canada $11.99 (canadian dollars)  australia $14.99 (australian dollars)  new zealand $20.95 (new zealand dollars)    what is needed to make a clear comparison of the price in the four countries?  a consumer  price indices  b exchange rates  c indirect tax rates  d inflation rates     29 the table shows some data about an economy.     year 1 year 2  rate of inflation 2 % 3.5  %  personal incomes +2  % +2.5  %    what happened between year 1 and year 2?  a both prices and real incomes fell.  b both prices and real incomes rose.  c prices rose but real incomes fell.  d prices fell but real incomes rose.      30 what would contribute to a fall in the value of the uk pound (\u00a3)?  a a fall in interest rates in other countries  b a rise in the number of foreign tourists visiting the uk  c the removal of  import tariffs by  the usa  d the value of uk imports increasing more than the value of uk exports ",
+            "9": "9    \u00a9 ucles 2006 0455/03/m/j/06  [turn over  31 what is meant by the depreciation of a currency?  a a fall in its external value  b a fall in its internal value  c a rise in its external value  d a rise in its internal value      32 what is most likely to lead to inflation?  a a decrease in consumer spending  b a decrease in employment in the public sector  c an increase in the cost of factor inputs  d an increase in income tax     33 what is the most likely cause of population migration to cities in developing countries?  a an ageing population   b higher unemployment rates in cities c higher wages in cities d higher land values in cities      34 the table gives information on standards of living in four countries.     life expectancy at birth  (years) adult literacy  rate % % labour force in  agriculture  brazil 66.5 82.4 23  india 60.7 50.6 64  rwanda 47.2 58.0 92  uganda 44.7 59.7 85    on the basis of this information which country has the highest standard of living?  a brazil  b india  c rwanda  d uganda     ",
+            "10": "10    \u00a9 ucles 2006 0455/03/m/j/06 35 what is the most likely cause of a fall in the population growth of a developing country?  a a decrease in the birth rate   b a decrease in emigration   c a decrease in immigration  d a decrease in the standard of living     36 what is most likely to be found in a developing country?  a a large proportion of professional people  b a large proportion of income spent on entertainment c a small proportion of very old people d a small average family size     37 assuming nothing else is changed, what will be the effect if a country imposes tariffs?  a increased import prices  b increased export prices c reduced government revenue  d reduced home production      38 the central area of a country produces tea fo r which it has an ideal climate. the coastal area  produces coconuts because its climate is different.    assuming there is no change in market conditions, what will happen if this country subsequently  produces only tea in both areas?  a it will increase its costs of production.  b it will increase the productivity of its land. c it will increase its total income.  d it will make the best use of its resources.     ",
+            "11": "11    \u00a9 ucles 2006 0455/03/m/j/06  39 more people decide to travel by bus and train rather than by car because government subsidies  result in reduced fares.    what will be the effect on the private benefit for passengers and external benefit?     private benefit for  passengers external benefit  a falls falls  b falls rises  c rises falls  d rises rises      40 which of the effects of economic development would be classed as an external cost?    a  higher wages  b  increased pollution c  increased production d  more advanced technology   ",
+            "12": "12        permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here 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 university of cambridge local examinations syndicate (ucles), which is itself a department  of the university of cambridge.     0455/03/m/j/06 blank page  "
+        },
+        "0455_s06_qp_4.pdf": {
+            "1": "this document consists of 4 printed pages. sp sjf3792  t02638/2 \u00a9 ucles 2006 [turn overuniversity of cambridge international examinations international general certificate of secondary education economics 0455/04 paper 4  structured questions may/june 2006 2 hours additional materials: answer booklet/paper read these instructions first if you have been given an answer booklet, follow the instructions on the front cover of the booklet. write your centre number, candidate number and name on all the work you hand in.write in dark blue or black pen.you may use a soft pencil for any diagrams, graphs or rough working.do not use staples, paper clips, highlighters, glue or correction fluid. answer question 1 (section a) and any three questions from section b. at the end of the examination, fasten all your work securely together.the number of marks is given in brackets [  ] at the end of each question or part question.",
+            "2": "2 0455/04/m/j/06section a answer this question. 1 demand for oil in india india is the world\u2019s seventh-largest consumer of oil. demand for oil could more than double in the next 15 years because of strong industrial growth and increasing numbers of indians who will beable to afford to buy cars and motorcycles. as demand grows, so will india\u2019s dependence onimports. india imports around 70% of its oil.  (a)explain using a demand and supply diagram what the article says will be the likely change in the market for oil in india in the next 15 years. [5] (b) (i) where would the purchase of foreign oil be recorded in india\u2019s balance of payments? [3] (ii) explain two possible disadvantages to the indian economy of its dependence on imported oil. [4] (c)the article says there will be \u2018strong industrial growth\u2019.  (i)explain what is meant by strong industrial growth. [2] (ii) discuss the possible effects of strong industrial growth. [6] \u00a9 ucles 2006",
+            "3": "3 0455/04/m/j/06 [turn oversection b answer three questions. 2sometimes in an industry a firm buys a smaller competitor which uses similar factors of production. at other times a firm buys another firm which supplies it with the raw materials andother inputs for its production. (a)explain what is meant by the factors of production. [4] (b)discuss the reasons why some firms remain small. [6] (c)identify the types of integration in the two situations described above. [3] (d)discuss whether such integration is always beneficial. [7] 3 (a) explain the terms scarcity and opportunity cost. [4] (b)describe the factors that affect an individual\u2019s choice of occupation and show how the idea of opportunity cost might be relevant to that choice. [6] (c)analyse how a person\u2019s earnings are likely to change during their working life. [4] (d)discuss why different occupations have different rates of pay. [6] 4australia\u2019s unemployment rate fell to 5.5% in may 2004, the lowest for 23 years. at the same timetotal employment decreased to 9.6 million. full-time jobs decreased by 42 600 but part-timeemployment rose by 1500. the shift from employment in agriculture and manufacturing toservices has continued. (a)calculate the change in total employment. (show your working). [2] (b)explain why the pattern of employment might change. [8] (c)the above extract says that the unemployment rate fell yet the numbers employed decreased. explain how these statements can both be true at the same time. [3] (d)discuss the economic consequences of unemployment. [7] \u00a9 ucles 2006",
+            "4": "4 0455/04/m/j/065 (a) distinguish between the private sector and the public sector of an economy. [3] (b)discuss the disadvantages of allocating resources through the public sector. [7] the singapore government plans to build asia\u2019s first airport dedicated to serving low-cost airlines. its estimated cost is $26.5 million and it will be designed to handle about 2.7 millionpassengers each year.  (c)when airports are planned, there are usually some people who campaign to stop them beingbuilt. what disadvantages might the building of an airport have? [4] (d)a government is considering paying for a similar airport by either increasing income tax orintroducing a specific (flat-rate) tax on air passengers. discuss which of these you wouldfavour. [6] 6a recent journal article stated that poor nations should be allowed to protect their new industriesfrom foreign competition. (a)explain what indicators might be used to determine that a nation is poor. [8] (b)describe what methods might be used to protect industries from foreign competition in international trade. [5] (c)discuss whether it is better for a country to engage in free trade or to use some form ofprotection from foreign competition. [7] 7 (a) the rate of population growth in developed countries is often different from the rate ofpopulation growth in developing countries. explain why this might be so. [5] (b)sometimes a government might try to limit the growth in the population of its country. explainwhy it might want to do this. [4] (c)as countries become more economically developed, there is a change in the relativeimportance of the different sectors of production. describe what this change might be. [5] (d)in many developed countries there will be a large increase in the proportion of older peopleduring the next 10 to 15 years. discuss how governments might deal with this situation. [6] \u00a9 ucles 2006copyright acknowledgements: question 1 reprinted with permission of far eastern economic review, copyright \u00a9 (2004) dow jones & company, inc. all rights rese rved worldwide. question 4 reprinted with permission of far eastern economic review, copyright \u00a9 (2004) dow jones & company, inc. all rights rese rved worldwide. 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, thepublisher will be pleased to make amends at the earliest possible opportunity. university of cambridge international examinations is part of the university of cambridge local examinations syndicate (ucles), which is itself a department of the university of cambridge."
+        },
+        "0455_s06_qp_6.pdf": {
+            "1": "this document consists of 3 printed pages and 1 blank page. sp sjf3793  t02640/2 \u00a9 ucles 2006 [turn overuniversity of cambridge international examinations international general certificate of secondary education economics 0455/06 paper 6  alternative to coursework may/june 2006 1 hour 30 minutes additional materials: answer booklet/paper read these instructions first if you have been given an answer booklet, follow the instructions on the front cover of the booklet. write your name, centre number and candidate number on all the work you hand in.write in dark blue or black pen.you may use a soft pencil for any diagrams, graphs or rough working.do not use staples, paper clips, highlighters, glue or correction fluid. answer all questions. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question.",
+            "2": "2 1 profits in 2004 the price of shares in manchester united, a well-known british football club, fell. the club revealed that in the financial year 2003/4 it made payments to the football players\u2019 agentsamounting to \u00a35 million. this was equal to 20% of its profits before tax. it announced a fall inprofits before tax of \u00a311.4m compared with the financial year 2002/3.  the club said that in the next financial year income from the televising of football matches would be reduced by \u00a314 million, partly because the team was no longer at the top of the premierleague. it would also not have the benefit of the large sum it received in the previous year fromselling one of its players, david beckham, to a spanish club. manchester united also planned to add another 7800 seats to its ground at a cost of \u00a339 million. this building work meant that there would be no special dividend for shareholders as there hadbeen in the previous year.  (a)calculate the profits before tax for manchester united football club in the financial year 2003/4. show how you calculated your answer. [2] (b)why do firms need to make profits? [4] (c)with reference to the data, and with the help of a demand and supply diagram, analyse whythe price of shares in manchester united football club had recently fallen. [6] (d)imagine you are on the board of directors of the club. in view of the information in the aboveextract discuss whether you would be concerned about the fall in profits in the year 2003/4. [8] (e)y ou are in charge of a business whose shareholders wish for higher profits. explain theproposals you would put to them. [8] [total: 28] 0455/06/m/j/06 \u00a9 ucles 2006",
+            "3": "0455/06/m/j/06 \u00a9 ucles 20063 2 consumer spending the central bank\u2019s monetary committee is considering whether to change interest rates. in the last year it has raised interest rates on five occasions. the committee has been told that theseinterest rate increases have been successful in reducing consumer spending.  statistics have also been given to the committee that show that consumer borrowing to buy houses has also decreased significantly. the number of applications for borrowing money to buyhouses has been at its lowest level for four years. the committee has been told that house pricesare predicted to decrease in the coming months. (a)outline the functions of a central bank. [4] (b)analyse what might happen to income and employment if consumer spending decreases. [4] (c)explain the connection between changes in interest rates and changes in house prices. [4] [total:12]",
+            "4": "4 blank page 0455/06/m/j/06copyright acknowledgements: question 1 \u00a9 the guardian, 28/9/04. 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, thepublisher will be pleased to make amends at the earliest possible opportunity. university of cambridge international examinations is part of the university of cambridge local examinations syndicate (ucles), which is itself a department of the university of cambridge."
+        },
+        "0455_w06_qp_1.pdf": {
+            "1": "     university of cambridge international examinations    international general certificate of secondary education        economics 0455/01        paper 1  multiple choice (core)    october/november 2006        1 hour     additional materials: multiple choice answer sheet      soft clean eraser      soft pencil (type b or hb is recommended)                          read these instructions first     write in soft pencil.    do not use staples, paper clips, highlighters, glue or correction fluid.   write your name, centre number and candidate number on the answer sheet in the spaces provided unless   this has been done for you.      there are forty  questions on this paper. answer all questions. for each question there are four possible   answers  a, b, c and d.    choose the one you consider correct and record your choice in soft pencil on the separate answer sheet.     read the instructions on the answer sheet very carefully.     each correct answer will score one mark. a mark will not be deducted for a wrong answer.   any rough working should be done in this booklet.                                                  this document consists of 12 printed pages.  ib06 11_0455_01/2rp   \uf6d9 ucles 2006  [turn over  ",
+            "2": "2    \u00a9 ucles 2006 0455/01/o/n/06 1 a government decides to spend more on defence and therefore cannot spend as much on  improving the country\u2019s infrastructure.    what economic idea is illustrated by this decision?  a budget surplus   b monetary policy   c opportunity cost  d specialisation     2 countries that have changed from command to market economies will expect to find an increase  in  a choice.  b price control.  c rationing. d subsidies.      3 \u2018the tertiary sector of the economy is increasing in importance\u2019.    this statement is most likely to mean that a higher proportion of the labour force is  a being educated.  b employed in manufacturing. c employed in the production of services.  d unemployed but looking for work.     4 a hospital cannot treat all the people that need treatment.    this is an example of  a excess supply.  b limited wants.  c scarcity.  d unlimited resources.     ",
+            "3": "3    \u00a9 ucles 2006 0455/01/o/n/06  [turn over  5 the following report appeared in a newspaper.    \u2018the chinese government is to allow the cigarette producer, bat, to set up new factories in china.\u2019    what type of organisation is bat likely to be?  a a multi-national company  b a partnership   c a private company  d  a public corporation      6 why might a country\u2019s central bank raise its interest rate?  a to encourage saving  b to increase the money supply  c to raise funds for the government  d to reduce the level of employment    7 uk flights were severely disrupted in august 2004 after a pay dispute involving trade union  members.    which change would the union not have used to support their pay claim?  a a downturn in the booking of flights  b a fall in the real wages of airline staff  c an increase in the airlines\u2019 profits  d a rise in inflation     ",
+            "4": "4    \u00a9 ucles 2006 0455/01/o/n/06 8 the diagram shows a change in the demand for a company\u2019s products as a result of a change in  advertising.    oprice quantitys1d2d2s1 d1d1     what has increased?  a the cost of advertising to the company  b the cost of advertising to a rival company  c the expenditure on advertising by the company  d the expenditure on advertising by a rival company      9 the demand for and supply of a good both change. as  a result the price of the good rises but the  quantity traded remains the same.    what must have happened to demand and supply?     demand supply  a fallen fallen  b fallen risen  c risen fallen  d risen risen      10 a demand curve for a product shows the relationship between its price and  a the cost of production.  b the demand for a substitute good.  c the quantity of the product consumed.  d the tastes of consumers.    ",
+            "5": "5    \u00a9 ucles 2006 0455/01/o/n/06  [turn over  11 in january 2005 house prices in the uk fell.    what might have caused this?  a average incomes rose.  b interest rates fell.  c the number of buyers rose.  d the number of houses for sale rose.     12 the diagram shows the demand for and the supply of mobile (cell) phones. the market is in  equilibrium at point x.    what would be the most likely new equilibrium if the government placed an indirect tax on mobile (cell) phones while reducing income tax?    oprice quantityx d2s2 s1 d1d3abc d       13 what is likely to reduce the price of air namibia\u2019s flights?  a increased competition from new airline companies  b increased demand for flights  c increased oil prices  d increased wages for airline staff      14 which feature of working in an occupation might tend to keep the basic wage rate down?  a handling dangerous materials  b receiving commission payments  c undertaking training  d working unsocial hours    ",
+            "6": "6    \u00a9 ucles 2006 0455/01/o/n/06 15 an athlete needs an income and also needs time for training and competitions.    which occupation is most appropriate for the athlete?  a department store manager who is paid a salary  b livestock farmer working for profit  c assembly-line worker who is paid a wage  d self-employed photographer      16 which change would be most likely to cause the earnings of hotel managers in mauritius to rise  more than the earnings of sugar cane workers there?  a a decrease in the supply of sugar cane workers in mauritius   b a decrease in the price of hotel rooms in mauritius  c an increase in the productivity of hotel managers in mauritius  d an increase in the price of sugar cane from mauritius     17 on average, male employees are paid more than female employees.    what could be a reason for this?  a a higher percentage of female employees belong to trade unions.  b a higher percentage of females work in unskilled occupations. c females have a longer working life. d there are fewer female employees.     18 what is most likely to increase a firm\u2019s profits?  a government controls on its prices  b grants for the purchase of new machines  c an increase in the wages paid to its workers  d rising costs of its raw materials    ",
+            "7": "7    \u00a9 ucles 2006 0455/01/o/n/06  [turn over  19 the table shows the quantity of coffee dem anded per day and the quantity supplied per day.    price ($) per kilo demand (kilos) supply (kilos)  12 16 26  11 18 23  10 20 20   9 22 17   8 24 14   7 26 11     at the equilibrium price, what will be the total expenditure on coffee?  a $10 b $20 c $200 d $400     20 what is the most likely reason for a company to employ more workers?  a increased demand for its product  b increased taxes on the product  c investment in labour-saving machinery  d wage rises in the company     21 how is the average cost of a product calculated?  a by adding total variable and total fixed costs  b by dividing total cost by output  c by multiplying total variable cost by output  d by subtracting fixed cost from total cost      22 which of a firm\u2019s costs do  not change as production changes?  a average cost  b fixed cost  c total cost  d variable cost    ",
+            "8": "8    \u00a9 ucles 2006 0455/01/o/n/06 23 when is a government said to balance its budget?  a when all goods and services are taxed equally  b when economic growth is the same in all regions of the economy  c when total exports equal total imports  d when its total income equals its total expenditure      24 what is a long-term advantage of economic growth?  a employment falls.  b incomes rise.  c prices rise.  d savings fall.      25 the governments of many countries raise revenue from a tax on a wide range of essential goods  and services.    what is the nature of this tax?  a it is direct and proportional.  b it is direct and regressive.  c it is indirect and proportional.  d it is indirect and regressive.      26 a country has a proportional system of taxation.     a person pays $500 tax when earnings are $5000.   how much tax will be paid if earnings rise to $12 000?  a $120 b $500 c $1200 d $7500      27 which of the following is not included in public expenditure?  a capital spending by companies  b interest payments on government borrowing  c investment in defence by the central government  d subsidies to bus companies from local government     ",
+            "9": "9    \u00a9 ucles 2006 0455/01/o/n/06  [turn over  28 what would not be recorded in the current account of argentina\u2019s balance of payments?  a an argentine company builds a factory in kenya.  b an argentine insurance company insures an american ship.  c argentine beef is sold to south africa.  d a large group of italians visit argentina.      29 a country has a surplus on its trade in goods and services of $20  m and a deficit on its current  account of $10  m.    what position on its current income balance and current transfer balance is consistent with this?     current income balance  ($m) current transfer balance  ($m)  a +20 +10  b +10 \u201330  c \u201310 \u201320  d \u201320 +10     30 the uk pound depreciates against the us do llar from \u00a31 = $1.80 to \u00a31 = $1.50.  what does this mean?  a uk imports from the us will cost less.  b us imports from the uk will cost more.  c uk pounds will be dearer in terms of us dollars.  d us dollars will be dearer in terms of uk pounds.     31 a person receives annual interest of 4  % on their saving. inflation is 5  % per annum.    what is the change in the real value of their saving?  a it falls 1  %.  b it rises 4  %.  c it falls 5  %.  d it rises 9  %.     ",
+            "10": "10    \u00a9 ucles 2006 0455/01/o/n/06 32 the french government bought 30  % of a private french industrial group which was facing  economic difficulties.    what might be a possible result of this?  a a budget deficit  b an increase in the role of the consumer  c an increase in the role of the market system  d a reduction in central planning     33 the table shows the gross domestic product (gdp) and population of four countries.    which country is likely to have the lowest standard of living?     gdp  ($ millions) population  (millions)  a 2 000 1  b 10 000 10  c 80 000 20  d 90 000 30    34 in a country the birth rate increased but the population decreased.    what could have happened to other factors to cause this?  a no change in migration but the death rate fell  b a fall in infant mortality but no change in the death rate c no change in migration but the death rate rose d a rise in net immigration but no change in the death rate     35 which of the following is usually found in a developed economy?     low high  a birth rate gross domestic product per head   b death rate infant mortality rate  c gross domestic product per head birth rate  d infant mortality rate death rate    ",
+            "11": "11    \u00a9 ucles 2006 0455/01/o/n/06  [turn over  36 how is the death rate defined?  a the excess of deaths over births in any one year  b the number of deaths of infants per thousand births  c the number of deaths per year  d the number of deaths per year per thousand of the population       37 what is a benefit of tariffs?  a increased choice  b increased government revenue  c more competition  d more trade      38 many people in zimbabwe want to buy foreign cars, which would be shipped by foreign  companies.    what happens if the zimbabwe government removes the quota on the import of motor cars?     balance on trade in  goods balance on trade in  services  a improves no change  b improves worsens  c worsens no change  d worsens worsens    39 a government must decide whether to build a new road. the road would bring work to a town, but  would destroy part of a forest.    who is most likely to oppose this?  a conservationists  b road builders  c suppliers of road materials  d the town\u2019s unemployed     ",
+            "12": "12        permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here 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 university of cambridge local examinations syndicate (ucles),  which is itself a department  of the university of cambridge.    \u00a9 ucles 2006 0455/01/o/n/06 40 some people think that the debts and interest payments of the poorest countries in the world  should be cancelled.    what might be a disadvantage for the poorest countries if this were done?  a international banks might be less willing to give loans to poor countries.  b interest payments to the lenders would fall.  c the standard of living of people in the poorest countries would increase.  d trade between the poorest countries and the rest of the world would increase.       "
+        },
+        "0455_w06_qp_2.pdf": {
+            "1": "this document consists of 3 printed pages and 1 blank page. sp (slm) t10566 \u00a9 ucles 2006 [turn overuniversity of cambridge international examinations international general certificate of secondary education economics  0455/02 paper 2  structured questions october/november 2006 1 hour 30 minutes additional materials: answer booklet/paper read these instructions first if you have been given an answer booklet, follow the instructions on the front cover of the booklet. write your centre number, candidate number and name on all the work you hand in.write in dark blue or black pen.y ou may use a soft pencil for any diagrams, graphs or rough working.do not use staples, paper clips, highlighters, glue or correction fluid. answer all questions. at the end of the examination, fasten all your work securely together.the number of marks is given in brackets [  ] at the end of each question or part question.",
+            "2": "2 0455/02/o/n/06 \u00a9 ucles 2006answer all questions. 1    trade and production in bangladesh at one time, international trade agreements ensured an export market for clothes made in  bangladesh, but these were due to end in 2005. it was feared that many workers in bangladesh would lose their jobs as a result. the foreign minister hoped that the trade in medicines would grow sufficiently to reduce that unemployment. the foreign minister said that in 2004 bangladesh was exporting medicines to 60 countries and could produce them up to 70% cheaper than the developed world. he said that if bangladesh, a developing country, could get 2% of the global trade in medicines it could be worth many times the clothing exports that bangladesh had lost. in 2004, 150 local firms and 6 multi-national companies manufactured medicines in bangladesh.  however, the production of medicines employed just 50 000 workers and most future jobs would require highly trained technicians. the clothing trade employed 1.8 million unskilled workers and accounted for more than 75% of bangladesh\u2019s exports.  (a) state four ways in which multi-national companies can help developing countries such as  bangladesh. [4]  (b)  international trade agreements can protect jobs. despite this, some economists prefer free trade to trade agreements. explain why. [6]  (c) summarise the main argument of the foreign minister of bangladesh. [4]  (d) why might it be difficult for employment in the clothing industry to be replaced by employment  in the manufacture of medicines? [6] 2 (a)  explain the difference between an equilibrium price and a disequilibrium price. [4]  (b)  many more people travel by aeroplane today than ten years ago. with the help of a demand and supply diagram, explain what might have happened in the market for air travel to cause this increase. [6] 3 (a)   state four non-wage influences on an individual\u2019s choice of occupation. [4]  (b) explain what is meant by the primary, secondary and tertiary sectors of production and  describe how the importance of each sector changes as a country develops. [6] 4  in 2004, economists were concerned about the inflationary impact of unusually high oil prices, which were caused by political uncertainty in the middle east.  (a)  explain how inflation is measured. [6]  (b)  low inflation is one of the aims of government policy. choose two other macro-economic  aims of the government and explain what they mean. [4]",
+            "3": "3 0455/02/o/n/06 \u00a9 ucles 20065  in china, the state council has ordered a reduction in urban development projects in beijing.  this is because, as developers clear land, people\u2019s homes are destroyed. it will also support the government\u2019s aim of reducing total demand in the economy.  (a)  explain what is meant by the conservation of resources. [4]  (b)  urban development is often thought to be beneficial. consider who might benefit from an  urban development project. [6]",
+            "4": "4 0455/02/o/n/06blank page copyright acknowledgements: question 1  \u00a9 reprinted with permission of far eastern economic review, copyright \u00a9 (2004) dow jones & company, inc. all rights reserved worldwide. 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 university of cambridge local examinations syndicate (ucles), which is itself a department  of the university of cambridge."
+        },
+        "0455_w06_qp_3.pdf": {
+            "1": "     university of cambridge international examinations    international general certificate of secondary education        economics 0455/03        paper 3  multiple choice (extended)    october/november 2006        1 hour     additional materials: multiple choice answer sheet      soft clean eraser      soft pencil (type b or hb is recommended)                          read these instructions first     write in soft pencil.    do not use staples, paper clips, highlighters, glue or correction fluid.   write your name, centre number and candidate number on the answer sheet in the spaces provided unless   this has been done for you.      there are forty  questions on this paper. answer all questions. for each question there are four possible   answers  a, b, c and d.    choose the one you consider correct and record your choice in soft pencil on the separate answer sheet.     read the instructions on the answer sheet very carefully.     each correct answer will score one mark. a mark will not be deducted for a wrong answer.   any rough working should be done in this booklet.                                                  this document consists of 11 printed pages and 1 blank page.  ib06 11_0455_03/3rp   \uf6d9 ucles 2006  [turn over  ",
+            "2": "2    \u00a9 ucles 2006 0455/03/o/n/06 1 a government decides to spend more on defenc e and, therefore, cannot spend as much on  improving the country\u2019s infrastructure.    what economic idea is illustrated by this decision?  a budget surplus   b monetary policy   c opportunity cost  d specialisation     2 countries that have changed from command to market economies will expect to find an increase  in  a choice.  b price control.  c rationing.  d subsidies.      3 what makes an industry capital-intensive?  a it employs many unskilled workers.  b it manufactures expensive products.  c it occupies sites on cheap land.  d it uses a large amount of equipment and a small labour force.      4 what is an example of the factor of production enterprise?  a a shop assistant  b a shop\u2019s profits  c a shop owner d a shopping centre     5 what makes barclays bank a public limited company?   a it experiences economies of scale.  b it has more than two directors.  c it is quoted on the london stock exchange.  d it operates in more than one country.     ",
+            "3": "3    \u00a9 ucles 2006 0455/03/o/n/06  [turn over  6 why might a country\u2019s central bank raise its interest rate?  a to encourage saving  b to increase the money supply  c to raise funds for the government  d to reduce the level of employment      7 a trade union is negotiating a wage rise for its members.    what will increase the chance of the wage rise being granted?  a the company\u2019s product has many substitutes.  b the economy is entering a period of recession. c the government has made strike action illegal.  d wages are a small part of the company\u2019s costs.     8 the diagram shows a change in the demand for a company\u2019s products as a result of a change in  advertising.    oprice quantitys1d2d2s1 d1d1     what has increased?  a the cost of advertising to the company  b the cost of advertising to a rival company c the expenditure on advertising by the company  d the expenditure on advertising by a rival company     ",
+            "4": "4    \u00a9 ucles 2006 0455/03/o/n/06 9 the demand for and supply of a good both change. as  a result the price of the good rises but the  quantity traded remains the same.    what must have happened to demand and supply?     demand supply  a fallen fallen  b fallen risen  c risen fallen  d risen risen      10 in a market there is a shortage of a good.    what change would cause the market to come to an equilibrium?  a an increase in demand  b a decrease in supply  c a fall in price  d a rise in price     11 the diagram shows the supply curve for a good.    010 20 304 2price ($) quantity (units)supply     what is the price elasticity of supply when the price rises from $2 to $4?  a 0.2 b 0.5 c 1 d 2     ",
+            "5": "5    \u00a9 ucles 2006 0455/03/o/n/06  [turn over  12 a firm changes the price of its product and finds that its revenue increases.    what combination of price change and price elasticity of demand would have caused this?     price price elasticity  a falls between 0 and 1  b falls equal to 1  c rises between 0 and 1  d rises greater than 1     13 a government wishes to impose a tax on a good to raise revenue.    it would be most likely to achieve this aim if the price elasticity of demand for the good were  a high.  b infinite.  c low.  d unitary.     14 which feature of working in an occupation might tend to keep the basic wage rate down?  a handling dangerous materials  b receiving commission payments  c undertaking training  d working unsocial hours    15 an athlete needs an income and also needs time for training and competitions.    which occupation is most appropriate for the athlete?  a department store manager who is paid a salary  b livestock farmer working for profit  c assembly-line worker who is paid a wage  d self-employed photographer     ",
+            "6": "6    \u00a9 ucles 2006 0455/03/o/n/06 16 which change would be most likely to cause the earnings of hotel managers in mauritius to rise  more than the earnings of sugar cane workers there?  a a decrease in the supply of sugar cane workers in mauritius   b a decrease in the price of hotel rooms in mauritius  c an increase in the productivity of hotel managers in mauritius  d an increase in the price of sugar cane from mauritius      17 the table shows percentage increases in  earnings in a country between 1997 and 2004.    male workers female workers  highest paid lowest paid highest paid lowest paid  +117.5  % +80.0  % +126.6  % +97.8  %    according to the table what happened between 1997 and 2004?  a all female workers became better paid than male workers.  b the highest paid male workers had the most rapid growth in earnings.  c the earnings of male workers became more evenly distributed.  d the earnings of female workers became less evenly distributed.     18 what is most likely to increase a firm\u2019s profits?  a government controls on its prices  b grants for the purchase of new machines  c an increase in the wages paid to its workers  d rising costs of its raw materials     19 the table shows the quantity of coffee dem anded per day and the quantity supplied per day.    price ($) per kilo demand (kilos) supply (kilos)  12 16 26  11 18 23  10 20 20   9 22 17   8 24 14   7 26 11     at the equilibrium price, what will be the total expenditure on coffee?  a $10 b $20 c $200 d $400 ",
+            "7": "7    \u00a9 ucles 2006 0455/03/o/n/06  [turn over  20 which statement about fixed costs is correct?  a they exist only in the long run.  b they include raw material and direct labour costs.  c they increase at the same rate as output.  d they must be paid even if there is no output.      21 what is an example of backward vertical integration?  a an aircraft manufacturer takes over an airline.  b a bank takes over another bank.  c a plastics manufacturer takes over a drinks firm.  d a tyre manufacturer takes over a rubber plantation.     22 which is a diseconomy of scale?  a bulk buying reduces costs.  b communications deteriorate.  c employees are more motivated.  d technological improvements take place.    23 governments are often concerned about inflation and unemployment. the table shows price  changes and unemployment rates in four countries.   which country improved its economic performance on both these measures between 2003 and  2004?     country % price change  2003 % price change  2004 unemployment %  2003 unemployment %  2004  a austria 1.1 2.3 4.4 4.2  b canada 2.6 2.5 7.7 7.3  c france 2.0 2.4 9.7 9.8  d sweden 1.8 0.5 4.2 5.3    24 what is a long-term advantage of economic growth?  a employment falls.  b incomes rise.  c prices rise.  d savings fall.   ",
+            "8": "8    \u00a9 ucles 2006 0455/03/o/n/06 25 the governments of many countries raise revenue from a tax on a wide range of essential goods  and services.    what is the nature of this tax?  a it is direct and proportional.  b it is direct and regressive.  c it is indirect and proportional.  d it is indirect and regressive.     26 the table shows a number of economic indicators for four countries in 2004.    which country best fits the description of \u2018the fastest real economic growth with the strongest international position\u2019?     country gdp  (annual % change) prices  (annual % change) trade balance  ($bn) foreign reserves  ($bn)  a chile 4.8 1.1 +6.2 15.9  b hungary 4.2 7.5 \u20134.2 12.6  c peru 4.2 4.3 +1.5 10.4  d philippines 6.4 5.1 \u20131.3 13.0    27 why might a new indirect tax be undesirable?  a it encourages firms to export.  b it creates a more regressive tax system.  c it produces a narrower basis of taxation.  d it creates a more progressive tax system.     28 what would not be recorded in the current account of argentina\u2019s balance of payments?  a an argentine company builds a factory in kenya.  b an argentine insurance company insures an american ship.  c argentine beef is sold to south africa.  d a large group of italians visit argentina.    ",
+            "9": "9    \u00a9 ucles 2006 0455/03/o/n/06  [turn over  29 a country has a surplus on its trade in goods and services of $20  m and a deficit on its current  account of $10  m.    what position on its current income balance and current transfer balance is consistent with this?     current income balance  ($m) current transfer balance  ($m)  a +20 +10  b +10 \u201330  c \u201310 \u201320  d \u201320 +10      30 the uk pound depreciates against the us do llar from \u00a31 = $1.80 to \u00a31 = $1.50.  what does this mean?  a uk imports from the us will cost less.  b us imports from the uk will cost more.  c uk pounds will be dearer in terms of us dollars.  d us dollars will be dearer in terms of uk pounds.     31 a person receives annual interest of 4  % on their saving. inflation is 5  % per annum.    what is the change in the real value of their saving?  a it falls 1  %.  b it rises 4  %.  c it falls 5  %.  d it rises 9  %.      32 what else is likely to rise when the rate of unemployment in a country rises?  a business confidence  b consumer spending  c government revenue  d government spending    ",
+            "10": "10    \u00a9 ucles 2006 0455/03/o/n/06 33 the table shows the gross domestic product (gdp) and population of four countries.    which country is likely to have the lowest standard of living?     gdp  ($ millions) population  (millions)  a 2 000 1  b 10 000 10  c 80 000 20  d 90 000 30      34 in a country the birth rate increased but the population decreased.    what could have happened to other factors to cause this?  a no change in migration but the death rate fell  b a fall in infant mortality but no change in the death rate c no change in migration but the death rate rose  d a rise in net immigration but no change in the death rate     35 which of the following is usually found in a developed economy?     low high  a birth rate adult literacy rate  b access to safe water infant mortality rate  c gross domestic product per head access to safe water  d infant mortality rate death rate     36 which situation must produce an ageing population?  a a falling birth rate and a falling death rate  b a rising birth rate and a rising death rate  c a rising fertility rate and a falling death rate  d a rising marriage rate and a rising death rate    ",
+            "11": "11    \u00a9 ucles 2006 0455/03/o/n/06 37 a developing country finds it difficult to export goods to a developed country.    what could explain this?  a the developing country\u2019s exchange rate has depreciated.  b there are no tariffs on goods bought from the developing country. c there are quotas on goods bought from this developing country.  d there is cheap labour in the developing country.     38 many people in zimbabwe want to buy foreign cars, which would be shipped by foreign  companies.    what happens if the zimbabwe government removes the quota on the import of motor cars?     balance on trade in  goods balance on trade in  services  a improves no change  b improves worsens  c worsens no change  d worsens worsens    39 a country\u2019s farmers specialise in a single cash crop for export.    what might have encouraged this policy?  a a fall in commodity prices  b comparative advantage  c diminishing returns  d diseconomies of scale      40 which action by the operators of an airport directly reduces external costs?  a the abolition of night flights  b the building of a new runway c the payment of a productivity bonus d the reduction of charges for landing aircraft     ",
+            "12": "12        permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here 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 university of cambridge local examinations syndicate (ucles),  which is itself a department  of the university of cambridge.     0455/03/o/n/06 blank page  "
+        },
+        "0455_w06_qp_4.pdf": {
+            "1": "this document consists of 4 printed pages. sp sjf3794  t02639/2 \u00a9 ucles 2006 [turn overuniversity of cambridge international examinations international general certificate of secondary education economics 0455/04 paper 4  structured questions october/november 2006 2 hours additional materials: answer booklet/paper read these instructions first if you have been given an answer booklet, follow the instructions on the front cover of the booklet. write your centre number, candidate number and name on all the work you hand in.write in dark blue or black pen.you may use a soft pencil for any diagrams, graphs or rough working.do not use staples, paper clips, highlighters, glue or correction fluid. answer question 1 (section a) and any three questions from section b. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question.",
+            "2": "2 0455/04/o/n/06section a answer this question. 1 trade and production in bangladesh at one time, international trade agreements ensured an export market for clothes made in bangladesh, but these were due to end in 2005. it was feared that many workers in bangladeshwould lose their jobs as a result. the foreign minister hoped that the trade in medicines wouldgrow sufficiently to reduce that unemployment. the foreign minister said that in 2004 bangladeshwas exporting medicines to 60 countries and could produce them up to 70% cheaper than thedeveloped world. he said that if bangladesh, a developing country, could get 2% of the globaltrade in medicines it could be worth many times the clothing exports that bangladesh had lost. in 2004, 150 local firms and 6 multi-national companies manufactured medicines in bangladesh. however, the production of medicines employed just 50 000 workers and most future jobs wouldrequire highly trained technicians. the clothing trade employed 1.8 million unskilled workers andaccounted for more than 75% of bangladesh\u2019s exports. (a)state four ways in which multi-national companies can help developing countries such as bangladesh. [4] (b)international trade agreements can protect jobs. despite this, some economists prefer free trade to trade agreements. explain why. [6] (c)summarise the main argument of the foreign minister of bangladesh. [4] (d)why might it be difficult for employment in the clothing industry to be replaced by employmentin the manufacture of medicines? [6] \u00a9 ucles 2006",
+            "3": "3 0455/04/o/n/06 [turn oversection b answer any three questions. 2 (a) explain the difference between an equilibrium price and a disequilibrium price. [4] (b)many more people travel by aeroplane today than ten years ago. with the help of a demand and supply diagram, explain what might have happened in the market for air travel to causethis increase. [6] (c)define price elasticity of demand and suggest why different goods have different priceelasticities. [5] (d)discuss whether knowledge of price elasticity of demand is of use to a company sellingholiday tours. [5] 3 (a) state four non-wage influences on an individual\u2019s choice of occupation. [4] (b)explain what is meant by the primary, secondary and tertiary sectors of production anddescribe how the importance of each sector changes as a country develops. [6] (c)explain what is meant by a trade union. [3] (d)discuss the extent to which the relative strengths of trade unions influence the level ofearnings in different occupations. [7] 4in 2004, economists were concerned about the inflationary impact of unusually high oil prices,which were caused by political uncertainty in the middle east. (a)explain how inflation is measured. [6] (b)low inflation is one of the aims of government policy. choose two other macro-economic aims of the government and explain what they mean. [4] (c)explain how high oil prices may cause inflation. [4] (d)discuss the actions that a government might take to control inflation. [6] \u00a9 ucles 2006",
+            "4": "4 0455/04/o/n/065in china, the state council has ordered a reduction in urban development projects in beijing. this is because, as developers clear land, people\u2019s homes are destroyed. it will also support thegovernment\u2019s aim of reducing total demand in the economy. (a)explain what is meant by the conservation of resources. [4] (b)urban development is often thought to be beneficial. consider who might benefit from anurban development project. [6] (c)explain how a government might control private companies that wish to develop an area. [3] (d)discuss why the development and exploitation of an urban area might be disadvantageous. [7] 6 (a) distinguish with the use of examples between (i)direct and indirect taxes, [3] (ii) progressive and regressive taxes. [3] (b)explain why governments impose taxes. [6] (c)discuss what might happen in an economy if a government increases income tax rates. [8] 7 (a) what is meant by fixed cost, variable cost and average total cost? [4] (b)discuss what might happen to these costs if a firm replaces labour with machines. [6] (c)some firms integrate with others. explain the different forms of integration, and suggest whyintegration happens. [10] \u00a9 ucles 2006copyright acknowledgements: question 1 \u00a9 reprinted with permission of far eastern economic review, copyright \u00a9 (2004) dow jones & company, inc. all rights res erved worldwide. 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, thepublisher will be pleased to make amends at the earliest possible opportunity. university of cambridge international examinations is part of the university of cambridge local examinations syndicate (ucles), which is itself a department of the university of cambridge."
+        },
+        "0455_w06_qp_6.pdf": {
+            "1": "this document consists of 3 printed pages and 1 blank page. sp (sjf3795)  t02641/2 \u00a9 ucles 2006 [turn overuniversity of cambridge international examinations international general certificate of secondary education economics 0455/06 paper 6  alternative to coursework october/november 2006 1 hour 30 minutes additional materials: answer booklet/paper read these instructions first if you have been given an answer booklet, follow the instructions on the front cover of the booklet. write your centre number, candidate number and name on all the work you hand in.write in dark blue or black pen.you may use a soft pencil for any diagrams, graphs or rough working.do not use staples, paper clips, highlighters, glue or correction fluid. answer all questions. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question.",
+            "2": "2 0455/06/o/n/061 alcohol and government policy in the uk, the national health service often has to deal with the consequences of drinking alcohol. it is said that there is less trouble in other countries which have more relaxed licensinglaws. in the uk, accidents caused by drinking alcohol result in 150 000 hospital admissions everyyear. time taken dealing with these admissions prevents other treatment. there are about 22 000deaths linked to alcohol-related illnesses every year.  there are also other consequences. very many working days are lost each year because of alcohol abuse which, it is estimated, cost the employers \u00a36.4 million in lost production. there isalso the cost of policing the city centres particularly at night and at weekends when excessivedrinking causes riotous behaviour. it is argued that while police are controlling this behaviour itleaves property more vulnerable to burglary. property owners, as a result, may have to pay extrainsurance premiums and protect their property by paying for burglar alarms to be fitted. then thereare legal costs. if people are prosecuted for drink-related offences it involves court costs, lawyers\u2019costs and costs for the witnesses to attend court. there are also the costs of establishing centresthat treat people who drink excessively and the costs of social workers who care for those who arevictims of drink-related incidents. one of the difficulties of trying to calculate the cost of alcohol use is how to estimate figures such as those above. how do we measure the cost of police time? how do we measure the costs of anemotional upset when someone is injured by a drink-related driving accident? how do wemeasure the effect of violence in the home caused by excessive drinking? y et there are benefits from alcohol. people gain pleasure from drinking: it is a social activity. some alcohol is said to give health benefits. the government places a tax on alcohol and gains a largeamount of revenue as a result. many people are employed in the manufacture and distribution ofdrinks. others are employed in clubs and bars that serve alcohol. (a) (i) define opportunity cost. [2] (ii) identify and explain one example of opportunity cost from the above extract. [2] (b)y ou are asked to investigate the economic arguments for and against a ban on the sale and consumption of alcohol. discuss how helpful you would find the above extract and whatfurther information you would seek. [10] (c)the government decides not to introduce a ban on alcohol. instead it considers either raisingthe existing indirect tax on alcohol or banning the advertising of alcohol. discuss which ofthese two approaches you would favour. [9] [total : 23] \u00a9 ucles 2006",
+            "3": "3 0455/06/o/n/062 success of toyota in 2003, the japanese toyota corporation sold 6.8 million vehicles, overtaking ford to become the world\u2019s second largest car manufacturer. its profits rose to almost double the combined profits ofits three principal competitors \u2013 general motors, ford and daimler-chrysler. toyota plans toincrease its research efforts to develop new materials and car designs which meet currentdemand and to expand into new markets, building new factories in other countries. currently itoperates 46 factories in 26 countries outside japan. it plans to increase production in britain,france, poland, turkey and the czech republic. toyota makes cars in response to customer orders rather than attempting to sell cars it has already built. the idea is to eliminate waste and increase efficiency by making only what isneeded, when it is needed. workers specialise in assembling particular parts of the car. as aresult of a suggestion by one of the employees, recent improvements on the production line haveincluded the placing of the small components needed for each car inside the shell of the car itselfrather than in trays alongside on trolleys which can get knocked over and cause wasted time. the company\u2019s luxury car brand, \u2018lexus\u2019, which was launched in 1989, now sells more than its competitors mercedes and bmw. (a)discuss the extent to which it is an advantage for the worker when a company uses specialisation in production. [4] (b)what factors are likely to influence a consumer\u2019s demand for a lexus? [4] (c)how would you investigate whether toyota should expand production into other countries asplanned? [9] [total : 17] \u00a9 ucles 2006",
+            "4": "4 0455/06/o/n/06blank page copyright acknowledgements: question 2 reprinted with permission of far eastern economic review, copyright \u00a9 2004 dow jones & company, inc. all rights reserv ed worldwide. 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, thepublisher will be pleased to make amends at the earliest possible opportunity. university of cambridge international examinations is part of the university of cambridge local examinations syndicate (ucles), which is itself a department of the university of cambridge."
+        }
+    },
+    "2007": {
+        "0455_s07_qp_1.pdf": {
+            "1": "    this document consists of 11 printed pages and 1 blank page.  ib07 06_0455_01/4rp  \u00a9 ucles 2007  [turn over       *0209129630* university of cambridge international examinations  international general certificate of secondary education       economics 0455/01     paper 1 multiple choice (core)  may/june 2007     1 hour    additional materials: multiple choice answer sheet    soft clean eraser    soft pencil (type b or hb is recommended)        read these instructions first    write in soft pencil.  do not use staples, paper clips, highlighters, glue or correction fluid. write your name, centre number and candidate number on the answer sheet in the spaces provided  unless this has been done for you.   there are forty  questions on this paper. answer all questions. for each question there are four possible  answers a, b, c and d.   choose the one you consider correct and record your choice in soft pencil on the separate answer sheet.   read the instructions on the answer sheet very carefully.    each correct answer will score one mark. a mark will not be deducted for a wrong answer. any rough working should be done in this booklet.       ",
+            "2": "2    \u00a9 ucles 2007 0455/01/m/j/07 1 what is an example of the factor of production \u2018capital\u2019?  a a truck  b a truck driver  c a truck driver\u2019s savings  d a truck driver\u2019s wage      2 what makes specialisation easier?  a the imposition of taxation  b the protection of trade  c the system of barter  d the use of money     3 in a market economy, who determines the allocation of resources?  a central authorities only  b firms only c consumers and firms only d central authorities and firms only     4 a government is faced with the choice of raising taxation or cutting public spending.   of what is this an example?  a conservation of resources  b monetary policy  c opportunity cost  d substitution of factors      5 each country of southern africa has a mixed economy.    which statement about a mixed economy is correct?  a the government employs most primary sector workers.  b the government owns all major secondary sector industries. c the government owns the transport network. d the government provides public and merit goods.     ",
+            "3": "3    \u00a9 ucles 2007 0455/01/m/j/07  [turn over  6 when will a trade union be most effective in pursuing its members' interests?  a the economy is in recession with rising unemployment.  b the employers have few orders for the product.  c the government passes a law to increase competition in the labour market.  d the members' wages make up a small part of total costs.      7 what is the main advantage that a public limited company has over a private limited company?  a it operates in the public sector.  b its shares can be sold on the stock exchange.  c it is managed by a director.  d its shareholders have limited liability.     8 what is the function of a stock exchange?  a it enables shareholders to sell their shares.  b it fixes fair prices for shares. c it promises to buy unsold shares. d it sets the number of shares.     9 a french company employs french people, is located only in france, sells shares on the stock  exchange but uses other firms to transport its products to other countries.    what type of company is this?  a a co-operative  b a private company  c a public company  d a multi-national      10 a demand curve for a product shows the relationship between its price and  a cost of production.  b population changes.  c the income of the consumer.  d the quantity of the product consumed.     ",
+            "4": "4    \u00a9 ucles 2007 0455/01/m/j/07 11 the following was printed in a magazine.    more soft drinks are being consumed than ever before by the 16 \u2013 34 age group. schweppes, the  drink manufacturers, claim that over 45 per cent of their soft drinks are now being consumed  without alcohol as people switch away from alcoholic spirits.    how would this change be represented on a demand and supply diagram for soft drinks?  a decrease in demand  b decrease in supply c increase in demand d increase in supply     12 in many countries, the price of personal computers has fallen while the quantity sold has risen.    what is the most likely reason for these changes?  a advertising campaigns for computers increased.  b computer production technology improved.  c computer software became cheaper.  d real incomes rose.      13 australian mines are among the world\u2019s largest suppliers of uranium but the mines are  contaminating australia\u2019s natural environment. it is recommended that the mining companies  install new equipment which causes less pollution.    if this is done, how would it be represented on a demand and supply diagram for uranium?      demand curve supply curve  a shift to left no change  b shift to right shift to left  c no change shift to left  d shift to left shift to right    ",
+            "5": "5    \u00a9 ucles 2007 0455/01/m/j/07  [turn over  14 the diagram shows the demand and supply of places in independent (private) schools which  charge fees. the equilibrium position is x.    the costs of independent (private) schools rise. also a report is issued which states that  government schools achieve very good examination results.    what is likely to be the new equilibrium position?    price quantityx ab dc o     15 which group is likely to save the largest proportion of its income?  a employed workers  b retired people  c school students  d unemployed workers      16 what is not included in a person\u2019s stock of wealth?  a a gold watch   b annual income   c an oil painting  d company shares      17 which asset is the most illiquid?  a cash  b money order  c government bonds d a house     ",
+            "6": "6    \u00a9 ucles 2007 0455/01/m/j/07 18 the graph shows women\u2019s wages as a percentage of men\u2019s wages in year 1 and year 2.    percent85 807570656055 27 30 35 40 45 50 55 60 62 ageyear 2 year 1     which statement is shown by the graph to be true?  a younger women earn more than older women.  b women\u2019s wages remain roughly the same between the ages of 40\u201350. c in year 2, all women were earning more than men. d in year 2, women were earning a higher percentage of men\u2019s wages than in year 1.      19 which service is most likely to be supplied by a small business?  a banking   b dental treatment c heart surgery d rail travel     20 a british firm, dyson, moved production of its vacuum cleaners from the uk to malaysia.    why might it have made this change?  a average costs would fall  b average revenue would rise  c market share would fall  d transport costs would rise     ",
+            "7": "7    \u00a9 ucles 2007 0455/01/m/j/07  [turn over  21 what is a fixed cost of production?  a the commission paid to sales staff  b the cost of using the telephone  c the interest paid on a bank loan  d the money spent on repairs      22 what is not equal to the average revenue?  a the price of each unit  b the profit from each unit  c the revenue from each unit  d the total revenue divided by output     23 the information below refers to an economy for a financial year.    government expenditure = $2 866 million  government revenue = $1 940 million    what was the budget balance of the government in that year?  a $926 million in deficit  b $4 806 million in deficit c $926 million in surplus  d $4 806 million in surplus     24 a local tax will usually be  a raised by a central government.  b used to provide a national road network.  c different from region to region.  d raised by using import tariffs.     25 a government establishes a body to control monopolies and mergers.    who is this intended to protect?  a consumers  b foreign investors c multi-nationals  d the government ",
+            "8": "8    \u00a9 ucles 2007 0455/01/m/j/07 26 frictional unemployment occurs when   a workers are temporarily between jobs.  b there is a general fall in total demand.  c certain major industries go into economic decline.  d new technology reduces the need for labour.      27 what is a reason for collecting national income statistics?  a to calculate population changes  b to compare standards of living  c to fix exchange rates  d to keep inflation low     28 the table shows the proportion of the working population in different sectors in three countries.    country agriculture % manufacturing % services %  iran 38 33 29  nepal 93 2 5  uk 2 42 56    what can be concluded from the table?  a iran has fewer people working in manufacturing than the uk.  b nepal is a developed economy.  c services are more developed in iran than nepal.  d the uk is dependent on agriculture.      29 in rural areas in developing countries women often do unpaid work on traditional activities.    why might this mean that the gdp is not a good measure of the standard of living in those  countries?  a the gdp does not include international trade.  b the gdp only refers to companies in urban areas.  c the work is not counted in gdp statistics.  d the work is not economically important.     ",
+            "9": "9    \u00a9 ucles 2007 0455/01/m/j/07  [turn over  30 the table shows the annual percentage changes in gdp and consumer prices in selected  countries during a year.    which country has shown the biggest rise in real gdp over this period?     country % change in gdp% change in  consumer prices  a argentina 5.1 7.3  b india 4.9 4.4  c malaysia 4.0 1.0  d philippines 4.5 3.3      31 two industries in namibia are fishing and tourism. the value of the currency of namibia fell in  2001.    if there were no other changes, what resulted from the fall?  a imported goods in namibian shops became cheaper.  b the price of namibia\u2019s fish sold in foreign markets became cheaper.  c the volume of namibia\u2019s exports decreased.  d tourists were discouraged by higher prices in namibia.      32 the diagram shows the percentage of the population of germany aged under 20 and over 60  between 1950 and 2000.    1950 60 70 80 90 200034 3026221814under 20 over 60%     what may be concluded from the diagram?  a the average age was similar in 1950 and 2000.  b the dependency ratio was similar in 1950 and 2000.  c the growth in total population ceased by 2000.  d the standard of living fell continuously from 1950.     ",
+            "10": "10    \u00a9 ucles 2007 0455/01/m/j/07 33 which country is likely to have the lowest  standard of living?     birth rate death rate life  expectancy infant  mortality  a 25 10 57 24  b 43 31 40 42  c 25 5 72 22  d 36 14 48 56     34 in 2005, world population had grown to 6.5 billion with an increase of more than 4 billion since  1950.    what is most likely to have been the cause of this?  a an increase in the death rate in developed countries  b an increase in the birth rate in developing countries  c an increase in migration from developing to developed countries  d an increase in the death rate in developing countries     35 at the g8 economic summit in 2005, it was deci ded to cancel much of the debt which african  countries owed to european and north american countries.    this will have the same effect as a transfer of resources from  a developed countries to developing countries.  b developing countries to developed countries.  c market economies to planned economies.  d planned economies to market economies.      36 a government decides to reduce the size of the quota on a good.    what is likely to happen?  a the balance of trade will worsen.  b the good will become cheaper.  c the government\u2019s revenue will decline.  d there will be less of the good imported.     ",
+            "11": "11    \u00a9 ucles 2007 0455/01/m/j/07  37 which combination would offer increased trade protection for an economy?     domestic subsidies tariffs  a bigger higher  b bigger lower  c smaller higher  d smaller lower     38 why may it be better to increase public expenditure while reducing private expenditure?  a goods and services which the market ignores can be provided.  b government officials are likely to be more careful spending money than private individuals.  c the profit motive makes government departments more efficient than private firms.  d the government is the best judge of the satisfaction gained from goods and services.    39 zambia is the fifth largest producer and the second largest exporter of copper in the world.  copper brings zambia 85  % of all the money zambia earns in trade.    what can be concluded from this?  a copper prices are high because zambia is a large producer.  b manufacturing production in zambia is very diversified.  c zambia can influence the world price of copper.  d zambia produces copper more cheaply than all other countries.      40 what will result if europe reduces trade barriers to increase imports of clothing and food from  asia and africa?  a greater choice for european consumers  b increased income for european producers  c lower unemployment in the european clothing industry  d slower economic growth in asia and africa     ",
+            "12": "12      permission to reproduce items where third-par ty owned material protected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the publis her (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.     0455/01/m/j/07 blank page  "
+        },
+        "0455_s07_qp_2.pdf": {
+            "1": "    this document consists of 3 printed pages and 1 blank page.  ib07 06_0455_02/rp  \u00a9 ucles 2007  [turn over      *7126181206* university of cambridge international examinations  international general certificate of secondary education       economics 0455/02     paper 2  structured questions  may/june 2007     1 hour 30 minutes    additional materials: answer booklet/paper       read these instructions first   if you have been given an answer booklet, follow the instructions on the front cover of the booklet.  write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen.  you may use a soft pencil for any diagrams, graphs or rough working.  do not use staples, paper clips, highlighters, glue or correction fluid.    answer all questions.    at the end of the examination, fasten all your work securely together.  the number of marks is given in brackets [  ] at the end of each question or part question.   ",
+            "2": " 2  \u00a9 ucles 2007 0455/02/m/j/07 answer all questions.     1 airline industry losses      at an international conference, at which 95  % of the world\u2019s airlines were represented, it was said  that the global airline industry would have a $6 b illion loss for the year 2005. only parts of the  industry were said to be profitable. although there had been a growth in travel and revenue in  asia and europe, increased costs in north america and high fuel prices were estimated to  outweigh that. it was stated that losses fro m 2001 to 2004 had already exceeded $36 billion.     globally, non-fuel costs were forecast to fall by 4.5  % in 2005. this was particularly the case in  asia where labour costs were low. european airlines were recording profits due to increased  traffic and some industry mergers. however, the biggest obstacle to growth in the industry was  north america, where airlines recorded large losses. in north america labour costs and airport taxes were high. in addition, competition from the smaller low-cost airlines charging cheap fares was causing a fall in the profits of the larger companies. the airline industry also criticised the high taxes, averaging 26%, which are imposed on ticket sales in north america. to try to improve  profits the industry launched some major projects to cut costs, which included the complete  replacement of paper tickets with electronic tickets by 2007.    (a) calculate the estimated average yearly loss between 2001 and 2005. show your working. [2]     (b) identify four causes of the airline industry\u2019s losses in north america. [2]      (c) discuss whether (i) fuel and (ii) labour would be classified as a fixed or a variable cost for the  airline industry. [4]      (d) how might the replacement of paper tickets affect the demand for each of the factors of  production by the airlines? [4]     (e) a company is making losses. discuss what policies it might adopt. [8]    2 partnerships are owned by only two people while public companies are owned by the government.    (a) explain whether the above definitions are correct. [4]      (b) why do some firms remain small in size? [6]     ",
+            "3": " 3  \u00a9 ucles 2007 0455/02/m/j/07  3 (a) explain what is meant by specialisation and the division of labour. [4]      (b) discuss why some people are prepared to work in low-paid occupations. [6]      4 world population has more than doubled since 1950. people in many countries face poverty and malnutrition.     (a) what differences might you expect to find in the factors that affect population growth in  developed and developing countries? [4]      (b) analyse what might happen to the occupational distribution of the population as a country  becomes more developed. [6]    5 in 2005 namibia entered into trade agreements with france, italy and austria. these countries  would provide capital and technology in order to broaden the manufacturing industry in namibia  and to increase its trade and investment in industries which are labour-intensive.    (a) explain the meaning of the terms \u2018investment\u2019 and \u2018labour-intensive\u2019. [4]     (b) discuss the difference between free trade and a trade agreement. [6]    ",
+            "4": " 4    blank page    copyright acknowledgements:    question 1 \u00a9 http://www.republikein.com.na/content/die_mark/diemark_2005/mei/31_airline.php     permission to reproduce items where third-par ty owned material protected by copyright is  included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holder s, 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.     0455/02/m/j/07  "
+        },
+        "0455_s07_qp_3.pdf": {
+            "1": "    this document consists of 12 printed pages.  ib07 06_0455_03/3rp  \u00a9 ucles 2007  [turn over      *3311013661* university of cambridge international examinations  international general certificate of secondary education       economics 0455/03     paper 3 multiple choice (extended)  may/june 2007     1 hour    additional materials: multiple choice answer sheet    soft clean eraser    soft pencil (type b or hb is recommended)        read these instructions first    write in soft pencil.  do not use staples, paper clips, highlighters, glue or correction fluid. write your name, centre number and candidate number on the answer sheet in the spaces provided  unless this has been done for you.   there are forty  questions on this paper. answer all questions. for each question there are four possible  answers a, b, c and d.   choose the one you consider correct and record your choice in soft pencil on the separate answer sheet.   read the instructions on the answer sheet very carefully.    each correct answer will score one mark. a mark will not be deducted for a wrong answer. any rough working should be done in this booklet.         ",
+            "2": "2    \u00a9 ucles 2007 0455/03/m/j/07 1 $2  bn is invested in developing a country\u2019s natural resources and infrastructure.    which two factors of production does this refer to directly?  a capital and labour  b capital and land  c enterprise and land  d labour and land     2 what makes specialisation easier?  a the imposition of taxation  b the protection of trade  c the system of barter  d the use of money    3 a free market economy is more likely than a planned economy to encourage development  because  a equality of income is encouraged.   b factors of production would be employed efficiently.  c government intervention uses taxes and subsidies.  d social costs are taken into consideration.    ",
+            "3": "3    \u00a9 ucles 2007 0455/03/m/j/07  [turn over  4 an economy is producing at x.    food machines100 07 5150200x y     what is the opportunity cost of choosing to produce at y instead of x?  a 25 machines  b 50 units of food  c 75 machines  d 150 units of food      5 each country of southern africa has a mixed economy.   which statement about a mixed economy is correct?  a the government employs most primary sector workers.  b the government owns all major secondary sector industries.  c the government owns the transport network.  d the government provides public and merit goods.     6 when will a trade union be most effective in pursuing its members' interests?  a the economy is in recession with rising unemployment.  b the employers have few orders for the product.  c the government passes a law to increase competition in the labour market.  d the members' wages make up a small part of total costs.     ",
+            "4": "4    \u00a9 ucles 2007 0455/03/m/j/07 7 the table gives information about four business organisations.    which organisation is most likely to be described as a co-operative?     owners have  limited liability owned by its  members  a no yes  b no no  c yes yes  d yes no     8 what is the function of a stock exchange?  a it enables shareholders to sell their shares.  b it fixes fair prices for shares.  c it promises to buy unsold shares.  d it sets the number of shares.      9 a french company employs french people, is located only in france, sells shares on the stock  exchange but uses other firms to transport its products to other countries.    what type of company is this?  a a co-operative  b a private company  c a public company  d a multi-national      10 a demand curve for a product shows the relationship between its price and  a cost of production.  b population changes.  c the income of the consumer.  d the quantity of the product consumed.     ",
+            "5": "5    \u00a9 ucles 2007 0455/03/m/j/07  [turn over  11 the following was printed in a magazine.    more soft drinks are being consumed than ever before by the 16 \u2013 34 age group. schweppes, the  drink manufacturers, claim that over 45 per cent of their soft drinks are now being consumed  without alcohol as people switch away from alcoholic spirits.    how would this change be represented on a demand and supply diagram for soft drinks?  a decrease in demand  b decrease in supply c increase in demand d increase in supply     12 a firm produces a good with a price elasticity of demand greater than 1.    what must the firm experience if there is a fall in the price of this good?   a a decrease in costs  b a decrease in sales  c an increase in revenue  d an increase in profits      13 australian mines are among the world\u2019s largest suppliers of uranium but the mines are  contaminating australia\u2019s natural environment. it is recommended that the mining companies  install new equipment which causes less pollution.    if this is done, how would it be represented on a demand and supply diagram for uranium?      demand curve supply curve  a shift to left no change  b shift to right shift to left  c no change shift to left  d shift to left shift to right    ",
+            "6": "6    \u00a9 ucles 2007 0455/03/m/j/07 14 the diagram shows the demand and supply of places in independent (private) schools which  charge fees. the equilibrium position is x.    the costs of independent (private) schools rise. also a report is issued which states that  government schools achieve very good examination results.    what is likely to be the new equilibrium position?    price quantityx ab dc o     15 which group is likely to save the largest proportion of its income?  a employed workers  b retired people  c school students  d unemployed workers      16 what is not included in a person\u2019s stock of wealth?  a a gold watch   b annual income   c an oil painting  d company shares      17 what might cause the wages of bus drivers to rise?  a their productivity falls.  b the number of bus routes falls.  c the number of people making bus journeys falls.  d the supply of bus drivers falls.     ",
+            "7": "7    \u00a9 ucles 2007 0455/03/m/j/07  [turn over  18 what will lead to an increase in spending?  a an increase in the rate of unemployment  b a reduction in the rate of interest  c a reduction in expenditure by firms on advertising  d an increase in the rate of income tax      19 which diagram represents a firm with economies of scale?    costs outputoa short run average costs costs outputob long runaverage costs costs outputoc short runaverage costscosts outputod long runaverage costs      20 a british firm, dyson, moved production of its vacuum cleaners from the uk to malaysia.    why might it have made this change?  a average costs would fall  b average revenue would rise  c market share would fall  d transport costs would rise     ",
+            "8": "8    \u00a9 ucles 2007 0455/03/m/j/07 21 what is a fixed cost of production?  a the commission paid to sales staff  b the cost of using the telephone  c the interest paid on a bank loan  d the money spent on repairs      22 what is not equal to the average revenue?  a the price of each unit  b the profit from each unit  c the revenue from each unit  d the total revenue divided by output     23 what is most likely to happen if a regressive tax replaces a progressive tax?  a the amount of tax paid by richer people increases  b incomes before tax become less equal  c the majority of people continue to pay the same tax  d the amount of tax paid by poorer people increases     24 a government decides to reduce income tax.    which aims of government policy would this help to achieve?  a a smaller balance of payments deficit and lower inflation  b a smaller balance of payments deficit and more economic growth  c lower unemployment and lower inflation  d lower unemployment and more economic growth      25 why might a government discourage monopolies?  a they  can achieve low average costs.  b they can compete against foreign firms.  c they can introduce new technology.  d they can make large profits.     ",
+            "9": "9    \u00a9 ucles 2007 0455/03/m/j/07  [turn over  26 which type of unemployment is generally regarde d by economists as the least serious for the  economy?  a cyclical  b frictional  c regional  d structural      27 the citizens most likely to benefit in a period of rapid inflation are those who  a are receiving fixed state benefits.  b earn fixed incomes. c have lent money at a fixed rate of interest.  d have borrowed money at a fixed rate of interest.     28 the table shows the proportion of the working population in different sectors in three countries.    country agriculture % manufacturing % services %  iran 38 33 29  nepal 93 2 5  uk 2 42 56    what can be concluded from the table?  a iran has fewer people working in manufacturing than the uk.  b nepal is a developed economy.  c services are more developed in iran than nepal.  d the uk is dependent on the primary sector.      29 in rural areas in developing countries women often do unpaid work on traditional activities.    why might this mean that the gdp is not a good measure of the standard of living in those  countries?  a the gdp does not include international trade.  b the gdp only refers to companies in urban areas.  c the work is not counted in gdp statistics.  d the work is not economically important.    ",
+            "10": "10    \u00a9 ucles 2007 0455/03/m/j/07 30 the table shows unemployment and inflation statistics for the us, japan and sweden for year 1  and year 2.    unemployment (%) inflation (% pa)  country   year 1 year 2 year 1 year 2  us 4.8 4.4 5.6 3.4  japan 2.7 2.7 1.7 0.7  sweden 2.7 3.2 8.3 6.6    which conclusion can be made from the table?  a in year 1, the same number of people were unemployed in sweden and japan.  b in year 1, the cost of living rose in the us. c the number of unemployed people decreased in all three countries.  d unemployment and inflation moved in the same direction in japan.     31 two industries in namibia are fishing and tourism. the value of the currency of namibia fell in  2001.    if there were no other changes, what resulted from the fall?  a imported goods in namibian shops became cheaper.  b the price of namibia\u2019s fish sold in foreign markets became cheaper.  c the volume of namibia\u2019s exports decreased.  d tourists were discouraged by higher prices in namibia.     32 what is likely if the proportion of retired people in a country increases?  a a reduction in income from direct taxation  b a reduction in  the dependency ratio   c an increase in the total number of jobs available  d a reduction in spending on medical treatment    ",
+            "11": "11    \u00a9 ucles 2007 0455/03/m/j/07  [turn over  33 which country is likely to have the lowest  standard of living?     birth rate death rate life  expectancy infant  mortality  a 25 10 57 24  b 43 31 40 42  c 25 5 72 22  d 36 14 48 56     34 in 2005, world population had grown to 6.5 billion with an increase of more than 4 billion since  1950.    what is most likely to have been the cause of this?  a an increase in the death rate in developed countries  b an increase in the birth rate in developing countries  c an increase in migration from developing to developed countries  d an increase in the death rate in developing countries     35 at the g8 economic summit in 2005, it was deci ded to cancel much of the debt which african  countries owed to european and north american countries.    this will have the same effect as a transfer of resources from  a developed countries to developing countries.  b developing countries to developed countries.  c market economies to planned economies.  d planned economies to market economies.      36 a government decides to reduce the size of the quota on a good.    what is likely to happen?  a the balance of trade will worsen.  b the good will become cheaper.  c the government\u2019s revenue will decline.  d there will be less of the good imported.     ",
+            "12": "12      permission to reproduce items where third-par ty owned material protected by copyright is  included has been sought and cleared w here possible. every  reasonable effort has been made by the publis her (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 t he 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.    \u00a9 ucles 2007 0455/03/m/j/07 37 what is an external cost of smoking cigarettes?  a the cost of the tobacco  b the danger to non-smokers\u2019 health  c the harm done to smokers  d the tax on cigarettes      38 why may it be better to increase public expenditure while reducing private expenditure?  a goods and services which the market ignores can be provided.  b government officials are likely to be more careful spending money than private individuals.  c the profit motive makes government departments more efficient than private firms.  d the government is the best judge of the satisfaction gained from goods and services.     39 in london, an extra charge is placed on the use of cars in the city centre which causes car  drivers to switch to public transport.    what is likely to happen to the private costs of those who continue to drive cars and to external benefits?     private costs external benefits  a fall fall  b fall rise  c rise fall  d rise rise    40 what will result if europe reduces trade barriers to increase imports of clothing and food from  asia and africa?  a greater choice for european consumers  b increased income for european producers  c lower unemployment in the european clothing industry  d slower economic growth in asia and africa       "
+        },
+        "0455_s07_qp_4.pdf": {
+            "1": "    this document consists of 4 printed pages.  ib07 06_0455_04/3rp  \u00a9 ucles 2007  [turn over      *1268018398* university of cambridge international examinations  international general certificate of secondary education       economics 0455/04        paper 4 structured questions  may/june 2007     2 hours    additional materials: answer booklet/paper        read these instructions first    if you have been given an answer booklet, follow the instructions on the front cover of the booklet.  write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen.  you may use a soft pencil for any diagrams, graphs or rough working.  do not use staples, paper clips, highlighters, glue or correction fluid.  section a  answer question 1.  section b answer any three  questions.   at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question.   ",
+            "2": "2  \u00a9 ucles 2007 0455/04/m/j/07 section a     answer this question.      1 airline industry losses      at an international conference, at which 95  % of the world\u2019s airlines were represented, it was said  that the global airline industry would have a $6 b illion loss for the year 2005. only parts of the  industry were said to be profitable. although there had been a growth in travel and revenue in asia and europe, increased costs in north america and high fuel prices were estimated to outweigh that. it was stated that losses fro m 2001 to 2004 had already exceeded $36 billion.     globally, non-fuel costs were forecast to fall by 4.5  % in 2005. this was particularly the case in  asia where labour costs were low. european airlines were recording profits due to increased  traffic and some industry mergers. however, the biggest obstacle to growth in the industry was north america, where airlines recorded large losses. in north america labour costs and airport taxes were high. in addition, competition from the smaller low-cost airlines charging cheap fares  was causing a fall in the profits of the larger companies. the airline industry also criticised the  high taxes, averaging 26%, which are imposed on ticket sales in north america. to try to improve profits the industry launched some major projects to cut costs, which included the complete replacement of paper tickets with electronic tickets by 2007.    (a) calculate the estimated average yearly loss between 2001 and 2005. show your working. [2]     (b) identify four causes of the airline industry\u2019s losses in north america. [2]     (c) discuss whether (i) fuel and (ii) labour would be classified as a fixed or a variable cost for the airline industry. [4]     (d) how might the replacement of paper tickets affect the demand for each of the factors of production by the airlines? [4]       (e) a company is making losses. discuss what policies it might adopt. [8]    ",
+            "3": " 3  \u00a9 ucles 2007 0455/04/m/j/07 [turn over section b     answer any three  questions.      2 partnerships are owned by only two people while public companies are owned by the  government.    (a) explain whether the above definitions are correct. [4]     (b) why do some firms remain small in size? [6]       (c) explain two types of integration available to a firm. [2]     (d) discuss how a government might influence private producers. [8]    3 (a) explain what is meant by specialisation and the division of labour. [4]       (b) discuss why some people are prepared to work in low-paid occupations. [6]     (c) how might the spending and saving patterns of a poorer person differ from those of a richer  person? [5]      (d) why might a government wish to influence people\u2019s spending? [5]    4 world population has more than doubled since 1950. people in many countries face poverty and malnutrition.     (a) what differences might you expect to find in the factors that affect population growth in  developed and developing countries? [4]      (b) analyse what might happen to the occupational distribution of the population as a country  becomes more developed. [6]      (c) what is meant by a country\u2019s economic output? [3]      (d) an increase in population means an increase in l abour. it is, therefore, to be encouraged. do  you agree with this view? [7]    ",
+            "4": "4    copyright acknowledgements:    question 1 \u00a9 http://www.republikein.com.na/content/die_mark/die mark_2005/mei/31_airline.php    permission to reproduce items where third-par ty owned material protected by copyright is  included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holder s, 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.    \u00a9 ucles 2007 0455/04/m/j/07   5 in 2005 namibia entered into trade agreements with france, italy and austria. these countries  would provide capital and technology in order to broaden the manufacturing industry in namibia and to increase its trade and investment in industries which are labour-intensive.    (a) explain the meaning of the terms \u2018investment\u2019 and \u2018labour-intensive\u2019. [4]     (b) discuss the difference between free trade and a trade agreement. [6]       (c) some economic writers suggest that a country should conserve its resources. what do they mean by this? [4]       (d) discuss what benefits the trade agreements might bring to namibia. [6]    6 (a) what are the main differences between a planned economy and a market economy? [4]     (b) discuss how some aims of government policy might conflict with each other. [6]       (c) many economies are mixed economies. discuss why most countries have decided to have a mixed economy. [10]     7 an economic report stated: \u2018inflation has been kept at 2  % for the past year which is the lowest it  has been for three years. unemployment has also decreased.\u2019     (a) does this statement mean that prices had fallen during the past year? [4]     (b) describe how an index of consumer prices (retail price index) is calculated. [6]      (c) explain how different types of unemployment may be caused and consider which might be  the most serious. [10]    "
+        },
+        "0455_s07_qp_6.pdf": {
+            "1": "    this document consists of 3 printed pages and 1 blank page.  ib07 06_0455_06/3rp  \u00a9 ucles 2007  [turn over      *5548293295* university of cambridge international examinations  international general certificate of secondary education       economics 0455/06        paper 6 alternative to coursework  may/june 2007     1 hour 30 minutes    additional materials: answer booklet/paper       read these instructions first    if you have been given an answer booklet, follow the instructions on the front cover of the booklet.  write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen.  you may use a soft pencil for any diagrams, graphs or rough working.  do not use staples, paper clips, highlighters, glue or correction fluid.  answer all questions.    at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question.   ",
+            "2": "2  \u00a9 ucles 2007 0455/06/m/j/07 1  bad to the last drop      drinking bottled water has become popular in developed countries. in 2004, over $44 billion was  spent on bottled water. a litre of bottled water costs at least 250 times as much as tap water, often cannot be distinguished from tap water and some brands contain the same chemicals as  tap water which people think they have paid to avoid. in developed countries water is  fashionable; the practice of carrying a small bottl e of water is now almost as common as carrying  a cell (mobile) phone.     by contrast, in developing countries there is often no tap water. 40% of the world\u2019s population  lack basic sanitation and 1 billion people do not have safe drinking water. the world health  organisation estimates that 80% of illness in the world is due to water-borne diseases and in the developing countries 5 million die from inadequate water or poor sanitation each year.    illness means lower productivity, greater dependence on aid from other countries and more  poverty. in some countries the main reason why girls do not go to school is that they have to spend a lot of time fetching water from distant wells.     the international water management institute (iwmi) estimates that everyone could have clean  water if, each year, an extra $1.7 billion was spent on water projects. improved sanitation could  be achieved by spending a further $9.3 billion each year.     it would, therefore, be better for everyone and a better use of resources if the developed world  stopped spending money on bottled water, drank the safe tap water instead and the money was  used to improve water supplies in developing countries.     (a)  (i) the extract states that the lack of pure water causes illness and that this reduces  productivity. explain what a reduction in productivity means. [2]    (ii) why might a reduction in productivity lead to greater dependence on aid from other countries? [3]     (b) explain, using a diagram, how, according to economic analysis, a change in the price of a product would influence its demand. [2]       (c) use two demand and supply diagrams, one for bottled water and one for a substitute, to explain how a decrease in the supply of bottled water would influence the market for the substitute. [5]     (d) (i)   analyse why a person might prefer to buy a particular good rather than a substitute. [3]     (ii) discuss whether your analysis is supported by the information given in the extract about  tap water and bottled water. [4]     (e) use the figures provided by the iwmi to calculate the percentage of the money currently  spent on bottled water that would be required to  improve water and sanitation in developing  countries. show your working. [2]       (f) discuss what you would need to find out in order to check the conclusion at the end of the  extract that resources could be better used for the benefit of everyone. [8]     [total: 29]  ",
+            "3": " 3  \u00a9 ucles 2007 0455/06/m/j/07 2  wage rates in new zealand      in new zealand in june 2003 the average hourly wage rate was $17.82. male workers earned on  average $19.02 an hour and female workers on average $16.57 an hour. after adjusting for the effects of inflation average hourly earnings increased by $1.66 an hour (10  %) in the six years to  june 2003.    the chart below gives average hourly wage rates in new zealand in june 2003.   30 25201510 50 15-19 20-24 25-29 30-34 35-39average hourly wage rates by age and sex, june 2003 age group (years)40-44 45-49 50-54 55-59$ / hourmale female       (a) identify the differences between male and female earnings for those aged 20-29 compared with those aged 50-59. [3]     (b) explain whether the table supports the view that female workers are equally productive and promoted as much as male workers. [5]       (c) an employer stated that the above information is incorrect, and actually the average hourly earnings in new zealand increased by more than $1.66 (10  %) during the six year period to  june 2003. could the information be used to support his claim? [3]    [total: 11]     ",
+            "4": "4  copyright acknowledgements:    question 1        \u00a9 international herald tribune , 2 august 2005.  question 2        \u00a9 statistics new zealand.    permission to reproduce items where third-par ty owned material protected by copyright is  included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holder s, 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.    \u00a9 ucles 2007 0455/06/m/j/07  blank page "
+        },
+        "0455_w07_qp_1.pdf": {
+            "1": "    this document consists of 11 printed pages and 1 blank page.  ib07 11_0455_01/3rp  \u00a9 ucles 2007  [turn over      *5018888412* university of cambridge international examinations  international general certificate of secondary education       economics 0455/01     paper 1 multiple choice (core)  october/november 2007     1 hour    additional materials: multiple choice answer sheet    soft clean eraser    soft pencil (type b or hb is recommended)       read these instructions first    write in soft pencil.  do not use staples, paper clips, highlighters, glue or correction fluid. write your name, centre number and candidate number on the answer sheet in the spaces provided  unless this has been done for you.    there are forty  questions on this paper. answer all questions. for each question there are four possible  answers a, b, c and d.   choose the one you consider correct and record your choice in soft pencil on the separate answer  sheet.  read the instructions on the answer sheet very carefully.  each correct answer will score one mark. a mark will not be deducted for a wrong answer. any rough working should be done in this booklet.       ",
+            "2": "2    \u00a9 ucles 2007 0455/01/o/n/07 1 what is found in a command economy but not a market economy?  a banks  b division of labour  c price controls  d profit motive      2 commercial companies are reclaiming marsh land to construct golf courses.    what is the opportunity cost to society?  a the expense of installing drainage  b the natural environment that is lost  c the profits of the companies  d the value of the land cleared     3 there are more people in developing countries who cannot read or write than in developed  countries.    what can be concluded from this?  a developed countries will use more labour than capital as it is skilled.  b in developing countries, factors of production are not used to their maximum potential.  c less money needs to be spent on education in developed countries than in developing  countries.  d production in developing countries is likely to rely more on capital than labour.     4 in wartime conditions, cigarettes have been used as money.    what disadvantage  do cigarettes have for trading compared with notes and coins?  a they cannot act as a medium of exchange.  b they have no intrinsic value.  c they lack durability.  d they make a double coincidence of wants necessary.    ",
+            "3": "3    \u00a9 ucles 2007 0455/01/o/n/07  [turn over  5 a farmer employs one man to plough a large field.    as well as labour, which factors of production are involved in this activity?  a land and capital only  b land and enterprise only c capital and enterprise only  d land, capital and enterprise     6 in most countries which organisation controls the banking system?  a central bank  b commercial bank  c investment bank  d world bank    7 in 2001 some countries, including india and pakistan, criticised the european union for  continuing to protect european farmers with a subsidy while expecting poorer african countries not to restrict trade.    what are not  involved in this situation?  a developing and developed economies  b free trade and protection  c market prices and official intervention  d multi-nationals and public corporations    8 which type of business organisation has its shares quoted on a stock exchange?  a private company  b public company  c co-operative  d public corporation    9 what is the main purpose of a trade union?  a to achieve profit maximisation  b to encourage free trade  c to promote private ownership of industry  d to protect the interests of its members    ",
+            "4": "4    \u00a9 ucles 2007 0455/01/o/n/07 10 the graph shows changes in house prices in a developed country.    % change in house prices 0 februarymarchapril may june july 200210 5     what might have caused these changes in prices?  a an increase in government subsidies to house builders  b an increase in income  c an increase in the supply of houses  d an increase in unemployment      11 sometimes travel companies advertise holidays at prices below cost.    what might be a reason for this?  a an excess demand for holidays  b an excess supply of holidays  c a price inelastic demand for holidays  d insufficient competition in the holiday market     12 the table shows demand and supply schedules for a commodity.    price  ($ per tonne) quantity demanded  (tonnes per month) quantity supplied  (tonnes per month)  20 400 1600  18 480 1200  16 600 600  14 800 480  12 1200 320    what is the equilibrium price?  a $20 b $18 c $16 d $14     ",
+            "5": "5    \u00a9 ucles 2007 0455/01/o/n/07  [turn over  13 a country imports oil which is used in the production and distribution of goods. the country has  also experienced a rise in incomes which has resulted in a large increase in the demand for  goods, some of which it imports.    what is likely to happen to the country\u2019s balance of  trade in goods and to the price of oil?     balance of trade in  goods price of oil  a worsens falls  b improves falls  c worsens rises  d improves rises     14 x is the equilibrium point for a company that sells advertising space. during the year, the demand  for advertising decreased and the company\u2019s labour cost increased.    what would be the new equilibrium?    oquantity of advertising spaceprice of advertising spacex abcd      15 in developed economies, as a person\u2019s real income rises, a lower proportion of that income is  usually spent on  a food.  b holidays.  c leisure activities.  d personal transport.     ",
+            "6": "6    \u00a9 ucles 2007 0455/01/o/n/07 16 what would cause disposable incomes to become less equal?  a increased employment  b increased welfare benefits  c more progressive taxes  d more regressive taxes      17 which occupation would suit a person who wanted to work in the public sector?  a a journalist for an independent newspaper  b a nurse in a government hospital  c a sales manager for a multi-national food business  d a teacher in a private fee-paying school      18 male workers on average get paid more than female workers.    what might explain this?  a male workers have better qualifications.  b female workers are more likely to be in trade unions.  c male workers live nearer to their place of work.  d female workers are less likely to take time off work.     19 a firm manufactures toys.    which cost will vary least as output and sales increase?  a distribution to retailers  b insurance payments on the factory c wages of production workers  d raw materials     20 in 2005, world oil prices increased significantly.    what effect would an increase in oil prices have on a firm that transports products for other firms?  a average fixed costs would increase  b profits would increase  c total fixed costs would increase  d variable costs would increase     ",
+            "7": "7    \u00a9 ucles 2007 0455/01/o/n/07  [turn over  21 which statement is correct?  a average revenue is total revenue divided by output.  b fixed cost is total cost plus variable cost.  c total cost is variable cost multiplied by fixed cost.  d total revenue is fixed revenue minus variable revenue.      22 what is a firm seeking profit maximisation trying to achieve?  a the fastest rate of profit growth  b the highest level of profit per unit produced  c the highest level of total profit  d the lowest level of total cost     23 the table shows earnings and total income tax paid per annum.    earnings $ total income tax paid $  5000 1000  8000 2000  9000 3000    which type of tax system does this illustrate?  a indirect  b progressive c proportional  d regressive     24 which policy would best enable a government to encourage greater specialisation in the use of  its country\u2019s resources?  a encouraging diversification in industry  b protecting small businesses  c reducing tariffs on imports  d subsidising job creation in rural areas    ",
+            "8": "8    \u00a9 ucles 2007 0455/01/o/n/07 25 what could a government in a developed economy do to increase demand?  a create a budget surplus  b increase taxes  c reduce government spending   d reduce interest rates      26 what is not an aim of government economic policy?  a economic growth  b full employment  c interest rates  d stable prices      27 which situation would definitely cause a fall in real incomes?     price level money income level a falls rises  b falls unchanged   c rises rises  d rises unchanged     28 what would not be required in the construction of an index of consumer prices (retail price  index)?  a the selection of a base year  b the selection of a representative range of items  c the calculation of average wage levels  d the weighting of each item in the index    ",
+            "9": "9    \u00a9 ucles 2007 0455/01/o/n/07  [turn over  29 the graph shows the annual percentage ch anges in mexico\u2019s gdp between 1994 and 1999.    10 5 0 \u20135 \u201310annual % change in gdp1994 1995 1996 1997 1998 1999 year     which conclusion may be drawn from the graph?  a gdp fell between 1998 and 1999.  b gdp rose between 1997 and 1998.  c gdp was highest in 1997.  d prices fell in 1995.      30 what is likely to lead to a decrease in structural unemployment?  a reducing the interest rate  b increasing the rate of unemployment benefit  c reducing the rate of income tax  d increasing labour mobility    31 the diagram shows china\u2019s trade with brazil for 1999 and 2003 in billions of dollars.    012345 exports imports1999 2003     what happened to china\u2019s trade balance with brazil between 1999 and 2003?  a it experienced a falling surplus.  b it experienced a rising deficit.  c it moved from deficit to surplus.  d it moved from surplus to deficit.     ",
+            "10": "10    \u00a9 ucles 2007 0455/01/o/n/07 32 what might explain the high population growth in some developing countries?  a high birth rates and falling death rates  b high immigration and low emigration  c falling birth rates and rising death rates  d falling life expectancy      33 turkey\u2019s agricultural sector employs 48  % of the country\u2019s workforce compared with 17  % in the  us and 3.9  % in france.    what could be concluded from this?  a france is likely to import more agricultural produce than the us.  b the workers in france are not as productive as those in turkey.  c total agricultural production is likely to be higher in turkey than in the us.  d turkey is likely to be less developed than france.      34 changes in the standard of living of a country are best measured by changes in  a national income.  b national income per head.  c real national income.  d real national income per head.      35 as a country develops, what is most  likely to happen?  a a greater proportion of the workforce will be employed in the service sector.  b the average age will decrease.  c the birth rate will increase.  d there will be reduced occupational mobility of labour.     36 firms often advertise saying that they specialise in providing a certain product or service.    what is an advantage of such specialisation?  a employees become experts in that area.  b employees can easily switch to other jobs.   c firms can quickly adapt production if their service is no longer required.  d production is dependent on other firms supplying components.     ",
+            "11": "11    \u00a9 ucles 2007 0455/01/o/n/07   37 what directly sets a fixed limit on the quantity of goods which can be imported?  a administrative regulations  b foreign exchange controls  c quotas  d tariffs      38 a water pump has been invented which is operated when people play on a roundabout in the  village. the roundabout provides the power to pump water from the well.    of what is this an example?  a conserving labour and conserving natural resources  b conserving labour and using natural resources  c using labour and conserving natural resources  d using labour and using natural resources      39 the governments of developing countries often allow multi-nationals to mine minerals in their  territory.    which conflict between possible benefit and cost does this present to the developing country?     benefit cost  a improved balance of trade increased training by the companies  b higher employment loss of finite resource  c increased profits for the companies more efficient production  d more sustainable development faster economic growth      40 the introduction of a tariff on imported goods is likely to  a ensure that the domestic industry becomes more efficient.  b increase the demand for domestically produced goods.  c reduce the price of domestically produced goods.  d reduce the price of imported goods into a country.   ",
+            "12": "12      permission to reproduce items where third-par ty owned material protected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the publis her (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 t he 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.     0455/01/o/n/07 blank page  "
+        },
+        "0455_w07_qp_2.pdf": {
+            "1": "    this document consists of 3 printed pages and 1 blank page.  ib07 11_0455_02/rp  \u00a9 ucles 2007  [turn over      *5673546849* university of cambridge international examinations  international general certificate of secondary education       economics 0455/02     paper 2  structured questions  october/november 2007     1 hour 30 minutes    additional materials: answer booklet/paper       read these instructions first   if you have been given an answer booklet, follow the instructions on the front cover of the booklet.  write your centre number, candidate number and name on all the work you hand in.  write in dark blue or black pen. you may use a soft pencil for any diagrams, graphs or rough working. do not use staples, paper clips, highlighters, glue or correction fluid.    answer all questions.   at the end of the examination, fasten all your work securely together.  the number of marks is given in brackets [  ] at the end of each question or part question.   ",
+            "2": "2  \u00a9 ucles 2007 0455/02/o/n/07 answer all questions.     1  the royal mail      the following is adapted from a leaflet the uk royal mail sent to its customers in 2005.    we are investing in the postal service so that it is consistent and reliable and remains one of the  best in europe. you can trust the royal mail with your post. 99.9  % of all mail gets delivered  safely and quickly to the right address. sometimes letters have the incorrect address or no address at all. at least 92.5  % of the first class letters arrive by lunchtime the next working day.  (in france barely 80  % of the first class mail is delivered on time.) we are determined to manage  this better and are investing in technology and training.    our prices are rising by less than inflation and are amongst the lowest in europe. in april the  price of first class post will go up from \u00a30.28 to \u00a30.30 which compares well with a price of \u00a30.26 ten years ago. in italy first class could cost you \u00a31.12, in germany up to \u00a31.     there will now be only one delivery a day. previously, when mail was sorted by hand, it was  impossible to sort and deliver it all at once. now, more mail is sorted automatically and overnight.  a single delivery helps us to keep our costs down. we need to make profits so that we can invest in better equipment, better technology and better offices, and also pay our staff more for doing a  responsible job.     (a) explain what is meant by factors of production. [4]      (b) how has the royal mail\u2019s use of these factors of production changed? [2]      (c) explain how the proposed new investment will change the royal mail\u2019s fixed cost and  variable cost. [4]      (d) discuss how the rise in price from \u00a30.28 to \u00a30.30 might affect demand for substitute methods of communication. [4]     (e) is there enough evidence in the article to support the royal mail\u2019s statement that it is one of the best in europe? [6]    2 a multi-national was described as a large company that employs people from different countries and is controlled by a government.    (a) explain whether this is a correct description. [4]     (b) if a company is large and employs many people it often has to deal with trade unions. what  is a trade union and what is its role in an economy? [6]     ",
+            "3": "3  \u00a9 ucles 2007 0455/02/o/n/07 3 (a) explain how the principle of opportunity cost might be relevant when a person chooses a new  job. [3]     (b) some service sector occupations pay very well, others have low rates of pay. discuss why  this might be so. [7]     4 1 in 5 adults have not been educated to read or write; 98  % of them live in developing countries  and 66  % of them are women.     (a) explain three  other differences that you might find between the population of a developed  country and a developing country. [3]     (b) another indicator of living standards, apart from education, is gdp. discuss how useful this is in comparing the living standards between two countries. [7]    5 it was reported that farmers in malawi were being discouraged from specialising in growing the staple crop of maize. instead they were encouraged to diversify into other crops.     (a) explain what is meant by specialisation. [4]      (b) discuss whether there are any benefits from specialisation rather than diversification. [6]     ",
+            "4": "4    blank page    copyright acknowledgements:    question 1 \u00a9 royal mail, march 2005.  permission to reproduce items where third-par ty owned material protected by copyright is  included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holder s, 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.   \u00a9 ucles 2007 0455/02/o/n/07  "
+        },
+        "0455_w07_qp_3.pdf": {
+            "1": "    this document consists of 11 printed pages and 1 blank page.  ib07 11_0455_03/3rp  \u00a9 ucles 2007  [turn over      *0794596069* university of cambridge international examinations  international general certificate of secondary education       economics 0455/03     paper 3 multiple choice (extended)  october/november 2007     1 hour    additional materials: multiple choice answer sheet    soft clean eraser    soft pencil (type b or hb is recommended)        read these instructions first    write in soft pencil.  do not use staples, paper clips, highlighters, glue or correction fluid. write your name, centre number and candidate number on the answer sheet in the spaces provided  unless this has been done for you.   there are forty  questions on this paper. answer all questions. for each question there are four possible  answers a, b, c and d.   choose the one you consider correct and record your choice in soft pencil on the separate answer sheet.   read the instructions on the answer sheet very carefully.    each correct answer will score one mark. a mark will not be deducted for a wrong answer. any rough working should be done in this booklet.       ",
+            "2": "2    \u00a9 ucles 2007 0455/03/o/n/07 1 what is found in a market economy but not a command economy?  a division of labour  b economies of scale  c money as a store of value  d the profit motive      2 the diagram shows the choices for an individual between leisure and earnings.    24 201612 840 0 2 04 06 08 0 1 0 0 1 2 0 earnings $hours of leisure per dayx y     what is the opportunity cost to the individual of the extra earnings when moving from position x  to position y?  a $20  b $80 c 4 hours of leisure per day  d 8 hours of leisure per day     3 there are more people in developing countries who cannot read or write than in developed  countries.    what can be concluded from this?  a developed countries will use more labour than capital as it is skilled.  b in developing countries, factors of production are not used to their maximum potential.  c less money needs to be spent on education in developed countries than in developing  countries.  d production in developing countries is likely to rely more on capital than labour.     ",
+            "3": "3    \u00a9 ucles 2007 0455/03/o/n/07  [turn over  4 in wartime conditions, cigarettes have been used as money.    what disadvantage  do cigarettes have for trading compared with notes and coins?  a they cannot act as a medium of exchange.  b they have no intrinsic value.  c they lack durability.  d they make a double coincidence of wants necessary.    5 which economic question is least  likely to arise as a result of scarcity?  a for whom shall we produce?  b how shall we produce?  c what shall we produce?  d when shall we produce?    6 in most countries which organisation controls the banking system?  a central bank  b commercial bank  c investment bank  d world bank    7 what advantage is gained by a company that becomes a multi-national?  a it avoids trade barriers.  b it reduces its fixed costs.  c it simplifies its management structure.  d it makes communication easier.     8 which pair of economic institutions would be found in a command economy?  a central bank and public companies  b public corporations and central bank  c public corporations and stock exchange  d stock exchange and public companies     ",
+            "4": "4    \u00a9 ucles 2007 0455/03/o/n/07 9 what is the main purpose of a trade union?  a to achieve profit maximisation  b to encourage free trade  c to promote private ownership of industry  d to protect the interests of its members      10 the graph shows changes in house prices in a developed country.    % change in house prices 0 februarymarchapril may june july 200210 5     what might have caused these changes in prices?  a an increase in government subsidies to house builders  b an increase in income c an increase in the supply of houses  d an increase in unemployment     11 sometimes travel companies advertise holidays at prices below cost.    what might be a reason for this?  a an excess demand for holidays  b an excess supply of holidays  c a price inelastic demand for holidays  d insufficient competition in the holiday market     ",
+            "5": "5    \u00a9 ucles 2007 0455/03/o/n/07  [turn over  12 good x has a price elasticity of demand of 0.25 while good y has a price elasticity of demand of  1.5.    a likely explanation of these values is that compared to good y, good x  a has more substitutes.  b is considered more of a luxury.  c is purchased more out of habit.  d takes up a larger proportion of consumers\u2019 income.     13 a country imports oil which is used in the production and distribution of goods. the country has  also experienced a rise in incomes which has resulted in a large increase in the demand for  goods, some of which it imports.    what is likely to happen to the country\u2019s balance of  trade in goods and to the price of oil?     balance of trade in  goods price of oil  a worsens falls  b improves falls  c worsens rises  d improves rises      14 x is the equilibrium point for a company that sells advertising space. during the year, the demand  for advertising decreased and the company\u2019s labour cost increased.    what would be the new equilibrium?    oquantity of advertising spaceprice of advertising spacex abcd     ",
+            "6": "6    \u00a9 ucles 2007 0455/03/o/n/07 15 in developed economies, as a person\u2019s real income rises, a lower proportion of that income is  usually spent on  a food.  b holidays.  c leisure activities.  d personal transport.      16 what would cause disposable incomes to become less equal?  a increased employment  b increased welfare benefits  c more progressive taxes  d more regressive taxes     17 the first worker in each pair of workers below is usually paid more.    in which case is this not likely to be the result of the first worker\u2019s greater value to the firm?  a a worker in a trade union compared with a worker with no trade union  b a worker with training compared with a worker with no training  c a worker with supervisory responsibilities compared with a worker with no responsibility  d a worker with years of experience compared with a worker with no experience     18 which is the most important factor that affects how much a family saves?  a the income of the family  b the level of taxation  c the rate of inflation  d the reliability of banks     19 what is happening when a firm is experiencing diseconomies of scale?  a it has rising long-run average costs.  b it is operating in the short run.  c its fixed costs are less than variable costs.  d its output is increasing faster than its inputs.     ",
+            "7": "7    \u00a9 ucles 2007 0455/03/o/n/07  [turn over  20 in 2005, world oil prices increased significantly.    what effect would an increase in oil prices have on a firm that transports products for other firms?  a average fixed costs would increase  b profits would increase  c total fixed costs would increase  d variable costs would increase     21 which statement is correct?  a average revenue is total revenue divided by output.  b fixed cost is total cost plus variable cost.  c total cost is variable cost multiplied by fixed cost.  d total revenue is fixed revenue minus variable revenue.    22 what is a firm seeking profit maximisation trying to achieve?  a the fastest rate of profit growth  b the highest level of profit per unit produced  c the highest level of total profit  d the lowest level of total cost    23 the diagram relates the government's total tax revenue to the average tax rate.    average tax ratetotal tax revenue o     what can be deduced from the diagram?  a a rise in the average tax rate may decrease government revenue.  b the tax system is regressive. c low tax rates have an incentive effect upon labour. d the burden of taxation is evenly spread.   ",
+            "8": "8    \u00a9 ucles 2007 0455/03/o/n/07 24 in which case is success for the government in achieving the first aim likely to cause problems in  achieving the second?     first aim second aim  a full employment price stability  b high economic growth full employment  c price stability stable balance of payments  d stable balance of payments more even distribution of income     25 what is a possible disadvantage of the changes caused by long-term economic growth?  a rising cyclical unemployment  b rising employment  c rising seasonal unemployment  d rising structural unemployment    26 a report predicted that south africa\u2019s economy was likely to grow at 4.2  %.    what might cause this growth?  a an increase in exports  b an increase in imports  c an increase in interest rates  d an increase in unemployment      27 a government wishes to increase demand in the economy.    what should it reduce?  a benefits to the unemployed  b borrowing by consumers  c spending on health and education  d taxation      28 what would not be required in the construction of an index of consumer prices (retail price  index)?  a the selection of a base year  b the selection of a representative range of items  c the calculation of average wage levels  d the weighting of each item in the index ",
+            "9": "9    \u00a9 ucles 2007 0455/03/o/n/07  [turn over  29 the table shows data on selected european nations for the year 2001.     gdp % change unemployment  % inflation  %  ireland 5.9 3.8 4.9  belgium 1.0 6.7 2.5  greece 4.1 10.5 3.4  poland 1.1 16.2 5.5    what can be concluded from the table?  a a small change in gdp always leads to high unemployment.  b belgium had the lowest growth rate and the lowest rise in prices.  c low unemployment leads to low levels of inflation.  d poland had a low growth rate and a rise in purchasing power.     30 what is likely to lead to a decrease in structural unemployment?  a reducing the interest rate  b increasing the rate of unemployment benefit  c reducing the rate of income tax  d increasing labour mobility    31 the diagram shows china\u2019s trade with brazil for 1999 and 2003 in billions of dollars.    012345 exports imports1999 2003     what happened to china\u2019s trade balance with brazil between 1999 and 2003?  a it experienced a falling surplus.  b it experienced a rising deficit.  c it moved from deficit to surplus.  d it moved from surplus to deficit.     ",
+            "10": "10    \u00a9 ucles 2007 0455/03/o/n/07 32 what might explain the high population growth in some developing countries?  a high birth rates and falling death rates  b high immigration and low emigration  c falling birth rates and rising death rates  d falling life expectancy      33 turkey\u2019s agricultural sector employs 48 % of the country\u2019s workforce compared with 17  % in the  us and 3.9  % in france.    what could be concluded from this?  a france is likely to import more agricultural produce than the us.  b the workers in france are not as productive as those in turkey.  c total agricultural production is likely to be higher in turkey than in the us.  d turkey is likely to be less developed than france.      34 botswana has achieved high rates of economic growth.    what is most likely to have fallen as a result of this economic growth?  a employment  b income per head c infant mortality rate d literacy rates     35 as a country develops, what is most  likely to happen?  a a greater proportion of the workforce will be employed in the service sector.  b the average age will decrease.  c the birth rate will increase.  d there will be reduced occupational mobility of labour.    36 why might a country specialise in growing coffee?  a it has comparative advantage in coffee production.  b it needs a diversified economy.  c its export markets have tariffs on coffee imports.  d other countries subsidise coffee growing.    ",
+            "11": "11    \u00a9 ucles 2007 0455/03/o/n/07  37 why are schools provided by governments?  a education generates external costs.  b the government controls the numbers of teachers.  c schools are too expensive for the private sector to provide.  d the whole country can benefit from the provision of education.      38 a water pump has been invented which is operated when people play on a roundabout in the  village. the roundabout provides the power to pump water from the well.    of what is this an example?  a conserving labour and conserving natural resources  b conserving labour and using natural resources  c using labour and conserving natural resources  d using labour and using natural resources      39 which effect is an external cost when an airport is developed on the edge of a city?  a a reduction in local property values  b a reduction in noise pollution  c an increase in the profits of the railway company that serves the airport  d an increase in transport links for the city\u2019s population      40 the introduction of a tariff on imported goods is likely to  a ensure that the domestic industry becomes more efficient.  b increase the demand for domestically produced goods.  c reduce the price of domestically produced goods.  d reduce the price of imported goods into a country.    ",
+            "12": "12      permission to reproduce items where third-par ty owned material protected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the publis her (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 t he 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.     0455/03/o/n/07 blank page  "
+        },
+        "0455_w07_qp_4.pdf": {
+            "1": "    this document consists of 4 printed pages.  ib07 11_0455_04/4rp  \u00a9 ucles 2007  [turn over      *7148332725* university of cambridge international examinations  international general certificate of secondary education       economics 0455/04     paper 4 structured questions  october/november 2007     2 hours    additional materials: answer booklet/paper       read these instructions first    if you have been given an answer booklet, follow the instructions on the front cover of the booklet.  write your centre number, candidate number and name on all the work you hand in.  write in dark blue or black pen. you may use a soft pencil for any diagrams, graphs or rough working.  do not use staples, paper clips, highlighters, glue or correction fluid.   section a  answer question 1.  section b answer any three  questions.   at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question.   ",
+            "2": "2  \u00a9 ucles 2007 0455/04/o/n/07  section a     answer this question.      1 the royal mail      the following is adapted from a leaflet the uk royal mail sent to its customers in 2005.    we are investing in the postal service so that it is consistent and reliable and remains one of the  best in europe. you can trust the royal mail with your post. 99.9  % of all mail gets delivered  safely and quickly to the right address. sometimes letters have the incorrect address or no  address at all. at least 92.5  % of the first class letters arrive by lunchtime the next working day.  (in france barely 80  % of the first class mail is delivered on time.) we are determined to manage  this better and are investing in technology and training.    our prices are rising by less than inflation and are amongst the lowest in europe. in april the  price of first class post will go up from \u00a30.28 to \u00a30.30 which compares well with a price of \u00a30.26  ten years ago. in italy first class could cost you \u00a31.12, in germany up to \u00a31.     there will now be only one delivery a day. previously, when mail was sorted by hand, it was  impossible to sort and deliver it all at once. now, more mail is sorted automatically and overnight.  a single delivery helps us to keep our costs down. we need to make profits so that we can invest  in better equipment, better technology and better offices, and also pay our staff more for doing a responsible job.    (a) explain what is meant by factors of production. [4]     (b) how has the royal mail\u2019s use of these factors of production changed? [2]       (c) explain how the proposed new investment will change the royal mail\u2019s fixed cost and variable cost. [4]      (d) discuss how the rise in price from \u00a30.28 to \u00a30.30 might affect demand for substitute methods  of communication. [4]      (e) is there enough evidence in the article to support the royal mail\u2019s statement that it is one of  the best in europe? [6]    ",
+            "3": "3  \u00a9 ucles 2007 0455/04/o/n/07 [turn over  section b     answer three  questions from this section.      2 a multi-national was described as a large company that employs people from different countries  and is controlled by a government.    (a) explain whether this is a correct description. [4]     (b) if a company is large and employs many people it often has to deal with trade unions. what is a trade union and what is its role in an economy? [6]     (c) how might a company become large? [4]      (d) multi-national car companies are sometimes said to have economies of scale. analyse what  this means for such companies. [6]     3 (a) explain how the principle of opportunity cost might be relevant when a person chooses a new  job. [3]       (b) some service sector occupations pay very well, others have low rates of pay. discuss why  this might be so. [7]       people often borrow by using a credit card. this notice was issued by a credit card company: \u2018for  the next four months the interest rate charged on outstanding amounts has been reduced to the equivalent of 1.9  % per year.\u2019       (c) explain what motives people have for saving rather than spending. [4]       (d) how might a reduction in interest rates on credit card borrowing affect the way that people choose to save or spend? [6]    4 1 in 5 adults have not been educated to read or write; 98  % of them live in developing countries  and 66  % of them are women.     (a) explain three  other differences that you might find between the population of a developed  country and a developing country. [3]     (b) another indicator of living standards, apart from education, is gdp. discuss how useful this is in comparing the living standards between two countries. [7]     (c) explain two reasons why education in a developing country is often provided by the public  sector. [4]       (d) discuss what effect investment in the education system might have in a developing country. [6] ",
+            "4": "4    copyright acknowledgements:    question 1 \u00a9 royal mail, march 2005.  permission to reproduce items where third-par ty owned material protected by copyright is  included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holder s, 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.   \u00a9 ucles 2007 0455/04/o/n/07  5 it was reported that farmers in malawi were being discouraged from specialising in growing the staple crop of maize. instead they were encouraged to diversify into other crops.    (a) explain what is meant by specialisation. [4]     (b) discuss whether there are any benefits from specialisation rather than diversification. [6]       (c) distinguish, with examples, between the primary, secondary and tertiary sectors of the economy. [3]       (d) as countries develop they often rely less on exports of agricultural products and more on  exports from other sectors. discuss the possible benefits of this. [7]     6 in recent years many countries have put greater emphasis on the market system and less  emphasis on trade protection.    (a) explain what is meant by a market system. [4]     (b) discuss the advantages and disadvantages of placing a greater emphasis on the market system. [8]       (c) discuss whether countries should use trade protection. [8]     7 three government policy aims are the redistribution of income, economic growth and price  stability.    (a) explain what these aims mean. [6]       (b) what might a government do to try to redistribute income? [6]      (c) how might a government affect economic growth in a country? [8]     "
+        },
+        "0455_w07_qp_6.pdf": {
+            "1": "    this document consists of 3 printed pages and 1 blank page.  ib07 11_0455_06/5rp  \u00a9 ucles 2007  [turn over      *9705930138* university of cambridge international examinations  international general certificate of secondary education       economics 0455/06     paper 6 alternative to coursework  october/november 2007     1 hour 30 minutes    additional materials: answer booklet/paper       read these instructions first    if you have been given an answer booklet, follow the instructions on the front cover of the booklet.  write your centre number, candidate number and name on all the work you hand in.  write in dark blue or black pen. you may use a soft pencil for any diagrams, graphs or rough working.  do not use staples, paper clips, highlighters, glue or correction fluid.   answer all questions.    at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question.   ",
+            "2": "2  \u00a9 ucles 2007 0455/06/o/n/07  1  cell phones in africa      living on a mountaintop in south africa, 24 miles from the nearest town, it takes four hours a day  to fetch water from a river. there is no electricity. yet when there is need to talk to relatives who  work 400 kilometres away, the people use cell (mobile) phones.     the number of cell phones in africa expanded from 7.5 million in 1999 to 76.8 million in 2004.  this was an annual increase of 58  %. asia had the second fastest growth but that was just 34  %.  almost 10  % of africans now have cell phones yet there is only one land line for every 33 people.     the cell phone companies thought that with the majority of africans living on $2 a day they were  too poor to justify the company investing in cell phone networks outside the more prosperous towns. currently only about 60  % of africans are within reach of a phone signal. however, in the  1990s the large telephone companies lost their monopoly status and the phone supply was provided by smaller, more competitive, companies. the new companies sold air time in smaller,  cheaper units which rural dwellers with low incomes could afford.     demand was so strong in nigeria that in 2002\u20133 operators were forced to stop new customers  until they had increased their network coverage. in the congo, a local entrepreneur  began the  network when no foreign manufacturer was willing to ship the expensive transmitter equipment there because of the civil war. now he has a joint venture with vodacom which has 1.1 million  subscribers increasing by 1000 daily. villagers built towers 15 metres high in order to receive the signal from more distant towers provided by the network operator. people who want to climb to the top of the tower to make a phone call hav e to pay the owner of the tower to do so.     the technology has benefited many businesses. rural farmers can learn the current price for  produce in major markets, health-care workers can call ambulances from distant clinics, remote plant nurseries can prosper because orders can be placed by phone when before very few people would travel the distance to visit. one woman living on the congo river, who has never  learned to read, sells fish. she has no electricity, and cannot put the fish in the freezer so keeps  them in the river tied alive on a string. people order by phone and she prepares the fish for sale.     the problem of how to charge the phone in areas without electricity has also been solved. one of  the local people has a car battery. there is no car; income is far too low to afford one. one of the  battery owners said \u2018when others wish to charge their phones from it they pay 80 cents.\u2019 when  the battery needs re-charging she takes it by bus 20 miles to the nearest gas (petrol) station. \u2018a lot of people use the battery,\u2019 she said, smiling.    (a) (i)   what is meant by an entrepreneur. [2]     (ii) identify four examples of entrepreneurs in the above article. [2]     (b) (i)  explain what is meant by complementary (joint) demand and identify an example of a  complementary demand for a product or service from the above article. [2]    (ii) suppose the demand for a product or service increases. explain, using demand and supply diagrams, what you would expect to happen in the market for that product and in the market for a complementary product or service. [4]     (c) in the 1990s cell phone services were provided by small competitive firms. what might explain why a company is large or small? [5]     (d) explain the difference between the fixed and variable costs for a person using a cell phone. [4]     (e) you are asked to consider whether it is worthwhile buying shares in a company that supplies cell phone networks in africa. what would you need to know about the company in order to make the decision and what evidence is there in the article that might help you? [10]     [total: 29]",
+            "3": "3  \u00a9 ucles 2007 0455/06/o/n/07  2  textile factories in lesotho close      in lesotho six textile factories closed in early 2005 leaving 650 people without work. the reason  for the closures was said to be the end of worldwide textile quotas which limited competition from cheap asian exports to the us and europe. lesotho\u2019s local currency was fixed to the rand and  had the same exchange rate. some factory owners also said that because the value of the rand  was rising against the us dollar, it meant they were disadvantaged when exporting to the us. lesotho is southern africa\u2019s largest exporter of textiles to the us partly because of an american law that gives lesotho\u2019s textiles duty-free access. in 2003 it produced 31  % of the textiles  exported from africa to the us.     (a) the article says that lesotho benefited because competition was limited by quotas. explain  how this system can benefit lesotho. [3]      (b) suggest why a country\u2019s exports might be cheaper than those from other countries. [3]       (c) the article says that the local currency is \u2018fixed to the rand\u2019. what does this mean? [2]      (d) explain how a rising exchange rate can sometimes be harmful to a country. [3]     [total: 11]     ",
+            "4": "4    copyright acknowledgements:    question 1 copyright \u00a9 2006 by the new york times co. reprinted with permission. question 2 \u00a9 business report , 12 january 2005.   permission to reproduce items where third-par ty owned material protected by copyright is  included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holder s, 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.    0455/06/o/n/07 blank page "
+        }
+    },
+    "2008": {
+        "0455_s08_qp_1.pdf": {
+            "1": "    this document consists of 12 printed pages.  ib08 06_0455_01/2rp  \u00a9 ucles 2008  [turn over      *5685744962* university of cambridge international examinations  international general certificate of secondary education       economics 0455/01     paper 1  multiple choice (core)  may/june 2008     1 hour    additional materials: multiple choice answer sheet    soft clean eraser    soft pencil (type b or hb is recommended)        read these instructions first    write in soft pencil.  do not use staples, paper clips, highlighters, glue or correction fluid. write your name, centre number and candidate number on the answer sheet in the spaces provided  unless this has been done for you.   there are forty  questions on this paper. answer all questions. for each question there are four possible  answers a, b, c and d.   choose the one you consider correct and record your choice in soft pencil on the separate answer sheet.   read the instructions on the answer sheet very carefully.    each correct answer will score one mark. a mark will not be deducted for a wrong answer. any rough working should be done in this booklet.         ",
+            "2": "2  \u00a9 ucles 2008 0455/01/m/j/08  1 what can happen in a planned economy that does not happen in a market economy?  a the allocation of resources can take account of the total effects on society.   b there can be full employment of factors of production.  c there can be inflation.  d there can be international trade.     2  which of the following is a factor of production?  a the payment of interest on a bank loan  b the profit declared by a company in its annual report  c the skill of the managers of a business  d the taxes paid to the government     3 in a mixed economy, resources are used as a result of  a the decisions of consumers only.  b the decisions of firms only.  c the decisions of consumers and firms.  d the decisions of consumers, firms and government.     4 a farmer decides to use a more fertile field. as a result he is able to produce the same output as  before but with fewer workers and less equipment.    this is a substitution in which  a capital replaces labour and land.  b labour replaces capital and land. c land replaces capital and enterprise.  d land replaces capital and labour.     ",
+            "3": "3  \u00a9 ucles 2008 0455/01/m/j/08 [turn over  5 the table shows the various combinations of food and clothing which a village can produce using  all its resources.    food units clothing units  0 500  100 400  200 250  300 50  400 0    what is the opportunity cost to the village of increasing the production of food from 200 to 300  units?  a 50 units of clothing  b 100 units of clothing  c 200 units of clothing  d 250 units of clothing    6 the diagrams show the percentage (%) of output by type of business in four countries, a, b, c, d.    which country has the largest percentage of output in the private sector?    a b c d 50  % 20  %40  % 30  %40  % 30  % 20  %60  % 20  % 20  %40  % 30  % sole traders and partnerships private and public companies public corporations    ",
+            "4": "4  \u00a9 ucles 2008 0455/01/m/j/08  7 which of the following benefits does a stock exchange provide?  a a source of finance for private limited companies  b a safeguard against the risk of loss  c an opportunity to sell shares quickly  d an opportunity to purchase foreign currency      8 what is not a function of a trade union?  a to act as a pressure group to change labour laws  b to negotiate with employers over conditions of work   c to promote the sales of products made by its members  d to protect the living standards of its members     9 a company is described as a multinational if it  a employs workers of several nationalities.  b exports goods to several countries. c has production units in several countries.  d has shareholders from several countries.     10 due to good weather, there is a surplus in the market for an agricultural product.    which change would cause the market to return to equilibrium?  a a decrease in demand  b a fall in price  c an increase in supply  d a rise in price     11 which pair is an example of products in complementary (joint) demand?  a bananas and oranges  b cars and petrol  c tea and coffee  d wheat and straw     ",
+            "5": "5  \u00a9 ucles 2008 0455/01/m/j/08 [turn over  12 what combination of events might cause a rise in the willingness and the ability of consumers to  buy a product?     price of a substitute  product tax rates  a decrease decrease  b decrease increase  c increase increase  d increase decrease      13 which diagram best represents the market for tickets for a world famous tennis tournament?    d cb a s ds d s ds doo ooprice quantity price quantityprice quantity price quantity     14 what is a firm\u2019s aim when it advertises its product?  a to shift its demand curve to the left  b to shift its supply curve to the left  c to shift its demand curve to the right  d to shift its supply curve to the right     ",
+            "6": "6  \u00a9 ucles 2008 0455/01/m/j/08  15 what would an individual be doing to be described as a worker in the secondary sector?  a working in a firm that grows fruit trees and plants  b working in a firm that produces machines for other firms  c working in a government passport office  d working in the reception area of a hospital      16 a supermarket wishes to recruit a qualified manager for a senior position to control the stocks of  goods. some work will be required at night as the supermarket is open 24 hours. a good salary is  being offered.    which applicant would be most likely to be suitable for the position?  a a person currently employed as a supervisor in another supermarket  b a person who has experience of managing a small newsagents   c a person who has to travel a long way and has demanding family commitments  d a person who has recently graduated in economics       17 what is the most likely reason for a firm to offer higher wages to recruit more staff?  a falling incomes  b falling output  c falling prices  d falling unemployment      18 what is likely to be found when comparing high income earners with low income earners?  a high income earners pay a lower proportion of their income in direct tax.  b high income earners spend a lower proportion of their income on food.  c high income earners spend a lower proportion of their income on foreign travel.  d high income earners save a lower proportion of their income.    19 what would encourage a rise in spending but not a rise in saving?  a easier credit facilities  b more people working c rising interest rates  d rising standards of living     ",
+            "7": "7  \u00a9 ucles 2008 0455/01/m/j/08 [turn over  20 an economics student made the following statements about costs of production.    average costs remain the same at all levels of output.  fixed costs can exist when there is no output.  total costs can include both fixed and variable costs.  total variable costs fall as output increases.    how many of these statements are correct?  a 1 b 2 c 3 d 4      21 which statement explains why cars are often repaired by small garages?  a bulk buying of spare parts can take place  b car-repair jobs are varied  c entry to the car-repair industry is restricted  d expensive machinery is required      22 a japanese company which has spare capacity has agreed to refine 20 000 barrels of oil a day  for a chinese company.    what is likely to happen in the japanese firm to fixed cost, to variable cost and to total cost?     fixed cost variable cost total cost  a rise rise rise  b rise fall stay the same  c stay the same rise rise  d stay the same fall fall      23 the table shows a firm\u2019s total revenue and total cost.    output (units) total revenue ($) total cost ($)  10  20  14   20  25  17   30  30  21   40  35  27     what level of output gives maximum profit?  a 10 units b 20 units c 30 units d 40 units     ",
+            "8": "8  \u00a9 ucles 2008 0455/01/m/j/08  24 as output increases, what happens to the average fixed cost of production?  a it falls continuously.  b it falls and then rises.  c it remains constant.  d it rises and then falls.      25 \u2018the pound sterling made a dramatic recovery in the world's currency markets yesterday.\u2019    to what does this statement refer?  a exchange rate  b growth rate c interest rate  d tax rate     26 to pay for local projects the government imposes a charge of $500 on each adult with a 100  %  increase for those on higher incomes.    which diagram illustrates this?    a tax $ income $0taxb tax $ income $0taxc tax $ income $0taxd tax $ income $0tax      27 what might a government increase if it wished to raise the growth rate of an economy?  a expenditure on road building   b goods and services tax (value added tax)  c the rate of income tax  d the rate of  interest     28 what is meant by a regressive indirect tax?  a a tax on income that falls more heavily on the poor  b a tax on income that falls more heavily on the rich  c a tax on spending that falls more heavily on the poor  d a tax on spending that falls more heavily on the rich   ",
+            "9": "9  \u00a9 ucles 2008 0455/01/m/j/08 [turn over  29 what is likely to be an advantage of economic growth?  a the country\u2019s resources will be depleted.  b the price level will increase.  c the rate of employment will fall.  d the standard of living will increase.      30 a government decreased the tax on all goods produced in a country.    what is the most likely result of this?  a a decrease in imports  b a decrease in industrial production  c a decrease in real incomes   d a deterioration in the balance of trade in goods      31 in 2003, interest rates in southern africa were reduced.    what might have happened as a result?  a an increase in investment  b an increase in unemployment  c a reduction in economic growth  d a reduction in government spending     ",
+            "10": "10  \u00a9 ucles 2008 0455/01/m/j/08  32 the table gives information on gross domestic product (gdp) growth rates, inflation and the  unemployment rates for a number of countries in 2006.    country     gdp growth  %   inflation  %   unemployment  rate  %  brazil 3.5 4.0 10.4  china 11.3 1.5 4.2  france 1.5 1.9 9.0  india 9.3 7.9 7.3  uk 2.6 2.5 3.0    what can be concluded from the table about 2006?  a any particular product would cost most in india.  b economic growth was highest when unemployment was lowest.  c low inflation always causes low unemployment.  d on average, the chinese people were likely to have had an increase in real income.      33 which of the following is most likely to be used as a measure of living standards?  a the balance of trade  b the consumer price index  c the government\u2019s budget position  d the real gdp per head     34 in some developing countries, such as rwanda, a large percentage of the population is involved  in subsistence farming.    what can be concluded from this?  a in some developing countries, the natural resources are used efficiently.  b production in some developing countries depends upon skilled labour.  c production in some developing countries is not likely to be capital intensive.  d some developing countries do not import food because each family is self-sufficient.    ",
+            "11": "11  \u00a9 ucles 2008 0455/01/m/j/08 [turn over  35 what is characteristic of a developed economy?  a a high infant mortality rate  b a high literacy rate  c a low gdp per capita  d a low life expectancy      36 in 2001 a government enquiry approved a major new air terminal for london, which would create  many new jobs. however, it would also cause extra noise and air pollution. compensation would  have to be paid to some people whose houses would be demolished.    what is not  involved in this exploitation of resources?  a conflicts of interest  b free market economy  c income creation  d opportunity cost      37 some countries protect their economies through barriers to free trade.    what would be the result in such countries of this protection?  a competition will be reduced.  b consumer choice will increase.  c prices will fall.  d unemployment will rise.     38 what is an advantage if a region specialises in a narrow range of products?  a other regions will become over-dependent on the region.  b scarce resources are used more efficiently.  c the level of production in the region will decrease.  d the region\u2019s system of transport is improved.    39 what is the main reason why the government, rather than the private sector, builds and runs  hospitals?  a hospitals are expensive to build.  b the government has enough tax revenue to pay for hospitals.  c the government needs to be sure that the doctors are well-trained.  d the whole country can benefit from the provision of good health facilities.   ",
+            "12": "12      permission to reproduce items where third-par ty owned material protected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to t race 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.    \u00a9 ucles 2008 0455/01/m/j/08  40 in an african country, large amounts of land were taken from farmers to make a national park to  protect rare animals and provide a tourist attraction with accommodation.    which of the following is likely to decrease as a result of these changes?  a earnings from foreign visitors  b employment in the primary sector  c employment in the tertiary sector  d the price of land elsewhere       "
+        },
+        "0455_s08_qp_2.pdf": {
+            "1": "    this document consists of 3 printed pages and 1 blank page.  ib08 06_0455_02/rp  \u00a9 ucles 2008  [turn over      *9633334721* university of cambridge international examinations  international general certificate of secondary education       economics 0455/02     paper 2  structured questions  may/june 2008     1 hour 30 minutes    additional materials: answer booklet/paper       read these instructions first    if you have been given an answer booklet, follow the instructions on the front cover of the booklet.  write your centre number, candidate number and name on all the work you hand in.  write in dark blue or black pen. you may use a soft pencil for any diagrams, graphs or rough working.  do not use staples, paper clips, highlighters, glue or correction fluid.   answer all questions.    at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question.   ",
+            "2": "2  \u00a9 ucles 2008 0455/02/m/j/08  answer all questions.      1 uk railway operation     gner is one of a number of companies that operate trains in the uk. gner was formed in 1996  when the national rail company was privatised. gner states that:    - it carried 40  % more passengers in 2005 than in 1996;   - in 2005, 10  % of the passengers bought tickets that were cheaper in real terms than the  cheapest available in 1996;   - from each \u00a31 of revenue, 50  % goes towards track costs and government charges, 46  %  goes on operating costs and less than 4  % is profit;   - it subsidises the less profitable parts of some of the other uk railway companies by the  money it pays to the government;   - since 1996 the company has faced increasingly fierce competition from domestic airlines, car  and coach travel.     (a) explain what is meant by a substitute good and identify an example from the information. [2]     (b) from the information given, was it cheaper to travel by train in 2005 than in 1996? [4]       (c) explain what is meant by a fixed cost and anal yse whether in 2005 the fixed cost of every  journey on gner was higher than the variable cost. [4]      (d) explain what gner means when it says it \u2018subsidises the less profitable parts of some of the  other uk railway companies\u2019. [2]      (e) discuss whether it can be concluded from the information that gner\u2019s profits are likely to  have risen by 40  % between 1996 and 2005. [8]    2 (a) explain what is meant by a trade union and describe its functions. [5]     (b) trade  unions are not often found in small enterprises. how significant might this be as a  factor which influences someone in choosing to work for a small enterprise? [5]    3 in ghana local farmers manage small plots of land for subsistence farming.  however, some have benefited by selling pineapples at an agreed, fi xed price to an exporter. the exporter provides  finance, training, fertilizers and machinery and even building materials for the farmers\u2019 homes.     (a) identify and explain which factors of production are mentioned above. [4]       (b) in 2005, european supermarkets changed their demand to a new, sweeter pineapple not grown in ghana. use demand and supply diagrams to explain what happened in the market for both types of pineapple. [6]    ",
+            "3": "3  \u00a9 ucles 2008 0455/02/m/j/08  4 it is stated that the richest households in a country spend under 15  % of their income on food  while the poorest households spend over 30  %.      (a) do these figures mean that the actual amount spent on food by the richest households is lower than that spent by the poorest households? explain your answer. [4]       (b) daniel recently finished training to be a dentist and started his first job. samira works in a bank and is now in a senior position. describe how the expenditure pattern of these two people might be different. [6]    5 (a) using examples, describe the difference between direct and indirect taxes. [4]       (b) how might a reduction in taxation help any two macro-economic aims of a government? [6]    ",
+            "4": "4    blank page    copyright acknowledgements:    question 1  \u00a9 gner.  permission to reproduce items where third-par ty owned material protected by copyright is  included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holder s, 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.    0455/02/m/j/08   "
+        },
+        "0455_s08_qp_3.pdf": {
+            "1": "    this document consists of 12 printed pages.  ib08 06_0455_03/3rp  \u00a9 ucles 2008  [turn over      *0181983872* university of cambridge international examinations  international general certificate of secondary education       economics  0455/03     paper 3  multiple choice (extended)  may/june 2008     1 hour    additional materials: multiple choice answer sheet    soft clean eraser    soft pencil (type b or hb is recommended)        read these instructions first    write in soft pencil.  do not use staples, paper clips, highlighters, glue or correction fluid. write your name, centre number and candidate number on the answer sheet in the spaces provided  unless this has been done for you.   there are forty  questions on this paper. answer all questions. for each question there are four possible  answers a, b, c and d.   choose the one you consider correct and record your choice in soft pencil on the separate answer sheet.   read the instructions on the answer sheet very carefully.    each correct answer will score one mark. a mark will not be deducted for a wrong answer. any rough working should be done in this booklet.         ",
+            "2": "2  \u00a9 ucles 2008 0455/03/m/j/08  1 what can happen in a planned economy that does not happen in a market economy?  a the allocation of resources can take account of the total effects on society.   b there can be full employment of factors of production.  c there can be inflation.  d there can be international trade.     2  which of the following is a factor of production?  a the payment of interest on a bank loan  b the profit declared by a company in its annual report  c the skill of the managers of a business  d the taxes paid to the government     3 in a mixed economy, resources are used as a result of  a the decisions of consumers only.  b the decisions of firms only.  c the decisions of consumers and firms.  d the decisions of consumers, firms and government.     4 hong kong lacks natural resources. its best asset is its people.    what can be concluded about hong kong\u2019s factors of production?     well supplied poorly supplied  a capital enterprise  b enterprise labour  c labour land  d land capital     ",
+            "3": "3  \u00a9 ucles 2008 0455/03/m/j/08 [turn over  5 the table shows the various combinations of food and clothing which a village can produce using  all its resources.    food units clothing units  0 500  100 400  200 250  300 50  400 0    what is the opportunity cost to the village of increasing the production of food from 200 to 300  units?  a 50 units of clothing  b 100 units of clothing  c 200 units of clothing  d 250 units of clothing    6 an italian-owned tour operator needs its staff in rome to be able to speak a number of languages  so it employs people from different countries. it also uses other firms in different countries to  provide tour guides and coach drivers. it is part of an organisation that has shares issued on the  stock exchange.    which type of company is this?  a a co-operative  b a private company  c a public company  d a multi-national    7 a commercial bank is appointed to act as a country\u2019s central bank.    what new function would it now have?  a controlling monetary policy  b dealing in foreign exchange  c ensuring security for loans  d holding liquid assets     ",
+            "4": "4  \u00a9 ucles 2008 0455/03/m/j/08  8 what is not a function of a trade union?  a to act as a pressure group to change labour laws  b to negotiate with employers over conditions of work   c to promote the sales of products made by its members  d to protect the living standards of its members      9 what is always true about multi-national companies?  a they employ more workers abroad than in their home market.  b they operate in manufacturing industry.  c they originate from developed countries.  d they own production facilities abroad.     10 due to good weather, there is a surplus in the market for an agricultural product.    which change would cause the market to return to equilibrium?  a a decrease in demand  b a fall in price  c an increase in supply  d a rise in price    ",
+            "5": "5  \u00a9 ucles 2008 0455/03/m/j/08 [turn over  11 in july 2006, the uk chocolate producer, cadbury schweppes, had to withdraw one million bars  of chocolate from the market because of food contamination at one of its factories. this was  widely reported in uk newspapers.    which diagram shows the likely effect on the market for chocolate produced by cadbury  schweppes?    oa d dd1 d1p p1 q1qprice of chocolate quantity of chocolateob d dpp1 s1s1 q1qprice of chocolate quantity of chocolate oc d dd1 d1s1s1 s1s1p p1 q1qprice of chocolate quantity of chocolateod d dd1 d1p p1 q1qprice of chocolate quantity of chocolatess ss ss ss      12 what combination of events might cause a rise in the willingness and the ability of consumers to  buy a product?     price of a substitute  product tax rates  a decrease decrease  b decrease increase  c increase increase  d increase decrease    13 what could cause the demand for a product to become more price-elastic?  a a smaller proportion of income being spent on the product  b more substitutes coming onto the market  c the product becoming more of a necessity  d the product falling in price ",
+            "6": "6  \u00a9 ucles 2008 0455/03/m/j/08  14 when the price of a product rises from $10 to $15, the demand falls from 5000 to 4000 units.    what is the value of the price elasticity of demand for the product?  a 0.2 b 0.4 c 1.5 d 2.5     15 what would an individual be doing to be described as a worker in the secondary sector?  a working in a firm that grows fruit trees and plants  b working in a firm that produces machines for other firms  c working in a government passport office  d working in the reception area of a hospital    16 a supermarket wishes to recruit a qualified manager for a senior position to control the stocks of  goods. some work will be required at night as the supermarket is open 24 hours. a good salary is  being offered.    which applicant would be most likely to be suitable for the position?  a a person currently employed as a supervisor in another supermarket  b a person who has experience of managing a small newsagents   c a person who has to travel a long way and has demanding family commitments  d a person who has recently graduated in economics     17 what is the most likely reason for a firm to offer higher wages to recruit more staff?  a falling incomes  b falling output  c falling prices  d falling unemployment    ",
+            "7": "7  \u00a9 ucles 2008 0455/03/m/j/08 [turn over  18 in india, there is a considerable gap between the incomes of the rich and the incomes of the  poor.    in 2006, there were 6 million rich households with an annual income above 215 000 rupees and  50 million poor households with an annual income less than 22 000 rupees.    what is most likely to be true about spending?     the group spending most money  on food per household the group spending the highest  proportion of its income on food  a the rich the rich  b the rich the poor  c the poor the poor  d the poor the rich      19 why would people use their savings to buy shares on a stock exchange?  a to allow easy access to their income  b to earn a fixed income c to keep their money in a safe place  d to make a capital gain     20 an economics student made the following statements about costs of production.    average costs remain the same at all levels of output.  fixed costs can exist when there is no output. total costs can include both fixed and variable costs.  total variable costs fall as output increases.    how many of these statements are correct?  a 1 b 2 c 3 d 4     21 which statement explains why cars are often repaired by small garages?  a bulk buying of spare parts can take place  b car-repair jobs are varied c entry to the car-repair industry is restricted  d expensive machinery is required     ",
+            "8": "8  \u00a9 ucles 2008 0455/03/m/j/08  22 a japanese company which has spare capacity has agreed to refine 20 000 barrels of oil a day  for a chinese company.    what is likely to happen in the japanese firm to fixed cost, to variable cost and to total cost?     fixed cost variable cost total cost  a rise rise rise  b rise fall stay the same  c stay the same rise rise  d stay the same fall fall      23 a firm sells its products for $10 each. it produces 100 units. its average variable cost is $5 and its  average fixed cost is $2.    how much profit does the firm make from selling 100 units?  a $1000  b  $700  c  $500  d  $300     24 in 2006, the indian company, ratnagin gas and power bought another indian power company,  dabhol power.    what type of integration is this?  a conglomerate  b horizontal  c vertical backwards  d vertical forwards    25 what is not a main economic government objective?  a a balance of payments deficit  b economic growth c full employment  d price stability     ",
+            "9": "9  \u00a9 ucles 2008 0455/03/m/j/08 [turn over  26 the diagram shows the price per litre paid for petrol in four countries in a year. the amount of tax  included in that price is shown by the shaded area.    if there was no tax on petrol, which country would have the highest petrol price?    abcd4 3210$ per litre       27 what might a government increase if it wished to raise the growth rate of an economy?  a expenditure on road building   b goods and services tax (value added tax)  c the rate of income tax  d the rate of  interest      28 what is meant by a regressive indirect tax?  a a tax on income that falls more heavily on the poor  b a tax on income that falls more heavily on the rich  c a tax on spending that falls more heavily on the poor  d a tax on spending that falls more heavily on the rich     29 what is likely to be an advantage of economic growth?  a the country\u2019s resources will be depleted.  b the price level will increase.  c the rate of employment will fall.  d the standard of living will increase.    ",
+            "10": "10  \u00a9 ucles 2008 0455/03/m/j/08  30 a government decreased the tax on all goods produced in the country.    what is the most likely result of this?  a a decrease in imports  b a decrease in industrial production  c a decrease in real incomes   d a deterioration in the balance of trade in goods      31 it was reported that the economic recovery in the first half of 2003 was poor.    what factor might have explained this?  a a rise in consumer spending  b a rise in investment  c a rise in oil prices  d a rise in world share prices      32 the table gives information on gross domestic product (gdp) growth rates, inflation and the  unemployment rates for a number of countries in 2006.    country    gdp growth  %   inflation  %   unemployment  rate  %  brazil 3.5 4.0 10.4  china 11.3 1.5 4.2  france 1.5 1.9 9.0  india 9.3 7.9 7.3  uk 2.6 2.5 3.0    what can be concluded from the table about 2006?  a any particular product would cost most in india.  b economic growth was highest when unemployment was lowest.  c low inflation always causes low unemployment.  d on average, the chinese people were likely to have had an increase in real income.     ",
+            "11": "11  \u00a9 ucles 2008 0455/03/m/j/08 [turn over  33 which of the following is most likely to be used as a measure of living standards?  a the balance of trade  b the consumer price index  c the government\u2019s budget position  d the real gdp per head      34 what combination of events is most likely to cause an ageing population?     birth rate death rate  a fall fall  b fall rise  c rise rise  d rise fall     35 zambia is sometimes spoken of as a developing country.    what would be most likely to confirm that a country is developing rather than developed?  a a balance of payments deficit  b a high proportion of the population in subsistence agriculture  c a lack of natural resources  d a large population     36 why might the government of a developing economy welcome large-scale cutting of its limited  hardwood forests for export by a multi-national company?  a it allows profits to be exported.  b it conserves scarce resources.  c it ensures long-term future growth in living standards.  d it increases employment.     37 what is not likely to be a barrier to international trade?  a distance  b exchange rates  c language  d specialisation    ",
+            "12": "12      permission to reproduce items where third-par ty owned material protected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to t race 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.    \u00a9 ucles 2008 0455/03/m/j/08  38 what is an advantage if a region specialises in a narrow range of products?  a other regions will become over-dependent on the region.  b scarce resources are used more efficiently.  c the level of production in the region will decrease.  d the region\u2019s system of transport is improved.     39 what is the main reason why the government, rather than the private sector, builds and runs  hospitals?  a hospitals are expensive to build.  b the government has enough tax revenue to pay for hospitals.  c the government needs to be sure that the doctors are well-trained.  d the whole country can benefit from the provision of good health facilities.     40 a conference representing countries from many parts of the world agreed to ban trade in ivory  products in order to try to stop the killing of elephants. local people also argued that elephants  are a menace: they threaten lives and destroy crops.    which policy do the above statements support?  a all resources should be exploited fully.  b government regulation of production is unnecessary. c the market system should be used to make profits.  d the social costs of production should be considered.       "
+        },
+        "0455_s08_qp_4.pdf": {
+            "1": "    this document consists of 4 printed pages.  ib08 06_0455_04/2rp  \u00a9 ucles 2008  [turn over      *4414346524* university of cambridge international examinations  international general certificate of secondary education       economics 0455/04     paper 4  structured questions  may/june 2008     2 hours    additional materials: answer booklet/paper       read these instructions first    if you have been given an answer booklet, follow the instructions on the front cover of the booklet.  write your centre number, candidate number and name on all the work you hand in.  write in dark blue or black pen. you may use a soft pencil for any diagrams, graphs or rough working.  do not use staples, paper clips, highlighters, glue or correction fluid.   section a  answer question 1.  section b answer any three  questions.   at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question.   ",
+            "2": "2  \u00a9 ucles 2008 0455/04/m/j/08  section a    answer this question.      1 uk railway operation      gner is one of a number of companies that operate trains in the uk. gner was formed in 1996  when the national rail company was privatised. gner states that:    - it carried 40  % more passengers in 2005 than in 1996;   - in 2005, 10  % of the passengers bought tickets that were cheaper in real terms than the  cheapest available in 1996;   - from each \u00a31 of revenue, 50  % goes towards track costs and government charges, 46  %  goes on operating costs and less than 4  % is profit;   - it subsidises the less profitable parts of some of the other uk railway companies by the  money it pays to the government;   - since 1996 the company has faced increasingly fierce competition from domestic airlines, car  and coach travel.     (a) explain what is meant by a substitute good and identify an example from the information. [2]     (b) from the information given, was it cheaper to travel by train in 2005 than in 1996? [4]      (c) explain what is meant by a fixed cost and anal yse whether in 2005 the fixed cost of every  journey on gner was higher than the variable cost. [4]       (d) explain what gner means when it says it \u2018subsidises the less profitable parts of some of the  other uk railway companies\u2019. [2]     (e) discuss whether it can be concluded from the information that gner\u2019s profits are likely to  have risen by 40  % between 1996 and 2005. [8]     ",
+            "3": "3  \u00a9 ucles 2008 0455/04/m/j/08 [turn over  section b    answer any three  questions.      2 (a) explain what is meant by a trade union and describe its functions. [5]      (b) trade  unions are not often found in small enterprises. how significant might this be as a  factor which influences someone in choosing to work for a small enterprise? [5]     (c) why do small enterprises continue to exist as an economy develops and expands? [4]     (d) discuss the effect that the activities of a trade union might have on an economy. [6]      3 in ghana local farmers manage small plots of land for subsistence farming.  however, some have  benefited by selling pineapples at an agreed, fi xed price to an exporter. the exporter provides  finance, training, fertilizers and machinery and even building materials for the farmers\u2019 homes.      (a) identify and explain which factors of production are mentioned above. [4]      (b) in 2005, european supermarkets changed their demand to a new, sweeter pineapple not  grown in ghana. use demand and supply diagrams to explain what happened in the market  for both types of pineapple. [6]     (c) explain why farmers might benefit from an agreed, fixed price. [3]     (d) the ghanaian government has launched an action plan to provide farmers with more finance, better transport and storage facilities to help them compete. discuss whether  governments should always subsidise the production of goods and services. [7]      4 it is stated that the richest households in a country spend under 15  % of their income on food  while the poorest households spend over 30  %.     (a) do these figures mean that the actual amount spent on food by the richest households is lower than that spent by the poorest households? explain your answer. [4]     (b) daniel recently finished training to be a dentist and started his first job. samira works in a bank and is now in a senior position. describe how the expenditure pattern of these two people might be different. [6]     (c) what might be the result of a general increase in the level of consumer spending in an economy? [4]     (d) analyse why earnings might vary between different occupations. [6] ",
+            "4": "4    copyright acknowledgements:    question 1 \u00a9 gner.  permission to reproduce items where third-par ty owned material protected by copyright is  included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holder s, 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 t he cambridge assessment group. ca mbridge assessment is the brand name of university of  cambridge local examinations syndicate (ucles), which is itself a department of the university of cambridge.   \u00a9 ucles 2008 0455/04/m/j/08  5 (a) using examples, describe the difference between direct and indirect taxes. [4]     (b) how might a reduction in taxation help any two macro-economic aims of a government? [6]       (c) why might a government wish to increase employment opportunities? [5]      (d) discuss what might be the consequences of unemployment. [5]     6 (a) explain what is meant by specialisation and in what circumstances it might occur. [5]     (b) some countries use measures to protect home industries. describe how three  of these  measures work. [6]       (c) explain, with the use of one  example, what is meant by a natural resource of a country. [3]      (d) for many countries international trade involves using their natural resources to sell to other  countries. discuss whether it is wise for a country to use (exploit) its natural resources rather than conserve them. [6]     7 (a) identify three  indicators that might be used to compare the standard of living between  countries and consider which, if any, is the most reliable. [6]       (b) it is often presumed that there is greater poverty and a lower standard of living in developing  countries compared with developed countries. discuss whether this is always true. [6]     (c) discuss how the standard of living in a developing country might be improved. [8]    "
+        },
+        "0455_s08_qp_6.pdf": {
+            "1": "    this document consists of 3 printed pages and 1 blank page.  ib08 06_0455_06/4rp  \u00a9 ucles 2008  [turn over      *6476174237* university of cambridge international examinations  international general certificate of secondary education       economics 0455/06     paper 6  alternative to coursework  may/june 2008     1 hour 30 minutes    additional materials: answer booklet/paper       read these instructions first    if you have been given an answer booklet, follow the instructions on the front cover of the booklet.  write your centre number, candidate number and name on all the work you hand in.  write in dark blue or black pen. you may use a soft pencil for any diagrams, graphs or rough working.  do not use staples, paper clips, highlighters, glue or correction fluid.   answer all questions.    at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question.   ",
+            "2": "2  \u00a9 ucles 2008 0455/06/m/j/08  1 india\u2019s postal service     each year in india 16 billion items of post (mail) are sent. 7 billion of these items are delivered by  private firms which employ over 1 million people. there are more than 2500 of these firms ranging from large multi-nationals to small local companies with a fleet of bicycles. the  government, however, is keen to gain much of that business for its own postal service, india post,  and is intending to change the law governing the indian postal industry.    the private firms object saying that the government intends to:    \u007f establish tighter regulatory controls over the private firms which they say is unnecessary  as there is already strong competition;  \u007f make the private firms pay a tax to subsidise india post;  \u007f allow india post to have a monopoly of all letters up to 500 grams which the private firms  say accounts for 60  % of their business.     others say that these changes are necessary as india post is the world\u2019s biggest postal network  with more than 155  000 branches, 89  % of which serve rural areas. private firms operate largely  in urban areas and india post is left with the unpr ofitable task of delivering post in the rural areas  where revenues can cover only 15  % of the costs.      (a) how can you determine if a company is a multi-national? [1]      (b) what might  explain why some firms in the indian postal industry are small and others are  large? [4]       (c) identify why the indian government was intending to change the law relating to postal  services. [2]      (d) (i)  the government wishes to tax private firms in order to subsidise india post. use two  demand and supply diagrams to distinguish between a tax and a subsidy and explain what would happen in the market in each case. [6]      (ii) the private firms are objecting to these proposals. is there enough evidence in the  article for you to conclude that firstly, they will lose business and secondly, they will be worse off? [8]     [total: 21]     ",
+            "3": "3  \u00a9 ucles 2008 0455/06/m/j/08 2 economic indicators      the table gives some information on gross domestic product (gdp), gdp growth rate, the  inflation rate and the unemployment rate for a number of countries in 2006.          (a) explain why a rise in gdp might be associated with a rise in a person\u2019s income. [4]     (b) explain whether the information in the table means that, on average, people in china will have a higher income than people in the uk. [2]       (c) india has a relatively high growth rate and a high inflation rate.     (i) what is meant by inflation? [3]    (ii) does the table confirm the idea that high growth must cause high inflation? [4]     (d) sometimes, as an economy grows, unemployment decreases. explain whether or not this  can be concluded from the table. [6]     [total: 19]     country gdp  us$ billions gdp growth  rate inflation  rate unemployment  rate  germany  2 797.34  1.4  %  1.9  %  9.0  %  china  2 224.81  11.3  %  1.5  %  4.2  %  uk  2 201.47  2.6  %  2.5  %  3.0  %  france  2 105.86  1.5  %  1.9  %  9.0  %  brazil  792.68  3.5  %  4.0  %  10.4  %  india  775.41  9.3  %  7.9  %  7.3  %  mexico  768.44  5.5  %  3.2  %  3.3  % ",
+            "4": "4    blank page    copyright acknowledgements:    question 1  \u00a9 the economist newspaper limited, london, march 2006.  permission to reproduce items where third-par ty owned material protected by copyright is  included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holder s, 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.    0455/06/m/j/08   "
+        },
+        "0455_w08_qp_1.pdf": {
+            "1": "    this document consists of 13 printed pages and 3 blank pages.  ib08 11_0455_01/rp  \u00a9 ucles 2008  [turn over      *7514867531* university of cambridge international examinations  international general certificate of secondary education       economics 0455/01     paper 1  multiple choice (core)  october/november 2008     1 hour    additional materials: multiple choice answer sheet    soft clean eraser    soft pencil (type b or hb is recommended)        read these instructions first    write in soft pencil.  do not use staples, paper clips, highlighters, glue or correction fluid. write your name, centre number and candidate number on the answer sheet in the spaces provided  unless this has been done for you.   there are forty  questions on this paper. answer all questions. for each question there are four possible  answers a, b, c and d.   choose the one you consider correct and record your choice in soft pencil on the separate answer sheet.   read the instructions on the answer sheet very carefully.    each correct answer will score one mark. a mark will not be deducted for a wrong answer. any rough working should be done in this booklet.         ",
+            "2": "2  \u00a9 ucles 2008 0455/01/o/n/08  1 what is not a factor of production?  a company shares  b machinery  c raw materials  d unskilled workers      2 what is a feature of a mixed economic system but not a planned economic system?  a it has both industrial and service sectors.  b it has both large and small firms.  c it has both public and private sectors.  d it has both rural and urban areas.     3 the purchase of new machinery enables a firm to increase output with fewer workers.   what is the effect on labour productivity and total costs?     change in labour  productivity change in total costs  a fall constant  b rise rise  c rise uncertain  d uncertain fall      4 in many developing countries people grow agricultural products. they sell what they produce to  buy other goods.    what is required for this system to work?  a a subsistence economy  b barter  c money  d ownership of land     ",
+            "3": "3  \u00a9 ucles 2008 0455/01/o/n/08 [turn over  5 a charity sold tickets at $5 each. a prize of $100 was given to the owner of the winning ticket.    a student bought a ticket, but did not win.    what is the opportunity cost to the student?  a $5  b $100  c what could have been bought with the $5  d what could have been bought with the $100      6 a company producing coffee in europe has operations in brazil and kenya.    what is a reason why a company might decide to have operations in more than one country?  a availability of cheaper raw materials  b easier central control of operations  c greater  risk of supply disruption  d increased transport costs    7 in which situation will a trade union be least  likely to be effective in supporting the interests of its  members?  a the economy is experiencing an increase in unemployment.  b the firms have a large increase in demand for the product.  c the government passes a law weakening the powers of employers.  d the workers\u2019 wages are a small proportion of total costs.      8 what is a characteristic of a public company?  a it is owned and controlled by its members.  b it is owned and controlled by its partners.  c it is owned and controlled by its shareholders.  d it is owned and controlled by the government.     ",
+            "4": "4  \u00a9 ucles 2008 0455/01/o/n/08  9 the table shows the structure of production in a country in 1994 and 2004.     % of gross domestic product  (gdp)   1994 2004  agriculture 17.6  12.5   mining and quarrying 7.6  5.7   manufacturing 23.5  27.0   education and health 4.9  9.6   distribution and other services 46.4  45.2     what do these statistics show?  a primary production decreased its share of the total  b secondary production decreased its share of the total  c tertiary production decreased its share of the total  d the primary sector produced over half of total output      10 in 2004, dyson, a uk company, launched a luxury version of its vacuum cleaner in japan.    within two years, it became the top-selling vacuum cleaner in the country.    what could have caused this increase in demand?  a a fall in the population of japan  b a fall in the price of alternative vacuum cleaners in japan  c rising levels of unemployment in japan  d successful advertising of dyson vacuum cleaners in japan     ",
+            "5": "5  \u00a9 ucles 2008 0455/01/o/n/08 [turn over  11 the diagram shows the market for a product. the equilibrium is at x.    oprice quantityx ys d     which combination of demand and supply changes would result in a new equilibrium in the area  marked y?     demand change supply change  a decrease decrease  b decrease increase  c increase decrease  d increase increase    12 more of a product is demanded at the same price.    how would this be shown on a diagram of the demand curve?  a a downward movement along the demand curve  b a leftward shift in the demand curve  c a rightward shift in the demand curve  d an upward movement along the demand curve     13 many people prefer to buy clothes from a local shop rather than travel to a specialist tailor to have  them made.    which combination of characteristics of the local shop would make this most likely?  a easily accessible shop high quality product more expensive  b easily accessible shop average quality product less expensive  c shop owner known to customer average quality product more expensive  d shop owner known to customer poor quality product less expensive     ",
+            "6": "6  \u00a9 ucles 2008 0455/01/o/n/08  14 the diamond industry decides to increase production.    which diagram best shows the effect on price and quantity sold?    s0 d0p0 q0q1p1s1price quantitya s1 d0p1 q1q0p0s0price quantityb s d1d0p0 q0 q1p1price quantityc s d0d1p1 q1 q0p0price quantityd       15 in the uk in 2003, average hourly earnings for plumbers were higher than average hourly  earnings for teachers.    what was most likely to have caused this?  a plumbers were in short supply.  b plumbers had a shorter training period than teachers.  c plumbers had further to travel to work.  d plumbers worked longer hours than teachers.      16 what is most likely to cause an increase in wages in an industry?  a a decrease in employment  b a decrease in trade union power   c an improvement in working conditions  d an increase in the responsibilities of workers ",
+            "7": "7  \u00a9 ucles 2008 0455/01/o/n/08 [turn over  17 which type of income is earned by the factor of production enterprise?  a interest  b profit  c rent  d wages      18 what might cause an individual to save more?  a a rise in direct taxation  b a rise in insurance premiums  c a rise in interest rates  d a rise in the prices of foodstuffs     19 25  % of both rural and urban consumers were reported to prefer products from japan when  buying electronic goods.    which combination of characteristics are the japanese electronic goods likely to have which persuade consumers to make this choice?     technology length of guarantee running costs  a latest  12 months high  b standard 12 months low  c latest  24 months low  d standard 24 months high    20 the financial director of a company adds up the expenditure on items such as electricity, petrol  (gas) and diesel fuel and raw materials. the director then divides that total by the firm\u2019s output.    what has the director calculated?  a average revenue  b average fixed cost  c average variable cost  d average total cost    ",
+            "8": "8  \u00a9 ucles 2008 0455/01/o/n/08  21 what must a firm do which aims to make as much profit as possible?  a make revenue and costs equal  b maximise the difference between total revenue and total cost  c maximise revenue  d minimise costs of production      22 the following report appeared in a newspaper.    \u2018british american tobacco (bat), the cigarette producer, said it would invest $1.5 million in  china during the next two years as it set up new factories. china is estimated to be the  world\u2019s most important market for the sale of cigarettes.\u2019    what is likely to happen to the total cost, total revenue and profit of bat?     total cost total revenue profit  a decrease increase uncertain  b decrease decrease increase  c increase increase uncertain  d increase decrease increase     23 what can a small firm do more easily than a large firm?  a adapt to changing fashions  b have specialised managers  c raise finance  d undertake research and development     ",
+            "9": "9  \u00a9 ucles 2008 0455/01/o/n/08 [turn over  24 the diagram shows the cost curves of a firm.    100 output60 4020 0costs ($ 000)     what is the firm\u2019s total variable cost at an output of 100 units?  a 0 b $20 000 c $40 000 d $60 000      25 which of the following is not included in public expenditure?  a capital spending by public companies  b expenditure by government departments  c investment by nationalised industries  d spending by local governments      26 what is most likely to improve the economic performance of a country in the long run?  a a decrease in investment  b a decrease in the school-leaving age  c an increase in government spending on education  d an increase in the rate of interest     27 what describes a regressive income tax?  a as income rises the proportion of tax paid remains constant.   b as income rises the tax rate on additional income falls.  c as income rises the tax rate on additional income rises.  d as income rises the total tax paid rises.    ",
+            "10": "10  \u00a9 ucles 2008 0455/01/o/n/08  28 a high proportion of people in a developing country have very low incomes.    which government policy would help reduce this level of poverty?  a decreasing the tax on goods and services  b decreasing housing subsidies  c increasing import duties  d increasing inheritance tax     29 when is there a budget surplus?  a when government expenditure is greater than government revenue  b when government revenue is greater than government expenditure  c when imports are greater than exports  d when exports are greater than imports     30 which type of unemployment is likely to lead to the most serious regional problems in a country?  a cyclical   b frictional  c residual  d structural      31 the gross domestic product (gdp) of hong kong rose more slowly than the rest of south east  asia between 1997 and 2002.    what is the most likely reason?  a a fall in competitiveness in hong kong   b a fall in production costs in hong kong  c an economic recession throughout south east asia   d a rise in productivity in hong kong     ",
+            "11": "11  \u00a9 ucles 2008 0455/01/o/n/08 [turn over  32 the table shows the rates of inflation in four countries over a period of four years.    which country had the highest average rate of inflation over the four year period?    rate of inflation %  country  year 1 year 2 year 3 year 4  a 3 3 4 4  b 4 8 4 2  c 2 3 3 4  d 5 5 6 3     33 which combination is most likely to be found in a developing country compared with a more  developed country?     population growth rate death rate  a higher higher  b higher lower  c lower higher  d lower lower    34 real gross domestic product per head is often used as a measure of the change in average  living standards.    what reduces its effectiveness in representing this change?  a it omits increases in the cost of living.  b it omits increases in the general price level.  c it omits increases in the hours people work.  d it omits increases in the size of the population.      35 what is usually found in a developed country?  a a high proportion of workers in the tertiary sector  b a high birth rate  c a low level of technology  d a low gdp per head    ",
+            "12": "12  \u00a9 ucles 2008 0455/01/o/n/08  36 which commercial activity will not destroy the natural environment?  a intensive fishing in coastal waters using modern fishing boats  b large-scale farming using chemical fertilisers  c picking apples from trees using local labour  d tree felling by timber companies in tropical forests      37 what lowers the cost of producing goods for export?  a a quota  b a subsidy  c a tariff  d foreign exchange control     38 which of the following increases specialisation?  a a farmer decides to convert some of his farm buildings into holiday cottages for rent.  b a government decides that a country should be more self-sufficient in food production.  c a restaurant owner decides to have only vegetarian meals on his menu.  d a taxi driver decides to train for an additional licence to drive a bus.    39 a major market for bananas from latin america is the european union (eu). in 2006, the eu  imposed a 35  % tariff on banana imports from latin america but not on substitutes from other  regions.    what impact is the tax likely to have had on the price of latin american bananas in the eu and the revenue of latin american producers?    eu price of latin  american bananas revenue of latin  american producers  a decrease decrease  b decrease increase  c increase increase  d increase decrease    ",
+            "13": "13  \u00a9 ucles 2008 0455/01/o/n/08  40 the government of a major oil-exporting country decides to extract more oil and export it as  rapidly as possible.    what is the likely effect of this on the volume of oil exports and the price of oil?     volume of oil exports price of oil  a fall immediately fall in the long term  b fall in the long term rise immediately  c rise immediately fall immediately  d rise in the long term rise in the long term     ",
+            "14": "14   0455/01/o/n/08  blank page",
+            "15": "15   0455/01/o/n/08  blank page",
+            "16": "16      permission to reproduce items where third-par ty owned material protected by copyright is  included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holder s, 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.     0455/01/o/n/08  blank page  "
+        },
+        "0455_w08_qp_2.pdf": {
+            "1": "    this document consists of 3 printed pages and 1 blank page.  ib08 11_0455_02/rp  \u00a9 ucles 2008  [turn over      *9034784228* university of cambridge international examinations  international general certificate of secondary education       economics 0455/02     paper 2  structured questions  october/november 2008     1 hour 30 minutes    additional materials: answer booklet/paper       read these instructions first    if you have been given an answer booklet, follow the instructions on the front cover of the booklet.  write your centre number, candidate number and name on all the work you hand in.  write in dark blue or black pen. you may use a soft pencil for any diagrams, graphs or rough working.  do not use staples, paper clips, highlighters, glue or correction fluid.   answer all questions.    at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question.   ",
+            "2": "2  \u00a9 ucles 2008 0455/02/o/n/08  answer all questions.     1 population in botswana      the charts show the population pyramid for botswana in 2000 and that predicted for 2050.    0 0 20 40 60 80 100 120 20 40 60 80 100 120age 80+ 75-79 70-7465-6960-6455-5950-5445-4940-4435-3930-3425-2920-2415-1910-14 5-90-4botswana: 2000 population (in thousands)male female 0 0 20 40 60 80 100 120 20 40 60 80 100 120age 80+ 75-7970-7465-6960-6455-5950-5445-4940-4435-3930-3425-2920-2415-1910-14 5-90-4botswana: 2050 population (in thousands)male female      ",
+            "3": "3  \u00a9 ucles 2008 0455/02/o/n/08  (a) what is shown in a population pyramid? [3]      (b) describe what the prediction suggests will happen in botswana by 2050. [3]       (c) (i)  draw an outline shape of a population pyramid for a typical developed country to show  how it might differ from those given for botswana. [3]     (ii) explain what causes the difference in t he shape of the population pyramid of a  developed and a developing country. [4]       (d) discuss how an improvement in education in a developing country such as botswana might  have an effect on its population. [7]    2 (a) explain why different income groups might have a different pattern of spending and saving.    [5]     (b) discuss what might influence government spending. [5]      3 in february 2005 kuwait opened a new port extension, said to be the largest and most advanced in the middle east, near the country\u2019s main oil refinery. it took 3 years to build, can accommodate four supertankers at the same time, cost \u00a3187 million and is hoped to last at least 30 years.  kuwait is actively seeking new markets for its planned increase in oil production.    (a) explain, using demand and supply analysis, why kuwait might want to seek new markets when it increases its oil production. [4]       (b) distinguish between fixed and variable costs and consider which is likely to have the highest proportion in the production and distribution of oil. [6]     4 a newspaper advertisement states that there is a job vacancy for a laboratory technician in a  large international chemical company. the person will need to be able to travel a lot and will need  to have an advanced qualification in chemistry. another advertisement is for a secretary/receptionist in a local doctor\u2019s surgery on four afternoons a week.    (a) explain in what type of business organisati on the two occupations might be found. [4]      (b) explain the factors that might affect an individual\u2019s choice of occupation. [6]     5 investment spending is undertaken by bot h the private sector and the public sector.     (a) use examples to distinguish between private se ctor and public sector investment spending.    [4]     (b) explain why investment spending is important for an economy. [6] ",
+            "4": "4    blank page    copyright acknowledgements:    question 1 \u00a9 u.s. census bureau.  permission to reproduce items where third-par ty owned material protected by copyright is  included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holder s, 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. ca mbridge assessment is the brand name of university of  cambridge local examinations syndicate (ucles), which is itself a department of the university of cambridge.    0455/02/o/n/08   "
+        },
+        "0455_w08_qp_3.pdf": {
+            "1": "    this document consists of 12 printed pages.  ib08 11_0455_03/2rp  \u00a9 ucles 2008  [turn over      *8549988253* university of cambridge international examinations  international general certificate of secondary education       economics 0455/03     paper 3  multiple choice (extended)  october/november 2008     1 hour    additional materials: multiple choice answer sheet    soft clean eraser    soft pencil (type b or hb is recommended)        read these instructions first    write in soft pencil.  do not use staples, paper clips, highlighters, glue or correction fluid. write your name, centre number and candidate number on the answer sheet in the spaces provided  unless this has been done for you.   there are forty  questions on this paper. answer all questions. for each question there are four possible  answers a, b, c and d.   choose the one you consider correct and record your choice in soft pencil on the separate answer sheet.   read the instructions on the answer sheet very carefully.    each correct answer will score one mark. a mark will not be deducted for a wrong answer. any rough working should be done in this booklet.         ",
+            "2": "2  \u00a9 ucles 2008 0455/03/o/n/08  1 what is not a factor of production?  a company shares  b machinery  c raw materials  d unskilled workers      2 what is a feature of a mixed economic system but not a planned economic system?  a it has both industrial and service sectors.  b it has both large and small firms.  c it has both public and private sectors.  d it has both rural and urban areas.     3 the purchase of new machinery enables a firm to increase output with fewer workers.   what is the effect on labour productivity and total costs?     change in labour  productivity change in total costs  a fall constant  b rise rise  c rise uncertain  d uncertain fall      4 the uk government gave subsidies to orchestras so that the number of concert performances  could be increased. however, the advertisements for these concerts caused such extra demand that ticket prices rose despite the subsidy.    what can be concluded about these changes?  a the demand curve for concerts moved to the left  b the government alone determined the market price  c the market allocation of resources was altered d there is now no scarcity of resources available for concerts     ",
+            "3": "3  \u00a9 ucles 2008 0455/03/o/n/08 [turn over  5 a woman playing a quiz game starts with no money, but correctly answers the question that is  worth $4000. the next question is worth $10 000 but if she answers incorrectly she will leave the  game with no money.    what is her opportunity cost of choosing to answer the $10 000 question if her answer is  incorrect?  a nothing b $4000 c $6000 d $10 000      6 a company producing coffee in europe has operations in brazil and kenya.    what is a reason why a company might decide to have operations in more than one country?  a availability of cheaper raw materials  b easier central control of operations  c greater  risk of supply disruption  d increased transport costs    7 in which situation will a trade union be least  likely to be effective in supporting the interests of its  members?  a the economy is experiencing an increase in unemployment.  b the firms have a large increase in demand for the product.  c the government passes a law weakening the powers of employers.  d the workers\u2019 wages are a small proportion of total costs.      8 which disadvantage is likely to arise when a private company grows and becomes a public  company?  a banks may have less confidence in its financial stability.  b customers may expect a reduced range of products.  c suppliers may be more uncertain about receiving payment for materials.  d workers may feel less motivated within a larger organisation.     ",
+            "4": "4  \u00a9 ucles 2008 0455/03/o/n/08  9 the following table gives information about four companies.    which one of these companies is not a multi-national company?    company number of countries in  which the company has  shareholders number of countries in  which the company has  factories number of countries in  which the company  sells its products  a 2 1 100  b 1 2 50  c 10 20 20  d 20 5 1    10 in 2004, dyson, a uk company, launched a luxury version of its vacuum cleaner in japan.    within two years, it became the top-selling vacuum cleaner in the country.    what could have caused this increase in demand?  a a fall in the population of japan  b a fall in the price of alternative vacuum cleaners in japan  c rising levels of unemployment in japan  d successful advertising of dyson vacuum cleaners in japan     ",
+            "5": "5  \u00a9 ucles 2008 0455/03/o/n/08 [turn over  11 the diagram shows the market for a product. the equilibrium is at x.    oprice quantityx ys d     which combination of demand and supply changes would result in a new equilibrium in the area  marked y?     demand change supply change  a decrease decrease  b decrease increase  c increase decrease  d increase increase    12 four changes affecting the supply of a good are listed below.    which would cause the supply curve to shift to the left?  a a decrease in its market price  b an improvement in technology   c an increase in labour productivity  d the introduction of a sales tax     13 many people prefer to buy clothes from a local shop rather than travel to a specialist tailor to have  them made.    which combination of characteristics of the local shop would make this most likely?  a easily accessible shop high quality product more expensive  b easily accessible shop average quality product less expensive  c shop owner known to customer average quality product more expensive  d shop owner known to customer poor quality product less expensive     ",
+            "6": "6  \u00a9 ucles 2008 0455/03/o/n/08  14 the price elasticity of demand for a good is calculated as \u20130.5.    what will occur if the price of the good increases by 10  %?  a demand will fall by 20  %.  b demand will fall by 5  %.  c revenue will fall by 20  %.  d revenue will fall by 5  %.     15 each of the four sets of descriptions applies to a different person who was appointed to a job.     each job was different.    which job was likely to have offered the lowest pay?  a skilled inexperienced older worker  b unskilled experienced older worker  c skilled experienced younger worker  d unskilled inexperienced younger worker     16 what is most likely to explain why a worker receives above average hourly earnings?  a demand for the product is high and the production process is simple.  b the employer provides the worker with fringe benefits.  c the product is difficult to produce and requires the worker to be highly skilled.  d working in the job provides the worker with a high level of job satisfaction.    17 in which way will an increase in income be most likely to affect the amount of spending and  saving of an individual?     spending saving  a fall fall  b fall rise  c rise fall  d rise rise    ",
+            "7": "7  \u00a9 ucles 2008 0455/03/o/n/08 [turn over  18 why might a person buy ordinary shares on the stock exchange rather than put the money in a  savings account?  a to earn a fixed income  b to gain a high return c to keep money in a safe place  d to start a company      19 25  % of both rural and urban consumers were reported to prefer products from japan when  buying electronic goods.    which combination of characteristics are the japanese electronic goods likely to have which persuade consumers to make this choice?     technology length of guarantee running costs  a latest  12 months high  b standard 12 months low  c latest  24 months low  d standard 24 months high    20 the financial director of a company adds up the expenditure on items such as electricity, petrol  (gas) and diesel fuel and raw materials. the director then divides that total by the firm\u2019s output.    what has the director calculated?  a average revenue  b average fixed cost  c average variable cost  d average total cost    21 a business aims to maximise profits.    to do this, it will have to  a maximise sales revenue.  b maximise the difference between sales revenue and production costs.  c minimise production costs.  d minimise the difference between actual production and maximum production.    ",
+            "8": "8  \u00a9 ucles 2008 0455/03/o/n/08  22 the following report appeared in a newspaper.    \u2018british american tobacco (bat), the cigarette producer, said it would invest $1.5 million in  china during the next two years as it set up new factories. china is estimated to be the world\u2019s most important market for the sale of cigarettes.\u2019    what is likely to happen to the total cost, total revenue and profit of bat?     total cost total revenue profit  a decrease increase uncertain  b decrease decrease increase  c increase increase uncertain  d increase decrease increase    23 increasing returns to scale means that if all inputs are doubled, output will  a remain the same.  b increase but less than double.  c double.  d more than double.     24 a motor car manufacturer buys a chain of showrooms where the new cars are sold to the public.    of what is this an example?  a conglomerate integration  b horizontal integration  c vertical integration backwards  d vertical integration forwards     25 which of the following is not included in public expenditure?  a capital spending by public companies  b expenditure by government departments c investment by nationalised industries  d spending by local governments     ",
+            "9": "9  \u00a9 ucles 2008 0455/03/o/n/08 [turn over  26 what is most likely to improve the economic performance of a country in the long run?  a a decrease in investment  b a decrease in the school-leaving age  c an increase in government spending on education  d an increase in the rate of interest      27 rose earns $12  000 per annum and pays $4000 per annum in income tax. johann earns  $20 000 per annum and pays $5000 per annum in income tax.    what describes this system of income tax?  a flat rate  b progressive  c proportional  d regressive      28 a government could be successful in achieving one of its economic aims. however, this could  cause a subsequent result which might be undesirable.    which case would the government think undesirable?     successful aim subsequent result  a improved balance of payments fewer people out of work  b faster economic growth higher living standards  c steadier prices lower trade deficit  d reduced unemployment higher rate of inflation     29 the government puts a $2.00 tax on each $8.00 dvd sold. as a result, the price of a dvd rises  from $8.00 to $8.50.    what can be concluded from this?  a the demand for dvds is price inelastic.  b the government will receive only 25  % of its expected tax revenue.  c the incidence of the tax will fall mainly on the producer.  d the tax is progressive.     ",
+            "10": "10  \u00a9 ucles 2008 0455/03/o/n/08  30 which type of unemployment is likely to lead to the most serious regional problems in a country?  a cyclical   b frictional  c residual  d structural      31 the gross domestic product (gdp) of hong kong rose more slowly than the rest of south east  asia between 1997 and 2002.    what is the most likely reason?  a a fall in competitiveness in hong kong   b a fall in production costs in hong kong  c an economic recession throughout south east asia   d a rise in productivity in hong kong      32 the table shows the index numbers for gross domestic product (gdp) for four countries  between 2001 and 2005.    which country experienced the greatest economic growth over the period 2001 to 2005?    country 2001 2002 2003 2004 2005  a 96.7 98.6 100 103.7 106.1  b 85.3 98.5 100 102.6 105.0  c 94.4 99.0 100 106.6 108.1  d 92.8 94.5 100 105.8 110.0      33 which combination is most likely to be found in a developing country compared with a more  developed country?     population growth rate death rate  a higher higher  b higher lower  c lower higher  d lower lower     ",
+            "11": "11  \u00a9 ucles 2008 0455/03/o/n/08 [turn over  34 real gross domestic product per head is often used as a measure of the change in average  living standards.    what reduces its effectiveness in representing this change?  a it omits increases in the cost of living.  b it omits increases in the general price level.  c it omits increases in the hours people work.  d it omits increases in the size of the population.     35 what will be found in a typical developed country?  a a dominant primary sector  b a large percentage of employment in the informal (unofficial) sector  c a population with a rising average age  d labour intensive production methods in manufacturing industry     36 which commercial activity will not destroy the natural environment?  a intensive fishing in coastal waters using modern fishing boats  b large-scale farming using chemical fertilisers  c picking apples from trees using local labour  d tree felling by timber companies in tropical forests      37 world-wide campaigns to reduce smoking will affect malawi, which has relied on tobacco for its  main export earnings.    what is likely to happen if malawi is successful in replacing its earnings from tobacco by developing its tourist trade?  a the number of jobs required in the service sector will decrease.  b the primary sector will become more significant in the economy.  c there will be greater expenditure on new roads and infrastructure.  d visible earnings will increase while invisible earnings will decrease.      38 which of the following increases specialisation?  a a farmer decides to convert some of his farm buildings into holiday cottages for rent.  b a government decides that a country should be more self-sufficient in food production.  c a restaurant owner decides to have only vegetarian meals on his menu.  d a taxi driver decides to train for an additional licence to drive a bus.   ",
+            "12": "12      permission to reproduce items where third-par ty owned material protected by copyright is  included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holder s, 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.    \u00a9 ucles 2008 0455/03/o/n/08  39 a major market for bananas from latin america is the european union (eu). in 2006, the eu  imposed a 35  % tariff on banana imports from latin america but not on substitutes from other  regions.    what impact is the tax likely to have had on the price of latin american bananas in the eu and  the revenue of latin american producers?     eu price of latin  american bananas revenue of latin  american producers  a decrease decrease  b decrease increase  c increase increase  d increase decrease      40 greenhouse gases caused by burning fuel in europe are leading to global warming.    this results in effects on non-european countries which are called  a average costs.  b external costs.  c private costs.  d social costs.       "
+        },
+        "0455_w08_qp_4.pdf": {
+            "1": "    this document consists of 5 printed pages and 3 blank pages.  ib08 11_0455_04/3rp  \u00a9 ucles 2008  [turn over      *0523956265* university of cambridge international examinations  international general certificate of secondary education       economics 0455/04     paper 4  structured questions  october/november 2008     2 hours    additional materials: answer booklet/paper       read these instructions first    if you have been given an answer booklet, follow the instructions on the front cover of the booklet.  write your centre number, candidate number and name on all the work you hand in.  write in dark blue or black pen. you may use a soft pencil for any diagrams, graphs or rough working.  do not use staples, paper clips, highlighters, glue or correction fluid.   section a  answer question 1.  section b answer any three  questions.   at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question.   ",
+            "2": "2  \u00a9 ucles 2008 0455/04/o/n/08  section a    answer this question.      1 population in botswana      the charts show the population pyramid for botswana in 2000 and that predicted for 2050.    0 0 20 40 60 80 100 120 20 40 60 80 100 120age 80+ 75-79 70-7465-6960-6455-5950-5445-4940-4435-3930-3425-2920-2415-1910-14 5-90-4botswana: 2000 population (in thousands)male female 0 0 20 40 60 80 100 120 20 40 60 80 100 120age 80+ 75-7970-7465-6960-6455-5950-5445-4940-4435-3930-3425-2920-2415-1910-14 5-90-4botswana: 2050 population (in thousands)male female      ",
+            "3": "3  \u00a9 ucles 2008 0455/04/o/n/08 [turn over  (a) what is shown in a population pyramid? [3]      (b) describe what the prediction suggests will happen in botswana by 2050. [3]       (c) (i)  draw an outline shape of a population pyramid for a typical developed country to show  how it might differ from those given for botswana. [3]     (ii) explain what causes the difference in t he shape of the population pyramid of a  developed and a developing country. [4]       (d) discuss how an improvement in education in a developing country such as botswana might  have an effect on its population. [7]    ",
+            "4": "4  \u00a9 ucles 2008 0455/04/o/n/08  section b     answer three  questions from this section.      2 (a) explain why different income groups might have a different pattern of spending and saving.    [5]    (b) discuss what might influence government spending. [5]     (c) outline the functions of a central bank. [4]       (d) analyse how a central bank might influence consumer saving. [6]    3 in february 2005 kuwait opened a new port extension, said to be the largest and most advanced  in the middle east, near the country\u2019s main oil refinery. it took 3 years to build, can accommodate  four supertankers at the same time, cost \u00a3187 million and is hoped to last at least 30 years.  kuwait is actively seeking new markets for its planned increase in oil production.       (a) explain, using demand and supply analysis, why kuwait might want to seek new markets when it increases its oil production. [4]      (b) distinguish between fixed and variable costs and consider which is likely to have the highest  proportion in the production and distribution of oil. [6]      (c) explain what is meant by a substitute good and a complementary good and give an example  of each connected with oil. [4]     (d) explain what is meant by price elasticity of demand and use this concept to discuss what  might happen in the market for oil if the price of oil was raised. [6]     4 a newspaper advertisement states that there is a job vacancy for a laboratory technician in a  large international chemical company. the person will need to be able to travel a lot and will need to have an advanced qualification in chemistry. another advertisement is for a secretary/receptionist in a local doctor\u2019s surgery on four afternoons a week.       (a) explain in what type of business organisati on the two occupations might be found. [4]     (b) explain the factors that might affect an individual\u2019s choice of occupation. [6]     (c) describe how a person\u2019s income is likely to change during their life. [3]       (d) discuss what might determine why one job is paid more than another. [7]   ",
+            "5": "5  \u00a9 ucles 2008 0455/04/o/n/08  5 investment spending is undertaken by bot h the private sector and the public sector.      (a) use examples to distinguish between private se ctor and public sector investment spending.    [4]     (b) explain why investment spending is important for an economy. [6]       (c) what is the difference between a mixed economy and a market economy? [4]      (d) explain how economic growth might change the relative importance of the primary,  secondary and service sectors. [6]    6 low inflation and low unemployment are often aims of government policy.     (a) what is meant by inflation? [3]       (b) explain how inflation is measured. [7]     (c) describe two reasons why there might be changes in the level of unemployment in a  country. [4]     (d) discuss why governments might be concerned to keep the rate of unemployment low. [6]    7 kenya and tanzania have fishing rights in their coastal waters which contain large numbers of commercial fish species. the fish are being caught illegally by boats from other african and far eastern countries. the european union has negotiated to buy a share of the fishing rights for its  own fishing companies and help control the industry in which there is a lack of capital and corrupt  practices.  however, the fear is that there will still be overfishing and not enough money will reach the kenyan and tanzanian economies.       (a) explain why developing countries such as kenya and tanzania might need the intervention of foreign companies. [4]       (b) is intervention by a foreign multi-national always beneficial for a country? [6]     (c) explain two policies a country might use in international trade to protect its home industries.    [4]     (d) if a country has a rich natural resource, should it exploit or conserve it? [6]    ",
+            "6": "6    blank page   0455/04/o/n/08  ",
+            "7": "7    blank page   0455/04/o/n/08  ",
+            "8": "8    blank page    copyright acknowledgements:    question 1 \u00a9 u.s. census bureau.  permission to reproduce items where third-par ty owned material protected by copyright is  included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holder s, 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.    0455/04/o/n/08   "
+        },
+        "0455_w08_qp_6.pdf": {
+            "1": "    this document consists of 3 printed pages and 1 blank page.  ib08 11_0455_06/4rp  \u00a9 ucles 2008  [turn over      *3750815764* university of cambridge international examinations  international general certificate of secondary education       economics 0455/06     paper 6  alternative to coursework  october/november 2008     1 hour 30 minutes    additional materials: answer booklet/paper       read these instructions first    if you have been given an answer booklet, follow the instructions on the front cover of the booklet.  write your centre number, candidate number and name on all the work you hand in.  write in dark blue or black pen. you may use a soft pencil for any diagrams, graphs or rough working.  do not use staples, paper clips, highlighters, glue or correction fluid.   answer all questions.    at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question.   ",
+            "2": "2  \u00a9 ucles 2008 0455/06/o/n/08  1 chocolate and coffee     extract 1 is from the back of a box of chocolates produced by a uk company called   hotel chocolat.    \u2018we are still owned and run by the two original founders of the company and have delivered over  2 million products all around the world. we are only a small buyer in the global chocolate market  but are concerned with an ethical trading policy. we help fund projects in ghana \u2013 the world\u2019s second largest cocoa producing country. we recently provided new, more productive tree  seedlings to replace 50 year old stock to enable farmers to earn more through higher yields. we  also donate to village schools to ensure children have opportunities through education. the dyes we use to colour the boxes come from the cocoa pods (beans) that we use for the chocolate.\u2019     extract 2 is from a leaflet produced by the natural coffee company.    the natural coffee company has developed a range of organic coffee selected from farms  around the world and chosen for their quality and flavour. the company says \u2018this enables us to maintain the individual characteristics of the coffee which are often lost when coffee is produced  and packed on a large scale. we do not sell our coffee to supermarkets as we prefer to deal with  small producers that have limited production. thus, we can be sure that every pack of coffee meets our high standards. all our coffee is roasted and packed to order so reflecting our personal interest in delivering the product in as fresh a condition as possible.    we bring you the best coffee without damaging the environment and the communities in which it  is grown. for example, we trade in guatemala where a family-run farm of 412 acres gives equal pay for women and pays nearly three times the minimum wage during the coffee season. we also trade in el salvador where there are 240 members of the coffee co-operative. they aim to  generate economic growth and social benefits for the community. all members benefit from the  profits made. in peru, we work with 800 co-operatives, employing 4500 people, while in costa rica there are 3500 small producers in a co- operative. the organisation has enabled them to  support 224 schools in the last 12 years.\u2019     (a) explain whether there is any evidence in extract 1 to conclude that hotel chocolat is a multi-national company. [3]     (b) analyse whether the new trees provided in ghana would necessarily enable farmers to earn  more. [4]    (c) (i)   identify from extract 1 an example of joint supply. [1]    (ii) product x and product y are jointly supplied.  suppose a change in tastes causes a  decrease in demand for product x. use demand and supply diagrams to show how this would affect the price and quantity in the market for product x and in the market for  product y. [4]     (d) consider the evidence in extract 2 about co-operatives.    (i) explain what is meant by a co-operative. [3]    (ii) explain what advantages these co-operatives are said to give. [5]    (e) what else might you need to know in order to decide whether co-operatives are always a  beneficial organisation for production? [7]     [total: 27]  ",
+            "3": "3  \u00a9 ucles 2008 0455/06/o/n/08  2 economic indicators      the table gives information on gross domestic product (gdp), industrial production, consumer  prices and trade balances for a number of countries in 2006.     % change on previous year last 12 months  country gdp industrial  production consumer  prices trade  balance  us$ billions  china +9.9  +16.2 +0.9  +102.6  czech republic +6.9  +15.1 +2.8  +1.7  singapore +8.7  +1.3 +1.8  +31.1  taiwan +6.4  +4.4 +1.0  +7.6  turkey +7.0  -4.5 +8.2  -43.9       (a) does the table support the idea that countries should copy china and have a large increase in industrial production in order to achieve a high increase in gdp? [4]       (b) the table shows that the gdp in singapore increased by 2.3  % more than that in taiwan.  what evidence is there to suggest that the people in singapore may not feel 2.3  % better off  than those in taiwan? [2]       (c) what else might you investigate to determine whether people in singapore were in fact better off than people in taiwan? [7]     [total: 13]      ",
+            "4": "4    blank page    copyright acknowledgements:    extract 1 \u00a9 hotel chocolat. extract 2 \u00a9 natural coffee company.  permission to reproduce items where third-par ty owned material protected by copyright is  included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holder s, 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.    0455/06/o/n/08   "
+        }
+    },
+    "2009": {
+        "0455_s09_qp_1.pdf": {
+            "1": "    this document consists of 8 printed pages.  ib09 06_0455_01/3rp  \u00a9 ucles 2009  [turn over      *6694025066* university of cambridge international examinations  international general certificate of secondary education       economics  0455/01     paper 1  multiple choice  may/june 2009     45 minutes    additional materials: multiple choice answer sheet    soft clean eraser    soft pencil (type b or hb is recommended)        read these instructions first    write in soft pencil.  do not use staples, paper clips, highlighters, glue or correction fluid. write your name, centre number and candidate number on the answer sheet in the spaces provided  unless this has been done for you.   there are thirty  questions on this paper. answer all questions. for each question there are four possible  answers a, b, c and d.   choose the one you consider correct and record your choice in soft pencil on the separate answer sheet.   read the instructions on the answer sheet very carefully.    each correct answer will score one mark. a mark will not be deducted for a wrong answer. any rough working should be done in this booklet.         ",
+            "2": "2  \u00a9 ucles 2009 0455/01/m/j/09  1 what is the basic economic problem facing all societies?  a how to achieve price stability  b how to keep employment levels high  c the extent to which incomes should be redistributed  d what will be produced, how and for whom      2 a major airline needs a range of people and equipment. these can be divided into factors of  production.    which is allocated to its correct factor of production?     people or equipment factor of production  a aircraft capital  b computer network land  c pilots enterprise  d shareholders labour     3 commercial companies are cutting down tropical rainforests for hardwood timber.   what is the opportunity cost to society of this activity?  a tax revenue from the sale of the timber  b the environment that is destroyed  c the products made from the timber  d the profits of the companies     4 who is definitely employed in the primary sector?  a a person in a firm producing goods for other firms to use  b a person in a firm engaged in agricultural production  c a person in an organisation which first deals with any imports into the country  d a person in the head office of a company     5 which argument can be used in favour of the market economy?  a it enables consumers to show their preferences for goods.  b it ensures that all capital resources are used.  c it guarantees full employment.  d it leads to an equal distribution of wealth.   ",
+            "3": "3  \u00a9 ucles 2009 0455/01/m/j/09 [turn over  6 the market for a good was in equilibrium. a change occurred which resulted in a new equilibrium  with a higher price for the good and a lower quantity traded.    what change would have caused this?  a the demand curve moved to the left.  b the demand curve moved to the right.  c the supply curve moved to the left.  d the supply curve moved to the right.     7 it was reported in 2002 that south africa, a mixed economy, would face sharp increases in air  and water pollution unless action was taken to develop environmentally friendly policies for its citizens.    why is a mixed economy thought to be a satisfactory means of achieving environmentally friendly  development?  a because all development is paid for by the government  b because it allows external costs to be considered  c because it ensures development at lowest cost  d because it is the most productive system      8 it was reported that a company producing designer clothes had increased its revenue by 20  % at  a time when it decreased its prices.    what does this suggest about the demand for these goods at that time?  a it was perfectly price elastic.  b it was perfectly price inelastic.  c it was price elastic.  d it was price inelastic.      9 which costs will be reduced if a factory decreases the amount of pollution it causes to the  environment?  a average costs  b external costs c fixed costs d variable costs     ",
+            "4": "4  \u00a9 ucles 2009 0455/01/m/j/09  10 what function does a central bank provide for the general public?  a accepting deposits  b issuing banknotes  c making loans  d providing overdrafts      11 a person is keen to repay a large debt owed on his credit card.    what is likely to cause that person to reduce the credit card repayment and spend more from his  weekly wage?  a an increase in interest rates  b an increase in the price of essential products  c an increase in the range of products available  d an increase in weekly earnings      12 why are farm workers likely to be paid a lower wage rate than workers in manufacturing?  a farm workers are more likely to be in a trade union.  b farm workers are more likely to have a shorter working life.  c farm workers are more likely to have poorer working conditions.  d farm workers are more likely to produce goods with a lower value.      13 three doctors decide to work together in one health centre.    what form of business organisation are they most likely to choose?  a a partnership  b a private company  c a public company  d a public corporation     14 how does a firm guarantee that it makes the maximum profit?  a by maximising the difference between its total revenue and total cost  b by maximising the number of goods that it sells  c by minimising the amount of goods that it keeps in stock  d by minimising the difference between average revenue and average cost    ",
+            "5": "5  \u00a9 ucles 2009 0455/01/m/j/09 [turn over  15 some travellers complain about the disturbance caused when other people use their mobile (cell)  phones. as a result, a uk train operator announces that it will buy some new trains that will have  a device fitted to prevent the use of mobile (cell) phones.    what will definitely happen to the train operator?  a its average revenue will decrease.  b its total revenue will increase.  c its fixed cost will increase.  d its total cost will decrease.      16 which is a diseconomy of scale?  a bulk buying reduces costs.  b communications deteriorate.  c employees are more motivated.  d technological improvements take place.     17 the diagram shows the fixed costs, variable costs and total costs of a firm.    60 5040302010 0costs ($000) units100     what is the firm\u2019s variable cost at an output of 100 units?  a $500  b $10 000 c $50 000  d $60 000      18 what is likely to increase with economic growth?  a cyclical unemployment  b income per head  c the budget deficit  d the conservation of natural resources    ",
+            "6": "6  \u00a9 ucles 2009 0455/01/m/j/09  19 a government decreased the tax on all goods imported into the country.    what is the most likely result of this?  a a decrease in domestic production  b an increase in economic growth  c an increase in exports  d an improvement in the balance of trade in goods     20 changes in demand mean that the government of bangladesh hopes to switch some production  from clothes made by low-paid, unskilled workers to medicines produced by highly-trained  technicians.    what policies would enable bangladesh to achieve this switch in employment and production?  a demolish clothes factories and decrease imports  b encourage immigration of foreign labour and introduce tariffs on clothing  c invest in education and purchase new machines  d substitute labour for machines and encourage emigration of workers from bangladesh     21 what is not an important step in the construction of an accurate retail price index?  a choosing a base year with normal economic conditions  b comparing price rises with those of international competitors  c sampling prices from a wide range of retail outlets  d selecting a typical basket of goods consumed by the average citizen    22 the table shows the percentage changes in earnings and consumer prices for four countries for  one year.    which country is likely to have experienced the greatest increase in real income during the year?     country earnings consumer prices  a france +12.5 +9.5  b japan +4.0 +2.0  c uk +8.5 +5.0  d germany +4.0 +4.0    ",
+            "7": "7  \u00a9 ucles 2009 0455/01/m/j/09 [turn over  23 what might cause a decline in economic output?    a a decrease in income tax  b a decrease in sales tax  c an increase in company investment  d an increase in unemployment      24 a closed economy has both a private sector and a public sector.    gross domestic product (gdp) consists of total consumer expenditure plus gross investment  plus  a the value of exports.  b the value of exports minus the value of imports.  c total government expenditure.  d total government expenditure minus total taxation.      25 what is most likely to cause an immediate decrease in the size of the working population?  a a fall in the average size of families  b a fall in the birth rate  c a reduction in the age of retirement  d an increase in net immigration      26 what is least  likely  to be found in a typical developing country?  a ill-health affects many of the population.  b many workers are highly skilled.  c production is labour-intensive.  d there is an unequal  distribution of income and wealth.    27 which statement about economic development is correct?  a a country needs more than a high gdp to be considered developed.  b a country which has rich reserves of raw materials is classed as developed.  c a country will have no people living in poverty when it is developed.  d a country with a trade surplus is considered to be developed.    ",
+            "8": "8      permission to reproduce items where thir d-party owned material protected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holder s, 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.    \u00a9 ucles 2009 0455/01/m/j/09  28 what is not an advantage of specialisation and division of labour?  a a product is manufactured in separate stages, making it easier to use machinery.  b some workers become more dependent on other workers.  c workers complete a limited range of tasks and become more efficient at them.  d workers spend less time moving from one task to another.      29 a large amount of the agricultural products in a country were damaged by floods.    what is likely to have happened to the price of agricultural products and the volume of imports of  agricultural products?     price of products volume of imports  a fall fall  b fall rise  c rise fall  d rise rise    30 what would be least likely to limit international trade?  a border restrictions on movement  b common regulations in different countries  c complicated customs procedures  d poor information on international markets      "
+        },
+        "0455_s09_qp_2.pdf": {
+            "1": "    this document consists of 4 printed pages.  ib09 06_0455_02/3rp  \u00a9 ucles 2009  [turn over      *2969522440* university of cambridge international examinations  international general certificate of secondary education       economics 0455/02     paper 2  structured questions  may/june 2009     2 hours    additional materials: answer booklet/paper       read these instructions first    if you have been given an answer booklet, follow the instructions on the front cover of the booklet.  write your centre number, candidate number and name on all the work you hand in.  write in dark blue or black pen. you may use a soft pencil for any diagrams, graphs or rough working.  do not use staples, paper clips, highlighters, glue or correction fluid.   section a  answer question 1.  section b answer any three  questions.   at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question.   ",
+            "2": "2  \u00a9 ucles 2009 0455/02/m/j/09  section a    answer this question.      1 economic growth in uganda    in 2007 there were 27.7 million people in uganda. it was reported that by 2025 the population  was expected to almost double, making uganda the country with the fastest increase in  population in the world. there was concern that with limited employment, health care and  education in uganda, such an increase in population would result in increased poverty. however, the president of uganda said that the count ry was under-populated and that the population  increase would result in a bigger internal market and a larger workforce which would improve  economic prospects and economic growth.      (a) explain what is meant by economic growth. [4]       (b) discuss why many countries aim to increase economic growth. [4]      (c) identify two macro-economic aims, apart from economic growth, that a government may  have, and explain why a government might think these aims are important. [6]      (d) discuss whether you agree with the president of uganda that an increase in population  causes an increase in the workforce which would improve economic growth. [6]     ",
+            "3": "3  \u00a9 ucles 2009 0455/02/m/j/09 [turn over  section b    answer any three  questions from this section.      2 a company produces cigarettes which it believes have a low price elasticity of demand.      (a) explain what is meant by price elasticity of demand. [4]     (b) how might knowledge of price elasticity be of use to a producer? [6]       (c) some countries have now prohibited smoking in public areas in buildings. use the concepts of private and social costs and benefits to explain this policy. [6]      (d) discuss what effect the policy of prohibiting smoking in public areas might have on the  manufacturers of cigarettes. [4]     3 in 2007, it was reported that a trade union of  post office workers feared that increased capital  investment would mean more automation and job losses. the union demanded that managers  allow higher wages and shorter working hours for its members.      (a) explain what is meant by the factors of production and identify which factors are involved in  the above statement. [4]      (b) describe the functions of a trade union. [6]      (c) what is meant when an industry is said to become more capital-intensive rather than labour- intensive? [3]     (d) discuss whether increased automation is likely to make it easy for the union to achieve both of its demands in the statement above. [7]    4 in the same industry there are often firms of different sizes. sometimes a firm integrates with another firm.     (a) what is the difference between horizontal and vertical integration? [4]      (b) contrast the characteristics of two types of business organisation. [6]      (c) discuss whether the growth of a firm is advantageous for both the firm and consumers. [10]    ",
+            "4": "4    copyright acknowledgements:    question 1  \u00a9 xan rice; the guardian , 01 september 2006.   permission to reproduce items where third-par ty owned material protected by copyright is  included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holder s, 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.   \u00a9 ucles 2009 0455/02/m/j/09  5 many governments have increased their spending on police and armed forces but there is an opportunity cost of this policy.     (a) explain the term opportunity cost and discuss why an increase in spending on police and  armed forces may result in an opportunity cost. [4]      (b) discuss whether such government spending could be a result of market failure. [6]     (c) sometimes governments do not provide goods and services but they still influence the activities of private firms. analyse how they might do this. [10]    6 (a) what is meant by inflation? [4]      (b) explain how a government might calculate the rate of inflation in its economy. [6]      (c) how might inflation affect a person\u2019s spending, saving and borrowing? [10]    7 countries sometimes establish agreements with each other to encourage free trade by abolishing tariffs or quotas on trade between them.       (a) distinguish between a tariff and a quota. [4]      (b) analyse the possible link between the level of tariffs and international specialisation. [4]      (c) analyse the advantages of trading without tariffs and quotas. [6]       (d) there is sometimes opposition to the removal of a tariff. analyse how this might be justified.   [6]     "
+        },
+        "0455_s09_qp_3.pdf": {
+            "1": "    this document consists of 8 printed pages and 1 insert.  ib09 06_0455_03/6rp  \u00a9 ucles 2009  [turn over      *6179459504* for examiner's use  1   2   total   university of cambridge international examinations  international general certificate of secondary education       economics 0455/03     paper 3  analysis and critical evaluation  may/june 2009     1 hour 30 minutes    candidates answer on the question paper. additional materials: insert       read these instructions first    write your centre number, candidate number and name on all the work you hand in.  write in dark blue or black pen.  you may use a soft pencil for any diagrams, graphs or rough working. do not use staples, paper clips, highlighters, glue or correction fluid.  do not  write in any barcodes.    answer all questions.    at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question.   ",
+            "2": "2  \u00a9 ucles 2009 0455/03/m/j/09  for  examiner's  use the extract \u2018 skin-care products \u2019 will be needed for this question.     1 (a) identify three  reasons why products containing rice are popular with consumers.                   [3]     ",
+            "3": "3  \u00a9 ucles 2009 0455/03/m/j/09 [turn over  for  examiner's  use  (b) explain, using demand and supply diagrams, what is likely to happen in the market for  rice and in the market for cosmetics if there were to be a failure in the rice harvest.                                                   [5]     ",
+            "4": "4  \u00a9 ucles 2009 0455/03/m/j/09  for  examiner's  use  (c) the extract says the government wishes to encourage exports. why might this be a  government aim?                               [5]       (d) explain what is meant by a subsidy.         [2]     ",
+            "5": "5  \u00a9 ucles 2009 0455/03/m/j/09 [turn over  for  examiner's  use  (e) the extract says \u2018subsidies have been moved away from small farmers towards larger,  more efficient, operations\u2019. if you were asked to discover whether small farmers are in fact inefficient, what would you need to know?                                           [7]     [total: 22]     ",
+            "6": "6  \u00a9 ucles 2009 0455/03/m/j/09  for  examiner's  use the extract \u2018 economic growth in vietnam\u2019 will be needed for this question.     2 (a) what is meant by gdp per capita?                   [3]     (b) identify from the chart which country had the biggest increase in gdp per capita  between 1990-2005.   [1]     (c) do the charts support the view that the higher the increase in gdp per capita the greater the reduction in poverty levels?                         [4]  ",
+            "7": "7  \u00a9 ucles 2009 0455/03/m/j/09 [turn over  for  examiner's  use  (d) explain, using examples, what the extract says is happening to the primary and  secondary sectors in vietnam.                   [3]      (e) discuss possible reasons why the european union (eu) introduced tariffs.                   [3]           part (f) is on the next page. ",
+            "8": "8      permission to reproduce items where third-par ty owned material protected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the publis her (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.   \u00a9 ucles 2009 0455/03/m/j/09   (f) discuss whether the evidence given suggests that vietnam is a market economy.                         [4]     [total: 18]    "
+        },
+        "0455_w09_qp_1.pdf": {
+            "1": "    this document consists of 10 printed pages and 2 blank pages.  ib09 11_0455_01/5rp  \u00a9 ucles 2009  [turn over      *3455415698* university of cambridge international examinations  international general certificate of secondary education       economics 0455/01     paper 1  multiple choice  october/november 2009     45 minutes    additional materials: multiple choice answer sheet    soft clean eraser    soft pencil (type b or hb is recommended)        read these instructions first    write in soft pencil.  do not use staples, paper clips, highlighters, glue or correction fluid. write your name, centre number and candidate number on the answer sheet in the spaces provided  unless this has been done for you.   there are thirty  questions on this paper. answer all questions. for each question there are four possible  answers a, b, c and d.   choose the one you consider correct and record your choice in soft pencil on the separate answer sheet.   read the instructions on the answer sheet very carefully.    each correct answer will score one mark. a mark will not be deducted for a wrong answer. any rough working should be done in this booklet.         ",
+            "2": "2  \u00a9 ucles 2009 0455/01/o/n/09  1 nolwazi lived in a rural area in botswana and made baskets to sell to the tourists. the local  government gave her a loan to buy a car to take the baskets to the city market.    which factor of production increased?  a capital  b enterprise  c labour  d land     2 what, according to the definition of opportunity cost, is sacrificed when a decision is taken?  a an identical alternative  b any possible alternative  c the least valuable alternative  d the next best alternative     3 a friend said his french grandmother kept switching off the lights but left the tap running. his  namibian relative left the lights on while shouting at him to turn off the water.    which availability of resources and level of prices would make economic sense of these  consumer actions?     in france in namibia  a adequate water supplies expensive electricity  b cheap electricity adequate water supplies  c expensive electricity scarce water supplies  d scarce water supplies cheap electricity     ",
+            "3": "3  \u00a9 ucles 2009 0455/01/o/n/09 [turn over  4 the table shows the value of output for some parts of an economy.     $ billion  fishing 25.0  mining 23.0  manufacturing 130.5  financial services 100.3  other services 170.0    which conclusion may be drawn from these statistics?  a the tertiary sector was the most valuable.  b the value of the primary sector was $  25.0 billion.  c the value of the secondary sector was $  153.5 billion.  d the value of the secondary sector was worth less than the value of the primary sector.     5 a government decides that an economy should make more use of the market.    which policy might help to achieve this?  a a decrease in controls on imported goods  b an increase in government ownership of land c an increase in subsidies to industry d the fixing of minimum wage levels for workers     ",
+            "4": "4  \u00a9 ucles 2009 0455/01/o/n/09  6 the diagram shows an initial equilibrium point (x) in a market and a new equilibrium point (y).    oprice quantityy x     which combination of changes in demand and supply could have caused the movement from x  to y?     demand supply  a decrease decrease  b decrease increase  c increase decrease  d increase increase    7 a large supermarket applied to build on land which was an area of natural beauty. the local  government allowed the building, even though the natural beauty of the area would be lost,  because many jobs would be created and much needed income would be brought to the local  community.    which economic ideas cannot  be found in the above statement?  a external cost and private enterprise  b free market and the conservation of resources  c opportunity cost and improved standards of living  d public sector and external benefit     8 for what would price elasticity of demand be used?  a calculating current disposable income  b calculating the rate of price inflation  c estimating changes in a company\u2019s cost  d identifying changes in consumer spending patterns     ",
+            "5": "5  \u00a9 ucles 2009 0455/01/o/n/09 [turn over  9 what is an external benefit when a charge is made for vehicles entering a city centre?  a increased government revenue  b increased traffic  c reduced air pollution  d reduced business activity      10 in august 2007 the central bank of swaziland increased its interest rate from 9.5  % to 10  %.    which effect would this be likely to have on producers and consumers?     producers consumers  a borrow less save more  b borrow less spend more  c invest more save more  d invest more spend more      11 why might a family increase the proportion of its income it spends on food?  a some of the children start work.  b the government increases the benefits it pays to families.  c the number of children in the family increases.  d the second parent becomes employed.      12 in 2007 the average annual pay of a scientist in the uk was \u00a337  290. the average annual pay of  a laboratory technician was \u00a326  157.    what could explain this difference in earnings?  a laboratory technicians have stronger bargaining power than scientists.  b laboratory technicians have to work more unsociable hours than scientists.  c the period of training for scientists is longer than that for laboratory technicians.  d the supply of scientists is high relative to demand for their services.      13 what distinguishes a multi-national company from other companies?  a it has agents in other countries.  b it produces in other countries.  c it takes part in international trade.  d it uses raw materials and components from more than one country.   ",
+            "6": "6  \u00a9 ucles 2009 0455/01/o/n/09  14 cadbury schweppes, the confectionery business, is reported to want to reduce the number of its  offices in an attempt to decrease its general and administrative costs.    which type of cost does cadbury schweppes hope to decrease?  a average variable cost  b marginal cost  c total fixed cost  d total variable cost     15 prices tend to be lower in a competitive industry than in a monopoly.    why is this?  a a monopoly has less influence on the market.  b competitive industry has more economies of scale.  c new firms are free to enter the competitive industry.  d profits are lower in a monopoly.     16 india is experiencing rapid growth in air travel. the number and size of airlines is increasing every  year.    which effect arising from this growth is an external economy of scale?  a banks are more prepared to lend to large airlines rather than small airlines.  b fuel suppliers charge less to airlines that buy in bulk.  c institutions are established to train flight crew.  d larger airlines operate aircraft which can carry more passengers.      17 the table shows the total cost of a firm. it can sell the units for $4 each.    quantity produced (units) 5 6 7 8  total cost $ 17 18 21 23    how many units will the firm produce to maximise profits?  a 5 b 6 c 7 d 8     ",
+            "7": "7  \u00a9 ucles 2009 0455/01/o/n/09 [turn over  18 economic growth can be defined as  a an increase in a country\u2019s exports.  b an increase in a country\u2019s population.  c an increase in the productive capacity of an economy.   d a reduction in inflation.      19 a country has different rates of income tax depending on the level of income earned.     the highest rate of income tax is cut from 40  % to 38  %.    from this statement it can be deduced that taxation will become  a less indirect.  b less progressive.  c less regressive.  d more difficult to evade.      20 the government pays a subsidy for each worker employed by a firm in an area of high  unemployment.    when would this policy be most successful in reducing unemployment?  a when the firm is capital-intensive  b when the firm is labour-intensive, requiring mainly unskilled labour  c when the firm provides professional services  d when the firm requires mainly specialist, skilled labour     ",
+            "8": "8  \u00a9 ucles 2009 0455/01/o/n/09  21 the graph shows the labour force of a country from 2003-2015.    17 161514131211 0 2003 2004 2005 2006 2007 2008 2009 2010 2012 2011 2013 2014 2015 estimates projectionsmillionsmale female     what may be concluded from the graph?  a between 2003 and 2015, women will become a higher percentage of the labour force.  b it is estimated that more girls than boys will be born between 2003 and 2005.  c the labour force will remain relatively unchanged after 2006 at approximately 16 million.  d the total population of the country in 2010-2011 will be approximately 28 million.      22 in 2008 inflation was close to 100  000  % in zimbabwe. in a bid to reduce this high rate, the  zimbabwean government imposed maximum prices on a range of products. this caused price  rises amongst those goods sold unofficially or illegally.    what could explain this?  a the maximum prices increased demand whilst reducing supply.  b the maximum prices reduced demand whilst increasing supply.  c the maximum prices were set above the equilibrium price levels.  d the maximum prices were set at the equilibrium price levels.     ",
+            "9": "9  \u00a9 ucles 2009 0455/01/o/n/09 [turn over  23 the table shows a number of economic indicators for four countries in 2004.    which country best fits the description of \u2018the fastest real economic growth with the strongest  international position\u2019?     country gdp  (annual % change) prices  (annual % change) trade balance ($bn) foreign reserves  ($bn)  a chile 4.8 1.1 +6.2 15.9  b hungary 4.2 7.5 \u2013  4.2 12.6  c peru 4.2 4.3 +1.5 10.4  d philippines 6.4 5.1 \u20131.3 13.0      24 as a result of a decrease in the demand for coal, several coal mines were closed.    what type of unemployment would this cause?  a cyclical  b frictional  c seasonal   d structural      25 which factor is most  likely to reduce the average age of a population in a developed country?  a a lower birth rate  b a lower death rate  c emigration  d immigration     26 what is most  likely to be found in a typical developing country?  a a good education sector  b a small average family size   c a small percentage of very old people  d high spending on entertainment     ",
+            "10": "10  \u00a9 ucles 2009 0455/01/o/n/09  27 the chinese government is concerned about two population problems \u2013 overpopulation and a  gender imbalance, with males outnumbering females.     in 2007 it reduced the number of babies that foreigners are allowed to adopt; almost all of the  babies are girls.    what effect might this have on the size of china\u2019s population and gender imbalance in the short run?     size of population gender imbalance  a increase increase  b increase reduce  c reduce increase  d reduce reduce     28 what benefit is likely to result from the extension of specialisation within manufacturing?  a for a consumer, there are more individually made goods available.  b for a consumer, there could be a lower cost of living.  c for an employee, job satisfaction will increase.  d for an employee, the nature of work is more varied.      29 which two items, as well as trade in goods and services, are included in the current account of  the balance of payments?  a foreign reserves and international investment  b government spending and international borrowing  c incomes and current transfers  d taxation and foreign aid     30 drinks producers in india are resisting plans to remove tariffs on imported drinks. they claim that  a reduction in tariffs would destroy the emerging drinks industry with large-scale imports of cheap  drinks.    which argument for protectionism are they putting forward?  a the declining industry argument  b the infant industry argument  c the strategic industry argument  d the sunset industry argument     ",
+            "11": "11   0455/01/o/n/09  blank page",
+            "12": "12      permission to reproduce items where third-par ty owned material protected by copyright is  included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holder s, 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.     0455/01/o/n/09  blank page  "
+        },
+        "0455_w09_qp_2.pdf": {
+            "1": "    this document consists of 4 printed pages.  ib09 11_0455_02/3rp  \u00a9 ucles 2009  [turn over      *7483897647* university of cambridge international examinations  international general certificate of secondary education       economics 0455/02     paper 2  structured questions  october/november 2009     2 hours    additional materials: answer booklet/paper       read these instructions first    if you have been given an answer booklet, follow the instructions on the front cover of the booklet.  write your centre number, candidate number and name on all the work you hand in.  write in dark blue or black pen. you may use a soft pencil for any diagrams, graphs or rough working.  do not use staples, paper clips, highlighters, glue or correction fluid.   section a  answer question 1.  section b answer any three  questions.   at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question.     ",
+            "2": "2  \u00a9 ucles 2009 0455/02/o/n/09  section a    answer this question.      1 a developed country had a fall in its birth rate. from 1997, numbers in government junior  (primary) schools fell by 300  000 over ten years. in time, this decline in numbers reached  government senior (secondary) schools.     it was predicted in 2007 that, in the next ten years, the population of all children under 19 would  further decrease by 4.5  %, with the numbers at senior school age (11 to 18 years) falling by 11  %.        (a) explain whether a decline in the birth rate would mean that the population of a country is  declining. [4]     (b) analyse the possible effect in the employment market of a fall in the number of school  leavers for a ten year period. [6]      (c) explain why governments are involved in spending on education. [5]     (d) discuss whether the concept of opportunity cost could be applied to the changes in government spending that might be required in senior schools. [5]     ",
+            "3": "3  \u00a9 ucles 2009 0455/02/o/n/09 [turn over  section b    answer any three  questions from this section.      2 in 2007, there was an increase in demand for holidays using cruise ships as people wished to  avoid long delays at airports caused by increased security controls.      (a) explain, using a demand and supply diagram, what is likely to happen in the market for air  travel as a result of increased delays at airports. [4]      (b) identify a complementary (jointly demanded) good or service industry connected with cruise  ships and discuss the possible employment prospects in that industry as a result of the increase in airport delays. [6]      (c) some countries rely very heavily on the tourist industry. discuss the possible consequences  of the delays at airports for the economy of such a country. [10]     3 after studying for your economics qualification you have to decide whether to leave school and  find a job or enrol at a college for more specialised training.     (a) what factors might you consider when making your decision? [5]     (b) is it always an advantage for an individual to have a specialised job? [5]       (c) explain how an individual\u2019s earnings might change over time. [4]     (d) analyse why different income groups have different spending patterns. [6]    4 cadbury, the chocolate manufacturer, declared to its shareholders profits of \u00a369 million in the first  six months of 2007. however, in july 2007, floods in the uk severely damaged farms. as a  result, cadbury had to pay \u00a320 million extra for milk to make the chocolate in addition to its  annual milk cost of \u00a3150 million.      (a) explain whether milk is a fixed or variable cost for cadbury. [3]      (b) discuss whether the demand for chocolate is likely to be price elastic or price inelastic. [7]       (c) suggest, from the information given, what ty pe of business organisation cadbury is likely to  be.  [4]       (d) discuss whether the rise in milk costs is likely to have a significant effect on cadbury\u2019s profits. [6] ",
+            "4": "4      permission to reproduce items where third-par ty owned material protected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the publis her (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 t he 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.    \u00a9 ucles 2009 0455/02/o/n/09  5 (a) describe what is meant by a mixed economy. [4]     (b) explain three  macro-economic aims a government might have. [6]       (c) what is meant by a government\u2019s budget? [4]      (d) discuss how a government might finance its expenditure. [6]     6 (a) what is meant by the balance of payments? [4]     (b) why do countries trade with each other? [6]      (c) discuss whether it is likely to be better or worse for a country\u2019s inhabitants if a country  increases the tariffs and quotas it puts on international trade. [10]     7 (a) what is meant by a developing country? [5]      (b) discuss whether a country should conserve or use its resources. [5]       (c) how may living standards between countries be compared? [10]    "
+        },
+        "0455_w09_qp_3.pdf": {
+            "1": "    this document consists of 7 printed pages, 1 blank page and 1 insert.  ib09 11_0455_03/5rp  \u00a9 ucles 2009  [turn over      *3323764999* for examiner's use  1   2   total   university of cambridge international examinations  international general certificate of secondary education       economics 0455/03     paper 3  analysis and critical evaluation  october/november 2009     1 hour 30 minutes    candidates answer on the question paper. additional materials: insert       read these instructions first    write your centre number, candidate number and name on all the work you hand in.  write in dark blue or black pen.  you may use a soft pencil for any diagrams, graphs or rough working. do not use staples, paper clips, highlighters, glue or correction fluid.  do not  write in any barcodes.    answer all questions.    at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question.   ",
+            "2": "2  \u00a9 ucles 2009 0455/03/o/n/09  for  examiner's  use the extract \u2018 banking services from mobile (cell) phones \u2019 will be needed for this question.     1 (a) identify two reasons why the m-pesa phone account is preferred to conventional  banking.         [2]      (b) describe the functions of a commercial bank.                               [5]     ",
+            "3": "3  \u00a9 ucles 2009 0455/03/o/n/09 [turn over  for  examiner's  use  (c) explain how an improvement in financial services might help reduce poverty.                                     [6]  ",
+            "4": "4  \u00a9 ucles 2009 0455/03/o/n/09  for  examiner's  use  (d) discuss what differences there might be between the working conditions and type of  occupation of a rural worker compared with those of a city worker.                         [4]     ",
+            "5": "5  \u00a9 ucles 2009 0455/03/o/n/09 [turn over  for  examiner's  use  (e) suppose you were asked to investigate whet her the movement of workers from a rural  area to a city or to another country was a benefit. discuss what you might need to find  out in order to come to a conclusion.                                                 [8]     [total: 25]    ",
+            "6": "6  \u00a9 ucles 2009 0455/03/o/n/09  for  examiner's  use the extract \u2018 zambezi hydro-electric power \u2019 will be needed for this question.     2 (a) explain what is meant by a private benefit.         [2]     (b) use examples from the extract to explain what is meant by an externality.                         [4]  ",
+            "7": "7  \u00a9 ucles 2009 0455/03/o/n/09 for  examiner's  use  (c) what would you need to find out in order to determine whether the large hep project,  rather than alternative methods, is the best way of providing electricity?                                                       [9]     [total: 15]",
+            "8": "8    blank page      permission to reproduce items where third-par ty owned material protected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the publis her (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.    0455/03/o/n/09   "
+        }
+    },
+    "2010": {
+        "0455_s10_qp_11.pdf": {
+            "1": "    this document consists of 9 printed pages and 3 blank pages.  ib10 06_0455_11/5rp  \u00a9 ucles 2010  [turn over      *5601627 815* university of cambridge international examinations  international general certificate of secondary education       economics 0455/11     paper 1  multiple choice  may/june 2010     45 minutes    additional materials: multiple choice answer sheet    soft clean eraser    soft pencil (type b or hb is recommended)        read these instructions first    write in soft pencil.  do not use staples, paper clips, highlighters, glue or correction fluid. write your name, centre number and candidate number on the answer sheet in the spaces provided  unless this has been done for you.   there are thirty  questions on this paper. answer all questions. for each question there are four possible  answers a, b, c and d.   choose the one you consider correct and record your choice in soft pencil on the separate answer sheet.   read the instructions on the answer sheet very carefully.    each correct answer will score one mark. a mark will not be deducted for a wrong answer. any rough working should be done in this booklet.         ",
+            "2": "2  \u00a9 ucles 2010 0455/11/m/j/10  1 which terms summarise the nature of the economic problem?  a finite resources and limited wants  b finite resources and unlimited wants  c infinite resources and limited wants  d infinite resources and unlimited wants      2 which statement about the factors of production is correct?  a a river from which a company draws water is called land.  b raising finance for a company is called capital.  c supervisors employed in a company are called enterprise.  d the owner of a company is called labour.     3 which economic change would increase the problem of scarcity?  a a decrease in fish stocks  b a discovery of a new oil field c an increase in labour productivity d a reduction in waste     4 the government of a country with a rapidly increasing population decides to switch resources  from investment to increased subsidies to farmers.    what is the opportunity cost of this decision?  a the profit earned by farmers  b the rent of the land on which food is grown  c the reduction in investment  d the wages of the farm workers     ",
+            "3": "3  \u00a9 ucles 2010 0455/11/m/j/10 [turn over  5 the diagram shows the market for fresh fish in the caribbean with equilibrium point x. new, more  efficient boats with lower running costs are then used.    which point represents the new equilibrium?    price quantityoa xb dcs3 s1 d1s2 d2       6 the diagram shows the demand for and the supply of bread.   price quantityos dp1     a maximum price p 1 is fixed by the government.    what is likely to be the immediate result of this?  a a movement of the demand curve to the right  b a movement of the supply curve to the right c a shortage of bread  d a surplus of bread     ",
+            "4": "4  \u00a9 ucles 2010 0455/11/m/j/10  7 the diagram shows a market for wheat that is in equilibrium.    price quantityov wt xs d z y     which area represents the total revenue for wheat farmers?  a otxy b ovxz c ovxy d owxy      8 the diagram shows the supply curve for a good.   0 10 20 304 2price ($) quantity (units)s     what is the price elasticity of supply when the price rises from $2 to $4?  a 0.2 b 0.5 c 1 d 2     9 what is a function of a commercial bank?  a acting as the lender of last resort  b deciding what is a legal tender  c determining monetary policy  d providing overdrafts    ",
+            "5": "5  \u00a9 ucles 2010 0455/11/m/j/10 [turn over  10 a person is most likely to save more when there is an increase in a country\u2019s  a exchange rate.  b inflation rate.  c interest rates.  d money supply.      11 one of the functions of money is to act as a measure of value.    what does this mean?  a money allows people to borrow and lend.  b money allows people to save their surplus income. c money is used to buy goods and services.  d money is used to compare the worth of different goods and services.     12 what is a function of a trade union?  a to negotiate workers\u2019 contracts  b to promote workers to more responsible jobs  c to recruit workers for the firm  d to supervise the workers in the firm     13 what is an example of occupational mobility of labour?  a a japanese car manufacturer locates in england.  b a nurse returns to work after her children have grown up.  c a student takes an evening job in a restaurant.  d farm workers retrain as call-centre workers.      14 in august 2008, infosys, an indian information technology company, bought axon, a uk  information technology company.    which type of integration is this?  a conglomerate  b horizontal  c vertical backwards  d vertical forwards     ",
+            "6": "6  \u00a9 ucles 2010 0455/11/m/j/10  15 what is correct about a monopoly?  a it may benefit from economies of scale.  b it must be privately not state owned.  c its costs are always higher than those of a firm in perfect competition.  d it sells only one product.      16 south african companies are planning to undertake major investment in zimbabwe in order to  mine platinum.     if this investment occurs, what would happen in the short term to the supply of platinum, the price of platinum and the profits of the companies?     supply curve price of platinum profits of the companies  a no change rise rise  b shift to left no change fall  c shift to right rise rise  d shift to right fall uncertain     17 barilla, an italian company, is the world\u2019s largest pasta maker. it also produces bread.    in 2006 its bread production contributed $1.5  billion (bn) to its total revenue of $5.1  bn.  overall profit was $0.6  bn.    what was the total cost to barilla of producing pasta and bread in 2006?  a $2.1  bn b $3.0  bn c $3.6  bn d $4.5  bn    18 a firm which sells its product for $6 has the following total costs.    output (units) 0 10 20 30  total costs ($) 40 100 120 150    which statement is correct?  a average cost is lowest when 10 units are produced.  b the firm breaks even when 20 units are sold.  c the firm has no fixed costs.  d total variable costs fall continuously over these outputs.     ",
+            "7": "7  \u00a9 ucles 2010 0455/11/m/j/10 [turn over  19 what is a direct tax?  a a tax on electricity  b a tax on imported goods  c a tax on services  d a tax on income and wealth      20 a government achieves a high rate of economic growth.    how may this conflict with other government aims?  a it may increase government income.  b it may increase incomes for the lower paid. c it may increase the supply of exports.  d it may increase the volume of imports.     21 the directors of a firm have to discuss the following topics.    which topic is least  likely to be directly affected by the government\u2019s influence on the firm?  a health and safety laws  b the interest it pays on borrowed money  c the minimum wage it must pay its workers  d the replacement of the director of finance      22 between 2002 and 2007, approximately 18 million latin american households moved out of  poverty.    which change in the region is most likely to have caused this fall in poverty?  a an increase in economic growth  b an increase in inflation  c a reduction in employment  d a reduction in exports      23 the retail price index of a country rose during a year from 200 to 240.    what was the annual rate of inflation?  a 20  % b 40  % c 240  % d 440  %     ",
+            "8": "8  \u00a9 ucles 2010 0455/11/m/j/10  24 what name is given to the type of unemployment that occurs while people search for new jobs?  a cyclical  b frictional  c residual  d structural      25 why is the human development index (hdi) a better indicator of comparative living standards  than gross domestic product (gdp) per head?  a it includes international trade.  b it includes more measures of living standards.  c it is measured in money terms.  d it is more directly linked to economic growth.     26 gross domestic product (gdp) per capita is commonly used as an indicator of the comparative  level of development in different countries.    what does not lead to difficulties when using this as a comparison between countries?  a different climatic conditions  b different international exchange rates  c different population growth rates  d different rates of inflation      27 india has a more evenly distributed income than china but a greater proportion of its population  living on less than $1 a day.    what can be concluded from this statement?  a china has a smaller proportion of very rich people.  b india has a greater proportion of poor people.  c most of the population of india live on $1 a day.  d the average income in china is higher than that in india.     ",
+            "9": "9  \u00a9 ucles 2010 0455/11/m/j/10  28 what is likely to happen in a developing country as it becomes more developed?  a a lower percentage of people will go to university.  b average life expectancy will rise.  c the rate of population growth will increase.  d the tertiary sector will decline in importance.      29 there was an increase in the value of the united states (us) dollar against the south african  rand.    what is a result of this?  a an increase in the number of exports from the us to south africa  b an increase in the number of imports to the us from south africa  c fewer people from the us spend holidays in south africa  d more people from south africa spend holidays in the us      30 which policy would best enable a government to encourage greater specialisation in the use of  its country\u2019s resources?  a encouraging diversification in industry  b protecting small businesses  c reducing tariffs on imports into its country  d subsidising job creation in rural areas    ",
+            "10": "10  \u00a9 ucles 2010 0455/11/m/j/10  blank page     ",
+            "11": "11  \u00a9 ucles 2010 0455/11/m/j/10  blank page      ",
+            "12": "12      permission to reproduce items where third-par ty owned material protected by copyright is  included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holder s, 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.    \u00a9 ucles 2010 0455/11/m/j/10  blank page    "
+        },
+        "0455_s10_qp_12.pdf": {
+            "1": "    this document consists of 9 printed pages and 3 blank pages.  ib10 06_0455_12/rp  \u00a9 ucles 2010  [turn over      *0962957 775* university of cambridge international examinations  international general certificate of secondary education       economics 0455/12     paper 1  multiple choice  may/june 2010     45 minutes    additional materials: multiple choice answer sheet    soft clean eraser    soft pencil (type b or hb is recommended)        read these instructions first    write in soft pencil.  do not use staples, paper clips, highlighters, glue or correction fluid. write your name, centre number and candidate number on the answer sheet in the spaces provided  unless this has been done for you.   there are thirty  questions on this paper. answer all questions. for each question there are four possible  answers a, b, c and d.   choose the one you consider correct and record your choice in soft pencil on the separate answer sheet.   read the instructions on the answer sheet very carefully.    each correct answer will score one mark. a mark will not be deducted for a wrong answer. any rough working should be done in this booklet.         ",
+            "2": "2  \u00a9 ucles 2010 0455/12/m/j/10  1 which statement about the factors of production is correct?  a a river from which a company draws water is called land.  b raising finance for a company is called capital.  c supervisors employed in a company are called enterprise.  d the owner of a company is called labour.      2 which terms summarise the nature of the economic problem?  a finite resources and limited wants  b finite resources and unlimited wants  c infinite resources and limited wants  d infinite resources and unlimited wants      3 the government of a country with a rapidly increasing population decides to switch resources  from investment to increased subsidies to farmers.    what is the opportunity cost of this decision?  a the profit earned by farmers  b the rent of the land on which food is grown  c the reduction in investment  d the wages of the farm workers      4 which economic change would increase the problem of scarcity?  a a decrease in fish stocks  b a discovery of a new oil field  c an increase in labour productivity  d a reduction in waste      5 what is a function of a commercial bank?  a acting as the lender of last resort  b deciding what is a legal tender  c determining monetary policy  d providing overdrafts     ",
+            "3": "3  \u00a9 ucles 2010 0455/12/m/j/10 [turn over  6 the diagram shows the market for fresh fish in the caribbean with equilibrium point x. new, more  efficient boats with lower running costs are then used.    which point represents the new equilibrium?      price quantityoa xb dcs3 s1 d1s2 d2      7 the diagram shows the demand for and the supply of bread.   price quantityos dp1     a maximum price p 1 is fixed by the government.    what is likely to be the immediate result of this?  a a movement of the demand curve to the right  b a movement of the supply curve to the right  c a shortage of bread  d a surplus of bread     ",
+            "4": "4  \u00a9 ucles 2010 0455/12/m/j/10  8 the diagram shows a market for wheat that is in equilibrium.    price quantityov wt xs d z y     which area represents the total revenue for wheat farmers?  a otxy b ovxz c ovxy d owxy      9 the diagram shows the supply curve for a good.   0 10 20 304 2price ($) quantity (units)s     what is the price elasticity of supply when the price rises from $2 to $4?  a 0.2 b 0.5 c 1 d 2     10 what is an example of occupational mobility of labour?  a a japanese car manufacturer locates in england.  b a nurse returns to work after her children have grown up. c a student takes an evening job in a restaurant.  d farm workers retrain as call-centre workers.     ",
+            "5": "5  \u00a9 ucles 2010 0455/12/m/j/10 [turn over  11 a person is most likely to save more when there is an increase in a country\u2019s  a exchange rate.  b inflation rate.  c interest rates.  d money supply.      12 one of the functions of money is to act as a measure of value.    what does this mean?  a money allows people to borrow and lend.  b money allows people to save their surplus income. c money is used to buy goods and services.  d money is used to compare the worth of different goods and services.     13 what is a function of a trade union?  a to negotiate workers\u2019 contracts  b to promote workers to more responsible jobs  c to recruit workers for the firm  d to supervise the workers in the firm     14 a firm which sells its product for $6 has the following total costs.    output (units) 0 10 20 30  total costs ($) 40 100 120 150    which statement is correct?  a average cost is lowest when 10 units are produced.  b the firm breaks even when 20 units are sold.  c the firm has no fixed costs.  d total variable costs fall continuously over these outputs.     ",
+            "6": "6  \u00a9 ucles 2010 0455/12/m/j/10  15 in august 2008, infosys, an indian information technology company, bought axon, a uk  information technology company.    which type of integration is this?  a conglomerate  b horizontal  c vertical backwards  d vertical forwards     16 barilla, an italian company, is the world\u2019s largest pasta maker. it also produces bread.    in 2006 its bread production contributed $1.5  billion (bn) to its total revenue of $5.1  bn.  overall profit was $0.6  bn.    what was the total cost to barilla of producing pasta and bread in 2006?  a $2.1  bn b $3.0  bn c $3.6  bn d $4.5  bn     17 south african companies are planning to undertake major investment in zimbabwe in order to  mine platinum.     if this investment occurs, what would happen in the short term to the supply of platinum, the price of platinum and the profits of the companies?     supply curve price of platinum profits of the companies  a no change rise rise  b shift to left no change fall  c shift to right rise rise  d shift to right fall uncertain      18 what is correct about a monopoly?  a it may benefit from economies of scale.  b it must be privately not state owned. c its costs are always higher than those of a firm in perfect competition. d it sells only one product.     ",
+            "7": "7  \u00a9 ucles 2010 0455/12/m/j/10 [turn over  19 the directors of a firm have to discuss the following topics.    which topic is least  likely to be directly affected by the government\u2019s influence on the firm?  a health and safety laws  b the interest it pays on borrowed money c the minimum wage it must pay its workers d the replacement of the director of finance     20 what is a direct tax?  a a tax on electricity  b a tax on imported goods c a tax on services  d a tax on income and wealth     21 a government achieves a high rate of economic growth.    how may this conflict with other government aims?  a it may increase government income.  b it may increase incomes for the lower paid.  c it may increase the supply of exports.  d it may increase the volume of imports.      22 what name is given to the type of unemployment that occurs while people search for new jobs?  a cyclical  b frictional  c residual  d structural    23 between 2002 and 2007, approximately 18 million latin american households moved out of  poverty.    which change in the region is most likely to have caused this fall in poverty?  a an increase in economic growth  b an increase in inflation  c a reduction in employment  d a reduction in exports   ",
+            "8": "8  \u00a9 ucles 2010 0455/12/m/j/10  24 the retail price index of a country rose during a year from 200 to 240.    what was the annual rate of inflation?  a 20  % b 40  % c 240  % d 440  %     25 india has a more evenly distributed income than china but a greater proportion of its population  living on less than $1 a day.    what can be concluded from this statement?  a china has a smaller proportion of very rich people.  b india has a greater proportion of poor people.  c most of the population of india live on $1 a day.  d the average income in china is higher than that in india.     26 why is the human development index (hdi) a better indicator of comparative living standards  than gross domestic product (gdp) per head?  a it includes international trade.  b it includes more measures of living standards.  c it is measured in money terms.  d it is more directly linked to economic growth.     27 gross domestic product (gdp) per capita is commonly used as an indicator of the comparative  level of development in different countries.    what does not lead to difficulties when using this as a comparison between countries?  a different climatic conditions  b different international exchange rates c different population growth rates  d different rates of inflation     28 which policy would best enable a government to encourage greater specialisation in the use of  its country\u2019s resources?  a encouraging diversification in industry  b protecting small businesses  c reducing tariffs on imports into its country  d subsidising job creation in rural areas    ",
+            "9": "9  \u00a9 ucles 2010 0455/12/m/j/10  29 what is likely to happen in a developing country as it becomes more developed?  a a lower percentage of people will go to university.  b average life expectancy will rise.  c the rate of population growth will increase.  d the tertiary sector will decline in importance.      30 there was an increase in the value of the united states (us) dollar against the south african  rand.    what is a result of this?  a an increase in the number of exports from the us to south africa  b an increase in the number of imports to the us from south africa  c fewer people from the us spend holidays in south africa  d more people from south africa spend holidays in the us     ",
+            "10": "10  \u00a9 ucles 2010 0455/12/m/j/10  blank page      ",
+            "11": "11  \u00a9 ucles 2010 0455/12/m/j/10  blank page     ",
+            "12": "12      permission to reproduce items where third-par ty owned material protected by copyright is  included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holder s, 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.    \u00a9 ucles 2010 0455/12/m/j/10  blank page     "
+        },
+        "0455_s10_qp_13.pdf": {
+            "1": "    this document consists of 9 printed pages and 3 blank pages.  ib10 06_0455_13/fp  \u00a9 ucles 2010  [turn over      *2346089071* university of cambridge international examinations  international general certificate of secondary education       economics 0455/13     paper 1  multiple choice  may/june 2010     45 minutes    additional materials: multiple choice answer sheet    soft clean eraser    soft pencil (type b or hb is recommended)        read these instructions first    write in soft pencil.  do not use staples, paper clips, highlighters, glue or correction fluid. write your name, centre number and candidate number on the answer sheet in the spaces provided  unless this has been done for you.   there are thirty  questions on this paper. answer all questions. for each question there are four possible  answers a, b, c and d.   choose the one you consider correct and record your choice in soft pencil on the separate answer sheet.   read the instructions on the answer sheet very carefully.    each correct answer will score one mark. a mark will not be deducted for a wrong answer. any rough working should be done in this booklet.         ",
+            "2": "2  \u00a9 ucles 2010 0455/13/m/j/10  1 which statement about the factors of production is correct?  a a river from which a company draws water is called land.  b raising finance for a company is called capital.  c supervisors employed in a company are called enterprise.  d the owner of a company is called labour.      2 which terms summarise the nature of the economic problem?  a finite resources and limited wants  b finite resources and unlimited wants  c infinite resources and limited wants  d infinite resources and unlimited wants      3 the government of a country with a rapidly increasing population decides to switch resources  from investment to increased subsidies to farmers.    what is the opportunity cost of this decision?  a the profit earned by farmers  b the rent of the land on which food is grown  c the reduction in investment  d the wages of the farm workers      4 which economic change would increase the problem of scarcity?  a a decrease in fish stocks  b a discovery of a new oil field  c an increase in labour productivity  d a reduction in waste      5 what is a function of a commercial bank?  a acting as the lender of last resort  b deciding what is a legal tender  c determining monetary policy  d providing overdrafts     ",
+            "3": "3  \u00a9 ucles 2010 0455/13/m/j/10 [turn over  6 the diagram shows the market for fresh fish in the caribbean with equilibrium point x. new, more  efficient boats with lower running costs are then used.    which point represents the new equilibrium?      price quantityoa xb dcs3 s1 d1s2 d2      7 the diagram shows the demand for and the supply of bread.   price quantityos dp1     a maximum price p 1 is fixed by the government.    what is likely to be the immediate result of this?  a a movement of the demand curve to the right  b a movement of the supply curve to the right  c a shortage of bread  d a surplus of bread     ",
+            "4": "4  \u00a9 ucles 2010 0455/13/m/j/10  8 the diagram shows a market for wheat that is in equilibrium.    price quantityov wt xs d z y     which area represents the total revenue for wheat farmers?  a otxy b ovxz c ovxy d owxy      9 the diagram shows the supply curve for a good.   0 10 20 304 2price ($) quantity (units)s     what is the price elasticity of supply when the price rises from $2 to $4?  a 0.2 b 0.5 c 1 d 2     10 what is an example of occupational mobility of labour?  a a japanese car manufacturer locates in england.  b a nurse returns to work after her children have grown up. c a student takes an evening job in a restaurant.  d farm workers retrain as call-centre workers.     ",
+            "5": "5  \u00a9 ucles 2010 0455/13/m/j/10 [turn over  11 a person is most likely to save more when there is an increase in a country\u2019s  a exchange rate.  b inflation rate.  c interest rates.  d money supply.      12 one of the functions of money is to act as a measure of value.    what does this mean?  a money allows people to borrow and lend.  b money allows people to save their surplus income. c money is used to buy goods and services.  d money is used to compare the worth of different goods and services.     13 what is a function of a trade union?  a to negotiate workers\u2019 contracts  b to promote workers to more responsible jobs  c to recruit workers for the firm  d to supervise the workers in the firm     14 a firm which sells its product for $6 has the following total costs.    output (units) 0 10 20 30  total costs ($) 40 100 120 150    which statement is correct?  a average cost is lowest when 10 units are produced.  b the firm breaks even when 20 units are sold.  c the firm has no fixed costs.  d total variable costs fall continuously over these outputs.     ",
+            "6": "6  \u00a9 ucles 2010 0455/13/m/j/10  15 in august 2008, infosys, an indian information technology company, bought axon, a uk  information technology company.    which type of integration is this?  a conglomerate  b horizontal  c vertical backwards  d vertical forwards     16 barilla, an italian company, is the world\u2019s largest pasta maker. it also produces bread.    in 2006 its bread production contributed $1.5  billion (bn) to its total revenue of $5.1  bn.  overall profit was $0.6  bn.    what was the total cost to barilla of producing pasta and bread in 2006?  a $2.1  bn b $3.0  bn c $3.6  bn d $4.5  bn    17 south african companies are planning to undertake major investment in zimbabwe in order to  mine platinum.     if this investment occurs, what would happen in the short term to the supply of platinum, the price of platinum and the profits of the companies?     supply curve price of platinum profits of the companies  a no change rise rise  b shift to left no change fall  c shift to right rise rise  d shift to right fall uncertain      18 what is correct about a monopoly?  a it may benefit from economies of scale.  b it must be privately not state owned. c its costs are always higher than those of a firm in perfect competition.  d it sells only one product.     ",
+            "7": "7  \u00a9 ucles 2010 0455/13/m/j/10 [turn over  19 the directors of a firm have to discuss the following topics.    which topic is least  likely to be directly affected by the government\u2019s influence on the firm?  a health and safety laws  b the interest it pays on borrowed money c the minimum wage it must pay its workers d the replacement of the director of finance     20 what is a direct tax?  a a tax on electricity  b a tax on imported goods c a tax on services  d a tax on income and wealth     21 a government achieves a high rate of economic growth.    how may this conflict with other government aims?  a it may increase government income.  b it may increase incomes for the lower paid.  c it may increase the supply of exports.  d it may increase the volume of imports.      22 what name is given to the type of unemployment that occurs while people search for new jobs?  a cyclical  b frictional  c residual  d structural    23 between 2002 and 2007, approximately 18 million latin american households moved out of  poverty.    which change in the region is most likely to have caused this fall in poverty?  a an increase in economic growth  b an increase in inflation  c a reduction in employment  d a reduction in exports   ",
+            "8": "8  \u00a9 ucles 2010 0455/13/m/j/10  24 the retail price index of a country rose during a year from 200 to 240.    what was the annual rate of inflation?  a 20  % b 40  % c 240  % d 440  %     25 india has a more evenly distributed income than china but a greater proportion of its population  living on less than $1 a day.    what can be concluded from this statement?  a china has a smaller proportion of very rich people.  b india has a greater proportion of poor people.  c most of the population of india live on $1 a day.  d the average income in china is higher than that in india.     26 why is the human development index (hdi) a better indicator of comparative living standards  than gross domestic product (gdp) per head?  a it includes international trade.  b it includes more measures of living standards.  c it is measured in money terms.  d it is more directly linked to economic growth.     27 gross domestic product (gdp) per capita is commonly used as an indicator of the comparative  level of development in different countries.    what does not lead to difficulties when using this as a comparison between countries?  a different climatic conditions  b different international exchange rates c different population growth rates  d different rates of inflation     28 which policy would best enable a government to encourage greater specialisation in the use of  its country\u2019s resources?  a encouraging diversification in industry  b protecting small businesses  c reducing tariffs on imports into its country  d subsidising job creation in rural areas    ",
+            "9": "9  \u00a9 ucles 2010 0455/13/m/j/10  29 what is likely to happen in a developing country as it becomes more developed?  a a lower percentage of people will go to university.  b average life expectancy will rise.  c the rate of population growth will increase.  d the tertiary sector will decline in importance.      30 there was an increase in the value of the united states (us) dollar against the south african  rand.    what is a result of this?  a an increase in the number of exports from the us to south africa  b an increase in the number of imports to the us from south africa  c fewer people from the us spend holidays in south africa  d more people from south africa spend holidays in the us     ",
+            "10": "10  \u00a9 ucles 2010 0455/13/m/j/10  blank page     ",
+            "11": "11  \u00a9 ucles 2010 0455/13/m/j/10  blank page     ",
+            "12": "12      permission to reproduce items where third-par ty owned material protected by copyright is  included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holder s, 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.    \u00a9 ucles 2010 0455/13/m/j/10  blank page     "
+        },
+        "0455_s10_qp_21.pdf": {
+            "1": "this document consists of 4 printed pages. dc (leo/slm) 19735/1 \u00a9 ucles 2010 [turn overuniversity of cambridge international examinations international general certificate of secondary education *2908597930 *economics 0455/21 paper 2  structured questions may/june 2010  2 hours additional materials: answer booklet/paper read these instructions first if you have been given an answer booklet, follow the instructions on the front cover of the booklet. write your centre number, candidate number and name on all the work you hand in.write in dark blue or black pen.y ou may use a soft pencil for any diagrams, graphs or rough working.do not use staples, paper clips, highlighters, glue or correction fluid. section a answer question 1.section banswer any three questions. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question.",
+            "2": "2 0455/21/m/j/10 \u00a9 ucles 2010section a answer this question. 1 south africa imposes a quota on chinese imports  in 2007, the south african government imposed a quota on the imports of clothing and textiles  from china. the aim was to try and reduce these imports and increase home production instead.  in the first quarter of 2007, imports from china fell by 35% but some were replaced by imports from other countries, including unlikely sources such as malawi and zimbabwe which doubled their exports to south africa. it was thought that china was exporting to south africa via these countries. overall, imports fell by only 13%.  the hope of increased home production was not achieved as some south african companies could not obtain the imports of the necessary fabrics used as raw materials. lack of raw materials forced one company to reduce its workforce by 8% despite previously investing heavily for a planned expansion.  other south african manufacturers did not have the capacity to meet demand so the quotas did not help create employment. the employers said that union power had also not helped. unions wanted guaranteed employment but employers said, \u2018we run a business where fashion dictates what we buy and make. we do not know what our fabric requirements are years into the future and cannot promise future employment.\u2019 0  2003 2004 2005 (year)2006 2007200 400 600 800 1000 1200 1400 1600 south africa imports of clothing  and textiles from china  (rand million)   (a) where are clothing and textile imports recorded in the balance of payments? [2]  (b) explain what effect the imposition of a quota by a government might have on an economy. [4]  (c) the graph shows imports of clothing and textiles from china. suggest why imports took the path shown between 2006-2007. [2]  (d) explain whether the existence of a union in an industry such as clothing manufacturing is always a benefit to the textile workers. [4]  (e) consider whether there is evidence in the article to suggest that the quota system was a success. [8]",
+            "3": "3 0455/21/m/j/10 \u00a9 ucles 2010 [turn oversection b answer any three questions from this section. 2 a government decided to stop subsidising students when they went to university. this meant a  university course cost the students more but the government had extra funds.  (a) define opportunity cost and explain how the above decision might be used to illustrate an opportunity cost. [4]  (b) with the aid of a demand and supply diagram discuss how the effect of a subsidy might vary in different markets. [6]  (c) apart from a subsidy, how might a government change the market price of a good? [4]  (d) analyse the differences between a market economy and a mixed economy. [6] 3 (a) sometimes it is said that a person chooses a job because of non-wage factors. explain, using three examples, the meaning of non-wage factors. [4]  (b) what might determine why one person saves a higher proportion of income and spends a lower proportion than another person? [6]  (c) some occupations pay much more than other occupations. why might this happen? [10] 4 a large, capital-intensive german company producing electrical goods decided to establish a factory in india.  (a) from the information given above, describe the type of business organisation that the german company is likely to be. [4]  (b) discuss what might be the advantages for a company of establishing a factory in another country. [6]  (c) how might the establishment of the factory affect existing indian companies and the indian economy? [10]",
+            "4": "4 0455/21/m/j/10 \u00a9 ucles 20105 (a) describe what is meant by economic growth and explain how it might be measured. [5]  (b) if there is economic growth, unemployment often declines. identify three types of  unemployment and explain their causes. [6]  (c) discuss how (i) consumers (ii) firms and (iii) the government might benefit if there is economic growth. [9] 6 firms employ factors of production to produce goods and services in order to make profits.  (a) what is meant by the term factors of production? [4]  (b) how do the characteristics of a monopoly differ from those of perfect competition? [6]  (c) discuss how firms might become large and evaluate whether monopolies are necessarily advantageous. [10] 7 people often have an account with a commercial bank in which they deposit some of their money and from which they can pay their bills.  (a) describe the functions of money. [6]  (b) identify and explain three functions of a central bank which differ from the functions of a commercial bank. [6]  (c) sometimes the value of money is decreased because of inflation. discuss the main causes of inflation. [8] 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."
+        },
+        "0455_s10_qp_22.pdf": {
+            "1": "this document consists of 4 printed pages. dc (sm) 23232/1 \u00a9 ucles 2010 [turn overuniversity of cambridge international examinations international general certificate of secondary education *7145386745*economics 0455/22 paper 2  structured questions may/june 2010  2 hours additional materials: answer booklet/paper read these instructions first if you have been given an answer booklet, follow the instructions on the front cover of the booklet. write your centre number, candidate number and name on all the work you hand in.write in dark blue or black pen.y ou may use a soft pencil for any diagrams, graphs or rough working.do not use staples, paper clips, highlighters, glue or correction fluid. section a answer question 1.section banswer any three questions. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question.",
+            "2": "2 0455/22/m/j/10 \u00a9 ucles 2010section a answer this question. 1 economic downturn puts pressure on new zealand firms to be more productive in 2009, it was announced in new zealand that the world-wide economic downturn, or recession,  was causing an increase in the number of job losses in the country. it was also putting a great deal of pressure on firms to be more productive and efficient. this applied to all firms in the economy, but it was especially the case with some of the larger public limited companies. trade unions had a key role to play and they were having to work really hard in these circumstances  to make sure that as many workers as possible were able to keep their jobs. the trade unions were trying to exercise influence both on individual firms and on the government. some workers were still moving from one job to another for various reasons, but most just wanted to keep hold of the jobs they had. it is likely they would only think about changing jobs when the recession ended and economic growth began to pick up again.  (a) explain what is meant by a recession. [2]  (b) what is meant by productivity? [2]  (c) describe the main features of public limited companies. [3]  (d) explain three possible reasons that could influence a worker\u2019s decision to move from one job  to another. [6]  (e) discuss how effective trade unions may be in influencing individual firms and the government. [7]",
+            "3": "3 0455/22/m/j/10 \u00a9 ucles 2010 [turn oversection b answer any three questions from this section. 2 (a) (i) using a demand diagram, show an increase in demand for a product.   [2]   (ii) identify two causes of such an increase in demand. [2]  (b) explain what is meant by price elasticity of demand. [4]  (c) why is the concept of price elasticity of demand potentially very useful to a business? [4]  (d) discuss why market failure could occur in an economy. [8] 3 (a) define fixed cost and variable cost, giving one example of each. [4]  (b) explain three factors of production that are involved in the operation of an airport. [6]  (c) a proposal has been put forward to build a new runway at an airport. discuss the social costs  and benefits of such a decision. [10] 4 in nigeria, firms vary in size from the smallest businesses up to very large enterprises.  (a) distinguish between a sole proprietor and a partnership. [4]  (b) explain why a business might wish to change from a partnership to a private limited company. [4]  (c) describe the reasons why small firms are often successful in the retail trade in many countries. [5]  (d) discuss to what extent a large firm is able to benefit from economies of scale in the television manufacturing industry. [7] 5 (a) explain why governments impose taxes. [6]  (b) describe, with the aid of examples, the differences between direct and indirect taxes. [4]  (c) discuss the extent to which taxes can be successful in redistributing income in a country.  [10] 6 both china and india have a population of over 1 billion people each.   (a)  describe one economic advantage and one economic disadvantage to countries such as  china and india of having a very large population. [4]  (b) explain the reasons for the different rates of population growth in different countries. [6]   (c) discuss how effectively gross domestic product (gdp) measures the standard of living in a country. [10]",
+            "4": "4 0455/22/m/j/10 \u00a9 ucles 20107 whilst in recent years more countries have adopted freely floating exchange rates, a number of  countries have been increasing the protection they are giving to their domestic industries.  (a) define the term exchange rate. [2]  (b) explain what determines the value of a freely floating exchange rate. [6]  (c) describe two methods of trade protection. [4]  (d) discuss whether a country should impose more trade restrictions. [8]   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."
+        },
+        "0455_s10_qp_23.pdf": {
+            "1": "this document consists of 4 printed pages. dc (slm) 27520 \u00a9 ucles 2010 [turn overuniversity of cambridge international examinations international general certificate of secondary education *3833335482*economics 0455/23 paper 2  structured questions may/june 2010  2 hours additional materials: answer booklet/paper read these instructions first if you have been given an answer booklet, follow the instructions on the front cover of the booklet. write your centre number, candidate number and name on all the work you hand in.write in dark blue or black pen.y ou may use a soft pencil for any diagrams, graphs or rough working.do not use staples, paper clips, highlighters, glue or correction fluid. section a answer question 1.section banswer any three questions. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question.",
+            "2": "2 0455/23/m/j/10 \u00a9 ucles 2010section a answer this question. 1 economic downturn puts pressure on new zealand firms to be more productive in 2009, it was announced in new zealand that the world-wide economic downturn, or recession,  was causing an increase in the number of job losses in the country. it was also putting a great deal of pressure on firms to be more productive and efficient. this applied to all firms in the economy, but it was especially the case with some of the larger public limited companies. trade unions had a key role to play and they were having to work really hard in these circumstances  to make sure that as many workers as possible were able to keep their jobs. the trade unions were trying to exercise influence both on individual firms and on the government. some workers were still moving from one job to another for various reasons, but most just wanted to keep hold of the jobs they had. it is likely they would only think about changing jobs when the recession ended and economic growth began to pick up again.  (a) explain what is meant by a recession. [2]  (b) what is meant by productivity? [2]  (c) describe the main features of public limited companies. [3]  (d) explain three possible reasons that could influence a worker\u2019s decision to move from one job  to another. [6]  (e) discuss how effective trade unions may be in influencing individual firms and the government. [7]",
+            "3": "3 0455/23/m/j/10 \u00a9 ucles 2010 [turn oversection b answer any three questions from this section. 2 (a) (i) using a demand diagram, show an increase in demand for a product.   [2]   (ii) identify two causes of such an increase in demand. [2]  (b) explain what is meant by price elasticity of demand. [4]  (c) why is the concept of price elasticity of demand potentially very useful to a business? [4]  (d) discuss why market failure could occur in an economy. [8] 3 (a) define fixed cost and variable cost, giving one example of each. [4]  (b) explain three factors of production that are involved in the operation of an airport. [6]  (c) a proposal has been put forward to build a new runway at an airport. discuss the social costs  and benefits of such a decision. [10] 4 in nigeria, firms vary in size from the smallest businesses up to very large enterprises.  (a) distinguish between a sole proprietor and a partnership. [4]  (b) explain why a business might wish to change from a partnership to a private limited company. [4]  (c) describe the reasons why small firms are often successful in the retail trade in many countries. [5]  (d) discuss to what extent a large firm is able to benefit from economies of scale in the television manufacturing industry. [7] 5 (a) explain why governments impose taxes. [6]  (b) describe, with the aid of examples, the differences between direct and indirect taxes. [4]  (c) discuss the extent to which taxes can be successful in redistributing income in a country.  [10] 6 both china and india have a population of over 1 billion people each.   (a)  describe one economic advantage and one economic disadvantage to countries such as  china and india of having a very large population. [4]  (b) explain the reasons for the different rates of population growth in different countries. [6]   (c) discuss how effectively gross domestic product (gdp) measures the standard of living in a country. [10]",
+            "4": "4 0455/23/m/j/10 \u00a9 ucles 20107 whilst in recent years more countries have adopted freely floating exchange rates, a number of  countries have been increasing the protection they are giving to their domestic industries.  (a) define the term exchange rate. [2]  (b) explain what determines the value of a freely floating exchange rate. [6]  (c) describe two methods of trade protection. [4]  (d) discuss whether a country should impose more trade restrictions. [8]   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."
+        },
+        "0455_s10_qp_31.pdf": {
+            "1": "this document consists of 9 printed pages, 3 blank pages and 1 insert. dc (kn) 16562/5 \u00a9 ucles 2010 [turn overuniversity of cambridge international examinations international general certificate of secondary education read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen.y ou may use a soft pencil for any diagrams, graphs or rough working.do not use staples, paper clips, highlighters, glue or correction fluid.do not write in any barcodes. answer all questions.at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [ ] at the end of each question or part question. *6552030983 *economics 0455/31 paper 3  analysis and critical evaluation may/june 2010  1 hour 30 minutes candidates answer on the question paper.additional materials: insert. for examiner\u2019s use 1 2 total",
+            "2": "2 0455/31/m/j/10 \u00a9 ucles 2010for examiner\u2019s usethe extracts \u2018coffee is like gold for some people \u2013 but not for everybody\u2019 and \u2018starbucks to  open fewer stores\u2019 will be needed for this question. 1 (a) why is jamaican blue mountain coffee called \u2018black gold\u2019?  .. .. .. .. .. ..[2]  (b) why might some people involved in coffee production not think of coffee as similar to  gold?  .. .. .. .. .. .. .. .. .. .. .. ..[3]",
+            "3": "3 [turn over \u00a9 ucles 2010 0455/31/m/j/10for examiner\u2019s use (c) discuss whether jamaica should be pleased that such a large amount of coffee is sold  to one country, japan.  .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. ..[5]",
+            "4": "4 0455/31/m/j/10 \u00a9 ucles 2010for examiner\u2019s use (d) explain the difference between variable cost and fixed cost and identify what happened  to starbucks\u2019 fixed and variable costs in 2007.  .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. ..[6]",
+            "5": "5 0455/31/m/j/10 \u00a9 ucles 2010 [turn overblank page question 1(e) is on the next page",
+            "6": "6 0455/31/m/j/10 \u00a9 ucles 2010for examiner\u2019s use (e) the extract says that starbucks had a bad year. as a researcher, you are asked to  assess whether this is correct. discuss whether the evidence in the extract supports this claim and suggest what other information you might require.  .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. ..",
+            "7": "7 [turn over \u00a9 ucles 2010 0455/31/m/j/10for examiner\u2019s use ..  .. .. .. .. .. .. .. .. .. .. .. .. .. [10]  [total: 26]",
+            "8": "8 0455/31/m/j/10 \u00a9 ucles 2010for examiner\u2019s usethe extract \u2018charging some cars extra to enter london may raise, not lower, pollution\u2019 will  be needed for this question. 2 (a) define the term social cost.  .. .. .. .. .. ..[2]  (b) explain how the use of cars causes a social cost. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. ..[4]",
+            "9": "9 0455/31/m/j/10 \u00a9 ucles 2010 [turn overblank page question 2(c) is on the next page",
+            "10": "10 0455/31/m/j/10 \u00a9 ucles 2010for examiner\u2019s use (c) y ou are asked to make a decision on whether the proposal to increase the charge on  some vehicles is worthwhile. discuss whether the information you have been given is sufficient to say whether an increase in charges is worthwhile.  .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. ..",
+            "11": "11 \u00a9 ucles 2010 0455/31/m/j/10for examiner\u2019s use ..  .. .. .. .. ..[8]  [total: 14]",
+            "12": "12 0455/31/m/j/10 \u00a9 ucles 2010blank page copyright acknowledgements: question 1  \u00a9 robert booth; \u2018black gold\u2019 coffee leaves a bitter taste for some; the guardian news and media; 22/03/08. question 1  \u00a9 suzy jagger; froth comes off starbucks ...; the times; 17/11/07.question 2  \u00a9 david williams; low-emission zone \u2018will raise traffic and pollution\u2019; evening standard; 18/10/07. 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."
+        },
+        "0455_s10_qp_32.pdf": {
+            "1": "this document consists of 8 printed pages and 1 insert. dc (sm) 23158/2 \u00a9 ucles 2010 [turn overuniversity of cambridge international examinations international general certificate of secondary education read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen.y ou may use a soft pencil for any diagrams, graphs or rough working.do not use staples, paper clips, highlighters, glue or correction fluid.do not write in any barcodes. answer all questions.at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [ ] at the end of each question or part question. *8569442022*economics 0455/32 paper 3  analysis and critical evaluation may/june 2010  1 hour 30 minutes candidates answer on the question paper.additional materials: insert. for examiner\u2019s use 1 2 total",
+            "2": "2 0455/32/m/j/10 \u00a9 ucles 2010for examiner\u2019s usethe extract \u2018high rice prices lead to export restrictions\u2019 will be needed for this question. 1 (a) (i) explain what is meant by opportunity cost.  .. .. .. .. .. .. .. .. [2]   (ii) identify, from the extract, one example of opportunity cost. .. .. [1]  (b) why might the price of rice have increased less in egypt than in the philippines in  2008?   .. .. .. .. .. .. .. ..[2]",
+            "3": "3 [turn over \u00a9 ucles 2010 0455/32/m/j/10for examiner\u2019s use (c) draw a demand and supply diagram, for each case below, to show the effect on the  market for rice of:   (i) floods in north korea [3]   (ii) rises in income in china. [3]",
+            "4": "4 0455/32/m/j/10 \u00a9 ucles 2010for examiner\u2019s use (d) does the extract suggest that demand for rice in the philippines was price elastic or  price inelastic in 2008? explain your answer.  .. .. .. .. .. .. .. .. .. .. .. ..[3]  (e) explain why the removal of export restrictions in vietnam could reduce poverty in the  philippines.  .. .. .. .. .. .. .. .. .. .. .. ..[3]",
+            "5": "5 [turn over \u00a9 ucles 2010 0455/32/m/j/10for examiner\u2019s use (f) discuss what you would need to know to decide whether thailand would benefit from  specialising even more in rice production.  .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. ..[7] [total: 24]",
+            "6": "6 0455/32/m/j/10 \u00a9 ucles 2010for examiner\u2019s usethe extract \u2018a social and economic comparison of selected indian states 2006\u2019 will be  needed for this question. 2 (a) (i) why would economists expect that states with high senior school enrolment ratios  would have a small percentage of their population living in poverty?  .. .. .. .. .. .. .. .. [2]   (ii)  does the information in the extract support the view that states with high senior school  enrolment ratios have a small percentage of their population living in poverty? .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. [4]",
+            "7": "7 [turn over \u00a9 ucles 2010 0455/32/m/j/10for examiner\u2019s use (b) (i) assess whether the information in the extract indicates that people living in kerala  enjoyed a higher quality of life than people in madhya pradesh in 2006.   .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. [4]  question 2(b)(ii) is on the next page",
+            "8": "8 0455/32/m/j/10 \u00a9 ucles 2010for examiner\u2019s use  (ii) discuss what other information you would need to decide whether the quality of life  is higher in kerala than in madhya pradesh.     .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. [6] [total: 16] copyright acknowledgements: question 2 table 1 \u00a9 government of india economic survey 2007\u201308 ; oxford university press, new delhi; 2008. 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."
+        },
+        "0455_s10_qp_33.pdf": {
+            "1": "this document consists of 8 printed pages and 1 insert. dc (nf) 26594/1 \u00a9 ucles 2010 [turn overuniversity of cambridge international examinations international general certificate of secondary education read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen.y ou may use a soft pencil for any diagrams, graphs or rough working.do not use staples, paper clips, highlighters, glue or correction fluid.do not write in any barcodes. answer all questions.at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [ ] at the end of each question or part question. *7287908 240*economics 0455/33 paper 3  analysis and critical evaluation may/june 2010  1 hour 30 minutes candidates answer on the question paper.additional materials: insert. for examiner\u2019s use 1 2 total",
+            "2": "2 0455/33/m/j/10 \u00a9 ucles 2010for examiner\u2019s usethe extract \u2018high rice prices lead to export restrictions\u2019 will be needed for this question. 1 (a) (i) explain what is meant by opportunity cost.  .. .. .. .. .. .. .. .. [2]   (ii) identify, from the extract, one example of opportunity cost. .. .. [1]  (b) why might the price of rice have increased less in egypt than in the philippines in  2008?   .. .. .. .. .. .. .. ..[2]",
+            "3": "3 [turn over \u00a9 ucles 2010 0455/33/m/j/10for examiner\u2019s use (c) draw a demand and supply diagram, for each case below, to show the effect on the  market for rice of:   (i) floods in north korea [3]   (ii) rises in income in china. [3]",
+            "4": "4 0455/33/m/j/10 \u00a9 ucles 2010for examiner\u2019s use (d) does the extract suggest that demand for rice in the philippines was price elastic or  price inelastic in 2008? explain your answer.  .. .. .. .. .. .. .. .. .. .. .. ..[3]  (e) explain why the removal of export restrictions in vietnam could reduce poverty in the  philippines.  .. .. .. .. .. .. .. .. .. .. .. ..[3]",
+            "5": "5 [turn over \u00a9 ucles 2010 0455/33/m/j/10for examiner\u2019s use (f) discuss what you would need to know to decide whether thailand would benefit from  specialising even more in rice production.  .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. ..[7] [total: 24]",
+            "6": "6 0455/33/m/j/10 \u00a9 ucles 2010for examiner\u2019s usethe extract \u2018a social and economic comparison of selected indian states 2006\u2019 will be  needed for this question. 2 (a) (i) why would economists expect that states with high senior school enrolment ratios  would have a small percentage of their population living in poverty?  .. .. .. .. .. .. .. .. [2]   (ii)  does the information in the extract support the view that states with high senior school  enrolment ratios have a small percentage of their population living in poverty? .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. [4]",
+            "7": "7 [turn over \u00a9 ucles 2010 0455/33/m/j/10for examiner\u2019s use (b) (i) assess whether the information in the extract indicates that people living in kerala  enjoyed a higher quality of life than people in madhya pradesh in 2006.   .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. [4]  question 2(b)(ii) is on the next page",
+            "8": "8 0455/33/m/j/10 \u00a9 ucles 2010for examiner\u2019s use  (ii) discuss what other information you would need to decide whether the quality of life  is higher in kerala than in madhya pradesh.     .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. [6] [total: 16] copyright acknowledgements: question 2 table 1 \u00a9 government of india economic survey 2007\u201308 ; oxford university press, new delhi; 2008. 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."
+        },
+        "0455_w10_qp_11.pdf": {
+            "1": "    this document consists of 9 printed pages and 3 blank pages.  ib10 11_0455_11/3rp  \u00a9 ucles 2010  [turn over      *7760178 046* university of cambridge international examinations  international general certificate of secondary education       economics 0455/11     paper 1  multiple choice  october/november 2010     45 minutes    additional materials: multiple choice answer sheet    soft clean eraser    soft pencil (type b or hb is recommended)        read these instructions first    write in soft pencil.  do not use staples, paper clips, highlighters, glue or correction fluid. write your name, centre number and candidate number on the answer sheet in the spaces provided  unless this has been done for you.   there are thirty  questions on this paper. answer all questions. for each question there are four possible  answers a, b, c and d.   choose the one you consider correct and record your choice in soft pencil on the separate answer sheet.   read the instructions on the answer sheet very carefully.    each correct answer will score one mark. a mark will not be deducted for a wrong answer. any rough working should be done in this booklet.         ",
+            "2": "2  \u00a9 ucles 2010 0455/11/o/n/10  1 what makes choice an important element in the basic economic problem?  a increased demand leads to higher market prices.  b limited resources have many alternative uses.  c reaching a market equilibrium may take a long time.  d scarce economic resources are distributed equally.      2 what is a factor of production?  a an advantage of producing on a large scale  b a resource used to produce goods and services  c a sub-section of a manufacturing process  d a unit of output      3 a government is faced with the choice of spending on either education or healthcare.     of what is this an example?  a conservation of resources  b monetary policy  c opportunity cost  d substitution of factors     4 a farmer pays a landowner for the use of a field.    what is the income to the landowner called?  a interest  b profit  c rent  d wages     ",
+            "3": "3  \u00a9 ucles 2010 0455/11/o/n/10 [turn over  5 the diagram shows demand and supply curves for a product at its equilibrium price p.    pricep q quantityod1 d2s2s1s d     how would the introduction of a subsidy be shown?  a demand would shift to d 1.  b demand would shift to d 2.  c supply would shift to s 1.  d supply would shift to s 2.     6 which statement could explain a decrease in the demand for natural rubber?  a demand for car tyres has increased.  b new techniques of producing substitutes for rubber have been introduced.  c productivity of rubber plantations has increased.  d the area of land on which rubber is grown has increased.    7 the table illustrates the demand and supply for rice in a market in africa.    price per kg ($) quantity demanded (kg) quantity supplied (kg)  10 50 10  20 40 20  30 30 30  40 20 40    when the price rises from $20 to $30 per kg, w hat is the approximate price elasticity of demand  for rice?  a 0.25 b 0.5 c 1.0 d 2.0     ",
+            "4": "4  \u00a9 ucles 2010 0455/11/o/n/10  8 the diagram shows that when a tax of $2 on a good raises the supply curve from s 1 to s 2, the  price to the consumer rises from $4 to $5.    05 price $ 4 3 quantity75 100ds1s2     what is the total tax yield to the government?  a $75 b $150 c $200 d $375     9 a stock exchange is a market in which  a a system of barter operates.  b the interest rate is fixed.  c the value of the exchange rate is determined.  d shares are bought and sold.      10 \u2018savers suffer as inflation rises to 4.4  %.\u2019    which function of money is most involved in this statement?  a means of deferred payments  b medium of exchange c store of value  d unit of account     11 what is the most likely reason for a worker preferring to be employed by the government rather  than by a firm in the private sector?  a more chance of a fast changing environment  b more chance to work in a large organisation  c more opportunity to gain from successful risk taking  d more possibility of productivity bonuses    ",
+            "5": "5  \u00a9 ucles 2010 0455/11/o/n/10 [turn over  12 \u2018there are actors who earn extremely high incomes.\u2019    what best explains this?  a acting is a popular career.  b actors have regular employment. c actors work short hours. d some actors have a unique talent.     13 what might be a direct benefit to the individual worker of a specialised job?  a specialisation can enable the worker to become more skilled.  b specialisation enables a better quality product to be produced. c specialisation enables the firm to introduce more machinery.  d specialisation makes better use of resources.     14 a milk processing company takes over a group of dairy farms before merging with a chain of  supermarkets.    which types of integration have taken place?  a diversification followed by horizontal  b horizontal followed by vertical backward c vertical backward followed by vertical forward d vertical forward followed by diversification     15 what is usually an advantage of a small firm?  a the ability to benefit from bulk buying arrangements  b the ability to raise finance from a stock exchange c the ability to respond quickly to changes in consumer demand  d the ability to run a national advertising campaign     ",
+            "6": "6  \u00a9 ucles 2010 0455/11/o/n/10  16 in 2008, xl, the uk\u2019s third largest tour operator went out of business.    what would have been the effect of this on the level of competition in the industry, the external  economies of scale experienced by the remaining firms and the level of business confidence in the uk?     level of competition external economies  of scale uk business  confidence  a increase increase reduce  b increase reduce increase  c reduce increase increase  d reduce reduce reduce     17 in 2008, the world\u2019s largest metal mining company, bhp, increased its profits by 20  %.    what could have helped that happen?  a a decrease in economic growth in the uk and the us  b an increase in demand from china c more competition from other companies  d more difficult mining conditions     18 the table shows a firm\u2019s fixed and variable costs at four levels of output.    output (units) fixed costs ($) variable costs ($)  2 50 110  3 50 130  4 50 210  5 50 300    at which level of output is average cost at its lowest?  a 2 b 3 c 4 d 5    19 direct taxes can be used to  a place the burden of tax on sellers not buyers.  b protect domestic industries from foreign competition.  c raise revenue without affecting the number of hours employees work.  d redistribute incomes from rich to poor.     ",
+            "7": "7  \u00a9 ucles 2010 0455/11/o/n/10 [turn over  20 brazil is a highly taxed economy. some brazilian economists have suggested that if the  government were to cut tax rates, the government would actually receive more tax revenue.    why may cutting taxes increase revenue?  a it may encourage emigration.  b it may increase the tax burden.  c it may lead to a fall in investment.  d it may reduce tax evasion.     21 what is most likely to be the responsibility of a central government?  a the provision of immigration officials at an airport  b the provision of security cameras in a shopping centre  c the provision of security staff at a bank  d the provision of ticket inspectors on a train      22 in september 2008, the chinese government in creased the sales tax on cars with large engines  whilst it reduced the sales tax on cars with small engines. most cars in china with large engines  are imported whilst most cars with small engines are home produced.    which effects would the changes in sales tax be  expected to have on china\u2019s trade surplus and  the demand for home produced cars?     trade surplus demand for home  produced cars  a increase increase  b increase reduce  c reduce increase  d reduce reduce    23 in germany\u2019s 2007 retail price index, transport received a higher weighting than clothing and  footwear.    what does this difference indicate?  a households spent more on transport than on clothing and footwear.  b the price of transport rose by more than the price of clothing and footwear. c transport is more of a luxury good than clothing and footwear. d wage rises in the transport industry were higher than wage rises in the clothing and footwear  industry.     ",
+            "8": "8  \u00a9 ucles 2010 0455/11/o/n/10  24 how is the pattern of employment likely to change when a country becomes more developed?  a from rural employment to urban employment  b from skilled employment to primary employment  c from technical employment to manual employment  d from tertiary employment to secondary employment      25 in 2008, the us had a higher gdp per head than iceland, but a lower human development index  ranking than iceland.    what could explain this difference?  a average family size is higher in iceland.  b life expectancy is higher in iceland.  c school enrolments are higher in the us.  d the population of the us is larger.      26 the table shows four countries in 2007.    which country is most likely to have the lowest standard of living?     country gdp (us$ billion) population (million)  a bangladesh 206.7 153.5  b india 2989.1 1147.9  c nigeria 292.7 138.3  d south africa 467.1 43.8     27 what will be the likely effect on the remaining population of a developing country when newly  trained, skilled workers migrate to developed countries?  a its average age will increase.  b its mobility will increase. c its productivity will increase.  d its total size will increase.     ",
+            "9": "9  \u00a9 ucles 2010 0455/11/o/n/10  28 what is most likely to indicate that an economy is developed rather than developing?  a a high birth rate and a low death rate  b a large primary sector and a high population growth  c a large service sector and capital intensive production  d a low level of investment and a high rate of savings      29 one argument for protectionism is to prevent dumping.    what is meant by dumping?  a countries paying low wages to their workers to gain price advantage  b countries providing poor working conditions for their employees to keep costs low c countries selling products abroad at less than the cost of production  d countries selling products abroad that do not meet health and safety standards     30 what might cause the balance on the current account of mauritius to improve?  a increased purchases of coffee from kenya  b increased transport of mauritian goods in portuguese ships  c increased spending by mauritians on holidays in goa  d increased spending by tourists in mauritian hotels     ",
+            "10": "10  \u00a9 ucles 2010 0455/11/o/n/10  blank page     ",
+            "11": "11  \u00a9 ucles 2010 0455/11/o/n/10  blank page     ",
+            "12": "12      permission to reproduce items where thir d-party owned material protected by copyright is  included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holder s, 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.    \u00a9 ucles 2010 0455/11/o/n/10  blank page     "
+        },
+        "0455_w10_qp_12.pdf": {
+            "1": "    this document consists of 9 printed pages and 3 blank pages.  ib10 11_0455_12/rp  \u00a9 ucles 2010  [turn over      *5381475 252* university of cambridge international examinations  international general certificate of secondary education       economics 0455/12     paper 1  multiple choice  october/november 2010     45 minutes    additional materials: multiple choice answer sheet    soft clean eraser    soft pencil (type b or hb is recommended)        read these instructions first    write in soft pencil.  do not use staples, paper clips, highlighters, glue or correction fluid. write your name, centre number and candidate number on the answer sheet in the spaces provided  unless this has been done for you.   there are thirty  questions on this paper. answer all questions. for each question there are four possible  answers a, b, c and d.   choose the one you consider correct and record your choice in soft pencil on the separate answer sheet.   read the instructions on the answer sheet very carefully.    each correct answer will score one mark. a mark will not be deducted for a wrong answer. any rough working should be done in this booklet.         ",
+            "2": "2  \u00a9 ucles 2010 0455/12/o/n/10  1 a farmer pays a landowner for the use of a field.    what is the income to the landowner called?  a interest  b profit  c rent  d wages     2 what makes choice an important element in the basic economic problem?  a increased demand leads to higher market prices.  b limited resources have many alternative uses. c reaching a market equilibrium may take a long time.  d scarce economic resources are distributed equally.     3 what is a factor of production?  a an advantage of producing on a large scale  b a resource used to produce goods and services  c a sub-section of a manufacturing process  d a unit of output     4 a government is faced with the choice of spending on either education or healthcare.    of what is this an example?  a conservation of resources  b monetary policy  c opportunity cost  d substitution of factors     ",
+            "3": "3  \u00a9 ucles 2010 0455/12/o/n/10 [turn over  5 the diagram shows that when a tax of $2 on a good raises the supply curve from s 1 to s 2, the  price to the consumer rises from $4 to $5.    05 price $ 4 3 quantity75 100ds1s2     what is the total tax yield to the government?  a $75 b $150 c $200 d $375     6 the diagram shows demand and supply curves for a product at its equilibrium price p.    pricep q quantityod1 d2s2s1s d     how would the introduction of a subsidy be shown?  a demand would shift to d 1.  b demand would shift to d 2.  c supply would shift to s 1.  d supply would shift to s 2.     7 which statement could explain a decrease in the demand for natural rubber?  a demand for car tyres has increased.  b new techniques of producing substitutes for rubber have been introduced.  c productivity of rubber plantations has increased.  d the area of land on which rubber is grown has increased. ",
+            "4": "4  \u00a9 ucles 2010 0455/12/o/n/10  8 the table illustrates the demand and supply for rice in a market in africa.    price per kg ($) quantity demanded (kg) quantity supplied (kg)  10 50 10  20 40 20  30 30 30  40 20 40    when the price rises from $20 to $30 per kg, what is the approximate price elasticity of demand for rice?  a 0.25 b 0.5 c 1.0 d 2.0     9 what might be a direct benefit to the individual worker of a specialised job?  a specialisation can enable the worker to become more skilled.  b specialisation enables a better quality product to be produced.  c specialisation enables the firm to introduce more machinery.  d specialisation makes better use of resources.     10 a stock exchange is a market in which  a a system of barter operates.  b the interest rate is fixed.  c the value of the exchange rate is determined.  d shares are bought and sold.      11 \u2018savers suffer as inflation rises to 4.4  %.\u2019    which function of money is most involved in this statement?  a means of deferred payments  b medium of exchange c store of value  d unit of account     ",
+            "5": "5  \u00a9 ucles 2010 0455/12/o/n/10 [turn over  12 what is the most likely reason for a worker preferring to be employed by the government rather  than by a firm in the private sector?  a more chance of a fast changing environment  b more chance to work in a large organisation  c more opportunity to gain from successful risk taking  d more possibility of productivity bonuses      13 \u2018there are actors who earn extremely high incomes.\u2019    what best explains this?  a acting is a popular career.  b actors have regular employment.  c actors work short hours.  d some actors have a unique talent.      14 the table shows a firm\u2019s fixed and variable costs at four levels of output.    output (units) fixed costs ($) variable costs ($)  2 50 110  3 50 130  4 50 210  5 50 300    at which level of output is average cost at its lowest?  a 2 b 3 c 4 d 5      15 a milk processing company takes over a group of dairy farms before merging with a chain of  supermarkets.    which types of integration have taken place?  a diversification followed by horizontal  b horizontal followed by vertical backward  c vertical backward followed by vertical forward  d vertical forward followed by diversification     ",
+            "6": "6  \u00a9 ucles 2010 0455/12/o/n/10  16 what is usually an advantage of a small firm?  a the ability to benefit from bulk buying arrangements  b the ability to raise finance from a stock exchange  c the ability to respond quickly to changes in consumer demand  d the ability to run a national advertising campaign      17 in 2008, xl, the uk\u2019s third largest tour operator went out of business.    what would have been the effect of this on the level of competition in the industry, the external  economies of scale experienced by the remaining firms and the level of business confidence in  the uk?     level of competition external economies  of scale uk business  confidence  a increase increase reduce  b increase reduce increase  c reduce increase increase  d reduce reduce reduce     18 in 2008, the world\u2019s largest metal mining company, bhp, increased its profits by 20  %.    what could have helped that happen?  a a decrease in economic growth in the uk and the us  b an increase in demand from china  c more competition from other companies  d more difficult mining conditions      19 in september 2008, the chinese government in creased the sales tax on cars with large engines  whilst it reduced the sales tax on cars with small engines. most cars in china with large engines are imported whilst most cars with small engines are home produced.    which effects would the changes in sales tax be  expected to have on china\u2019s trade surplus and  the demand for home produced cars?     trade surplus demand for home  produced cars  a increase increase  b increase reduce  c reduce increase  d reduce reduce ",
+            "7": "7  \u00a9 ucles 2010 0455/12/o/n/10 [turn over  20 direct taxes can be used to  a place the burden of tax on sellers not buyers.  b protect domestic industries from foreign competition.  c raise revenue without affecting the number of hours employees work.  d redistribute incomes from rich to poor.      21 brazil is a highly taxed economy. some brazilian economists have suggested that if the  government were to cut tax rates, the government would actually receive more tax revenue.    why may cutting taxes increase revenue?  a it may encourage emigration.  b it may increase the tax burden.  c it may lead to a fall in investment.  d it may reduce tax evasion.      22 what is most likely to be the responsibility of a central government?  a the provision of immigration officials at an airport  b the provision of security cameras in a shopping centre  c the provision of security staff at a bank  d the provision of ticket inspectors on a train      23 in 2008, the us had a higher gdp per head than iceland, but a lower human development index  ranking than iceland.    what could explain this difference?  a average family size is higher in iceland.  b life expectancy is higher in iceland.  c school enrolments are higher in the us.  d the population of the us is larger.     ",
+            "8": "8  \u00a9 ucles 2010 0455/12/o/n/10  24 in germany\u2019s 2007 retail price index, transport received a higher weighting than clothing and  footwear.    what does this difference indicate?  a households spent more on transport than on clothing and footwear.  b the price of transport rose by more than the price of clothing and footwear.  c transport is more of a luxury good than clothing and footwear.  d wage rises in the transport industry were higher than wage rises in the clothing and footwear  industry.      25 how is the pattern of employment likely to change when a country becomes more developed?  a from rural employment to urban employment  b from skilled employment to primary employment  c from technical employment to manual employment  d from tertiary employment to secondary employment      26 what is most likely to indicate that an economy is developed rather than developing?  a a high birth rate and a low death rate  b a large primary sector and a high population growth  c a large service sector and capital intensive production  d a low level of investment and a high rate of savings      27 the table shows four countries in 2007.    which country is most likely to have the lowest standard of living?     country gdp (us$ billion) population (million)  a bangladesh 206.7 153.5  b india 2989.1 1147.9  c nigeria 292.7 138.3  d south africa 467.1 43.8    ",
+            "9": "9  \u00a9 ucles 2010 0455/12/o/n/10  28 what will be the likely effect on the remaining population of a developing country when newly  trained, skilled workers migrate to developed countries?  a its average age will increase.  b its mobility will increase. c its productivity will increase.  d its total size will increase.      29 what might cause the balance on the current account of mauritius to improve?  a increased purchases of coffee from kenya  b increased transport of mauritian goods in portuguese ships c increased spending by mauritians on holidays in goa d increased spending by tourists in mauritian hotels     30 one argument for protectionism is to prevent dumping.    what is meant by dumping?  a countries paying low wages to their workers to gain price advantage  b countries providing poor working conditions for their employees to keep costs low  c countries selling products abroad at less than the cost of production  d countries selling products abroad that do not meet health and safety standards     ",
+            "10": "10  \u00a9 ucles 2010 0455/12/o/n/10  blank page     ",
+            "11": "11  \u00a9 ucles 2010 0455/12/o/n/10  blank page     ",
+            "12": "12      permission to reproduce items where third-par ty owned material protected by copyright is  included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holder s, 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.    \u00a9 ucles 2010 0455/12/o/n/10  blank page     "
+        },
+        "0455_w10_qp_13.pdf": {
+            "1": "    this document consists of 9 printed pages and 3 blank pages.  ib10 11_0455_13/rp  \u00a9 ucles 2010  [turn over      *7775507 302* university of cambridge international examinations  international general certificate of secondary education       economics 0455/13     paper 1  multiple choice  october/november 2010     45 minutes    additional materials: multiple choice answer sheet    soft clean eraser    soft pencil (type b or hb is recommended)        read these instructions first    write in soft pencil.  do not use staples, paper clips, highlighters, glue or correction fluid. write your name, centre number and candidate number on the answer sheet in the spaces provided  unless this has been done for you.   there are thirty  questions on this paper. answer all questions. for each question there are four possible  answers a, b, c and d.   choose the one you consider correct and record your choice in soft pencil on the separate answer sheet.   read the instructions on the answer sheet very carefully.    each correct answer will score one mark. a mark will not be deducted for a wrong answer. any rough working should be done in this booklet.         ",
+            "2": "2  \u00a9 ucles 2010 0455/13/o/n/10  1 a government is faced with the choice of spending on either education or healthcare.    of what is this an example?  a conservation of resources  b monetary policy  c opportunity cost  d substitution of factors     2 a farmer pays a landowner for the use of a field.   what is the income to the landowner called?  a interest  b profit  c rent  d wages      3 what makes choice an important element in the basic economic problem?  a increased demand leads to higher market prices.  b limited resources have many alternative uses.  c reaching a market equilibrium may take a long time.  d scarce economic resources are distributed equally.      4 what is a factor of production?  a an advantage of producing on a large scale  b a resource used to produce goods and services c a sub-section of a manufacturing process d a unit of output     ",
+            "3": "3  \u00a9 ucles 2010 0455/13/o/n/10 [turn over  5 the table illustrates the demand and supply for rice in a market in africa.    price per kg ($) quantity demanded (kg) quantity supplied (kg)  10 50 10  20 40 20  30 30 30  40 20 40    when the price rises from $20 to $30 per kg, w hat is the approximate price elasticity of demand  for rice?  a 0.25 b 0.5 c 1.0 d 2.0     6 the diagram shows that when a tax of $2 on a good raises the supply curve from s 1 to s 2, the  price to the consumer rises from $4 to $5.    05 price $ 4 3 quantity75 100ds1s2     what is the total tax yield to the government?  a $75 b $150 c $200 d $375     ",
+            "4": "4  \u00a9 ucles 2010 0455/13/o/n/10  7 the diagram shows demand and supply curves for a product at its equilibrium price p.    pricep q quantityod1 d2s2s1s d     how would the introduction of a subsidy be shown?  a demand would shift to d 1.  b demand would shift to d 2.  c supply would shift to s 1.  d supply would shift to s 2.     8 which statement could explain a decrease in the demand for natural rubber?  a demand for car tyres has increased.  b new techniques of producing substitutes for rubber have been introduced.  c productivity of rubber plantations has increased.  d the area of land on which rubber is grown has increased.    9 \u2018there are actors who earn extremely high incomes.\u2019    what best explains this?  a acting is a popular career.  b actors have regular employment.  c actors work short hours.  d some actors have a unique talent.      10 what might be a direct benefit to the individual worker of a specialised job?  a specialisation can enable the worker to become more skilled.  b specialisation enables a better quality product to be produced. c specialisation enables the firm to introduce more machinery. d specialisation makes better use of resources. ",
+            "5": "5  \u00a9 ucles 2010 0455/13/o/n/10 [turn over  11 a stock exchange is a market in which  a a system of barter operates.  b the interest rate is fixed.  c the value of the exchange rate is determined.  d shares are bought and sold.      12 \u2018savers suffer as inflation rises to 4.4  %.\u2019    which function of money is most involved in this statement?  a means of deferred payments  b medium of exchange c store of value  d unit of account     13 what is the most likely reason for a worker preferring to be employed by the government rather  than by a firm in the private sector?  a more chance of a fast changing environment  b more chance to work in a large organisation  c more opportunity to gain from successful risk taking  d more possibility of productivity bonuses     14 in 2008, the world\u2019s largest metal mining company, bhp, increased its profits by 20  %.    what could have helped that happen?  a a decrease in economic growth in the uk and the us  b an increase in demand from china c more competition from other companies  d more difficult mining conditions     ",
+            "6": "6  \u00a9 ucles 2010 0455/13/o/n/10  15 the table shows a firm\u2019s fixed and variable costs at four levels of output.    output (units) fixed costs ($) variable costs ($)  2 50 110  3 50 130  4 50 210  5 50 300    at which level of output is average cost at its lowest?  a 2 b 3 c 4 d 5      16 a milk processing company takes over a group of dairy farms before merging with a chain of  supermarkets.    which types of integration have taken place?  a diversification followed by horizontal  b horizontal followed by vertical backward  c vertical backward followed by vertical forward  d vertical forward followed by diversification      17 what is usually an advantage of a small firm?  a the ability to benefit from bulk buying arrangements  b the ability to raise finance from a stock exchange  c the ability to respond quickly to changes in consumer demand  d the ability to run a national advertising campaign      18 in 2008, xl, the uk\u2019s third largest tour operator went out of business.    what would have been the effect of this on the level of competition in the industry, the external  economies of scale experienced by the remaining firms and the level of business confidence in  the uk?     level of competition external economies  of scale uk business  confidence  a increase increase reduce  b increase reduce increase  c reduce increase increase  d reduce reduce reduce     ",
+            "7": "7  \u00a9 ucles 2010 0455/13/o/n/10 [turn over  19 what is most likely to be the responsibility of a central government?  a the provision of immigration officials at an airport  b the provision of security cameras in a shopping centre  c the provision of security staff at a bank  d the provision of ticket inspectors on a train      20 in september 2008, the chinese government in creased the sales tax on cars with large engines  whilst it reduced the sales tax on cars with small engines. most cars in china with large engines  are imported whilst most cars with small engines are home produced.    which effects would the changes in sales tax be  expected to have on china\u2019s trade surplus and  the demand for home produced cars?     trade surplus demand for home  produced cars  a increase increase  b increase reduce  c reduce increase  d reduce reduce    21 direct taxes can be used to  a place the burden of tax on sellers not buyers.  b protect domestic industries from foreign competition.  c raise revenue without affecting the number of hours employees work.  d redistribute incomes from rich to poor.      22 brazil is a highly taxed economy. some brazilian economists have suggested that if the  government were to cut tax rates, the government would actually receive more tax revenue.    why may cutting taxes increase revenue?  a it may encourage emigration.  b it may increase the tax burden.  c it may lead to a fall in investment.  d it may reduce tax evasion.     ",
+            "8": "8  \u00a9 ucles 2010 0455/13/o/n/10  23 how is the pattern of employment likely to change when a country becomes more developed?  a from rural employment to urban employment  b from skilled employment to primary employment  c from technical employment to manual employment  d from tertiary employment to secondary employment      24 in 2008, the us had a higher gdp per head than iceland, but a lower human development index  ranking than iceland.    what could explain this difference?  a average family size is higher in iceland.  b life expectancy is higher in iceland.  c school enrolments are higher in the us.  d the population of the us is larger.      25 in germany\u2019s 2007 retail price index, transport received a higher weighting than clothing and  footwear.    what does this difference indicate?  a households spent more on transport than on clothing and footwear.  b the price of transport rose by more than the price of clothing and footwear. c transport is more of a luxury good than clothing and footwear.  d wage rises in the transport industry were higher than wage rises in the clothing and footwear  industry.      26 what will be the likely effect on the remaining population of a developing country when newly  trained, skilled workers migrate to developed countries?  a its average age will increase.  b its mobility will increase. c its productivity will increase.  d its total size will increase.      27 what is most likely to indicate that an economy is developed rather than developing?  a a high birth rate and a low death rate  b a large primary sector and a high population growth c a large service sector and capital intensive production d a low level of investment and a high rate of savings ",
+            "9": "9  \u00a9 ucles 2010 0455/13/o/n/10  28 the table shows four countries in 2007.    which country is most likely to have the lowest standard of living?     country gdp (us$ billion) population (million)  a bangladesh 206.7 153.5  b india 2989.1 1147.9  c nigeria 292.7 138.3  d south africa 467.1 43.8      29 one argument for protectionism is to prevent dumping.    what is meant by dumping?  a countries paying low wages to their workers to gain price advantage  b countries providing poor working conditions for their employees to keep costs low  c countries selling products abroad at less than the cost of production  d countries selling products abroad that do not meet health and safety standards     30 what might cause the balance on the current account of mauritius to improve?  a increased purchases of coffee from kenya  b increased transport of mauritian goods in portuguese ships  c increased spending by mauritians on holidays in goa  d increased spending by tourists in mauritian hotels     ",
+            "10": "10  \u00a9 ucles 2010 0455/13/o/n/10  blank page     ",
+            "11": "11  \u00a9 ucles 2010 0455/13/o/n/10  blank page     ",
+            "12": "12      permission to reproduce items where thir d-party owned material protected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holder s, 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.    \u00a9 ucles 2010 0455/13/o/n/10  blank page     "
+        },
+        "0455_w10_qp_21.pdf": {
+            "1": "this document consists of 4 printed pages. dc (leo/slm) 19737/2 \u00a9 ucles 2010 [turn overuniversity of cambridge international examinations international general certificate of secondary education *4731254030*economics 0455/21 paper 2  structured questions october/november 2010  2 hours additional materials: answer booklet/paper read these instructions first if you have been given an answer booklet, follow the instructions on the front cover of the booklet. write your centre number, candidate number and name on all the work you hand in.write in dark blue or black pen.y ou may use a soft pencil for any diagrams, graphs or rough working.do not use staples, paper clips, highlighters, glue or correction fluid. section a answer question 1.section banswer any three questions. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question.",
+            "2": "2 0455/21/o/n/10 \u00a9 ucles 2010section a answer this question. 1 tourism in kenya  on average, over one million holiday makers travel to kenya each year. many holiday makers like  to get away from the colder climates in europe and north america, and they enjoy visiting the safari parks and beaches.   tourism is kenya\u2019s largest foreign exchange earner. it brings in between us$1000 million and us$1500 million a year, more than the combined earnings from the next two largest earners, horticulture (flowers and vegetables) and tea. the tourist industry directly employs 500 000 people. it employs another 500 000 people indirectly. for example, the farmers in areas without a tourist industry sell products to restaurants and hotels in the tourist areas.   economic growth was a success story for the kenyan government, and between 2002 and 2007, economic growth increased from 0.5% to 7%. however, in 2008, the demand for holidays in kenya fell as holiday makers chose to visit other destinations. this had a huge impact on kenya\u2019s economy, and analysts feared a recession was likely. for the kenyan economy to continue with a 7% growth rate after 2008, tourism would have to increase again.   (a) identify two reasons why people choose to holiday in kenya. [2]  (b) explain how tourism affected kenya\u2019s balance of payments before and after 2008. [5]  (c) what is meant by economic growth? [4]  (d) discuss why the article calls kenya\u2019s economic growth a \u2018success story\u2019 and consider how a fall in the number of holiday makers might affect the incomes and employment of people in kenya. [9]",
+            "3": "3 0455/21/o/n/10 \u00a9 ucles 2010 [turn oversection b answer any three questions from this section. 2 in recent years there has been publicity that eating fish is often healthier than eating meat. at the  same time, environmentalists in one country complained that the local supply of some fish had declined and they persuaded their government to limit the amount of fish that could be caught.  (a) describe, with the aid of a demand and supply diagram, what might have happened in the market for fish. [5]  (b) explain how the changes mentioned might affect   (i) the incomes of fishermen [4]   (ii) the profits of food retailers. [4]  (c) sometimes the government influences private industry. what measures might it use to influence private industry? [7] 3 sometimes there is not enough skilled labour for a particular occupation.  (a) why might companies spend money on training to increase the skills of their workforce? [4]  (b) apart from lack of skills, explain three other reasons that might prevent a person moving from one job to another. [6]  (c) why might a worker join a trade union? [4]  (d) discuss how a government might influence the demand for and the supply of labour. [6] 4 (a) identify two types of business organisation that are likely to be found in a mixed economy and  describe their characteristics. [6]  (b) explain why most countries have mixed economies. [6]  (c) sometimes firms and business organisations grow in size. discuss how this might occur. [8]",
+            "4": "4 0455/21/o/n/10 \u00a9 ucles 20105 lack of rain in some developing countries can be a problem. the developed countries often send  food and other essential items to help.  (a) why might low rainfall have such a disastrous effect in many developing countries? [5]   (b) what economic policies might the government of a developing country use to reduce the problem of food shortages?  [7]  (c) discuss which indicators economists might find most useful to determine whether a country is developed or developing. [8] 6 as scientists discover more about the spread of disease, governments introduce health education programmes and increase spending on health care. these programmes are particularly significant in developing countries and can change the age structure of the population.  (a) identify and explain two concerns that a health education programme might cover. [4]  (b) how may the age structure of the population in a developing country change as a result of increased spending on health care? [6]  (c) explain what is meant by    (i) opportunity cost [2]   (ii) social benefit. [2]  (d) discuss whether it is possible to apply the concepts of opportunity cost and social benefit to health care programmes. [6] 7 some governments impose tariffs and quotas on imports.  (a) explain the difference between a tariff and a quota. [3]  (b) what effect might a tariff on imports have in the country that imposed the tariff? [8]  (c) discuss what might happen if free trade between countries was established. [9] 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."
+        },
+        "0455_w10_qp_22.pdf": {
+            "1": "this document consists of 4 printed pages. dc (leo) 23433/2 \u00a9 ucles 2010 [turn overuniversity of cambridge international examinations international general certificate of secondary education *9692857408*economics 0455/22 paper 2  structured questions october/november 2010  2 hours additional materials: answer booklet/paper read these instructions first if you have been given an answer booklet, follow the instructions on the front cover of the booklet. write your centre number, candidate number and name on all the work you hand in.write in dark blue or black pen.y ou may use a soft pencil for any diagrams, graphs or rough working.do not use staples, paper clips, highlighters, glue or correction fluid. section a answer question 1.section banswer any three questions. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question.",
+            "2": "2 0455/22/o/n/10 \u00a9 ucles 2010section a answer this question. 1 the asian development bank meets in indonesia  in 2009, the asian development bank, representing 67 member countries, held its annual meeting  in bali, indonesia. it warned that 61 million people in asia would remain trapped in extreme poverty because of the global downturn and that this figure could double if slow growth continued for the next few years.  it reported that many governments in asia, especially those in japan, south korea and china, were using fiscal policy to try to stimulate economies in the region. the japanese finance minister stated that, \u2018the asian region needs to increase domestic demand to avoid economic downturn.\u2019 public spending on health care and state benefits, for example, could be a crucial step to boosting confidence and reducing the human cost of such an economic downturn.  some observers at the meeting, held at an international convention centre surrounded by five star hotels, commented that these luxury hotels provided a clear contrast to the poverty experienced throughout asia. more than 900 million people in asia live on us$1.25 or less a day.  (a) (i) define fiscal policy. [2]   (ii) explain how fiscal policy could be used to increase domestic demand.  [4]  (b) assess whether public spending on health care or public spending on state benefits would be more successful in stimulating an economy. [4]  (c) explain two possible reasons why so many people in asia have to live on us$1.25 or less a  day. [4]  (d) discuss the possible effectiveness of government policies, other than spending on health care and state benefits, in reducing poverty. [6]",
+            "3": "3 0455/22/o/n/10 \u00a9 ucles 2010 [turn oversection b answer any three questions from this section. 2 the economic problem exists everywhere in the world, whatever type of economic system a  country may have.   (a) giving an example of each, define the four factors of production. [4]  (b) explain the nature of the economic problem. [4]  (c) compare how resources are allocated in market and mixed economic systems. [4]   (d) discuss whether people living in a country would benefit if their country\u2019s economic system changed from a mixed to a market economy. [8] 3 money, in terms of how we earn it, spend it and save it, is of fundamental importance to everybody.  (a) describe the functions of money. [4]  (b) analyse, with the aid of a demand and supply diagram, the effect of an increase in demand for air travel on the wages of pilots. [6]  (c) describe how an individual\u2019s earnings are likely to change over their lifetime. [3]  (d) discuss why some individuals spend less than their income whilst others spend more.  [7] 4 in brazil, firms vary in size from the very small to the very large.  (a) describe the main characteristics of a multi-national company. [4]  (b) explain the reasons why small firms continue to exist in all economies. [6]  (c) discuss the advantages and disadvantages of monopoly. [10]",
+            "4": "4 0455/22/o/n/10 \u00a9 ucles 20105 most countries are faced with economic problems including unemployment and inflation.   (a) describe what is meant by full employment. [3]  (b) explain the different types of unemployment that can exist in an economy. [6]  (c) describe the main features of a retail (consumer) price index. [5]  (d) discuss whether inflation is always harmful. [6] 6 changes in population have a significant effect on many countries.   (a) (i) what is meant by net migration? [2]   (ii) identify two other factors that influence the size of a country\u2019s population. [2]  (b) compare the consequences of population growth for developing and developed countries.  [6]  (c) discuss whether a change in the occupational structure of a country would be beneficial for  the economy. [10] 7 (a) describe the structure of the current account of a country\u2019s balance of payments.  [4]  (b) explain the policies a government could use to reduce a deficit on the current account of the balance of payments. [6]  (c) what is meant by specialisation? [4]  (d) discuss the benefits and disadvantages of specialisation at the national level. [6] 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."
+        },
+        "0455_w10_qp_23.pdf": {
+            "1": "this document consists of 4 printed pages. dc (leo) 23434/2 \u00a9 ucles 2010 [turn overuniversity of cambridge international examinations international general certificate of secondary education *655778 4908*economics 0455/23 paper 2  structured questions october/november 2010  2 hours additional materials: answer booklet/paper read these instructions first if you have been given an answer booklet, follow the instructions on the front cover of the booklet. write your centre number, candidate number and name on all the work you hand in.write in dark blue or black pen.y ou may use a soft pencil for any diagrams, graphs or rough working.do not use staples, paper clips, highlighters, glue or correction fluid. section a answer question 1.section banswer any three questions. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question.",
+            "2": "2 0455/23/o/n/10 \u00a9 ucles 2010section a answer this question. 1 large car firms in merger talks  it was announced in 2009 that the canadian car company magna was in merger talks with the  american car company general motors to buy its european car making factories. this could include the uk\u2019s vauxhall brand and germany\u2019s opel brand.   the intention of magna was that the merger would create a very large organisation that would be able to benefit from economies of scale. the chairman of magna stated that takeovers and mergers would help to create \u2018a very strong group\u2019.  opel alone would need at least us$4.3 billion to survive. the german finance minister stated that the german government did not intend offering opel substantial financial support to keep it going, and encouraged it to find a private sector investor. he declared that the government would be willing, however, to offer an investor some limited support from public sector funds.  general motors, like many car producers around the world, has seen sales fall sharply in recent years. this decline has been made worse by the recession (economic downturn).  (a) distinguish between a merger and a takeover. [2]  (b) explain, using examples, how a car production company could benefit from economies of scale. [5]  (c) it is stated that sales of general motors\u2019 cars have fallen sharply in recent years. explain three possible reasons for this. [6]  (d) discuss whether a government should offer a private sector investor finance from public sector funds to support a takeover of a large company in its country. [7]",
+            "3": "3 0455/23/o/n/10 \u00a9 ucles 2010 [turn oversection b answer any three questions from this section. 2 the malaysian government has stated that it wants to promote enterprise and is seeking to  increase the role of market forces in the economy.  (a) describe the role of entrepreneurs. [4]  (b) explain two ways that a government could promote enterprise. [4]  (c) explain, with the aid of demand and supply diagrams, how resources are re-allocated in a  market economy.  [6]  (d) discuss whether it is a disadvantage to rely just on market forces to allocate resources. [6] 3 commercial banks and stock exchanges are playing an increasing role in the chinese economy with, for instance, more of the chinese labour force being employed in the financial sector.  (a) describe the functions of a commercial bank. [4]  (b) explain how a stock exchange can play a key role in an economy. [4]  (c) analyse the differences in earnings between different groups of workers. [6]  (d) discuss whether high income earners will always save more than low income earners. [6] 4 (a) describe the main features of:   (i) a co-operative [2]   (ii) a public corporation. [2]  (b) explain two factors that determine the demand for labour in an economy. [6]  (c) discuss whether it is better to be employed in the public sector or the private sector.  [10]",
+            "4": "4 0455/23/o/n/10 \u00a9 ucles 20105 in a number of countries, governments have tried to reduce inflation by introducing subsidies.  (a) explain what is meant by inflation. [3]  (b) analyse the possible causes of inflation. [7]  (c) explain what is meant by a subsidy. [3]  (d) discuss the advantages and disadvantages of a government intervening in a market through  the use of subsidies. [7] 6 in 2009 unemployment in south africa rose to 24% and its real gross domestic product (gdp) fell by 1.3%. both of these changes reduced living standards in the country.   (a) explain why it may sometimes be difficult to know precisely what the rate of unemployment is in a country. [3]  (b) analyse the possible consequences of unemployment for a country. [6]  (c) explain what is meant by real gross domestic product. [4]  (d) discuss whether the quality of life is always higher in developed than in developing countries. [7] 7 changes in the exchange rate of a country\u2019s currency can have a significant influence on the value of its imports and exports.   (a) explain two factors, other than a change in its exchange rate, that could cause an increase in  the volume of a country\u2019s imports. [4]  (b) analyse the advantages of maintaining a fixed exchange rate. [6]  (c) discuss whether an economy would always benefit from a fall in its exchange rate. [10] 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."
+        },
+        "0455_w10_qp_31.pdf": {
+            "1": "this document consists of 9 printed pages, 3 blank pages and 1 insert. dc (kn) 16565/4 \u00a9 ucles 2010 [turn overuniversity of cambridge international examinations international general certificate of secondary education read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen.y ou may use a soft pencil for any diagrams, graphs or rough working.do not use staples, paper clips, highlighters, glue or correction fluid.do not write in any barcodes. answer all questions. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [ ] at the end of each question or part question. *0871556813* economics 0455/31 paper 3  analysis and critical evaluation october/november 2010  1 hour 30 minutes candidates answer on the question paper. additional materials: insert. for examiner\u2019s use 1 2 total",
+            "2": "2 0455/31/o/n/10 \u00a9 ucles 2010for examiner\u2019s usethe extract \u2018iron ore prices rise\u2019 will be needed for this question. 1 (a) explain what is meant by primary, secondary and tertiary sectors of production and  identify which sectors are referred to in the extract.  .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. ..[5]",
+            "3": "3 [turn over \u00a9 ucles 2010 0455/31/o/n/10for examiner\u2019s use (b) what does the extract mean when it says, \u2018a decline in iron ore prices in real terms\u2019?  .. .. .. .. .. .. .. .. .. .. .. ..[3]  (c) what evidence is there in the extract that the demand for steel from china was a large  part of the market?  .. .. .. .. .. .. .. ..[2]",
+            "4": "4 0455/31/o/n/10 \u00a9 ucles 2010for examiner\u2019s use (d) explain, using a demand and supply diagram, the change in the market price for iron  ore between 2002 - 2007.  ..  .. .. .. .. ..[5]",
+            "5": "5 [turn over \u00a9 ucles 2010 0455/31/o/n/10for examiner\u2019s use (e) use the information in the extract to suggest what might happen to the price of steel in  2008.  .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. ..[4]",
+            "6": "6 0455/31/o/n/10 \u00a9 ucles 2010for examiner\u2019s use (f) the extract says, \u2018successful mining companies used these profits to buy rival  competitors in order to cut costs and increase profits even further\u2019. discuss whether the purchase of another company might lead to lower costs and higher profit.  .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. ..[7]  [total: 26]",
+            "7": "7 [turn over \u00a9 ucles 2010 0455/31/o/n/10for examiner\u2019s usethe extract \u2018reduced furniture prices help bring down inflation\u2019 will be needed for this  question. 2 (a) why are governments interested in calculating the price index?  .. .. .. .. .. .. .. .. .. .. .. ..[3]  (b) identify four reasons which, according to the extract, helped to cause the rate of inflation  to fall. .. .. .. .. .. .. .. ..[2]",
+            "8": "8 0455/31/o/n/10 \u00a9 ucles 2010for examiner\u2019s use (c) the extract says that food accounts for a 9% weighting and furniture has a 2% weighting  in the price index. what is meant by the term weighting and explain why food and furniture are given different weightings.  .. .. .. .. .. .. .. .. .. .. .. ..[3]",
+            "9": "9 \u00a9 ucles 2010 0455/31/o/n/10for examiner\u2019s use (d) use the evidence in the extract to discuss why a rise in interest rates might affect the  pattern of consumer spending and consumer saving.  .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. ..[6]   [total: 14]",
+            "10": "10 0455/31/o/n/10 \u00a9 ucles 2010blank page",
+            "11": "11 0455/31/o/n/10 \u00a9 ucles 2010blank page",
+            "12": "12 0455/31/o/n/10 \u00a9 ucles 2010blank page permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the publisher will be pleased to make amends at the earliest possible opportunity. 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."
+        },
+        "0455_w10_qp_32.pdf": {
+            "1": "this document consists of 9 printed pages, 3 blank pages and 1 insert. dc (kn) 23160/3 \u00a9 ucles 2010 [turn overuniversity of cambridge international examinations international general certificate of secondary education read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen.y ou may use a soft pencil for any diagrams, graphs or rough working.do not use staples, paper clips, highlighters, glue or correction fluid.do not write in any barcodes. answer all questions.at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [ ] at the end of each question or part question. *8544421 850*economics 0455/32 paper 3  analysis and critical evaluation october/november 2010  1 hour 30 minutes candidates answer on the question paper. additional materials: insert. for examiner\u2019s use 1 2 total",
+            "2": "2 0455/32/o/n/10 \u00a9 ucles 2010for examiner\u2019s usethe extract \u2018africa\u2019s growing mobile (cell) phone market\u2019 will be needed for this question. 1 (a) give two possible causes of an increase in the supply of mobile phones.   .. .. .. ..[2]  (b) using the information in the table, compare the ownership of mobile phones and  computers in the three african countries with that in the three western countries.  .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. ..[4]",
+            "3": "3 [turn over \u00a9 ucles 2010 0455/32/o/n/10for examiner\u2019s use (c) using a demand diagram in each case, illustrate the effect on the demand for mobile  phones of:   (i) a fall in the price of mobile phones     [2]   (ii) an increase in the awareness of the benefits of mobile phones.     [2]",
+            "4": "4 0455/32/o/n/10 \u00a9 ucles 2010for examiner\u2019s use (d) explain how the use of mobile phones may reduce market failure in agricultural  markets.  .. .. .. .. .. .. .. .. .. .. .. ..[3]  (e) describe two characteristics of a private limited company such as globacom. .. .. .. .. .. .. .. ..[2]",
+            "5": "5 [turn over \u00a9 ucles 2010 0455/32/o/n/10for examiner\u2019s use (f) (i) are corporate taxes direct or indirect taxes? explain your answer.  .. .. .. .. .. .. .. .. [2]",
+            "6": "6 0455/32/o/n/10 \u00a9 ucles 2010for examiner\u2019s use  (ii) discuss whether imposing corporate taxes on the profits of mobile phone companies  will discourage multi-national phone companies from setting up in a country.  .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. [7]  [total: 24]",
+            "7": "7 [turn over \u00a9 ucles 2010 0455/32/o/n/10for examiner\u2019s usethe extract \u2018united states (us) unemployment reaches new heights\u2019 will be needed for this  question. 2 (a) explain what is meant by the unemployment rate.   .. .. .. .. .. .. .. ..[2]  (b) what could have explained the difference in the number of americans losing their jobs  and the rise in us unemployment in december 2008?  .. .. .. .. .. .. .. .. .. .. .. ..[3]",
+            "8": "8 0455/32/o/n/10 \u00a9 ucles 2010for examiner\u2019s use (c) using information from the extract, identify three reasons why the number of hours  worked fell in the us in 2008.  .. .. .. .. .. ..[3]  (d) discuss what other information you would need to assess whether economic  performance in the us was stronger than japan\u2019s at the start of 2009.  .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. ..",
+            "9": "9 \u00a9 ucles 2010 0455/32/o/n/10for examiner\u2019s use ..  .. .. .. .. .. .. .. .. .. .. .. ..[8]  [total: 16]",
+            "10": "10 0455/32/o/n/10 \u00a9 ucles 2010blank page",
+            "11": "11 0455/32/o/n/10 \u00a9 ucles 2010blank page",
+            "12": "12 0455/32/o/n/10 \u00a9 ucles 2010blank page permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the publisher will be pleased to make amends at the earliest possible opportunity. 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."
+        },
+        "0455_w10_qp_33.pdf": {
+            "1": "this document consists of 9 printed pages, 3 blank pages and 1 insert. dc (kn) 23162/2 \u00a9 ucles 2010 [turn overuniversity of cambridge international examinations international general certificate of secondary education read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen.y ou may use a soft pencil for any diagrams, graphs or rough working.do not use staples, paper clips, highlighters, glue or correction fluid.do not write in any barcodes. answer all questions. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [ ] at the end of each question or part question. *1598455596 *economics 0455/33 paper 3  analysis and critical evaluation october/november 2010  1 hour 30 minutes candidates answer on the question paper. additional materials: insert. for examiner\u2019s use 1 2 total",
+            "2": "2 0455/33/o/n/10 \u00a9 ucles 2010for examiner\u2019s usethe extract \u2018the power of gazprom\u2019 will be needed for this question. 1 (a) draw a demand and supply diagram to show the effect of an increase in demand for gas  on the world market for gas.  [3]  (b) using information from the extract, explain why gazprom\u2019s share price may have fallen in 2009.  .. .. .. .. .. .. .. .. .. .. .. ..[3]",
+            "3": "3 [turn over \u00a9 ucles 2010 0455/33/o/n/10for examiner\u2019s use (c) (i) give two reasons why a firm may borrow.  .. .. .. .. [2]   (ii) what effect might gazprom\u2019s spending on building new pipelines have on the  company\u2019s profits in the short term and long term?  .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. [4]",
+            "4": "4 0455/33/o/n/10 \u00a9 ucles 2010for examiner\u2019s use (d) why might the best engineers want to work for gazprom?  .. .. .. .. .. .. .. .. .. .. .. ..[3]  (e) (i) comment on how close gazprom was to being a monopoly in 2008. .. .. .. .. .. .. .. .. .. .. .. .. [3]",
+            "5": "5 [turn over \u00a9 ucles 2010 0455/33/o/n/10for examiner\u2019s use  (ii) discuss the information you would need in order to assess whether a monopoly is  benefiting consumers.  .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. [6]  [total: 24]",
+            "6": "6 0455/33/o/n/10 \u00a9 ucles 2010for examiner\u2019s usethe extract \u2018information on gross domestic product (gdp), human development index  (hdi), foreign aid and health expenditure in selected countries\u2019 will be needed for this  question. 2 (a) economists expect countries which have a high gdp per head to have a high hdi value.  does the information in the extract support this expected relationship?  .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. ..[4]",
+            "7": "7 [turn over \u00a9 ucles 2010 0455/33/o/n/10for examiner\u2019s use (b) explain why a country may have a relatively high gdp per head but a relatively low hdi  value.  .. .. .. .. .. .. .. .. .. .. .. ..[3]  (c) (i) explain how a country\u2019s level of gdp per head might be expected to affect the level  of foreign aid received per head.  .. .. .. .. .. .. .. .. [2]",
+            "8": "8 0455/33/o/n/10 \u00a9 ucles 2010for examiner\u2019s use  (ii) does the information in the extract confirm this expected relationship between gdp  per head and the level of foreign aid received per head?  .. .. .. .. .. .. .. .. [2]",
+            "9": "9 \u00a9 ucles 2010 0455/33/o/n/10for examiner\u2019s use (d) of the countries shown, sierra leone had the lowest spending on health care per head  and the lowest gdp per head. discuss what factors will influence whether a rise in spending on health care would increase real gdp per head.  .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. ..[5]  [total: 16]",
+            "10": "10 0455/33/o/n/10 \u00a9 ucles 2010blank page",
+            "11": "11 0455/33/o/n/10 \u00a9 ucles 2010blank page",
+            "12": "12 0455/33/o/n/10 \u00a9 ucles 2010blank page permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the publisher will be pleased to make amends at the earliest possible opportunity. 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."
+        }
+    },
+    "2011": {
+        "0455_s11_qp_11.pdf": {
+            "1": "    this document consists of 9 printed pages and 3 blank pages.  ib11 06_0455_11/3rp  \u00a9 ucles 2011  [turn over      *9692953902* university of cambridge international examinations  international general certificate of secondary education       economics  0455/11     paper 1  multiple choice  may/june 2011     45 minutes    additional materials: multiple choice answer sheet    soft clean eraser    soft pencil (type b or hb is recommended)        read these instructions first    write in soft pencil.  do not use staples, paper clips, highlighters, glue or correction fluid. write your name, centre number and candidate number on the answer sheet in the spaces provided  unless this has been done for you.   there are thirty  questions on this paper. answer all questions. for each question there are four possible  answers a, b, c and d.   choose the one you consider correct and record your choice in soft pencil on the separate answer sheet.   read the instructions on the answer sheet very carefully.    each correct answer will score one mark. a mark will not be deducted for a wrong answer. any rough working should be done in this booklet.         ",
+            "2": "2  \u00a9 ucles 2011 0455/11/m/j/11  1 what is meant by the economic problem?  a how to achieve efficiency with the existence of fixed resources and limited wants  b how to allocate resources between public and private sectors  c how to balance unlimited wants against finite resources  d how to decide which methods to use to exploit all resources      2 each of the factors of production earns an income.     what are the incomes for land and capital?     land capital  a rent interest  b rent profit  c wages interest  d wages profit     3 a firm decides to stop manufacturing ovens and to produce washing machines instead.    what is the opportunity cost to the firm?  a the additional washing machines produced  b the cost of producing ovens c the cost of producing washing machines  d the loss of the production of ovens     4 what is an advantage of the market economic system?  a it aims for equality of income.  b it ensures the provision of defence and law and order. c it gives an incentive to produce.  d it reduces pollution and congestion.     ",
+            "3": "3  \u00a9 ucles 2011 0455/11/m/j/11 [turn over  5 due to changes in the costs of production, an industry\u2019s supply curve shifted at various times  from s 1 to either s 2 or s 3.    s2  d1 s1  s3  d2 w  x  y  o price  quantity     if a shift in supply was due to a seasonal increase in the cost of raw materials, what would have  been the effect on demand?  a the demand curve would move from d 1 to d 2.  b the quantity demanded would move from x to w.  c the quantity demanded would move from x to y.  d the quantity demanded would remain the same at x.     6 the table shows the changes in two influenc es on the demand for and supply of televisions.    if these two changes occurred at the same time, in which case is it impossible for the price of  televisions to rise?     consumers\u2019 incomes costs of production  a fall fall  b fall rise  c rise fall  d rise rise    7 in a country where the demand for petrol (gas) is price-inelastic, the incidence of any increase in  petrol tax will be mainly on  a the company that refines the oil.  b the motorist who buys the petrol.  c the petrol station that sells the petrol.  d the wholesale company that stores the petrol.     ",
+            "4": "4  \u00a9 ucles 2011 0455/11/m/j/11  8 what is an example of market failure?  a a growth of competition  b an existence of scarcity  c a spread of pollution  d a surplus of production in the short-term      9 which action by the operators of an airport directly reduces external costs?  a the stopping of night flights  b the building of a new runway  c the payment of a productivity bonus  d the reduction of charges for landing aircraft      10 what may cause an individual to save a higher proportion of their income?  a a belief that the price of goods will rise in the future  b a fall in the rate of interest paid by the country\u2019s banks  c a fear that income will fall in the future  d a rise in the individual\u2019s wish to enjoy higher consumption immediately    11 a person wishes to buy shares in order to ma ke a long-term profit, but wants as little risk of   short-term loss as possible.    which type of share is most  likely to meet these wishes?  a a share in a coffee growing company  b a share in a fashion house  c a share in a high-tech electronics company  d a share in a supermarket chain      12 which statement about a country\u2019s banks is correct?  a commercial banks hold the financial accounts of the government.  b commercial banks settle debts by clearing customers\u2019 cheques.  c the central bank sets the government\u2019s tax and spending policies.  d the central bank supplies foreign currency to members of the public.     ",
+            "5": "5  \u00a9 ucles 2011 0455/11/m/j/11 [turn over  13 why might factory workers have higher wage rates than agricultural workers?  a factory workers are in greater supply.  b factory workers face fewer risks of accidents.  c factory workers have cleaner working conditions.  d factory workers use more productive equipment.      14 a musician has a choice of playing for an orchestra in either england or germany.    which combination of incomes and cost of living is most  likely to cause her to choose the  german orchestra?    incomes and cost of living in germany compared with those in england    pre-tax (gross) income  after-tax (net) income cost of living  a higher higher higher  b higher lower lower  c lower higher higher  d lower higher lower      15 a major computer company announced that its profits had fallen below the level predicted.    what might have caused this?  a increased advertising costs that greatly improved sales  b low prices that made the company\u2019s product competitive  c new technology that reduced costs  d reduced sales and low prices     16 a firm raised the price of its product from $10 to $15 and as a result its sales fell from 200 units to  150 units.    what happened to its average revenue and total revenue?     average revenue total revenue  a decreased decreased  b decreased increased  c increased decreased  d increased increased    ",
+            "6": "6  \u00a9 ucles 2011 0455/11/m/j/11  17 which change must occur when a firm starts to experience diseconomies of scale?  a average costs begin to rise.  b employees are made redundant.  c profits turn into losses.  d variable costs become fixed.      18 if a firm increases its output in the short run, what will happen to its average fixed cost (afc)?  a afc will decrease continually.  b afc will equal zero.  c afc will increase then decrease.  d afc will increase continually.     19 cathay pacific, hong kong\u2019s largest airline, flies to a number of countries.    shares in the firm are owned by both individuals and other firms in a number of countries. the  shares are traded on the hong kong stock exchange.    which type of business organisation is cathay pacific?  a a partnership  b a private limited company  c a public corporation  d a public limited company     20 the central bank of mexico set its rate of interest to try to keep the rise in the price level to  only 3  %.    which government aim was it directly trying to achieve?  a balance of payments equilibrium  b economic growth c full employment d low inflation      21 when is a direct tax described as progressive?  a when the government changes the basic rate of tax in each budget  b when the government taxes companies rather than individuals  c when the tax takes a larger proportion of earnings as earnings increase  d when the tax takes a smaller proportion of earnings as earnings increase ",
+            "7": "7  \u00a9 ucles 2011 0455/11/m/j/11 [turn over  22 in 2008, the government of argentina imposed a tax on exports of wheat and soya beans.    what was the most  likely aim of this tax?  a to increase agricultural output  b to increase exports  c to reduce a budget surplus  d to reduce the rise in domestic food prices     23 during 2009 some governments adopted policies to try to end the recession in their country and  increase economic growth.    which combination of policies is most  likely to achieve this?  a lower taxes and decrease government spending  b lower taxes and increase government spending c raise taxes and decrease government spending d raise taxes and increase government spending     24 the table shows the percentage change in empl oyment over a period for a country with three  economic sectors.    economic sector percentage (%) change  in employment  agriculture \u20136  manufacturing +2  services +4    which statement must be correct?  a agricultural output fell.  b the country became more developed.  c the working population stayed constant.  d total employment remained the same.      25 why may gdp not be a good measure to compare the standard of living of two countries?  a it does not include government expenditure.  b it does not take account of population size.  c it is based on a sample \u2018basket of goods\u2019.  d it only compares export prices with import prices.   ",
+            "8": "8  \u00a9 ucles 2011 0455/11/m/j/11  26 what is likely to happen as a developing country becomes more developed?  a a higher percentage of children will attend school.  b infant mortality will rise.  c life expectancy will fall.  d the agricultural sector will increase in importance.      27 many developed countries are faced with an ageing population.    what is the likely result of this?  a a reduced dependency ratio  b increased mobility of labour  c increased spending on medical care  d reduced tax levels     28 the table shows statistics for four countries in southern africa.    from the information given, which country has the lowest standard of living?     average annual growth rate of  population (%) population density  per square  kilometre life  expectancy real gdp  per capita  (us$)  a 1.9 19 46 190  b 2.7 2 58 1700  c 3.7 45 59 210  d 4.2 89 44 190    ",
+            "9": "9  \u00a9 ucles 2011 0455/11/m/j/11  29 the diagrams show the composition of exports and imports of a country.    goods 50  %services 50  % total exports $120  milliongoods 60  %services 40  % total imports $100  millionexports imports     what is true for this country?  a there was a deficit in the balance of trade in goods.  b there was a deficit in the balance of trade in services.  c there was a surplus in the balance of trade in goods.  d there was a surplus in the balance of trade in services.      30 a government may use customs barriers to restrict free trade.    what is an economic reason for doing this?  a to discourage the production of strategic goods  b to improve the balance of trade  c to increase a balance of payments deficit  d to make imports cheaper     ",
+            "10": "10  \u00a9 ucles 2011 0455/11/m/j/11  blank page     ",
+            "11": "11  \u00a9 ucles 2011 0455/11/m/j/11  blank page     ",
+            "12": "12      permission to reproduce items where third -party owned material protected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to t race 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.    \u00a9 ucles 2011 0455/11/m/j/11  blank page     "
+        },
+        "0455_s11_qp_12.pdf": {
+            "1": "    this document consists of 9 printed pages and 3 blank pages.  ib11 06_0455_12/fp  \u00a9 ucles 2011  [turn over      *9296593106* university of cambridge international examinations  international general certificate of secondary education       economics 0455/12     paper 1  multiple choice  may/june 2011     45 minutes    additional materials: multiple choice answer sheet    soft clean eraser    soft pencil (type b or hb is recommended)        read these instructions first    write in soft pencil.  do not use staples, paper clips, highlighters, glue or correction fluid. write your name, centre number and candidate number on the answer sheet in the spaces provided  unless this has been done for you.   there are thirty  questions on this paper. answer all questions. for each question there are four possible  answers a, b, c and d.   choose the one you consider correct and record your choice in soft pencil on the separate answer sheet.   read the instructions on the answer sheet very carefully.    each correct answer will score one mark. a mark will not be deducted for a wrong answer. any rough working should be done in this booklet.         ",
+            "2": "2  \u00a9 ucles 2011 0455/12/m/j/11  1 each of the factors of production earns an income.     what are the incomes for land and capital?     land capital  a rent interest  b rent profit  c wages interest  d wages profit    2 a firm decides to stop manufacturing ovens and to produce washing machines instead.    what is the opportunity cost to the firm?  a the additional washing machines produced  b the cost of producing ovens c the cost of producing washing machines  d the loss of the production of ovens     3 what is an advantage of the market economic system?  a it aims for equality of income.  b it ensures the provision of defence and law and order. c it gives an incentive to produce.  d it reduces pollution and congestion.     4 what is meant by the economic problem?  a how to achieve efficiency with the existence of fixed resources and limited wants  b how to allocate resources between public and private sectors  c how to balance unlimited wants against finite resources  d how to decide which methods to use to exploit all resources    ",
+            "3": "3  \u00a9 ucles 2011 0455/12/m/j/11 [turn over  5 the table shows the changes in two influences on the demand for and supply of televisions.    if these two changes occurred at the same time, in which case is it impossible for the price of  televisions to rise?     consumers\u2019 incomes costs of production  a fall fall  b fall rise  c rise fall  d rise rise     6 in a country where the demand for petrol (gas) is price-inelastic, the incidence of any increase in  petrol tax will be mainly on  a the company that refines the oil.  b the motorist who buys the petrol. c the petrol station that sells the petrol. d the wholesale company that stores the petrol.     7 what is an example of market failure?  a a growth of competition  b an existence of scarcity  c a spread of pollution  d a surplus of production in the short-term    8 which action by the operators of an airport directly reduces external costs?  a the stopping of night flights  b the building of a new runway c the payment of a productivity bonus  d the reduction of charges for landing aircraft     ",
+            "4": "4  \u00a9 ucles 2011 0455/12/m/j/11  9 due to changes in the costs of production, an industry\u2019s supply curve shifted at various times  from s 1 to either s 2 or s 3.    s2  d1 s1  s3  d2 w  x  y  o price  quantity     if a shift in supply was due to a seasonal increase in the cost of raw materials, what would have  been the effect on demand?  a the demand curve would move from d 1 to d 2.  b the quantity demanded would move from x to w.  c the quantity demanded would move from x to y.  d the quantity demanded would remain the same at x.     10 a person wishes to buy shares in order to ma ke a long-term profit, but wants as little risk of   short-term loss as possible.    which type of share is most  likely to meet these wishes?  a a share in a coffee growing company  b a share in a fashion house  c a share in a high-tech electronics company  d a share in a supermarket chain    11 which statement about a country\u2019s banks is correct?  a commercial banks hold the financial accounts of the government.  b commercial banks settle debts by clearing customers\u2019 cheques.  c the central bank sets the government\u2019s tax and spending policies.  d the central bank supplies foreign currency to members of the public.    ",
+            "5": "5  \u00a9 ucles 2011 0455/12/m/j/11 [turn over  12 why might factory workers have higher wage rates than agricultural workers?  a factory workers are in greater supply.  b factory workers face fewer risks of accidents.  c factory workers have cleaner working conditions.  d factory workers use more productive equipment.      13 a musician has a choice of playing for an orchestra in either england or germany.    which combination of incomes and cost of living is most  likely to cause her to choose the  german orchestra?    incomes and cost of living in germany compared with those in england    pre-tax (gross) income  after-tax (net) income cost of living  a higher higher higher  b higher lower lower  c lower higher higher  d lower higher lower      14 what may cause an individual to save a higher proportion of their income?  a a belief that the price of goods will rise in the future  b a fall in the rate of interest paid by the country\u2019s banks  c a fear that income will fall in the future  d a rise in the individual\u2019s wish to enjoy higher consumption immediately     15 a firm raised the price of its product from $10 to $15 and as a result its sales fell from 200 units to  150 units.    what happened to its average revenue and total revenue?     average revenue total revenue  a decreased decreased  b decreased increased  c increased decreased  d increased increased    ",
+            "6": "6  \u00a9 ucles 2011 0455/12/m/j/11  16 which change must occur when a firm starts to experience diseconomies of scale?  a average costs begin to rise.  b employees are made redundant.  c profits turn into losses.  d variable costs become fixed.      17 if a firm increases its output in the short run, what will happen to its average fixed cost (afc)?  a afc will decrease continually.  b afc will equal zero.  c afc will increase then decrease.  d afc will increase continually.     18 cathay pacific, hong kong\u2019s largest airline, flies to a number of countries.    shares in the firm are owned by both individuals and other firms in a number of countries. the  shares are traded on the hong kong stock exchange.    which type of business organisation is cathay pacific?  a a partnership  b a private limited company  c a public corporation  d a public limited company     19 a major computer company announced that its profits had fallen below the level predicted.    what might have caused this?  a increased advertising costs that greatly improved sales  b low prices that made the company\u2019s product competitive  c new technology that reduced costs  d reduced sales and low prices      20 when is a direct tax described as progressive?  a when the government changes the basic rate of tax in each budget  b when the government taxes companies rather than individuals  c when the tax takes a larger proportion of earnings as earnings increase  d when the tax takes a smaller proportion of earnings as earnings increase   ",
+            "7": "7  \u00a9 ucles 2011 0455/12/m/j/11 [turn over  21 in 2008, the government of argentina imposed a tax on exports of wheat and soya beans.    what was the most  likely aim of this tax?  a to increase agricultural output  b to increase exports  c to reduce a budget surplus  d to reduce the rise in domestic food prices     22 during 2009 some governments adopted policies to try to end the recession in their country and  increase economic growth.    which combination of policies is most  likely to achieve this?  a lower taxes and decrease government spending  b lower taxes and increase government spending c raise taxes and decrease government spending d raise taxes and increase government spending     23 the central bank of mexico set its rate of interest to try to keep the rise in the price level to  only 3  %.    which government aim was it directly trying to achieve?  a balance of payments equilibrium  b economic growth  c full employment  d low inflation      24 why may gdp not be a good measure to compare the standard of living of two countries?  a it does not include government expenditure.  b it does not take account of population size.  c it is based on a sample \u2018basket of goods\u2019.  d it only compares export prices with import prices.     ",
+            "8": "8  \u00a9 ucles 2011 0455/12/m/j/11  25 the table shows the percentage change in employment over a period for a country with three  economic sectors.    economic sector percentage (%) change  in employment  agriculture \u20136  manufacturing +2  services +4    which statement must be correct?  a agricultural output fell.  b the country became more developed.  c the working population stayed constant.  d total employment remained the same.     26 many developed countries are faced with an ageing population.    what is the likely result of this?  a a reduced dependency ratio  b increased mobility of labour  c increased spending on medical care  d reduced tax levels     27 the table shows statistics for four countries in southern africa.    from the information given, which country has the lowest standard of living?     average annual growth rate of  population (%) population density  per square  kilometre life  expectancy real gdp  per capita  (us$)  a 1.9 19 46 190  b 2.7 2 58 1700  c 3.7 45 59 210  d 4.2 89 44 190    ",
+            "9": "9  \u00a9 ucles 2011 0455/12/m/j/11  28 what is likely to happen as a developing country becomes more developed?  a a higher percentage of children will attend school.  b infant mortality will rise.  c life expectancy will fall.  d the agricultural sector will increase in importance.      29 a government may use customs barriers to restrict free trade.    what is an economic reason for doing this?  a to discourage the production of strategic goods  b to improve the balance of trade c to increase a balance of payments deficit  d to make imports cheaper     30 the diagrams show the composition of exports and imports of a country.    goods 50  %services 50  % total exports $120  milliongoods 60  %services 40  % total imports $100  millionexports imports     what is true for this country?  a there was a deficit in the balance of trade in goods.  b there was a deficit in the balance of trade in services.  c there was a surplus in the balance of trade in goods.  d there was a surplus in the balance of trade in services.     ",
+            "10": "10  \u00a9 ucles 2011 0455/12/m/j/11  blank page     ",
+            "11": "11  \u00a9 ucles 2011 0455/12/m/j/11  blank page     ",
+            "12": "12      permission to reproduce items where thir d-party owned material protected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holder s, 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 t he cambridge assessment group. ca mbridge assessment is the brand name of university of  cambridge local examinations syndicate (ucles), which is itself a department of the university of cambridge.    \u00a9 ucles 2011 0455/12/m/j/11  blank page     "
+        },
+        "0455_s11_qp_13.pdf": {
+            "1": "    this document consists of 9 printed pages and 3 blank pages.  ib11 06_0455_13/fp  \u00a9 ucles 2011  [turn over      *2695654349* university of cambridge international examinations  international general certificate of secondary education       economics 0455/13     paper 1  multiple choice  may/june 2011     45 minutes    additional materials: multiple choice answer sheet    soft clean eraser    soft pencil (type b or hb is recommended)        read these instructions first    write in soft pencil.  do not use staples, paper clips, highlighters, glue or correction fluid. write your name, centre number and candidate number on the answer sheet in the spaces provided  unless this has been done for you.   there are thirty  questions on this paper. answer all questions. for each question there are four possible  answers a, b, c and d.   choose the one you consider correct and record your choice in soft pencil on the separate answer sheet.   read the instructions on the answer sheet very carefully.    each correct answer will score one mark. a mark will not be deducted for a wrong answer. any rough working should be done in this booklet.         ",
+            "2": "2  \u00a9 ucles 2011 0455/13/m/j/11  1 each of the factors of production earns an income.     what are the incomes for land and capital?     land capital  a rent interest  b rent profit  c wages interest  d wages profit    2 a firm decides to stop manufacturing ovens and to produce washing machines instead.    what is the opportunity cost to the firm?  a the additional washing machines produced  b the cost of producing ovens c the cost of producing washing machines  d the loss of the production of ovens     3 what is an advantage of the market economic system?  a it aims for equality of income.  b it ensures the provision of defence and law and order. c it gives an incentive to produce.  d it reduces pollution and congestion.     4 what is meant by the economic problem?  a how to achieve efficiency with the existence of fixed resources and limited wants  b how to allocate resources between public and private sectors  c how to balance unlimited wants against finite resources  d how to decide which methods to use to exploit all resources    ",
+            "3": "3  \u00a9 ucles 2011 0455/13/m/j/11 [turn over  5 the table shows the changes in two influenc es on the demand for and supply of televisions.    if these two changes occurred at the same time, in which case is it impossible for the price of  televisions to rise?     consumers\u2019 incomes costs of production  a fall fall  b fall rise  c rise fall  d rise rise      6 in a country where the demand for petrol (gas) is price-inelastic, the incidence of any increase in  petrol tax will be mainly on  a the company that refines the oil.  b the motorist who buys the petrol. c the petrol station that sells the petrol. d the wholesale company that stores the petrol.     7 what is an example of market failure?  a a growth of competition  b an existence of scarcity  c a spread of pollution  d a surplus of production in the short-term    8 which action by the operators of an airport directly reduces external costs?  a the stopping of night flights  b the building of a new runway c the payment of a productivity bonus  d the reduction of charges for landing aircraft     ",
+            "4": "4  \u00a9 ucles 2011 0455/13/m/j/11  9 due to changes in the costs of production, an industry\u2019s supply curve shifted at various times  from s 1 to either s 2 or s 3.    s2  d1 s1  s3  d2 w  x  y  o price  quantity     if a shift in supply was due to a seasonal increase in the cost of raw materials, what would have  been the effect on demand?  a the demand curve would move from d 1 to d 2.  b the quantity demanded would move from x to w.  c the quantity demanded would move from x to y.  d the quantity demanded would remain the same at x.     10 a person wishes to buy shares in order to ma ke a long-term profit, but wants as little risk of   short-term loss as possible.    which type of share is most  likely to meet these wishes?  a a share in a coffee growing company  b a share in a fashion house  c a share in a high-tech electronics company  d a share in a supermarket chain    11 which statement about a country\u2019s banks is correct?  a commercial banks hold the financial accounts of the government.  b commercial banks settle debts by clearing customers\u2019 cheques.  c the central bank sets the government\u2019s tax and spending policies.  d the central bank supplies foreign currency to members of the public.    ",
+            "5": "5  \u00a9 ucles 2011 0455/13/m/j/11 [turn over  12 why might factory workers have higher wage rates than agricultural workers?  a factory workers are in greater supply.  b factory workers face fewer risks of accidents.  c factory workers have cleaner working conditions.  d factory workers use more productive equipment.      13 a musician has a choice of playing for an orchestra in either england or germany.    which combination of incomes and cost of living is most  likely to cause her to choose the  german orchestra?    incomes and cost of living in germany compared with those in england    pre-tax (gross) income  after-tax (net) income cost of living  a higher higher higher  b higher lower lower  c lower higher higher  d lower higher lower      14 what may cause an individual to save a higher proportion of their income?  a a belief that the price of goods will rise in the future  b a fall in the rate of interest paid by the country\u2019s banks  c a fear that income will fall in the future  d a rise in the individual\u2019s wish to enjoy higher consumption immediately     15 a firm raised the price of its product from $10 to $15 and as a result its sales fell from 200 units to  150 units.    what happened to its average revenue and total revenue?     average revenue total revenue  a decreased decreased  b decreased increased  c increased decreased  d increased increased    ",
+            "6": "6  \u00a9 ucles 2011 0455/13/m/j/11  16 which change must occur when a firm starts to experience diseconomies of scale?  a average costs begin to rise.  b employees are made redundant.  c profits turn into losses.  d variable costs become fixed.      17 if a firm increases its output in the short run, what will happen to its average fixed cost (afc)?  a afc will decrease continually.  b afc will equal zero.  c afc will increase then decrease.  d afc will increase continually.     18 cathay pacific, hong kong\u2019s largest airline, flies to a number of countries.    shares in the firm are owned by both individuals and other firms in a number of countries. the  shares are traded on the hong kong stock exchange.    which type of business organisation is cathay pacific?  a a partnership  b a private limited company  c a public corporation  d a public limited company     19 a major computer company announced that its profits had fallen below the level predicted.    what might have caused this?  a increased advertising costs that greatly improved sales  b low prices that made the company\u2019s product competitive  c new technology that reduced costs  d reduced sales and low prices      20 when is a direct tax described as progressive?  a when the government changes the basic rate of tax in each budget  b when the government taxes companies rather than individuals  c when the tax takes a larger proportion of earnings as earnings increase  d when the tax takes a smaller proportion of earnings as earnings increase   ",
+            "7": "7  \u00a9 ucles 2011 0455/13/m/j/11 [turn over  21 in 2008, the government of argentina imposed a tax on exports of wheat and soya beans.    what was the most  likely aim of this tax?  a to increase agricultural output  b to increase exports  c to reduce a budget surplus  d to reduce the rise in domestic food prices     22 during 2009 some governments adopted policies to try to end the recession in their country and  increase economic growth.    which combination of policies is most  likely to achieve this?  a lower taxes and decrease government spending  b lower taxes and increase government spending c raise taxes and decrease government spending d raise taxes and increase government spending     23 the central bank of mexico set its rate of interest to try to keep the rise in the price level to  only 3  %.    which government aim was it directly trying to achieve?  a balance of payments equilibrium  b economic growth  c full employment  d low inflation      24 why may gdp not be a good measure to compare the standard of living of two countries?  a it does not include government expenditure.  b it does not take account of population size.  c it is based on a sample \u2018basket of goods\u2019.  d it only compares export prices with import prices.     ",
+            "8": "8  \u00a9 ucles 2011 0455/13/m/j/11  25 the table shows the percentage change in employment over a period for a country with three  economic sectors.    economic sector percentage (%) change  in employment  agriculture \u20136  manufacturing +2  services +4    which statement must be correct?  a agricultural output fell.  b the country became more developed.  c the working population stayed constant.  d total employment remained the same.     26 many developed countries are faced with an ageing population.    what is the likely result of this?  a a reduced dependency ratio  b increased mobility of labour  c increased spending on medical care  d reduced tax levels     27 the table shows statistics for four countries in southern africa.    from the information given, which country has the lowest standard of living?     average annual growth rate of  population (%) population density  per square  kilometre life  expectancy real gdp  per capita  (us$)  a 1.9 19 46 190  b 2.7 2 58 1700  c 3.7 45 59 210  d 4.2 89 44 190    ",
+            "9": "9  \u00a9 ucles 2011 0455/13/m/j/11  28 what is likely to happen as a developing country becomes more developed?  a a higher percentage of children will attend school.  b infant mortality will rise.  c life expectancy will fall.  d the agricultural sector will increase in importance.      29 a government may use customs barriers to restrict free trade.    what is an economic reason for doing this?  a to discourage the production of strategic goods  b to improve the balance of trade c to increase a balance of payments deficit  d to make imports cheaper     30 the diagrams show the composition of exports and imports of a country.    goods 50  %services 50  % total exports $120  milliongoods 60  %services 40  % total imports $100  millionexports imports     what is true for this country?  a there was a deficit in the balance of trade in goods.  b there was a deficit in the balance of trade in services.  c there was a surplus in the balance of trade in goods.  d there was a surplus in the balance of trade in services.     ",
+            "10": "10  \u00a9 ucles 2011 0455/13/m/j/11  blank page     ",
+            "11": "11  \u00a9 ucles 2011 0455/13/m/j/11  blank page     ",
+            "12": "12      permission to reproduce items where thir d-party owned material protected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holder s, 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 t he cambridge assessment group. ca mbridge assessment is the brand name of university of  cambridge local examinations syndicate (ucles), which is itself a department of the university of cambridge.    \u00a9 ucles 2011 0455/13/m/j/11  blank page     "
+        },
+        "0455_s11_qp_21.pdf": {
+            "1": "this document consists of 4 printed pages. dc (sjf) 35254/3 \u00a9 ucles 2011 [turn overuniversity of cambridge international examinations international general certificate of secondary education *1971712293*economics 0455/21 paper 2  structured questions may/june 2011  2 hours additional materials: answer booklet/paper read these instructions first if you have been given an answer booklet, follow the instructions on the front cover of the booklet. write your centre number, candidate number and name on all the work you hand in.write in dark blue or black pen.y ou may use a soft pencil for any diagrams, graphs or rough working.do not use staples, paper clips, highlighters, glue or correction fluid. section a answer question 1.section banswer any three questions. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question.",
+            "2": "2 0455/21/m/j/11 \u00a9 ucles 2011section a answer this question. 1 rio de janeiro wins the vote to host the 2016 olympic games the brazilian city of rio de janeiro has been chosen to host the olympic games in 2016.  winning the vote would seem to have been the easy bit. holding the games will require effort and expense on a massive scale. apart from new stadiums and other sports facilities, the city will needinfrastructure such as new bridges and roads, and also double the number of hotel rooms. the metro railway line will need to be extended by almost 10 miles (approximately 16 kilometres). the city government has allocated us$14.4 billion to pay for the improvements in the infrastructure,  although it is widely thought that the actual figure will be much higher than this.  the decaying port area will be redeveloped and the nearby bay will be cleaned as this is currently  affected by sewage and industrial pollution. it is hoped that the construction and redevelopment work will lead to an increase in the demand  for labour, thereby reducing the city\u2019s high unemployment rate. there are some people, however, who think that government revenue should be used for other  purposes. a spokesperson from the institute for studies on labour and society suggested that the money should be spent on getting rid of the city\u2019s worst slum areas, reducing the high crime rate and doing something about the poverty in a city where one in six residents is poor.  (a) name two sources of government revenue. [2]   (b) explain why government spending on getting the city ready for the olympic games is an example of opportunity cost. [4]  (c) explain, using a demand and supply diagram, how the change in the demand for labour is likely to affect the wages paid to construction workers. [6]  (d) discuss the economic advantages and economic disadvantages to rio de janeiro of hosting the olympic games in 2016. [8]",
+            "3": "3 0455/21/m/j/11 \u00a9 ucles 2011 [turn oversection b answer any three questions from this section. 2 a market system, such as in spain, has a number of advantages but, despite these benefits, it can  also be said to fail in certain circumstances. this is why governments are sometimes required to intervene.  (a)  describe the advantages of a market system.      [6]  (b) explain what causes market failure. [6]  (c) discuss whether government intervention is always successful in correcting market failure.     [8] 3  commercial banks perform an important role in most economies. money helps in the exchange of goods and services and, in the form of wages, is an influence on the choice of occupation for many individuals.  (a)  explain the role of commercial banks.      [4]  (b)  describe the various functions that money performs in an economy.    [4]  (c)  describe the likely changes in income for individuals over their lifetime.     [4]  (d)  discuss whether wages are the most important factor influencing the choice of occupation for many individuals.     [8] 4  sole proprietors and partnerships play an important role in pakistan. they can often be regarded as a feature of perfect competition, especially sole proprietors.  (a) describe the key features of a sole proprietor.     [4]  (b) explain why a lawyer, working as a sole proprietor, might wish to change the business to a partnership.       [4]    (c)  describe the characteristics of perfect competition.        [4]  (d) discuss whether perfect competition is always to be preferred to monopoly. [8]",
+            "4": "4 0455/21/m/j/11 \u00a9 ucles 20115 inflation and unemployment continue to be major problems in many countries.  (a) what is meant by inflation? [3]  (b)  explain the possible causes of inflation. [5]  (c)  identify and describe two different types of unemployment that can exist in an economy.  [4]  (d)  discuss whether unemployment or inflation is the greater problem. [8] 6 when an economy develops, the occupational, age and geographical structure of the population  is likely to change. standards of living usually increase, but there are still likely to be regional differences in living standards.  (a)  describe how the (i) occupational, (ii) age and (iii) geographical structure of a population is likely to change as a country becomes more developed. [6]  (b) explain why there may be differences in living standards in various regions within a country. [6]  (c) discuss which policies are likely to be most effective in reducing the differences in living standards in various regions within a country. [8] 7 changes in a country\u2019s exchange rate can sometimes have significant effects on its economy and on its balance of payments.  (a) identify two causes of a change in a country\u2019s exchange rate. [2]  (b) explain the effects of a fall in a country\u2019s exchange rate on its production. [6]  (c) explain any two of the four sections of the current account. [4]  (d) discuss whether an improvement in a country\u2019s current account position will result in an increase in its employment. [8] 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."
+        },
+        "0455_s11_qp_22.pdf": {
+            "1": "this document consists of 4 printed pages. dc (leo) 35264/4 \u00a9 ucles 2011 [turn overuniversity of cambridge international examinations international general certificate of secondary education *6374047178*economics 0455/22 paper 2  structured questions may/june 2011  2 hours additional materials: answer booklet/paper read these instructions first if you have been given an answer booklet, follow the instructions on the front cover of the booklet. write your centre number, candidate number and name on all the work you hand in.write in dark blue or black pen.y ou may use a soft pencil for any diagrams, graphs or rough working.do not use staples, paper clips, highlighters, glue or correction fluid. section a answer question 1.section banswer any three questions. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question.",
+            "2": "2 0455/22/m/j/11 \u00a9 ucles 2011section a answer this question. 1 the dhaka stock exchange is doing well  grameenphone, the biggest mobile (cell) phone company in bangladesh with over 21 million  customers, decided in 2009 that it needed more finance to develop its services. to help generate this finance, grameenphone announced its intention to raise us$70 million through selling additional shares.  grameenphone is a multi-national company which is owned by telenor, a norwegian telephone company, and grameen telecom, a non-profit company founded by muhammad yunus. muhammad yunus, who is a pioneer of microfinance, also founded the grameen bank which provides loans to people, such as village entrepreneurs, who find it difficult to obtain finance from traditional sources.  the stock exchange in dhaka, the capital of bangladesh, has 284 companies listed and the value of these companies more than doubled between 2007 and 2009. the value of these companies is now equivalent to approximately 16% of bangladesh\u2019s gross domestic product. the opportunity to buy shares in grameenphone will further increase the value of the dhaka stock exchange.   the bangladesh government has offered financial incentives to multi-national companies to encourage more of them to locate in bangladesh.   (a) explain what is meant by an entrepreneur. [2]  (b) describe the role that a stock exchange can play in a country\u2019s economy. [4]  (c) identify two possible reasons why the supply of mobile (cell) phones may increase. [2]  (d) explain two financial incentives, other than subsidies, which a government might offer multi- national companies to locate in its country. [4]  (e) discuss whether a multi-national company which locates in a country will always be advantageous to that economy. [8]",
+            "3": "3 0455/22/m/j/11 \u00a9 ucles 2011 [turn oversection b answer any three questions from this section. 2 one feature of many mixed economies is that governments may intervene by giving subsidies to  some producers.  (a) what is meant by a subsidy? [3]  (b) explain, using a demand and supply diagram, how a subsidy can affect the equilibrium price and equilibrium quantity in a market. [6]  (c) identify the three questions faced by every type of economic system. [3]   (d) discuss why virtually every country today has a mixed economy. [8] 3 firms are keen to know what influences consumers in their buying decisions. publishing firms in india have researched why people buy particular magazines and have found that the price elasticity of demand for different magazines varies.  (a) describe the factors that can affect the demand for a product. [6]  (b) explain what is meant by price elasticity of demand. [6]  (c) discuss how knowledge of the price elasticity of demand for magazines may be used by a firm which produces and sells magazines. [8] 4 deciding on an occupation is difficult for some individuals. there are so many factors that need to be taken into consideration. one of these is whether or not there is a trade union they can join.  (a) describe the factors, other than possible membership of a trade union, which can affect an individual\u2019s choice of occupation. [6]  (b) is it always true that individuals are paid more as they get older? [4]  (c) explain the benefits that an individual may get from being a member of a trade union. [4]  (d) discuss whether trade unions always have a harmful effect on the wider economy. [6]",
+            "4": "4 0455/22/m/j/11 \u00a9 ucles 20115 the size of firms in the united arab emirates can vary enormously, from very small sole proprietor  businesses to very large public limited companies.  (a) describe the disadvantages of a sole proprietor business. [4]  (b) explain why a private limited company might wish to become a public limited company. [6]  (c) explain how firms can grow in size. [4]  (d) discuss whether some large firms might benefit from reducing their size. [6] 6 many governments are concerned about inflation in their economies. this was, for example, a particular problem in zimbabwe where there has been a very high rate of inflation.  (a) what is meant by inflation? [3]  (b) describe how a retail (consumer) price index is calculated. [7]  (c) explain what is meant by demand-pull inflation. [4]  (d) discuss whether a government should be concerned about a high rate of inflation in its economy. [6] 7 the living standards of people vary enormously and yet it is not always easy to measure these with great accuracy. it is, however, certainly the case that some countries suffer from extreme poverty.  (a) describe how living standards in a country can be measured. [6]  (b) explain two reasons why the measurement of living standards in a country is not always  accurate. [6]  (c) discuss the actions a government might take to reduce poverty. [8] 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."
+        },
+        "0455_s11_qp_23.pdf": {
+            "1": "this document consists of 4 printed pages. dc (leo) 43150/1 \u00a9 ucles 2011 [turn overuniversity of cambridge international examinations international general certificate of secondary education *9782996691*economics 0455/23 paper 2  structured questions may/june 2011  2 hours additional materials: answer booklet/paper read these instructions first if you have been given an answer booklet, follow the instructions on the front cover of the booklet. write your centre number, candidate number and name on all the work you hand in.write in dark blue or black pen.y ou may use a soft pencil for any diagrams, graphs or rough working.do not use staples, paper clips, highlighters, glue or correction fluid. section a answer question 1.section banswer any three questions. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question.",
+            "2": "2 0455/23/m/j/11 \u00a9 ucles 2011section a answer this question. 1 the dhaka stock exchange is doing well  grameenphone, the biggest mobile (cell) phone company in bangladesh with over 21 million  customers, decided in 2009 that it needed more finance to develop its services. to help generate this finance, grameenphone announced its intention to raise us$70 million through selling additional shares.  grameenphone is a multi-national company which is owned by telenor, a norwegian telephone company, and grameen telecom, a non-profit company founded by muhammad yunus. muhammad yunus, who is a pioneer of microfinance, also founded the grameen bank which provides loans to people, such as village entrepreneurs, who find it difficult to obtain finance from traditional sources.  the stock exchange in dhaka, the capital of bangladesh, has 284 companies listed and the value of these companies more than doubled between 2007 and 2009. the value of these companies is now equivalent to approximately 16% of bangladesh\u2019s gross domestic product. the opportunity to buy shares in grameenphone will further increase the value of the dhaka stock exchange.   the bangladesh government has offered financial incentives to multi-national companies to encourage more of them to locate in bangladesh.   (a) explain what is meant by an entrepreneur. [2]  (b) describe the role that a stock exchange can play in a country\u2019s economy. [4]  (c) identify two possible reasons why the supply of mobile (cell) phones may increase. [2]  (d) explain two financial incentives, other than subsidies, which a government might offer multi- national companies to locate in its country. [4]  (e) discuss whether a multi-national company which locates in a country will always be advantageous to that economy. [8]",
+            "3": "3 0455/23/m/j/11 \u00a9 ucles 2011 [turn oversection b answer any three questions from this section. 2 one feature of many mixed economies is that governments may intervene by giving subsidies to  some producers.  (a) what is meant by a subsidy? [3]  (b) explain, using a demand and supply diagram, how a subsidy can affect the equilibrium price and equilibrium quantity in a market. [6]  (c) identify the three questions faced by every type of economic system. [3]   (d) discuss why virtually every country today has a mixed economy. [8] 3 firms are keen to know what influences consumers in their buying decisions. publishing firms in india have researched why people buy particular magazines and have found that the price elasticity of demand for different magazines varies.  (a) describe the factors that can affect the demand for a product. [6]  (b) explain what is meant by price elasticity of demand. [6]  (c) discuss how knowledge of the price elasticity of demand for magazines may be used by a firm which produces and sells magazines. [8] 4 deciding on an occupation is difficult for some individuals. there are so many factors that need to be taken into consideration. one of these is whether or not there is a trade union they can join.  (a) describe the factors, other than possible membership of a trade union, which can affect an individual\u2019s choice of occupation. [6]  (b) is it always true that individuals are paid more as they get older? [4]  (c) explain the benefits that an individual may get from being a member of a trade union. [4]  (d) discuss whether trade unions always have a harmful effect on the wider economy. [6]",
+            "4": "4 0455/23/m/j/11 \u00a9 ucles 20115 the size of firms in the united arab emirates can vary enormously, from very small sole proprietor  businesses to very large public limited companies.  (a) describe the disadvantages of a sole proprietor business. [4]  (b) explain why a private limited company might wish to become a public limited company. [6]  (c) explain how firms can grow in size. [4]  (d) discuss whether some large firms might benefit from reducing their size. [6] 6 many governments are concerned about inflation in their economies. this was, for example, a particular problem in zimbabwe where there has been a very high rate of inflation.  (a) what is meant by inflation? [3]  (b) describe how a retail (consumer) price index is calculated. [7]  (c) explain what is meant by demand-pull inflation. [4]  (d) discuss whether a government should be concerned about a high rate of inflation in its economy. [6] 7 the living standards of people vary enormously and yet it is not always easy to measure these with great accuracy. it is, however, certainly the case that some countries suffer from extreme poverty.  (a) describe how living standards in a country can be measured. [6]  (b) explain two reasons why the measurement of living standards in a country is not always  accurate. [6]  (c) discuss the actions a government might take to reduce poverty. [8] 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."
+        },
+        "0455_s11_qp_31.pdf": {
+            "1": "this document consists of 7 printed pages, 1 blank page and 1 insert. dc (sjf) 35195/2 \u00a9 ucles 2011 [turn overuniversity of cambridge international examinations international general certificate of secondary education read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen.y ou may use a soft pencil for any diagrams, graphs or rough working.do not use staples, paper clips, highlighters, glue or correction fluid.do not write in any barcodes. answer all questions.at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [ ] at the end of each question or part question. *1068315960* economics 0455/31 paper 3  analysis and critical evaluation may/june 2011  1 hour 30 minutes candidates answer on the question paper. additional materials: insert. for examiner\u2019s use 1 2 total",
+            "2": "2 0455/31/m/j/11 \u00a9 ucles 2011for examiner\u2019s usethe extract \u2018the global water crisis\u2019 will be needed for this question. 1 (a) what is meant by a finite resource?    .. .. .. .. .. .. .. ..[2]  (b) explain, using a demand and supply diagram, the effect of setting the price of water too  low.   ..  .. .. .. .. .. .. ..[4]",
+            "3": "3 [turn over \u00a9 ucles 2011 0455/31/m/j/11for examiner\u2019s use (c) (i) define opportunity cost.  . . . . . .. . .. [2]   (ii) using the extract, calculate the opportunity cost in terms of wheat of using the  water needed to produce one kilogram of beef.  . .[1]  (d) explain two possible reasons why the world\u2019s demand for water may not grow as rapidly  as the extract suggests.  .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. ..[4]",
+            "4": "4 0455/31/m/j/11 \u00a9 ucles 2011for examiner\u2019s use (e) discuss the arguments for and against taxing household use of water.    .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. ..[7]  [total: 20]",
+            "5": "5 [turn over \u00a9 ucles 2011 0455/31/m/j/11for examiner\u2019s usethe extract \u2018economic challenges facing brazil\u2019 will be needed for this question. 2  (a)  what is meant by the exchange rate?   .. .. .. .. .. .. .. ..[2]  (b) using the extract:   (i) calculate the percentage of brazil\u2019s output accounted for by the tertiary sector   . .[1]   (ii) identify a brazilian industry that operates in the secondary sector.   . .[1]  (c) what is meant by a relatively self-sufficient economy?   .. .. .. .. .. .. .. ..[2]",
+            "6": "6 0455/31/m/j/11 \u00a9 ucles 2011for examiner\u2019s use (d) what has attracted investment into brazil?    .. .. .. .. .. .. .. ..[2]  (e) (i) explain what happened to the price level in brazil over the period shown in  table 1.  . . . . . . .. .. [2]   (ii) explain one consequence of inflation referred to in the extract. . . . .. .. .. . . . . . .[3]",
+            "7": "7 \u00a9 ucles 2011 0455/31/m/j/11for examiner\u2019s use (f) discuss whether the brazilian government\u2019s approach to reducing poverty is likely to be  successful.    .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. ..[7]  [total: 20]",
+            "8": "8 0455/31/m/j/11 \u00a9 ucles 2011blank page permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the publisher will be pleased to make amends at the earliest possible opportunity. 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."
+        },
+        "0455_s11_qp_32.pdf": {
+            "1": "this document consists of 8 printed pages and 1 insert. dc (sjf) 35196/3 \u00a9 ucles 2011 [turn overuniversity of cambridge international examinations international general certificate of secondary education read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen.y ou may use a soft pencil for any diagrams, graphs or rough working.do not use staples, paper clips, highlighters, glue or correction fluid.do not write in any barcodes. answer all questions.at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [ ] at the end of each question or part question. *6109738436* economics 0455/32 paper 3  analysis and critical evaluation may/june 2011  1 hour 30 minutes candidates answer on the question paper. additional materials: insert. for examiner\u2019s use 1 2 total",
+            "2": "2 0455/32/m/j/11 \u00a9 ucles 2011for examiner\u2019s usethe extract \u2018is china\u2019s economic growth sustainable?\u2019 will be needed for this question. 1 (a) state two influences on the demand for a country\u2019s exports.   .. .. .. .. .. .. .. ..[2]  (b) identify two possible reasons why the chinese savings ratio may fall in the future.  .. .. .. .. .. .. .. ..[2]  (c) (i) what is meant by cyclical unemployment?  .. .. .. .. .. .. .. .. [2]",
+            "3": "3 [turn over \u00a9 ucles 2011 0455/32/m/j/11for examiner\u2019s use  (ii) explain one consequence of unemployment referred to in the extract.   ..  .. .. .. .. .. .. .. .. .. .. .. [3]  (d) (i) describe the relationship between unemployment and inflation shown in table 1.  ..  .. [1]   (ii) explain one possible reason for the relationship described in (d) (i).   ..  .. .. .. .. .. .. .. .. .. .. .. [3]",
+            "4": "4 0455/32/m/j/11 \u00a9 ucles 2011for examiner\u2019s use (e) discuss what factors are likely to influence whether unemployment will rise in china in  the future.   ..  .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. ..[7]  [total: 20]",
+            "5": "5 [turn over \u00a9 ucles 2011 0455/32/m/j/11for examiner\u2019s usethe extract \u2018japan\u2019s population problem\u2019 will be needed for this question. 2 (a) calculate the estimated percentage fall in the japanese population from 2008 to 2050.  .. ..[1]  (b) identify:   (i) one cause of a decline in population size not mentioned in the extract   .. .. [1]   (ii) two possible causes of the change in japan\u2019s death rate.   .. .. .. .. .. .. .. .. [2]  (c) what is meant by the labour force?  .. .. .. .. .. .. .. ..[2]",
+            "6": "6 0455/32/m/j/11 \u00a9 ucles 2011for examiner\u2019s use (d) explain, using a demand and supply diagram, the likely effect of an ageing population  on the price of residential care.  ..  .. .. .. .. .. .. ..[4]",
+            "7": "7 [turn over \u00a9 ucles 2011 0455/32/m/j/11for examiner\u2019s use (e) explain why raising the retirement age would be expected to raise tax revenue.   .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. ..[4] question 2 (f) is on the next page",
+            "8": "8 0455/32/m/j/11 \u00a9 ucles 2011for examiner\u2019s use 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. (f) discuss the information you would need to assess whether a rise in a country\u2019s birth  rate would benefit its economy.   ..  .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. ..[6]  [total: 20]"
+        },
+        "0455_s11_qp_33.pdf": {
+            "1": "this document consists of 8 printed pages and 1 insert. dc (sjf) 43237 \u00a9 ucles 2011 [turn overuniversity of cambridge international examinations international general certificate of secondary education read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen.y ou may use a soft pencil for any diagrams, graphs or rough working.do not use staples, paper clips, highlighters, glue or correction fluid.do not write in any barcodes. answer all questions.at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [ ] at the end of each question or part question. *1863078946* economics 0455/33 paper 3  analysis and critical evaluation may/june 2011  1 hour 30 minutes candidates answer on the question paper. additional materials: insert. for examiner\u2019s use 1 2 total",
+            "2": "2 0455/33/m/j/11 \u00a9 ucles 2011for examiner\u2019s usethe extract \u2018is china\u2019s economic growth sustainable?\u2019 will be needed for this question. 1 (a) state two influences on the demand for a country\u2019s exports.   .. .. .. .. .. .. .. ..[2]  (b) identify two possible reasons why the chinese savings ratio may fall in the future.  .. .. .. .. .. .. .. ..[2]  (c) (i) what is meant by cyclical unemployment?  .. .. .. .. .. .. .. .. [2]",
+            "3": "3 [turn over \u00a9 ucles 2011 0455/33/m/j/11for examiner\u2019s use  (ii) explain one consequence of unemployment referred to in the extract.   ..  .. .. .. .. .. .. .. .. .. .. .. [3]  (d) (i) describe the relationship between unemployment and inflation shown in table 1.  ..  .. [1]   (ii) explain one possible reason for the relationship described in (d) (i).   .. .. .. .. .. .. .. .. .. .. .. .. [3]",
+            "4": "4 0455/33/m/j/11 \u00a9 ucles 2011for examiner\u2019s use (e) discuss what factors are likely to influence whether unemployment will rise in china in  the future.   ..  .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. ..[7]  [total: 20]",
+            "5": "5 [turn over \u00a9 ucles 2011 0455/33/m/j/11for examiner\u2019s usethe extract \u2018japan\u2019s population problem\u2019 will be needed for this question. 2 (a) calculate the estimated percentage fall in the japanese population from 2008 to 2050.  .. ..[1]  (b) identify:   (i) one cause of a decline in population size not mentioned in the extract   .. .. [1]   (ii) two possible causes of the change in japan\u2019s death rate.   .. .. .. .. .. .. .. .. [2]  (c) what is meant by the labour force?  .. .. .. .. .. .. .. ..[2]",
+            "6": "6 0455/33/m/j/11 \u00a9 ucles 2011for examiner\u2019s use (d) explain, using a demand and supply diagram, the likely effect of an ageing population  on the price of residential care.  ..  .. .. .. .. .. .. ..[4]",
+            "7": "7 [turn over \u00a9 ucles 2011 0455/33/m/j/11for examiner\u2019s use (e) explain why raising the retirement age would be expected to raise tax revenue.   .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. ..[4] question 2 (f) is on the next page",
+            "8": "8 0455/33/m/j/11 \u00a9 ucles 2011for examiner\u2019s use 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. (f) discuss the information you would need to assess whether a rise in a country\u2019s birth  rate would benefit its economy.   ..  .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. ..[6]  [total: 20]"
+        },
+        "0455_w11_qp_11.pdf": {
+            "1": "    this document consists of 9 printed pages and 3 blank pages.  ib11 11_0455_11/3rp  \u00a9 ucles 2011  [turn over      *3865527306* university of cambridge international examinations  international general certificate of secondary education       economics 0455/11     paper 1  multiple choice  october/november 2011     45 minutes    additional materials: multiple choice answer sheet    soft clean eraser    soft pencil (type b or hb is recommended)        read these instructions first    write in soft pencil.  do not use staples, paper clips, highlighters, glue or correction fluid. write your name, centre number and candidate number on the answer sheet in the spaces provided  unless this has been done for you.   there are thirty  questions on this paper. answer all questions. for each question there are four possible  answers a, b, c and d.   choose the one you consider correct and record your choice in soft pencil on the separate answer sheet.   read the instructions on the answer sheet very carefully.    each correct answer will score one mark. a mark will not be deducted for a wrong answer. any rough working should be done in this booklet.         ",
+            "2": "2  \u00a9 ucles 2011 0455/11/o/n/11  1 every business organisation faces the problem of satisfying wants.    what is the reason why wants are not fully satisfied?  a an economy can only produce a limited amount of goods and services.  b governments cannot print enough money to pay for goods and services.  c there is an over-production of goods and services by business organisations.  d workers are too skilled for the requirements of the jobs available.    2 a university rejects 2000 qualified applicants who wish to study there.   what factor of production could have caused the university to make this decision?  a infinite quantity of capital  b scarcity of labour  c surplus of land  d unlimited supply of enterprise      3 the diagram shows the choices for an individual between leisure and earnings.   24  20 16 12  8 4 0  0 20 40 60 80 100 120  earnings $ hours of leisure per dayx  y      what is the opportunity cost to the individual of the extra earnings when moving from position x  to position y?  a $20  b $80 c 4 hours of leisure per day  d 8 hours of leisure per day     ",
+            "3": "3  \u00a9 ucles 2011 0455/11/o/n/11 [turn over  4 how are economic decisions determined in a pure market system?  a by a mixture of market forces and government regulation  b by central planners of production and consumption  c by government regulation of the price mechanism  d by the forces of demand and supply      5 wet weather in 2009 led to a fall in the sales of summer clothes. to support businesses the  government reduced the sales tax (vat).    how would these events be shown on a demand and supply diagram for summer clothes?     demand curve supply curve  a move to the left move to the right  b move to the left no change  c move to the right move to the left  d no change move to the right     6 drought in african countries often results in poor harvests. other countries then help by sending  quantities of food.    what are the likely results of these events for the price of food in the drought-affected countries?  a it will fall and then rise.  b it will rise and continue to rise.  c it will rise and remain at this higher level.  d it will rise and then fall.      7 the graphs, drawn to the same scale, show the demand curves of four firms. the market price is  $10. the price then falls to $8.    which firm will have the largest increase in total revenue?    quantityprice $ 10a d 0q1 quantityprice $ 10b d 0 q1 quantityprice $ 10d d 0q1 quantityprice $ 10c d 0 q1     ",
+            "4": "4  \u00a9 ucles 2011 0455/11/o/n/11  8 which person would wish to encourage the use of the market system?  a someone who believes that people should have equal living standards  b someone who believes that people should have freedom of action  c someone who believes that profit maximisation is wrong  d someone who believes that the government should correct peoples\u2019 bad behaviour      9 what is an example of an external cost?  a a company\u2019s transport costs  b the cost of bringing about a merger  c the cost of buying components from suppliers  d the cost of industrial pollution       10 which motive is most likely to increase the wish to open a savings account?  a to have cash immediately available  b to prepare for future expenditure c to satisfy essential needs d to widen present consumption choices     11 share prices on the stock market are most likely to rise if  a employment falls.  b interest rates fall.  c interest rates rise.  d tax rates rise.    12 the ways of making and receiving payments continue to develop. as well as cash, debit cards  and credit cards, mobile (cell) phones are now being used to make payments.    which method of paying for products provides no information to sellers about their customers?  a cash  b debit cards c credit cards d mobile (cell) phones     ",
+            "5": "5  \u00a9 ucles 2011 0455/11/o/n/11 [turn over  13 a group of workers in a firm join a trade union.    what would the union be expected to do?  a arrange for labour-saving technology to be introduced  b discuss safety issues in the workplace with the employer  c ensure job security by promoting the firm\u2019s products through advertising  d negotiate new contracts with major buyers of the firm\u2019s products     14 in 2009, the chinese government tried to increase household spending.    which policy measure would have been most  likely to achieve this objective?  a an increase in both direct and indirect taxes  b a reduction in subsidies given to manufacturers  c a requirement for commercial banks to reduce their lending  d a switch from public to private sector provision of health care and pensions      15 the table shows how a firm\u2019s total cost rises with changes in output.    output total cost ($)  0 20 000  1000 30 000  2000 35 000  3000 40 000  4000 45 000  5000 50 000    what is the average fixed cost of producing 5000 units?  a $4 b $5 c $6 d $10     16 general motors, a large multi-national company based in the united states, sold some of its  european car assembly plants to other car manufacturers during the world recession (economic  downturn) in 2009.    which economic reason would have been most likely to influence this decision?  a to benefit from horizontal integration of manufacturing  b to diversify and expand its product range  c to encourage vertical integration of sales and production  d to reduce its excess capacity in car production   ",
+            "6": "6  \u00a9 ucles 2011 0455/11/o/n/11  17 a firm is producing an output which enables it to make more than normal profit.    what must be true at that output?  a average revenue must be greater than total revenue.  b average revenue must equal average cost.  c total revenue must be greater than total cost.  d variable cost must equal price.     18 which statement about total fixed cost is correct?  a it falls as output increases.  b it is calculated by adding total cost and total variable cost.  c it is calculated by dividing total cost by output.  d it must be paid even if output is zero.    19 which type of business organisation has its shares quoted on a stock exchange?  a co-operative  b private company  c public company  d public corporation    20 what is a long-term advantage of economic growth?  a employment falls  b incomes rise  c prices rise  d savings fall      21 a tax on which of the following is usually progressive and is paid by a large number of tax  payers?  a company profits  b goods and services  c incomes  d sales of shares     ",
+            "7": "7  \u00a9 ucles 2011 0455/11/o/n/11 [turn over  22 which government policy would be likely to help local companies expand?  a encouraging investment by foreign companies  b increasing income tax  c providing a subsidy  d raising interest rates      23 between december 2008 and august 2009, the c entral bank of south africa cut the rate of  interest from 12.5  % to 7  %.    what effect would this action be expected to have on economic growth and unemployment?     economic growth unemployment  a decrease decrease  b decrease increase  c increase decrease  d increase increase     24 there was a fall in investment spending by businesses in the third quarter of 2008.    what would be the likely result of this?  a an increase in economic growth  b an increase in exports  c an increase in incomes  d an increase in unemployment     25 what is typical of a recession (economic downturn)?  a falling gross domestic product  b falling unemployment  c rising living standards  d rising retail price index    ",
+            "8": "8  \u00a9 ucles 2011 0455/11/o/n/11  26 the table gives information about four countries.    which country is likely to have the lowest  standard of living?     country life expectancy  at birth (years) gnp per head  ($) adult literacy  (%)  a ethiopia 43 110 66  b india 59 350 43  c nigeria 51 290 43  d mozambique 45 80 39      27 what is most  likely to happen if there is a fall in the death rate while the birth rate and migration  remain unchanged?  a the population structure will remain the same.  b the population will increase. c there will be a change in the proportion of men to women. d the standard of living will increase.     28 developing countries are sometimes given aid by charities and foreign governments.    which aid programme would be least  likely to lead to long-term economic growth?  a the building of an irrigation system  b the construction of a new airport  c the distribution of gifts of food  d the training of technical staff      29 many sportsmen and sportswomen from developing countries go to the united states (us) to  earn money, most of which they send back to their own countries.    what impact would this have on the balance of payments?  a the current account balance of the developing countries would improve.  b the current account balance of the us would improve.  c the trade balance of the developing countries would improve.  d the trade balance of the us would improve.     ",
+            "9": "9  \u00a9 ucles 2011 0455/11/o/n/11  30 the table gives the retail price of a pa perback book as printed on its back cover.    united kingdom \u00a36.99   canada $11.99 (canadian dollars)  australia $14.99 (australian dollars)  new zealand $20.95 (new zealand dollars)    what is needed to make a clear comparison of the price in the four countries?  a exchange rates  b indirect tax rates  c inflation rates  d retail  price indices     ",
+            "10": "10  \u00a9 ucles 2011 0455/11/o/n/11  blank page     ",
+            "11": "11  \u00a9 ucles 2011 0455/11/o/n/11  blank page     ",
+            "12": "12      permission to reproduce items where thir d-party owned material protected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the p ublisher (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 t he cambridge assessment group. ca mbridge assessment is the brand name of university of  cambridge local examinations syndicate (ucles), which is itself a department of the university of cambridge.    \u00a9 ucles 2011 0455/11/o/n/11  blank page     "
+        },
+        "0455_w11_qp_12.pdf": {
+            "1": "    this document consists of 9 printed pages and 3 blank pages.  ib11 11_0455_12/fp  \u00a9 ucles 2011  [turn over       *3065456843* university of cambridge international examinations  international general certificate of secondary education       economics 0455/12     paper 1 multiple choice  october/november 2011     45 minutes    additional materials: multiple choice answer sheet    soft clean eraser    soft pencil (type b or hb is recommended)        read these instructions first    write in soft pencil.  do not use staples, paper clips, highlighters, glue or correction fluid. write your name, centre number and candidate number on the answer sheet in the spaces provided  unless this has been done for you.   there are thirty  questions on this paper. answer all questions. for each question there are four possible  answers a, b, c and d.   choose the one you consider correct and record your choice in soft pencil on the separate answer sheet.   read the instructions on the answer sheet very carefully.    each correct answer will score one mark. a mark will not be deducted for a wrong answer. any rough working should be done in this booklet.         ",
+            "2": "2  \u00a9 ucles 2011 0455/12/o/n/11  1 the diagram shows the choices for an individual between leisure and earnings.    24  20 16 12  8 4 0  0 20 40 60 80 100 120  earnings $ hours of leisure per dayx  y      what is the opportunity cost to the individual of the extra earnings when moving from position x  to position y?  a $20  b $80 c 4 hours of leisure per day d 8 hours of leisure per day     2 every business organisation faces the problem of satisfying wants.   what is the reason why wants are not fully satisfied?  a an economy can only produce a limited amount of goods and services.  b governments cannot print enough money to pay for goods and services.  c there is an over-production of goods and services by business organisations.  d workers are too skilled for the requirements of the jobs available.      3 a university rejects 2000 qualified applicants who wish to study there.   what factor of production could have caused the university to make this decision?  a infinite quantity of capital  b scarcity of labour  c surplus of land  d unlimited supply of enterprise     ",
+            "3": "3  \u00a9 ucles 2011 0455/12/o/n/11 [turn over  4 what is an example of an external cost?  a a company\u2019s transport costs  b the cost of bringing about a merger  c the cost of buying components from suppliers  d the cost of industrial pollution       5 how are economic decisions determined in a pure market system?  a by a mixture of market forces and government regulation  b by central planners of production and consumption  c by government regulation of the price mechanism  d by the forces of demand and supply     6 wet weather in 2009 led to a fall in the sales of summer clothes. to support businesses the  government reduced the sales tax (vat).    how would these events be shown on a demand and supply diagram for summer clothes?     demand curve supply curve  a move to the left move to the right  b move to the left no change  c move to the right move to the left  d no change move to the right      7 drought in african countries often results in poor harvests. other countries then help by sending  quantities of food.    what are the likely results of these events for the price of food in the drought-affected countries?  a it will fall and then rise.  b it will rise and continue to rise.  c it will rise and remain at this higher level.  d it will rise and then fall.     ",
+            "4": "4  \u00a9 ucles 2011 0455/12/o/n/11  8 the graphs, drawn to the same scale, show the demand curves of four firms. the market price is  $10. the price then falls to $8.    which firm will have the largest increase in total revenue?    quantityprice $ 10a d 0q1 quantityprice $ 10b d 0 q1 quantityprice $ 10d d 0q1 quantityprice $ 10c d 0 q1       9 which person would wish to encourage the use of the market system?  a someone who believes that people should have equal living standards  b someone who believes that people should have freedom of action  c someone who believes that profit maximisation is wrong  d someone who believes that the government should correct peoples\u2019 bad behaviour      10 in 2009, the chinese government tried to increase household spending.    which policy measure would have been most  likely to achieve this objective?  a an increase in both direct and indirect taxes  b a reduction in subsidies given to manufacturers  c a requirement for commercial banks to reduce their lending  d a switch from public to private sector provision of health care and pensions    11 which motive is most likely to increase the wish to open a savings account?  a to have cash immediately available  b to prepare for future expenditure  c to satisfy essential needs  d to widen present consumption choices     ",
+            "5": "5  \u00a9 ucles 2011 0455/12/o/n/11 [turn over  12 share prices on the stock market are most likely to rise if  a employment falls.  b interest rates fall.  c interest rates rise.  d tax rates rise.      13 the ways of making and receiving payments continue to develop. as well as cash, debit cards  and credit cards, mobile (cell) phones are now being used to make payments.    which method of paying for products provides no information to sellers about their customers?  a cash  b debit cards  c credit cards  d mobile (cell) phones      14 a group of workers in a firm join a trade union.    what would the union be expected to do?  a arrange for labour-saving technology to be introduced  b discuss safety issues in the workplace with the employer  c ensure job security by promoting the firm\u2019s products through advertising  d negotiate new contracts with major buyers of the firm\u2019s products     15 which type of business organisation has its shares quoted on a stock exchange?  a co-operative  b private company  c public company  d public corporation    ",
+            "6": "6  \u00a9 ucles 2011 0455/12/o/n/11  16 the table shows how a firm\u2019s total cost rises with changes in output.    output total cost ($)  0 20 000  1000 30 000  2000 35 000  3000 40 000  4000 45 000  5000 50 000    what is the average fixed cost of producing 5000 units?  a $4 b $5 c $6 d $10     17 general motors, a large multi-national company based in the united states, sold some of its  european car assembly plants to other car manufacturers during the world recession (economic downturn) in 2009.    which economic reason would have been most likely to influence this decision?  a to benefit from horizontal integration of manufacturing  b to diversify and expand its product range  c to encourage vertical integration of sales and production  d to reduce its excess capacity in car production    18 a firm is producing an output which enables it to make more than normal profit.    what must be true at that output?  a average revenue must be greater than total revenue.  b average revenue must equal average cost.  c total revenue must be greater than total cost.  d variable cost must equal price.     19 which statement about total fixed cost is correct?  a it falls as output increases.  b it is calculated by adding total cost and total variable cost.  c it is calculated by dividing total cost by output.  d it must be paid even if output is zero.    ",
+            "7": "7  \u00a9 ucles 2011 0455/12/o/n/11 [turn over  20 between december 2008 and august 2009, the c entral bank of south africa cut the rate of  interest from 12.5  % to 7  %.    what effect would this action be expected to have on economic growth and unemployment?     economic growth unemployment  a decrease decrease  b decrease increase  c increase decrease  d increase increase      21 which government policy would be likely to help local companies expand?  a encouraging investment by foreign companies  b increasing income tax  c providing a subsidy  d raising interest rates      22 a tax on which of the following is usually progressive and is paid by a large number of tax  payers?  a company profits  b goods and services  c incomes  d sales of shares     23 what is a long-term advantage of economic growth?  a employment falls  b incomes rise c prices rise  d savings fall     24 what is typical of a recession (economic downturn)?  a falling gross domestic product  b falling unemployment  c rising living standards  d rising retail price index    ",
+            "8": "8  \u00a9 ucles 2011 0455/12/o/n/11  25 there was a fall in investment spending by businesses in the third quarter of 2008.    what would be the likely result of this?  a an increase in economic growth  b an increase in exports c an increase in incomes d an increase in unemployment     26 many sportsmen and sportswomen from developing countries go to the united states (us) to  earn money, most of which they send back to their own countries.    what impact would this have on the balance of payments?  a the current account balance of the developing countries would improve.  b the current account balance of the us would improve.  c the trade balance of the developing countries would improve.  d the trade balance of the us would improve.     27 the table gives the retail price of a pa perback book as printed on its back cover.    united kingdom \u00a36.99   canada $11.99 (canadian dollars)  australia $14.99 (australian dollars)  new zealand $20.95 (new zealand dollars)    what is needed to make a clear comparison of the price in the four countries?  a exchange rates  b indirect tax rates  c inflation rates  d retail  price indices     ",
+            "9": "9  \u00a9 ucles 2011 0455/12/o/n/11  28 the table gives information about four countries.    which country is likely to have the lowest  standard of living?     country life expectancy  at birth (years) gnp per head  ($) adult literacy  (%)  a ethiopia 43 110 66  b india 59 350 43  c nigeria 51 290 43  d mozambique 45 80 39      29 developing countries are sometimes given aid by charities and foreign governments.    which aid programme would be least  likely to lead to long-term economic growth?  a the building of an irrigation system  b the construction of a new airport c the distribution of gifts of food  d the training of technical staff     30 what is most  likely to happen if there is a fall in the death rate while the birth rate and migration  remain unchanged?  a the population structure will remain the same.  b the population will increase.  c there will be a change in the proportion of men to women.  d the standard of living will increase.     ",
+            "10": "10  \u00a9 ucles 2011 0455/12/o/n/11  blank page  ",
+            "11": "11  \u00a9 ucles 2011 0455/12/o/n/11  blank page  ",
+            "12": "12      permission to reproduce items where third -party owned material protected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to t race 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.    \u00a9 ucles 2011 0455/12/o/n/11  blank page    "
+        },
+        "0455_w11_qp_13.pdf": {
+            "1": "    this document consists of 9 printed pages and 3 blank pages.  ib11 11_0455_13/rp  \u00a9 ucles 2011  [turn over      *4606260 358* university of cambridge international examinations  international general certificate of secondary education       economics 0455/13     paper 1  multiple choice  october/november 2011     45 minutes    additional materials: multiple choice answer sheet    soft clean eraser    soft pencil (type b or hb is recommended)        read these instructions first    write in soft pencil.  do not use staples, paper clips, highlighters, glue or correction fluid. write your name, centre number and candidate number on the answer sheet in the spaces provided  unless this has been done for you.   there are thirty  questions on this paper. answer all questions. for each question there are four possible  answers a, b, c and d.   choose the one you consider correct and record your choice in soft pencil on the separate answer sheet.   read the instructions on the answer sheet very carefully.    each correct answer will score one mark. a mark will not be deducted for a wrong answer. any rough working should be done in this booklet.         ",
+            "2": "2  \u00a9 ucles 2011 0455/13/o/n/11  1 a university rejects 2000 qualified applicants who wish to study there.    what factor of production could have caused the university to make this decision?  a infinite quantity of capital  b scarcity of labour  c surplus of land  d unlimited supply of enterprise     2 the diagram shows the choices for an individual between leisure and earnings.   24  20 16 12  8 4 0  0 20 40 60 80 100 120  earnings $ hours of leisure per dayx  y      what is the opportunity cost to the individual of the extra earnings when moving from position x  to position y?  a $20  b $80  c 4 hours of leisure per day  d 8 hours of leisure per day      3 every business organisation faces the problem of satisfying wants.   what is the reason why wants are not fully satisfied?  a an economy can only produce a limited amount of goods and services.  b governments cannot print enough money to pay for goods and services.  c there is an over-production of goods and services by business organisations.  d workers are too skilled for the requirements of the jobs available.    ",
+            "3": "3  \u00a9 ucles 2011 0455/13/o/n/11 [turn over  4 which person would wish to encourage the use of the market system?  a someone who believes that people should have equal living standards  b someone who believes that people should have freedom of action  c someone who believes that profit maximisation is wrong  d someone who believes that the government should correct peoples\u2019 bad behaviour      5 what is an example of an external cost?  a a company\u2019s transport costs  b the cost of bringing about a merger  c the cost of buying components from suppliers  d the cost of industrial pollution       6 how are economic decisions determined in a pure market system?  a by a mixture of market forces and government regulation  b by central planners of production and consumption  c by government regulation of the price mechanism  d by the forces of demand and supply    7 wet weather in 2009 led to a fall in the sales of summer clothes. to support businesses the  government reduced the sales tax (vat).    how would these events be shown on a demand and supply diagram for summer clothes?     demand curve supply curve  a move to the left move to the right  b move to the left no change  c move to the right move to the left  d no change move to the right    8 drought in african countries often results in poor harvests. other countries then help by sending  quantities of food.    what are the likely results of these events for the price of food in the drought-affected countries?  a it will fall and then rise.  b it will rise and continue to rise.  c it will rise and remain at this higher level.  d it will rise and then fall. ",
+            "4": "4  \u00a9 ucles 2011 0455/13/o/n/11  9 the graphs, drawn to the same scale, show the demand curves of four firms. the market price is  $10. the price then falls to $8.    which firm will have the largest increase in total revenue?    quantityprice $ 10a d 0q1 quantityprice $ 10b d 0 q1 quantityprice $ 10d d 0q1 quantityprice $ 10c d 0 q1       10 a group of workers in a firm join a trade union.    what would the union be expected to do?  a arrange for labour-saving technology to be introduced  b discuss safety issues in the workplace with the employer  c ensure job security by promoting the firm\u2019s products through advertising  d negotiate new contracts with major buyers of the firm\u2019s products     11 in 2009, the chinese government tried to increase household spending.    which policy measure would have been most  likely to achieve this objective?  a an increase in both direct and indirect taxes  b a reduction in subsidies given to manufacturers  c a requirement for commercial banks to reduce their lending  d a switch from public to private sector provision of health care and pensions      12 which motive is most likely to increase the wish to open a savings account?  a to have cash immediately available  b to prepare for future expenditure c to satisfy essential needs d to widen present consumption choices     ",
+            "5": "5  \u00a9 ucles 2011 0455/13/o/n/11 [turn over  13 share prices on the stock market are most likely to rise if  a employment falls.  b interest rates fall.  c interest rates rise.  d tax rates rise.      14 the ways of making and receiving payments continue to develop. as well as cash, debit cards  and credit cards, mobile (cell) phones are now being used to make payments.    which method of paying for products provides no information to sellers about their customers?  a cash  b debit cards  c credit cards  d mobile (cell) phones      15 which statement about total fixed cost is correct?  a it falls as output increases.  b it is calculated by adding total cost and total variable cost.  c it is calculated by dividing total cost by output.  d it must be paid even if output is zero.      16 which type of business organisation has its shares quoted on a stock exchange?  a co-operative  b private company  c public company  d public corporation    ",
+            "6": "6  \u00a9 ucles 2011 0455/13/o/n/11  17 the table shows how a firm\u2019s total cost rises with changes in output.    output total cost ($)  0 20 000  1000 30 000  2000 35 000  3000 40 000  4000 45 000  5000 50 000    what is the average fixed cost of producing 5000 units?  a $4 b $5 c $6 d $10     18 general motors, a large multi-national company based in the united states, sold some of its  european car assembly plants to other car manufacturers during the world recession (economic downturn) in 2009.    which economic reason would have been most likely to influence this decision?  a to benefit from horizontal integration of manufacturing  b to diversify and expand its product range  c to encourage vertical integration of sales and production  d to reduce its excess capacity in car production    19 a firm is producing an output which enables it to make more than normal profit.    what must be true at that output?  a average revenue must be greater than total revenue.  b average revenue must equal average cost.  c total revenue must be greater than total cost.  d variable cost must equal price.     20 which government policy would be likely to help local companies expand?  a encouraging investment by foreign companies  b increasing income tax c providing a subsidy  d raising interest rates     ",
+            "7": "7  \u00a9 ucles 2011 0455/13/o/n/11 [turn over  21 between december 2008 and august 2009, the cen tral bank of south africa cut the rate of  interest from 12.5  % to 7  %.    what effect would this action be expected to have on economic growth and unemployment?     economic growth unemployment  a decrease decrease  b decrease increase  c increase decrease  d increase increase      22 a tax on which of the following is usually progressive and is paid by a large number of tax  payers?  a company profits  b goods and services  c incomes  d sales of shares     23 there was a fall in investment spending by businesses in the third quarter of 2008.    what would be the likely result of this?  a an increase in economic growth  b an increase in exports  c an increase in incomes  d an increase in unemployment      24 what is typical of a recession (economic downturn)?  a falling gross domestic product  b falling unemployment  c rising living standards  d rising retail price index     25 what is a long-term advantage of economic growth?  a employment falls  b incomes rise  c prices rise  d savings fall ",
+            "8": "8  \u00a9 ucles 2011 0455/13/o/n/11  26 the table gives the retail price of a pa perback book as printed on its back cover.    united kingdom \u00a36.99   canada $11.99 (canadian dollars)  australia $14.99 (australian dollars)  new zealand $20.95 (new zealand dollars)    what is needed to make a clear comparison of the price in the four countries?  a exchange rates  b indirect tax rates  c inflation rates  d retail  price indices     27 many sportsmen and sportswomen from developing countries go to the united states (us) to  earn money, most of which they send back to their own countries.    what impact would this have on the balance of payments?  a the current account balance of the developing countries would improve.  b the current account balance of the us would improve.  c the trade balance of the developing countries would improve.  d the trade balance of the us would improve.      28 what is most  likely to happen if there is a fall in the death rate while the birth rate and migration  remain unchanged?  a the population structure will remain the same.  b the population will increase. c there will be a change in the proportion of men to women.  d the standard of living will increase.     ",
+            "9": "9  \u00a9 ucles 2011 0455/13/o/n/11  29 the table gives information about four countries.    which country is likely to have the lowest  standard of living?     country life expectancy  at birth (years) gnp per head  ($) adult literacy  (%)  a ethiopia 43 110 66  b india 59 350 43  c nigeria 51 290 43  d mozambique 45 80 39      30 developing countries are sometimes given aid by charities and foreign governments.    which aid programme would be least  likely to lead to long-term economic growth?  a the building of an irrigation system  b the construction of a new airport c the distribution of gifts of food  d the training of technical staff     ",
+            "10": "10  \u00a9 ucles 2011 0455/13/o/n/11  blank page  ",
+            "11": "11  \u00a9 ucles 2011 0455/13/o/n/11  blank page  ",
+            "12": "12      permission to reproduce items where third-party owned material prot ected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to t race 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.    \u00a9 ucles 2011 0455/13/o/n/11  blank page   "
+        },
+        "0455_w11_qp_21.pdf": {
+            "1": "this document consists of 4 printed pages. dc (sjf) 35341/3 \u00a9 ucles 2011 [turn overuniversity of cambridge international examinations international general certificate of secondary education *0413938903*economics 0455/21 paper 2  structured questions october/november 2011  2 hours additional materials: answer booklet/paper read these instructions first if you have been given an answer booklet, follow the instructions on the front cover of the booklet. write your centre number, candidate number and name on all the work you hand in.write in dark blue or black pen.y ou may use a soft pencil for any diagrams, graphs or rough working.do not use staples, paper clips, highlighters, glue or correction fluid. section a answer question 1.section banswer any three questions. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question.",
+            "2": "2 0455/21/o/n/11 \u00a9 ucles 2011section a answer this question. 1 the chinese economy is growing in 2009, the chinese economy, as measured by the increase in real gross domestic product  (gdp), grew by 9%. this was a much higher rate of economic growth than most other economies. indeed, in some countries the real gdp actually fell.  the role of the private sector is increasing in china, with more firms having profit maximisation  as an important aim. the future of many firms in china looks encouraging, with profits up by an average of 7% in 2009.  one of the reasons for the impressive rate of economic growth in china has been the willingness  of the commercial banks to lend. this has set china apart from many other countries, where it has often been difficult to obtain the required finance. bank lending in china increased by 34% during 2009. another reason for the high rate of economic growth has been the willingness of the chinese  government to increase public spending, especially to improve the country\u2019s infrastructure. this has been most noticeable in relation to the expenditure on the country\u2019s railways and roads, many of which were in great need of improvement.  (a) what is meant by economic growth?  [2]  (b) explain why firms aim to maximise profits. [4]  (c) describe how lending by commercial banks can have a significant impact on an economy.  [6]  (d) discuss whether economic growth is always beneficial for an economy.  [8]",
+            "3": "3 0455/21/o/n/11 \u00a9 ucles 2011 [turn oversection b answer any three questions from this section. 2  car production in the united states has changed dramatically during the last forty years. the  managers of the firms have decided to use more advanced machinery and fewer employees to produce the cars.  (a)  identify and explain the factors of production in the information above.  [4]  (b) most car producing firms are now very large. explain how they may have benefited from:   (i) horizontal integration  [4]   (ii) vertical integration.  [4]  (c) the wages paid to employees in the car industry vary widely. discuss the possible reasons why these earnings vary so much.  [8] 3 many governments intervene in their economies by imposing an indirect tax on a product. sometimes, this is to try to overcome a market failure.  (a) using an example, describe what is meant by an indirect tax.  [3]  (b) explain, using a demand and supply diagram, how the introduction of an indirect tax can affect the equilibrium price and equilibrium quantity in a market.  [6]  (c)  explain why markets often fail.  [5]  (d) discuss the extent to which the introduction of an indirect tax could correct market failure.  [6] 4 it was reported in the netherlands in 2010 that the proportion of income that was saved, rather than spent, had actually increased for the first time in many years. at the same time, borrowing fell.  (a) explain what could influence people to save more.  [6]  (b)  explain the disadvantages to an economy of people saving a high proportion of their income. [6]  (c) discuss how a government could encourage people to spend a higher proportion of their income.  [8]",
+            "4": "4 0455/21/o/n/11 \u00a9 ucles 20115 one of the important aims of governments is full employment. the unemployment rate in some  countries, however, has increased over the last few years.  (a) define:   (i) full employment  [2]   (ii) the unemployment rate.  [2]   (b) describe the different types of unemployment which could exist in an economy.  [6]  (c) discuss whether a rise in employment always benefits an economy.  [10] 6 the population of the world continues to rise, despite the efforts of some countries to control population growth.  (a)  explain why the rate of population growth in some countries might be higher than in other countries.  [6]  (b) as a country becomes more developed, describe what is likely to happen to:   (i) the geographical distribution of its population  [2]   (ii) the occupational distribution of its workforce.  [4]  (c) discuss whether an increase in the population of a country should always be regarded as undesirable.  [8] 7 in recent years there have been attempts to increase free trade so that countries are able to  benefit from specialisation.  trade protection, however, still survives as a strong force in many parts  of the world.  (a) explain what is meant by trade protection. [4]  (b) explain two reasons why a government might introduce trade protection.  [6]   (c)  discuss the extent to which free trade can be seen as a benefit to (i) all consumers and (ii) all producers.  [10] 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."
+        },
+        "0455_w11_qp_22.pdf": {
+            "1": "this document consists of 4 printed pages. dc (sjf) 35342/4 \u00a9 ucles 2011 [turn overuniversity of cambridge international examinations international general certificate of secondary education *7151178319*economics 0455/22 paper 2  structured questions october/november 2011  2 hours additional materials: answer booklet/paper read these instructions first if you have been given an answer booklet, follow the instructions on the front cover of the booklet. write your centre number, candidate number and name on all the work you hand in.write in dark blue or black pen.y ou may use a soft pencil for any diagrams, graphs or rough working.do not use staples, paper clips, highlighters, glue or correction fluid. section a answer question 1.section banswer any three questions. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question.",
+            "2": "2 0455/22/o/n/11 \u00a9 ucles 2011section a answer this question. 1 the struggles of the ivory coast\u2019s cocoa farmers cocoa prices have hit a 30-year high due to demand exceeding supply. production of cocoa in the ivory coast, which provides about a third of the world\u2019s cocoa beans,  has fallen as a result of poor weather and under-investment in the industry. the 2009 harvest was badly affected by dry weather, pests and disease. a spokesperson at the international cocoa organisation commented, \u201cwe have now had three  consecutive years of supply declining. with current production methods, the ivory coast has reached maximum output. farmers don\u2019t use many chemicals and pesticides. they need to invest more in chemicals and other farming techniques to increase their yields.\u201d the demand for cocoa has continued to grow. the fashion for more expensive, high-quality  chocolate has helped to increase demand as it typically has a higher cocoa content. a spokesperson from the fair trade association commented, \u201cthe large, unpredictable fluctuations  in the cocoa market make life extremely difficult for farmers.\u201d the government of the ivory coast is planning to create greater stability in the cocoa market  by regulating the industry. it is thinking of selling the cocoa itself and also fixing the price. if the government fixed the price for cocoa, the farmers would be less vulnerable to fluctuations in prices due to changes in demand and supply factors.  (a) (i) state one reason for the increase in demand for cocoa.  [1]   (ii) state two reasons for the decrease in supply of cocoa.  [2]  (b) explain, using a demand and supply diagram, how the changes in the demand for and the supply of cocoa have affected the equilibrium price and equilibrium quantity in the cocoa market. [6]  (c) explain why the large, unpredictable fluctuations in the cocoa market make life difficult for cocoa farmers. [3]  (d) discuss whether an economy would benefit from its government intervening to regulate an industry. [8]",
+            "3": "3 0455/22/o/n/11 \u00a9 ucles 2011 [turn oversection b answer any three questions from this section. 2 all countries face the basic economic problem in relation to the factors of production. one country  might allocate more resources to education and health care than another, but there will always be an opportunity cost involved in such decisions.  (a) why do all countries face the basic economic problem? [4]  (b) state and explain the factors of production.   [4]  (c) define opportunity cost and explain why it is an important concept for economists.  [4]  (d)  discuss whether a government should allocate more resources to education and health care rather than other forms of expenditure. [8] 3 the government of bangladesh is planning to build a new motorway with the help of private companies. it recognises that there are a number of costs and benefits, both private and social, that need to be taken into account before a final decision is taken.   (a) explain what is meant by (i) a private cost, (ii) a private benefit, (iii) an external cost and (iv) an external benefit. [4]  (b) for each of the following, identify one example of (i) a private cost, (ii) a private benefit, (iii) an external cost and (iv) an external benefit that might be involved in the building of a  motorway.  [4]  (c) why might a government want to involve private companies in a motorway project?  [4]  (d) discuss how nearby communities are likely to be affected by the building of a motorway.  [8] 4 trade unions play a role in the new zealand economy, but not every worker belongs to one. this is especially the case in small firms.  (a) describe the functions of a trade union.  [4]  (b)  why might some workers not belong to a trade union? [4]   (c) explain why small firms continue to exist in most economies.  [4]  (d)  discuss whether firms always benefit from growing larger.   [8]",
+            "4": "4 0455/22/o/n/11 \u00a9 ucles 20115 the government of nigeria has a number of economic aims. one of these is to increase the rate  of economic growth in the country. it recognises, however, that this aim could conflict with some of its other aims.  (a) describe what is meant by economic growth.   [2]   (b) state four economic aims a government may have, other than economic growth.  [4]  (c) describe the policies that a government might adopt to increase the rate of economic growth in its country. [6]  (d) discuss whether economic growth conflicts with the achievement of the other government economic aims.  [8]    6 there are over 200 countries in the world and they vary enormously in terms of their level of  development and extent of poverty. many of the developing countries have high rates of population growth.  (a) describe what an economist would need to know to decide whether a country should be classified as developed or not.  [6]  (b) explain what influences a country\u2019s birth rate.  [6]  (c) discuss whether encouraging multi-national companies to set up in a country would reduce that country\u2019s level of poverty.  [8]   7 the world trade organisation aims to encourage free trade but, despite its best efforts, trade  protection is still carried out by many countries.  (a) explain why countries specialise in producing different goods and services.  [4]  (b) identify and describe two methods of trade protection which a government might use.  [6]  (c) discuss whether the advantages of free trade are so great that no country should ever think about trying to protect its own industries.  [10]   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."
+        },
+        "0455_w11_qp_23.pdf": {
+            "1": "this document consists of 4 printed pages. dc (sjf) 35343/3 \u00a9 ucles 2011 [turn overuniversity of cambridge international examinations international general certificate of secondary education *1858806443*economics 0455/23 paper 2  structured questions october/november 2011  2 hours additional materials: answer booklet/paper read these instructions first if you have been given an answer booklet, follow the instructions on the front cover of the booklet. write your centre number, candidate number and name on all the work you hand in.write in dark blue or black pen.y ou may use a soft pencil for any diagrams, graphs or rough working.do not use staples, paper clips, highlighters, glue or correction fluid. section a answer question 1.section banswer any three questions. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question.",
+            "2": "2 0455/23/o/n/11 \u00a9 ucles 2011section a answer this question. 1 oil and gas extraction in the peruvian rainforest several thousand tribespeople in peru\u2019s amazon rainforest have been protesting about the  government allowing companies to buy land at very low prices to extract the natural resources of oil and gas in the region. the government of peru is very keen to encourage the development of its economy and it sees  oil and gas exploration as a key part of this. the government owns the land and the oil, gas or minerals it contains. since 2005, the proportion of peru\u2019s amazon rainforest that is allocated to oil and gas exploration has increased from 15% to 72%. tribespeople are unhappy about this. they want to see their living standards improved and  recognise that extraction of natural resources has the potential to create wealth. however, they are concerned that such extraction by companies will have a significant impact on the rainforest. they think more should be done to reduce the environmental impact and to prevent the land where they are living from being sold at very low prices. some of the oil and gas extraction companies are foreign-owned. some companies are privately- owned, and some of them are government-owned and the environmental record of some government-owned companies is often worse than that of the private companies.  (a) describe the possible benefits of economic development to the people living in a country. [4]    (b) explain two possible reasons why the government of peru might be prepared to sell land at  very low prices.  [4]  (c) what are the potential disadvantages of a company being owned by a government?  [4]   (d) discuss, using the example of oil and gas extraction in peru, whether it is in the long-term  interests of a country to use its natural resources rather than conserve them.  [8]",
+            "3": "3 0455/23/o/n/11 \u00a9 ucles 2011 [turn oversection b answer any three questions from this section. 2 a market approach to the basic economic problem has the advantage that prices act like an  \u2018invisible hand\u2019 to allocate the resources in an economy. however, the market system also has some disadvantages.  (a) what is meant by the basic economic problem?  [2]  (b) describe what could cause an increase in the demand for a good or service.  [4]  (c) explain, using a demand and supply diagram, how an increase in the demand for a good or service can affect its equilibrium price and equilibrium quantity in a market. [6]  (d) discuss whether the advantages of the market system are greater than its disadvantages.  [8] 3 the united states, like many countries, has recently experienced serious difficulties with a number of its financial institutions. its central bank, the federal reserve, has intervened to provide financial support to some of these institutions.   (a) describe the functions of a central bank.  [6]  (b) explain three of the functions of money.  [6]  (c) discuss whether a government should support financial institutions when they experience difficulties.  [8]  4 there is a wide variety of different types of business organisation operating in south africa, including co-operatives, public limited companies and public corporations. some of the companies are monopolies.  (a) (i) identify two features of a co-operative.  [2]   (ii) give examples of two types of co-operative.  [2]  (b) explain the differences between a public limited company and a public corporation.  [6]  (c) discuss whether the advantages of a monopoly are greater than its disadvantages.  [10]",
+            "4": "4 0455/23/o/n/11 \u00a9 ucles 20115 governments impose taxes for a number of reasons. one of these reasons is to bring about a  redistribution of income.  (a) describe the difference between a progressive and a regressive tax and give one example of each.   [4]  (b) explain why governments impose taxes, apart from to bring about a redistribution of income. [6]  (c) discuss the advantages and disadvantages of a government trying to redistribute income more evenly.  [10]   6 some countries have a deficit on the current account of their balance of payments. one way to reduce the deficit is to change the exchange rate.  (a) what is meant by an exchange rate?  [2]  (b) explain what can cause fluctuations in exchange rates.  [6]  (c) describe the structure of the current account of a country\u2019s balance of payments.  [4]  (d) discuss whether a change in the exchange rate will always solve a country\u2019s deficit on the current account of its balance of payments.  [8] 7 many people emigrate to another country for a variety of reasons and this trend seems to be on the increase.  (a) describe what is meant by net migration.  [3]  (b) explain the possible economic reasons why some people might emigrate.  [7]  (c) discuss the economic effects of a large increase in the number of migrants into a country.  [10] 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."
+        },
+        "0455_w11_qp_31.pdf": {
+            "1": "this document consists of 8 printed pages and 1 insert. dc (sjf) 35654/3 \u00a9 ucles 2011 [turn overuniversity of cambridge international examinations international general certificate of secondary education read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen.y ou may use a soft pencil for any diagrams, graphs or rough working.do not use staples, paper clips, highlighters, glue or correction fluid.do not write in any barcodes. answer all questions. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [ ] at the end of each question or part question. *9255739565* economics 0455/31 paper 3  analysis and critical evaluation october/november 2011  1 hour 30 minutes candidates answer on the question paper. additional materials: insert. for examiner\u2019s use 1 2 total",
+            "2": "2 0455/31/o/n/11 \u00a9 ucles 2011for examiner\u2019s usethe extract \u2018the brain drain\u2019 will be needed for this question. 1 (a) what is meant by a \u2018brain gain\u2019?  .. .. .. .. .. .. .. ..[2]  (b) explain two possible reasons why, in the future, ghanaian doctors may choose to work  in ghana.   .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. ..[4]",
+            "3": "3 [turn over \u00a9 ucles 2011 0455/31/o/n/11for examiner\u2019s use (c) (i) using the extract identify:    \u0081 a private benefit of education    .. .. [1]    \u0081 an external benefit of education.   .. .. [1]   (ii) explain two policies a government could use to encourage more people to enter  higher education.   .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. [4]",
+            "4": "4 0455/31/o/n/11 \u00a9 ucles 2011for examiner\u2019s use (d) using table 1, identify, relative to its gdp:   (i) the country most dependent on remittances    .. [1]   (ii) the country least dependent on remittances.  .. [1]  (e) discuss what factors should be taken into account when assessing whether an economy  would benefit from the emigration of its workers.  .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. ..[6]  [total: 20]",
+            "5": "5 [turn over \u00a9 ucles 2011 0455/31/o/n/11for examiner\u2019s usethe extract \u2018microfinance\u2019 will be needed for this question. 2 (a) identify, from the extract, three motives for borrowing.    ..  .. .. .. .. .. .. .. ..[3]  (b) (i) explain what is meant by poverty.   .. .. .. .. .. .. .. .. [2]",
+            "6": "6 0455/31/o/n/11 \u00a9 ucles 2011for examiner\u2019s use  (ii) apart from the difficulty of borrowing, explain one other disadvantage the extract  suggests the poor experience.    .. .. .. .. .. .. .. .. [2]  (c) (i) state two reasons why a conventional commercial bank may be reluctant to lend to  the poor.   .. .. .. .. .. .. .. .. [2]",
+            "7": "7 [turn over \u00a9 ucles 2011 0455/31/o/n/11for examiner\u2019s use  (ii) using a demand and supply diagram, show the effect of increasing loans to poor  entrepreneurs on the market for basic, inexpensive capital goods such as sewing machines.   [3]  (d) (i) what is meant by entrepreneurial skills?    .. .. .. .. .. .. .. .. [2] question 2(d)(ii) is on the next page",
+            "8": "8 0455/31/o/n/11 \u00a9 ucles 2011for examiner\u2019s use  (ii) discuss the factors that affect an individual\u2019s choice of whether to work for someone  else or to start their own business.    ..  .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. [6]  [total: 20] 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."
+        },
+        "0455_w11_qp_32.pdf": {
+            "1": "this document consists of 8 printed pages and 1 insert. dc (sjf) 52680/4 r \u00a9 ucles 2011 [turn overuniversity of cambridge international examinations international general certificate of secondary education read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen.y ou may use a soft pencil for any diagrams, graphs or rough working.do not use staples, paper clips, highlighters, glue or correction fluid.do not write in any barcodes. answer all questions.at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [ ] at the end of each question or part question. *4233334935* economics 0455/32 paper 3  analysis and critical evaluation october/november 2011  1 hour 30 minutes candidates answer on the question paper. additional materials: insert. for examiner\u2019s use 1 2 total",
+            "2": "2 0455/32/o/n/11 \u00a9 ucles 2011for examiner\u2019s usethe extract \u2018diamond mining in sierra leone\u2019 will be needed for this question. 1 (a) (i) calculate sierra leone\u2019s human development index (hdi) value in 2008.  .. .. [1]   (ii) identify two components of the hdi.   .. .. .. .. .. .. .. .. [2]  (b) (i) what is the formula for calculating price elasticity of demand?   .. .. .. .. [2]   (ii) explain whether the extract suggests that the demand for diamonds is price elastic  or price inelastic.    .. .. .. .. .. .. .. .. [2]",
+            "3": "3 [turn over \u00a9 ucles 2011 0455/32/o/n/11for examiner\u2019s use (c) using a demand and supply diagram, analyse the effect of the change in the number of  diamond mines in 2008 on the market for diamonds.    ..  .. .. .. .. ..[4]  (d) identify from the extract two examples of factors of production changing their use.    .. .. .. .. .. .. .. ..[2]",
+            "4": "4 0455/32/o/n/11 \u00a9 ucles 2011for examiner\u2019s use (e) discuss whether a successful, domestic diamond industry would benefit the economy  of sierra leone.    .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. ..[7]  [total: 20]",
+            "5": "5 [turn over \u00a9 ucles 2011 0455/32/o/n/11for examiner\u2019s usethe extract \u2018the changing fate of the philippines\u2019 will be needed for this question. 2 (a) define labour productivity.     .. .. .. ..[1]  (b) (i) what has happened to a country\u2019s real gdp if its economic growth rate has fallen  from 7.3% to 4.6%?  .. .. .. .. .. .. .. .. [2]   (ii) using information from the extract, explain why the philippines\u2019 economy was not  seriously affected by the global recession (economic downturn) in 2008.     .. .. .. .. .. .. .. .. [2]",
+            "6": "6 0455/32/o/n/11 \u00a9 ucles 2011for examiner\u2019s use (c) explain how a government subsidising house-building may reduce poverty.       .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. ..[4]  (d) (i) using table 1, calculate which country had the highest gdp per head in 2007.  show your workings.  .. .. .. .. .. .. .. .. [2]",
+            "7": "7 [turn over \u00a9 ucles 2011 0455/32/o/n/11for examiner\u2019s use  (ii) why might gdp per head in a country rise at a time when its gdp is falling?  .. .. .. .. [1]  (e) discuss the factors which may influence whether tax revenue will increase in the  philippines in the future.    .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. additional writing space is on the next page",
+            "8": "8 0455/32/o/n/11 \u00a9 ucles 2011for examiner\u2019s use ..  .. .. .. .. .. .. .. .. .. ..[8]  [total: 20] 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."
+        },
+        "0455_w11_qp_33.pdf": {
+            "1": "this document consists of 8 printed pages and 1 insert. dc (sjf) 35661/3 \u00a9 ucles 2011 [turn overuniversity of cambridge international examinations international general certificate of secondary education read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen.y ou may use a soft pencil for any diagrams, graphs or rough working.do not use staples, paper clips, highlighters, glue or correction fluid.do not write in any barcodes. answer all questions. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [ ] at the end of each question or part question. *3205654990* economics 0455/33 paper 3  analysis and critical evaluation october/november 2011  1 hour 30 minutes candidates answer on the question paper. additional materials: insert. for examiner\u2019s use 1 2 total",
+            "2": "2 0455/33/o/n/11 \u00a9 ucles 2011for examiner\u2019s usethe extract \u2018the growth of world tourism\u2019 will be needed for this question. 1 (a) which two government aims are referred to in the extract?    .. .. .. .. .. .. .. ..[2]  (b) using a demand and supply diagram, analyse how the change in the demand for air  travel mentioned in the extract would be expected to affect the market for air travel.    ..  .. .. .. .. ..[4]",
+            "3": "3 [turn over \u00a9 ucles 2011 0455/33/o/n/11for examiner\u2019s use (c) explain the effect that the growth in tourism to india would be expected to have on  india\u2019s:   (i) employment    .. .. .. .. .. .. .. .. .. .. .. .. .. .. [4]   (ii) wages. .. .. .. .. .. .. .. .. [2]  (d) using table 1, which country was the largest net earner from tourism in 2008?  .. ..[1]",
+            "4": "4 0455/33/o/n/11 \u00a9 ucles 2011for examiner\u2019s use (e) discuss what information you would need to decide whether the building of a new airport  would benefit the inhabitants of a city.    .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. ..[7]  [total: 20] ",
+            "5": "5 [turn over \u00a9 ucles 2011 0455/33/o/n/11for examiner\u2019s usethe extract \u2018bangladesh\u2019s garment (clothing) industry\u2019  will be needed for this question. 2 (a) what was the value of bangladesh\u2019s exports of garments in 2009?    ..  ..[1]  (b) (i)  what is meant by a fixed cost?   .. .. .. .. .. .. .. .. [2]   (ii) identify one example of a fixed cost from the extract.   .. .. [1]",
+            "6": "6 0455/33/o/n/11 \u00a9 ucles 2011for examiner\u2019s use (c) explain two reasons why bangladesh\u2019s garment workers are low-paid.    .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. ..[4]  (d) (i) what is meant by an industry being labour-intensive?   .. .. .. .. .. .. .. .. [2]",
+            "7": "7 [turn over \u00a9 ucles 2011 0455/33/o/n/11for examiner\u2019s use  (ii) explain two types of internal economies of scale from which a garment firm could  benefit.    .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. [4] question 2(e) is on the next page",
+            "8": "8 0455/33/o/n/11 \u00a9 ucles 2011for examiner\u2019s use (e) discuss what factors are likely to influence whether bangladesh\u2019s garment industry will  sell more garments in the future.   .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. ..[6]  [total: 20] 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."
+        }
+    },
+    "2012": {
+        "0455_s12_qp_11.pdf": {
+            "1": "    this document consists of 11 printed pages and 1 blank page.  ib12 06_0455_11/2rp  \u00a9 ucles 2012  [turn over      *9795280331* university of cambridge international examinations  international general certificate of secondary education       economics 0455/11     paper 1  multiple choice  may/june 2012     45 minutes    additional materials: multiple choice answer sheet    soft clean eraser    soft pencil (type b or hb is recommended)        read these instructions first    write in soft pencil.  do not use staples, paper clips, highlighters, glue or correction fluid. write your name, centre number and candidate number on the answer sheet in the spaces provided  unless this has been done for you.   there are thirty  questions on this paper. answer all questions. for each question there are four possible  answers a, b, c and d.   choose the one you consider correct and record your choice in soft pencil on the separate answer sheet.   read the instructions on the answer sheet very carefully.    each correct answer will score one mark. a mark will not be deducted for a wrong answer. any rough working should be done in this booklet.         ",
+            "2": "2  \u00a9 ucles 2012 0455/11/m/j/12  1 which combination of resources and wants causes the economic problem?     resources wants  a limited limited  b limited unlimited  c unlimited limited  d unlimited unlimited    2 what does an economist mean by capital?  a man-made goods that do not directly satisfy human wants  b money used to set up new businesses and expand existing businesses  c natural resources that will not be replaced  d the ability to earn profits by combining resources to produce goods      3 a student leaves school and decides to spend the next two years at a college to improve her  qualifications.    what is the opportunity cost to the student of taking this decision?  a the cost of the course fees at the college  b the increase in job opportunities she will have as a result of her extra qualifications  c the lost production due to her not being in work  d the money she would have earned if she had been in work for the two years      4 what is found in a mixed economy but not a free market economy?  a banks  b division of labour  c price controls  d profit motive     ",
+            "3": "3  \u00a9 ucles 2012 0455/11/m/j/12 [turn over  5 a large shop selling clothes opened in a town. its prices were much cheaper than other shops  selling similar items. as a result many more customers came to the area. they also visited  restaurants near the shop. the restaurants reported a 10  % increase in sales.    what economic concept does the above statement best illustrate?  a external benefit  b inelastic demand  c market failure  d perfect competition      6 what is not held constant in constructing a demand schedule?  a the incomes of consumers   b the prices of complementary goods   c the price of the good itself  d the tastes of consumers    7 a shop sells chocolate birthday cakes. when the price was $15 it sold 40 cakes. it reduced the  price to $10 and sold 60 cakes.    what can be concluded from this?  a the firm will make less profit because the price has fallen.  b the firm will make more profit because sales have increased.  c the price elasticity is inelastic because demand only increased by 50  %.  d there is unit price elasticity because the firm\u2019s revenue remained the same after the price  change.     8 in 2010, a major oil leak from an oil rig affected many people living around the gulf of mexico.   what type of market failure did they experience?  a monopoly exploitation  b negative externality  c price discrimination  d rising tax burden     ",
+            "4": "4  \u00a9 ucles 2012 0455/11/m/j/12  9 what changes would move the equilibrium in the diagram from point x to a new point within   area z?    quantity opricexzs d     a a decrease in demand with a decrease in supply  b a decrease in demand with an increase in supply  c an increase in demand with a decrease in supply  d an increase in demand with an increase in supply      10 what is likely to cause wages in an occupation to be high?  a a low level of responsibility  b high unemployment c pleasant working conditions  d the need for special skills     11 a trade union negotiates a basic weekly wage for its members with all employers in an industry.  in addition to the basic wage, one company also  operates a production bonus at factory level.    what is the aim of this company?  a to give equal wages to all workers  b to increase the efficiency of the workers  c to introduce a minimum wage  d to reduce its total wage bill    ",
+            "5": "5  \u00a9 ucles 2012 0455/11/m/j/12 [turn over  12 what might cause a rise in the proportion of income that a person saves?  a a fall in interest rates  b a fall in population  c a fall in real incomes  d a fall in the income tax rate      13 for anything to be used as money, it must be  a a fixed value.  b in fixed supply.  c legal tender.  d readily acceptable.      14 the table shows information for two workers.     doctor window cleaner  annual income ($) 50  000 20  000  total deductions ($) 10  000 8  000    both workers save 10  % of their disposable income.    how much is this in each case?     doctor window cleaner  a $12  000 $40  000  b $1  200 $4  000  c $40  000 $12  000  d $4  000 $1  200    ",
+            "6": "6  \u00a9 ucles 2012 0455/11/m/j/12  15 which is a diseconomy of scale?  a bulk buying reduces costs.  b communications deteriorate.  c employees are more motivated.  d technological improvements take place.      16 the financial director of a company adds up the cost for the firm of rent, insurance, new  machinery and the chief executive\u2019s basic salary. the director then divides that total by the firm\u2019s  output.     what has the director calculated?  a average fixed cost   b average revenue  c average total cost   d average variable cost     17 amit and pardeep set up in business together. each has half of the shares in the business and  limited liability.    what type of business organisation is this?  a a co-operative  b a partnership  c a private company  d a public company      18 the table shows a firm\u2019s average revenue and average cost.    what level of output, a, b, c or d, gives maximum profit?     output (units) average revenue ($) average cost ($)  a 5  10  30   b 10  20  20   c 15  25  15   d 20  30  18     ",
+            "7": "7  \u00a9 ucles 2012 0455/11/m/j/12 [turn over  19 if a perfectly competitive market becomes a monopoly, what will be likely to increase and what  will be likely to decrease?     increase decrease  a barriers to entry economies of scale  b long-run profits competition  c output market share  d consumer choice prices     20 what would be most  likely to reduce the rate of inflation?  a an increase in direct taxes  b an increase in government expenditure  c an increase in indirect taxes  d an increase in the budget deficit     21 why are schools sometimes built and run with government money?  a the private sector could not afford the cost of investment to build schools.  b the private sector would have lower standards than government schools.  c the provision of schools by the government ensures the widest choice for students.  d there are external benefits from the provision of education.    22 changes in demand mean that the government of bangladesh hopes to switch some production  from clothes made by low-paid, unskilled workers to medicines produced by highly-trained technicians.    which policies would enable bangladesh to achieve this switch in employment and production?  a close clothes factories and decrease imports  b encourage immigration of foreign labour and introduce tariffs on clothing  c invest in education and purchase new machines  d substitute labour for machines and encourage emigration of workers from bangladesh     ",
+            "8": "8  \u00a9 ucles 2012 0455/11/m/j/12  23 a country has a tax system which places no tax on incomes below $5000, is proportional on  incomes between $5000 and $10 000 and is progressive on incomes above $10 000.    which graph illustrates this tax system?    0 5 10 income $000s15% of income paid in taxa 0 5 10 income $000s15% of income paid in taxb 0 5 10 income $000s15% of income paid in taxc 0 5 10 income $000s15% of income paid in taxd       24 between 2009 and 2010, an economy grew by 2.1  %.    what is most likely to have increased during this period?  a population  b production  c unemployment  d wages     ",
+            "9": "9  \u00a9 ucles 2012 0455/11/m/j/12 [turn over  25 a government has a target of keeping inflation between 2  % and 3  %.    the diagram shows the rate of inflation over a four year period.    12345 43210 \u20131 yearinflation  target rate of inflation %      what can be deduced from the diagram?  a the government target was missed in two years.  b the price level fell in two years.  c the price level was at its highest in the first year.  d the real value of money fell in three years.      26 after more than 70 years of production, a german car manufacturer, volkswagen, has decided to  locate the production of its biggest selling car in developing countries, rather than germany.    what is the main advantage of this policy?  a to access new management techniques  b to make use of better infrastructure  c to sell the car only to customers in developing countries  d to train and employ labour at a lower cost      27 what is usually a characteristic of a developed country?  a a dependency on primary product exports  b high rates of economic growth  c low levels of productivity  d low rates of population growth     ",
+            "10": "10  \u00a9 ucles 2012 0455/11/m/j/12  28 the charts show the population structure of a country in 1950 and 2010.    3210 0123male femaleage 85+ 80 \u2013 84 millions 195075 \u2013 79 70 \u2013 7465 \u2013 6960 \u2013 6455 \u2013 5950 \u2013 5445 \u2013 4940 \u2013 4435 \u2013 3930 \u2013 3425 \u2013 2920 \u2013 2415 \u2013 1910 \u2013 14 5 \u2013 90 \u2013 4 3210 0123male femaleage 85+ 80 \u2013 84 millions 201075 \u2013 7970 \u2013 7465 \u2013 6960 \u2013 6455 \u2013 5950 \u2013 5445 \u2013 4940 \u2013 4435 \u2013 3930 \u2013 3425 \u2013 2920 \u2013 2415 \u2013 1910 \u2013 14 5 \u2013 90 \u2013 4     what decreased  between 1950 and 2010?  a average age  b number of people below 15  c number of people over 60  d total population       29 what is an advantage to a country of free trade?  a greater international diversification of production  b greater range of domestically produced goods  c greater reliance on other countries  d greater specialisation in the use of resources    ",
+            "11": "11  \u00a9 ucles 2012 0455/11/m/j/12  30 the diagram shows the value of exports and imports of goods of a country in five years.    1 2 3  year 4 5 30 25201510 50 $m exports  imports key      between which two years did the country have an increase in the value of imports and an  improvement in its trade balance?  a 1 and 2 b 2 and 3 c 3 and 4 d 4 and 5    ",
+            "12": "12      permission to reproduce items where thir d-party owned material protected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holder s, 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.    \u00a9 ucles 2012 0455/11/m/j/12  blank page     "
+        },
+        "0455_s12_qp_12.pdf": {
+            "1": "    this document consists of 11 printed pages and 1 blank page.  ib12 06_0455_12/rp  \u00a9 ucles 2012  [turn over      *1961570916* university of cambridge international examinations  international general certificate of secondary education       economics 0455/12     paper 1  multiple choice  may/june 2012     45 minutes    additional materials: multiple choice answer sheet    soft clean eraser    soft pencil (type b or hb is recommended)        read these instructions first    write in soft pencil.  do not use staples, paper clips, highlighters, glue or correction fluid. write your name, centre number and candidate number on the answer sheet in the spaces provided  unless this has been done for you.   there are thirty  questions on this paper. answer all questions. for each question there are four possible  answers a, b, c and d.   choose the one you consider correct and record your choice in soft pencil on the separate answer sheet.   read the instructions on the answer sheet very carefully.    each correct answer will score one mark. a mark will not be deducted for a wrong answer. any rough working should be done in this booklet.         ",
+            "2": "2  \u00a9 ucles 2012 0455/12/m/j/12  1 economics is primarily concerned with  a allocating scarce resources for unlimited wants.  b controlling unemployment and inflation.  c determining the level of government expenditure.  d studying how new wants and economic resources can be produced.      2 which statement about the factors of production is correct?  a capital includes factories and machinery but not roads and ports.  b enterprise is more often found in the public sector rather than the private sector.  c labour is the factor that takes risks and can become unemployed.  d land is the natural factor that can be improved by human action.     3 a student leaves school and decides to spend the next two years at a college to improve her  qualifications.    what is the opportunity cost to the student of taking this decision?  a the cost of the course fees at the college  b the increase in job opportunities she will have as a result of her extra qualifications  c the lost production due to her not being in work  d the money she would have earned if she had been in work for the two years      4 what is true of a mixed economy but is not true of a free market economy?  a there is a mixture of agricultural, manufacturing and service industries.  b there is a mixture of central authorities, firms and consumers.  c there is a mixture of external benefits and private costs.  d there is a mixture of large and small companies.      5 journeys in city centres may be made by bus or by car.   what is an external cost of this?  a bus fares  b car fumes and noise  c licence fees for cars  d purchase of buses     ",
+            "3": "3  \u00a9 ucles 2012 0455/12/m/j/12 [turn over  6 what is not held constant in constructing a demand schedule?  a the incomes of consumers   b the prices of complementary goods   c the price of the good itself  d the tastes of consumers      7 the table shows the demand for chocolates at two different prices.    price  $ quantity  demanded  0.50 400  0.45 480    what is the price elasticity of demand when the price falls from $0.50 to $0.45?  a less than 0.5  b between 0.5 and 1  c between 1 and 1.5  d greater than 1.5      8 what is an example of market failure?  a a monopoly making abnormal profit  b prices charged to cover social cost  c the closure of small, independent shops in a rural area  d the inability of a car producer to achieve economies of scale     ",
+            "4": "4  \u00a9 ucles 2012 0455/12/m/j/12  9 what changes would move the equilibrium in the diagram from point x to a new point within   area z?    quantity opricexzs d     a a decrease in demand with a decrease in supply  b a decrease in demand with an increase in supply  c an increase in demand with a decrease in supply  d an increase in demand with an increase in supply      10 cleaning the streets can be an unpleasant j ob and yet in many countries it is badly paid.    what is likely to be the reason for this?  a there is a high degree of trade union membership among these workers.  b there is a high supply of labour because the work is unskilled.  c there is a high demand for staff in busy urban areas.  d there is a long working year because there are few holidays.      11 what might be an advantage to a trade union when arguing for an increase in its members\u2019 pay?  a an increase in imports of a similar product  b the development of a new and profitable brand of the company\u2019s product  c the development of new machines requiring fewer workers  d the establishment of a local college providing training     ",
+            "5": "5  \u00a9 ucles 2012 0455/12/m/j/12 [turn over  12 in 2008\u20132009 the central bank of a developed country reduced interest rates from 5  % to 0.5  %  per year to stimulate the economy.    how would this policy have affected the amount saved and the cost of borrowing by individuals?     amount saved cost of borrowing  a decrease decrease  b decrease increase  c increase decrease  d increase increase      13 for anything to be used as money, it must be  a a fixed value.  b in fixed supply.  c legal tender.  d readily acceptable.      14 the table shows information for two workers.     doctor window cleaner  annual income ($) 50  000 20  000  total deductions ($) 10  000 8  000    both workers save 10  % of their disposable income.    how much is this in each case?     doctor window cleaner  a $12  000 $40  000  b $1  200 $4  000  c $40  000 $12  000  d $4  000 $1  200    ",
+            "6": "6  \u00a9 ucles 2012 0455/12/m/j/12  15 which is a diseconomy of scale?  a bulk buying reduces costs.  b communications deteriorate.  c employees are more motivated.  d technological improvements take place.      16 when would a firm achieve maximum profits?  a when average revenue equals average cost  b when average revenue minus variable cost is greatest  c when fixed costs are equal to variable costs  d when total revenue minus total cost is greatest      17 which of these statements made by an economics student about different types of business  organisation is true?    a partnerships face problems in raising large sums of finance.  b private companies cannot have limited liability.  c public companies operate in the public sector of the economy.  d public corporations operate in the private sector of the economy.     18 the table shows the total costs of a firm. it can sell the units for $4 each.    quantity produced and sold (units) 5 6 7 8  total cost $ 17 18 21 23    how many units will the firm produce to maximise profits?  a 5 b 6 c 7 d 8     19 a monopoly takes over an industry from competitive firms.    what is not  likely to be true about the monopoly compared with a competitive firm?  a a monopoly will earn a higher rate of profit.  b a monopoly will gain a greater share of the market.  c a monopoly will offer a wider choice to the consumer.  d a monopoly will operate on a larger scale of production.    ",
+            "7": "7  \u00a9 ucles 2012 0455/12/m/j/12 [turn over  20 what would be most  likely to reduce the rate of inflation?  a an increase in direct taxes  b an increase in government expenditure  c an increase in indirect taxes  d an increase in the budget deficit      21 which combination of government policies would most  likely increase the rate of growth of  domestic production in an economy?  a an increase in expenditure on infrastructure and an increase in income tax  b an increase in interest rates and an increase in quotas on imported goods  c an increase in subsidies to domestic industry and an increase in tariffs  d an increase in value added tax (goods and services tax) and an increase in education expenditure      22 changes in demand mean that the government of bangladesh hopes to switch some production  from clothes made by low-paid, unskilled workers to medicines produced by highly-trained technicians.    which policies would enable bangladesh to achieve this switch in employment and production?  a close clothes factories and decrease imports  b encourage immigration of foreign labour and introduce tariffs on clothing  c invest in education and purchase new machines  d substitute labour for machines and encourage emigration of workers from bangladesh     ",
+            "8": "8  \u00a9 ucles 2012 0455/12/m/j/12  23 a country has a tax system which places no tax on incomes below $5000, is proportional on  incomes between $5000 and $10 000 and is progressive on incomes above $10 000.    which graph illustrates this tax system?    0 5 10 income $000s15% of income paid in taxa 0 5 10 income $000s15% of income paid in taxb 0 5 10 income $000s15% of income paid in taxc 0 5 10 income $000s15% of income paid in taxd       24 the inhabitants of an economy experience an increase in their cost of living, their living standards  and their leisure time.    which combination of events could explain these changes?     price level real gdp average  working week  a decrease decrease increase  b decrease increase decrease  c increase decrease increase  d increase increase decrease    ",
+            "9": "9  \u00a9 ucles 2012 0455/12/m/j/12 [turn over  25 the diagram shows a country\u2019s inflation rate in four successive years.    year1234+15 +10 +5 0 \u20135inflation rate %     in which year was the country\u2019s general price level lowest and highest?     lowest general price  level year highest general price  level year  a 1 3  b 3 2  c 3 4  d 4 2     26 what level of unemployment and what distribution of income are often found in developing  economies?     level of unemployment distribution of income  a high evenly distributed  b high unequal  c low evenly distributed  d low unequal    27 why is the size of the average family higher in developing countries than in developed countries?  a in developing countries babies are more likely to survive at birth.  b in developing countries parents start families at a later age. c in developing countries there is often a shortage of family planning advice.  d in developing countries the government provides a higher level of child support.     ",
+            "10": "10  \u00a9 ucles 2012 0455/12/m/j/12  28 the charts show the population structure of a country in 1950 and 2010.    3210 0123male femaleage 85+ 80 \u2013 84 millions 195075 \u2013 79 70 \u2013 7465 \u2013 6960 \u2013 6455 \u2013 5950 \u2013 5445 \u2013 4940 \u2013 4435 \u2013 3930 \u2013 3425 \u2013 2920 \u2013 2415 \u2013 1910 \u2013 14 5 \u2013 90 \u2013 4 3210 0123male femaleage 85+ 80 \u2013 84 millions 201075 \u2013 7970 \u2013 7465 \u2013 6960 \u2013 6455 \u2013 5950 \u2013 5445 \u2013 4940 \u2013 4435 \u2013 3930 \u2013 3425 \u2013 2920 \u2013 2415 \u2013 1910 \u2013 14 5 \u2013 90 \u2013 4     what decreased  between 1950 and 2010?  a average age  b number of people below 15  c number of people over 60  d total population      ",
+            "11": "11  \u00a9 ucles 2012 0455/12/m/j/12  29 a government removed the quota on goods imported into the country.    what is the most  likely result of this?  a a decrease in demand for domestic production  b a decrease in domestic unemployment  c a decrease in exports  d a decrease in the balance of trade deficit     30 the table shows the exchange rate of the po und (\u00a3) in us dollars ($) and the uk balance of  payments on current account from 1998 to 2001.    year number of us   $ for each \u00a3 uk current  account    \u00a3m  1998 1.65 \u20134 814  1999 1.61 \u201319 729  2000 1.51 \u201319 208  2001 1.44 \u201320 453    which of the following correctly describes these trends between 1998 and 2001?     value of \u00a3  in terms of us  $ current account  a appreciating improving  b appreciating worsening  c depreciating improving  d depreciating worsening    ",
+            "12": "12      permission to reproduce items where third-par ty owned material protected by copyright is  included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holder s, 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.    \u00a9 ucles 2012 0455/12/m/j/12  blank page    "
+        },
+        "0455_s12_qp_13.pdf": {
+            "1": "    this document consists of 11 printed pages and 1 blank page.  ib12 06_0455_13/rp  \u00a9 ucles 2012  [turn over      *4233531144* university of cambridge international examinations  international general certificate of secondary education       economics 0455/13     paper 1  multiple choice  may/june 2012     45 minutes    additional materials: multiple choice answer sheet    soft clean eraser    soft pencil (type b or hb is recommended)        read these instructions first    write in soft pencil.  do not use staples, paper clips, highlighters, glue or correction fluid. write your name, centre number and candidate number on the answer sheet in the spaces provided  unless this has been done for you.   there are thirty  questions on this paper. answer all questions. for each question there are four possible  answers a, b, c and d.   choose the one you consider correct and record your choice in soft pencil on the separate answer sheet.   read the instructions on the answer sheet very carefully.    each correct answer will score one mark. a mark will not be deducted for a wrong answer. any rough working should be done in this booklet.         ",
+            "2": "2  \u00a9 ucles 2012 0455/13/m/j/12  1 economics is primarily concerned with  a allocating scarce resources for unlimited wants.  b controlling unemployment and inflation.  c determining the level of government expenditure.  d studying how new wants and economic resources can be produced.      2 which statement about the factors of production is correct?  a capital includes factories and machinery but not roads and ports.  b enterprise is more often found in the public sector rather than the private sector.  c labour is the factor that takes risks and can become unemployed.  d land is the natural factor that can be improved by human action.     3 a student leaves school and decides to spend the next two years at a college to improve her  qualifications.    what is the opportunity cost to the student of taking this decision?  a the cost of the course fees at the college  b the increase in job opportunities she will have as a result of her extra qualifications  c the lost production due to her not being in work  d the money she would have earned if she had been in work for the two years      4 what is true of a mixed economy but is not true of a free market economy?  a there is a mixture of agricultural, manufacturing and service industries.  b there is a mixture of central authorities, firms and consumers.  c there is a mixture of external benefits and private costs.  d there is a mixture of large and small companies.      5 journeys in city centres may be made by bus or by car.   what is an external cost of this?  a bus fares  b car fumes and noise  c licence fees for cars  d purchase of buses     ",
+            "3": "3  \u00a9 ucles 2012 0455/13/m/j/12 [turn over  6 what is not held constant in constructing a demand schedule?  a the incomes of consumers   b the prices of complementary goods   c the price of the good itself  d the tastes of consumers      7 the table shows the demand for chocolates at two different prices.    price  $ quantity  demanded  0.50 400  0.45 480    what is the price elasticity of demand when the price falls from $0.50 to $0.45?  a less than 0.5  b between 0.5 and 1  c between 1 and 1.5  d greater than 1.5      8 what is an example of market failure?  a a monopoly making abnormal profit  b prices charged to cover social cost  c the closure of small, independent shops in a rural area  d the inability of a car producer to achieve economies of scale     ",
+            "4": "4  \u00a9 ucles 2012 0455/13/m/j/12  9 what changes would move the equilibrium in the diagram from point x to a new point within   area z?    quantity opricexzs d     a a decrease in demand with a decrease in supply  b a decrease in demand with an increase in supply  c an increase in demand with a decrease in supply  d an increase in demand with an increase in supply      10 cleaning the streets can be an unpleasant j ob and yet in many countries it is badly paid.    what is likely to be the reason for this?  a there is a high degree of trade union membership among these workers.  b there is a high supply of labour because the work is unskilled.  c there is a high demand for staff in busy urban areas.  d there is a long working year because there are few holidays.      11 what might be an advantage to a trade union when arguing for an increase in its members\u2019 pay?  a an increase in imports of a similar product  b the development of a new and profitable brand of the company\u2019s product  c the development of new machines requiring fewer workers  d the establishment of a local college providing training     ",
+            "5": "5  \u00a9 ucles 2012 0455/13/m/j/12 [turn over  12 in 2008\u20132009 the central bank of a developed country reduced interest rates from 5  % to 0.5  %  per year to stimulate the economy.    how would this policy have affected the amount saved and the cost of borrowing by individuals?     amount saved cost of borrowing  a decrease decrease  b decrease increase  c increase decrease  d increase increase      13 for anything to be used as money, it must be  a a fixed value.  b in fixed supply.  c legal tender.  d readily acceptable.      14 the table shows information for two workers.     doctor window cleaner  annual income ($) 50  000 20  000  total deductions ($) 10  000 8  000    both workers save 10  % of their disposable income.    how much is this in each case?     doctor window cleaner  a $12  000 $40  000  b $1  200 $4  000  c $40  000 $12  000  d $4  000 $1  200    ",
+            "6": "6  \u00a9 ucles 2012 0455/13/m/j/12  15 which is a diseconomy of scale?  a bulk buying reduces costs.  b communications deteriorate.  c employees are more motivated.  d technological improvements take place.      16 when would a firm achieve maximum profits?  a when average revenue equals average cost  b when average revenue minus variable cost is greatest  c when fixed costs are equal to variable costs  d when total revenue minus total cost is greatest      17 which of these statements made by an economics student about different types of business  organisation is true?    a partnerships face problems in raising large sums of finance.  b private companies cannot have limited liability.  c public companies operate in the public sector of the economy.  d public corporations operate in the private sector of the economy.     18 the table shows the total costs of a firm. it can sell the units for $4 each.    quantity produced and sold (units) 5 6 7 8  total cost $ 17 18 21 23    how many units will the firm produce to maximise profits?  a 5 b 6 c 7 d 8     19 a monopoly takes over an industry from competitive firms.    what is not  likely to be true about the monopoly compared with a competitive firm?  a a monopoly will earn a higher rate of profit.  b a monopoly will gain a greater share of the market.  c a monopoly will offer a wider choice to the consumer.  d a monopoly will operate on a larger scale of production.    ",
+            "7": "7  \u00a9 ucles 2012 0455/13/m/j/12 [turn over  20 what would be most  likely to reduce the rate of inflation?  a an increase in direct taxes  b an increase in government expenditure  c an increase in indirect taxes  d an increase in the budget deficit      21 which combination of government policies would most  likely increase the rate of growth of  domestic production in an economy?  a an increase in expenditure on infrastructure and an increase in income tax  b an increase in interest rates and an increase in quotas on imported goods  c an increase in subsidies to domestic industry and an increase in tariffs  d an increase in value added tax (goods and services tax) and an increase in education expenditure      22 changes in demand mean that the government of bangladesh hopes to switch some production  from clothes made by low-paid, unskilled workers to medicines produced by highly-trained technicians.    which policies would enable bangladesh to achieve this switch in employment and production?  a close clothes factories and decrease imports  b encourage immigration of foreign labour and introduce tariffs on clothing  c invest in education and purchase new machines  d substitute labour for machines and encourage emigration of workers from bangladesh     ",
+            "8": "8  \u00a9 ucles 2012 0455/13/m/j/12  23 a country has a tax system which places no tax on incomes below $5000, is proportional on  incomes between $5000 and $10 000 and is progressive on incomes above $10 000.    which graph illustrates this tax system?    0 5 10 income $000s15% of income paid in taxa 0 5 10 income $000s15% of income paid in taxb 0 5 10 income $000s15% of income paid in taxc 0 5 10 income $000s15% of income paid in taxd       24 the inhabitants of an economy experience an increase in their cost of living, their living standards  and their leisure time.    which combination of events could explain these changes?     price level real gdp average  working week  a decrease decrease increase  b decrease increase decrease  c increase decrease increase  d increase increase decrease    ",
+            "9": "9  \u00a9 ucles 2012 0455/13/m/j/12 [turn over  25 the diagram shows a country\u2019s inflation rate in four successive years.    year1234+15 +10 +5 0 \u20135inflation rate %     in which year was the country\u2019s general price level lowest and highest?     lowest general price  level year highest general price  level year  a 1 3  b 3 2  c 3 4  d 4 2     26 what level of unemployment and what distribution of income are often found in developing  economies?     level of unemployment distribution of income  a high evenly distributed  b high unequal  c low evenly distributed  d low unequal    27 why is the size of the average family higher in developing countries than in developed countries?  a in developing countries babies are more likely to survive at birth.  b in developing countries parents start families at a later age. c in developing countries there is often a shortage of family planning advice.  d in developing countries the government provides a higher level of child support.     ",
+            "10": "10  \u00a9 ucles 2012 0455/13/m/j/12  28 the charts show the population structure of a country in 1950 and 2010.    3210 0123male femaleage 85+ 80 \u2013 84 millions 195075 \u2013 79 70 \u2013 7465 \u2013 6960 \u2013 6455 \u2013 5950 \u2013 5445 \u2013 4940 \u2013 4435 \u2013 3930 \u2013 3425 \u2013 2920 \u2013 2415 \u2013 1910 \u2013 14 5 \u2013 90 \u2013 4 3210 0123male femaleage 85+ 80 \u2013 84 millions 201075 \u2013 7970 \u2013 7465 \u2013 6960 \u2013 6455 \u2013 5950 \u2013 5445 \u2013 4940 \u2013 4435 \u2013 3930 \u2013 3425 \u2013 2920 \u2013 2415 \u2013 1910 \u2013 14 5 \u2013 90 \u2013 4     what decreased  between 1950 and 2010?  a average age  b number of people below 15  c number of people over 60  d total population      ",
+            "11": "11  \u00a9 ucles 2012 0455/13/m/j/12  29 a government removed the quota on goods imported into the country.    what is the most  likely result of this?  a a decrease in demand for domestic production  b a decrease in domestic unemployment  c a decrease in exports  d a decrease in the balance of trade deficit     30 the table shows the exchange rate of the po und (\u00a3) in us dollars ($) and the uk balance of  payments on current account from 1998 to 2001.    year number of us   $ for each \u00a3 uk current  account    \u00a3m  1998 1.65 \u20134 814  1999 1.61 \u201319 729  2000 1.51 \u201319 208  2001 1.44 \u201320 453    which of the following correctly describes these trends between 1998 and 2001?     value of \u00a3  in terms of us  $ current account  a appreciating improving  b appreciating worsening  c depreciating improving  d depreciating worsening    ",
+            "12": "12      permission to reproduce items where third-par ty owned material protected by copyright is  included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holder s, 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.    \u00a9 ucles 2012 0455/13/m/j/12  blank page     "
+        },
+        "0455_s12_qp_21.pdf": {
+            "1": "this document consists of 3 printed pages and 1 blank page. dc (nh) 46666/2 \u00a9 ucles 2012 [turn overuniversity of cambridge international examinations international general certificate of secondary education *0076762834*economics 0455/21 paper 2 structured questions may/june 2012  2 hours additional materials: answer booklet/paper read these instructions first if you have been given an answer booklet, follow the instructions on the front cover of the booklet. write your centre number, candidate number and name on all the work you hand in.write in dark blue or black pen.y ou may use a soft pencil for any diagrams, graphs or rough working.do not use staples, paper clips, highlighters, glue or correction fluid. section a answer question 1.section banswer any three questions. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [ ] at the end of each question or part question.",
+            "2": "2 0455/21/m/j/12 \u00a9 ucles 2012section a answer this question. 1 a major change in the indian economy  a major change in india has been the decrease in the primary sector and an increase in the  manufacturing sector. agriculture\u2019s share of india\u2019s national output has dropped from 40% in 1980 to 17% in 2010. for the first time, the primary sector is smaller than the secondary sector (manufacturing and construction). as a result, even more workers are leaving the land to work in the secondary sector.  there has been a large increase in investment in new plant and machinery in the manufacturing sector and much of this has been due to multi-national firms deciding to locate in india.  in april 2008, the indian government passed the national rural employment guarantee act. this promised those living in the rural areas at least 100 days\u2019 work each year at a minimum wage. a local trade union leader stated that \u201cpeople here are feeling a sense of security for the first time.\u201d  a major problem for india, however, is inflation. the prices of many items have been rising significantly. the price of sugar, for example, rose by 35% in 2010. the reserve bank of india, the country\u2019s central bank, has announced that it will need to change the rate of interest.  (a) explain why workers might decide to move from the primary sector to the secondary sector of an economy. [4]  (b) what are the advantages of the indian government promising employment in rural areas? [4]  (c) analyse how a change in india\u2019s interest rate might influence its inflation rate. [4]  (d) discuss whether it is always a benefit to a developing economy when a multi-national firm decides to locate there. [8]",
+            "3": "3 0455/21/m/j/12 \u00a9 ucles 2012section b answer any three questions from this section. 2 (a) explain the economic problem of scarcity. [3]   (b) define the concept of opportunity cost. [3]  (c) distinguish, using examples, between the different factors of production. [6]  (d) discuss whether a country should conserve or use its natural resources. [8] 3 (a) explain the functions that money performs in an economy. [6]  (b) the demand for workers with a particular skill has increased significantly in the last few years.  explain, using a demand and supply diagram, how this is likely to affect the equilibrium wage and the equilibrium quantity of such workers. [6]  (c) discuss whether skilled workers always earn more than unskilled workers. [8] 4 (a) explain why a firm might wish to change from a private limited company to a public limited company. [4]  (b) analyse why most firms want to maximise profits. [6]  (c) discuss whether a firm will always benefit from an increase in its size. [10] 5 (a) explain why a government may sometimes decide to produce certain goods and services itself rather than leave the production of such goods and services to the private sector. [6]  (b) define the term full employment. [4]  (c) discuss the extent to which frictional unemployment and structural unemployment are serious problems for (i) an individual and (ii) the economy. [10] 6 (a) explain why the rate of population growth varies so much between some countries. [6]  (b) explain the main features of a country classified as being developed. [6]  (c) discuss whether an ageing population should always be regarded as an economic problem. [8] 7 (a) describe the structure of the current account of a country\u2019s balance of payments. [4]  (b) explain the main causes of a current account deficit. [6]  (c) discuss what would be the most effective policies to increase a country\u2019s exports. [10]",
+            "4": "4 0455/21/m/j/12 \u00a9 ucles 2012blank page permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the publisher will be pleased to make amends at the earliest possible opportunity. 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."
+        },
+        "0455_s12_qp_22.pdf": {
+            "1": "this document consists of 4 printed pages. dc (sjf) 46689/4 \u00a9 ucles 2012 [turn overuniversity of cambridge international examinations international general certificate of secondary education *9133526439*economics 0455/22 paper 2  structured questions may/june 2012  2 hours additional materials: answer booklet/paper read these instructions first if you have been given an answer booklet, follow the instructions on the front cover of the booklet. write your centre number, candidate number and name on all the work you hand in.write in dark blue or black pen.y ou may use a soft pencil for any diagrams, graphs or rough working.do not use staples, paper clips, highlighters, glue or correction fluid. section a answer question 1.section banswer any three questions. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question.",
+            "2": "2 0455/22/m/j/12 \u00a9 ucles 2012section a answer this question. 1 china decides to move towards a more flexible exchange rate in the past, the chinese government kept an exchange rate of 6.8 yuan to us$1. however, a  spokesperson for the people\u2019s bank of china, the country\u2019s central bank, said that it would begin to allow the market to play a much greater role in determining the exchange rate. it is expected that a more flexible rate will result in an increase in the value of the chinese currency. china has had a surplus on the current account of its balance of payments in recent years.  economists believe that an appreciation of its currency should help to reduce the size of the surplus. the decision by china will please the united states (us) and many other countries which have a  large trade deficit with china. the president of the us has said that \u201cmarket-determined exchange rates are essential to global economic vitality.\u201d if the chinese government had not decided to allow its exchange rate to be determined by market forces, many american companies would have demanded tough protectionist measures to reduce the number of chinese imports coming into the us. they had criticised the chinese government for keeping its currency artificially weak which gave chinese exporters an unfair advantage.   (a) what evidence is there in the extract to suggest that china is planning to move from a fixed to a floating exchange rate?  [2]  (b) analyse how a rise in the external value of the yuan might affect china\u2019s current account balance. [6]  (c) explain why a large surplus for china over many years in the current account of the balance of payments could be a problem for other countries, such as the us. [4]   (d) discuss the extent to which trade protection could correct a balance of trade in goods and services deficit. [8]        ",
+            "3": "3 0455/22/m/j/12 \u00a9 ucles 2012 [turn oversection b answer any three questions from this section. 2 (a) explain, using examples, what is meant by the factor of production called land.  [3]  (b) analyse why a firm might decide to change from labour-intensive production to capital- intensive production.   [7]  (c) discuss the advantages and disadvantages of a newly established firm, with limited resources, expanding into foreign markets.  [10] 3 both the private sector and the public sector are involved in building houses. in one country a private firm has built an extra 100 000 houses but, at the same time, its government has increased income tax significantly.     (a) explain, using a demand and supply diagram, how these two actions would have affected the equilibrium price and the equilibrium quantity of houses.     [6]     (b) explain what determines the demand for houses.   [6]   (c) discuss whether it is better for the public sector to build houses rather than the private sector.       [8] 4  money plays a significant role in all economies.     (a)  explain why it is better for individuals to use money rather than barter.   [6]    (b)  describe the functions that commercial banks perform in an economy.  [6]   (c)  analyse why some individuals are more likely to borrow money than others.  [8] 5  (a)  identify the differences between a partnership and a company.   [4]  (b)  explain why a firm\u2019s profits might increase.     [4]   (c)  distinguish between internal and external economies of scale.   [4]  (d)  discuss whether all small firms will eventually become large firms.  [8] 6 low inflation, low unemployment and high economic growth are all government economic aims.    (a) explain the possible causes of inflation.    [5]  (b) distinguish between structural unemployment and demand-deficient (cyclical) unemployment.         [5]   (c) discuss whether it is always possible for a government to achieve a high rate of economic growth.     [10]",
+            "4": "4 0455/22/m/j/12 \u00a9 ucles 20127 (a) define the term death rate and describe the factors that can affect a country\u2019s death rate.     [6]  (b) explain what is meant when a country is said to be overpopulated.   [4]  (c) discuss whether the population problems found in the developing world are the same as  those found in the developed world.    [10]   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."
+        },
+        "0455_s12_qp_23.pdf": {
+            "1": "this document consists of 4 printed pages. dc (cw) 56867 \u00a9 ucles 2012 [turn overuniversity of cambridge international examinations international general certificate of secondary education *9066231135*economics 0455/23 paper 2  structured questions may/june 2012  2 hours additional materials: answer booklet/paper read these instructions first if you have been given an answer booklet, follow the instructions on the front cover of the booklet. write your centre number, candidate number and name on all the work you hand in.write in dark blue or black pen.y ou may use a soft pencil for any diagrams, graphs or rough working.do not use staples, paper clips, highlighters, glue or correction fluid. section a answer question 1.section banswer any three questions. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question.",
+            "2": "2 0455/23/m/j/12 \u00a9 ucles 2012section a answer this question. 1 china decides to move towards a more flexible exchange rate in the past, the chinese government kept an exchange rate of 6.8 yuan to us$1. however, a  spokesperson for the people\u2019s bank of china, the country\u2019s central bank, said that it would begin to allow the market to play a much greater role in determining the exchange rate. it is expected that a more flexible rate will result in an increase in the value of the chinese currency. china has had a surplus on the current account of its balance of payments in recent years.  economists believe that an appreciation of its currency should help to reduce the size of the surplus. the decision by china will please the united states (us) and many other countries which have a  large trade deficit with china. the president of the us has said that \u201cmarket-determined exchange rates are essential to global economic vitality.\u201d if the chinese government had not decided to allow its exchange rate to be determined by market forces, many american companies would have demanded tough protectionist measures to reduce the number of chinese imports coming into the us. they had criticised the chinese government for keeping its currency artificially weak which gave chinese exporters an unfair advantage.   (a) what evidence is there in the extract to suggest that china is planning to move from a fixed to a floating exchange rate?  [2]  (b) analyse how a rise in the external value of the yuan might affect china\u2019s current account balance. [6]  (c) explain why a large surplus for china over many years in the current account of the balance of payments could be a problem for other countries, such as the us. [4]   (d) discuss the extent to which trade protection could correct a balance of trade in goods and services deficit. [8]        ",
+            "3": "3 0455/23/m/j/12 \u00a9 ucles 2012 [turn oversection b answer any three questions from this section. 2 (a) explain, using examples, what is meant by the factor of production called land.  [3]  (b) analyse why a firm might decide to change from labour-intensive production to capital- intensive production.   [7]  (c) discuss the advantages and disadvantages of a newly established firm, with limited resources, expanding into foreign markets.  [10] 3 both the private sector and the public sector are involved in building houses. in one country a private firm has built an extra 100 000 houses but, at the same time, its government has increased income tax significantly.     (a) explain, using a demand and supply diagram, how these two actions would have affected the equilibrium price and the equilibrium quantity of houses.     [6]     (b) explain what determines the demand for houses.   [6]   (c) discuss whether it is better for the public sector to build houses rather than the private sector.       [8] 4  money plays a significant role in all economies.     (a)  explain why it is better for individuals to use money rather than barter.   [6]    (b)  describe the functions that commercial banks perform in an economy.  [6]   (c)  analyse why some individuals are more likely to borrow money than others.  [8] 5  (a)  identify the differences between a partnership and a company.   [4]  (b)  explain why a firm\u2019s profits might increase.     [4]   (c)  distinguish between internal and external economies of scale.   [4]  (d)  discuss whether all small firms will eventually become large firms.  [8] 6 low inflation, low unemployment and high economic growth are all government economic aims.    (a) explain the possible causes of inflation.    [5]  (b) distinguish between structural unemployment and demand-deficient (cyclical) unemployment.         [5]   (c) discuss whether it is always possible for a government to achieve a high rate of economic growth.     [10]",
+            "4": "4 0455/23/m/j/12 \u00a9 ucles 20127 (a) define the term death rate and describe the factors that can affect a country\u2019s death rate.     [6]  (b) explain what is meant when a country is said to be overpopulated.   [4]  (c) discuss whether the population problems found in the developing world are the same as  those found in the developed world.    [10]   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."
+        },
+        "0455_s12_qp_31.pdf": {
+            "1": "this document consists of 8 printed pages and 1 insert. dc (nf) 46686/5 \u00a9 ucles 2012 [turn overuniversity of cambridge international examinations international general certificate of secondary education *4213678674* economics 0455/31 paper 3  analysis and critical evaluation may/june 2012  1 hour 30 minutes candidates answer on the question paper. read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen.y ou may use a soft pencil for any diagrams, graphs or rough working.do not use staples, paper clips, highlighters, glue or correction fluid.do not write in any barcodes. answer all questions.at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [ ] at the end of each question or part question. for examiner\u2019s use 1 2 total",
+            "2": "2 0455/31/m/j/12 \u00a9 ucles 2012for examiner\u2019s usethe extract \u2018russia\u2019s tax on imported cars\u2019  will be needed for this question. 1 (a) what method of protection does russia use to protect its car industry?  ..  .. .. . [1]  (b) using information from the extract, explain one reason why russian car manufacturers  have become less internationally competitive.  ..  .. .. .. .. .. .. . [2]  (c) explain two reasons why a multi-national car company may want to set up in a country.  ..  .. .. .. .. .. .. .. .. .. .. .. ..",
+            "3": "3 0455/31/m/j/12 \u00a9 ucles 2012 [turn overfor examiner\u2019s use ..  .. . [4]  (d) (i) what relationship would economists expect to find between changes in the value of  exports and changes in the current account of the balance of payments?  ..  .. .. .. .. .. .. . [2]   (ii) comment on the relationship shown in table 1.  ..  .. .. .. .. .. .. .. .. .. .. . [3]",
+            "4": "4 0455/31/m/j/12 \u00a9 ucles 2012for examiner\u2019s use (e) discuss whether the russian government should increase its tax on imported cars.  ..  .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. ..",
+            "5": "5 0455/31/m/j/12 \u00a9 ucles 2012 [turn overfor examiner\u2019s use ..  .. . [8]  [total: 20] the extract \u2018changes in the kenyan tea market\u2019 will be needed for this question. 2 (a) identify, from the extract, two influences on the demand for tea. .. .. .. .. .. .. .. . [2]  (b) (i) explain what is likely to have happened to the price of kenyan tea in 2009. .. .. .. .. .. .. .. . [2]",
+            "6": "6 0455/31/m/j/12 \u00a9 ucles 2012for examiner\u2019s use  (ii) explain what is likely to have happened to the price of kenyan tea in 2010.  .. .. .. .. .. .. .. . [2]  (c) using information from the extract, explain two reasons why kenyan tea pickers may  want to switch to other jobs.  .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. . [4]",
+            "7": "7 0455/31/m/j/12 \u00a9 ucles 2012 [turn overfor examiner\u2019s use (d) why is there a high average cost of producing tea in kenya?  .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. . [4]  (e) discuss whether giving a subsidy to kenyan tea farmers would be likely to increase  sales of kenyan tea to pakistan.  .. .. .. .. .. .. .. .. .. additional writing space is on the next page",
+            "8": "8 0455/31/m/j/12 \u00a9 ucles 2012for examiner\u2019s use ..  .. .. .. .. .. .. .. .. .. .. .. .. .. . [6]  [total: 20] 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."
+        },
+        "0455_s12_qp_32.pdf": {
+            "1": "this document consists of 8 printed pages and 1 insert. dc (leo) 46690/5 \u00a9 ucles 2012 [turn overuniversity of cambridge international examinations international general certificate of secondary education read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen.y ou may use a soft pencil for any diagrams, graphs or rough working.do not use staples, paper clips, highlighters, glue or correction fluid.do not write in any barcodes. answer all questions.at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [ ] at the end of each question or part question. *8232168153* economics 0455/32 paper 3  analysis and critical evaluation may/june 2012  1 hour 30 minutes candidates answer on the question paper. for examiner\u2019s use 1 2 total",
+            "2": "2 0455/32/m/j/12 \u00a9 ucles 2012for examiner\u2019s usethe extract \u2018a tax on high fat foods \u2019 will be needed for this question. 1 (a) what is meant by external costs?  .. .. .. .. .. .. .. ..[2]  (b) what evidence is there in the extract of the economic problem? .. .. .. .. .. .. .. ..[2]  (c) why may obesity lead to an increase in government spending? .. .. .. .. .. .. .. ..[2]",
+            "3": "3 [turn over \u00a9 ucles 2012 0455/32/m/j/12for examiner\u2019s use (d) (i) does the extract suggest that the poor spend more on food than the rich? explain  your answer.  .. .. .. .. .. .. .. .. .. .. .. .. [3]   (ii) does the extract suggest that the demand for cigarettes is price elastic or price  inelastic? explain your answer.  .. .. .. .. .. .. .. .. .. .. .. .. [3]",
+            "4": "4 0455/32/m/j/12 \u00a9 ucles 2012for examiner\u2019s use (e) discuss whether the us government should tax chocolate.  .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. ..",
+            "5": "5 [turn over \u00a9 ucles 2012 0455/32/m/j/12for examiner\u2019s use ..  .. .. .. ..[8]  [total: 20] the extract \u2018challenges facing the brics\u2019 will be needed for this question. 2 (a) using information from the extract, state what happened to the price level in 2009 in:   (i) india  .. .. [1]   (ii) china. .. .. [1]  (b) why may a country experience a shortage of workers at the same time as it is  encountering a relatively high unemployment rate?  .. .. .. .. .. .. .. ..[2]",
+            "6": "6 0455/32/m/j/12 \u00a9 ucles 2012for examiner\u2019s use (c) explain how raising the rate of interest can reduce aggregate (total) demand.  .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. ..[4]",
+            "7": "7 [turn over \u00a9 ucles 2012 0455/32/m/j/12for examiner\u2019s use (d) using figure 1, describe the trends in the current accounts of the balance of payments  as percentages of gdp in the four countries shown.  .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. ..[4]  (e) explain an example of a conflict between government economic aims mentioned in the  extract.   .. .. .. .. .. .. .. ..[2] question 2(f) is on the next page",
+            "8": "8 0455/32/m/j/12 \u00a9 ucles 2012permission 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.for examiner\u2019s use (f) discuss whether an economy will always benefit from a reduction in unemployment.  .. .. .. .. .. .. .. .. .. ..  ..  .. .. .. .. .. .. ..  ..  .. .. ..  ..  ..[6]  [total: 20]"
+        },
+        "0455_s12_qp_33.pdf": {
+            "1": "this document consists of 8 printed pages and 1 insert. dc (slm) 58687 \u00a9 ucles 2012 [turn overuniversity of cambridge international examinations international general certificate of secondary education read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen.y ou may use a soft pencil for any diagrams, graphs or rough working.do not use staples, paper clips, highlighters, glue or correction fluid.do not write in any barcodes. answer all questions.at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [ ] at the end of each question or part question. *3719654924* economics 0455/33 paper 3  analysis and critical evaluation may/june 2012  1 hour 30 minutes candidates answer on the question paper. for examiner\u2019s use 1 2 total",
+            "2": "2 0455/33/m/j/12 \u00a9 ucles 2012for examiner\u2019s usethe extract \u2018a tax on high fat foods \u2019 will be needed for this question. 1 (a) what is meant by external costs?  .. .. .. .. .. .. .. ..[2]  (b) what evidence is there in the extract of the economic problem? .. .. .. .. .. .. .. ..[2]  (c) why may obesity lead to an increase in government spending? .. .. .. .. .. .. .. ..[2]",
+            "3": "3 0455/33/m/j/12 [turn over \u00a9 ucles 2012for examiner\u2019s use (d) (i) does the extract suggest that the poor spend more on food than the rich? explain  your answer.  .. .. .. .. .. .. .. .. .. .. .. .. [3]   (ii) does the extract suggest that the demand for cigarettes is price elastic or price  inelastic? explain your answer.  .. .. .. .. .. .. .. .. .. .. .. .. [3]",
+            "4": "4 0455/33/m/j/12 \u00a9 ucles 2012for examiner\u2019s use (e) discuss whether the us government should tax chocolate.  .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. ..",
+            "5": "5 0455/33/m/j/12 [turn over \u00a9 ucles 2012for examiner\u2019s use ..  .. .. .. ..[8]  [total: 20] the extract \u2018challenges facing the brics\u2019 will be needed for this question. 2 (a) using information from the extract, state what happened to the price level in 2009 in:   (i) india  .. .. [1]   (ii) china. .. .. [1]  (b) why may a country experience a shortage of workers at the same time as it is  encountering a relatively high unemployment rate?  .. .. .. .. .. .. .. ..[2]",
+            "6": "6 0455/33/m/j/12 \u00a9 ucles 2012for examiner\u2019s use (c) explain how raising the rate of interest can reduce aggregate (total) demand.  .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. ..[4]",
+            "7": "7 0455/33/m/j/12 [turn over \u00a9 ucles 2012for examiner\u2019s use (d) using figure 1, describe the trends in the current accounts of the balance of payments  as percentages of gdp in the four countries shown.  .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. ..[4]  (e) explain an example of a conflict between government economic aims mentioned in the  extract.   .. .. .. .. .. .. .. ..[2] question 2(f) is on the next page",
+            "8": "8 0455/33/m/j/12 \u00a9 ucles 2012permission 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.for examiner\u2019s use (f) discuss whether an economy will always benefit from a reduction in unemployment.  .. .. .. .. .. .. .. .. .. ..  ..  .. .. .. .. .. .. ..  ..  .. .. ..  ..  ..[6]  [total: 20]"
+        },
+        "0455_w12_qp_11.pdf": {
+            "1": "    this document consists of 9 printed pages and 3 blank pages.  ib12 11_0455_11/rp  \u00a9 ucles 2012  [turn over      *5109676550* university of cambridge international examinations  international general certificate of secondary education       economics 0455/11     paper 1  multiple choice  october/november 2012     45 minutes    additional materials: multiple choice answer sheet    soft clean eraser    soft pencil (type b or hb is recommended)        read these instructions first    write in soft pencil.  do not use staples, paper clips, highlighters, glue or correction fluid. write your name, centre number and candidate number on the answer sheet in the spaces provided  unless this has been done for you.   there are thirty  questions on this paper. answer all questions. for each question there are four possible  answers a, b, c and d.   choose the one you consider correct and record your choice in soft pencil on the separate answer sheet.   read the instructions on the answer sheet very carefully.    each correct answer will score one mark. a mark will not be deducted for a wrong answer. any rough working should be done in this booklet.         ",
+            "2": "2  \u00a9 ucles 2012 0455/11/o/n/12  1 on average, doctors earn more than bus drivers.    which change would be likely to reduce the earnings gap between doctors and bus drivers?  a a decrease in the profits earned by bus companies  b a decrease in the qualifications needed to be a doctor  c an increase in demand for medical care  d an increase in the number of people passing the driving test     2 what could reduce the ability of a trade union to gain a pay rise for its members in a shoe  factory?  a an increase in sales of shoe exports  b a rise in the demand for shoes  c a rise in the productivity of shoe workers  d more people willing to work in the shoe industry      3 what might encourage a consumer to save rather than to spend?  a being made unemployed  b discounts on products  c government subsidies to producers  d high interest rates      4 why do banknotes function as money?  a they are backed by gold.  b they are durable.  c they are generally acceptable.  d they have intrinsic value.     ",
+            "3": "3  \u00a9 ucles 2012 0455/11/o/n/12 [turn over  5 the table shows the proportion of income saved for different age groups.    age 15 \u2013 29 30 \u2013 39 40 \u2013 49 50 \u2013 62 63+  % of income saved \u201334  % \u2013  4 % 18  % 29  % \u201323  %    what can be concluded from this data?  a the 50 \u2013 62 age group has the highest level of income.  b the 50 \u2013 62 age group saves the highest proportion of its income.  c the older age groups earn more than the younger age groups.  d the youngest age group spends more than the oldest age group.      6 which is an external economy of scale?  a availability of training facilities in local colleges  b greater production from employees c increased credit facilities from banks  d lower costs through bulk buying     7 what is a variable cost to a firm producing bicycles?  a the component parts of the bicycles  b the interest on money borrowed  c the rent of the bicycle factory  d the salaries of the senior managers    8 partnerships in the united states of america (us) can now issue tradable shares and can limit  the amount of money that shareholders may lose.    to which type of business organisation do these changes make us partnerships similar?  a co-operatives  b public corporations  c public limited companies  d sole traders     ",
+            "4": "4  \u00a9 ucles 2012 0455/11/o/n/12  9 the graphs show the average total cost (atc) curves of four firms and how they change as  output increases.     which firm has the highest fixed costs?    a cost $ ooutputatcb cost $ ooutputatcc cost $ ooutputatcd cost $ ooutputatc      10 what is a possible advantage to the consumer of a monopoly supplier in a market?  a it achieves average costs which are lower than if there were many suppliers.  b it achieves profits which are higher than if there were many suppliers.  c it conducts advertising campaigns to discourage competition.  d it decides which retail outlets may sell and distribute its goods.    11 in china the government is concerned about the level of poverty and the need for more resources  in the poorer regions of the country. as a result, it is increasing its expenditure there and reducing it in the wealthier regions.    which economic concept does this government policy illustrate best?  a diseconomies of scale  b market forces  c opportunity cost  d specialisation      12 a country with a low income per head discovers large quantities of oil, which eventually makes  everybody better off.    why is the basic economic problem of scarcity not solved by this discovery?  a people may not get jobs in the oil industry.  b people\u2019s wants are always changing and increasing.  c prices of oil can fluctuate on the world market.  d production of oil can damage the environment.     ",
+            "5": "5  \u00a9 ucles 2012 0455/11/o/n/12 [turn over  13 two telecommunications companies are to merge to finance investments in new technology,  which will be more efficient and require smaller buildings. three hundred workers will lose their  jobs.    what will happen to the factors of production used?     land labour capital enterprise   a fall fall rise fall  b fall fall uncertain rise  c rise rise rise rise  d uncertain rise fall fall    14 why might a free market economy be more advantageous than a mixed economy?  a equality of income is encouraged.  b in a mixed economy, governments use taxes which are inefficient. c production is determined solely by consumer wishes.  d social costs are taken into consideration.     15 an international company drilled for oil in deep water and caused a major oil leakage, which  affected the jobs of the fishing community. the government ordered the company to close the  well and to stop drilling in the area.    what are the external costs of this incident?  a the costs borne by the fishing community  b the costs of closing the well  c the costs to the company of drilling the well in deep water  d the loss of revenue when the oil company stopped drilling     16 a supply curve for a commodity is drawn to show how quantity supplied varies with  a government taxes.  b income.  c tastes.  d the price of the commodity.     ",
+            "6": "6  \u00a9 ucles 2012 0455/11/o/n/12  17 in 2010, floods caused severe damage to wheat production.    how would this be shown on a market demand and supply diagram for wheat?     supply curve demand curve  a no change shift to the right   b shift to the left no change  c shift to the left shift to the left  d shift to the right shift to the left     18 which is a type of market failure?  a a general increase in the price of hotel rooms in busy summer seasons  b an increase in house prices caused by easier borrowing for house buyers  c an increase in travel time caused by a road accident  d an increase in unsold goods because of a change in tastes      19 the market for a normal good is in equilibrium at point x. consumers\u2019 incomes fall and the cost of  producing the good rises.    in which area of the diagram will the new equilibrium be?    oquantityprice xa cb dsupply demand      20 an economics student described a typical developing country as having a large population, a low  gdp per head, a relatively large primary sector and an uneven income distribution.    which of these features is not necessarily accurate?  a a large population   b a low gdp per head   c an uneven income distribution  d a relatively large primary sector   ",
+            "7": "7  \u00a9 ucles 2012 0455/11/o/n/12 [turn over  21 in the developing economies of southern africa, both infant mortality and life expectancy have  fallen.  life expectancy now averages only 41 years.    what is the result of these changes?  a current labour supply has fallen.  b fewer primary schools are needed.  c governments will pay for more retirement pensions.  d less will need to be spent on health care.     22 the table shows the percentages of consumer spending on different items in four countries,  which have similar geographical conditions and climate.    which country is likely to have the highest standard of living?    percentage of consumer spending on each item  country  food housing transport  a 20 30 30  b 40 25 15  c 50 20 10  d 45 20 15    23 a government agreed to provide $20 million to a developing country to help supply emergency  aid.    in which part of the current account of the balance of payments was this payment recorded?  a current transfer flows  b income flows  c trade in goods  d trade in services     ",
+            "8": "8  \u00a9 ucles 2012 0455/11/o/n/12  24 in some asian countries the cost of labour is lower than in developed countries. as a result they  manufacture and export clothes to europe, where the demand for clothes is high.    the quality of these clothes, however, is not as go od as some of the clothes produced in europe.    what is likely to happen in the asian countries and to  the total expenditure on clothes in europe?     impact in asian countries change in  expenditure in  europe  a capital account will improve increase  b current account will improve uncertain  c exchange rate will fall uncertain  d terms of trade will fall decrease      25 which government policy would best protect the environment?  a encouraging economic growth  b exploiting natural resources  c increasing tax on fuel  d removing controls on industry      26 a government wishes to stimulate economic recovery.    which action will assist this?  a decreasing government investment  b decreasing income tax  c increasing indirect taxation  d increasing interest rates     27 a country has a proportional system of taxation.    a person pays $500 tax when earnings are $5000.    how much tax will be paid if earnings rise to $12 000?  a $120 b $500 c $1200 d $7500    ",
+            "9": "9  \u00a9 ucles 2012 0455/11/o/n/12  28 the graph shows government revenue and spending in a country, as a percentage of gdp,  between 2004 and 2011.    48 4644424038363432 2004 2005 2006 2007 2008 2009 2010 2011% of gdp government spending government revenue year    what can be concluded from the graph?  a the balance of payments position improved.  b the borrowing of the government increased.  c the economy went into recession (economic downturn).  d the government budget moved from deficit to surplus.      29 each year, extra cleaning staff were employed by a hotel on a temporary basis during the busy  holiday period. they were not employed when the hotel was not busy.    what type of unemployment occurred when the hotel was not busy?  a cyclical  b frictional  c seasonal  d technological      30 in the measurement of the uk\u2019s retail prices index, a greater weight was given to bottled water  in 2010 than 2009.    what does this change indicate?  a government statisticians checked the price change of a greater range of bottled water in  2010 than in 2009.  b people spent a higher proportion of their tota l spending on bottled water in 2010 than in  2009.  c the price of bottled water increased more in 2010 than in 2009.  d there was an improvement in the quality of bottled water in 2010 compared with 2009. ",
+            "10": "10  \u00a9 ucles 2012 0455/11/o/n/12  blank page",
+            "11": "11  \u00a9 ucles 2012 0455/11/o/n/12  blank page  ",
+            "12": "12      permission to reproduce items where third-par ty owned material protected by copyright is  included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holder s, 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 t he cambridge assessment group. ca mbridge assessment is the brand name of university of  cambridge local examinations syndicate (ucles), which is itself a department of the university of cambridge.    \u00a9 ucles 2012 0455/11/o/n/12  blank page   "
+        },
+        "0455_w12_qp_12.pdf": {
+            "1": "    this document consists of 9 printed pages and 3 blank pages.  ib12 11_0455_12/3rp  \u00a9 ucles 2012  [turn over      *5202540811* university of cambridge international examinations  international general certificate of secondary education       economics 0455/12     paper 1  multiple choice  october/november 2012     45 minutes    additional materials: multiple choice answer sheet    soft clean eraser    soft pencil (type b or hb is recommended)        read these instructions first    write in soft pencil.  do not use staples, paper clips, highlighters, glue or correction fluid. write your name, centre number and candidate number on the answer sheet in the spaces provided  unless this has been done for you.   there are thirty  questions on this paper. answer all questions. for each question there are four possible  answers a, b, c and d.   choose the one you consider correct and record your choice in soft pencil on the separate answer sheet.   read the instructions on the answer sheet very carefully.    each correct answer will score one mark. a mark will not be deducted for a wrong answer. any rough working should be done in this booklet.         ",
+            "2": "2  \u00a9 ucles 2012 0455/12/o/n/12  1 in china the government is concerned about the level of poverty and the need for more resources  in the poorer regions of the country. as a result, it is increasing its expenditure there and reducing  it in the wealthier regions.    which economic concept does this government policy illustrate best?  a diseconomies of scale  b market forces  c opportunity cost  d specialisation      2 a country with a low income per head discovers large quantities of oil, which eventually makes  everybody better off.    why is the basic economic problem of scarcity not solved by this discovery?  a people may not get jobs in the oil industry.  b people\u2019s wants are always changing and increasing.  c prices of oil can fluctuate on the world market.  d production of oil can damage the environment.     3 two telecommunications companies are to merge to finance investments in new technology,  which will be more efficient and require smaller buildings. three hundred workers will lose their jobs.    what will happen to the factors of production used?     land labour capital enterprise   a fall fall rise fall  b fall fall uncertain rise  c rise rise rise rise  d uncertain rise fall fall      4 why might a free market economy be more advantageous than a mixed economy?  a equality of income is encouraged.  b in a mixed economy, governments use taxes which are inefficient. c production is determined solely by consumer wishes.  d social costs are taken into consideration.     ",
+            "3": "3  \u00a9 ucles 2012 0455/12/o/n/12 [turn over  5 an international company drilled for oil in deep water and caused a major oil leakage, which  affected the jobs of the fishing community. the government ordered the company to close the  well and to stop drilling in the area.    what are the external costs of this incident?  a the costs borne by the fishing community  b the costs of closing the well  c the costs to the company of drilling the well in deep water  d the loss of revenue when the oil company stopped drilling      6 a supply curve for a commodity is drawn to show how quantity supplied varies with  a government taxes.  b income.  c tastes.  d the price of the commodity.      7 in 2010, floods caused severe damage to wheat production.   how would this be shown on a market demand and supply diagram for wheat?     supply curve demand curve  a no change shift to the right   b shift to the left no change  c shift to the left shift to the left  d shift to the right shift to the left     8 which is a type of market failure?  a a general increase in the price of hotel rooms in busy summer seasons  b an increase in house prices caused by easier borrowing for house buyers  c an increase in travel time caused by a road accident  d an increase in unsold goods because of a change in tastes     ",
+            "4": "4  \u00a9 ucles 2012 0455/12/o/n/12  9 the market for a normal good is in equilibrium at point x. consumers\u2019 incomes fall and the cost of  producing the good rises.    in which area of the diagram will the new equilibrium be?    oquantityprice xa cb dsupply demand      10 on average, doctors earn more than bus drivers.    which change would be likely to reduce the earnings gap between doctors and bus drivers?  a a decrease in the profits earned by bus companies  b a decrease in the qualifications needed to be a doctor  c an increase in demand for medical care  d an increase in the number of people passing the driving test      11 what could reduce the ability of a trade union to gain a pay rise for its members in a shoe  factory?  a an increase in sales of shoe exports  b a rise in the demand for shoes c a rise in the productivity of shoe workers  d more people willing to work in the shoe industry     12 what might encourage a consumer to save rather than to spend?  a being made unemployed  b discounts on products  c government subsidies to producers  d high interest rates    ",
+            "5": "5  \u00a9 ucles 2012 0455/12/o/n/12 [turn over  13 why do banknotes function as money?  a they are backed by gold.  b they are durable.  c they are generally acceptable.  d they have intrinsic value.      14 the table shows the proportion of income saved for different age groups.    age 15 \u2013 29 30 \u2013 39 40 \u2013 49 50 \u2013 62 63+  % of income saved \u201334  % \u2013  4 % 18  % 29  % \u201323  %    what can be concluded from this data?  a the 50 \u2013 62 age group has the highest level of income.  b the 50 \u2013 62 age group saves the highest proportion of its income.  c the older age groups earn more than the younger age groups.  d the youngest age group spends more than the oldest age group.     15 which is an external economy of scale?  a availability of training facilities in local colleges  b greater production from employees c increased credit facilities from banks  d lower costs through bulk buying     16 what is a variable cost to a firm producing bicycles?  a the component parts of the bicycles  b the interest on money borrowed  c the rent of the bicycle factory  d the salaries of the senior managers    ",
+            "6": "6  \u00a9 ucles 2012 0455/12/o/n/12  17 partnerships in the united states of america (us) can now issue tradable shares and can limit  the amount of money that shareholders may lose.    to which type of business organisation do these changes make us partnerships similar?  a co-operatives  b public corporations  c public limited companies  d sole traders     18 the graphs show the average total cost (atc) curves of four firms and how they change as  output increases.     which firm has the highest fixed costs?    a cost $ ooutputatcb cost $ ooutputatcc cost $ ooutputatcd cost $ ooutputatc     19 what is a possible advantage to the consumer of a monopoly supplier in a market?  a it achieves average costs which are lower than if there were many suppliers.  b it achieves profits which are higher than if there were many suppliers.  c it conducts advertising campaigns to discourage competition.  d it decides which retail outlets may sell and distribute its goods.    20 which government policy would best protect the environment?  a encouraging economic growth  b exploiting natural resources  c increasing tax on fuel  d removing controls on industry    ",
+            "7": "7  \u00a9 ucles 2012 0455/12/o/n/12 [turn over  21 a government wishes to stimulate economic recovery.    which action will assist this?  a decreasing government investment  b decreasing income tax  c increasing indirect taxation  d increasing interest rates     22 a country has a proportional system of taxation.    a person pays $500 tax when earnings are $5000.    how much tax will be paid if earnings rise to $12 000?  a $120 b $500 c $1200 d $7500    23 the graph shows government revenue and spending in a country, as a percentage of gdp,  between 2004 and 2011.    48 4644424038363432 2004 2005 2006 2007 2008 2009 2010 2011% of gdp government spending government revenue year    what can be concluded from the graph?  a the balance of payments position improved.  b the borrowing of the government increased. c the economy went into recession (economic downturn).  d the government budget moved from deficit to surplus.     ",
+            "8": "8  \u00a9 ucles 2012 0455/12/o/n/12  24 each year, extra cleaning staff were employed by a hotel on a temporary basis during the busy  holiday period. they were not employed when the hotel was not busy.    what type of unemployment occurred when the hotel was not busy?  a cyclical  b frictional  c seasonal  d technological     25 in the measurement of the uk\u2019s retail prices index, a greater weight was given to bottled water  in 2010 than 2009.    what does this change indicate?  a government statisticians checked the price change of a greater range of bottled water in  2010 than in 2009.  b people spent a higher proportion of their tota l spending on bottled water in 2010 than in  2009.  c the price of bottled water increased more in 2010 than in 2009.  d there was an improvement in the quality of bottled water in 2010 compared with 2009.     26 an economics student described a typical developing country as having a large population, a low  gdp per head, a relatively large primary sector and an uneven income distribution.    which of these features is not necessarily accurate?  a a large population   b a low gdp per head   c an uneven income distribution  d a relatively large primary sector     27 in the developing economies of southern africa, both infant mortality and life expectancy have  fallen.  life expectancy now averages only 41 years.    what is the result of these changes?  a current labour supply has fallen.  b fewer primary schools are needed. c governments will pay for more retirement pensions.  d less will need to be spent on health care.     ",
+            "9": "9  \u00a9 ucles 2012 0455/12/o/n/12  28 the table shows the percentages of consumer spending on different items in four countries,  which have similar geographical conditions and climate.    which country is likely to have the highest standard of living?    percentage of consumer spending on each item  country  food housing transport  a 20 30 30  b 40 25 15  c 50 20 10  d 45 20 15      29 a government agreed to provide $20 million to a developing country to help supply emergency  aid.    in which part of the current account of the balance of payments was this payment recorded?  a current transfer flows  b income flows  c trade in goods  d trade in services     30 in some asian countries the cost of labour is lower than in developed countries. as a result they  manufacture and export clothes to europe, where the demand for clothes is high.    the quality of these clothes, however, is not as go od as some of the clothes produced in europe.    what is likely to happen in the asian countries and to  the total expenditure on clothes in europe?     impact in asian countries change in  expenditure in  europe  a capital account will improve increase  b current account will improve uncertain  c exchange rate will fall uncertain  d terms of trade will fall decrease    ",
+            "10": "10  \u00a9 ucles 2012 0455/12/o/n/12  blank page     ",
+            "11": "11  \u00a9 ucles 2012 0455/12/o/n/12  blank page   ",
+            "12": "12      permission to reproduce items where third-par ty owned material protected by copyright is  included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holder s, 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 t he cambridge assessment group. ca mbridge assessment is the brand name of university of  cambridge local examinations syndicate (ucles), which is itself a department of the university of cambridge.    \u00a9 ucles 2012 0455/12/o/n/12  blank page     "
+        },
+        "0455_w12_qp_13.pdf": {
+            "1": "    this document consists of 9 printed pages and 3 blank pages.  ib12 11_0455_13/3rp  \u00a9 ucles 2012  [turn over      *6318749523* university of cambridge international examinations  international general certificate of secondary education       economics 0455/13     paper 1  multiple choice  october/november 2012     45 minutes    additional materials: multiple choice answer sheet    soft clean eraser    soft pencil (type b or hb is recommended)        read these instructions first    write in soft pencil.  do not use staples, paper clips, highlighters, glue or correction fluid. write your name, centre number and candidate number on the answer sheet in the spaces provided  unless this has been done for you.   there are thirty  questions on this paper. answer all questions. for each question there are four possible  answers a, b, c and d.   choose the one you consider correct and record your choice in soft pencil on the separate answer sheet.   read the instructions on the answer sheet very carefully.    each correct answer will score one mark. a mark will not be deducted for a wrong answer. any rough working should be done in this booklet.         ",
+            "2": "2  \u00a9 ucles 2012 0455/13/o/n/12  1 in china the government is concerned about the level of poverty and the need for more resources  in the poorer regions of the country. as a result, it is increasing its expenditure there and reducing  it in the wealthier regions.    which economic concept does this government policy illustrate best?  a diseconomies of scale  b market forces  c opportunity cost  d specialisation      2 as the need for energy increases, energy suppliers use a mix of resources.    which resource is renewable?  a coal  b gas c oil  d water     3 a public limited company delivers groceries which customers order on the internet.   what is an example for the firm of the factor of production called capital?  a the computers required to receive the orders  b the fuel used by the delivery vehicles  c the money required to pay the firm\u2019s costs  d the shares it sells on the stock exchange      4 what is likely to play a more important role in a mixed economy than in a free market economy?  a consumer wishes  b government intervention  c international trade  d the profit motive      5 what necessarily happens when an external benefit exists?  a social benefit is greater than private benefit.  b social benefit is greater than social cost.  c social cost is equal to private cost.  d social cost is greater than private cost. ",
+            "3": "3  \u00a9 ucles 2012 0455/13/o/n/12 [turn over  6 a supply curve for a commodity is drawn to show how quantity supplied varies with  a government taxes.  b income.  c tastes.  d the price of the commodity.      7 in june 2010, a government published a propo sal to increase value added tax (goods and  services tax) on some goods from january 2011. between june 2010 and january 2011  consumers bought more of those goods before the price increase occurred. after january, consumers bought less of the goods.    how would the changes be shown on a demand diagram for the goods?     from june-january after january  a a movement down the curve a shift of the curve to the right  b a movement up the curve a shift of the curve to the right  c a shift of the curve to the left a movement down the curve  d a shift of the curve to the right a movement up the curve    8 a developer built some large houses in a rural area which poorer people could not afford. the  houses destroyed an area of natural beauty.    what type of market failure resulted from the development?  a inequality of income  b lack of information c negative externality  d price discrimination     ",
+            "4": "4  \u00a9 ucles 2012 0455/13/o/n/12  9 the market for a normal good is in equilibrium at point x. consumers\u2019 incomes rise and the  government gives a subsidy to the producers of the good.    in which area of the diagram will the new equilibrium be?    oprice quantitydba cxsupply demand      10 what work is in the primary sector?  a delivering milk  b designing gardens  c growing fruit trees  d selling agricultural fertiliser    11 what are the actions of a trade union intended to achieve in the long run?  a benefits to society  b harm to employers  c help for members  d reduced company profits    12 an individual has various financial assets.    what is the most easily available as cash?  a a current (checking) bank account  b government bonds c share certificates in a public company d time deposits in a savings bank     ",
+            "5": "5  \u00a9 ucles 2012 0455/13/o/n/12 [turn over  13 why do banknotes function as money?  a they are backed by gold.  b they are durable.  c they are generally acceptable.  d they have intrinsic value.      14 the table shows the proportion of income saved for different age groups.    age 15 \u2013 29 30 \u2013 39 40 \u2013 49 50 \u2013 62 63+  % of income saved \u201334  % \u2013  4 % 18  % 29  % \u201323  %    what can be concluded from this data?  a the 50 \u2013 62 age group has the highest level of income.  b the 50 \u2013 62 age group saves the highest proportion of its income.  c the older age groups earn more than the younger age groups.  d the youngest age group spends more than the oldest age group.     15 a firm opens new branches in four different citie s. as a result, it can negotiate a better deal from  its foreign suppliers because it purchases larger quantities. however, it finds the distance between branches causes organisational problems.    what describes the result for the firm?  a an external economy of scale and an external diseconomy of scale  b an external economy of scale and an internal diseconomy of scale  c an internal economy of scale and an external diseconomy of scale  d an internal economy of scale and an internal diseconomy of scale     16 as a firm increases its weekly output from 10 units to 20 units, its average cost falls from $15 to  $10.    which of its costs have risen?  a fixed costs and variable costs only  b fixed costs, variable costs and total costs  c total costs only  d variable costs and total costs only    ",
+            "6": "6  \u00a9 ucles 2012 0455/13/o/n/12  17 a group of hotels, owned and operated in france, needs its staff to be able to speak a number of  languages so it employs people from different countries. different firms, providing tours from  other countries, send customers to the hotels in france. the hotel group has shares issued on the stock exchange.     what type of company is the hotel group?  a a multi-national   b a partnership  c a private company  d a public company      18 the graphs show the average total cost (atc) curves of four firms and how they change as  output increases.     which firm has the highest fixed costs?    a cost $ ooutputatcb cost $ ooutputatcc cost $ ooutputatcd cost $ ooutputatc      19 machu picchu is peru\u2019s most popular tourist destination. one train company, perurail, operates  a monopoly service up to the site.    why might competition on the route increase the fares paid by passengers?  a competitive firms have more influence on price than a monopoly.  b competitive firms never make a loss.  c less advantage may be taken of economics of scale.  d more profit may be available to spend on new technology to reduce costs of production.    20 which government policy would best protect the environment?  a encouraging economic growth  b exploiting natural resources  c increasing tax on fuel  d removing controls on industry    ",
+            "7": "7  \u00a9 ucles 2012 0455/13/o/n/12 [turn over  21 russia exports wheat. in 2010, because of a bad harvest, the russian government prevented  the export of wheat to keep enough supplies for domestic use.    what happened as a result of the government\u2019s action?  a prices were fixed by the wheat producers.  b the amount produced was determined by the government.  c the price of wheat abroad fell.  d there was a redistribution of domestic production.      22 a country has a proportional system of taxation.    a person pays $500 tax when earnings are $5000.    how much tax will be paid if earnings rise to $12 000?  a $120 b $500 c $1200 d $7500      23 the graph shows government revenue and spending in a country, as a percentage of gdp,  between 2004 and 2011.    48 4644424038363432 2004 2005 2006 2007 2008 2009 2010 2011% of gdp government spending government revenue year    what can be concluded from the graph?  a the balance of payments position improved.  b the borrowing of the government increased.  c the economy went into recession (economic downturn).  d the government budget moved from deficit to surplus.     ",
+            "8": "8  \u00a9 ucles 2012 0455/13/o/n/12  24 an increase in online banking by customers using home computers has reduced the level of  employment in the banking sector of developed countries.    what describes this kind of unemployment?  a frictional  b regional  c seasonal  d technological     25 china has become south africa\u2019s largest trading partner. in 2009, 16  % of south africa\u2019s imports  came from china while 11  % of its exports went to china.    china is also investing in infrastructure designed to help increase production in south africa.    what can be concluded from this information?  a china is investing more in south africa than in other countries.  b china\u2019s gdp will grow more slowly than south africa\u2019s gdp.  c gdp in south africa is likely to rise.  d south africa imported a greater number of goods and services from china than it exported to  china.      26 what is usually true of workers approaching retirement when they are compared with new  entrants to the workforce?    a they will be more adaptable.  b they will be more experienced.  c they will be more mobile.  d they will be physically stronger.     27 in 2010, nigeria had a birth rate of 36 and an infant mortality rate of 94.    what can be concluded from this information?  a nigeria experienced a natural decrease in population.  b nigeria\u2019s population increased.  c 36 children were born per hundred of the population.  d 94 babies died before their first birthday out of every thousand babies born.    ",
+            "9": "9  \u00a9 ucles 2012 0455/13/o/n/12  28 the table shows the percentages of consumer spending on different items in four countries,  which have similar geographical conditions and climate.    which country is likely to have the highest standard of living?    percentage of consumer spending on each item  country  food housing transport  a 20 30 30  b 40 25 15  c 50 20 10  d 45 20 15      29 a japanese car manufacturer decided to produce its cars in a factory in europe.    what would not be a reason why they might have chosen to do this?  a cheaper wage costs in europe  b the availability of raw materials  c to gain external economies from skilled labour in europe  d to increase japanese self-sufficiency     30 a country imports oil, which has risen in price and which is used for production and for  distribution. there has also been an increase in unemployment in the country. businesses have closed and total consumer demand has fallen.    what is likely to happen to the balance of trade and economic growth?     balance of trade economic growth  a improve likely to increase  b uncertain likely to decrease  c worsen likely to decrease  d worsen likely to increase     ",
+            "10": "10  \u00a9 ucles 2012 0455/13/o/n/12  blank page     ",
+            "11": "11  \u00a9 ucles 2012 0455/13/o/n/12  blank page     ",
+            "12": "12      permission to reproduce items where third-par ty owned material protected by copyright is  included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holder s, 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.    \u00a9 ucles 2012 0455/13/o/n/12  blank page    "
+        },
+        "0455_w12_qp_21.pdf": {
+            "1": "this document consists of 4 printed pages. dc (sm) 46685/2 \u00a9 ucles 2012 [turn overuniversity of cambridge international examinations international general certificate of secondary education *3971292565*economics 0455/21 paper 2 structured questions october/november 2012  2 hours additional materials: answer booklet/paper read these instructions first if you have been given an answer booklet, follow the instructions on the front cover of the booklet. write your centre number, candidate number and name on all the work you hand in.write in dark blue or black pen.y ou may use a soft pencil for any diagrams, graphs or rough working.do not use staples, paper clips, highlighters, glue or correction fluid. section a answer question 1.section banswer any three questions. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [ ] at the end of each question or part question.",
+            "2": "2 0455/21/o/n/12 \u00a9 ucles 2012section a answer this question. 1 the united states postal service is in trouble since 2006, the volume of mail carried by the united states postal service (usps) has fallen  considerably and as a result it has reduced the number of its employees. table 1:  usps volume of mail and number of employees in 2006 and 2010  2006 2010 volume of mail (in billions of items)220 176 number of employees (in thousands)720 612 one reason for the problems of the usps has been the recession. this has prompted businesses and advertisers, which account for most of the usps\u2019s income, to reduce the number of letters and parcels they send. a long-term problem is that the volume of mail is not likely to go back to pre-2006 figures as the economy improves because of the strong challenge from the internet. email is fast and cheap, businesses are advertising online more and they are increasingly asking customers to pay their bills online. all of these issues are making it very difficult for the usps, which does not receive any government  subsidies. it estimated that it would lose us$8 billion in 2010. the usps plans to increase revenue by charging more for its services and to cut its costs by  stopping saturday deliveries and collections. many usps customers, including firms that use this service, are opposed to the plan. some firms, however, stand to gain from this plan. one firm, pitney bowes, for example, makes products used by the usps, such as automated sorting machines and automated franking machines. it expects demand for these products to rise if the usps seeks to replace some of its employees with capital equipment.   (a) did the number of employees of the usps fall by a smaller or greater percentage than the volume of mail between 2006 and 2010? show your workings. [2]  (b) (i) explain what is meant by a substitute and give two examples from the extract. [3]   (ii) explain two reasons why a firm may seek to replace some of its employees with capital  equipment. [4]  (c) it is stated that the usps plans to charge more for its services. explain why such a decision might not necessarily lead to an increase in revenue. [4]  (d) discuss whether it would be a good idea for a business, such as the usps, to be supported by a government subsidy. [7]",
+            "3": "3 0455/21/o/n/12 \u00a9 ucles 2012 [turn oversection b answer any three questions from this section. 2 labour is one of the four factors of production.  (a) explain three causes of an increase in the supply of labour in a particular industry. [6]   (b) explain, using a demand and supply diagram, how an increase in the supply of labour in a  particular industry would affect the wages of people working in that industry. [6]   (c) discuss what affects the ability of a trade union to achieve a wage increase for itsmembers. [8] 3 (a) explain what is meant by a central bank. [2]  (b) describe the role that a central bank plays in a country\u2019s economy. [4]  (c) explain why different income groups have different spending patterns. [6]  (d) discuss to what extent non-wage factors are likely to be more important than wage factors in influencing a woman\u2019s choice of occupation. [8] 4 (a) explain why multi-nationals are unlikely to be private limited companies. [4]  (b) analyse the different ways in which firms can grow in size. [6]  (c) discuss whether consumers would always want to be supplied by firms in perfect competition rather than by a monopoly. [10] 5 (a) explain what is meant by economic growth. [4]  (b) explain what actions a government could take to increase the rate of economic growth in a country. [6]  (c) discuss the extent to which a high rate of economic growth always benefits a developing economy. [10] 6 (a) distinguish between gross domestic product (gdp) per head and the human development index. [4]  (b) explain how changes in a country\u2019s birth rate can influence its gdp per head. [6]  (c) many countries have high levels of poverty. discuss which policies would be most useful in reducing poverty in a country. [10]",
+            "4": "4 0455/21/o/n/12 \u00a9 ucles 2012permission 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.7 (a) explain why countries often specialise. [5]  (b) despite the potential advantages of specialisation, explain why a country may choose not to  specialise. [5]  (c) discuss why some countries have fixed exchange rates while others have floating exchange  rates. [10]"
+        },
+        "0455_w12_qp_22.pdf": {
+            "1": "this document consists of 4 printed pages. dc (nh) 46673/1 \u00a9 ucles 2012 [turn overuniversity of cambridge international examinations international general certificate of secondary education *0258231293*economics 0455/22 paper 2 structured questions october/november 2012  2 hours additional materials: answer booklet/paper read these instructions first if you have been given an answer booklet, follow the instructions on the front cover of the booklet. write your centre number, candidate number and name on all the work you hand in.write in dark blue or black pen.y ou may use a soft pencil for any diagrams, graphs or rough working.do not use staples, paper clips, highlighters, glue or correction fluid. section a answer question 1.section banswer any three questions. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [ ] at the end of each question or part question.",
+            "2": "2 0455/22/o/n/12 \u00a9 ucles 2012section a answer this question. 1 a new city is to be built in ghana  ghana is a mainly agricultural country where nearly a third of the population lives in poverty. the  infrastructure is poor. millions of people are moving into the cities, especially ghana\u2019s capital, accra. these areas are unable to cope with this geographical movement of people, resulting in an increasing number of shanty towns.  a businessman in ghana is planning to build an eco-city, called sikafutu, on land 30 miles (approximately 48 kilometres) outside accra. it is called an eco-city because the building materials, such as wood and sand, would be obtained locally. methane from food waste could be used to produce gas for cooking. solar panels, and hydro power from a nearby river, would reduce pollution.  the eco-city will eventually cost us$1.7 billion to build. it could one day be home to 60 000 people. at the moment it is open land, used mainly for farming, with just a few people living there. the local tribespeople own this land and they have been promised a significant payment if they agree to sell the land, so that the project can go ahead.  the government would like property prices in the eco-city to be as low as possible, so that people are able to move from the shanty towns but, without government intervention, prices will be determined by market forces. population and income are expected to rise in the area and these changes will have an impact on the future price of housing.  (a) what evidence is there in the extract to suggest that ghana is a developing country? [4]  (b) explain the economic reasons why some people might decide to move from rural parts of ghana to the cities.  [4]  (c) explain, using a demand and supply diagram, how the expected changes in population and income are likely to affect the future price of property in the eco-city. [4]  (d) discuss the advantages and disadvantages of building the new city to (i) the local tribespeople  who are already living on the land and (ii) the economy of ghana as a whole. [8]",
+            "3": "3 0455/22/o/n/12 \u00a9 ucles 2012 [turn oversection b answer any three questions from this section. 2 (a) describe, with the use of examples, two factors of production. [4]  (b) explain what is meant by the economic problem and why opportunity cost is relevant to the  allocation of resources. [6]  (c) discuss whether every economy should have some government intervention. [10] 3 a government is planning to build a high speed railway through a large area of fertile land and scenic beauty. a decision to construct the railway will depend upon how the project is financed and the social costs and social benefits arising from its construction.  (a) describe, with the aid of examples from the construction of a railway, the meaning of social costs. [4]  (b) explain why a government might consider using private funding rather than public funding to finance the project. [6]  (c) discuss the advantages and disadvantages of such a high speed railway to a country\u2019s economy, both locally and nationally. [10] 4 money is said to be of vital importance in all economies.  (a) describe the four functions of money. [4]  (b) explain how commercial banks may encourage saving. [6]  (c) analyse why there are often differences in the earnings of workers in the public sector and workers in the private sector. [10] 5 (a) describe the main features of (i) a co-operative and (ii) a public corporation. [4]  (b) explain to what extent (i) a co-operative and (ii) a public corporation have profit maximisation  as an objective. [4]  (c) firms can grow large through integration. explain, with the aid of examples, the difference between horizontal and vertical integration. [4]  (d) discuss whether the disadvantages of a monopoly always outweigh the advantages. [8] 6 governments usually aim to have a low rate of inflation and a high rate of employment, but these two aims can sometimes conflict.  (a) explain why inflation can be harmful to an economy. [6]  (b) explain why unemployment which lasts for more than a year has more harmful effects than short-term unemployment for (i) the unemployed and (ii) the economy. [6]  (c) discuss to what extent the aims of a low rate of inflation and a high rate of employment are likely to conflict. [8]",
+            "4": "4 0455/22/o/n/12 \u00a9 ucles 20127 (a) explain the advantages of regional specialisation in an economy. [4]  (b) describe the structure of the current account of a country\u2019s balance of payments. [4]  (c) explain why the value of a currency may fall in a floating exchange rate system. [4]  (d) discuss whether a floating exchange rate system is always to be preferred to a fixed one. [8] 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."
+        },
+        "0455_w12_qp_23.pdf": {
+            "1": "this document consists of 4 printed pages. dc (rw) 46671/2 \u00a9 ucles 2012 [turn overuniversity of cambridge international examinations international general certificate of secondary education *0626478764*economics 0455/23 paper 2  structured questions october/november 2012  2 hours additional materials: answer booklet/paper read these instructions first if you have been given an answer booklet, follow the instructions on the front cover of the booklet. write your centre number, candidate number and name on all the work you hand in.write in dark blue or black pen.y ou may use a soft pencil for any diagrams, graphs or rough working.do not use staples, paper clips, highlighters, glue or correction fluid. section a answer question 1.section banswer any three questions. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question.",
+            "2": "2 0455/23/o/n/12 \u00a9 ucles 2012section a answer this question. 1 wheat crisis in russia  russia, the world\u2019s third largest wheat exporter, announced in 2010 a ban on exports of wheat  because wildfires had destroyed a large amount of farmland, equivalent to the size of portugal. these fires in russia were the result of a severe drought. it had been estimated that russia would produce 25%\u201330% less wheat than it did in 2009.  russia announced this ban on exports of wheat to protect its own population from inflation, but this put pressure on the world price. the withdrawal of large supplies of wheat from the world market had a dramatic effect on the price of wheat.  this was good news for producers of wheat, but it was not good news for consumers of bread. as a result of the ban, the price of bread rose by between 10% and 20% in 2010. bread is an important item in the consumption patterns of many people. this price rise contributed to an increase in the rate of inflation.  one expert, however, stated that the price of bread would not rise much more. \u201cthe market for bread remains very competitive, which will restrict the ability of firms to pass on the higher cost of raw materials in the form of higher prices.\u201d  (a) explain, using a demand and supply diagram, the likely effect on the world price of wheat of russia\u2019s decision to ban the export of wheat. [4]  (b) using the extract, explain why russia was experiencing cost-push inflation during 2010. [3]  (c) explain how the rate of inflation in a country is measured. [5]  (d) discuss whether it is always good for a market to be \u2018very competitive\u2019. [8]",
+            "3": "3 0455/23/o/n/12 \u00a9 ucles 2012 [turn oversection b answer any three questions from this section. 2 (a) define the term capital and explain why this factor of production is important in the production  process. [4]  (b) explain what is meant by enterprise and analyse the effect that an entrepreneur can have on a business. [6]  (c) discuss why the concept of opportunity cost is important for (i) firms, (ii) consumers and (iii) governments to consider when making choices. [10] 3 (a) explain what is meant by price elasticity of supply. [5]  (b) explain what influences the price elasticity of demand of a product. [7]  (c) discuss how knowledge of price elasticity of supply and of price elasticity of demand could be of use to a business. [8] 4 (a) what are the benefits of owning shares in a company? [3]  (b) describe the role that a stock exchange can play in a country\u2019s economy. [4]  (c) explain the reasons why an individual might want to work in financial services, such as banking. [5]  (d) some workers in financial services are members of a trade union. discuss to what extent trade unions can benefit an economy. [8] 5 (a) describe the difference between a tax and a subsidy. [4]  (b) explain why a government may want to subsidise a good or service. [6]  (c) discuss whether a government should increase income tax. [10] 6 (a) explain net migration and consider whether it is likely to be the main factor affecting the size of a country\u2019s population. [5]  (b) many countries spend large amounts of money on healthcare programmes. is such expenditure, by itself, likely to reduce poverty in a country? [7]  (c) discuss how useful the human development index is in comparing living standards in different countries. [8]",
+            "4": "4 0455/23/o/n/12 \u00a9 ucles 2012permission 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.7 (a) what determines the value of a currency in a floating exchange rate system? [3]  (b) explain the effects on an economy of a significant rise in the value of its exchange rate. [6]  (c) what is the difference between a quota and an embargo? [3]  (d) discuss whether countries should use trade protection despite the potential advantages of  free trade. [8]"
+        },
+        "0455_w12_qp_31.pdf": {
+            "1": "this document consists of 8 printed pages and 1 insert. dc (leo) 46678/3 \u00a9 ucles 2012 [turn overuniversity of cambridge international examinations international general certificate of secondary education read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen.y ou may use a soft pencil for any diagrams, graphs or rough working.do not use staples, paper clips, highlighters, glue or correction fluid.do not write in any barcodes. answer all questions. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [ ] at the end of each question or part question. *2886209312* economics 0455/31 paper 3  analysis and critical evaluation october/november 2012  1 hour 30 minutes candidates answer on the question paper. for examiner\u2019s use 1 2 total",
+            "2": "2 0455/31/o/n/12 \u00a9 ucles 2012for examiner\u2019s usethe extract \u2018changes in japan\u2019s price level \u2019 will be needed for this question. 1 (a) define the term \u2018inflation\u2019.  .. .. .. .. .. .. .. ..[2]  (b) does table 1 support the view that japan was experiencing a harmful fall in the price  level? explain your answer.  .. .. .. .. .. .. .. .. .. .. .. ..[3]  (c) apart from the price level and unemployment, identify another economic indicator  mentioned in the extract.  .. ..[1]",
+            "3": "3 [turn over \u00a9 ucles 2012 0455/31/o/n/12for examiner\u2019s use (d) explain why spending on capital equipment may decrease during a period of a harmful  fall in the price level.  .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. ..[4]  (e) what is meant by fiscal policy? .. .. .. .. .. .. .. ..[2]",
+            "4": "4 0455/31/o/n/12 \u00a9 ucles 2012for examiner\u2019s use (f) discuss whether a central bank should reduce its interest rate.  .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. ..",
+            "5": "5 [turn over \u00a9 ucles 2012 0455/31/o/n/12for examiner\u2019s use ..  .. .. .. ..[8]  [total: 20] the extract \u2018improving the environment\u2019 will be needed for this question.2 (a) identify:   (i) a private benefit from switching off electrical equipment .. .. [1]   (ii) an external benefit from switching off electrical equipment. .. .. [1]  (b) what is meant by government regulation? .. .. .. .. .. .. .. ..[2]",
+            "6": "6 0455/31/o/n/12 \u00a9 ucles 2012for examiner\u2019s use (c) (i) identify two examples from the extract of the factor of production called land.  .. .. .. .. .. .. .. .. [2]   (ii) explain how resources are allocated in a market system. .. .. .. .. .. .. .. .. .. .. .. .. [3]",
+            "7": "7 [turn over \u00a9 ucles 2012 0455/31/o/n/12for examiner\u2019s use  (iii) explain how the events described in the extract will affect the price of coal.  .. .. .. .. .. .. .. .. [2]  (d) what evidence is there in the extract that government intervention does not always  solve market failure?  .. .. .. .. .. .. .. .. .. .. .. ..[3] question 2(e) is on the next page",
+            "8": "8 0455/31/o/n/12 \u00a9 ucles 2012for examiner\u2019s use (e) discuss whether a reduction in consumption of palm oil by pakistan would reduce global  co2 emissions.  ..  .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. ..[6]  [total: 20] 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."
+        },
+        "0455_w12_qp_32.pdf": {
+            "1": "this document consists of 7 printed pages, 1 blank page and 1 insert. dc (nh) 46675/2 \u00a9 ucles 2012 [turn overuniversity of cambridge international examinations international general certificate of secondary education *6754940542* economics 0455/32 paper 3 analysis and critical evaluation october/november 2012  1 hour 30 minutes candidates answer on the question paper. read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen.y ou may use a soft pencil for any diagrams, graphs or rough working.do not use staples, paper clips, highlighters, glue or correction fluid.do not write in any barcodes. answer all questions. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [ ] at the end of each question or part question. for examiner\u2019s use 1 2 total",
+            "2": "2 0455/32/o/n/12 \u00a9 ucles 2012for examiner\u2019s usethe extract \u2018poverty\u2019 will be needed for this question. 1 (a) (i) state two reasons why some workers are paid more than others.  .. .. .. .. .. .. .. .. [2]   (ii) what do the gender gap figures for japan and costa rica indicate? .. .. .. .. .. .. .. .. [2]  (b) explain two costs of poverty indicated in the extract. .. .. .. .. .. .. .. .. .. .. ..",
+            "3": "3 [turn over \u00a9 ucles 2012 0455/32/o/n/12for examiner\u2019s use ..  .. .. .. ..[4]  (c) (i) using table 1, analyse the relationship between the mpi measure and the income  measure.  .. .. .. .. .. .. .. .. [2]   (ii) identify two possible reasons why uzbekistan has low poverty on the mpi measure.  .. .. .. .. .. .. .. .. [2]",
+            "4": "4 0455/32/o/n/12 \u00a9 ucles 2012for examiner\u2019s use (d) discuss whether increasing government spending will always reduce poverty.  .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. ..",
+            "5": "5 [turn over \u00a9 ucles 2012 0455/32/o/n/12for examiner\u2019s use ..  ..[8]  [total: 20] the extract \u2018market changes\u2019  will be needed for this question. 2 (a) identify two variable costs for hotel owners mentioned in the extract.  .. .. .. .. .. .. .. ..[2]  (b) what does the price elasticity of demand of (\u2013) 1.5 for hotel accommodation mean? .. .. .. .. .. .. .. .. .. .. .. .. .. .. ..  ..[4]",
+            "6": "6 0455/32/o/n/12 \u00a9 ucles 2012for examiner\u2019s use (c) explain two reasons for the increase in the demand for tickets on emirates airline.  .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. ..[4]  (d) what evidence is there in the extract that the airline industry is not operating under  conditions of perfect competition? .. .. .. .. .. .. .. .. .. .. .. ..  ..",
+            "7": "7 \u00a9 ucles 2012 0455/32/o/n/12for examiner\u2019s use ..  .. ..[4]  (e) discuss whether the merger between united airlines and continental airlines would  benefit air passengers.  .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. ..[6]  [total: 20]",
+            "8": "8 0455/32/o/n/12 \u00a9 ucles 2012permission 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.blank page"
+        },
+        "0455_w12_qp_33.pdf": {
+            "1": "this document consists of 8 printed pages and 1 insert. dc (nf) 46668/3 \u00a9 ucles 2012 [turn overuniversity of cambridge international examinations international general certificate of secondary education *5532528113* economics 0455/33 paper 3  analysis and critical evaluation october/november 2012  1 hour 30 minutes candidates answer on the question paper. read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen.y ou may use a soft pencil for any diagrams, graphs or rough working.do not use staples, paper clips, highlighters, glue or correction fluid.do not write in any barcodes. answer all questions. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [ ] at the end of each question or part question. for examiner\u2019s use 1 2 total",
+            "2": "2 0455/33/o/n/12 \u00a9 ucles 2012for examiner\u2019s usethe extract \u2018the yasuni itt initiative\u2019 will be needed for this question. 1 (a) identify, from the extract, two benefits tourism provides for the economy of ecuador.  .. .. .. .. .. .. .. . [2]  (b) (i) what evidence is there in the extract that peru has been more concerned with  environmental conservation than ecuador?  .. .. .. .. .. .. .. . [2]   (ii) why might conservation restrict economic development? .. .. .. .. .. .. .. .. .. .. ..",
+            "3": "3 0455/33/o/n/12 \u00a9 ucles 2012 [turn overfor examiner\u2019s use ..  .. .. .. . [4]  (c) (i) explain whether petroecuador is a public corporation or a public limited company. .. .. .. .. .. .. .. . [2]   (ii) explain two external costs, referred to in the extract, that might arise from allowing  firms to drill for oil in the itt area. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. . [4]",
+            "4": "4 0455/33/o/n/12 \u00a9 ucles 2012for examiner\u2019s use (d) discuss whether other countries would benefit from ecuador preventing oil extraction in  the itt area.  ..  .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. . [6]  [total: 20]",
+            "5": "5 0455/33/o/n/12 \u00a9 ucles 2012 [turn overfor examiner\u2019s usethe extract \u2018falling fertility\u2019 will be needed for this question. 2 (a) (i) using information from the extract, explain two reasons why developing countries  tend to have higher fertility rates than developed countries.  ..  .. .. .. .. .. .. .. .. .. .. .. .. .. .. . [4]",
+            "6": "6 0455/33/o/n/12 \u00a9 ucles 2012for examiner\u2019s use  (ii) using table 1, comment on whether the data supports the view that fertility rates  fall as countries develop.  ..  .. .. .. .. .. .. .. .. .. .. .. .. .. .. . [4]   (iii) why may the global average replacement rate fall in the future?  ..  .. .. .. .. .. .. . [2]",
+            "7": "7 0455/33/o/n/12 \u00a9 ucles 2012 [turn overfor examiner\u2019s use (b) (i) explain two reasons why a country\u2019s fertility rate may fall but its population size  increases.  ..  .. .. .. .. .. .. .. .. .. .. .. .. .. .. . [4]   (ii) discuss what information you would need to assess whether a country would  benefit from a decrease in its population size.  ..  .. .. .. .. .. .. .. .. .. .. additional writing space is on the next page",
+            "8": "8 0455/33/o/n/12 \u00a9 ucles 2012for examiner\u2019s use ..  .. .. .. .. .. .. .. .. .. .. .. . [6]  [total: 20] 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."
+        }
+    },
+    "2013": {
+        "0455_s13_qp_11.pdf": {
+            "1": "    this document consists of 9 printed pages and 3 blank pages.  ib13 06_0455_11/3rp  \u00a9 ucles 2013  [turn over      *3265764590* university of cambridge international examinations  international general certificate of secondary education       economics 0455/11     paper 1  multiple choice  may/june 2013     45 minutes    additional materials: multiple choice answer sheet    soft clean eraser    soft pencil (type b or hb is recommended)        read these instructions first    write in soft pencil.  do not use staples, paper clips, highlighters, glue or correction fluid. write your name, centre number and candidate number on the answer sheet in the spaces provided  unless this has been done for you.  do not  write in any barcodes.   there are thirty  questions on this paper. answer all questions. for each question there are four possible  answers a, b, c and d.   choose the one you consider correct and record your choice in soft pencil on the separate answer sheet.    read the instructions on the answer sheet very carefully.   each correct answer will score one mark. a mark will not be deducted for a wrong answer. any rough working should be done in this booklet.         ",
+            "2": "2  \u00a9 ucles 2013 0455/11/m/j/13  1 a tractor factory runs out of important components and has to stop production.    how does this illustrate the economic problem?  a the factory lacks a competitive advantage.  b the factory lacks economies of scale.  c there are limited wants.  d there is evidence of scarce resources.    2 the diagram shows a production possibility curve for digital televisions and cd players.   odigital televisions cd playersz wy x     which movement shows an increase in the use of existing resources to increase production for both digital televisions and cd players?  a x to w b x to z c z to w d z to y     3 which group linked to a firm always bears the risk of the decision to produce?  a creditors  b managers  c owners  d workers    4 in a pure market economy, which secondary factor determines the distribution of goods and  services?  a fairness to the consumer  b needs of the consumer  c price of the product  d quality of the product     ",
+            "3": "3  \u00a9 ucles 2013 0455/11/m/j/13 [turn over  5 there are a fixed number of seats at a conc ert. most of the audience would continue to attend  even if the seat prices were increased.    which demand and supply diagram represents this situation?    price quantity oa s d price quantity ob d s price quantity oc sd price quantity od s d      6 maize and fuel are used in the production of mexican tortillas. in 2010 mexico produced a record  maize crop but in 2011 rises in the price of fuel increased costs for tortilla makers.    what is likely to have happened to the price of tortillas in 2010 and 2011?     price in 2010 price in 2011  a decreased decreased  b decreased increased  c increased decreased  d increased increased    7 when the price of shirts rises from $8 to $10, the demand for shirts falls from 1000 to 500.   what is the price elasticity of demand for shirts?  a greater than 1  b unitary  c less than 1   d zero      8 what is a likely reason why many countries\u2019 governments subsidise scientific research?  a private sector firms may overestimate the external benefits and ignore the private benefits of  scientific research.  b private sector firms may overestimate the external costs and ignore the private costs of  scientific research.  c private sector firms may underestimate the private benefits and ignore the external benefits  of scientific research.  d private sector firms may underestimate the private costs and ignore the external costs of  scientific research.   ",
+            "4": "4  \u00a9 ucles 2013 0455/11/m/j/13  9 when the price of a good doubles the demand fa lls by less than half, and the revenue received  by the seller increases.    what does this suggest about the good?    a it has substitutes  b it is a necessity  c it is in fixed supply d it is perfectly elastic in demand      10 the use of a mobile (cell) phone to make payments is an example of which function of money?  a a medium of exchange  b a standard of deferred payment  c a store of wealth  d a unit of account     11 what is most likely to cause a person to save a larger proportion of their weekly income rather  than spend a larger proportion of their weekly income?  a a decrease in the tax on goods and services  b a decrease in weekly income  c an increase in interest rates  d an increase in the range of products available     12 which of the following is most likely to limit wage increases in an industry?    a an increased demand for the industry\u2019s product   b a rise in the industry\u2019s profits c a rise in wages for workers in similar jobs  d the replacement of workers with robots      13 what is a function of a trade union?  a to negotiate workers\u2019 contracts  b to promote workers to more responsible jobs  c to recruit workers for the firm  d to supervise the workers in the firm     ",
+            "5": "5  \u00a9 ucles 2013 0455/11/m/j/13 [turn over  14 differences in earnings between higher paid and lower paid jobs have widened in developed  countries.    what is the most likely reason for this?  a immigration of unskilled workers has reduced.  b the demand for highly skilled workers has increased.  c unemployment rates have remained low.  d women are paid the same rates as men.     15 which characteristic relates to perfect competition and which to monopoly?     perfect competition monopoly  a abnormal profit normal profit  b barriers to entry freedom of entry  c few firms many firms  d price taker price maker    16 cocoa and sugar are used in a factory to produce chocolate.     what is a fixed cost in the production of chocolate?    a cocoa  b electricity  c rent d sugar      17 in august 2008, infosys, an indian information technology company, bought axon, a uk  information technology company.    which type of integration is this?  a conglomerate  b horizontal  c vertical backwards  d vertical forwards     ",
+            "6": "6  \u00a9 ucles 2013 0455/11/m/j/13  18 the multinational indian tata group, which has companies in chemicals, consumer goods,  engineering and communications, has been buying foreign companies.    what does this action most likely suggest about the company?  a it intends to achieve a domestic monopoly position.  b it intends to increase its level of specialisation.  c it intends to reduce fixed costs.  d it intends to spread risks by diversification.     19 the table shows the costs of a firm.    units of output variable costs ($) total costs ($)  10 20 80  20 50 110  30 80 140  40 110 170    what is the value of the firm\u2019s fixed costs?  a $20 b $30 c $60 d $80     20 what is the most likely result of an increase in interest rates?    a a rise in investment  b a rise in borrowing  c a fall in consumer spending d a fall in productivity      21 what is most likely to be the responsibility of a central government?  a the provision of immigration officials at an airport  b the provision of security cameras in a shopping centre c the provision of security staff at a bank  d the provision of ticket inspectors on a train     ",
+            "7": "7  \u00a9 ucles 2013 0455/11/m/j/13 [turn over  22 in the first six months of 2011 a construction company, morgan sindall, saw its profits fall. part of  the reason was the increased competition from foreign competitors.    which government policy is most likely to help such a company?  a increasing benefits to the unemployed  b increasing tax-free allowances on new building projects  c putting a quota on imported raw materials used by the company  d raising interest rates     23 the graph shows the impact of a tax on the supply of petrol (gas).    d quantitys2 s1 price o    what can be concluded from this graph?  a the government will receive no tax revenue  b the impact of the tax will be shared between the consumer and the producer  c the impact of the tax will fall entirely upon the consumer  d the impact of the tax will fall entirely on the producer     24 in developed economies there are changing patterns of employment.    what explains why fewer work in agriculture but food production has increased?  a increased incomes and more leisure  b mechanisation and the use of scientific methods  c movement to factory jobs in manufacturing  d shift to office work using computers     ",
+            "8": "8  \u00a9 ucles 2013 0455/11/m/j/13  25 the table gives information about some economic indicators in a number of countries.     inflation  % interest rates  % unemployment  %  country w 1.4 3.4 10.2  country x 3.7 8.7 12.3  country y 3.6 7.3 14.2  country z 2.1 6.0   7.7    what may be concluded from this information?  a countries with higher inflation have higher interest rates.  b countries with higher interest rates have lower inflation.  c the country with the lowest inflation had the highest unemployment. d the country with the lowest unemployment had the highest inflation.     26 the table shows the percentage share of gdp held by the richest 20% and poorest 20% of the  population in each country.    which country had the greatest extremes of income and poverty?    country richest 20% poorest 20%  a ghana 41.7% 8.4%  b nigeria 55.7% 4.4%  c senegal 48.2% 6.4%  d south africa 64.8% 2.9%     27 on 17 october 2006, the us population reached 300  million and was predicted to increase to   400  million by 2043.    which change would mean that the us population moves in the opposite direction to that  predicted?  a a change from net immigration to net emigration  b the birth rate falling more slowly than the death rate  c the death rate falling below the net immigration rate  d the infant mortality rate decreasing more rapidly than the increase in life expectancy     ",
+            "9": "9  \u00a9 ucles 2013 0455/11/m/j/13  28 what is most likely to be an indicator that a country is a developed economy rather than a  developing economy?  a a dominant service sector  b a high birth rate  c a lack of capital-intensive production  d a low level of adult literacy      29 what is thought to be a benefit of global free trade?  a it increases the opportunity for domestic producers to specialise.  b it increases the protection for domestic producers.  c it reduces a country\u2019s reliance on other countries.  d it reduces the transport costs involved in trading.    30 the table gives the retail price of a pa perback book as printed on its back cover.    united kingdom \u00a36.99   canada $11.99 (canadian dollars)  australia $14.99 (australian dollars)  new zealand $20.95 (new zealand dollars)    what is needed to make a clear comparison of the price in the four countries?  a direct tax rates  b exchange rates  c inflation rates  d level of import tariffs     ",
+            "10": "10  \u00a9 ucles 2013 0455/11/m/j/13  blank page      ",
+            "11": "11  \u00a9 ucles 2013 0455/11/m/j/13  blank page     ",
+            "12": "12  copyright acknowledgements:    question 22 question 26 \u00a9  business section;  the daily telegraph;  telegraph media group l td;  9 august 2011.  \u00a9  world bank social  indicatiors;  the world bank;  2002.    permission to reproduce items where thir d-party owned material protected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holder s, 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.    \u00a9 ucles 2013 0455/11/m/j/13  blank page       "
+        },
+        "0455_s13_qp_12.pdf": {
+            "1": "    this document consists of 9 printed pages and 3 blank pages.  ib13 06_0455_12/6rp  \u00a9 ucles 2013  [turn over      *0507714691* university of cambridge international examinations  international general certificate of secondary education       economics 0455/12     paper 1  multiple choice  may/june 2013     45 minutes    additional materials: multiple choice answer sheet    soft clean eraser    soft pencil (type b or hb is recommended)        read these instructions first    write in soft pencil.  do not use staples, paper clips, highlighters, glue or correction fluid. write your name, centre number and candidate number on the answer sheet in the spaces provided  unless this has been done for you.  do not  write in any barcodes.   there are thirty  questions on this paper. answer all questions. for each question there are four possible  answers a, b, c and d.   choose the one you consider correct and record your choice in soft pencil on the separate answer sheet.    read the instructions on the answer sheet very carefully.   each correct answer will score one mark. a mark will not be deducted for a wrong answer. any rough working should be done in this booklet.         ",
+            "2": "2  \u00a9 ucles 2013 0455/12/m/j/13  1 why will the economic problem never be solved?  a people will always want more products than can be produced.  b people will never agree on what is the best economic system.  c there will always be an uneven distribution of income.  d there will always be some people unemployed.      2 a country is producing at point x on its production possibility curve which shows how it can  allocate its production between capital goods and consumer goods.    a period of recession then causes some of its factories to close.    which point could represent the country\u2019s new position?    capital goods oconsumer goodsa cdb x      3 reena makes a living by selling paintings of the town in which she lives. she sells them in an  open-air market once a week.    in order to be able to sell more pictures in a week she decides to buy a studio, pay someone to help in the studio and try to increase demand by advertising in the local paper.     which factors of production were changed?  a capital and enterprise  b enterprise and labour  c labour and capital  d labour only     ",
+            "3": "3  \u00a9 ucles 2013 0455/12/m/j/13 [turn over  4 a country needs extra nurses. how could this be encouraged in a mixed economy but not in a  market economy?  a extra part-time nursing courses could be arranged by private colleges.  b nurses could be given a higher statutory minimum wage.  c nursing students could be asked to pay increased fees.  d nursing training colleges could have their subsidies reduced.      5 there are a fixed number of seats at a conc ert. most of the audience would continue to attend  even if the seat prices were increased.    which demand and supply diagram represents this situation?    price quantity oa s d price quantity ob d s price quantity oc sd price quantity od s d     6 many countries buy oil from saudi arabia.    which change is most likely to lead to a fall in the price of a barrel of oil?  a an increase in demand of 10% with no change in supply  b an increase in demand of 10% with an increase in supply of 10% c no change in demand with a 10% decrease in supply  d no change in demand with a 10% increase in supply      7 a recent study has found that the price ela sticity of demand for cigarettes in the usa is \u20130.7.    what can be concluded from this information?  a a fall in the price of cigarettes would lead to a fall in the revenue of cigarette producers.  b a rise in the price of cigarettes would lead to a fall in consumer expenditure on cigarettes.  c a 7% increase in the price of cigarettes would reduce the quantity demanded by 10%.  d a 10% increase in the cost of producing cigarettes would lead to a 7% fall in the quantity  demanded.     ",
+            "4": "4  \u00a9 ucles 2013 0455/12/m/j/13  8 a government makes public transport free to try to reduce car use in a city.    what might explain why people continue to use their own cars?  a cars are less crowded than public transport.  b car use does not cause external costs.  c public transport has a better safety record than cars.  d public transport networks require high capital costs.     9 when the price of a good doubles the demand fa lls by less than half, and the revenue received  by the seller increases.    what does this suggest about the good?    a it has substitutes  b it is a necessity  c it is in fixed supply  d it is perfectly elastic in demand     10 a function of money is to act as a measure of value.   what does this mean?  a it is used to compare the worth of different goods.  b it is used to enable monthly payments for expensive goods.  c it is used to pay the price of a good.  d it is used for future savings.      11 each worker in a firm specialises in performing one task. the firm then decides that each worker  should carry out a variety of tasks.    which benefit will the firm be expecting to gain from the change?  a a decrease in the equipment workers need to be given  b a decrease in the time it takes to train workers  c an increase in the ability to cover for absent staff  d an increase in the skill gained from repetition    ",
+            "5": "5  \u00a9 ucles 2013 0455/12/m/j/13 [turn over  12 which of the following is most likely to limit wage increases in an industry?    a an increased demand for the industry\u2019s product   b a rise in the industry\u2019s profits  c a rise in wages for workers in similar jobs d the replacement of workers with robots     13 what is a function of a trade union?  a to negotiate workers\u2019 contracts  b to promote workers to more responsible jobs c to recruit workers for the firm  d to supervise the workers in the firm     14 the diagram shows how the weekly earnings of four workers changed between ages 16 and 64.    which line is most likely to represent the change in the weekly earnings of an unskilled, manual  labourer?    16 32 48 age64average weeklyearningsa b c d      15 what will happen to a firm that expands to take advantage of economies of scale?  a average costs of production will decrease.  b average costs of production will increase.  c profits will decrease.  d the price of the firm\u2019s products will increase.    ",
+            "6": "6  \u00a9 ucles 2013 0455/12/m/j/13  16 cocoa and sugar are used in a factory to produce chocolate.     what is a fixed cost in the production of chocolate?   a cocoa  b electricity c rent  d sugar      17 in august 2008, infosys, an indian information technology company, bought axon, a uk  information technology company.    which type of integration is this?  a conglomerate  b horizontal  c vertical backwards  d vertical forwards     18 in a city, both large and small shops sell clothes.    why do large and small shops exist together?  a large clothing shops create barriers to entry.  b small shops always sell clothes at lower prices. c the market for clothing operates under perfect competition.  d there is demand from consumers for a range of fashions.     19 an entrepreneur buys a workshop for $200 000 to make plastic boxes. in the first year of  operation he spends $70 000 on materials, employs ten production workers paid by the amount  produced (piece rate) at a total cost of $80 000 and buys two delivery vehicles for $10 000 each.    what are his total variable costs?  a $100 000 b $150 000 c $220 000 d $370 000     20 what is the most likely result of an increase in interest rates?    a a rise in investment  b a rise in borrowing  c a fall in consumer spending  d a fall in productivity     ",
+            "7": "7  \u00a9 ucles 2013 0455/12/m/j/13 [turn over  21 what is most likely to be the responsibility of a central government?  a the provision of immigration officials at an airport  b the provision of security cameras in a shopping centre  c the provision of security staff at a bank  d the provision of ticket inspectors on a train      22 a government reduces the interest rate to encourage economic growth.    which other aim of government policy might now become more difficult to achieve?  a reducing a balance of trade in goods surplus  b reducing a government budget deficit  c reducing the level of unemployment  d reducing the rate of inflation     23 the graph shows the impact of a tax on the supply of petrol (gas).    d quantitys2 s1 price o    what can be concluded from this graph?  a the government will receive no tax revenue  b the impact of the tax will be shared between the consumer and the producer c the impact of the tax will fall entirely upon the consumer  d the impact of the tax will fall entirely on the producer     24 in an economic recession, which policy might be adopted to reduce unemployment?  a an increase in foreign exchange rates  b an increase in interest rates  c a reduction in import duty  d a reduction in tax rates    ",
+            "8": "8  \u00a9 ucles 2013 0455/12/m/j/13  25 in the united states (us) consumer price index (cpi), food has a weighting of 13.7%. in the  indian cpi, food\u2019s weighting is 46.2%.    what can be concluded from this?  a consumers in india spend more on food than us consumers.  b food is a bigger proportion of consumer spending in india than in the us.  c the farming sector\u2019s output of food is higher in india than in the us.  d the price of food is rising more rapidly in india than in the us.     26 in botswana, better health care has meant that birth rates have been falling faster than death  rates. also the number of children born, on average, to each woman has declined. in 1981, women had 6.4 children on average; by 2006, the average was 3.2    what may be concluded from this information?  a government spending on education will need to increase.  b medical improvements have resulted in falling child mortality rates.  c there will be a decline in income for each person working.  d there will, in future, be an increase in the proportion of working population compared with non-working population.      27 the table shows data for four countries in 2006.     life expectancy  (years) computers per  100 population percentage of  labour force  employed in  agriculture crude birth  rate  bangladesh 64.1 1.2 66 24.8  egypt 71.3 3.7 27 24.2  india 64.8 1.5 60 23.0  pakistan 65.6 1.6 42 27.2    on the basis of the information given, what is the likely ranking order of the four countries in terms of development, starting from the most developed to the least developed?  a bangladesh \u2192 india \u2192 pakistan \u2192 egypt  b egypt \u2192 pakistan \u2192 india \u2192 bangladesh  c india \u2192 egypt \u2192  bangladesh \u2192 pakistan  d pakistan \u2192 bangladesh \u2192 egypt \u2192  india     ",
+            "9": "9  \u00a9 ucles 2013 0455/12/m/j/13  28 which combination of changes is most likely to result in a rise in the average living standard in a  country?     gross domestic  product population general price  level  a falls falls rises  b falls rises falls  c rises falls falls  d rises rises rises     29 a country says that it wishes to increase its trade protection policies.    what might that involve?  a conservation of resources and taxes on external costs  b eliminating waste in the use of resources and the encouragement of multinational companies  c increased self sufficiency and barriers to trade  d price controls and increased regulations on domestic monopoly industries     30 the table gives the retail price of a product in four countries in 2012.  new zealand $20.00 (new zealand dollars)  pakistan 1500 rupees  south africa 125 rand  united kingdom \u00a310.00     what is needed to make a clear comparison of the price in the four countries?  a direct tax rates  b exchange rates  c import tariff rates  d transport costs    ",
+            "10": "10  \u00a9 ucles 2013 0455/12/m/j/13  blank page",
+            "11": "11  \u00a9 ucles 2013 0455/12/m/j/13  blank page",
+            "12": "12      permission to reproduce items where thir d-party owned material protected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holder s, 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 t he cambridge assessment group. ca mbridge assessment is the brand name of university of  cambridge local examinations syndicate (ucles), which is itself a department of the university of cambridge.    \u00a9 ucles 2013 0455/12/m/j/13  blank page  "
+        },
+        "0455_s13_qp_13.pdf": {
+            "1": "    this document consists of 9 printed pages and 3 blank pages.  ib13 06_0455_13/fp  \u00a9 ucles 2013  [turn over      *5200226011* university of cambridge international examinations  international general certificate of secondary education       economics 0455/13     paper 1  multiple choice  may/june 2013     45 minutes    additional materials: multiple choice answer sheet    soft clean eraser    soft pencil (type b or hb is recommended)        read these instructions first    write in soft pencil.  do not use staples, paper clips, highlighters, glue or correction fluid. write your name, centre number and candidate number on the answer sheet in the spaces provided  unless this has been done for you.  do not  write in any barcodes.   there are thirty  questions on this paper. answer all questions. for each question there are four possible  answers a, b, c and d.   choose the one you consider correct and record your choice in soft pencil on the separate answer sheet.    read the instructions on the answer sheet very carefully.   each correct answer will score one mark. a mark will not be deducted for a wrong answer. any rough working should be done in this booklet.         ",
+            "2": "2  \u00a9 ucles 2013 0455/13/m/j/13  1 which characteristic relates to perfect competition and which to monopoly?     perfect competition monopoly  a abnormal profit normal profit  b barriers to entry freedom of entry  c few firms many firms  d price taker price maker    2 cocoa and sugar are used in a factory to produce chocolate.     what is a fixed cost in the production of chocolate?   a cocoa  b electricity  c rent d sugar     3 in august 2008, infosys, an indian information technology company, bought axon, a uk  information technology company.    which type of integration is this?  a conglomerate  b horizontal c vertical backwards  d vertical forwards     4 the multinational indian tata group, which has companies in chemicals, consumer goods,  engineering and communications, has been buying foreign companies.    what does this action most likely suggest about the company?  a it intends to achieve a domestic monopoly position.  b it intends to increase its level of specialisation.  c it intends to reduce fixed costs.  d it intends to spread risks by diversification.     ",
+            "3": "3  \u00a9 ucles 2013 0455/13/m/j/13 [turn over  5 the table shows the costs of a firm.    units of output variable costs ($) total costs ($)  10 20 80  20 50 110  30 80 140  40 110 170    what is the value of the firm\u2019s fixed costs?  a $20 b $30 c $60 d $80      6 what is the most likely result of an increase in interest rates?   a a rise in investment  b a rise in borrowing  c a fall in consumer spending d a fall in productivity      7 what is most likely to be the responsibility of a central government?  a the provision of immigration officials at an airport  b the provision of security cameras in a shopping centre c the provision of security staff at a bank  d the provision of ticket inspectors on a train     8 in the first six months of 2011 a construction company, morgan sindall, saw its profits fall. part of  the reason was the increased competition from foreign competitors.    which government policy is most likely to help such a company?  a increasing benefits to the unemployed  b increasing tax-free allowances on new building projects  c putting a quota on imported raw materials used by the company  d raising interest rates     ",
+            "4": "4  \u00a9 ucles 2013 0455/13/m/j/13  9 the graph shows the impact of a tax on the supply of petrol (gas).    d quantitys2 s1 price o    what can be concluded from this graph?  a the government will receive no tax revenue  b the impact of the tax will be shared between the consumer and the producer  c the impact of the tax will fall entirely upon the consumer  d the impact of the tax will fall entirely on the producer      10 a tractor factory runs out of important components and has to stop production.    how does this illustrate the economic problem?  a the factory lacks a competitive advantage.  b the factory lacks economies of scale.  c there are limited wants.  d there is evidence of scarce resources.     11 the diagram shows a production possibility curve for digital televisions and cd players.    odigital televisions cd playersz wy x     which movement shows an increase in the use of existing resources to increase production for both digital televisions and cd players?  a x to w b x to z c z to w d z to y     ",
+            "5": "5  \u00a9 ucles 2013 0455/13/m/j/13 [turn over  12 which group linked to a firm always bears the risk of the decision to produce?  a creditors  b managers  c owners  d workers      13 in a pure market economy, which secondary factor determines the distribution of goods and  services?  a fairness to the consumer  b needs of the consumer  c price of the product  d quality of the product     14 there are a fixed number of seats at a conc ert. most of the audience would continue to attend  even if the seat prices were increased.    which demand and supply diagram represents this situation?    price quantity oa s d price quantity ob d s price quantity oc sd price quantity od s d     15 maize and fuel are used in the production of mexican tortillas. in 2010 mexico produced a record  maize crop but in 2011 rises in the price of fuel increased costs for tortilla makers.    what is likely to have happened to the price of tortillas in 2010 and 2011?     price in 2010 price in 2011  a decreased decreased  b decreased increased  c increased decreased  d increased increased    ",
+            "6": "6  \u00a9 ucles 2013 0455/13/m/j/13  16 when the price of shirts rises from $8 to $10, the demand for shirts falls from 1000 to 500.    what is the price elasticity of demand for shirts?  a greater than 1  b unitary  c less than 1   d zero     17 what is a likely reason why many countries\u2019 governments subsidise scientific research?  a private sector firms may overestimate the external benefits and ignore the private benefits of  scientific research.  b private sector firms may overestimate the external costs and ignore the private costs of  scientific research.  c private sector firms may underestimate the private benefits and ignore the external benefits  of scientific research.  d private sector firms may underestimate the private costs and ignore the external costs of  scientific research.    18 when the price of a good doubles the demand fa lls by less than half, and the revenue received  by the seller increases.    what does this suggest about the good?    a it has substitutes  b it is a necessity  c it is in fixed supply  d it is perfectly elastic in demand      19 the use of a mobile (cell) phone to make payments is an example of which function of money?  a a medium of exchange  b a standard of deferred payment  c a store of wealth  d a unit of account    ",
+            "7": "7  \u00a9 ucles 2013 0455/13/m/j/13 [turn over  20 what is most likely to cause a person to save a larger proportion of their weekly income rather  than spend a larger proportion of their weekly income?  a a decrease in the tax on goods and services  b a decrease in weekly income  c an increase in interest rates  d an increase in the range of products available      21 which of the following is most likely to limit wage increases in an industry?    a an increased demand for the industry\u2019s product   b a rise in the industry\u2019s profits  c a rise in wages for workers in similar jobs  d the replacement of workers with robots      22 what is a function of a trade union?  a to negotiate workers\u2019 contracts  b to promote workers to more responsible jobs  c to recruit workers for the firm  d to supervise the workers in the firm      23 differences in earnings between higher paid and lower paid jobs have widened in developed  countries.    what is the most likely reason for this?  a immigration of unskilled workers has reduced.  b the demand for highly skilled workers has increased.  c unemployment rates have remained low.  d women are paid the same rates as men.      24 what is thought to be a benefit of global free trade?  a it increases the opportunity for domestic producers to specialise.  b it increases the protection for domestic producers.  c it reduces a country\u2019s reliance on other countries.  d it reduces the transport costs involved in trading.     ",
+            "8": "8  \u00a9 ucles 2013 0455/13/m/j/13  25 the table gives the retail price of a pa perback book as printed on its back cover.    united kingdom \u00a36.99   canada $11.99 (canadian dollars)  australia $14.99 (australian dollars)  new zealand $20.95 (new zealand dollars)    what is needed to make a clear comparison of the price in the four countries?  a direct tax rates  b exchange rates  c inflation rates  d level of import tariffs     26 the table shows the percentage share of gdp held by the richest 20% and poorest 20% of the  population in each country.    which country had the greatest extremes of income and poverty?    country richest 20% poorest 20%  a ghana 41.7% 8.4%  b nigeria 55.7% 4.4%  c senegal 48.2% 6.4%  d south africa 64.8% 2.9%    27 on 17 october 2006, the us population reached 300  million and was predicted to increase to   400  million by 2043.    which change would mean that the us population moves in the opposite direction to that predicted?  a a change from net immigration to net emigration  b the birth rate falling more slowly than the death rate  c the death rate falling below the net immigration rate  d the infant mortality rate decreasing more rapidly than the increase in life expectancy     ",
+            "9": "9  \u00a9 ucles 2013 0455/13/m/j/13  28 what is most likely to be an indicator that a country is a developed economy rather than a  developing economy?  a a dominant service sector  b a high birth rate  c a lack of capital-intensive production  d a low level of adult literacy      29 in developed economies there are changing patterns of employment.    what explains why fewer work in agriculture but food production has increased?  a increased incomes and more leisure  b mechanisation and the use of scientific methods  c movement to factory jobs in manufacturing  d shift to office work using computers      30 the table gives information about some economic indicators in a number of countries.     inflation  % interest rates  % unemployment  %  country w 1.4 3.4 10.2  country x 3.7 8.7 12.3  country y 3.6 7.3 14.2  country z 2.1 6.0   7.7    what may be concluded from this information?  a countries with higher inflation have higher interest rates.  b countries with higher interest rates have lower inflation.  c the country with the lowest inflation had the highest unemployment. d the country with the lowest unemployment had the highest inflation.     ",
+            "10": "10  \u00a9 ucles 2013 0455/13/m/j/13  blank page",
+            "11": "11  \u00a9 ucles 2013 0455/13/m/j/13  blank page",
+            "12": "12  copyright acknowledgements:    question 8 question 26 \u00a9  business section;  the daily telegraph;  telegraph media group l td;  9 august 2011.  \u00a9  world bank social  indicatiors;  the world bank;  2002.   permission to reproduce items where third -party owned material protected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to t race 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.    \u00a9 ucles 2013 0455/13/m/j/13  blank page  "
+        },
+        "0455_s13_qp_21.pdf": {
+            "1": "this document consists of 4 printed pages. dc (cw) 59986/1 \u00a9 ucles 2013 [turn overuniversity of cambridge international examinations international general certificate of secondary education *8199406866*economics 0455/21 paper 2 structured questions may/june 2013  2 hours additional materials: answer booklet/paper read these instructions first if you have been given an answer booklet, follow the instructions on the front cover of the booklet. write your centre number, candidate number and name on all the work you hand in.write in dark blue or black pen.y ou may use a soft pencil for any diagrams, graphs or rough working.do not use staples, paper clips, highlighters, glue or correction fluid. section a answer question 1.section banswer any three questions. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [ ] at the end of each question or part question.",
+            "2": "2 0455/21/m/j/13 \u00a9 ucles 2013section a answer this question. 1 co-operatives reward customer loyalty  mr kojima\u2019s grocery store, near tokyo\u2019s fish market, has been in business since his grandfather  started it almost 100 years ago.   his store is part of a group of co-operatives, called zen nippon shokuhin, which has nearly 2000 small stores. the co-operatives plan to introduce a loyalty card which rewards customers who use the stores regularly. they do this by giving special offers only to loyalty card holders.  these stores have enjoyed a great deal of success in recent years. sales have increased by 20%. customers like the personal service they receive from a local store. sales in japanese supermarkets, in contrast, have fallen for fourteen years in a row.  some economists, however, consider small stores such as mr kojima\u2019s to be rather outdated.   they also think the inefficiency of these small stores may be one possible cause of the low level of productivity of japan\u2019s service sector.  (a) describe two features of a co-operative. [4]  (b) apart from a loyalty card, explain other ways in which small stores, such as those in japan, can attract customers. [6]  (c) define the term \u2018productivity\u2019. [2]  (d) discuss why small stores sometimes find it difficult to compete with large supermarkets. [8]",
+            "3": "3 0455/21/m/j/13 \u00a9 ucles 2013 [turn oversection b answer any three questions from this section. 2 the economic problem exists in every country, but there are different ways to try to solve it.  (a) describe the nature of the economic problem. [4]  (b) explain how the market system attempts to solve the economic problem. [6]  (c) discuss which are the most important market failures in your country. [10] 3 earnings in nigeria vary a great deal. some workers are highly paid, but others are paid very little.  trade unions are trying to increase the wages of their members.  (a) using a demand and supply diagram, analyse how a trade union can increase the wages of their members. [6]  (b) explain why a skilled worker is likely to be paid more than an unskilled worker. [6]  (c) discuss what is likely to influence the success of trade unions in trying to increase the average wages of workers in an economy. [8] 4 many firms in spain, from the smallest to the largest, have profit maximisation as their main goal, but some of them have different goals.  (a) describe two differences between a partnership and a private limited company.  [4]  (b) describe the principle of profit maximisation. [4]  (c) explain the other goals, apart from profit maximisation, that firms may have. [6]  (d) discuss the extent to which different firms can be affected by diseconomies of scale. [6] 5 many countries experience the problems of inflation, but in some countries, such as japan, there have been problems resulting from deflation.  (a) distinguish between inflation and deflation. [4]  (b) describe how the rate of inflation in a country can be measured. [6]  (c) discuss whether deflation is a greater problem than inflation. [10]",
+            "4": "4 0455/21/m/j/13 \u00a9 ucles 20136 a country\u2019s population is influenced by the birth rate, the death rate and net migration.  (a) define (i) birth rate and (ii) death rate. [4]  (b) explain why the birth rate is decreasing in many countries. [4]  (c) describe what is meant by net migration. [2]  (d) discuss whether a rapid rise in a country\u2019s population should always be regarded as a serious  problem. [10] 7 many economies are now experiencing a large current account deficit on their balance of payments.  (a) describe the structure of the current account of the balance of payments. [4]  (b) explain what is meant by a current account deficit on the balance of payments. [4]  (c) explain why a large current account deficit on the balance of payments is usually regarded as a serious problem.  [4]  (d) discuss which is the best way to reduce a large current account deficit on the balance of payments. [8] 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."
+        },
+        "0455_s13_qp_22.pdf": {
+            "1": "this document consists of 4 printed pages. dc (kn) 59988/2 \u00a9 ucles 2013 [turn overuniversity of cambridge international examinations international general certificate of secondary education *5514189382*economics 0455/22 paper 2  structured questions may/june 2013  2 hours additional materials: answer booklet/paper read these instructions first if you have been given an answer booklet, follow the instructions on the front cover of the booklet. write your centre number, candidate number and name on all the work you hand in.write in dark blue or black pen.y ou may use a soft pencil for any diagrams, graphs or rough working.do not use staples, paper clips, highlighters, glue or correction fluid. section a answer question 1.section banswer any three questions. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question.",
+            "2": "2 0455/22/m/j/13 \u00a9 ucles 2013section a answer this question. 1 the communications monopoly in mexico   mexico\u2019s telephone and television industries are near-monopolies. over 80% of telephone landlines  are connected to telmex, and over 70% of the mobile (cell) phone market is controlled by one firm, telcel. it is a similar situation in the television industry where one firm, televisa, controls over 70% of the country\u2019s free-to-air television market. all three firms are public limited companies.   although this situation has existed for some time, a number of smaller companies have been campaigning for more competition to benefit consumers.   mexico\u2019s federal competition commission, an organisation which monitors competition in different industries in the country, has agreed that consumers would benefit from greater competition. it has stated that monopolies are against the public interest. for example, in 2011, mobile phone charges in mexico were 43.5% higher than rates charged in north america and europe.    the mexican government, however, has been reluctant to intervene. it believes that it would be better to allow market forces to determine the number of firms in a market and the prices that they charge.  (a)  describe two features of a public limited company.  [4]  (b)  explain two reasons why firms differ in size in an economy, such as mexico.  [4]  (c)  explain how a government might intervene to reduce mobile phone charges. [4]  (d) discuss whether monopolies are always against the public interest.  [8]",
+            "3": "3 0455/22/m/j/13 \u00a9 ucles 2013 [turn oversection b answer any three questions from this section. 2  production involves the use of the four factors of production. the use of these resources involves  an opportunity cost.  (a) using appropriate examples, describe the four factors of production.  [6]  (b)  using a production possibility curve, explain what is meant by opportunity cost.  [6]  (c)  discuss whether more factors of production should be used to build houses. [8] 3  the demand for flat screen televisions has increased enormously in many countries and this has had an effect on the market.  (a) describe what can influence the demand for flat screen televisions.  [4]  (b)  using a demand and supply diagram, analyse how an increase in income can affect the equilibrium price and equilibrium quantity of flat screen televisions. [6]  (c)  explain what is meant by price elasticity of demand.  [4]  (d)  discuss the potential usefulness of price elasticity of demand to a manufacturer of flat screen televisions.  [6] 4 the central bank and stock exchanges can perform important roles in economies.  (a) what is meant when it is stated that money performs the functions of (i) a medium of exchange  and (ii) a store of value? [4]  (b)  explain the role a central bank can play in an economy.  [6]  (c) discuss how important a stock exchange can be in encouraging firms to expand.  [10] 5  governments can use a range of different policies to encourage economic growth.  (a) describe how economic growth is measured. [4]  (b) explain how fiscal policy can be used to encourage economic growth.  [6]  (c)  discuss to what extent supply-side policies are likely to be more effective than monetary policies in stimulating economic growth. [10]",
+            "4": "4 0455/22/m/j/13 \u00a9 ucles 20136  some countries have a fixed exchange rate system, but others allow the external value of their  currency (foreign exchange rate) to float.  (a) explain how the external value of a currency is determined in a floating or flexible exchange rate system.  [4]  (b)  describe how a government maintains the external value of its currency in a fixed exchange rate system.  [4]  (c)  explain why a government might want the external value of its currency to fall.  [4]  (d)  discuss to what extent a floating exchange rate is preferable to a fixed exchange rate system.    [8] 7  a number of countries have high levels of poverty, but there is no agreement as to which is the best way to try to improve standards of living in a country.  (a) distinguish between absolute and relative poverty. [4]  (b)  explain how the human development index is measured.  [6]  (c)  discuss which policies are likely to be most successful in reducing the extent of poverty in a country.  [10] 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."
+        },
+        "0455_s13_qp_23.pdf": {
+            "1": "this document consists of 4 printed pages. dc (kn) 59987/1 \u00a9 ucles 2013 [turn overuniversity of cambridge international examinations international general certificate of secondary education *9551800053*economics 0455/23 paper 2  structured questions may/june 2013  2 hours additional materials: answer booklet/paper read these instructions first if you have been given an answer booklet, follow the instructions on the front cover of the booklet. write your centre number, candidate number and name on all the work you hand in.write in dark blue or black pen.y ou may use a soft pencil for any diagrams, graphs or rough working.do not use staples, paper clips, highlighters, glue or correction fluid. section a answer question 1.section banswer any three questions. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question.",
+            "2": "2 0455/23/m/j/13 \u00a9 ucles 2013section a answer this question. 1 brazil and the problem of inflation  in 2010, the president of brazil stated that her aims were to increase employment, eliminate  extreme poverty, improve the quality of health care and education and reduce the rate of inflation.  in 2011, however, the rate of inflation increased to 6.2%. interest rates were raised to try to control inflation and were expected to go up further in 2012.  higher interest rates put upward pressure on the external value (foreign exchange rate) of the brazilian currency, which has already doubled in value against the us$ in the last ten years.  the president realised that she would not be able to achieve all these aims and that she would need to reduce the amount of government spending. in 2011, government spending was significantly greater than tax revenue.    (a) define inflation. [3]  (b) explain how a rise in interest rates can help to control a country\u2019s rate of inflation. [5]  (c)  explain why the president of brazil wishes to reduce government spending.  [5]  (d) discuss to what extent a rise in the external value of the brazilian currency is likely to be a serious economic problem for brazil. [7]",
+            "3": "3 0455/23/m/j/13 \u00a9 ucles 2013 [turn oversection b answer any three questions from this section. 2 producers aim to achieve a high rate of productivity. production in some industries tends to be  labour-intensive while in others it is largely capital-intensive.   (a) using examples, define the factors of production, land and capital.  [4]  (b) distinguish between an increase in productivity and an increase in production.  [6]  (c)  discuss to what extent production should be encouraged to move from being labour-intensive to being capital-intensive.  [10] 3  market systems are sometimes said to fail and this can lead to different forms of government intervention.   (a) explain what is meant by a mixed economy. [4]  (b)  using a demand and supply diagram, analyse the effect of introducing an indirect tax on a product on its equilibrium price and its equilibrium quantity.  [6]  (c) discuss whether government intervention to reduce market failure is always likely to be successful.   [10] 4 specialisation, whether at the individual or national level, can have enormous advantages. there can, however, also be some disadvantages.  (a) define the term specialisation.  [4]  (b)  analyse the advantages and disadvantages of a worker specialising. [4]  (c) explain the benefits of countries specialising. [4]  (d) discuss whether trade protection, despite the advantages of international specialisation, can ever be justified.  [8] 5 many people like to save some of their income and commercial banks usually have various ways of encouraging people to save.  (a) analyse two motives that people may have for saving money. [4]  (b)  describe why different groups of people are likely to save different proportions of their income.    [4]  (c)  explain the different ways that commercial banks can encourage people to save.  [5]  (d) discuss whether a government should be worried if more people in a country decide to save a large proportion of their income.  [7]",
+            "4": "4 0455/23/m/j/13 \u00a9 ucles 20136  many countries in recent years have suffered from recession. governments, therefore, have  adopted various policies to try to decrease the level of unemployment in their countries.  (a)  define the term recession. [2]  (b)  explain two different types of unemployment.  [4]  (c) explain why unemployment is regarded as a serious economic problem.  [6]  (d) discuss whether policies to decrease unemployment will always conflict with a government\u2019s other aims.   [8] 7 economies, as they become more developed, tend to experience a change in the structure of their labour force with an increasing proportion of employment in the tertiary sector.  (a) using examples, explain the differences between the primary, secondary and tertiary sectors of production.  [6]  (b)  describe three characteristics of developing economies.  [6]  (c)  discuss to what extent everybody in a developed country has a higher standard of living than everybody in a developing country.  [8] 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."
+        },
+        "0455_s13_qp_31.pdf": {
+            "1": "this document consists of 8 printed pages and 1 insert. dc (leo) 58446/2 \u00a9 ucles 2013 [turn overuniversity of cambridge international examinations international general certificate of secondary education *7489133745* economics 0455/31 paper 3  analysis and critical evaluation may/june 2013  1 hour 30 minutes candidates answer on the question paper. read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen.y ou may use a soft pencil for any diagrams, graphs or rough working.do not use staples, paper clips, highlighters, glue or correction fluid.do not write in any barcodes. answer all questions.at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [ ] at the end of each question or part question.",
+            "2": "2 0455/31/m/j/13 \u00a9 ucles 2013for examiner\u2019s usethe extract \u2018hong kong\u2019s minimum wage \u2019 will be needed for this question. 1 (a) (i) identify two ways in which a sole proprietor differs from a multinational company.  .. .. .. .. .. .. .. .. [2]   (ii) why may a sole proprietor have low total costs and high average costs? .. .. .. .. .. .. .. .. [2]  (b) calculate the percentage increase in the average pay of workers in fast food outlets in  hong kong in 2011.  .. .. .. .. .. .. .. ..[2]",
+            "3": "3 0455/31/m/j/13 \u00a9 ucles 2013 [turn overfor examiner\u2019s use (c) using information from the extract, explain two reasons why the introduction of the  national minimum wage may not take everyone out of poverty in hong kong.  .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. ..[4]  (d) using information from the extract, explain two reasons why the introduction of a  national minimum wage may raise labour productivity.  .. .. .. .. .. .. .. .. ..",
+            "4": "4 0455/31/m/j/13 \u00a9 ucles 2013for examiner\u2019s use ..  .. .. .. .. .. ..[4]  (e) discuss what information you would need to assess whether people will seek to work as  street cleaners in hong kong in the future.  .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. ..",
+            "5": "5 0455/31/m/j/13 \u00a9 ucles 2013 [turn overfor examiner\u2019s use ..  .. .. .. ..[6]  [total: 20] the extract \u2018does iran\u2019s future lie with oil?\u2019 will be needed for this question.2 (a) what percentage of the global output of oil in 2010 was produced by iran? .. .. .. .. .. .. .. ..[2]  (b) using information from the extract, comment on whether iran was producing on or inside  its production possibility curve in 2011.   .. .. .. .. .. .. .. ..[2]",
+            "6": "6 0455/31/m/j/13 \u00a9 ucles 2013for examiner\u2019s use (c) using the data in table 1, and assuming production continues at the same rate as in  2010, state which country would   (i) run out of reserves first,  .. .. .. .. [1]   (ii) be able to continue to produce oil for the longest period of time. .. .. .. .. [1]  (d) explain two reasons why governments impose taxes.   .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. ..[4]",
+            "7": "7 0455/31/m/j/13 \u00a9 ucles 2013 [turn overfor examiner\u2019s use (e) using a demand and supply diagram, explain the effect of an increase in income on the  market for a luxury product.  ..  .. .. .. .. .. .. .. .. .. .. .. .. .. .. ..[4] question 2(f) is on the next page.",
+            "8": "8 0455/31/m/j/13 \u00a9 ucles 2013for examiner\u2019s use (f) discuss whether iran should increase its production of oil.  .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. ..[6]  [total: 20] 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."
+        },
+        "0455_s13_qp_32.pdf": {
+            "1": "this document consists of 8 printed pages and 1 insert. dc (nh) 58525/2 \u00a9 ucles 2013 [turn overuniversity of cambridge international examinations international general certificate of secondary education *9833749124* economics 0455/32 paper 3 analysis and critical evaluation may/june 2013  1 hour 30 minutes candidates answer on the question paper. read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen.y ou may use a soft pencil for any diagrams, graphs or rough working.do not use staples, paper clips, highlighters, glue or correction fluid.do not write in any barcodes. answer all questions. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [ ] at the end of each question or part question.",
+            "2": "2 0455/32/m/j/13 \u00a9 ucles 2013for examiner\u2019s usethe extract \u2018should plastic bags be banned?\u2019  will be needed for this question. 1 (a) (i) define external costs.  .. .. .. .. .. .. .. .. [2]   (ii) using information from the extract, explain two external costs which arise from the  use of plastic bags.  .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. [4]",
+            "3": "3 [turn over \u00a9 ucles 2013 0455/32/m/j/13for examiner\u2019s use (b) using a demand and supply diagram, explain the effect a tax imposed on the sale of  plastic bags would have on the market for plastic bags.  ..  .. .. .. .. .. .. .. .. .. .. .. .. .. .. ..[4]",
+            "4": "4 0455/32/m/j/13 \u00a9 ucles 2013for examiner\u2019s use (c) using information from the extract, explain one disadvantage of banning plastic bags.  .. .. .. .. .. .. .. ..[2]  (d) calculate the percentage of the plastic bags used worldwide in 2011 which were  consumed in the usa.  .. .. .. .. .. .. .. ..[2]  (e) discuss whether an increase in tourism will always benefit a country. .. .. .. .. .. .. .. .. .. .. .. ..",
+            "5": "5 [turn over \u00a9 ucles 2013 0455/32/m/j/13for examiner\u2019s use ..  .. .. .. .. .. .. .. .. .. .. ..[6]  [total: 20] the extract \u2018will india overtake china?\u2019  will be needed for this question. 2 (a) what is meant by economic growth? .. .. .. .. .. .. .. ..[2]",
+            "6": "6 0455/32/m/j/13 \u00a9 ucles 2013for examiner\u2019s use (b) using information from the extract, explain one reason, in each case, why india\u2019s labour  force is expected to grow in   (i) quantity,  .. .. .. .. .. .. .. .. [2]   (ii) quality. .. .. .. .. .. .. .. .. [2]  (c) comment on whether the data in table 1 supports the expected relationship between  investment growth and unemployment.  .. .. .. .. .. .. .. .. .. ..",
+            "7": "7 [turn over \u00a9 ucles 2013 0455/32/m/j/13for examiner\u2019s use ..  .. .. .. .. ..[4]  (d) (i) using information from the extract, identify two functions of commercial banks. .. .. .. .. .. .. .. .. [2]   (ii) explain one other function of a commercial bank. .. .. .. .. .. .. .. .. [2]  (e) discuss what factors will influence the amount saved in india in the future. .. .. .. .. .. additional writing space is on the next page.",
+            "8": "8 0455/32/m/j/13 \u00a9 ucles 2013for examiner\u2019s use 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. ..  .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. ..[6]  [total: 20]"
+        },
+        "0455_s13_qp_33.pdf": {
+            "1": "this document consists of 8 printed pages and 1 insert. dc (nf) 58485/2 \u00a9 ucles 2013 [turn overuniversity of cambridge international examinations international general certificate of secondary education *8626264896* economics 0455/33 paper 3  analysis and critical evaluation may/june 2013  1 hour 30 minutes candidates answer on the question paper. read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen.y ou may use a soft pencil for any diagrams, graphs or rough working.do not use staples, paper clips, highlighters, glue or correction fluid.do not write in any barcodes. answer all questions.at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [ ] at the end of each question or part question.",
+            "2": "2 0455/33/m/j/13 \u00a9 ucles 2013for examiner\u2019s usethe extract \u2018rubber production\u2019 will be needed for this question. 1 (a) identify two disadvantages of small scale production referred to in the extract.  .. .. .. .. .. .. .. . [2]  (b) using information from the extract, explain two reasons why the price of rubber  increased in 2011. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. . [4]",
+            "3": "3 0455/33/m/j/13 \u00a9 ucles 2013 [turn overfor examiner\u2019s use (c) explain two functions of money referred to in the extract.  .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. . [4]  (d) using information from the extract, explain two reasons why demand for rubber from  thailand may decrease in the future.  .. .. .. .. .. .. .. .. .. .. .. ..",
+            "4": "4 0455/33/m/j/13 \u00a9 ucles 2013for examiner\u2019s use ..  .. .. . [4]  (e) discuss what factors will influence whether people will want to work for a large rubber  producing firm.  .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. . [6]  [total: 20]",
+            "5": "5 0455/33/m/j/13 \u00a9 ucles 2013 [turn overfor examiner\u2019s usethe extract \u2018cuba moves towards a market economy \u2019 will be needed for this question. 2 (a) define the term \u2018trade embargo\u2019.  .. .. .. .. .. .. .. . [2]  (b) using information from the extract, explain why the cuban government is raising the  retirement age.  .. .. .. .. .. .. .. . [2]  (c) explain whether cuba\u2019s income tax system is progressive or regressive. .. .. .. .. .. .. .. . [2]",
+            "6": "6 0455/33/m/j/13 \u00a9 ucles 2013for examiner\u2019s use (d) the cuban government removed the subsidy on sugar. using a demand and supply  diagram, explain the effect this would have had on the market for sugar.  ..  .. .. .. .. .. .. .. .. .. .. .. .. .. .. . [4]",
+            "7": "7 0455/33/m/j/13 \u00a9 ucles 2013 [turn overfor examiner\u2019s use (e) (i) calculate the size of cuba\u2019s labour force in 2010.  .. .. .. .. .. .. .. . [2]   (ii) using table 1, comment on whether the data supports the view that a slowdown in  economic growth results in higher unemployment.  .. .. .. .. .. .. .. . [2]  (f) discuss whether consumers in cuba will be likely to benefit from their economy moving  towards a market economy.  .. .. .. .. .. .. .. additional writing space is on the next page.",
+            "8": "8 0455/33/m/j/13 \u00a9 ucles 2013for examiner\u2019s use 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. ..  .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. . [6]  [total: 20]"
+        },
+        "0455_w13_qp_11.pdf": {
+            "1": "    this document consists of 9 printed pages and 3 blank pages.  ib13 11_0455_11/fp  \u00a9 ucles 2013  [turn over      *4518584850* university of cambridge international examinations  international general certificate of secondary education       economics 0455/11     paper 1  multiple choice  october/november 2013     45 minutes    additional materials: multiple choice answer sheet    soft clean eraser    soft pencil (type b or hb is recommended)        read these instructions first    write in soft pencil.  do not use staples, paper clips, highlighters, glue or correction fluid. write your name, centre number and candidate number on the answer sheet in the spaces provided  unless this has been done for you.  do not  write in any barcodes.   there are thirty  questions on this paper. answer all questions. for each question there are four possible  answers a, b, c and d.   choose the one you consider correct and record your choice in soft pencil on the separate answer sheet.    read the instructions on the answer sheet very carefully.   each correct answer will score one mark. a mark will not be deducted for a wrong answer. any rough working should be done in this booklet.         ",
+            "2": "2  \u00a9 ucles 2013 0455/11/o/n/13  1 what is a reason why firms making similar products sometimes locate near each other?  a competition is decreased  b there are external economies of scale  c there are internal economies of scale  d transport costs may be eliminated      2 the diagrams represent total cost curves (tc) of four firms in the short run.    which firm has only fixed costs?    costs oquantitya tc costs oquantityb tc tccosts oquantityc costs oquantityd tc     3 to achieve horizontal integration a record company producing compact discs (cds) could merge  with another firm.   what would this firm most likely be doing?  a owning shops selling cds  b producing cds  c producing cd players  d producing machinery used in the making of cds    4 what is a difference between a monopoly and a perfectly competitive firm?  a a monopoly always has economies of scale and a perfectly competitive firm has  diseconomies of scale.  b a monopoly always operates in the public sector and a perfectly competitive firm always  operates in the private sector.  c a monopoly is a price maker and a perfectly competitive firm is a price taker.  d a monopoly seeks to maximise profits and a perfectly competitive firm seeks to maximise  output.     ",
+            "3": "3  \u00a9 ucles 2013 0455/11/o/n/13 [turn over  5 an entrepreneur started a small business making candles. in the first month 1000 candles were  made. the costs were   $  raw materials 1000  packaging  800  insurance  100  depreciation  100  rent  500     what were the average variable costs for the month?  a $1.00 b $1.80 c $1.90 d $2.00     6 which aim of government policy is most likely to be achieved by an increase in interest rates?  a economic growth  b greater equality of income  c full employment  d price stability    7 why might a government encourage a monopoly?  a it can have high average costs.  b it can compete against foreign firms.  c it can prevent innovation.  d it can make excessive profits.     8 which combination of government policies is most likely to be successful at reducing  unemployment?  a budgeting for a surplus and lowering interest rates  b budgeting for a deficit and raising interest rates  c budgeting for a surplus and raising interest rates  d budgeting for a deficit and lowering interest rates    ",
+            "4": "4  \u00a9 ucles 2013 0455/11/o/n/13  9 a government wishes to raise the general standard of living in its country.    in the short run, which policy would be the most likely to achieve this aim?  a preventing the merger of two companies into a monopoly  b raising taxation to repay government debts  c reducing the rate of income tax while maintaining the services it provides d spending more on roads in rural areas rather than in city centres     10 sam wrote a list of how he would prefer to spend his saturday afternoon.    first choice go to a cricket match  second choice watch the annual town parade  third choice go to the cinema  fourth choice visit relatives    unfortunately a thunderstorm caused the cricket match and the town parade to be cancelled. sam went to the cinema.  what was the opportunity cost of going to the cinema?  a going to the cricket match  b watching the town parade  c visiting his relatives  d losing his saturday free time      11 how does a production possibility curve show that scarcity exists?  a it shows that a rise in demand for one of the products increases its price.  b it shows that as more resources are used to produce a product, its price rises.  c it shows that at any point outside the production possibility curve an economy is wasting  resources.  d it shows that there is a limit to the quantity of products that can be produced with existing  resources and technology.     ",
+            "5": "5  \u00a9 ucles 2013 0455/11/o/n/13 [turn over  12 in which case is it possible to set the level of reward before production takes place for the first  factor of production but not for the second?     first factor second factor  a capital land  b enterprise labour  c labour capital  d land enterprise      13 in the 2016 olympics in brazil, the opening ceremony will take place in the maracana stadium,  which can seat 82 000 spectators. it is expected that all tickets for the ceremony will be sold  quickly, leaving many people dissatisfied.    what can be concluded from this?  a price elasticity of demand for tickets will be perfectly elastic.  b some people will be able to resell their tickets at a higher price than they paid for them.  c the olympic authority will make more tickets available for sale.  d this will be an example of market failure.      14 the diagrams show different conditions of demand and supply for a product.    in which diagram would market price remain unchanged if consumers\u2019 incomes fell?    price  quantityo a d  s  price  quantityo b d s price  quantityo c d s  price  quantityo d d s       15 in 2011, a company selling milk in glass bottles replaced them with new plastic bottles. when  they were introduced, the equilibrium quantity on the market fell.    what could be a reason for this fall?  a consumers preferred the new bottle because it was lighter to carry.  b milk from the farms used to fill the bottle cost more.  c the bottle was cheaper than the existing glass bottle to produce.  d the new bottle was introduced with a successful advertising campaign.     ",
+            "6": "6  \u00a9 ucles 2013 0455/11/o/n/13  16 which change would make the supply of a product more price elastic?  a an increase in the number of close substitutes for the product  b an increase in the proportion of firms working at full capacity  c a reduction in the time taken to make the product  d a reduction in the time that the product can be stored      17 developers want to increase the size of a majo r retail shopping area in a city. it is thought that the  proposal would create hundreds of jobs, be profitable for the shops but cause major traffic  congestion.     what economic concepts are involved in this statement?  a external cost and private benefit  b income distribution and inelastic demand  c private investment and a decrease in supply  d social benefit and perfect competition     18 which will encourage domestic producers to grow more maize?  a granting subsidies to maize producers   b increasing the sales tax on maize  c removing guaranteed minimum prices for maize d removing quotas on imported maize     19 what will be the most likely effect of a fall in interest rates on saving and borrowing?     saving borrowing  a decrease decrease  b decrease increase  c increase decrease  d increase increase      20 when will a trade union find it easier to achieve higher wages for its members?    a when consumers demand more of the product made  b when the company has a decrease in profits  c when the cost of raw materials increases  d when unemployment increases   ",
+            "7": "7  \u00a9 ucles 2013 0455/11/o/n/13 [turn over  21 what might be a direct benefit to the individual worker of a specialised job?  a specialisation enables a better quality product to be produced.  b specialisation enables the firm to introduce more machinery.  c specialisation enables the worker to become more skilled.  d specialisation makes better use of resources.      22 the table shows the change in real incomes for a number of occupations between 1978 and  2008.    occupation change in real income  %  doctors 153  lawyers 114  accountants   60  bricklayers   37  bus and coach drivers   19  fork-lift truck drivers   \u20135    what can be concluded from the table?  a all occupations were better off in 2008 than in 1978.  b fork-lift truck drivers earned the lowest wages in 2008.  c doctors have earned more than lawyers since 1978.  d professionals received higher percentage increases in income than manual workers.     23 which function of money enables people to compare the worth of different products?  a medium of exchange  b standard for deferred payments  c store of value  d unit of account    24 which of the following could not be a reason for imposing tariffs on imported goods?    a to encourage self sufficiency   b to lower the general price level within the economy  c to protect a growing domestic industry  d to reduce a balance of trade deficit   ",
+            "8": "8  \u00a9 ucles 2013 0455/11/o/n/13  25 which of the following is an export of jamaica?    a  a loan to jamaica by the international monetary fund  b  jamaican holidays taken by american tourists  c  dividends paid by a company in jamaica to its american shareholders  d  sales of japanese cars in jamaica       26 a developing country\u2019s two major sources of income from international trade are fishing and  tourism.    if the country\u2019s exchange rate depreciated, what is likely to happen?  a imported goods would become cheaper for local people.  b the country would definitely become poorer.  c the price of fish sold as exports would become cheaper.  d tourists to the country would be discouraged by higher prices.      27 in some developing countries a large percentage of the population is involved in subsistence  farming.      what can be concluded from this?  a each family will be able to produce enough to live on.  b production is unlikely to be capital intensive.  c production will be efficient.  d there will be a high level of trade.      28 a country has a falling birth rate and a rising death rate while an increasing number of its working  age adults (16-60 years) are seeking employment abroad.    how will this probably affect the numbers in the different age groups in the country?     under 16 years 16-60 years over 60 years  a fall fall fall  b fall rise rise  c rise fall rise  d rise rise fall     ",
+            "9": "9  \u00a9 ucles 2013 0455/11/o/n/13  29 which would best indicate the start of an economic recession?  a falling interest rates  b fluctuating levels of employment  c negative growth of gdp  d steadily increasing price levels      30 the table shows the change in the labour force in bangladesh between 2006 and 2009.    group 2006 (millions) 2009 (millions)  urban male labour force   8.9   9.7  urban female labour force   2.8   3.1  total urban labour force 11.7 12.8  rural male labour force 28.5 30.5  rural female labour force   9.3 10.4  total rural labour force 37.8 40.9    which statement is most likely to be consistent with these statistics?  a farming is the major employer in the economy.  b male workers are more mobile than female workers.  c the absolute increase in the labour force is greater in urban areas than rural areas.  d the supply of female workers has fallen.     ",
+            "10": "10  \u00a9 ucles 2013 0455/11/o/n/13  blank page ",
+            "11": "11  \u00a9 ucles 2013 0455/11/o/n/13  blank page ",
+            "12": "12      permission to reproduce items where thir d-party owned material protected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the p ublisher (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 t he cambridge assessment group. ca mbridge assessment is the brand name of university of  cambridge local examinations syndicate (ucles), which is itself a department of the university of cambridge.    \u00a9 ucles 2013 0455/11/o/n/13  blank page  "
+        },
+        "0455_w13_qp_12.pdf": {
+            "1": "    this document consists of 9 printed pages and 3 blank pages.  ib13 11_0455_12/4rp  \u00a9 ucles 2013  [turn over      *0798196467* university of cambridge international examinations  international general certificate of secondary education       economics 0455/12     paper 1  multiple choice  october/november 2013     45 minutes    additional materials: multiple choice answer sheet    soft clean eraser    soft pencil (type b or hb is recommended)        read these instructions first    write in soft pencil.  do not use staples, paper clips, highlighters, glue or correction fluid. write your name, centre number and candidate number on the answer sheet in the spaces provided  unless this has been done for you.  do not  write in any barcodes.   there are thirty  questions on this paper. answer all questions. for each question there are four possible  answers a, b, c and d.   choose the one you consider correct and record your choice in soft pencil on the separate answer sheet.    read the instructions on the answer sheet very carefully.   each correct answer will score one mark. a mark will not be deducted for a wrong answer. any rough working should be done in this booklet.         ",
+            "2": "2  \u00a9 ucles 2013 0455/12/o/n/13  1 sam wrote a list of how he would prefer to spend his saturday afternoon.    first choice go to a cricket match  second choice watch the annual town parade  third choice go to the cinema  fourth choice visit relatives    unfortunately a thunderstorm caused the cricket match and the town parade to be cancelled. sam went to the cinema.   what was the opportunity cost of going to the cinema?  a going to the cricket match  b watching the town parade  c visiting his relatives  d losing his saturday free time     2 how does a production possibility curve show that scarcity exists?  a it shows that a rise in demand for one of the products increases its price.  b it shows that as more resources are used to produce a product, its price rises.  c it shows that at any point outside the production possibility curve an economy is wasting  resources.  d it shows that there is a limit to the quantity of products that can be produced with existing  resources and technology.      3 in which case is it possible to set the level of reward before production takes place for the first  factor of production but not for the second?     first factor second factor  a capital land  b enterprise labour  c labour capital  d land enterprise     ",
+            "3": "3  \u00a9 ucles 2013 0455/12/o/n/13 [turn over  4 in the 2016 olympics in brazil, the opening ceremony will take place in the maracana stadium,  which can seat 82 000 spectators. it is expected that all tickets for the ceremony will be sold  quickly, leaving many people dissatisfied.    what can be concluded from this?  a price elasticity of demand for tickets will be perfectly elastic.  b some people will be able to resell their tickets at a higher price than they paid for them.  c the olympic authority will make more tickets available for sale.  d this will be an example of market failure.      5 the diagrams show different conditions of demand and supply for a product.    in which diagram would market price remain unchanged if consumers\u2019 incomes fell?    price  quantityo a d  s  price  quantityo b d s price  quantityo c d s  price  quantityo d d s      6 in 2011, a company selling milk in glass bottles replaced them with new plastic bottles. when  they were introduced, the equilibrium quantity on the market fell.    what could be a reason for this fall?  a consumers preferred the new bottle because it was lighter to carry.  b milk from the farms used to fill the bottle cost more.  c the bottle was cheaper than the existing glass bottle to produce.  d the new bottle was introduced with a successful advertising campaign.      7 which change would make the supply of a product more price elastic?  a an increase in the number of close substitutes for the product  b an increase in the proportion of firms working at full capacity  c a reduction in the time taken to make the product  d a reduction in the time that the product can be stored    ",
+            "4": "4  \u00a9 ucles 2013 0455/12/o/n/13  8 developers want to increase the size of a major retail shopping area in a city. it is thought that the  proposal would create hundreds of jobs, be profitable for the shops but cause major traffic  congestion.    what economic concepts are involved in this statement?  a external cost and private benefit  b income distribution and inelastic demand  c private investment and a decrease in supply  d social benefit and perfect competition      9 which will encourage domestic producers to grow more maize?  a granting subsidies to maize producers   b increasing the sales tax on maize  c removing guaranteed minimum prices for maize d removing quotas on imported maize     10 what will be the most likely effect of a fall in interest rates on saving and borrowing?     saving borrowing  a decrease decrease  b decrease increase  c increase decrease  d increase increase     11 when will a trade union find it easier to achieve higher wages for its members?    a when consumers demand more of the product made  b when the company has a decrease in profits  c when the cost of raw materials increases d when unemployment increases     ",
+            "5": "5  \u00a9 ucles 2013 0455/12/o/n/13 [turn over  12 what might be a direct benefit to the individual worker of a specialised job?  a specialisation enables a better quality product to be produced.  b specialisation enables the firm to introduce more machinery.  c specialisation enables the worker to become more skilled.  d specialisation makes better use of resources.    13 the table shows the change in real incomes for a number of occupations between 1978 and  2008.    occupation change in real income  %  doctors 153  lawyers 114  accountants   60  bricklayers   37  bus and coach drivers   19  fork-lift truck drivers   \u20135    what can be concluded from the table?  a all occupations were better off in 2008 than in 1978.  b fork-lift truck drivers earned the lowest wages in 2008.  c doctors have earned more than lawyers since 1978.  d professionals received higher percentage increases in income than manual workers.      14 which function of money enables people to compare the worth of different products?  a medium of exchange  b standard for deferred payments  c store of value  d unit of account    15 what is a reason why firms making similar products sometimes locate near each other?  a competition is decreased  b there are external economies of scale  c there are internal economies of scale  d transport costs may be eliminated    ",
+            "6": "6  \u00a9 ucles 2013 0455/12/o/n/13  16 the diagrams represent total cost curves (tc) of four firms in the short run.    which firm has only fixed costs?    costs oquantitya tc costs oquantityb tc tccosts oquantityc costs oquantityd tc       17 to achieve horizontal integration a record company producing compact discs (cds) could merge  with another firm.   what would this firm most likely be doing?  a owning shops selling cds  b producing cds  c producing cd players  d producing machinery used in the making of cds    18 what is a difference between a monopoly and a perfectly competitive firm?  a a monopoly always has economies of scale and a perfectly competitive firm has  diseconomies of scale.  b a monopoly always operates in the public sector and a perfectly competitive firm always  operates in the private sector.  c a monopoly is a price maker and a perfectly competitive firm is a price taker.  d a monopoly seeks to maximise profits and a perfectly competitive firm seeks to maximise  output.    19 an entrepreneur started a small business making candles. in the first month 1000 candles were  made. the costs were   $  raw materials 1000  packaging  800  insurance  100  depreciation  100  rent  500    what were the average variable costs for the month?  a $1.00 b $1.80 c $1.90 d $2.00 ",
+            "7": "7  \u00a9 ucles 2013 0455/12/o/n/13 [turn over  20 which aim of government policy is most likely to be achieved by an increase in interest rates?  a economic growth  b greater equality of income  c full employment  d price stability      21 why might a government encourage a monopoly?  a it can have high average costs.  b it can compete against foreign firms.  c it can prevent innovation.  d it can make excessive profits.     22 which combination of government policies is most likely to be successful at reducing  unemployment?  a budgeting for a surplus and lowering interest rates  b budgeting for a deficit and raising interest rates  c budgeting for a surplus and raising interest rates  d budgeting for a deficit and lowering interest rates    23 a government wishes to raise the general standard of living in its country.    in the short run, which policy would be the most likely to achieve this aim?  a preventing the merger of two companies into a monopoly  b raising taxation to repay government debts  c reducing the rate of income tax while maintaining the services it provides d spending more on roads in rural areas rather than in city centres     24 which would best indicate the start of an economic recession?  a falling interest rates  b fluctuating levels of employment  c negative growth of gdp  d steadily increasing price levels    ",
+            "8": "8  \u00a9 ucles 2013 0455/12/o/n/13  25 the table shows the change in the labour force in bangladesh between 2006 and 2009.    group 2006 (millions) 2009 (millions)  urban male labour force   8.9   9.7  urban female labour force   2.8   3.1  total urban labour force 11.7 12.8  rural male labour force 28.5 30.5  rural female labour force   9.3 10.4  total rural labour force 37.8 40.9    which statement is most likely to be consistent with these statistics?  a farming is the major employer in the economy.  b male workers are more mobile than female workers.  c the absolute increase in the labour force is greater in urban areas than rural areas.  d the supply of female workers has fallen.     26 a developing country\u2019s two major sources of income from international trade are fishing and  tourism.    if the country\u2019s exchange rate depreciated, what is likely to happen?  a imported goods would become cheaper for local people.  b the country would definitely become poorer.  c the price of fish sold as exports would become cheaper.  d tourists to the country would be discouraged by higher prices.     27 in some developing countries a large percentage of the population is involved in subsistence  farming.     what can be concluded from this?  a each family will be able to produce enough to live on.  b production is unlikely to be capital intensive.  c production will be efficient.  d there will be a high level of trade.    ",
+            "9": "9  \u00a9 ucles 2013 0455/12/o/n/13  28 a country has a falling birth rate and a rising death rate while an increasing number of its working  age adults (16-60 years) are seeking employment abroad.    how will this probably affect the numbers in the different age groups in the country?     under 16 years 16-60 years over 60 years  a fall fall fall  b fall rise rise  c rise fall rise  d rise rise fall      29 which of the following could not be a reason for imposing tariffs on imported goods?    a to encourage self sufficiency   b to lower the general price level within the economy  c to protect a growing domestic industry  d to reduce a balance of trade deficit     30 which of the following is an export of jamaica?    a  a loan to jamaica by the international monetary fund  b  jamaican holidays taken by american tourists  c  dividends paid by a company in jamaica to its american shareholders  d  sales of japanese cars in jamaica     ",
+            "10": "10  \u00a9 ucles 2013 0455/12/o/n/13  blank page",
+            "11": "11  \u00a9 ucles 2013 0455/12/o/n/13  blank page",
+            "12": "12      permission to reproduce items where third-party owned material prot ected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to t race 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.    \u00a9 ucles 2013 0455/12/o/n/13  blank page  "
+        },
+        "0455_w13_qp_13.pdf": {
+            "1": "    this document consists of 9 printed pages and 3 blank pages.  ib13 11_0455_13/3rp  \u00a9 ucles 2013  [turn over      *9010630314* university of cambridge international examinations  international general certificate of secondary education       economics 0455/13     paper 1  multiple choice  october/november 2013     45 minutes    additional materials: multiple choice answer sheet    soft clean eraser    soft pencil (type b or hb is recommended)        read these instructions first    write in soft pencil.  do not use staples, paper clips, highlighters, glue or correction fluid. write your name, centre number and candidate number on the answer sheet in the spaces provided  unless this has been done for you.  do not  write in any barcodes.   there are thirty  questions on this paper. answer all questions. for each question there are four possible  answers a, b, c and d.   choose the one you consider correct and record your choice in soft pencil on the separate answer sheet.    read the instructions on the answer sheet very carefully.   each correct answer will score one mark. a mark will not be deducted for a wrong answer. any rough working should be done in this booklet.         ",
+            "2": "2  \u00a9 ucles 2013 0455/13/o/n/13  1 a generating station was built to supply electricity to a rural village in africa.   what was the opportunity cost to the local economy?  a the charge the villagers had to pay for the electricity  b the cost of the building materials  c the school that was not built as a result  d the wages of the workers     2 an economy produces different types of goods using its limited resources. this can be illustrated  by a production possibility curve.    x consumer goods ocapital goods     what does point x on the production possibility curve show?  a all resources are used for the production of consumer goods.  b more resources are allocated to producing capital goods than consumer goods.  c resources are allocated to produce a mixture of consumer and capital goods.  d total resources are not being fully utilised for production of these goods.     3 in a region of high unemployment, a manufacturer applied for a loan from the government so that  the number of machines in an existing factory could be increased. it was hoped this would also  enable more workers to be employed.    which factors of production does this decision involve?  a labour and capital only  b labour, capital and enterprise only  c land, labour and capital only  d land, labour, capital and enterprise   ",
+            "3": "3  \u00a9 ucles 2013 0455/13/o/n/13 [turn over  4 some resources in a market economy are switched from producing chocolate bars to producing  ice cream.    what could explain this?  a an increase in the demand for ice cream and a decrease in the demand for chocolate bars  b an increase in the profits from chocolate bars and a decrease in the profits from ice cream  c an increase in the subsidy given to chocolate bar producers and a decrease in the subsidy  given to ice cream producers  d an increase in the tax on ice cream and a decrease in the tax on chocolate bars      5 the diagrams show different conditions of demand and supply for a product.    in which diagram would market price remain unchanged if consumers\u2019 incomes fell?    price  quantityo a d  s  price  quantityo b d s price  quantityo c d s  price  quantityo d d s      6 supermarkets sell petrol (gas) outside their stores. they reduce the price of petrol below other  suppliers to attract more customers to buy goods in the store when they buy more petrol.    if this were successful, how might it be shown on demand and supply diagrams?     demand and supply  diagram for petrol demand and supply  diagram for the store\u2019s goods  a shift of the demand curve to the left shift of the supply curve to the left  b shift of the demand curve to the right shift of the demand curve to the left  c shift of the supply curve to the left shift of the supply curve to the right  d shift of the supply curve to the right shift of the demand curve to the right    ",
+            "4": "4  \u00a9 ucles 2013 0455/13/o/n/13  7 many people are life-long, devoted fans of the los angeles lakers basketball team in the united  states. the team\u2019s stadium can seat 19 000 spectators and tickets are always sold out.    what does this suggest about the price elasticity of demand and the price elasticity of supply of  tickets to watch the lakers play?     price elasticity of demand price elasticity of supply  a highly elastic perfectly elastic  b highly elastic perfectly inelastic  c highly inelastic perfectly elastic  d highly inelastic perfectly inelastic      8 what is an example of market failure?  a a firm forced to close because of fierce competition  b a firm polluting rivers with waste chemicals  c a high price for an essential product  d a shortage of an agricultural crop    9 which will encourage domestic producers to grow more maize?  a granting subsidies to maize producers   b increasing the sales tax on maize  c removing guaranteed minimum prices for maize d removing quotas on imported maize     10 what will be the most likely effect of a fall in interest rates on saving and borrowing?     saving borrowing  a decrease decrease  b decrease increase  c increase decrease  d increase increase      11 when will a trade union find it easier to achieve higher wages for its members?    a when consumers demand more of the product made  b when the company has a decrease in profits  c when the cost of raw materials increases  d when unemployment increases ",
+            "5": "5  \u00a9 ucles 2013 0455/13/o/n/13 [turn over  12 what might be a direct benefit to the individual worker of a specialised job?  a specialisation enables a better quality product to be produced.  b specialisation enables the firm to introduce more machinery.  c specialisation enables the worker to become more skilled.  d specialisation makes better use of resources.      13 a merchant travels abroad for a few days to buy samples of low-value goods from a range of  manufacturers.    which property of money would be least  necessary for this to take place smoothly?  a acceptability  b divisibility  c durability  d portability      14 the table shows the average monthly wage in bahraini dinars (bhd) for different groups of  workers in bahrain in 2011.     private sector public sector  average monthly wage (bhd) 291   952  bahraini citizen monthly wage (bhd) 589   910  non-bahraini citizen monthly wage (bhd) 214 1208    which statement is most likely to be consistent with these statistics?  a bahraini citizens are more productive than non-bahraini citizens in the public sector.  b the demand for bahraini citizens is greater in the private sector than the public sector.  c the public sector employs better educated workers than the private sector in bahrain.  d there is a greater supply of non-bahraini citizens in the public sector than the private sector.     15 some lawyers charge very high rates per hour for their services.   what best explains this?  a the lawyers are very skilled.  b the lawyers work long hours.  c the lawyers work part-time and need a high hourly rate.  d the law profession is a popular career.    ",
+            "6": "6  \u00a9 ucles 2013 0455/13/o/n/13  16 the diagrams represent total cost curves (tc) of four firms in the short run.    which firm has only fixed costs?    costs oquantitya tc costs oquantityb tc tccosts oquantityc costs oquantityd tc       17 39 of the 42 largest chinese firms are described as state-owned enterprises.    what form of organisation will these enterprises have?  a co-operative  b partnership  c public company  d public corporation     18 when a firm produces 500 units its total variable cost is $1000. its total fixed cost is $1500.   what is the average cost of 500 units?  a $2 b $3 c $5 d $2500     19 in 2011, the uk-based rio tinto, the world\u2019s second largest mining company, decided to bid for  australian coal and allied industries, another mining company.    which economic concepts could be involved in this decision?  a amalgamation and external economies  b international finance and forward vertical integration  c monopoly power and horizontal integration  d multinational company and a more competitive market     20 which aim of government policy is most likely to be achieved by an increase in interest rates?  a economic growth  b greater equality of income  c full employment  d price stability    ",
+            "7": "7  \u00a9 ucles 2013 0455/13/o/n/13 [turn over  21 why might a government encourage a monopoly?  a it can have high average costs.  b it can compete against foreign firms.  c it can prevent innovation.  d it can make excessive profits.     22 what is an external economy of scale for a firm?  a agreeing to produce large quantities exclusively for a major retailer  b bulk buying of raw materials  c obtaining discount rates from suppliers  d sharing research from other firms    23 a government wishes to raise the general standard of living in its country.    in the short run, which policy would be the most likely to achieve this aim?  a preventing the merger of two companies into a monopoly  b raising taxation to repay government debts  c reducing the rate of income tax while maintaining the services it provides d spending more on roads in rural areas rather than in city centres     24 an economy is said to have a high economic growth rate.    what is most likely to be found when this occurs?  a a decrease in inflation and a budget deficit  b a decrease in the exchange rate and a fall in savings  c an increase in gdp and low unemployment  d an increase in inflation and a reduction in investment     ",
+            "8": "8  \u00a9 ucles 2013 0455/13/o/n/13  25 the diagram shows percentage employment in different sectors in two countries.    primary secondarycountry x services70 605040302010 0percentage employed primary secondarycountry y services70 605040302010 0percentage employed     which statement is correct when comparing country x and country y?  a country x produces more primary output than country y.  b country x employs more workers in secondary industry than country y.  c country y produces more secondary output than country x.  d country y is more developed than country x.     26 official statistics in 2010 showed south africa had a very high unemployment rate at around  25%, yet wages were still double those in brazil.    what might be a reason for south africa\u2019s high wages in a time of unemployment compared with brazil?  a a skilled workforce in brazil  b high levels of savings in south africa  c increased use of labour-intensive production in brazil  d strong trade unions in south africa     27 which changes usually result when a country develops and is able to provide free health care  and good living conditions?     birth rate death rate worker  productivity  a falls falls rises  b falls rises falls  c rises falls falls  d rises rises rises   ",
+            "9": "9  \u00a9 ucles 2013 0455/13/o/n/13  28 what is not likely to be used to measure the difference in the standard of living between  countries?  a gross domestic product per head  b human development index  c the rate of poverty  d the rate of interest     29 how does a tariff differ from a quota?  a a tariff is on exports, a quota is on imports.  b a tariff is on the quantity of an import, a quota is on the price of an import.  c a tariff raises government revenue, a quota raises no government revenue.  d a tariff raises the price at which imports sell, a quota does not.     30 which of the following is an export of jamaica?    a  a loan to jamaica by the international monetary fund  b  jamaican holidays taken by american tourists  c  dividends paid by a company in jamaica to its american shareholders  d  sales of japanese cars in jamaica     ",
+            "10": "10  \u00a9 ucles 2013 0455/13/o/n/13  blank page     ",
+            "11": "11  \u00a9 ucles 2013 0455/13/o/n/13  blank page     ",
+            "12": "12  copyright acknowledgements:    question 14 \u00a9  labour market regulatory authority, bahrain.    permission to reproduce items where third -party owned material protected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to t race 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.    \u00a9 ucles 2013 0455/13/o/n/13  blank page    "
+        },
+        "0455_w13_qp_21.pdf": {
+            "1": "this document consists of 4 printed pages. dc (sjf) 59990 \u00a9 ucles 2013 [turn overuniversity of cambridge international examinations international general certificate of secondary education *9963843758*economics 0455/21 paper 2 structured questions october/november 2013  2 hours additional materials: answer booklet/paper read these instructions first if you have been given an answer booklet, follow the instructions on the front cover of the booklet. write your centre number, candidate number and name on all the work you hand in.write in dark blue or black pen.y ou may use a soft pencil for any diagrams, graphs or rough working.do not use staples, paper clips, highlighters, glue or correction fluid. section a answer question 1.section banswer any three questions. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [ ] at the end of each question or part question.",
+            "2": "2 0455/21/o/n/13 \u00a9 ucles 2013section a answer this question. 1 oman is confident about the future oman has been experiencing relatively high rates of unemployment in recent years. \u2018throughout  the whole of the middle east region, unemployment is a crucial issue and one we take very seriously,\u2019 one government minister stated. the government is committed to creating as many new job opportunities as possible. it plans  to improve the educational level of its workforce through a number of education and training schemes. secondary and university education are encouraged and there are also vocational training schemes. attractive financial incentives, including generous grants and loans, are also available for those who want to start up their own business.  in 2011, oil revenues made up 76% of oman\u2019s gross domestic product and its government  recognised the need to diversify so that its economy was less dependent on oil. for example, it has been developing its financial and tourism industries. the most recent government budget showed a significant increase in government spending. it was  clear that the government\u2019s fiscal policy was to continue spending on infrastructure development in order to meet the needs of a nation developing rapidly.  (a)  state two industries that have been growing in oman.        [2]  (b)  describe two types of unemployment.          [4]  (c) explain how fiscal policy can be used to support the development of a country such as oman.       [6]  (d)  discuss the extent to which spending on education and training will reduce the rate of unemployment in a country. [8]",
+            "3": "3 0455/21/o/n/13 \u00a9 ucles 2013 [turn oversection b answer any three questions from this section. 2 economic decisions involve an opportunity cost. this can clearly be seen in a production possibility  curve.  (a)  describe why economic decisions involve an opportunity cost.  [4]    (b)  using a production possibility curve diagram, explain how it can show the concept of opportunity cost.    [6]  (c)  discuss the extent to which the concept of opportunity cost is only of use to governments.  [10] 3 prices in a market are determined by the conditions of demand and supply and these conditions can change for a number of different reasons at any time.  (a)  describe what is meant by demand.  [2]  (b) using a demand and supply diagram, analyse the likely effect of an increase in advertising on the equilibrium price and equilibrium quantity of a product in a market.  [6]  (c) describe the concept of price elasticity of demand.         [4]  (d) discuss the extent to which knowledge of price elasticity of demand is of use to a business.  [8] 4 money performs an important role in an economy.  (a)  explain how money functions as (i) a unit of account and (ii) a standard for deferred payments.           [4]  (b)  analyse the role that commercial banks can perform in an economy.       [6]  (c)  discuss whether the rate of interest is the only influence on a person\u2019s decision to borrow money from a bank.   [10] 5 the types of business organisation in india vary a great deal.  (a)  describe two features of a partnership.        [4]  (b)  explain why a partnership might become a private limited company.  [5]  (c)  distinguish between internal and external economies of scale.      [4]  (d)  discuss whether all small firms will eventually become large firms.  [7]",
+            "4": "4 0455/21/o/n/13 \u00a9 ucles 2013permission 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.6 the extent of poverty, both absolute and relative, is a major problem in many countries.  (a) describe what is meant by relative poverty.        [4]  (b) explain why a government may not always have accurate knowledge of the level of poverty in  its country.         [6]  (c) discuss whether encouraging multinational companies to locate in a country is likely to reduce significantly the extent of poverty there.              [10] 7 free trade is generally supported by economists, but certain industries may still be protected for various reasons.  (a)  explain what is meant by free trade. [4]  (b)  analyse how a tariff can be used as a method of trade protection.        [4]  (c)  explain why a government might decide to protect a strategic industry in its economy. [4]  (d) discuss whether the protection of an infant industry in an economy can ever be justified.  [8]"
+        },
+        "0455_w13_qp_22.pdf": {
+            "1": "this document consists of 4 printed pages. dc (sjf) 59989/1 \u00a9 ucles 2013 [turn overuniversity of cambridge international examinations international general certificate of secondary education *2966914604*economics 0455/22 paper 2 structured questions october/november 2013  2 hours additional materials: answer booklet/paper read these instructions first if you have been given an answer booklet, follow the instructions on the front cover of the booklet. write your centre number, candidate number and name on all the work you hand in.write in dark blue or black pen.y ou may use a soft pencil for any diagrams, graphs or rough working.do not use staples, paper clips, highlighters, glue or correction fluid. section a answer question 1.section banswer any three questions. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [ ] at the end of each question or part question.",
+            "2": "2 0455/22/o/n/13 \u00a9 ucles 2013section a answer this question. 1  prices rise faster than wages in the united kingdom (uk) household incomes in the uk have suffered their largest fall in three decades. real disposable  incomes fell by 0.8% in 2010. wages often rise faster than prices, but the problem in 2010 was that wage increases failed to  keep up with price increases. this meant that many people suffered effective pay cuts in real terms. the rate of inflation, as measured by the uk consumer prices index, was 4.0% in 2010. the bank of england, the uk\u2019s central bank, stated that the rate of inflation would eventually  start to fall but that, in the meantime, people could expect to continue to suffer from a fall in real incomes for the next few years.  it was thought that the bank of england might raise interest rates to control inflation. however,  such a measure might badly affect many people who would have to pay more for their borrowing.  (a) define the term \u2018disposable incomes\u2019.       [2]  (b)  explain how a consumer prices index is constructed.    [5]  (c)  explain how individual workers can try to increase their wages above the rate of inflation.  [5]  (d)  discuss to what extent a rise in interest rates would be to the advantage of uk workers. [8]",
+            "3": "3 0455/22/o/n/13 \u00a9 ucles 2013 [turn oversection b answer any three questions from this section. 2  an entrepreneur plans to cut down timber in a rainforest. the local community, however, are  concerned that the social costs will be greater than the social benefits.  (a)  define the factor of production, enterprise.              [4]  (b)  distinguish between the social benefits and the social costs involved in this example.     [6]  (c)  discuss whether a resource, such as a rainforest, should be conserved rather than used.    [10] 3 a person is choosing between different occupations and realises that there are both wage and non-wage factors that need to be taken into account.   (a)  describe the non-wage factors that can influence a person\u2019s choice of occupation.    [4]  (b)  explain the different forms of payment that a worker can receive.          [4]  (c)  consider the likely changes in earnings over an individual\u2019s lifetime.       [3]  (d)  discuss whether a worker in the services sector is always likely to receive a higher wage than one in the manufacturing sector.  [9] 4  perfect competition is one type of market structure with a number of distinctive characteristics. it is often compared favourably with monopoly.  (a)  analyse three characteristics of perfect competition.  [6]  (b)  distinguish between a firm that is a price taker and one that is a price maker.    [4]  (c)  discuss whether pricing and output policies in perfect competition are more favourable to the consumer than those in monopoly.           [10] 5  there are usually many different taxes in an economy and they can be divided into direct and indirect taxes.  (a)  explain what is meant by a regressive indirect tax. [4]  (b) using a demand and supply diagram, analyse how an increase in tax on fuel can affect the equilibrium price and equilibrium quantity of fuel.      [6]  (c)  discuss the extent to which a direct tax, such as income tax, can affect the distribution of income in an economy.         [10]",
+            "4": "4 0455/22/o/n/13 \u00a9 ucles 20136 it is not only the size of a country\u2019s population that concerns economists, but also its age  distribution.  (a)  describe three possible causes of the growth of a country\u2019s population.   [6]  (b)  explain how the rate of population growth may differ between a developed country and a developing country.            [4]  (c)  explain what is meant by an ageing population.            [2]  (d) discuss to what extent an ageing population is a serious economic problem.   [8] 7  there are strong arguments in favour of free trade and yet many countries still use various forms of trade protection.  (a)  explain three potential benefits of free trade.   [6]  (b)  distinguish between quotas and exchange controls as methods of trade protection.  [4]  (c) explain how a subsidy could be used to protect an industry from foreign competition. [4]  (d) discuss whether the protection of a declining and inefficient industry in a country can ever be justified.      [6] 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."
+        },
+        "0455_w13_qp_23.pdf": {
+            "1": "this document consists of 4 printed pages. dc (sjf) 59991/1 \u00a9 ucles 2013 [turn overuniversity of cambridge international examinations international general certificate of secondary education *4621503920*economics 0455/23 paper 2  structured questions october/november 2013  2 hours additional materials: answer booklet/paper read these instructions first if you have been given an answer booklet, follow the instructions on the front cover of the booklet. write your centre number, candidate number and name on all the work you hand in.write in dark blue or black pen.y ou may use a soft pencil for any diagrams, graphs or rough working.do not use staples, paper clips, highlighters, glue or correction fluid. section a answer question 1.section banswer any three questions. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question.",
+            "2": "2 0455/23/o/n/13 \u00a9 ucles 2013section a answer this question. 1 pakistan aims to increase its rate of economic growth  the annual rate of economic growth in pakistan has until recently averaged 5.8%. this high rate  of economic growth has been largely due to a change in the contribution of the different industrial sectors to gross domestic product (gdp). by 2011, the proportion contributed by the primary sector had fallen to 20% and by the secondary sector to 27%, while the proportion contributed by the tertiary sector rose to 53%.  however, the pakistan institute of development economics (pide) is concerned about the rate of economic growth in the country now and in the future. the annual growth rate had fallen to 2.6% in 2011 and it was not expected to rise above that figure in the next few years. the pide was asked to suggest how the rate could be substantially increased.  the pide recommended the use of monetary policy, through lowering interest rates and increasing the money supply, to stimulate growth. it was concerned, however, that such a policy, while encouraging growth, could increase the inflation rate. in 2011, the rate of inflation in pakistan was 13.2%. the pide therefore tried to find other ways to encourage an increase in the country\u2019s rate of economic growth.  (a)  define the term \u2018gross domestic product\u2019.     [3]  (b)  (i)  give one example of each of the three industrial sectors.  [3]   (ii) explain whether the change in the industrial sectors in pakistan mentioned in the extract is the one normally expected to occur as a country develops.  [3]  (c)  explain how the use of monetary policy, through lowering interest rates and increasing the money supply, could be used to stimulate the rate of economic growth in a country.  [5]  (d)  discuss whether other policies, apart from monetary policy, might be more successful in raising the rate of economic growth in pakistan.  [6]",
+            "3": "3 0455/23/o/n/13 \u00a9 ucles 2013 [turn oversection b answer any three questions from this section. 2 labour is one of the most important factors of production.  (a) using examples, define the factor of production, labour. [4]  (b)  explain why production is sometimes very labour-intensive. [6]  (c)  discuss whether a worker should always be encouraged to join a trade union.  [10] 3 the costs of production in the motorcycle industry have risen significantly in recent years.  (a)  analyse what might have caused the costs of production in the motorcycle industry to have  risen significantly in recent years.    [4]  (b)  using a demand and supply diagram, analyse the effect of an increase in production costs in the motorcycle industry on the equilibrium price and the equilibrium quantity of new motorcycles.    [6]  (c)  explain the concept of price elasticity of supply.      [4]  (d)  discuss to what extent time is the main influence on the price elasticity of supply.  [6] 4 people all over the world are continually being encouraged to spend their money rather than save it.  (a)  describe three influences on spending, apart from changes in taxation.     [6]  (b)  explain how people\u2019s spending could be affected by changes in both direct and indirect taxes. [6]  (c)  discuss whether a government should be concerned if people began to spend most of their money.        [8] 5 firms can vary greatly in size from a sole proprietor to a very large monopoly.  (a)  describe the advantages and disadvantages of a sole proprietor business organisation.  [4]  (b) explain the different goals that such a business organisation might have.    [5]  (c)  analyse two reasons for the different sizes of firms in an economy.      [4]  (d)  discuss whether a monopoly is always in the best interest of consumers.    [7]",
+            "4": "4 0455/23/o/n/13 \u00a9 ucles 2013permission 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.6 economists are concerned with both the size of population and the standard of living of different  countries.  (a) explain why the rate of population growth in some countries is greater than in others. [5]  (b)  explain what is meant when a country is described as being over-populated or under-populated.       [5]  (c) discuss whether the human development index (hdi) is the best way of comparing the standard of living in different countries.      [10] 7  specialisation and exchange rates are two important aspects of international economics.  (a)  explain why specialisation is an important aspect of international trade.    [5]  (b)  describe the potential disadvantages of international specialisation.    [4]  (c)  describe the differences between a fixed and a floating exchange rate.   [4]  (d)  discuss whether a floating exchange rate system is always preferable to a fixed exchange rate system.     [7]"
+        },
+        "0455_w13_qp_31.pdf": {
+            "1": "this document consists of 8 printed pages and 1 insert. dc (nh) 58454/2 \u00a9 ucles 2013 [turn overuniversity of cambridge international examinations international general certificate of secondary education *8883876764* economics 0455/31 paper 3 analysis and critical evaluation october/november 2013  1 hour 30 minutes candidates answer on the question paper. read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen.y ou may use a soft pencil for any diagrams, graphs or rough working.do not use staples, paper clips, highlighters, glue or correction fluid.do not write in any barcodes. answer all questions. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [ ] at the end of each question or part question.",
+            "2": "2 0455/31/o/n/13 \u00a9 ucles 2013for examiner\u2019s usethe extract \u2018rising food prices\u2019 will be needed for this question. 1 (a) (i) define equilibrium price.  .. .. .. .. .. .. .. .. [2]   (ii) explain two possible reasons why the price of rice rose in some countries but fell in  other countries. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. [4]",
+            "3": "3 [turn over \u00a9 ucles 2013 0455/31/o/n/13for examiner\u2019s use (b) using a demand and supply diagram, explain the effect of a rise in the price of oil on the  market for food.  ..  .. .. .. .. .. .. .. .. .. .. .. .. .. .. ..[4]",
+            "4": "4 0455/31/o/n/13 \u00a9 ucles 2013for examiner\u2019s use (c) (i) calculate the weighting of food in uganda\u2019s consumer prices index.  .. .. .. .. .. .. .. .. [2]   (ii) why do rising food prices harm the poor more than the rich? .. .. .. .. .. .. .. .. [2]  (d) discuss what information you would need to assess whether inflation will be harmful to  an economy.  .. .. .. .. .. .. .. .. .. .. .. ..",
+            "5": "5 [turn over \u00a9 ucles 2013 0455/31/o/n/13for examiner\u2019s use ..  .. .. .. .. .. .. .. .. .. .. ..[6]  [total: 20] the extract \u2018youth unemployment\u2019 will be needed for this question. 2 (a) define monetary policy.  .. .. .. .. .. .. .. ..[2]  (b) using the data in table 1, identify which country has (i) the highest number of young  unemployed and (ii) the lowest number of young unemployed.  (i)  (ii)    [2]",
+            "6": "6 0455/31/o/n/13 \u00a9 ucles 2013for examiner\u2019s use (c) using information from the extract, identify two reasons why the lifetime wages of  workers who experienced unemployment when young are likely to be below average.  .. .. .. .. .. .. .. ..[2]  (d) explain why a cut in income tax may reduce unemployment. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. ..[5]",
+            "7": "7 [turn over \u00a9 ucles 2013 0455/31/o/n/13for examiner\u2019s use (e) using information from the extract, comment on whether saudi arabia experienced a  recession in 2009.  .. .. .. .. .. .. .. .. .. .. .. ..[3]  (f) discuss what information you would need to decide whether economic growth would  benefit a country\u2019s population.  .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. additional writing space is on the next page",
+            "8": "8 0455/31/o/n/13 \u00a9 ucles 2013for examiner\u2019s use 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. ..  .. .. .. .. .. .. .. ..[6]  [total: 20]"
+        },
+        "0455_w13_qp_32.pdf": {
+            "1": "this document consists of 8 printed pages and 1 insert. dc (nh) 58504/2 \u00a9 ucles 2013 [turn overuniversity of cambridge international examinations international general certificate of secondary education *7878214756* economics 0455/32 paper 3 analysis and critical evaluation october/november 2013  1 hour 30 minutes candidates answer on the question paper. read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen.y ou may use a soft pencil for any diagrams, graphs or rough working.do not use staples, paper clips, highlighters, glue or correction fluid.do not write in any barcodes. answer all questions. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [ ] at the end of each question or part question.",
+            "2": "2 0455/32/o/n/13 \u00a9 ucles 2013for examiner\u2019s usethe extract \u2018the changeable coffee market\u2019  will be needed for this question. 1 (a) (i) using information from the extract, calculate the percentage change in the price of  coffee from june 2010 to may 2011.  .. .. .. .. .. .. .. .. [2]   (ii) using a demand and supply diagram, explain why the price of coffee rose in 2011.  ..  .. .. .. .. .. .. .. .. .. .. ..",
+            "3": "3 [turn over \u00a9 ucles 2013 0455/32/o/n/13for examiner\u2019s use ..  .. .. .. .. .. .. .. .. .. .. .. [6]  (b) (i) what evidence is there in the extract of specialisation? .. .. .. .. .. .. .. .. [2]   (ii) explain one disadvantage of a country specialising. .. .. .. .. .. .. .. .. [2]",
+            "4": "4 0455/32/o/n/13 \u00a9 ucles 2013for examiner\u2019s use (c) using information from the extract, explain whether the price elasticity of supply of  coffee is likely to be elastic or inelastic.  .. .. .. .. .. .. .. ..[2]  (d) discuss what factors will influence how much coffee brazil will export in the future. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. ..",
+            "5": "5 [turn over \u00a9 ucles 2013 0455/32/o/n/13for examiner\u2019s use ..  .. ..[6]  [total: 20] the extract \u2018australia\u2019s economic record\u2019 will be needed for this question. 2 (a) (i) define a trade in goods deficit.  .. .. .. .. .. .. .. .. [2]   (ii) what effect does a rise in a country\u2019s foreign exchange rate have on its export  prices and on its import prices?  .. .. .. .. .. .. .. .. [2]",
+            "6": "6 0455/32/o/n/13 \u00a9 ucles 2013for examiner\u2019s use (b) (i) using information from table 1, explain whether agriculture or manufacturing in  china had the higher labour productivity in 2010.  .. .. .. .. .. .. .. .. [2]   (ii) using information from table 1 and the extract, explain which country had more  people employed in the services sector.  .. .. .. .. .. .. .. .. [2]  (c) (i) calculate how many people were unemployed in australia in 2011. .. .. .. .. .. .. .. .. [2]",
+            "7": "7 [turn over \u00a9 ucles 2013 0455/32/o/n/13for examiner\u2019s use  (ii) explain the two benefits of the low unemployment referred to in the extract.  .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. [4]  (d) discuss whether an economy will always benefit from net immigration. .. .. .. .. .. .. .. .. .. .. .. .. .. additional writing space is on the next page",
+            "8": "8 0455/32/o/n/13 \u00a9 ucles 2013for examiner\u2019s use 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. ..  .. .. .. .. .. .. .. .. .. ..[6]  [total: 20]"
+        },
+        "0455_w13_qp_33.pdf": {
+            "1": "this document consists of 8 printed pages and 1 insert. dc (leo) 58461/2 \u00a9 ucles 2013 [turn overuniversity of cambridge international examinations international general certificate of secondary education *1946002268* economics 0455/33 paper 3  analysis and critical evaluation october/november 2013  1 hour 30 minutes candidates answer on the question paper. read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen.y ou may use a soft pencil for any diagrams, graphs or rough working.do not use staples, paper clips, highlighters, glue or correction fluid.do not write in any barcodes. answer all questions. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [ ] at the end of each question or part question.",
+            "2": "2 0455/33/o/n/13 \u00a9 ucles 2013for examiner\u2019s usethe extract \u2018the car market in china and the united states of america (usa) \u2019 will be needed  for this question. 1 (a) (i) define profit. .. .. .. .. .. .. .. .. [2]   (ii) using information from the extract, explain two reasons why chinese car producers  think the production of electronic cars will be profitable.  .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. [4]",
+            "3": "3 0455/33/o/n/13 \u00a9 ucles 2013 [turn overfor examiner\u2019s use (b) using a demand and supply diagram, explain why car sales fell in the usa in 2009.  ..  .. .. .. .. .. .. .. .. .. .. .. .. .. .. ..[4]",
+            "4": "4 0455/33/o/n/13 \u00a9 ucles 2013for examiner\u2019s use (c) calculate the percentage of the usa\u2019s labour force employed, directly and indirectly, in  the car industry in 2009.  .. .. .. .. .. .. .. ..[2]  (d) identify two ways consumers may benefit from a competitive market.  .. .. .. .. .. .. .. ..[2]  (e) discuss whether a merger of car companies would benefit consumers.  .. .. .. .. .. .. .. .. ..",
+            "5": "5 0455/33/o/n/13 \u00a9 ucles 2013 [turn overfor examiner\u2019s use ..  .. .. .. .. .. .. .. .. .. .. .. .. .. ..[6]  [total: 20] the extract \u2018a brighter future for nigeria? \u2019 will be needed for this question. 2 (a) (i) define supply-side policy. .. .. .. .. .. .. .. .. [2]",
+            "6": "6 0455/33/o/n/13 \u00a9 ucles 2013for examiner\u2019s use (a) (ii) explain how two supply-side policy measures that the nigerian government  implemented may have promoted economic growth.  .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. [4]  (b) using information from the extract, explain two reasons why nigeria is classified as a  developing country.  .. .. .. .. .. .. .. .. ..",
+            "7": "7 0455/33/o/n/13 \u00a9 ucles 2013 [turn overfor examiner\u2019s use ..  .. .. .. .. .. ..[4]  (c) using information from the extract, identify three disadvantages nigeria may experience  as a result of a fall in the demand for oil. .. .. .. .. .. .. .. .. .. .. .. ..[3]  (d) calculate the value of ecowas\u2019s gdp in 2010. .. .. .. ..[1] question 2(e) is on the next page",
+            "8": "8 0455/33/o/n/13 \u00a9 ucles 2013for examiner\u2019s use (e) discuss whether attracting more multinational companies will reduce a developing  country\u2019s unemployment rate.  .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. ..[6]  [total: 20] 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."
+        }
+    },
+    "2014": {
+        "0455_s14_qp_11.pdf": {
+            "1": "    this document consists of 10 printed pages and 2 blank pages.  ib14 06_0455_11/4rp  \u00a9 ucles 2014 [turn over       *3974902681* cambridge international examinations  cambridge international general certificate of secondary education       economics 0455/11     paper 1  multiple choice  may/june 2014     45 minutes    additional materials: multiple choice answer sheet    soft clean eraser    soft pencil (type b or hb is recommended)        read these instructions first    write in soft pencil.  do not use staples, paper clips, glue or correction fluid. write your name, centre number and candidate number on the answer sheet in the spaces provided  unless this has been done for you.  do not  write in any barcodes.   there are thirty  questions on this paper. answer all questions. for each question there are four possible  answers a, b, c and d.   choose the one you consider correct and record your choice in soft pencil  on the separate answer sheet.    read the instructions on the answer sheet very carefully.   each correct answer will score one mark. a mark will not be deducted for a wrong answer. any rough working should be done in this booklet.     ",
+            "2": "2  \u00a9 ucles 2014 0455/11/m/j/14  1 a power station was built to provide electricity to rural villages in namibia.    what was its opportunity cost?  a the cost of producing the electricity  b the school which could have been built instead  c the time given up by the architect to design the power station  d the wages of the workers who built the power station     2 using all available resources, an economy produces different combinations of two types of  goods, clothes and food, shown by the production possibility curve (ppc) below.    o50 units100 units clothes food    what does the ppc indicate?  a it is more efficient to produce more of clothes than food.  b it is only possible to increase the output of clothes by reducing the output of food.  c the best situation is to produce equal units of clothes and food.  d the cost of producing a unit of clothes is always higher than that of food.      3 what is most likely to reduce the supply of factors of production in an economy?  a increasing the age of retirement  b introducing new methods of irrigation  c lowering the cost of borrowing from banks  d raising the rate of tax on profits     ",
+            "3": "3  \u00a9 ucles 2014 0455/11/m/j/14 [turn over  4 the government of a developed country subsidises local private businesses, and encourages  large foreign companies to locate in the country.    which type of economic system is this?  a free market  b mixed  c planned  d subsistence     5 what would cause a movement down the demand curve for cars?  a a fall in the price of cars  b a fall in the price of petrol  c a rise in the price of car insurance  d a rise in the price of public transport     6 an area attracts tourists to see rare animals but the tourists have few hotels in which to stay. the  local government has given permission for a developer to build a hotel. conservationists say that  the area will be ruined as the animals will move away and the nature of the area will be changed.    what is likely to happen as a result of this decision to the private benefit of the tourists and the  external cost?     private benefit external cost  a increase increase  b decrease decrease  c uncertain increase  d uncertain decrease    7 russia is the world\u2019s third largest exporter of grain but much of the country\u2019s farmland was  damaged by fire in 2010.    how would this be represented on demand and supply diagrams for the russian grain market and for a country importing russian grain?     russian grain market market for russian grain  in the importing country  a demand curve shifts to the left demand curve shifts to the right  b demand curve shifts to the right supply curve shifts to the right  c supply curve shifts to the left supply curve shifts to the left  d supply curve shifts to the right demand curve shifts to the left ",
+            "4": "4  \u00a9 ucles 2014 0455/11/m/j/14  8 what may cause an individual to save a higher proportion of their income?  a a belief that the price of goods will rise in the future  b a fall in the rate of interest paid by the country\u2019s banks  c a fear that income will fall in the future  d a rise in the individual\u2019s wish to enjoy higher consumption immediately      9 why are unskilled workers paid less than skilled workers?  a there is a higher demand for unskilled labour than skilled labour.  b there is a larger supply of unskilled labour than skilled labour.  c unskilled labour belong to trade unions.  d unskilled labour is more productive than skilled labour.     10 between 2009 and 2010 the number of potential jobs for qualified law students fell by 16%.  during the same period the total number of applicants for places on law courses increased.    what is the most likely explanation for this?  a an economic recession and an increase in general unemployment  b an increase in crime rates and the possibility of high salaries in the legal profession  c an increase in the retirement age for existing lawyers and an increase in law course fees  d the merger of law firms and the closure of law courses      11 a trade union is negotiating a wage rise for its members.    what will increase the chance of the wage rise being granted?  a the company\u2019s product has many substitutes.  b the economy is entering a period of recession.  c the government has made strike action illegal.  d wages are a small part of the company\u2019s costs.     12 which type of economy of scale results from a firm producing a diverse range of products?  a buying  b financial  c risk bearing  d technical    ",
+            "5": "5  \u00a9 ucles 2014 0455/11/m/j/14 [turn over  13 a market changes from perfect competition to monopoly.    what is likely to happen in this market?     barriers to  entry economies  of scale the size of  the firm  a decrease decrease increase  b decrease increase decrease  c increase decrease decrease  d increase increase increase      14 the diagram shows the fixed costs, variable costs and total costs of a firm.    p q r scosts outputo     which distance represents the firm\u2019s fixed costs?  a ps b qr c qs d rs     15 when it produces 100 units, a firm\u2019s total variable cost is $300 and its total fixed cost is $2700.    what is the average cost?  a $3 b $24 c $27 d $30      16 which are two aims that a government normally pursues when managing the performance of the  whole economy?  a to encourage an increase in production and to prevent high inflation  b to ensure no one is unemployed and to reduce exports  c to give everyone equal incomes and to increase government revenues  d to protect the environment and to reduce interest rates     ",
+            "6": "6  \u00a9 ucles 2014 0455/11/m/j/14  17 the mexican government has passed a law which prevents any monopoly charging a price  significantly above its production costs. any m onopoly that breaks the law is fined.    which type of policy measure is this?  a minimum price  b regulation  c subsidy  d tax     18 governments aim to encourage stable prices because inflation can result in a current account  deficit on the balance of payments.    how does high inflation contribute to a current account deficit?  a countries have to barter manufactured goods for raw materials.  b goods manufactured for export lose their competitiveness.  c numbers of foreign visitors increase.  d spending on imported goods is reduced.     19 a government collects the following revenue in a year.     $m  taxes on goods 30  taxes on income 500  taxes on services 20  customs and excise duties 50    what is the amount of indirect tax revenue?  a $30  m b $70  m c $100  m d $500  m    20 what is the definition of inflation?  a an increase in demand  b an increase in output  c an increase in the general price level  d an increase in wages    ",
+            "7": "7  \u00a9 ucles 2014 0455/11/m/j/14 [turn over  21 it was reported in 2011 that an economy had negative economic growth for six months in a row.    what would be evidence for such a situation?  a an increase in gdp  b an increase in profit levels  c an increase in the level of unemployment  d an increase in the standard of living     22 the diagram shows the rate of unemployment and the periods of recession in britain between  1978 and 2012.    12 10 86420britain\u2019s unemploymentrate % 1980 1990 2000 2010key recession years     what can be concluded from the diagram?  a each recession lasted for more than two years.  b recessions occurred at regular intervals.  c the unemployment rate peaked in a recession period.  d the unemployment rate rose during recession periods.      23 in which case is success for the government in achieving the first aim likely to cause problems in  achieving the second?     first aim second aim  a full employment price stability  b high economic growth full employment  c price stability stable balance of payments  d stable balance of payments more even distribution of income     ",
+            "8": "8  \u00a9 ucles 2014 0455/11/m/j/14  24 which statement about poverty is correct?  a absolute poverty occurs when income falls below what is needed for survival.  b an advanced economy is likely to have a higher level of absolute poverty than relative  poverty.  c it is impossible for relative poverty to rise as absolute poverty falls.  d relative poverty measures the same goods and services in all countries.      25 developing countries often wish to prevent the population in rural areas moving to the towns.  investment grants are given to companies if they set up their businesses in rural areas.    what is this policy intended to achieve?  a decreased transport costs  b decreased external cost  c increased economies of scale  d increased use of labour      26 the table shows data collected in 2010 for the average number of children a woman gave birth to  and the education she received during her lifetime.    education received average number  of children  none 4.5  primary school level 3.0  secondary school level 2.0  university level 1.7    what can be concluded from this information?  a average fertility was 2.8 in 2010.  b most girls do not go to school.  c providing more education for girls would reduce fertility rates.  d there is no relationship between education and fertility rates.     ",
+            "9": "9  \u00a9 ucles 2014 0455/11/m/j/14 [turn over  27 the table gives information about four countries.    which country has the lowest standard of living?     life  expectancy gdp per head  (us $) % of labour  force in  agriculture  a 48 120 80  b 48 250 70  c 54 350 75  d 60 380 60      28 the sri lankan government decides to offer financial support to local firms.    of what is this an example?  a a quota  b a subsidy  c a tariff  d exchange control     29 in 2012 the uk held the olympic games which attracted a large number of visitors from foreign  countries.    which item of the uk\u2019s current account balance will have benefitted directly from this event?  a export trade in goods  b export trade in services  c import trade in goods  d import trade in services     ",
+            "10": "10  \u00a9 ucles 2014 0455/11/m/j/14  30 countries in europe were in a recession in 2012. usually a recession would mean oil prices fall.  in fact in 2012, oil prices rose.    which international events might have explained these changes?     possible causes of an oil  price fall in the recession possible causes of an oil  price rise in 2012  a european industrial  production declined china increased  its car production  b india invested huge  amounts in road building japan\u2019s economy  had negative growth  c middle east conflicts made  oil supplies uncertain saudi arabia increased  oil production  d new oil exploration in  poland was successful demand for alternative  fuels increased     ",
+            "11": "11  \u00a9 ucles 2014 0455/11/m/j/14  blank page ",
+            "12": "12  copyright acknowledgements:    question 22 question 30 \u00a9  the office for national statistics ;  2012;  open government licence.  \u00a9  telegraph business;  telegraph media group ltd;  5 march 2012.    permission to reproduce items where thir d-party owned material protected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holder s, but if any items requiring clearance have unwittingly been included, the  publisher will be pleased to make amends at the earliest possible opportunity.    cambridge international examinations is part of the cambridge asse ssment group. cambridge assessment is the brand name of unive rsity of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge.    \u00a9 ucles 2014 0455/11/m/j/14  blank page  "
+        },
+        "0455_s14_qp_12.pdf": {
+            "1": "    this document consists of 9 printed pages and 3 blank pages.  ib14 06_0455_12/4rp  \u00a9 ucles 2014 [turn over       *4297943385* cambridge international examinations  cambridge international general certificate of secondary education       economics 0455/12     paper 1  multiple choice  may/june 2014     45 minutes    additional materials: multiple choice answer sheet    soft clean eraser    soft pencil (type b or hb is recommended)        read these instructions first    write in soft pencil.  do not use staples, paper clips, glue or correction fluid. write your name, centre number and candidate number on the answer sheet in the spaces provided  unless this has been done for you.  do not  write in any barcodes.   there are thirty  questions on this paper. answer all questions. for each question there are four possible  answers a, b, c and d.   choose the one you consider correct and record your choice in soft pencil  on the separate answer sheet.    read the instructions on the answer sheet very carefully.   each correct answer will score one mark. a mark will not be deducted for a wrong answer. any rough working should be done in this booklet.     ",
+            "2": "2  \u00a9 ucles 2014 0455/12/m/j/14  1 what is the cause of economic scarcity?  a limited wants with limited resources  b limited wants with unlimited resources  c unlimited wants with limited resources  d unlimited wants with unlimited resources      2 how is an immediate effect of an increase in unemployment illustrated on a production possibility  curve diagram?  a a movement of the production point closer to the curve  b a movement of the production point further inside the curve  c a shift of the production possibility curve inwards  d a shift of the production possibility curve outwards     3 what is a factor of production?  a a semi-skilled, young worker  b direct taxes received by a government   c shares in a manufacturing company  d stocks of money held a bank    4 a supply curve shows the link between the quantity supplied and  a demand.  b equilibrium output.  c the price of the product.  d the scale of production.    5 which headline could apply to a mixed economy but not a free market economy?  a \u2018cheap imports put domestic producers out of business.\u2019  b \u2018local government planning decision angers residents.\u2019  c \u2018many fish die as a company pollutes a river with waste material.\u2019  d \u2018small shops close as large supermarkets open in the area.\u2019    ",
+            "3": "3  \u00a9 ucles 2014 0455/12/m/j/14 [turn over  6 in 2012 the local government of a city deci ded to increase parking charges for motorists. it was  intended to raise money to correct a deficit in the local government\u2019s budget. the local  government said if they did not increase charges they would not be able to provide all their current services. businesses complained about the likely loss of revenue if parking charges were increased.    which concepts does this statement involve?  a inflation and the private sector  b opportunity cost and public expenditure  c private benefit and the free market  d unlimited resources and a centrally planned economy     7 in 2011 the us government declared that the country must increase the manufacture of fuel from  crops such as corn that have previously only been used for food.    what is likely to happen in the market for corn?  a a movement along the demand curve for corn  b a movement along the supply curve for corn  c a shift to the left in the demand curve for corn  d a shift to the left in the supply curve for corn      8 what may cause an individual to save a higher proportion of their income?  a a belief that the price of goods will rise in the future  b a fall in the rate of interest paid by the country\u2019s banks  c a fear that income will fall in the future  d a rise in the individual\u2019s wish to enjoy higher consumption immediately    9 in a particular industry, male workers on average are paid more than female workers.    what might explain this?  a female workers are less likely to take time off work.  b female workers are more likely to be in trade unions.  c male workers have higher qualifications.  d male workers live nearer to their place of work.     ",
+            "4": "4  \u00a9 ucles 2014 0455/12/m/j/14  10 in south africa, the rate of consumer spending is relatively high compared with other developing  countries. however, the unemployment rate is high at 25% and only 27% of students complete  the 12 years of basic education.    as a result, what is also likely to be found in south africa?  a a high average standard of living  b a high current rate of savings  c a high level of debt among consumers  d a high supply of skilled workers     11 a trade union is negotiating a wage rise for its members.    what will increase the chance of the wage rise being granted?  a the company\u2019s product has many substitutes.  b the economy is entering a period of recession.  c the government has made strike action illegal.  d wages are a small part of the company\u2019s costs.     12 when a shoe manufacturer doubles all factors of production output more than doubles.    which economic concept does this illustrate?  a diseconomies of scale  b economies of scale  c increasing profits  d opportunity cost      13 which market conditions apply to firms that operate in perfect competition and which to a  monopoly?     perfect competition monopoly  a demand influenced by advertising demand not influenced by advertising  b many barriers to entry no barriers to entry  c no influence on price strong influence on price  d sales of branded products sales of unique products    ",
+            "5": "5  \u00a9 ucles 2014 0455/12/m/j/14 [turn over  14 the diagram shows the fixed costs, variable costs and total costs of a firm.    p q r scosts outputo     which distance represents the firm\u2019s fixed costs?  a ps b qr c qs d rs     15 when it produces 100 units, a firm\u2019s total variabl e cost is $300 and its total fixed cost is $2700.    what is the average cost?  a $3 b $24 c $27 d $30      16 which policy is an example of an expansionary monetary policy?  a lower interest rates  b lower money supply growth  c lower public sector spending  d lower taxation     17 what is not a public sector expenditure?  a claims paid on travel insurance for cancelled flights  b collections of rubbish by a local council to meet regulations on recycling waste  c grants from central funds to compensate people whose property has been damaged by  storms  d the establishment of a national database to assist the police in finding criminals     18 which pair of government actions combines a fiscal policy with a supply-side policy?  a changing government spending with changing interest rates  b cutting tax rates with providing information on job vacancies  c limiting bank lending with the privatisation of industry  d restricting credit with less control over labour markets ",
+            "6": "6  \u00a9 ucles 2014 0455/12/m/j/14  19 a government collects the following revenue in a year.     $m  taxes on goods 30  taxes on income 500  taxes on services 20  customs and excise duties 50    what is the amount of indirect tax revenue?  a $30  m b $70  m c $100  m d $500  m      20 which type of unemployment occurs when the total demand for goods and services in the  economy falls?  a cyclical  b frictional  c seasonal  d structural     21 why is the human development index (hdi) often considered to be better than gdp per head as  a measure of living standards?  a gdp per head excludes economic growth.  b gdp per head ignores population growth.  c hdi includes more than the production of goods and services.  d hdi is calculated by the national government.     22 in 2013 there was a period of low interest rates and high inflation in an economy.    who would be most likely to benefit and who most likely to lose during such a period?     benefit lose  a borrowers savers  b consumers on fixed incomes firms wishing to invest  c credit card companies sellers of luxury goods  d exporters banks    ",
+            "7": "7  \u00a9 ucles 2014 0455/12/m/j/14 [turn over  23 in which case is success for the government in achieving the first aim likely to cause problems in  achieving the second?     first aim second aim  a full employment price stability  b high economic growth full employment  c price stability stable balance of payments  d stable balance of payments more even distribution of income     24 which combination of influences must have occurred for a population to be falling when there is  no migration?     birth rate death rate fertility rate  a falling falling falling  b falling rising falling  c falling rising rising  d rising falling falling      25 developing countries often wish to prevent the population in rural areas moving to the towns.  investment grants are given to companies if they set up their businesses in rural areas.    what is this policy intended to achieve?  a decreased transport costs  b decreased external cost  c increased economies of scale  d increased use of labour      26 increasing numbers of qualified medical workers from developing economies migrate to  developed economies.    what explains this migration?  a there are better working conditions in hospitals and clinics in developed economies.  b there are fewer patients requiring medical treatment in developing countries.  c there is a lack of training opportunities for medical staff in developed economies.  d there is an oversupply of qualified medical workers in developing countries.     ",
+            "8": "8  \u00a9 ucles 2014 0455/12/m/j/14  27 the table gives information about four countries.    which country has the lowest standard of living?     life  expectancy gdp per head  (us $) % of labour  force in  agriculture  a 48 120 80  b 48 250 70  c 54 350 75  d 60 380 60      28 the citizens of a country which avoids international trade may benefit from  a an increase in specialisation.  b better political and cultural ties.  c competitive pressure to improve the quality of goods.  d more employment in their industries.      29 in 2012, nokia, a mobile phone manufacturer, produced 18% of finland\u2019s exports.    why might this be undesirable for finland?  a foreign demand for mobile phone firms may grow continuously.  b nokia may introduce new technology which raises total costs by less than output.  c there may be a reduction in trade restrictions on mobile phones.  d there may be an industrial dispute at nokia.     ",
+            "9": "9  \u00a9 ucles 2014 0455/12/m/j/14  30 the table shows the values of the items in a country\u2019s current account in two years.    item year 1  ($m) year 2  ($m)  balance of goods and services \u201330 0  net income \u201330 \u201320  net transfers ? ?  balance of current account \u201350 +10    how did the value of the net transfers change between year 1 and year 2?  a decreased by $10m  b decreased by $20m  c increased by $20m  d increased by $30m     ",
+            "10": "10  \u00a9 ucles 2014 0455/12/m/j/14  blank page ",
+            "11": "11  \u00a9 ucles 2014 0455/12/m/j/14  blank page ",
+            "12": "12      permission to reproduce items where thir d-party owned material protected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holder s, but if any items requiring clearance have unwittingly been included, the  publisher will be pleased to make amends at the earliest possible opportunity.    cambridge international examinations is part of the cambridge asse ssment group. cambridge assessment is the brand name of unive rsity of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge.    \u00a9 ucles 2014 0455/12/m/j/14  blank page  "
+        },
+        "0455_s14_qp_13.pdf": {
+            "1": "    this document consists of 10 printed pages and 2 blank pages.  ib14 06_0455_13/fp  \u00a9 ucles 2014 [turn over       *5639622276* cambridge international examinations  cambridge international general certificate of secondary education       economics 0455/13     paper 1  multiple choice  may/june 2014     45 minutes    additional materials: multiple choice answer sheet    soft clean eraser    soft pencil (type b or hb is recommended)        read these instructions first    write in soft pencil.  do not use staples, paper clips, glue or correction fluid. write your name, centre number and candidate number on the answer sheet in the spaces provided  unless this has been done for you.  do not  write in any barcodes.   there are thirty  questions on this paper. answer all questions. for each question there are four possible  answers a, b, c and d.   choose the one you consider correct and record your choice in soft pencil  on the separate answer sheet.    read the instructions on the answer sheet very carefully.   each correct answer will score one mark. a mark will not be deducted for a wrong answer. any rough working should be done in this booklet.     ",
+            "2": "2  \u00a9 ucles 2014 0455/13/m/j/14  1 the government of a developed country subsidises local private businesses, and encourages  large foreign companies to locate in the country.    which type of economic system is this?  a free market  b mixed  c planned  d subsistence     2 what is most likely to reduce the supply of factors of production in an economy?  a increasing the age of retirement  b introducing new methods of irrigation  c lowering the cost of borrowing from banks  d raising the rate of tax on profits     3 using all available resources, an economy produces different combinations of two types of  goods, clothes and food, shown by the production possibility curve (ppc) below.    o50 units100 units clothes food    what does the ppc indicate?  a it is more efficient to produce more of clothes than food.  b it is only possible to increase the output of clothes by reducing the output of food.  c the best situation is to produce equal units of clothes and food.  d the cost of producing a unit of clothes is always higher than that of food.     ",
+            "3": "3  \u00a9 ucles 2014 0455/13/m/j/14 [turn over  4 a power station was built to provide electricity to rural villages in namibia.    what was its opportunity cost?  a the cost of producing the electricity  b the school which could have been built instead  c the time given up by the architect to design the power station  d the wages of the workers who built the power station     5 russia is the world\u2019s third largest exporter of grain but much of the country\u2019s farmland was  damaged by fire in 2010.    how would this be represented on demand and supply diagrams for the russian grain market and for a country importing russian grain?     russian grain market market for russian grain  in the importing country  a demand curve shifts to the left demand curve shifts to the right  b demand curve shifts to the right supply curve shifts to the right  c supply curve shifts to the left supply curve shifts to the left  d supply curve shifts to the right demand curve shifts to the left     6 an area attracts tourists to see rare animals but the tourists have few hotels in which to stay. the  local government has given permission for a developer to build a hotel. conservationists say that  the area will be ruined as the animals will move away and the nature of the area will be changed.    what is likely to happen as a result of this decision to the private benefit of the tourists and the external cost?     private benefit external cost  a increase increase  b decrease decrease  c uncertain increase  d uncertain decrease    7 what would cause a movement down the demand curve for cars?  a a fall in the price of cars  b a fall in the price of petrol  c a rise in the price of car insurance  d a rise in the price of public transport   ",
+            "4": "4  \u00a9 ucles 2014 0455/13/m/j/14  8 when it produces 100 units, a firm\u2019s total variable cost is $300 and its total fixed cost is $2700.    what is the average cost?  a $3 b $24 c $27 d $30     9 the diagram shows the fixed costs, variable costs and total costs of a firm.    p q r scosts outputo     which distance represents the firm\u2019s fixed costs?  a ps b qr c qs d rs      10 a market changes from perfect competition to monopoly.    what is likely to happen in this market?     barriers to  entry economies  of scale the size of  the firm  a decrease decrease increase  b decrease increase decrease  c increase decrease decrease  d increase increase increase     11 which type of economy of scale results from a firm producing a diverse range of products?  a buying  b financial  c risk bearing  d technical     ",
+            "5": "5  \u00a9 ucles 2014 0455/13/m/j/14 [turn over  12 a trade union is negotiating a wage rise for its members.    what will increase the chance of the wage rise being granted?  a the company\u2019s product has many substitutes.  b the economy is entering a period of recession.  c the government has made strike action illegal.  d wages are a small part of the company\u2019s costs.     13 between 2009 and 2010 the number of potential jobs for qualified law students fell by 16%.  during the same period the total number of applicants for places on law courses increased.    what is the most likely explanation for this?  a an economic recession and an increase in general unemployment  b an increase in crime rates and the possibility of high salaries in the legal profession  c an increase in the retirement age for existing lawyers and an increase in law course fees  d the merger of law firms and the closure of law courses     14 why are unskilled workers paid less than skilled workers?  a there is a higher demand for unskilled labour than skilled labour.  b there is a larger supply of unskilled labour than skilled labour.  c unskilled labour belong to trade unions.  d unskilled labour is more productive than skilled labour.    15 what may cause an individual to save a higher proportion of their income?  a a belief that the price of goods will rise in the future  b a fall in the rate of interest paid by the country\u2019s banks  c a fear that income will fall in the future  d a rise in the individual\u2019s wish to enjoy higher consumption immediately    16 in which case is success for the government in achieving the first aim likely to cause problems in  achieving the second?     first aim second aim  a full employment price stability  b high economic growth full employment  c price stability stable balance of payments  d stable balance of payments more even distribution of income ",
+            "6": "6  \u00a9 ucles 2014 0455/13/m/j/14  17 the diagram shows the rate of unemployment and the periods of recession in britain between  1978 and 2012.    12 10 864 2 0britain\u2019s unemploymentrate % 1980 1990 2000 2010key recession years     what can be concluded from the diagram?  a each recession lasted for more than two years.  b recessions occurred at regular intervals.  c the unemployment rate peaked in a recession period.  d the unemployment rate rose during recession periods.      18 it was reported in 2011 that an economy had negative economic growth for six months in a row.    what would be evidence for such a situation?  a an increase in gdp  b an increase in profit levels  c an increase in the level of unemployment  d an increase in the standard of living      19 what is the definition of inflation?  a an increase in demand  b an increase in output  c an increase in the general price level  d an increase in wages     ",
+            "7": "7  \u00a9 ucles 2014 0455/13/m/j/14 [turn over  20 a government collects the following revenue in a year.     $m  taxes on goods 30  taxes on income 500  taxes on services 20  customs and excise duties 50    what is the amount of indirect tax revenue?  a $30  m b $70  m c $100  m d $500  m      21 governments aim to encourage stable prices because inflation can result in a current account  deficit on the balance of payments.    how does high inflation contribute to a current account deficit?  a countries have to barter manufactured goods for raw materials.  b goods manufactured for export lose their competitiveness.  c numbers of foreign visitors increase.  d spending on imported goods is reduced.      22 the mexican government has passed a law which prevents any monopoly charging a price  significantly above its production costs. any m onopoly that breaks the law is fined.    which type of policy measure is this?  a minimum price  b regulation  c subsidy  d tax     23 which are two aims that a government normally pursues when managing the performance of the  whole economy?  a to encourage an increase in production and to prevent high inflation  b to ensure no one is unemployed and to reduce exports  c to give everyone equal incomes and to increase government revenues  d to protect the environment and to reduce interest rates     ",
+            "8": "8  \u00a9 ucles 2014 0455/13/m/j/14  24 countries in europe were in a recession in 2012. usually a recession would mean oil prices fall.  in fact in 2012, oil prices rose.    which international events might have explained these changes?     possible causes of an oil  price fall in the recession possible causes of an oil  price rise in 2012  a european industrial  production declined china increased  its car production  b india invested huge  amounts in road building japan\u2019s economy  had negative growth  c middle east conflicts made  oil supplies uncertain saudi arabia increased  oil production  d new oil exploration in  poland was successful demand for alternative  fuels increased     25 in 2012 the uk held the olympic games which attracted a large number of visitors from foreign  countries.    which item of the uk\u2019s current account balance will have benefitted directly from this event?  a export trade in goods  b export trade in services  c import trade in goods  d import trade in services     26 the sri lankan government decides to offer financial support to local firms.    of what is this an example?  a a quota  b a subsidy  c a tariff  d exchange control     ",
+            "9": "9  \u00a9 ucles 2014 0455/13/m/j/14 [turn over  27 the table gives information about four countries.    which country has the lowest standard of living?     life  expectancy gdp per head  (us $) % of labour  force in  agriculture  a 48 120 80  b 48 250 70  c 54 350 75  d 60 380 60      28 the table shows data collected in 2010 for the average number of children a woman gave birth to  and the education she received during her lifetime.    education received average number  of children  none 4.5  primary school level 3.0  secondary school level 2.0  university level 1.7    what can be concluded from this information?  a average fertility was 2.8 in 2010.  b most girls do not go to school.  c providing more education for girls would reduce fertility rates.  d there is no relationship between education and fertility rates.     29 developing countries often wish to prevent the population in rural areas moving to the towns.  investment grants are given to companies if they set up their businesses in rural areas.    what is this policy intended to achieve?  a decreased transport costs  b decreased external cost  c increased economies of scale  d increased use of labour     ",
+            "10": "10  \u00a9 ucles 2014 0455/13/m/j/14  30 which statement about poverty is correct?  a absolute poverty occurs when income falls below what is needed for survival.  b an advanced economy is likely to have a higher level of absolute poverty than relative  poverty.  c it is impossible for relative poverty to rise as absolute poverty falls.  d relative poverty measures the same goods and services in all countries.     ",
+            "11": "11  \u00a9 ucles 2014 0455/13/m/j/14  blank page ",
+            "12": "12  copyright acknowledgements:    question 17   question 24  \u00a9  the office for national statistics ;  2012;  open government licence.   \u00a9  telegraph business;  telegraph media group ltd;  5 march 2012.    permission to reproduce items where thir d-party owned material protected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the p ublisher (ucles) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the  publisher will be pleased to make amends at the earliest possible opportunity.    cambridge international examinations is part of the cambridge asse ssment group. cambridge assessment is the brand name of unive rsity of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge.    \u00a9 ucles 2014 0455/13/m/j/14  blank page  "
+        },
+        "0455_s14_qp_21.pdf": {
+            "1": "this document consists of 5 printed pages, 3 blank pages and 1 insert. dc (lk) 73094/3 \u00a9 ucles 2014 [turn over *8582340940*economics  0455/21 paper 2 structured questions may/june 2014  2 hours 15 minutes no additional materials are required. read these instructions first an answer booklet is provided inside this question paper. y ou should follow the instructions on the front cover  of the answer booklet. if you need additional answer paper ask the invigilator for a continuation booklet. section a answer question 1. section b answer any three  questions. the number of marks is given in brackets [ ] at the end of each question or part question.cambridge international examinations cambridge international general certificate of secondary education",
+            "2": "2 0455/21/m/j/14 \u00a9 ucles 2014section a answer this question. 1 a bright future for mongolia? economists predict that the asian economy of mongolia will be the fastest growing economy  between 2015 and 2020. in 2011, the country\u2019s economic growth rate was 21%. the forecast annual growth rate for 2015 to 2020 is 24%.  the country is rich in a range of minerals including coal, copper, gold, silver and uranium. china  purchases large quantities of these minerals. in 2011, there was a significant rise in the world demand for a range of minerals including copper. some economists have pointed out that there are a number of risks attached to an economic boom caused by a rise in demand for minerals. one is the so-called \u2018resources curse\u2019. this refers to the disadvantage that can arise as natural resources are used. high international demand for minerals can push up the exchange rate and reduce the competitiveness of other industries. the extraction of minerals can also cause pollution. this is certainly the case in mongolia. the capital city, ulaanbaatar, is one of the most polluted cities in the world.  the mongolian economy faces a number of other problems. its inflation rate is relatively high,  reaching 10.6% in 2011, driven up by increases in food prices and rises in government spending. its unemployment rate, at 10% in the same year, was above that of some of its asian neighbours. this led it to being placed relatively high in the region\u2019s \u2018misery index\u2019. this index, developed by the american economist arthur okun, adds together the unemployment rate and the inflation rate. table 1 shows the unemployment rate, misery index and the interest rate for a number of asian economies.  table 1:  the unemployment rate, misery index and interest rate for selected asian  economies in 2011 countryunemployment rate  (%)misery index (%) (unemployment rate  + inflation rate)interest rate (%) china 6.1 11.7 3.4 india 10.8 19.8 8.4japan 4.5 4.2 1.0malaysia 3.1 6.4 3.0mongolia 10.0 20.6 12.3  nearly 40% of mongolia\u2019s population lives below the poverty line. however, with rising economic  growth, income levels are increasing. indeed, some economists are predicting that mongolians will become very rich. tax revenue will also rise, which will enable the government to increase its spending on, for instance, education. higher spending on education will make it possible for children to spend more years in school.  ",
+            "3": "3 0455/21/m/j/14 \u00a9 ucles 2014 [turn over (a) define \u2018economic growth\u2019. [3]  (b) using information from the extract, explain why mongolia\u2019s human development index value  is likely to increase in the future.  [2]  (c) using information from the extract, draw a demand and supply diagram to show what is likely  to have happened to the price of copper in 2011.   [4]  (d) explain why countries with high inflation rates tend to have higher interest rates than those  with lower inflation rates.  [3]    (e) analyse whether the information in table 1 supports the view that countries with high inflation  rates have higher interest rates than those with lower inflation rates.   [5]  (f) discuss whether a rise in a country\u2019s exchange rate will reduce its international  competitiveness. [6]  (g) using information from the extract, explain why the social costs of mining are higher than the  private costs of mining in mongolia.   [2]  (h) discuss whether a rise in incomes in a country will always increase tax revenue.   [5]",
+            "4": "4 0455/21/m/j/14 \u00a9 ucles 2014section b answer any three  questions from this section. 2  in 2012, the indian prime minister announced that the government was going to spend  us$90 million on sending a spaceship to the planet mars. some economists argued that it would be better to use the factors of production, such as land and labour, to improve education or to build more roads.  (a) describe two ways in which land is different from labour.   [4]  (b) explain the significance of opportunity cost for a government when making its spending  decisions.   [4]  (c) using a production possibility curve diagram, analyse the impact of an increase in resources  on an economy.   [5]  (d) discuss whether the building of more roads will benefit an economy.   [7] 3   many governments seek to discourage people from smoking cigarettes, whilst encouraging them  to eat more fruit, including bananas and apples. the government\u2019s ability to influence people\u2019s consumption is determined, in part, by the price elasticity of supply and the price elasticity of demand of the products, and by changes in market conditions.  (a) define \u2018price elasticity of supply\u2019.   [2]  (b) explain three  reasons why the supply of bananas may decrease.   [6]  (c) analyse what effect a rise in the price of apples, which are a substitute for bananas, will have  on the market for bananas.   [4]  (d) discuss whether a government should increase the tax on cigarettes.   [8]  4   co-operatives play a key role in the kenyan economy, accounting for 43% of the country\u2019s output.  they operate in a number of industries, some of which come close to a monopoly and some of which are more competitive. there are many co-operative farms growing cotton. the kenyan government is seeking to develop a vertically integrated textile industry.  (a) describe two characteristics of a co-operative.   [4]  (b) explain three  ways in which monopoly differs from perfect competition.   [6]  (c) analyse the advantages of vertical integration.  [4]  (d) discuss what impact a rise in output is likely to have on a farmer\u2019s profit.   [6]",
+            "5": "5 0455/21/m/j/14 \u00a9 ucles 20145   walmart, the us multinational retailer, is the world\u2019s largest company. it allows its customers to  pay for their purchases by cash and by using a variety of other forms of money. the company is the third largest employer in the world. most of its workers do not belong to a trade union.  (a) describe two influences on the amount people spend.   [4]  (b) explain why an item has to be generally acceptable and divisible for it to carry out the functions  of money.   [4]  (c) explain two advantages of working for a large company.   [4]  (d) discuss whether a firm will benefit from encouraging its workers to join a trade union.   [8] 6   over time the determinants of population size, including the birth rate and the fertility rate, change.  it is predicted that the world population will rise to 9 billion by 2050. some countries, including italy and japan, however, are expected to experience a fall in population size. it is also predicted that average incomes will rise in most countries.  (a) describe how the birth rate differs from the fertility rate.   [4]  (b) analyse how an increase in average incomes may influence a country\u2019s population size.   [6]  (c) discuss whether a government should be concerned about a fall in the country\u2019s population  size.   [10] 7 algeria\u2019s exports have been increasing in recent years. the country has experienced low inflation,  in part, because of the fiscal and supply-side policy measures the government has introduced. in 2012, the algerian government stated its main objective was to reduce unemployment.  (a) describe two reasons why a country\u2019s exports may increase.   [4]  (b) explain why governments aim for low unemployment.   [6]  (c) discuss whether a government should increase or decrease taxes to reduce inflation.   [10]",
+            "6": "6 0455/21/m/j/14 \u00a9 ucles 2014blank page",
+            "7": "7 0455/21/m/j/14 \u00a9 ucles 2014blank page",
+            "8": "8 0455/21/m/j/14 \u00a9 ucles 2014permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the  publisher will be pleased to make amends at the earliest possible opportunity. cambridge international examinations is part of the cambridge assessment group. cambridge assessment is the brand name of unive rsity of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge.blank page"
+        },
+        "0455_s14_qp_22.pdf": {
+            "1": "this document consists of 5 printed pages, 3 blank pages and 1 insert. dc (lk) 73097/3 \u00a9 ucles 2014 [turn over *0735718117*economics  0455/22 paper 2  structured questions may/june 2014  2 hours 15 minutes no additional materials are required. read these instructions first an answer booklet is provided inside this question paper. y ou should follow the instructions on the front cover  of the answer booklet. if you need additional answer paper ask the invigilator for a continuation booklet. section a answer question 1. section b answer any three  questions. the number of marks is given in brackets [  ] at the end of each question or part question.cambridge international examinations cambridge international general certificate of secondary education",
+            "2": "2 0455/22/m/j/14 \u00a9 ucles 2014section a answer this question. 1 the challenges facing angola  angola is one of the fastest growing economies in the world and also one of the most specialised.  it had an average annual growth rate of 11% between 2002 and 2012. in 2010, the country\u2019s capital city, luanda, was the most expensive capital city in the world. the average fare charged by the only taxi (cab) firm in the city was high at us$50, and a standard house cost more than us$1m to buy.  oil production plays a key role in the economy. the country produces 1.9m barrels of oil a day  and this is expected to double by 2020. there is the possibility that angola could overtake nigeria to become africa\u2019s largest oil producer. the oil industry accounts for most of the country\u2019s output, provides 97% of its export revenue and 75% of government tax revenue.  economists have expressed concern that the country is too dependent on oil. sonangol, the state- owned oil enterprise, is seeking to diversify. it is already involved in banking and it also owns an airline and a football team. the government is trying to develop other industries. one of these is the diamond industry. world demand for diamonds increased in 2012.  the angolan government faces a number of challenges in promoting other industries. one of  these is a lack of capital equipment in its manufacturing industries, and another is that much of its agriculture is in the form of subsistence farming.  the economy faces other problems and three of these are connected. they are a widening gap  between the rich and the poor, a lack of education, and a rapidly growing population. some people in the country are very rich but 35% of the population live in poverty. half of the population have no access to health care, the infant mortality rate is one of the highest in the world, and life expectancy is one of the lowest. most of the population only experience five years of education and a third of adults are illiterate. between 2005 and 2010, the country had the eighteenth fastest growing population which might have influenced its level of average income \u2013 see table 1.  table 1:   population growth, gross domestic product (gdp) and gdp per head in selected  african countries in 2011 country population growth  (annual % change)gdp (us$bn) gdp per head (us$) angola 2.92 120 6000 kenya 2.58 72 1800nigeria 2.50 420 2600south africa 0.96 562 11 100uganda 3.24 47 1300",
+            "3": "3 0455/22/m/j/14 \u00a9 ucles 2014 [turn over in 2012, angola was experiencing an overall unemployment rate of 26% and an unemployment  rate of 50% among the young. the angolan government was considering cutting taxes to reduce unemployment.  (a) why is the angolan economy considered to be \u2018specialised\u2019?   [2]  (b) using information from the extract, explain why taxi (cab) fares were high in luanda in 2010.    [2]  (c) using information from the extract, draw a demand and supply diagram to show what is likely  to have happened to the price of diamonds in 2012.   [4]   (d) explain why countries with a high population growth rate may have a lower average income  than countries with a lower population growth rate.   [3]  (e) analyse whether the information in table 1 supports the view that countries with a high  population growth rate have a lower average income than countries with a lower population growth rate.   [4]  (f) discuss whether an increase in a country\u2019s gdp will reduce poverty in that country.   [5]   (g) using information from the extract, explain two reasons why labour productivity is low in  angola. [4]  (h) discuss whether a cut in taxes will reduce unemployment.   [6]",
+            "4": "4 0455/22/m/j/14 \u00a9 ucles 2014section b answer any three  questions from this section. 2 a number of economies are devoting more of their resources to the provision of health care. due  to the economic problem, this involves them having to make difficult choices.  (a) what is meant by the \u2018economic problem\u2019?   [2]  (b) using a production possibility curve diagram, explain why choices have to be made as to how  to allocate resources.   [6]  (c) explain how resources are allocated differently in market and mixed economic systems.   [4]  (d) discuss whether an economy would benefit from an increase in the provision of health care.    [8] 3 despite more cars being sold, world demand for bicycles is increasing. it has been estimated that  the world price elasticity of demand for bicycles is \u20130.18 but this does vary between countries. the indirect taxes imposed on bicycles also differ between countries.  (a) define \u2018demand\u2019.   [2]  (b) explain three  likely causes of an increase in demand for bicycles.   [6]  (c) analyse why the demand for a product may be more price elastic in one country than in  another country.   [6]  (d) discuss whether a government should impose indirect taxes only on products with inelastic  demand.  [6] 4 the number of people employed in the banking sector in turkey is increasing. the sector consists  of a number of commercial banks, some of which are growing in size, and the central bank of the republic of turkey.  (a) describe two functions of a central bank.   [4]  (b) explain two types of internal economy of scale that a growing bank can enjoy.   [4]  (c) analyse how the spending pattern of high paid workers is likely to differ from the spending  pattern of low paid workers.   [4]  (d) discuss whether workers employed in banking are likely to earn more than workers employed  in agriculture.   [8]",
+            "5": "5 0455/22/m/j/14 \u00a9 ucles 20145 a zambian copper mine is operated by a foreign multinational company. the company\u2019s main goal  is profit maximisation. its mine creates pollution in the area, which causes diseases and damages crops. some economists have suggested that the economy would benefit from the mine being operated by the zambian government.  (a) define a \u2018multinational company\u2019.   [2]  (b) explain one goal a multinational company may have other than profit maximisation.   [3]   (c) explain why pollution is an example of market failure.   [5]  (d) discuss whether a mine operated by the government would be more likely to benefit an  economy than one operated by a foreign multinational company.   [10] 6 in 2012, mexico\u2019s monetary policy was successful in keeping the country\u2019s inflation rate low and  stable. fiscal policy measures, including a rise in government spending, contributed to a relatively high economic growth rate of 3.5% and a reduction in the country\u2019s unemployment rate.  (a) what is meant by \u2018monetary policy\u2019?   [2]  (b) explain two reasons why governments aim for low and stable inflation.   [4]  (c) analyse how an increase in government spending may cause economic growth.   [6]  (d) discuss whether a reduction in a country\u2019s unemployment rate will always benefit an economy.    [8] 7 in march 2012, the indian government increased the tariff on imports of gold. it did this to reduce  the country\u2019s growing deficit on the current account of its balance of payments.    (a) describe how a tariff could reduce imports.   [4]  (b) analyse three  causes of a current account deficit.   [6]  (c) discuss whether a government should always be concerned about a growing current account  deficit.   [10]",
+            "6": "6 0455/22/m/j/14 \u00a9 ucles 2014blank page",
+            "7": "7 0455/22/m/j/14 \u00a9 ucles 2014blank page",
+            "8": "8 0455/22/m/j/14 \u00a9 ucles 2014permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the  publisher will be pleased to make amends at the earliest possible opportunity. cambridge international examinations is part of the cambridge assessment group. cambridge assessment is the brand name of unive rsity of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge.blank page"
+        },
+        "0455_s14_qp_23.pdf": {
+            "1": "this document consists of 5 printed pages, 3 blank pages and 1 insert. dc (lk) 73100/4 \u00a9 ucles 2014 [turn over *5845259419*economics  0455/23 paper 2  structured questions may/june 2014  2 hours 15 minutes no additional materials are required. read these instructions first an answer booklet is provided inside this question paper. y ou should follow the instructions on the front cover  of the answer booklet. if you need additional answer paper ask the invigilator for a continuation booklet. section a answer question 1. section b answer any three  questions. the number of marks is given in brackets [  ] at the end of each question or part question.cambridge international examinations cambridge international general certificate of secondary education",
+            "2": "2 0455/23/m/j/14 \u00a9 ucles 2014section a answer this question. 1 challenges facing the bahamas  the bahamas is a relatively rich country in the west indies, consisting of more than 700 islands.  the country has a population of 350 000 and is experiencing a fall in its birth rate. the country has a high average income but in recent years it has experienced fluctuations in its gross domestic product (gdp). these fluctuations have affected its employment rate (see table 1).  table 1: the economic growth rate and employment rate of the bahamas 2007\u20132011 y eareconomic growth rate  (annual % change in  gdp)employment rate  (% of the labour force  in employment) 2007 2.8 92.12008 \u20131.5 91.32009 \u20135.4 85.82010 0.5 85.82011 2.0 86.3  a major reason why the economy experienced a recession in 2008 and 2009 was the downturn  in the world economy. the bahamas is very dependent on tourism. it accounts for 50% of the country\u2019s output and employment. it is very reliant on one country: nearly 80% of the tourists coming into the country come from the united states (us).  the second most important industry in the bahamas is financial services, particularly commercial  banking and insurance. this industry accounts for 36% of the country\u2019s output. in contrast to the tertiary sector, the primary and secondary sectors are less significant, contributing only 10% to the country\u2019s output.  the government is keen to make the economy less specialised. it is seeking to increase the  output of a number of other industries, including shipping and fishing. there is the potential for the shipping industry to grow. the country is already a popular destination for cruise ships and currently provides training for sailors. fishing may be more challenging as fish stocks throughout the world were declining in 2012. the government is also exploring for oil but some economists have argued against exploiting any oil reserves it may find.  to ensure inflation remains low, and to reduce unemployment, the government has introduced a  number of supply-side policy measures in recent years. these include privatisation. in 2011, in order to increase competition, the government started to sell bahamas telecommunications, a state-owned monopoly.   the government is also seeking to reduce the budget deficit, that is the gap between government  spending and tax revenue. it is considering introducing new taxes, whilst possibly cutting unemployment benefit.",
+            "3": "3 0455/23/m/j/14 \u00a9 ucles 2014 [turn over (a) name two types of tax.   [2]  (b) using information from the extract, explain why the bahamas would benefit from an increase  in household incomes in the us.   [2]  (c) using information from the extract, draw a demand and supply diagram to show what is likely  to have happened to the price of fish in 2012.   [4]  (d) explain why an increase in a country\u2019s gdp is likely to reduce unemployment.   [3]  (e) analyse whether the information in table 1 supports the view that an increase in gdp reduces  unemployment and a decrease in gdp raises unemployment.   [4]  (f) discuss whether a fall in the birth rate will benefit an economy.   [5]  (g) explain how the two supply-side policy measures mentioned in the extract may reduce  unemployment.   [4]  (h) discuss whether the bahamas should exploit any oil reserves it may find.   [6]",
+            "4": "4 0455/23/m/j/14 \u00a9 ucles 2014section b answer any three  questions from this section. 2 in 2012, a few countries experienced a decrease in their factors of production, including labour and  enterprise. new zealand, however, experienced an increase in both the quantity and quality of its factors of production. in the same year, the country exported more agricultural and manufactured goods.  (a) what is the difference between labour and enterprise? [4]  (b) explain why farmers should consider opportunity cost when deciding how to use their factors  of production.   [4]  (c) using a production possibility curve diagram, analyse the effect of a decrease in the supply of  labour and enterprise on an economy.   [5]  (d) discuss whether an increase in the quality of a country\u2019s factors of production will always  increase its exports.   [7] 3 the equilibrium price of food has changed considerably in recent years. whilst food in general has  an inelastic demand, some types of food have elastic demand. to try to reduce food prices, some governments have introduced measures designed to shift the supply curve to the right.  (a) describe what determines \u2018equilibrium price\u2019.   [2]  (b) explain two reasons why the supply curve of a product may shift to the right.   [4]  (c) analyse what effect a fall in price may have on a farmer\u2019s profit.   [6]  (d) discuss whether the price of food is likely to increase in the future.   [8] 4 nollywood, the nigerian film (movie) industry, is growing in size. more actors are being employed  but their wages are currently still low. wages and other costs of production may alter as the firms in the industry increase further in size. consumers may also be affected by the growth in the size of the firms.   (a) describe how fixed costs and variable costs are influenced by a rise in output.   [2]  (b) explain two reasons why someone may be prepared to work for a low wage.   [4]  (c) analyse two ways a bank can help a firm increase in size.   [4]  (d) discuss, using the nigerian film (movie) industry as an example, whether consumers will  benefit from larger firms.   [10]",
+            "5": "5 0455/23/m/j/14 \u00a9 ucles 20145 in 2012, india\u2019s price level was still rising, largely because of increases in the costs of production.  however, there was a fall in the country\u2019s rate of inflation. this reduction in the inflation rate led some economists to suggest that the rate of interest should be reduced. other economists opposed this, arguing that inflation causes considerable problems for people.  (a) explain what is meant by a fall in the rate of inflation.   [2]  (b) explain what can cause an increase in the costs of production.   [3]  (c) analyse why a reduction in the rate of interest may cause inflation.   [6]  (d) discuss whether inflation harms everyone in an economy.   [9] 6 living standards vary between countries. this is due, in part, to differences in productivity and the  amount of foreign investment the countries can attract.  (a) identify four characteristics of a developed country.   [4]  (b) explain two measures of living standards.   [4]  (c) analyse how a rise in productivity may increase living standards.   [4]  (d) discuss whether developed countries are likely to attract more foreign investment than  developing countries.   [8] 7 between 2011 and 2012 russia\u2019s exchange rate was relatively constant. the country continued  to have a surplus on the current account of its balance of payments. the main change in its international trade position arose from it joining the world trade organisation. in order to do this, the government agreed to move towards free trade.  (a)   describe what is meant by a current account surplus.   [4]  (b)   analyse why a country\u2019s exchange rate may rise in value.   [6]  (c)   discuss whether engaging in free trade will always benefit an economy.   [10]   ",
+            "6": "6 0455/23/m/j/14 \u00a9 ucles 2014blank page",
+            "7": "7 0455/23/m/j/14 \u00a9 ucles 2014blank page",
+            "8": "8 0455/23/m/j/14 \u00a9 ucles 2014permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the  publisher will be pleased to make amends at the earliest possible opportunity. cambridge international examinations is part of the cambridge assessment group. cambridge assessment is the brand name of unive rsity of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge.blank page"
+        },
+        "0455_w14_qp_11.pdf": {
+            "1": "    this document consists of 10 printed pages and 2 blank pages.  ib14 11_0455_11/fp  \u00a9 ucles 2015 [turn over       *1040005209* cambridge international examinations  cambridge international general certificate of secondary education       economics 0455/11     paper 1  multiple choice  october/november 2014     45 minutes    additional materials: multiple choice answer sheet    soft clean eraser    soft pencil (type b or hb is recommended)        read these instructions first    write in soft pencil.  do not use staples, paper clips, glue or correction fluid. write your name, centre number and candidate number on the answer sheet in the spaces provided  unless this has been done for you.  do not  write in any barcodes.   there are thirty  questions on this paper. answer all questions. for each question there are four possible  answers a, b, c and d.   choose the one you consider correct and record your choice in soft pencil  on the separate answer sheet.    read the instructions on the answer sheet very carefully.   each correct answer will score one mark. a mark will not be deducted for a wrong answer. any rough working should be done in this booklet.         ",
+            "2": "2  \u00a9 ucles 2014 0455/11/o/n/14  1 what is most likely to influence the price elasticity of demand for a food?  a a change in consumer tastes  b the number of close substitutes  c the rate of inflation  d whether the food can be stored easily      2 economics textbooks often start by identifying the existence of the basic economic problem.    what is it that makes this problem \u2018basic\u2019?  a it affects all economies and individuals.  b it is the most urgent target of government economic policy.  c it only affects low-income developing economies.  d it relates to the production of raw materials in the primary sector.     3 which statement about the factors of production is correct?  a capital includes man-made machines that do not keep their original value.  b enterprise is a natural factor of production that cannot be taught.  c labour is an immobile factor that does not change its skill level.  d land is only agricultural fields that cannot be improved by human effort.    ",
+            "3": "3  \u00a9 ucles 2014 0455/11/o/n/14 [turn over  4 the diagram shows two production possibility curves for an economy.    ox y yx agricultural productsmanufactured products     what could have caused the change in t he economy\u2019s production possibility curve from xx  to yy?  a a decrease in the price level  b a large number of industrial disputes  c a major earthquake  d an increase in unemployment      5 the diagram shows the market for refined oil with equilibrium of x.    what will be the new equilibrium when a major oil refinery shuts down for repair work?    s2 s1 s3d3d1d2 a b c dxprice oquantity     ",
+            "4": "4  \u00a9 ucles 2014 0455/11/o/n/14  6 what is meant by the equilibrium quantity in the market for a product?  a the average quantity produced over the year  b the average quantity sold over the year  c the quantity at which profit occurs  d the quantity at which the demand and supply curves intersect      7 the following is a headline from the newspaper.    car drivers to pay higher taxes    what will result from an increased tax on cars?  a increased employment in the car industry  b increased petrol (gas) sales  c reduced external costs of car use  d reduced number of bus journeys     8 a group of workers in a firm joins a trade union.    what would the union be expected to do?  a arrange for labour-saving technology to be introduced  b discuss safety issues in the workplace with the employer  c ensure job security by promoting the firm\u2019s products through advertising  d negotiate new contracts with major buyers of the firm\u2019s products      9 when might rapid inflation together with low interest rates be a source of concern for a  consumer?  a when a consumer lives on a pension linked to the consumer price index  b when a consumer needs to use savings for regular expenditure  c when a consumer pays a fixed rent for their accommodation  d when a consumer wishes to buy a good on credit     ",
+            "5": "5  \u00a9 ucles 2014 0455/11/o/n/14 [turn over  10 asda, a supermarket chain, noticed a regular, sharp decrease in sales in the third week of the  month as people ran out of cash before their next wage payment. the supermarket offered their  biggest price reductions at that time.    why might this policy increase total revenue?  a because consumers\u2019 demand curve shifts to the left in the third week of the month  b because consumers\u2019 demand curve shifts to the right in the third week of the month  c because the price elasticity of demand for asda\u2019s products decreases in the third week of the  month  d because the price elasticity of demand for asda\u2019s products increases in the third week of the  month     11 in which occupations do wages tend to be lowest?  a in those where the work is dangerous  b in those where there is an excess supply of labour  c in those where workers are paid on a monthly basis  d in those where workers need long training    12 the diagram shows the cost and revenue curves of a firm which starts to make a profit only after  producing 100 units of output.    500 1000costs and revenue $ output1 2     what are the correct labels for line 1 and line 2?     line 1 line 2  a average cost average revenue  b total cost total revenue  c total revenue total cost  d variable cost price     ",
+            "6": "6  \u00a9 ucles 2014 0455/11/o/n/14  13 a large tyre manufacturer expands by taking over a rubber plantation.    of what is this an example?  a backward vertical integration  b diversifying integration  c forward vertical integration  d horizontal integration     14 what may exist in perfect competition but not in monopoly?  a barriers to entry  b economies of scale  c many sellers  d product differentiation    15 in 2011 the egyptian government increased the top rate of income tax.    what is likely to have been the main aim of this policy measure?  a a reallocation of resources from producing necessities to producing luxury products  b a redistribution of income from the rich to the poor  c a reduction in the deficit on the current account of the balance of payments  d a reduction in the level of cost-push inflation      16 what describes a regressive tax?  a it is paid by a higher proportion of high income earners.  b it is paid by a higher proportion of low income earners.  c it takes a higher proportion from high incomes.  d it takes a higher proportion from low incomes.    ",
+            "7": "7  \u00a9 ucles 2014 0455/11/o/n/14 [turn over  17 the table shows output and total costs of production of a firm with three workers.     output total costs ($)  week 1 5 1500  week 2 6 1600  week 3 7 1700  week 4 8 1800    how did output per worker and average cost of the product change over the period?     output per worker average cost  a decrease no change  b increase decrease  c increase no change  d no change increase      18 a government aims to keep domestic prices stable in a fully employed economy.    which policy should it use?  a increase expenditure on defence  b increase indirect taxes  c increase the rate of interest  d increase the wages of government workers     ",
+            "8": "8  \u00a9 ucles 2014 0455/11/o/n/14  19 the table shows the tax paid at different levels of income.    income   ($) amount of tax   ($)  6000   600  7000   700  8000   900  9000 1100      which describes this tax?  a progressive at all levels of income  b proportional at all levels of income  c proportional at lower incomes, progressive at higher incomes  d proportional at lower incomes, regressive at higher incomes     20 world population increased from 5.26 billion in 1990 to just over 7.00 billion in 2012. it is  predicted to rise to 8.00 billion by 2025.  what is most  likely to explain this?  a an increase in migration from developing to developed countries  b an increase in the birth rate in developing countries  c an increase in the death rate in developed countries  d an increase in the death rate in developing countries    21 the table shows the rate of unemployment and the annual rates of change of gross domestic  product (gdp) and consumer prices for four countries in 2012.    which country was experiencing the worst economic recession?      unemployment  rate  (%) gdp  (% change)  consumer  prices  (% change)  a greece 22.5 \u20137.1 +0.2  b hungary 10.9 \u20130.8 +5.5  c italy 10.8 \u20132.1 +3.2  d spain 24.8 \u20131.6 +2.0    ",
+            "9": "9  \u00a9 ucles 2014 0455/11/o/n/14 [turn over  22 the table shows the percentage change (%) in employment over a period for a country with three  economic sectors.    economic sector (%) change in  employment  agriculture \u20136  manufacturing +2  services +4    what could be concluded from this information?  a agricultural output fell.  b the country became more developed.  c the working population stayed constant.  d total employment remained the same.     23 what must be a consequence of deflation in a country?  a a decrease in its exports  b a decrease in its saving  c an increase in its employment  d an increase in the real value of its money     24 the table shows statistics for four countries in southern africa.    from the information given, which country has the lowest standard of living?     average annual growth rate of  population (%) population density  per square  kilometre life  expectancy real gdp  per capita  (us$)  a 1.9 19 46 190  b 2.7 2 58 1700  c 3.7 45 59 210  d 4.2 89 44 190     25 what will increase the level of economic development in a country?  a a higher infant mortality rate  b a higher inflation rate  c a higher interest rate  d a higher literacy rate ",
+            "10": "10  \u00a9 ucles 2014 0455/11/o/n/14  26 what is most likely to be found in a developed country?    a a small amount of income spent on leisure and entertainment  b a small average family size  c a small number of old people  d a small number of professional people      27 developing countries have, relatively, far more poor people than developed countries.    what is the reason for this?  a developing countries have much higher fertility rates.  b it is not possible for migrants from developing countries to work in developed countries.  c the natural increase in population is lower in developing countries.  d there is an ageing population in all developing countries.    28 which change will increase the demand for imports?  a consumer credit becomes more expensive.  b income tax rates increase.  c the exchange rate appreciates.  d the government increases tariffs.     29 in recent years, the us has experienced a deficit on its overall current account of the balance of  payments.    what could have led to an increase in the size of the deficit?  a increased competitiveness of goods made in the us  b increased earnings by us investors in foreign companies  c increased numbers of overseas visitors to the us  d increased spending on us military bases abroad     30 when the us$ exchange rate falls it will usually  a help to reduce a us trade deficit.  b increase the foreign price of us exports.  c reduce the price of us imports.  d reduce us inflation.    ",
+            "11": "11  \u00a9 ucles 2014 0455/11/o/n/14  blank page      ",
+            "12": "12  copyright acknowledgements:    q21 \u00a9  economist intelligence unit ;  the economist;  11 august 2012.     permission to reproduce items where thir d-party owned material protected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holder s, but if any items requiring clearance have unwittingly been included, the  publisher will be pleased to make amends at the earliest possible opportunity.    cambridge international examinations is part of the cambridge asse ssment group. cambridge assessment is the brand name of unive rsity of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge.    \u00a9 ucles 2014 0455/11/o/n/14  blank page      "
+        },
+        "0455_w14_qp_12.pdf": {
+            "1": "    this document consists of 10 printed pages and 2 blank pages.  ib14 11_0455_12/4rp  \u00a9 ucles 2014 [turn over       *9981133568* cambridge international examinations  cambridge international general certificate of secondary education       economics 0455/12     paper 1  multiple choice  october/november 2014     45 minutes    additional materials: multiple choice answer sheet    soft clean eraser    soft pencil (type b or hb is recommended)        read these instructions first    write in soft pencil.  do not use staples, paper clips, glue or correction fluid. write your name, centre number and candidate number on the answer sheet in the spaces provided  unless this has been done for you.  do not  write in any barcodes.   there are thirty  questions on this paper. answer all questions. for each question there are four possible  answers a, b, c and d.   choose the one you consider correct and record your choice in soft pencil  on the separate answer sheet.    read the instructions on the answer sheet very carefully.   each correct answer will score one mark. a mark will not be deducted for a wrong answer. any rough working should be done in this booklet.         ",
+            "2": "2  \u00a9 ucles 2014 0455/12/o/n/14  1 economics textbooks often start by identifying the existence of the basic economic problem.    what is it that makes this problem \u2018basic\u2019?  a it affects all economies and individuals.  b it is the most urgent target of government economic policy.  c it only affects low-income developing economies.  d it relates to the production of raw materials in the primary sector.     2 which statement about the factors of production is correct?  a capital includes man-made machines that do not keep their original value.  b enterprise is a natural factor of production that cannot be taught.  c labour is an immobile factor that does not change its skill level.  d land is only agricultural fields that cannot be improved by human effort.    3 the diagram shows two production possibility curves for an economy.    ox y yx agricultural productsmanufactured products     what could have caused the change in t he economy\u2019s production possibility curve from xx  to yy?  a a decrease in the price level  b a large number of industrial disputes  c a major earthquake  d an increase in unemployment     ",
+            "3": "3  \u00a9 ucles 2014 0455/12/o/n/14 [turn over  4 what is most likely to influence the price elasticity of demand for a food?  a a change in consumer tastes  b the number of close substitutes  c the rate of inflation  d whether the food can be stored easily      5 what is meant by the equilibrium quantity in the market for a product?  a the average quantity produced over the year  b the average quantity sold over the year  c the quantity at which profit occurs  d the quantity at which the demand and supply curves intersect     6 the following is a headline from the newspaper.    car drivers to pay higher taxes    what will result from an increased tax on cars?  a increased employment in the car industry  b increased petrol (gas) sales  c reduced external costs of car use  d reduced number of bus journeys    7 the diagram shows the market for refined oil with equilibrium of x.    what will be the new equilibrium when a major oil refinery shuts down for repair work?    s2 s1 s3d3d1d2 a b c dxprice oquantity ",
+            "4": "4  \u00a9 ucles 2014 0455/12/o/n/14  8 a group of workers in a firm joins a trade union.    what would the union be expected to do?  a arrange for labour-saving technology to be introduced  b discuss safety issues in the workplace with the employer  c ensure job security by promoting the firm\u2019s products through advertising  d negotiate new contracts with major buyers of the firm\u2019s products     9 in which occupations do wages tend to be lowest?  a in those where the work is dangerous  b in those where there is an excess supply of labour  c in those where workers are paid on a monthly basis  d in those where workers need long training    10 when might rapid inflation together with low interest rates be a source of concern for a  consumer?  a when a consumer lives on a pension linked to the consumer price index  b when a consumer needs to use savings for regular expenditure  c when a consumer pays a fixed rent for their accommodation  d when a consumer wishes to buy a good on credit      11 asda, a supermarket chain, noticed a regular, sharp decrease in sales in the third week of the  month as people ran out of cash before their next wage payment. the supermarket offered their  biggest price reductions at that time.    why might this policy increase total revenue?  a because consumers\u2019 demand curve shifts to the left in the third week of the month  b because consumers\u2019 demand curve shifts to the right in the third week of the month  c because the price elasticity of demand for asda\u2019s products decreases in the third week of the  month  d because the price elasticity of demand for asda\u2019s products increases in the third week of the  month     ",
+            "5": "5  \u00a9 ucles 2014 0455/12/o/n/14 [turn over  12 a large tyre manufacturer expands by taking over a rubber plantation.    of what is this an example?  a backward vertical integration  b diversifying integration  c forward vertical integration  d horizontal integration     13 what may exist in perfect competition but not in monopoly?  a barriers to entry  b economies of scale  c many sellers  d product differentiation    14 the diagram shows the cost and revenue curves of a firm which starts to make a profit only after  producing 100 units of output.    500 1000costs and revenue $ output1 2     what are the correct labels for line 1 and line 2?     line 1 line 2  a average cost average revenue  b total cost total revenue  c total revenue total cost  d variable cost price     ",
+            "6": "6  \u00a9 ucles 2014 0455/12/o/n/14  15 the table shows output and total costs of production of a firm with three workers.     output total costs ($)  week 1 5 1500  week 2 6 1600  week 3 7 1700  week 4 8 1800    how did output per worker and average cost of the product change over the period?     output per worker average cost  a decrease no change  b increase decrease  c increase no change  d no change increase      16 a government aims to keep domestic prices stable in a fully employed economy.    which policy should it use?  a increase expenditure on defence  b increase indirect taxes  c increase the rate of interest  d increase the wages of government workers      17 what describes a regressive tax?  a it is paid by a higher proportion of high income earners.  b it is paid by a higher proportion of low income earners.  c it takes a higher proportion from high incomes.  d it takes a higher proportion from low incomes.      18 in 2011 the egyptian government increased the top rate of income tax.    what is likely to have been the main aim of this policy measure?  a a reallocation of resources from producing necessities to producing luxury products  b a redistribution of income from the rich to the poor  c a reduction in the deficit on the current account of the balance of payments  d a reduction in the level of cost-push inflation   ",
+            "7": "7  \u00a9 ucles 2014 0455/12/o/n/14 [turn over  19 the table shows the tax paid at different levels of income.    income   ($) amount of tax   ($)  6000   600  7000   700  8000   900  9000 1100      which describes this tax?  a progressive at all levels of income  b proportional at all levels of income  c proportional at lower incomes, progressive at higher incomes  d proportional at lower incomes, regressive at higher incomes     20 what must be a consequence of deflation in a country?  a a decrease in its exports  b a decrease in its saving  c an increase in its employment  d an increase in the real value of its money    21 world population increased from 5.26 billion in 1990 to just over 7.00 billion in 2012. it is  predicted to rise to 8.00 billion by 2025.  what is most  likely to explain this?  a an increase in migration from developing to developed countries  b an increase in the birth rate in developing countries  c an increase in the death rate in developed countries  d an increase in the death rate in developing countries    ",
+            "8": "8  \u00a9 ucles 2014 0455/12/o/n/14  22 the table shows the rate of unemployment and the annual rates of change of gross domestic  product (gdp) and consumer prices for four countries in 2012.    which country was experiencing the worst economic recession?      unemployment  rate  (%) gdp  (% change)  consumer  prices  (% change)  a greece 22.5 \u20137.1 +0.2  b hungary 10.9 \u20130.8 +5.5  c italy 10.8 \u20132.1 +3.2  d spain 24.8 \u20131.6 +2.0      23 the table shows the percentage change (%) in em ployment over a period for a country with three  economic sectors.    economic sector (%) change in  employment  agriculture \u20136  manufacturing +2  services +4    what could be concluded from this information?  a agricultural output fell.  b the country became more developed.  c the working population stayed constant.  d total employment remained the same.      24 what is most likely to be found in a developed country?    a a small amount of income spent on leisure and entertainment  b a small average family size  c a small number of old people  d a small number of professional people    ",
+            "9": "9  \u00a9 ucles 2014 0455/12/o/n/14 [turn over  25 what will increase the level of economic development in a country?  a a higher infant mortality rate  b a higher inflation rate  c a higher interest rate  d a higher literacy rate      26 developing countries have, relatively, far more poor people than developed countries.    what is the reason for this?  a developing countries have much higher fertility rates.  b it is not possible for migrants from developing countries to work in developed countries.  c the natural increase in population is lower in developing countries.  d there is an ageing population in all developing countries.     27 the table shows statistics for four countries in southern africa.    from the information given, which country has the lowest standard of living?     average annual growth rate of  population (%) population density  per square  kilometre life  expectancy real gdp  per capita  (us$)  a 1.9 19 46 190  b 2.7 2 58 1700  c 3.7 45 59 210  d 4.2 89 44 190     28 when the us$ exchange rate falls it will usually  a help to reduce a us trade deficit.  b increase the foreign price of us exports.  c reduce the price of us imports.  d reduce us inflation.    ",
+            "10": "10  \u00a9 ucles 2014 0455/12/o/n/14  29 which change will increase the demand for imports?  a consumer credit becomes more expensive.  b income tax rates increase.  c the exchange rate appreciates.  d the government increases tariffs.      30 in recent years, the us has experienced a deficit on its overall current account of the balance of  payments.    what could have led to an increase in the size of the deficit?  a increased competitiveness of goods made in the us  b increased earnings by us investors in foreign companies  c increased numbers of overseas visitors to the us  d increased spending on us military bases abroad       ",
+            "11": "11  \u00a9 ucles 2014 0455/12/o/n/14  blank page     ",
+            "12": "12    copyright acknowledgements:    q22 \u00a9  economist intelligence unit ;  the economist;  11 august 2012.      permission to reproduce items where thir d-party owned material protected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holder s, but if any items requiring clearance have unwittingly been included, the  publisher will be pleased to make amends at the earliest possible opportunity.    cambridge international examinations is part of the cambridge asse ssment group. cambridge assessment is the brand name of unive rsity of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge.    \u00a9 ucles 2014 0455/12/o/n/14  blank page      "
+        },
+        "0455_w14_qp_13.pdf": {
+            "1": "    this document consists of 10 printed pages and 2 blank pages.  ib14 11_0455_13/4rp  \u00a9 ucles 2014 [turn over       *7059406125* cambridge international examinations  cambridge international general certificate of secondary education       economics 0455/13     paper 1  multiple choice  october/november 2014     45 minutes    additional materials: multiple choice answer sheet    soft clean eraser    soft pencil (type b or hb is recommended)        read these instructions first    write in soft pencil.  do not use staples, paper clips, glue or correction fluid. write your name, centre number and candidate number on the answer sheet in the spaces provided  unless this has been done for you.  do not  write in any barcodes.   there are thirty  questions on this paper. answer all questions. for each question there are four possible  answers a, b, c and d.   choose the one you consider correct and record your choice in soft pencil  on the separate answer sheet.    read the instructions on the answer sheet very carefully.   each correct answer will score one mark. a mark will not be deducted for a wrong answer. any rough working should be done in this booklet.         ",
+            "2": "2  \u00a9 ucles 2014 0455/13/o/n/14  1 which resource is an example of capital used in the fishing industry?  a a fishing boat  b fish  c owners of firms in the industry  d skilled workers in the industry      2 in the diagram, what does the production possibility line pq illustrate?    p qproduct y product xo    a constant opportunity cost  b decreasing opportunity cost  c diseconomies of scale  d economies of scale     3 in recent years more golf courses, which use large quantities of water, have opened in china.    what may be the opportunity cost of this?  a cost of water  b loss of farmland  c sales of golf equipment  d wages of golf course staff      4 as the demand for new houses increases, the demand for plumbers and electricians also  increases.    what does this statement illustrate?  a the demand for plumbers and electricians is complementary (joint) demand.  b the productivity of plumbers and electricians increases continually.  c there is no limit to the number of plumbers and electricians employed.  d the supply of plumbers and electricians is totally elastic.   ",
+            "3": "3  \u00a9 ucles 2014 0455/13/o/n/14 [turn over  5 what is found in a mixed economy but not in a free market economy?  a equilibrium prices  b income tax  c small firms  d the profit motive      6 a bridge is built over a river which enables journey times to be reduced.    the table shows costs and benefits from building the bridge.     $000  private benefit 12  private cost 10  external benefit 8  external cost 5    which calculation represents social benefit?  a $12  000 \u2013 $10  000 = $2000  b $8000 \u2013 $5000 = $3000  c $12  000 + $5000 = $17  000  d $8000 + $12  000 = $20  000     7 when personal computers (pcs) were first sold in the 1970s, prices were much higher than they  are today.    what is the most likely explanation?  a both quality and performance of pcs have improved.  b demand has increased due to advertising.  c improvements in technology have led to lower supply costs.  d production requires more spending on research.    8 a group of workers in a firm joins a trade union.    what would the union be expected to do?  a arrange for labour-saving technology to be introduced  b discuss safety issues in the workplace with the employer  c ensure job security by promoting the firm\u2019s products through advertising  d negotiate new contracts with major buyers of the firm\u2019s products ",
+            "4": "4  \u00a9 ucles 2014 0455/13/o/n/14  9 in which occupations do wages tend to be lowest?  a in those where the work is dangerous  b in those where there is an excess supply of labour  c in those where workers are paid on a monthly basis  d in those where workers need long training      10 in 2008, economic conditions in the uk were uncertain and the rate of inflation increased. it was  reported that consumers had increased their purchases of rare stamps which continued to rise in  value.    what is not a reason for such purchases?  a to avoid risk  b to diversify their investments  c to overcome the effects of inflation  d to switch from spending to borrowing      11 the construction industry in dubai relies on many migrant workers from india.    which combination of changes in the economies of dubai and india would be most likely to increase the wages of construction workers in dubai?     dubai economy indian economy  a decrease in economic activity decrease in economic activity  b decrease in economic activity increase in economic activity  c increase in economic activity decrease in economic activity  d increase in economic activity increase in economic activity      12 what is correct for a private monopoly but is not correct for a firm in perfect competition?  a it aims to maximise its profits.  b it can make losses.  c it can restrict the level of competition.  d it is run by an entrepreneur.    ",
+            "5": "5  \u00a9 ucles 2014 0455/13/o/n/14 [turn over  13 what must occur if a firm experiences economies of scale?  a average costs decrease  b profits decrease  c the number of workers increases  d total advertising costs decrease      14 the diagram shows the cost and revenue curves of a firm which starts to make a profit only after  producing 100 units of output.    500 1000costs and revenue $ output1 2     what are the correct labels for line 1 and line 2?     line 1 line 2  a average cost average revenue  b total cost total revenue  c total revenue total cost  d variable cost price     ",
+            "6": "6  \u00a9 ucles 2014 0455/13/o/n/14  15 the table shows output and total costs of production of a firm with three workers.     output total costs ($)  week 1 5 1500  week 2 6 1600  week 3 7 1700  week 4 8 1800    how did output per worker and average cost of the product change over the period?     output per worker average cost  a decrease no change  b increase decrease  c increase no change  d no change increase      16 a government policy results in an increase in government spending and a fall in the market price  of a good.    what is the government policy?  a the application of an indirect tax to a luxury good  b the introduction of a subsidy to wheat farmers  c the privatisation of health services  d the setting of a minimum price for milk      17 what describes a regressive tax?  a it is paid by a higher proportion of high income earners.  b it is paid by a higher proportion of low income earners.  c it takes a higher proportion from high incomes.  d it takes a higher proportion from low incomes.     ",
+            "7": "7  \u00a9 ucles 2014 0455/13/o/n/14 [turn over  18 in trying to achieve one of its aims a government may make it difficult to achieve another aim.    what is an example of this conflict?  a achieving a more even distribution of income may prevent a rise in the average standard of  living.  b achieving an increase in economic growth may prevent full employment.  c achieving full employment may prevent stable prices.  d achieving steady prices may prevent a current account surplus on the balance of payments.    19 the table shows the tax paid at different levels of income.    income   ($) amount of tax   ($)  6000   600  7000   700  8000   900  9000 1100     which describes this tax?  a progressive at all levels of income  b proportional at all levels of income  c proportional at lower incomes, progressive at higher incomes  d proportional at lower incomes, regressive at higher incomes     20 which combination of changes could cause a fall in the purchasing power of workers in a  country?     % change in  wages rates % change in  the price level  a \u20132 \u20134  b 0 \u20132  c 4 4  d 4 6     ",
+            "8": "8  \u00a9 ucles 2014 0455/13/o/n/14  21 what will increase when there is a period of deflation during which the general price level  continues to fall?  a confidence of investors  b consumer demand  c unemployment  d wage rates      22 the information below relates to selected countries in 2012.   consumer prices  (annual % change) unemployment rate  (%)  india  +10.0 9.8  sweden  +1.4 8.8  switzerland  \u20130.4 2.9  venezuela  +22.8 7.4    what can be concluded from this information?  a inflation is a possible cause of unemployment.  b inflation is the only cause of unemployment.  c low unemployment is linked to high inflation.  d there is a uniform link between the rate of inflation and unemployment.     23 the table shows the percentage change (%) in employment over a period for a country with three  economic sectors.    economic sector (%) change in  employment  agriculture \u20136  manufacturing +2  services +4    what could be concluded from this information?  a agricultural output fell.  b the country became more developed.  c the working population stayed constant.  d total employment remained the same.     ",
+            "9": "9  \u00a9 ucles 2014 0455/13/o/n/14 [turn over  24 as a country develops, what is most likely to happen?  a there will be an increase in productivity.  b there will be an increase in the birth rate.  c there will be an increase in the death rate.  d there will be reduced occupational mobility.      25 the diagrams show the approximate age distributions of four economies.    which diagram resembles the age distribution of a developed economy?    a 90 0age (years)age (years)age (years)age (years) populationb 90 0 populationc 90 0 populationd 90 0 population      26 as a country develops, its provision of medical care for babies and old people improves.    why might this cause a problem in raising living standards?  a gross domestic product will fall.  b the dependency ratio will become higher.  c the number of workers will fall.  d the size of families in the short run will be smaller.     27 the table shows statistics for four countries in southern africa.    from the information given, which country has the lowest standard of living?     average annual growth rate of  population (%) population density  per square  kilometre life  expectancy real gdp  per capita  (us$)  a 1.9 19 46 190  b 2.7 2 58 1700  c 3.7 45 59 210  d 4.2 89 44 190    ",
+            "10": "10  \u00a9 ucles 2014 0455/13/o/n/14  28 which change would be most likely to cause an increase in the demand for the turkish lira?  a increased investments by turkish firms in italy  b increased profits sent to france by french companies in turkey  c increased purchases of german chemicals by turkish firms  d increased speculation that the value of the turkish lira will rise in the future      29 which change will increase the quantity of a country\u2019s exports?  a foreign governments raise tariff rates.  b the country\u2019s exchange rate depreciates.  c the level of world income falls.  d transport costs become more expensive.     30 in september 2011 the brazilian government increased its tariff on imported chinese cars.    which change might have increased the number of cars brazil imported from china in october  2011?  a a decrease in the quality of cars produced in brazil  b a decrease in the sales tax on cars produced in brazil  c an increase in the costs of producing cars in china  d an increase in the value of china\u2019s currency     ",
+            "11": "11  \u00a9 ucles 2014 0455/13/o/n/14  blank page      ",
+            "12": "12  copyright acknowledgements:    q22 \u00a9  economist intelligence unit ;  the economist;  11 august 2012.     permission to reproduce items where thir d-party owned material protected by copyright  is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holder s, but if any items requiring clearance have unwittingly been included, the  publisher will be pleased to make amends at the earliest possible opportunity.    cambridge international examinations is part of the cambridge asse ssment group. cambridge assessment is the brand name of unive rsity of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge.    \u00a9 ucles 2014 0455/13/o/n/14  blank page      "
+        },
+        "0455_w14_qp_21.pdf": {
+            "1": "this document consists of 4 printed pages and  1 insert. dc (sjf) 74030/4 \u00a9 ucles 2014 [turn overcambridge international examinations cambridge international general certificate of secondary education *6011089278*economics  0455/21 paper 2 structured questions october/november 2014  2 hours 15 minutes no additional materials are required. read these instructions first an answer booklet is provided inside this question paper. y ou should follow the instructions on the front cover  of the answer booklet. if you need additional answer paper ask the invigilator for a continuation booklet. section a answer question 1. section b answer any three  questions. the number of marks is given in brackets [ ] at the end of each question or part question.",
+            "2": "2 0455/21/o/n/14 \u00a9 ucles 2014section a answer this question. 1 economic diversification in mauritius the economy of mauritius has made good progress since the country achieved independence  in 1968. the economy is becoming less specialised; there is now less of a reliance on sugar-cane, and more importance has been attached to textiles, financial services, higher education and tourism. for example, there is a target of 2 million visitors by 2015, up from 1 million in 2010. there has also been rapid progress in technology services: information technology now employs some 15 000 people and contributes about 7% to gross domestic product (gdp).  the country had an average economic growth rate of 4.6% per year from 2007\u20132010. in  2011 it had an annual economic growth rate of 5%, a population of 1.3 million and a gdp of us$11.31 billion.   there has been substantial investment, encouraged by the presence of a well-educated, skilled  and multilingual labour force, new production techniques and political stability. mauritius has also benefited from membership of a common market of 19 countries in eastern and southern africa (comesa), with a combined population of over 400 million. taxation is relatively low with corporate tax, value added (sales) tax and income tax all at 15%. india is the second largest investor in mauritius, after the united kingdom. this investment has created a lot of jobs in mauritius, reducing the rate of unemployment to 7.8% in 2011.  the financial services sector has been liberalised, helped by the establishment of a stock  exchange in the country in 1989, which provides for the buying and selling of company stocks and shares and government bonds. it is the only stock exchange in africa that can list, trade and settle transactions in several currencies. there are now over 130 companies listed on the stock exchange of mauritius. table 1: labour force in mauritius by occupation (2011) occupation % of labour force agriculture and fishing 9construction and industry 30transportation and communication 7restaurants and hotels 22finance 6other services 26",
+            "3": "3 0455/21/o/n/14 \u00a9 ucles 2014 [turn over (a)  define \u2018gross domestic product\u2019.  [2]   (b) using information from the extract, calculate the gross domestic product per head in  mauritius in 2011.   [2]  (c) discuss the extent to which economic growth is advantageous for a country.   [6]  (d) using information from the extract, describe two functions that the stock exchange performs  in the mauritian economy.       [4]  (e) explain why governments impose taxes.         [4]  (f) using table 1, calculate the percentage of the labour force in mauritius employed in the  services (tertiary) sector.      [2]  (g) using information from the extract, explain why there has been substantial investment  by  foreign firms in mauritius in recent years.     [4]  (h) discuss whether an economy would benefit from becoming less specialised and having a  greater range of different industries.        [6] section b answer any three questions from this section. 2  all countries face the economic problem and so choices have to be made.  (a) explain what is meant by the \u2018economic problem\u2019. [2]  (b)  describe the two main features of the factor of production, \u2018enterprise\u2019.      [4]  (c) using a production possibility curve diagram, explain how the curve can be used to show  the consequences of a change in the allocation of resources between the production of two goods.              [6]  (d) discuss whether a decision by a government, with limited financial resources, to increase  expenditure on education by 25% over a three year period, is likely to be an appropriate decision.        [8] 3  a government decides to encourage the use of public transport by the provision of a subsidy.  (a) using a demand and supply diagram, analyse the effect of a subsidy on the equilibrium price  and the equilibrium quantity in such a market.            [6]  (b) explain what factors influence the price elasticity of demand for public transport. [6]  (c) discuss whether transport in a country should be provided by the public sector or by the  private sector.            [8]",
+            "4": "4 0455/21/o/n/14 \u00a9 ucles 2014permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the  publisher will be pleased to make amends at the earliest possible opportunity. cambridge international examinations is part of the cambridge assessment group. cambridge assessment is the brand name of unive rsity of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge.4  different workers can be paid vastly different amounts of money. sometimes this can be due to the  level of skill that different workers have, and sometimes it can be influenced by whether a worker is in a trade union or not.  (a) describe three  factors that can influence an individual\u2019s choice of occupation.   [6]  (b) explain two reasons  why an unskilled worker is usually paid less than a skilled worker. [4]  (c) describe what is meant by a trade union. [4]  (d) discuss whether membership of a trade union will always be beneficial for a worker. [6] 5 in pakistan, some businesses, especially sole proprietorships and partnerships, are perfectly  competitive and other businesses are monopolies.  (a)  distinguish between a sole proprietor and a partnership.        [4]  (b)  explain how some large firms can experience economies of scale, while others face  diseconomies of scale.         [6]  (c)  discuss whether a monopoly is always in the public interest.       [10] 6 many countries experience different degrees of poverty and migration, but in all countries it can be  difficult to measure living standards.  (a) distinguish between relative poverty and absolute poverty.      [2]  (b) explain four reasons why some developing countries experience immigration.  [8]  (c) discuss whether gdp per head is the best way to compare living standards in different  countries.         [10] 7 trade protection and changes in exchange rates are two ways a country can try to reduce a  current account deficit of the balance of payments.  (a) explain what is meant by \u2018a current account deficit of the balance of payments\u2019.  [4]  (b) analyse why the depreciation of its currency\u2019s exchange rate may lead to a reduction in a  country\u2019s current account deficit.         [6]  (c) describe two methods of trade protection that a country could use.        [4]  (d) discuss whether trade protection should always be preferred to free trade.     [6]"
+        },
+        "0455_w14_qp_22.pdf": {
+            "1": "this document consists of 5 printed pages, 3 blank pages and 1 insert. dc (sjf) 74031/4 \u00a9 ucles 2014 [turn overcambridge international examinations cambridge international general certificate of secondary education *4336905038*economics  0455/22 paper 2 structured questions october/november 2014  2 hours 15 minutes no additional materials are required. read these instructions first an answer booklet is provided inside this question paper. y ou should follow the instructions on the front cover  of the answer booklet. if you need additional answer paper ask the invigilator for a continuation booklet. section a answer question 1. section b answer any three  questions. the number of marks is given in brackets [ ] at the end of each question or part question.",
+            "2": "2 0455/22/o/n/14 \u00a9 ucles 2014section a answer this question. 1 fiscal policy and an ageing population in japan a sales tax was introduced in japan in 1989, initially at a rate of 3%, and this was later increased  to 5% in 1997. the intention is to increase the rate to 8% in 2014 and to 10% in 2015. this will still leave the tax rate below other countries. the tax increase in 1997 was not opposed by many of the japanese people, but since then japan\u2019s gross domestic product (gdp) has fallen by 10%. it was us$5069 billion in 2011. there has been deflation and this has badly affected tax revenue, which has fallen 22% since 1997, leading to a doubling of the japanese government\u2019s debt. the japanese government was required to spend a great deal of money in march 2011 when a devastating earthquake and tsunami (coastal flooding) struck the country\u2019s north-eastern coast, leaving 20 000 people dead or missing; it has been estimated that the rebuilding work will cost us$260 billion. the japanese government\u2019s debt is now at a very high level, as can be seen in table 1. table 1: government debt as a percentage of gdp in 2011 country government debt as a % of gdp japan 200greece 147italy 127iceland 120portugal 103    the japanese government has decided to increase sales tax to help pay for the pensions and  health care of the ageing population. the problem is that the higher tax rate might lead to a fall in consumption, leading to an increase in unemployment. it may not help the country to get out of recession. the average annual growth in gross domestic product over the last five years has been \u2013 0.3%.   many japanese people are anxious and worried about the future, especially fearing that the  government might try to reduce its public sector debt, leading to further increases in unemployment. the rate of unemployment in japan is currently above its average rate over the last ten years. economists in japan are thinking of ways to promote economic growth to get the country out of recession, such as through encouraging increased productivity and greater entrepreneurship.  it is certainly the case that there is a high savings ratio in japan. this is despite the fact that  interest rates are at their lowest ever level. there is a strong tradition of saving in japanese culture and the level of interest rates is clearly only one influence on the decision of how much people save.  the ageing population is a particular problem in japan. the percentage of the japanese population  that is over the age of 60 is 30.5%. the life expectancy of japanese men is now 80.1 years and japanese women 87.2 years, giving an average of 83.7 years. table 2 shows how this compares with a number of other countries.",
+            "3": "3 0455/22/o/n/14 \u00a9 ucles 2014 [turn overtable 2: average life expectancy in selected countries in 2011 country average life expectancy japan 83.7singapore 81.0united arab emirates 78.1kenya 56.9afghanistan 45.5  (a) explain what is meant by \u2018deflation\u2019. [2]  (b) using information from the extract, calculate the level of government debt in us$ in japan in  2011. [1]  (c) using information from the extract, explain two reasons why japan\u2019s government debt, as a  percentage of gross domestic product, is so high. [4]  (d) discuss whether an increase in the rate of a sales tax will cause unemployment. [6]  (e) analyse how increased productivity and greater entrepreneurship could help an economy to  get out of recession. [6]  (f) using information from the extract,  explain two influences, other than interest rates, on how  much people save. [4]  (g) using table 2,  calculate the difference  between average life expectancy in japan and kenya.  [1]  (h) discuss whether an ageing population is always a problem for an economy. [6]",
+            "4": "4 0455/22/o/n/14 \u00a9 ucles 2014section b answer any three  questions from this section. 2 factors of production, private and external costs and opportunity costs are all important concepts  in economics.  (a) using examples, define the factor of production, \u2018capital\u2019. [4]  (b) using examples, distinguish between a private cost and an external cost. [4]  (c) explain why scarcity gives rise to an \u2018opportunity cost\u2019. [4]  (d) discuss whether a decision to cut down trees for wood is an appropriate use of a scarce  resource. [8] 3 governments can influence economic behaviour in different ways, such as through taxes and  regulations.  (a) explain why, in a market economy, some goods and services are over-consumed and some  under-consumed. [6]  (b) using a demand and supply diagram, analyse the effect of the imposition of an indirect tax on  the equilibrium price and equilibrium quantity of tobacco. [6]  (c) discuss whether government regulations on private producers always achieve their intended  aims. [8] 4 money, central banks and commercial banks all play a key role in economies.  (a) explain how well money performs its function as a medium of exchange. [5]  (b) analyse the importance of a central bank in an economy. [7]  (c) discuss whether a country\u2019s largest commercial banks should be nationalised and so become  public corporations, and taken under government control. [8] 5 there are many large firms in most economies, but this does not mean that all small firms will  become large.  (a) explain two reasons why a decision might be taken to change a private limited company into  a public limited company. [4]  (b) explain two reasons why production by a firm might be changed from capital-intensive to  labour-intensive. [5]  (c) using examples, distinguish between vertical, horizontal and conglomerate integration. [5]  (d) discuss whether it is likely that the majority of small firms in an economy will remain small.  [6]",
+            "5": "5 0455/22/o/n/14 \u00a9 ucles 20146 inflation and unemployment are two economic problems that governments usually have to deal  with.   (a) distinguish between demand-pull and cost-push inflation. [4]  (b) explain three  reasons why inflation is regarded as a serious economic problem. [6]  (c) distinguish between frictional and cyclical unemployment. [4]  (d) discuss whether there is likely to be a conflict between the government aims of low inflation  and low unemployment. [6] 7 specialisation can lead to a significant increase in output and international trade.  (a) explain what is meant by \u2018specialisation\u2019. [4]  (b)  describe the benefits and disadvantages of specialisation at a regional level. [6]  (c)  discuss whether an economy will always benefit from an increase in international trade. [10]",
+            "6": "6 0455/22/o/n/14 \u00a9 ucles 2014blank page",
+            "7": "7 0455/22/o/n/14 \u00a9 ucles 2014blank page",
+            "8": "8 0455/22/o/n/14 \u00a9 ucles 2014permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the  publisher will be pleased to make amends at the earliest possible opportunity. cambridge international examinations is part of the cambridge assessment group. cambridge assessment is the brand name of unive rsity of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge.blank page"
+        },
+        "0455_w14_qp_23.pdf": {
+            "1": "this document consists of 5 printed pages, 3 blank pages and 1 insert. dc (sjf) 74032/4 \u00a9 ucles 2014 [turn overcambridge international examinations cambridge international general certificate of secondary education *1401744901*economics  0455/23 paper 2 structured questions october/november 2014  2 hours 15 minutes no additional materials are required. read these instructions first an answer booklet is provided inside this question paper. y ou should follow the instructions on the front cover  of the answer booklet. if you need additional answer paper ask the invigilator for a continuation booklet. section a answer question 1. section b answer any three  questions. the number of marks is given in brackets [ ] at the end of each question or part question.",
+            "2": "2 0455/23/o/n/14 \u00a9 ucles 2014section a answer this question. 1 economic problems in bulgaria bulgaria is the poorest of the 27 countries (as of may 2013) in the european union (eu). it joined  the eu in january 2007. average wages are only us$4.50 an hour and average monthly salaries are only us$465. the rate of unemployment in bulgaria in 2012 was estimated at 12%, compared to an eu average of 9.4%. this level of unemployment, however, was much less than that in some eu countries, such as greece, where the rate of unemployment was twice as high.  the population of bulgaria is 7.5 million and yet over a million bulgarians have left the country in  recent years to work abroad, especially in spain and greece. the value of the money they have sent back home, known as migrant remittances, has risen from us$900 million in 2008 to us$990 million in 2012. much of the work that these people do in spain and greece is seasonal and so there have been particular problems of seasonal unemployment, with some of the migrants losing their jobs and having to return home.  within bulgaria, a lot of workers have lost their jobs in the construction industry. it had been  planned that a large number of hotels and holiday flats would be built along bulgaria\u2019s black sea coast. since 2008, there has been a dramatic fall in the demand for these properties and many construction firms have gone out of business, having failed to obtain sufficient funds from financial institutions.  the gross domestic product (gdp) of bulgaria has only been growing by 1.7% per year in recent  years. in 2012 the gdp was us$48.0 billion. one of the problems in measuring gdp in bulgaria is that it has been estimated that as much as 30% of the economy goes unrecorded. there is a great deal of activity in what has been termed the hidden or informal economy. not all income earned is declared for tax purposes, there is some smuggling (illegal importing) and much of agricultural output is subsistence farming.  it is noticeable that the death rate in bulgaria is considerably higher than the birth rate (see table 2  for details). a survey of bulgarians found that about 70% of them expected the economic situation in the country to worsen in the next 12 months, not something that would be likely to bring about an increase in the birth rate. this has meant that bulgaria now has the second most rapidly declining population in the world, as shown in table 1. table 1: the world\u2019s most rapidly declining populations, 2005\u20132010 country average annual % change in population moldova \u20131.06 bulgaria \u20130.64 ukraine \u20130.64 georgia \u20130.57 lithuania \u20130.55",
+            "3": "3 0455/23/o/n/14 \u00a9 ucles 2014 [turn over it is also noticeable that in many indicators bulgaria is worse off than the european union average,  as shown in table 2. table 2: a comparison of bulgaria and the eu average in 2012 indicators of comparative living standards bulgaria eu average human development index 0.743 0.867 birth rate 9.9 10.1 death rate 14.6 9.9 health spending (% of gdp) 7.4 10.7 education spending (% of gdp) 3.5 4.9 gdp per capita (us$) 6420 38 080  (a) explain what is the difference between the rate of unemployment and the level of  unemployment. [2]  (b) analyse three  ways a government could reduce the rate of unemployment in a country. [6]  (c) using information from the extract,  calculate the percentage increase in migrant remittances  sent home by bulgarians between 2008 and 2012. [2]  (d) using information from the extract, calculate what would have been the estimated size of the  informal economy in bulgaria in 2012 in us$. [1]  (e) using information from the extract, explain why such a large percentage of the bulgarian  gross domestic product goes unrecorded. [3]  (f) discuss whether the human development index is a perfect measure to compare living  standards in different countries. [6]  (g) define the terms \u2018birth rate\u2019 and \u2018death rate\u2019. [4]  (h) discuss whether the bulgarian government should try to reverse the decline in the country\u2019s  population size. [6]",
+            "4": "4 0455/23/o/n/14 \u00a9 ucles 2014section b answer any three questions from this section. 2 all market systems have both advantages and disadvantages.  (a) explain how resources are allocated in a market system. [5]  (b) analyse three  reasons  why a market system could fail. [7]  (c) discuss whether government intervention in a market is always  to be supported. [8] 3 a government decides to increase the number of schools it operates, leading to an increase in the  demand for teachers. at the same time, the government decides to increase the qualifications that a person needs to have to become a teacher.  (a) using a demand and supply diagram,  analyse the effect of these two decisions on the  equilibrium wage rate and the equilibrium quantity of teachers. [6]  (b) describe why the earnings of teachers can change over a period of time. [4]  (c) consider whether teachers working in the private sector and in the public sector are likely to  receive different earnings. [4]  (d) discuss whether highly-paid teachers are likely to spend more and borrow more than less  well-paid teachers. [6] 4 car production is an important economic activity in many countries. much of this production is  undertaken by large multinational companies. these firms aim to increase both productivity and production.  (a) describe two reasons why car production is usually undertaken by large multinational  companies.  [4]  (b) distinguish between productivity and production. [4]  (c) using an example of each, explain the difference between fixed costs and variable costs in  car production. [4]  (d) discuss whether the establishment of a multinational company in a country will always be  beneficial for all the workers it employs. [8]",
+            "5": "5 0455/23/o/n/14 \u00a9 ucles 20145 inflation is an economic problem faced by many economies, but governments differ in how they  attempt to bring down the rate of inflation.  (a) describe how changes in the price level are measured in an economy. [5]  (b) explain how a situation of \u2018too much money chasing too few goods\u2019 can lead to inflation. [5]  (c) discuss whether fiscal policy, rather than monetary policy, is always a better way to bring  down the rate of inflation in an economy. [10] 6 developing countries have characteristics that are different from those of developed countries.  one of these is the extent of poverty in such countries.  (a) describe three  features of a developing country.  [6]  (b) describe the changes that are likely to occur as a country becomes more developed in   (i) its occupational structure, and    (ii) the geographical distribution of its population. [4]  (c) explain what is meant by \u2018absolute poverty\u2019. [2]  (d)  discuss whether government policies can always reduce poverty in a developing country. [8] 7 many countries have a deficit in the current account of their balance of payments but some  countries, such as china, germany and japan, regularly have a surplus in their current account.  (a) explain two consequences of a current account deficit. [4]    (b) analyse what can cause a surplus in the current account of the balance of payments. [8]  (c) discuss whether a current account surplus is always to be regarded as desirable. [8]",
+            "6": "6 0455/23/o/n/14 \u00a9 ucles 2014blank page",
+            "7": "7 0455/23/o/n/14 \u00a9 ucles 2014blank page",
+            "8": "8 0455/23/o/n/14 \u00a9 ucles 2014permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the  publisher will be pleased to make amends at the earliest possible opportunity. cambridge international examinations is part of the cambridge assessment group. cambridge assessment is the brand name of unive rsity of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge.blank page"
+        }
+    },
+    "2015": {
+        "0455_m15_qp_12.pdf": {
+            "1": "    this document consists of 11 printed pages and 1 blank page.  ib15 03_0455_12/4rp  \u00a9 ucles 2015 [turn over       *1509399974* cambridge international examinations  cambridge international general certificate of secondary education       economics 0455/12     paper 1  multiple choice  february/march 2015      45 minutes    additional materials: multiple choice answer sheet    soft clean eraser    soft pencil (type b or hb is recommended)        read these instructions first    write in soft pencil.  do not use staples, paper clips, glue or correction fluid. write your name, centre number and candidate number on the answer sheet in the spaces provided  unless this has been done for you.  do not  write in any barcodes.   there are thirty  questions on this paper. answer all questions. for each question there are four possible  answers a, b, c and d.   choose the one you consider correct and record your choice in soft pencil  on the separate answer sheet.    read the instructions on the answer sheet very carefully.   each correct answer will score one mark. a mark will not be deducted for a wrong answer. any rough working should be done in this booklet.     ",
+            "2": "2  \u00a9 ucles 2015 0455/12/f/m/15  1 which statement about factors of production is correct?   a capital is the money people keep in the bank.  b enterprise is found more in service industries than in manufacturing industries.  c labour includes only those who work using their hands.  d land includes resources found in or under the sea.      2 china earns enough income to purchase large quantities of natural resources from developing  countries.    which statement explains this situation?  a china does not experience the economic problem of scarcity.  b supplies of natural resources in china are limited relative to demand.  c there are unlimited supplies of natural resources in developing countries.  d there is an excess stock of land in china.      3 the diagram shows the change in an economy\u2019s production possibility curve from year 1 to  year 2.    ogoods servicesyear 1year 2     what might explain the change from year 1 to year 2?  a resources have moved from the production of services to the production of goods.  b the number of workers unemployed in manufacturing has fallen.  c the producers of services have introduced better technology.  d the workers in the production of goods have become less efficient.     ",
+            "3": "3  \u00a9 ucles 2015 0455/12/f/m/15 [turn over  4 the table shows the demand and supply schedules for eggs.    price  $ number of eggs  demanded per week number of eggs  supplied per week  0.20 450 25  0.30 250 100  0.40 125 125  0.50 50 150    what will be the equilibrium price of eggs?  a $0.20 b $0.30 c $0.40 d $0.50      5 as incomes have risen in india, cinema attendance has increased.    how would this change be shown on a demand and supply diagram?     demand curve for  cinema tickets supply curve of  cinema tickets  a movement along shifts to the left  b movement along shifts to the right  c shifts to the left movement along  d shifts to the right movement along    6 although some economists believe that resources should be allocated through market forces,  markets often fail.    what might be an example of market failure?  a access to subsidised health care  b monopoly pricing of electricity supplies  c prohibiting cigarette smoking in public places  d regulation of interest rates charged by banks     ",
+            "4": "4  \u00a9 ucles 2015 0455/12/f/m/15  7 a group of shops sells all its products at the same price of $1. it is still able to make a profit,  although in other shops the products are sold at a higher price.    which statement about this group of shops must be correct?  a consumers recognise that the group\u2019s products are better value.  b costs will be lower than in the other shops.  c revenue will be less than in the other shops.  d the group does not advertise nor use any form of marketing.     8 in 2011, the bank of england released into circulation a new design for the \u00a350 note to replace  the old design \u00a350 note.    what might have been the reason for issuing these notes?  a to ease the use of the barter system  b to enable a means of exchange  c to lower the external value of the \u00a3 sterling  d to reduce inflationary pressures in the economy     9 a security company wishes to recruit an experienced person for a senior position to answer  customers\u2019 emergency calls, some of which would be during the night. it is offering a good salary  and a small apartment next to the company premises.    which person would be most likely to apply and be offered the position?  a a confident person currently employed in installing security systems for the company  b a person who has experience of answering customers\u2019 queries in a travel company  c a recently qualified engineering graduate in security systems  d a reliable person who says that he needs to live with his young family of five children     10 why do female workers in many countries have a lower income than male workers?  a female workers are more experienced.  b female workers are more likely to be employed part-time.  c female workers are more likely to be in trade unions.  d female workers have more qualifications.    ",
+            "5": "5  \u00a9 ucles 2015 0455/12/f/m/15 [turn over  11 india is experiencing rapid growth in air travel. the number and size of airlines is increasing every  year.    which effect arising from this growth is an external economy of scale?  a banks are more prepared to lend to large airlines rather than small airlines.  b colleges are established to train flight crew.  c fuel suppliers charge less to airlines that buy in bulk.  d larger airlines operate aircraft which can carry more passengers.     12 the financial director of a company adds up the cost for the firm of rent, insurance, new  machinery and the chief executive\u2019s basic salary. the director then divides that total by the firm\u2019s output.    what has the director calculated?  a average fixed cost   b average revenue  c average total cost   d average variable cost     13 if a perfectly competitive market becomes a monopoly, what will be likely to increase and what  will be likely to decrease?     increase decrease  a barriers to entry economies of scale  b consumer choice prices  c long-run profits competition  d output market share    ",
+            "6": "6  \u00a9 ucles 2015 0455/12/f/m/15  14 the diagram shows the fixed costs, variable costs and total costs of a firm.    35 3025201510 50costs ($000) output100     what is the firm\u2019s total variable cost at an output of 100 units?  a $250 b $5000 c $25  000 d $30  000      15 a government achieves a high rate of economic growth.    what may result from this that might cause a conflict with other government aims?  a it may increase government income  b it may increase incomes for the lower paid  c it may increase the supply of exports  d it may increase the volume of imports     16 what type of tax is a tax of 10% on the price of petrol?  a a direct tax  b a progressive tax  c an income tax  d an indirect tax    ",
+            "7": "7  \u00a9 ucles 2015 0455/12/f/m/15 [turn over  17 the graph shows taxes on consumption as a percentage of total tax paid in some countries in  1990 and 2010.    0 5 10 15 20 25 q r s t u1990key 2010     which conclusion can be drawn from the graph?  a country q collected more revenue from taxes than other countries in 2010.  b country t collected less revenue from taxes in 2010 than in 1990.  c country u collected less revenue from taxes than country s in 1990.  d most countries imposed a higher percentage of  indirect taxation in 2010 than in 1990.      18 when the equilibrium price of wheat is $150 per  tonne, a government pays farmers a subsidy of  $50 per tonne.    which new supply curve represents the effect of this subsidy?    250 200150100 50 0price $ per tonne ds4s5s1 s2 s3 quantity (tonnes)    a s 2 b s 3 c s 4 d s 5     ",
+            "8": "8  \u00a9 ucles 2015 0455/12/f/m/15  19 what could a government in a developed economy do to decrease demand?  a create a budget deficit  b increase government spending  c increase taxes  d reduce interest rates      20 a country closed its oil wells because it had used up most of its supplies of oil.    what type of unemployment would this cause?  a cyclical  b frictional  c seasonal  d structural     21 the diagram shows the rate of inflation of four countries between 2007 and 2014.    which country experienced some period in which the real value of money rose?    rate of inflation (%) 2007 2014a  b  c  d      22 in a country, in one year, average transport prices rose by 15% and the price of electrical  products fell by 15%. the two products had equal weights in the retail price index.    if no other prices changed, what happened to the index?  a it fell by less than 15%.  b it fell by over 15%.  c it remained unchanged.  d it rose by less than 15%.    ",
+            "9": "9  \u00a9 ucles 2015 0455/12/f/m/15 [turn over  23 there is a decrease in a country\u2019s birth rate.    what must occur at the same time to lead to an increase in the country\u2019s population?  a positive net migration and a fall in the death rate  b positive net migration and a fall in the fertility rate  c zero net migration and a fall in infant mortality  d zero net migration and a fall in the fertility rate     24 in 2008, the peruvian government set itself the target of reducing the number of its people in  poverty to 30% of the population.    what change does not indicate that the peruvian government had made progress towards this  objective?  a a rise in employment  b a rise in infant mortality  c a rise in life expectancy  d a rise in the level of adult literacy     25 the diagram shows the birth and death rates for a country over a period of time.    at which point did the country\u2019s population fall?    ab c dbirth rate death rate time     ",
+            "10": "10  \u00a9 ucles 2015 0455/12/f/m/15  26 the diagrams show population pyramids for two countries, x and y.    age 85+ 80-84 75-7970-7465-6960-6455-5950-5445-4940-4435-3930-3425-2920-2415-1910-14 5-90-4 percentage of total population in five-year age and sex groupsx 0 2 4 6 88 6 4 2 0males femalesage 85+ 80-8475-7970-7465-6960-6455-5950-5445-4940-4435-3930-3425-2920-2415-1910-14 5-90-4 percentage of total population in five-year age and sex groupsy 0 2 4 66 4 2 0males females     what can be concluded from these pyramids?  a country x has the highest population  b country x is more typical of a developed country  c country y has a higher birth rate  d country y has a lower dependency rate     27 which would cause a favourable change in the kenyan trade in services (invisible) account?  a a kenyan company wins a contract to transport exports from uganda.  b a kenyan tea company increases its exports.  c a kenyan trade delegation visits india.  d a zambian company increases its exports to kenya.     28 what is most likely to result from an extension of specialisation in manufacturing?  a for the consumer some prices will be reduced  b for the country there will be less dependency on international trade  c for the employee the work will become more varied  d for the producer there will be less efficiency    ",
+            "11": "11  \u00a9 ucles 2015 0455/12/f/m/15  29 what would reduce the volume of international trade in the world economy?  a a german bank making a loan to a nigerian company  b a japanese car manufacturer establishing a factory in the czech republic  c the canadian government introducing quotas on malaysian electronics products  d the swedish government granting aid to somalia      30 the table shows the number of units of four currencies which exchanged for one us$ in 2003  and 2013.    in which country\u2019s currency would imports have become cheaper?     country\u2019s currency 2003 2013  a hong kong dollar   7.7   7.7  b indian rupee 45.2 61.6  c nepalese rupee 72.1 98.8  d swiss franc   1.3   0.9    ",
+            "12": "12    permission to reproduce items where third-par ty owned material protected by copyright is  included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holder s, 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 onl ine in the cambridge  international examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely a vailable to download at  www.cie.org.uk after the live examination series.    cambridge international examinations is part of the cambridge asse ssment group. cambridge assessment is the brand name of unive rsity of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge.    \u00a9 ucles 2015 0455/12/f/m/15  blank page  "
+        },
+        "0455_m15_qp_22.pdf": {
+            "1": "this document consists of 5 printed pages, 3 blank pages and 1 insert. dc (st) 96735/4 \u00a9 ucles 2015 [turn overcambridge international examinations cambridge international general certificate of secondary education *1873424887*economics  0455/22 paper 2  structured questions february/march 2015  2 hours 15 minutes no additional materials are required. read these instructions first an answer booklet is provided inside this question paper. y ou should follow the instructions on the front cover  of the answer booklet. if you need additional answer paper ask the invigilator for a continuation booklet. section a answer question 1. section b answer any three  questions. the number of marks is given in brackets [  ] at the end of each question or part question.",
+            "2": "2 0455/22/f/m/15 \u00a9 ucles 2015section a answer this question. 1 the challenges facing india  the year 2013 brought a number of challenges to india\u2019s economy. for instance, in 2010, india\u2019s  gross domestic product (gdp) rose by 9.5%. in 2012, it increased by 5.3% and, in 2013, it increased by only 4.5%.   in august 2013, the indian rupee fell to a record low against the us dollar. this pushed up the  price of a range of products in india. in response, the reserve bank of india, india\u2019s central bank, tried to prevent further falls in the international value of the rupee. at the same time, the indian government tried to reduce the deficit on the current account of the country\u2019s balance of payments.  the government raised the tax on imports of gold, to reduce both the current account deficit and  the fall in the exchange rate. spending on imported gold is second only to spending on imported oil in india\u2019s trade in goods.   a country\u2019s import expenditure and export revenue are influenced by a number of factors. one  key influence on export revenue is changes in world gdp .  table 1 shows world gdp and india\u2019s export revenue over the period 2008 to 2012. table  1: world gdp and india\u2019s export revenue 2008\u20132012 y ear world gdp  (us$ trillion)india\u2019s export revenue  (us$ billion) 2008 50 1662009 48 1892010 56 1822011 58 2512012 62 305    investment fell in the country between 2010 and 2012. the reserve bank of india was considering  changing the rate of interest to influence investment, that is spending on capital goods by firms, and borrowing by households.  india is the world\u2019s second largest producer of onions after china. whilst india\u2019s farmers produce  large quantities of onions, their productivity is low. india usually exports more onions than it imports, making it a net exporter of onions.  in 2013, there was a rise in the price of onions caused by poor harvests resulting from bad weather.  this then led to the country having to import more onions.  the government put a tax on the export of onions to increase the supply of onions on the home  market. it was also hoping that farmers would respond in a positive way to the rise in the price of onions.",
+            "3": "3 0455/22/f/m/15 \u00a9 ucles 2015 [turn over (a) using information from the extract, explain whether india experienced a recession or  economic growth in 2013.  [2]  (b) explain two ways a central bank could try to stop a fall in the international value of its country\u2019s  currency.  [4]  (c) using information from the extract, explain what is likely to have happened to the price of gold  in india in 2013.  [3]  (d) using table 1, comment on the relationship shown between the change in world gdp and  india\u2019s export revenue.  [4]  (e) explain two ways a government could try to increase investment.  [4]  (f) discuss whether governments should encourage households to borrow more.  [5]  (g) using information from the extract, explain the opportunity cost of exporting onions.  [2]  (h) discuss whether india is likely to be a net importer or a net exporter of onions in the future.   [6]",
+            "4": "4 0455/22/f/m/15 \u00a9 ucles 2015section b answer any three  questions from this section. 2 changes in global weather conditions are increasing the risks of some of the islands of the  maldives disappearing under the sea. they are also affecting the country\u2019s fishing industry which experiences frequent changes in equilibrium price. the country is considering whether to devote more of its resources to fishing. the country has recently created a new island, called hulhumale, from reclaimed land.  (a)  why do choices have to be made about how resources are used?  [2]  (b)  explain why price tends to move towards equilibrium over time.  [4]  (c)  using a production possibility curve diagram, analyse the effect of an increase in land on an  economy.  [6]  (d)  discuss whether devoting more of its resources to fishing would benefit an economy.  [8] 3 tesco is a large multinational supermarket firm based in the uk. it sells a wide range of products  which vary in their degree of price elasticity of supply. in 2013, the firm\u2019s profits fell in its home market and also in every other country in which it operates. for instance, in the uk, profits fell due to greater competition while in south korea they fell as the government placed additional restrictions on opening hours.  (a) define \u2018price elasticity of supply\u2019.  [2]  (b) explain why many firms try to maximise profits.  [4]  (c) analyse what determines in which countries a multinational company produces. [6]  (d) discuss whether a government should regulate supermarket firms.  [8] 4 in myanmar (burma) people prefer using clean bank notes. the country has relied largely on cash  transactions but recently the government has been encouraging the use of other forms of money. the use of monetary policy has reduced inflation, as measured by the consumer prices index, from 35% in 2007 to 1.5% in 2012. there is even the possibility that the country may experience deflation in the future.  (a)  define \u2018consumer prices index\u2019.  [2]  (b)  explain two functions of money.  [4]  (c)  analyse how monetary policy can reduce the rate of inflation.   [6]  (d)   discuss whether deflation always harms an economy.  [8]",
+            "5": "5 0455/22/f/m/15 \u00a9 ucles 20155 qatar has a fertility rate of 1.7. males make up 75% of the country\u2019s population. the oil and gas  industries are major employers in the country but the pattern of employment is likely to change in the future. in 2013, the country had the lowest unemployment rate in the world of 0.5%.  (a)   define \u2018fertility rate\u2019.  [2]  (b)   explain two reasons why a country may have more males than females in its population.  [4]  (c)   analyse why the pattern of employment in a country may change over time.  [6]  (d)   discuss whether a government should aim for an unemployment rate as low as 0.5%.  [8] 6  madagascar has highly fertile land but is one of the poorest countries in the world. in 2013,  92% of its population were living in poverty. in that year, gross domestic product (gdp) and gdp per head declined. the country has low tax revenue and the government is considering raising tax rates.  (a)   giving an example, define the factor of production \u2018land\u2019.  [2]  (b)   explain two reasons why a country may have a low gdp per head.  [4]  (c)   analyse how a rise in tax rates may influence poverty.  [6]  (d)   discuss whether a fall in gdp may reduce living standards.  [8] 7 the world economic forum has stated that brazil is in the final stage of becoming a developed  country. brazil is, however, facing a number of economic problems including a large deficit on the current account of its balance of payments. the brazilian government is not considering introducing a fixed exchange rate system but it is trying to improve education and to keep more of its skilled workers in the country.  (a) define \u2018developed country\u2019.  [2]  (b) explain two economic reasons why someone may decide to work in another country. [4]  (c) analyse how a more educated labour force could reduce a country\u2019s current account deficit  on its balance of payments.  [6]  (d) discuss whether a country\u2019s exchange rate should be determined by market forces or by the  government.  [8]",
+            "6": "6 0455/22/f/m/15 \u00a9 ucles 2015blank page",
+            "7": "7 0455/22/f/m/15 \u00a9 ucles 2015blank page",
+            "8": "8 0455/22/f/m/15 \u00a9 ucles 2015blank page permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here 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 onl ine in the cambridge international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to do wnload at www.cie.org.uk after  the live examination series. cambridge international examinations is part of the cambridge assessment group. cambridge assessment is the brand name of unive rsity of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge."
+        },
+        "0455_s15_qp_11.pdf": {
+            "1": "    this document consists of 11 printed pages and 1 blank page.  ib15 06_0455_11/6rp  \u00a9 ucles 2007 [turn over       *5498556101* cambridge international examinations  cambridge international general certificate of secondary education       economics 0455/11     paper 1  multiple choice  may/june 2015     45 minutes    additional materials: multiple choice answer sheet    soft clean eraser    soft pencil (type b or hb is recommended)        read these instructions first    write in soft pencil.  do not use staples, paper clips, glue or correction fluid. write your name, centre number and candidate number on the answer sheet in the spaces provided  unless this has been done for you.  do not  write in any barcodes.   there are thirty  questions on this paper. answer all questions. for each question there are four possible  answers a, b, c and d.   choose the one you consider correct and record your choice in soft pencil  on the separate answer sheet.    read the instructions on the answer sheet very carefully.   each correct answer will score one mark. a mark will not be deducted for a wrong answer. any rough working should be done in this booklet.     ",
+            "2": "2  \u00a9 ucles 2015 0455/11/m/j/15  1 the following are four ways factors of production are used.  what is likely to require the greatest use of the factor enterprise ?  a a carpenter making wooden articles in his leisure time for sale at a monthly market  b a corn farmer negotiating with other farmers to hire expensive machinery  c a food shop owner sometimes selling flowers in the shop  d a householder harvesting vegetables grown at home     2 to help reduce the price of oil, new supplie s are needed. however, in 2013, objectors opposed  attempts to explore new sites because of the environmental damage the exploration might cause.    how does this illustrate the basic economic problem?  a oil is a limited resource.  b oil is expensive.  c the exploration involves demand and supply.  d there are external costs involved in production.      3 with a given level of resources, an economy that can produce food or computers is at point q on  its production possibility curve. population growth means more resources need to be allocated to food production.    at which point in the short term will the economy be in the diagram?    ooutput of food output of computersab cdq     ",
+            "3": "3  \u00a9 ucles 2015 0455/11/m/j/15 [turn over  4 a person makes sandwiches at home for five hours each day. she makes 20 sandwiches per  hour, and she sells each sandwich for $2 each.    what is the opportunity cost if she takes a holiday on a working day?  a $2  b $40  c 20 sandwiches  d 100 sandwiches     5 what can be found in a mixed economy but not in a market economy?  a a national economic development plan  b an unequal distribution of income and wealth  c the operation of the price mechanism  d the private ownership of factors of production     6 newspapers recently reported there had been a dec rease in the demand for beef and that its  price per kilogram had increased.    from the initial equilibrium point x, which point in the diagram illustrates the new market  equilibrium?    d2 d1s2 d3s1 s3 oquantitypricexab c d     ",
+            "4": "4  \u00a9 ucles 2015 0455/11/m/j/15  7 the diagram shows the market for fresh fish in the caribbean with equilibrium point x.    a new type of fishing boat increases production, which reduces costs.    which point represents the new equilibrium?    price quantityod1s1s3 s2 d2xab c d       8 a large supermarket applied to build on land which  was in an area of natural beauty. the local  government allowed the building, even though the natural beauty of the area would be lost,  because many jobs would be created and much needed income would be brought to the local community.    which economic ideas cannot  be found in the above statement?  a external cost and private enterprise  b free market and the conservation of resources  c opportunity cost and improved standards of living  d public sector and external benefit      9 cigarettes have been used as money in exceptional circumstances.    what is the most likely reason that they are not acceptable as money in normal circumstances?  a cigarettes lack durability  b cigarettes lack intrinsic value  c cigarettes lack portability  d cigarettes lack uniformity    ",
+            "5": "5  \u00a9 ucles 2015 0455/11/m/j/15 [turn over  10 the table shows a country\u2019s trade union me mbership in millions between 2008 and 2011.    year trade union  members in the  private sector  (millions) trade union  members in the  public sector  (millions)  2008 8.4 3.6  2009 6.6 4.2  2010 5.1 6.0  2011 3.4 7.1    what can be concluded about the country\u2019s trade union membership in the period 2008 to 2011?  a trade unions had least members in 2010.  b trade unions had most members in 2011.  c trade union membership fell between 2008 and 2009.  d trade union membership rose between 2009 and 2011.      11 a bus driver works longer hours if the wage rate increases. as his earnings increase there  reaches a point when he prefers more leisure to work.    which supply curve, s, represents this situation?    a owage rate worker hoursb owage rate worker hoursc owage rate worker hoursd owage rate worker hourss sss      12 in 2013, a german company that manufactured medicines bought a uk company that ran a chain  of pharmacies that sold medicines.    what term best describes this takeover?  a conglomerate  b horizontal  c vertical integration backwards  d vertical integration forwards    ",
+            "6": "6  \u00a9 ucles 2015 0455/11/m/j/15  13 when is a firm considered more capital-intensive than another firm?  a when it has a lower ratio of workers to machines than the other firm  b when it has fewer workers than the other firm  c when it has higher variable costs than the other firm  d when it has more machines than the other firm      14 in 2009, gulf airlines, which was making a loss, stated it would reduce the number of new aircraft  on order.    if it did this, which of its costs would be directly affected?  a fixed costs  b marginal costs  c opportunity costs  d variable costs      15 the diagram shows the costs of a firm.    0102030405060 output100cost  ($ 000s)     what is the firm's total variable cost at an output of 100 units?  a $100 b $500 c $10  000 d $50  000     ",
+            "7": "7  \u00a9 ucles 2015 0455/11/m/j/15 [turn over  16 a government lowers the rate of interest.    who is most likely to be disadvantaged by this policy?  a house buyers  b manufacturers  c retailers  d savers     17 which is a supply-side policy that would increase output in the long-run?  a an increase in benefit payments  b an increase in places at training colleges  c an increase in the rate of income tax  d an increase in the rate of tax employers pay     18 russia exports wheat. in 2010, a bad harvest led the russian government to prevent the export  of wheat, to ensure enough supplies were kept for domestic use.    what was the most likely outcome of the government\u2019s action?  a prices were fixed by the wheat producers  b the amount produced was determined by the government  c the price of wheat abroad fell  d there was a redistribution of domestic production    19 the government reduces the rate of income tax and increases the rate of tax on producers.    from the initial equilibrium point x, which letter indicates the new equilibrium point in the market?    d2 d1s2 d3s1 s3 oquantitypricexab c d    ",
+            "8": "8  \u00a9 ucles 2015 0455/11/m/j/15  20 what is most likely to cause economic growth?  a a better educated workforce  b a reduction in the right to own property  c decreased wages  d higher taxation      21 a worker earns $250 each week, which leaves a disposable income of $175.    what will affect the real value of the worker\u2019s $250 earned income?  a a change in government spending  b a change in interest rates  c a change in the price level  d a change in the tax rate     22 the table shows the unemployment rate in three developed economies in june 2013.     %  united states   7.6  sweden   8.2  france 10.9    what is the main cause of high rates of unemployment in developed economies in periods of  recession?  a decreases in total demand  b movement of labour between countries  c reduced levels of technological change  d regional inequalities of wealth     ",
+            "9": "9  \u00a9 ucles 2015 0455/11/m/j/15 [turn over  23 from 2012 to 2013, european economies experienced weak economic growth.    based on the information on gdp, industrial production and unemployment in the table, which  economy performed worst ?     percentage change 2012-2013   gdp industrial  production unemployment  a uk +1.0 \u20132.3 \u20130.1  b germany +0.3 \u20131.1   0.0  c italy \u20131.8 \u20134.2 +1.5  d spain \u20131.7 \u20131.3 +1.3      24 what is not a reason why the average size of families is likely to be greater in developing  countries than in developed countries?  a children offer the prospect of security in old age.  b government child care support is widely available.  c means of birth control are less available and more expensive.  d women are less likely to be part of the workforce.     25 the table shows the proportion of gdp produced by each sector of production in three fictitious  countries.     farland  (% of gdp) highland  (% of gdp) lowland  (% of gdp)  primary sector 30 10 35  secondary sector 20 60 25  tertiary sector 50 30 40    what can be concluded from the table?  a farland is the least developed economy.  b highland is the most developed economy.  c it is uncertain which is the most developed economy.  d lowland is the least developed economy.      ",
+            "10": "10  \u00a9 ucles 2015 0455/11/m/j/15  26 in rural areas in developing countries, farmers grow food for their own consumption.  why might this mean that the gdp is a weak measure of the standard of living in those  countries?  a the food grown is not exported.  b the gdp does not include agricultural production.  c the gdp only refers to the public sector.  d the value of the food is unknown.     27 the charts show the population structure of a country in 1960 and 2010.    85+ 80-84 75-7970-7465-6960-6455-5950-5445-4940-4435-3930-3425-2920-2415-1910-14 5-90-4age millions 19603210 0123male female 85+ 80-8475-7970-7465-6960-6455-5950-5445-4940-4435-3930-3425-2920-2415-1910-14 5-90-4age millions 20103210 0123male female     during this period, how did birth and death rates change?     birth rates death rates  a fell fell  b fell no change  c rose  fell  d rose no change     ",
+            "11": "11  \u00a9 ucles 2015 0455/11/m/j/15  28 what is an advantage of international specialisation?  a choice is limited  b countries become overdependent on each other  c resources are used more efficiently  d transport costs are decreased      29 skin creams preventing sunburn made in the european union (eu) are more effective than those  made in the united states (us). us tourists stock up on the creams when visiting europe. such  creams are banned from production in the us because of the chemicals in them. in 2013, negotiations began to remove this ban in order to allow production in the us.    how is this freer trade likely to affect manufacturers of skin creams in the us and the eu?     manufacturers  in the us manufacturers  in the eu  a gain gain  b gain lose  c lose gain  d lose lose    30 the table shows the trade in goods balance and the current account balance of the balance of  payments for four countries during a year.    which country had the largest surplus on its trade in services, assuming no other transfers or income flows?     country trade in goods  balance  ($ billion) current account  balance  ($ billion)  a hong kong 6.2 6.2  b indonesia 4.4 4.3  c mexico 7.8 7.6  d singapore 5.3 5.4     ",
+            "12": "12    permission to reproduce items where third-par ty owned material protected by copyright is  included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holder s, 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 onl ine in the cambridge  international examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely a vailable to download at  www.cie.org.uk after the live examination series.    cambridge international examinations is part of the cambridge a ssessment group. cambridge assessment is the brand name of unive rsity of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge.    \u00a9 ucles 2015 0455/11/m/j/15  blank page  "
+        },
+        "0455_s15_qp_12.pdf": {
+            "1": "    this document consists of 10 printed pages and 2 blank pages.  ib15 06_0455_12/5rp  \u00a9 ucles 2015 [turn over       *7505138244* cambridge international examinations  cambridge international general certificate of secondary education       economics 0455/12     paper 1  multiple choice  may/june 2015     45 minutes    additional materials: multiple choice answer sheet    soft clean eraser    soft pencil (type b or hb is recommended)        read these instructions first    write in soft pencil.  do not use staples, paper clips, glue or correction fluid. write your name, centre number and candidate number on the answer sheet in the spaces provided  unless this has been done for you.  do not  write in any barcodes.   there are thirty  questions on this paper. answer all questions. for each question there are four possible  answers a, b, c and d.   choose the one you consider correct and record your choice in soft pencil  on the separate answer sheet.    read the instructions on the answer sheet very carefully.   each correct answer will score one mark. a mark will not be deducted for a wrong answer. any rough working should be done in this booklet.     ",
+            "2": "2  \u00a9 ucles 2015 0455/12/m/j/15  1 what is the basic economic problem?  a finite resources and limited wants  b finite resources and unlimited wants  c infinite resources and limited wants  d infinite resources and unlimited wants      2 new oil reserves are discovered.    what has increased in supply?  a capital  b enterprise  c labour  d land     3 the diagram shows production possibility curves (ppc) for a country that can produce  agricultural products or manufactured products.    its current ppc passes through points q and s but the country is currently experiencing unemployment.    oagricultural products manufactured productsqr s p     if there is now full employment at the same time as new agricultural techniques enable an increase in productivity, what would be the movement on the ppc diagram?  a p to r b p to s c q to r d s to q     ",
+            "3": "3  \u00a9 ucles 2015 0455/12/m/j/15 [turn over  4 a person makes sandwiches at home for five hours each day. she makes 20 sandwiches per  hour, and she sells each sandwich for $2 each.    what is the opportunity cost if she takes a holiday on a working day?  a $2  b $40  c 20 sandwiches  d 100 sandwiches     5 what would not be an example of the working of a market system?  a a high price charged because of costly research to produce the good  b a high price charged for a well-known painting  c a low price charged because of economies of scale  d a low price charged for subsidised bus travel     6 a product has a price elasticity of supply of +2. a change in price causes the quantity supplied to  change from 100 units to 120 units.    what is the price change?  a a fall of 10%  b a fall of 40%  c a rise of 10%  d a rise of 40%     ",
+            "4": "4  \u00a9 ucles 2015 0455/12/m/j/15  7 the diagram shows the market for fresh fish in the caribbean with initial equilibrium point x.    a new type of fishing boat increases production, which reduces costs.    which point represents the new equilibrium?    price quantityod1s1s3 s2 d2xab c d       8 a large supermarket applied to build on land which  was in an area of natural beauty. the local  government allowed the building, even though the natural beauty of the area would be lost,  because many jobs would be created and much needed income would be brought to the local community.    which economic ideas cannot  be found in the above statement?  a external cost and private enterprise  b free market and the conservation of resources  c opportunity cost and improved standards of living  d public sector and external benefit      9 a businesswoman seeks a 10-year loan from a bank. she has listed her four most valuable  possessions which could be offered to the bank in order to obtain the loan.    which item would the bank be least  likely to accept as security for the loan?  a a collection of gold coins, jewellery and antiques  b a house in a desirable part of town  c a part ownership in a race horse  d a portfolio of government bonds    ",
+            "5": "5  \u00a9 ucles 2015 0455/12/m/j/15 [turn over  10 a trade union and employers agree a minimum wage (w 1) which is above the market equilibrium  wage (w) for that industry.    osupply of labour demand for labou rwage labour employedqw1 w     what is the effect of paying the minimum wage (w 1)?  a demand for workers will exceed the supply  b fewer workers will be employed  c some workers will continue to be paid at wage w  d workers will be less willing to work for the minimum wage     11 in choosing their occupation, people often take into account aspects of the job other than pay.    which would not be a good match for the aspects of employment a worker is looking for?     desired aspect occupation  a a wish for an outdoor lifestyle  and to develop teamwork army officer  b a wish for foreign travel  and to have responsibility airline pilot  c a wish for public respect and  to undertake precise work heart surgeon  d a wish to work with the general  public and investigate nature marine biologist    12 what may exist in monopoly but not in perfect competition?  a barriers to entry  b identical products  c market price   d perfect knowledge ",
+            "6": "6  \u00a9 ucles 2015 0455/12/m/j/15  13 what is not a reason for the decline in manufacturing industries in developed economies in  recent years?  a growth of newly industrialised competitor countries  b invention of automated production methods  c rising costs of factor inputs in the steel industry  d considerable skill shortages as school-leavers prefer to work in the service sector      14 in 2013, barclays bank had two branches in a city. it decided to close them both, move to a  different building and employ fewer hourly-paid staff.    what is likely to have happened to the bank\u2019s fixed and variable costs?     fixed cost variable cost  a fall fall  b fall rise  c rise fall  d rise rise    15 the diagram shows the costs of a firm.    0102030405060 output100cost  ($ 000s)     what is the firm's total variable cost at an output of 100 units?  a $100 b $500 c $10  000 d $50  000     ",
+            "7": "7  \u00a9 ucles 2015 0455/12/m/j/15 [turn over  16 what is most likely to cause a fall in the rate of inflation?  a an increase in consumer spending  b an increase in import prices  c an increase in income tax  d an increase in wage rates      17 in recent years, governments have had to manage the effects of a world recession.   which supply-side policy could have been used to stimulate economic growth?  a increases in income tax  b investment in skills training schemes  c payments of unemployment benefits  d reduction in interest rates     18 russia exports wheat. in 2010, a bad harvest led the russian government to prevent the export  of wheat, to ensure enough supplies were kept for domestic use.    what was the most likely outcome of the government\u2019s action?  a prices were fixed by the wheat producers  b the amount produced was determined by the government  c the price of wheat abroad fell  d there was a redistribution of domestic production    19 a government increases expenditure on infrastructure to stimulate an economy.    with which of the other government aims for an economy might this conflict?  a a decrease in income inequality  b a higher rate of economic growth  c a lower level of unemployment  d a steady price level      20 who is most likely to benefit during a period of inflation?  a creditors (lenders)  b debtors (borrowers)  c fixed income earners  d holders of cash   ",
+            "8": "8  \u00a9 ucles 2015 0455/12/m/j/15  21 the human development index (hdi) measures more than just average incomes.  what are two additional measures it includes?  a life expectancy years of schooling  b percentage unemployed number of hospitals  c poverty rate years of schooling  d years of schooling access to clean water      22 the table shows some economic indicators for four countries.    country inflation unemployment gdp growth  p 3.0% 11.3% 3.5%  q 4.2% 7.6% 1.0%  r 1.3% 12.2% 3.0%  s 3.5% 10.1% 2.3%    what can be concluded from the table?  a high gdp growth occurred with low unemployment  b high inflation occurred with high gdp growth  c low gdp growth occurred with low inflation  d low inflation occurred with high unemployment    23 when would an increase in aggregate demand be least  likely to result in inflation in an economy?  a when it is the result of an increase in government expenditure   b when it is the result of an increase in expenditure on consumer goods  c when there are substantial unemployed resources in the economy   d when there is a substantial increase in expenditure on imports     24 in 2013, subsistence farming, which involved a large percentage of the population, was a  significant activity in the philippines and indonesia.    what can be concluded about the philippines and indonesia from this information?  a a good use was being made of natural resources  b production was likely to involve skilled labour  c the gdp in these countries was likely to be underestimated  d there was no need to import food because the population was self-sufficient   ",
+            "9": "9  \u00a9 ucles 2015 0455/12/m/j/15 [turn over  25 which feature is not a typical characteristic of a developed country?  a a high death rate  b a high literacy rate  c a large elderly population  d a low number of doctors per head      26 the charts show the population structure of a country in 1960 and 2010.    85+ 80-84 75-7970-7465-6960-6455-5950-5445-4940-4435-3930-3425-2920-2415-1910-14 5-90-4age millions 19603210 0123male female 85+ 80-8475-7970-7465-6960-6455-5950-5445-4940-4435-3930-3425-2920-2415-1910-14 5-90-4age millions 20103210 0123male female     during this period, how did birth and death rates change?     birth rates death rates  a fell fell  b fell no change  c rose  fell  d rose no change     ",
+            "10": "10  \u00a9 ucles 2015 0455/12/m/j/15  27 which combination of changes is most likely to re sult in a fall in living standards in a country?     gdp inflation population  a fall fall rise  b fall rise rise  c rise fall fall  d rise rise fall     28 what is an advantage of international specialisation?  a choice is limited  b countries become overdependent on each other  c resources are used more efficiently  d transport costs are decreased    29 the table shows information on the trading position of four major economies in 2013.    which country had the strongest trading position?     country current account  balance   (us $ billion) % of gdp currency unit  per us $  a china +211.7 +1.9 6.12  b germany +246.0 +6.4 0.75  c japan +54.1 +1.0 79.4  d uk \u201396.7 \u20132.8 0.64    30 the table shows the trade in goods balance and the current account balance of the balance of  payments for four countries during a year.    which country had the largest surplus on its trade in services, assuming no other transfers or income flows?     country trade in goods  balance  ($ billion) current account  balance  ($ billion)  a hong kong 6.2 6.2  b indonesia 4.4 4.3  c mexico 7.8 7.6  d singapore 5.3 5.4 ",
+            "11": "11  \u00a9 ucles 2015 0455/12/m/j/15  blank page ",
+            "12": "12    permission to reproduce items where third-par ty owned material protected by copyright is  included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holder s, 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 onl ine in the cambridge  international examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely a vailable to download at  www.cie.org.uk after the live examination series.    cambridge international examinations is part of the cambridge asse ssment group. cambridge assessment is the brand name of unive rsity of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge.    \u00a9 ucles 2015 0455/12/m/j/15  blank page  "
+        },
+        "0455_s15_qp_13.pdf": {
+            "1": "    this document consists of 10 printed pages and 2 blank pages.  ib15 06_0455_13/5rp  \u00a9 ucles 2015 [turn over       *9822927667* cambridge international examinations  cambridge international general certificate of secondary education       economics 0455/13     paper 1  multiple choice  may/june 2015     45 minutes    additional materials: multiple choice answer sheet    soft clean eraser    soft pencil (type b or hb is recommended)        read these instructions first    write in soft pencil.  do not use staples, paper clips, glue or correction fluid. write your name, centre number and candidate number on the answer sheet in the spaces provided  unless this has been done for you.  do not  write in any barcodes.   there are thirty  questions on this paper. answer all questions. for each question there are four possible  answers a, b, c and d.   choose the one you consider correct and record your choice in soft pencil  on the separate answer sheet.    read the instructions on the answer sheet very carefully.   each correct answer will score one mark. a mark will not be deducted for a wrong answer. any rough working should be done in this booklet.     ",
+            "2": "2  \u00a9 ucles 2015 0455/13/m/j/15  1 each of the factors of production earns an income.  what are the incomes for capital and enterprise?     capital enterprise  a interest profit  b interest wages  c profit interest  d profit rent    2 malaysia is a mixed economy.  which statement about a mixed economy is necessarily correct?  a private industry will provide most of the manufactured goods  b the government will provide public goods and may provide merit goods  c the primary sector will employ most workers  d the transport network will be heavily subsidised     3 water is a scarce resource in singapore because the island\u2019s small geographical area means  there is little land on which to collect water for its 4.8 million people.    which method would be least  successful in tackling its water scarcity?  a exempting large families from paying water taxes  b importing water from neighbouring countries  c introducing a water tax that rises as consumption rises  d redirecting funds from education to schemes to purify rainwater      4 a person makes sandwiches at home for five hours each day. she makes 20 sandwiches per  hour, and she sells each sandwich for $2 each.    what is the opportunity cost if she takes a holiday on a working day?  a $2  b $40  c 20 sandwiches  d 100 sandwiches     ",
+            "3": "3  \u00a9 ucles 2015 0455/13/m/j/15 [turn over  5 in 2011, china\u2019s steel mills bought more coal in order to increase their output. china is the  world\u2019s largest consumer of coal.     how would this change be shown on a demand and supply diagram for coal?  a a fall in price with a movement along the supply curve  b a movement along the demand curve with a rise in price  c a rise in price with a shift in the supply curve to the left  d a shift in the demand curve to the right with a rise in price     6 in recent years, the demand for cars in indonesia has become more price inelastic while the  supply of cars has become more price elastic.    which combination of events could have caused these changes?     quality of public  transport time taken to  produce a car  a decreased decreased  b decreased increased  c increased decreased  d increased increased     7 the diagram shows the market for fresh fish in the caribbean with initial equilibrium point x.    a new type of fishing boat increases production, which reduces costs.    which point represents the new equilibrium?    price quantityod1s1s3 s2 d2xab c d      ",
+            "4": "4  \u00a9 ucles 2015 0455/13/m/j/15  8 a large supermarket applied to build on land which  was in an area of natural beauty. the local  government allowed the building, even though the natural beauty of the area would be lost,  because many jobs would be created and much needed income would be brought to the local community.    which economic ideas cannot  be found in the above statement?  a external cost and private enterprise  b free market and the conservation of resources  c opportunity cost and improved standards of living  d public sector and external benefit      9 what is not a function of a trade union?  a to arrange promotion for its members  b to discuss members\u2019 working conditions  c to negotiate members\u2019 wages  d to represent members in disputes    10 when elderly people retire from work, they may receive a pension income that is lower than their  previous income.    how is the proportion of their income spent on healthcare and leisure likely to change?     healthcare leisure  a decrease decrease  b decrease increase  c increase decrease  d increase increase    11 a bus company wishes to recruit a qualified senior manager to be responsible for coordinating  bus timetables and managing staff. some work will be required at night as the company also  operates bus services at night. it is offering a good salary.     which applicant would be most likely to be offered the position?  a a person employed as a manager of a small taxi company  b a person employed as a supervisor in another bus company  c a recently qualified business graduate  d a trade union representative from another bus company with extensive family commitments     ",
+            "5": "5  \u00a9 ucles 2015 0455/13/m/j/15 [turn over  12 what is not usually associated with the existence of a monopoly?  a barriers to entry  b perfect knowledge    c profit maximisation  d small firms      13 a group of farmers form a partnership. they buy more machinery which they share in the  production of cereals.    what is a benefit of using more machinery?  a it eliminates the need to train labour  b it encourages more labour-intensive methods  c it increases the productivity of each farmer  d it reduces total capital costs of production      14 large-scale organisations can suffer from problems of coordination between departments which  cause diseconomies of scale in the long-run.    what indicates that diseconomies of scale have set in?  a average fixed costs begin to decrease  b average variable costs begin to decrease  c rate of growth of output begins to decrease  d total revenue begins to decrease     ",
+            "6": "6  \u00a9 ucles 2015 0455/13/m/j/15  15 the diagram shows the costs of a firm.    0102030405060 output100cost  ($ 000s)     what is the firm's total variable cost at an output of 100 units?  a $100 b $500 c $10  000 d $50  000     16 which policy combination will have the greatest impact on increasing the level of total spending in  the economy?     taxation government  spending  a decreased decreased  b decreased increased  c increased decreased  d increased increased      17 a toy company bought a $750  000 batch of raw plastic from a local firm and moulded it into toys.  the total revenue from the toys was $1  000  000. the government demanded that the company  pay tax on this action.    what is the most likely tax that the company has to pay?  a capital gains tax  b goods and services (value added) tax  c import duty  d income tax     ",
+            "7": "7  \u00a9 ucles 2015 0455/13/m/j/15 [turn over  18 russia exports wheat. in 2010, a bad harvest led the russian government to prevent the export  of wheat, to ensure enough supplies were kept for domestic use.    what was the most likely outcome of the government\u2019s action?  a prices were fixed by the wheat producers  b the amount produced was determined by the government  c the price of wheat abroad fell  d there was a redistribution of domestic production      19 the table shows the harmful carbon dioxide emissions for a country in selected years in millions  of tonnes.     2000 2010  manufacturing 204 88  transport 72 135  total including all other sources 685 543    what would be likely to have the greatest effect on reducing carbon dioxide emissions?  a introducing incentives to encourage manufacturers to reduce their emissions  b providing grants to fit solar panels to manufacturing premises  c raising taxes on petroleum and diesel fuel  d subsidising car manufacturers     20 how is economic growth measured?  a by an increase in consumer demand  b by an increase in literacy  c by an increase in output  d by an increase in wages     21 domestic consumption in an economy fell.     what might have reduced the impact of that fall on the economy?  a exports also declined  b imports also declined  c savings also increased  d taxes also increased     ",
+            "8": "8  \u00a9 ucles 2015 0455/13/m/j/15  22 in 2014, farmers\u2019 crops were destroyed by two months of bad weather. as a result, in that year,  they did not employ as many people at harvest time.  what type of unemployment would this cause?  a cyclical  b frictional  c seasonal  d structural     23 the following information was published by an economy\u2019s central bank.    in which case was real gdp growth highest?     rate of nominal  gdp growth (%) rate of  inflation (%)  a 2.0 1.0  b 7.0 5.0  c 9.0 13.0  d 10.0 11.0    24 the human development index can be used to measure human development in countries.    which measure would not be part of its calculation?  a inequality of incomes  b life expectancy  c standards of living   d years of schooling      25 the ratio of males to females in russia is 90 to 100.    what could explain this imbalance?  a more women than men emigrate from russia  b ten male babies are born for every nine female babies  c the infant mortality rate is higher among girls than boys  d women have a longer life expectancy than men in russia     ",
+            "9": "9  \u00a9 ucles 2015 0455/13/m/j/15 [turn over  26 the table gives the percentage employment in the primary, secondary and service sectors in four  countries.    which country is most  likely to be a developed country?     primary  sector secondary  sector service  sector  a 10 35 55  b 20 60 20  c 35 35 30  d 40 40 20      27 the charts show the population structure of a country in 1960 and 2010.    85+ 80-84 75-7970-7465-6960-6455-5950-5445-4940-4435-3930-3425-2920-2415-1910-14 5-90-4age millions 19603210 0123male female 85+ 80-8475-7970-7465-6960-6455-5950-5445-4940-4435-3930-3425-2920-2415-1910-14 5-90-4age millions 20103210 0123male female     during this period, how did birth and death rates change?     birth rates death rates  a fell fell  b fell no change  c rose  fell  d rose no change     ",
+            "10": "10  \u00a9 ucles 2015 0455/13/m/j/15  28 what is an advantage of international specialisation?  a choice is limited  b countries become overdependent on each other  c resources are used more efficiently  d transport costs are decreased      29 which combination of changes would raise the price of the pakistani rupee on the foreign  exchange market?     demand for  pakistan\u2019s exports pakistan\u2019s demand  for imports  a decrease decrease  b decrease increase  c increase decrease  d increase increase      30 the table shows the trade in goods balance and the current account balance of the balance of  payments for four countries during a year.    which country had the largest surplus on its trade in services, assuming no other transfers or  income flows?     country trade in goods  balance  ($ billion) current account  balance  ($ billion)  a hong kong 6.2 6.2  b indonesia 4.4 4.3  c mexico 7.8 7.6  d singapore 5.3 5.4    ",
+            "11": "11  \u00a9 ucles 2015 0455/13/m/j/15  blank page ",
+            "12": "12    permission to reproduce items where third-par ty owned material protected by copyright is  included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holder s, 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 onl ine in the cambridge  international examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely a vailable to download at  www.cie.org.uk after the live examination series.    cambridge international examinations is part of the cambridge asse ssment group. cambridge assessment is the brand name of unive rsity of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge.    \u00a9 ucles 2015 0455/13/m/j/15  blank page  "
+        },
+        "0455_s15_qp_21.pdf": {
+            "1": "this document consists of 5 printed pages, 3 blank pages and 1 insert. dc (st) 96742/5 \u00a9 ucles 2015 [turn over *5252267625*economics  0455/21 paper 2 structured questions may/june 2015  2 hours 15 minutes no additional materials are required. read these instructions first an answer booklet is provided inside this question paper. y ou should follow the instructions on the front cover  of the answer booklet. if you need additional answer paper ask the invigilator for a continuation booklet. section a answer question 1. section b answer any three  questions. the number of marks is given in brackets [ ] at the end of each question or part question.cambridge international examinations cambridge international general certificate of secondary education",
+            "2": "2 0455/21/m/j/15 \u00a9 ucles 2015section a answer this question. 1 what does the future hold for sweden? sweden is a highly developed european country which enjoys one of the highest standards of living in the world. in 2012, its citizens enjoyed an average income of us$49 000. the country\u2019s labour force of five million is highly skilled. about 70% of schoolchildren go on to university. over the years, investment has been high in sweden and as a result there is a high value of capital goods for each worker to use. in 2012, however, its economic growth rate slowed. the swedish government was hoping that its decision to raise the retirement age to 67 would increase the country\u2019s economic growth rate.  sweden exports half of its output. it exports a range of products including cars and capital goods.  among the country\u2019s imports are petrol, cars and iron. table 1 shows the balance of the current account of its balance of payments over the period 2008\u20132013. table 1: sweden\u2019s current account balance, 2008\u20132013 y ear current account balance  us$ billion as a % of gross domestic  product (gdp) 2008 +38 6.92009 +31 7.02010 +31 6.82011 +32 6.42012 +39 7.12013 +40 7.2   a country\u2019s trade position is influenced by its inflation rate. indeed, a fall in a country\u2019s inflation rate  can increase the international competitiveness of its products. the swedish government aims to keep the annual inflation rate at 2% or below. if there is a risk that the inflation rate will exceed the 2% target, the swedish central bank will raise the interest rate. such a change will be likely to influence consumer expenditure, investment and the exchange rate. in recent years, sweden\u2019s inflation rate has remained low, averaging 1.9% between 2008 and 2013.   the low inflation rate provides certainty for swedish firms. the best known swedish firm is  probably ikea, which produces furniture and household accessories. in 2012, it reduced its prices which, as on previous occasions, resulted in a rise in its revenue. in 2013, its owners stated that their main goal was to increase the size of the firm by opening new stores throughout the world, including in its expanding markets in china and russia.",
+            "3": "3 0455/21/m/j/15 \u00a9 ucles 2015 [turn over (a) using information from the extract, identify two reasons why sweden is considered to be a  highly developed country.  [2]  (b) explain how a rise in the retirement age may increase a country\u2019s economic growth rate.  [4]  (c) using information in table 1, describe what happened to:   (i) sweden\u2019s current account position over the period shown   [2]   (ii) sweden\u2019s gdp between 2009 and 2010.  [2]  (d) explain why a country may both export and import cars.   [2]  (e) using information from the extract, analyse how a rise in the rate of interest can reduce  inflation.   [5]  (f) discuss whether a fall in a country\u2019s inflation rate will increase the international competitiveness  of its products.   [5]  (g) using information from the extract, explain whether demand for ikea\u2019s products is price  elastic or price inelastic. [2]  (h) discuss whether growth is the main goal of most firms.   [6]",
+            "4": "4 0455/21/m/j/15 \u00a9 ucles 2015section b answer any three questions from this section. 2 in 2013, an earthquake on the iran/pakistan border destroyed many factories and homes. some  officials wanted the governments to rebuild the factories and homes, even though there would be an opportunity cost. others suggested that some people should be encouraged to emigrate.   (a) define \u2018opportunity cost\u2019.  [2]  (b) explain why the economic problem can never be solved.  [4]  (c) using a production possibility curve diagram, analyse the effect of the destruction of some of  its resources on an economy.  [6]  (d) discuss whether a country will benefit from the emigration of some of its people.  [8] 3 in 2013, the market price of houses rose in china but fell in greece. the chinese government  tried to reduce the rise in house prices by discouraging borrowing. in greece, the equilibrium price of houses fell, largely because of a decrease in income. in some countries, governments give subsidies to housebuilders to influence the market for houses.   (a) define \u2018equilibrium price\u2019.   [2]  (b) explain two reasons why borrowing may decrease.  [4]  (c) using a demand and supply diagram, analyse why a fall in incomes may reduce the market  price of houses.  [6]  (d) discuss whether the building of houses should be subsidised.  [8] 4 trade union membership is decreasing in some countries, but it is increasing in china. industrial  action by workers is becoming more common in china, with workers seeking higher wages. recently there was a strike at a car factory in south china, owned by a japanese multinational company.  (a) define \u2018multinational company\u2019.  [2]  (b) explain why governments may discourage strikes.  [4]  (c) analyse three  reasons why trade union membership may decrease in a country.  [6]  (d) discuss whether a rise in the wages a firm pays would reduce its profits.   [8]",
+            "5": "5 0455/21/m/j/15 \u00a9 ucles 20155 in january 2013, the portuguese government increased tax rates. three months later it cut its  spending on health care and education. between these two periods, unemployment in portugal rose.  (a) what is meant by \u2018tax\u2019?  [2]  (b) explain two reasons why an increase in unemployment may reduce tax revenue.  [4]  (c) analyse two reasons why unemployment may increase.   [6]  (d) discuss whether a reduction in government spending on education will reduce living  standards.  [8]  6 about 30% of nigeria\u2019s labour force is employed in agriculture but the country still spends more  than us$12 billion a year importing food. the nigerian government is seeking to reduce the imports of food. with a high birth rate and many small farms, this may be difficult to achieve.  (a)  define \u2018birth rate\u2019.   [2]  (b) explain two causes of a high birth rate.   [4]  (c) analyse how an increase in the size of farms may affect the cost of producing food.  [6]  (d) discuss whether a reduction in its imports will always benefit an economy.   [8] 7 in 2013, the singapore government was concerned that its economy might experience a  recession. it was introducing a range of supply-side policy measures to increase productivity, avoid a recession and achieve its other aims for the economy. it was also trying to reduce the international value of the singapore dollar.  (a) define \u2018recession\u2019.  [2]  (b) explain two reasons why an economy may have a high foreign exchange rate.  [4]  (c) analyse how supply-side policy measures could increase productivity.   [6]  (d) discuss whether a fall in the international value of its currency will always benefit an economy.   [8]",
+            "6": "6 0455/21/m/j/15 \u00a9 ucles 2015blank page",
+            "7": "7 0455/21/m/j/15 \u00a9 ucles 2015blank page",
+            "8": "8 0455/21/m/j/15 \u00a9 ucles 2015blank page permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here 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 onl ine in the cambridge international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to do wnload at www.cie.org.uk after  the live examination series. cambridge international examinations is part of the cambridge assessment group. cambridge assessment is the brand name of unive rsity of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge."
+        },
+        "0455_s15_qp_22.pdf": {
+            "1": "this document consists of 5 printed pages, 3 blank pages and 1 insert. dc (kn/cgw) 96748/3 \u00a9 ucles 2015 [turn overcambridge international examinations cambridge international general certificate of secondary education *5100336797*economics  0455/22 paper 2  structured questions may/june 2015  2 hours 15 minutes no additional materials are required. read these instructions first an answer booklet is provided inside this question paper. y ou should follow the instructions on the front cover  of the answer booklet. if you need additional answer paper ask the invigilator for a continuation booklet. section a answer question 1. section b answer any three  questions. the number of marks is given in brackets [  ] at the end of each question or part question.",
+            "2": "2 0455/22/m/j/15 \u00a9 ucles 2015section a answer this question. 1 peru and panama  between 2005 and 2012, peru and panama experienced the fastest economic growth rates in the  americas. the two countries differ in the size of their populations and the size of their economies. in  2013, peru had a population of 30 million and a gross domestic product (gdp) of us$340 billion.  in contrast, panama had a population of 3.6 million and a gdp of us$60 billion. life expectancy  was higher in panama with people, on average, living three years longer than in peru.  between 2008 and 2013, peru had an average annual inflation rate of 2.7%. this was, in part  because of careful control of the country\u2019s interest rate and exchange rate by peru\u2019s central bank.  panama does not have a central bank and experienced a different average annual inflation rate  (see fig. 1). fig. 1:  the inflation rate in panama, 2008\u20132013 2008 200910 8 6 inflation rate (%)4 2 0 2010 2011 years2012 2013  between 2008 and 2013, the unemployment rate fell more in panama than in peru. the decline in  panama\u2019s unemployment rate was largely due to the building work being undertaken on a seven- year project to enlarge the panama canal. the lower unemployment rate enjoyed by panama was  one of the reasons why the level of poverty was lower than in peru in 2013.  peru experienced a trade in goods surplus whilst panama had a trade in goods deficit. both  countries export gold and fish and import oil and cars. for both countries, the usa, china and  japan are important trading partners.  about 75% of workers in peru are employed in the service (tertiary) sector compared with  80% in panama. among panama\u2019s key service industries are insurance and banking. panama  has the largest insurance market in central america. the number of companies in the market,  including multinational companies, is increasing. this is making the market more competitive.  multinational companies also operate in the country\u2019s banking sector. it has a number of private  sector commercial banks. it does not have a central bank and, therefore, does not have direct  government regulation of its banking sector. recent years have seen an increase in the average  size of the commercial banks. there is some debate about whether larger banks benefit their  customers.",
+            "3": "3 0455/22/m/j/15 \u00a9 ucles 2015 [turn over (a) using information from the extract, identify two reasons why panama had a higher human  development index (hdi) value than peru in 2013. [2]  (b) using information in fig. 1:   (i) describe what happened to the price level in panama between 2008 and 2009 [2]   (ii) explain in which year the price level was highest in panama. [2]  (c) using information from the extract and in fig. 1, explain the likely effects of peru and panama  having different average annual inflation rates between 2008 and 2013. [4]  (d) discuss whether a fall in the unemployment rate will reduce poverty. [5]  (e) analyse why countries specialise and trade. [5]  (f) using information from the extract, describe two functions of a central bank. [4]  (g) discuss whether the growth of a commercial bank will benefit its customers. [6]",
+            "4": "4 0455/22/m/j/15 \u00a9 ucles 2015section b answer any three  questions from this section. 2 students have to consider the opportunity cost of going to university. university graduates usually  earn more than people who have not gone to university. having more graduates influences a country\u2019s production possibility curve. some economists suggest that students should pay the full cost of their university courses and accommodation. others say that the government should pay some or all of the cost.  (a) describe a possible opportunity cost of a student going to university. [2]  (b) explain why university graduates usually earn more than people who have not gone to  university. [4]  (c) using a production possibility curve diagram, analyse what effect an increase in the number  of graduates will have on an economy. [6]  (d) discuss whether graduates should pay the full cost of their university education. [8] 3 china is the world\u2019s largest producer of gold and india is the world\u2019s largest buyer of gold. gold  mining in china is becoming more capital-intensive which is making the supply of gold less price inelastic. the wages of workers employed in the industry are rising but other costs of production are falling.  (a) what is meant by an industry being \u2018capital-intensive\u2019? [2]  (b) explain two reasons why the supply of a product may be price inelastic. [4]  (c) analyse what effect an increase in output will have on fixed, variable and average costs. [6]  (d) discuss whether a rise in the wages paid by an industry will encourage more people to work  in that industry. [8] 4 chile produces a third of the world\u2019s supply of copper. a change in demand for, or supply of,  copper affects chile\u2019s gross domestic product (gdp) and the current account position on its balance of payments.   (a) define \u2018gross domestic product\u2019. [2]  (b) explain two benefits of an increase in gross domestic product.  [4]  (c) using a demand and supply diagram, analyse the effect of an increase in the costs of  producing copper on the market for copper.  [6]  (d) discuss whether a rise in demand for copper would cause chile to experience a current  account surplus. [8]",
+            "5": "5 0455/22/m/j/15 \u00a9 ucles 20155 both the annual inflation rate and the economic growth rate fell in pakistan between 2012 and  2013. some economists suggested that the government should try to lower inflation further by reducing government spending. lower inflation might increase economic activity and reduce unemployment.  (a) define \u2018unemployment\u2019. [2]  (b) explain two causes of economic growth. [4]  (c) analyse why a fall in the inflation rate may reduce a country\u2019s unemployment rate. [6]  (d) discuss whether a decrease in government spending will reduce inflation. [8] 6 poland is experiencing changes to its population and economy. the country\u2019s death rate is falling.  despite poland\u2019s high unemployment rate, more people are migrating to the country, especially from spain and italy. poland is moving closer to a market economy with an increasing proportion of its labour force employed in the private sector.  (a) define \u2018death rate\u2019. [2]  (b) explain two causes of a fall in a country\u2019s death rate. [4]  (c) analyse why people may migrate to a country with a high unemployment rate. [6]  (d) discuss whether the advantages of a market economy are greater than its disadvantages.       [8] 7 the mexican economy has recently been performing well. its monetary policy has lowered inflation  which has helped money in the country perform its functions more efficiently. the level of efficiency of a country\u2019s industries is influenced by a range of factors. these include the use of division of labour and the level of the country\u2019s trade protection.   (a) define \u2018monetary policy\u2019. [2]  (b) explain two functions of money. [4]  (c) analyse why engaging in division of labour may increase a firm\u2019s costs of production. [6]  (d) discuss whether a reduction in a country\u2019s trade protection will improve its economic  performance. [8]",
+            "6": "6 0455/22/m/j/15 \u00a9 ucles 2015blank page",
+            "7": "7 0455/22/m/j/15 \u00a9 ucles 2015blank page",
+            "8": "8 0455/22/m/j/15 \u00a9 ucles 2015blank page permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here 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 onl ine in the cambridge international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to do wnload at www.cie.org.uk after  the live examination series. cambridge international examinations is part of the cambridge assessment group. cambridge assessment is the brand name of unive rsity of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge."
+        },
+        "0455_s15_qp_23.pdf": {
+            "1": "this document consists of 5 printed pages, 3 blank pages and 1 insert. dc (st/cgw) 112019/6 r \u00a9 ucles 2015 [turn over *6860970670*economics  0455/23 paper 2  structured questions may/june 2015  2 hours 15 minutes no additional materials are required. read these instructions first an answer booklet is provided inside this question paper. y ou should follow the instructions on the front cover  of the answer booklet. if you need additional answer paper ask the invigilator for a continuation booklet. section a answer question 1. section b answer any three  questions. the number of marks is given in brackets [  ] at the end of each question or part question.cambridge international examinations cambridge international general certificate of secondary education",
+            "2": "2 0455/23/m/j/15 \u00a9 ucles 2015section a answer this question. 1 lesotho tries to reduce its dependence on south africa   lesotho is a small african economy which in 2013 had a gross domestic product (gdp) per head  of us$2000. the country is completely surrounded by south africa. the performance of lesotho\u2019s  economy is strongly influenced by the performance of the south african economy. about 80%  of lesotho\u2019s exports go to south africa and 90% of its imports come from south africa. many  people from lesotho work in south africa, particularly in south africa\u2019s mines. fluctuations in  south africa\u2019s economic growth rate have had a significant impact on lesotho\u2019s economic growth  rate. fig. 1 shows lesotho\u2019s recent economic growth rate. fig. 1: lesotho\u2019s economic growth rate, 2008\u20132013 2008 2009 2010 2011 2012 201356 4 3economic growth rate (%) 2 1 0 years   unemployment increased in both south africa and lesotho between 2008 and 2013. the lesotho  government is trying to develop four main industries and is seeking more markets for their  products in order both to reduce its reliance on one country and to lower poverty. higher output  could increase employment in the country. this should reduce the number of people living on less  than us$2 a day and the number of children suffering from malnutrition.   the four main industries the government is seeking to develop are agriculture, diamond mining,  textiles and tourism. most of the farming currently undertaken is subsistence farming. in 2012,  agricultural output fell due to a widespread drought. the agricultural industry lacks investment and  the government is considering subsidising farmers. currently, lesotho mines approximately 0.5%  of the world\u2019s supply of diamonds. whether its output of diamonds can be increased will depend  on whether more deposits of diamonds can be found. it also takes some time to open new mines.   nearly 40 000 people are employed in lesotho\u2019s textile industry, which has benefited in recent  years from a fall in tariffs imposed by the united states of america on textile imports.   the tourism industry contributed 2% to lesotho\u2019s gdp in 2013. the government thinks that it  has considerable potential for growth. the country is seeking to attract tourists not just from south  africa but from a wide range of countries, including china. the lesotho government is developing  trade links with china, hoping that the continuing rise in china\u2019s gdp will reduce the deficit lesotho  has on the current account of its balance of payments.",
+            "3": "3 0455/23/m/j/15 \u00a9 ucles 2015 [turn over (a) using information from the extract, identify three reasons why lesotho is considered to be a  developing country.  [3]  (b) using information from fig. 1:   (i) describe what happened to output in lesotho between 2008 and 2009  [2]   (ii) explain in which year output was highest in lesotho.  [2]  (c) using information from the extract, explain why the supply of diamonds is price inelastic.  [3]  (d) analyse how a subsidy to farmers may affect the market for food.  [5]  (e) discuss whether lesotho would benefit from more of its people working abroad.   [5]  (f) explain two reasons why governments impose tariffs.  [4]  (g) discuss whether a rise in china\u2019s gross domestic product is likely to reduce lesotho\u2019s  current account deficit.  [6]",
+            "4": "4 0455/23/m/j/15 \u00a9 ucles 2015section b answer any three questions from this section. 2 in 2009, the unemployment rate in spain was 8% and the annual inflation rate was 3%.  by april 2013, the unemployment rate had reached a record 27% but the annual inflation rate had fallen to 2%. the resulting rise in government spending on unemployment benefits involved an opportunity cost.   (a) define \u2018inflation\u2019.  [2]  (b) explain why government spending on unemployment benefits involves an opportunity cost.   [4]  (c) using a production possibility curve diagram, analyse the effect of an increase in  unemployment on a country\u2019s output.  [6]  (d) discuss whether a rise in unemployment will cause a fall in inflation. [8] 3 there has been significant deforestation by logging companies in sarawak. this is seen as a  market failure by some economists, who want the industry to be regulated by the government. other economists, however, suggest that a market system approach has benefits.  (a) define \u2018regulation\u2019.  [2]  (b) explain how resources are allocated in a market system.  [4]  (c) analyse the causes of market failure.  [6]  (d) discuss whether an economy will benefit from its forests being cut down.  [8] 4 the governments of some african countries are introducing identity cards that also act as electronic  payment cards. this should reduce the number of payments made by cash (notes and coins) and encourage more people to use mobile (cell) telephone banking systems. more customers will allow banks to grow in size and may help people and firms to save and borrow.  (a) identify two influences on the amount people save.  [2]  (b) explain why cash (notes and coins) is money.  [4]  (c) analyse the possible effects of an increase in bank lending on economic growth.   [6]  (d) discuss whether the poor are more likely to borrow than the rich.   [8]",
+            "5": "5 0455/23/m/j/15 \u00a9 ucles 20155 company x, a private limited company, is one of the world\u2019s largest toy producers. it is planning to  open a new factory in china in 2017. asia is expected to become the largest market for the sale of toys. manufacturing products within asia will reduce the need to transport the toys from company x\u2019s factories in europe to asia.  (a) define \u2018private limited company\u2019.  [2]  (b) explain two influences on what factors of production a firm uses.  [4]  (c) analyse how an increase in the size of a firm can increase its profit.   [6]  (d) discuss whether an economy would benefit from a foreign producer setting up in the country.  [8] 6 the indian airline industry contains a number of firms, including one state-owned firm and a  large private sector firm. in recent years, the industry has moved further from perfect competition, partly because of a rise in horizontal integration. the performance of the industry is influenced by government policy, including supply-side policy measures.  (a) define \u2018horizontal integration\u2019.  [2]  (b) explain two characteristics of perfect competition.  [4]  (c) analyse how two supply-side policy measures could improve the performance of an airline  industry. [6]  (d) discuss whether price is likely to be higher in a monopoly than in a perfectly competitive  market.  [8] 7 australia operates a floating exchange rate system. in april 2013, the australian dollar reached  its highest value in almost 28 years. the increase in the foreign exchange rate decreased exports of cars from australia, resulting in reduced employment and wages. however, some australian industries, including coal mining, did experience an increase in their output and export revenue.  (a) define \u2018exchange rate\u2019.   [2]  (b) explain two benefits of a floating exchange rate system.  [4]  (c) analyse the effects of a rise in unemployment on living standards in a country.   [6]  (d) discuss whether coal miners are likely to be paid more than car assembly workers.   [8]",
+            "6": "6 0455/23/m/j/15 \u00a9 ucles 2015blank page",
+            "7": "7 0455/23/m/j/15 \u00a9 ucles 2015blank page",
+            "8": "8 0455/23/m/j/15 \u00a9 ucles 2015blank page permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here 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 onl ine in the cambridge international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to do wnload at www.cie.org.uk after  the live examination series. cambridge international examinations is part of the cambridge assessment group. cambridge assessment is the brand name of unive rsity of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge."
+        },
+        "0455_w15_qp_11.pdf": {
+            "1": "    this document consists of 10 printed pages and 2 blank pages.  ib15 11_0455_11/2rp  \u00a9 ucles 2015 [turn over       *3632174714* cambridge international examinations  cambridge international general certificate of secondary education       economics 0455/11     paper 1  multiple choice  october/november 2015     45 minutes    additional materials: multiple choice answer sheet    soft clean eraser    soft pencil (type b or hb is recommended)        read these instructions first    write in soft pencil.  do not use staples, paper clips, glue or correction fluid. write your name, centre number and candidate number on the answer sheet in the spaces provided  unless this has been done for you.  do not  write in any barcodes.   there are thirty  questions on this paper. answer all questions. for each question there are four possible  answers a, b, c and d.   choose the one you consider correct and record your choice in soft pencil  on the separate answer sheet.    read the instructions on the answer sheet very carefully.   each correct answer will score one mark. a mark will not be deducted for a wrong answer. any rough working should be done in this booklet.         ",
+            "2": "2  \u00a9 ucles 2015 0455/11/o/n/15  1 a business person employs two people to make sandwiches to sell in a cafe.  as well as labour, which factors of production are involved in this activity?  a capital, enterprise and land  b capital and land only  c capital and enterprise only  d enterprise and land only     2 why is choice an important part of the basic economic problem?  a choice is necessary to achieve an equilibrium price.  b limited resources have many uses.  c manufacturers produce a large variety of foods.  d the market leads to an unequal distribution of goods.    3 a power plant is built to provide electricity to a rural area in botswana.  what is the opportunity cost to the local economy of building the plant?  a the cost of the building materials  b the price of electricity  c the school which was not built as a result  d the wages of the power plant workers     4 the diagram shows a production possibility curve for an economy that can provide financial  services or agricultural products. the economy is at point x.    bad weather destroys part of the agricultural produce.    at which point will the economy be in the diagram?    ofinancial services agricultural productsab x c d      ",
+            "3": "3  \u00a9 ucles 2015 0455/11/o/n/15 [turn over  5 in a mixed economy, output is produced by  a private enterprise and individuals.  b the market alone.  c the state alone.  d the state and private enterprise.      6 the diagram shows a shift in the demand curve for table-tennis balls.    d1d2 oprice quantity    what is the most  likely cause for this shift in the demand curve?  a a fall in the price of the equipment for substitute games  b an increase in the membership of table-tennis clubs  c a rise in membership fees of table-tennis clubs  d the building of more sports clubs providing table-tennis     ",
+            "4": "4  \u00a9 ucles 2015 0455/11/o/n/15  7 air travel and rail travel are substitute forms of transport. the diagram shows the effect of new  technology on the market for air travel.    oprice per ticket quantity of airline ticketsp1 q1q2p2s1 s2 d     what would be the most likely effect on the market for rail transport?  a a decrease in demand for rail transport  b an increase in the price of rail tickets  c an increase in supply of rail transport  d an increase in the total income of rail companies     8 a developer built some large houses in a rural area which poorer people could not afford. the  houses destroyed an area of natural beauty.    what type of market failure resulted from the development?  a ignoring external cost  b inequality of income  c lack of information  d price discrimination      9 a country\u2019s central bank raised the rate of interest from 1% to 4% per year.  how would this change have affected the amount sa ved and the cost of borrowing by individuals?     amount saved cost of borrowing  a decreased decreased  b decreased increased  c increased decreased  d increased increased    ",
+            "5": "5  \u00a9 ucles 2015 0455/11/o/n/15 [turn over  10 when will a trade union be less likely to be able to achieve a rise in wages for its members?  a during a recession   b in an economic boom  c when productivity is rising  d where there is a limited supply of labour      11 the table shows how three people spend their income.     person r person s person t  food and clothing 20% 45% 35%  entertainment 40% 35% 40%  luxury goods 40% 20% 25%    put the three people in the most likely order of their incomes, from the lowest  income to the  highest income.  a r, s, t  b s, t, r  c t, r, s  d t, s, r     12 a market changes from perfect competition to monopoly.    what is likely to happen to output and price in this market?     output price  a decrease decrease  b decrease increase  c increase decrease  d increase increase      13 a company decided to reduce the price of its product by 10%.   what would happen?  a the firm\u2019s costs would decrease if the elasticity of demand was greater than one.  b the firm\u2019s profits would increase if the elasticity of demand was greater than one.  c the firm\u2019s revenue would increase if the elasticity of demand was greater than one.  d the quantity sold would decrease if the elasticity of demand was less than one.   ",
+            "6": "6  \u00a9 ucles 2015 0455/11/o/n/15  14 the world\u2019s open-cast mining of mineral ores is dominated by a few multinational companies  which employ relatively few workers.    what does this indicate?  a production is capital-intensive.  b productivity of labour is low.  c the market is perfectly competitive.  d there is a monopoly of world production.     15 the table shows the information that managers of a company have from a week of business  activity.    number of employees 100  average wage $900  value of output $100  000  rent $10  000  raw materials $20  000    assuming there are no other costs, what is the value of the fixed costs?  a $300 b $10  000 c $20  000 d $30  000     16 the diagram shows the percentage of income taken by a tax at different levels of income.    % paid in tax incometax o     what term is used to describe the tax?  a indirect  b progressive  c proportional  d regressive     ",
+            "7": "7  \u00a9 ucles 2015 0455/11/o/n/15 [turn over  17 which statement about the meaning of government economic aims is correct?  a economic growth means that a country\u2019s real output must rise over time.  b full employment means that no one must be unemployed.  c price stability means that the price of all goods and services must remain unchanged.  d redistribution of income means that everyone must have equal incomes.     18 the diagram shows the imposition of a tax of uz on a good.    price quantityodst qtqs t v yzwu e     which area shows the government\u2019s tax revenue?  a tuev b tuezy c tuwv d tuzy    19 a government decided to increase its spending on building schools and hospitals.    which aim of government policy is most likely to be achieved by this increase?  a a balance of payments surplus  b a stronger exchange rate   c economic growth   d price stability     ",
+            "8": "8  \u00a9 ucles 2015 0455/11/o/n/15  20 to make gross domestic product a better measure of comparative living standards it needs to  be adjusted by  a deducting the effects of exports and inflation.  b deducting the effects of imports and exports.  c deducting the effects of population change and exports.  d deducting the effects of population change and inflation.      21 what is not involved in the construction of a retail price index?  a a base year  b a basket of goods  c the income tax rate  d the weighting of products    22 what is likely to fall when the rate of unemployment in a country falls?  a business confidence  b consumer spending  c government budget deficit  d government revenue from taxes    23 the table shows the percentage change in earni ngs and consumer prices for four countries for  one year.  which country will have experienced a constant level of real income during the year?   earnings consumer  prices  a 7.5 6  b 5 4  c 3 3  d 0 2    ",
+            "9": "9  \u00a9 ucles 2015 0455/11/o/n/15 [turn over  24 how would the proportions of different age groups in the population compare between   low-income developing countries and high-income developed countries?    low-income developing countries would have a   a higher proportion of the elderly and higher proportion of young people.  b higher proportion of the elderly and lower proportion of young people.  c lower proportion of the elderly and higher proportion of young people.  d lower proportion of the elderly and lower proportion of young people.      25 which feature would be most helpful in identifying a typical developing country?  a the level of gross domestic product  b the rate of rural to urban migration  c the size of geographical area  d the size of the population     26 how is a sharp rise in the price of oil likely to be seen by different oil-consuming countries?     oil-consuming countries with  a low standard of living oil-consuming countries with  a high standard of living  a desirable and manageable desirable and unmanageable  b desirable and unmanageable desirable and manageable  c undesirable and manageable undesirable and unmanageable  d undesirable and unmanageable undesirable and manageable    27 the diagram shows china\u2019s trade with brazil for 1999 and 2003 in billions of dollars.    012345 exports imports1999 2003     with reference to the diagram, what happened to china\u2019s trade balance with brazil between 1999  and 2003?  a it experienced a falling surplus.  b it experienced a rising deficit.  c it moved from deficit to surplus.  d it moved from surplus to deficit.     ",
+            "10": "10  \u00a9 ucles 2015 0455/11/o/n/15  28 the diagram shows the market for imported cars.    price quantity of carss1s2 d o     which government action could be shown by the change in the diagram?  a an embargo  b an exchange rate revaluation (appreciation)  c an import tax  d a quota     29 what is most likely to encourage international specialisation?  a similarities in climate in different countries  b the ability to produce products more cheaply than other countries  c the discovery of oil in a country that had no oil before  d very high international transport costs    30 turkey\u2019s agricultural sector employs 48% of the country\u2019s workforce, compared with 17% in the  united states (us) and 3.9% in france.    what could be concluded from this?  a france is likely to import more agricultural produce than the us.  b the workers in france are not as productive as those in turkey.  c total agricultural production is likely to be higher in turkey than in the us.  d turkey is likely to be less developed than france.     ",
+            "11": "11  \u00a9 ucles 2015 0455/11/o/n/15  blank page ",
+            "12": "12    permission to reproduce items where thir d-party owned material protected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holder s, 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 onl ine in the cambridge  international examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely a vailable to download at  www.cie.org.uk after the live examination series.    cambridge international examinations is part of the cambridge asse ssment group. cambridge assessment is the brand name of unive rsity of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge.    \u00a9 ucles 2015 0455/11/o/n/15  blank page  "
+        },
+        "0455_w15_qp_12.pdf": {
+            "1": "    this document consists of 10 printed pages and 2 blank pages.  ib15 11_0455_12/3rp  \u00a9 ucles 2015 [turn over       *0214949925* cambridge international examinations  cambridge international general certificate of secondary education       economics 0455/12     paper 1  multiple choice  october/november 2015     45 minutes    additional materials: multiple choice answer sheet    soft clean eraser    soft pencil (type b or hb is recommended)        read these instructions first    write in soft pencil.  do not use staples, paper clips, glue or correction fluid. write your name, centre number and candidate number on the answer sheet in the spaces provided  unless this has been done for you.  do not  write in any barcodes.   there are thirty  questions on this paper. answer all questions. for each question there are four possible  answers a, b, c and d.   choose the one you consider correct and record your choice in soft pencil  on the separate answer sheet.    read the instructions on the answer sheet very carefully.   each correct answer will score one mark. a mark will not be deducted for a wrong answer. any rough working should be done in this booklet.         ",
+            "2": "2  \u00a9 ucles 2015 0455/12/o/n/15  1 in a rural community of southern africa, women were responsible for planting and weeding crops  by hand, while men used to control production and receive profits.    which combination of factors of production was in operation?     men women  a capital land  b enterprise labour  c labour capital  d land enterprise      2 the government of a prosperous country announced that it would offer free food to its citizens for  a year.    what would be the effect of this measure?  a agricultural resources would become unlimited.  b human wants would become finite.  c more resources would be devoted to food production.  d the basic economic problem would be solved.     3 the diagram shows a production possibility curve for an economy that can produce rice or  electronic equipment. the economy is at point q. a recession causes unemployment in the electronics industries.    at which point will the economy be in the diagram?    orice electronic equipmentab qc d     ",
+            "3": "3  \u00a9 ucles 2015 0455/12/o/n/15 [turn over  4 a person works at home making table cloths. he  works for 6 hours each day and makes 15 table  cloths an hour. he sells them for $10 each.  he then decides to work for only 4 hours each day.  what can be concluded from the above information?  a the lost profit would be $300.  b the lost revenue would be $60.  c the daily opportunity cost would be 30 table cloths.  d the daily opportunity cost would be $50.     5 what is meant by an equilibrium price?  a a government price that ensures fairness for all  b a price that has no pressure to rise or fall  c a price that maximises the profits of the producers  d a price that maximises the satisfaction of the consumers     6 in august 2013, a lengthy strike in north-ea st india, where the finest and most expensive  darjeeling tea is grown, shut down the tea industry at harvest time.    what is the likely outcome of such a situation on a demand and supply diagram for darjeeling  tea?  a the price will rise because demand will switch to other teas.  b the price will rise because the strike will cause a movement down the supply curve.  c the price will rise because the supply curve will move to the left.  d the price will rise because there will be a fall in demand for the remaining darjeeling tea.     ",
+            "4": "4  \u00a9 ucles 2015 0455/12/o/n/15  7 air travel and rail travel are substitute forms of transport. the diagram shows the effect of new  technology on the market for air travel.    oprice per ticket quantity of airline ticketsp1 q1q2p2s1 s2 d     what would be the most likely effect on the market for rail transport?  a a decrease in demand for rail transport  b an increase in the price of rail tickets  c an increase in supply of rail transport  d an increase in the total income of rail companies     8 a developer built some large houses in a rural area which poorer people could not afford. the  houses destroyed an area of natural beauty.    what type of market failure resulted from the development?  a ignoring external cost  b inequality of income  c lack of information  d price discrimination      9 how do high direct taxes affect spending and how do  high interest rates affect saving by wage- earners?     spending saving  a decrease decrease  b decrease increase  c increase decrease  d increase increase    ",
+            "5": "5  \u00a9 ucles 2015 0455/12/o/n/15 [turn over  10 a national trade union wishes to increase the wages of its members without reducing the  numbers employed.     which factor would help the union to do this?  a the demand for the industry\u2019s product is high.  b the industry consists of a small number of well-organised employers.  c the union workers have low-level skills.  d the workers\u2019 wages are the largest cost of the industry.     11 the wage rate of a worker is reduced.    which combination of characteristics of the job is most likely to cause the worker to stay in the  job?     additional  bonuses job security unsocial  hours  a high high many  b high high none  c low low many  d low low none     12 what characteristics are found in a monopoly?  a freedom of entry to the market and a single seller  b freedom of entry to the market and many sellers  c many buyers and a single seller  d many buyers and many sellers     13 what must be falling if a firm is experiencing economies of scale?  a average costs  b external costs  c fixed costs  d total costs     ",
+            "6": "6  \u00a9 ucles 2015 0455/12/o/n/15  14 a company supplying water spent $470 million creating a network of pipes to distribute water  more efficiently. it employed local workers and boosted the local economy. it also provided better  facilities for the tourist industry.   what cannot  be concluded from the above?  a the company increased its profits.  b there was a decrease in regional unemployment.  c there were fixed costs of $470 million.  d there were positive externalities.    15 the table shows the information that managers of a company have from a week of business  activity.    number of employees 100  average wage $900  value of output $100  000  rent $10  000  raw materials $20  000    assuming there are no other costs, what is the value of the fixed costs?  a $300 b $10  000 c $20  000 d $30  000      16 what is most likely to be the responsibility of a government?  a the building of a food processing plant  b the building of a housing estate  c the building of a large shopping centre  d the building of a major rail link      17 which statement about the meaning of government economic aims is correct?  a economic growth means that a country\u2019s real output must rise over time.  b full employment means that no one must be unemployed.  c price stability means that the price of all goods and services must remain unchanged.  d redistribution of income means that everyone must have equal incomes.    ",
+            "7": "7  \u00a9 ucles 2015 0455/12/o/n/15 [turn over  18 a government wishes to close the gap betw een the earnings of the rich and the poor.    what should it do to achieve this aim?  a increase progressive taxation  b increase the rate of interest  c increase the rate of sales tax  d increase the supply of money     19 a government decided to increase its spending on building schools and hospitals.    which aim of government policy is most likely to be achieved by this increase?  a a balance of payments surplus  b a stronger exchange rate   c economic growth   d price stability      20 the forecast for germany\u2019s gdp growth in 2013 was 1.5%.    what might cause economic growth?  a an increase in imports  b an increase in interest rates  c an increase in productivity  d an increase in unemployment    21 the proportion of workers employed varies between different industries and between developing  and developed economies.    which combination in the table is likely to have the highest percentage of workers employed?     developing developed  a agriculture manufacturing  b agriculture services  c construction manufacturing  d construction services    ",
+            "8": "8  \u00a9 ucles 2015 0455/12/o/n/15  22 in 2009, a country had an inflation rate of 2%. the table shows the inflation rate in the following  years.    year inflation rate  (%)  2010   2  2011   1  2012   0  2013 \u20131    in which year did deflation start?  a 2010 b 2011 c 2012 d 2013     23 which item does the human development index (hdi) of a country include, in addition to real  gdp per head and life expectancy at birth?  a expenditure on law and order  b literacy rate among adults  c number of doctors  d retirement age      24 why might real gdp per head not be a good indicator of the standard of living in developing  countries?  a it does not account for inflation.  b it does not account for population changes.  c it does not include primary production.  d it does not include unpaid work on farms.     25 the richest 60% of the population in a developed economy received an increase in income.    which row is correct as a result of this increase?     absolute poverty relative poverty  a increased increased  b increased remained constant  c remained constant increased  d remained constant remained constant    ",
+            "9": "9  \u00a9 ucles 2015 0455/12/o/n/15 [turn over  26 according to the united nations, the share of world population living in developing countries will  increase from 83% in 2003 to 88% in 2050.    what is likely to be the major cause of this predicted change?  a climate change will lead to lower food output and starvation.  b improved education for girls will lead to a small decline in birth rates.  c increasing numbers of people will migrate to developed countries.  d modern medicine and sanitation will lead to a rapid decline in death rates.     27 the diagram shows china\u2019s trade with brazil for 1999 and 2003 in billions of dollars.    012345 exports imports1999 2003     with reference to the diagram, what happened to china\u2019s trade balance with brazil between 1999  and 2003?  a it experienced a falling surplus.  b it experienced a rising deficit.  c it moved from deficit to surplus.  d it moved from surplus to deficit.     28 a country imposes tariffs and quotas on imported goods.    what will citizens of that country experience?  a higher prices  b higher welfare  c higher unemployment  d wider consumer choice     29 what is most likely to encourage international specialisation?  a similarities in climate in different countries  b the ability to produce products more cheaply than other countries  c the discovery of oil in a country that had no oil before  d very high international transport costs    ",
+            "10": "10  \u00a9 ucles 2015 0455/12/o/n/15  30 turkey\u2019s agricultural sector employs 48% of the country\u2019s workforce, compared with 17% in the  united states (us) and 3.9% in france.    what could be concluded from this?  a france is likely to import more agricultural produce than the us.  b the workers in france are not as productive as those in turkey.  c total agricultural production is likely to be higher in turkey than in the us.  d turkey is likely to be less developed than france.     ",
+            "11": "11  \u00a9 ucles 2015 0455/12/o/n/15  blank page ",
+            "12": "12    permission to reproduce items where third-par ty owned material protected by copyright is  included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holder s, 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 onl ine in the cambridge  international examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely a vailable to download at  www.cie.org.uk after the live examination series.    cambridge international examinations is part of the cambridge asse ssment group. cambridge assessment is the brand name of unive rsity of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge.    \u00a9 ucles 2015 0455/12/o/n/15  blank page  "
+        },
+        "0455_w15_qp_13.pdf": {
+            "1": "this document consists of 10 printed pages and 2 blank pages.  ib15 11_0455_13_a3/fp  \u00a9 ucles 2015 [turn over /g6/g18/g17/g15/g13/g12/g15/g12/g15/g12/g15/g6/g3cambridge international examinations  cambridge international general certificate of secondary education  economics 0455/13 paper 1  multiple choice  october/november 2015  45 minutes  additional materials: multiple choice answer sheet    soft clean eraser    soft pencil (type b or hb is recommended)   read these instructions first  write in soft pencil.  do not use staples, paper clips, glue or correction fluid. write your name, centre number and candidate num ber on the answer sheet in the spaces provided  unless this has been done for you.  donot  write in any barcodes.  there are thirty  questions on this paper. answer all questions. for each question there are four possible  answers a,b,c and d. choose the one you consider correct and record your choice in soft pencil  on the separate answer sheet.  read the instructions on the answer sheet very carefully.  each correct answer will score one mark. a mark will not be deducted for a wrong answer.  any rough working should be done in this booklet. ",
+            "2": "2 \u00a9 ucles 2015 0455/13/o/n/15  1 governments often try to influence the supply of factors of production in their economies.  which factor\u2019s supply is a government least  likely to be able to increase?  acapital benterprise  clabour dland 2 there has been increased concern about the way large firms exploit the environment.  what is the main reason for this concern?  alarge firms are unprofitable because of diseconomies of scale.  blarge firms combine together to fix prices.  cthe exploitation of resources is expensive.  dunlimited wants will use up the finite resources.  3 the diagram shows a production possibility curve for an economy that can produce agricultural  products or financial services. it is currently at point q.  a crop disease decreases agricultural production but the financial services sector increases  output as a result of an increase in demand.  to which point is the economy likely to move?  ofinancial servicesagricultural productsa bq c d 4 a person works at home making small cakes. she can make 30 cakes an hour and works for four  hours a day. the total cost of the ingredients is $50 and she sells the cakes for $2 each.  what is the opportunity cost if she takes a working day for a holiday?  a$50 b$240 c30 cakes  d120 cakes ",
+            "3": "3 \u00a9 ucles 2015 0455/13/o/n/15 [turn over5 former planned economies in eastern europe have changed to market economies.  what is most likely to be observed in these economies?  agreater government controls over labour mobility  bincreased production of capital goods rather than consumer goods   cless choice for consumers  dwidespread privatisation of manufacturing and services  6 what is an example of a public good?  aa theatre performance  ban injection to prevent influenza  croad signs and road markings  dthe collection of rubbish by a local authority  7 air travel and rail travel are substitute forms of transport. the diagram shows the effect of new  technology on the market for air travel.  oprice per ticket quantity of airline ticketsp1 q1q2p2s1 s2 d what would be the most likely effect on the market for rail transport?  a a decrease in demand for rail transport  b an increase in the price of rail tickets  c an increase in supply of rail transport  d an increase in the total income of rail companies ",
+            "4": "4 \u00a9 ucles 2015 0455/13/o/n/15  8 a developer built some large houses in a rural area which poorer people could not afford. the  houses destroyed an area of natural beauty.  what type of market failure resulted from the development?  a ignoring external cost  b inequality of income  c lack of information  d price discrimination  9 which statement is correct when comparing low-income earners with high-income earners?  ahigh-income earners are likely to save a higher proportion of any additional income received.  bhigh-income earners spend proportionately more of their income.  clow-income earners are likely to spend a lower proportion of any additional income received.  dlow-income earners save proportionately more of their income.  10 in the united states (us) in 2011, 7.6 million public sector workers (36% of public sector workers)  were members of trade unions, but only 7.1 million private sector workers (8% of private sector  workers) belonged to a trade union.  what can be concluded from this information?  a 28% of all workers belonged to a trade union in the us in 2011.  b collective bargaining was more a feature of the private sector than the public sector in the  us in 2011.  c more people worked in the private sector than in the public sector in the us in 2011.  d the working population in the us in 2011 was 14.7 million.  11 car assembly workers usually earn more income than agricultural workers.  what might explain this?  acar assembly has safer working conditions.  bcar assembly involves more regular hours.  ccar assembly is usually in smaller firms.  dcar assembly produces a higher-value product. ",
+            "5": "5 \u00a9 ucles 2015 0455/13/o/n/15 [turn over12 in some countries, former nationalised utilities, such as electricity, have been replaced by several  public limited companies.  which change has occurred in the electricity market?  aall profits are reinvested into the business by public limited companies.  bgovernments decide which company consumers must use.  cmarket prices are fixed by governments.  dpublic limited companies pay dividends to shareholders.  13 there has been a move away from labour-intensive to capital-intensive production in developed  economies.   which type of activity remains labour-intensive?  aassembling cars  bdesigning clothes  cfarming cereals  dmanufacturing steel  14 in 2007, a huge industrial mining company attempted to buy another industrial mining company.  the attempt failed.  in 2010, the same mining company made an offer to buy a company that sells potash, which is  used to improve agricultural soils.  how may the mining company\u2019s attempts to buy these other companies be described?   2007 2010  a diversification horizontal integration b horizontal integration diversification  c specialisation vertical integration  d vertical integration specialisation ",
+            "6": "6 \u00a9 ucles 2015 0455/13/o/n/15  15 the table shows the information that managers of a company have from a week of business  activity. number of employees 100 average wage $900 value of output $100 000 rent $10 000 raw materials $20 000 assuming there are no other costs, what is the value of the fixed costs?  a $300 b $10 000 c $20 000 d $30 000  16 governments use monetary policy such as increasing the rate of interest.  what is a result of increasing the rate of interest?  ait creates disincentives for wage earners.  bit discourages investment by entrepreneurs.  cit increases disposable income of consumers.  dit reduces government transfer payments.  17 which statement about the meaning of government economic aims is correct?  aeconomic growth means that a country\u2019s real output must rise over time.  bfull employment means that no one must be unemployed.  cprice stability means that the price of all goods and services must remain unchanged.  dredistribution of income means that everyone must have equal incomes.  18 in 2013, a government wanted to keep inflation low and also to decrease unemployment. it  decided to subsidise consumers wishing to purchase a house so that houses would become more affordable to them. at the time, there was a shortage of houses.  what is most likely to have happened to inflation, housebuilding and unemployment?  inflation housebuilding unemployment  a fall no change fall  b fall rise rise  c rise no change rise  d rise rise fall ",
+            "7": "7 \u00a9 ucles 2015 0455/13/o/n/15 [turn over19 a government decided to increase its spending on building schools and hospitals.  which aim of government policy is most likely to be achieved by this increase?  aa balance of payments surplus  ba stronger exchange rate   ceconomic growth dprice stability  20 a consumer price index (cpi) consists of four items. the table shows the percentage price  change for each item over a period of a year and the weight of each item.  which price change will affect the level of the cpi most?   item % price change  over 1 year weight a food +5 0.30  b housing +6 0.20  c recreation +3 0.40  d transport +4 0.10  21 gdp per head is regarded as a poor measure of living standards because it omits  aenvironmental changes.  bexports. cthe income of the poor.  dthe profits of private businesses.  22 a large economy experiences a high rate of gdp growth.  what is least  likely to be a result of this growth?  aeverybody in the economy will benefit.  bsome people in the economy will benefit more than others.  csome people in other economies will benefit.  dthere will be economic growth in other economies. ",
+            "8": "8 \u00a9 ucles 2015 0455/13/o/n/15  23 in 2008, a country had an inflation rate of 4%. the table shows the inflation rate in the following  years. yearinflation rate  % 2009 4  2010 2  2011 \u20132  2012 \u20131  in which year did deflation start?  a2009 b2010 c2011 d2012 24 in developed countries, an ageing population has caused changes in the population structure.  what is the result of this change?  aan increase in the dependency ratio  bemployment conditions have improved  cmedical treatment is available to all  dwelfare services have improved  25 assuming no other changes, the population is most likely to increase if there is a reduction in  athe birth rate.  bthe death rate.  cthe fertility rate. dthe inoculation rate. ",
+            "9": "9 \u00a9 ucles 2015 0455/13/o/n/15 [turn over26 the diagram shows population data for japan for 1950, 2005 and 2050.  age 100 80604020 0 0 0.40.81.2 1.2 0.80.40age 100 80604020 0 0 0.40.8 0.8 0.40age 100 80604020 0 0 0.40.81.2 1.2 0.80.40men womenmen womenmen women japanese population, millions 1950japanese population, millions 2005japanese population, millions 2050 (forecast) what can be concluded from the diagram?  amen outnumber women in each year.  bpeople are living longer over the period.  cthe population has grown continuously.  dthe workforce has grown continuously.  27 the diagram shows china\u2019s trade with brazil for 1999 and 2003 in billions of dollars.  012345 exports imports1999 2003 with reference to the diagram, what happened to china\u2019s trade balance with brazil between 1999  and 2003?  ait experienced a falling surplus.  bit experienced a rising deficit.  cit moved from deficit to surplus.  dit moved from surplus to deficit. ",
+            "10": "10 \u00a9 ucles 2015 0455/13/o/n/15  28 in august 2013, the indian rupee reached a new low against the us dollar compared with the  previous month.  what does this mean?  aindia\u2019s balance of trade would worsen.  bindian goods became cheaper in the us.  cinvestors would wish to buy indian rupees.  dmore indian students would study in the us.  29 what is most likely to encourage international specialisation?  asimilarities in climate in different countries  bthe ability to produce products more cheaply than other countries  cthe discovery of oil in a country that had no oil before  dvery high international transport costs  30 turkey\u2019s agricultural sector employs 48% of the country\u2019s workforce, compared with 17% in the  united states (us) and 3.9% in france.  what could be concluded from this?  afrance is likely to import more agricultural produce than the us.  bthe workers in france are not as productive as those in turkey.  ctotal agricultural production is likely to be higher in turkey than in the us.  dturkey is likely to be less developed than france. ",
+            "11": "11 \u00a9 ucles 2015 0455/13/o/n/15  blank page ",
+            "12": "12 permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here 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 onl ine in the cambridge  international examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely a vailable to download at  www.cie.org.uk after the live examination series.  cambridge international examinations is part of the cambridge assessment group. cambridge assessment is the brand name of unive rsity of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge.  \u00a9 ucles 2015 0455/13/o/n/15  blank page"
+        },
+        "0455_w15_qp_21.pdf": {
+            "1": "this document consists of 5 printed pages, 3 blank pages and 1 insert. dc (sjf) 96753/1 \u00a9 ucles 2015 [turn overcambridge international examinations cambridge international general certificate of secondary education *9508904847*economics  0455/21 paper 2 structured questions october/november 2015  2 hours 15 minutes no additional materials are required. read these instructions first an answer booklet is provided inside this question paper. y ou should follow the instructions on the front cover  of the answer booklet. if you need additional answer paper ask the invigilator for a continuation booklet. section a answer question 1. section b answer any three  questions. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [ ] at the end of each question or part question.",
+            "2": "2 0455/21/o/n/15 \u00a9 ucles 2015section a answer this question. 1 cambodia aims to be a top rice exporter currently approximately 80% of cambodia\u2019s export revenue comes from the sale of clothing. the  cambodian government wants to encourage clothing producers to export more but its current priority is to promote the export of rice. in 2012 cambodia was the world\u2019s seventh largest exporter of rice. the government aim is for the country to be in the top five. raising export revenue above its 2012 level of us$6 billion would reduce the country\u2019s deficit on the current account of its balance of payments.  to achieve the government\u2019s aim, there are a number of improvements that need to be made  to increase cambodia\u2019s gross domestic product (gdp). one is to develop the country\u2019s infrastructure, including building more roads and ports. better transport infrastructure needs to be combined with increased investment in the agriculture industry. in addition, the skills of farm workers need to be developed. those farm workers already skilled need to be encouraged to stay in the country rather than emigrate.  the cambodian government is also seeking to increase investment in the manufacturing and  service sectors. investment is influenced by a range of factors. one of the most important of these is the economic growth rate. countries with a high economic growth rate tend to spend a high proportion of their income on capital goods. table 1  economic growth rates and investment in selected countries in 2012 country economic growth rate (% change in gdp)investment (as % of gdp) cambodia 7.5 20 china 8.2 48 india 8.0 35 indonesia 6.3 33 malaysia 6.0 19 pakistan 4.0 15  cambodia is attracting investment from other countries, most significantly from china. such  investment is the result of a number of factors including a young population and improvements in the country\u2019s financial sector. in 2012 the country\u2019s population was 15 million with the birth rate exceeding the death rate by 13 per thousand of the population. emigration exceeded immigration with a net migration rate of minus 0.3 per thousand of the population.  in 2012 cambodia opened its first stock exchange which is called the cambodian securities  exchange (csx). the first company to trade on the csx was the phnom penn water supply authority. the cambodian company is recognised as one of the most efficient water companies in asia. it is a popular company to work for, partly because it pays relatively high wages. ",
+            "3": "3 0455/21/o/n/15 \u00a9 ucles 2015 [turn over (a) using information from the extract, calculate the value of cambodia\u2019s clothing exports in 2012.   [2]  (b) explain two reasons why demand for cambodia\u2019s rice may increase in the future.   [4]  (c) (i) explain why high economic growth can increase investment.  [4]   (ii) using table 1, comment on whether the information supports the view that high economic  growth leads to a high rate of investment.   [3]  (d) using information from the extract, explain whether cambodia experienced an increase or a  decrease in population in 2012.   [2]  (e) discuss whether building more roads and ports would increase cambodia\u2019s exports of rice.    [5]  (f) explain two functions of a stock exchange.   [4]  (g) discuss whether a company will have to raise wage rates to attract more workers.   [6]",
+            "4": "4 0455/21/o/n/15 \u00a9 ucles 2015section b answer any three questions from this section. 2 a lack of electricity regularly results in power failure in the lebanon. the daily gap between  supply and demand may increase if the lebanese economy continues to grow. the lebanese government is planning to build more power stations but there is a risk that the social costs of operating power stations may be greater than the social benefits.  (a) define \u2018demand\u2019.  [2]  (b) explain what impact an imbalance between supply and demand is likely to have on price and  the quantity traded.  [4]  (c) analyse why economic growth may increase demand for electricity.  [6]  (d) discuss whether the social costs of operating power stations are likely to be greater than the  social benefits.  [8] 3 the average income in mexico is rising but a number of people in the country are still poor. carlos  slim is a mexican entrepreneur and one of the richest men in the world. his companies dominate the mobile (cell) phone and landline phone markets in the country and employ a high number of specialised workers. the mexican government, however, is seeking to increase competition in the communications market.  (a) identify two functions of an entrepreneur.  [2]  (b) explain two ways a government could redistribute income from the rich to the poor.   [4]  (c) analyse why price may be higher and output lower in a monopoly than in a more competitive  market.  [6]  (d) discuss whether workers benefit from specialising.  [8] 4 china\u2019s solar power industry has the biggest solar panel firms in the world. their growth has been  helped by low labour costs and government subsidies. solar panel firms are smaller in europe where some are sole proprietors. in 2013 the european union was considering imposing a tariff of 47% on chinese solar panels.  (a) identify two features of a sole proprietor.  [2]  (b) explain how government subsidies can increase the size of firms.   [4]  (c) analyse three advantages of small firms.  [6]  (d) discuss whether imposing tariffs will benefit an economy.   [8]",
+            "5": "5 0455/21/o/n/15 \u00a9 ucles 20155 the brazilian economy ran into difficulties in 2013. its inflation rate rose above its central bank\u2019s  target. more than two-thirds of the items used to calculate the inflation rate rose in price. the economic growth rate declined with fewer jobs being created. as the labour force grows in size, more jobs have to be created to avoid unemployment increasing. greater free trade might improve brazil\u2019s economic performance.  (a) identify two causes of an increase in the size of a country\u2019s labour force.  [2]  (b) explain how a country\u2019s inflation rate is measured.  [4]  (c) analyse how free trade can reduce firms\u2019 costs of production.  [6]  (d) discuss whether unemployment always harms an economy.  [8] 6 in 2013 the japanese government used a range of policies, including monetary policy, to increase  consumer expenditure and investment to avoid deflation. at the same time, some japanese politicians were arguing that the government should increase the rate of the country\u2019s sales tax from 5% to 10%. sales tax is an indirect and regressive tax.   (a) define \u2018regressive tax\u2019.   [2]  (b) explain two influences on the amount firms spend on capital goods.   [4]  (c) analyse how monetary policy could increase the price level.   [6]  (d) discuss whether an increase in the rate of a sales tax would benefit an economy.   [8] 7 the world\u2019s population is forecast to rise to 9 billion by 2050. it is predicted that nigeria, a  developing country with a mixed economy, will move from having the seventh largest population at 158 million in 2013 to having the third largest at 400 million in 2050. some governments try to reduce the growth of their populations by using a range of government policy measures.  (a) define \u2018mixed economy\u2019.   [2]  (b) explain two reasons why the world population in 2050 may be more than forecast.  [4]   (c) analyse how the population structure of a developing country is likely to differ from that of a  developed country.  [6]  (d) discuss the effectiveness of possible government policy measures to reduce the growth of  population. [8]",
+            "6": "6 0455/21/o/n/15 \u00a9 ucles 2015blank page",
+            "7": "7 0455/21/o/n/15 \u00a9 ucles 2015blank page",
+            "8": "8 0455/21/o/n/15 \u00a9 ucles 2015permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here 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 onl ine in the cambridge international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to do wnload at www.cie.org.uk after  the live examination series. cambridge international examinations is part of the cambridge assessment group. cambridge assessment is the brand name of unive rsity of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge.blank page"
+        },
+        "0455_w15_qp_22.pdf": {
+            "1": "this document consists of 5 printed pages, 3 blank pages and 1 insert. dc (st) 96751/6 \u00a9 ucles 2015 [turn overcambridge international examinations cambridge international general certificate of secondary education *1241019445*economics  0455/22 paper 2 structured questions october/november 2015  2 hours 15 minutes no additional materials are required. read these instructions first an answer booklet is provided inside this question paper. y ou should follow the instructions on the front cover  of the answer booklet. if you need additional answer paper ask the invigilator for a continuation booklet. section a answer question 1. section b answer any three  questions. the number of marks is given in brackets [ ] at the end of each question or part question.",
+            "2": "2 0455/22/o/n/15 \u00a9 ucles 2015section a answer this question. 1 mexico: rising to the top? it has been predicted that mexico will be one of the world\u2019s top ten economies by 2020. changes  in the industrial structure of the country have been occurring for some time. in 2008, 12% of the labour force were employed in the primary sector (mainly agriculture), 26% in the secondary sector (mainly manufacturing) and 62% in the tertiary sector (services). by 2012, employment had fallen by 1% in the primary sector and by 2% in the secondary sector.  in recent years, mexico has been removing trade protection measures such as tariffs and quotas.  the country now has free trade with more than 40 other countries. international trade plays a key role in the mexican economy, with a third of its output being exported and imports accounting for more than a third of the products bought in mexico. nearly 80% of mexico\u2019s exports go to the united states of america (us). mexican firms have a wide choice of sources for imported raw materials and a large international market in which to sell their products. the main destination of mexico\u2019s falling number of emigrants is the us.  after an economic downturn in 2009, the mexican economy has been growing. incomes have  risen and life expectancy has increased. table 1 shows the income levels and life expectancy for a number of countries. table 1:  gross domestic product (gdp) per head and life expectancy  in selected countries in 2012 country gdp per head (us$) life expectancy  (years) bangladesh    700 69 canada 48 000 83 mexico  9 200 77 peru  5 400 72 portugal 22 100 80 south africa  7 500 55  although the standard of mexico\u2019s education is not very high, poverty is declining in the country as  living standards are rising. more people now have access to better quality health care. in contrast to its neighbour the us, unemployment has been declining in mexico.   costs of production in mexico are rising more slowly than in china. mexico imports products from  china and also competes with china in a number of export markets.  some of mexico\u2019s top exporting firms are monopolies within the country. one is pemex, the state- owned oil and gas monopoly. the firm sells oil throughout the world. some economists claim that mexican consumers would benefit from pemex being sold to the private sector.",
+            "3": "3 0455/22/o/n/15 \u00a9 ucles 2015 [turn over (a) using information from the extract, calculate what percentage of mexico\u2019s labour force was  employed in the tertiary sector in 2012.   [2]  (b) using information from the extract, explain two benefits of free trade for mexican firms.  [4]  (c) (i) explain why people in countries with a higher gdp per head have a longer life expectancy  than people in countries with a lower gdp per head.   [2]   (ii) using table 1, comment on whether the information supports the view that countries with  a higher gdp per head have a longer life expectancy than countries with a lower gdp per head.   [3]  (d) using information from the extract, explain two reasons why emigration from mexico has  fallen.  [4]  (e) discuss whether rises in costs of production in china will benefit the mexican economy.   [5]  (f) explain two ways in which a monopoly differs from perfect competition.  [4]  (g) discuss whether selling a state monopoly, such as pemex, to the private sector would benefit  consumers in mexico.  [6]",
+            "4": "4 0455/22/o/n/15 \u00a9 ucles 2015section b answer any three questions from this section. 2 the united nations\u2019 world tourism organisation has estimated that the proportion of the world\u2019s  population who have visited another country will have reached only 7% by 2020. increasing international travel might create jobs and influence incomes. however, it would also put pressure on finite resources and would create external costs.  (a) define \u2018resources\u2019.  [2]  (b) explain how international travel may create external costs.  [4]  (c) analyse how an increase in international travel may influence incomes.  [6]  (d) discuss whether demand for international travel is likely to continue to increase.  [8] 3 a heatwave in july 2013 in the united kingdom resulted in sales of ice cream more than doubling.  extra workers were taken on to meet the higher demand. in recent years, the demand and supply conditions of ice cream have changed, leading to demand and supply becoming more elastic. the market has also been influenced by government policies and by changes in the country\u2019s economic growth rate.  (a) define \u2018supply\u2019.   [2]  (b) explain two ways a government could influence the price of a product.  [4]  (c) analyse why demand for a product may become more price elastic.   [6]  (d) discuss whether the wages of all workers will increase during a period of economic growth.   [8] 4 on average, norwegians work only 27 hours a week. they also take more, and longer, holidays  than most other countries\u2019 workers. in 2013, norway had the second highest productivity in the world. it was also ranked number one in the human development index (hdi). unlike many other countries, norway has had almost full employment in recent years.  (a) define \u2018productivity\u2019.  [2]  (b) explain two reasons why productivity may increase.  [4]  (c) analyse why a country may have a high hdi value.   [6]  (d) discuss whether a country would benefit from having full employment.  [8]",
+            "5": "5 0455/22/o/n/15 \u00a9 ucles 20155 in 2009, a digital currency called bitcoin was invented. between 2009 and 2014 there was a  growth in the number of people and firms accepting it as a medium of exchange and store of value. financial experts have called for digital money to be regulated by central banks. one of their concerns is that it could increase the money supply and cause inflation.  (a) define \u2018medium of exchange\u2019.  [2]  (b) explain two ways in which a central bank differs from a commercial bank.   [4]  (c) analyse how an increase in the money supply may cause inflation and a fall in saving.   [6]  (d) discuss whether price stability should be a government\u2019s main economic aim.   [8] 6 capital goods make up over half of japanese exports. in 2013, although japan\u2019s imports rose  more rapidly than its exports, there was still a surplus on the current account of its balance of payments. across the world, increasing trade was leading to new airports being opened to meet the demand for transporting goods.  (a) define \u2018capital good\u2019.   [2]  (b) explain two reasons why a country\u2019s export revenue might increase when export prices rise.   [4]  (c) analyse how a government could increase the surplus on the country\u2019s current account of the  balance of payments.   [6]  (d) discuss whether new airports should be built and operated by governments or the private  sector.  [8] 7 myanmar (burma) is seeking to move from being a developing to a developed country. it has a lower  savings ratio than most other asian economies, with its people spending most of their income. the country\u2019s government is encouraging investment from abroad to increase its economic growth. the government is using fiscal policy in an attempt to reduce poverty, which affects a third of its population.  (a) identify two characteristics of a developed country.  [2]  (b) explain two reasons why people may spend most of their income.  [4]  (c) analyse how an increase in investment may increase a country\u2019s economic growth rate.   [6]  (d) discuss whether fiscal policy measures will reduce poverty.  [8]     ",
+            "6": "6 0455/22/o/n/15 \u00a9 ucles 2015blank page",
+            "7": "7 0455/22/o/n/15 \u00a9 ucles 2015blank page",
+            "8": "8 0455/22/o/n/15 \u00a9 ucles 2015blank page permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here 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 onl ine in the cambridge international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to do wnload at www.cie.org.uk after  the live examination series. cambridge international examinations is part of the cambridge assessment group. cambridge assessment is the brand name of unive rsity of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge."
+        }
+    },
+    "2016": {
+        "0455_m16_qp_12.pdf": {
+            "1": "    this document consists of 10 printed pages and 2 blank pages.  ib16 03_0455_12/3rp  \u00a9 ucles 2016 [turn over       *4330295432* cambridge international examinations  cambridge international general certificate of secondary education       economics 0455/12     paper 1  multiple choice  february/march 2016     45 minutes    additional materials: multiple choice answer sheet    soft clean eraser    soft pencil (type b or hb is recommended)        read these instructions first    write in soft pencil.  do not use staples, paper clips, glue or correction fluid. write your name, centre number and candidate number on the answer sheet in the spaces provided  unless this has been done for you.  do not  write in any barcodes.   there are thirty  questions on this paper. answer all questions. for each question there are four possible  answers a, b, c and d.   choose the one you consider correct and record your choice in soft pencil  on the separate answer sheet.    read the instructions on the answer sheet very carefully.   each correct answer will score one mark. a mark will not be deducted for a wrong answer. any rough working should be done in this booklet.     ",
+            "2": "2  \u00a9 ucles 2016 0455/12/f/m/16  1 an economy with few resources is encouraged to improve the quality of its human resources.    which policy will lead to such an improvement?  a conserving and protecting more of its natural resources  b limiting the immigration of skilled labour  c providing more opportunities for education and training  d reducing the use of machines in production     2 the diagram shows a country\u2019s production possibility curve for rice and wheat.    rice wheat op s q r     a major flood destroys a large area of agricultural land.    which movement could represent the resulting change in output?  a p to q b q to r c r to s d s to p      3 a country raises the school leaving age from 15 to 17 years.    what is the opportunity cost of this increased period of school education to the young people  affected?  a costs of training and employing more teachers  b financial help necessary for school leavers who go to university  c government expenditure on building extra classrooms  d lost income from paid employment because of school attendance      4 in a market there is a shortage of a good.    what change would cause the market to come to an equilibrium?  a a decrease in supply   b a fall in price  c an increase in demand  d a rise in price   ",
+            "3": "3  \u00a9 ucles 2016 0455/12/f/m/16 [turn over  5 a product has a totally inelastic price elasticity of demand.    what will happen to total revenue if the price of the product falls by 25%?  a it will fall by 25%.  b it will fall to zero.  c it will remain unchanged.  d it will rise by 25%.     6 in 2014, a plan for a major new rail link funded by central and regional government was  announced. it would involve the redevelopment of a city area, generate 14  000 jobs and allow the  development of 2000 homes and offices for private businesses.    what economic concepts are indicated directly in the above statement?  a budget surplus and inflation  b factors of production and multinational companies  c fiscal policy and mixed economy  d regional unemployment and average wage rates    7 how are social costs calculated?   a  fixed costs plus variable costs   b  private benefits less private costs   c private costs plus external costs   d  social benefits less external costs     8 what is a disadvantage for a trade union representing workers in a company that has increased  specialisation?  a capital equipment can be substituted for labour.  b different abilities can be used fully.  c production levels are decreased.  d workers are able to gain a higher level of skill.     ",
+            "4": "4  \u00a9 ucles 2016 0455/12/f/m/16  9 a government finance minister said that the purchasing power of most people\u2019s incomes had  risen in the last year.    what must have increased for the purchasing power to rise?  a money wages  b net income after tax  c real wages  d wage rates     10 the table shows the change in incomes for a number of occupations between 2003 and 2013.    occupation change in  income  %  builders 80  plumbers 60  electricians 50  police officers 12  teachers 10  nurses \u20135    what can be concluded from the table?  a all occupations were better off in 2013 than in 2003.  b builders earned the highest income in 2013.  c electricians earned 40% more than teachers in 2013.  d non-manual workers had lower percentage increases in income than manual workers.     ",
+            "5": "5  \u00a9 ucles 2016 0455/12/f/m/16 [turn over  11 the table shows information for two workers.     doctor window cleaner  annual income ($) 60  000 24  000  total deductions ($) 10  000 8  000    both workers save 10% of their disposable income.    how much is this in each case?     doctor window cleaner  a $1  000 $800  b $5  000 $1  600  c $6  000 $2  400  d $50  000 $16  000     12 what is most likely to increase a firm\u2019s profits?  a government controls on its prices  b grants for the purchase of new machines  c an increase in the wages paid to its workers  d rising costs of its raw materials    13 sohrab bought shares in a french telecommunications company operating in many countries.    joel owns and runs a mobile telephone accessories and repair shop.    what is not identified above?  a multinational company  b partnership  c public company  d sole proprietor    ",
+            "6": "6  \u00a9 ucles 2016 0455/12/f/m/16  14 a firm\u2019s average revenue is $20. it sells 1000 units.    what is the firm\u2019s total revenue and the price of the product?     total revenue  ($) price  ($)  a 20 20  b 1 000 500  c 20  000 20  d 20  000 500      15 the table shows the daily output and costs of four firms making chairs.    which firm has the highest average cost of production?     output (units) fixed costs  ($) variable costs  ($)  a   6 100 140  b   9   30 150  c 12 200 160  d 15 120 330      16 other things being equal, what is likely to decrease public spending?  a an increase in the age of retirement  b an increase in the birth rate  c an increase in the school-leaving age  d an increase in unemployment     17 when is a tax regressive?  a when some goods have a lower tax than others  b when the tax as a proportion of income decreases as income increases  c when the tax is linked to the rate of inflation  d when the tax is on incomes rather than on goods or services     ",
+            "7": "7  \u00a9 ucles 2016 0455/12/f/m/16 [turn over  18 the government of india wishes to help the very poorest people.    which policy would be most likely to achieve this?  a lowering capital gains tax  b  lowering housing subsidies  c lowering indirect taxation  d lowering inheritance tax      19 suppose the indian government raises the rate of interest.    what is likely to be the direct effect on the economy?  a it will raise any deficit on the current account.  b it will raise the economic growth rate.  c it will raise the foreign exchange rate.  d it will raise the inflation rate.     20 what is involved in the construction of a retail price index?  a a basket of goods  b average incomes  c economic growth rate  d income tax rate    21 what identifies a recession?  a a fall in the general price level  b a fall in the level of national output  c a fall in the real value of money  d a fall in the stock market index    ",
+            "8": "8  \u00a9 ucles 2016 0455/12/f/m/16  22 the table shows the percentage changes in earnings and consumer prices for four countries for  one year.    which country is likely to have experienced the greatest increase in real income during the year?     country earnings consumer prices  a france +6.5 +3.5  b germany +4.0 +4.0  c japan +4.0 \u20131.0  d uk +6.5 \u20132.0      23 in the us consumer price index (cpi), food has a weighting of 13.7%. in india food has a   weighting of 46.2% in the cpi.    what can be concluded from this?  a consumers in india spend more on food than us consumers.  b food is a bigger proportion of consumer spending in india than in the us.  c the farming sector\u2019s output of food is higher in india than in the us.  d the price of food is rising more rapidly in india than in the us.     24 in many developing economies there is a high rate of population growth.    what is a cause of this?  a jobseekers migrate from rural to urban centres.  b poor people have many children to provide labour on family farms.  c there is increased resistance to life saving drugs.  d there is not enough clean water.      25 a country has a birth rate of 30 per 1000 and a death rate of 35 per 1000 and no migration.    what is most likely to cause the population to fall?  a the birth rate decreases and the death rate increases.  b the birth rate increases and the death rate remains the same.  c the birth rate remains constant and the death rate decreases.  d the increase in the birth rate is greater than the increase in the death rate.     ",
+            "9": "9  \u00a9 ucles 2016 0455/12/f/m/16 [turn over  26 the diagram shows the different age distribution of the population in three areas of the world.    35.1 21.5 under 1518.160.765.6 15-64% 69.6 4.212.9 over 6412.3area x area y area z     other things being equal, what can be deduced from the diagram?  a x has the highest dependency ratio.  b y has the largest working population.  c y spends most on schools.  d z spends most on pensions.     27 what is likely to cause a rise in a country\u2019s foreign exchange rate?  a a fall in its exports of goods and services  b a fall in its imports of goods and services  c a fall in its inflow of income  d a rise in its outflow of transfers    28 drinks producers in india are resisting plans to remove tariffs on imported drinks. they claim that  a reduction in tariffs would destroy the emerging drinks industry with large-scale imports of cheap drinks.    which argument for protectionism are they putting forward?  a the declining industry argument  b the infant industry argument  c the strategic industry argument  d the sunset industry argument     ",
+            "10": "10  \u00a9 ucles 2016 0455/12/f/m/16  29 who is most likely to benefit if india bans all steel imports?    a buyers of steel in india  b foreign steel producers    c indian firms buying steel  d indian firms selling steel at home      30 what is certain to encourage a higher level of international trade?  a conservation of resources and unstable exchange rates  b exploitation of resources and wider use of quotas  c increased support for home industries and increased tariffs    d more specialisation and falling transport costs    ",
+            "11": "11  \u00a9 ucles 2016 0455/12/f/m/16  blank page ",
+            "12": "12    permission to reproduce items where third-par ty owned material protected by copyright is  included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holder s, 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 onl ine in the cambridge  international examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely a vailable to download at  www.cie.org.uk after the live examination series.    cambridge international examinations is part of the cambridge asse ssment group. cambridge assessment is the brand name of unive rsity of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge.    \u00a9 ucles 2016 0455/12/f/m/16  blank page  "
+        },
+        "0455_m16_qp_22.pdf": {
+            "1": "this document consists of 4 printed pages and 1 insert. dc (nh) 113859/3 \u00a9 ucles 2016 [turn over *3351077405*economics  0455/22 paper 2 structured questions february/march 2016  2 hours 15 minutes no additional materials are required. read these instructions first an answer booklet is provided inside this question paper. y ou should follow the instructions on the front cover  of the answer booklet. if you need additional answer paper ask the invigilator for a continuation booklet. section a answer question 1. section b answer any three  questions. the number of marks is given in brackets [ ] at the end of each question or part question.cambridge international examinations cambridge international general certificate of secondary education",
+            "2": "2 0455/22/f/m/16 \u00a9 ucles 2016section a answer this question. 1 india, the united states of america (us) and wheat production agriculture accounted for 17% of india\u2019s gross domestic product (gdp) of us$1 890 billion  in 2013. gdp had increased from us$1 769 billion the year before. the country\u2019s population increased from 1.22 billion in 2012 to 1.26 billion in 2013.  in 2013, both india and the us were in the top ten producers of wheat. india achieved third place  with an output of 95 million tonnes while the us was placed fourth with an output of 62 million tonnes.  only 1.6% of the us labour force was employed in agriculture, in contrast to india\u2019s 45% in 2013.  while agricultural subsidies have decreased in the us, they remain high in india. the indian government considers that help for its farmers is important for its national security and that food subsidies help reduce poverty. between 2010 and 2013, the indian government had spent us$15 billion on subsidising fertilisers to raise the fertility of the soil. subsidising fertilisers has increased the output of wheat but has also resulted in polluted rivers.  the indian government thinks that in the long run its agricultural sector will become more efficient  and the need for subsidies will be reduced. it expects that its workers will become more educated and that the amount of capital equipment that will be used in agriculture will increase. some us economists have questioned this optimism. they point out that the state-owned food corporation of india had to buy 30% of the country\u2019s annual wheat harvest and that the country had a large stockpile of unsold wheat in 2014.  trade between india and the us is increasing. us citizens are buying a greater quantity of goods  and services from india. for example, with rising life expectancy in the us, which had already reached 79 years in 2014, there is an increase in the imports of indian medicines into the us.  the trend in trade between the two countries will be influenced by a number of factors. these  include the exchange rate between the us dollar and the indian rupee. the price of the us dollar is determined by market forces, so there may be fluctuations in the long-term trend.  (a) using information from the extract, identify two examples of the factor of production \u2018land\u2019. [2]  (b) explain the type of exchange rate system referred to in the extract. [2]  (c) using information from the extract, calculate the rise in gdp per head in india from 2012 to  2013. [3]  (d) explain two characteristics of the us mentioned in the extract that suggest that it is a  developed country. [4]  (e) using information from the extract, analyse two reasons why the productivity of indian  agricultural workers is likely to increase in the future. [4]  (f) discuss whether an increase in output always reduces average cost. [5]  (g) explain the cause of the example of market failure referred to in the extract. [4]  (h) discuss whether food subsidies reduce poverty. [6]",
+            "3": "3 0455/22/f/m/16 \u00a9 ucles 2016 [turn oversection b answer any three questions from this section. 2 the price of shares in a large uk supermarket firm fell on the london stock exchange in 2014  when it was announced that it was expecting a reduction in its profits. the increased competition from german supermarket firms had forced the uk supermarket to consider a number of ways of cutting its costs by, for example, reducing some of its workers\u2019 wage rates and increasing some workers\u2019 working hours.  (a) define a \u2018stock exchange\u2019. [2]  (b) explain why some firms may have survival as a short-term goal. [4]  (c) analyse how consumers may suffer as a result of a fall in the profits firms earn. [6]  (d) discuss whether a decrease in wage rates and an increase in working hours will always  reduce the supply of workers to a firm. [8] 3 a falling death rate is affecting the size of china\u2019s population, which in turn is influencing demand  for a range of products including table salt. the chinese government has recently considered ending the state salt monopoly. an online survey, however, revealed that most chinese people oppose introducing more competition into the market, thinking it will cause the price of salt to rise.  (a) define a \u2018monopoly\u2019. [2]  (b) explain how a falling death rate may affect demand in a country. [4]  (c) analyse why price can be lower in a monopoly market than in perfect competition. [6]  (d) discuss whether an increase in a country\u2019s population size will cause an increase in living  standards. [8] 4 between 2008 and 2014, greece\u2019s gross domestic product fell by 25%. thousands of sole  proprietors and other business organisations went out of business. as a result, the unemployment rate increased to 28%. the government reduced its spending and was being encouraged by the international monetary fund to cut its corporation tax (the tax on firms\u2019 profits).  (a) identify two costs of unemployment. [2]  (b) explain two advantages of a sole proprietor. [4]  (c) analyse how a reduction in government spending may affect unemployment. [6]  (d) discuss whether a cut in corporation tax will increase economic growth. [8]",
+            "4": "4 0455/22/f/m/16 \u00a9 ucles 2016permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here 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 onl ine in the cambridge international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to do wnload at www.cie.org.uk after  the live examination series. cambridge international examinations is part of the cambridge assessment group. cambridge assessment is the brand name of unive rsity of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge.5 in 2014 the inflation rate in the united states of america (us) was 2.0%. the unemployment rate  in the us was 6.1%, the lowest rate in six years. the economy was not yet at full employment but not all job vacancies were filled. a higher proportion of us students were going to university. investment, which is spending on capital goods, was increasing.  (a) what is the opportunity cost to a person of going to university? [2]  (b) explain why there may be some people unemployed whilst there are job vacancies. [4]  (c) analyse how an increase in investment may affect unemployment. [6]  (d) discuss whether supply-side policy measures will reduce inflation. [8] 6 in 2014 the world trade organisation ordered china to end its export quotas on its rare earth  metals, which are used in smartphones, laptops, tablets and other electronic equipment. china supplies 90% of the world\u2019s rare earth metals and is also the world\u2019s largest consumer. the supply of these metals is inelastic, and changes in their price affect the costs of producing a range of products.  (a) define an \u2018export quota\u2019. [2]  (b) explain the difference between inelastic supply and perfectly inelastic supply. [4]  (c) using a demand and supply diagram, analyse how an increase in the cost of producing  smartphones will affect the market for smartphones. [6]  (d) discuss whether a country exporting its raw materials always benefits its economy. [8] 7 there has been a growth in foreign tourism. more people from both developed and developing  countries are taking holidays abroad. foreign tourism brings both advantages and disadvantages. employment is created but some of the jobs are low-paid and low-skilled. the quality of employment can vary between developed and developing countries, as can the problems they face, including population problems.  (a) how are earnings received by a country from foreign tourism recorded in the current account  of its balance of payments? [2]  (b) explain two factors that could cause an increase in foreign tourists to a country. [4]  (c) analyse why workers with the same skills may be paid different wage rates. [6]  (d) discuss how population problems in developing countries may differ from those in developed  countries. [8]"
+        },
+        "0455_s16_qp_11.pdf": {
+            "1": "    this document consists of 11 printed pages and 1 blank page.  ib16 06_0455_11/3rp  \u00a9 ucles 2016 [turn over       *8482992536* cambridge international examinations  cambridge international general certificate of secondary education       economics 0455/11     paper 1  multiple choice  may/june 2016     45 minutes    additional materials: multiple choice answer sheet    soft clean eraser    soft pencil (type b or hb is recommended)        read these instructions first    write in soft pencil.  do not use staples, paper clips, glue or correction fluid. write your name, centre number and candidate number on the answer sheet in the spaces provided  unless this has been done for you.  do not  write in any barcodes.   there are thirty  questions on this paper. answer all questions. for each question there are four possible  answers a, b, c and d.   choose the one you consider correct and record your choice in soft pencil  on the separate answer sheet.    read the instructions on the answer sheet very carefully.   each correct answer will score one mark. a mark will not be deducted for a wrong answer. any rough working should be done in this booklet.     ",
+            "2": "2  \u00a9 ucles 2016 0455/11/m/j/16  1 the diagram shows an initial production possibility curve of ppc 1.    capital goods consumer goodsppc2 ppc1 o    what may cause the movement of the production possibility curve from ppc 1 to ppc 2?  a a better educated workforce  b a decrease in availability of raw materials  c increased wages  d lower productivity     2 an increase in the number of manufacturing robots in the car manufacturing industry represents  an increase in the quantity of which factor of production?  a capital  b enterprise  c labour  d land     ",
+            "3": "3  \u00a9 ucles 2016 0455/11/m/j/16 [turn over  3 the diagram shows the choices for an individual between leisure and earnings.    18 1512 963 010 20 30 40 50 60 earnings $ hours of leisure per dayx  y      what is the opportunity cost to the individual of  the extra earnings when moving from position x  to position y?  a $10  b $40  c 3 hours of leisure per day  d 9 hours of leisure per day      4 a government taxes the production of cars.    what is likely to decrease?  a the cost of supplying cars  b the price of cars  c the revenue for the government  d the supply of cars at every price     5 which pair of economic institutions can be found in a market economy?  a charities and public corporations  b multinationals and commercial banks  c public corporations and private companies  d stock exchange and government hospitals    ",
+            "4": "4  \u00a9 ucles 2016 0455/11/m/j/16  6 developers want to increase the size of a major retail shopping area in a city. it is thought that the  proposal would create hundreds of jobs, be profitable for the shops but cause major traffic  congestion.    what economic concepts are directly involved in this statement?  a external cost and private benefit  b income distribution and inelastic demand  c private investment and a decrease in supply  d social benefit and perfect competition      7 the diagram shows the market for rice.    pricep2 p1 quantityo q2q1ds2 s1     what would have caused the equilibrium price to rise from op 1 to op 2?  a a government subsidy to rice farmers  b a successful advertising campaign for rice  c improved rice farming methods  d poor weather conditions    8 what might a trade union usually be expected to do for its members?  a arrange childcare facilities for members\u2019 children  b ensure adequate promotion prospects exist  c negotiate better working conditions  d provide medical insurance    ",
+            "5": "5  \u00a9 ucles 2016 0455/11/m/j/16 [turn over  9 what is the usual reason why citizens trust their country\u2019s banknotes?  a they are acceptable for trade and exchange.  b they are backed by gold at the central bank.  c they are convertible into the us$ or chinese yuan.  d they are recognisable and in infinite supply.      10 in the diagram, d 1d1 and s 1s1 represent the demand for and the supply of labour. w indicates a  legal minimum wage.    an influx of immigrant labour causes the supply curve for labour to shift from s 1s1 to s 2s2.    wage ($) 012345 labour (millions)6789 1 0s1s1 s2 s2d1 d1w     how many people will be employed if the minimum wage legislation is then abolished?  a 4 million b 5 million c 6 million d 7 million    ",
+            "6": "6  \u00a9 ucles 2016 0455/11/m/j/16  11 the table shows how three people spend their income.     person x person y person z  food, clothing and housing 30% 25% 50%  entertainment and leisure 35% 35% 25%  luxury goods 35% 40% 25%    for these three people, what is the most likely order of income, from highest income to lowest  income?  a x \u2192 y \u2192 z  b y \u2192 x \u2192 z  c y \u2192 z \u2192 x  d z \u2192 x \u2192 y      12 how does a firm guarantee that it makes the maximum profit?  a by maximising the difference between its total revenue and total cost  b by maximising the number of goods that it sells  c by minimising the number of goods that it keeps in stock  d by minimising the difference between average revenue and average cost    13 which characteristic does a firm in perfect competition have in common with a monopoly?  a the ability to exclude rivals  b the benefit of internal economies of scale  c the problem of diseconomies of scale  d the wish to maximise profits    ",
+            "7": "7  \u00a9 ucles 2016 0455/11/m/j/16 [turn over  14 the table shows the units of factors of producti on that a firm needs to employ for two different  levels of output.    land labour capital output  5 2 4 100  10 4 8 150    what is the firm experiencing?  a constant returns to scale  b diseconomies of scale  c external diseconomies of scale  d external economies of scale     15 the diagram shows the demand and supply of places in independent (private) schools which  charge fees. the equilibrium position is x.    the costs of independent (private) schools rise. also a report is issued which states that government schools achieve very good examination results.    what is likely to be the new equilibrium position?    price quantityx ab dc o    16 a government wishes to stimulate economic recovery.    which action will assist this?  a decreasing government investment  b decreasing income tax  c increasing indirect taxation  d increasing interest rates     ",
+            "8": "8  \u00a9 ucles 2016 0455/11/m/j/16  17 what is an expansionary monetary policy?  a a decrease in the interest rate  b a decrease in the rate of value added tax  c an increase in the power of trade unions  d an increase in the standard rate of income tax     18 a government decides to make two changes to its taxation policies. it lowers the tax on petrol and  raises the tax on food.    how do these changes affect the regressive nature of the taxes?     lower petrol   tax higher food  tax  a less regressive less regressive  b less regressive more regressive  c more regressive less regressive  d more regressive more regressive     19 the table shows a government\u2019s receipts from taxation.     $m  air passenger duty 10  company profits tax 100  import duty 75  income tax 200  insurance policy tax 10  sales tax (vat) 400    what is the total amount of revenue raised by indirect taxes?  a $95  m b $300  m c $400  m d $495  m     20 what is gross domestic product (gdp) divided by to calculate gdp per head?  a net migration  b the birth rate  c the total population  d the working population    ",
+            "9": "9  \u00a9 ucles 2016 0455/11/m/j/16 [turn over  21 who is made worse off during a period of deflation?  a cash holders   b creditors  c debtors  d fixed income earners      22 the table gives information about three economic indicators in four countries.     inflation  % interest rates  % unemployment  %  country w 1.4 3.4 10.2  country x 3.7 8.7 12.3  country y 3.6 7.3 14.2  country z 2.1 6.0 7.7    what may be concluded from this information?  a countries with higher inflation have higher interest rates.  b countries with higher interest rates have lower unemployment.  c the country with the lowest inflation had the highest unemployment.  d the country with the lowest unemployment had the lowest inflation.     23 what must result when a country experiences economic growth?  a a higher gross domestic product  b a lower rate of inflation  c a surplus on the balance of trade  d an improved standard of living for everybody    24 why may the figure calculated for a developing country\u2019s gross domestic product be inaccurate?  a there are unused resources.  b there is a high reliance on imports.  c there is a large amount of subsistence farming.  d there is a small amount of skilled labour.    ",
+            "10": "10  \u00a9 ucles 2016 0455/11/m/j/16  25 the table gives information on four countries.    which country is likely to be most developed?       population  (m) gross domestic  product  ($ billion) life  expectancy  (years)  a 100 800 51  b 200 6000 62  c 300 600 48  d 1000 1600 63     26 it has been predicted that by 2050 china will have 53 million fewer children under 14, 100 million  fewer workers and 234 million more people aged over 60.    what will be the likely effect in china of these changes?  a the dependency ratio will fall.  b the government\u2019s expenditure will fall.  c the government\u2019s income will fall.  d the total population will fall.      27 what might cause the balance on the current account of mauritius to improve?  a increased purchases of coffee from kenya  b increased transport of mauritian goods in greek ships  c increased spending by mauritians on holidays in south africa  d increased spending by tourists in mauritian hotels    28 a country says that it wishes to increase its trade protection policies.    what might that involve?  a conservation of resources and taxes on external costs  b eliminating waste in the use of resources and grants to multinational companies  c increased self sufficiency and increased tariffs  d price controls and increased regulations on domestic monopoly industries     ",
+            "11": "11  \u00a9 ucles 2016 0455/11/m/j/16  29 it has been suggested that all countries producing arms should ban the export of weapons and  cut production in order to reduce the risk of war.    what would happen if this occurred?  a the balance of payments on current account of countries exporting weapons would  immediately improve.  b the price of existing weapons would fall.  c there would be a risk of structural unemployment in countries that are major producers of  weapons.  d there would be no overall effect on the balance of payments as countries would produce  their own weapons.     30 70% of the 10 million kilograms of tea produc ed in india is exported. the uk, japan, and  germany buy the most.    wholesale prices rose 10% in 2013 as supply was restricted because of a strike.    how would these circumstances be shown in international trade accounts?  a a credit on the goods and services account for germany  b a debit on the goods and services account for japan  c a 10% fall in the balance of the goods and services account for india  d a 10% rise in the balance of goods and services account for the uk    ",
+            "12": "12    permission to reproduce items where thir d-party owned material protected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holder s, 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 onl ine in the cambridge  international examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely a vailable to download at  www.cie.org.uk after the live examination series.    cambridge international examinations is part of the cambridge asse ssment group. cambridge assessment is the brand name of unive rsity of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge.    \u00a9 ucles 2016 0455/11/m/j/16  blank page      "
+        },
+        "0455_s16_qp_12.pdf": {
+            "1": "    this document consists of 11 printed pages and 1 blank page.  ib16 06_0455_12/rp  \u00a9 ucles 2016 [turn over     *7873089161 *  cambridge international examinations  cambridge international general certificate of secondary education       economics 0455/12     paper 1  multiple choice  may/june 2016     45 minutes    additional materials: multiple choice answer sheet    soft clean eraser    soft pencil (type b or hb is recommended)        read these instructions first    write in soft pencil.  do not use staples, paper clips, glue or correction fluid. write your name, centre number and candidate number on the answer sheet in the spaces provided  unless this has been done for you.  do not  write in any barcodes.    there are thirty  questions on this paper. answer all questions. for each question there are four possible  answers a, b, c and d.   choose the one you consider correct and record your choice in soft pencil  on the separate answer sheet.    read the instructions on the answer sheet very carefully.    each correct answer will score one mark. a ma rk will not be deducted for a wrong answer.  any rough working should be done in this booklet.     ",
+            "2": "2  \u00a9 ucles 2016 0455/12/m/j/16  1 what economic concept must be at work when there is movement by a country along its  production possibility curve?  a economies of scale  b equilibrium price  c maximum profit  d opportunity cost     2 the diagram shows the choices for an individual between leisure and earnings.    24  20 16 12  8 4  020 40 60 80 100 120  earnings $ hours of leisure per dayx  y      the person decides to take a job that gives more leisure time.    what is the opportunity cost to the individual of moving from position y to position x?  a $20  b $80  c 4 hours of leisure per day  d 12 hours of leisure per day    3 what is the best example of the existence of the economic problem?  a a government provides accommodation for all those who are homeless.  b a police force has a lengthening list of unsolved crimes.  c janitha hands her homework in at the last permitted deadline.  d musa completes his journey without putting petrol in his car.    ",
+            "3": "3  \u00a9 ucles 2016 0455/12/m/j/16 [turn over  4 a government taxes the production of cars.    what is likely to decrease?  a the cost of supplying cars  b the price of cars  c the revenue for the government  d the supply of cars at every price     5 which pair of economic institutions is most likely found in a market economy?  a free accident and emergency hospitals and charities  b partnerships and public corporations  c stock exchange and monopolies  d trade unions and local government schools    6 developers want to increase the size of a major retail shopping area in a city. it is thought that the  proposal would create hundreds of jobs, be profitable for the shops but cause major traffic congestion.     what economic concepts are directly involved in this statement?  a external cost and private benefit  b income distribution and inelastic demand  c private investment and a decrease in supply  d social benefit and perfect competition     ",
+            "4": "4  \u00a9 ucles 2016 0455/12/m/j/16  7 the diagram shows the price of a product during year 1 and year 2.    year 1 year 2 oprice ($)     which changes in demand and supply are consis tent with the price behaviour in year 2?     demand supply  a falls by 5% falls by 10%  b falls by 10% falls by 5%  c unchanged falls by 10%  d rises by 15% falls by 5%     8 a trade union agrees on a \u2018closed shop\u2019 policy with employers in an industry.    how does this operate?  a all workers will be members of the trade union.  b employment will be open only to skilled workers.  c the employers cannot make workers redundant.  d workers cannot move between employers.    9 when will a central bank act as lender of last resort to a commercial bank?  a when a commercial bank faces a liquidity crisis  b when a commercial bank fails to make a profit  c when a commercial bank needs to raise share capital  d when a commercial bank reduces its lending rates    ",
+            "5": "5  \u00a9 ucles 2016 0455/12/m/j/16 [turn over  10 in the diagram, d 1d1 and s 1s1 represent the demand for and the supply of labour. w indicates a  legal minimum wage.    an influx of immigrant labour causes the supply curve for labour to shift from s 1s1 to s 2s2.    wage ($) 012345 labour (millions)6789 1 0s1s1 s2 s2d1 d1w     how many people will be employed if the minimum wage legislation is then abolished?  a 4 million b 5 million c 6 million d 7 million    11 the table shows how three people spend their income.     person x person y person z  food, clothing and housing 35% 50% 20%  entertainment and leisure 25% 20% 40%  luxury goods 40% 30% 40%    for these three people, what is the most likely order of income, from lowest income to highest  income?  a x \u2192 y \u2192 z  b y \u2192 x \u2192 z  c y \u2192 z \u2192 x  d z \u2192 x \u2192 y     ",
+            "6": "6  \u00a9 ucles 2016 0455/12/m/j/16  12 how does a firm guarantee that it makes the maximum profit?  a by maximising the difference between its total revenue and total cost  b by maximising the number of goods that it sells  c by minimising the number of goods that it keeps in stock  d by minimising the difference between average revenue and average cost      13 two firms agree to integrate their activities.    what must result?  a a change in their ownership structure  b a lowering of average costs of production  c a move from national to international markets  d a reduction in the level of market risk    14 the table shows the units of factors of production that a firm needs to employ for two different  levels of output.    land labour capital output  6 8 4 100  9 12 6 200    what is the firm experiencing?  a constant returns to scale  b economies of scale  c external diseconomies of scale  d external economies of scale     ",
+            "7": "7  \u00a9 ucles 2016 0455/12/m/j/16 [turn over  15 by 2014, government subsidies for the chinese steel industry led to 200 million tonnes of excess  output.    the diagrams show the market for chinese steel.    which would represent the position after the subsidy but before the market adjusted?    0 100 200 400b output (million tonnes)price ($) 0 100 300a output (million tonnes)price ($) 0 100 200 400d output (million tonnes)price ($) 0 100 200 300c output (million tonnes)price ($)       16 a government wishes to stimulate economic recovery.    which action will assist this?  a decreasing government investment  b decreasing income tax  c increasing indirect taxation  d increasing interest rates    ",
+            "8": "8  \u00a9 ucles 2016 0455/12/m/j/16  17 a government fixes the rate of income tax at $0.20 per dollar earned.    what describes this type of taxation?  a indirect  b progressive  c proportional  d regressive    18 a government introduces a law to reduce the restrictive practices of trade unions.     what would be the most likely purpose of this law?  a to change from a mixed to a planned economy  b to ensure a fairer distribution of earnings  c to increase competition in labour markets  d to reduce government expenditure on job training    19 the table shows a government\u2019s receipts from taxation.     $m  air passenger duty 10  company profits tax 100  import duty 75  income tax 200  inheritance tax 50  sales tax (vat) 300    what is the total amount of revenue raised by indirect taxes?  a $300  m b $350  m c $385  m d $435  m    20 what would best indicate the start of an economic boom?  a negative growth of gross domestic product  b rising interest rates  c rising levels of employment  d steadily falling price levels    ",
+            "9": "9  \u00a9 ucles 2016 0455/12/m/j/16 [turn over  21 a country has a very high gross domestic product and a small population but has a low standard  of living.    what may be the cause of this low standard of living?  a there is a high inequality of income distribution and a high provision of merit goods.  b there is a high inequality of income distribution and a limited provision of merit goods.  c there is equality of income distribution and a high provision of merit goods.  d there is equality of income distribution and a low provision of merit goods.    22 the table gives information about three economic indicators in four countries.     inflation  % interest rates  % unemployment  %  country w 1.4 3.4 10.2  country x 3.7 8.7 12.3  country y 3.6 7.3 14.2  country z 2.1 6.0 7.7    what may be concluded from this information?  a countries with higher inflation have higher interest rates.  b countries with higher interest rates have lower unemployment.  c the country with the lowest inflation had the highest unemployment.  d the country with the lowest unemployment had the lowest inflation.    23 the weight for a product in the consumer price index was increased.    what is most likely to have caused this adjustment?  a the product  has become more expensive to produce.  b the product has been offered for sale in more retail outlets.  c the product has improved in quality and performance.  d the product has taken a bigger share of consumers\u2019 income.    ",
+            "10": "10  \u00a9 ucles 2016 0455/12/m/j/16  24 china is classified as a developing country. recently, contributions to its gross domestic product  (gdp) were agriculture 10%, construction 13%, manufacturing 32% and services 45%.    which contribution to gdp usually decreases first when countries move to a higher level of  development?  a agriculture  b construction  c manufacturing  d services     25 some people think that the debts and interest payments of the poorest countries in the world  should be cancelled.    what might be a disadvantage for the poorest countries if this were done?  a international banks might be less willing to give loans to poor countries.  b interest payments to the lenders would fall.  c the standard of living of people in the poorest countries would fall.  d trade between the poorest countries and the rest of the world would increase.     26 which country is likely to have the highest standard of living?     birth rate death rate infant mortality  rate life expectancy  a 41 20 31 49  b 32 14 29 59  c 25 6 25 79  d 25 5 22 79      27 what might cause the balance on the current account of mauritius to improve?  a increased purchases of coffee from kenya  b increased transport of mauritian goods in greek ships  c increased spending by mauritians on holidays in south africa  d increased spending by tourists in mauritian hotels    ",
+            "11": "11  \u00a9 ucles 2016 0455/12/m/j/16  28 a country says that it wishes to increase its trade protection policies.     what might that involve?  a conservation of resources and taxes on external costs  b eliminating waste in the use of resources and grants to multinational companies  c increased self sufficiency and increased tariffs  d price controls and increased regulations on domestic monopoly industries    29 it has been suggested that all countries producing arms should ban the export of weapons and  cut production in order to reduce the risk of war.    what would happen if this occurred?  a the balance of payments on current account of countries exporting weapons would  immediately improve.  b the price of existing weapons would fall.  c there would be a risk of structural unemployment in countries that are major producers of  weapons.  d there would be no overall effect on the balance of payments as countries would produce  their own weapons.    30 the us currently trades in oil with the uk. the discovery of new oil and gas deposits in the us  will mean that its oil imports decr ease and its oil exports increase.    from the initial equilibrium point of x, which letter indicates the new equilibrium point for the us exchange rate?    d1 ds1 d2s s2 oquantity of $price of $ xab c d      ",
+            "12": "12    permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to trac e 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 ans wer-related information to candidates, all copyright acknowledgements are reproduced onl ine in the cambridge  international examinations copyright acknow ledgements booklet. this is produced for each  series of examinations and is freely a vailable to download at  www.cie.org.uk after the live examination series.    cambridge international examinations is part of the cambridge as sessment group. cambridge assessment is the brand name of unive rsity of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge.    \u00a9 ucles 2016 0455/12/m/j/16  blank page  "
+        },
+        "0455_s16_qp_13.pdf": {
+            "1": "    this document consists of 10 printed pages and 2 blank pages.  ib16 06_0455_13/2rp  \u00a9 ucles 2016 [turn over       *1235507768* cambridge international examinations  cambridge international general certificate of secondary education       economics 0455/13     paper 1  multiple choice  may/june 2016     45 minutes    additional materials: multiple choice answer sheet    soft clean eraser    soft pencil (type b or hb is recommended)        read these instructions first    write in soft pencil.  do not use staples, paper clips, glue or correction fluid. write your name, centre number and candidate number on the answer sheet in the spaces provided  unless this has been done for you.  do not  write in any barcodes.   there are thirty  questions on this paper. answer all questions. for each question there are four possible  answers a, b, c and d.   choose the one you consider correct and record your choice in soft pencil  on the separate answer sheet.    read the instructions on the answer sheet very carefully.   each correct answer will score one mark. a mark will not be deducted for a wrong answer. any rough working should be done in this booklet.     ",
+            "2": "2  \u00a9 ucles 2016 0455/13/m/j/16  1 which statement about a production possibility curve is correct?  a a production possibility curve is an alternative name for an industry supply curve.  b a production possibility curve is an economic model of potential output.  c a realistic production possibility curve must be drawn as a straight line.  d a production possibility curve applies only to an economy\u2019s production of goods.     2 which firm is likely to find it most difficult to expand the use of its main factor of production?  a a farm growing crops in extensive fields   b a technology firm dependent on risky innovations  c a textile firm making use of labour-intensive systems  d an engineering firm relying upon capital-intensive methods    3 the diagram shows the choices for an individual between leisure and earnings.    18 1512 963 010 20 30 40 50 60 earnings $ hours of leisure per dayx  y      what is the opportunity cost to the individual of  the extra earnings when moving from position x  to position y?  a $10  b $40  c 3 hours of leisure per day  d 6 hours of leisure per day     ",
+            "3": "3  \u00a9 ucles 2016 0455/13/m/j/16 [turn over  4 a government taxes the production of cars.    what is likely to decrease?  a the cost of supplying cars  b the price of cars  c the revenue for the government  d the supply of cars at every price     5 which pair of economic institutions can be found in a market economy?  a local government and charities  b monopolies and commercial banks  c nationalised industries and partnerships   d stock exchange and public corporations    6 developers want to increase the size of a major retail shopping area in a city. it is thought that the  proposal would create hundreds of jobs, be profitable for the shops but cause major traffic congestion.    what economic concepts are directly involved in this statement?  a external cost and private benefit  b income distribution and inelastic demand  c private investment and a decrease in supply  d social benefit and perfect competition     7 the diagram shows demand and supply curves for a product. initially the market is in equilibrium  at point x.    what would be the new equilibrium point if the costs of production fell and a rumour circulated  that the product could become unsafe in extreme weather conditions?    price quantityx a bd c o   ",
+            "4": "4  \u00a9 ucles 2016 0455/13/m/j/16  8 what does the term \u2018closed shop\u2019 mean?  a a bankrupt retail establishment  b a trade union that is approved by the government  c an agreement that all workers must be members of the same trade union  d an agreement by trade unions to share members      9 what function does a central bank fulfil?  a it issues currency.  b it offers overdraft facilities to individuals.  c it operates deposit accounts.  d it raises taxation.     10 in the diagram, d 1d1 and s 1s1 represent the demand for and the supply of labour. w indicates a  legal minimum wage.    an influx of immigrant labour causes the supply curve for labour to shift from s 1s1 to s 2s2.    wage ($) 012345 labour (millions)6789 1 0s1s1 s2 s2d1 d1w     how many people will be employed if the minimum wage legislation is then abolished?  a 4 million b 5 million c 6 million d 7 million    ",
+            "5": "5  \u00a9 ucles 2016 0455/13/m/j/16 [turn over  11 the table shows how three people spend their income.     person x person y person z  food, clothing and housing 30% 25% 50%  entertainment and leisure 35% 35% 25%  luxury goods 35% 40% 25%    for these three people, what is the most likely order of income, from lowest income to highest  income?  a y \u2192 x \u2192 z  b y \u2192 z \u2192 x  c z \u2192 x \u2192 y  d z \u2192 y \u2192 x      12 how does a firm guarantee that it makes the maximum profit?  a by maximising the difference between its total revenue and total cost  b by maximising the number of goods that it sells  c by minimising the number of goods that it keeps in stock  d by minimising the difference between average revenue and average cost    13 what is true when comparing a monopoly to a perfectly competitive firm?  a monopolies will have perfect knowledge of their market.  b monopoly costs are always lower owing to economies of scale.  c monopoly price is likely to be higher.  d the products that monopolies produce have more limited demand.    ",
+            "6": "6  \u00a9 ucles 2016 0455/13/m/j/16  14 a manufacturing firm increases the scale of its production. its average total cost curve in the long  run (lrac) is shown below.    at which point on the lrac curve is the firm experiencing diseconomies of scale?    ocost outputlraca b cd       15 the table shows the units of factors of producti on that a firm needs to employ for two different  levels of output.    land labour capital output  4 3 5 20  8 6 10 40    what is the firm experiencing?  a constant returns to scale  b economies of scale  c external diseconomies of scale  d external economies of scale      16 a government wishes to stimulate economic recovery.    which action will assist this?  a decreasing government investment  b decreasing income tax  c increasing indirect taxation  d increasing interest rates     ",
+            "7": "7  \u00a9 ucles 2016 0455/13/m/j/16 [turn over  17 when a government aims to encourage economic growth it may adopt supply-side policies.    which policy is a supply-side policy?  a increasing the money supply  b lowering interest rates  c reducing direct taxation  d retraining unemployed workers     18 the table shows a government\u2019s receipts from taxation.     $m  air passenger duty 10  company profits tax 100  import duty 75  income tax 200  inheritance tax 50  sales tax (vat) 300    what is the total amount of revenue raised by direct taxes?  a $135  m b $200  m c $300  m d $350  m    19 which policy combination will be the most  effective if a government wishes to increase the level  of employment?  a decrease general taxation and increase the rate of interest  b decrease general taxation and decrease the rate of interest  c increase general taxation and decrease the rate of interest  d i ncrease general taxation and increase the rate of interest.     20 what is most likely to lead to a rise in the rate of inflation?  a a decrease in consumer spending  b a decrease in unemployment benefits  c an increase in import prices  d an increase in income tax    ",
+            "8": "8  \u00a9 ucles 2016 0455/13/m/j/16  21 which measures, in addition to gross domestic product per capita, are included in the human  development index?  a average earnings and inequalities of incomes  b balance of trade and balance of payments  c life expectancy at birth and expected years of schooling  d size of population and age structure of population      22 the table gives information about three economic indicators in four countries.     inflation  % interest rates  % unemployment  %  country w 1.4 3.4 10.2  country x 3.7 8.7 12.3  country y 3.6 7.3 14.2  country z 2.1 6.0 7.7    what may be concluded from this information?  a countries with higher inflation have higher interest rates.  b countries with higher interest rates have lower unemployment.  c the country with the lowest inflation had the highest unemployment.  d the country with the lowest unemployment had the lowest inflation.      23 which type of government policy would be most suitable to control external costs of production?  a employment policy    b fiscal policy  c monetary policy  d trade policy     ",
+            "9": "9  \u00a9 ucles 2016 0455/13/m/j/16 [turn over  24 the diagrams show birth rate (br) and death rate (dr) in three countries, x, y and z, in two  years, 1 and 2.    there was no migration.    br, dr 12 yearx br dr 12 yeary brdr 12 yearz br drbr,drbr,dr     where was there a rise in population in year 1 and a fall in population in year 2?  a x and z b x only c y and z d y only     25 why might the emigration of workers help the economy of a developing country?  a the dependency ratio is likely to improve.  b the inflow of transfers of money is likely to increase.  c the least healthy workers are likely to be the last ones to leave.  d the more skilled workers are likely to be the ones to leave.    26 what combination of changes in the birth rate and death rate is most likely to increase the  dependency ratio in a country?     birth rate death rate  a falls falls  b falls rises  c rises falls  d rises rises    27 what might cause the balance on the current account of mauritius to improve?  a increased purchases of coffee from kenya  b increased transport of mauritian goods in greek ships  c increased spending by mauritians on holidays in south africa  d increased spending by tourists in mauritian hotels    ",
+            "10": "10  \u00a9 ucles 2016 0455/13/m/j/16  28 a country says that it wishes to increase its trade protection policies.    what might that involve?  a conservation of resources and taxes on external costs  b eliminating waste in the use of resources and grants to multinational companies  c increased self sufficiency and increased tariffs  d price controls and increased regulations on domestic monopoly industries     29 it has been suggested that all countries producing arms should ban the export of weapons and  cut production in order to reduce the risk of war.    what would happen if this occurred?  a the balance of payments on current account of countries exporting weapons would  immediately improve.  b the price of existing weapons would fall.  c there would be a risk of structural unemployment in countries that are major producers of  weapons.  d there would be no overall effect on the balance of payments as countries would produce  their own weapons.      30 the value of the pakistani rupee changes, from 60 rupees to us$1, to 50 rupees to us$1.    what effect will this have on the price of pakistani products sold in the us and the price of us  products sold in pakistan?     price of pakistani products  sold in the us price of us products  sold in pakistan  a increase increase  b increase decrease  c decrease increase  d decrease decrease     ",
+            "11": "11  \u00a9 ucles 2016 0455/13/m/j/16  blank page ",
+            "12": "12    permission to reproduce items where third-par ty owned material protected by copyright is  included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holder s, 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 onl ine in the cambridge  international examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely a vailable to download at  www.cie.org.uk after the live examination series.    cambridge international examinations is part of the cambridge asse ssment group. cambridge assessment is the brand name of unive rsity of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge.    \u00a9 ucles 2016 0455/13/m/j/16  blank page  "
+        },
+        "0455_s16_qp_21.pdf": {
+            "1": "this document consists of 4 printed pages and 1 insert. dc (nh) 112823/1 \u00a9 ucles 2016 [turn over *5182660400*economics  0455/21 paper 2 structured questions may/june 2016  2 hours 15 minutes no additional materials are required. read these instructions first an answer booklet is provided inside this question paper. y ou should follow the instructions on the front cover  of the answer booklet. if you need additional answer paper ask the invigilator for a continuation booklet. section a answer question 1. section b answer any three  questions. the number of marks is given in brackets [ ] at the end of each question or part question.cambridge international examinations cambridge international general certificate of secondary education",
+            "2": "2 0455/21/m/j/16 \u00a9 ucles 2016section a answer this question. 1 changes in car production car production is changing. until recently car manufacturing firms had the most power in the  market. now, however, firms producing car parts are gaining more power. the markets for both cars and car parts consist of a relatively high number of firms that range from very large to small. in 2014 the market was dominated by sixteen major car firms, each selling more than one million cars a year. in that year there were ten major car part firms and these were gaining more power over the car producers.  the world\u2019s largest car part supplier by revenue claims to supply at least one of the parts in every  car sold throughout the world. the firm has grown as a result of mergers and is moving towards total control of the market. it is seeking to build up high barriers to entry and to become the sole producer. the ten largest car part firms accounted for 63% of the total output of car parts in 2013, producing us$250 billion of car parts in that year. these ten firms now have the ability to build 85% of a car\u2019s internal systems, leaving the car manufacturing firms to make little more than the engine.  car production is increasing in a number of developing countries but declining in some developed  countries. car manufacturing increased in the uk between 2013 and 2014, but the industry had been experiencing problems before 2013. in 2008 the average wage of car workers fell. in that year the uk experienced a recession. real wages in the uk car industry for the lowest paid workers also declined after 2008 and the number of workers employed fell between 2008 and 2012. this was despite output per worker increasing, partly because some less skilled workers lost their jobs and the industry replaced some of these workers with capital equipment.  buyers of cars often borrow money from commercial banks to make their purchases. in some  cases buyers use their savings, which may be withdrawn from commercial banks, to buy cars.  the behaviour and performance of car firms are influenced by the economic system of the country  they are producing in. in countries with a market system there is likely to be greater consumer sovereignty. car firms in such countries may be more likely to innovate, bringing in new methods of production and developing higher-quality products.  (a) using information from the extract, identify two characteristics of monopoly. [2]  (b) calculate the total output of car parts in us$ in 2013. [3]  (c) explain, using information from the extract, why wages in the uk car industry fell in 2008. [2]  (d) using information from the extract, explain two merits of a market system. [4]  (e) analyse two reasons, referred to in the extract, why a decrease in employment may increase  labour productivity. [4]  (f) discuss whether a declining car industry should be protected by the government. [5]  (g) using information from the extract, explain two functions of commercial banks. [4]  (h) discuss whether small car manufacturing firms can compete with large car manufacturing  firms. [6]",
+            "3": "3 0455/21/m/j/16 \u00a9 ucles 2016 [turn oversection b answer any three questions from this section. 2 burundi is a country in sub-saharan africa. in 2013 the government of burundi introduced vat, an  indirect tax, while lowering corporation tax (the tax on firms\u2019 profits), from 35% to 30%. the united nations has encouraged sub-saharan african countries to increase their tax revenue in order to have more funds available to spend on reducing poverty. there is, however, a debate about whether imposing more taxes or removing some taxes is more beneficial for an economy.  (a) define \u2018an indirect tax\u2019. [2]  (b) explain how a cut in the rate of corporation tax could result in an increase in tax revenue. [4]  (c) using a demand and supply diagram, analyse the effect of removing an indirect tax on the  market for the product. [6]  (d) discuss whether an increase in taxes will reduce inflation. [8] 3 the canadian economy in 2014 was generally doing well. money was largely retaining its value  and unemployment was falling. the country did, however, have rising household debt and a deficit on the current account of its balance of payments. the canadian government in 2014 was seeking to increase exports whilst recognising that such an increase may have an impact on the exchange rate.  (a) identify two functions of money. [2]  (b) explain two reasons why household borrowing may increase. [4]  (c) analyse three ways in which international trade differs from internal trade. [6]  (d) discuss whether an increase in exports will increase the exchange rate. [8] 4 increasing demand from china has made new zealand the world\u2019s biggest exporter of dairy  products. its exports of milk to china increased by 45% in 2013. more than 300 000 hectares of land in new zealand have been transferred to dairy use from other forms of farming and forestry use since 2000. the increase in milk production has caused the average cost of its production to fall and changes in production methods have affected the price elasticity of supply of milk.  (a) why may less wheat be the opportunity cost of producing more milk? [2]  (b) explain two reasons why the supply of a product may be price-inelastic. [4]  (c) analyse how an increase in exports could increase a country\u2019s employment rate and inflation  rate. [6]  (d) discuss whether the average cost of production always decreases when a firm increases the  total output that it produces. [8]",
+            "4": "4 0455/21/m/j/16 \u00a9 ucles 20165 in january and february 2014 there were calls for the uk government to build more flood  defences. homes, factories and other resources were damaged and some destroyed by floods. it was argued that government intervention was needed in this case as there was evidence of market failure.  (a) define \u2018market failure\u2019. [2]  (b) explain how government regulation may reduce market failure. [4]  (c) analyse the effect of a decrease in resources on government economic aims. [6]  (d) discuss whether the social benefits of building flood defences will exceed the social costs  involved. [8] 6 the year 2014 saw the longest-ever strike by platinum miners in south africa. it involved 70 000  miners out of a total of 200 000 employed in the industry. these miners included migrant workers from neighbouring countries who had increased the size of the country\u2019s labour force. the strike cost the world\u2019s three largest platinum producing firms us$1.4 billion and reduced the country\u2019s exports of platinum.  (a) identify two reasons why workers go on strike. [2]  (b) explain two disadvantages of a decrease in a country\u2019s export revenue. [4]  (c) analyse how a fall in a firm\u2019s revenue may influence its spending on capital goods. [6]  (d) discuss whether an increase in a country\u2019s labour force will increase income per head. [8] 7 in 2014 cuban doctors were given pay rises that significantly increased their salaries. this made  doctors\u2019 pay more than twice that received by nurses. cuba is devoting more resources to both medical care and tourism, altering the country\u2019s production possibility curve. living standards are increasing in the country but at a slower rate than some other nearby countries.  (a) what is meant by a production possibility curve? [2]  (b) explain, giving examples, two factors of production used in the tourism industry. [4]  (c) analyse why doctors are paid more than nurses. [6]  (d) discuss whether living standards are always lower in developing countries than in developed  countries. [8] permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here 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 onl ine in the cambridge international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to do wnload at www.cie.org.uk after  the live examination series. cambridge international examinations is part of the cambridge assessment group. cambridge assessment is the brand name of unive rsity of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge."
+        },
+        "0455_s16_qp_22.pdf": {
+            "1": "this document consists of 5 printed pages, 3 blank pages and 1 insert. dc (kn) 112824/3 \u00a9 ucles 2016 [turn overcambridge international examinations cambridge international general certificate of secondary education *4753137675*economics  0455/22 paper 2  structured questions may/june 2016  2 hours 15 minutes no additional materials are required. read these instructions first an answer booklet is provided inside this question paper. y ou should follow the instructions on the front cover  of the answer booklet. if you need additional answer paper ask the invigilator for a continuation booklet. section a answer question 1. section b answer any three  questions. the number of marks is given in brackets [  ] at the end of each question or part question.",
+            "2": "2 0455/22/m/j/16 \u00a9 ucles 2016section a answer this question. 1 crisis in the chocolate market  there are concerns that the price of chocolate could rise significantly in the next few years. this  is because of increasing demand for chocolate, particularly in emerging countries, and supply problems in the countries that produce cocoa beans.  cocoa beans, the main ingredient in chocolate, are grown mainly in the west coast of africa by  small farms using labour-intensive methods. in 2012 c\u00f4te d\u2019ivoire (ivory coast) produced 37% of the world\u2019s output of cocoa beans, followed by indonesia which produced 13%.  c\u00f4te d\u2019ivoire is becoming well known for supplying good quality cocoa beans. concentrating on  supplying the product its resources are most suited to has increased output in the country. gross domestic product per head rose to us$1240 in 2013. some farmers and farm workers, however, still live on less than us$2 a day.   in indonesia, the income of most cocoa farmers and farm workers increased along with the rise  in the country\u2019s average income between 2013 and 2014. their purchasing power was, however, affected by the consumer prices index rising from 108.0 in 2013 to 115.2 in 2014. while people\u2019s medical care in indonesia is improving with more doctors per head, the government is seeking to raise education standards.  among the problems being experienced by cocoa bean producers are an ageing labour force,  with the industry experiencing difficulties attracting young farmers and farm workers. the industry also regularly experiences problems caused by pests and diseases, including black pod disease. at the same time people in asia, particularly china, are eating more chocolate and drinking more chocolate drinks. people in the united states of america and the european union are also eating more chocolate, although concerns about the health effects of eating large quantities of chocolate are beginning to affect demand. for many people, however, chocolate is addictive. chocolate producers seek to take advantage of this by increasing the gap between revenue and costs. most chocolate producers come from developed countries and most are public limited companies trying to keep their shareholders happy. these producers take advantage of their market power to keep the price they pay for cocoa beans relatively low whilst the price they charge to consumers who buy their chocolate is kept relatively high.",
+            "3": "3 0455/22/m/j/16 \u00a9 ucles 2016 [turn over (a) using information from the extract, identify two indicators of improved living standards in  indonesia. [2]  (b) explain whether the extract suggests the demand for chocolate is price-elastic or price- inelastic in developed countries. [2]  (c) using information from the extract, explain two reasons why cocoa bean farmers do not use  much capital equipment. [4]  (d) calculate the rate of inflation in indonesia in 2014. [3]  (e) analyse two benefits of specialisation referred to in the extract. [4]  (f) discuss whether the price of chocolate is likely to increase in the future. [5]  (g) using information from the extract, explain what is likely to be the main goal of chocolate  producers. [4]  (h) discuss whether free trade always benefits producers.  [6]",
+            "4": "4 0455/22/m/j/16 \u00a9 ucles 2016section b answer any three  questions in this section. 2 in 2013 the mexican government was considering imposing a sales tax of one peso per litre  on the price of fizzy drinks. the government wanted to discourage people from consuming too many fizzy drinks \u2013 40% more fizzy drinks per person are consumed than in the united states of america. a number of multinational fizzy drinks companies have threatened to leave the country if taxes are increased.  (a) giving an example, define \u2018a sales tax\u2019.  [2]  (b) explain the difference between private costs and social costs.  [4]  (c) using a demand and supply diagram, analyse the effect of imposing a tax on fizzy drinks. [6]  (d) discuss whether a country\u2019s economy would be harmed if multinational companies moved  out. [8] 3 it is forecast that india\u2019s working-age population aged between 15 and 64 will rise by 125 million  between 2015 and 2025 and by a further 103 million over the following decade. of course, not everyone of working age will be in work or will be seeking work. changes in population and the labour force affect a government\u2019s ability to achieve its economic aims.  (a) identify two government economic aims. [2]  (b) explain two reasons why someone may be of working age but not in the labour force.  [4]  (c) analyse what may cause an increase in a country\u2019s labour force.  [6]  (d) discuss whether an economy will benefit from having a younger labour force. [8] 4 tuk-tuks, three-wheeled motorised rickshaws, are driven in a number of countries. india is the  largest producer of the vehicle. india\u2019s largest tuk-tuk producing firm faces competition from firms at home and from imported tuk-tuks. the industry is becoming more capital-intensive and competitive but is still some way from perfect competition.  (a) define \u2018capital-intensive\u2019.  [2]  (b) explain two characteristics of perfect competition. [4]  (c) analyse two internal diseconomies of scale that a large firm may experience.  [6]  (d) discuss whether consumers would benefit from an increase in imports.  [8]",
+            "5": "5 0455/22/m/j/16 \u00a9 ucles 20165 in july 2016 the sveriges riksbank, sweden\u2019s central bank, cut the rate of interest to 0.25%. the  swedish economy was experiencing deflation, with the weighted price index falling by 0.2% on the previous year. the fall in the rate of interest reduced the value of the krona, sweden\u2019s currency, and was expected to end deflation.  (a) define a \u2018weighted price index\u2019.  [2]  (b) explain two ways in which a central bank differs from a commercial bank.  [4]  (c) analyse how a fall in the value of a currency may increase a current account surplus on the  balance of payments.  [6]  (d) discuss whether a cut in the rate of interest would end deflation.  [8] 6 deposits in banks in dubai rose by 40% in 2013. more financial companies are locating in dubai.   the growth in its financial sector is being accompanied by horizontal mergers between financial companies and workers becoming more specialised. the economy is becoming richer but the economic problem will never be solved here or elsewhere in the world.  (a) why can the economic problem never be solved? [2]  (b) explain two reasons why workers specialising can reduce the average cost of production.     [4]  (c) analyse how an increase in bank lending can increase economic growth. [6]  (d) discuss whether consumers benefit from horizontal mergers. [8] 7 countries have to decide how to use their scarce resources. a number of countries are devoting  more of their resources to tourism. some of the jobs in the industry are, however, low-paid and offer little job security. the average age of workers employed, for example, in hotels is relatively young although some older workers have spent their working life in the hotel industry.  (a) what is meant by \u2018scarce resources\u2019? [2]  (b) explain two reasons why someone may be willing to do a low-paid job with little job security.     [4]  (c) analyse how the spending, saving and borrowing patterns of young workers may differ from  older workers. [6]  (d) discuss whether developing countries should encourage foreign tourism. [8]",
+            "6": "6 0455/22/m/j/16 \u00a9 ucles 2016blank page",
+            "7": "7 0455/22/m/j/16 \u00a9 ucles 2016blank page",
+            "8": "8 0455/22/m/j/16 \u00a9 ucles 2016blank page permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here 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 onl ine in the cambridge international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to do wnload at www.cie.org.uk after  the live examination series. cambridge international examinations is part of the cambridge assessment group. cambridge assessment is the brand name of unive rsity of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge."
+        },
+        "0455_s16_qp_23.pdf": {
+            "1": "this document consists of 4 printed pages and 1 insert. dc (lk) 112826/3 \u00a9 ucles 2016 [turn over *9673473359*economics  0455/23 paper 2  structured questions may/june 2016  2 hours 15 minutes no additional materials are required. read these instructions first an answer booklet is provided inside this question paper. y ou should follow the instructions on the front cover  of the answer booklet. if you need additional answer paper ask the invigilator for a continuation booklet. section a answer question 1. section b answer any three  questions. the number of marks is given in brackets [  ] at the end of each question or part question.cambridge international examinations cambridge international general certificate of secondary education",
+            "2": "2 0455/23/m/j/16 \u00a9 ucles 2016section a answer this question. 1 changes in the shipbuilding industry china is becoming even more dominant in the global shipbuilding industry. in 2013 it accounted for  45% of ships built in terms of tonnage. it is concentrating particularly on building container ships. in 2012 china built six of the largest container ships for a total cost of us$870 million. in 2013 it produced eight container ships of the same capacity with the total cost rising less proportionately to us$1040 million.  the second-largest producer of ships is south korea. one of its firms has built the largest container  ship in the world. the firm is facing increasing competition from another large firm in the country. in 2014 the two firms announced they were planning to merge, if they could get the approval of their shareholders. both firms are listed on the country\u2019s stock exchange.  the relative share of the global market that a shipbuilding firm has is influenced by a number of  factors. these include the quality and quantity of the labour force employed. in 2013 china\u2019s total labour force was 800 million, in comparison to south korea\u2019s 26 million. china\u2019s unemployment rate of 3% was slightly lower than that of south korea at 4%. a country\u2019s exchange rate also influences how many ships are built and sold. in 2012 the value of the south korean currency, the won, was 1126 won per dollar. this changed to 1107 won per dollar in 2013. this trend in the value of the won was expected to continue into 2014, with changes in the relative price of south korean ships and a possible change in south korea\u2019s economic growth rate.   while shipbuilding is increasing in a number of countries, including china and south korea, it  is falling in other countries such as the uk. some economists welcome the decline, stating that producing fewer ships has reduced noise pollution in a number of cities and has reduced traffic congestion in the areas where the shipyards used to operate. other economists regret the decline in the shipbuilding industry, which they claim is the result not only of a failure of uk shipbuilders to respond to change but also to the subsidies that foreign governments pay to their shipbuilders.  (a) using information from the extract, explain whether the average cost of building the largest  container ships in china rose or fell between 2012 and 2013. [2]  (b) explain what type of business organisation the extract suggests the two large south korean  shipbuilding firms are. [2]  (c) using information from the extract, explain two external costs that shipbuilding can cause.  [4]  (d) calculate how many more people were unemployed in china than in south korea in 2013.    [3]  (e) analyse two reasons, referred to in the extract, why shipbuilding is declining in the uk. [4]  (f) discuss whether a merger between two shipbuilding firms will improve the quality of ships  built. [5]  (g) using information from the extract, explain whether the value of the south korean won was  expected to rise or fall in 2014. [4]  (h) discuss whether a government should protect its country\u2019s shipbuilding industry. [6]",
+            "3": "3 0455/23/m/j/16 \u00a9 ucles 2016 [turn oversection b answer any three questions from this section. 2 the 2014 crop of arabica beans, used to make coffee, was reduced by a drought which occurred  in brazil in early 2014. the reduction in production pushed up the price of coffee. the higher price influenced the quantity of coffee demanded and the demand for its substitutes and complements. the demand for coffee tends to be price-inelastic. a change in the quantity and quality of exports of coffee abroad influences brazil\u2019s current account of the country\u2019s balance of payments.  (a) giving an example, define \u2018complements\u2019. [2]  (b) explain two reasons why demand for a product may be price-inelastic. [4]  (c) using a demand and supply diagram, analyse the effect of a rise in the price of coffee on the  market for tea. [6]  (d) discuss whether improving the quality of the coffee that a country produces will result in a  surplus on the current account of its balance of payments. [8] 3 an increasing number of pakistani firms are employing managers educated at the country\u2019s  universities. pakistan\u2019s universities are also increasing the number of entrepreneurs in the country. every entrepreneur and every manager faces a number of challenges including raising finance, sometimes by borrowing. some entrepreneurs and managers also negotiate with trade unions. these organisations can influence a country\u2019s economic growth rate.  (a) identify two risks that entrepreneurs have to bear. [2]  (b) explain two reasons why firms may prefer to employ local managers rather than foreign  managers. [4]  (c) analyse why households and firms may borrow more during times of rapid economic growth.     [6]   (d) discuss whether the activities of trade unions are likely to increase or decrease a country\u2019s  economic growth rate. [8] 4 in china, a smaller proportion of women are now dying in childbirth and more infants are surviving.  these improvements have been the result of better care at birth, countrywide immunisation and improved living standards. the government has offered subsidies to mothers who give birth in hospitals. this has increased the quality of care received and made it easier to give vaccinations to babies to protect them against illnesses and diseases.  (a) identify two influences on a country\u2019s birth rate. [2]  (b) explain two measures of comparative living standards. [4]  (c) analyse the social benefits of giving vaccinations. [6]  (d) discuss whether health care should be provided by the public sector or the private sector. [8]",
+            "4": "4 0455/23/m/j/16 \u00a9 ucles 20165 in 2014 the government of bangladesh lent money to the four big state-owned commercial banks  that had got into difficulties by lending to high-risk customers. state-owned commercial banks are becoming less important. privately-owned commercial banks have been increasing in size and importance and now have 75% of total deposits. the economy is moving from a mixed economy towards a market economy.  (a) identify two reasons why people may keep some of their money in a savings account at a  commercial bank. [2]  (b) explain the different goals that state-owned commercial banks and privately-owned  commercial banks may have. [4]  (c) analyse how the growth in the size of commercial banks may benefit their customers. [6]  (d) discuss whether living standards are likely to be higher in a mixed economy or a market  economy. [8] 6 in 2014 brazil\u2019s inflation rate was increasing while its unemployment rate was falling. in that year  spending by the government increased by 16% while its tax revenue fell by 8%. as a result the country\u2019s budget deficit increased.  (a) what is meant by an inflation rate increasing? [2]  (b) explain two reasons why tax revenue may fall. [4]  (c) analyse how a fall in unemployment may increase inflation. [6]  (d) discuss whether a government should spend more than it raises in taxation. [8] 7 many economists are predicting that relative poverty will increase whilst absolute poverty will fall  in both india and the united states of america. the level of poverty can be influenced by, for example, education, the technology used and the number of new businesses created, including sole proprietorships.  (a) define \u2018absolute poverty\u2019. [2]  (b) explain two different opportunity costs that may be involved in a person becoming a sole  proprietor. [4]  (c) analyse, using a production possibility curve, the effect of advances in technology. [6]  (d) discuss whether increased spending on education will always reduce absolute poverty. [8] permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here 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 onl ine in the cambridge international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to do wnload at www.cie.org.uk after  the live examination series. cambridge international examinations is part of the cambridge assessment group. cambridge assessment is the brand name of unive rsity of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge."
+        },
+        "0455_w16_qp_12.pdf": {
+            "1": "    this document consists of 10 printed pages and 2 blank pages.  ib16 11_0455_12/3rp  \u00a9 ucles 2016 [turn over     *9220423845* cambridge international examinations  cambridge international general certificate of secondary education       economics 0455/12     paper 1  multiple choice  october/november 2016     45 minutes    additional materials: multiple choice answer sheet    soft clean eraser    soft pencil (type b or hb is recommended)        read these instructions first    write in soft pencil.  do not use staples, paper clips, glue or correction fluid. write your name, centre number and candidate number on the answer sheet in the spaces provided  unless this has been done for you.  do not  write in any barcodes.   there are thirty  questions on this paper. answer all questions. for each question there are four possible  answers a, b, c and d.   choose the one you consider correct and record your choice in soft pencil  on the separate answer sheet.    read the instructions on the answer sheet very carefully.    each correct answer will score one mark. a ma rk will not be deducted for a wrong answer.  any rough working should be done in this booklet.     ",
+            "2": "2  \u00a9 ucles 2016 0455/12/o/n/16  1 each factor of production earns an income.    what correctly identifies the income for labour and capital?     labour capital  a profit interest  b rent profit  c wages profit  d wages interest     2 what could be the opportunity cost of a nuclear power station?  a the running costs of the power station  b a coal-fired power station  c the current value of the power station  d the cost of building the power station    3 the diagram shows a production possibility curve for maize and cotton.    maize cotton oq sp r     bad weather causes a poor harvest for both crops.    which movement could be used to represent this change?  a p to r b q to r c s to q d s to r     4 the market for a good was in equilibrium. a change occurred which resulted in a new equilibrium  with a higher price for the good and a lower quantity traded.    what change would have caused this?  a the demand curve moved to the left  b the demand curve moved to the right  c the supply curve moved to the left  d the supply curve moved to the right ",
+            "3": "3  \u00a9 ucles 2016 0455/12/o/n/16 [turn over  5 a demand curve shows the relationship between the quantity demanded and  a a change in income  b consumer tastes  c the supply of the product  d the price of the product      6 a government subsidises the production of pineapples.    this is likely to  a increase the price of pineapples  b raise the costs of supplying pineapples  c raise revenue for the government  d cause the supply of pineapples to increase at every price      7 what indicates the existence of external costs in an economy?  a an international trade deficit has caused the country to be in debt.  b national companies have borrowed from foreign investors.  c private costs of production are less than social costs.  d private costs of production are more than social benefits.      8 what might be  a disadvantage  to a trade  union  when arguing for an increase in its members\u2019 pay?  a an increase in imports of a cheaper, similar product  b the closure of a local training college resulting in fewer potential workers  c the development of a new and profitable brand of the company\u2019s product  d the development of new techniques that increase productivity      9 what shows the correct examples of income and wealth?   income wealth  a dividends from shares wages  b rent from a house overtime payments  c overtime payments wages  d wages house     ",
+            "4": "4  \u00a9 ucles 2016 0455/12/o/n/16  10 nazmin uddin works in a local office as a secr etary three days a week. she lives with her parents  in a small apartment.    meer ali owns a successful fitness centre that employs about twenty people. he owns a large  house.    which is most likely to be correct?  a nazmin spends a smaller proportion of her income than meer.  b nazmin saves most of her income.  c nazmin would find it easier than meer to borrow money.  d nazmin has a lower disposable income than meer.      11 the table shows how household spending changes with income.  income   ($ per month) spending  ($ per month)  4000 4150  4300 4375  4600 4650  4900 4900  5200 4975  5500 5275    what is the first level of income shown at which savings are positive?    a $4000 b $ 4600 c $4900 d $5200     12 a survey of managers in the usa revealed t hat most businessmen feel that a company\u2019s  responsibility is \u2018to serve the interests of ow ners, employees, customers and the public\u2019.    the idea of profit maximisation, in contrast, implies that a company\u2019s main responsibility should  be to the  a customers  b employees  c owners  d public     ",
+            "5": "5  \u00a9 ucles 2016 0455/12/o/n/16 [turn over  13 some agricultural co-operatives have changed from labour-intensive to capital-intensive methods  of production.    what might be a cause of this change?  a average productivity of agricultural workers has increased.  b farming equipment has become more efficient.  c people are eating less food for health reasons.  d some agricultural land has been sold for housing.     14 a firm has fixed costs of $200 for its daily output. the table shows its daily total variable costs.    output (units) 1 2 3 4  total variable costs ($) 300 400 700 800    what can be concluded about the firm\u2019s average total cost?  a it falls continuously  b it is highest at output 4 units  c it is lowest at output 4 units  d it rises continuously    15 the table shows the growth rate of output (%) in four sectors of an economy.     construction  sector % energy  sector % manufacturing  sector % services  sector %  first quarter of 2014 0.9 0.1 \u20130.7 \u20133.4  second quarter of 2014 0.5 1.6 \u20130.5   0.5    which two sectors showed an increase in the growth rate in the first half of 2014?  a construction and energy  b construction and manufacturing  c services and construction  d services and manufacturing     ",
+            "6": "6  \u00a9 ucles 2016 0455/12/o/n/16  16 a government decides to sell the monopoly supply of gas to households to a private firm.    how could the government protect the interests of households after selling a large company to  the private sector?  a by excluding all competition from foreign companies  b by imposing a tax on excess profits  c by introducing a quota system for imports of gas  d by removing price controls on gas     17 in 2015, 70  000 extra people lost their jobs but total employment rose by 75  000. what could  explain this?  a some people may have emigrated.  b some people may have gone back to education.  c some people may have re-entered the labour force.  d some people may have retired early.     18 the table shows taxes as a percentage of gross domestic product (gdp) for four countries.    from this information, which country had the highest percentage of direct taxation as a percentage of gdp?     income tax   % tax on  business  profits % tax on  dividends % tax on goods  and services  %  a 12 14 2 5  b 14 15 2 14  c 17 13 5 10  d 18 10 1 10    ",
+            "7": "7  \u00a9 ucles 2016 0455/12/o/n/16 [turn over  19 a government gives farmers a subsidy of $5 per kilo to supply food on the open market where x  is the original equilibrium position.    the effect is illustrated in the diagram.    4 8 12 16 20 2420 1510 5 0s 3 s1 d1s2 quantity supplied (000 kilos)price ($ per kilo)x     what will be the new equilibrium price and quantity supplied as a result of the subsidy?     equilibrium price  ($ per kilo) quantity supplied  (000 kilos)  a 10 16  b 13 20  c 15 16  d 20 8     20 what is involved in the construction of a retail price index?  a a base year  b incomes  c price elasticity of products  d quantity supplied     21 why is nominal gross domestic product not a good measure to compare the standard of living in  a country between two years?  a it does not account for inflation.  b it does not allow for savings.  c it does not include government expenditure.  d it only compares export prices with import prices.     ",
+            "8": "8  \u00a9 ucles 2016 0455/12/o/n/16  22 in 2010 there was an increase in net emigration from ireland.    what is most likely to have caused this increase?  a a decrease in job security abroad  b a decrease in wage rates abroad  c an increase in ireland\u2019s real gdp  d an increase in unemployment in ireland      23 some goods take a greater percentage of a typical household\u2019s total spending than others.  how is this accounted for in the construction of a retail price index?  a by deducting the goods and services  b by giving a weight to the goods  c by taking an average of price fluctuations during a year  d by using the price elasticity of demand for the goods     24 which outcome is least  likely to be found with greater economic development?  a a greater percentage of the population are highly educated.  b a greater percentage of the population are homeowners.  c a greater percentage of the population are old.  d a greater percentage of the population are very poor.     25 a government introduces state benefits for the unemployed and increases the top rate of income  tax to pay for the benefits.    what effect will these changes have on poverty and the tax system?     poverty tax system  a increase make it more progressive  b increase make it more regressive  c reduce make it more progressive  d reduce make it more regressive     ",
+            "9": "9  \u00a9 ucles 2016 0455/12/o/n/16 [turn over  26 the chart shows total world carbon emissions in 1995 and predicted emissions by 2035.    us 22% w. europe 17%w. europe 12% e. europe 27%e. europe 19%china 11% china 17%other asia 6% other asia 14% middle east 3% middle east 5%africa 3% africa 8%japan 7%1995 2035 developing world 27%developing world 50% developed world 50%developed world 73%latin america 4%us 15% latin america 6% japan 4%     if the chart proves to be correct, what will have happened by 2035?  a africa and the middle east will have responsibility for the same amount of carbon emissions  in 2035 as in 1995.  b between 1995 and 2035, the middle east will have increased its industrialisation by as much as latin america.  c by 2035 the combined percentage of carbon emissions caused by africa and latin america will have doubled.  d the us will have decreased its carbon emissions by a smaller percentage than western europe.     27 what encourages international specialisation?  a a foreign exchange shortage    b diseconomies of scale  c free trade  d quotas     ",
+            "10": "10  \u00a9 ucles 2016 0455/12/o/n/16  28 a japanese car manufacturer decided to produce its cars in a factory in europe.    what would not be a reason why they might have chosen to do this?  a cheaper wage costs in europe  b the availability of raw materials  c to gain external economies from skilled labour in europe  d to increase japanese self-sufficiency     29 a government removed the quota on goods imported into the country.    what is the most  likely result of this?  a a decrease in demand for domestic production  b a decrease in domestic unemployment  c a decrease in exports  d a decrease in the balance of trade deficit      30 the table shows components of japan\u2019s current account balance in trillion yen for 2011 and  2012.     year balance of goods  \u00a5  trillion balance of  services  \u00a5 trillion balance of  current transfers  \u00a5 trillion balance of  income  \u00a5 trillion  2011 \u20131.61 \u20131.76 \u20131.11 14.04  2012 \u20135.23 \u20132.33 \u20131.02 13.55    which balance improved between 2011 and 2012?  a balance of current transfers  b balance of goods    c balance of income  d balance of services    ",
+            "11": "11    blank page   \u00a9 ucles 2016 0455/12/o/n/16 ",
+            "12": "12    blank page     permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to trac e 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 ans wer-related information to candidates, all copyright acknowledgements are reproduced onl ine in the cambridge  international examinations copyright acknow ledgements booklet. this is produced for each  series of examinations and is freely a vailable to download at  www.cie.org.uk after the live examination series.    cambridge international examinations is part of the cambridge as sessment group. cambridge assessment is the brand name of unive rsity of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge.    \u00a9 ucles 2016 0455/12/o/n/16   "
+        },
+        "0455_w16_qp_13.pdf": {
+            "1": "    this document consists of 11 printed pages and 1 blank page.  ib16 11_0455_13/5rp  \u00a9 ucles 2016 [turn over     *8243662981* cambridge international examinations  cambridge international general certificate of secondary education       economics 0455/13     paper 1  multiple choice  october/november 2016     45 minutes    additional materials: multiple choice answer sheet    soft clean eraser    soft pencil (type b or hb is recommended)        read these instructions first    write in soft pencil.  do not use staples, paper clips, glue or correction fluid. write your name, centre number and candidate number on the answer sheet in the spaces provided  unless this has been done for you.  do not  write in any barcodes.   there are thirty  questions on this paper. answer all questions. for each question there are four possible  answers a, b, c and d.   choose the one you consider correct and record your choice in soft pencil  on the separate answer sheet.    read the instructions on the answer sheet very carefully.    each correct answer will score one mark. a ma rk will not be deducted for a wrong answer.  any rough working should be done in this booklet.     ",
+            "2": "2  \u00a9 ucles 2016 0455/13/o/n/16  1 what is not a factor of production?  a a $20 banknote  b an office  c a photocopier  d a secretary      2 what could be the opportunity cost of a nuclear power station?  a the running costs of the power station  b a coal-fired power station  c the current value of the power station  d the cost of building the power station      3 in 2014 private companies began to drill in areas of the country to exploit natural gas supplies  that were known to exist.    manufactured goods gas suppliesor v s tu     how might this decision be represented on the diagram which shows a production possibility  curve for the country?  a by a movement from r to s  b by a movement from r to v  c by a movement from s to t  d by a movement from u to v     ",
+            "3": "3  \u00a9 ucles 2016 0455/13/o/n/16 [turn over  4 the market for a good was in equilibrium. a change occurred which resulted in a new equilibrium  with a higher price for the good and a lower quantity traded.    what change would have caused this?  a the demand curve moved to the left  b the demand curve moved to the right  c the supply curve moved to the left  d the supply curve moved to the right     5 the demand for cocoa beans is price-inelastic.    what is most likely to decrease as a result of an increase in demand for cocoa beans?  a price of cocoa bean products  b production of cocoa beans  c profits of cocoa bean producers  d unemployment among cocoa bean farmers      6 a government subsidises the production of pineapples.    this is likely to  a increase the price of pineapples.  b raise the costs of supplying pineapples.  c raise revenue for the government.  d cause the supply of pineapples to increase at every price.     ",
+            "4": "4  \u00a9 ucles 2016 0455/13/o/n/16  7 the use of cars in many cities creates negative externalities. the diagram shows the free market  equilibrium x 1 and the socially efficient market equilibrium x 2.    s2 p2 x2 p1 x1s1 d oquantitycosts / benefits     using the diagram, which statement is correct?  a socially efficient supply is s 1 and the market price p 1 is too high.  b socially efficient supply is s 1 and the market price p 1 is too low.  c socially efficient supply is s 2 and the market price p 1 is too high.  d socially efficient supply is s 2 and the market price p 1 is too low.      8 what could increase the ability of a trade union to gain a pay rise for its members in a coat  factory?  a a decrease in the demand for coats  b a decrease in the number of people willing to work in the coat industry  c a decrease in the productivity of workers making coats  d a decrease in the sale of coat exports      9 what does net income mean?  a income after allowing for price changes  b income after paying regular household bills  c income less tax and government deductions  d income plus overtime payments     ",
+            "5": "5  \u00a9 ucles 2016 0455/13/o/n/16 [turn over  10 nazmin uddin works in a local office as a secretary three days a week. she lives with her parents  in a small apartment.    meer ali owns a successful fitness centre that employs about twenty people. he owns a large  house.    which is most likely to be correct?  a nazmin spends a smaller proportion of her income than meer.  b nazmin saves most of her income.  c nazmin would find it easier than meer to borrow money.  d nazmin has a lower disposable income than meer.     11 the table shows how household spending changes with income.    income  ($ per month) spending  ($ per month)  2600 2625  2900 2925  3200 3190  3500 3275  3800 3500  4100 3725    what is the first level of income shown at which savings are positive?  a $2600 b $2900 c $3200 d $3500    12 a survey of managers in the usa revealed that most businessmen feel that a company\u2019s  responsibility is \u2018to serve the interests of ow ners, employees, customers and the public\u2019.    the idea of profit maximisation, in contrast, implies that a company\u2019s main responsibility should  be to the  a customers.  b employees.  c owners.  d public.     ",
+            "6": "6  \u00a9 ucles 2016 0455/13/o/n/16  13 why is a firm in perfect competition a price taker?  a it has no information about market price.  b its output is too small to have any effect on market equilibrium.  c there are few barriers to entry.  d there are only a few firms in the industry.      14 a firm produced 200 cars a week and employed 50 workers. a fall in demand caused the firm to  reduce its output to 160 cars a week and its labour force to 32.    what was the percentage change in the firm\u2019s productivity?  a it fell by 20%.  b it fell by 25%.  c it increased by 20%.  d it increased by 25%.     15 a firm has fixed costs of $100 for its daily output. the table shows its daily total variable costs.    output (units) 1 2 3 4  total variable costs ($) 200 360 500 720    what can be concluded about the firm\u2019s average total cost?  a it falls continuously.  b it is highest at output 4 units.  c it is lowest at output 3 units.  d it rises continuously.    16 a government decides to sell the monopoly supply of gas to households to a private firm.    how could the government protect the interests of households after selling a large company to  the private sector?  a by excluding all competition from foreign companies  b by imposing a tax on excess profits  c by introducing a quota system for imports of gas  d by removing price controls on gas     ",
+            "7": "7  \u00a9 ucles 2016 0455/13/o/n/16 [turn over  17 a government decides to increase the rate of income tax and spend the extra revenue on  providing training colleges.    how might this be described?  a as fiscal and monetary policy  b as fiscal and supply-side policy  c as fiscal, monetary and supply-side policy  d as monetary and supply-side policy     18 a government taxes farmers $12 per kilo when they supply food on the open market where x is  the original equilibrium position.    the effect is illustrated in the diagram below.    10 20 30 40 50 6050 40302010 0s 4 s1 d1s2 quantity supplied (000 kilos)price ($ per kilo)xs3     what will be the new equilibrium price and quantity supplied as a result of the tax?     equilibrium price  ($ per kilo) quantity supplied  (000 kilos)  a 20 40  b 25 50  c 35 30  d 40 20     ",
+            "8": "8  \u00a9 ucles 2016 0455/13/o/n/16  19 the table shows taxes as percentages of gross domestic product (gdp) for four countries.    from this information, which country had the lowest percentage of direct taxation as a percentage  of gdp?     income tax  % tax on  business  profits % tax on  dividends % tax on goods  and services %  a 12 14 2 4  b 14 15 2 13  c 17 8 5 9  d 17 13 5 9     20 a newspaper reports that there has been an economic slump in an economy.    what would an economist expect the immediate effect to be?  a production will decrease.  b saving will decrease.  c taxation will decrease.  d the population will decrease.      21 how is the pattern of employment likely to change when a country becomes more developed?  a from regular employment to seasonal employment  b from rural employment to urban employment  c from skilled employment to manual employment  d from tertiary employment to primary employment     22 in 2010 there was an increase in net emigration from ireland.    what is most likely to have caused this increase?  a a decrease in job security abroad  b a decrease in wage rates abroad  c an increase in ireland\u2019s real gdp  d an increase in unemployment in ireland     ",
+            "9": "9  \u00a9 ucles 2016 0455/13/o/n/16 [turn over  23 the table shows some economic indicators.    which increase in the first indicator is most likely to lead to an increase in the second indicator?    first indicator second indicator  a budget surplus consumer saving  b consumer spending unemployment  c inflation trade surplus  d productivity living standards      24 what would be most likely to cause the population to decrease if other things remain constant?  a a decrease in the birth rate  b a decrease in the death rate  c an increase in net immigration  d an increase in the fertility rate     25 developed countries have a high and increasing proportion of their population over the age of 65.    which economic consequence will be most likely to result from this kind of population change?  a government transfer payments will increase.  b more facilities will be needed to retrain workers.  c there will be a rise in the economic growth rate.  d the total savings in the economy will increase.     ",
+            "10": "10  \u00a9 ucles 2016 0455/13/o/n/16  26 the chart shows total world carbon emissions in 1995 and predicted emissions by 2035.    us 22% w. europe 17%w. europe 12% e. europe 27%e. europe 19%china 11% china 17%other asia 6% other asia 14% middle east 3% middle east 5%africa 3% africa 8%japan 7%1995 2035 developing world 27%developing world 50% developed world 50%developed world 73%latin america 4%us 15% latin america 6% japan 4%     if the chart proves to be correct, what would have happened by 2035?  a africa will emit the least carbon.  b china will cause about a third of the emissions of all developing areas shown.  c developed areas will have reduced their absolute amount of carbon emissions.  d the us will have decreased its carbon emissi ons by a smaller percentage than western  europe.      27 what encourages international specialisation?  a a foreign exchange shortage    b diseconomies of scale  c free trade  d quotas      28 a japanese car manufacturer decided to produce its cars in a factory in europe.    what would not be a reason why they might have chosen to do this?  a cheaper wage costs in europe  b the availability of raw materials  c to gain external economies from skilled labour in europe  d to increase japanese self-sufficiency ",
+            "11": "11  \u00a9 ucles 2016 0455/13/o/n/16 29 a government removed the quota on goods imported into the country.    what is the most  likely result of this?  a a decrease in demand for domestic production  b a decrease in domestic unemployment  c a decrease in exports  d a decrease in the balance of trade deficit     30 in 2009 the exchange rate of the singapore dollar changed from 1.49 = 1 us dollar to 1.43  singapore dollars = 1 us dollar.    how would this affect the import prices and export prices for singapore?      prices paid by singapore  for imports prices paid to singapore  for exports  a decrease decrease  b decrease increase  c increase decrease  d increase increase     ",
+            "12": "12    blank page     permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to trac e 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 ans wer-related information to candidates, all copyright acknowledgements are reproduced onl ine in the cambridge  international examinations copyright acknow ledgements booklet. this is produced for each  series of examinations and is freely a vailable to download at  www.cie.org.uk after the live examination series.    cambridge international examinations is part of the cambridge as sessment group. cambridge assessment is the brand name of unive rsity of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge.    \u00a9 ucles 2016 0455/13/o/n/16   "
+        },
+        "0455_w16_qp_21.pdf": {
+            "1": "this document consists of 5 printed pages, 3 blank pages and 1 insert. dc (kn) 112827/2 \u00a9 ucles 2016 [turn overcambridge international examinations cambridge international general certificate of secondary education *2166620014*economics  0455/21 paper 2 structured questions october/november 2016  2 hours 15 minutes no additional materials are required. read these instructions first an answer booklet is provided inside this question paper. y ou should follow the instructions on the front cover  of the answer booklet. if you need additional answer paper ask the invigilator for a continuation booklet. section a answer question 1. section b answer any three  questions. the number of marks is given in brackets [ ] at the end of each question or part question.",
+            "2": "2 0455/21/o/n/16 \u00a9 ucles 2016section a answer this question. 1 the changing oil market  in 2013 china overtook the united states of america (us) as the largest importer of oil. the rise  in chinese demand has driven up the price of oil. the higher price of oil has made production techniques used in the us, such as hydraulic fracking, possible and has provided more oil for us domestic consumption. us oil companies have purchased larger, more expensive capital equipment and are employing more specialist engineers. the expansion in the us oil industry contributed to the fall in the country\u2019s unemployment rate to 6.1% in 2014.  despite being the largest importer of oil, china is not yet the world\u2019s largest consumer. in 2013 the  us oil industry supplied 10.5 million barrels a day, exported 3.4 million barrels a day and imported 10.9 million barrels a day. these figures are likely to change in the future. for example, in 2013 the us had 250 million vehicles and china had only 100 million. it is forecast that by 2030 china will have 350 million vehicles. if this change does occur, china will become more vulnerable to oil price changes and disruptions in the supply of oil.  while us oil production is increasing, its consumption is falling. more oil is being discovered in the  country and more sophisticated techniques are being used to extract it. at the same time, fewer young people in the country are learning to drive, vehicle ownership per household is falling and average mileage is declining. in addition, us cars are becoming more fuel efficient as a result of tighter fuel economy standards and consumers switching to more economical vehicles.  us consumers are becoming more sensitive to changes in the price of oil but a rise in price  still leads to a rise in oil producers\u2019 revenue. changes in the price of oil, oil production and oil consumption also still have a significant effect on the us economy. for example, the discovery of more oil in the country usually affects the value of the us dollar.   changes in the consumption and production affect china\u2019s and the us\u2019s current account positions  on their balance of payments. currently china has the world\u2019s largest current account surplus whilst the us has the world\u2019s largest current account deficit. it is interesting to note that both countries have been trying to increase their economic growth rate. the us central bank, the federal reserve, has tried to raise the growth of the country\u2019s output by cutting the rate of interest.",
+            "3": "3 0455/21/o/n/16 \u00a9 ucles 2016 [turn over (a) using information from the extract, explain whether the us was operating on or inside its  production possibility curve in 2014. [2]  (b) explain whether the extract suggests the demand for oil in the us is price-elastic or price- inelastic.  [2]  (c) using information from the extract, explain two economies of scale that us oil companies are  experiencing. [4]  (d) calculate the us\u2019s demand for oil per day in 2013.  [3]  (e) analyse how the discovery of more oil in the us would be likely to affect the value of the  us dollar.  [4]  (f) discuss whether a cut in the rate of interest will increase a country\u2019s economic growth rate.     [5]  (g) using information from the extract, explain why the price of oil may rise more in china than in  the us in the future. [4]  (h) discuss whether a government should try to reduce a surplus on the current account of its  country\u2019s balance of payments.  [6]",
+            "4": "4 0455/21/o/n/16 \u00a9 ucles 2016section b answer any three  questions from this section. 2 in 2014 the value of ghana\u2019s currency, the cedi, changed in value by 40% against the us dollar.  inflation rose as the cedi experienced a depreciation. demand in the economy was changing, with government spending rising by more than taxation. some economists warned that increasing taxes might cause deflation.  (a) what is meant by a \u2018depreciation\u2019 of a currency? [2]  (b) explain how a depreciation of a currency can cause a rise in the inflation rate of a country.     [4]  (c) analyse why it may be difficult for an economy to have both low unemployment and low  inflation at the same time.  [6]  (d) discuss whether an increase in taxes will cause deflation.  [8] 3 a 2014 united nations report recommended that governments should seek to halve meat  consumption. a reduction in meat consumption, it was argued, would reduce the market failure caused by the pollution coming from chemical fertilisers and manure. reducing meat consumption would free large areas of land that could be used to grow vegetables, cereals and fruit to feed a growing population. the supply of a number of agricultural products is inelastic.  (a) define \u2018inelastic supply\u2019.  [2]  (b) explain why market failure occurs.  [4]  (c) analyse how a government could reduce meat consumption.  [6]  (d) discuss whether population growth is likely to exceed the growth of food production in the  future. [8] 4 in egypt in both 2011 and 2012, gross domestic product (gdp) per head and investment fell. one  reason for the fall in investment was that firms found it difficult to obtain loans from the country\u2019s commercial banks. another reason was the removal of some government subsidies, including the subsidy given to the producers of petrol.  (a) define \u2018gdp per head\u2019.   [2]  (b) explain two reasons why firms may find it difficult to obtain loans from commercial banks.  [4]  (c) using a demand and supply diagram, analyse the effect on the market for petrol if a subsidy  on petrol is removed. [6]  (d) discuss whether a fall in a country\u2019s gdp will result in net emigration.   [8]",
+            "5": "5 0455/21/o/n/16 \u00a9 ucles 20165 in 2014 global steel demand slowed because of a halving of the growth in consumption by china,  the world\u2019s biggest market for steel. the world\u2019s biggest steel producing firm forecast higher profits for 2014 although it thought that it might have to cut production. the firm was increasing its specialisation within the steel market. employment in the industry has declined as firms have sought to reduce their capacity.  (a) define \u2018specialisation\u2019. [2]  (b) explain how a fall in output will affect average fixed cost and average total cost. [4]    (c) analyse how a firm could reduce its output and increase its total profit. [6]  (d) discuss whether workers who lose their jobs are likely to still be unemployed a year later.  [8] 6 the population of most countries includes more women than men. iran, however, is an exception.  in the 1990s the iranian government sought to reduce the country\u2019s birth rate. the measures it introduced were very successful and the birth rate fell. in 2012, however, the government changed its objective and is now trying to persuade people to have more children. this change in policy is because of concerns about the effects of an ageing population caused by a falling death rate.    (a) identify two reasons why a country may have more women than men.  [2]  (b) explain two causes of a fall in the death rate.  [4]  (c) analyse three  policy measures a government could introduce to increase the birth rate.  [6]  (d) discuss whether the government of a country with an ageing population should raise the  retirement age. [8] 7 the development of laser eye surgery is reducing the demand for spectacles in a number of  countries. the treatment of sight problems is using more capital equipment and less labour. some economists are predicting that the wages of opticians may decrease in the future. a fall in wages may encourage some opticians to retrain for other jobs.  (a) giving an example, define \u2018labour\u2019. [2]  (b) explain two reasons why a firm may change from labour-intensive to capital-intensive  production.  [4]  (c) analyse why the wages of workers in a particular occupation may fall.  [6]  (d) discuss whether a government should subsidise the provision of training. [8]  ",
+            "6": "6 0455/21/o/n/16 \u00a9 ucles 2016blank page",
+            "7": "7 0455/21/o/n/16 \u00a9 ucles 2016blank page",
+            "8": "8 0455/21/o/n/16 \u00a9 ucles 2016blank page permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here 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 onl ine in the cambridge international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to do wnload at www.cie.org.uk after  the live examination series. cambridge international examinations is part of the cambridge assessment group. cambridge assessment is the brand name of unive rsity of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge."
+        },
+        "0455_w16_qp_22.pdf": {
+            "1": "this document consists of 4 printed pages and 1 insert. dc (lk) 112829/1 \u00a9 ucles 2016 [turn overcambridge international examinations cambridge international general certificate of secondary education *3379422099*economics  0455/22 paper 2 structured questions october/november 2016  2 hours 15 minutes no additional materials are required. read these instructions first an answer booklet is provided inside this question paper. y ou should follow the instructions on the front cover  of the answer booklet. if you need additional answer paper ask the invigilator for a continuation booklet. section a answer question 1. section b answer any three  questions. the number of marks is given in brackets [ ] at the end of each question or part question.",
+            "2": "2 0455/22/o/n/16 \u00a9 ucles 2016section a answer this question. 1 the mints mexico, indonesia, nigeria and turkey, known as the mints, are four emerging economies that are  predicted to grow rapidly. the four countries have relatively large populations, from 75 million in turkey to 242 million in indonesia in 2014. they also have high birth rates, from 17 in turkey to 41.5 in nigeria per 1000 people. both income per head and the countries\u2019 human development index ranking are improving. the changes, however, do not mean that everyone in the four countries is satisfied. as incomes increase, so do people\u2019s wants, and what people would like to consume exceeds the maximum output that countries are capable of producing.  output and consumption are increasing in each of the four countries. nigeria, for example, is  predicted to be one of the world\u2019s 20 largest economies by 2020. productivity is rising in most sectors of the nigerian economy although it remains low in agriculture. despite some security concerns, more multinational companies are setting up in the country, attracted by its expanding markets.  nigeria and turkey both had annual inflation rates above 8% in 2014. indonesia\u2019s was 5.7% and  mexico\u2019s 5.2%. the mexican government had used monetary policy measures in that year to keep the inflation rate down. in august 2014 it opened up its energy market, allowing private sector firms to compete against the country\u2019s state-owned petroleum firm. it also increased spending on state-provided health care, which operates alongside private medical care.  the four countries saw fluctuations in their exchange rates in 2014. indonesia\u2019s currency, the  rupiah, changed from 10 685 per us$ the year before to 11 450 per us$ in 2014. turkey\u2019s currency, the turkish lira, followed a similar trend.   changes in the exchange rate can affect firms\u2019 costs of production, as can industrial action. in  june 2014 turkish trade unions organised a number of strikes seeking to gain better wages and working conditions for their members. however, the power of turkish trade unions is limited by restrictive trade union legislation and a small membership, with only 9% of workers belonging to trade unions. this means that collective bargaining is not a key feature of turkish labour markets and turkish trade unions do not have much influence on economic policy.  (a) using information from the extract, explain how the mints illustrate the economic problem. [2]  (b) calculate how many children were born in turkey in 2014. [2]  (c) using information from the extract, explain two reasons why the earnings of workers in  nigeria are likely to increase. [4]  (d) explain whether the extract suggests that mexico operates a market economic system or a  mixed economic system. [3]  (e) analyse how the change in indonesia\u2019s exchange rate in 2014 is likely to have affected the  country\u2019s import expenditure. [4]  (f) discuss whether the human development index is a good measure of living standards. [5]  (g) using information from the extract, explain two functions of a trade union. [4]  (h) discuss whether countries with high population growth have high economic growth. [6]",
+            "3": "3 0455/22/o/n/16 \u00a9 ucles 2016 [turn oversection b answer any three questions from this section. 2 there are a number of competing producers of jeans. these firms are now also facing competition  from new sportswear designed to also be worn as leisurewear. this increased competition has made demand for jeans more price-elastic. for instance, a government report has estimated that the price elasticity of demand for one of the oldest firm\u2019s jeans in asia is \u2013 2.5.  (a) what is meant by a price elasticity of demand of \u2013 2.5? [2]  (b) explain the importance of price elasticity of demand for a government. [4]  (c) using a demand and supply diagram, analyse the effect of a rise in the price of firm x\u2019s jeans  on the market for firm y\u2019s jeans. [6]  (d) discuss whether long-established and well-known firms are likely to be more successful than  firms that are new to an industry. [8] 3 in recent years productivity growth has been low in brazil, which has kept average costs relatively  high. some economists claim this low growth in productivity is due to protectionism. the brazilian government imposes high tariffs on a range of imports, including smartphones; it argues that such protectionism saves brazilian jobs.  (a) define \u2018productivity\u2019. [2]  (b) explain the difference between average fixed cost and average variable cost. [4]  (c) analyse the advantages that a country may gain from specialising in a product such as  smartphones. [6]  (d) discuss whether protectionism saves jobs. [8] 4 household debt in south korea in 2014 was reaching record levels. people were borrowing more  and saving less: the savings ratio fell from 19% in 1985 to 4% in 2014. despite the low rate of saving, there was little demand-pull or cost-push inflation. indeed, in 2014 the country came close to experiencing deflation.  (a) define \u2018deflation\u2019. [2]  (b) explain the difference between demand-pull inflation and cost-push inflation. [4]  (c) analyse how a central bank might reduce household borrowing. [6]  (d) discuss whether a government should encourage an increase in saving. [8]",
+            "4": "4 0455/22/o/n/16 \u00a9 ucles 20165 the unemployment rate in wales fell from 8.2% in march 2013 to 6.8% in march 2014. one in four  workers in wales is employed in the public sector. a high proportion of workers are employed in multinational companies, including a japanese car producer and a south korean electronics firm.  (a) define \u2018unemployment\u2019. [2]  (b) explain two benefits that a firm may gain from producing in another country. [4]  (c) using a production possibility curve diagram, analyse the effect of a decrease in unemployment  on an economy\u2019s output. [6]  (d) discuss whether it is better to work in the public sector or the private sector. [8] 6 the largest indonesian aviation firm is a public corporation that started production in 1976. it  employs a relatively high value of capital goods and has a monopoly of aircraft construction in indonesia. it has been making parts for foreign firms for some time but is now trying to sell aircraft to other countries. this involves it competing in a market where most of the firms are public limited companies.  (a) identify who owns a public corporation and who owns a public limited company. [2]  (b) explain why fixed costs are high in the aircraft-making industry. [4]  (c) analyse what determines a firm\u2019s demand for capital goods. [6]  (d) discuss whether the quality of products is likely to be higher in a monopoly or in a perfectly  competitive market. [8] 7 tax revenue from both direct and indirect taxes in germany rose to us$860 billion in 2013. the  increase was largely due to a fall in unemployment. germany has a progressive tax system. in 2014, german politicians discussed whether the tax rates should be increased. changes in tax rates influence the amount of tax revenue received and the nature of the tax system.  (a) define \u2018a progressive tax\u2019. [2]  (b) explain the difference between direct and indirect taxes. [4]  (c) analyse how a fall in unemployment can increase tax revenue. [6]  (d) discuss whether a government should increase tax rates. [8]  permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here 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 onl ine in the cambridge international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to do wnload at www.cie.org.uk after  the live examination series. cambridge international examinations is part of the cambridge assessment group. cambridge assessment is the brand name of unive rsity of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge."
+        },
+        "0455_w16_qp_23.pdf": {
+            "1": "this document consists of 4 printed pages and 1 insert. dc (st) 112830/2 \u00a9 ucles 2016 [turn overcambridge international examinations cambridge international general certificate of secondary education *6094500307*economics  0455/23 paper 2 structured questions october/november 2016  2 hours 15 minutes no additional materials are required.  read these instructions first an answer booklet is provided inside this question paper. y ou should follow the instructions on the front cover  of the answer booklet. if you need additional answer paper ask the invigilator for a continuation booklet. section a answer question 1. section b answer any three  questions. the number of marks is given in brackets [ ] at the end of each question or part question.",
+            "2": "2 0455/23/o/n/16 \u00a9 ucles 2016section a answer this question. 1 fishing in mauritania much of mauritania\u2019s land is desert and regular droughts put pressure on the country\u2019s supply of  food. the african country does, however, have the advantage of coastal waters which are among the world\u2019s most plentiful ocean fishing grounds.   approximately 95% of the fish caught by mauritania\u2019s small fishing vessels are exported. earnings  from the sale of fish abroad contribute to the current account of the country\u2019s balance of payments. in 2013 the country had a trade in goods surplus and a current transfers surplus.  there is little processing of the fish into higher value products in mauritania, except at a small  number of factories at nouakchott, the country\u2019s capital. this failure to process the fish is having an impact on the country\u2019s earnings from the fish it catches and on its economic growth. the country\u2019s total output did actually increase from us$8 billion in 2012 to us$8.5 billion in 2013. that year also saw a change in the country\u2019s population. the birth rate was 31.83, the death rate was 8.35 and the migration rate was \u20130.85 per thousand of the population.  some economists in mauritania criticise their government for allowing other countries, including  algeria, morocco, japan and russia, to catch large quantities of fish in mauritania\u2019s waters. they have recently objected to the government signing an agreement with the european union (eu) that allows more than one hundred large eu vessels to fish in mauritania\u2019s waters in return for a payment of us$105 million per year. these eu vessels, with their highly skilled workers, are catching large volumes of fish, including highly valued squid, and are thought to be threatening the sustainability of mauritania\u2019s fishing industry.  mauritanian economists are predicting that fish stocks could decline significantly in the next twenty  years. the country\u2019s economy is currently heavily dependent on the primary sector. improvements in the productivity of both its fishing and agricultural industries would help to reduce both the unemployment and poverty in the country.  (a) describe the opportunity cost of mauritania exporting fish.  [2]  (b) calculate mauritania\u2019s economic growth rate in 2013.  [3]  (c) using information from the extract, draw a demand and supply diagram to show the effects of  the predicted change in fish stocks on the market for fish.  [4]  (d) state the two parts of a country\u2019s current account balance not identified in the extract.  [2]  (e) analyse two reasons why the average cost of the eu fishing industry is lower than the  mauritanian fishing industry.  [4]  (f) discuss whether a decrease in unemployment will always reduce poverty.  [5]  (g) using information from the extract, explain whether the population of mauritania increased or  decreased in 2013.  [4]  (h) discuss whether an economy should or should not conserve its fish stocks.  [6]",
+            "3": "3 0455/23/o/n/16 \u00a9 ucles 2016 [turn oversection b answer any three questions from this section. 2 in march 2014, teachers in argentina went on strike after their unions failed to reach an agreement  about wage rates. the government offered a 25% pay rise but the unions were demanding a pay rise above the country\u2019s 32% inflation rate. the government claimed that large pay rises would cause unemployment. it also stated that the economy\u2019s prospects would soon improve as a result of its devaluation of the country\u2019s exchange rate at the start of the year.  (a) define \u2018a trade union\u2019.  [2]  (b) explain two influences on the strength of a trade union.  [4]  (c) analyse how wage rises may cause unemployment.  [6]  (d) discuss whether a government should devalue the country\u2019s exchange rate.  [8]  3 in 2014 the us\u2019s second-largest cigarette maker, made a bid to take over the country\u2019s third- largest cigarette maker. it was expected that if the merger went ahead, the price of cigarettes would increase. the effect of a rise in price on quantity demanded would be determined by the price elasticity of demand.  (a) identify two external costs of smoking.  [2]  (b) explain how perfectly inelastic demand differs from inelastic demand.  [4]  (c) analyse two ways, apart from imposing an indirect tax, in which a government could  discourage smoking.  [6]  (d) discuss whether a merger between two large firms in the same industry will increase the  price of the product.  [8] 4  peru has been moving from a mixed economic system closer to a market economic system in  recent years. one feature of this has been an increase in the number of small firms being set up. some small firms\u2019 short-term goal is profit maximisation whilst others aim for growth. in the long term these two goals may both be achieved. some small firms develop into large firms listed on their country\u2019s stock exchange.  (a) define \u2018a mixed economy\u2019.  [2]  (b) explain why the growth of a firm may lead to profit maximisation in the long term.  [4]  (c) analyse how a country\u2019s stock exchange can benefit its economy. [6]  (d) discuss the advantages and disadvantages of small firms.  [8]",
+            "4": "4 0455/23/o/n/16 \u00a9 ucles 20165 the 48 countries with the lowest human development index (hdi) values have 28 million citizens  working abroad. these workers save some of their earnings to send home to their relatives. research shows that most transferred money is spent on food and housing by their families, raising their standard of living. these remittances in 2013 were double the value of foreign direct investment received by these countries.  (a) how does the amount and the proportion of income spent on food change as people get  richer?  [2]  (b) explain the difference between saving and borrowing.  [4]   (c) analyse three ways in which a country\u2019s hdi value could increase.  [6]  (d) discuss whether a government should encourage some of the country\u2019s people to work  abroad.  [8] 6 microfinance involves giving small loans at a low rate of interest to poor people. such people  normally cannot get loans from commercial banks. microfinance is designed to promote development and started in bangladesh. a study by the world bank in 2014 found that microfinance increases consumer expenditure, the value of household assets, the size of the labour force and spending on children\u2019s education.  (a) define \u2018the rate of interest\u2019. [2]  (b) explain two reasons why the poor may find it difficult to get loans from commercial banks.  [4]  (c) analyse how an increase in spending on education could increase inflation in the short run  but decrease it in the long run.  [6]   (d) discuss whether an increase in consumer expenditure would be beneficial for an economy.   [8] 7 mozambique is a developing economy with a relatively high economic growth rate. in recent years  there has been a depreciation in the value of its currency, the metical, against the us dollar. this has had an influence on the country\u2019s unemployment rate. some economists in mozambique have called for an increase in tariffs on imports to reduce unemployment.  (a) define \u2018a depreciation\u2019 in the value of a currency.  [2]  (b) explain two causes of a high economic growth rate.  [4]  (c) analyse how the pattern of employment within a country tends to change as the economy  develops.  [6]  (d) discuss whether an increase in tariffs on imports would reduce unemployment. [8] permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here 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 onl ine in the cambridge international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to do wnload at www.cie.org.uk after  the live examination series. cambridge international examinations is part of the cambridge assessment group. cambridge assessment is the brand name of unive rsity of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge."
+        }
+    },
+    "2017": {
+        "0455_m17_qp_12.pdf": {
+            "1": "    this document consists of 11 printed pages and 1 blank page.  ib17 03_0455_12/2rp  \u00a9 ucles 2017 [turn over     *4306674314 * cambridge international examinations  cambridge international general certificate of secondary education       economics 0455/12     paper 1  multiple choice  february/march 2017     45 minutes    additional materials: multiple choice answer sheet    soft clean eraser    soft pencil (type b or hb is recommended)        read these instructions first    write in soft pencil.  do not use staples, paper clips, glue or correction fluid. write your name, centre number and candidate number on the answer sheet in the spaces provided  unless this has been done for you.  do not  write in any barcodes.   there are thirty  questions on this paper. answer all questions. for each question there are four possible  answers a, b, c and d.   choose the one you consider correct and record your choice in soft pencil  on the separate answer sheet.    read the instructions on the answer sheet very carefully.    each correct answer will score one mark. a mark  will not be deducted for a wrong answer.  any rough working should be done in this booklet.     ",
+            "2": "2  \u00a9 ucles 2017 0455/12/f/m/17  1 a person bought a shop and stocked it with fres h fruit. he employed one member of his family to  help in the shop.    which factors of production have been used?  a labour and capital only  b labour, capital and enterprise only  c land and labour only  d land, labour, capital and enterprise     2 the diagram shows a production possibility curve for a country. as a result of an increase in  demand for manufactured goods it moves from a situation of unemployment to full employment.    agriculture o manufactured goodse f g h     how would this be represented on this diagram?  a by a movement from e to g  b by a movement from f to e  c by a movement from f to g  d by a movement from g to h     ",
+            "3": "3  \u00a9 ucles 2017 0455/12/f/m/17 [turn over  3 the diagram shows the choices for an individual between leisure and earnings. he currently  earns $25 a day.    24 1812 60 02 0 4 0 6 0 8 0 1 0 0 earnings ($)hours of leisureper day     what is the opportunity cost for the person if he accepts more work and earns $75 a day?  a $25  b $50  c 6 hours of leisure a day  d 12 hours of leisure a day      4 what is an example of market failure?  a a growth of competition  b a spread of pollution  c a surplus of production in the short term  d an existence of scarcity      5 what will be the impact on the market for oil of the closure of the world\u2019s largest oil field for  maintenance work?  a a movement down the supply curve  b a movement up the demand curve  c a shift of the demand curve to the left  d a shift of the supply curve to the right     ",
+            "4": "4  \u00a9 ucles 2017 0455/12/f/m/17  6 the diagram shows a market for rice that is in equilibrium.    price quantityov wt xs d z y     which area represents the total revenue for rice farmers?  a otxy b ovxy c ovxz d owxy      7 a product has a price elasticity of demand that is greater than one.    what will happen to total revenue if the price of the product is reduced by 3%?  a it will fall by more than 3%.  b it will fall to zero.  c it will be unchanged.  d it will rise.      8 why are some assembly workers poorly paid?  a because their work is exhausting  b because their work is repetitive  c because their work is unskilled  d because they work long hours     ",
+            "5": "5  \u00a9 ucles 2017 0455/12/f/m/17 [turn over  9 the table shows the change in income for selected occupations between 1995 and 2015.    occupation change in  income %  car assembly  workers  110  builders  110  teachers  60  nurses  30  shop assistants  \u20135    what can be concluded from the table?  a car assembly workers and builders earned the same in 2015.  b everyone was better off in 2015 than 1995.  c nurses earned less than teachers in 2015.  d secondary sector workers received the highest percentage increase.     10 this table shows how three people spend their income.     person x person y person z  food and housing 60% 20% 30%  travel and leisure 20% 40% 30%  luxury goods 20% 40% 40%    put the three people in the most likely order of income from the lowest to the highest income.  a x, y, z b x, z, y c y, z, x d z, y, x     11 what is usually a function of a trade union?  a it advertises the products that the members make.  b it conducts negotiations with employers for increased wages.  c it hires company employees.  d it negotiates with suppliers for reduced costs of materials.     ",
+            "6": "6  \u00a9 ucles 2017 0455/12/f/m/17  12 a firm\u2019s aim is to become a monopoly supplier.    which policy is it most likely to use to eliminate competition?  a adopt price reductions and advertising  b avoid diseconomies of scale  c maximise output and profit  d reduce financial barriers to entry     13  when is a firm most likely to reduce its demand for labour?    a when  the demand for the final good increases  b when  the firm\u2019s profitability increases  c when  the price of labour decreases  d when  the productivity of labour decreases     14 the high volume of goods sold by large supermarkets enables them to reduce prices, but the  most important advantage that these businesses have is that they can sell non-food items as well  as food.    which economic results does the statement suggest are available to large supermarkets?  a economies of scale and diversification  b external benefits and specialisation  c horizontal integration and optimum output  d increased sales and diminishing returns     15 a firm produces five units of output at an average cost of $20 per unit. the cost of the sixth unit   is $26.    what is the average cost of six units?  a $4.33 b $6 c $8.33 d $21     16 what is not a public sector expenditure?  a claims paid on travel insurance for cancelled flights  b collections of rubbish by a local council to meet regulations on recycling waste  c grants from central funds to compensate people whose property has been damaged by  storms  d the establishment of a national database to assist the police in finding criminals    ",
+            "7": "7  \u00a9 ucles 2017 0455/12/f/m/17 [turn over  17 the indian government uses direct and indirect taxation.    which is a direct tax?  a corporate (profits) tax  b customs duty  c goods and services tax  d petrol tax     18 a worker earns $60  000 a year and pays 25% income tax. he spent $2000 on furniture and  $5000 on a computer and paid 20% sales tax on each.    how much indirect tax did he pay?  a $1000 b $1400 c $15  000 d $16  400    19 the indian government gives farmers a subsidy of $5  per kilo to supply food in a market where x  is the equilibrium position.    the effect is illustrated in the diagram below.    5 1 01 52 02 53 020 1510 5 0s 3 s1 d1s2 quantity supplied (\u2019000 kilos)price ($ per kilo) x     what will be the new equilibrium price and quantity supplied as a result of the subsidy?     equilibrium price  ($ per kilo) quantity supplied  (\u2019000 kilos)  a 10 20  b 13 25  c 15 20  d 20 10     ",
+            "8": "8  \u00a9 ucles 2017 0455/12/f/m/17  20 what may cause an immediate decrease in the working population?  a a falling death rate  b a falling infant mortality rate  c a rising birth rate  d a rising rate of net emigration      21 which combination of changes in national output and population would cause an increase in gdp  per head?     national output population  a decrease by 4% unchanged  b decrease by 5% decrease by 6%  c increase by 3% increase by 5%  d unchanged increase by 2%    22 the table shows the consumer price index (cpi) of an economy over five years.    year cpi  1 100  2 103  3 105  4 107  5 110    between which years was the rate of inflation the greatest?  a from year 1 to year 2  b from year 2 to year 3  c from year 3 to year 4  d from year 4 to year 5     ",
+            "9": "9  \u00a9 ucles 2017 0455/12/f/m/17 [turn over  23 in a year the rate of inflation in a country was 3%. during that year company managers\u2019 salaries  rose by 6% and office workers\u2019 wages rose by 2%.    what happened to real income (purchasing power)?     company  managers office  workers  a fell fell  b fell rose  c rose fell  d rose rose     24 developing countries often wish to prevent the population in rural areas moving to the towns.  investment grants are given to companies if they set up their businesses in rural areas.    what is this policy intended to achieve?  a decreased government expenditure  b decreased transport costs  c increased economies of scale  d increased use of labour     25 the population structure of many developed countries is changing. birth rates are low, those  over 65 are living longer and the working population (16-65 years) is a smaller proportion of the  total population.    what is the most likely consequence of this changing structure?  a economic migrants make up shortages in the working population.  b overall the standard of living is gradually falling.  c the population is healthier and needs less medical care.  d the ratio of those under 16 dependent on the working population is rising.     ",
+            "10": "10  \u00a9 ucles 2017 0455/12/f/m/17  26 the table shows data for four countries in 2006.     life expectancy  (years) computers per  100 population percentage of  labour force  employed in  agriculture birth  rate  bangladesh 64.1 1.2 66 24.8  egypt 71.3 3.7 27 24.2  india 64.8 1.5 60 23.0  pakistan 65.6 1.6 42 27.2    on the basis of the information given, what is the likely ranking order of the four countries in  terms of development, starting from the most developed to the least developed?  a bangladesh \u2192 india \u2192 pakistan \u2192 egypt  b egypt \u2192 pakistan \u2192 india \u2192 bangladesh  c india \u2192 egypt \u2192 bangladesh \u2192 pakistan  d pakistan \u2192 bangladesh \u2192 egypt \u2192 india     27 the table shows details of india\u2019s current account of the balance of payments in the 1st quarter of  2014.     $ billion  trade in goods (visible) balance \u201334  trade in services (invisible) balance ?  primary income (income) balance \u20137  secondary income (current transfers) balance 16  current account balance \u20138    what is the trade in services (invisible) balance?  a surplus of $9bn  b surplus of $17bn  c surplus of $27bn  d surplus of $33bn     ",
+            "11": "11  \u00a9 ucles 2017 0455/12/f/m/17  28 which policy is a form of protectionism?  a a tax on emissions  b a tax on imports  c a tax on income  d a tax on property      29 when does free trade occur?  a when goods are exported with government subsidies  b when goods are given as part of an aid programme  c when goods are traded using barter  d when goods face no import barriers      30 the diagram shows the market for the indian rupee priced in us dollars. the equilibrium point is  at x.    if more americans take holidays in india and fewe r indians buy american exports, in which sector  of the diagram will the new equilibrium point for price and quantity of the indian rupee be?    s da d cb oquantity of rupeesprice of rupee (us$) x      ",
+            "12": "12    permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to trac e 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 ans wer-related information to candidates, all copyright acknowledgements are reproduced onl ine in the cambridge  international examinations copyright acknow ledgements booklet. this is produced for each  series of examinations and is freely a vailable to download at  www.cie.org.uk after the live examination series.    cambridge international examinations is part of the cambridge as sessment group. cambridge assessment is the brand name of unive rsity of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge.    \u00a9 ucles 2017 0455/12/f/m/17  blank page "
+        },
+        "0455_m17_qp_22.pdf": {
+            "1": "this document consists of 4 printed pages and 1 insert. dc (nf/sw) 127286/4 \u00a9 ucles 2017  [turn over *2086854846*economics  0455/22 paper 2  structured questions  february/march 2017  2 hours 15 minutes no additional materials are required. read these instructions first an answer booklet is provided inside this question paper. you should follow the instructions on the front cover  of the answer booklet. if you need additional answer paper ask the invigilator for a continuation booklet. section a answer question 1. section b answer any three  questions. the number of marks is given in brackets [  ] at the end of each question or part question.cambridge international examinations cambridge international general certificate of secondary education",
+            "2": "2 0455/22/f/m/17 \u00a9 ucles 2017 section a answer this question. 1 low-cost airlines  for several decades, low-cost airlines have been competing on short-distance flights not just with  established airlines, but also with train travel and car travel. now they are starting to compete with  established airlines on long-distance flights. in response to this increased competition there have  been some horizontal mergers occurring between the established airlines.  it is predicted that by 2030 china will become the world\u2019s largest domestic air travel market, with  20% of all global air travel. the usa is currently the dominant market and it is predicted that  between 2015 and 2030 the country will order 6160 of the 28  000 passenger aircraft that will be  produced.  india, which has both state-owned and private-sector airlines, is experiencing a great increase in  both internal flights and flights to other countries. more airports are being built in india, with more  facilities being provided inside and around the airports. for example, more taxi firms are being set  up to take passengers to and from the airports. the rapid expansion of air travel in india and other  countries is having an impact on the market for pilots, as shown in fig. 1. d1d2s q1op1p2price of pilots quantity  / number of pilotsq2 fig. 1  the market for pilots  how rapidly the indian air travel market will grow will be influenced by a number of factors. these  include the extent to which business travel will grow and how rapidly demand for foreign holidays  will increase. demand for these forms of air travel is, in turn, influenced by changes in price. the  price elasticity of demand for air travel has been estimated at \u22121.2. one factor that influences  prices, and so the inflation rate, is changes in taxation.",
+            "3": "3 0455/22/f/m/17 \u00a9 ucles 2017 [turn over  (a) identify, using information from the extract:   (i) a substitute for air travel  [1]   (ii) a complement to air travel.  [1]  (b) explain two advantages that firms may gain from a horizontal merger.  [4]  (c) calculate, using information from the extract:   (i) the percentage of the new passenger aircraft that the usa is predicted to purchase  between 2015 and 2030  [2]   (ii) the percentage change in demand for air travel if the price of air travel falls by 15%.  [2]  (d) analyse why demand for a luxury holiday may be price elastic.  [5]  (e) discuss whether airlines should be state-owned or operated by the private sector.  [5]  (f) explain, using information from the extract and fig. 1, what happened to the market for pilots  in india in 2015.  [4]  (g) discuss whether a cut in taxation will reduce inflation.  [6] section b answer any three  questions from this section. 2 the actions of the government of georgia to reduce inflation and unemployment had an impact on  the business organisations operating in the country in 2015. the country has an expanding tertiary  sector including its banking sector. the country now has some features of a market economy.  (a) identify two goals that business organisations may have.  [2]  (b) explain two functions of a commercial bank.  [4]  (c) analyse how the price mechanism influences the allocation of resources in a market economy.  [6]  (d) discuss whether an increase in output will increase the profits that firms receive.  [8] 3 firms use different quantities of land, labour, capital and enterprise in producing their products.  the ways in which a country\u2019s resources can be used, and the extent to which they are employed,  can be shown on a production possibility diagram.  (a) what is the difference between capital and land?  [2]  (b) explain two reasons why a firm may decide to use more labour and less capital in producing  its products.  [4]  (c) analyse, using a production possibility diagram, the effect on an economy\u2019s output when  there is a change from full employment to unemployment.  [6]  (d) discuss whether it is always possible for a country to have low unemployment and low  inflation at the same time.  [8]",
+            "4": "4 0455/22/f/m/17 \u00a9 ucles 2017 4 the amount that workers earn influences their living standards. some workers receive relatively  low pay. there are a number of ways a government can help the low-paid.  (a) identify two wage factors that workers take into account when deciding on their occupation.  [2]  (b) explain two indicators of living standards.  [4]  (c) analyse how fiscal policy can produce a more even distribution of income.  [6]  (d) discuss whether a rise in the wages paid to low-paid workers would benefit an economy.  [8] 5 abu dhabi is a rapidly developing economy. it is building three new museums in its new cultural  district, which may attract more tourists and help its balance of payments. the museums will  include some very highly priced works of art.  (a) define \u2018balance of payments\u2019.  [2]  (b) explain two characteristics of a rapidly developing economy.  [4]  (c) analyse how an increase in tourism can increase a country\u2019s inflation rate.  [6]  (d) discuss whether the rich always save more than the poor.  [8] 6 at the start of 2015, dockworkers on the west coast of the usa took industrial action in the form of  a go-slow, disrupting exports and imports. this was coordinated by their trade union. unions in the  usa are declining in strength, particularly in the private sector. most workers in the usa work in  the private sector.  (a) identify two aims of a trade union.  [2]  (b) explain two reasons for a decline in trade union membership.  [4]  (c) analyse why someone may switch from working in the public sector to working in the private  sector.  [6]  (d) discuss whether a decrease in imports would increase a country\u2019s economic growth rate.  [8] 7 one way in which governments seek to reduce market failure is to introduce regulation.  governments also produce some goods and services by employing workers in the public sector.  (a) define \u2018regulation\u2019.  [2]  (b) explain two causes of market failure.  [4]  (c) analyse the possible opportunity costs of an increase in government spending on higher  education services.  [6]  (d) discuss whether government policy measures can reduce unemployment.  [8] 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 international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download at www.cie.org.uk after  the live examination series. 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."
+        },
+        "0455_s17_qp_11.pdf": {
+            "1": "    this document consists of 10 printed pages and 2 blank pages.  ib17 06_0455_11/3rp  \u00a9 ucles 2017 [turn over     *5675359770 * cambridge international examinations  cambridge international general certificate of secondary education       economics 0455/11     paper 1  multiple choice  may/june 2017     45 minutes    additional materials: multiple choice answer sheet    soft clean eraser    soft pencil (type b or hb is recommended)        read these instructions first    write in soft pencil.  do not use staples, paper clips, glue or correction fluid. write your name, centre number and candidate number on the answer sheet in the spaces provided  unless this has been done for you.  do not  write in any barcodes.   there are thirty  questions on this paper. answer all questions. for each question there are four possible  answers a, b, c and d.   choose the one you consider correct and record your choice in soft pencil  on the separate answer sheet.    read the instructions on the answer sheet very carefully.    each correct answer will score one mark. a ma rk will not be deducted for a wrong answer.  any rough working should be done in this booklet.     ",
+            "2": "2  \u00a9 ucles 2017 0455/11/m/j/17  1 which combination of terms gives the general definition of the economic problem?  a bigger families, less food, starvation  b falling supply, rising demand, shortage  c higher population, fewer jobs, unemployment  d limited resources, unlimited wants, scarcity      2 helium is a gas that is limited in supply. it takes thousands of years to form from decaying  radioactive rocks. the us government holds 35% of the world\u2019s supply and has been selling its stocks. helium is essential in medical scanners. it is also used for party balloons which some say is a wasteful alternative use of a valuable good.    which concepts can be applied to the above statement?  a demand and supply, government subsidy  b excess demand, resource allocation  c factors of production, private monopoly  d opportunity cost, public sector      3 the diagram shows a production possibility curve for an economy.    which point on the diagram is the most efficient for the economy to produce both consumer  goods and capital goods?    capital goods oconsumer goodsa bc d      ",
+            "3": "3  \u00a9 ucles 2017 0455/11/m/j/17 [turn over  4 the diagram shows the market for a product.    price quantityow zyxs d     which statement about the points marked on the diagram is correct?  a the distance from w to x shows a shortage of the product.  b the distance from z to y shows a surplus of the product.  c the movement from w to y shows a fall in the quantity demanded of the product.  d the movement from x to z shows a fall in the quantity supplied of the product.     5 the diagram shows the demand for chocolate.    oquantity demanded per weekprice dx y     what could cause the movement from point x to point y?  a a change in tastes  b a fall in the price of chocolate  c an increase in income  d a successful advertising campaign for chocolate    ",
+            "4": "4  \u00a9 ucles 2017 0455/11/m/j/17  6 a football club raises all stadium seat prices by 5%. the stadium is divided into four zones. the  demand for seats falls by 1% in zone w, by 3% in zone x, by 5% in zone y and by 6% in zone z.    in which zone is the responsiveness of demand for seats to the price change elastic?  a zone w  b zone x  c zone y  d zone z     7 a project to build one of the world\u2019s biggest coal mines was planned in australia. the project was  estimated to cost $us12.5 million. it would create employment but threaten endangered species as large coal ships would damage the great barrier reef.    what effects would this project have on the following costs and benefits?     private cost private benefit external cost  a decrease uncertain uncertain  b increase decrease increase  c increase increase increase  d uncertain increase increase     8 what is likely to happen when the rate of interest increases?  a consumer spending increases  b firms buy fewer machines  c people hold more cash  d savers earn lower rewards     9 in which type of work are employees most likely to  earn their highest income at a relatively young  age?  a manual building work  b professional legal work  c skilled craft work  d university teaching work     ",
+            "5": "5  \u00a9 ucles 2017 0455/11/m/j/17 [turn over  10 individuals produced their own goods. they then decided to specialise. they formed a group and  offered their skills to each other but without the use of money.    what is not likely to be the result for the group?  a it will enjoy a rise in its material standard of living.  b it will have a wider choice of goods and services.  c it will need to use a system of barter.  d it will save time in obtaining goods and services.     11 tea is a very popular drink in turkey and morocco but coffee is an alternative drink preferred by  many people. many caf\u00e9s provide a small biscuit with either a cup of tea or coffee. some people  put sugar in the drinks to sweeten them.    how would the relation between these goods be classified?     tea and coffee tea and biscuits coffee and sugar  a complement complement complement  b complement substitute substitute  c substitute complement complement  d substitute complement substitute     12 to achieve horizontal integration, a firm producing tyres could merge with another firm producing  a motor cars.  b rubber.  c tyre-producing machinery.  d tyres.      13 which cost would be considered variable by a bus company?  a a new bus  b diesel fuel  c loan repayment  d rent     ",
+            "6": "6  \u00a9 ucles 2017 0455/11/m/j/17  14 a monopoly takes over an industry from competitive firms.    what is not likely to be true about a monopoly compared with a competitive firm?  a a monopoly will earn a higher rate of profit.  b a monopoly will gain a greater share of the market.  c a monopoly will offer a wider choice to the consumer.  d a monopoly will operate on a larger scale of production.     15 the table shows how a firm\u2019s production changes as it employs more workers.    number of workers 10 20 30 40  total production (kilos) 50 100 300 600    what happens to productivity as more workers are employed?  a it is constant then falls.  b it is constant then rises.  c it rises then becomes constant.  d it rises continuously.      16 when is a tax progressive?  a when some goods have a higher tax than others  b when the rate of tax increases as income increases  c when the tax is linked to the rate of inflation   d when the tax is on incomes rather than on goods or services      17 a government intends to improve skills by offering  free training to school leavers at age 16 until  they reach 18 years. it proposes to pay for this by taxing the profits of firms.    which policies do these proposals involve?     provision of  skills training payment for  skills training  a fiscal fiscal  b monetary monetary  c supply-side fiscal  d supply-side monetary     ",
+            "7": "7  \u00a9 ucles 2017 0455/11/m/j/17 [turn over  18 in trying to achieve one of its aims a government  may make it difficult to achieve another aim.    what is an example of this conflict?  a achieving a more even distribution of income may prevent a rise in the average standard of  living.  b achieving an increase in economic growth may prevent full employment.  c achieving full employment may prevent stable prices.  d achieving stable prices may prevent a current account surplus on the balance of payments.    19 the charts relate to the financial statement of the government of new zealand for 2014.    tax from incomes 31% corporate tax 10% other taxes 9%goods and services tax 18%other revenue 14%sales of goods and services 18% $89.4 billion (b) total revenue$92.2 billion (b) total expensesother $21.0b health $14.9b welfare $23.3beducation $12.3bstate enterprises $20.7b     what can be concluded?  a expenditure on welfare was higher than the combined expenditure on education and health.  b the government was $2.8 billion in surplus.  c the largest source of the government\u2019s income was from direct taxation.  d the number of business corporations was very small.      20 a newspaper reported that a country\u2019s economy had grown by 3% during the last year.    what must have increased in that year?  a costs of production  b gross domestic product  c unemployment  d wage levels     ",
+            "8": "8  \u00a9 ucles 2017 0455/11/m/j/17  21 a country has a low gdp and a large population but ranks relatively highly on the hdi.    which combination may exist in the country?     income per head provision of education and  healthcare (merit goods)  a high high  b high low  c low low  d low high      22 the information below refers to an economy for a financial year.    government expenditure = $2866 million  government revenue = $1940 million    what was the budget balance of the government in that year?  a $926 million in deficit  b $4806 million in deficit  c $926 million in surplus  d $4806 million in surplus     23 in a developing country real incomes have risen.    which situation would definitely have caused this?     price level money  incomes  a fell fell  b fell rose  c rose unchanged  d rose fell    24 which characteristic do developed and developing economies have in common?  a participation in international trade  b high birth rates and high death rates  c rapid economic growth  d stable financial conditions and institutions   ",
+            "9": "9  \u00a9 ucles 2017 0455/11/m/j/17 [turn over  25 the diagram shows population projections until the year 2075 for selected areas.    12 10 86420billion 1950 2000 2050 2075developed countrieschinaindiaother asiaafrica latin america     assuming no migration, which situation must exist if the population is to change in the manner  shown in the diagram?  a birth rate falling and death rate falling  b birth rate greater than death rate  c death rate greater than birth rate  d death rate rising and birth rate falling     26 the table gives information about four countries.     which country is likely to have the highest standard of living?     life expectancy gdp per head  ($) % of labour force  in service  industries  a 51 250 48  b 51 400 52  c 61 450 52  d 61 400 40      27 which government policy is most likely to increase the volume of exports?  a devaluation  b embargoes  c quotas  d tariffs     ",
+            "10": "10  \u00a9 ucles 2017 0455/11/m/j/17  28 what is necessarily involved in international free trade?  a the absence of transport costs  b the gift of foreign aid from charities  c the supply of zero interest rate government loans  d the unrestricted exchange of goods and services      29 in recent years, the us has experienced a deficit on its overall current account of the balance of  payments.    what could have led to an increase in the size of the deficit?  a increased competitiveness of goods made in the us  b increased earnings by us investors in foreign companies  c increased numbers of overseas visitors to the us  d increased spending on us military bases abroad    30 in 2015, china was the world\u2019s largest exporter of manufactured goods and a major importer of  oil and minerals. china devalued the yuan (renminbi) by 2%.    according to economic theory, what would have been a consequence of this devaluation?  a china paid less in foreign currencies for imports.  b china reduced its demand for oil and minerals.  c china\u2019s exports became less competitive.  d china\u2019s trading partners improved their balance of trade with china.     ",
+            "11": "11  \u00a9 ucles 2017 0455/11/m/j/17  blank page",
+            "12": "12    permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to trac e 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 ans wer-related information to candidates, all copyright acknowledgements are reproduced onl ine in the cambridge  international examinations copyright acknow ledgements booklet. this is produced for each  series of examinations and is freely a vailable to download at  www.cie.org.uk after the live examination series.    cambridge international examinations is part of the cambridge as sessment group. cambridge assessment is the brand name of unive rsity of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge.    \u00a9 ucles 2017 0455/11/m/j/17  blank page  "
+        },
+        "0455_s17_qp_12.pdf": {
+            "1": "    this document consists of 9 printed pages and 3 blank pages.  ib17 06_0455_12/3rp  \u00a9 ucles 2017 [turn over     *3853652755* cambridge international examinations  cambridge international general certificate of secondary education       economics 0455/12     paper 1  multiple choice  may/june 2017     45 minutes    additional materials: multiple choice answer sheet    soft clean eraser    soft pencil (type b or hb is recommended)        read these instructions first    write in soft pencil.  do not use staples, paper clips, glue or correction fluid. write your name, centre number and candidate number on the answer sheet in the spaces provided  unless this has been done for you.  do not  write in any barcodes.   there are thirty  questions on this paper. answer all questions. for each question there are four possible  answers a, b, c and d.   choose the one you consider correct and record your choice in soft pencil  on the separate answer sheet.    read the instructions on the answer sheet very carefully.    each correct answer will score one mark. a ma rk will not be deducted for a wrong answer.  any rough working should be done in this booklet.     ",
+            "2": "2  \u00a9 ucles 2017 0455/12/m/j/17  1 which is not a factor of production?  a a farm  b a farmer  c a farmer\u2019s bank account  d a second-hand tractor      2 heavy rain caused floods in an area of a country.    what may be an opportunity cost of repairing the damage caused?  a the allocation of government funds to the area instead of on a new airport  b the cost of providing shelter for those made homeless  c the decline in the tourist industry in the area  d the loss of profits from businesses affected by the flood    3 the diagram shows a production possibility curve for cars and furniture.    cars furnitureow x z y     a recession causes a decrease in production in both cars and furniture.    which movement would represent this change?  a x to w b x to y c z to w d z to y     4 in response to an increase in price from $5 per kilo to $6 per kilo a chicken farmer increased  supply from 400 kilos to 500 kilos per week.    what is the price elasticity of supply?  a 0.8 b 0.9 c 1.2 d 1.25     ",
+            "3": "3  \u00a9 ucles 2017 0455/12/m/j/17 [turn over  5 the diagram shows the demand for chocolate.    oquantity demanded per weekprice dx y     what could cause the movement from point x to point y?  a a change in tastes  b a fall in the price of chocolate  c an increase in income  d a successful advertising campaign for chocolate      6 a bee-keeper maintains hives of bees to produce honey. the bees can pollinate neighbours\u2019 fruit  trees but also give a painful sting to gardeners.    if both of these events occur, how will costs and benefits be affected?  a external benefits will fall and social costs will fall.  b external costs will rise and social benefits will fall.  c social costs and social benefits will fall.  d social costs and social benefits will rise.     7 in 2015 there was a significant fall in the world price of petrol (gasoline).    what would not have been a cause of the price fall?  a the continuing global recovery from the world economic recession  b the increasing exploitati on of us oil reserves  c the re-entry of iranian producers to the world oil market  d the shorter journeys from using the new suez canal    ",
+            "4": "4  \u00a9 ucles 2017 0455/12/m/j/17  8 which statement about financial matters is correct?  a commercial banks\u2019 main activity is the finance of international trade.  b paper banknotes possess all the desirable properties needed to act as money.  c stock exchanges trade mainly in second-hand stocks and shares.  d the central bank acts as the lender of last resort to companies facing bankruptcy.      9 what is most likely to be used to support a claim for wage increases in an industry?  a a decrease in the industry\u2019s sales  b a decrease in the need for specialist training  c an increase in cheap imports of a rival product  d an increase in wages in a similar industry      10 the government increases the rate of income tax and decreases the rate of a sales tax (vat).    from the initial equilibrium point of x, which letter indicates the new equilibrium point in a market  for normal goods?    oprice quantityd1s1 s s2 d2 dab c dx       11 in south africa, the number of skilled workers is relatively low. however, average wages in south  africa are double the average wage in brazil and turkey and they are 1.6 times higher than in malaysia.    what may be concluded from this information?  a malaysian workers are more skilled than south african workers.  b prices in south africa are double those in brazil.  c south africa\u2019s labour productivity is low.  d south african trade union bargaining power is strong.     ",
+            "5": "5  \u00a9 ucles 2017 0455/12/m/j/17 [turn over  12 to achieve horizontal integration, a firm producing tyres could merge with another firm producing  a motor cars.  b rubber.  c tyre-producing machinery.  d tyres.      13 which costs will necessarily fall continuously as output increases?  a average fixed costs  b average variable costs  c opportunity costs  d repayment costs of borrowing      14 a monopoly takes over an industry from competitive firms.    what is not likely to be true about a monopoly compared with a competitive firm?  a a monopoly will earn a higher rate of profit.  b a monopoly will gain a greater share of the market.  c a monopoly will offer a wider choice to the consumer.  d a monopoly will operate on a larger scale of production.    15 the table shows the costs of a firm.    units of output variable cost ($) total cost ($)  10 15 85  20 25 95  30 35 105  40 45 115    what is the value of the firm\u2019s fixed costs?  a $10 b $15 c $70 d $85     ",
+            "6": "6  \u00a9 ucles 2017 0455/12/m/j/17  16 when is a tax progressive?  a when some goods have a higher tax than others  b when the rate of tax increases as income increases  c when the tax is linked to the rate of inflation   d when the tax is on incomes rather than on goods or services       17 a government wishes to try to make the distri bution of income in the country more equal.    which policy would be most likely to achieve this?  a reducing housing subsidies  b reducing indirect tax on food  c reducing inheritance tax  d reducing tax on the dividends on stocks and shares     18 in trying to achieve one of its aims a government  may make it difficult to achieve another aim.    what is an example of this conflict?  a achieving a more even distribution of income may prevent a rise in the average standard of  living.  b achieving an increase in economic growth may prevent full employment.  c achieving full employment may prevent stable prices.  d achieving stable prices may prevent a current account surplus on the balance of payments.      19 which policy combination will be the most  effective if a government wishes to increase the level  of employment?  a decrease general taxation and decrease the rate of interest  b decrease general taxation and increase the rate of interest  c increase general taxation and decrease the rate of interest  d increase general taxation and increase the rate of interest     ",
+            "7": "7  \u00a9 ucles 2017 0455/12/m/j/17 [turn over  20 a newspaper reported that a country\u2019s economy had grown by 3% during the last year.    what must have increased in that year?  a costs of production  b gross domestic product  c unemployment  d wage levels      21 what is meant by deflation?  a a fall in the general price level  b a fall in the international value of a currency  c a fall in the rate of inflation  d a fall in the real value of money     22 the information below refers to an economy for a financial year.    government expenditure = $2866 million  government revenue = $1940 million    what was the budget balance of the government in that year?  a $926 million in deficit  b $4806 million in deficit  c $926 million in surplus  d $4806 million in surplus      23 what is the change in gdp per head, after taking account of price increases (real change),  between 2000 and 2013?    year population  million consumer prices  index (cpi) gdp $billion  2000 3 100 4000  2013 4 120 6000    a from $15 to $125  b from $1250 to $1333  c from $1333 to $1250  d from $1333 to $1500    ",
+            "8": "8  \u00a9 ucles 2017 0455/12/m/j/17  24 which statement about the poorest families in developing economies is not likely to be correct?  a the children will be expected to work to help provide income.  b the family will find it easy to obtain loans to develop their farms.  c the family will have a low earning capacity.  d the family will suffer from malnutrition and lack of medical care.      25 the diagram shows population projections until the year 2075 for selected areas.    12 10 86420billion 1950 2000 2050 2075developed countrieschinaindiaother asiaafrica latin america     assuming no migration, which situation must exist if the population is to change in the manner  shown in the diagram?  a birth rate falling and death rate falling  b birth rate greater than death rate  c death rate greater than birth rate  d death rate rising and birth rate falling    26 the table shows information about four countries.    which country is likely to be least developed?     % of labour force  in service industries life expectancy gdp per head  ($)  a 20 49 380  b 35 49 350  c 40 53 350  d 45 63 450    ",
+            "9": "9  \u00a9 ucles 2017 0455/12/m/j/17  27 which government policy is most likely to increase the volume of exports?  a devaluation  b embargoes  c quotas  d tariffs      28 what might encourage international specialisation between countries?  a free trade  b inefficiencies in production  c labour immobility  d tariffs      29 in 2015, russia banned the imports of food, such as milk, from the european union (eu).    which outcomes are most likely to happen as a result?     milk market  in europe price of milk  in russia profits of  eu farmers  a excess demand fall rise  b excess demand rise rise  c excess supply fall fall  d excess supply rise fall    30 in 2010, vietnam experienced a deficit in the value of its trade in goods (visible) despite exporting  a greater number of goods than it imported.    what could explain this?  a the average price of its goods imported exceed ed the average price of its goods exported.  b the average value of its goods exported exceeded the average value of its goods imported.  c the country had a deficit on its trade in services.  d the country\u2019s government imposed tariffs on imports.     ",
+            "10": "10  \u00a9 ucles 2017 0455/12/m/j/17  blank page",
+            "11": "11  \u00a9 ucles 2017 0455/12/m/j/17  blank page",
+            "12": "12    permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to trac e 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 ans wer-related information to candidates, all copyright acknowledgements are reproduced onl ine in the cambridge  international examinations copyright acknow ledgements booklet. this is produced for each  series of examinations and is freely a vailable to download at  www.cie.org.uk after the live examination series.    cambridge international examinations is part of the cambridge as sessment group. cambridge assessment is the brand name of unive rsity of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge.    \u00a9 ucles 2017 0455/12/m/j/17  blank page  "
+        },
+        "0455_s17_qp_13.pdf": {
+            "1": "    this document consists of 10 printed pages and 2 blank pages.  ib17 06_0455_13/3rp  \u00a9 ucles 2017 [turn over     *1637570737 * cambridge international examinations  cambridge international general certificate of secondary education       economics 0455/13     paper 1  multiple choice  may/june 2017     45 minutes    additional materials: multiple choice answer sheet    soft clean eraser    soft pencil (type b or hb is recommended)        read these instructions first    write in soft pencil.  do not use staples, paper clips, glue or correction fluid. write your name, centre number and candidate number on the answer sheet in the spaces provided  unless this has been done for you.  do not  write in any barcodes.   there are thirty  questions on this paper. answer all questions. for each question there are four possible  answers a, b, c and d.   choose the one you consider correct and record your choice in soft pencil  on the separate answer sheet.    read the instructions on the answer sheet very carefully.    each correct answer will score one mark. a ma rk will not be deducted for a wrong answer.  any rough working should be done in this booklet.     ",
+            "2": "2  \u00a9 ucles 2017 0455/13/m/j/17  1 which statement about factors of production is correct?  a the fruit picked from the tree is called land.  b the managers of a company are called enterprise.  c the money used to finance a project is called capital.  d the owner of a company is called labour.      2 a person can make 10 items to sell on a craft stall in a day.    what is the opportunity cost if the person decides to paint a picture instead?  a 10 craft items  b the cost of the materials for the craft items  c the cost of the paint for the picture  d the value of the picture    3 the diagram shows a production possibility curve for agriculture and machinery.    agriculture omachineryl nk m     as a country develops, its primary production decreases and its secondary production increases.    which movement would represent this change?  a k to l b l to n c m to n d n to l     ",
+            "3": "3  \u00a9 ucles 2017 0455/13/m/j/17 [turn over  4 the table shows four people\u2019s demand for t-shirts at two prices.    price of t-shirt  $ demand for t-shirts (units)  elsa george hamid shara  10 4 6 3 5  15 2 3 1 4    who has the most elastic demand for t-shirts when the price rises from $10 to $15?  a elsa  b george  c hamid  d shara     5 the diagram shows the demand for chocolate.    oquantity demanded per weekprice dx y     what could cause the movement from point x to point y?  a a change in tastes  b a fall in the price of chocolate  c an increase in income  d a successful advertising campaign for chocolate    ",
+            "4": "4  \u00a9 ucles 2017 0455/13/m/j/17  6 a company produces an electric car that can be driven much further than other electric cars  without needing recharging. the car does not emit the dangerous fumes that petrol cars do. the  batteries that power the car are very expensive and the company is building a huge factory to produce batteries more cheaply.    which concepts can be applied to the above statement?  a average cost and mergers  b external costs and mixed economy  c private costs and economies of scale  d public sector and market failure      7 people often eat biscuits when they drink a cup of tea. between 2010 and 2015, the consumption  of sweet biscuits decreased because of health warnings about high sugar consumption. sales of tea, as a result, also fell.    how would this be shown on demand and supply diagrams for biscuits and tea?     biscuits tea  a demand curve moves to left demand curve moves to left  b demand curve moves to right demand curve moves to right  c movement down along the demand curve demand curve moves to right  d movement up along the demand curve demand curve moves to left    8 a student needs to borrow $60  000 to pay for a five-year university course in medicine.    what would motivate the student to borrow to pay for the course?  a debts must be repaid within the first five years of work.  b further training in hospitals must follow graduation.  c high earnings are expected in the long-run.  d many skills gained on the course are non-transferable.     ",
+            "5": "5  \u00a9 ucles 2017 0455/13/m/j/17 [turn over  9 the congress of south african trade unions (cosatu) is the biggest union federation in south  africa. it represents public sector workers.    in 2010, it had an increase in membership. in the same year, cosatu\u2019s bargaining strength  declined.   what could explain this?  a there was an increase in government spending on welfare payments.  b there was an increase in the country\u2019s unemployment rate.  c there was an increase in the geographical mobility of labour.  d there was an increase in union funds.     10 which worker is most likely to risk facing a falling income towards the end of their career?  a a manager in an engineering firm  b a manual worker in a building firm  c a supervisor in a retail firm  d an office worker in an advertising firm      11 what is the most likely reason why airline pilots earn more than agricultural workers?  a agricultural work is difficult.  b pilots work regular hours.  c there is a surplus of agricultural workers.  d there is no shortage of pilots.       12 to achieve horizontal integration, a firm producing tyres could merge with another firm producing  a motor cars.  b rubber.  c tyre-producing machinery.  d tyres.     ",
+            "6": "6  \u00a9 ucles 2017 0455/13/m/j/17  13 a car manufacturer has a highly mechanised assembly line using robots and a few skilled  workers. an international exam board employs many  thousands of examiners to mark candidates\u2019  examination papers.    which row describes each of these activities?     car manufacturer international exam board a capital-intensive capital-intensive  b capital-intensive labour-intensive  c labour-intensive capital-intensive  d labour-intensive labour-intensive     14 a monopoly takes over an industry from competitive firms.    what is not likely to be true about a monopoly compared with a competitive firm?  a a monopoly will earn a higher rate of profit.  b a monopoly will gain a greater share of the market.  c a monopoly will offer a wider choice to the consumer.  d a monopoly will operate on a larger scale of production.    15 the table shows the total costs of a firm. it can sell the units for $10 each.    quantity produced (units) 7 8 9 10  total cost ($) 10 15 20 25    how many units will the firm produce to maximise profits?  a 7 b 8 c 9 d 10      16 when is a tax progressive?  a when some goods have a higher tax than others  b when the rate of tax increases as income increases  c when the tax is linked to the rate of inflation   d when the tax is on incomes rather than on goods or services      ",
+            "7": "7  \u00a9 ucles 2017 0455/13/m/j/17 [turn over  17 why can government spending be described both as a fiscal policy and a supply-side policy?  a it has a nationwide effect and can control firms\u2019 production possibility curves.  b it is announced in the budget and can increase the economy\u2019s ability to produce.  c it is determined by the central bank and can raise the cost of production of firms.  d it must equal tax revenue and can regulate the amount of the money supply.      18 in trying to achieve one of its aims a government  may make it difficult to achieve another aim.    what is an example of this conflict?  a achieving a more even distribution of income may prevent a rise in the average standard of  living.  b achieving an increase in economic growth may prevent full employment.  c achieving full employment may prevent stable prices.  d achieving stable prices may prevent a current account surplus on the balance of payments.    19 a government cuts the rate of income tax.    what effect is this likely to have on tax evasion and revenue from indirect taxes?     tax evasion revenue from indirect taxes  a decrease increase  b decrease no effect  c increase increase  d increase no effect      20 a newspaper reported that a country\u2019s economy had grown by 3% during the last year.    what must have increased in that year?  a costs of production  b gross domestic product  c unemployment  d wage levels     ",
+            "8": "8  \u00a9 ucles 2017 0455/13/m/j/17  21 in the poorest developing countries it is difficult to measure the size of gdp.    what is the main cause of this?  a a high proportion of the paid workforce is in the informal sector.  b employment in rural areas is seasonal in nature.  c the provision of services cannot be given a value.  d women are discriminated against in many jobs.     22 the information below refers to an economy for a financial year.    government expenditure = $2866 million  government revenue = $1940 million    what was the budget balance of the government in that year?  a $926 million in deficit  b $4806 million in deficit  c $926 million in surplus  d $4806 million in surplus      23 the table shows some information from a developing country.    consumer prices: % change on previous year    year percentage change  on previous year (%) 2011 4  2012 5  2013 3  2014 2    which statement must be correct?  a prices fell between 2013 and 2014.  b the cost of living was lowest in 2014.  c the purchasing power of money rose between 2012 and 2013.  d those on fixed incomes became worse off between 2011 and 2012.     ",
+            "9": "9  \u00a9 ucles 2017 0455/13/m/j/17 [turn over  24 what is likely to show that a country ha s a rising level of economic development?  a a reduced inflation rate  b a reduced national income per head  c a reduced provision of healthcare (merit good)  d a reduced unemployment rate      25 the diagram shows population projections until the year 2075 for selected areas.    12 10 86420billion 1950 2000 2050 2075developed countrieschinaindiaother asiaafrica latin america     assuming no migration, which situation must exist if the population is to change in the manner  shown in the diagram?  a birth rate falling and death rate falling  b birth rate greater than death rate  c death rate greater than birth rate  d death rate rising and birth rate falling    26 a government in a developing country has given extra funds to promote trade in rural areas by  encouraging the establishment of small shops.    what is likely to increase as a result?  a primary industry in the private sector  b primary industry in the public sector  c secondary industry in the public sector  d tertiary industry in the private sector     ",
+            "10": "10  \u00a9 ucles 2017 0455/13/m/j/17  27 which government policy is most likely to increase the volume of exports?  a devaluation  b embargoes  c quotas  d tariffs      28 which method would both reduce imports and encourage exports?  a embargoes on dangerous products  b quotas on agricultural produce  c subsidies on locally-produced electronics  d tariffs on iron and steel products      29 the currency exchange rate of the south african rand for the botswana pula fell by 5.7%  between august 2014 and august 2015.    what would be the immediate effect of this?  a botswana\u2019s level of protection would fall.  b botswana\u2019s tourists travelling to south africa would find it less expensive.  c south africa\u2019s imports would be cheaper.  d south africa\u2019s tourists travelling to botswana would receive more pula per rand.     30 in 2015, china was the world\u2019s biggest importer of oil. in august 2015, china devalued its  currency.    what is likely to have happened?  a the price of china\u2019s exports fell and world oil prices rose as china\u2019s demand decreased.  b the price of china\u2019s exports rose and world oil prices fell as china\u2019s demand increased.  c the price of china\u2019s imports fell and world oil prices rose as china\u2019s demand increased.  d the price of china\u2019s imports rose and world oil prices fell as china\u2019s demand decreased.     ",
+            "11": "11  \u00a9 ucles 2017 0455/13/m/j/17  blank page",
+            "12": "12    permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to trac e 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 ans wer-related information to candidates, all copyright acknowledgements are reproduced onl ine in the cambridge  international examinations copyright acknow ledgements booklet. this is produced for each  series of examinations and is freely a vailable to download at  www.cie.org.uk after the live examination series.    cambridge international examinations is part of the cambridge as sessment group. cambridge assessment is the brand name of unive rsity of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge.    \u00a9 ucles 2017 0455/13/m/j/17  blank page  "
+        },
+        "0455_s17_qp_21.pdf": {
+            "1": "this document consists of 5 printed pages, 3 blank pages and 1 insert. dc (lk/fd) 127509/4 \u00a9 ucles 2017  [turn overcambridge international examinations cambridge international general certificate of secondary education *7505728420*economics  0455/21 paper 2  structured questions  may/june 2017  2 hours 15 minutes no additional materials are required. read these instructions first an answer booklet is provided inside this question paper. you should follow the instructions on the front cover  of the answer booklet. if you need additional answer paper ask the invigilator for a continuation booklet. section a answer question 1. section b answer any three  questions. the number of marks is given in brackets [  ] at the end of each question or part question.",
+            "2": "2 0455/21/m/j/17 \u00a9 ucles 2017 section a answer this question. 1 the new suez canal  in august 2015 the egyptian government opened a second suez canal, alongside the original  canal, to enable more and larger ships to sail from the mediterranean sea to the gulf of suez.  it cost more than us$8 billion to build, with land having to be purchased, capital equipment  acquired and wages paid to the workers building the canal. this was at a time when there were  calls for increased spending on healthcare, in particular improving the quality of public hospitals  and improving education, especially adult literacy.  the egyptian government believes that the canal will attract more ships, both those carrying goods  and those carrying people. the number of goods and people using sea transport is influenced by  a variety of factors. these include the speed of the transportation, the level of economic activity  and the price of other forms of transport. some goods have to be transported quickly, and recent  years have shown how sensitive demand for sea transport is to recessions and economic booms.  fig. 1 shows how the market for sea transport has recently been affected by the change in the  market for air transport. q1q2p2p1 d2d1s oquantity of sea transportprice of sea transport  fig. 1 the market for sea transport  the egyptian government is hoping that new industries connected to the shipping industry will be  built along the canal. developing infant industries may help to reduce the country\u2019s unemployment  rate, which in 2015 was 12.5%.  in 2015, the country had a population of 90 million, a population growth rate of 1.5% and a labour  force of 28 million. its death rate was falling. the government\u2019s spending on healthcare was  equivalent to 4% of gross domestic product (gdp). 2015 also saw gdp at us$280 billion with  an economic growth rate of 5%.",
+            "3": "3 0455/21/m/j/17 \u00a9 ucles 2017 [turn over  (a) define \u2018private cost\u2019 and give an example from the extract.  [2]  (b) explain opportunity cost and give an example from the extract.  [4]  (c) calculate, using information from the extract:   (i) the number of people unemployed in egypt in 2015  [2]   (ii) the amount the egyptian government spent on healthcare in 2015.  [2]  (d) analyse how a global recession could affect demand for sea transport.  [5]  (e) discuss whether a fall in a country\u2019s death rate will always result in an increase in its  population size.  [5]  (f) explain, using information from the extract and fig. 1, what happened to the market for sea  transport as a result of the fall in the price of air transport.  [4]  (g) discuss whether a government should protect infant industries.  [6] section b answer any three  questions from this section. 2 sales of bottled water in china doubled between 2010 and 2015. in 2013 china overtook the  usa as the biggest market for water by volume, but not value as the price of a bottle was higher  in the usa. the increase in global consumption of bottled water has increased the size of firms  producing bottled water but has also increased pollution.  (a) why is pollution an example of market failure?  [2]  (b) explain two causes of a shift of a supply curve to the right.  [4]  (c) analyse why the price of a product may be higher in the usa than china.  [6]  (d) discuss whether large firms or small firms benefit consumers more.  [8] 3 money and banking are closely linked. money performs a number of functions, including being  a standard for deferred payments, and it is used to pay workers, often directly into their bank  accounts. the amount workers earn differs depending on the industry in which they work. bank  lending from both private sector and public sector (state-owned) banks has increased in some  countries in recent years.  (a) define \u2018a standard for deferred payments\u2019.  [2]  (b) explain two reasons why agricultural workers may be paid less than manufacturing workers.  [4]  (c) analyse why private sector banks may earn higher profits than public sector banks.  [6]  (d) discuss whether an increase in bank lending will benefit an economy.  [8]",
+            "4": "4 0455/21/m/j/17 \u00a9 ucles 2017 4 in 2012 oil was discovered in kenya, but in 2014 an american firm stopped its plans to explore for  oil in the arabuko sokoke forest in the country. the relative sizes of kenya\u2019s primary, secondary  and tertiary sectors are changing. the amount of capital goods in the country is also increasing.  (a) define the \u2018secondary sector\u2019 and give an example.  [2]  (b) explain two benefits that an economy may gain as a result of the discovery of oil on its land.  [4]  (c) analyse why the social costs of oil extraction may be greater than the private costs.  [6]  (d) discuss whether a country would benefit from devoting more resources to producing capital  goods.  [8] 5 in june 2015 the value of the swiss franc rose by 30% against the euro. the countries that  switzerland exports to are changing. exports to the usa, uk, india and south korea are growing  in importance, while exports to germany, italy and france are declining. a possible effect of an  appreciation of the exchange rate is a fall in the inflation rate.  (a) define \u2018inflation\u2019.  [2]  (b) explain why a country\u2019s exports to one country may increase, while those to another country  decrease.  [4]    (c) analyse how an appreciation of the exchange rate may reduce the country\u2019s inflation rate.  [6]  (d) discuss whether a low inflation rate always benefits an economy.  [8] 6 japan\u2019s birth rate is falling. its population is ageing, and declining at a faster rate than any other  country\u2019s population. this has an impact on the amount that the japanese government spends  on pensions. its government is considering measures to increase the country\u2019s birth rate and to  encourage immigration.  (a) identify two causes of a fall in a country\u2019s birth rate.  [2]  (b) explain two reasons why more educated people tend to live longer than less educated  people.  [4]  (c) analyse, using a production possibility curve diagram, what effect net immigration is likely to  have on an economy.  [6]  (d) discuss whether the government of a country should reduce the pensions it pays to retired  people.  [8]",
+            "5": "5 0455/21/m/j/17 \u00a9 ucles 2017 7 in recent years there has been an increase in prices in mexico. indirect taxes have also been  increased. bus fares and food have become more expensive. in 2015, the mexican government  was planning to cut its spending by us$8.3 billion.  (a) define \u2018indirect taxes\u2019 and give an example.  [2]  (b) explain two causes of an increase in demand for bus transport.  [4]  (c) analyse how a reduction in government spending on education could cause unemployment.  [6]  (d) discuss whether a government should increase taxes on food.   [8]",
+            "6": "6 0455/21/m/j/17 \u00a9 ucles 2017 blank page",
+            "7": "7 0455/21/m/j/17 \u00a9 ucles 2017 blank page",
+            "8": "8 0455/21/m/j/17 \u00a9 ucles 2017 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 international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download at www.cie.org.uk after  the live examination series. 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.blank page"
+        },
+        "0455_s17_qp_22.pdf": {
+            "1": "this document consists of 5 printed pages, 3 blank pages and 1 insert. dc (rw/sg) 127626/4 \u00a9 ucles 2017  [turn overcambridge international examinations cambridge international general certificate of secondary education *5233663819*economics  0455/22 paper 2  structured questions  may/june 2017  2 hours 15 minutes no additional materials are required. read these instructions first an answer booklet is provided inside this question paper. you should follow the instructions on the front cover  of the answer booklet. if you need additional answer paper ask the invigilator for a continuation booklet. section a answer question 1. section b answer any three  questions. the number of marks is given in brackets [  ] at the end of each question or part question.",
+            "2": "2 0455/22/m/j/17 \u00a9 ucles 2017 section a answer this question. 1 mining diamonds in botswana  botswana is the world\u2019s largest producer of diamonds. indeed, in 2015 diamonds accounted for a  third of the country\u2019s gross domestic product (gdp) of us$18  billion and for 80% of the country\u2019s  exports.  the country currently gets most of its income from mining and selling rough (uncut) diamonds.  it receives only us$700 for a 1.5  carat rough diamond. the diamond is then cut, polished and  finished, usually in other countries. india is the market leader in cutting and polishing diamonds.  the cost of cutting and polishing diamonds in india is only a quarter of the cost in botswana.  the global average cost of finishing a 1.5  carat diamond is us$8000. the diamond is sold to the  customer with a 25% profit margin.  botswana is trying to develop industries connected with diamond mining, such as cutting, polishing  and jewellery making including diamond rings. fig.  1 shows how the global market for diamond  rings changed in 2015. p2 p1 q1q2d2 d1price of diamond ringss oquantity of diamond rings fig. 1  the global market for diamond rings in 2015  the botswanan government has also encouraged the world\u2019s largest diamond company to set up  in gaborone, the capital of botswana. some government ministers, however, are concerned that  botswana is too dependent on diamonds. they warn that there is a finite supply of diamonds and  urge the government to encourage diversification.  as well as diamonds, the country has a number of other strengths. it has good infrastructure, a  developed education system and free hospital treatment.",
+            "3": "3 0455/22/m/j/17 \u00a9 ucles 2017 [turn over  (a) identify, using information from the extract, two reasons why a foreign diamond company  may set up in botswana.  [2]  (b) explain two benefits that a country may gain from the presence of a foreign multinational  company.  [4]  (c) calculate, using information from the extract:   (i) the value of diamonds produced in botswana in 2015  [2]   (ii) the average price of a 1.5  carat diamond in 2015.  [2]  (d) analyse why a country could have lower production costs for a particular good than another  country.  [5]  (e) discuss whether botswana should mine all its diamonds and sell them as quickly as possible.  [5]  (f) explain, using information from the extract and fig.  1, what happened to the market for  diamond rings in 2015.  [4]  (g) discuss the economic arguments for and against providing free hospital treatment to patients.  [6]",
+            "4": "4 0455/22/m/j/17 \u00a9 ucles 2017 section b answer any three  questions from this section. 2 indonesia\u2019s output is influenced by its factors of production. a production possibility curve  diagram can be used to show this relationship between resources and output. indonesia does  have extensive fishing waters but does not actually catch many fish. most of its fishing firms are  small and they compete against much larger foreign firms. these larger foreign firms have been  attracted into indonesia\u2019s waters because of increasing demand for fish. the price elasticity of  demand for different types of fish has changed in the last few years.  (a) identify the two human factors of production.  [2]  (b) explain two economic concepts shown by a production possibility curve diagram.  [4]  (c) analyse why demand for a product may become more elastic over time.  [6]  (d) discuss whether small firms can compete successfully against large firms.  [8] 3 in 2015 some german commercial banks reduced their already very low interest rates on deposit  accounts. the german government was hoping that such a change would encourage more  germans to buy shares in german firms. the ability of german firms to buy capital goods would  be increased if they could sell more shares or borrow more from commercial banks.  (a) identify two ways a commercial bank differs from a central bank.  [2]  (b) explain the connection between opportunity cost and the purchase of shares.  [4]  (c) analyse how a fall in the rate of interest may affect a country\u2019s exchange rate.  [6]  (d) discuss whether an increase in spending on capital goods will help to achieve the aims of  government policies.  [8] 4 more people are becoming billionaires at the same time that other people are living in poverty.  while some people enjoy luxuries others lack even basic essentials. to enable more people to  achieve a minimum living standard some economists support the redistribution of income.  (a) what is meant by \u2018redistribution of income\u2019?  [2]  (b) explain two reasons why the rich spend more in total than the poor.  [4]  (c) analyse why the elimination of absolute poverty would not solve the economic problem.  [6]  (d) discuss whether gross domestic product (gdp) per head is the best measure of comparative  living standards.  [8]",
+            "5": "5 0455/22/m/j/17 \u00a9 ucles 2017 5 between 2009 and 2014, delaware was the only us state to experience a fall in earnings. in the  same period, however, it had an unemployment rate below the national average and a higher  proportion of workers belonging to a trade union. the state is forecast to have one of the fastest  ageing populations of any state in the usa in the next twenty years.  (a) define a \u2018trade union\u2019.  [2]  (b) explain two possible causes of a fall in a worker\u2019s earnings.  [4]  (c) analyse the causes of unemployment.  [6]  (d) discuss whether an ageing population benefits an economy.  [8] 6 in 2015 the world saw many changes in demand and advances in technology. people were using  new ways to transfer money and there was an increase in the number of stock exchanges. some  governments also raised the school-leaving age, that is the minimum age at which children are  legally allowed to leave school.  (a) what is sold on a stock exchange?  [2]  (b) explain how money helps specialisation and trade to occur.  [4]  (c) analyse how advances in technology can affect demand and supply.  [6]  (d) discuss the economic arguments for and against a government raising the school-leaving  age. [8] 7 spain has had one of the highest unemployment rates in europe. moreover, 3.5 million of those  unemployed had been out of work for at least a year by 2015. the spanish government has  introduced a range of policy measures, including increased government spending, to reduce  unemployment and poverty. it has also tried to help firms make the supply of their products more  elastic.  (a) identify two problems that prevent a worker finding employment.  [2]  (b) explain two costs of long-term unemployment to those who are unemployed.  [4]  (c) analyse why price elasticity of supply can differ between products.  [6]  (d) discuss whether increasing government spending will reduce poverty.  [8]",
+            "6": "6 0455/22/m/j/17 \u00a9 ucles 2017 blank page",
+            "7": "7 0455/22/m/j/17 \u00a9 ucles 2017 blank page",
+            "8": "8 0455/22/m/j/17 \u00a9 ucles 2017 blank page permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the  publisher will be pleased to make amends at the earliest possible opportunity. to avoid the issue of disclosure of answer-related information to candidates, all copyright acknowledgements are reproduced online in the cambridge international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download at www.cie.org.uk after  the live examination series. 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."
+        },
+        "0455_s17_qp_23.pdf": {
+            "1": "this document consists of 5 printed pages, 3 blank pages and 1 insert. dc (st/sw) 127650/3 \u00a9 ucles 2017  [turn overcambridge international examinations cambridge international general certificate of secondary education *0227251790*economics  0455/23 paper 2  structured questions  may/june 2017  2 hours 15 minutes no additional materials are required. read these instructions first an answer booklet is provided inside this question paper. you should follow the instructions on the front cover  of the answer booklet. if you need additional answer paper ask the invigilator for a continuation booklet. section a answer question 1. section b answer any three  questions. the number of marks is given in brackets [  ] at the end of each question or part question.",
+            "2": "2 0455/23/m/j/17 \u00a9 ucles 2017 section a answer this question. 1 coal mining  coal is used directly to heat homes throughout the world and produces more than 40% of the  world\u2019s electricity. there are, however, a number of challenges facing the coal industry. these  include increasing concerns about the environmental effects of using coal and the increased  competition from other fuels.  mining and using coal to produce electricity causes air pollution. coal-fired power stations emit  carbon dioxide, which has a harmful effect on people\u2019s health. wildlife habitats are damaged when  new mines are opened and when coal waste is dumped on landfill sites.  however, demand for coal has declined recently. this resulted in the price of a tonne of coal  falling from us$300 in 2010 to us$150 in 2015. even china, the world\u2019s largest consumer of coal,  purchased less in 2015. some high-cost deep mines were closed in the usa. in the same year,  europe\u2019s largest producer, poland, sold coal at a loss of us$37 a tonne.  the fall in demand for coal arises partly from competition from renewable energy. for instance,  advances in technology are reducing the costs of producing energy from wind power. fig. 1 shows  how the market for wind power changed in 2015. d1price of wind power quantity of wind powers1 p1 q1oq2p2s2 fig. 1  the market for wind power in 2015  some countries protect their energy industries from foreign competition, in some cases to reduce  a current account deficit. the governments of a number of coal-producing countries also regulate  their coal industries. the extent of government intervention is influenced by the type of economic  system operated.",
+            "3": "3 0455/23/m/j/17 \u00a9 ucles 2017 [turn over  (a) identify, using information from the extract, two external costs that arise from using coal to  produce electricity.  [2]  (b) explain two reasons why a firm may continue to produce a good despite making a loss.  [4]  (c) calculate, using information from the extract:    (i) the percentage fall in the price of coal between 2010 and 2015  [2]   (ii) the cost (in us$) of producing a tonne of coal in poland in 2015.  [2]  (d) analyse how resources are allocated in a mixed economy.  [5]  (e) discuss whether governments should regulate the coal industries of their countries.  [5]  (f) explain, using information from the extract and fig. 1, what happened to the market for wind  power in 2015.  [4]  (g) discuss whether a government should use trade protection to reduce a current account  deficit.  [6] section b answer any three  questions from this section. 2 between 2014 and 2015, sao paulo, a large city in brazil, opened more than 120  km of cycle-only   lanes alongside roads. the city has a car culture, with demand for car travel being price-inelastic.  in contrast, in copenhagen, the capital of denmark, 36% of commuter journeys are now by  bicycle, which has reduced the demand for car travel in the city.  (a) define \u2018price-inelastic demand\u2019.  [2]  (b) explain two causes of a shift of a demand curve to the left.  [4]  (c) analyse how a government could promote the purchase of bicycles.  [6]  (d) discuss whether governments should discourage car use.  [8] 3 in 2015, money sent home by nepalese workers working abroad accounted for 29% of nepal\u2019s  total income. these remittances also contributed positively to the country\u2019s current account  position on its balance of payments. in kerala, a state in india, remittances accounted for 36%  of total income, with people from the state going abroad to undertake a range of jobs including  working as dentists and hotel cleaners.  (a) identify two factors that affect an individual\u2019s choice of occupation.  [2]  (b) explain two effects of a country having a surplus on the current account of its balance of  payments.  [4]  (c) analyse why dentists are paid more than hotel cleaners.  [6]  (d) discuss whether an economy will benefit from recruiting workers from other countries.  [8]",
+            "4": "4 0455/23/m/j/17 \u00a9 ucles 2017 4 2015 saw more than us$4000 billion-worth of mergers worldwide, many in the usa and the uk.  some mergers occur between firms in different countries. these are influenced by a number of  factors, including the size and structure of the markets in the countries and their exchange rates.  mergers influence the level of competition in markets.  (a) define \u2018conglomerate integration\u2019.  [2]  (b) explain why firms in a perfectly competitive market are price-takers.  [4]  (c) analyse the causes of an increase in a country\u2019s exchange rate.  [6]  (d) discuss whether a large firm will always have lower average costs of production than a small  firm. [8] 5 the central bank of nigeria has set a limit for inflation of 9%, but in august 2015 the country\u2019s  inflation rate reached 9.2%. the governor of the central bank said he would welcome the use of  fiscal policy to reduce the inflation rate and would resist calls to devalue the country\u2019s exchange  rate.  (a) define \u2018central bank\u2019.  [2]  (b) explain the difference between a fixed exchange rate and a floating exchange rate.  [4]   (c) analyse how fiscal policy could reduce the inflation rate.  [6]  (d) discuss whether inflation causes more problems than deflation.  [8] 6 living standards have risen in a variety of ways in recent decades. between 1990 and 2015,  more than 2.5 billion people in the world gained access to improved water and the proportion  of undernourished people declined from 24% to 13%. countries have made different rates of  progress and these have been reflected in their human development index (hdi) rankings.   (a) define the \u2018human development index\u2019.  [2]  (b) explain why the concept of opportunity cost is important in deciding how to allocate resources.  [4]  (c) analyse how a reduction in the rate of interest could reduce poverty.  [6]  (d) discuss whether rapid economic growth always increases living standards.  [8]",
+            "5": "5 0455/23/m/j/17 \u00a9 ucles 2017 7 argentina once had one of the highest levels of gross domestic product (gdp) per head in  the world and one of the highest economic growth rates. many multinational companies were  producing in the country. some suggest that for argentina to regain its position among the top ten  richest countries, it needs to increase spending on education and move towards free trade.  (a) define \u2018free trade\u2019.  [2]  (b) explain two reasons why governments aim for economic growth.  [4]  (c) analyse why the social benefits of education are greater than the private benefits.  [6]  (d) discuss whether multinational companies (mncs) will always locate in countries with a high  gdp per head.  [8]",
+            "6": "6 0455/23/m/j/17 \u00a9 ucles 2017 blank page",
+            "7": "7 0455/23/m/j/17 \u00a9 ucles 2017 blank page",
+            "8": "8 0455/23/m/j/17 \u00a9 ucles 2017 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 international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download at www.cie.org.uk after  the live examination series. 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.blank page"
+        },
+        "0455_w17_qp_11.pdf": {
+            "1": "    this document consists of 10 printed pages and 2 blank pages.  ib17 11_0455_11/5rp  \u00a9 ucles 2017 [turn over     *8122657378 * cambridge international examinations  cambridge international general certificate of secondary education       economics 0455/11     paper 1  multiple choice  october/november 2017     45 minutes    additional materials: multiple choice answer sheet    soft clean eraser    soft pencil (type b or hb is recommended)        read these instructions first    write in soft pencil.  do not use staples, paper clips, glue or correction fluid. write your name, centre number and candidate number on the answer sheet in the spaces provided  unless this has been done for you.  do not  write in any barcodes.   there are thirty  questions on this paper. answer all questions. for each question there are four possible  answers a, b, c and d.   choose the one you consider correct and record your choice in soft pencil  on the separate answer sheet.    read the instructions on the answer sheet very carefully.    each correct answer will score one mark. a ma rk will not be deducted for a wrong answer.  any rough working should be done in this booklet.         ",
+            "2": "2  \u00a9 ucles 2017 0455/11/o/n/17  1 an oil company announced in 2015 that it was starting its drilling operations for oil deposits in the  arctic ocean.    what will be the effect of this?  a to increase the supply of raw materials  b to reduce the level of technology available  c to solve the economic problem  d to worsen resource allocation     2 a self-employed fortune teller earns a living by reading the palms of people\u2019s hands.    which factors of production are essential to this activity?  a capital and enterprise  b enterprise and labour  c labour and land  d land and capital      3 a country is operating at point x on its producti on possibility curve (ppc). a drought significantly  reduces agricultural output.    which point represents the new position?    ab x c d omanufacturing output agricultural output      4 a government needs to decide how much to fine firms for causing the external costs of air  pollution in industrial areas.    which external cost would be the most difficult to measure in monetary terms?  a the discomfort associated with breathing  b the expenditure on additional healthcare  c the loss of earnings due to illness  d the medical research into respiratory disease   ",
+            "3": "3  \u00a9 ucles 2017 0455/11/o/n/17 [turn over  5 what is an example of market failure?  a city centre congestion  b low economic growth  c rising prices  d trade deficits      6 the table illustrates the demand and supply for coffee in a market in africa.    price per kg  ($) quantity demanded  (kg) quantity supplied  (kg)  10 50 10  20 40 20  30 30 30  40 20 40  50 10 50     when the price rises from $20 to $30 per kg, what  is the price elasticity of demand for coffee?  a 0.2 b 0.5 c 2.0 d 5.0    7 between 2005 and 2015 the number of late-night music clubs in the uk fell from 3144 to 1733.  the causes were said to be the increase in the cost to clubs of planning regulations and the increase in alternative ways of meeting people on social media.    how would the effect of these causes be shown on a demand and supply diagram for entrance to late-night music clubs?     planning regulations increase in  dating websites  a   movement down  the supply curve shift of  demand curve to left  b   movement up  the supply curve movement up  the demand curve  c   shift of  supply curve to left shift of  demand curve to left  d   shift of  supply curve to right shift of  demand curve to right     ",
+            "4": "4  \u00a9 ucles 2017 0455/11/o/n/17  8 a job offers employees piecework, commission, paid holidays and a company pension.    which are non-wage factors?  a commission and company pension  b company pension and paid holidays  c paid holidays and piecework  d piecework and commission     9 when will a trade union be most likely to succeed in achieving the aims of its members?  a when firms are trying to cut costs of production  b when the rate of unemployment in the country is high  c when trade union membership in the industry is compulsory  d when workers are unskilled    10 the typical pattern of income over a person\u2019s whole lifetime is shown by which diagram?    lifetimeincomea olifetimeincomeb olifetimeincomec olifetimeincomed o     11 when choosing an occupation people often consider things other than the wage-rate.    what would not be a good match for the type of work that is desired?     desired aspect occupation  a detailed work; career structure lawyer  b outdoor lifestyle; regular hours farmer  c part-time hours; work with people supermarket assistant  d technical knowledge; responsibility telephone engineer     12 which is an internal diseconomy of scale?  a a lack of communication in a firm  b a reduction of cost by buying in bulk  c a shortage of skilled labour in an area  d traffic congestion in a particular area ",
+            "5": "5  \u00a9 ucles 2017 0455/11/o/n/17 [turn over  13 what is not likely in an industry with many small firms?  a high capital costs  b high level of competition  c low barriers to entry  d low research expenditure      14 a major computer company announced that its profits had fallen below the level predicted.    what might have caused this?  a increased advertising costs that greatly improved sales  b low prices that made the company\u2019s product competitive  c new technology that reduced costs  d reduced sales and low prices     15 the diagram shows the fixed costs, variable costs and total costs of a firm.    ocosts outputqrst     at output q, which distance represents the firm\u2019s variable cost?  a qr b qt c rt d st      16 what, when increased, will help a government to reduce the rate of inflation?  a budget deficit  b consumer spending  c income tax  d pensions     ",
+            "6": "6  \u00a9 ucles 2017 0455/11/o/n/17  17 an economy has a deficit on its balance of trade in manufactured goods.    which government policy will reduce this deficit?  a a decrease in subsidies paid to local manufacturers  b an increase in interest rates  c an increase in sales tax on locally manufactured goods  d an introduction of import duties on manufactured goods     18 the graph shows the percentage of income paid in taxation.    which line represents a proportional tax?    % income paid intaxation oincomeab c d       19 what is most likely to decrease when employment increases?  a economic growth  b government welfare payments  c the price level  d the standard of living     20 why is the human development index (hdi) often considered to be better than gross domestic  product (gdp) per head as a measure of living standards?  a gdp per head excludes economic growth.  b gdp per head ignores population growth.  c hdi includes more than the production of goods and services.  d hdi is calculated by the national government.     ",
+            "7": "7  \u00a9 ucles 2017 0455/11/o/n/17 [turn over  21 an economy is predicted to grow at a rate of 3% during the next year.    what is most likely to cause this growth?  a an increase in expenditure  b an increase in interest rates  c an increase in sales (goods and services) tax  d an increase in the government\u2019s budget surplus     22 the diagrams show percentage employment in different sectors in two countries.    primary secondarycountry x services70 605040302010 0percentage employed primary secondarycountry y services70 605040302010 0percentage employed     which statement is correct when comparing country x and country y?  a country x employs more workers in se condary industry than country y.  b country x produces more primary output than country y.  c country y is more developed than country x.  d country y produces more secondary output than country x.     23 which policy aims to maintain low inflation over a period of time?  a imposing a minimum wage to be paid to workers  b reducing interest rates to encourage borrowing  c restricting the supply of money through the central bank  d writing off the debts of low-income countries    ",
+            "8": "8  \u00a9 ucles 2017 0455/11/o/n/17  24 what most accurately measures the international purchasing power of a currency?  a the balance of payments  b the exchange rate  c the gross domestic product  d the rate of inflation      25 the charts show the population structure of a country in 1960 and 2015.    3210 0123male female age 85+ 80 \u2013 84 millions75 \u2013 79 70 \u2013 74 65 \u2013 6960 \u2013 6455 \u2013 5950 \u2013 5445 \u2013 4940 \u2013 44 35 \u2013 3930 \u2013 34 25 \u2013 2920 \u2013 2415 \u2013 1910 \u2013 14 5 \u2013 9 0 \u2013 4 3210 0123male female age1960 2015 85+ 80 \u2013 84 millions75 \u2013 7970 \u2013 74 65 \u2013 6960 \u2013 6455 \u2013 5950 \u2013 5445 \u2013 4940 \u2013 44 35 \u2013 3930 \u2013 34 25 \u2013 2920 \u2013 2415 \u2013 1910 \u2013 14 5 \u2013 9 0 \u2013 4     what decreased  between 1960 and 2015?  a average age  b number of people below 15  c number of people over 60  d total population      ",
+            "9": "9  \u00a9 ucles 2017 0455/11/o/n/17 [turn over  26 the table gives information about four countries.    which country is likely to be most developed?     life expectancy gdp per head  (us$) % of labour force  in agriculture  a 52 450 50  b 54 490 40  c 60 550 15  d 60 500 25      27 what is a benefit of tariffs?  a increased choice  b increased government revenue  c more competition  d more trade      28 what is a country said to have if the value of its exported goods exceeds the value of its imported  goods?  a a surplus on its balance of payments  b a surplus on its balance of trade  c a surplus on its capital account  d a surplus on its current account     29 an argentine product initially sells in the us for $50 when the exchange rate between the two  countries is 5 pesos to 1 dollar    the exchange rate changes to 10 pesos to 1 dollar and the price of the product remains unchanged in argentina.    what will be the new price of the product in the us?  a $5 b $25 c $100 d $500     ",
+            "10": "10  \u00a9 ucles 2017 0455/11/o/n/17  30 the uk wants to increase exports to the us.     what action will achieve this?  a borrowing us dollars from international banks  b devaluing uk pounds against the us dollar  c placing a quota on imports from the us  d selling us dollars to buy uk pounds     ",
+            "11": "11    blank page   \u00a9 ucles 2017 0455/11/o/n/17  ",
+            "12": "12    blank page     permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to trac e 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 ans wer-related information to candidates, all copyright acknowledgements are reproduced onl ine in the cambridge  international examinations copyright acknow ledgements booklet. this is produced for each  series of examinations and is freely a vailable to download at  www.cie.org.uk after the live examination series.    cambridge international examinations is part of the cambridge as sessment group. cambridge assessment is the brand name of unive rsity of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge.    \u00a9 ucles 2017 0455/11/o/n/17   "
+        },
+        "0455_w17_qp_12.pdf": {
+            "1": "    this document consists of 10 printed pages and 2 blank pages.  ib17 11_0455_12/5rp  \u00a9 ucles 2017 [turn over     *2094163331 * cambridge international examinations  cambridge international general certificate of secondary education       economics 0455/12     paper 1  multiple choice  october/november 2017     45 minutes    additional materials: multiple choice answer sheet    soft clean eraser    soft pencil (type b or hb is recommended)        read these instructions first    write in soft pencil.  do not use staples, paper clips, glue or correction fluid. write your name, centre number and candidate number on the answer sheet in the spaces provided  unless this has been done for you.  do not  write in any barcodes.   there are thirty  questions on this paper. answer all questions. for each question there are four possible  answers a, b, c and d.   choose the one you consider correct and record your choice in soft pencil  on the separate answer sheet.    read the instructions on the answer sheet very carefully.    each correct answer will score one mark. a ma rk will not be deducted for a wrong answer.  any rough working should be done in this booklet.         ",
+            "2": "2  \u00a9 ucles 2017 0455/12/o/n/17  1 economists refer to factors of production.    which is not a factor of production?  a the fields of a farm  b the machinery in a factory  c the shares of a company  d the staff in an office     2 a government allowed a building company to construct new houses which destroyed an area  designated as an area of natural beauty.     which concepts can be applied to this statement?  a budget surplus; public sector  b external cost; opportunity cost  c government subsidy; mixed economy  d private enterprise; budget deficit      3 the diagram shows a production possibility curve. the country is using all its resources to  produce both manufactured goods and services.     manufacturing oservicesk lm n     what movement would represent an improvement of technology in manufacturing?  a k to n b l to k c n to k d n to m      4 what is the government most likely to produce in a mixed economy?  a all of the services and none of the goods  b amounts of goods and services equal to those of the private sector  c no goods and services  d some of the goods and services     ",
+            "3": "3  \u00a9 ucles 2017 0455/12/o/n/17 [turn over  5 which of the effects of economic development is an external cost?  a higher employment  b higher fixed costs  c increased production  d increased traffic congestion      6 the table illustrates the demand and supply for coffee in a market in africa.    price per kg  ($) quantity demanded  (kg) quantity supplied  (kg)  10 50 10  20 40 20  30 30 30  40 20 40  50 10 50     when the price rises from $20 to $30 per kg, what  is the price elasticity of demand for coffee?  a 0.2 b 0.5 c 2.0 d 5.0    7 it was reported that the supply of oil would be affected by the discovery of new oil fields and  demand would be affected by rapid global economic growth.    if point x is the initial equilibrium point, which point could represent the new equilibrium?    price quantityos2 s1 d2s3 d1d3xab c d      ",
+            "4": "4  \u00a9 ucles 2017 0455/12/o/n/17  8 what is likely to decrease the level of saving in an economy?  a an increase in the general level of income  b an increase in the number of cheap offers in shops  c a redistribution of income from poor to rich households  d a rise in the rate of interest      9 which change will make a manufacturing company replace machines with labour to maintain the  most efficient combination of factors of production?  a the price of the product manufactured has increased.  b the productivity of labour has increased.  c the productivity of machinery has increased.  d the wages of labour have increased.     10 although there are higher paid jobs in offices many workers stay in low-paid jobs on farms.    what might explain this in developing economies?  a agricultural workers lack the necessary education and skills.  b governments plan to increase indirect taxes on services.  c manual workers are being replaced by machines.  d workers on farms have high labour mobility.     ",
+            "5": "5  \u00a9 ucles 2017 0455/12/o/n/17 [turn over  11 the diagram shows two curves. one is the demand for labour, the other is the supply of labour. a  government fixes a minimum wage (m w) that must be paid by employers.    olabour employedw mwwage     what will be the effect of this minimum wage?  a fewer workers will be employed  b no change in the market equilibrium  c no worker will be paid wage w  d supply of labour will exceed demand      12 which is an internal diseconomy of scale?  a a lack of communication in a firm  b a reduction of cost by buying in bulk  c a shortage of skilled labour in an area  d traffic congestion in a particular area      13 what distinguishes a multinational company from other types of company?  a it exports its products.  b it imports its raw materials.  c it produces outside its country of origin.  d it promotes its products in trade fairs abroad.     14 a major computer company announced that its profits had fallen below the level predicted.    what might have caused this?  a increased advertising costs that greatly improved sales  b low prices that made the company\u2019s product competitive  c new technology that reduced costs  d reduced sales and low prices ",
+            "6": "6  \u00a9 ucles 2017 0455/12/o/n/17  15 the table shows the variable costs of a firm. it can sell the units for $5 each. its fixed costs are  $10.    quantity produced (units) 10 11 12 13  variable cost ($) 20 30 40 50    how many units will the firm produce to maximise profits?  a 10 b 11 c 12 d 13      16 what, when increased, will help a government to reduce the rate of inflation?  a budget deficit  b consumer spending  c income tax  d pensions     17 the government introduces a new tax. it adds $1 to the price of every $10 good and $2 to the  price of every $20 good.    what can be concluded about the nature of this tax?     it is a  direct tax it is a  specific tax it is a  progressive tax  a no no no  b no no yes  c yes yes no  d yes yes yes    ",
+            "7": "7  \u00a9 ucles 2017 0455/12/o/n/17 [turn over  18 the graph shows the percentage of income paid in taxation.    which line represents a proportional tax?    % income paid intaxation oincomeab c d       19 a worker earns $40  000 a year and pays 20% income tax.    he spends $5000 on electrical goods and $10  000 on a car, and pays 20% sales tax on each.    how much indirect tax does he pay?  a $3000 b $5000 c $8000 d $11  000     20 why is the human development index (hdi) often considered to be better than gross domestic  product (gdp) per head as a measure of living standards?  a gdp per head excludes economic growth.  b gdp per head ignores population growth.  c hdi includes more than the production of goods and services.  d hdi is calculated by the national government.     21 a finance minister reported that the economy was experiencing inflation and economic growth.    what would be evidence that both of these had occurred?  a increased exports and increased output  b increased imports and increased income tax  c increased interest rates and increased net migration  d increased prices and increased employment     ",
+            "8": "8  \u00a9 ucles 2017 0455/12/o/n/17  22 the diagrams show percentage employment in different sectors in two countries.    primary secondarycountry x services70 605040302010 0percentage employed primary secondarycountry y services70 605040302010 0percentage employed     which statement is correct when comparing country x and country y?  a country x employs more workers in secondary industry than country y.  b country x produces more primary output than country y.  c country y is more developed than country x.  d country y produces more secondary output than country x.     23 what would be a cause of cost-push inflationary pressure in an industry which supplies mobile  (cell) phones?  a an increase in advertising expenses for mobile phones  b an increase in export duties on mobile phones  c an increase in income taxes on wages of employees  d an increase in world demand for mobile phones      24 what is most likely to cause an increase in the population growth of a developing country?  a a decrease in immigration  b a decrease in the birth rate  c a decrease in the death rate  d a decrease in the standard of living     ",
+            "9": "9  \u00a9 ucles 2017 0455/12/o/n/17 [turn over  25 the charts show the population structure of a country in 1960 and 2015.    3210 0123male female age 85+ 80 \u2013 84 millions75 \u2013 79 70 \u2013 7465 \u2013 6960 \u2013 6455 \u2013 59 50 \u2013 5445 \u2013 4940 \u2013 44 35 \u2013 3930 \u2013 34 25 \u2013 2920 \u2013 2415 \u2013 1910 \u2013 14 5 \u2013 9 0 \u2013 4 3210 0123male female age1960 2015 85+ 80 \u2013 84 millions75 \u2013 7970 \u2013 7465 \u2013 6960 \u2013 6455 \u2013 59 50 \u2013 5445 \u2013 4940 \u2013 44 35 \u2013 3930 \u2013 34 25 \u2013 2920 \u2013 2415 \u2013 1910 \u2013 14 5 \u2013 9 0 \u2013 4     what decreased  between 1960 and 2015?  a average age  b number of people below 15  c number of people over 60  d total population       26 at the start of the year a developing country had a population of 1  000  000, its birth rate was 16.0  per thousand per annum and its death rate was 8.0 per thousand per annum. at the end of the  year the population was 1  005  000.    what could explain this change in the population?  a the birth rate rose.  b the death rate fell.  c there were 3000 emigrants.  d there were 5000 immigrants.     ",
+            "10": "10  \u00a9 ucles 2017 0455/12/o/n/17  27 what is a benefit of tariffs?  a increased choice  b increased government revenue  c more competition  d more trade       28 which name is given to the external value of a currency in terms of another currency?  a the balance of trade  b the exchange rate  c the relative inflation rate  d the supply of money      29 it was reported in 2011 that the united states (us) needed to achieve a lower current account  deficit.    what would help this in the short run?  a a protectionist policy  b a strong exchange rate  c increased private sector spending  d investment in the us by multinational firms     30 the table shows the number of units of foreign currency that the uk pound (uk\u00a3) could buy in  august 2012 and august 2013.    currency rate per uk\u00a3  august 2012 rate per uk\u00a3  august 2013  argentine peso   7.16   8.35  south african rand 12.86 14.97  euro   1.27   1.14    what can be concluded from the table about the change in currency values between 2012 and  2013?  a the argentine peso appreciated against the uk pound.  b the argentine peso depreciated against the euro.  c the euro depreciated against the uk pound.  d the south african rand appreciated against the euro.     ",
+            "11": "11    blank page   \u00a9 ucles 2017 0455/12/o/n/17  ",
+            "12": "12    blank page     permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to trac e 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 ans wer-related information to candidates, all copyright acknowledgements are reproduced onl ine in the cambridge  international examinations copyright acknow ledgements booklet. this is produced for each  series of examinations and is freely a vailable to download at  www.cie.org.uk after the live examination series.    cambridge international examinations is part of the cambridge as sessment group. cambridge assessment is the brand name of unive rsity of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge.    \u00a9 ucles 2017 0455/12/o/n/17   "
+        },
+        "0455_w17_qp_13.pdf": {
+            "1": "    this document consists of 10 printed pages and 2 blank pages.  ib17 11_0455_13/5rp  \u00a9 ucles 2017 [turn over     *4006185780 * cambridge international examinations  cambridge international general certificate of secondary education       economics 0455/13     paper 1  multiple choice  october/november 2017     45 minutes    additional materials: multiple choice answer sheet    soft clean eraser    soft pencil (type b or hb is recommended)        read these instructions first    write in soft pencil.  do not use staples, paper clips, glue or correction fluid. write your name, centre number and candidate number on the answer sheet in the spaces provided  unless this has been done for you.  do not  write in any barcodes.   there are thirty  questions on this paper. answer all questions. for each question there are four possible  answers a, b, c and d.   choose the one you consider correct and record your choice in soft pencil  on the separate answer sheet.    read the instructions on the answer sheet very carefully.    each correct answer will score one mark. a ma rk will not be deducted for a wrong answer.  any rough working should be done in this booklet.         ",
+            "2": "2  \u00a9 ucles 2017 0455/13/o/n/17  1 what does an economist mean by the factor of production called capital ?  a goods that can be used to produce other goods  b money used to start a business  c resources that cannot be replaced  d the profits of a company      2 a government decides to spend more on defence and cannot spend money on a new airport.    which concepts can be applied to the above statement?  a budget surplus; external cost  b factor of production; private monopoly  c public sector; opportunity cost  d trade surplus; budget deficit     3 the diagram shows a production possibility curve diagram. a country\u2019s initial position is x.    services omanufacturingr t sx     better manufacturing processes are introduced an d the country improves its tourist facilities.    what would represent this?  a s to t b t to r c x to r d x to t     4 what might be an external cost of drinking alcohol?  a the cost of a bottle of wine  b the risk of illness from drinking alcohol  c the risk of street violence  d the tax paid to the government     ",
+            "3": "3  \u00a9 ucles 2017 0455/13/o/n/17 [turn over  5 what is a benefit of the market system?  a competition ensures choice for consumers.  b prices equal supply costs.  c unemployment is kept to a minimum.  d wage differentials are small.      6 the table illustrates the demand and supply for coffee in a market in africa.    price per kg  ($) quantity demanded  (kg) quantity supplied  (kg)  10 50 10  20 40 20  30 30 30  40 20 40  50 10 50     when the price rises from $20 to $30 per kg, what  is the price elasticity of demand for coffee?  a 0.2 b 0.5 c 2.0 d 5.0    7 in recent years the price of crude oil on the world market has fallen dramatically. one cause has  been the increase in oil obtained by the new extraction process of fracking.    how is this shown on a demand and supply diagram of the market for crude oil?  a a shift in the demand curve to the left  b a shift in the demand curve to the right  c a shift in the supply curve to the left  d a shift in the supply curve to the right      8 what is the best example of specialisation?  a a diversified engineering company  b a general repairs handyman  c a self-sufficient, non-trading country  d an old person\u2019s helper and care assistant     ",
+            "4": "4  \u00a9 ucles 2017 0455/13/o/n/17  9 which workers are most likely to gain the highest increase in wages from a pay rise of 2%?  a airline pilots  b farm workers  c nurses  d shop assistants      10 a female accountant in a private firm earns $80 per hour; a male professor of finance in a  government university earns $40 per hour. each works the same number of hours.    what could explain the difference in earnings?  a it is difficult to measure the output per hour in each profession.  b pay in the private sector is profit-related but is not in the public sector.  c qualifications of accountants are lower than those of professors of finance.  d women are generally given preference over men in professional jobs.    11 each of the four sets of descriptions in the table refers to a person applying for a job.    which person is likely to receive higher pay?    a skilled experienced younger worker  b skilled inexperienced older worker  c unskilled experienced older worker  d unskilled inexperienced younger worker      12 which is an internal diseconomy of scale?  a a lack of communication in a firm  b a reduction of cost by buying in bulk  c a shortage of skilled labour in an area  d traffic congestion in a particular area     ",
+            "5": "5  \u00a9 ucles 2017 0455/13/o/n/17 [turn over  13 private multinational clothing companies operate in developing countries to reduce their average  costs of production.    which feature of developing countries attracts them for this purpose?  a in developing countries, clothing workers receive low wages.  b in developing countries, foreign managers are allowed to pay no income tax.  c in developing countries, multinationals are allowed to take profits out of the country.  d in developing countries, there is a large market for fashion clothing.     14 a major computer company announced that its profits had fallen below the level predicted.    what might have caused this?  a increased advertising costs that greatly improved sales  b low prices that made the company\u2019s product competitive  c new technology that reduced costs  d reduced sales and low prices      15 an entrepreneur buys a workshop for $10  000 to make picture frames. in the first year he spent  $40  000 on materials and employed two workers. he paid the workers for each frame produced  with a total cost of $30  000. he bought a vehicle to deliver the frames for $10  000.    what were his total variable costs?  a $40  000 b $70  000 c $80  000 d $100  000      16 what, when increased, will help a government to reduce the rate of inflation?  a budget deficit  b consumer spending  c income tax  d pensions      17 which policy is most likely to increase the level of economic activity?  a increasing the exchange rate  b increasing the rate of interest  c reducing government spending  d reducing the general tax level     ",
+            "6": "6  \u00a9 ucles 2017 0455/13/o/n/17  18 the graph shows the percentage of income paid in taxation.    which line represents a proportional tax?    % income paid intaxation oincomeab c d       19 a government collects the following revenue in a year.     $m  customs duties 100  taxes on goods 200  taxes on income 400  taxes on services 300    what is the amount of indirect tax revenue?  a $200  m b $400  m c $500  m d $600  m     20 why is the human development index (hdi) often considered to be better than gross domestic  product (gdp) per head as a measure of living standards?  a gdp per head excludes economic growth.  b gdp per head ignores population growth.  c hdi includes more than the production of goods and services.  d hdi is calculated by the national government.     21 what may cause an immediate increase in the working population?  a a higher birth rate   b a higher death rate  c a higher fertility rate  d a higher rate of net immigration    ",
+            "7": "7  \u00a9 ucles 2017 0455/13/o/n/17 [turn over  22 the diagrams show percentage employment in different sectors in two countries.    primary secondarycountry x services70 605040302010 0percentage employed primary secondarycountry y services70 605040302010 0percentage employed     which statement is correct when comparing country x and country y?  a country x employs more workers in secondary industry than country y.  b country x produces more primary output than country y.  c country y is more developed than country x.  d country y produces more secondary output than country x.      23 what is likely to fall when the rate of unemployment falls?  a business confidence  b consumer spending  c government revenue  d government welfare payments      24 the birth rate and death rate in a country are the same.  what is likely to happen if there is a decrease in the birth rate, while the death rate and migration remain the same?  a population structure will remain the same  b population will decrease  c the standard of living will decrease  d the working population will increase     ",
+            "8": "8  \u00a9 ucles 2017 0455/13/o/n/17  25 the charts show the population structure of a country in 1960 and 2015.    3210 0123male female age 85+ 80 \u2013 84 millions75 \u2013 79 70 \u2013 7465 \u2013 6960 \u2013 6455 \u2013 59 50 \u2013 5445 \u2013 4940 \u2013 44 35 \u2013 3930 \u2013 34 25 \u2013 2920 \u2013 2415 \u2013 1910 \u2013 14 5 \u2013 9 0 \u2013 4 3210 0123male female age1960 2015 85+ 80 \u2013 84 millions75 \u2013 7970 \u2013 7465 \u2013 6960 \u2013 6455 \u2013 59 50 \u2013 5445 \u2013 4940 \u2013 44 35 \u2013 3930 \u2013 34 25 \u2013 2920 \u2013 2415 \u2013 1910 \u2013 14 5 \u2013 9 0 \u2013 4     what decreased  between 1960 and 2015?  a average age  b number of people below 15  c number of people over 60  d total population      ",
+            "9": "9  \u00a9 ucles 2017 0455/13/o/n/17 [turn over  26 the table shows the consumer prices index (cpi) for selected cities for august 2015 relative to  new york, usa at 100.    city cpi  geneva, switzerland 137  oslo, norway 105  sydney, australia 89  singapore 88  istanbul, turkey 48  johannesburg, south africa 48  lima, peru 44    what can be concluded from the table?  a geneva had the highest average price level.  b living standards were highest in lima.  c singapore was more expensive than oslo.  d the annual rate of inflation was the same in istanbul and johannesburg.      27 what is a benefit of tariffs?  a increased choice  b increased government revenue  c more competition  d more trade       28 what is an increase in the value of an exchange rate of a currency in a floating system called?  a appreciation  b depreciation  c devaluation  d revaluation     ",
+            "10": "10  \u00a9 ucles 2017 0455/13/o/n/17  29 a developing economy has a surplus on its trade in goods of $75 billion and a deficit on its trade  in services of $25 billion, while its current account is in overall balance.    which values for net income (primary income) and net transfers (secondary income) result in the  current account being in balance?     net income net transfers  a deficit of $20 billion surplus of $120 billion  b deficit of $30 billion deficit of $70 billion  c surplus of $35 billion surplus of $15 billion  d surplus of $40 billion deficit of $90 billion      30 what policy would encourage greater international specialisation?  a the promotion of industrial diversification  b the protection of new businesses  c the reduction of tariffs  d the subsidising of service industries     ",
+            "11": "11    blank page   \u00a9 ucles 2017 0455/13/o/n/17  ",
+            "12": "12    blank page     permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to trac e 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 ans wer-related information to candidates, all copyright acknowledgements are reproduced onl ine in the cambridge  international examinations copyright acknow ledgements booklet. this is produced for each  series of examinations and is freely a vailable to download at  www.cie.org.uk after the live examination series.    cambridge international examinations is part of the cambridge as sessment group. cambridge assessment is the brand name of unive rsity of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge.    \u00a9 ucles 2017 0455/13/o/n/17   "
+        },
+        "0455_w17_qp_21.pdf": {
+            "1": "this document consists of 5 printed pages, 3 blank pages and 1 insert. dc (kn/cgw) 128051/4 \u00a9 ucles 2017  [turn overcambridge international examinations cambridge international general certificate of secondary education *9033786540*economics  0455/21 paper 2  structured questions  october/november 2017  2 hours 15 minutes no additional materials are required. read these instructions first an answer booklet is provided inside this question paper. you should follow the instructions on the front cover  of the answer booklet. if you need additional answer paper ask the invigilator for a continuation booklet. section a answer question 1. section b answer any three  questions. the number of marks is given in brackets [  ] at the end of each question or part question.",
+            "2": "2 0455/21/o/n/17 \u00a9 ucles 2017 section a answer this question. 1 cigarette smoking in china  china has recently experienced rapid economic growth and an improving human development  index (hdi) ranking. it is, however, facing a number of health challenges. it is currently the world\u2019s  largest cigarette market, with more than 350 million smokers. a higher proportion of men smoke  in china than in most other countries, including russia and the usa. while 50% of chinese men  smoke, only 2% of chinese women smoke. it has been estimated that nearly 2  million chinese  citizens a year die from smoking-related illnesses. these include smokers and those who have  suffered from passive smoking.   as well as being the largest consumer of cigarettes, china is also the world\u2019s largest producer  of cigarettes. tobacco is grown in a number of the provinces of china, including the province of  yunnan. over 3 million workers are employed in the industry, which is increasingly using advanced  technological capital equipment. however, between 2009 and 2014 the number of cigarette- producing firms declined from 200 to 40 as firms merged and grew in size.   although revenue from taxes on cigarettes earned the chinese government 800 billion yuan in  2014 (5% of the government\u2019s total tax revenue), it recently introduced a number of measures to  discourage smoking. it has imposed a ban on smoking in public places, hospitals, schools and  public transport. health campaigns are also being used. such campaigns are used throughout  the world both to discourage the consumption of some products that are thought to be harmful  to health and to encourage the consumption of products that are considered to be beneficial to  health. for example, an information campaign on the benefits of consuming fruit has met with  some success in the uk. fig. 1 shows the impact it had on the market for fruit in the uk in 2015. p2 p1 d2 d1 q2q1 quantity of fruitprice of fruit os fig. 1 the market for fruit in the uk in 2015",
+            "3": "3 0455/21/o/n/17 \u00a9 ucles 2017 [turn over  (a) identify, from the extract, two factors of production used in producing cigarettes.   [2]  (b) explain two reasons why firms merge.  [4]  (c) calculate, using information from the extract:   (i) the percentage decrease in the number of cigarette firms in china from 2009 to 2014    [2]   (ii) the total tax revenue that the chinese government received in 2014.  [2]  (d) analyse, using a production possibility curve diagram, the effect of moving factors of  production from producing cigarettes to producing other products.  [5]  (e) discuss whether people in countries with a high hdi always enjoy a high standard of living.     [5]  (f) explain, using information from the extract and fig. 1, what happened to the market for fruit in  the uk in 2015.  [4]  (g) discuss the arguments for and against the chinese government increasing the tax on  cigarettes.  [6]",
+            "4": "4 0455/21/o/n/17 \u00a9 ucles 2017 section b answer any three  questions from this section. 2 in 2015, the global equilibrium price of milk fell. as a result, the number of farms producing milk  declined. farms tried to cut costs by becoming larger and employing fewer but more specialised  workers. the reduction in the number of farms has led to less competition because some large  farms have gained monopoly powers in local areas. a number of farm workers switched to other  jobs, but some who remained accepted a cut in pay.  (a) define \u2018equilibrium price\u2019.  [2]  (b) explain two reasons why a worker may continue in a job despite a cut in pay.  [4]  (c) analyse how employing specialised workers may reduce a firm\u2019s average costs of production.  [6]  (d) discuss whether consumers would benefit if a firm became a monopoly.  [8] 3 qatar is a growing economy and has benefited from the expansion of the insurance industry.  this industry is currently dominated by one firm and is a long way from perfect competition. the  economy has also experienced a general increase in labour productivity. however, the nature of  the relationship between free trade and economic growth is debated among economists.  (a) define \u2018perfect competition\u2019.  [2]  (b) explain two influences on the size of firms.  [4]  (c) analyse the causes of an increase in labour productivity.  [6]  (d) discuss whether a country that engages in free trade is likely to have a higher economic  growth rate than one that uses trade protection.  [8] 4 indonesia is rich in resources including such raw materials as copper, gold and coal. indonesia  is the second-largest exporter of coal. in 2015, the indonesian government was considering  increasing subsidies to producers, including farmers. subsidies can be used to reduce inflation.  recent years have seen lower direct taxes in indonesia, but higher direct taxes in some other  countries.  (a) what is used to measure a country\u2019s inflation rate?  [2]  (b) explain two reasons for conserving resources.  [4]  (c) analyse how subsidies given to farmers could raise living standards.  [6]  (d) discuss whether a rise in direct taxes will reduce economic growth.  [8]",
+            "5": "5 0455/21/o/n/17 \u00a9 ucles 2017 5 in 2015, venezuela was facing a number of challenges. despite government subsidies, increases  in demand meant there were shortages of food. the fall in the global price of oil increased the  deficit on the current account of the country\u2019s balance of payments. oil accounted for nearly 90%  of the country\u2019s export earnings. in venezuela, oil is produced by one large state-owned company,  but the country also has many sole traders involved in other industries.  (a) define a \u2018subsidy\u2019.  [2]  (b) explain two causes of a decrease in demand for oil.  [4]  (c) analyse the advantages of being a sole trader.  [6]  (d) discuss whether a government should be concerned about a growing deficit on the current  account of its balance of payments.  [8] 6 in 2008, zimbabwe reached a record high rate of inflation of 500 trillion per cent. by 2015, it had  fallen so much that there was even talk of deflation. such deflation could be very serious given  the country\u2019s high rate of unemployment. increased government spending on training is one of the  policy measures that can be used to reduce both unemployment and inflation.  (a) identify two ways in which a high rate of unemployment may affect firms.  [2]  (b) explain two causes of deflation.  [4]  (c) analyse the disadvantages  of a very high rate of inflation.  [6]  (d) discuss whether increased government spending on training will always reduce inflation.  [8] 7 despite encouragement from central banks, in 2015 some commercial banks were still reluctant  to lend, especially to the poor. attracting more lenders and borrowers would have allowed  commercial banks to expand and employ more workers. a rise in employment would make more  use of a country\u2019s labour force. over time, the size of a country\u2019s labour force is likely to change.  (a) identify two ways in which the expenditure patterns of the poor and the rich are different.  [2]  (b) explain two reasons why a commercial bank may prefer to lend to the rich rather than to the  poor.  [4]  (c) analyse the effects that an increase in the labour force will have on an economy.  [6]  (d) discuss whether providing loans to the poor will reduce poverty.  [8]",
+            "6": "6 0455/21/o/n/17 \u00a9 ucles 2017 blank page",
+            "7": "7 0455/21/o/n/17 \u00a9 ucles 2017 blank page",
+            "8": "8 0455/21/o/n/17 \u00a9 ucles 2017 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 international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download at www.cie.org.uk after  the live examination series. 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.blank page"
+        },
+        "0455_w17_qp_22.pdf": {
+            "1": "this document consists of 5 printed pages, 3 blank pages and 1 insert. dc (kn/fd) 128047/4 \u00a9 ucles 2017  [turn overcambridge international examinations cambridge international general certificate of secondary education *3159412002*economics  0455/22 paper 2 structured questions  october/november 2017  2 hours 15 minutes no additional materials are required. read these instructions first an answer booklet is provided inside this question paper. you should follow the instructions on the front cover  of the answer booklet. if you need additional answer paper ask the invigilator for a continuation booklet. section a answer question 1. section b answer any three  questions. the number of marks is given in brackets [  ] at the end of each question or part question.",
+            "2": "2 0455/22/o/n/17 \u00a9 ucles 2017 section a answer this question. 1 from inflation to deflation  for some time, many central banks have tried to achieve a target inflation rate of about 2%. a  small and steady rise in the price level can bring a number of benefits to an economy. for central  banks and governments, the problem used to be stopping the inflation rate from going above the  target rate while keeping the unemployment rate low. now the problem has changed, and the  risk is that inflation will fall below this target rate. at the end of 2014 the consumer prices index in  china stood at 100.5. the inflation rate in the country in 2015 was 2%. meanwhile, a number of  countries in europe experienced deflation. this had several consequences, including increasing  the gap between the wages of skilled and unskilled workers.  one major reason for the downward pressure on inflation was a fall in the global price of oil  from us$120 to us$66 a barrel in 2015. this reduced the price of energy and transport. lower  transport costs had a noticeable impact on the price of food. fig. 1 shows how the market for food  was affected in 2015. p2p1 q1q2d os1 s2 quantity of foodprice of food fig. 1 the market for food in 2015  at the same time as falling inflation, some countries experienced falling unemployment. other  countries, however, experienced both falling inflation and rising unemployment. for example,  france saw unemployment rising between 2014 and 2015. this put upward pressure on french  government spending.",
+            "3": "3 0455/22/o/n/17 \u00a9 ucles 2017 [turn over  (a) identify, from the extract, two aims of government policies.  [2]  (b) explain two problems caused by inflation.  [4]  (c) calculate, using information from the extract:   (i) the percentage fall in the global price of a barrel of oil in 2015  [2]   (ii) the consumer prices index in china at the end of 2015.  [2]  (d) analyse why an increase in unemployment might cause an increase in government spending.  [5]  (e) discuss whether the supply of workers for unskilled jobs will be high in a country.  [5]  (f) explain, using information from the extract and fig. 1, what happened to the market for food  in 2015.  [4]  (g) discuss whether a decrease in income tax would reduce deflation.  [6]",
+            "4": "4 0455/22/o/n/17 \u00a9 ucles 2017 section b answer any three  questions from this section. 2 singapore is usually ranked as one of the best countries in which to do business. it is an open  economy engaging in free trade. it has a history of strong entrepreneurship, low unemployment,  low average costs and relatively low tax rates. its example may encourage other countries to  remove trade restrictions.   (a) define \u2018average costs\u2019.  [2]  (b) explain two factors that would increase the supply of entrepreneurs in an economy.  [4]  (c) analyse how the market for a product would be affected by a reduction of the tax on the  product combined with a fall in the price of a complement.  [6]  (d) discuss whether low unemployment in a country will encourage multinational companies  (mncs) to set up there.  [8] 3 rich people in some countries are now working for more hours on average than poor people.  one reason for this is thought to be that well-paid jobs provide more job satisfaction. gaining  enjoyment from work can lead to high labour productivity.  (a) what is a possible opportunity cost of working?  [2]  (b) explain two reasons why older workers tend to earn more than younger workers.  [4]  (c) analyse, using a production possibility curve diagram, how an increase in labour productivity  will affect an economy.   [6]  (d) discuss whether the rich in one country will save more than the rich in another country.  [8] 4 in pakistan there is a limited choice of cars to buy. the country has a population of approximately  190 million but only about 120  000 cars a year are produced there. the firms producing cars in  pakistan are protected from foreign competition by a range of methods of trade protection.  (a) name two factors of production used in making cars.  [2]  (b) explain how two methods of trade protection may reduce imports.  [4]  (c) analyse the social costs created by car production and car use.  [6]  (d) discuss whether demand for cars is likely to increase in the future.  [8]",
+            "5": "5 0455/22/o/n/17 \u00a9 ucles 2017 5 nauru is one of the smallest countries in the world with a population of only 10  000. fifty years  ago the population was one of the richest per head in the world, largely the result of exporting the  phosphate created over many centuries by sea-bird droppings. this labour-intensive industry has  declined significantly. now incomes are much lower and one third of workers are jobless.   (a) what is meant by a \u2018labour-intensive industry\u2019?  [2]  (b) explain two reasons why a country may stop exporting a product.  [4]  (c) analyse the effects of an increase in unemployment on inflation.  [6]  (d) discuss whether having a relatively small population is an advantage or a disadvantage for  an economy.  [8] 6 moldova has a population of 3.5 million. it is one of the poorest countries in europe, with relatively  low living standards. in 2015, the country experienced a recession and a doubling of its inflation  rate. moldova\u2019s central bank increased its interest rate from 8.5% to 15.5%.   (a) identify two influences on the size of a country\u2019s population.  [2]  (b) explain two causes of an increase in living standards.  [4]  (c) analyse how an increase in the rate of interest could increase unemployment.  [6]  (d) discuss whether a government should increase tax rates during a recession.  [8] 7 the gulf countries, some of which are quite specialised, import a high proportion of the food  their inhabitants eat. for example, the united arab emirates imports 83% of all the food that it  consumes. the gulf countries are trying to reduce their reliance on imports of food.   (a) define \u2018specialisation\u2019.  [2]  (b) explain two disadvantages  that workers may experience from specialising.  [4]  (c) analyse how a country could reduce its reliance on imports.  [6]  (d) discuss whether producing more food will increase living standards.  [8]",
+            "6": "6 0455/22/o/n/17 \u00a9 ucles 2017 blank page",
+            "7": "7 0455/22/o/n/17 \u00a9 ucles 2017 blank page",
+            "8": "8 0455/22/o/n/17 \u00a9 ucles 2017 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 international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download at www.cie.org.uk after  the live examination series. 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.blank page"
+        },
+        "0455_w17_qp_23.pdf": {
+            "1": "this document consists of 5 printed pages, 3 blank pages and 1 insert. dc (nh/fd) 128044/4 \u00a9 ucles 2017  [turn over *7385804468*economics  0455/23 paper 2  structured questions  october/november 2017  2 hours 15 minutes no additional materials are required.  read these instructions first an answer booklet is provided inside this question paper. you should follow the instructions on the front cover  of the answer booklet. if you need additional answer paper ask the invigilator for a continuation booklet. section a answer question 1. section b answer any three  questions. the number of marks is given in brackets [  ] at the end of each question or part question.cambridge international examinations cambridge international general certificate of secondary education",
+            "2": "2 0455/23/o/n/17 \u00a9 ucles 2017 section a answer this question. 1 changes in the global balance of economic power  in 2014, global gross domestic product (gdp) stood at us$78  000 billion. a year later it had  increased to us$80  730 billion. in the past, countries such as the usa and germany might have  been expected to have made the largest contribution to the increase in gdp. china accounted  for 20% of the increase in world output in 2015. china is set to become the largest economy. it is  becoming a stronger competitor in a number of markets. this increased price competitiveness is  the result of a number of factors including maintaining a low exchange rate, providing subsidies  to a number of industries and increased labour productivity. however, in 2015 the chinese  government was considering whether to reduce the size of the country\u2019s steel industry, possibly  by cutting the subsidy it received. fig. 1 shows how the market for steel might be affected by such  a change. p2 p1 o q1 q2d1s1s2 quantity of steelprice of steel fig. 1  the market for steel in china in 2015  some developed countries have been struggling recently. for example, australia has seen its  economic growth rate declining. to try to increase domestic economic activity the reserve bank  of australia has cut interest rates.  developing and emerging economies\u2019 economic growth rates are increasing. in africa, this is in  part because of the discovery and exploitation of oil and mineral resources. these countries have  different exchange rate systems and have different records of success in attracting multinational  companies. many african countries use protectionist measures but some are moving towards free  trade.  in most developing and emerging economies the birth rate is falling. the impact of this change is  influenced by the relative size of the fall. for instance, nauru is one of the smallest countries in the  world having a population of only 10  000. its birth rate fell from 26 to 25 in 2015.",
+            "3": "3 0455/23/o/n/17 \u00a9 ucles 2017 [turn over  (a) identify, from the extract, two monetary policy measures.  [2]  (b) explain two causes of a fall in the birth rate.  [4]  (c) calculate, using information from the extract:   (i) the value in us$ of china\u2019s contribution to global gdp growth in 2015  [2]   (ii) the number of children born in nauru in 2015.  [2]  (d) analyse, using a production possibility curve diagram, how the discovery of new oil reserves  would affect an economy.  [5]  (e) discuss whether a firm would benefit from a fall in its country\u2019s exchange rate.  [5]  (f) explain, using information from the extract and fig. 1, what might have happened to the  market for steel in china in 2015.  [4]  (g) discuss whether engaging in free trade increases living standards in a country.  [6]",
+            "4": "4 0455/23/o/n/17 \u00a9 ucles 2017 section b answer any three questions from this section. 2 in saudi arabia, output of cement has risen as a result of an increase in demand from the  construction industry for building houses, schools, hospitals and roads. the market for cement  is also being affected by price changes, export bans and mergers between companies making  cement.  (a) define \u2018demand\u2019.  [2]  (b) explain two reasons why a country might want to restrict exports.  [4]  (c) analyse how information on the price elasticity of demand for its product can influence a  firm\u2019s pricing decisions.  [6]  (d) discuss whether a merger of two firms in the same industry will be likely to reduce the price of  the product.  [8] 3 in june 2015, trade unions in argentina demanded higher wages and lower taxes. as well as  pressure for increased wages the economy was facing a number of other challenges. it was trying  to promote the formation of public limited companies and economic growth.  (a) identify two reasons why governments impose taxes.  [2]  (b) explain two advantages a business organisation may gain from becoming a public limited  company.  [4]  (c) analyse how a cut in tax rates could increase tax revenue.  [6]  (d) discuss whether an economy would benefit from an increase in the strength of its trade  unions.  [8] 4 in august 2015, china devalued its currency, the yuan. the chinese government was trying to  increase output, including the output of food. it had experienced a slow-down in its economic  growth. however, some other countries had actually experienced a decrease in output. one of the  causes of the decline in economic growth in some countries was problems connected with their  commercial banks. some commercial banks were at risk of going out of business.  (a) define \u2018devaluation\u2019.  [2]  (b) explain two disadvantages  of a decrease in a country\u2019s output.  [4]  (c) analyse the effect on the market for food of an increase in population combined with a  prolonged period of bad weather.  [6]  (d) discuss whether a central bank should lend to commercial banks which get into financial  difficulties.  [8]",
+            "5": "5 0455/23/o/n/17 \u00a9 ucles 2017 5 in 2015, the island of puerto rico announced it was considering ending some of its trade  embargoes. its government was also reviewing the amount it was planning to spend. incomes  have been increasing in puerto rico with some workers doing better than others. there have  also been changes on the micro level, with elasticities of demand and supply changing in some  markets.  (a) identify two reasons why a government may place an embargo on the import of a product.  [2]  (b) explain two reasons why some young workers may earn more than some old workers.  [4]  (c) analyse the factors that can make the supply of a product more price-elastic.  [6]  (d) discuss whether a decrease in government spending will benefit an economy.  [8] 6 trade protection reduces the opportunity for countries to specialise and influences the current  account positions that countries have on their balance of payments. there are differences in the  amount and types of trade protection used by developed and developing countries. developed  countries also usually have a lower death rate than developing countries.  (a) define \u2018trade protection\u2019.  [2]  (b) explain two advantages of countries specialising.  [4]  (c) analyse why developed countries usually have lower death rates than developing countries.  [6]  (d) discuss whether a rise in income tax will reduce a current account deficit.  [8] 7 in 2015, the uk economy experienced an increase in production and relatively low unemployment.  there was, however, little growth in labour productivity and earnings. the government continued  to spend more than it was receiving in tax revenue and considered changing some of its monetary  policy measures.  (a) identify two causes of inflation.  [2]  (b) explain two reasons why government spending may be greater than tax revenue.  [4]  (c) analyse how an increase in labour productivity can increase living standards.  [6]  (d) discuss whether monetary policy measures can increase economic growth.  [8]",
+            "6": "6 0455/23/o/n/17 \u00a9 ucles 2017 blank page",
+            "7": "7 0455/23/o/n/17 \u00a9 ucles 2017 blank page",
+            "8": "8 0455/23/o/n/17 \u00a9 ucles 2017 blank page permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the  publisher will be pleased to make amends at the earliest possible opportunity. to avoid the issue of disclosure of answer-related information to candidates, all copyright acknowledgements are reproduced online in the cambridge international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download at www.cie.org.uk after  the live examination series. 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."
+        }
+    },
+    "2018": {
+        "0455_m18_qp_12.pdf": {
+            "1": "    this document consists of 9 printed pages and 3 blank pages.  ib18 03_0455_12/3rp  \u00a9 ucles 2018 [turn over     *4884143356 * cambridge international examinations  cambridge international general certificate of secondary education       economics 0455/12     paper 1  multiple choice  february/march 2018     45 minutes    additional materials: multiple choice answer sheet    soft clean eraser    soft pencil (type b or hb is recommended)        read these instructions first    write in soft pencil.  do not use staples, paper clips, glue or correction fluid. write your name, centre number and candidate number on the answer sheet in the spaces provided  unless this has been done for you.  do not  write in any barcodes.   there are thirty  questions on this paper. answer all questions. for each question there are four possible  answers a, b, c and d.   choose the one you consider correct and record your choice in soft pencil  on the separate answer sheet.    read the instructions on the answer sheet very carefully.    each correct answer will score one mark. a ma rk will not be deducted for a wrong answer.  any rough working should be done in this booklet.     ",
+            "2": "2  \u00a9 ucles 2018 0455/12/f/m/18  1 what best describes the problem of scarcity?  a all consumer wants must be satisfied.  b all resources are free at the point of use.  c there are limited resources and unlimited wants.  d there are unlimited resources and limited wants.      2 what is an example of the purchase of a capital good?  a a farm owner purchasing additional land  b a farm owner purchasing a television  c a farm owner purchasing a tractor  d a farm worker purchasing some seeds      3 a student decides to buy a ticket for a concert instead of buying a new shirt.    what is the opportunity cost of buying the ticket?  a the concert  b the price of the ticket to the concert  c the shirt  d the time spent purchasing the ticket      4 in a market system who has the most  important role in influencing the allocation of resources?  a consumers  b entrepreneurs  c government officials  d producers     ",
+            "3": "3  \u00a9 ucles 2018 0455/12/f/m/18 [turn over  5 the diagram shows the market for oil. the initial equilibrium is x.    if the quantity of oil sold increased by two million barrels a day, which point represents the new  equilibrium?    price quantityos2 d2s1 s3 d1 d3xa b cd      6 what is an external cost of mining coal?  a the cost of purchasing mining equipment  b the extra cleaning costs of local residents\u2019 houses because of coal dust  c the extra cleaning costs of the mine buildings because of coal dust  d the cost to the mine owners to remove waste     7 the table shows the demand for chocolates at two different prices.    price  $ quantity  demanded  0.50 400  0.45 480    what is the price elasticity of demand when the price falls from $0.50 to $0.45?  a less than 0.5  b between 0.5 and 1  c between 1 and 1.5  d greater than 1.5    ",
+            "4": "4  \u00a9 ucles 2018 0455/12/f/m/18  8 what is a function of a stock exchange?  a it allows company shares to be traded.  b it enables tourists to purchase foreign currency.  c it provides a market for firms to sell their products.  d it sets the rate of interest in an economy.      9 what is a direct benefit to a worker of specialisation?  a the higher output that may lead to higher earnings  b the higher output that may lead to higher profits  c the higher output that may lead to lower costs per unit produced  d the longer training period that is required before starting work      10 a trade union succeeds in raising the wages in an industry above the equilibrium wage.    how would the demand and supply of labour change?     change in quantity  of labour demanded change in quantity   of labour supplied  a fall fall  b fall rise  c rise fall  d rise rise    11 what is most  likely to result from an increase in income tax?  a a fall in consumer spending  b a fall in government spending  c a rise in business investment  d a rise in the level of imports     12 which statement explains why firms in perfect competition are not able to exploit consumers?  a the firms can restrict output.  b the products are differentiated.  c there are barriers to entry.  d there is perfect information.     ",
+            "5": "5  \u00a9 ucles 2018 0455/12/f/m/18 [turn over  13 a company with a chain of restaurants bought another chain of restaurants.    how is this purchase most  likely to be classified?  a conglomerate merger  b diversification  c horizontal integration  d vertical integration     14 the table shows some of the costs of running a retail shop in one week.     $  rent of shop 200  insurance premium 40  purchase of stock 700  delivery of goods 50    what are the total fixed costs during this week?  a $200 b $240 c $700 d $750    15 a company\u2019s annual report suggested that it had benefited from some changes.    which change is an internal economy of scale for this company?  a an improvement in road and rail facilities that has reduced its distribution costs  b an increase in the number of local specialist workers that it could recruit  c the introduction of new training at a local college for which staff have enrolled  d the reduction in the company\u2019s costs by the purchase of a factory supplying components      16 a government believes that consumption of a certain good will be of benefit to society.    which policy is most  likely to encourage producers to increase their output of that good?  a an increase in the period required for training the industry\u2019s workers  b an increase in the regulations affecting businesses  c an increase in the subsidies for that good  d an increase in the taxation of that good     ",
+            "6": "6  \u00a9 ucles 2018 0455/12/f/m/18  17 which statement describes a progressive tax?  a a tax that has a higher percentage rate as income rises  b a tax that increases government income over time  c a tax that places an increasing burden on the poor  d a tax that rises in line with the rate of inflation      18 which combination of government policies is most  likely to reduce unemployment?     income  tax rate government  spending rate of  interest  a decrease decrease increase  b decrease increase decrease  c increase decrease decrease  d increase increase increase      19 which pair of government actions combines a fiscal policy with a supply-side policy?  a changing government spending with changing interest rates  b cutting tax rates with providing information on job vacancies  c limiting bank lending with the privatisation of industry  d restricting credit with less control over labour markets      20 what is a recession?  a a period when incomes rise by less than inflation  b a period when prices are falling continuously for twelve months  c a period when real gdp is declining for two consecutive quarters  d a period when unemployment is rising      21 an economy is suffering from a period of deflation.    what does this mean for the economy?  a consumers may delay purchase of some products.  b purchasing power of consumers falls.  c tax revenues for the government will rise.  d the real value of personal savings falls.     ",
+            "7": "7  \u00a9 ucles 2018 0455/12/f/m/18 [turn over  22 the table shows the percentage change in employment over a period for a country with three  economic sectors.    economic  sector change in  employment (%)  agriculture \u20136  manufacturing +2  services +4    what could be concluded from this information?  a agricultural output fell.  b the country became more developed.  c the working population stayed constant.  d total employment remained the same.      23 official statistics in 2010 showed south africa had a very high unemployment rate at around  25%, although wages were double those in brazil.    what might be a reason for south africa\u2019s high wages in a time of high unemployment compared with brazil?  a a skilled workforce in brazil  b high levels of savings in south africa  c more labour-intensive production in brazil  d strong trade unions in south africa     24 what is a common feature of developed countries?  a a high fertility rate  b a low population  c high net emigration  d low birth rates    ",
+            "8": "8  \u00a9 ucles 2018 0455/12/f/m/18  25 which combination of changes in a government\u2019s budget will lead to greater income inequality?     direct taxes indirect taxes health and  education spending  a decrease decrease increase  b decrease increase decrease  c increase decrease decrease  d increase increase increase     26 the table shows the percentage of the working population in different sectors in three countries.    country agriculture (%) manufacturing (%) services (%)  iran 38 33 29  nepal 93 2 5  uk 2 42 56    what can be concluded from the table?  a iran has fewer people working in the secondary sector than the uk.  b nepal is a developed economy.  c the tertiary sector is more developed in iran than in nepal.  d the uk is dependent on the primary sector.      27 which method of trade protection has the most  predictable effect in controlling the level of  imports?  a quotas on imports  b safety and quality regulations for imports  c subsidies to domestic producers  d tariffs on imports      28 what would cause a favourable change in the indian trade in services (invisible) account?  a a japanese company invests in a subsidiary in india.  b a large indian company increases its exports of goods.  c a malaysian company increases its exports to india.  d an indian company wins a contract to transport south african exports.     ",
+            "9": "9  \u00a9 ucles 2018 0455/12/f/m/18  29 in october 2015, one uk pound could be exchanged for 100 indian rupees. by october 2016,  one uk pound could be exchanged for 80 indian rupees.    what would be a short-term consequence of this change?  a economic growth in india would increase.  b indian manufacturers would earn higher profits from exports to the uk.  c inflationary pressure in the uk would reduce.  d uk manufacturers would find it easier to export to india.     30 a country imports oil which is used in the production and distribution of goods. the country has  also experienced a rise in incomes which has resulted in a large increase in the demand for goods, some of which it imports.    what is likely to happen to the country\u2019s balance of trade in goods (visible) and to the price of oil?     balance of  trade in goods price of oil  a improves falls  b improves rises  c worsens falls  d worsens rises    ",
+            "10": "10  \u00a9 ucles 2018 0455/12/f/m/18  blank page",
+            "11": "11  \u00a9 ucles 2018 0455/12/f/m/18  blank page",
+            "12": "12    permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to trac e 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 ans wer-related information to candidates, all copyright acknowledgements are reproduced onl ine in the cambridge  international examinations copyright acknow ledgements booklet. this is produced for each  series of examinations and is freely a vailable to download at  www.cie.org.uk after the live examination series.    cambridge international examinations is part of the cambridge as sessment group. cambridge assessment is the brand name of unive rsity of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge.    \u00a9 ucles 2018 0455/12/f/m/18  blank page  "
+        },
+        "0455_m18_qp_22.pdf": {
+            "1": "*5873770486* this document consists of 5 printed pages, 3 blank pages and 1 insert. dc (kn/fc) 148194/2 \u00a9 ucles 2018  [turn overeconomics  0455/22 paper 2  structured questions  february/march 2018  2 hours 15 minutes no additional materials are required. read these instructions first an answer booklet is provided inside this question paper. you should follow the instructions on the front cover  of the answer booklet. if you need additional answer paper ask the invigilator for a continuation booklet. section a answer question 1. section b answer any three  questions. the number of marks is given in brackets [  ] at the end of each question or part question.cambridge international examinations cambridge international general certificate of secondary education",
+            "2": "2 0455/22/f/m/18 \u00a9 ucles 2018 section a answer this question. 1\t india\u2019s \thigh-technology \tindustry  india has a number of expanding industries including construction, engineering, healthcare  and retail. its high-technology industry, which is often referred to as \u2018hi-tech\u2019, is its most rapidly  growing industry, adding more than 200  000 jobs a year. it currently employs more than 10 million  people and accounts for exports worth us$90 billion each year. firms in the industry specialise  in research and development, electronics and software production. software production includes  applications (apps) for smartphones and tablets.  one indian hi-tech firm has developed an app that allows people to look at menus in a range  of restaurants, to book a table and to order food. the firm now supplies the app in a number of  countries including the philippines, turkey and the usa. this indian hi-tech firm also produces  electronic equipment in these countries. one of the reasons for its expansion abroad is the  relatively low demand for restaurant meals in india. this situation could change soon as incomes  rise and restaurants increase their advertising, including on the firm\u2019 s app.  india\u2019s hi-tech industry is concentrated in bengaluru (bangalore). the city has strong links to  universities and multinational companies (mncs) and is home to some of india\u2019s most innovative  entrepreneurs. some of these entrepreneurs come from other countries. immigrants play a large  role in the creation and growth of hi-tech firms throughout the world. a number of factors can  encourage entrepreneurs to move to another country including a low rate of tax on profits.  an expanding economy is a key influence on the number of new firms that are set up. in turn,  economic growth is influenced by how much firms spend on capital goods (investment). fig. 1  shows india\u2019s economic growth rate and the percentage change in investment in india between  2008 and 2014. india\u2019s economic growth rate peaked in 2010. it then fell in 2011 and 2012 caused,  in part, by a rise in the interest rate and concerns about future economic prospects.  fig. 1 economic growth rate and percentage change in investment in india 2008\u201314 \u201322008 economic growth rate  (%) change in investment  (%)2009 2010 2011 2012 2013 201402468101214%",
+            "3": "3 0455/22/f/m/18 \u00a9 ucles 2018 [turn over  (a) identify, using information from the extract, two industries that operate in the secondary  sector of the indian economy.  [2]  (b) explain, using information from the extract, two reasons why the price of restaurant meals in  india is likely to increase in the future.  [4]  (c) analyse how a government can encourage enterprise.  [5]  (d) analyse the extent to which the relationship shown in fig. 1, between changes in india\u2019s  investment and its economic growth rate, is the expected one.  [4]  (e) discuss whether or not a city such as bengaluru should specialise in one industry.  [5]  (f) explain, using information from the extract, two reasons why some indian people might have  spent less in 2012.  [4]  (g) discuss whether or not an economy would benefit from its firms producing in other countries.  [6] section b answer any three questions in this section. 2 it is forecast that by 2022 india will overtake china as the world\u2019s most highly populated country.  china\u2019s birth rate is lower than india\u2019s and china has a higher proportion of its population aged  over 65. by 2050, it is estimated that 500 million chinese people and 330 million indian people  will be over 65. changes in population size and age structure affect the quantity and quality of a  country\u2019s resources.  (a) define resources . [2]  (b) explain two reasons why the quality of a country\u2019s resources may increase.  [4]  (c) analyse the reasons why a country\u2019s birth rate may fall.  [6]  (d) discuss whether or not a government should be worried about an increase in the proportion  of its population that is aged over 65.  [8] 3 taxi drivers usually have to buy a licence to carry passengers. the relatively high fixed cost of the  licence discourages some people from becoming taxi drivers. encouraging more people to be taxi  drivers would be likely to reduce taxi fares and unemployment. it may, however, increase traffic  congestion.  (a) define fixed cost . [2]  (b) explain why traffic congestion is an external cost.  [4]  (c) analyse how a taxi firm can use information about price elasticity of demand for its service.  [6]  (d) discuss whether or not a reduction in unemployment always increases living standards.  [8]",
+            "4": "4 0455/22/f/m/18 \u00a9 ucles 2018 4 in march 2016, the canadian government announced increases in government spending including  an increased subsidy to environmentally friendly technology. it also announced that high income  earners would face an increase from 29% to 33% in the highest rate of income tax. changes in  government spending and taxation can influence a country\u2019s inflation rate.   (a) define subsidy . [2]  (b) explain two disadvantages of inflation.  [4]  (c) analyse how an increase in government spending may cause inflation.  [6]  (d) discuss whether or not an increase in the highest rate of income tax will benefit an economy.  [8] 5 south africa has more than 700 state-owned enterprises, a number of which have engaged  in vertical integration and horizontal integration. some of the state-owned enterprises are  monopolies, including a railway monopoly. a leading south african economist has argued that  more of the country\u2019s resources should be devoted to building and operating new railway lines  and stations.  (a) define state-owned enterprise . [2]  (b) explain the difference between vertical integration and horizontal integration. give an example  of each.  [4]  (c) analyse how a monopoly could benefit consumers.  [6]  (d) discuss whether or not a country should devote more of its resources to building and  operating new railway lines and stations.  [8] 6 the effects of a depreciation of a currency are influenced by the price elasticity of demand of  exports and imports. worldwide there has been a reduction in trade barriers including tariffs.  there has also been an increase in the movement of goods and services between countries and,  to a lesser extent, the movement of people. some countries experience net emigration with more  people leaving the country than entering it.  (a) define depreciation of a currency . [2]   (b) explain two reasons why demand for a country\u2019s exports may be price-inelastic.  [4]  (c) analyse how a reduction of its import tariffs could increase a country\u2019s output.  [6]  (d) discuss whether or not net emigration will reduce poverty in a country.  [8]",
+            "5": "5 0455/22/f/m/18 \u00a9 ucles 2018 7 france is a mixed economy. during recent years there have been a number of changes in its  labour market. more workers are employed in the tertiary sector and fewer workers in the primary  sector. average working hours have increased and public sector workers have received wage  rises.  (a) define mixed economy . [2]  (b) explain two advantages of working in the tertiary sector rather than the primary sector.  [4]  (c) analyse why a trade union may oppose a rise in working hours.  [6]  (d) discuss whether or not a government should increase the wages it pays to workers in the  public sector.  [8]",
+            "6": "6 0455/22/f/m/18 \u00a9 ucles 2018 blank page",
+            "7": "7 0455/22/f/m/18 \u00a9 ucles 2018 blank page",
+            "8": "8 0455/22/f/m/18 \u00a9 ucles 2018 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 international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download at www.cie.org.uk after  the live examination series. 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.blank page"
+        },
+        "0455_s18_qp_11.pdf": {
+            "1": "    this document consists of 10 printed pages and 2 blank pages.  ib18 06_0455_11/4rp  \u00a9 ucles 2018 [turn over     *1317896062* cambridge international examinations  cambridge international general certificate of secondary education       economics 0455/11     paper 1  multiple choice  may/june 2018     45 minutes    additional materials: multiple choice answer sheet    soft clean eraser    soft pencil (type b or hb is recommended)        read these instructions first    write in soft pencil.  do not use staples, paper clips, glue or correction fluid. write your name, centre number and candidate number on the answer sheet in the spaces provided  unless this has been done for you.  do not  write in any barcodes.   there are thirty  questions on this paper. answer all questions. for each question there are four possible  answers a, b, c and d.   choose the one you consider correct and record your choice in soft pencil  on the separate answer sheet.    read the instructions on the answer sheet very carefully.    each correct answer will score one mark. a ma rk will not be deducted for a wrong answer.  any rough working should be done in this booklet.     ",
+            "2": "2  \u00a9 ucles 2018 0455/11/m/j/18  1 the norwegian government chose to spend the profits from oil on stocks, bonds and property.  the possibility of improving domestic infr astructure, therefore, was not taken.    which economic concept does this best illustrate?  a cost of production  b finite resources  c opportunity cost  d production possibility frontier      2 what would be classified by an economist as the factor of production known as land?  a a discovery of oil in the south china sea  b an oil rig bought by an oil company  c money held by the oil companies in their bank accounts  d the productivity of oil workers      3 what is the cause of the economic problem facing all countries?  a climate change and global warming  b significant quantities of unemployed resources  c uneven distribution of income and wealth  d unlimited wants in relation to limited resources      4 which activity takes place in the tertiary sector?  a assembling computers  b giving legal advice  c harvesting grain  d making bread     ",
+            "3": "3  \u00a9 ucles 2018 0455/11/m/j/18 [turn over  5 in the diagram, suppliers have set the price of a product at p s. economic theory predicts that the  equilibrium price of the product will rise to p e.    ope pss dprice quantity    what is the reason for this movement in price?  a demand for the product will increase.  b no more of the product can be supplied.  c some consumers are willing to pay higher prices.  d suppliers are facing rising costs.     6 a government approved the construction of a new railway line connecting major cities. it would be  built by a private company but be funded partly through taxation. it would create many jobs.  people living on the route worried about the harm to their environment.    which concepts are directly involved in this statement?  a excess demand and public corporation  b government subsidies and perfect competition  c market system and income distribution  d private benefit and external cost     ",
+            "4": "4  \u00a9 ucles 2018 0455/11/m/j/18  7 the diagram shows the supply curve for a good.    010 20 304 2price ($) quantity (units)s     what is the price elasticity of supply when the price rises from $2 to $4?  a 0.2 b 0.5 c 1 d 2      8 what is a function of a central bank?  a accepting deposits from the public  b determining tax rates  c implementing monetary policy  d lending to businesses      9 what is likely to lead to an increase  in the wages of university lecturers?  a an increase in the fringe benefits provided to university lecturers  b an increase in the tuition fees paid by university students  c government policies reducing the length of the training for university lecturers  d increased demand from students to study at university      10 when is a trade union likely to have more power to increase its members\u2019 wages?  a when imports are increasing  b when labour supply is increasing  c when output is increasing  d when unemployment is increasing     ",
+            "5": "5  \u00a9 ucles 2018 0455/11/m/j/18 [turn over  11 the table shows the percentage (%) of income saved by different age groups.    age (years) 15\u201329 30\u201339 40\u201349 50\u201364 65+  % of income saved \u201330 \u20135 +15 +30 \u201310    what can be concluded from the table?  a over the age range shown total savings equalled total dissavings.  b the 15\u201329 age group has the lowest level of income.  c the 50\u201364 age group saves the highest percentage of its income.  d the 65+ age group has a lower income than the 30\u201339 age group.     12 which characteristic can exist both in monopoly and in perfect competition?  a freedom of entry  b many buyers  c many sellers  d perfectly elastic demand curve      13 an industry is experiencing diseconomies of scale.    what will be happening to long run average cost and total cost?     long run  average cost total cost  a decreasing decreasing  b decreasing increasing  c increasing decreasing  d increasing increasing     ",
+            "6": "6  \u00a9 ucles 2018 0455/11/m/j/18  14 a firm that sells its product for $6 a unit has the following total costs.    output (units) 0 10 20 30  total costs ($) 40 100 120 150    which statement is correct?  a average cost is lowest when 10 units are produced.  b the firm does not make any profit when 20 units are sold.  c the firm has no fixed costs.  d total variable costs fall continuously over these outputs.     15 which statement about fixed costs is correct?  a they exist only in the long run.  b they include raw material and direct labour costs.  c they increase at the same rate as output.  d they must be paid even if there is no output.     16 what would a government reduce as part of an expansionary monetary policy to increase  employment?  a government spending  b the money supply  c the rate of interest  d unemployment benefit      17 what is an aim of government policy?  a income tax  b interest rates  c stable prices  d unemployment     ",
+            "7": "7  \u00a9 ucles 2018 0455/11/m/j/18 [turn over  18 the table shows the amount of tax to be paid at different weekly incomes.    weekly income ($) 100 150 200 250  weekly tax ($) 20 30 36 40    which statement describes the system of income tax as income rises over this range?  a it is progressive throughout.  b it is proportional then becomes progressive.  c it is proportional then becomes regressive.  d it is regressive throughout.      19 which situation involving the building industry is most  likely to be investigated by a government  body set up to control restrictive practices?  a a builder purchasing a plot of land for development of housing  b groups of suppliers of building materials agreeing to fix prices  c several builders bidding for the same contracts  d several builders using different sources of supply      20 an economy is experiencing two consecutive quarters of negative economic growth.    what is this economy experiencing?  a budget deficit  b inflation  c recession  d trade deficit      21 what is included in the calculation of a consumer prices index (cpi)?  a the price of a basket of goods and services  b the price of exports and the price of imports  c the value of the currency on international markets  d the wages of consumers     ",
+            "8": "8  \u00a9 ucles 2018 0455/11/m/j/18  22 there was a fall in investment spending by businesses in the third quarter of 2015.    what would be the likely result of this?  a an increase in economic growth  b an increase in exports  c an increase in incomes  d an increase in unemployment     23 the table shows units of output, value of output and number of people employed in an industry  over three years.     output  (units, millions)output value  ($ millions) number employed  (000)  year 1 10 10 5  year 2 21 25 7  year 3 32 40 8    what can be concluded from the table?  a inflation has increased.  b productivity has increased.  c profit has increased.  d working population has increased.     24 what is found in a typical developed country?  a fast rate of economic growth  b high population growth  c limited use of technology  d significant tertiary employment      25 which characteristic will show that a country has significant absolute poverty?  a a majority of the population will have less than average income.  b basic living needs are not being met.  c most people do not have mobile phones.  d there is a high number of people living in rural areas.     ",
+            "9": "9  \u00a9 ucles 2018 0455/11/m/j/18 [turn over  26 the government of a developing country allows a multinational mining company to mine minerals  in order to improve the standard of living of the local people.    which action by the multinational company (mnc) will not lead to an improvement in the  standard of living of the local people?  a building roads to assist transport  b exporting mineral ore  c providing skills training  d returning profits overseas      27 a country has decided that it wants to increase free trade with its trading partners.    which measure would help it achieve this objective?  a a higher quota on imported cars  b a subsidy to domestic car producers  c an embargo on cars produced in other countries  d higher tariffs on imported goods     28 in 2012 the uk held the olympic games, which attracted a large number of visitors from foreign  countries.    which item of the uk\u2019s current account balance will have benefited directly from this event?  a export trade in goods  b export trade in services  c import trade in goods  d import trade in services     29 the mexican currency (the peso) has fallen in value against the us dollar.    what will be the effect of this on the mexican economy?  a a decrease in tariffs on imports  b a decrease in the price of exports  c a decrease in the price of imports  d a decrease in the volume of exports     ",
+            "10": "10  \u00a9 ucles 2018 0455/11/m/j/18  30 the table shows the rice yield in four countries.    country rice yield  (kilos per hectare)  japan 64  china 53  bangladesh 20  thailand 20    what may be concluded from this information?  a bangladesh and thailand produce the same amount of rice.  b japan produces more than three times as much rice as bangladesh.  c japan produces the largest amount of rice per hectare.  d japan produces the largest amount of rice per person employed.     ",
+            "11": "11    blank page   \u00a9 ucles 2018 0455/11/m/j/18  ",
+            "12": "12    blank page     permission to reproduce items where third-party owned material pr otected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to trac e 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 ans wer-related information to candidates, all copyright acknowledgements are reproduced onl ine in the cambridge  international examinations copyright acknow ledgements booklet. this is produced for each  series of examinations and is freely a vailable to download at  www.cie.org.uk after the live examination series.    cambridge international examinations is part of the cambridge as sessment group. cambridge assessment is the brand name of unive rsity of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge.    \u00a9 ucles 2018 0455/11/m/j/18   "
+        },
+        "0455_s18_qp_12.pdf": {
+            "1": "    this document consists of 10 printed pages and 2 blank pages.  ib18 06_0455_12/4rp  \u00a9 ucles 2018 [turn over     *9282399993 * cambridge international examinations  cambridge international general certificate of secondary education       economics 0455/12     paper 1  multiple choice  may/june 2018     45 minutes    additional materials: multiple choice answer sheet    soft clean eraser    soft pencil (type b or hb is recommended)        read these instructions first    write in soft pencil.  do not use staples, paper clips, glue or correction fluid. write your name, centre number and candidate number on the answer sheet in the spaces provided  unless this has been done for you.  do not  write in any barcodes.   there are thirty  questions on this paper. answer all questions. for each question there are four possible  answers a, b, c and d.   choose the one you consider correct and record your choice in soft pencil  on the separate answer sheet.    read the instructions on the answer sheet very carefully.    each correct answer will score one mark. a ma rk will not be deducted for a wrong answer.  any rough working should be done in this booklet.     ",
+            "2": "2  \u00a9 ucles 2018 0455/12/m/j/18  1 in economics, natural sunlight is classified as a free good.    what is the reason for this?  a sunlight is a gift of nature.  b sunlight is a renewable resource.  c there is no opportunity cost of using sunlight.  d unlimited amounts of sunlight can be consumed.      2 what would be classified as the factor of production capital for an airline?  a the aircraft operated by the airline  b the money the airline keeps in the bank  c the pilots the airline uses  d the shares of the airline quoted on the stock market     3 the diagram shows a production possibility curve (ppc).    which position is most  likely to lead to the greatest outward shift of the ppc?    consumer goods capital goodsoab c d      4 what is a major advantage of a market ec onomic system over a mixed economic system?  a all production of goods and services is determined by consumer demand.  b ownership of resources is divided between private and public sectors.  c producers include any external costs they create in the price of the good.  d there will always be an even distribution of income and wealth.    ",
+            "3": "3  \u00a9 ucles 2018 0455/12/m/j/18 [turn over  5 the diagram shows the market for beef in the us with the original equilibrium at x.    what will be the new equilibrium position if incomes in the us rise?    price quantityoac d d1d2s2s1s3 d3xb      6 the table shows government estimates of the pr ivate and external benefits and costs of building  a new dam.     $ million  private benefits  250  external benefits 325  private costs 200  external costs 150    what is the difference between the social benefits and social costs of building the dam?  a $25 million b $50 million c $175 million d $225 million     ",
+            "4": "4  \u00a9 ucles 2018 0455/12/m/j/18  7 the diagram shows the supply curve for a good.    010 20 304 2price ($) quantity (units)s     what is the price elasticity of supply when the price rises from $2 to $4?  a 0.2 b 0.5 c 1 d 2      8 what does a commercial bank not provide?  a cash  b bonds  c loans  d mortgages      9 what will be likely to increase the wages of airline pilots?  a incomes increase in the world\u2019s major economies.  b terrorist attacks decrease tourist travel.  c the cost of aviation fuel rises.  d the world economy goes into recession.      10 what is most  likely to help a trade union\u2019s claim for wage increases in an industry?  a a decrease in the price of a close substitute for the product  b a decrease in the qualifications needed for the job  c an increase in the number of workers  d an increase in the profits of the industry     ",
+            "5": "5  \u00a9 ucles 2018 0455/12/m/j/18 [turn over  11 the table shows some information for a computer engineer in 2015.     $  salary 40  000  fees earned from consultancy 15  000  credit card repayment 5  000    income tax is fixed at 20%. the engineer saved 10% of the disposable income.    how much was saved?  a $3200 b $4000 c $4400 d $5500      12 what is a characteristic of a perfectly competitive firm?  a absence of competitors  b non-price competition  c one dominant firm  d price taker      13 what is a possible cause of diseconomies of scale?  a an increase in extra administration  b an increase in raw materials costs  c an increase in taxation on company profits  d an increase in the national minimum wage     14 a firm that sells its product for $6 a unit has the following total costs.    output (units) 0 10 20 30  total costs ($) 40 100 120 150    which statement is correct?  a average cost is lowest when 10 units are produced.  b the firm does not make any profit when 20 units are sold.  c the firm has no fixed costs.  d total variable costs fall continuously over these outputs.     ",
+            "6": "6  \u00a9 ucles 2018 0455/12/m/j/18  15 which statement about fixed costs is correct?  a they exist only in the long run.  b they include raw material and direct labour costs.  c they increase at the same rate as output.  d they must be paid even if there is no output.      16 which is a supply-side policy?  a increasing interest rates  b increasing taxation  c providing training courses  d selling government bonds      17 what is an aim of government policy?  a income tax  b interest rates  c stable prices  d unemployment      18 a government has the following revenue.     revenue  ($ m)  corporation profits tax 20  inheritance tax 30  duty on imports 40  income tax 50  sales tax (vat) 200    what is the total amount of indirect tax revenue?  a $140  m b $200  m c $240  m d $270  m     ",
+            "7": "7  \u00a9 ucles 2018 0455/12/m/j/18 [turn over  19 which situation involving the building industry is most  likely to be investigated by a government  body set up to control restrictive practices?  a a builder purchasing a plot of land for development of housing  b groups of suppliers of building materials agreeing to fix prices  c several builders bidding for the same contracts  d several builders using different sources of supply     20 the table shows the change in gross domestic product (gdp) of four countries.    which country has experienced a recession?     quarterly percentage change in gdp  q1  % q2  % q3  % q4  %  a \u2013 6.0 1.0 \u2013  2.0 1.0  b 0.0 \u20131.0 0.0 \u2013  0.1  c 0.1 0.1 0.1 \u2013  3.0  d 1.0 1.0 \u2013  0.5 \u2013  0.5     21 what determines the weights in the consumer prices index (cpi)?  a the average income received by the various households  b the average increase in the prices of the different goods  c the proportion of income spent by the average household on particular goods  d the proportion of income that the average household saves     22 there was a fall in investment spending by businesses in the third quarter of 2015.    what would be the likely result of this?  a an increase in economic growth  b an increase in exports  c an increase in incomes  d an increase in unemployment     ",
+            "8": "8  \u00a9 ucles 2018 0455/12/m/j/18  23 the table shows units of output, value of output and number of people employed in an industry  over three years.     output  (units, millions)output value  ($ millions) number employed  (000)  year 1 10 10 5  year 2 21 25 7  year 3 32 40 8    what can be concluded from the table?  a inflation has increased.  b productivity has increased.  c profit has increased.  d working population has increased.      24 which feature is found in a developed country rather than a developing country?  a high levels of rural to urban migration  b highly organised international financial markets  c low proportion of workforce in service industries  d low school-leaving age      25 over two-thirds of the world\u2019s poorest people live in rural areas. they are mainly involved in  subsistence agriculture.    what explains why poverty remains at a hi gh level for subsistence farming families?  a a lack of finance to buy machinery to improve productivity  b low international prices for food due to overproduction  c the size of families is too small to work the land  d women are discouraged from doing agricultural work    ",
+            "9": "9  \u00a9 ucles 2018 0455/12/m/j/18 [turn over  26 the government of a developing country allows a multinational mining company to mine minerals  in order to improve the standard of living of the local people.    which action by the multinational company (mnc) will not lead to an improvement in the  standard of living of the local people?  a building roads to assist transport  b exporting mineral ore  c providing skills training  d returning profits overseas      27 a country wishes to follow a policy of trade protection.    which action would it take?  a increase the level of import quotas  b reduce import tariffs  c remove exchange controls  d subsidise export producers     28 in 2012 the uk held the olympic games, which attracted a large number of visitors from foreign  countries.    which item of the uk\u2019s current account balance will have benefited directly from this event?  a export trade in goods  b export trade in services  c import trade in goods  d import trade in services     29 in 2015, the value of the south african currency (the rand) depreciated against the us dollar.    what effect did this have on the us economy?  a exports to south africa became more expensive.  b the current account deficit of the us decreased.  c the us experienced higher levels of inflation.  d unemployment in the us decreased.     ",
+            "10": "10  \u00a9 ucles 2018 0455/12/m/j/18  30 the table shows the rice yield in four countries.    country rice yield  (kilos per hectare)  japan 64  china 53  bangladesh 20  thailand 20    what may be concluded from this information?  a bangladesh and thailand produce the same amount of rice.  b japan produces more than three times as much rice as bangladesh.  c japan produces the largest amount of rice per hectare.  d japan produces the largest amount of rice per person employed.     ",
+            "11": "11    blank page   \u00a9 ucles 2018 0455/12/m/j/18  ",
+            "12": "12    blank page     permission to reproduce items where third-party owned material pr otected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to trac e 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 ans wer-related information to candidates, all copyright acknowledgements are reproduced onl ine in the cambridge  international examinations copyright acknow ledgements booklet. this is produced for each  series of examinations and is freely a vailable to download at  www.cie.org.uk after the live examination series.    cambridge international examinations is part of the cambridge as sessment group. cambridge assessment is the brand name of unive rsity of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge.    \u00a9 ucles 2018 0455/12/m/j/18   "
+        },
+        "0455_s18_qp_13.pdf": {
+            "1": "    this document consists of 10 printed pages and 2 blank pages.  ib18 06_0455_13/4rp  \u00a9 ucles 2018 [turn over     *9067064670* cambridge international examinations  cambridge international general certificate of secondary education       economics 0455/13     paper 1  multiple choice  may/june 2018     45 minutes    additional materials: multiple choice answer sheet    soft clean eraser    soft pencil (type b or hb is recommended)        read these instructions first    write in soft pencil.  do not use staples, paper clips, glue or correction fluid. write your name, centre number and candidate number on the answer sheet in the spaces provided  unless this has been done for you.  do not  write in any barcodes.   there are thirty  questions on this paper. answer all questions. for each question there are four possible  answers a, b, c and d.   choose the one you consider correct and record your choice in soft pencil  on the separate answer sheet.    read the instructions on the answer sheet very carefully.    each correct answer will score one mark. a ma rk will not be deducted for a wrong answer.  any rough working should be done in this booklet.     ",
+            "2": "2  \u00a9 ucles 2018 0455/13/m/j/18  1 the introduction of robots has meant that many firms now require fewer workers to produce their  goods and services.    according to this statement, which factor of production is replacing workers?  a capital  b enterprise  c labour  d land     2 economics textbooks identify the existence of scarcity as the basic economic problem.    what is it that makes scarcity a problem?  a it can cause inflation and unemployment.  b it is impossible to satisfy unlimited wants.  c it is the first priority of governments.  d it only affects the richest countries.      3 the diagram shows a country\u2019s orig inal production possibility curve xx.    omanufactured goods agricultural goodsxx y     what could cause the country\u2019s production pos sibility curve to move from xx to xy?  a a decrease in the price of manufactured goods  b a major war  c an improvement in fertilisers  d an increase in the employment rate     ",
+            "3": "3  \u00a9 ucles 2018 0455/13/m/j/18 [turn over  4 what is a benefit of the free market system?  a innovation is encouraged to increase profits.  c negative externalities can be controlled.  b subsidies can be used to encourage exports.  d the distribution of goods and services is fair.      5 the diagram shows the demand curve d 1 and supply curve s 1 for healthcare in an economy. the  original equilibrium is x.    what will be the new equilibrium if the economy experiences sustained economic growth and the  government reduces planning controls on the building of new hospitals?    price quantityoxa b d cs2 s1 s3 d2 d1 d3     6 a private firm is one of a few suppliers of electr icity in an economy. it is fined by the government  for pollution from its coal-fired power stations which affect the health of those living nearby.    what does this situation involve?  a a government policy of nationalising an electricity supplier  b a market structure for electricity that is perfect competition  c a monopoly electricity supplier that ignores government controls  d external costs that are the result of electricity production     ",
+            "4": "4  \u00a9 ucles 2018 0455/13/m/j/18  7 the diagram shows the supply curve for a good.    010 20 304 2price ($) quantity (units)s     what is the price elasticity of supply when the price rises from $2 to $4?  a 0.2 b 0.5 c 1 d 2      8 what is not a function of a central bank?  a it is the lender of last resort to financial institutions.  b it is the sole issuer  of notes and coins.  c it lends to individual firms and consumers.  d it manages the national debt for the government.     9 which change will make a manufacturing company replace labour with capital to maintain the most efficient combination of factors of production?  a the price of machinery has increased.  b the productivity of labour has increased.  c the productivity of machinery has increased.  d the supply of labour has increased.      10 what is the most likely reason a firm might welcome the introduction of a trade union for its  workers?  a unions advise on the level of company dividends.  b unions press for higher minimum wage rates.  c unions simplify the process of wage bargaining.  d unions wish to operate labour-intensive production methods.     ",
+            "5": "5  \u00a9 ucles 2018 0455/13/m/j/18 [turn over  11 what is least  likely to lead to an increase in consumer spending on a new car?  a a decrease in the cost of car repairs  b a decrease in the price of petrol  c a decrease in the rate of interest  d a decrease in train fares      12 what is a characteristic of perfect competition?  a firms sell an identical product.  b new firms cannot enter the market.  c the market is controlled by one firm.  d there is a high degree of market concentration.      13 a television manufacturer claims to have the most technically advanced production in the  industry.    what is this most  likely to mean when compared with its rival producers?  a it has a greater share of the television market.  b it is a more diversified company.  c it is less likely to be di srupted by strike action.  d it needs a more highly skilled workforce.    14 a firm that sells its product for $6 a unit has the following total costs.    output (units) 0 10 20 30  total costs ($) 40 100 120 150    which statement is correct?  a average cost is lowest when 10 units are produced.  b the firm does not make any profit when 20 units are sold.  c the firm has no fixed costs.  d total variable costs fall continuously over these outputs.     ",
+            "6": "6  \u00a9 ucles 2018 0455/13/m/j/18  15 which statement about fixed costs is correct?  a they exist only in the long run.  b they include raw material and direct labour costs.  c they increase at the same rate as output.  d they must be paid even if there is no output.      16 in many countries the government provides financial help to firms who wish to produce electricity using wind turbines.    which kind of policy measure is this?  a deregulation  b maximum price  c subsidy  d taxation      17 what is an aim of government policy?  a income tax  b interest rates  c stable prices  d unemployment     18 a government seeks to redistribute income from the rich to the poor.    which combination of policy measures is most likely to achieve this aim?     income tax sales tax state benefit  a decrease  decrease decrease  b decrease increase increase  c increase decrease increase  d increase increase decrease    ",
+            "7": "7  \u00a9 ucles 2018 0455/13/m/j/18 [turn over  19 which situation involving the building industry is most  likely to be investigated by a government  body set up to control restrictive practices?  a a builder purchasing a plot of land for development of housing  b groups of suppliers of building materials agreeing to fix prices  c several builders bidding for the same contracts  d several builders using different sources of supply      20 what is a likely consequence of economic growth?  a decreased levels of employment  b decreased levels of exports  c decreased levels of output  d decreased levels of poverty     21 a basket of goods is used to calculate a country\u2019s rate of inflation.    what is included in the basket of goods?  a a representative sample of current household spending  b all goods bought in the country  c the spending on an unchanging group of necessities  d the 50 most popular items of household spending     22 there was a fall in investment spending by businesses in the third quarter of 2015.    what would be the likely result of this?  a an increase in economic growth  b an increase in exports  c an increase in incomes  d an increase in unemployment     ",
+            "8": "8  \u00a9 ucles 2018 0455/13/m/j/18  23 the table shows units of output, value of outpu t and number of people employed in an industry  over three years.     output  (units, millions)output value  ($ millions) number employed  (000)  year 1 10 10 5  year 2 21 25 7  year 3 32 40 8    what can be concluded from the table?  a inflation has increased.  b productivity has increased.  c profit has increased.  d working population has increased.      24 provision of services in rural districts of developing countries tends to occur later than those in  urban areas.    for which service would this not be correct?  a medical research units  b mobile phone networks  c modern transport systems  d university teaching departments    25 the table shows a country\u2019s past and predicted age structure, as a percentage (%), from  2000  to 2150. the working age range is 15  \u2013 64.    age 2000  % 2050  % 2100  % 2150  %  65 and over 7 14 25 28  15  \u2013 64 63 68 60 56  14 and under 30 18 15 16    which statement describes the behaviour of the dependency ratio over the period?  a it falls and then rises.  b it falls continuously.  c it rises and then falls.  d it rises continuously.     ",
+            "9": "9  \u00a9 ucles 2018 0455/13/m/j/18 [turn over  26 the government of a developing country allows a multinational mining company to mine minerals  in order to improve the standard of living of the local people.    which action by the multinational company (mnc) will not lead to an improvement in the  standard of living of the local people?  a building roads to assist transport  b exporting mineral ore  c providing skills training  d returning profits overseas      27 what would have the most severe restriction on the volume of international trade in steel?  a an embargo  b a licence system  c a quota  d a tariff      28 in 2012 the uk held the olympic games, which attracted a large number of visitors from foreign  countries.    which item of the uk\u2019s current account balance will have benefited directly from this event?  a export trade in goods  b export trade in services  c import trade in goods  d import trade in services    ",
+            "10": "10  \u00a9 ucles 2018 0455/13/m/j/18  29 the table refers to a country\u2019s balance of payments on current account.     $bn  goods exports 100  goods imports 125  services exports 60  services imports 50  income and transfers balance +10    what can be concluded from the table?  a a current account deficit of $5bn  b a current account surplus of $5bn  c a goods and services deficit of $35bn  d a goods and services surplus of $15bn      30 the table shows the rice yield in four countries.    country rice yield  (kilos per hectare)  japan 64  china 53  bangladesh 20  thailand 20    what may be concluded from this information?  a bangladesh and thailand produce the same amount of rice.  b japan produces more than three times as much rice as bangladesh.  c japan produces the largest amount of rice per hectare.  d japan produces the largest amount of rice per person employed.     ",
+            "11": "11    blank page   \u00a9 ucles 2018 0455/13/m/j/18  ",
+            "12": "12    blank page     permission to reproduce items where third-party owned material pr otected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to trac e 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 ans wer-related information to candidates, all copyright acknowledgements are reproduced onl ine in the cambridge  international examinations copyright acknow ledgements booklet. this is produced for each  series of examinations and is freely a vailable to download at  www.cie.org.uk after the live examination series.    cambridge international examinations is part of the cambridge as sessment group. cambridge assessment is the brand name of unive rsity of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge.    \u00a9 ucles 2018 0455/13/m/j/18   "
+        },
+        "0455_s18_qp_21.pdf": {
+            "1": "*1920376121* this document consists of 5 printed pages, 3 blank pages and 1 insert. dc (sc/fc) 148195/2 \u00a9 ucles 2018  [turn overcambridge international examinations cambridge international general certificate of secondary education economics  0455/21 paper 2  structured questions  may/june 2018  2 hours 15 minutes no additional materials are required. read these instructions first an answer booklet is provided inside this question paper. you should follow the instructions on the front cover  of the answer booklet. if you need additional answer paper ask the invigilator for a continuation booklet. section a answer question 1. section b answer any three  questions. the number of marks is given in brackets [  ] at the end of each question or part question.",
+            "2": "2 0455/21/m/j/18 \u00a9 ucles 2018 section a answer this question. 1 banking and unemployment in morocco  morocco\u2019s banking industry has been described as one of the best in africa. it has some of africa\u2019s  largest commercial banks, but three out of nineteen control more than two-thirds of the market.  these three have grown mostly through mergers and it is expected more mergers will occur  between moroccan banks in the future.  the banks make use of brand names, set their own interest rates on loans and provide some  different services. the larger banks tend to lend to large firms. small and medium sized firms find  it more difficult to get loans.  more than 60% of the population now make use of the services of commercial banks. the  proportion of families opening savings accounts at commercial banks is increasing.  moroccan banks now have branches in 22 african countries as well as a number of european  countries. they are also expanding in morocco, creating more jobs. morocco has a relatively high  unemployment rate. fig. 1 shows the unemployment rate in 2015 in a range of african countries  including benin, a relatively poor country. benin has a large labour-intensive, subsistence farming  sector. fig. 1 also shows youth unemployment and population growth. unemployment rates vary  between different groups. youth unemployment is often twice the rate of the overall unemployment  rate. fig. 1  the unemployment rate, youth unemployment rate and population growth rate   in selected african countries in 2015 0 benin unemployment rate youth unemployment rate population growth raterate (%) egypt morocco nigeria uganda510152025303540 45  in morocco, the population is increasing at a faster rate than new jobs are being created. the rising  unemployment rate is affecting wage rates in the country. as with unemployment, wage rates vary  between different groups. older workers, for example, tend to be paid more than younger workers. ",
+            "3": "3 0455/21/m/j/18 \u00a9 ucles 2018 [turn over  (a) identify, using information from the extract, two functions of a commercial bank.  [2]  (b) explain, using information from the extract, two reasons why the banking market in morocco  is not an example of perfect competition.  [4]  (c) analyse why a commercial bank may prefer to sell its services in foreign countries rather than  in its home country.  [5]  (d) analyse whether the information in fig. 1 supports the view that:   (i) countries with high population growth rates have a high unemployment rate  [2]   (ii) the youth unemployment rate is usually twice that of the overall unemployment rate.  [2]  (e) discuss whether or not older workers are always paid more than younger workers.  [5]  (f) explain, using information from the extract, one reason why a relatively poor country may  have a low unemployment rate.  [4]  (g) discuss whether or not commercial banks in morocco would benefit from further mergers.  [6]",
+            "4": "4 0455/21/m/j/18 \u00a9 ucles 2018 section b answer any three  questions in this section. 2 in england football stadiums are usually built and financed by the private sector, but in some  countries the stadiums are built and financed by the government. many football stadiums in the  english premier league are full on match days. in the short run the supply of seats is perfectly  inelastic. the football clubs could actually raise prices, still sell their tickets and so raise their  profits. premier league footballers currently receive very high wages.  (a) define perfectly inelastic supply . [2]  (b) explain two reasons why a firm may not aim to earn maximum profit.  [4]  (c) analyse why premier league footballers receive very high wages.  [6]  (d) discuss whether or not a government should spend some of its tax revenue on building sports  stadiums.  [8] 3 in 2014, the government of kazakhstan devalued its currency, the tenge. a year later the country  still had a current account deficit. therefore, in 2016 it considered adopting a floating exchange  rate which might help to remove the deficit. however, it had concerns that this might affect the  country\u2019s inflation rate which was already high at 17%.  (a) define devaluation . [2]  (b) explain two advantages of a floating exchange rate.  [4]  (c) analyse how fiscal policy measures could reduce inflation.  [6]  (d) discuss whether or not a reduction in a current account deficit on the balance of payments  will benefit an economy.  [8] 4 in 2015, the tripartite free trade area (tfta) was established. it covers 26 countries and is  the biggest free trade area in africa. removing trade restrictions can enable economies to take  greater advantage of economies of scale. some economists argue that improving africa\u2019s roads  would be more beneficial and would do more to reduce a current account deficit on the balance of  payments and raise living standards.  (a) define economies of scale . [2]  (b) explain two benefits consumers may gain from free trade.  [4]  (c) analyse how reducing transport costs could increase a country\u2019s exports and imports.  [6]  (d) discuss whether or not raising living standards is the most important economic objective for  developing countries.  [8]",
+            "5": "5 0455/21/m/j/18 \u00a9 ucles 2018 5 the government of slovenia has introduced a range of supply-side policy measures to influence  the country\u2019s inflation rate. among other factors affecting the economy is a change in trade union  membership and strength.  (a) identify two price indices.  [2]  (b) explain two supply-side policy measures.  [4]  (c) analyse why a government may want to reduce its country\u2019s inflation rate.  [6]  (d) discuss whether or not increasing the strength of trade unions will benefit an economy.  [8] 6 more than 80% of qatar\u2019s population are immigrants. net immigration has helped to meet the  country\u2019s demand for labour. as well as a shortage of workers, the country has a shortage of  drinking water. the government has run public campaigns to stop people using their free supply  of drinking water to fill their swimming pools and water their gardens. in 2016, the government  increased its spending to increase the country\u2019s economic growth rate.  (a) define net immigration . [2]  (b) explain how market forces would respond to a shortage of drinking water.  [4]  (c) analyse what determines the demand for labour.  [6]  (d) discuss whether or not increased government spending will increase economic growth.  [8] 7 more governments are imposing taxes on unhealthy food and drinks. such taxes are usually  regressive. some of these governments are also increasing their spending on healthcare. in other  countries healthcare is provided by the private sector. the number of state-owned enterprises is  declining in a number of countries due to privatisation.  (a) define regressive tax . [2]  (b) explain why the social benefit of healthcare is greater than the private benefit.  [4]  (c) analyse why a government imposes taxes.  [6]  (d) discuss whether or not consumers are likely to benefit from state-owned enterprises  becoming private sector firms.  [8]",
+            "6": "6 0455/21/m/j/18 \u00a9 ucles 2018 blank page",
+            "7": "7 0455/21/m/j/18 \u00a9 ucles 2018 blank page",
+            "8": "8 0455/21/m/j/18 \u00a9 ucles 2018 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 international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download at www.cie.org.uk after  the live examination series. 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.blank page"
+        },
+        "0455_s18_qp_22.pdf": {
+            "1": "*9597400127* this document consists of 5 printed pages, 3 blank pages and 1 insert. dc (sc/fc) 148196/2 \u00a9 ucles 2018  [turn overcambridge international examinations cambridge international general certificate of secondary education economics  0455/22 paper 2  structured questions  may/june 2018  2 hours 15 minutes no additional materials are required. read these instructions first an answer booklet is provided inside this question paper. you should follow the instructions on the front cover  of the answer booklet. if you need additional answer paper ask the invigilator for a continuation booklet. section a answer question 1. section b answer any three  questions. the number of marks is given in brackets [  ] at the end of each question or part question.",
+            "2": "2 0455/22/m/j/18 \u00a9 ucles 2018 section a answer this question. 1 crisis in the ice cream market  vanilla is used in the production of soft drinks, cakes and perfumes. its main use, however, is in  the production of ice cream. fig. 1 shows the different costs of making ice cream for one firm. fig. 1  the costs of producing ice cream for one firm raw materials including vanilla insurance rentwages securitylightingother  madagascar is the world\u2019s largest supplier of vanilla followed by mexico and tahiti. at the start of  2016, economists expected the price of ice cream to increase as the price of vanilla had risen by  130% in 2015. this was largely because of the poor harvests in madagascar which reduced the  output of vanilla in 2015.  ice cream is seen as a luxury product in most countries. it has a range of substitutes and this is  one reason why producers do not always pass on higher costs to consumers. in 2015, there were  a number of other changes in the production of ice cream including a rise in the productivity of the  workers.  as well as vanilla, madagascar produces a number of other primary products including coffee and  sugar. nearly 80% of the country\u2019s labour force is employed in the primary sector. the country has  a relatively low gross domestic product (gdp) per head and a relatively low human development  index (hdi) value as shown in table 1. this limits the amount that people in madagascar save.",
+            "3": "3 0455/22/m/j/18 \u00a9 ucles 2018 [turn over table 1  gdp per head and hdi in selected countries in 2015 country gdp per head (us$) hdi argentina 22 400 0.836 bangladesh 3 600 0.570 cuba 10 200 0.769 egypt 11 500 0.690 ghana 4 300 0.579 madagascar 1 500 0.510  half of madagascar\u2019s population live in poverty. the government is trying to reduce poverty by  introducing a programme of cash benefits. it is hoped that one effect of this will be to increase  school enrolment and attendance of the children of poor families. to increase economic growth,  the government has sold off a number of state-owned enterprises and is moving the economy  towards a market system.  (a) identify two fixed costs of production in fig. 1.  [2]  (b) explain, using information from the extract, two reasons why a rise in the price of vanilla  might not cause an increase in the price of ice cream.  [4]  (c) analyse, using a demand and supply diagram, the effect of an increase in income on the  market for ice cream.  [5]  (d) analyse the extent to which the relationship shown in table 1 between countries\u2019 gdp per  head and their hdi value is the expected one.  [4]  (e) discuss whether or not a government should encourage people to save more.  [5]  (f) explain, using information from the extract, how cash benefits given to the poor can reduce  poverty.  [4]  (g) discuss whether or not a market system benefits consumers.  [6]",
+            "4": "4 0455/22/m/j/18 \u00a9 ucles 2018 section b answer any three  questions in this section. 2 swaziland is a small african country where six in ten people live in poverty and most firms are  small and use little capital equipment. in october 2015 it opened a new airport. some economists  suggest that the building of the airport involved a high opportunity cost and caused a range of  external costs. the building of the airport is part of the government\u2019s plan to turn the country from  a developing into a developed country.  (a) what may be the opportunity cost of building an airport?  [2]  (b) explain two reasons why a government would want to turn its country from a developing into  a developed country.  [4]  (c) analyse the external costs that can be caused by the building and expansion of an airport.  [6]  (d) discuss whether people would prefer to buy a product from a small firm or a large firm.  [8] 3 farms in the usa are getting larger. one dairy farm in the state of indiana has over 38  000 cows.  farms in the usa compete with farms in both developed and developing countries. the value of  the farms\u2019 exports of milk appears in the trade in goods section of the current account of the usa\u2019s  balance of payments.  (a) identify two examples of capital goods that may be used by a farm.  [2]  (b) explain how a country could have a trade in goods surplus, but a deficit on the current account  on the balance of payments.  [4]  (c) analyse the economies of scale from which a farm may benefit.  [6]  (d) discuss whether or not developing countries benefit from producing mainly primary products.  [8] 4 in the uk, bus journeys outside london have fallen by nearly 40% since 1980. this fall in demand  has been largely due to a rise in bus fares, a rise in income and changes in the price and quality of  substitutes. on some routes there are monopolies operating and this lack of competition can push  up the price.  (a) define a substitute  and give an example.  [2]  (b) explain two advantages a firm may gain from being a monopoly.  [4]  (c) analyse how price elasticity of demand for a product influences the revenue a firm receives.  [6]  (d) discuss whether or not a government should subsidise bus transport.  [8]",
+            "5": "5 0455/22/m/j/18 \u00a9 ucles 2018 5 in october 2015, the chinese government switched from its one child policy to a two child policy  partly because of the challenges caused by an ageing population. the birth rate was falling  anyway due to rising female participation in the labour force, improvements in education, later  marriages and the rapidly rising price of housing.  (a) identify two causes of an ageing population.  [2]  (b) explain why the price of housing may increase.  [4]  (c) analyse why more women may enter the labour force.  [6]  (d) discuss whether or not a rise in the birth rate will benefit an economy.  [8] 6 in february 2016, share prices on stock exchanges fell throughout the world. there were a  number of reasons for this; including concerns about the slowdown in world growth, the possibility  of deflation and unemployment, and fears that some commercial banks could go out of business.  (a) define commercial bank . [2]  (b) explain how a stock exchange could encourage economic growth.  [4]  (c) analyse what can cause deflation.  [6]  (d) discuss whether or not government policy measures to reduce unemployment will cause  inflation.  [8] 7 world output has grown in recent years, but a number of countries have experienced a recession.  the removal of trade restrictions such as import tariffs has slowed down, reducing the growth of  world trade.  (a) define import tariff . [2]  (b) explain two benefits of an increase in world output.  [4]  (c) analyse how a recession may reduce a country\u2019s imports.  [6]  (d) discuss whether or not a developing country will benefit from the removal of trade restrictions.  [8]",
+            "6": "6 0455/22/m/j/18 \u00a9 ucles 2018 blank page",
+            "7": "7 0455/22/m/j/18 \u00a9 ucles 2018 blank page",
+            "8": "8 0455/22/m/j/18 \u00a9 ucles 2018 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 international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download at www.cie.org.uk after  the live examination series. 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.blank page"
+        },
+        "0455_s18_qp_23.pdf": {
+            "1": "*0269893549* this document consists of 5 printed pages, 3 blank pages and 1 insert. dc (sc) 148197/2 \u00a9 ucles 2018  [turn overcambridge international examinations cambridge international general certificate of secondary education economics  0455/23 paper 2  structured questions  may/june 2018  2 hours 15 minutes no additional materials are required. read these instructions first an answer booklet is provided inside this question paper. you should follow the instructions on the front cover  of the answer booklet. if you need additional answer paper ask the invigilator for a continuation booklet. section a answer question 1. section b answer any three  questions. the number of marks is given in brackets [  ] at the end of each question or part question.",
+            "2": "2 0455/23/m/j/18 \u00a9 ucles 2018 section a answer this question. 1 the global water crisis  in 2015, the world economic forum identified the water crisis as the world\u2019s biggest risk. across  many asian and african nations the water supply was at critically low levels, insufficient to meet  the rising demand. demand has risen because of the expansion of cities and population growth  requiring much more agricultural production.  water scarcity is a problem shared by many developing countries which have a low life  expectancy. a third of all their healthcare facilities are estimated to lack access to safe water and  basic sanitation. water shortages harm public health \u2013 80% of all illnesses in developing countries  are caused by poor water and sanitation conditions. water shortages also restrict the amount of  food production. table 1 shows the risk of water shortage (highest risk is 5) and gross domestic  product (gdp) per head measured in us$. table 1  risk of water shortage and gdp per head for countries  / regions in 2015 country  / region risk of water shortage  (highest risk = 5)gdp per head (us$) algeria 3.4 4 318 canada 1.2 43 332 germany 1.9 40 997 pakistan 4.3 1 450 saudi arabia 5.0 20 813 western sahara 5.0 2 500  the shortage of water has led various countries and regions to experiment with privatising their  supply. however, because water is a necessity, private supply has in some cases resulted in  consumers suffering from significant price increases. a 10% increase in the price of water is  estimated to result in only a 0.7% decrease in quantity demanded. this means that governments  have to regulate water markets to protect consumers.  some economists argue that consistent undervaluing of water has led to it being used inefficiently.  this is because prices fail to take into account the long-run consequences of not conserving this  valuable resource. with much of the world facing a hotter and drier future as a result of climate  change, water will become increasingly scarce.  more than 663 million people are estimated to live without access to clean water. the world bank  funds a range of projects designed to tackle this and in doing so reduce levels of absolute poverty.  improving access to natural resources is seen as essential in promoting economic development in  some of the world\u2019s poorest nations.",
+            "3": "3 0455/23/m/j/18 \u00a9 ucles 2018 [turn over  (a) identify, using information from the extract, two causes of low life expectancy in developing  countries.  [2]  (b) (i) explain, using information from the extract, how the water shortage is an example of the  economic problem.  [4]   (ii) explain, using information from the extract, why the problem of water shortages is likely  to become even worse in the future.  [4]  (c) analyse, using table 1, the extent to which a high risk of water shortage in a country/region  causes low gdp per head.  [5]  (d) calculate, using the information in the extract, the price elasticity of demand for water.  [2]  (e) discuss whether or not private firms supplying water should increase their prices.  [5]  (f) explain what is meant by absolute poverty.  [2]  (g) discuss whether or not a country\u2019s economic growth rate depends mostly on the availability  of its natural resources.  [6]",
+            "4": "4 0455/23/m/j/18 \u00a9 ucles 2018 section b answer any three  questions from this section. 2 in 2016, the trade union representing doctors in the uk was involved in collective bargaining with  the government over proposed changes to doctors\u2019 contracts. the trade union considered that the  aim of the changes was to reduce the cost to the government of providing healthcare. it may also  result in fewer individuals training to become doctors in the future.  (a) identify two influences on the strength of a trade union\u2019s collective bargaining power.  [2]  (b) explain the likely impact of trade unions on the welfare of their members.  [4]  (c) analyse the impact of a reduction in government expenditure on healthcare on a country\u2019s  unemployment rate.  [6]  (d) discuss whether or not a decrease in the number of doctors will reduce living standards.  [8] 3 in the 1990s cambodia became a mixed economy. one of the results of this was specialisation in  the clothing industry. in 2005, import quotas for clothing in the key markets of the usa and the eu  were removed. clothing now accounts for 80% of cambodia\u2019s exports. the increased role of the  private sector has resulted in a rise in malnutrition in cambodia.  (a) define import quota . [2]  (b) explain two advantages to a country of specialisation.  [4]  (c) analyse the impact on an economy of the removal of import quotas imposed by other  countries.  [6]  (d) discuss whether or not an increase in the role of the private sector will benefit an economy.  [8] 4 in early 2016, the central bank of the republic of turkey cut interest rates five times. this was  despite an inflation rate of 7.6%. the economy had a combination of a low saving rate and weak  investment. to stimulate economic growth the turkish government announced a package of  reforms including subsidies for research and investment.  (a) identify two functions of a central bank.  [2]  (b) explain how the consumer prices index (cpi) is calculated.  [4]  (c) analyse the impact of a cut in interest rates on saving and investment.  [6]  (d) discuss the impact of supply-side policy measures on government expenditure and on  government revenue.  [8]",
+            "5": "5 0455/23/m/j/18 \u00a9 ucles 2018 5 the state of california has the most progressive tax system in the usa. the tax system helps  reduce high poverty rates. policy makers are considering reforming sales tax in the state to include  services, while reducing the use of direct taxes.  (a) define progressive tax . [2]  (b) explain two reasons why a government may want to reduce poverty.  [4]  (c) analyse, using a supply and demand diagram, the effect of increasing a sales tax.  [6]  (d) discuss whether a government should increase indirect taxes and whether it should reduce  direct taxes.  [8] 6 the production process in the oil industry is capital-intensive. the pollution it generates means  it is one cause of environmental market failure. a nigerian oil monopoly is starting to produce  more environmentally friendly liquefied petroleum gas (lpg), rather than kerosene, in an attempt  to reduce pollution. the nigerian government intends to split the monopoly firm into separate  companies to improve efficiency.  (a) identify two features of a capital-intensive production process.  [2]  (b) explain how market failure might occur in the oil industry.  [4]  (c) analyse, using a production possibility curve (ppc) diagram, the effect of reallocating  resources from kerosene to lpg.  [6]  (d) discuss whether or not removing a firm\u2019s monopoly power will benefit consumers.  [8] 7 in 2016, there were fears that the singaporean economy could enter a recession because of falling  demand from china, its biggest export market. one of the results of a recession is likely to be a  fall in consumer spending. a previous recession in 2008 had led to unemployment increasing from  1.6% to 3.4%. singapore\u2019s central bank therefore decided to intervene in the foreign exchange  market to influence the value of the currency.  (a) define recession . [2]  (b) explain why a recession is likely to reduce consumer spending.  [4]  (c) analyse the consequences of rising unemployment on a government\u2019s spending and tax  revenue.  [6]  (d) discuss whether or not an exchange rate depreciation will prevent an economy from  experiencing a recession.  [8]",
+            "6": "6 0455/23/m/j/18 \u00a9 ucles 2018 blank page",
+            "7": "7 0455/23/m/j/18 \u00a9 ucles 2018 blank page",
+            "8": "8 0455/23/m/j/18 \u00a9 ucles 2018 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 international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download at www.cie.org.uk after  the live examination series. 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.blank page"
+        },
+        "0455_w18_qp_11.pdf": {
+            "1": "    this document consists of 10 printed pages and 2 blank pages.  ib18 11_0455_11/3rp  \u00a9 ucles 2018 [turn over     *6739542274 * cambridge international examinations  cambridge international general certificate of secondary education       economics 0455/11     paper 1  multiple choice  october/november 2018     45 minutes    additional materials: multiple choice answer sheet     soft clean eraser    soft pencil (type b or hb is recommended)        read these instructions first    write in soft pencil.  do not use staples, paper clips, glue or correction fluid. write your name, centre number and candidate number on the answer sheet in the spaces provided  unless this has been done for you.  do not  write in any barcodes.   there are thirty  questions on this paper. answer all questions. for each question there are four possible  answers a, b, c and d.   choose the one you consider correct and record your choice in soft pencil  on the separate answer sheet.    read the instructions on the answer sheet very carefully.    each correct answer will score one mark. a ma rk will not be deducted for a wrong answer.  any rough working should be done in this booklet.         ",
+            "2": "2  \u00a9 ucles 2018 0455/11/o/n/18  1 which factor of production involves risk-taking?  a capital  b enterprise  c labour  d land      2 what is the basic problem facing all economies?  a how to achieve a stable balance of payments  b how to maximise tax revenues  c how to reach full employment  d how to use scarce resources      3 the diagram shows the production possibility curve (ppc) for an economy.    consumer goodscapital goods oyx z     what will happen to the opportunity cost of producing more units of consumer goods in terms of  capital goods as the economy moves down its ppc from point x to point z?  a it will decrease continuously from point x to point z.  b it will decrease up to point y and then increase towards point z.  c it will increase continuously from point x to point z.  d it will increase up to point y and then decrease towards point z.     ",
+            "3": "3  \u00a9 ucles 2018 0455/11/o/n/18 [turn over  4 an economy operates entirely as a market system.    which type of service would not be provided in such an economy?  a commercial banking services  b free government health services  c private educational services  d profitable retail services     5 the diagram shows the equilibrium market price p e and quantity q e for rice in a country.    price quantityop1s dpe qe     which government action could cause the market price for rice to become p 1?  a encouraging the export of rice from the country  b imposing a maximum price below the market price for rice  c providing a subsidy to farmers to produce more rice  d reducing import tariffs on rice    6 a major highway has been built at a cost of us$175 million between nairobi, kenya and its  suburbs. this reduces travel time and increases safety, but there are environmental problems for small enterprises along its route.    who bears the external costs of this project?  a the authorities who paid for the highway  b the commuters who travel to work in nairobi  c the construction companies that built the highway  d the small enterprises along the route     ",
+            "4": "4  \u00a9 ucles 2018 0455/11/o/n/18  7 the table shows the demand and supply for spices in a market in africa.    price  per kg (us$) quantity  demanded (kg) quantity  supplied (kg)  10 50 10  20 40 20  30 30 30  40 20 40    when the price rises from us$20 to us$30 per kg, what is the price elasticity of demand (ped)  for spices?  a 0.25 b 0.5 c 1.0 d 2.0     8 what is a function of a central bank?  a collecting taxes  b issuing currency  c providing bank accounts for individuals  d setting foreign trade tariffs     9 what is most  likely to increase the total output of a firm in the short run?  a a rise in the length of the working day  b a rise in the number of days holiday  c a rise in the school leaving age  d a rise in unemployment payments     10 what will make it harder for a trade union to increase the wage rate for its members, without  reducing employment?  a a switch from short-term to long -term fixed contracts of employment  b an increase in the number of substitutes for the product  c growth in an economy and increased demand for labour  d lower price elasticity of demand for the product     ",
+            "5": "5  \u00a9 ucles 2018 0455/11/o/n/18 [turn over  11 what is likely to assist a government\u2019s policy of reducing inflation?  a allowing businesses to borrow money for longer periods  b encouraging the public to spend more money  c increasing lending to members of the public  d raising the interest rate on credit card borrowing      12 which international market is closest to the model of perfect competition?  a diamonds  b foreign currency  c petrol (fuel)  d washing machines      13 which form of production would be least  likely to have the advantages of economies of scale?  a car manufacturing  b commercial cereal farming  c handmade jewellery  d refining of oil products      14 the table shows a firm\u2019s average revenue and average cost at different levels of output.    when all output is sold, which level of output gives maximum profit?     output (units) average  revenue (us$) average  cost (us$)  a 5 10 30  b 10 20 20  c 15 25 15  d 20 30 18     15 which statement about total fixed cost is correct?  a it falls as output increases.  b it is calculated by adding total cost and total variable cost.  c it is calculated by dividing total cost by output.  d it must be paid even if output is zero.     ",
+            "6": "6  \u00a9 ucles 2018 0455/11/o/n/18  16 what is a disadvantage of direct taxes?  a they can be a disincentive to work.  b they can be based on people\u2019s ability to pay.  c they can be a major source of tax revenue.  d they can be progressive.      17 when is a government said to balance its budget?  a when all goods and services are taxed equally  b when economic growth is the same in all regions of the economy  c when its total income equals its total expenditure  d when total exports equal total imports      18 in the diagram, which level of subsidy per kilo would a government have to give to producers to  encourage them to increase production from 20 kilos per week to 30 kilos per week?    20 15 12 0 02 0 3 0 kilos per weekprice (us$)s1 s2 d     a us$3 per kilo  b us$5 per kilo  c us$8 per kilo  d us$15 per kilo     ",
+            "7": "7  \u00a9 ucles 2018 0455/11/o/n/18 [turn over  19 in which case is success for the government in achieving the first aim likely to cause problems in  achieving the second?     first aim second aim  a full employment price stability  b high economic growth full employment  c price stability stable balance of payments  d stable balance of payments more even distribution of income     20 an increase in which economic indicator is usuall y taken as the measure of a country\u2019s economic  growth?  a the balance of payments surplus  b the foreign exchange rate  c the government budget surplus  d the gross domestic product      21 what is used to measure inflation?  a the consumer prices index (cpi)  b the exchange rate  c the gross domestic product (gdp)  d the index of workers\u2019 wages     ",
+            "8": "8  \u00a9 ucles 2018 0455/11/o/n/18  22 the diagram shows the rate of unemployment and the periods of recession in a country between  1978 and 2012.    12 10 86420unemployment rate % 1980 1990 2000 2010key recession years     what can be concluded from the diagram?  a each recession lasted for more than two years.  b recessions occurred at regular intervals.  c the unemployment rate peaked in a recession period.  d the unemployment rate rose during recession periods.     23 a country experienced its usual august increase in the rate of unemployment. unfortunately this  was followed by the loss of jobs resulting from the regular downturn in global economic activity.    which types of unemployment occurred?     first type of  unemployment  (august) second type of  unemployment  (global downturn)  a cyclical structural  b frictional seasonal  c seasonal cyclical  d structural frictional    24 iran has recently experienced a natural increase in population.    what is the most  likely cause of this increase?  a emigration exceeded immigration.  b immigration exceeded emigration.  c the birth rate exceeded the death rate.  d the death rate exceeded the birth rate. ",
+            "9": "9  \u00a9 ucles 2018 0455/11/o/n/18 [turn over  25 the table shows some economic indicators.    which combination of indicators is most likely to represent a developed country?     size of primary sector  (% of gdp) birth rate  (births per 1000) literacy rate  (% of population)  a 3 10 98  b 3 22 65  c 27 32 56  d 33 35 70     26 developing countries are sometimes given aid by charities and foreign governments.    which aid programme would be least  likely to lead to long-term economic growth?  a the building of an irrigation system  b the construction of a new airport  c the distribution of gifts of food  d the training of technical staff    27 what is a valid economic argument in favour of trade protection?  a it allows greater consumer choice.  b it encourages trade liberalisation.  c it helps support infant industries.  d it keeps prices lower.      28 what is most  likely to happen if south korea builds a factory in switzerland that becomes  profitable?  a south korea\u2019s imports of goods will decrease.  b south korea\u2019s investment income will increase.  c switzerland\u2019s trade balance in goods will worsen.  d switzerland\u2019s trade balance in services will improve.     ",
+            "10": "10  \u00a9 ucles 2018 0455/11/o/n/18  29 which government policy is most  likely to improve a country\u2019s balance of trade?  a a decrease in direct taxation  b a decrease in the exchange rate  c a decrease in the level of tariffs  d an increase in government expenditure     30 the table shows the tariffs imposed on imported tropical fruit in the european union (eu)  according to the degree of processing.     eu tariffs  (% rate)  fresh tropical fruit 8.0  canned tropical fruit 11.3  bottled tropical fruit drinks 23.6    what might be the reason for this pattern of tariffs?  a to encourage imports of processed products into the eu  b to encourage tropical countries\u2019 exports  c to help manufacturing industries in the eu  d to help tropical countries develop manufacturing industries     ",
+            "11": "11    blank page   \u00a9 ucles 2018 0455/11/o/n/18  ",
+            "12": "12    blank page     permission to reproduce items where third-party owned material pr otected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to trac e 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 ans wer-related information to candidates, all copyright acknowledgements are reproduced onl ine in the cambridge  international examinations copyright acknow ledgements booklet. this is produced for each  series of examinations and is freely a vailable to download at  www.cie.org.uk after the live examination series.    cambridge international examinations is part of the cambridge as sessment group. cambridge assessment is the brand name of unive rsity of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge.    \u00a9 ucles 2018 0455/11/o/n/18   "
+        },
+        "0455_w18_qp_12.pdf": {
+            "1": "    this document consists of 10 printed pages and 2 blank pages.  ib18 11_0455_12/3rp  \u00a9 ucles 2018 [turn over     *1171988504 * cambridge international examinations  cambridge international general certificate of secondary education       economics 0455/12     paper 1  multiple choice  october/november 2018     45 minutes    additional materials: multiple choice answer sheet    soft clean eraser    soft pencil (type b or hb is recommended)        read these instructions first    write in soft pencil.  do not use staples, paper clips, glue or correction fluid. write your name, centre number and candidate number on the answer sheet in the spaces provided  unless this has been done for you.  do not  write in any barcodes.   there are thirty  questions on this paper. answer all questions. for each question there are four possible  answers a, b, c and d.   choose the one you consider correct and record your choice in soft pencil  on the separate answer sheet.    read the instructions on the answer sheet very carefully.    each correct answer will score one mark. a ma rk will not be deducted for a wrong answer.  any rough working should be done in this booklet.         ",
+            "2": "2  \u00a9 ucles 2018 0455/12/o/n/18  1 which factor of production is not represented in the list shown?    bananas         a factory         goats         a risk taking investor    a capital  b enterprise  c labour  d land     2 what do economies aim to achieve in tack ling the economic problem of scarcity?  a equal balance between public and private sectors  b equal reward for equal effort  c increased competition in the use of resources  d optimum allocation of finite resources     3 the diagram shows a country\u2019s produc tion possibility curve (ppc).    consumer goodscapital goods oy xz     which statement is correct?  a a movement from x to y shows a decrease in efficiency in the economy.  b a movement from x to z shows a discovery of new resources in the economy.  c a movement from y to z shows resources are being diverted from capital goods to consumer  goods.  d a movement from z to y shows an increase in efficiency in the economy.     ",
+            "3": "3  \u00a9 ucles 2018 0455/12/o/n/18 [turn over  4 china, the world\u2019s second largest economy, is becoming more like a market economy.    which policy would contribute directly to such a change?  a abolishing state control completely  b encouraging consumers to spend more and save less  c reducing exports and encouraging more imports  d transferring wealth from the state sector to the private sector     5 the diagram shows the market for a firm making clothing with an initial equilibrium of x.    what will be the new equilibrium if there is a su ccessful advertising campaign by a rival firm and  an increase in workers\u2019 wages?    price quantityoxb c a ds2 s1 s3 d3 d1 d2     6 coal production in the uk has declined in recent years. one reason given for this is that the  social cost of coal production is too high.    what best describes the social cost of coal production?  a all the benefits of coal production minus all the costs of coal production  b the cost of the environmental damage caused by coal production  c the cost to the government of subsidising the coal industry  d the private costs of coal production plus the external costs of coal production     ",
+            "4": "4  \u00a9 ucles 2018 0455/12/o/n/18  7 the table shows the demand and supply for spices in a market in africa.    price  per kg (us$) quantity  demanded (kg) quantity  supplied (kg)  10 50 10  20 40 20  30 30 30  40 20 40    when the price rises from us$20 to us$30 per kg, what is the price elasticity of demand (ped)  for spices?  a 0.25 b 0.5 c 1.0 d 2.0      8 a central bank acts as a lender of last resort especially in times of financial crisis.    what is the purpose of this function?  a to cover credit card debts of consumers  b to provide liquidity to the banking system  c to remove failing banks from the financial system  d to safeguard the profits of the banking system      9 what will cause the level of savings in an economy to rise?  a a fall in investment  b a fall in real wages  c a rise in income taxes  d a rise in interest rates      10 what could affect the size of the labour force in an economy?  a the existence of a trade union  b the government\u2019s immigration policy  c the quality of university graduates  d the ratio of male to female employees     ",
+            "5": "5  \u00a9 ucles 2018 0455/12/o/n/18 [turn over  11 petrol (fuel) retailers in a country have noticed a sharp increase in sales in august when many  people take their holidays.    why might this take place?  a consumers\u2019 demand curve for petrol  shifts to the left in august.  b consumers\u2019 demand curve for petrol shifts to the right in august.  c oil refineries increase their output in august.  d travel companies increase their hotel prices in august.      12 what is correct for firms in perfect competition?  a they achieve economies of scale.  b they are price takers.  c they make use of non-price competition.  d they produce differentiated products.     13 a film production company purchases a group of cinemas.    of what is this an example?  a backward vertical integration  b conglomerate merger  c forward vertical integration  d horizontal integration      14 the table shows a firm\u2019s average revenue and average cost at different levels of output.    when all output is sold, which level of output gives maximum profit?     output  (units) average  revenue (us$) average  cost (us$)  a 5 10 30  b 10 20 20  c 15 25 15  d 20 30 18    ",
+            "6": "6  \u00a9 ucles 2018 0455/12/o/n/18  15 which statement about total fixed cost is correct?  a it falls as output increases.  b it is calculated by adding total cost and total variable cost.  c it is calculated by dividing total cost by output.  d it must be paid even if output is zero.      16 a government aims to reduce unemployment  through a supply-side policy measure.    which measure would it use?  a it would increase government spending.  b it would increase tariffs on imported goods and services.  c it would introduce retraining schemes.  d it would reduce the rate of interest.      17 when is a government said to balance its budget?  a when all goods and services are taxed equally  b when economic growth is the same in all regions of the economy  c when its total income equals its total expenditure  d when total exports equal total imports     18 the table shows the amount of tax paid as income rises in four countries, a\u2013d.    which country has a progressive tax?     amount of tax (us$) paid on income of:  10  000 20  000 30  000 40  000 50  000  a 2 000 4  000 6  000 8  000 10  000  b 2 000 6  000 12  000 18  000 25  000  c 4 000 4  500 5  000 5  500 6  000  d 4 000 7  000 9  000 10  000 12  000    ",
+            "7": "7  \u00a9 ucles 2018 0455/12/o/n/18 [turn over  19 in which case is success for the government in achi eving the first aim likely to cause problems in  achieving the second?     first aim second aim  a full employment price stability  b high economic growth full employment  c price stability stable balance of payments  d stable balance of payments more even distribution of income      20 economic growth is usually measured by the annual change in  a consumer spending.  b gross domestic product.  c the output of the manufacturing and construction industries.  d the retail price index (rpi).     21 four groups who are affected by changing economic  conditions are creditors, debtors, exporters  and importers.    which pair is most likely to be disadvantaged by a high rate of inflation?  a creditors and exporters  b creditors and importers  c debtors and exporters  d debtors and importers     ",
+            "8": "8  \u00a9 ucles 2018 0455/12/o/n/18  22 the diagram shows the rate of unemployment and the periods of recession in a country between  1978 and 2012.    12 10 86420unemployment rate % 1980 1990 2000 2010key recession years     what can be concluded from the diagram?  a each recession lasted for more than two years.  b recessions occurred at regular intervals.  c the unemployment rate peaked in a recession period.  d the unemployment rate rose during recession periods.     23 a country experienced its usual august increase in the rate of unemployment. unfortunately this  was followed by the loss of jobs resulting from the regular downturn in global economic activity.    which types of unemployment occurred?     first type of  unemployment  (august) second type of  unemployment  (global downturn)  a cyclical structural  b frictional seasonal  c seasonal cyclical  d structural frictional     24 what will lead to an ageing population if other factors remain unchanged?  a a fall in the birth rate  b a rise in the death rate  c an increase in the age of retirement  d an increase in the state pension     ",
+            "9": "9  \u00a9 ucles 2018 0455/12/o/n/18 [turn over  25 which change is most  likely to be expected when an economy is developing?  a birth rates increase rapidly  b poverty rates fall  c unemployment levels rise  d the primary sector overtakes the secondary sector      26 developing countries are sometimes given aid by charities and foreign governments.    which aid programme would be least  likely to lead to long-term economic growth?  a the building of an irrigation system  b the construction of a new airport  c the distribution of gifts of food  d the training of technical staff    27 it is estimated that in 2016 the olympic games in rio, brazil attracted over 600  000 foreign  visitors.    what is likely to have been the result of this number of visitors?  a a depreciation of brazil\u2019s currency  b a fall in brazil\u2019s rate of inflation  c an increase in the brazilian government\u2019s budget deficit  d a reduction in brazil\u2019s deficit on the current account of its balance of payments      28 what is most  likely to happen if south korea builds a factory in switzerland that becomes  profitable?  a south korea\u2019s imports of goods will decrease.  b south korea\u2019s investment income will increase.  c switzerland\u2019s trade balance in goods will worsen.  d switzerland\u2019s trade balance in services will improve.     ",
+            "10": "10  \u00a9 ucles 2018 0455/12/o/n/18  29 a country has experienced a devaluation of its currency.    what are the likely results of the devaluation?    imports exports  a price decreases value decreases  b price decreases value increases  c price increases quantity decreases  d price increases quantity increases     30 the table shows the tariffs imposed on imported tropical fruit in the european union (eu)  according to the degree of processing.     eu tariffs  (% rate)  fresh tropical fruit 8.0  canned tropical fruit 11.3  bottled tropical fruit drinks 23.6    what might be the reason for this pattern of tariffs?  a to encourage imports of processed products into the eu  b to encourage tropical countries\u2019 exports  c to help manufacturing industries in the eu  d to help tropical countries develop manufacturing industries     ",
+            "11": "11    blank page   \u00a9 ucles 2018 0455/12/o/n/18  ",
+            "12": "12    blank page     permission to reproduce items where third-party owned material pr otected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to trac e 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 ans wer-related information to candidates, all copyright acknowledgements are reproduced onl ine in the cambridge  international examinations copyright acknow ledgements booklet. this is produced for each  series of examinations and is freely a vailable to download at  www.cie.org.uk after the live examination series.    cambridge international examinations is part of the cambridge as sessment group. cambridge assessment is the brand name of unive rsity of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge.    \u00a9 ucles 2018 0455/12/o/n/18   "
+        },
+        "0455_w18_qp_13.pdf": {
+            "1": "    this document consists of 10 printed pages and 2 blank pages.  ib18 11_0455_13/3rp  \u00a9 ucles 2018 [turn over     *9312534374 * cambridge international examinations  cambridge international general certificate of secondary education       economics 0455/13     paper 1  multiple choice  october/november 2018     45 minutes    additional materials: multiple choice answer sheet    soft clean eraser    soft pencil (type b or hb is recommended)        read these instructions first    write in soft pencil.  do not use staples, paper clips, glue or correction fluid. write your name, centre number and candidate number on the answer sheet in the spaces provided  unless this has been done for you.  do not  write in any barcodes.   there are thirty  questions on this paper. answer all questions. for each question there are four possible  answers a, b, c and d.   choose the one you consider correct and record your choice in soft pencil  on the separate answer sheet.    read the instructions on the answer sheet very carefully.    each correct answer will score one mark. a ma rk will not be deducted for a wrong answer.  any rough working should be done in this booklet.         ",
+            "2": "2  \u00a9 ucles 2018 0455/13/o/n/18  1 which example of a factor of production in the fishing industry is correct?     factor example  a capital charges on loan for fishing boat  b enterprise salaries of fish warehouse managers  c labour profits of fish shop owners  d land fish in the sea      2 hospital services are provided by the governm ent and paid for through taxation. people cannot  always get the treatment they require because of long waiting lists.    of what is this an example?  a external cost  b market system  c perfectly inelastic supply  d scarcity     3 the diagram shows a production possibility curve (ppc) for an economy.    output of soutput of r oyw z x     which change on the diagram could represent an increase in unemployment?  a w to x b w to y c y to x d y to z    4 who determines what goods and services are produced in a market economy?  a consumers  b employees  c government  d trade unions   ",
+            "3": "3  \u00a9 ucles 2018 0455/13/o/n/18 [turn over  5 the diagram shows the demand for and the supply of air travel.    price of air tickets $ number of passengersod1d2s     what could cause a shift of the demand curve from d 1 to d 2?  a an increase in airline costs  b an increase in airport taxes  c an increase in incomes  d an increase in worldwide terrorism      6 in 2015, the world price of oil fell rapidly due to changes in the conditions of demand and supply.  one change was the use of a new method of extraction called fracking.    which event would not have contributed to the fall in prices?  a china\u2019s growth slowed leading to lower oil imports.  b saudi arabia increased the volume of its oil supplies.  c uk protest groups prevented the introduction of fracking projects.  d usa became more self-sufficient in oil due to fracking and reduced imports.     7 the table shows the demand and supply for spices in a market in africa.    price  per kg (us$) quantity  demanded (kg) quantity  supplied (kg)  10 50 10  20 40 20  30 30 30  40 20 40    when the price rises from us$20 to us$30 per kg, what is the price elasticity of demand (ped) for spices?  a 0.25 b 0.5 c 1.0 d 2.0 ",
+            "4": "4  \u00a9 ucles 2018 0455/13/o/n/18  8 what is a function of a country\u2019s stock exchange?  a to act as lender of last resort to commercial banks  b to provide a market for the purchase and sale of shares  c to provide short-term loans for investment  d to set interest rates within the country      9 what might cause an increase in the earnings of a doctor in a government health service?  a an increasing number of doctors graduate from university each year  b an increasing number of people need health care  c the government spends less on the nation\u2019s health services  d the population becomes more aware of healthy eating      10 what would put a trade union in a strong bargaining position to negotiate higher wages for its  members in a particular firm?  a the demand for the product produced by the workers has an inelastic demand.  b the economy is experiencing high unemployment.  c the proportion of the firm\u2019s workers in the union is low.  d wage costs are a high proportion of total costs for firms in the industry.     11 what is most  likely to encourage the immediate purchase of an expensive item such as a new  car?  a anticipating a fall in the rate of inflation  b expecting interest rates to fall  c making it easier to obtain a loan  d needing to plan for unexpected emergencies     12 the table shows characteristics of a market.    what are the characteristics of a perfectly competitive market?     product number  of buyers number  of sellers role  of firm  a identical many many price taker  b identical one many price maker  c similar many many price taker  d unique few few price maker   ",
+            "5": "5  \u00a9 ucles 2018 0455/13/o/n/18 [turn over  13 a computer chip manufacturer expands by taking over a computer chip designer.    of what is this an example?  a backward vertical integration  b diversifying integration  c forward vertical integration  d horizontal integration     14 the table shows a firm\u2019s average revenue and average cost at different levels of output.    when all output is sold, which level of output gives maximum profit?     output (units) average  revenue (us$) average  cost (us$)  a 5 10 30  b 10 20 20  c 15 25 15  d 20 30 18    15 which statement about total fixed cost is correct?  a it falls as output increases.  b it is calculated by adding total cost and total variable cost.  c it is calculated by dividing total cost by output.  d it must be paid even if output is zero.    16 what is most  likely to be an example of a progressive tax?  a customs duties on imported goods  b excise duties on cigarettes  c income tax  d sales tax    17 when is a government said to balance its budget?  a when all goods and services are taxed equally  b when economic growth is the same in all regions of the economy  c when its total income equals its total expenditure  d when total exports equal total imports   ",
+            "6": "6  \u00a9 ucles 2018 0455/13/o/n/18  18 a government aims to boost production and increase sales of steel by subsidising private  producers. a subsidy equal to w \u2013 z per tonne is paid.    according to the diagram, what would be the value of sales of steel after the subsidy?    oprice (per tonneof steel) quantity (tonnes of steel)supply of steel demand for steelsupply after subsidy w z p p1 q1q     a op \u00d7 oq b op 1 \u00d7 oq 1 c wz \u00d7 oq d wz \u00d7 oq 1      19 in which case is success for the government in achi eving the first aim likely to cause problems in  achieving the second?     first aim second aim  a full employment price stability  b high economic growth full employment  c price stability stable balance of payments  d stable balance of payments more even distribution of income      20 when is a recession said to occur?  a economic growth in the economy falls for at least two consecutive quarters.  b gross domestic product (gdp) falls for at least two consecutive quarters.  c the current account of the balance of payment is in deficit for at least two consecutive  quarters.  d the government experiences a budget deficit for at least two consecutive quarters.     ",
+            "7": "7  \u00a9 ucles 2018 0455/13/o/n/18 [turn over  21 which country is suffering from the worst deflation?     annual change in indicator  inflation  % unemployment  rate  % real gdp  per capita  (us$)  %  a \u20135 +3 \u20133  b \u20132 \u20132 \u20132  c +2 \u20133 +1  d +12 +10 +3     22 the diagram shows the rate of unemployment and the periods of recession in a country between  1978 and 2012.    12 10 86420unemployment rate % 1980 1990 2000 2010key recession years     what can be concluded from the diagram?  a each recession lasted for more than two years.  b recessions occurred at regular intervals.  c the unemployment rate peaked in a recession period.  d the unemployment rate rose during recession periods.     ",
+            "8": "8  \u00a9 ucles 2018 0455/13/o/n/18  23 a country experienced its usual august increase in the rate of unemployment. unfortunately this  was followed by the loss of jobs resulting from the regular downturn in global economic activity.    which types of unemployment occurred?     first type of  unemployment  (august) second type of  unemployment  (global downturn)  a cyclical structural  b frictional seasonal  c seasonal cyclical  d structural frictional      24 what is the most  likely effect of raising the retirement age in a country?  a government spending increases  b net immigration increases  c spending on pensions increases  d working population increases      25 what describes absolute and relative poverty?     absolute poverty relative poverty  a   when there are low birth rates, high death  rates, and high levels of migration when there are high birth rates, low death  rates, and low levels of migration  b   when a person does not have enough  money for food, shelter, and clothes when a person earns less than  others in the same society  c   when everyone has an  income below us$1.90 a day when half the population has an  income of us$1.90 a day  d when necessities cannot be afforded when luxuries cannot be afforded      26 developing countries are sometimes given aid by charities and foreign governments.    which aid programme would be least  likely to lead to long-term economic growth?  a the building of an irrigation system  b the construction of a new airport  c the distribution of gifts of food  d the training of technical staff    ",
+            "9": "9  \u00a9 ucles 2018 0455/13/o/n/18 [turn over  27 a government imposes a limit of 2 million on the number of smartphones imported into the  country.    which term is given to this limitation?  a ban  b embargo  c quota  d tariff     28 what is most  likely to happen if south korea builds a factory in switzerland that becomes  profitable?  a south korea\u2019s imports of goods will decrease.  b south korea\u2019s investment income will increase.  c switzerland\u2019s trade balance in goods will worsen.  d switzerland\u2019s trade balance in services will improve.     29 in july 2015, australia\u2019s balance of trade with the rest of the world was \u20132809 billion australian  dollars. in january 2016 it was \u20133294 billion australian dollars.    what describes australia\u2019s balanc e of trade over this period?     balance of trade trend  a deficit improving  b deficit worsening  c surplus improving  d surplus worsening    ",
+            "10": "10  \u00a9 ucles 2018 0455/13/o/n/18  30 the table shows the tariffs imposed on imported tropical fruit in the european union (eu)  according to the degree of processing.     eu tariffs  (% rate)  fresh tropical fruit 8.0  canned tropical fruit 11.3  bottled tropical fruit drinks 23.6    what might be the reason for this pattern of tariffs?  a to encourage imports of processed products into the eu  b to encourage tropical countries\u2019 exports  c to help manufacturing industries in the eu  d to help tropical countries develop manufacturing industries     ",
+            "11": "11    blank page   \u00a9 ucles 2018 0455/13/o/n/18  ",
+            "12": "12    blank page     permission to reproduce items where third-party owned material pr otected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to trac e 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 ans wer-related information to candidates, all copyright acknowledgements are reproduced onl ine in the cambridge  international examinations copyright acknow ledgements booklet. this is produced for each  series of examinations and is freely a vailable to download at  www.cie.org.uk after the live examination series.    cambridge international examinations is part of the cambridge as sessment group. cambridge assessment is the brand name of unive rsity of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge.    \u00a9 ucles 2018 0455/13/o/n/18   "
+        },
+        "0455_w18_qp_21.pdf": {
+            "1": "*7019465592* this document consists of 5 printed pages, 3 blank pages and 1 insert. dc (ce) 148226/3 \u00a9 ucles 2018  [turn overcambridge international examinations cambridge international general certificate of secondary education economics  0455/21 paper 2  structured questions  october/november 2018  2 hours 15 minutes no additional materials are required. read these instructions first an answer booklet is provided inside this question paper. you should follow the instructions on the front cover  of the answer booklet. if you need additional answer paper ask the invigilator for a continuation booklet. section a answer question 1. section b answer any three  questions. the number of marks is given in brackets [  ] at the end of each question or part question.",
+            "2": "2 0455/21/o/n/18 \u00a9 ucles 2018 section a answer this question. 1\t russia\u2019s \tstruggle \tfor\teconomic \trecovery  shortly after the 2014 winter olympic games in sochi, russia, the value of the russian currency,  the rouble, depreciated significantly against the us$. russian gross domestic product (gdp)  growth rates also became negative. political and economic instability in the region contributed to  these changes.  to avoid further outflows of financial capital from the russian economy and further falls in the  value of the russian rouble, the central bank of russia increased the official interest rate to 17%.  by 2016, the rouble fell even more and the central bank considered selling its foreign reserves to  raise the exchange rate against the us$.  overall, things did not look good for the russian economy in 2016. export values fell and foreign  investors lacked confidence in the russian economy. this not only had a negative impact on  unemployment rates and economic growth but also had an impact on poverty rates which were  expected to return to pre-2007 levels. demographic trends did not help as russia\u2019s population  declined due to high death rate, low fertility rate, and a high level of emigration.  domestic consumption and investment, however, showed some positive signs. consumers  bought more domestic products and domestic investment increased. however, inflation rose and  the central bank introduced policy measures to avoid a rapid increase in prices.  as an oil producer, russia\u2019s economy was affected by falling international oil prices. saudi arabia,  the world\u2019s second largest oil producer, continued to increase oil production despite pressures by  other producers to cut production. in addition, global demand for oil was weak. table 1 shows the  price of oil between 2010 and 2016. table\t1\tprice\tof\toil\t2010\u201316 \t(us$) yearprice\tof\toil\t (us$\tper\tbarrel) 2010  82 2011  92 2012 103 2013  93 2014  95 2015  53 2016  37  in 2016, domestic russian oil producers struggled to make a profit due to economic uncertainty  and competition from renewable energy. they were also concerned that it may become even  more difficult for them to make a profit in the future. this was because the government wanted to  increase tax on oil producers to raise more revenue. the government believed that such an extra  tax would not actually hurt the large oil producers.",
+            "3": "3 0455/21/o/n/18 \u00a9 ucles 2018 [turn over \t (a)\t calculate, using the information in table 1, the percentage change in the price of oil between  2010 and 2016.  [2] \t (b)\t explain, using information from the extract, two reasons for falling oil prices.  [4] \t (c)\t identify, using information from the extract, two ways a central bank could try to stop a fall in  the international value of its currency.  [2] \t (d)\t explain, using information from the extract, two reasons for russia\u2019s declining population.  [4] \t (e)\t analyse the extent to which a rise in oil prices will cause inflation.  [5] \t (f)\t discuss whether or not increasing taxes on russian oil producers will be harmful to those  producers.  [5] \t (g)\t identify one way in which monetary policy differs from fiscal policy.  [2] \t (h)\t discuss whether or not the russian government should have been concerned about the state  of the russian economy in 2016.  [6]",
+            "4": "4 0455/21/o/n/18 \u00a9 ucles 2018 section b answer any three  questions. 2 in 2016, there was a global surplus in the steel market pushing down steel prices. this situation  led to various calls for protectionist measures by other steel producers such as those in the eu  and the usa. however, such measures were not supported by car producers as approximately  22% of a car manufacturer\u2019s costs depend on steel prices. \t (a)\t define protectionism . [2] \t (b)\t explain two methods of trade protection.  [4] \t (c)\t analyse, using a demand and supply diagram, the effect of falling steel prices on the market  for cars.  [6] \t (d)\t discuss whether or not protectionism is effective in raising living standards.  [8] 3 droughts in the pacific coast region of the us and regulations, in the form of limits on the amount  of salmon that can be caught in the wild, have reduced the supply of wild salmon. these limits  were imposed to avoid market failure in the salmon market. however, the effect of this on the  revenue of salmon producers is uncertain. in addition, producers of farmed salmon in the us  states of washington and alaska have received subsidies from the us government. \t (a)\t define supply . [2] \t (b)\t explain one market failure that may occur in the salmon market.  [4]  \t (c)\t analyse how information on changes in a firm\u2019s revenue can be obtained from price elasticity  of demand calculations.  [6] \t (d)\t discuss whether or not government subsidies are beneficial to producers.  [8] 4 the malaysian government implemented the vision 2020 policy which aims to make malaysia a  developed country by the year 2020. along with this vision, the national privatisation policy was  also implemented whereby various firms, such as those involved in telecommunications, were  privatised. poverty has significantly reduced since the implementation of these policy measures. \t (a)\t identify the difference between absolute poverty and relative poverty.  [2] \t (b)\t explain two characteristics of a developed country.  [4] \t (c)\t analyse two policy measures to alleviate poverty.  [6] \t (d)\t discuss whether or not moving firms from the public sector to the private sector will benefit an  economy.  [8]",
+            "5": "5 0455/21/o/n/18 \u00a9 ucles 2018 5 the largest airline in pakistan was originally formed as a result of a merger between a state- owned airline and a private airline. in april 2016, the pakistan government made this merged firm  a public limited company. this was hoped to improve the productivity of this loss-making airline  and also improve the overall economy of pakistan. \t (a)\t define public limited company . [2] \t (b)\t explain the difference between productivity and production.  [4] \t (c)\t analyse how increased productivity could reduce inflation.  [6] \t (d)\t discuss whether or not a merger might make it easier for a firm to achieve its goals.  [8] 6\tteachers in many countries oppose their governments\u2019 cuts in spending on education. they worry  that this could reduce the standard of education and also the welfare of teachers employed in the  state sector. some teachers specialise in teaching one subject while others teach a number of  subjects. \t (a)\t identify two reasons why a person may want to work in the state sector.  [2] \t (b)\t explain two reasons why a government may want to cut spending on education.  [4] \t (c)\t analyse the contribution that education can make in an economy.  [6] \t (d)\t discuss whether or not a worker would benefit by specialising.  [8] 7 during a recent recession in europe, spain had an unemployment rate of over 25%. this led to  high levels of emigration from spain into higher-wage european economies such as germany and  the uk. this has created both opportunities and problems in countries where immigration was  higher than emigration. \t (a)\t define unemployment . [2] \t (b)\t explain two reasons for wage differentials between different economies.  [4] \t (c)\t analyse how a recession in one country could cause unemployment in another country.  [6] \t (d)\t discuss whether the economic advantages of immigration into countries such as the uk and  germany outweigh the economic disadvantages.  [8]",
+            "6": "6 0455/21/o/n/18 \u00a9 ucles 2018 blank page",
+            "7": "7 0455/21/o/n/18 \u00a9 ucles 2018 blank page",
+            "8": "8 0455/21/o/n/18 \u00a9 ucles 2018 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 international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download at www.cie.org.uk after  the live examination series. 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.blank page"
+        },
+        "0455_w18_qp_22.pdf": {
+            "1": "*4132888934* this document consists of 5 printed pages, 3 blank pages and 1 insert. dc (ce) 148227/3 \u00a9 ucles 2018  [turn overcambridge international examinations cambridge international general certificate of secondary education economics  0455/22 paper 2 structured questions  october/november 2018  2 hours 15 minutes no additional materials are required. read these instructions first an answer booklet is provided inside this question paper. you should follow the instructions on the front cover  of the answer booklet. if you need additional answer paper ask the invigilator for a continuation booklet. section a answer question 1. section b answer any three  questions. the number of marks is given in brackets [  ] at the end of each question or part question.",
+            "2": "2 0455/22/o/n/18 \u00a9 ucles 2018 section a answer this question. 1 rubber production in liberia  liberia is a west african country that has faced a number of serious problems in recent years.  these have included a civil war and in 2014 the outbreak of the ebola epidemic. there have  also been improvements. the unemployment rate was 85% in 2004 but had fallen to 4% in 2016.  this reduction has influenced both emigration and wages. workers have received higher wages  although some economists think that the higher wages have increased the country\u2019s inflation rate  which in 2016 was 8%.  the country has a good supply of drinking water and a climate favourable to agriculture. more  than 70% of the country\u2019s labour force is currently employed in agriculture. the country\u2019s main  exports are rubber, iron ore, timber and gold.  a us multinational company (mnc) runs the world\u2019s largest single natural rubber farming  operation in liberia. the price of rubber fell by 75% between 2011 and 2016. the global supply of  rubber had exceeded demand as a number of countries imposed import restrictions on rubber. in  response to the lower price the us mnc cut its production, but still made a loss. the mnc does  not want to go out of business and is trying to survive by cutting its costs. in the long run it hopes  to maximise profits. when some of its 7000 workers retire, they will not be replaced. the mnc has  introduced new production techniques and diversified into growing cocoa and coffee.  the liberian government is providing subsidies to local rubber farmers to help them buy new  equipment and introduce new farming methods. despite the challenging situation, a number of  local liberian rubber farmers are increasing the size of their operations by buying up more land.  some others are diversifying by using wood from the rubber trees to make furniture.  while helping its rubber farmers, the liberian government is also encouraging the expansion of the  secondary and tertiary sectors. between 2014 and 2016 it increased its expenditure on healthcare  but this was at the expense of a number of public sector investment projects. table  1 compares  the infant mortality rate and healthcare expenditure per head in selected countries in 2015. table 1 infant mortality rate and healthcare expenditure per head  in selected countries in 2015 countryinfant mortality rate (deaths per 1000   live births)healthcare expenditure  per head  (us$) cuba  4.5  459 hungary  5.0 2 096 india 41.5  248 liberia 67.5   90 turkey 18.8 1 148 uk  4.4 3 749",
+            "3": "3 0455/22/o/n/18 \u00a9 ucles 2018 [turn over  (a) identify, from the extract, two goals of business organisations.  [2]  (b) explain, using information from the extract, two reasons why the price of rubber fell between  2011 and 2016.  [4]  (c) analyse how an increase in wages could cause inflation.  [5]  (d) analyse to what extent the information in table 1 suggests that healthcare expenditure per  head is an important influence on the infant mortality rate.  [4]  (e) discuss whether or not having more of its workers employed in the tertiary sector would  benefit the liberian economy.  [5]  (f) explain, using information from the extract, how the concept of opportunity cost affects all  rubber farmers in liberia.  [4]  (g) discuss whether or not a high rate of unemployment would always cause emigration.  [6]",
+            "4": "4 0455/22/o/n/18 \u00a9 ucles 2018 section b answer any three  questions. 2 mexico has recently experienced relatively low inflation and the mexican government wants to  maintain this price stability. despite this its currency has fallen in value with each mexican peso  exchanging for less foreign currency. the government is also trying to reduce pollution in the  country. one key cause of pollution in mexico is car travel. driving has both private and external  costs.   (a) define private cost . [2]  (b) explain two ways a government could reduce external costs.  [4]  (c) analyse how a high rate of inflation affects the functions of money.  [6]  (d) discuss whether or not a fall in its foreign exchange rate will benefit an economy.  [8] 3 in 2016, the indonesian government increased its spending on healthcare and education and  considered raising the school leaving age. the government also planned to increase taxation.  such a move might conflict with its aim of reducing unemployment at a time when a number of  countries were at risk of entering a recession.  (a) identify two types of tax.  [2]  (b) explain two benefits to a government from a fall in unemployment.  [4]  (c) analyse, using a production possibility curve (ppc) diagram, the effects of high unemployment  in a country.  [6]  (d) discuss whether or not a government should raise the school leaving age.  [8] 4 uk students often take jobs during their holidays and some save part of their income to pay their  tuition fees. uk graduates earn, on average, \u00a38500 a year more than non-graduates. economics  graduates had the second highest average earnings of all uk graduates in 2016. the top 10% of  economics graduates earned \u00a3115  000 a year.  (a) define earnings . [2]  (b) explain two non-wage factors that influence an individual\u2019s choice of occupation.  [4]  (c) analyse why economics graduates are well-paid.  [6]  (d) discuss whether or not people in developed countries are likely to save more than people in  developing countries.  [8]",
+            "5": "5 0455/22/o/n/18 \u00a9 ucles 2018 5 productivity has fallen recently in finland particularly in the public sector. the country has a  relatively high number of small firms. in recent years the price elasticity of demand and the price  elasticity of supply of the products made by finnish firms have changed.  (a) what is the difference between the private sector and the public sector?  [2]  (b) explain two reasons why productivity may fall.  [4]  (c) analyse how an increase in the price elasticity of demand (ped) and the price elasticity of  supply (pes) of its products could benefit a firm.  [6]  (d) discuss whether or not small firms are likely to survive in the long run.  [8] 6 a relatively high proportion of people from the philippines either work in call centres or abroad.  call centres employ 1.2 million people in the philippines and account for 8% of the country\u2019s  gross domestic product. due to the time difference with the us, the main market for call centre  services, many filipinos have to work at night. the call centres are introducing new technology  including robots.  (a) define gross domestic product (gdp) . [2]  (b) explain two reasons why a person may be willing to work at night.  [4]  (c) analyse how having some of its population working abroad may benefit an economy.  [6]  (d) discuss whether or not advances in technology benefit an economy.  [8] 7 the price of gold rose in 2016. this encouraged owners of gold mines to employ more resources  to increase the supply of gold. the level of competition in gold production varies in the different  gold producing countries. a number of countries, including india, impose a tariff on imported gold.   (a) identify two factors of production involved in mining gold.  [2]  (b) explain two reasons why a government may impose a tariff on imported gold.  [4]  (c) analyse how perfect competition differs from monopoly.  [6]  (d) discuss whether or not an economy should mine and sell all of its gold now.  [8]",
+            "6": "6 0455/22/o/n/18 \u00a9 ucles 2018 blank page",
+            "7": "7 0455/22/o/n/18 \u00a9 ucles 2018 blank page",
+            "8": "8 0455/22/o/n/18 \u00a9 ucles 2018 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 international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download at www.cie.org.uk after  the live examination series. 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.blank page"
+        },
+        "0455_w18_qp_23.pdf": {
+            "1": "*0941718271* this document consists of 5 printed pages, 3 blank pages and 1 insert. dc (ce/cgw) 148228/4 \u00a9 ucles 2018  [turn overeconomics  0455/23 paper 2  structured questions  october/november 2018  2 hours 15 minutes no additional materials are required.  read these instructions first an answer booklet is provided inside this question paper. you should follow the instructions on the front cover  of the answer booklet. if you need additional answer paper ask the invigilator for a continuation booklet. section a answer question 1. section b answer any three  questions. the number of marks is given in brackets [  ] at the end of each question or part question.cambridge international examinations cambridge international general certificate of secondary education",
+            "2": "2 0455/23/o/n/18 \u00a9 ucles 2018 section a answer this question. 1 nigeria adopts a floating exchange rate  in june 2016, nigeria adopted a floating exchange rate after the country\u2019s central bank had spent  months trying to maintain its fixed exchange rate. it had used foreign currency reserves to buy its  currency, imposed tariffs and limited the amount of foreign currency that nigerians could purchase.  most economists thought that the value of nigeria\u2019s currency would depreciate. a lower value of  the nigerian naira might help increase output and reduce the deficit on the current account of the  country\u2019s balance of payments. in 2015, nigeria experienced a deficit on its current account for  the first time in 20 years. countries with a current account deficit often have a higher inflation rate  and a lower economic growth rate than those with a current account surplus. fig. 1 shows the  inflation rate, economic growth rate and the current account balance of selected countries in 2015. fig. 1 the inflation rate, economic growth rate and current account balance   of selected countries in 2015 inflation rate economic growth rate0china nigeria turkey -2 -4 -6 -8 10 8 6 4 2 current account balance (% of gdp)germanycolombia  a current account deficit can lower the exchange rate and so may increase import prices. a higher  price of imports, including imported food, can accelerate inflation.  in 2015, as well as experiencing a current account deficit, tax revenue fell in nigeria and was  lower than government expenditure. some economists predicted that the government would  cut spending on education and healthcare in 2016 to reduce the gap between tax revenue and  government spending.  the nigerian government has been trying to reduce poverty in the country. in 2015, more than  60% of the population were living in poverty. among the causes of the high level of absolute  poverty was an unemployment rate of 9.5%. one policy measure proposed to reduce poverty in  nigeria is for the government to raise the wages of low-paid workers.   the government also wants to diversify the economy because the oil industry accounts for almost  90% of the country\u2019s export earnings. the oil industry pays high wages to some of its workers  and relatively high interest rate payments to local banks. it also creates water pollution and air  pollution.",
+            "3": "3 0455/23/o/n/18 \u00a9 ucles 2018 [turn over  (a) identify, from the extract, two methods of trade protection.  [2]  (b) analyse what may cause a depreciation in an exchange rate.  [5]  (c) analyse to what extent the information in fig. 1 suggests that countries with current account  deficits have higher inflation rates and lower economic growth rates than those with current  account surpluses.  [4]  (d) explain, using information from the extract, two reasons why poverty may have increased in  nigeria in 2015\u201316.  [4]  (e) discuss whether or not a cut in government spending on education would reduce the gap  between government spending and tax revenue.  [5]  (f) explain, using information from the extract, two external costs that arise from oil production in  nigeria.  [4]  (g) discuss whether or not an increase in the wages of low-paid workers will reduce poverty.  [6]",
+            "4": "4 0455/23/o/n/18 \u00a9 ucles 2018 section b answer any three  questions. 2 a united arab emirates (uae) airport announced a record profit of $1.9 billion in 2016. this was  despite a fall in its total revenue. in 2016, the uae considered introducing value added tax (vat).  the introduction of an indirect tax may have an impact on unemployment. the uae has a very low  unemployment rate which is one reason why multinational companies (mncs) set up in the uae.  (a) define total revenue . [2]  (b) explain how a firm may earn a profit despite a fall in revenue.  [4]  (c) analyse how the introduction of an indirect tax may cause unemployment.  [6]  (d) discuss whether or not mncs are likely to set up in countries with low unemployment.  [8] 3 the price of dental treatment is increasing in most countries. for example, the average price  of filling a tooth is $180 in the us. the number of dentists is increasing in the us. the largest  proportion of the us labour force is employed in the tertiary sector. price changes have an impact  on the supply of products in the tertiary sector as well as in the primary and secondary sectors.  (a) identify two reasons why someone may choose to train to become a dentist.  [2]  (b) explain two reasons why manufactured goods are usually in more price-elastic supply than  agricultural goods.  [4]  (c) analyse the advantages of an increase in a country\u2019s labour force.  [6]  (d) discuss whether or not a government should provide free dental treatment.  [8] 4 in 2015, spain experienced a higher death rate than birth rate for the first time since 1939. it is  forecast that its population will fall by 5.6 million over the next 50 years. such a decline would  be likely to influence the number and size of the country\u2019s firms and have an impact on the  environment. there are a variety of ways of increasing a country\u2019s population.  (a) define death rate . [2]  (b) explain two policy measures a government could introduce to encourage families to have  more children.  [4]  (c) analyse the impact a declining population could have on the environment.  [6]  (d) discuss whether or not a firm that produces a wide range of products can take advantage of  economies of scale.  [8]",
+            "5": "5 0455/23/o/n/18 \u00a9 ucles 2018 5 in 2016, the world shortage of peanuts increased their price. china, which has traditionally been a  net exporter of peanuts, was about to become a net importer. south africa, which is an exporter of  high-quality, high-cost peanuts used in chocolate confectionery, experienced the worst drought on  record. a higher number of south african farmers applied for bank loans in the same year.  (a) what is the difference between the price  of a product and the cost of a product?  [2]  (b) explain two influences on a country\u2019s demand for food.  [4]  (c) analyse why a country may change from a net exporter of a product into a net importer of the  product.  [6]  (d) discuss whether or not a central bank should limit the amount that a commercial bank can  lend to its customers.  [8] 6 the united nations (un) has set out development goals for countries to achieve by 2050. these  goals include: \u2022 conserve natural resources \u2022 ensure education for all \u2022 end poverty everywhere \u2022 promote sustained economic growth  (a) identify two ways a government could conserve its country\u2019s resources.  [2]  (b) explain two external benefits that can arise from education.  [4]  (c) analyse how a cut in the rate of interest could reduce poverty.  [6]  (d) discuss whether or not economic growth always increases living standards.  [8] 7 high technology (hi-tech) firms use a range of resources including labour and land. one us hi-tech  firm has produced a new price index which it claims is more accurate than the consumer prices  index (cpi). central banks try to achieve the most accurate measure of inflation because inflation  has effects on a range of people, including savers and borrowers, and on the level of investment  in a country.   (a) identify the reward  received by labour and the reward  received by enterprise.  [2]  (b) explain how inflation may affect borrowers and savers.  [4]  (c) analyse why it is important to a government that inflation is measured accurately.  [6]  (d) discuss whether or not an increase in investment would reduce a deficit on the current  account of the balance of payments.  [8]",
+            "6": "6 0455/23/o/n/18 \u00a9 ucles 2018 blank page",
+            "7": "7 0455/23/o/n/18 \u00a9 ucles 2018 blank page",
+            "8": "8 0455/23/o/n/18 \u00a9 ucles 2018 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 international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download at www.cie.org.uk after  the live examination series. 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.blank page"
+        }
+    },
+    "2019": {
+        "0455_m19_qp_12.pdf": {
+            "1": "    this document consists of 9 printed pages and 3 blank pages.  ib19 03_0455_12/2rp  \u00a9 ucles 2019 [turn over     *3724367195 * cambridge assessment international education  cambridge international general certificate of secondary education       economics 0455/12     paper 1  multiple choice  february/march 2019     45 minutes    additional materials: multiple choice answer sheet    soft clean eraser    soft pencil (type b or hb is recommended)        read these instructions first    write in soft pencil.  do not use staples, paper clips, glue or correction fluid. write your name, centre number and candidate number on the answer sheet in the spaces provided  unless this has been done for you.  do not  write in any barcodes.   there are thirty  questions on this paper. answer all questions. for each question there are four possible  answers a, b, c and d.   choose the one you consider correct and record your choice in soft pencil  on the separate answer sheet.    read the instructions on the answer sheet very carefully.    each correct answer will score one mark. a ma rk will not be deducted for a wrong answer.  any rough working should be done in this booklet.     ",
+            "2": "2  \u00a9 ucles 2019 0455/12/f/m/19  1 all countries need to produce food.    which type of agriculture would make the best use of the resources of developing and developed  economies?     developing developed  a capital-intensive capital-intensive  b capital-intensive labour-intensive  c labour-intensive capital-intensive  d labour-intensive labour-intensive    2 a farmer reduces the land used to grow wheat from 80 hectares to 60 hectares and increases the  use of the land for growing potatoes from 80 to 100 hectares.    what is the opportunity cost of this change?  a the output from 20 hectares used for growing potatoes.  b the output from 20 hectares used for growing wheat.  c the output from 60 hectares used for growing wheat.  d the output from 80 hectares used for growing potatoes.      3 the diagram shows the change in an economy\u2019s pr oduction possibility curve (ppc) from year 1  to year 2.    ogoods servicesyear 1year 2     what might explain the change from year 1 to year 2?  a resources have moved from the production of services to the production of goods.  b the number of workers unemployed in manufacturing has fallen.  c the producers of services have introduced better technology.  d the workers in the production of goods have become less efficient.     ",
+            "3": "3  \u00a9 ucles 2019 0455/12/f/m/19 [turn over  4 what can be found in a market economy?  a externalities and monopolies  b interest rates and public goods  c public corporations and market prices  d tax rates and commercial banks      5 a private sector firm is given a contract by the government to supply a country\u2019s water.    which government directive will minimise the risk of market failure?  a allow the firm to ration water rather than meet demand  b ensure the firm\u2019s supply includes al l areas which are expensive to service  c insist that the firm aims to maximise profits  d instruct the firm to provide water only to those who can pay for it      6 what is meant by the equilibrium price in the market for a good?  a the average price paid by consumers  b the price at which maximum profit is made  c the price at which the producer breaks even  d the price at which the supply and demand curves intersect     7 the table shows the effect of a change in the market price from $5 to $6 on the supply of mobile  (cell) phones.    price  ($) supply  (units)  5 10  000  6 15  000    which statement about the price elasticity of supply of mobile phones is correct?  a price elasticity of supply is 0.4.  b price elasticity of supply is 2.5.  c supply is perfectly elastic.  d there is unit elasticity.     ",
+            "4": "4  \u00a9 ucles 2019 0455/12/f/m/19  8 what could discourage women from seeking employment?    a more education and training are provided.  b more flexible and part-time jobs are available.  c there are fewer promotion opportunities for women.  d there is a shift in employment to the services sector.     9 what would be least  likely to act as a store of value during a period of rapid inflation?  a cash  b gold  c property  d shares    10 the table shows how three people (x, y and z) spend their income.     person x person y person z  food, clothing and housing 30% 25% 50%  entertainment and leisure 35% 35% 25%  luxury goods 35% 40% 25%    for these three people, what is the most  likely order of income, from lowest income to highest  income?  a y \u2192 x \u2192 z  b y \u2192 z \u2192 x  c z \u2192 x \u2192 y  d z \u2192 y \u2192 x     11 the table shows the weekly values of certain items for the average person in each group.    in which group does the average person save the most?      income ($) spending ($) borrowing ($)  a employed workers 500 400 50  b retired people 150 140 0  c school students 25 30 5  d unemployed 200 300 100     ",
+            "5": "5  \u00a9 ucles 2019 0455/12/f/m/19 [turn over  12 which type of business is always in the public sector?  a monopoly  b multinational corporation  c public corporation  d public limited company      13 when will a firm maximise its profits?  a when it excludes a rival supplier from the market  b when it produces where average cost and average revenue are equal  c when it sells as many products in as many different markets as it can    d when the difference between total cost and total revenue is greatest       14 the table shows the costs of a firm.    units of  output variable costs  ($) total costs  ($)  10 20 80  20 50 110  30 80 140  40 110 170    what is the value of the firm\u2019s fixed costs?  a $20 b $30 c $60 d $80    15 a firm\u2019s average revenue is $10. it sells 2000 units.    what is the firm\u2019s total revenue and the price of the product?     total revenue  ($) price  ($)  a 10 10  b 2 000 200  c 20  000 10  d 20  000 200     ",
+            "6": "6  \u00a9 ucles 2019 0455/12/f/m/19  16 which measure would a government take to reduce a current account deficit?  a increase tariffs  b increase value added tax  c reduce income tax  d reduce domestic subsidies      17 what is an example of an expansionary fiscal policy?  a decreased budget deficit  b higher interest rates  c increased money supply  d reduced tax rates      18 a government lowers interest rates to encourage more borrowing and spending by households to  increase economic growth.    why could this lead to a conflict with other government aims?  a it could cause uncertainty and lead to lower demand.  b it could encourage more savings and lead to higher unemployment.  c it could lead to lower prices of consumer goods and result in deflation.  d it could stimulate consumer demand and lead to inflation.     19 which policy would be most  likely to reduce unemployment in the short run?  a a programme of privatisation  b a reduction in the standard rate of income tax  c grants to firms to research new technology  d removal of all restrictions on imports into the country    20 a country has the highest gdp per head in the world.    what is this information most  likely to suggest about the country?  a it has the world\u2019s biggest economy.  b it has the world\u2019s fastest economic growth rate.  c it has the world\u2019s greatest size of population.  d it has the world\u2019s highest standard of living.   ",
+            "7": "7  \u00a9 ucles 2019 0455/12/f/m/19 [turn over  21 what is included in the human development index (hdi) of a country?  a level of net immigration  b life expectancy at birth  c population size  d rate of population growth      22 what is an example of someone who lost their job because of structural unemployment?  a aneesha lost her job as an engineer when her firm had to make redundancies in a recession.  b jamie lost his job as an ice cream seller during the winter months when little ice cream was  sold.  c sunjeev decided to stop working and claim benefits when the government increased  unemployment benefits.  d sunjit lost his job as a bank worker when the bank replaced his job with a new computer  system.    23 an economy experienced deflation.    which combination shows the likely outcome of this?     consumer  confidence price  level investor  confidence  a decrease decrease decrease  b decrease increase decrease  c increase decrease increase  d increase increase increase      24 a developing country starts to show increases in economic growth.    what is most  likely to occur?  a a reduction in imports  b a reduction in the number of doctors per capita  c an increase in absolute poverty  d an increase in incomes    ",
+            "8": "8  \u00a9 ucles 2019 0455/12/f/m/19  25 a country\u2019s minister for agriculture said    \u201cthe biggest challenge the country faces is to develop irrigation so that we are not at the mercy of the weather for crucial export earnings\u201d.    which type of country is this most likely to be?  a developed, exporting manufactured goods  b developed, exporting services  c developing, exporting primary commodities  d developing, exporting services      26 the table shows the birth rate and death rate for four countries for a given year.    if there is no migration, which country has the greatest rate of increase in population?     country birth rate death rate  a botswana 30 7  b brunei 27 3  c indonesia 24 8  d mauritius 21 7      27 what usually decreases when there is a deprec iation of a country\u2019s foreign exchange rate?  a the level of national debt   b the level of trade protection  c the price of exports  d the price of imports       28 a country imposes tariffs and quotas on imported goods.    what will citizens of that country experience?  a higher prices  b higher unemployment  c higher welfare  d wider consumer choice    ",
+            "9": "9  \u00a9 ucles 2019 0455/12/f/m/19  29 the table shows a country\u2019s balance of payments that has no secondary income (current  transfers).    item $ million  exports of goods 280  imports of goods 350  exports of services 110  imports of services 60  net primary income  \u2013  40    what is the country\u2019s current account balance?  a a deficit of $60 million  b a deficit of $160 million  c a surplus of $20 million  d a surplus of $760 million      30 skin creams preventing sunburn made in the european union (eu) are more effective than those  made in the united states (us). us tourists stock up on the creams when visiting europe. such creams are banned from production in the us because of the chemicals in them. in 2013, negotiations began to remove this ban in order to allow production in the us.    how is this freer trade likely to affect manufacturers of skin creams in the us and the eu?     manufacturers  in the us manufacturers  in the eu  a gain gain  b gain lose  c lose gain  d lose lose     ",
+            "10": "10  \u00a9 ucles 2019 0455/12/f/m/19  blank page",
+            "11": "11  \u00a9 ucles 2019 0455/12/f/m/19  blank page",
+            "12": "12    permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to trac e 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 ans wer-related information to candidates, all copyright acknowledgements are reproduced onl ine in the cambridge  assessment international education copyri ght acknowledgements booklet. this is produc ed 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 the cambri dge assessment group.  cambri dge assessment is the brand name  of the university of  cambridge local examinations syndicate (ucles), which it self is a department of the university of cambridge.    \u00a9 ucles 2019 0455/12/f/m/19  blank page  "
+        },
+        "0455_m19_qp_22.pdf": {
+            "1": "this document consists of 5 printed pages, 3 blank pages and 1 insert. dc (lt/ct) 164711/3 \u00a9 ucles 2019  [turn overcambridge assessment international education cambridge international general certificate of secondary education *7464311592*economics  0455/22 paper 2  structured questions  february/march 2019  2 hours 15 minutes no additional materials are required. read these instructions first an answer booklet is provided inside this question paper. you should follow the instructions on the front cover  of the answer booklet. if you need additional answer paper ask the invigilator for a continuation booklet. section a answer question 1. section b answer any three  questions. the number of marks is given in brackets [  ] at the end of each question or part question.",
+            "2": "2 0455/22/f/m/19 \u00a9 ucles 2019 section a answer this question. 1 india: a growing success  in 2016, the indian economy grew by 7.5%. this made it the world\u2019s fastest growing large  economy. in contrast, the chinese economy grew by 6.8%. india had some other macroeconomic  successes. its price level rose by less in 2016 than it had in any year since 2004. the price of oil  fell in 2016 and india is a large importer of oil. the government\u2019s use of monetary policy helped to  keep down rises in the general price level.  india\u2019s manufacturing sector grew rapidly in 2016. one industry that performed particularly well  was the vehicle industry. india was the world\u2019s sixth largest producer of vehicles, employing 26  million workers. india was the world\u2019s largest producer of tractors. in 2015, the price of tractors  was increased. this led to a short-term fall in demand but a rise in revenue.  the growth of the vehicle industry has enabled firms in the industry to employ more specialised  workers and made it easier for these larger firms to borrow from banks. it is expected that the  industry will be able to recruit extra workers in the future because india\u2019s labour force is growing.  in 2014, india\u2019s labour force was 500m and this grew by 4% between 2014 and 2016.  the economic growth rate and the population growth rate in recent years are shown in fig.  1.1.  the rate of economic growth and its stability affect households\u2019 decisions on how much they spend  and save. 2010 economic growth rate  (%) population growth rate  (%)2011 2012 2013 2014 2015 2016024681012 fig. 1.1 india\u2019s economic growth rate and population growth rate 2010\u20132016  the rising optimism about the performance of india\u2019s economy has increased total demand in the  economy. however, the reserve bank of india, the country\u2019s central bank, has been relatively  successful at keeping the inflation rate close to the government\u2019s target which in 2016 was  4%. one influence on the country\u2019s future macroeconomic performance will be changes in its  population. india is set to have one of the world\u2019s youngest populations by 2020, with an average  age of only 29.",
+            "3": "3 0455/22/f/m/19 \u00a9 ucles 2019 [turn over  (a) identify, using information from the extract, two reasons why india\u2019s inflation rate fell in 2016.  [2]  (b) explain, using information from the extract, whether demand for indian tractors was  price-elastic or price-inelastic in 2015.  [2]  (c) explain two internal economies of scale referred to in the extract.  [4]  (d) calculate, using information from the extract, the percentage of india\u2019s labour force that was  employed in the vehicle industry in 2016.  [2]  (e) analyse, using fig.  1.1, what happened to india\u2019s output and population over the period  shown.  [5]  (f) discuss whether or not a government should aim for a low rate of inflation.  [5]  (g) explain, using information from the extract, two reasons why consumer expenditure may  increase in india in the future.  [4]  (h) discuss whether or not having a young population is a benefit to an economy.  [6] section b answer any three questions from this section. 2 ireland has attracted a significant number of foreign multinational companies (mncs) to set up  production in the country. these firms employ approximately 10% of the country\u2019s labour force  and make a high proportion of ireland\u2019s exports. the surplus on the current account of ireland\u2019s  balance of payments fell in 2016 while government spending rose.   (a) identify two reasons why an mnc may decide to start producing in a foreign country.  [2]  (b) explain two reasons why someone may want to work for an mnc.  [4]  (c) analyse how an increase in exports could improve a country\u2019s economic performance.  [6]  (d) discuss whether or not an increase in government spending will reduce a surplus on the  current account of that country\u2019s balance of payments.  [8] 3 the economic problem results in people having to make choices. in bulgaria, in recent years,  people have changed how much they spend. the bulgarian government is encouraging people to  spend more. it is trying to ensure that deflation does not return and that the country will continue to  experience an increase in output.  (a) identify two ways a government could encourage people to spend more.  [2]  (b) explain how the economic problem results in people having to make choices.  [4]   (c) analyse why deflation may cause a fall in output.  [6]  (d) discuss whether or not a country will suffer if its output falls.  [8]",
+            "4": "4 0455/22/f/m/19 \u00a9 ucles 2019 4 average life expectancy is as short for the poorest americans as it is for the people of sudan, a  low-income african country. low-income individuals tend to live longest in countries with more  educated populations. economic growth can increase education and reduce poverty. in 2017, the  us president announced a cut in the tax on firms\u2019 profits. he said the measure would increase  employment.  (a) identify two reasons why someone may want to migrate to the usa.  [2]  (b) explain two reasons why less-educated people tend to have a shorter life expectancy than  people who have received more education.  [4]  (c) analyse how economic growth can reduce absolute poverty.  [6]  (d) discuss whether or not a cut in the tax on firms\u2019 profits will increase employment.  [8] 5 the mobile (cell) phone industry is growing in asia with more workers being employed. in march  2017, there was a merger between two mobile phone producers, both of which had relatively  high fixed costs. this merger created one of the largest mobile phone firms and moved the asian  market further from perfect competition and closer to monopoly. it was expected that profits in the  industry would increase as a result of the merger.   (a) identify two fixed costs.  [2]  (b) explain two ways monopoly differs from perfect competition.  [4]   (c) analyse what determines a firm\u2019s demand for labour.  [6]  (d) discuss whether or not a merger will increase profits.  [8] 6 botswana has a number of conservation projects. these are thought to provide a social benefit  to local communities. botswana has a mixed economic system with tax revenue as a percentage  of gdp at 27% in 2017. some botswanan economists suggest that the country should move  towards a market economic system, taking care to avoid market failure.   (a) define social benefit . [2]  (b) explain two advantages of conserving natural resources.  [4]  (c) analyse how taxation could reduce market failure.  [6]  (d) discuss the advantages and disadvantages of a market economic system.  [8]",
+            "5": "5 0455/22/f/m/19 \u00a9 ucles 2019 7 indian railways is a state-owned enterprise, owned and operated by the ministry of railways.  there is currently only one privately-owned railway line in india. the market for rail travel is  influenced by changes in the markets for other forms of transport. for instance, changes in the  supply of oil and petrol influence the market for car travel.   (a) define a market . [2]  (b) explain two reasons why the supply of a raw material such as oil may rise in the future.  [4]  (c) analyse, using a demand and supply diagram, how the market for oil would be affected when  the demand for oil increases by more than the supply of oil.  [6]  (d) discuss whether or not car travel will increase in the future.  [8]",
+            "6": "6 0455/22/f/m/19 \u00a9 ucles 2019 blank page",
+            "7": "7 0455/22/f/m/19 \u00a9 ucles 2019 blank page",
+            "8": "8 0455/22/f/m/19 \u00a9 ucles 2019 blank page permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the  publisher will be pleased to make amends at the earliest possible opportunity. 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 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."
+        },
+        "0455_s19_qp_11.pdf": {
+            "1": "    this document consists of 9 printed pages and 3 blank pages.  ib19 06_0455_11/2rp  \u00a9 ucles 2019 [turn over     *1597159870* cambridge assessment international education  cambridge international general certificate of secondary education       economics 0455/11     paper 1  multiple choice  may/june 2019     45 minutes    additional materials: multiple choice answer sheet    soft clean eraser    soft pencil (type b or hb is recommended)        read these instructions first    write in soft pencil.  do not use staples, paper clips, glue or correction fluid. write your name, centre number and candidate number on the answer sheet in the spaces provided  unless this has been done for you.  do not  write in any barcodes.   there are thirty  questions on this paper. answer all questions. for each question there are four possible  answers a, b, c and d.   choose the one you consider correct and record your choice in soft pencil  on the separate answer sheet.    read the instructions on the answer sheet very carefully.    each correct answer will score one mark. a ma rk will not be deducted for a wrong answer.  any rough working should be done in this booklet.     ",
+            "2": "2  \u00a9 ucles 2019 0455/11/m/j/19  1 what would an economist regard as an example of the factor of production capital?  a an individual\u2019s purchase of stocks and shares  b borrowing by a firm to pay for electricity  c the building by a firm of a new factory  d total savings by individuals in a country      2 the diagram shows a production possibility curve (ppc).    goods serviceso    why is the curve usually drawn like this?  a international free trade exists.  b opportunity cost changes.  c resources are unlimited in supply.  d some resources will be unemployed.      3 in recent years more golf courses, which use large quantities of water, have opened in china.    what may be the opportunity cost of this?  a cost of water  b loss of farmland  c sales of golf equipment  d wages of golf course staff      4 which situation indicates a mixed economy?  a economic activity is controlled entirely by the private sector.  b individual choices are unaffected by government actions.  c services are provided by both private and public sectors.  d the government carries out all planning and decision making.     ",
+            "3": "3  \u00a9 ucles 2019 0455/11/m/j/19 [turn over  5 what causes market failure?  a government provision of services  b social costs equal private costs  c the existence of external benefits  d the existence of perfect competition      6 a newspaper reported that \u2018the world market for coffee has returned to equilibrium\u2019.    which situation supports this statement?  a a sequence of poor harvests resulted in shortages.  b decreased transport costs led to a surplus of supply.  c farmers matched demand by planting more coffee bushes.  d the price of coffee was fixed between producers.     7 the table shows the demand schedule for a good at different prices.    price  $ quantity  demanded  8 200  10 160  12 120  14 60    the current market price for the good is $10.    following a 20% increase in price, what will be the change in the quantity demanded?  a \u2013  60 b \u2013  40 c +120 d +200      8 carlos has been offered a new job with a large multinational company. he is undecided whether to accept the position.    what is a non-wage factor he might consider?  a bonus payments  b holiday entitlement  c overtime rate  d salary level     ",
+            "4": "4  \u00a9 ucles 2019 0455/11/m/j/19  9 unlike the uk and us, a significant proportion of the shares on the stock exchanges of china and  russia are of state-owned enterprises.    which judgement about china and russia can be made from this information?  a their distribution of income and wealth  b their level of development  c their stages of production  d their type of economic system      10 what is the most  important factor that affects how much a family saves?  a the income of the family  b the level of taxation  c the rate of inflation  d the reliability of banks     11 the table shows the change in real incomes for a number of occupations between 1985 and  2015.    occupation change in  real income  %  doctors 153  lawyers 114  accountants 60  bricklayers 37  bus and coach drivers 19  fork-lift truck drivers \u20135    what can be concluded from the table?  a all occupations were better off in 2015 than in 1985.  b fork-lift truck drivers earned the lowest wages in 2015.  c doctors have earned more than lawyers since 1985.  d professionals received higher percentage increases in income than manual workers.     ",
+            "5": "5  \u00a9 ucles 2019 0455/11/m/j/19 [turn over  12 a large bakery buys a flour mill.    which form of integration is this?  a conglomerate  b horizontal  c vertical backwards  d vertical forwards      13 why is the energy supply industry dominated by very large firms in many economies?  a government controls prevent the exploitation of consumers.  b high fixed capital costs exist.  c labour-intensive production techniques are used.  d non-price advertising increases competition.     14 the diagram shows the fixed costs, variable costs and total costs of a firm.    costs outputow x y z     which distance represents the firm\u2019s fixed costs?  a wx b wy c xy d xz      15 an entrepreneur buys a workshop for $200  000 to make plastic boxes. in the first year of  operation he spends $70  000 on materials, employs ten production workers paid by the amount  produced (piece rate) at a total cost of $80  000 and buys two delivery vehicles for $10  000 each.    what are his total variable costs?  a $100  000 b $150  000 c $220  000 d $370  000     ",
+            "6": "6  \u00a9 ucles 2019 0455/11/m/j/19  16 a government increases the rate of income tax in order to pay for extra transfer payments,  including cash benefits to the poor.    what must occur as a result of this?  a it changes the distribution of income.  b it ensures the equality of incomes.  c it leads to more people paying income taxes.  d it reduces the level of unemployment.     17 the standard rate for value added tax (sales tax) is 20% in a country. different consumers  buying the same product have to pay the same amount of tax.    what kind of tax is this?  a direct  b progressive  c proportional  d regressive      18 the diagram shows the demand curve d 1 and supply curve s 1 for a good. the government  introduces a subsidy to encourage production.    price $ quantity0202530 d1s1 s2 45     what will be the total cost of the subsidy to the government?  a $40 b $50 c $100 d $150    ",
+            "7": "7  \u00a9 ucles 2019 0455/11/m/j/19 [turn over  19 which statement about interest rate changes is accurate?  a a fall in interest rates will always increase inflation.  b a rise in interest rates may increase cost-push inflation.  c a rise in interest rates will raise the level of investment in a country.  d interest rate changes have no impact on the level of production.      20 in uganda, the rate of inflation fell from 5% in 2014 to 2% in 2015.    which conclusion can be drawn from this information?  a prices were higher in 2015 than in 2014.  b the cost of living fell between 2014 and 2015.  c the standard of living fell between 2014 and 2015.  d ugandan citizens were better off in 2015 than 2014.      21 what would not increase the human development index (hdi) of a country?  a an increase in the level of car ownership  b an increase in life expectancy at birth  c a rise in the gdp per head  d a rise in the number of years of schooling     22 a country is experiencing a period of full employment.    what is most  likely to lead to an increase in demand-pull inflation?  a an increase in government spending  b an increase in imports  c an increase in income tax rates  d an increase in sales tax    ",
+            "8": "8  \u00a9 ucles 2019 0455/11/m/j/19  23 the table shows the percentage change from 2015\u20132016 in gross domestic product (gdp) and  consumer prices for selected countries.    which country was suffering from economic recession and inflation?     country gdp consumer prices  a australia +1.8 +1.3  b brazil \u20132.9 +8.3  c china +6.7 +2.0  d japan +1.1 \u20130.2     24 which policy is most  likely to reduce relative poverty?  a make income tax rates less progressive  b reduce benefit payments  c reduce the minimum wage  d reduce the rate of sales tax     25 given the following information, which country is most likely to have the highest standard of  living?      birth  rate death  rate life  expectancy infant  mortality rate  a bangladesh 27 10 58 93  b bhutan 36 14 53 107  c botswana 31 21 40 57  d brunei 25 5 72 22     26 in a country the birth rate increased but the population decreased.    what could have happened to other factors to cause this?  a a fall in infant mortality but no change in the death rate  b a rise in net immigration but no change in the death rate  c no change in migration but the death rate rose  d the death rate fell with no change in migration     ",
+            "9": "9  \u00a9 ucles 2019 0455/11/m/j/19 27 the us government decides to reduce the size  of the quota on a good it buys from china.    what is likely to happen?  a the good will become cheaper in the us.  b the us balance of trade will worsen.  c the us government\u2019s revenue will decline.  d there will be less of the good imported into the us.      28 what is the most accurate definition of a foreign exchange rate?  a a rate at which exports are exchanged for imports  b a rate determined by the demand and supply of the currency  c a value of a currency as fixed by the government  d a value of a currency expressed in terms of another currency     29 in 2013, the european union (eu) levied a 48% tariff on low-priced chinese solar panels  because the low price was the result of subsidies from the chinese government.    which argument for protectionism was the eu using?  a the anti-dumping argument  b the infant industry argument  c the strategic industry argument  d the sunset industry argument      30 a large amount of the agricultural products in a country were damaged by floods.    what is likely to have happened to the price of agricultural products and the volume of imports of  agricultural products?     price of products volume of imports a fall fall  b fall rise  c rise fall  d rise rise    ",
+            "10": "10  \u00a9 ucles 2019 0455/11/m/j/19  blank page",
+            "11": "11  \u00a9 ucles 2019 0455/11/m/j/19 blank page",
+            "12": "12    permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to trac e 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 ans wer-related information to candidates, all copyright acknowledgements are reproduced onl ine in the cambridge  assessment international education copyri ght acknowledgements booklet. this is produc ed 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 the ca mbridge assessment group. cambridge assessment is the brand name of the university of  cambridge local examinations syndicate (ucles), which it self is a department of the university of cambridge.    \u00a9 ucles 2019 0455/11/m/j/19  blank page  "
+        },
+        "0455_s19_qp_12.pdf": {
+            "1": "    this document consists of 10 printed pages and 2 blank pages.  ib19 06_0455_12/3rp  \u00a9 ucles 2019 [turn over     *8190973957* cambridge assessment international education  cambridge international general certificate of secondary education       economics 0455/12     paper 1  multiple choice  may/june 2019     45 minutes    additional materials: multiple choice answer sheet    soft clean eraser    soft pencil (type b or hb is recommended)        read these instructions first    write in soft pencil.  do not use staples, paper clips, glue or correction fluid. write your name, centre number and candidate number on the answer sheet in the spaces provided  unless this has been done for you.  do not  write in any barcodes.   there are thirty  questions on this paper. answer all questions. for each question there are four possible  answers a, b, c and d.   choose the one you consider correct and record your choice in soft pencil  on the separate answer sheet.    read the instructions on the answer sheet very carefully.    each correct answer will score one mark. a ma rk will not be deducted for a wrong answer.  any rough working should be done in this booklet.     ",
+            "2": "2  \u00a9 ucles 2019 0455/12/m/j/19  1 a government wishes to increase agricultural output. it gives farmers the tools to irrigate the  farmers\u2019 fields.    which factors of production are provided by the farmers?  a capital and enterprise  b enterprise and labour  c labour and land  d land and capital     2 the diagram shows a production possibility curve (ppc) for an economy that produces both  capital goods and consumer goods.    at which point will the economy show the highest potential for sustained long run economic  growth?    consumer goods capital goodsod c b a       3 in recent years more golf courses, which use large quantities of water, have opened in china.    what may be the opportunity cost of this?  a cost of water  b loss of farmland  c sales of golf equipment  d wages of golf course staff     4 cuba is implementing free market reforms.    what is a likely advantage of this?  a a wider variety of goods and services produced  b greater equality between the different groups in society  c increased provision of public goods  d less consumption of goods with external costs ",
+            "3": "3  \u00a9 ucles 2019 0455/12/m/j/19 [turn over  5 an airline upgrades its services by providing bigger aircraft. the airline claims it will reduce  catering waste and lower carbon (co 2) emissions per passenger journey although fares may rise.    what is a private cost and an external benefit of this decision?     private cost external benefit  a bigger aircraft higher fares  b higher fares lower co 2   c less catering waste bigger aircraft   d lower co 2 less catering waste    6 what can be concluded from the demand curve for the product shown in the diagram?    price quantity0demand 20 40     a price increases will raise the producers\u2019 revenue.  b producers are unable to respond to a price rise.  c the product is one with many substitutes.  d there are 20 people able to buy the product.    7 a mobile (cell) phone operator increases the price of making calls on its network. after the price increase, the revenue of the mobile phone operator falls by 10%.    what is the price elasticity of demand (ped) for the mobile operator\u2019s service?  a elastic  b inelastic  c perfectly elastic  d unit elastic     ",
+            "4": "4  \u00a9 ucles 2019 0455/12/m/j/19  8 why does specialisation increase the productivity of employees?  a average cost of production increases.  b staff turnover is high.  c time is saved by not moving between tasks.  d workers lose interest in their job.      9 in recent years some central banks have reduced interest rates below 1% per year.    what is the purpose of this monetary policy?  a to discourage lending by the commercial banks  b to encourage investment to stimulate the economy  c to increase individual savings  d to reduce inflation      10 what is the most  important factor that affects how much a family saves?  a the income of the family  b the level of taxation  c the rate of inflation  d the reliability of banks     ",
+            "5": "5  \u00a9 ucles 2019 0455/12/m/j/19 [turn over  11 the table shows the change in real incomes for a number of occupations between 1985 and  2015.    occupation change in  real income  %  doctors 153  lawyers 114  accountants 60  bricklayers 37  bus and coach drivers 19  fork-lift truck drivers \u20135    what can be concluded from the table?  a all occupations were better off in 2015 than in 1985.  b fork-lift truck drivers earned the lowest wages in 2015.  c doctors have earned more than lawyers since 1985.  d professionals received higher percentage increases in income than manual workers.     12 what is the main difference between capital-intensive production and labour-intensive  production?  a the market structure of the production process  b the output that the production process creates  c the resources on which the production relies  d the size of the firm that uses the production process      13 what is the definition of diseconomies of scale?  a the decrease in average revenue as output increases  b the decrease in fixed cost as output increases  c the increase in average total costs as output increases  d the increase in total costs as output increases     ",
+            "6": "6  \u00a9 ucles 2019 0455/12/m/j/19  14 the diagram shows the fixed costs, variable costs and total costs of a firm.    costs outputow x y z     which distance represents the firm\u2019s fixed costs?  a wx b wy c xy d xz     15 an entrepreneur buys a workshop for $200  000 to make plastic boxes. in the first year of  operation he spends $70  000 on materials, employs ten production workers paid by the amount  produced (piece rate) at a total cost of $80  000 and buys two delivery vehicles for $10  000 each.    what are his total variable costs?  a $100  000 b $150  000 c $220  000 d $370  000     16 what is most  likely to cause a rise in the rate of inflation in an economy?  a a fall in import prices  b a fall in wage rates  c a rise in the level of government spending  d a rise in the level of unemployment     17 the government increases taxation in order to fund an increase in spending on government  training schemes.    which policy combination would this involve?  a fiscal policy and monetary policy only  b fiscal policy and supply-side policy only  c monetary policy and supply-side policy only  d monetary policy, supply-side policy and fiscal policy     ",
+            "7": "7  \u00a9 ucles 2019 0455/12/m/j/19 [turn over  18 the diagram shows the effect of the imposition of a tax on a product.    oprice quantitys2 s1 q1 q2d1uvw xyz     which area represents the part of the tax paid by consumers of the product?  a u + v  b u + v + w  c u + v + x + y  d u + x     19 why might a government decide to subsidise a high-cost steel industry?  a if cheaper imports of steel are improving the balance of payments  b if economic growth is increasing due to the success of other industries  c if redundant steel workers can easily be retrained  d if unemployment in steel producing areas is increasing     20 the table shows possible sequences between the rate of interest and other economic variables.    which sequence is the most  likely?     interest rate borrowing investment gdp  a higher decrease increase increase  b higher increase decrease decrease  c lower decrease decrease decrease  d lower increase increase increase     ",
+            "8": "8  \u00a9 ucles 2019 0455/12/m/j/19  21 why is the human development index (hdi) a better measure of living standards than gdp per  head?    a it takes into account changes in output.  b it takes into account changes in population.  c it takes into account health and education data.  d it takes into account inflation.     22 what describes frictional unemployment?  a unemployment caused by a general fall in economic activity  b unemployment caused by the time of year  c unemployment caused by wages being too high  d unemployment caused by workers searching for jobs     23 in january 2016 the rate of inflation in a country changed from 3% to 2%. in march 2016 the rate  of inflation was 4%.    what happened to the price level in january and march?     january march  a fell fell  b fell rose  c rose fell  d rose rose     24 what usually happens as a developing country becomes more developed?  a the average age of the population falls.  b the fertility rate declines.  c the infant mortality rate increases.  d the primary sector expands.     ",
+            "9": "9  \u00a9 ucles 2019 0455/12/m/j/19 [turn over  25 given the following information, which country is most likely to have the highest standard of  living?      birth  rate death  rate life  expectancy infant  mortality rate  a bangladesh 27 10 58 93  b bhutan 36 14 53 107  c botswana 31 21 40 57  d brunei 25 5 72 22     26 in a country the birth rate increased but the population decreased.    what could have happened to other factors to cause this?  a a fall in infant mortality but no change in the death rate  b a rise in net immigration but no change in the death rate  c no change in migration but the death rate rose  d the death rate fell with no change in migration     27 the us government decides to reduce the size  of the quota on a good it buys from china.    what is likely to happen?  a the good will become cheaper in the us.  b the us balance of trade will worsen.  c the us government\u2019s revenue will decline.  d there will be less of the good imported into the us.      28 the world demand for oil is price-inelastic and oil is paid for in us dollars.    if the price of oil falls rapidly, how might it affect the exchange rate of the us dollar?     market for us dollar exchange rate for us dollar  a greater demand for us$ value increases  b greater supply of us$ value falls  c less demand for us$ value falls  d less supply of us$ value increases    ",
+            "10": "10  \u00a9 ucles 2019 0455/12/m/j/19  29 what is the most  likely disadvantage of international specialisation?  a decreased levels of global output  b increased average production costs  c increased productivity levels  d overdependence on other economies      30 a large amount of the agricultural products in a country were damaged by floods.    what is likely to have happened to the price of agricultural products and the volume of imports of agricultural products?     price of products volume of imports a fall fall  b fall rise  c rise fall  d rise rise    ",
+            "11": "11  \u00a9 ucles 2019 0455/12/m/j/19  blank page",
+            "12": "12    permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to trac e 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 ans wer-related information to candidates, all copyright acknowledgements are reproduced onl ine in the cambridge  assessment international education copyri ght acknowledgements booklet. this is produc ed 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 the ca mbridge assessment group. cambridge assessment is the brand name of the university of  cambridge local examinations syndicate (ucles), which it self is a department of the university of cambridge.    \u00a9 ucles 2019 0455/12/m/j/19  blank page  "
+        },
+        "0455_s19_qp_13.pdf": {
+            "1": "    this document consists of 8 printed pages.  ib19 06_0455_13/3rp  \u00a9 ucles 2019   [turn over     *2997090762* cambridge assessment international education  cambridge international general certificate of secondary education       economics 0455/13     paper 1  multiple choice  may/june 2019     45 minutes    additional materials: multiple choice answer sheet    soft clean eraser    soft pencil (type b or hb is recommended)        read these instructions first    write in soft pencil.  do not use staples, paper clips, glue or correction fluid. write your name, centre number and candidate number on the answer sheet in the spaces provided  unless this has been done for you.  do not  write in any barcodes.   there are thirty  questions on this paper. answer all questions. for each question there are four possible  answers a, b, c and d.   choose the one you consider correct and record your choice in soft pencil  on the separate answer sheet.    read the instructions on the answer sheet very carefully.    each correct answer will score one mark. a ma rk will not be deducted for a wrong answer.  any rough working should be done in this booklet.     ",
+            "2": "2  \u00a9 ucles 2019 0455/13/m/j/19  1 in farming, what is an example of what economists call capital?  a savings the farmer has in the bank  b shares in a farming company  c the money the farmer set aside to pay taxes  d the tractor owned by the farmer      2 what would cause an outward shift of a country\u2019s production possibility curve (ppc)?  a a fall in unemployment  b an increase in the rate of income tax  c an increase in the labour force  d a reduction in expenditure on education      3 in recent years more golf courses, which use large quantities of water, have opened in china.    what may be the opportunity cost of this?  a cost of water  b loss of farmland  c sales of golf equipment  d wages of golf course staff      4 what is a characteristic of tertiary industries?  a they are located away from centres of population.  b they do not sell to the final consumer.  c they tend to be labour-intensive.  d they transform raw materials into goods.     5 china has built a new railway in kenya from the capital, nairobi, to the seaport of mombasa. kenya must repay the cost of the railway to china. journey time has been reduced significantly but fares have increased and farmers have lost agricultural land along the new line.    who bears the external costs of this operation?  a china who built the new railway  b farmers who have lost agricultural land  c kenya who must repay the cost to china  d passengers who pay the higher fare     ",
+            "3": "3  \u00a9 ucles 2019 0455/13/m/j/19 [turn over  6 what is meant by equilibrium in a market?  a where products offered for sale equal consumer demand  b where profit is at the expected level  c where the quantity of inputs equals the quantity of output  d where total costs equal total revenue      7 a product has a price elasticity of demand of \u2013  0.5.    what happens to the demand for a product if its price falls from $1 to $0.80?  a it decreases by 10%.  b it decreases by 20%.  c it increases by 10%.  d it increases by 20%.     8 the demand for gas in a country becomes price-inelastic.    what will happen as a result?  a gas workers will be less likely to be successful in obtaining wage increases.  b gas workers will be more likely to be successful in obtaining wage increases.  c total expenditure on gas by consumers will fall when its price rises.  d total expenditure on gas by consumers will rise when its price falls.     9 which advantage do coins have that make them more suitable than banknotes to act as money?  a they are more divisible.  b they are more durable.  c they are more portable.  d they are more recognisable.      10 what is the most  important factor that affects how much a family saves?  a the income of the family  b the level of taxation  c the rate of inflation  d the reliability of banks     ",
+            "4": "4  \u00a9 ucles 2019 0455/13/m/j/19  11 the table shows the change in real incomes for a number of occupations between 1985 and  2015.    occupation change in  real income  %  doctors 153  lawyers 114  accountants 60  bricklayers 37  bus and coach drivers 19  fork-lift truck drivers \u20135    what can be concluded from the table?  a all occupations were better off in 2015 than in 1985.  b fork-lift truck drivers earned the lowest wages in 2015.  c doctors have earned more than lawyers since 1985.  d professionals received higher percentage increases in income than manual workers.      12 which business organisation is most  likely to have unlimited liability?  a co-operative  b multinational  c public limited company  d sole trader      13 what is an example of a technical economy of scale?  a banks provide loans at a lower interest rate to bigger firms.  b bigger firms hire more workers.  c firms obtain discounts when buying in bulk.  d machines are used closer to their full capacity.     ",
+            "5": "5  \u00a9 ucles 2019 0455/13/m/j/19 [turn over  14 the diagram shows the fixed costs, variable costs and total costs of a firm.    costs outputow x y z     which distance represents the firm\u2019s fixed costs?  a wx b wy c xy d xz     15 an entrepreneur buys a workshop for $200  000 to make plastic boxes. in the first year of  operation he spends $70  000 on materials, employs ten production workers paid by the amount  produced (piece rate) at a total cost of $80  000 and buys two delivery vehicles for $10  000 each.    what are his total variable costs?  a $100  000 b $150  000 c $220  000 d $370  000      16 which form of taxation always takes an increasing percentage of the taxpayer\u2019s income as it  rises?  a indirect  b progressive  c proportionate  d regressive      17 what is the most  likely effect of a government reducing the money supply?  a employment will decrease.  b growth will increase.  c inflation will increase.  d tax rates will decrease.     ",
+            "6": "6  \u00a9 ucles 2019 0455/13/m/j/19  18 sometimes the government regulates the market to protect the interests of consumers.    which kind of regulation would achieve this protection?  a discouraging economies of scale that lead to lower costs  b preventing mergers which result in high monopoly prices  c reducing shop opening hours  d reducing the range of products supplied to the market     19 the diagram shows percentage (%) changes in prices and wages over time.    2.0 1.51.00.5 0% change in wagesand prices 2005 2000 2010 2015 yearprices wages     what does the diagram indicate?  a inflation is proportionately related to wage levels.  b the gap between wages and prices is constant.  c wages are highest in 2010.  d wage earners have increasingly less purchasing power.     20 why might gdp per head be underestimated in a developed economy?  a it does not account for changes in population.  b it does not include financial services output.  c it does not include the hidden economy.  d it does not take into account the primary sector.     21 what is included in the human development index (hdi)?  a gender inequality  b life expectancy at birth  c political freedom  d the impact of pollution     ",
+            "7": "7  \u00a9 ucles 2019 0455/13/m/j/19 [turn over  22 what is most likely to have caused a long-term decrease in the numbers employed in the banking  sector of an economy?  a frictional unemployment caused by relocating a bank\u2019s headquarters  b seasonal unemployment caused by reduced customer demand in the summer  c technological unemployment caused by an increase in internet banking  d voluntary unemployment caused by a reduction in wage rates      23 what might cause prices to rise because of cost-push inflation?  a an increase in government spending on education  b an increase in household consumption  c an increase in the balance of payments surplus  d an increase in wages and salaries      24 which action might be taken by an economy wishing to produce a greater range of products?  a concentrate on the production of primary products  b encourage imports of manufactured goods  c encourage investment by multinational companies  d increase interest rates     25 given the following information, which country is most likely to have the highest standard of  living?      birth  rate death  rate life  expectancy infant  mortality rate  a bangladesh 27 10 58 93  b bhutan 36 14 53 107  c botswana 31 21 40 57  d brunei 25 5 72 22    26 in a country the birth rate increased but the population decreased.    what could have happened to other factors to cause this?  a a fall in infant mortality but no change in the death rate  b a rise in net immigration but no change in the death rate  c no change in migration but the death rate rose  d the death rate fell with no change in migration   ",
+            "8": "8    permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to trac e 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 ans wer-related information to candidates, all copyright acknowledgements are reproduced onl ine in the cambridge  assessment international education copyri ght acknowledgements booklet. this is produc ed 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 the ca mbridge assessment group. cambri dge assessment is the brand name of the university of  cambridge local examinations syndicate (ucles), which it self is a department of the university of cambridge.    \u00a9 ucles 2019 0455/13/m/j/19  27 the us government decides to reduce the size  of the quota on a good it buys from china.    what is likely to happen?  a the good will become cheaper in the us.  b the us balance of trade will worsen.  c the us government\u2019s revenue will decline.  d there will be less of the good imported into the us.     28 changes in the foreign exchange rate of a country resulted in a depreciation of its currency.    what is not likely to happen?  a the costs of imported raw materials will fall.  b the country\u2019s export trading position will become more competitive.  c the country\u2019s residents will find it more expensive to take holidays abroad.  d the current account deficit will be unchanged.    29 which item will register as an outflow on the services section of the current account of the us  balance of payments?  a money paid by chemical producers in the us for foreign oil  b money paid by foreign firms for us cars  c money paid by migrant workers in the us to their families overseas  d money paid by us tourists visiting attractions in other countries      30 a large amount of the agricultural products in a country were damaged by floods.    what is likely to have happened to the price of agricultural products and the volume of imports of  agricultural products?     price of products volume of imports a fall fall  b fall rise  c rise fall  d rise rise   "
+        },
+        "0455_s19_qp_21.pdf": {
+            "1": "this document consists of 5 printed pages, 3 blank pages and 1 insert. dc (st) 164708/2 \u00a9 ucles 2019  [turn overcambridge assessment international education cambridge international general certificate of secondary education *2134025800*economics  0455/21 paper 2  structured questions  may/june 2019  2 hours 15 minutes no additional materials are required. read these instructions first an answer booklet is provided inside this question paper. you should follow the instructions on the front cover  of the answer booklet. if you need additional answer paper ask the invigilator for a continuation booklet. section a answer question 1. section b answer any three  questions. the number of marks is given in brackets [  ] at the end of each question or part question.",
+            "2": "2 0455/21/m/j/19 \u00a9 ucles 2019 section a answer this question. 1 universal basic income (ubi)  ubi is a scheme where a government provides everyone with a payment, regardless of their  circumstances. such a scheme can help a number of groups including the sick and the old. in  2016, the indian government was looking at a ubi as an alternative to its existing system of  state benefits. a politician in costa rica proposed a ubi of $337.5. finland started a two-year  experiment with a version of ubi in 2017.   a guaranteed minimum income might help some of the poor who currently do not receive state  benefits and may reduce inequality. in a number of countries, income and wealth inequality is  increasing. for instance, in russia 16% of the population live below the official poverty line and  10% of the population own 87% of the country\u2019s wealth. state benefits are relatively low in russia  and the country has one income tax rate of 13%. one cause of the rise in the gap between the rich  and the poor in russia has been the effect on prices and profits arising from the privatisation of a  number of state monopolies.   differences in annual average incomes (annual gdp per head) between countries can affect life  expectancy as shown in table 1.1. table 1.1 annual gdp per head and life expectancy in selected countries in 2016 country annual gdp per head  (us$)life expectancy  (years) costa rica 16 200 78.8 finland 42 000 80.8 india  7 400 68.6 mali  2 300 55.7 monaco 76 000 89.5 russia 26 200 70.4  in finland, a country with an average monthly income per head of $3500, the trial ubi is $600  per month. this does not cover everyone\u2019s needs in a country with high prices, high tax rates and  periods of very cold weather. in india, the average monthly income per head is almost the same  as finland\u2019s ubi.   a ubi could help the unemployed including the temporary unemployed. governments welcome  a reduction in unemployment. this is because it increases output and enables governments to  reduce spending on state benefits for the unemployed. governments could then increase spending  on other areas including education and healthcare.",
+            "3": "3 0455/21/m/j/19 \u00a9 ucles 2019 [turn over  (a) identify, using information from the extract, two reasons why a person may have a low  income.  [2]  (b) explain, using information from the extract, whether russia has a progressive, proportional,  or regressive income tax system.  [2]  (c) calculate, using table 1.1, what percentage of annual average income in costa rica a person  would have if he receives ubi of $337.5 a month.  [2]   (d) analyse, using table 1.1, the relationship between annual gdp per head and life expectancy.   [5]  (e) explain an example of opportunity cost in the extract.  [4]  (f) discuss whether or not a monopoly will charge high prices.  [5]  (g) explain, using information from the extract, two reasons why someone from india with the  same income as someone from finland may enjoy a higher living standard.  [4]   (h) discuss whether or not a government paying higher state benefits to the unemployed will  reduce unemployment.  [6] ",
+            "4": "4 0455/21/m/j/19 \u00a9 ucles 2019 section b answer any three  questions from this section. 2 the saudi arabian government is encouraging the growth of the private sector. it is a low-cost oil  producer, but its exports to south africa have fallen recently. south africa has a floating foreign  exchange rate, but its central bank has recently tried to prevent a large fall in its foreign exchange  rate.   (a) define a floating foreign exchange rate .  [2]  (b) explain two benefits a government may gain from the growth of the private sector.   [4]   (c) analyse why a country with low costs of production may experience a decrease in its exports.   [6]  (d) discuss whether or not a government should prevent a fall in its country\u2019s foreign exchange  rate. [8] 3 in february 2017, europe experienced a shortage of fresh vegetables due to bad weather. for a  period of time, the markets for a number of vegetables, including broccoli and lettuces, were not  in equilibrium. the price of food tends to fluctuate more than the price of manufactured goods and  services. these fluctuations influence the rate of inflation.   (a) when is a market in equilibrium?  [2]  (b) explain how a rise in the price of food would affect a country\u2019s consumer prices index (cpi).   [4]   (c) analyse, using a demand and supply diagram, how bad weather is likely to affect the market  for broccoli.  [6]  (d) discuss whether or not a higher inflation rate will benefit producers.  [8] 4 changes in the supply of enterprise result in the development of new firms. in 2016, a theme park  in hong kong made a loss with visitor numbers falling by 9%. in 2017, the same public limited  company opened another larger theme park in shanghai. the new theme park is expected to  benefit from both internal and external economies of scale.   (a) define a loss .  [2]  (b) explain, giving examples, the difference between an internal economy of scale and an  external economy of scale.  [4]  (c) analyse how a government could increase the supply of enterprise.  [6]  (d) discuss whether or not consumers would benefit from a firm changing from being a public  limited company to a public corporation (state-owned enterprise).  [8] ",
+            "5": "5 0455/21/m/j/19 \u00a9 ucles 2019 5 in february 2017, china\u2019s central bank raised the rate of interest. it wanted to reduce borrowing  and the growth of the money supply, but it was worried that the rise in the interest rate might  reduce the country\u2019s economic growth rate. the change in interest rate is likely to have increased  the workload of skilled commercial bank workers.   (a) identify two functions of money.  [2]   (b) explain two reasons why a central bank may want to reduce borrowing.  [4]   (c) analyse why skilled workers are usually paid more than unskilled workers.  [6]  (d) discuss whether or not a rise in the rate of interest will reduce economic growth.  [8] 6 a number of book publishers operate in pakistan. these include multinational companies (mncs).  they employ a range of specialist workers. a number of these specialists estimate the price  elasticity of demand (ped) for their firms\u2019 books. there is a debate about whether some books  should be subsidised by the government.  (a) define a multinational company .  [2]  (b) explain two disadvantages a worker could experience from specialising.  [4]  (c) analyse how a change in the ped for its products may benefit a firm.  [6]   (d) discuss whether or not the government should subsidise the production of books.  [8] 7 it was predicted that global unemployment would rise by over two million in 2017. unemployment  rates, however, vary between countries. some governments use fiscal policy measures and others  use supply-side policy measures to reduce unemployment. the unemployment rate can also be  influenced by trade protection.  (a) identify two fiscal policy measures.  [2]  (b) explain two reasons why the unemployment rate may be higher in one country than another.   [4]  (c) analyse how supply-side policy measures may reduce unemployment.  [6]  (d) discuss whether or not a government should protect its country\u2019s industries from foreign  competition.   [8] ",
+            "6": "6 0455/21/m/j/19 \u00a9 ucles 2019 blank page",
+            "7": "7 0455/21/m/j/19 \u00a9 ucles 2019 blank page",
+            "8": "8 0455/21/m/j/19 \u00a9 ucles 2019 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 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.blank page"
+        },
+        "0455_s19_qp_22.pdf": {
+            "1": "this document consists of 5 printed pages, 3 blank pages and 1 insert. dc (st/ct) 164709/1 \u00a9 ucles 2019  [turn overcambridge assessment international education cambridge international general certificate of secondary education *9074166178*economics  0455/22 paper 2  structured questions  may/june 2019  2 hours 15 minutes no additional materials are required. read these instructions first an answer booklet is provided inside this question paper. you should follow the instructions on the front cover  of the answer booklet. if you need additional answer paper ask the invigilator for a continuation booklet. section a answer question 1. section b answer any three  questions. the number of marks is given in brackets [  ] at the end of each question or part question.",
+            "2": "2 0455/22/m/j/19 \u00a9 ucles 2019 section a answer this question. 1 premium friday  at the start of february 2017, the japanese government introduced its \u2018premium friday\u2019 scheme.  this encourages employers to allow their workers to leave work at 15:00 on the last friday of  each month, without experiencing any reduction in their wages.  the japanese government wants to reduce the number of hours people work. one reason is  to improve the health, and so possibly the productivity, of workers. fig. 1.1 shows the average  number of hours worked and productivity (gdp per hour worked in us $) in six selected countries.  average hours worked per week30 20 10 04050607080 productivity  (gdp per hour worked  (us $))france germany japan mexico russia south korea   fig. 1.1 average hours worked and productivity of selected countries in 2017  nearly one quarter of japanese workers work more than 50 hours a week and some work more  than 25 hours overtime a week. the average japanese worker only takes half of their paid  holidays. nearly 20 years of low economic growth and deflation have created a sense of job  insecurity. trade unions in japan have been concentrating on trying to achieve shorter working  hours.  the government thinks that working fewer hours would give people more time to bring up a child  and look after elderly relatives. japan\u2019s birth rate has fallen every year for the last 36 years, and at  a faster rate than the fall in the death rate leading to a fall in the size of the population.  the government hopes more leisure time will encourage an increase in consumer spending.  higher consumer spending would benefit japanese firms and would reduce the chances of  deflation returning.   the initial response to premium friday was not promising. at the end of february 2017, only 4%  of japanese workers left early. in the longer run, however, the scheme may be more successful.  this is because unemployment in the country had fallen with only 2 million out of a labour force  of 66 million being unemployed at the end of february 2017. low unemployment increases job  security and usually increases wages. in japan\u2019s case, however, the higher demand for labour  has been matched by a higher supply. some of this higher supply has come from migrant workers,  but a greater proportion has come from more japanese people working past retirement age and  more women working. ",
+            "3": "3 0455/22/m/j/19 \u00a9 ucles 2019 [turn over  (a) identify, using information from the extract, two factors that influence an individual\u2019s choice of  occupation.  [2]  (b) explain, using information from the extract, an opportunity cost of working.  [2]  (c) calculate, using information from the extract, the number of japanese workers who left work  early on premium friday in february 2017.  [2]  (d) explain, using information from the extract, why the size of japan\u2019s population has fallen in  recent years.  [4]   (e) analyse, using fig. 1.1, the relationship between the average hours worked and productivity.   [5]  (f) discuss whether or not a cut in income tax would stop deflation.  [5]  (g) explain, using information from the extract, why wage rises have been low in japan.  [4]  (h) discuss whether or not japan will benefit from employing more migrant workers.  [6]",
+            "4": "4 0455/22/m/j/19 \u00a9 ucles 2019 section b answer any three questions from this section. 2  the markets for cars and tyres are closely related. the five largest tyre firms used to make 66%  of all tyres. the entry of more than 250 chinese firms has reduced the global market share of  the largest five firms to less than 50%. this also changed the price elasticity of demand (ped)  for individual firms\u2019 tyres. some of these firms are state-owned enterprises and some are in the  private sector.   (a) identify two types of business organisation that operate in the private sector.  [2]   (b) explain what effect more firms producing tyres would have on the ped of individual firms\u2019  tyres.  [4]  (c) analyse, using a demand and supply diagram, the effect of an increase in demand for cars on  the market for tyres.  [6]  (d) discuss whether a large firm will earn more profit per unit sold than a small firm.  [8] 3  there was a global surplus of steel in 2017. in mid-2017, the us government considered imposing  tariffs on steel imports to protect its declining steel industry. cheap imports from other countries  were reducing employment in the us steel industry. the pattern of us employment was also  being affected by improvements in education.  (a) identify two methods of trade protection other than tariffs.  [2]  (b) explain how market forces will eliminate a surplus and a shortage.  [4]   (c) analyse how improvements in education can affect the pattern of employment.   [6]  (d) discuss whether or not the imposition of import tariffs by a country will reduce its  unemployment.  [8] 4 in march 2017, peru was hit by floods and the strongest winds in decades. roads, bridges, houses  and capital goods were destroyed. it is expected that the damage caused will affect peru\u2019s human  development index (hdi) and economic growth rate. in 2016, peru experienced a 4% economic  growth rate which was higher than the growth rate of the usa.  (a) define a capital good .  [2]  (b) explain two causes of an increase in a country\u2019s hdi.  [4]  (c) analyse, using a production possibility curve (ppc) diagram, the effect of damaging weather  on an economy.  [6]  (d) discuss whether countries with a high gross domestic product (gdp) per head will have a  faster rate of economic growth than countries with a low gdp per head.  [8]",
+            "5": "5 0455/22/m/j/19 \u00a9 ucles 2019 5 moldova is europe\u2019s poorest economy with many of its people living in poverty. it is mainly an  agricultural economy with many small farms. its shops are also small. the government has used  a range of policies, including supply-side policy, to improve the economy\u2019s performance. it has  mostly been successful. for instance, unemployment has fallen.  (a) identify two supply-side policy measures.  [2]  (b) explain two ways a government could reduce relative poverty.  [4]   (c) analyse the reasons why small shops may be easy to set up.  [6]  (d) discuss whether or not firms will benefit from a fall in unemployment.  [8] 6 in a mixed economic system, such as portugal\u2019s, the government intervenes in the economy.  reasons for government intervention include to correct market failure and to achieve its aims for  the economy, such as control of inflation. in 2017, one-fifth of portugal\u2019s population was living in  poverty and the government increased its spending.  (a) identify two reasons why market failure may occur.  [2]  (b) explain how resources are allocated in a mixed economic system.   [4]  (c) analyse how a high rate of inflation may harm the poor.  [6]  (d) discuss whether or not increasing government spending will enable a government to achieve  its aims for the economy.  [8] 7  the price elasticity of demand (ped) for sugar in most countries is less than 1. in 2017, the price  of sugar fell. however, the price of specialised, higher quality sugar grown in countries such as  mauritius fell by less than the average global price. efficient producers, such as some farmers in  brazil that have a low fixed cost of production, were also less affected by the fall in price.   (a) state the formula used to calculate ped.  [2]  (b) explain two reasons why the price of sugar may fall.  [4]   (c) analyse the possible reasons why a producer\u2019s fixed cost may increase.  [6]  (d) discuss whether or not a country will benefit from specialising in an agricultural product such  as sugar.  [8]   ",
+            "6": "6 0455/22/m/j/19 \u00a9 ucles 2019 blank page",
+            "7": "7 0455/22/m/j/19 \u00a9 ucles 2019 blank page",
+            "8": "8 0455/22/m/j/19 \u00a9 ucles 2019 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 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.blank page"
+        },
+        "0455_s19_qp_23.pdf": {
+            "1": "this document consists of 5 printed pages, 3 blank pages and 1 insert. dc (st/ct) 164710/3 \u00a9 ucles 2019  [turn overcambridge assessment international education cambridge international general certificate of secondary education *5578903666*economics  0455/23 paper 2  structured questions  may/june 2019  2 hours 15 minutes no additional materials are required. read these instructions first an answer booklet is provided inside this question paper. you should follow the instructions on the front cover  of the answer booklet. if you need additional answer paper ask the invigilator for a continuation booklet. section a answer question 1. section b answer any three  questions. the number of marks is given in brackets [  ] at the end of each question or part question.",
+            "2": "2 0455/23/m/j/19 \u00a9 ucles 2019 section a answer this question. 1\t iceland\u2019s \teconomic \tstructure  the people of iceland once depended on farming and fishing as their main source of income. by  2008, the icelandic economy was also very heavily dependent on its financial sector. however, the  country is now well-known internationally for tourism.  even though the primary sector now only employs a small proportion of the country\u2019s labour force,  the influence of this sector in policy-making is very strong. for example, in the fishing industry,  there are many government regulations. regulations that restrict foreign investment in the fishing  industry both protect domestic fisherman and the stock of fish in icelandic waters. regulation also  affects the price elasticity of supply (pes) of fish. the quantity of fish supplied tends to change by  a smaller percentage than the change in its price.  from 2002 to 2007, iceland\u2019s annual economic growth rate averaged 5%. in 2006, iceland\u2019s gross  domestic product (gdp) was us$17 billion and in 2007 it grew by 9%. this high growth rate was  due to the increased availability of bank loans and also the increasing income of its major trading  partners, including the european union (eu) and norway.  it was during this period of rapid economic growth that the financial sector became an important  part of the icelandic economy. the major commercial banks supported increased consumer  spending and major construction projects which improved the standard of living of icelanders. in  addition, commercial banks also expanded into international markets. the international markets  were growing rapidly between 2002 and 2007 which brought more money back into the icelandic  financial sector.  however, iceland faced a major financial crisis in 2008 where all three of its major privately-owned  commercial banks failed. this led to falling overall levels of output and increased unemployment.  fig. 1.1 shows the economic growth rate and unemployment rate in iceland from 2002 to 2014. unemployment rate  (% of total labour force) economic growth rate  (% change in gdp)0 2002 2003 2004 2005 2006 2007 2009 2011 2012 2013 2014\u20132 \u20134 \u2013624681012 2008 2010 2008 2010 fig. 1.1 economic growth rate and unemployment rate in iceland from 2002 to 2014  the recovery from 2010 to 2017 was initially possible due to loans obtained from international  organisations. more recently, it was also due to successful tourism campaigns that have made  iceland a \u2018must-see\u2019 destination for tourists.",
+            "3": "3 0455/23/m/j/19 \u00a9 ucles 2019 [turn over  (a) identify, using information from the extract, two industries that are in the primary sector of the  icelandic economy.  [2]  (b) explain, using information from the extract, two reasons for government regulation of the  fishing industry in iceland.  [4]  (c) explain, using information from the extract, two reasons, apart from changes in employment,  for iceland\u2019s high economic growth rate from 2002 to 2007.  [4]  (d) calculate, using information from the extract, iceland\u2019s gdp in 2007.  [2]  (e) analyse, using fig. 1.1, the relationship between changes in the economic growth rate and  the unemployment rate over the period shown.  [5]  (f) explain, using information from the extract, whether the supply of iceland\u2019s fish is price-elastic  or price-inelastic.  [2]  (g) discuss the advantages and disadvantages of the activities of commercial banks to an  economy.  [5]  (h) discuss whether or not a growth in tourism is an advantage to a country such as iceland.  [6] ",
+            "4": "4 0455/23/m/j/19 \u00a9 ucles 2019 section b answer three  questions from this section. 2 germany\u2019s economy is one of the best performing economies in the european union (eu).  germany has low unemployment rates and a surplus on the current account of the balance of  payments. single parents, long-term unemployed, immigrants, elderly, and low-skilled workers  have not always benefitted from germany\u2019s economic performance. this has created increasing  levels of relative poverty.  (a) define a surplus on the current account of the balance of payments .  [2]  (b)  explain two possible causes of low unemployment.  [4]  (c)  analyse how long-term unemployment can cause relative poverty.  [6]  (d)  discuss whether or not an increase in a surplus on the current account of the balance of  payments decreases unemployment.  [8]  3 confidence in the government\u2019s reform agenda led to very strong growth of india\u2019s stock exchange  index in 2017. firms liked the supply-side policy measures that had been introduced, such as  government spending on infrastructure projects including building new motorways. however,  opponents of the government claimed that the government was prioritising one government aim  over others.   (a) define supply-side policy .  [2]  (b) explain two functions of a stock exchange.  [4]  (c) analyse two possible conflicts between government aims.  [6]   (d) discuss whether or not infrastructure projects will benefit an economy.  [8] 4 after the uk\u2019s decision to leave the european union (eu) in june 2016, the value of the british  currency, the pound (\u00a3), depreciated. however, in august 2016, despite the fall in the value of  the \u00a3, the bank of england reduced interest rates from 0.5% to 0.25%. this was to encourage  further spending and borrowing to avoid a lower economic growth rate.  (a) identify two motives for consumer spending.  [2]  (b) explain two benefits a firm can gain by borrowing.  [4]  (c) analyse two consequences of a depreciating foreign exchange rate.  [6]   (d) discuss whether or not a fall in interest rates will benefit an economy.  [8]",
+            "5": "5 0455/23/m/j/19 \u00a9 ucles 2019 5 the south korean economy was dominated by many family-owned firms which have now become  large public limited companies. the government provided subsidies and imposed trade protection  to help their domestic firms to grow. since 2010, average earnings have risen in south korea.   (a) define public limited company .  [2]  (b) explain two reasons for growth in average earnings.  [4]  (c)  analyse, using a demand and supply diagram, how government subsidies help firms grow.   [6]  (d) discuss whether or not trade protection supports the growth of domestic firms.  [8] 6 non-renewable energy (e.g. coal) is thought to cause a higher social cost than renewable energy  (e.g. solar or wind power). excessive demand for non-renewable energy causes a failure of the  market economic system. however, producers of renewable energy, some of which specialise in  one form of energy, are beginning to produce on a larger scale.  (a) define social cost .  [2]  (b) explain  two reasons why a firm would want to specialise in producing only one product.  [4]  (c) analyse how the ability of firms to produce on a larger scale is beneficial to consumers.  [6]  (d) discuss whether or not the operation of a market economic system is harmful to an economy.  [8] 7 some economists have claimed that the 21st century will be the \u2018african century\u2019 because of  the growth in their working-age population. forecasts show that by 2030, africa\u2019s contribution to  the increase in the global labour force will exceed that from the rest of the world. this will affect  incomes, saving, and economic policies in african countries.   (a) define labour .  [2]  (b) explain two motives for saving.  [4]  (c) analyse the reasons for countries having different population growth rates.  [6]   (d) discuss whether or not a rise in the working-age population, as a percentage of the total  population, will be beneficial to a country.  [8]",
+            "6": "6 0455/23/m/j/19 \u00a9 ucles 2019 blank page",
+            "7": "7 0455/23/m/j/19 \u00a9 ucles 2019 blank page",
+            "8": "8 0455/23/m/j/19 \u00a9 ucles 2019 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 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.blank page"
+        },
+        "0455_w19_qp_11.pdf": {
+            "1": "    this document consists of 11 printed pages and 1 blank page.  ib19 11_0455_11/2rp  \u00a9 ucles 2019 [turn over     *9863355565* cambridge assessment international education  cambridge international general certificate of secondary education       economics 0455/11     paper 1  multiple choice  october/november 2019     45 minutes    additional materials: multiple choice answer sheet    soft clean eraser    soft pencil (type b or hb is recommended)        read these instructions first    write in soft pencil.  do not use staples, paper clips, glue or correction fluid. write your name, centre number and candidate number on the answer sheet in the spaces provided  unless this has been done for you.  do not  write in any barcodes.   there are thirty  questions on this paper. answer all questions. for each question there are four possible  answers a, b, c and d.   choose the one you consider correct and record your choice in soft pencil  on the separate answer sheet.    read the instructions on the answer sheet very carefully.    each correct answer will score one mark. a ma rk will not be deducted for a wrong answer.  any rough working should be done in this booklet.         ",
+            "2": "2  \u00a9 ucles 2019 0455/11/o/n/19  1 what is classified as one of the four economic resources?  a consumption  b enterprise  c production  d trade      2 countries x and y have identical resources. the diagram shows their production possibility  curves.    ofood drinkxy     what can be concluded from the diagram?  a x can produce food and drink more cheaply than y.  b x experiences higher unemployment than y.  c y can produce food and drink more efficiently than x.  d y has higher retail prices than x.     ",
+            "3": "3  \u00a9 ucles 2019 0455/11/o/n/19 [turn over  3 sam wrote a list of how he would prefer to spend his saturday afternoon.    first choice go to a cricket match  second choice watch the annual town parade  third choice go to the cinema  fourth choice visit relatives    unfortunately a thunderstorm caused the cricket match and the town parade to be cancelled.  sam went to the cinema.    what was the opportunity cost of going to the cinema?  a going to a cricket match  b watching the annual town parade  c visiting relatives  d losing his saturday free time      4 which pair of economic institutions can be found in a market economy?  a local government and charities  b monopolies and commercial banks  c nationalised industries and partnerships   d stock exchange and public corporations      5 in a city, what is most unlikely  to be provided by the private market system?  a a museum  b a school  c a sports field  d street lights     ",
+            "4": "4  \u00a9 ucles 2019 0455/11/o/n/19  6 the table shows the quantity demanded and supplied for a commodity at different prices.    price  ($) quantity  demanded quantity  supplied  10 100 800  9 210 700  8 400 600  7 500 500  6 600 400    what would happen to the equilibrium price if the quantity supplied increased by 200 units at  each price?  a it would decrease by $1.  b it would decrease by $2.  c it would increase by $1.  d it would increase by $2.      7 the table shows the quantity that producers are willing to supply at different price levels.    price  ($) quantity  supplied  120 20  150 40  180 80    if the price increases from $120 to $180, what would be the price elasticity of supply?  a 0.16 b 4 c 6 d 60     8 what is an example of a non-wage factor?  a bonus  b commission  c fringe benefits  d overtime rates     ",
+            "5": "5  \u00a9 ucles 2019 0455/11/o/n/19 [turn over  9 an african government has abandoned its own dollar and now uses the us dollar as its currency.    why would such a policy have been necessary?  a commercial banks restricted their lending.  b consumers only used credit cards rather than paper money.  c its own dollar no longer acted as a store of value.  d the central bank controlled the issue of money too tightly.    10 the table shows how three people (x, y and z) spend their income.     person x person y person z  food, clothing and housing 35% 50% 20%  entertainment and leisure 25% 20% 40%  luxury goods 40% 30% 40%    for these three people, what is the most  likely order of income, from highest income to lowest  income?  a x \u2192 y\u2192  z  b y \u2192 z \u2192 x  c z \u2192 x \u2192 y  d z \u2192 y \u2192 x     11 a musician has a choice of playing for an orchestra in either germany or england.    which combination of incomes and cost of living is most  likely to cause her to choose the  german orchestra?     incomes and cost of living in germany compared with those in england  pre-tax (gross) income after-tax (net) income cost of living  a higher higher higher  b higher lower lower  c lower higher higher  d lower higher lower     ",
+            "6": "6  \u00a9 ucles 2019 0455/11/o/n/19  12 what must result from an increase in output?  a a decrease in the average cost  b a decrease in the total costs  c an increase in the fixed costs  d an increase in the variable costs      13 what is characteristic of a monopoly market structure?  a a monopolist may determine the price of its product.  b a monopolist\u2019s product has many substitutes.  c there are no external costs.  d there is easy entry into the market.      14 the table shows the sales of cold drinks made by a company in the uk in 2016 and 2017.  demand for cold drinks is influenced by changes in the temperature. in 2016 the sales followed the usual seasonal pattern.    month sales 2016  (thousand cans) sales 2017  (thousand cans)  april 300 290  may 400 350  june 550 270  july 570 490  august 620 590    in which month of 2017 was the usual pattern disturbed?  a may  b june  c july  d august     ",
+            "7": "7  \u00a9 ucles 2019 0455/11/o/n/19 [turn over  15 a firm producing bicycles has the following costs at different levels of output.    output total fixed costs  ($) total variable costs  ($)  10 300 800  20 300 1500  30 300 3300    what happens to the average total cost over this range of output?  a it falls continuously.  b it falls then rises.  c it rises continuously.  d it rises then falls.     16 one aim of government policy is to redistribute income through taxation in order to reduce  inequality.    which policy will achieve this aim?  a impose a tax of $0.20 on every dollar earned.  b increase the tax-free allowances after which tax must be paid progressively.  c introduce a tax on all food.  d provide an incentive to earn by reducing taxes for the highest paid.     17 what is an example of expansionary monetary policy?  a a decrease in income tax rates  b a decrease in the budget deficit  c a decrease in the money supply  d a decrease in the rate of interest    ",
+            "8": "8  \u00a9 ucles 2019 0455/11/o/n/19  18 which actions would be likely to increase government expenditure and reduce revenues from  taxation?     government expenditure tax revenues  a improve health facilities for the elderly encourage people to reduce their spending  b increase the amount of the state pension increase vat (sales tax)  c provide free bus transport for retired people encourage people to work beyond retirement  d raise the age of retirement decrease bus fares     19 the diagram shows the impact of a government imposing an indirect tax on a good. the original  demand curve is d 1 and original supply curve is s 1.    price $ quantity0405060 d1s2 s1 80 100     what is the total tax revenue gained by the government?  a $1600 b $3200 c $4800 d $5000    20 the chart shows the gdp annual growth rate (percentage), 2012\u20132016, for greece.    2 0 \u2013 2 \u2013 4 \u2013 6 \u2013 8 \u201310 \u201312growth rate % 2012 2013 2014 2015 2016 year    in which years did greece experience the longest period of positive economic growth?  a 2012\u20132013 b 2013\u20132014 c 2014\u20132015 d 2015\u20132016    ",
+            "9": "9  \u00a9 ucles 2019 0455/11/o/n/19 [turn over  21 what are the components of the human development index (hdi)?  a life expectancy at birth, expected years of schooling, gdp  b life expectancy at birth, expected years of schooling, gdp per head  c population growth, adult literacy rate, gdp per head  d population size, expected years of schooling, number of doctors per head      22 which government policy would reduce economic growth?  a cutting the rate of corporation tax  b increasing expenditure on education  c lowering the rate of income tax  d raising interest rates      23 rates of inflation and deflation are measured using a consumer prices index (cpi) over a period  of time.    the table shows average rates of cpi for japan from 2010\u20132014.    year change in cpi  2010 \u20130.72  2011 \u20130.28  2012 \u20130.03  2013 0.36  2014 2.75    in which period did japan experience deflation followed by inflation?  a 2010\u20132011 b 2011\u20132012 c 2012\u20132013 d 2013\u20132014     24 what is a typical characteristic of a developing country?  a equal distribution of income and wealth  b good medical care  c high gross domestic product per head  d high reliance on natural resources    ",
+            "10": "10  \u00a9 ucles 2019 0455/11/o/n/19  25 in botswana, better healthcare has meant that birth rates have been falling faster than death  rates. also the number of children born, on average, to each woman has declined from 6.4 to 3.2.    what may be concluded from this information?  a government spending on education will need to increase.  b medical improvements have resulted in falling infant mortality rates.  c there will be a decline in income for each person working.  d there will, in the long run, be an increase in the working population.    26 the table shows the percentage share of gdp held by the richest 20% and poorest 20% of the  population in each country.    which country had the greatest extremes of income and poverty?     country richest 20% poorest 20%  a ghana 41.7% 8.4%  b nigeria 55.7% 4.4%  c senegal 48.2% 6.4%  d south africa 64.8% 2.9%      27 what would cause a favourable change in the ke nyan trade in services (invisible) account?  a a kenyan company wins a contract to transport exports from uganda.  b a kenyan tea company increases its exports.  c a kenyan trade delegation promoting coffee sales visits india.  d a zambian company increases its exports to kenya.    28 protectionist policies reduce the level of global economic growth.    what is a possible reason for this?  a incomes earned from trading decline.  b tariffs encourage trade.  c the average cost of production decreases.  d the production possibility of an economy expands.    ",
+            "11": "11  \u00a9 ucles 2019 0455/11/o/n/19  29 the table shows the current account balance for four countries in 2016. it also shows each  country\u2019s exchange rate against the us dollar for 2015 and 2016.    which country had a trade surplus and a strengthened currency against the us dollar?     country current  account balance us$ billion 2016 number of units of currency  against us dollar  2015 2016  a australia \u201347.9 1.39 1.38  b belgium +4.8 0.92 0.96  c china +266.6 6.48 6.95  d taiwan +74.7 32.90 32.00      30 what would reduce the volume of international trade in the world economy?  a a german bank making a loan to a nigerian company  b a japanese car manufacturer establishing a factory in the czech republic  c the canadian government introducing quotas on malaysian electronics products  d the swedish government granting aid to somalia    ",
+            "12": "12    permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to trac e 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 ans wer-related information to candidates, all copyright acknowledgements are reproduced onl ine in the cambridge  assessment international education copyri ght acknowledgements booklet. this is produc ed 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 the ca mbridge assessment group. cambri dge assessment is the brand name of the university of  cambridge local examinations syndicate (ucles), which it self is a department of the university of cambridge.    \u00a9 ucles 2019 0455/11/o/n/19  blank page  "
+        },
+        "0455_w19_qp_12.pdf": {
+            "1": "    this document consists of 10 printed pages and 2 blank pages.  ib19 11_0455_12/2rp  \u00a9 ucles 2019 [turn over     *1386378865 * cambridge assessment international education  cambridge international general certificate of secondary education       economics 0455/12     paper 1  multiple choice  october/november 2019     45 minutes    additional materials: multiple choice answer sheet    soft clean eraser    soft pencil (type b or hb is recommended)        read these instructions first    write in soft pencil.  do not use staples, paper clips, glue or correction fluid. write your name, centre number and candidate number on the answer sheet in the spaces provided  unless this has been done for you.  do not  write in any barcodes.   there are thirty  questions on this paper. answer all questions. for each question there are four possible  answers a, b, c and d.   choose the one you consider correct and record your choice in soft pencil  on the separate answer sheet.    read the instructions on the answer sheet very carefully.    each correct answer will score one mark. a ma rk will not be deducted for a wrong answer.  any rough working should be done in this booklet.         ",
+            "2": "2  \u00a9 ucles 2019 0455/12/o/n/19  1 which statement about factors of production is correct?  a capital is the amount of money borrowed from a bank.  b labour is output made by an employee.  c land includes commercially grown rice crops.  d profit is the reward for enterprise.      2 the diagram shows two production possibility curves.    0050100 80 50 90 output of consumer goodsoutput of capital goods xy     which statement about the movement from point x to point y is correct?  a demand for consumer goods has risen.  b the opportunity cost for producing consumer goods has risen.  c there has been an increase in productivity in consumer goods production.  d there has been an inward shift in the production possibility curve.     ",
+            "3": "3  \u00a9 ucles 2019 0455/12/o/n/19 [turn over  3 sam wrote a list of how he would prefer to spend his saturday afternoon.    first choice go to a cricket match  second choice watch the annual town parade  third choice go to the cinema  fourth choice visit relatives    unfortunately a thunderstorm caused the cricket match and the town parade to be cancelled.  sam went to the cinema.    what was the opportunity cost of going to the cinema?  a going to a cricket match  b watching the annual town parade  c visiting relatives  d losing his saturday free time      4 which pair of economic institutions can be found in a market economy?  a local government and charities  b monopolies and commercial banks  c nationalised industries and partnerships   d stock exchange and public corporations      5 what suggests that there is market failure?  a high producer profits  b high retail prices  c lack of competition  d low levels of investment      6 what can cause the supply curve for a product to shift to the right?  a an increase in demand for the product  b an increase in government subsidies to producers  c an increase in indirect taxes on the product  d an increase in the costs of production     ",
+            "4": "4  \u00a9 ucles 2019 0455/12/o/n/19  7 a railway company increases ticket prices by 10% for travel between 06 :00 and 09 :00, causing a  reduction in demand by 2%. after 09 :00 it reduces ticket prices by 5%, resulting in a 7% increase  in demand.    what is the price elasticity of demand in response to these price changes?     between 06 :00  and 09 :00 after 09 :00  a elastic elastic  b elastic inelastic  c inelastic elastic  d inelastic inelastic      8 what is a disadvantage of bei ng a specialist skilled worker?  a career opportunities are abundant.  b earnings are related to the level of skill.  c it may be difficult to find work locally.  d labour supply is elastic and plentiful.      9 what is not normally a function of the central bank of a country?  a acting as lender of last resort  b issuing notes and coins  c operating the government\u2019s monetary policy  d setting the government\u2019s budget     ",
+            "5": "5  \u00a9 ucles 2019 0455/12/o/n/19 [turn over  10 the table shows how three people (x, y and z) spend their income.     person x person y person z  food, clothing and housing 35% 50% 20%  entertainment and leisure 25% 20% 40%  luxury goods 40% 30% 40%    for these three people, what is the most  likely order of income, from highest income to lowest  income?  a x \u2192 y\u2192  z  b y \u2192 z \u2192 x  c z \u2192 x \u2192 y  d z \u2192 y \u2192 x      11 a musician has a choice of playing for an orchestra in either germany or england.    which combination of incomes and cost of living is most  likely to cause her to choose the  german orchestra?     incomes and cost of living in germany compared with those in england  pre-tax (gross) income after-tax (net) income cost of living  a higher higher higher  b higher lower lower  c lower higher higher  d lower higher lower      12 which type of business organisation is necessa rily in the public sector of the economy?  a multinational company  b public limited company  c public corporation  d sole trader     ",
+            "6": "6  \u00a9 ucles 2019 0455/12/o/n/19  13 which combination of characteristics correctly describes a monopoly?     barriers to entry economies of scale  a high possible  b high impossible  c low possible  d low impossible     14 the table shows the sales of cold drinks made by a company in the uk in 2016 and 2017.  demand for cold drinks is influenced by changes in the temperature. in 2016 the sales followed the usual seasonal pattern.    month sales 2016  (thousand cans) sales 2017  (thousand cans)  april 300 290  may 400 350  june 550 270  july 570 490  august 620 590    in which month of 2017 was the usual pattern disturbed?  a may  b june  c july  d august    ",
+            "7": "7  \u00a9 ucles 2019 0455/12/o/n/19 [turn over  15 a firm producing bicycles has the following costs at different levels of output.    output total fixed costs  ($) total variable costs  ($)  10 300 800  20 300 1500  30 300 3300    what happens to the average total cost over this range of output?  a it falls continuously.  b it falls then rises.  c it rises continuously.  d it rises then falls.     16 why are indirect taxes, such as vat of 20% on goods and services, described as regressive  when comparing high-income and low-income purchasers?  a high-income purchasers pay a higher percentage of their income in tax.  b high-income purchasers pay a lower percentage of their income in tax.  c low-income purchasers pay a lower percentage of their income in tax.  d low-income purchasers and high-income purchasers pay the same percentage of their  income in tax.     17 the government has an important role in mixed economies.    which function would it not perform?  a distributing dividends from profits of state-owned enterprises  b employing workers to collect taxes  c investing in transport infrastructure projects  d producing goods in public corporations     18 which combination of policy measures would be effective in reducing the effects of a recession?  a a reduction in interest rates and a reduction in income tax  b a reduction in interest rates and an increase in income tax  c an increase in interest rates and a reduction in income tax  d an increase in interest rates and an increase in income tax    ",
+            "8": "8  \u00a9 ucles 2019 0455/12/o/n/19  19 how would government spending on education be classified?     fiscal  policy monetary  policy supply-side  policy  a no no yes  b no yes no  c yes no yes  d yes yes no      20 which increase is most  likely to cause a rise in the output of an economy?  a hyperinflation  b income taxes  c interest rates  d investment      21 why was the human development index (hdi) in troduced as a measure of the standard of  living?  a education and healthcare are important contributors to the standard of living.  b gdp per head only measures development.  c inequality can only be measured by hdi.  d literacy rates are not an effective measure of the standard of living.     22 during periods of high unemployment across the entire labour force, the highest unemployment  rate in an economy is often in the 16\u201319 year-old age group.    which statement explains why 16\u201319 year-olds may find it difficult to find a job?  a the incentive to earn an income is lower for that age group.  b their wages are lower than those of adults.  c they lack both work experien ce and the necessary skills.  d they prefer leisure activities to long working hours.    ",
+            "9": "9  \u00a9 ucles 2019 0455/12/o/n/19 [turn over  23 venezuela, a leading world oil producer, has experienced hyperinflation of over 400% per annum  in recent years.    how does hyperinflation affect an economy?     prices effect  a fluctuate up and down consumers are uncertain about future price levels  b fluctuate up and down consumers can anticipate future price levels  c rise very rapidly value of fixed assets remains stable  d rise very rapidly money has limited worth as a medium of exchange      24 what is most likely to increase as a country becomes more developed?  a average household income  b average size of family  c infant mortality rate  d the proportion of income spent on food    25 in botswana, better healthcare has meant that birth rates have been falling faster than death  rates. also the number of children born, on average, to each woman has declined from 6.4 to 3.2.    what may be concluded from this information?  a government spending on education will need to increase.  b medical improvements have resulted in falling infant mortality rates.  c there will be a decline in income for each person working.  d there will, in the long run, be an increase in the working population.      26 the table shows the percentage share of gdp held by the richest 20% and poorest 20% of the  population in each country.    which country had the greatest extremes of income and poverty?     country richest 20% poorest 20%  a ghana 41.7% 8.4%  b nigeria 55.7% 4.4%  c senegal 48.2% 6.4%  d south africa 64.8% 2.9%     ",
+            "10": "10  \u00a9 ucles 2019 0455/12/o/n/19  27 what would cause a favourable change in the ke nyan trade in services (invisible) account?  a a kenyan company wins a contract to transport exports from uganda.  b a kenyan tea company increases its exports.  c a kenyan trade delegation promoting coffee sales visits india.  d a zambian company increases its exports to kenya.      28 what is a disadvantage of trade protection of manufactured goods?  a it can lead to retaliation from trading partners.  b it encourages infant industries to grow.  c it increases demand for domestic manufactured goods.  d it reduces outflows of currencies to pay for imports.      29 what would cause a rise in the deficit on the current account of the balance of payments?  a a fall in foreign direct investment into the country  b a fall in interest earned on overseas investment by the country  c a fall in the value of imported manufactured goods into the country  d a rise in the revenue earned from tourism in the country      30 what would reduce the volume of international trade in the world economy?  a a german bank making a loan to a nigerian company  b a japanese car manufacturer establishing a factory in the czech republic  c the canadian government introducing quotas on malaysian electronics products  d the swedish government granting aid to somalia    ",
+            "11": "11  \u00a9 ucles 2019 0455/12/o/n/19  blank page",
+            "12": "12    permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to trac e 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 ans wer-related information to candidates, all copyright acknowledgements are reproduced onl ine in the cambridge  assessment international education copyri ght acknowledgements booklet. this is produc ed 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 the ca mbridge assessment group. cambri dge assessment is the brand name of the university of  cambridge local examinations syndicate (ucles), which it self is a department of the university of cambridge.    \u00a9 ucles 2019 0455/12/o/n/19  blank page  "
+        },
+        "0455_w19_qp_13.pdf": {
+            "1": "    this document consists of 10 printed pages and 2 blank pages.  ib19 11_0455_13/4rp  \u00a9 ucles 2019 [turn over     *2323848193 * cambridge assessment international education  cambridge international general certificate of secondary education       economics 0455/13     paper 1  multiple choice  october/november 2019     45 minutes    additional materials: multiple choice answer sheet    soft clean eraser    soft pencil (type b or hb is recommended)        read these instructions first    write in soft pencil.  do not use staples, paper clips, glue or correction fluid. write your name, centre number and candidate number on the answer sheet in the spaces provided  unless this has been done for you.  do not  write in any barcodes.   there are thirty  questions on this paper. answer all questions. for each question there are four possible  answers a, b, c and d.   choose the one you consider correct and record your choice in soft pencil  on the separate answer sheet.    read the instructions on the answer sheet very carefully.    each correct answer will score one mark. a ma rk will not be deducted for a wrong answer.  any rough working should be done in this booklet.         ",
+            "2": "2  \u00a9 ucles 2019 0455/13/o/n/19  1 what identifies a finite resource?  a the resource does not renew itself.  b the supply of the resource is greater than demand.  c there is no opportunity cost for the resource.  d there is unlimited supply of the resource.      2 country x provides computers to help teachers in the classroom.    how would this technology increase the economic potential of country x?  a it improves the quality of human resources.  b it reduces the amount of land required for education.  c it removes the need for teachers.  d it requires more teachers to do the same work.     3 sam wrote a list of how he would prefer to spend his saturday afternoon.    first choice go to a cricket match  second choice watch the annual town parade  third choice go to the cinema  fourth choice visit relatives    unfortunately a thunderstorm caused the cricket match and the town parade to be cancelled. sam went to the cinema.    what was the opportunity cost of going to the cinema?  a going to a cricket match  b watching the annual town parade  c visiting relatives  d losing his saturday free time     4 which pair of economic institutions can be found in a market economy?  a local government and charities  b monopolies and commercial banks  c nationalised industries and partnerships   d stock exchange and public corporations    ",
+            "3": "3  \u00a9 ucles 2019 0455/13/o/n/19 [turn over  5 in a private market system certain goods an d services would not be available unless the  government intervened.    what does this identify in a private market?  a market distribution  b market equilibrium  c market failure  d market structure     6 there has been a movement upwards along the supply curve of a product.    what is the most  likely explanation for this?  a consumer incomes have fallen.  b new technology has made the product cheaper to produce.  c the government has imposed a tax on the product.  d the price of a substitute has increased.     7 price elasticity of demand (ped) measures the re sponsiveness of demand to a change in price. it  can differ for different goods.    for which good is the ped most  elastic according to the table?     good percentage change  in quantity demanded percentage  change in price  a butter 6.0 5.0  b cars 5.5 5.0  c furniture 5.0 5.0  d petrol 3.0 5.0      8 what is most  likely to increase the occupational mobility of labour?  a building more houses  b increased spending on re-training schemes  c increased total government spending  d increasing the information on job availability     ",
+            "4": "4  \u00a9 ucles 2019 0455/13/o/n/19  9 which organisations can directly fund the growth of firms?     central  bank commercial  banks government  a no yes no  b no yes yes  c yes no no  d yes no yes     10 the table shows how three people (x, y and z) spend their income.     person x person y person z  food, clothing and housing 35% 50% 20%  entertainment and leisure 25% 20% 40%  luxury goods 40% 30% 40%    for these three people, what is the most  likely order of income, from highest income to lowest  income?  a x \u2192 y\u2192  z  b y \u2192 z \u2192 x  c z \u2192 x \u2192 y  d z \u2192 y \u2192 x      11 a musician has a choice of playing for an orchestra in either germany or england.    which combination of incomes and cost of living is most  likely to cause her to choose the  german orchestra?     incomes and cost of living in germany compared with those in england  pre-tax (gross) income after-tax (net) income cost of living  a higher higher higher  b higher lower lower  c lower higher higher  d lower higher lower     ",
+            "5": "5  \u00a9 ucles 2019 0455/13/o/n/19 [turn over  12 a public limited company has shares which are  a freely transferable on the stock exchange.  b owned by the government.  c owned only by its workers.  d restricted in their transferability.      13 in 2015, a large uk company attempted to acquire a rival us medical company to become the  world\u2019s leading supplier. both companies specialised in the manufacture of medicines for treating rare diseases.    which term would describe the acquisition if it had been successful?  a backwards vertical integration  b conglomerate integration  c forwards vertical integration  d horizontal integration    14 the table shows the sales of cold drinks made by a company in the uk in 2016 and 2017.  demand for cold drinks is influenced by changes in the temperature. in 2016 the sales followed  the usual seasonal pattern.    month sales 2016  (thousand cans) sales 2017  (thousand cans)  april 300 290  may 400 350  june 550 270  july 570 490  august 620 590    in which month of 2017 was the usual pattern disturbed?  a may  b june  c july  d august     ",
+            "6": "6  \u00a9 ucles 2019 0455/13/o/n/19  15 a firm producing bicycles has the following costs at different levels of output.    output total fixed costs  ($) total variable costs  ($)  10 300 800  20 300 1500  30 300 3300    what happens to the average total cost over this range of output?  a it falls continuously.  b it falls then rises.  c it rises continuously.  d it rises then falls.     16 a government decides to increase tax revenues from consumer expenditure.    which tax will it increase?  a capital gains tax  b death duties  c profits tax  d value added tax     17 a government uses a mixture of fiscal policy measures and supply-side policy measures to  stimulate growth in the economy.    which combination of policy measures will achieve this?     fiscal policy measures supply-side policy measures  a increase government expenditure increase skills training  b increase government investment increase indirect taxes  c increase direct taxation decrease unemployment benefit  d increase interest rates decrease money supply     ",
+            "7": "7  \u00a9 ucles 2019 0455/13/o/n/19 [turn over  18 the table shows tax paid at different income levels in an economy.    income level  ($) tax paid  ($)  5 000 500  12  000 2400  20  000 5000  30  000 6000    which description of the tax system used is correct?  a continually progressive  b progressive then regressive  c proportional  d regressive then progressive     19 the government uses monetary policy and reduces the interest rate.    what might be a consequence of this?  a a decrease in the rate of inflation  b an increase in the level of investment  c an increase in the level of savings  d an increase in unemployment      20 what is the most  likely result of a sustained increase in gross domestic product (gdp)?  a a decrease in living standards  b a decrease in the budget surplus  c an increase in tax revenues  d an increase in unemployment      21 which indicator would be included in the hu man development index (hdi) for a country?  a adult literacy rate   b doctors per 1000 people  c unemployment rate  d years spent in education     ",
+            "8": "8  \u00a9 ucles 2019 0455/13/o/n/19  22 which type of unemployment is the result of a permanent fall in the demand for the products of  an industry?  a cyclical  b frictional  c seasonal  d structural     23 the graph shows the rate of inflation in a country between 2000 and 2014.    8 76543210inflation rate % year2000 2010 2014     what can be concluded about average prices?  a they fell throughout the period.  b they peaked in 2000.  c they rose each year.  d they were lower in 2014 than they were in 2010.      24 which change, as a percentage of gdp, would be unlikely  to be found in a country as it  develops?  a an increase in average incomes and a decrease in unemployment  b an increase in manufacturing production and an increase in shipping services  c an increase in subsistence farming and a decrease in financial services  d an increase in tourism and a decrease in the export of agricultural products     ",
+            "9": "9  \u00a9 ucles 2019 0455/13/o/n/19 [turn over  25 in botswana, better healthcare has meant that birth rates have been falling faster than death  rates. also the number of children born, on average, to each woman has declined from 6.4 to 3.2.    what may be concluded from this information?  a government spending on education will need to increase.  b medical improvements have resulted in falling infant mortality rates.  c there will be a decline in income for each person working.  d there will, in the long run, be an increase in the working population.    26 the table shows the percentage share of gdp held by the richest 20% and poorest 20% of the  population in each country.    which country had the greatest extremes of income and poverty?     country richest 20% poorest 20%  a ghana 41.7% 8.4%  b nigeria 55.7% 4.4%  c senegal 48.2% 6.4%  d south africa 64.8% 2.9%      27 what would cause a favourable change in the ke nyan trade in services (invisible) account?  a a kenyan company wins a contract to transport exports from uganda.  b a kenyan tea company increases its exports.  c a kenyan trade delegation promoting coffee sales visits india.  d a zambian company increases its exports to kenya.    28 a newspaper headline stated \u2018free trade helps the world\u2019s poorest\u2019.    why might this be correct?  a employment will be focused in hi-tech industries.  b environmental disasters will be avoided.  c free trade reduces competitiveness for domestic firms.  d the cost of living is likely to go down with free trade.    ",
+            "10": "10  \u00a9 ucles 2019 0455/13/o/n/19  29 a trade union succeeds in raising the wages in an industry above the current equilibrium wage.    how would the demand and supply of labour change?     change in quantity  of labour demanded change in quantity   of labour supplied  a fall fall  b fall rise  c rise fall  d rise rise     30 what would reduce the volume of international trade in the world economy?  a a german bank making a loan to a nigerian company  b a japanese car manufacturer establishing a factory in the czech republic  c the canadian government introducing quotas on malaysian electronics products  d the swedish government granting aid to somalia    ",
+            "11": "11  \u00a9 ucles 2019 0455/13/o/n/19  blank page",
+            "12": "12    permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to trac e 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 ans wer-related information to candidates, all copyright acknowledgements are reproduced onl ine in the cambridge  assessment international education copyri ght acknowledgements booklet. this is produc ed 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 the ca mbridge assessment group. cambri dge assessment is the brand name of the university of  cambridge local examinations syndicate (ucles), which it self is a department of the university of cambridge.    \u00a9 ucles 2019 0455/13/o/n/19  blank page  "
+        },
+        "0455_w19_qp_21.pdf": {
+            "1": "this document consists of 5 printed pages, 3 blank pages and 1 insert. dc (st) 164705/3 \u00a9 ucles 2019  [turn overcambridge assessment international education cambridge international general certificate of secondary education *4073127801*economics  0455/21 paper 2  structured questions  october/november 2019  2 hours 15 minutes no additional materials are required. read these instructions first an answer booklet is provided inside this question paper. you should follow the instructions on the front cover  of the answer booklet. if you need additional answer paper ask the invigilator for a continuation booklet. section a answer question 1. section b answer any three  questions. the number of marks is given in brackets [  ] at the end of each question or part question.",
+            "2": "2 0455/21/o/n/19 \u00a9 ucles 2019 section a answer this question. 1 new york: a global financial centre  new york is the best city in the world in terms of human capital according to the global financial  centres index. this, along with economic freedom that encourages new business start ups, has  contributed to high economic growth rates. in fact, the city\u2019s economic growth rate is higher than  the gdp growth rate for the entire usa. overall, new york\u2019s economy grew 3.4% in 2015, faster  than the 2.4% recorded nationally. however, land area is scarce, especially in the manhattan  district of new york, where most economic activity is concentrated.  the financial sector is the most important sector in the city\u2019s economy \u2013 new york is home to the  first and second largest stock exchanges in the world and 3 of the top 10 largest banks in the usa  have their headquarters in new york. improvements in education also contribute to new york\u2019s  fast economic growth rate as new york continues to attract students from all over the world and  from various areas of study.   unemployment rates in the city continue to fall. in addition, average weekly wages in new york are  consistently higher than the rest of the usa. table 1.1 shows the average weekly hours worked  and average weekly wages in new york between 2011 and 2017.  table 1.1 average weekly hours worked and average weekly wages in new york, 2011\u201317  average weekly hours worked average weekly wages (us$) 2011 33.9  906.83 2012 34.1  933.66 2013 33.5  932.31 2014 33.4  935.87 2015 33.5  961.45 2016 33.4  976.95 2017 33.5 1011.03  new jobs that are created today are in middle and low-paying jobs, not in high-paying jobs.  finance industry workers are 20% of the workers in the city, but they earn more than half of all the  wages paid in new york. the pay gap between workers in the finance industry and the 1.6 million  other workers in the city continues to widen. this is often due to the lack of skills of the lower paid  workers and also the male-dominance in the finance industry.  in addition to the income inequality, continuous economic development in the city has affected the  environment. the ever-expanding finance industry is also creating the risk of a repetition of the  2007\u201308 global recession with the possibility of bank failures. rising trade protection by the us  government may negatively affect american cities such as new york, especially while asian cities  such as singapore, hong kong, and shanghai continue to open up to free trade. ",
+            "3": "3 0455/21/o/n/19 \u00a9 ucles 2019 [turn over  (a) state a factor of production and identify an example of it from the extract.  [2]  (b) explain, using information from the extract, two causes of economic growth in new york.  [4]  (c) calculate, using information from the extract, the total number of workers in new york.  [2]  (d) analyse, using table 1.1, the relationship between average weekly hours worked and average  weekly wages.  [5]  (e) explain, using information from the extract, one reason for differences in earnings between  different jobs in new york.  [2]  (f) explain, using information from the extract, the possible negative effects of economic growth  in new york.  [4]   (g) discuss the advantages and disadvantages of a city having a large tertiary sector.  [5]  (h) discuss whether or not opening up to free trade benefits an economy.  [6]",
+            "4": "4 0455/21/o/n/19 \u00a9 ucles 2019 section b answer any three  questions. 2 in 2017, two firms in the chemical industry in china merged. this created the world\u2019s largest  chemical group with approximately us$100 billion revenue. the main aim of this integration was  to control the domestic market for chemicals and fertilisers by creating a monopoly. the new  firm is a multinational company (mnc) as it also produces in other countries such as italy and  switzerland.  (a) define industry .  [2]  (b) explain two types of integration (merger).  [4]  (c) analyse the advantages that an mnc has over a firm which only produces domestically.  [6]  (d) discuss whether or not an economy benefits from firms which are monopolies.  [8] 3 estonia has one of the fastest internet speeds in the world. the government allows both direct  and indirect taxes to be paid online. according to the world bank, it is very easy for a firm to deal  with construction permits and to register property in estonia. a low level of government regulation  affects how easy it is to start and to run a firm. many new firms are labour-intensive but some  become more capital-intensive as they grow.  (a) identify one example of a direct tax and one example of an indirect tax.  [2]  (b) explain two reasons why a firm may become more capital-intensive as it grows.  [4]  (c) analyse, using a production possibility curve (ppc) diagram, the possible effects of faster  internet speeds for economic growth.  [6]  (d) discuss whether or not an economy would benefit from less government regulation.  [8] 4 in 2016, argentina\u2019s annual inflation was 20%, down from 40% in 2015. inflation had been high  since 2003. wages were constantly adjusted upwards. in addition, some employees demanded  more non-wage benefits. industrial action, often in the form of strikes called by trade unions,  became more common in argentina.   (a) identify two non-wage factors that could affect an individual\u2019s choice of occupation.  [2]  (b) explain two causes of inflation.  [4]  (c) analyse the impact of strikes on an economy.  [6]  (d) discuss whether or not an increase in wages will reduce a firm\u2019s profit.  [8] ",
+            "5": "5 0455/21/o/n/19 \u00a9 ucles 2019 5 the monetary authority of singapore (mas), the government body which controls the monetary  policy of the country, has allowed the singapore dollar to appreciate. however, the high cost of the  singapore dollar has created a need for new incentives for firms, such as a reduction in taxes and  granting subsidies.   (a) define monetary policy .  [2]  (b) explain two functions of money.  [4]  (c) analyse the consequences of an appreciating currency on the current account of the balance  of payments of a country.  [6]  (d) discuss whether or not a reduction in taxes is beneficial for an economy.  [8] 6 a local manufacturer of medicines (pharmaceuticals) in nigeria wants to expand which will  increase the contribution of this industry to the gross domestic product (gdp) of the country. this  firm\u2019s expansion may enable nigeria to reduce its dependence on imports of medicines and may  make medicines more affordable. to ensure success, however, the firm will need to increase its  investment in research and development.  (a) define gross domestic product (gdp) .  [2]   (b) explain two ways in which more affordable medicines can improve standards of living.  [4]  (c) analyse how investment in research and development (r&d) can help a firm to grow in size.  [6]  (d) discuss whether or not a reduction in imports is beneficial to an economy.  [8] 7 in 2017, the uk included bicycle helmets for the first time in its calculation of the consumer prices  index (cpi). many bicycle retailers now provide their customers with a choice of bicycle helmets.  estimates show that 25 million bicycle helmets are sold globally per year and the number sold is  on a steady upward trend.   (a) define choice  and give an example.  [2]  (b) explain how the cpi is calculated.  [4]  (c) analyse the possible reasons for the increase in global demand for bicycle helmets.  [6]  (d) discuss whether or not increasing sales of a product will be beneficial to a firm.  [8] ",
+            "6": "6 0455/21/o/n/19 \u00a9 ucles 2019 blank page",
+            "7": "7 0455/21/o/n/19 \u00a9 ucles 2019 blank page",
+            "8": "8 0455/21/o/n/19 \u00a9 ucles 2019 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 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.blank page"
+        },
+        "0455_w19_qp_22.pdf": {
+            "1": "this document consists of 5 printed pages, 3 blank pages and 1 insert. dc (st) 164706/3 \u00a9 ucles 2019  [turn overcambridge assessment international education cambridge international general certificate of secondary education *2935116189*economics  0455/22 paper 2 structured questions  october/november 2019  2 hours 15 minutes no additional materials are required. read these instructions first an answer booklet is provided inside this question paper. you should follow the instructions on the front cover  of the answer booklet. if you need additional answer paper ask the invigilator for a continuation booklet. section a answer question 1. section b answer any three  questions. the number of marks is given in brackets [  ] at the end of each question or part question.",
+            "2": "2 0455/22/o/n/19 \u00a9 ucles 2019 section a answer this question. 1 driverless cars and advances in technology  it is predicted that driverless cars, powered by electricity, will be on the roads by 2030. driverless  cars have already been tried out on the roads in some cities, including pittsburgh in the usa. it is  thought that driverless cars will reduce accidents, will have lower repair costs and will create less  pollution.   at first, the supply of driverless cars may exceed the demand, but it is expected that they will soon  grow in popularity. as more driverless cars come into use, the demand for bus travel and petrol  stations may decline, and some taxi drivers may be made redundant. in contrast, the increased  access to transport that driverless cars will give to people, including the elderly, is likely to increase  demand for out of town restaurants and places of entertainment.   it has been forecast that the technology being developed in connection with driverless cars will  make the supply of them elastic. it is predicted that an 8% rise in the price of driverless cars would  cause a 20% rise in the quantity supplied.   advances in technology and the replacement of workers by machines are forecast to destroy  80 million jobs in the usa. job losses are also forecast in other countries and trade unions are  likely to be less able to resist these due to a fall in membership and governments reducing the  power of trade unions. among the jobs thought to be at risk are accountants, train drivers and  financial advisers. demand for workers in other occupations, including doctors and dentists, may  increase but there is a risk that unemployment may rise. the more educated workers are, the  more easily they can move from one occupation to another. table 1.1 shows education spending  as a percentage (%) of gdp and the unemployment rate in selected countries.  table 1.1 education spending and the unemployment rate in selected countries countryeducation spending  as a % of gdpunemployment rate (%) argentina 5.3  8.0 brazil 5.8 13.5 ghana 6.5 12.0 new zealand 7.3  4.8 south africa 6.0 26.0 usa 8.2  4.7    jobs selling houses and flats may decline but it is expected that the demand for building workers  may increase. some people welcome house building in their area but others oppose it.",
+            "3": "3 0455/22/o/n/19 \u00a9 ucles 2019 [turn over  (a) identify, from the extract, two pairs of substitutes.  [2]   (b) explain, using information from the extract, whether the market for driverless cars is expected  to be in equilibrium in 2030.  [2]  (c) calculate, using information from the extract, the price elasticity of supply (pes) of driverless  cars.  [2]  (d) explain, using information from the extract, two external costs that driverless cars could  reduce.  [4]   (e) analyse, using table 1.1, the relationship between educational spending and the  unemployment rate.  [5]   (f) discuss whether or not an increase in house building will benefit the people who live in the  area.  [5]  (g) explain, using information from the extract, two reasons why the power of trade unions may  decline in the future.  [4]  (h) discuss whether or not a rise in unemployment is harmful.  [6] ",
+            "4": "4 0455/22/o/n/19 \u00a9 ucles 2019 section b answer any three  questions from this section. 2 it is predicted that the uk economy will avoid another recession in the next two decades and that  its population will increase significantly by 2040. most of this predicted increase will come from  immigration. by 2040, it is also expected that one in twelve people will be aged over 80. a number  of countries, including some low-income countries, may have a more rapid population growth rate  than high-income countries.   (a) identify two reasons why people are living longer.  [2]   (b) explain two reasons why net immigration may increase the standard of living in a country.   [4]  (c) analyse how fiscal policy could be used to stop a recession.  [6]  (d) discuss whether or not low-income countries have a faster rate of population growth than  high-income countries.  [8] 3 in 2015, the malaysian government set out its objectives to increase productivity and savings.  there has been higher consumer expenditure, driven in part by higher wages received mainly  by older workers. however, low levels of savings remain a concern. savings provide funds for  investment (spending on capital goods) which contributes to economic growth and can influence  inflation.   (a) identify two ways a government could encourage saving.  [2]  (b) explain two reasons why productivity may increase.  [4]  (c) analyse how an increase in investment could influence inflation.  [6]  (d) discuss whether or not older workers are paid more than young workers.  [8] 4 mali is a developing country. its human development index (hdi) rose from 0.297 in 2000 to  0.442 in 2016. most of mali\u2019s workers are employed in agriculture and cotton is the country\u2019s main  agricultural crop. the country\u2019s main export, however, is gold. the country is the third largest  exporter of gold in africa.  (a) identify two components of the hdi.  [2]   (b) explain how the proportion of a country\u2019s resources devoted to the primary, secondary and  tertiary sectors change as its economy develops.  [4]  (c) analyse, using a demand and supply diagram, how a fall in the price of cotton would affect  the market for cotton shirts.  [6]  (d) discuss whether or not an increase in the size of a country\u2019s gold mining industry will benefit  an economy.  [8] ",
+            "5": "5 0455/22/o/n/19 \u00a9 ucles 2019 5 in may 2017, the price of olive oil rose by more than 10%. this was caused by a drought in  greece, italy, spain and tunisia, the major producing countries. global supply was forecast to  fall by 14% in 2017. demand for olive oil fell in europe, but rose in a number of other countries  including australia, brazil and china. some basic food items, including bread and rice, are taxed  in some countries but are subsidised in other countries.  (a) identify two examples of land used in growing agricultural crops.  [2]  (b) explain why the concept of price elasticity of supply (pes) may be useful to a government in  deciding whether to subsidise the production of a product.  [4]   (c) analyse why the demand for a product may be higher in one country than in another country.  [6]  (d) discuss whether or not the government should influence the production of basic food items,  such as bread or rice.  [8]  6 the indian government subsidises the country\u2019s exports of cotton textiles. the usa, the largest  buyer of indian cotton textiles, benefited from this. india planned to stop the subsidy by 2019.  this was welcomed by other cotton textile exporters. the usa may not be much affected, in part,  because income usually rises in the country. the value of the indian rupee against the us dollar  was relatively stable in this period but rose slightly in mid-2017.  (a) identify the difference between an export and an import.  [2]  (b) explain how a rise in the income of its main trading partners may affect a country\u2019s trade in  goods balance.  [4]  (c) analyse how a rise in a country\u2019s foreign exchange rate may affect its unemployment rate.   [6]  (d) discuss whether or not a government should subsidise its exports.  [8]  7 more agricultural markets come close to perfect competition than markets for manufactured  goods and for services. the goals of business organisations can vary between markets, and  within markets. in 2017, the nigerian government used supply-side policy measures to influence  the goals and performance of firms in a range of markets and to lower firms\u2019 average costs of  production.  (a) identify two characteristics of perfect competition.  [2]  (b) explain two goals a business organisation may have.  [4]  (c) analyse the main reasons for the differences in the size of firms.  [6]   (d) discuss whether or not the use of supply-side policy measures by a government will reduce  firms\u2019 average costs of production.  [8]  ",
+            "6": "6 0455/22/o/n/19 \u00a9 ucles 2019 blank page",
+            "7": "7 0455/22/o/n/19 \u00a9 ucles 2019 blank page",
+            "8": "8 0455/22/o/n/19 \u00a9 ucles 2019 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 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.blank page"
+        },
+        "0455_w19_qp_23.pdf": {
+            "1": "this document consists of 5 printed pages, 3 blank pages and 1 insert. dc (st/ct) 164707/2 \u00a9 ucles 2019  [turn overcambridge assessment international education cambridge international general certificate of secondary education *1530167354*economics  0455/23 paper 2  structured questions  october/november 2019  2 hours 15 minutes no additional materials are required.  read these instructions first an answer booklet is provided inside this question paper. you should follow the instructions on the front cover  of the answer booklet. if you need additional answer paper ask the invigilator for a continuation booklet. section a answer question 1. section b answer any three  questions. the number of marks is given in brackets [  ] at the end of each question or part question.",
+            "2": "2 0455/23/o/n/19 \u00a9 ucles 2019 section a answer this question. 1  a new capital for zambia?  zambia is a middle-income country but one with 60% of its population of 15 million living below  the poverty line. in 2017, the zambian government announced that it was planning to move the  country\u2019s capital from lusaka in the south of the country to ngabwe, a village in the centre of the  country. ngabwe currently lacks good roads and other infrastructure. a move to ngabwe, however,  may help the country to cope with its high rate of population growth and encourage entrepreneurs  to set up new businesses in that area. in 2017, the country had a zero net migration rate, a birth  rate of 41.8, a death rate of 12.4, and a life expectancy of 52.5 years.   zambia\u2019s economic growth rate averaged 6.8% between 2004 and 2014. this rate fell after 2014  due, in part, to a depreciation in the kwacha, zambia\u2019s currency. the reduction in the foreign  exchange rate of the kwacha contributed to the rise in the country\u2019s inflation rate from 10.1% in  2015 to 20.6% in 2016.  in 2017, the labour force of 7.2 million accounted for 48% of the country\u2019s population. workers  are employed in a range of industries including agriculture, banking, building, copper mining, and  emerald mining. fig. 1.1 shows the relationship between copper output and revenue from the sale  of copper, the index for 2010 is 100.   index copper output140 130 120 110 100 90 80 70 60 2010 2011 2012 2013 2014 2015 2016 2017 revenue from the sale of copper fig. 1.1 copper output and revenue from the sale of copper 2010\u201417 (index numbers)  in 2017, zambia\u2019s central bank reduced commercial bank lending. this lowered investment and  household borrowing. government spending rose more slowly and some cuts were made to the  government\u2019s spending on training. ",
+            "3": "3 0455/23/o/n/19 \u00a9 ucles 2019 [turn over  (a) identify, from the extract, two primary sector industries.   [2]   (b) calculate, using information from the extract, how many people in zambia lived in poverty in  2017.   [2]  (c) explain, using information from the extract, why zambia had a high rate of population growth  in 2017.   [2]  (d) explain, using information from the extract, why a depreciation of the kwacha harmed the  zambian economy.   [4]   (e) analyse, using fig. 1.1, the relationship between copper output and revenue from the sale of  copper.   [5]   (f) discuss whether or not a central bank should reduce commercial bank lending.  [5]  (g) explain, using information from the extract, two reasons why productivity may have been low  in zambia.   [4]  (h) discuss whether or not building a new city will benefit an economy.  [6] ",
+            "4": "4 0455/23/o/n/19 \u00a9 ucles 2019 section b answer any three  questions in this section. 2  between 2007 and 2017, the average wage in china tripled, while it fell in brazil. the rise in  average wage in china was particularly high in the tertiary sector. farm workers experienced  a smaller rise. in june 2017, unemployment in china was only 4% while it was 13.5% in brazil.  despite the lower unemployment, china\u2019s inflation rate was lower than that of brazil.  (a) define  tertiary sector  and give an example of an industry operating in the tertiary sector.   [2]   (b) explain two reasons why farm workers may be low-paid.   [4]  (c) analyse how lower unemployment may cause inflation.   [6]  (d) discuss whether or not a country with high wage rates will have a high unemployment rate.  [8] 3 the food items people buy can be influenced by taxes, subsidies and health reports. a report  published in 2017 outlined the health benefits of eating tomatoes including improved vision and  reduced risk of heart disease. egypt is a major producer of tomatoes and it also produces a large  amount of cement. cement is a product with price-inelastic demand. egyptian cement producers  have introduced more capital-intensive production methods.  (a) identify the difference between a tax  and a subsidy .  [2]  (b) explain two reasons why demand for a product may be price-inelastic.   [4]   (c) analyse, using a demand and supply diagram, the effect a report stating that eating tomatoes  is good for health will have on the market for tomatoes.   [6]  (d) discuss whether or not introducing more capital-intensive production methods will increase a  firm\u2019s profits.  [8] 4  australia\u2019s economic growth rate has fallen in recent years. its human development index (hdi),  however, is high and in 2016, australia had the second highest hdi in the world. the australian  government hopes that the country\u2019s birth rate will rise from a low of 12.1 in 2016. an increasing  proportion of australian children are going to private sector schools. their parents have to pay a  fee for them to attend these schools.  (a) identify the difference between economic growth  and recession . [2]   (b) explain how the hdi compares living standards between countries.  [4]  (c) analyse the effects of a rise in a country\u2019s birth rate.  [6]  (d) discuss whether or not parents should have to pay a fee to send their children to school.  [8] ",
+            "5": "5 0455/23/o/n/19 \u00a9 ucles 2019 5  angola is an african country without a stock exchange. in contrast, south africa has the most  active stock exchange in africa. firms in south africa are also much larger than firms in angola  and south african firms undertake more borrowing from commercial banks. both countries do,  however, have a low saving rate which could be increased if the rate of interest was raised.  (a) define saving .  [2]  (b) explain two benefits a country can gain from having a stock exchange.  [4]   (c) analyse how firms may be affected by a rise in the rate of interest.  [6]  (d) discuss whether or not an economy will benefit from its firms getting larger.  [8] 6 it has recently been revealed that a king works as a part-time pilot for a multinational airline. some  pilots and police officers have left their jobs to become teachers and others have left to become  sole traders. the wages teachers earn vary according to their age.  (a) define wages .   [2]  (b) explain why the opportunity cost of becoming a teacher for one worker may be greater than  for another worker.   [4]  (c) analyse how an individual\u2019s earnings are likely to change over her or his lifetime.  [6]  (d) discuss whether most people would prefer to work for a multinational company (mnc) or a  sole trader.   [8]  7 in 2016, france had a trade in services deficit. france is a rich, developed country with a high  standard of living. the country is, however, facing several challenges including population  problems. also, after elections in 2017, politicians and economists debated whether the country  should try to move towards freer international trade.   (a) define a trade in services deficit .  [2]  (b) explain two population problems a rich, developed country may experience.  [4]  (c) analyse how a move to freer international trade may benefit a country\u2019s producers.  [6]   (d) discuss whether or not the standard of living is higher in developed countries than in  developing countries.  [8]  ",
+            "6": "6 0455/23/o/n/19 \u00a9 ucles 2019 blank page",
+            "7": "7 0455/23/o/n/19 \u00a9 ucles 2019 blank page",
+            "8": "8 0455/23/o/n/19 \u00a9 ucles 2019 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 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.blank page"
+        }
+    },
+    "2020": {
+        "0455_m20_qp_12.pdf": {
+            "1": "    this document has 8 pages. blank pages are indicated.  ib20 03_0455_12/4rp r   \u00a9 ucles 2020   [turn ove r   *0036230530 *cambridge igcse\u2122       economics  0455/12     paper 1 multiple choice  february/march 2020     45 minutes    you must answer on the multiple choice answer sheet.    you will need: multiple choice answer sheet   soft clean eraser   soft pencil (type b or hb is recommended)       instructions   \u2022 there are thirty  questions on this paper. answer all questions.   \u2022 for each question there are four possible answers a, b, c and d. choose the one you consider correct  and record your choice in soft pencil on the multiple choice answer sheet.   \u2022 follow the instructions on the mu ltiple choice answer sheet.  \u2022 write in soft pencil.  \u2022 write your name, centre number and candidate num ber on the multiple choice answer sheet in the  spaces provided unless this has been done for you.  \u2022 do not use correction fluid.  \u2022 do not write on any bar codes.  \u2022 you may use a calculator.      information  \u2022 the total mark for this paper is 30.  \u2022 each correct answer will score one mark. a ma rk will not be deducted for a wrong answer.  \u2022 any rough working should be done on this question paper.   ",
+            "2": "2  \u00a9 ucles 2020 0455/12/f/m/20  1 what is not a factor of production?  a a $20 banknote  b an office  c a photocopier  d a secretary      2 the diagram shows the production possibility curve (ppc) of a country producing at point t.    health services onon-health servicesv tu sw     the country has an ageing population and decides to allocate more resources to the production  of health services.    which movement shows this change in resource allocation?  a t to s b t to u c t to v d t to w     3 a deposit of shale oil is discovered in an area of farming.    the following estimates are made for a ten-year period.    \u25cf if the land is used only for farming it would yield income after tax of $10 billion.  \u25cf if the land is used only for shale oil extraction it would yield income after tax of  $40 billion.  \u25cf the government would receive $5 billion in taxes from farming and $10 billion in  taxes from shale oil extraction.    what is the opportunity cost of using the land only for farming?  a $25 billion b $30 billion c $35 billion d $45 billion    ",
+            "3": "3     \u00a9 ucles 2020 0455/12/f/m/20 [turn over  4 a country experiences a long strike by railway workers.    what would be the macroeconomic impact of such a strike?  a national output would fall.  b railway workers would lose income.  c the demand for taxi services would rise.  d the profits of railway operators would fall.     5 what necessarily describes the market system?  a an economy with both a private and public sector  b limited resources but unlimited wants  c resources are allocated  through demand and supply  d when all resources are used to produce consumer goods    6 in 2018 the uk government introduced a tax on the production of sugary drinks.    how would this affect the market for sugary drinks as shown on a demand and supply diagram?     demand curve  for sugary drinks supply curve  of sugary drinks  a contraction in demand shift to the left  b extension in demand shift to the right  c shift to the left contraction in supply  d shift to the right extension in supply     7 what is not held constant when constructing the supply curve of a firm?  a indirect taxes and subsidies on the firm\u2019s products  b the level of technology used by the firm in production  c the price of the factors of production paid for by the firm  d the market price of the good produced by the firm    8 what is a trade union?  a a business organisation in which all workers share ownership  b an area where there are no barriers to trade  c an organisation of employers from an industry  d an organisation that represents the interests of workers   ",
+            "4": "4  \u00a9 ucles 2020 0455/12/f/m/20  9 what is the most  important characteristic of money?  a it has intrinsic value.  b it is generally acceptable.  c it is portable.  d it is readily available.      10 which statement explains why the pay of doctors is usually higher than the pay of hospital  cleaners?  a doctors have a higher opportunity cost in qualifying.  b doctors have a more elastic supply than hospital cleaners.  c hospital cleaners belong to trade unions with stronger bargaining powers.  d hospital cleaners have a more inelastic demand than doctors.     11 banks decrease interest rates.    what is likely to be the effect of this on borrowing and saving?     borrowing saving  a falls falls  b falls rises  c rises falls  d rises rises     12 the table shows the costs of a firm.    variable cost  per good fixed cost  $2 $40    what is the average total cost if the firm produces 20 goods?  a $1 b $2 c $4 d $80     13 when is profit maximisation achieved?  a when average fixed cost is at a minimum  b when average revenue is at a maximum  c when the firm produces the largest output it can with the resources it has available  d when there is the greatest possible difference between total revenue and total cost   ",
+            "5": "5     \u00a9 ucles 2020 0455/12/f/m/20 [turn over  14 in some industries, a monopoly controls output and prices.    what is the most  likely impact of this on consumers?  a higher prices  b higher profits  c higher taxes  d more choice    15 a mining company bought another mining company.    how may this integration be described?  a diversification  b horizontal merger  c specialisation  d vertical merger      16 what is most likely to cause a more even distribution of income?    a an increase in indirect taxation  b an increase in inflation  c an increase in managers\u2019 salaries  d an increase in progressive taxation      17 what is a monetary policy measure?  a increasing interest rates  b increasing taxation  c reducing the power of trade unions  d selling state-owned enterprises     18 why does more emphasis on education and training lead to an increase in national output?  a it improves the productivity of the labour force.  b it lowers the inputs of capital investment.  c it reduces demands for higher pay.  d it reduces the power of trade unions.    ",
+            "6": "6  \u00a9 ucles 2020 0455/12/f/m/20  19 in the past, governments have adopted policies to try to end a recession in their country and  increase economic growth.    which combination of policies is most  likely to achieve this?  a lower taxes and decrease government spending  b lower taxes and increase government spending  c raise taxes and decrease government spending  d raise taxes and increase government spending    20 the table provides information about a country\u2019s labour market.    population size 2  000  000  labour force size 1  200  000  number of employed 900  000  number of full-time students 100  000    what is the unemployment rate of this country?  a 15% b 25% c 50% d 75%     21 what is defined as \u2018a reduction in gross domestic product (gdp) for more than two successive  quarters\u2019?  a deflation  b falling wages  c recession  d rising unemployment      22 a person receives annual interest of 4% on their savings. inflation is 5% per annum.    what is the approximate change in the real value of their savings?  a \u2013  5% b \u2013 1% c + 4% d + 9%    23 an increase in which of the following is least  likely to cause inflation?  a consumer spending  b government spending  c income tax  d wages    ",
+            "7": "7     \u00a9 ucles 2020 0455/12/f/m/20 [turn over  24 a country has a declining population. it also has a changing population structure in which the size  of the 15\u201364 age group is becoming smaller.    how could it immediately reduce labour supply shortages?  a allow immigration of skilled labour.  b encourage increases in family size.  c invest more in technological research.  d lower taxes and increase basic wage rates.    25 the human development index (hdi) ranks human development in countries from 0 (lowest) to 1  (highest).    what does the calculation of hdi not take into consideration?  a estimate of life expectancy at birth  b information on the number of years of schooling  c regional inequalities of investments in human capital  d standard of living linked to income per head      26 which combination of changes is most  likely to result in a fall in living standards in a country?     gdp inflation population  a fall fall rise  b fall rise rise  c rise fall fall  d rise rise fall      27 what is the most  likely effect of a decrease in tariffs?  a increased inflation rates  b increased consumer choices  c increased government revenue from tariffs  d increased revenues of domestic firms      28 what would increase the demand for a country\u2019s currency on the foreign exchange market?  a a decrease in its inward investment  b a decrease in its rate of interest  c an increase in its exports  d an increase in its imports ",
+            "8": "8    permission to reproduce items where third-party owned material pr otected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to trac e 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 ans wer-related information to candidates, all copyright acknowledgements are reproduced onl ine 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 the ca mbridge assessment group. cambri dge assessment is the brand name of the university of  cambridge local examinations syndicate (ucles), which it self is a department of the university of cambridge.    \u00a9 ucles 2020 0455/12/f/m/20  29 the table shows a selection of economic data for a country.     $ m  primary income (net income transfers) 1000  secondary income (net current transfers) \u2013500  total value of exported goods  1000  total value of imported goods  2000  total value of exported services  800  total value of imported services  200    what is the current account balance of this country?  a $100  m b $600  m c $4500  m d $4725  m      30 a country changes to a policy of self-sufficiency in agriculture, instead of relying on world  supplies.     what is likely to happen in the country as a result?  a agricultural prices will rise.  b farm output will fall.  c more farmers will be unemployed.  d more food will be imported.       "
+        },
+        "0455_m20_qp_22.pdf": {
+            "1": "cambridge igcse\u2122this document has 8 pages. blank pages are indicated. dc (jc) 184588/2 \u00a9 ucles 2020  [turn over *9808009675*economics  0455/22 paper 2 structured questions  february/march  2020  2 hours 15 minutes you must answer on the enclosed answer booklet. you will need:  answer booklet (enclosed) instructions  \u25cf answer four questions in total: section a: answer question 1. section b: answer three  questions.  \u25cf follow the instructions on the front cover of the answer booklet. if you need additional answer paper,  ask the invigilator for a continuation booklet.  \u25cf you may use a calculator. information  \u25cf the total mark for this paper is 90.  \u25cf the number of marks for each question or part question is shown in brackets [  ].",
+            "2": "2 0455/22/f/m/20 \u00a9 ucles 2020 section a read the source material carefully before answering question 1. source material: air pollution in india india fact file 2016 2017 real gdp $8750.0 billion $9362.5 billion current account deficit as % of gdp \u20130.7 \u20131.2 car production 3.7 million 4.0 million as india increases its output, it creates more pollution. its government encourages economic growth  by promoting investment and free trade. it is considering cutting taxes, spending more on education,  lowering import tariffs and removing some import quotas.  the indian government intervenes in its economy for a number of reasons, including to reduce  pollution. the causes of pollution include vehicles and private and public sector factories which emit  harmful gases. with reductions in the cost of producing cars and rising incomes, more cars are being  produced and purchased in india.  producers and car drivers base their decisions on just their private costs and benefits. some farmers  burn their fields after harvesting to increase the growth of their next crop, even though their action  causes pollution. also, some owners of mines do not take sufficient care to ensure that minerals and  metals do not leak into local water supplies.  as well as affecting pollution, the relative size of the primary sector can influence average income as  shown in table 1.  table 1 primary sector output as a percentage of gdp and gdp per head in selected countries in 2017 countryprimary sector output  (% of gdp)gdp per head ($) us  1 59 600 spain  3 38 200 argentina  8 20 700 egypt 11 13 000 india 18  7 200 philippines 30  8 200 to reduce pollution, the indian government subsidises bus travel. it also requires buses to run on  natural gas rather than on more polluting diesel and petrol. reduced pollution can attract more foreign  tourists. foreign tourism and changes in the foreign exchange rate affect the current account of a  country\u2019s balance of payments. it has been predicted that india\u2019s foreign exchange rate is likely to rise  in the future.",
+            "3": "3 0455/22/f/m/20 \u00a9 ucles 2020 [turn over answer all parts to question 1. refer to the source material in your answers. 1 (a) calculate india\u2019s economic growth rate in 2017.  [1]  (b) identify two methods of protection.  [2]  (c) state why india is a mixed economy.  [2]  (d) explain why external costs cause market failure.  [4]  (e) draw a demand and supply diagram to show the effects of a decrease in the costs of  production on the market for cars.  [4]  (f) analyse the relationship between the size of countries\u2019 primary sector output and gdp per  head.  [5]  (g) discuss whether or not increasing subsidies given to bus travel would reduce pollution in  india.  [6]  (h) discuss whether or not india is likely to experience a deficit on the current account of its  balance of payments in the future.  [6]",
+            "4": "4 0455/22/f/m/20 \u00a9 ucles 2020 section b answer any three  questions. each question is introduced by stimulus material. in your answer you may refer to this material and  / or  to other examples that you have studied. 2 the main industries in the seychelles, an island country in the indian ocean, are tourism and  fishing. the price elasticity of supply of fish is affected by the relatively short time that fish can be  stored. economic goods and free goods play a role in both fishing and tourism. with rises in the  skills of workers and an increase in enterprise, gdp per head has increased by more than seven  times over the last fifty years.   (a) state the formula for calculating the price elasticity of supply (pes).  [2]  (b) explain how opportunity cost is different for economic goods and free goods.  [4]  (c) analyse, using a production possibility curve (ppc) diagram, the effect of an increase in  enterprise on an economy.  [6]  (d) discuss whether or not skilled workers are always paid more than unskilled workers.  [8] 3 in 2017, the brazilian paper industry was booming. its total revenue increased and it employed  both more, and better quality, factors of production. brazil\u2019s largest paper producer merged with an  indonesian paper-producing firm at the end of 2017. the performance of brazil\u2019s coffee industry  differed from its paper industry. brazilian coffee experienced a fall in demand and a fall in total  revenue.  (a) define total revenue . [2]  (b) explain two differences between capital and labour.  [4]  (c) analyse the possible effects on consumers of a merger between two paper-producing firms.  [6]  (d) discuss whether or not demand for coffee is likely to rise in the future.  [8] 4 african countries are expected to experience growth in their output. it is also predicted that africa\u2019s  population will increase from 1.1  bn in 2017 to 4.2  bn by 2100, when nigeria will account for one  in twelve of the world\u2019s births. nigeria and south africa are expected to experience the greatest  rise in investment (spending on capital goods) over this period, and a change in their gender  distribution.   (a) define gender distribution . [2]  (b) explain two benefits of a higher economic growth rate.  [4]  (c) analyse the disadvantages of a rapidly growing population.  [6]  (d) discuss whether or not a cut in the rate of interest will increase investment.  [8]",
+            "5": "5 0455/22/f/m/20 \u00a9 ucles 2020 5 the chinese government reformed the chinese tax system in 2016. it extended vat (sales tax)  from the sale of goods to the sale of services enabling it to cut the corporation tax rate. taxes  on goods and services are usually regressive. the chinese government wanted to raise living  standards and hoped that a cut in the tax rate firms pay would attract multinational companies  (mncs) to the country.  (a) state two reasons for levying taxes.  [2]  (b) explain the difference between a progressive tax and a regressive tax.  [4]  (c) analyse how a cut in the rates of corporation tax and income tax may influence the number of  mncs setting up in the country.  [6]  (d) discuss whether or not people in a high-income country always enjoy a higher living standard  than those in a low-income country.  [8]",
+            "6": "6 0455/22/f/m/20 \u00a9 ucles 2020 blank page",
+            "7": "7 0455/22/f/m/20 \u00a9 ucles 2020 blank page",
+            "8": "8 0455/22/f/m/20 \u00a9 ucles 2020 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 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.blank page"
+        },
+        "0455_s20_qp_11.pdf": {
+            "1": "    this document has 12 pages. blank pages are indicated.  ib20 06_0455_11/3rp   \u00a9 ucles 2020   [turn ove r   *4018684555*cambridge igcse\u2122       economics 0455/11     paper 1 multiple choice  may/june 2020     45 minutes    you must answer on the multiple choice answer sheet.    you will need: multiple choice answer sheet   soft clean eraser   soft pencil (type b or hb is recommended)       instructions   \u2022 there are thirty  questions on this paper. answer all questions.   \u2022 for each question there are four possible answers a, b, c and d. choose the one you consider correct  and record your choice in soft pencil on the multiple choice answer sheet.   \u2022 follow the instructions on the mu ltiple choice answer sheet.  \u2022 write in soft pencil.  \u2022 write your name, centre number and candidate num ber on the multiple choice answer sheet in the  spaces provided unless this has been done for you.  \u2022 do not use correction fluid.  \u2022 do not write on any bar codes.  \u2022 you may use a calculator.      information  \u2022 the total mark for this paper is 30.  \u2022 each correct answer will score one mark. a ma rk will not be deducted for a wrong answer.  \u2022 any rough working should be done on this question paper.   ",
+            "2": "2  \u00a9 ucles 2020 0455/11/m/j/20  1 what is an example of the purchase of a consumer good?  a a farm owner buys a television.  b a farm owner buys additional land.  c a farm owner buys fertiliser for their crops.  d a farm owner buys some farming equipment.      2 what is the function of the factors of production in an economy?  a to make goods and services to fulfil wants and needs  b to provide an even distribution of income  c to provide tax income for the government  d to reduce the existence of external costs      3 the diagram shows a production possibility curve (ppc) for an economy that can produce cotton  and cars. the economy is at point q.    output of cotton output of carsowz qx y     there is improved technology that can only be used in the production of cars.    how would this be represented on this diagram?  a by a movement from  q to w  b by a movement from  q to x  c by a movement from  q to y  d by a movement from  q to z     ",
+            "3": "3  \u00a9 ucles 2020 0455/11/m/j/20 [turn over  4 which topic is included in microeconomics?  a economic growth  b elasticity of demand  c inflation  d the balance of payments      5 what aspect of demerit goods means they are overproduced?  a clear product information  b high external costs  c high product taxes  d low customer demand      6 the diagram shows market demand and supply curves.    op2 price quantitys1 d1p1 p3 q3 q4q5 q1 q2     to what extent is the market in disequilibrium at price p 3?  a oq 1 \u2013 oq 2 b oq 1 \u2013 oq 3 c oq 2 \u2013 oq 4 d oq 3 \u2013 oq 5    7 lithium is an essential metal for the production of electric cars. following a 10% increase in the  price of lithium, supplies increase by 15%. this led to a 5% increase in the price of  electric cars.    what is the price elasticity of supply (pes) for lithium?  a 0.33 b 0.66 c 1.50 d 2.0     ",
+            "4": "4  \u00a9 ucles 2020 0455/11/m/j/20  8 the wage of labour in a firm increases.    what is the most  likely effect on the production process?  a capital replaces labour immediately.  b capital replaces labour in the long run.  c labour replaces capital immediately.  d labour replaces capital in the long run.     9 which combination of influences would increase the level of borrowing by a household?     influence 1 influence 2  a becoming pensioners higher rate of inflation  b greater wealth lower consumer confidence  c higher consumer confidence lower rate of interest  d higher rate of interest greater availability of credit    10 the graph shows women\u2019s wages as a percentage of men\u2019s wages in year 1 and year 2.    percent85 807570656055 27 30 35 40 45 50 55 60 62 ageyear 2 year 1     which statement is shown by the graph to be true?  a younger women earn more than older women.  b women\u2019s wages remain about the same between the ages of 40\u201350.  c in year 2, all women were earning more than men.  d in year 2, women were earning a higher percentage of men\u2019s wages than in year 1.     ",
+            "5": "5  \u00a9 ucles 2020 0455/11/m/j/20 [turn over  11 people\u2019s income decreases.    how is the proportion spent on food and leisure likely to change?     food leisure  a decrease decrease  b decrease increase  c increase decrease  d increase increase     12 the table shows total fixed and total variable costs at different levels of output for a firm.    at which level of output is average total cost lowest?     output  (tonnes) total  fixed cost  ($) total  variable cost  ($)  a 100 1200 1200  b 200 1200 2000  c 300 1200 2700  d 400 1200 3600    13 the following information refers to a firm producing shoes.    at which level of output does the firm maximise profits?     total output of  pairs of shoes total cost  ($) total revenue  ($)  a 100 1000 1300  b 200 1800 2200  c 300 2700 3000  d 400 3200 3400    ",
+            "6": "6  \u00a9 ucles 2020 0455/11/m/j/20  14 what is most  likely to lead to an improvement in  labour productivity in an industry?  a an increase in capital investment  b an increase in income tax rates  c an increase in the demand for the industry\u2019s product  d an increase in the number of firms in the industry      15 how is a government most  likely to prevent the growth of monopolies?  a by encouraging mergers in the private sector  b by establishing nationalised industries  c by promoting the benefits of economies of scale  d by reducing barriers to entry into an industry      16 what is not included in public expenditure?  a capital spending by firms  b interest payments on government borrowing  c investment in defence by the central government  d subsidies to bus companies from local government      17 when is the budget described as balanced?  a when direct taxes and indirect taxes are equal  b when exports and imports are equal  c when government spending and government revenue are equal  d when the demand for money and the supply of money are equal      18 the government wishes to increase economic growth in its economy.    what would not be likely to achieve this aim?  a the central bank encourages bank lending.  b the central bank lowers interest rates.  c the government increases sales tax (vat).  d the government subsidises new industries.    ",
+            "7": "7  \u00a9 ucles 2020 0455/11/m/j/20 [turn over  19 the government redistributes income more evenly.    what is most  likely to increase?  a the incentive to work  b the level of savings  c the need for welfare payments  d the rate of inflation     20 the table shows selected indicators for the labour market of an economy in 2014 and 2018.     2014  (millions) 2018  (millions)  total labour force 30 30  employed workers 25 28  long-term unemployed 1 2  employment in manufacturing 4 2  employment in services 13 16    according to the table, what is the most  likely type of unemployment in 2018?  a cyclical  b frictional  c seasonal  d structural     21 what may directly cause economic growth?  a higher imports  b higher levels of resources  c higher taxation  d higher unemployment      22 what would not be required in the construction of an index of consumer prices?  a the selection of a base year  b the selection of a representative range of items  c the calculation of average wage levels  d the weighting of each item in the index     ",
+            "8": "8  \u00a9 ucles 2020 0455/11/m/j/20  23 the table gives information about three economic indicators in four countries.     rate of  inflation  % rate of  interest  % rate of  unemployment  %  country w 1.4 3.4 10.2  country x 3.7 8.7 12.3  country y 3.6 7.3 14.2  country z 2.1 6.0 7.7    what may be concluded from this information?  a countries with higher inflation have higher interest rates.  b countries with higher interest rates have lower unemployment.  c the country with the lowest inflation had the highest unemployment.  d the country with the lowest unemployment had the lowest inflation.      24 what distinguishes a more developed country from a less developed country?  a inflation rates are higher in the more developed country.  b interest rates are higher in the more developed country.  c natural resources are higher in the more developed country.  d real incomes are higher in the more developed country.     25 an additional 700  000 uk children and pensioners fell into relative poverty between 2013 and  2017.    what might be the reason for this?  a direct taxes had increased, and indirect taxes had fallen.  b real gross domestic product was rising faster than the population.  c the death rate was exceeding the birth rate.  d the real value of government welfare benefits had fallen.     ",
+            "9": "9  \u00a9 ucles 2020 0455/11/m/j/20 [turn over  26 which changes usually result when a country develops and is able to provide free healthcare and  good living conditions?     birth rate death rate labour  productivity  a falls falls rises  b falls rises falls  c rises falls falls  d rises rises rises      27 what is a quota in international trade?  a a government grant to encourage production  b an administrative and technical barrier  c a limit on the quantity of imports  d a tax on imports     28 many low-income countries rely on exports of raw materials such as coffee or iron ore to earn  them foreign currency.    what is a disadvantage of this?  a countries have a constant demand for raw materials.  b international trade only benefits the importing countries.  c it is necessary for low-income countries to belong to a free trade area.  d raw materials have fluctuating prices.     29 what is included as part of the current account of the balance of payments?  a all government income and expenditure  b money withdrawn from a bank account  c investments in other countries by manufacturers  d trade in goods and services     ",
+            "10": "10  \u00a9 ucles 2020 0455/11/m/j/20  30 the table shows components of japan\u2019s current account balance in trillion yen (\u00a5) for 2011 and  2012.     year balance of goods  \u00a5 trillion balance of  services  \u00a5 trillion balance of  primary income  \u00a5 trillion balance of  secondary income  \u00a5 trillion  2011 \u20131.61 \u20131.76 14.04 \u20131.11  2012 \u20135.23 \u20132.33 13.55 \u20131.02    which balance improved between 2011 and 2012?  a balance of goods  b balance of services  c balance of primary income  d balance of secondary income       ",
+            "11": "11  \u00a9 ucles 2020 0455/11/m/j/20  blank page",
+            "12": "12    permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to trac e 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 ans wer-related information to candidates, all copyright acknowledgements are reproduced onl ine in the cambridge  assessment international education copyri ght acknowledgements booklet. this is produc ed 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 the ca mbridge assessment group. cambri dge assessment is the brand name of the university of  cambridge local examinations syndicate (ucles), which it self is a department of the university of cambridge.    \u00a9 ucles 2020 0455/11/m/j/20  blank page "
+        },
+        "0455_s20_qp_12.pdf": {
+            "1": "    this document has 12 pages. blank pages are indicated.  ib20 06_0455_12/3rp   \u00a9 ucles 2020   [turn ove r   *0782155617*cambridge igcse\u2122       economics 0455/12     paper 1 multiple choice  may/june 2020     45 minutes    you must answer on the multiple choice answer sheet.    you will need: multiple choice answer sheet   soft clean eraser   soft pencil (type b or hb is recommended)       instructions   \u2022 there are thirty  questions on this paper. answer all questions.   \u2022 for each question there are four possible answers a, b, c and d. choose the one you consider correct  and record your choice in soft pencil on the multiple choice answer sheet.   \u2022 follow the instructions on the mu ltiple choice answer sheet.  \u2022 write in soft pencil.  \u2022 write your name, centre number and candidate num ber on the multiple choice answer sheet in the  spaces provided unless this has been done for you.  \u2022 do not use correction fluid.  \u2022 do not write on any bar codes.  \u2022 you may use a calculator.      information  \u2022 the total mark for this paper is 30.  \u2022 each correct answer will score one mark. a ma rk will not be deducted for a wrong answer.  \u2022 any rough working should be done on this question paper.     ",
+            "2": "2  \u00a9 ucles 2020 0455/12/m/j/20  1 in 2016, 20 billion barrels of oil and 1.6 billion barrels of natural gas were discovered in texas,  us.    which factor of production has increased in the us due to this discovery?  a capital  b enterprise  c labour  d land     2 the diagram shows a production possibility curve (ppc).    which of these points shows the largest possible output of product y currently achievable?    product y oproduct xa cb d     3 a student decides to take up a two year apprenticeship for which she will earn $10  000 per year.  after that she expects to earn $25  000 per year. she could take an unskilled job which pays  $16  000 per year instead of the apprenticeship.    what is the opportunity cost in the two years of completing the apprenticeship?  a $10  000 b $12  000 c $25  000 d $32  000      4 microeconomics analyses choices in various situations.    which area of economic study does it not include?  a costs and revenues of a firm  b individual consumer behaviour  c policies for economic growth  d wages for different occupations     ",
+            "3": "3     \u00a9 ucles 2020 0455/12/m/j/20 [turn over  5 what is a cause of market failure?  a many firms  b monopoly  c profit maximisation  d specialisation      6 the diagrams show the supply curve for an individual grower of tomatoes and for the total market  supply of tomatoes.    1000 3000individual grower 60003.0 1.5 0.5 0price per kg ($) quantity (kilograms)100  000 300  000total market 600  0003.0 1.5 0.5 0price per kg ($) quantity (tonnes)    what explains the similarity of the two curves?  a as costs rise growers need to get a higher price to increase output.  b at the lower prices each grower supplies more tomatoes.  c the profitability per unit is the same for all growers irrespective of output.   d supply is not always influenced by price.      7 the price of bread rose by 5% and the quantity demanded fell by 4%.    what was the price elasticity of demand for bread?  a \u20130.4 b \u20130.8 c \u20131.25 d \u20132.0     ",
+            "4": "4  \u00a9 ucles 2020 0455/12/m/j/20  8 saudi arabia specialises in oil extraction and refi ning. this is a capital-intensive industry with  highly skilled labour.    what might be a disadvantage of this specialisation?  a oil companies have increased training costs as each worker needs many different skills.  b oil companies may find it difficult to achieve economies of scale.  c resource allocation is not efficient because a narrow range of goods is being produced.  d workers may face a restricted range of job opportunities.      9 what would most  likely cause a person to increase their savings?  a a decision to plan for retirement  b a fall in income  c a fall in interest rates  d a reduction in tax-free saving schemes     10 the graph shows women\u2019s wages as a percentage of men\u2019s wages in year 1 and year 2.    percent85 807570656055 27 30 35 40 45 50 55 60 62 ageyear 2 year 1     which statement is shown by the graph to be true?  a younger women earn more than older women.  b women\u2019s wages remain about the same between the ages of 40\u201350.  c in year 2, all women were earning more than men.  d in year 2, women were earning a higher percentage of men\u2019s wages than in year 1.     ",
+            "5": "5     \u00a9 ucles 2020 0455/12/m/j/20 [turn over  11 people\u2019s income decreases.    how is the proportion spent on food and leisure likely to change?     food leisure  a decrease decrease  b decrease increase  c increase decrease  d increase increase     12 the table shows total fixed and total variable costs at different levels of output for a firm.    output total  fixed cost  $ total  variable cost  $  100 1000 1000  200 1000 1500  300 1000 2000  400 1000 2500    what happens as output rises?  a average fixed cost falls.  b average fixed cost rises.  c average variable cost remains constant.  d average variable cost rises.      13 the following information refers to a firm producing shoes.    at which level of output does the firm maximise profits?     total output of  pairs of shoes total cost  ($) total revenue  ($)  a 100 1000 1300  b 200 1800 2200  c 300 2700 3000  d 400 3200 3400     ",
+            "6": "6  \u00a9 ucles 2020 0455/12/m/j/20  14 which statement proves there has been an increase  in productivity for a factory making tractors?  a 10% more workers results in a 10% increase in tractors produced each week.  b output per worker increases from 3 tractors to 4 tractors per month.  c production increases as more workers are hired.  d starting a night shift leads to an increase in production of 10 tractors a day.      15 when do economies of scale take place?  a in the short run  b if variable factors become fixed  c when all factors of production are fixed  d when all factors of production are variable      16 what is not included in public expenditure?  a capital spending by firms  b interest payments on government borrowing  c investment in defence by the central government  d subsidies to bus companies from local government      17 when is the budget described as balanced?  a when direct taxes and indirect taxes are equal  b when exports and imports are equal  c when government spending and government revenue are equal  d when the demand for money and the supply of money are equal      18 a government increased revenue by increasing taxes on firms.    which tax did it increase?  a inheritance tax  b profits tax  c sales tax  d value added tax     ",
+            "7": "7     \u00a9 ucles 2020 0455/12/m/j/20 [turn over  19 why are governments responsible for the defence of the country?  a it is impossible to charge a price for defence.  b it prevents individual citizens having access to weapons.  c only governments can manufacture weapons.  d providing defence is very expensive.      20 information about job vacancies on a government website has led to a decrease in short-term  unemployment.    what is the term for this type of unemployment?  a cyclical unemployment  b frictional unemployment  c structural unemployment  d technological unemployment     21 the table shows figures for the real gdp of a country.    quarter 1  ($bn) quarter 2  ($bn) quarter 3  ($bn) quarter 4  ($bn)  100 101 99 98    a quarter is three months.    during which quarters was the country experiencing a recession?  a quarters 1 and 2  b quarters 2 and 3  c quarters 3 and 4  d the entire period     22 what would not be required in the construction of an index of consumer prices?  a the selection of a base year  b the selection of a representative range of items  c the calculation of average wage levels  d the weighting of each item in the index    ",
+            "8": "8  \u00a9 ucles 2020 0455/12/m/j/20  23 the table gives information about three economic indicators in four countries.     rate of  inflation  % rate of  interest  % rate of  unemployment  %  country w 1.4 3.4 10.2  country x 3.7 8.7 12.3  country y 3.6 7.3 14.2  country z 2.1 6.0 7.7    what may be concluded from this information?  a countries with higher inflation have higher interest rates.  b countries with higher interest rates have lower unemployment.  c the country with the lowest inflation had the highest unemployment.  d the country with the lowest unemployment had the lowest inflation.     24 due to war, some people are living in absolute poverty.    what is the main indicator of absolute poverty for these people?  a dependence on aid for medical treatment  b lack of transport to escape abroad  c living in tents in temporary camps  d receiving insufficient food for basic nutrition      25 which country would be classified as the most  developed based on the data in the table?    country gross domestic  product per year  ($m) population  (millions)  a 600 3  b 700 2  c 12  000 40  d 15  000 100     ",
+            "9": "9     \u00a9 ucles 2020 0455/12/m/j/20 [turn over  26 which changes usually result when a country develops and is able to provide free healthcare and  good living conditions?     birth rate death rate labour  productivity  a falls falls rises  b falls rises falls  c rises falls falls  d rises rises rises     27 which protectionist measure would be most suitable for a government to use to support the  growth in exports of an industry?  a embargo  b quota  c subsidy  d tariff    28 there has been an appreciation of the value of a country\u2019s currency against other currencies.    what effects will this have on prices of imports of raw materials and prices of exports of  manufactured goods?     prices of imports of  raw materials prices of exports of  manufactured goods  a cheaper cheaper  b cheaper more expensive  c more expensive cheaper  d more expensive more expensive      29 what is a disadvantage of increased specialisation by a country?  a it becomes more reliant on imports to meet all its needs.  b it reduces the potential for international trade.  c it results in access to a greater variety of goods for consumers.  d it results in lower costs for home produced goods.     ",
+            "10": "10  \u00a9 ucles 2020 0455/12/m/j/20  30 the table shows components of japan\u2019s current account balance in trillion yen (\u00a5) for 2011 and  2012.     year balance of goods  \u00a5 trillion balance of  services  \u00a5 trillion balance of  primary income  \u00a5 trillion balance of  secondary income  \u00a5 trillion  2011 \u20131.61 \u20131.76 14.04 \u20131.11  2012 \u20135.23 \u20132.33 13.55 \u20131.02    which balance improved between 2011 and 2012?  a balance of goods  b balance of services  c balance of primary income  d balance of secondary income     ",
+            "11": "11     \u00a9 ucles 2020 0455/12/m/j/20 blank page",
+            "12": "12    permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to trac e 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 ans wer-related information to candidates, all copyright acknowledgements are reproduced onl ine in the cambridge  assessment international education copyri ght acknowledgements booklet. this is produc ed 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 the ca mbridge assessment group. cambri dge assessment is the brand name of the university of  cambridge local examinations syndicate (ucles), which it self is a department of the university of cambridge.    \u00a9 ucles 2020 0455/12/m/j/20  blank page "
+        },
+        "0455_s20_qp_13.pdf": {
+            "1": "    this document has 12 pages. blank pages are indicated.  ib20 06_0455_13/3rp   \u00a9 ucles 2020   [turn ove r   *7721308328*cambridge igcse\u2122       economics 0455/13     paper 1 multiple choice  may/june 2020     45 minutes    you must answer on the multiple choice answer sheet.    you will need: multiple choice answer sheet   soft clean eraser   soft pencil (type b or hb is recommended)       instructions   \u2022 there are thirty  questions on this paper. answer all questions.   \u2022 for each question there are four possible answers a, b, c and d. choose the one you consider correct  and record your choice in soft pencil on the multiple choice answer sheet.   \u2022 follow the instructions on the mu ltiple choice answer sheet.  \u2022 write in soft pencil.  \u2022 write your name, centre number and candidate num ber on the multiple choice answer sheet in the  spaces provided unless this has been done for you.  \u2022 do not use correction fluid.  \u2022 do not write on any bar codes.  \u2022 you may use a calculator.      information  \u2022 the total mark for this paper is 30.  \u2022 each correct answer will score one mark. a ma rk will not be deducted for a wrong answer.  \u2022 any rough working should be done on this question paper.   ",
+            "2": "2  \u00a9 ucles 2020 0455/13/m/j/20  1 a natural resource was discovered in a country. the exploitation of this resource allowed the  country to double its gross domestic product within ten years.    why did this not solve the basic economic problem?  a exploiting the resource required high expenditure on capital equipment.  b exploiting the resource caused significant environmental damage.  c gross domestic product was unevenly distributed in the country.  d wants still exceeded the resources available to meet those wants.     2 the diagram shows a shift in a country\u2019s production possibility curve (ppc).    capital goods consumer goodsoxy     what would cause the shift from x to y?  a a fall in  the unemployment rate  b a fall in consumer demand  c a rise in the rate of inflation  d a rise in the size of  the labour force      3 a farmer decides to grow potatoes instead of wheat.    what is the opportunity cost of growing the potatoes?  a the output of wheat  b the price of seed potatoes  c the profit from growing potatoes  d the time spent preparing the potato field    ",
+            "3": "3     \u00a9 ucles 2020 0455/13/m/j/20 [turn over  4 which are both macroeconomic decisions?     decision 1 decision 2  a a school recruits more teachers a firm sets the prices for its products  b a central bank reduces money supply a government spends more on defence  c a government increases tax rates a farmer decides which crops to grow  d a household cuts its energy use a worker accepts an offer of overtime      5 what is the function of the price mechanism in a market economy?  a allocating resources and guiding choices  b allowing governments to provide price stability  c enabling markets to operate fairly  d preventing competitors from entering a market      6 the diagrams show changes in the market conditions for coffee.    which diagram shows the effect of a poor harvest of coffee beans?    price quantityos2 s1 da price quantityos2s1 db price quantityod2s d1c price quantityos d2d1d     ",
+            "4": "4  \u00a9 ucles 2020 0455/13/m/j/20  7 the price elasticity of supply of good x is 0.1. the good suddenly becomes very fashionable,  leading to a large increase in demand.    what would be the likely outcome of this change in the short term?  a a large increase in output  b a large increase in price  c a small increase in price  d a small increase in revenue      8 what is a disadvantage to employers of switch ing to production using division of labour?  a average cost decreases  b flexibility of workers is lost  c repetition of tasks saves time  d training time decreases      9 what is an advantage to a country of having an efficient commercial banking system?  a it controls the money supply.  b it discourages spending.  c it encourages tax evasion.  d it enables investment.     ",
+            "5": "5     \u00a9 ucles 2020 0455/13/m/j/20 [turn over  10 the graph shows women\u2019s wages as a percentage of men\u2019s wages in year 1 and year 2.    percent85 807570656055 27 30 35 40 45 50 55 60 62 ageyear 2 year 1     which statement is shown by the graph to be true?  a younger women earn more than older women.  b women\u2019s wages remain about the same between the ages of 40\u201350.  c in year 2, all women were earning more than men.  d in year 2, women were earning a higher percentage of men\u2019s wages than in year 1.     11 people\u2019s income decreases.    how is the proportion spent on food and leisure likely to change?     food leisure  a decrease decrease  b decrease increase  c increase decrease  d increase increase     12 a firm produces 1000 units and has a total cost of $50  000. the variable cost per unit produced is  $40.    what is the total fixed cost of the firm?  a $1000 b $4000 c $10  000 d $40  000     ",
+            "6": "6  \u00a9 ucles 2020 0455/13/m/j/20  13 the following information refers to a firm producing shoes.    at which level of output does the firm maximise profits?     total output of  pairs of shoes total cost  ($) total revenue  ($)  a 100 1000 1300  b 200 1800 2200  c 300 2700 3000  d 400 3200 3400     14 firms can grow by increasing the internal scale of their operations.    what might be a disadvantage of this to the firm?  a average cost begins to fall  b it is difficult to motivate workers  c labour is replaced by robots  d markets become global      15 a government owns and runs an airline.    which combination of ownership and sector is this?     ownership sector  a private secondary  b private tertiary  c public secondary  d public tertiary      16 what is not included in public expenditure?  a capital spending by firms  b interest payments on government borrowing  c investment in defence by the central government  d subsidies to bus companies from local government     ",
+            "7": "7     \u00a9 ucles 2020 0455/13/m/j/20 [turn over  17 when is the budget described as balanced?  a when direct taxes and indirect taxes are equal  b when exports and imports are equal  c when government spending and government revenue are equal  d when the demand for money and the supply of money are equal      18 what is the main aim of supply-side policy?  a increasing economic growth by raising productivity  b increasing the balance of payments surplus by restricting free trade  c reducing the government\u2019s budget deficit by increasing taxation  d reducing the money supply by increasing the rate of interest      19 a government is not allowed to increase its military spending.    government spending is currently at x.    which diagram illustrates a possible change in government spending?    oa military spending non-military spendingxy od militaryspending non-military spendingyxob militaryspending non-military spendingy x oc militaryspending non-military spendingy x      ",
+            "8": "8  \u00a9 ucles 2020 0455/13/m/j/20  20 a country has full employment.    which policy is most  likely to lead to a fall in economic growth in the short run but an increase in  economic growth in the long run?  a lowering the retirement age  b raising the school leaving age  c restricting the immigration of key workers  d selling assets owned in other countries     21 a government has a contractionary fiscal policy to reduce inflation. what will the government  increase?  a expenditure on infrastructure  b income tax rates  c personal tax allowances  d unemployment benefits      22 what would not be required in the construction of an index of consumer prices?  a the selection of a base year  b the selection of a representative range of items  c the calculation of average wage levels  d the weighting of each item in the index     23 the table gives information about three economic indicators in four countries.     rate of  inflation  % rate of  interest  % rate of  unemployment  %  country w 1.4 3.4 10.2  country x 3.7 8.7 12.3  country y 3.6 7.3 14.2  country z 2.1 6.0 7.7    what may be concluded from this information?  a countries with higher inflation have higher interest rates.  b countries with higher interest rates have lower unemployment.  c the country with the lowest inflation had the highest unemployment.  d the country with the lowest unemployment had the lowest inflation. ",
+            "9": "9     \u00a9 ucles 2020 0455/13/m/j/20 [turn over  24 real incomes have risen in a country.    which situation would definitely have caused this?     price level money  incomes  a fell fell  b fell rose  c rose rose  d rose fell     25 in recent years some low-income countries have achieved higher rates of economic growth than  high-income countries.    what is most  likely to explain this accelerated economic growth?  a ease of transfer of modern technology to increase productivity  b falling agricultural prices  c higher ratios of labour to capital in manufacturing industries  d increased trade barriers by high-income countries      26 which changes usually result when a country develops and is able to provide free healthcare and  good living conditions?     birth rate death rate labour  productivity  a falls falls rises  b falls rises falls  c rises falls falls  d rises rises rises    27 what are the effects on price and equilibrium quantity of the imposition of an import tariff on a  good?     price equilibrium quantity  a decreases decreases  b decreases increases  c increases decreases  d increases increases    ",
+            "10": "10  \u00a9 ucles 2020 0455/13/m/j/20  28 which change will not increase a surplus on the current account of the balance of payments of a  country?  a a decrease in the value of imports  b a decrease in primary income outflows  c an increase in the amount of development aid received  d an increase in domestic inflation rates     29 an economy with a floating exchange rate experiences an increased deficit on the current account of the balance of payments.    what will result from this?  a an increase in government debt  b an increase in its foreign currency reserves  c an increase in the demand for its currency on the foreign exchange market  d an increase in the supply of its currency on the foreign exchange market     30 the table shows components of japan\u2019s current account balance in trillion yen (\u00a5) for 2011 and  2012.     year balance of goods  \u00a5  trillion balance of  services  \u00a5 trillion balance of  primary income  \u00a5 trillion balance of  secondary income  \u00a5 trillion  2011 \u20131.61 \u20131.76 14.04 \u20131.11  2012 \u20135.23 \u20132.33 13.55 \u20131.02    which balance improved between 2011 and 2012?  a balance of goods  b balance of services  c balance of primary income  d balance of secondary income      ",
+            "11": "11     \u00a9 ucles 2020 0455/13/m/j/20 blank page",
+            "12": "12    permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to trac e 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 ans wer-related information to candidates, all copyright acknowledgements are reproduced onl ine in the cambridge  assessment international education copyri ght acknowledgements booklet. this is produc ed 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 the ca mbridge assessment group. cambri dge assessment is the brand name of the university of  cambridge local examinations syndicate (ucles), which it self is a department of the university of cambridge.    \u00a9 ucles 2020 0455/13/m/j/20  blank page "
+        },
+        "0455_s20_qp_21.pdf": {
+            "1": "cambridge igcse\u2122this document has 8 pages. blank pages are indicated. dc (jc) 184589/2 \u00a9 ucles 2020  [turn over *7722528678*economics  0455/21 paper 2 structured questions  may/june  2020  2 hours 15 minutes you must answer on the enclosed answer booklet. you will need:  answer booklet (enclosed) instructions  \u25cf answer four questions in total: section a: answer question 1. section b: answer three  questions.  \u25cf follow the instructions on the front cover of the answer booklet. if you need additional answer paper,  ask the invigilator for a continuation booklet.  \u25cf you may use a calculator. information  \u25cf the total mark for this paper is 90.  \u25cf the number of marks for each question or part question is shown in brackets [  ].",
+            "2": "2 0455/21/m/j/20 \u00a9 ucles 2020 section a read the source material carefully before answering question 1. source material: vietnam\u2019s growing population and economy   vietnam fact file 2010 2017 gdp $272.8 billion $662.4 billion population 88 million 96 million foreign exchange rate $1 = 19  500 dong $1 = 22  780 dong vietnam\u2019s population and its output are increasing. consumers, workers and firms are benefiting from  the higher output. some vietnamese people are receiving more generous pensions and higher wages  while some firms are earning higher profits. vietnam\u2019s population is ageing but the country still has a relatively young labour force. age can affect  workers\u2019 flexibility, mobility, level of experience and their knowledge of the latest technology. the  vietnamese government wants to raise the quality of its labour force by spending more on education.  vietnamese children have recently performed better in international tests than children in richer  countries. education spending can influence the percentage of the labour force working in the tertiary  sector as shown in table 1. table 1 education spending as a percentage of gdp and the percentage of the labour force  employed in the tertiary sector in selected countries in 2017. country education spending % of gdplabour force employed in  the tertiary sector (%) norway 7.4 78.0 vietnam 6.3 32.3 france 5.5 75.9 germany 4.9 71.2 indonesia 3.6 45.2 iran 3.1 49.1 bangladesh 2.0 35.6 vietnam has had a budget deficit since 2008. the country\u2019s high economic growth rate and changes in  government policies will affect its budget balance in the future. the government is privatising a number  of public sector firms. it also plans to spend more on education and defence and is likely to raise some  tax rates.  deregulation has increased the number of firms, both foreign and domestically owned, in a number  of markets. for instance, in 2007 there was only one vietnamese airline. it operated only two routes  and the fares it charged were not affordable to most vietnamese. now the country has seven airlines  offering domestic and international flights.  borrowing by both households and firms increased in vietnam between 2010 and 2017. households  borrowed mainly to purchase more consumer goods while firms borrowed mainly to invest. ",
+            "3": "3 0455/21/m/j/20 \u00a9 ucles 2020 [turn over answer all parts to question 1. refer to the source material in your answers. 1 (a) calculate vietnam\u2019s gdp per head in 2017.  [1]  (b) identify two rewards to factors of production.  [2]  (c) explain what happened to vietnam\u2019s foreign exchange rate between 2010 and 2017.  [2]  (d) explain two benefits an economy may gain from having a young labour force.  [4]  (e) analyse why vietnam\u2019s budget deficit may decline in the future.  [4]  (f) analyse the relationship between government spending on education and the percentage of  the labour force employed in the tertiary sector.  [5]  (g) discuss whether or not an increase in competition is likely to benefit vietnamese consumers.  [6]  (h) discuss whether or not the increase in borrowing is likely to have caused inflation in vietnam  in 2017.  [6]  ",
+            "4": "4 0455/21/m/j/20 \u00a9 ucles 2020 section b answer any three  questions. each question is introduced by stimulus material. in your answer you may refer to this material and  / or  to other examples that you have studied. 2 japan has a low immigration rate and a declining population. in recent years, it has experienced  deflation and a rise in child poverty. by 2017, one in six japanese children lived in a household  with less than half of the average household income. japan operates a national minimum wage  which increased every year between 2010 and 2017. this may have affected the level of poverty  in the country.   (a) state two benefits a country may gain from immigration.  [2]  (b) explain two consequences of deflation.  [4]  (c) analyse why children from low-income families may have low incomes as adults.  [6]  (d) discuss whether or not a national minimum wage will reduce poverty.  [8] 3 there is a smaller proportion of large firms in africa than in asia. the two african countries with  the largest firms are nigeria and south africa. these two countries\u2019 firms have more capital  goods than most other african countries\u2019 firms. firms in south africa produce a range of products  including gold and petrochemicals. in recent years, a number of african firms have developed into  multinational companies (mncs), producing mainly in other african countries.  (a) define a capital good . [2]  (b) explain two challenges facing small firms.  [4]  (c) analyse, using a demand and supply diagram, how a rise in income may affect the market for  gold.  [6]  (d) discuss whether or not mncs increase production and productivity in their host countries.  [8] 4 economists are uncertain about the future united states (us) macroeconomic performance. for  instance, in recent years, us unemployment has fallen while the deficit on the current account of  the balance of payments has fluctuated. whether its current account deficit will rise or fall in the  future may be affected by proposed tax cuts. some economists suggest that the us government  should not be concerned about the country\u2019s current account deficit.  (a) define macroeconomics . [2]  (b) explain two consequences to firms of unemployment.  [4]  (c) analyse how tax cuts could increase exports.  [6]  (d) discuss whether or not a current account deficit on its balance of payments harms an  economy.  [8]",
+            "5": "5 0455/21/m/j/20 \u00a9 ucles 2020 5  australian firms have been praised for introducing new technology. the actions of some of these  firms, however, cause market failure. the australian government uses subsidies, among other  policies, to reduce market failure. government spending is used both to improve the performance  of individual markets and the macroeconomy. the australian government increased its spending  in 2017, in part to reduce unemployment.  (a) state two objectives of firms.  [2]  (b) explain how a subsidy can correct market failure.  [4]  (c) analyse, using a production possibility curve (ppc) diagram, the effect of advances in  technology on an economy.  [6]  (d) discuss whether or not an increase in government spending will reduce unemployment.  [8]  ",
+            "6": "6 0455/21/m/j/20 \u00a9 ucles 2020 blank page",
+            "7": "7 0455/21/m/j/20 \u00a9 ucles 2020 blank page",
+            "8": "8 0455/21/m/j/20 \u00a9 ucles 2020 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 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.blank page"
+        },
+        "0455_s20_qp_22.pdf": {
+            "1": "cambridge igcse\u2122dc (jc) 184590/2 \u00a9 ucles 2020  [turn overthis document has 8 pages. blank pages are indicated. *7311585981*economics  0455/22 paper 2 structured questions  may/june  2020  2 hours 15 minutes you must answer on the enclosed answer booklet. you will need:  answer booklet (enclosed) instructions  \u25cf answer four questions in total: section a: answer question 1. section b: answer three  questions.  \u25cf follow the instructions on the front cover of the answer booklet. if you need additional answer paper,  ask the invigilator for a continuation booklet.  \u25cf you may use a calculator. information  \u25cf the total mark for this paper is 90.  \u25cf the number of marks for each question or part question is shown in brackets [  ].",
+            "2": "2 0455/22/m/j/20 \u00a9 ucles 2020 section a read the source material carefully before answering question 1. source material: the challenges facing pakistan pakistan fact file 2016 $ billion2017 $ billion exports of goods  20.5  25.2 imports of goods  47.0  61.7 government spending  40.5  43.2 consumer spending 259.3 294.8 pakistan faces a number of economic challenges. these include responding to a rising population,  improving its trade in goods balance, controlling the country\u2019s inflation rate and increasing the country\u2019s  economic growth rate. to overcome these challenges, the pakistani government is trying to increase  investment. currently, a high proportion of the country\u2019s resources are used to produce consumer  goods. the government is subsidising entrepreneurs and charities to open low-cost schools. it wants to reduce  the dropout rate from schools and to raise educational standards. some parents do not recognise the  advantages that a merit good such as education can give their children, for example better health and  better job opportunities. some of the poor need their children to work from a young age to support the  family. government reforms have not yet led to a significant rise in teachers\u2019 wages but have improved  school buildings and the number of children attending. the qualifications required to teach may be  increased in the future. improved education may affect the number of skilled workers who emigrate and may raise the quantity  and quality of goods and services produced. any resulting higher income may influence the value of  imports purchased, as shown in table 1.  table 1 gdp per head and imports per head in selected countries in 2017. country gdp per head   ($)imports per head   ($) norway 70 600 14 472 uk 43 600 10 419 south korea 39 400 11 602 russia 27 900  4 002 mexico 19 500  7 343 pakistan  5 400  1 143 haiti  1 800    853 pakistan has relatively high import tariffs. revenue from import tariffs is 45% of total tax revenue. the  tariffs on vehicles, some of which have inelastic demand, are particularly high. future pakistani tariffs  may be influenced by changes in other countries\u2019 trade policies, as well as other factors. ",
+            "3": "3 0455/22/m/j/20 \u00a9 ucles 2020 [turn over answer all parts to question 1. refer to the source material in your answers. 1 (a) calculate pakistan\u2019s trade in goods balance in 2017.  [1]  (b) identify two possible causes of demand-pull inflation in pakistan in 2017.  [2]  (c) explain the opportunity cost to pakistan of producing consumer goods.  [2]  (d) explain two reasons why education is a merit good.  [4]  (e) analyse why the children of poor families tend to receive less education than the children of  rich families.  [4]  (f) analyse the relationship between gdp per head and imports per head.  [5]  (g) discuss whether or not the supply of teachers in pakistan is likely to increase in the future.  [6]  (h) discuss whether or not an increase in its import tariffs would be likely to benefit the pakistani  economy.  [6]  ",
+            "4": "4 0455/22/m/j/20 \u00a9 ucles 2020 section b answer any three  questions. each question is introduced by stimulus material. in your answer you may refer to this material and  / or  to other examples that you have studied. 2 the indian government has declared that the country, now a major car producer, will sell only  electric cars by 2030. the government wants to reduce external costs, some of which are caused  by petrol and diesel cars. demand for electric cars is currently relatively low and price-elastic. the  government, however, thinks that it will not need to subsidise the production of electric cars to  achieve its target.  (a) define external costs . [2]  (b) explain two influences on whether demand for a product is price-elastic or price-inelastic.  [4]  (c) analyse, using a demand and supply diagram, how a subsidy given to producers could affect  the market for electric cars.  [6]  (d) discuss whether cars should be produced by the private sector or the public sector.  [8] 3 a number of countries are withdrawing high value banknotes. for instance, singapore plans to  stop issuing its $10  000 note. high value notes were originally intended to act as a convenient store  of value. central banks are concerned some notes are now being used illegally. the singapore  police force and the monetary authority of singapore (its central bank) were trying to recruit more  workers in 2017. it was expected that the central bank would raise the rate of interest in 2018.  (a) state two functions of money, other than a store of value.  [2]  (b) explain two advantages banknotes have as a form of money.  [4]  (c) analyse the influences on the mobility of workers.  [6]  (d) discuss whether or not a central bank should raise the rate of interest.  [8] 4 in 2017, the japanese government announced improvements to its tax system. the amount of  tax raised is influenced by the size and age distribution of a country\u2019s population. japan\u2019s birth  and death rates are falling, its population is ageing, and it has low immigration. overall, japan\u2019s  population is decreasing.  (a) state two qualities of a good tax.  [2]  (b) explain two causes of a decrease in the death rate.  [4]  (c) analyse, using a production possibility curve (ppc) diagram, the effect of a decrease in  population size on an economy.  [6]  (d) discuss whether or not an ageing population is a benefit to an economy.  [8]",
+            "5": "5 0455/22/m/j/20 \u00a9 ucles 2020 5 mali is a low income and low productivity country in africa. its government is using fiscal policy  to reduce poverty. the country\u2019s main industries are agriculture and gold mining. in recent years,  however, there have been some changes in its resource allocation. the country is developing its  iron ore industry. globally, the iron ore industry is one which has experienced a significant number  of mergers in recent years.   (a) state two key questions about how resources are allocated.  [2]  (b) explain two fiscal policy measures that can be used to reduce poverty.  [4]  (c) analyse why a country may have low productivity.  [6]  (d) discuss whether or not mergers benefit an economy.  [8]",
+            "6": "6 0455/22/m/j/20 \u00a9 ucles 2020 blank page",
+            "7": "7 0455/22/m/j/20 \u00a9 ucles 2020 blank page",
+            "8": "8 0455/22/m/j/20 \u00a9 ucles 2020 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 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.blank page"
+        },
+        "0455_s20_qp_23.pdf": {
+            "1": "cambridge igcse\u2122this document has 8 pages. blank pages are indicated. dc (jc/sg) 184591/3 \u00a9 ucles 2020  [turn over *5595196572*economics  0455/23 paper 2 structured questions  may/june  2020  2 hours 15 minutes you must answer on the enclosed answer booklet. you will need:  answer booklet (enclosed) instructions  \u25cf answer four questions in total: section a: answer question 1. section b: answer three  questions.  \u25cf follow the instructions on the front cover of the answer booklet. if you need additional answer paper,  ask the invigilator for a continuation booklet.  \u25cf you may use a calculator. information  \u25cf the total mark for this paper is 90.  \u25cf the number of marks for each question or part question is shown in brackets [  ].",
+            "2": "2 0455/23/m/j/20 \u00a9 ucles 2020 section a read the source material carefully before answering question 1. source material: some problems affecting the greek economy greece fact file 2015 population 10.8 million % population over 60 years old 27% unemployment rate 24% net migration \u2013 44 905 greece is the country that was worst affected by the european financial crisis that began in 2008. from  the start of the crisis, no other european economy had such a large percentage fall in gdp. greece\u2019s  gdp fell by 9% in 2011. one reason for this was a very strong foreign exchange rate. since 2014, other european economies have recorded positive economic growth rates. among the  reasons for this were successful supply-side policy measures and an improving global economy. the  greek government introduced market-friendly measures, including privatisation and labour market  reforms. these measures brought back some investors and moved the greek economy closer to a  market economic system. however, greece\u2019s output still fell. this may be due to the fact that none of  the government policies have managed to change population trends.  the greek population has been falling since 2010. greece has the third most rapidly ageing population  in the world, behind japan and italy. the economy has not made good use of its older population  because a significant percentage of workers retire earlier than the national retirement age of 67. for  example, 74% of employees in the public sector retire before 61 years old. in addition, the crisis also  led to high levels of emigration.  however, those living on some greek islands have escaped the effects of the crisis. income from  tourism has continued to flow into the islands. an island called ikaria has also managed to gain  international attention as one of the healthiest places in the world. approximately 30% of the people  who live on this island, live until they are over 90. health problems are also much less frequent than  those living elsewhere. overall, however, greece has managed to improve its human development  index (hdi) value as shown in fig.  1. 30 000 0.868 0.8640.866 0.862 0.860 0.858 0.856 0.85425 000 20 000 15 000 10 000 5000 0 2010 2011 2012 year2013 2014 2015 hdi valuegdp per head ($) gdp per head ($) hdi value fig. 1 greece\u2019s gdp per head ($) and hdi value from 2010\u20132015",
+            "3": "3 0455/23/m/j/20 \u00a9 ucles 2020 [turn over answer all parts of question 1. refer to the source material in your answers. 1 (a) calculate the total number of people over 60 years old in greece in 2015.  [1]  (b) explain what is meant by an unemployment rate of 24%.  [2]  (c) identify two reasons for the recovery of the european economies, other than greece.  [2]  (d) explain the two supply-side policy measures being used by the greek government.  [4]  (e) analyse how two of greece\u2019s population trends may have affected its economy.  [4]  (f) analyse the relationship between greece\u2019s gdp per head and its hdi value.  [5]   (g) discuss whether or not having a strong foreign exchange rate is a problem for greece\u2019s  economy.  [6]  (h) discuss whether or not a market economic system improves living standards.  [6]",
+            "4": "4 0455/23/m/j/20 \u00a9 ucles 2020 section b answer any three  questions. each question is introduced by stimulus material. in your answer you may refer to this material and/or  to other examples that you have studied. 2 in nagicho, a small town in japan, a woman on average has 2.8 children in her lifetime. in japan  as a whole, a woman on average only has 1.4 children in her lifetime. nagicho\u2019s higher birth rate  is partly the result of a lower cost of living for families, as the prices of basic items are lower in  nagicho than in the rest of japan. the local government not only offers housing at subsidised  rates, to get more labour into the area, but also tries to get more investment into the town.  (a) state two functions of local government.  [2]  (b) explain how a lower cost of living can encourage population growth.  [4]  (c) analyse the influences on the mobility of two factors of production.  [6]  (d) discuss whether or not increased investment is beneficial to an economy.  [8] 3 ireland has one of the lowest rates of corporation tax in europe. this has encouraged many  multinational companies (mncs) to produce in ireland. other reasons why firms want to produce  in ireland include access to freer trade with other european countries, higher labour productivity  and government grants.  (a) state two benefits of free trade.  [2]  (b) explain two reasons why governments levy taxes.  [4]  (c) analyse, using a production possibility curve (ppc) diagram, the impact of higher labour  productivity on an economy.  [6]  (d) discuss whether or not mncs always benefit their host countries.  [8] 4 business-friendly fiscal policy in the united states (us) has encouraged firms to produce more.  the us government has also encouraged mergers, including firms in the gas and electricity  industries. even though there are significant regulations, entrepreneurs have found that mergers  enable them to maximise their profits. however, this may make markets less competitive and  some states have imposed a maximum price for gas and electricity.  (a) define profit maximisation . [2]  (b) explain two types of mergers.  [4]  (c) analyse how fiscal policy can encourage firms to produce more.  [6]  (d) discuss whether or not maximum prices are beneficial.  [8]",
+            "5": "5 0455/23/m/j/20 \u00a9 ucles 2020 5 there is a high level of division of labour in the united kingdom (uk) energy industry. cold  weather in early 2018 caused very high demand for energy and a change in its price. this led to a  temporary shortage of energy for firms and households in the uk. part of the change in price may  have been the result of uk energy firms abusing their monopoly power. this would be an example  of market failure.  (a) define market failure . [2]  (b) explain two influences, other than weather, that could affect the demand for a product.  [4]  (c) analyse the possible effects of a shortage of a product such as energy on an economy.  [6]  (d) discuss whether or not workers benefit from division of labour.  [8]",
+            "6": "6 0455/23/m/j/20 \u00a9 ucles 2020 blank page",
+            "7": "7 0455/23/m/j/20 \u00a9 ucles 2020 blank page",
+            "8": "8 0455/23/m/j/20 \u00a9 ucles 2020 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 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.blank page"
+        },
+        "0455_w20_qp_11.pdf": {
+            "1": "    this document has 12 pages. blank pages are indicated.  ib20 11_0455_11/3rp   \u00a9 ucles 2020   [turn ove r   *3621191727*cambridge igcse\u2122       economics 0455/11     paper 1 multiple choice  october/november 2020     45 minutes    you must answer on the mult iple choice answer sheet.    you will need: multiple choice answer sheet   soft clean eraser   soft pencil (type b or hb is recommended)       instructions   \uf0b7 there are thirty  questions on this paper. answer all questions.   \uf0b7 for each question there ar e four possible answers a, b, c and d. choose the one you consider correct  and record your choice in soft pencil on the multiple choice an swer sheet.   \uf0b7 follow the instructions on the multiple choice answer sheet.  \uf0b7 write in soft pencil.  \uf0b7 write your name, centre number and candidate number on the mult iple choice answer sheet in the  spaces provided unless this has been done for you.  \uf0b7 do not use correction fluid.  \uf0b7 do not write on any bar codes.  \uf0b7 you may use a calculator.      information  \uf0b7 the total mark for this paper is 30.  \uf0b7 each correct answer will score one mark. a mark will not be ded ucted for a wrong answer.  \uf0b7 any rough working should be don e on this question paper.     ",
+            "2": "2  \u00a9 ucles 2020 0455/11/o/n/20  1 what is the basic economic problem?  a excess supply of goods and services  b lack of profits  c recession  d scarcity of resources      2 on which factor of production does innovation directly depend?   a decisions of entrepreneurs  b high inputs of capital  c long hours of manual labour  d plentiful supplies of land      3 the diagram shows an economy\u2019s production possibility curve (p pc). the economy moves from  point x to point y.    ocapital goods consumer goodsx y     what is the most  likely effect of this change?  a different quantities of the goods are produced.  b more people are employed.  c there is an immediate fall in gross domestic product.  d there is an increase in investment.     4 which person makes macroeconomic decisions?  a a bank manager  b a government finance minister  c a shareholder in a firm  d a worker    ",
+            "3": "3     \u00a9 ucles 2020 0455/11/o/n/20 [turn over  5 what is a function of the price mechanism?  a to allocate goods and services  b to calculate national expenditure  c to ensure an equal distribution of income  d to guide government policy decisions      6 the diagram shows a shift in the supply curve for cars in chin a from s 1 to s 2.    price oquantitys2 s1     what is the most  likely cause of this shift in the supply curve?  a an increase in an indirect tax on petrol in china  b an increase in the price of cars in china  c an increase in the wages of chinese car workers  d a new subsidy given to chinese car manufacturers    7 the price elasticity of supply of a good is 2. the price of th e good then falls by 10%.    what is the effect on quantity supplied?  a it falls by 0.2%.  b it falls by 20%.  c it increases by 0.2%.  d it increases by 20%.    ",
+            "4": "4  \u00a9 ucles 2020 0455/11/o/n/20  8 a german car manufacturer builds a factory in india. a group o f indian workers at the factory join  a trade union.    what would this trade union be expected to do for the workers?  a encourage the workers to bargain individually with the employer .  b negotiate with the german government on tariff reductions for i ndian-produced cars.  c promote an advertising campaign to sell more indian cars.  d protect the workers against unfair dismissal by the employer.     9 why do women, on average, earn less than men?  a women may be less able than men.  b women are not eligible for government jobs.  c women may not work as hard as men.  d women often face discrimination in the workplace.    10 the table shows how household spending changes with income.    income  ($ per month) spending  ($ per month)  3000 3150  3300 3375  3600 3500  3900 3825  4200 4050  4500 4275    what is the lowest level of income at which savings are positiv e?  a $3000 b $3600 c $3900 d $4200     11 what can a central bank increase in order to reduce consumer b orrowing?  a  commercial bank deposits  b  government spending  c  the exchange rate  d  the rate of interest     ",
+            "5": "5     \u00a9 ucles 2020 0455/11/o/n/20 [turn over  12 in the short run, a firm calculates its total fixed cost, tota l variable cost and total cost. it then plots  a graph showing how they change as output increases.    what happens to the lines showing the total variable cost and t otal cost as output increases?  a they merge to become one curve.  b they move closer together.  c they move further apart.  d they remain a constant distance apart.    13 a firm has fixed costs of $1000. the table shows the variable cost at different levels of output.    output (units) 1 2 3 4  variable cost ($) 100 190 270 350     if the goods are sold for $500 each, how much profit will be ma de from the sale of 4 units?  a $650 b $1000 c $1650 d $2000    14 when is it most  likely that the demand for labour in an industry increases?  a when the demand for the industry\u2019s product increases.  b when the level of immigration into the country increases.  c when the level of qualifications needed to work in the industr y decreases.  d when the level of wages paid in the industry increases.    15 what could cause internal diseconomies of scale for a firm?  a a fall in demand for the products produced by the firm  b a merger with another firm that results in slower decision-maki ng  c spending more on research and development to create new product s  d the lack of skilled labour in the geographical area where the f irm is based     16 what are two aims that a government normally pursues when mana ging the performance of the  whole economy?  a to encourage an increase in production and to prevent high inflati on  b to ensure no one is unemployed and to reduce exports  c to give everyone equal incomes and to increase government reven ue  d to protect the environment and  to reduce interest rates     ",
+            "6": "6  \u00a9 ucles 2020 0455/11/o/n/20  17 what is most  likely to be the responsibili ty of a central government?  a the provision of immigration officials at an airport  b the provision of security cameras in a shopping centre  c the provision of security staff at a bank  d the provision of ticket inspectors on a train      18 which measure would indicate that an expansionary fiscal policy  is being used by the  government?  a cuts in government spending  b higher interest rates  c lower interest rates  d lower taxes     19 the diagram shows how a government policy influences the market  f o r  b i o f u e l  c r o p s  i n  t h e   private sector.    price quantityosupply of biofuel crops demand for biofuel cropssupply after policy applied     according to the diagram, which policy does the government use and what effect does it have on  the market?     policy effect  a subsidy increases supply  b subsidy lowers quantity demanded  c tax decreases demand  d tax increases supply costs     ",
+            "7": "7     \u00a9 ucles 2020 0455/11/o/n/20 [turn over  20 some governments in the european union are trying to reduce une mployment.    what should increase to achieve this?  a imports of goods  b interest rates  c public sector spending  d taxation of firms    21 in 2016, romania had an increase in its real gross domestic pr oduct of 4.8%.    what must this mean about the romanian economy?  a living standards increased by 4.8%.  b total consumer income increased by 4.8%.  c total output of all goods and services adjusted for inflation i ncreased by 4.8%.  d total output of manufactured goods adjusted for inflation incre ased by 4.8%.    22 an economy is experiencing rising prices.    which government policy will help reduce consumer expenditure?  a introducing compulsory saving for income earners  b investing more in building infrastructure  c issuing more banknotes and coins  d reducing indirect taxes      23 some goods take a greater percentage of a typical household\u2019s total spending than others.  how is this accounted for in the construction of a consumer pri ces index?  a by deducting the goods  b by giving a weight to the goods  c by taking an average of price fluctuations during a year  d by using the price elasticity of demand for the goods    ",
+            "8": "8  \u00a9 ucles 2020 0455/11/o/n/20  24 a low-income country experiences extreme poverty in its rural areas.    what is a possible cause of this?  a development of better irrigation techniques  b distribution of international food aid  c high trade barriers imposed by high-income countries  d higher prices for agricultural produce    25 which factor in the world\u2019s low-income countries limits their economic development?    a balance of payments surpluses  b high saving ratios  c large inflows of foreign investment  d rapid population growth     26 the table shows the percentage employment in the primary, seco ndary and service sectors in  four countries.    which country is likely to be the most  developed?     percentage employment  country primary  sector secondary  sector service  sector  a 10 35 55  b 20 60 20  c 35 35 30  d 40 40 20     27 a government is faced with an unwanted deficit on the current account of its balance of  payments.    which action is most  likely to reduce the deficit?  a raising government spending on welfare benefits  b reducing income tax  c restricting imports by raising tariffs  d revaluing its currency     ",
+            "9": "9     \u00a9 ucles 2020 0455/11/o/n/20 28 what is meant by a depreciation in the foreign exchange rate?  a the government intervenes to reduce the exchange rate of the c ountry\u2019s currency.  b the rate of exchange of exports for imports for a country dete riorates.  c the rate of inflation in a country continues to rise.  d the value of a country\u2019s currency falls on the international e xchange market.      29 the table shows information from a country\u2019s current account of  its balance of payments.     $ billion exports of goods 20  imports of goods 24  net services +5  net primary income \u20138  net secondary income \u20138    what is the country\u2019s current account balance?  a +$1 billion b \u2013$4 billion c \u2013$7 billion d \u2013$15 billion     30 the diagram shows the value of a country\u2019s exports and imports  of goods over five years.    1234530 25201510 50$m exports of goods imports of goodskey year    between which two years did the country have an increase in the  value of imports and an  improvement in its balance of trade in goods?  a 1 and 2 b 2 and 3 c 3 and 4 d 4 and 5     ",
+            "10": "10    blank page   \u00a9 ucles 2020 0455/11/o/n/20  ",
+            "11": "11    blank page   \u00a9 ucles 2020 0455/11/o/n/20 ",
+            "12": "12    blank page     permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. every  reasonable effort has been made by the publisher (ucles) to tra ce copyright holders, but if any items requiring clearance have  unwittingly been included, the  publisher will be pleased to make amends at the earliest possib le opportunity.   to avoid the issue of disclosure of answer-related information to candidates, all copyright acknowledgements are reproduced on line in the cambridge  assessment international educat ion copyright acknowledgements b ooklet. this is produced for each series of examinations and is  freely available to download  at www.cambridgeinternational.org  after the live examination se ries.    cambridge assessment international education is part of the cam bridge assessment group. cambridge assessment is the brand name  of the university of  cambridge local examinations sy ndicate (ucles), which itself is  a department of the univ ersity of cambridge.    \u00a9 ucles 2020 0455/11/o/n/20   "
+        },
+        "0455_w20_qp_12.pdf": {
+            "1": "    this document has 12 pages. blank pages are indicated.  ib20 11_0455_12/4rp   \u00a9 ucles 2020   [turn ove r   *4376822826*cambridge igcse\u2122       economics 0455/12     paper 1 multiple choice  october/november 2020     45 minutes    you must answer on the mult iple choice answer sheet.    you will need: multiple choice answer sheet   soft clean eraser   soft pencil (type b or hb is recommended)       instructions   \uf0b7 there are thirty  questions on this paper. answer all questions.   \uf0b7 for each question there ar e four possible answers a, b, c and d. choose the one you consider correct  and record your choice in soft pencil on the multiple choice an swer sheet.   \uf0b7 follow the instructions on the multiple choice answer sheet.  \uf0b7 write in soft pencil.  \uf0b7 write your name, centre number and candidate number on the mult iple choice answer sheet in the  spaces provided unless this has been done for you.  \uf0b7 do not use correction fluid.  \uf0b7 do not write on any bar codes.  \uf0b7 you may use a calculator.      information  \uf0b7 the total mark for this paper is 30.  \uf0b7 each correct answer will score one mark. a mark will not be ded ucted for a wrong answer.  \uf0b7 any rough working should be don e on this question paper.   ",
+            "2": "2  \u00a9 ucles 2020 0455/12/o/n/20  1 what causes economic agents to make choices?  a limited needs and wants  b the existence of finite resources  c the existence of free goods  d the market mechanism      2 which combination of a factor of production and its factor inc ome is not correct?     factor of  production factor income  a capital interest  b enterprise profit  c labour dividends  d land rent      3 the diagram shows a production possibility curve (ppc) for a c ountry. the country moved from  position x to position y on the ppc.    ocapital goods consumer goodsx y     what is the most  likely reason for this change?  a firms have decided to increase investment in technology.  b new economic resources have been discovered in the country.  c the government has brought about an increase in living standard s.  d the government has encouraged long-term economic growth.    ",
+            "3": "3     \u00a9 ucles 2020 0455/12/o/n/20 [turn over  4 what is an example of a macroeconomic aim?  a to create and maintain full employment  b to improve efficiency in the manufacturing sector of the econom y  c to provide consumers with greater information when buying goods  and services  d to encourage greater occupational mobility of labour      5 why might a market economy fail to achieve the best use of sca rce resources?  a consumers may lack information about which good to buy.  b demerit goods are underconsumed.  c public goods are overconsumed.  d most resources are owned by the government.      6 the diagram shows the global market for copper with an equilib rium point of x.    which point represents the new equilibrium after the copper pro ducers\u2019 costs increase and there  is rapid global economic growth?    price quantityos2 s1 s3 d3 d1 d2a b cd x      ",
+            "4": "4  \u00a9 ucles 2020 0455/12/o/n/20  7 the diagram shows the supply curve for a good.    12 10 100 1400 quantity (units)price ($) s     what is the price elasticity of supply when the price rises fro m $10 to $12?  a 0.5 b 0.75 c 1.4 d 2.0     8 which task is not a function of a trade union?  a agreeing the minimum number to be employed on a particular job  b deciding on the level of a national minimum wage  c negotiating working hours and conditions of work  d providing legal advice on unfair dismissal     9 what does not have an effect on wages in a free market economy?  a danger levels in the workplace  b government regulations  c the number of people willing and able to work  d the years of training required     ",
+            "5": "5     \u00a9 ucles 2020 0455/12/o/n/20 [turn over  10 the table shows how household spending changes with income.    income  ($ per month) spending  ($ per month)  3000 3150  3300 3375  3600 3500  3900 3825  4200 4050  4500 4275    what is the lowest level of income at which savings are positiv e?  a $3000 b $3600 c $3900 d $4200    11 what can a central bank increase in order to reduce consumer b orrowing?  a  commercial bank deposits  b  government spending  c  the exchange rate  d  the rate of interest     12 the table shows the output and total costs of a small firm.    output  (units) total costs  ($)  0 50  000  1 000 100  000  5 000 400  000  10  000 600  000    what is the average fixed cost of producing 10  000 units?  a $5 b $ 6  c $55 d $60    ",
+            "6": "6  \u00a9 ucles 2020 0455/12/o/n/20  13 a firm has fixed costs of $1000. the table shows the variable cost at different levels of output.    output (units) 1 2 3 4  variable cost ($) 100 190 270 350     if the goods are sold for $500 each, how much profit will be ma de from the sale of 4 units?  a $650 b $1000 c $1650 d $2000    14 firm x supplies bricks and decides to merge with firm y that a lso supplies bricks.    which form of merger has taken place?  a backward vertical  b conglomerate  c forward vertical  d horizontal     15 who owns a public sector organisation?  a individuals  b shareholders  c specialist managers  d the government    16 what are two aims that a government normally pursues when mana ging the performance of the  whole economy?  a to encourage an increase in production and to prevent high inflati on  b to ensure no one is unemployed and to reduce exports  c to give everyone equal incomes and to increase government reven ue  d to protect the environment and  to reduce interest rates    17 what is most  likely to be the responsibili ty of a central government?  a the provision of immigration officials at an airport  b the provision of security cameras in a shopping centre  c the provision of security staff at a bank  d the provision of ticket inspectors on a train    ",
+            "7": "7     \u00a9 ucles 2020 0455/12/o/n/20 [turn over  18 the table shows the tax that an individual would pay at differ ent levels of disposable income.    disposable  income ($) 10  000 20  000 30  000 40  000  tax ($) 0 2000 4000 6000    which type of tax is shown in the table?  a corporation tax  b indirect tax  c progressive tax  d regressive tax      19 the government wants to reduce the consumption of cigarettes.    which policy would be most  likely to do this?  a increasing a subsidy on cigarettes  b increasing income tax  c increasing interest rates  d increasing the indirect tax on cigarettes     20 which group should not be included in the measurement of unemployment?  a redundant unskilled workers seeking alternative work  b seasonal agricultural workers in out-of-season periods  c students over 18 years continuing with full-time education  d those who have left school and cannot get a job    ",
+            "8": "8  \u00a9 ucles 2020 0455/12/o/n/20  21 the table shows the rates of unemployment and real gdp growth for an economy in 2014 and  2018.     2014 2018  rate of  unemployment  (%) 3 10  rate of real gdp  growth  (%) 4 \u20132    which combination of policy measures would be most  effective in returning the economy to the  2014 level of economic activity?  a a decrease in direct taxes and an increase in the rate of inter est  b a decrease in government expenditure and an increase in the rat e of interest  c an increase in direct taxes and a decrease in the rate of inter est  d an increase in government expenditure and a decrease in the rat e of interest     22 an economy is experiencing rising prices.    which government policy will help reduce consumer expenditure?  a introducing compulsory saving for income earners  b investing more in building infrastructure  c issuing more banknotes and coins  d reducing indirect taxes      23 some goods take a greater percentage of a typical household\u2019s total spending than others.  how is this accounted for in the construction of a consumer pri ces index?  a by deducting the goods  b by giving a weight to the goods  c by taking an average of price fluctuations during a year  d by using the price elasticity of demand for the goods     ",
+            "9": "9     \u00a9 ucles 2020 0455/12/o/n/20 [turn over  24 in countries with absolute poverty, low incomes can start a pr ocess that keeps incomes low.    what are the stages of this process?  a low incomes \uf0ae low consumption \uf020\uf0ae low prices \uf0ae low output \uf0ae low incomes  b low incomes \uf0ae low government spending \uf0ae high taxation \uf0ae low employment \uf0ae l o w   incomes  c low incomes \uf0ae low investment \uf0ae high profits \uf0ae low dividends \uf0ae low incomes  d low incomes \uf0ae low saving \uf0ae low investment \uf0ae low productivity \uf0ae low incomes     25 which factor in the world\u2019s low-income countries limits their economic development?    a balance of payments surpluses  b high saving ratios  c large inflows of foreign investment  d rapid population growth      26 the table shows the percentage employment in the primary, seco ndary and service sectors in  four countries.    which country is likely to be the most  developed?     percentage employment  country primary  sector secondary  sector service  sector  a 10 35 55  b 20 60 20  c 35 35 30  d 40 40 20      27 what causes the birth rate to fall in a country?  a fewer women work.  b infant mortality rates rise.  c medical supplies and healthcare improve.  d the optimum population increases.    ",
+            "10": "10  \u00a9 ucles 2020 0455/12/o/n/20  28 a country wishes to increase a current account surplus on the balance of payments.    which action would it take?  a abolish an import quota  b increase import tariffs  c remove export subsidies  d tax export producers    29 the table shows a country\u2019s exports and imports.     $ m   exports of goods 200  imports of goods 190  exports of services 35  imports of services 38    what was the country\u2019s balance of trade in goods and services?  a a deficit of $7  million  b a deficit of $13  million  c a surplus of $7  million  d a surplus of $13  million      30 the diagram shows the value of a country\u2019s exports and imports  of goods over five years.    1234530 25201510 50$m exports of goods imports of goodskey year    between which two years did the country have an increase in the  value of imports and an  improvement in its balance of trade in goods?  a 1 and 2 b 2 and 3 c 3 and 4 d 4 and 5     ",
+            "11": "11     \u00a9 ucles 2020 0455/12/o/n/12  blank page",
+            "12": "12    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 tra ce copyright holders, but if any items requiring clearance have  unwittingly been included, the  publisher will be pleased to make amends at the earliest possib le opportunity.   to avoid the issue of disclosure of answer-related information to candidates, all copyright acknowledgements are reproduced on line in the cambridge  assessment international educat ion copyright acknowledgements b ooklet. this is produced for each series of examinations and is  freely available to download  at www.cambridgeinternational.org  after the live examination se ries.    cambridge assessment international education is part of the cam bridge assessment group. cambridge assessment is the brand name  of the university of  cambridge local examinations sy ndicate (ucles), which itself is  a department of the univ ersity of cambridge.    \u00a9 ucles 2020 0455/12/o/n/12  blank page  "
+        },
+        "0455_w20_qp_13.pdf": {
+            "1": "    this document has 12 pages. blank pages are indicated.  ib20 11_0455_13/3rp   \u00a9 ucles 2020   [turn ove r   *6621734310*cambridge igcse\u2122       economics 0455/13     paper 1 multiple choice  october/november 2020     45 minutes    you must answer on the mult iple choice answer sheet.    you will need: multiple choice answer sheet   soft clean eraser   soft pencil (type b or hb is recommended)       instructions   \uf0b7 there are thirty  questions on this paper. answer all questions.   \uf0b7 for each question there ar e four possible answers a, b, c and d. choose the one you consider correct  and record your choice in soft pencil on the multiple choice an swer sheet.   \uf0b7 follow the instructions on the multiple choice answer sheet.  \uf0b7 write in soft pencil.  \uf0b7 write your name, centre number and candidate number on the mult iple choice answer sheet in the  spaces provided unless this has been done for you.  \uf0b7 do not use correction fluid.  \uf0b7 do not write on any bar codes.  \uf0b7 you may use a calculator.      information  \uf0b7 the total mark for this paper is 30.  \uf0b7 each correct answer will score one mark. a mark will not be ded ucted for a wrong answer.  \uf0b7 any rough working should be don e on this question paper.     ",
+            "2": "2  \u00a9 ucles 2020 0455/13/o/n/20  1 why do consumers have to make choices when spending their inco me?  a advertising encourages consumer spending.  b consumers have unlimited incomes.  c consumer wants cannot all be satisfied with their income.  d not all products will be attractive to consumers.      2 what is the key role of an entrepreneur?  a inventor  b risk taker  c shareholder  d worker      3 the diagram shows the production possibility curve (ppc) of an  economy producing at point x.    0 180 240100 70 0capital goods consumer goodsx     what would be the opportunity cost of moving from point x to pr oduce only consumer goods?  a 60 units of consumer goods  b 70 units of capital goods  c 100 units of capital goods  d 180 units of consumer goods    ",
+            "3": "3     \u00a9 ucles 2020 0455/13/o/n/20 [turn over  4 economics is divided into two: microeconomics and macroeconomi cs.    statement 1 when the price of oil falls there is an expansion i n demand.    statement 2 the organization of the petroleum exporting countri es (opec) can  influence the price of oil.    which combination correctly describes these two statements?     statement 1 statement 2  a macroeconomic statement macroeconomic statement  b macroeconomic statement microeconomic statement  c microeconomic statement macroeconomic statement  d microeconomic statement microeconomic statement      5 what is a disadvantage of a market economic system?  a entrepreneurs lack incentives to produce what consumers want.  b government intervention will reduce the efficiency of firms.  c market dominance by firms can lead to higher prices.  d there is underproduction of demerit goods.     6 the diagram shows the demand curve for coffee in the us.    price quantityodemand for coffeep1 q1 q2p2     why did the quantity demanded move from q 1 to q 2?  a coffee became cheaper.  b incomes rose in the us.  c there was a successful advertising campaign by coffee retailers .  d the price of substitutes for coffee rose.    ",
+            "4": "4  \u00a9 ucles 2020 0455/13/o/n/20  7 in an african country with large areas of tropical desert the p rice elasticity of demand for salt is  highly inelastic. this will result in greater consumer expendit ure on salt when price changes from  p1 to p 2.    which diagram illustrates this situation?    price of salt oquantitya dp2 p1price of salt oquantityb dp2 p1 price of salt oquantityc dp2 p1price of salt oquantityd dp2 p1       8 in which occupation would wages tend to increase?  a in those where a worker is paid weekly  b in those where a worker needs less training  c in those where there is an excess demand for labour  d in those where work becomes less dangerous    9 which row shows a characteristic of money and a function of mo ney?     characteristic function  a acceptability medium of exchange  b cash measure of value  c divisibility portability  d store of value bank deposit   ",
+            "5": "5     \u00a9 ucles 2020 0455/13/o/n/20 [turn over  10 the table shows how household spending changes with income.    income  ($ per month) spending  ($ per month)  3000 3150  3300 3375  3600 3500  3900 3825  4200 4050  4500 4275    what is the lowest level of income at which savings are positiv e?  a $3000 b $3600 c $3900 d $4200    11 what can a central bank increase in order to reduce consumer b orrowing?  a  commercial bank deposits  b  government spending  c  the exchange rate  d  the rate of interest     12 the table shows the total cost of firm x at each level of outp ut.    output total cost  0 3  1 5  2 6  3 9    at which level of output does total variable cost exceed total fixed cost?  a 0  b 1  c 2  d 3     13 a firm has fixed costs of $1000. the table shows the variable cost at different levels of output.    output (units) 1 2 3 4  variable cost ($) 100 190 270 350     if the goods are sold for $500 each, how much profit will be ma de from the sale of 4 units?  a $650 b $1000 c $1650 d $2000 ",
+            "6": "6  \u00a9 ucles 2020 0455/13/o/n/20  14 which combination is usually found in a monopoly?  a many buyers and many sellers  b many buyers and single seller  c single buyer and many sellers  d single buyer and single seller      15 what is usually considered to be an advantage to a firm of usi ng division of labour?  a high labour turnover  b increased mechanisation  c movement of labour between tasks  d need for quality control      16 what are two aims that a government normally pursues when mana ging the performance of the  whole economy?  a to encourage an increase in production and to prevent high inflati on  b to ensure no one is unemployed and to reduce exports  c to give everyone equal incomes and to increase government reven ue  d to protect the environment and  to reduce interest rates      17 what is most  likely to be the responsibili ty of a central government?  a the provision of immigration officials at an airport  b the provision of security cameras in a shopping centre  c the provision of security staff at a bank  d the provision of ticket inspectors on a train      18 a government decreased the tax on all goods produced in its co untry.    what is the most  likely consequence of this?  a a decrease in exports  b an increase in imports  c an increase in production  d a worsening of the balance of trade in goods    ",
+            "7": "7     \u00a9 ucles 2020 0455/13/o/n/20 [turn over  19 which government policy measure would cause an increase in a c ountry\u2019s supply of labour?  a increasing unemployment benefits  b lowering interest rates  c raising income tax  d raising the age of retirement      20 due to a rise in the number of retired people, there has been increased demand for some  government expenditure.    which type of government expenditure is most  likely to be directly affected?  a defence  b health services  c re-training grants  d street lighting    21 the diagrams show italy\u2019s unemployment rate and gdp per head.    italy\u2019s unemployment rate 13 11 975 2000 2005 2010 2015 yearitaly\u2019s gdp per head 39 000 38 000 37 000 36 000 35 000 34 000 33 000 2000 2005 2010 2015 year%$     when do italy\u2019s unemployment rate and gdp per head rise at the same time?  a 2000\u20132001  b 2007\u20132008  c 2009\u20132010  d 2014\u20132015    ",
+            "8": "8  \u00a9 ucles 2020 0455/13/o/n/20  22 an economy is experiencing rising prices.    which government policy will help reduce consumer expenditure?  a introducing compulsory saving for income earners  b investing more in building infrastructure  c issuing more banknotes and coins  d reducing indirect taxes      23 some goods take a greater percentage of a typical household\u2019s total spending than others.  how is this accounted for in the construction of a consumer pri ces index?  a by deducting the goods  b by giving a weight to the goods  c by taking an average of price fluctuations during a year  d by using the price elasticity of demand for the goods     24 one of the indicators of living standards is the human develop ment index (hdi).    what is not taken into consideration when calculating the hdi?  a education  b income per head  c level of savings  d life expectancy    25 which factor in the world\u2019s low-income countries limits their economic development?    a balance of payments surpluses  b high saving ratios  c large inflows of foreign investment  d rapid population growth     ",
+            "9": "9     \u00a9 ucles 2020 0455/13/o/n/20 [turn over  26 the table shows the percentage employment in the primary, seco ndary and service sectors in  four countries.    which country is likely to be the most  developed?     percentage employment  country primary  sector secondary  sector service  sector  a 10 35 55  b 20 60 20  c 35 35 30  d 40 40 20     27 what would not be included in the current account of the balance of payments?   a dividends earned from a firm in another country  b imports of tvs from another country  c purchase of a house in another country  d rents paid to owners of land in another country    28 what is most  likely to discourage international specialisation and trade fo r an economy?  a decreasing labour supply  b decreasing transport costs  c increasing oil prices  d increasing trade barriers     29 many low-income countries rely on multinational companies (mnc s) to provide economic  development.    what is a disadvantage of this for the low-income country?  a local firms close because mncs are more efficient.  b new production techniques are introduced.  c the balance of payments may improve.  d the mncs have to pay taxes on their profits.     ",
+            "10": "10  \u00a9 ucles 2020 0455/13/o/n/20  30 the diagram shows the value of a country\u2019s exports and imports  of goods over five years.    1234530 25201510 50$m exports of goods imports of goodskey year    between which two years did the country have an increase in the  value of imports and an  improvement in its balance of trade in goods?  a 1 and 2 b 2 and 3 c 3 and 4 d 4 and 5     ",
+            "11": "11    blank page   \u00a9 ucles 2020 0455/13/o/n/20 ",
+            "12": "12    blank page     permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. every  reasonable effort has been made by the publisher (ucles) to tra ce copyright holders, but if any items requiring clearance have  unwittingly been included, the  publisher will be pleased to make amends at the earliest possib le opportunity.   to avoid the issue of disclosure of answer-related information to candidates, all copyright acknowledgements are reproduced on line in the cambridge  assessment international educat ion copyright acknowledgements b ooklet. this is produced for each series of examinations and is  freely available to download  at www.cambridgeinternational.org  after the live examination se ries.    cambridge assessment international education is part of the cam bridge assessment group. cambridge assessment is the brand name  of the university of  cambridge local examinations sy ndicate (ucles), which itself is  a department of the univ ersity of cambridge.    \u00a9 ucles 2020 0455/13/o/n/20   "
+        },
+        "0455_w20_qp_21.pdf": {
+            "1": "cambridge igcse\u2122dc (kn) 184662/3 \u00a9 ucles 2020  [turn overthis document has 8 pages. blank pages are indicated. *6555833871*economics  0455/21 paper 2 structured questions  october/november  2020  2 hours 15 minutes you must answer on the enclosed answer booklet. you will need:  answer booklet (enclosed) instructions  \u25cf answer four questions in total: section a: answer question 1. section b: answer three  questions.  \u25cf follow the instructions on the front cover of the answer booklet. if you need additional answer paper,  ask the invigilator for a continuation booklet.  \u25cf you may use a calculator. information  \u25cf the total mark for this paper is 90.  \u25cf the number of marks for each question or part question is shown in brackets [  ].",
+            "2": "2 0455/21/o/n/20 \u00a9 ucles 2020 section a read the source material carefully before answering question 1. source material: istanbul\u2019s geographical advantage istanbul fact file 2014 population 14 million output per head $6858 total output $96 billion istanbul\u2019s output contribution to turkey\u2019s  total output (%)30% istanbul is turkey\u2019s largest city by population size. in 2014, its population was approximately 14 times more than it was in 1955. this could be due to increased migration from rural areas to cities and improved healthcare. istanbul also has the highest output per head of all regions in turkey. good transport links have contributed to istanbul\u2019s economic growth. in addition to good land transport,  istanbul is also home to the 14 th largest airport in the world, measured by passenger numbers. from  istanbul, there is access to a market of $24 trillion with 1.5 billion people within a flight time of 4 hours. in addition to affordable international air travel to and from istanbul, domestic air travel is also very  affordable. this is most likely due to economies of scale. there is also a high level of competition in this  industry which influences prices and quality of service. the growth in transport industries, along with growth of financial services, has contributed greatly to istanbul\u2019s growth rate as shown in table 1.1. table 1.1 the percentage growth of istanbul\u2019s service sector and   the percentage growth of istanbul\u2019s total output 2010\u20132014 year% growth of  istanbul\u2019s service sector% growth of  istanbul\u2019s total output 2010 11.9 14.4 2011 28.2 21.9 2012 15.3 16.0 2013 14.2 16.1 2014 13.6 12.7 foreign investment is flowing into istanbul. multinational companies (mncs) are finding istanbul an attractive city to invest in because of the low cost of living. these mncs are affecting employment, the level of technology and wages in istanbul. however, there is worry that such confidence in the turkish economy may not last. many companies  have depended on borrowing for expansion. increased interest rates around the world may make  it harder for such companies to continue borrowing and also to attract new customers. if there are  greater worries about safety for tourists in turkey in the future, this may cause fewer people to book flights to turkey. ",
+            "3": "3 0455/21/o/n/20 \u00a9 ucles 2020 [turn over answer all parts of question 1. refer to the source material in your answers. 1 (a) calculate turkey\u2019s total output.  [1]  (b) identify two factors that affect borrowing in an economy.  [2]  (c) explain the relationship between the growth of istanbul\u2019s service sector and its growth in total  output.  [3]  (d) explain two reasons for istanbul\u2019s increased population.  [4]  (e) analyse how good transport links have contributed to istanbul\u2019s economic growth.  [4]  (f) draw a demand and supply diagram to show the effects on flights to turkey of greater worries  about safety for tourists.  [4]  (g) discuss whether or not istanbul benefits from investment by mncs.  [6]  (h) discuss whether or not competition is beneficial for airlines.  [6]",
+            "4": "4 0455/21/o/n/20 \u00a9 ucles 2020 section b answer any three  questions. each question is introduced by stimulus material. in your answer you may refer to this material and/or  to other examples that you have studied. 2 the election of a new president in south africa in 2018 led to improvement in business and  consumer confidence. inflation rates fell despite a rise in total demand. one government policy  measure established areas known as economic zones where firms pay lower, or no, taxes. these  zones encourage domestic firms to become internationally competitive which could reduce the  deficit on the current account of south africa\u2019s balance of payment.   (a) state two components of the current account.  [2]  (b) explain why inflation may fall even if there is an increase in total demand.  [4]  (c) analyse how a country\u2019s current account deficit might be reduced if its firms become  internationally competitive.  [6]  (d) discuss whether or not lower taxes on firms will be beneficial for an economy.  [8] 3 among the reasons for malaysia\u2019s continued economic growth are rises in consumer spending  and the country\u2019s ability to adapt to changes in global demand. for example, when the price of  natural rubber fell, most rubber plantations changed to palm oil production. the government has  tried to promote the growth of different sectors, including the primary sector.   (a) state two sectors, other than the primary sector, in an economy.  [2]  (b) explain two possible reasons for a fall in the price of a product such as natural rubber.  [4]  (c) analyse the influences on spending.  [6]  (d) discuss whether or not the growth of the primary sector is beneficial to a country.  [8] 4 south east asian countries have reduced tariffs between themselves through the asean free  trade agreement. asean member countries are also removing non-tariff methods of protection.  the intention is to raise economic growth through more international trade. this should enable  small and medium-sized firms in asean countries to grow and increase their exports.   (a) define tariffs .  [2]   (b) explain two non-tariff methods of protection.   [4]  (c) analyse, using a production possibility curve (ppc) diagram, the beneficial effects for a  country of the growth of its small and medium-sized firms.  [6]  (d) discuss whether or not increased international trade can promote economic growth.  [8]",
+            "5": "5 0455/21/o/n/20 \u00a9 ucles 2020 5 free trade has allowed the mexican economy to specialise in low-cost manufacturing.  unemployment nationally is relatively low, but approximately 50 million people were still  considered to be in poverty in 2016. in addition, there are worries that technological advances will  soon replace labour with capital.  (a) state the rewards for labour and capital.  [2]   (b) explain the two types of poverty.  [4]  (c) analyse how firms can benefit from specialisation.  [6]   (d) discuss whether or not supply-side policy measures can reduce unemployment.  [8]",
+            "6": "6 0455/21/o/n/20 \u00a9 ucles 2020 blank page",
+            "7": "7 0455/21/o/n/20 \u00a9 ucles 2020 blank page",
+            "8": "8 0455/21/o/n/20 \u00a9 ucles 2020 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 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.blank page"
+        },
+        "0455_w20_qp_22.pdf": {
+            "1": "cambridge igcse\u2122dc (kn) 184663/2 \u00a9 ucles 2020  [turn overthis document has 8 pages. blank pages are indicated. *6285278462*economics  0455/22 paper 2 structured questions  october/november  2020  2 hours 15 minutes you must answer on the enclosed answer booklet. you will need:  answer booklet (enclosed) instructions  \u25cf answer four questions in total: section a: answer question 1. section b: answer three  questions.  \u25cf follow the instructions on the front cover of the answer booklet. if you need additional answer paper,  ask the invigilator for a continuation booklet.  \u25cf you may use a calculator. information  \u25cf the total mark for this paper is 90.  \u25cf the number of marks for each question or part question is shown in brackets [  ].",
+            "2": "2 0455/22/o/n/20 \u00a9 ucles 2020 section a read the source material carefully before answering question 1. source material: the destruction of forests in indonesia indonesian fact file 2017 indonesia 2017 world palm oil production  (million metric tons)36.0 60.0 rice production  (million metric tons)74.2 483.9 unemployment rate  (%)5.4 5.7 population growth rate  (%)1.2 1.4 indonesia is the world\u2019s largest producer of palm oil. the costs involved in producing palm oil include  rent of land, fertiliser, palm oil seeds, maintenance of irrigation systems and casual labour. fires are set  to clear forests to make way for palm oil plantations. these fires destroy the homes of many species  of wildlife and release harmful gases into the air. since 2011, indonesia has been paid to conserve its  forests by the norwegian government. while indonesia is the largest producer of palm oil, it is the third largest producer of rice. indonesia  exports 85% of its palm oil but sometimes has to import rice to meet domestic demand. its international  trade in palm oil and rice is influenced by changes in its foreign exchange rate. the price of the indonesian currency, the rupiah, fell in 2017. rice production also contributes to air pollution. rice farmers burn the stubble left after harvesting to  clear the fields and to raise the fertility of the land so they can produce more rice. some environmentalists  argue that stubble burning should be banned.   the indonesian economy, along with the world economy, continues to grow. economic growth can  cause pollution. it can also affect a country\u2019s gdp per head ranking and human development index (hdi) ranking as shown in table 1.1.   table 1.1 gdp per head ranking and hdi ranking for selected countries in 2016 country gdp per head ranking hdi ranking luxembourg 2 20 mauritius 64 64 indonesia 99 113 cuba 120 68 ghana 134 134 ethiopia 167 174 indonesia experiences net emigration. some indonesians work abroad and send money home to their  families. people also come from abroad to work in indonesia, some in relatively highly paid jobs in the  country\u2019s expanding tourism industry. indonesia currently attracts fewer tourists than its neighbours,  singapore and malaysia. it does, however, have many natural tourist attractions and is currently price  competitive.",
+            "3": "3 0455/22/o/n/20 \u00a9 ucles 2020 [turn over answer all parts of question 1. refer to the source material in your answers. 1 (a) calculate the percentage of total world output of palm oil produced by indonesia in 2017.  [1]  (b) identify two variable costs of producing palm oil.  [2]  (c) explain one opportunity cost of conserving forests in indonesia.  [2]  (d) explain two external costs of the destruction of forests in indonesia.  [4]  (e) draw a demand and supply diagram to show the effect of a ban on burning stubble on the  market for rice.  [4]  (f) analyse the relationship between countries\u2019 gdp per head ranking and hdi ranking.  [5]  (g) discuss whether or not the immigration of workers would be likely to benefit the indonesian  economy.  [6]  (h) discuss whether or not the indonesian tourism industry will increase in the future.  [6]",
+            "4": "4 0455/22/o/n/20 \u00a9 ucles 2020 section b answer any three questions. each question is introduced by stimulus material. in your answer you may refer to this material and/or  to other examples that you have studied. 2 mexico has a history of trade deficits. the government is moving the economy closer to free trade,  to try to improve its macroeconomic performance. it was predicted in 2017 that mexico\u2019s economy  would experience a small rise in its unemployment rate. in 2017 the economy\u2019s inflation rate was  6.6%, the highest rate since 2001. a number of policy measures may be used to reduce inflation,  including increasing the rate of income tax.   (a) define trade in goods balance.  [2]  (b) explain two benefits producers may gain from free trade.  [4]  (c) analyse, using a production possibility curve (ppc) diagram, the effect of an increase in  unemployment on an economy.  [6]  (d) discuss whether or not an increase in the rate of income tax will reduce inflation.  [8] 3 the population of hungary is the most obese in europe. hungarians eat fewer vegetables than  most europeans and more food types that may be considered to be demerit goods. in 2017,  the hungarian government introduced a tax on unhealthy food, known as the chips tax. the tax  has had some success in moving demand to healthier foods. some economists suggest that  governments should use price controls as well as taxes to influence the food market.  (a) define demerit good . [2]  (b) explain the difference between an extension in demand and an increase in demand.  [4]   (c) analyse the effects on income distribution and tax revenue of an increase in indirect taxes.     [6]  (d) discuss whether or not a government should impose a maximum price on food.  [8] 4 italy is home to the world\u2019s oldest bank and some of the world\u2019s oldest car producers. internationally,  both industries are facing a number of challenges. the wages of bank workers and car workers are  increasing. demand for bank loans and for cars is changing, in part, due to changes in population  size. it is predicted that the price elasticity of demand (ped) for cars will also change in the future.  (a) state two functions of a commercial bank.  [2]  (b) explain two reasons why emigration from a country may increase.  [4]  (c) analyse the possible causes of a rise in the wages of bank workers.  [6]  (d) discuss whether or not demand for cars will become more price-elastic in the future.  [8]",
+            "5": "5 0455/22/o/n/20 \u00a9 ucles 2020 5 wage rate growth has increased recently in kazakhstan, but its economic growth rate has slowed.  this is, in part, due to a fall in exports. to try to increase the economic growth rate, the government  has increased its spending on investment. in august 2015, it adopted a floating foreign exchange  rate system in an attempt to improve the country\u2019s macroeconomic performance.   (a) define wages.  [2]  (b) explain two reasons, other than methods of protection, why a country\u2019s exports may fall.  [4]  (c) analyse how a rise in investment could increase a country\u2019s economic growth rate.   [6]  (d) discuss whether or not a country should switch from a fixed foreign exchange rate system to  a floating foreign exchange rate system.  [8]",
+            "6": "6 0455/22/o/n/20 \u00a9 ucles 2020 blank page",
+            "7": "7 0455/22/o/n/20 \u00a9 ucles 2020 blank page",
+            "8": "8 0455/22/o/n/20 \u00a9 ucles 2020 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 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.blank page"
+        },
+        "0455_w20_qp_23.pdf": {
+            "1": "cambridge igcse\u2122dc (kn) 184664/3 \u00a9 ucles 2020  [turn overthis document has 8 pages. blank pages are indicated. *2494685764*economics  0455/23 paper 2 structured questions  october/november  2020  2 hours 15 minutes you must answer on the enclosed answer booklet. you will need:  answer booklet (enclosed) instructions  \u25cf answer four questions in total: section a: answer question 1.  section b: answer three  questions.  \u25cf follow the instructions on the front cover of the answer booklet. if you need additional answer paper,  ask the invigilator for a continuation booklet.  \u25cf you may use a calculator. information  \u25cf the total mark for this paper is 90.  \u25cf the number of marks for each question or part question is shown in brackets [  ].",
+            "2": "2 0455/23/o/n/20 \u00a9 ucles 2020 section a read the source material carefully before answering question 1. source material: traffic jams in the philippines philippines fact file 2010 2017 social cost per kilometre of  driving a car in manila ($)0.88 1.22 private cost per kilometre of  driving a car in manila ($)0.45 0.68 population  (millions) 72.9 105.8 economic growth rate  (%)7.3 6.9 manila, the capital city of the philippines, is densely populated and has almost no spare land to build  on. it is well-known for its traffic jams (congestion). people can spend hours travelling just a short  distance. the philippine government is concerned that the traffic congestion may damage people\u2019s  health, discourage multinational companies (mncs) from setting up in the country and reduce  economic growth. it will also stop the country achieving full employment and reduce labour productivity.  entrepreneurs and workers are regularly arriving at their firms stressed and tired. more philippine workers are moving into manila to take up jobs in the expanding computer, retail and  education industries. one of the advantages of the philippine economy is its young and well-educated  population. increases in the skills of philippine workers are making it easier for workers to transfer from  declining to expanding industries. rises in the country\u2019s population are increasing the number of cars on philippine roads.  driving is also  encouraged by the low cost and ease of parking, and the poor quality of public transport. manila has  too few trains but too many buses. by 2017, deregulation had increased the number of bus companies  in the city to more than 1100.  taxes in the philippines are relatively high but disposable income has risen. as a result consumer  spending, including on cars, has increased. some of the cars purchased are imported. table 1.1 shows  consumer expenditure and imports in selected countries in 2017. table 1.1 consumer expenditure and imports in selected countries in 2017 countryconsumer expenditure  ($bn)imports  ($bn) brazil 1322.6 160.6 argentina  412.3  61.2 philippines  240.9  93.2 chile  168.2  60.1 peru  137.2  40.2 costa rica   37.5  15.8 panama   28.9   9.2",
+            "3": "3 0455/23/o/n/20 \u00a9 ucles 2020 [turn over the government is considering a number of measures to reduce the traffic congestion in manila. these  include building more roads, building a rapid bus route where buses travel along bus-only lanes and  increasing car park charges. building more roads may affect not only journey time but also the number  of cars purchased and driven in the city. answer all parts of question 1. refer to the source material in your answers. 1 (a) calculate the external cost per kilometre of driving a car in manila in 2017.  [1]  (b) identify two macroeconomic aims of the philippine government.  [2]  (c) explain one reason why traffic congestion can reduce labour productivity.  [2]  (d) explain how an increase in the mobility of philippine workers would be likely to affect  unemployment in the philippines.  [4]  (e) draw a demand and supply diagram to show how a rise in the price of car parking could  affect the market for cars in the philippines.  [4]  (f) analyse the relationship between the countries\u2019 consumer expenditure and imports.  [5]  (g) discuss whether or not the supply of enterprise is likely to increase in the philippines.  [6]  (h) discuss whether or not building more roads in manila will benefit the philippine economy.  [6]",
+            "4": "4 0455/23/o/n/20 \u00a9 ucles 2020 section b answer any three questions. each question is introduced by stimulus material. in your answer you may refer to this material and/or  to other examples that you have studied. 2 changes in tobacco production and consumption can have both microeconomic and  macroeconomic effects. tobacco plants are grown in at least 124 countries with different levels  of development. a higher proportion of the poor than of the rich consume tobacco products. the  market for cigarettes, produced using tobacco, is changing. demand for cigarettes and some  other demerit goods is declining in a number of countries.  (a) define microeconomics.   [2]  (b) explain two causes of differences in economic development between countries.  [4]  (c) analyse how a cut in the interest rate could reduce poverty.  [6]  (d) discuss whether or not government intervention will correct the market failure caused by a  demerit good.   [8] 3 russia\u2019s birth rate fell by 11% in 2017 to its lowest level for a decade. over the next 30 years,  russia\u2019s population is forecast to fall from 144 million to 107 million. the government announced  measures to reverse this decline in population. in 2017, it also announced privatisation plans and  measures to reverse a decrease in investment which could lead to a fall in the quantity of capital  goods. privatisation can reduce monopoly power in a market.    (a) define privatisation . [2]  (b) explain two causes of a fall in the birth rate.  [4]  (c) analyse, using a production possibility curve (ppc) diagram, the effects of a decrease in the  quantity of capital goods in an economy.  [6]  (d) discuss whether or not a government should allow monopolies.   [8] 4 the use of supply-side policy measures, including deregulation, is moving china closer to a  market economic system. some supply-side policy measures, such as education and subsidies,  can also increase a country\u2019s economic growth rate. china joined the world trade organisation  in 2001 and has since removed some quotas on imports and reduced some import tariffs. these  measures may influence the size of its current account surplus.  (a) define deregulation.  [2]  (b) explain two benefits consumers may gain from a market economic system.  [4]  (c) analyse how education and subsidies can increase a country\u2019s economic growth rate.  [6]  (d) discuss whether or not a reduction in a country\u2019s trade protection will reduce its current  account surplus.   [8]",
+            "5": "5 0455/23/o/n/20 \u00a9 ucles 2020 5 it was announced in november 2016 that 500 and 1000 rupee banknotes could no longer be used  in shops in india. these were replaced by the central bank, an institution that makes extensive  use of division of labour. in india, cash is still an important form of money used in economic  transactions. the replacement of banknotes put pressure on banking staff and other workers in  the tertiary sector, and affected the general price level.   (a) state two functions, other than issuing banknotes and coins, of a central bank.  [2]  (b) explain two reasons why workers in the tertiary sector may be paid more than workers in the  primary sector.   [4]  (c) analyse the advantages for firms of using division of labour.  [6]  (d) discuss whether or not deflation will benefit an economy.  [8]",
+            "6": "6 0455/23/o/n/20 \u00a9 ucles 2020 blank page",
+            "7": "7 0455/23/o/n/20 \u00a9 ucles 2020 blank page",
+            "8": "8 0455/23/o/n/20 \u00a9 ucles 2020 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 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.blank page"
+        }
+    },
+    "2021": {
+        "0455_m21_qp_12.pdf": {
+            "1": "    this document has 12 pages. any blank pages are indicated.  ib21 03_0455_12/5rp   \u00a9 ucles 2021   [turn ove r   *0999358262 *cambridge igcse\u2122       economics 0455/12     paper 1 multiple choice  february/march 2021     45 minutes    you must answer on the mult iple choice answer sheet.    you will need: multiple choice answer sheet   soft clean eraser   soft pencil (type b or hb is recommended)       instructions   \uf0b7 there are thirty  questions on this paper. answer all questions.   \uf0b7 for each question there ar e four possible answers a, b, c and d. choose the one you consider correct  and record your choice in soft pencil on the multiple choice an swer sheet.   \uf0b7 follow the instructions on the multiple choice answer sheet.  \uf0b7 write in soft pencil.  \uf0b7 write your name, centre number and candidate number on the mult iple choice answer sheet in the  spaces provided unless this has been done for you.  \uf0b7 do not use correction fluid.  \uf0b7 do not write on any bar codes.  \uf0b7 you may use a calculator.      information  \uf0b7 the total mark for this paper is 30.  \uf0b7 each correct answer will score one mark.  \uf0b7 any rough working should be don e on this question paper.   ",
+            "2": "2  \u00a9 ucles 2021 0455/12/f/m/21  1 sanjay is a risk taker and sets up a restaurant in chennai. san jay works for the business as a  chef. he leases the restaurant building from raghav and employs  him to serve the customers.    which income is earned by sanjay and raghav?     sanjay raghav  a interest and profit wages only  b interest and wages profits and rent  c profits and wages rent and wages  d profits only interest and wages     2 a government reduces social security spending by $10  bn in order to increase defence spending  by $10  bn.    what is this an example of?   a expansionary fiscal policy  b market forces  c price stability  d reallocation of resources      3 the table shows the maximum production possibilities for goods and services for a country.    goods  (millions of units) services  (millions of units)  100 0  80 20  60 40  40 60  20 80  0 100    the country originally produced only goods but now produces 20 million units of services. the  country continues to operate at max imum production possibility.     what is the opportunity cost for this country?  a 20 million units of goods  b 100 million units of goods  c 20 million units of services  d zero   ",
+            "3": "3     \u00a9 ucles 2021 0455/12/f/m/21 [turn over  4 what is included in macroeconomics?  a the causes of a change in the price of one product  b the causes of a market failure  c the causes of determinants of price elasticities of supply  d the causes of economic growth      5 what is an advantage of a market economy in the allocation of r esources?  a it ensures that all consumers are willing to pay the same pric e.  b it fixes prices based on costs of production.  c it guarantees suppliers will make a profit.  d it indicates the relative demand for goods and services.      6 which characteristics of a product will cause market failure?  a information about the product is known equally by consumers an d producers.  b the consumption of the product has no external benefits.  c the product is non-rival and non-excludable.  d the production of the product has no external costs.      7 the diagram shows the market equilibrium e for product x. prod uct x has a downward sloping  demand curve and an upward sloping supply curve.    the price of a substitute good falls.    into which area of the diagram would the market equilibrium for  product x move?    price quantityp qeab cd o      ",
+            "4": "4  \u00a9 ucles 2021 0455/12/f/m/21  8 the table shows the supply schedule for a good.    price  ($) quantity  (000)  1 3  2 5  3 7    what is the price elasticity of supply when price increases fro m $1 to $3?  a 0.5 b 0 . 6 6  c 1 . 5  d 2 . 0      9 which function does a central bank provide for the general pub lic?  a accepting deposits  b issuing banknotes  c making loans  d providing overdrafts     10 what might cause a rise in wages?  a a more elastic supply of labour  b an increase in the size of the labour force  c improved fringe benefits for workers  d the introduction of a national minimum wage     11 a national trade union wishes to increase the wages of its mem bers without reducing the  numbers employed.    which factor would help the union to do this?  a the demand for the industry\u2019s product is increasing.  b the industry consists of a small number of well-organised empl oyers.  c the union workers have low-level skills.  d the workers\u2019 wages are the largest cost of the industry.    ",
+            "5": "5     \u00a9 ucles 2021 0455/12/f/m/21 [turn over  12 the diagram shows a firm\u2019s total cost (tc) curve.    x w o qytc cost output    what is the average variable cost if the firm produces an outpu t of oq?  a ox oq b ow oq c wx oq d wy oq      13 what will occur when there is a conglomerate merger?  a increased control over supply of raw materials  b increased risk-bearing economies of scale  c reduced marketing economies of scale  d reduced technical economies of scale      14 what is total revenue?  a the money received by the firm for each additional unit of out put sold  b the price of the good multiplied by the total quantity sold  c the revenue per unit sold divided by the quantity sold  d the revenue per unit sold minus the cost per unit sold      15 how would a state-owned oil refining firm be classified?  a as a multi-national company (mnc) in the private sector  b as a private sector firm in the tertiary sector  c as a public sector firm in the primary sector  d as a public sector firm in the secondary sector     ",
+            "6": "6  \u00a9 ucles 2021 0455/12/f/m/21  16 what is included in a government\u2019s budget?  a the balance of government revenue and government expenditure  b the balance of export revenue and import expenditure  c the difference between investment and saving  d the difference between social benefits and social costs of prod uction      17 a country has rapidly increasing inflation.    what is an example of a monetary policy measure to reduce this problem?  a increasing income tax  b increasing interest rates  c introducing maximum prices for some products  d subsidising key industries    18 the diagram shows selected areas of government spending for a country.    $32.2$32.2 bnbn $36.4$36.4 bnbn $81.8$81.8 bnbn $180.1$180.1 bnbn 0 20 40 60 80 100 120 140 160 180 200national defence education health$32.2  bn $36.4  bn $81.8  bn $180.1  bnunemployment benefits     what was the total government spending on merit goods?  a $32.2 billion  b $81.8 billion  c $118.2 billion  d $261.9 billion    ",
+            "7": "7     \u00a9 ucles 2021 0455/12/f/m/21 [turn over  19 the table shows the consumer prices index (cpi) of an economy.     year   1 100  2 101  3 104  4 108  5 106    what can be concluded from the data?  a prices fell between years 4 and 5.  b prices rose in every year.  c the rate of inflation rose 5% in year 4.  d there was a fall in living standards by year 5.     20 deflation is a sustained fall in the general price level.    what might cause deflation?  a insufficient private capital investment  b loss of confidence in the government\u2019s economic policies  c rising oil prices  d shortages of skilled labour in relation to demand      21 tax is charged at 1.45% on all wages earned to pay for basic me dical provision.    how would this tax be described?  a direct and proportional  b direct and regressive  c indirect and proportional  d indirect and regressive    ",
+            "8": "8  \u00a9 ucles 2021 0455/12/f/m/21  22 the table shows some data about an economy.     y e a r  1   rate of inflation (%) 3.5  change in personal incomes (%) 2.5    what happened in year 1?  a both prices and real incomes fell.  b both prices and real incomes rose.  c prices fell but real incomes rose.  d prices rose but real incomes fell.      23 what is included in the construction of the consumer prices in dex (cpi)?  a a base year  b incomes  c price elasticity of demand  d quantity supplied      24 which country is likely to have the highest standard of living ?     birth rate death rate infant mortality  rate life expectancy  a 41 20 31 49  b 32 14 29 59  c 25 6 25 79  d 25 5 22 79      25 which statement about poverty is correct?  a absolute poverty occurs when income falls below what is needed for survival.  b an advanced economy is likely to have a higher level of absolut e poverty than relative poverty.  c it is impossible for relative pov erty to rise as absolute pover ty falls.  d relative poverty is measured by the same goods and services in all countries.    ",
+            "9": "9     \u00a9 ucles 2021 0455/12/f/m/21  26 the united nations (un) predicts that the population in low-in come countries will increase.    what is likely to be a cause of this?  a climate change will lead to lower food output and starvation.  b improved education for girls will lead to a small decline in bi rth rates.  c increasing numbers of people will migrate to higher income coun tries.  d modern medicine and sanitation will lead to a rapid decline in death rates.    27 which method of trade protection would enable domestic firms t o lower their prices and undercut  the price of imported goods?  a a subsidy  b a tariff  c an embargo  d an import quota     28 how might a multinational company (mnc) directly benefit a host  country?  a it creates local employment.  b it depletes local natural resources.  c it imports raw materials.  d it receives tax concessions.    29 a country has a current account deficit on its balance of payme nts.    which measure is most  likely to reduce the deficit?  a a cut in interest rates  b a cut in the rate of income tax  c a depreciation of the exchange rate  d an increase in government expenditure     30 a country experienced a deficit on each of its trade in goods,  primary income and secondary  income. overall, it had a surplus on the current account of its  balance of payments.    what must this mean?  a it had a floating exchange rate.  b it had a surplus on its trade in services.  c it had a surplus on the government\u2019s budget.  d it was a low-income country. ",
+            "10": "10  \u00a9 ucles 2021 0455/12/f/m/21  blank page",
+            "11": "11     \u00a9 ucles 2021 0455/12/f/m/21  blank page",
+            "12": "12    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 tra ce copyright holders, but if any items requiring clearance have  unwittingly been included, the  publisher will be pleased to make amends at the earliest possib le opportunity.    to avoid the issue of disclosure of answer-related information to candidates, all copyright acknowledgements are reproduced on line in the cambridge  assessment international educat ion copyright acknowledgements b ooklet. this is produced for each series of examinations and is  freely available to download  at www.cambridgeinternational.org  after the live examination se ries.   cambridge assessment international education is part of the cam bridge assessment group. cambridge assessment is the brand name  of the university of  cambridge local examinations sy ndicate (ucles), which itself is  a department of the univ ersity of cambridge.    \u00a9 ucles 2021 0455/12/f/m/21  blank page  "
+        },
+        "0455_m21_qp_22.pdf": {
+            "1": "this document has 8 pages. any blank pages are indicated. dc (mb) 199838/2 \u00a9 ucles 2021  [turn over *4397597043*cambridge igcse\u2122 economics  0455/22 paper 2 structured questions  february/march  2021  2 hours 15 minutes you must answer on the enclosed answer booklet. you will need:  answer booklet (enclosed) instructions  \u25cf answer four questions in total: section a: answer question 1 . section b: answer three  questions.  \u25cf follow the instructions on the front cover of the answer booklet. if you need additional answer paper,  ask the invigilator for a continuation booklet.  \u25cf you may use a calculator. information  \u25cf the total mark for this paper is 90.  \u25cf the number of marks for each question or part question is shown in brackets [  ].",
+            "2": "2 0455/22/ f/m/21 \u00a9 ucles 2021 section a read the source material carefully before answering question 1. source material: will germany continue to be a strong economy? population fact file 2017 germany world population 81 million 7.5 billion percentage of population aged over 65 22.0% 8.5% average age 47.4 years 30.6 years germany is a country with a trade surplus and a high gdp per head. it also has a budget surplus  (government tax revenue greater than expenditure), a high hdi and a low inflation rate. in recent years, german firms have exported a higher value of goods and services. this has contributed  to the growth of world trade, caused partly by a fall in transport costs. a relatively large number of  german firms produce both in germany and in other countries, helped by better communications.  germany is a major producer and exporter of luxury cars. demand for luxury cars was influenced in  2018 by increases in incomes in germany and abroad, a rise in the price of us luxury cars and, in  some countries, a fall in the price of petrol.  improvements in the quality of education and information on job vacancies have made it easier  for workers to change jobs in germany. this greater ability to change jobs has helped to reduce  unemployment and to increase the country\u2019s output. fewer workers in the german car industry are now members of a trade union. as shown in table 1.1,  trade union membership in germany has declined in recent years. table 1.1 selected data on the german labour market 2013\u20132016 yeartrade union  membership  (millions)size of labour force (millions)unemployment  rate (%)average annual  wage  ($) 2013 18.0 42.2 5.4 40 567 2014 17.7 42.5 5.1 41 188 2015 17.6 42.8 4.8 42 084 2016 17.0 43.3 4.3 42 708 a challenge facing germany is its ageing population. the effect of an older labour force is uncertain. it  may mean firms become reluctant to invest in new technology, but a shortage of young workers may  encourage firms to buy more capital goods. germany\u2019s population may fall and there will soon be fewer germans aged under 30 than over 60  unless immigration continues at a relatively high rate. immigration might increase both the country\u2019s  labour force and its government\u2019s spending on education.",
+            "3": "3 0455/22/ f/m/21 \u00a9 ucles 2021 [turn over answer all parts of question 1. refer to the source material in your answers. 1 (a) calculate the number of germans aged over 65 in 2017.  [1]  (b) identify two measures of living standards.  [2]  (c) explain one cause of globalisation.  [2]  (d) explain two advantages of an increase in the occupational mobility of labour.  [4]  (e) analyse why the price of german luxury cars may have increased in 2018.  [4]  (f) analyse whether the strength of german trade unions increased from 2013\u20132016.  [5]  (g) discuss whether or not an ageing labour force will reduce productivity.  [6]   (h) discuss whether or not immigration will increase a country\u2019s budget surplus.  [6]",
+            "4": "4 0455/22/ f/m/21 \u00a9 ucles 2021 section b answer any three  questions. each question is introduced by stimulus material. in your answer you may refer to this material and/or  to other examples that you have studied. 2  india has experienced a relatively high economic growth rate in recent years. this growth has  been driven by increases in government spending and exports, including exports of textiles. india\u2019s  unemployment rate has, however, increased. the government is concerned that trying to reduce  unemployment may increase india\u2019s inflation rate.  (a) define economic growth . [2]  (b) explain the possible opportunity cost to india of exporting more textiles.  [4]  (c) analyse how higher government spending could increase economic growth.  [6]  (d) discuss whether or not a government can reduce unemployment without increasing inflation.  [8] 3 in the netherlands in 2018, there were 1.3 bicycles per person and the world\u2019s largest underground  bicycle parking area was built in the capital city. land is scarce in city centres, where most cycling  takes place. demand for bikes in the netherlands is price-inelastic. only a few people in the  netherlands borrow money to buy bikes. the government encourages cycling by spending on  both bike parking areas and leisure cycle parks.  (a) identify one difference between land and labour.  [2]  (b) explain two reasons why demand for a product may be price-inelastic.  [4]  (c) analyse why households in one country may borrow more than households in another  country.  [6]  (d) discuss whether or not a government should encourage more people to cycle.  [8] 4 it is estimated that half of egyptian men smoke. this is one of the highest rates in the world.  in recent years the egyptian government has increased the tax on cigarettes. the government  and central bank have also tried to reduce inflation and improve egypt\u2019s international trade  performance. the egyptian government could use subsidies to reduce its deficit on the current  account of its balance of payments.  (a) identify two qualities of a good tax.  [2]  (b) explain two reasons why governments tax cigarettes.  [4]  (c) analyse how a central bank could reduce inflation.  [6]  (d) discuss whether or not an increase in government subsidies will reduce a deficit on the  current account of the balance of payments.  [8]",
+            "5": "5 0455/22/ f/m/21 \u00a9 ucles 2021 5 sweden has a mixed economic system. in 2018, it was operating at a point inside its production  possibility curve (ppc). in 2018, the country\u2019s schools employed nearly 2500 extra teachers. a few  of these had previously been actors. a higher number had previously been government officials  involved with regulation of swedish monopolies.  (a) define a mixed economic system . [2]  (b) explain the difference between a point inside a ppc and a point outside a ppc.  [4]  (c) analyse why an actor may decide to become a teacher.  [6]  (d) discuss whether all monopolies have low costs of production.  [8]",
+            "6": "6 0455/22/ f/m/21 \u00a9 ucles 2021 blank page",
+            "7": "7 0455/22/ f/m/21 \u00a9 ucles 2021 blank page",
+            "8": "8 0455/22/ f/m/21 \u00a9 ucles 2021 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 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.blank page"
+        },
+        "0455_s21_qp_11.pdf": {
+            "1": "    this document has 12 pages. any blank pages are indicated.  ib21 06_0455_11/3rp   \u00a9 ucles 2021   [turn ove r   *9669503850*cambridge igcse\u2122       economics 0455/11     paper 1 multiple choice  may/june 2021     45 minutes    you must answer on the mult iple choice answer sheet.    you will need: multiple choice answer sheet   soft clean eraser   soft pencil (type b or hb is recommended)       instructions   \uf0b7 there are thirty  questions on this paper. answer all questions.   \uf0b7 for each question there ar e four possible answers a, b, c and d. choose the one you consider correct  and record your choice in soft pencil on the multiple choice an swer sheet.   \uf0b7 follow the instructions on the multiple choice answer sheet.  \uf0b7 write in soft pencil.  \uf0b7 write your name, centre number and candidate number on the mult iple choice answer sheet in the  spaces provided unless this has been done for you.  \uf0b7 do not use correction fluid.  \uf0b7 do not write on any bar codes.  \uf0b7 you may use a calculator.      information  \uf0b7 the total mark for this paper is 30.  \uf0b7 each correct answer will score one mark.  \uf0b7 any rough working should be don e on this question paper.   ",
+            "2": "2  \u00a9 ucles 2021 0455/11/m/j/21  1 which statement about the factors of production is correct?  a capital is a financial resource and includes savings in banks.  b enterprise is limited in supply and includes office workers.  c labour is a human resource and inc ludes pensioners and children .  d land is a natural resource and includes trees and fish.      2 a builder spends one hour travelling to and from work. he work s 40 hours per week for $200. he  is given a choice to work 50 hours a week for an extra $75.    what would be the opportunity cost to the builder of working th e extra hours?  a the ability to increase his purchasing power  b the additional time travelling to and from work  c the increased hourly earnings of $7.50  d the ten hours of leisure time    3 a country\u2019s infrastructure was damaged by a natural disaster. before the disaster, the country  was producing at point y on the production possibility curve (p pc).    which point represents the country\u2019s production immediately aft er the disaster?    capital goods consumer goodsobca dy       4 what is included in microeconomics?  a the calculation of national income and expenditure  b the effects of a change in exchange rates on the trade balance of an economy  c the effects of an increase in the price of a good or service  d the factors leading to demand-pull inflation    ",
+            "3": "3     \u00a9 ucles 2021 0455/11/m/j/21 [turn over  5 what is an economist\u2019s definition of a market?  a a collection of informal retail outlets run by small firms  b a place where traders gather regularly for short periods  c a system that enables individuals and firms to buy and sell goo ds  d the existence of consumer demand for a good      6 what is an example of an external benefit from an individual c ycling, rather than driving, to work?  a higher cost of building cycle lanes  b improved physical fitness to the individual from cycling  c lower cost of cycling compared with driving to work  d reduced congestion for other road users      7 a tailor has four customers for her range of suits. the table shows the yearly demand for the suits  she makes.    demand for suits  suit price  ($) customer r customer s customer t customer u    800 4 1 2 2    900 4 0 1 2  1000 3 0 1 1  1100 2 0 0 1    which price should be charged to maximise the tailor\u2019s yearly r evenue?  a $800 b $900 c $1000 d $1100    8 in response to an increase in price from $5 per kilo to $6 per  kilo, a farmer increased supply from  400 kilos to 500 kilos per week.    what is the price elasticity of supply?  a 0.8 b 0.9 c 1.2 d 1.25    ",
+            "4": "4  \u00a9 ucles 2021 0455/11/m/j/21  9 it is expected that consumers will use less paper money.    what is the most  likely reason for this?  a inflation reduces the value of paper money.  b more ways of making payments will be available.  c other forms of money are more durable.  d paper money will have less intrinsic value.    10 in low-income countries, fewer girls than boys become skilled d esign engineers.    what might explain this situation?  a girls are only interested in low-wage jobs.  b girls do not favour heavy manual work.  c girls have fewer opportunities to complete higher education.  d it costs more for girls to be trained as design engineers.    11 the diagram shows the demand for and supply of labour in an in dustry. the original equilibrium   is x.    a trade union then negotiates a wage rate of w.    wage rate  ($) w o quantity of labourds x rs t     what identifies the change in employment?  a or b ot c rs d rt    ",
+            "5": "5     \u00a9 ucles 2021 0455/11/m/j/21 [turn over  12 a company mining cobalt, invests in machinery to replace some workers. eventually diseconomies  of scale occur.    what could cause this situation?  a as more cobalt is mined average costs increase.  b fewer workers are needed to produce the required output.  c output per hour increases as more machinery is used.  d overhead costs are spread as output increases.     13 why are many hairdressers able to  operate as small businesses?  a high level of competition  b high scope for economies of scale  c long period of training required  d low start-up and running costs    14 dimitry owns a firm that produces and sells bottles of lemonade . he only sells one size of bottle.    how would dimitry calculate the total revenue of the firm?  a multiply the quantity sold by the cost per bottle  b multiply the quantity sold by the price per bottle  c multiply the quantity sold by the profit per bottle  d multiply the quantity sold by the tax per bottle     15 which market is likely to be the most competitive?     barriers  to entry number  of sellers  a high few  b high many  c low few  d low many     ",
+            "6": "6  \u00a9 ucles 2021 0455/11/m/j/21  16 an economy has a high rate of inflation. in response to this, i ts government increases income tax.    what is the most  likely reason for this increase?  a to discourage the consumption of harmful goods  b to raise money for government spending  c to redistribute income  d to reduce total demand    17 interest rates are sometimes raised to control inflation.    why might this policy be effective?  a consumers may save more.  b government spending may increase.  c investment may be encouraged.  d the exchange rate may fall.      18 a government\u2019s revenue grew 8% to $3.25 trillion. its expendit ure was reduced to $3.69 trillion.    what can be concluded from this?     state of budget government   policy aim  a deficit increase deficit  b deficit reduce deficit  c surplus increase surplus  d surplus reduce surplus     19 a country\u2019s inflation rate, measured by the consumer prices ind ex (cpi), was 3% in year 1.  three years later it was 0.8%.    what can be concluded from this information?  a prices are falling.  b the rate of price increases is falling.  c the real rate of interest is negative.  d there is increased purchasing power for those on fixed incomes .     ",
+            "7": "7     \u00a9 ucles 2021 0455/11/m/j/21 [turn over  20 what will deflation most  likely lead to?  a a fall in the real value of debts  b an increase in the exchange rate  c an increase in the rate of interest  d an increase in the real purchasing power of money      21 economic growth can be defined as  a a reduction in a country\u2019s rate of inflation.  b an increase in a country\u2019s exports.  c an increase in a country\u2019s population.  d an increase in a country\u2019s productive capacity.      22 the table compares the distribution of employment in selected industries in two years.    industry employment in millions  year 1 year 2  agriculture   4   3  mining   2   2  manufacturing   6   6  retailing   4   4  transport   4   5  total 20 20    how did the distribution of employment change between year 1 an d year 2?     primary sector secondary sector  a fell rose  b fell unchanged  c rose fell  d rose unchanged     ",
+            "8": "8  \u00a9 ucles 2021 0455/11/m/j/21  23 in a year, two changes occurred in a company.    company directors\u2019 salaries increased by 15%.  office workers\u2019 wages increased by 5%.    the rate of inflation was 3.4%.    what happened to real income?     company directors\u2019  real income office workers\u2019  real income  a fell fell  b fell rose  c rose fell  d rose rose     24 the diagrams show birth rate (br) and death rate (dr) in three  countries, x, y and z, in two  years, 1 and 2.    there was no migration.    br anddr 12 yearx br dr 12 yeary brdr 12 yearz br drbr anddrbr anddr     where was there a rise in population in year 1 and a fall in po pulation in year 2?  a x and z b x only c y and z d y only     ",
+            "9": "9     \u00a9 ucles 2021 0455/11/m/j/21 [turn over  25 the richest 60% of the population of a high-income economy rec eived an increase in income.  the income of the rest of the population did not change.    what happened to absolute and relative poverty?     absolute poverty relative poverty  a increased increased  b increased remained constant  c remained constant increased  d remained constant remained constant     26 gross domestic product (gdp) is a better measure of comparativ e living standards when it is  adjusted for the effects of  a exports and inflation.  b imports and exports.  c population change and exports.  d population change and inflation.     27 what is a disadvantage of increasing international specialisat ion?  a consumers pay higher prices for goods and services reducing the ir welfare.  b domestic firms may be uncompetitive leading to structural unemp loyment.  c domestic firms may experience rising costs as they pay more for  imports.  d resources may be used less efficiently as domestic firms face l ess competition.     28 which method of protection always reduces the supply of an impo rted good to zero?  a embargo  b quota  c subsidy  d tariff    29 a us car dealer agrees an import price of us$25  000 for a japanese car at the current rate of  exchange.    the us dollar then strengthens by 10% against the japanese yen.     what will be the new import price paid for the japanese car?  a us$20  000 b u s $ 2 2  500 c u s $ 2 5  000 d us$27  500    ",
+            "10": "10  \u00a9 ucles 2021 0455/11/m/j/21  30 a country has a deficit on its current account of its balance of payments.    what could increase the size of its deficit?  a increased exports of its services  b increased international competitiveness of its goods  c increased numbers of v isitors from abroad  d increased spending on its military bases abroad    ",
+            "11": "11     \u00a9 ucles 2021 0455/11/m/j/21  blank page",
+            "12": "12    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 tra ce copyright holders, but if any items requiring clearance have  unwittingly been included, the  publisher will be pleased to make amends at the earliest possib le opportunity.    to avoid the issue of disclosure of answer-related information to candidates, all copyright acknowledgements are reproduced on line in the cambridge  assessment international educat ion copyright acknowledgements b ooklet. this is produced for each series of examinations and is  freely available to download  at www.cambridgeinternational.org  after the live examination se ries.   cambridge assessment international education is part of the cam bridge assessment group. cambridge assessment is the brand name  of the university of  cambridge local examinations sy ndicate (ucles), which itself is  a department of the univ ersity of cambridge.    \u00a9 ucles 2021 0455/11/m/j/21  blank page  "
+        },
+        "0455_s21_qp_12.pdf": {
+            "1": "    this document has 12 pages. any blank pages are indicated.  ib21 06_0455_12/3rp   \u00a9 ucles 2021   [turn ove r   *4281897205*cambridge igcse\u2122       economics 0455/12     paper 1 multiple choice  may/june 2021     45 minutes    you must answer on the mult iple choice answer sheet.    you will need: multiple choice answer sheet   soft clean eraser   soft pencil (type b or hb is recommended)       instructions   \uf0b7 there are thirty  questions on this paper. answer all questions.   \uf0b7 for each question there ar e four possible answers a, b, c and d. choose the one you consider correct  and record your choice in soft pencil on the multiple choice an swer sheet.   \uf0b7 follow the instructions on the multiple choice answer sheet.  \uf0b7 write in soft pencil.  \uf0b7 write your name, centre number and candidate number on the mult iple choice answer sheet in the  spaces provided unless this has been done for you.  \uf0b7 do not use correction fluid.  \uf0b7 do not write on any bar codes.  \uf0b7 you may use a calculator.      information  \uf0b7 the total mark for this paper is 30.  \uf0b7 each correct answer will score one mark.  \uf0b7 any rough working should be don e on this question paper.   ",
+            "2": "2  \u00a9 ucles 2021 0455/12/m/j/21  1 what is an advantage of competitive markets?  a competition causes inequalities of wealth.  b competition encourages the efficient use of resources.  c the economic problem of scarcity is eliminated.  d the right quantity of merit goods is guaranteed.      2 a multinational company (mnc) wishes to invest in a low-income country to expand its palm oil  production.    what is most  likely to make this investment possible?  a high cost of clearing forests to increase land for plantations  b increased demand for palm oil  c shortages of labour in the rural economy  d the removal of subsidies for palm oil production    3 a farmer sells land used for crops to a firm that will use the  land for wind turbines to produce  electric power.    what is the opportunity cost of this decision by the farmer?  a the cost of installing wind turbines  b the loss of revenue from crops that grow on the land  c the profit made from selling the land  d the reduced cost of producing renewable energy      4 what is not included in microeconomics?  a economies of scale  b forms of competition  c individual demand  d the inflation rate     ",
+            "3": "3     \u00a9 ucles 2021 0455/12/m/j/21 [turn over  5 what determines a consumer\u2019s demand for a product?     the consumer\u2019s  income the consumer\u2019s  willingness to buy  the product the price  of the product  a \u0016 \u0016 \u0016  b \u0016 \u0016 \u001a  c \u001a \u0016 \u0016  d \u0016 \u001a \u0016      6 which problem will be reduced by a government subsidy to a firm ?  a absence of a public good  b abuse of monopoly power  c overconsumption of a demerit good  d underconsumption of a merit good    7 the diagram shows the market for information technology (it) g raduates. the original equilibrium  was x. later, more it students graduated from university and gr eater use of artificial intelligence  (ai) increased the demand for it staff.    what is the new equilibrium?    wage ($) quantity of labourod1 s1 s s2d d2 xab dc      8 in response to an increase in price from $5 per kilo to $6 per  kilo, a farmer increased supply from  400 kilos to 500 kilos per week.    what is the price elasticity of supply?  a 0.8 b 0.9 c 1.2 d 1.25    ",
+            "4": "4  \u00a9 ucles 2021 0455/12/m/j/21  9 what might cause consumers in a high-income economy to both sav e more and spend more?  a an increase in the rate of interest  b an increase in wealth  c expectation that prices will fall in the future  d inflation rising at a faster rate than wages      10 what would be a disadvantage of specialisation for a worker?  a a low price of the product that they make  b boredom due to repetition of the same task  c higher quality of the good  d the opportunity to undertake training      11 the diagram shows a market for labour. x is the original equil ibrium. a trade union negotiates a  minimum wage at w, and the government restricts the supply of i mmigrant labour.    what is the new equilibrium?    wages ($) w oquantity of labourds2s1 xab d c       12 which cost of production falls continuously as output increases ?  a average fixed cost  b average total cost  c average variable cost  d total variable cost     ",
+            "5": "5     \u00a9 ucles 2021 0455/12/m/j/21 [turn over  13 a swedish furniture maker bought a romanian firm that owned 83  000 hectares of trees.    which type of merger is this most  likely to be?  a diversification  b horizontal  c vertical backward  d vertical forward     14 what is calculated when price is multiplied by the quantity de manded of a product?  a average revenue  b profit  c total cost  d total revenue    15 a private sector firm is the only supplier of rail services bet ween two cities.    what will stop the firm charging very high ticket prices?  a barriers to entry i nto rail services  b competition from public road transport  c government policy encouraging monopoly power  d high costs of maintaining rail tracks     16 what is a fiscal policy measure?  a direct tax  b exchange rates  c interest rates  d regulation    17 a government uses expansionary monetary policy.    what does the government decrease?  a bank lending  b interest rates  c the budget deficit  d the money supply     ",
+            "6": "6  \u00a9 ucles 2021 0455/12/m/j/21  18 a country is experiencing unemployment. it has a progressive in come tax policy and benefits for  the poor. the government aims to increase employment and reduce  income inequality.    which fiscal policy measures are most  likely to achieve these aims?     income tax benefits for the poor  a decrease the highest tax rate decrease  b increase the highest tax rate decrease  c decrease the lowest tax rate increase  d increase the lowest tax rate increase     19 the table shows changes in the consumer prices index (cpi) fro m the base year, 1, and for the  next three years.    y e a r  1  2  3  4   cpi 100 101.1 101.8 102.1    which statement is correct?  a consumer prices were highest in year 3.  b the rate of inflation was 2.1% in year 4.  c the rate of inflation was highest in year 2.  d the rate of inflation was lowest in year 1.     20 what is likely to happen when a country is experiencing deflat ion?  a consumers delay spending.  b governments raise interest rates.  c the level of imports increases.  d the real value of money falls.     21 economic growth can be defined as  a a reduction in a country\u2019s rate of inflation.  b an increase in a country\u2019s exports.  c an increase in a country\u2019s population.  d an increase in a country\u2019s productive capacity.    ",
+            "7": "7     \u00a9 ucles 2021 0455/12/m/j/21 [turn over  22 the table compares the distribution of employment in selected industries in two years.    industry employment in millions  year 1 year 2  agriculture   4   3  mining   2   2  manufacturing   6   6  retailing   4   4  transport   4   5  total 20 20    how did the distribution of employment change between year 1 an d year 2?     primary sector secondary sector  a fell rose  b fell unchanged  c rose fell  d rose unchanged     23 in a year, two changes occurred in a company.    company directors\u2019 salaries increased by 15%.  office workers\u2019 wages increased by 5%.    the rate of inflation was 3.4%.    what happened to real income?     company directors\u2019  real income office workers\u2019  real income  a fell fell  b fell rose  c rose fell  d rose rose     ",
+            "8": "8  \u00a9 ucles 2021 0455/12/m/j/21  24 the diagrams show birth rate (br) and death rate (dr) in three  countries, x, y and z, in two  years, 1 and 2.    there was no migration.    br anddr 12 yearx br dr 12 yeary brdr 12 yearz br drbr anddrbr anddr     where was there a rise in population in year 1 and a fall in po pulation in year 2?  a x and z b x only c y and z d y only    25 the richest 60% of the population of a high-income economy rec eived an increase in income.  the income of the rest of the population did not change.    what happened to absolute and relative poverty?     absolute poverty relative poverty  a increased increased  b increased remained constant  c remained constant increased  d remained constant remained constant      26 gross domestic product (gdp) is a better measure of comparativ e living standards when it is  adjusted for the effects of  a exports and inflation.  b imports and exports.  c population change and exports.  d population change and inflation.     ",
+            "9": "9     \u00a9 ucles 2021 0455/12/m/j/21  27 w h a t  i s  t h e  most  likely benefit for a low-income economy if it removes tariffs on imported goods  and services?  a more choice for domestic consumers  b more employment in declining industries  c more exports by domestic firms  d more tax revenue from imports     28 economies have become increasingly linked through globalisatio n.    what would discourage this?  a creation of a single world market  b direct foreign investment by multinational companies  c expansion of trade in financial services  d protectionist policies by trading groups     29 what may result from a balance  of payments trade surplus?  a the exchange rate appreciates and causes export prices to fall.   b the exchange rate appreciates and causes export prices to rise.   c the exchange rate depreciates and causes export prices to fall.   d the exchange rate depreciates and causes export prices to rise.     30 a country has a deficit on its current account of its balance of payments.    what could increase the size of its deficit?  a increased exports of its services  b increased international competitiveness of its goods  c increased numbers of v isitors from abroad  d increased spending on its military bases abroad    ",
+            "10": "10  \u00a9 ucles 2021 0455/12/m/j/21  blank page",
+            "11": "11     \u00a9 ucles 2021 0455/12/m/j/21  blank page",
+            "12": "12    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 tra ce copyright holders, but if any items requiring clearance have  unwittingly been included, the  publisher will be pleased to make amends at the earliest possib le opportunity.    to avoid the issue of disclosure of answer-related information to candidates, all copyright acknowledgements are reproduced on line in the cambridge  assessment international educat ion copyright acknowledgements b ooklet. this is produced for each series of examinations and is  freely available to download  at www.cambridgeinternational.org  after the live examination se ries.   cambridge assessment international education is part of the cam bridge assessment group. cambridge assessment is the brand name  of the university of  cambridge local examinations sy ndicate (ucles), which itself is  a department of the univ ersity of cambridge.    \u00a9 ucles 2021 0455/12/m/j/21  blank page  "
+        },
+        "0455_s21_qp_13.pdf": {
+            "1": "    this document has 12 pages. any blank pages are indicated.  ib21 06_0455_13/2rp   \u00a9 ucles 2021   [turn ove r   *6987897951 *cambridge igcse\u2122       economics 0455/13     paper 1 multiple choice  may/june 2021     45 minutes    you must answer on the mult iple choice answer sheet.    you will need: multiple choice answer sheet   soft clean eraser   soft pencil (type b or hb is recommended)       instructions   \uf0b7 there are thirty  questions on this paper. answer all questions.   \uf0b7 for each question there ar e four possible answers a, b, c and d. choose the one you consider correct  and record your choice in soft pencil on the multiple choice an swer sheet.   \uf0b7 follow the instructions on the multiple choice answer sheet.  \uf0b7 write in soft pencil.  \uf0b7 write your name, centre number and candidate number on the mult iple choice answer sheet in the  spaces provided unless this has been done for you.  \uf0b7 do not use correction fluid.  \uf0b7 do not write on any bar codes.  \uf0b7 you may use a calculator.      information  \uf0b7 the total mark for this paper is 30.  \uf0b7 each correct answer will score one mark.  \uf0b7 any rough working should be don e on this question paper.   ",
+            "2": "2  \u00a9 ucles 2021 0455/13/m/j/21  1 increasing output of one good reduces production of another go od.    which economic concept does this change represent?  a average cost  b diseconomies of scale  c economies of scale  d opportunity cost    2 what condition in an economy would encourage immigration of lab our?  a high cost of housing  b preference for domestic over foreign qualifications  c reduced quotas for foreign workers  d shortage of skilled workers     3 the production possibility curve (ppc) shows the hours per day that a person has for either work  or leisure.    15 12 963 0 0369 1 2 1 5work (hours) leisure (hours)r s t u v w     this person works 6 hours a day but then decides to work 9 hour s a day.    which movement shows this change?  a t to r b t to u c u to v d u to t     4 who is a microeconomic decision maker?  a the director of an international trade organisation  b the entrepreneur of a firm  c the finance minister of a government  d the governor of a central bank ",
+            "3": "3     \u00a9 ucles 2021 0455/13/m/j/21 [turn over  5 what is an essential feature of a market economy?  a central planners determine what, how and for whom to produce.  b it aims for equality in the distribution of goods and services.   c the market price reflects both the private and external costs o f production.  d the price mechanism sends signals to consumers and producers to  allocate resources.      6 what is a definition of market failure?   a market forces of demand and supply do not allocate resources ef ficiently  b not all consumers can afford to  buy the goods they would like  c private benefits of consumption are greater than external benef its  d public goods are only provided by a government      7 the diagram shows the market for oil. the original equilibrium  is x. oil producers discover a new  source of oil while there is economic growth.    what is the new equilibrium?    price quantityd1 d2d3s2 s1 s3ab c dx o      8 in response to an increase in price from $5 per kilo to $6 per  kilo, a farmer increased supply from  400 kilos to 500 kilos per week.    what is the price elasticity of supply?  a 0.8 b 0.9 c 1.2 d 1.25    ",
+            "4": "4  \u00a9 ucles 2021 0455/13/m/j/21  9 average incomes rose by 5% but savings did not rise.    what might explain this?  a consumer confidence in the economy fell.  b incomes rose more slowly than the rate of inflation.  c interest rates for savings rose.  d the rate of income tax was reduced.     10 which firm is in the tertiary sector?  a bread bakery  b fruit grower  c meal delivery  d road builder     11 what is a benefit to a worker of being a member of a trade unio n?  a access to advice  b guaranteed employment  c opportunity to work extra hours  d payment of subscriptions    12 a firm employs 10 workers. each worker is paid a weekly wage of  $200 and produces 50 goods  per week.    what is the average cost of labour per good produced?  a $0.4 b $ 4  c $20 d $200      13 how would advertising a good result in a retail firm increasin g its market share?  a it will improve the personal service in its shops.  b it will increase the firm\u2019s costs.  c it will reduce demand for competitors\u2019 products.  d it will result in diversification in the firm.     ",
+            "5": "5     \u00a9 ucles 2021 0455/13/m/j/21 [turn over  14 what describes the total revenue of a firm?  a fixed costs plus variable costs  b income from sales minus total costs  c quantity of goods sold multiplied by unit price  d variable costs divided by output      15 the diagram shows the total revenue (tr) and total cost (tc) of  a firm in a market.    at which level of output will t he firm maximise profits?    cost and revenue otc tr ab c d output      16 what is fiscal policy?  a government decisions on money supply and interest rates taken to influence total demand  b government decisions on spending and taxation designed to infl uence total demand  c government measures designed to  influence total supply in the economy  d government regulation of the foreign exchange rate to influenc e imports     17 what is the money supply?  a the total quantity of foreign currency available within the ec onomy  b the total quantity of money available within the economy  c the total quantity of money issued by the central bank  d the total quantity of money within commercial banks    ",
+            "6": "6  \u00a9 ucles 2021 0455/13/m/j/21  18 the table shows sources of government revenue for an economy.    sources of revenue $ billions  sale of government assets 100  sales tax 300  tariffs on imports 50  tax on employment income 500  tax on inherited wealth 50  tax on company profits 100    what is the total amount of tax revenue raised by direct taxes?   a $600 billion b $650 billion c $950 billion d $1100 billion     19 the table shows the consumer prices index (cpi) of a country fo r five years.    year cpi  1 100  2 120  3 135  4 140  5 138    which statement about the country is correct?  a it faced deflation in year 2.  b it faced deflation in year 3.  c it faced inflation in year 4.  d it faced inflation in year 5.    20 what may cause deflation?  a advances in technology and increases in labour productivity  b government using a policy of very low interest rates  c increases in the costs of production that reduce firms\u2019 profits   d increases in the rate of inflation as measured by the cpi    ",
+            "7": "7     \u00a9 ucles 2021 0455/13/m/j/21 [turn over  21 economic growth can be defined as  a a reduction in a country\u2019s rate of inflation.  b an increase in a country\u2019s exports.  c an increase in a country\u2019s population.  d an increase in a country\u2019s productive capacity.      22 the table compares the distribution of employment in selected industries in two years.    industry employment in millions  year 1 year 2  agriculture   4   3  mining   2   2  manufacturing   6   6  retailing   4   4  transport   4   5  total 20 20    how did the distribution of employment change between year 1 an d year 2?     primary sector secondary sector  a fell rose  b fell unchanged  c rose fell  d rose unchanged     ",
+            "8": "8  \u00a9 ucles 2021 0455/13/m/j/21  23 in a year, two changes occurred in a company.    company directors\u2019 salaries increased by 15%.  office workers\u2019 wages increased by 5%.    the rate of inflation was 3.4%.    what happened to real income?     company directors\u2019  real income office workers\u2019  real income  a fell fell  b fell rose  c rose fell  d rose rose     24 the diagrams show birth rate (br) and death rate (dr) in three  countries, x, y and z, in two  years, 1 and 2.    there was no migration.    br anddr 12 yearx br dr 12 yeary brdr 12 yearz br drbr anddrbr anddr     where was there a rise in population in year 1 and a fall in po pulation in year 2?  a x and z b x only c y and z d y only     ",
+            "9": "9     \u00a9 ucles 2021 0455/13/m/j/21 [turn over  25 the richest 60% of the population of a high-income economy rec eived an increase in income.  the income of the rest of the population did not change.    what happened to absolute and relative poverty?     absolute poverty relative poverty  a increased increased  b increased remained constant  c remained constant increased  d remained constant remained constant     26 gross domestic product (gdp) is a better measure of comparativ e living standards when it is  adjusted for the effects of  a exports and inflation.  b imports and exports.  c population change and exports.  d population change and inflation.     27 what is a benefit of a multinational company (mnc) to the host  country?  a a mnc may improve the reputation of its home country as a high- quality producer.  b exports by a  mnc may result in an improved trade balance for the host countr y.  c production by a mnc may lead to higher levels of pollution in t he host country.  d profits made by a mnc are sent back to its home country.    28 globalisation is the process by which domestic firms become in volved in international markets.    what encourages globalisation?  a controls on foreign exchange  b immigration restrictions  c increasing tariffs  d widespread use of the internet      29 what does a foreign exchange rate between malaysia and the us measure?  a the cost of the malaysian currency in the us currency  b the difference in the cost of living between malaysia and the u s  c the difference in the standard of living between malaysia and t he us  d gdp of malaysia divided by the gdp of the us ",
+            "10": "10  \u00a9 ucles 2021 0455/13/m/j/21  30 a country has a deficit on its current account of its balance of payments.    what could increase the size of its deficit?  a increased exports of its services  b increased international competitiveness of its goods  c increased numbers of v isitors from abroad  d increased spending on its military bases abroad    ",
+            "11": "11     \u00a9 ucles 2021 0455/13/m/j/21  blank page",
+            "12": "12    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 tra ce copyright holders, but if any items requiring clearance have  unwittingly been included, the  publisher will be pleased to make amends at the earliest possib le opportunity.    to avoid the issue of disclosure of answer-related information to candidates, all copyright acknowledgements are reproduced on line in the cambridge  assessment international educat ion copyright acknowledgements b ooklet. this is produced for each series of examinations and is  freely available to download  at www.cambridgeinternational.org  after the live examination se ries.   cambridge assessment international education is part of the cam bridge assessment group. cambridge assessment is the brand name  of the university of  cambridge local examinations sy ndicate (ucles), which itself is  a department of the univ ersity of cambridge.    \u00a9 ucles 2021 0455/13/m/j/21  blank page  "
+        },
+        "0455_s21_qp_21.pdf": {
+            "1": "this document has 8 pages. any blank pages are indicated. cambridge igcse\u2122 dc (dh) 201166/1 \u00a9 ucles 2021  [turn over *5105419098*economics  0455/21 paper 2 structured questions  may/june  2021  2 hours 15 minutes you must answer on the enclosed answer booklet. you will need:  answer booklet (enclosed) instructions  \u25cf answer four questions in total: section a: answer question 1. section b: answer three  questions.  \u25cf follow the instructions on the front cover of the answer booklet. if you need additional answer paper,  ask the invigilator for a continuation booklet.  \u25cf you may use a calculator. information  \u25cf the total mark for this paper is 90.  \u25cf the number of marks for each question or part question is shown in brackets [  ].",
+            "2": "2 0455/21/ m/j/21 \u00a9 ucles 2021 section a read the source material carefully before answering question 1. source material: changes in the nigerian economy nigeria fact file 2017 government spending $19.5bn tax revenue $12.9bn balance of trade in goods $10.4bn imports of goods $32.7bn nigeria produces a range of products including delivery vehicles, footwear, machines, maize and office  equipment. it does, however, depend heavily on oil for its exports. the government tries to encourage  an increase in the output and export of other products. to achieve this, it uses a range of policy measures including changes in taxation and government spending e.g. subsidising the training of construction workers. successful training can increase job opportunities and wages. the government\u2019s aims are to improve nigeria\u2019s macroeconomic performance and to raise living standards. table 1.1 shows data on living standards in nigeria and ethiopia in 2017. table 1.1 selected data on living standards in nigeria and ethiopia in 2017 country gdp per  head ($)life expectancy  at birth (years)average years  spent at school% of children  aged under 5 who  are underweight nigeria 5,900 59 9 31.5 ethiopia 2,200 63 8 23.6 investment in nigeria has been growing slowly. some firms are discouraged from spending on capital  goods by the relatively high interest rate, high corporation tax rate and economic uncertainty. nigeria\u2019s population is increasing rapidly. the birth rate is high and the death rate is falling but it has  net emigration. nigeria\u2019s population was 191 million in 2017 and is forecast to grow to 402 million by 2050. an increase in its population size will create both challenges and opportunities. it will affect the level of demand in the economy, may harm the environment and more food will be needed. the nigerian government increased the tariff on imported rice in 2016, to encourage an increase in its  own rice production. nigeria is africa\u2019s largest producer of rice but also its largest importer. in 2018, nigeria imported almost 50% of the rice it consumed. nigerian farmers produce less rice for every unit of land used than asian farmers and nigerian farmers have high costs of production.",
+            "3": "3 0455/21/ m/j/21 \u00a9 ucles 2021 [turn over answer all parts to question 1. refer to the source material in your answers. 1 (a) calculate the value of nigeria\u2019s exports of goods in 2017.  [1]  (b) identify two examples of capital goods.  [2]  (c) explain whether nigeria had a budget deficit or a budget surplus in 2017.  [2]  (d) explain how government spending on training may increase tax revenue in the long run.  [4]  (e) analyse how living standards in nigeria compare with living standards in ethiopia in 2017.  [4]  (f) analyse how a government could encourage firms to increase their investment.  [5]  (g) discuss whether or not an increase in nigeria\u2019s population will benefit its economy.  [6]  (h) discuss whether or not an increase in nigeria\u2019s import tariff on rice would increase the output  of nigerian rice.  [6]",
+            "4": "4 0455/21/ m/j/21 \u00a9 ucles 2021 section b answer any three  questions. each question is introduced by stimulus material. in your answers you may refer to the material and  / or  to other examples you have studied. 2 there is an area of rubbish, three times the size of france, floating in the pacific ocean called  the great pacific garbage patch. it is made up of rubbish including old fishing nets but most is  plastic waste. it is forecast that, by 2050, there will be more plastic in the pacific ocean than fish.  a number of islands in the pacific ocean specialise in fishing. greater pollution will increase the  social cost of the fishing industry.  (a) identify the two types of costs that make up social cost.  [2]  (b) explain two causes of a shift to the right in the demand curve for fish.  [4]  (c) analyse how cleaning up pollution could benefit an economy.  [6]  (d) discuss whether or not countries specialising benefits consumers.  [8] 3 in 2018, the us had its lowest unemployment rate for 18 years. cyclical unemployment was  very low and so was the rate of inflation. the us also experienced a rise in labour productivity.  however, it did not do so well in reducing poverty. in 2018, approximately 12% of americans were  living in poverty.  (a) define cyclical unemployment . [2]  (b) explain two ways a firm could increase the productivity of its workers.  [4]  (c) analyse the advantages of a low rate of inflation.  [6]  (d) discuss whether or not a fall in a country\u2019s unemployment rate will reduce poverty in that  country.  [8] 4 the canadian government has introduced a number of policy measures designed to encourage  more women to enter the labour force. canada\u2019s labour force has reduced as its population  has aged. the number of workers and their output are influenced by changes in the country\u2019s  foreign exchange rate and consumer expenditure. in 2018, the canadian dollar fell in value while  canadian consumer expenditure increased.  (a) define the labour force . [2]  (b) explain two causes of an ageing population.  [4]  (c) analyse how a fall in the value of a country\u2019s foreign exchange rate could reduce a deficit on  the current account of its balance of payments.  [6]  (d) discuss whether or not an economy will benefit from an increase in consumer expenditure.  [8]",
+            "5": "5 0455/21/ m/j/21 \u00a9 ucles 2021 5 australia experienced a drought in 2018 which caused its agricultural output to fall. australia\u2019s  secondary and tertiary sectors performed better in 2018 than its primary sector. all three sectors  were affected by the measures taken by the central bank to avoid deflation. some firms benefited  from these measures and increased their output.  (a) identify two industries, other than agriculture, that operate in the primary sector.  [2]  (b) explain two possible disadvantages to an economy of a fall in agricultural output.  [4]  (c) analyse how a central bank could avoid deflation.  [6]  (d) discuss whether or not a firm should have growth as its main objective.  [8]",
+            "6": "6 0455/21/ m/j/21 \u00a9 ucles 2021 blank page",
+            "7": "7 0455/21/ m/j/21 \u00a9 ucles 2021 blank page",
+            "8": "8 0455/21/ m/j/21 \u00a9 ucles 2021 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 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.blank page"
+        },
+        "0455_s21_qp_22.pdf": {
+            "1": "this document has 8 pages. any blank pages are indicated. cambridge igcse\u2122 dc (dh/cb) 201167/2 \u00a9 ucles 2021 [turn over *6180472807*economics 0455/22 paper 2 structured questions may/june 2021 2 hours 15 minutes you must answer on the enclosed answer booklet. you will need: answer booklet (enclosed) instructions \u25cf answer four questions in total: section a: answer question 1. section b: answer three questions. \u25cf follow the instructions on the front cover of the answer booklet. if you need additional answer paper, ask the invigilator for a continuation booklet. \u25cf you may use a calculator. information \u25cf the total mark for this paper is 90. \u25cf the number of marks for each question or part question is shown in brackets [ ].",
+            "2": "2 0455/22/ m  / j  /21 \u00a9 ucles 2021section a read the source material carefully before answering question 1. source material: chilean cherries producing just a few products can be risky for a country. fig. 1.1 population pyramids of chile and haiti 2018content removed due to copyright restrictions.content removed due to copyright restrictions.",
+            "3": "3 0455/22/m/j/21 \u00a9 ucles 2021 [turn over there is, however, evidence of market failure and inequality in  how resources are allocated. answer all parts of question 1. refer to the source material in your answers. 1 (a) calculate chile\u2019s agricultural output in 2017. [1] (b) identify two disadvantages of a country specialising. [2] (c) explain one reason why demand for cherries is price-elastic. [2] (d) explain how chile\u2019s population structure differs from haiti\u2019s population structure. [4] (e) analyse why china buys most of its cherries from chile. [4] (f)analyse why chilean astronomers are paid more than chilean farm workers. [5] (g) discuss whether or not chilean consumers would benefit from more government intervention in the economy. [6] (h) discuss whether or not the haitian economy would benefit from fewer of its people working inchile. [6]content removed due to copyright restrictions.",
+            "4": "4 0455/22/ m/j/21 \u00a9 ucles 2021 section b answer any three  questions. each question is introduced by stimulus material. in your answers you may refer to the material and  / or  to other examples you have studied. 2 nearly one million people in cairo, the capital city of egypt, live in crowded, unhealthy housing.  one reason why people lack basic necessities, including adequate housing, is unemployment. in  2019, nearly 10% of cairo\u2019s workers did not have a job. other citizens of cairo live in luxury, in  houses costing more than $1 million. many of cairo\u2019s rich adults grew up in rich families.  (a) identify two basic necessities, other than housing.  [2]  (b) explain how frictional unemployment differs from cyclical unemployment.  [4]  (c) analyse why the children of the rich tend to become rich adults.  [6]  (d) discuss whether a government should provide subsidies to families to spend on housing.  [8] 3 consumers in uruguay are eating more processed foods. factors of production, including  enterprise, have responded to this change. firms in the processed food industry have become  more capital-intensive. all of uruguay\u2019s industries were affected by the rise in its inflation rate,  from 6.2% in 2017 to 7.7% in 2018.  (a) define enterprise . [2]  (b) explain the influence of opportunity cost on consumers\u2019 decisions.  [4]  (c) analyse why a firm may become more capital-intensive.  [6]  (d) discuss whether inflation harms a country\u2019s industries.  [8] 4 turkey\u2019s birth rate is falling which is likely to reduce its supply of labour. however, improvements  in the quality of labour and the increase in foreign multinational companies (mncs) operating in  turkey (the host country to the mncs) may help the economy avoid a recession. one reason why  economists are worried that a recession may occur is an expected rise in the interest rate.  (a) define birth rate . [2]  (b) explain two causes of an increase in the quality of labour in a country.  [4]  (c) analyse how a rise in the interest rate could cause a recession.  [6]  (d) discuss whether or not mncs improve the economic performance of the host countries in  which they operate.  [8]",
+            "5": "5 0455/22/m/j/21 \u00a9 ucles 2021 [turn over 5 the money supply in bangladesh increased every year from 2010 to 2018. changes in the  money supply and the foreign exchange rate can affect a government\u2019s macroeconomic policy  aims, including full employment. there have been few mergers between commercial banks in  bangladesh, although its banks are larger than many of its other firms.  (a) identify two functions of money.  [2]  (b) explain two reasons why commercial banks may want to merge.  [4]  (c) analyse how a fall in a country\u2019s foreign exchange rate could increase employment.  [6]  (d) discuss whether or not it is an advantage to keep a firm small.  [8]",
+            "6": "6 0455/22/ m/j/21 \u00a9 ucles 2021 blank page",
+            "7": "7 0455/22/ m/j/21 \u00a9 ucles 2021 blank page",
+            "8": "8 0455/22/ m/j/21 \u00a9 ucles 2021 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 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.blank page"
+        },
+        "0455_s21_qp_23.pdf": {
+            "1": "this document has 8 pages. any blank pages are indicated. cambridge igcse\u2122 dc (dh/cb) 201168/4 \u00a9 ucles 2021  [turn over *1581055605*economics  0455/23 paper 2 structured questions  may/june  2021  2 hours 15 minutes you must answer on the enclosed answer booklet. you will need:  answer booklet (enclosed) instructions  \u25cf answer four questions in total: section a: answer question 1. section b: answer three  questions.  \u25cf follow the instructions on the front cover of the answer booklet. if you need additional answer paper,  ask the invigilator for a continuation booklet.  \u25cf you may use a calculator. information  \u25cf the total mark for this paper is 90.  \u25cf the number of marks for each question or part question is shown in brackets [  ].",
+            "2": "2 0455/23/ m/j/21 \u00a9 ucles 2021 section a read the source material carefully before answering question 1. source material: morocco\u2019s blue economy morocco fact file 2017 gdp $109 billion contribution of fishing industry to gdp 2% population 35.74 million continent africa the world bank defines a \u2018blue economy\u2019 as an economy which uses ocean resources sustainably for  economic growth and creates employment to improve the livelihoods of its people. making full use of  the blue economy may reduce the level of poverty among fishermen. many fishermen globally still live  in poverty due to low wages and seasonal and structural unemployment. morocco is the leading supplier of fish in africa. despite the length of the moroccan coastline, the fishing  industry currently makes a very small contribution to morocco\u2019s gdp. the government, therefore, wants  to further increase the size of the fishing industry. policy measures, such as subsidies to fishermen,  could help moroccan fishermen increase productivity and reduce competition from abroad. the united nations\u2019 food and agricultural organisation (fao) forecasts that moroccan fisheries\u2019 output  could rise to nearly 2 million tonnes of fish per year by 2030. the global demand for fish is also on a  steep upward trend as more people see the benefits of eating fish rather than meat. such increases  could help reduce the deficit on morocco\u2019s current account of its balance of payments. increased dependence on the primary sector may not improve living standards in morocco because  some other countries who have done the same have had disappointing outcomes. fig. 1.1 shows the  gdp per head ($) and percentage (%) contribution of the primary sector to gdp of selected countries. 0%010 00020 00030 00040 00050 00060 000 5% 10% 15% % contribution of primary sector to gdpgdp per head ($) 20% 25%australiaaustralia germanygermany south koreasouth korea bulgariabulgariamalaysiamalaysia moroccomorocco indiaindia pakistanpakistan fig. 1.1 gdp per head ($) and % contribution of primary sector to gdp of selected countries environmentalists worry that there is no proper regulation of fishing in morocco. if overfishing occurs,  fish stocks would be reduced for future generations. however, if fish stocks are maintained, the  economy can continue its high economic growth rate. at a time when african countries are reducing  trade protection, a sustainable fishing industry could be very positive for morocco\u2019s future.",
+            "3": "3 0455/23/ m/j/21 \u00a9 ucles 2021 [turn over answer all parts of question 1. refer to the source material in your answers. 1 (a) calculate, in $s, the contribution of the fishing industry to morocco\u2019s gdp in 2017.  [1]  (b) identify two macroeconomic aims, other than balance of payments stability, that the moroccan  government could achieve through the blue economy.  [2]  (c) explain why an increase in the global demand for fish could reduce a deficit in morocco\u2019s  current account of its balance of payment.  [2]  (d) explain two causes of poverty amongst fishermen.  [4]  (e) analyse whether gdp per head always increases when the percentage (%) contribution of  the primary sector increases.  [4]  (f) analyse how regulation of fishing could ensure economic growth is sustained for future  generations.  [5]  (g) discuss whether or not subsidies to fishermen could help the moroccan economy.  [6]  (h) discuss whether or not a reduction in trade protection by other african countries would be  beneficial for morocco.  [6]",
+            "4": "4 0455/23/ m/j/21 \u00a9 ucles 2021 section b answer any three  questions. each question is introduced by stimulus material. in your answer you may refer to this material and  / or  to other examples that you have studied. 2 latvia is one of the fastest growing economies in europe. although its gdp per head is below the  european average, it is quickly catching up. living standards are improving. at the same time, a  decrease in borrowing has reduced the chance of high inflation. the job market is also improving  as the unemployment rate is falling. however, there are concerns that there might be less balance  of payments stability.  (a) identify two indicators of living standards.  [2]  (b) explain how a decrease in borrowing could reduce the chance of high inflation.  [4]  (c) analyse how economic growth conflicts with balance of payments stability.  [6]  (d) discuss whether or not having a lower gdp will be a disadvantage to an economy.  [8] 3 cyclical unemployment is below the national average in some big cities in canada such as toronto,  vancouver, and montreal. this could be a result of higher government spending and tax cuts in  big cities. however, productivity is low. there are also concerns that structural unemployment may  increase as some industries cannot compete with more efficient foreign firms.  (a) define structural unemployment . [2]  (b) explain two causes of low productivity.  [4]  (c) analyse how higher government spending and tax cuts can lead to a fall in cyclical  unemployment.  [6]  (d) discuss whether or not competition between firms in the same industry is always a  disadvantage to workers.  [8] 4 global spending on the health sector, by both the private and public sectors, is the highest  compared with all other sectors including education and defence. investment in education and the  health sector has resulted in new life-saving technology being introduced. however, demand for  certain vaccinations has decreased over the years, shifting the demand curve of vaccinations to  the left.  (a) define investment . [2]  (b) explain two causes of a shift of a product\u2019s demand curve to the left.  [4]  (c) analyse, using a production possibility curve diagram (ppc), the effect of increased  investment in both education and the health sector.  [6]  (d) discuss whether consumers would benefit more from healthcare being provided by the  private sector or the public sector.  [8]",
+            "5": "5 0455/23/ m/j/21 \u00a9 ucles 2021 5 the demand for smartphones has become more price-inelastic as the range of functions available  has increased. in low-income countries, smartphones are an important tool for economic  development. this is because they provide access to education and banking services which were  once not available in rural areas. smartphones have made it easier for people to borrow and save  their money.  (a) define economic development . [2]  (b) explain two reasons why children in rural areas may receive less education than those in  cities.  [4]  (c) analyse the advantages of selling a product which is price-inelastic in demand.  [6]  (d) discuss whether or not an increase in the level of savings is beneficial for an economy.  [8]",
+            "6": "6 0455/23/ m/j/21 \u00a9 ucles 2021 blank page",
+            "7": "7 0455/23/ m/j/21 \u00a9 ucles 2021 blank page",
+            "8": "8 0455/23/ m/j/21 \u00a9 ucles 2021 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 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.blank page"
+        },
+        "0455_w21_qp_11.pdf": {
+            "1": "    this document has 12 pages. any blank pages are indicated.  ib21 11_0455_11/4rp   \u00a9 ucles 2021   [turn ove r   *9963871135*cambridge igcse\u2122       economics 0455/11     paper 1 multiple choice  october/november 2021     45 minutes    you must answer on the mult iple choice answer sheet.    you will need: multiple choice answer sheet   soft clean eraser   soft pencil (type b or hb is recommended)       instructions   \uf0b7 there are thirty  questions on this paper. answer all questions.   \uf0b7 for each question there ar e four possible answers a, b, c and d. choose the one you consider correct  and record your choice in soft pencil on the multiple choice an swer sheet.   \uf0b7 follow the instructions on the multiple choice answer sheet.  \uf0b7 write in soft pencil.  \uf0b7 write your name, centre number and candidate number on the mult iple choice answer sheet in the  spaces provided unless this has been done for you.  \uf0b7 do not use correction fluid.  \uf0b7 do not write on any bar codes.  \uf0b7 you may use a calculator.      information  \uf0b7 the total mark for this paper is 30.  \uf0b7 each correct answer will score one mark.  \uf0b7 any rough working should be don e on this question paper. ",
+            "2": "2  \u00a9 ucles 2021 0455/11/o/n/21  1 to help reduce the price of oil, new supplies are needed. howe ver, objectors oppose exploration  of new sites because of the environmental damage it may cause.    why is this statement an example of the basic economic problem?   a oil is a limited resource.  b oil is expensive.  c the exploration involves demand and supply.  d there are external costs involved in production.    2 the production possibility curve (ppc) shows the hours per day a student has for either  entertainment or revision.    15 12 9630 0369 1 2 1 5entertainment (hours) revision (hours)    the student revises for 3 hours a day. as exams approach, the s tudent decides to revise for 9  hours a day.    what is the opportunity cost of this decision?  a 3 hours of revision  b 6 hours of entertainment  c 6 hours of revision  d 9 hours of entertainment    ",
+            "3": "3     \u00a9 ucles 2021 0455/11/o/n/21 [turn over  3 helium is a gas that is limited in supply because it takes tho usands of years to form. the us  government holds 35% of the world\u2019s supply of helium and has be en selling its stocks. helium is  essential in medical scanners. it is also used for party balloo ns, which is a wasteful alternative  use of a valuable good.    which two concepts apply to this statement?  a demand and supply, government subsidy  b excess demand, resource allocation  c opportunity cost, private monopoly  d public sector, factors of production      4 when is production certain to harm society?  a when the private costs are greater than the private benefits  b when the production results in externalities  c when the social costs are greater than the private costs  d when the social costs are greater than the social benefits    5 what is the role of the price mechanism in a market economy?  a to allocate scarce resources  b to increase the provision of merit goods  c to make the distribution of goods and services more equal  d to reduce the negative externalities of production and consumpt ion    6 what is a macroeconomic concept?  a the effect of a price change of a good  b the equilibrium price in the market for a good  c the reason for a change in a firm\u2019s behaviour  d the total spending in an economy    ",
+            "4": "4  \u00a9 ucles 2021 0455/11/o/n/21  7 the diagrams show changes in the demand and supply curves for a good.    which diagram shows the effect of a government providing a subs idy for the good?    oprice quantitys1 d1 d1s2 q1p1 p2 q2a oprice quantitys1 d1d2 q1p2 p1 q2b oprice quantitys1 d2d1 q1p1 p2 q2c oprice quantitys2 s1 q1p1p2 q2d      8 the price elasticity of demand (ped) for bottled water is \u2013  0.9.    what will happen to the quantity demanded for bottled water if its price increases by 10%?  a decrease by 0.9%  b decrease by 9%  c increase by 0.9%  d increase by 9%    9 what will increase the demand for labour in an industry?  a a decrease in labour productivity in that industry  b a decrease in the demand for the good made in that industry  c an increase in labour productivity in that industry  d an increase in wages in that industry ",
+            "5": "5     \u00a9 ucles 2021 0455/11/o/n/21 [turn over  10 which government policies will both reduce the difference in in come between low-paid and high- paid workers?  a a decrease in the maximum wage and a more regressive income ta x system  b a decrease in the maximum wage and a reduction in trade union power  c an increase in the minimum wage and a more progressive income tax system  d an increase in the minimum wage and a more regressive income t ax system     11 wages for nurses decrease, while working hours for pilots decre ase.    assuming other factors do not change, what is the likely effect  on the number of individuals  choosing to become nurses or pilots?     nurses pilots  a decrease decrease  b decrease increase  c increase decrease  d increase increase     12 the table shows the average re venue of a firm at various level s of output.    output average  revenue  ($)  1 10  2 8  3 6  4 4    what happens to total revenue as output rises?  a it falls and then rises.  b it falls continuously.  c it rises and then falls.  d it rises continuously.     ",
+            "6": "6  \u00a9 ucles 2021 0455/11/o/n/21  13 for some months the price of petrol (gas) decreased significan tly.    h o w  w o u l d  t h i s  a f f e c t  a  d e l i v e r y  f i r m  t h a t  d e l i v e r s  g o o d s  f o r  o t h e r  f i r m s  u s i n g  p e t r o l  ( g a s )   powered vehicles?  a average fixed costs would decrease.  b profits would decrease.  c total fixed costs would decrease.  d variable costs would decrease.    14 the size of the domestic car industry in japan has enabled japa nese car producers to be more  price competitive than rival car producers.    what is an explanation for this?  a economies of scale are present in the japanese car industry.  b managerial problems exist in the japanese car industry.  c productivity is low in japan.  d the japanese car industry is very labour-intensive.      15 what is a major advantage of a horizontal merger compared with a conglomerate merger?  a it causes more motivation of the workforce.  b it gains financial economies of scale with cheaper borrowing f rom banks.  c it leads to a diversification making the firm less vulnerable.   d it reduces competition and increases the merged firm\u2019s market share.      16 recession is when there are two consecutive quarters (six mont hs) of  a deflation.  b falling gdp.  c rising prices.  d rising unemployment.      17 an economy is operating with all resources fully employed.    which would be an outcome of a significant increase in governme nt expenditure?  a deflation  b demand-pull inflation  c falling output  d increased employment ",
+            "7": "7     \u00a9 ucles 2021 0455/11/o/n/21 [turn over  18 what causes economic growth?  a availability of more resources  b higher imports of consumer goods  c higher unemployment  d lower investment      19 the table shows a government\u2019s receipts from taxation.     $ m   air passenger duty 10  tax on firms\u2019 profits 100  import duty 75  income tax 200  inheritance tax 50  sales tax (vat) 300    what is the total amount of revenue raised by indirect taxes?  a $300  m b $ 3 5 0  m c $385  m d $435  m      20 which statement about supply-side policy is correct?  a it aims to increase the produc tive potential of the economy.  b it aims to increase total demand in the economy.  c it involves changes in the equilibrium foreign exchange rate.  d it involves changes in the rate of interest.      21 why is weighting used in the consumer prices index (cpi)?  a to ensure that all items in the index are treated equally  b to ensure that all price changes are included in the index  c to ensure that the index includes changes in the quantity cons umed  d to ensure that the index reflects the spending patterns of con sumers     ",
+            "8": "8  \u00a9 ucles 2021 0455/11/o/n/21   due to an issue with question 22, the question has been remove d from the question paper.     23 which combination of policy measures is most  likely to increase the level of employment?  a decrease general taxation and decrease the rate of interest  b decrease general taxation and increase the rate of interest  c increase general taxation and decrease the rate of interest  d increase general taxation and increase the rate of interest     24 what is a certain cause of absolute poverty?  a growing old  b insufficient income for basic needs  c lack of good healthcare  d many dependants in the family    25 the birth rate in a country is higher than the death rate.    what might prevent the country\u2019s population from rising?  a emigration is greater than immigration.  b the birth rate is falling.  c the country\u2019s medical care improves.  d the death rate is rising.    ",
+            "9": "9     \u00a9 ucles 2021 0455/11/o/n/21 [turn over  26 the table shows statistics for four countries, a\u2013d.    which country has the lowest standard of living?     average annual  growth rate of  population   (%) population density   (per square kilometre)life expectancy  (years) real gdp per head   ($)  a 1.9 19 46 190  b 2.7 2 58 1700  c 3.7 45 59 210  d 4.2 89 44 190      27 why can specialisation cause economic growth?  a specialisation can allow a country to produce many different g oods and services.  b specialisation can lead to a reduction in average costs of pro duction.  c specialisation can mean that firms in a country will face dise conomies of scale.  d specialisation can reduce a country\u2019s need to depend on other economies.    28 the diagram shows china\u2019s trade with brazil for two years.    012345china\u2019s exports china\u2019s importsyear 1 year 2key $ billion    what happened to china\u2019s trade balance with brazil between year  1 and year 2?  a it experienced a falling surplus.  b it experienced a rising deficit.  c it moved from deficit to surplus.  d it moved from surplus to deficit.     ",
+            "10": "10  \u00a9 ucles 2021 0455/11/o/n/21  29 why do some governments limit the operations of multinational companies (mncs) within their  domestic economy?  a mncs contribute to technological advances.  b mncs decrease a country\u2019s unemployment rate.  c mncs gain profits which are transferred out of the country.  d mncs increase a country\u2019s current account surplus.      30 what is an immediate effect for a country of a fall in its for eign exchange rate?  a a fall in the money supply  b an increase in purchasing power  c cheaper imports  d more competitive exports     ",
+            "11": "11     \u00a9 ucles 2021 0455/11/o/n/21  blank page",
+            "12": "12    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 tra ce copyright holders, but if any items requiring clearance have  unwittingly been included, the  publisher will be pleased to make amends at the earliest possib le opportunity.    to avoid the issue of disclosure of answer-related information to candidates, all copyright acknowledgements are reproduced on line in the cambridge  assessment international educat ion copyright acknowledgements b ooklet. this is produced for eac h series of examinations and is  freely available to download  at www.cambridgeinternational.org  after the live examination se ries.   cambridge assessment international education is part of the cam bridge assessment group. cambri dge assessment is the brand name  of the university of  cambridge local examinations sy ndicate (ucles), which itself is  a department of the univ ersity of cambridge.    \u00a9 ucles 2021 0455/11/o/n/21  blank page  "
+        },
+        "0455_w21_qp_12.pdf": {
+            "1": "    this document has 12 pages. any blank pages are indicated.  ib21 11_0455_12/5rp   \u00a9 ucles 2021   [turn ove r   *8681396912*cambridge igcse\u2122       economics 0455/12     paper 1 multiple choice  october/november 2021     45 minutes    you must answer on the mult iple choice answer sheet.    you will need: multiple choice answer sheet   soft clean eraser   soft pencil (type b or hb is recommended)       instructions   \uf0b7 there are thirty  questions on this paper. answer all questions.   \uf0b7 for each question there ar e four possible answers a, b, c and d. choose the one you consider correct  and record your choice in soft pencil on the multiple choice an swer sheet.   \uf0b7 follow the instructions on the multiple choice answer sheet.  \uf0b7 write in soft pencil.  \uf0b7 write your name, centre number and candidate number on the mult iple choice answer sheet in the  spaces provided unless this has been done for you.  \uf0b7 do not use correction fluid.  \uf0b7 do not write on any bar codes.  \uf0b7 you may use a calculator.      information  \uf0b7 the total mark for this paper is 30.  \uf0b7 each correct answer will score one mark.  \uf0b7 any rough working should be don e on this question paper.   ",
+            "2": "2  \u00a9 ucles 2021 0455/12/o/n/21  1 to help reduce the price of oil, new supplies are needed. howe ver, objectors oppose exploration  of new sites because of the environmental damage it may cause.    why is this statement an example of the basic economic problem?   a oil is a limited resource.  b oil is expensive.  c the exploration involves demand and supply.  d there are external costs involved in production.     2 what is an opportunity cost for a consumer spending money on a  holiday?  a the potential interest earned if the holiday money had been sa ved  b the price paid for an air ticket to the holiday destination  c the rubbish created during the holiday which affects the local  community  d the satisfaction that the consumer gains from the holiday    3 helium is a gas that is limited in supply because it takes tho usands of years to form. the us  government holds 35% of the world\u2019s supply of helium and has be en selling its stocks. helium is  essential in medical scanners. it is also used for party balloo ns, which is a wasteful alternative  use of a valuable good.    which two concepts apply to this statement?  a demand and supply, government subsidy  b excess demand, resource allocation  c opportunity cost, private monopoly  d public sector, factors of production     4 which combination of characteristics describes a public good?  a excludable and non-rival in consumption  b excludable and rival in consumption  c non-excludable and non-rival in consumption  d non-excludable and rival in consumption     5 what is an advantage of a market economy?  a equilibrium market price clears the market.  b producers and consumers have the same aims.  c the government has no need to intervene in markets.  d the lowest price possible is always charged. ",
+            "3": "3     \u00a9 ucles 2021 0455/12/o/n/21 [turn over  6 what is a macroeconomic aim of a government?  a balance of payments stability  b deflation  c income inequality  d unemployment      7 an economy relies on potash to make fertiliser. a new deposit o f potash is discovered.    which diagram shows this change in the market for potash?    price quantityoa s1 d1d2price quantityob s1 d2d1 price quantityoc s2 d1s1s1 d1s2price quantityod      ",
+            "4": "4  \u00a9 ucles 2021 0455/12/o/n/21  8 the table shows the quantity demanded at different prices.    price $ quantity  demanded  6 3  5 4  4 5  3 7  2 9    for which fall in price is the demand price-inelastic?  a from $6 to $5  b from $5 to $4  c from $4 to $3  d from $3 to $2      9 which government policy will increase productivity?  a decreasing the number of training programmes  b encouraging labour-intensive production  c promoting good industrial relations  d reducing private sector investment     ",
+            "5": "5     \u00a9 ucles 2021 0455/12/o/n/21 [turn over  10 the diagrams show the wage rates of cleaners (owc) and nurses ( own).    oemploymentm wcs dcleaners oemploymentwns dnurses mwage ratewage rate     what is the result if a national minimum wage of om is introduc ed?     wage rate of  cleaners wage rate of  nurses  a fall rise  b no change fall  c rise fall  d rise no change     11 which result of increased specialisation in a firm is an advant age for the firm, but a disadvantage  for some of the workers in the firm?  a greater mechanisation  b higher labour productivity  c higher skill levels  d longer training times    ",
+            "6": "6  \u00a9 ucles 2021 0455/12/o/n/21  12 the diagram shows the imposition of a subsidy on a product sup plied by a firm.    s1 s2 d og f ejh k lmprice quantity    which area represents the total revenue of the firm including t he subsidy?  a e g h k  b o e k m  c o f j l  d o g h m     13 the diagram shows the total cost curve for a firm.    costs quantityotc     what can be concluded about the firm?  a it has no fixed costs.  b it has no variable costs.  c its average fixed cost increases.  d its average variable cost is constant.    ",
+            "7": "7     \u00a9 ucles 2021 0455/12/o/n/21 [turn over  14 the table shows the average total cost of a firm over a range o f output.    output  (units) average total  cost ($)  1 10  2   8  3   6  4   5  5   7  6   9    what happens after 4 units are produced?  a the firm experiences management problems.  b the firm gains the benefits of merging with another firm.  c the firm pays lower interest rates to banks.  d the firm receives significant discounts from bulk buying.     15 two car manufacturers agree to merge.    which outcome would be a disadvantage for customers?  a increased capital for research and development  b lower average costs through economies of scale  c reduced range of vehicles produced  d use of a wider range of marketing information     16 an economy recorded a second month of deflation.    what does this mean?  a it was facing a recession.  b price levels were falling.  c total demand was rising.  d unemployment was falling.    ",
+            "8": "8  \u00a9 ucles 2021 0455/12/o/n/21  17 what is a cause of demand-pull inflation?  a a surplus of skilled labour  b higher government expenditure  c higher tax rates  d lower net exports      18 what is the consequence of economic growth for individuals and for the economy?     individuals the economy  a increase in absolute poverty increase in inflation  b increase in average incomes increase in government tax revenue  c increase in the variety of goods and services reduction in expo rts  d increase in unemployment reduction in the standard of living      19 the table shows a government\u2019s receipts from taxation.     $ m   air passenger duty 10  tax on firms\u2019 profits 100  import duty 75  income tax 200  inheritance tax 50  sales tax (vat) 300    what is the total amount of revenue raised by indirect taxes?  a $300  m b $ 3 5 0  m c $385  m d $435  m      20 which supply-side policy measure would help to match the skill s of workers to job vacancies?  a encouraging the modernisation of factories  b offering retraining to unemployed workers  c reducing taxes to provide incentives to work  d replacing government enterprises with private enterprises     ",
+            "9": "9     \u00a9 ucles 2021 0455/12/o/n/21 [turn over  21 how is the rate of inflation measured?  a by calculating the change in the price of goods and services f rom one year to the next  b by calculating the real value of all output of goods and servi ces in an economy  c by calculating the total number of people willing and able to work but cannot find work  d by calculating the total value of exports minus the total valu e of imports       due to an issue with question 22, the question has been remove d from the question paper.     23 which combination of policy measures is most  likely to increase the level of employment?  a decrease general taxation and decrease the rate of interest  b decrease general taxation and increase the rate of interest  c increase general taxation and decrease the rate of interest  d increase general taxation and increase the rate of interest    24 poverty in households may be defined in relative terms.    what indicates relative poverty?  a falling below society\u2019s expected standard of living  b income level required to meet basic needs  c lack of access to clean water  d living on less than $2 a day    25 what is the effect on an economy of net emigration of people ag ed 20\u201340?  a a more mobile labour force  b an ageing population  c higher government tax revenue  d rising house prices    ",
+            "10": "10  \u00a9 ucles 2021 0455/12/o/n/21  26 the table shows statistics for four countries, a\u2013d.    which country has the lowest standard of living?     average annual  growth rate of  population   (%) population density   (per square kilometre)life expectancy  (years) real gdp per head   ($)  a 1.9 19 46 190  b 2.7 2 58 1700  c 3.7 45 59 210  d 4.2 89 44 190     27 a country specialises in the production of steel, toys and text iles.    what is a disadvantage of specialisation for the country\u2019s work ers?  a they cannot afford to buy products from other countries.  b they could become structurally unemployed if global demand cha nges.  c they have to learn a variety of skills.  d they have too much choice which wastes their time.    28 the diagram shows china\u2019s trade with brazil for two years.    012345china\u2019s exports china\u2019s importsyear 1 year 2key $ billion    what happened to china\u2019s trade balance with brazil between year  1 and year 2?  a it experienced a falling surplus.  b it experienced a rising deficit.  c it moved from deficit to surplus.  d it moved from surplus to deficit.    ",
+            "11": "11     \u00a9 ucles 2021 0455/12/o/n/21  29 the us imposed tariffs on cars and motorcycles from germany.    what is the effect of these tariffs?  a decrease in inflation in the us  b decrease in trade between the us and germany  c increase in profits of car and motorcycle producers from germa ny  d increase in standards of living in the us and in germany     30 what is an immediate effect for a country of a fall in its for eign exchange rate?  a a fall in the money supply  b an increase in purchasing power  c cheaper imports  d more competitive exports    ",
+            "12": "12    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 tra ce copyright holders, but if any items requiring clearance have  unwittingly been included, the  publisher will be pleased to make amends at the earliest possib le opportunity.    to avoid the issue of disclosure of answer-related information to candidates, all copyright acknowledgements are reproduced on line in the cambridge  assessment international educat ion copyright acknowledgements b ooklet. this is produced for eac h series of examinations and is  freely available to download  at www.cambridgeinternational.org  after the live examination se ries.   cambridge assessment international education is part of the cam bridge assessment group. cambri dge assessment is the brand name  of the university of  cambridge local examinations sy ndicate (ucles), which itself is  a department of the univ ersity of cambridge.    \u00a9 ucles 2021 0455/12/o/n/21  blank page  "
+        },
+        "0455_w21_qp_13.pdf": {
+            "1": "    this document has 12 pages. any blank pages are indicated.  ib21 11_0455_13/4rp   \u00a9 ucles 2021   [turn ove r   *1573876662*cambridge igcse\u2122       economics 0455/13     paper 1 multiple choice  october/november 2021     45 minutes    you must answer on the mult iple choice answer sheet.    you will need: multiple choice answer sheet   soft clean eraser   soft pencil (type b or hb is recommended)       instructions   \uf0b7 there are thirty  questions on this paper. answer all questions.   \uf0b7 for each question there ar e four possible answers a, b, c and d. choose the one you consider correct  and record your choice in soft pencil on the multiple choice an swer sheet.   \uf0b7 follow the instructions on the multiple choice answer sheet.  \uf0b7 write in soft pencil.  \uf0b7 write your name, centre number and candidate number on the mult iple choice answer sheet in the  spaces provided unless this has been done for you.  \uf0b7 do not use correction fluid.  \uf0b7 do not write on any bar codes.  \uf0b7 you may use a calculator.      information  \uf0b7 the total mark for this paper is 30.  \uf0b7 each correct answer will score one mark.  \uf0b7 any rough working should be don e on this question paper.   ",
+            "2": "2  \u00a9 ucles 2021 0455/13/o/n/21  1 to help reduce the price of oil, new supplies are needed. howe ver, objectors oppose exploration  of new sites because of the environmental damage it may cause.    why is this statement an example of the basic economic problem?   a oil is a limited resource.  b oil is expensive.  c the exploration involves demand and supply.  d there are external costs involved in production.    2 which diagram shows an opportunity cost by movement from point x to point y?    oa capital goods consumer goodsxy ob capital goods consumer goodsxy oc capital goods consumer goodsy x od capital goods consumer goodsy x      3 helium is a gas that is limited in supply because it takes tho usands of years to form. the us  government holds 35% of the world\u2019s supply of helium and has be en selling its stocks. helium is  essential in medical scanners. it is also used for party balloo ns, which is a wasteful alternative  use of a valuable good.    which two concepts apply to this statement?  a demand and supply, government subsidy  b excess demand, resource allocation  c opportunity cost, private monopoly  d public sector, factors of production ",
+            "3": "3     \u00a9 ucles 2021 0455/13/o/n/21 [turn over  4 what is an example of a public good?  a healthcare  b street lights  c unemployment benefits  d vaccinations      5 why does a government provide certain goods and services in a m ixed economic system?  a the government always provides goods more cheaply than private  firms.  b the government considers only private costs and benefits.  c the government provides goods to prevent the development of mo nopolies.  d the government provides public goods because private firms can not charge for them.      6 what is a microeconomic decision?  a a central bank reducing interest rates  b a gas firm reducing its prices  c a government increasing income tax  d a government increasing the national minimum wage      7 the diagram shows a shift in the supply curve for new zealand\u2019s  airlines from s 1 to s 2.    s1 s2 oprice quantity    what is the cause of this shift?  a a decrease in the costs of new zealand\u2019s airlines  b a decrease in the number of people wanting to fly to new zeala nd  c an increase in the price of train and bus travel in new zealan d  d an increase in the tax on air travel in new zealand    ",
+            "4": "4  \u00a9 ucles 2021 0455/13/o/n/21  8 the diagram shows the demand curve for rice.    2.5 2.01.51.0 0 01 0 2 0 2730 40price $ per kilo quantity (kilos)d     what is the price elasticity of demand (ped) for rice as price increases from $1.0 to $1.5 per kilo?  a 0  b 1  c less than 1  d greater than 1     9 the table shows the output of cakes from four bakeries, a\u2013d.    which bakery has the highest labour productivity?     labour   (hours per day) output   (cakes per day)  a 10 40  b 40 640  c 50 750  d 100 500     10 what is an advantage of labour-intensive production and what i s an advantage of   capital-intensive production?     labour-intensive capital-intensive  a each item can be individually m ade average costs of production are low  b keeps unemployment down fixed costs are high  c workers have pride in the product machinery may break down  d workers have to work hard there is a ready market for the produ ct     ",
+            "5": "5     \u00a9 ucles 2021 0455/13/o/n/21 [turn over  11 the market equilibrium wage rate is $10 per hour.    what explains why the wage rate actually paid is $12 per hour?  a employers are competing for labour.  b the government sets a minimum wage of $12 per hour.  c there is a surplus of skilled labour.  d workers have received unpaid training.    12 a firm imports 20 high quality bicycles into the us at a cost o f $3000 each. it sells them all,  making a profit of $1000 per bicycle.    what is the firm\u2019s average revenue?  a $1000 b $2000 c $3000 d $4000    13 the diagram shows total cost (tc), total fixed cost (tfc) and total variable cost (tvc).    costs outputow x y     which costs are shown by w, x and y?     w  x  y   a tc tfc tvc  b tc tvc tfc  c tfc tc tvc  d tvc tc tfc     ",
+            "6": "6  \u00a9 ucles 2021 0455/13/o/n/21  14 the table shows output and total cost of a firm with four prod uction methods, a\u2013d.    which method causes diseconomies of scale as the firm expands p roduction from 1000 to 3000  units?     output (units)  1000 2000 3000  total cost ($)  a 8 000 10  000 12  000  b 8 000 14  000 27  000  c 10  000 16  000 21  000  d 10  000 20  000 30  000     15 a clothing manufacturer expands by taking over a clothing retai ler.    which type of merger is this?  a backward vertical  b conglomerate  c forward vertical  d horizontal    16 which economic situation exists when there are two consecutive quarters (six months) of  negative economic growth?  a budget surplus  b current account deficit  c inflation  d recession     17 why might measures to reduce unemployment also make inflation rise?  a they encourage cheap imports.  b they increase demand.  c they reduce firms\u2019 costs.  d they require wages to fall.    ",
+            "7": "7     \u00a9 ucles 2021 0455/13/o/n/21 [turn over  18 which change affecting an economy\u2019s labour market promotes econ omic growth?  a increasing trade union strike action  b lowering the age of retirement  c reducing training of workers  d removing immigration controls      19 the table shows a government\u2019s receipts from taxation.     $ m   air passenger duty 10  tax on firms\u2019 profits 100  import duty 75  income tax 200  inheritance tax 50  sales tax (vat) 300    what is the total amount of revenue raised by indirect taxes?  a $300  m b $ 3 5 0  m c $385  m d $435  m      20 which statement relating to supply-side policies is correct?  a they aim to increase aggregate demand.  b they aim to increase the long-run capacity of the economy.  c they aim to reduce cyclical unemployment.  d they aim to work in the short term.      21 what is always indicated by an increase in the consumer prices index (cpi)?  a an increase in consumer spending in an economy  b an increase in living standards  c an increase in the average cost of living  d an increase in the purchasing power of money     ",
+            "8": "8  \u00a9 ucles 2021 0455/13/o/n/21   due to an issue with question 22, the question has been remove d from the question paper.    23 which combination of policy measures is most  likely to increase the level of employment?  a decrease general taxation and decrease the rate of interest  b decrease general taxation and increase the rate of interest  c increase general taxation and decrease the rate of interest  d increase general taxation and increase the rate of interest     24 what could reduce poverty?  a greater economic growth  b less spending on education  c more regressive taxation  d privatisation of hospitals    25 the table shows information about four countries, a\u2013d.    which country is most  likely to have a falling population?     access to a  healthy diet cost of bringing  up children  a falling falling  b falling rising  c rising falling  d rising rising     ",
+            "9": "9     \u00a9 ucles 2021 0455/13/o/n/21 [turn over  26 the table shows statistics for four countries, a\u2013d.    which country has the lowest standard of living?     average annual  growth rate of  population   (%) population density   (per square kilometre)life expectancy  (years) real gdp per head   ($)  a 1.9 19 46 190  b 2.7 2 58 1700  c 3.7 45 59 210  d 4.2 89 44 190     27 malaysia and indonesia specialise in the production of palm oil .    what is a disadvantage of specialisation?  a concentration of labour in the activity in which it is most pr oductive  b creation of jobs to meet world demand  c reliance on trade with other countries for other goods  d rising palm oil prices    28 the diagram shows china\u2019s trade with brazil for two years.    012345china\u2019s exports china\u2019s importsyear 1 year 2key $ billion    what happened to china\u2019s trade balance with brazil between year  1 and year 2?  a it experienced a falling surplus.  b it experienced a rising deficit.  c it moved from deficit to surplus.  d it moved from surplus to deficit.    ",
+            "10": "10  \u00a9 ucles 2021 0455/13/o/n/21  29 what is a reason for trade protection?  a to reduce a deficit on the current account of the balance of p ayments  b to reduce a surplus on the current account of the balance of p ayments  c to reduce economic growth  d to reduce inflation      30 what is an immediate effect for a country of a fall in its for eign exchange rate?  a a fall in the money supply  b an increase in purchasing power  c cheaper imports  d more competitive exports     ",
+            "11": "11     \u00a9 ucles 2021 0455/13/o/n/21  blank page",
+            "12": "12    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 tra ce copyright holders, but if any items requiring clearance have  unwittingly been included, the  publisher will be pleased to make amends at the earliest possib le opportunity.    to avoid the issue of disclosure of answer-related information to candidates, all copyright acknowledgements are reproduced on line in the cambridge  assessment international educat ion copyright acknowledgements b ooklet. this is produced for eac h series of examinations and is  freely available to download  at www.cambridgeinternational.org  after the live examination se ries.   cambridge assessment international education is part of the cam bridge assessment group. cambri dge assessment is the brand name  of the university of  cambridge local examinations sy ndicate (ucles), which itself is  a department of the univ ersity of cambridge.    \u00a9 ucles 2021 0455/13/o/n/21  blank page  "
+        },
+        "0455_w21_qp_21.pdf": {
+            "1": "this document has 8 pages. any blank pages are indicated. cambridge igcse\u2122 *6958049665*economics  0455/21 paper 2 structured questions  october/november  2021  2 hours 15 minutes you must answer on the enclosed answer booklet. you will need:  answer booklet (enclosed) instructions  \u25cf answer four questions in total: section a: answer question 1. section b: answer three  questions.  \u25cf follow the instructions on the front cover of the answer booklet. if you need additional answer paper,  ask the invigilator for a continuation booklet.  \u25cf you may use a calculator. information  \u25cf the total mark for this paper is 90.  \u25cf the number of marks for each question or part question is shown in brackets [  ]. dc (kn) 203612/2 \u00a9 ucles 2021  [turn over",
+            "2": "2 0455/21/ o/n/21 \u00a9 ucles 2021 section a read the source material carefully before answering question 1. source material: laos, a land-locked country laos fact file 2017 gdp $16.85 billion total exports $2.04 billion percentage of laos\u2019 exports sold to china 58% gdp growth rate 6.9% adult literacy rate 85% laos is a land-locked country, surrounded by vietnam, cambodia, thailand, myanmar and china.  access to seaports helps an economy take full advantage of international trade. the economy of laos  has grown rapidly since the government initiated free market reforms, with an average growth rate of  approximately 7% annually in the last 10 years.  the free market reforms have encouraged laos to sell their abundant raw materials internationally  and also attracted foreign investment. laos has large deposits of copper which are in high demand by  global manufacturing industries. a new rail link connecting china and laos is expected to make such  transactions easier.  the government of laos has also put a lot of emphasis on education. the adult literacy rate of both  males and females has increased from 60% to 85% over the last 20 years.  the financial sector, including commercial banks, is growing. this has enabled local entrepreneurs to  borrow money and encouraged more households to save.  however, investors are still uncertain about investing in laos. there are strict rules and regulations  for foreign investors, especially in industries such as mining. the government says the regulations  are needed to avoid market failures, such as external costs, and abuse of monopoly power. however,  these rules and regulations are sometimes unclear. laos is one of the lowest in the world bank\u2019s ease  of doing business index, which measures how easy it is to start up and run a business in a country.  fig. 1.1 shows the ease of doing business ranking (1 = easy) and gdp per head of selected countries  in 2018. countryease of doing business  rankinggdp per head ($) singapore 2 64 581 south korea 5 31 362 malaysia 15 11 239 brunei 55 31 627 laos 154 2567 timor-leste 178 2035 fig. 1.1 the ease of doing business ranking and gdp per head ($) of selected  countries in 2018 the recent economic slowdown of china may have harmful effects on laos. china is laos\u2019s largest  trading partner and also the largest source of foreign investment into laos. ",
+            "3": "3 0455/21/ o/n/21 \u00a9 ucles 2021 [turn over answer all parts of question 1. refer to the source material in your answers. 1 (a) calculate, in $, the total exports of laos to china in 2017.  [1]  (b) identify two roles of commercial banks.  [2]  (c) explain how access to seaports may benefit an economy.  [2]  (d) explain two benefits of the free market reforms introduced by the government of laos.  [4]  (e) analyse the impact of improved education on the economy of laos.  [4]  (f) analyse the relationship between a country\u2019s ease of doing business ranking and its gdp  per head.  [5]  (g) discuss whether or not strict rules and regulations benefit an economy.  [6]  (h) discuss whether or not a slowdown of china\u2019s economy will be harmful to the economy of  laos.  [6]",
+            "4": "4 0455/21/ o/n/21 \u00a9 ucles 2021 section b answer any three  questions. each question is introduced by stimulus material. in your answer you may refer to this material and/or  to other examples that you have studied. 2 in 2019, the government of france proposed a 3% tax on the revenue of large firms that advertise  and sell products online. this tax may lead to a redistribution of income. there are concerns that  this tax may also lead to a reduction in france\u2019s export of services as firms affected may leave  france. however, the government hopes that supply-side policy measures will encourage such  firms to stay in france.  (a) define redistribution of income . [2]  (b) explain two reasons why governments redistribute income.  [4]  (c) analyse the economic effects of a reduction in a country\u2019s export of services.  [6]  (d) discuss whether or not supply-side policy measures will encourage firms to operate in an  economy.  [8] 3 the island of borneo is famous internationally for its rainforests which can bring many benefits,  both private and external. however, the economy is heavily dependent on a finite resource, oil.  the discovery of oil reserves in other parts of the world led to a significant fall in the world price of  oil. this affected producers of oil in borneo.   (a) define  finite resource . [2]  (b) explain the difference between private and external benefits.  [4]  (c) analyse, using a demand and supply diagram, the effects on the world price of oil of the  discovery of new reserves of oil.  [6]  (d) discuss whether or not the fall in the price of a product is a disadvantage to an economy.  [8] 4 uruguay\u2019s inflation rate reached 8.4% in july 2018. the central bank considered increasing the  interest rate to reduce the inflation rate. an increase in interest rates might influence total demand  in an economy and lead to an appreciation of its currency. this might influence uruguay\u2019s exports,  especially soybean exports. the total revenue of uruguay\u2019s soybean firms might change if there is  an appreciation of the uruguayan peso.  (a) define total revenue .  [2]  (b) explain two causes of inflation.  [4]  (c) analyse how an increase in the interest rate could reduce total demand in an economy.  [6]    (d) discuss whether or not an appreciation of a country\u2019s domestic currency will have negative  effects on its economy.  [8]",
+            "5": "5 0455/21/ o/n/21 \u00a9 ucles 2021 5 some economists criticise high government spending and trade unions for creating market  disequilibrium. however, trade unions may also play a key role in economic development. there  are over 60 trade unions in singapore, in both labour-intensive and capital-intensive industries.  (a) define market disequilibrium .  [2]  (b) explain the difference between labour-intensive and capital-intensive industries.  [4]  (c) analyse how trade unions could increase economic development.  [6]  (d) discuss whether or not high government spending can help a government achieve its  macroeconomic aims.  [8]",
+            "6": "6 0455/21/ o/n/21 \u00a9 ucles 2021 blank page",
+            "7": "7 0455/21/ o/n/21 \u00a9 ucles 2021 blank page",
+            "8": "8 0455/21/ o/n/21 \u00a9 ucles 2021 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 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.blank page"
+        },
+        "0455_w21_qp_22.pdf": {
+            "1": "this document has 8 pages. any blank pages are indicated. cambridge igcse\u2122 dc (dh) 314876/1 \u00a9 ucles 2021  [turn over *9524894511*economics  0455/22 paper 2 structured questions  october/november  2021  2 hours 15 minutes you must answer on the enclosed answer booklet. you will need:  answer booklet (enclosed) instructions  \u25cf answer four questions in total: section a: answer question 1. section b: answer three  questions.  \u25cf follow the instructions on the front cover of the answer booklet. if you need additional answer paper,  ask the invigilator for a continuation booklet.  \u25cf you may use a calculator. information  \u25cf the total mark for this paper is 90.  \u25cf the number of marks for each question or part question is shown in brackets [  ].",
+            "2": "2 0455/22/ o/n/21 \u00a9 ucles 2021 section a read the source material carefully before answering question 1. source material: india\u2019s airline industry air india fact file total revenue 2018 $2.2 bn total cost 2018 $2.9 bn number of passengers carried in 2018 16.4 m number of passengers carried in 2017 14.8 m share of india\u2019s international and national air travel market in 2018 13% share of india\u2019s international and national air travel market in 1994 100% air india is owned by the indian government. the entry of new firms into india\u2019s air travel market has  reduced air india\u2019s ability to set price. the state-owned firm faces competition not only from other  airlines but also from other forms of transport including trains and ships. in 2017 the indian government tried, unsuccessfully, to sell air india to the private sector. a successful  sale would have raised money for the indian government and might have increased the airline\u2019s  efficiency. it is predicted that india will have the third largest airline industry by 2025. the growth in the industry  may affect the current account position of india\u2019s balance of payments. table 1.1 shows the current  account position in india and four other countries. table 1.1 the current account position of the balance of payments of selected countries in 2017 country current account ($ bn)current account % of gdp brazil \u20139.8 \u20130.5 china 164.9 1.4 india \u201348.7 \u20131.9 kenya \u20135.4 \u20136.8 russia 35.4 2.2 a rise in both the number of routes flown and the quality of the passenger experience may increase  the number of tourists visiting india. a larger indian airline industry is likely to increase the ease of  movement of people and goods into and out of india. this might attract more multinational companies  (mncs) and reduce firms\u2019 costs of production. india\u2019s air travel market faces a number of challenges. india has asia\u2019s highest airline fuel tax. some  economists suggest that this should be increased further to increase tax revenue and to reduce market  failure. the airlines\u2019 other costs are rising but it is difficult for them to raise prices. this is because  india\u2019s air passengers are among the most price-sensitive in the world. some airlines stop their costs  rising any further by improving their staff training, introducing new technology and improving their pilots\u2019  working conditions. the airlines\u2019 ability to hire pilots is influenced by, among other factors, the quality of  education and other job opportunities.",
+            "3": "3 0455/22/ o/n/21 \u00a9 ucles 2021 [turn over answer all parts of question 1. refer to the source material in your answers.  (a) calculate, in $, air india\u2019s loss in 2018.  [1]  (b) identify two substitutes for air travel.  [2]  (c) explain one characteristic that suggests that air india was a monopoly in 1994.  [2]  (d) explain two reasons why a government may privatise an industry.  [4]  (e) analyse how india\u2019s position on the current account of its balance of payments in 2017  compares with the other four countries.  [4]  (f) analyse how a successful airline industry can promote economic growth.  [5]  (g) discuss whether the indian government should increase the tax on airline fuel.  [6]  (h) discuss whether more people will apply to be pilots for indian airlines in the future.  [6]",
+            "4": "4 0455/22/ o/n/21 \u00a9 ucles 2021 section b answer any three  questions. each question is introduced by stimulus material. in your answers you may refer to the material and/or  to other examples you have studied. 2 a number of countries, including morocco, capture water from fog. water is used in the primary,  secondary and tertiary sectors. in recent years, morocco has increased the quantity and quality  of its resources and has moved more of them into the tertiary sector. the quantity, quality and  composition of a country\u2019s resources are influenced by a number of factors, including its birth rate.  morocco\u2019s birth rate fell from 19.9 in 2016 to 18.7 in 2018.  (a) define a free good . [2]  (b) explain, with examples, the difference between the secondary sector and the tertiary sector.  [4]  (c) analyse, using a production possibility curve (ppc), the effect of an increase in the quality of  its resources on an economy.  [6]  (d) discuss whether or not a fall in a country\u2019s birth rate will benefit an economy.  [8] 3 two of uzbekistan\u2019s main industries are cotton and gas. uzbekistan is the world\u2019s seventh largest  producer, and fifth largest exporter, of cotton. the uzbek government has tried to influence the  cotton industry\u2019s price elasticity of supply. it has also nearly ended the use of child labour in cotton  production. the country\u2019s output of gas increased by 7% in 2018 and its average cost of gas  production fell.  (a) identify two determinants of price elasticity of supply.  [2]  (b) explain two advantages to an economy of ending child labour.  [4]  (c) analyse how average cost can change as output increases.  [6]  (d) discuss whether or not an economy would benefit from allocating more of its resources to  agriculture.  [8] 4 in tunisia, resource allocation decisions are made by both the public sector and private sector.  tunisia\u2019s gdp increased from 2014 to 2018 but its households saved less. income levels can be  affected by changes in trade union activity and the foreign exchange rate. from 2014 to 2018,  tunisia experienced a number of strikes organised by its largest trade union, the tunisian general  labour union. there was also a significant fall in its foreign exchange rate.  (a) identify two of the three resource allocation decisions.  [2]  (b) explain two reasons why households may save less even though their income has increased.  [4]  (c) analyse how a trade union may benefit its members.  [6]  (d) discuss whether or not a fall in its foreign exchange rate will improve a country\u2019s  macroeconomic performance.  [8]",
+            "5": "5 0455/22/ o/n/21 \u00a9 ucles 2021 5 the us operates a mainly market economic system. life expectancy in the us fell in 2017, for the  third year in a row. although the us has a high gdp per head, it also has a high level of income  inequality. the poor benefited from the us\u2019s low and stable inflation rate. the government\u2019s  supply-side policy measures were partly responsible for reducing inflationary pressure.  (a) identify two ways a government could reduce income inequality.  [2]  (b) explain two advantages of a market economic system.  [4]  (c) analyse why life expectancy may decrease.  [6]  (d) discuss whether or not supply-side policy measures can reduce inflation.  [8]",
+            "6": "6 0455/22/ o/n/21 \u00a9 ucles 2021 blank page",
+            "7": "7 0455/22/ o/n/21 \u00a9 ucles 2021 blank page",
+            "8": "8 0455/22/ o/n/21 \u00a9 ucles 2021 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 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.blank page"
+        },
+        "0455_w21_qp_23.pdf": {
+            "1": "this document has 8 pages. any blank pages are indicated. cambridge igcse\u2122 dc (dh/cb) 203610/3 \u00a9 ucles 2021  [turn over *6879541133*economics  0455/23 paper 2 structured questions  october/november  2021  2 hours 15 minutes you must answer on the enclosed answer booklet. you will need:  answer booklet (enclosed) instructions  \u25cf answer four questions in total: section a: answer question 1.  section b: answer three  questions.  \u25cf follow the instructions on the front cover of the answer booklet. if you need additional answer paper,  ask the invigilator for a continuation booklet.  \u25cf you may use a calculator. information  \u25cf the total mark for this paper is 90.  \u25cf the number of marks for each question or part question is shown in brackets [  ].",
+            "2": "2 0455/23/ o/n/21 \u00a9 ucles 2021 section a read the source material carefully before answering question 1. source material: changing eating habits obesity fact file 2016 country population (million) obesity % (percentage of population overweight) senegal 15 9 uk 65 28 us 330 36 concerns about health, obesity and animal welfare have risen in high income countries. this led to  an increase in vegetarianism (not eating meat) and veganism (not eating meat, eggs or dairy) in high  income countries. in 2017, veganism increased in the uk by 20%. as incomes rise in the uk, people  are more likely to eat vegan food. advertising vegan food has encouraged its consumption. it is claimed that eating vegan food can improve people\u2019s health. healthier workers can produce more,  and better quality, products. eating less meat and dairy products can also improve the environment.  farm animals emit greenhouse gases and their waste products add to water pollution. while meat consumption per person is falling in high income countries, it is rising in low income  countries. fig. 1.1 shows average daily calorie intake consumed in senegal, a west african country,  and in the us, by food groups in 2015. the recommended daily calorie intake is 2800. senegal calorie intake = 2320 us calorie intake = 3800 cereals/grains      meat      sugar & sweeteners      fruit & vegetables      added fats & oils fig. 1.1 average daily calorie intake in senegal and the us by food groups in 2015 to respond to changes in the type of food that people are eating, it is useful if workers are mobile.  generally, the greater labour mobility, the more efficient the labour market becomes in adjusting to  changes in demand, and the supply of workers. this helps a country\u2019s international performance in  trade of goods. as some people in africa are malnourished, eating more food of any type, including meat, may make  them healthier. a rise in meat consumption will increase demand for vets (for animal welfare) and  transport firms. it can also increase the number of meat processing firms. senegal has a high unemployment rate and a low income per head. it has recently experienced a fall  in consumer expenditure. new industries and new jobs would help to stop senegal experiencing a  recession. a rise in government spending may also be needed. the high birth rate and rising population  also puts pressure on the government to spend more. emigration is, however, reducing tax revenue  while providing some senegalese with useful employment experience.",
+            "3": "3 0455/23/ o/n/21 \u00a9 ucles 2021 [turn over answer all parts of question 1. refer to the source material in your answers. 1 (a) calculate the number of obese people in the uk in 2016.  [1]  (b) identify two reasons why the demand for vegan food has increased in the uk.  [2]  (c) explain one external benefit that may arise from eating less meat.  [2]  (d) explain how food consumption in senegal differed from the us in 2015.  [4]  (e) analyse how an increase in labour mobility could improve the performance of a country\u2019s  trade in goods.  [4]  (f) analyse how an increase in meat consumption could benefit african economies.  [5]  (g) discuss whether or not an increase in senegalese government spending will stop the country  experiencing a recession.  [6]  (h) discuss whether or not emigration would reduce poverty in senegal.  [6]",
+            "4": "4 0455/23/ o/n/21 \u00a9 ucles 2021 section b answer any three  questions. each question is introduced by stimulus material. in your answers you may refer to the material and/or  to other examples you have studied. 2 in 2018, 54% of russia\u2019s population was female and the government announced plans to raise the  state retirement age. in russia, the role of the price mechanism to answer key resource allocation  questions is increasing. however, the russian government raised indirect taxes, partly to reduce  market failure.  (a) identify two reasons why a country may have more women than men in its population.  [2]  (b) explain two advantages of raising the retirement age.  [4]  (c) analyse how the price mechanism answers the three key resource allocation questions.  [6]  (d) discuss whether or not indirect taxation can reduce market failure.  [8] 3 south africa has a high number of unemployed workers. south africa\u2019s inflation rate has been  stable in recent years, partly due to relatively stable wages. an increase in wages can cause  inflation and can increase the number of consumer goods bought and produced. to increase  employment and reduce the deficit on the current account of south africa\u2019s balance of payments,  some economists suggest more foreign multinational companies (mncs) should be encouraged  to produce in south africa.  (a) identify two ways unemployment is measured.  [2]  (b) explain two ways an increase in wages can cause inflation.  [4]  (c) analyse, using a production possibility curve (ppc), the opportunity cost to an economy of  producing more consumer goods.  [6]  (d) discuss whether or not an increase in foreign mncs will reduce a deficit on the current  account of the balance of payments of a host country.  [8] 4 norway has engaged in free trade to a greater extent in recent years. the country operates a  floating foreign exchange rate. there has been a change in the pattern of employment in norway.  for example, more norwegians now work in jobs requiring a university degree. some of these  graduates work as economists and lawyers dealing with mergers between firms. in 2017, there  were 332 mergers, an increase of 23% on the previous year.  (a) identify two benefits of free trade.  [2]  (b) explain two differences between a floating foreign exchange rate and a fixed foreign  exchange rate.  [4]  (c) analyse how a change in the pattern of employment in a country may change its average  wage.  [6]  (d) discuss whether or not a government should stop firms merging.  [8]",
+            "5": "5 0455/23/ o/n/21 \u00a9 ucles 2021 5 industries and markets are changing in vietnam. there is greater use of division of labour in  a range of industries. many markets are becoming more competitive, causing some firms to  make losses. manufacturing was vietnam\u2019s strongest sector in 2018, when manufacturing output  increased by 13%.  (a) define division of labour . [2]  (b) explain two reasons why a loss-making firm may continue to produce.  [4]  (c) analyse the advantages that consumers may gain from a competitive market.  [6]  (d) discuss whether or not an increase in a country\u2019s manufacturing output will increase its  economic development.  [8]",
+            "6": "6 0455/23/ o/n/21 \u00a9 ucles 2021 blank page",
+            "7": "7 0455/23/ o/n/21 \u00a9 ucles 2021 blank page",
+            "8": "8 0455/23/ o/n/21 \u00a9 ucles 2021 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 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.blank page"
+        }
+    },
+    "2022": {
+        "0455_m22_qp_22.pdf": {
+            "1": "this document has 8 pages. any blank pages are indicated.  [turn overcambridge igcse\u2122 dc (pq/fc) 303889/2 \u00a9 ucles 2022 *9307259731*economics  0455/22 paper 2 structured questions  february/march  2022  2 hours 15 minutes you must answer on the enclosed answer booklet. you will need:  answer booklet (enclosed) instructions  \u25cf answer four questions in total: section a: answer question 1. section b: answer three  questions.  \u25cf follow the instructions on the front cover of the answer booklet. if you need additional answer paper,  ask the invigilator for a continuation booklet.  \u25cf you may use a calculator. information  \u25cf the total mark for this paper is 90.  \u25cf the number of marks for each question or part question is shown in brackets [  ].",
+            "2": "2 0455/22/ f/m/22 \u00a9 ucles 2022 section a read the source material carefully before answering question 1. source material: the advantages of visiting, producing and living in bermuda bermuda fact file 2018 population 72 000 labour force 33 500 unemployment rate 7% inflation rate 2% bermuda is a well-known holiday destination. it offers luxury holidays which are expensive.  bermuda bans foreign fast-food outlets. it does have one foreign outlet selling fried chicken in the  island\u2019s capital, hamilton. this was opened before the ban was introduced in 1997. some foreign  multinational companies (mncs), which produce other goods and services, operate in bermuda.  bermuda is considered a tax haven. it does not have any corporation tax, but it does charge high  import tariffs particularly on demerit goods which are harmful to health. bermuda has a higher literacy rate and a lower population growth rate than most other countries. its  gdp per head is high. fig. 1.1 shows the relationship between gdp per head ($) and life expectancy  (years) in selected countries in 2018. 200  000 180  000 160  000 gdp per head ($)140  000 120  000 100  000 80 000 60 000 40 000 20 000 0 100 90 80 70 60 50 life expectancy  (years)40 30 20 10 0eswatinieswatinimonaco bermuda bahamas argentinausamonaco bermuda bahamas argentinausa fig. 1.1 the relationship between gdp per head ($) and life expectancy (years)  in selected countries 2018",
+            "3": "3 0455/22/ f/m/22 \u00a9 ucles 2022 [turn over bermuda also has a relatively larger tertiary sector than most other countries. insurance and other  financial services contributed 85% of its gdp in 2018. the bermudian monetary authority (bma)  carries out most of the functions of a central bank. for example, it acts as banker to the government,  holds the country\u2019s reserves of foreign currency and implements the government\u2019s monetary policy. the  bma has been relatively successful in keeping inflation low. however, government policy measures  designed to reduce unemployment may affect the inflation rate. this is because policy measures can  influence total demand, productivity and firms\u2019 costs of production. bermudian government policy may change, not only to cut unemployment, but also to reduce market  failure. for example, higher indirect taxes on demerit goods may be used but it can be difficult to  change people\u2019s spending patterns. answer all parts of question 1. refer to the source material in your answers. 1 (a) calculate the number of bermudian workers who were unemployed in 2018.  [1]   (b) identify  two reasons why demand for holidays in bermuda may be price-elastic.  [2]  (c) state  two reasons why a foreign mnc may want to operate in bermuda.  [2]  (d) explain  two reasons why bermuda has a higher level of economic development than many  other countries.  [4]  (e)  analyse the role of the bermudian monetary authority (bma).  [4]  (f) analyse the relationship between gdp per head and life expectancy.  [5]  (g) discuss whether or not bermudian government policy measures designed to reduce  unemployment would increase the inflation rate.  [6]  (h) discuss whether or not higher indirect taxes can reduce the market failure caused by demerit  goods.  [6]",
+            "4": "4 0455/22/ f/m/22 \u00a9 ucles 2022 section b answer any three  questions. each question is introduced by stimulus material. in your answer you may refer to this material and/or  to other examples that you have studied. 2 south africa (sa) experienced a recession in the second half of 2019 and an unemployment  rate of 29%. only a small proportion of this unemployment was frictional. south africa\u2019s foreign  exchange rate fell from 1 sa rand = us$0.08 in 2018 to 1 sa rand = us$0.06 in 2019. south  africa had reduced import tariffs, but in 2019 some south african economists suggested tariffs  should be used to protect its infant industries.  (a) define  frictional unemployment . [2]  (b) explain why an infant industry may need protection.  [4]  (c) analyse how a fall in a country\u2019s foreign exchange rate could reduce a deficit on the current  account of its balance of payments.  [6]  (d) discuss whether or not a reduction in income tax will end a recession.  [8] 3 new zealand is a small country with a population of 5 million. most new zealand firms are  relatively small and most do not experience diseconomies of scale. in 1894, new zealand was the  first country to introduce a national minimum wage. new zealand experienced a rise in income per  head every year between 2010 and 2019. during this period, 6% of new zealand\u2019s households  experienced absolute poverty.  (a) define diseconomies of scale . [2]  (b) explain two reasons why a high-income household may borrow more than a low-income  household.  [4]  (c) analyse, using a diagram, the effect of an increase in output on average fixed cost (afc) and  total fixed cost (tfc).  [6]  (d) discuss whether or not the introduction of a national minimum wage will reduce poverty.  [8] 4 botswana\u2019s net migration varies. in 2019, botswana had net immigration. since 2010, its  unemployment rate has averaged 18%. between 2010 and 2019, the number of women in the  labour force increased from 380  000 to 490  000. although botswana is one of africa\u2019s richer  countries, its households do not save much of their income.  (a) identify  two reasons why immigration may increase.  [2]  (b) explain two consequences of unemployment.  [4]  (c) analyse why more women may join a country\u2019s labour force.  [6]  (d) discuss whether or not a government should encourage an increase in saving.  [8]",
+            "5": "5 0455/22/ f/m/22 \u00a9 ucles 2022 5 the economic problem means that countries have to decide what to produce. ghana uses much  of its agricultural land to grow cocoa. cocoa is sold to chocolate producers. the world\u2019s main  chocolate producer in 2019 was a us firm with a 14% share of the global market. that firm was  the largest seller of chocolate in the us and, if it merges, may become a monopoly.  (a) define the economic problem . [2]  (b) explain whether land is mobile.  [4]  (c) analyse the causes of a shift to the right in the supply curve of chocolate.  [6]  (d) discuss whether or not consumers would benefit from a firm becoming a monopoly.  [8]",
+            "6": "6 0455/22/ f/m/22 \u00a9 ucles 2022 blank page",
+            "7": "7 0455/22/ f/m/22 \u00a9 ucles 2022 blank page",
+            "8": "8 0455/22/ f/m/22 \u00a9 ucles 2022 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.blank page"
+        },
+        "0455_s22_qp_11.pdf": {
+            "1": "    this document has 12 pages. any blank pages are indicated.  ib22 06_0455_11/4rp   \u00a9 ucles 2022   [turn ove r   *4843284800 *cambridge igcse\u2122       economics 0455/11     paper 1 multiple choice  may/june 2022     45 minutes    you must answer on the mult iple choice answer sheet.    you will need: multiple choice answer sheet   soft clean eraser   soft pencil (type b or hb is recommended)       instructions   \uf0b7 there are thirty  questions on this paper. answer all questions.   \uf0b7 for each question there ar e four possible answers a, b, c and d. choose the one you consider correct  and record your choice in soft pencil on the multiple choice an swer sheet.   \uf0b7 follow the instructions on the multiple choice answer sheet.  \uf0b7 write in soft pencil.  \uf0b7 write your name, centre number and candidate number on the mult iple choice answer sheet in the  spaces provided unless this has been done for you.  \uf0b7 do not use correction fluid.  \uf0b7 do not write on any bar codes.  \uf0b7 you may use a calculator.      information  \uf0b7 the total mark for this paper is 30.  \uf0b7 each correct answer will score one mark.  \uf0b7 any rough working should be don e on this question paper.   ",
+            "2": "2  \u00a9 ucles 2022 0455/11/m/j/22  1 a government uses different suppl y-side policy measures to impr ove economic performance.    which policy measure would not satisfy one of the government\u2019s macroeconomic aims?  a changing the tax system which  leads to more tax evasion  b encouraging foreign investment which improves the balance of pa yments  c privatising state industries which increases economic growth  d retraining redundant workers which lowers unemployment     2 what could cause an increase in demand for a factor of producti on?  a decrease in the efficiency of the factor of production  b decrease in the price of an alternative factor of production  c increase in the demand for the good or service produced  d increase in the price of the factor of production    3 which components, in addition to gross domestic product (gdp) per head, are included in the  human development index (hdi)?  a average earnings and inequalities of incomes  b balance of trade and balance of payments  c life expectancy at birth and expected years of schooling  d size of population and age structure of population    4 the us government introduces tariffs on steel imported from ch ina. this increases the price of  imported chinese steel.    whose income would be likely to increase as a direct result?     chinese steel  producers us government a yes yes  b yes no  c no yes  d no no     ",
+            "3": "3     \u00a9 ucles 2022 0455/11/m/j/22 [turn over  5 a government retrains unemployed industrial workers to increase  employment opportunities. the  policy may have adverse effects on other government macroeconom ic aims.    what illustrates this situation?  a better skilled workers may increase productivity and improve ec onomic growth.  b increased wage-earning capacity may lead to demand-pull inflati on.  c more employed workers may reduce government expenditure on bene fit payments.  d near full employment may result in a more stable balance of pay ments.    6 the diagram shows the demand and supply for apples.    3.00 2.502.001.501.000.50 0$ per kilo 0 200 400 600 800 1000 tonnes (000)s d     to what extent is the market for apples in disequilibrium at a price of $2.50 per kilo?  a demand exceeds supply by 200  000 tonnes.  b demand exceeds supply by 400  000 tonnes.  c supply exceeds demand by 200  000 tonnes.  d supply exceeds demand by 400  000 tonnes.     ",
+            "4": "4  \u00a9 ucles 2022 0455/11/m/j/22  7 the diagram shows the fixed costs, variable costs and total co sts of a firm at output s.    p q r scosts outputo     which distance represents the firm\u2019s variable costs?  a p q  b p s  c q r  d q s       8 the table shows the world output of iron ore and the average y early price for four years.    year world output of iron ore  (billion tonnes) average yearly price  ($ per tonne)  year 1 2.86 128  year 2 2.98 135  year 3 2.22 97  year 4 2.28 95    what can be concluded about the relationship between world outp ut of iron ore and the average  yearly price over the four years?     world output average   yearly price  a highest highest  b highest lowest  c lowest highest  d lowest lowest     ",
+            "5": "5     \u00a9 ucles 2022 0455/11/m/j/22 [turn over  9 a firm has a high price elasticity of supply for its product.    what does this indicate?  a it can increase revenue by reducing the price.  b it can quickly respond to changes in price.  c it keeps very low volumes of product in stock.  d it produces a good that has close substitutes.    10 a manufacturer of medical supplies benefits from improved road  links to its main markets.    what benefit definitely occurs as a result?  a increased average revenue  b increased external economies of scale  c increased internal economies of scale  d increased market share    11 which row shows an essential characteristic of competitive mar kets and monopoly markets?     competitive markets monopoly markets  a many buyers single seller  b many sellers single buyer  c single buyer many buyers  d single seller many sellers     12 a student has nothing to do on a friday evening. she withdraws  $5 from the $100 she has in a  savings account and buys a present to take to a party, to which  admission is free.    what does this involve?  a an opportunity cost equal to $95  b an opportunity cost equal to other goods she could have bought  for $5  c no opportunity cost, as entrance to the party is free  d no opportunity cost, as she had no better way of using the tim e     ",
+            "6": "6  \u00a9 ucles 2022 0455/11/m/j/22  13 the development of artificial intelligence in machines raises the productivity of capital.    what will be the effect of this?  a the costs of production will increase.  b the demand for capital will increase.  c the price of capital will fall.  d the supply of capital will decrease.    14 which combination is necessary for the construction of a consu mer prices index?     a base year price stability weights  a yes yes yes  b yes no yes  c yes no no  d no yes yes     15 a government removed the quota on goods imported into the coun try.    what is the most  likely result of this?  a a decrease in demand for domestic production  b a decrease in domestic unemployment  c a decrease in exports  d a decrease in the balance of trade deficit     16 what is an advantage of a country having a market economic sys tem with a large private sector?  a firms can become unprofitable if they do not produce what cons umers want.  b market forces often fail to ensur e maximum benefits for society .  c some goods may not be provided at all or not in sufficient qua ntity.  d there is an unequal distribution of income which can increase o ver time.     17 what is an example of a fiscal policy measure?  a increasing the exchange rate  b reducing the power of trade unions  c reducing the rate of corporation tax  d setting a lower interest rate    ",
+            "7": "7     \u00a9 ucles 2022 0455/11/m/j/22 [turn over  18 why would an increase in the interest rate potentially lead to lower inflation?  a consumers will be more willing to save when interest rates are  high.  b consumers will be more willing to spend when interest rates ar e high.  c producers will be more willing to borrow from banks when inter est rates are high.  d producers will be more willing to invest when interest rates a re high.      19 which government action will not add directly to the quantity or quality of human resources?  a improvement in health facilities  b investment in education and training  c provision of better food and nutrition  d reclamation of land from the sea      20 what is a likely cause of economic growth?  a decreased employment  b decreased investment  c decreased productivity  d decreased taxation     ",
+            "8": "8  \u00a9 ucles 2022 0455/11/m/j/22  21 an economy experiences a recession and moves from full employm ent to 5% unemployment.    which movement from x to y on the ppc diagram shows the consequ ence for the economy?    capital goods consumer goodsoa x ycapital goods consumer goodsob x y capital goods consumer goodsoc xycapital goods consumer goodsod x y       22 the table shows how three people, x, y and z, spend their inco me.     person x person y person z  food, clothing and housing 30% 25% 50%  entertainment and leisure 35% 35% 25%  luxury goods 35% 40% 25%    what is the likely order of income, from lowest income to highe st income, for these three people?  a y  \uf0ae x \uf0ae z  b y  \uf0ae z \uf0ae x  c z  \uf0ae x \uf0ae y  d z  \uf0ae y \uf0ae x    ",
+            "9": "9     \u00a9 ucles 2022 0455/11/m/j/22 [turn over  23 why would standards of living fall when there is a recession?  a the government would increase ta xes to combat the recession.  b the purchasing power of households would fall.  c the value of the domestic currency would increase.  d there would be a rise in the level of immigration.      24 what is the purpose of an economy\u2019s production possibility cur ve (ppc)?  a it answers the question of what to produce in an economy.  b it enables microeconomic decisions to be taken by firms.  c it measures the supply of goods and services available in an ec onomy.  d it shows the productive capacity in an economy at a point in ti me.      25 the governments of low-income countries often allow foreign mu ltinational companies (mncs) to  mine minerals in their country.    which conflict between benefit and cost might this cause the lo w-income countries?     benefit cost  a improved balance of trade training by the mncs  b higher employment loss of a finite resource  c increased profits for the mncs efficient production  d more sustainable development economic growth     26 the table shows some economic indicators.    which increase in the first indicator is most  likely to lead to an increase in the second indicator?    first indicator second indicator  a budget surplus consumer saving  b consumer spending unemployment  c inflation trade surplus  d productivity living standards     ",
+            "10": "10  \u00a9 ucles 2022 0455/11/m/j/22  27 what is the definition of foreign exchange rate ?  a the difference between emigration and immigration  b the difference between the values of imports and exports  c the price of one currency in terms of another  d the price of one good in terms of another      28 which activity is correctly linked to the organisation that pr ovides it?     organisation activity  a central bank regulate the rate of inflation  b central bank set direct tax rates  c commercial bank manage the government\u2019s financial accounts  d commercial bank safeguard the country\u2019s foreign reserves      29 which topic is not included in microeconomics?  a consumer demand  b economies of scale  c forms of competition  d inflation      30 what is likely to cause an immediate decrease in the size of t he labour force?  a a fall in the average size of families  b a fall in the birth rate  c a reduction in the age of retirement  d an increase in net immigration     ",
+            "11": "11     \u00a9 ucles 2022 0455/11/m/j/22  blank page",
+            "12": "12    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 tra ce copyright holders, but if any items requiring clearance have  unwittingly been included, the  publisher will be pleased to make amends at the earliest possib le opportunity.    to avoid the issue of disclosure of answer-related information to candidates, all copyright acknowledgements are reproduced on line in the cambridge  assessment international educat ion copyright acknowledgements b ooklet. this is produced for eac h series of examinations and is  freely available to download  at www.cambridgeinternational.org  after the live examination se ries.   cambridge assessment international education is part of cambrid ge assessment. cambridge assessment is the brand name of the un iversity of cambridge  local examinations syndicate (ucles), which is a department of the university of cambridge.    \u00a9 ucles 2022 0455/11/m/j/22  blank page  "
+        },
+        "0455_s22_qp_12.pdf": {
+            "1": "    this document has 12 pages. any blank pages are indicated.  ib22 06_0455_12/fp   \u00a9 ucles 2022   [turn ove r   *9635380947*cambridge igcse\u2122       economics 0455/12     paper 1 multiple choice  may/june 2022     45 minutes    you must answer on the mult iple choice answer sheet.    you will need: multiple choice answer sheet   soft clean eraser   soft pencil (type b or hb is recommended)       instructions   \uf0b7 there are thirty  questions on this paper. answer all questions.   \uf0b7 for each question there ar e four possible answers a, b, c and d. choose the one you consider correct  and record your choice in soft pencil on the multiple choice an swer sheet.   \uf0b7 follow the instructions on the multiple choice answer sheet.  \uf0b7 write in soft pencil.  \uf0b7 write your name, centre number and candidate number on the mult iple choice answer sheet in the  spaces provided unless this has been done for you.  \uf0b7 do not use correction fluid.  \uf0b7 do not write on any bar codes.  \uf0b7 you may use a calculator.      information  \uf0b7 the total mark for this paper is 30.  \uf0b7 each correct answer will score one mark.  \uf0b7 any rough working should be don e on this question paper.   ",
+            "2": "2  \u00a9 ucles 2022 0455/12/m/j/22  1 what is an example of a free good?  a defence  b education  c health services  d sunshine      2 a student has nothing to do on a friday evening. she withdraws  $5 from the $100 she has in a  savings account and buys a present to take to a party, to which  admission is free.    what does this involve?  a an opportunity cost equal to $95  b an opportunity cost equal to other goods she could have bought  for $5  c no opportunity cost, as entrance to the party is free  d no opportunity cost, as she had no better way of using the tim e    3 the diagram shows two production possibility curves for a coun try.    lk ocapital goods consumer goods    what might cause a shift from point k to point l in the country \u2019s production?  a a change in what consumers want to buy  b a recession  c more investment  d the use of previously unemployed resources     4 which relationship would be studied by an economist specialisi ng in macroeconomics?  a the relationship between the inflation rate and the unemploymen t rate  b the relationship between the output of a firm and its costs of production  c the relationship between the price of a product and the quantit y demanded by a consumer  d the relationship between the wage rate of workers and demand fo r labour in an occupation ",
+            "3": "3     \u00a9 ucles 2022 0455/12/m/j/22 [turn over  5 in recent years, a government ha s started to make more use of the free market system. however,  they are doing it very slowly to avoid the disadvantages that a  free market system might bring.    what is a possible disadvantage of the free market system?  a decreased incentive to work  b decreased levels of pollution  c increased efficiency  d increased inequality of income     6 what will cause the demand curve for a good to shift to the ri ght?  a a decrease in the disposable income of consumers  b a decrease in the price of a complement good  c a decrease in the price of a substitute good  d a decrease in the price of the good    7 in the diagram, which demand curve has perfectly elastic deman d?    price oquantitya bc d      ",
+            "4": "4  \u00a9 ucles 2022 0455/12/m/j/22  8 the table shows the demand and supply schedules for rice. the current price is $2.00 per kilo.    price per kilo $ quantity demanded  (million tonnes) quantity supplied  (million tonnes)  2.50   5 30  2.00 10 25  1.50 20 20  1.00 30 15  0.50 40 10    what will happen if the price is reduced to $1.00 per kilo?  a the demand schedule will shift to the left.  b the market will move from shortage to surplus.  c the market will move from surplus to shortage.  d the supply schedule will shift to the right.     9 the diagram shows the fixed costs, variable costs and total co sts of a firm at output s.    p q r scosts outputo     which distance represents the firm\u2019s variable costs?  a p q  b p s  c q r  d q s     10 what could cause profits to be high in a monopoly market?  a barriers to entry  b diseconomies of scale  c elastic demand for the product  d high number of substitutes for the product    ",
+            "5": "5     \u00a9 ucles 2022 0455/12/m/j/22 [turn over  11 which firm is most  likely to be classified as a small firm in the tertiary sector ?  a a farm  b a hairdresser  c a steelworks  d a supermarket      12 germany is considered a capital-intensive economy while indone sia is considered a   labour-intensive economy.    what does this mean about the economies of germany and indonesi a?  a capital is relatively cheaper than labour in germany while lab our is relatively cheaper than  capital in indonesia.  b germany has many primary sector workers while indonesia has ma ny tertiary sector  workers.  c indonesia has a higher growth in its population size than germ any.  d relatively more low-cost labour is available in germany while capital is more efficient than  labour in indonesia.      13 a bank continues to operate loss-making branches.    which objective is the bank trying to achieve?  a growth  b efficiency  c profit maximisation  d social welfare    14 the table shows how three people, x, y and z, spend their inco me.     person x person y person z  food, clothing and housing 30% 25% 50%  entertainment and leisure 35% 35% 25%  luxury goods 35% 40% 25%    what is the likely order of income, from lowest income to highe st income, for these three people?  a y  \uf0ae x \uf0ae z  b y  \uf0ae z \uf0ae x  c z  \uf0ae x \uf0ae y  d z  \uf0ae y \uf0ae x ",
+            "6": "6  \u00a9 ucles 2022 0455/12/m/j/22  15 which activity is correctly linked to the organisation that pr ovides it?     organisation activity  a central bank regulate the rate of inflation  b central bank set direct tax rates  c commercial bank manage the government\u2019s financial accounts  d commercial bank safeguard the country\u2019s foreign reserves     16 the chart shows a government\u2019s spending in a year.    40 000 35 000 30 000 25 000 20 000 15 000 10 000 5000 0 social security and welfare34 006 health18 660 education15 280 law and order5050 defence2390$ (millions)     what was the total government spending on public goods?  a $2390 million  b $5050 million  c $7440 million  d $33  940 million    ",
+            "7": "7     \u00a9 ucles 2022 0455/12/m/j/22 [turn over  17 a government levies a specific tax on the supply of cigarettes.  a t  t h e  s a m e  t i m e  i t  s t a r t s  a   campaign to explain the health risks of smoking cigarettes.    which diagram illustrates the effects on the demand and supply of cigarettes?    price o quantityds2 s1a price o quantityds2s1b price o quantityd2d1s2 s1 d1d2s1 s2c price o quantityd       18 a government wishes to pursue an expansionary monetary policy.    what should it do?  a discourage bank lending  b give subsidies to firms  c lower income tax thresholds  d lower interest rates    19 a government introduces a series of economic measures.    what is a supply-side policy measure?  a building more affordable homes to improve labour mobility  b controlling consumer spending to reduce inflation  c lowering interest rates to encourage purchase of expensive good s  d raising pensions to help retired people pay their fuel bills     ",
+            "8": "8  \u00a9 ucles 2022 0455/12/m/j/22  20 what is identified as economic growth?  a a fall in labour productivity  b an increase in  the productive capacity of the economy  c an increase in the consumer prices index (cpi)  d the economy enters a period of recession      21 the retail trade in a country has unemployed workers in one re gion and job vacancies in another  region.    what could explain this?  a costs of employing workers are lower when there is unemployment .  b it is more expensive to live in the area where the retail jobs are available.  c retailing demands the same skills everywhere.  d the geographical mobility of labour has increased.    22 a country wishes to reduce the level of inflation.    which combination of policy measures will be most  successful?     policy measure 1 policy measure 2  a decrease exchange rates increase interest rates  b decrease interest rates increase exchange rates  c increase government spending decrease interest rates  d increase interest rates decrease government spending      23 a government wants to reduce both its budget deficit and the a mount of poverty in its country.    which fiscal policy measure is most  likely to achieve both of these aims?  a decreasing the rate of progressive income tax  b decreasing government spending on welfare benefits  c increasing the rate of progressive income tax  d increasing government spending on welfare benefits     ",
+            "9": "9     \u00a9 ucles 2022 0455/12/m/j/22 [turn over  24 which components, in addition to gross domestic product (gdp) per head, are included in the  human development index (hdi)?  a average earnings and inequalities of incomes  b balance of trade and balance of payments  c life expectancy at birth and expected years of schooling  d size of population and age structure of population      25 what is likely to cause an immediate decrease in the size of t he labour force?  a a fall in the average size of families  b a fall in the birth rate  c a reduction in the age of retirement  d an increase in net immigration     26 the table shows some economic indicators.    which increase in the first indicator is most  likely to lead to an increase in the second indicator?    first indicator second indicator  a budget surplus consumer saving  b consumer spending unemployment  c inflation trade surplus  d productivity living standards     27 the price of a currency in a fixed exchange rate system is red uced.    what is this called?  a appreciation  b depreciation  c devaluation  d revaluation    ",
+            "10": "10  \u00a9 ucles 2022 0455/12/m/j/22  28 a government removed the quota on goods imported into the coun try.    what is the most  likely result of this?  a a decrease in demand for domestic production  b a decrease in domestic unemployment  c a decrease in exports  d a decrease in the balance of trade deficit    29 w h a t  i s  most  likely to result from a reduction in the value of a country\u2019s currency if there are no  other changes in the economy?  a a trade in goods surplus will fall.  b export prices will rise.  c import prices will rise.  d the inflation rate will fall.    30 the governments of low-income countries often allow foreign mu ltinational companies (mncs) to  mine minerals in their country.    which conflict between benefit and cost might this cause the lo w-income countries?     benefit cost  a improved balance of trade training by the mncs  b higher employment loss of a finite resource  c increased profits for the mncs efficient production  d more sustainable development economic growth     ",
+            "11": "11     \u00a9 ucles 2022 0455/12/m/j/22  blank page",
+            "12": "12      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 tra ce copyright holders, but if any items requiring clearance have  unwittingly been included, the  publisher will be pleased to make amends at the earliest possib le opportunity.    to avoid the issue of disclosure of answer-related information to candidates, all copyright acknowledgements are reproduced on line in the cambridge  assessment international educat ion copyright acknowledgements b ooklet. this is produced for each series of examinations and is  freely available to download  at www.cambridgeinternational.org  after the live examination se ries.   cambridge assessment international education is part of cambrid ge assessment. cambridge assessment is the brand name of the un iversity of cambridge  local examinations syndicate (ucles), which is a department of the university of cambridge.    \u00a9 ucles 2022 0455/12/m/j/22  blank page  "
+        },
+        "0455_s22_qp_13.pdf": {
+            "1": "    this document has 12 pages. any blank pages are indicated.  ib22 06_0455_13/2rp   \u00a9 ucles 2022   [turn ove r   *5481907720*cambridge igcse\u2122       economics 0455/13     paper 1 multiple choice  may/june 2022     45 minutes    you must answer on the mult iple choice answer sheet.    you will need: multiple choice answer sheet   soft clean eraser   soft pencil (type b or hb is recommended)       instructions   \uf0b7 there are thirty  questions on this paper. answer all questions.   \uf0b7 for each question there ar e four possible answers a, b, c and d. choose the one you consider correct  and record your choice in soft pencil on the multiple choice an swer sheet.   \uf0b7 follow the instructions on the multiple choice answer sheet.  \uf0b7 write in soft pencil.  \uf0b7 write your name, centre number and candidate number on the mult iple choice answer sheet in the  spaces provided unless this has been done for you.  \uf0b7 do not use correction fluid.  \uf0b7 do not write on any bar codes.  \uf0b7 you may use a calculator.      information  \uf0b7 the total mark for this paper is 30.  \uf0b7 each correct answer will score one mark.  \uf0b7 any rough working should be don e on this question paper.   ",
+            "2": "2  \u00a9 ucles 2022 0455/13/m/j/22  1 which factor has the correct factor reward identified?     factor factor reward  a capital profit  b enterprise wages  c labour interest  d land rent      2 a student has nothing to do on a friday evening. she withdraws  $5 from the $100 she has in a  savings account and buys a present to take to a party, to which  admission is free.    what does this involve?  a an opportunity cost equal to $95  b an opportunity cost equal to other goods she could have bought  for $5  c no opportunity cost, as entrance to the party is free  d no opportunity cost, as she had no better way of using the tim e     3 what would cause a shift in a country\u2019s production possibility  curve?  a a fall in unemployment  b a recovery from a recession  c a rise in prices  d the destruction of factories in a war     4 which topic is studied in macroeconomics?  a cost-push inflation  b market price determination  c public goods  d the output of a firm    5 china is moving towards a more mixed economic system and reduc ing the role of the public  sector.    which economic policy measure might best achieve this?  a creating excess capacity in state-owned enterprises  b encouraging competition among private sector firms  c protecting infant industries  d subsidising transport infrastructure ",
+            "3": "3     \u00a9 ucles 2022 0455/13/m/j/22 [turn over  6 the diagram shows the supply and demand for a product.    6 010 000price $ quantity (units)ds     suppliers have decided to produce 10  000 units and charge a price of $6.    what is the result of this decision in the short run?  a a stable equilibrium price will be achieved.  b suppliers will be left with unsold stock.  c the equilibrium market price will increase.  d there will be excess demand at the price of $6.     7 which statement about price elasticity of demand (ped) is corr ect?  a ped measures the percentage change in quantity demanded divided  by the percentage  change in price.  b ped measures the change in price divided by the change in the q uantity demanded.  c ped means a change in price will cause an equal change in the q uantity demanded.  d ped means a change in demand will result in a greater percentag e change in price.    ",
+            "4": "4  \u00a9 ucles 2022 0455/13/m/j/22  8 a manufacturer of tinned beans mechanises its assembly line. t his increases output by 30% and  reduces labour by 20%.    how and why will this affect supply curve s?    oprice of tinnedbeans quantity of tinned beanss     a s will move to the left due to an increase in average costs.  b s will move to the left due to an increase in the price of tin ned beans.  c s will move to the right due to an increase in consumer demand .  d s will move to the right due to an increase in productivity.      9 the diagram shows the fixed costs, variable costs and total co sts of a firm at output s.    p q r scosts outputo     which distance represents the firm\u2019s variable costs?  a p q  b p s  c q r  d q s     ",
+            "5": "5     \u00a9 ucles 2022 0455/13/m/j/22 [turn over  10 a cinema has 500 seats. it raised its admission price from $2 to $5 and daily revenue increased  from $800 to $1500.    what can be concluded from this information?  a price elasticity of demand for cinema seats was elastic.  b price elasticity of supply of cinema seats was elastic.  c the cinema operated below full capacity.  d the cinema\u2019s profits rose by $700.     11 what is an outcome of a competitive market?  a high prices and low quality  b low prices and large choice  c high profits and low quality  d low profits and little choice     12 what might prevent an individual choosing a particular occupat ion?  a little opportunity for career progression  b low cost of travelling to work  c no risk to personal health  d wage rate above national minimum wage     13 what might encourage a consumer to spend less and save more?  a the expectation that prices will fall  b the expectation that prices will rise  c the expectation that unemployment will fall  d the expectation that real gdp will rise    ",
+            "6": "6  \u00a9 ucles 2022 0455/13/m/j/22  14 the table shows how three people, x, y and z, spend their inco me.     person x person y person z  food, clothing and housing 30% 25% 50%  entertainment and leisure 35% 35% 25%  luxury goods 35% 40% 25%    what is the likely order of income, from lowest income to highe st income, for these three people?  a y  \uf0ae x \uf0ae z  b y  \uf0ae z \uf0ae x  c z  \uf0ae x \uf0ae y  d z  \uf0ae y \uf0ae x     15 which activity is correctly linked to the organisation that pr ovides it?     organisation activity  a central bank regulate the rate of inflation  b central bank set direct tax rates  c commercial bank manage the government\u2019s financial accounts  d commercial bank safeguard the country\u2019s foreign reserves      16 what is not usually a macroeconomic aim?  a balance of payments stability  b high government borrowing  c lowering cyclical unemployment  d reducing absolute poverty     ",
+            "7": "7     \u00a9 ucles 2022 0455/13/m/j/22 [turn over  17 a government decides to increase the indirect tax on petrol. p etrol has an inelastic price elasticity  of demand.    what are likely to be the consequences?     quantity of  petrol bought government  revenue  a decreases decreases  b decreases increases  c increases decreases  d increases increases     18 in a country, there is an increase in the rate of interest to prevent inflation.    which type of macroeconomic policy is this?  a fiscal policy  b monetary policy  c supply-side policy  d trade policy      19 a government significantly incr eases its spending on education  and training over several years.    what will be the likely effect of this policy measure on the ra te of inflation in both the short run  and the long run?     short-run effect long-run effect  a decreases decreases  b decreases increases  c increases decreases  d increases increases      20 what may cause a recession?  a an increase in consumer spending  b an increase in government spending  c an increase in imports  d an increase in investment    ",
+            "8": "8  \u00a9 ucles 2022 0455/13/m/j/22  21 why might the macroeconomic aim  of full employment conflict wi th the aim of stable prices?  a full employment leads to higher cost of imports.  b full employment leads to increased income inequality.  c full employment leads to increases in wages.  d full employment leads to lower exports.      22 in a country, inflation is 10% and nominal interest rates are 7 %.    which group is most  likely to benefit from this situation?  a borrowers  b e m p l o y e r s   c lenders  d savers     23 which action is not performed by a government as part of its international role?  a building offshore wind farms  b imposing tariffs on imports  c issuing visas to foreign tourists  d providing humanitarian aid to refugees    24 which components, in addition to gross domestic product (gdp) per head, are included in the  human development index (hdi)?  a average earnings and inequalities of incomes  b balance of trade and balance of payments  c life expectancy at birth and expected years of schooling  d size of population and age structure of population     25 what is likely to cause an immediate decrease in the size of t he labour force?  a a fall in the average size of families  b a fall in the birth rate  c a reduction in the age of retirement  d an increase in net immigration    ",
+            "9": "9     \u00a9 ucles 2022 0455/13/m/j/22 [turn over  26 the table shows some economic indicators.    which increase in the first indicator is most  likely to lead to an increase in the second indicator?    first indicator second indicator  a budget surplus consumer saving  b consumer spending unemployment  c inflation trade surplus  d productivity living standards      27 when are countries most  likely to specialise and trade with each other?  a when the cost of transport between them is high  b when there are large differences in their resource allocations  c when they have access to the same technology  d when they have high tariffs and other protective measures    28 a government removed the quota on goods imported into the coun try.    what is the most  likely result of this?  a a decrease in demand for domestic production  b a decrease in domestic unemployment  c a decrease in exports  d a decrease in the balance of trade deficit    29 a country has a surplus on the current account of its balance o f payments.    what would be most  likely to cause the country to move into deficit?  a devaluation of its fixed exchange rate  b government subsidies to its exporters  c improved technology in other countries  d productivity increases in its export industries     ",
+            "10": "10  \u00a9 ucles 2022 0455/13/m/j/22  30 the governments of low-income countries often allow foreign mu ltinational companies (mncs) to  mine minerals in their country.    which conflict between benefit and cost might this cause the lo w-income countries?     benefit cost  a improved balance of trade training by the mncs  b higher employment loss of a finite resource  c increased profits for the mncs efficient production  d more sustainable development economic growth     ",
+            "11": "11     \u00a9 ucles 2022 0455/13/m/j/22  blank page",
+            "12": "12    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 tra ce copyright holders, but if any items requiring clearance have  unwittingly been included, the  publisher will be pleased to make amends at the earliest possib le opportunity.    to avoid the issue of disclosure of answer-related information to candidates, all copyright acknowledgements are reproduced on line in the cambridge  assessment international educat ion copyright acknowledgements b ooklet. this is produced for each series of examinations and is  freely available to download  at www.cambridgeinternational.org  after the live examination se ries.   cambridge assessment international education is part of cambrid ge assessment. cambridge assessment is the brand name of the un iversity of cambridge  local examinations syndicate (ucles), which is a department of the university of cambridge.    \u00a9 ucles 2022 0455/13/m/j/22  blank page  "
+        },
+        "0455_s22_qp_21.pdf": {
+            "1": "this document has 8 pages. any blank pages are indicated.  [turn overcambridge igcse\u2122 dc (ks/fc) 303844/3 \u00a9 ucles 2022 *1941279015*economics  0455/21 paper 2 structured questions  may/june  2022  2 hours 15 minutes you must answer on the enclosed answer booklet. you will need:  answer booklet (enclosed) instructions  \u25cf answer four questions in total: section a: answer question 1. section b: answer three  questions.  \u25cf follow the instructions on the front cover of the answer booklet. if you need additional answer paper,  ask the invigilator for a continuation booklet.  \u25cf you may use a calculator. information  \u25cf the total mark for this paper is 90.  \u25cf the number of marks for each question or part question is shown in brackets [  ].",
+            "2": "2 0455/21/ m/j/22 \u00a9 ucles 2022 section a read the source material carefully before answering question 1. source material: cyprus cyprus fact file 2015 2019 life expectancy (years) 79 81 gdp per head $23 334 $27 900 population 1 100 000 1 200 000 birth rate (per 1000) 11.0 10.2 cyprus is a small country which had a relatively high hdi ranking in 2019. it exports a range of goods  and services including fruit, pharmaceuticals and clothing. cyprus imports the majority of the food it  consumes but produces most of its own grapes and potatoes. in 2019, the global grape harvest was  affected by bad weather. global grape production fell by 35% which caused a shortage.  approximately 14% of cyprus\u2019s labour force is employed in the primary sector. the average age  of cyprus\u2019s workers is increasing and more of them are now working past retirement age. this is  particularly true of highly qualified workers who tend to be well-paid, healthy and have jobs that do not  require physical strength.  the rise in life expectancy and the increase in the cost of providing state pensions led some economists  to suggest a rise in the retirement age. such a change would have an impact on the government\u2019s  budget balance. in 2019, the cypriot government had a budget surplus. in contrast, cyprus had a  deficit on the current account of its balance of payments. the size of a country\u2019s current account  balance can be influenced by its inflation rate. fig. 1.1 shows selected countries\u2019 inflation rates (%) and  current account balances (% of gdp) in 2019. \u20135%cyprus iceland inflation rate  (%) current account balance as % of gdpkenya mongolia nepal slovenia 510 0 \u201310 \u201315 \u201320 fig. 1.1 inflation rates (%) and current account balances (% of gdp)   in selected countries 2019 the interest rate in cyprus was very low in 2019. it was expected that this would influence the country\u2019s  investment. since 2015, some of the country\u2019s firms have become more capital-intensive. this change  has affected cyprus\u2019s productivity and may have influenced the standard of products produced. in 2019, two concerns for the future of cyprus\u2019s economy were that the quality of some of its agricultural  land may decline and that some of its top entrepreneurs may emigrate.",
+            "3": "3 0455/21/ m/j/22 \u00a9 ucles 2022 [turn over answer all parts of question 1. refer to the source material in your answers. 1 (a) calculate the number of births in cyprus in 2019.  [1]  (b) identify two indicators of living standards.  [2]  (c) state why the global market for grapes was in disequilibrium in 2019.  [2]  (d) explain two reasons why more well-educated workers tend to work past retirement age than  less-educated workers.  [4]  (e) analyse how a rise in a country\u2019s retirement age is likely to affect its government\u2019s budget.  [4]  (f) analyse the relationship between inflation rates and current account balances.  [5]  (g) discuss whether or not, after 2019, cyprus\u2019s production possibility curve (ppc) is likely to  shift to the right.  [6]  (h) discuss whether or not adopting capital-intensive production will benefit consumers.  [6]",
+            "4": "4 0455/21/ m/j/22 \u00a9 ucles 2022 section b answer any three questions. each question is introduced by stimulus material. in your answer you may refer to this material and/or  to other examples that you have studied. 2 australia\u2019s foreign exchange rate fluctuates. the value of australia\u2019s exports is regularly greater  than the value of its imports. australia is papua new guinea\u2019s main trading partner. in 2019, the  government of papua new guinea increased income tax to reduce its inflation rate. it used other  policy measures to increase its economic growth rate.  (a) define foreign exchange rate . [2]  (b) explain two reasons why the value of a country\u2019s exports may be greater than the value of its  imports.  [4]  (c) analyse how an increase in income tax can affect a country\u2019s inflation rate.  [6]  (d) discuss whether or not governments should aim for a high rate of economic growth.  [8] 3 trade union membership is much higher in sweden than in most countries. in 2019, 70%  of swedish workers were members of a trade union. more than 85% of swedish workers are  employed in the tertiary sector, compared with only 2% in the primary sector. swedish workers  spend their incomes on a variety of products some of which, e.g. sweets, are demerit goods.  sweden has the 7th highest per head consumption of sweets in the world.  (a) identify two influences on what products a person buys.  [2]  (b) explain two ways a government could decrease the consumption of demerit goods.  [4]  (c) analyse why workers may join a trade union.  [6]  (d) discuss whether or not tertiary sector workers are paid more than primary sector workers.  [8] 4 uganda specialises in agricultural products and has a relatively small secondary sector. in the  1990s, the ugandan government privatised most of its firms, including banks and railways.  some economists thought this privatisation was unsuccessful because poverty increased and  unemployment remained high. in recent years, the ugandan government has used supply-side  policy measures to reduce unemployment.   (a) define privatisation . [2]  (b) explain the difference between absolute poverty and relative poverty.  [4]  (c) analyse how specialisation can benefit firms.  [6]  (d) discuss whether or not the use of supply-side policy measures will reduce unemployment.  [8]",
+            "5": "5 0455/21/ m/j/22 \u00a9 ucles 2022 5 singapore is a high-income country with a shortage of land and labour. singapore is often given  as an example of a market economy. the singaporean government does, however, intervene  in the economy. for example, it encourages its population to eat two servings of fruit and two  servings of vegetables per day.  (a) identify the reward to labour and the reward to land.  [2]  (b) explain how an increase in a worker\u2019s income can affect their mobility of labour.  [4]  (c) analyse, using a demand and supply diagram, how a greater awareness of the health benefits  of eating fruit will affect the market for fruit.  [6]  (d) discuss whether or not a market economic system benefits an economy.  [8]",
+            "6": "6 0455/21/ m/j/22 \u00a9 ucles 2022 blank page",
+            "7": "7 0455/21/ m/j/22 \u00a9 ucles 2022 blank page",
+            "8": "8 0455/21/ m/j/22 \u00a9 ucles 2022 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.blank page"
+        },
+        "0455_s22_qp_22.pdf": {
+            "1": "this document has 8 pages. any blank pages are indicated.  [turn overcambridge igcse\u2122 *1056610173* dc (cj/sg) 303865/3 \u00a9 ucles 2022economics  0455/22 paper 2 structured questions  may/june  2022  2 hours 15 minutes you must answer on the enclosed answer booklet. you will need:  answer booklet (enclosed) instructions  \u25cf answer four questions in total: section a: answer question 1. section b: answer three  questions.  \u25cf follow the instructions on the front cover of the answer booklet. if you need additional answer paper,  ask the invigilator for a continuation booklet.  \u25cf you may use a calculator. information  \u25cf the total mark for this paper is 90.  \u25cf the number of marks for each question or part question is shown in brackets [  ].",
+            "2": "2 0455/22/ m/j/22 \u00a9 ucles 2022 section a read the source material carefully before answering question 1. source material: happiness bhutan fact file 2018 population 0.8 m gdp per head $3250 government spending $450  m government tax revenue $380  m world happiness index ranking 95th human development index ranking 134th the united nations has published a world happiness index every year since 2012. this index ranks  countries according to life expectancy, freedom, social support, trust, generosity and gdp per head.  new zealand was ranked 8th in the world happiness index in 2019. the governments of both bhutan  and new zealand now consider a number of influences on the happiness of their populations.  while more than half of bhutan\u2019s labour force is employed in agriculture, most people in new zealand  are employed in the tertiary sector. working conditions, working hours, the type of work and pay vary  between the primary and tertiary sectors. productivity is higher in all sectors in new zealand than in  bhutan. this is partly the result of higher investment in capital goods and education in new zealand.  new zealand also has a higher gdp per head. gdp per head ($) can influence net migration (number  of people) as shown for selected countries in 2017 in fig. 1.1. \u201355  000 \u201335  000 \u201315  000 5000 25 000 45 000 65 000bhutan cyprus new zealandkenya mozambique slovenia net migration (number of people) gdp per head ($) fig. 1.1 gdp per head ($) and net migration (number of people) of selected countries 2017 in its 2019 budget, the new zealand government said it would measure its progress not by increases in  gdp but by increases in the quality of people\u2019s lives. to achieve this, it announced increased spending  on some areas including mental health, child poverty and pollution. some economists criticised this  approach. they argued that the best way the government could improve living standards is to reduce  income tax rates. this reduction could change government spending and the quantity of products that  people buy, including cars.",
+            "3": "3 0455/22/ m/j/22 \u00a9 ucles 2022 [turn over tax revenue had increased in new zealand in 2019, partly because of a rise in revenue from corporation  tax. it was, however, difficult to predict firms\u2019 future profits. this was because of uncertainty about what  would happen to its gdp and its corporation tax rates. answer all parts to question 1. refer to the source material in your answers. 1 (a) calculate bhutan\u2019s gdp in 2018.  [1]  (b) identify two indicators that are in both the world happiness index and the human  development index.  [2]  (c) state why bhutan\u2019s 2018 government budget is likely to have increased total demand in  bhutan.  [2]  (d) explain two reasons why someone may prefer to work in the tertiary sector rather than in the  primary sector.  [4]   (e) analyse how investment in capital goods and education can increase new zealand\u2019s  productivity.  [4]  (f) analyse the relationship between gdp per head and net migration.  [5]  (g) discuss whether or not enterprise is likely to have increased in new zealand after 2019.  [6]  (h) discuss whether or not a cut in income tax rates will increase living standards.  [6]",
+            "4": "4 0455/22/ m/j/22 \u00a9 ucles 2022 section b answer any three  questions. each question is introduced by stimulus material. in your answer you may refer to this material and/or  to other examples that you have studied. 2 there was a significant increase in the money supply in angola in 2019. the national bank of  angola was concerned that this would keep inflation above 17% and harm angola\u2019s producers.  the angolan government had concentrated on reducing unemployment, which had fallen from  10% in 2010 to 7% in 2019.  (a) identify two forms of money.  [2]  (b) explain two functions a central bank performs for its government.  [4]  (c) analyse why a government may have lower unemployment as its main aim.  [6]  (d) discuss whether or not inflation will harm producers.  [8] 3 in 2019, france produced inside its production possibility curve (ppc). france exports a wide  range of its products. it is the world\u2019s top exporter of luxury perfume and the 7th largest exporter of  soap. changes in technology affect the products people produce and buy. the french government  plans to upgrade its infrastructure for all households to have internet access.  (a) define a production possibility curve . [2]  (b) explain why demand for soap is more price-inelastic than demand for a luxury brand of  perfume.  [4]  (c) analyse, using a demand and supply diagram, how an increase in income will affect the  market for a luxury brand of perfume.  [6]  (d) discuss whether or not the public sector should be responsible for the supply of all internet  services.  [8] 4 the south korean government thinks that japan is dumping steel. south korean firms trade with,  and produce in, other countries. some south korean multinational companies (mncs) claim to  reduce poverty in their host countries. in 2019, south korean firms were affected by a depreciation  in south korea\u2019s foreign exchange rate. some firms also experienced a shortage of workers,  which was influenced by the country\u2019s very low birth rate.  (a) define dumping . [2]  (b) explain two reasons why a country\u2019s foreign exchange rate may depreciate.  [4]  (c) analyse how a mnc could reduce poverty in a host country.  [6]  (d) discuss whether or not a very low birth rate would be a cause for concern for a government.  [8]",
+            "5": "5 0455/22/ m/j/22 \u00a9 ucles 2022 5 nicaragua experienced a 4% decrease in gdp in 2019, although household spending rose.  one nicaraguan product that increased in supply was bananas, which are a merit good. the  nicaraguan government encouraged its banana farmers and its other producers to increase their  output. increases in output can affect a firm\u2019s average costs of production.  (a) define supply . [2]  (b) explain two ways a government could increase the consumption of merit goods.  [4]  (c) analyse how the level and pattern of household spending may change when gdp decreases.  [6]  (d) discuss whether or not a firm will benefit from an increase in its output.  [8]",
+            "6": "6 0455/22/ m/j/22 \u00a9 ucles 2022 blank page",
+            "7": "7 0455/22/ m/j/22 \u00a9 ucles 2022 blank page",
+            "8": "8 0455/22/ m/j/22 \u00a9 ucles 2022 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.blank page"
+        },
+        "0455_s22_qp_23.pdf": {
+            "1": " [turn overdc (nf) 303849/2 \u00a9 ucles 2022this document has 8 pages. any blank pages are indicated. *8981980409*economics  0455/23 paper 2 structured questions  may/june  2022  2 hours 15 minutes you must answer on the enclosed answer booklet. you will need:  answer booklet (enclosed) instructions  \u25cf answer four questions in total: section a: answer question 1. section b: answer three  questions.  \u25cf follow the instructions on the front cover of the answer booklet. if you need additional answer paper,  ask the invigilator for a continuation booklet.  \u25cf you may use a calculator. information  \u25cf the total mark for this paper is 90.  \u25cf the number of marks for each question or part question is shown in brackets [  ].cambridge igcse\u2122",
+            "2": "2 0455/23/ m/j/22 \u00a9 ucles 2022 section a read the source material carefully before answering question 1. source material: the esports industry and malta esports fact file 2019 global total revenue $1 billion revenue from europe $300 million total number of viewers globally 454 million growth of viewers compared to 2018 15% esports is now recognised as a sports competition, just like playing other competitive sports such as  football and basketball. in esports, participants compete through video games either as an individual or  as part of a team. esports also attracts large audiences who watch these online competitions. esports  is growing rapidly, both in terms of revenue generated and in the number of viewers. demand has  increased because of increases in incomes and decreases in the price of the technology needed to  play or watch esports. a change in social attitudes has also increased female participation in esports. the fast growth in this industry has attracted both private and public sector investment. private sector  firms sponsor various esports teams and also advertise their products during esports competitions.  public sector investment has come from the governments of china, denmark, malaysia and malta,  mainly in development and training programmes for young esports participants. the government of  malta, a small island country, hopes to make malta a main centre for esports in europe, to attract  visitors for esports events. the aim is for the esports industry to contribute 1% to malta\u2019s gdp, provide  3000 more jobs and improve the current account of its balance of payments. malta\u2019s service sector has always been important and contributes approximately 90% of its gdp. malta  is an attractive tourist destination due to its mild weather. the island is used as a location for many  movies and tv series, which also attracts visitors who want to see the filming locations. however, to  ensure growth is sustainable, the government sees the importance of economic diversification and  does not want the economy to overspecialise. to achieve this, the labour force has to be adaptable and the government has to invest in education and  training. the government provides new scholarship schemes, organises work placements and brings  in professionals from other countries to help train maltese students. however, there are concerns that  these measures may be too expensive and take too long to have a significant impact on the economy. female participation in the labour force is also encouraged. table 1.1 shows the proportion of women  in the labour force (%) and gdp per head ($) of selected countries in 2019. table 1.1 female labour force participation rate and gdp per head  of selected countries 2019 country female labour force participation rate (%)gdp per head ($) bangladesh 36   2 070 france 50  42 640 luxembourg 53 116 730 malta 43  32 020 saudi arabia 23  22 530 yemen 6     710",
+            "3": "3 0455/23/ m/j/22 \u00a9 ucles 2022 [turn over answer all parts of question 1. refer to the source material in your answers. 1 (a) calculate europe\u2019s percentage contribution to the global total esports revenue in 2019.  [1]  (b) identify two conditions of demand for esports.  [2]  (c) explain how a change in social attitudes would lead to greater participation by women in the  labour force.  [2]  (d) explain two differences between private sector investment and public sector investment.  [4]  (e) analyse how the development of esports in malta can help the government achieve its  macroeconomic aims.  [4]  (f) analyse the relationship between gdp per head and the proportion of females in the labour  force.  [5]  (g) discuss whether or not specialisation at a national level is harmful to an economy.  [6]  (h) discuss whether or not government investment in education and training will help the maltese  economy.  [6]",
+            "4": "4 0455/23/ m/j/22 \u00a9 ucles 2022 section b answer any three questions. each question is introduced by stimulus material. in your answer you may refer to this material and/or  to other examples that you have studied. 2 voralberg, a region in austria, has the highest income and best healthcare of any region in austria.  it benefits from its short distance to germany and switzerland, and from the free trade between  these countries. however, voralberg hosts only a small number of foreign multinational companies  (mncs) and its inflation is higher than most areas in europe.  (a) define free trade . [2]  (b) explain two possible causes of better healthcare.  [4]  (c) analyse why few mncs may choose to locate in a particular region.  [6]  (d) discuss whether or not inflation is always a disadvantage to an economy.  [8] 3 leading jewellery firms in qatar and ukraine have asked their governments to remove trade  protection between them to increase trade in jewellery. the jewellery firms of qatar and ukraine  produce unique products which are improving in quality. they believe that increased trade between  the two countries will enable them to exploit internal economies of scale in jewellery production.  (a) identify two internal economies of scale.  [2]  (b) explain two methods of protection in international trade.  [4]  (c) analyse, using a demand and supply diagram, the effects of higher quality products on the  market for jewellery.  [6]  (d) discuss whether or not protection in international trade benefits an economy.  [8] 4 in 1982, nauru had the world\u2019s highest gdp per head. it had a large primary sector and exported  phosphate, a natural fertiliser. however, this natural resource did not last long. nauru is now facing  market failure due to pollution and unhealthy food imports. despite having more imports of goods  than exports of goods, it still records a surplus on the current account of its balance of payments.  (a) define gdp per head . [2]  (b) explain how a country with more imports of goods than exports of goods can still record a  surplus on the current account of its balance of payments.  [4]  (c) analyse the causes of market failure.  [6]  (d) discuss whether or not having a large primary sector is a disadvantage to an economy.  [8]",
+            "5": "5 0455/23/ m/j/22 \u00a9 ucles 2022 5 more government spending creates opportunity costs. this was one of the problems that the  president of france faced in 2017. since he came to power, he has focused on using supply-side  policy measures, rather than monetary policy. trade union membership has reduced in france in  recent years.  (a) define monetary policy . [2]  (b) explain, using an example, the influence of opportunity cost on government decision-making.  [4]  (c) analyse the reasons why trade union membership has reduced in some countries.  [6]  (d) discuss whether or not supply-side policy measures always promote economic growth.  [8]",
+            "6": "6 0455/23/ m/j/22 \u00a9 ucles 2022 blank page",
+            "7": "7 0455/23/ m/j/22 \u00a9 ucles 2022 blank page",
+            "8": "8 0455/23/ m/j/22 \u00a9 ucles 2022 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.blank page"
+        }
+    },
+    "Specimen Papers": {}
+}
\ No newline at end of file
diff --git a/0460.json b/0460.json
new file mode 100644
index 0000000..6c418cb
--- /dev/null
+++ b/0460.json
@@ -0,0 +1,3965 @@
+{
+    "2014": {
+        "0460_s14_qp_11.pdf": {
+            "1": "this document consists of 25 printed pages, 3 blank pages and 1 insert. dc (sjf/sw) 79527/7 \u00a9 ucles 2014 [turn overcambridge international examinations cambridge international general certificate of secondary education *0856891398* geography  0460/11 paper 1 may/june 2014  1 hour 45 minutes candidates answer on the question paper. additional materials: ruler  calculator read these instructions first write your centre number, candidate number and name in the spaces provided. write in dark blue or black pen. y ou may use an hb pencil for any diagrams or graphs. do not use staples, paper clips, glue or correction fluid. do not write in any barcodes. write your answer to each question in the space provided. if additional space is required, you should use the  lined page at the end of this booklet. the question number(s) must be clearly shown. answer three  questions. the insert contains photograph a for question 3, photograph b for question 4, and photographs c, d and e  for question 6. the insert is not required by the examiner. sketch maps and diagrams should be drawn whenever they serve to illustrate an answer. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question. the syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificat e.",
+            "2": "2 0460/11/m/j/14 \u00a9 ucles 2014question 1 1 (a) study fig. 1, which shows the population of four parts of the world in 1960, 2010 and 2060  (projected).europeindiasub-saharan africachinaeuropeindiasub-saharan africachinaeuropeindiasub-saharan africachina 0200400600800100012001400160018002000 0200400600800100012001400160018002000 1960 2010population (millions)population (millions) 2060 fig. 1   (i) what was the population of europe in 1960?       . million [1]   (ii) using fig. 1, identify the part of the world which is likely to:    a  decrease in population between 2010 and 2060;   .. .         b  increase most in population between 2010 and 2060.  ..  [2]",
+            "3": "3 0460/11/m/j/14 \u00a9 ucles 2014 [turn over  (iii) describe three different  problems caused  by population growth .  1     .. . 2     .. . 3     .. .[3]  (b) study fig. 2, which shows the birth rate and death rate for vietnam (an ledc) between 1960  and 2010. 051015202530354045 051015202530354045 1960 1 970 1 980 1 990 years2000 2010birth and death rate (per thousand)birth and death rate (per thousand)birth rate death rate fig. 2   (i) calculate the natural population growth rate in vietnam in 2010. y ou should show your  calculations and answer in the box below.     answer ... [3]",
+            "4": "4 0460/11/m/j/14 \u00a9 ucles 2014  (ii) describe the changes in the death rate between 1960 and 2010 in vietnam. refer to  statistics and years from fig. 2 in your answer.   .. .  .. .  .. .  .. .  .. .  .. .[4]   (iii) suggest reasons why the birth rate  in ledcs such as vietnam is still high compared  with medcs.   .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .[5]",
+            "5": "5 0460/11/m/j/14 \u00a9 ucles 2014 [turn over (c) for a named area you have studied, explain why it has a low population density.        name of area ..  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .[7]                 [total: 25 marks] end of question 1",
+            "6": "6 0460/11/m/j/14 \u00a9 ucles 2014question 2 2 (a) study figs 3a and 3b, a map and a table showing information about villages near lincoln, a  uk city with a population of 90 000. + +washingboroughnettleham doddingtonscampton stapleford built up area villagelincoln\u2019s cbdkeythurlbynorth hykeham swinderbyhackthorncammeringham lincolnsudbrooke heighingtonstainfieldcherry willinghamlangton by wragbyn 02468 1 0 km fig. 3a population change (%) in selected villages around lincoln cammeringham cherry willingham doddington hackthorn heighington\u201324 \u201314 +168 \u201317 +71langton by wragby nettleham north hykeham scampton stainfield\u201328 +91 +98 \u201337 \u201316stapleford sudbrooke swinderby thurlby washingborough\u201332 +440 +34 \u201337 +226 fig. 3b   (i) what is the straight line distance from swinderby to the cbd of lincoln?       . kms  [1]",
+            "7": "7 0460/11/m/j/14 \u00a9 ucles 2014 [turn over  (ii) using fig. 3b, identify:    a a village where the population has declined;   .. ..    b the village where there has been the largest percentage population growth.   .. .. [2]   (iii) some villages near lincoln have increased in population as people have moved from the  nearby city. suggest three different reasons why people may have moved from lincoln to  these villages.  1     .. . 2     .. . 3     .. . [3]   (iv) explain why people who live in the villages shown in fig. 3a may use the shops and  services in lincoln.    .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. . [4]",
+            "8": "8 0460/11/m/j/14 \u00a9 ucles 2014 (b) study fig. 4, which shows a leaflet produced by people who are against the building of new  housing in an urban area  in an medc.   under attack up to  280  affordable houses to be  built at cornwater fields effects on you: \u2022 property values! \u2022 traffic!\u2022 doctors!\u2022 schools!\u2022 sewerage & drainage!\u2022 change character of this area! action needed now, by you:\u2022 attend the meeting at the town hall,   6.30pm, 4th february \u2013 give us your views \u2022  sign forms of objection available at the  meeting, leisure centre or library fig. 4   (i) give three  reasons why there will be opposition to the building of new housing in and  around urban areas. 1     .. . 2     .. . 3     .. . [3]",
+            "9": "9 0460/11/m/j/14 \u00a9 ucles 2014 [turn over  (ii) explain why new houses are needed in many urban areas in medcs.   .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .[5]  (c) for a named urban area you have studied, describe the attempts taken to reduce the problems  caused by traffic.   name of urban area  ... ...  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .[7]             [total: 25 marks]     end of question 2",
+            "10": "10 0460/11/m/j/14 \u00a9 ucles 2014question 3 3 (a) study fig. 5, a map showing a river and its flood plain. n 01 kmxy riverkey direction of flow railway higher land fig. 5   (i) what is the width of the flood plain of the river at its widest point?      . kilometres  [1]   (ii) identify features x and y shown on fig. 5.    x ...    y ... [2]   (iii) suggest how the river may cause problems for the company managing the railway shown  in fig. 5.     .. .  .. .  .. .  .. .  .. .  .. .[3]",
+            "11": "11 0460/11/m/j/14 \u00a9 ucles 2014 [turn over  (iv) explain the formation of a flood plain.   .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .[4]  (b) study photograph a (insert), which shows a river which has flooded.   (i) suggest three possible causes of the flooding of the river shown in the photograph.  1     .. . 2     .. . 3     .. .[3]   (ii) describe the likely impacts of floods for people who live in an urban area.  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .[5]",
+            "12": "12 0460/11/m/j/14 \u00a9 ucles 2014 (c) for a named river you have studied, explain why people live on its flood plain or delta.     name of river     .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .[7]                          [total: 25 marks]     end of question 3",
+            "13": "13 0460/11/m/j/14 \u00a9 ucles 2014 [turn overquestion 4 4 (a) study fig. 6, information about the climate of three areas, a, b and c. areamean (average)  temperature in  hottest month (\u00b0c)mean (average)  temperature in  coldest month (\u00b0c)average annual  rainfall (mm) a 36 16 115 b 28 25 2450 c 28 16 660 fig. 6   (i) what is the annual range of temperature at area a?      . \u00b0c [1]   (ii) which area, a, b or c, is most likely to be:    \u0081 a tropical desert;    \u0081 a tropical rainforest?  [2]   (iii) describe the difference between the following climatic features of a tropical desert and  tropical rainforest. cloud cover .. .  .. . humidity .. .  .. . temperatures at night   . .  .. .[3]",
+            "14": "14 0460/11/m/j/14 \u00a9 ucles 2014  (iv) explain how the amount of rainfall in a tropical desert is influenced by wind direction and  atmospheric pressure.   wind direction  ...   .. .  .. .  .. . atmospheric pressure  ... .. .  .. .  .. .[4]  (b) study photograph b (insert), which shows vegetation in an area of tropical desert.   (i) describe the characteristics of the vegetation shown in photograph b.   .. .  .. .  .. .  .. .  .. .  .. .[3]   (ii) explain how the vegetation shown in photograph b is adapted to the desert climate.  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .[5]",
+            "15": "15 0460/11/m/j/14 \u00a9 ucles 2014 [turn over (c) for a named area of tropical rainforest you have studied, describe the impacts of large scale  deforestation on the local and global natural environment.    name of area of tropical rainforest  .. .   .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. . [7]  [total: 25 marks]     end of question 4",
+            "16": "16 0460/11/m/j/14 \u00a9 ucles 2014question 5 5 (a) study fig. 7, information about energy production in the usa. biomassusa energy production coal geothermal hydro-electric powernuclear oil solar wind natural gas4.1% 20.9% 0.4% 2.8%8.8% 37.4% 0.1% 0.7% 24.8% fig. 7   (i) what is the total percentage of energy produced from fossil fuels in the usa?      .% [1]   (ii) using fig. 7, give two examples of renewable energy.    1 ...  2 ... [2]   (iii) explain why many countries are planning to use a greater percentage of renewable  energy in the future.    .. .  .. .  .. .  .. .  .. .  .. .[3]",
+            "17": "17 0460/11/m/j/14 \u00a9 ucles 2014 [turn over  (iv) describe two advantages and two disadvantages of nuclear power as a source of  energy.     advantage 1  ..   .. .                   advantage 2  ..   .. . disadvantage 1  ... ..  .. . disadvantage 2  ... ..  .. .[4]",
+            "18": "18 0460/11/m/j/14 \u00a9 ucles 2014 (b) study fig. 8, which shows an upland area in northern europe where wind turbines have been  built. 200210220 180 140228 140key 01 kmwind turbine farm road rivercontour (metres)height (metres)n 228 fig. 8   (i) describe the distribution of wind turbines in the area shown on fig. 8.   .. .  .. .  .. .  .. .  .. .  .. .[3]",
+            "19": "19 0460/11/m/j/14 \u00a9 ucles 2014 [turn over  (ii) explain why some people might be against the siting of wind turbines in upland areas.  ..   ..   ..   ..   ..   ..   ..   ..   ..   ..  [5]  (c) for a named country or area you have studied, describe the problems for people of using  wood and charcoal as sources of energy.    named country or area        .   ..   ..   ..   ..   ..   ..   ..   ..   ..   ..   ..   ..   ..  [7] [total: 25 marks]     end of question 5",
+            "20": "20 0460/11/m/j/14 \u00a9 ucles 2014question 6 6 (a) study photographs c, d and e (insert), which show three different types of economic activity.   (i) tick the statement from the list below which is the best definition of economic activity. the use of energy the production and distribution of goods and servicesactivities which damage the natural environmentpeople who are of working age [1]   (ii) for each of the three types of economic activity in photographs c, d and e, identify  whether it is in the primary, secondary or tertiary sector.      photograph c .    photograph d .    photograph e . [2]   (iii) photograph e (insert) shows a person working in the informal sector.     explain why many people in cities in ledcs work in the informal sector.          .. .  .. .  .. .  .. .  .. .  .. .[3]",
+            "21": "21 0460/11/m/j/14 \u00a9 ucles 2014 [turn over  (iv) the farmer shown in photograph d (insert) is using a simple machine. suggest two  advantages and two disadvantages of this type of technology for farmers in ledcs.  advantages1     .. . 2     .. . disadvantages1     .. . 2     .. . [4]",
+            "22": "22 0460/11/m/j/14 \u00a9 ucles 2014 (b) study fig. 9, which shows information about how employment structure changes as a country  develops. 100 90 80 70 60 50 40 30 20 10 0100 90 80 70 60 50 40 30 20 10 0percentage of labour forcepercentage of labour force level of economic development low hightertiary employment primary employmentsecondary       employment fig. 9   (i) describe the changes in employment structure which take place as a country develops.   .. .  .. .  .. .  .. .  .. .  .. . [3]",
+            "23": "23 0460/11/m/j/14 \u00a9 ucles 2014 [turn over  (ii) explain why employment structure changes as a country develops.  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. . [5]",
+            "24": "24 0460/11/m/j/14 \u00a9 ucles 2014 (c) tourism is an important economic activity in many countries.    for a country you have studied, describe its attractions and explain how they have encouraged  the growth of the tourist industry. name of country  .. .   .. .  .. .   .. .  .. .  .. .  .. .  .. .  .. .   .. .  .. .   .. .  .. .  .. .  .. .  .. .[7] [total: 25 marks]     end of question 6",
+            "25": "25 0460/11/m/j/14 \u00a9 ucles 2014additional page if you use the following lined page to complete the answer(s) to any question(s), the question number(s)  must be clearly shown. ... .. ... .. ... .. ... .. ... .. ... .. ... .. ... .. ... .. ... .. ... .. ... .. ... .. ... .. ... .. ... .. ... .. ... .. ... .. ... .. ... .. ... .. ... .. ... .. ... .. ... ..",
+            "26": "26 0460/11/m/j/14 \u00a9 ucles 2014blank page",
+            "27": "27 0460/11/m/j/14 \u00a9 ucles 2014blank page",
+            "28": "28 0460/11/m/j/14 \u00a9 ucles 2014copyright acknowledgements: photographs a\u2013e s sibley  \u00a9  ucles. question 3  fig. 5 adapted from  \u00a9  keith hilton;  understanding landforms ;  nelson thornes ltd;  1984;  isbn 0333276434. question 5  fig. 7 \u00a9  http://cleanet.org/clean/literacy/energyquiz.html permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the  publisher will be pleased to make amends at the earliest possible opportunity. cambridge international examinations is part of the cambridge assessment group. cambridge assessment is the brand name of unive rsity of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge.blank page"
+        },
+        "0460_s14_qp_12.pdf": {
+            "1": "this document consists of 29 printed pages, 3 blank pages and 1 insert. dc (lk/cgw) 79530/7 \u00a9 ucles 2014 [turn over *9005889686* geography  0460/12 paper 1 may/june 2014  1 hour 45 minutes candidates answer on the question paper.additional materials: ruler  calculator read these instructions first write your centre number, candidate number and name in the spaces provided. write in dark blue or black pen.y ou may use an hb pencil for any diagrams or graphs.do not use staples, paper clips, glue or correction fluid.do not write in any barcodes. write your answer to each question in the space provided. if additional space is required, you should use the  lined page at the end of this booklet. the question number(s) must be clearly shown. answer three  questions. the insert contains photographs a, b and c for question 2 and photograph d for question 4. the insert is not required by the examiner. sketch maps and diagrams should be drawn whenever they serve to illustrate an answer. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question.cambridge international examinations cambridge international general certificate of secondary education the syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificat e.",
+            "2": "2 0460/12/m/j/14 \u00a9 ucles 2014question 1 1 (a) study fig. 1,  which shows information about four countries which have a low population  density. country total populationarea  (sq. kms)population density (people per sq. km)      angola    20 609 294   1 246 700            16.5     australia    22 730 400   7 702 466              3.0     finland      5 420 030      303 893            17.8     mongolia      2 736 600   1 564 100              1.7 fig. 1   (i) using fig. 1, identify the country which is most sparsely populated.       \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026. [1]   (ii) using only evidence from fig. 1, explain why countries with a large population may have  a lower population density than countries with a smaller population. y ou should refer to examples and statistics.  ..   ..   ..   ..  [2]    (iii) give three  other reasons why countries may have a low population density.  1 . ...  ..  2 . ...  ..  3 . ...  ..  [3]",
+            "3": "3 0460/12/m/j/14 \u00a9 ucles 2014 [turn over (b) study fig. 2, which shows information about world population and the extinction of species of  plants and animals. 1830 1860 1890 1920 year4000 3000 2000 1000 060 000 50 000 40 000 30 000number of extinct species of plants and animals 20 000 10 000 0 1950 1980 20108000 number of extinct species of plantsand animalskey world population (millions) population (millions)7000 6000 50001800 fig. 2   (i) describe the relationship between world population and the number of extinct species of  plants and animals. y ou should include statistics and years in your answer.   .. .  .. .  .. .  .. .  .. .  .. . [3]",
+            "4": "4 0460/12/m/j/14 \u00a9 ucles 2014  (ii) explain the relationship between world population and the number of extinct species of  plants and animals.    ..   ..   ..   ..   ..   ..   ..   ..  [4]   (iii) many areas in the world are now overpopulated.     describe the problems faced by people in countries which are overpopulated.   ..   ..   ..   ..   ..   ..   ..   ..   ..   ..  [5]",
+            "5": "5 0460/12/m/j/14 \u00a9 ucles 2014 [turn over (c) for a named country you have studied, explain why the distribution of its population is uneven.   name of country  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. . [7]  [total: 25 marks] end of question 1",
+            "6": "6 0460/12/m/j/14 \u00a9 ucles 2014question 2 2 (a) study fig. 3, which shows a settlement hierarchy. number of settlementsincreasing population and areadecreasing number of services isolated buildings  / farmsteadshamletvillagesmall townlarge towncityconurbationcapital city fig. 3   (i) what is meant by settlement hierarchy ?  ..   ..  [1]                                                                                                                  (ii) using evidence from fig. 3, tick the two statements which are true about settlement  hierarchies. the smaller the area of a settlement the larger the population the larger the size of the settlement the fewer of that type of settlement  there are there are fewer small settlements than large ones the larger the size of the settlement the greater the number of services  found there the lower down the hierarchy the larger the settlements are  [2]",
+            "7": "7 0460/12/m/j/14 \u00a9 ucles 2014 [turn over  (iii) describe three  ways in which the type of services in a large town are likely to differ from  those in a village.     1 . ...  ..  2 . ...  ..  3 . ...  ..  [3]  (b) study photographs a, b and c (insert), which show three different types of shops in the  central business district (cbd) of madrid, the capital city of spain (medc).    (i) for each photograph state whether it shows a specialist shop, a convenience store or a  comparison shop.    photograph a .    photograph b.    photograph c. [3]   (ii) explain why shops and services in the cbd of a capital city may have a large sphere of  influence.   ..   ..   ..   ..   ..   ..   ..   ..  [4]                                                                                                      ",
+            "8": "8 0460/12/m/j/14 \u00a9 ucles 2014  (iii) in many cbds there are pedestrian zones.    explain the benefits and problems of pedestrian zones.       ..   ..   ..   ..   ..   ..   ..   ..   ..   ..  [5]",
+            "9": "9 0460/12/m/j/14 \u00a9 ucles 2014 [turn over (c) for a named example you have studied, explain the growth of an out-of-town shopping area.   name of town or city.   name of out-of-town shopping area.  ..   ..   ..   ..   ..   ..   ..   ..   ..   ..   ..   ..   ..   ..   ..  [7]  [total: 25 marks] end of question 2",
+            "10": "10 0460/12/m/j/14 \u00a9 ucles 2014question 3 3 (a) study fig. 4, which shows information about the area around the red sea.  indian plate indian oceann key african plate (somalian)great rift valley african plate (nubian)madagascar0 1000direction of plate movementplate boundary rift valley km2000red seaarabian plate fig. 4   (i) what type of plate boundary passes through the red sea?     choose from the following:    conservative    constructive    destructive    ... [1]   (ii) explain why plate movement, such as that shown on fig. 4, occurs.    .. .  .. . [2]   (iii) explain why earthquakes occur close to plate boundaries.  .. .  .. .  .. .  .. .  .. .  .. . [3]",
+            "11": "11 0460/12/m/j/14 \u00a9 ucles 2014 [turn over  (iv) explain why people live in areas where earthquakes occur.    .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .[4]",
+            "12": "12 0460/12/m/j/14 \u00a9 ucles 2014 (b) study fig. 5, a poster displayed in a school in mumbai, india. precautions to be taken during an earthquake s\u0000\u0000$o\u0000not\u0000panic\f\u0000remain\u0000calm\u000e s\u0000\u00003tay\u0000indoors\u0000until\u0000the\u0000shaking\u0000stops\u000es\u0000\u00007atch\u0000for\u0000falling\u0000objects\u000es\u0000\u00003tay\u0000away\u0000from\u0000windows\f\u0000sliding\u0000glass\u0000doors\u0000and\u0000mirrors\u000es\u0000\u00003tay\u0000away\u0000from\u0000tall\u0000shelves\u0000and\u0000cabinets\u000es\u0000\u0000-ove\u0000to\u0000an\u0000inner\u0000wall\u0000or\u0000corridor\u000es\u0000\u0000'et\u0000under\u0000your\u0000desk\u000es\u0000\u00009ou\u0000can\u0000leave\u0000the\u0000building\u0000after\u0000the\u0000shaking\u0000stops\u000es\u0000\u0000/nce\u0000outside\u0000do\u0000not\u0000stand\u0000close\u0000to\u0000outside\u0000walls\f\u0000tall \u0000\u0000\u0000\u0000trees\u0000or\u0000buildings\u000e fig. 5    (i) explain how the advice given in the poster may reduce the numbers of deaths and  injuries if an earthquake occurs.  .. .  .. .  .. .  .. .  .. .  .. .[3]",
+            "13": "13 0460/12/m/j/14 \u00a9 ucles 2014 [turn over  (ii) explain why earthquakes of the same magnitude (strength) are likely to cause more  deaths and injuries in an ledc than an medc.          ..   ..   ..   ..   ..   ..   ..   ..   ..   ..  [5]",
+            "14": "14 0460/12/m/j/14 \u00a9 ucles 2014 (c) for a named example of a volcanic eruption you have studied, describe its effects on people  and the natural environment.    name of volcano ...  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .[7]  [total: 25 marks] end of question 3",
+            "15": "15 0460/12/m/j/14 \u00a9 ucles 2014 [turn overquestion 4 4 (a) study fig. 6 which shows the flood plain of the river wye in the uk. whitney on wye priory wood riverold course of river villagefarm buildinghigher ground flood plainhigher groundeardisley willersley abwinforton n 01 kmkey 2bredwardineailey clifford river wye fig. 6   (i) what is the distance along the river from point a to point b?    kms [1]   (ii) identify two different pieces of evidence that the river has changed its course.     1 . ...  ..                                                                                          2 . ...  ..  [2]   (iii) on fig. 6 mark and label the following:    - a meander (label m);    - the village which is most likely to be completely flooded (label v);    - the farm building most likely to need protection from river erosion (label f).  [3]",
+            "16": "16 0460/12/m/j/14 \u00a9 ucles 2014  (iv) describe the advantages for people of living on a flood plain.    ..   ..   ..   ..   ..   ..   ..   ..  [4]",
+            "17": "17 0460/12/m/j/14 \u00a9 ucles 2014 [turn over (b) study photograph d (insert), which shows a river and its valley.   (i) describe three  different features of the river and its valley.   1 .   .. .                                                                                         2 .   .. .                                                                                         3 .   .. .[3]   (ii) explain how the river may erode its banks and bed.  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .[5]",
+            "18": "18 0460/12/m/j/14 \u00a9 ucles 2014 (c) for a named area you have studied, explain the causes of flooding.    name of area...  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .[7]  [total: 25 marks] end of question 4",
+            "19": "19 0460/12/m/j/14 \u00a9 ucles 2014 [turn overquestion 5 5 (a) study figs 7a and 7b (page 20), which show information about areas in italy which attract  tourists. n 0 200 kmsicil ypalermonaplesromeital yflorenceriminivenicemountains city volcanoeskey aostaaosta fig. 7a",
+            "20": "20 0460/12/m/j/14 \u00a9 ucles 201480010 \u2013102030 40 20 j fmamjaosta jas o nd080010temperature (\u00b0c)temperature (\u00b0c)2030 60 40rainfall (mm)60 rainfall (mm) key temperaturemonths months rainfall20 j fmamjpalermo jas o nd0 fig. 7b   (i) identify from fig. 7a an example of a physical (natural) attraction which tourists are likely  to visit in italy.    ...                                                              [1 ]   (ii) italy has many large cities.     state two different types of attraction for tourists which are found in many cities.     1 .   .. .  2 .   .. .[2]",
+            "21": "21 0460/12/m/j/14 \u00a9 ucles 2014 [turn over  (iii) using only evidence from the climate graph for palermo on fig. 7b, explain why it attracts  large numbers of tourists between may and august.        .. .  .. .    .. .  .. .  .. .    .. . [3]   (iv) using figs 7a and 7b only, suggest reasons why aosta attracts tourists all year round.       .. .  .. .    .. .  .. .  .. .    .. .    .. .    .. . [4]",
+            "22": "22 0460/12/m/j/14 \u00a9 ucles 2014 (b) study fig. 8, which shows three advantages of tourism for local people. jobs created  investment in airports and roads more food crops sold  fig. 8   (i) explain in your own words how the following benefit local  people:    more food crops sold;  .. .  .. .    jobs created;  .. .  .. .    investment in airports and roads.  .. .  .. . [3]",
+            "23": "23 0460/12/m/j/14 \u00a9 ucles 2014 [turn over  (ii) explain the problems tourism may cause for local people.    ..   ..     ..   ..   ..     ..     ..   ..     ..     ..  [5]  (c) for a named area you have studied, explain how tourism is damaging the natural environment.    name of area.   ..   ..   ..   ..   ..   ..   ..   ..   ..   ..   ..   ..   ..   ..   ..  [7]  [total: 25 marks] end of question 5",
+            "24": "24 0460/12/m/j/14 \u00a9 ucles 2014question 6 6 (a) study fig. 9, which shows information about coffee production in brazil. 60 5550 45 40 3530 25 20 15 10 1982 84 86 88 1990 92 94 96 98 yearsbrazil coffee production coffee production (million bags*) *a bag weighs 60  kg 2000 02 04 06 08 2010 12 fig. 9   (i) coffee production is an example of commercial farming. what is meant by commercial  farming ?           ..   ..  [1]   (ii) complete fig. 9 by plotting the following information about coffee production in brazil. 2010 45 million bags 2011 54 million bags 2012 49 million bags  [2]",
+            "25": "25 0460/12/m/j/14 \u00a9 ucles 2014 [turn over  (iii) suggest reasons why coffee production varies from year to year.     .. .  .. .  .. .  .. .  .. .  .. . [3]   (iv) describe different methods of soil conservation which can be used by commercial  farmers.  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. . [4]",
+            "26": "26 0460/12/m/j/14 \u00a9 ucles 2014 (b) study fig. 10, which shows information about where coffee is produced in brazil. \u0013\u0013\u0014\u0013 \u0015\u0013 \u0014\u0013 \u0013\u0015\u0013 \u0014\u0013 \u0014\u0013 \u00130dwr *urvvr 0dwr *urvvr 'r\u00036xo*rldv 3$5$*8$<%2/,9,$0lqdv *hudlv\u0015\u0013 \u0014\u0013 \u0013\u0015\u0013 \u0014\u0013 \u0013 \u0014\u0013 \u0013 \u0015\u0013 \u0014\u0013\u0017\u0013 \u0016\u0013 \u0013 \u0014\u0013\u0015\u0013\u0016\u0013 \u0013\u0015\u0013 \u0014\u0013 \u0013\u0015\u0013 \u0014\u0013 \u0014\u0013 \u00136dr 3dxor 3dudqd \u0018\u0013\u0013 vwdwh\u0003erxqgdu\\ friihh\u0003jurzlqj\u0003duhd\u0013 np vfdoh\u0003ri\u0003eduv.h\\5lr\u0003gh -dqhlur(vslulwr 6dqwr$wodqwlf 2fhdq%dkld1 5rqgrqld 6dr 3dxor \u0015\u0013\u0016\u0013\u0015\u0013 \u0014\u0013 \u0015\u0013\u0014\u0013 \u0013frxqwu\\ 3$5$*8$< lqwhuqdwlrqdo\u0003erxqgdu\\shufhqw\u0003ri\u0003wrwdo\u0003surgxfwlrq e\\\u0003vwdwh fig. 10",
+            "27": "27 0460/12/m/j/14 \u00a9 ucles 2014 [turn over  (i) describe the distribution of coffee production in brazil. y ou should use statistics from  fig. 10 in your answer.  .. .  .. .  .. .  .. .  .. .  .. . [3]   (ii) explain why agricultural land use varies from place to place.  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. . [5]",
+            "28": "28 0460/12/m/j/14 \u00a9 ucles 2014 (c) for a named country or area you have studied, describe the impacts of water shortages on  the people and economic development.        name of country or area...  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. . [7]  [total: 25 marks] end of question 6",
+            "29": "29 0460/12/m/j/14 \u00a9 ucles 2014additional page if you use the following lined page to complete the answer(s) to any question(s), the question number(s)  must be clearly shown. ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ...",
+            "30": "30 0460/12/m/j/14 \u00a9 ucles 2014blank page",
+            "31": "31 0460/12/m/j/14 \u00a9 ucles 2014blank page",
+            "32": "32 0460/12/m/j/14 \u00a9 ucles 2014copyright acknowledgements: photographs a-d s sibley \u00a9 ucles. question 1 fig. 2 \u00a9 http://www.biologicaldiversity.org/campaigns/overpopulation/extinction_and_population_graph.htmlquestion 2 fig. 3 \u00a9 http://www.geographylwc.org.uk/gcse/igcse/settlement/sethierarchy.htmlquestion 3 fig. 4 adapted from: \u00a9 the times; 20 july 2006.question 6 fig. 9 \u00a9 http://www.commodityandderivativeadv.com/andyftp/coffee_20110331_rjo.pdfquestion 6 fig. 10 \u00a9 http://www.spectrumcommodities.com/education/commodity/kc.html permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the  publisher will be pleased to make amends at the earliest possible opportunity. cambridge international examinations is part of the cambridge assessment group. cambridge assessment is the brand name of unive rsity of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge.blank page"
+        },
+        "0460_s14_qp_13.pdf": {
+            "1": "geography  0460/13 paper 1 may/june 2014  1 hour 45 minutes candidates answer on the question paper. additional materials: ruler  calculator read these instructions first write your centre number, candidate number and name in the spaces provided. write in dark blue or black pen. y ou may use an hb pencil for any diagrams or graphs. do not use staples, paper clips, glue or correction fluid. do not write in any barcodes. write your answer to each question in the space provided. if additional space is required, you should use the  lined page at the end of this booklet. the question number(s) must be clearly shown. answer three  questions. the insert contains photographs a and b for question 2, fig. 4 for question 3, photograph c for question 4,  photographs d and e for question 5, and photograph f for question 6. the insert is not required by the examiner. sketch maps and diagrams should be drawn whenever they serve to illustrate an answer. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [ ] at the end of each question or part question. this document consists of 25 printed pages, 3 blank pages and 1 insert. dc (nf/cgw) 79532/9 \u00a9 ucles 2014 [turn overcambridge international examinations cambridge international general certificate of secondary education *0776955939* the syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificat e.",
+            "2": "2 0460/13/m/j/14 \u00a9 ucles 2014question 1 1 (a) study fig. 1, which shows information about the population of canada (an medc). between 1960 and 2006 the canadian population increased from 18 million to 33 million.  this increase took place even though the birth rate was low, as there was an average of 250,000 immigrants per year. in 2006, 19.8% of canadians were born in another country. one third of all immigrants moved to the city of toronto. fig. 1   (i) using fig. 1, identify the main cause of the growth in canada\u2019s population between 1960  and 2006.  .. .  ..  [1]   (ii) give two attractions of large cities in medcs, such as toronto, for immigrants. 1   ...  .. . 2   ...  ..  [2]   (iii) suggest three  reasons for the low birth rates in medcs such as canada. 1   ...  .. . 2   ...  .. . 3   ...  ..  [3]",
+            "3": "3 0460/13/m/j/14 \u00a9 ucles 2014 [turn over (b) study fig. 2, which shows information about the origin of migrants to canada. 100 usaorigin of migrantskey central and south america, the caribbean and bermuda europe80 60 percentage of migrants 40 20 1971 20060africa oceania and otherasia (including the middle east) fig. 2   (i) describe the main differences in the origin of migrants to canada in 1971 and 2006.  .. .  .. .  .. .  .. .  .. .  ..  [3]   (ii) suggest ways in which canada may have benefitted from receiving large numbers of  migrants.  .. .  .. .  .. .  .. .  .. .  .. .  .. .  ..  [4]",
+            "4": "4 0460/13/m/j/14 \u00a9 ucles 2014  (iii) explain the likely difficulties for migrants from asia (including the middle east) when  living in canada.  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  ..  [5]",
+            "5": "5 0460/13/m/j/14 \u00a9 ucles 2014 [turn over (c) for a named country you have studied, explain the push  factors which have caused large  amounts of migration from it.   name of country .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  ..  [7]  [total: 25 marks] end of question 1",
+            "6": "6 0460/13/m/j/14 \u00a9 ucles 2014question 2 2 (a) study fig. 3, a map showing a city in europe where urban sprawl is taking place. increase in population of villages increase in population of villagesincrease in population of villages 0 river built-up area dormitory townscbd industrial area out-of-town shopping centres51 0 km keyincrease in population of villagesn rr c c i ri i iouter ring road built on former green belt land growth of large dormitory settlements beyond green beltgrowth of industry and new out-of-town shopping centres declining industrial area fig. 3   (i) what is meant by urban sprawl ?  .. .  ..  [1]",
+            "7": "7 0460/13/m/j/14 \u00a9 ucles 2014 [turn over  (ii) using fig. 3, describe the location of the areas where:    industry is declining;  .. .  .. .    dormitory settlements are growing.  .. .  ..  [2]   (iii) explain how the growth of out-of-town shopping centres may affect the cbd.  .. .  .. .  .. .  .. .  .. .  ..  [3]   (iv) suggest reasons why industry is growing in some parts of the city shown in fig. 3 but  declining in others.  .. .  .. .  .. .  .. .  .. .  .. .  .. .  ..  [4]",
+            "8": "8 0460/13/m/j/14 \u00a9 ucles 2014 (b) study photographs a and b (insert), which show part of a cbd (photograph a) and part of a  suburban shopping centre (photograph b).   (i) using only evidence from photographs a and b, identify three  differences between the  two shopping centres. 1   ...  .. . 2   ...  .. . 3   ...  ..  [3]   (ii) explain why services in a cbd have a larger sphere of influence than services in a  suburban shopping centre.  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  ..  [5]",
+            "9": "9 0460/13/m/j/14 \u00a9 ucles 2014 [turn over (c) for a named urban area you have studied, describe the attempts to reduce traffic congestion.   name of urban area ..  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  ..  [7]  [total: 25 marks] end of question 2",
+            "10": "10 0460/13/m/j/14 \u00a9 ucles 2014question 3 3 (a) study fig. 4 (insert), a map of the area around mount st. helens, a volcano in the usa.   (i) what is the height of mount st. helens?    \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026 metres [1]   (ii) identify two features which suggest that tourists visit mount st. helens. 1   ... 2   .. [2]   (iii) give three  pieces of evidence from fig. 4 that mount st. helens volcano has erupted. 1   ...  .. . 2   ...  .. . 3   ...  ..  [3]   (iv) mount st. helens is on a destructive plate boundary. explain why volcanoes erupt on  destructive plate boundaries.  .. .  .. .   .. .  .. .  .. .  .. .  .. .  ..  [4]",
+            "11": "11 0460/13/m/j/14 \u00a9 ucles 2014 [turn over (b) study fig. 5, which shows an ash cloud from the eruption of a volcano in iceland in 2010. ukirelandirelandnorwaynorwayicelandiceland eyjafjallaj\u00f6kullswedenswedengreenland 650 0 km n denmarkdenmark francefrancegermanygermanypolandpoland austriaaustriauknetherlands czech rep.volcanic ash cloudkey volcanoeyjafjallaj\u00f6kull volcano fig. 5   (i) describe the distribution of the area covered by the ash cloud.  .. .  .. .  .. .  .. .  .. .  ..  [3]",
+            "12": "12 0460/13/m/j/14 \u00a9 ucles 2014  (ii) explain how a volcanic eruption can damage the economy of a country.  .. .  .. .  .. .  .. .   .. .  .. .  .. .   .. .  .. .  ..  [5]",
+            "13": "13 0460/13/m/j/14 \u00a9 ucles 2014 [turn over (c) another natural hazard is a drought. for a named area you have studied, describe the impacts  of a drought.   named area .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  ..  [7]  [total: 25 marks] end of question 3",
+            "14": "14 0460/13/m/j/14 \u00a9 ucles 2014question 4 4 (a) study photograph c (insert), which shows a river and its valley.   (i) give one difference between the vegetation on the flood plain and the vegetation on the  valley side.  .. .  ..  [1]   (ii) name two processes of river erosion which may take place in the area shown in  photograph c.    1 .    2 ... .. [2]   (iii) draw and label a cross section along the line p\u2013q which is drawn on photograph c to  show:      the likely differences in the depth of the channel;     a slip off slope;     a river cliff.  [3]",
+            "15": "15 0460/13/m/j/14 \u00a9 ucles 2014 [turn over  (iv) explain how a meander might become an oxbow lake. y ou may use a diagram or series  of diagrams.  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  [4]",
+            "16": "16 0460/13/m/j/14 \u00a9 ucles 2014 (b) study figs 6a and 6b, maps of two deltas. n niger sea 200 km0 n mississippi sea 100 km0fig. 6a fig. 6b   (i) using only evidence from figs 6a and 6b, compare the deltas of the niger and  mississippi.  .. .  .. .   .. .  .. .  .. .  ..  [3]",
+            "17": "17 0460/13/m/j/14 \u00a9 ucles 2014 [turn over  (ii) explain how a river delta is formed.  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  ..  [5]  (c) for a named area you have studied, describe the problems caused by river flooding.   area studied .  .. .  .. .   .. .  .. .  .. .  .. .  .. .   .. .  .. .  .. .  .. .  .. .  .. .  .. .  ..  [7]  [total: 25 marks] end of question 4",
+            "18": "18 0460/13/m/j/14 \u00a9 ucles 2014question 5 5 (a) study fig. 7, a block diagram of part of the grand canyon national park in the usa. bright angel trailnorth rim grand canyon lodge tourist sitecolorado river (boating, camping)tiyo point oza buttehopi point y aki point 2322212019 18171615141312 kilometresmetres above sea levelx2200pine forests cold, wet climate, snow is common low shrubs, some cacti drier and hotter camping, walking inner gorge  - drought resistant vegetation, cacti lowest rainfall, highest temperatures south rimgrand canyon village tourist site (hotels, shops, houses, schools, roads, car parking) 2000 1800 1600 1400 1200 1000 11109876543210ba camping ground fig. 7   (i) what is the height above sea level of the colorado river at point x?    . metres [1]   (ii) describe how the types of vegetation will change along bright angel trail between  points a and b on fig. 7.  .. .  .. .   .. .  ..  [2]   (iii) suggest reasons for the changes in vegetation which you have described in (ii).  .. .  .. .  .. .  .. .  .. .  ..  [3]",
+            "19": "19 0460/13/m/j/14 \u00a9 ucles 2014 [turn over (b) study photographs d and e (insert) along with fig. 7, which show the grand canyon  national park.   (i) describe three  features of the area shown in photographs d and e. 1   ...  .. . 2   ...  .. . 3   ...  ..  [3]   (ii) suggest possible impacts of tourism on the natural environment of the grand canyon  national park.  .. .  .. .   .. .  .. .  .. .  .. .  .. .  ..  [4]   (iii) explain how creating a national park helps to maintain, conserve or improve the quality  of the natural environment.  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  ..  [5]",
+            "20": "20 0460/13/m/j/14 \u00a9 ucles 2014 (c) for a named area you have studied, describe the benefits and problems of tourism for local  people.   name of area   .. .  .. .   .. .  .. .  .. .  .. .  .. .   .. .  .. .   .. .  .. .  .. .  .. .  ..  [7]  [total: 25 marks] end of question 5",
+            "21": "21 0460/13/m/j/14 \u00a9 ucles 2014 [turn overquestion 6 6 (a) study fig. 8, an article about the pollution of versova beach in mumbai, india (an ledc). versova beach raises a stink 1 kilometre stretch of beach turns into dumpyard with sewer lines opening  onto it a one kilometre stretch  of the versova beach is now covered in rubbish because of dumping of garbage and debris, and encroachment by the fishermen\u2019s community. also drainage and sewer pipes from houses open on to this stretch of beach. \u201cthis beach, which was once beautiful, has  become  a garbage beach. piles of garbage and waste are thrown here. you can smell the beach from kilometres away,\u201d complained gautam popat, who lives near the beach. the versova beach,  an extension of the juhu beach that is busy with people, has been the  choice of those who prefer some calm. but the pollution is driving the crowds away. \u201cplastic bags,  rotten food and even construction debris are thrown here,\u201d said resident deepak sahani. the brihanmumbai  municipal corporation (bmc) has announced  plans to clean up the beach. officials confessed  that the clean-up operation was unlikely to be successful due to opposition from local fishermen. fig. 8   (i) what is meant by pollution ?  .. .  ..  [1]   (ii) using fig. 8, describe two different ways in which versova beach is polluted. 1   ...  .. .   2   ...  ..  [2]   (iii) suggest three  impacts of the pollution of versova beach on people. 1   ...  .. . 2   ...  .. . 3   ...  ..  [3]",
+            "22": "22 0460/13/m/j/14 \u00a9 ucles 2014  (iv) explain how pollution of beaches, such as versova beach, can affect the natural  environment.  .. .  .. .    .. .  .. .  .. .  .. .  .. .  ..  [4]  (b) study photograph f (insert), which shows homes of fishermen on versova beach.   (i) describe three  features of the homes shown in photograph f . 1   ...  .. . 2   ...  .. . 3   ...  ..  [3]",
+            "23": "23 0460/13/m/j/14 \u00a9 ucles 2014 [turn over  (ii) the local authority is considering ways of cleaning up versova beach.    study the following three methods. method a move the fishermen\u2019s community and demolish their houses. method b organise regular cleaning of the beach by teams of local authority workers. method c legalise the fishermen\u2019s community, as long as they agree to keep the beach clean.    which method do you think will be the most sustainable? explain your answer.  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  ..  [5]",
+            "24": "24 0460/13/m/j/14 \u00a9 ucles 2014 (c) for a named area you have studied, describe the causes and impacts of air pollution.   name of area   .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  ..  [7]  [total: 25 marks] end of question 6",
+            "25": "25 0460/13/m/j/14 \u00a9 ucles 2014additional page if you use the following lined page to complete the answer(s) to any question(s), the question number(s) must be clearly shown. ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ...",
+            "26": "26 0460/13/m/j/14 \u00a9 ucles 2014blank page",
+            "27": "27 0460/13/m/j/14 \u00a9 ucles 2014blank page",
+            "28": "28 0460/13/m/j/14 \u00a9 ucles 2014blank page copyright acknowledgements: question 1  fig. 1 \u00a9 http://option.canada.pagesperso-orange.fr/immigration_multi.htm question 1  fig. 2 \u00a9 http://www12.statcan.ca/census-recensement/2006/as-sa/97-557/figures/c2-eng.cfmphotographs a\u2013f s. sibley \u00a9 ucles.question 2  fig. 3 \u00a9 gcse geography; unit 4 topic 5; national extension college.question 3  fig. 4 \u00a9 http://www.fs.fed.us/pnw/mtsthelens/maps/question 3  fig. 5 adapted from: \u00a9 http://news.bbc.co.uk/1/hi/8685913.stmquestion 4  figs. 6a and 6b \u00a9 jane ferretti and brian greasley; gcse geography exam revision notes ; p. 20; phillip allan updates; 2001;  isbn 0860034410. question 6  fig. 8 \u00a9 http://www.dnaindia.com/mumbai/1605867/report-versova-beach-raises-a-stink permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the  publisher will be pleased to make amends at the earliest possible opportunity. cambridge international examinations is part of the cambridge assessment group. cambridge assessment is the brand name of unive rsity of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge."
+        },
+        "0460_s14_qp_21.pdf": {
+            "1": "this document consists of 15 printed pages, 1 blank page and 1 insert. dc (sjf/sw) 79519/7 \u00a9 ucles 2014 [turn overcambridge international examinations cambridge international general certificate of secondary education *1209221182* geography  0460/21 paper 2 may/june 2014  1 hour 30 minutes candidates answer on the question paper. additional materials: ruler  protractor  plain paper  calculator 1:50 000 survey map extract is enclosed with this question paper. read these instructions first write your centre number, candidate number and name in the spaces provided. write in dark blue or black pen. y ou may use an hb pencil for any diagrams or graphs. do not use staples, paper clips, glue or correction fluid. do not write in any barcodes. answer all questions. the insert contains photographs a and b for question 3, and photograph c for question 4. the survey map extract and the insert are not required by the examiner. sketch maps and diagrams should be drawn whenever they serve to illustrate an answer. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [ ] at the end of each question or part question. the syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificat e.",
+            "2": "2 0460/21/m/j/14 \u00a9 ucles 20141 study the map extract for bindura township, zimbabwe. the scale is 1:50 000.  (a) fig. 1 shows some of the features in the north west part of the map extract. study fig. 1, the  map extract and the key, and answer the questions below. 909192 8990919214 15 16 17 18 1 9 14 15 16 17 18 1 989b c ad e fig. 1   using the map extract, identify the following features shown on fig. 1:   (i) the name of the river a;  .. .[1]   (ii) feature b;  .. .[1]   (iii) the features at c;  .. .[1]   (iv) the land use in areas d;  .. .[1]   (v) the type of road at e.  .. .[1]",
+            "3": "3 0460/21/m/j/14 \u00a9 ucles 2014 [turn over (b) study the area of settlement around bindura in the centre of the map extract.   (i) identify three  services provided in this area. 1    2    3   [3]   (ii) using map evidence, explain why the settlement has developed at bindura.  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .[4]",
+            "4": "4 0460/21/m/j/14 \u00a9 ucles 2014 (c)  fig. 2a shows an area at pimento park in the south west of the map extract and fig. 2b  shows an area at stella in the north east of the map extract. study the two areas and answer  the questions below. 8485 14 15 1614 15 16 838485 839192 27 28 2 927 28 2 9 909192 90stellapimento park            fig. 2a          fig. 2b   the table below compares the features of the two areas. complete the table by putting ticks in  the correct five boxes. use only one tick for each row. area in  fig. 2aarea in  fig. 2bboth these  areasneither of  these areas example: large river\u2713 flat or gently sloping land   mostly medium bush a power line track, cut line or game trail high drainage density [5]",
+            "5": "5 0460/21/m/j/14 \u00a9 ucles 2014 [turn over (d)  fig. 3 shows the locations of spot height 1045 metres and spot height 1064 metres in the  south east of the map extract. 8384 25 26 27 28 2 9 3025 26 27 28 2 9 30 82838485 8586 8687 87 8210641045 fig. 3   (i)  give the six figure grid reference for spot height 1045 metres.    .. [1]   (ii)  measure the distance between the two spot heights. give your answer in metres.    .. metres [1]   (iii)  what is the bearing, from grid north, to spot height 1064 metres from  spot height 1045  metres? tick one correct answer below. tick 56\u00b0 136\u00b0 216\u00b0 236\u00b0 [1] [total: 20 marks]",
+            "6": "6 0460/21/m/j/14 \u00a9 ucles 20142 the bahamas are a group of islands in the atlantic ocean where coral reefs have developed.  figs 4a and 4b show the largest island, andros island, and the location of the nearby coral reefs. deep ocean deep ocean deep ocean deep oceangreat bahama bank great bahama bank 08 0 km08 0 kmn nprevailing windsprevailing winds andros islandandros island xy20052003737 39415  depth of sea (metres)key key 5 xycoral reef line of cross section on fig. 5salt content of sea (parts per thousand  \u2013 average for sea water is 35  ppt)37 coral reef  fig. 4a fig. 4b  (a) using information from figs 4a and 4b, describe where the coral reef is found and explain  how the following factors have affected the location of the coral reefs.   (i) depth of the sea description  .. ..  .. . explanation  .. .  .. .[2]",
+            "7": "7 0460/21/m/j/14 \u00a9 ucles 2014 [turn over  (ii) salt content of the sea water description  .. ..  .. . explanation  .. .  .. .[2]   (iii) prevailing wind description  .. ..  .. . explanation  .. .  .. .[2]   (b) fig. 5 shows a cross section from x to y on fig. 4a.                xy sea level not to scaleab c d e fig. 5   which of points a, b, c, d or e on fig. 5 is the location of:   (i) the great bahama bank;   ... [1]   (ii) a coral reef?   ... [1] [total: 8 marks]",
+            "8": "8 0460/21/m/j/14 \u00a9 ucles 20143  photographs a and b (insert) show volcanoes in auckland, new zealand, where dormant and  extinct volcanoes occur.  (a) (i)  what is meant by an extinct  volcano?   .. .  .. .[1]   (ii)  what is the evidence in photograph a which suggests that the volcano shown is extinct?  .. .  .. .  .. .[1]  (b) fig. 6 shows a field sketch of the volcano shown in photograph a. steep sidescrater houses fig. 6   in the space below draw a field sketch of the volcano shown in photograph b . add labels to  your sketch. [4]",
+            "9": "9 0460/21/m/j/14 \u00a9 ucles 2014 [turn over (c) suggest why the volcanoes in photographs a and b have different shapes.  .. .  .. .  .. .  .. .  .. .  .. .[2] [total: 8 marks]",
+            "10": "10 0460/21/m/j/14 \u00a9 ucles 20144 (a) the steel industry is one of the major industries in the world. fig. 7 shows the leading world  producers of steel in november 2012. 8 7 4 5 6 7 86 5 4china european union japan india russia south korea usa otherskey fig. 7   china produced 46% of the world\u2019s steel and the european union produced 12%. plot this  information on fig. 7. use the key provided. [3]",
+            "11": "11 0460/21/m/j/14 \u00a9 ucles 2014 [turn over (b) study fig. 8, which describes some of the effects of the development of a major industry. the development of a major industry such as steel, motor vehicle  manufacturing or chemicals affects the surrounding area in many ways. large numbers of people are employed in the industry and the money they earn is spent locally. this increases the demand for services and goods. training in the new industry increases the amount of skilled labour in the area. taxes are paid by the workers and the industry. the major industry may use raw materials found or produced locally. fig. 8   using information from fig. 8 only, describe one effect of the development of a major industry  on the following:   (i) the government of the area;  .. .  .. .[1]   (ii) local people;  .. .  .. .[1]   (iii) other industries in the area.  .. .  .. .[1]  (c) photograph c (insert) shows an industrial location. using evidence from photograph c,  describe two disadvantages for people living nearby. 1     .. . 2     .. .[2] [total: 8 marks]",
+            "12": "12 0460/21/m/j/14 \u00a9 ucles 20145 fig. 9a shows the population structure of italy in 2000 and fig. 9b shows the predicted population  structure of italy in 2020. 80+75\u20137 9 70\u201374 65\u20136 960\u201364 55\u20135 950\u201354 45\u20134 9 40\u20134435\u20133 9 30\u20133425\u20132 9 20\u201324 15\u20131 910\u201314 5\u2013 90\u20134age (years)2000 male female population (millions)2.5 2.5 3.0 2.0 3.0 2.0 1.5 1.5 1.0 1.0 0.5 0.5 0.0 0.0 fig. 9a 80+ 75\u20137 970\u20137465\u20136 960\u20136455\u20135 9 50\u20135445\u20134 940\u20134435\u20133 930\u201334 25\u20132 920\u20132415\u20131 910\u2013145\u2013 9 0\u20134 population (millions)male female 2.5 2.5 3.0 2.0 3.0 2.0 1.5 1.5 1.0 1.0 0.5 0.5 0.0 0.0age (years)2020 fig. 9b  (a) (i) how many 40\u201344 year old males were there in italy in 2000?    . million [1]   (ii) there are expected to be 2.5 million 45\u201349 year old males in italy in 2020. plot this  information on fig. 9b. [1]  (b) describe the predicted changes between 2000 and 2020 in the total numbers of:   (i) 0\u201314 year olds;  .. .  .. .[1]   (ii) over 64 year olds.  .. .  .. .[1]",
+            "13": "13 0460/21/m/j/14 \u00a9 ucles 2014 [turn over (c) describe the predicted changes between 2000 and 2020 within the 15\u201364 year old group.  .. .  .. .  .. .  .. .  .. .[2]  (d) fig. 10 shows differences between the population of italy and the population of india. 100 9080 70 60% of population aged 65 + 50 40 300 10 20 30 40 50 60 70% of population aged 15\u201364 80 90 10020 10 0 0102030405060708090100 % of population aged 0\u201314 key: % 0\u201314 % 15\u201364 % 65+indiaitaly fig. 10   using fig. 10, describe two differences between the population of italy and the population of  india. 1     .. . 2     .. .[2] [total: 8 marks]",
+            "14": "14 0460/21/m/j/14 \u00a9 ucles 20146 fig. 11 gives information about hurricane irene (a tropical storm) which affected the usa in  august 2011. the path and effects of the storm are shown. study the information and answer the  questions on the opposite page. bostonnatlantic city  cape may rehoboth beach ocean citybaltimorenew york richmondnorfolkvirginia beach elizabeth city rocky mount durham new bern fayetteville wilmingtonraleighwashingtondock at mastic, long island flooded trees down and power cut 0900 hours sunday august 28 irene reaches land. wind speeds 105  km / hour 1500 hours saturday august  27 irene reaches land wind speeds 135  km / hour path of hurricane irene11th death caused by irene as a car is swept away by a river which flooded after heavy rainfall a reactor at the calvert cliffs nuclear plant shut down as officials assess the damage caused by debris blown by heavy winds new york washington atlantic oceanatlantic ocean cape lookout bahamas haiti510101520 20 15200 100 km200strength of storm shown by size of symbol cityrainfall during the storm (cm)key 5 fig. 11",
+            "15": "15 0460/21/m/j/14 \u00a9 ucles 2014 (a) how much rain fell in baltimore? circle one correct answer below. less than 5 cm   5\u201310 cm   10\u201315 cm   15\u201320 cm   more than 20 cm [1]  (b) the storm first reached land on august 27, then it reached land again on august 28.   (i) name the two points where the storm reached land.    1  2 . [1]  (ii) state the compass direction in which the storm travelled between the two points.     [1]  (iii)  what happened to the strength of the storm between the two points?  .. .[1]  (c) using fig. 11 only, describe two weather hazards of the storm and the effects that they had. weather hazard 1 effects  .. .  .. .  .. .  .. . weather hazard 2 effects  .. .  .. .  .. .  .. .[4] [total: 8 marks]",
+            "16": "16 0460/21/m/j/14 \u00a9 ucles 2014blank page copyright acknowledgements: question 3 photographs a & b d. kelly \u00a9 ucles. question 4 figs 7 & 8  \u00a9 us energy administration; http://www.eia.gov.question 4 photograph c  d. kelly \u00a9 ucles.question 5 figs 9a, 9b & 10  data sourced from: \u00a9 us census bureau international database.question 6 fig. 11  \u00a9 the guardian; 29 august 2011. permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the  publisher will be pleased to make amends at the earliest possible opportunity. cambridge international examinations is part of the cambridge assessment group. cambridge assessment is the brand name of unive rsity of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge."
+        },
+        "0460_s14_qp_22.pdf": {
+            "1": "this document consists of 15 printed pages, 1 blank page and 1 insert. dc (lk/cgw) 79515/7 \u00a9 ucles 2014 [turn overcambridge international examinations cambridge international general certificate of secondary education *6519695761* geography  0460/22 paper 2 may/june 2014  1 hour 30 minutes candidates answer on the question paper. additional materials: ruler  protractor  plain paper  calculator 1:50 000 survey map extract is enclosed with this question paper. read these instructions first write your centre number, candidate number and name in the spaces provided. write in dark blue or black pen. y ou may use an hb pencil for any diagrams or graphs. do not use staples, paper clips, glue or correction fluid. do not write in any barcodes. answer all questions. the insert contains photograph a for question 3 and photograph b for question 4. the survey map extract and the insert are not required by the examiner. sketch maps and diagrams should be drawn whenever they serve to illustrate an answer. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question. the syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificat e.",
+            "2": "2 0460/22/m/j/14 \u00a9 ucles 20141 study the map extract for masembura, zimbabwe. the scale is 1:50 000.  (a) fig. 1 shows some of the features next to the inyauri river in the south part of the map extract.  study fig. 1, the map extract and the key, and answer the questions below. 21 20 23 22 21 20 23717273747576 a b c d e 717273 w747576 22 fig. 1   using the map extract, identify the following features shown on fig. 1:   (i) feature a;  .. .[1]   (ii) the name of tributary river b;  .. .[1]   (iii) feature c;  .. .[1]   (iv) feature d;  .. .[1]   (v) feature e.  .. .[1]",
+            "3": "3 0460/22/m/j/14 \u00a9 ucles 2014 [turn over (b) look at the inyauri river from the southern edge of the map to where it joins the pote river.  describe the physical (natural) features of the river.  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. . [5]",
+            "4": "4 0460/22/m/j/14 \u00a9 ucles 2014 (c) look at the area shown in fig. 2. 16 1873747576 73747576 17 1 9 21 2016 18 17 1 9 21 20 masembura communal land fig. 2   describe the relief of this area.  .. .  .. .  .. .  .. .  .. .  .. .[3]  (d) find gudza hill in the north east of the map extract.   (i) give the six figure grid reference for the trigonometrical station on gudza hill.    \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026. [1]   (ii) what is the bearing, from grid north, to the road junction in manhenga township from   the trigonometrical station? tick one correct answer below. tick (\u2713) 56\u00b0 136\u00b0 216\u00b0 236\u00b0  [1]",
+            "5": "5 0460/22/m/j/14 \u00a9 ucles 2014 [turn over (e) look at the settlement around dengu school in the north east of the map.   (i) name the type of settlement pattern. tick one correct answer below. tick (\u2713) linear nucleated dispersed  [1]   (ii) suggest one reason why this settlement pattern has developed here.  .. .  .. .  .. .[1]  (f) fig. 3 is a cross section from jeta hill at 190745 to haya hill at 240745. jeta hill 1500 1400 1300 1200 1100 10001500 1400 1300 1200height (m)height (m) 1100 1000 190745 240745haya hill     fig. 3   on fig. 3, using labelled arrows, mark the positions of:      (i) the inyauri river; [1]   (ii) the gravel or earth road; [1]   (iii) an area of smooth rock. [1]  [total: 20 marks]",
+            "6": "6 0460/22/m/j/14 \u00a9 ucles 20142 an earthquake occurred off the coast of japan on march 11, 2011, which left over 20 000 people  dead or missing. fig. 4 shows the location of the earthquake epicentre and selected towns and  cities. table 1 gives further information about the earthquake.  study fig. 4 and table 1 and answer the questions on the opposite page. key town or cityn sea of japan pacific oceanearthquake epicentre earthquake intensity7 0 300 fukui osakay okohamatakahagisendaifurukawaiwate gifu4 4 477 7999 88 8 8km fig. 4 table 1 town/citypopulation (thousands)earthquake intensity (strength)affected by  tsunami*? furukawa 76 9 yes takahagi 34 9 yes sendai 1038 8 yes y okohama 3574 7 no iwate 18 7 no osaka 2671 4 no gifu 412 4 no fukui 267 4 no  * a tsunami is a powerful wave of water caused by an earthquake",
+            "7": "7 0460/22/m/j/14 \u00a9 ucles 2014 [turn over (a) what is meant by the term epicentre ?  .. .  .. . [1]  (b) the intensity of earthquake waves is described on a scale of 1 to 12, where 1 is weak and 12  is strong.   (i) on fig. 4, draw a line between the places with intensity 7 and the places with intensity 8.  [2]   (ii) using fig. 4, describe the pattern of intensity of the march 2011 earthquake.  .. .  .. .  .. .  .. . [2]  (c) (i) using information from fig. 4 and table 1, explain why there were many deaths in sendai.  .. .  .. .  .. .  .. . [2]   (ii) using information from fig. 4, suggest why the coastal cities of osaka and y okohama  were not affected by the tsunami.  .. .  .. . [1]  [total: 8 marks]",
+            "8": "8 0460/22/m/j/14 \u00a9 ucles 20143 (a) study photograph a (insert), which shows an area in south west africa. describe the relief  and vegetation shown in the photograph. relief.   ..   ..   ..   ..   ..   ..   ..  vegetation  .  ..   ..   ..   ..   ..   ..  [6]",
+            "9": "9 0460/22/m/j/14 \u00a9 ucles 2014 [turn over (b) table 2 shows the climate of the area shown in photograph a. table 2 month j f m a m j j a s o n d average temperature (\u00b0c) 26 27 26 22 18 15 13 16 20 23 24 26 average number of days with rain 111000000000   explain two ways in which the vegetation shown in photograph a might be adapted to the  climate shown in table 2. 1 . ...  ..  2 . ...  ..  [2]  [total: 8 marks]",
+            "10": "10 0460/22/m/j/14 \u00a9 ucles 2014blank page",
+            "11": "11 0460/22/m/j/14 \u00a9 ucles 2014 [turn over4 photograph b (insert) shows two coastal landforms, x and y, in the west indies.  (a) describe both landforms.   landform x  ..   ..   ..   ..   ..   ..   ..    landform y  ..   ..   ..   ..   ..   ..   ..  [5]  (b) explain how landform y was formed.  ..   ..   ..   ..   ..   ..   ..  [3]  [total: 8 marks]",
+            "12": "12 0460/22/m/j/14 \u00a9 ucles 20145 (a) fig. 5 shows the total population and the foreign born population of the european union. 100+ age75 50 25 3% 2%men women key total population foreign born population (people living outside the country where they were born)1% 0% % of total population1% 3% 2%0 fig. 5   (i) using fig. 5, describe the differences between the total population of the european  union and the foreign born population.  .. .  .. .  .. .  .. .[2]   (ii) suggest one reason for the differences you have described.  .. .  .. .[1]",
+            "13": "13 0460/22/m/j/14 \u00a9 ucles 2014 [turn over (b) table 3 gives information about the population of belgium, one of the countries in the  european union. table 3 y ear 2004 2005 2006 2007 2008 emigration (thousands)84 87 88 91 100 immigration (thousands)117 133 138 146 164 total population (thousands)10 396 10 446 10 511 10 585 10 667   (i) using table 3, describe how the total population of belgium changed between 2004 and  2008.  .. .  .. .[1]   (ii) compare the emigration and immigration figures in table 3 and describe the effect of the  difference between the two on the total population.  .. .  .. .  .. .[2]   (iii) is migration the only factor affecting the change in the total population? use the  information in table 3 to explain your answer.  .. .  .. .  .. .  .. .  .. .[2]  [total: 8 marks]",
+            "14": "14 0460/22/m/j/14 \u00a9 ucles 20146 fig. 6 shows the location of coal deposits and the capital city ulaanbaatar, in mongolia, central  asia. russia kazakhstan mongolia chinanulaanbaatar ovoort tolgoikey 0 500 km capital city coal extraction area international boundarytavan tolgoi  fig. 6  (a) (i) what is the compass direction of ovoort tolgoi from ulaanbaatar? circle one correct  answer below.    north east    north west    south east    south west [1]   (ii) what is the distance from ulaanbaatar to tavan tolgoi? circle one correct answer below.    450km    550km    650km    750km [1]",
+            "15": "15 0460/22/m/j/14 \u00a9 ucles 2014 [turn over (b) table 4 below gives information about mongolia and the neighbouring countries. table 4 country area (million km2) population (millions) mongolia 1.5 2.7kazakhstan 2.7 16.7russia 17 144china 9.5 1286   using information from fig. 6 and table 4 only, explain why china is expected to be the main  market for mongolia\u2019s coal.  .. .  .. .  .. .  .. .[2]  (c) fig. 7 gives information about coal in mongolia. coal in mongolia mongolia has very large coal deposits, like at the tavan tolgoi opencast mine, thought to  be the biggest deposit of coal in the world. other very large mines such as ovoort tolgoi are likely to be developed in the future. the mining of this coal is likely to change mongolia, with large investments and profits being generated. it has been estimated that mongolia's economy will triple in size by 2020, helping to develop roads, schools and hospitals. until recently, this area of southern mongolia was one of the world's last great wildernesses,  a cold desert that is home to animals such as the gazelle and onager. there are concerns that mining may damage grasslands and building roads and electricity grids may disrupt the migration patterns of birds and animals. although mining investment will almost certainly benefit mongolia as a whole, the nomads  who live in the gobi desert may suffer. there are concerns that the huge mines might consume vital water supplies and throw clouds of choking dust into the air. \"every day, they use 2000 off-road 100 tonne trucks.\" said enkhbat, chair of the mongolian green party. \"there is so much dust in the sky that it looks like a war is taking place. the government needs a major  plan to protect the environment and respect local communities.\u201d fig. 7",
+            "16": "16 0460/22/m/j/14 \u00a9 ucles 2014copyright acknowledgements: question 2 table 1 and fig. 4 http://earthquakes.usgs.gov/earthquakes/ question 3 photograph a david kelly \u00a9 ucles.question 4 photograph b david kelly \u00a9 ucles.question 5 fig. 5 \u00a9 http://epp.eurostat.ec.europa.eu/statistics_explained/index.php/migration_and_migrant_population_statisticsquestion 5 table 3 \u00a9 http://epp.eurostat.ec.europa.eu/portal/page/portal/population/data/maiquestion 6 fig. 7 \u00a9 www.miningtechnology.com/features permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the  publisher will be pleased to make amends at the earliest possible opportunity. cambridge international examinations is part of the cambridge assessment group. cambridge assessment is the brand name of unive rsity of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge.  coal mining will bring advantages and disadvantages to mongolia. using information from  fig. 7, explain what these might be. advantages    .. .  .. .  .. .  .. . disadvantages . ..  .. .  .. .  .. .  .. .[4]  [total: 8 marks]"
+        },
+        "0460_s14_qp_23.pdf": {
+            "1": "this document consists of 15 printed pages, 1 blank page and 1 insert. dc (kn/sw) 79535/8 \u00a9 ucles 2014 [turn overcambridge international examinations cambridge international general certificate of secondary education *8067261496* geography  0460/23 paper 2 may/june 2014  1 hour 30 minutes candidates answer on the question paper. additional materials: ruler  protractor  plain paper  calculator 1:50 000 survey map extract is enclosed with this question paper. read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen. y ou may use an hb pencil for any diagrams or graphs. do not use staples, paper clips, glue or correction fluid. do not write in any barcodes. answer all questions. the insert contains photograph a for question 2 and photograph b for question 5. the survey map extract and the insert are not required by the examiner. sketch maps and diagrams should be drawn whenever they serve to illustrate an answer. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [ ] at the end of each question or part question. the syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificat e.",
+            "2": "2 0460/23/m/j/14 \u00a9 ucles 20141 study the map extract, which is for chiweshe, zimbabwe. the scale is 1:50 000.  (a) fig. 1 shows some of the features in the central part of the map extract.   study fig. 1, the map extract and the key to answer the questions below. 111213 88 8 99 0 91 92 93 94 9588 8 99 0 91 92 93 94 95 10 09111213 10 09b fc de a fig. 1   using the map extract, identify the following features shown on fig. 1:   (i) feature a;  .. .[1]   (ii) the type of road at b;  .. .[1]   (iii) the type of public building at c;  .. .[1]   (iv) feature d;  .. .[1]   (v) feature e;  .. .[1]   (vi) the land use in area f.  .. .[1]",
+            "3": "3 0460/23/m/j/14 \u00a9 ucles 2014 [turn over (b) look at the part of the river chipfururwe north of grid line 15.   which four of the following statements about the river are true? tick four boxes in the table  below. statement tick ( \u2713) the river has a gentle gradient the river has rapidsthe river is completely straightthere are bridges across the riverthe river has oxbow lakesthe river has some meandersthe river is crossed by many tracksthe river is a wide river   [4]  (c) (i) what is the six figure grid reference of the road junction at rusenza stores in the central  area of the map?  .. .[1]   (ii) look at the road that connects rusenza stores with muchirakuenda b.c.. muchirakuenda school is a small building on the north side of this road.    what is the approximate compass bearing from grid north of muchirakuenda school  from rusenza stores? tick one correct answer in the table below. bearing tick ( \u2713)   18\u00b0 108\u00b0198\u00b0288\u00b0    [1]   (iii) measure the distance by road between the road junction at rusenza stores and   muchirakuenda school. circle below the nearest distance to your answer.     4000               4300               4600               4900 metres  [1] ",
+            "4": "4 0460/23/m/j/14 \u00a9 ucles 2014 (d) look at grid squares 9616 and 9617. the table below compares the features of the two areas.  complete the table by putting a tick in the correct five boxes. feature 9616 9617both of  themneither of them example:  mining and prospecting trench\u2713 an area of linear settlement very high density of drainage land over 1440 metres a tarred road a building   [5]  (e) fig. 2 shows an area in the north west of the map extract. 17181988 8 99 0 88 8 99 016171819 16 fig. 2   draw the line of the subdivision boundary on fig. 2. [2]   [total: 20 marks]",
+            "5": "5 0460/23/m/j/14 \u00a9 ucles 2014 [turn overturn over for question 2",
+            "6": "6 0460/23/m/j/14 \u00a9 ucles 20142 photograph a (insert) shows an area of weathered rock with eroded land in front of it.  (a) describe the features of the landscape shown on the photograph.  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .[5]  (b) fig. 3 shows a ground surface before weathering starts.  ab c dground surface crack (joint) in the rock vegetationkey fig. 3   circle the location a, b, c or d on fig. 3 to show the section of rock where weathering is likely  to have the least  effect. [1]",
+            "7": "7 0460/23/m/j/14 \u00a9 ucles 2014 [turn over (c) put a tick against each of the two correct statements in the table below. statement tick ( \u2713) solution of rocks on a river bed is a type of weathering.  when rock is weathered the broken rocks remain at the location.exfoliation results from a change of temperature above and below freezing point.when rock is eroded the broken rocks are transported away.strong winds weather rock quickly.    [2]    [total: 8 marks]",
+            "8": "8 0460/23/m/j/14 \u00a9 ucles 20143 (a) fig. 4 shows the temperature, rainfall and sunshine hours for a place near the equator.  j050100150rainfall (mm) temperature (\u00b0c) daily sunshine (hrs)rainfall (mm) temperature (\u00b0c) daily sunshine (hrs) 200250300350 0501001502002503003502530 253005 0510 10 f m a m jj monthsaso n d fig. 4    (i) complete fig. 4 by plotting rainfall of 315 mm for march. [1]     (ii) give the annual temperature range of the place shown on fig. 4.  .. .[1]   (iii) explain why plants can grow all year round in this climate.  .. .  .. .  .. .  .. .[2]",
+            "9": "9 0460/23/m/j/14 \u00a9 ucles 2014 [turn over (b) use fig. 4 to explain why the trees that grow in this climate have:    (i) broad leaves;   .  .. .[1]   (ii) leaves with drip-tips.  ... ...  .. .[1]  (c) many of the rainforest trees growing in this climate have buttress roots, as shown in  fig. 5. fig. 5   suggest why buttress roots are an advantage for rainforest trees.  .. .  .. .  .. .  .. .[2]   [total: 8 marks]",
+            "10": "10 0460/23/m/j/14 \u00a9 ucles 20144 fig. 6 shows land-uses in three regions of the usa. mountain states corn belt south east forest arable land pasture otherland-usekey fig. 6   (a) (i) the land-use for the south east region is shown in table 1 below.    use this information to complete fig. 6. use the key provided.  table 1 land-use percentage forest 61 arable land 10 pasture   8 other 21    [3]",
+            "11": "11 0460/23/m/j/14 \u00a9 ucles 2014 [turn over  (ii) using fig. 6, place three  ticks in the table below to show the region that matches the  description.  description of land-use mountain states corn belt south east the most pasture the most arable farming the greatest area of \u2018other\u2019 land-uses   [3]  (b) give two physical (natural) factors likely to influence agricultural land-use in the mountain  states.    explain the influence each of them will have. 1     .. . 2     .. .[2]   [total: 8 marks]",
+            "12": "12 0460/23/m/j/14 \u00a9 ucles 20145 study photograph b (insert), which shows rural settlement in lesotho, africa.  (a) describe the settlement under the following headings:   (i) size;   ...[1]   (ii) site;     .. .  .. .  .. .[2]   (iii) layout;  .. ..  .. .[1]   (iv) land-use of the land around the settlement.  ..  .. .  .. .[1]  (b) use photograph b to suggest why a larger settlement has not developed in the area shown.  .. .  .. .  .. .  .. .  .. .  .. .[3]    [total: 8 marks]",
+            "13": "13 0460/23/m/j/14 \u00a9 ucles 2014 [turn overturn over for question 6",
+            "14": "14 0460/23/m/j/14 \u00a9 ucles 20146 look at figs 7 and 8, which show information about colombia in south america. use all the  information to answer the questions that follow. n 0\u00b00\u00b0 ecuador perubrazilvenezuelacaribbean sea pacific ocean equator 0 300 kmpq 10 and overpopulation density people per km2key 1 \u2013 9.9 less than 1 international border fig. 7 n 0\u00b0 0\u00b0 ecuador perubrazilvenezuelacaribbean sea pacific ocean 0 300 kmb caandes mountains (fold mountains with volcanoes)physical regions of colombiakey lowlands a b ccoastal lowlands orinoco river basin amazon river basin (tropical rainforest) international border fig. 8",
+            "15": "15 0460/23/m/j/14 \u00a9 ucles 2014 (a) state the population density in the south east of colombia.  .. .[1]  (b) describe the location of areas p and q which have the highest population densities in  colombia. area p    .. . area q  ... ...  ..  [2]  (c) explain why the location of area q is likely to encourage high population density to develop.  .. .  .. .  .. .  .. .[2]  (d) state one economic  reason why some areas in the andes mountains near volcanoes have  relatively high population densities.  .. .  .. .[1]  (e) use fig. 8 and your own knowledge to explain why the climate in the andes mountains is  likely to favour more settlement than on the surrounding lowlands.   .. .  .. .  .. .  .. .[2]    [total: 8 marks]",
+            "16": "16 0460/23/m/j/14 \u00a9 ucles 2014copyright acknowledgements: question 2  photograph a question 5  photograph bquestion 6  fig. 7muriel fretwell \u00a9 ucles.  muriel fretwell \u00a9 ucles. adapted from: \u00a9 oxford international student\u2019s atlas ;  oup;  2007;  isbn: 9780198325796. permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the  publisher will be pleased to make amends at the earliest possible opportunity. cambridge international examinations is part of the cambridge assessment group. cambridge assessment is the brand name of unive rsity of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge.blank page"
+        },
+        "0460_s14_qp_41.pdf": {
+            "1": "this document consists of 14 printed pages, 2 blank pages and 1 insert. dc (nh/cgw) 80066/7 \u00a9 ucles 2014 [turn over *7696816517* geography  0460/41 paper 4 alternative to coursework may/june 2014  1 hour 30 minutes candidates answer on the question paper. additional materials: calculator  ruler  protractor read these instructions first write your centre number, candidate number and name in the spaces provided. write in dark blue or black pen. y ou may use an hb pencil for any diagrams or graphs. do not use staples, paper clips, glue or correction fluid. do not write in any barcodes. answer all questions. the insert contains fig. 3 and tables 3 and 4 for question 1, and figs 6a and 6b and table 5 for question 2. the insert is not required by the examiner. sketch maps and diagrams should be drawn whenever they serve to illustrate an answer. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [ ] at the end of each question or part question. the syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificat e.cambridge international examinations cambridge international general certificate of secondary education",
+            "2": "2 0460/41/m/j/14 \u00a9 ucles 20141 a class of students was doing fieldwork in the main shopping area of a city centre. they wanted  to find out how the shopping area had changed and what people who came to the shopping area thought about it. they decided to test the following hypotheses:  hypothesis 1:  shops and services in the area have changed between 1985 and 2010.  hypothesis 2: people are most attracted to the area by its variety of shops, but are most  concerned about the amount of litter and graffiti.  (a) first the students completed a land-use map of the shopping area. this map is shown in fig.  1 opposite.   (i) use the map key to label the following buildings on fig. 1:     \u0081 a clothes store at point x;     \u0081 a bank at point y. [2]   (ii) describe the distribution of the food shops shown on fig. 1.  .. .  .. .  .. .  .. .[2]   (iii) what type of shop or service is located north of point x?  .. .[1]   (iv) what type of shop or service is located 100m west of point y?  .. .[1]",
+            "3": "3 0460/41/m/j/14 \u00a9 ucles 2014 [turn overmarketbedford street exchange streetswan laneshopping area in 2010 londone v v v v v v v vvf fff f f f ee ef f f ffdsh se sh sh shsese sesesesh shshd c       clothes d       department store f        food fu      furniture n       specialist  non-food sh       other shops fi       financekey shops services e        entertainment se     other services v        vacant (empty) buildings 100 m200 0cc ccc c c c ccc c ccc c c c cccee ffn n e eef ffffff cvvv v n nccccc n n n cc dccccfifi fu fufic c ccn nnn n n n castle meadow lane brigg street haymarketn n n n n n n nne efsh ff nn n e nfn nnn nn sesh shse sesese vvnnnnnn yxstreet castle street davey place arcade street white lion street orford place fig. 1",
+            "4": "4 0460/41/m/j/14 \u00a9 ucles 2014 (b) to compare the different shops and services in 1985 and 2010 the students produced table 1  below. table 1 number of shops and services located in the shopping area category 1985 2010 shops clothes 55 38 department store 5 3 food (including cafes, bars, restaurants,  take-away food)62 5 furniture 14 2 specialist non-food (including electrical,  mobile or cell phones, sports, jewellery)41 38 other shops 3 10 services finance 6 4 entertainment (including nightclubs, theatres) 7 11 other services (including travel agents,  solicitors)91 1 vacant (empty) buildings 7 15 total 153 157   (i) the students obtained the data for 1985 from a map which showed the area in that year.    what is the correct term for this type of data? circle your choice below.     fieldwork data primary data     sampling data secondary data [1]",
+            "5": "5 0460/41/m/j/14 \u00a9 ucles 2014 [turn over  (ii) the students used table 1 to draw the graph, fig. 2 below.    complete the graph in fig. 2 (below) to show the changes in the number of furniture  shops and other shops. [2] changes in the number of shops and services between 1985 and 2010 \u221220\u22121 9\u221218\u221217\u221216\u221215\u221214\u221213\u221212\u221211\u221210\u22129\u22128\u22127\u22126\u22125\u22124\u22123\u22122\u22121+1+2+3+4+5+6+7+8+9+10+11+12+13+14+15+16+17+18+19+20 0number of shops and services decrease shops servicesclothes department store food furniture specialist non-food other shops finance entertainment other services vacant (empty) buildingsincrease fig. 2",
+            "6": "6 0460/41/m/j/14 \u00a9 ucles 2014  (iii) what conclusion would the students make about hypothesis 1:  shops and services in  the area have changed between 1985 and 2010 ? support your decision with evidence  from table 1 and fig. 2.  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .[4]  (c) to investigate hypothesis 2: people are most attracted to the area by its variety of shops, but  are most concerned about the amount of litter and graffiti , the students used a questionnaire  with people in the shopping area. their questionnaire is shown in fig. 3 (insert).   (i) the students used the method of stratified sampling to get a reliable sample of people to  ask. how would they use this method to select people to complete their questionnaire?  .. .  .. .  .. .  .. .[2]   (ii) suggest two problems which the students may have faced in completing their questionnaire  survey. 1     .. . 2     .. .[2]",
+            "7": "7 0460/41/m/j/14 \u00a9 ucles 2014 [turn over (d) (i) table 2 below shows the results of question 1 in the questionnaire. table 2 how long do you expect to be shopping here? length of time number of answers 0\u201315 minutes 8 16\u201330 minutes 20 31\u201359 minutes 30 1\u20132 hours 31 more than 2 hours 11    use the results from table 2 to complete the pie graph in fig. 4 below. [2] 10 900 5040 6030 70200 \u2013 15 minuteskey 16 \u2013 30 minutes 31 \u2013 5 9 minutes more than 2 hours1 \u2013 2 hours80 fig. 4   (ii) the answers to question 2 in the questionnaire are shown in table 3 (insert).    suggest  two answers that could be included in the \u2018other reason\u2019 category. 1    2   [2]",
+            "8": "8 0460/41/m/j/14 \u00a9 ucles 2014  (iii) the students grouped the answers they received to question 3 in the questionnaire. the  answers given are shown in table 4 (insert).    under which heading in table 4 would the following answers be included?     1 when it is busy at the weekend and during holiday times it is difficult to get from one  shop to another. concern ..    2 i don\u2019t like coming to the shops alone because i don\u2019t feel safe. concern ..[2]   (iv) what conclusion would the students have made about hypothesis 2: people are most  attracted to the area by its variety of shops, but are most concerned about the amount of litter and graffiti ? support your answer with evidence from the results of questions 2  and 3 in the questionnaire.  .. .  .. .  .. .  .. .  .. .  .. .[3]  (e) to extend their fieldwork the students decided to investigate the sphere of influence of the  shops. the sphere of influence is the area where people who use the shops live. describe how they could carry out this fieldwork and show their results.  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .[4]  [total: 30 marks]",
+            "9": "9 0460/41/m/j/14 \u00a9 ucles 2014 [turn overquestion 2 begins on page 10",
+            "10": "10 0460/41/m/j/14 \u00a9 ucles 20142 students from a school in england were using weather instruments to measure and record  changes in the weather during a number of days in april. the students measured temperature,  rainfall, atmospheric pressure and wind direction. they investigated the following hypotheses:  hypothesis 1:  rainfall decreases as atmospheric pressure rises.  hypothesis 2: the temperature is affected by the direction from which the wind is blowing.   (a) (i) which instrument would be used to measure the following: temperature;  . . atmospheric pressure?  ..[2]   (ii) fig. 5, below, shows a rain gauge and measuring cylinder.    complete the sentences in the boxes on fig. 5 to explain how the students would use  this equipment. [3] a rain gauge and measuring cylinder funnelscale measuring cylinder outer cylinder collecting jarsurface ground 2) the rainwater is poured from   into .  1) the rain gauge is partly buried in the ground to ... ... ...3) to get an accurate measurement you should    fig. 5",
+            "11": "11 0460/41/m/j/14 \u00a9 ucles 2014 [turn over  (iii) suggest three  factors which the students should have considered in choosing a site for  the rain gauge. 1     .. . 2     .. . 3     .. .[3]   (iv) the students used a wind vane to observe wind direction. suggest a good position to put  a wind vane and explain your choice.  .. .  .. .  .. .  .. .[2]   (v) explain how a wind vane shows wind direction.  .. .  .. .  .. .  .. .  .. .  .. .[3]",
+            "12": "12 0460/41/m/j/14 \u00a9 ucles 2014 (b) the results of the students\u2019 measurements for hypothesis 1:  rainfall decreases as  atmospheric pressure rises , are shown in figs 6a and 6b (insert).   (i) what was atmospheric pressure at 06.00 on day 5?    ... mb [1]  (ii) at what time and day was the highest rainfall amount recorded?    time ... day . [1]  (iii) what conclusion would the students make about hypothesis 1 ? support your decision  with evidence from figs 6a and 6b.  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .[4]  (c) the results of the students\u2019 measurements for hypothesis 2: the temperature is affected by  the direction from which the wind is blowing , are shown in table 5 (insert).   (i) use the results in table 5 to plot the following measurements onto fig. 7 opposite:     \u0081 temperature and wind direction at 00.00 hours on day 14;     \u0081 temperature and wind direction at 18.00 hours on day 2. [2]",
+            "13": "13 0460/41/m/j/14 \u00a9 ucles 2014 [turn overresults of temperature and wind direction measurements for hypothesis 2 012345678910 nn ees e direction from which wind is blowingss w w n w1112 temperature (\u00b0c)1314151617181920 fig. 7",
+            "14": "14 0460/41/m/j/14 \u00a9 ucles 2014  (ii) when they studied their results the students came to the conclusion that hypothesis 2:  the temperature is affected by the direction from which the wind is blowing , was false.  support this conclusion with evidence from fig. 7.  .. .  .. .  .. .  .. .  .. .  .. .[3]   (iii) look again at table 5 (insert).    describe the variation in temperature during day 2.  .. .  .. .[1]   (iv) suggest one reason why temperatures varied during day 2.  .. .  .. .[1]  (d) describe how the students could extend their study to measure the amount of cloud cover  and cloud type.  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .[4]  [total: 30 marks]",
+            "15": "15 0460/41/m/j/14 \u00a9 ucles 2014blank page",
+            "16": "16 0460/41/m/j/14 \u00a9 ucles 2014blank page copyright acknowledgements: question 1 fig. 1 \u00a9 wideworld ; volume 19 number 1; phillip allan; september 2007. permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the  publisher will be pleased to make amends at the earliest possible opportunity. cambridge international examinations is part of the cambridge assessment group. cambridge assessment is the brand name of unive rsity of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge."
+        },
+        "0460_s14_qp_42.pdf": {
+            "1": "this document consists of 14 printed pages, 2 blank pages and 1 insert. dc (sjf/cgw) 80068/7 \u00a9 ucles 2014 [turn overcambridge international examinations cambridge international general certificate of secondary education *6567304404* geography  0460/42 paper 4 alternative to coursework may/june 2014  1 hour 30 minutes candidates answer on the question paper. additional materials: calculator  ruler read these instructions first write your centre number, candidate number and name in the spaces provided. write in dark blue or black pen. y ou may use an hb pencil for any diagrams or graphs. do not use staples, paper clips, glue or correction fluid. do not write in any barcodes. answer all questions. the insert contains photographs a, b and c, figs 1 and 2 and table 1 for question 1, and fig. 6 and table 5  for question 2. the insert is not required by the examiner. sketch maps and diagrams should be drawn whenever they serve to illustrate an answer. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [ ] at the end of each question or part question. the syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificat e.",
+            "2": "2 0460/42/m/j/14 \u00a9 ucles 20141 three students wanted to investigate the effects of two different types of woodland on temperature  and the amount of sunlight in the wooded areas. photographs a and b (insert) show the two types of woodland.  they decided to investigate the following hypotheses:   hypothesis 1:  temperature will be higher in the area of deciduous woodland than in the area of  coniferous woodland.   hypothesis 2: the amount of light at ground level will differ in the two areas of woodland.  (a) to begin their investigation the students drew two transect lines ( x and y) on a map of the  area. these are shown on fig. 1 (insert).    (i) suggest three  pieces of advice their teacher gave them to keep them safe whilst carrying  out fieldwork in this area. 1     .. . 2     .. . 3     .. .[3]   (ii) using fig. 1, describe two similarities and two differences between transects x and y. similarities 1     .. . 2     .. . differences1     .. . 2     .. .[4]",
+            "3": "3 0460/42/m/j/14 \u00a9 ucles 2014 [turn over (b) the three students decided to take measurements of temperature and light every 25 metres  along each transect line. they worked along transect x in the morning and along transect y in the afternoon.    (i) what is the name of the sampling method they used?    circle your choice below.     random      stratified      systematic [1]  (ii) suggest why they took measurements every 25 metres.  .. .  .. .  .. .  .. .[2]  (c) the results of the students\u2019 measurements are shown in table 1 (insert).   (i) to measure temperature they used the digital thermometer shown in photograph c  (insert).     give two advantages of using a digital thermometer for this task.  1     .. . 2     .. .[2]   (ii) to measure the amount of light at ground level the students made a measuring device to  estimate the percentage of sky they could see. more sky means more light.    their measuring device is shown in fig. 2 (insert) along with instructions on how it was  used.    what percentage of sky is shown on fig. 2?    ...%  [2]   (iii) use table 1 (insert) to give the most common temperature recorded in the grassland   area.    ... \u00b0c [1]",
+            "4": "4 0460/42/m/j/14 \u00a9 ucles 2014  (iv) the students used their results in table 1 (insert) to plot the graphs in fig. 3 opposite.  use the results shown in table 1 to plot the temperatures at 275 m and 300 m along transect x.  [2]       (v) use the results in table 1 to plot the percentage of sky measured at 150 m and 300 m  along transect y . [2]   (vi) how does the percentage of sky measured differ between the grassland and woodland  in both transects?   .. .  .. .[1]",
+            "5": "5 0460/42/m/j/14 \u00a9 ucles 2014 [turn overtemperature (\u00b0c)temperature (\u00b0c) 01020304050607080901000255075100125150175200225250375400 300 350275 325456 0255075100125150175200225 distance along transect (m) distance along transect (m)transect x into coniferous woodlandtransect y into deciduous woodland transect x into coniferous woodlandtransect y into deciduous woodland250375400 300 350275 325 0255075100125150175200225 distance along transect (m)250375400 300 350275 325789 456789 0102030405060708090100 0255075100125150175200225 distance along transect (m)250375400 300 350275 325percentage of skypercentage of sky fig. 3",
+            "6": "6 0460/42/m/j/14 \u00a9 ucles 2014 (d) (i) what conclusion would the students make about hypothesis 1:  temperature will be  higher in the area of deciduous woodland than in the area of coniferous woodland?    support your decision with evidence from fig. 3.   .. .  .. .  .. .  .. .  .. .  .. .[3]   (ii) the students agreed that hypothesis 2: the amount of light at ground level will differ in  the two areas of woodland was correct.    give two pieces of evidence from fig. 3 to support their decision.  1     .. . 2     .. .[2]   (iii) using photographs a and b (insert), suggest why temperature and the percentage of  sky measured are different in the two areas.  .. .  .. .  .. .  .. .[2]  (e) having completed their investigation the students considered how they could have improved  the reliability of their results. suggest  three  ways they might have done this. 1     .. . 2     .. . 3     .. .[3] [total: 30 marks]",
+            "7": "7 0460/42/m/j/14 \u00a9 ucles 2014 [turn overturn page for question 2",
+            "8": "8 0460/42/m/j/14 \u00a9 ucles 20142 students were studying different residential areas of cities in medcs. they decided to do some  fieldwork to compare different types of housing area in the \u2018inner city\u2019. they chose to study three areas:  \u0081 area a: an area of houses which were built around 1850   \u0081 area b: an area of terraced houses which were built around 1920 \u0081  area c: an area of houses and apartment blocks which were built when the area was  redeveloped around 1990  the students investigated the following hypotheses:  hypothesis 1:  the newer the housing area the better the environment.  hypothesis 2:  parking and traffic are problems for people living in all three inner city areas.  (a)  in order to investigate hypothesis 1 the students did an environmental quality survey on  roads in each housing area. their recording sheet is shown in fig. 4 below. environmental quality recording sheet environmental quality survey location: area a/b/c (circle the area) featurenegative  description \u20133 \u20132 \u20131 0 +1 +2 +3 positive description housing layout  and designpoor, identical and  low quality       varied, well spaced  out and high quality building care and  conditionpoorly maintained  and unattractive       well maintained and  attractive pavementsno pavement or  poorly maintained       well maintained and  safe to walk on gardensno private  gardens and poorly maintained        individual gardens  and well maintained public open  spacenone, unattractive  natural environment        plenty, and attractive  natural environment noisevery noisy from  different sources        quiet, and causes no  inconvenience air pollutionhigh level of  pollution from different sources        low level of pollution vandalism and  graffitifound everywhere        no vandalism and  graffiti fig. 4",
+            "9": "9 0460/42/m/j/14 \u00a9 ucles 2014 [turn over  (i) first the students did a pilot survey in a road near their school.     suggest two reasons why they did a pilot survey. 1     .. . 2     .. .[2]   (ii) describe how the students used the recording sheet shown in fig. 4.   .. .  .. .  .. .  .. .[2]   (iii) suggest two ways that the students could have organised themselves to make sure that  their results were reliable.    give a reason for each way you suggest. suggestion 1  .   .. . reason  ... ...  .. . suggestion 2  .   .. . reason  ... ...  .. .[4]",
+            "10": "10 0460/42/m/j/14 \u00a9 ucles 2014 (b) when the students had completed their environmental quality survey they calculated the  average results of the roads they had surveyed in each of the three areas.   these results are shown in table 2 below.    table 2  average results of the environmental quality survey (to the nearest whole number)   featureroads in  area aroads in  area broads in  area c housing layout and design +1 \u20133 +3building care and condition +3 \u20131 +2pavements \u20131 \u20132 +2gardens \u20132 \u20133 +1public open space +1 \u20132 +2noise +1 \u20131 +1air pollution +1 \u20131 +1vandalism and graffiti +2 \u20131 \u20131 total score +6 \u201314   (i) complete table 2 by adding the total score for the roads in area c. [1]   (ii) use the results for \u2018housing layout and design\u2019 to complete the graphs for the roads in  areas a and b in fig. 5 opposite.  [2]   (iii)  the students decided that hypothesis 1:  the newer the housing area the better the  environment , was partly true. use data from table 2 and fig. 5 to support their conclusion.  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .[4]",
+            "11": "11 0460/42/m/j/14 \u00a9 ucles 2014 [turn over0 environmental scoregardenspavements noise air pollutionbuilding care and condition vandalism and graffitihousing layout and design public open space \u20131 \u20132 \u20133 +3 +2 +1 0 environmental score\u20131 \u20132 \u20133 +3 +2 +1 0 environmental scoreroads in area aroads in area bresults of environmental quality survey roads in area c \u20131 \u20132 \u20133 +3 +2 +1 fig. 5",
+            "12": "12 0460/42/m/j/14 \u00a9 ucles 2014 (c) to investigate hypothesis 2:  parking and traffic are problems for people living in all three  inner city areas, the students used a questionnaire with residents in each of the three areas.  this is shown in fig. 6 (insert).   (i) name a sampling method the students could use to get a representative sample of  people to take part in their survey. name of sampling method .give two reasons for your choice. 1     .. . 2     .. .[3]   (ii) when they had completed their questionnaires the students devised a scoring system  to use with the results. the points they awarded for each answer are shown in table 3 below. table 3 answer points awarded strongly agree 4agree 3disagree 2strongly disagree 1    the students then calculated the average number of points awarded in each area. these  are shown in table 4 below. table 4 average points awarded in each area area a area b area c car parking is difficult in  the area where i live 3.8 3.3 1.8 traffic is a problem in the  area where i live 2.9 3.7 1.5",
+            "13": "13 0460/42/m/j/14 \u00a9 ucles 2014 [turn over   what was the students\u2019 conclusion about hypothesis 2:  parking and traffic are problems  for people living in all three inner city areas ? support your decision with evidence from  table 4.  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .[4]   (iii) the main reasons why people thought that parking and traffic were problems are shown  in table 5 (insert). use this information to complete fig. 7 below for parking.  [2] number of answerswhy parking is difficult why traffic is a problemno driveway no off-road parking areas parking restrictions on local roadskey 0 1 02 03 0 number of answers40 60 50 congestion on local roads exhaust fumes noise of vehicles vibrations caused by heavy lorrieskey 0 1 02 03 04 0 6 0 50 fig. 7",
+            "14": "14 0460/42/m/j/14 \u00a9 ucles 2014  (iv) suggest a different way to  improve each of the following in inner city areas.  parking  ..   .. . traffic problems  .   .. .[2]  (d) to extend their fieldwork the students wanted to investigate another possible difference  between the three housing areas. suggest an investigation and describe a method you would use. investigation   ..  .. . fieldwork method  .   .. .  .. .  .. .  .. .  .. .[4] [total: 30 marks]",
+            "15": "15 0460/42/m/j/14 \u00a9 ucles 2014blank page",
+            "16": "16 0460/42/m/j/14 \u00a9 ucles 2014copyright acknowledgements: question 1  photograph a question 1  photograph b\u00a9  http://www.offwell.free-online.co.uk/maps_website/coniferouswoodland.htm \u00a9  http://www.countrysideinfo.co.uk/maps_website/wetwland.htm permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the  publisher will be pleased to make amends at the earliest possible opportunity. cambridge international examinations is part of the cambridge assessment group. cambridge assessment is the brand name of unive rsity of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge.blank page"
+        },
+        "0460_s14_qp_43.pdf": {
+            "1": "this document consists of 14 printed pages, 2 blank pages and 1 insert. dc (cw/sw) 80103/7 \u00a9 ucles 2014 [turn overcambridge international examinations cambridge international general certificate of secondary education *8267696354* geography  0460/43 paper 4 alternative to coursework may/june 2014  1 hour 30 minutes candidates answer on the question paper. additional materials: calculator  ruler  protractor read these instructions first write your centre number, candidate number and name in the spaces provided. write in dark blue or black pen. y ou may use an hb pencil for any diagrams or graphs. do not use staples, paper clips, glue or correction fluid. do not write in any barcodes. answer all questions. the insert contains photograph a, figs 1, 2 and 3 and tables 1 and 2 for question 1, and tables 3 and 4 for  question 2. the insert is not required by the examiner. sketch maps and diagrams should be drawn whenever they serve to illustrate an answer. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [ ] at the end of each question or part question. the syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificat e.",
+            "2": "2 0460/43/m/j/14 \u00a9 ucles 20141 students at two schools in south africa planned an investigation using weather stations. the two  schools are in pretoria and cape town which are located on fig. 1 (insert).  (a) students in pretoria used traditional instruments to measure and record weather and the  students in cape town used digital instruments.    (i) give two advantages of using digital instruments rather than traditional instruments. 1     .. . 2     .. .[2]   (ii) the students in pretoria used a stevenson screen in their weather station. photograph a  (insert) shows a stevenson screen.     describe three  features of a stevenson screen and explain why each is important.  1     .. .  .. .  .. . 2     .. .  .. .  .. . 3     .. .  .. .  .. .[6]   (iii) which one of the following measuring instruments would the students put inside a  stevenson screen? circle your answer. [1]  anemometer              rain gauge              thermometer              wind vane",
+            "3": "3 0460/43/m/j/14 \u00a9 ucles 2014 [turn over  (iv) students in pretoria collected data on the following weather elements:    maximum temperature, minimum temperature, precipitation, relative humidity,  atmospheric pressure.    name one other weather element the students could have measured.  .. .[1]   (v) what traditional instrument did they use to measure: a relative humidity;  .. .. b atmospheric pressure?  ..[2]  (b) study figs 2 and 3 (insert), which show a maximum-minimum thermometer and a rain gauge.   (i) explain how the thermometer is used to measure maximum and minimum temperatures.  .. .  .. .  .. .  .. .  .. .  .. .[3]   (ii) explain how rainfall is measured using the rain gauge shown in fig. 3.  .. .  .. .  .. .  .. .  .. .  .. .[3]",
+            "4": "4 0460/43/m/j/14 \u00a9 ucles 2014 the students collected data about different elements of weather during july. they then decided  individually on two hypotheses to test. one student in cape town chose the following hypotheses:    hypothesis 1:  the diurnal variation in temperature is greater in pretoria than in cape town.   the diurnal variation in temperature is the difference between the highest temperature and  the lowest temperature in a day.   hypothesis 2:  in cape town rainfall increases as the maximum temperature increases.  (c) the results which the student used to test hypothesis 1  are shown in table 1 (insert).   (i) use these results to complete the minimum temperature line for pretoria on 30th and  31st july in fig. 4 below. [2] temperatures in pretoria and cape town 12345678 910 1112 13 141516 1718 1 920 21 222324 2526 27282 930310 \u20132 date in july\u20134 \u20136 \u201382468101214161820222426 12345678 910 1112 13 141516 1718 1 920 21 222324 2526 27282 930310 \u20132 date in july\u20134 \u20136 \u201382468101214161820222426temperature (\u00b0c) maximum temp \u00b0ckey minimum temp \u00b0cpretoria temperature (\u00b0c)cape town fig. 4",
+            "5": "5 0460/43/m/j/14 \u00a9 ucles 2014 [turn over  (ii) what conclusion did the student come to about hypothesis 1:  the diurnal variation in  temperature is greater in pretoria than in cape town?    support your conclusion with evidence from table 1 and fig. 4.  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .[4]",
+            "6": "6 0460/43/m/j/14 \u00a9 ucles 2014 (d) the results which the student used to test hypothesis 2:  in cape town rainfall increases as  the maximum temperature increases , are shown in table 2 (insert).   (i) use these results to complete the rainfall bars for 28th and 29th july on fig. 5 below. [2] 051015202530 12345678 91011 2122 date in julymaximum temperature and daily rainfall for july in cape town 2324252627282930 3101020rainfall (mm)temperature (\u00b0c) 121314151617181920 fig. 5",
+            "7": "7 0460/43/m/j/14 \u00a9 ucles 2014 [turn over  (ii) what conclusion would the student come to about hypothesis 2:  in cape town rainfall  increases as the maximum temperature increases ? support your answer with evidence  from table 2 and fig. 5.  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .[4] [total: 30 marks]",
+            "8": "8 0460/43/m/j/14 \u00a9 ucles 20142 students in gaborone, the capital city of botswana, were studying land-use in urban areas. they  did fieldwork to examine differences between land-use in the cbd (central business district) and other parts of the city. they wanted to test the following hypotheses:   hypothesis 1:  the height of buildings decreases as distance from the cbd increases.     hypothesis 2:  the land-use in the cbd is different from that in the rest of the city.  to collect data the students were divided into four groups. each group followed a different transect  from the city centre outwards. the transect routes went north, east, south and west of the cbd.  (a) at selected distances along each transect the students counted the number of storeys of  six different buildings. they then calculated the average number of storeys. their results are shown in table 3 (insert).   (i) suggest why the four groups got different results in the cbd.  .. .  .. .  .. .  .. .[2]",
+            "9": "9 0460/43/m/j/14 \u00a9 ucles 2014 [turn over  (ii) the students plotted their results on the diagram shown in fig. 6 below.    use the data in table 3 to complete the results of the west and north transects in fig. 6.  [2] cbd01234567891011 012345678901 01234 001 0012 012012 012 012 01 south transectnorth transectcbd north transectcbd east transect cbd south transectwest transecteast transect 2012 012 01234 0123123 0123012356 012345678 012345671 km 1 km distance from centre of cbdkeyaverage number of storeys average number of storeys2 km 3 km 4 kmcbd west transect fig. 6",
+            "10": "10 0460/43/m/j/14 \u00a9 ucles 2014  (iii) to what extent is hypothesis 1:  the height of buildings decreases as distance from the  cbd increases true? explain your answer with data from table 3 and fig. 6.  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .[4]   (iv) explain why building height varies in different areas of a city.  .. .  .. .  .. .  .. .[2]",
+            "11": "11 0460/43/m/j/14 \u00a9 ucles 2014 [turn over (b) to investigate hypothesis 2: the land-use in the cbd is different from that in the rest of the  city, the students recorded the ground floor land-use of buildings in the cbd and along the  four transect lines. one group\u2019s land-use map of part of the cbd is shown in fig. 7 below. residential (apartments + houses)keysketch map of land use in part of the cbd commercial (shops + restaurants) offices (including banks) services (including hotels, sport venues + religious buildings)roadroad road president hotelhungry lion restaurant fig. 7   (i) use the key to shade in the hungry lion restaurant and the president hotel in fig. 7  above. [2]   (ii) how many offices are shown in the map shown in fig. 7?    .. [1]",
+            "12": "12 0460/43/m/j/14 \u00a9 ucles 2014  (iii) suggest why the students only recorded the ground floor land-use of buildings.  .. .  .. .[1]   (iv) in order to compare the different areas of the city the students calculated percentage  figures of different types of land-use. these results are shown in table 4 (insert).    use the data in table 4 to complete the pie chart for the cbd in fig. 8 below.  [3] north transect south transectwest transect east transectcbd 0 5040 60708090 302010 residential commercial offices services industrykey fig. 8",
+            "13": "13 0460/43/m/j/14 \u00a9 ucles 2014 [turn over  (v) describe one major  difference in land-use between each of the following pairs of  transects shown on fig. 8. north transect and south transect .. .  .. .    east transect and west transect  .. .  .. .[2]   (vi) what conclusion would the students come to about hypothesis 2: the land-use in the  cbd is different from that in the rest of the city  ? use evidence from table 4 and fig. 8 to  support your decision.  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .[4]  (c) why does land-use vary in different parts of a city?  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .[4]",
+            "14": "14 0460/43/m/j/14 \u00a9 ucles 2014 (d) when the students returned to school they discussed with their teacher how they could  improve their data collection methods. suggest three  improvements they could have made. 1     .. . 2     .. . 3     .. .[3] [total: 30 marks]",
+            "15": "15 0460/43/m/j/14 \u00a9 ucles 2014blank page",
+            "16": "16 0460/43/m/j/14 \u00a9 ucles 2014blank page permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the  publisher will be pleased to make amends at the earliest possible opportunity. cambridge international examinations is part of the cambridge assessment group. cambridge assessment is the brand name of unive rsity of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge."
+        },
+        "0460_w14_qp_11.pdf": {
+            "1": "this document consists of 26 printed pages, 2 blank pages and 1 insert. dc (nf/jg) 81512/10 \u00a9 ucles 2014 [turn overcambridge international examinations cambridge international general certificate of secondary education *6106806618* geography  0460/11 paper 1 october/november 2014  1 hour 45 minutes candidates answer on the question paper. additional materials: ruler  calculator read these instructions first write your centre number, candidate number and name in the spaces provided. write in dark blue or black pen. y ou may use an hb pencil for any diagrams or graphs. do not use staples, paper clips, glue or correction fluid. do not write in any barcodes. write your answer to each question in the space provided. if additional space is required, you should use the lined page at the end of this booklet. the question number(s)  must be clearly shown. answer three  questions. the insert contains photographs a, b and c and fig. 1b for question 1, and photographs d and e for  question 3. the insert is not required by the examiner. sketch maps and diagrams should be drawn whenever they serve to illustrate an answer. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [ ] at the end of each question or part question. the syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificat e.",
+            "2": "2 0460/11/o/n/14 \u00a9 ucles 2014question 1  (a) study fig. 1a, which shows information about the population density in australia, and fig. 1b  (insert) which shows information about the population distribution in australia. 30 25 20 15 10 5 0victoriatasmaniaqueenslandsouth australiawestern australianorthern territory new south walespopulation density (people per   sq. km)   state fig. 1a   (i) using fig. 1a, compare the population density of victoria and new south wales.  .. .  ..  [1]   (ii) what is the difference between population density and population distribution?  .. .  .. .  ..  [2]   (iii) using fig. 1b (insert), describe three  features of the distribution of australia\u2019s population. 1     .. . 2     .. . 3     ..   [3]",
+            "3": "3 0460/11/o/n/14 \u00a9 ucles 2014 [turn over (b) study photographs a, b and c (insert), which show areas which are sparsely populated.   (i) give one reason why each of the areas shown has a low population density. y ou should  choose a different reason for each photograph. photograph a  . ...  .. . photograph b  . ...  .. . photograph c  . ...  ..  [3]   (ii) explain how climate can influence population density.  .. .  .. .  .. .  .. .  .. .  .. .  .. .  ..  [4]   (iii) explain why many coastal areas are densely populated.  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  ..  [5]",
+            "4": "4 0460/11/o/n/14 \u00a9 ucles 2014 (c) for a named country you have studied, explain why it has a high rate of population growth.   name of country ..  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  ..  [7]  [total: 25 marks] end of question 1",
+            "5": "5 0460/11/o/n/14 \u00a9 ucles 2014 [turn overquestion 2  (a) study fig. 2, which shows information about the settlement hierarchy in meath county in the  republic of ireland. meathlouthcavan westmeath offal y kildaredublinirish sea nobber navanlarge town small town county boundarysmall villagelarge village 05 1 0keyn km fig. 2   (i) what is meant by settlement hierarchy ?  .. .  ..  [1]   (ii) describe the relationship between settlement size and number of settlements in meath  county. use evidence from fig. 2 to support your answer.  .. .  .. .  .. .  ..  [2]",
+            "6": "6 0460/11/o/n/14 \u00a9 ucles 2014  (iii) describe three  likely differences between the services in navan and nobber. 1     .. . 2     .. . 3     ..  [3]   (iv) dublin is the capital city of the republic of ireland. suggest reasons why many people  who live in meath county will travel regularly to dublin, even though it is 50 kilometres away.  .. .  .. .  .. .  .. .  .. .  .. .  .. .  ..  [4]",
+            "7": "7 0460/11/o/n/14 \u00a9 ucles 2014 [turn over (b) study fig. 3, which shows the advantages of the rural-urban fringe for economic development. suburbsouter suburbsinnerrural-urban fringe cbdcheap land room for expansion good accessibility workers available close byattractive environment with little pollutionplenty of car-parking space fig. 3   (i) choose three of the advantages shown in fig. 3. for each of the advantages chosen,  explain why it is important to a developer who is building an out-of-town shopping centre  in the rural-urban fringe. advantage 1  ..   .. .  .. . advantage 2  ..   .. .  .. . advantage 3  ..   .. .  ..  [3]",
+            "8": "8 0460/11/o/n/14 \u00a9 ucles 2014  (ii) explain the likely impacts of a new out-of-town shopping centre on services in other  parts of the urban area.  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  ..  [5]",
+            "9": "9 0460/11/o/n/14 \u00a9 ucles 2014 [turn over (c) for a named example you have studied of a town or city in an medc, describe the  environmental problems which have occurred in the rural-urban fringe as a result of urban sprawl.   name of city .  .. .  .. .   . .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  ..  [7]  [total: 25 marks] end of question 2",
+            "10": "10 0460/11/o/n/14 \u00a9 ucles 2014question 3  (a) study fig. 4a, a table of data collected at a school weather station in southern africa during a  week in august. day maximum  temperature (\u00b0c)minimum  temperature (\u00b0c)relative  humidity (%)air  pressure (mb)wind  directionwind  speed (km per  hour) sunday 10 5 74 1014 nw  2 monday 13 7 98  992 nw 12 tuesday 11 4 97  996 w  9 wednesday  9 3 72 1004 s  4 thursday  8 3 66 1012 sw  2 friday 12 4 63 1018 nw  2 saturday 10 6 59 1020 w  1 fig. 4a   (i) which day had the highest range of temperature?     [1]   (ii) using fig. 4a, complete the graph below (fig. 4b) which shows maximum and minimum  temperatures. 16 14 12 10 8 6 4 2 016 14 12 10 8 6 4 2 0 sunday monday tuesday thursday friday saturday wednesdaytemperature (\u00b0 c)temperature (\u00b0 c)maximum minimum  [2] fig. 4b",
+            "11": "11 0460/11/o/n/14 \u00a9 ucles 2014 [turn over  (iii) identify the weather characteristic shown in fig. 4a which is measured by each of the  following instruments:    wind vane ..    barometer ..    wet and dry bulb thermometer (hygrometer) .. [3]   (iv) describe how information about the amount of precipitation (rainfall) can be collected.  .. .  .. .  .. .  .. .  .. .  .. .  .. .  ..  [4]",
+            "12": "12 0460/11/o/n/14 \u00a9 ucles 2014 (b) study photographs d and e (insert), which show different types of cloud.   (i) describe three  differences between the clouds shown in photographs d and e. 1     .. . 2     .. . 3     ..  [3]   (ii) explain why more cloud forms in tropical rainforest areas than in tropical deserts.  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  ..  [5]",
+            "13": "13 0460/11/o/n/14 \u00a9 ucles 2014 [turn over (c) for a named country or area where drought occurs, describe its impacts on people and the  natural environment.   country or area ..  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  ..  [7]  [total: 25 marks] end of question 3",
+            "14": "14 0460/11/o/n/14 \u00a9 ucles 2014question 4  (a) study fig. 5, which shows major plates and zones of tectonic activity. plate boundary direction of movementkey major earthquake zones african platearabian plateeurasian plate pacific plate philippine plate indo-australian plate antarctic platesouth american platexy nazca platepacific platenorth american plate cocos platecaribbean plate fig. 5   (i) what is a tectonic plate ?  .. .  ..  [1]   (ii) on fig. 5 label the following:  \u2013 a constructive (divergent) boundary (label with \u201cp\u201d);  \u2013 a destructive (convergent) boundary (label with \u201cq\u201d). [2]   (iii) explain fully why major earthquakes are more likely to occur in the area marked x on  fig. 5 than in the area marked y.  .. .  .. .  .. .  .. .  .. .  ..  [3]",
+            "15": "15 0460/11/o/n/14 \u00a9 ucles 2014 [turn over  (iv) explain why volcanic eruptions occur on destructive (convergent) plate boundaries.  .. .  .. .  .. .  .. .  .. .  .. .  .. .  ..  [4]  (b) study fig. 6, an article about a natural disaster. cameroonvolcanic activity triggers a sudden release; gases rise to the surface. gas cloud blows across the land and kills or injures those who come into contact with it. hot magma releases gases. s\u0000(ydrogen\u0000sulphide s\u0000#arbon\u0000dioxide s\u0000#arbon\u0000monoxidenigeriachad central african rep . d.r.    congoeq. guineagabonyaoundebamendawumn gases collect in lake bed sediment for many years.lake nyos site of gas release 1 23 4 0 250 500 km-any\u0000 people\u0000 died\u0000 in\u0000 their\u0000 sleep\u0000when\u0000the\u0000volcanic\u0000,ake\u0000 .yos\u0000 erupted\u0000 on\u0000 4hursday\u0000 night, sending a cloud of  poisonous\u0000gases\u0000into\u0000the\u0000air\u000e    the official death toll rose  yesterday to 1,534, although  military\u0000reports\u0000put\u0000the\u0000figure\u0000 as high as 2,000. a further 300 victims were  being\u0000 treated\u0000 in\u0000 hospital\u0000 for\u0000 internal burns after breathing  in\u0000toxic\u0000fumes\u000enot to scale fig. 6",
+            "16": "16 0460/11/o/n/14 \u00a9 ucles 2014  (i) describe the processes which caused the disaster shown in fig. 6.  .. .  .. .  .. .  .. .  .. .  ..  [3]   (ii) explain why people continue to live in areas of volcanic activity.  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  ..  [5]",
+            "17": "17 0460/11/o/n/14 \u00a9 ucles 2014 [turn over (c) describe the impacts of an earthquake on an area you have studied.   area where earthquake occurred ...  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  ..  [7]  [total: 25 marks] end of question 4",
+            "18": "18 0460/11/o/n/14 \u00a9 ucles 2014question 5  (a) study fig. 7, which shows information about the main export earnings of switzerland (an  medc) in 2011. 20 0406080100 20 0406080100 export earnings (billion swiss francs)export earnings (billion swiss francs) metals and machineschemicals and medicineswatch makingtourism textiles fig. 7   (i) how much was earned from tourism in switzerland in 2011?    .. billion swiss francs [1]   (ii) describe two ways in which tourism can earn money for a country.  1     .. . 2     ..  [2]   (iii) give three  different ways in which tourism creates employment. 1     .. . 2     .. . 3     ..  [3]",
+            "19": "19 0460/11/o/n/14 \u00a9 ucles 2014 [turn over  (iv) explain why tourism leads to the development of a country\u2019s infrastructure.  .. .  .. .  .. .  .. .  .. .  .. .  .. .  ..  [4]  (b) study fig. 8, which shows an area in switzerland which attracts many tourists. km05 1 0lake thunlake brienz grindelwald eiger jungfrau 4166m3975mlauterbrunnen schilthorn 3500mm\u00fcrrenwengenm r m rinterlakenland below 1000  mland over 1000  m mountain summit glacier (ice and snow) mountain railwayrailway cable car chair lift lakenkey m r m\u00fcrrenvillage  / town  fig. 8   (i) identify three  different natural (physical) attractions for tourists in the area shown by  fig. 8. 1    2    3   ... [3]",
+            "20": "20 0460/11/o/n/14 \u00a9 ucles 2014  (ii) suggest how tourism can cause problems for residents of towns like interlaken.  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  ..  [5]  (c) for a named country or area you have studied, describe the impacts of tourism on the natural  environment.   name of area or country .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  ..  [7]  [total: 25 marks] end of question 5",
+            "21": "21 0460/11/o/n/14 \u00a9 ucles 2014 [turn overquestion 6  (a) study fig. 9, which shows access to safe water and energy consumption per person in  selected countries. country population with access to  safe water (percentage)energy consumption per  person (kgs oil equivalent) bolivia (ledc)  83  480 canada (medc) 100 7100ecuador (ledc)  85  726mexico (ledc)  77 1437nicaragua (ledc)  79  250usa (medc) 100 6700 fig. 9   (i) identify the country shown on fig. 9 with the lowest percentage of the population with  access to safe water.    .. [1]   (ii) compare the energy consumption per person in canada and ecuador. y ou should use  statistics in your answer.  .. .  .. .  .. .  ..  [2]   (iii) explain why more energy is used per person in medcs than in ledcs.  .. .  .. .  .. .  .. .  .. .  ..  [3]",
+            "22": "22 0460/11/o/n/14 \u00a9 ucles 2014  (iv) suggest reasons why it is important for ledcs to improve water supplies.  .. .  .. .  .. .  .. .  .. .  .. .  .. .  ..  [4]",
+            "23": "23 0460/11/o/n/14 \u00a9 ucles 2014 [turn over (b) study fig. 10, which shows information about water supply in southern california (usa) in  1990 and 2020 (estimated). 79% imported water 43% imported water 9% desalination21% groundwater 12% conservation15% recycling21% groundwater20201990 fig. 10   (i) what is meant by the following methods of water supply? use of groundwater  ...  .. . desalination  . .  .. . recycling   ...  ..  [3]",
+            "24": "24 0460/11/o/n/14 \u00a9 ucles 2014  (ii) the conservation of water is becoming increasingly important. describe methods which  can be used to conserve water.  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  ..  [5]",
+            "25": "25 0460/11/o/n/14 \u00a9 ucles 2014 [turn over (c) for a named area or country you have studied, describe how it obtains its energy.   name of area or country .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  ..  [7]  [total: 25 marks] end of question 6",
+            "26": "26 0460/11/o/n/14 \u00a9 ucles 2014additional page if you use the following lined page to complete the answer(s) to any question(s), the question number(s)  must be clearly shown. ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ...",
+            "27": "27 0460/11/o/n/14 \u00a9 ucles 2014blank page",
+            "28": "28 0460/11/o/n/14 \u00a9 ucles 2014copyright acknowledgements: question 1  fig. 1b \u00a9 http://sgrhs.unisa.edu.au/student/prep_rural_prac/1-major_issues.htm question 1  photographs a\u2013c s. sibley \u00a9 ucles.question 2  fig. 2 http://www.meath.ie/countycouncil/publications/planninganddevelopmentpublications/countymeathdevelopmentplan 2007- 2013-adopted/ question 2  fig. 3 http://igeogers.weebly.com/changing-hic-cities.htmlquestion 3  photographs d\u2013e s. sibley \u00a9 ucles.question 6  fig. 10 http://www.westbasin.org/water-reliability-2020/planning/water-reliability permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the  publisher will be pleased to make amends at the earliest possible opportunity. cambridge international examinations is part of the cambridge assessment group. cambridge assessment is the brand name of unive rsity of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge.blank page"
+        },
+        "0460_w14_qp_12.pdf": {
+            "1": "this document consists of 28 printed pages and 1 insert. dc (st/sw) 108423 \u00a9 ucles 2014  [turn over * 9 1 7 9 4 4 8 3 1 7 * geography  0460/12 paper 1  october/november 2014  1 hour 45 minutes candidates answer on the question paper. additional materials:  ruler  protractor  calculator read these instructions first write your centre number, candidate number and name in the spaces provided. write in dark blue or black pen. y ou may use an hb pencil for any diagrams or graphs. do not use staples, paper clips, glue or correction fluid. do not  write in any barcodes. write your answer to each question in the space provided. if additional space is required, you should use the lined page at the end of this booklet. the question number(s)  must be clearly shown. answer three  questions. the insert contains photographs a, b, c and d for question 2, photographs e and f for question 3, and  photograph g for question 4 . the insert is not required by the examiner. sketch maps and diagrams should be drawn whenever they serve to illustrate an answer. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [   ] at the end of each question or part  question.cambridge international examinations cambridge international general certificate of secondary education the syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificate.",
+            "2": "2 0460/12/o/n/14 \u00a9 ucles 2014question 1 1 (a)  study fig. 1, which shows information about some of the factors which influence population  density. extreme climatehigh steep landremote and difficult to get tolack of resources temperate climateflat low landgood transport networklow density high densityindustry and natural resources fig. 1   (i)  what is the difference between a high and a low population density?      ...  ... [1]   (ii) using fig. 1 only , state the relationship between:    access and population density;  ...  ...    relief and population density.  ...  ... [2]",
+            "3": "3 0460/12/o/n/14 \u00a9 ucles 2014 [turn over  (iii)  explain how variations in climate can influence population density.     ...  ...  ...  ...  ...  ... [3]   (iv)  explain how industry and natural resources can lead to a high population density in an  area.    ...  ...  ...  ...  ...  ...  ...  ... [4]",
+            "4": "4 0460/12/o/n/14 \u00a9 ucles 2014 (b) study fig. 2, which shows information about the population structure of japan (an medc) in  2005 and 2020 (estimated).  80+ 75\u201379 70\u201374 65\u201369 60\u201364 55\u201359 50\u201354 45\u201349 40\u201344 35\u201339 30\u201334 25\u201329 20\u201324 15\u201319 10\u201314 5\u20139 0\u20134 population (in millions)japan \u2013 2005 male female 5 5 6 7 6 7 4 4 3 3 2 2 1 1 0 0 80+ 75\u201379 70\u201374 65\u201369 60\u201364 55\u201359 50\u201354 45\u201349 40\u201344 35\u201339 30\u201334 25\u201329 20\u201324 15\u201319 10\u201314 5\u20139 0\u20134 population (in millions)japan \u2013 2020 (estimated) male female 5 5 6 7 6 7 4 4 3 3 2 2 1 1 0 0 fig. 2   (i) describe the changes which are expected to take place in the population structure of  japan between 2005 and 2020. y ou should refer to the young dependents, economically  active, and old dependents. y oung dependents  ...  ...    economically active  ...  ...    old dependents    ...  ... [3]",
+            "5": "5 0460/12/o/n/14 \u00a9 ucles 2014 [turn over  (ii)  suggest reasons for the expected changes in japan\u2019s population structure between 2005  and 2020.  ...  ...  ...  ...  ...  ...  ...  ...  ...  ... [5]  (c) for a named country you have studied, describe the problems caused by overpopulation.     name of country ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ... [7] [total: 25 marks] end of question 1",
+            "6": "6 0460/12/o/n/14 \u00a9 ucles 2014question 2 2 (a) study fig. 3, a map of gdansk, an urban area in poland (an medc), along with photographs  a, b, c and d (insert). bay of gdansk 0 5 kma cbd boundary built up areakeyn fig. 3   (i) write the letters b, c and d into the correct boxes on fig. 3 to show their likely location in  the urban area. the location of photograph a has been done for you.  [1]   (ii) give two pieces of evidence from photograph a that the area shown is part of the cbd  (central business district). 1   2   [2]",
+            "7": "7 0460/12/o/n/14 \u00a9 ucles 2014 [turn over  (iii) describe the causes of traffic congestion in the cbds of major urban areas.       ...  ...  ...  ...  ...  ... [3]   (iv) explain how the problems of traffic congestion in cities can be solved.   ...  ...  ...  ...  ...  ...  ...  ... [4]",
+            "8": "8 0460/12/o/n/14 \u00a9 ucles 2014 (b)  study fig. 4, which shows information about urban growth in the usa.  0102030405060percentage of us population living in urban areas7080 1910 1920 1930 1940 1950 years1960 1970 1980 1990 2000suburbs central areas of citieskey total urban population fig. 4   (i) describe the changes in the total  percentage of population living in urban areas in the  usa between 1910 and 2000. y ou should include statistics in your answer.  ...  ...  ...  ...  ...  ... [3]      ",
+            "9": "9 0460/12/o/n/14 \u00a9 ucles 2014 [turn over  (ii)  suggest why the percentage of the urban population living in the suburbs of cities in the  usa has increased rapidly since 1910.                ...  ...  ...  ...  ...  ...  ...  ...  ...  ... [5]",
+            "10": "10 0460/12/o/n/14 \u00a9 ucles 2014 (c) for a named example of a town or city you have studied, describe the impacts of urban  sprawl on the natural environment.    name of town or city ...  ...  ...  ...  ...    ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ... [7] [total: 25 marks]     end of question 2",
+            "11": "11 0460/12/o/n/14 \u00a9 ucles 2014 [turn overquestion 3 3 (a)  study fig. 5 and photograph e (insert), which show an area of coastline.  n 0 250 metres500chalk sand and clay limestoneheight above sea level (metres)10key122 10 lulworth cove sea 4060 fig. 5   (i)  what is the width of the entrance to lulworth cove?             .. metres  [1]   (ii) identify the type of rocks which form:    the entrance to lulworth cove;  ...    the back of lulworth cove.     ... [2]   (iii)  suggest how lulworth cove was formed.                                                          ...  ...  ...  ...  ...  ... [3]",
+            "12": "12 0460/12/o/n/14 \u00a9 ucles 2014  (iv)  explain why areas of coastline, such as the one shown in photograph e, are important to  many people.                                                             ...  ...  ...  ...  ...  ...  ...  ... [4]  (b) study photograph f (insert), which shows a stack.   (i) describe three  features of the stack shown in photograph f .   1    ... 2    ... 3    ... [3]",
+            "13": "13 0460/12/o/n/14 \u00a9 ucles 2014 [turn over  (ii)  explain the formation of a stack.     y ou may include a labelled diagram as part of your answer.    ...  ...  ...  ...  ...  ...  ...  ...  ... [5]",
+            "14": "14 0460/12/o/n/14 \u00a9 ucles 2014 (c)  for a named area you have studied, explain the conditions required for the formation of a  coral reef.   name of area of coral reef ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ... [7] [total: 25 marks]                                          end of question 3",
+            "15": "15 0460/12/o/n/14 \u00a9 ucles 2014 [turn overquestion 4 4 (a) study figs 6 and 7, which show information about the mississippi river floods in 1993. n missouri river mississippi rivermississippi riverwisconsin minnesota south dakota nebraska kansas oklahoma arkansas mississippitennesseekentuckyillinoisindiana missouriiowa st. louis river areas affected by flooding lake state boundary050100 km150key fig. 6",
+            "16": "16 0460/12/o/n/14 \u00a9 ucles 2014in june 1993, the mississippi river flooded an area the size of england.  the flat area on either side of the river is called the flood plain, an area where  the river would naturally flood and deposit fertile sediment. however, settlement  and economic activity are increasingly located on the flood plain. for many years, engineers have managed the river to prevent flooding. the  river has been straightened, 200 dams have been built and lev\u00e9es have been  made even higher. the river waters now flow up to 12 metres above the level  of the surrounding land. the cost of these measures is 180 million dollars a  year in maintenance alone. fig. 7   (i)  name two states which were affected by the flooding in 1993.     ... [1]   (ii) using evidence from fig. 6 only , suggest two reasons why there was serious flooding at  st. louis.     1    ... 2    ... [2]   (iii) using fig. 7, identify three  methods used to try to prevent the flooding of the mississippi  river.     1    ... 2    ... 3    ... [3]",
+            "17": "17 0460/12/o/n/14 \u00a9 ucles 2014 [turn over  (iv) explain why settlement and economic activity on flood plains is likely to increase the  hazard of river flooding.        ...  ...  ...  ...  ...  ...  ...  ... [4]  (b) study photograph g (insert), which shows a waterfall.   (i) describe the features of the waterfall shown in photograph g.    ...  ...  ...  ...  ...  ... [3]   (ii) suggest what might happen to the waterfall in photograph g in the future. give reasons  for your answer.  ...  ...  ...  ...  ...  ...  ...  ...  ...  ... [5]",
+            "18": "18 0460/12/o/n/14 \u00a9 ucles 2014 (c) describe and explain one of the following types of weathering. y ou may use a diagram. carbonation        exfoliation   weathering process chosen ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ... [7] [total: 25 marks]     end of question 4",
+            "19": "19 0460/12/o/n/14 \u00a9 ucles 2014 [turn overquestion 5 5 (a) study fig. 8, which shows information about international tourists who visit kenya from  different continents. key 0.5%international tourists arrow widths touriststropic of cancer tropic of capricornequator 10% 19% 60%n south americaasiaeurope north america africa australasiakenya fig. 8   (i) what is meant by international tourist ?     ...  ... [1]   (ii) compare the percentage of international tourists to kenya from europe and asia. y ou  should include statistics in your answer.            ...  ...  ...  ... [2]",
+            "20": "20 0460/12/o/n/14 \u00a9 ucles 2014  (iii) suggest reasons why the number of tourists to kenya from different parts of the world  varies.      ...  ...  ...  ...  ...  ... [3]   (iv) explain why international tourism has increased in the last 50 years.  ...  ...  ...  ...  ...  ...  ...  ... [4]",
+            "21": "21 0460/12/o/n/14 \u00a9 ucles 2014 [turn over (b) study fig. 9, information about kenya. come to kenya n equator mount kenya kenya 0 100national parks and game reserves main cities international boundary major beach area coral reefkey 200indian oceanlake turkana lake victoria kmnairobi mombasamaasai mara game reservesamburu game reservemarsabit game reserve amboseli national parkmeru national park tsavo national parkgreat rift valley fig. 9   (i) using only  evidence from fig. 9, suggest three different types of tourism which are  important to kenya.   1   2   3   [3]",
+            "22": "22 0460/12/o/n/14 \u00a9 ucles 2014  (ii) explain how the creation of game reserves and national parks in kenya is likely to help  tourism to be sustainable.    ..  ..  ..  ..  ..  ..  ..  ..  ..  .. [5]",
+            "23": "23 0460/12/o/n/14 \u00a9 ucles 2014 [turn over (c) for a named area you have studied, describe the benefits and problems of tourism for local  people.        name of area ...   ..  ..  ..  ..  ..  ..  ..  ..  ..  ..  ..  ..  ..  .. [7] [total: 25 marks]     end of question 5",
+            "24": "24 0460/12/o/n/14 \u00a9 ucles 2014question 6 6 (a) study fig. 10, which shows information about the employment structure of three countries in  asia. 0 10 20 30 40 50 60 70 80 90 100 percentage of workforcechina japan malaysiaprimarykey secondary tertiary fig. 10   (i) what percentage of the population of malaysia works in the primary sector?       ..%  [1]   (ii) describe two differences between the employment structures of china and japan.  1    ... 2    ... [2]   (iii) in rural areas of malaysia there is still much primary employment. however, in the cities,  such as kuala lumpur, there are many service industries in the cbd and high technology  industrial parks in the rural-urban fringe. give an example of: primary employment in a rural area;  ... an industry which is likely to locate on a high technology industrial park;  ... a service industry in a cbd.  ... [3]",
+            "25": "25 0460/12/o/n/14 \u00a9 ucles 2014 [turn over  (iv) explain why there is a large reduction of the workforce in the primary sector as a country  develops.                                             ...  ...  ...  ...  ...  ...  ...  ... [4]  (b) study fig. 11, information about the exports of malaysia. 0 25% 75% 50%01970 2008 25%key rubber tin oil / gas othersmanufactured goods75% 50% fig. 11   (i) using fig. 11, describe the changes in malaysia\u2019s exports between 1970 and 2008. use  statistics from fig. 11 in your answer.  ...  ...  ...  ...  ...  ... [3]",
+            "26": "26 0460/12/o/n/14 \u00a9 ucles 2014  (ii) explain why many high technology industries have grown up in newly industrialised  countries (nics).    ...  ...  ...  ...  ...  ...  ...  ...  ...  ... [5]",
+            "27": "27 0460/12/o/n/14 \u00a9 ucles 2014 [turn over (c)  for a named area you have studied, describe the impacts of agriculture on the natural  environment.  area studied ...   ...      ...  ...    ...  ...      ...      ...  ...  ...      ...    ...      ...  ...  ...      ... [7] [total: 25 marks]     end of question 6",
+            "28": "28 0460/12/o/n/14 \u00a9 ucles 2014copyright acknowledgements: question 2  fig. 4 question 2  photographs a\u2013d question 3  photographs e & f question 4  photograph g\u00a9  michael raw;  geography in place: homework copymasters ;  collins educational;  1999;  isbn 0003267032.  s. sibley  \u00a9  ucles. s. sibley  \u00a9  ucles. s. sibley  \u00a9  ucles. permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the  publisher will be pleased to make amends at the earliest possible opportunity. cambridge international examinations is part of the cambridge assessment group. cambridge assessment is the brand name of university of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge.additional page if you use the following lines to complete the answer(s) to any question(s), the question number(s)  must be clearly shown. . . . . . . . . . . . . . . . . . . . . ."
+        },
+        "0460_w14_qp_13.pdf": {
+            "1": "this document consists of 26 printed pages, 2 blank pages and 1 insert. dc (cw/cgw) 108647 \u00a9 ucles 2014  [turn overcambridge international examinations cambridge international general certificate of secondary education * 6 2 2 3 4 1 6 0 1 5 * geography  0460/13 paper 1  october/november 2014  1 hour 45 minutes candidates answer on the question paper. additional materials:  calculator  protractor  ruler read these instructions first write your centre number, candidate number and name in the spaces provided. write in dark blue or black pen. y ou may use an hb pencil for any diagrams or graphs. do not use staples, paper clips, glue or correction fluid. do not  write in any barcodes. write your answer to each question in the space provided. if additional space is required, you should use the  lined page at the end of this booklet. the question number(s) must be clearly shown. answer three  questions. the insert contains fig. 2 for question 1, photographs a and b for question 2, and photographs c, d, e and f  for question 3. the insert is not required by the examiner. sketch maps and diagrams should be drawn whenever they serve to illustrate an answer. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [   ] at the end of each question or part  question. the syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificate.",
+            "2": "2 0460/13/o/n/14 \u00a9 ucles 2014question  1 1 (a) study fig. 1, which shows information about the percentage of the gdp of selected african  countries earned from remittances (money sent home by international migrants) in 2010. senegal 7.6% gdp ($0.6) mauritius 3.3% gdp ($0.2) gdp (gross domestic product) is a measure of wealth.0 1000 km2000uganda 5.5% gdp ($0.5)kenya 2.7% gdp ($0.5) south africa 0.2% gdp ($0.7)key ($3.3)                 total amount of                    remittances (in billion                    $us)  1.2% gdp  percentage of                    gdp earned from                    remittances.   lesotho 22.5% gdp ($0.3)ivory coast 1.2% gdp ($0.2)nigeria 3.4% gdp ($3.3) nsudan 3.7% gdp ($1.0) ethiopia 1.2% gdp ($1.7) fig. 1   (i)  what is meant by the term international migrant  ?        ..  .. [1]   (ii) identify the country shown on fig. 1:    where remittances form the largest percentage of the gdp;   ..       which receives the largest total amount of remittances.  .. [2]",
+            "3": "3 0460/13/o/n/14 \u00a9 ucles 2014 [turn over  (iii) explain how remittance money sent home by international migrants may benefit people  in the country from which they have migrated.     ..  ..  ..  ..  ..  .. [3]   (iv) suggest what problems may be caused in countries from which large numbers of people  migrate.    ..  ..  ..  ..  ..  ..  ..  .. [4]",
+            "4": "4 0460/13/o/n/14 \u00a9 ucles 2014 (b) study fig. 2 (insert), which shows the main migration routes from africa to europe.   (i) using the information in fig. 2 only, describe one possible route of a migrant from  cameroon to spain.    ..  ..  ..  ..  ..  .. [3]   (ii) suggest problems which may be faced by migrants who are living in medcs such as  spain.   ..  ..  ..  ..  ..  ..  ..  ..  ..  .. [5]",
+            "5": "5 0460/13/o/n/14 \u00a9 ucles 2014 [turn over (c) for a named area you have studied, explain why it has a low population density.     name of area ...    ..  ..  ..  ..  ..  ..  ..  ..  ..  ..  ..  ..  ..  .. [7]  [total: 25 marks] end of question 1",
+            "6": "6 0460/13/o/n/14 \u00a9 ucles 2014question 2 2 (a) study fig. 3, which shows luzon, the main island of the philippines (ledc). aakey land over 200  m n 0 50 100 km150railwayluzon airport philippine    sea south china       seacapital city (population 12 million) other large towns/cities (population 100  000 \u2013 1 million) most densely populated areatarlaclagawe batangasquezon valenzuela trece martires tagaytaymanilabalanga fig. 3   (i) name the capital city of the philippines.      .. [1]   (ii) using fig. 3, give two pieces of evidence which suggest that the most densely populated  area in luzon has the most services. 1  ...  .. 2  ...  .. [2]",
+            "7": "7 0460/13/o/n/14 \u00a9 ucles 2014 [turn over  (iii) explain why large numbers of people live in squatter settlements in cities in ledcs.  ..  ..  ..  ..  ..  .. [3]   (iv) describe four ways to improve the housing in squatter settlements.   1  ...  .. 2  ...  .. 3  ...  .. 4  ...  .. [4]",
+            "8": "8 0460/13/o/n/14 \u00a9 ucles 2014 (b) study photographs a and b (insert), which were taken in maseru, the capital city of lesotho,  an ledc in africa.   (i) give three pieces of evidence from photograph a that the area is part of the cbd.   1    ... 2    ... 3    ... [3]   (ii) photograph b shows a large shopping mall outside the cbd. suggest reasons why the  mall was located outside the cbd of maseru rather than in it.     ...  ...  ...  ...  ...  ...  ...  ...  ...  ... [5]",
+            "9": "9 0460/13/o/n/14 \u00a9 ucles 2014 [turn over (c) for a named example of a settlement you have studied, identify its main function and explain  the reasons for its growth.     name of settlement ... main function    ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ... [7]                          [total: 25 marks] end of question 2",
+            "10": "10 0460/13/o/n/14 \u00a9 ucles 2014question 3 3 (a) study photographs c, d, e and f (insert), which show coastal landforms.   (i) which photograph shows a feature which is formed by wind deposition?      photograph   [1]   (ii) match the photographs with the correct landforms by using arrows. the first one has  been done for you.  photograph c  cliff photograph d  natural arch photograph e  sand dunes photograph f  stack [2]   (iii) describe the conditions required for the formation of coastal sand dunes.  ...  ...  ...  ...  ...  ... [3]   (iv) explain how a natural arch is formed.    ...  ...  ...  ...  ...  ...  ...  ... [4]",
+            "11": "11 0460/13/o/n/14 \u00a9 ucles 2014 [turn over (b) study fig. 4, which shows an area of coastline before and after a storm. lighthouse seabeach sea0 200 metres400lighthouseafter the stormbefore the storm loose rockloose rockcliff cliff125 100 75 50 25 0 125 100 75 metres metres 50 25 0 fig. 4   (i) using evidence from fig. 4 only, describe three effects of the storm.   1    ... 2    ... 3    ... [3]",
+            "12": "12 0460/13/o/n/14 \u00a9 ucles 2014  (ii) explain how erosion by the sea may cause problems for people living in coastal areas.  ...  ...  ...  ...  ...  ...  ...  ...  ...  ... [5]",
+            "13": "13 0460/13/o/n/14 \u00a9 ucles 2014 [turn over (c) explain the formation of a sand spit. include a fully labelled diagram(s).    ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ... [7] [total: 25 marks] end of question 3",
+            "14": "14 0460/13/o/n/14 \u00a9 ucles 2014question 4 4 (a) study fig. 5, climate graphs for areas w, x, y and z. 40 30 20temperature (\u00b0c)temperature (\u00b0c)10 0 annual precipitation 700  mmarea w \u221210 \u221220 \u221230700 600 500 400 300 200 100 0j f m a m j j a s o n d 30 20precipitation (mm)precipitation (mm) temperature (\u00b0c)temperature (\u00b0c)precipitation (mm)precipitation (mm) 10 0 annual precipitation 3480  mmarea y \u221210 \u221220 \u221230600 500 400 300 200 100 0j f m a m j j a s o n d40 30 20 10 0 annual precipitation less than 20  mmarea x \u221210 \u221220 \u221230700 600 500 400 300 200 100 0j f m a m j j a s o n d annual precipitation 3480  mm30 20 10 0 annual precipitation 320  mmarea z \u221210 \u221220 \u221230600 500 400 300 200 100 0j f m a m j j a s o n dannual precipitation 320  mm fig. 5   (i) which area has the smallest annual temperature range?     area   [1]   (ii) identify the graph which shows the climate of an area of:    tropical rainforest;  .    tropical desert.  .  [2]",
+            "15": "15 0460/13/o/n/14 \u00a9 ucles 2014 [turn over  (iii) explain why tropical deserts have high daytime temperatures and low temperatures at  night.   ...  ...  ...  ...  ...  ... [3]   (iv)  describe the processes which result in heavy convectional rainfall in tropical rainforests .     ...  ...  ...  ...  ...  ...  ...  ... [4]",
+            "16": "16 0460/13/o/n/14 \u00a9 ucles 2014 (b) study fig. 6, which shows the percentage forest cover in kalimantan (indonesian borneo) in  1985 and 2000. 100 90 80 70 60 50percentage forest cover 1985 yearkeyforest cover by province in kalimantan (indonesian borneo) 200040 30 20 10 0western kalimantan central kalimantan southern kalimantan eastern kalimantan fig. 6   (i) using evidence from fig. 6 only, describe the impacts of deforestation in kalimantan.  include statistics in your answer.  ...  ...  ...  ...  ...  ... [3]",
+            "17": "17 0460/13/o/n/14 \u00a9 ucles 2014 [turn over  (ii) explain why deforestation has taken place in many areas of tropical rainforest.   ...  ...  ...  ...  ...  ...  ...  ...  ...  ... [5]  (c) for a named area you have studied, describe the impacts of large scale deforestation of  tropical rainforests on the local  people and local  natural environment.    name of area ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ... [7] [total: 25 marks] end of question 4",
+            "18": "18 0460/13/o/n/14 \u00a9 ucles 2014question 5 5 (a) study fig. 7, which shows information about the percentage of the population which has  access to a clean water supply and improved sanitation in africa. key 0% \u2013 25%improved sanitation nwater supply 0 2000zambia percentage of population with access to clean water / improved sanitationnigeriamaliegypt south africa km26% \u2013 50%51% \u2013 75%76% \u2013 90%91% \u2013 100% missing data fig. 7   (i)  circle the country in the following list which has the best access to both clean water and  improved sanitation.     egypt     mali    south africa     zambia  [1]   (ii) complete fig. 7 by using the following information:    54% of the population of nigeria has access to clean water;     35% of the population of nigeria has access to improved sanitation.  [2]",
+            "19": "19 0460/13/o/n/14 \u00a9 ucles 2014 [turn over  (iii) explain how sanitation can be improved in an ledc.       ...  ...  ...  ...  ...  ... [3]   (iv) describe four different ways in which water supplies can be increased in a country.    1    ... 2    ... 3    ... 4    ... [4]",
+            "20": "20 0460/13/o/n/14 \u00a9 ucles 2014 (b) study fig. 8, which shows changes to lake chad, in africa, between 1963 and 2001. key water former outline of the lake vegetation international boundaryn 0 100chad nigeriachad nigeria 50 km1963 2001 niger niger cameroon cameroon fig. 8   (i) using evidence from fig. 8 only, describe the changes which took place to lake chad  between 1963 and 2001.    ...  ...  ...  ...  ...  ... [3]",
+            "21": "21 0460/13/o/n/14 \u00a9 ucles 2014 [turn over  (ii) suggest the likely impacts of the changes to lake chad on local people.   ...  ...  ...  ...  ...  ...  ...  ...  ...  ... [5]  (c) for a named country or area you have studied, identify a form of energy which is used.  describe how its use threatens the natural environment.     name of country or area ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ... [7] [total: 25 marks] end of question 5",
+            "22": "22 0460/13/o/n/14 \u00a9 ucles 2014question 6 6 (a) study fig. 9, which shows the gdp (gross domestic product) per person and the percentage  of the gdp that comes from agriculture for selected countries. gdp is a measure of wealth. 0 52000400060008000 gdp per person (us$)10 00012 00014 000 0 10 15 percentage of gdp that comes from agriculture20 25 30bulgaria brazil china angolaparaguay bangladeshivory coastcambodia fig. 9   (i)  on fig. 9, mark and label a cross to show india using the following information:    gdp per person  us$4000    percentage of gdp that comes from agriculture  17%  [1]   (ii)  using fig. 9 only, state the general relationship between gdp per person and the  percentage of the gdp that comes from agriculture. support your answer with statistics.   ..  ..  ..  .. [2]     (iii) explain why many people in ledcs are subsistence farmers.   ..  ..  ..  ..  ..  .. [3]",
+            "23": "23 0460/13/o/n/14 \u00a9 ucles 2014 [turn over  (iv) explain how commercial farmers in medcs are able to produce high yields per hectare.  ..  ..  ..  ..  ..  ..  ..  .. [4]  (b)  study fig. 10, which shows some of the causes of soil erosion. lower rainfall increased demand for firewooddeforestation overgrazingmarginal land cultivatedfewer trees and plants increased evaporation from the soil soil blown away by wind soil erosionincreased demand for foodincreased population growth fig. 10   (i)  using fig. 10 only, explain how human actions can cause soil erosion.   ..  ..  ..  ..  ..  .. [3]",
+            "24": "24 0460/13/o/n/14 \u00a9 ucles 2014  (ii) explain how farmers can prevent soil erosion and maintain soil quality.     ...  ...  ...  ...  ...  ...  ...  ...  ...  ... [5]",
+            "25": "25 0460/13/o/n/14 \u00a9 ucles 2014 (c)  for a named area you have studied, identify the type of farming which takes place and explain  why the land is used in this way.      name of area ... type of farming  .  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ... [7]   [total: 25 marks]   end of question 6",
+            "26": "26 0460/13/o/n/14 \u00a9 ucles 2014additional page if you use the following lined page to complete the answer(s) to any question(s), the question number(s)  must be clearly shown. . . . . . . . . . . . . . . . . . . . . . . . . . .",
+            "27": "27 0460/13/o/n/14 \u00a9 ucles 2014blank page",
+            "28": "28 0460/13/o/n/14 \u00a9 ucles 2014copyright acknowledgements: question 1  figs 1 & 2 question 2  photographs a & b question 3  photographs c, d, e & f question 3  fig. 4 question 4  fig. 5 question 4  fig. 6 question 5  fig. 7 question 5  fig. 8\u00a9  http://news.bbc.co.uk/1/hi/world/europe/6228236.stm s. sibley  \u00a9  ucles. s. sibley  \u00a9  ucles. \u00a9  ann bowen & john pallister;  revise for geography gcse: syllabus a;  heinemann;  1999;  043510117x. \u00a9  k. brooks;  physical geography: process and system ;  hodder arnold h&s;  1985;  034035951x. \u00a9  http://www.mongabay.com/borneo.html \u00a9  who and unicef 2000. \u00a9  grid-arendal; http://www.grida.no/publications/vg/africa/page/3115.aspx permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the  publisher will be pleased to make amends at the earliest possible opportunity. cambridge international examinations is part of the cambridge assessment group. cambridge assessment is the brand name of university of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge.blank page"
+        },
+        "0460_w14_qp_21.pdf": {
+            "1": "geography  0460/21 paper 2 october/november 2014  1 hour 30 minutes candidates answer on the question paper. additional materials: ruler  protractor  plain paper  calculator 1:50 000 survey map extract is enclosed with this question paper. read these instructions first write your centre number, candidate number and name in the spaces provided. write in dark blue or black pen. y ou may use an hb pencil for any diagrams or graphs. do not use staples, paper clips, glue or correction fluid. do not write in any barcodes. answer all questions. the insert contains photographs a and b for question 3. the survey map extract and the insert are not required by the examiner. sketch maps and diagrams should be drawn whenever they serve to illustrate an answer. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [ ] at the end of each question or part question. this document consists of 16 printed pages and 1 insert. dc (nf/cgw) 80064/5 \u00a9 ucles 2014 [turn overcambridge international examinations cambridge international general certificate of secondary education *1686914389*",
+            "2": "2 0460/21/o/n/14 \u00a9 ucles 20141 study the map extract, which is for matshiya, zimbabwe. the scale is 1:50 000.  (a) fig. 1 shows some of the features in the south east of the map extract. study fig. 1 and the  map extract, and answer the questions on the opposite page. 9192 90 89 88 87 85869131 32 33 34 31 32 33frd ec b a 3492 90 89 88 87 8586 fig. 1",
+            "3": "3 0460/21/o/n/14 \u00a9 ucles 2014 [turn over  using the map extract, identify the following features shown on fig. 1:   (i) the name of river a;  ..  [1]   (ii) feature b;  ..  [1]   (iii) feature c;  ..  [1]   (iv) the height above sea level at point d;  ..  [1]   (v) the main land use in area e;  ..  [1]   (vi) feature f.  ..  [1]  (b) look at the nkazhe river in the south of the map extract. which four of the following statements  about the river are true? tick four boxes in the table below. statement tick (\u2713) the river flows towards the north the river is about 100 metres widethe river flows across land lower than 800 metres above sea levelthe river runs through orchard or plantationthe river has many tributariesthe river flows towards the east there is a dam on the riverthere are rapids on the riverthe river meandersthere are waterfalls on the river  [4]",
+            "4": "4 0460/21/o/n/14 \u00a9 ucles 2014 (c) (i) what is the main settlement pattern shown on the map? tick ( \u2713) one correct answer  below. tick (\u2713) dispersed linear nucleated  [1]   (ii) suggest one reason why this settlement pattern has developed.  .. .  ..  [1]   (iii) study the settlements shown on the map. what is the main type of building in the  settlements?  [1]  (d) fig. 2 is a cross section from north to south through banbanika hill and the nkazhe river from  282900 to 282850. 1200 1120 1040 960 880 282850 2829001200north south 1120 1040metres above sea levelmetres above sea level 960 880 fig. 2   on fig. 2, using labelled arrows, mark the positions of:   (i) the nkazhe river; [1]   (ii) the south facing slope of banbanika hill; [1]   (iii) a track. [1]",
+            "5": "5 0460/21/o/n/14 \u00a9 ucles 2014 [turn over (e) a person travels along the road from nkazhi school to matshiya school. the location of the  two schools and the road is shown on fig. 3. 94 93 919294 93 9192matshiya schoolnkazhi school22 23 24 25 26 27 28 22 23 24 25 26 27 28 fig. 3   (i) what is the main type of land-use on either side of the road?  ..  [1]   (ii) in which compass direction does the person travel from  nkazhi school to matshiya  school? tick ( \u2713) one correct answer in the table below. tick (\u2713) north south  east west  [1]   (iii) estimate the distance that the person travels. tick ( \u2713) one correct answer in the table  below. tick (\u2713)  5 km  7 km  9 km 11 km  [1]",
+            "6": "6 0460/21/o/n/14 \u00a9 ucles 2014  (iv) what is the average height above sea level of the road? tick ( \u2713) one correct answer in  the table below. tick (\u2713)  900 metres  940 metres  980 metres 1000 metres  [1]  [total: 20 marks]",
+            "7": "7 0460/21/o/n/14 \u00a9 ucles 2014 [turn over2 (a) fig. 4 shows some recent international population migrations affecting asia. n pacific oceanatlantic ocean indian oceanarctic ocean philippines population migrationchinauk usarussia indiapakistan key fig. 4   using fig. 4 only, describe the different population migrations affecting asia.  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  ..  [5]",
+            "8": "8 0460/21/o/n/14 \u00a9 ucles 2014 (b) fig. 5 gives information about the populations of four countries. it shows statistics about the  percentage of each country\u2019s population born in another country. 20 15 % of total population% of total populationtotal 5.8 milliontotal 4.9 milliontotal 5.9 milliontotal 38.3 million 10 0520 france uk usa canada15 10 05 fig. 5   (i) which one of the four countries has the greatest percentage of people born in another  country and what is the percentage? country ..      ...% [1]   (ii) which one of the four countries has the least number of people born in another country  and what is the number? country ..      ... million [1]   (iii) using information from fig. 5, how do the statistics for the usa differ from those of the  other three countries?  .. .  ..  [1]  [total: 8 marks]",
+            "9": "9 0460/21/o/n/14 \u00a9 ucles 2014 [turn over3 photographs a and b (insert) show two river valleys.  (a) identify features x, y and z on photograph a.   choose your answers from the list below:   flood plain , v-shaped valley , meanders , plateau , levees , interlocking spurs .  x    y    z   [3]  (b) describe the river and the relief of the valley in photograph b.  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  ..  [5]  [total: 8 marks]",
+            "10": "10 0460/21/o/n/14 \u00a9 ucles 20144 fig. 6 shows the areas of tropical rainforest climate and tropical desert climate in south america.  fig. 7 shows the climates of arica in the tropical desert and iquitos in the tropical rainforest. study  figs 6 and 7 and answer the questions on the opposite page. iquitos arica key km0 1000tropical rainforest climate tropical desert climate0\u00b0n 23\u00bd\u00b0s fig. 6  arica iquitos j fmamj jasond0100200300 annual rainfall (mm) annual rainfall 0.8  mm25 20mean temperature (\u00b0c)15 j fmamj jasond0100200300 annual rainfall (mm)annual rainfall 2878  mm25 20mean temperature (\u00b0c)15 fig. 7",
+            "11": "11 0460/21/o/n/14 \u00a9 ucles 2014 [turn over (a) describe the distribution of the area of tropical rainforest climate shown on fig. 6.  .. .  .. .  .. .  ..  [2]  (b) describe the difference between the annual temperature range at arica and the annual  temperature range at iquitos shown on fig. 7.  .. .  .. .  .. .  ..  [2]  (c) (i) give reasons for the amount of rainfall at arica.  .. .  .. .  .. .  ..  [2]   (ii) give reasons for the temperatures at iquitos.  .. .  .. .  .. .  ..  [2]  [total: 8 marks]",
+            "12": "12 0460/21/o/n/14 \u00a9 ucles 20145 table 1 shows the use of agricultural land in kazakhstan. table 1 land use percentage of total area pasture 61 arable 32 fallow  4 hay  3  (a) use information from table 1 to complete fig. 8 below. use the key provided. [2] pasture arable fallow hay fig. 8  (b) (i) what is the difference between commercial farming  and subsistence farming ?  .. .  ..  [1]   (ii) describe one difference between intensive farming  and extensive farming .  .. .  ..  [1]",
+            "13": "13 0460/21/o/n/14 \u00a9 ucles 2014 [turn over (c) fig. 9 gives information about wheat farming in kazakhstan. wheat farming in kazakhstan kazakhstan is one of the world\u2019s big producers and exporters of wheat. wheat is mainly grown  in north-central kazakhstan where there are fertile soils and the land is flat. individual fields frequently measure over 400 hectares. precipitation is low, about 450 mm per year, and wheat fields in this region are not irrigated. the region is subject to frequent drought. the use of fertilizer increased by nearly 500% between 1999 and 2007 and continues to  increase due in part to the government subsidising prices. a technological factor contributing to the improvement in kazakhstan\u2019s wheat yield is the increase in the use of improved seeds. the government provides support to agricultural research facilities. the efficiency of kazakhstan\u2019s agricultural machinery is improving, mainly because of the  replacement of ageing combined harvesters with new equipment. 77% of the total grain output is produced on farms that are larger than 5000 hectares. family farms are substantially smaller than this. family farms and the larger farms produce mainly for sale rather than for private consumption. fig. 9   (i) using fig. 9 only, give one physical input of wheat farming in kazakhstan.  .. .  ..  [1]   (ii) using fig. 9 only, give one human input of wheat farming in kazakhstan.  .. .  ..  [1]   (iii) is wheat farming in kazakhstan commercial or subsistence? give one piece of evidence  from fig. 9 to support your answer.  .. .  ..  [1]   (iv) is wheat farming in kazakhstan intensive or extensive? give one piece of evidence from  fig. 9 to support your answer.  .. .  ..  [1]  [total: 8 marks]",
+            "14": "14 0460/21/o/n/14 \u00a9 ucles 20146 bulgaria, a country in eastern europe, is encouraging industrial development.  (a) table 2 shows the current employment structure in bulgaria. table 2 sector percentage of employment primary  8 secondary 35 tertiary 57   use the information in table 2 to complete fig. 10, the divided bar graph below. use the key  provided. [2] 05 0 % primary key secondary tertiary100 fig. 10  (b) development is being encouraged at three industrial sites near the city of plovdiv. these are  at kuklen, maritsa and parvomay. the three sites and their sizes are shown on fig. 11. study  fig. 11 and answer the questions on pages 15 and 16. km01 0n amaritsa (2 000  000  m2) kuklen (470  000  m2)plovdiv (population 340  000) asenovgrad (population 60  000)to resorts in rodopi mountains industrial site and area (m2)key urban area airportmotorway main road railwayparvomay (1 000  000  m2) a fig. 11",
+            "15": "15 0460/21/o/n/14 \u00a9 ucles 2014 [turn over  for each of the following factors, choose the site which offers the best facilities. tick one box  for each factor and give a reason for your choice.   (i) road transport site kuklen maritsa parvomay no difference tick (\u2713) reason  ... .  .. ..  [1]   (ii) air transport site kuklen maritsa parvomay no difference tick (\u2713) reason  ... ...  ..  [1]   (iii) rail transport site kuklen maritsa parvomay no difference tick (\u2713) reason  ... ...  ..  [1]   (iv) market and labour supply site kuklen maritsa parvomay no difference tick (\u2713) reason  ... ...  ..  [1]",
+            "16": "16 0460/21/o/n/14 \u00a9 ucles 2014  (v) amount of land available site kuklen maritsa parvomay no difference tick (\u2713) reason  ... ...  ..  [1]   (vi) closeness to resorts site kuklen maritsa parvomay no difference tick (\u2713) reason  ... ...  ..  [1]  [total: 8 marks] copyright acknowledgements: question 2  fig. 4 \u00a9 garrett nagle and briony cooke; geography ; oup; 2011; isbn 01 99135436. question 3  photographs a & b d kelly \u00a9 ucles.question 5  fig. 8 adapted from: www.eng.stat.kzquestion 6  table 2 \u00a9 http://www.industrial-zones.com/rakovski_eng.html permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the  publisher will be pleased to make amends at the earliest possible opportunity. cambridge international examinations is part of the cambridge assessment group. cambridge assessment is the brand name of unive rsity of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge."
+        },
+        "0460_w14_qp_22.pdf": {
+            "1": "this document consists of 15 printed pages, 1 blank page and 1 insert. dc (nf/cgw) 80245/8 \u00a9 ucles 2014 [turn overcambridge international examinations cambridge international general certificate of secondary education *3123242964* geography  0460/22 paper 2 october/november 2014  1 hour 30 minutes candidates answer on the question paper. additional materials: ruler  protractor  plain paper  calculator 1:50 000 survey map extract is enclosed with this question paper. read these instructions first write your centre number, candidate number and name in the spaces provided. write in dark blue or black pen. y ou may use an hb pencil for any diagrams or graphs. do not use staples, paper clips, glue or correction fluid. do not write in any barcodes. answer all questions. the insert contains photograph a for question 3 and photograph b for question 4. the survey map extract and the insert are not required by the examiner. sketch maps and diagrams should be drawn whenever they serve to illustrate an answer. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [ ] at the end of each question or part question.",
+            "2": "2 0460/22/o/n/14 \u00a9 ucles 20141 study the map extract for doelfontein, zimbabwe. the scale is 1:50 000.  (a) fig. 1 shows some of the features in the north west part of the map extract. study fig. 1 and  the map extract, and answer the questions below. po88 87 86 85 84 838808 09 10 11  08 09aebdc 10 11 87 86 85 84 83 fig. 1   using the map extract, identify the following features shown on fig. 1:   (i) feature a;  ..  [1]   (ii) feature b;  ..  [1]   (iii) the height above sea level of the spot height at c;  ..  [1]   (iv) the height above sea level of the contour at d;  ..  [1]   (v) the type of road at e.  ..  [1]",
+            "3": "3 0460/22/o/n/14 \u00a9 ucles 2014 [turn over (b) find the big ben mining area (1681,1680) in the east of the map extract. give map evidence  for mining in this area.  .. .  .. .  .. .  .. .  .. .  .. .  .. .  ..  [4]  (c) find mt cazalet and spitzkop hill in the west of the map extract.   (i) give the six figure grid reference for the trigonometrical station at the top of mt cazalet.     [1]   (ii) give the bearing from grid north to the top of spitzkop hill from  the top of mt cazalet.    ... degrees [1]   (iii) give the compass direction to the top of spitzkop hill from  the top of mt cazalet.    . [1]",
+            "4": "4 0460/22/o/n/14 \u00a9 ucles 2014 (d) fig. 2 is a cross section along northing 78 from 100780 to 150780. 1100 1000 9001100 1000 150780 100780trackmetres above sea level metres above sea level 900 fig. 2   on fig. 2, using labelled arrows, mark the positions of:   (i) the wide tarred road; [1]   (ii) the 33 kv power line; [1]   (iii) the railway. [1]",
+            "5": "5 0460/22/o/n/14 \u00a9 ucles 2014 [turn over (e) fig. 3 shows the location of two areas in the north of the map extract. these are judds farm  and exchange. study the two areas and answer the questions below. 88 87 86 8588 11 12 13 14 15 16 17 1811 12 13 14 15 16 17 18 87 86 85judds farm exchange fig. 3   the table below compares the features of the two areas. complete the table by putting ticks in  the correct five boxes. use only one tick for each row. area at  judds farmarea at  exchangeboth these  areasneither of  these areas example: tarred road\u2713 track, cut line or game  trail dip tank reservoir flat or gently sloping land drainage flows to the  west  [5] [total: 20 marks]",
+            "6": "6 0460/22/o/n/14 \u00a9 ucles 20142 fig. 4 shows three instruments, a, b and c, kept at a weather station. study fig. 4 and answer the  questions on the opposite page. ab c 4035302520151050\u20135\u201310\u201315\u201320\u201325\u00b0c \u201325\u201320\u201315\u201310\u201350510152025303540\u00b0c fig. 4",
+            "7": "7 0460/22/o/n/14 \u00a9 ucles 2014 [turn over (a) identify instruments a, b and c.   a  ..   b  ..   c  .. [3]  (b) using instrument a on fig. 4, state the direction from which the wind is blowing.    [1]  (c) on fig. 4, label the position of the alcohol in instrument c. [1]  (d) using the information from instrument c on fig. 4, state:   (i) the coldest temperature since the instrument was re-set;    .. [1]   (ii) the hottest temperature since the instrument was re-set;    .. [1]   (iii) the current temperature.    .. [1]  [total: 8 marks]",
+            "8": "8 0460/22/o/n/14 \u00a9 ucles 20143 photograph a (insert) shows an area of tropical rainforest.  (a) describe the vegetation shown in the photograph.  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  ..  [4]",
+            "9": "9 0460/22/o/n/14 \u00a9 ucles 2014 [turn over (b) study fig. 5, which shows the climate of the area shown in photograph a. j01020 0100200300400 mean temperature (\u00b0c)mean rainfall (mm)30 fmamj monthsj asond fig. 5   use the information in fig. 5 to complete the table below. feature of the climate amount description mean temperature of the hottest month.. \u00b0chot mean temperature of the coldest month 26 \u00b0c... annual temperature range.. \u00b0cvery low annual rainfall 27 90 mm...  [4]  [total: 8 marks]",
+            "10": "10 0460/22/o/n/14 \u00a9 ucles 20144 (a) photograph b (insert) shows a settlement in the caribbean. describe the housing shown in  the photograph.  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  ..  [5]",
+            "11": "11 0460/22/o/n/14 \u00a9 ucles 2014 [turn over (b) table 1 shows the population and services of five settlements. table 1 settlement populationnumber of services primary  schoolsconvenience  storesdoctors\u2019  surgerysupermarkets secondary  schools a    956 1 4 1 0 0 b   7931 1 7 1 0 0 c    438 0 2 0 0 0 d 10 842 3 8 2 2 1 e   8962 2 7 1 1 0   (i) what is the minimum population needed for a settlement to have a supermarket?    .. [1]   (ii) list the settlements shown in table 1 ( a, b, c, d or e) in order of importance in a  settlement hierarchy below. settlement highest .. lowest  [2]  [total: 8 marks]",
+            "12": "12 0460/22/o/n/14 \u00a9 ucles 20145 fig. 6 gives information about the output from subsistence agriculture in the regions of cameroon,  west africa. n nigerianiger chad 2900 and overkey output from subsistence agriculture (thousand tonnes)  600 \u2013 899 300 \u2013 599 0 \u2013 299 4  region number international boundary87 10 600 km0central african rep. congo gabonequatorial          guineaatlantic      ocean regional boundary55 66 7 1044 93311 fig. 6  (a) describe the distribution of the regions with the highest output.  .. .  .. .  .. .  ..  [2]  (b) (i) region 1 has a subsistence agriculture area of 360 thousand hectares and an output of  400 thousand tonnes. plot this information on fig. 7. [1] 0 1002 200 area of subsistence agriculture (thousand hectares)output from subsistence agriculture (thousand tonnes) 300 400020040060080010001200 2 8336 4455107 67 899104  region numberkey fig. 7",
+            "13": "13 0460/22/o/n/14 \u00a9 ucles 2014 [turn over  (ii) using fig. 7 opposite, describe the relationship between the output from subsistence  agriculture and the area of land that is used to produce it.  .. .  ..  [1]  (c) state two factors which affect output from subsistence agriculture.   1 ..   2 ..  [2]  (d) it is not always easy to increase the output from subsistence agriculture. fig. 8 shows one  reason for this. complete fig. 8 by adding, in the correct spaces, the following labels: decreasing soil fertility and yields       no fertiliser or improved seeds       little surplus to sell low or decreased outputs no capital to invest. . . .. . fig. 8  [2]  [total: 8 marks]",
+            "14": "14 0460/22/o/n/14 \u00a9 ucles 20146 fig. 9 shows the mekong river in south east asia. the mekong is one of the largest rivers in the  world and supplies water for a variety of purposes. study fig. 9 and answer the questions on the  opposite page. burmachina0 400 nsource of river on tibetan plateau. melting snow provides much of the dry season flow lower down the river. erosion in the upper mekong provides much of the sediment carried by the river.kmkey international boundarymekong river vietnam vietnamsea sea seasealaos thailandtrade takes place by small boat. the river is becoming important for international navigation.in the lower mekong two thirds of the population are involved in fishing. fish is the most important protein in the diet of poorer people. flood plain and delta are farmed intensivelycambodia fig. 9",
+            "15": "15 0460/22/o/n/14 \u00a9 ucles 2014 (a) name two countries that have part of their international boundary following the mekong river.   1 .. 2 .. [1]  (b) estimate the length of the mekong river shown on fig. 9. circle one correct answer below.  3200 kms                       3600 kms                       4200 kms                       4800 kms [1] (c) several countries along the mekong river are building large dams for hydroelectricity and  water supply. using fig. 9 only, suggest how dam construction might cause problems for  people living close to the river.  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  ..  [4]  (d) using fig. 9, suggest why disagreements might occur over the use of the water of the mekong  river.  .. .  .. .  .. .  .. .  .. .  ..  [2]  [total: 8 marks]",
+            "16": "16 0460/22/o/n/14 \u00a9 ucles 2014blank page copyright acknowledgements: question 3  photograph a photograph by d. a. kelly \u00a9 ucles. question 4  photograph b photograph by d. a. kelly \u00a9 ucles.question 5  figs 6 & 7 http://www.targetmap.com. permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the  publisher will be pleased to make amends at the earliest possible opportunity. cambridge international examinations is part of the cambridge assessment group. cambridge assessment is the brand name of unive rsity of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge."
+        },
+        "0460_w14_qp_23.pdf": {
+            "1": "this document consists of 15 printed pages, 1 blank page and 1 insert. dc (nf/cgw) 80122/6 \u00a9 ucles 2014 [turn overcambridge international examinations cambridge international general certificate of secondary education *3136645309* geography  0460/23 paper 2 october/november 2014  1 hour 30 minutes candidates answer on the question paper. additional materials: ruler  protractor  plain paper  calculator 1:50 000 survey map extract is enclosed with this question paper. read these instructions first write your centre number, candidate number and name in the spaces provided. write in dark blue or black pen. y ou may use an hb pencil for any diagrams or graphs. do not use staples, paper clips, glue or correction fluid. do not write in any barcodes. answer all questions. the insert contains photograph a for question 2. the survey map extract and the insert are not required by the examiner. sketch maps and diagrams should be drawn whenever they serve to illustrate an answer. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [ ] at the end of each question or part question.",
+            "2": "2 0460/23/o/n/14 \u00a9 ucles 20141 study the map extract, which is for ruya river, zimbabwe. the scale is 1:50 000.  (a) fig. 1 shows some of the features in part of the map extract.   study fig. 1 and the map extract and answer the questions below. 13 12 111610 09 08 07 06 10 09 08abce f 07 0615 14 13 12 1116 15 14d r fig. 1   using the map extract, identify the following features shown on fig. 1:   (i) feature  a;  .. [1]   (ii) the type of road at b;   [1]   (iii) the height of the land at c;  ... [1]   (iv) feature d;  .. [1]   (v) the land use at e;  . [1]   (vi) feature f.  .. [1]",
+            "3": "3 0460/23/o/n/14 \u00a9 ucles 2014 [turn over (b) name the rural settlement patterns of the settlements in the table below. choose from linear,  nucleated and dispersed. settlement settlement pattern the settlement in grid square 0117 madzonga and chipuru (0312) the settlements in grid squares  0417 and 0418  [3]  (c) fig. 2 is a cross section along northing 14 from 040140 to 0 90140. 1500metrestrack 1000 500 01500metres 1000 500 0 090140 040140 fig. 2   on fig. 2, using labelled arrows, mark the positions of:   (i) the river ruya; [1]   (ii) the power line; [1]   (iii) a gravel or earth road. [1]",
+            "4": "4 0460/23/o/n/14 \u00a9 ucles 2014 (d) (i) look at the power line between the point where it crosses the river ruya and the  northern edge of the map. which compass bearing from grid north does the power line follow from the river crossing? tick ( \u2713) one correct answer in the table below. bearing (\u00b0)tick (\u2713)  20 160200340  [1]   (ii) find where this power line crosses over a hut.  state the six figure grid reference of this  point.  ..  [1]  (e) describe the physical (natural) features of the river ruya between eastings 02 and 06.  .. .  .. .  .. .  .. .  .. .  ..  [3]",
+            "5": "5 0460/23/o/n/14 \u00a9 ucles 2014 [turn over (f) fig. 3 shows an area in the south east of the extract that has areas of cultivation. 071010 09 08 10 09 0809 08 0710 09 08 fig. 3   use the map extract to describe the distribution of the areas of cultivation in the area shown  on fig. 3. refer to relief and drainage in your answer.  .. .  .. .  .. .  .. .  .. .  ..  [3]  [total: 20 marks]",
+            "6": "6 0460/23/o/n/14 \u00a9 ucles 20142 (a) study fig. 4, which shows the main volcanoes in ecuador and photograph a (insert) which  shows one of the volcanoes marked on the map. 0\u00b0 0\u00b0nazca plate nazca plateperucolombia pacific ocean 200 300 km key400 0 100 boundary of ecuadorequator equator plate boundary active volcano andes fold mountains direction of plate movementpichincha illiniza quilotoachacana tungurahuacotopaxi chimborazo sangayantisana sumacoreventadorn cayembe south       american  platesouth       american  plateamerican  plate south  american  plate ecuador fig. 4   (i) photograph a was taken on the equator and the camera was pointing east. what is the  name of the volcano in photograph a?  ..  [1]",
+            "7": "7 0460/23/o/n/14 \u00a9 ucles 2014 [turn over  (ii) describe the volcano and other physical (natural) features of the landscape on  photograph a.  .. .  .. .  .. .  .. .  .. .  .. .  .. .  ..  [3]  (b) (i) what type of plate boundary is shown in fig. 4? tick one box below. type of plate boundary tick (\u2713) conservative constructivedestructive  [1]   (ii) on fig. 4 (opposite), add the label \u2018denser plate\u2019. [1]   (iii) approximately what is the distance in kilometres from the plate boundary to the nearest  volcano?    circle your answer below.     125                   225                   325                   425 [1]  (iv) subduction takes place at this plate boundary. what is subduction ?  .. .  ..  [1]  [total: 8 marks]",
+            "8": "8 0460/23/o/n/14 \u00a9 ucles 20143 study fig. 5, which shows a wet and dry bulb thermometer (hygrometer). \u20135 0 5 10 15 20 25 30 35\u00b0c \u20135 0 5 10 15 20 25 30 35\u00b0c dca b fig. 5  (a) name the liquids a and d. a  . . [1] d  . . [1]  (b) feature c links thermometer bulb b to liquid d. explain why.  .. .  ..  [1]  (c) (i) calculate the depression of the wet bulb, shown in fig. 5. show your calculation in the  table below. \u00b0c dry bulb thermometer reading wet bulb thermometer reading depression of the wet bulb thermometer  [3]",
+            "9": "9 0460/23/o/n/14 \u00a9 ucles 2014 [turn over  (ii) table 1  gives the relative humidity of the air for certain hygrometer readings. table 1 dry bulb reading(\u00b0c)depression of the wet bulb thermometer (\u00b0c) 1\u00b0 2\u00b0 3\u00b0 4\u00b0 5\u00b0 6\u00b0 7\u00b0 %%%%%%% 30 938 67 9 73 67 61 55 299 38 67 9 72 66 60 54 28 938 57 9 72 65 5 9 53 27 928 57 87 16 55 9 52 26 928 57 87 16 45 85 1 25 928 47 77 06 35 75 0 24 928 47 76 9 62 56 4 9 23 928 47 66 9 62 55 48    using your answer to (c)(i)  and table 1, state the relative humidity.  ..  [1]   (iii) look at table 1. describe the relationship between the depression of the wet bulb  thermometer and relative humidity.  .. .  ..  [1]  [total: 8 marks]",
+            "10": "10 0460/23/o/n/14 \u00a9 ucles 20144 study fig. 6, which shows the population increase of the united kingdom (uk) over five year  periods between 1 961 and 2011. 0525354555657 19611966197119861996200120062011year 19761981uk population in millions585960616263 fig. 6  (a) (i) mark on fig. 6 the 1 991 population total of 57.3 million and label it with the date. [1]   (ii) by how much did the uk population increase between 1 961 and 2011? ... million [1]   (iii) circle below the approximate percentage increase in the uk population in the fifty year  period between 1 961 and 2011.     10%                            15%                            20%                            25% [1]   (iv) in which five year period was the largest growth in the uk population?  ..  [1]   (v) in which ten year period was the smallest growth in the uk population?  ..  [1]",
+            "11": "11 0460/23/o/n/14 \u00a9 ucles 2014 [turn over (b) table 2 shows details of the factors influencing population growth in the uk for every tenth  year from 1 961. table 2 y ear birth rate (per 000) death rate (per 000) net migration (total) 1961 17. 9 12.0   30 000 1971 16.1 11.5 \u2013 66 000 1981 13.0 11.7 \u2013 80 000 1991 13.7 11.2  100 000 2001 11.3 10.2  160 0002011 12. 9  9.3  163 000   (i) calculate the natural population change in 1 961.    ... per 1000 [1]   (ii) in the ten year period from  2001 to 2011, the uk population grew by 3.6 million.    use the information in table 2 to explain why the total population grew.  .. .  .. .  .. .  ..  [2]  [total: 8 marks]",
+            "12": "12 0460/23/o/n/14 \u00a9 ucles 20145 study fig. 7, which shows employment in the different industrial sectors for certain countries. 100 90 80 70 60 50 40 30 20 10 norway0100 90 80 70 60 50 40 30 20 10 00 10 20 30 40 50 60 70 80 90 100primary tertiarysecondarykey % employment in primary industry% employment in secondary industry % employment in tertiary industrynorwayghanaghana indiaindia fig. 7  (a) table 3 shows the employment figures for brazil and ghana. the figures for ghana have  already been plotted on fig. 7. table 3 country percentage employed  in primary industrypercentage employed  in secondary industrypercentage employed  in tertiary industry ghana 56 15 2 9 brazil 20 14 66   (i) plot the position of brazil\u2019s employment structure on fig. 7. [2]   (ii) what percentage of india\u2019s  workers are employed in primary industries?     % [1]",
+            "13": "13 0460/23/o/n/14 \u00a9 ucles 2014 [turn over (b) table 4 shows the gdp per person for selected countries arranged in rank order. (gdp is a  measure of the wealth of a country.) table 4 country gdp per person (us $) rank norway 54 000 1italy 2 9 500 2 brazil 11 900 3 india   3700 4ghana   3100 5   (i) complete table 5 below by ranking the same countries in order of their percentages  employed in tertiary industry. [1] table 5 country employment in tertiary industry (%) rank brazil 66ghana 2 9 india 34italy 68norway 76   (ii) describe the relationship between  the gdp per person and employment in tertiary   industry. use statistics in your answer.  .. .  .. .  .. .  .. .  ..  [3]   (iii) suggest why the percentage of employment in tertiary industry (services) in a country is  linked to the gdp per person.  .. .  ..  [1]  [total: 8 marks]",
+            "14": "14 0460/23/o/n/14 \u00a9 ucles 20146 study fig. 8, which gives some information about employment in the orlando area of florida,  usa. use fig. 8 to answer the questions that follow. primary industrieskey percentage employment manufacturing leisure and hospitality retail education and health government finance transport other services fig. 8  (a) (i) what percentage of the inhabitants of the orlando area work in leisure and hospitality?    .. % [1]   (ii) suggest how the following sectors of employment benefit from tourism: transport;  ...   .. . primary industry.     ..  [2]",
+            "15": "15 0460/23/o/n/14 \u00a9 ucles 2014 (b) suggest reasons why large numbers of tourists visit urban areas.  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  ..  [5]  [total: 8 marks]",
+            "16": "16 0460/23/o/n/14 \u00a9 ucles 2014blank page copyright acknowledgements: question 2  photograph a m. fretwell \u00a9 ucles. question 6  fig. 8 adapted from: \u00a9 u.s. bureau of labor statistics. permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the  publisher will be pleased to make amends at the earliest possible opportunity. cambridge international examinations is part of the cambridge assessment group. cambridge assessment is the brand name of unive rsity of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge."
+        },
+        "0460_w14_qp_41.pdf": {
+            "1": "this document consists of 16 printed pages and 1 insert. dc (sjf/kn) 81514/6 \u00a9 ucles 2014 [turn overcambridge international examinations cambridge international general certificate of secondary education *4275676946* geography  0460/41 paper 4  alternative to coursework october/november 2014  1 hour 30 minutes candidates answer on the question paper. additional materials: calculator  ruler read these instructions first write your centre number, candidate number and name in the spaces provided. write in dark blue or black pen. y ou may use an hb pencil for any diagrams or graphs. do not use staples, paper clips, glue or correction fluid. do not write in any barcodes. answer all questions. the insert contains fig. 3 for question 1. the insert is not required by the examiner. sketch maps and diagrams should be drawn whenever they serve to illustrate an answer. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question. the syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificat e.",
+            "2": "2 0460/41/o/n/14 \u00a9 ucles 20141 a class of students went on a field visit to two beaches in dorset, south west england. one beach  was in a sheltered bay and the other beach was exposed to the sea. in class, the students had  been studying how different types of wave affected beaches.   (a) (i) before they went on the visit, the students had studied constructive and destructive  waves. add the following labels to fig. 1 (below) to show important features of the two  types of waves.     waves close together     waves far apart     breaking wave spills forward     breaking wave plunges downwards  [2] constructive waves beachwaves destructive waves beachwavesdifferent types of waves fig. 1",
+            "3": "3 0460/41/o/n/14 \u00a9 ucles 2014 [turn over  (ii) wave frequency is the number of waves per minute.    the students had learned that destructive waves have a higher frequency than  constructive waves. describe a method they could use to measure wave frequency on the field visit.  .. .  .. .  .. .  .. .  .. .  .. .[3]",
+            "4": "4 0460/41/o/n/14 \u00a9 ucles 2014 the students tested the following hypotheses:   hypothesis 1:  the beach profile is steeper where wave frequency is higher.   hypothesis 2:  the size of beach material is larger on the beach where wave frequency is  higher.  (b)  the students measured wave frequency ten times at each of the two beaches. the results are  shown in table 1 below.  table 1 beach a measurement 1 2 3 4 5 6 7 8 9 10 average wave frequency  (number of waves per minute)11 12 14 12 15 13 13 13 15 12 13 beach b measurement 1 2 3 4 5 6 7 8 9 10 average wave frequency  (number of waves per minute)6678776878     (i) calculate the average wave frequency for beach b. write your answer into table 1. [1]",
+            "5": "5 0460/41/o/n/14 \u00a9 ucles 2014 [turn over  (ii) use the results in table 1 to complete fig. 2, below, by plotting the number of  measurements at beach a where a frequency of 15 waves per minute was recorded. [1] 910111213141516 8 7 6 5 4 3 2 1 0 012345wave  frequency (number of waves per minute) number of measurementsbeach a dispersion graph  beach b  fig. 2   (iii) use the information in fig. 2 to complete the following table.     circle the type of wave that was breaking on each beach.  beach type of wave beach a constructive    destructive beach b constructive    destructive [1]",
+            "6": "6 0460/41/o/n/14 \u00a9 ucles 2014 (c) (i) the students measured the profiles of the two beaches. they used a tape measure, two  ranging poles and a clinometer. describe how they measured the profiles.    .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .[4]   (ii) the students used their results to draw profiles of beaches a and b.    these are shown in fig. 3 (insert).    what conclusion would the students make about hypothesis 1: the beach profile is  steeper where wave frequency is higher ? use data from table 1 and figs 2 and 3 to  support your decision.  .. .  .. .  .. .  .. .  .. .  .. .[3]   (iii) explain why type of wave and its frequency can affect the steepness of beach profiles.  .. .  .. .  .. .  .. .[2]",
+            "7": "7 0460/41/o/n/14 \u00a9 ucles 2014 [turn over (d) to investigate hypothesis 2: the size of beach material is larger on the beach where wave  frequency is higher, the students obtained a sample of pebbles from both beaches.    (i) the students chose 25 pebbles from each beach using a systematic sampling method.  describe how they did this.  .. .  .. .  .. .  .. .  .. .  .. .[3]   (ii) describe a method to measure the size (length) of each pebble the students collected.  .. .  .. .  .. .  .. .[2]",
+            "8": "8 0460/41/o/n/14 \u00a9 ucles 2014  (iii) use the following information to complete graphs, figs 4a and 4b opposite. [2] beach a pebble number size (length in cm) 13 9 beach b pebble number size (length in cm) 15 10.5",
+            "9": "9 0460/41/o/n/14 \u00a9 ucles 2014 [turn overresults of fieldwork beach a 35791113151719212325 1 05 1 0 15 20pebble number pebble size (length in cm)average (mean) size = 9.5 cm median (middle) size = 9 cm fig. 4a beach b 35791113151719212325 1 05 1 0 15 20pebble number pebble size (length in cm)average (mean) size = 10  cm median (middle) size = 9.5 cm fig. 4b",
+            "10": "10 0460/41/o/n/14 \u00a9 ucles 2014  (iv) what conclusion would the students make about hypothesis 2: the size of beach  material is larger on the beach where wave frequency is higher ? support your decision  with evidence from figs 4a and 4b.  .. .  .. .  .. .  .. .  .. .  .. .[3]  (e) the students also did a fieldwork investigation to compare pollution on the two beaches.   explain how they could collect appropriate data for their investigation.    .. .  .. .  .. .  .. .  .. .  .. .[3] [total: 30 marks]",
+            "11": "11 0460/41/o/n/14 \u00a9 ucles 2014 [turn over2 a group of students from a town in peru did some fieldwork about the central business district  (cbd) of the town. they wanted to decide where the boundary of the cbd occurred. they had learned in class that this is known as \u2018delimiting the cbd\u2019. they had discussed with their teacher different techniques that could be used to delimit the cbd and decided to make their decision based on pedestrian flows in the town.   (a)  first the students had to decide where the centre of the cbd was. suggest two features  which they could use to identify the central point. 1    2   [2]     the students wanted to test the following hypotheses:   hypothesis 1:  pedestrian flow decreases away from the centre of the cbd.   hypothesis 2: the tallest buildings are located in the cbd.  (b) to investigate hypothesis 1  the students worked in pairs to do pedestrian counts at 30 points  in the town. they decided that all counts would be done between 09.00 and 09.20 on the same day.       (i) give two advantages of this decision. 1     .. . 2     .. .[2]   (ii) in the space below draw a recording sheet which the students could have used for the  pedestrian count. [3]",
+            "12": "12 0460/41/o/n/14 \u00a9 ucles 2014 (c)  the results of the pedestrian count are shown in fig. 5 below. some isolines have been  drawn on the map to show pedestrian flow.  number of pedestrians recorded river quilcay \u00d7 36\u00d7 74 \u00d7 29\u00d7 24 \u00d7 72 \u00d7 65\u00d7 120 \u00d7 157 \u00d7 119\u00d7 98 \u00d7 153\u00d7 120\u00d7 215\u00d7 184 \u00d7 73 \u00d7 115\u00d7 164 \u00d7 107\u00d7 102 \u00d7 40\u00d7 53 \u00d7 72 \u00d7 68\u00d7 96\u00d7 115 \u00d7 118\u00d7 102 motorwayn \u00d7 202\u00d7 202 \u00d7 56\u00d7 56 key \u00d7 40 recording location with number of pedestrians central point of cbd decided by students isoline market 1500 0.5 km50\u00d7 51\u00d7 51 50 100100 150 150200200 lima fig. 5",
+            "13": "13 0460/41/o/n/14 \u00a9 ucles 2014 [turn over  (i) on fig. 5, complete the isoline that shows 100 pedestrians.  [2]   (ii) on fig. 5, shade the area where the number of pedestrians recorded was between 150  and 200. [1]   (iii) what conclusion would the students make to hypothesis 1:  pedestrian flow decreases  away from the centre of the cbd ? support your answer with evidence from fig. 5.  .. .  .. .  .. .  .. .  .. .  .. .[3]   (iv) the market, which is shown on fig. 5, was closed on the day when the students did the  pedestrian count.     what would be the effect of the market being open on the number of pedestrians counted  at the two survey sites nearest to the market?   .. .  .. .[1]   (v) suggest two other reasons why the number of pedestrians may vary between different  areas of the city. 1     .. . 2     .. .[2]",
+            "14": "14 0460/41/o/n/14 \u00a9 ucles 2014 (d) to investigate hypothesis 2: the tallest buildings are located in the cbd,  the students  selected ten buildings at each of the pedestrian recording sites. they counted the number of storeys of each building.    (i) suggest why counting the number of storeys is an appropriate method of measuring the  height of buildings.   .. .  .. .[1]   (ii) the students calculated the average number of storeys at each site. the results for one  site are shown below.  building 1 23456789 1 0 number of  storeys3352342433    calculate the average number of storeys at this site. give your answer to the nearest  whole number.   .. .  .. .[1]   (iii) the results of the students\u2019 fieldwork are shown in fig. 6 opposite. use the following  information to complete the bars at location x on fig. 6. location x average = 4 storeys [1]   (iv) to draw a conclusion about hypothesis 2: the tallest buildings are located in the cbd,  the students decided to use the 150 pedestrian isoline to mark the edge of the cbd. this isoline is drawn on fig. 6.     is hypothesis 2  true or false? circle your choice below. justify your decision using  evidence from fig. 6. hypothesis 2 is true    hypothesis 2 is false.   .. .  .. .  .. .  .. .[3]",
+            "15": "15 0460/41/o/n/14 \u00a9 ucles 2014 [turn overaverage number of storeys river quilcay motorwayn \u00d7 51 \u00d7 56 key number of storeysisoline marking the edge of the cbd1500 0.5 km150 150 x lima 3 2 1 market fig. 6",
+            "16": "16 0460/41/o/n/14 \u00a9 ucles 2014permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the  publisher will be pleased to make amends at the earliest possible opportunity. cambridge international examinations is part of the cambridge assessment group. cambridge assessment is the brand name of unive rsity of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge.  (v) suggest  two reasons why building heights vary within an urban area.  1     .. . 2     .. .[2]  (e)  the students used pedestrian flows to delimit the cbd. which two of the following techniques  can also be used to delimit the cbd? tick (\u2713) find out the land value (rateable value) interview people who are shoppingidentify types of vehiclesinvestigate environmental qualityidentify types of land use[2]                     (f) how might these fieldwork investigations into pedestrian flows and average building heights  have been improved? do not repeat the same ideas for both investigations.      pedestrian flows  .. .  .. .  .. .  .. . average building heights .. .  .. .  .. .  .. .[4]   [total: 30 marks]"
+        },
+        "0460_w14_qp_42.pdf": {
+            "1": "this document consists of 12 printed pages and 1 insert. dc (nh/cgw) 80398/6 \u00a9 ucles 2014 [turn over *5636908709* geography  0460/42 paper 4 alternative to coursework october/november 2014  1 hour 30 minutes candidates answer on the question paper. additional materials: ruler  calculator  protractor read these instructions first write your centre number, candidate number and name in the spaces provided. write in dark blue or black pen. y ou may use an hb pencil for any diagrams or graphs. do not use staples, paper clips, glue or correction fluid. do not write in any barcodes. answer all questions. the insert contains figs 1 and 2 and table 1 for question 1, and fig. 6 and tables 3 and 5 for question 2. the insert is not required by the examiner. sketch maps and diagrams should be drawn whenever they serve to illustrate an answer. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [ ] at the end of each question or part question.cambridge international examinations cambridge international general certificate of secondary education the syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificat e.",
+            "2": "2 0460/42/o/n/14 \u00a9 ucles 20141 a class of students was studying beach processes. they then went on a field visit to local beaches  to find out more about the beach cross-section (profile) and longshore drift.   (a) before they began their fieldwork their teacher reminded them about safety near the sea.  suggest three  safety precautions that the students could take to reduce the risk of accident. 1     .. . 2     .. . 3     .. .[3]  (b) the students tested the following hypotheses:   hypothesis 1:  the cross-section (profile) of the beach will be similar to a textbook example  of a typical beach.   the textbook example is shown in fig. 1 (insert).   hypothesis 2:  the size of beach material gets larger towards the top of the beach nearer to  the cliff.   (i) the students\u2019 technique for measuring the cross-section is shown in fig. 2 (insert).  suggest one advantage and two disadvantages of this method. advantage . .  .. .  .. . disadvantages  ... 1     .. . 2     .. .[3]   (ii) to measure the size of beach material the students picked up a pebble every metre  along their cross-section line. explain one disadvantage of this method and how it could  be improved.  .. .  .. .  .. .  .. .[2]",
+            "3": "3 0460/42/o/n/14 \u00a9 ucles 2014 [turn over (c) the results of the students\u2019 measurements are shown in table 1 (insert).   (i) use these results to complete the cross-section of the beach on fig. 3 below. [2] 2.0 0 1 2 3 4 5 6 7 8 distance from cliff (m)cross-section of beach 910 11 12 13 14 151.51.0difference in height between tape measure and beach (m)0.5storm tide high tidehigh tide low water markhigh spring tidehigh spring tide0 low water mark fig. 3   (ii) give two similarities and two differences between the fieldwork cross-section of the  beach shown in fig. 3 and the textbook example shown in fig. 1 (insert).    similarities 1     .. . 2     .. .    differences 1     .. . 2     .. .[4]   (iii) what conclusion would the students make about hypothesis 1: the cross-section  (profile) of the beach will be similar to a textbook example of a typical beach?  .. .  .. .[1]",
+            "4": "4 0460/42/o/n/14 \u00a9 ucles 2014  (iv) use the results in table 1 (insert) to plot the pebble size measurements at 7m and 15m  from the cliff on the graph, fig. 4 below. [2] 0 0 1 2 3 4 5 6 7 8 distance from cliff (m)pebble size across the beach 910 11 12 13 14 1551520 size (length) of pebble (cm)10 fig. 4   (v) draw a best-fit line onto fig. 4. [1]   (vi) do the results of the students\u2019 fieldwork support hypothesis 2: the size of beach material  gets larger towards the top of the beach nearer to the cliff?  support your decision with  data from fig. 4 and table 1.  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .[4]",
+            "5": "5 0460/42/o/n/14 \u00a9 ucles 2014 [turn over  (vii) suggest  two reasons why the size of beach material varies across the beach as shown  in fig. 4. 1     .. . 2     .. .[2]  (d) (i) longshore drift is an important process on a coastline. explain how longshore drift takes  place. y ou may use a diagram in your answer.  .. .  .. .  .. .  .. .  .. .  .. .  [3]   (ii) describe a fieldwork investigation to prove that longshore drift is taking place along a  beach.  .. .  .. .  .. .  .. .  .. .  .. .[3]  [total: 30 marks]",
+            "6": "6 0460/42/o/n/14 \u00a9 ucles 20142 students in riyadh, saudi arabia were studying population migration. they decided to do a  fieldwork investigation about migration into their country.  (a) before they began their fieldwork the students revised key terms to do with migration.    (i) define the following terms: immigration  .. ..  .. . emigration  ..  .. .[2]   (ii) explain the difference between \u2018push\u2019 factors and \u2018pull\u2019 factors.  .. .  .. .  .. .  .. .[2]  (b) students found some secondary data which showed that many people who live and work in  saudi arabia have come from other countries.   (i) what is meant by secondary data ? give one example of secondary data.  .. .  .. .  .. .  .. .[2]",
+            "7": "7 0460/42/o/n/14 \u00a9 ucles 2014 [turn over  (ii) table 2 below shows information about the population of saudi arabia. table 2 population information born in saudi arabia 79% migrated to saudi arabia 21%    use this data to complete the pie chart, fig. 5 below. [2] 10 4090 60 500 % 3020 key born in saudi arabia migrated to saudi arabia7080 fig. 5   the students tested the following hypotheses:    hypothesis 1:  most  people migrate to saudi arabia to get highly paid, skilled jobs.      hypothesis 2: most migrants to saudi arabia come from medcs (more economically  developed countries).",
+            "8": "8 0460/42/o/n/14 \u00a9 ucles 2014 (c) the students produced a questionnaire to help in testing these hypotheses.   (i) the questionnaire is shown in fig. 6 (insert). complete the age group missing from the  questionnaire in the table below. age group 16 \u2013 30 51 \u2013 70  [1]   (ii) the students wanted to use the questionnaire with their families. why did their teacher  suggest that this would be an inappropriate sampling method to collect data?  .. .  .. .  .. .  .. .[2]   (iii) name a suitable sampling method for the students\u2019 survey. briefly describe this sampling  method. name of sampling method  description  .. ..  .. .  .. .[2]   (iv) why did their teacher also suggest that they should ask the question \u2018have you migrated  to saudi arabia to get a job?\u2019 before using the questionnaire?  .. .  .. .  .. .  .. .[2]",
+            "9": "9 0460/42/o/n/14 \u00a9 ucles 2014 [turn over (d) table 3 (insert) shows the results of question 1 in the questionnaire.   (i) use the results from table 3 to plot the number of servants in fig. 7 below. [1] answers to question 1: what type of job do you do? cleaner construction site workerfinance managerit consultantmaidnurse oil drilling engineersales managerservant teacherwaiter job0246number of workers81012 fig. 7   (ii) the students made a conclusion that their results did support hypothesis 1: most  people migrate to saudi arabia to get highly paid, skilled jobs. do you agree with their  conclusion? support your decision with evidence from fig. 7.  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .[4]",
+            "10": "10 0460/42/o/n/14 \u00a9 ucles 2014 (e) to investigate hypothesis 2: most migrants to saudi arabia come from medcs (more  economically developed countries) , the students decided to plot the answers to question 2  in the questionnaire on the flow line map, fig. 8 opposite.   (i) plot the information in table 4 below onto fig. 8. table 4 question 2: which country did you migrate from when you came to saudi arabia? countrynumber of  migrants canada 2 pakistan 6  [2]   (ii) why is the flow line map in fig. 8 an appropriate method to show this data?  .. .  .. .  .. .  .. .[2]   (iii) does fig. 8 agree with hypothesis 2: most migrants to saudi arabia come from medcs  (more economically developed countries) ? use evidence from fig. 8 to support your  decision.   .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .[4]",
+            "11": "11 0460/42/o/n/14 \u00a9 ucles 2014 [turn overpeople migrating to saudi arabia key medcuk philippinescanada australiaindonesiaindiabangladesh sri lanka scale migrants to saudi arabia2 4 6 8 10y emens.a. s.a. saudi arabiaall other named countries are ledcscanada australiaindiabangladeshpakistanpakistan eygptegypt indonesiausausa fig. 8",
+            "12": "12 0460/42/o/n/14 \u00a9 ucles 2014 (f) one student thought that there might be a relationship between the types of job which  migrants did and the country they came from. she randomly selected 20 results from the questionnaire. these are shown in table 5 (insert).   describe the relationship shown by these results.  .. .  .. .  .. .  .. .[2]  [total: 30 marks] permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the  publisher will be pleased to make amends at the earliest possible opportunity. cambridge international examinations is part of the cambridge assessment group. cambridge assessment is the brand name of unive rsity of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge."
+        },
+        "0460_w14_qp_43.pdf": {
+            "1": "this document consists of 14 printed pages, 2 blank pages and 1 insert. dc (kn/cgw) 80394/5 \u00a9 ucles 2014 [turn overcambridge international examinations cambridge international general certificate of secondary education *4145948101* geography  0460/43 paper 4 alternative to coursework october/november 2014  1 hour 30 minutes candidates answer on the question paper. additional materials: ruler  calculator read these instructions first write your centre number, candidate number and name in the spaces provided. write in dark blue or black pen. y ou may use an hb pencil for any diagrams or graphs. do not use staples, paper clips, glue or correction fluid. do not write in any barcodes. answer all questions. the insert contains figs 1 and 3, photograph a and tables 1 and 2 for question 1, and fig. 5 for question 2. the insert is not required by the examiner. sketch maps and diagrams should be drawn whenever they serve to illustrate an answer. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [ ] at the end of each question or part question. the syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificat e.",
+            "2": "2 0460/43/o/n/14 \u00a9 ucles 20141 two groups of students were doing fieldwork in the rio santa valley in peru. they chose four sites  along the river to investigate how the river changes downstream.  the students investigated the following hypotheses:   hypothesis 1 : river velocity increases downstream.    hypothesis 2 : rocks on the bed of the river (bedload) become smaller and more rounded  downstream.  (a) each group used two different methods to measure velocity. in method 1 they used floating  objects and in method 2 they used a velocity meter (flow meter). the velocity meter and how it is used are shown in photograph a and fig. 1 (insert).   describe the two different methods of measuring velocity.    method 1 (using floating objects)  ..   ..   ..   ..   ..   ..    method 2 (using a velocity meter)  ..   ..   ..   ..   ..   ..     [6]",
+            "3": "3 0460/43/o/n/14 \u00a9 ucles 2014 [turn over (b) (i) the students agreed that method 1 (using floating objects) had produced unreliable  results compared to method 2 (using a velocity meter). suggest three  reasons why  method 1 may have produced unreliable results. 1   ...  ..  2   ...  ..  3   ...  ..  [3]   (ii) the results of the students\u2019 measurements using a velocity meter are shown in table 1  (insert).      use the average velocity results to complete the graph for group a in fig. 2 below. [2] 1.82.0 1.6 1.4 1.2 1.0 0.8 0.6 0.4 0.2 1023siteresults obtained using a velocity meter downstreamaverage speed of flow (m per sec)group a group b 4key fig. 2   (iii) what conclusion would the students in group b  make about hypothesis 1 : river  velocity increases downstream ? support the conclusion with evidence from fig. 2.  ..   ..   ..   ..  [2]",
+            "4": "4 0460/43/o/n/14 \u00a9 ucles 2014 (c) next the students made some measurements to investigate hypothesis 2 : rocks on the bed  of the river (bedload) become smaller and more rounded downstream .   (i) at each site the two groups of students selected 10 rocks at random from the river bed.  they then measured the size and roundness of each rock using the equipment shown in fig. 3 (insert).     describe how the students made the two measurements.  size  . .  ..  roundness   ...  ..  [2]   (ii) suggest two weaknesses of selecting rocks at random. 1   ...  ..  2   ...  ..  [2]",
+            "5": "5 0460/43/o/n/14 \u00a9 ucles 2014 [turn over  (iii) the results obtained by the two groups are shown in table 2 (insert). plot the results of  group b at site 3 on fig. 4 below.  [2] results of bedload measurements 16 14 12 10 8average length of long axis (cm)average length of long axis (cm)average roundness score6 4 123group a sitedownstream key average length of long axis (cm)42 045 3 2 1 016 14 12 10 8 average roundness score6 4 123group b sitedownstream42 045 3 2 1 0 average roundness score fig. 4   (iv) when they looked at their results the students in group a  came to the conclusion  that hypothesis 2 : rocks on the bed of the river (bedload) become smaller and more  rounded downstream,  was false. give two pieces of evidence from their results in fig. 4  to show why the students in group a made this conclusion. 1   ...  ..  2   ...  ..  [2]",
+            "6": "6 0460/43/o/n/14 \u00a9 ucles 2014 (d) when the students returned to school their teacher was surprised by their results. the  students then checked in a textbook and discovered that generally the rocks on a river bed become smaller and more rounded downstream.   (i) explain why rocks generally become smaller and more rounded downstream.  ..   ..   ..   ..   ..   ..  [3]    (ii) the students then thought about how they could improve the reliability of the method  used during fieldwork if they repeated the task for hypothesis 2: rocks on the bed of  the river (bedload) become smaller and more rounded downstream . give two ways the  reliability of the method could be improved. 1   ...  ..  2   ...  ..  [2]  (e) whilst the two groups of students worked on hypotheses 1 and 2, other students were  investigating different hypotheses. describe a method to investigate the hypothesis: the river  channel becomes wider and deeper downstream.   ..   ..   ..   ..   ..   ..   ..   ..  [4]    [total: 30 marks]",
+            "7": "7 0460/43/o/n/14 \u00a9 ucles 2014 [turn overturn over for question 2",
+            "8": "8 0460/43/o/n/14 \u00a9 ucles 20142 two students from the uk were investigating change in their local village. the village was located  8 km from the nearest large town and had been growing in population and size. the students decided to test the following hypotheses:  hypothesis 1 : most people who moved to live in the village came from less than 10 km away .  hypothesis 2 : the main reason why people live in the village is because their work is in the  village or nearby.   (a) to conduct their investigation the students produced a questionnaire to use with a sample of  residents in the village. their questionnaire is shown in fig. 5 (insert).   name and describe a suitable sampling method to get a fair sample of residents.  name of sampling method  .. . description ... .  ..   ..   ..  [3]",
+            "9": "9 0460/43/o/n/14 \u00a9 ucles 2014 [turn over (b) the results of question 1 from the questionnaire are shown in table 3 below. table 3 results of question 1: how many years have you lived in the village? number of years percentage of residents 0 \u2013 10 27 11 \u2013 20 19 21 \u2013  30 18 31 \u2013 40 26 more than 40 10 % 0 504010 key 0 to 10 years 11 to 20 years 21 to 30 years more than 40 years31 to 40 years 6090 20 3080 70 fig. 6   (i) use the results in table 3 to complete the pie chart, fig. 6, above. [2]   (ii) which one of the following conclusions can be made from the results shown in  fig. 6? put a tick ( \u2713) to show your answer. \u2713 most people have lived in the village for more than 40 years. most people have lived in the village for more than 20 years. most people have lived in the village for 10 years or less.    [1]",
+            "10": "10 0460/43/o/n/14 \u00a9 ucles 2014  (iii) the results of question 2 are shown in table 4, below. table 4 results of question 2:  where did you live before moving to the village? previous location percentage of residents moved from towns more than 10 km away 34 moved from villages more than 10 km away 8 moved from outside the uk 2 moved from nearby towns less than 10 km away 25 moved from local villages less than 10 km away 15 always lived in the village 16 results of question 2 where did you live before moving to the village? 0 1 02 03 04 05 0 percentage of residents key towns more than 10  km awaymoved from: villages more than 10  km away outside the uk nearby towns less than 10  km away local villages less than 10  km away always lived in the village60 70 80 90 100 fig. 7    use the results from table 4 to complete the divided bar graph, fig. 7, above. [3]",
+            "11": "11 0460/43/o/n/14 \u00a9 ucles 2014 [turn over  (iv) the students used the information in fig. 7 to work out a conclusion to hypothesis 1 :  most people who moved to live in the village came from less than 10 km away.    do you think the hypothesis is correct? support your conclusion with evidence from  table 4 and fig. 7.  ..   ..   ..   ..   ..   ..  [3]   (v) the results of question 3 in the questionnaire are shown in table 5 below. table 5 results of question 3: what is the main reason you live in the village? reasonpercentage of  residents easy access to work in the nearby town 38retired and moved to the village 25born in the village 16work in the village 15enjoy the peaceful location 4surrounded by attractive scenery 2    under which reason in table 5 would the following answers be included?    1 i have always lived in the village. reason  .    2 the views down the river valley are spectacular. reason  .    3 the village is only 5 km from the shop where i work and i can get there by bus. reason  . [3]",
+            "12": "12 0460/43/o/n/14 \u00a9 ucles 2014  (vi) what conclusion would the students make about hypothesis 2 : the main reason why  people live in the village is because their work is in the village or nearby?      refer to data in table 5 to explain your answer.  ..   ..   ..   ..   ..   ..  [3]  (c) the students also researched secondary data from the local census records.   (i) explain what is meant by secondary data .  ..   ..  [1]   (ii) give one example, other than census records, of secondary data.  ..  [1]   (iii) the secondary data researched by the students is shown in table 6 below.    name an appropriate type of graph to show this data.  ..  [1] table 6 population of the village 1961 \u2013 2011 y ear 1961 1971 1981 1991 2001 2011 population 785 743 1161 1342 1596 2142",
+            "13": "13 0460/43/o/n/14 \u00a9 ucles 2014 [turn over   (iv) the students used the figures in table 6 to calculate the percentage change in population  which occurred in the village during each 10 year period. these changes are shown in  table 7, below.  table 7 percentage change in population in each 10 year period 10 year period 1961 \u2013 1971 1971 \u2013 1981 1981 \u2013 1991 1991 \u2013 2001 2001 \u2013 2011 percentage  change\u20135.4 +56.3 +15.6 +18.9 +34.2    use these figures to complete fig. 8 below. [2] 60 50 40 30 20 10 population change increase decrease0 0 1 02 03 04 0 50 6060 50 40 30 20 10 0 10 20 30 40 50 60% % % %0 2001\u201320111991\u201320011981\u20131 9911961\u20131 971population change in each 10 year period 1971\u20131 981 fig. 8",
+            "14": "14 0460/43/o/n/14 \u00a9 ucles 2014  (v) when studying the population figures the students realised that the village was growing  quickly in size and population. suggest two problems that this growth might cause for  local people and two problems it might cause for the local environment.    local people 1   ...  ..  2   ...  ..     local environment 1   ...  ..  2   ...  ..  [4]  (d) the students obtained a land use map of the village produced in 1970. describe how they  could use the map and carry out fieldwork to show changes to the village between 1970 and 2011.  ..   ..   ..   ..   ..   ..  [3]  [total: 30 marks]",
+            "15": "15 0460/43/o/n/14 \u00a9 ucles 2014blank page",
+            "16": "16 0460/43/o/n/14 \u00a9 ucles 2014permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the  publisher will be pleased to make amends at the earliest possible opportunity. cambridge international examinations is part of the cambridge assessment group. cambridge assessment is the brand name of unive rsity of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge.blank page"
+        }
+    },
+    "2015": {
+        "0460_s15_qp_11.pdf": {
+            "1": "this document consists of 31 printed pages, 1 blank page and 1 insert. dc (kn/cgw) 95837/4 \u00a9 ucles 2015 [turn overcambridge international examinations cambridge international general certificate of secondary education *3511137225* geography  0460/11 paper 1 may/june 2015  1 hour 45 minutes candidates answer on the question paper. additional materials: ruler  calculator read these instructions first write your centre number, candidate number and name in the spaces provided. write in dark blue or black pen. y ou may use an hb pencil for any diagrams or graphs. do not use staples, paper clips, glue or correction fluid. do not write in any barcodes. write your answer to each question in the space provided. if additional space is required, you should use the  lined page at the end of this booklet. the question number(s) must be clearly shown. answer three  questions. the insert contains photograph a for question 4. the insert is not required by the examiner. sketch maps and diagrams should be drawn whenever they serve to illustrate an answer. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question. the syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificat e.",
+            "2": "2 0460/11/m/j/15 \u00a9 ucles 2015question 1 1 (a) study fig. 1, which shows information about the distribution of the world\u2019s population in 1950,  2000 and 2050 (estimated). 1950 2000 2050 (estimated) asia asia asia africa africaafricanorth america south america north america south america north america south america europe europeeuropeaustralasia australasia australasia 5075 75 250 %0 %0 % 25 25 75 50 50 fig. 1   (i) in which continent is there the greatest percentage of the world\u2019s population?     [1]   (ii) name the continent where:    a   the percentage of the world\u2019s population decreased from 21% in 1950 to 12% in the  year 2000;      .    b   the percentage of the world\u2019s population increased by the year 2000 but is likely to  decrease by 2050.      . [2]   (iii) explain why africa\u2019s percentage of the world\u2019s population increased between 1950 and  2000.   .. .  .. .  .. .  .. .  .. .  .. .[3]",
+            "3": "3 0460/11/m/j/15 \u00a9 ucles 2015 [turn over  (iv) the population has grown so much in some countries that they are now overpopulated.    describe four problems caused by overpopulation.       1     .. . 2     .. . 3     .. . 4     .. .[4]",
+            "4": "4 0460/11/m/j/15 \u00a9 ucles 2015 (b) study fig. 2, information about population distribution in uganda. south  sudan kenya dem. rep. of the congo tanzaniarwanda key boundary of uganda river with flow directionpopulation density high medium lowcity (urban area) capital city country kenyalake kyoga    lake albert kampala lake victoria40 km3\u00b0n4\u00b0n 1\u00b0n 1\u00b0s 30\u00b0e 31\u00b0e 32\u00b0e 33\u00b0e 34\u00b0e 35\u00b0e30\u00b0e 31\u00b0e 32\u00b0e 33\u00b0e 34\u00b0e 35\u00b0e 0\u00b02\u00b0n3\u00b0n4\u00b0n 1\u00b0n 1\u00b0s0\u00b02\u00b0n08 0n equatorlake kyoga    lake albert fig. 2",
+            "5": "5 0460/11/m/j/15 \u00a9 ucles 2015 [turn over  (i) describe three  features of the distribution of uganda\u2019s population. 1     .. . 2     .. . 3     .. .[3]   (ii) explain how physical factors can influence population distribution.  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .[5]",
+            "6": "6 0460/11/m/j/15 \u00a9 ucles 2015 (c) for a named country you have studied, describe and explain changes in the population  structure.       name of country   .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .[7]  [total: 25 marks] end of question 1",
+            "7": "7 0460/11/m/j/15 \u00a9 ucles 2015 [turn overturn page for question 2",
+            "8": "8 0460/11/m/j/15 \u00a9 ucles 2015question 2 2 (a) study fig. 3, which shows information about settlement sizes in part of mexico. nuevo san juan san lorenzo taret\u00e1npareo par\u00e1cuaro population over 200  000 urban areas (population 20  001  \u2013 200  000) urban areas (population 10  001  \u2013 20 000) population 2501\u201310  000 dispersed rural settlement road railwaytancitaro keyperib\u00e1nsanta claratinguindintar\u00e9cuato patamb\u00e1n ocumicho pamat\u00e1cuaro buenos airesapatzing\u00e1nuruapanlos reyeszamora nueva italiaantunezpresa del rosariolambardiaario de rosales 02 5 kmzirimicuaroziracuaretirohuiramangaro angahuantangamandapio tangancicuarojacona cauriovilla jim\u00e9nezn pur\u00e9pero carap\u00e2n chilchota naranja santiago azajo purenchecuaro cher\u00e1n parachosan felipe coruponuriotanaco cocucho ahuir\u00e1n quinceo cap\u00e1cuaro tingambato villa escalantesevinaerongaricuaro zirahuen opopeop\u00e1tzcuarozacapu fig. 3   (i) name a settlement shown on the map with a population of 20 001 to 200 000.   .. .[1]",
+            "9": "9 0460/11/m/j/15 \u00a9 ucles 2015 [turn over  (ii) what is meant by:    a  an area of dispersed rural settlement;  .. ..  .. ..    b  an urban settlement?  .. ..  .. ..[2]   (iii) suggest three  possible reasons for the growth of large settlements such as uruapan.         1     .. . 2     .. . 3     .. .[3]   (iv) to what extent is the area shown on fig. 3 typical of a settlement hierarchy?       explain your answer.     .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .[4]",
+            "10": "10 0460/11/m/j/15 \u00a9 ucles 2015 (b) study fig. 4, which shows information about the distances a family travel to different types of  shops and leisure facilities. 051015 furniture shoes meat bread cinema bowling  alleytheatre restaurantdistance (kms)distance (kms)shopping leisure 2025 0510152025 fig. 4   (i) compare the distances travelled by the family for shopping with distances travelled for  leisure.    y ou should refer to data from fig. 4.  .. .  .. .  .. .  .. .  .. .  .. .[3]   (ii) explain why people are prepared to travel further for some shops and services than  others. refer to examples from fig. 4.  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .[5]",
+            "11": "11 0460/11/m/j/15 \u00a9 ucles 2015 [turn over (c) for a shop or service in a named settlement you have studied, describe its location and  sphere of influence.   name of settlement    shop or service   .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .[7]    [total: 25 marks] end of question 2",
+            "12": "12 0460/11/m/j/15 \u00a9 ucles 2015question 3 3 (a) study fig. 5,  which shows a weather instrument. 35 30dry bulb 25 20 15 10 5 \u22125 \u221210035temperature \u00b0c 30wet bulb 25 20 15 10 5 \u22125 \u221210saturated lint water0 fig. 5   (i) identify the weather instrument shown in fig. 5.   .. .[1]   (ii) explain how the weather instrument shown in fig. 5 is used to work out relative humidity.  .. .  .. .  .. .  .. .[2]   (iii) explain why the weather instrument shown in fig. 5 is kept in a stevenson screen.   .. .  .. .  .. .  .. .  .. .  .. .[3]",
+            "13": "13 0460/11/m/j/15 \u00a9 ucles 2015 [turn over  (iv) name two other weather instruments which are kept in a stevenson screen and for each  one state the weather characteristic it measures.       1     .. . 2     .. .[4]",
+            "14": "14 0460/11/m/j/15 \u00a9 ucles 2015 (b) study fig. 6, wind roses for tiree, an island off the west coast of scotland, in march and  october 2013. nwmonth: nen sswwe semonitored daily at: nwmonth: nen ssww w   number of days wind blew        from that directionkeykey w   number of days wind blew        from that direction e semonitored daily at:the bars on both wind roses show the number of days when the wind was blowing from that direction. calm days were not recorded. fig. 6",
+            "15": "15 0460/11/m/j/15 \u00a9 ucles 2015 [turn over  (i) describe the differences between the wind directions in tiree in march and october.  .. .  .. .  .. .  .. .  .. .  .. .[3]",
+            "16": "16 0460/11/m/j/15 \u00a9 ucles 2015  (ii) explain how wind speed and direction measurements are obtained at a weather station.    y ou may include diagrams of the instruments used.  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  [5]",
+            "17": "17 0460/11/m/j/15 \u00a9 ucles 2015 [turn over (c) describe the impacts of a drought on an area or country you have studied.       name of area or country   .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .[7]  [total: 25 marks] end of question 3",
+            "18": "18 0460/11/m/j/15 \u00a9 ucles 2015question 4 4 (a) study fig. 7, which shows a headland which is being changed by marine erosion. stage 1 stage 2 ba fig. 7   (i) what is meant by marine erosion ?  .. .  .. .[1]   (ii) identify features a and b on fig. 7.    feature a ..    feature b .. [2]",
+            "19": "19 0460/11/m/j/15 \u00a9 ucles 2015 [turn over  (iii) fig. 7 shows stages 1 and 2 in the formation of a headland. stage 3 involves the formation  of a stack.    draw stage 3 and label the stack and then explain how a stack forms.      .. .  .. .  .. .  .. .  .. .  .. .[3]   (iv) explain why some coastlines have headlands and bays.   .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .[4]",
+            "20": "20 0460/11/m/j/15 \u00a9 ucles 2015 (b) study photograph a (insert).   (i) describe the features of the cliff shown in photograph a.  .. .  .. .  .. .  .. .  .. .  .. .[3]   (ii) explain how different erosional processes shape cliffs.  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .[5]",
+            "21": "21 0460/11/m/j/15 \u00a9 ucles 2015 [turn over (c) for a coral reef at a named location you have studied, describe its main features and explain  its formation.   location of coral reef ...  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .[7]    [total: 25 marks] end of question 4",
+            "22": "22 0460/11/m/j/15 \u00a9 ucles 2015question 5 5 (a) study fig. 8,  which shows information about industry in ghana (an ledc). n e lake volta   x y f g gulf of guinea 05 0 kmg   h   a   n   a imports machinery clothing crude oil petroleum products motor vehicles & parts medicinesexports cocoa gold diamonds manganese timber bauxitegroups of secondary industries group 1 saw milling furniture manufacturing fruit canning vegetable oil milling group 2 aluminium smelting oil refining vehicle assembly chemicals group 3 leather tanning meat processing abattoirs (slaughterhouses) key town (over 25  000 population) railway iruhvwv\u0003\u00ef    hardwoods    fruit    oil palm national boundary of ghana large dam and hep station cattle rearing area & route to market bauxite mining area fig. 8   (i) what is meant by secondary industry ?  .. .  .. .[1]",
+            "23": "23 0460/11/m/j/15 \u00a9 ucles 2015 [turn over  (ii) on fig. 8 there are three groups of towns in areas e, f and g. three groups of industries  (1, 2 and 3) are shown in the table next to the map.    match each group of towns with its industries by completing the table below. group of townsgroup of industries (1, 2 or 3) e f g  [2]   (iii) explain three  advantages of the area south of the line x\u2013y for the growth of secondary  industry. 1     .. . 2     .. . 3     .. .[3]   (iv) describe two ways in which the employment structure of an ledc, such as ghana, is  likely to change as the country develops further. suggest a reason for each change. change 1  . ..  .. .  .. .  .. . change 2  . ..  .. .  .. .  .. .[4]",
+            "24": "24 0460/11/m/j/15 \u00a9 ucles 2015 (b) study fig. 9, which shows information about industry. processes outputs inputs fig. 9   (i) what is meant by the inputs, processes and outputs of a secondary industry? inputs  ... .  .. . processes   .  .. . outputs  ..   .. .[3]   (ii) name and locate a manufacturing (or processing) industry you have studied.    describe the processes which take place in this industry.    name of manufacturing (or processing) industry     location of manufacturing (or processing) industry  processes which take place  ..  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .[5]",
+            "25": "25 0460/11/m/j/15 \u00a9 ucles 2015 [turn over (c) explain the location of high technology industries in a named area you have studied.     name of area . .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .[7]    [total: 25 marks] end of question 5",
+            "26": "26 0460/11/m/j/15 \u00a9 ucles 2015question 6 6 (a) study fig. 10, which shows the results of a survey in the usa on global warming. 05 0 % of res pondentssome people say that global warming made each of the following events worse . how much do you agree or disagree? the east coast earthquake in the summer of 2011hurricane irenestrongly agree record snowfalls in the usa in 2010 and 2011mississippi river floods in the spring of 2011the drought in texas and oklahoma in 2011record high summer temperatures in the usa in 2011 100agree disagree strongly disagree fig. 10   (i) identify the event which the most people thought was made worse by global warming.  .. .[1]   (ii) which of the events listed in fig. 10 is least likely to have been made worse by global  warming? explain your answer.  .. .  .. .  .. .  .. .[2]",
+            "27": "27 0460/11/m/j/15 \u00a9 ucles 2015 [turn over  (iii) list three  human activities which make global warming worse.     1     .. . 2     .. . 3     .. .[3]   (iv) explain why many people are concerned about global warming.  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .[4]",
+            "28": "28 0460/11/m/j/15 \u00a9 ucles 2015 (b) study fig. 11, which shows information about pollution of the natural environment. sources of pollution industry energy transport agriculturetypes of pollution air pollution visual pollution water pollution noise pollution fig. 11   (i) choose one source  of pollution from fig. 11 and explain how it causes pollution. source of pollution  .. ..  .. .  .. .  .. .  .. .  .. .[3]",
+            "29": "29 0460/11/m/j/15 \u00a9 ucles 2015 [turn over  (ii) explain how the local  environment might be affected by one type of pollution from  fig. 11.  type of pollution     .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .[5]",
+            "30": "30 0460/11/m/j/15 \u00a9 ucles 2015 (c) for a named area which you have studied, describe attempts to maintain, conserve or  improve the natural environment.   name of area .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .[7]    [total: 25 marks] end of question 6",
+            "31": "31 0460/11/m/j/15 \u00a9 ucles 2015additional page if you use the following lined page to complete the answer(s) to any question(s), the question number(s)  must be clearly shown. ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ...",
+            "32": "32 0460/11/m/j/15 \u00a9 ucles 2015permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here 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 onl ine in the cambridge international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to do wnload at www.cie.org.uk after  the live examination series. cambridge international examinations is part of the cambridge assessment group. cambridge assessment is the brand name of unive rsity of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge.blank page"
+        },
+        "0460_s15_qp_12.pdf": {
+            "1": "this document consists of 26 printed pages, 2 blank pages and 1 insert. dc (st/jg) 121995 \u00a9 ucles 2015 [turn overcambridge international examinations cambridge international general certificate of secondary education * 4 0 9 5 0 7 6 1 2 0 * geography  0460/12 paper 1 may/june 2015  1 hour 45 minutes candidates answer on the question paper. additional materials:  ruler  calculator read these instructions first write your centre number, candidate number and name in the spaces provided. write in dark blue or black pen. y ou may use an hb pencil for any diagrams or graphs. do not use staples, paper clips, glue or correction fluid. do not  write in any barcodes. write your answer to each question in the space provided. if additional space is required, you should use the  lined page at the end of this booklet. the question number(s) must be clearly shown. answer three  questions. the insert contains figs 2a and 2b for question 1 and photographs a, b and c for question 3. the insert is not required by the examiner. sketch maps and diagrams should be drawn whenever they serve to illustrate an answer. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question. the syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificate.",
+            "2": "2 0460/12/m/j/15 \u00a9 ucles 2015question 1 1 (a) study fig. 1, which shows information about the population of lithuania (an medc).   birth rate (2013)  =  9.4 per 1000 death rate (2013)  =  11.5 per 1000 2005 2006 2007 2008 2009 2010 201140 20 0 \u201320 \u201340\u201360\u201380 \u2013100emigrants / immigrants (000\u2019s) emigrants immigrants net internationalmigrationkey fig. 1   (i) what is meant by death rate = 11.5 per 1000  ?  ...  ... [1]   (ii) calculate the natural population growth rate of lithuania in 2013.    y ou should show your calculations in the box below.      .  per 1000  [2]",
+            "3": "3 0460/12/m/j/15 \u00a9 ucles 2015 [turn over  (iii) describe the changes to lithuania\u2019s net international migration between 2005 and 2011.  y ou should refer to data from fig. 1 in your answer.  ...  ...  ...  ...  ...  ... [3]   (iv) suggest the possible impacts on lithuania of a large amount of emigration.  ...  ...  ...  ...   ..  ...  ...  ... [4]",
+            "4": "4 0460/12/m/j/15 \u00a9 ucles 2015 (b) study figs 2a and 2b (insert), which show satellite images of las vegas in 1973 and 2000.  las vegas is a city in the usa (an medc).   (i) describe the changes in the shape and size of las vegas between 1973 and 2000.  ...  ...  ...  ...  ...  ... [3]   (ii) describe the types of land use which occur at the edges of cities.  ...  ...  ...  ...  ...  ...  ...  ...  ...  ... [5]",
+            "5": "5 0460/12/m/j/15 \u00a9 ucles 2015 [turn over (c) name a country you have studied where internal migration has occurred.   explain the reasons for this migration.   name of country ...  ...  ...  ...  ...  ...  ...  ...    ...  ...  ...  ...  ...  ...  ... [7]  [total: 25 marks] end of question 1",
+            "6": "6 0460/12/m/j/15 \u00a9 ucles 2015question 2 2 (a) study fig. 3, a map showing the main land uses and transport routes in toronto, canada (an  medc). to detroitto montreal queen elizabeth wayqueen elizabeth way dominion centredominion centrendon valley parkway lake ontariodocks 0 4 kmcity limitskey railway motorway main road industrial open spaceresidentialcentral business district (cbd) fig. 3   (i) estimate the area of the cbd of toronto.    circle the correct answer below.     1 km2                  4 km2                  7 km2                  14 km2 [1]",
+            "7": "7 0460/12/m/j/15 \u00a9 ucles 2015 [turn over  (ii) suggest reasons why there are many high rise buildings in the cbd of toronto.  ...  ...  ...  ... [2]   (iii) what evidence in fig. 3 suggests that the location of the industrial zones in toronto has  been influenced by transport?  ...  ...  ...  ...  ...  ... [3]   (iv) compare the pattern of urban land use in cities in ledcs and medcs.  ...  ...  ...  ...  ...  ...  ...  ... [4]",
+            "8": "8 0460/12/m/j/15 \u00a9 ucles 2015 (b) study fig. 4, which shows information about the percentage of the population using different  types of transport in cities in canada and china. 20 40 % of population60 80 100 0bicycles carskey metro / bus / traincanada china fig. 4   (i) identify three  differences between types of transport used in cities in canada and china. 1 .  ... 2 .  ... 3 .  ... [3]   (ii) describe the problems caused by traffic congestion in urban areas.  ...  ...  ...  ...  ...  ...  ...  ...  ...  ... [5]",
+            "9": "9 0460/12/m/j/15 \u00a9 ucles 2015 [turn over (c) for a named urban area, describe and explain the attempts which have been made to solve  traffic problems. name of urban area ...  ...  ...  ...  ...  ...  ...  ...    ...  ...  ...  ...  ...  ...  ... [7]  [total: 25 marks] end of question 2",
+            "10": "10 0460/12/m/j/15 \u00a9 ucles 2015blank page",
+            "11": "11 0460/12/m/j/15 \u00a9 ucles 2015 [turn overquestion 3 3 (a) study photographs a, b and c (insert), which show the results of different types of weathering.   (i) what is meant by weathering ?  ...  ... [1]   (ii) match the three types of weathering listed with the photographs a, b and c by completing  the table below. type of weathering photograph biological exfoliation freeze-thaw  [2]   (iii) explain how rocks are weathered by exfoliation.  ...  ...  ...  ...  ...  ... [3]   (iv) explain how freeze-thaw weathering occurs.  ...  ...  ...  ...  ...  ...  ...  ... [4]",
+            "12": "12 0460/12/m/j/15 \u00a9 ucles 2015 (b) study fig. 5, which shows information about weathering. factors controlling rates of weathering slow fastweathering rate thickness of soil layerrate of solution lowslow coldhigh hotmoderate temperatemoderate some lines of weaknessno lines of weakness thin to moderate thick none (bare rock)many lines of weaknesshigh rock structure rainfall temperaturerock type climatesoil fig. 5   (i) using fig. 5 only , describe how rock type and soil cover influence the rate of weathering.  ...  ...  ...  ...  ...  ... [3]",
+            "13": "13 0460/12/m/j/15 \u00a9 ucles 2015 [turn over  (ii) describe and explain how climate influences the rate of weathering.  ...  ...  ...  ...  ...  ...  ...  ...  ...  ... [5]  (c) describe and explain the distribution of fold mountains.   y ou should refer to named examples.  ...  ...  ...  ...  ...  ...  ...    ...  ...  ...  ...  ...  ...  ... [7]  [total: 25 marks] end of question 3",
+            "14": "14 0460/12/m/j/15 \u00a9 ucles 2015question 4 4 (a) study fig. 6, which shows tropical rainforest vegetation. 50 40302010 0constant hot sun convectional rainfall with high humidity constant leaf fall tree ferns and palms epiphyteslianas buttress roots support very tall treesdark forest floorheight (metres) fig. 6   (i) the tropical rainforest has a hot, wet climate.    tick the correct pair of figures in the table below to show the annual average temperature  and rainfall. average annual  temperatureannual average  rainfall3 15\u00b0c  250 mm 30\u00b0c 2500 mm 60\u00b0c  750 mm  [1]   (ii) on fig. 6, label the following layers:    \u2022 canopy;    \u2022 emergents.  [2]",
+            "15": "15 0460/12/m/j/15 \u00a9 ucles 2015 [turn over  (iii) describe the processes which lead to a high annual rainfall in the tropical rainforest.  ...  ...  ...  ...  ...  ... [3]   (iv) explain why the tropical rainforest has a wide variety of plants, insects and animals.  ...  ...  ...  ...   ..  ...  ...  ... [4]",
+            "16": "16 0460/12/m/j/15 \u00a9 ucles 2015 (b) study fig. 7, a map of a small area of rainforest in brazil. indian tribalarea indian tribal area new highway cattle ranches mining settlement boundary of indian tribal areasrainforest (originally covered the whole area) unplanned settlement (subsistence agriculture, fishing,some commercial forestry) planned agricultural and forestry settlementkey n 0 1 2 3 4 kmr. amazon fig. 7   (i) using fig. 7 only , identify three ways in which the rainforest is being used to create  wealth for brazil and employment for its people. 1 .  ... 2 .  ... 3 .  ... [3]",
+            "17": "17 0460/12/m/j/15 \u00a9 ucles 2015 [turn over  (ii) explain why the tropical rainforest is important globally.  ...  ...  ...  ...  ...  ...  ...  ...  ...  ... [5]  (c) for a named tropical rainforest you have studied, describe the impact of deforestation on the  local natural environment.   name of tropical rainforest ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ... [7]  [total: 25 marks] end of question 4",
+            "18": "18 0460/12/m/j/15 \u00a9 ucles 2015question 5 5 (a) study fig. 8, which shows information about the location of selected factories. 8080604020 80 60 40 20 60 40 20 close to raw materials %close to power % close to market %b b bakeries s sawmills i iron and steel works c chemical factories si ckey fig. 8   (i) plot, using an x on fig. 8, information about the location of cotton textile factories. use  the data in the table below. percentage of cotton textile factories close to market close to powerclose to raw  materials 30 50 20  [1]   (ii) what is meant by the raw materials  and the market  of a factory?    raw materials  ...  ...    market  ...  ... [2]",
+            "19": "19 0460/12/m/j/15 \u00a9 ucles 2015 [turn over  (iii) using information from fig. 8 only , compare the importance of the factors influencing the  locations of iron and steel works and bakeries.  ...  ...  ...  ...  ...  ... [3]   (iv) explain how the cost of transport influences the location of different types of industry.  ...  ...  ...  ...  ...  ...  ...  ... [4]",
+            "20": "20 0460/12/m/j/15 \u00a9 ucles 2015 (b) study fig. 9, which shows information about high technology exports from israel. 1995 96 97 98 99 2000 year01 02 03 040 01234567891011 1234567891011 value of high technology exports (us$ millions) fig. 9   (i) using fig. 9 only , describe the changing amount of high technology exports from israel  between 1995 and 2004. y ou should use statistics to support your answer.  ...  ...  ...  ...  ...  ... [3]   (ii) suggest how the growth of high technology industry may have benefitted the people and  economy of israel.  ...  ...  ...  ...  ...  ...  ...  ...  ...  ... [5]",
+            "21": "21 0460/12/m/j/15 \u00a9 ucles 2015 [turn over (c) explain why high technology industry is located in a named area you have studied.   name of area ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ... [7]  [total: 25 marks] end of question 5",
+            "22": "22 0460/12/m/j/15 \u00a9 ucles 2015question 6 6 (a) study figs 10a, 10b and 10c, which show information about sri lanka (an ledc). n 0 50 km 6\u00b0 n8\u00b0 n indian ocean key height above sea level (metres) over 1000relief  501\u20131000 201\u2013500 0\u2013200 fig. 10a  n 0 50 km 6\u00b0 n8\u00b0 n indian ocean1500 1500 15001500 10001000 200020001000 1000 2500average annual rainfall (mm) fig. 10b n 0 50 km 6\u00b0 n8\u00b0 n indian oceanlarge scale water transfers key areas being irrigated dam  / reservoir fig. 10c",
+            "23": "23 0460/12/m/j/15 \u00a9 ucles 2015 [turn over  (i) on fig. 10b, shade the area of over 2500 mm annual rainfall.  [1]   (ii) give two reasons for the location of the reservoirs shown on fig. 10c. 1 .  ... 2 .  ... [2]   (iii) describe the location of the areas which are irrigated on fig. 10c.  ...  ...  ...  ...  ...  ... [3]",
+            "24": "24 0460/12/m/j/15 \u00a9 ucles 2015 (b) study fig. 11, which shows information about hydro-electric power. fig. 11   (i) explain how hydro-electric power is generated.  ...  ...  ...  ...  ...  ... [3]content removed due to copyright restrictions.",
+            "25": "25 0460/12/m/j/15 \u00a9 ucles 2015 [turn over  (ii) what are the benefits of generating electricity using hydro-electric power stations rather  than by using fossil fuels?  ...  ...  ...  ...  ...  ...  ...  ... [4]   (iii) explain the factors which influence the location of hydro-electric power stations.  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ... [5]",
+            "26": "26 0460/12/m/j/15 \u00a9 ucles 2015 (c) for a named country or area where large amounts of fuel wood are used for energy, describe  the problems this causes for local people.   name of area or country ...  ...  ...  ...  ...  ...  ...  ...  ...    ...  ...  ...  ...  ...  ...  ... [7]  [total: 25 marks] end of question 6",
+            "27": "27 0460/12/m/j/15 \u00a9 ucles 2015additional page if you use the following lined page to complete the answer(s) to any question(s), the question number(s)  must be clearly shown. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. ..",
+            "28": "28 0460/12/m/j/15 \u00a9 ucles 2015permission 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 international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download at www.cie.org.uk after  the live examination series. 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.blank page"
+        },
+        "0460_s15_qp_13.pdf": {
+            "1": "this document consists of 26 printed pages, 2 blank pages and 1 insert. dc (nf/cgw) 95847/6 \u00a9 ucles 2015 [turn overcambridge international examinations cambridge international general certificate of secondary education *3618351819* geography  0460/13 paper 1 may/june 2015  1 hour 45 minutes candidates answer on the question paper. additional materials: ruler  calculator  protractor read these instructions first write your centre number, candidate number and name in the spaces provided. write in dark blue or black pen. y ou may use an hb pencil for any diagrams or graphs. do not use staples, paper clips, glue or correction fluid. do not write in any barcodes. write your answer to each question in the space provided. if additional space is required, you should use the  lined page at the end of this booklet. the question number(s) must be clearly shown. answer three  questions. the insert contains photograph a for question 2, photograph b for question 3, fig. 6 for question 4 and  photographs c, d, e and fig. 10 for question 6. the insert is not required by the examiner. sketch maps and diagrams should be drawn whenever they serve to illustrate an answer. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [ ] at the end of each question or part question. the syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificat e.",
+            "2": "2 0460/13/m/j/15 \u00a9 ucles 2015question 1 1 (a) study fig. 1, which shows information about the birth rates and death rates in cameroon,  ghana and nigeria, three ledcs (less economically developed countries) in west africa. country birth rate (per 1000 of population) death rate (per 1000 of population) cameroon 32.5 11.7ghana 32.0  7.7nigeria 39.9 13.5 fig. 1   (i) what is meant by birth rate ?  .. .  ..  [1]   (ii) complete the table below by inserting the names of the three countries in fig. 1.    the countries should be arranged in rank order of their natural population growth rates. highest rate of natural population growth   lowest rate of natural population growth [2]   (iii) explain why there are high birth rates in many ledcs.  .. .  .. .  .. .  .. .  .. .  ..  [3]",
+            "3": "3 0460/13/m/j/15 \u00a9 ucles 2015 [turn over  (iv) describe the problems caused by high natural population growth in ledcs.  .. .  .. .  .. .  .. .  .. .  .. .  .. .  ..  [4]  (b) study fig. 2, which shows information about the population growth rates in china and iran  between 1970 and 2009. 4.5 4 3.5 3 2.5 2 1.5 1 0.5 \u0014\u001c\u001a\u0013\u00ef 1974\u0014\u001c\u001a\u0018\u00ef 1979\u0014\u001c\u001b\u0013\u00ef 1984\u0014\u001c\u001b\u0018\u00ef 1989\u0014\u001c\u001c\u0013\u00ef 1994 yearkey iran chinapopulation growth rate (%) \u0014\u001c\u001c\u0018\u00ef 1999\u0015\u0013\u0013\u0013\u00ef 2004\u0015\u0013\u0013\u0018\u00ef 20090 fig. 2   (i) compare the changes in population growth rates in china and iran: from 1970 to 1984;  ... .  .. . from 1985 to 1999;  ... .  .. . from 2000 to 2009.  ... .  .. . [3]",
+            "4": "4 0460/13/m/j/15 \u00a9 ucles 2015  (ii) the governments of both china and iran have used policies to reduce population growth  during the period shown by the graph.    describe policies which governments can use to reduce birth rates.  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  ..  [5]",
+            "5": "5 0460/13/m/j/15 \u00a9 ucles 2015 [turn over (c) for an example of a country you have studied, describe the impacts of hiv/aids.   chosen country   .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  ..  [7] [total: 25 marks] end of question 1",
+            "6": "6 0460/13/m/j/15 \u00a9 ucles 2015question 2 2 (a) study photograph a (insert), which shows laroya, a rural settlement in the almeria region of  southern spain.   (i) what is meant by a  rural settlement ?  .. .  ..  [1]   (ii) suggest two factors which may have limited the size of laroya. 1   ...  .. . 2   ...  ..  [2]   (iii) suggest three  reasons why people who live in laroya may travel to nearby towns and  cities. 1   ...  .. . 2   ...  .. . 3   ...  ..  [3]   (iv) laroya experienced an increase in population in 2011.    explain why some people in medcs (more economically developed countries) are  choosing to live in settlements like laroya, rather than living in towns and cities.  .. .  .. .  .. .  .. .  .. .  .. .  .. .  ..  [4]",
+            "7": "7 0460/13/m/j/15 \u00a9 ucles 2015 [turn over (b) study fig. 3, which shows the rural settlement patterns in three different parts of africa. ab a pampaida, nigeria b potou, senegal c koraro, ethiopiaeach dot represents one homekey 02468 1 0 kmc fig. 3   (i) identify the settlement patterns shown by each of the three maps in fig. 3. pampaida, nigeria   . potou, senegal  ... ... koraro, ethiopia   [3]",
+            "8": "8 0460/13/m/j/15 \u00a9 ucles 2015  (ii) explain why different rural settlement patterns develop in different areas.  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  ..  [5]",
+            "9": "9 0460/13/m/j/15 \u00a9 ucles 2015 [turn over (c) describe and explain the main functions of an urban  settlement you have studied.   chosen urban settlement   .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  ..  [7] [total: 25 marks] end of question 2",
+            "10": "10 0460/13/m/j/15 \u00a9 ucles 2015question 3 3 (a) study photograph b (insert), which shows an area affected by coastal erosion.   (i) what landform is labelled x on photograph b?    ... [1]   (ii) name two processes of coastal erosion.    1 ..    2 .. [2]   (iii) the feature labelled y on photograph b is a wave cut platform. explain how a wave cut  platform is formed.  .. .  .. .  .. .  .. .  .. .  ..  [3]   (iv) describe the differences between constructive and destructive waves.  .. .  .. .  .. .  .. .  .. .  .. .  .. .  ..  [4]",
+            "11": "11 0460/13/m/j/15 \u00a9 ucles 2015 [turn over (b) study fig. 4, a map showing a small caribbean island. n18\u00b0 north seasea 012 kmbreakerskey coral beach roadcliffs dunes height in metres settlement103465\u00b0 west 2010 fig. 4   (i) describe the distribution of the areas of coral shown in fig. 4.  .. .  .. .  .. .  .. .  .. .  ..  [3]",
+            "12": "12 0460/13/m/j/15 \u00a9 ucles 2015  (ii) describe the conditions which are required for the development of coral reefs.  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  ..  [5]",
+            "13": "13 0460/13/m/j/15 \u00a9 ucles 2015 [turn over (c) for a named area you have studied, describe the impacts of a tropical storm.   name of area   .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  ..  [7] [total: 25 marks] end of question 3",
+            "14": "14 0460/13/m/j/15 \u00a9 ucles 2015question 4 4 (a) study fig. 5, which shows a climate graph for jornada, an area in the chihuahuan desert of  mexico. 40 30 20 10 010203040average monthly precipitation (mm)average monthly temperature (\u00b0c)50607080 0jan feb mar apr may jun jul aug sep oct nov dectemperature precipitationkey fig. 5   (i) estimate the annual precipitation of jornada.    underline your answer.    25 mm                       65 mm                       240 mm                       465 mm [1]   (ii) compare the average monthly precipitation at jornada in january and july.    y ou should include statistics in your answer.  .. .  .. .  .. .  ..  [2]",
+            "15": "15 0460/13/m/j/15 \u00a9 ucles 2015 [turn over  (iii) describe the variation in temperature at jornada during the year.    y ou should refer to data from fig. 5.  .. .  .. .  .. .  .. .  .. .  ..  [3]   (iv) explain why the temperatures in tropical deserts: vary during the year;  ..  .. .  .. .  .. . change from day to night.  .. .. .  .. .  ..  [4]",
+            "16": "16 0460/13/m/j/15 \u00a9 ucles 2015 (b) study fig. 6 (insert), a map showing the location of the chihuahuan desert.   (i) describe the location of the chihuahuan desert.  .. .  .. .  .. .  .. .  .. .  ..  [3]   (ii) suggest reasons why the rainfall is low in the chihuahuan desert.  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  ..  [5]",
+            "17": "17 0460/13/m/j/15 \u00a9 ucles 2015 [turn over (c) for a named area of tropical desert you have studied, explain how the vegetation and wildlife  are adapted to the climate.   name of tropical desert   .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  ..  [7] [total: 25 marks] end of question 4",
+            "18": "18 0460/13/m/j/15 \u00a9 ucles 2015question 5 5 (a) study fig. 7, which shows information about inputs and processes on commercial farms. processesharvestingfertilising ploughinghoeinglabour government advice machinery money rainfalltemperaturessoilsrelief fertiliserseeds and pesticides spraying pesticides spraying insecticidesharrowing crop rotationseedinginputs fig. 7   (i) what is meant by a commercial farm ?  .. .  ..  [1]   (ii) identify from fig. 7:  \u2013 one natural (physical) input; ...  \u2013 the process which is carried out just before crops are marketed.  [2]",
+            "19": "19 0460/13/m/j/15 \u00a9 ucles 2015 [turn over  (iii) explain how the relief of the land can influence agricultural land use.  .. .  .. .  .. .  .. .  .. .  ..  [3]   (iv) explain how commercial farmers have been able to increase their output.  .. .  .. .  .. .  .. .  .. .  .. .  .. .  ..  [4]",
+            "20": "20 0460/13/m/j/15 \u00a9 ucles 2015 (b) study fig. 8, a map showing the percentage of the population that is undernourished in  different countries. 35+% of population undernourishedkey 20-34 5-19 3-4 0-2 no dataequator tropic of capricorntropic of cancer fig. 8   (i) describe the distribution of areas where over 20% of the population is undernourished.  .. .  .. .  .. .  .. .  .. .  ..  [3]",
+            "21": "21 0460/13/m/j/15 \u00a9 ucles 2015 [turn over  (ii) explain why there are food shortages in some parts of the world.  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  ..  [5]  (c) name an area where small scale subsistence farming takes place.   explain why the farmers are subsistence farmers.   name of area   .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  ..  [7] [total: 25 marks] end of question 5",
+            "22": "22 0460/13/m/j/15 \u00a9 ucles 2015question 6 6 (a) study figs 9a and 9b, information about tourism in ibiza, an island in the mediterranean sea.   fig. 9a shows the origin of tourists to ibiza, 1997 to 2011.   fig. 9b shows the number of international tourists to ibiza, 1997 to 2011. origin of tourists to ibiza from 1997 to 2011 key uk germany spain italy france others fig. 9a 2number of international tourists (millions) 1997 1998 1999 2000 2001 2002 2003 2004 year2005 2006 2007 2008 2009 2010 20113 01456 fig. 9b   (i) what is meant by an international tourist ?  .. .  ..  [1]",
+            "23": "23 0460/13/m/j/15 \u00a9 ucles 2015 [turn over  (ii) complete the pie chart (fig. 9a) using the following information:      39% of visitors were from the uk;      26% of visitors were from germany. [2]   (iii) describe the changes in the number of international tourists to ibiza shown in fig. 9b.  .. .  .. .  .. .  .. .  .. .  ..  [3]  (b) study fig. 10 (insert), a map showing ibiza, along with photographs c, d and e (insert),  which were taken in ibiza.   (i) suggest three different ways in which people who live in ibiza might benefit from the  tourist industry. 1   ...  .. . 2   ...  .. . 3   ...  ..  [3]   (ii) suggest four different problems which tourism may cause for people who live in ibiza. 1   ...  .. . 2   ...  .. . 3   ...  .. . 4   ...  ..  [4]",
+            "24": "24 0460/13/m/j/15 \u00a9 ucles 2015  (iii) using evidence from fig. 10 and photographs c, d and e only, explain why ibiza attracts  large numbers of tourists.  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  ..  [5]",
+            "25": "25 0460/13/m/j/15 \u00a9 ucles 2015 [turn over (c) for an area you have studied where tourism is important, explain how its negative impacts  are managed.   name of area   .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  ..  [7] [total: 25 marks] end of question 6",
+            "26": "26 0460/13/m/j/15 \u00a9 ucles 2015additional page if you use the following lined page to complete the answer(s) to any question(s), the question number(s) must be clearly shown. ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ...",
+            "27": "27 0460/13/m/j/15 \u00a9 ucles 2015blank page",
+            "28": "28 0460/13/m/j/15 \u00a9 ucles 2015permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here 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 onl ine in the cambridge international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to do wnload at www.cie.org.uk after  the live examination series. cambridge international examinations is part of the cambridge assessment group. cambridge assessment is the brand name of unive rsity of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge.blank page"
+        },
+        "0460_s15_qp_21.pdf": {
+            "1": "this document consists of 14 printed pages, 2 blank pages and 1 insert. dc (lk/cgw) 96003/6 \u00a9 ucles 2015 [turn overcambridge international examinations cambridge international general certificate of secondary education *7611817912* geography  0460/21 paper 2 may/june 2015  1 hour 30 minutes candidates answer on the question paper. additional materials: ruler  protractor  plain paper  calculator 1:50 000 survey map extract is enclosed with this question paper. read these instructions first write your centre number, candidate number and name in the spaces provided. write in dark blue or black pen. y ou may use an hb pencil for any diagrams or graphs. do not use staples, paper clips, glue or correction fluid. do not write in any barcodes. answer all questions. the insert contains photograph a for question 3, and photographs b and c for question 4. the survey map extract and the insert are not required by the examiner. sketch maps and diagrams should be drawn whenever they serve to illustrate an answer. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [ ] at the end of each question or part question. the syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificat e.",
+            "2": "2 0460/21/m/j/15 \u00a9 ucles 20151 study the map extract for umvukwe range, zimbabwe. the scale is 1:50 000.  (a) fig. 1 shows some of the features in the south west part of the map extract. study fig. 1 and  the map extract, and answer the questions below. e gfab cd73 72 71 7073 72 71 7040 39 38 37 36 3540 39 38 37 36 35 fig. 1   using the map extract, identify the following features shown on fig. 1:   (i) the type of road at a;  .. .[1]   (ii) features b;  .. .[1]   (iii) feature c;  .. .[1]   (iv) the name of river d;  .. .[1]   (v) feature e;  .. .[1]   (vi) feature f;  .. .[1]   (vii) the height of contour g.  .. .[1]",
+            "3": "3 0460/21/m/j/15 \u00a9 ucles 2015 [turn over (b) fig. 2 is a cross section along northing 72 from 410720 to 480720. 1400 w 1300 1200 410720 4807201400 1300height (metres)height (metres) 1200x yz fig. 2   identify the following features shown on fig. 2:   (i) the land use at w;  .. .[1]   (ii) the transport feature at x;  .. .[1]   (iii) the feature on the river at y;  .. .[1]   (iv) the vegetation at z.  .. .[1]",
+            "4": "4 0460/21/m/j/15 \u00a9 ucles 2015 (c) look at the mukwadzi river. which three  of the following statements about the river and its  valley are true? tick three  boxes. statement tick ( \u2713) the river has variable width the river flows through orchard or plantationthe river flows across land lower than 1000 metres above sea levelthere are some settlements next to the riverthe river has no tributariesthe river has waterfallsthere are no bridges across the riverparts of the river valley in the south-east are narrow  [3]  (d) the umvukwe range is shown in the east of the map extract. describe how the height,  gradient and cultivation of the umvukwe range is different from the rest of the map.   height above sea level  .. .  .. .[1]   gradient of slopes  .. .  .. .[1]   amount of cultivation  .. .  .. .[1]",
+            "5": "5 0460/21/m/j/15 \u00a9 ucles 2015 [turn over (e) fig. 3 shows the roads in the south east of the map extract. 73 72 71 7073 72 71 7048 47 46 45 44 4348 47 46 45 44 43 4242 fig. 3   describe how the routes of the roads have been affected by relief.  .. .  .. .  .. .  .. .  .. .  .. .[3]  [total: 20 marks]",
+            "6": "6 0460/21/m/j/15 \u00a9 ucles 20152 fig. 4 shows plate boundaries (plate margins), plate movements and earthquake epicentres in  part of north america and the pacific ocean. bering sea pacific oceanx ykm0plate boundarykey direction of plate movement earthquake epicentre500n fig. 4  (a) what is meant by the following terms:   (i) epicentre;    .. .[1]   (ii) plate?  .  .. .[1]  (b) identify the types of plate boundary shown at x and y on fig. 4.   x \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026..   y \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026.. [2]",
+            "7": "7 0460/21/m/j/15 \u00a9 ucles 2015 [turn over (c) fig. 5 shows the effects of one of the earthquakes in the area. an intensity value of 12 is  strong and 1 is weak. bering sea25 5 54 3 2\u001a\u00ef\u0014\u001366 66n pacific oceankm\u0013plate boundarykey direction of plate movement earthquake intensity\u0018\u0013\u0013 \u0014\u0014 6 fig. 5   (i) on fig. 5, mark the position of the epicentre of the earthquake with the letter e. [1]   (ii) using information from fig. 5 and your own knowledge, explain the cause of the  earthquake.  .. .  .. .  .. .  .. .  .. .  .. .[3]  [total: 8 marks]",
+            "8": "8 0460/21/m/j/15 \u00a9 ucles 20153 (a) table 1 shows some processes which occur at the earth\u2019s surface. table 1 a carbonation b traction c frost shatteringd exfoliation e saltation f suspension g erosion   for each of the following descriptions, choose the correct process from table 1.   (i) the process by which solid material moves along the bed of a river in a series of hops.    letter \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026.. [1]   (ii) the process by which a river or waves in the sea wear away and remove rocks and  weathered material.    letter \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026.. [1]   (iii) the process occurring in deserts where layers of rock peel off parallel to the surface.    letter \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026.. [1]   (iv) the process where calcium carbonate in limestone is attacked by carbonic acid produced  in rainwater.    letter \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026.. [1]",
+            "9": "9 0460/21/m/j/15 \u00a9 ucles 2015 [turn over (b) study photograph a (insert). describe and explain the evidence of weathering seen in the  photograph.  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .[4]  [total: 8 marks]",
+            "10": "10 0460/21/m/j/15 \u00a9 ucles 2015blank page ",
+            "11": "11 0460/21/m/j/15 \u00a9 ucles 2015 [turn over4 (a) photograph b (insert) shows part of moscow, russia.   (i)  describe the buildings seen in the photograph.  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .[4]   (ii) suggest which land use zone of the city is shown in the photograph.  .. .[1]  (b) photograph c (insert) shows part of johannesburg, south africa. describe the evidence seen  in the photograph which suggests that this is a suburban shopping area.  .. .  .. .  .. .  .. .  .. .  .. .[3]  [total: 8 marks]",
+            "12": "12 0460/21/m/j/15 \u00a9 ucles 20155 fig. 6 gives information about the wheat production of the world\u2019s ten leading wheat producing  countries. fig. 7 shows the location of these countries. study figs 6 and 7 and answer the  questions on the page opposite. 2005 2007 2009 year20112040wheat production (million tonnes)6080100120 0germany (9)australia (6)india (2) russia (3) canada (7) kazakhstan (10)pakistan (8)usa (4) france (5)china (1) india (2)china (1) russia (3) canada (7)usa (4) france (5) kazakhstan (10)pakistan (8) fig. 6 0\u00b023\u00b0n 23\u00b0s13 10 28 695 4 key 4 = wheat producing country shown on fig. 67 fig. 7",
+            "13": "13 0460/21/m/j/15 \u00a9 ucles 2015 [turn over (a) (i) in 2011 india produced 87 million tonnes of wheat. use this information to complete  fig. 6. [1]   (ii) using fig. 6, identify two countries where wheat production decreased between 2009  and 2011.    1\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026             2\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026.. [2] (b) fig. 6 was designed to show the wheat production of the world\u2019s ten leading wheat producing  countries. give one advantage and one disadvantage of using fig. 6 to do this.   advantage  .. .  .. .   disadvantage  .. .  .. .[2]  (c) (i) using figs 6 and 7, identify two continents which do not have one of the ten leading  wheat producing countries.     1\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026             2\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026.. [1]   (ii) using fig. 7, which two of the following statements about the leading wheat producing  countries is correct? tick two boxes in the table. statement tick ( \u2713) most are in the tropics most are near the polesmost are in temperate latitudesmost are in the northern hemispheremost are in the southern hemispheremost are close to the equator  [2]  [total: 8 marks]",
+            "14": "14 0460/21/m/j/15 \u00a9 ucles 20156 fig. 8 shows an area where it is planned to build a new thermal power station. four possible sites  for the power station, a, b, c and d, are shown. n key km102 3possible power station site industrial zone main road riverbuilt up area (mainly residential)  sea port      t  t  tseacoal imports   park and recreation area coal mined ca ba fig. 8  (a) (i) measure the distance along the main road from where it crosses the river to the road  junction in the north east of the map.    . km [1]   (ii) what is the general direction of flow of the river? circle one correct answer below.    to the north east    to the north west    to the south east    to the south west [1]  (b) for each of the following factors, choose a suitable site for the power station. tick one box for  each factor and give a reason for your choice.   (i) transport site ab c d tick (\u2713) reason  ...  .. .[1]",
+            "15": "15 0460/21/m/j/15 \u00a9 ucles 2015  (ii) raw materials site ab c d tick (\u2713) reason  ...  .. .[1]   (iii) supply of cooling water site ab c d tick (\u2713) reason  ...  .. .[1]   (iv) room for expansion site ab c d tick (\u2713) reason  ...  .. .[1]   (v) disposal of waste ash site ab c d tick (\u2713) reason  ...  .. .[1]   (vi) least visual impact site ab c d tick (\u2713) reason  ...  .. .[1]  [total: 8 marks]",
+            "16": "16 0460/21/m/j/15 \u00a9 ucles 2015permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here 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 onl ine in the cambridge international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to do wnload at www.cie.org.uk after  the live examination series. cambridge international examinations is part of the cambridge assessment group. cambridge assessment is the brand name of unive rsity of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge.blank page"
+        },
+        "0460_s15_qp_22.pdf": {
+            "1": "this document consists of 15 printed pages, 1 blank page and 1 insert. dc (cw/sw) 95999/6 \u00a9 ucles 2015 [turn overcambridge international examinations cambridge international general certificate of secondary education *5044984413* geography  0460/22 paper 2 may/june 2015  1 hour 30 minutes candidates answer on the question paper. additional materials: ruler  protractor  plain paper  calculator 1:50 000 survey map extract is enclosed with this question paper. read these instructions first write your centre number, candidate number and name in the spaces provided. write in dark blue or black pen. y ou may use an hb pencil for any diagrams or graphs. do not use staples, paper clips, glue or correction fluid. do not write in any barcodes. answer all questions. the insert contains photographs a and b for question 3. the survey map extract and the insert are not required by the examiner. sketch maps and diagrams should be drawn whenever they serve to illustrate an answer. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question. the syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificat e.",
+            "2": "2 0460/22/m/j/15 \u00a9 ucles 20151 study the map extract for barwick estate, zimbabwe. the scale is 1:50 000.  (a) fig. 1 shows some of the features in the north east part of the map extract. study fig. 1 and  the map extract and answer the questions below. 55 56 57 58 59 60 61 5578798081 78798081 56 57 58 59 60 61rd c eba fig. 1   using the map extract, identify the following features shown on fig. 1:   (i) the type of road at a;  .. .[1]   (ii) feature b;  .. .[1]   (iii) feature c;  .. .[1]   (iv) the height of the land at d;  .. .[1]   (v) feature e.  .. .[1]",
+            "3": "3 0460/22/m/j/15 \u00a9 ucles 2015 [turn over (b) fig. 2a shows an area at barwick in the north west of the map extract and fig. 2b shows an  area at jackals loop in the south east of the map extract. study the two areas and answer the  questions below. 48798081 798081 49 5048 4 9 50 59646566 646566 60 6159 60 61 barwick jackals loop  fig. 2a fig. 2b   the table below compares the features of the two areas. complete the table by putting ticks in  the correct five boxes. use only one tick for each row. area in  fig. 2a  (barwick)area in  fig. 2b  (jackals loop)both of  these  areasneither of  these areas example: rivers\u2713 flat land steep land land over 1500 m bush tarred road  [5]",
+            "4": "4 0460/22/m/j/15 \u00a9 ucles 2015 (c) study fig. 3, which shows an area drained by the mukwadzi river in the west of the map. 48 4 9 50 51 52 48707172 707172 49 50 51 52mukwadzi fig. 3   (i) describe the mukwadzi river in the area shown on fig. 3.  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .[4]   (ii) describe the width of the river\u2019s flood plain in the area shown on fig. 3.  .. .[1]",
+            "5": "5 0460/22/m/j/15 \u00a9 ucles 2015 [turn over (d) look at the bridge over the mukwadzi river (490701) shown on fig. 3. a person travels from  this bridge along the road to another bridge over the small river at umvukwes view (508675).   (i) measure the distance that the person travels. give your answer in metres.    .. metres [1]   (ii) in which compass direction does the person travel?    .. [1]   (iii) measure the bearing from  the bridge over the mukwadzi river to the other bridge.    .. degrees [1]  (e) find the trigonometrical station at gase hill in the east of the map extract. give the six figure  grid reference of the trigonometrical station.   ... [2] [total: 20 marks]",
+            "6": "6 0460/22/m/j/15 \u00a9 ucles 20152 table 1 gives information about the settlement hierarchy in a rural area. table 1 settlement populationnumber convenience  storescomparison  storesprimary  schoolssecondary  schools a 9800 19 4 6 1 b 8100 13 6 5 1 c 5000 11 3 5 0 d 3800  6 4 2 0 e 2900  4 1 1 0 f 1800  6 3 2 0 g 1400  4 0 1 0 h  600  2 0 0 0 i  500  3 0 0 0 j  200  1 0 0 0  (a) (i) what is meant by the term settlement hierarchy   ?  .. .  .. .[1]   (ii) why is settlement a highest in the hierarchy?  .. .  .. .[1]   (iii) what is unusual about the position of settlement f in the hierarchy?  .. .  .. .[1]  (b) (i) using information from table 1 only, which one of the four services is the highest order  service?  .. .[1]   (ii) using information from table 1, what is the minimum population needed for a settlement  to have a primary school?  .. .[1]",
+            "7": "7 0460/22/m/j/15 \u00a9 ucles 2015 [turn over (c) (i) using information from table 1, plot the position of settlement c on fig. 4 below. [1] 005101520 1 2 3 4 5 population (thousands)number of convenience stores 6 7 8 9 10a b d ef g hi j fig. 4   (ii) describe the relationship between population and the number of convenience stores  shown on fig. 4.  .. .  .. .[1]  (d) using information from table 1 and fig. 4, how does the number of low order settlements  differ from the number of higher order settlements?  .. .  .. .[1] [total: 8 marks]",
+            "8": "8 0460/22/m/j/15 \u00a9 ucles 20153 photographs a and  b (insert) show the ishim river at astana in kazakhstan at different times of  the year.  (a) using information from the photographs only, suggest how the flow of the river will vary in  winter and summer. winter  ...   .. . summer  ... .  .. .[2]  (b) describe the features of the river and its channel shown in photograph a.  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .[3]",
+            "9": "9 0460/22/m/j/15 \u00a9 ucles 2015 [turn over (c) photograph a shows that the right bank of the river has been built with stone or brick. using  photograph a and your own knowledge, suggest why this has been done.  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .[3] [total: 8 marks]",
+            "10": "10 0460/22/m/j/15 \u00a9 ucles 20154 study figs 5 and 6, which give information about tropical storms. tropic of cancer equator tropic of capricorn track of tropical storm key fig. 5 20 15 10 5 0 rainfall (mm) per hour 35 30 25 20 9709759809859909951000 temperature (\u00b0c)pressure (mb)eye nw se wind direction pressure temperaturerainfall rainfall time timeeye fig. 6",
+            "11": "11 0460/22/m/j/15 \u00a9 ucles 2015 [turn over (a) using fig. 5, describe the general movement of tropical storms.  .. .  .. .  .. .  .. .  .. .  .. .[3]  (b) as a tropical storm passes, there is a time in the middle of the storm called the eye. use fig. 6  to describe how the following weather elements change as the eye of the storm passes. rainfall  . .  .. .  .. . wind direction  ...   .. .  .. . pressure  . ..  .. .  .. . temperature  ..  .. .  .. .[5] [total: 8 marks]",
+            "12": "12 0460/22/m/j/15 \u00a9 ucles 20155 fig. 7 shows the location of some of the main urban areas in the united kingdom, and figs 8  and 9 show the levels of the air pollutants nitrogen dioxide and sulfur dioxide. 0 100 km nmain urban areas newcastle teesside south coastedinburgh glasgow belfast liverpoolleeds manchester birmingham londonbristol cardiff fig. 7 0 100 km n0 100 km nhigh mediumkey lownitrogen dioxide pollution sulfur dioxide pollution  fig. 8 fig. 9",
+            "13": "13 0460/22/m/j/15 \u00a9 ucles 2015 [turn over (a) study figs 7 and 8. do you think that vehicles are likely to be a major source of nitrogen  dioxide pollution in the united kingdom? give evidence from figs 7 and 8 to support your answer.  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .[4]  (b) (i) describe the relationship between sulfur dioxide pollution shown on fig. 9 and the  distribution of urban areas shown on fig. 7.  .. .  .. .  .. .  .. .  .. .  .. .[3]   (ii) using your knowledge of pollution, suggest a likely source of the sulfur dioxide.  .. .[1] [total: 8 marks]",
+            "14": "14 0460/22/m/j/15 \u00a9 ucles 20156 fig. 10 gives information about volcanic activity on montserrat. 1 5 10 15 30 plymouthold airport&duu\u00b7v baylittle bay %udghv nnew airport10 04 kms\\urfodvwlf\u0003iorz ghsrvlwvkey vxpplw\u0003ri\u00036rxiulquh +loov\u00039rofdqr\u0003 wklfnqhvv\u0003ri\u0003dvk ghsrvlw\u0003lq\u0003fpa series of major eruptions  occurred on montserrat between  1995 and 1999. as a result  southern montserrat was  evacuated and the capital,  plymouth, abandoned. since then  an exclusion zone surrounding the  soufri\u00e8re hills volcano has been  in place. government offices and  major commercial activity are now  found in brades and the carr\u2019s  bay and little bay areas of north- west montserrat. montserrat\u2019s  tourist industry is now undergoing  a revival, with the volcano  representing one of the island\u2019s  main attractions. montserrat  offers a very rare opportunity to  witness an active volcano from a  safe distance. the exclusion zone  covers the south-eastern area of  the island, as well as extending  four kilometres off-shore along the  eastern coast. there are various  points where it is possible to view  the volcano and the destruction it  has brought to the island. fig. 10  (a) using information from fig. 10 only, explain each of the following:   (i) why the decision was taken to evacuate plymouth and make it part of the exclusion zone;  .. .  .. .  .. .  .. .[2]",
+            "15": "15 0460/22/m/j/15 \u00a9 ucles 2015  (ii) why hotel owners might think that the volcano brought both advantages and  disadvantages;  .. .  .. .  .. .  .. .[2]   (iii) why people in the north of the island might think that the volcano has benefitted them.  .. .  .. .  .. .  .. .[2]  (b) fig. 11 shows the location of montserrat. nkey 03 0 0 kmnorth american plate south american plate cocos platecaribbean platemontserratplate boundary plate movement sea fig. 11   using information from fig. 11 and your own knowledge, explain why montserrat is a volcanic  island.  .. .  .. .  .. .  .. .[2] [total: 8 marks]",
+            "16": "16 0460/22/m/j/15 \u00a9 ucles 2015blank page permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here 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 onl ine in the cambridge international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to do wnload at www.cie.org.uk after  the live examination series. cambridge international examinations is part of the cambridge assessment group. cambridge assessment is the brand name of unive rsity of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge."
+        },
+        "0460_s15_qp_23.pdf": {
+            "1": "this document consists of 15 printed pages, 1 blank page and 1 insert. dc (lk/sw) 95972/6 \u00a9 ucles 2015 [turn overcambridge international examinations cambridge international general certificate of secondary education *1391603277* geography  0460/23 paper 2 may/june 2015  1 hour 30 minutes candidates answer on the question paper. additional materials: ruler  protractor  plain paper  calculator 1:50 000 survey map extract is enclosed with this question paper. read these instructions first write your centre number, candidate number and name in the spaces provided. write in dark blue or black pen. y ou may use an hb pencil for any diagrams or graphs. do not use staples, paper clips, glue or correction fluid. do not write in any barcodes. answer all questions. the insert contains photographs a, b and c for question 2. the survey map extract and the insert are not required by the examiner. sketch maps and diagrams should be drawn whenever they serve to illustrate an answer. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [ ] at the end of each question or part question. the syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificat e.",
+            "2": "2 0460/23/m/j/15 \u00a9 ucles 20151 study the map extract, which is for rosenfels , zimbabwe. the scale is 1:50 000.   (a) fig. 1 shows some of the features in the north west part of the map extract.   study fig. 1 and the map extract and answer the questions below. dbe a c39 40 41 42 43 44 45 46 3996 9597989900 96 9597989900 40 41 42 43 44 45 46 fig. 1   using the map extract, identify the following features shown on fig. 1:   (i) the height of the land shown by feature a;  .. .[1]   (ii) feature b;  .. .[1]   (iii) feature c;  .. .[1]   (iv) the human feature d;  .. .[1]   (v) the natural feature at the surface of the small hill e.  .. .[1]",
+            "3": "3 0460/23/m/j/15 \u00a9 ucles 2015 [turn over (b) describe the relief feature named kezi in the area shown on fig. 2. 48 4 9 50 51 48 4 9 50 51919293 919293 fig. 2  .. .  .. .  .. .  .. .  .. .  .. .[3]  (c) study the two named rivers in the centre of the area, the mwewe and the babuli. the table   below compares features of the two rivers. complete the table by putting ticks ( \u2713) in the  correct four boxes. use only  one tick for each row. mwewe babuliboth of these  riversneither of  these rivers example \u2013 meander \u2713 rapids islands many tributaries \ufb02  ows from south east to north west  [4]",
+            "4": "4 0460/23/m/j/15 \u00a9 ucles 2015 (d) (i) state one piece of map evidence that suggests that farming is an important activity in  the south and west of the area in the map extract.  .. .  .. .[1]   (ii) fig. 3 shows two areas, a and b, in the south of the map extract. 41 42 43 44 41 42 43area a area b 44 4545 46469495 93 939495 fig. 3    study these areas and compare them under the headings in the table below. area a area b services present\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026 \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026 \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026. settlement pattern\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026 \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026 \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026  [3]  (e) (i) give the six figure grid reference of the spot height 1032 by the side of the tarred road in  the south east of the map extract.  .. .[1]",
+            "5": "5 0460/23/m/j/15 \u00a9 ucles 2015 [turn over  (ii) measure the distance in metres along the tarred road from the spot height 1032 to the  bridge over the babuli river to the north. circle the answer below which is nearest to your measurement.     1300 m            1600 m            1900 m            2200 m [1]  (iii)  calculate the gradient along the road between the spot height 1032 and the spot height   1044 that is 850 metres to the north of it.  .. .  .. .  .. .[1]   (iv) state the compass bearing along the cadastral boundary from the spot height 1032 to  the eastern edge of the map.    . degrees [1] [total: 20 marks]",
+            "6": "6 0460/23/m/j/15 \u00a9 ucles 20152 photographs a, b and c (insert) show some features of salt lake city in the usa.  (a) photograph a was taken in the central business district (cbd). give two pieces of evidence  for this. 1 .   .. . 2 .   .. .[2]  (b) using photographs a, b and c, describe ways in which the city planners have tried to reduce  traffic congestion and increase road safety in salt lake city.  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .[4]  (c) describe the relief of the site of salt lake city and the relief of the land around it, as shown  on photographs a, b and c. site .. ...  .. . land around ... .  ..  [2]  [total: 8 marks]",
+            "7": "7 0460/23/m/j/15 \u00a9 ucles 2015 [turn over3 fig. 4 shows earthquakes with magnitude (strength) of 5.0 and above on the richter scale that  occurred in one week in april 2013.  eurasian plate nazca plateafrican platenorth american plate south american platepacific plate indo- australian plate antarctic plate key plate boundary direction of plate movement earthquake (magnitude 5.0 and above on the                     richter scale)x fig. 4  (a) name the type of plate boundary at x.  .  [1]  (b) with reference to plate boundaries, describe the distribution of the earthquakes shown on   fig. 4.  .. .  .. .  .. .  .. .  .. .  .. .[3]",
+            "8": "8 0460/23/m/j/15 \u00a9 ucles 2015 (c)  fig. 5 shows an area of the south pacific ocean, together with information about the deepest  earthquake and shallowest earthquake that occurred in the week in april 2013. fig. 6 is a  section through the earth\u2019s crust on which the positions of earthquakes during the week have  been plotted. kermadec ocean trench pacific plateindo- australian platesouth pacific oceann new zealand0 200depth 349  km depth 10 km6.2 depth 349  km6.25.5 km plate boundary  / kermadec ocean trenchkey direction of plate movementearthquake location, depth of focus ehorz\u0003wkh\u0003vxuidfh\u0003ri\u0003wkh\u0003(duwk\u00b7v\u0003fuxvw\u0003\u000bnp\f and magnitude on the richter scale fig. 5 400 0 50 100 150 distance from the deepest earthquake (km)vxuidfh\u0003ri\u0003(duwk\u00b7v\u0003fuxvw key earthquake focusghswk\u0003ehorz\u0003vxuidfh\u0003ri\u0003(duwk\u00b7v\u0003fuxvw\u0003\u000bnp\f200 250 300300200100 3502501500 fig. 6",
+            "9": "9 0460/23/m/j/15 \u00a9 ucles 2015 [turn over  (i) the shallowest earthquake in the week occurred at a depth of 10 km and was 290 km  away from the deepest earthquake. use this information to plot the position of the shallowest earthquake on fig. 6. [1]   (ii) look at fig. 6. what is the relationship between the depth of the earthquakes and the  distance from the line of the kermadec trench?  .. .  .. .[1]   (iii)  use the information on figs 5 and 6 to name the type of plate boundary shown on fig. 5.  .. .[1]   (iv) name a process that is occurring along this plate boundary to cause earthquakes at  such different depths.  .. .[1]  [total: 8 marks]",
+            "10": "10 0460/23/m/j/15 \u00a9 ucles 20154 (a) fig. 7 shows information about the weather for one day in april 2014 at a place in sri lanka.  0.0000.5rainfall (mm) relative humidity (%) temperature (\u00b0c)rainfall (mm) relative humidity (%) temperature (\u00b0c) 6070809020253035 00.56070809020253035 04.00 08.00 12.00 hoursunrise16.00 20.00 24.00 sunset fig. 7   (i) use the information in table 1 to complete the temperature measurement on fig. 7. table 1 hour temperature (\u00b0c) 8.00 30 9.00 30.5  [1]   (ii) draw a bar on fig. 7 to show that 0.5 mm of rain fell between 12.00 and 13.00 hours. [1]",
+            "11": "11 0460/23/m/j/15 \u00a9 ucles 2015 [turn over  (iii) use the information in fig. 7 to complete the table below in the spaces provided. value hour(s) lowest temperature 26\u00b0c 24.00 highest temperature... \u00b0c .. daily temperature range... \u00b0c lowest humidity 60%between  11.00 and 12.00 highest humidity... % ..  [3]   (iv) explain the temperature variations shown on fig. 7.  .. .  .. .[1]   (v) use the data in fig. 7 to complete the following sentence: as temperature rises, the relative humidity [1]  (b) which of the data on fig. 7 was obtained using an instrument located outside the stevenson  screen?  .. .[1]  [total: 8 marks]",
+            "12": "12 0460/23/m/j/15 \u00a9 ucles 20155  study  table 2, which gives information about ivory coast, a country in tropical africa. table 2 region rainfall soils main agriculture northern half  of the countryheavy but unreliable from  june to october dry from november to may  and droughts occurlight and loose nomadic pastoralism southern half  of the countryrain in all months good quality clay mainly arable  (a) (i) three slopes in the southern half of the country with different land uses were found to  have different rates of soil erosion. the land uses on the three slopes were:     bare soil                           cultivation                           pasture    in the spaces provided in the table below, write the land use most likely to result in the  rate of erosion shown. rate of soil erosion (tonnes per year  per hectare)land use 90\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026.. 100\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026 140\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026..  [2]   (ii) explain how trees help to prevent soil erosion.  .. .  .. .  .. .  .. .[3]",
+            "13": "13 0460/23/m/j/15 \u00a9 ucles 2015 [turn over (b) use the information in table 2 to explain why soil erosion is likely to be a serious problem in  the northern half of the country.  .. .  .. .  .. .  .. .  .. .  .. .[3]  [total: 8 marks]",
+            "14": "14 0460/23/m/j/15 \u00a9 ucles 20156 fig. 8 shows the numbers employed in the shipbuilding industry of brazil between 2000 and 2011.  010 00020 00030 00040 00050 00060 000 10 000 020 00030 00040 00050 00060 000number of workers employed in shipbuilding in brazilnumber of workers employed in shipbuilding in brazil 2000 2001 2002 2003 2004 2005 year2006 2007 2008 2009 2010 2011 fig. 8  (a) (i) state the number of workers employed in the shipbuilding industry of brazil in 2007.  .. .[1]   (ii) using fig. 8, describe the changes in the numbers employed in shipbuilding in brazil  from 2000 to 2011. do not give a year by year account.  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .[4]",
+            "15": "15 0460/23/m/j/15 \u00a9 ucles 2015 (b) suggest one problem that the brazilian shipbuilding industry would have faced because of  the changes between 2000 and 2011.  .. .  .. .[1]  (c) suggest two reasons for the changes in the brazilian shipbuilding industry between 2000 and  2011.  .. .  .. .  .. .  .. .[2]  [total: 8 marks]",
+            "16": "16 0460/23/m/j/15 \u00a9 ucles 2015permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here 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 onl ine in the cambridge international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to do wnload at www.cie.org.uk after  the live examination series. cambridge international examinations is part of the cambridge assessment group. cambridge assessment is the brand name of unive rsity of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge.blank page"
+        },
+        "0460_s15_qp_41.pdf": {
+            "1": "this document consists of 18 printed pages, 2 blank pages and 1 insert. dc (nh/sw) 96710/7 \u00a9 ucles 2015 [turn over *5377969660* geography  0460/41 paper 4 alternative to coursework may/june 2015  1 hour 30 minutes candidates answer on the question paper. additional materials: calculator  ruler read these instructions first write your centre number, candidate number and name in the spaces provided. write in dark blue or black pen. y ou may use an hb pencil for any diagrams or graphs. do not use staples, paper clips, glue or correction fluid. do not write in any barcodes. answer all questions. the insert contains fig. 2 and table 4 for question 1, and photograph a, figs 7 and 10 and table 6 for  question 2. the insert is not required by the examiner. sketch maps and diagrams should be drawn whenever they serve to illustrate an answer. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [ ] at the end of each question or part question. the syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificat e.cambridge international examinations cambridge international general certificate of secondary education",
+            "2": "2 0460/41/m/j/15 \u00a9 ucles 20151 students from hyderabad, a city in india, were studying migration. in hyderabad there are many  it (information technology) and high-technology industries which attract migrants to this rapidly  growing city.  (a) fig. 1 below shows the employment structure of hyderabad and india overall. employment structure hyderabad india key primary secondary tertiary fig. 1   identify two differences between the employment structures of hyderabad and india. 1     .. . 2     .. .[2]  the students wanted to find out more about migration into two areas of hyderabad. jayabheri is  a new area on the edge of the city and begumpet is an older area nearer to the city centre. they  decided to test the following hypotheses: hypothesis 1:  the pattern of migration into the two areas is different. hypothesis 2: people who have moved into each area think that they are good places in  which to live.  (b) to test their hypotheses the students did a questionnaire survey with 50 people in each area.  name and describe a suitable sampling method to identify 50 people to survey. name of sampling method  .. .. description of method   ...  .. .[2]",
+            "3": "3 0460/41/m/j/15 \u00a9 ucles 2015 [turn over (c) the questionnaire is shown in fig. 2 (insert).   (i) explain  why the first question the students asked was \u2018have you migrated to live in this  area?\u2019.  .. .  .. .  .. .  .. .[2]    the results of question 2 are shown below. table 1 results of question 2 where did you migrate from when you came to hyderabad? migrants to jayabheri migrants to begumpet area of the worldnumber of  migrantsarea of the worldnumber of  migrants usa 34india (details shown below)29 europe 10 other asian countries 10 japan 4 usa 5india (details shown below)2 europe 4 australia 2 migrants to jayabheri migrants to begumpet indian statenumber of  migrantsindian statenumber of  migrants andhra pradesh 2 andhra pradesh 16 tamil nadu 5maharashtra 3gujarat 2rajasthan 2bihar 1",
+            "4": "4 0460/41/m/j/15 \u00a9 ucles 2015  (ii) use the results in table 1 to complete fig. 3a to show the number of migrants to  jayabheri from europe. [1]migration to hyderabad from different areas of the world keyusausa australiajapan other asian countries indiaindiaeurope migrants to begumpetmigrants to jayabherihyderabad scale: number of migrants 0 5 1015 20 fig. 3a",
+            "5": "5 0460/41/m/j/15 \u00a9 ucles 2015 [turn over  (iii) use the results in table 1 (on page 3) to complete fig. 3b to show the number of migrants  to begumpet from tamil nadu. [1] migration to hyderabad from states in india hyderabad 1 migrant to jayabheri 1 migrant to begumpethh key 0 250 kmn gujaratrajasthan bihar maharashtra andhra pradesh tamil nadu fig. 3b   (iv) give one advantage of using the map in fig. 3b to show these results.  .. .  .. .[1]",
+            "6": "6 0460/41/m/j/15 \u00a9 ucles 2015  (v) the results of question 3 are shown below. table 2 results of question 3 how long have you lived in this area? length of time jayabheri begumpet less than 6 months 9 2 6 months to 1 year 12 3 1 to 2 years 27 7 2 to 4 years 2 11 more than 4 years 0 27    use these results to complete the graph below. [2] 0 10 20 30 40 50 0 10 20 30 40 50jayabheri begumpetless than 6 months 6 months to 1 year 1 to 2 years 2 to 4 years more than 4 yearskey fig. 4",
+            "7": "7 0460/41/m/j/15 \u00a9 ucles 2015 [turn over  (vi) the results of question 4 are shown below. table 3 results of question 4 why did you move to live in this area? reason jayabheri begumpet transferred by the company i work for 43 3 moved to find work in the city 42 1 moved for a better home 2 20 to live near relatives 1 6    use these results to complete the graph below. [2] 0102030 number of answers4050work transfer by companyfind work in the citybetter homelive near relative sjayabheri begumpetkey fig. 5",
+            "8": "8 0460/41/m/j/15 \u00a9 ucles 2015  (vii) do the results of questions 2, 3 and 4 support hypothesis 1 : the pattern of migration into  the two areas is different ? support your conclusion with evidence from figs 3a, 3b, 4 and 5.  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .[5]  (d) (i) the students grouped the answers they received to question 5 in the questionnaire. the  benefits and problems are shown in table 4 (insert). use these results to complete fig. 6 opposite. [2]   (ii) under which benefit or problem would the following answers be included? tick ( \u2713) your  choice in the table below each answer.    1 i can quickly go back to the head office of my company in the usa. benefit tick ( \u2713) easy access to the airporteasy access to the out-of-town shopping mallseasy access to shops in the city centre     2 there is a large fence around the estate and everyone who comes in must have a  resident permit or a visitor pass. benefit tick ( \u2713) peaceful area away from traffic and crowdslarge modern house for the familya secure housing area for the family to live in     3 since the new factories have opened the increase in lorries and trucks makes it slower  to travel on the roads. problem tick ( \u2713) traffic congestion caused by local industriesnoise from the new airportnoise and fumes from traffic to the local industries[3]",
+            "9": "9 0460/41/m/j/15 \u00a9 ucles 2015 [turn overresults of question 5 what are the main benefits and problems of living in this area? 00jayabheri 10 10 20 20 30 30 large modern house for the familybenefit benefitproblem problemnoise from the new airport traffic congestion caused by local industries lack of jobs caused by local airport being closed local shops and services closing down difficult to sell apartments when prices are falling noise and fumes from traffic to local industriesa secure housing area for the family to live in peaceful area away from traffic and crowds access by the ring road to the high-tech industrial area easy access to the airport easy access to the out-of-town shopping malls 00begumpet 10 10 20 20 30 30 an apartment which is affordable jobs nearby in local industries friendly local community easy access to shops in the city centre fig. 6",
+            "10": "10 0460/41/m/j/15 \u00a9 ucles 2015  (iii) the students made the conclusion that fig. 6 supported hypothesis 2  more in one area  than the other.  hypothesis 2 was people who have moved into each area think that  they are good places in which to live . tick below the area which shows more support  for hypothesis 2. explain why you made this conclusion using evidence from fig. 6 and table 4. tick (\u2713) jayabheri \u2013 new area on the edge of the citybegumpet \u2013 older area nearer to the city centre  .. .  .. .  .. .  .. .[3]  (e) in other areas of hyderabad people live in poor housing conditions or squatter settlements.  the students did another fieldwork study to investigate housing and service provision in these areas. describe methods other than a questionnaire survey  to investigate housing  and service provision.  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .[4]  [total: 30 marks]",
+            "11": "11 0460/41/m/j/15 \u00a9 ucles 2015 [turn overplease turn page for question 2",
+            "12": "12 0460/41/m/j/15 \u00a9 ucles 20152 a group of students were planning fieldwork on a local beach. one of the students drew a sketch  map of the area which is shown in fig. 7 (insert).  the students wanted to investigate the action of longshore drift on the beach, and whether  longshore drift could be reduced by groynes.  groynes are structures built out into the sea to stop or slow down longshore drift.   groynes are shown in photograph a (insert).  (a) explain why their teacher suggested the following safety precautions before the students  began their fieldwork.   1 check the times of high and low tide.  .. .  .. .   2 check the weather forecast for the area.  .. .  .. .   3 make sure that their cell (mobile) phone is fully charged.  .. .  .. .[3]  (b) (i) the students had learned that the direction of longshore drift is usually related to the  prevailing wind direction.    describe a simple method the students could use to work out the prevailing wind direction  at the beach.  .. .  .. .  .. .  .. .[2]",
+            "13": "13 0460/41/m/j/15 \u00a9 ucles 2015 [turn over  (ii) movement of pebbles and sand along the coast is by longshore drift. this is shown in  fig. 8 below. 12 3beachprevailing wind direction seaxxx xx xx46 5 7 movement of pebblepositions of pebblekey 1 \u2013 7 fig. 8    which one of the following do the lines labelled x on fig. 8 show?    tick your answer in the table below. [1] tick (\u2713) wave crests approaching the beach direction of the tides warm water currents   (iii) explain the process of longshore drift shown on fig. 8.  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .[4]",
+            "14": "14 0460/41/m/j/15 \u00a9 ucles 2015 the students decided to investigate the following hypotheses in the area shown in fig. 7 (insert)  where part of the coastline is protected by groynes.  hypothesis 1:   more longshore drift takes place on the unprotected coastline than on the protected  coastline.  hypothesis 2:  groynes reduce the movement of material along a beach.  (c) (i) to test hypothesis 1 , the students dropped an orange into the sea at the water\u2019s edge  at each of the six sites shown on fig. 7. they marked the starting position with a ranging pole and measured the distance the orange moved along the beach in 5 minutes. the students did the test three times at each site. the results are shown in table 5 below. table 5 results of test to investigate longshore drift area of  beachsitedistance travelled in 5 minutes (m) average  distance  travelled  (m)test 1 test 2 test 3 protected  coastline1 7.2 7.3 7.4 7.3 2 8.0 8.3 8.2 8.23 7.5 7.1 7.4 7.3 unprotected  coastline4 9.6 9.8 10.1 9.8 5 11.0 11.2 10.8 11.0 6 12.6 12.2 12.5 12.4    complete fig. 9 opposite by plotting the distance that the orange moved in tests 2 and 3  at site 5. [2]",
+            "15": "15 0460/41/m/j/15 \u00a9 ucles 2015 [turn over6123456site 7 8 9 10 distance travelled in 5 minutes (m)unprotected coastline protected coastline 11 12 13 fig. 9   (ii) what conclusion would the students make to hypothesis 1 : more longshore drift takes  place on the unprotected coastline than on the protected coastline ? support your answer  with results from fig. 9 and table 5.  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .[4]",
+            "16": "16 0460/41/m/j/15 \u00a9 ucles 2015  (iii) one student wanted to check that the results were reliable so she suggested that the  fieldwork was repeated on another day. how might the following affect the results: \u0081 wind direction;  .. .  .. .  .. .  .. . \u0081 strength of the wind?  .. .  .. .  .. .  .. .[4]  (d) to test hypothesis 2:  groynes reduce the movement of material along a beach, the students  measured the height of each groyne above the beach. they did this at three points along  each groyne. this technique is shown in fig. 10 (insert)  and their results are shown in table 6  (insert).   (i) use the results in table 6 to complete fig. 11 below by plotting the average height of  groyne d above the beach on both the south and north sides. [2] average height of groyne above beach (m)2 3 agroyne agroyne bgroyne cgroyne d south sidenorth sideb south sidenorth sidec south sidenorth sided south sidenorth side10m 2 310m b e a c hb e a c hb e a c h beachbeachb e a c h fig. 11",
+            "17": "17 0460/41/m/j/15 \u00a9 ucles 2015 [turn over  (ii) the students\u2019 conclusion for hypothesis 2 : groynes reduce the movement of material  along a beach , was that the hypothesis was correct. what evidence in fig. 11 supports  their conclusion?  .. .  .. .[1]   (iii) explain why the beach is at a different height on the south and north side of the groynes.  .. .  .. .[1]   (iv) suggest two ways that the students could have improved the reliability of their results for  hypothesis 2 . 1     .. . 2     .. .[2]",
+            "18": "18 0460/41/m/j/15 \u00a9 ucles 2015 (e) as an extra piece of fieldwork some students did an investigation to compare beach profiles  in different areas of coastline. describe how they would measure a beach profile using the following equipment:    \u0081 two ranging poles    \u0081 a clinometer   \u0081 a tape measure   y ou may draw a diagram as part of your answer.  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .      [4]  [total: 30 marks]",
+            "19": "19 0460/41/m/j/15 \u00a9 ucles 2015blank page",
+            "20": "20 0460/41/m/j/15 \u00a9 ucles 2015permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here 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 onl ine in the cambridge international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to do wnload at www.cie.org.uk after  the live examination series. cambridge international examinations is part of the cambridge assessment group. cambridge assessment is the brand name of unive rsity of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge.blank page"
+        },
+        "0460_s15_qp_42.pdf": {
+            "1": "this document consists of 13 printed pages, 3 blank pages and 1 insert. dc (st/cgw) 96714/6 \u00a9 ucles 2015 [turn overcambridge international examinations cambridge international general certificate of secondary education *5018367870* geography  0460/42 paper 4 alternative to coursework may/june 2015  1 hour 30 minutes candidates answer on the question paper. additional materials: calculator  ruler read these instructions first write your centre number, candidate number and name in the spaces provided. write in dark blue or black pen. y ou may use an hb pencil for any diagrams or graphs. do not use staples, paper clips, glue or correction fluid. do not write in any barcodes. answer all questions. the insert contains figs 1 and 3 and tables 1 and 2 for question 1, and figs 5 and 6, table 4 and  photograph a for question 2. the insert is not required by the examiner. sketch maps and diagrams should be drawn whenever they serve to illustrate an answer. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [ ] at the end of each question or part question. the syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificat e.",
+            "2": "2 0460/42/m/j/15 \u00a9 ucles 2015blank page",
+            "3": "3 0460/42/m/j/15 \u00a9 ucles 2015 [turn over1 students in mar del plata, a large tourist resort in argentina, were interested in the effects of  tourism on the city and how these varied between the summer tourist season and winter when there were fewer tourists.   their two hypotheses were: hypothesis 1: the advantages of tourism are greater than the disadvantages.  hypothesis 2: the amount of traffic is greater in summer than in winter because of tourism.  (a) the students decided to use a questionnaire to investigate hypothesis 1 .    this is shown in fig. 1 (insert).    (i) they showed the questionnaire to their teacher who suggested that before they used it  with people they should first ask them if they lived in mar del plata.    why do you think the teacher made this suggestion?   .. .  .. .  .. .  .. .[2]   (ii) name and describe one sampling method to select 150 residents of mar del plata to  complete the questionnaire. name of sampling method:  ...description:  . ..  .. .[2]   (iii) give two advantages of sampling. 1     .. . 2     .. .[2]",
+            "4": "4 0460/42/m/j/15 \u00a9 ucles 2015 (b) the answers to question 1: what do you think are the main advantages of tourism in mar del  plata? and question 2: what do you think are the main disadvantages of tourism in mar del  plata? are shown in table 1 (insert).    (i) use the results shown in table 1 to complete figs 2a below and 2b opposite.  [2] residents\u2019 answers to question 1 on the questionnaire 020 more jobs are created for local peopleopportunities for local people to earn moneylocal roads are repaired by the city authoritesbetter public transportthe streets are cleaned every daymore shops which sell different types of goodslocal farmers can sell their fruit and vegetables406080 number of residents100120140 fig. 2a",
+            "5": "5 0460/42/m/j/15 \u00a9 ucles 2015 [turn overresidents\u2019 answers to question 2 010 increase in litter in the streetsmore noise late in the evening traffic congestion on the local roadshigher prices are charged in shopsmore crime and disturbance203040number of residents5060708090 fig. 2b   (ii) what conclusion can you make about hypothesis 1: the advantages of tourism are  greater than the disadvantages ? support your decision with evidence from table 1 and  figs 2a and 2b.   .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .[4]",
+            "6": "6 0460/42/m/j/15 \u00a9 ucles 2015  (iii) residents of mar del plata identified \u2018more jobs are created for local people\u2019 and  \u2018opportunities for local people to earn money\u2019 as the main advantages of tourism.     explain why these are important for residents.  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .[4]  (c)  traffic congestion was identified as a disadvantage of tourism. the students then investigated  hypothesis 2: the amount of traffic is greater in summer than in winter because of tourism.   to investigate the hypothesis the students did a traffic survey at two locations, x and y, shown  on fig. 3 (insert). the students collected their data in summer and used data collected by another group of geography students the previous winter for comparison.    (i) which one of the following describes the data used by these students but not collected  by them? circle your answer. [1] biased data   primary data   raw data   secondary data   (ii) suggest three  ways in which the students could make sure that the traffic survey data  which they collected was reliable. 1     .. . 2     .. . 3     .. .[3]",
+            "7": "7 0460/42/m/j/15 \u00a9 ucles 2015 [turn over  (iii) the results of the traffic survey are shown in table 2 (insert). use these results to  complete fig. 4a, below.  [2] 050 08.00 - 08.1510.00 - 10.1512.00 - 12.1514.00 - 14.15 timesummer winterkeytraffic survey results at location x 16.00 - 16.1518.00 - 18.15100150200number of vehicles250300350400 fig. 4a 050 08.00 - 08.1510.00 - 10.1512.00 - 12.1514.00 - 14.15 timesummer winterkeytraffic survey results at location y 16.00 - 16.1518.00 - 18.15100150200number of vehicles250300350400 fig. 4b",
+            "8": "8 0460/42/m/j/15 \u00a9 ucles 2015  (iv) the students made the following conclusions about hypothesis 2:  the amount of traffic  is greater in summer than in winter because of tourism.    the hypothesis is true at location x.    the hypothesis is false at location y.    support both of these conclusions with evidence from figs 4a and 4b.   location x  .. .  .. .  .. .  .. .    location y  .. .  .. .  .. .  .. .[4]   (v) look again at fig. 3 (insert). suggest why the results varied between locations x and y.   .. .  .. .  .. .  .. .[2]",
+            "9": "9 0460/42/m/j/15 \u00a9 ucles 2015 [turn over (d) some students decided to extend their fieldwork by finding out about methods of transport  used to travel to the city. three questions were suggested which are shown below. question question 1 what type of car do you drive?2 have you come here by car?3 how have you travelled to the city?   the students decided that only question 3 was suitable to ask people. explain why the other  two questions were rejected. question 1  .. .  .. . question 2 .. .  .. .[2] [total: 30 marks]",
+            "10": "10 0460/42/m/j/15 \u00a9 ucles 20152 students were planning fieldwork on a local pebble beach. the students wanted to investigate  beach profiles and the action of longshore drift on the beach. fig. 5 (insert) shows the profiles of two beaches, one shaped by constructive waves and one shaped by destructive waves.   (a) before the students began their fieldwork their teacher suggested that they needed to prepare  for their visit to the beach.   use arrows to match the statements in columns p and q in the tables below which show  examples of preparations that were made. pq check the times of high tideto wear appropriate clothing and  take sunblock work in groups of three or fourto communicate with their teacher  if they have a problem charge up their mobile (cell)  phoneto know when it will be safe to  make measurements on the beach check the weather forecastto complete all their tasks and  check their measurements[3]  the students decided to investigate the following hypotheses: hypothesis 1:  the local beach is shaped by constructive waves.   hypothesis 2: longshore drift along the beach is from west to east.  (b) the students had learned that beach profiles can be different if affected by constructive or  destructive waves.    tick (\u2713) the correct statement to complete each of the following sentences about the two  types of wave.          in a constructive wave  tick (\u2713) backwash is stronger than swashbackwash and swash are of equal strengthswash is stronger than backwash   the wave frequency of a destructive wave is  tick (\u2713) less than 13 waves per minuteexactly 13 waves per minutemore than 13 waves per minute [2]",
+            "11": "11 0460/42/m/j/15 \u00a9 ucles 2015 [turn over (c) (i) describe a method the students could use to measure wave frequency.  .. .  .. .  .. .  .. .  .. .  .. .[3]   (ii) the results of the students\u2019 measurements are shown in table 3 below.  table 3  results of students\u2019 measurements measurement number waves per minute 1728374956687781 098 10 6 average    calculate the average number of waves per minute. insert your answer into table 3.  [1]",
+            "12": "12 0460/42/m/j/15 \u00a9 ucles 2015 (d) fig. 6 (insert) shows a method of measuring a beach profile.    (i) describe the method shown.  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .[4]   (ii) the students used their measurements to complete the beach profile shown in fig. 7  below. low water markdistance from low water mark (m)beach profile c l i f f   30 25 40 35 20 15 10 5 0 fig. 7",
+            "13": "13 0460/42/m/j/15 \u00a9 ucles 2015 [turn over   the students decided that hypothesis 1:  the local beach is shaped by constructive  waves  was correct. why did the students reach this decision? support your answer with  evidence from table 3 and fig. 7. look again at fig. 5 (insert) to help you to answer.  .. .  .. .  .. .  .. .  .. .[3]  (e) (i) movement of pebbles along the beach is by longshore drift. the students had learned  that the direction of longshore drift is usually related to the wind direction.     describe a simple method the students could use to work out the wind direction at the  beach.   .. .  .. .  .. .  .. .[2]   (ii) to investigate hypothesis 2:  longshore drift along the beach is from west to east ,  the students stretched a tape measure along the beach near to the sea and randomly  selected 20 pebbles every 20 metres. they then measured the length of the pebbles and  calculated the average length at each point. their results are shown in table 4 (insert).     use these results to plot the average length of pebbles at 0 m and 240 m on fig. 8 below.  [2] 0.02.0 0 50 100 150results of pebble measurements 200 250 300 distance along beach (m) average length of 20 pebbles (cm)west keyeast4.06.08.0average length of pebbles (cm)10.0 fig. 8",
+            "14": "14 0460/42/m/j/15 \u00a9 ucles 2015  (iii) smaller and lighter pebbles are carried more easily by waves than large heavy pebbles,  so smaller pebbles are often carried further by longshore drift. do these results support hypothesis 2:  longshore drift along the beach is from west to east ? use evidence from  fig. 8 and table 4 to support your answer.   .. .  .. .  .. .  .. .  .. .  .. .[3]   (iv) describe another method the students could have used to measure longshore drift along  the beach.  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .[4]  (f) cliffs at the back of a nearby beach are shown in photograph a (insert).    suggest reasons why there is rock debris at the base of the cliffs.  .. .  .. .  .. .  .. .  .. .  .. .[3]   [total: 30 marks]",
+            "15": "15 0460/42/m/j/15 \u00a9 ucles 2015blank page",
+            "16": "16 0460/42/m/j/15 \u00a9 ucles 2015blank page permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here 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 onl ine in the cambridge international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to do wnload at www.cie.org.uk after  the live examination series. cambridge international examinations is part of the cambridge assessment group. cambridge assessment is the brand name of unive rsity of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge."
+        },
+        "0460_s15_qp_43.pdf": {
+            "1": "this document consists of 15 printed pages, 1 blank page and 1 insert. dc (st/jg) 96719/6 \u00a9 ucles 2015 [turn overcambridge international examinations cambridge international general certificate of secondary education *5786934216* geography  0460/43 paper 4 alternative to coursework may/june 2015  1 hour 30 minutes candidates answer on the question paper. additional materials: calculator  ruler read these instructions first write your centre number, candidate number and name in the spaces provided. write in dark blue or black pen. y ou may use an hb pencil for any diagrams or graphs. do not use staples, paper clips, glue or correction fluid. do not write in any barcodes. answer all questions. the insert contains photographs a and b, table 1 and figs 1 and 4 for question 1, and fig. 7 for question 2. the insert is not required by the examiner. sketch maps and diagrams should be drawn whenever they serve to illustrate an answer. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [ ] at the end of each question or part question. the syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificat e.",
+            "2": "2 0460/43/m/j/15 \u00a9 ucles 20151 students in southern usa read a newspaper report about pollution in a local river. they decided  to do some fieldwork to investigate this. however, before they started their fieldwork, their teacher warned them about the possible dangers of working in polluted water. she also suggested some precautions they might take to protect themselves.  (a) (i) suggest two dangers which their teacher may have warned them about when working in  polluted water, and suggest how they might protect themselves whilst testing the level of pollution in the river. danger 1  . ..  .. . protection  ... ...  .. . danger 2  . ..  .. . protection  ... ...  .. .[4]   (ii) first the students did a visual survey of the river. suggest two ways that they would be  able to see from the river bank if the river was polluted.  1     .. . 2     .. .[2]",
+            "3": "3 0460/43/m/j/15 \u00a9 ucles 2015 [turn over (b) the students agreed on two hypotheses to investigate.    hypothesis 1:  water pollution increases as you go downstream.   hypothesis 2: the biotic index decreases as you go downstream.   the biotic index is a way of measuring water pollution by looking at the animals that live in the  river.   to measure the level of water pollution the students decided to measure ph and oxygen  levels in the river and do a simple foam test.    \u0081  ph is a measure of the acidity of water. the ph score decreases as water becomes more  acidic. more acidic water means that pollution is more likely.   \u0081  the oxygen level of water decreases as it becomes more polluted.     the students used a digital meter to measure the ph of the water. this meter is shown in  photograph a (insert).    (i) describe two ways in which the students could make sure that their measurements were  reliable.  1     .. . 2     .. .[2]   (ii) to measure the oxygen level and to do the foam test the students took samples of  river water back to school. one student described the classroom tests in her fieldwork notebook. this is shown in fig. 1 (insert).    suggest two reasons why these two tests may not be as reliable as using a digital meter.  1     .. . 2     .. .[2]",
+            "4": "4 0460/43/m/j/15 \u00a9 ucles 2015  the students made the three measurements at five sites downstream. the results of their  fieldwork are shown in table 1 (insert).    fig. 2, below, shows how ph values change downstream. 0 0 5 10 15 20 25 301234567 ph value distance downstream from river source (km)ph changes downstream fig. 2  ",
+            "5": "5 0460/43/m/j/15 \u00a9 ucles 2015 [turn over  (iii) use the results in table 1 (insert) to complete fig. 3 below. [2] 10 9 8 7 6 5 4 3 2 1 0 00 10 20 30 40 50 6051 1 2 1 18 25distance downstream from source (km)time taken for dye to disappear (days) time taken for foam to disappear (minutes)results of fieldwork fig. 3   (iv) do the results shown in figs 2 and 3 support hypothesis 1:  water pollution increases  as you go downstream ? use data to support your conclusion.  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .[4]",
+            "6": "6 0460/43/m/j/15 \u00a9 ucles 2015  (v) suggest two reasons why water pollution levels may vary along a river. 1     .. . 2     .. .[2]  (c) to investigate hypothesis 2: the biotic index decreases as you go downstream , the students  did the investigation described in fig. 4 and shown in photograph b (insert) at the five sites along the river.    (i) before the students began working at the five fieldwork sites they did a pilot study at a  place on the river near to their school. give two advantages of doing a pilot study.  1     .. . 2     .. .[2]    (ii) explain why the students disturbed the river bed when carrying out the fieldwork.  .. .  .. .[1]    (iii) explain why the students needed to identify the different types of animals found at each  site while sampling.  .. .  .. .[1]",
+            "7": "7 0460/43/m/j/15 \u00a9 ucles 2015 [turn over (d) fig. 5 below shows the students\u2019 recording sheet for site 3. they recorded their results using a  tally method.    (i) complete fig. 5 below by recording the following information using the tally method.   type of animal species number found scud 2dragonfly 5 [1] recording sheet for site 3 group 1biotic  scorenumber  foundgroup 2biotic  scorenumber  foundgroup 3biotic  scorenumber  found caddisfly 10 \u2013 sowbug 8 /// midgefly 5 / mayfly 10 \u2013 damselfly 7 // blackfly 5 / stonefly 10 \u2013 crayfish 7 /// mosquito 4 \u2013 water penny 10 \u2013 clam 6 \u2013 snail 4 \u2013riffle beetle  9 / scud 6 leech 2 \u2013 dobsonfly  9 \u2013 dragonfly 6 aquatic worm 1 \u2013 fig. 5   (ii) calculate the total biotic score for dragonfly at site 3 in table 2 below. the total biotic  score is calculated by multiplying the biotic score of a species by the number of this species found. [1] table 2 biotic index scores at site 3 speciesbiotic score of  speciesnumber of each  species foundtotal biotic score  riffle beetle 9  1   9 sowbug 8  3  24damselfly 7  2  14crayfish 7  3  21scud 6  2  12dragonfly 6  5midgefly 5  1   5blackfly 5  1   5total 18 120",
+            "8": "8 0460/43/m/j/15 \u00a9 ucles 2015  (iii) table 3 below shows a summary of the students\u2019 results at the 5 sites.    the average biotic index score is the total biotic score divided by the number of animals. table 3 students\u2019 biotic index results unpolluted quality of water very polluted group 1 species group 2 species group 3 speciesaverage biotic index  score at the site site 1 10  6 0 136/16 = 8.5 site 2  8  9 0 134/17 = 7.9 site 3  1 15 2 120/18 = 6.7 site 4  0 11 5 100/16 = 6.3 site 5  0  9 7  91/16 = 5.7    use the results in table 3 to plot the average biotic index score for sites 3 and 5 on fig. 6  below. site 3 is 18 km downstream and site 5 is 25 km downstream. [2] 0 0 5 10 15 20 25 30123456789average biotic index distance from river source (km)how the biotic index changes downstream fig. 6",
+            "9": "9 0460/43/m/j/15 \u00a9 ucles 2015 [turn over  (iv) the students came to the conclusion that hypothesis 2: the biotic index decreases as  you go downstream was correct. what evidence from table 3 and fig. 6 supports their  conclusion?  .. .  .. .  .. .  .. .[2]   (v) look again at fig. 4 and table 3. how does the data about animal species in table 3 also  show that the water becomes more polluted downstream?  .. .  .. .  .. .  .. .[2]   [total: 30 marks]",
+            "10": "10 0460/43/m/j/15 \u00a9 ucles 20152 six students in mumbai, india, wanted to find out more about people who lived in an area of the  city. this was an area of squatter houses which had been improved during the previous 30 years by residents with help from the local authority.  they decided to investigate the following hypotheses:  hypothesis 1:  most families moved to mumbai for employment.   hypothesis 2:   there are more benefits than problems for those living in the area of squatter  houses.   the students decided that the best way to test their hypotheses was to ask some people who lived  in the area to answer a questionnaire.   (a) their first task was to produce their questionnaire, which is shown in fig. 7 (insert).   (i) the students then had to decide on a suitable sample size of people to answer their  questionnaire. one student suggested a sample of 20 people; another student suggested a sample of 500 people. these suggestions were not approved by their teacher.     explain why:  a sample of 20 people is too small;  ... .. .  .. . a sample of 500 people is too big. .  .. .  .. .[2]   (ii) describe a sampling method for how the students could choose 100 people to complete  the questionnaire. explain why you have chosen this method. name of sampling method   description of method  ... .. . explanation for choice  ... .. .  .. .[3]   (iii) the students considered including more questions in their questionnaire, but decided  not to.     suggest two other questions they could have used to find out more about migration to  the squatter settlement. 1     .. . 2     .. .[2]",
+            "11": "11 0460/43/m/j/15 \u00a9 ucles 2015 [turn over (b) the results of question 1 in the questionnaire are shown in table 4 below.  table 4 answers to question 1:  what was the main reason you moved to live here? reason givenpercentage  of residents to look for work  31 get a job to earn money to look after my family  23 to give my children the chance to go to school  13 better living conditions than where i lived in the  countryside  5 this is the only house i could afford  10 to join other members of the family  18 total number of answers 100   (i) use the results in table 4 to complete fig. 8 below. [2] answers to question 1 what was the main reason you moved to live here? to look for work get a job to earn money  to look after my family this is the only house i could afford to join other members of the familyto give my children the chance to go to school better living conditions than where i lived in the countrysidekey0 % 10 20 30 40 5060708090 fig. 8 ",
+            "12": "12 0460/43/m/j/15 \u00a9 ucles 2015  (ii) do these results support hypothesis 1:  most families moved to mumbai for employment ?  support your answer with evidence from table 4 and fig. 8.  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .[4]  (c) to investigate hypothesis 2:  there are more benefits than problems for those living in the  area of squatter houses , the students included questions 2 and 3 in the questionnaire. the  results of these questions are recorded in table 5 below.  table 5  answers to question 2: what are the main benefits of living here?  and question 3: what are the main problems of living here? benefits number self-help schemes to improve houses  58clean water brought to houses through pipes  56jobs in local factories and workshops  44new schools built for older children  40 safe electricity supply from underground cables  39clinics built to care for children and older people  33total 270   problems number open drains and sewers which attract rats  64house is too small with too few rooms  57 risk of flooding  53disease spreads quickly in unhygienic conditions  47danger of fire  36jobs are poorly paid and working hours are long  29lack of privacy because houses are close together  25total 311",
+            "13": "13 0460/43/m/j/15 \u00a9 ucles 2015 [turn over  (i) use the results in table 5 to complete figs 9 and 10 below.   [2] results of question 2 what are the main benefits of living here? self-help schemes to improve houses clean water brought to houses through pipes jobs in local factories and workshops new schools built for older children safe electricity supply from underground cables clinics built to care for children and older people 01 0 2 0 3 0 4 0 5 0 6 0 7 0 number fig. 9 results of question 3 what are the main problems of living here? open drains and sewers which attract rats house is too small with too few rooms risk of flooding disease spreads quickly in unhygienic conditions danger of fire jobs are poorly paid and working hours are long lack of privacy because houses are close together 01 0 2 0 3 0 4 0 5 0 6 0 7 0 number fig. 10",
+            "14": "14 0460/43/m/j/15 \u00a9 ucles 2015  (ii) two of the problems suggested in table 5 are \u2018danger of fire\u2019 and \u2018risk of flooding\u2019. explain  why these are common problems in a squatter settlement. danger of fire  ... .  .. .  .. .  .. . risk of flooding  . .  .. .  .. .  .. .[4]   (iii) do the answers to questions 2 and 3 support hypothesis 2:  there are more benefits  than problems for those living in the area of squatter houses ?     explain your conclusion by using data from figs 9 and 10 and table 5.  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .[4]  (d) suggest three  difficulties of doing fieldwork in a squatter settlement. 1     .. . 2     .. . 3     .. .[3]",
+            "15": "15 0460/43/m/j/15 \u00a9 ucles 2015 (e) two other students decided to extend their fieldwork and investigate housing conditions in the  area.    describe how they could collect information but do not include a questionnaire.  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .[4] [total: 30 marks]",
+            "16": "16 0460/43/m/j/15 \u00a9 ucles 2015blank page permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here 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 onl ine in the cambridge international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to do wnload at www.cie.org.uk after  the live examination series. cambridge international examinations is part of the cambridge assessment group. cambridge assessment is the brand name of unive rsity of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge."
+        },
+        "0460_w15_qp_11.pdf": {
+            "1": "this document consists of 28 printed pages and 1 insert. dc (cw/sw) 98318/5 \u00a9 ucles 2015 [turn overcambridge international examinations cambridge international general certificate of secondary education *6205074481* geography  0460/11 paper 1 october/november 2015  1 hour 45 minutes candidates answer on the question paper. additional materials: ruler  calculator read these instructions first write your centre number, candidate number and name in the spaces provided. write in dark blue or black pen. y ou may use an hb pencil for any diagrams or graphs. do not use staples, paper clips, glue or correction fluid. do not write in any barcodes. write your answer to each question in the space provided. if additional space is required, you should use the lined pages at the end of this booklet. the question number(s)  must be clearly shown. answer three  questions. the insert contains photographs a, b and c for question 3 and fig. 12 for question 6. the insert is not required by the examiner. sketch maps and diagrams should be drawn whenever they serve to illustrate an answer. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [ ] at the end of each question or part question. the syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificat e.",
+            "2": "2 0460/11/o/n/15 \u00a9 ucles 2015question 1 1 (a) study fig. 1, population pyramids for jamaica and barbados, islands in the caribbean. 75 and over 70\u201374 65\u201369 60\u201364 55\u201359 50\u201354 45\u201349 40\u201344 35\u201339 30\u201334 25\u201329 20\u201324 15\u201319 10\u201314 5\u20139 0\u20134 age % of total population75 and over 70\u201374 65\u201369 60\u201364 55\u201359 50\u201354 45\u201349 40\u201344 35\u201339 30\u201334 25\u201329 20\u201324 15\u201319 10\u201314 5\u20139 0\u20134jamaica barbados age % of total population0012 3 4 5 6 1 23456 00112233445 5males females males females fig. 1   (i) what percentage of the population of barbados are 75 and over and female?    . % [1]   (ii) what evidence in the population pyramids shown in fig. 1 suggests that:    a  people in barbados have a longer life expectancy than people in jamaica;  .. .  .. .    b  jamaica has a higher birth rate than barbados?  .. .  .. . [2]",
+            "3": "3 0460/11/o/n/15 \u00a9 ucles 2015 [turn over  (iii) compare the population aged between 30 and 59 in jamaica and barbados.    support your answer with data from fig. 1.  .. .  .. .  .. .  .. .  .. .  .. .[3]   (iv) explain why the percentage of the population aged 65 and over makes up a larger  proportion of the population as a country develops.  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .[4]",
+            "4": "4 0460/11/o/n/15 \u00a9 ucles 2015 (b) study fig. 2, information about recent population policies in iran. iran scraps birth control programme in baby boom bid iran has scrapped its birth control programme in a change of government policy which  is intended to produce a baby boom that could more than double its population.the health ministry confirmed the change days after the country\u2019s leader said that the policy of controlled population growth must end and that iran should aim for a population of 150 to 200 million.a recent census showed that iran now has just over 75 million inhabitants but also showed it has experienced the greatest drop in birth rates in the world. the reduction was achieved with the help of government policies that included making sterilisation available, the health ministry issuing free contraceptives, compulsory family planning advice being given to newly married couples and even a state-owned condom factory being set up.the policies were introduced in 1990 when officials feared a population explosion could lead to a shortage of resources. however the health minister told journalists that funding for previous policies had been withdrawn and that 190 billion rials (us$18 billion) would instead be devoted to encouraging bigger families. fig. 2   (i) using the information on fig. 2 only, state three  ways in which the government reduced  birth rates in iran after 1990. 1     .. . 2     .. . 3     .. . [3]",
+            "5": "5 0460/11/o/n/15 \u00a9 ucles 2015 [turn over  (ii) explain how government policies can be used to increase  rates of natural population  growth.  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .[5]",
+            "6": "6 0460/11/o/n/15 \u00a9 ucles 2015 (c) the governments of some countries are worried by the increasing percentage of old people.   for a named country you have studied, describe the problems and benefits caused by an  ageing population.   name of country   .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .[7]  [total: 25 marks] end of question 1",
+            "7": "7 0460/11/o/n/15 \u00a9 ucles 2015 [turn overquestion 2 2 (a) study fig. 3, information about migration to hanoi, the capital city, from other regions in  vietnam (an ledc). south china seagulf of tonkin 02 0 0 kmnregional boundary international boundarieskey north- centralregion name migration arrow widths 1 mm = 10% of total migrants 2% or less 10% 20% 50%hanoi cambodiathailandchina ho chi minh citylaosnorth north-centralred river delta south-central central highlands south-east mekong delta fig. 3   (i) what percentage of migrants to hanoi come from the \u2018north\u2019 region?    . % [1]   (ii) suggest two reasons why more people migrate from the red river delta region to hanoi  than from the central highlands. 1     .. . 2     .. . [2]",
+            "8": "8 0460/11/o/n/15 \u00a9 ucles 2015  (iii) describe three  pull factors of ledc capital cities, such as hanoi, for people who live in  other parts of the country. 1     .. .    2     .. .    3     .. . [3]   (iv) describe and explain the age and sex structure of migrants who move to cities in ledcs.  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .[4]",
+            "9": "9 0460/11/o/n/15 \u00a9 ucles 2015 [turn over (b) study fig. 4, information about the population in hanoi and melbourne (a city in australia, an  medc). 8 population (millions)population (millions)7 6 5 4 3 2 1 08 7 6 5 4 3 2 1 0 1974 1974 1996 1996 year yearhanoi melbourne 2015 2015 fig. 4   (i) compare the population growth of hanoi and melbourne between 1974 and 2015.    refer to statistics from fig. 4 in your answer.  .. .  .. .  .. .  .. .  .. .  .. .[3]   (ii) explain how the rapid growth of population causes problems for city authorities.  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .[5]",
+            "10": "10 0460/11/o/n/15 \u00a9 ucles 2015 (c) choose one problem of living in urban areas.   for a named urban area, describe the attempts which have been made to solve the problem  which you have chosen.   name of urban area  chosen problem  ...   .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .[7]  [total: 25 marks] end of question 2",
+            "11": "11 0460/11/o/n/15 \u00a9 ucles 2015 [turn overquestion 3 3 (a) study fig. 5, a map showing an area of coastline in north africa. n 05 km10sandy beachkey rocky cliff town rivermediterranean seaceuta tres piedras ksar rimal cabo negro martil tetouanfnideq fig. 5   (i) which of the following best describes the location of the sandy beaches shown on fig. 5?    underline your answer.    in bays               on headlands               on river estuaries               north of ceuta [1]   (ii) suggest why the headland has developed at cabo negro.  .. .  .. .  .. .  .. .[2]",
+            "12": "12 0460/11/o/n/15 \u00a9 ucles 2015  (iii) name three  coastal landforms which may develop on a headland as a result of coastal  erosion.    1     2     3   [3]   (iv) name and describe two processes of coastal erosion. process 1   ..  .. .  .. .  .. . process 2   ..  .. .  .. .  .. . [4]",
+            "13": "13 0460/11/o/n/15 \u00a9 ucles 2015 [turn over (b) study photographs a, b and c (insert), which were taken on a beach along the transect  shown on fig. 6. cliff seaphotograph aphotograph bphotograph c beach transect fig. 6   (i) describe how the beach material changes along the transect from the sea to the cliff.  .. .  .. .  .. .  .. .  .. .  .. .[3]   (ii) suggest reasons why beaches vary from place to place.  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .[5]",
+            "14": "14 0460/11/o/n/15 \u00a9 ucles 2015 (c) explain how coastal sand dunes form and develop over time.  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .[7]  [total: 25 marks] end of question 3",
+            "15": "15 0460/11/o/n/15 \u00a9 ucles 2015 [turn overquestion 4 4 (a) study fig. 7, which shows an area of tropical rainforest. 50 40 30 20height (metres) 10 0emergents canopy under canopy shrub layer buttress roots fig. 7   (i) using fig. 7, identify the type of trees which grow to over 40 metres tall.    ... [1]",
+            "16": "16 0460/11/o/n/15 \u00a9 ucles 2015  (ii) explain why some trees in the rainforest have buttress roots.  .. .  .. .  .. .  .. .[2]   (iii) describe three  other characteristics of the vegetation in the tropical rainforest. 1     .. . 2     .. . 3     .. . [3]   (iv) explain why there are many different types of plants and animals in a tropical rainforest.  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .[4]",
+            "17": "17 0460/11/o/n/15 \u00a9 ucles 2015 [turn over (b) study fig. 8, a graph showing information about deforestation in brazil and indonesia. 45 000 40 000 35 000 30 000 25 000 20 000annual deforestation (km2) 15 000 10 000 5000 0 2001 2002 2003 2004 2005 2006 year2007 2008 2009 2010 2011 2012 indonesiakey brazil fig. 8   (i) using fig. 8 only, compare the amounts of deforestation in brazil and indonesia between  2001 and 2012.  .. .  .. .  .. .  .. .  .. .  .. .[3]",
+            "18": "18 0460/11/o/n/15 \u00a9 ucles 2015  (ii) explain how deforestation affects the tropical rainforest ecosystem.  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .[5]  (c) for a named area of tropical rainforest you have studied, explain why deforestation has  occurred.   area of tropical rainforest   .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .[7]  [total: 25 marks] end of question 4",
+            "19": "19 0460/11/o/n/15 \u00a9 ucles 2015 [turn overquestion 5 5 (a) study fig. 9, which shows information about cars made by japanese companies in japan  and by japanese companies in other countries. 12 10 8 car production (millions) 6 4 2 0 2000 2001 20022003 2004 2005 year2006 2007 2008 2009 in japan in other countrieskey fig. 9   (i) what type of industry is car production an example of? circle the correct answer.    primary                              secondary                              tertiary [1]   (ii) give one similarity and one difference between the numbers of cars made by japanese  companies in japan and by japanese companies in other countries between 2000 and  2009. similarity  ... .  .. . difference  ... ...  .. . [2]",
+            "20": "20 0460/11/o/n/15 \u00a9 ucles 2015  (iii) suggest three  reasons why japanese companies produce cars in other countries. 1     .. . 2     .. . 3       .. . [3]   (iv) honda, a japanese car manufacturer, now produces half a million cars per year in china.  suggest the benefits of this to china.  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .[4]",
+            "21": "21 0460/11/o/n/15 \u00a9 ucles 2015 [turn over (b) study fig. 10, a flow diagram of a manufacturing industry. glass is cut into lengthssand, limestone and saltraw materials are melted down furnacecool airhardened glass passes out over rollers coal for heatmolten glass is cooled and hardened fig. 10   (i) identify an input, a process and an output of the manufacturing industry shown in fig. 10. input   .. process  .. ... output  ...  [3]   (ii) explain how a variety of factors influence the location of manufacturing industries such  as the one shown in fig. 10.  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .[5]",
+            "22": "22 0460/11/o/n/15 \u00a9 ucles 2015 (c) for a named area you have studied, describe the impacts of manufacturing industry on the  natural environment.   named area   .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .[7]  [total: 25 marks] end of question 5",
+            "23": "23 0460/11/o/n/15 \u00a9 ucles 2015 [turn overquestion 6 6 (a) study fig. 11, a scatter graph showing information about gnp (gross national product)  per person and the percentage of the population working in the tertiary sector in selected  countries. 00102030405060percentage of population working in tertiary sector708090100 10 000 20  000 30  000 gnp per person (us$)40 000 50  000ghanairangreecegermanyusa china fig. 11   (i) complete fig. 11 by plotting the following information for poland.    gnp per person = us$ 21 000    percentage employed in tertiary sector = 53% [1]   (ii) use evidence from fig. 11 to show that there is a positive relationship between gnp per  person and the percentage employed in the tertiary sector.  .. .  .. .  .. .  .. .[2]",
+            "24": "24 0460/11/o/n/15 \u00a9 ucles 2015  (iii) explain why the percentage of the population employed in the tertiary sector is high in  countries with a high gnp per person.  .. .  .. .  .. .  .. .  .. .  .. .[3]  (b) study fig. 12 (insert), which shows information about tourism in selected national parks in  the usa and canada.   (i) using the information in fig. 12 only, compare tourism in the everglades with that in  y ellowstone national park.  .. .  .. .  .. .  .. .  .. .  .. .[3]   (ii) explain why seasonal changes in numbers of tourists visiting national parks can cause  problems.  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .[4]",
+            "25": "25 0460/11/o/n/15 \u00a9 ucles 2015 [turn over  (iii) explain how the tourist industry can have both positive and negative impacts on the  natural environment.  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .[5]",
+            "26": "26 0460/11/o/n/15 \u00a9 ucles 2015 (c) for a named area you have studied where the tourist industry is important, describe its natural  and human attractions.   named tourist area    .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .[7]  [total: 25 marks] end of question 6",
+            "27": "27 0460/11/o/n/15 \u00a9 ucles 2015additional pages if you use the following lined pages to complete the answer(s) to any question(s), the question number(s) must be clearly shown. ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ...",
+            "28": "28 0460/11/o/n/15 \u00a9 ucles 2015... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here 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 onl ine in the cambridge international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to do wnload at www.cie.org.uk after  the live examination series. cambridge international examinations is part of the cambridge assessment group. cambridge assessment is the brand name of unive rsity of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge."
+        },
+        "0460_w15_qp_12.pdf": {
+            "1": "this document consists of 25 printed pages, 3 blank pages and 1 insert. dc (nh/sg) 98540/8 \u00a9 ucles 2015 [turn over *9064334199* geography  0460/12 paper 1 october/november 2015  1 hour 45 minutes candidates answer on the question paper. additional materials: ruler  calculator read these instructions first write your centre number, candidate number and name in the spaces provided. write in dark blue or black pen. y ou may use an hb pencil for any diagrams or graphs. do not use staples, paper clips, glue or correction fluid. do not write in any barcodes. write your answer to each question in the space provided. if additional space is required, you should use the lined pages at the end of this booklet. the question number(s)  must be clearly shown. answer three  questions. the insert contains photograph a for question 2, photograph b for question 4, photographs c, d and e for  question 5 and figs 8a and 8b for question 5, and fig. 10 for question 6. the insert is not required by the examiner. sketch maps and diagrams should be drawn whenever they serve to illustrate an answer. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [ ] at the end of each question or part question. the syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificat e.cambridge international examinations cambridge international general certificate of secondary education",
+            "2": "2 0460/12/o/n/15 \u00a9 ucles 2015question 1 1 (a) study fig. 1, which shows information about population growth in india. km0 1000 500%d\\\u0003ri\u0003%hqjdo$udeldq\u00036hd ,qgldq\u00032fhdq20\u00b0nrajasthan gujaratharyanauttaranchalhimachal pradesh uttar pradesh madhya pradesh maharashtra karnataka keralapunjab bihararunachalpradesh assam jharkhand chhattisgarhjammu & kashmir andhra pradesh tamil naduwest bengalnagaland mizoram orissatripurameghalaya manipursikkim key population growth rate (per 1000) over 25 20.1 to 25 15.1 to 20 10 to 15 10 and belown fig. 1",
+            "3": "3 0460/12/o/n/15 \u00a9 ucles 2015 [turn over  (i) complete fig. 1 by shading karnataka using the key provided.    karnataka has a population growth rate of 15.6 per 1000. [1]   (ii) the following data is for orissa: birth rate 21 per 1000 death rate 8.8 per 1000net migration 2 per 1000population growth rate 14.2 per 1000    explain how the population growth rate of 14.2 per 1000 for orissa has been calculated.  .. .  .. .  .. .  .. .[2]   (iii) using information from fig. 1, describe the differences in population growth rates in india  to the north and south of the 20\u00b0n line of latitude.  .. .  .. .  .. .  .. .  .. .  .. .[3]   (iv) suggest reasons why some parts of india have positive net migration but others have  negative net migration.  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .[4]",
+            "4": "4 0460/12/o/n/15 \u00a9 ucles 2015 (b) study fig. 2, which shows birth and death rates in india between 1951 and 2011. 1951 2011 2001 1991 1981 1971 1961 years01020304050 birth and  death rate (per 1000  people)key birth rate death rate fig. 2   (i) using the information in fig. 2 only, compare the natural population growth of india  between the periods 1951\u201361 and 2001\u201311.  .. .  .. .  .. .  .. .  .. .  .. .[3]",
+            "5": "5 0460/12/o/n/15 \u00a9 ucles 2015 [turn over  (ii) suggest reasons for the reduction in the death rate between 1951 and 2011.  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .[5]  (c) for a named country you have studied, describe how the government has attempted to  influence population growth.   name of country ...  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .[7] [total: 25 marks] end of question 1",
+            "6": "6 0460/12/o/n/15 \u00a9 ucles 2015question 2 2 (a) study fig. 3, which shows a sector of an urban area in an medc. outerring roadrural  - urban fringe edge of cbdouter suburbs inner city cbdny xz key roads residential land use boundary of built-up area convenience stores rows of shops local shopping centres retail and business park01 2 km fig. 3",
+            "7": "7 0460/12/o/n/15 \u00a9 ucles 2015 [turn over  (i) what is meant by urban area ?  .. .  .. .[1]   (ii) using fig. 3 only, compare the service provision in the inner city and outer suburbs.  .. .  .. .  .. .  .. .[2]   (iii) suggest reasons why a local shopping centre developed at x.  .. .  .. .  .. .  .. .  .. .  .. .[3]   (iv) describe the characteristics of retail and business parks such as the one at y.  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .[4]",
+            "8": "8 0460/12/o/n/15 \u00a9 ucles 2015 (b) study fig. 4, which shows the row of shops labelled z on fig. 3. living space butchergeneral storechemist empty shophair dresser fig. 4   (i) describe the characteristics of the row of shops and services shown in fig. 4 using the  following headings: order   ..  .. . sphere of influence  .. ..  .. . frequency of use  . ...  .. .[3]   (ii) study photograph a (insert), which shows the empty shop in fig. 4.    the empty shop is for sale. choose a likely use for it and explain your choice.  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .[5]",
+            "9": "9 0460/12/o/n/15 \u00a9 ucles 2015 [turn over (c) describe the problems which occur in the cbd of an urban area you have studied. explain  why these problems occur.   name of urban area ...  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .[7] [total: 25 marks] end of question 2",
+            "10": "10 0460/12/o/n/15 \u00a9 ucles 2015question 3 3 (a) study fig. 5, which shows the earth\u2019s tectonic plates. (85$6,$1 3/$7( 3$&,),& 3/$7( 1$=&$ 3/$7($)5,&$1 3/$7( ,1'2\u0010$8675$/,$1 3/$7(1257+\u0003$0(5,&$1 3/$7( 6287+\u0003 $0(5,&$1 3/$7(3+,/,33,1(6 3/$7( .(< frqvwuxfwlyh\u0003sodwh\u0003erxqgdu\\ ghvwuxfwlyh\u0003sodwh\u0003erxqgdu\\ frqvhuydwlyh\u0003sodwh\u0003erxqgdu\\ fig. 5   (i) what is meant by plate boundary ?  .. .  .. .[1]   (ii) draw two arrows on fig. 5 to show the direction of movement of any two plates at each  side of a plate boundary. [2]   (iii) explain why volcanoes erupt at constructive plate boundaries.  .. .  .. .  .. .  .. .  .. .  .. .[3]",
+            "11": "11 0460/12/o/n/15 \u00a9 ucles 2015 [turn over  (iv) explain why volcanoes erupt at destructive plate boundaries.  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .[4]  (b) study fig. 6, which shows an area just before it experienced a large earthquake. dam and hep station large city gas pipeline farmland key electricity pylons and cables main road minor road road bridge route of gas pipeline settlement forest river fig. 6",
+            "12": "12 0460/12/o/n/15 \u00a9 ucles 2015  (i) describe three  likely effects of an earthquake on the area shown in fig. 6. 1     .. . 2     .. . 3     .. .[3]   (ii) explain why the number of deaths and injuries caused by earthquakes is greater in  ledcs than medcs.  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .[5]",
+            "13": "13 0460/12/o/n/15 \u00a9 ucles 2015 [turn over (c) explain the causes of an earthquake in a named area you have studied.   name of area ...  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .[7] [total: 25 marks] end of question 3",
+            "14": "14 0460/12/o/n/15 \u00a9 ucles 2015question 4 4 (a) study figs 7a and 7b.   fig. 7a shows the distribution of tropical rainforests in south america.   fig. 7b shows information about the climate of georgetown (guyana). guyana suriname french guianavenezuela colombia ecuador perubrazil bolivia paraguay chileargentinauruguaypacific ocean atlantic ocean tropical rainforest10\u00b0n equator 0\u00b0 10\u00b0s 20\u00b0s 30\u00b0s 0 1000 2000 kmkey n fig. 7a jm a m j j a s o n df05101520253035 \u00b0c 050100150200250300350 mmtemperature rainfall jm a m j j a s o n dfgeorgetown (guyana) humidity (%) jan feb mar apr may june july aug sept oct nov dec 75 72 71 71 75 77 74 73 6 9696975 fig. 7b",
+            "15": "15 0460/12/o/n/15 \u00a9 ucles 2015 [turn over  (i) using fig. 7a, identify the country in south america which has no tropical rainforest in  the list below.    circle your answer. brazil   colombia   ecuador   paraguay   suriname  [1]   (ii) describe the distribution of tropical rainforests on fig. 7a by referring to lines of latitude.  .. .  .. .  .. .  .. .[2]   (iii) using fig. 7b only, describe the main features of the climate of georgetown.  .. .  .. .  .. .  .. .  .. .  .. .[3]",
+            "16": "16 0460/12/o/n/15 \u00a9 ucles 2015  (iv) give reasons for the tropical rainforest climate at georgetown.  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .[4]  (b) study photograph b (insert), which shows an area of forest in cameroon in west africa.   (i) describe three  features of the forest shown in photograph b. 1     .. . 2     .. . 3      .. .[3]   (ii) explain the relationship between the climate and the natural vegetation in a tropical  rainforest.  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .[5]",
+            "17": "17 0460/12/o/n/15 \u00a9 ucles 2015 [turn over (c) name an area of tropical rainforest you have studied and explain why deforestation is taking  place there.   name of area ...  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .[7] [total: 25 marks] end of question 4",
+            "18": "18 0460/12/o/n/15 \u00a9 ucles 2015question 5 5 (a) study photographs c, d and e (insert), which show three different types of farming.   (i) which two of the following words could be used to describe the type of farming shown in  photograph c? circle your two choices in the list below.      pastoral   subsistence   arable   commercial [1]  (ii) photographs c, d and e all show intensive farming. describe two characteristics of  intensive farming. 1 .   .. . 2 .   .. .[2]   (iii) choose one of photographs c, d or e. suggest three  processes which will be important  in the farming system shown.    photograph chosen ... 1     .. . 2     .. . 3     .. .[3]  (b) study figs 8a and 8b (insert), which show information about bosnia\u2013herzegovina, a country  in europe.   (i) using fig. 8a, describe the locations of mixed farming, pasture and crops in bosnia\u2013 herzegovina. mixed farming     .. . pasture  ..   .. . crops   .  .. .[3]",
+            "19": "19 0460/12/o/n/15 \u00a9 ucles 2015 [turn over  (ii) using information in figs 8a and 8b only, suggest reasons for the variation in land use  in bosnia\u2013herzegovina.  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .[4]   (iii) explain how political factors may influence agricultural land use.  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .[5]",
+            "20": "20 0460/12/o/n/15 \u00a9 ucles 2015 (c) for a named area you have studied, explain why natural factors cause food shortages.   name of area ...  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .[7] [total: 25 marks] end of question 5",
+            "21": "21 0460/12/o/n/15 \u00a9 ucles 2015 [turn overquestion 6 6 (a) study fig. 9, which shows information about the causes of atmospheric pollution. atmospheric pollutiontransport agriculture industry fig. 9   (i) what is meant by atmospheric pollution ?     [1]   (ii) describe two ways in which agriculture can cause atmospheric pollution. 1     .. . 2     .. .[2]   (iii) explain how atmospheric pollution can cause an increase in global temperatures.  .. .  .. .  .. .  .. .  .. .  .. .[3]",
+            "22": "22 0460/12/o/n/15 \u00a9 ucles 2015  (iv) explain why many people are concerned about increases in global temperatures.  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .[4]  (b) study fig. 10 (insert), which shows information about the cheleken peninsula in turkmenistan,  a country in asia.   (i) using fig. 10, identify three  different sources of water pollution. 1    2    3   [3]   (ii) suggest reasons why it is important to reduce levels of water pollution in the area shown  in fig. 10.  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .[5]",
+            "23": "23 0460/12/o/n/15 \u00a9 ucles 2015 (c) for a named area you have studied, describe attempts to maintain, conserve or improve the  natural environment.   name of area ...  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .[7] [total: 25 marks] end of question 6",
+            "24": "24 0460/12/o/n/15 \u00a9 ucles 2015additional pages if you use the following lined pages to complete the answer(s) to any question(s), the question  number(s) must be clearly shown. ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ...",
+            "25": "25 0460/12/o/n/15 \u00a9 ucles 2015... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ...",
+            "26": "26 0460/12/o/n/15 \u00a9 ucles 2015blank page",
+            "27": "27 0460/12/o/n/15 \u00a9 ucles 2015blank page",
+            "28": "28 0460/12/o/n/15 \u00a9 ucles 2015blank page permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here 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 onl ine in the cambridge international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to do wnload at www.cie.org.uk after  the live examination series. cambridge international examinations is part of the cambridge assessment group. cambridge assessment is the brand name of unive rsity of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge."
+        },
+        "0460_w15_qp_13.pdf": {
+            "1": "this document consists of 29 printed pages, 3 blank pages and 1 insert. dc (nf/fd) 98260/5 \u00a9 ucles 2015 [turn overcambridge international examinations cambridge international general certificate of secondary education *6052184607* geography  0460/13 paper 1 october/november 2015  1 hour 45 minutes candidates answer on the question paper. additional materials: calculator  protractor  ruler read these instructions first write your centre number, candidate number and name in the spaces provided. write in dark blue or black pen. y ou may use an hb pencil for any diagrams or graphs. do not use staples, paper clips, glue or correction fluid. do not write in any barcodes. write your answer to each question in the space provided. if additional space is required, you should use the  lined pages at the end of this booklet. the question number(s) must be clearly shown. answer three  questions. the insert contains photograph a for question 3, photograph b for question 4 and photographs c, d and e for  question 5. the insert is not required by the examiner. sketch maps and diagrams should be drawn whenever they serve to illustrate an answer. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [ ] at the end of each question or part question. the syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificat e.",
+            "2": "2 0460/13/o/n/15 \u00a9 ucles 2015question 1 1 (a) study fig. 1, which shows information about population growth rates in 2011. .h\\ population growth rateasia australasiaafrica south americanorth america europe less than 0%0 \u2013 1%1.1 \u2013 2%2.1 \u2013 3%more than 3%tropic ofcancer tropic ofcapricornequator fig. 1   (i) what is meant by a growth rate of less than 0% ?  .. .  ..  [1]   (ii) describe the distribution of countries where the growth rate is less than 0%.  .. .  .. .     .. .  ..  [2]",
+            "3": "3 0460/13/o/n/15 \u00a9 ucles 2015 [turn over  (iii) describe the difference in population growth rates between africa and south america.  .. .  .. .  .. .  .. .  .. .  ..  [3]   (iv) explain why rates of population growth are high in many ledcs.  .. .  .. .  .. .  .. .  .. .  .. .  .. .  ..  [4]",
+            "4": "4 0460/13/o/n/15 \u00a9 ucles 2015 (b) study fig. 2, which shows the population growth rates of brazil and india between 1950 and  2010. 1.52.02.53.03.5 1.0 0.5 0.0population growth per year (percentage).h\\ brazil india year19501960197019801990 2000 2010 fig. 2   (i) using the information on fig. 2 only, compare the population growth rates of brazil and  india between 1950 and 2010. do not use statistics in your answer.  .. .  .. .  .. .  .. .  .. .  ..  [3]",
+            "5": "5 0460/13/o/n/15 \u00a9 ucles 2015 [turn over  (ii) explain how government policies can influence population growth rates.  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  ..  [5]",
+            "6": "6 0460/13/o/n/15 \u00a9 ucles 2015 (c) many countries now have an ageing population.   for a named country you have studied, describe the problems caused by an ageing  population. name of country ... .. .     .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  ..  [7] [total: 25 marks] end of question 1",
+            "7": "7 0460/13/o/n/15 \u00a9 ucles 2015 [turn overquestion 2 2 (a) study fig. 3, a scatter graph showing the relationship between the total population and the  number of shops and services in settlements in a rural area in germany. \u0013\u0013\u0015\u0017\u0019\u001b\u0014\u0013\u0014\u0015\u0014\u0017\u0014\u0019\u0014\u001b\u0015\u0013 \u0018\u0013\u0013 srsxodwlrqwrwdo\u0003qxpehu ri\u0003vkrsv\u0003dqg vhuylfhv \u0014\u0013\u0013\u0013 \u0014\u0018\u0013\u0013 \u0015\u0013\u0013\u0013 \u0015\u0018\u0013\u0013 \u0016\u0013\u0013\u0013 fig. 3   (i) plot and label settlement x on fig. 3 using the following information:    settlement x has a total population of 900 and there are 6 services. [1]   (ii) use information from fig. 3 to show that there is a positive relationship between the total  population and the number of shops and services.  .. .  .. .  .. .  ..  [2]",
+            "8": "8 0460/13/o/n/15 \u00a9 ucles 2015  (iii) which three  of the following shops and services do you think are most likely to be in  settlement x?    tick your answers in the table below. baker bookshopchurchconvenience storedepartment storejewellershoe shoptheatreuniversity  [3]   (iv) explain why the number of services in a rural settlement is linked to its population size  and accessibility.  .. .  .. .  .. .  .. .  .. .  .. .  .. .  ..  [4]",
+            "9": "9 0460/13/o/n/15 \u00a9 ucles 2015 [turn over (b) study fig. 4a and fig. 4b.   fig. 4a shows the location of stebbach, a rural settlement in germany.   fig. 4b shows where residents of stebbach buy vegetables, clothing and furniture. n eppingenstebbachgemmingen .h\\ road railway built up area0 kmniederhofen 51 0 1 5 fig. 4a 9hjhwdeohv 0 1 02 03 04 05 0 % % %60 70 80 90 100 10 20 30 40 50 60 70 80 90 100 10 20 30 40 50 60 70 80 90 1000 0stebbach (population 1500) gemmingen (population 5500) eppingen (population 22  000) other (online or towns/ cities further away))xuqlwxuh &orwklqj.h\\ fig. 4b",
+            "10": "10 0460/13/o/n/15 \u00a9 ucles 2015  (i) complete the divided bar in fig. 4b for clothing using the following information. where residents buy clothing percentage of residents stebbach 10gemmingen 45eppingen 25other (eg online/towns and cities further away) 20 [3]   (ii) explain the difference in where residents of stebbach buy vegetables and furniture.  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  ..  [5]",
+            "11": "11 0460/13/o/n/15 \u00a9 ucles 2015 [turn over (c) for a named urban area you have studied, describe and explain the pattern of the main  transport routes. name of urban area ... .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  ..  [7] [total: 25 marks] end of question 2",
+            "12": "12 0460/13/o/n/15 \u00a9 ucles 2015question 3 3 (a) study photograph a (insert), which shows a river in its lower course.   (i) underline the two features which can be seen in photograph a. delta flood plain levee meander rapids source [1]   (ii) at which point on photograph a is the river most likely to be depositing its load? choose  from x, y or z.    suggest a reason why deposition is occurring there. area where the river is depositing its load ..reason  ... ...  .. .  ..  [2]   (iii) describe three  difficulties for people of using the land in the area labelled z. 1   ...  .. . 2   ...  .. . 3   ...  ..  [3]   (iv) explain how the river shown in photograph a may form an oxbow lake.  .. .  .. .  .. .  .. .  .. .  .. .  .. .  ..  [4]",
+            "13": "13 0460/13/o/n/15 \u00a9 ucles 2015 [turn over (b) study fig. 5a and fig. 5b.   fig. 5a shows a cross-section of an area where a new settlement is being planned in the  netherlands (a country in western europe).   fig. 5b shows some possible land uses for the area shown in fig. 5a. zone c zone $\u0003\u2013 below normal river level likely to flood every year \u2013 likely to flood once every 10 years \u2013  likely to flood once every 50 years \u2013 zone %\u0003\u2013 between normal river level and                 4. 9 metres above it  zone &\u0003\u2013 5 metres or more above normal                 river level zone bzone azone a river channelzone bzone c fig. 5a nature reserve cheap housing for rent high cost housing for private ownership factory sports field hospital old people\u2019s home pasture fig. 5b   (i) choose the most likely land use from fig. 5b for each of zones a, b and c. a ... b ... c ... [3]",
+            "14": "14 0460/13/o/n/15 \u00a9 ucles 2015  (ii) explain your choice of land use in zones a, b and c.  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  ..  [5]",
+            "15": "15 0460/13/o/n/15 \u00a9 ucles 2015 [turn over (c) explain the formation of a waterfall. y ou should use a fully labelled diagram (or diagrams) in  your answer.  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. . [7] [total: 25 marks] end of question 3",
+            "16": "16 0460/13/o/n/15 \u00a9 ucles 2015question 4 4 (a) study figs 6a, 6b and 6c, which show three types of weathering. %lrorjlfdo\u0003:hdwkhulqj fig. 6a ([iroldwlrq fig. 6b )uhh]h \u0003\u0010\u00037kdz\u0003\u0003\u0003\u0003 fig. 6c",
+            "17": "17 0460/13/o/n/15 \u00a9 ucles 2015 [turn over  (i) define the term weathering .  .. .  ..  [1]   (ii) explain why exfoliation is the most likely of the three weathering processes shown in  figs 6a, 6b and 6c to occur in a tropical desert.  .. .  .. .  ..  [2]   (iii) describe the process of biological weathering shown in fig. 6a.  .. .  .. .  .. .  .. .  .. .  ..  [3]   (iv) explain how freeze-thaw weathering, such as that shown in fig. 6c, breaks rocks into  pieces.  .. .  .. .  .. .  .. .  .. .  .. .  .. .  ..  [4]",
+            "18": "18 0460/13/o/n/15 \u00a9 ucles 2015 (b) study photograph b (insert), which shows an area of limestone scenery.   (i) describe three  different features of the natural landscape of the area shown in  photograph b. 1   ...  .. . 2   ...  .. . 3   ...  ..  [3]   (ii) explain how chemical processes cause weathering of limestone rock.  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  ..  [5]",
+            "19": "19 0460/13/o/n/15 \u00a9 ucles 2015 [turn over (c) for a country or area you have studied, describe the impacts of a drought on people. country or area studied ... .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .   .. .  .. .  ..  [7] [total: 25 marks] end of question 4",
+            "20": "20 0460/13/o/n/15 \u00a9 ucles 2015question 5 5 (a) study photographs c, d and e (insert), which show primary, secondary and tertiary industries.   (i) complete the table below to match each photograph (c, d and e) with a type of industry.  type of industry photograph primarysecondarytertiary [1]   (ii) describe two benefits of the economic activity shown in photograph c for local people. 1   ...  .. . 2   ...  ..  [2]   (iii) describe three  problems which the economic activity shown in photograph d could  cause for local people. 1   ...  .. . 2   ...  .. . 3   ...  ..  [3]",
+            "21": "21 0460/13/o/n/15 \u00a9 ucles 2015 [turn over  (iv) suggest how the economic activity shown in photograph e could damage the natural  environment.  .. .  .. .  .. .  .. .  .. .  .. .  .. .  ..  [4]  (b) study fig. 7, which shows information about the employment structure of brazil and nepal.   brazil is an nic (newly industrialised country) with a gdp (gross domestic product) per  person of us$12 600.   nepal is an ledc with a gdp per person of us$1300. %ud]lo primary secondarytertiary.h\\1hsdo fig. 7   (i) compare the employment structure of brazil and nepal.  .. .  .. .  .. .  .. .  .. .  ..  [3]",
+            "22": "22 0460/13/o/n/15 \u00a9 ucles 2015  (ii) suggest reasons for the differences between the employment structure of brazil and  nepal.  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  ..  [5]",
+            "23": "23 0460/13/o/n/15 \u00a9 ucles 2015 [turn over (c) for a named country you have studied, describe and explain changes in its employment  structure. name of country ... .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  ..  [7] [total: 25 marks] end of question 5",
+            "24": "24 0460/13/o/n/15 \u00a9 ucles 2015question 6 6 (a) study fig. 8, which shows information about labour costs of selected manufacturing industries. \u0013iorxu ploolqjoderxu\u0003frvwv dv\u0003d\u0003shufhqwdjh ri\u0003wrwdo\u0003frvwv zrphq\u048bv forwklqjfrpsxwhu vriwzduhkdqg sdlqwhg srwwhu\\lurq\u0003dqg vwhho\u0014\u0013\u0015\u0013\u0016\u0013\u0017\u0013\u0018\u0013 fig. 8   (i) what is meant by the term labour costs ?  .. .  ..  [1]   (ii) complete the table below by inserting the missing three industries from fig. 8. the  industries should be arranged in rank order of labour costs as a percentage of total costs. hand painted pottery highest computer software lowest [2]   (iii) suggest reasons why the labour costs are higher in some industries than others. y ou  should refer to examples from fig. 8.  .. .  .. .  .. .  .. .  .. .  ..  [3]",
+            "25": "25 0460/13/o/n/15 \u00a9 ucles 2015 [turn over  (iv) the computer software industry is a high technology industry.    explain what factors are considered when locating high technology industries.  .. .  .. .  .. .  .. .  .. .  .. .  .. .  ..  [4]  (b) study fig. 9, which shows a systems diagram which can be used in the study of manufacturing  industry. lqsxw surfhvv rxwsxw fig. 9   (i) what is meant by the following? input   ..  .. . process  .. ...  .. . output  ...   ..  [3]",
+            "26": "26 0460/13/o/n/15 \u00a9 ucles 2015  (ii) for a manufacturing or processing industry you have studied, complete the systems  diagram below.    type of manufacturing or processing industry studied  .. inputs processes outputs [5]",
+            "27": "27 0460/13/o/n/15 \u00a9 ucles 2015 (c) for a type of farming in a named area you have studied, describe and explain the inputs  which are needed. type of farming \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026name of area  . ...  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  ..  [7] [total: 25 marks] end of question 6",
+            "28": "28 0460/13/o/n/15 \u00a9 ucles 2015additional pages if you use the following lined pages to complete the answer(s) to any question(s), the question  number(s) must be clearly shown. ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ...",
+            "29": "29 0460/13/o/n/15 \u00a9 ucles 2015... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ...",
+            "30": "30 0460/13/o/n/15 \u00a9 ucles 2015blank page",
+            "31": "31 0460/13/o/n/15 \u00a9 ucles 2015blank page",
+            "32": "32 0460/13/o/n/15 \u00a9 ucles 2015permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here 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 onl ine in the cambridge international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to do wnload at www.cie.org.uk after  the live examination series. cambridge international examinations is part of the cambridge assessment group. cambridge assessment is the brand name of unive rsity of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge.blank page"
+        },
+        "0460_w15_qp_21.pdf": {
+            "1": "this document consists of 16 printed pages, 4 blank pages and 1 insert. dc (st/ar) 128462 \u00a9 ucles 2015  [turn over * 4 4 2 1 1 4 5 2 9 8 * the syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificate.cambridge international examinations cambridge international general certificate of secondary education geography  0460/21 paper 2  october/november 2015  1 hour 30 minutes candidates answer on the question paper. additional materials:  ruler  protractor  plain paper  calculator 1:50 000 survey map extract is enclosed with this question paper. read these instructions first write your centre number, candidate number and name in the spaces provided. write in dark blue or black pen. y ou may use an hb pencil for any diagrams or graphs. do not use staples, paper clips, glue or correction fluid. do not  write in any barcodes. write your answer to each question in the space provided. if additional space is required, you should use the lined pages at the end of this booklet. the question number(s)  must be clearly shown. answer all questions. the insert contains photograph a for question 3 and photograph b for question 5. the survey map extract and the insert are not required by the examiner. sketch maps and diagrams should be drawn whenever they serve to illustrate an answer. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question.",
+            "2": "2 0460/21/o/n/15 \u00a9 ucles 20151 study the map extract for essexvale, zimbabwe. the scale is 1:50  000.  fig. 1 shows some of the features in the west of the map extract. 09 10 11 12 09 10 11 1249 48 47 46 4549 48 47 46 45a f e b d c fig. 1  (a) using the map extract, identify the following features shown on fig. 1:   (i) the type of road at a;  ... [1]   (ii) feature b;  ... [1]   (iii) feature c;  ... [1]   (iv) the name of river d;  ... [1]   (v) the height above sea level at spot height e;  ... metres [1]   (vi) feature f.  ... [1]",
+            "3": "3 0460/21/o/n/15 \u00a9 ucles 2015 [turn over (b) fig. 2 shows the area around the kudu asbestos mine. 14 15 16 17 14 15 16 1749 48 4749 48 47kudu asbestos fig. 2   describe the relief of this area.  ...  ...  ...  ...  ...  ...  ...  ... [4]",
+            "4": "4 0460/21/o/n/15 \u00a9 ucles 2015 (c) fig. 3 shows the area of settlement and cultivation in the south west of the map extract. 09 10 11 12 09 10 11 1243 4243 42 41 41iwaba fig. 3   describe each of the following features of this area:   (i) transport;  ...  ...  ...  ...  ... [2]   (ii) water supply and drainage.  ...  ...  ...  ...  ... [2]",
+            "5": "5 0460/21/o/n/15 \u00a9 ucles 2015 [turn over (d) find the inyankuni river on the map.   (i) what is the direction of flow of the river? tick one correct statement below. tick (3) north to south south to north east to west west to east  [1]   (ii) give one reason for your answer to (d)(i) .  ...  ... [1]  (e) find shazha hill and mbalani hill in the east of the map extract.   (i) measure the distance between the tops of the two hills. give your answer in metres.  .. metres  [1]   (ii) measure the compass bearing from  the top of mbalani hill to the top of shazha hill.   degrees  [1]   (iii) what is the six figure grid reference of the top of shazha hill? tick one correct answer  below. tick (3) 251471 251475 252475 471255 475251  [2]  [total: 20 marks]",
+            "6": "6 0460/21/o/n/15 \u00a9 ucles 20152 fig. 4 shows the population distribution in mali, west africa. fig. 5 shows the main towns and  cities, rivers and rainfall in the country. distribution of population in mali keyn 25 - 100 11 - 24 3 - 10 0 - 2people per square kilometre 0 300 kmmali fig. 4 towns and cities, rivers and rainfall in mali n tombouctou kayes bamakogao 200 200400 400600 800 8006001000 1000semain town or city 400       annual rainfall     (mm) se         senegal river ni           niger river s\u00e9gou moptimoptikey 0 300 km ni fig. 5",
+            "7": "7 0460/21/o/n/15 \u00a9 ucles 2015 [turn over (a) describe the distribution of population in mali shown on fig. 4.  ...  ...  ...  ...  ...  ... [3]  (b) describe the relationship between population distribution shown on fig. 4 and annual rainfall  shown on fig. 5.  ...  ...  ...  ... [2]  (c) (i) using fig. 5, describe the location of the main towns and cities in mali.  ...  ...  ...  ... [2]   (ii) using fig. 5, suggest one reason for the location of towns and cities that you have  described in (c)(i) .  ...  ... [1]  [total: 8 marks]",
+            "8": "8 0460/21/o/n/15 \u00a9 ucles 20153 study photograph a (insert), which shows mount teide, a volcano in tenerife, canary islands.  (a) give one piece of evidence seen in photograph a which suggests that this is an area with a  dry climate.  ...  ... [1]  (b) describe the features of the volcano seen in the photograph.  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ... [5]  (c) give two hazards of volcanoes that cause risk to human life. 1   2   [2]  [total: 8 marks]",
+            "9": "9 0460/21/o/n/15 \u00a9 ucles 2015 [turn over4 (a) fig. 6 shows the output of four areas which are important for the production of high technology  goods.   (i) using fig. 6, state the value of japan\u2019s output of high technology goods in 2000.   billion us$  [1]   (ii) how has china\u2019s output changed between 1998 and 2010 compared to the other three  areas?  ...  ... [1]   (iii) how has japan\u2019s output changed between 1998 and 2010 compared to the other three  areas?  ...  ... [1]content removed due to copyright restrictions.",
+            "10": "10 0460/21/o/n/15 \u00a9 ucles 2015 (b) fig. 7 shows the location of some of the world\u2019s important producers of high technology  goods. equator important producer of high technology goodskey fig. 7   describe the distribution shown on fig. 7.  ...  ...  ...  ...  ...  ...  ...  ... [3]",
+            "11": "11 0460/21/o/n/15 \u00a9 ucles 2015 [turn over (c) the table below  shows some of the factors which can affect the location of industry. which  two of these factors have been important in the location of high technology  industries?  tick only two boxes. tick (3) raw materials energy supplies research facilities cheap labour unskilled labour railway links water supply links to other high technology industries waste disposal  [2]  [total: 8 marks]",
+            "12": "12 0460/21/o/n/15 \u00a9 ucles 2015blank page",
+            "13": "13 0460/21/o/n/15 \u00a9 ucles 2015 [turn over5 photograph b (insert) shows a weather station in spain. the box on the left of the photograph is  old and the instruments inside the fence on the right of the photograph are newer.  (a) (i) identify the name of the box on the left of the photograph.  ... [1]   (ii) name one of the instruments seen inside the fence on the right of the photograph.  ... [1]  (b) using evidence from the photograph, suggest why this might not be a good location for the  weather station.  ...  ...  ...  ... [2]  (c) using evidence from the photograph, how is data from the instruments on the right recorded?  ...  ...  ...  ... [2]  (d) the box on the left of the photograph has been replaced by instruments inside the fence on  the right of the photograph. suggest why.  ...  ...  ...  ... [2]  [total: 8 marks]",
+            "14": "14 0460/21/o/n/15 \u00a9 ucles 20156 study figs 8 and 9, which give information about the aral sea, an inland sea in asia. answer the  questions on the opposite page. muynak coast line of aral sea in 1960 coast line of aral sea in 2010 international boundary rivern key 0 100 kmuzbekistankazakhstan uzbekistankazakhstan uzbekistankazakhstan uzbekistankazakhstansyr darya amu darya fig. 8 the aral sea the aral sea is located in a desert on the border of uzbekistan and kazakhstan. in 1960 it  was the fourth biggest inland sea in the world. two rivers flowed into the sea, the amu darya  and the syr darya. muynak (population 12  000) was a busy fishing port on the shore of the  aral sea. the surrounding desert was developed for growing cotton, a non-food crop. the waters  of the amu darya and syr darya were diverted and used for irrigation. this created an  environmental and human disaster. water evaporated and brought salt in the soil to the  surface making it infertile. salt now covers the old sea bed. drinking water is heavily polluted with salt, fertilisers and pesticides. aid organisations have  begun to bring food such as rice, flour and oil to the poorest people. cancers, lung disease  and infant mortality are 30 times higher than they used to be in this region. the immune  systems of local people have become weak due to poor nutrition and people are vulnerable to  lung diseases such as tuberculosis. big families live in very poor conditions and tuberculosis  spreads very quickly. the uzbekistan and kazakhstan governments are trying to find solutions to the problem. fig. 9",
+            "15": "15 0460/21/o/n/15 \u00a9 ucles 2015 (a) (i) using fig. 8, how has the aral sea changed between 1960 and 2010?  ...  ... [1]   (ii) using figs 8 and 9, suggest how the economy of muynak has changed between 1960  and 2010.  ...  ... [1]  (b) using fig. 9, explain why the people of the area have food and health problems.  ...  ...  ...  ...  ...  ...  ...  ... [4]  (c) it has been suggested that stopping irrigation would help the situation in the aral sea and  surrounding area. suggest one advantage and one disadvantage of doing this. advantage  .  ...  ... disadvantage    ...  ... [2]  [total: 8 marks]",
+            "16": "16 0460/21/o/n/15 \u00a9 ucles 2015additional pages if you use the following lined pages to complete the answer(s) to any question(s), the question  number(s) must be clearly shown. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. ..",
+            "17": "17 0460/21/o/n/15 \u00a9 ucles 2015.. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. ..",
+            "18": "18 0460/21/o/n/15 \u00a9 ucles 2015blank page",
+            "19": "19 0460/21/o/n/15 \u00a9 ucles 2015blank page",
+            "20": "20 0460/21/o/n/15 \u00a9 ucles 2015blank page permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. every reasonable  effort has been made by the publisher (ucles) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the publisher will  be pleased to make amends at the earliest possible opportunity. to avoid the issue of disclosure of answer-related information to candidates, all copyright acknowledgements are reproduced online in the cambridge international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download at www.cie.org.uk after  the live examination series. 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."
+        },
+        "0460_w15_qp_22.pdf": {
+            "1": "this document consists of 17 printed pages, 3 blank pages and 1 insert. dc (kn/fd) 98060/6 \u00a9 ucles 2015 [turn overcambridge international examinations cambridge international general certificate of secondary education *5927851245* geography  0460/22 paper 2 october/november 2015  1 hour 30 minutes candidates answer on the question paper. additional materials: ruler  protractor  plain paper  calculator 1:50 000 survey map extract is enclosed with this question paper. read these instructions first write your centre number, candidate number and name in the spaces provided. write in dark blue or black pen. y ou may use an hb pencil for any diagrams or graphs. do not use staples, paper clips, glue or correction fluid. do not write in any barcodes. write your answer to each question in the space provided. if additional space is required, you should use the lined pages at the end of the booklet. the question number(s)  must be clearly shown. answer all questions. the insert contains photographs a and b for question 2 and photograph c for question 5. the survey map extract and the insert are not required by the examiner. sketch maps and diagrams should be drawn whenever they serve to illustrate an answer. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [ ] at the end of each question or part question. the syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificat e.",
+            "2": "2 0460/22/o/n/15 \u00a9 ucles 20151 study the map extract for umzingwani river, zimbabwe. the scale is 1:50 000.  fig. 1 shows some of the features in the south-west of the map extract. 09 10 11 12 13 14 150934 3334 3310 11 % &$ '12 13 14 15 fig. 1  (a) using the map extract, identify the following features shown on fig. 1:   (i) feature a;  .. .[1]   (ii) the name of river b;  .. .[1]   (iii) the features at c;  .. .[1]   (iv) the height above sea level of contour d.    ... metres [1]",
+            "3": "3 0460/22/o/n/15 \u00a9 ucles 2015 [turn over (b) find the area of settlement around mbalabala shown on fig. 2. 12 40 39 38 3740 39 38 3713 14 15 12 13 14 15 fig. 2   give reasons for the growth of settlement in the area shown on fig. 2.  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .[6]",
+            "4": "4 0460/22/o/n/15 \u00a9 ucles 2015 (c) find the umzingwani river on the map.   (i) what is the direction of flow of the river? tick one correct statement below. tick (\u2713) north to southsouth to northeast to westwest to east    [1]   (ii) give one reason for your answer to (c)(i) .  .. .  .. .[1]   (iii) other than direction of flow, describe the other natural features of the river.  .. .  .. .  .. .  .. .  .. .[3]  (d) measure the distance along the wide tarred road from the bridge over the umzingwani river  to the eastern edge of the map. give your answer in metres.   ... metres [1]  (e) find gcabayi hill in the east of the map extract. what is the six figure grid reference of the top  of gcabayi hill? tick one correct answer below. tick (\u2713) 246356247356356246357247357248    [2]",
+            "5": "5 0460/22/o/n/15 \u00a9 ucles 2015 [turn over (f) fig. 3 shows the position of some relief features in the north-west of the map extract. the  1100 metre contour has also been marked. 09 41 w zx 40 3941 40 3910 11 12 13 09 10 11 12 13y fig. 3   which letter, w, x, y or z shows the position of:   (i) an isolated hill;    .. [1]   (ii) a valley?    .. [1]   [total: 20 marks]",
+            "6": "6 0460/22/o/n/15 \u00a9 ucles 20152 photographs a and b (insert) show two coastal areas of the island of grenada, west indies.  (a) describe the following physical  features shown in photograph a.   relief  .. .  .. .  .. .  .. .  .. .  .. .   coast  .. .  .. .  .. .  .. .  .. .  .. .   vegetation  .. .  .. .  .. .  .. .    [6]",
+            "7": "7 0460/22/o/n/15 \u00a9 ucles 2015 [turn over (b) fig. 4 shows a map of the island. 01 0 kmxn ycaribbean seaprevailing wind atlantic ocean fig. 4   photograph a was taken at point x on fig. 4 and photograph b was taken at point y. give  evidence from fig. 4 and photographs a and b to support this.  .. .  .. .  .. .  .. .  .. .  .. .  .. .[2]   [total: 8 marks]",
+            "8": "8 0460/22/o/n/15 \u00a9 ucles 20153 fig. 5 shows the world\u2019s tropical deserts and some ocean currents. atlantic ocean indian ocean great australian desertthar desert arabian desert benguela currentcanary currentcalifornia current humboldt (peruvian) currentwest australian currentatacama desert0\u00b0 23 1\u00b0smojave desert and north mexico namib and kalahari desertssahara desertpacific ocean 223 1\u00b0n2 fig. 5  (a) describe the distribution of deserts shown on fig. 5.  .. .  .. .  .. .  .. .  .. .  .. .[3]  (b) all the ocean currents shown on fig. 5 are cold. using information from fig. 5 only, give one  reason for this.  .. .  .. .[1]",
+            "9": "9 0460/22/o/n/15 \u00a9 ucles 2015 [turn over (c) explain how each of the following features of the vegetation of tropical deserts helps plants to  survive in areas of low rainfall.   (i) long tap roots  .. .  .. .  .. .[1]   (ii) small, hairy leaves  .. .  .. .  .. .[1]   (iii) shallow, widely spreading roots  .. .  .. .  .. .[1]   (iv) thick, fleshy stems  .. .  .. .  .. .[1]   [total: 8 marks]",
+            "10": "10 0460/22/o/n/15 \u00a9 ucles 20154 figs 6, 7 and 8 give information about internal population migration between the nine provinces of  south africa in a recent five year period.  (a) fig. 6 shows how migration has changed the total population of each province. -6loss ec eastern capechange due to migration (% of total  population) lp limpopo kzn kwazulu natalfs free state mp mpumalanga nw north westnc northern cape wc western cape gp gautenggain -4-20+2+4+6 ec lp kzn fs mp nw nc wc gp fig. 6   (i) using fig. 6, name one province which has gained population as a result of internal  migration.    .. [1]   (ii) using fig. 6, describe how internal population migration has changed the population of  eastern cape province.  give a figure in your answer.  .. .  .. .[1]",
+            "11": "11 0460/22/o/n/15 \u00a9 ucles 2015 [turn over (b) fig. 7 gives information about the gdp per capita (a measure of wealth production) and  population migration between the provinces. \u0010\u0017\u0013\u0013\u0013\u0014\u0013\u0013\u0013\u0015\u0013\u0013\u0013\u0016\u0013\u0013\u0013\u0017\u0013\u0013\u0013\u0018\u0013\u0013\u0013\u0019\u0013\u0013\u0013 \u0010\u0015\u0013\u0013 \u0013 \u000e\u0015\u0013\u0013 \u000e\u0017\u0013\u0013 \u000e\u0019\u0013\u0013 orvv srsxodwlrq\u0003fkdqjh\u0003gxh\u0003wr\u0003pljudwlrq \u000bwkrxvdqgv\f*'3 shu\u0003fdslwd \u000b86\u0003\u0007\f jdlq(&/303)6:&)6*3 1& 1: .=1 fig. 7   (i) describe the relationship shown on fig. 7.  .. .  .. .  .. .[1]   (ii) suggest one reason for this relationship.  .. .  .. .[1]",
+            "12": "12 0460/22/o/n/15 \u00a9 ucles 2015 (c) fig. 8 gives information about the percentage of the population living in urban areas and  population migration between the provinces. -400020406080100 -200 0 +200 +400 +600 loss population change due to migration (thousands)urban population (% of total) gainec lpmpfswcgp nc nwkzn fig. 8   \u2018rural-urban migration is taking place in south africa .\u2019 use evidence from fig. 8 to support  this statement.  .. .  .. .  .. .  .. .  .. .[2]  (d) give two difficulties of the physical  environment which can cause population migration. 1    2   [2]    [total: 8 marks]",
+            "13": "13 0460/22/o/n/15 \u00a9 ucles 2015 [turn over5 photograph c (insert) shows two urban zones in ulaanbaatar, the capital of mongolia. one zone is  in the foreground and the other zone is on the hill in the background.  for each zone, describe the buildings and suggest the type of urban land-use.  buildings in the foreground of the photograph  ..   ..   ..   ..   ..   ..   ..   ..   ..   ..   buildings on the hill in the background of the photograph  ..   ..   ..   ..   ..   ..   ..   ..   ..   ..    [total: 8 marks]",
+            "14": "14 0460/22/o/n/15 \u00a9 ucles 20156 fig. 9 shows the percentages of different fuels and methods used to generate electricity in 2010  by three european countries, a, b and c. .h\\ hydro-electricity&rxqwu\\\u0003$ total electricity  production: 6 9 000 gigawatt hours (gwh) &rxqwu\\\u0003& total electricity  production: 575 000 gwh&rxqwu\\\u0003% total electricity  production: 637 000 gwh other renewables (waste, biomass, wind, solar) nuclear fossil fuels, especially coal fig. 9  (a) which country used the biggest percentage of nuclear power to generate electricity in 2010?   circle one answer below.    country a                          country b                          country c [1]  (b) the total electricity production of each country has been printed above the pie graphs on  fig. 9.  how could the three pie graphs be changed in order to show this information without  using the figures?  .. .  .. .[1]",
+            "15": "15 0460/22/o/n/15 \u00a9 ucles 2015 (c)  decisions have to be made by countries about which fuels and methods to use to generate  electricity. using information from fig. 9, suggest reasons for the decisions made in each of the three countries about how they generate electricity.   (i) country a  .. .  .. .  .. .  .. .  .. .[2]   (ii) country b  .. .  .. .  .. .  .. .  .. .[2]   (iii) country c  .. .  .. .  .. .  .. .  .. .[2]    [total: 8 marks]",
+            "16": "16 0460/22/o/n/15 \u00a9 ucles 2015additional pages if you use the following lined pages to complete the answer(s) to any question(s), the question  number(s) must be clearly shown. ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ...",
+            "17": "17 0460/22/o/n/15 \u00a9 ucles 2015... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ...",
+            "18": "18 0460/22/o/n/15 \u00a9 ucles 2015blank page",
+            "19": "19 0460/22/o/n/15 \u00a9 ucles 2015blank page",
+            "20": "20 0460/22/o/n/15 \u00a9 ucles 2015permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here 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 onl ine in the cambridge international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to do wnload at www.cie.org.uk after  the live examination series. cambridge international examinations is part of the cambridge assessment group. cambridge assessment is the brand name of unive rsity of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge.blank page"
+        },
+        "0460_w15_qp_23.pdf": {
+            "1": "this document consists of 16 printed pages, 4 blank pages and 1 insert. dc (st/cgw) 120560/7 r \u00a9 ucles 2015 [turn overcambridge international examinations cambridge international general certificate of secondary education *4694696559* geography  0460/23 paper 2 october/november 2015  1 hour 30 minutes candidates answer on the question paper. additional materials: ruler  protractor  plain paper  calculator 1:50 000 survey map extract is enclosed with this question paper. read these instructions first write your centre number, candidate number and name in the spaces provided. write in dark blue or black pen. y ou may use an hb pencil for any diagrams or graphs. do not use staples, paper clips, glue or correction fluid. do not write in any barcodes. write your answer to each question in the space provided. if additional space is required, you should use the lined pages at the end of this booklet. the question number(s)  must be clearly shown. answer all questions. the insert contains photograph a for question 4 and photograph b for question 5. the survey map extract and the insert are not required by the examiner. sketch maps and diagrams should be drawn whenever they serve to illustrate an answer. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [ ] at the end of each question or part question. the syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificat e.",
+            "2": "2 0460/23/o/n/15 \u00a9 ucles 2015blank page",
+            "3": "3 0460/23/o/n/15 \u00a9 ucles 2015 [turn over1 (a) study the map extract, which is for tshatshani, zimbabwe. the scale is 1:50 000.    fig. 1 shows some of the features in the west part of the map extract.   study fig. 1 and the map extract and answer the questions below. b ae d c 418384858687 8384858687 42 43 44 45 4641 42 43 44 45 46 fig. 1   using the map extract, identify the following features shown on fig. 1:   (i) feature a;  .. .[1]   (ii) the type of road at b;  .. .[1]   (iii) feature c;  .. .[1]   (iv) the height of the land at d;  .. .[1]   (v) the natural feature at  e.  .. .[1]",
+            "4": "4 0460/23/o/n/15 \u00a9 ucles 2015 (b) fig. 2 is a cross-section along northing 81 from the western edge of the map to 460810.    the location of a track has been marked on the cross-section. 1100west eastlocation of track 1000 900 800 700 600 500 400height in metresheight in metres 300 200 100 01100 1000 900 800 700 600 500 400 300 200 100 0 390810 460810 fig. 2  on fig. 2, using labelled arrows, mark the positions of:   (i) the shashani river;  [1]   (ii) a road classified as an \u2018other\u2019 road;  [1]   (iii) a dam.  [1]  (c) (i) give the six figure grid reference of kezi school in the north east of the map extract.  .. .[1]   (ii) using map evidence, identify four uses of buildings in the settlement of kezi to the south  east of the school. 1    2    3    4   [2]",
+            "5": "5 0460/23/o/n/15 \u00a9 ucles 2015 [turn over  (d) (i) measure the straight line distance in metres from kezi school to the ruins on dombwe- dombwe hill.  .. .[1]   (ii) state the compass bearing from kezi school to the ruins on dombwe-dombwe hill.    .\u00b0 [1]  (e)  describe the physical features of the shashani river.  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .[4]  (f)  what is the height above sea level of the mwewe river where it leaves the eastern edge of the  map? tick ( \u2713) one box below. height tick (\u2713) under 1000 m1000 m1020 mover 1020 m [1]   (g) study grid squares 4683, 4783, 4883 and 4983. the table below shows the four squares.  complete the table by putting ticks in the correct two boxes. use only one tick for each row. 4683 4783 4883 4983 the highest drainage densitythe highest density of settlement  [2] [total: 20 marks]",
+            "6": "6 0460/23/o/n/15 \u00a9 ucles 20152 (a) fig. 3 shows the shape of trees in a layer of the tropical rainforest. 30 20 10 0height (metres) fig. 3   (i) describe  the characteristics of the trees shown in fig. 3.  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .[4]",
+            "7": "7 0460/23/o/n/15 \u00a9 ucles 2015 [turn over  (ii) explain how two of the characteristics of the trees you have described in your answer to  (a)(i)  are linked to the hot, wet climate in which the tropical rainforest grows.  .. .  .. .  .. .  .. .[2]   (b) (i)  suggest in which layer of the tropical rainforest the trees in fig. 3 would be found.     circle your answer below.    canopy     emergent     shrub     under-storey (sapling) [1]   (ii) give one piece of evidence from fig. 3 for your answer to (b)(i) .  .. .  .. .[1] [total: 8 marks]",
+            "8": "8 0460/23/o/n/15 \u00a9 ucles 20153 (a) study fig. 4, which shows information about mean (average) world temperatures between  1880 and 2010. + 0.7 + 0.5 + 0.3 + 0.1+ 0.6 + 0.4 + 0.2 \u2013 0.2 \u2013 0.4 \u2013 0.5\u2013 0.1mean temperature (\u00b0c)mean temperature (\u00b0c) 1880 1890 1900 1910 1920 1930 1940 1950 year1960 1970 1980 1990 2000 2010\u2013 0.3+ 0.7 + 0.5 + 0.3 + 0.1+ 0.6 + 0.4 + 0.2 \u2013 0.2 \u2013 0.4 \u2013 0.5\u2013 0.1 \u2013 0.3 fig. 4   (i) on fig. 4 the thick horizontal line  represents the mean world temperature calculated over  the period shown.    which period had temperatures closest to this mean?     circle your answer below.    1891\u20131920    1921\u20131950    1951\u20131980    1981\u20132010  [1]  ",
+            "9": "9 0460/23/o/n/15 \u00a9 ucles 2015 [turn over  (ii)  fig. 4 shows how world temperatures have varied from the mean.     using fig. 4, complete the table.  year with the lowest world  temperature  the number of degrees below the  mean in that year \u00b0c [2]   (iii) describe the main trends in world temperatures, as shown by fig. 4.  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .[4]   (b) suggest why many people living near coasts are concerned about the general change in  world temperature since 1975.  .. .  .. .[1] [total: 8 marks]",
+            "10": "10 0460/23/o/n/15 \u00a9 ucles 20154 photograph a (insert) shows a settlement, pisac, in the andes mountains of peru and the  surrounding area. pisac is marked on fig. 5, a map of the area.   use photograph a  and fig. 5 to answer the following questions. n pisac river road railway settlement mountains20key10 km0 fig. 5  (a) describe the site and situation of pisac, the settlement shown in photograph a.  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .[4]",
+            "11": "11 0460/23/o/n/15 \u00a9 ucles 2015 [turn over (b) suggest why much of the area shown in photograph a has no settlement.  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .[4]  [total: 8 marks]",
+            "12": "12 0460/23/o/n/15 \u00a9 ucles 20155 (a) photograph b (insert) shows a farm in the central valley of chile that produces grapes.    (i) this farm is a commercial, arable farm. explain what this means. commercial;  .. .   . . arable.  .. ..  .. .[2]   (ii)  using photograph b only, describe other features of the farm.  .. .  .. .  .. .  .. .[2]  (b) fig. 6 gives information about the area shown in photograph b. use photograph b and  fig. 6 to answer the questions that follow. the fertile central valley is ideal for most crops. snow falls on the surrounding  mountains but the valley has warm, wet winters. its summers are very warm and dry. the rain-free growing season results in healthy plants. fig. 6   (i) suggest a purpose for the thin pipes (labelled on photograph b), which run through the  field. give a reason for your answer.  .. .  .. .  .. .  .. .[2]   (ii) suggest one way in which snow falling on the mountains shown in photograph b can be   an advantage to farming in the central valley.  .. .  .. .[1]  (c) using evidence from photograph b, suggest why insect pests could rapidly cause damage on  this farm.  .. .  .. .[1]  [total: 8 marks]",
+            "13": "13 0460/23/o/n/15 \u00a9 ucles 2015 [turn overturn page for question 6",
+            "14": "14 0460/23/o/n/15 \u00a9 ucles 20156 fig. 7 shows different sources of energy used by canada and egypt in 2011. use fig. 7 to answer  all the questions that follow. canada key oil natural gassource of energy hydro-electric coal nuclearegypt fig. 7  (a) use the information in table 1 to complete the pie graph for egypt. use the key provided.  table 1 energy source percentage of total use natural gas 54 oil 41[2]  (b) (i) estimate the percentage of canada\u2019s energy that is generated by hydro-electric power.    .% [1]   (ii) describe the main similarities in energy use between canada and egypt. (y ou do not   need to use figures in your answer.)  .. .  .. .  .. .  .. .[2]",
+            "15": "15 0460/23/o/n/15 \u00a9 ucles 2015  (iii) describe three  differences in energy use between the two countries. (y ou do not need to  use figures in your answer.) 1     .. . 2     .. . 3     .. .[3]  [total: 8 marks]",
+            "16": "16 0460/23/o/n/15 \u00a9 ucles 2015additional pages if you use the following lined pages to complete the answer(s) to any question(s), the question number(s)  must be clearly shown. ... .. ... .. ... .. ... .. ... .. ... .. ... .. ... .. ... .. ... .. ... .. ... .. ... .. ... .. ... .. ... .. ... .. ... .. ... .. ... .. ... .. ... .. ... .. ... .. ... ..",
+            "17": "17 0460/23/o/n/15 \u00a9 ucles 2015... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ...",
+            "18": "18 0460/23/o/n/15 \u00a9 ucles 2015blank page",
+            "19": "19 0460/23/o/n/15 \u00a9 ucles 2015blank page",
+            "20": "20 0460/23/o/n/15 \u00a9 ucles 2015permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here 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 onl ine in the cambridge international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to do wnload at www.cie.org.uk after  the live examination series. cambridge international examinations is part of the cambridge assessment group. cambridge assessment is the brand name of unive rsity of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge.blank page"
+        },
+        "0460_w15_qp_41.pdf": {
+            "1": "this document consists of 18 printed pages, 2 blank pages and 1 insert. dc (leg/cgw) 99249/6 \u00a9 ucles 2015 [turn overcambridge international examinations cambridge international general certificate of secondary education *5087193705* geography  0460/41 paper 4  alternative to coursework october/november 2015  1 hour 30 minutes candidates answer on the question paper. additional materials: calculator  ruler   read these instructions first write your centre number, candidate number and name in the spaces provided. write in dark blue or black pen. y ou may use an hb pencil for any diagrams or graphs. do not use staples, paper clips, glue or correction fluid. do not write in any barcodes. write your answer to each question in the space provided. if additional space is required, you should use the lined pages at the end of this booklet. the question  number(s) must be clearly shown. answer all questions. the insert contains figs 1 and 2, photographs a and b and table 2 for question 1, and figs 6 and 9 and  tables 4, 5, 6 and 7 for question 2. the insert is not required by the examiner. sketch maps and diagrams should be drawn whenever they serve to illustrate an answer. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question. the syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificat e.",
+            "2": "2 0460/41/o/n/15 \u00a9 ucles 20151 a class of students studied the bradshaw model. this geographical model describes how a river\u2019s  characteristics vary between the upper course and lower course of a river. the model is shown in fig. 1 (insert).  different groups of students in the class chose to investigate different aspects of the model. one  group of six students chose the following hypotheses.   hypothesis 1:  the gradient (angle of slope) of the river bed decreases downstream.   hypothesis 2:  load particle size decreases downstream.   load particle size is a measurement of the size of individual particles carried by the river.   the students chose three sites to do their fieldwork at different distances downstream from the  river source. the sites are shown in fig. 2 (insert).   (a) to collect data for hypothesis 1  the students measured the angle of slope of the river bed  using a clinometer, ranging poles and measuring tape. this method is shown in photograph a (insert).    (i) describe how the students measured the angle of slope of the river bed.  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .[4]   (ii) one student in the group then used a digital clinometer \u2018app\u2019 on his mobile phone to check  the accuracy of the measurements. the digital clinometer is shown in photograph b (insert).    suggest one advantage and one disadvantage of a digital clinometer compared with a  traditional clinometer.  advantage .. .  .. . disadvantage .. .  .. .[2]",
+            "3": "3 0460/41/o/n/15 \u00a9 ucles 2015 [turn over  (iii) each of the six students measured the angle of slope at the three sites. the results of  their measurements are shown in table 1 below. table 1 angle of slope measurements   site angle measurement (degrees) student  astudent  bstudent  cstudent  dstudent  estudent  faverage 11 8 4 19 16 18 15 17.2 2 9 13 10 12 18 12 11.2 3 755486    the group decided to exclude the results of student b at site 1 and student e at site 2  from their analysis. explain why they made this decision.  .. .  .. .  .. .  .. .[2]   (iv) calculate the average angle of slope at site 3. write your answer in table 1. [1]",
+            "4": "4 0460/41/o/n/15 \u00a9 ucles 2015  (v) the students then plotted the results for each site on a graph, fig. 3 below. plot the  average angle calculated in (a)(iv)  on fig. 3. [1] 012 site 1 upstream downstreamsite 25hvxowv\u0003ri\u0003vwxghqwv\u00b7\u0003phdvxuhphqwv site 3345678910 key measurement average anglemeasured angle (degrees)measured angle (degrees)11121314151617181920 01234567891011121314151617181920 fig. 3",
+            "5": "5 0460/41/o/n/15 \u00a9 ucles 2015 [turn over  (vi) do the results shown in table 1 and fig. 3 support hypothesis 1:  the gradient (angle of  slope) of the river bed decreases downstream ? use data to support your conclusion.  .. .  .. .  .. .  .. .  .. .  .. .[3]  (b) to investigate hypothesis 2:  load particle size decreases downstream , the students  measured one pebble from the bed every 30 cm across the channel at each site. they measured the length, width and height of each pebble in order to calculate its volume.   (i) why would the volume measurement be more reliable than only measuring the length?  .. .  .. .[1]   (ii) which two of the pieces of equipment in the table below could the students use to  measure the volume of each pebble? tick ( \u2713) your choices. equipment tick ( \u2713) callipersflowmeterquadratrulerstopwatch  [2]",
+            "6": "6 0460/41/o/n/15 \u00a9 ucles 2015  (iii) the students\u2019 results are shown in table 2 (insert). use these results to complete the  histogram for site 2 , below. [2] volume of pebbles 7 6 5 4 number of pebbles 0 \u2013 100101  \u2013 200201  \u2013 300 volume of pebbles (cm3)site 1 401  \u2013 500301  \u2013 4003 2 017 6 5 4 number of pebbles 0 \u2013 100101  \u2013 200201  \u2013 300 volume of pebbles (cm3)site 2 401  \u2013 500301  \u2013 4003 2 01 7 6 5 4 number of pebbles 0 \u2013 100101  \u2013 200201  \u2013 300 volume of pebbles (cm3)site 3 401  \u2013 500301  \u2013 4003 2 01 fig. 4",
+            "7": "7 0460/41/o/n/15 \u00a9 ucles 2015 [turn over  (iv) the students decided that there was no clear conclusion to hypothesis 2:  load particle  size decreases downstream . use evidence from fig. 4 and table 2 to support this  decision.  .. .  .. .  .. .  .. .  .. .  .. .[3]  (c) one student also plotted the measurements across the river at each site. these are shown in  fig. 5 below.   (i) use the information in table 2 (insert) to complete fig. 5 by plotting the volume of the  pebbles at 1.2 m and 3.0 m from the inside bank at site 3. [2] volume of pebbles at site 3 050100150 0.30 0.6 0.9 1.2 1.5 1.8 2.1 2.4 distance from inside bank (m)2 . 73 . 03 . 33 . 63 . 94 . 24 . 54 . 85 . 1200250volume of pebbles (cm3)300350400450500 fig. 5   (ii) site 3 is on a river meander. what pattern is shown by the results at site 3?  .. .  .. .[1]",
+            "8": "8 0460/41/o/n/15 \u00a9 ucles 2015  (iii) using fig. 5 and table 2, explain why the results at site 3 show this pattern.  .. .  .. .  .. .  .. .[2]  (d) suggest four ways that the students could have improved their data collection methods to  make their results more reliable. 1 .   ..  2 . ...  ..  3 .   ..  4 . ...  ..  [4]  [total: 30 marks]",
+            "9": "9 0460/41/o/n/15 \u00a9 ucles 2015 [turn over2 some students in the uk wanted to compare areas of the town they lived in. they decided to  divide their investigation into two parts. first they looked at the environment of different areas, and second they investigated the quality of life of people who live in the different areas.   quality of life is a measurement of a person\u2019s well-being and happiness which could include things  such as safety, community spirit and level of crime.  the students chose five sites to investigate in different areas of the town. these are shown in  fig. 6 (insert).   they decided to investigate the following hypotheses:   hypothesis 1:  the quality of the environment improves as distance from the town centre  increases.    hypothesis 2:  people\u2019s quality of life improves as distance from the town centre increases.  (a) to investigate hypothesis 1  the students did an environmental quality survey at one site in  each area. to make their survey more reliable the students produced brief descriptions of each category for the survey. an example for traffic is shown below.  category: trafficdescription score very little traffic which is moving freely 4little traffic which is moving steadily 3lots of traffic which is moving slowly 2lots of traffic which is causing congestion and queues 1   (i) put the following descriptions of public open space into the correct order in the table  below. [1]    \u0081 very little vegetation, land is derelict    \u0081 well kept vegetation which is regularly maintained    \u0081 vegetation is not maintained and is overgrown    \u0081 vegetation is maintained but not to a high level category:  public open spacedescription score 4321",
+            "10": "10 0460/41/o/n/15 \u00a9 ucles 2015  (ii) the students went as a group with their teacher to do a practice survey in an area near  school. the scores of two students are shown in table 3 below. table 3 students\u2019 scores category student a student b building condition 4 2public open space 3 2traffic 3 1noise 2 2    suggest one reason why the scores of the two students are different.  .. .  .. .[1]   (iii) explain how the students would organise and carry out the environmental quality survey.  .. .  .. .  .. .   .. .  .. .  .. .  .. .  .. .[4]",
+            "11": "11 0460/41/o/n/15 \u00a9 ucles 2015 [turn over (b) the results of the environmental quality survey are shown in table 4 (insert).   (i) use the results for tovil in table 4 to complete fig. 7 below. [1] results of environmental quality survey 4 building conditionpublic open spacetrafficnoise3 2centrescore 01 building conditionfantscore 0 building conditionpublic open spacetrafficnoisetovilscore noise4 building conditionpublic open spacetrafficnoise3 2 1 04 3 2 1 shepwayscoreloose building conditionpublic open spacetrafficnoisenoise04 3 2 1 score building conditionpublic open spacetrafficnoisenoise04 3 2 1 fig. 7",
+            "12": "12 0460/41/o/n/15 \u00a9 ucles 2015  (ii) the students also calculated the total environmental quality score for each area. use  these results from table 4 (insert) to complete the scores for centre and fant in fig. 8  below. [2] 0246 0.0 0.5 1.0 1.5 2.0 2.5 3.0 3.5 4.0 distance from cbd (km)total environmental quality scores and distance from the cbd 810score121416 loose shepwaytovil fig. 8   (iii) which one of the following conclusions to hypothesis 1:  the quality of the environment  improves as distance from the town centre increases  is most accurate? circle your  answer below. conclusion is false          conclusion is partly true          conclusion is true     support your decision with evidence from fig. 8 and table 4.  .. .  .. .  .. .  .. .  .. .  .. .[4]",
+            "13": "13 0460/41/o/n/15 \u00a9 ucles 2015 [turn over (c) to investigate hypothesis 2:  people\u2019s quality of life improves as distance from the town  centre increases , the students needed to find out what residents thought about the area they  lived in. to do this they produced an on-line questionnaire, which is shown in fig. 9 (insert).    the students delivered leaflets to 200 houses in each of the five areas. the leaflet asked  residents to fill in the on-line questionnaire by using the link provided.    (i) suggest two advantages and two disadvantages of using the on-line questionnaire  rather than asking people in the street. advantages1 .   .. . 2 .   .. . disadvantages1 .   .. . 2 .   .. .[4]",
+            "14": "14 0460/41/o/n/15 \u00a9 ucles 2015  when the students received the completed questionnaires they recorded the results and  converted them into percentages. these are shown in tables 5, 6 and 7 (insert).    (ii) the results to question 1: how safe do you feel in the local area?  are shown in table 5.  use the results to complete the pie graph for fant in fig. 10, below. [2] answers to question 1: how safe do you feel in the local area? very safekey safe10 4090 60 50% 0centre 20 3080 70 10 4090 60 50% 0% 0 % 0% 0fant 20 3080 7010 4090 60 5020 3080 70 10 4090 60 5020 3080 7010 4090 60 5020 3080 70tovilunsafe very unsafe loose shepway fig. 10",
+            "15": "15 0460/41/o/n/15 \u00a9 ucles 2015 [turn over  (iii) the results to question 2: which one of the following best describes the community in  the local area? are shown in table 6. use the results to complete the graph for fant in  fig. 11, below. [2] centre fant tovil shepway loose 01 0 3 0 4 0 20 60 70 50 90 people care for other peoplekey people do not mix with other people people are unfriendly to other peoplepeople are friendly to other people people are hostile to other people100 8001 0 3 0 4 0 20 60 70 50 90 100% %80 fig. 11   (iv) in which one of the five areas do residents have the best quality of life?     give one piece of evidence from fig. 10 and one piece of evidence from fig. 11 to  support your choice.     chosen area ... fig. 10  .. .  .. . fig. 11  .. .  .. .[3]",
+            "16": "16 0460/41/o/n/15 \u00a9 ucles 2015  (v) the students decided that hypothesis 2:  people\u2019s quality of life improves as distance  from the town centre increases was false.     support this conclusion with one piece of evidence from each of fig. 10, fig. 11 and  table 7 (insert). fig. 10 .. .  .. . fig. 11 .. .  .. . table 7 .. .  .. .[3]  (d) what different  methods could the students have used to extend their investigations into  environmental quality and quality of life?  .. .  .. .  .. .  .. .  .. .  .. .[3]  [total: 30 marks]",
+            "17": "17 0460/41/o/n/15 \u00a9 ucles 2015additional pages if you use the following lined pages to complete the answer(s) to any question(s), the question  number(s) must be clearly shown. ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ...",
+            "18": "18 0460/41/o/n/15 \u00a9 ucles 2015... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ...",
+            "19": "19 0460/41/o/n/15 \u00a9 ucles 2015blank page",
+            "20": "20 0460/41/o/n/15 \u00a9 ucles 2015permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here 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 onl ine in the cambridge international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to do wnload at www.cie.org.uk after  the live examination series. cambridge international examinations is part of the cambridge assessment group. cambridge assessment is the brand name of unive rsity of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge.blank page"
+        },
+        "0460_w15_qp_42.pdf": {
+            "1": "this document consists of 17 printed pages, 3 blank pages and 1 insert. dc (ac/sg) 99192/7 \u00a9 ucles 2015 [turn overcambridge international examinations cambridge international general certificate of secondary education *4928827220* geography  0460/42 paper 4 alternative to coursework october/november 2015  1 hour 30 minutes candidates answer on the question paper. additional materials: ruler  calculator read these instructions first write your centre number, candidate number and name in the spaces provided. write in dark blue or black pen. y ou may use an hb pencil for any diagrams or graphs. do not use staples, paper clips, glue or correction fluid. do not write in any barcodes. write your answer to each question in the space provided. if additional space is required, you should use the lined pages at the end of this booklet. the question number(s)  must be clearly shown. answer all questions. the insert contains figs 1, 4 and 5, photograph a and table 1 for question 1, and table 2 and figs 8, 10 and 11  for question 2. the insert is not required by the examiner. sketch maps and diagrams should be drawn whenever they serve to illustrate an answer. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [ ] at the end of each question or part question. the syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificat e.",
+            "2": "2 0460/42/o/n/15 \u00a9 ucles 20151 students at princeton university in the usa investigated temperature differences around the  campus. one group studied the effect of buildings on temperature and tested the following hypotheses.  hypothesis 1:  temperature will be highest next to buildings.    hypothesis 2: temperature will be higher on the south side of a building (the side facing the sun).  fig. 1 (insert) shows a sketch map of the study area. the students decided to measure  temperatures near to two buildings at six times of the day during one day in july (summer).   (a) to measure temperature they used a digital thermometer. this is shown in photograph a  (insert).   (i) give three  advantages of the digital thermometer over a maximum-minimum  thermometer. 1     .. . 2     .. . 3     ..  [3]   (ii) how could the students check that their temperature readings were accurate?  .. .  .. .  .. .  ..  [2]  (b) the results of the students\u2019 measurements are shown in table 1 (insert).   (i) what was the highest temperature recorded on the north facing side of the guyot  building?   . \u00b0c                              [1]   (ii) at what distance from the guyot building was the largest variation in temperature?   .  metres (m)                         [1]",
+            "3": "3 0460/42/o/n/15 \u00a9 ucles 2015 [turn over  (iii) use the results in table 1 to complete fig. 2b on page 4 . [2] 37 36 35 34 33 32 31 30 29 28 27 26 25 24 23 22 012345678 distance from building (m)temperature (\u00b0c)guyot building temperatures 15.30 12.30 18.30 09.30 21.30 06.3015.30 12.3018.30 09.3021.30 06.30 fig. 2a",
+            "4": "4 0460/42/o/n/15 \u00a9 ucles 2015distance from building (m)temperature (\u00b0c)eno building temperatures 12.30 18.30 18.30 09.30 21.30 06.3015.30 12.30 09.30 21.30 06.3037 36 35 34 33 32 31 30 29 28 27 26 25 24 23 22 012345678 fig. 2b",
+            "5": "5 0460/42/o/n/15 \u00a9 ucles 2015 [turn over  (iv) at which location do the temperature measurements better support hypothesis 1 :  temperature will be highest next to buildings ?     circle your chosen location below. \u0081 the guyot building              \u0081 the eno building    support your choice with evidence from table 1 and figs 2a and 2b.  .. .  .. .  .. .  ..  [3]   (v) suggest why temperatures may be higher nearer to a building.  .. .  ..  [1]   (vi) one student noticed that a tree was partially shading one measuring site near the eno  building. look again at table 1 and circle below the measuring site where the tree was located.    distance of sites from the eno building: 0.5m   1.0m   2.0m   4.0m   8.0m [1]  (c) to investigate hypothesis 2: temperature will be higher on the south side of a building (the  side facing the sun) , the students calculated the average temperature at each time of day at  the two locations. these are shown in table 1 (insert).   (i) calculate the average temperature at 12.30 at the eno building and write your answer on  the line below.  . \u00b0c                              [1]",
+            "6": "6 0460/42/o/n/15 \u00a9 ucles 2015  (ii) plot the average temperature calculated in c(i) on fig. 3 below. [1]   06.30 0 9.30 12.30 15.30 18.30 21.30 timeaverage temperature (\u00b0c)average temperatures at the two buildings 36 35 34 33 32 31 30 29 28 27 26 25 24 23 22 21 20 0key eno building guyot building   fig. 3",
+            "7": "7 0460/42/o/n/15 \u00a9 ucles 2015 [turn over  (iii) the students decided that hypothesis 2: temperature will be higher on the south side of  a building (the side facing the sun)  was true. support their conclusion with evidence from  fig. 3 and table 1.  .. .  .. .  .. .  .. .  .. .  ..  [3]       (iv) look again at table 1 (insert).    why is there a difference in temperature between the two buildings at 09.30?  .. .  ..  [1]   (v) suggest  one other factor that could cause temperature variation in a small area.   .. .  ..  [1]   (vi) the students discussed how they could improve their investigation to make it more  reliable. suggest two ways to improve the reliability of their investigation. 1     .. . 2     ..  [2]",
+            "8": "8 0460/42/o/n/15 \u00a9 ucles 2015 (d) another feature of weather which may vary over a small area is relative humidity.    (i) which one of the following is the correct definition of relative humidity?    tick your answer in the box below.  [1] definition tick ( \u2713) the amount of water vapour held in the air during the day.the amount of moisture in the air as a percentage of the total moisture  it could hold at that temperature. the minimum amount of water vapour in the air when it is warmed up.the percentage of moisture in the air after heavy rainfall.   (ii) relative humidity is calculated by using a wet and dry bulb thermometer (hygrometer).  this is shown in fig. 4 (insert). explain why the two thermometers show different temperatures.  .. .  .. .  .. .  .. .  .. .  .. .  .. .  ..  [4]      (iii) read the temperature of the wet bulb thermometer shown in fig. 4 and use the relative  humidity table shown in fig. 5 (insert) to calculate the relative humidity of the example shown.    dry bulb temperature = 24  \u00b0c     wet bulb temperature =  \u00b0c    temperature difference =  \u00b0c    relative humidity =  % [2] [total: 30 marks]",
+            "9": "9 0460/42/o/n/15 \u00a9 ucles 2015 [turn over2 students who lived on a mediterranean island in europe were studying tourism. they decided to  compare two local places to see why tourists came to visit. badesi is a popular beach resort with hotels and apartments. valledoria is a natural beach without hotels and apartments.  the students tested the following hypotheses:  hypothesis 1: more tourists visit badesi than valledoria because it is more attractive.  hypothesis 2:  the main reason for tourists visiting badesi and valledoria varies in importance.  (a) to test whether more tourists visit badesi than valledoria the students did a visitor count near  the beach at both places.     visitor count location time day month badesi valledoria09.30 \u2013 09.45 12.30 \u2013 12.4516.30 \u2013 16.45sunday mondayjanuary (winter) july (summer) tally chart of number of visitors  fig. 6   (i) complete fig. 6, which is an example of a recording sheet, to show the information  below. the location has been done for you. location valledoria time 09.30 \u2013 09.45day monday month  (season) july  (summer)number of visitors 27  [2]",
+            "10": "10 0460/42/o/n/15 \u00a9 ucles 2015  (ii) give three instructions the students would have been given by their teacher to make the  visitor count accurate.  1     .. . 2     .. . 3     ..  [3]   (iii) explain why the students did the visitor count on sunday and monday.  .. .  .. .  .. .  ..  [2]   (iv) explain how and why their results might have been different if they had done this visitor  count in january (winter).   .. .  .. .  .. .  ..  [2]",
+            "11": "11 0460/42/o/n/15 \u00a9 ucles 2015 [turn over  (v) table 2 (insert) shows the results of the visitor counts. use these results to complete  fig. 7b, below. [2] results of visitor counts  badesi 70 60 50 40 30 20 10 0number of visitors 09.30 - 9.45 12.30 - 12.45 16.30 - 16.45 time of countkey sunday monday fig. 7a valledoria 70 60 50 40 30 20 10 0number of visitors 09.30 - 9.45 12.30 - 12.45 16.30 - 16.45 time of countkey sunday monday fig. 7b",
+            "12": "12 0460/42/o/n/15 \u00a9 ucles 2015 (b) to compare the attractiveness of the two locations the students produced a bi-polar scoring  index. fig. 8 (insert) shows their scoring sheet.   (i) how might the following difficulties of using the bi-polar scoring sheet be overcome?    the scoring is subjective and scores may vary between students.  .. .  .. .    the score may vary at different times.  .. .  ..  [2]   (ii) the results of the bi-polar survey are shown in table 3, below. complete table 3 by  calculating the total score for valledoria. [1] table 3 results of bi-polar survey badesi valledoria beach material +2 \u22121 beach width +2 +1wildlife \u22122 +1visitor access +2 0car parking \u22122 +2litter on beach 0 +1protection against sea +1 \u22121beach facilities +2 \u22122view behind beach \u22122 +2noise \u22121 +1total +2  ",
+            "13": "13 0460/42/o/n/15 \u00a9 ucles 2015 [turn over  (iii) use table 3 to complete fig. 9 below for valledoria [2] \u20132 \u20131 0 +1 +2 \u20132 \u20131 0 +1 +2beach is made of sand wide beach lots of wildlife easy visitor access by paths or steps large, free car parks no litter on the beach well-maintained groynes for protection against the sea lots of beach facilities, including shop and toilets view behind beach is attractive countryside very quietbeach is made of shingle narrow beach little wildlife poor visitor access with no path or steps no car park lots of litter on the beach large rocks and broken  groynes for protection against the sea no beach facilities view behind beach is the cliff wall and hotels very noisy badesi valledoriakeybi-polar graph score fig. 9",
+            "14": "14 0460/42/o/n/15 \u00a9 ucles 2015  (iv) when the students studied the results of the pedestrian count and the bi-polar survey  they reached the conclusion that the results did not support hypothesis 1:  more tourists  visit badesi than valledoria because it is more attractive. support their conclusion with  data from figs 7a and 7b and tables 2 and table 3.    number of visitors  .. .  .. . attractiveness of the location .. .  ..  [2]  (c) to investigate hypothesis 2:  the main reason for tourists visiting badesi and valledoria  varies in importance , the students used a questionnaire with tourists at both locations. the  questionnaire is shown in fig. 10 (insert).   (i) the results of question 2 in the survey are shown in fig. 11 (insert).     use the information in fig. 11 to complete table 4 for valledoria below. [2] table 4 main reasons why tourists visited the two locations rank order main reason for visiting badesi percentage of visitors 1 sunbathing on the beach 232 eating in a restaurant 203 shopping 174 swimming 125 fishing 106= sailing   86= windsurfing   88 cycling   29 looking at the scenery   09= walking   0 rank order main reason for visiting valledoria percentage of visitors1 windsurfing 2222 031 741 45 fishing 126 swimming   87 cycling   48 sunbathing on the beach   39 eating in a restaurant   09= shopping   0",
+            "15": "15 0460/42/o/n/15 \u00a9 ucles 2015  (ii) what conclusion would the students make about hypothesis 2: the main reason for  tourists visiting badesi and valledoria varies in importance ? use evidence from fig. 11  and table 4 to support your answer.   .. .  .. .  .. .  .. .  .. .  .. .  .. .  ..  [4]   (iii) how could the students use the information which they collected on age and gender of  visitors to make their conclusion more detailed?  .. .  ..  [1]   (iv) the students only asked visitors for the main reason for their visit. why might this be a  weakness of their survey?  .. .  ..  [1]  (d) to extend their fieldwork the students decided to investigate more hypotheses about tourism.    suggest two questions which the students could have added to their questionnaire on tourism  shown in fig. 10 (insert). give a different reason why they might add each question. question 1  .  .. . reason  ... ..  .. . question 2  ... .  .. . reason  ... ..  ..  [4]  [total: 30 marks]",
+            "16": "16 0460/42/o/n/15 \u00a9 ucles 2015additional pages if you use the following lined page to complete the answer(s) to any question(s), the question number(s)  must be clearly shown. ... .. ... .. ... .. ... .. ... .. ... .. ... .. ... .. ... .. ... .. ... .. ... .. ... .. ... .. ... .. ... .. ... .. ... .. ... .. ... .. ... .. ... .. ... .. ... .. ... ..",
+            "17": "17 0460/42/o/n/15 \u00a9 ucles 2015... .. ... .. ... .. ... .. ... .. ... .. ... .. ... .. ... .. ... .. ... .. ... .. ... .. ... .. ... .. ... .. ... .. ... .. ... .. ... .. ... .. ... .. ... .. ... .. ... .. ... ..",
+            "18": "18 0460/42/o/n/15 \u00a9 ucles 2015blank page",
+            "19": "19 0460/42/o/n/15 \u00a9 ucles 2015blank page",
+            "20": "20 0460/42/o/n/15 \u00a9 ucles 2015permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here 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 onl ine in the cambridge international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to do wnload at www.cie.org.uk after  the live examination series. cambridge international examinations is part of the cambridge assessment group. cambridge assessment is the brand name of unive rsity of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge.blank page"
+        },
+        "0460_w15_qp_43.pdf": {
+            "1": "this document consists of 15 printed pages, 1 blank page and 1 insert. dc (nh/fd) 99189/5 \u00a9 ucles 2015 [turn over *3730759854* geography  0460/43 paper 4 alternative to coursework october/november 2015  1 hour 30 minutes candidates answer on the question paper. additional materials: ruler  calculator read these instructions first write your centre number, candidate number and name in the spaces provided. write in dark blue or black pen. y ou may use an hb pencil for any diagrams or graphs. do not use staples, paper clips, glue or correction fluid. do not write in any barcodes. answer all questions. the insert contains photograph a, table 1 and figs 2 and 3 for question 1, and tables 2 and 3 and figs 5 and 9  for question 2. the insert is not required by the examiner. sketch maps and diagrams should be drawn whenever they serve to illustrate an answer. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [ ] at the end of each question or part question. the syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificat e.cambridge international examinations cambridge international general certificate of secondary education",
+            "2": "2 0460/43/o/n/15 \u00a9 ucles 20151 a group of students went on a field visit to some coastal sand dunes. having studied the formation  of sand dunes in class, the students wanted to find out more about their shape and the different  vegetation that grows on them.  an area of coastal sand dunes is shown in photograph a (insert).  the students agreed on the following two hypotheses:   hypothesis 1 : vegetation cover on sand dunes increases with distance from the sea.   hypothesis 2 : the type of vegetation growing on sand dunes changes away from the sea.  (a) (i) to begin their investigation the students used a tape measure to mark a transect line  across the sand dunes.    using fig. 1 below choose the correct line for the transect. circle your answer below.      a    b    c    d [1] vhdehdfkvdqg\u0003gxqhv3rvvleoh\u0003vdqg\u0003gxqh\u0003wudqvhfwv $%&' % $ '& fig. 1   (ii) fig. 2 (insert) shows some of the equipment used to measure the angle of slope along a  transect line. which two of the following pieces of equipment are shown? equipment tick ( \u2713) callipers clinometer flowmeter hygrometer ranging poles  [2]",
+            "3": "3 0460/43/o/n/15 \u00a9 ucles 2015 [turn over  (iii) explain how the students would measure the changing angle of slope along a transect  line across the sand dunes.  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .[4]   (iv) from their measurements the students drew a profile of their transect to show the main  types of dune. this is shown in fig. 3 (insert).    match the following descriptions to three types of dune shown in fig. 3. write your  answers in the table below. description type of dune oldest dunes which are furthest inlandmost recently created dunestallest dunes  [1]   (v) explain how sand dunes, like the ones shown in photograph a (insert), are formed.  .. .  .. .  .. .  .. .  .. .  .. .[3]",
+            "4": "4 0460/43/o/n/15 \u00a9 ucles 2015 (b) (i) to investigate hypothesis 1 : vegetation cover on sand dunes increases with distance  from the sea, the students used a quadrat to measure the vegetation cover every  20 metres along the transect. describe how they would do this task.  .. .  .. .  .. .  .. .  .. .  .. .[3]   (ii) the students\u2019 results are shown in table 1 (insert).    plot the results at 190m and 210m from the high water mark of the sea on fig. 4 below.  [2] \u0013\u0013\u0014\u0013\u0015\u0013\u0016\u0013\u0017\u0013\u0018\u0013\u0019\u0013\u001a\u0013\u001b\u0013\u001c\u0013\u0014\u0013\u0013 \u0018\u0013 \u0014\u0013\u0013 \u0014\u0018\u0013 glvwdqfh\u0003iurp\u0003kljk\u0003zdwhu\u0003pdun\u0003ri\u0003wkh\u0003vhd \u0003\u000bp\fdprxqw\u0003ri\u0003yhjhwdwlrq\u0003fryhu \u0003\u000b\b\f \u0015\u0013\u0013 \u0015\u0018\u0013 \u0016\u0013\u0013 \u0016\u0018\u00135hvxowv\u0003ri\u0003yhjhwdwlrq\u0003fryhu\u0003phdvxuhphqw fig. 4",
+            "5": "5 0460/43/o/n/15 \u00a9 ucles 2015 [turn over  (iii) to what extent is hypothesis 1 : vegetation cover on sand dunes increases with distance  from the sea true? use evidence from fig. 4 and table 1 to support your conclusion.  .. .  .. .  .. .  .. .  .. .  .. .[3]  (c) to investigate hypothesis 2 : the type of vegetation growing on sand dunes changes away  from the sea, the students recorded the main type of vegetation at each sample site along  their transect. these results are also shown in table 1 (insert).   (i) at first the students could not identify some of the types of vegetation. suggest two ways  that they found out what they were. 1     .. . 2     .. .[2]   (ii) suggest one disadvantage of the students only recording the main type of vegetation at  each sampling site.  .. .  .. .[1]   (iii) when they studied their results the students agreed that hypothesis 2 : the type of  vegetation growing on sand dunes changes away from the sea was true. give two pieces  of evidence from table 1 to support their conclusion.  1     .. . 2     .. .[2]",
+            "6": "6 0460/43/o/n/15 \u00a9 ucles 2015 (d) (i) while doing their fieldwork the students realised that the sand dunes were a popular  destination for tourists.    describe how tourists may affect the vegetation growing on sand dunes.  .. .  .. .  .. .  .. .[2]   (ii) suggest how tourism could be managed to protect the dunes and vegetation from  visitors?  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .[4]  [total: 30 marks]",
+            "7": "7 0460/43/o/n/15 \u00a9 ucles 2015 [turn overturn page for question 2",
+            "8": "8 0460/43/o/n/15 \u00a9 ucles 20152 a large new shop was opened in the cbd of a town in the uk. students from a local school  decided to investigate the impact of the shop on the town centre. fig. 5 (insert) shows the location of the shop in the cbd of the town.  (a) (i) what does cbd  stand for?  .. .[1]   (ii) which one of the following is least  likely to be located in the cbd of a town? tick your  choice in the table below. tick (\u2713) government buildingtrain stationfactorytheatrebank  [1]  the students agreed on the following hypotheses:   hypothesis 1 : opening the new shop has had a positive economic impact on the town centre.   hypothesis 2 : opening the new shop has had a negative impact on the environment of the  town centre.  (b) to test hypothesis 1  the students produced a questionnaire to use with people in the town  centre.   (i) the teacher gave the students the questionnaire to use.    give three  pieces of advice the teacher would have given the students about how to use it. 1     .. . 2     .. . 3     .. .[3]",
+            "9": "9 0460/43/o/n/15 \u00a9 ucles 2015 [turn over  (ii) the questionnaire is shown in fig. 6 below. in the spaces provided on fig. 6, add two  other age groups which are appropriate for classifying the people interviewed. two age groups have already been included. [2] questionnaire hello, i am studying geography at rymer college. please will you complete the  following questionnaire to help me complete my geography fieldwork? gender   male       female  age group       under 15  ______  ______  over 60  what do you think about the large new shop which has been opened in the town  centre? for each of the following statements circle the answer which matches your opinion.1. the shop has brought a larger variety of goods and services to the town centre. agree strongly    agree    disagree    disagree strongly 2. the shop attracts people to come to the town centre more often. agree strongly    agree    disagree    disagree strongly 3. the shop has provided more jobs in the town centre.  agree strongly    agree    disagree    disagree strongly 4. the shop has meant increased competition for other shops in the town centre. agree strongly    agree    disagree    disagree strongly thank you for your time. fig. 6",
+            "10": "10 0460/43/o/n/15 \u00a9 ucles 2015  (iii) the students used the questionnaire with 100 people. their results are shown in table 2  (insert).    use these results to complete fig. 7 below. [2] 0 1 02 03 04 05 06 07 08 0 90 100 0 1 02 03 04 05 06 07 08 0 90 1005hvxowv\u0003ri\u0003wkh\u0003txhvwlrqqdluh the shop has brought a larger variety of goods and services to thetown centre the shop attracts people to come to the town centre more often  the shop has provided more jobs in the town centre  the shop has meant increased competition for other shops inthe town centre    agree strongly.h\\ agree disagree disagree strongly fig. 7   (iv) one student did a further calculation for each statement to see how positive people were  about the shop. this calculation is shown for statement 1 below. statement 1: the shop has brought a larger variety of goods and services to the town centre. opinion number of answers weighting score agree strongly 38 +2 +76agree 26 +1 +26disagree 33 \u20131 \u201333disagree strongly 3 \u20132 \u20136total score +63",
+            "11": "11 0460/43/o/n/15 \u00a9 ucles 2015 [turn over   complete the table below to show the student\u2019s calculation for statement 2. statement 2: the shop attracts people to come to the town centre more often. opinion number of answers weighting score agree strongly 31 +2agree 40 +1disagree 20 \u20131disagree strongly 9 \u20132  total score  [2]   (v) plot the total score which you calculated for statement 2 in fig. 8 below. [1] the shop has brought a  larger variety of goods and services  to the town.total  scores the shop attracts people to come to the town centre more often.the shop has provided more jobs in the town centre.the shop  has meant increased competition for other shops in the town centre.0102030405060708090100110120130140150 fig. 8",
+            "12": "12 0460/43/o/n/15 \u00a9 ucles 2015  (vi) what conclusion would the students make about hypothesis 1 : opening the new shop  has had a positive economic impact on the town centre ? use evidence from figs 7 and 8  to support your answer.  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .[4]  (c) to investigate hypothesis 2 : opening the new shop has had a negative impact on the  environment of the town centre,  the students did an environmental quality survey at five  locations in the town centre. the recording sheet which they used is shown in fig. 9 (insert).   (i) how might the following difficulties of using the scoring sheet be overcome?    the scoring is subjective and scores may vary between students.  .. .  .. .    the score may vary at different times.  .. .  .. .[2]",
+            "13": "13 0460/43/o/n/15 \u00a9 ucles 2015 [turn over  (ii) the results of the environmental quality survey are shown in table 3 (insert).    complete fig. 10 below by plotting the total score for location a. [1] n 0102030 0102030 0102001020 0102030 $% & ('p pnew shop location of survey points5hvxowv\u0003ri\u0003hqylurqphqwdo\u0003txdolw\\\u0003vxuyh\\ .h\\ shop car park indoor shopping area restricted access for vehicless s$ 0 100 200 m300 400 fig. 10",
+            "14": "14 0460/43/o/n/15 \u00a9 ucles 2015  (iii) the students decided that hypothesis 2 : opening the new shop has had a negative  impact on the environment of the town centre was true. do you agree with their decision?  support your answer with evidence from table 3 and figs 9 and 10.  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .[4]  (d) some students did a pedestrian count at the five survey points in the town centre to investigate  another possible impact of the new shop.   (i) in the space below draw a recording sheet which the students could have used for the  pedestrian count.  [3]",
+            "15": "15 0460/43/o/n/15 \u00a9 ucles 2015  (ii) how should the students organise and complete the pedestrian count?  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .[4]  [total: 30 marks]",
+            "16": "16 0460/43/o/n/15 \u00a9 ucles 2015permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here 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 onl ine in the cambridge international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to do wnload at www.cie.org.uk after  the live examination series. cambridge international examinations is part of the cambridge assessment group. cambridge assessment is the brand name of unive rsity of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge.blank page"
+        }
+    },
+    "2016": {
+        "0460_s16_qp_11.pdf": {
+            "1": "this document consists of 35 printed pages, 1 blank page and 1 insert. dc (kn/cgw) 114940/5 \u00a9 ucles 2016 [turn overcambridge international examinations cambridge international general certificate of secondary education *7762547120* geography  0460/11 paper 1 may/june 2016  1 hour 45 minutes candidates answer on the question paper. additional materials: ruler  calculator read these instructions first write your centre number, candidate number and name in the spaces provided. write in dark blue or black pen. y ou may use an hb pencil for any diagrams or graphs. do not use staples, paper clips, glue or correction fluid. do not write in any barcodes. write your answer to each question in the space provided. if additional space is required, you should use the lined pages at the end of this booklet. the question number(s)  must be clearly shown. answer three  questions, one from each section. the insert contains photographs a and b for question 5 and fig. 11 for question 6. the insert is not required by the examiner. sketch maps and diagrams should be drawn whenever they serve to illustrate an answer. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [ ] at the end of each question or part question. definitions medcs \u2013 more economically developed countries ledcs \u2013 less economically developed countries the syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificat e.",
+            "2": "2 0460/11/m/j/16 \u00a9 ucles 2016section a answer one question from this section. question 1 1 (a) study fig. 1,  which shows information about the number of immigrants to mexico (an ledc)  in 2011. canada 13 579 europe 61 840 caribbean 17 043 africa 1796 other parts ofcentral america 31 110usa 68 351 asia 35 280 southamerica71  786mexico fig. 1   (i) put the following continents in rank order according to their number of migrants into  mexico.    asia                                 europe                                 south america       1st .. highest    2nd  ..          3rd  .. lowest [1]   (ii) identify the following:    \u0081 a country in north america with over 60 000 migrants to mexico in 2011;        ..     \u0081 the number of migrants to mexico from other parts of central america in 2011.      .. [2]",
+            "3": "3 0460/11/m/j/16 \u00a9 ucles 2016 [turn over  (iii) give three  difficulties which international migrants may experience when settling in a  new country. 1     .. . 2     .. . 3     .. .     [3]   (iv) suggest ways in which mexico will have benefitted from receiving international migrants.  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .[4]",
+            "4": "4 0460/11/m/j/16 \u00a9 ucles 2016 (b) study fig. 2, which shows information about migration between mexico (an ledc) and the  usa (an medc). mexico to usa0number of migrants (millions)number of migrants (millions) 124 3 0124 3 usa to mexico 1995 to 2000mexico to usa usa to mexico 2005 to 2010 fig. 2   (i) using fig. 2, compare the pattern of migration between mexico and the usa during the  periods 1995 \u2013 2000 and 2005 \u2013 2010. include statistics in your answer.  .. .  .. .  .. .  .. .  .. .  .. .[3]",
+            "5": "5 0460/11/m/j/16 \u00a9 ucles 2016 [turn over  (ii) describe the pull factors of an medc, such as the usa, for migrants from ledcs.  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .[5]",
+            "6": "6 0460/11/m/j/16 \u00a9 ucles 2016 (c) for a named country you have studied, describe and explain the problems caused by under- population.   name of country ..  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .[7]  [total: 25 marks] end of question 1",
+            "7": "7 0460/11/m/j/16 \u00a9 ucles 2016 [turn overturn page for question 2",
+            "8": "8 0460/11/m/j/16 \u00a9 ucles 2016question 2 2 (a) study fig. 3, which shows a coastal area in an medc. nkey contours at 100 metre intervals water depth (metres) mud at low water secondary roads railwaysrivers cliffs sand sea sea10 05 kms r p q100100 100100200 100 100 100 200 300 100100 100main roadsurban areas village 20 20 1020 ferry1010 fig. 3",
+            "9": "9 0460/11/m/j/16 \u00a9 ucles 2016 [turn over  (i) give one reason why ports developed at p and q.  .. .  .. .  .. .[1]   (ii) suggest why the port at p has declined in importance in the last fifty years, whilst the  port at q has increased in importance.  .. .  .. .  .. .  .. .[2]   (iii) settlements r and s were both villages one hundred years ago. using fig. 3, suggest  reasons why r remained a village whilst s grew into a tourist resort.  .. .  .. .  .. .  .. .  .. .  .. .[3]   (iv) settlement p is now an industrial town. explain two different reasons for the growth of  this function at settlement p. 1     .. .  .. .  .. . 2     .. .  .. .  .. .     [4]",
+            "10": "10 0460/11/m/j/16 \u00a9 ucles 2016 (b) study fig. 4, which shows information about two rural settlements in malta (an medc in  europe). nnnn fomm ir-rih 0 200 metres400ghajn tuffieha key building field boundaries roads fig. 4",
+            "11": "11 0460/11/m/j/16 \u00a9 ucles 2016 [turn over  (i) compare the shape and size of the two rural settlements, ghajn tuffieha and  fomm ir-rih.  .. .  .. .  .. .  .. .  .. .  .. .[3]   (ii) explain the factors which influence the sites of rural settlements.  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .[5]",
+            "12": "12 0460/11/m/j/16 \u00a9 ucles 2016 (c) for a named settlement you have studied, describe and explain the service provision.   name of settlement .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .[7]  [total: 25 marks] end of question 2",
+            "13": "13 0460/11/m/j/16 \u00a9 ucles 2016 [turn overturn page for question 3",
+            "14": "14 0460/11/m/j/16 \u00a9 ucles 2016section b answer one question from this section. question 3 3 (a) study fig. 5, which shows the location of earthquakes in central and southern asia between  1900 and 2012. russian mongoliakazakhstan india area xkey earthquake magnitude (richter scale) 120  e 1000 km0 2000110  e 100  e 90 e 80 e 120  e 110  e 100  e 90 e 80 e10 n20 n30 n40 n50 n 40 n50 n60 n sri lanka maldiveschina thailandbangladeshnepalbhutan myanmar cambodia vietnam malaysialaosbangladeshnepalbhutan myanmar cambodia6.0\u20136.4 6.5\u20137.4 7.5\u20138.4 8.5 and over subduction zone (destructive  plate boundary) laos    country fig. 5   (i) what does the richter scale measure?  .. .  .. .  .. .[1]   (ii) on fig. 5, label the following:    \u2013 an earthquake with a magnitude 8.5 or higher (label with a);    \u2013 an earthquake of a magnitude less than 6.5 in india (label with b). [2]",
+            "15": "15 0460/11/m/j/16 \u00a9 ucles 2016 [turn over  (iii) describe the distribution of earthquakes in mongolia between 1900 and 2012.  .. .  .. .  .. .  .. .  .. .  .. .[3]   (iv) explain why the area labelled x on fig. 5 has experienced many earthquakes.  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .[4]",
+            "16": "16 0460/11/m/j/16 \u00a9 ucles 2016 (b) study fig. 6, which shows information about an earthquake. focusfocus faultseismic wavesseismic wavesepicentreepicentre fig. 6   (i) define the following terms: \u2013 focus;  . .  .. . \u2013 epicentre;  . ...  .. . \u2013 seismic waves.    .. .     [3]",
+            "17": "17 0460/11/m/j/16 \u00a9 ucles 2016 [turn over  (ii) describe the effects on people of a powerful earthquake.   .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .[5]",
+            "18": "18 0460/11/m/j/16 \u00a9 ucles 2016 (c) many people live in areas where there are likely to be earthquakes and volcanic eruptions.    for a named area you have studied, describe the opportunities provided by volcanoes.   name of area ...  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .[7]  [total: 25 marks] end of question 3",
+            "19": "19 0460/11/m/j/16 \u00a9 ucles 2016 [turn overturn page for question 4",
+            "20": "20 0460/11/m/j/16 \u00a9 ucles 2016question 4 4 (a) study fig. 7, which shows the location of areas of equatorial climate. tropic of capricorntropic of cancer key equatorial climateequator fig. 7   (i) name an area of equatorial climate.  .. .[1]   (ii) using fig. 7, describe the global distribution of the equatorial climate.  .. .  .. .  .. .  .. .[2]",
+            "21": "21 0460/11/m/j/16 \u00a9 ucles 2016 [turn over  (iii) describe and explain the main characteristics of the equatorial climate.    a   description  .. .  .. .  .. .  .. .  .. .  .. .[3]    b   explanation  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .[4]",
+            "22": "22 0460/11/m/j/16 \u00a9 ucles 2016 (b) study fig. 8, which shows information about deforestation of tropical rainforests. deforestation burning less evapotranspirationloss of shade leaf litter destroyedleaching and erosionsun-baked soil floodingless precipitation micro-organisms lostincreased drought topsoil lost reduced plant growth degraded vegetation fig. 8   (i) using fig. 8 only, explain how deforestation damages local ecosystems.  .. .  .. .  .. .  .. .  .. .  .. .[3]",
+            "23": "23 0460/11/m/j/16 \u00a9 ucles 2016 [turn over  (ii) explain how deforestation of tropical rainforests can have global effects on the natural  environment.  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .[5]",
+            "24": "24 0460/11/m/j/16 \u00a9 ucles 2016 (c) another climatic zone is the hot desert.   for a named area of hot desert you have studied, explain why the climate is hot and dry.   name of hot desert ...  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .[7]  [total: 25 marks] end of question 4",
+            "25": "25 0460/11/m/j/16 \u00a9 ucles 2016 [turn overturn page for question 5",
+            "26": "26 0460/11/m/j/16 \u00a9 ucles 2016section c answer one question from this section. question 5 5 (a) study fig. 9, which shows information about gnp per capita and access to clean water in ten  ledcs. 012345 gnp per capita (us$  000)population with access to clean water (percentage) 675060708090100 89 1 0algeriajamaica el salvador afghanistan ethiopiaguatemala indonesia laossri lanka senegal fig. 9   (i) identify the country with a gnp per capita of us$7500 and 90% of the population with  access to clean water.    . [1]   (ii) describe the general relationship between gnp per capita and the percentage of the  population with access to clean water. use statistics in your answer.  .. .  .. .  .. .  .. .[2]",
+            "27": "27 0460/11/m/j/16 \u00a9 ucles 2016 [turn over  (iii) state three  ways in which people obtain water in ledcs. 1     .. . 2     .. . 3     .. .  [3]   (iv) explain why providing a reliable supply of clean water may increase life expectancy.  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .[4]",
+            "28": "28 0460/11/m/j/16 \u00a9 ucles 2016 (b) study photographs a and b (insert), which show the maguga dam in swaziland (an ledc in  africa).   (i) describe three  features of the maguga dam. 1     .. . 2     .. . 3     .. .  [3]   (ii) explain why dam building schemes are important to the economies of ledcs.  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .[5]",
+            "29": "29 0460/11/m/j/16 \u00a9 ucles 2016 [turn over (c) for a named area you have studied, state an economic activity which takes place which  threatens the natural environment and explain how these threats are being managed.   name of area ...   economic activity ..  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .[7]  [total: 25 marks] end of question 5",
+            "30": "30 0460/11/m/j/16 \u00a9 ucles 2016question 6 6 (a)  study fig. 10,  which shows information about an agricultural system. inputs natural soil rain warmth land economic labour machinery human iduphuv\u00b7\u0003ghflvlrqvseedscrops wheat vxjdu\u0003ehhw potatoes animal products meat milk wool sodqw\u0003zdvwh irgghu\u0003fursv dqlpdo\u0003pdqxuhprocesses ploughing planting spraying harvesting feeding milking breeding dqlpdo\u0003ihhg fertiliser buildingsoutputs market profit fig. 10   (i) what is meant by processes  in an agricultural system?  .. .  .. .  .. .[1]   (ii) identify from fig. 10:    \u2013  an output of an arable farm; ..    \u2013  an output of a pastoral farm. .. [2]",
+            "31": "31 0460/11/m/j/16 \u00a9 ucles 2016 [turn over  (iii)  suggest the likely advantages to a farmer of mixed farming.  .. .  .. .  .. .  .. .  .. .  .. .[3]   (iv) using examples of different land uses, explain how relief influences farmers\u2019 decisions.  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .[4]",
+            "32": "32 0460/11/m/j/16 \u00a9 ucles 2016 (b) study fig. 11 (insert), which shows information about land use in pakistan (an ledc in asia).   (i) compare the land use to the east and west of the indus river.  .. .  .. .  .. .  .. .  .. .  .. .[3]   (ii) suggest reasons why some rice farmers in countries such as pakistan are commercial  farmers while others are subsistence farmers.  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .[5]",
+            "33": "33 0460/11/m/j/16 \u00a9 ucles 2016 (c)  for a named country or region you have studied, describe the effects of food shortages on  the people who live there.   name of country or region ...  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .[7]  [total: 25 marks] end of question 6",
+            "34": "34 0460/11/m/j/16 \u00a9 ucles 2016additional pages if you use the following lined pages to complete the answer(s) to any question(s), the question  number(s) must be clearly shown. ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ...",
+            "35": "35 0460/11/m/j/16 \u00a9 ucles 2016... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ...",
+            "36": "36 0460/11/m/j/16 \u00a9 ucles 2016permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here 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 onl ine in the cambridge international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to do wnload at www.cie.org.uk after  the live examination series. cambridge international examinations is part of the cambridge assessment group. cambridge assessment is the brand name of unive rsity of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge.blank page"
+        },
+        "0460_s16_qp_12.pdf": {
+            "1": "this document consists of 31 printed pages, 1 blank page and 1 insert. dc (nf/cgw) 114952/4 \u00a9 ucles 2016 [turn overcambridge international examinations cambridge international general certificate of secondary education *3079117882* geography  0460/12 paper 1 may/june 2016  1 hour 45 minutes candidates answer on the question paper. additional materials: ruler  calculator read these instructions first write your centre number, candidate number and name in the spaces provided. write in dark blue or black pen. y ou may use an hb pencil for any diagrams or graphs. do not use staples, paper clips, glue or correction fluid. do not write in any barcodes. write your answer to each question in the space provided. if additional space is required, you should use the lined pages at the end of this booklet. the question number(s)  must be clearly shown. answer three  questions, one from each section. the insert contains photographs a and b f or question 3 and fig. 7 for question 5. the insert is not required by the examiner. sketch maps and diagrams should be drawn whenever they serve to illustrate an answer. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [ ] at the end of each question or part question. definitions medcs \u2013 more economically developed countries ledcs \u2013 less economically developed countries the syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificat e.",
+            "2": "2 0460/12/m/j/16 \u00a9 ucles 2016section a answer one question from this section. question 1 1 (a) study fig. 1, which shows information about the birth and death rates of three countries in  2013. country birth rate (per 1000  of population)death rate  (per 1000 of  population) kuwait 20.9  2.1south africa 19.3 17.2vietnam 16.8  5.9 fig. 1   (i) what is meant by south africa has a death rate of 17.2 ?  .. .  .. .  ..  [1]   (ii) using fig. 1, identify the following:  \u2013 the country with the lowest birth rate; ..  \u2013 the country with the highest rate of natural population growth. ... [2]   (iii) give three  reasons why death rates vary from country to country. 1   ...  .. . 2   ...  .. . 3   ...  ..  [3]",
+            "3": "3 0460/12/m/j/16 \u00a9 ucles 2016 [turn over (b) study figs. 2a and 2b, which show information about birth rates in vietnam (an ledc in  south east asia). 50.0 45.0 40.0 30.0 25.0 20.0 15.0 0 1960 1970 1980 yearbirth rate (per 1000) 1990 2000 2010 201535.0 fig. 2a the communist government of vietnam is penalising couples who have more than  two children. in the early 1960s it imposed a two-child limit for couples and there  have been campaigns to promote contraception and abortion in the country since  1997. by 2000, the birth rate had been reduced considerably by the use of fines and  confiscation of land. the original policy ended in 2003 but was revived in 2008 after  an increase in the birth rate. villagers in thua thien-hue province are being fined for having more than two  children under the government two-child policy. catherine pham thi thanh, 44, said  that since 1996 she has been fined a total of 3800 kilograms of rice for having six  children. this is a great loss for the family which makes an annual profit of only 700  kilograms of rice from their farm. fig. 2b",
+            "4": "4 0460/12/m/j/16 \u00a9 ucles 2016  (i) using fig. 2a only, describe the reduction in the birth rate of vietnam between 1960 and  2015. include statistics in your answer.  .. .  .. .  .. .  .. .  .. .  ..  [3]   (ii) suggest how government policies and other factors may have reduced vietnam\u2019s birth  rate.  .. .  .. .  .. .  .. .  .. .  .. .  .. .  ..  [4]",
+            "5": "5 0460/12/m/j/16 \u00a9 ucles 2016 [turn over  (iii) explain why the governments of some medcs are now concerned that birth rates are  too low in their countries.  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  ..  [5]",
+            "6": "6 0460/12/m/j/16 \u00a9 ucles 2016 (c) for a named country you have studied, describe the problems caused by over-population.   name of country ..  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  ..  [7] [total: 25 marks] end of question 1",
+            "7": "7 0460/12/m/j/16 \u00a9 ucles 2016 [turn overquestion 2 2 (a) study fig. 3, which shows information about four areas of rural settlement in malta (an medc  in europe). 0 200 metreskey building field boundaries roads 400n n nn tas-salihtas-salih bingeminabingemina 7d\u00b7\u00030uhmqx7d\u00b7\u00030uhmqx /\u0010$qgulmlhw/\u0010$qgulmlhw fig. 3   (i) what is meant by a rural settlement?  .. .  .. .  ..  [1]   (ii) use evidence from fig. 3 only, to identify two similarities between the settlements of  tas-salih and bingemina. 1   ...  .. . 2   ...  ..  [2]",
+            "8": "8 0460/12/m/j/16 \u00a9 ucles 2016  (iii)  describe the main features of an area of dispersed rural settlement such as l-andrijiet.  .. .  .. .  .. .  .. .  .. .  ..  [3]   (iv) suggest reasons for the growth of a nucleated settlement such as ta\u2019 mrejnu.  .. .  .. .  .. .  .. .  .. .  .. .  .. .  ..  [4]",
+            "9": "9 0460/12/m/j/16 \u00a9 ucles 2016 [turn overturn page for question 2(b)",
+            "10": "10 0460/12/m/j/16 \u00a9 ucles 2016 (b) study figs. 4a and 4b, which show information about llanelli, an urban settlement in the uk,  in 1850 and 2000. key main roads other settlementssecondary industry coal mine high class residential area boundary of llanelli1850 byneallwynhendypwll parish churchfelinfoel dafen n 0 km2llanellipembertonfurnace sea fig. 4a llanellikey main roads other settlements high class residential areamotorway secondary industryboundary of llanelli2000 m4dafencar components factory trostre tin plate workspemberton n 0 km2pwll parish churchfurnacefelinfoel llwynhendy bynea sea fig. 4b",
+            "11": "11 0460/12/m/j/16 \u00a9 ucles 2016 [turn over  (i) using evidence from figs. 4a and 4b only, describe the main changes which have taken  place in llanelli between 1850 and 2000.  .. .  .. .  .. .  .. .  .. .  ..  [3]   (ii) suggest reasons for llanelli\u2019s function as an industrial town.  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  ..  [5]",
+            "12": "12 0460/12/m/j/16 \u00a9 ucles 2016 (c) for a named area you have studied, describe the hierarchy of service provision.   name of area ..  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  ..  [7] [total: 25 marks] end of question 2",
+            "13": "13 0460/12/m/j/16 \u00a9 ucles 2016 [turn oversection b answer one question from this section. question 3 3 (a) study photograph a (insert), which shows a beach where coastal deposition is taking place.   (i) what is meant by coastal deposition ?  .. .  .. .  ..  [1]   (ii) the waves shown on photograph a are constructive waves. describe two characteristics  of constructive waves. 1   ...  .. . 2   ...  ..  [2]   (iii) use the labelling on photograph a to explain how longshore drift occurs.  .. .  .. .  .. .  .. .  .. .  ..  [3]",
+            "14": "14 0460/12/m/j/16 \u00a9 ucles 2016  (iv) spits are formed by longshore drift.    describe the main features of a spit.  .. .  .. .  .. .  .. .  .. .  .. .  .. .  ..  [4]",
+            "15": "15 0460/12/m/j/16 \u00a9 ucles 2016 [turn over (b) study photograph b (insert), which shows an area where coastal erosion is taking place.   (i) give three  pieces of evidence that coastal erosion has occurred in the area shown by  photograph b. 1   ...  .. . 2   ...  .. . 3   .. .  .. .[3]   (ii) explain why coastal erosion is much more rapid on some coasts than others.  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  ..  [5]",
+            "16": "16 0460/12/m/j/16 \u00a9 ucles 2016 (c) for a named area of coast you have studied, explain what is being done to manage coastal  erosion.   name of area ..  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  ..  [7] [total: 25 marks] end of question 3",
+            "17": "17 0460/12/m/j/16 \u00a9 ucles 2016 [turn overquestion 4 4 (a) study fig. 5, which shows information collected in june 2012 and june 2013 at a weather  station in maleny, australia. 2012 2013 rainfall (mm) 267.2 164.6days with rainfall 16 14evaporation (mm) 40.4 58.1humidity (%) 77 78minimum temperature (\u00b0c) 5.8 5.0maximum temperature (\u00b0c) 21.2 21.8wind direction ssw sswsunshine hours (per month) 85 80 fig. 5   (i) using evidence from fig. 5, underline the weather element in the list below which showed  the greatest difference between june 2012 and june 2013.     rainfall          sunshine hours          temperature          wind direction [1]  (ii) which weather instrument is used to measure:  \u2013 humidity; .  \u2013 wind direction?  [2]   (iii) describe how information about the amount of rainfall is collected at a weather station.  .. .  .. .  .. .  .. .  .. .  ..  [3]",
+            "18": "18 0460/12/m/j/16 \u00a9 ucles 2016  (iv) some weather instruments are kept in a stevenson screen.    explain how the features of the stevenson screen ensure that the information collected  by these instruments is accurate.  .. .  .. .  .. .  .. .  .. .  .. .  .. .  ..  [4]",
+            "19": "19 0460/12/m/j/16 \u00a9 ucles 2016 [turn over (b) study fig. 6, a climate graph for indian wells, an area of hot desert in california, united  states. 40 30 20 jf m a mj monthsjas o n dtemperature (\u00b0c)rainfall (mm) 01080 60 40 020 key temperature rainfall fig. 6   (i) using fig. 6 only, describe the main features of the climate of indian wells. include  statistics in your answer.  .. .  .. .  .. .  .. .  .. .  ..  [3]",
+            "20": "20 0460/12/m/j/16 \u00a9 ucles 2016  (ii) explain why there are hot desert climates in some areas close to the tropics of cancer  and capricorn.  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  ..  [5]",
+            "21": "21 0460/12/m/j/16 \u00a9 ucles 2016 [turn over (c) for a named area of hot desert you have studied, describe and explain the characteristics of  its natural vegetation.   name of hot desert ..  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  ..  [7] [total: 25 marks] end of question 4",
+            "22": "22 0460/12/m/j/16 \u00a9 ucles 2016section c answer one question from this section. question 5 5 (a) study fig. 7 (insert), a map showing the human development index (hdi).   (i) put the following countries in rank order according to their hdi. brazil               canada               china               sudan 1st .. highest 2nd . 3rd . 4th . lowest [1]   (ii) describe the main differences in hdi between north and south america.  .. .  .. .  .. .  ..  [2]   (iii) explain why hdi is a good measure of development.  .. .  .. .  .. .  .. .  .. .  ..  [3]",
+            "23": "23 0460/12/m/j/16 \u00a9 ucles 2016 [turn over  (iv) explain why there are differences in levels of development between countries.  .. .  .. .  .. .  .. .  .. .  .. .  .. .  ..  [4]  (b) study fig. 8, which shows indicators of development for selected countries in africa. country life  expectancy (years)energy use  per person (kg. of oil  equivalent)number of  doctors (per 100 000  people)adult literacy (percentage) angola 55  606   8 67 egypt 73  735 212 58ethiopia 61  299   3 43kenya 64  494  13 85south africa 50 2587  69 87tanzania 61  465   2 78uganda 54 776   5 70 fig. 8   (i) identify the country which:  \u2013 has the lowest percentage of people who can read and write;     .  \u2013 is likely to have the poorest access to a doctor;     .  \u2013 has the lowest energy use per person.     ... [3]",
+            "24": "24 0460/12/m/j/16 \u00a9 ucles 2016  (ii) which country, listed in fig. 8, do you consider has the highest level of development?  justify your answer.    country ... justification    .. .  .. .  .. .  .. .  .. .  .. .  .. .  ..  [5]",
+            "25": "25 0460/12/m/j/16 \u00a9 ucles 2016 [turn over (c) for a country you have studied, describe the positive and negative impacts of a named  transnational corporation being located there.   name of country ..   name of transnational corporation ...  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  ..  [7] [total: 25 marks] end of question 5",
+            "26": "26 0460/12/m/j/16 \u00a9 ucles 2016question 6 6 (a) study fig. 9, which shows information about economic activities and threats to the natural  environment. economic activitiesmanufacturing industrypower stationsair pollution soil erosion global warmingdesertificationvisual pollutionnoise pollution water pollution agriculture transport fig. 9   (i) what is meant by visual pollution ?  .. .  .. .  ..  [1]   (ii) suggest two ways in which agriculture may cause soil erosion. 1   ...  .. . 2   ...  ..  [2]",
+            "27": "27 0460/12/m/j/16 \u00a9 ucles 2016 [turn over  (iii) name three  different economic activities shown in fig. 9 and explain how each one may  pollute water. economic activity 1  .. .  .. . economic activity 2  .. .  .. . economic activity 3  .. .  ..  [3]   (iv) explain how the economic activities shown in fig. 9 may cause global warming.  .. .  .. .  .. .  .. .  .. .  .. .  .. .  ..  [4]",
+            "28": "28 0460/12/m/j/16 \u00a9 ucles 2016 (b) study fig. 10, which shows advice about conservation of natural resources.       reduce        reuse       recycle fig. 10   (i) explain how following the advice given in fig. 10 can help to conserve natural resources.  .. .  .. .  .. .  .. .  .. .  ..  [3]   (ii) explain the importance of conserving natural resources and the natural environment.  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  ..  [5]",
+            "29": "29 0460/12/m/j/16 \u00a9 ucles 2016 (c) for a named country or area you have studied, describe how energy is supplied.   name of country ..  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  ..  [7] [total: 25 marks] end of question 6",
+            "30": "30 0460/12/m/j/16 \u00a9 ucles 2016additional pages if you use the following lined pages to complete the answer(s) to any question(s), the question  number(s) must be clearly shown. ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ...",
+            "31": "31 0460/12/m/j/16 \u00a9 ucles 2016... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ...",
+            "32": "32 0460/12/m/j/16 \u00a9 ucles 2016permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here 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 onl ine in the cambridge international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to do wnload at www.cie.org.uk after  the live examination series. cambridge international examinations is part of the cambridge assessment group. cambridge assessment is the brand name of unive rsity of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge.blank page"
+        },
+        "0460_s16_qp_13.pdf": {
+            "1": "this document consists of 32 printed pages and 1 insert. dc (nf/fd) 114950/5 \u00a9 ucles 2016 [turn overcambridge international examinations cambridge international general certificate of secondary education *4468786993* geography  0460/13 paper 1 may/june 2016  1 hour 45 minutes candidates answer on the question paper. additional materials: calculator  ruler read these instructions first write your centre number, candidate number and name in the spaces provided. write in dark blue or black pen. y ou may use an hb pencil for any diagrams or graphs. do not use staples, paper clips, glue or correction fluid. do not write in any barcodes. write your answer to each question in the space provided. if additional space is required, you should use the  lined pages at the end of this booklet. the question number(s) must be clearly shown. answer three  questions, one from each section. the insert contains photographs a and b for question 2 and photographs c and d for question 3. the insert is not required by the examiner. sketch maps and diagrams should be drawn whenever they serve to illustrate an answer. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [ ] at the end of each question or part question. definitions: medcs \u2013 more economically developed countries ledcs \u2013 less economically developed countries the syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificat e.",
+            "2": "2 0460/13/m/j/16 \u00a9 ucles 2016section a answer one question from this section. question 1 1 (a) study fig. 1, which shows information about migration. migrationvoluntary involuntaryinternal internationalurban to rural refugeesstrong pull factors strong push factorsafter a natural hazardrural to urban economic internal international fig. 1   (i) what is meant by migration ?  .. .  .. .  ..  [1]   (ii) complete the following definitions of types of migration by using arrows to match the  correct terms and definitions. the first one has been done for you. voluntary  people are forced to migrate involuntary  migration within a country international  people choose to migrate internal  migration from one country to another [2]",
+            "3": "3 0460/13/m/j/16 \u00a9 ucles 2016 [turn over  (iii) describe the impacts of rural to urban migration on the rural  area.  .. .  .. .  .. .  .. .  .. .  ..  [3]   (iv) explain how economic factors can cause international migration.  .. .  .. .  .. .  .. .  .. .  .. .  .. .  ..  [4]",
+            "4": "4 0460/13/m/j/16 \u00a9 ucles 2016 (b) study fig. 2, which shows information about international migration for indonesia and  singapore in 2010. indonesia and singapore are countries in south east asia. number of migrants (millions) 0 indonesia singapore0.51.01.52.0 .h\\ outward migration (emigration) inward migration (immigration) fig. 2   (i) using fig. 2 only, compare indonesia\u2019s net migration with that of singapore. include  statistics in your answer.  .. .  .. .  .. .  .. .  .. .  ..  [3]",
+            "5": "5 0460/13/m/j/16 \u00a9 ucles 2016 [turn over  (ii) describe the positive impacts of international migration on destination  countries.  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  ..  [5]",
+            "6": "6 0460/13/m/j/16 \u00a9 ucles 2016 (c) for a named urban area you have studied, describe the problems faced by migrants living in  squatter settlements.   name of urban area ..  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  ..  [7] [total: 25 marks] end of question 1",
+            "7": "7 0460/13/m/j/16 \u00a9 ucles 2016 [turn overquestion 2 2 (a) study fig. 3, which shows information about land use in bergen, an urban area in norway (an  medc in europe). 01 0 2 0 3 0 4 0 5 0 percentage of total area60 70 80 90 100.h\\ land uses residential industry and commerce roads other built-up areas open space fig. 3   (i) what percentage of bergen\u2019s area is used for industry and commerce?    % [1]   (ii) compare the percentages of land used in bergen for residential and open space.  ... \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026  .. .  .. .  ..  [2]   (iii) suggest three  likely uses of open space in bergen. 1   ... 2   ... 3   .. [3]",
+            "8": "8 0460/13/m/j/16 \u00a9 ucles 2016 (b) study photographs a and b (insert), which show parts of stavanger, another urban area in  norway.   (i) use evidence from photographs a and b to identify three  different land uses in stavanger. 1   ...  .. . 2   ...  .. . 3   ...  ..  [3]   (ii) use evidence from photographs a and b, and your own knowledge, to explain why some  settlements develop as ports.  .. .  .. .  .. .  .. .  .. .  .. .  .. .  ..  [4]",
+            "9": "9 0460/13/m/j/16 \u00a9 ucles 2016 [turn over  (iii) one type of urban zone is the central business district (cbd). describe the typical  characteristics of the cbd of an urban area.  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  ..  [5]",
+            "10": "10 0460/13/m/j/16 \u00a9 ucles 2016 (c) for a named urban area you have studied, describe recent changes which have taken place  in the central business district (cbd).   name of area ..  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  ..  [7] [total: 25 marks] end of question 2",
+            "11": "11 0460/13/m/j/16 \u00a9 ucles 2016 [turn overturn page for question 3",
+            "12": "12 0460/13/m/j/16 \u00a9 ucles 2016section b answer one question from this section. question 3 3 (a) study fig. 4, which shows four instruments used at a school weather station.  instrument p instrument q                             min \u00b0c \u221220 \u221210 0 +10 +20 +30 +40 +50 \u221220\u2212100+10+20+30+40+50\u00b0cmax  instrument r instrument s                           fig. 4",
+            "13": "13 0460/13/m/j/16 \u00a9 ucles 2016 [turn over  (i) which weather characteristic will the students measure with instrument p?  ..  [1]   (ii) use instrument q to work out the daily range of temperature. show your calculations.     [2]   (iii) identify the weather instruments labelled q, r and s.    q      r      s   [3]   (iv) explain why:  \u2013 instruments q and r are kept in a stevenson screen;  .. ..  .. ..  .. ..  .. ..  \u2013 instrument s is sited on the roof of the school.  .. ..  .. ..  .. ..  .. . [4]",
+            "14": "14 0460/13/m/j/16 \u00a9 ucles 2016 (b) study photographs c and d (insert), which show different types of clouds.   (i) describe three  differences between the clouds shown in photographs c and d. 1   ...  .. . 2   ...  .. . 3   ...  ..  [3]   (ii) describe the processes which result in large amounts of cloud forming in areas of  equatorial climate.  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  ..  [5]",
+            "15": "15 0460/13/m/j/16 \u00a9 ucles 2016 [turn over (c) for a named area of tropical rainforest you have studied, explain how its characteristics are  influenced by the equatorial climate.   name of area ..  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  ..  [7] [total: 25 marks] end of question 3",
+            "16": "16 0460/13/m/j/16 \u00a9 ucles 2016question 4 4 (a) study fig. 5, which shows information about the flows which take place in a drainage basin. precipitationprecipitation water flows water stores interceptioninterception soilsoil rockinfiltration throughflow channelriver groundwater flowoverland flow percolation$ %.h\\ fig. 5   (i) what is meant by drainage basin ?  .. .  .. .  ..  [1]   (ii) identify from fig. 5 a flow which takes place:  \u2013 in the soil; .  \u2013 in the rock. . [2]",
+            "17": "17 0460/13/m/j/16 \u00a9 ucles 2016 [turn over  (iii) explain why the amount of interception may vary within the drainage basin shown in  fig. 5.  .. .  .. .  .. .  .. .  .. .  ..  [3]   (iv) describe how the characteristics of the river are likely to change between points a and b  on fig. 5.  .. .  .. .  .. .  .. .  .. .  .. .  .. .  ..  [4]",
+            "18": "18 0460/13/m/j/16 \u00a9 ucles 2016 (b) study fig. 6, which shows a map of the delta of the river nile. 0hglwhuudqhdq\u00036hd 5hg 6hdnile delta 02 5 km50n fig. 6   (i) using fig. 6 only, describe three  characteristics of the delta of the river nile. 1   ...  .. . 2   ...  .. . 3   ...  ..  [3]",
+            "19": "19 0460/13/m/j/16 \u00a9 ucles 2016 [turn over  (ii) explain how a delta is formed.  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  ..  [5]",
+            "20": "20 0460/13/m/j/16 \u00a9 ucles 2016 (c) for a named river you have studied, explain the causes of flooding.   name of river ..  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  ..  [7] [total: 25 marks] end of question 4",
+            "21": "21 0460/13/m/j/16 \u00a9 ucles 2016 [turn oversection c answer one question from this section. question 5 5 (a) study fig. 7, which shows information about world energy production. 1990(vwlpdwhg actual oil coal renewables nuclear  natural gasoil coal renewables nuclear 050100150energy production (quadrillion btu)200250 1995 2000 2005 2010 years2015 2020 2025 2030 2035  natural gas fig. 7   (i) state the amount of energy produced by nuclear power in 2015.    . quadrillion btu [1]   (ii) which form of energy production:  \u2013 increased most rapidly between 2000 and 2015; ...  \u2013 is estimated to double between 2010 and 2035? ... [2]",
+            "22": "22 0460/13/m/j/16 \u00a9 ucles 2016  (iii) describe three  problems of relying on fossil fuels, such as oil, coal and natural gas, as  sources of energy. 1   ...  .. . 2   ...  .. . 3   ...  ..  [3]   (iv) describe two benefits and two problems of using nuclear power as a source of energy. benefit 1     .. . benefit 2     .. . problem 1   ..  .. . problem 2   ..  ..  [4]",
+            "23": "23 0460/13/m/j/16 \u00a9 ucles 2016 [turn over (b) study fig. 8, which shows the location of proposed new offshore wind turbines in part of north  east usa. 02 0 kmboston massachusetts cape cod nantucket islandmartha\u2019s vineyardrhode island$wodqwlf 2fhdq 1dqwxfnhw 6rxqg.h\\ 3ursrvhg\u0003qhz zlqg\u0003wxuelqhvn fig. 8   (i) describe the location of the proposed new offshore wind turbines shown in fig. 8.  .. .  .. .  .. .  .. .  .. .  ..  [3]",
+            "24": "24 0460/13/m/j/16 \u00a9 ucles 2016  (ii) explain why people living in cape cod are likely to have contrasting opinions about the  proposed offshore wind turbines.  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  ..  [5]",
+            "25": "25 0460/13/m/j/16 \u00a9 ucles 2016 [turn over (c) for an example you have studied, describe and explain the location of an industry. y ou should  choose an example from manufacturing, processing, assembly or high technology industry.   type of industry ... location .. .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  ..  [7] [total: 25 marks] end of question 5",
+            "26": "26 0460/13/m/j/16 \u00a9 ucles 2016question 6 6 (a) study fig. 9, which shows information about the use of water in selected countries. 2000 water use (m3 per person per year)1500 1000 500 0domestic brazilcanadachinamexicousakey agricultural industrial fig. 9   (i) put the following countries in rank order according to their total use of water per person  per year. brazil china usa 1st. highest [1]2nd ... 3rd  ... lowest   (ii) what is meant by the following uses of water?  \u2013 domestic    .. ..  \u2013 industrial  .. ..  .. . [2]",
+            "27": "27 0460/13/m/j/16 \u00a9 ucles 2016 [turn over  (iii) using fig. 9 only, compare the use of water in canada (an medc) and mexico (an  ledc).  .. .  .. .  .. .  .. .  .. .  ..  [3]   (iv) suggest reasons for the differences in the use of water in canada and mexico.  .. .  .. .  .. .  .. .  .. .  .. .  .. .  ..  [4]",
+            "28": "28 0460/13/m/j/16 \u00a9 ucles 2016 (b) study fig. 10, which shows information about the water supply of the city of vienna, in austria  (an medc in europe). springkey well reservoir water pipelines town/city built-up area of vienna direction of pipeline flowvienna m\u00f6dling baden wr. neustadtthird water pipeline neusiedl reservoir neunkirchen hirschwangmariazell gu\u00dfwerk wildalpenlunzscheibbsst. p\u00f6lten m\u00fcrzzuschlagriver danube vienna mountain spring pipelinevienna mountain spring pipelinen fig. 10   (i) using fig. 10, identify three  different methods which vienna uses to obtain water. 1  2  3  [3]",
+            "29": "29 0460/13/m/j/16 \u00a9 ucles 2016 [turn over  (ii) explain the importance to the people and economy of a city of having a good water  supply system.  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  ..  [5]",
+            "30": "30 0460/13/m/j/16 \u00a9 ucles 2016 (c) for a named country or region you have studied, explain the causes of food shortages.   name of country or region ..  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  ..  [7] [total: 25 marks] end of question 6",
+            "31": "31 0460/13/m/j/16 \u00a9 ucles 2016additional pages if you use the following lined pages to complete the answer(s) to any question(s), the question  number(s) must be clearly shown. ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ...",
+            "32": "32 0460/13/m/j/16 \u00a9 ucles 2016permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here 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 onl ine in the cambridge international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to do wnload at www.cie.org.uk after  the live examination series. cambridge international examinations is part of the cambridge assessment group. cambridge assessment is the brand name of unive rsity of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ..."
+        },
+        "0460_s16_qp_21.pdf": {
+            "1": "this document consists of 19 printed pages, 1 blank page and 1 insert. dc (nh/jg) 114178/6 \u00a9 ucles 2016 [turn over *4547550179* geography  0460/21 paper 2 may/june 2016  1 hour 30 minutes candidates answer on the question paper. additional materials: ruler  protractor  plain paper  calculator 1:25 000 survey map extract is enclosed with this question paper. read these instructions first write your centre number, candidate number and name in the spaces provided. write in dark blue or black pen. y ou may use an hb pencil for any diagrams or graphs. do not use staples, paper clips, glue or correction fluid. do not write in any barcodes. write your answer to each question in the space provided. if additional space is required, you should use the lined pages at the end of this booklet. the question number(s)  must be clearly shown. answer all questions. the insert contains photograph a f or question 3, and photographs b, c and d for question 6. the insert is not required by the examiner. sketch maps and diagrams should be drawn whenever they serve to illustrate an answer. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [ ] at the end of each question or part question. definitions medcs \u2013 more economically developed countries ledcs \u2013 less economically developed countries the syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificat e.cambridge international examinations cambridge international general certificate of secondary education",
+            "2": "2 0460/21/m/j/16 \u00a9 ucles 20161 study the map extract for egremont, uk. the scale is 1:25 000.  (a) fig. 1 shows some of the features in the north west part of the map extract. study fig. 1 and  the map extract, and answer the questions below. b ec 00 01 02 0300 01 02 03 da  river14 1314 13 fig. 1   using the map extract, identify the following features shown on fig. 1:   (i) the land use in area a;  .. .[1]   (ii) feature b;  .. .[1]   (iii) the type of road at c;  .. .[1]   (iv) the height above sea level of the spot (survey) height at d;    .. metres [1]   (v) the name of the small settlement at e.  .. .[1]",
+            "3": "3 0460/21/m/j/16 \u00a9 ucles 2016 [turn over (b) fig. 2 is a cross section along northing 092 across cold fell. the cross section is from 040092  to 060092 (at the eastern edge of the map). 300 250 200 150metres above sea levelmetres above sea level300 xx xy 250 200 150 0 0 0400 92 0600 92 fig. 2   (i) identify the features labelled x on fig. 2.  .  [1]   (ii) what is the name of the small settlement at y on fig. 2?  .  [1]   (iii) using the map, complete the cross section on fig. 2. [2]  (c) look at the settlement at egremont in the west of the map extract. give two reasons for the  growth of the settlement. 1     .. . 2     .. .[2]",
+            "4": "4 0460/21/m/j/16 \u00a9 ucles 2016 (d) fig. 3 shows an area in the north east of the map extract. 04 05 06 04 05 06121314 121314 fig. 3   describe the relief of the area shown in fig. 3.  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .[4]",
+            "5": "5 0460/21/m/j/16 \u00a9 ucles 2016 [turn over (e) look at the main river shown on the map extract, the river ehen.   (i) what is the average width of the river? tick one correct statement below. tick (\u2713) 50 metres or less100 metres150 metres200 metres or more  [1]   (ii) which of the following describes the river? tick one correct statement below. tick (\u2713) braidedmeanderingstraight  [1]   (iii) what is the direction of flow of the river? tick one correct statement below. tick (\u2713) to the northto the southto the eastto the west  [1]",
+            "6": "6 0460/21/m/j/16 \u00a9 ucles 2016 (f) find the bridge over the river ehen at kersey bridge in the south of the map extract.   (i) measure the distance along the river, from the bridge at kersey bridge, to the next bridge  at egremont. tick one correct answer below. tick (\u2713) 1500 metres2100 metres2700 metres3300 metres  [1]   (ii) measure the bearing from the bridge at kersey bridge to the next bridge at egremont.   degrees [1]  [total: 20 marks]",
+            "7": "7 0460/21/m/j/16 \u00a9 ucles 2016 [turn over2 (a) fig. 4 shows the growth in world population since 1700. 1700 1750 1800 1850 1 900 1 950 2000 year7 bn 1 bn2 bn3 bn4 bn5 bn6 bn7 bn8 7 6 5 4 3 2 1 08 7 6 5 4 3 2 1 0world population (billions)world population (billions) fig. 4   (i) give the year when world population reached 2 billion.  .  [1]   (ii) describe the growth in world population:   \u2013 from 1700 to 1950;  ... .  .. .   \u2013 from 1950 to the present day.    .. .[2]",
+            "8": "8 0460/21/m/j/16 \u00a9 ucles 2016 (b) fig. 5 shows the population growth, since 1950, of countries at different levels of economic  development. 8 7 6 5 4 3 2 1 08 7 6 5 4 3 2 1 0 1950 1 960 1 970 1 980 1 990 2000 2010 yearpopulation (billions)population (billions) ledcs medcs fig. 5   compare the population growth in medcs and ledcs.  .. .  .. .  .. .[1]",
+            "9": "9 0460/21/m/j/16 \u00a9 ucles 2016 [turn over (c) fig. 6 shows population change in different parts of the world. average annual rate of population change 0\u20130.9%1\u20131.9%2\u20132.9%3% or more below 0%key fig. 6   describe the differences in population change:   (i) between africa and south america;  .. .  .. .  .. .  .. .[2]   (ii) between asia and north america.  .. .  .. .  .. .  .. .[2]  [total: 8 marks]",
+            "10": "10 0460/21/m/j/16 \u00a9 ucles 20163 study photograph a (insert) which shows a coastal area.  (a) identify landforms p, q and r. choose your answers from: arch  beach   cave  cliff  dune   spit  wave-cut platform   p  .   q  .   r  . [3]  (b) which letter ( x, y or z), on photograph a, indicates the position of a:   (i) headland; . [1]   (ii) bay? . [1]  (c) photograph a was taken at low tide. give evidence to support this.  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .[3]  [total: 8 marks]",
+            "11": "11 0460/21/m/j/16 \u00a9 ucles 2016 [turn overturn page for question 4",
+            "12": "12 0460/21/m/j/16 \u00a9 ucles 20164 fig. 7 shows three weather instruments, a, b and c. study fig. 7 and answer the questions on the  opposite page. 4035302520151050\u20135\u201310\u201315\u201320\u201325\u00b0c \u201325\u201320\u201315\u201310\u201350510152025303540\u00b0c instrument b instrument cinstrument a fig. 7",
+            "13": "13 0460/21/m/j/16 \u00a9 ucles 2016 [turn over (a) identify the three weather instruments shown in fig. 7.   a  .   b  .   c  . [3]  (b) using instrument c, state:   (i) the current temperature; \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026. [1]   (ii) the hottest temperature since the instrument was re-set; \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026. [1]   (iii) the coldest temperature since the instrument was re-set. \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026. [1]  (c) using instrument a, state the direction from which the wind was blowing. \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026. [1]  (d) which one of the three instruments would be kept inside a stevenson screen? \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026. [1]  [total: 8 marks]",
+            "14": "14 0460/21/m/j/16 \u00a9 ucles 20165 the united nations human development index (hdi) is a system for measuring the level of  development of a country.  (a) fig. 8 shows the twelve most developed countries in 2013 in rank order. it also shows the  rank of 11 of these countries in 2008. more developedsknzneno i swe swia j cu 3012101086421 28 26 24 22 20 18 16 14 12 10 8 6 4 2 1hdi rank 2013more developed hdi rank 2008 key no norway i ireland a australia swe sweden u usa swi switzerland ne netherlands j japan g germany c canada nz new zealand sk south korea fig. 8   (i) germany improved its rank from 22nd in 2008 to 5th in 2013. plot this information on  fig. 8. [1]   (ii) name one country, shown on fig. 8, which was not in the 12 most developed countries  in 2008. \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026. [1]   (iii) which of the countries shown on fig. 8 had the greatest fall in its rank between 2008 and  2013? \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026. [1]",
+            "15": "15 0460/21/m/j/16 \u00a9 ucles 2016 [turn over (b) the human development index (hdi) is a composite index based on life expectancy,  education and income. table 1 gives information about the hdi in different regions of the world. table 1 region hdi life  expectancy  at birth  (years)mean length  of schooling  (years)gnp per  capita (us$) europe and central asia 0.771 71.5 10.4 12 243 latin america and the caribbean 0.741 74.7  7.8 10 300east asia and the pacific 0.683 72.7  7.2   6874arab states 0.652 71.0  6.0   8317south asia 0.558 66.2  4.7   3343sub-saharan africa 0.475 54.9  4.7   2010   (i)  which of the regions shown in table 1 is least developed? \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026. [1]   (ii) the region with the highest hdi is europe and central asia. in which of the measures of  development shown in table 1 does europe and central asia score less well? \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026. [1]   (iii) suggest why the rank order for schooling and income shown in table 1 is similar.  .. .  .. .[1]  (c) suggest two other features of a country which would be good indicators of its level of  development. 1    2   [2]  [total: 8 marks]",
+            "16": "16 0460/21/m/j/16 \u00a9 ucles 20166 photographs b, c and d (insert) show features of three tourist areas.  (a) describe the relief of the area shown on photograph b.  .. .  .. .  .. .  .. .  .. .  .. .[3]  (b) using evidence from the photographs only, describe the advantages of these areas for tourist  activities. photograph b  . ...  .. .  .. .  .. .  .. .  .. .  .. . photograph c    .. .  .. .  .. .  .. .  .. .  .. .",
+            "17": "17 0460/21/m/j/16 \u00a9 ucles 2016photograph d    .. .  .. .  .. .  .. .  .. .  .. .[5]  [total: 8 marks]",
+            "18": "18 0460/21/m/j/16 \u00a9 ucles 2016additional pages if you use the following lined pages to complete the answer(s) to any question(s), the question  number(s) must be clearly shown. ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ...",
+            "19": "19 0460/21/m/j/16 \u00a9 ucles 2016... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ...",
+            "20": "20 0460/21/m/j/16 \u00a9 ucles 2016blank page permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here 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 onl ine in the cambridge international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to do wnload at www.cie.org.uk after  the live examination series. cambridge international examinations is part of the cambridge assessment group. cambridge assessment is the brand name of unive rsity of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge."
+        },
+        "0460_s16_qp_22.pdf": {
+            "1": "this document consists of 19 printed pages, 1 blank page and 1 insert. dc (lk/cgw) 114180/4 \u00a9 ucles 2016 [turn overcambridge international examinations cambridge international general certificate of secondary education *6838706465* geography  0460/22 paper 2 may/june 2016  1 hour 30 minutes candidates answer on the question paper. additional materials: ruler  protractor  plain paper  calculator 1:50 000 survey map extract is enclosed with this question paper. read these instructions first write your centre number, candidate number and name in the spaces provided. write in dark blue or black pen. y ou may use an hb pencil for any diagrams or graphs. do not use staples, paper clips, glue or correction fluid. do not write in any barcodes. write your answer to each question in the space provided. if additional space is required, you should use the lined pages at the end of the booklet. the question number(s)  must be clearly shown. answer all questions. the insert contains photograph a for question 3 and photograph b for question 6. the survey map extract and the insert are not required by the examiner. sketch maps and diagrams should be drawn whenever they serve to illustrate an answer. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [ ] at the end of each question or part question. the syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificat e.",
+            "2": "2 0460/22/m/j/16 \u00a9 ucles 20161 study the map extract for slievenamon, republic of ireland. the scale is 1:50 000.  (a) fig. 1 shows some of the features in the east of the map extract. study fig. 1 and the map  extract, and answer the questions below. 36 35 ninemilehouse 3437 36 35 343733 34 35 36 37 33 34cda b c 35 36 37 fig. 1   using the map extract, identify the following features shown on fig. 1:   (i) the type of road at a;  .. .[1]   (ii) feature b;  .. .[1]   (iii) the land use in area c;  .. .[1]   (iv) the height above sea level of the spot height at d.    ... metres [1]  (b) what is the settlement pattern in the area shown on fig. 1? tick one correct answer below. tick (\u2713) linear nucleated dispersed  [1]",
+            "3": "3 0460/22/m/j/16 \u00a9 ucles 2016 [turn over (c) find the road junction at ninemilehouse, shown on fig. 1.   (i) what is the six-figure grid reference of the road junction? tick one correct answer below. tick (\u2713) 347365348366349366365348366348  [2]   (ii) measure the distance along the n76 road from the road junction to the southern edge of  the map extract. give your answer in metres.    ... metres [1]  (d) look at the settlement at fethard in the west of the map extract. give two reasons for the  growth of the settlement. 1 .   .. . 2 .   .. .[2]  (e) find the anner river on the map. what is the direction of flow of the river? tick one correct  statement below. tick (\u2713) to the north eastto the north westto the south eastto the south west  [1]",
+            "4": "4 0460/22/m/j/16 \u00a9 ucles 2016 (f) fig. 2 is a cross section along easting 30, across the valley of the anner river. the cross  section is from 300380 (at the northern edge of the map) to 300330. 400 300 200height above sea level  (m)height above sea level  (m)100 3003800400 300third class road 200 100 3003300 fig. 2   on fig. 2, using labelled arrows, mark the positions of:   (i) the anner river; [1]   (ii) the south-facing valley side; [1]   (iii) the r692 road. [1]",
+            "5": "5 0460/22/m/j/16 \u00a9 ucles 2016 [turn over (g) fig. 3 shows an area in the south of the map extract. 33 32 31 3034 33 32 31 303427 28 29 30 31 32 33 27 28 29 30 31 32 33slievenamon fig. 3   describe the relief and drainage of the area shown on fig. 3. relief  .  .. .  .. .  .. .  .. .  .. . drainage  . ..  .. .  .. .  .. .  .. .  .. .[6]  [total: 20 marks]",
+            "6": "6 0460/22/m/j/16 \u00a9 ucles 20162 (a) fig. 4 shows an industrial system. inputs  processes  outputs examples: raw materialslabourland \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026..\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026..\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026..examples: research and developmentmanufacture of componentsassembly of components \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026..\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026..\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026..examples: finished productprofits \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026. \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026..\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026.. fig. 4   complete fig. 4 by adding each of the following examples. waste products                 capital              marketing  [3]  (b) two motor vehicle producers, volkswagen from germany and toyota from japan, have  factories in many countries. the distribution of the volkswagen factories is shown on fig. 5. the distribution of the toyota factories is shown on fig. 6. study figs. 5 and 6 and answer the questions on the opposite page. content removed due to copyright restrictions.",
+            "7": "7 0460/22/m/j/16 \u00a9 ucles 2016 [turn overdistribution of toyota factories motor vehicle factorykey fig. 6   (i) give two similarities between the distribution of volkswagen factories and the distribution  of toyota factories. 1 .   .. . 2 .   .. .[2]   (ii) give two differences between the distribution of volkswagen factories and the distribution  of toyota factories. 1 .   .. . 2 .   .. .[2]  (c) suggest one reason why companies like volkswagen and toyota locate factories outside  germany and japan.  .. .  .. .[1]  [total: 8 marks]",
+            "8": "8 0460/22/m/j/16 \u00a9 ucles 20163 (a) study photograph a (insert), which shows an area of tropical rainforest. describe the  vegetation seen in the photograph.  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .[6]",
+            "9": "9 0460/22/m/j/16 \u00a9 ucles 2016 [turn over (b) two features of plants in the tropical rainforest are given below. explain how each feature is  adapted to the equatorial climate:   (i) channelled leaves with drip tips;  .. .  .. .  .. .[1]   (ii) broad leaves.  .. .  .. .  .. .[1]  [total: 8 marks]",
+            "10": "10 0460/22/m/j/16 \u00a9 ucles 20164 fig. 7 shows the 10 regions of ghana in west africa. fig. 8 shows the net population migration rate  of the regions. study figs. 7 and 8 and answer the questions on the opposite page. 0 200 greater accracentralwesternashanti eastern voltabrong-ahafonorthernn upper westupper east km fig. 7 central 0 net population migration rate (per 1000)\u2013 100 100 200 300 400 \u2013 200 \u2013 300 \u2013 400westernashantinorthernupper eastupper west eastern volta population gain population lossgreater accrabrong-ahafo fig. 8",
+            "11": "11 0460/22/m/j/16 \u00a9 ucles 2016 [turn over (a) ashanti region had a net population gain of 50 per 1000. plot this information on fig. 8.  [1]  (b) using figs. 7 and 8, describe the pattern of internal migration in ghana.  .. .  .. .  .. .  .. .  .. .  .. .[3]  (c) table 1 shows the region of birth of the residents of greater accra region. table 1 region of birth number region of birth number greater accra 2 326 543 northern 93 677 eastern 454 571 western 82 855volta 345 729 brong-ahafo 61 995central 255 637 upper east 40 809ashanti 246 564 upper west 16 489   (i) using fig. 7 and table 1, describe the main features of migration to greater accra.  .. .  .. .  .. .  .. .[2]   (ii) suggest one reason for the features of migration you described in (c)(i) .  .. .  .. .[1]",
+            "12": "12 0460/22/m/j/16 \u00a9 ucles 2016 (d) fig. 9 shows the ages of citizens of ghana who live in other countries. under 2020\u00ef3401020citizens of ghana living in other countries (% of total)304050 35\u00ef49 age groups50\u00ef64 65 + fig. 9   suggest one reason for the pattern of ages shown in fig. 9.  .. .  .. .  .. .[1]  [total: 8 marks]",
+            "13": "13 0460/22/m/j/16 \u00a9 ucles 2016 [turn overturn page for question 5",
+            "14": "14 0460/22/m/j/16 \u00a9 ucles 20165 table 2 gives information about the most powerful earthquake in each year between 2003  and 2012. table 2 y earmagnitude (richter  scale)number of  deathsdepth of focus (km) 2003 8.3 0 272004 9.1 227 898 302005 8.6 1313 302006 8.3 0 102007 8.5 25 342008 7.9 87 587 192009 8.1 192 182010 8.8 547 352011 9.0 20 896 292012 8.6 0 23  (a) table 3 describes the depth of earthquake foci. table 3 depth of focus (km) description 0\u201350 shallow 50.1\u2013300 medium 300.1\u2013670 deep   using tables 2 and 3, describe the depth of foci of the ten earthquakes shown in table 2.  .. .  .. .[1]  (b) (i) describe the variation in the number of deaths caused by the earthquakes shown in  table 2.  .. .  .. .[1]",
+            "15": "15 0460/22/m/j/16 \u00a9 ucles 2016 [turn over  (ii) suggest two reasons for this variation. 1 .   .. . 2 .   .. .[2]  (c) fig. 10 shows the location of these powerful earthquakes.  antarctic plateafrican platenorth american plate2008 2007 2009201120032006 2005 2010 2004, 2012australian platesouth american plateindian plateeurasian plate nazca platepacific plate key epicentre and year plate movement fig. 10   using fig. 10, describe and give reasons for the distribution of powerful earthquakes. refer to  plate tectonics in your answer.  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .[4]  [total: 8 marks]",
+            "16": "16 0460/22/m/j/16 \u00a9 ucles 20166 (a) increasing food supply can be done by increasing the area of cultivation or by making  agriculture more intensive. fig. 11 below describes some of these methods. in some countries the area of irrigated agriculture has increased. there have been  increased inputs of fertiliser. deforestation has occurred and marsh has been drained. some steep mountain slopes have been terraced. agriculture has become more mechanised. areas of unused bushland and other natural vegetation have been brought into cultivation. improved crop varieties have been introduced and the methods of cultivation and harvesting have been improved. fig. 11   using information from fig. 11 only, describe:   (i) two  ways of increasing the area cultivated; 1 .   .. . 2 .   .. .[2]   (ii) two  ways of making agriculture more intensive. 1 .   .. . 2 .   .. .[2]",
+            "17": "17 0460/22/m/j/16 \u00a9 ucles 2016 (b) study photograph b (insert), which shows a valley in south africa. describe the relief  and  land use of the valley sides and the valley floor. valley sidesrelief  ... ...  .. .  .. . land use  . ...  .. .  .. . valley floorrelief  ... ...  .. .  .. . land use .. ...  .. .  .. .[4]  [total: 8 marks]",
+            "18": "18 0460/22/m/j/16 \u00a9 ucles 2016additional pages if you use the following lined pages to complete the answer(s) to any question(s), the question  number(s) must be clearly shown. ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ...",
+            "19": "19 0460/22/m/j/16 \u00a9 ucles 2016... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ...",
+            "20": "20 0460/22/m/j/16 \u00a9 ucles 2016permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here 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 onl ine in the cambridge international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to do wnload at www.cie.org.uk after  the live examination series. cambridge international examinations is part of the cambridge assessment group. cambridge assessment is the brand name of unive rsity of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge.blank page"
+        },
+        "0460_s16_qp_23.pdf": {
+            "1": "this document consists of 15 printed pages, 1 blank page and 1 insert. dc (lk/fd) 114184/4 \u00a9 ucles 2016  [turn overcambridge international examinations cambridge international general certificate of secondary education * 1 9 7 1 4 0 8 2 3 1 * geography  0460/23 paper 2  may/june 2016  1 hour 30 minutes candidates answer on the question paper. additional materials:  ruler  protractor  plain paper  calculator 1:50 000 survey map extract is enclosed with this question paper. read these instructions first write your centre number, candidate number and name in the spaces provided. write in dark blue or black pen. y ou may use an hb pencil for any diagrams or graphs. do not use staples, paper clips, glue or correction fluid. do not  write in any barcodes. write your answer to each question in the space provided. if additional space is required, you should use the lined pages at the end of this booklet. the question number(s)  must be clearly shown. answer all questions. the insert contains photographs a and b for question 2, photographs c and d for question 6. the survey map extract and the insert are not required by the examiner. sketch maps and diagrams should be drawn whenever they serve to illustrate an answer. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part  question. the syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificate.",
+            "2": "2 0460/23/m/j/16 \u00a9 ucles 20161 study the map extract for baslow, uk. the scale is 1: 50  000.  (a) fig. 1 shows some features in the north of the extract. study fig. 1 and the map extract, and  answer the questions below. 80 79 78 77 76 7580 79 78 77 76 75 24 23 22 21 20 19 1824 23 22 21 20 19 18 d a b efc fig. 1   using the map extract, identify the following features shown on fig. 1:   (i) feature a;  ... [1]   (ii) feature b;  ... [1]   (iii) feature c;  ... [1]   (iv) the name of the building at d;  ... [1]   (v) the type of vegetation at e;  ... [1]   (vi) the type of road at f.  ... [1]",
+            "3": "3 0460/23/m/j/16 \u00a9 ucles 2016 [turn over (b) fig. 2 is a cross section along northing 76 from 230760 to 280760. the position of a path has  been shown by a labelled arrow. 400 height (metres)height (metres)path 300 200 100 230760 280760400 300 200 100 fig. 2   on fig. 2 mark with a labelled arrow the positions of:   (i) a main road;  [1]   (ii) a district boundary;  [1]   (iii) the river derwent.  [1]  (c) state two features in the village of eyam that are shown in the key to the map as tourist  information.  1   2   [2]  (d) find the railway between 239800 and 290797 in the north east of the map extract. name two  artificial features created along the railway to keep it as level as possible.    and ...[2]",
+            "4": "4 0460/23/m/j/16 \u00a9 ucles 2016 (e) (i) measure the distance along the b6465 road from the southern edge of the map to the  road junction at wardlow mires. give your answer in metres.    . metres  [1]   (ii) state the bearing from the road junction at wardlow mires to the b6465 road at the  southern edge of the map.      degrees  [1]   (iii) state the six-figure grid reference of the road junction at wardlow mires.  ... [1]  (f) look at the area shown on fig. 3. 74 73 7274 73 7222 21 20 19 18 17 22 21 20 19 18 17 fig. 3   describe the relief and drainage of the area shown in fig. 3. relief  ..  ...  ...  ...  ...  ... drainage    ...  ...  ...  ...  ... [4]  [total: 20 marks]",
+            "5": "5 0460/23/m/j/16 \u00a9 ucles 2016 [turn over2 (a) study photograph a (insert), which shows a bush growing in sandy soil in a hot desert.  describe and explain how the features of the bush shown in the photograph help it to survive.  ...  ...  ...  ...  ...  ...  ...  ... [4]  (b) study photograph b (insert), which shows vegetation growing on a sand dune in a hot desert.    (i) describe the problems for vegetation of growing on a sand dune.  ...  ...  ...  ... [2]   (ii) describe the vegetation in the valley in the background of the photograph.  ...  ...  ...  ... [2]  [total: 8 marks]",
+            "6": "6 0460/23/m/j/16 \u00a9 ucles 20163 study fig. 4, which shows variations in population density in pakistan, and fig. 5, which shows the  height of the land in pakistan.  river indusriver indus 0 250 km500n islamabadislamabad quetta karachikarachipeshawarpeshawar lahorelahore iran arabian seaafghanistan 0\u201399 citypopulation density  (population per km2) key  100\u2013249250\u20139991000 and over india region xchina fig. 4 0 250 500n quetta region iran arabian seaafghanistan india river indusregion xchina 0\u2013299height above sea level in metres key  300\u20139991000\u201329993000 and over km fig. 5",
+            "7": "7 0460/23/m/j/16 \u00a9 ucles 2016 [turn over (a) using fig. 4, give the compass direction to describe the side of the river indus where most of  the population of pakistan live.     [1]  (b) using figs. 4 and 5, describe the population densities and height of the land along the coast  of the arabian sea.  ...  ...  ...  ...  ...  ... [3]  (c) using figs. 4 and 5, describe the general relationship between population density and height  of land in pakistan. use figures to support your answer.  ...  ...  ...  ... [2]  (d) the table below names two regions shown on fig. 5. complete the table to show why these  two regions do not fit the general pattern of population distribution in pakistan. region why the population does not fit the general pattern quetta region\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026.. \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026.. region x\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026.. \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026..  [2]  [total: 8 marks]",
+            "8": "8 0460/23/m/j/16 \u00a9 ucles 20164 (a) study figs. 6 and 7, which give information about the galapagos islands in the pacific ocean.  use both figs. 6 and 7 to answer the questions that follow. 0 50 100floreanna 1.0 espanola 3.2san cristobal 2.4santa cruz 1.0santiago 0.7fernandina 0.7isabela 0.7pinta  0.8nazca plateage of island in millions of years main volcanic conekey marchena 0.70.7 genovesa 0.7 kmpacific oceann fig. 6 the galapagos islands are volcanic islands on the nazca plate but are situated far from the  plate boundary. they formed at a place where magma rose to the surface. volcanoes formed  at the part of the plate that was moving over the rising magma at the time. fig. 7   (i) name the two oldest islands in the galapagos group.  .  and ..[1]   (ii) describe the location in the group of islands of the two oldest islands.  ... [1]",
+            "9": "9 0460/23/m/j/16 \u00a9 ucles 2016 [turn over  (iii) use fig. 6 (opposite) to identify two ways in which isabela is different from the other islands. 1   2   [2]  (b) fig. 8 shows how three of the volcanoes were formed in turn, as the nazca plate moved over  the rising magma. sea level youngest oldestsea level not to scaledirection of plate movement 3 isabela rising magma 0.7  m years agorising magma 1  m years agorising magma 3.2  m years ago2 floreanna1 espanola fig. 8   (i) use fig. 6 (opposite) to complete the table below to show three other  volcanic islands  that show the same sequence. order of island formation name of island 1 oldest 2 3 youngest1 ... 2  santa cruz 3 .  [2]   (ii) use all the information to tick the general direction in which the nazca plate moved over  the rising magma. direction of movement tick (3) north east to south west north west to south east south east to north west south west to north east  [1]   (iii) explain why the volcano on espanola is extinct.  ...  ... [1]  [total: 8 marks]",
+            "10": "10 0460/23/m/j/16 \u00a9 ucles 20165 (a) study fig. 9 and table 1, which give information about tourism on the galapagos islands. although the galapagos islands are 1000 kilometres off the coast of south  america, their unique wildlife attracts visitors from all over the world. travel  between and around the islands is usually only possible by boat. some tourist  boats have a restaurant and sleeping accommodation. the ministry of tourism calculated how much the tourists spent. the results are  shown in table 1 below. fig. 9 table 1 spending by tourists percentage of the total spending before arrival in the islands 64 travelling around the islands by boat 30 on services in ports on the islands  6 key spending by tourists before arrival in the islands travelling around the islands by boat on services in ports on the islands fig. 10   use the information in table 1 to complete fig. 10. use the key provided.  [2]",
+            "11": "11 0460/23/m/j/16 \u00a9 ucles 2016 [turn over (b) local people should benefit from tourism as much as possible.    suggest one way in which local inhabitants could be employed in each of the following:   (i) boat trips around the islands;  ...  ... [1]   (ii) services in the ports.   ...  ... [1]  (c) (i) explain why tourism can be harmful in a national park, such as the galapagos islands.     ...  ...  ...  ... [2]   (ii) explain how tourism is managed carefully in some areas.  ...  ...  ...  ... [2]  [total: 8 marks]",
+            "12": "12 0460/23/m/j/16 \u00a9 ucles 20166 (a) study the information in fig. 11 and photographs c and d (insert), which show two methods  used to reduce problems on some farms. problems on some farms include:  \u2022 frost damage  \u2022 infertile soils  \u2022 pests and diseases  \u2022 shortage of rainfall  \u2022 soil erosion  \u2022 soil exhaustion fig. 11   (i) explain why the land shown in the background of photograph c is unsuitable for farming.  ...  ...  ...  ... [2]   (ii) describe the farming method shown in photograph c and identify which one of the  problems listed in fig. 11 is reduced by using it.  ...  ...  ...  ... [2]",
+            "13": "13 0460/23/m/j/16 \u00a9 ucles 2016 (b) farmers in photograph d have used the machine shown in fig. 12. fixed end wheels movewaterfixed end water fig. 12   (i) state the problem, listed in fig. 11, which is reduced by the use of the machine shown in  fig. 12.  ... [1]   (ii) describe how the machine shown in fig. 12 works.  ...  ...  ...  ... [2]   (iii) state the evidence shown in photograph d that the farmer has used the type of machine  shown in fig. 12.  ...  ... [1]  [total: 8 marks]",
+            "14": "14 0460/23/m/j/16 \u00a9 ucles 2016additional pages if you use the following lined pages to complete the answer(s) to any question(s), the question number(s)  must be clearly shown. . . .. . . . ... . .. . . . .. . . . .. . .",
+            "15": "15 0460/23/m/j/16 \u00a9 ucles 2016.. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. ..",
+            "16": "16 0460/23/m/j/16 \u00a9 ucles 2016permission 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 international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download at www.cie.org.uk after  the live examination series. 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.blank page"
+        },
+        "0460_s16_qp_41.pdf": {
+            "1": "this document consists of 16 printed pages and 1 insert. dc (lk/sw) 114168/5 \u00a9 ucles 2016 [turn over *2286257366* geography  0460/41 paper 4 alternative to coursework may/june 2016  1 hour 30 minutes candidates answer on the question paper. additional materials: calculator  protractor  ruler read these instructions first write your centre number, candidate number and name in the spaces provided. write in dark blue or black pen. y ou may use an hb pencil for any diagrams or graphs. do not use staples, paper clips, glue or correction fluid. do not write in any barcodes. write your answer to each question in the space provided. if additional space is required, you should use the lined pages at the end of the booklet. the question number(s)  must be clearly shown. answer all questions. the insert contains fig. 1, table 1 and photograph a for question 1, and fig. 5, tables 2, 3 and 4 for question 2. the insert is not required by the examiner. sketch maps and diagrams should be drawn whenever they serve to illustrate an answer. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [ ] at the end of each question or part question. the syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificat e.cambridge international examinations cambridge international general certificate of secondary education",
+            "2": "2 0460/41/m/j/16 \u00a9 ucles 20161 students at a school in scotland did fieldwork on a river in the lammermuir hills. the students  chose ten sites, approximately 1 kilometre apart downstream, along the river.  the students agreed to investigate the following hypotheses:   hypothesis 1:  the gradient of the river bed becomes steeper as distance downstream  increases.   hypothesis 2:  river velocity becomes faster as distance downstream increases.  (a) before they went on their fieldtrip the students did a pilot study at three sites on a local stream.  suggest two advantages of doing a pilot study. 1      .. . 2      .. .[2]  (b) (i) to test hypothesis 1  the students measured the gradient of the river bed. describe how  they would use the equipment shown in fig. 1 (insert) to measure the gradient.  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .[4]   (ii) the students made four measurements of gradient at each site. suggest two reasons  why they did this. 1      .. . 2      .. .[2]",
+            "3": "3 0460/41/m/j/16 \u00a9 ucles 2016 [turn over  (iii) the results of the students\u2019 measurements are shown in table 1 (insert).    what conclusion would the students make about hypothesis 1:  the gradient of the river  bed becomes steeper as distance downstream increases ? support your answer with  data from table 1.  .. .  .. .  .. .  .. .  .. .  .. .[3]  (c) (i) to investigate hypothesis 2:  river velocity becomes faster as distance downstream  increases , the students measured the velocity at the ten survey sites. they used an  orange as a float, ranging poles, a tape measure and a stopwatch. describe how they measured the velocity of the river.  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .[4]   (ii) another way to measure the velocity of a river is to use a digital flowmeter (velocity  meter) like the one shown in photograph a (insert).    give one advantage and one disadvantage of using a digital flowmeter to measure  velocity. advantage   .  .. .  .. . disadvantage  . ...  .. .  .. .[2]",
+            "4": "4 0460/41/m/j/16 \u00a9 ucles 2016  (iii) at each survey site the students measured the velocity twice on the left side of the  channel, twice in the centre and twice on the right side. an example of their results from a site in their pilot study is shown in fig. 2, below.  pilot study recording sheet pilot study site: 1time in seconds for the float (orange) to travel 10 metres: measurement 1 measurement 2left side of channel 14 16 centre of channel 19 17right side of channel 21 20 fig. 2    suggest why speed of flow varied across the river channel.  .. .  .. .  .. .  .. .[2]   (iv) calculate the average velocity at pilot study site 1 using all six measurements shown  in fig. 2.    show your working and answer in the box below. [3] pilot site 1: average time to float 10 metres =                 seconds average velocity =  distance average time average velocity =                    metres per second (m/s)",
+            "5": "5 0460/41/m/j/16 \u00a9 ucles 2016 [turn over  (v) the average velocity of the river at each of the ten fieldwork sites is shown in table 1  (insert). plot the results for site 9 on fig. 3, below. [1] average velocity at the ten fieldwork sitesfieldwork sites 010 0.2 0.4 0.6 average velocity (m  / s)0.8 1.0 1.2987654321 fig. 3   (vi) do the results shown in table 1 and fig. 3 agree with hypothesis 2:  river velocity  becomes faster as distance downstream increases ? use data to support your answer.  .. .  .. .  .. .  .. .  .. .  .. .[3]",
+            "6": "6 0460/41/m/j/16 \u00a9 ucles 2016 (d) (i) one student decided to compare the two sets of measurements made at the ten sites.  he plotted both sets of results on a scatter graph, fig 4. below. use the data in table 1  (insert) to plot the results of site 5 on fig. 4. [1]   (ii) draw a best-fit line on fig. 4 to show the relationship between gradient and average  velocity. [1]average velocity (m  / s) gradient (degrees)scatter graph 00.0 2468 1 0 1 20.10.20.30.40.50.60.70.80.91.01.11.2 fig. 4   (iii) what conclusion can be made about the relationship between gradient and average  velocity? support your answer with data from table 1 and fig. 4.  .. .  .. .  .. .  .. .[2]  [total: 30 marks]",
+            "7": "7 0460/41/m/j/16 \u00a9 ucles 2016 [turn over2 a class of students in tianjin, china were studying land use in the local area. they identified  three main roads which went through their local area towards the city centre on which to do their fieldwork. the three roads shown on fig. 5 (insert) are weijin nan lu, zijinshan lu and y ouyi lu. on each road the students worked along a section approximately 4 kilometres long.   their aim was to test the following hypotheses:   hypothesis 1:  there is the same pattern of land use along all three roads.   hypothesis 2:  most of the residential and business buildings on the three roads are old.  (a) in order to test their hypotheses the class of 18 students was divided into six groups of three.  two groups worked separately on each road.     (i) suggest two reasons why their teacher split the class into groups. 1     .. . 2     .. .[2]",
+            "8": "8 0460/41/m/j/16 \u00a9 ucles 2016  (ii) street lights were positioned every 10 metres along each road. the teacher told the  students to record the main land use in each 10 metre section. they also labelled the residential and business buildings as old, recent or new.    after they completed their fieldwork task the students classified the different types of  land use into six categories.     part of one group\u2019s fieldwork notes and their classification of land use are shown in  fig. 6 below.    complete the missing land use categories in fig. 6. [2] example of students\u2019 fieldwork notes on zijinshan  lumetres0 102030405060708090 100age category land usezijinshan luland use category age 0 102030405060708090100metreso residential apartment market business oo residential apartment market business o o residential apartment restaurant tourism o residential apartment hotel tourism unoccupied under construction hotel tourism unoccupied under construction jewellery shop business n r business gas (petrol) station bank business n public hospital bank business n public hospital police station public hospital garden with benches key age of buildingsresidential  and businessexamples of land use in each category o old residential apartment, house r recent business shops, bankn new tourism hotel, restaurant publicpost office, hospital, earthquake  administration centre unoccupied under construction open landparkland, land cleared for  building fig. 6",
+            "9": "9 0460/41/m/j/16 \u00a9 ucles 2016 [turn over  (iii) the results of the land use classification of the two groups working on zijinshan lu  are shown in table 2 (insert). both groups surveyed all the land use on both sides of the road.    suggest two reasons why their results are different. 1     .. . 2     .. . [2]",
+            "10": "10 0460/41/m/j/16 \u00a9 ucles 2016pie graphs showing land use 0% 10 20 30 4090 80 70 60 50 0% 10 20 30 4090 80 70 60 50 0%weijin nan lu zijinshan lu youyi lu 10 20 30 4090 80 70 60 50residential business tourism public unoccupied open landkey fig. 7",
+            "11": "11 0460/41/m/j/16 \u00a9 ucles 2016 [turn over  (iv) when the students had checked their results and agreed figures they converted them into  percentages in order to draw graphs. these percentages are shown in table 3 (insert).     use these results to complete the pie graph for the road, weijin nan lu, opposite.  [3]   (v) whilst some students chose to plot their results on pie graphs, other students showed  them on divided bar graphs. use the results in table 3 to complete the graph for y ouyi lu  below. [2] 01 0 2 0 3 0 4 0 5 0 %60 70 80 90 100 01 0 2 0 3 0 4 0 5 0 %60 70 80 90 100 01 0 2 0 3 0 4 0 5 0 %60 70 80 90 100weijin nan ludivided bar graphs zijinshan lu youyi lu key residential business tourism public unoccupied open land fig. 8",
+            "12": "12 0460/41/m/j/16 \u00a9 ucles 2016  (vi) what conclusion would the students make about hypothesis 1:  there is the same  pattern of land use along all three roads ? support your answer with evidence from  table 3 and figs. 7 or 8.  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .[4]  (b) to investigate hypothesis 2:  most of the residential and business buildings on the three  roads are old , the students looked again at their fieldwork results about the age of residential  and business buildings. they had classified the sections as old, recent or new.    (i) suggest why it would be difficult for the groups of students to classify the age of buildings  in this way.  .. .  .. .  .. .  .. .[2]",
+            "13": "13 0460/41/m/j/16 \u00a9 ucles 2016 [turn over  (ii) the students converted their age results for residential and business buildings into  percentages. the percentages for each road are shown in table 4 (insert). plot the  percentages for recent and new business buildings on weijin nan lu on fig. 9 below.  [2]percentageresidential businesskeyage of buildings old recent weijin nan lunew old recent zijinshan lu name of roadnew old recent youyi lunew0102030405060708090100 fig. 9   (iii) do the results shown in fig. 9 support hypothesis 2:  most of the residential and  business buildings on the three roads are old ? support your decision about both types of  building with data from table 4 and fig. 9.    residential buildings  .. .  .. .  .. .  .. .    business buildings  .. .  .. .  .. .  .. .[4]",
+            "14": "14 0460/41/m/j/16 \u00a9 ucles 2016 (c) whilst they were doing their fieldwork the students found an old map in the school library of  the area as it was in 1930. this showed that much of the area in 1930 was countryside. when they compared the old map with their up-to-date map they saw that the area had become more built up. suggest why this happened.  .. .  .. .  .. .  .. .[2]  (d) one group of students decided that they would test a third hypothesis as an extra piece of  fieldwork. their hypothesis was:   business buildings are taller than residential buildings.   describe how the students could test this hypothesis. in your answer refer to how the students  would do the following:    \u0081 collect data;    \u0081 record data;    \u0081 display data;     \u0081 make a conclusion.  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .[5]  [total: 30 marks]",
+            "15": "15 0460/41/m/j/16 \u00a9 ucles 2016additional pages if you use the following lined pages to complete the answer(s) to any question(s), the question  number(s) must be clearly shown. ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ...",
+            "16": "16 0460/41/m/j/16 \u00a9 ucles 2016... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here 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 onl ine in the cambridge international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to do wnload at www.cie.org.uk after  the live examination series. cambridge international examinations is part of the cambridge assessment group. cambridge assessment is the brand name of unive rsity of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge."
+        },
+        "0460_s16_qp_42.pdf": {
+            "1": "this document consists of 19 printed pages, 1 blank page and 1 insert. dc (nh/sg) 114172/5 \u00a9 ucles 2016 [turn over *6605312637* geography  0460/42 paper 4 alternative to coursework may/june 2016  1 hour 30 minutes candidates answer on the question paper. additional materials: ruler  calculator  protractor read these instructions first write your centre number, candidate number and name in the spaces provided. write in dark blue or black pen. y ou may use an hb pencil for any diagrams or graphs. do not use staples, paper clips, glue or correction fluid. do not write in any barcodes. write your answer to each question in the space provided. if additional space is required, you should use the lined pages at the end of this booklet. the question number(s)  must be clearly shown. answer all questions. the insert contains tables 1 and 2 and fig. 3 for question 1, and fig. 8 and table 7 for question 2. the insert is not required by the examiner. sketch maps and diagrams should be drawn whenever they serve to illustrate an answer. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [ ] at the end of each question or part question. the syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificat e.cambridge international examinations cambridge international general certificate of secondary education",
+            "2": "2 0460/42/m/j/16 \u00a9 ucles 20161 students in portugal went to six sites along a local river to do a fieldwork investigation on changes  in the river channel downstream. the river which they studied flows 13 km from the sintra hills to the atlantic ocean.  (a) from the alternatives below choose the correct terms to complete the following sentences. confluence   mouth   source   tributary   valley   \u0081 a river begins at its ..   \u0081 a river enters the sea at its .. [2]  the students investigated the following hypotheses:  hypothesis 1: the area of the cross section of the river channel increases downstream.  hypothesis 2: average velocity of river flow increases downstream.  (b) the students selected six sites along the river approximately 2 kilometres apart to do their  fieldwork.   (i) in pairs they measured the width of the river channel at each site using a tape measure.     suggest two things the students could have done to make sure that their results were  reliable. 1     .. . 2   [2]",
+            "3": "3 0460/42/m/j/16 \u00a9 ucles 2016 [turn over  (ii) the results of their measurements at each site are shown in table 1 (insert).    plot the result for site 6 on fig. 1 below, which shows how the width of the river channel  varies downstream. [1] 12 10 8 6 4 2 0 0123456 fieldwork site upstream downstreamwidth of river (m)width of river at different fieldwork sites fig. 1",
+            "4": "4 0460/42/m/j/16 \u00a9 ucles 2016  (iii) next they measured the depth of the river. in the space below draw an annotated  (labelled) diagram to explain how they would do this. [4]   (iv) at each site the students measured the depth at five points across the channel. the  results of their measurements at each site are shown in table 1 (insert).    the students drew cross sections of the channel at each site. these are shown in fig. 2  opposite. use the information in table 1 to complete the cross section and shade in the river channel at site 4. [3]   (v) the method used to calculate the area of the cross section at each site is shown below.  insert the correct figures from table 1 in the calculation for site 1 below. [1] calculation of the area of the cross section at site 1 area of the cross section = width of river (metres) \u00d7 average  depth of river (metres)         =        = 0.65 sq metres   (vi) the results of the students\u2019 calculations of the area of the cross sections are shown in  table 2 (insert). to what extent do the results support hypothesis 1:  the area of the  cross section of the river channel increases downstream ? circle your decision below  and support your decision with evidence from table 2 and fig. 2. completely   partially   not at all  .. .  .. .  .. .  .. .  .. .  .. .[3]",
+            "5": "5 0460/42/m/j/16 \u00a9 ucles 2016 [turn overdepth of river channel (m) distance across river (m)0 0.5 1.0 0123site 1 depth of river channel (m) distance across river (m)0 0.5 1.0 0123 4site 2 depth of river channel (m) distance across river (m)0 0.5 1.0 0123 4 5 6site 3 depth of river channel (m) distance across river (m)0 0.5 1.0 0123 4 5 6 7 8 9 10site 4 depth of river channel (m) distance across river (m)0 0.5 1.0 0123 4 5 6 7 8 9 10 11site 5 depth of river channel (m) distance across river (m)0 0.5 1.0 0123 4 5 6 7 8site 6cross sections of the river channel fig. 2",
+            "6": "6 0460/42/m/j/16 \u00a9 ucles 2016 (c) (i) to investigate hypothesis 2: average velocity of river flow increases downstream , the  students measured the velocity at each site using the equipment shown in fig. 3 (insert).  describe how they measured velocity.  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .[4]   (ii) the students calculated the average velocity of flow at each site. their results are shown  in table 2 (insert). plot the result for site 6 on fig. 4 below. [1] average velocity at different sites 1 2 3 4 5 6 0 0.1 0.2 0.3 0.4 0.5 0.6 0.7siteupstream downstream average velocity (m  / sec) fig. 4",
+            "7": "7 0460/42/m/j/16 \u00a9 ucles 2016 [turn over  (iii) the students\u2019 conclusion was that their results did not support hypothesis 2: average  velocity of flow increases downstream . use evidence from table 2 and fig. 4 to explain  why they reached this conclusion.  .. .  .. .  .. .  .. .  .. .  .. .[3]  (d) (i) one student wondered if there was any relationship (correlation) between the area of the  river channel cross section and average velocity at the six sites. these results are shown  in table 2 (insert). the student plotted these results on a scatter graph, fig. 5 below.    use the data in table 2 to plot the results of site 6 on fig. 5 below. [1] 0.7 0.6 0.5 0.4 0.3 0.2 0.1 0 0123456 area of the cross section (m2)average velocity (m / sec)scatter graph showing average river velocity and area of the channel cross section 1 23 4 5 fig. 5",
+            "8": "8 0460/42/m/j/16 \u00a9 ucles 2016  (ii) the student decided that there was a partial relationship (correlation) between the area  of the river channel cross section and average velocity.    support this decision with evidence from table 2 and fig. 5.  .. .  .. .  .. .  .. .  .. .  .. .[3]   (iii) explain why the area of the river channel cross section may affect average velocity.  .. .  .. .  .. .  .. .[2]  [total: 30 marks]",
+            "9": "9 0460/42/m/j/16 \u00a9 ucles 2016 [turn overturn page for question 2",
+            "10": "10 0460/42/m/j/16 \u00a9 ucles 20162 students were doing fieldwork in their local town centre. they wanted to find out how the main  shopping street had changed and what people who came to shop in the town centre thought about shopping here. they tested the following hypotheses: hypothesis 1:  shops and services on the main shopping street have changed between 1981 and  2012. hypothesis 2: most people in the local area have positive opinions about shopping in the town  centre.  (a) first the students completed a land use map along the main shopping street. this map is  shown in fig. 6 opposite.   (i) which one of the following shops or services occupies building x on fig. 6?    tick your choice. tick (\u2713) bookshopclothes and shoe shopgrocery storesolicitorsupermarket  [1]   (ii) on fig. 6, use the key to show a bank at building y. [1]   (iii) what type of shop or service is located 58 metres north of the church?  .. .[1]   (iv) describe the distribution of houses shown on fig. 6.  .. .  .. .[1]   (v) identify one difference between the distribution of food and specialist non-food shops  shown on fig. 6.  .. .  .. .[1]",
+            "11": "11 0460/42/m/j/16 \u00a9 ucles 2016 [turn overfo library seserrrrrrrr rr r r sen nn fi fi e fi nnnnn rrvv vse ofofofofofo e fo e efinn lanennnn e nn churchsesesesesesennnvnnnnnv v sh sh se sesefi esecc e e e cchoney streetshfifi fofofofofo c fosenn nvv v sesesh nbell laneforest streetshopping arcadey x key shops services other buildingsc clothes and shoes food specialist non-food otherfo n sh fi finance entertainment other officee se o empty (vacant) house (residential)v r0 1 02 03 04 05 06 07 08 0 mland use map of town centre in 2012 n fig. 6",
+            "12": "12 0460/42/m/j/16 \u00a9 ucles 2016 (b) to compare the different shops and services in 1981 and 2012 the students produced table 3  below. table 3 number of shops, services and other buildings located on the main shopping street category 1981 2012 shops clothes and shoes 8 5food 20 13specialist non-food (including bookshop, wool  shop, chemist, mobile or cell phones, gift shop)29 26 other shops 3 4 services finance (including banks) 9 7 entertainment (including restaurant, caf\u00e9, bar) 5 9other services (including doctors\u2019 surgery,  estate agent, optician, shoe repairs, solicitor)17 17 office 2 1 other buildings empty (vacant) building 4 9 house (residential) 12 14 total 109 105   (i) the students obtained the data for 1981 from an old map of the area.    which one of the following is the correct description of this old map?    tick (\u2713) your choice. [1] tick (\u2713) primary source of datasecondary source of datatertiary source of data",
+            "13": "13 0460/42/m/j/16 \u00a9 ucles 2016 [turn over  (ii) the students used table 3 to draw the graph, fig. 7, below.    complete the graph to show the changes in the number of food shops and entertainment  services. [2] +10 +9 +8 +7 +6 +5 +4 +3 +2 +1 0 \u20131 \u20132 \u20133 \u20134 \u20135 \u20136 \u20137 \u20138 \u20139 \u201310 clothes and shoes food specialist non-food other shops finance entertainment other services offices empty houseschanges in the number of shops, services and other buildings on the main shopping street between 1981 and 2012 number of shops and servicesincrease decrease fig. 7",
+            "14": "14 0460/42/m/j/16 \u00a9 ucles 2016  (iii) what conclusion would the students make about hypothesis 1:  shops and services on  the main shopping street have changed between 1981 and 2012 ? support your decision  with evidence from table 3 and fig. 7.  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .[4]  (c) to investigate hypothesis 2: most people in the local area have positive opinions about  shopping in the town centre , the students used a questionnaire with people on the main  shopping street. the questionnaire is shown in fig. 8 (insert).   (i) the students asked people to complete their questionnaire between 10.00 hours and  12.00 hours on a working day. the results of the age group survey are shown in table 4 below. table 4 ages of people surveyed age groupnumber of people completing  the questionnaire under 16 016\u201330 1431\u201345 1146\u201360 33over 60 42    suggest two reasons why the number of people in the different age groups varied. 1     .. . 2     .. .[2]   (ii) how could the students have got a more even distribution of age groups to survey?  .. .  .. .[1]",
+            "15": "15 0460/42/m/j/16 \u00a9 ucles 2016 [turn over (d) (i) table 5 below shows the results of question 1 in the questionnaire. table 5 results of question 1: how often do you shop in the town centre? frequencynumber of  answers every day 11 once a week 52 once a month 20 less than once a month 17    use the results from table 5 and the key below to complete the pie graph, fig. 9, below.  [2] 0% 50%10% 20% 30% 40% 60%70%80%90%results of question 1: how often do you shop in the town centre? key every day once a week once a month less than once a month fig. 9",
+            "16": "16 0460/42/m/j/16 \u00a9 ucles 2016  (ii) table 6 below shows the results of question 2 in the questionnaire. table 6 results of question 2: where do you usually shop? location number of answers town centre shops 12 local supermarket 26 retail park on the edge of town 40 other town or city 22    use the results from table 6 and the key below to complete the divided bar graph, fig. 10,  below. [2] 0 1 02 03 04 05 06 07 08 09 0 1 0 0 %results of question 2: where do you usually shop? town centre shops local supermarket retail park on the edge of town other town or citykey fig. 10   (iii) the students put the answers to questions 3 and 4 in the questionnaire into groups.  these results are shown in table 7 (insert).    under which advantage or disadvantage in table 7 would the following answers be  included?    1 i often visit the shop which sells rare books and antiques. heading  .. ...    2  i prefer to shop in another city where there are department stores and more shops  which sell clothes and jewellery. heading  .. ...[2]",
+            "17": "17 0460/42/m/j/16 \u00a9 ucles 2016  (iv) the students reached the conclusion that hypothesis 2:  most people in the local  area have positive opinions about shopping in the town centre  was false. support this  conclusion with evidence from the results of the questionnaire.  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .[4]  (e) some students also included the question \u2018where do you live?\u2019 in their questionnaire.   (i) how could they use the answers to this question to extend their fieldwork?  .. .  .. .  .. .  .. .  .. .  .. .[3]   (ii) why might people object to being asked this question?  .. .  .. .  .. .  .. .[2]  [total: 30 marks]",
+            "18": "18 0460/42/m/j/16 \u00a9 ucles 2016additional pages if you use the following lined pages to complete the answer(s) to any question(s), the question  number(s) must be clearly shown. ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ...",
+            "19": "19 0460/42/m/j/16 \u00a9 ucles 2016... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ...",
+            "20": "20 0460/42/m/j/16 \u00a9 ucles 2016blank page permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here 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 onl ine in the cambridge international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to do wnload at www.cie.org.uk after  the live examination series. cambridge international examinations is part of the cambridge assessment group. cambridge assessment is the brand name of unive rsity of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge."
+        },
+        "0460_s16_qp_43.pdf": {
+            "1": "this document consists of 21 printed pages, 3 blank pages and 1 insert. dc (lk/fd) 114174/6 \u00a9 ucles 2016 [turn overcambridge international examinations cambridge international general certificate of secondary education *1089858088* geography  0460/43 paper 4 alternative to coursework may/june 2016  1 hour 30 minutes candidates answer on the question paper. additional materials: ruler  calculator  protractor read these instructions first write your centre number, candidate number and name in the spaces provided. write in dark blue or black pen. y ou may use an hb pencil for any diagrams or graphs. do not use staples, paper clips, glue or correction fluid. do not write in any barcodes. write your answer to each question in the space provided. if additional space is required, you should use the lined pages at the end of this booklet. the question number(s)  must be clearly shown. answer all questions. the insert contains tables 1, 2 and 3 for question 1, and figs. 6, 8, 11 and tables 5 and 6 for question 2. the insert is not required by the examiner. sketch maps and diagrams should be drawn whenever they serve to illustrate an answer. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [ ] at the end of each question or part question. the syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificat e.",
+            "2": "2 0460/43/m/j/16 \u00a9 ucles 20161 students in a class in berlin, germany, were learning about the sphere of influence of settlements  and service centres.  (a) (i) which one of the following is the correct definition of \u2018sphere of influence\u2019? tick ( \u2713) your  choice in the table below. definition tick ( \u2713) area where people have migrated fromarea next to a particular servicearea served by a settlement or servicearea where people go to work in a townarea around a town or shop  [1]   (ii) why do bigger settlements usually have a larger sphere of influence?  .. .  .. .  .. .  .. .  .. .  .. .[3]   some students decided to investigate the sphere of influence of two shopping areas, spandau  arcaden and pichelsdorfer strasse, near where they lived.   they agreed to test the following hypotheses:   hypothesis 1:  there will be more people in the area where more shops sell comparison  goods.   hypothesis 2:  the area where more shops sell comparison goods has a larger sphere of  influence in berlin than the area where more shops sell convenience goods.",
+            "3": "3 0460/43/m/j/16 \u00a9 ucles 2016 [turn over (b) to find out the number of people in the two shopping areas the students did pedestrian counts  at three locations in each area.   (i) describe how the students could organise and carry out the pedestrian counts to get  reliable results.    organise the pedestrian counts  .. .  .. .  .. .  .. .  .. .  .. .    carry out the pedestrian counts  .. .  .. .  .. .  .. .  .. .  .. .[5]",
+            "4": "4 0460/43/m/j/16 \u00a9 ucles 2016  (ii) the results of the pedestrian counts are shown in table 1 (insert). use these results to  complete fig. 1 below by plotting the number of pedestrians at location 3 in spandau  arcaden and at location 2 in pichelsdorfer strasse. [2] results of pedestrian counts 1020406080100120140160180200220240260280300 number of pedestrians 2 location3 averagespandau arcaden pichelsdorfer strasse 1020406080100120140160180200220240260280300 number of pedestrians 2 location3 average fig. 1",
+            "5": "5 0460/43/m/j/16 \u00a9 ucles 2016 [turn over (c) to test both hypotheses the students also needed to put the shops into two groups to show  whether they sold convenience (low order) goods or comparison (high order) goods.    (i) which one of the following statements about comparison and convenience goods is  correct? tick ( \u2713) your choice. tick (\u2713) comparison goods are imported and convenience goods  are produced locally comparison goods are more difficult to transport than  convenience goods comparison goods are better quality than convenience  goods comparison goods are usually more expensive than  convenience goods comparison goods are bought more frequently than  convenience goods  [1]",
+            "6": "6 0460/43/m/j/16 \u00a9 ucles 2016  (ii) in each shopping area the students grouped the shops into those selling either  convenience goods or comparison goods. their results are shown in table 2 (insert). use  these results to complete fig. 2 below. [2] types of shops in the two shopping areas 0 5010% %90 20 80 30 70 40 60 0 5010 90 20 80 30 70 40 60key shops selling convenience goodsspandau arcaden pichelsdorfer strasse shops selling comparison goods fig. 2",
+            "7": "7 0460/43/m/j/16 \u00a9 ucles 2016 [turn over  (iii) do the results of the pedestrian count and the shop survey support hypothesis 1:    there will be more people in the area where more shops sell comparison goods ? use  evidence from figs. 1 and 2 and tables 1 and 2 to support your answer.  .. .  .. .  .. .  .. .  .. .  .. .[3]  (d) to investigate hypothesis 2: the area where more shops sell comparison goods  (spandau  arcaden) has a larger sphere of influence in berlin than the area where more shops sell  convenience goods  (pichelsdorfer strasse), the students needed to find out where people  who were shopping in the two areas came from.   (i) one student wanted to ask people \u2018where do you live?\u2019 suggest two reasons why their  teacher said that this question should not be asked.  1     .. . 2     .. .[2]",
+            "8": "8 0460/43/m/j/16 \u00a9 ucles 2016  (ii) the students agreed to ask people \u2018in which borough of berlin do you live?\u2019 the answers  to this question are shown in table 3 (insert).     they displayed the results for the two shopping areas in choropleth maps. these are  shown in fig. 3 below and fig. 4 on page 9. where people shopping at spandau arcaden came from n 05 km10spandauspandauaappreinickendorfreinickendorf mittemitte friedrichshain- kreuzbergfriedrichshain- kreuzbergpankowpankow lichtenberglichtenberg marzahn- hellersdorfmarzahn- hellersdorf treptow-k\u00f6penicktreptow-k\u00f6penick neuk\u00f6llnneuk\u00f6llntempelhof- sch\u00f6nebergtempelhof- sch\u00f6neberg steglitz-zehlendorfsteglitz-zehlendorfcharlottenburg- wilmersdorfcharlottenburg- wilmersdorf fig. 3    key (for figs. 3 and 4)    % of people interviewed a pspandau arcaden pichelsdorfer strasse 01\u2013910\u20132526\u201350more than 50",
+            "9": "9 0460/43/m/j/16 \u00a9 ucles 2016 [turn overn 05 km10spandauspandauaappreinickendorfreinickendorfwhere people shopping at pichelsdorfer strasse came from mittemitte friedrichshain- kreuzbergfriedrichshain- kreuzbergpankowpankow lichtenberglichtenberg marzahn- hellersdorfmarzahn- hellersdorf treptow-k\u00f6penicktreptow-k\u00f6penickneuk\u00f6llnneuk\u00f6llntempelhof- sch\u00f6nebergtempelhof- sch\u00f6neberg steglitz-zehlendorfsteglitz-zehlendorfcharlottenburg- wilmersdorfcharlottenburg- wilmersdorf fig. 4    complete fig. 4 by shading the percentage of people who were shopping at pichelsdorfer  strasse which came from reinickendorf. [1]   (iii) give one advantage and one disadvantage of a choropleth map for displaying the data. advantage  .. .  .. . disadvantage  .. .  .. .[2]",
+            "10": "10 0460/43/m/j/16 \u00a9 ucles 2016  (iv) what conclusion did the students make about hypothesis 2:  the area where more  shops sell comparison goods  (spandau arcaden) has a larger sphere of influence in  berlin than the area where more shops sell convenience goods  (pichelsdorfer strasse)?  explain the conclusion and support your answer with data from table 3 and figs. 3 and 4.  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .[4]  (e) the students returned to the two shopping areas to map land use. fig. 5, opposite, shows  their sketch map of part of spandau arcaden.    (i) complete the key to fig. 5 by writing in the following types of land use.     \u0081 entertainment or leisure      \u0081 shop selling comparison goods    \u0081 shop selling convenience goods  [1]   (ii) use the completed key to shade in the rest of the buildings on fig. 5.  [3]  [total: 30 marks]",
+            "11": "11 0460/43/m/j/16 \u00a9 ucles 2016 [turn oversketch map of part of spandau arcaden pedestrian mall fruit and vegetablesmobile (cell)  phonesaccountant solicitor furniture store restaurant key land use type officecinema bar photography general store chemist (drug store) fig. 5",
+            "12": "12 0460/43/m/j/16 \u00a9 ucles 2016blank page",
+            "13": "13 0460/43/m/j/16 \u00a9 ucles 2016 [turn over2 students who live in north east england visited the local coast to do two pieces of fieldwork.  this coastal area is shown in fig. 6 (insert). they wanted to investigate the impact of groynes on longshore drift and to find out what local people thought about the different types of coastal defences in the area.  a groyne is a structure, usually made of wood or concrete, built out into the sea.  the students decided to investigate the following hypotheses:  hypothesis 1: groynes reduce the movement of material along a beach.  hypothesis 2: local people are in favour of the coastal defences used in the area.  (a) (i) the students knew that longshore drift is usually related to the wind direction.    describe how the students could work out the wind direction at the beach.   .. .  .. .  .. .  .. .[2]",
+            "14": "14 0460/43/m/j/16 \u00a9 ucles 2016  (ii) longshore drift moves pebbles and sand along the coast. this is shown in fig. 7 below. longshore drift  1 1\u20137xx x x x xx2 46 3 5 7 seabeach keywind directionwind direction movement of pebblepositions of pebble fig. 7    which one of the following do the lines labelled x on fig. 7 show?    tick your answer. [1] tick (\u2713) depth of the sea direction of the tide waves approaching the beach   (iii) explain how longshore drift moves material along the coast.  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .[4]",
+            "15": "15 0460/43/m/j/16 \u00a9 ucles 2016 [turn overturn page for question 2(b)",
+            "16": "16 0460/43/m/j/16 \u00a9 ucles 2016 (b) to test hypothesis 1  the students made some measurements at three groynes on the beach.    (i) they measured the height of the top of each groyne above the beach. this technique is  shown in fig. 8 (insert).    the results are shown in table 4 below. table 4 measurements from top of groyne to beach groyne height of groyne above beach (m)  south side north side a 0.45 1.03b 0.64 1.15 c 0.48 0.88    use these results to complete fig. 9 opposite by plotting the height of groyne c above  the beach on the north side. [1]   (ii) suggest two ways that the students could have improved the reliability of their  measurements. 1     .. . 2 .   .. .[2]   (iii) what conclusion would the students make to hypothesis 1:  groynes reduce the  movement of material along a beach ? support your answer with evidence from fig. 9.  .. .  .. .  .. .  .. .  .. .  .. .[3]",
+            "17": "17 0460/43/m/j/16 \u00a9 ucles 2016 [turn overheight of the groynes above the beach 0 0.5 1 1.5 2 key beachsouth sidegroyne a height of groyne above beach (m)height of groyne above beach (m)groyne bgroyne c north sidesouth sidenorth sidesouth sidenorth side0 0.5 1 1.5 2   fig. 9",
+            "18": "18 0460/43/m/j/16 \u00a9 ucles 2016 (c) along the coast of north east england the land use and coastal defences vary. fig. 10, below,  shows the different land uses and coastal defences at five locations visited by the students. these locations are shown in fig. 6 (insert). land use and coastal defences location land usefeatures of the coastline/ coastal defences newbigginpopular holiday  resortrip raps, offshore bar, curved  sea wall, revetments, beach replenishment sandy baycaravan site on  top of cliffs boulders fallen from the cliff south beachpopular tourist  beach and shopsgroynes, sea wall (promenade) hartley linkscattle farming on  top of cliffswide beach and sand dunes with  marram grass collywell bayresidential area  and main roadhigh sea wall fig. 10    (i) identify two locations where no coastal defences have been built.    .. and .. [1]   (ii) identify two locations where defences have been built to protect the coast.    .. and .. [1]   (iii) suggest why some of these coastal areas have more defences than others.  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .[4]",
+            "19": "19 0460/43/m/j/16 \u00a9 ucles 2016 [turn over (d) to investigate hypothesis 2:  local people are in favour of the coastal defences used in the  area, the students did a questionnaire survey at the five locations on the coast which are  shown in fig. 6 (insert). the questionnaire is shown in fig. 11 (insert).   (i) why did the students ask question 1, \u2018do you know that there are sea defences along  the coast?\u2019  .. .  .. .[1]   (ii) suggest two pieces of information usually included in a questionnaire which the students  have missed out. 1 .   .. . 2     .. .[2]",
+            "20": "20 0460/43/m/j/16 \u00a9 ucles 2016 (e) the answers to question 2 about the opinions that the people surveyed had about the coastal  defences are shown in table 5 (insert).   (i) complete the results for the opinion \u2018the coastal defences are unsightly\u2019 in fig. 12 below.   [3] the opinions of 100 local people 0 coastal defences are needed beaches have been improved by coastal defences the coastal defences are unsightly instead of building coastal defences the money could have been used for other things agree stronglyagree no opinion disagree disagree strongly .h\\10 20 30 40 50 60 70 80 90 100 fig. 12   (ii) the students made the conclusion that hypothesis 2:  local people are in favour of the  coastal defences used in the area was generally true.    support their conclusion with evidence from fig. 12 and table 5 (insert).  .. .  .. .  .. .  .. .  .. .  .. .[3]   (iii) the results of questions 3 and 4 are shown in table 6 (insert).    why might the answers to question 4 conflict with the opinions given by local people in  question 3?  .. .  .. .  .. .  .. .[2]  [total: 30 marks]",
+            "21": "21 0460/43/m/j/16 \u00a9 ucles 2016additional pages if you use the following lined pages to complete the answer(s) to any question(s), the question number(s)  must be clearly shown. ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ...",
+            "22": "22 0460/43/m/j/16 \u00a9 ucles 2016... .. ... .. ... .. ... .. ... .. ... .. ... .. ... .. ... .. ... .. ... .. ... .. ... .. ... .. ... .. ... .. ... .. ... .. ... .. ... .. ... .. ... .. ... .. ... .. ... .. ... ..",
+            "23": "23 0460/43/m/j/16 \u00a9 ucles 2016blank page",
+            "24": "24 0460/43/m/j/16 \u00a9 ucles 2016permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here 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 onl ine in the cambridge international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to do wnload at www.cie.org.uk after  the live examination series. cambridge international examinations is part of the cambridge assessment group. cambridge assessment is the brand name of unive rsity of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge.blank page"
+        },
+        "0460_w16_qp_11.pdf": {
+            "1": "this document consists of 28 printed pages and 1 insert. dc (st/sw) 115393/4 \u00a9 ucles 2016 [turn overcambridge international examinations cambridge international general certificate of secondary education *0909411305* geography  0460/11 paper 1 october/november 2016  1 hour 45 minutes candidates answer on the question paper. additional materials: ruler  protractor  calculator read these instructions first write your centre number, candidate number and name in the spaces provided. write in dark blue or black pen. y ou may use an hb pencil for any diagrams or graphs. do not use staples, paper clips, glue or correction fluid. do not write in any barcodes. write your answer to each question in the space provided. if additional space is required, you should use the lined pages at the end of this booklet. the question number(s)  must be clearly shown. answer three  questions, one from each section. the insert contains photographs a, b and c for question 2, photograph d for question 4, and photograph e  for question 6. the insert is not required by the examiner. sketch maps and diagrams should be drawn whenever they serve to illustrate an answer. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [ ] at the end of each question or part question. definitions medcs \u2013 more economically developed countries ledcs \u2013 less economically developed countries the syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificat e.",
+            "2": "2 0460/11/o/n/16 \u00a9 ucles 2016section a answer one question from this section. question 1 1 (a) study fig. 1, which shows information about ageing population and predicted population  change in selected countries. \u20131 \u20130.5 0.5 1 0ageing population fast slow predicted change in population 2011\u20132030 (% per year) population growthpopulation declinesouth korea poland germanysouth africaluxembourgchina portugal greecefrance spainitalyuk argentinaindiachilecanadaturkey brazil mexico usarussia japan fig. 1   (i) put the following countries in rank order according to how fast their population is ageing. china       italy       south korea    1st     fastest    2nd         3rd     slowest [1]   (ii) identify from fig. 1:    \u2013 a country where the population is expected to decline between 2011 and 2030;  .. ..    \u2013   the country which is predicted to have the highest rate of population growth between  2011 and 2030.  .. ..[2]   ",
+            "3": "3 0460/11/o/n/16 \u00a9 ucles 2016 [turn over  (iii) one of the reasons why natural population growth rates are high in many countries is  because birth rates are high.    give three  different reasons why birth rates are high in many ledcs.   1     .. . 2     .. . 3     .. .[3]   (iv) explain why governments in many ledcs are trying to reduce rates of population growth.  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .[4]",
+            "4": "4 0460/11/o/n/16 \u00a9 ucles 2016 (b) study fig. 2, which shows information about the age structure of the world\u2019s population in  1950, 2000 and 2050 (estimated). 0% 50%10% 40%20% 30%90% 60%80% 70%0% 50%10% 40%20% 30%90% 60%80% 70%0%1950 2000population by age groupkey 2050 (estimated) 50%10% 40%20% 30%90% 60%80% 70%0 \u2013 19 20 \u2013 64 65+ fig. 2   (i) using fig. 2 only, describe how the world\u2019s population is ageing. include statistics in  your answer.  .. .  .. .  .. .  .. .  .. .  .. .[3]",
+            "5": "5 0460/11/o/n/16 \u00a9 ucles 2016 [turn over  (ii) explain why the world\u2019s population is ageing.  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .[5]",
+            "6": "6 0460/11/o/n/16 \u00a9 ucles 2016 (c) for a named country you have studied, evaluate the success of its population policy.       name of country   .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .[7] [total: 25 marks] end of question 1",
+            "7": "7 0460/11/o/n/16 \u00a9 ucles 2016 [turn overquestion 2 2 (a) study fig. 3, which shows information about an inner city area in the usa. streets with housingnkey urban expressway urban expressway under construction waste ground houses awaiting demolition factories unoccupied factories road 0 km1 fig. 3   (i) what is an inner city  area?  .. .  .. .[1]   (ii) describe the street pattern in fig. 3.  .. .  .. .  .. .  .. .[2]   (iii) explain why inner city areas like the one shown in fig. 3 are being redeveloped.  .. .  .. .  .. .  .. .  .. .[3]",
+            "8": "8 0460/11/o/n/16 \u00a9 ucles 2016 (b) study fig. 4, along with photographs a, b and c (insert), which were taken in different urban  zones of a city.   key 02 1 km central business district inner city suburb green belt villagen fig. 4   (i) using the key to fig. 4, identify the urban zone where each photograph was taken. photograph a  .. . photograph b  .. . photograph c  .. .[3]",
+            "9": "9 0460/11/o/n/16 \u00a9 ucles 2016 [turn over  (ii) choose photograph a, b or c.     for the photograph you have chosen describe the main characteristics of the land use. photograph ... .. .  .. .  .. .   .. .  .. .  .. .  .. .[4]   (iii) explain why land use varies in an urban area.  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .[5]",
+            "10": "10 0460/11/o/n/16 \u00a9 ucles 2016 (c) for a named urban area you have studied, describe the effects of urban sprawl.     name of urban area ... .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .[7]  [total: 25 marks] end of question 2",
+            "11": "11 0460/11/o/n/16 \u00a9 ucles 2016 [turn oversection b answer one question from this section. question 3 3 (a)  study fig. 5, which shows two different types of volcano. 1000volcano a volcano b0metres 500010 km 50 km0metresx xz zy y fig. 5   (i) name the two types of volcano shown in fig. 5. choose from the following: extinct volcano     shield volcano     strato-volcano      a      b   [1]   (ii) describe  two differences between the types of volcano shown in fig. 5.  1     .. . 2     .. .[2]",
+            "12": "12 0460/11/o/n/16 \u00a9 ucles 2016  (iii) using fig. 5, identify the features labelled x, y and z in the spaces below.     x      y      z   [3]   (iv) describe the advantages for people of living close to an active volcano.  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .[4]",
+            "13": "13 0460/11/o/n/16 \u00a9 ucles 2016 [turn over (b) study fig. 6, which shows the pacific \u2018ring of fire\u2019. 0 4000 key volcano kmasian australasiapacific oceannorth america south americaring of fire fig. 6   (i) describe the distribution of volcanoes shown in fig. 6.   .. .  .. .  .. .  .. .  .. .  .. .[3]   (ii) explain the distribution of the volcanoes shown on fig. 6.  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .[5]",
+            "14": "14 0460/11/o/n/16 \u00a9 ucles 2016 (c) earthquakes often occur in the same areas as volcanic eruptions.   describe the impacts of an earthquake on a named area you have studied. name of area ... .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .[7]  [total: 25 marks] end of question 3",
+            "15": "15 0460/11/o/n/16 \u00a9 ucles 2016 [turn overquestion 4 4 (a) study photograph d (insert), which shows a river feature.   (i) what river feature is shown in photograph d? choose from the following: delta      meander      source  .. .[1]   (ii) describe two characteristics of the slope shown at x in photograph d.  1     .. . 2     .. .[2]   (iii) explain how slope x has been formed.  .. .  .. .  .. .  .. .  .. .  .. .[3]   (iv) flooding and erosion are two hazards created by rivers such as that shown in  photograph d. suggest how each of these hazards could be managed. flooding  . ...  .. .  .. .  .. . erosion  ..   .. .  .. .  .. .[4]",
+            "16": "16 0460/11/o/n/16 \u00a9 ucles 2016 (b) study fig. 7, which shows cross sections of the upper and lower courses of a river. riverupper course lower course river fig. 7   (i) using fig. 7 only, describe three differences between the cross section of the upper and  lower course of a river.   .. .  .. .  .. .  .. .  .. .  .. .[3]",
+            "17": "17 0460/11/o/n/16 \u00a9 ucles 2016 [turn over  (ii) explain the formation of a waterfall. y ou may use labelled diagrams.   .. .  .. .  .. .  .. .  .. .   .. .  .. .  .. .  .. .   [5]",
+            "18": "18 0460/11/o/n/16 \u00a9 ucles 2016 (c) for a named river you have studied, describe the opportunities it provides for people living  close to it. name of river ... .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .[7]  [total: 25 marks] end of question 4",
+            "19": "19 0460/11/o/n/16 \u00a9 ucles 2016 [turn oversection c answer one question from this section. question 5 5 (a) study fig. 8, a map showing hdi, a measure of human development. very high high medium low no datakeynorth america south americaafricaeuropeasia australasia fig. 8   (i) what do the initials hdi stand for?    h . d . i .  [1]   (ii) compare the hdi in africa and north america.  .. .  .. .  .. .  .. .[2]   (iii) explain why hdi is a useful indicator of development.  .. .  .. .  .. .  .. .  .. .  .. .[3]",
+            "20": "20 0460/11/o/n/16 \u00a9 ucles 2016  (iv) explain why there are inequalities in the levels of development between countries.  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .[4]  (b) study fig. 9, a scatter graph which shows information about gnp per capita and life  expectancy for a selection of countries. life expectancy (years) 556065707580 01 0  000 20  000 gnp per capita (us$)30 000 40  0000 fig. 9   (i) describe the relationship between gnp per capita and life expectancy shown by fig. 9.  include statistics in your answer.         .. .  .. .  .. .  .. .  .. .  .. .[3]",
+            "21": "21 0460/11/o/n/16 \u00a9 ucles 2016 [turn over  (ii) explain why there is a relationship between gnp per capita and life expectancy.  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .[5]",
+            "22": "22 0460/11/o/n/16 \u00a9 ucles 2016 (c) describe the features of a named transnational corporation you have studied. y ou should  refer to its organisation and global links.                                name of transnational corporation ...  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .[7]  [total: 25 marks] end of question 5",
+            "23": "23 0460/11/o/n/16 \u00a9 ucles 2016 [turn overquestion 6 6 (a) study fig. 10, which shows information about malnutrition in the sahel, an area in north  africa. over 60  000 40 001 \u2013 60  000 20 001 \u2013 40  000 10 001 \u2013 20  000 1001 \u2013 10  000 regional boundariescases of severe acute malnutritionnumber of cases of severe acute malnutrition by region across the sahel in 2012key 08 0 0 kmn mauritania senegalmaliniger chad nigeria atlantic oceanatlantic ocean burkina faso fig. 10   (i) what is meant by malnutrition ?   .. .  .. .[1]   (ii) compare the number of cases of malnutrition in burkina faso and niger.  .. .  .. .  .. .  .. .[2]",
+            "24": "24 0460/11/o/n/16 \u00a9 ucles 2016  (iii) give three  different reasons why countries experience food shortages. 1     .. . 2     .. . 3     .. .[3]    (iv) describe the impacts of food shortages.   .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .[4]",
+            "25": "25 0460/11/o/n/16 \u00a9 ucles 2016 [turn over (b) study fig. 11, along with photograph e (insert), which show information about the mechanical  cow. rotary international members deliver mechanical cow to africa  the rotary club of moncton has delivered a mechanical cow to zombodze primary and high schools in swaziland, africa. the mechanical cow is a soybean milk machine. using just soybeans and water, the  machine produces 30 litres of soy milk, which is rich in protein, per hour. it can operate for eight hours at a time before being cleaned. the six kilograms of left-over solids that are separated from the milk each hour are used to make many soy products, such as tofu, tempeh, yogurt, bread, and cookies.  much of swaziland is faced with a challenge of poor nutrition. most of the time the food  eaten lacks protein. soy milk provides all the essential nutrients needed by the body. the introduction of the mechanical cow will benefit students who have had nothing to eat at lunchtime and help them to be able to concentrate and work harder in school.  fig. 11   (i) explain how the mechanical cow benefits the community of zombodze.  .. .  .. .  .. .  .. .  .. .  .. .[3]   (ii) describe other methods which can be used to reduce food shortages in ledcs.  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .[5]",
+            "26": "26 0460/11/o/n/16 \u00a9 ucles 2016 (c) for an example of a farm or agricultural system at a named location, describe the farming  system.  farm or agricultural system  ...name of location   .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .[7]  [total: 25 marks] end of question 6",
+            "27": "27 0460/11/o/n/16 \u00a9 ucles 2016additional pages if you use the following lined pages to complete the answer(s) to any question(s), the question  number(s) must be clearly shown. ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ...",
+            "28": "28 0460/11/o/n/16 \u00a9 ucles 2016permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here 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 onl ine in the cambridge international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to do wnload at www.cie.org.uk after  the live examination series. cambridge international examinations is part of the cambridge assessment group. cambridge assessment is the brand name of unive rsity of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ..."
+        },
+        "0460_w16_qp_12.pdf": {
+            "1": "this document consists of 36 printed pages and 1 insert. dc (st/ar) 115329/4 \u00a9 ucles 2016 [turn overcambridge international examinations cambridge international general certificate of secondary education *9588144511* geography  0460/12 paper 1 october/november 2016  1 hour 45 minutes candidates answer on the question paper. additional materials: ruler  protractor  calculator read these instructions first write your centre number, candidate number and name in the spaces provided. write in dark blue or black pen. y ou may use an hb pencil for any diagrams or graphs. do not use staples, paper clips, glue or correction fluid. do not write in any barcodes. write your answer to each question in the space provided. if additional space is required, you should use the lined pages at the end of this booklet. the question number(s)  must be clearly shown. answer three  questions, one from each section. the insert contains photographs a, b and c for question 1, photograph d for question 3, and photograph e  for question 6. the insert is not required by the examiner. sketch maps and diagrams should be drawn whenever they serve to illustrate an answer. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [ ] at the end of each question or part question. definitions medcs \u2013 more economically developed countries ledcs \u2013 less economically developed countries the syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificat e.",
+            "2": "2 0460/12/o/n/16 \u00a9 ucles 2016section a answer one question from this section. question 1 1 (a) study fig. 1, which shows information about the percentage of the world\u2019s population in each  continent between 1800 and 2050. 0.75.0 5.1 4.4 north america 2.54.48.7 9.2 south america10.98.112.919.8 africa 0.2 0.4 0.5 0.5 australasia64.9 57.460.8 59.1 asia20.824.7 12.07.0 europe key 1800percentage of world population in given year 1900 2000 2050 (estimated) fig. 1   (i) state which continent has the greatest percentage of the world\u2019s population.  .. .[1]   (ii) name the continent where:    \u2013  the percentage of the world\u2019s population decreased between 1900 and the year  2000;  .. ..    \u2013  the percentage of the world\u2019s population is likely to increase the most between 2000  and 2050.  .. ..[2]",
+            "3": "3 0460/12/o/n/16 \u00a9 ucles 2016 [turn over  (iii) explain why natural population growth is still high in many ledcs.    .. .  .. .  .. .  .. .  .. .  .. .[3]   (iv) some countries are over-populated whilst others are under-populated.    explain fully what is meant by over-population and under-population. over-population  .. ...  .. .    .. .  .. .   under-population  . ..  .. .    .. .  .. .[4]",
+            "4": "4 0460/12/o/n/16 \u00a9 ucles 2016 (b) study fig. 2, which shows information about population density, and photographs a, b and c  (insert).   political physical socialeconomicfactors affecting density and distribution of population fig. 2   (i) identify a physical factor which explains why each of the areas shown in photographs  a, b and c is sparsely populated. y ou should choose a different physical factor for each  photograph. photograph a  . ...  .. . photograph b  . ...  .. . photograph c  . ...  .. .[3]",
+            "5": "5 0460/12/o/n/16 \u00a9 ucles 2016 [turn over  (ii) suggest how factors, other than physical factors, may contribute to low population  densities in the areas such as those shown in the photographs.  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .[5]",
+            "6": "6 0460/12/o/n/16 \u00a9 ucles 2016 (c) name an example of a country from which  large numbers of people have migrated. describe  the positive and negative impacts of this migration on the named country which they have left.     name of country . .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .[7] [total: 25 marks] end of question 1",
+            "7": "7 0460/12/o/n/16 \u00a9 ucles 2016 [turn overturn page for question 2",
+            "8": "8 0460/12/o/n/16 \u00a9 ucles 2016question 2 2 (a) study fig. 3, which shows information about housing areas in lagos, a city in nigeria (an  ledc in africa). 05 1 0 km housing areas lines of expansionmain centres of employmentcbd key5 km10 km15 km20 km25 kmn new town of amuwo odofinfarm village surrounded by urban expansionikeja 30\u201335 houses per hectare 2.5 people per room population density: 175 per hectare percentage of houses with: flush toilet shared kitchen  piped water 100 0 100  somula    up to 30\u201335 houses per hectare 4 people per room population density: 750\u20131000 per hectare percentage of houses with: flush toilet shared kitchen  piped water few most 10  surulere 30\u201335 houses per hectare 2.5 people per room population density: 420\u2013550 per hectare percentage of houses with: flush toilet shared kitchen  piped water most 10 30  ikoyi 4 houses per hectare 1 person per room population density: 35 per hectare percentage of houses with: flush toilet shared kitchen  piped water 100 0 100  central lagos 40 houses per hectare 4 people per room population density: 1000 per hectare percentage of houses with: flush toilet shared kitchen  piped water 25 80 80 fig. 3",
+            "9": "9 0460/12/o/n/16 \u00a9 ucles 2016 [turn over  (i) what is the distance from the cbd of lagos to ikeja?    ... km  [1]   (ii) in which two of the following directions is lagos expanding?    circle your answers from the list below. north      north east      north-north west       south-south east      south west      west   [2]  (iii) using evidence from fig. 3 only, name the area that you think has the best housing  conditions.    justify your answer. name of area  . ... justification    .. .  .. .  .. .  .. .[3]   (iv) growing urban areas like lagos experience traffic congestion.      describe four methods which are used to manage traffic congestion. 1     .. . 2     .. . 3     .. . 4     .. .[4]",
+            "10": "10 0460/12/o/n/16 \u00a9 ucles 2016 (b) study fig. 4, which shows information about the percentage of population living in urban  areas in africa and europe. population  living in  urban areas  (percentage)1950 2000 2030 (estimated)90 80 70 60 50 40 30 20 10 0africa europekey fig. 4   (i) using evidence from fig. 4 only, compare the growth in the percentage of population  living in urban areas in africa and europe.     include statistics in your answer.  .. .  .. .  .. .  .. .  .. .  .. .[3]",
+            "11": "11 0460/12/o/n/16 \u00a9 ucles 2016 [turn over  (ii) suggest reasons for the migration of population from rural to urban areas in ledcs .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .[5]",
+            "12": "12 0460/12/o/n/16 \u00a9 ucles 2016 (c) for a named town or city you have studied, describe the impact of urbanisation on the people  who live there. name of town or city . .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .[7] [total: 25 marks] end of question 2",
+            "13": "13 0460/12/o/n/16 \u00a9 ucles 2016 [turn overturn page for question 3",
+            "14": "14 0460/12/o/n/16 \u00a9 ucles 2016section b answer one question from this section. question 33 (a) study photograph d (insert), which shows a small weather station that uses automatic digital  instruments.   (i) what is measured by the instrument labelled x on photograph d?  .. .[1]   (ii) explain why:    \u2013 there is a fence around the weather station;  .. ..  .. ..    \u2013 the weather station is sited on grass not concrete.  .. ..  .. ..  .. ..[2]   (iii) describe the cloud type and cover on the day photograph d was taken.  .. .  .. .  .. .  .. .  .. .  .. .[3]",
+            "15": "15 0460/12/o/n/16 \u00a9 ucles 2016 [turn over  (iv) to what extent do you think the weather station is located in a good position? give  reasons for your answer.  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .[4]",
+            "16": "16 0460/12/o/n/16 \u00a9 ucles 2016 (b) study fig. 5, which shows information about the weather at reigate, uk, in december 2013. 30 14 12 10 8 6 4 2 0 \u20132 \u20134 13 4 5 6  7 8 9 1 0 1 1 1213 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 31 2  30510152025temperature (\u00b0c) precipitation  (mm) 0 daily precipitation (mm) daily maximum temperature ( \u00b0c) daily minimum temperature ( \u00b0c)keydates in december fig. 5   (i) compare the weather at reigate on 14 and 30 december.  .. .  .. .  .. .  .. .  .. .  .. .[3]",
+            "17": "17 0460/12/o/n/16 \u00a9 ucles 2016 [turn over  (ii) the data in fig. 5 was collected using traditional instruments.    explain how the data about precipitation and temperature would have been obtained. precipitation   ..  .. .  .. .  .. .  .. . temperature  ..    .. .  .. .  .. .  .. .[5]",
+            "18": "18 0460/12/o/n/16 \u00a9 ucles 2016 (c) for a named river you have studied, explain why flooding occurs. name of river . .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .[7] [total: 25 marks] end of question 3",
+            "19": "19 0460/12/o/n/16 \u00a9 ucles 2016 [turn overturn page for question 4",
+            "20": "20 0460/12/o/n/16 \u00a9 ucles 2016question 4 4 (a) study fig. 6, a map of hot deserts. mojave atacamanorth america south             america namib kalahariafricasaharaeurope asia thar arabian australian australasiatropic of cancer equator tropic of capricorn fig. 6   (i) tick the statement which best describes the climate of a hot desert. climate tick ( \u2713) annual average rainfall is 250 mm or less temperatures are always above 30 \u00b0c temperatures never change during the year  it never rains [1]   (ii) name the desert which is located:    \u2013 across northern africa;       \u2013 along the western coast of south america.   [2]",
+            "21": "21 0460/12/o/n/16 \u00a9 ucles 2016 [turn over  (iii) explain why deserts have a high diurnal (daily) range of temperature.  .. .  .. .  .. .  .. .  .. .  .. .[3]   (iv) explain how vegetation is adapted to survive in a hot desert.  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .[4]",
+            "22": "22 0460/12/o/n/16 \u00a9 ucles 2016 (b) study fig. 7, which shows areas in the australian desert. *uhdw\u0003'lylglqj\u00035dqjh \u0013 \u0018\u0013\u0013 \u0014\u0013\u0013\u0013 np1 *uhdw 6dqg\\\u0003'hvhuw7dqdpl 'hvhuw 6lpsvrq 'hvhuw *levrq 'hvhuw *uhdw\u00039lfwruld 'hvhuw7urslf\u0003ri\u0003 &dsulfruqvhdvhd vhdsuhydlolqj\u0003 zlqgv\u0003iurp\u0003 vrxwk\u0003hdvw .h\\ krw\u0003ghvhuw prxqwdlqv fig. 7   (i) suggest reasons why temperatures are high, especially in december and january, in the  deserts shown in fig. 7.   .. .  .. .  .. .  .. .  .. .  .. .[3]",
+            "23": "23 0460/12/o/n/16 \u00a9 ucles 2016 [turn over  (ii) using evidence from fig. 7, explain why the deserts shown do not receive much rainfall.   .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .[5]",
+            "24": "24 0460/12/o/n/16 \u00a9 ucles 2016 (c) describe the impacts of deforestation of tropical rainforests  on the global natural  environment. y ou should refer to named areas affected.  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .[7] [total: 25 marks] end of question 4",
+            "25": "25 0460/12/o/n/16 \u00a9 ucles 2016 [turn overturn page for question 5",
+            "26": "26 0460/12/o/n/16 \u00a9 ucles 2016section c answer one question from this section. question 5 5 (a) study fig. 8, which shows some information about water. average daily water use per capitagetting our water \u001a\u0013\b\u0003ri\u0003wkh\u0003zruog\u00b7v\u0003srsxodwlrq\u0003gr\u0003qrw\u0003kdyh\u0003fohdq\u0003zdwhu\u0011 every day 25  \u0013\u0013\u0013\u0003shrsoh\u0003glh\u0003iurp\u0003zdwhueruqh\u0003glvhdvhv\u0011 7kh\u0003odujhu\u0003wkh\u0003exfnhw\u000f\u0003wkh\u0003pruh\u0003zdwhu\u0003lv\u0003xvhg\u0003lq\u0003wkdw\u0003frxqwu\\\u0011 :rphq\u0003lq\u0003/('&v\u0003vshqg\u0003pdq\\\u0003krxuv\u0003hdfk\u0003gd\\\u0003fduu\\lqj\u0003zdwhu\u0011usa russia uk 7dq]dqld ,qgld fig. 8   (i) what is meant by average daily water use per capita ?  .. .  .. .[1]   (ii) give two reasons why water is important for people to survive.  1     .. . 2     .. .[2]",
+            "27": "27 0460/12/o/n/16 \u00a9 ucles 2016 [turn over  (iii) explain why women in ledcs spend many hours each day carrying water.  .. .  .. .  .. .  .. .  .. .  .. .[3]   (iv) explain why many people in ledcs die from waterborne diseases.   .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .[4]",
+            "28": "28 0460/12/o/n/16 \u00a9 ucles 2016 (b) study fig. 9, which shows information about a rural area in an ledc. the population of 300 people are spread out over a wide area. most homes have  thatched roofs but the newer ones and the small school have corrugated iron roofs. many villagers get their water from a borehole which is 4 km away. there are times during the dry season, which usually lasts for 6 to 8 months, when there is no water in the borehole. then villagers have to carry water from springs in the mountains which are over 5 km away. four options are being considered to improve the water supply for the villagers. option a collect rainwater   fix plastic gutters to the roofs of homes and build large cement  storage tanks for the water to drain into.  option b build four shallow wells near where people live   this is possible where the water table is close to the surface. it takes  two unskilled workers 7 days to dig a 10 metre deep well. each well will need to be lined with concrete. option c pipe water from the mountains   pipes can be built from a spring to the area where people live, where  it can be stored in a large tank.  option d drill a deep borehole close to the school   a team of engineers will need to bring in a mechanical drilling rig to  drill a borehole more than 50 metres deep. electric pumps will be needed to pump the water to the surface. fig. 9   (i) suggest why option a would not be a good choice.   .. .  .. .  .. .  .. .  .. .  .. .[3]",
+            "29": "29 0460/12/o/n/16 \u00a9 ucles 2016 [turn over  (ii) which one of options b, c or d do you think should be chosen? justify your answer. option .justification    .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .[5]",
+            "30": "30 0460/12/o/n/16 \u00a9 ucles 2016 (c) for a named area you have studied, describe an economic activity which takes place and  explain how it is threatening the local natural environment. name of area . .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .[7] [total: 25 marks] end of question 5",
+            "31": "31 0460/12/o/n/16 \u00a9 ucles 2016 [turn overturn page for question 6",
+            "32": "32 0460/12/o/n/16 \u00a9 ucles 2016question 6 6 (a) study fig. 10, which shows information about a plan to change the source of the energy used  in bavaria, a part of germany (an medc in europe). 0% 10% 20% 30% 40% 60%70%80%90% 50%0% 10% 20% 30% 40% 60%70%80%90% 50%oilcoal natural gasother renewable energy      (including wind,        geothermal, solar          and biomass) geothermal wind biomass solar hep20132020 (estimated) natural gas hep nuclear power fig. 10   (i) what was the main source of energy used in bavaria in 2013?  .. .[1]   (ii) identify from fig. 10 an example likely to be used in 2020 of:    \u2013 a non-renewable form of energy;  .    \u2013 a renewable form of energy.  .  [2]   (iii) using evidence from fig. 10 only, describe the main planned changes in bavaria\u2019s  energy use. include statistics in your answer.  .. .  .. .  .. .  .. .  .. .  .. .[3]  ",
+            "33": "33 0460/12/o/n/16 \u00a9 ucles 2016 [turn over  (iv) explain the benefits of the planned changes shown in fig. 10.  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .[4]  (b) study photograph e (insert), which shows wind turbines.   (i) explain why this method of generating electricity is of limited use in many countries.  .. .  .. .  .. .  .. .  .. .  .. .[3]   (ii) explain why some people living close to these wind turbines are likely to support their  use whilst others will be against them.  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .[5]",
+            "34": "34 0460/12/o/n/16 \u00a9 ucles 2016 (c) for an example you have studied, describe and explain the location of a factory or industrial  zone.  name of factory or industrial zone . .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .[7] [total: 25 marks] end of question 6",
+            "35": "35 0460/12/o/n/16 \u00a9 ucles 2016additional pages if you use the following lined pages to complete the answer(s) to any question(s), the question  number(s) must be clearly shown. ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ...",
+            "36": "36 0460/12/o/n/16 \u00a9 ucles 2016permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here 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 onl ine in the cambridge international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to do wnload at www.cie.org.uk after  the live examination series. cambridge international examinations is part of the cambridge assessment group. cambridge assessment is the brand name of unive rsity of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ..."
+        },
+        "0460_w16_qp_13.pdf": {
+            "1": "this document consists of 31 printed pages, 1 blank page and 1 insert. dc (st/sg) 115306/5 \u00a9 ucles 2016 [turn overcambridge international examinations cambridge international general certificate of secondary education *1199689224* geography  0460/13 paper 1 october/november 2016  1 hour 45 minutes candidates answer on the question paper. additional materials: calculator  protractor  ruler read these instructions first write your centre number, candidate number and name in the spaces provided. write in dark blue or black pen. y ou may use an hb pencil for any diagrams or graphs. do not use staples, paper clips, glue or correction fluid. do not write in any barcodes. write your answer to each question in the space provided. if additional space is required, you should use the  lined pages at the end of this booklet. the question number(s) must be clearly shown. answer three  questions, one from each section. the insert contains photographs a, b and c for question 1, photograph d for question 4, and fig. 8 and  photograph e for question 5. the insert is not required by the examiner. sketch maps and diagrams should be drawn whenever they serve to illustrate an answer. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [ ] at the end of each question or part question. definitions medcs \u2013 more economically developed countries ledcs \u2013 less economically developed countries the syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificat e.",
+            "2": "2 0460/13/o/n/16 \u00a9 ucles 2016section a answer one question from this section. question 11 (a) study fig. 1, which shows information about the population and area of four countries. country area  (square kilometres)population population density  (per square kilometre) chile   756 102 17 363 894france   643 801 66 259 012 102.9mauritania 1 030 700  3 516 806 3.41mongolia 1 564 116  2 953 190 1.89 fig. 1   (i) tick the statement in the table below which best defines population density. statement tick (\u2713) many people live in a square kilometre of land the total population who live in the countrythe average number of people who live in a unit of areaa country which has high population growth [1]   (ii)  calculate the population density of chile.     y ou should show your calculations below. .. per square kilometre [2]",
+            "3": "3 0460/13/o/n/16 \u00a9 ucles 2016 [turn over  (iii) many parts of mauritania have a hot desert climate. explain why such areas have a low  population density.   .. .  .. .  .. .  .. .  .. .  .. .[3]   (iv) france and chile have long areas of coastline but mongolia has no coastline; it is  landlocked.     explain why countries with coastlines may be more densely populated than landlocked  countries.  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .[4]",
+            "4": "4 0460/13/o/n/16 \u00a9 ucles 2016 (b) study fig. 2, which shows information about the population density in iceland (an medc in  europe), and photographs a, b and c (insert). population density (per sq km) less than 33.1\u201355.1\u201310over 10 0 100 kmicelandarctic circle 65\u00b0nn keyatlantic oceanatlantic ocean fig. 2   (i) describe the distribution of areas with a population density of over 10 people per square  kilometre.  .. .  .. .  .. .  .. .  .. .  .. .[3]",
+            "5": "5 0460/13/o/n/16 \u00a9 ucles 2016 [turn over  (ii) using evidence from fig. 2 and photographs a, b and c only, explain why large areas of  iceland have a low population density.  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .[5]",
+            "6": "6 0460/13/o/n/16 \u00a9 ucles 2016 (c) urban areas are densely populated.    explain why many people are migrating from rural areas to a named urban area you have  studied.   name of urban area ... .. .     .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  ..  [7] [total: 25 marks] end of question 1",
+            "7": "7 0460/13/o/n/16 \u00a9 ucles 2016 [turn overquestion 2 2 (a) study fig. 3, which shows information about berlin, a city in germany (an medc in europe). n 05 kmspandaureinickendorfpankow wei\u00dfenseehohensch\u00f6nhausen marzahn hellersdorfprenzlauer berg kreuzbergtiergarten mitte friedrichshain lichtenberg k\u00f6penicktreptow neuk\u00f6lln tempelhofsteglitzzehlendorfwilmersdorfsch\u00f6nebergcharlottenburgkey percentage of population using bicycles less than 6% boundary of berlin district boundary6\u201310%11\u201315%16\u201320%21\u201325% wedding fig. 3   (i) put the following districts of berlin in rank order according to the percentage of the  population who use bicycles as a form of transport. charlottenburg      hellersdorf      kreuzberg        1st     highest    2nd         3rd      lowest [1]   (ii) on fig. 3, shade the following areas using the key provided:    \u2013 marzahn: less than 6% of the population use bicycles;    \u2013 tempelhof: 6 \u201310% of the population use bicycles.   [2]",
+            "8": "8 0460/13/o/n/16 \u00a9 ucles 2016  (iii) using evidence from fig. 3, describe the variation in the percentage of the population  using bicycles in berlin. refer to different areas and use statistics in your answer.  .. .  .. .  .. .  .. .  .. .  .. .[3]   (iv) give the advantages of using bicycles to reduce the problems caused by traffic  congestion in urban areas.  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .[4]",
+            "9": "9 0460/13/o/n/16 \u00a9 ucles 2016 [turn over (b) study fig. 4, which shows information about changes in transport used in the city of istanbul.   40 30 20 10 0 car taxi bus minibus rail other type of transportpercentage of total population using each type of transport1990 2010key fig. 4   (i)  using evidence from fig. 4 only, compare the percentage of the total population using  cars and buses in 1990 and 2010. include statistics in your answer.  .. .  .. .  .. .  .. .  .. .  .. .[3]",
+            "10": "10 0460/13/o/n/16 \u00a9 ucles 2016  (ii) explain how public transport can be developed to reduce traffic congestion in urban  areas.  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .[5]",
+            "11": "11 0460/13/o/n/16 \u00a9 ucles 2016 [turn over (c) another issue faced by planners in many urban areas is urban sprawl.   for an urban area you have studied, describe the impacts of urban sprawl. name of urban area ... .. .     .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  ..  [7] [total: 25 marks] end of question 2",
+            "12": "12 0460/13/o/n/16 \u00a9 ucles 2016section b answer one question from this section. question 33 (a) study fig. 5, which shows information about the impacts of five different types of natural  hazard. high lowloss of life financial cost high lowdrought earthquake earthquake tropical stormtropical storm floodflood droughtvolcanic eruption volcanic eruption fig. 5   (i) identify the type of natural hazard which causes the least deaths.  .. .[1]   (ii) using fig. 5 only, compare the impacts of droughts and floods.  .. .  .. .  .. .  .. .[2]   (iii) give three  different reasons why earthquakes have a high financial cost. 1     .. . 2     .. . 3     .. .[3]",
+            "13": "13 0460/13/o/n/16 \u00a9 ucles 2016 [turn overturn page for question 3 (b)",
+            "14": "14 0460/13/o/n/16 \u00a9 ucles 2016 (b)  study fig. 6, which shows information about the eruption of a volcano, mount sinabung. thousands evacuated as  mount sinabung erupts fri 15 nov 2013 javajavajakarta indian oceanmount sinabung sumatrasumatra indonesiaindonesiakalimantankalimantan 0 500 km key capital city volcanon mount sinabung has erupted with volcanic ash reaching a height of  seven kilometres. around 5500 people who live near the volcano moved to evacuation centres. local resident replika sitepu stayed at the evacuation centre at night but  returned home during the day. \u201cwhen i arrived at my village to change my clothes and water my cabbage  farm, suddenly i felt a tremor and heard a sound,\u201d he said. \u201ci decided to come here and i saw the volcano erupt.\u201d sinabung had been inactive for 400 years before erupting in august 2010. sinabung is one of nearly 130 active volcanoes in indonesia. fig. 6",
+            "15": "15 0460/13/o/n/16 \u00a9 ucles 2016 [turn over  (i) describe the location of mount sinabung.  .. .  .. .  .. .  .. .  .. .  .. .[3]   (ii) explain why volcanic eruptions, such as that of mount sinabung, do not cause many  deaths even though many people live close to them.  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .[4]   (iii) explain why many people live close to active volcanoes.             .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .[5]",
+            "16": "16 0460/13/o/n/16 \u00a9 ucles 2016 (c) for a named volcano you have studied, explain the causes of an eruption. name of volcano ... .. .     .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  ..  [7] [total: 25 marks] end of question 3",
+            "17": "17 0460/13/o/n/16 \u00a9 ucles 2016 [turn overquestion 4 4 (a) study fig. 7, which shows the location of the sahara desert. moroccomorocco algeriatunisia libyawestern saharawestern sahara mauritaniax mali nigerchadegypt sudantropic of cancer africa 0 1000 2000 kmy key sahara desertnatlantic ocean mediterranean sea fig. 7   (i) what is the distance across the sahara desert between x and y?    .. km [1]   (ii) describe the location of the sahara desert.  .. .  .. .  .. .  .. .[2]",
+            "18": "18 0460/13/o/n/16 \u00a9 ucles 2016  (iii) describe and explain the main characteristics of the hot desert climate. a description  .. .  .. .  .. .  .. .  .. .  .. .[3] b explanation  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .[4]  (b) study photograph d (insert), which shows an area of hot desert.   (i) describe the characteristics of the hot desert area shown in photograph d.   .. .  .. .  .. .  .. .  .. .  .. .[3]",
+            "19": "19 0460/13/o/n/16 \u00a9 ucles 2016 [turn over  (ii) explain how natural vegetation has adapted to survive in a hot desert.  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .[5]",
+            "20": "20 0460/13/o/n/16 \u00a9 ucles 2016 (c) another area of natural vegetation is a mangrove swamp .    describe the main characteristics of mangrove swamps and explain why they develop in  some areas.   .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .[7] [total: 25 marks] end of question 4",
+            "21": "21 0460/13/o/n/16 \u00a9 ucles 2016 [turn oversection c answer one question from this section. question 55 (a) study fig. 8 (insert), a map produced by the tourist information office of geiranger in norway  (an medc in europe), along with photograph e (insert).   (i) identify from fig. 8, two different types of accommodation for tourists.    1   2 .. ..  [1]   (ii) suggest two different jobs created by the tourist industry in geiranger. 1     .. . 2     .. .[2]   (iii) describe the attractions of the natural environment in the area around geiranger shown  in photograph e.  .. .  .. .  .. .  .. .  .. .  .. .[3]   (iv) geiranger is visited by cruise ships, some of which carry more than 2000 passengers.    suggest how this may cause problems for people who live and work in geiranger.   .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .[4]",
+            "22": "22 0460/13/o/n/16 \u00a9 ucles 2016 (b) study fig. 9, which shows information about the number of international tourists visiting  norway between 1995 and 2012. 1995 1996 1997 1998 1999 2000 2001 2002 2003 2004 2005 2006 2007 2008 2009 2010 2011 20125 4 3 2 1 0international tourists (millions) years fig. 9   (i) describe the changes in the number of international tourists visiting norway between  1995 and 2012. include statistics in your answer.  .. .  .. .  .. .  .. .  .. .  .. .[3]",
+            "23": "23 0460/13/o/n/16 \u00a9 ucles 2016 [turn over  (ii) explain how the growth of international tourism encourages the development of the  economy and infrastructure in a country.  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .[5]",
+            "24": "24 0460/13/o/n/16 \u00a9 ucles 2016 (c) for a named area you have studied, describe an economic activity which takes place and  explain how this is threatening the local natural environment.   name of area ...  .. .     .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  ..  [7] [total: 25 marks] end of question 5",
+            "25": "25 0460/13/o/n/16 \u00a9 ucles 2016 [turn overquestion 6 6 (a) study fig. 10, which shows information about different farming systems. plantations market gardening subsistence crops shifting cultivation dairy farming ranching nomadic herdingcommercial cereal crops commercial mixed farmingextensive intensive # 2 / 0 3 ! . ) - ! , 3 profits per hectare decrease yields per hectare decrease amount invested per hectare decreases area of land used decreases fig. 10   (i) give one example of an intensive farming system which is shown in fig. 10.  .. .[1]   (ii) what is the difference between subsistence and commercial farming?  .. .  .. .  .. .  .. .[2]",
+            "26": "26 0460/13/o/n/16 \u00a9 ucles 2016  (iii) identify the following types of farming which are shown in fig. 10:    \u0081  the extensive rearing of animals by farmers who move from place to place in search  of pasture;      \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026.    \u0081 the intensive rearing of animals for milk;       \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026.    \u0081 the production of both crops and animals for sale.      \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026. [3]    (iv) suggest reasons why many farmers carry out intensive farming.  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .[4]",
+            "27": "27 0460/13/o/n/16 \u00a9 ucles 2016 [turn over (b) study fig. 11, which shows a small farming system in china. housefoodfood foodfood fertilizer sweet potatosugarcaneorange treesfertilizerlivestocklivestock compostpig pen feedsmanure fig. 11   (i) describe three  different processes which take place in the farming system shown in fig.  11. 1     .. . 2     .. . 3     .. .[3]",
+            "28": "28 0460/13/o/n/16 \u00a9 ucles 2016   (ii) suggest how the land use shown in fig. 11 may have been influenced by natural and  human factors.  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .[5]",
+            "29": "29 0460/13/o/n/16 \u00a9 ucles 2016 (c) for a named country or region you have studied, describe the causes of food shortages. name of country or region  ...  .. .     .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  ..  [7] [total: 25 marks] end of question 6",
+            "30": "30 0460/13/o/n/16 \u00a9 ucles 2016additional pages if you use the following lined pages to complete the answer(s) to any question(s), the question  number(s) must be clearly shown. ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ...",
+            "31": "31 0460/13/o/n/16 \u00a9 ucles 2016... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ...",
+            "32": "32 0460/13/o/n/16 \u00a9 ucles 2016permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here 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 onl ine in the cambridge international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to do wnload at www.cie.org.uk after  the live examination series. cambridge international examinations is part of the cambridge assessment group. cambridge assessment is the brand name of unive rsity of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge.blank page"
+        },
+        "0460_w16_qp_21.pdf": {
+            "1": "this document consists of 16 printed pages, 4 blank pages and 1 insert. dc (rw/sg) 115301/3 \u00a9 ucles 2016 [turn overcambridge international examinations cambridge international general certificate of secondary education *6247309955* geography  0460/21 paper 2 october/november 2016  1 hour 30 minutes candidates answer on the question paper. additional materials: ruler  protractor  plain paper  calculator 1:50 000 survey map extract is enclosed with this question paper. read these instructions first write your centre number, candidate number and name in the spaces provided. write in dark blue or black pen. y ou may use an hb pencil for any diagrams or graphs. do not use staples, paper clips, glue or correction fluid. do not write in any barcodes. write your answer to each question in the space provided. if additional space is required, you should use the lined pages at the end of the booklet. the question  number(s) must be clearly shown. answer all questions. the insert contains photographs a and b for question 3. the survey map extract and the insert are not required by the examiner. sketch maps and diagrams should be drawn whenever they serve to illustrate an answer. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [ ] at the end of each question or part question. the syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificat e.",
+            "2": "2 0460/21/o/n/16 \u00a9 ucles 20161 study the map extract for keswick, united kingdom. the scale is 1:50 000.  fig. 1 shows some of the features in the south east of the map extract. 24 23 22 2124 23 22 21 30 29 28 27 26 2530 29 28 27 26 25 e d c ab lake fig. 1  (a) using the map extract, identify the following features shown on fig. 1:   (i) the land use in area a;  .. .[1]   (ii) the height above sea level at spot height b;     .  metres [1]   (iii) the type of road at c;  .. .[1]   (iv) feature d;  .. .[1]   (v) the name of river e.  .. .[1]  (b) estimate the area of the lake shown on fig. 1. circle one correct answer below.     3 km2    5  k m2    7  k m2    9  k m2 [1]",
+            "3": "3 0460/21/o/n/16 \u00a9 ucles 2016 [turn over (c) fig. 2 shows the whole of the map extract and area x in the north east. keswick30 25 2130 25 2119 23 30 19 23 30x fig. 2   (i) describe the relief of area x.  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .[4]   (ii) describe the width of the rivers in area x.  .. .  .. .[1]   (iii) describe the drainage pattern of area x.  .. .  .. .[1]",
+            "4": "4 0460/21/o/n/16 \u00a9 ucles 2016 (d) fig. 3 shows the whole of the map extract and the primary a66 road (shown in green on the  map extract). keswick30 2130 2119 30 19 30s qp r fig. 3   (i) measure the distance along the road from the eastern edge of the map extract at p to  the roundabout (circle) at q. give your answer in metres.     .  metres [1]   (ii) what is the compass bearing from  point p to point q? tick one correct answer below. tick (\u2713) 090\u00b0 180\u00b0 225\u00b0 270\u00b0  [1]   (iii) what is the six-figure grid reference of the roundabout (circle) at q? tick one correct  answer below. tick (\u2713) 265243 263244 243263 254234  [1]",
+            "5": "5 0460/21/o/n/16 \u00a9 ucles 2016 [turn over (e) the a66 road shown on fig. 3 (on the opposite page) was built quite recently. the route for  the road had to be chosen.   (i) explain how the settlement of keswick influenced the choice of route between p and r.  .. .  .. .  .. .  .. .[2]   (ii) physical (natural) factors influenced the choice of the route between r and the northern  edge of the map at s. give map evidence for this.  .. .  .. .  .. .  .. .  .. .  .. .[2]   (iii) the methods of construction kept the road as level as possible between p and r. give  two ways that this was done.    1  ..   2  ..  [1] [total: 20 marks]",
+            "6": "6 0460/21/o/n/16 \u00a9 ucles 20162 for many years migrants have left south asia for other countries.  (a) fig. 4 below shows some of the migrations of south asian people. use fig. 4 to answer the  questions below. population migrations of south asian people madagascarmadagascar south africagulf statesgulf states kenyakenyaugandauganda tanzaniatanzaniauk canada usa caribbeancaribbean australiamalaysiamalaysia new zealandfiji key first time migrations of south asian people later migrations of south asian people fig. 4   (i) identify two african countries to which south asian people have migrated.    1 ..     2 .. [1]   (ii) identify two routes taken by south asian people to australia.  .. .  .. .  .. .  .. .[2]   (iii) south asian people have migrated to south america and the caribbean and then to  another country. identify this country.     .  [1]",
+            "7": "7 0460/21/o/n/16 \u00a9 ucles 2016 [turn over (b) table 1 gives information about the numbers of south asian people living in the united  kingdom. it shows people from three south asian countries: bangladesh, india and pakistan. table 1 south asian people living in the united kingdom 2001 2011 people of south asian origin number (thousands) 2579 4373 percentage of the uk population 4.4% 6.9% people of bangladeshi origin number (thousands) 283 451 percentage of the uk population 0.5% 0.7% people of indian origin number (thousands) 1053 1451 percentage of the uk population 1.8% 2.3% people of pakistani origin number (thousands) 747 1174 percentage of the uk population 1.3% 1.9%   (i) which one of the three countries has the fewest people living in the uk?     .  [1]  (ii) people from which one of the three countries have shown the greatest increase in the  uk population between 2001 and 2011?     .  [1]  (iii) describe the changes in the numbers of people from the three south asian countries  living in the uk between 2001 and 2011.  .. .  .. .  .. .  .. .  .. .  .. .[2]  [total: 8 marks]",
+            "8": "8 0460/21/o/n/16 \u00a9 ucles 2016blank page",
+            "9": "9 0460/21/o/n/16 \u00a9 ucles 2016 [turn over3 study photographs a and b (insert), which show coastal landforms.  (a) describe the coastal landforms shown on photograph a.  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .[5]  (b) explain how the coastal landform at x on photograph b has influenced the formation of the  coastal landforms at y.  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .[3]  [total: 8 marks]",
+            "10": "10 0460/21/o/n/16 \u00a9 ucles 20164 (a) fig. 5 shows a rain gauge kept at a weather station. ground level fig. 5   (i) describe the ground surface where the rain gauge is located.  .. .  .. .[1]   (ii) choose three  features of the rain gauge shown on fig. 5 and explain how each one  helps to measure the rainfall accurately. 1     .. . 2     .. . 3     .. .[3]",
+            "11": "11 0460/21/o/n/16 \u00a9 ucles 2016 [turn over (b) another instrument kept at a weather station is an hygrometer (wet-and-dry bulb thermometer).  this is shown on fig. 6 below. the readings are used to calculate the percentage relative  humidity using the conversion table, table 2. \u201310 \u20135 0 5 10 15 20 25 30 \u201310 \u20135 0 5 10 15 20 25 30\u00b0c water fig. 6 table 2 dry-bulb  reading  (\u00b0c)wet-bulb depression (\u00b0c) 0123456789 1 0 10 100 88 76 65 54 43 33 24 13 4 12 100 88 78 67 57 48 38 28 19 10 2 14 100 89 79 69 60 50 41 33 25 16 8 16 100 90 80 71 62 54 45 37 29 21 14 18 100 91 81 72 64 56 48 40 33 26 19 20 100 91 82 74 66 58 51 44 36 30 23   (i) state the readings of the wet-and-dry bulb thermometer in fig. 6.    wet-bulb  ..    dry-bulb  ...  [1]   (ii) calculate the depression of the wet bulb.     .  [1]   (iii) using your answers to (b)(i)  and (ii) and table 2, state the relative humidity.     .  [2]   [total: 8 marks]",
+            "12": "12 0460/21/o/n/16 \u00a9 ucles 20165 (a) fig. 7 shows the distribution of motor vehicle factories in poland. slupsk solec kujawskistargard szcz poznan wroclaw walbrzych tychygliwice niepolomice sanokpolandgermany czech republic slovakiaukrainebelaruslithuaniarussia baltic sean 07 5 km150 key cars and vans buses trucks international boundary fig. 7   (i) what is the distance between slupsk and sanok? circle one correct answer below.     400 km    600 km    800 km    1000 km [1]   (ii) describe the distribution of motor vehicle factories shown on fig. 7.  .. .  .. .  .. .  .. .  .. .  .. .[3]",
+            "13": "13 0460/21/o/n/16 \u00a9 ucles 2016 [turn over (b) almost all of the motor vehicles manufactured in poland are exported. the countries importing  these vehicles are shown on fig. 8. germany (30%) italy (18%) france (8%)uk (7%) fig. 8   (i) 6% of poland\u2019s motor vehicle exports go to the czech republic and 31% to other  countries. add this information to fig. 8. [2]   (ii) using fig. 7, state how many countries have an international boundary with poland.     .  [1]   (iii) using figs. 7 and 8, state the percentage of poland\u2019s motor vehicles that are exported  to neighbouring countries (those countries which share an international border with  poland).     . % [1]  [total: 8 marks]",
+            "14": "14 0460/21/o/n/16 \u00a9 ucles 20166 study fig. 9, which shows some of the areas of africa worst affected by desertification. 23\u00bd\u00b0n 23\u00bd\u00b0s0\u00b0 0 1000 kmn key area worst affected by desertification fig. 9  (a) describe the distribution of areas affected by desertification shown on fig. 9.  .. .  .. .  .. .  .. .[2]",
+            "15": "15 0460/21/o/n/16 \u00a9 ucles 2016 (b) fig. 10 describes some of the features of desertification. desertification desertification is when land in semi-desert areas loses its ability to support  vegetation, crops and animals, often due to human impact. the people in these areas are affected by the following natural features:  \u0081 a marked dry season and frequent droughts; \u0081 sparse vegetation; \u0081 soils which lack humus and structure and are easily eroded. the human issues affecting many of these areas include:  \u0081 rapid population growth; \u0081 wars and refugees. fig. 10   using information from fig. 10, explain how each of the decisions below would have positive  and negative effects.   (i) should they keep more animals? positive effect  .. ..  .. . negative effect  ..   .. .[2]   (ii) should they gather more fuelwood? positive effect  .. ..  .. . negative effect  ..   .. .[2]   (iii) should they grow crops more intensively? positive effect  .. ..  .. . negative effect  ..   .. .[2]  [total: 8 marks]",
+            "16": "16 0460/21/o/n/16 \u00a9 ucles 2016additional pages if you use the following pages to complete the answer(s) to any question(s), the question number(s)  must be clearly shown. ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ...",
+            "17": "17 0460/21/o/n/16 \u00a9 ucles 2016... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ...",
+            "18": "18 0460/21/o/n/16 \u00a9 ucles 2016blank page",
+            "19": "19 0460/21/o/n/16 \u00a9 ucles 2016blank page",
+            "20": "20 0460/21/o/n/16 \u00a9 ucles 2016permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here 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 onl ine in the cambridge international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to do wnload at www.cie.org.uk after  the live examination series. cambridge international examinations is part of the cambridge assessment group. cambridge assessment is the brand name of unive rsity of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge.blank page"
+        },
+        "0460_w16_qp_22.pdf": {
+            "1": "this document consists of 16 printed pages, 4 blank pages and 1 insert. dc (leg/jg) 115303/3 \u00a9 ucles 2016 [turn overcambridge international examinations cambridge international general certificate of secondary education *8962500270* geography  0460/22 paper 2 october/november 2016  1 hour 30 minutes candidates answer on the question paper. additional materials: ruler  protractor  plain paper  calculator 1:50 000 survey map extract is enclosed with this question paper. read these instructions first write your centre number, candidate number and name in the spaces provided. write in dark blue or black pen. y ou may use an hb pencil for any diagrams or graphs. do not use staples, paper clips, glue or correction fluid. do not write in any barcodes. write your answer to each question in the space provided. if additional space is required, you should use the lined pages at the end of the booklet. the question number(s)  must be clearly shown. answer all questions. the insert contains photographs a, b and c for question 3. the survey map extract and the insert are not required by the examiner. sketch maps and diagrams should be drawn whenever they serve to illustrate an answer. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [ ] at the end of each question or part question. definitions medcs \u2013 more economically developed countries ledcs \u2013 less economically developed countries nics \u2013 newly industrialised countries the syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificat e.",
+            "2": "2 0460/22/o/n/16 \u00a9 ucles 20161 study the map extract for kilkenny, republic of ireland. the scale is 1:50 000.  fig. 1 shows some of the features in the north west of the map extract. 60 59 58 5760 59 58 57 40 41 42 43 44 4540 41 42 43 44 45 d a bc fig. 1  (a) using the map extract, identify the following features shown on fig. 1:   (i) feature a;  .. .[1]   (ii) the six-figure grid reference of the castle at b;  .. .[1]   (iii) the height above sea level at spot height c;  .. .[1]   (iv) the feature at d.  .. .[1]  (b) (i) what type of roads are shown on fig. 1?  .. .[1]   (ii) what is the type of settlement pattern in the area shown on fig. 1?  .. .[1]",
+            "3": "3 0460/22/o/n/16 \u00a9 ucles 2016 [turn over (c) fig. 2 shows the built-up area of kilkenny. x f e59 58 57 56 55 54 5359 58 57 56 55 54 53 49 50 51 52 53 5449 50 51 52 53 54 fig. 2   (i) on fig. 2, mark the route of the n76 and n10 road between e and f. [1]   (ii) describe the pattern of main roads in the area shown on fig. 2.  .. .  .. .  .. .  .. .[2]",
+            "4": "4 0460/22/o/n/16 \u00a9 ucles 2016 (d) describe kilkenny\u2019s railway link shown on the map.  .. .  .. .  .. .  .. .[2]  (e) look at the river nore from the northern edge of the map to the first bridge in kilkenny,  shown at x on fig. 2.   (i) describe the shape of the river\u2019s channel.  .. .  .. .[1]   (ii) measure the distance along the river from the northern edge of the map to the bridge.  ... metres [1]   (iii) measure the compass bearing from  the point where the river meets the northern edge of  the map to the bridge in kilkenny.  ... [1]  (f)  fig. 3 shows the whole of the map extract divided into two parts, p and q. p q40 54 60 5260 52 40 54kilkenny fig. 3   give two differences between the relief  of the two parts of the map. 1     .. . 2     .. .[2]",
+            "5": "5 0460/22/o/n/16 \u00a9 ucles 2016 [turn over (g)  fig. 4 is a cross section along northing 53. the cross section is from 400530 (at the western  edge of the map) to 450530. metres above sea level metres above sea level250 200 150 100 50 0250 200 150 100 50 0 400530 450530y z fig. 4   (i) what is the name of the small settlement at y on fig. 4?   .. [1]   (ii) identify the feature at z on fig. 4.  .. [1]   (iii) using the map, complete the cross section on fig. 4. [2]  [total: 20 marks]",
+            "6": "6 0460/22/o/n/16 \u00a9 ucles 20162 (a) which two of the following settlements can be described as rural ? tick only two boxes. tick (\u2713) city conurbation isolated house large town village  [2]  (b) study fig. 5, which shows a rural settlement. answer the questions on the opposite page. 100 100 100300 200n roadkey building built before 1900 contour building built in 1900 or later river0 500 metresx fig. 5",
+            "7": "7 0460/22/o/n/16 \u00a9 ucles 2016 [turn over  (i) fig. 5 shows the ages of the buildings in the settlement and settlement patterns.  settlement patterns can be described as dispersed , linear  or nucleated . which of these  terms best describes the pattern of the settlement shown on fig. 5: \u2013 before 1 900;  .. \u2013 today?   [2]   (ii) roads influenced the original site of the settlement. use evidence from fig. 5 to explain  this.  .. .  .. .  .. .  .. .[2]   (iii) suggest why is there no settlement in area x on fig. 5.  .. .  .. .[1]   (iv) the settlement developed before 1 900 at a good defensive site. what natural feature  made the site easy to defend?  .. .  .. .[1]  [total: 8 marks]",
+            "8": "8 0460/22/o/n/16 \u00a9 ucles 2016blank page",
+            "9": "9 0460/22/o/n/16 \u00a9 ucles 2016 [turn over3 study photographs a, b and c (insert), which show three rivers in south africa.  (a) describe the relief  of the valley shown in photograph a.  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .[4]  (b) (i) using photographs b and c, name the main process used to transport the river\u2019s load  shown in: photograph b;  ... photograph c.  .. [2]   (ii) a dam is shown in photograph a. explain how and why building the dam will have  affected the river\u2019s load further downstream after the dam was built.  .. .  .. .  .. .  .. .[2]  [total: 8 marks]",
+            "10": "10 0460/22/o/n/16 \u00a9 ucles 20164 study fig. 6, which shows volcano a and volcano b. lava flows lava flows and ash layersmagma chamber magma chambercrater crater50 km 10 kmvolcano a volcano b fig. 6  (a) give four differences between volcano a and volcano b shown on fig. 6. 1     .. . 2     .. . 3     .. . 4     .. .[4]  (b) using fig. 6, name the types of volcano. volcano a   volcano b   [2]",
+            "11": "11 0460/22/o/n/16 \u00a9 ucles 2016 [turn over (c) fig. 7 shows the location of the two volcanoes. volcano  a volcano bn key plate boundaries active volcanoes plate movement0 4000 km fig. 7   describe the location of each volcano in relation to plates and plate boundaries. volcano a  .. .  .. . volcano b  .. .  .. .[2]  [total: 8 marks]",
+            "12": "12 0460/22/o/n/16 \u00a9 ucles 20165 (a) wheat and rice are two of the main outputs of commercial, arable farming. explain the  meaning of:   (i) commercial farming;  .. .  .. .[1]   (ii) arable farming.  .. .  .. .[1]  (b) fig. 8 shows the main areas of rice production in the world. equator tropic of capricorntropic of cancer area of rice productionkeyrice fig. 8   describe the distribution of rice production shown on fig. 8.  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .[4]",
+            "13": "13 0460/22/o/n/16 \u00a9 ucles 2016 [turn over (c) fig. 9 shows the main areas of wheat production in the world. equator tropic of capricorntropic of cancer area of wheat productionkeywheat fig. 9   suggest two reasons for the difference between the distribution of rice production (fig. 8) and  the distribution of wheat production (fig. 9). 1     .. . 2     .. .[2]  [total: 8 marks]",
+            "14": "14 0460/22/o/n/16 \u00a9 ucles 20166 (a) which one of the following statements describes globalisation ? tick only one box. statement tick ( \u2713) the way places on a map can be represented on a spherethe way incomes of people in different parts of the world are  becoming more equal the way countries can be classified as medcs, ledcs, nics, etc.the increased links between different parts of the world, such  as the availability of food and clothing from other countries and increased international population migration  [1]  (b) what is a transnational corporation ?  .. .  .. .[1]",
+            "15": "15 0460/22/o/n/16 \u00a9 ucles 2016 (c) many transnational corporations have opened factories in ledcs. table 1 shows some of the  factors affecting these corporations and countries. table 1 number factor 1 increased income from taxes2 few skilled workers may be employed3 cheaper shipping in bulk carriers and container ships4 development of skills in ledcs5 managers and skilled workers may be from other countries6 growing consumer markets in ledcs7 access to more advanced technology8 cost of the manufactured goods may be too high for local people to buy9 low taxes in ledcs   for each of the following, select two factors from table 1 which:   (i) have encouraged transnational corporations to open factories in ledcs; factor number  .factor number  .  [2]   (ii) are advantages  of these factories for an ledc and its people; factor number  .factor number  .  [2]   (iii) are disadvantages  of these factories for an ledc and its people. factor number  .factor number  .  [2]  [total: 8 marks]",
+            "16": "16 0460/22/o/n/16 \u00a9 ucles 2016additional pages if you use the following lined pages to complete the answer(s) to any question(s), the question  number(s) must be clearly shown. ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ...",
+            "17": "17 0460/22/o/n/16 \u00a9 ucles 2016... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ...",
+            "18": "18 0460/22/o/n/16 \u00a9 ucles 2016blank page",
+            "19": "19 0460/22/o/n/16 \u00a9 ucles 2016blank page",
+            "20": "20 0460/22/o/n/16 \u00a9 ucles 2016permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here 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 onl ine in the cambridge international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to do wnload at www.cie.org.uk after  the live examination series. cambridge international examinations is part of the cambridge assessment group. cambridge assessment is the brand name of unive rsity of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge.blank page"
+        },
+        "0460_w16_qp_23.pdf": {
+            "1": "this document consists of 15 printed pages, 1 blank page and 1 insert. dc (leg/sg) 115580/3 \u00a9 ucles 2016 [turn overcambridge international examinations cambridge international general certificate of secondary education *0710028496* geography  0460/23 paper 2 october/november 2016  1 hour 30 minutes candidates answer on the question paper. additional materials: ruler  protractor  plain paper  calculator 1:50 000 survey map extract is enclosed with this question paper. read these instructions first write your centre number, candidate number and name in the spaces provided. write in dark blue or black pen. y ou may use an hb pencil for any diagrams or graphs. do not use staples, paper clips, glue or correction fluid. do not write in any barcodes. write your answer to each question in the space provided. if additional space is required, you should use the lined pages at the end of this booklet. the question number(s)  must be clearly shown. answer all questions. the insert contains photographs a and b for question 3. the survey map extract and the insert are not required by the examiner. sketch maps and diagrams should be drawn whenever they serve to illustrate an answer. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [ ] at the end of each question or part question. the syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificat e.",
+            "2": "2 0460/23/o/n/16 \u00a9 ucles 20161 study the map extract for ashbourne, united kingdom. the scale is 1:50 000.   (a) fig. 1 shows some of the features in the north of the map extract. study fig. 1 and the map  extract, and answer the questions below. 24 58 57 56 55 5458 57 56 55 54 2425 a db c ef26 27 28 29 30 25 26 27 28 29 30p fig. 1   using the map extract, identify the following features shown in fig. 1:   (i) the type of road at a;  .. .[1]   (ii) the type of building at b;  .. .[1]   (iii) the type of vegetation at c;  .. .[1]   (iv) feature d;  .. .[1]   (v) feature e;  .. .[1]   (vi) feature f.  .. .[1]",
+            "3": "3 0460/23/o/n/16 \u00a9 ucles 2016 [turn over (b) (i) state four pieces of map evidence that carsington water is a tourist attraction and  recreational centre. 1 .  2 .  3 .  4 . [2]   (ii) state the evidence that carsington water is not a natural lake.  .. .  .. .[1]  (c) (i) give the six-figure grid reference of the railway station at idridgehay in the south east of  the map.  .. .[1]   (ii) measure the distance northwards along the railway from the railway station at idridgehay  to the next railway station at wirksworth. give your answer in metres.    ... metres [1]   (iii) state the bearing from  the railway station at wirksworth to the railway station at  idridgehay.    ... degrees [1]   (iv) name the feature just north of idridgehay station used to keep the railway as level as  possible.  .. .[1]  (d) describe the relief of the land in grid square 1647.  .. .  .. .  .. .  .. .[2]",
+            "4": "4 0460/23/o/n/16 \u00a9 ucles 2016 (e) (i) ashbourne extends north from the a52 road in the south west of the map extract.    which two of the following statements correctly explain the shape of ashbourne? statement tick ( \u2713) in the east it avoids the valley of the henmore brook it has grown along a and b roads its growth has left no open space in the built-up area its growth is mainly to the west of the a515 road its growth to the east has been prevented by woodland no part of the town was built on the valley floor of the henmore brook  [2]   (ii) suggest why the new road on the southern edge of the town (from the roundabout at  192452 to the roundabout at 173457) was built.  .. .  .. .[1]  (f) look at the area shown in fig. 2. 21 22 a b23 24 21505152 505152 22 23 24 fig. 2   compare the settlement patterns in areas a and b shown in fig. 2.  .. .  .. .  .. .  .. .[2]  [total: 20 marks]",
+            "5": "5 0460/23/o/n/16 \u00a9 ucles 2016 [turn over2 table 1 shows the age structure of six countries. use table 1 to answer the questions that follow. table 1 age group percentage of population country acountry bcountry ccountry dcountry ecountry f 65 and over 18.3  4.1  5.5 13.2  3.1 17.3 15\u201364 63.0 59.1 61.6 70.3 69.3 67.6 0\u201314 18.7 36.8 32.9 16.5 27.6 15.1  (a) state:   (i) the country with the highest percentage of children aged 0\u201314;    ...  [1]   (ii) the country with the highest percentage of population of working age;    ...  [1]   (iii) the percentage of the population of country c that is dependent;    ... % [1]   (iv) the country with the highest percentage of dependent population.    ... [1]  (b) state the two countries that have a population structure most typical of a developed country  and give two reasons for your answer.   1 .    2 .. ...  reason 1  . .  .. . reason 2  . .  .. .[3]  (c) name the type of diagram that can also be used to show the age structure of a single country.  .. .[1]  [total: 8 marks]",
+            "6": "6 0460/23/o/n/16 \u00a9 ucles 20163 photograph a (insert) shows a wave approaching the shore.  (a) describe the wave shown in photograph a.  .. .  .. .  .. .  .. .[2]   (b) (i) photograph b (insert) shows a coastline and fig. 3 is a field sketch of the coastline  shown in photograph b.    label clearly on fig. 3 one example of the following: arch, beach, cave, cliff, wave-cut platform fig. 3  [5]   (ii) using evidence from photograph b, explain why the rock type in the area is easily eroded.  .. .  .. .[1]  [total: 8 marks]",
+            "7": "7 0460/23/o/n/16 \u00a9 ucles 2016 [turn overturn page for question 4",
+            "8": "8 0460/23/o/n/16 \u00a9 ucles 20164 (a) figs. 4 and 5 show river levels (average height of water above the river bed) measured at two  sites over a period of 28 days. fig. 4 is for tributary x and fig. 5 is for the main river it joins,  river y. river y has many tributaries. 100.51.01.52.02.53.0river level  (metres)3.54.0 2 3 4 5 6 7 8 9 10 1112 1314 october1516171819 20 21222324 252627 28tributary x river bedwater level above which the tributary floods fig. 4 101.02.03.0river level  (metres)4.05.06.07.0 2 3 4 5 6 7 8 9 10 1112 1314 october1516171819 20 21222324 252627 28main river y river bedwater level above which the river floods fig. 5",
+            "9": "9 0460/23/o/n/16 \u00a9 ucles 2016 [turn over  (i) tributary x floods when its level is greater than two metres and river y floods when its  level is greater than three metres.    complete the table to show differences in the flood events on the two rivers during the  period shown. tributary  x main river  y level of river at peak (highest) flow (metres)..6.9 date in october of the peak (highest) flow..20 number of flood events 4.. number of days of the longest flood event 1..  [4]   (ii) explain why tributary x flooded at a lower level than the main river y.  .. .  .. .[1]   (iii) explain why a main river usually has more serious flooding than its tributaries.  .. .  .. .  .. .  .. .[2]  (b) use fig. 4 to suggest the normal level (base flow) of tributary x.  .. metres  [1]  [total: 8 marks]",
+            "10": "10 0460/23/o/n/16 \u00a9 ucles 20165 (a) figs. 6a and 6b show the tonnage (total weight) of ships built by the top five shipbuilding  countries in 1968 and 2013. japan west germany sweden united kingdom france europe asia30 000 25 000 20 000 15 000 10 000 5000 0ships built (thousand tonnes)1968 fig. 6achina south korea japan philippines vietnam asia30 000 25 000 20 000 15 000 10 000 5000 0ships built (thousand tonnes)2013 fig. 6b",
+            "11": "11 0460/23/o/n/16 \u00a9 ucles 2016 [turn over  (i)  complete fig. 6a to show that japan built 6800 thousand tonnes of ships in 1968. [1]   (ii) describe how the location of the top five shipbuilding countries changed between 1968  and 2013. refer to continents in your answer.  .. .  .. .  .. .  .. .[2]   (iii) suggest reasons for the change in the location of the top five shipbuilding countries.  .. .  .. .  .. .   .. .[2]  (b) suggest why the tonnage (total weight) of ships built has increased since 1968.  .. .  .. .  .. .  .. .  .. .  .. .[3]  [total: 8 marks]",
+            "12": "12 0460/23/o/n/16 \u00a9 ucles 20166 (a) the human development index (hdi) has five categories. figs 7a and 7b show variations in  the hdi within brazil in 1991 and 2010.  1991 federal district2010 0 1000 kmnkey hdi category very low (0\u20130.49) low (0.5\u20130.59) medium (0.6\u20130.69) high (0.7\u20130.79) very high (0.8\u20131.00)  fig. 7a fig. 7b   (i) using fig. 7a, describe the variations in the hdi within brazil in 1991.  .. .  .. .  .. .  .. .[2]    (ii) using figs. 7a and 7b, describe changes in the hdi in different parts of brazil since  1991.  .. .  .. .  .. .  .. .  .. .  .. .[3]",
+            "13": "13 0460/23/o/n/16 \u00a9 ucles 2016 (b) table 2 gives information about the average development indices for education, income and  life expectancy for brazil. table 2 education income life expectancy 1991 2010 1991 2010 1991 2010 average development  index for brazil0.28 0.64 0.65 0.74 0.49 0.73   (i) in the space below, rank the average development indices for education, income and life  expectancy for brazil by the amount of improvement in them between 1991 and 2010.     greatest  ..      ..    smallest .. [1]   (ii) suggest why changes in income and education are related.  .. .  .. .  .. .  .. .[2]  [total: 8 marks]",
+            "14": "14 0460/23/o/n/16 \u00a9 ucles 2016additional pages if you use the following lined pages to complete the answer(s) to any question(s), the question number(s)  must be clearly shown. ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ...",
+            "15": "15 0460/23/o/n/16 \u00a9 ucles 2016... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ...",
+            "16": "16 0460/23/o/n/16 \u00a9 ucles 2016permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here 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 onl ine in the cambridge international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to do wnload at www.cie.org.uk after  the live examination series. cambridge international examinations is part of the cambridge assessment group. cambridge assessment is the brand name of unive rsity of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge.blank page"
+        },
+        "0460_w16_qp_41.pdf": {
+            "1": "this document consists of 15 printed pages, 1 blank page and 1 insert. dc (nf/cgw) 115403/5 \u00a9 ucles 2016 [turn overcambridge international examinations cambridge international general certificate of secondary education *0495766444* geography  0460/41 paper 4 alternative to coursework october/november 2016  1 hour 30 minutes candidates answer on the question paper. additional materials: calculator  ruler read these instructions first write your centre number, candidate number and name in the spaces provided. write in dark blue or black pen. y ou may use an hb pencil for any diagrams or graphs. do not use staples, paper clips, glue or correction fluid. do not write in any barcodes. write your answer to each question in the space provided. if additional space is required, you should use the lined pages at the end of the booklet. the question  number(s) must be clearly shown. answer all questions. the insert contains fig. 1, tables 1 and 2 and photograph a for question 1, and fig. 6, fig. 7 and table 4 for  question 2. the insert is not required by the examiner. sketch maps and diagrams should be drawn whenever they serve to illustrate an answer. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [ ] at the end of each question or part question. the syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificat e.",
+            "2": "2 0460/41/o/n/16 \u00a9 ucles 20161 four students were learning about processes which take place in a drainage basin.  (a) use arrows to match the processes with the correct definitions in the table below. one has  been completed for you. process definition evaporation leaves of trees stop rain from reaching the  ground infiltration water moves through the soil interception water is heated and turns into water vapour throughflow water soaking into the ground [2]   the students did some fieldwork to investigate infiltration rates in a park near their school.  this is shown in fig. 1 (insert).   they tested the following hypotheses:   hypothesis 1:  the infiltration rate varies between different areas in the park.   hypothesis 2:  the rate of infiltration is faster where there is more vegetation cover and less  bare ground.",
+            "3": "3 0460/41/o/n/16 \u00a9 ucles 2016 [turn over (b) to measure the infiltration rate the students used a bottomless cylinder which they pushed  into the ground. inside the cylinder was a scale measured in centimetres. at each measuring  site the students poured water into the cylinder up to a height of 10 cm. they recorded the  water height in the cylinder at the end of every minute until all the water had infiltrated into the  ground.   (i) complete the labels on fig. 2 below to show how the fieldwork was carried out. how the infiltration rate was measured groundwater measuring cylinder     stopwatch    cm 15 10 5 0 groundcm 15 10 5 0minutes0 minutes5 groundground [3] fig. 2",
+            "4": "4 0460/41/o/n/16 \u00a9 ucles 2016  (ii) the results of the students\u2019 measurements are shown in table 1 (insert). use these  results to complete the line for the flower garden in fig. 3 below. [2] 12 10 8 6 4 2 00 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16height of water in cylinder (cm)speed of infiltration at different sites time (mins) key flower garden site 1 playing field site 2 woodland site 3 flood plain site 4 fig. 3   (iii) their teacher made sure that the students understood that the infiltration rate is slower  when it takes a longer time for water to soak into the ground.    the students reached the conclusion that hypothesis 1:  the infiltration rate varies  between different areas in the park  was correct. what evidence in table 1 (insert) and  fig. 3 suggests that the infiltration rate was slowest on the flood plain and fastest in the  woodland? use data to support your answer.  .. .  .. .  .. .  .. .  .. .  ..  [3]",
+            "5": "5 0460/41/o/n/16 \u00a9 ucles 2016 [turn over  (iv) look again at fig. 1 (insert). give three  reasons why the infiltration rate varies within the  park. 1   ...  .. . 2   ...  .. . 3   ...  ..  [3]  (c)  to investigate hypothesis 2:  the rate of infiltration is faster where there is more vegetation  cover and less bare ground , the students used a quadrat to estimate the amounts of vegetation  cover and bare ground in different areas of the park. a quadrat is shown in photograph a (insert).   (i) describe how the students used the quadrat.  .. .  .. .  .. .  .. .  .. .  ..  [3]",
+            "6": "6 0460/41/o/n/16 \u00a9 ucles 2016  (ii) the students\u2019 fieldwork results are shown in table 2 (insert). use these results to plot on  fig. 4 below the percentage of vegetation cover and the percentage of bare ground in the  flower garden. [1] 0flood plain site 4playing field site 2flower garden site 1woodland site 3faster key vegetation cover bare groundslowerrate of infiltration 20 40 60 percentageground cover 80 100 10 30 50 70 90 fig. 4   (iii) the students made the conclusion that hypothesis 2:  the rate of infiltration is faster  where there is more vegetation cover and less bare ground  was incorrect. use evidence  from fig. 4 to support this conclusion.  .. .  .. .  .. .  .. .  .. .  ..  [3]   (iv) suggest why there would be no infiltration on the playground shown in fig. 1 (insert).  .. .  .. .  .. .  ..  [2]",
+            "7": "7 0460/41/o/n/16 \u00a9 ucles 2016 [turn over (d) to extend their fieldwork the students decided to investigate the impact of people walking across  the grassland and creating a path, which is shown in fig. 1 (insert). this is known as \u2018footpath  erosion\u2019.   (i) the students stretched a tape measure across the path and measured the distance from  the tape to the ground at equal intervals. each of the four students had a different task in the  investigation. complete the table below by suggesting tasks for the other three students. student investigation task 1 hold the tape measure at one side of the path 2 3 4 [3]   (ii) using their results a student drew a diagram of the cross section of the path. this is  shown in fig. 5 below.    how deep is the path at its deepest point?    . cm [1] 0 0.5 1 1.5 2&urvv\u0003vhfwlrq\u0003ri\u0003wkh\u0003sdwk\u0003dfurvv\u0003wkh\u0003judvvodqg 2.5 3 3.5 4 0.250 5 10depth of footpath (cm) 15 0.75 1.25 1.75 2.25 2.75 distance across path (m)3.25 3.75 fig. 5   (iii) describe how footpath erosion may affect infiltration.  .. .  ..  [1]   (iv) suggest three  ways to prevent footpath erosion from happening in the park. 1   ...  .. . 2   ...  .. . 3   ...  ..  [3] [total: 30 marks]",
+            "8": "8 0460/41/o/n/16 \u00a9 ucles 20162 students in the uk were studying a settlement in the rural-urban fringe which used to be a farming  village. they wanted to investigate how the area had changed. their study area is located on a main road which goes to a nearby city and links to the motorway.  (a) before beginning their fieldwork the students looked at a map in the library which showed  housing areas in the settlement.   (i) what type of information source is this map? circle your answer below.     primary              questionnaire              secondary              stratified [1]   (ii) using the map from the library the students drew a base map which is shown in fig. 6  (insert). use the information on this map to complete the table below which describes the different types of houses. one has been completed for you. description of housing area area ( a, b, c or d) modern estate containing curved roads  and cul-de-sacs old cottages built when the settlement  was a farming villagec houses built in a linear arrangement  along both sides of the main road houses built on the river flood plain [2]   (iii) suggest two reasons for the expansion of the settlement in the rural-urban fringe. 1   ...  .. . 2   ...  ..  [2]    some of the students investigated the following hypotheses:    hypothesis 1:  most people have lived in the settlement for more than ten years.    hypothesis 2:  working people who have lived in the settlement for the longest time  travel furthest to work.",
+            "9": "9 0460/41/o/n/16 \u00a9 ucles 2016 [turn over (b) (i) the students were able to complete their survey of residents at the houses marked with  an x on fig. 6 (insert). they visited the houses between 13.00 hours and 17.00 hours on a working day.    give one advantage and two disadvantages of their survey method.    advantage  .. .  .. .    disadvantages 1   ...  .. . 2   ...  ..  [3]   (ii) at each house the students asked the residents to complete the questionnaire survey  which is shown in fig. 7 (insert).    the results of question 1 on their questionnaire are shown in table 3 below. table 3 question 1: how many years have you lived in the settlement? number of people time (years) area a area b area c area d total less than 5 2  8  0 0 10 5 to 10 0  2  0 1  3 11 to 20 1  0  1 0  221 to 35 0  0  4 0  4 more than 35 2  0 10 4 16 total 5 10 15 5 35",
+            "10": "10 0460/41/o/n/16 \u00a9 ucles 2016   use table 3 to plot the results to the responses \u201821 to 35 years\u2019 and \u2018more than 35 years\u2019  on the histogram, fig. 8 below. [2] less than 5how many years have you lived in the settlement? 5 to 100246810total number of people1214161820 11 to 20 years21 to 35 more than 35 fig. 8   (iii) do the results of question 1 support hypothesis 1:  most people have lived in the  settlement for more than ten years ? support your conclusion with data from fig. 8 and  table 3.  .. .  .. .  .. .  ..  [2]   (iv) describe the main differences in how long people had lived in the settlement between  areas b and c. use statistics from table 3 in your answer.  .. .  .. .  .. .  .. .  .. .  ..  [3]",
+            "11": "11 0460/41/o/n/16 \u00a9 ucles 2016 [turn over (c) the answers to all questions from the questionnaire are shown in table 4 (insert).   (i) plot the answers given by residents 34 and 35 on fig. 9 below. [2] answers to questions 1 and 2 60 50 40 30 20 10 0 0 5 10 15 20 number of years lived in settlementdistance of journey to work (km) 25 30 35 40 45 fig. 9   (ii) what conclusion would the students make about hypothesis 2:  working people who  have lived in the settlement for the longest time travel furthest to work ?    circle your decision below and support the decision with evidence from fig. 9. hypothesis 2  is correct               hypothesis 2  is incorrect  .. .  .. .  .. .  .. .  .. .  .. .  .. .  ..  [4]   (iii) suggest why the relationship between the two variables shown in fig. 9 occurs.  .. .  .. .  .. .  ..  [2]",
+            "12": "12 0460/41/o/n/16 \u00a9 ucles 2016 (d) another group of students used the answers from question 3 in the questionnaire to consider  why residents live in the settlement.   (i) use the answers in table 4 (insert) to complete the reasons which are listed in rank  order in table 5 below. [1] table 5 reasons for living in the settlement main reason for living in the settlement number of residents quick journey to work in the city 14 work or worked in the old village  7  6 5 3   (ii) which one of the following would be most suitable for a student to display the data shown  in table 5? circle your answer.     flow map          pie graph          scatter graph          spider diagram [1]   (iii) which one conclusion below is correct for question 3 in the questionnaire?    tick your choice. [1] conclusion tick (\u2713) over half the residents have a quick journey to work in the city the natural environment is the main attraction more people work in the old village than in the citymore people have moved into the settlement than were born in it",
+            "13": "13 0460/41/o/n/16 \u00a9 ucles 2016 (e) describe a piece of fieldwork, other than using a questionnaire, which the students could do  to compare the shops and services in different villages in the rural-urban fringe.  .. .  .. .  .. .  .. .  .. .  .. .   ..   ..  [4] [total: 30 marks]",
+            "14": "14 0460/41/o/n/16 \u00a9 ucles 2016additional pages if you use the following lined pages to complete the answer(s) to any question(s), the question  number(s) must be clearly shown. ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ...",
+            "15": "15 0460/41/o/n/16 \u00a9 ucles 2016... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ...",
+            "16": "16 0460/41/o/n/16 \u00a9 ucles 2016blank page permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here 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 onl ine in the cambridge international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to do wnload at www.cie.org.uk after  the live examination series. cambridge international examinations is part of the cambridge assessment group. cambridge assessment is the brand name of unive rsity of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge."
+        },
+        "0460_w16_qp_42.pdf": {
+            "1": "this document consists of 17 printed pages, 3 blank pages and 1 insert. dc (cw/jg) 115399/3 \u00a9 ucles 2016 [turn overcambridge international examinations cambridge international general certificate of secondary education *3349403032* geography  0460/42 paper 4 alternative to coursework october/november 2016  1 hour 30 minutes candidates answer on the question paper. additional materials: calculator  protractor  ruler read these instructions first write your centre number, candidate number and name in the spaces provided. write in dark blue or black pen. y ou may use an hb pencil for any diagrams or graphs. do not use staples, paper clips, glue or correction fluid. do not write in any barcodes. write your answer to each question in the space provided. if additional space is required, you should use the lined pages at the end of the booklet. the question number(s) must be clearly shown. answer all questions. the insert contains figs. 1 and 5 and table 2 for question 1, figs. 6 and 10 and tables 4 and 6 for question 2. the insert is not required by the examiner. sketch maps and diagrams should be drawn whenever they serve to illustrate an answer. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [ ] at the end of each question or part question. the syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificat e.",
+            "2": "2 0460/42/o/n/16 \u00a9 ucles 20161 some students did fieldwork in a small river drainage basin in south west england. the students  chose four sites which are shown on fig. 1 (insert).  (a) which two features of the drainage basin are labelled a and b on fig. 1?   choose from the following:   confluence   meander   source   tributary   watershed   feature a .   feature b . [2]   the students decided to investigate the following hypotheses:   hypothesis 1 : river discharge increases downstream.   hypothesis 2 : river pollution increases downstream.  (b) in order to calculate river discharge the students had to measure river velocity and channel  width and depth.   (i) first they measured velocity once at each site using floats, a tape measure and a  stopwatch. describe how they measured velocity.  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .[4]   (ii) when the students returned to school they discussed with their teacher possible  weaknesses of their method for measuring velocity. give two weaknesses of the method. 1      .. . 2     .. .[2]",
+            "3": "3 0460/42/o/n/16 \u00a9 ucles 2016 [turn over  (iii) next the students measured the width of the river channel and the depth of the river at  points across the channel. describe how the students would make these measurements and what equipment they would use.  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .[4]",
+            "4": "4 0460/42/o/n/16 \u00a9 ucles 2016  (iv) using their measurements the students drew a cross section of the river channel at each  site. the cross section at site 1 is shown in fig. 2 below. 0 0.50.20.10 0.20.10 1 1.5 2 2.5 3 3.5 4 distance from left bank  (m)cross section at site 1 depth (m)depth (m) fig. 2    the results of the students\u2019 measurements at site 3 are shown in table 1 below. table 1 site 3 measurements distance  from left  bank (m) 0 0.5 1.0 1.5 2.0 2.5 3.0 3.5 4.0 4.5 5.0 5.5 6.0 6.5 depth (m) 0.09 0.23 0.38 0.45 0.61 0.78 0.65 0.80 0.67 0.65 0.44 0.38 0.21 0.12    use the results shown in table 1 to complete the cross section and complete the shading  of the river channel at site 3 in fig. 3 below. [2] 0 0.50.2 0.3 0.4 0.5 0.6 0.7 0.80.10 0.2 0.3 0.4 0.5 0.6 0.7 0.80.10 1 1.5 2 2.5 3 3.5 4 5 6 4.5 5.5 6.5 distance from left bank  (m)cross section at site 3 depth (m)depth (m) fig. 3",
+            "5": "5 0460/42/o/n/16 \u00a9 ucles 2016 [turn over  (v) describe two differences between the cross sections at site 1 and site 3. 1     .. . 2     .. .[2]   (vi) the students then calculated the cross sectional area of the river channel at each site.  first they had to calculate the average depth of the river.    table 1, on page 4, shows the water depth at the 14 measuring points across the river at  site 3. calculate the average depth at this site.    ... m [1]   (vii) use the data in table 1 and your calculation in (b)(vi)  to work out the cross sectional  area of site 3 below. [2] calculation of cross sectional area at site 3 cross sectional area =  width of river (metres) \u00d7 average depth of  river (metres)    =   =  m 2",
+            "6": "6 0460/42/o/n/16 \u00a9 ucles 2016 (c) (i) using their data the students calculated the river discharge at each site. discharge is  calculated by the formula: velocity \u00d7 cross sectional area    their results are shown in table 2 (insert). use these results to complete the graph,  fig. 4 below. [1] river discharge 100.511.522.5 23 4discharge (cumecs) upstream downstreamsite fig. 4   (ii) what conclusion should the students make about hypothesis 1 : river discharge  increases downstream  ? use evidence from fig. 4 to support the conclusion.  .. .  .. .  .. .  .. .[2]   (iii) look again at fig. 1 (insert) and explain the change in discharge downstream.  .. .  .. .  .. .  .. .[2]",
+            "7": "7 0460/42/o/n/16 \u00a9 ucles 2016 [turn over (d) to test hypothesis 2 : river pollution increases downstream , a different student at each site  did a visual survey using the recording form shown in fig. 5 (insert).   (i) fig. 5 shows the completed form for site 3. use this information to calculate the overall  pollution score. put your answer into table 3 below. [1] table 3 site pollution score 1 52 3341 7   (ii) what conclusion would the students make about hypothesis 2 : river pollution increases  downstream  ? support your answer with evidence from table 3.  .. .  .. .  .. .  .. .  .. .  .. .[3]   (iii) suggest two ways that the students could improve the reliability of their pollution survey. 1     .. . 2     .. .[2]  [total: 30 marks]",
+            "8": "8 0460/42/o/n/16 \u00a9 ucles 20162 students in cascais, portugal were investigating differences in their local shopping area. they did  fieldwork in three shopping areas:   \u0081 the cbd of the town;  \u0081 a suburban (neighbourhood) shopping centre located 3 km away from the cbd;  \u0081 an out-of-town shopping mall located 10 km from the cbd.  some students decided to test the following hypotheses:  hypothesis 1 : there will be differences between the types of shops and services located in the  three shopping areas.  hypothesis 2 : the number of people who are shopping will decrease further away from the cbd.  (a) to investigate hypothesis 1  the students completed a tally chart of the different types of  shops and services in each area. their completed tally chart for the suburban (neighbourhood) shopping centre is shown in fig. 6 (insert).   (i) the number of shops and services counted in the cbd and the out-of-town mall is shown  in table 4 (insert).    a student wanted to plot all the results from the three shopping centres onto separate pie  charts so that she could compare them. explain why it would be difficult to do this.  .. .  .. .  .. .  .. .[2]",
+            "9": "9 0460/42/o/n/16 \u00a9 ucles 2016 [turn over  (ii) to make it easier to reach a conclusion to hypothesis 1  the student decided to classify  the shops and services into five groups shown in table 5 below. table 5 classification of shops group description a shops which sell mainly one type of product  which are often expensive b shops which sell a variety of products which  are often cheaper c shops which sell mainly food d shops which sell mainly clothes e services    in which group would the student have included:     \u0081 a hair and beauty salon;     \u0081 a jewellers?  [2]  (iii) which one of the following describes the shops in group a?    circle your answer.    business   comparison   convenience   department   public [1]",
+            "10": "10 0460/42/o/n/16 \u00a9 ucles 2016  (iv) the results of the student\u2019s classification are shown in table 6 (insert). use these results  to complete the pie graph for the cbd in fig. 7 below. [2] 0 % 10 3020 40 5060708090 0 % 10 3020 40 5060708090 0 % 10 3020 40 5060708090group a \u2013 shops which sell mainly one type of product which are often expensive group b \u2013 shops which sell a variety of products which are often cheaper group c \u2013 shops which sell mainly food group d \u2013 shops which sell mainly clothes group e \u2013 services  cbd suburban centre out-of-town mallkey fig. 7",
+            "11": "11 0460/42/o/n/16 \u00a9 ucles 2016 [turn over  (v) the students decided that hypothesis 1 : there will be differences between the types of  shops and services located in the three shopping areas  was true. support this decision  by comparing the three shopping areas. use data from fig. 7 and table 6.  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .[4]   (vi) suggest two reasons for the differences between the types of shops and services in the  different areas. 1     .. . 2     .. .[2]",
+            "12": "12 0460/42/o/n/16 \u00a9 ucles 2016 (b) to investigate hypothesis 2 : the number of people who are shopping will decrease further  away from the cbd , the students did a pedestrian count in each shopping area.   (i) describe how the students would plan and carry out the pedestrian count so that they  would get reliable results.    plan the pedestrian count  .. .  .. .  .. .  .. .  .. .    carry out the pedestrian count  .. .  .. .  .. .  .. .  .. .[4]",
+            "13": "13 0460/42/o/n/16 \u00a9 ucles 2016 [turn over  (ii) the results of the pedestrian count are shown in fig. 8 below. how many people were  counted in the out-of-town mall?    ... [1] 020406080100120 cbd suburban centre (3 km away from the cbd)out-of-town mall (10 km away from the cbd)number of pedestrians shopping arearesults of pedestrian count fig. 8   (iii) the results of the pedestrian count show that hypothesis 2 : the number of people who  are shopping will decrease further away from the cbd  is partly true. use evidence from  fig. 8 to support this conclusion.  .. .  .. .  .. .  .. .  .. .  .. .[3]",
+            "14": "14 0460/42/o/n/16 \u00a9 ucles 2016  (iv) fig. 9 below is an extract from a student\u2019s fieldwork diary. fieldwork diary monday 2nd february 2014 am: heavy rain. pedestrian count in cbd at 09.00 midday: light rain. pedestrian count at suburban shopping  centre at 12.00  pm: bright and sunny: pedestrian count at out-of-town centre  at 17.00 fig. 9    how might the factors described by the student affect the results of the pedestrian count?  .. .  .. .  .. .  .. .[2]   (v) to check their results the students found on the school website some data which had  been collected by students in 2008, 2010 and 2012. this data is shown in fig. 10 (insert) alongside the students\u2019 own fieldwork results collected in 2014. why is this earlier data called secondary  evidence?  .. .  .. .[1]   (vi) how does the secondary evidence in fig. 10 support the students\u2019 conclusion that  hypothesis 2 : the number of people who are shopping will decrease further away from  the cbd  is partly true?  .. .  .. .[1]",
+            "15": "15 0460/42/o/n/16 \u00a9 ucles 2016 (c) as an extension task two students wanted to investigate the sphere of influence of the cbd.    (i) which one of the following is the correct definition of sphere of influence ?    tick your choice in the table below. definition tick ( \u2713) area where people have migrated toarea where people go to work in the town centrearea around a town centre area next to a shop or servicearea served by a settlement or service  [1]   (ii) describe a method the students could carry out to investigate the sphere of influence of  the cbd.  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .[4]  [total: 30 marks]",
+            "16": "16 0460/42/o/n/16 \u00a9 ucles 2016additional pages if you use the following lined pages to complete the answer(s) to any question(s), the question  number(s) must be clearly shown. ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ...",
+            "17": "17 0460/42/o/n/16 \u00a9 ucles 2016... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ...",
+            "18": "18 0460/42/o/n/16 \u00a9 ucles 2016blank page",
+            "19": "19 0460/42/o/n/16 \u00a9 ucles 2016blank page",
+            "20": "20 0460/42/o/n/16 \u00a9 ucles 2016blank page permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here 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 onl ine in the cambridge international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to do wnload at www.cie.org.uk after  the live examination series. cambridge international examinations is part of the cambridge assessment group. cambridge assessment is the brand name of unive rsity of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge."
+        },
+        "0460_w16_qp_43.pdf": {
+            "1": "this document consists of 15 printed pages, 1 blank page and 1 insert. dc (cw/fd) 115396/3 \u00a9 ucles 2016 [turn overcambridge international examinations cambridge international general certificate of secondary education *4478546470* geography  0460/43 paper 4  alternative to coursework october/november 2016  1 hour 30 minutes candidates answer on the question paper. additional materials: calculator  protractor  ruler read these instructions first write your centre number, candidate number and name in the spaces provided. write in dark blue or black pen. y ou may use an hb pencil for any diagrams or graphs. do not use staples, paper clips, glue or correction fluid. do not write in any barcodes. write your answer to each question in the space provided. if additional space is required, you should use the lined pages at the end of the booklet. the question  number(s) must be clearly shown. answer all questions. the insert contains fig. 1, table 1 and photograph a for question 1, and figs. 5 and 6 for question 2. the insert is not required by the examiner. sketch maps and diagrams should be drawn whenever they serve to illustrate an answer. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [ ] at the end of each question or part question. the syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificat e.",
+            "2": "2 0460/43/o/n/16 \u00a9 ucles 20161 students at a school in paris, france, used the school\u2019s weather station to measure atmospheric  pressure, temperature and rainfall during 15 days in january. they tested the following hypotheses:  hypothesis 1 : temperature increases as atmospheric pressure increases.  hypothesis 2 : rainfall decreases as atmospheric pressure increases.  (a) (i) complete the table below to show which measuring instruments are used in or outside a  stevenson screen. put the following instruments under the correct heading:    wind vane wet-and-dry bulb thermometer   maximum-minimum thermometer rain gauge [2] used in a stevenson screen used outside  a stevenson screen   (ii) which one of the following instruments would the students use to measure atmospheric  pressure? circle your answer.     anemometer   barometer   hygrometer [1] (b) (i) to measure atmospheric pressure the students took readings at the same time each day.  why was taking the readings at the same time each day important?  .. .  .. .[1]   (ii) the label \u2018mb\u2019 is usually given to the unit of atmospheric pressure. what does \u2018mb\u2019 stand  for?  .. .[1]   (iii) the students also measured the maximum temperature for each day using a thermometer  like the one shown in fig. 1 (insert). what was the maximum temperature recorded by the thermometer in fig. 1?    circle your answer. 8\u00b0c                    20\u00b0c                    30\u00b0c                    35\u00b0c                    38\u00b0c [1]",
+            "3": "3 0460/43/o/n/16 \u00a9 ucles 2016 [turn over (c) (i) the results of the students\u2019 measurements are shown in table 1 (insert). use these  results to plot the atmospheric pressure and maximum temperature for 7th and 10th  january on the scatter graph, fig. 2 below. [2] 10000246810maximum temperature (\u00b0c)1214 1005 1010 1015 atmospheric pressure (mb)1020 1025 fig. 2   (ii) what conclusion did the students make about hypothesis 1 : temperature increases as  atmospheric pressure increases ?    support your answer with evidence from table 1 and fig. 2.  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .[4]",
+            "4": "4 0460/43/o/n/16 \u00a9 ucles 2016 (d) (i) the students used a rain gauge to measure daily rainfall. in the box below draw and label  a simple rain gauge. [3]   (ii) why did their teacher recommend that the rain gauge should be located:    \u2013 away from the school playground;  .. .  .. .    \u2013 away from trees?  .. .  .. .[2]   (iii) describe how the students would make their measurements using the rain gauge.  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .[4]",
+            "5": "5 0460/43/o/n/16 \u00a9 ucles 2016 [turn over  (iv) the students\u2019 measurements are shown in table 1 (insert). use these results to plot the  atmospheric pressure and rainfall for 20th january on fig. 3 below. [2] results of students\u2019 measurements 6100010051010101510201025 atmospheric pressure (mb) 78 9 10 11 12 13 date in january14 15 16 17 18 1 920 60246810 13579 rainfall (mm) 78 910 11 12 13 date in january14 15 16 17 18 1 920 fig. 3",
+            "6": "6 0460/43/o/n/16 \u00a9 ucles 2016  (v) do the results shown in fig. 3 and table 1 support hypothesis 2 : rainfall decreases as  atmospheric pressure increases ? use data to support your decision.  .. .  .. .  .. .  .. .  .. .  .. .[3]  (e) to extend their fieldwork the students decided to use a sunshine recorder to measure the  amount of sunshine on each day. photograph a (insert) shows a sunshine recorder. describe how a sunshine recorder is used.  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .[4]  [total: 30 marks]",
+            "7": "7 0460/43/o/n/16 \u00a9 ucles 2016 [turn over2 a student was studying how renewable energy sources are used to generate electricity in the uk.  (a) (i) which one of the following is the correct definition of renewable energy?    tick (\u2713) your choice. tick (\u2713) energy which comes from rocks under the sea energy which is produced from plants and animals energy which comes from resources that will not run out energy which is created in thermal power stations energy which is stored in a nuclear power station  [1]   (ii) fig. 4 below shows the fuel sources used to generate electricity in the uk in 1990 and  2013. what percentage of electricity was generated by renewable sources in 1990?    ... % [1] fuel sources used to generate electricity in the uk 01990 .h\\ &rdo 1xfohdu 2lo 5hqhzdeohv *dv% 10 20 30 4090 80 70 60 5002013 % 10 20 30 4090 80 70 60 50 fig. 4   (iii) complete the pie chart for 2013 using the following information: energy source % renewables 11 gas 27  [2]",
+            "8": "8 0460/43/o/n/16 \u00a9 ucles 2016  (iv) identify two main changes in the production of electricity from fossil fuels in the uk  between 1990 and 2013. 1     .. . 2     .. .[2]  (b) the students looked at plans to build a tidal barrage across the estuary of the river severn.  this area is shown in fig. 5 (insert). they decided to find out the opinions of local residents in weston-super-mare about the planned tidal barrage scheme.   the students investigated the following hypotheses:   hypothesis 1 : most local people think that tidal power is a good way to generate electricity.   hypothesis 2 : local people think that the tidal barrage built across the estuary will benefit  the area.   (i) to begin their investigation the students produced a questionnaire which is shown in  fig. 6 (insert).    suggest three  reasons why their teacher approved the questionnaire. 1     .. . 2     .. . 3     .. .[3]   (ii) the students decided to ask the opinions of 100 people. name a suitable sampling  method to select the people.    . [1]  (iii) describe how the students would use your chosen sampling method.  .. .  .. .  .. .  .. .[2]",
+            "9": "9 0460/43/o/n/16 \u00a9 ucles 2016 [turn over (c) the results of the question: do you think that generating electricity by tidal power is a good  idea?  and reasons for the answer, are shown in table 2 below.  table 2   answers to question: do you think that generating electricity by tidal power is a good  idea? answer number of  peopleanswer number of  people ye s 7 1 n o 2 9 tidal power does not  pollute the atmosphere45 turbines only work  when the tide is coming  in or going out17 tidal power is  renewable18 a tidal barrage does  not produce much  power7 tidal power is free 8 a tidal barrage is  expensive to build5   (i) which reason is given by most people questioned in favour of using tidal power to  generate electricity?  .. .  .. .[1]",
+            "10": "10 0460/43/o/n/16 \u00a9 ucles 2016  (ii) use the results in table 2 to complete fig. 7 below by drawing in the two missing bars.  [2] reasons given by local people 50 40 30 20 10 0 10 20 30 40 50 tidal power does not pollute the atmosphere tidal power is renewable tidal power is freeturbines only work when the tide is coming in or going out a tidal barrage does not produce much power a tidal barrage is expensive to build fig. 7   (iii) do the results shown in table 2 and fig. 7 support hypothesis 1 : most local people think  that tidal power is a good way to generate electricity  ?    use data to support your conclusion.  .. .  .. .  .. .  .. .[2]",
+            "11": "11 0460/43/o/n/16 \u00a9 ucles 2016 [turn over (d) the opinions of 100 local people about whether the local area is a good location in which to  build a tidal barrage are shown in table 3 below. table 3 the opinions of 100 local people opinionagree  stronglyagree disagreedisagree  strongly the tidal barrage will threaten natural habitats  of seabirds and fish70 20 7 3 there will be a lot of disruption to the area  whilst the barrage is being built31 36 19 14 the tidal barrage will spoil the view of the  estuary20 40 28 12 total number of responses 121 96 54 29 the tidal barrage will be a tourist attraction 70 23 5 2 the tidal barrage will help to stop flooding in the  local area 37 37 20 6 construction of the barrage will create jobs in  the area21 31 26 22 total number of responses 128 91 51 30",
+            "12": "12 0460/43/o/n/16 \u00a9 ucles 2016  (i) use the results in table 3 to complete fig. 8 below, which shows the results of the  statement \u2018the tidal barrage will help to stop flooding in the local area\u2019. [3] the opinions of 100 local people 0 10 20 30 40 50 60 70 80 90100 0 10 20 30 40 50 60 70 80 90100tidal barrage will threaten natural habitats of seabirds and fish there will be a lot of disruption to the area whilst the barrage is being built tidal barrage will spoil the  view of the estuary tidal barrage will be a tourist attraction tidal barrage will help to stop flooding in the local area construction of the barrage will create jobs in the area agree strongly.h\\ agree disagree disagree strongly fig. 8   (ii) which one of the statements has the most even balance of opinions given by 100 local  people?  .. .  .. .[1]",
+            "13": "13 0460/43/o/n/16 \u00a9 ucles 2016  (iii) the students reached the conclusion that hypothesis 2 : local people think that the tidal  barrage built across the estuary will benefit the area  was both true and false to a certain  extent. what evidence in table 3 and fig. 8 supports this conclusion?  .. .  .. .  .. .  .. .  .. .  .. .[3]  (e) to extend their study the students asked some local people for their opinions on renewable  energy and global warming. however, some of the people they spoke to did not know what these terms meant. so the students decided to produce an information sheet to give to people. the following answers will be part of this information.   (i) tidal power is one type of renewable energy. give two other examples of renewable  energy. 1    2   [2]   (ii) explain how global warming occurs.  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .[4]  [total: 30 marks]",
+            "14": "14 0460/43/o/n/16 \u00a9 ucles 2016additional pages if you use the following lined pages to complete the answer(s) to any question(s), the question  number(s) must be clearly shown. ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ...",
+            "15": "15 0460/43/o/n/16 \u00a9 ucles 2016... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ...",
+            "16": "16 0460/43/o/n/16 \u00a9 ucles 2016blank page permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here 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 onl ine in the cambridge international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to do wnload at www.cie.org.uk after  the live examination series. cambridge international examinations is part of the cambridge assessment group. cambridge assessment is the brand name of unive rsity of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge."
+        }
+    },
+    "2017": {
+        "0460_m17_qp_12.pdf": {
+            "1": "this document consists of 27 printed pages, 1 blank page and 1 insert. dc (nh/fd) 125659/6 \u00a9 ucles 2017 [turn over *7243028446* geography 0460/12 paper 1 february/march 2017 1 hour 45 minutes candidates answer on the question paper. additional materials: ruler calculator read these instructions first write your centre number, candidate number and name in the spaces provided. write in dark blue or black pen.you may use an hb pencil for any diagrams or graphs.do not use staples, paper clips, glue or correction fluid.do not write in any barcodes. write your answer to each question in the space provided. if additional space is required, you should use the lined pages at the end of this booklet. the question number(s)  must be clearly shown.answer three questions, one from each section.the insert contains photograph a for question 2, fig. 5 and photograph b for question 3, photograph c for  question 5 and photograph d for question 6. the insert is not required by the examiner.sketch maps and diagrams should be drawn whenever they serve to illustrate an answer . at the end of the examination, fasten all your work securely together . the number of marks is given in brackets [ ] at the end of each question or part question. definitions medcs \u2013 more economically developed countriesledcs \u2013 less economically developed countries the syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificate.cambridge international examinations cambridge international general certificate of secondary education",
+            "2": "2 \u0013\u0017\u0019\u0013\u0012\u0014\u0015\u0012)\u00120\u0012\u0014\u001a \u008b\u00038&/(6\u0003\u0015\u0013\u0014\u001a section a answer one question from this section. question 1 1 (a) study fig. 1, which shows information about international migration to four medcs. 0usajapanaustralia destination medcfrance 10 20 30 percentage of migrants from different areas40key area of origin americas asia europe middle east  / north africa sub-saharan africa 50 60 70 fig. 1   (i) complete the bar for japan to show the following information:    20% of migrants to japan are from the americas. [1]   (ii) identify the country which attracts:    \u2013 the greatest percentage of migrants from asia; ..    \u2013  the same percentage of migrants from the middle east / north africa and    sub-saharan africa. .. [2]",
+            "3": "3 \u0013\u0017\u0019\u0013\u0012\u0014\u0015\u0012)\u00120\u0012\u0014\u001a \u008b\u00038&/(6\u0003\u0015\u0013\u0014\u001a [turn over   (iii) using evidence from fig. 1 only, compare the pattern of international migration to france  and the usa.  ... ... ... ... ... ... [3]   (iv) suggest reasons for the percentages of people who migrate to france and the usa from  different areas.  ... ... ... ... ... ... ... ... [4]",
+            "4": "4 \u0013\u0017\u0019\u0013\u0012\u0014\u0015\u0012)\u00120\u0012\u0014\u001a \u008b\u00038&/(6\u0003\u0015\u0013\u0014\u001a  (b) study fig. 2, which shows information about migrant workers in qatar. amnesty international has criticised qatar\u2019s construction sector as work begins on building  the stadiums for the 2022 football world cup. amnesty international states that migrant workers in qatar, one of the richest countries  in the world, often do not get paid their wages, work in dangerous conditions and live in poor-quality accommodation. a recent report includes statements from nepalese workers employed by a company  delivering supplies to a construction project. the workers said they were \u201ctreated like animals\u201d, working up to 12 hours a day, seven days a week, during qatar\u2019s hot summer months. migrant workers have to live in labour camps which are overcrowded. the toilet and  washing facilities are so basic and dirty that some men use buckets of water to wash. one migrant worker from nepal said, \u201cthe company i work for doesn\u2019t care about us. we  don\u2019t get safety shoes, helmets, safety gloves, good accommodation or good food. also our pay is low \u2013 only us$9 per day \u2013 and we often work seven days per week\u201d. fig. 2   (i) using fig. 2 only, identify three different difficulties faced by migrant workers in qatar. 1   ...2   ...3   ... [3]   (ii) suggest reasons why, despite these difficulties, many workers migrate to qatar from  ledcs such as nepal, india and bangladesh.  ... ... ... ... ... ... ... ... ... ... [5]",
+            "5": "5 \u0013\u0017\u0019\u0013\u0012\u0014\u0015\u0012)\u00120\u0012\u0014\u001a \u008b\u00038&/(6\u0003\u0015\u0013\u0014\u001a [turn over  (c) for a named country you have studied, explain why rapid natural population growth is taking  place.   name of country ..  ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... [7] [total: 25 marks] end of question 1",
+            "6": "6 \u0013\u0017\u0019\u0013\u0012\u0014\u0015\u0012)\u00120\u0012\u0014\u001a \u008b\u00038&/(6\u0003\u0015\u0013\u0014\u001a question 2 2 (a) study fig. 3 and photograph a (insert). fig. 3 shows information about an improvement  project in porto, a city in portugal (an medc in europe). photograph a (insert) shows an area of housing in the bairro da s\u00e9 district in porto. the porto urban pilot project focused on the historic \u201cbairro da s\u00e9\u201d district, close to the centre of the city. the neighbourhood had been one of the most deprived districts in porto, with poor-quality housing, overcrowding, high crime rates and drug abuse. the project aimed to solve these problems through measures designed to improve the urban environment, create economic activity in the area and integrate the socially excluded into neighbourhood life. at the same time, the project aimed to introduce measures which fully respected, maintained and even enhanced the area\u2019s cultural identity and heritage. fig. 3   (i) in which one of the following urban zones is bairro da s\u00e9?    underline your answer.    central business district (cbd) inner city    outer suburbs rural-urban fringe [1]   (ii) using fig. 3 only, identify two urban problems in bairro da s\u00e9. 1  2   [2]   (iii) part of bairro da s\u00e9 is shown in photograph a (insert). describe three features of the  housing shown.1   ...2   ...3   ... [3]",
+            "7": "7 \u0013\u0017\u0019\u0013\u0012\u0014\u0015\u0012)\u00120\u0012\u0014\u001a \u008b\u00038&/(6\u0003\u0015\u0013\u0014\u001a [turn over  (b) study fig. 4, which shows statistics about housing in porto and lisbon (the capital city of  portugal). percentage of housing in  portopercentage of housing in  lisbon very run-down housing  7.8  7.2 houses needing major repair 2.4  2.0 overcrowded housing 14.2 24.5 houses lacking water supplies 9.9  6.3 houses without a bath or shower12.8  8.8 fig. 4   (i) using evidence from fig. 4 only, identify the city which has the poorest quality housing.  justify your answer. name of city .. ... ... ... ... ... ... [3]   (ii) explain why many people live in poor-quality housing in urban areas. ... ... ... ... ... ... ... ... [4]",
+            "8": "8 \u0013\u0017\u0019\u0013\u0012\u0014\u0015\u0012)\u00120\u0012\u0014\u001a \u008b\u00038&/(6\u0003\u0015\u0013\u0014\u001a   (iii) describe attempts which have been made to reduce housing problems in urban areas.  ... ... ... ... ... ... ... ... ... ... [5]",
+            "9": "9 \u0013\u0017\u0019\u0013\u0012\u0014\u0015\u0012)\u00120\u0012\u0014\u001a \u008b\u00038&/(6\u0003\u0015\u0013\u0014\u001a [turn over  (c) for an urban area you have studied, describe a change in land use which has taken place  and explain its impacts.   name of urban area ..  ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... [7] [total: 25 marks] end of question 2",
+            "10": "10 \u0013\u0017\u0019\u0013\u0012\u0014\u0015\u0012)\u00120\u0012\u0014\u001a \u008b\u00038&/(6\u0003\u0015\u0013\u0014\u001a section b answer one question from this section. question 3 3 (a) study fig. 5 (insert), which is a map of the kelantan drainage basin in malaysia (an ledc  in asia).   (i) what is meant by a drainage basin ?  ...  ... [1]   (ii) in december 2014 flooding occurred in many parts of the kelantan drainage basin.    using evidence from fig. 5 only, suggest two reasons why flooding is more likely in  area x than y.1   ...2   ... [2]   (iii) suggest three different hazards which are likely to have been caused by flooding in  area x in december 2014.1   ...2   ...3   ... [3]",
+            "11": "11 \u0013\u0017\u0019\u0013\u0012\u0014\u0015\u0012)\u00120\u0012\u0014\u001a \u008b\u00038&/(6\u0003\u0015\u0013\u0014\u001a [turn over   (iv) explain why many people still live in places like area x, even though flooding is likely to  occur.  ... ... ... ... ... ... ... ... [4]  (b) study photograph b (insert), which shows a meander.   (i) describe the features shown on photograph b which are typical of a meander .  ... ... ... ... ... ... [3]   (ii) explain why both erosion and deposition are likely to occur on the meander shown in  photograph b. ... ... ... ... ... ... ... ... ... ... [5]",
+            "12": "12 \u0013\u0017\u0019\u0013\u0012\u0014\u0015\u0012)\u00120\u0012\u0014\u001a \u008b\u00038&/(6\u0003\u0015\u0013\u0014\u001a  (c) for a named river you have studied, describe what has been done to reduce the risk of  flooding.   name of river ..  ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... [7] [total: 25 marks] end of question 3",
+            "13": "13 \u0013\u0017\u0019\u0013\u0012\u0014\u0015\u0012)\u00120\u0012\u0014\u001a \u008b\u00038&/(6\u0003\u0015\u0013\u0014\u001a [turn over question 4 4 (a) study fig. 6, which shows a cross section of an area affected by an earthquake. faultplates seismic wavesx y fig. 6   (i) tick the one statement in the table below which is the correct definition of an earthquake. a fracture in the rocks which make up the earth\u2019s crust a weakness in the earth\u2019s crust through which molten magma eruptslarge slabs of rock which make up the outer layer of the earth\u2019s  surface the shaking of the ground caused by sudden movement in the  earth\u2019s crust  [1]   (ii) identify the features of an earthquake labelled x and y on fig. 6. x  .. y  ..  [2]   (iii) describe three different hazards faced by people who live in areas affected by  earthquakes.1   ...2   ...3   ... [3]",
+            "14": "14 \u0013\u0017\u0019\u0013\u0012\u0014\u0015\u0012)\u00120\u0012\u0014\u001a \u008b\u00038&/(6\u0003\u0015\u0013\u0014\u001a   (iv) state and explain two ways which can be used to reduce the impacts of earthquakes. 1    ... ... ...2   ... ... ... [4]  (b) study fig. 7, which shows the global distribution of earthquakes (of 2.5 or more on the richter  scale) between april 16 th and may 13th 2013. key earthquake of 2.5 or more on richter scale plate boundary fig. 7",
+            "15": "15 \u0013\u0017\u0019\u0013\u0012\u0014\u0015\u0012)\u00120\u0012\u0014\u001a \u008b\u00038&/(6\u0003\u0015\u0013\u0014\u001a [turn over   (i) the global distribution of earthquakes is uneven.    describe the distribution of earthquakes shown on fig. 7.  ... ... ... ... ... ... [3]   (ii) explain why the global distribution of earthquakes is uneven. ... ... ... ... ... ... ... ... ... ... [5]",
+            "16": "16 \u0013\u0017\u0019\u0013\u0012\u0014\u0015\u0012)\u00120\u0012\u0014\u001a \u008b\u00038&/(6\u0003\u0015\u0013\u0014\u001a  (c) another natural hazard is a volcanic eruption.   for a named volcano you have studied, explain the causes of an eruption.   name of volcano ..  ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... [7] [total: 25 marks] end of question 4",
+            "17": "17 \u0013\u0017\u0019\u0013\u0012\u0014\u0015\u0012)\u00120\u0012\u0014\u001a \u008b\u00038&/(6\u0003\u0015\u0013\u0014\u001a [turn over turn page for question 5",
+            "18": "18 \u0013\u0017\u0019\u0013\u0012\u0014\u0015\u0012)\u00120\u0012\u0014\u001a \u008b\u00038&/(6\u0003\u0015\u0013\u0014\u001a section c answer one question from this section. question 5 5 (a) study figs. 8a and 8b, which are maps showing information about domestic and international  tourism in india. content removed due to copyright restrictions.",
+            "19": "\u0013\u0017\u0019\u0013\u0012\u0014\u0015\u0012)\u00120\u0012\u0014\u001a \u008b\u00038&/(6\u0003\u0015\u0013\u0014\u001a [turn over19 (i) complete fig. 8b using the following information. use the key provided.  the percentage of international tourists visiting maharashtra is 21%. [1] (ii) explain the dif ference between the terms domestic and international  tourist.  ...  ... ... ... [2]content removed due to copyright restrictions.",
+            "20": "20 \u0013\u0017\u0019\u0013\u0012\u0014\u0015\u0012)\u00120\u0012\u0014\u001a \u008b\u00038&/(6\u0003\u0015\u0013\u0014\u001a (iii) using figs. 8a and 8b only , name a state which: \u2013 has between 10.1% and 20% of both domestic and international tourists;  \u2013 has a greater percentage of international than domestic tourists;  \u2013 has the largest percentage of domestic tourists.   [3] (iv) explain why the growth of tourism in an area leads to the development of its infrastructure.  ... ... ... ... ... ... ... ... [4]",
+            "21": "21 \u0013\u0017\u0019\u0013\u0012\u0014\u0015\u0012)\u00120\u0012\u0014\u001a \u008b\u00038&/(6\u0003\u0015\u0013\u0014\u001a [turn over (b) study photograph c (insert), which was taken in mauritius, an island in the indian ocean  which is visited by many tourists from countries in europe, such as the uk and germany . (i) describe the physical attractions for tourists from europe which are shown in  photograph c.  ... ... ... ... ... ... [3] (ii) explain how the human landscape can also attract tourists to an area. ... ... ... ... ... ... ... ... ... ... [5]",
+            "22": "22 \u0013\u0017\u0019\u0013\u0012\u0014\u0015\u0012)\u00120\u0012\u0014\u001a \u008b\u00038&/(6\u0003\u0015\u0013\u0014\u001a (c) for a named area you have studied, describe the problems caused by tourism for local people  and the local natural environment. name of area .. ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... [7] [total: 25 marks] end of question 5",
+            "23": "23 \u0013\u0017\u0019\u0013\u0012\u0014\u0015\u0012)\u00120\u0012\u0014\u001a \u008b\u00038&/(6\u0003\u0015\u0013\u0014\u001a [turn over question 6 6 (a) study fig. 9, which shows information about the employment structure of two european  countries, france and italy. france 0% % 10 20 30 40 5060708090italy key0 10 20primary sector secondary sectortertiary sectorquaternary sector30 40 5060708090 fig. 9 (i) what percentage of the workforce of france is employed in the secondary sector?  % [1] (ii) which sector: \u2013 employs the smallest percentage in both france and italy;  \u2013 employs a larger percentage of the workforce in france than in italy?   [2] (iii) match each example of a job in the table below with the correct sector by using arrows. the first one has been completed for you. example of job sector school teacher primary research worker for a firm making computer softwaresecondary workers harvesting tea on a plantation tertiary worker on the production line in a factory  making jam.quaternary [3]",
+            "24": "24 \u0013\u0017\u0019\u0013\u0012\u0014\u0015\u0012)\u00120\u0012\u0014\u001a \u008b\u00038&/(6\u0003\u0015\u0013\u0014\u001a   (iv) explain why quaternary industry has become important in countries where economic  development is rapid.  ... ... ... ... ... ... ... ... [4]  (b) study photograph d (insert), which was taken in madeira, an island in the atlantic ocean.   (i) state three different types of job created by the economic activity shown in the  photograph.1  2  3   [3]   (ii) suggest how the economic activity shown in photograph d could pose threats to the  natural environment.  ... ... ... ... ... ... ... ... ... ... [5]",
+            "25": "25 0460/12/f/m/17 \u00a9 ucles 2017  (c) for an example of an economic activity in a named area you have studied, describe how the  threats to the natural environment are being managed.   name of area ..   economic activity ..  ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... [7] [total: 25 marks] end of question 6",
+            "26": "26 \u0013\u0017\u0019\u0013\u0012\u0014\u0015\u0012)\u00120\u0012\u0014\u001a \u008b\u00038&/(6\u0003\u0015\u0013\u0014\u001a additional pages if you use the following lined pages to complete the answer(s) to any question(s), the question  number(s) must be clearly shown. ",
+            "27": "27 0460/12/f/m/17 \u00a9 ucles 2017 .. ..",
+            "28": "28 \u0013\u0017\u0019\u0013\u0012\u0014\u0015\u0012)\u00120\u0012\u0014\u001a \u008b\u00038&/(6\u0003\u0015\u0013\u0014\u001a 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 international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download at www.cie.org.uk after the live examination series. 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.blank page"
+        },
+        "0460_m17_qp_22.pdf": {
+            "1": "this document consists of 15 printed pages, 1 blank page and 1 insert. dc (lk/fd) 126009/5 \u00a9 ucles 2017  [turn overcambridge international examinations cambridge international general certificate of secondary education *3489976719* geography  0460/22 paper 2  february/march 2017  1 hour 30 minutes candidates answer on the question paper. additional materials:  ruler  protractor  plain paper  calculator 1:50 000 survey map extract is enclosed with this question paper. read these instructions first write your centre number, candidate number and name in the spaces provided. write in dark blue or black pen. you may use an hb pencil for any diagrams or graphs. do not use staples, paper clips, glue or correction fluid. do not  write in any barcodes. write your answer to each question in the space provided. if additional space is required, you should use the lined pages at the end of the booklet. the question number(s)  must be clearly shown. answer all questions. the insert contains photograph a for question 3 and photographs b and c for question  6. the survey map extract and the insert are not required by the examiner. sketch maps and diagrams should be drawn whenever they serve to illustrate an answer. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part  question. the syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificate.",
+            "2": "2 0460/22/f/m/17 \u00a9 ucles 2017 1 study the map extract for ballyvaghan, ireland. the scale is 1:50  000.  (a) the map has blue grid lines which make squares. what area of land does one grid square  show? tick one answer below. tick (3) 1 km2 10 km2 20 km2 50 km2 100 km2  [1]  (b) (i) height above sea level is shown by contour lines. what is the difference in height  between the contour lines on this map? tick one answer below. tick (3) 1 m 10 m 20 m 40 m 100 m  [1]   (ii) what does the green shading in grid square 2807 show?  ... [1]",
+            "3": "3 0460/22/f/m/17 \u00a9 ucles 2017 [turn over  (c) fig. 1 shows some of the features in the east of the map extract. study fig. 1 and the map  extract, and answer the questions below. 29 30 n6731 32 290809 db aec 101112 0809101112 30 31 32 fig. 1   (i) identify feature a.  ... [1]   (ii) identify the type of road at b.  ... [1]   (iii) give the six-figure grid reference of the road junction at c.  ... [1]   (iv) give the height above sea level of the spot height at d.  ... [1]   (v) describe the gradient of the road:    between d and e;  ... [1]    between e and c.  ... [1]",
+            "4": "4 0460/22/f/m/17 \u00a9 ucles 2017  (d) fig. 2 shows the location of the coastal settlements at ballyvaghan and bealaclugga. 2308091011 08091011 24ballyvaghanballyvaghan 25 26 27 28 2923 24 25 26 27 28 29 bealacluggabealaclugga fig. 2   (i) a person travels along the n67 road from the main road junction at ballyvaghan to the  road junction at bealaclugga. how far does the person travel? give your answer in  metres.    ... metres  [1]   (ii) how much further does the person travel along the n67 road than the straight line  distance between the two points? give your answer in metres.    ... metres  [1]   (iii) which of the following statements describes the directions that the person travels from   ballyvaghan to bealaclugga? tick one answer below. tick (3) north east then south east north east then south west north west then south west north west then south east south east then north east  [1]",
+            "5": "5 0460/22/f/m/17 \u00a9 ucles 2017 [turn over  (e) fig. 3 is a cross section through the summit (top) of moneen mountain from 240077 to  290077. 0 240077 290077100200300400height above sea level  (m)height above sea level  (m) 0100200300400 fig. 3   (i) on fig. 3, use a labelled arrow to show the position of the lake at lough luirk.  [1]   (ii) using the map, complete the cross section on fig. 3.  [2]  (f) using map evidence, give reasons for the growth of the settlement at ballyvaghan.  ...  ...  ...  ...  ...  ...  ...  ...  ...  ... [5]  [total: 20 marks]",
+            "6": "6 0460/22/f/m/17 \u00a9 ucles 2017 2 study fig. 4 and table 1 (opposite). fig. 4 shows the population density of the states of india in  2011. table 1 (opposite) shows the states of india ranked in order of population density in 2011.  the states in fig. 4 are numbered in the rank order of population density shown in table 1. fig. 4  (a) describe the distribution of population shown on fig. 4.  ... ... ... ... ... ... ... ... [4]content removed due to copyright restrictions.",
+            "7": "7 0460/22/f/m/17 \u00a9 ucles 2017 [turn over  (b) table 1 shows how the population of the states has changed between the 2001 and 2011  censuses. the population change for the whole of india was +18%. table 1 state rank in  2011% change  since 2001state rank in  2011% change  since 2001 bihar 1 +25 gujarat 15 +19 west bengal 2 +14 orissa 16 +14 kerala 3 +5 madhya  pradesh17 +20 uttar  pradesh4 +20 rajasthan 18 +22 haryana 5 +20 uttarakhand 19 +19 tamil nadu 6 +16 chhattisgarh 20 +23 punjab 7 +14 meghalaya 21 +28 jharkhand 8 +22 jammu and  kashmir22 +24 assam 9 +17 himachal  pradesh23 +13 goa 10 +8 manipur 24 +18 maharashtra 11 +16 nagaland 25 \u20131 tripura 12 +15 sikkim 26 +13 karnataka 13 +16 mizoram 27 +24 andhra  pradesh14 +11 arunachal  pradesh28 +31   (i) which state had the greatest percentage increase in population?    ...  [1]   (ii) which state had a decrease in population?    ...  [1]  (c) compared to the change for the whole of india of +18%, how has population changed in the  states:   (i) in the south;  ...  ... [1]   (ii) in the north east?  ...  ... [1]  [total: 8 marks]",
+            "8": "8 0460/22/f/m/17 \u00a9 ucles 2017 blank page",
+            "9": "9 0460/22/f/m/17 \u00a9 ucles 2017 [turn over 3 study photograph a (insert), which shows a rural area in south africa.  (a) describe how relief has influenced the site of the settlement.  ...  ...  ...  ...  ...  ...  ...  ...  ... [4]  (b) describe the land use of the area surrounding the settlement.  ...  ...  ...  ...  ...  ... [3]  (c) what evidence in the photograph shows that the settlement has a water supply?  ...  ... [1]  [total: 8 marks]",
+            "10": "10 0460/22/f/m/17 \u00a9 ucles 2017 4 study fig. 5, which shows a student\u2019s field sketch of a coastal area. sea da ccb river mouth fig. 5  (a) identify landforms a, b, c and d. choose your answers from the list below. arch        bay        cave        spit        dune        headland        reef       stack   a    b    c    d   [4]",
+            "11": "11 0460/22/f/m/17 \u00a9 ucles 2017 [turn over  (b) fig. 6 shows a map of the same area. n sea land land yxw z 0 1 km fig. 6  which one of points w, x, y and z on fig. 6 shows the place from which the student drew the field  sketch (fig. 5)?  ...  [1]  (c) describe three  conditions under which coral reefs develop. 1    ... 2    ... 3    ... [3]  [total: 8 marks]",
+            "12": "12 0460/22/f/m/17 \u00a9 ucles 2017 5 figs. 7 and 8 show climate information of two places with a hot desert climate. 0 05 j f m a m j monthsj a s o n d1020temperature  (\u00b0c) rainfall  (mm)3040 fig. 7 0 050100 j f m a m j monthsj a s o n d1020temperature  (\u00b0c) rainfall  (mm)30 fig. 8  (a) the place shown on fig. 7 has 5  mm of rainfall and a temperature of 19  \u00b0c in november.  complete fig. 7  by adding this information.  [2]  (b) calculate the annual range of temperature at the place shown on fig. 7.  ... [1]",
+            "13": "13 0460/22/f/m/17 \u00a9 ucles 2017 [turn over  (c) which one of the two places is in the southern hemisphere? tick (3) place shown in fig. 7 place shown in fig. 8   explain your choice.  ...  ...  ... [1]  (d) describe the difference in summer temperatures between the two places.  ...  ...  ... [1]  (e) explain why hot deserts, like the places shown in figs. 7 and 8, have very dry climates.  ...  ...  ...  ...  ...  ...  ... [3]  [total: 8 marks]",
+            "14": "14 0460/22/f/m/17 \u00a9 ucles 2017 6 photographs b and c (insert) show places where renewable energy sources have been developed.  (a) identify the renewable energy source in each photograph.   photograph b .   photograph c .  [2]  (b) using evidence from the photographs, suggest why some local people might be for these  developments and other local people might be against  them.   suggest why local people might be for the developments.  ...  ...  ...  ...  ...  ...  ...  ...  ... [3]   suggest why local people might be against  the developments.  ...  ...  ...  ...  ...  ...  ...  ...  ... [3]  [total: 8 marks]",
+            "15": "15 0460/22/f/m/17 \u00a9 ucles 2017 additional pages if you use the following lined pages to complete the answer(s) to any question(s), the question  number(s) must be clearly shown. .. .. ..  ..  .. .. ..  ..  ..  .. .. ..  .. ..",
+            "16": "16 0460/22/f/m/17 \u00a9 ucles 2017 .. .. ..  .. .. ..  ..  ..  .. .. ..  .. .. 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 international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download at www.cie.org.uk after  the live examination series. 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."
+        },
+        "0460_m17_qp_42.pdf": {
+            "1": "this document consists of 17 printed pages, 3 blank pages and 1 insert. dc (st/sg) 126011/6 \u00a9 ucles 2017  [turn overcambridge international examinations cambridge international general certificate of secondary education *8878415749* geography  0460/42 paper 4  alternative to coursework  february/march 2017  1 hour 30 minutes candidates answer on the question paper. additional materials:  ruler  calculator read these instructions first write your centre number, candidate number and name in the spaces provided. write in dark blue or black pen. you may use an hb pencil for any diagrams or graphs. do not use staples, paper clips, glue or correction fluid. do not  write in any barcodes. write your answer to each question in the space provided. if additional space is required, you should use the lined pages at the end of this booklet. the question number(s)  must be clearly shown. answer all questions. the insert contains figs. 1 and 2, tables 1, 2 and 6 for question 1, and photographs a, b, c and d, figs. 6a,  6b, 7a, 7b, 8a and 8b for question 2. the insert is not required by the examiner. sketch maps and diagrams should be drawn whenever they serve to illustrate an answer. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part  question.",
+            "2": "2 0460/42/f/m/17 \u00a9 ucles 2017 1 students at a local secondary school investigated traffic flows on four roads going into the centre  of the town where they lived.   they decided to investigate the following hypotheses:  hypothesis 1: the amount of traffic on the four roads varies during the day.  hypothesis 2: traffic congestion occurs on the four roads.  traffic congestion is the delay in traffic flow caused by too many vehicles.   (a) the students organised a traffic count to test their hypotheses. which three  of the following  decisions would they have made? tick your choices in the table below.    decision tick (3) to count every tenth vehicle that passed the survey point how long to do the traffic count for and at what time to do it the questions to include in a questionnaire for drivers the different categories of vehicles to include in the count the position on each road to do the vehicle counts to count pedestrians walking past them in one or both directions [3]  (b) the recording sheet used by the students is shown in fig. 1 (insert).    (i) which one of the following methods would the students use to complete their recording  sheet? tick your choice in the table below.  method tick (3) estimate measure sample tally observe[1]   (ii) the students knew that traffic congestion is calculated by measuring the number of  vehicles travelling along a road in one hour.     suggest two disadvantages of each traffic count being done for one hour. 1    ... 2    ... [2]",
+            "3": "3 0460/42/f/m/17 \u00a9 ucles 2017 [turn over  (c) the students did their traffic survey on the roads shown in fig. 2 (insert). the results of their  traffic count are shown in table 1 (insert).     (i) on which road were most vehicles counted between both 08.00\u201309.00 and 17.00\u201318.00?  ... [1]    (ii) plot the results for mayo road going into the town centre on fig. 3 below.  [2] results of traffic count number of vehicles400 350 300 250 200 150 100 50 0 08.00\u2013 09.0012.00\u2013 13.0017.00\u2013 18.00 time of traffic count keymayo road out azad road out victoria road out lohar road out azad road in lohar road in victoria road in roads into town centre roads out of town centre fig. 3",
+            "4": "4 0460/42/f/m/17 \u00a9 ucles 2017   (iii) what conclusion would the students make about  hypothesis 1: the amount of traffic  on the four roads varies during the day ? support your decision with evidence from fig. 3  and table 1 (insert).  ...  ...  ...  ...  ...  ...  ...  ... [4]  (d)  the students\u2019 recording sheet in fig. 1 (insert) shows the categories of vehicles which the  students counted. they used their completed recording sheets to calculate the number of  vehicles in each category on the four roads. the results of these calculations are shown in  table 2 (insert).    (i) use the results in table 2 to complete the divided bar in fig. 4 below to show the  results for azad road.  [3] total number of vehicles in each category on the four roads lohar road azad road0 200 400 600 800 1000 0 200 400 600 800 1000 1200number of vehicles number of vehicles victoria road mayo road0 200 400 600 800 1000 number of vehicles 0 200 400 600 800 1000 1200 1400 number of vehicles key bicycles  / motor bikescars  / taxisvans  / minibuseslorries  / buses fig. 4",
+            "5": "5 0460/42/f/m/17 \u00a9 ucles 2017 [turn over   (ii) compare the number of vehicles in each category shown in fig. 4 and table 2.     which one of the following statements is correct? tick your choice below.   tick (3) there are fewer  vehicles in all four categories on mayo road than on  lohar road. there is the same number  of vehicles in all four categories on mayo  road and lohar road. there are more  vehicles in all four categories on mayo road than on  lohar road. [1]    (iii)  use fig. 4 and table 2 to compare the number of vehicles in each category between  victoria road and lohar road.  ...  ...  ...  ... [2]",
+            "6": "6 0460/42/f/m/17 \u00a9 ucles 2017  (e) to investigate hypothesis 2:  traffic congestion occurs on the four roads , the students used  their results to calculate an index of traffic flow. this index allocates more points to vehicles  which cause more congestion, as shown in table 3 below.  table 3 index of traffic flow vehicle category number of points allocated  per vehicle bicycles / motor bikes 0.5 cars / taxis 1.0 vans / minibuses 2.0 lorries / buses 3.0   the results of using this index between 08.00 and 09.00 on lohar road going into the town  centre are shown in table 4 below. table 4 index of traffic flow for lohar road going into the town centre between 08:00 and 09:00 vehicle category bicycles /  motor bikescars / taxis vans /  minibuseslorries / buses number counted 8 190 60 25 points per vehicle 0.5 1.0 2.0 3.0 index score 4 190 120 75   total index score between 08.00 and 09.00 on lohar road going into the town centre = 389    (i) complete the index score  for lohar road going out of the town centre between 17.00  and 18.00 in table 5 below.  [1] table 5 index of traffic flow for lohar road going out of the town centre vehicle category bicycles /  motor bikescars / taxis vans /  minibuseslorries / buses number counted 10 202 38 36 points per vehicle 0.5 1.0 2.0 3.0 index score 5 202 76 total index score between 17.00 and 18.00 on lohar road going out of the town centre = 391",
+            "7": "7 0460/42/f/m/17 \u00a9 ucles 2017 [turn over turn page for question 1 (e)(ii)",
+            "8": "8 0460/42/f/m/17 \u00a9 ucles 2017   (ii) the results of the traffic flow calculations for all the survey sites are shown in table 6  (insert). plot the total index scores  at 08.00\u201309.00 and 12.00\u201313.00 on victoria road  going out of the town centre on fig. 5 opposite.   [2]   (iii) the students researched the congestion level (when delays are likely to occur) and  they found out that congestion occurred when the index of traffic flow reached 375. the  congestion level at each counting site is shown on fig. 5.    which one of the following conclusions about  hypothesis 2:  traffic congestion occurs  on the four roads  is correct? tick your choice in the table below.   conclusion tick (3) traffic congestion occurs at all times on the four roads traffic congestion occurs twice in the day on the four roads traffic congestion does not occur at any time on the four roads    support your conclusion with evidence from fig. 5 and table 6 (insert).  ...  ...  ...  ... [3]",
+            "9": "9 0460/42/f/m/17 \u00a9 ucles 2017 [turn over total index scores for traffic flow town centremayo rd600 500 400 300 200 100 0congestion levelinto into centre mayo rd600 500 400 300 200 100 0congestion levelout of victoria rd500 400 300 200 100 0congestion levelout of azad rd500 400 300 200 100 0congestion levelintoazad rd500 400 300 200 100 0congestion levelout of lohar rd400 300 200 100 0congestion levelout of victoria rd400 300 200 100 0congestion levelintolohar rd400 300 200 100 0congestion levelinto out of centreinto centre into centreout of centreout of centre into centrelohar road out of centremayo roadazad road 400 300 200 100 0congestion level (375)key08.00\u201309.0012.00\u201313.0017.00\u201318.00 victoria road fig. 5",
+            "10": "10 0460/42/f/m/17 \u00a9 ucles 2017  (f)  suggest two ways to improve the data collection method used in the investigation. 1    ... 2    ... [2]  (g) suggest how traffic congestion could be reduced along the four roads leading into the town  centre.   ...  ...  ...  ...  ...  ... [3] [total: 30 marks]",
+            "11": "11 0460/42/f/m/17 \u00a9 ucles 2017 [turn over 2 geography students at schools in singapore and albany (usa) wanted to compare the weather in  the two cities. they planned a fieldwork investigation using internet links between the two schools.  they wanted to compare temperature and rainfall in the two cities and see if there was a link  between temperature, rainfall and atmospheric pressure.   the students agreed to investigate the following hypotheses:  hypothesis 1:  daily maximum temperatures increase and decrease as atmospheric pressure  increases and decreases.  hypothesis 2: there is a relationship between changes in atmospheric pressure and changes in  daily rainfall totals.  (a) the students in albany used traditional instruments to measure and record weather data.   (i) what instrument would they use to measure atmospheric pressure?  ... [1]   (ii) which one of the following units is used to measure and record atmospheric pressure?  tick your answer.  [1] unit of measurement tick (3) degrees  knots millibars millimetres oktas      (iii) photograph a (insert) shows a maximum-minimum thermometer. explain how the  students would use it to measure temperature.  ...  ...  ...  ...  ...  ... [3]",
+            "12": "12 0460/42/f/m/17 \u00a9 ucles 2017   (iv) the students in singapore used a digital maximum-minimum thermometer like the one  shown in photograph b (insert). why might students prefer to use a digital maximum- minimum thermometer rather than a traditional maximum-minimum thermometer?  ...  ...  ...  ... [2]  (b) the students\u2019 measurements of daily maximum and minimum temperatures are shown in  figs. 6a and 7a (insert).    (i) calculate the largest daily temperature range in singapore.    ..\u00b0c   [1]   (ii) on what date is the smallest daily temperature range in albany?    .. april  [1]   (iii) the students\u2019 measurements of daily atmospheric pressure are shown in figs. 6b and  7b (insert).     describe the general pattern of change in atmospheric pressure in singapore and  albany. singapore  ..  ...  ... albany  ...  ...  ... [2]    (iv) do the measurements shown in figs. 6a, 6b, 7a and 7b support hypothesis 1:  daily  maximum temperatures increase and decrease as atmospheric pressure increases and  decreases ? support your decision with data from both singapore and albany.  ...  ...  ...  ...  ...  ... [3]",
+            "13": "13 0460/42/f/m/17 \u00a9 ucles 2017 [turn over  (c)  to investigate hypothesis 2: there is a relationship between changes in atmospheric  pressure and changes in daily rainfall totals , the students in both cities used a rain gauge like  the one shown in photograph c (insert) to measure daily rainfall.   (i) suggest three  factors which the students should have considered when choosing a site  for this rain gauge. 1    ... 2    ... 3    ... [3]   (ii) the results of the rainfall measurements are shown in figs. 8a and 8b (insert). how  much rain fell in albany on 20th april?    .. mm  [1]     (iii) the students in singapore decided that  hypothesis 2: there is a relationship between  changes in atmospheric pressure and changes in daily rainfall totals was false in their  city. what evidence in figs. 6b and 8a supports their conclusion?  ...  ...  ...  ... [2]    (iv) what conclusion about hypothesis 2:  there is a relationship between changes in  atmospheric pressure and changes in daily rainfall totals  would the students in albany  make from the measurements in their city? support your decision with evidence from  figs. 7b and 8b.  ...  ...  ...  ...  ...  ...  ...  ... [4]",
+            "14": "14 0460/42/f/m/17 \u00a9 ucles 2017  (d)  to extend their fieldwork, the students in both cities measured wind speed and direction.     (i) the results of their measurements for one day are shown in table 7 below. table 7 results for 16th april wind speed  (km per hour)wind direction singapore 15 north east albany 12 south-south east      complete fig. 9  opposite to show the wind speed and wind direction at albany on   16th april.  [2]   (ii) the students used an anemometer and wind vane, which are shown in photograph d  (insert), to make their measurements. explain how they measured wind speed and wind  direction. wind speed  ...  ...  ...  ... wind direction   ...  ...  ...  ... [4]  [total: 30 marks]",
+            "15": "15 0460/42/f/m/17 \u00a9 ucles 2017 wind speed and wind direction on 16th april n se wene esewnw wswne senw swnne ssennw sswsingapore n se wene esewnw wswne senw swnne ssennw sswalbany, usa 0 5 10 15 km per hourwind speed scale fig. 9",
+            "16": "16 0460/42/f/m/17 \u00a9 ucles 2017 additional pages if you use the following lined pages to complete the answer(s) to any question(s), the question  number(s) must be clearly shown. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. ..",
+            "17": "17 0460/42/f/m/17 \u00a9 ucles 2017 .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. ..",
+            "18": "18 0460/42/f/m/17 \u00a9 ucles 2017 blank page",
+            "19": "19 0460/42/f/m/17 \u00a9 ucles 2017 blank page",
+            "20": "20 0460/42/f/m/17 \u00a9 ucles 2017 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 international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download at www.cie.org.uk after  the live examination series. 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.blank page"
+        },
+        "0460_w17_qp_11.pdf": {
+            "1": "this document consists of 29 printed pages, 3 blank pages and 1 insert. dc (st/sg) 132672/3 \u00a9 ucles 2017  [turn overcambridge international examinations cambridge international general certificate of secondary education *1869999605* geography  0460/11 paper 1  october/november 2017  1 hour 45 minutes candidates answer on the question paper. additional materials:  ruler  calculator read these instructions first write your centre number, candidate number and name in the spaces provided. write in dark blue or black pen. you may use an hb pencil for any diagrams or graphs. do not use staples, paper clips, glue or correction fluid. do not  write in any barcodes. write your answer to each question in the space provided. if additional space is required, you should use the lined pages at the end of this booklet. the question number(s)  must be clearly shown. answer three  questions, one from each section. the insert contains fig. 1 for question 1, photographs a, b, c and d for question 5, and photograph e for  question 6. the insert is not required by the examiner. sketch maps and diagrams should be drawn whenever they serve to illustrate an answer. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question. definitions medcs \u2013 more economically developed countries ledcs \u2013 less economically developed countries the syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificate.",
+            "2": "2 0460/11/o/n/17 \u00a9 ucles 2017 section a answer one question from this section. question 1 1 (a) study fig. 1 (insert), which is a map showing population distribution in part of asia.   (i) complete the table below by inserting the names of the following three countries.    the countries should be arranged in rank order of their total population size. pakistan india china largest total population smallest total population [1]   (ii) using evidence from fig. 1 only, describe one difference in population density and one  difference in population distribution between the islands of sumatra and borneo. population distribution  ...  ... population density  .  ... [2]   (iii) describe the population distribution in china.     ...  ...  ...  ...  ...  ... [3]",
+            "3": "3 0460/11/o/n/17 \u00a9 ucles 2017 [turn over   (iv) suggest reasons for the low population density in mongolia.  ...  ...  ...  ...  ...  ...  ...  ... [4] ",
+            "4": "4 0460/11/o/n/17 \u00a9 ucles 2017  (b) study fig. 2, which shows the total population and population density of five of the largest  urban areas in asia. 20 000 15 000 10 000 5000 0 0 1 2 3 4 5 6 7 8 910 11 12 13 14 15 16 total population (millions)population density (people per km2)manila jakartamumbai bangkokshanghai fig. 2   (i) to what extent is there a relationship between the total population and the population  density of the five urban areas?    you should include data from fig. 2 in your answer.  ...  ...  ...  ...  ...  ... [3]",
+            "5": "5 0460/11/o/n/17 \u00a9 ucles 2017 [turn over   (ii) suggest the likely difficulties which planners and city authorities face in urban areas with  very high population densities.  ...  ...  ...  ...  ...  ...  ...  ...  ...  ... [5]",
+            "6": "6 0460/11/o/n/17 \u00a9 ucles 2017  (c) name a country you have studied and give reasons why people have migrated from it to  another named country.    international migration from . to .  ...  ...  ...  ...    ...  ...  ...  ...  ...  ...  ...  ...    ...  ...  ...  ...  ...  ...  ...    ...  ...  ...  ...  ... [7] [total: 25 marks] end of question 1",
+            "7": "7 0460/11/o/n/17 \u00a9 ucles 2017 [turn over question 2 2 (a) study fig. 3, which is a graph showing an index of inequality in some large urban areas in  different countries.   inequality means differences in wealth, level of poverty and access to things such as jobs,  housing and education.   a higher index value means less inequality and a lower index value means more inequality. beijing tokyo london paris delhi cairo moscow sao paulo new york lagos 0 0.2 0.4 0.6 0.8 1.0 united nations index of inequality fig. 3   (i) complete the table below  by inserting the names of the following three cities.    the cities should be arranged in rank order of their united nations index of inequality. cairo new york paris most equal least equal [1]   (ii) complete fig. 3 by plotting the following information:    \u2013 the un index for london is 0.8.    \u2013 the un index for lagos is 0.25.  [2]",
+            "8": "8 0460/11/o/n/17 \u00a9 ucles 2017   (iii) lagos is the urban area with the highest level of inequality.     suggest three  likely problems this will cause. 1    ... 2    ... 3    ... [3]   (iv) explain why, in many cities, there is a high level of inequality.  ...  ...  ...  ...  ...  ...  ...  ... [4]",
+            "9": "9 0460/11/o/n/17 \u00a9 ucles 2017 [turn over  (b) study fig. 4, which shows information about poverty in baltimore, an urban area in the usa  (an medc). key percentage of households in povertyncbdcbd 0 4 km81.0%  \u2013 6.9%7.0%  \u2013 14.2%14.3%  \u2013 22.8%22.9%  \u2013 35.4%35.5%  \u2013 49.5%baltimore harbour fig. 4   (i) describe the distribution of areas where 22.9% or more of households are in poverty.  ...  ...  ...  ...  ...  ... [3]",
+            "10": "10 0460/11/o/n/17 \u00a9 ucles 2017   (ii) the following ideas to reduce inequality are being considered in baltimore:    a  improve security by employing more police.    b  demolish derelict factories and build new housing on the land.    c  offer low-cost loans to owners of high technology industries to set up in baltimore.    d  allow people on low incomes free use of public transport.    do you think any of the ideas above are likely to reduce inequality in baltimore?    give reasons for your answer.  ...  ...  ...  ...  ...  ...  ...  ...  ...  ... [5]",
+            "11": "11 0460/11/o/n/17 \u00a9 ucles 2017 [turn over  (c) most urban areas experience traffic problems.    for an urban area you have studied, describe the strategies which have been used to reduce  traffic congestion. name of urban area   ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ... [7]  [total: 25 marks] end of question 2",
+            "12": "12 0460/11/o/n/17 \u00a9 ucles 2017 section b answer one question from this section. question 3 3 (a) study fig. 5, which shows redang island in malaysia. km3210n 295295 229360redang islandcoral reefs mangrove swamps height in metresbeachkey sea fig. 5   (i) how high is the land at the highest point on redang island?     metres          [1]   (ii) compare the distribution of coral reefs and mangrove swamps.  ...  ...  ...  ... [2]",
+            "13": "13 0460/11/o/n/17 \u00a9 ucles 2017 [turn over   (iii) describe the main characteristics of mangrove swamps.  ...  ...  ...  ...  ...  ... [3]   (iv) describe the conditions required for coral reefs to develop.    ...  ...  ...  ...  ...  ...  ...  ... [4]",
+            "14": "14 0460/11/o/n/17 \u00a9 ucles 2017  (b) study fig. 6, which shows information about coastal protection. fig. 6     (i) using information from fig. 6 only, explain how natural features can help to protect  coasts.  ...  ...  ...  ...  ...  ... [3]",
+            "15": "15 0460/11/o/n/17 \u00a9 ucles 2017 [turn over   (ii) describe other methods which can be used to manage coastal erosion.  ...  ...  ...  ...  ...  ...  ...  ...  ...  ... [5]",
+            "16": "16 0460/11/o/n/17 \u00a9 ucles 2017  (c) explain how bays and headlands are formed on a coast.   you may use a labelled diagram or diagrams.  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ... [7] [total: 25 marks] end of question 3",
+            "17": "17 0460/11/o/n/17 \u00a9 ucles 2017 [turn over question 4 4 (a) study fig. 7, which shows the climate of iquitos, in the amazon region of peru.  35 30 25 20 15 10 5 0350 300 250 200 150 100 50 0 jfmamjjasond monthstemperature (\u00b0c) temperatureprecipitation (mm) precipitationkey fig. 7   (i) tick the correct pair of figures in the table below to show the annual average temperature  and rainfall. annual  average  temperatureannual  average  rainfalltick (3) 24 \u00b0c 1700  mm 26 \u00b0c 2800  mm 28 \u00b0c 2200  mm [1]   (ii) describe two ways in which the climate of the area shown in fig. 7 is typical of an  equatorial climate. 1    ... 2    ... [2]",
+            "18": "18 0460/11/o/n/17 \u00a9 ucles 2017   (iii) explain why convectional rainfall occurs in an area of equatorial climate.   ...  ...  ...  ...  ...  ... [3]  (b) study fig. 8, which shows information about deforestation of the tropical rainforest. deforestation soil erosion ground water reduced by rapid surface run-offloss of forest products lack of fuelwoodglobal warming lack of drinking waterfloodsreduced absorption of carbon dioxideloss of speciesloss of traditional cultures desertification landslides fig. 8   (i) using fig. 8 only, identify three  impacts of deforestation on people who live in the  tropical rainforest. 1    ... 2    ... 3    ... [3]",
+            "19": "19 0460/11/o/n/17 \u00a9 ucles 2017 [turn over   (ii) using fig. 8 and your own knowledge, explain how deforestation leads to flooding of  local rivers in areas of tropical rainforest.  ...  ...  ...  ...  ...  ...  ...  ... [4]   (iii) explain why large amounts of deforestation are taking place in the tropical rainforest.  ...  ...  ...  ...  ...  ...  ...  ...  ...  ... [5]",
+            "20": "20 0460/11/o/n/17 \u00a9 ucles 2017  (c) for a named area of desert  you have studied, explain why the climate is hot and dry. name of desert   ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ... [7] [total: 25 marks] end of question 4",
+            "21": "21 0460/11/o/n/17 \u00a9 ucles 2017 [turn over section c answer one question from this section. question 5 5 (a) study fig. 9, which shows information about some types of attraction which have led to the  growth of tourism in many areas. tourist attraction climate scenery natural vegetationnatural human historical cultural entertainment fig. 9   (i) which one of the following is a natural tourist attraction?    tick the correct answer in the table below. tick (3) hotel lighthouse sunny climate  theme park [1]   (ii) state two different types of scenery which can attract tourists. 1   2   [2]   (iii) explain why many cities have become tourist attractions.  ...  ...  ...  ...  ...  ... [3]",
+            "22": "22 0460/11/o/n/17 \u00a9 ucles 2017  (b) study photographs a, b, c and d (insert) which were taken in panchgani, an area in india  (an ledc) where tourism is important.   (i) using photographs a, b, c and d only, identify three  attractions of panchgani for  tourists. 1    ... 2    ... 3    ... [3]   (ii) suggest ways in which tourism may damage the natural environment in panchgani.  ...  ...  ...  ...  ...  ...  ...  ... [4]   (iii) explain how tourism can be managed so that the natural environment is not destroyed.  ...  ...  ...  ...  ...  ...  ...  ...  ...  ... [5]",
+            "23": "23 0460/11/o/n/17 \u00a9 ucles 2017 [turn over  (c) for a named area you have studied where tourism is important, explain how it has both  positive and negative impacts on local people .  name of area   ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ... [7] [total: 25 marks] end of question 5",
+            "24": "24 0460/11/o/n/17 \u00a9 ucles 2017 question 6 6 (a) study fig. 10, which shows environmental risks associated with different economic activities. economic activity desertification global warming loss of biodiversity agriculture 3 3 3 energy generation 3 3 fishing 3 manufacturing industry 3 3 fig. 10   (i) using fig. 10, identify the economic activity shown which is a cause of desertification.      [1]   (ii) choose one economic activity from fig.  10 and suggest why it leads to a loss of  biodiversity.    economic activity   ...  ...  ...  ... [2]   (iii) explain how energy generation may lead to global warming.  ...  ...  ...  ...  ...  ... [3]",
+            "25": "25 0460/11/o/n/17 \u00a9 ucles 2017 [turn over   (iv) explain why global warming is a threat to the natural environment.   ...  ...  ...  ...  ...  ...  ...  ... [4]",
+            "26": "26 0460/11/o/n/17 \u00a9 ucles 2017  (b) study photograph e (insert), which shows an area of soil erosion in swaziland (an ledc in  africa).   (i) using evidence from photograph e only, describe the impacts of soil erosion.   ...  ...  ...  ...  ...  ... [3]   (ii) suggest ways in which both economic activities and natural processes may have caused  soil erosion in the area shown in photograph e.  ...  ...  ...  ...  ...  ...  ...  ...  ...  ... [5]",
+            "27": "27 0460/11/o/n/17 \u00a9 ucles 2017  (c) for a named country you have studied, describe the importance of different types of energy. name of country   ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ... [7] [total: 25 marks] end of question 6",
+            "28": "28 0460/11/o/n/17 \u00a9 ucles 2017 additional pages if you use the following lined pages to complete the answer(s) to any question(s), the question  number(s) must be clearly shown. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. ..",
+            "29": "29 0460/11/o/n/17 \u00a9 ucles 2017 .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. ..",
+            "30": "30 0460/11/o/n/17 \u00a9 ucles 2017 blank page",
+            "31": "31 0460/11/o/n/17 \u00a9 ucles 2017 blank page",
+            "32": "32 0460/11/o/n/17 \u00a9 ucles 2017 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 international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download at www.cie.org.uk after  the live examination series. 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.blank page"
+        },
+        "0460_w17_qp_12.pdf": {
+            "1": "this document consists of 25 printed pages, 3 blank pages and 1 insert. dc (rw/fd) 132656/4 \u00a9 ucles 2017  [turn overcambridge international examinations cambridge international general certificate of secondary education *2224413153* geography  0460/12 paper 1  october/november 2017  1 hour 45 minutes candidates answer on the question paper. additional materials:  ruler  calculator read these instructions first write your centre number, candidate number and name in the spaces provided. write in dark blue or black pen. you may use an hb pencil for any diagrams or graphs. do not use staples, paper clips, glue or correction fluid. do not  write in any barcodes. write your answer to each question in the space provided. if additional space is required, you should use the lined pages at the end of this booklet. the question number(s)  must be clearly shown. answer three  questions, one from each section. the insert contains photograph a and figs. 3a, 3b and 3c for question 2, fig. 4 for question 3, photographs  b and c for question 4, photographs d, e and f for question 5, and fig. 9 for question 6 . the insert is not required by the examiner. sketch maps and diagrams should be drawn whenever they serve to illustrate an answer. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part  question. definitions medcs \u2013 more economically developed countries ledcs \u2013 less economically developed countries nics \u2013 newly industrialised countries the syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificate.",
+            "2": "2 0460/12/o/n/17 \u00a9 ucles 2017 section a answer one question from this section. question 1 1 (a) study fig.  1, which shows information about population growth in three countries. country birth rate  (per 1000)death rate  (per 1000)natural population  growth (per  1000) chile 13.8  6.0  7.8 france 12.4  9.2 hungary  9.3 12.7 \u20133.4 fig. 1   (i) define the term natural population growth .  ...  ... [1]   (ii) calculate the natural population growth of france. you should show your calculations in  the box below.  .. per 1000  [2]   (iii) suggest reasons why the population is declining in countries such as hungary.  ...  ...  ...  ...  ...  ... [3]",
+            "3": "3 0460/12/o/n/17 \u00a9 ucles 2017 [turn over  (b) study fig.  2, which shows information about the infant mortality rate in bangladesh and  pakistan (ledcs in asia) between 1980 and 2015. 120 100 80 60  40 20 0140 120 100 80 60 40 20 01401980 19901985 1995 2000 2005 2010 2015infant mortality rate (per 1000)infant mortality rate (per 1000) yearpakistan bangladeshpakistan bangladesh fig. 2   (i) compare the changes in the infant mortality rates of bangladesh and pakistan between  1980 and 2015. you should use statistics in your answer.  ...  ...  ...  ...  ...  ... [3]",
+            "4": "4 0460/12/o/n/17 \u00a9 ucles 2017   (ii) suggest reasons why infant mortality is high in many ledcs.  ...  ...  ...  ...   ..  ...  ...  ... [4]   (iii) explain why countries with high infant mortality are likely to have high birth rates.  ...  ...  ...  ...  ...  ...  ...  ...  ...  ... [5]",
+            "5": "5 0460/12/o/n/17 \u00a9 ucles 2017 [turn over  (c) for a named country you have studied, describe a population policy or policies which has  been used to influence its growth rate.   name of country .  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...    ...  ...  ...  ...  ... [7]  [total: 25 marks] end of question 1",
+            "6": "6 0460/12/o/n/17 \u00a9 ucles 2017 question 2 2 (a) study photograph a (insert), which shows a rural settlement in lesotho (an ledc in africa).   (i) what is meant by a rural settlement?  ...  ... [1]   (ii) using evidence from photograph a only, describe two characteristics of the houses in  the settlement shown.  ...  ...  ...  ... [2]   (iii) explain how rural settlements, such as the one shown in photograph a, fit into the  hierarchy of settlement in a country.  ...  ...  ...  ...  ...  ... [3]   (iv) explain why many people have migrated away from rural settlements, such as the one  shown in photograph a.  ...  ...  ...  ...  ...  ...  ...  ... [4]",
+            "7": "7 0460/12/o/n/17 \u00a9 ucles 2017 [turn over  (b) study figs. 3a, 3b and 3c (insert), which show maps of three rural settlements in the czech  republic (an medc in europe).   (i) identify the settlement patterns shown by each of the three maps.    fig. 3a ..    fig. 3b ..    fig. 3c ..  [3]   (ii) suggest reasons why different settlement patterns have developed in the areas shown  in figs. 3a, 3b and 3c.  ...  ...  ...  ...  ...  ...  ...  ...  ...  ... [5]",
+            "8": "8 0460/12/o/n/17 \u00a9 ucles 2017  (c) give reasons for the growth of a named urban settlement (town or city).   name of town or city .  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ... [7]  [total: 25 marks] end of question 2",
+            "9": "9 0460/12/o/n/17 \u00a9 ucles 2017 [turn over section b answer one question from this section. question 3 3 (a) study fig.  4 (insert), a map showing the location of recorded earthquakes which have  occurred in new zealand.   (i) what is meant by the focus  of an earthquake?  ...  ... [1]   (ii) identify the depth of the focus and the strength (on the richter scale) of the earthquake  which occurred at 40  \u00b0s 178  \u00b0e.    depth of focus . km    strength .  [2]   (iii) using fig.  4 only, compare the similarities and differences of the earthquakes which  have occurred on north island and south island of new zealand.  ...  ...  ...  ...  ...  ... [3]   (iv) using fig.  4, explain why new zealand experiences earthquakes.  ...  ...  ...  ...  ...  ...  ...  ... [4]",
+            "10": "10 0460/12/o/n/17 \u00a9 ucles 2017  (b) study fig.  5, which shows information about major earthquakes which have occurred in the  world between 1970 and 2014. 0 1970strength  (richter scale)key 6.0\u20136.9 7.0+ 1980 1990 year2000 201020406080100120 number of earthquakes140160180200 fig. 5   (i) many people think that the number of earthquakes is increasing.    to what extent is this true? use evidence from fig.  5 to support your answer.  ...  ...  ...  ...  ...  ... [3]   (ii) suggest why people live in areas which experience earthquakes and volcanoes.  ...  ...  ...  ...  ...  ...  ...  ...  ...  ... [5]",
+            "11": "11 0460/12/o/n/17 \u00a9 ucles 2017 [turn over  (c) describe the hazards created by a named volcanic eruption  you have studied.   name of volcano .  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...    ...  ...  ...  ... [7]  [total: 25 marks] end of question 3",
+            "12": "12 0460/12/o/n/17 \u00a9 ucles 2017 question 4 4 (a) study fig.  6, which shows three areas of natural vegetation in bangladesh (an ledc in asia). bay of bengalindiaganges  riverindia 88 \u00b0e 90 \u00b0e 92 \u00b0e88 \u00b0e 90 \u00b0e 92 \u00b0e 22 \u00b0n24 \u00b0n26 \u00b0n 22 \u00b0n24 \u00b0n26 \u00b0n 0 50 100 kmkeyn mangrove swampevergreen forestdeciduous forest  bangladeshbangladesh fig. 6   (i) tick the one latitude and longitude in the table below which shows the location of an  area of mangrove swamp. tick (\u2713) 21 \u00b0n   89  \u00b0e 22 \u00b0n   90  \u00b0e 23 \u00b0n   91  \u00b0e  [1]",
+            "13": "13 0460/12/o/n/17 \u00a9 ucles 2017 [turn over   (ii) using fig.  6 only, describe the distribution of the areas of mangrove swamp.  ...  ...  ...  ... [2]   (iii) describe the main features of a mangrove swamp.  ...  ...  ...  ...  ...  ... [3]   (iv) coral reefs are located along many coastlines in tropical areas.    describe four conditions which are needed for the development of a coral reef. 1    ... 2    ... 3    ... 4    ... [4]",
+            "14": "14 0460/12/o/n/17 \u00a9 ucles 2017  (b) study photographs b and c (insert), which were taken on a stretch of coastline in the uk.   (i) suggest three  reasons why the cliffs shown in photographs b and c are eroding rapidly. 1    ... 2    ... 3    ... [3]   (ii) the following methods are being considered to manage the coastal erosion shown in the  area where the photographs were taken.    a build an offshore breakwater 100 metres out to sea using old car tyres. b build groynes every 50 metres along the beach. c  build a long concrete sea wall along the most rapidly eroding parts of the  coastline.    which method do you think should be used to manage the erosion on this coastline?    give reasons why you have chosen this method.    method chosen ..  ...  ...  ...  ...  ...  ...  ...  ...  ...  ... [5]",
+            "15": "15 0460/12/o/n/17 \u00a9 ucles 2017 [turn over  (c) explain why people live along a named area of coastline you have studied.   name of area of coastline .  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ... [7]  [total: 25 marks] end of question 4",
+            "16": "16 0460/12/o/n/17 \u00a9 ucles 2017 section c answer one question from this section. question 5 5 (a) study fig.  7, which is a graph showing information about the average employment structure  of ledcs and medcs, along with photographs d, e and f (insert). 8080 6060 % employed in primary sector% employed in secondary sector% employed in tertiary sector 40medcs ledcledcs40 202080604020 fig. 7   (i) plot a cross on fig.  7 to show the following information about the average employment  structure of nics:    primary  20%;    secondary  30%;    tertiary  50%.  [1]   (ii) match photographs d, e and f (insert) with the descriptions in the table below.    write the letter of a photograph alongside the correct description. letter (d, e or f) primary industry in an ledc secondary industry in an medc tertiary industry in an nic  [2]",
+            "17": "17 0460/12/o/n/17 \u00a9 ucles 2017 [turn over   (iii) using information from fig.  7 only, compare the average employment structure of an  ledc and medc.  ...  ...  ...  ...  ...  ... [3]   (iv) suggest reasons for the difference in employment structure between ledcs and  medcs.  ...  ...  ...  ...  ...  ...  ...  ... [4]",
+            "18": "18 0460/12/o/n/17 \u00a9 ucles 2017  (b) study fig.  8, which is a map showing information about ferrero, a transnational corporation  (tnc) which produces nutella chocolate spread. key headquarters main raw materials factories main sales officesbrantford, canadafrance (sugar and vanilla)france (sugar and vanillin) turkey  (hazelnut) malaysia  (palm oil) malaysia  (palm oil)villers- \u00e9calles, francestadtallendorf, germany vladimir, russiabelsk, polandbelsk, poland alba and sant\u2019angelo dei lombardi, italyalba and sant\u2019angelo dei lombardi, italy brazil  (sugar) brazil  (sugar) los cardales, argentinalos cardales, argentinalithgow, australialithgow, australiapo\u04abos de caldas, brazilnigeria (cocoa)nigeria (cocoa) fig. 8   (i) using information from fig. 8 only, explain how the tnc (ferrero) shows evidence of  globalisation.  ...  ...  ...  ...  ...  ... [3]",
+            "19": "19 0460/12/o/n/17 \u00a9 ucles 2017 [turn over   (ii) explain why globalisation has occurred.  ...  ...  ...  ...  ...  ...  ...  ...  ...  ... [5]",
+            "20": "20 0460/12/o/n/17 \u00a9 ucles 2017  (c) for a named example you have studied, describe the impacts of a transnational corporation  (tnc) on an ledc.   name of transnational corporation (tnc) .   name of ledc .  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ... [7]  [total: 25 marks] end of question 5",
+            "21": "21 0460/12/o/n/17 \u00a9 ucles 2017 [turn over question 6 6 (a) study fig.  9 (insert), which is a map showing information about industry in panama (an ledc  in central america).   (i) what is meant by manufacturing ?  ...  ... [1]   (ii) identify the following from fig.  9:    - a food processing industry in col\u00f3n;     - a crop grown around puerto armuelles.   [2]   (iii) what evidence on fig.  9 suggests that raw materials influence the location of  manufacturing industry in panama?  ...  ...  ...  ...    ...  ... [3]   (iv) suggest other factors which may have influenced the location of manufacturing industry  in panama.  ...  ...  ...  ...  ...  ...  ...  ... [4]",
+            "22": "22 0460/12/o/n/17 \u00a9 ucles 2017  (b) study fig.  10, which shows information about industry. inputs consumer distributionmanufacturing output fig. 10   (i) state three  different types of input of a manufacturing industry. 1   2   3   [3]   (ii) name a type of manufacturing industry. identify the main output and describe the  processes which take place in the industry. type of manufacturing industry  . main output  ...  ...  ...  ...  ...  ...  ...  ...  ... [5]",
+            "23": "23 0460/12/o/n/17 \u00a9 ucles 2017  (c) for a farm or agricultural system in a named area you have studied, explain how the land use  is influenced by natural  factors.   name of area .  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...    ...  ...  ...  ...  ...  ...  ... [7]  [total: 25 marks] end of question 6",
+            "24": "24 0460/12/o/n/17 \u00a9 ucles 2017 additional pages if you use the following lined pages to complete the answer(s) to any question(s), the question  number(s) must be clearly shown. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. ..",
+            "25": "25 0460/12/o/n/17 \u00a9 ucles 2017 .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. ..",
+            "26": "26 0460/12/o/n/17 \u00a9 ucles 2017 blank page",
+            "27": "27 0460/12/o/n/17 \u00a9 ucles 2017 blank page",
+            "28": "28 0460/12/o/n/17 \u00a9 ucles 2017 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 international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download at www.cie.org.uk after  the live examination series. 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.blank page"
+        },
+        "0460_w17_qp_13.pdf": {
+            "1": "this document consists of 31 printed pages, 1 blank page and 1 insert. dc (lk/sw) 132662/4 \u00a9 ucles 2017  [turn overcambridge international examinations cambridge international general certificate of secondary education *4211472946* geography  0460/13 paper 1  october/november 2017  1 hour 45 minutes candidates answer on the question paper. additional materials:  calculator  ruler read these instructions first write your centre number, candidate number and name in the spaces provided. write in dark blue or black pen. you may use an hb pencil for any diagrams or graphs. do not use staples, paper clips, glue or correction fluid. do not  write in any barcodes. write your answer to each question in the space provided. if additional space is required, you should use the  lined pages at the end of this booklet. the question number(s) must be clearly shown. answer three  questions, one from each section. the insert contains photographs a and b for question 2, and photograph c for question 3. the insert is not required by the examiner. sketch maps and diagrams should be drawn whenever they serve to illustrate an answer. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part  question. definitions medcs \u2013 more economically developed countries ledcs \u2013 less economically developed countries the syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificate.",
+            "2": "2 0460/13/o/n/17 \u00a9 ucles 2017 section a answer one question from this section. question 1 1 (a) study fig. 1, which shows population pyramids for australia and canada (medcs). 80+ 75\u20137970\u201374 65\u20136960\u201364 55\u201359 50\u20135445\u201349 40\u20134435\u201339 30\u20133425\u201329 20\u20132415\u201319 10\u201314 5\u201390\u20134canada population (in millions)male young dependentsold dependents economically active young dependentsold dependents economically activefemale 1.6 1.2 1.4 0.6 0.6 0.8 0.81.0 1.2 1.4 1.6 1.0 0.4 0.4 0.2 0.2 0.0 0.080+ 75\u20137970\u20137465\u201369 60\u20136455\u20135950\u20135445\u201349 40\u20134435\u20133930\u201334 25\u20132920\u20132415\u201319 10\u2013145\u20139 0\u20134australia population (in millions)malebirth rate = 12.15 per 1000 death rate = 7.14 per 1000 birth rate = 10.28 per 1000 death rate = 8.42 per 1000young dependentsold dependents economically active young dependentsold dependents economically activefemale age age1.6 1.2 1.4 0.6 0.6 0.8 0.81.0 1.2 1.4 1.6 1.0 0.4 0.4 0.2 0.2 0.0 0.0 fig. 1",
+            "3": "3 0460/13/o/n/17 \u00a9 ucles 2017 [turn over   (i) estimate the number of old dependents in australia.    choose from the list below and circle your answer.     1.4 million                       2.5 million                     3.5 million                6 million  [1]   (ii) using fig. 1 only, describe one similarity and one difference between the population  structure of australia and canada. similarity    ... difference  ..  ... [2]   (iii) give three  reasons why the birth rates of medcs, such as australia and canada,  are low. 1    ...     2    ...     3    ... [3]   (iv) describe how the population structure of an ledc is likely to be different from the  population structure of medcs such as australia and canada.  ...  ...  ...  ...  ...  ...  ...  ... [4]",
+            "4": "4 0460/13/o/n/17 \u00a9 ucles 2017  (b) study fig. 2, which shows information about changes in the percentage of the world  population of different ages between 2000 and 2040 (estimated). 2000 2010 2020 2030 20400\u201314 65+ 85+age groupkey 05101520percentage of world population year2530 fig. 2   (i) using fig. 2 only, describe the changes in the percentage of dependents: aged from 0 to 14;  .  ...                                                                                    aged 65 and over;  .  ...                                                                                    aged 85 and over.     ... [3]",
+            "5": "5 0460/13/o/n/17 \u00a9 ucles 2017 [turn over   (ii) suggest how the changes in the percentage of young and old dependents shown in  fig. 2 could cause problems in medcs such as australia and canada.  ...  ...  ...  ...  ...  ...  ...  ...  ...  ... [5]",
+            "6": "6 0460/13/o/n/17 \u00a9 ucles 2017  (c) describe the consequences of over-population for a named country you have studied.    name of country ...  ...  ...  ...  ...    ...  ...  ...  ...  ...  ...  ...  ...  ...    ...  ...  ...  ...  ...  ...    ...  ...  ...  ...  ... [7] [total: 25 marks] end of question 1",
+            "7": "7 0460/13/o/n/17 \u00a9 ucles 2017 [turn over question 2 2 (a) study fig. 3, which shows information about the population of five ledcs. country total  population (millions)urban  population  (percentage)largest city population  of largest  city  (millions) angola   19.1         59 luanda   4.5 brazil 202.7         87 s\u00e3o paulo 20.0 indonesia 253.6         44 jakarta   9.1 kenya   45.0         22 nairobi   3.4 mexico  120.3         78 mexico city 19.3 fig. 3   (i) name the city with the largest population in kenya.    ..  [1]   (ii) using fig. 3 only, identify the country which has the largest percentage of:    - the total population of the country living in towns and cities;        ..    - the total population of the country living in its largest city.      ..  [2]   (iii) the largest cities named in fig. 3 are examples of high-order settlements.     give three  characteristics of high order settlements. 1    ... 2    ... 3    ... [3]",
+            "8": "8 0460/13/o/n/17 \u00a9 ucles 2017   (iv) explain why many people migrate from rural areas to cities in ledcs.  ...  ...  ...  ...  ...  ...  ...  ... [4]",
+            "9": "9 0460/13/o/n/17 \u00a9 ucles 2017 [turn over  (b) study photographs a and b (insert), which show different types of services in an urban   settlement.    (i) compare the services shown in photographs a and b by completing the table below.     you should circle one word in each of the six boxes. photograph a photograph b order of service low      medium     high low      medium     high size of sphere of influence small    medium    large small    medium    large size of threshold population small    medium    large small    medium    large  [3]   (ii) suggest reasons why people travel different distances to use the services shown in  photographs a and b.  ...  ...  ...  ...  ...  ...  ...  ...  ...  ... [5]",
+            "10": "10 0460/13/o/n/17 \u00a9 ucles 2017  (c) for an area or country you have studied, describe the hierarchy of settlement and service  provision.   name of area or country ...  ...  ...  ...  ...    ...  ...  ...  ...  ...  ...  ...  ...  ...    ...  ...  ...  ...  ...  ...    ...  ...  ...  ...  ... [7] [total: 25 marks] end of question 2",
+            "11": "11 0460/13/o/n/17 \u00a9 ucles 2017 [turn over section b answer one question from this section. question 3 3 (a) study fig. 4, a map of the rio puerco drainage basin in the usa. 0 10 5 kmn rio san jos\u00e9 arroyo colorado lower rio puercomiddle rio puercoupper rio puercotorreon wash arroyo chicomajor streams of the rio puerco drainage basin yx fig. 4   (i) what is meant by the term drainage basin ?   ...  ... [1]",
+            "12": "12 0460/13/o/n/17 \u00a9 ucles 2017   (ii) identify the features labelled x and y on fig. 4.    x     y   [2]   (iii) using evidence from fig. 4, suggest why flooding is more likely in the lower rio puerco  than in the torreon wash.  ...  ...  ...  ...  ...  ... [3]   (iv) describe four different strategies which can be used to reduce river flooding. 1    ... 2    ... 3    ... 4      ... [4]",
+            "13": "13 0460/13/o/n/17 \u00a9 ucles 2017 [turn over  (b) study photograph c (insert), which shows a river close to its source.   (i) identify three  ways in which the river shown in photograph c is typical of a river close to  its source. 1    ... 2    ... 3    ... [3]   (ii) explain how the long profile and cross section of the valley of the river shown in  photograph c will change as the river flows towards the sea.  ...  ...  ...  ...  ...  ...  ...  ...  ...  ... [5]",
+            "14": "14 0460/13/o/n/17 \u00a9 ucles 2017  (c) describe the main natural features of a delta and explain how it is formed.   you may use a labelled diagram or diagrams.  ...  ...  ...  ...    ...  ...  ...  ...  ...  ...  ...    ...  ...  ...    [7] [total: 25 marks] end of question 3",
+            "15": "15 0460/13/o/n/17 \u00a9 ucles 2017 [turn over question 4 4 (a) study fig. 5, which shows the climate of balikpapan, an area of equatorial climate in borneo  in south east asia.   jan feb mar apr may jun jul aug sep oct nov dec0 051015202530 50100150 precipitation (mm)temperature (\u00b0c) precipitation (mm) average temp (\u00b0c)key200250300 fig. 5   (i) what is the precipitation at balikpapan during the wettest month?    . mm  [1]   (ii) calculate the annual temperature range at balikpapan. you should show your calculations  in the box below.  ... \u00b0c  [2]",
+            "16": "16 0460/13/o/n/17 \u00a9 ucles 2017   (iii) explain why equatorial climates have a low temperature range.  ...  ...  ...  ...  ...  ... [3]   (iv) explain why equatorial climates have large amounts of rainfall.  ...  ...  ...  ...  ...  ...  ...  ... [4]",
+            "17": "17 0460/13/o/n/17 \u00a9 ucles 2017 [turn over  (b) study fig. 6, which shows information about the tropical rainforest ecosystem. rainforest plants and trees reptiles birdsamphibians mammals decomposers (fungi & bacteria)insects fig. 6   (i) using fig. 6 only, suggest three  impacts of deforestation on the tropical rainforest  ecosystem. 1    ... 2    ... 3    ... [3]",
+            "18": "18 0460/13/o/n/17 \u00a9 ucles 2017   (ii) explain why large amounts of deforestation are taking place in the tropical rainforest.  ...  ...  ...   ..  ...  ...  ...  ...   ..  ... [5]",
+            "19": "19 0460/13/o/n/17 \u00a9 ucles 2017 [turn over  (c) for a named area of hot desert you have studied, describe and explain the characteristics of  the ecosystem.   name of desert  ...  ...  ...  ...  ...  ...    ...  ...  ...  ...  ...  ...  ...  ...  ...    ...  ...  ...  ...  ...  ...    ...  ...  ... [7] [total: 25 marks] end of question 4",
+            "20": "20 0460/13/o/n/17 \u00a9 ucles 2017 section c answer one question from this section. question 5 5 (a) study fig. 7, which shows information about access to clean drinking water sources in rural  and urban areas in eight countries in 1990 and 2014. 0 10 20 30 40 50 percentage of population with access to clean drinking water60 70 80 90 1001990 2014urbankey rural 1990 2014 bangladeshboliviabrazilchinaindonesiakenyamexicosouth africa fig. 7   (i) what percentage of the rural population in kenya had access to clean drinking water  supplies in 2014?    \u2026... %  [1]   (ii) using fig. 7, identify a country:    -  where access to clean drinking water for people in both rural and urban areas  improved between 1990 and 2014;       ..     -  where over 80% of people had access to clean drinking water in 2014 in both rural  and urban areas.      \u2026\u2026..  [2]   (iii) describe three  methods of increasing supplies of clean drinking water. 1    ...                              2                                 ...                              3    ... [3]",
+            "21": "21 0460/13/o/n/17 \u00a9 ucles 2017 [turn over   (iv) explain why it is important to increase clean drinking water supplies in ledcs.  ...  ...  ...  ...  ...  ...  ...  ... [4]",
+            "22": "22 0460/13/o/n/17 \u00a9 ucles 2017  (b) study fig. 8, which shows information about the use of water in germany (an medc) and  egypt (an ledc). 100 90 80 70 60 50percentage of total water usedpercentage of total water used 40 30 20 10 0 germany100 90 80 70 60 50 40 30 20 10 0 egyptagriculture industry householdskey fig. 8   (i) using fig. 8 only, compare the percentage of water used for different purposes in  germany and egypt.  ...  ...  ...  ...  ...  ... [3]",
+            "23": "23 0460/13/o/n/17 \u00a9 ucles 2017 [turn over   (ii) suggest reasons for the differences in the percentage of water used for different  purposes in germany and egypt.  ...  ...  ...  ...  ...  ...    ...  ...  ...  ... [5]",
+            "24": "24 0460/13/o/n/17 \u00a9 ucles 2017  (c) for a named country you have studied, explain how its energy  is supplied.   name of country ...  ...  ...  ...  ...    ...  ...  ...  ...  ...  ...  ...  ...    ...  ...  ...  ...  ...  ...  ...  ...    ...  ...  ...  ... [7] [total: 25 marks] end of question 5",
+            "25": "25 0460/13/o/n/17 \u00a9 ucles 2017 [turn over question 6 6 (a) study fig. 9, which shows information about the gold industry in mumbai, india (an ledc). toxic fumes in mumbai  are giving residents  deadly diseases residents of two congested streets  in part of mumbai are inhaling  fumes from gold dust purifying  units. local residents have suffered from  bronchitis, asthma, high blood pressure  and breathing problems. there are 40 units which recover gold  by melting dust collected from jewellery  shops. some of the units were established  around 40 years ago, but their numbers  have risen. the dust is dipped in acid to separate  the gold, which is what gives off dangerous  fumes. these units are important for jewellers as they help recover gold which  would otherwise have been lost in the dust. the fumes are damaging the health of  residents. one resident said, \u201cthe air we  breathe smells of acid. the wind carries  the fumes into our homes.\u201d another nearby resident has developed  severe breathing problems. he said, \u201cwe  cannot breathe in our homes. it\u2019s like i am  dying a slow death.\u201d showing skin peeling  off her hands, his wife said, \u201cwe\u2019ve lived  here for decades but this never happened  before the units increased in number.\u201d people say that if the units are health  hazards then they should either be moved  or fitted with a proper ventilation system  and air purifier. the problem is that the  buildings are so old that air purifiers  cannot be installed in them.  fig. 9   (i) what type of pollution is described in fig. 9?    choose from the words below and circle your answer.     air                   noise                   visual                water  [1]   (ii) explain why the pollution described in fig. 9 is occurring.  ...  ...  ...  ... [2]   (iii) using fig. 9 only, describe the impacts of the pollution on local people.  ...  ...  ...  ...    ...  ... [3]",
+            "26": "26 0460/13/o/n/17 \u00a9 ucles 2017   (iv) suggest reasons why the authorities may not want to solve the problems caused by the  gold industry in mumbai.  ...  ...  ...  ...    ...  ...  ...  ... [4]",
+            "27": "27 0460/13/o/n/17 \u00a9 ucles 2017 [turn over  (b) study fig. 10, which shows information about the greenhouse effect and global warming. some sunlight that hits the earth is reflected. some becomes heat.the greenhouse effect sun co2 and other gases in the atmosphere trap heat, keeping the earth warm. global warming is the rise in temperature of the earth\u2019s atmosphere. earth  atmosphere  fig. 10   (i) explain how economic activities are causing global warming.  ...  ...  ...  ...  ...  ... [3]",
+            "28": "28 0460/13/o/n/17 \u00a9 ucles 2017   (ii) explain why global warming is a threat to the natural environment.  ...  ...  ...  ...  ...  ...    ...  ...  ...  ... [5]",
+            "29": "29 0460/13/o/n/17 \u00a9 ucles 2017  (c) name an area which you have studied and state an economic activity which is causing the  environment to be at risk.   explain how it is being managed so that it is more sustainable.   name of area ...   economic activity   ...  ...  ...  ...  ...    ...  ...  ...  ...  ...  ...  ...  ...    ...  ...  ...  ...  ...  ...  ...    ...  ...  ... [7] [total: 25 marks] end of question 6",
+            "30": "30 0460/13/o/n/17 \u00a9 ucles 2017 additional pages if you use the following lined pages to complete the answer(s) to any question(s), the question  number(s) must be clearly shown. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. ..",
+            "31": "31 0460/13/o/n/17 \u00a9 ucles 2017 .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. ..",
+            "32": "32 0460/13/o/n/17 \u00a9 ucles 2017 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 international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download at www.cie.org.uk after  the live examination series. 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.blank page"
+        },
+        "0460_w17_qp_21.pdf": {
+            "1": "this document consists of 17 printed pages, 3 blank pages and 1 insert. dc (st/sw) 132560/3 \u00a9 ucles 2017  [turn overcambridge international examinations cambridge international general certificate of secondary education *0921182253* geography  0460/21 paper 2  october/november 2017  1 hour 30 minutes candidates answer on the question paper. additional materials:  ruler  protractor  plain paper  calculator 1:25 000 survey map extract is enclosed with this question paper. read these instructions first write your centre number, candidate number and name in the spaces provided. write in dark blue or black pen. you may use an hb pencil for any diagrams or graphs. do not use staples, paper clips, glue or correction fluid. do not  write in any barcodes. write your answer to each question in the space provided. if additional space is required, you should use the lined pages at the end of the booklet. the question  number(s) must be clearly shown. answer all questions. the insert contains photographs a and b for question 4, and photograph c for question 6. the survey map extract and the insert are not required by the examiner. sketch maps and diagrams should be drawn whenever they serve to illustrate an answer. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question. definitions medcs \u2013 more economically developed countries ledcs \u2013 less economically developed countries the syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificate.",
+            "2": "2 0460/21/o/n/17 \u00a9 ucles 2017 1 study the map extract for vangsvatnet, norway. the scale is 1:25 000.  fig. 1 shows some of the features around the lake of vangsvatnet. study fig.  1 and the map  extract, and answer the questions on the opposite page. 26 25 24 232651 52 53 54 51 52 53 5425 24 23c b ahe g jfd fig. 1",
+            "3": "3 0460/21/o/n/17 \u00a9 ucles 2017 [turn over  (a)  using the map extract, identify the following features shown in fig. 1:   (i) feature a;  ... [1]   (ii) feature b;  ... [1]   (iii) feature c;  ... [1]   (iv) the height above sea level at trigonometric point d;  ... [1]   (v) feature e;  ... [1]   (vi) the name of river f;  ... [1]   (vii) the feature of the river in area g.  ... [1]  (b) a person walks along the edge of the lake from h to j. how far does the person walk? circle  one correct answer below.     1500  m      1800  m      2100  m      2400  m  [1]  (c) describe the route of the railway from the western edge of the map to the settlement at  bulken.  ...  ...  ...  ...  ... [2]",
+            "4": "4 0460/21/o/n/17 \u00a9 ucles 2017  (d) fig. 2 shows an area in the north west of the map extract. describe the relief of this area. 2949 50 51 49 50 512829 28horn fig. 2  ...  ...  ...  ...  ...  ...  ...  ...  ...  ... [5]",
+            "5": "5 0460/21/o/n/17 \u00a9 ucles 2017 [turn over  (e) describe the distribution of cultivation and forest in the area shown by the map extract. cultivation  .  ...  ...  ...  ...  ...  ...  ... forest  ...  ...  ...  ...  ...  ...  ...  ... [5] [total: 20 marks]  ",
+            "6": "6 0460/21/o/n/17 \u00a9 ucles 2017 2 fig. 3 shows the population structure of angola, an ledc. fig. 4 shows the population structure of  japan, an medc. 80+ 75\u20137970\u201374 65\u20136960\u201364 55\u201359 50\u20135445\u201349 40\u20134435\u201339 30\u201334 25\u20132920\u201324 15\u20131910\u201314 5\u20139 0\u20134age (years) population (thousands)angola 2013 (total population 22 million) male female 2000 2000 1500 1500 1000 1000 500 500 0 0 fig. 3 80+75\u20137970\u201374 65\u20136960\u20136455\u20135950\u20135445\u201349 40\u20134435\u20133930\u20133425\u20132920\u201324 15\u20131910\u2013145\u201390\u20134age (years) population (millions)japan 2013 (total population 127 million) male female 6 4 5 3 2 1 0 0 2 1 3 4 5 6 fig. 4  (a) using figs. 3 and 4, state the number of:   (i) females aged 35\u201339 in angola;  ...  [1]   (ii) males aged 30\u201334 in japan.  ...  [1]  (b) describe the differences between the population of angola and the population of japan in:   (i) the proportion of the population aged 0\u201314;  ...  ... [1]",
+            "7": "7 0460/21/o/n/17 \u00a9 ucles 2017 [turn over   (ii) the proportion of the population aged 65 and over.  ...  ... [1]  (c) fig. 5 shows an estimate of the population structure of japan in 2030. 80+ 75\u201379 70\u20137465\u201369 60\u20136455\u201359 50\u201354 45\u20134940\u201344 35\u20133930\u201334 25\u201329 20\u20132415\u201319 10\u2013145\u20139 0\u20134age (years) population (millions)japan 2030 male female 678910 45 3210 0 21 345678910 fig. 5   (i) using figs. 4 and 5, describe how japan\u2019s population structure is expected to change  between 2013 and 2030.  ...  ...  ...  ...  ...  ... [2]   (ii) suggest two problems the changes you have described in (c)(i)  may cause. 1    ... 2    ... [2] [total: 8 marks]",
+            "8": "8 0460/21/o/n/17 \u00a9 ucles 2017 3 fig. 6 is a map showing plates, plate boundaries and the directions of plate movement. african plateeurasian plate nazca plateindian plate australian platesouth american platenorth american plate pacific plate antarctic plate21 5 43 key plate boundary plate movement fig. 6  (a) five places, 1\u20135, are marked in fig. 6. for each question write one number in each box  below.   which number on the map shows a:   (i)  place where earthquakes are unlikely to occur;   [1]   (ii)  place where plates are sliding past each other;    [1]   (iii) subduction zone;     [1]   (iv) place where sea floor spreading is happening?     [1]  (b) on april 25 2015 a major earthquake occurred in nepal at place 2 in fig. 6. suggest why an  earthquake happened at this location.  ...  ...  ...  ...  ...  ... [2]",
+            "9": "9 0460/21/o/n/17 \u00a9 ucles 2017 [turn over  (c)  fig. 7 shows the pattern of intensity of the earthquake in 2015 in nepal. intensity is a measure  of the severity of the earthquake effects. n indiachina 0 100 km international boundary earthquake intensity light moderate severe very severe epicentre capital city (kathmandu) xkeyx fig. 7   suggest reasons for the pattern of intensity shown in fig. 7.  ...  ...  ...  ...  ...  ... [2] [total: 8 marks]",
+            "10": "10 0460/21/o/n/17 \u00a9 ucles 2017 4 (a) photograph a (insert) shows a weather station at a school in zimbabwe.   (i) name the box labelled x in photograph a.    ...  [1]   (ii) name one instrument kept inside the box.    ...  [1]   (iii) what does instrument y measure?    ...  [1]   (iv) identify instrument z.    ...  [1]   (v) what does instrument z measure?    ...  [1]  (b) photograph b (insert) shows a digital weather station.   (i) how is data collected and recorded at this type of weather station?  ...  ...  ...  ...  ... [2]   (ii) explain one disadvantage of the location of the weather station in photograph b.  ...  ...  ... [1] [total: 8 marks]",
+            "11": "11 0460/21/o/n/17 \u00a9 ucles 2017 [turn over 5 employment can be classified as primary , secondary , tertiary  and quaternary .  (a) give one example of each type of employment. choose from the following list: designing mining manufacturing transport   primary  ...   secondary  ...   tertiary  ...   quaternary  ... [3]",
+            "12": "12 0460/21/o/n/17 \u00a9 ucles 2017  (b) fig. 8 shows how employment structure changes as a country becomes more economically  developed. 80 60 40employment (%)20 0 stage 1 stage 2 stage 3 primary key secondarytime tertiary and quaternary fig. 8   describe the changes shown by fig. 8.  ...  ...  ...  ...  ...  ...  ... [3]",
+            "13": "13 0460/21/o/n/17 \u00a9 ucles 2017 [turn over  (c) fig. 9 shows the employment structure of two countries x and y. for each country, give its  stage of economic development, 1, 2 or 3, as shown on fig. 8. primary primary secondarycountry x country y secondary tertiary and quaternarytertiary and quaternary fig. 9   country x stage .   country y stage .  [2] [total: 8 marks]",
+            "14": "14 0460/21/o/n/17 \u00a9 ucles 2017 6 (a) table 1 gives information about the number of under-nourished people in the world. table 1 1990\u20131992 (millions)2012\u20132014  (millions) world 1014 805 medcs   20  15 ledcs  994 790 africa  182 226 asia  742 525 latin america & caribbean   68  37   (i) using table 1, describe how the number of under-nourished people in medcs and  ledcs has changed.  ...  ...  ...  ...  ... [2]   (ii) \u2018food shortages are spread evenly across the world.\u2019    to what extent do you agree? give evidence from table 1 to support your answer.  ...  ...  ...  ...  ... [2]",
+            "15": "15 0460/21/o/n/17 \u00a9 ucles 2017  (b) study photograph c (insert), which shows an agricultural area.   (i) which two of the following terms describe the farming system shown in photograph c?  tick two boxes. tick (3) subsistence arable pastoral mixed intensive [2]   (ii) suggest how food production could be increased in the area shown in photograph c.  ...  ...  ...  ...  ... [2] [total: 8 marks]",
+            "16": "16 0460/21/o/n/17 \u00a9 ucles 2017 additional pages if you use the following pages to complete the answer(s) to any question(s), the question number(s)  must be clearly shown. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. ..",
+            "17": "17 0460/21/o/n/17 \u00a9 ucles 2017 .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. ..",
+            "18": "18 0460/21/o/n/17 \u00a9 ucles 2017 blank page",
+            "19": "19 0460/21/o/n/17 \u00a9 ucles 2017 blank page",
+            "20": "20 0460/21/o/n/17 \u00a9 ucles 2017 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 international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download at www.cie.org.uk after  the live examination series. 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.blank page"
+        },
+        "0460_w17_qp_22.pdf": {
+            "1": "this document consists of 18 printed pages, 2 blank pages and 1 insert. dc (st/sw) 132558/3 \u00a9 ucles 2017  [turn overcambridge international examinations cambridge international general certificate of secondary education *9768233174* geography  0460/22 paper 2  october/november 2017  1 hour 30 minutes candidates answer on the question paper. additional materials:  ruler  protractor  plain paper  calculator 1:25 000 survey map extract is enclosed with this question paper. read these instructions first write your centre number, candidate number and name in the spaces provided. write in dark blue or black pen. you may use an hb pencil for any diagrams or graphs. do not use staples, paper clips, glue or correction fluid. do not  write in any barcodes. write your answer to each question in the space provided. if additional space is required, you should use the lined pages at the end of the booklet. the question number(s)  must be clearly shown. answer all questions. the insert contains photograph a for question 3. the survey map extract and the insert are not required by the examiner. sketch maps and diagrams should be drawn whenever they serve to illustrate an answer. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part  question. definitions medcs  \u2013 more economically developed countries ledcs  \u2013 less economically developed countries nics  \u2013 newly industrialised countries the syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificate.",
+            "2": "2 0460/22/o/n/17 \u00a9 ucles 2017 1 study the map extract for bordalen, norway. the scale is 1:25  000.  (a) fig. 1 shows some of the features in the north west of the map extract. study fig. 1 and the  map extract, and answer the questions below. 2157 58 59 57 58 5920 1921 20 19bd ac fig. 1   using the map extract, identify the following features shown on fig. 1:   (i) feature a;  ... [1]   (ii) the name of river b;  ... [1]   (iii) the height above sea level of the spot height at c;    . metres  [1]   (iv) the height above sea level of the contour at d.    . metres  [1]",
+            "3": "3 0460/22/o/n/17 \u00a9 ucles 2017 [turn over  (b) fig. 2 shows the location of two grid squares in the south east of the map extract. these  are square 6316 at f\u00e6res-fjellet and square 6416 at gr\u00f8nahorgi. study the two areas and  answer the questions below. 63 64 6563 64 65 17 1617 16gr\u00f8nahorgif\u00e6res-fjellet fig. 2   the table below compares the features of the two areas. complete the table by putting ticks  in the correct five boxes. use only one tick for each row. square 6316  at f\u00e6res-fjelletsquare 6416  at gr\u00f8nahorgiboth these  areasneither of  these areas lakes forest marsh glaciers land over 1100  m  above sea level [5]",
+            "4": "4 0460/22/o/n/17 \u00a9 ucles 2017  (c) fig. 3 is a cross section along northing 20 from 590200 to 620200. 200 0 590200400metres above sea level metres above sea level600800 200 0400600800 620200a b c fig. 3   (i) name the river at  a.    ...  [1]   (ii) identify the feature at b.    ...  [1]   (iii) identify the type of land use at c.    ...  [1]   (iv) the cross section shown on fig. 3 is incomplete. using information from the map extract,  draw a line on fig. 3 to complete the cross section.  [1]  (d) a person walks uphill from the bridge over the main river south of rjodo (608173) to the  trigonometric point at litraknappen (623167).   (i) in which compass direction does the person travel?    ...  [1]   (ii) what distance does the person travel in a straight line?    ...  [1]   (iii) how many metres does the person climb? circle one correct answer below.    568 m       668 m       768 m       868 m [1]",
+            "5": "5 0460/22/o/n/17 \u00a9 ucles 2017 [turn over  (e) describe the distribution of farms and houses shown on the map.  ...  ...  ...  ...  ...  ...  ...  ... [4] [total: 20 marks]  ",
+            "6": "6 0460/22/o/n/17 \u00a9 ucles 2017 2 fig. 4 gives information about population change and population migration in four urban areas in  the usa between 2010 and 2013. study fig. 4 and answer the following questions. total % total rate per 1000 total rate per 1000denver\u2013aurora\u2013lakewood population change net international migration net internal migration154  010 6.1 15 240 5.6 75 101 27.8total % total rate per 1000 total rate per 1000new york\u2013newark\u2013jersey city population change net international migration net internal migration383  084 2.0 399  685 20.0 \u2013362  359 \u201318.2 total % total rate per 1000 total rate per 1000chicago\u2013naperville\u2013elgin population change net international migration net internal migration76 184 0.8 74 142 7.8 \u2013172  378 \u201318.1total % total rate per 1000 total rate per 1000san francisco\u2013oakland\u2013hayward population change net international migration net internal migration180  895 4.2 75 566 16.3 35 307 7.80 1000 kmn usa fig. 4  (a) (i) which one of the four urban areas had the greatest percentage  change in its population?  tick one correct answer below. urban area tick (3) chicago\u2013naperville\u2013elgin denver\u2013aurora\u2013lakewood new york\u2013newark\u2013jersey city san francisco\u2013oakland\u2013hayward [1]",
+            "7": "7 0460/22/o/n/17 \u00a9 ucles 2017 [turn over   (ii) which one of the four urban areas had the greatest change in its total  population? tick  one correct answer below. urban area tick (3) chicago\u2013naperville\u2013elgin denver\u2013aurora\u2013lakewood new york\u2013newark\u2013jersey city san francisco\u2013oakland\u2013hayward [1]   (iii) which one of the four urban areas had the greatest gain in population because of  migration to and from other countries? tick one correct answer below. urban area tick (3) chicago\u2013naperville\u2013elgin denver\u2013aurora\u2013lakewood new york\u2013newark\u2013jersey city san francisco\u2013oakland\u2013hayward [1]   (iv) which one of the four urban areas had the greatest gain in population because of  migration to and from other parts of the usa? tick one correct answer below. urban area tick (3) chicago\u2013naperville\u2013elgin denver\u2013aurora\u2013lakewood new york\u2013newark\u2013jersey city san francisco\u2013oakland\u2013hayward [1]  (b) compare the net internal migration of the two urban areas in the east with that of the two  urban areas in the west.  ...  ...  ...  ... [2]",
+            "8": "8 0460/22/o/n/17 \u00a9 ucles 2017  (c) look at the figures for chicago-naperville-elgin.   (i) the area has lost population because of migration. what type of migration has caused  this?  ... [1]   (ii) give one cause of the overall population increase.  ... [1] [total: 8 marks]",
+            "9": "9 0460/22/o/n/17 \u00a9 ucles 2017 [turn over 3 photograph a (insert) shows a mountain landscape.  describe the river valleys shown in the photograph. refer to:  \u2022 the shape of the cross profiles;  \u2022 the long profiles;  \u2022 any other features of the landscape.  ..  ..  ..  ..  ..  ..  ..  ..  ..  ..  ..  ..  ..  ..  ..  ..  ..  ..  ..  ..  .. [8] [total: 8 marks]",
+            "10": "10 0460/22/o/n/17 \u00a9 ucles 2017 4 fig. 5 shows the climate of a place in africa. j010 0520temperature (\u00b0c) rainfall (mm)3040 f m a m j j montha s o n d fig. 5  (a) for the climate shown in fig. 5 state the:   (i) january temperature;    ... \u00b0c  [1]   (ii) annual temperature range.    ... \u00b0c  [1]  (b) what is the annual rainfall at the place shown in fig. 5? circle one correct answer below.   12 mm       17 mm       34 mm       60 mm [1]",
+            "11": "11 0460/22/o/n/17 \u00a9 ucles 2017 [turn over  (c) fig. 6 shows the location of three places in africa, x, y and z. 23   \u00b0n equatorafricax y z1 2 23   \u00b0s1 2 fig. 6   which location, x, y or z, has the climate shown in fig. 5?   ...  [1]  (d) give two reasons why summer (july) is hotter than winter (january) at the place shown in  fig. 5. 1    ... 2    ... [2]  (e) suggest two reasons for the very low rainfall at the place shown in fig. 5. 1    ... 2    ... [2] [total: 8 marks]",
+            "12": "12 0460/22/o/n/17 \u00a9 ucles 2017 5 fig. 7 shows the rivers and drainage basins of kazakhstan. kazakhstan is completely surrounded  by other countries. nishim nura syrdaryairtysh lake balkhash shuiiiaral searussia uzbekistan turkmenistankyrgyzstanchinaural caspian seatobolinternational boundarykey watershed river flow direction 200 km0 fig. 7  (a) (i) what is meant by the following terms: drainage basin;  ...  ... watershed?  ...  ... [2]   (ii) identify two rivers shown on fig. 7 which have their sources outside kazakhstan and  their mouths within kazakhstan.    1 ...    2 ...  [2]   (iii) identify the river shown on fig. 7 which is entirely within kazakhstan.    ...  [1]",
+            "13": "13 0460/22/o/n/17 \u00a9 ucles 2017 [turn over  (b) fig. 8 gives information about six of the rivers shown on fig. 7. river river discharge* (km3 / year) total flow from  other countriesminimum flow  in dry years syrdarya 13.3 10 4.2 ili 28.77 12.37 17.8 shu 3.23 2.03 2.7 irtysh 34.03 9.53 19.7 tobol 2.1 0.6 0.3 ural 13.9 8.6 3.0 *river discharge is the amount of water flowing in a river at a certain time. fig. 8   using evidence from figs. 7 and 8, suggest why the irtysh river might provide the most  reliable water supply for kazakhstan.  ...  ...  ...  ...  ...  ...  ...  ...  ...  ... [3] [total: 8 marks]",
+            "14": "14 0460/22/o/n/17 \u00a9 ucles 2017 6 fig. 9 shows annual average solar radiation in south africa. n2300 2300 2100 1900 170021001900 1700 international boundary seakey annual average solar radiation (kwh  / m2) 0 500 km1700 fig. 9  (a) using fig. 9, describe the distribution of solar radiation in south africa.  ...  ...  ...  ...  ...  ...  ... [3]",
+            "15": "15 0460/22/o/n/17 \u00a9 ucles 2017 [turn over  (b) fig. 10 shows the distribution of solar radiation in germany. n 12501150 1150 1250seasea 0 500 kminternational boundarykey annual average solar radiation (kwh  / m2)1150 fig. 10   using figs. 9 and 10, describe the difference in the amounts of solar radiation received in  south africa and germany.  ...  ...  ...  ...  ... [2]",
+            "16": "16 0460/22/o/n/17 \u00a9 ucles 2017  (c) fig. 11 shows the location of the main cities in south africa. n seainternational boundarykey more than 1 million peoplesize of cities 500  000 \u2013 1 million 100  000 \u2013 499  999 0 500 km fig. 11   \u201csouth africa has greater potential for using solar power than germany.\u201d   how far do you agree? give evidence from figs. 9, 10 and 11 to support your answer.  ...  ...  ...  ...  ...  ...  ...  ... [3] [total: 8 marks]",
+            "17": "17 0460/22/o/n/17 \u00a9 ucles 2017 additional pages if you use the following lined pages to complete the answer(s) to any question(s), the question  number(s) must be clearly shown. .. .. ..  ..  .. .. ..  ..  ..  .. .. ..  .. ..",
+            "18": "18 0460/22/o/n/17 \u00a9 ucles 2017 .. .. ..  .. .. ..  ..  ..  .. .. ..  ..  .. ",
+            "19": "19 0460/22/o/n/17 \u00a9 ucles 2017 blank page",
+            "20": "20 0460/22/o/n/17 \u00a9 ucles 2017 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 international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download at www.cie.org.uk after  the live examination series. 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.blank page"
+        },
+        "0460_w17_qp_23.pdf": {
+            "1": "this document consists of 13 printed pages, 3 blank pages and 1 insert. dc (st/sw) 132555/3 \u00a9 ucles 2017  [turn overcambridge international examinations cambridge international general certificate of secondary education *9899556993* geography  0460/23 paper 2  october/november 2017  1 hour 30 minutes candidates answer on the question paper. additional materials:  ruler  protractor  plain paper  calculator 1:50 000 survey map extract is enclosed with this question paper. read these instructions first write your centre number, candidate number and name in the spaces provided. write in dark blue or black pen. you may use an hb pencil for any diagrams or graphs. do not use staples, paper clips, glue or correction fluid. do not  write in any barcodes. write your answer to each question in the space provided. if additional space is required, you should use the lined pages at the end of this booklet. the question number(s)  must be clearly shown. answer all questions. the insert contains photographs a and b for question 2, and photograph c for question 3. the survey map extract and the insert are not required by the examiner. sketch maps and diagrams should be drawn whenever they serve to illustrate an answer. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part  question. definitions medcs \u2013 more economically developed countries ledcs \u2013 less economically developed countries the syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificate.",
+            "2": "2 0460/23/o/n/17 \u00a9 ucles 2017 1 study the map extract, which is for mesnali, norway. the scale is 1:50  000.   fig. 1 shows some of the features in the southern part of the map extract.      (a) study fig. 1 and the map extract and answer the questions below. 92 93 94 95 96 97 92737475767778 737475767778 93 94 95 96 97b a c df e fig. 1   using the map extract, identify the following features shown in fig. 1:   (i) feature a;  ... [1]   (ii) feature b;  ... [1]   (iii) the height of the land at c;  ... [1]   (iv) the main land use in grid square d;  ... [1]   (v) the land use at e;  ... [1]   (vi)  feature f.  ... [1]",
+            "3": "3 0460/23/o/n/17 \u00a9 ucles 2017 [turn over  (b) list three  services in the settlement of mesnali. 1   2   3   [3]  (c) identify ways in which the settlement of mesnali differs from that of nattrudstilen. do not write  about services.  ...  ...  ...  ...  ...  ... [3]  (d) describe the relief of sn\u00f8rvillen in grid squares 9581 and 9681.  ...  ...  ...  ...  ...  ... [3]   (e) (i) measure the distance along the power line from the junction of power lines in mesnali  at 911755 to where the power line leaves the southern edge of the map in grid square  9773. give your answer in metres.    ... metres  [1]   (ii) state the bearing of the power line from the junction of power lines in 9175 to where the  power line leaves the southern edge of the map in grid square 9773.     ... degrees   [1]",
+            "4": "4 0460/23/o/n/17 \u00a9 ucles 2017  (f) fig. 2 shows the river fjellelva\u2019s course between two lakes. 90 94 90 9486 8086 80kroksj\u00f8en sjusj\u00f8enr. fjellelva fig. 2   (i) state the direction in which the river is flowing. the river flows to the  . [1]   (ii) give two pieces of evidence to support your answer. 1    ... 2    ... [2] [total: 20 marks]",
+            "5": "5 0460/23/o/n/17 \u00a9 ucles 2017 [turn over 2 study photographs a and b (insert), which show areas important for tourism.  (a) describe the tourist attractions shown in photographs a and b. photograph a   ...  ...  ...  ...  ...  ...  ...  ... photograph b  ...  ...  ...  ...  ...  ...  ...  ... [6]  (b) suggest two activities that tourists are likely to do in the area shown in photograph  a.   1    ... 2    ... [2]  [total: 8 marks]",
+            "6": "6 0460/23/o/n/17 \u00a9 ucles 2017 blank page",
+            "7": "7 0460/23/o/n/17 \u00a9 ucles 2017 [turn over 3 (a) study figs. 3a and 3b, which show a shield volcano and a stratovolcano.    shield volcano stratovolcano n o pm not to scale  fig. 3a  fig. 3b   (i) name the features labelled m, n, o and p in fig. 3b. choose from: crater       epicentre       fault      focus magma chamber       parasitic cone       pothole       vent    feature m ...      feature n ...    feature o ...    feature p ...   [4]   (ii) compare the slopes of the two types of volcano.    ...  ...  ...  ... [2]  (b) study photograph c (insert), which shows a volcano.   (i) look at the slope x\u2013y. measure its angle from the horizontal.    ... degrees   [1]   (ii) give one piece of evidence that the volcano in the photograph has erupted many times.  ...  ... [1] [total: 8 marks]",
+            "8": "8 0460/23/o/n/17 \u00a9 ucles 2017 4 (a) (i) qatar is a country in the middle east. complete fig. 4 to show that 70% of the people  living in qatar were immigrants in 2014. complete the key. key immigrantspopulation of qatar in 2014 people born in qatar fig. 4 [2]   (ii) complete fig. 5 , a divided bar graph, to show that 94% of the workers in qatar are  immigrants and 6% were born in qatar. complete the key and the scale. 0 100% immigrantsworkerskey people born in qatar fig. 5 [3]",
+            "9": "9 0460/23/o/n/17 \u00a9 ucles 2017 [turn over  (b) study fig. 6, which shows the population structure of qatar in 2014. 300 300 240 240 180 180 120 120 60 60 0 age group population (in thousands) population (in thousands)male femaleqatar 2014 0100+ 95\u201399 90\u201394 85\u201389 80\u201384 75\u201379 70\u201374 65\u201369 60\u201364 55\u201359 50\u201354 45\u201349 40\u201344 35\u201339 30\u201334 25\u201329 20\u201324 15\u201319 10\u201314 5\u20139 0\u20134 fig. 6   describe what fig. 6 suggests about the age and gender of the immigrants living in qatar in  2014.  ...  ...  ...  ...  ...  ... [3] [total: 8 marks]",
+            "10": "10 0460/23/o/n/17 \u00a9 ucles 2017 5 (a) study fig. 7, showing weather in the northern part of south america at midday on a day in  july.  0 km1000pacific oceancaribbean sea atlantic ocean quito manaus2625 9georgetown equator 1016 1012 1012 101210081012n 12temperature (\u00b0c)key cloud cover (six oktas) atmospheric pressure (mb)wind direction (sw) wind speed (23\u201327 knots)clear sky one okta two oktas three oktas four oktas five oktas six oktas seven oktas eight oktas sky obscuredcloud cover wind speed circles circles calm 1\u20132 knots 3\u20137 knots 8\u201312 knots 13\u201317 knots 18\u201322 etc until 48\u201352 knots fig. 7   (i) shade the area on fig. 7 which has the highest atmospheric pressure and label it \u2018high\u2019.  [1]   (ii) use fig. 7 to complete the table  below.  weather answer cloud amount at quito ..  oktas wind direction at manaus ... wind speed at manaus ..  knots [3]",
+            "11": "11 0460/23/o/n/17 \u00a9 ucles 2017 [turn over   (iii) describe the weather conditions at georgetown shown in fig. 7.  ...  ...  ...  ...  ...  ... [3]  (b) give one reason why there is a low annual temperature range in equatorial areas.  ...  ... [1] [total: 8 marks]",
+            "12": "12 0460/23/o/n/17 \u00a9 ucles 2017 6 study fig. 8, which shows information about world food supplies, and answer the questions that  follow. in 2012 the world hunger education service stated that the world had enough food to  feed everyone. this was because food supplies had continued to increase in medcs  and had increased enormously in the previous four years in ledcs. access to food had  also improved in some areas, as had the distribution of food supplies. between 1982 and  2012, the percentage of undernourished (not having enough food to be healthy) people  in ledcs fell from 34% to 15%. however, many people still do not have enough land on  which to grow the crops they need. fig. 8  (a) (i) suggest why many people do not have sufficient land on which to grow crops to feed  their families.  ...  ...  ...  ... [2]   (ii) explain why 15% of the world\u2019s people are undernourished, even though there is enough  food to feed everybody.  do not write about lack of land.  ...  ...  ...  ...  ...  ... [3]  (b) explain how food shortages can be caused by natural events.  ...  ...  ...  ...  ...  ... [3] [total: 8 marks]",
+            "13": "13 0460/23/o/n/17 \u00a9 ucles 2017 additional pages if you use the following lined pages to complete the answer(s) to any question(s), the question number(s)  must be clearly shown. .. ..  .. .. ..  ..  ..  .. .. ..  ..  .. ",
+            "14": "14 0460/23/o/n/17 \u00a9 ucles 2017 .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. ..",
+            "15": "15 0460/23/o/n/17 \u00a9 ucles 2017 blank page",
+            "16": "16 0460/23/o/n/17 \u00a9 ucles 2017 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 international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download at www.cie.org.uk after  the live examination series. 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.blank page"
+        },
+        "0460_w17_qp_41.pdf": {
+            "1": "*0722278584* this document consists of 17 printed pages, 3 blank pages and 1 insert. dc (ce/cgw) 132839/5 \u00a9 ucles 2017  [turn overcambridge international examinations cambridge international general certificate of secondary education geography  0460/41 paper 4  alternative to coursework  october/november 2017  1 hour 30 minutes candidates answer on the question paper. additional materials:  calculator  protractor  ruler read these instructions first write your centre number, candidate number and name in the spaces provided. write in dark blue or black pen. you may use an hb pencil for any diagrams or graphs. do not use staples, paper clips, glue or correction fluid. do not  write in any barcodes. write your answer to each question in the space provided. if additional space is required, you should use the lined pages at the end of the booklet. the question  number(s) must be clearly shown. answer all questions. the insert contains figs. 1 and 3, tables 1 and 3 for question 1, and tables 4, 5, 6 and fig. 10 for question 2. the insert is not required by the examiner. sketch maps and diagrams should be drawn whenever they serve to illustrate an answer. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part  question. the syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificate.",
+            "2": "2 0460/41/o/n/17 \u00a9 ucles 2017 1 a class of students were studying how a river changes downstream. as part of their study they did  some fieldwork on a river in their local area. the teacher divided the class into two groups which  each investigated one hypothesis.  the hypotheses investigated by the two groups of students were:  hypothesis 1:  the area of the cross section of the river channel increases downstream.  hypothesis 2:  water quality decreases downstream.  (a) the class agreed to do their fieldwork tasks at six sites along the river.   suggest three  things they should consider in choosing their fieldwork sites. 1    ... 2    ... 3    ... [3]  (b) to investigate hypothesis 1  the students measured the width of the river channel and the  depth of the river at points across the channel.    (i) which two of the following pieces of equipment would they use to measure the width of  the river channel? tick ( 3) your choices. equipment tick (3) clinometer floating object quadrat ranging poles tape measure  [2]     (ii) describe how the students measured the width of the river channel.  ...  ...  ...  ... [2]",
+            "3": "3 0460/41/o/n/17 \u00a9 ucles 2017 [turn over  (c) the students measured the depth of the river every 20 centimetres (0.2 metres) across the  channel. they used their results to draw a cross section of the river channel at each site. the  cross section at site 2 is shown in fig. 1 (insert).   (i) the results of the students\u2019 fieldwork at site 5 are shown in table 1 (insert).    use these results to complete the cross section  of the river channel and then shade  in the river channel at site 5 on fig. 2 below.  [3] 0 0.1 0.2 0.3 0.4 0.5 0.60 depth of river (m)depth of river (m)0.1 0.2 0.3 0.4 0.5 0.6 0 1 2 3 4 distance across channel (m)cross section at site 5 5 6 7 8 fig. 2   (ii) describe two differences between the cross sections at site 2 (fig. 1 (insert)) and site  5  (fig. 2). 1    ... 2    ... [2]",
+            "4": "4 0460/41/o/n/17 \u00a9 ucles 2017  (d) the students used their measurements to calculate the area of the cross section of the river  channel at each site. their results are shown in table 2 below. table 2 site  numberdistance  downstream  from source  (km)width of  channel (m)mean  (average)  depth of  river (m)area of river  channel cross  section (sq m) 1  3  2.3 0.14 0.32 2  7  4.6 0.16 0.74 3 11  4.8 0.18 0.86 4 15  5.1 0.19 0.97 5 23  8.4 0.33 2.77 6 37 18.5 0.51 9.44   (i) which one of the following is the correct calculation to work out the area of the cross  section? tick ( 3) your choice. calculation tick (3) width + mean (average) depth width \u00d7 mean (average) depth width \u00f7 mean (average) depth  [1]   (ii) do the results shown in table 2 support hypothesis 1:  the area of the cross section of  the river channel increases downstream ? support your answer with data from table 2.  ...  ...  ...  ... [2]",
+            "5": "5 0460/41/o/n/17 \u00a9 ucles 2017 [turn over  (e) to investigate hypothesis 2:  water quality decreases downstream , the students did a visual  survey of the river at the six sites to assess the quality of the water. they used the survey  sheet shown in fig. 3 (insert).   (i) the table below shows three possible problems of using the visual pollution survey sheet  which may make results unreliable.    suggest one different way to solve each problem. problem possible solution students in the group may award  different points for the same evidence    conditions in the river may change  over time    students are unsure how to use the  visual pollution survey sheet     [3]",
+            "6": "6 0460/41/o/n/17 \u00a9 ucles 2017   (ii) at each site the students calculated a total pollution score. they also recorded a  description of the main land use at the site. these are both shown in table 3 (insert).  use these results to plot the total pollution score for site 2 on fig. 4 below.  [1] 12 total pollution score101618 14 8 6 4 2 0 0 5 10 15 20 distance downstream (km)results of fieldwork 25 30 35 4013 5 64 fig. 4   (iii) what conclusion would the students make about hypothesis 2:  water quality decreases  downstream ? support your answer with evidence from fig. 4 and table 3.  ...  ...  ...  ...  ...  ...  ...  ... [4]   (iv) use information in table 3 to suggest why water quality varies along the river.  ...  ...  ...  ... [2]",
+            "7": "7 0460/41/o/n/17 \u00a9 ucles 2017 [turn over   (v) suggest one way, other than the survey sheet in fig. 3, that the students could have  investigated water quality along a river.  ...  ... [1]  (f) another group of students did fieldwork to measure how river velocity varied at the six sites.  with the aid of an annotated (labelled) diagram explain how they could measure velocity at  one site.  ...  ...  ...  ...  ...  ...  ...  ... [4] [total: 30 marks]",
+            "8": "8 0460/41/o/n/17 \u00a9 ucles 2017 blank page",
+            "9": "9 0460/41/o/n/17 \u00a9 ucles 2017 [turn over 2 students in nova friburgo, brazil were learning about different types of services, threshold  populations and spheres of influence.  (a) (i) which one of the following is the correct definition of threshold population ?    tick (3) your choice in the table below. definition tick (3) the maximum number of people using a service the distance people travel to get a service the minimum number of people needed to support a service the area which people come from to get a service the largest number of people who can afford a service  [1]   (ii) define the term sphere of influence .  ...  ... [1]   (iii) the central business district (cbd) of the city contains a variety of shops providing a  range of high and low-order goods and services.    explain how high-order goods and services are different from low-order goods and  services.  ...  ...  ...  ...  ...  ... [3]",
+            "10": "10 0460/41/o/n/17 \u00a9 ucles 2017  some students decided to test the following hypotheses in nova friburgo:  hypothesis 1:  the cbd contains more high-order shops and services than low-order shops and  services.  hypothesis 2:  the sphere of influence of nova friburgo is equal in all directions.  (b) to investigate hypothesis 1  the students recorded the shops and services as either  high-order or low-order on a sketch map of the cbd. part of their map is shown in fig. 5  below. sketch map of part of the cbd key shop selling high-order goodsopen landhairdresser furniture shop high-order service shop selling low-order goodsnot to scale low-order service fig. 5",
+            "11": "11 0460/41/o/n/17 \u00a9 ucles 2017 [turn over   (i) on fig. 5, use the key provided to shade in  the following shops and services:    \u2022 hairdresser    \u2022 furniture shop  [2]   (ii) using their results the students calculated the percentages of high and low-order shops  and services in the cbd. these are shown in table 4 (insert).    use the results in table 4 to complete the pie graph , fig. 6, below.  [2] 10 4090 60 500%shops and services in the cbd key 20 high-order service 3080 70shop selling low-order goodsshop selling high-order goods low-order service fig. 6   (iii) what conclusion would the students make about hypothesis 1:  the cbd contains more  high-order shops and services than low-order shops and services ? support your answer  with evidence from fig. 6 and table 4.  ...  ...  ...  ...  ...  ... [3]",
+            "12": "12 0460/41/o/n/17 \u00a9 ucles 2017   (iv) the students\u2019 teacher asked why they had not also investigated the number of  middle -order shops and services.    suggest two reasons why the teacher thought that this was a weakness in their method.  1    ... 2    ... [2]  (c) to investigate hypothesis 2: the sphere of influence of nova friburgo is equal in all  directions , the students used a questionnaire with some people in the cbd. the questionnaire  is shown in fig. 7 below. questionnaire i\u2019m a geography student at college. i am doing a survey to find out about  shopping in the cbd of nova friburgo. please answer the following questions. 1. which age group are you in?     20\u201339      60 and over 2.  which settlement have you come from today? .. 3. how did you travel to the cbd today? ..  male    female thank you for your time. fig. 7",
+            "13": "13 0460/41/o/n/17 \u00a9 ucles 2017 [turn over   (i) in the spaces provided on fig. 7 add two age groups  which are appropriate for  classifying the people interviewed. two age groups have already been included.  [1]   (ii) to make their results reliable the students needed to use a sampling method.    name an appropriate sampling method and explain how the students would use this  method to choose people to interview. name of sampling method   explanation  ...  ...  ...  ...  ... [3]   (iii) suggest two pieces of advice their teacher gave the students about using the  questionnaire in the cbd. 1    ... 2    ... [2]",
+            "14": "14 0460/41/o/n/17 \u00a9 ucles 2017  (d) the results of question 2 \u2018which settlement have you come from today?\u2019  are shown in table  5  (insert).    (i) use these results to  draw flow lines  on fig. 8 below, to show the number of people  coming from sumidouro and s\u00e3o jorge.  [2] 0 15 km key number of people0 5 10settlements around nova friburgo sumidouro riograndina amparo rio bonitocachoeiras de macacuboca do matonova friburgo s\u00e3o jorges\u00e3o louren \u00e7osanto andr \u00e9campo do coelhocordeiro bom jardimn fig. 8",
+            "15": "15 0460/41/o/n/17 \u00a9 ucles 2017 [turn over   (ii) the students made the conclusion that hypothesis 2: the sphere of influence of nova  friburgo is equal in all directions  is incorrect (false). use evidence from fig. 8 and table  5  to support this conclusion.  ...  ...  ...  ...  ...  ... [3]   (iii) the results of question 3 \u2018how did you travel to the cbd today?\u2019  are shown in table  6  (insert).    use these results to draw in the missing bars  in fig. 9 below.  [2] answers to question 3: how did you travel to the cbd today? 50 45 40 35 30 25 20 15 10 5 bus car walk method of travelnumber of people bicycle  / motorbike 0 fig. 9",
+            "16": "16 0460/41/o/n/17 \u00a9 ucles 2017   (iv) the answers to question 3 show that the main ways of travelling to the cbd were by  bus and car. one student drew the main roads leading to the cbd on her map. she also  added upland areas on the map. her completed map is shown in fig. 10 (insert).     use evidence from figs. 9 and 10 to explain why the sphere of influence of nova friburgo  is not equal in all directions.  ...  ...  ...  ...  ...  ... [3]  [total: 30 marks]",
+            "17": "17 0460/41/o/n/17 \u00a9 ucles 2017 additional pages if you use the following lined pages to complete the answer(s) to any question(s), the question  number(s) must be clearly shown. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. ..",
+            "18": "18 0460/41/o/n/17 \u00a9 ucles 2017 .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. ..",
+            "19": "19 0460/41/o/n/17 \u00a9 ucles 2017 blank page",
+            "20": "20 0460/41/o/n/17 \u00a9 ucles 2017 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 international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download at www.cie.org.uk after  the live examination series. 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.blank page"
+        },
+        "0460_w17_qp_42.pdf": {
+            "1": "this document consists of 18 printed pages, 2 blank pages and 1 insert. dc (st/sg) 132849/5 \u00a9 ucles 2017  [turn overcambridge international examinations cambridge international general certificate of secondary education *3519206091* geography  0460/42 paper 4  alternative to coursework  october/november 2017  1 hour 30 minutes candidates answer on the question paper. additional materials:  calculator  protractor  ruler read these instructions first write your centre number, candidate number and name in the spaces provided. write in dark blue or black pen. you may use an hb pencil for any diagrams or graphs. do not use staples, paper clips, glue or correction fluid. do not  write in any barcodes. write your answer to each question in the space provided. if additional space is required, you should use the lined pages at the end of the booklet. the question number(s) must be clearly shown. answer all questions. the insert contains figs. 1, 2 and 6 and tables 1, 2 and 3 for question 1, and figs. 8 and 9 and tables 4  and 5 for question  2. the insert is not required by the examiner. sketch maps and diagrams should be drawn whenever they serve to illustrate an answer. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [ ] at the end of each question or part question. the syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificate.",
+            "2": "2 0460/42/o/n/17 \u00a9 ucles 2017 1 students in brazil did fieldwork to investigate infiltration. infiltration is the process by which water  soaks into the soil.   (a) the students worked in two groups to do their fieldwork in a river valley. they created two  transects (a and b) going away from the river. these are shown in fig. 1 (insert).   which one of the following pieces of equipment would they use to create a transect? tick ( 3)  your answer. equipment tick (3) callipers clipboard quadrat rope ruler [1]  the hypotheses investigated by the students were:  hypothesis 1: the infiltration rate decreases as distance from the river increases.  hypothesis 2:  the infiltration rate decreases as soil moisture content increases.   soil moisture content is the quantity of water in the soil.  (b) (i) to investigate hypothesis 1  the students in group a collected data to measure the  rate (speed) of infiltration at equal distances along transect a. fig. 2 (insert) shows the  method they used to do this. describe how the students measured the rate (speed) of  infiltration to get the results shown in table 1 (insert).  ...  ...  ...  ...  ...  ... [3]",
+            "3": "3 0460/42/o/n/17 \u00a9 ucles 2017 [turn over   (ii) the students recorded the water level in the tube every minute for 10 minutes or until  there was no water left. the results of their measurements at sites 4 and 7 are shown in  table 1 (insert).     use these results to  complete the measurements  for site 4 in fig. 3 below.  [2] results of measurement of water height at two sites on transect a 0 1 2 3 4 5 6 7 8 9 10120 110 100 90 80 70 60 50 40 30 20 10 0water level in tube (mm) time (minutes) key site 4 site 7 fig. 3",
+            "4": "4 0460/42/o/n/17 \u00a9 ucles 2017   (iii) the students then calculated the infiltration rate at each site. their calculation for site  4  is shown below. infiltration rate  = fall in water level (mm) time (min)  = 70 10  = 7.0  mm per min    use the data in table 1 to show the calculation which produced the result for site 7 in the  space below.  [1] infiltration rate  = fall in water level (mm) time (min)  = .  = 2.4  mm per min   (iv) the measurements of distance from the river and infiltration rate at the different fieldwork  sites on transect a are shown in table 2 (insert). the students plotted these results on a  graph, fig. 4 below. complete the graph  by plotting the result for site 7.  [1] infiltration rate at the sites on transect a 16 14 12 10 8 6 4 2 00 20 40 60 80 100 120 140infiltration rate (mm per min) distance from river (metres) fig. 4",
+            "5": "5 0460/42/o/n/17 \u00a9 ucles 2017 [turn over   (v) what conclusion would the students in group a make about hypothesis 1: the infiltration  rate decreases as distance from the river increases ? support your answer with evidence  from fig. 4 and table 2.  ...  ...  ...  ...  ...  ... [3]  (c)  the students in group b did the same fieldwork along transect b shown in fig. 1 (insert).  their results are shown in fig. 5 below. infiltration rate at the sites on transect b 16 14 12 10 8 6 4 2 00 20 40 60 80 100 120 140infiltration rate (mm per min) distance from river (metres) fig. 5   (i) compare the results of the two groups on transects a and b. use evidence from figs.  4  and 5 in your answer.  ...  ...  ...  ... [2]",
+            "6": "6 0460/42/o/n/17 \u00a9 ucles 2017    (ii) as the results of the two groups were different their teacher checked their measurements  and calculations and agreed that they had not made any errors. suggest why the two  groups got different results. look at fig. 1 to help you to answer.  ...  ...  ...  ...  ...  ...  ...  ... [4]  (d) to investigate  hypothesis 2:  the infiltration rate decreases as soil moisture content  increases , the two groups of students measured the soil moisture content at each sampling  site along their transects. fig. 6 (insert) shows students\u2019 fieldwork notes which describe the  two different methods that the groups used.   (i) suggest three  advantages of method 2 for measuring soil moisture content. 1    ... 2    ... 3    ... [3]",
+            "7": "7 0460/42/o/n/17 \u00a9 ucles 2017 [turn over   (ii) the results for transects a and b are shown in table 3 (insert). use this data to plot the  results  at site 3 on transect b in fig. 7 below.  [2] results of measurements of infiltration rate and soil moisture content 16 14 12 10 8 6 4 2 09 8 7 6 5 4 3 2 1 0 1 2 3 4 5 6 7infiltration rate (mm per min)soil moisture content (%) sitetransect a 16 14 12 10 8 6 4 2 08 7 6 5 4 3 2 1 0 1 2 3 4 5 6 7infiltration rate (mm per min)soil moisture content (%) sitetransect binfiltration rate soil moisture contentkey fig. 7",
+            "8": "8 0460/42/o/n/17 \u00a9 ucles 2017   (iii) which group\u2019s results agree with hypothesis 2: the infiltration rate decreases as soil  moisture content increases ? circle your decision below.  group a on transect a        group b on transect b    support your decision with evidence from fig. 7 and table 3.  ...  ...  ...  ...  ...  ... [3]  (e)  if the students repeated their infiltration measurements after a week of heavy rain, how and  why would the infiltration rates be different?   ...  ...  ...  ... [2]  (f) the area around the river where the students did their fieldwork is a popular tourist area.  suggest how and explain why people walking in the area might affect the infiltration rate.  ...  ...  ...  ...  ...  ... [3] [total: 30 marks]",
+            "9": "9 0460/42/o/n/17 \u00a9 ucles 2017 [turn over 2 students in the uk wanted to investigate how areas of their city were different from each other. in  particular they decided to find out about differences in the quality of the urban environment and  access to local services.   the students selected six sites to do their fieldwork in different areas of the city. these are shown  in fig. 8 (insert).   the students decided to test the following hypotheses:  hypothesis 1: the quality of the urban environment improves as distance from the city centre  increases.  hypothesis 2:  access to local services is better further away from the city centre.    (a) to investigate  hypothesis 1  the students did an environmental quality survey at one site in  each area of the city. their recording sheet is shown in fig. 9 (insert).   (i) describe how the students would use the recording sheet.  ...  ...  ...  ... [2]   (ii) explain how an environmental quality survey should be organised and carried out to  make sure that results are reliable.  ...  ...  ...  ...  ...  ...  ...  ... [4]",
+            "10": "10 0460/42/o/n/17 \u00a9 ucles 2017  (b) the results of the environmental quality survey are shown in table 4 (insert).    (i) identify one difference in the quality of the urban environment between each of the  following areas:    \u2022 tettenhall and pendeford   ...  ...    \u2022 whitmore reans and low hill   ...  ... [2]   (ii) use the data in table 4 to complete the bi-polar graph  for low hill in fig. 10 below.  [1] bi-polar graph to show environmental quality scores in low hill \u20132 \u20131 0 +1 +2condition of buildings public open land litter vandalism and damage noise and air pollution roads and pavements environmental quality score fig. 10",
+            "11": "11 0460/42/o/n/17 \u00a9 ucles 2017 [turn over   (iii) using the data in table 4 the students plotted the total environmental quality score for  each area on fig. 11 below. use the scale to plot the total environmental quality score  for whitmore reans on fig. 11.  [1] total environmental quality score for each area environmental quality score scale \u20135\u20134\u20133\u20132\u201310+1+2+3+4+5pendeford low hill whitmore reanspendeford tettenhalltettenhallfordhouses low hill heath townwhitmore reansn 0 km2city centrecity centre fig. 11",
+            "12": "12 0460/42/o/n/17 \u00a9 ucles 2017   (iv) which one of the following conclusions about hypothesis 1:  the quality of the urban  environment improves as distance from the city centre increases  is correct? support  your decision with evidence from fig. 11 and table 4. conclusion tick (3) hypothesis 1 is true  hypothesis 1 is partly true hypothesis 1 is false  ...  ...  ...  ...  ...  ... [4]  (c) to investigate hypothesis 2: access to local services is better further away from the city  centre , the students asked residents in each area to tell them how much time they took to  walk to different services.   the students used a random sampling method to select people to interview.   describe this method and give one advantage of the method. description  ...  ... advantage  ...  ... [2]",
+            "13": "13 0460/42/o/n/17 \u00a9 ucles 2017 [turn over  (d) fig. 12 below is an example of a partly completed survey sheet. survey sheet name of residential area: pendeford   how many minutes does it take you to walk to the nearest service for each of the following? circle your answer park less than 5  between 5 and 15  between 16 and 30  more than 30  supermarket  less than 5  between 5 and 15  between 16 and 30  more than 30  primary school  less than 5  between 5 and 15  between 16 and 30  more than 30  secondary school  less than 5  between 5 and 15  between 16 and 30  more than 30  doctors\u2019 surgery /  health centre  less than 5  between 5 and 15  between 16 and 30  more than 30  bus stop  less than 5  between 5 and 15  between 16 and 30  more than 30  city centre shops  less than 5  between 5 and 15  between 16 and 30  more than 30  local store  less than 5  between 5 and 15  between 16 and 30  more than 30 fig. 12   (i) complete fig. 12 using the following information.    \u2022 time taken to walk to the nearest park: 7 minutes;    \u2022 time taken to walk to the nearest secondary school: 40 minutes.  [2]   (ii) why might the question used in the survey (how many minutes does it take you to walk  to the nearest service for each of the following?) result in an answer that is not useful?  ...  ...  ...  ... [2]",
+            "14": "14 0460/42/o/n/17 \u00a9 ucles 2017   (iii) when the students had completed the survey they produced a \u2018household convenience  index\u2019 by giving a score to each answer circled on the survey sheet. the scoring system  is shown below. time taken score less than 5 minutes 4 between 5 minutes and 15 minutes 3 between 16 minutes and 30 minutes 2 more than 30 minutes 1    use this scoring system to complete fig. 13 , below, which shows the household  convenience index for one person\u2019s answers in low hill. insert the score for the local  store and the total index score.  [2] household convenience index result in low hill name of residential area: low hill   how many minutes does it take you to walk to the nearest service for each of the following? circle your answer score park less than 5  between 5 and 15  between 16 and 30  more than 30 4 supermarket  less than 5  between 5 and 15  between 16 and 30  more than 30 3 primary school  less than 5  between 5 and 15  between 16 and 30  more than 30 3 secondary school  less than 5  between 5 and 15  between 16 and 30  more than 30 2 doctors\u2019 surgery   / health centre  less than 5  between 5 and 15  between 16 and 30  more than 30 3 bus stop  less than 5  between 5 and 15  between 16 and 30  more than 30 4 city centre shops  less than 5  between 5 and 15  between 16 and 30  more than 30 1 local store  less than 5  between 5 and 15  between 16 and 30  more than 30 total household convenience index score percentage household convenience score 75% fig. 13",
+            "15": "15 0460/42/o/n/17 \u00a9 ucles 2017 [turn over  (e) the students then calculated a percentage household convenience score for each area of  the city. these results are shown in table 5 (insert).    (i) complete fig. 14 below  by plotting the percentage household convenience score for  fordhouses.  [1] household convenience score of each area pendeford low hill whitmore reanspendeford tettenhalltettenhallfordhouses low hill heath townwhitmore reansn 0 km2city centrecity centre0% 25 50750% 25 5075 0% 2525 5075 0% 25 5050750% 25 5075 0% 25 50750% 25 5075 key shaded area shows percentage household convenience score fig. 14",
+            "16": "16 0460/42/o/n/17 \u00a9 ucles 2017   (ii) what conclusions would the students make about  hypothesis 2:  access to local  services is better further away from the city centre ? support your decision with evidence  from fig.  14 and table 5.  ...  ...  ...  ...  ...  ... [3]  (f) for extension work the students wanted to investigate how the amount of traffic might vary  between different areas of the city. describe a fieldwork method for this investigation.   ...  ...  ...  ...  ...  ...  ...  ... [4]   [total: 30 marks]",
+            "17": "17 0460/42/o/n/17 \u00a9 ucles 2017 additional pages if you use the following lined pages to complete the answer(s) to any question(s), the question  number(s) must be clearly shown. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. ..",
+            "18": "18 0460/42/o/n/17 \u00a9 ucles 2017 .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. ..",
+            "19": "19 0460/42/o/n/17 \u00a9 ucles 2017 blank page",
+            "20": "20 0460/42/o/n/17 \u00a9 ucles 2017 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 international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download at www.cie.org.uk after  the live examination series. 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.blank page"
+        },
+        "0460_w17_qp_43.pdf": {
+            "1": "this document consists of 16 printed pages, 4 blank pages and 1 insert. dc (rw/sg) 132851/5 \u00a9 ucles 2017  [turn overcambridge international examinations cambridge international general certificate of secondary education *4574868004* geography  0460/43 paper 4  alternative to coursework  october/november 2017  1 hour 30 minutes candidates answer on the question paper. additional materials:  calculator  protractor  ruler read these instructions first write your centre number, candidate number and name in the spaces provided. write in dark blue or black pen. you may use an hb pencil for any diagrams or graphs. do not use staples, paper clips, glue or correction fluid. do not  write in any barcodes. write your answer to each question in the space provided. if additional space is required, you should use the lined pages at the end of the booklet. the question  number(s) must be clearly shown. answer all questions. the insert contains figs. 1, 2 and 6 and tables 2 and 3 for question 1, and fig. 7 and tables 4, 5, 6 and 7 for  question 2. the insert is not required by the examiner. sketch maps and diagrams should be drawn whenever they serve to illustrate an answer. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question. the syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificate.",
+            "2": "2 0460/43/o/n/17 \u00a9 ucles 2017 1 students in the uk visited a coastal area where a spit had formed. fig.  1 (insert) shows a map of  the area.  (a) which one of the following is the correct description of a spit? tick ( \u2713) your answer. description tick (\u2713) a resistant rock that is separated from the land by erosion a tall, steep cliff which extends out into the sea an inlet which is sheltered on both sides by cliffs a sheltered area of coastline where sand collects a ridge of sand or shingle attached to the land at one end  [1]  the students decided to test the following hypotheses:   hypothesis 1:  the spit has been formed by constructive waves moving beach material along  the coast.   hypothesis 2:  the coastal area is being managed to encourage sustainable tourism.   sustainable tourism meets the needs of people now and protects the area for future  generations.  (b) before they began their fieldwork the students discussed safety on the beach with their  teacher.   suggest three  precautions the students or teacher needed to take to reduce the risk of  accidents. 1    ... 2    ... 3    ... [3]",
+            "3": "3 0460/43/o/n/17 \u00a9 ucles 2017 [turn over  (c) to investigate hypothesis 1  the students needed to know more about the waves along the  coastline. they had learned that waves are either constructive or destructive.   wave frequency is the number of waves which break on the shore per minute.   the wave frequency of constructive waves is less than 10 waves per minute and the wave  frequency of destructive waves is 10 or more waves per minute.   (i) describe a method the students could use to measure wave frequency.  ...  ...  ...  ...  ...  ... [3]   (ii) the results of the students\u2019 measurements of wave frequency are shown in table  1  below. table 1 results of students\u2019 measurements measurement number waves per minute 1 6 2 8 3 8 4 7 5 8 6 6 7 9 8 7 9 8 10 7 average    calculate the average (mean) number of waves per minute. insert your answer  into  table  1. [1]",
+            "4": "4 0460/43/o/n/17 \u00a9 ucles 2017  (d) the students had learned that longshore drift is important in moving beach material along the  coast.   (i) which one of the following statements about longshore drift is correct?    tick (\u2713) your answer. statement tick (\u2713) waves approach the coastline at an angle. swash moves material down the beach. longshore drift occurs in deep water. backwash moves material up the beach. the direction of longshore drift depends on the tide.  [1]   (ii) to investigate longshore drift the students used two fieldwork methods. these are  described in fig.  2 (insert), which is part of a student\u2019s fieldwork notes.    suggest one disadvantage of method  1.  ...  ... [1]   (iii) suggest one way the students could have made sure that their results using method  2  were accurate.  ...  ... [1]   (iv) the results of method  1 are shown in table  2 (insert). use these results to plot the  average distance moved along the beach  in fig.  3 below.  [1] average 3 2 114.6 14.4 14.2 14.0 13.8 13.6 13.4 13.2 0distance (m) testresults of method 1results of method 1 fig. 3",
+            "5": "5 0460/43/o/n/17 \u00a9 ucles 2017 [turn over   (v) the results of method  2 are shown in table  3 (insert). use these results to complete  fig. 4 below.  [1] height of beach material either side of the two groynes 21.510.50 21.510.50groyne b groyne a height of top of groyne above beach (m)height of top of groyne above beach (m) east side west side east side west sidebeachbeach beach fig. 4   (vi) what conclusion would the students make about hypothesis  1: the spit has been  formed by constructive waves moving beach material along the coast ? support your  answer with evidence from tables 1, 2 and 3, and figs. 3 and 4.  ...  ...  ...  ...  ...  ...  ...  ... [4]   (vii) look again at fig.  1 (insert). suggest why the groynes have been built on the beach.  ...  ...  ...  ... [2]",
+            "6": "6 0460/43/o/n/17 \u00a9 ucles 2017  (e) the coastline where the students did their fieldwork attracts many visitors. to investigate  hypothesis  2: the coastal area is being managed to encourage sustainable tourism , the  students needed to assess the types and amount of management found on and near the  beach.   (i) first they recorded evidence of management methods in the tally chart shown in fig.  5  below. complete the tally chart  with their result of counting eight  litter bins in the area.  [1] tally chart evidence of management tally number counted board\u2011walk llll 5 caf\u00e9 l 1 campsite ll 2 car park ll 2 direction signpost llll llll 9 fence lll 3 footpath llll 4 information board ll 2 litter bin recycling point l 1 toilets l 1 tourist information centre l 1 fig. 5   (ii) another student located some of this evidence on a sketch map of part of the area near  the beach. this is shown in fig.  6 (insert).    describe the location of the footpaths shown on the map.  ...  ...  ...  ... [2]",
+            "7": "7 0460/43/o/n/17 \u00a9 ucles 2017 [turn over   (iii) is hypothesis 2:  the coastal area is being managed to encourage sustainable tourism   true or false? circle your answer below. true      false    explain your conclusion. include evidence from figs. 5 and 6.  ...  ...  ...  ...  ...  ...  ...  ... [4]  (f) for extension work the students drew the beach profile from the edge of the sea to the top  of the beach. they used a tape measure, two ranging poles and a clinometer. describe how  they made their measurements.  ...  ...  ...  ...  ...  ...  ...  ... [4]  [total: 30 marks]",
+            "8": "8 0460/43/o/n/17 \u00a9 ucles 2017 blank page",
+            "9": "9 0460/43/o/n/17 \u00a9 ucles 2017 [turn over 2 students in india wanted to find out more about people who had migrated to the city of jaipur from  within india and lived in squatter settlements made up of homemade shelters on pavements or  next to roads.  the students decided to test the following hypotheses:  hypothesis 1:  more migrants who live in the squatter settlement came from the area around  jaipur than areas further away.  hypothesis 2:  the quality of life of residents in the squatter settlement is poor.  (a) to investigate the hypotheses the students used a questionnaire with 10% of the residents of  the squatter settlements.   (i) describe a sampling method for how the students could choose people to complete the  questionnaire. explain why you have chosen this method. name of sampling method   description of method  ...  ... explanation for choice  ...  ...  ... [3]   (ii) explain why a 10% sample (300 people) is an appropriate number of residents to answer  the questionnaire.   ...  ...  ...  ... [2]",
+            "10": "10 0460/43/o/n/17 \u00a9 ucles 2017  (b) the questionnaire is shown in fig.  7 (insert).   (i) the results of question  1 (which state did you come from when you moved to jaipur?)  are shown in table  4 (insert). complete fig. 8  below by plotting the data for gujarat.  [1] states from which migrants to the squatter settlement came km0 800bay of bengalarabian sea indian oceanrajasthanpakistan nepal bhutan myanmargujaratharyanauttarakhandhimachal pradesh uttar pradesh madhya pradesh bangladesh maharashtra karnataka keralapunjab delhi bihararunachalpradesh assam jharkhand chhattisgarhjammu & kashmir andhra pradesh tamil naduwest bengalnagaland mizoram odishatripurameghalaya manipursikkim key number of migrants international boundary state boundary disputed boundarymore than 100 51\u2013100 21\u201350 11\u201320 1\u201310 0n goa jaipur fig. 8",
+            "11": "11 0460/43/o/n/17 \u00a9 ucles 2017 [turn over   (ii) suggest one other suitable method to display the results of question  1 on a map of  india.  ... [1]   (iii) what is the correct conclusion about hypothesis 1:  more migrants who live in the  squatter settlement came from the area around jaipur than areas further away ? support  your answer with evidence from fig.  8 and table  4.  ...  ...  ...  ...  ...  ... [3]   (iv) suggest reasons for the pattern of migration shown in fig.  8.  ...  ...  ...  ... [2]",
+            "12": "12 0460/43/o/n/17 \u00a9 ucles 2017  (c) to investigate hypothesis 2:  the quality of life of residents in the squatter settlement is poor ,  the students used the results of questions 2, 3 and 4 in their questionnaire.   (i) the students plotted their results of question  2 (where do you get most of your water  from?) and question  3 (what is your main method of lighting?) in pie graphs shown in  figs.  9a and 9b below. use the data in table  5 (insert) to complete the pie graph  in  fig. 9a. [3] main source of water 0% 10% 90% 80% 70% 60%20% 30% 40% 50%key public taps nearby shops or houses public handpumps public wells water tankers fig. 9a main method of lighting 0% 10% 90% 80% 70% 60%20% 30% 40% 50%key kerosene (paraffin) lamps street lights no lighting gas lamps battery lamps fig. 9b   (ii) in fig.  9b what percentage of residents have \u2018no lighting\u2019?    .%  [1]",
+            "13": "13 0460/43/o/n/17 \u00a9 ucles 2017 [turn over   (iii) the answers to question  4 (how do you dispose of your rubbish?) are shown in table  6  (insert). plot the result  for \u2018throw it on the road\u2019 in fig.  10 below.  [1] method of rubbish disposal percentage of residents (%)throw it on the roadleave it next to the shelterdump it on waste groundburn it 50 45 40 35 30 25 20 15 10 5 0 fig. 10   (iv) the students decided that hypothesis  2: the quality of life of residents in the squatter  settlement is poor  was true. support this decision with information from figs.  9a, 9b  and 10.  ...  ...  ...  ...  ...  ...  ...  ... [4]",
+            "14": "14 0460/43/o/n/17 \u00a9 ucles 2017  (d) (i) the answers to question  5 (what is the job of the main income earner in the family?) are  shown in table  7 (insert). use the results to complete fig.  11 below.  [3] job of main income earner 100 90 80 70 60 50 40 30 20 10 0percentage of residents interviewed (%)other polishing shoes snake charmer pulling rickshaws painting trucks and busesdigging and selling sand collecting waste iron and rags making statuettes playing musical instruments on the street fig. 11",
+            "15": "15 0460/43/o/n/17 \u00a9 ucles 2017   (ii) why do the jobs shown in fig.  11 help to support the students\u2019 conclusion that residents  in the squatter settlement have a poor quality of life?  ...  ...  ...  ... [2]  (e) to extend their work the students discussed ways to solve the problem of people living on  pavements or next to roads. they suggested two possible solutions which are shown in  fig. 12 below. two possible solutions suggested by students solution a build low \u2011cost houses with basic water, sewage and power supplies which are  cheap to rent. solution b police remove the people living on the pavements or next to roads and council  workers clear the area of rubbish. fig. 12   explain why solution  a is better for people living on pavements or next to roads than solution  b.  ...  ...  ...  ...  ...  ...  ...  ... [4]  [total: 30 marks]",
+            "16": "16 0460/43/o/n/17 \u00a9 ucles 2017 additional pages if you use the following lined pages to complete the answer(s) to any question(s), the question  number(s) must be clearly shown. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. ..",
+            "17": "17 0460/43/o/n/17 \u00a9 ucles 2017 .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. ..",
+            "18": "18 0460/43/o/n/17 \u00a9 ucles 2017 blank page",
+            "19": "19 0460/43/o/n/17 \u00a9 ucles 2017 blank page",
+            "20": "20 0460/43/o/n/17 \u00a9 ucles 2017 permission to reproduce items where third \u2011party 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 \u2011related information to candidates, all copyright acknowledgements are reproduced online in the cambridge international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download at www.cie.org.uk after  the live examination series. 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.blank page"
+        }
+    },
+    "2018": {
+        "0460_m18_qp_12.pdf": {
+            "1": "*4914564790* this document consists of 29 printed pages, 3 blank pages and 1 insert. dc (ce/cgw) 148545/5 \u00a9 ucles 2018  [turn overcambridge international examinations cambridge international general certificate of secondary education geography  0460/12 paper 1  february/march 2018  1 hour 45 minutes candidates answer on the question paper. additional materials:  ruler  calculator read these instructions first write your centre number, candidate number and name in the spaces provided. write in dark blue or black pen. you may use an hb pencil for any diagrams or graphs. do not use staples, paper clips, glue or correction fluid. do not  write in any barcodes. write your answer to each question in the space provided. if additional space is required, you should use the lined pages at the end of this booklet. the question number(s)  must be clearly shown. answer three  questions, one from each section. the insert contains fig. 2.1 for question 2, fig. 3.1 for question 3, fig. 4.1 for question 4, and figs.  5.2 and  5.3 for question 5. the insert is not required by the examiner. sketch maps and diagrams should be drawn whenever they serve to illustrate an answer. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part  question. definitions medcs \u2013 more economically developed countries ledcs \u2013 less economically developed countries the syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificate.",
+            "2": "2 0460/12/f/m/18 \u00a9 ucles 2018 section a answer one question from this section. 1 (a) study fig. 1.1, which shows information about the population of new zealand, an medc. 0 250 kmkey 1 dot  =  1000 peoplefactfile total population = 4 596  700 total area = 268  021 km2 500tasman sea pacific oceannorth islandn south islandwellington (capital city) fig. 1.1   (i) which of the following is the approximate population density of new zealand?    circle your answer in the list below.    17 people per square kilometre    45 people per square kilometre    268 people per square kilometre  [1]",
+            "3": "3 0460/12/f/m/18 \u00a9 ucles 2018 [turn over   (ii) suggest two reasons why many people live in wellington, the capital city of new  zealand. 1    ...   2    ... [2]   (iii) describe the main features of the distribution of the population of new zealand.  ...  ...  ...  ...  ...  ... [3]   (iv) state two different physical factors and for each one explain how it may influence the  distribution of population in a country. 1    ...  ...  ... 2    ...  ...  ... [4]",
+            "4": "4 0460/12/f/m/18 \u00a9 ucles 2018  (b) study fig. 1.2, which shows information about the distribution of the world\u2019s population in  2000, along with a prediction for the year 2100. 2000 australasia north and south america  asiakeyworld\u2019s population distribution in 2000 and 2100 (predicted) 2100 (predicted) africa europe fig. 1.2   (i) using fig. 1.2 only, identify three  changes which are expected in the distribution of the  world\u2019s population between 2000 and 2100. 1    ... 2    ... 3    ... [3]",
+            "5": "5 0460/12/f/m/18 \u00a9 ucles 2018 [turn over   (ii) explain why the number of people living in ledcs is increasing.  ...  ...  ...  ...  ...  ...  ...  ...  ...  ... [5]",
+            "6": "6 0460/12/f/m/18 \u00a9 ucles 2018  (c) for a named country you have studied, describe the problems caused by overpopulation.   name of country ..  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ... [7]  [total: 25]",
+            "7": "7 0460/12/f/m/18 \u00a9 ucles 2018 [turn over 2 (a) study fig. 2.1 (insert), which is a map showing rural settlements in part of indonesia.   (i) what type of settlement is x?    circle your answer in the list below.    dispersed                                           linear                                           nucleated  [1]   (ii) give one similarity and one difference between rural settlements x and y. similarity   ...  ... difference  ...  ...  [2]   (iii) describe how the shape of settlement x differs from the shape of settlement z.    using evidence from fig. 2.1 only, suggest two reasons why the settlements are  different shapes. difference in shape  ...  ...  ... reason 1  ...  ... reason 2  ...  ... [3]",
+            "8": "8 0460/12/f/m/18 \u00a9 ucles 2018   (iv) suggest the characteristics of the services which are likely to be provided in the  settlements shown in fig. 2.1.  ...  ...  ...  ...  ...  ...  ...  ... [4]  (b) study fig. 2.2, which shows a diagram of the sites of settlements a and b. a b sea fig. 2.2   (i) describe the site of settlement a.  ...  ...  ...  ...  ...  ... [3]",
+            "9": "9 0460/12/f/m/18 \u00a9 ucles 2018 [turn over   (ii) using evidence from fig. 2.2 only, explain why a settlement has grown up at b.  ...  ...  ...  ...  ...  ...  ...  ...  ...  ... [5]",
+            "10": "10 0460/12/f/m/18 \u00a9 ucles 2018  (c) for one named settlement which you have studied, describe and explain the service  provision.   name of settlement ..  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ... [7]  [total: 25]",
+            "11": "11 0460/12/f/m/18 \u00a9 ucles 2018 [turn over section b answer one question from this section. 3 (a) study fig. 3.1 (insert), which is a photograph of an area of coastline.   (i) which one of the following is a natural feature which can be seen in fig. 3.1?    circle your answer.    lagoon                 lighthouse                 spit                 wave cut platform  [1]   (ii) suggest why the coastline shown in fig. 3.1 is not straight.  ...  ...  ...  ... [2]   (iii) explain how the following processes may have eroded the coastline in the area shown in  fig. 3.1. hydraulic action  .  ...  ... corrasion (abrasion)  .  ...  ... corrosion  ...  ...  ... [3]",
+            "12": "12 0460/12/f/m/18 \u00a9 ucles 2018   (iv) describe the problems which coastal erosion may cause for people in the area shown in  fig. 3.1.  ...  ...  ...  ...  ...  ...  ...  ... [4]",
+            "13": "13 0460/12/f/m/18 \u00a9 ucles 2018 [turn over  (b) study fig. 3.2, which is a map showing areas of coral reefs and mangrove swamps on the  island of carriacou in the caribbean. n carriacou 0 1 km2 tyrrel bay c a r i b b e a n   s e agrand baygrand bayhillsborough bayhillsborough bay mangrove swamps coral reefs key capital city fig. 3.2   (i) using fig. 3.2 only, compare the distribution of coral reefs and mangrove swamps.  ...  ...  ...  ...  ...  ... [3]",
+            "14": "14 0460/12/f/m/18 \u00a9 ucles 2018   (ii) describe the conditions needed for the development of coral reefs.  ...  ...  ...  ...  ...  ...  ...  ...  ...  ... [5]",
+            "15": "15 0460/12/f/m/18 \u00a9 ucles 2018 [turn over  (c) name an area of coastline you have studied. state a hazard experienced there and explain  what has been done to reduce the risk from it.   name of area of coastline ..   hazard ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ... [7]  [total: 25]",
+            "16": "16 0460/12/f/m/18 \u00a9 ucles 2018 4 (a) study fig. 4.1 (insert), which is a photograph of a school weather station.   (i) which one of the following is the best definition of weather   ?    tick (3) your answer in the box below. tick (3) the condition of the atmosphere at a given time and place the averages of temperature and precipitation during each month the average climate of an area during the year hazards caused by wind and rain during the year  [1]   (ii) name two instruments used to collect information about wind which can be seen in  fig. 4.1.    1 ..    2 ..  [2]   (iii) using information from fig. 4.1 only, give three  reasons why this is not a perfect location  for a weather station. 1    ... 2    ... 3    ... [3]   (iv) explain why the instruments used to collect information about temperature and humidity  are kept in a stevenson screen.  ...  ...  ...  ...  ...  ...  ...  ... [4]",
+            "17": "17 0460/12/f/m/18 \u00a9 ucles 2018 [turn over  (b) study fig. 4.2, which shows a map of tropical rainforests in africa. 0 800 km1600tropic of cancer tropic of capricorn   tropical rainforest20\u00b0  n african 20\u00b0  sequator key fig. 4.2   (i) describe the distribution of tropical rainforests in africa.  ...  ...  ...  ...  ...  ... [3]",
+            "18": "18 0460/12/f/m/18 \u00a9 ucles 2018   (ii) explain why tropical rainforests have a hot and wet climate.  ...  ...  ...  ...  ...  ...  ...  ...  ...  ... [5]",
+            "19": "19 0460/12/f/m/18 \u00a9 ucles 2018 [turn over  (c) for a named area of tropical rainforest, describe the impacts of deforestation on the local  natural environment and the local people.   name of area of rainforest ..  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ... [7]  [total: 25]",
+            "20": "20 0460/12/f/m/18 \u00a9 ucles 2018 section c answer one question from this section. 5 (a) study fig. 5.1, which shows information about agricultural land use in different areas in  central scotland. 20 30 0 101009080706050403020100 40 50 60 70 80 90 100 lowland pasture (%)upland pasture (%) arable (%) 1020304050607080 1    fifekey 2    kinross 3    clackmannan 4    east lothian 5    midlothian 6    west lothian 7    stirling 8    dunbarton 9    lanark 10    renfrew 11    ayr90100 0254 61 3 87 10119 fig. 5.1   (i) complete the graph  by plotting a cross to show the average percentages for central  scotland.    use the following figures:    arable  25%    lowland pasture  40%    upland pasture  35%  [1]   (ii) define the following terms: arable    ...                              pasture  ..                               ... [2]",
+            "21": "21 0460/12/f/m/18 \u00a9 ucles 2018 [turn over   (iii) using fig. 5.1, identify three  differences between the agricultural land use in fife and  the average for central scotland. 1    ... 2    ... 3    ... [3]   (iv) farmers in central scotland are commercial farmers. explain why most farmers in  medcs are commercial farmers.  ...  ...  ...  ...  ...  ...  ...  ... [4]  (b) study figs. 5.2 and 5.3 (insert), which show two different farms.   (i) describe three  similarities between the farms shown in figs. 5.2 and 5.3. 1    ... 2    ... 3    ... [3]",
+            "22": "22 0460/12/f/m/18 \u00a9 ucles 2018   (ii) explain how physical factors (climate, relief and soil) affect agricultural land use.  ...  ...  ...  ...  ...  ...  ...  ...  ...  ... [5]",
+            "23": "23 0460/12/f/m/18 \u00a9 ucles 2018 [turn over  (c) for an example of a farm or agricultural system, at a named location, describe the farming  system.   farm or agricultural system . name of location  ..  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ... [7]  [total: 25]",
+            "24": "24 0460/12/f/m/18 \u00a9 ucles 2018 6 (a) study fig. 6.1, which shows information about the use of energy in china and the usa  between 1990 and 2040 (projected). 250 200 150 100energy consumption (quadrillion btu) 50 1990 2000 2010 2020 2030 2040 1995 2005 2015 year2025 20350projected china usa fig. 6.1   (i) in which year was the same amount of energy used in china and the usa?      [1]   (ii) using fig. 6.1 only, compare the increases in the use of energy in china and the usa  which are predicted to occur between 2018 and 2040.    use statistics to support your answer.  ...  ...  ...  ... [2]   (iii) suggest reasons why the amount of energy being used in china and the usa is  increasing.  ...  ...  ...  ...  ...  ... [3]",
+            "25": "25 0460/12/f/m/18 \u00a9 ucles 2018 [turn over   (iv) explain why the use of large amounts of energy in countries such as china and the usa  may cause coastal flooding in some parts of the world.  ...  ...  ...  ...  ...  ...  ...  ... [4]  (b) study fig. 6.2, which shows information about air pollution in asia. 198 120key amount of particulate matter 109106 9894pakistan bangladesh indianepalchinamyanmar sri lanka south koreaindonesiaphilippinesmalaysia thailand singapore japan77 61particulate matter 0-50 51-100 101-150 151-200 201-300good moderate unhealthy for sensitive groups unhealthy very unhealthy 55 4742 4141 32 22most polluted countries in asia fig. 6.2   (i) identify from fig. 6.2: \u2013 the country with the most polluted air  . \u2013 a country where the air quality is moderate  ...    \u2013 the country where air pollution is least likely to cause many problems        ..  [3]",
+            "26": "26 0460/12/f/m/18 \u00a9 ucles 2018   (ii) describe the impacts of high levels of air pollution on the natural environment.  ...  ...  ...  ...  ...  ...  ...  ...  ...  ... [5]",
+            "27": "27 0460/12/f/m/18 \u00a9 ucles 2018  (c) for a named country or area you have studied, describe the methods used to supply water.   name of country or area ..  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ... [7]  [total: 25]",
+            "28": "28 0460/12/f/m/18 \u00a9 ucles 2018 additional pages if you use the following lined pages to complete the answer(s) to any question(s), the question  number(s) must be clearly shown. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. ..",
+            "29": "29 0460/12/f/m/18 \u00a9 ucles 2018 .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. ..",
+            "30": "30 0460/12/f/m/18 \u00a9 ucles 2018 blank page",
+            "31": "31 0460/12/f/m/18 \u00a9 ucles 2018 blank page",
+            "32": "32 0460/12/f/m/18 \u00a9 ucles 2018 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 international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download at www.cie.org.uk after  the live examination series. 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.blank page"
+        },
+        "0460_m18_qp_22.pdf": {
+            "1": "*5317218974* this document consists of 17 printed pages, 3 blank pages and 1 insert. dc (kn/ar) 144907/4 \u00a9 ucles 2018  [turn overcambridge international examinations cambridge international general certificate of secondary education geography  0460/22 paper 2  february/march 2018  1 hour 30 minutes candidates answer on the question paper. additional materials:  ruler  protractor  plain paper  calculator 1:25 000 survey map extract is enclosed with this question paper. read these instructions first write your centre number, candidate number and name in the spaces provided. write in dark blue or black pen. you may use an hb pencil for any diagrams or graphs. do not use staples, paper clips, glue or correction fluid. do not  write in any barcodes. write your answer to each question in the space provided. if additional space is required, you should use the lined pages at the end of the booklet. the question number(s)  must be clearly shown. answer all questions. the insert contains fig. 3.1 for question 3 and fig. 5.1 for question  5. the survey map extract and the insert are not required by the examiner. sketch maps and diagrams should be drawn whenever they serve to illustrate an answer. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part  question. this syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificate.",
+            "2": "2 0460/22/f/m/18 \u00a9 ucles 2018 1 study the map extract for haukeland, norway. the scale is 1:25 000.  (a) fig. 1.1 shows some of the features in the north of the map extract around the lake of  haukelandsvatnet. study fig. 1.1 and the map extract, and answer the questions below. 04 05 06 04 05 0698 97 9698 97 96d cg ffe ab fig. 1.1   using the map extract, identify the following features shown on fig. 1.1:   (i) feature a;  .. [1]   (ii) activity b;  ... [1]   (iii) the type of road at c;  . [1]   (iv)  the height of the land at d;  ...  metres [1]   (v) feature e;  ... [1]   (vi)  the land use at f;  .. [1]   (vii)  the land use at g.  .. [1]",
+            "3": "3 0460/22/f/m/18 \u00a9 ucles 2018 [turn over  (b) fig. 1.2 shows the position of some features in the south east of the map extract. two  contours have been marked. 07 08 07 0896 95 9496 95 94tx vy wz fig. 1.2   which letter, v, w, x, y or z, shows the position of a:   (i)  lake; ...  [1]   (ii)  marsh; ...  [1]   (iii)  valley; ...  [1]   (iv)  ridge? ...  [1]  (c)  give the six-figure grid reference of the feature at t on fig. 1.2.   ...  [1]",
+            "4": "4 0460/22/f/m/18 \u00a9 ucles 2018  (d) look at the railway which runs from the western edge of the map to the station at haukeland  (haukeland stasjon) at 045969.   (i) measure the distance in metres along this part of the railway. tick one correct answer  below. tick (3) 2000 2400 2800 3200  [1]   (ii) describe the route of this part of the railway.  ...  ...  ...  ...  ...  ...  ...  ...  ... [3]",
+            "5": "5 0460/22/f/m/18 \u00a9 ucles 2018 [turn over  (e)  fig. 1.3 is a cross section along northing 960 from 050960 to 080960. 600 500 400 300 200 100 0600 500 400 300 200 100 0pqr s 050960 080960height (metres)height (metres) fig. 1.3   which letter, p, q, r or s, shows the position of a:   (i)  footpath; ...  [1]   (ii)  forest; ...  [1]   (iii)  river flowing north; ...  [1]   (iv)  river flowing south? ...  [1]  [total: 20]",
+            "6": "6 0460/22/f/m/18 \u00a9 ucles 2018 2 the united nations publishes the human development index (hdi) which shows the level of  development of each country. this is shown on fig. 2.1. ii key       human development index (hdi)    very high highmedium data unavailable low = india23\u00bd\u00b0  n equator 23\u00bd\u00b0  s fig. 2.1  (a)  using fig. 2.1, state india\u2019s hdi. ...  [1]  (b) (i) which one of the following statements describes the hdi of countries in asia ? tick one  box below. tick (3) mostly high mostly very high none are low  [1]   (ii)  which one of the following statements describes the hdi of countries in africa ? tick  one box below. tick (3) all are low mostly low none are high  [1]",
+            "7": "7 0460/22/f/m/18 \u00a9 ucles 2018 [turn over   (iii)  which one of the following statements describes the hdi of countries in the tropics   (between 231\u20132\u00b0n and 231\u20132\u00b0s)? tick one box below. tick (3) mostly high none are high mostly low and medium  [1]  (c)  fig. 2.2 shows how incomes have risen in india between 1980 and 2012. this is shown by  gross national income per capita (gni). 6000 5000 4000 3000 2000 10006000 5000 4000 3000 2000 1000 1980 1985 1990 1995 2000 2005 20102012 yeargni per capita (us  $)gni per capita (us  $) 0 0 fig. 2.2   (i) india\u2019s gni per capita in 1995 was 2100 us$. plot this information  to complete the  graph on fig. 2.2.  [1]   (ii)  during which period did incomes in india increase the most? tick one box below. tick (3) 1980 to 1990 1990 to 2000 2000 to 2010  [1]",
+            "8": "8 0460/22/f/m/18 \u00a9 ucles 2018   (iii) use fig. 2.2 to complete the table below to show the increase in india\u2019s gni per capita  between 1980 and 2012. gni per capita  (us$) 2012.. 1980 1268 increase..  [1]  (d)  the human development index (hdi) is a composite index based on:     \u2022 incomes (gni per capita)     \u2022 education     \u2022 life expectancy.   between 1980 and 2012, india\u2019s hdi has not risen as rapidly as incomes. suggest why.  ...  ...  ... [1]  [total: 8]",
+            "9": "9 0460/22/f/m/18 \u00a9 ucles 2018 [turn over 3  fig. 3.1 (insert) is a photograph which shows two housing areas in cape town, south africa. one  area is in the foreground and the other area is in the background.  for each area, describe the houses.  houses in the foreground of the photograph (area x)  ..  ..  ..  ..  ..  ..  ..  ..  ..  ..  houses in the background of the photograph (area y)  ..  ..  ..  ..  ..  ..  ..  ..  ..  ..  [total: 8]",
+            "10": "10 0460/22/f/m/18 \u00a9 ucles 2018 4 study fig. 4.1, which shows plates, plate margins and directions of plate movement. eurasian plate african plate indian plate antarctic platepacific plate australian plate2 5 61 43 key plate margin plate movement0 2000 kmn fig. 4.1  (a)  six places, 1 \u2013 6, are marked on the map. for each of the following questions write one  number in each box. you may use any of the numbers 1 \u2013 6 once, more than once or not at  all.   which number on the map shows a place where:   (i)  a plate is being destroyed;   [1]   (ii)  sea floor spreading is taking place;   [1]   (iii)  there are no major earthquakes;   [1]   (iv) there are volcanoes;    [1]   (v)  there is a chain of fold mountains?   [1]",
+            "11": "11 0460/22/f/m/18 \u00a9 ucles 2018 [turn over  (b)  name each of the following:   (i)  the reservoir of molten rock beneath an active volcano;  ... [1]   (ii)  a type of volcano formed from layers of lava and ash;  ... [1]   (iii)  a type of wide, gently sloping volcano formed mainly from basalt lava.  ... [1]  [total: 8]",
+            "12": "12 0460/22/f/m/18 \u00a9 ucles 2018 5 (a) study fig. 5.1 (insert), which is a photograph which shows a hot desert area in africa. using  evidence from fig. 5.1 only, describe the features and the distribution of the vegetation  shown in the photograph.  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ... [5]",
+            "13": "13 0460/22/f/m/18 \u00a9 ucles 2018 [turn over  (b)  explain how the vegetation of hot deserts has adapted to:   (i)  reach water deep underground;  ...  ...  ... [1]   (ii)  reduce water loss by transpiration;  ...  ...  ... [1]   (iii)  catch rain before it evaporates.  ...  ...  ... [1]  [total: 8]",
+            "14": "14 0460/22/f/m/18 \u00a9 ucles 2018 6 (a) table 6.1 shows the employment structure of the maldives, a group of islands with a large  tourist industry. table 6.1 sector employment (%) primary 4 secondary 23 tertiary 73   use information from table 6.1 to complete fig. 6.1  below.  [2] key primary secondary tertiary fig. 6.1  (b)  fig. 6.2 shows features of the development of the tourist industry on a tropical island. most investment is by transnational tourist companies some hotels are staffed by foreign workerstropical islandcruise ships begin to visit the port some companies start tours of  the coast and coral reefshotels are built along the coast fig. 6.2",
+            "15": "15 0460/22/f/m/18 \u00a9 ucles 2018   tourism is likely to have advantages and disadvantages for the island and its people. using  information from fig. 6.2  explain in your own words:   (i)  two possible economic advantages; 1    ... 2    ... [2]   (ii)  two possible economic disadvantages; 1    ... 2    ... [2]   (iii)  one possible environmental benefit;  ...  ... [1]   (iv)  one possible environmental problem.  ...  ... [1]  [total: 8]",
+            "16": "16 0460/22/f/m/18 \u00a9 ucles 2018 additional pages if you use the following lined page to complete the answer(s) to any question(s), the question number(s)  must be clearly shown.  ..  ..  .. .. ..  ..  ..  .. .. ..  .. ..",
+            "17": "17 0460/22/f/m/18 \u00a9 ucles 2018 .. .. ..  .. .. ..  ..  ..  .. .. ..  ..  ..  ..",
+            "18": "18 0460/22/f/m/18 \u00a9 ucles 2018 blank page",
+            "19": "19 0460/22/f/m/18 \u00a9 ucles 2018 blank page",
+            "20": "20 0460/22/f/m/18 \u00a9 ucles 2018 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 international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download at www.cie.org.uk after  the live examination series. 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.blank page"
+        },
+        "0460_m18_qp_42.pdf": {
+            "1": "*2100717175* this document consists of 15 printed pages, 1 blank page and 1 insert. dc (lk/fc) 145004/5 \u00a9 ucles 2018  [turn overcambridge international examinations cambridge international general certificate of secondary education geography  0460/42 paper 4  alternative to coursework  february/march 2018  1 hour 30 minutes candidates answer on the question paper. additional materials:  ruler  calculator read these instructions first write your centre number, candidate number and name in the spaces provided. write in dark blue or black pen. you may use an hb pencil for any diagrams or graphs. do not use staples, paper clips, glue or correction fluid. do not  write in any barcodes. write your answer to each question in the space provided. if additional space is required, you should use the lined pages at the end of this booklet. the question number(s)  must be clearly shown. answer all questions. the insert contains figs. 1.4 and 1.5 and tables 1.1, 1.2, 1.3 and 1.4 for question 1, and figs. 2.1 and 2.5  and tables  2.1, 2.2 and 2.3 for question 2. the insert is not required by the examiner. sketch maps and diagrams should be drawn whenever they serve to illustrate an answer. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part  question. this syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificate.",
+            "2": "2 0460/42/f/m/18 \u00a9 ucles 2018 1 students in southern england did fieldwork at six sites on the river meon.  the two hypotheses which the students tested were:   hypothesis 1:  the cross sectional area of the river increases downstream.   hypothesis 2:  there is a relationship between the length and roundness of pebbles on the  river bed.  (a) which three  of the following factors would be important to consider when choosing these  fieldwork sites? tick ( 3) your choices below. factor tick (3) each site is on a meander in the river the river current must be fast flowing the river is not too deep to be able to stand in safely the sites are spread out along the course of the river the water is clean and unpolluted the sites are all on the river flood plain   [3]  (b) to investigate hypothesis 1 , the students measured the width of the river and its depth at  points across the channel at each site.   describe how they made these measurements. width  .  ...  ...  ... depth  .  ...  ...  ... [4]",
+            "3": "3 0460/42/f/m/18 \u00a9 ucles 2018 [turn over  (c) the results of the students\u2019 measurements at site 5 are shown in table 1.1 (insert).   use these results to complete the cross section  of the river at site 5, shown on fig. 1.1 below.    [2] cross section of the river at site 5 00.30.20.1 depth (metres)riverriver bedrockbedrock0 1 2 3 distance from left bank  (metres)4 5 6 fig. 1.1  (d) the students recorded the width and calculated the mean (average) depth of the river at each  site. using these results, they also calculated the cross sectional area of the river at each  site. these results are shown in table 1.2 (insert).   (i) using table 1.2, tick one statement below which describes the change in width and  mean (average) depth of the river between the six sites. tick ( 3) your choice. tick (3) the width of the river increases at each site downstream  the mean depth of the river increases at each site downstream the width and mean depth of the river increase and decrease  downstream  [1]",
+            "4": "4 0460/42/f/m/18 \u00a9 ucles 2018   (ii) use the results of site 5 in table 1.2 to complete fig. 1.2 , below.  [1] relationship between width and mean (average) depth at the six sites 000.10.2mean (average) depth (metres)0.30.4 0.050.150.250.35 2 4 6 width  (metres)8 10 12 14123 4 1236 46 fig. 1.2   (iii) use the results in table 1.2 to plot the area  of the river cross section at site 6 on fig.  1.3  below.  [1] cross sectional area of the six sites 00123 cross sectional area (m2)4 1 2 3 downstream4 5 6 site fig. 1.3",
+            "5": "5 0460/42/f/m/18 \u00a9 ucles 2018 [turn over   (iv) the students\u2019 conclusion about hypothesis 1 : the cross sectional area of the river  increases downstream  was that it was partly true.    use evidence from table 1.2 and fig. 1.3 to support their conclusion.  ...  ...  ...  ...  ...  ...  ...  ... [4]   (v) explain why the width and depth of a river usually increase downstream.  ...  ...  ...  ...  ...  ... [3]  (e) the students then made some measurements to investigate hypothesis 2 :   there is a relationship between the length and roundness of pebbles on the river bed.   (i) at each site the students selected 20 pebbles at random from the bed of the river. they  then measured the length (long axis) of the pebbles using callipers which are shown in  fig. 1.4 (insert). describe how the students measured the length of a pebble.  ...  ...  ...  ... [2]",
+            "6": "6 0460/42/f/m/18 \u00a9 ucles 2018   (ii) the students also classified each pebble into one of the six categories of the power\u2019s  scale of roundness which is shown in fig. 1.5 (insert).    the results of their classification of the pebbles at site 3 are shown in table 1.3 (insert).  which two pebbles at site 3 are classified as rounded?    pebble numbers  and   [1]   (iii) the mean (average) pebble length and pebble roundness results for each site are shown  in table 1.4 (insert). plot the results of site 5  on fig. 1.6 below.  [2] mean (average) pebble length and pebble roundness 00204060mean (average) length of pebble (mm)mean (average) pebble roundness score key mean (average) length mean (average) roundness score80100 01234 1 2 3 downstreamsite4 5 6 fig. 1.6   (iv) which conclusion in the table below is most accurate for hypothesis 2 :    there is a relationship between the length and roundness of pebbles on the river bed?    tick your answer ( 3). [1] conclusion tick (3) pebbles are longer and more rounded downstream pebbles are shorter and more rounded downstream there is no relationship between pebble length and roundness",
+            "7": "7 0460/42/f/m/18 \u00a9 ucles 2018 [turn over    (v) support your conclusion with data from two sites.  ...  ... [1]  (f) suggest how the students could have improved their data collection methods.  ...  ...  ...  ...  ...  ...  ...  ... [4]  [total: 30]",
+            "8": "8 0460/42/f/m/18 \u00a9 ucles 2018 2 a class of students in cairo, egypt were studying population migration. they decided to do a  fieldwork investigation about migration in their country.  (a) before they began their fieldwork they revised key terms to do with migration.   (i) define the following terms: internal  migration  ...  ... international  migration.  ..  ... [2]   (ii) push and pull factors affect migration. explain what is meant by a push factor and a pull  factor.  ...  ...  ...  ... [2]  the students decided to test the following hypotheses:   hypothesis 1: the reasons for migration to cairo which are important to egyptian males are  different to the reasons which are important to egyptian females.     hypothesis 2: more migrants to cairo come from rural areas in egypt than from urban areas.  (b) to test these hypotheses their teacher gave the students a questionnaire to use. this is  shown in fig. 2.1 (insert).   (i) the teacher suggested that the students should ask the question \u2018have you migrated  within egypt?\u2019 before giving the questionnaire to a person.     which two of the following explain why the teacher made this suggestion?    tick (3) your choices below. tick (3) only people who had migrated will be able to answer the  questions. by asking this question the students will get the answer to the  two hypotheses. people might refuse to answer the questionnaire because they  are busy. the students will not continue to ask their questions if the person  is a tourist. people may be frightened about answering questions from a  group of strangers.  [2]",
+            "9": "9 0460/42/f/m/18 \u00a9 ucles 2018 [turn over   (ii) suggest three  other pieces of advice the teacher would have given the students about  how to use the questionnaire. 1    ... 2    ... 3    ... [3]   (iii) two age groups are missing from the questionnaire in fig. 2.1. add the two missing age  groups to the table below. age group 16\u201330 61\u201375  [2]",
+            "10": "10 0460/42/f/m/18 \u00a9 ucles 2018  (c) (i) table 2.1 (insert) shows the results of question 1 in the questionnaire.    use these results to complete fig. 2.2 below  to show the reasons why females moved  to cairo from other parts of egypt.  [2] answers to question 1 in the questionnaire what is the most important reason why you migrated to cairo? 0males 20 40 60 80 100% 0females higher wageskey20 40 60 80 100% regular work marriage more exciting lifestyle support family back home accompany wife  / husband  / partner fig. 2.2   (ii) the students made the conclusion that their results did support hypothesis 1: the  reasons for migration to cairo which are important to egyptian males are different to the  reasons which are important to egyptian females.    support their conclusion with data from fig. 2.2 and table 2.1.  ...  ...  ...  ...  ...  ... [3]",
+            "11": "11 0460/42/f/m/18 \u00a9 ucles 2018 [turn over  (d) (i) table 2.2 (insert) shows the results of question 2 in the questionnaire.    use these results  to plot the percentage of males migrating from urban areas in fig.  2.3  below.  [1] answers to question 2 in the questionnaire did you migrate to cairo from a rural area or an urban area? 7070% %% % 60 50 40 30 20 10 0 0 10 20 30 40 50 60 7070 60 50 40 30 20 10 0 0 10 20 30 40 50 607070 60 50 40 30 20 10 0 0 10 20 30 40 50 60 7070 60 50 40 30 20 10 0 0 10 20 30 40 50 60rural area urban areamales females fig. 2.3   (ii) what conclusion would the students make about hypothesis 2:  more migrants to cairo  come from rural areas in egypt than from urban areas  ?     use evidence from fig. 2.3 and table 2.2 to support your decision.  ...  ...  ...  ...  ...  ... [3]   (iii) how could the students use the information from the questionnaire (fig. 2.1) about which  age group people were in?  ...  ...  ...  ... [2]",
+            "12": "12 0460/42/f/m/18 \u00a9 ucles 2018  (e) (i) one student used a source of secondary data to research the numbers of people who  had migrated from egypt to other areas of the world.    what is meant by secondary data ? give one example of a source of secondary data.  ...  ...  ...  ... [2]   (ii) the results of the student\u2019s research are shown in table 2.3 (insert). use the results to  complete fig. 2.4 below by plotting the number of migrants to libya and jordan.   [2] main areas to which egyptians migrated egyptsaudi arabiaj libya nkkto europeto europe to  north america to  australasia less than 200  000scale number of migrantskey j =  jordan k =  kuwait uae =  united arab emirates 200  000\u2013400  000 400  001\u2013600  000 more than 600  000km0 1000uae fig. 2.4",
+            "13": "13 0460/42/f/m/18 \u00a9 ucles 2018   (iii) fig. 2.5 (insert) is a different method of showing the results in table 2.3. which one of  the methods shown in figs. 2.4 and 2.5 do you think best shows the results? give two  reasons to support your choice.    fig. .. 1    ... 2    ... [2]   (iv) identify two main trends of migration from egypt which are shown in figs. 2.4 and 2.5. 1    ... 2    ... [2]  [total: 30]",
+            "14": "14 0460/42/f/m/18 \u00a9 ucles 2018 additional pages if you use the following lined pages to complete the answer(s) to any question(s), the question  number(s) must be clearly shown. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. ..",
+            "15": "15 0460/42/f/m/18 \u00a9 ucles 2018 .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. ..",
+            "16": "16 0460/42/f/m/18 \u00a9 ucles 2018 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 international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download at www.cie.org.uk after  the live examination series. 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.blank page"
+        },
+        "0460_s18_qp_11.pdf": {
+            "1": "*5552194808* this syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificate. this document consists of 28 printed pages and 1 insert. dc (sc/sw) 148530/5 \u00a9 ucles 2018  [turn overcambridge international examinations cambridge international general certificate of secondary education geography  0460/11 paper 1  may/june 2018  1 hour 45 minutes candidates answer on the question paper. additional materials:  ruler  calculator read these instructions first write your centre number, candidate number and name in the spaces provided. write in dark blue or black pen. you may use an hb pencil for any diagrams or graphs. do not use staples, paper clips, glue or correction fluid. do not  write in any barcodes. write your answer to each question in the space provided. if additional space is required, you should use the lined pages at the end of this booklet. the question number(s)  must be clearly shown. answer three  questions, one from each section. the insert contains fig. 2.1 for question 2, figs. 4.1, 4.2, 4.3 and 4.4 for question 4, and fig. 6.2 for  question  6. the insert is not required by the examiner. sketch maps and diagrams should be drawn whenever they serve to illustrate an answer. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question. definitions medcs \u2013 more economically developed countries ledcs \u2013 less economically developed countries",
+            "2": "2 0460/11/m/j/18 \u00a9 ucles 2018 section a answer one question from this section. 1 (a) study fig. 1.1, which shows information about four countries in south america in 2015. countrybirth rate (per 1000)death rate (per 1000)net migration (per 1000) argentina 16.6 7.3 0.0 brazil 14.5 6.6 \u2013 0.1 chile 13.8 6.0  0.3 peru 18.3 6.0 \u2013 2.5   (nb net migration is the total number of immigrants minus the total number of emigrants.) fig. 1.1   (i) what is meant by birth rate ?  ...  ... [1]   (ii) using fig. 1.1, put the four countries in rank order according to their natural population  growth rate. you should rank the countries from highest to lowest. country .highest natural population growth rate . . .lowest natural population growth rate  [2]",
+            "3": "3 0460/11/m/j/18 \u00a9 ucles 2018 [turn over   (iii) calculate the overall  population increase of peru.    you should show your calculations.       ..  per 1000  [3]   (iv) using the information in fig. 1.1 only, suggest reasons why some countries in south  america have a higher overall population increase than other countries.  ...  ...  ...  ...  ...  ...  ...  ... [4]",
+            "4": "4 0460/11/m/j/18 \u00a9 ucles 2018  (b) study fig. 1.2, which shows the eight countries with the largest predicted overall population  growth rates by 2100. north america south americaafricaeurope australasiaindia tanzaniadr congonigerianigerusa ugandaethiopiaasia fig. 1.2   (i) suggest why the usa (an medc) is expected to have one of the largest overall  population growth rates in the world by 2100.  ...  ...  ...  ...  ...  ... [3]",
+            "5": "5 0460/11/m/j/18 \u00a9 ucles 2018 [turn over   (ii) suggest reasons why the countries in africa (ledcs) such as those labelled in fig. 1.2  are expected to have large population growth rates by 2100.  ...  ...  ...  ...  ...  ...  ...  ...  ...  ... [5]",
+            "6": "6 0460/11/m/j/18 \u00a9 ucles 2018  (c) for a named country you have studied, describe and explain the problems caused by  over\u2011population .   name of country  .  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ... [7]  [total: 25]",
+            "7": "7 0460/11/m/j/18 \u00a9 ucles 2018 [turn over 2 (a) study fig. 2.1 (insert), which shows the urban area and surrounding rural-urban fringe of  ottawa in canada (an medc).   (i) what is meant by rural-urban fringe ?  ...  ... [1]   (ii) suggest two likely differences between the housing in areas x and y. 1  ...  ... 2  ...  ... [2]   (iii) using evidence from fig. 2.1, describe how the urban area of ottawa has grown in size  since  1900.  ...  ...  ...  ...  ...  ... [3]   (iv) suggest problems that are likely to have been caused by the growth of ottawa\u2019s urban  area.  ...  ...  ...  ...  ...  ...  ...  ... [4]",
+            "8": "8 0460/11/m/j/18 \u00a9 ucles 2018  (b) study fig. 2.2, which shows information about the housing and population of two areas in  ottawa, alta vista and stittsville (2015). these areas are shown on fig. 2.1. alta vista stittsville detached housing (%)     38     76 terraced housing (%)     18     16 housing with more than 5  storeys (%)    33      0 immigrants (%)     29     13 graduates (%)     19     22 unemployed (%)         8.1         5.7 average income (canadian dollars)44 654 57 841 fig. 2.2   (i) describe one difference between the two areas under each of the following headings: average income    ... housing  .  ... employment  ..  ... [3]",
+            "9": "9 0460/11/m/j/18 \u00a9 ucles 2018 [turn over   (ii) explain why many people are moving from areas close to the centre of cities in medcs  to areas close to the rural-urban fringe.  ...  ...  ...  ...  ...  ...  ...  ...  ...  ... [5]",
+            "10": "10 0460/11/m/j/18 \u00a9 ucles 2018  (c) for a named urban area you have studied, describe and explain the characteristics of the  cbd.   name of urban area    ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ... [7]  [total: 25]",
+            "11": "11 0460/11/m/j/18 \u00a9 ucles 2018 [turn over section b answer one question from this section. 3 (a) study fig. 3.1, which shows the impacts of an earthquake. plate movementplate movementcrust fig. 3.1   (i) tick (\u2713) the one statement in the table below which is the correct definition of an  earthquake. a crack in the earth\u2019s crust caused by a volcano a vent between two plates of the earth\u2019s crust through which molten  magma escapes. movement of large slabs of rock in the mantle the shaking of the ground caused by plate movement.  [1]   (ii) using fig. 3.1 only, describe two impacts of an earthquake.  1  ...  ... 2  ...  ... [2]",
+            "12": "12 0460/11/m/j/18 \u00a9 ucles 2018   (iii) explain why earthquakes occur in areas such as that shown in fig. 3.1.  ...  ...  ...  ...  ...  ... [3]  (b) study fig. 3.2, which shows information about three earthquakes in 2015. a magnitude 7.9 earthquake hit nepal, about 80 kilometres north west of the  country\u2019s capital city kathmandu, killing hundreds of people. the focus was 15  kilometres deep. there were 13 aftershocks, with a magnitude ranging from 4.6 to  6.6 on the richter scale, which killed many more people. a magnitude 5.5 earthquake struck jianhe county, guizhou province, in the south  of china. the focus of the earthquake was 14.6 kilometres deep. four people were  injured and 3000 properties damaged. a magnitude 8.2 earthquake occurred off the pacific coast of chile. most people  in nearby coastal areas were evacuated and escaped from the tsunami of over 2  metres in height, but five people lost their lives. fig. 3.2   (i) using information from fig. 3.2 only, state three  reasons why some earthquakes cause  more deaths and injuries than others. 1  ...  ... 2  ...  ... 3  ...  ... [3]",
+            "13": "13 0460/11/m/j/18 \u00a9 ucles 2018 [turn over   (ii) explain why earthquakes of the same intensity are likely to cause more deaths and  injuries in ledcs than in medcs.  ...  ...  ...  ...  ...  ...  ...  ... [4]   (iii) explain why people live in areas which experience earthquakes.  ...  ...  ...  ...  ...  ...  ...  ...  ...  ... [5]",
+            "14": "14 0460/11/m/j/18 \u00a9 ucles 2018  (c) explain the causes of an eruption of a named volcano .    name of volcano  .  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ... [7]  [total: 25]",
+            "15": "15 0460/11/m/j/18 \u00a9 ucles 2018 [turn over 4 (a) study fig. 4.1 (insert), which is a photograph showing weather instruments inside a  stevenson  screen.   (i) what type of weather instruments are shown in the stevenson screen in fig. 4.1?    tick your answer. ( \u2713) barometers rain gauges sunshine recorders thermometers  [1]   (ii) state the two types of weather data which are measured by the instruments shown in  fig. 4.1. 1  ...   2  ...  [2]   (iii) study fig. 4.2 (insert). describe three  characteristics of the stevenson screen shown in  fig. 4.2. 1  ...  ... 2  ...  ... 3  ...  ... [3]   (iv) explain why some sites are more suitable to locate a stevenson screen than others.  ...  ...  ...  ...  ...  ...  ...  ... [4]",
+            "16": "16 0460/11/m/j/18 \u00a9 ucles 2018  (b) study figs. 4.3 and 4.4 (insert), which show different types of cloud.   (i) describe three  differences between the amount and type of cloud in figs. 4.3 and 4.4. 1  ...  ... 2  ...  ... 3  ...  ... [3]   (ii) explain why there are usually more clouds in areas with an equatorial climate than in  areas with a hot desert climate.  ...  ...  ...  ...  ...  ...  ...  ...  ...  ... [5]",
+            "17": "17 0460/11/m/j/18 \u00a9 ucles 2018 [turn over  (c) describe the impacts of large-scale deforestation of tropical rainforests on the global  natural  environment.  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ... [7]  [total: 25]",
+            "18": "18 0460/11/m/j/18 \u00a9 ucles 2018 section c answer one question from this section. 5 (a) study fig. 5.1, which shows information about the relationship between two indicators of  development. lowlowhigh adult literacy % gnp per personhigh fig. 5.1   (i) draw a circle on fig. 5.1 around the cross which has been plotted for the country with  the lowest gnp per person and the lowest adult literacy.  [1]   (ii) to what extent does fig. 5.1 show that there is a relationship between gnp per person  and adult literacy?   ...  ...  ...  ... [2]",
+            "19": "19 0460/11/m/j/18 \u00a9 ucles 2018 [turn over   (iii) explain why there is a relationship between gnp per person and adult literacy.  ...  ...  ...  ...  ...  ... [3]   (iv) another indicator of development is employment structure.    explain how employment structure can be used to assess the level of development of a  country.  ...  ...  ...  ...  ...  ...  ...  ... [4]",
+            "20": "20 0460/11/m/j/18 \u00a9 ucles 2018  (b) study fig. 5.2, which shows variation in the human development index (hdi) in different  parts of argentina. 0 500 km1000capital cityparaguay chilebrazil uruguay pacific ocean atlantic oceansalta santa cruz tierra del fuegochubutr\u00edo negrola pampamendoza buenos airesc\u00f3rdobasanta fe entre r\u00edoscorrientesmisioneschacosantiago del esterotucum\u00e1njujuy formosa san juan san luisla riojacatamarca neuqu\u00e9n human development index 0.880\u20130.889 0.860\u20130.879 0.840\u20130.859 0.820\u20130.839 0.806\u20130.819keyn fig. 5.2",
+            "21": "21 0460/11/m/j/18 \u00a9 ucles 2018 [turn over   (i) using fig. 5.2 only, describe the variation in hdi within argentina.  ...  ...  ...  ...  ...  ... [3]   (ii) explain why there are inequalities in development within  countries.  ...  ...  ...  ...  ...  ...  ...  ...  ...  ... [5]",
+            "22": "22 0460/11/m/j/18 \u00a9 ucles 2018  (c) describe a named transnational corporation (tnc) you have studied and its global links.   name of transnational corporation (tnc)  .  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ... [7]  [total: 25]",
+            "23": "23 0460/11/m/j/18 \u00a9 ucles 2018 [turn over 6 (a) study fig. 6.1, which shows some of the stages involved in assembling cars. fig. 6.1   (i) what is meant by an assembly  industry?  ...  ... [1]   (ii) using fig. 6.1 only, give two pieces of evidence that car assembly is highly mechanised. 1  ...  ... 2  ...  ... [2]   (iii) car assembly is an industrial system with inputs, processes and outputs.    define the following terms. inputs    ... processes  .  ... outputs  ..  ... [3]",
+            "24": "24 0460/11/m/j/18 \u00a9 ucles 2018  (b) study fig. 6.2 (insert), which shows an area of industry in staffordshire in the uk.   (i) using evidence from fig. 6.2, describe three  advantages of the area shown for the  location of manufacturing industry. 1  ...  ... 2  ...  ... 3  ...  ... [3]   (ii) the owner of the factory marked x in fig. 6.2 is considering moving the industry to a  different location. suggest reasons for this.  ...  ...  ...  ...  ...  ...  ...  ... [4]",
+            "25": "25 0460/11/m/j/18 \u00a9 ucles 2018 [turn over   (iii) suggest how the manufacturing industries shown in fig. 6.2 might cause problems for  the local natural environment.   ...  ...  ...  ...  ...  ...  ...  ...  ...  ... [5]",
+            "26": "26 0460/11/m/j/18 \u00a9 ucles 2018  (c) for a named country you have studied, describe the methods used to supply energy.   name of country  .  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ... [7]  [total: 25]",
+            "27": "27 0460/11/m/j/18 \u00a9 ucles 2018 additional pages if you use the following lined pages to complete the answer(s) to any question(s), the question  number(s) must be clearly shown. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. ..",
+            "28": "28 0460/11/m/j/18 \u00a9 ucles 2018 .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. 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 international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download at www.cie.org.uk after  the live examination series. 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."
+        },
+        "0460_s18_qp_12.pdf": {
+            "1": "*2660755211* this syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificate. this document consists of 29 printed pages, 3 blank pages and 1 insert. dc (sc/fc) 145682/5 \u00a9 ucles 2018  [turn overcambridge international examinations cambridge international general certificate of secondary education geography  0460/12 paper 1  may/june 2018  1 hour 45 minutes candidates answer on the question paper. additional materials:  ruler  calculator read these instructions first write your centre number, candidate number and name in the spaces provided. write in dark blue or black pen. you may use an hb pencil for any diagrams or graphs. do not use staples, paper clips, glue or correction fluid. do not  write in any barcodes. write your answer to each question in the space provided. if additional space is required, you should use the lined pages at the end of this booklet. the question number(s)  must be clearly shown. answer three  questions, one from each section. the insert contains figs. 1.1, 1.2 and 1.3 for question 1, fig. 4.2 for question 4, and figs. 6.1 and 6.2 for  question 6. the insert is not required by the examiner. sketch maps and diagrams should be drawn whenever they serve to illustrate an answer. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part  question. definitions medcs \u2013 more economically developed countries ledcs \u2013 less economically developed countries",
+            "2": "2 0460/12/m/j/18 \u00a9 ucles 2018 section a answer one question from this section. 1 (a) study fig. 1.1 (insert), which shows information about population density.   (i) what is meant by densely populated ?  ...  ... [1]   (ii) the continent of africa had a population of 1166 million in 2015. the land area is  30.22  million square kilometres.    calculate the population density of africa.    you should show your calculations in the box below. give your answer to 2 decimal  places.      ...  per sq  km  [2]   (iii) describe the distribution of population in africa.   ...  ...  ...  ...  ...  ... [3]",
+            "3": "3 0460/12/m/j/18 \u00a9 ucles 2018 [turn over   (iv) explain how different physical factors influence population density.  ...  ...  ...  ...  ...  ...  ...  ... [4]  (b) study figs. 1.2 and 1.3 (insert), which are photographs showing areas of two different islands  in the maldives.    fig. 1.2 shows the island of male.   fig. 1.3 shows the island of maamendhoo.   (i) give three  pieces of evidence from figs. 1.2 and 1.3 which suggest that male is more  densely populated than maamendhoo. 1    ... 2    ... 3    ... [3]",
+            "4": "4 0460/12/m/j/18 \u00a9 ucles 2018   (ii) some densely populated areas may become overpopulated. suggest likely problems  which may be faced by people living in male if it became overpopulated.   ...  ...  ...  ...  ...  ...  ...  ...  ...  ... [5]",
+            "5": "5 0460/12/m/j/18 \u00a9 ucles 2018 [turn over  (c) for a named country you have studied, explain why people migrate from  it to other countries.  name of country  .  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ... [7]  [total: 25]",
+            "6": "6 0460/12/m/j/18 \u00a9 ucles 2018 2 (a) study fig. 2.1, which shows information about urban problems. urban problemshousing traffic congestion inequality conflict over land use changepollutionair noise visual water fig. 2.1   (i) in all cities there are inequalities . what does this mean?   ...  ... [1]   (ii) identify two types of pollution from fig. 2.1, and for each describe a problem which it  may cause for people living in urban areas.  1    ... 2    ... [2]   (iii) explain why many urban areas experience the problem of traffic congestion.  ...  ...  ...  ...  ...  ... [3]",
+            "7": "7 0460/12/m/j/18 \u00a9 ucles 2018 [turn over   (iv) explain why many people who live in urban areas live in poor quality housing.  ...  ...  ...  ...  ...  ...  ...  ... [4]",
+            "8": "8 0460/12/m/j/18 \u00a9 ucles 2018  (b) study figs. 2.2 and 2.3, which are maps which show information about land use change in  part of the inner city of nottingham, in the uk.  0 40key housing industry mcromwell streetportland road oliver street ireton street russell         streetrussell  street raleigh          streetnewdigate       street walter streettennyson street gamble streetalfreton roadthoroton streetforest road west larkdale      street wildman st.ayr streetnbefore redevelopment fig. 2.2",
+            "9": "9 0460/12/m/j/18 \u00a9 ucles 2018 [turn over n new housing new housing new housingnew housingretained industryretained industryretained industryretained industryretained industryretained industry retained industryretained industryretained industryretained industryretained industryretained industry new housingnew housingnew school playground new industrynew industry new industry new school open spacenewhousingnewhousing cromwell street stoneleigh st. portland                          road oliver street ireton street russell  street raleigh                     streetnewdigate       street walter streettennyson st. gamble streetalfreton roadthoroton streetforest road west larkdale      street ayr street cpcpcp cpcpcpcp cpcp ap ap 0 40 mkey road closure adventure playground industrial car parkafter redevelopment retained industryretained industry housing industry fig. 2.3",
+            "10": "10 0460/12/m/j/18 \u00a9 ucles 2018   (i) using evidence from figs. 2.2 and 2.3 only, describe three  changes which took place in  the land use in the area shown. 1    ... 2    ... 3    ... [3]   (ii) suggest why these land use changes are likely to cause conflict.  ...  ...  ...  ...  ...  ...  ...  ...  ...  ... [5]",
+            "11": "11 0460/12/m/j/18 \u00a9 ucles 2018 [turn over  (c) for a named country you have studied, explain why internal  migration takes place from rural  areas to rapidly growing urban areas.  name of country  .  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ... [7]  [total: 25]",
+            "12": "12 0460/12/m/j/18 \u00a9 ucles 2018 section b answer one question from this section. 3 (a) study fig. 3.1, which shows an area of coast in the north east of spain. n 0 5 km10b keygulf of rosesgulf of roses305010030 1010 50100ax 1010 depth of sea  (metres)mediterranean sea fig. 3.1   (i) estimate the width of the gulf of roses from a to b.     circle your answer in the list below. 5 km   12 km   17 km   20 km  [1]",
+            "13": "13 0460/12/m/j/18 \u00a9 ucles 2018 [turn over   (ii) identify two types of landform which may have formed as a result of coastal erosion in  the area labelled x on fig. 3.1.    tick your answers in the list below. landform tick (\u2713) cliff coral reef delta spit wave-cut platform  [2]   (iii) suggest reasons for the formation of a headland and bay in the area shown on fig. 3.1.  ...  ...  ...  ...  ...  ... [3]   (iv) explain why beaches form in bays such as the gulf of roses.  ...  ...  ...  ...  ...  ...  ...  ... [4]",
+            "14": "14 0460/12/m/j/18 \u00a9 ucles 2018  (b) study fig. 3.2, which shows methods of coastal management. a b c d fig. 3.2   (i) match the methods of coastal management shown in fig. 3.2 by using arrows to link the  correct methods with their names in the table below. an example has been done for you. method a gabion method b groyne method c revetment method d sea wall  [3]",
+            "15": "15 0460/12/m/j/18 \u00a9 ucles 2018 [turn over   (ii) explain how the methods shown in fig. 3.2 protect the coast from erosion.  ...  ...  ...  ...  ...  ...  ...  ...  ...  ... [5]",
+            "16": "16 0460/12/m/j/18 \u00a9 ucles 2018  (c) describe the conditions required for the development of coral reefs.  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ... [7]  [total: 25]",
+            "17": "17 0460/12/m/j/18 \u00a9 ucles 2018 [turn over 4 (a) study fig. 4.1, which shows climate graphs for four places. \u201340jfmamjjasond0\u201330 50\u201320 100\u201310 1500 20010 25020 30030 35040 400 \u201340jfmamjjasond0\u201330 50\u201320 100\u201310 1500 20010 25020 30030 35040 400 \u201340jfmamjjasond0\u201330 50\u201320 100\u201310 1500 20010 25020 30030 35040 400 \u201340jfmamjja b c d asond0\u201330 50\u201320 100\u201310 1500 20010 25020 30030 35040 400temperature (\u00b0c)precipitation (mm)temperature (\u00b0c)precipitation (mm) temperature (\u00b0c)precipitation (mm)temperature (\u00b0c)precipitation (mm)month month month month fig. 4.1   (i) estimate the average annual precipitation shown by climate graph a on fig. 4.1.    circle your answer in the list below. 500 mm   750 mm   1050  mm   2000  mm  [1]   (ii) identify the letter of the climate graph which shows:    \u2013 a temperature range of 17  \u00b0c  ..    \u2013 an annual average temperature of 3  \u00b0c  ..  [2]",
+            "18": "18 0460/12/m/j/18 \u00a9 ucles 2018   (iii) identify the graph which shows an equatorial climate. give two reasons for your choice. climate graph  ... reason 1  ...  ... reason 2  ...  ... [3]   (iv) explain why some places have an equatorial climate.  ...  ...  ...  ...  ...  ...  ...  ... [4]  (b) study fig. 4.2 (insert), which shows part of the amazon rainforest.   (i) using evidence from fig. 4.2 only, give three  reasons why deforestation has occurred in  this area. 1    ... 2    ... 3    ... [3]",
+            "19": "19 0460/12/m/j/18 \u00a9 ucles 2018 [turn over   (ii) explain why protecting the rainforest from deforestation is important for the local  natural  environment and for the people who live in the rainforest.   ...  ...  ...  ...  ...  ...  ...  ...  ...  ... [5]",
+            "20": "20 0460/12/m/j/18 \u00a9 ucles 2018  (c) describe the problems caused by large-scale deforestation of tropical rainforests for the  global  natural environment and people who live in other named parts of the world.  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ... [7]  [total: 25]",
+            "21": "21 0460/12/m/j/18 \u00a9 ucles 2018 [turn over section c answer one question from this section. 5 (a) study fig. 5.1, which shows information about the relationship between two indicators of  development. 01000 2500 5000 gdp per person  (us  $)10 000 20 000 40 00020406080100 secondary school attendance (%) fig. 5.1   (i) draw a best fit line  on fig. 5.1.  [1]   (ii) to what extent does fig. 5.1 show that there is a relationship between gdp per person  and the percentage of children who attend secondary school?   ...  ...  ...  ... [2]   (iii) explain why there is a relationship between gdp per person and the percentage of  children who attend secondary school.  ...  ...  ...  ...  ...  ... [3]",
+            "22": "22 0460/12/m/j/18 \u00a9 ucles 2018   (iv) another method of measuring development is to use the human development  index  (hdi).    explain how the hdi measures the level of development of a country.  ...  ...  ...  ...  ...  ...  ...  ... [4]  (b) study fig. 5.2, which shows variation in the use of energy per person in the world. key below 0.6 no dataenergy use in 2013  (kg of oil equivalent per capita) 0.6\u201311.1\u201322.1\u20133.4over 3.4north americanorth america south americaafricaeuropeasia australasiasouth americaafricaeuropeasia australasia fig. 5.2",
+            "23": "23 0460/12/m/j/18 \u00a9 ucles 2018 [turn over   (i) using fig. 5.2 only, compare the use of energy per person in africa and north america.  ...  ...  ...  ...  ...  ... [3]   (ii) explain why there is variation in the amounts of energy used in different parts of the  world.  ...  ...  ...  ...  ...  ...  ...  ...  ...  ... [5]",
+            "24": "24 0460/12/m/j/18 \u00a9 ucles 2018  (c) for a named country you have studied, describe and explain the importance of different types  of energy sources. name of country  .  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ... [7]  [total: 25]",
+            "25": "25 0460/12/m/j/18 \u00a9 ucles 2018 [turn over 6 (a) study fig. 6.1 (insert), a map which shows an area in zimbabwe where the tourist industry is  important.   (i) what is meant by the tourist industry ?  ...  ... [1]   (ii) identify from fig. 6.1:    \u2013 one physical (natural) attraction for tourists.      \u2013 one human attraction for tourists.   [2]   (iii) using evidence from fig. 6.1 only, suggest how the natural landscape has been changed  in the area shown as a result of tourism.   ...  ...  ...  ...  ...  ... [3]  (b) study fig. 6.2 (insert), which is a photograph showing the entrance to a national park in  zimbabwe.   (i) suggest three  ways in which the advice in the notices shown in fig. 6.2 will help protect  the natural environment of the national park. 1    ... 2    ... 3    ... [3]",
+            "26": "26 0460/12/m/j/18 \u00a9 ucles 2018   (ii) suggest the likely benefits of tourism for people who live in or close to national parks  such as lake chivero (fig. 6.1) and rhodes matopos (fig. 6.2).  ...  ...  ...  ...  ...  ...  ...  ... [4]   (iii) suggest how tourism may cause problems for local people.   ...  ...  ...  ...  ...  ...  ...  ...  ...  ... [5]",
+            "27": "27 0460/12/m/j/18 \u00a9 ucles 2018  (c) for a named country or area you have studied, describe the methods used to supply water. name of country or area  .  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ... [7]  [total: 25]",
+            "28": "28 0460/12/m/j/18 \u00a9 ucles 2018 additional pages if you use the following lined pages to complete the answer(s) to any question(s), the question  number(s) must be clearly shown. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. ..",
+            "29": "29 0460/12/m/j/18 \u00a9 ucles 2018 .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. ..",
+            "30": "30 0460/12/m/j/18 \u00a9 ucles 2018 blank page",
+            "31": "31 0460/12/m/j/18 \u00a9 ucles 2018 blank page",
+            "32": "32 0460/12/m/j/18 \u00a9 ucles 2018 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 international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download at www.cie.org.uk after  the live examination series. 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.blank page"
+        },
+        "0460_s18_qp_13.pdf": {
+            "1": "*2326382007* this document consists of 25 printed pages, 3 blank pages and 1 insert. dc (kn/fc) 145571/5 \u00a9 ucles 2018  [turn overcambridge international examinations cambridge international general certificate of secondary education geography  0460/13 paper 1  may/june 2018  1 hour 45 minutes candidates answer on the question paper. additional materials:  calculator  ruler read these instructions first write your centre number, candidate number and name in the spaces provided. write in dark blue or black pen. you may use an hb pencil for any diagrams or graphs. do not use staples, paper clips, glue or correction fluid. do not  write in any barcodes. write your answer to each question in the space provided. if additional space is required, you should use the  lined pages at the end of this booklet. the question number(s) must be clearly shown. answer three  questions, one from each section. the insert contains figs. 2.1 and 2.2 for question 2, figs. 3.2 and 3.3 for question 3, figs. 4.1 and 4.2 for  question 4 and figs. 5.1 and 5.2 for question 5. the insert is not required by the examiner. sketch maps and diagrams should be drawn whenever they serve to illustrate an answer. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part  question. definitions: medcs \u2013 more economically developed countries ledcs \u2013 less economically developed countries the syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificate.",
+            "2": "2 0460/13/m/j/18 \u00a9 ucles 2018 section a  answer one question from this section. 1 (a) study figs. 1.1 and 1.2, which show information about population. gnp per person over-populationover-populationoptimum population total populationunder-populationunder-population fig. 1.1 amountkey population resources over-population under-population fig. 1.2",
+            "3": "3 0460/13/m/j/18 \u00a9 ucles 2018 [turn over   (i) using fig. 1.1 only, define optimum population .  ...  ... [1]   (ii) using fig. 1.2 only, define:    under-population  ...  ...    over-population  ...  ... [2]   (iii)  explain why some countries become over-populated.   ...  ...  ...  ...  ...  ... [3]   (iv)  describe four problems which are caused by over-population. 1    ... 2    ... 3    ... 4    ... [4]",
+            "4": "4 0460/13/m/j/18 \u00a9 ucles 2018  (b)  study fig. 1.3, which shows different opinions about under-population in canada.  more skilled immigrants should be able to get visas to come to canada to live and work.most people live in the south of canada, much of the rest of the country is not suitable for people to live and farm. the government should give incentives to canadian people to have lots of children, with more benefits for larger families.canada is not under-populated. large parts are unspoilt with beautiful areas of open space and natural countryside.  we need to offer lower taxes to attract more people to live in canada and work in the forests and mines in  the north of the country. fig. 1.3   (i) using fig. 1.3 only, identify three  possible methods which could be used in canada to  reduce the impacts of under-population. 1    ... 2    ... 3    ... [3]",
+            "5": "5 0460/13/m/j/18 \u00a9 ucles 2018 [turn over   (ii) explain why countries with large areas of land may not be under-populated.   ...  ...  ...  ...  ...  ...  ...  ...  ...  ... [5]",
+            "6": "6 0460/13/m/j/18 \u00a9 ucles 2018  (c) for a named country you have studied, describe the problems caused by a large percentage  of dependent population.    name of country ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ... [7]    [total: 25]",
+            "7": "7 0460/13/m/j/18 \u00a9 ucles 2018 [turn over 2 (a) study fig. 2.1 (insert), which shows information about urbanisation.   (i) what is meant by urbanisation ?   ...  ... [1]   (ii) using fig. 2.1 only:     \u2013 name the continent with the lowest percentage of people living in urban areas          \u2013  state the percentage of the population living in urban areas in most countries in  australasia and north america       .. %  [2]   (iii) using fig. 2.1 only, describe the distribution of cities with over 10 million inhabitants in  2000.  ...  ...  ...  ...  ...  ... [3]   (iv) explain why the population of many cities has grown rapidly since 2000.  ...  ...  ...  ...  ...  ...  ...  ... [4]",
+            "8": "8 0460/13/m/j/18 \u00a9 ucles 2018  (b) study fig. 2.2 (insert), which is a photograph of part of the urban area of mumbai, india (an  ledc).   (i) compare the location of the squatter settlements labelled x and y.  ...  ...  ...  ...  ...  ... [3]   (ii) describe the problems faced by people living in squatter settlements, such as those  shown in fig. 2.2.  ...  ...  ...  ...  ...  ...  ...  ...  ...  ... [5]",
+            "9": "9 0460/13/m/j/18 \u00a9 ucles 2018 [turn over  (c) for a named urban area you have studied, describe what has been done to reduce the  negative impacts of urbanisation.    name of urban area ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ... [7]  [total: 25]",
+            "10": "10 0460/13/m/j/18 \u00a9 ucles 2018 section b answer one question from this section. 3 (a) study fig. 3.1, which is a flow diagram showing information about water flows and stores in a  drainage basin. drainage basin input (precipitation) drainage basin outputkey water stores processes  / flows (river discharge)condensation throughflowevapotranspiration vegetation river  channelsurface soil rockdeep percolationoverland flow (surface run-off) qp fig. 3.1   (i) what is a  drainage basin ?   ...  ... [1]   (ii) name the processes/flows which take place at p and q on fig. 3.1. p ..    q ..  [2]",
+            "11": "11 0460/13/m/j/18 \u00a9 ucles 2018 [turn over   (iii) give different reasons to explain why the amount of overland flow varies in a drainage  basin:    a from season to season  ...  ...  ...  ...  ...  ... [3]    b from place to place  ...  ...  ...  ...  ...  ...  ...  ... [4]",
+            "12": "12 0460/13/m/j/18 \u00a9 ucles 2018  (b)  study figs. 3.2 and 3.3 (insert), which are photographs showing two rivers in an upland area  in the uk.   (i) describe three  differences between the river and valley in fig. 3.2 compared with the  river and valley in fig. 3.3. 1    ... 2    ... 3    ... [3]   (ii) suggest how rivers such as those shown in figs. 3.2 and 3.3 transport their load.  ...  ...  ...  ...  ...  ...  ...  ...  ...  ... [5]",
+            "13": "13 0460/13/m/j/18 \u00a9 ucles 2018 [turn over  (c) explain how an oxbow lake is formed.    include a diagram or series of diagrams.  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...     [7]  [total: 25]",
+            "14": "14 0460/13/m/j/18 \u00a9 ucles 2018 4 (a) study fig. 4.1 (insert), which is a cross section of the atmosphere between the equator and  the tropics.   (i) which letter, x, y or z, shows the position of the hot deserts?    ..  [1]   (ii) describe how the following are different in equatorial and hot desert climates. rainfall  ..  ... temperature range    ... [2]   (iii) explain how latitude and atmospheric pressure influence the characteristics of equatorial  and hot desert climates.   ...  ...  ...  ...  ...  ... [3]   (iv) explain why wind direction and distance from the sea are important influences on hot  desert climates.  ...  ...  ...  ...  ...  ...  ...  ... [4]",
+            "15": "15 0460/13/m/j/18 \u00a9 ucles 2018 [turn over  (b)  study fig. 4.2 (insert), which is a photograph taken in an area of hot desert.   (i) describe three  characteristics of the vegetation shown in fig. 4.2. 1    ... 2    ... 3    ... [3]   (ii) explain how vegetation is able to survive in a hot desert environment.   ...  ...  ...  ...  ...  ...  ...  ...  ...  ... [5]",
+            "16": "16 0460/13/m/j/18 \u00a9 ucles 2018  (c) for a named area of tropical rainforest  you have studied, explain why deforestation has  taken place. name of area    ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ... [7]  [total: 25]",
+            "17": "17 0460/13/m/j/18 \u00a9 ucles 2018 [turn over section c answer one question from this section. 5 (a)  study fig. 5.1 (insert), which shows agricultural land use in iraq.   (i) identify the agricultural land use in north east iraq.    ..  [1]   (ii) using evidence from fig. 5.1 only, give different reasons why cultivation can take place  in areas a and b.  area a  ...  ... area b  ...  ... [2]   (iii) iraq has recently been at war. explain why war may cause food shortages.  ...  ...  ...  ...  ...  ... [3]   (iv) explain how other economic and political factors may cause food shortages in a country.  ...  ...  ...  ...  ...  ...  ...  ... [4]",
+            "18": "18 0460/13/m/j/18 \u00a9 ucles 2018  (b)  study fig. 5.2 (insert), which is a photograph showing an area used for agriculture in  indonesia (an ledc in south east asia).   (i) describe the agricultural land use in fig. 5.2.  ...  ...  ...  ...  ...  ... [3]   (ii) describe methods which could be used to increase the output of the land shown in   fig. 5.2.  ...  ...  ...  ...  ...  ...  ...  ...  ...  ... [5]",
+            "19": "19 0460/13/m/j/18 \u00a9 ucles 2018 [turn over  (c) describe and explain the land use of a farm or agricultural system in a named area you have  studied. type of farm or agricultural system  .. name of area    ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ... [7]  [total: 25]",
+            "20": "20 0460/13/m/j/18 \u00a9 ucles 2018 6 (a) study fig. 6.1, which is information about melting ice. when glacier national park in the usa was established in 1910, there were 150  glaciers (a glacier is a slow moving mass or river of ice). since then the number  has decreased to fewer than 30, and most of those remaining have shrunk in area  by two-thirds. most scientists believe that human activity, in particular the burning of fossil fuels,  has caused the atmosphere to become warmer and caused ice to melt. the ice  on mt kilimanjaro has reduced by more than 80% since 1912. glaciers in parts  of the himalayas are retreating so fast that researchers believe that most central  and eastern himalayan glaciers could virtually disappear by 2035. arctic sea ice  has thinned and its area has reduced by about 10% in the past 30 years.  when temperatures rise and ice melts, more water flows to the seas from glaciers  and ice caps. rising temperatures also cause ocean water to warm and expand  in volume. this has increased average global sea level by between 10 and 20  centimetres in the past hundred years. fig. 6.1   (i) name an example of a fossil fuel.  ... [1]   (ii) identify from fig. 6.1 two pieces of evidence that ice is melting. 1    ... 2    ... [2]   (iii) explain why the burning of fossil fuels may have been a cause of ice melting as described  in fig. 6.1.   ...  ...  ...  ...  ...  ... [3]",
+            "21": "21 0460/13/m/j/18 \u00a9 ucles 2018 [turn over   (iv) explain how the melting of ice may cause problems for people and the natural  environment.   ...  ...  ...  ...  ...  ...  ...  ... [4]",
+            "22": "22 0460/13/m/j/18 \u00a9 ucles 2018  (b)  study fig. 6.2, which shows information about average rainfall in the sahel between 1900  and 2011. the sahel is an area in africa. 1900 10 20 30 40 1950 year60 70 80 90 2000 2010precipitation below averageabove average fig. 6.2   (i) using evidence from fig. 6.2 only, describe the changes in average precipitation  between 1900 and 2011.  ...  ...  ...  ...  ...  ... [3]   (ii) when rainfall is low desertification may occur. explain how economic activities in regions  such as the sahel have resulted in an increased risk of desertification.  ...  ...  ...  ...  ...  ...  ...  ... [5]",
+            "23": "23 0460/13/m/j/18 \u00a9 ucles 2018  (c) for an economic activity in a named area you have studied, describe how the environmental  risks are being managed.   name of area ...   economic activity ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ... [7]  [total: 25]",
+            "24": "24 0460/13/m/j/18 \u00a9 ucles 2018 additional pages if you use the following lined page to complete the answer(s) to any question(s), the question number(s)  must be clearly shown.  ..  ..  .. .. ..  ..  ..  .. .. ..  .. ..",
+            "25": "25 0460/13/m/j/18 \u00a9 ucles 2018 .. .. ..  .. .. ..  ..  ..  .. .. ..  ..  ..  ..",
+            "26": "26 0460/13/m/j/18 \u00a9 ucles 2018 blank page",
+            "27": "27 0460/13/m/j/18 \u00a9 ucles 2018 blank page",
+            "28": "28 0460/13/m/j/18 \u00a9 ucles 2018 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 international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download at www.cie.org.uk after  the live examination series. 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.blank page"
+        },
+        "0460_s18_qp_21.pdf": {
+            "1": "*9403286159* this document consists of 20 printed pages, 4 blank pages and 1 insert. dc (ce/ct) 151708/4 \u00a9 ucles 2018  [turn overgeography  0460/21 paper 2  may/june 2018  1 hour 30 minutes candidates answer on the question paper. additional materials:  ruler  plain paper  calculator 1:50 000 survey map extract is enclosed with this question paper. read these instructions first write your centre number, candidate number and name in the spaces provided. write in dark blue or black pen. you may use an hb pencil for any diagrams or graphs. do not use staples, paper clips, glue or correction fluid. do not  write in any barcodes. write your answer to each question in the space provided. if additional space is required, you should use the lined pages at the end of this booklet. the question number(s)  must be clearly shown. answer all questions. the insert contains fig. 2.1 for question 2, fig. 4.1 for question 4, and figs. 6.1 and 6.2 for question 6. the insert is not required by the examiner. sketch maps and diagrams should be drawn whenever they serve to illustrate an answer. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part  question. definitions medcs \u2013 more economically developed countries ledcs \u2013 less economically developed countries this syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificate.cambridge international examinations cambridge international general certificate of secondary education",
+            "2": "2 0460/21/m/j/18 \u00a9 ucles 2018 1 study the map extract for geitsida, norway. the scale is 1:50  000.  (a) fig. 1.1 shows some of the features in the south east of the map extract. study fig. 1.1 and  the map extract, and answer the questions below. 61 62 63 64 6561 62 63 64 65 52 51 50 4952 51 50 49c b ad fig. 1.1   (i) identify the type of road at a.  ... [1]   (ii) identify feature b.  ... [1]   (iii) what is the height of contour c?    ... metres  [1]   (iv) what is the six-figure grid reference of the road junction at d? tick one correct answer  below. tick (3) 652511 509648 648510 648508 648509  [2]",
+            "3": "3 0460/21/m/j/18 \u00a9 ucles 2018 [turn over  (b) a person travels along the road from  the northern edge of the map at nyheim  to the eastern  edge of the map at atnbrua.   (i) in which compass direction does the person travel? tick one correct statement below. tick (3) north west to south east south east to north west north east to south west south west to north east  [1]   (ii) how far does the person travel along the road? tick one correct statement below. tick (3) 7200 metres 7800 metres 8400 metres 9000 metres  [1]  (c) fig. 1.2 is a cross section along northing 58 from 580580 to 640580. 0 0 580580 6405808009001000110012001300 8009001000110012001300 height (metres)height (metres) fig. 1.2   (i) using the map, complete the cross section  on fig. 1.2.  [2]   (ii) on fig. 1.2, use a labelled arrow  to show the position of voldalen.  [1]   (iii) on fig. 1.2, use a labelled arrow  to show the position of midtvola.  [1]",
+            "4": "4 0460/21/m/j/18 \u00a9 ucles 2018  (d) fig. 1.3 shows the mountainous area around geitsida in the west of the map extract. 55 56 57 5855 56 57 58 58 57 56 5558 57 56 55geitsida fig. 1.3   describe the relief of the area shown on fig. 1.3.  ...  ...  ...  ...  ...  ...  ...  ... [3]",
+            "5": "5 0460/21/m/j/18 \u00a9 ucles 2018 [turn over  (e) look at the whole of the map extract.   (i) describe the distribution of cultivation and forest.  ...  ...  ...  ...  ...  ...  ...  ... [3]   (ii) describe the relationship between roads and relief.  ...  ...  ...  ...  ...  ...  ...  ... [3] [total: 20]",
+            "6": "6 0460/21/m/j/18 \u00a9 ucles 2018 blank page",
+            "7": "7 0460/21/m/j/18 \u00a9 ucles 2018 [turn over 2 study fig. 2.1 (insert), which shows the population distribution of iran, a country in asia.  (a) which three  of the following statements about the population distribution of iran are true?   tick three  boxes. statement tick (3) the north is more densely populated than the south the population is evenly distributed there are no areas with a population of over 80 people per km2 there are large areas with a population of over 80 people per km2 the west is more densely populated than the east the border with pakistan is densely populated most of the country is densely populated the coastline of the persian gulf is densely populated the coastline of the caspian sea is densely populated  [3]  (b) name one country shown on fig. 2.1 which does not have a boundary with iran.   ..  [1]",
+            "8": "8 0460/21/m/j/18 \u00a9 ucles 2018  (c) fig. 2.2 shows rainfall in iran. caspian sea persian gulf saudi arabiairaqturkeyarmeniaazerbaijan kuwaitiran \u2013 rainfall turkmenistan afghanistan pakistan key km0 400n over 1200 401\u20131200 101\u2013400 0\u2013100rainfall (mm) boundary of iran other international boundaryrasht fig. 2.2",
+            "9": "9 0460/21/m/j/18 \u00a9 ucles 2018 [turn over   describe the relationship between population density shown on fig. 2.1 (insert) and rainfall  shown on fig. 2.2.  ...  ...  ...  ...  ...  ... [2]",
+            "10": "10 0460/21/m/j/18 \u00a9 ucles 2018  (d) fig. 2.3 shows the relief of iran. caspian sea persian gulf saudi arabiairaqturkeyarmenia azerbaijan kuwaitiran \u2013 relief turkmenistan afghanistan pakistan key km0 400n over 2000 401\u20132000 201\u2013400 0\u2013200metres above sea level boundary of iran other international boundary fig. 2.3",
+            "11": "11 0460/21/m/j/18 \u00a9 ucles 2018 [turn over   describe the relationship between population density shown on fig. 2.1 (insert) and relief  shown on fig. 2.3.  ...  ...  ...  ...  ...  ... [2] [total: 8]",
+            "12": "12 0460/21/m/j/18 \u00a9 ucles 2018 3 (a) fig. 3.1 shows a map of a river. the positions of three cross sections through the river channel  are shown: these are a \u2013 b, c \u2013 d and e \u2013 f. n 010 mc dab ef fig. 3.1",
+            "13": "13 0460/21/m/j/18 \u00a9 ucles 2018 [turn over   fig. 3.2 shows a cross section through the river channel drawn at one of the positions shown  on fig.  3.1. letter letter key0 5 m velocity (metres per second) of water 0.41.0 0.8 0.60.40.2 fig. 3.2   (i) which position on the river channel is shown on fig. 3.2? add two letters , a, b, c, d, e  or f, to fig. 3.2 to show your answer.  [2]   (ii) using fig. 3.2, describe how the velocity of the water varies in the river channel.  ...  ...  ...  ...  ...  ...  ... [2] \t \t (iii)\t add \tan\tarrow,\tlabelled\t\u2018erosion\u2019 , to fig. 3.2 to show where this process is most likely  to occur.  [1]",
+            "14": "14 0460/21/m/j/18 \u00a9 ucles 2018  (b) name the following river landforms:   (i) rounded hollows in a rocky river bed;    name   [1]   (ii) flat land either side of a river formed by deposits from the river;    name   [1]   (iii) raised banks on either side of a river formed by deposits from the river.    name   [1] [total: 8]",
+            "15": "15 0460/21/m/j/18 \u00a9 ucles 2018 [turn over 4 fig. 4.1 (insert) is a photograph which shows a coastline in devon, uk. the coast has been  affected by erosion and deposition.  (a) identify and describe the coastal landforms shown in fig. 4.1.  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ... [5]  (b) describe and explain the coastal processes which may affect the houses at the top of the  photograph in the future.  ...  ...  ...  ...  ...  ...  ...  ...  ... [3] [total: 8]",
+            "16": "16 0460/21/m/j/18 \u00a9 ucles 2018 5 table 5.1 gives information about milk production from cattle in four villages in tanzania, east  africa. table 5.1 village handeni lushoto mvomero kilosa number of cattle \u2013 local breeds 87 943 6769 94 327 131 840 number of cattle \u2013 improved breeds 770 10 126 5281 2103 milk yield per cow per day \u2013 local breeds (litres) 2.1 4.8 3.2 1.3 milk yield per cow per day \u2013 improved breeds (litres) 8.3 7.0 5.2 11.1 % of milk sold 81 79 64 72 % of cattle food from grazing 62 44 64 68 % of cattle food from crop remains 18 37 18 23 % of cattle food from fodder crops 1 19 9 1  (a) which village has the most cattle?     [1]",
+            "17": "17 0460/21/m/j/18 \u00a9 ucles 2018 [turn over  (b) use information from table 5.1 to complete fig. 5.1  below, by adding the milk yield from  improved breeds at lushoto.  [1] milk yields handeni lushoto village keymvomero kilosa local breeds improved breeds0123456789101112 milk yield per cow per day  (litres) fig. 5.1  (c) using evidence from table 5.1 and fig. 5.1, explain why farmers in the four villages keep  improved breeds.  ...  ...  ...  ...  ... [2]",
+            "18": "18 0460/21/m/j/18 \u00a9 ucles 2018  (d) (i) \u2018milk production in lushoto is more commercial  than in the other three villages. \u2019 give  evidence from fig. 5.1 to support this statement.  ...  ...  ...  ...  ... [2]   (ii) \u2018milk production in mvomero is more subsistence  based than in the other three villages. \u2019  give evidence from fig. 5.1 to support this statement.  ...  ...  ...  ...  ... [2] [total: 8]",
+            "19": "19 0460/21/m/j/18 \u00a9 ucles 2018 6 study figs. 6.1 and 6.2 (insert), which are two photographs showing two areas of rural settlement.  (a) identify each settlement pattern.   fig. 6.1    fig. 6.2   [2]  (b) describe the site of the settlement in fig. 6.2.  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ... [4]  (c) suggest one economic activity which could be carried out in the area shown in fig. 6.2.   support your answer with evidence from the photograph.   economic activity  ...   evidence  ...  ...  ... [2] [total: 8]",
+            "20": "20 0460/21/m/j/18 \u00a9 ucles 2018 additional pages if you use the following lined pages to complete the answer(s) to any question(s), the question  number(s) must be clearly shown. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. ..",
+            "21": "21 0460/21/m/j/18 \u00a9 ucles 2018 .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. ..",
+            "22": "22 0460/21/m/j/18 \u00a9 ucles 2018 blank page",
+            "23": "23 0460/21/m/j/18 \u00a9 ucles 2018 blank page",
+            "24": "24 0460/21/m/j/18 \u00a9 ucles 2018 blank page permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the  publisher will be pleased to make amends at the earliest possible opportunity. to avoid the issue of disclosure of answer-related information to candidates, all copyright acknowledgements are reproduced online in the cambridge international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download at www.cie.org.uk after  the live examination series. 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."
+        },
+        "0460_s18_qp_22.pdf": {
+            "1": "*6550524820* this document consists of 20 printed pages and 1 insert. dc (lk/ct) 151585/4 \u00a9 ucles 2018  [turn overcambridge international examinations cambridge international general certificate of secondary education geography  0460/22 paper 2  may/june 2018  1 hour 30 minutes candidates answer on the question paper. additional materials:  ruler  protractor  plain paper  calculator 1:50 000 survey map extract is enclosed with this question paper. read these instructions first write your centre number, candidate number and name in the spaces provided. write in dark blue or black pen. you may use an hb pencil for any diagrams or graphs. do not use staples, paper clips, glue or correction fluid. do not  write in any barcodes. write your answer to each question in the space provided. if additional space is required, you should use the lined pages at the end of the booklet. the question number(s)  must be clearly shown. answer all questions. the insert contains figs. 3.1 and 3.2 for question 3. the survey map extract and the insert are not required by the examiner. sketch maps and diagrams should be drawn whenever they serve to illustrate an answer. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part  question. definitions medcs \u2013 more economically developed countries ledcs \u2013 less economically developed countries this syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificate.",
+            "2": "2 0460/22/m/j/18 \u00a9 ucles 2018 1 study the map extract for vinstra, norway. the scale is 1:50  000.  (a) fig. 1.1 shows some of the features in the north of the map extract. study fig. 1.1 and the  map extract, and answer the questions below. 38 39 40 41 4238 36 35 34 3336 35 34 3339 40 41 42 myre d bc a fig. 1.1   (i) identify  the type of road at a.  ... [1]   (ii) identify feature b.  ... [1]   (iii) identify feature c.  ... [1]   (iv) what is the height above sea level at d?     metres  [1]   (v) what is the six-figure grid reference of the house at myre, shown on fig. 1.1? tick one  correct answer below. tick (3) 382355 355392 408366 391354 391355  [2]",
+            "3": "3 0460/22/m/j/18 \u00a9 ucles 2018 [turn over  (b) fig. 1.2 is a cross section along northing 345 from the western edge of the map at 340345 to  400345, passing through the summit of the mountain teigkampen. 340345 4003450 020040060080010001200 20040060080010001200 height (metres)height (metres) fig. 1.2   (i) using the map, complete the cross section  on fig. 1.2.  [2]   (ii) on fig. 1.2, use a labelled arrow  to show the position of the railway.  [1]   (iii) on fig. 1.2, use a labelled arrow  to show the position of a marked footpath.  [1]",
+            "4": "4 0460/22/m/j/18 \u00a9 ucles 2018  (c) using map evidence, give reasons for the growth of the main area of settlement on the map  at vinstra.  ...  ...  ...  ...  ...  ...  ...  ...  ...  ... [4]  (d) fig. 1.3 shows part of the valley of the river vinstra in the south west of the map extract. 34 35 36 3734 28 27 26 2528 27 26 2535 36 37 north side south sidevinstra fig. 1.3",
+            "5": "5 0460/22/m/j/18 \u00a9 ucles 2018 [turn over   compare the following features on the north side of the valley and the south side of the  valley:   roads  ...  ...  ...  ...   settlement  ...  ...  ...  ...   land use  ...  ...  ...  ...   relief.  ...  ...  ...  ... [6]  [total: 20]",
+            "6": "6 0460/22/m/j/18 \u00a9 ucles 2018 2 fig. 2.1 shows the five countries expected to have the largest populations by the year 2100. china india indonesia nigeria usa population in  2016 (billions)1.37 1.28 0.26 0.18 0.32 estimated  population in  2100 (billions)1.09 1.55 0.36 0.91 0.46 birth rate in  2016 (per 1000)12.49 19.55 16.72 37.64 12.49 migration in  2016 (per 1000)\u20130.44 \u20130.04 \u20131.16 \u20130.22 +3.86 fig. 2.1  (a) (i) use information from fig. 2.1 to plot the estimated population  of indonesia in 2100 on  fig. 2.2 below.  [1] china india nigeria usa indonesia0.20.40.60.81.01.21.41.6 00.20.40.60.81.01.21.41.6 0population (billions) 2016 2100 (estimate)key fig. 2.2",
+            "7": "7 0460/22/m/j/18 \u00a9 ucles 2018 [turn over   (ii) which country shown on fig. 2.2 is expected to have a population decrease between  2016 and 2100?      [1]   (iii) using fig. 2.1, calculate the estimated increase in the population of usa between 2016  and 2100.     billion  [1]   (iv) which country shown on figs. 2.1 and 2.2:     had the largest population in 2016    .    is expected to have the largest population in 2100?    .  [1]  (b) which country shown on fig. 2.1 is expected to have the greatest increase in population  between 2016 and 2100? use information from fig. 2.1 to suggest the main reason for this.   country . reason  ..  ... [2]  (c) (i) is migration an important factor in the growth in population of the countries shown on  fig. 2.1? use information from fig. 2.1 to support your answer.  ...  ...  ... [1]   (ii) give one other population statistic, not shown on fig. 2.1, which would help explain  these population changes.      [1]  [total: 8]",
+            "8": "8 0460/22/m/j/18 \u00a9 ucles 2018 3 (a) study fig. 3.1 (insert), which is a photograph showing part of an urban area.   suggest which urban zone is shown in the photograph and give four reasons for your choice.   urban zone   ..   reasons 1    ... 2    ... 3    ... 4    ... [5]",
+            "9": "9 0460/22/m/j/18 \u00a9 ucles 2018 [turn over  (b) study fig. 3.2 (insert), which is a photograph showing the industrial zone of an urban area.  using evidence from the photograph, explain why industry has developed here.  ...  ...  ...  ...  ...  ...  ...  ...  ... [3]  [total: 8]",
+            "10": "10 0460/22/m/j/18 \u00a9 ucles 2018 4 (a) fig. 4.1 shows a cross section through an area affected by an earthquake. ground surface ground surfacea y bkey seismic waves ground movement not to scalex fig. 4.1   (i) identify points x and y shown on fig. 4.1.    x     y   [2]   (ii) describe what happened along line a \u2013 b to cause an earthquake.  ...  ...  ... [1]",
+            "11": "11 0460/22/m/j/18 \u00a9 ucles 2018 [turn over  (b) fig. 4.2 gives information about an earthquake at bam in iran. an earthquake occurred at bam in south east iran on december 26, 2003 at 05:26. more  than 40  000 people were killed, 50  000 were injured and 100  000 became homeless. the arg-e-bam, the largest mud-brick building in the world, which was about 2000 years  old, was almost totally destroyed in the earthquake. fig. 4.2   using fig. 4.2, suggest the importance of the following on the effects of the earthquake:   (i) the time of day  ...  ... [1]   (ii) the building materials of the arg-e-bam.  ...  ... [1]  (c) using fig. 4.2, suggest when the last major earthquake occurred at bam before 2003.  ...  ... [1]",
+            "12": "12 0460/22/m/j/18 \u00a9 ucles 2018  (d) fig. 4.3 is a map showing the intensity of the bam earthquake. fig. 4.4 describes the different  intensity values. key km0 405 6 7 8 9intensity values line dividing areas of equal intensityn arg-e-bam airport 55 55 5 666666 6 6 7777 88 9 fig. 4.3",
+            "13": "13 0460/22/m/j/18 \u00a9 ucles 2018 [turn over intensity value description of effects 5 felt by nearly everyone. sleepers wake up. some windows broken.  unstable objects overturned. clocks may stop. 6 felt by everyone, many people frightened. some plaster falls from  walls. damage slight. 7 difficult to stand up. people run outdoors. walls crack. 8 partial collapse of buildings. chimneys fall. damage great in poorly  constructed buildings.  9 damage considerable in well-designed structures, with partial  collapse. buildings shifted off foundations. fig. 4.4   (i) complete the line  of equal intensity in the north of fig. 4.3.  [1]   (ii) using figs. 4.3 and 4.4, describe the effects of the earthquake on the buildings at the  airport.  ...  ... [1]  [total: 8]",
+            "14": "14 0460/22/m/j/18 \u00a9 ucles 2018 5 study fig. 5.1, which shows instruments a, b and c, which are used to measure the weather. 4035302520151050\u20135\u201310\u201315\u201320\u201325\u00b0c \u201325\u201320\u201315\u201310\u201350510152025303540\u00b0c instrument a instrument cinstrument b \u201310 \u20135 0 5 10 15 20 25 30 \u201310 \u20135 0 5 10 15 20 25 30\u00b0c fig. 5.1  (a) name the three weather instruments.   (i) instrument a ...   (ii) instrument b ...   (iii) instrument c ...  [3]",
+            "15": "15 0460/22/m/j/18 \u00a9 ucles 2018 [turn over  (b) using instrument a, state the wind direction.   ..  [1]  (c) using the information shown on instrument b, state the:   (i) present temperature    ..  [1]   (ii) maximum temperature since the instrument was reset    ..  [1]   (iii) minimum temperature since the instrument was reset.    ..  [1]  (d) do the readings shown on instrument c show that the air is saturated (relative humidity  100%)? explain your answer.  ...  ...  ... [1]  [total: 8]",
+            "16": "16 0460/22/m/j/18 \u00a9 ucles 2018 6 figs. 6.1 and 6.2 give information about kenya, one of the main manufacturing countries in east  africa. kenya \u2013 location, imports and export routes indian ocean from overseas manufactured goods crude oil km0 800democratic republic of congocentral african republicrepublic of south sudanethiopia tanzaniasomalia kenya uganda burundirwanda key imports exportsn fig. 6.1 kenya \u2013 manufacturing centres and materials produced within the country lake turkana lake victoria indian oceankisumu mombasafrom within kenya wheat and maize tea coffee sugar limestone nairobi 0100 200 km key manufacturing centren fig. 6.2",
+            "17": "17 0460/22/m/j/18 \u00a9 ucles 2018 [turn over  (a) using figs. 6.1 and 6.2, suggest three  advantages of kenya for the development of  manufacturing industry. 1    ...  ... 2    ...  ... 3    ...  ... [3]  (b) using figs. 6.1 and 6.2, suggest one disadvantage of kenya for the development of  manufacturing industry.  ...  ...  ... [1]  (c) using figs. 6.1 and 6.2, suggest why an oil refinery is located at mombasa.  ...  ...  ...  ... [2]",
+            "18": "18 0460/22/m/j/18 \u00a9 ucles 2018  (d) fig. 6.3 shows the employment structure of kenya. 00102030405060708090100 90 10080706050403020100 10 20 30 40 50 60 70 80 90 100kenya % primary industry% tertiary industry % secondary industry key primary secondary tertiary fig. 6.3   what percentage of kenya\u2019s employment is in:   (i) secondary industry    .. %  [1]   (ii) tertiary industry?    ... %  [1]  [total: 8]",
+            "19": "19 0460/22/m/j/18 \u00a9 ucles 2018 additional pages if you use the following lined pages to complete the answer(s) to any question(s), the question  number(s) must be clearly shown.  ..  ..  .. .. ..  ..  ..  .. .. ..  .. ..",
+            "20": "20 0460/22/m/j/18 \u00a9 ucles 2018 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 international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download at www.cie.org.uk after  the live examination series. 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... .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .."
+        },
+        "0460_s18_qp_23.pdf": {
+            "1": "*6906116159* this document consists of 17 printed pages, 3 blank pages and 1 insert. dc (lk/fc) 148827/3 \u00a9 ucles 2018  [turn overcambridge international examinations cambridge international general certificate of secondary education geography  0460/23 paper 2  may/june 2018  1 hour 30 minutes candidates answer on the question paper. additional materials:  ruler  plain paper  calculator  protractor 1:25 000 survey map extract is enclosed with this question paper. read these instructions first write your centre number, candidate number and name in the spaces provided. write in dark blue or black pen. you may use an hb pencil for any diagrams or graphs. do not use staples, paper clips, glue or correction fluid. do not  write in any barcodes. write your answer to each question in the space provided. if additional space is required, you should use the lined pages at the end of this booklet. the question number(s)  must be clearly shown. answer all questions. the insert contains figure 4.1 and figure 4.2 for question 4. the survey map extract and the insert are not required by the examiner. sketch maps and diagrams should be drawn whenever they serve to illustrate an answer. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part  question. this syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificate.",
+            "2": "2 0460/23/m/j/18 \u00a9 ucles 2018 1 (a) study the map extract, which is for valestrandsfossen, norway. the scale is 1:25  000.    fig. 1.1 shows some features in the east of the map extract. 05 06 07 0805 06 a bd c e07 08 12131415 12131415 fig. 1.1   using the map extract, identify the following features shown on fig. 1.1:   (i) feature a;  ... [1]   (ii) the height at the spot elevation b;      metres  [1]   (iii) the type of road c;  ... [1]   (iv) the type of building at d;  ... [1]   (v) the land use at e.  ... [1]",
+            "3": "3 0460/23/m/j/18 \u00a9 ucles 2018 [turn over  (b) fig. 1.2 is a cross  section along northing  11 from the coast at 039110 to 070110. 0 039110 070110100200height (metres)height (metres)300400west 0100200300400eastg fig. 1.2   (i) identify the land use between g, labelled on the cross section, and the eastern edge of  the cross section .  ... [1]   (ii) on fig. 1.2 show with a labelled arrow  the position of a private road.  [1]    (iii) on fig. 1.2 show with a labelled arrow  the position of an unmarked footpath.  [1]   (iv) on fig. 1.2 show with a labelled arrow  the position of the daltveitelva river.  [1]",
+            "4": "4 0460/23/m/j/18 \u00a9 ucles 2018  (c) find the daltveitelva river in the grid squares shown on fig. 1.3. 06 07 daltveitelva08 06 07 08091011 091011 fig. 1.3   (i) what is the direction of flow of the river? tick one correct statement below.  tick (3) south west to north east north east to south west south east to north west north west to south east   [1]   (ii) using the map area shown in fig. 1.3 only, give one reason for your answer to (c)(i).  ...  ... [1]  (d) look at fig. 1.4, which shows  grid square 0115.  01 02 01 021516 1516 fig. 1.4",
+            "5": "5 0460/23/m/j/18 \u00a9 ucles 2018 [turn over   describe the relief and drainage of the land in grid square 0115. relief  ..  ...  ...  ...  ...  ...  ... drainage    ...  ...  ... [5]  (e) (i) find the  ferry crossing from breistein to valestrandsfossen in the centre of the map.    measure the distance along the route of the ferry crossing. give your answer in metres.    ... metres  [1]   (ii) what is the six -figure grid reference of the start of the ferry crossing at breistein?     tick one correct answer below. tick (3) 022114 023114 032124 114022 114023  [2]   (iii) measure the bearing from  the start of the ferry crossing at breistein to its end at  valestrandsfossen .     degrees.  [1]  [total: 20]",
+            "6": "6 0460/23/m/j/18 \u00a9 ucles 2018 2 study fig. 2.1, which shows the number of immigrants arriving in spain in 2001 and in 2014 . 050 romania morocco ecuador italy countrynumber of immigrants to spain  (000\u2019s)number of immigrants to spain  (000\u2019s) colombia china germany100150200250300350400450500550600650700750 050 100  150200  250  300  350  400  450  500  550  600  650  700  750   2001 2014key fig. 2.1  (a) (i) complete the graph  by drawing a bar to show that 165  000 immigrants entered spain  from china in 2014.  [1]   (ii) identify the country with the largest number of immigrants to spain in 2001.  ... [1]",
+            "7": "7 0460/23/m/j/18 \u00a9 ucles 2018 [turn over   (iii) state the number of immigrants to spain from romania in 2014.  ... [1]     (iv) calculate  how many more immigrants entered spain from romania in 2014 than in 2001.  ... [1]  (b) study table 2.1, which gives information about the countries shown in fig. 2.1. table 2.1 country continent member  of the eu and  date of  entryspanish as a  main languagegni* per  person 2014 in  us$ spain europe 3(1986) 3 29 940 romania europe 3(2007)   9 370 morocco africa   3 020 ecuador south  america3   6 040 italy europe 3(1952) 34 280 colombia south  america3   7 780 china asia   7 380  germany europe 3(1952) 47 640   eu = european union (a group of countries which allows free movement of people)   * gross national income, gni, a measure of wealth   (i) using evidence from table 2.1, suggest why many migrants moved from south america  to spain.  ...  ...  ...  ... [3]   (ii) state the evidence in  table 2.1  that explains the difference in the numbers of immigrants  to spain from romania in 2014 from 2001.  ...  ... [1]  [total: 8]",
+            "8": "8 0460/23/m/j/18 \u00a9 ucles 2018 3 study fig. 3.1, which shows part of flevoland province in the netherlands. drontenlelystadurknorth east polder xemmeloordemmeloord 0 5 km10n key eastern boundary of flevoland province coastline motorway main road minor roadrailway airport water other provinces built-up area fig. 3.1  (a) complete the table  below  to show the hierarchy of settlements in the area shown on fig.  3.1. settlement order settlement name number of settlements highest \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026. 1 middle \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026. and \u2026\u2026\u2026\u2026.\u2026\u2026\u2026\u2026.. 2 lowest 11  [3]",
+            "9": "9 0460/23/m/j/18 \u00a9 ucles 2018 [turn over  (b) all land uses on the north east polder were planned.   (i) describe how the planners arranged the settlements on the north east polder.  ...  ... [1]   (ii) describe the road pattern on the north east polder.  ...  ...  ...  ... [2]  (c) use fig. 3.1 to explain why dronten has grown more rapidly than emmeloord.  ...  ... [1]  (d) suggest why residents in village  x use shops and services in lelystad even though dronten  is closer.  ...  ... [1]  [total: 8]",
+            "10": "10 0460/23/m/j/18 \u00a9 ucles 2018 4 (a) (i) study fig. 4.1 (insert), which is a photograph showing part of a coastline.    name the features of coastal erosion shown in fig. 4.1.  ...  ...  ...  ... [3]   (ii) give one characteristic of the rock shown in fig. 4.1 that causes it to be eroded.    ...  ... [1]  (b) (i) study fig. 4.2 (insert), which is a photograph showing part of a different type of coastline.    describe the beach shown in fig. 4.2. do not include the seaweed.  ...  ...  ...  ... [2]   (ii) explain why the coastline in fig. 4.2 has more deposition than the coastline in fig. 4.1.  ...  ...  ...  ... [2]  [total: 8]",
+            "11": "11 0460/23/m/j/18 \u00a9 ucles 2018 [turn over turn page for question 5",
+            "12": "12 0460/23/m/j/18 \u00a9 ucles 2018 5 (a) fig. 5.1 shows plate boundaries and the direction of movement of some plates.  ab c def key plate movement fig. 5.1   use fig. 5.1 to complete the table by writing in the letter, chosen from a to f, that locates the  description. description of location letter an oceanic plate colliding with a continental plate  an island arc formed by two oceanic plates colliding two continental plates colliding two plates moving apart major earthquakes are unlikely to occur here  [5]",
+            "13": "13 0460/23/m/j/18 \u00a9 ucles 2018 [turn over  (b) study fig. 5.2, which shows part of the earth\u2019s crust. using information from fig. 5.2, answer  the questions below. continental plate key plate movement rising magmaocean surfacemid- ocean ridge oceanic plate convection current fig. 5.2   (i) suggest where new oceanic plate is formed.   ...  ... [1]   (ii) suggest how new oceanic plate is formed.  ...  ... [1]   (iii) suggest why oceanic plate moves.  ...  ... [1]  [total: 8]",
+            "14": "14 0460/23/m/j/18 \u00a9 ucles 2018 6 study fig. 6.1, which shows countries in which nestl\u00e9, a transnational corporation, has factories. key number of factories 1\u20135 6\u201310 11\u201315237723 291818 2316 and over (actual number shown by figures) no factories switzerland \u2013 headquarters and 11 factories fig. 6.1",
+            "15": "15 0460/23/m/j/18 \u00a9 ucles 2018  (a) describe how fig. 6.1 shows that nestl\u00e9 is typical of a transnational corporation.  ...  ...  ...  ... [2]  (b) (i) suggest three  advantages for a country of having a transnational corporation factory.  ...  ...  ...  ...  ...  ... [3]   (ii) suggest three disadvantages for a country that a transnational corporation factory might  cause.  ...  ...  ...  ...  ...  ... [3]  [total: 8]",
+            "16": "16 0460/23/m/j/18 \u00a9 ucles 2018 additional pages if you use the following lined pages to complete the answer(s) to any question(s), the question number(s)  must be clearly shown. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. ..",
+            "17": "17 0460/23/m/j/18 \u00a9 ucles 2018 .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. ..",
+            "18": "18 0460/23/m/j/18 \u00a9 ucles 2018 blank page",
+            "19": "19 0460/23/m/j/18 \u00a9 ucles 2018 blank page",
+            "20": "20 0460/23/m/j/18 \u00a9 ucles 2018 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 international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download at www.cie.org.uk after  the live examination series. 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.blank page"
+        },
+        "0460_s18_qp_41.pdf": {
+            "1": "*7915136208* this syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificate. this document consists of 14 printed pages, 2 blank pages and 1 insert. dc (sc/sw) 145332/4 \u00a9 ucles 2018  [turn overgeography  0460/41 paper 4  alternative to coursework  may/june 2018  1 hour 30 minutes candidates answer on the question paper. additional materials:  calculator  protractor  ruler read these instructions first write your centre number, candidate number and name in the spaces provided. write in dark blue or black pen. you may use an hb pencil for any diagrams or graphs. do not use staples, paper clips, glue or correction fluid. do not  write in any barcodes. write your answer to each question in the space provided. if additional space is required, you should use the lined pages at the end of the booklet. the question number(s)  must be clearly shown. answer all questions. the insert contains figs. 1.1, 1.2, 1.3, 1.5 and 1.6 and tables 1.2 and 1.3 for question 1, and figs. 2.1 and 2.3  and tables 2.1, 2.2 and 2.3 for question  2. the insert is not required by the examiner. sketch maps and diagrams should be drawn whenever they serve to illustrate an answer. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part  question.cambridge international examinations cambridge international general certificate of secondary education",
+            "2": "2 0460/41/m/j/18 \u00a9 ucles 2018 1 students carried out fieldwork at two beaches in eastern scotland. bervie beach is in a bay  surrounded by cliffs and st cyrus beach is a long, straight beach.   (a) before they began their fieldwork their teacher reminded them of the need to be safe near the  sea.    the table below shows three possible threats to their safety. suggest one different precaution  that the students could take to reduce the risk of accident in each situation. possible threat to safety possible precaution sea conditions may be rough  \u2026\u2026\u2026\u2026\u2026\u2026.\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026. \u2026\u2026\u2026\u2026\u2026\u2026.\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026. \u2026\u2026\u2026\u2026\u2026\u2026.\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026. there may be a high tide during  the time scheduled for fieldwork \u2026\u2026\u2026\u2026\u2026\u2026.\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026. \u2026\u2026\u2026\u2026\u2026\u2026.\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026. \u2026\u2026\u2026\u2026\u2026\u2026.\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026. an individual student may become  separated from the class \u2026\u2026\u2026\u2026\u2026\u2026.\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026. \u2026\u2026\u2026\u2026\u2026\u2026.\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026. \u2026\u2026\u2026\u2026\u2026\u2026.\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026.  [3]  (b) in class the students studied the difference between destructive and constructive waves. the  two types of wave are shown in figs 1.1, 1.2 and 1.3 (insert).    (i) destructive waves have a higher frequency than constructive waves.     explain why destructive waves erode beaches and constructive waves deposit material.  ...  ...  ...  ...  ...  ...  ...  ... [4]",
+            "3": "3 0460/41/m/j/18 \u00a9 ucles 2018 [turn over   (ii) describe a method the students could use on a field visit to measure wave frequency.  ...  ...  ...  ...  ...  ... [3]  the students tested the following hypotheses through fieldwork at the two beaches:  hypothesis 1:  destructive waves produce a steeper beach profile.  hypothesis 2:  there is larger beach material where there is a steeper beach profile.   (c) to investigate hypothesis 1  the students first needed to find out if there was a difference in  wave frequency between the two beaches. the results of their measurements at each beach  are shown in table 1.1 below.  table 1.1 results of measurements bervie beach measurement number 1 2 3 4 5 6 7 8 9 10 average wave frequency  (number of waves per  minute)11 14 15 12 15 16 13 14 15 12. st cyrus beach measurement number 1 2 3 4 5 6 7 8 9 10 average wave frequency  (number of waves per  minute)6 6 7 8 7 7 6 8 7 8 7   (i) calculate the average wave frequency at bervie beach. write your answer in table 1.1.  [1]",
+            "4": "4 0460/41/m/j/18 \u00a9 ucles 2018   (ii) use the results in table 1.1 to complete fig. 1.4 , below, by plotting the result of  measurement  7 at bervie beach.  [1] results of measurements of wave frequency 001234567891011 wave frequency (number of waves per minute)1213141516 12345 measurement numberbervie beach 678910 0012345678910111213141516 12345 measurement numberst cyrus beach 678910 fig. 1.4",
+            "5": "5 0460/41/m/j/18 \u00a9 ucles 2018 [turn over  (d) next the students measured the angles of slope at the two beaches and used their results to  draw the two profiles shown in fig. 1.5 (insert).   (i) describe a method to measure the beach profiles.  ...  ...  ...  ...  ...  ...  ...  ... [4]   (ii) what conclusion would the students make about hypothesis 1:  destructive waves  produce a steeper beach profile ? support the conclusion with evidence from table 1.1,  and figs 1.4 and 1.5.  ...  ...  ...  ...  ...  ...  ...  ... [4]",
+            "6": "6 0460/41/m/j/18 \u00a9 ucles 2018  (e) to investigate hypothesis 2:  there is larger beach material where there is a steeper beach  profile , the students used a quadrat at three sites on each beach. this quadrat is shown on  bervie beach in fig. 1.6 (insert).   their results are shown in tables 1.2 and 1.3 (insert).   (i) describe how the students used the quadrat to collect their results.  ...  ...  ...  ... [2]   (ii) use table 1.3 to plot the result at site 1  on st cyrus beach in fig. 1.7 below . [1] types of beach material 1000 90 80 70 60 50 40 30 20 10100102030405060708090100 9080706050403020100 0 sandshinglepebble 231 23 sites on bervie beach sites on st cyrus beachkey fig. 1.7",
+            "7": "7 0460/41/m/j/18 \u00a9 ucles 2018 [turn over   (iii) do the results of the fieldwork support hypothesis 2:  there is larger beach material  where there is a steeper beach profile ? support your decision with data from tables 1.2  and 1.3 and figs. 1.5 and 1.7.  ...  ...  ...  ...  ...  ... [3]  (f) bervie beach and st cyrus beach are popular for tourism. describe a fieldwork method to  compare how tourists may have polluted the two beaches.  ...  ...  ...  ...  ...  ...  ...  ... [4]  [total: 30]",
+            "8": "8 0460/41/m/j/18 \u00a9 ucles 2018 2 students in the uk wanted to investigate the impact of tourism on a town in the lake district  national park. they wanted to find out if there were both positive and negative effects.   they decided to test the following hypotheses:  hypothesis 1: most of the shops and services in the town centre are for tourists.   hypothesis 2:  tourism creates more benefits than problems for local people.  (a) to investigate hypothesis 1  the students did some fieldwork to identify and map the different  shops and services in the town centre. fig. 2.1 (insert) shows part of their map.    (i) identify the building located 120  m north east of the tourist information office.  ... [1]   (ii) three shops on fig. 2.1 are described in the table below. use the key to identify the  number of each shop and write this number in the table. description of shop shop  number it sells equipment for mountaineering and outdoor activities,  including walking boots and waterproof coats. ... it sells jewellery, craft objects and artistic materials. the  goods are made in the town and are speciality products of  the local area. ... it sells bread and cakes which are made in the shop. these  are usually made and sold on the same day. ...  [3]  (b) when the students completed the land use map of the town centre they classified the shops  and services into three groups:   \u2022 for tourists only   \u2022 for local residents only   \u2022 for tourists and local residents    the results of this classification are shown in table 2.1 (insert).   (i) why might the students have found it difficult to classify some shops and services into  the three groups?  ...  ...  ...  ... [2]",
+            "9": "9 0460/41/m/j/18 \u00a9 ucles 2018 [turn over   (ii) use the results in table 2.1 to complete the pie graph, fig. 2.2 below . [2] students\u2019 classification of shops and services 10 20 3080 70 40 500% 90 60for touristskey for local residents for tourists and local residents fig. 2.2   (iii) the students made the conclusion that hypothesis 1:  most of the shops and services in  the town centre are for tourists  was correct. do you agree with their conclusion? support  your answer with evidence from table 2.1 and fig. 2.2.  ...  ...  ...  ...  ...  ... [3]  (c) to investigate hypothesis 2: tourism creates more benefits than problems for local people ,  the students used a questionnaire with people who lived in the town. the questionnaire is  shown in fig. 2.3 (insert). they decided on a sample size of 100 residents and to ask people  to complete the questionnaire on a saturday morning in the town centre.    (i) why did the students ask question 1: are you a resident of the town?  ...  ...  ...  ... [2]",
+            "10": "10 0460/41/m/j/18 \u00a9 ucles 2018   (ii) the students decided to use random numbers as their sampling method. give two  advantages of this method.  1 .  ... 2 .  ... [2]  (d) the answers to question 2: what benefits do you think tourists bring to the town?  and  question 3: what problems do tourists cause for you?  are shown in table 2.2 (insert).   (i) use the results in table 2.2 to complete figs 2.4 and 2.5 below . [2] 020406080100120020406080100120 create jobs spend money in the shopsstreets are cleaned regularlybuy locally made productsnumber of answers number of answersmake the town well-known traffic congestion on local roadsnoise and disturbancelitter outside the house and in the gardenovercrowded footpaths (pavements)residents\u2019 answer to question 3residents\u2019 answer to question 2 car parks are fulljobs are seasonal and there is work only in summerfig. 2.4 020406080100120020406080100120 create jobs spend money in the shopsstreets are cleaned regularlybuy locally made productsnumber of answers number of answersmake the town well-known traffic congestion on local roadsnoise and disturbancelitter outside the house and in the gardenovercrowded footpaths (pavements)residents\u2019 answer to question 3residents\u2019 answer to question 2 car parks are fulljobs are seasonal and there is work only in summer fig. 2.5",
+            "11": "11 0460/41/m/j/18 \u00a9 ucles 2018 [turn over   (ii) what conclusion can you make about hypothesis 2:  tourism creates more benefits  than problems for local people ? support your conclusion with evidence from table 2.2  and figs. 2.4 and 2.5.  ...  ...  ...  ...  ...  ...  ...  ... [4]  (e) local residents identified traffic congestion as a main problem of tourism.    (i) suggest why this is a problem in many towns popular with tourists.  ...  ...  ...  ... [2]   (ii) suggest three  ways to reduce traffic congestion in tourist towns. 1 .  ... 2 .  ... 3 .  ... [3]",
+            "12": "12 0460/41/m/j/18 \u00a9 ucles 2018  (f) as an extension study the students decided to do a traffic survey at six sites around the town  centre. they chose a day in summer when there were many tourists in the town.   the results of the traffic survey at one site are shown in table 2.3 (insert). describe the  students\u2019 fieldwork method which produced these results.  ...  ...  ...  ...  ...  ...  ...  ... [4]  [total: 30]",
+            "13": "13 0460/41/m/j/18 \u00a9 ucles 2018 additional pages if you use the following lined pages to complete the answer(s) to any question(s), the question  number(s) must be clearly shown.  ..  ..  .. .. ..  ..  ..  .. .. ..  .. ..",
+            "14": "14 0460/41/m/j/18 \u00a9 ucles 2018 .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. ..",
+            "15": "15 0460/41/m/j/18 \u00a9 ucles 2018 blank page",
+            "16": "16 0460/41/m/j/18 \u00a9 ucles 2018 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 international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download at www.cie.org.uk after  the live examination series. 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.blank page"
+        },
+        "0460_s18_qp_42.pdf": {
+            "1": "this document consists of 17 printed pages, 3 blank pages and 1 insert. dc (leg/sw) 145330/5 \u00a9 ucles 2018  [turn overcambridge international examinations cambridge international general certificate of secondary education *9658282365* geography  0460/42 paper 4  alternative to coursework  may/june 2018  1 hour 30 minutes candidates answer on the question paper. additional materials:  ruler  calculator  protractor read these instructions first write your centre number, candidate number and name in the spaces provided. write in dark blue or black pen. you may use an hb pencil for any diagrams or graphs. do not use staples, paper clips, glue or correction fluid. do not  write in any barcodes. write your answer to each question in the space provided. if additional space is required, you should use the lined pages at the end of this booklet. the question number(s)  must be clearly shown. answer all questions. the insert contains tables 1.1, 1.2 and 1.3 and fig. 1.4 for question 1, and table 2.2 for question 2 . the insert is not required by the examiner. sketch maps and diagrams should be drawn whenever they serve to illustrate an answer. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part  question. this syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificate.",
+            "2": "2 0460/42/m/j/18 \u00a9 ucles 2018 1 students in bangkok, thailand investigated differences between two shopping centres in the north  of the city. central ladprao plaza is a larger shopping centre than la villa and they are about 5  km  apart. one group of students wanted to find out if there were differences between the shops and  services in the two centres, and the different reasons people went to them.  they decided to test the following hypotheses:   hypothesis 1:  there are differences between the numbers of high-, middle- and low-order  shops and services in central ladprao plaza and in la villa.   hypothesis 2:  the main reasons for people going to shop in central ladprao plaza and la  villa vary in importance.  (a) before they began their fieldwork the class of students made a summary table of the  differences between high-, middle- and low-order goods and services. this is shown in fig.  1.1 below.   complete fig. 1.1  to show the differences between high- and low-order goods and services.  [3] goods and services order how often they   are boughtaverage price   of goodsdistance people   are willing to travelexamples of goods  and services high ... .. .. ...jewellery \u2018designer\u2019 fashions middle moderate   frequencymoderate pricemedium  distanceclothes shoes low ... .. .. ...food hairdressers fig. 1.1  (b) to investigate hypothesis 1  the students did fieldwork in the two shopping centres. one  student\u2019s fieldwork notes describe their method in fig. 1.2 below.  extract from a student\u2019s fieldwork notes method my group got a map which showed the different  shops in central ladprao plaza. we walked round the  shopping centre and checked that the shops were still  the same as on the map. we then used a tally chart  and classified the shops as high-, middle- or low-order.  we then went to la villa and walked round the  shopping centre classifying the shops on a tally chart  in the same way.  fig. 1.2",
+            "3": "3 0460/42/m/j/18 \u00a9 ucles 2018 [turn over   (i) the results of this fieldwork are shown in table 1.1 (insert). use these results to draw  the divided bar graph  for la villa in fig. 1.3 below.  [3]  number of shops selling goods and services 0 25 50 75 100 high-order goods and services middle-order goods and services low-order goods and serviceskey125 150 175 200 225 250 275 300 325 350 375 400 0 25 50central ladprao plaza la villa fig. 1.3   (ii) do the results of the students\u2019 fieldwork support hypothesis 1:  there are differences  between the numbers of high-, middle- and low-order shops and services in central  ladprao plaza and in la villa ?    support your conclusion with evidence from fig. 1.3 and table 1.1.  ...  ...  ...  ...  ...  ...  ...  ... [4]",
+            "4": "4 0460/42/m/j/18 \u00a9 ucles 2018  (c) to get some information to test hypothesis 2:  the main reasons for people going to shop  in central ladprao plaza and la villa vary in importance , the students used a questionnaire  with people in the two shopping centres. this questionnaire is shown in fig. 1.4 (insert).   (i) the students and teacher agreed the questions they would use in the questionnaire.     suggest three  pieces of advice their teacher gave them about using the questionnaire  with people who are shopping. 1    ... 2    ... 3    ... [3]",
+            "5": "5 0460/42/m/j/18 \u00a9 ucles 2018 [turn over   (ii) table 1.2 (insert) shows the results of question 1 in the questionnaire.     use the results from table 1.2 to complete the pie graph  for la villa in fig. 1.5 below.  [2] answers to question 1 in the questionnaire: what is the main reason you are shopping here today? 0% 10 20 30 40 5060708090 0% 10 20 30 40 5060708090large variety of shops and serviceskeycentral ladprao plaza la villanear work large department stores attractive indoor shopping environment good parking near home good value for money fig. 1.5",
+            "6": "6 0460/42/m/j/18 \u00a9 ucles 2018   (iii) what conclusion would the students make about hypothesis 2:  the main reasons for  people going to shop in central ladprao plaza and la villa vary in importance ?    use evidence from fig. 1.5 and table 1.2 to support your answer.  ...  ...  ...  ...  ...  ...  ...  ... [4]  (d) one student used the answers to question 2 in the questionnaire ( how did you travel here  today? ) to plot the graphs in fig. 1.6 opposite.    (i) use the results shown in table 1.3 (insert) to plot the number of people  who went to la  villa by car in fig. 1.6 opposite.  [1]   (ii) using table 1.3 and fig. 1.6, identify two differences between the methods of travel  used to go to the two shopping centres. 1    ... 2    ... [2]   (iii) suggest three  factors which may affect people\u2019s method of travel to the shopping  centres. 1    ... 2    ... 3    ... [3]",
+            "7": "7 0460/42/m/j/18 \u00a9 ucles 2018 [turn over methods of travel to the shopping centres 0246810 number of answers121416 bus car monorail taxi or motorbike taxi method of travel la villacentral ladprao plaza underground trainwalk 0246810number of answers121416182022 bus car monorail taxi or motorbike taxi method of travelunderground trainwalk fig. 1.6",
+            "8": "8 0460/42/m/j/18 \u00a9 ucles 2018  (e) another group of students investigated the spheres of influence of the shopping centres.   (i) which one of the following is the correct definition of sphere of influence ?    tick (\u2713) your choice in the table below. definition tick (\u2713) area surrounding a town or city area served by a town or service area where people have migrated from  area next to the cbd area where people go to work  [1]   (ii) describe how the students could use the answers to questions 3 and 4 in the  questionnaire (fig. 1.4 insert) to investigate the spheres of influence of the two shopping  centres.  ...  ...  ...  ...  ...  ...  ...  ... [4]  [total: 30]",
+            "9": "9 0460/42/m/j/18 \u00a9 ucles 2018 [turn over 2 students at a school in england did fieldwork on a local river. they wanted to investigate how the  river changed downstream.   (a) before splitting up into separate groups the whole class of students did a pilot study at one  site.   identify two advantages of doing a pilot study from the table below. tick ( \u2713) your choices. tick (\u2713) look at different features along the river draw a map of the course of the river learn how to work safely in the river  practise fieldwork techniques get to know other students before they begin fieldwork  [2]  two groups of students worked separately to investigate the following hypotheses:   hypothesis 1:  the river gradient becomes steeper downstream.   hypothesis 2:  the size of pebbles on the river bed becomes smaller downstream.  (b)  (i) to investigate hypothesis 1  the students measured the gradient of the river bed over  10 m at five fieldwork sites. describe a method to do this. refer to the equipment they  would use in your answer.  ...  ...  ...  ...  ...  ...  ...  ...  ...  ... [5]",
+            "10": "10 0460/42/m/j/18 \u00a9 ucles 2018   (ii) one group of students (group a) made one measurement at each site and the other  group (group b) made four measurements. explain why the results of group b should be  more reliable.  ...  ...    ...  ... [2]  (c) the results of the measurements made by group b at each site are shown in table 2.1 below. table 2.1 measurements of angle of gradient made by group b site angle of gradient (\u00b0) measured over 10  m measurement 1measurement 2measurement 3measurement 4average  angle (\u00b0) 1 upstream downstream11 14 7 5 9 2  6  7 9 7 7 3  3  6 5 2 4 4 10  3 8 6 7 5  4 11 5 4 6 note - average figures given to the nearest whole number   (i) at which site (1 to 5) is the largest variation in measurements?    site ...  [1]",
+            "11": "11 0460/42/m/j/18 \u00a9 ucles 2018 [turn over   (ii) fig. 2.1 below shows a method chosen by one student to present the results in table  2.1.  use this method to show the average gradient at site 3 . [1] average angle of gradient at each site 0 0 2 4 6 8 2 4 6 8 2 4 6 8 2 4 6 8 2 4 6 810 length of measured section (m)site 1 upstream downstream510 average angle (\u00b0) 0 0 10 length of measured section (m)site 2 510 average angle (\u00b0) 0 0 10 length of measured section (m)site 3 510 average angle (\u00b0) 0 0 10 length of measured section (m)site 4 510 average angle (\u00b0) 0 0 10 length of measured section (m)site 5 510 average angle (\u00b0) fig. 2.1",
+            "12": "12 0460/42/m/j/18 \u00a9 ucles 2018   (iii) what conclusion would the students make about hypothesis 1:  the river gradient  becomes steeper downstream ? support  your answer with data from fig. 2.1 and table 2.1.    ...  ...  ...  ...  ...  ... [3]  (d)  to investigate hypothesis 2: the size of pebbles on the river bed becomes smaller  downstream , the students in group a selected 10 pebbles at random from the bed of the river  at each site.    (i) suggest two weaknesses of selecting pebbles at random. 1    ... 2    ... [2]   (ii) the students in group b collected their sample of 10 pebbles at equal distances across  the river bed. which one of the following describes this method of sampling? tick ( \u2713)  your answer. tick (\u2713) average balanced biased stratified systematic  [1]",
+            "13": "13 0460/42/m/j/18 \u00a9 ucles 2018 [turn over   (iii) using a ruler the students then measured the length of the pebbles. the measurements  of the pebbles collected by group b at site 2 are shown in table 2.2 (insert).    plot on fig. 2.2  below the length of pebble number 3 and the average length of the  pebbles at site 2.  [2] length of sampled pebbles at each site 0 site 1 site 2 site 3 site 4 site 5246812 length of pebble (cm)141618 10 upstream downstreampebblekey site average fig. 2.2",
+            "14": "14 0460/42/m/j/18 \u00a9 ucles 2018   (iv) the students decided that hypothesis 2:  the size of pebbles on the river bed becomes  smaller downstream , was partly true . use evidence from  fig. 2.2 to explain why they  reached this conclusion.  ...    ...  ...  ...  ...  ... [3]   (v) explain why pebbles generally become smaller downstream. refer to processes of  erosion.  ...  ...  ...  ...  ...  ... [3]  (e) whilst the two groups of students worked on hypotheses 1 and 2, other students investigated  how other characteristics of the river changed downstream.   (i) suggest a suitable hypothesis to investigate. do not choose gradient or pebble size.   ...  ... [1]",
+            "15": "15 0460/42/m/j/18 \u00a9 ucles 2018   (ii) describe a method to investigate your hypothesis at the five fieldwork sites.  ...  ...  ...  ...  ...  ...  ...  ... [4]  [total: 30]",
+            "16": "16 0460/42/m/j/18 \u00a9 ucles 2018 additional pages if you use the following lined pages to complete the answer(s) to any question(s), the question  number(s) must be clearly shown. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. ..",
+            "17": "17 0460/42/m/j/18 \u00a9 ucles 2018 ..   .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. ..   .. .. .. ..",
+            "18": "18 0460/42/m/j/18 \u00a9 ucles 2018 blank page ",
+            "19": "19 0460/42/m/j/18 \u00a9 ucles 2018 blank page",
+            "20": "20 0460/42/m/j/18 \u00a9 ucles 2018 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 international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download at www.cie.org.uk after  the live examination series. 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.blank page"
+        },
+        "0460_s18_qp_43.pdf": {
+            "1": "*3015555304* this document consists of 18 printed pages, 2 blank pages and 1 insert. dc (lk/sg) 145863/8 \u00a9 ucles 2018  [turn overcambridge international examinations cambridge international general certificate of secondary education geography  0460/43 paper 4 alternative to coursework  may/june 2018  1 hour 30 minutes candidates answer on the question paper. additional materials:  ruler  calculator read these instructions first write your centre number, candidate number and name in the spaces provided. write in dark blue or black pen. you may use an hb pencil for any diagrams or graphs. do not use staples, paper clips, glue or correction fluid. do not  write in any barcodes. write your answer to each question in the space provided. if additional space is required, you should use the lined pages at the end of this booklet. the question number(s)  must be clearly shown. answer all questions. the insert contains figs. 1.1 and 1.6 and table 1.1 for question 1, and figs. 2.1, 2.4 and 2.8 and tables 2.2  and 2.3 for question 2. the insert is not required by the examiner. sketch maps and diagrams should be drawn whenever they serve to illustrate an answer. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question. this syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificate.",
+            "2": "2 0460/43/m/j/18 \u00a9 ucles 2018 1 students at a college in southern england were studying how to collect weather data and if there  might be relationships between weather data measurements. one group of students focused their  study on rainfall. they investigated the following hypotheses:  hypothesis 1:  daily rainfall totals are influenced by the direction from which the wind is blowing.  hypothesis 2: daily rainfall totals are higher when atmospheric pressure is higher.  (a) the students decided to collect their data at 09:00 on each day in february.    why is it important to collect data at the same time each day?  ...  ... [1]  (b) the students used a rain gauge and measuring cylinder to collect rainfall data. these are  shown in fig. 1.1 (insert).   (i) describe how this equipment is used to measure daily rainfall.  ...  ...  ...  ...  ...  ...  ...  ... [4]   (ii) which two of the following factors are important when deciding where to put the rain  gauge? tick ( 3) your choices below. factor tick (3) away from trees to reduce interception by leaves on concrete to collect any rain splashing up from the ground on a hillside which is facing the direction the wind is blowing  the rain next to a main road so it is easy to get to the rain gauge remote from people or animals which may interfere with the  rain gauge  [2]",
+            "3": "3 0460/43/m/j/18 \u00a9 ucles 2018 [turn over  (c) the students used a wind vane to collect data about wind direction.    (i) on fig. 1.2 below, complete the boxes  to show how the wind vane measures wind  direction.  [2] fig. 1.2   (ii) suggest a good position to put a wind vane and explain your choice.  ...  ...  ...  ... [2]  (d) the students used their daily measurements of rainfall and wind direction to plot data onto  fig. 1.3 on page 4.    (i) on fig. 1.3 plot the rainfall measurements  for 4th and 27th february shown below. date in february wind direction total rainfall (mm) 4th south 7.0 27th north 4.4  [2]",
+            "4": "4 0460/43/m/j/18 \u00a9 ucles 2018 results of students\u2019 measurements of wind direction and total daily rainfall from the   current year 456910111219212324 date051015202530 mm 2313 date0510152025 mm daily rainfall (bar graphs)wind direction (rose diagram)051015 mm161725 date0510 mm2728 date05 mm 22 date05 mm 151826 date0510 mm 1781420 date05 mmn nw w ene swse s12345 5 4 3 2 1 0dayskey fig. 1.3",
+            "5": "5 0460/43/m/j/18 \u00a9 ucles 2018 [turn over   (ii) what conclusion would the students make about hypothesis 1:  daily rainfall totals are  influenced by the direction from which the wind is blowing ? support your answer with  evidence from fig. 1.3.  ...  ...  ...  ...  ...  ...  ...  ... [4]",
+            "6": "6 0460/43/m/j/18 \u00a9 ucles 2018   the students compared their results with data collected in february of the previous year. this  is shown in fig. 1.4 below. wind direction and total daily rainfall data from previous year 1113181928 date05101520 mm daily rainfall (bar graphs)wind direction (rose diagram)051015 mm1210172126 date05 mm 56141516 date0510 mm 34789 date05 mm 1222232427 date0510 mm 2025 date05 mmn nw w ene swse s12345 5 4 3 2 1 0dayskey fig. 1.4",
+            "7": "7 0460/43/m/j/18 \u00a9 ucles 2018 [turn over   (iii) describe how  wind direction  in february varied between the two years shown in   figs. 1.3 and 1.4. use data in your answer.  ...  ...  ...  ... [2]   (iv) what effect did the difference in wind direction have on daily amounts of rainfall in  february in the two years?  ...  ... [1]",
+            "8": "8 0460/43/m/j/18 \u00a9 ucles 2018  (e) to investigate hypothesis 2: daily rainfall totals are higher when atmospheric pressure is  higher , the students recorded atmospheric pressure daily.    (i) which one of the following instruments would the students have used to measure  atmospheric pressure? tick ( 3) your choice below. weather instrument tick (3) anemometer barometer hygrometer thermometer  [1]   (ii) the students plotted their measurements of atmospheric pressure and daily rainfall on  the scatter graph, fig. 1.5 below.     plot the data  for the two days in the table below onto fig. 1.5. date in february atmospheric pressure  (mb)total rainfall (mm) 11th 987 10.0 24th 997 3.1  [2] atmospheric pressure and daily rainfall totals 970 975 980 985 990 995 1000 1005 1010 1015 atmospheric pressure (mb)daily rainfall (mm)35 30 25 20 15 10 5 0 fig. 1.5 ",
+            "9": "9 0460/43/m/j/18 \u00a9 ucles 2018 [turn over   (iii) the students made the conclusion that hypothesis 2: daily rainfall totals are higher  when atmospheric pressure is higher  is incorrect. how does fig. 1.5 support this  conclusion? refer to data in your answer.  ...  ...  ...  ... [2]   (iv) the students again compared their results with data collected in february of the previous  year. atmospheric pressure data for both months is shown in table 1.1 (insert). describe  the differences in atmospheric pressure between the two months. use data in your  answer.  ...  ...  ...  ... [2]  (f) another group of students compared data they had collected on average daily temperatures  and wind direction. this is shown in fig. 1.6 (insert). describe how the direction from which  the wind was blowing affected average daily temperatures.  ...  ...  ...  ...  ...  ... [3]  [total: 30]",
+            "10": "10 0460/43/m/j/18 \u00a9 ucles 2018 2 students in thailand did fieldwork to investigate the effects of urban sprawl taking place around  their school.   (a) what is meant by urban sprawl ?  ...  ...  ...  ... [2]   one group of students measured variations in water pollution in local lakes, and did an  environmental quality survey in areas near the school.    they concentrated their investigation on the following hypotheses:   hypothesis 1:  lakes are more polluted in areas where housing has been there longer.   hypothesis 2:  the overall quality of the environment is better in the older housing area.   the students selected three sites in different areas around their school to do their fieldwork.  they are described in table 2.1 below. table 2.1 site 1 an area of older, more expensive housing on a secure estate site 2 an area of modern, cheaper housing alongside a main road site 3 an area where new housing was being completed  (b) to investigate hypothesis 1 the students did two tests to measure the ph value and clarity of  the water. these two tests are described in fig. 2.1 (insert), which is taken from a student\u2019s  fieldwork notebook.     suggest why the method to measure ph may be more reliable than the method to measure  clarity.  ...  ...  ...  ... [2]",
+            "11": "11 0460/43/m/j/18 \u00a9 ucles 2018 [turn over  (c) the results of the tests are shown in tables 2.2 and 2.3 (insert).   (i) plot the average ph value  of the water at site 2 on fig. 2.2 below.  [1] average ph values of water at the three sitessite 3 site 1 5 6 7 ph value more pollutedsite 1:  older housing site 2:  modern housing site 3:  new housing being completed fig. 2.2   (ii) plot the average depth of clear water  at site 2 on fig. 2.3 below.  [1] average depth of clear water at the three sites 0 10 20 30 40 50site 3 site 1depth of clear water (cm)site 1:  older housing site 2:  modern housing site 3:  new housing being completed fig. 2.3",
+            "12": "12 0460/43/m/j/18 \u00a9 ucles 2018   (iii) what conclusion would the students make about hypothesis 1:  lakes are more polluted  in areas where housing has been there longer ?     circle your decision below and support it with evidence from figs. 2.2 and 2.3 and   tables 2.2 and 2.3. hypothesis is true   hypothesis is partly true   hypothesis is false  ...  ...  ...  ...  ...  ... [4]     (iv) look again at table 2.1. suggest reasons to explain why the level of water pollution  varies between the three sites.  ...  ...  ...  ... [2]  (d) to investigate hypothesis 2:  the overall quality of the environment is better in the older  housing area , the students did an environmental quality survey at each site. their survey  sheet is shown in fig. 2.4 (insert).    (i) the decisions made by two students about buildings at the same site are shown in  fig. 2.5 below and opposite. students\u2019 decisions on environmental quality student a site number surveyed:  2  positive description +2 +1 0 \u20131 \u20132 negative description buildings in good condition 3    in poor condition  well-designed / attractive    3  poorly designed / ugly  well maintained  3   poorly maintained  no vandalism or graffiti  3   extensive vandalism or  graffiti",
+            "13": "13 0460/43/m/j/18 \u00a9 ucles 2018 [turn over student b site number surveyed:   2  positive description +2 +1 0 \u20131 \u20132 negative description buildings in good condition  3   in poor condition  well-designed / attractive   3  poorly designed / ugly  well maintained   3   poorly maintained  no vandalism or graffiti 3    extensive vandalism or  graffiti fig. 2.5    suggest two reasons why the decisions made by the two students are different. 1    ... 2    ...  [2]      (ii) suggest two ways the group of students could have organised themselves to make sure  that their results were reliable.    give a different reason for each way you suggest. suggestion 1  . reason  ..  ... suggestion 2  . reason  ..  ...  [4]",
+            "14": "14 0460/43/m/j/18 \u00a9 ucles 2018   (iii) fig. 2.7 (on page 15) shows the results of the environmental quality survey at the three sites.  use the information in fig. 2.6 below to plot the results  for general features at site 2 on   fig. 2.7.  [2]  positive description +2 +1 0 \u20131 \u20132 negative description generalroads and pavements are  well maintained  3   roads and pavements  are poorly maintained  few road signs or  advertising boards     3lots of road signs and  advertising boards  lakes and streams are  clean   3  lakes and streams are  dirty  lots of insects and wildlife  can be seen   3  no evidence of insects  and wildlife    fig. 2.6",
+            "15": "15 0460/43/m/j/18 \u00a9 ucles 2018 [turn over results of the environmental quality survey site 1:  area of older housing condition design maintenance vandalism  / graffiti gardens trees, bushes parks litter  / debris congestion noise air pollution safety roads  / pavements signs lakes  / streams wildlifebuildings open space traffic general+2 +1 0 \u20131 \u20132 site 2:  area of modern housing condition design maintenance vandalism  / graffiti gardens trees, bushes parks litter  / debris congestion noise air pollution safety roads  / pavements signs lakes  / streams wildlifebuildings open space traffic general+2 +1 0 \u20131 \u20132 site 3:  area of new housing being completed condition design maintenance vandalism  / graffiti gardens trees, bushes parks litter  / debris congestion noise air pollution safety roads  / pavements signs lakes  / streams wildlifebuildings open space traffic general+2 +1 0 \u20131 \u20132 fig. 2.7",
+            "16": "16 0460/43/m/j/18 \u00a9 ucles 2018   (iv) fig. 2.7 shows that the score for condition of the buildings was the same at sites 1 and  2.  identify one other description of the buildings which also had the same score at sites   1 and 2.  ... [1]   (v) use data from fig. 2.7 to calculate the difference in the total score for the open space  category between sites 1 and 3.  ... [1]   (vi)  what conclusion would the students make about hypothesis 2:  the overall quality of  the environment is better in the older housing area ? support your decision with evidence  from fig. 2.7.  ...  ...  ...  ...  ...  ...  ... [4]  (e) the students did the same environmental quality survey at another local site which had not  been developed and was still covered by trees and bushes. their completed survey sheet is  shown in fig. 2.8 (insert).    suggest reasons for the positive scores given by the students for this site on fig. 2.8.  ...  ...  ...  ...  ...  ...  ...  ... [4]  [total: 30]",
+            "17": "17 0460/43/m/j/18 \u00a9 ucles 2018 additional pages if you use the following lined pages to complete the answer(s) to any question(s), the question number(s)  must be clearly shown. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. ..",
+            "18": "18 0460/43/m/j/18 \u00a9 ucles 2018 .. .. ..  .. .. ..  ..  ..  .. .. ..  ..  .. ..",
+            "19": "19 0460/43/m/j/18 \u00a9 ucles 2018 blank page",
+            "20": "20 0460/43/m/j/18 \u00a9 ucles 2018 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 international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download at www.cie.org.uk after  the live examination series. 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.blank page"
+        },
+        "0460_w18_qp_11.pdf": {
+            "1": "*1832389397* this syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificate. this document consists of 29 printed pages, 3 blank pages and 1 insert. dc (st/jg) 154021/6 \u00a9 ucles 2018  [turn overcambridge international examinations cambridge international general certificate of secondary education geography  0460/11 paper 1  october/november 2018  1 hour 45 minutes candidates answer on the question paper. additional materials:  ruler  calculator read these instructions first write your centre number, candidate number and name in the spaces provided. write in dark blue or black pen. you may use an hb pencil for any diagrams or graphs. do not use staples, paper clips, glue or correction fluid. do not  write in any barcodes. write your answer to each question in the space provided. if additional space is required, you should use the lined pages at the end of this booklet. the question  number(s) must be clearly shown. answer three  questions, one from each section. the insert contains fig. 2.2 for question 2, figs. 5.3 and 5.4 for question 5 and figs. 6.2 and 6.3 for  question  6. the insert is not required by the examiner. sketch maps and diagrams should be drawn whenever they serve to illustrate an answer. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question. definitions medcs \u2013 more economically developed countries ledcs \u2013 less economically developed countries",
+            "2": "2 0460/11/o/n/18 \u00a9 ucles 2018 section a answer one question from this section. 1 (a) study fig. 1.1, which shows information about the population structure of ethiopia (an ledc)  in 2010 and 2030 (predicted). male female 810 810 6 6 4 4 2 2 0 040-4445-4950-5455-5960-6465-6970-7475-7980-8485-8990-9495-99100+ 80-8485-8990-9495-99100+ 35-39 30-34 25-29 20-24 15-19 10-14 5-9 0-4 percentage of total populationpercentage of total population2010 male female 8 810 10 6 6 4 4 2 2 0 040-4445-4950-5455-5960-6465-6970-7475-79 35-39 30-34 25-29 20-24 15-19 10-14 5-9 0-42030 (predicted) old dependents economically active young dependents   fig. 1.1   (i) what percentage of the population of ethiopia in 2010 were male aged 0 to 4?      %  [1]   (ii) describe how the total  percentage population aged 0 to 4 is expected to change between  2010 and 2030. you should use statistics in your answer.  ...  ...  ...  ... [2]",
+            "3": "3 0460/11/o/n/18 \u00a9 ucles 2018 [turn over   (iii) suggest how the population structure of ethiopia is likely to change after 2030. young dependents    ...   old dependents  .  ...   economically active  ...  ... [3]   (iv) suggest reasons for the expected changes in the percentage of young and old  dependents in ethiopia. young dependents    ...    ...  ...   old dependents  .  ...    ...  ... [4]",
+            "4": "4 0460/11/o/n/18 \u00a9 ucles 2018  (b) study fig. 1.2, which predicts how the percentage of different age groups in the european  union (eu) may change between 2010 and 2050. percentage of the total population 0 \u2013 14 years15 \u2013 64 years65 \u2013 79 years80 years and above 2010020406080100 2020 2030 2040 2050key fig. 1.2    (i) complete fig. 1.2  by plotting the following information for 2040. age (years) percentage of population 0 to 14 years 13 15 to 64 years 58 65 to 79 years 19 80 years and above 10 [3]",
+            "5": "5 0460/11/o/n/18 \u00a9 ucles 2018 [turn over   (ii) describe the challenges faced by medcs as the percentage of old dependents in their  population increases.  ...  ...  ...  ...  ...  ...  ...  ...  ...  ... [5]",
+            "6": "6 0460/11/o/n/18 \u00a9 ucles 2018  (c) for a named country you have studied, describe the impacts of overpopulation.   name of country   ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ... [7] [total: 25]",
+            "7": "7 0460/11/o/n/18 \u00a9 ucles 2018 [turn over 2 (a) study fig. 2.1, which shows information about the percentage of the population living in urban  areas in 2010 and 2050 (predicted). australasiaasia europe africa south americanorth america 2010 2050 (predicted)key scale for bars 1 mm = 5% of population living in urban areas fig. 2.1   (i) what percentage of the population of north america lived in urban areas in 2010?     % [1]   (ii) describe how the percentage of the population of asia living in urban areas is expected  to change between 2010 and 2050. you should use statistics in your answer.  ...  ...  ...  ... [2]",
+            "8": "8 0460/11/o/n/18 \u00a9 ucles 2018   (iii) suggest reasons why a larger percentage of the population lived in urban areas in north  america than in africa in 2010.  ...  ...  ...  ...  ...  ... [3]   (iv) explain why urbanisation is taking place in ledcs.  ...  ...  ...  ...  ...  ...  ...  ... [4]",
+            "9": "9 0460/11/o/n/18 \u00a9 ucles 2018 [turn over  (b) study fig. 2.2 (insert), which is a photograph which shows the homes of migrants in mumbai,  a city in india (an ledc).     (i) using fig. 2.2, suggest three  problems likely to be faced by the migrants to mumbai,  who are living in the area shown. 1    ... 2    ... 3    ... [3]   (ii) describe the impacts of rural to urban migration on the rural areas  from which people  have migrated.  ...  ...  ...  ...  ...  ...  ...  ...  ...  ... [5]",
+            "10": "10 0460/11/o/n/18 \u00a9 ucles 2018  (c) for a named urban area you have studied, describe the strategies which have been used to  reduce the problems caused by rural to urban migration.   name of urban area   ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ... [7] [total: 25]",
+            "11": "11 0460/11/o/n/18 \u00a9 ucles 2018 [turn over section b answer one question from this section. 3 (a) study fig. 3.1, which shows the earth\u2019s tectonic plates and their boundaries. eurasian plate pacific plate nazca plateafrican plate indo-australian platenorth american plate south  american platephilippines plate key divergent (constructive) plate boundary convergent (destructive) plate boundary conservative plate boundary fig. 3.1   (i) at which type of plate boundary do plates move away from each other?    circle your answer in the list below.     conservative      convergent      divergent   [1]   (ii) explain why volcanoes form at places where plates move away from each other.   ...  ...  ...  ... [2]",
+            "12": "12 0460/11/o/n/18 \u00a9 ucles 2018   (iii) explain why volcanoes form at places where plates move towards  each other.  ...  ...  ...  ...  ...  ... [3]   (iv) explain why earthquakes  occur at plate boundaries.  ...  ...  ...  ...  ...  ...  ...  ... [4]",
+            "13": "13 0460/11/o/n/18 \u00a9 ucles 2018 [turn over  (b) study fig. 3.2, which is information about a volcanic eruption in chile (an ledc in south  america). chile volcano villarrica erupts more than 3000 people have been evacuated from nearby areas as the villarrica  volcano in southern chile erupted in the early hours of tuesday morning. lava  and clouds of ash were ejected from the volcano. the 2840 metre volcano has a  lava lake in its crater which is a popular destination for hikers who climb the peak  to look inside the crater. the last major eruption was in 1985 and there have been smaller eruptions  since then. more than 100 people are thought to have died in mudflows and from  breathing poisonous fumes from the volcano during the 20th century. fig. 3.2   (i) using information from fig. 3.2 only, identify three  hazards caused by the eruption of  the villarrica volcano. 1   2   3   [3]   (ii) explain what can be done to reduce the impacts of volcanoes.   ...  ...  ...  ...  ...  ...  ...  ...  ...  ... [5]",
+            "14": "14 0460/11/o/n/18 \u00a9 ucles 2018  (c) explain why people live close to a named volcano you have studied.   name of volcano   ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ... [7] [total: 25]",
+            "15": "15 0460/11/o/n/18 \u00a9 ucles 2018 [turn over 4 (a) study fig. 4.1, which shows the drainage basin of the river tillingbourne in the uk (an  medc). 0 1 2n 3 kmshalfordnorth downs holmbury hillleith hill river wey law brook watershed hills riverkeyriver tillingbourne fig. 4.1   (i) what is the general direction in which the river tillingbourne is flowing?      [1]   (ii) on fig. 4.1, mark and label  the following:    \u2013 the confluence of the river tillingbourne and law brook (label with an x).    \u2013 the source of law brook (label with an s). [2]",
+            "16": "16 0460/11/o/n/18 \u00a9 ucles 2018   (iii) suggest three  reasons why the river tillingbourne is more likely to flood than law  brook. 1    ... 2    ... 3    ... [3]   (iv) shalford is a large village with a population of 4100.    describe the problems which flooding may cause in shalford.  ...  ...  ...  ...  ...  ...  ...  ... [4]",
+            "17": "17 0460/11/o/n/18 \u00a9 ucles 2018 [turn over  (b) study fig. 4.2, which shows the flow of the river tillingbourne during one year. river flow (litres per second) 500 0jan feb mar april may june july aug sept oct nov dec10001500200025003000 month   fig. 4.2   (i) describe how the flow of the river tillingbourne in march differs from the flow in  september. you should use statistics in your answer.  ...  ...  ...  ...  ...  ... [3]",
+            "18": "18 0460/11/o/n/18 \u00a9 ucles 2018   (ii) suggest reasons why the flow of the river tillingbourne varies during the year.  ...  ...  ...  ...  ...  ...  ...  ...  ...  ... [5]",
+            "19": "19 0460/11/o/n/18 \u00a9 ucles 2018 [turn over  (c) for a named river you have studied, describe how it is managed to reduce the risk of flooding.   name of river   ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ... [7] [total: 25]",
+            "20": "20 0460/11/o/n/18 \u00a9 ucles 2018 section c answer one question from this section. 5 (a) study figs. 5.1 and 5.2, which show information about the manufacture of linen in belfast,  northern ireland (uk, an medc) in 1900 and the present day.   linen is a cloth made from a plant called \u2018flax\u2019. local flaxlocal water power local flax flax coallocal flaxbelfastmainly uk belgium scotland1900 fig. 5.1 netherlands belgium russia france electricity  local flax flaxbelfastuk usa canada australia germany italypresent day fig. 5.2 export import finished product other important factorsmarket n.b. the size of the symbol is proportionate to the amountsource of labourraw materialskey",
+            "21": "21 0460/11/o/n/18 \u00a9 ucles 2018 [turn over   (i) what is meant by manufacturing industry ?   ...  ... [1]   (ii) using fig. 5.1  only , identify:    \u2013 the main source of labour in 1900  ...      \u2013 the main market for linen in 1900.   ... [2]   (iii) using figs. 5.1 and 5.2, describe three  ways in which the linen industry in northern  ireland has changed between 1900 and the present day. 1    ... 2    ... 3    ... [3]   (iv) explain why manufacturing industries remain important in some areas even though the  original advantages of those locations no longer exist.  ...  ...  ...  ...  ...  ...  ...  ... [4]",
+            "22": "22 0460/11/o/n/18 \u00a9 ucles 2018  (b) study figs. 5.3 and 5.4 (insert), which are photographs showing a manufacturing industry in  corfu, greece (an medc).   (i) describe the processes shown in figs. 5.3 and 5.4.    ...  ...  ...  ...  ...  ... [3]   (ii) explain why the percentage of the population employed in manufacturing industry  changes as a country develops.  ...  ...  ...  ...  ...  ...  ...  ...  ...  ... [5]",
+            "23": "23 0460/11/o/n/18 \u00a9 ucles 2018 [turn over  (c) describe the positive impacts of a named transnational corporation (tnc) at a local and at a  national scale.   name of transnational corporation (tnc)   ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ... [7] [total: 25]",
+            "24": "24 0460/11/o/n/18 \u00a9 ucles 2018 6 (a) study fig. 6.1, which shows a map of the location of reservoirs near sheffield, uk (an medc),  along with figs. 6.2 and 6.3 (insert) which are photographs which show two of the reservoirs.   fig. 6.2 shows agden reservoir. fig. 6.3 shows dale dyke reservoir. km0dam reservoir contour line1 2 3 4key 200450 400 350 300 250 250250200200250350 300 300 311395389 150n agden damflask strinesdale dyke fig. 6.1   (i) what is meant by a reservoir ?  ...  ... [1]   (ii) using fig. 6.1, describe one similarity and one difference between agden and dale  dyke reservoirs. similarity    ... difference  ..  ... [2]",
+            "25": "25 0460/11/o/n/18 \u00a9 ucles 2018 [turn over   (iii) suggest reasons for the location of the reservoirs shown in figs. 6.2 and 6.3.  ...  ...  ...  ...  ...  ... [3]  (b) study fig. 6.4, which is a news article about a reservoir near solapur in india (an ledc). the state government was asked to release water from upstream reservoirs to  the ujani reservoir which was empty.  householders and farmers in the area have been asking for the release of  85 million cubic metres of water into the ujani reservoir. water is also needed for  a sugar factory and a soft drinks factory in solapur.  even though the government has agreed to release water from upstream the  worry is that not much water will actually reach the drought-affected people.  water will have to travel 250  km and a large amount will be lost by evaporation  before reaching the ujani reservoir. fig. 6.4   (i) identify from fig. 6.4 three  different uses of water from the ujani reservoir. 1    ... 2    ... 3    ... [3]",
+            "26": "26 0460/11/o/n/18 \u00a9 ucles 2018   (ii) explain why water shortages cause more problems in ledcs, such as india, than in  medcs.  ...  ...  ...  ...  ...  ...  ...  ... [4]   (iii) describe methods other than reservoirs which can be used to supply people with enough  safe water.   ...  ...  ...  ...  ...  ...  ...  ...  ...  ... [5]",
+            "27": "27 0460/11/o/n/18 \u00a9 ucles 2018  (c) describe the environmental risks of an economic activity which takes place in a named area  you have studied.   name of area    economic activity   ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ... [7] [total: 25]",
+            "28": "28 0460/11/o/n/18 \u00a9 ucles 2018 additional pages if you use the following lined pages to complete the answer(s) to any question(s), the question  number(s) must be clearly shown. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. ..",
+            "29": "29 0460/11/o/n/18 \u00a9 ucles 2018 .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. ..",
+            "30": "30 0460/11/o/n/18 \u00a9 ucles 2018 blank page",
+            "31": "31 0460/11/o/n/18 \u00a9 ucles 2018 blank page",
+            "32": "32 0460/11/o/n/18 \u00a9 ucles 2018 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 international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download at www.cie.org.uk after  the live examination series. 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.blank page"
+        },
+        "0460_w18_qp_12.pdf": {
+            "1": "this document consists of 31 printed pages, 1 blank page and 1 insert. dc (nh/cgw) 154059/7 \u00a9 ucles 2018  [turn over *7298444082* geography  0460/12 paper 1  october/november 2018  1 hour 45 minutes candidates answer on the question paper. additional materials:  ruler  calculator read these instructions first write your centre number, candidate number and name in the spaces provided. write in dark blue or black pen. you may use an hb pencil for any diagrams or graphs. do not use staples, paper clips, glue or correction fluid. do not  write in any barcodes. write your answer to each question in the space provided. if additional space is required, you should use the lined pages at the end of this booklet. the question number(s)  must be clearly shown. answer three  questions, one from each section. the insert contains figs. 3.2, 3.3 and 3.4 for question 3, fig. 5.2 for question 5, and figs.  6.2, 6.3, 6.4 and  6.5 for question 6. the insert is not required by the examiner. sketch maps and diagrams should be drawn whenever they serve to illustrate an answer. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part  question. definitions medcs \u2013 more economically developed countries ledcs \u2013 less economically developed countries this syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificate.cambridge international examinations cambridge international general certificate of secondary education",
+            "2": "2 0460/12/o/n/18 \u00a9 ucles 2018 section a answer one question from this section. 1 (a) study figs. 1.1 and 1.2, which show population pyramids for two areas in india (an ledc).   bihar (fig. 1.1) is a rural area.   delhi (fig. 1.2) is an urban area. 0 2000 4000 6000 8000femalepopulation pyramid for bihar male 0 2000 4000 8000 600080+ 75\u201379 70\u201374 65\u201369 60\u201364 55\u201359 50\u201354 45\u201349 40\u201344 35\u201339 30\u201334 25\u201329 20\u201324 15\u201319 10\u201314 5\u20139 0\u20134economically active young dependentold dependent economically active young dependentold dependent population (000s)age fig. 1.1 0 200 400 600 800female economically active young dependentold dependent economically active young dependentold dependentpopulation pyramid for delhi population (000s)male 0 200 400 800 1000 60080+ 75\u201379 70\u201374 65\u201369 60\u201364 55\u201359 50\u201354 45\u201349 40\u201344 35\u201339 30\u201334 25\u201329 20\u201324 15\u201319 10\u201314 5\u20139 0\u20134age fig. 1.2",
+            "3": "3 0460/12/o/n/18 \u00a9 ucles 2018 [turn over   (i) how many people in bihar are male aged 0 to 4?    . thousands  [1]   (ii) describe two differences between the young dependent population in bihar and delhi. 1    ... 2    ... [2]   (iii) what evidence in figs. 1.1 and 1.2 suggests that: the birth rate is high in bihar  .  ...  ... rural depopulation has taken place in bihar  ..  ...  ... there is gender imbalance in delhi?  ..  ...  ... [3]   (iv) suggest reasons why birth rates are high in bihar.  ...  ...  ...  ...  ...  ...  ...  ... [4]",
+            "4": "4 0460/12/o/n/18 \u00a9 ucles 2018  (b) study fig. 1.3, which predicts how the number of people in different age groups in india will  change between 2000 and 2100. 2000010020030040050060070080090010001100total population by age group key 15\u2013640\u201314 65+(young dependent) (economically active) (old dependent)2050 yearpopulation (millions) 2100estimate fig. 1.3",
+            "5": "5 0460/12/o/n/18 \u00a9 ucles 2018 [turn over   (i) using fig. 1.3 only, compare the proportion of dependent population to economically  active population (the dependency ratio) of india in 2000 to that which is expected in  2050 . use statistics in your answer.  ...  ...  ...  ...  ...  ..  [3]   (ii) suggest reasons why the number of people aged 65 and over in india is expected to  increase rapidly by 2100.  ...  ...  ...  ...  ...  ...  ...  ...  ...  ... [5]",
+            "6": "6 0460/12/o/n/18 \u00a9 ucles 2018  (c) for a named country you have studied, describe the problems caused by an increase in its  dependent population. name of country .  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ... [7]  [total: 25]",
+            "7": "7 0460/12/o/n/18 \u00a9 ucles 2018 [turn over turn page for question 2",
+            "8": "8 0460/12/o/n/18 \u00a9 ucles 2018 2 (a) study fig. 2.1, which shows data about five urban areas in canada in 2015. urban areapopulation  growth rate  (%)unemployed  (%)crime index (0 = low 1 = high)doctors  (per 1000  people)average  household  income (canadian  $) calgary  6.56 4.0 0.32 2.46 125 733 halifax  5.86 6.3 0.42 3.74  79 348 montreal  4.17 9.2 0.50 2.34  61 159 vancouver 10.39 6.0 0.52 2.43  81 066 vernon  2.39 6.0 0.60 2.83  68 676 fig. 2.1   (i) tick the two features in the table below which are typical of an urban area. tick (3) large amounts of farmland and woodland low population density most areas are occupied by houses, shops, offices and factories  national parks very little open space  [1]   (ii) using fig. 2.1 only, identify the urban area where:    \u2013 crime is most likely     \u2013 health care is likely to be the poorest.   [2]   (iii) identify the urban area listed in fig. 2.1 which you think has the highest quality of life.    justify your choice. urban area .  ...  ...  ...  ...  ...  ... [3]",
+            "9": "9 0460/12/o/n/18 \u00a9 ucles 2018 [turn over   (iv) the urban area of vancouver has the fastest growing population.    suggest four different problems which could be faced by people living in vancouver as a  result of this rapid growth. 1    ... 2    ... 3    ... 4    ..  [4]  (b) study fig. 2.2, an article about traffic in the city of vernon, canada. traffic jams on 27th and 32nd streets, accidents and angry drivers in the  city of vernon \u2013 this is exactly what city planners want to avoid in the future.  planners want to create more roads and invest in new and improved public  transport to take traffic away from vernon\u2019s busiest roads. the director of  engineering said, \u2018if nothing is done you will see an increase in traf fic and an  increase in accidents\u2019. fig. 2.2   (i) explain why it is important to reduce traffic congestion in urban areas such as vernon.  ...  ...  ...  ...  ...  ... [3]",
+            "10": "10 0460/12/o/n/18 \u00a9 ucles 2018   (ii) suggest ways in which the public transport system might be developed in vernon during  the next thirty years to reduce traffic problems.  ...  ...  ...  ...  ...  ...  ...  ...  ...  ... [5]",
+            "11": "11 0460/12/o/n/18 \u00a9 ucles 2018 [turn over  (c) for a named urban area you have studied, describe a change in land use and explain why  this change in land use has caused conflict. name of urban area .  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ... [7]  [total: 25]",
+            "12": "12 0460/12/o/n/18 \u00a9 ucles 2018 section b answer one question from this section. 3 (a) study fig. 3.1, which shows the notsuke peninsula in japan. shibetsu odaitonarawara todowara 0 5 10 km15notsuke     peninsulaflower roadprevailing wind  road townkey nemuro strait n fig. 3.1   (i) which type of coastal landform is the notsuke peninsula?    circle your answer in the list below.     bay    headland     spit [1]   (ii) what is the distance and direction from odaito to narawara?    distance  km    direction   [2]   (iii) suggest how the notsuke peninsula was formed by coastal processes.  ...  ...  ...  ...  ...  ... [3]",
+            "13": "13 0460/12/o/n/18 \u00a9 ucles 2018 [turn over   (iv) there are large areas of sand dunes on the notsuke peninsula.    explain how sand dunes are formed.  ...  ...  ...  ...  ...  ...  ...  ... [4]  (b) study figs. 3.2, 3.3 and 3.4 (insert), which are photographs taken on a coastline.   (i) using information from figs. 3.2, 3.3 and 3.4 only, identify three opportunities which  coastlines provide for people. 1    ... 2    ... 3    ... [3]   (ii) coastlines experience hazards such as coastal erosion and tropical storms. describe  the problems which may be faced by people as a result of these hazards. coastal erosion  .  ...  ...  ...  ... tropical storms  ..  ...  ...  ...  ... [5]",
+            "14": "14 0460/12/o/n/18 \u00a9 ucles 2018  (c) explain the formation of a cliff and wave-cut platform.   you should include a labelled diagram or series of diagrams.  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  [7]  [total: 25]",
+            "15": "15 0460/12/o/n/18 \u00a9 ucles 2018 [turn over turn page for question 4",
+            "16": "16 0460/12/o/n/18 \u00a9 ucles 2018 4 (a) study fig.  4.1, which shows lines joining together places of equal rainfall (isohyets) in  namibia. 400 mm 300 mm350 mm 250  mm 200  mm 150  mm 100  mm 50 mm450  mm500  mm550 mm600 mm650 mm700  mmzambia tropic of capricorn atlantic     oceanbotswana     cold currentprevailing      winds south      africa0 200 km400angola n 500  mm isohyet international boundarykey fig. 4.1   (i) a desert is defined as an area with less than 250  mm of rainfall.    on fig. 4.1 shade the area  of less than 250  mm of rainfall in namibia.  [1]   (ii) describe two other characteristics of a hot desert climate. 1    ... 2    ... [2]",
+            "17": "17 0460/12/o/n/18 \u00a9 ucles 2018 [turn over   (iii) explain why there is a large area of hot desert in namibia by referring to the following  factors shown in fig. 4.1: latitude  ...  ...  ... the prevailing winds  ...  ...  ... the ocean current.  .  ...  ... [3]   (iv) explain why a hot desert may form near mountains (in a rain shadow).  ...  ...  ...  ...  ...  ...  ...  ... [4]",
+            "18": "18 0460/12/o/n/18 \u00a9 ucles 2018  (b) study fig. 4.2, which shows a food web in an area of low rainfall. badgerraptor coyotemountain lion snakesmall predators, carnivores, insectivoreslarge predators primary consumerslizards and small reptiles squirrel and other small rodents plants such as sagebrush and rabbitbrush = energy flowsoil bacteriaprickly pear cactus nutrients returned to soildesert    wildflowersinsects pronghorn and other grazersbat primary producers key fig. 4.2",
+            "19": "19 0460/12/o/n/18 \u00a9 ucles 2018 [turn over   (i) using fig. 4.2, describe three  different ways in which the natural vegetation, soil and  wildlife are dependent on each other. 1    ... 2    ... 3    ... [3]   (ii) describe the characteristics of vegetation which make it able to survive in areas where  rainfall is low.  ...  ...  ...  ...  ...  ...  ...  ...  ...  ... [5]",
+            "20": "20 0460/12/o/n/18 \u00a9 ucles 2018  (c) for a named area of tropical rainforest  you have studied, describe and explain the  characteristics of the vegetation.   name of area of tropical rainforest .  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ... [7]  [total: 25]",
+            "21": "21 0460/12/o/n/18 \u00a9 ucles 2018 [turn over turn page for question 5",
+            "22": "22 0460/12/o/n/18 \u00a9 ucles 2018 section c answer one question from this section. 5 (a) study fig. 5.1, which shows information about changes in employment in vietnam (an ledc). 100 90 80 70 60 50percentage of workforce 40 20 10 1990 2010030agriculturekey mining manufacturing tertiary quaternary fig. 5.1   (i) using fig. 5.1, identify a primary industry .  ... [1]   (ii) give one example of each of the following:    \u2013 manufacturing  ...    \u2013 tertiary employment.  ... [2]   (iii) using fig. 5.1 only, describe the changes in employment in vietnam between 1990 and  2010.  ...  ...  ...  ...  ...  ... [3]",
+            "23": "23 0460/12/o/n/18 \u00a9 ucles 2018 [turn over   (iv) explain why the employment structure of a country changes as it develops.  ...  ...  ...  ...  ...  ...  ...  ... [4]",
+            "24": "24 0460/12/o/n/18 \u00a9 ucles 2018  (b) study fig. 5.2 (insert), which shows danang city in vietnam.   (i) describe the location of hoa khanh industrial park.  ...  ...  ...  ...  ...  ... [3]   (ii) industries located at hoa khanh industrial park include agriculture and seafood  processing factories, packaging manufacturers and the assembly of high technology  equipment.    using information from fig. 5.2, suggest why industries such as these have been located  at hoa khanh industrial park.  ...  ...  ...  ...  ...  ...  ...  ...  ...  ... [5]",
+            "25": "25 0460/12/o/n/18 \u00a9 ucles 2018 [turn over  (c) for a country or area which you have studied, describe the importance of different methods  of energy supply.   name of country or area .  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ... [7]  [total: 25]",
+            "26": "26 0460/12/o/n/18 \u00a9 ucles 2018 6 (a) study fig. 6.1, which shows information about the number of international tourists arriving in  corfu, a greek island, between 2004 and 2013. 1000 900 800 700 tourist arrivals (thousands)600 500 400 300 200 100 2004 2005 2006 2007 2008 year by air on cruise shipskey2009 2010 2011 2012 20130 fig. 6.1   (i) what is meant by a tourist ?  ...  ... [1]   (ii) complete fig. 6.1  by plotting the following information:    \u2013 950 000 tourists arrived by air in 2013.  [2]",
+            "27": "27 0460/12/o/n/18 \u00a9 ucles 2018 [turn over   (iii) describe the changes in the number of tourists arriving on cruise ships between 2004  and 2013. you should include statistics in your answer.  ...  ...  ...  ...  ...  ... [3]  (b) study fig. 6.2 (insert), a map showing corfu, along with figs. 6.3, 6.4 and 6.5 (insert) which  are photographs taken in corfu.   (i) suggest three  different ways in which people who live in corfu might benefit from  tourism. 1    ... 2    ... 3    ... [3]   (ii) suggest two problems which tourism might cause for people who live in corfu and two  problems which it might cause for the local natural environment. people  ...  ...  ...  ... natural environment  ..  ...  ...  ... [4]",
+            "28": "28 0460/12/o/n/18 \u00a9 ucles 2018   (iii) using evidence from figs. 6.2, 6.3, 6.4 and 6.5 only, explain why corfu attracts tourists.  ...  ...  ...  ...  ...  ...  ...  ...  ...  ... [5]",
+            "29": "29 0460/12/o/n/18 \u00a9 ucles 2018  (c) for a named area where tourism is important, explain how the negative impacts of tourism  are managed . name of area .  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ... [7]  [total: 25]",
+            "30": "30 0460/12/o/n/18 \u00a9 ucles 2018 additional pages if you use the following lined pages to complete the answer(s) to any question(s), the question  number(s) must be clearly shown. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. ..",
+            "31": "31 0460/12/o/n/18 \u00a9 ucles 2018 .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. ..",
+            "32": "32 0460/12/o/n/18 \u00a9 ucles 2018 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 international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download at www.cie.org.uk after  the live examination series. 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.blank page"
+        },
+        "0460_w18_qp_13.pdf": {
+            "1": "this document consists of 27 printed pages, 1 blank page and 1 insert. dc (nh/sw) 154450/5 \u00a9 ucles 2018  [turn over *0245013764* geography  0460/13 paper 1  october/november 2018  1 hour 45 minutes candidates answer on the question paper. additional materials:  calculator  ruler read these instructions first write your centre number, candidate number and name in the spaces provided. write in dark blue or black pen. you may use an hb pencil for any diagrams or graphs. do not use staples, paper clips, glue or correction fluid. do not  write in any barcodes. write your answer to each question in the space provided. if additional space is required, you should use the  lined pages at the end of this booklet. the question number(s) must be clearly shown. answer three  questions, one from each section. the insert contains figs. 2.2, 2.3 and 2.4 for question 2, figs. 4.1, 4.2 and 4.4 for question 4, and fig. 6.2 for  question 6. the insert is not required by the examiner. sketch maps and diagrams should be drawn whenever they serve to illustrate an answer. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part  question. definitions medcs \u2013 more economically developed countries ledcs \u2013 less economically developed countries this syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificate.cambridge international examinations cambridge international general certificate of secondary education",
+            "2": "2 0460/13/o/n/18 \u00a9 ucles 2018 section a answer one question from this section. 1 (a) study fig. 1.1, which shows information about the population in the lesser antilles, a group  of islands in the caribbean. barbados trinidad & tobago 25 0000 100 km200 1 000  000 2 500250  0002 500  000number of inhabitantsst.vincent & the grenadinesst.luciadominicamontserrat martiniqueguadeloupeantigua & barbudaatlantic ocean caribbean sealesser antillesst. kitts & nevispuerto ricovirgin islandsanguilla st. maarten saba st. eustatius (us)(gb) st. martin st. barth\u00e9lemy grenada 1 \u2013 30 31 \u2013 100 101 \u2013 150 151 \u2013 200 201 \u2013 250population density per km2key 251 \u2013 300 301 \u2013 400 401 \u2013 500 501 +n fig. 1.1",
+            "3": "3 0460/13/o/n/18 \u00a9 ucles 2018 [turn over   (i) what is measured by population density?    tick the one statement in the table below which is correct. tick [3] how closely together people live how large the population of an area is the amount of land in the area the wealth of an area  [1]   (ii) calculate the population density of st. lucia using the following data:    area of land = 616  km2    total population = 167  000    you should show your calculations in the box below.  .. per km2  [2]   (iii) identify the following from fig. 1.1:    \u2013 the largest island     \u2013 the island with the largest total population       \u2013 the island with the highest population density   [3]   (iv) suggest four reasons why the islands shown in fig.  1.1 all have different population  densities even though they all have similar climates. 1    ...    2    ...    3    ...    4    ... [4]",
+            "4": "4 0460/13/o/n/18 \u00a9 ucles 2018  (b) study fig. 1.2, which shows information about the world\u2019s population. only 5% of the total population of the world lives in the shaded areas.equator tropic of capricorntropic of cancer fig. 1.2   (i) the areas shaded on fig. 1.2 are sparsely populated. describe the global distribution of  these areas.  ...  ...  ...  ...  ...  ... [3]   (ii) explain how climate influences population distribution.  ...  ...  ...  ...  ...  ...  ...  ...  ...  ... [5]",
+            "5": "5 0460/13/o/n/18 \u00a9 ucles 2018 [turn over  (c) for a named country you have studied, explain why it has a high natural population growth  rate. name of country ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ... [7]  [total: 25]",
+            "6": "6 0460/13/o/n/18 \u00a9 ucles 2018 2 (a) study fig. 2.1, which shows information about the world\u2019s population living in urban areas. above 75% 51 \u2013 75% 25 \u2013 50% below 25%percentage of total population living in urban areaskey ethiopiaindia brazil south africa fig. 2.1   (i) tick the one feature in the table which is typical of an urban area. tick (3) few sources of employment are available low population density large amounts of housing, shops and entertainment large areas of open space most land is used for farming  [1]   (ii) using fig. 2.1, complete the table below by inserting the names of the following four  countries.    the countries should be arranged in rank order of the percentage of their total population  living in urban areas. brazil     ethiopia     india     south africa largest percentage living in urban areas smallest percentage living in urban areas    [2]",
+            "7": "7 0460/13/o/n/18 \u00a9 ucles 2018 [turn over   (iii) compare the distribution of countries where the largest percentage (above 75%) and  smallest percentage (below 25%) of their population live in urban areas.  ...  ...  ...  ...  ...  ... [3]   (iv) explain why a greater percentage of the population live in urban areas in medcs than in  ledcs.  ...  ...  ...  ...  ...  ...  ...  ... [4]  (b) study figs. 2.2, 2.3 and 2.4 (insert), which are photographs taken in an urban area in an  ledc.   (i) using evidence from figs. 2.2, 2.3 and 2.4 only, identify three  pull factors attracting  people to urban areas in ledcs. 1    ... 2    ... 3    ... [3]",
+            "8": "8 0460/13/o/n/18 \u00a9 ucles 2018   (ii) describe the problems faced by migrants who have recently moved to urban areas in  ledcs.  ...  ...  ...  ...  ...  ...  ...  ...  ...  ... [5]",
+            "9": "9 0460/13/o/n/18 \u00a9 ucles 2018 [turn over  (c) for a named urban area you have studied in an ledc, describe the strategies used to  improve the living conditions of people in squatter settlements.  name of urban area ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ... [7]  [total: 25]",
+            "10": "10 0460/13/o/n/18 \u00a9 ucles 2018 section b answer one question from this section. 3 (a) study fig. 3.1, which shows information about the weather at midday on 29 march and  31 march 2016 at poole harbour in the uk. 0 0 10020 804060 humidity %cloud base10002000metres300040005000 nwn sswne2520 30 15 10 40 535 45 50 0sew e 1002  mb air pressure29 march 2016 401.0 0.9 0.8 0.7 0.6 0.5cmwind direction wind speed (knots) 0.4 0.3 0.2 0.1 0 rainfall temperature30 20 \u00b0c 10 0 \u201310 0 0 10020 804060 humidity %cloud base10002000metres300040005000 nwn sswne2520 30 15 10 40 535 45 50 0sew e 1014  mb air pressure31 march 2016 401.0 0.9 0.8 0.7 0.6 0.5cmwind direction wind speed (knots) 0.4 0.3 0.2 0.1 0 rainfall temperature30 20 \u00b0c 10 0 \u201310 fig. 3.1",
+            "11": "11 0460/13/o/n/18 \u00a9 ucles 2018 [turn over   (i) define weather .  ...  ... [1]   (ii) describe how wind direction is measured.  ...  ...  ...  ... [2]   (iii) identify from fig. 3.1 the weather characteristic measured by the following instruments.    anemometer .    barometer .    thermometer .  [3]   (iv) describe four differences between the weather at poole harbour on 29 march and  31 march 2016. 1    ... 2    ... 3    ... 4    ... [4]",
+            "12": "12 0460/13/o/n/18 \u00a9 ucles 2018  (b) study fig. 3.2, which shows the annual rainfall on the island of viti levu, in fiji. 0 25 50 kmn isohyet (line joining places of equal annual rainfall in mm)key 3100 37503750 37503100 5000 3100175017502000 2500 2500225020002250 suvalautoka viti levu 50002500 fig. 3.2   (i) describe the location of the area with an annual rainfall of over 5000  mm in viti levu.  ...  ...  ...  ...  ...  ... [3]   (ii) describe how data on rainfall can be collected using a rain gauge.    you should refer to where the rain gauge should be sited and how it is used.  ...  ...  ...  ...  ...  ...  ...  ...  ...  ... [5]",
+            "13": "13 0460/13/o/n/18 \u00a9 ucles 2018 [turn over  (c) for a named river you have studied, describe the hazards for people caused by flooding. name of river ..  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ... [7]  [total: 25]",
+            "14": "14 0460/13/o/n/18 \u00a9 ucles 2018 4 (a) study fig. 4.1 (insert), which shows some countries where coastal erosion and deposition  occur in europe, along with fig. 4.2 (insert) which is a photograph showing a coastline  shaped by erosion.   (i) what is meant by coastal erosion ?  ...  ... [1]   (ii) using evidence from fig. 4.1 only, explain why coastal erosion occurs at x but coastal  deposition occurs at y.  ...  ...  ...  ... [2]   (iii) describe the main features of the cliff and wave-cut platform shown in fig. 4.2.  ...  ...  ...  ...  ...  ... [3]   (iv) explain how the wave-cut platform shown in fig. 4.2 was formed by coastal erosion.  ...  ...  ...  ...  ...  ...  ...  ... [4]",
+            "15": "15 0460/13/o/n/18 \u00a9 ucles 2018 [turn over  (b) study fig. 4.3, which shows methods of protecting coasts from erosion, along with fig. 4.4  (insert), which shows an area where a cliff has collapsed. methods of coastal protectiongabion revetmentgroyne sea wallbeach nourishment rock armour fig. 4.3   (i) describe any three  of the methods of coastal protection which are labelled in fig. 4.3. method of coastal protection description 1  ... ... 2 ... ... 3 ... ...  [3]   (ii) choose one method which you think should be used to protect the coastline shown in  fig. 4.4 from erosion. you can refer to any method of coastal protection, including those  in fig. 4.3.    justify your choice of method.  ...  ...  ...  ...  ...  ...  ...  ...  ...  ... [5]",
+            "16": "16 0460/13/o/n/18 \u00a9 ucles 2018  (c) for a named area of coast you have studied, describe the natural hazards faced by people. name of area of coast ..  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ... [7]  [total: 25]",
+            "17": "17 0460/13/o/n/18 \u00a9 ucles 2018 [turn over turn page for question 5",
+            "18": "18 0460/13/o/n/18 \u00a9 ucles 2018 section c answer one question from this section. 5 (a) study figs. 5.1 and 5.2, which show maps of human development index (hdi) in south  america in 2000 and 2012. 2000 panamael salvadorguatemalabelize honduras nicaragua costa ricavenezuela french guianasurinameguyana chileecuador argentinaboliviacolombia peru brazil paraguay uruguay above 0.8 0.7\u20130.8 below 0.7 no datakey 01000 2000 km2000 n fig. 5.1 2012 panamael salvadorguatemalabelize honduras nicaragua costa ricavenezuela french guianasurinameguyana chileecuador argentinaboliviacolombia peru brazil paraguay uruguay above 0.8 0.7\u20130.8 below 0.72012 key 01000 2000 kmn fig. 5.2",
+            "19": "19 0460/13/o/n/18 \u00a9 ucles 2018 [turn over   (i) what was the hdi of uruguay in both 2000 and 2012?    ..  [1]   (ii) give one example of each of the following:    \u2013 a country where the hdi has increased from below 0.7 to 0.7\u20130.8;      ..    \u2013 a country where the hdi has increased from 0.7\u20130.8 to above 0.8.      ..  [2]   (iii) tick the three  statements about hdi in the table below which are correct. tick (3) all countries with a high hdi have large populations hdi is a composite indicator of development hdi is the same as average income many people who live in a country with a low hdi will be wealthy most people who live in a country with a high hdi will be well educated the higher the hdi the longer people are likely to live there will be more schools and universities where the hdi is lower  [3]   (iv) suggest four reasons why the hdi of many south american countries increased  between 2000 and 2012. 1    ... 2    ... 3    ... 4    ... [4]",
+            "20": "20 0460/13/o/n/18 \u00a9 ucles 2018  (b) study fig. 5.3, which shows information about gdp per person and the use of energy per  person in selected countries (gdp is an indicator of wealth). high high low annual energy use per persongdp per person (us$)norway russia indiaunited states china afghanistan fig. 5.3   (i) describe the relationship between gdp per person and the use of energy per person.    refer to countries in your answer.  ...  ...  ...  ...  ...  ... [3]",
+            "21": "21 0460/13/o/n/18 \u00a9 ucles 2018 [turn over   (ii) explain why there is a relationship between gdp per person and the use of energy per  person.  ...  ...  ...  ...  ...  ...  ...  ...  ...  ... [5]",
+            "22": "22 0460/13/o/n/18 \u00a9 ucles 2018  (c) for a country you have studied, describe the advantages and disadvantages of a transnational  corporation (tnc) locating there. name of country .. name of transnational corporation (tnc) ..  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ... [7]  [total: 25]",
+            "23": "23 0460/13/o/n/18 \u00a9 ucles 2018 [turn over 6 (a) study fig. 6.1, which is a graph showing information about the employment structure of  sweden (an medc) and myanmar (an ledc). 0102030405060708090100 100 0 10 20 30 40 50 tertiary (percentage)primary (percentage)secondary (percentage) 60 70 80 90 1009080706050403020100 myanmarsweden fig. 6.1   (i) plot a cross on fig. 6.1 to show the following information about the employment structure  of ghana:    primary  45%    secondary  15%    tertiary  40% [1]   (ii) give one example of primary employment and one example of tertiary employment. primary  .. tertiary  .. [2]   (iii) using information from fig. 6.1 only, compare the employment structure of sweden and  myanmar.  ...  ...  ...  ...  ...  ... [3]",
+            "24": "24 0460/13/o/n/18 \u00a9 ucles 2018   (iv) suggest reasons for the difference in employment structure between sweden and  myanmar.  ...  ...  ...  ...  ...  ...  ...  ... [4]  (b) study fig. 6.2 (insert), which shows information about the car assembly industry .   (i) use fig. 6.2 to explain what is meant by assembly industry .  ...  ...  ...  ...  ...  ... [3]   (ii) explain how the location of industry can be influenced by transport.  ...  ...  ...  ...  ...  ...  ...  ...  ...  ... [5]",
+            "25": "25 0460/13/o/n/18 \u00a9 ucles 2018  (c) describe the local and global environmental risks of an economic activity which takes place in  a named area you have studied. name of area .. economic activity ..  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ... [7]  [total: 25]",
+            "26": "26 0460/13/o/n/18 \u00a9 ucles 2018 additional pages if you use the following lined pages to complete the answer(s) to any question(s), the question  number(s) must be clearly shown. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. ..",
+            "27": "27 0460/13/o/n/18 \u00a9 ucles 2018 .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. ..",
+            "28": "28 0460/13/o/n/18 \u00a9 ucles 2018 blank page permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the  publisher will be pleased to make amends at the earliest possible opportunity. to avoid the issue of disclosure of answer-related information to candidates, all copyright acknowledgements are reproduced online in the cambridge international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download at www.cie.org.uk after  the live examination series. 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."
+        },
+        "0460_w18_qp_21.pdf": {
+            "1": "this document consists of 19 printed pages, 1 blank page and 1 insert. dc (nh/sg) 154024/5 \u00a9 ucles 2018  [turn over *3150517930* geography  0460/21 paper 2  october/november 2018  1 hour 30 minutes candidates answer on the question paper. additional materials:  ruler  plain paper  calculator 1:50 000 survey map extract is enclosed with this question paper. read these instructions first write your centre number, candidate number and name in the spaces provided. write in dark blue or black pen. you may use an hb pencil for any diagrams or graphs. do not use staples, paper clips, glue or correction fluid. do not  write in any barcodes. write your answer to each question in the space provided. if additional space is required, you should use the lined pages at the end of the booklet. the question  number(s) must be clearly shown. answer all questions. the insert contains figs. 4.1 and 4.2 for question 4. the survey map extract and the insert are not required by the examiner. sketch maps and diagrams should be drawn whenever they serve to illustrate an answer. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question. definitions medcs \u2013 more economically developed countries ledcs \u2013 less economically developed countries this syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificate.cambridge international examinations cambridge international general certificate of secondary education",
+            "2": "2 0460/21/o/n/18 \u00a9 ucles 2018 1 study the map extract for frya, norway. the scale is 1:50  000.  (a) fig. 1.1 shows some of the features in the north west of the map extract. 55 56 57 58 59 60 55 56 57 58 59 6034 33 32 3134 33 32 31b e adc fig. 1.1   using the map extract, identify the following features shown on fig. 1.1:   (i) feature a  ... [1]   (ii) feature b  ... [1]   (iii) the height above sea level at c    .. metres  [1]   (iv) the height above sea level of the contour at d    .. metres  [1]   (v) the type of land at e.  ... [1]",
+            "3": "3 0460/21/o/n/18 \u00a9 ucles 2018 [turn over  (b) using map evidence, give reasons for the growth of the settlement at frya in the south west  of the map extract.  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ... [5]",
+            "4": "4 0460/21/o/n/18 \u00a9 ucles 2018  (c) fig. 1.2 is a cross section along northing 280 from 600280 to the eastern edge of the map at  640280. 1000 800 600 400 200 0 600280 6402801000 800 600 height (metres)height (metres) 400 200 0x yz fig. 1.2   (i) identify the feature at x.    ..  [1]   (ii) give the name of the river at y.    ..  [1]   (iii) identify the feature at z.    ..  [1]   (iv) the cross section shown on fig. 1.2 is incomplete. using information from the map  extract, draw a line on fig. 1.2 to complete the cross section . [2]",
+            "5": "5 0460/21/o/n/18 \u00a9 ucles 2018 [turn over  (d) fig. 1.3 shows part of the valley of the frya river in the south west of the map extract. study  fig. 1.3 and answer the questions below. 55 29 28 27 26 2529 28 27 26 2556 57 55 56 57frya fig. 1.3   (i) describe the relief of the part of the valley shown on fig.  1.3.  ...  ...  ...  ...  ...  ...  ...  ... [3]   (ii) describe the distribution of cultivation in the part of the valley shown on fig.  1.3.  ...  ...  ... [1]",
+            "6": "6 0460/21/o/n/18 \u00a9 ucles 2018   (iii) using map evidence, suggest a reason for the distribution that you have described in   (d)(ii) .  ...  ...  ... [1]  [total: 20]",
+            "7": "7 0460/21/o/n/18 \u00a9 ucles 2018 [turn over 2 fig. 2.1 shows a prediction of how the population of some countries in europe might change by  the year 2030. uk +15%uk +15% france +10%latvia \u201322%latvia \u201322% germany \u201310%germany \u201310% italy \u20137%italy \u20137% spain +5%belarus \u201328%belarus \u201328% ukraine \u201333%russia \u201324% romania \u201326%romania \u201326%poland \u201320% bulgaria \u201335%bulgaria \u201335% 377  000 african migrants per year1.2 million asian migrants per yearmediterranean sean0 800 kmkey + 15% population change fig. 2.1  (a) (i) which country shown on fig. 2.1 is predicted to have the biggest change in population?    ..  [1]   (ii) describe the pattern of predicted population change shown on fig. 2.1.  ...  ...  ...  ...  ...  ...  ... [2]   (iii) how will the migration shown on fig. 2.1 affect the size of europe\u2019s population?  ...  ... [1]",
+            "8": "8 0460/21/o/n/18 \u00a9 ucles 2018  (b) fig. 2.2 shows some migration routes taken by people from africa to reach the mediterranean  sea and then europe. 91013 2 sabhaadrar 4al jawfbenghazimalta mediterranean sea 56 78 11agadez khartoumcanary islands sahara desert 12 1314n key town migration route international boundary countries: 1 morocco 4 libya 7 chad 10 ghana2 algeria 5 mali 8 sudan 11 nigeria 13 kenya 14 ethiopia3 tunisia 6 niger 9 sierra leone 12 cameroon0 2000 km fig. 2.2   (i) how far does a migrant from khartoum in sudan travel, through al jawf, to benghazi on  the mediterranean coast? tick one correct answer below. tick (3) 700 km 1000  km 1700  km 2000  km 2700  km  [1]",
+            "9": "9 0460/21/o/n/18 \u00a9 ucles 2018 [turn over   (ii) describe the routes that migrants from sierra leone travel to reach the mediterranean  sea.  ...  ...  ...  ...  ...  ...  ...  ... [3]  [total: 8]",
+            "10": "10 0460/21/o/n/18 \u00a9 ucles 2018 3 (a) five definitions, a, b, c, d and e are shown in table 3.1. table 3.1 aa raised area of the sea bed built from the skeletons of marine animals ba coastline with river mouths and spits ca tidal coast with a dense vegetation able to grow in salt water dridges of sand next to the coast with vegetation growing on them esloping rocks eroded by the sea at the bottom of cliffs   which definition describes:   (i) a mangrove swamp    letter .  [1]   (ii) a coral reef?     letter .  [1]  (b) fig. 3.1 shows the areas of coral reef along the coast of australia. key 0 800 kmmain areas of coral reef along coast n 35\u00b0 stropic of capricorn fig. 3.1",
+            "11": "11 0460/21/o/n/18 \u00a9 ucles 2018 [turn over   (i) describe the distribution of coral reefs shown on fig. 3.1.  ...  ...  ...  ...  ...  ... [2]   (ii) suggest one reason for the distribution that you have described in (b)(i) .  ...  ... [1]  (c) fig. 3.2 shows the areas of mangrove swamp along the coast of australia. key 0 800 km13 or more species of mangrove 1 \u2013 12 species of mangroven 35\u00b0 stropic of capricorn cold ocean current warm ocean current types of mangrove swamp fig. 3.2   (i) give one difference between the distribution of mangrove swamps shown on fig. 3.2  and the distribution of coral reefs shown on fig. 3.1.  ...  ...  ... [1]",
+            "12": "12 0460/21/o/n/18 \u00a9 ucles 2018   (ii) suggest how the distribution of mangrove swamps shown on fig. 3.2 is influenced by  ocean currents.  ...  ...  ...  ...  ...  ... [2]  [total: 8]",
+            "13": "13 0460/21/o/n/18 \u00a9 ucles 2018 [turn over 4 figs. 4.1 and 4.2 (insert) show the natural vegetation in two areas with very different climates.  (a) describe the natural vegetation shown in fig. 4.1.  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ... [4]  (b) describe the natural vegetation shown in fig. 4.2.  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ... [4]  [total: 8]",
+            "14": "14 0460/21/o/n/18 \u00a9 ucles 2018 5 (a) fig. 5.1 shows an agricultural system. inputs  processes  outputs examples:    fertiliser    labour    machinery ... ... ...examples:    ploughing    sowing    weeding ... ... ...examples:    crops    animals for sale    meat ... ... ... fig. 5.1   complete fig. 5.1 by adding each of the following examples.  harvesting       milk       soil [3]  (b) fig. 5.2 shows the average value of the inputs and sources of income for farms in scotland,  uk in one year. machinery fertiliser animal feedland and buildings010203040506070amount spent per farm (thousand gbp) sheep cattle crops government subsidies010203040506070income per farm (thousand gbp)inputs sources of income fig. 5.2",
+            "15": "15 0460/21/o/n/18 \u00a9 ucles 2018 [turn over   (i) the average amount spent on machinery on the farms was 18  000 gbp. plot this  information  on fig. 5.2.  [1]   (ii) using fig. 5.2, describe the importance of government subsidies to farms in scotland.  ...  ... [1]  (c) table 5.1 gives information about two groups of farms in scotland, group a and group b. table 5.1 group a group b average farm size (hectares) 84 432 average total income (gbp) 49 224 215 323 average  value of  outputs  (gbp)cereal crops 3326 10 068 cattle 30 268 117 438 sheep 9771 85 134   (i) calculate the average income per hectare for the farms in group a.    . gbp per hectare  [1]   (ii) compare the importance of sheep to the farms in group a with the importance of sheep  to farms in group b.  ...  ...  ...  ...  ...  ...  ... [2]  [total: 8]",
+            "16": "16 0460/21/o/n/18 \u00a9 ucles 2018 6 fig. 6.1 gives information about a coal-fired power station at kalundborg in denmark and its links  with other industries. waste heat waste heatfertiliser sludge steamsteamgypsum waterash waterhouses plasterboard factorycement factory farms pharmaceutical factoryfish farmpower station oil refinerysea ash and gypsum are solid waste from the power station. fig. 6.1  (a) which two of the following statements about the coal-fired power station at kalundborg are  correct? tick two boxes in the table below. statement tick (3) it uses a renewable fuel source it uses a non-renewable fuel source it uses nuclear fuel it uses biofuel  it uses fuelwood it uses sea water for cooling  [2]",
+            "17": "17 0460/21/o/n/18 \u00a9 ucles 2018  (b) how do the kalundborg power station\u2019s links with other industries help to conserve energy ?  ...  ...  ...  ...  ...  ...  ...  ...  ... [3]  (c) how do the kalundborg power station\u2019s links with other industries help to conserve water ?  ...  ...  ...  ...  ...  ...  ...  ...  ... [3] [total: 8]",
+            "18": "18 0460/21/o/n/18 \u00a9 ucles 2018 additional pages if you use the following pages to complete the answer(s) to any question(s), the question number(s)  must be clearly shown. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. ..",
+            "19": "19 0460/21/o/n/18 \u00a9 ucles 2018 .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. ..",
+            "20": "20 0460/21/o/n/18 \u00a9 ucles 2018 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 international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download at www.cie.org.uk after  the live examination series. 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.blank page"
+        },
+        "0460_w18_qp_22.pdf": {
+            "1": "*5941296951* this syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificate. this document consists of 18 printed pages, 2 blank pages, and 1 insert. dc (sc/sg) 154068/5 \u00a9 ucles 2018  [turn overcambridge international examinations cambridge international general certificate of secondary education geography  0460/22 paper 2  october/november 2018  1 hour 30 minutes candidates answer on the question paper. additional materials:  ruler  plain paper  calculator 1:50 000 survey map extract is enclosed with this question paper. read these instructions first write your centre number, candidate number and name in the spaces provided. write in dark blue or black pen. you may use an hb pencil for any diagrams or graphs. do not use staples, paper clips, glue or correction fluid. do not  write in any barcodes. write your answer to each question in the space provided. if additional space is required, you should use the lined pages at the end of the booklet. the question number(s)  must be clearly shown. answer all questions. the insert contains figures 3.1 and 3.2 for question 3. the survey map extract and the insert are not required by the examiner. sketch maps and diagrams should be drawn whenever they serve to illustrate an answer. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part  question. definitions medcs  \u2013 more economically developed countries ledcs  \u2013 less economically developed countries",
+            "2": "2 0460/22/o/n/18 \u00a9 ucles 2018 1 study the map extract for furusj\u00f8en, norway. the scale is 1:50  000.  (a) fig. 1.1 shows some of the features close to the glitra river in the south east part of the map  extract. study fig. 1.1 and the map extract, and answer the questions below. glitraglitra39 56 55 54 53 52 51 5056 55 54 53 52 51 5040 41 42 43 39 40 41 42 43b c d a fig. 1.1   (i) identify the land use at a.  ... [1]   (ii) what type of land is shown at b?  ... [1]   (iii) what is the height above sea level of the spot height at c?  ...  metres  [1]   (iv) what is the height above sea level of the contour at d?  ...  metres  [1]",
+            "3": "3 0460/22/o/n/18 \u00a9 ucles 2018 [turn over   (v) what is the direction of flow of the glitra river in the area shown on fig. 1.1? tick one  correct answer below. tick (\u2713) south west then south south east then south north then north east north west then south  [1]   (vi) what is the distance along the glitra river in the area shown on fig. 1.1? tick one correct  answer below. tick (\u2713) 5\u00bd kilometres 6\u00bd kilometres 7\u00bd kilometres 8\u00bd kilometres  [1]  (b) look at the main settlement in the central part of the map extract. give three  services  provided for tourists in this settlement. 1  ... 2  ... 3  ...  [3]",
+            "4": "4 0460/22/o/n/18 \u00a9 ucles 2018  (c) fig. 1.2 is a cross section along northing 59 from 370590 to the eastern edge of the map  at 430590. 1600 1500 1400 1300 1200 1100 01600 1500 1400 1300 1200 1100 0 370590 430590height (metres)height (metres)x y fig. 1.2   (i) identify the feature at x.  ...  [1]   (ii) identify the feature at y.  ...  [1]   (iii) the cross section shown on fig.  1.2 is incomplete. using information from the map  extract, draw a line on fig.  1.2 to complete the cross section . [2]",
+            "5": "5 0460/22/o/n/18 \u00a9 ucles 2018 [turn over  (d) fig. 1.3 shows an area in the north east of the map extract. 39 60 59 58 5760 59 58 5740 41 42 43 39 40 41 42 43 fig. 1.3   (i) describe the relief of the area shown in fig. 1.3.  ...  ...  ...  ...  ...  ...  ...  ... [4]   (ii) describe the drainage of the area shown in fig. 1.3.  ...  ...  ...  ...  ...  ... [3]  [total: 20]",
+            "6": "6 0460/22/o/n/18 \u00a9 ucles 2018 2 fig. 2.1 shows eight countries located next to the mediterranean sea. international boundarykeytunisiatunisiaspain moroccoitaly greecefrance libyaalgeria km500 0mediterranean sean fig. 2.1  table 2.1 gives information about the population of these countries. table 2.1 annual growth rate (%) birth rate (per  thousand)life expectancy in  2015 (years)before  20122012 to 2030  (expected)1970 2012 algeria 1.7 1.3 46.7 24.6 71 libya 1.7 1.1 46.9 21.1 75 morocco 1.3 1.0 43.2 22.6 71 tunisia 1.3 0.8 40.9 17.4 76 france 0.5 0.4 16.8 12.4 82 greece 0.4 \u20130.1 16.6 9.9 81 italy 0.3 0 17.4 9.3 82 spain 0.8 0.2 19.6 10.6 82  (a) which type of graph would be most suitable to show the information about life expectancies  in table 2.1?  ..  [1]",
+            "7": "7 0460/22/o/n/18 \u00a9 ucles 2018 [turn over  (b) which country shown in table 2.1 is expected to have a population decrease by 2030?  ..  [1]  (c) which country shown in table 2.1 had the smallest decrease in birth rate between 1970  and 2012?  ..  [1]  (d) life expectancy is longer in countries north of the mediterranean sea than in countries south  of the mediterranean sea.   using fig. 2.1 and table 2.1, what is the average difference in life expectancy between the  two groups of countries? tick one correct answer below.  [1] tick (\u2713) 6 years 9 years 12 years 15 years  (e) look at the population growth rates before and after 2012 shown in table 2.1.   (i) give one difference  in the growth rates of the countries north of the mediterranean sea  and the growth rates of countries south of the mediterranean sea.  ... [1]   (ii) give one similarity  between the growth rates of the countries north of the mediterranean  sea and the growth rates of countries south of the mediterranean sea.  ... [1]  (f) look at the birth rates in 1970 and 2012 shown in table 2.1.   (i) give one difference  in the birth rates of the countries north of the mediterranean sea  and the birth rates of countries south of the mediterranean sea.  ... [1]   (ii) give one similarity  between the birth rates of the countries north of the mediterranean  sea and the birth rates of countries south of the mediterranean sea.  ... [1]  [total: 8]",
+            "8": "8 0460/22/o/n/18 \u00a9 ucles 2018 3 urbanisation is the increase in the proportion of a country\u2019s population that live in towns and cities.  rapid urbanisation leads to the development of residential areas like those shown in figs. 3.1  and 3.2 (insert).  (a) describe the residential area shown in fig. 3.1.  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ... [5]",
+            "9": "9 0460/22/o/n/18 \u00a9 ucles 2018 [turn over  (b) using evidence from the photographs, describe three  advantages of living in the residential  area in fig. 3.2 compared to the residential area in fig. 3.1. 1    ...  ... 2    ...  ... 3    ...  ... [3]  [total: 8]",
+            "10": "10 0460/22/o/n/18 \u00a9 ucles 2018 4 table 4.1 shows weather information for mbabane, swaziland for five days in 2016. table 4.1 date maximum  temperature  (\u00b0c)minimum  temperature  (\u00b0c)pressure  (mb)relative humidity  (%) february 2 25 16 1008 50 february 3 32 20 1006 35 february 4 28 17 1010 february 5 20 13 1016 67 february 6 25 15 1013 48  (a) fig. 4.1 shows the temperatures for the five days. 2 3 4 date in february maximum temperature minimum temperature5 601214161820222426283032 temperature (\u00b0c) key fig. 4.1   (i) use the information in table 4.1 to complete fig. 4.1 . [2]",
+            "11": "11 0460/22/o/n/18 \u00a9 ucles 2018 [turn over   (ii) which date has the greatest range of temperature?  ...  [1]   (iii) the units of pressure are abbreviated as mb. what does mb stand for?  ...  [1]  (b) the relative humidity for february 4 has been omitted from table 4.1. this can be calculated  from the readings of the wet and dry bulb thermometers (hygrometer) shown in fig. 4.2 and  the conversion table shown in table 4.2. \u20135 051015202530 \u20135\u201310 \u201310 051015202530dry bulb wet bulb wick distilled water fig. 4.2 table 4.2 dry  bulb  reading  (\u00b0c)wet bulb depression (\u00b0c) 1 2 3 4 5 6 7 8 9 % % % % % % % % % 32 93 86 80 74 68 62 57 51 46 30 93 86 79 73 67 61 55 50 44 28 93 85 78 72 65 59 53 48 42 26 92 85 78 71 64 58 51 46 40 24 92 84 77 69 62 56 49 43 37 22 92 83 76 68 61 54 47 40 34 20 91 83 74 66 59 51 44 37 30   (i) state the readings of the wet and dry bulb thermometers in fig. 4.2. wet bulb   dry bulb  .  [1]   (ii) calculate the depression of the wet bulb.  ...  [1]   (iii) using your answers to (b)(i)  and (ii) and table 4.2, state the relative humidity for  february  4.  ...  [2]  [total: 8]",
+            "12": "12 0460/22/o/n/18 \u00a9 ucles 2018 5 fig. 5.1 shows the tectonic plates, plate movements and plate margins around the atlantic ocean. africaeurope south americakey 0 km2000plate margin plate movement a ab atlantic oceann fig. 5.1  (a) identify the types of plate margin shown at a and b. a  .. b  ..  [1]",
+            "13": "13 0460/22/o/n/18 \u00a9 ucles 2018 [turn over  fig. 5.2 is a cross section through plate margin a and fig. 5.3 is a cross section through plate  margin  b. plate margin a oceanic plateoceanic plate magma chamber fig. 5.2 plate margin b oceanic plateoceanic plate rising magma meltingxx y fig. 5.3  (b) draw pairs of arrows  on figs. 5.2 and 5.3 to show the directions of plate movement.  [2]  (c) the atlantic ocean is getting wider. use evidence from figs. 5.1 and 5.2 to explain this.  ...  ...  ...  ...  ...  ...  ... [3]  (d) (i) identify the features labelled x shown on fig. 5.3.  ... [1]   (ii) identify the process at y shown on fig. 5.3.  . [1]  [total: 8]",
+            "14": "14 0460/22/o/n/18 \u00a9 ucles 2018 6 in recent years people have become more concerned about global warming.  (a) which two of the following statements about global warming are correct? tick two boxes. statement tick (\u2713) the ozone layer affects global warming the amount of nitrogen in the atmosphere affects global warming global warming is caused by earthquakes decreased carbon dioxide in the atmosphere will increase global warming  increased carbon dioxide in the atmosphere will increase global warming global warming is a result of an increase in the greenhouse effect global warming will cause a fall in sea level  [2]  (b) fig. 6.1 shows predicted changes in crop yields between 2000 and 2100 as a result of global  warming. \u201380 \u201370 \u201360 \u201350 \u201340 \u201330 change in yield (%)\u201320 \u201310 0 10africa maize asia rice india wheat usa maize usa soya beanskey temperature increase 1 \u00b0c 2 \u00b0c 3 \u00b0c 4 \u00b0c fig. 6.1   (i) if temperatures increase by 2  \u00b0c, africa\u2019s maize yields are predicted to drop by 25%.  plot this information on fig. 6.1.  [1]",
+            "15": "15 0460/22/o/n/18 \u00a9 ucles 2018   (ii) using data from fig. 6.1, state the effect of:    \u2013 a 4 \u00b0c increase in temperature on maize yields in usa;  .    \u2013 a 1 \u00b0c increase in temperature on soya bean yields in usa.  .  [2]  (c) fig. 6.2 shows predicted changes in crop yields in temperate and tropical areas between  2000 and 2100 as a result of global warming. \u201350 \u201340 \u201330 change in yield (%)\u201320 \u201310 0 10 20wheat maize tropical areastemperate areas wheat rice maizekey temperature increase 1 \u00b0c 2 \u00b0c 3 \u00b0c fig. 6.2   using information from fig. 6.2 only, suggest how farmers might change their production of  wheat, rice and maize because of global warming.   (i) farmers in temperate  areas  ...  ...  ...  ...  ... [turn over",
+            "16": "16 0460/22/o/n/18 \u00a9 ucles 2018   (ii) farmers in tropical  areas  ...  ...  ...  ...  ...  ...  ... [3]  [total: 8]",
+            "17": "17 0460/22/o/n/18 \u00a9 ucles 2018 additional pages if you use the following lined pages to complete the answer(s) to any question(s), the question  number(s) must be clearly shown. .. .. ..  ..  .. .. ..  ..  ..  .. .. ..  .. ..",
+            "18": "18 0460/22/o/n/18 \u00a9 ucles 2018 .. .. ..  .. .. ..  ..  ..  .. .. ..  ..  ..  ..",
+            "19": "19 0460/22/o/n/18 \u00a9 ucles 2018 blank page",
+            "20": "20 0460/22/o/n/18 \u00a9 ucles 2018 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 international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download at www.cie.org.uk after  the live examination series. 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.blank page"
+        },
+        "0460_w18_qp_23.pdf": {
+            "1": "*9523500175* this document consists of 15 printed pages, 1 blank page and 1 insert. dc (lk/sw) 154458/6 \u00a9 ucles 2018  [turn overcambridge international examinations cambridge international general certificate of secondary education geography  0460/23 paper 2  october/november 2018  1 hour 30 minutes candidates answer on the question paper. additional materials:  ruler  plain paper  calculator 1:25 000 survey map extract is enclosed with this question paper. read these instructions first write your centre number, candidate number and name in the spaces provided. write in dark blue or black pen. you may use an hb pencil for any diagrams or graphs. do not use staples, paper clips, glue or correction fluid. do not  write in any barcodes. write your answer to each question in the space provided. if additional space is required, you should use the lined pages at the end of this booklet. the question number(s)  must be clearly shown. answer all questions. the insert contains figs. 2.1 and 2.2 for question 2, and fig. 3.1 for question 3 and question 4. the survey map extract and the insert are not required by the examiner. sketch maps and diagrams should be drawn whenever they serve to illustrate an answer. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part  question. this syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificate.",
+            "2": "2 0460/23/o/n/18 \u00a9 ucles 2018 1 study the map extract, which is for mj\u00f8lker\u00e5en, norway. the scale is 1:25  000.   fig. 1.1 shows some of the features in the northern part of the map extract.  (a) study fig. 1.1 and the map extract and answer the questions below. 96 97 98 99 9612131415 12131415 97 98 99a b c d e fig. 1.1   identify the following features shown on fig. 1.1:   (i) the type of building a;  ... [1]   (ii) feature b;  .. [1]    (iii) feature c;  .. [1]    (iv) the height of the contour at d;  metres  [1]   (v) the land use at e.  .. [1] ",
+            "3": "3 0460/23/o/n/18 \u00a9 ucles 2018 [turn over  (b) fig. 1.2 shows an incomplete cross section along northing 13 from the coast at 946130 to  980130.  0 946130 954130 980130100200300400500 0100200300400500east west height (metres)height (metres)unmarked footpath fig. 1.2   (i) complete the cross section  on fig. 1.2.  [2]   (ii) on fig. 1.2, using labelled arrows mark the positions  of:    \u2013 a power line (use label p);    \u2013 an area of cultivation (use label c). [2]  (c) describe the distribution of the built-up areas north of northing 14.  ...  ...  ...  ... [2]  (d) state the six-figure grid reference of the boatshed on the coast road at hylkje in the north  east. (the boatshed is shown by a small black triangle.)  ... [2]",
+            "4": "4 0460/23/o/n/18 \u00a9 ucles 2018  (e) complete the description of the relief and drainage of grid square 9711.   the highest point is over . metres.   hilltop slopes are more .. sloping than lower slopes.   there is little surface drainage, except for three small ..  . two of them drain     towards the . and one towards the ..  . [5]  (f) fig. 1.3 shows the positions of two grid squares, 9613 and 9813 on the map extract. 96 97 98 99 9613 13 97 98 9913 13 fig. 1.3   the table below compares features of the two grid squares. complete the table by putting  a tick (3) in each box to indicate whether the feature appears in that grid square. three  examples have been completed. feature 9613 9813 open area 33 land over 400 metres 3 farm marsh  [2]  [total: 20]",
+            "5": "5 0460/23/o/n/18 \u00a9 ucles 2018 [turn over 2 (a) study fig. 2.1 (insert), which is a photograph of a volcano in the canary islands.   (i) name the type of volcano shown in fig. 2.1.  ... [1]   (ii) state one piece of evidence for your answer to (a)(i) .  ... [1]   (iii) give evidence from fig. 2.1 to explain why it is important to give warnings when the  volcano shown is likely to erupt.  ...  ...  ...  ...  ...  ... [3]  (b) study fig. 2.2 (insert), which shows readings from instruments used to monitor volcanic  activity.   (i) circle the word or words below to indicate what is most likely to have caused the pattern  of seismic activity shown.     ash fall      earthquake      lava flow  [1]   (ii) which gas had the highest reading?   ... [1]   (iii) the deformation reading measures how a slope of a volcano is changing shape.     explain why this can occur just before the volcano erupts.  ...  ... [1]  [total: 8]",
+            "6": "6 0460/23/o/n/18 \u00a9 ucles 2018 3 study fig. 3.1 (insert), which is a photograph of a rural settlement in lesotho, southern africa.  (a) state how the following appear to have influenced the location of the settlement in fig. 3.1:   relief (height and slope)  ...  ...  ...  ...   accessibility  ...  ...  ...  ...   water supply.  ...  ...  ...  ... [5]",
+            "7": "7 0460/23/o/n/18 \u00a9 ucles 2018 [turn over  (b) study fig. 3.2, which shows the locations of settlements in the area. the only shop in  settlement  b is a general store. 0 1 2 kma b d c en key village town road fig. 3.2   (i) to which settlement on fig. 3.2 are people who live in settlement b most likely to travel  to buy furniture? circle your answer in the list below.     a     b     c     d     e [1]   (ii) explain why you have chosen the settlement you have identified in (b)(i) .  ...  ...  ...  ... [2]  [total: 8]",
+            "8": "8 0460/23/o/n/18 \u00a9 ucles 2018 4 study fig. 3.1 (insert) again, which shows the farmland of settlement b.   (a) give evidence from fig. 3.1 which shows that soil erosion has occurred in the area.  ...  ...  ...  ... [2]  (b) use evidence from fig. 3.1 to describe ways in which the farmers are trying to reduce and  prevent soil erosion in the area.  ...  ...  ...  ...  ...  ... [3]  (c) fig. 4.1 gives information about the area. \u2022 dry season from april to september \u2022 wet season with heavy showers from october to march \u2022 crops are planted in october \u2022 crops are harvested april to july fig. 4.1   study figs. 3.1 and 4.1 and suggest reasons why the people living in the area shown in  fig. 3.1 may be unable to prevent soil erosion. the photograph shown in fig. 3.1 was taken  in september.  ...  ...  ...  ...  ...  ... [3]  [total: 8]",
+            "9": "9 0460/23/o/n/18 \u00a9 ucles 2018 [turn over turn page for question 5",
+            "10": "10 0460/23/o/n/18 \u00a9 ucles 2018 5 study fig. 5.1, which shows the mean monthly rainfall for lagos, nigeria, and figs. 5.2 and 5.3,  which show where rain falls in the intertropical convergence zone (itcz) in june and december. 0j f m a m j j monthrainfall (mm)rainfall (mm) a s o n d50100150200250300350400450500 050100150200250300350400450500 fig. 5.1 tropic of cancerjune tropic of capricorn 0 1200 kmtropic of cancerdecember tropic of capricorn rain in the intertropical convergence zonekey line of the heaviest rainn lagos lagos     fig. 5.2  fig. 5.3",
+            "11": "11 0460/23/o/n/18 \u00a9 ucles 2018 [turn over  (a) describe the variations in monthly rainfall over the year at lagos, as shown on fig. 5.1.   (do not give a month by month account. there is no need to quote figures.)  ...  ...  ...  ...  ...  ... [3]  (b) (i) use figs. 5.2 and 5.3 to explain the difference in rainfall amounts in lagos in june and  december.  ...  ...  ...  ... [2]   (ii) state the number of times the line of heaviest rain passes over lagos in a twelve month  period from december to december.      [1]  (c) most of the rainfall in lagos falls from cumulonimbus clouds. describe two characteristics of  cumulonimbus clouds that help to identify them. 1   2   [2]  [total: 8]",
+            "12": "12 0460/23/o/n/18 \u00a9 ucles 2018 6 study fig. 6.1, which shows electricity production from various sources between 1980 and 2013  for a country in asia.  use fig. 6.1 to answer all the questions that follow. 19800100200300400500600700800900 0100200300400500600700800900 1985 1990 1995 year2000 2005 2010 2013electricity production (twh)electricity production (twh) fossil fuels hydroelectricity non-hydro renewable nuclearkey fig. 6.1  (a) (i) state the amount of hydroelectricity produced in the country in 1993.    . twh  [1]   (ii) compare the use of fossil fuels and nuclear as sources of electricity production in the  country between 1980 and 2013.  ...  ...  ...  ...  ...  ...  ...  ... [4]",
+            "13": "13 0460/23/o/n/18 \u00a9 ucles 2018  (b) suggest possible reasons for the difference in the use of fossil fuels and nuclear as sources  of electricity in the country since 2010.  ...  ...  ...  ...  ...  ... [3]  [total: 8]",
+            "14": "14 0460/23/o/n/18 \u00a9 ucles 2018 additional pages if you use the following lined pages to complete the answer(s) to any question(s), the question number(s)  must be clearly shown. .. ..  .. .. ..  ..  ..  .. .. ..  ..  .. ",
+            "15": "15 0460/23/o/n/18 \u00a9 ucles 2018 .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. ..",
+            "16": "16 0460/23/o/n/18 \u00a9 ucles 2018 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 international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download at www.cie.org.uk after  the live examination series. 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.blank page"
+        },
+        "0460_w18_qp_41.pdf": {
+            "1": "*8168215755* this document consists of 17 printed pages, 3 blank pages and 1 insert. dc (kn/sw) 154452/5 \u00a9 ucles 2018  [turn overcambridge international examinations cambridge international general certificate of secondary education geography  0460/41 paper 4  alternative to coursework  october/november 2018  1 hour 30 minutes candidates answer on the question paper. additional materials:  calculator  protractor  ruler read these instructions first write your centre number, candidate number and name in the spaces provided. write in dark blue or black pen. you may use an hb pencil for any diagrams or graphs. do not use staples, paper clips, glue or correction fluid. do not  write in any barcodes. write your answer to each question in the space provided. if additional space is required, you should use the lined pages at the end of the booklet. the question  number(s) must be clearly shown. answer all questions. the insert contains figs. 1.1 and 1.4 and tables 1.1 and 1.2 for question 1, and figs. 2.1, 2.2, 2.3, 2.4, 2.6,  2.7, 2.8, 2.9, 2.10 and 2.11 and table 2.1 for question 2. the insert is not required by the examiner. sketch maps and diagrams should be drawn whenever they serve to illustrate an answer. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part  question. this syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificate.",
+            "2": "2 0460/41/o/n/18 \u00a9 ucles 2018 1 students were learning about problems in urban settlements. they agreed with their teacher that  traffic was a problem in the centre of their local town. they decided to do fieldwork to investigate  the issue.   the students tested the following hypotheses:      hypothesis 1:  the number of vehicles in the town centre varies throughout the day.   hypothesis 2: traffic congestion is a big problem in the town centre.  (a) to investigate hypothesis 1  the students did a traffic count at different sites in the town  centre. these sites are shown on fig. 1.1 (insert).    (i) which two of the following are important features of a traffic count? tick ( 3) your choices  below. feature tick (3) pedestrians who walk past the counting site and then return  must be counted twice. counting must start and finish at the same time at all  counting sites. students should work by themselves so they are not  distracted by others. the speed of each vehicle must be recorded using a stop  watch. a tally method must count and record vehicles in groups of  five.  identify every fifth vehicle which passes the counting site by  make and model of vehicle.  [2]   (ii) the students agreed to count the number of vehicles for 10 minutes at two hour intervals  between 07:00 and 19:00.    suggest why the students decided to make the counts last for 10 minutes.  ...  ...  ...  ... [2]",
+            "3": "3 0460/41/o/n/18 \u00a9 ucles 2018 [turn over  (b) the results of the traffic counts are shown in table 1.1 (insert).    (i) at which site were most vehicles counted during the day?    site number ...  [1]   (ii) plot the total number of vehicles  counted at 17:00 and 19:00 on fig. 1.2, below.  [2] results of traffic count 0 07:00 09:00 11:00 13:00 start time of traffic counttotal number of vehicles 15:00 17:00 19:005006007008009001000 fig. 1.2",
+            "4": "4 0460/41/o/n/18 \u00a9 ucles 2018   (iii) what conclusion did the students make about hypothesis 1:  the number of vehicles in  the town centre varies throughout the day ? support your decision by only referring to  data for the total number of vehicles and the number of vehicles counted at sites 5 and 6  at different times. this data is shown in fig. 1.2 and highlighted in table 1.1.  ...  ...  ...  ...  ...  ...  ...  ... [4]   (iv) suggest two factors which might influence the amount of traffic in a town centre during  the day. 1    ... 2    ... [2]",
+            "5": "5 0460/41/o/n/18 \u00a9 ucles 2018 [turn over  (c)  one student used the results in table 1.1 to draw flow lines on a map of the town centre to  show the total number of vehicles counted during the day at each survey site. this is shown  in fig. 1.3, below.   (i) use data from table 1.1 to draw the flow line for site 8  on fig. 1.3. (look at fig. 1.1 to  see the direction of traffic movement.)  [1] flow map to show total number of vehicles counted at each survey site 0 1 km10 1 12\u2013 counting siteskey9 11128765 4 213 0number of vehiclesscale 100 200 300 400 500n fig. 1.3   (ii) the students only counted the total number of vehicles at each site. a possible  improvement to this method is to identify and count different categories of vehicles.     complete the table below by suggesting three  other categories which the students could  include in their traffic count. category of vehicle 1 car 2 3 4  [1]",
+            "6": "6 0460/41/o/n/18 \u00a9 ucles 2018  (d) to investigate hypothesis 2:  traffic congestion is a big problem in the town centre , the  students produced a questionnaire to use with people in the town centre. the questionnaire  is shown in fig. 1.4 (insert).    (i) they decided to give the questionnaire to every fifth person who walked past them. what  is this sampling method called?  ... [1]   (ii) give two advantages of using a sampling method when using a questionnaire. 1    ... 2    ... [2]  (e) the results of the questionnaire are shown in table 1.2 (insert).   (i)  use the results for question 1 to complete fig. 1.5 , below.  [2] at what time of day do you think traffic congestion is worst? 0 20 40 60 80 100 % 06:00\u201307:59key 08:00\u201309:59 10:00\u201311:59 12:00\u201313:59 14:00\u201315:59 16:00\u201317:59 18:00\u201319:59 fig. 1.5",
+            "7": "7 0460/41/o/n/18 \u00a9 ucles 2018 [turn over   (ii) how do the results for question 1 in the questionnaire support the results of the students\u2019  traffic count? look again at fig. 1.2 and table 1.1 to help you to answer.  ...  ...  ...  ... [2]   (iii) use the results for question 2, in table 1.2 (insert),  to complete fig. 1.6  below.  [2] answers to question 2: on how many days of the week do you think there is traffic congestion? number of days 7 5 3 1 0key0% 5010 4090 6020 3080 70 fig. 1.6   (iv) the students decided that the results of the questionnaire agreed with hypothesis 2:  traffic congestion is a big problem in the town centre .     use evidence from figs. 1.5 and 1.6 and table 1.2 to support their conclusion.   ...  ...  ...  ...  ...  ... [3]",
+            "8": "8 0460/41/o/n/18 \u00a9 ucles 2018  (f) traffic congestion in the centre of towns and cities is caused by large numbers of vehicles.    suggest three  ways to reduce traffic congestion in a town or city centre. 1    ... 2    ... 3    ... [3]  [total: 30]",
+            "9": "9 0460/41/o/n/18 \u00a9 ucles 2018 [turn over 2 a group of students went to do fieldwork at bawdsey on the east coast of england. they wanted  to investigate movement of beach material along the coast and methods of protecting the coast  against erosion by the sea.  the students agreed to test the following hypotheses:  hypothesis 1:  longshore drift takes place along the coast at bawdsey.  hypothesis 2: coastal defences have a positive impact on the coastline.  (a) when the students were planning their fieldwork they studied the tide table and weather  forecast. these are shown in figs. 2.1 and 2.2 (insert).    (i) at what date and time is the highest tide forecast in fig. 2.1?    date ..  time ..  [1]   (ii) explain why the students needed to study the tide table whilst planning fieldwork.  ...  ...  ...  ... [2]   (iii) look at fig. 2.2. at what time is there forecast to be the highest temperature, strongest  wind and least cloud cover?      [1]   (iv) give two advantages of studying the weather forecast when planning fieldwork. 1    ... 2    ... [2]",
+            "10": "10 0460/41/o/n/18 \u00a9 ucles 2018  (b) in class the students revised how longshore drift is important in moving beach material along  the coast. this is shown in fig. 2.3 (insert).    explain how longshore drift moves beach material along the coast.   ...  ...  ...  ...  ...  ...  ...  ... [4]  (c)  to investigate hypothesis 1:  longshore drift takes place along the coast at bawdsey , the  students used the fieldwork method described in fig. 2.4 (insert).    (i) suggest why the students painted the pebbles.  ...  ... [1]   (ii) the results of the students\u2019 measurements are shown in table 2.1 (insert).     complete the histogram and the long axis measurement in fig. 2.5, below.    the long axis is a measurement of the longest part of a pebble.  [2] results of students\u2019 measurements 0 0 10 20 30 40 distance from starting point (m)total number of pebbles 50 6010203040 0 5average length of long axis (cm)scale fig. 2.5",
+            "11": "11 0460/41/o/n/18 \u00a9 ucles 2018 [turn over   (iii) the students\u2019 conclusion was that hypothesis 1:  longshore drift takes place along the  coast at bawdsey  was true. use evidence from fig. 2.5 and table 2.1 to support this  conclusion. refer to different pebble sizes in your answer.  ...  ...  ...  ...  ...  ...  ...  ... [4]  (d) in an area further along the coast the students noted some groynes like the one shown in  fig. 2.6 (insert).    describe the groyne and explain how it can reduce the effect of longshore drift.    ...  ...  ...  ... [2]  (e) the students also looked at other ways of reducing coastal erosion. these are shown in  figs.  2.7, 2.8, 2.9 and 2.10 (insert).   to investigate hypothesis 2:  coastal defences have a positive impact on the coastline , the  students did a bi-polar survey of the different defences. their bi-polar survey sheet is shown  in fig. 2.11 (insert).   (i) describe how the students could make sure their results of the bi-polar survey were  reliable.  ...  ...  ...  ... [2]",
+            "12": "12 0460/41/o/n/18 \u00a9 ucles 2018   (ii) the results of the bi-polar survey of gabions, shown in fig. 2.7 (insert), are in the  following table.     type of coastal defence: gabions score negative factor \u20132 \u20131 0 +1 +2 positive factor ugly 3 attractive does not protect land behind  beach3 protects land behind beach erosion by the waves still  happens3 stops all erosion by the waves poor access to beach 3 good access to beach dangerous to people 3 safe for people high construction and  maintenance costs3low construction and  maintenance costs lots of disturbance caused during  construction3little disturbance caused during  construction    use these results to complete the graph and calculate the total score  for gabions in  fig. 2.12 on page 13.  [2] results of the bi-polar survey wooden groyne       total score = +3           negative factor  \u20132 \u20131 0 +1 +2     positive factor ugly attractive does not protect land  behind beachprotects land behind  beach erosion by the waves still  happensstops all erosion by the  waves poor access to beach good access to beach dangerous to people safe for people high construction and  maintenance costslow construction and  maintenance costs lots of disturbance caused  during constructionlittle disturbance caused  during construction fig. 2.12",
+            "13": "13 0460/41/o/n/18 \u00a9 ucles 2018 [turn over gabions              total score =           negative factor  \u20132 \u20131 0 +1 +2     positive factor ugly attractive does not protect land  behind beachprotects land behind  beach erosion by the waves still  happensstops all erosion by the  waves poor access to beach good access to beach dangerous to people safe for people high construction and  maintenance costslow construction and  maintenance costs lots of disturbance caused  during constructionlittle disturbance caused  during construction rip rap         total score = \u20134           negative factor  \u20132 \u20131 0 +1 +2     positive factor ugly attractive does not protect land  behind beachprotects land behind  beach erosion by the waves still  happensstops all erosion by the  waves poor access to beach good access to beach dangerous to people safe for people high construction and  maintenance costslow construction and  maintenance costs lots of disturbance caused  during constructionlittle disturbance caused  during construction fig. 2.12",
+            "14": "14 0460/41/o/n/18 \u00a9 ucles 2018 sea wall        total score = \u20134           negative factor  \u20132 \u20131 0 +1 +2     positive factor ugly attractive does not protect land  behind beachprotects land behind  beach erosion by the waves still  happensstops all erosion by the  waves poor access to beach good access to beach dangerous to people safe for people high construction and  maintenance costslow construction and  maintenance costs lots of disturbance caused  during constructionlittle disturbance caused  during construction beach replenishment            total score = +4           negative factor  \u20132 \u20131 0 +1 +2     positive factor ugly attractive does not protect land  behind beachprotects land behind  beach erosion by the waves still  happensstops all erosion by the  waves poor access to beach good access to beach dangerous to people safe for people high construction and  maintenance costslow construction and  maintenance costs lots of disturbance caused  during constructionlittle disturbance caused  during construction fig. 2.12",
+            "15": "15 0460/41/o/n/18 \u00a9 ucles 2018   (iii) to what extent do the results of the fieldwork support hypothesis 2:  coastal defences  have a positive impact on the coastline ? support your decision with data from fig. 2.12.  refer to different coastal defences in your answer.  ...  ...  ...  ...  ...  ...  ...  ... [4]  (f)  as an extension task the students decided to measure wave frequency. describe a method  the students could use on a field visit to measure wave frequency.  ...  ...  ...  ...  ...  ... [3]  [total: 30]",
+            "16": "16 0460/41/o/n/18 \u00a9 ucles 2018 additional pages if you use the following lined pages to complete the answer(s) to any question(s), the question  number(s) must be clearly shown. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. ..",
+            "17": "17 0460/41/o/n/18 \u00a9 ucles 2018 .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. ..",
+            "18": "18 0460/41/o/n/18 \u00a9 ucles 2018 blank page",
+            "19": "19 0460/41/o/n/18 \u00a9 ucles 2018 blank page",
+            "20": "20 0460/41/o/n/18 \u00a9 ucles 2018 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 international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download at www.cie.org.uk after  the live examination series. 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.blank page"
+        },
+        "0460_w18_qp_42.pdf": {
+            "1": "*0438600331* this document consists of 17 printed pages, 3 blank pages and 1 insert. dc (nf/ct) 154454/4 \u00a9 ucles 2018  [turn overcambridge international examinations cambridge international general certificate of secondary education geography  0460/42 paper 4  alternative to coursework  october/november 2018  1 hour 30 minutes candidates answer on the question paper. additional materials:  calculator  protractor  ruler read these instructions first write your centre number, candidate number and name in the spaces provided. write in dark blue or black pen. you may use an hb pencil for any diagrams or graphs. do not use staples, paper clips, glue or correction fluid. do not  write in any barcodes. write your answer to each question in the space provided. if additional space is required, you should use the lined pages at the end of the booklet. the question number(s) must be clearly shown. answer all questions. the insert contains figs. 1.1, 1.2 and 1.3 and tables 1.1 and 1.2 for question 1, and figs. 2.2, 2.3 and  tables  2.1 and 2.2 for question 2. the insert is not required by the examiner. sketch maps and diagrams should be drawn whenever they serve to illustrate an answer. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question. this syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificate.",
+            "2": "2 0460/42/o/n/18 \u00a9 ucles 2018 1 students from a college in kenya were studying farming in their country. farming in kenya is  varied with different crops grown and different types of livestock kept.  for their study the students did research in villages in two farming areas, one in the north and one  in the south of the makueni district.  (a) farming in kenya is both commercial and subsistence. what do these two terms mean? commercial farming  ...  ... subsistence farming  ...  ..  [2]  (b) fig. 1.1 (insert) shows the four main crops grown in kenya for export.   (i) how much wheat was grown in 2012?    .. thousand tonnes  [1]   (ii) compare the change in production of tea and maize between 2011 and 2014. do  not  use statistics.  ...  ...  ...  ..  [2]  the students tested the following hypotheses:   hypothesis 1:  land use on farms is different between the area in the north and the area in  the south.   hypothesis 2:  the main difficulties for farmers in the two areas are environmental.  (c) fig. 1.2 (insert) is a map and description of the areas investigated.   which village shown on fig. 1.2 is described below? the village is located in the dry lowland area about 18  km  from the main road between nairobi and mombasa.   name of village:   [1]",
+            "3": "3 0460/42/o/n/18 \u00a9 ucles 2018 [turn over  (d) to investigate the two hypotheses the students  used a questionnaire  with 20 farmers in each  area. the questionnaire is shown in fig. 1.3 (insert).   (i) first they carried out a pilot study with farmers in a village near to their college. explain  why this is a good fieldwork technique.  ...  ...  ...  ..  [2]   (ii) the students took a random sample of 20 farms in each area. give one advantage and  one disadvantage of random sampling. advantage   ...  ... disadvantage   ...  ..  [2]   (iii) name and describe  one other sampling method the students could have used to choose  the farms.    name of sampling method: ... description  ...  ...  ...  ..  [3]  (e) a questionnaire is one method used to collect primary data.   (i) what is meant by primary data ?  ...  ..  [1]",
+            "4": "4 0460/42/o/n/18 \u00a9 ucles 2018   (ii) suggest  two practical difficulties for the students of using a questionnaire to collect data  in the farming areas. 1    ... 2    ..  [2]  (f) (i) the results of questions 1 to 4 in the questionnaire are shown in table 1.1 (insert). plot  the results  for questions 1, 2 and 3 for kaiani on fig. 1.4 below.  [2] land use on farms in four villages in makueni key 0 50 kmwotekaianikyamusoito nairobi to mombasadarajani kibweziathi kamunyuniathi kamunyunifarming village makueni district boundarymarket town 1 ha of land land used to grow crops land used to keep animals average farm size in villagemain roadn fig. 1.4",
+            "5": "5 0460/42/o/n/18 \u00a9 ucles 2018 [turn over   (ii) what conclusion would the students make about hypothesis 1:  land use on farms is  different between the area in the north and the area in the south ? support your decision  with evidence from fig. 1.4 and table 1.1.  ...  ...  ...  ...  ...  ..  [3]  (g) to get some information to test hypothesis 2:  the main difficulties for farmers in the two  areas are environmental , the students asked question 5 in the questionnaire. the results of  this question are shown in table 1.2 (insert).   (i) use the results to complete the pie graph  in fig. 1.5 below.  [2] farming difficulties key0 10 20 30 40 5060708090% low or unreliable rainfall lack of credit or cheap loanspests and diseases little acess to seeds and fertilisers due to poor transport links little opportunity to sell produce and low market pricesoccasional very heavy rainfall which can cause flooding fig. 1.5",
+            "6": "6 0460/42/o/n/18 \u00a9 ucles 2018   (ii) do the results support hypothesis 2:  the main difficulties for farmers in the two areas  are environmental ? support your decision with evidence from fig. 1.5 and table 1.2.  ...  ...  ...  ...  ...  ...  ...  ..  [4]  (h) suggest how farmers in the village of darajani could overcome the problem of water shortage  caused by low or unreliable rainfall.  ...  ...  ...  ...  ...  ..  [3] [total: 30]",
+            "7": "7 0460/42/o/n/18 \u00a9 ucles 2018 [turn over 2 students were planning fieldwork on a local river. they decided to investigate possible differences  between a section where the river meandered and another section where the channel was straight.  (a) first they visited the river and identified two sections about 100  m apart which were suitable  for their fieldwork. these are shown in fig. 2.1 below. sketch map of fieldwork area straight sectionmeander fig. 2.1   (i) on fig. 2.1 write the words  erosion and deposition in the two boxes to show  where these processes occur.  [1]   (ii) state the feature which may be formed if a meander is cut off from the river by erosion  and deposition.      [1]",
+            "8": "8 0460/42/o/n/18 \u00a9 ucles 2018  the students investigated the following hypotheses:   hypothesis 1:  the pattern of velocity (speed of flow) across the river is different in a meander  and a straight section.   hypothesis 2:  pebbles on the river bed (bedload) are larger where velocity is faster.  (b)  to investigate hypothesis 1  the students measured velocity using a flowmeter, as shown in  figs. 2.2 and 2.3 (insert).   (i) describe how the students used a flowmeter to measure velocity.  ...  ...  ...  ..  [2]   (ii) give one advantage and one disadvantage of this method. advantage  ...  ... disadvantage  ...  ..  [2]",
+            "9": "9 0460/42/o/n/18 \u00a9 ucles 2018 [turn over  (c) the students measured velocity every 0.5  m across a river meander and straight section.  their results are shown in table 2.1 (insert).   (i) plot the result  at the point 2.5  m from the bank on the straight section in fig. 2.4 below.  use the key provided.  [1] velocity across the river 0 0.5 1 1.5 2 2.5 3 3.5 4 4.5 5meander distance from bank (m) 0 0.5 1 1.5 2 2.5 3 3.5 4 4.5straight section distance from bank (m) key velocity (m  / sec) more than 0.60 0.51 to 0.60 0.41 to 0.50 0.31 to 0.40 0.21 to 0.30 fig. 2.4",
+            "10": "10 0460/42/o/n/18 \u00a9 ucles 2018   (ii) the students made the conclusion that hypothesis 1:  the pattern of velocity (speed of  flow) across the river is different in a meander and a straight section  is correct. support  this conclusion with evidence from fig. 2.4 and table 2.1.  ...  ...  ...  ...  ...  ..  [3]   (iii) one student compared the group\u2019s results with some previous fieldwork results collected  at the same meander. students who had done the earlier fieldwork used a different  method to calculate the average velocity. they measured the average time taken by  floats to move 10  m along the river.    the results of the previous fieldwork are shown in fig. 2.5 below. velocity measurements from previous fieldwork 0 0.5 1 1.5 2 2.5 3 3.5 4 4.5 5meander distance from bank (m) key velocity (m  / sec) more than 0.60 0.51 to 0.60 0.41 to 0.50 0.31 to 0.40 0.21 to 0.30 fig. 2.5",
+            "11": "11 0460/42/o/n/18 \u00a9 ucles 2018 [turn over    identify two main differences between the results for the meander shown in figs. 2.4  and 2.5. 1    ... 2 .  ..  [2]   (iv) suggest two reasons why the results from the two fieldwork investigations at the  meander are different. 1    ... 2    ..  [2]  (d) to investigate hypothesis 2:  pebbles on the river bed (bedload) are larger where velocity is  faster , the students measured the size of five pebbles every 0.5  m across the river channel on  both the meander and straight section.   (i) suggest a method the students could have used to measure each pebble.  ...  ...  ...  ..  [2]",
+            "12": "12 0460/42/o/n/18 \u00a9 ucles 2018   (ii) the results of the students\u2019 measurements on both sections of the river are shown in  table 2.1 (insert).    to see if there was a relationship between velocity and pebble size the students plotted  the results on scatter graphs shown in fig. 2.6 below.    plot the results  at 2.0  m and 4.0  m across the meander in fig. 2.6.  [2] relationship between velocity and length of pebbles meander straight sectionaverage length of pebbles (cm) average length of pebbles (cm)velocity (m  / sec) velocity (m  / sec)0 0 0.1 0.2 0.3 0.4 0.5 0.6 0.7 0 0 0.1 0.2 0.3 0.4 0.5 0.6 0.75101520 5101520 fig. 2.6",
+            "13": "13 0460/42/o/n/18 \u00a9 ucles 2018 [turn over   (iii) do the results shown in fig. 2.6 and table 2.1 support hypothesis 2:  pebbles on the  river bed (bedload) are larger where velocity is faster ? use data to support your answer.  refer to both the meander and the straight section. meander  ...  ...  ...  ... straight section  ...  ...  ...  ..  [4]",
+            "14": "14 0460/42/o/n/18 \u00a9 ucles 2018  (e) having completed their fieldwork the students looked at the bradshaw model, which states  that bedload becomes smaller downstream. to test this model they measured the size of  five pebbles every 0.5  m across the river channel at another straight section of the river  downstream. the results of the measurements at both sections are shown in table 2.2  (insert).   (i) the students plotted their results on histograms shown in fig. 2.7 below.    use the results in table 2.2 to complete the histogram  for the section further  downstream in fig. 2.7.  [2] results of pebble measurements number of pebbles average size of pebbles (cm)1 \u2013 56 \u2013 1011 - 1511 \u2013 1516 \u2013 200510152025straight section shown in fig. 2.1 number of pebbles average size of pebbles (cm)1 \u2013 56 \u2013 1011 - 1511 \u2013 1516 \u2013 200510152025straight section further downstream fig. 2.7   (ii) describe two pieces of evidence from table 2.2 and fig. 2.7 which show that bedload  becomes smaller downstream. 1    ... 2    ..  [2]",
+            "15": "15 0460/42/o/n/18 \u00a9 ucles 2018   (iii) explain why bedload becomes smaller downstream.  ...  ...  ...  ..  [2]  (f) identify the two statements below which describe how river characteristics change  downstream. tick ( \u2713) your choices.  [2] tick (\u2713) average velocity decreases downstream channel depth increases downstream channel width decreases downstream discharge increases downstream gradient increases downstream [total: 30]",
+            "16": "16 0460/42/o/n/18 \u00a9 ucles 2018 additional pages if you use the following lined pages to complete the answer(s) to any question(s), the question  number(s) must be clearly shown. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. ..",
+            "17": "17 0460/42/o/n/18 \u00a9 ucles 2018 .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. ..",
+            "18": "18 0460/42/o/n/18 \u00a9 ucles 2018 blank page",
+            "19": "19 0460/42/o/n/18 \u00a9 ucles 2018 blank page",
+            "20": "20 0460/42/o/n/18 \u00a9 ucles 2018 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 international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download at www.cie.org.uk after  the live examination series. 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.blank page"
+        },
+        "0460_w18_qp_43.pdf": {
+            "1": "*3587988569* this document consists of 19 printed pages, 1 blank page and 1 insert. dc (sc/jg) 154456/4 \u00a9 ucles 2018  [turn overcambridge international examinations cambridge international general certificate of secondary education geography  0460/43 paper 4  alternative to coursework  october/november 2018  1 hour 30 minutes candidates answer on the question paper. additional materials:  calculator  ruler read these instructions first write your centre number, candidate number and name in the spaces provided. write in dark blue or black pen. you may use an hb pencil for any diagrams or graphs. do not use staples, paper clips, glue or correction fluid. do not  write in any barcodes. write your answer to each question in the space provided. if additional space is required, you should use the lined pages at the end of the booklet.  the question number(s) must be clearly shown. answer all questions. the insert contains figs. 1.1, 1.2, 1.3, 1.4 and tables 1.2, 1.3 and 1.4 for question 1, and table 2.1 for question  2. the insert is not required by the examiner. sketch maps and diagrams should be drawn whenever they serve to illustrate an answer. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question. this syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificate.",
+            "2": "2 0460/43/o/n/18 \u00a9 ucles 2018 1 students in england did fieldwork at twelve sites on a stream called ashes hollow. it flows for  about 5  km from where the stream begins, until it joins the stream called quinny brook. they  selected six sites upstream of a waterfall, and six sites downstream of it.  fig. 1.1 (insert) shows ashes hollow and fig. 1.2 (insert) shows the waterfall.  (a) choose from the table below the correct geographical word for confluence  meander mouth source watershed   (i) \u2018where the stream begins\u2019   [1]   (ii) \u2018it joins the stream called quinny brook.\u2019   [1]  the two hypotheses which the students tested were:   hypothesis 1:  the cross sectional area of the channel increases downstream.   hypothesis 2:  sinuosity is greater downstream of the waterfall.   sinuosity is a measurement of how much a river meanders. a higher sinuosity score shows  that the river meanders more.   fig. 1.3 (insert) shows a method to calculate sinuosity.",
+            "3": "3 0460/43/o/n/18 \u00a9 ucles 2018 [turn over  (b) before they began their fieldwork the students assessed the possible hazards they may come  across. their decisions are shown in table 1.1 below. table 1.1 risk assessment hazard likelihood severity risk management walking along the  side of the road to  the valley1 5 5 shout warnings, keep to  one side of the road weather conditions  in the valley3 2 6 wear suitable clothing rocks falling from  the valley side2 3 6 do not go underneath  rocks on the valley side slippery surfaces in  and around the river4 3 12 fast currents in the  river3 3 9 catch disease from  the river water2 3 6   likelihood of encountering hazard: 1 (little chance) to 5 (greatest chance)   severity of hazard: 1 (not likely to be dangerous) to 5 (very dangerous)   risk = likelihood of encountering hazard \u00d7 severity of hazard   (i) which one of the possible hazards did the students consider to have the greatest risk?  ... [1]   (ii) suggest different ways to manage each of the following hazards during fieldwork:    slippery surfaces in and around the river  ...  ...    fast currents in the river  ...  ...    catch disease from the river water  ...  ... [3]",
+            "4": "4 0460/43/o/n/18 \u00a9 ucles 2018  (c) to test their hypotheses the students made three measurements at each of the twelve  sites. they measured the width of the channel, the depth of the channel, and the sinuosity  of the channel. their methods are shown in three photographs in a student\u2019s notebook,  fig. 1.4 (insert).   in the table below match each photograph  to the method it shows. measurement method photograph (a, b, c) width of channel depth of channel channel sinuosity  [2]  (d) the results of the students\u2019 measurements for hypothesis 1:  the cross sectional area of the  channel increases downstream , are shown in table 1.2 (insert).   (i) which one of the following is the correct method to calculate cross sectional area?  tick (\u2713) your choice. method tick (\u2713) average depth plus width average depth minus width average depth multiplied by width  [1]",
+            "5": "5 0460/43/o/n/18 \u00a9 ucles 2018 [turn over   (ii) use the results in table 1.2 to plot the cross sectional area  at site 3 on fig. 1.5 below.  [1] 100.51.01.52.02.53.03.54.04.5 2 3 4 5 6 7 8 9 10 11 12 upstreamwaterfall downstream site numberchannel cross sectional area cross sectional area (sq m) fig. 1.5   (iii) to what extent do the results shown in fig. 1.5 support hypothesis 1:  the cross  sectional area of the channel increases downstream ? circle your decision below and  support it with evidence from fig. 1.5 and table 1.2. completely                    partially                    not at all  ...  ...  ...  ...  ...  ... [4]",
+            "6": "6 0460/43/o/n/18 \u00a9 ucles 2018  (e) to investigate hypothesis 2:  sinuosity is greater downstream of the waterfall , the students  measured the sinuosity at the twelve sites upstream and downstream of the waterfall.   (sinuosity is a measurement of how much a river meanders. a higher sinuosity score shows  that the river meanders more.)   their results are shown in table 1.3 (insert).   (i) use the results to plot the sinuosity score  at site 10 on fig. 1.6 below.  [1] 1.0 1.1 1.2 1.3 1.4 1.5 1.6 1.75 sites upstream of waterfall sites downstream of waterfall64 8average sites 1\u20136average sites 7\u201312 321711 12 9 site numbersite numbersinuosity scores along the stream keysinuosity score fig. 1.6   (ii) what conclusion did the students make about hypothesis 2:  sinuosity is greater  downstream of the waterfall ?     use evidence from fig. 1.6 and table 1.3 to support the conclusion.  ...  ...  ...  ...  ...  ... [3]",
+            "7": "7 0460/43/o/n/18 \u00a9 ucles 2018 [turn over  (f) as an extension activity to their fieldwork the students measured the width of the valley floor.  the students expected that the width of the valley floor would increase downstream.   (i) why do valley floors generally become wider downstream?  ...  ... [1]   (ii) their results are shown in table 1.4 (insert). plot the width of the valley floor  at site 8  on fig. 1.7 below.  [1] 0 5 10 15 width of valley floor (m)width of valley floor at the 12 sites 20 25 30waterfallupstream downstream site number6 7 8 9 10 11 1254321 fig. 1.7   (iii) give two pieces of evidence from fig. 1.7 and table 1.4 that the width of the valley floor  was not wider downstream of the waterfall than upstream of the waterfall. 1    ... 2    ... [2]",
+            "8": "8 0460/43/o/n/18 \u00a9 ucles 2018  (g) describe a method the students could use to measure another characteristic of the river at  the 12 sites. do not refer to width, depth or sinuosity.  ...  ...  ...  ...  ...  ...  ...  ... [4]  (h) fig. 1.2 (insert) shows the waterfall on ashes hollow stream. explain how a waterfall is  formed.  ...  ...  ...  ...  ...  ...  ...  ... [4]  [total: 30]",
+            "9": "9 0460/43/o/n/18 \u00a9 ucles 2018 [turn over 2 a class of students in the uk wanted to investigate how the quality of the urban environment  varied between different areas of their town. they decided to do an environmental quality survey.  the students decided to focus their investigation on four types of land use: \u2022 industry  \u2022 open space \u2022 residential (housing) \u2022 shops.  they concentrated their investigation on the following hypotheses:   hypothesis 1:  the quality of the urban environment varies between different types of land  use.   hypothesis 2:  the quality of the urban environment improves as distance from the town  centre increases.",
+            "10": "10 0460/43/o/n/18 \u00a9 ucles 2018  (a) the students selected 20 sites (including 5 of each land use) to do their environmental quality  survey. at each chosen site there was one main land use. the sites varied in distance from  the town centre.   the location of the survey sites are shown on fig. 2.1 below. industryland use reference open space residential town centre environmental survey sitesshopsin o0 1 2 3 km4 5 r s o3n r2in3in1in4 in2s5 s4s1s2 in5 r5r1o1 o2o4o3s3 r4 keylocation of survey sites in the town fig. 2.1",
+            "11": "11 0460/43/o/n/18 \u00a9 ucles 2018 [turn over   complete fig. 2.1  by marking on the location of two sites, o5 and r3, using the information  below. reference  numbermain land  usedistance from  town centre (km)direction from   town centre o5 open space 4.5 south west r3 residential 3.8 east north east  [2]  (b) the students produced a reference sheet to use at the environmental quality survey sites.  this is shown in fig. 2.2 on page 12. ",
+            "12": "12 0460/43/o/n/18 \u00a9 ucles 2018 environmental quality reference sheet category description score litter and graffitinone visible 3 small amount 2 a lot which is obvious 1 all kinds which spoil the appearance 0 roads and pavementswell maintained 3 slightly uneven 2 uneven 1 very poor condition 0 trees, shrubs and grasswell kept 3 badly kept or poor quality 2 damaged trees and shrubs, grass not cut 1 derelict and unplanted areas 0 street furniture (seats, telephone boxes,  street lights, litter bins)well designed and in good condition 3 adequate provision, satisfactory condition 2 missing or inadequate 1 badly cared for or vandalised 0 road signswell placed and visible 3 badly placed 2 confusing and cluttered 1 inadequate information 0 trafficlittle traffic with few parked vehicles 3 . 2 . 1 . 0 noiselow level, no disturbance 3 occasional and little disturbance 2 frequent, disturbing and distracting 1 high level, very disturbing and distracting 0 fig. 2.2",
+            "13": "13 0460/43/o/n/18 \u00a9 ucles 2018 [turn over   (i) complete the traffic category  by writing the following descriptions in the correct order  on fig. 2.2.    traffic not moving with many parked vehicles    traffic moving slowly with many parked vehicles    traffic moving freely with few parked vehicles  [1]   (ii) suggest advantages of using the reference sheet during the environmental quality  survey.  ...  ...  ...  ... [2]   (iii) the students agreed to work in four groups with each group doing the environmental  quality surveys in one type of land use. each group did their surveys at different times of  the day. why might this make the results less reliable?  ...  ... [1]   (iv) give two pieces of advice about safety which the students would be given by their  teacher. 1    ... 2    ... [2]",
+            "14": "14 0460/43/o/n/18 \u00a9 ucles 2018  (c) (i) the students needed to record the results of their environmental quality survey. in  fig. 2.3 below, draw a results sheet  which they could use to record results at each site  they visited.  [3]    environmental quality survey results sheet site reference number    ... fig. 2.3",
+            "15": "15 0460/43/o/n/18 \u00a9 ucles 2018 [turn over   (ii) the results of the environmental quality survey are shown in table 2.1 (insert).    use these results to complete the dispersion graph in fig. 2.4 below. plot the  environmental quality score  of:    the residential site r1    the average (mean) value for industry.  [2] industry open spaceresidential shops types of land useenvironmental quality scoreresults of environmental quality survey 20 15 10 5 0 key average (mean) value fig. 2.4   (iii) the students\u2019 conclusion was that hypothesis 1:  the quality of the urban environment  varies between different types of land use  is true.     do you agree with this conclusion? support your decision with evidence from fig. 2.4  and table 2.1.  ...  ...  ...  ...  ...  ...  ...  ... [4]",
+            "16": "16 0460/43/o/n/18 \u00a9 ucles 2018   (iv) suggest reasons why there is variation in the quality of the environment between  industrial  sites in an urban area.  ...  ...  ...  ...  ...  ... [3]  (d) the students used the results of the environmental quality survey (table 2.1) to consider  hypothesis  2: the quality of the urban environment improves as distance from the town  centre increases .   (i) use the results in table 2.1 to plot the environmental quality score of the shops site  s5 on the scatter graph, fig. 2.5, below.  [1] 20 15 10 5 0 0 1 3 5 2 4 6 distance from town centre (km)environmental quality scorehow environmental quality varies with distance from town centre fig. 2.5",
+            "17": "17 0460/43/o/n/18 \u00a9 ucles 2018   (ii) the students made a conclusion that hypothesis 2:  the quality of the urban environment  improves as distance from the town centre increases  was false. support this conclusion  with evidence from fig. 2.5 and table 2.1.  ...  ...  ...  ...  ...  ... [3]  (e) having completed their environmental quality survey the students learned that the scores  varied between areas of the town.   suggest two ways that the local government could improve the environment of low-scoring  areas. 1    ... 2 .  ... [2]  (f) one group of students wanted to do some extension work to find out the opinions of local  people about the environment at the sites they had visited.    describe a fieldwork method the students could use to find out people\u2019s opinions.   ...  ...  ...  ...  ...  ...  ...  ... [4]  [total: 30]",
+            "18": "18 0460/43/o/n/18 \u00a9 ucles 2018 additional pages if you use the following lined pages to complete the answer(s) to any question(s), the question  number(s) must be clearly shown. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. ..",
+            "19": "19 0460/43/o/n/18 \u00a9 ucles 2018 .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. ..",
+            "20": "20 0460/43/o/n/18 \u00a9 ucles 2018 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 international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download at www.cie.org.uk after  the live examination series. 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.blank page"
+        }
+    },
+    "2019": {
+        "0460_m19_qp_12.pdf": {
+            "1": "this document consists of 30 printed pages, 2 blank pages and 1 insert. dc (st/sg) 167582/5 \u00a9 ucles 2019  [turn over *6717866870* geography  0460/12 paper 1  february/march 2019  1 hour 45 minutes candidates answer on the question paper. additional materials:  ruler  calculator read these instructions first write your centre number, candidate number and name in the spaces provided. write in dark blue or black pen. you may use an hb pencil for any diagrams or graphs. do not use staples, paper clips, glue or correction fluid. do not  write in any barcodes. write your answer to each question in the space provided. if additional space is required, you should use the lined pages at the end of this booklet. the question number(s)  must be clearly shown. answer three  questions, one from each section. the insert contains fig. 2.2 for question 2, figs. 3.1 and 3.2 for question 3, figs. 5.2, 5.3 and 5.4 for  question 5, and fig. 6.1 for question 6. the insert is not required by the examiner. sketch maps and diagrams should be drawn whenever they serve to illustrate an answer. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part  question. definitions medcs \u2013 more economically developed countries ledcs \u2013 less economically developed countriescambridge assessment international education cambridge international general certificate of secondary education this syllabus is regulated for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificate.",
+            "2": "2 0460/12/f/m/19 \u00a9 ucles 2019 section a  answer one question from this section. 1 (a) study fig. 1.1, which shows information about the population structure of india in 2001 and  2026 (predicted). 012345670\u201345\u2013910\u20131415\u20131920\u20132425\u20132930\u20133435\u20133940\u20134445\u20134950\u20135455\u20135960\u20136465\u20136970\u20137475\u20137980+male 76543210female 012345670\u201345\u2013910\u20131415\u20131920\u20132425\u20132930\u20133435\u20133940\u20134445\u20134950\u20135455\u20135960\u20136465\u20136970\u20137475\u20137980+age age male 76543210female2001 percentage of total population2026 (predicted) percentage of total population fig. 1.1   (i) what percentage of the population of india in 2001 were female aged 25 to 29?    ...%  [1]   (ii) describe how the population aged 5 to 9 is predicted to change between 2001 and 2026.  use statistics in your answer.  ...  ...  ...  .  [2]",
+            "3": "3 0460/12/f/m/19 \u00a9 ucles 2019 [turn over   (iii) describe how the shape  of india\u2019s population pyramid is predicted to change between  2001 and 2026.  ...  ...  ...  ...  ...  .  [3]   (iv) suggest reasons for the changes in the percentage of young and old dependents in  india which are predicted by 2026. young dependents  .  ...  ...  ...  ...  ... old dependents   .  ...  ...  ...  ...  .  [4]",
+            "4": "4 0460/12/f/m/19 \u00a9 ucles 2019  (b) study fig 1.2, which shows information about the predicted change in population size in new  south wales, a state in australia (an medc) between 2011 and 2031. births 2.2 milliondeaths 1.1 million net international migration +1.3 millionnet internal migration \u20130.4 millionnatural increase net migrationpopulation growth from 2011  \u2013 2031 fig. 1.2   (i) calculate the overall population growth of new south wales predicted between 2011  and 2031.    show your calculations in the box below.  million [3]",
+            "5": "5 0460/12/f/m/19 \u00a9 ucles 2019 [turn over   (ii) explain what challenges are likely to be faced in new south wales as a result of this  predicted population growth.  ...  ...  ...  ...  ...  ...  ...  ...  ...  .  [5]",
+            "6": "6 0460/12/f/m/19 \u00a9 ucles 2019  (c) for a named country you have studied, describe a policy which has been used to influence its  population growth rate.   name of country ..  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  .  [7] [total: 25]",
+            "7": "7 0460/12/f/m/19 \u00a9 ucles 2019 [turn over 2 (a) study fig. 2.1, which shows information about the population of kenya (an ledc in africa)  between 2000 and 2050 (predicted). 2000 2005 2010 2015 2020 2025 years2030 2035 2040 2045 2050100 80 60 40 20 0total population (millions) key rural urbanpredicted fig. 2.1   (i) what was the total population of kenya in 2015?    .. million   [1]   (ii) complete the bar for 2050 using the following information:    population living in rural areas 22 million    population living in urban areas 63 million  [2]   (iii) use evidence from fig. 2.1 only to show that urbanisation is occurring in kenya.  ...  ...  ...  ...  ...  .  [3]",
+            "8": "8 0460/12/f/m/19 \u00a9 ucles 2019   (iv) explain why urbanisation is occurring in ledcs such as kenya.  ...  ...  ...  ...  ...  ...  ...  .  [4]  (b) study fig. 2.2 (insert), which are maps showing the percentage of people in african countries  living in squatter settlements in 1995 and 2015.   (i) identify a country which is labelled on fig. 2.2 where the percentage of people living in  squatter settlements:    \u2013 increased between 1995 and 2015      \u2013 decreased between 1995 and 2015      \u2013 was the same in 1995 and 2015.     [3]   (ii) explain why a large percentage of the population in many cities in ledcs are living in  squatter settlements.  ...  ...  ...  ...  ...  ...  ...  ...  ...  .  [5]",
+            "9": "9 0460/12/f/m/19 \u00a9 ucles 2019 [turn over  (c) for a named urban area you have studied, describe the strategies used to improve the  housing conditions of the people who live there.   name of urban area ..  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  .  [7] [total: 25]",
+            "10": "10 0460/12/f/m/19 \u00a9 ucles 2019 section b answer one question from this section. 3 (a) study fig. 3.1 (insert), which is a block diagram of a volcano.   (i) name the type of volcano shown in fig. 3.1. circle one of the following:     extinct volcano      shield volcano      strato-volcano  [1]   (ii) identify the features labelled x and y on fig. 3.1.    x ..    y ..  [2]   (iii) describe three  hazards for people which may occur when a volcano erupts. 1    ... 2    ... 3    .  [3]   (iv) explain why volcanic eruptions usually do not cause large numbers of deaths, even  though many people live nearby.  ...  ...  ...  ...  ...  ...  ...  .  [4]",
+            "11": "11 0460/12/f/m/19 \u00a9 ucles 2019 [turn over  (b)  study fig. 3.2 (insert), which is a photograph of a volcano in lanzarote, one of the canary  islands.   (i) using fig. 3.2 only, describe three  features of the volcano. 1    ... 2    ... 3    .  [3]   (ii) explain why volcanoes erupt on constructive plate boundaries. include a labelled  diagram.  ...  ...  ...  ...  ...  ...  ...  ... [5]",
+            "12": "12 0460/12/f/m/19 \u00a9 ucles 2019  (c) describe the impacts of an earthquake  on a named area you have studied.   name of area ..  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  .  [7] [total: 25]",
+            "13": "13 0460/12/f/m/19 \u00a9 ucles 2019 [turn over turn page for question 4",
+            "14": "14 0460/12/f/m/19 \u00a9 ucles 2019 4 (a) study figs. 4.1 and 4.2, which are a climate graph and a location map of san pedro de  atacama (chile). 30 2025 1015 05average temperature (\u00b0c)average precipitation (mm) j f m a m j j a s o n d0102030405060 key average temperature average precipitation fig. 4.1 peru bolivia argentinachilepacific ocean cold current 0100 km200prevailing winds20\u00b0s tropic of capricornn san pedro de atacama fig. 4.2",
+            "15": "15 0460/12/f/m/19 \u00a9 ucles 2019 [turn over   (i) what is the average temperature at san pedro de atacama in january?    ...\u00b0c  [1]   (ii)  estimate the annual temperature range and annual precipitation at san pedro de  atacama. choose from the following: 8    19    24    48    60    annual temperature range  ... \u00b0c    annual precipitation  ... mm  [2]   (iii) suggest reasons why temperatures are high in san pedro de atacama in december and  january.  ...  ...  ...  ...  ...  .  [3]   (iv) using evidence from fig. 4.2, explain why san pedro de atacama does not receive much  rainfall.  ...  ...  ...  ...  ...  ...  ...  .  [4]",
+            "16": "16 0460/12/f/m/19 \u00a9 ucles 2019  (b) study fig. 4.3, which shows information about the climate of three places in the democratic  republic of congo. gemena jan feb march apr may june july aug sept oct nov dec temperature  (\u00b0c)31 31 32 31 31 30 29 29 30 30 30 31 rainfall (mm) 35 55 125 145 165 155 180 215 195 215 120 45 kinshasa jan feb march apr may june july aug sept oct nov dec temperature  (\u00b0c)30 31 31 31 30 28 27 28 30 30 30 30 rainfall (mm) 155 135 170 195 125 10 5 5 35 155 255 170 kisangani jan feb march apr may june july aug sept oct nov dec temperature  (\u00b0c)31 31 31 31 31 30 29 29 30 30 30 30 rainfall (mm) 130 145 165 180 160 135 130 155 185 230 215 165 fig. 4.3   (i)  which place, listed in fig. 4.3, has the best example of an equatorial climate? justify  your answer by referring to information from fig. 4.3. name of place  ... justification  ...  ...  ...  ...  .  [3]",
+            "17": "17 0460/12/f/m/19 \u00a9 ucles 2019 [turn over   (ii) explain how the vegetation which grows in a tropical rainforest is influenced by the  climatic conditions.  ...  ...  ...  ...  ...  ...  ...  ...  ...  .  [5]",
+            "18": "18 0460/12/f/m/19 \u00a9 ucles 2019  (c) for a named area of tropical rainforest, explain why deforestation has taken place.   name of area of rainforest ..  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  .  [7] [total: 25]",
+            "19": "19 0460/12/f/m/19 \u00a9 ucles 2019 [turn over section c  answer one question from this section. 5 (a) study fig. 5.1, which shows information about the hdi of selected countries in western  europe and south america. 1.0 0.9 0.8 0.7 0.61.0 0.9 0.8 0.7 0.6countries in western europecountries in south americahdi fig. 5.1   (i) what is meant by the initials hdi?    h ..   d ..   i ..  [1]   (ii) compare the hdi of countries in western europe and south america.  ...  ...  ...  .  [2]",
+            "20": "20 0460/12/f/m/19 \u00a9 ucles 2019   (iii) explain why hdi is a useful method of comparing the development of countries.  ...  ...  ...  ...  ...  .  [3]   (iv) state two other indicators which can be used to measure development. for each  indicator explain how it can be used to measure development. indicator 1 ..  ...  ...  ... indicator 2 ..  ...  ...  .  [4]",
+            "21": "21 0460/12/f/m/19 \u00a9 ucles 2019 [turn over  (b)  study figs. 5.2, 5.3 and 5.4 (insert), which are photographs of economic activities.   (i) in the table below, circle the three  correct photographs to match each one with the  correct type of economic activity. economic activity photograph primary fig. 5.2    fig. 5.3    fig. 5.4 secondary fig. 5.2    fig. 5.3    fig. 5.4 tertiary fig. 5.2    fig. 5.3    fig. 5.4  [3]   (ii) explain why the importance of primary, secondary and tertiary activities varies between  countries.  ...  ...  ...  ...  ...  ...  ...  ...  ...  .  [5] ",
+            "22": "22 0460/12/f/m/19 \u00a9 ucles 2019  (c)  for a named country or area you have studied, describe the impacts of an economic activity  on the natural environment.   name of country or area  ...   economic activity  ..  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  .  [7] [total: 25]",
+            "23": "23 0460/12/f/m/19 \u00a9 ucles 2019 [turn over 6 (a) study fig. 6.1 (insert), which is a photograph of a sugar refinery (a processing industry).   (i) what is meant by a processing  industry?  ...  ...  .  [1]   (ii) using evidence from fig. 6.1 only, describe two features of the sugar refinery shown. 1    ... 2    .  [2]   (iii) insert the following words into the table below to show examples of inputs, processes  and outputs of the sugar refinery shown in fig. 6.1.    choose from the words below.    electricity  packing  raw sugar cane     drying  sugar  waste materials inputs processes outputs  [3]",
+            "24": "24 0460/12/f/m/19 \u00a9 ucles 2019   (iv) suggest ways in which factories, such as that shown in fig. 6.1, may threaten the local  natural environment.  ...  ...  ...  ...  ...  ...  ...  ...  .  [4] ",
+            "25": "25 0460/12/f/m/19 \u00a9 ucles 2019 [turn over turn page for question 6(b)",
+            "26": "26 0460/12/f/m/19 \u00a9 ucles 2019  (b)  study fig. 6.2, which shows information about the contribution of manufacturing to gdp in  india. jammu and kashmirjammu and kashmir himachal pradeshhimachal pradesh punjabpunjab haryanaharyanauttarakhanduttarakhand nepal bhutan uttar pradeshuttar pradeshrajasthanrajasthan gujaratgujaratmadhya pradeshmadhya pradesh maharashtramaharashtra goagoa karnatakakarnataka keralakeralatamil naduandhra pradeshandhra pradeshtelanganatelanganaodishaodishachhattisgarhchhattisgarhjharkhandjharkhandbiharbihar west bengalwest bengalbangladeshsikkimsikkim assamassamarunachal pradesharunachal pradesh meghalayameghalayanagalandnagaland manipurmanipur tripuratripura mizorammizoramdelhidelhi bay of bengalarabian seachina myanmarpakistan 0 300 kmn key 15% and above 10% \u2013 14.9% below 10% international boundary state boundary disputed boundarycontribution of manufacturing to gdp fig. 6.2",
+            "27": "27 0460/12/f/m/19 \u00a9 ucles 2019 [turn over   (i) describe the distribution of the states in india where the contribution of manufacturing to  gdp is 15% and above.  ...  ...  ...  ...  ...  .  [3]   (ii)  some industries in ledcs are owned by transnational corporations (tncs).     explain how tncs can bring both advantages and disadvantages to ledcs.  ...  ...  ...  ...  ...  ...  ...  ...  ...  .  [5] ",
+            "28": "28 0460/12/f/m/19 \u00a9 ucles 2019  (c) for a named example you have studied, describe and explain the location of a factory or  industrial zone.    name of factory or industrial zone ..  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  .  [7] [total: 25]",
+            "29": "29 0460/12/f/m/19 \u00a9 ucles 2019 additional pages if you use the following lined pages to complete the answer(s) to any question(s), the question  number(s) must be clearly shown. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. ..",
+            "30": "30 0460/12/f/m/19 \u00a9 ucles 2019 .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. ..",
+            "31": "31 0460/12/f/m/19 \u00a9 ucles 2019 blank page",
+            "32": "32 0460/12/f/m/19 \u00a9 ucles 2019 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 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.blank page"
+        },
+        "0460_m19_qp_22.pdf": {
+            "1": "this document consists of 17 printed pages, 3 blank pages and 1 insert. dc (kn/tp) 165033/5 \u00a9 ucles 2019  [turn overcambridge assessment international education cambridge international general certificate of secondary education *0070351993* geography  0460/22 paper 2  february/march 2019  1 hour 30 minutes candidates answer on the question paper. additional materials:  ruler  protractor  plain paper  calculator 1:50 000 survey map extract is enclosed with this question paper. read these instructions first write your centre number, candidate number and name in the spaces provided. write in dark blue or black pen. you may use an hb pencil for any diagrams or graphs. do not use staples, paper clips, glue or correction fluid. do not  write in any barcodes. write your answer to each question in the space provided. if additional space is required, you should use the lined pages at the end of the booklet. the question number(s)  must be clearly shown. answer all questions. the insert contains figs. 4.1 and 4.2 for question 4, and fig. 6.2 for question  6. the survey map extract and the insert are not required by the examiner. sketch maps and diagrams should be drawn whenever they serve to illustrate an answer. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part  question. this syllabus is regulated for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificate.",
+            "2": "2 0460/22/f/m/19 \u00a9 ucles 2019 1 study the map extract for \u00e5hus, sweden. the scale is 1:50  000.  (a) fig. 1.1 shows the area around the mouth of the m\u00f6ller\u00e4nnan river in the main settlement of  \u00e5hus. study fig. 1.1 and the map extract, and answer the questions below. 55 56 57 58 5955 99 98 97 9699 98 97 9656 57 58 59 seadbca river fig. 1.1   using the map extract, identify the land use in each of the following areas shown on fig. 1.1:   (i)  area a   .  [1]   (ii)  area b  .  [1]   (iii)  area c  .  [1]   (iv)  area d.  .  [1]",
+            "3": "3 0460/22/f/m/19 \u00a9 ucles 2019 [turn over  (b)  look at the m\u00f6ller\u00e4nnan river in the south west of the map extract. describe the human and  physical features of the river.  ...  ...  ...  ...  ...  ...  ...  ...  .  [4]  (c)  describe the shape of the coastline between the main settlement at \u00e5hus and the north edge  of the map.  ...  ...  ...  ...  ...  .  [2]",
+            "4": "4 0460/22/f/m/19 \u00a9 ucles 2019  (d) the location of the small settlement at f\u00e5rab\u00e4ck is shown on fig. 1.2. 58 59 60 61 6258 03 02 0103 02 0159 60 61 62 seaf\u00e5rab\u00e4ck fig. 1.2   give map evidence that suggests that f\u00e5rab\u00e4ck is a tourist settlement.  ...  ...  ...  .  [2]  (e) find the small settlements of nyg\u00e5rd (6004) and land\u00f6n (6303) in the north east of the map  extract.   (i) measure the distance along the public road from the north edge of the map at nyg\u00e5rd to  the end of the road at land\u00f6n. give your answer in metres.    .. metres  [1]   (ii) give the compass direction from  the end of the road at nyg\u00e5rd to the end of the road at  land\u00f6n.    ..  [1]   (iii) measure the bearing from  the end of the road at nyg\u00e5rd to the end of the road at  land\u00f6n.    .. degrees  [1]   (iv) what is the six-figure grid reference of the end of the public road at land\u00f6n? tick one  box below. tick (\u2713) 031632 642042 632031 033634 632042  [2]",
+            "5": "5 0460/22/f/m/19 \u00a9 ucles 2019 [turn over  (f)  fig. 1.3 shows the area of a military firing range in the centre of the map extract. the area is  surrounded by a thick, dashed blue line. 54 55 56 57 58 59 6054 05 04 03 02 01 0055 56 57 58 59 6005 04 03 02 01 00seaskjutf\u00e4lt fig. 1.3   describe the relief of the area of the firing range.  ...  ...  ...  ...  ...  ...  ...  .  [3]  [total: 20]",
+            "6": "6 0460/22/f/m/19 \u00a9 ucles 2019 2 fig. 2.1 shows population migration to and from california, usa, between 2001 and 2013. \u2013100 \u20132000100200300400 \u2013300 2001 2002 2003 2004 2005 2006 2007 2008 2009 2010 2011 2012 2013migration  (thousands) yearinternational migration net migration migration to/from other parts of usa fig. 2.1  (a)  (i) complete fig. 2.1  to show net migration of 210  000 in 2003.  [1]   (ii) using fig. 2.1, describe international  migration to and from california between 2001  and 2013. use statistics and years in your answer.  ...  ...  ...  ...  ...  .  [3]   (iii)  migration has caused an increase in california\u2019s total population between 2001 and  2013. use information from fig. 2.1 to explain this.  ...  ...  .  [1]",
+            "7": "7 0460/22/f/m/19 \u00a9 ucles 2019 [turn over  (b)  fig. 2.2 shows population migration for five areas of california from 2012 to 2013. migration to/from other parts of usa international migrationkey41357247 4097367110 225 514215 059 alameda contra costa san franciscosanta clarasan mateo\u20133522\u20131906 \u20131824 fig. 2.2   (i)  calculate the population change due to migration in contra costa.    ..  [1]   (ii)  which of the areas shown on fig. 2.2 had the greatest number of people leaving for  other areas of the usa?    ..  [1]   (iii)  which of the areas shown on fig. 2.2 had the greatest population growth due to  migration?    ..  [1]  [total: 8]",
+            "8": "8 0460/22/f/m/19 \u00a9 ucles 2019 3 fig. 3.1 shows air pollution by fine particles in the area around delhi for one day. key km0 10n gurgaonnoidarohini south delhidwarkaghaziabad faridabad main roadpollution levels centre of delhivery high highmedium low fig. 3.1  (a)  describe the distribution of air pollution shown in fig. 3.1.  ...  ...  ...  ...  ...  ...  .  [3]",
+            "9": "9 0460/22/f/m/19 \u00a9 ucles 2019 [turn over  (b)  fig. 3.2 shows the pattern of air pollution by fine particles in delhi for the same day. hmmmmmmmmmhhhmmmmmhhhvhvhvh00:00time 06:00 12:00 18:00 24:00 key l   low m   medium h   highpollution level vh   very high fig. 3.2   describe the pattern of air pollution during this day.  ...  ...  ...  ... [2]  (c)  vehicles may be an important source of air pollution by fine particles in delhi. using figs. 3.1  and 3.2, give evidence for and against this.   evidence for vehicles being an important source of air pollution.  ...  ...  ...  ...   evidence against  vehicles being an important source of air pollution.  ...  ...  ...  .  [3]  [total: 8]",
+            "10": "10 0460/22/f/m/19 \u00a9 ucles 2019 4  (a)  name the following processes which operate in a drainage basin. choose your answers from  the list below: interception infiltration throughflow groundwater flow overland flow   (i)  water moving through the rock    \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026  [1]   (ii)  rain soaking into the ground.    \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026  [1]  (b)  figs. 4.1 and 4.2 (insert) are photographs which show the same river in madeira on two  different days.   (i)  using fig. 4.1, describe what has been done to the channel of the river to reduce flooding  and erosion.  ...  ...  ...  .  [2]",
+            "11": "11 0460/22/f/m/19 \u00a9 ucles 2019 [turn over   (ii)  describe and explain the differences in the river and its load on the day shown in fig. 4.1  and on the other day shown in fig. 4.2.  ...  ...  ...  ...  ...  ...  ...  ...  ...  ... [4]  [total: 8]",
+            "12": "12 0460/22/f/m/19 \u00a9 ucles 2019 5 study fig. 5.1, which shows instruments a and b, which are used to measure the weather.  4035302520151050\u20135\u201310\u201315\u201320\u201325\u00b0c \u201325\u201320\u201315\u201310\u201350510152025303540\u00b0c instrument  a instrument  b\u201310 \u20135 0 5 10 15 20 25 30 \u201310 \u20135 0 5 10 15 20 25 30\u00b0c fig. 5.1  (a) name the two weather instruments.   (i) instrument a \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026...\u2026\u2026\u2026\u2026\u2026   (ii) instrument b \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026...\u2026\u2026\u2026\u2026\u2026  [2]",
+            "13": "13 0460/22/f/m/19 \u00a9 ucles 2019 [turn over  (b) using the information shown on instrument a, state:   (i) the present temperature    ...   (ii)   the maximum temperature since the instrument was reset    ...   (iii)  the minimum temperature since the instrument was reset.    ...  [3]  (c) look at the information shown on instrument b. does this show that the air is saturated? tick  the correct box below. tick (\u2713) air is saturated (relative humidity is 100%) air is unsaturated (relative humidity is less than 100%)   using evidence from instrument b on fig. 5.1, explain your choice.  ...  ...  ...  ...  ...  ...  .  [3]  [total: 8]",
+            "14": "14 0460/22/f/m/19 \u00a9 ucles 2019 6 (a)  fig. 6.1 shows an agricultural system. inputs processes outputs examples: climate machinery soil . .examples: harvesting sowing weeding . .examples: animals for sale meat milk . . fig. 6.1   complete fig. 6.1 by adding each of the following examples in the correct column. crops                    chemical fertiliser  [2]  (b)  fig. 6.2 (insert) is a photograph which shows an agricultural area in south africa.   (i)  describe the fields and land use shown in the photograph.  ...  ...  ...  ...  ...  ...  .  [3]",
+            "15": "15 0460/22/f/m/19 \u00a9 ucles 2019   (ii)  give evidence from the photograph which shows that the agriculture in the area is:    irrigated (artificially watered)  ...  ...  ...  ...    commercial.  ...  ...  ...  .  [3]  [total: 8]",
+            "16": "16 0460/22/f/m/19 \u00a9 ucles 2019 additional pages if you use the following lined pages to complete the answer(s) to any question(s), the question  number(s) must be clearly shown.  ..  ..  .. .. ..  ..  ..  .. .. ..  .. ..",
+            "17": "17 0460/22/f/m/19 \u00a9 ucles 2019 .. .. ..  .. .. ..  ..  ..  .. .. ..  ..  ..  ..",
+            "18": "18 0460/22/f/m/19 \u00a9 ucles 2019 blank page",
+            "19": "19 0460/22/f/m/19 \u00a9 ucles 2019 blank page",
+            "20": "20 0460/22/f/m/19 \u00a9 ucles 2019 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 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.blank page"
+        },
+        "0460_m19_qp_42.pdf": {
+            "1": "this document consists of 18 printed pages, 2 blank pages and 1 insert. dc (sc/tp) 167584/5 \u00a9 ucles 2019  [turn over *1457543600* geography  0460/42 paper 4  alternative to coursework  february/march 2019  1 hour 30 minutes candidates answer on the question paper. additional materials:  ruler  protractor  calculator read these instructions first write your centre number, candidate number and name in the spaces provided. write in dark blue or black pen. you may use an hb pencil for any diagrams or graphs. do not use staples, paper clips, glue or correction fluid. do not  write in any barcodes. write your answer to each question in the space provided. if additional space is required, you should use the lined pages at the end of this booklet. the question number(s)  must be clearly shown. answer all questions. the insert contains figs.  1.1, 1.2 and 1.4 and tables  1.1, 1.2, 1.3 and 1.4 for question  1, and fig.  2.1 and  table  2.2 for question  2. the insert is not required by the examiner. sketch maps and diagrams should be drawn whenever they serve to illustrate an answer. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part  question.cambridge assessment international education cambridge international general certificate of secondary education this syllabus is regulated for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificate.",
+            "2": "2 0460/42/f/m/19 \u00a9 ucles 2019 1 students from a town in portugal were learning about different types of shops and services. the  students did fieldwork to compare shops and services in the old town centre with those in a new  shopping area on the edge of the town.  they decided to test the following hypotheses:   hypothesis 1:  there are a greater number and variety of shops and services in the town  centre than in the shopping area on the edge of the town.   hypothesis 2:  the reasons why people go to the town centre shops and the shopping area  on the edge of the town have the same importance.  (a) to find out more about the shops and services the students drew land use maps of the town  centre shopping area and the shopping area on the edge of the town. fig. 1.1 (insert) shows  part of the town centre shopping area and fig. 1.2 (insert) shows the shopping area on the  edge of the town.   (i) use the key to identify the type of shop located 90  m north west of the shop selling bread  and cakes in the town centre (fig. 1.1).    ...  [1]   (ii) give two examples of services located in the area of the town centre shown in fig. 1.1. 1   2  ..  [2]   (iii) suggest two reasons why many shops and services are located in a town centre. 1    ... 2    .  [2]",
+            "3": "3 0460/42/f/m/19 \u00a9 ucles 2019 [turn over   (iv) the students used their maps to count the number of different shops and services in the  two shopping areas. their results are shown in table 1.1 (insert).    what conclusion would the students make to hypothesis 1:  there are a greater number  and variety of shops and services in the town centre than in the shopping area on the  edge of the town ?    support your answer with evidence from table 1.1 and figs. 1.1 and 1.2.  ...  ...  ...  ...  ...  ...  ...  .  [4]  (b) the students knew that shops could be classified into two main groups: those which sold  convenience (low-order) goods and those which sold comparison (high-order) goods.   (i) which two of the following statements about different types of goods are correct?  tick (\u2713) your choices in the table below. tick (\u2713) convenience goods are bought more frequently than  comparison goods convenience goods are produced locally, and comparison  goods are imported  convenience goods are usually cheaper than comparison  goods convenience goods are more difficult to transport than  comparison goods convenience goods are better quality than comparison  goods  [2]   (ii) from fig. 1.2 (insert) give an example of a type of shop in the edge of the town shopping  areas which sells    convenience goods  ...    comparison goods.  ...  [2]",
+            "4": "4 0460/42/f/m/19 \u00a9 ucles 2019   (iii) the students classified the shops and services in the two shopping areas. their  classification results are shown in table 1.2 (insert).    use the results from table 1.2 to draw the graph  for the edge of town shopping area in  fig. 1.3 on the page opposite.  [3]",
+            "5": "5 0460/42/f/m/19 \u00a9 ucles 2019 [turn over0 20 40 number of shops  / servicesedge of town shopping areatown centre shopping area 60 800 20 40 number of shops  / services60 80 100results of classification in the two shopping areas 120 140 160 180 200 220 key shops selling convenience goodsshops selling comparison goodsservices fig. 1.3",
+            "6": "6 0460/42/f/m/19 \u00a9 ucles 2019  (c) to test hypothesis 2:  the reasons why people go to the town centre shops and the shopping  area on the edge of the town have the same importance , the students decided to use a  questionnaire with people in the two shopping areas.   this questionnaire is shown in fig. 1.4 (insert).   (i) their teacher approved the questionnaire. suggest three  pieces of advice which she  gave to the students about using their questionnaire with people who are shopping. 1    ... 2    ... 3    .  [3]",
+            "7": "7 0460/42/f/m/19 \u00a9 ucles 2019 [turn over   (ii) table 1.3 (insert) shows the results of question 1 in the questionnaire.    use the results from table 1.3 (insert) to complete the graph  for the town centre in  fig. 1.5 below.  [2] answers to question 1: why did you come shopping here today? 102030405060 0town centrepercentage30percentage reason given reason givennear home near work visitor to the area good parking wide range of shops good value for money1020405060 0edge of town shopping areanear home near work visitor to the area good parking wide range of shops good value for money fig. 1.5",
+            "8": "8 0460/42/f/m/19 \u00a9 ucles 2019   (iii) table 1.4 (insert) shows the results of question 2 in the questionnaire.    use the results from table 1.4 (insert) to complete the pie graph  for the edge of town  shopping area in fig. 1.6 below.  [3] answers to question 2: what are the main items you are buying here today? food and drinkkeytown centre gifts  / souvenirs furniture  / electrical goods clothes  / jewellery other0 10 90 20 80 30 70 40 60 50% edge of town shopping area 0 10 90 20 30 40 60 50% 80 70 50 fig. 1.6",
+            "9": "9 0460/42/f/m/19 \u00a9 ucles 2019 [turn over   (iv) do the results of the questionnaire support hypothesis 2:  the reasons why people go  to the town centre shops and the shopping area on the edge of the town have the same  importance ?    use evidence from figs. 1.5 and 1.6 and tables 1.3 and 1.4 to support your conclusion.  ...  ...  ...  ...  ...  ...  ...  .  [4]  (d) the students wanted to find out more about shopping patterns in the two shopping areas.  suggest another  hypothesis which they could test and a question which they could add to  their questionnaire to test this additional hypothesis.   hypothesis  ...  ...   question  ...  .  [2]  [total: 30]",
+            "10": "10 0460/42/f/m/19 \u00a9 ucles 2019 2 students from a school in dorset in south west england carried out fieldwork to investigate the  characteristics of two contrasting local beaches. one is a long beach on a straight coast and the  other beach is in a sheltered bay surrounded by cliffs.  (a) before they began their fieldwork their teacher reminded them of the need to be safe near the  sea.    the table below shows three possible dangerous situations. suggest one different precaution  that the students could take to reduce the danger in each situation. possible danger possible precaution high cliff behind the beach     powerful waves breaking at the  beach    heavy rain is forecast for the day of  the fieldwork     [3]   the students tested the following hypotheses in their fieldwork on the two beaches:   hypothesis 1:  the bay beach has a steeper profile than the long beach.   hypothesis 2:  beach material gets larger further away from the sea.",
+            "11": "11 0460/42/f/m/19 \u00a9 ucles 2019 [turn over  (b) to investigate hypothesis 1  the students measured the changing profile from the sea to the  back of the beach. fig. 2.1 (insert) shows their method.   (i) describe how the students measured the beach profile.  ...  ...  ...  ...  ...  ...  ...  .  [4]",
+            "12": "12 0460/42/f/m/19 \u00a9 ucles 2019  (ii) the results of the students\u2019 measurements on both beaches are shown in fig. 2.2. 24 22 20 18 16 14 12 10 8c 6 4 2 001234 ba ad e fg distance (metres)low water marklong beachbeach profiles back of  beachelevation (metres) 20 18 16 14 12 10 8 6 4 2 00123456 aed cbfghi distance (metres)low water markbay beachkey back of  beachelevation (metres)site of measurement marker pole fig. 2.2",
+            "13": "13 0460/42/f/m/19 \u00a9 ucles 2019 [turn over    is hypothesis 1:  the bay beach has a steeper profile than the long beach  true? support  your conclusion with evidence from fig. 2.2.  ...  ...  ...  ...  ...  ...  ...  .  [4]  (c) to investigate hypothesis 2:  beach material gets larger further away from the sea , the  students measured the size of a sample of beach material every two metres from the low  water mark to the back of the beach.   (i) a completed data recording sheet for one site is shown in table 2.1 below. table 2.1 data recording sheet location: long beach distance from low water mark: 6  m beach material sample size of beach material (mm) sample 1 8 sample 2 19 sample 3 9 average size 12    describe a possible method the students used to collect the data shown in table 2.1.  ...  ...  ...  ...  ...  .  [3]",
+            "14": "14 0460/42/f/m/19 \u00a9 ucles 2019   (ii) the average size of all the beach material samples are shown in table 2.2 (insert).    on fig. 2.3 below, plot the result  for 10 metres from the low water mark on the bay  beach.  [1] 0 2 4 6 8 10 12average size of beach materials at the two beaches 14 16 18 20 22 240102030405060708090100 distance from low water mark (m)average size of beach materials (mm) key long beach bay beach fig. 2.3",
+            "15": "15 0460/42/f/m/19 \u00a9 ucles 2019 [turn over   (iii) do the results of the fieldwork agree with hypothesis 2:  beach material gets larger  further away from the sea ? tick your decision below and support your decision with data  from table 2.2 and fig. 2.3. tick (\u2713) results agree with hypothesis 2 for both beaches  results agree with hypothesis 2 for one beach results agree with hypothesis 2 for neither beach    ...  ...  ...  ...  ...  ...  ...  .  [4]   (iv) suggest why the size of beach material varies between low water mark and the back of  the beach.  ...  ...  ...  .  [2]   (v) suggest two ways the students could have improved the fieldwork methods to make  their results more reliable. 1    ... 2    .  [2]",
+            "16": "16 0460/42/f/m/19 \u00a9 ucles 2019  (d) (i) the students planned an additional piece of fieldwork to investigate if wave frequency  affected the beach profile and size of beach material.    describe a method to measure wave frequency.  ...  ...  ...  ...  ...  .  [3]   (ii) destructive and constructive waves have different wave frequencies.    describe how destructive and constructive waves are different.  ...  ...  ...  ...  ...  ...  ...  .  [4]  [total: 30]",
+            "17": "17 0460/42/f/m/19 \u00a9 ucles 2019 additional pages if you use the following lined pages to complete the answer(s) to any question(s), the question  number(s) must be clearly shown. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. ..",
+            "18": "18 0460/42/f/m/19 \u00a9 ucles 2019 .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. ..",
+            "19": "19 0460/42/f/m/19 \u00a9 ucles 2019 blank page",
+            "20": "20 0460/42/f/m/19 \u00a9 ucles 2019 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 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.blank page"
+        },
+        "0460_s19_qp_11.pdf": {
+            "1": "this document consists of 30 printed pages, 2 blank pages and 1 insert. dc (ks/cb) 162375/6 \u00a9 ucles 2019  [turn overcambridge assessment international education cambridge international general certificate of secondary education *8713528359* this syllabus is regulated for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificate.geography  0460/11 paper 1  may/june 2019  1 hour 45 minutes candidates answer on the question paper. additional materials:  ruler  calculator  protractor read these instructions first write your centre number, candidate number and name in the spaces provided. write in dark blue or black pen. you may use an hb pencil for any diagrams or graphs. do not use staples, paper clips, glue or correction fluid. do not  write in any barcodes. write your answer to each question in the space provided. if additional space is required, you should use the lined pages at the end of this booklet. the question number(s)  must be clearly shown. answer three  questions, one from each section. the insert contains fig. 1.1 for question 1, figs. 3.1 and 3.3 for question 3, and figs. 6.1 and 6.2 for  question  6. the insert is not required by the examiner. sketch maps and diagrams should be drawn whenever they serve to illustrate an answer. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question. definitions medcs \u2013 more economically developed countries ledcs \u2013 less economically developed countries",
+            "2": "2 0460/11/m/j/19 \u00a9 ucles 2019 section a answer one question from this section. 1 (a) study fig. 1.1 (insert), which shows information about immigrants to the usa in 2013.   (i) how many people were living in the usa in 2013 who were born in other countries?    tick one answer in the table below: tick (\u2713) less than 1000  1000 to 9999 10 000 to 99  999 100 000 to 249  999 250 000 to 499  999 500 000 to 1 million over 1 million  [1]   (ii) put the following countries in rank order according to the number of people born there  who were living in the usa in 2013.    argentina       australia       china       colombia 1st  ... 2nd  .. 3rd  ... 4th  ...  [2]",
+            "3": "3 0460/11/m/j/19 \u00a9 ucles 2019 [turn over   (iii) using fig. 1.1 only, suggest three  reasons why there are more immigrants to the usa  from mexico (an ledc) than from spain (an medc). 1    ... 2    ... 3    ... [3]   (iv) describe the difficulties which immigrants from mexico may experience when settling in  the usa.  ...  ...  ...  ...  ...  ...    ...  ... [4]",
+            "4": "4 0460/11/m/j/19 \u00a9 ucles 2019  (b) study fig. 1.2, which shows information about immigration to the usa between 1901 and  2010. immigration  to the usa  (millions) 1901\u20131910 1911\u20131920 1921\u20131930 1931\u20131940 1941\u20131950 1951\u20131960 1961\u20131970 1971\u20131980 1981\u20131990 1991\u20132000 2001\u20132010 years02468101214 fig. 1.2   (i) describe the changes in the numbers of immigrants to the usa between 1901 and 2010.  you should refer to years and use statistics in your answer.  ...  ...  ...  ...  ...  ... [3]",
+            "5": "5 0460/11/m/j/19 \u00a9 ucles 2019 [turn over   (ii) explain how a large amount of immigration is likely to create challenges for countries  receiving migrants such as the usa.  ...  ...  ...  ...  ...  ...  ...  ...  ...  ... [5]",
+            "6": "6 0460/11/m/j/19 \u00a9 ucles 2019  (c) for a named country you have studied, describe a policy which has been used to influence its  population growth.   name of country  ..  ...  ...  ...  ...  ...  ...  ...    ...  ...  ...  ...  ...  ...  ...    ...  ...  ...  ...  ...    ...  ...  ...  ...  ... [7]  [total: 25]",
+            "7": "7 0460/11/m/j/19 \u00a9 ucles 2019 [turn over 2 (a) study fig. 2.1, which shows information about the sources of air pollution in urban areas in  africa and western europe. 0 % 10 20 30 40 5060708090africa 0 % 10 20 30 40 5060708090western europe key source of air pollution  in urban areas traffic industry domestic electricity generation other fig. 2.1   (i) what percentage of air pollution in urban areas in western europe is caused by traffic?  .. % [1]",
+            "8": "8 0460/11/m/j/19 \u00a9 ucles 2019   (ii) explain how traffic and industry may each cause air pollution. traffic  .  ... industry  ..  ... [2]   (iii) using evidence from fig. 2.1 only, compare sources of air pollution in urban areas in  africa and western europe.   ...  ...  ...  ...  ...  ... [3]   (iv) suggest reasons for the differences in the sources of air pollution in urban areas in africa  and western europe.   ...  ...  ...  ...  ...  ...  ...  ... [4]",
+            "9": "9 0460/11/m/j/19 \u00a9 ucles 2019 [turn over  (b) study fig. 2.2, which is a graph showing information about urban population density and  traffic congestion in selected urban areas.   the greater the traffic congestion the more time people spend travelling. extra time  spent  travelling (%) 00 5000 10 000 urban population density (people per km2)15 000 20 000 25 000 30 0001020304050607080 fig. 2.2   (i) describe the relationship between urban population density and the extra time spent  travelling shown by fig. 2.2. use statistics in your answer.  ...    ...  ...  ...  ...  ... [3]",
+            "10": "10 0460/11/m/j/19 \u00a9 ucles 2019   (ii) explain why traffic congestion is a problem in many urban areas.   ...  ...  ...  ...  ...  ...  ...  ...  ...  ... [5] ",
+            "11": "11 0460/11/m/j/19 \u00a9 ucles 2019 [turn over  (c) for a named urban area you have studied, describe the strategies used to reduce traffic  congestion.   name of urban area    ...  ...  ...  ...    ...  ...  ...  ...  ...  ...  ...  ...    ...  ...  ...  ...  ...  ...  ...    ...  ...  ...  ...  ...  ... [7]  [total: 25]",
+            "12": "12 0460/11/m/j/19 \u00a9 ucles 2019section b answer one question from this section. 3 (a) study fig. 3.1 (insert), which is a photograph of part of a sand spit, and fig. 3.2 an annotated  sketch of a sand spit. movement of beach materialland sea prevailing winds fig. 3.2   (i) identify the type of coastal landform shown at x on fig. 3.1.  ... [1]   (ii) describe two characteristics of the coastal landform shown at x on fig. 3.1. 1    ... 2    ... [2]   (iii) explain how coastal landform x has been formed on the sand spit.  ...  ...  ...  ...  ...  ... [3]",
+            "13": "13 0460/11/m/j/19 \u00a9 ucles 2019 [turn over   (iv) explain how a sand spit is formed.  ...  ...  ...  ...  ...  ...  ...    ... [4]  (b) study fig. 3.3 (insert), which is a photograph of an area of coastline which has been affected  by coastal erosion.   (i) identify the coastal landforms labelled p, q and r on fig. 3.3 in the spaces below. p  . q  . r  .  [3]   (ii) describe the processes of coastal erosion.  ...  ...  ...  ...  ...  ...  ...  ...  ...  ... [5]",
+            "14": "14 0460/11/m/j/19 \u00a9 ucles 2019  (c) for a named area of coast you have studied, describe the strategies used to manage coastal  erosion.   name of area of coast  .  ...  ...  ...  ...    ...  ...  ...  ...  ...  ...  ...    ...  ...  ...  ...    ...  ...  ...  ...  ...  ...  ...  ...  ...  ... [7]  [total: 25]",
+            "15": "15 0460/11/m/j/19 \u00a9 ucles 2019 [turn over turn page for question 4",
+            "16": "16 0460/11/m/j/19 \u00a9 ucles 2019 4 (a) study fig. 4.1, which is a map which shows two hot deserts in southern africa.  vaalsouth africanamibia botswana vaallimpopozambezi okavango nosob orangemolopo swazilandmozambiquezimbabwezambia angola lesothoindian oceanafrica south atlantic ocean prevailing wind key kalahari desert namib desert river country bordertropic of capricorn cold current 0 km125n fig. 4.1   (i) tick the one statement which best describes the climate of a hot desert. tick (\u2713) deserts have no seasons every day the temperatures are above 35  \u00b0c the annual precipitation is lower than 250  mm there is never any precipitation  [1]   (ii) state one similarity and one difference between the location of the kalahari desert and  the location of the namib desert. similarity  .  ... difference  ...  ... [2]",
+            "17": "17 0460/11/m/j/19 \u00a9 ucles 2019 [turn over   (iii) explain why deserts, such as the kalahari, have a high diurnal (daily) range of  temperature.  ...  ...  ...  ...  ...  ... [3]   (iv) using evidence from fig. 4.1 and your own knowledge, explain why the namib desert  does not receive much rainfall.  ...  ...  ...  ...  ...  ...  ...  ... [4]",
+            "18": "18 0460/11/m/j/19 \u00a9 ucles 2019 (b) study fig. 4.2, which shows diagrams of two plants which grow in the desert. 6543210metres metres1234 6 7 8 9543210plant x plant y 1234 fig. 4.2   (i) identify three  differences between plants x and y. 1    ... 2    ... 3    ... [3]",
+            "19": "19 0460/11/m/j/19 \u00a9 ucles 2019 [turn over   (ii) explain how plants and wildlife are able to survive in a hot desert.  ...  ...  ...  ...  ...  ...  ...  ...  ...  ... [5]",
+            "20": "20 0460/11/m/j/19 \u00a9 ucles 2019  (c) for a named area of tropical rainforest, describe the characteristics of its ecosystem.   name of area of rainforest  ...  ...  ...  ...    ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ... \u2026  ...  ...  ...  ...  ...  ...  ...  ... [7]  [total: 25]",
+            "21": "21 0460/11/m/j/19 \u00a9 ucles 2019 [turn over section c answer one question from this section. 5 (a) study fig. 5.1, which shows information about energy supply in new zealand (an medc) in  2014. oil natural gas geothermal power other renewables coalhep 0 50 100 150 200 amount of energy supplied (petajoules)250 300 fig. 5.1   (i) complete the bar  on fig. 5.1 to show the following information:    amount of energy produced from oil = 275 petajoules  [1]   (ii) name two types of renewable energy which could be included in the bar for \u2018other  renewables\u2019. 1 . 2 . [2]",
+            "22": "22 0460/11/m/j/19 \u00a9 ucles 2019   (iii) using fig. 5.1 only, compare the use of renewable and non-renewable energy in new  zealand. use statistics in your answer.  ...  ...  ...  ...  ...  ... [3]   (iv) suggest reasons to explain why new zealand does not use nuclear power.  ...  ...  ...  ...  ...  ...  ...  ... [4]",
+            "23": "23 0460/11/m/j/19 \u00a9 ucles 2019 [turn over  (b) study fig. 5.2, which is a table showing information about gross domestic product (gdp)  per person (a measure of wealth) and the use of electricity per person. gdp per person (us$)electricity used   (kwh per person) norway 69 300 24 621 usa 57 300 13 734 australia 48 800 11 028 germany 48 200   7170 canada 46 200 17 026 uk 42 500   5578 france 42 400   7483 japan 38 900   8065 new zealand 37 100   9802 portugal 28 500   4924 turkey 21 100   3259 mexico 18 900   2496 fig. 5.2     (i) describe the relationship between gdp per person and the use of electricity per person  shown by fig. 5.2. use statistics in your answer.  ...  ...  ...  ...  ...  ... [3]",
+            "24": "24 0460/11/m/j/19 \u00a9 ucles 2019   (ii) explain why there is a relationship between gdp per person and the use of electricity  per person.  ...  ...  ...  ...  ...  ...  ...  ...  ...  ... [5] ",
+            "25": "25 0460/11/m/j/19 \u00a9 ucles 2019 [turn over  (c) for a named country, describe the methods used to supply water to the population.   name of country  .  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...    ...  ...  ...  ...  ...  ...    ...  ...  ...  ...  ...  ...  ... [7]  [total: 25]",
+            "26": "26 0460/11/m/j/19 \u00a9 ucles 2019 6 (a) study fig. 6.1 (insert), which is a photograph of an area with an equatorial climate where the  land is being used for subsistence farming.   (i) what is meant by subsistence  farming?  ...  ...  ... [1]   (ii) identify two pieces of evidence that the forest has been cleared in the area shown in  fig. 6.1. 1    ... 2    ... [2]   (iii) explain why soil erosion is likely to occur in the area shown in fig. 6.1.  ...  ...  ...  ...  ...  ... [3]   (iv) describe the strategies which can be used by farmers to reduce soil erosion.  ...    ...  ...  ...  ...  ...  ...  ...    ... [4]",
+            "27": "27 0460/11/m/j/19 \u00a9 ucles 2019 [turn over  (b) study fig. 6.2 (insert), which is a photograph of an area where economic activity is taking  place.   (i) suggest why each of the following types of pollution are occurring in the area shown in  fig. 6.2. air pollution  .  ... water pollution    ... noise pollution    ... [3]   (ii) explain how pollution may threaten the local  natural environment.  ...  ...  ...  ...  ...  ...    ...  ...  ...  ... [5] ",
+            "28": "28 0460/11/m/j/19 \u00a9 ucles 2019  (c) describe the impacts of global warming  on the natural environment. you should refer to  named areas affected.  ...  ...  ...  ...  ...    ...  ...  ...  ...  ...  ...  ...    ...  ...  ...  ...  ...  ...  ...    ...  ...  ...  ...  ...  ...  ... [7]  [total: 25]",
+            "29": "29 0460/11/m/j/19 \u00a9 ucles 2019 additional pages if you use the following lined pages to complete the answer(s) to any question(s), the question  number(s) must be clearly shown. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. ..",
+            "30": "30 0460/11/m/j/19 \u00a9 ucles 2019 .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. ..",
+            "31": "31 0460/11/m/j/19 \u00a9 ucles 2019 blank page",
+            "32": "32 0460/11/m/j/19 \u00a9 ucles 2019 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 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.blank page"
+        },
+        "0460_s19_qp_12.pdf": {
+            "1": "this document consists of 27 printed pages, 1 blank page and 1 insert. dc (nh/tp) 162373/4 \u00a9 ucles 2019  [turn overcambridge assessment international education cambridge international general certificate of secondary education *6746363420* geography  0460/12 paper 1  may/june 2019  1 hour 45 minutes candidates answer on the question paper. additional materials:  ruler  calculator read these instructions first write your centre number, candidate number and name in the spaces provided. write in dark blue or black pen. you may use an hb pencil for any diagrams or graphs. do not use staples, paper clips, glue or correction fluid. do not  write in any barcodes. write your answer to each question in the space provided. if additional space is required, you should use the lined pages at the end of this booklet. the question number(s)  must be clearly shown. answer three  questions, one from each section. the insert contains figs. 3.1 and 3.2 for question 3, fig. 4.1 for question 4, figs. 5.2 and 5.3 for question 5,  and fig. 6.1 for question  6. the insert is not required by the examiner. sketch maps and diagrams should be drawn whenever they serve to illustrate an answer. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question. definitions medcs \u2013 more economically developed countries ledcs \u2013 less economically developed countries this syllabus is regulated for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificate.",
+            "2": "2 0460/12/m/j/19 \u00a9 ucles 2019 section a answer one question from this section. 1 (a) study fig. 1.1, which shows information about population growth in the uk. 1992 2000 1995 2010 2005 20140100  000200  000300  000400  000500  000600  000 -50 000number of  people natural population growth net migration total population growthkeyyear fig. 1.1   (i) what was the total population growth in the uk in 2014?     ..  [1]   (ii) what is meant by the following terms: \u2013 natural population growth         \u2013 net migration?         [2]",
+            "3": "3 0460/12/m/j/19 \u00a9 ucles 2019 [turn over   (iii) identify from fig. 1.1 a year when:    \u2013 net migration was greater than natural population growth     \u2013 there were more emigrants than immigrants     \u2013 the largest total population growth occurred.   [3]   (iv) explain why there are low rates of natural population growth in medcs such as the uk.  ...  ...  ...  ...  ...  ...  ...  ... [4]",
+            "4": "4 0460/12/m/j/19 \u00a9 ucles 2019  (b) study fig. 1.2, which shows information about population growth in africa and europe from  1800 to 2100 (estimated). 1900 1950 2000 2050 2100 1850 1800 years4.0 3.5 3.0 2.5 2.0 1.5 1.0 0.5 0.0population (billions)estimated europe africakey fig. 1.2   (i) compare population growth in africa and europe between 1800 and 2100 (estimated).  you should refer to years and use statistics in your answer.  ...  ...  ...  ...  ...  ... [3]",
+            "5": "5 0460/12/m/j/19 \u00a9 ucles 2019 [turn over   (ii) suggest problems which are likely to occur in africa as a result of its population growth.  ...  ...  ...  ...  ...  ...  ...  ...  ...  ... [5]",
+            "6": "6 0460/12/m/j/19 \u00a9 ucles 2019  (c) for a named country you have studied, describe a population policy which has been used to  influence its population growth. comment on how successful this policy was. name of country   ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ... [7]  [total: 25]",
+            "7": "7 0460/12/m/j/19 \u00a9 ucles 2019 [turn over 2 (a) study fig. 2.1, which shows information about a settlement hierarchy. a ab c d e f ghighnumber of settlements smalllarge conurbation b city c large town d small town e village f hamlet g isolated dwellinglow population size  of settlement fig. 2.1   (i) tick the one statement which best describes a settlement hierarchy. tick  3 an area with large numbers of shops and services a method of arranging settlements based on the size of their population a diagram to show service provision in the settlements in an area the area served by a settlement and its services  [1]   (ii) using evidence from fig. 2.1 only, describe the relationship between population size  and number of settlements. give examples of settlement types from fig. 2.1 in your  answer.  ...  ...  ...  ... [2]",
+            "8": "8 0460/12/m/j/19 \u00a9 ucles 2019   (iii) give three  examples of high order services which are likely to be located in large cities,  such as capital cities. 1   2   3   [3]   (iv) explain why large cities, such as capital cities, have many high order services.   ...  ...  ...  ...  ...  ...  ...  ... [4]",
+            "9": "9 0460/12/m/j/19 \u00a9 ucles 2019 [turn over  (b) study fig. 2.2, which gives information about rural decline. rural life in decline nearly half of rural settlements in the uk have seen the closure of local services  in the past four years. villages across the country are losing basic services such as post offices, doctors\u2019  surgeries, shops and schools. a study found that residents of the village of wrotham, in kent, suffered the  greatest loss of services. the study also found that 233  000 people in the country  are living in areas with no post office within 2  kilometres and no bank or  cashpoint (atm) within 4  kilometres. fig. 2.2   (i) using fig. 2.2 only, give three  examples of services which are being closed in rural  settlements. 1   2   3   [3]   (ii) explain why service provision in some rural areas is declining.  ...  ...  ...  ...  ...  ...  ...  ...  ...  ... [5]",
+            "10": "10 0460/12/m/j/19 \u00a9 ucles 2019  (c) name a settlement you have studied. describe and explain its functions. name of settlement ..  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ... [7]  [total: 25]",
+            "11": "11 0460/12/m/j/19 \u00a9 ucles 2019 [turn over section b answer one question from this section. 3 (a) study fig. 3.1 (insert), which is a photograph of a river feature.   (i) identify the type of river feature shown on fig. 3.1.    choose from the words below: confluence     meander     mouth     source      [1]   (ii) describe two characteristics of the rivers shown on fig. 3.1. 1    ... 2    ... [2]   (iii) explain why erosion is likely to be the main process in the rivers shown in fig. 3.1.  ...  ...  ...  ...  ...  ... [3]   (iv) suggest how the river and its valley will change further downstream from the area shown  in fig. 3.1.  ...  ...  ...  ...  ...  ...  ...  ... [4]",
+            "12": "12 0460/12/m/j/19 \u00a9 ucles 2019  (b) study fig. 3.2 (insert), which is a photograph of a waterfall.   (i) describe three  features of the waterfall shown in fig. 3.2. 1    ... 2    ... 3    ... [3]   (ii) explain how a waterfall is formed on a river. you may use a labelled diagram or diagrams.  ...  ...  ...  ...  ...  ...  ...  ...  [5]",
+            "13": "13 0460/12/m/j/19 \u00a9 ucles 2019 [turn over  (c) for a named river you have studied, explain the causes of flooding. named river   ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ... [7]  [total: 25]",
+            "14": "14 0460/12/m/j/19 \u00a9 ucles 2019 4 (a) study fig. 4.1 (insert), which is a map which shows the pacific ring of fire.   (i) explain why the shaded area is known as the pacific ring of fire .  ...  ... [1]   (ii) compare the location of mauna loa and ruapehu volcanoes.  ...  ...  ...  ... [2]   (iii) explain why there are active volcanoes on converging plate boundaries.  ...  ...  ...  ...  ...  ... [3]",
+            "15": "15 0460/12/m/j/19 \u00a9 ucles 2019 [turn over  (b) study fig. 4.2, which is a diagram showing the number of earthquakes occurring on mauna  loa between 2010 and 2015. 120 100 80 60 40 20 0number of  earthquakes 2010 years2011 2012 2013 2014 2015 fig. 4.2   (i) using fig. 4.2 only, describe the changes in the number of earthquakes on mauna loa  between 2010 and 2015.  ...  ...  ...  ...  ...  ... [3]   (ii) monitoring is one way to reduce the impacts of earthquakes and volcanoes.    describe other ways to reduce the impacts of earthquakes and volcanoes on people.  ...  ...  ...  ...  ...  ...  ...  ... [4]",
+            "16": "16 0460/12/m/j/19 \u00a9 ucles 2019   (iii) explain why earthquakes and volcanoes cause more deaths and injuries in ledcs than  medcs.  ...  ...  ...  ...  ...  ...  ...  ...  ...  ... [5]",
+            "17": "17 0460/12/m/j/19 \u00a9 ucles 2019 [turn over  (c) for a named example you have studied, explain why people live close to an active volcano. name of example   ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ... [7]  [total: 25]",
+            "18": "18 0460/12/m/j/19 \u00a9 ucles 2019 section c answer one question from this section. 5 (a) study fig. 5.1, which shows two traditional methods of irrigation used by subsistence farmers. canalcanal container fig. 5.1   (i) what is meant by a subsistence farmer ?  ...  ... [1]   (ii) explain why irrigation increases the yield of crops.  ...  ...  ...  ... [2]",
+            "19": "19 0460/12/m/j/19 \u00a9 ucles 2019 [turn over   (iii) explain why the methods of irrigation shown in fig. 5.1 are suitable to use in ledcs.  ...  ...  ...  ...  ...  ... [3]   (iv) describe four other methods which farmers can use to increase the yield of crops. 1    ... 2    ... 3    ... 4    ... [4]",
+            "20": "20 0460/12/m/j/19 \u00a9 ucles 2019  (b) study figs. 5.2 and 5.3 (insert), which are photographs taken on a mixed farm.   (i) state three  processes which will take place on the mixed farm shown in figs. 5.2 and  5.3. 1    ... 2    ... 3    ... [3]   (ii) describe the advantages of mixed farming.  ...  ...  ...  ...  ...  ...  ...  ...  ...  ... [5]",
+            "21": "21 0460/12/m/j/19 \u00a9 ucles 2019 [turn over  (c) for a named country or region you have studied, explain why there have been food shortages. name of country or region   ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ... [7]  [total: 25]",
+            "22": "22 0460/12/m/j/19 \u00a9 ucles 2019 6 (a) study fig. 6.1 (insert), which shows information about sources of electricity in mexico (an  ledc).   (i) state the number of nuclear power stations in mexico.      [1]   (ii) using fig. 6.1 only, name one renewable and one non-renewable source of electricity  in mexico. \u2013 renewable  .. \u2013 non-renewable  ... [2]   (iii) compare the importance of different sources of electricity in the states of sonora and  sinaloa.  ...  ...  ...  ...  ...  ... [3]   (iv) suggest reasons why some parts of mexico are able to generate large amounts of  electricity from hydro-electric power (hep).  ...  ...  ...  ...  ...  ...  ...  ...  ... [4]",
+            "23": "23 0460/12/m/j/19 \u00a9 ucles 2019 [turn over  (b) study fig. 6.2, which shows information about natural gas pipelines in mexico. mexico\u2019s natural gas pipelines n pacific oceangulf of mexico 0 500 km1000usa mexico belize guatemalahonduras key northwest pipeline chihuahua pipeline los ramones pipelinetopolobampo\u2013el encino pipeline existing pipelinesel encinopuerto libertadciudad juarezel paso, texas sasabe, ariz. guaymas mazatl\u00e1n aguascalientestucson, ariz. agua dulce los ramones quer\u00e9taro mexico citytopolobampo2013 2016 2016 201520142014 2015 fig. 6.2   (i) name and describe the route of any one natural gas pipeline between the usa and  mexico. name  . description of route  ...  ...  ...  ...  ... [3]",
+            "24": "24 0460/12/m/j/19 \u00a9 ucles 2019   (ii) mexico imports large amounts of natural gas from the usa.    explain why relying on imports of natural gas could cause problems for mexico.  ...  ...  ...  ...  ...  ...  ...  ...  ...  ... [5]",
+            "25": "25 0460/12/m/j/19 \u00a9 ucles 2019  (c) name and state the location of a type of economic activity you have studied.   explain how the economic activity may cause the natural environment to be at risk. type of economic activity  . location     how the economic activity may cause the natural environment to be at risk.  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ... [7]  [total: 25]",
+            "26": "26 0460/12/m/j/19 \u00a9 ucles 2019 additional pages if you use the following lined pages to complete the answer(s) to any question(s), the question  number(s) must be clearly shown. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. ..",
+            "27": "27 0460/12/m/j/19 \u00a9 ucles 2019 .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. ..",
+            "28": "28 0460/12/m/j/19 \u00a9 ucles 2019 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 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.blank page"
+        },
+        "0460_s19_qp_13.pdf": {
+            "1": "this document consists of 28 printed pages and 1 insert. dc (ce/cb) 162397/7 \u00a9 ucles 2019  [turn overcambridge assessment international education cambridge international general certificate of secondary education *5109570454* geography  0460/13 paper 1  may/june 2019  `1 hour 45 minutes candidates answer on the question paper. additional materials:  ruler  calculator  protractor read these instructions first write your centre number, candidate number and name in the spaces provided. write in dark blue or black pen. you may use an hb pencil for any diagrams or graphs. do not use staples, paper clips, glue or correction fluid. do not  write in any barcodes. write your answer to each question in the space provided. if additional space is required, you should use the lined pages at the end of this booklet. the question number(s)  must be clearly shown. answer three  questions, one from each section. the insert contains fig. 1.2 for question 1, fig. 4.3 for question 4, figs. 5.2 and 5.3 for question  5, and  figs.  6.1 and 6.2 for question 6. the insert is not required by the examiner. sketch maps and diagrams should be drawn whenever they serve to illustrate an answer. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question. definitions medcs \u2013 more economically developed countries ledcs \u2013 less economically developed countries this syllabus is regulated for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificate.",
+            "2": "2 0460/13/m/j/19 \u00a9 ucles 2019 section a answer one question from this section. 1 (a) study fig. 1.1, which shows information about population density in 1950, 2000 and 2050  (predicted). 10 02030405060708090100110120 10 02030405060708090100110120 asia africa north americasouth america continentpopulation density (per km2) key 1950 2000 2050 (predicted)europe australasia fig. 1.1   (i) what does population density  measure?  ...  ... [1]",
+            "3": "3 0460/13/m/j/19 \u00a9 ucles 2019 [turn over   (ii) name the continent with:    - an increase in population density of over 50 per km2 between 1950 and 2000      ...    - a predicted decrease in population density between 2000 and 2050.      ...  [2]   (iii) parts of australasia and north america are under-populated .    explain why some areas are underpopulated.  ...  ...  ...  ...  ...  ... [3]   (iv) describe the impacts of over-population  on a country.  ...  ...  ...  ...  ...  ...  ...  ... [4]",
+            "4": "4 0460/13/m/j/19 \u00a9 ucles 2019  (b) study fig. 1.2 (insert), which is a photograph of an area which is sparsely populated.   (i) explain how physical factors have influenced the population density and distribution in  the area shown in fig.  1.2.  ...  ...  ...  ...  ...  ... [3]   (ii) explain why many areas with good transport networks are densely populated.  ...  ...  ...  ...  ...  ...  ...  ...  ...  ... [5]",
+            "5": "5 0460/13/m/j/19 \u00a9 ucles 2019 [turn over  (c) explain the causes of an example of international  migration you have studied.   migration from . to . explanation  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ... [7]  [total: 25]",
+            "6": "6 0460/13/m/j/19 \u00a9 ucles 2019 2 (a) study fig. 2.1, which shows an area near quebec city in canada (an medc). morigeaumain road railway river buildings km0 1keyberthierst lawrenceriver st fran\u00e7ois montmagnyn fig. 2.1   (i) what is the settlement pattern of morigeau, st fran\u00e7ois montmagny and berthier?  ... [1]     (ii) using evidence from fig. 2.1 only, give two reasons for the growth of a settlement at  berthier. 1    ... 2    ... [2]   (iii) suggest reasons why there are no settlements between st fran\u00e7ois montmagny and  morigeau.  ...  ...  ...  ...  ...  ... [3]",
+            "7": "7 0460/13/m/j/19 \u00a9 ucles 2019 [turn over   (iv) identify the settlement pattern between st fran\u00e7ois montmagny and berthier and  suggest possible reasons for this pattern.   settlement pattern  . reasons    ...  ...  ...  ...  ...  ... [4]  (b) study fig. 2.2, which shows information about quebec city. with more than half of the world\u2019s population now living in cities,  urban sprawl is a growing problem, particularly in north america,  where large houses and two-car garages are common. in quebec city urban sprawl is increasing at a rapid rate. a  recent study found that urban sprawl has been increasing since  1951. between 1971 and 2001 the urban area increased by  250% but the population only increased by 50%. along both  the south and north of the st lawrence river, urban sprawl  stretches into the farming areas for many kilometres along the  main highways. residents of more distant settlements such as  st fran\u00e7ois montmagny are becoming increasingly concerned. fig. 2.2   (i) explain why urban sprawl is occurring around urban areas such as quebec city.  ...  ...  ...  ...  ...  ... [3]",
+            "8": "8 0460/13/m/j/19 \u00a9 ucles 2019   (ii) suggest reasons why residents of settlements such as st fran\u00e7ois montmagny are  becoming increasingly concerned by quebec city\u2019s urban sprawl.  ...  ...  ...  ...  ...  ...  ...  ...  ...  ... [5]",
+            "9": "9 0460/13/m/j/19 \u00a9 ucles 2019 [turn over  (c) for two named settlements of different sizes you have studied, compare the service provision.   name of settlement 1 ...   name of settlement 2 ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ... [7]  [total: 25]",
+            "10": "10 0460/13/m/j/19 \u00a9 ucles 2019 section b answer one question from this section. 3 (a) study fig. 3.1, which shows information collected by instruments at a weather station in  zagreb, croatia, on one day in february 2017. weather instrument what it measures reading on 17th february 2017 maximum and minimum  thermometerhighest and lowest  temperatureshighest = 14  \u00b0c lowest = \u20135  \u00b0c wet-and-dry bulb thermometer relative humidity dry bulb = 14  \u00b0c wet bulb = 9  \u00b0c rain gauge amount of precipitation 0 mm barometer atmospheric pressure 1021  mb wind vane wind direction north anemometer wind speed 8 km per hour fig. 3.1   (i) what was the diurnal (daily) range of temperature at zagreb on 17th february 2017?    . \u00b0c  [1]",
+            "11": "11 0460/13/m/j/19 \u00a9 ucles 2019 [turn over   (ii) use the data in fig. 3.1, along with fig. 3.2, a relative humidity table, to find the relative  humidity at zagreb on 17th  february  2017.    you should show how you worked out your answer in the box below.     difference between dry bulb and wet bulb temperature (\u00b0c) dry bulb temperature (\u00b0c)12345678910 111213141516 08164462913 28468523722 7 4857157432916 6867360483524 11 887756351402919 8 108877665544342415 6 12897868584839292112 1490797060514234261810 1690817163544638302315 8 189182736557494134272014 7 20918374665951443731241812 6 22928376686154474034282217 11 6 249284776962564943373126201510 5 26928578716458514640342924191410 5 fig. 3.2  [2]   (iii) identify the following from fig. 3.1:    - a weather instrument which is kept inside a stevenson screen        - a weather instrument which consists of a funnel and a measuring cylinder        -  a weather instrument which should be positioned in an open area at least 10  metres  above ground level.   [3]",
+            "12": "12 0460/13/m/j/19 \u00a9 ucles 2019   (iv) explain how a wind vane is used to measure wind direction and an anemometer is used  to measure wind speed.  ...  ...  ...  ...  ...  ...  ...  ... [4]  (b) study fig. 3.3, which is a climate graph for a location in the northern hemisphere. \u201315\u201310\u201350temperature (\u00b0c)precipitation (mm) jan feb mar aprmay jun julaug monthsep octnov dec5101520 020406080100120140 key precipitation temperature fig. 3.3   (i) describe the annual variation in temperatures shown in fig.  3.3.    you should use statistics in your answer.  ...  ...  ...  ...  ...  ... [3]",
+            "13": "13 0460/13/m/j/19 \u00a9 ucles 2019 [turn over   (ii) underline the month from the list below when you think flooding is most likely to occur at  the location shown in fig.  3.3.    january                                             april                                             august    give reasons for your answer.  ...  ...  ...  ...  ...  ...  ...  ...  ...  ... [5]",
+            "14": "14 0460/13/m/j/19 \u00a9 ucles 2019  (c) for a named river you have studied, describe the impacts of flooding.   named river ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ... [7]  [total: 25]",
+            "15": "15 0460/13/m/j/19 \u00a9 ucles 2019 [turn over 4 (a) study fig. 4.1, which shows information about the impacts of an earthquake in italy, and  fig. 4.2, a map of its location. emergency services are working in freezing conditions to find as many as 30 people  feared trapped in a hotel in central italy. it is now more than a day after the hotel  was buried by an avalanche, as a large amount of snow slipped rapidly down the  mountainside. the four-star hotel rigopiano, at the foot of the gran sasso mountain  was covered by an avalanche of snow which is thought to have been triggered by an  earthquake. despite the fear of further avalanches, rescuers battled blizzards and strong winds  to reach the site. they had to ski for several kilometres in the darkness to get there  because roads were blocked. road crews had cleared much of the snow and fallen  trees by night time, finally allowing heavy rescue equipment to reach the hotel.  helicopters had earlier taken searchers, including dogs, up the mountain. fig. 4.1 adriatic sea tyrrhenian seainitial earthquake location key capital city boundary of regionromemarche umbria lazio abruzzo moliseitalygran sasso mountain 0 km20n fig. 4.2   (i) tick (3) the one statement, in the box below, which best describes where the earthquake  occurred. 40 km from rome in northern italy on gran sasso mountain, in the abruzzo region on the coast in central italy north east of rome, in the lazio region  [1]",
+            "16": "16 0460/13/m/j/19 \u00a9 ucles 2019   (ii) suggest how the earthquake caused an avalanche of snow on gran sasso mountain.  ...  ...  ...  ... [2]   (iii) using information from fig. 4.1 only, give three  reasons why rescuing people from the  hotel rigopiano was difficult. 1    ... 2    ... 3    ... [3]",
+            "17": "17 0460/13/m/j/19 \u00a9 ucles 2019 [turn over   (iv) explain why many people continue to live in areas which experience earthquakes.  ...  ...  ...  ...  ...  ...  ...  ... [4]  (b) study fig. 4.3 (insert), which is a photograph of a crater on tangkuban perahu volcano in  indonesia.   (i) using fig. 4.3 only, describe three  features of the crater of tangkuban perahu volcano. 1    ... 2    ... 3    ... [3]",
+            "18": "18 0460/13/m/j/19 \u00a9 ucles 2019   (ii) tangkuban perahu volcano is located on a destructive plate boundary.     explain why volcanoes erupt on destructive plate boundaries. you may include a labelled  diagram.  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  [5]",
+            "19": "19 0460/13/m/j/19 \u00a9 ucles 2019 [turn over  (c) for a named volcano you have studied, describe the impacts of a volcanic eruption.   name of volcano ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ... [7]  [total: 25]",
+            "20": "20 0460/13/m/j/19 \u00a9 ucles 2019 section c answer one question from this section. 5 (a) study fig. 5.1, which shows information about international tourist arrivals in andalucia, a  region in spain (an medc) between 2001 and 2015. 7 2001 2002 2003 2004 2005 2006 2007 2008 years2009 2010 2011 2012 2013 2014 20157.588.599.510 7 0 07.588.599.510 tourist arrivals (millions) fig. 5.1   (i) how many international tourists arrived in andalucia in 2001?    . million  [1]   (ii) describe the overall  change in the numbers of international tourists arriving in andalucia  between 2001 and 2015. you should use statistics in your answer.  ...  ...  ...  ... [2]",
+            "21": "21 0460/13/m/j/19 \u00a9 ucles 2019 [turn over   (iii) suggest reasons why the number of tourists visiting andalucia varies from year to year.  ...  ...  ...  ...  ...  ... [3]  (b) study figs. 5.2 and fig. 5.3 (insert), which are photographs taken in andalucia.   (i) describe three  different attractions to tourists of the area shown in figs. 5.2 and 5.3. 1    ... 2    ... 3    ... [3]   (ii) explain two likely benefits of tourism for local people in andalucia. 1    ...  ...  ... 2    ...  ...  ... [4]",
+            "22": "22 0460/13/m/j/19 \u00a9 ucles 2019   (iii) suggest ways in which the tourist industry is likely to threaten the natural environment in  andalucia.  ...  ...  ...  ...  ...  ...  ...  ...  ...  ... [5]",
+            "23": "23 0460/13/m/j/19 \u00a9 ucles 2019 [turn over  (c) for a named tourist destination or region you have studied, explain how tourism is managed  so that it is sustainable.   name of destination or region ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ... [7]  [total: 25]",
+            "24": "24 0460/13/m/j/19 \u00a9 ucles 2019 6 (a) study fig. 6.1 (insert), which shows information on sources of energy which were used in  japan in 2013 and are planned to be used in 2030.   (i) what was the main source of energy used in japan in 2013? .   ..  [1]   (ii) state two pieces of evidence from fig. 6.1 that japan plans to reduce the use of fossil  fuels by 2030. 1    ... 2    ... [2]   (iii) explain how it will benefit japan to reduce the use of imported fossil fuels and use more  renewable energy.  ...  ...  ...  ...  ...  ... [3]   (iv) japan plans to increase its use of nuclear power.     suggest two benefits and two possible problems for japan of using more nuclear power. benefit 1      ... benefit 2    ... problem 1  ..  ... problem 2  ..  ... [4]",
+            "25": "25 0460/13/m/j/19 \u00a9 ucles 2019 [turn over  (b) study fig. 6.2 (insert), which is a photograph showing an area where electricity is generated  using solar panels and wind turbines in madeira, a portuguese island in the atlantic ocean.   (i) suggest why these methods of electricity generation are possible in this location.  ...  ...  ...  ...  ...  ... [3]   (ii) there is a proposal to extend the area where solar power is being generated into area  x.  explain why some people are likely to support this proposal but other people will be  against it.  ...  ...  ...  ...  ...  ...  ...  ...  ...  ... [5]",
+            "26": "26 0460/13/m/j/19 \u00a9 ucles 2019  (c) for a named country you have studied, explain how water supply  is being managed to  ensure future supplies.   name of country ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ... [7]  [total: 25]",
+            "27": "27 0460/13/m/j/19 \u00a9 ucles 2019 additional pages if you use the following lined pages to complete the answer(s) to any question(s), the question  number(s) must be clearly shown. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. ..",
+            "28": "28 0460/13/m/j/19 \u00a9 ucles 2019 .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. 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 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."
+        },
+        "0460_s19_qp_21.pdf": {
+            "1": "this document consists of 17 printed pages, 3 blank pages and 1 insert. dc (jp/sg) 162980/6 \u00a9 ucles 2019  [turn overcambridge assessment international education cambridge international general certificate of secondary education *8919559910* geography  0460/21 paper 2  may/june 2019  1 hour 30 minutes candidates answer on the question paper. additional materials:  ruler  protractor  plain paper  calculator 1:50 000 survey map extract is enclosed with this question paper. read these instructions first write your centre number, candidate number and name in the spaces provided. write in dark blue or black pen. you may use an hb pencil for any diagrams or graphs. do not use staples, paper clips, glue or correction fluid. do not  write in any barcodes. write your answer to each question in the space provided. if additional space is required, you should use the lined pages at the end of the booklet. the question number(s)  must be clearly shown. answer all questions. the insert contains figs. 3.1 and 3.2 for question 3, and figs. 6.1 and 6.2 for question 6. the survey map extract and the insert are not required by the examiner. sketch maps and diagrams should be drawn whenever they serve to illustrate an answer. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part  question. definitions medcs \u2013 more economically developed countries ledcs \u2013 less economically developed countries this syllabus is regulated for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificate.",
+            "2": "2 0460/21/m/j/19 \u00a9 ucles 2019 1 study the map extract for kivik, sweden. the scale is 1:50  000.  fig. 1.1 shows some of the features in the south west of the map extract around the settlement of  olof. 4468 67 66 6568 67 66 6545 46 47 44 45 46 47d ce f a b fig. 1.1  (a) using the map extract, identify the following features shown on fig. 1.1:   (i) feature a  ... [1]   (ii) the type of road at b  ... [1]   (iii) feature c  ... [1]   (iv) the height above sea level at spot height d     metres  [1]   (v) the land use in area e  ... [1]   (vi) the land use in area f.  ... [1]",
+            "3": "3 0460/21/m/j/19 \u00a9 ucles 2019 [turn over  (b) look at the coastal area from kivik to the northern edge of the map extract. give two pieces  of map evidence which suggests that this area has a tourist industry. 1... 2...  [2]  (c) fig. 1.2 is a cross section along northing 69 from 490690 to the sea at 560690. 150 100 50 0150 100 50 0 490690 560690metres above sea levelmetres above sea levelxy zcoastline fig. 1.2   (i) identify feature x.  ... [1]   (ii) name the settlement at y.    .. [1]   (iii) using the map, complete the cross section  on fig. 1.2 between z and the coastline.  [1]",
+            "4": "4 0460/21/m/j/19 \u00a9 ucles 2019  (d) look at the settlements of olof and s mellby.  find the churches in olof and s mellby, shown  by this symbol:   \u2020   (i) measure the distance in a straight line between the church at olof and the church at   s mellby. give your answer in metres.     metres  [1]   (ii) give the compass direction from  the church at olof to the church at s mellby.      [1]   (iii) measure the bearing from  the church at olof to the church at s mellby.     degrees  [1]   (iv) what is the six-figure grid reference of the church at s mellby? tick one box below. tick (3) 688507 507688 507689 513691 507691  [2]",
+            "5": "5 0460/21/m/j/19 \u00a9 ucles 2019 [turn over  (e) fig. 1.3 shows an area in the north of the map extract. 47 48 49 50 47717273 717273 48 49 50m\u00f6lle\u00e5n fig. 1.3   describe the relief of this area.  ...  ...  ...  ...  ...  ...  ...  ...  ...  ... [4]  [total: 20]",
+            "6": "6 0460/21/m/j/19 \u00a9 ucles 2019 2 (a) study fig. 2.1, which shows the population structure of south sudan in 2014 and fig. 2.2,  which shows the population structure of germany in 2014.   100+ 95\u201399 90\u201394 85\u201389 80\u201384 75\u201379 70\u201374 65\u201369 60\u201364 55\u201359 50\u201354 45\u201349 40\u201344 35\u201339 30\u201334 25\u201329 20\u201324 15\u20131915\u201364 0\u20131410\u201314 5\u20139 0\u20134 1000 800 600 400 200 0 population (in thousands) age group0 200 400 600 800 1000 population (in thousands)south sudan male female 65+ fig. 2.1   100+ 95\u201399 90\u201394 85\u201389 80\u201384 75\u201379 70\u201374 65\u201369 60\u201364 55\u201359 50\u201354 45\u201349 40\u201344 35\u201339 30\u201334 25\u201329 20\u201324 15\u20131915\u201364 0\u20131410\u201314 5\u20139 0\u20134 4 3.2 2.4 1.6 0.8 0 population (in millions) age group0 0.8 1.6 2.4 3.2 4 population (in millions)germany male female 65+ fig. 2.2   (i) plot the following information  on fig. 2.1:    600 000 females aged 15\u201319    400 000 males aged 25\u201329.  [2]",
+            "7": "7 0460/21/m/j/19 \u00a9 ucles 2019 [turn over   (ii) give three  differences between the population structure of south sudan and the  population structure of germany. 1 .  ... 2 .  ... 3 .  ... [3]   (iii) suggest one problem caused by each  population structure.    south sudan  ...  ...    germany  ...  ... [2]",
+            "8": "8 0460/21/m/j/19 \u00a9 ucles 2019  (b) fig. 2.3 shows the population structure of qatar in 2014.   100+ 95\u201399 90\u201394 85\u201389 80\u201384 75\u201379 70\u201374 65\u201369 60\u201364 55\u201359 50\u201354 45\u201349 40\u201344 35\u201339 30\u201334 25\u201329 20\u201324 15\u20131915\u201364 0\u20131410\u201314 5\u20139 0\u20134 300 240 180 120 60 0 population (in thousands) age group0 60 120 180 240 300 population (in thousands)qatar (2014) male female 65+ fig. 2.3   look at the numbers of males and females in qatar. suggest a reason for this population  structure.  ...  ...  ...  ... [1]  [total: 8]",
+            "9": "9 0460/21/m/j/19 \u00a9 ucles 2019 [turn over 3 figs. 3.1 and 3.2 (insert) are photographs which show two settlements.  (a) describe the site and location  of each settlement.   fig. 3.1  ...  ...  ...  ...  ...   fig. 3.2  ...  ...  ...  ...  ... [4]  (b) describe the agriculture  in each photograph.   fig. 3.1  ...  ...  ...  ...  ...   fig. 3.2  ...  ...  ...  ...  ... [4] [total: 8]",
+            "10": "10 0460/21/m/j/19 \u00a9 ucles 2019 4 fig. 4.1 shows the locations of the epicentres of the largest earthquakes that occurred on january  3 2017. north american plate south american platenazca platepacific plateafrican plate antarctic plateindian plateindian plateeurasian plate australian plateaustralian plate key plate boundary epicentre of earthquake fig. 4.1  (a) (i) what is meant by the term epicentre ?  ...  ... [1]   (ii) describe the relationship between earthquakes and plate boundaries shown on fig. 4.1.  ...  ...  ...  ...  ... [2]  (b) table 4.1 shows the depth of focus and magnitude (strength) of the earthquakes shown on  fig. 4.1.",
+            "11": "11 0460/21/m/j/19 \u00a9 ucles 2019 [turn over table 4.1 depth of focus (km)magnitude (richter value) 206 3.9 36 5.5 121 4.5 68 5.2 36 4.6 54 4.5 44 2.7 8 3.4 35 2.6 5 2.6 1 2.6 7 2.6 6 3.5 110 3.2 35 3.3 108 5.9 216 4.2 11 4.8 table 4.2 describes the depth of earthquake foci. table 4.2 depth of focus (km) description 0\u201350 shallow 51\u2013300 medium 301\u2013670 deep using table 4.2, what is the depth of most of the earthquakes shown on fig. 4.1 and table 4.1? tick  one box in the table below.  [1] tick (3) shallow medium deep  ",
+            "12": "12 0460/21/m/j/19 \u00a9 ucles 2019  (c) (i) table 4.3 describes the magnitude (strength) of earthquakes. table 4.3 magnitude (richter value)description average frequency  per year 2\u20133.9 minor more than 1 million 4\u20134.9 light 10 000\u2013150  000 5\u20135.9 moderate 1000\u20131500 6\u20136.9 strong 100\u2013150 7\u20137.9 major 10\u201320 8 and over great 1    what term describes most of the earthquakes shown on fig. 4.1 and table 4.1? tick one  box below. tick (3) minor light moderate strong major great  [1]   (ii) describe the relationship between the magnitude and frequency of earthquakes shown  in table 4.3.  ...  ...  ... [1]  (d) give two earthquake hazards which cause death or injury to people. 1 . 2 . [2]  [total: 8]",
+            "13": "13 0460/21/m/j/19 \u00a9 ucles 2019 [turn over 5 study the following information about the weather for one week in january in cumbria, uk. table 5.1 date in january 25 26 27 28 29 30 31 maximum temperature (\u00b0c) 6 7 8 8 8 5 4 minimum temperature (\u00b0c) 4 4 5 4 0 \u20132 \u20134 wind direction sw sw w w n e e rainfall (mm) 8 10 4 0 0 0 0 weather  (a) name three  of the instruments used to collect the data in table 5.1.   1...   2...   3...  [3]  (b) using the information in table 5.1 only, describe the relationship between wind direction and  rainfall.  ...  ...  ... [1]",
+            "14": "14 0460/21/m/j/19 \u00a9 ucles 2019  (c) look at the information about wind direction on january 30 and 31 shown in table 5.1.   plot this information  on fig. 5.1.  [1] wind rose for january = 1 daykey swnw w sene e sn fig. 5.1  (d) using the information in table 5.1, calculate the range of temperature on january 30.   .\u00b0c  [1]  (e) using the information in table 5.1, describe the influence of cloud cover on temperatures.  ...  ...  ...  ...  ... [2]  [total: 8]  ",
+            "15": "15 0460/21/m/j/19 \u00a9 ucles 2019 6 figs. 6.1 and 6.2 (insert) are photographs which show two sides of the same street in cambridge,  uk.  (a) describe the buildings seen in fig. 6.1.  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ... [5]  (b) using evidence from figs. 6.1 and 6.2 only, suggest why the street is a popular destination  for tourists.  ...  ...  ...  ...  ...  ... [3]  [total: 8]",
+            "16": "16 0460/21/m/j/19 \u00a9 ucles 2019 additional pages if you use the following lined pages to complete the answer(s) to any question(s), the question  number(s) must be clearly shown.  ..  ..  .. .. ..  ..  ..  .. .. ..  .. ..",
+            "17": "17 0460/21/m/j/19 \u00a9 ucles 2019 .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. ..",
+            "18": "18 0460/21/m/j/19 \u00a9 ucles 2019 blank page",
+            "19": "19 0460/21/m/j/19 \u00a9 ucles 2019 blank page",
+            "20": "20 0460/21/m/j/19 \u00a9 ucles 2019 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 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.blank page"
+        },
+        "0460_s19_qp_22.pdf": {
+            "1": "this document consists of 21 printed pages, 3 blank pages and 1 insert. dc (sc/cb) 162982/3 \u00a9 ucles 2019  [turn overcambridge assessment international education cambridge international general certificate of secondary education *9986507826* geography  0460/22 paper 2  may/june 2019  1 hour 30 minutes candidates answer on the question paper. additional materials:  ruler  plain paper  calculator  protractor 1:50 000 survey map extract is enclosed with this question paper. read these instructions first write your centre number, candidate number and name in the spaces provided. write in dark blue or black pen. you may use an hb pencil for any diagrams or graphs. do not use staples, paper clips, glue or correction fluid. do not  write in any barcodes. write your answer to each question in the space provided. if additional space is required, you should use the lined pages at the end of the booklet. the question number(s)  must be clearly shown. answer all questions. the insert contains figs. 3.1 and 3.2 for question 3, fig. 4.1 for question 4, and figs. 5.1 and 5.2 for  question  5. the survey map extract and the insert are not required by the examiner. sketch maps and diagrams should be drawn whenever they serve to illustrate an answer. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part  question. definitions medcs \u2013 more economically developed countries ledcs \u2013 less economically developed countries nics \u2013 newly industrialised countries this syllabus is regulated for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificate.",
+            "2": "2 0460/22/m/j/19 \u00a9 ucles 2019 1 study the map extract for tollarp, sweden. the scale is 1:50  000.  (a) fig. 1.1 shows some of the features in the centre of the map extract around the settlement of  tollarp. 98990001 9899000134 35 36 37 38 34 35 36 37 38b e dcatollarp fig. 1.1   using the map extract, identify the following features shown on fig. 1.1:   (i) feature a    ...  [1]   (ii) feature b    ...  [1]   (iii) the land use at c    ...  [1]   (iv) feature d    ...  [1]   (v) the height above sea level at spot height e.    . metres  [1]",
+            "3": "3 0460/22/m/j/19 \u00a9 ucles 2019 [turn over  (b) find the main river on the map extract, the vrams\u00e5n river. describe the features of the river.  ...  ...  ...  ...  ...  ...  ...  ...  ...  ... [4]",
+            "4": "4 0460/22/m/j/19 \u00a9 ucles 2019  (c) fig. 1.2 shows an area in the west of the map extract. area a is south west of the e22 road  and area b is north east of the e22 road.  99000102 99 98 98 97 97000102 30 31 32 33 3430 31 32 33 34 b xy ae22 fig. 1.2   describe the differences in relief between area a and area b.  ...  ...  ...  ...  ...  ...  ...  ... [3]",
+            "5": "5 0460/22/m/j/19 \u00a9 ucles 2019 [turn over  (d) fig. 1.3 is a cross section between points x and y, shown on fig. 1.2 on the opposite page. 050100150200 050100150200 y xmetres  above sea  levelmetres  above sea  levelq p fig. 1.3   using the map extract:   (i) identify feature p    ..  [1]   (ii) identify feature q    ..  [1]   (iii) complete the cross section  on fig. 1.3.  [1]  (e) look at the e22 road between where it crosses the vrams\u00e5n river and the eastern edge of  the map extract.   (i) measure the distance along this section of road. give your answer in metres.    .. metres  [1]   (ii) give the compass direction from  where the e22 crosses the river to where it meets the  eastern edge of the map extract.    .  [1]   (iii) measure the bearing from  where the e22 crosses the river to where it meets the eastern  edge of the map extract.    . degrees  [1]",
+            "6": "6 0460/22/m/j/19 \u00a9 ucles 2019   (iv) what is the six-figure grid reference of the point where the e22 crosses the river? tick  one box below. tick (\u2713) 360987 360983 379993 362977 987360  [2]  [total: 20]",
+            "7": "7 0460/22/m/j/19 \u00a9 ucles 2019 [turn over 2 (a) (i) which one of the following statements describes a transnational corporation ? tick only  one box. tick (\u2713) the way different countries cooperate to encourage development an organisation which helps development in ledcs a company which exports goods all over the world a company which operates in two or more countries  [1]   (ii) which one of the following statements describes globalisation ? tick only one box. tick (\u2713) the way places on a map can be represented on a sphere the increased links between different parts of the world the way countries can be classified as medcs, ledcs, nics, etc. the way incomes of people in different parts of the world are  becoming more equal  [1]",
+            "8": "8 0460/22/m/j/19 \u00a9 ucles 2019  (b) table 2.1 shows how features of a country change as the country develops. table 2.1 feature of a  countryhow the feature changes as the country develops percentage  of workers  employed in  agriculturefalls to a very low level in rich countries energy  consumption  per personrises as a country develops  adult literacy rises as a country develops number of  people per  doctor.. .. daily food  supply .. .. cell (mobile)  phone use .. ..",
+            "9": "9 0460/22/m/j/19 \u00a9 ucles 2019 [turn over   (i) complete table 2.1  (opposite) by describing the likely changes in number of people per  doctor, daily food supply and cell (mobile) phone use as a country develops.  [3]   (ii) suggest reasons for the changes shown in table 2.1 in:    percentage of workers employed in agriculture  ...  ...  ...    energy consumption  ...  ...  ...    adult literacy.  ...  ...  ... [3]  [total: 8]",
+            "10": "10 0460/22/m/j/19 \u00a9 ucles 2019 3 (a) figs. 3.1 and 3.2 (insert) are photographs which show two bay and headland coastlines.  describe the features of each coastline.   fig. 3.1  ...  ...  ...  ...  ...  ...  ...  ...  ...   fig. 3.2  ...  ...  ...  ...  ...  ...  ...  ...  ... [6]",
+            "11": "11 0460/22/m/j/19 \u00a9 ucles 2019 [turn over  (b) explain how differences in rock type can lead to the formation of bays and headlands.  ...  ...  ...  ...  ...  ... [2]  [total: 8]",
+            "12": "12 0460/22/m/j/19 \u00a9 ucles 2019 blank page",
+            "13": "13 0460/22/m/j/19 \u00a9 ucles 2019 [turn over 4 fig. 4.1 (insert) shows the distribution of population in botswana, southern africa.  (a) describe the distribution of population shown on fig. 4.1.  ...  ...  ...  ...  ...  ...  ...  ...  ... [4]",
+            "14": "14 0460/22/m/j/19 \u00a9 ucles 2019  (b) fig. 4.2 shows the annual rainfall of botswana. 600 550 500 450 400 400 450300250 500 550350 350 0 160 kmn key international boundary line of equal annual rainfall (mm)350 fig. 4.2",
+            "15": "15 0460/22/m/j/19 \u00a9 ucles 2019 [turn over   using figs. 4.1 (insert) and 4.2, which two of the following statements are true? tick two  boxes to show which statements are true. tick (\u2713) there is a larger population in the drier areas there is a larger population in the wetter areas most areas with less than 300  mm of rainfall have less than 1  person per km2 most areas with more than 400  mm of rainfall have more than 10  people per km2 the wettest area in the north is more densely populated the driest areas in the west are more densely populated  [2]",
+            "16": "16 0460/22/m/j/19 \u00a9 ucles 2019  (c) fig. 4.3 shows the relief of botswana. 0 160 kmn key international boundary contours (metres above sea level)11001000 1000 1000900800 1100 1100 1100 12001200 1000 1200 900 fig. 4.3",
+            "17": "17 0460/22/m/j/19 \u00a9 ucles 2019 [turn over   using figs. 4.1 (insert) and 4.3, which two of the following statements are true? tick two  boxes to show which statements are true. tick (\u2713) the area above 1200  m in the south east is more densely populated all the area above 1200  m in the west has more than 10 people per  km2 all the area below 900  m in the south has more than 10 people per  km2 the area below 1000  m in the east has no areas with more than 10  persons per km2 there is a strong relationship between population density and relief there is no strong relationship between population density and relief  [2]  [total: 8]",
+            "18": "18 0460/22/m/j/19 \u00a9 ucles 2019 5 figs. 5.1 and 5.2 (insert) are photographs which show vegetation in two different climates.   (a) describe the vegetation  in fig. 5.1.  ...  ...  ...  ...  ...  ...  ...  ...  ... [4]  (b) describe the trees  in fig. 5.2.  ...  ...  ...  ...  ...  ...  ...  ...  ... [4]  [total: 8]",
+            "19": "19 0460/22/m/j/19 \u00a9 ucles 2019 [turn over 6 urbanisation is the increase in the proportion of the population that lives in towns and cities.  (a) which two of the following are causes of urbanisation? tick two boxes. tick (\u2713) under-population globalisation growth of industry sustainable development urban-rural migration rural-urban migration  [2]  (b) in 2016, 54% of the world\u2019s population lived in urban areas but the distribution was not even  between the continents. fig. 6.1 shows levels of urbanisation and gdp per capita (a measure  of wealth production) in the continents. 0102030405060708090 0 5 10 15 20 25 30 35 40 gdp per capita (us$ 000\u2019s)population in urban areas (%) africaworldeuropesouth america north america asia fig. 6.1   (i) australasia has a gdp per capita of 35  000 us$ and 70% of the population live in towns  and cities. plot this information  on fig. 6.1.  [1]",
+            "20": "20 0460/22/m/j/19 \u00a9 ucles 2019   (ii) what is the relationship between gdp per capita and urbanisation shown on fig. 6.1?   tick one correct answer below. tick (\u2713) positive correlation (as one increases the other increases) negative correlation (as one increases the other decreases) no relationship  [1]   (iii) describe how south america is an exception to the relationship shown by fig. 6.1.  ...  ...  ... [1]  (c) table 6.1 gives information about urbanisation in different parts of the world between 1960  and 2015. table 6.1 area percentage of the population living in towns and cities 1960 2015 north america 70 82 europe 62 76 south america 49 80 sub-saharan africa 15 38   urbanisation is the increase in the proportion of the population that lives in towns and cities.   using table 6.1 only, compare urbanisation in the four parts of the world.  ...  ...  ...  ...  ...  ...  ... [3]  [total: 8]",
+            "21": "21 0460/22/m/j/19 \u00a9 ucles 2019 additional pages if you use the following lined pages to complete the answer(s) to any question(s), the question  number(s) must be clearly shown.  ..  ..  .. .. ..  ..  ..  .. .. ..  .. ..",
+            "22": "22 0460/22/m/j/19 \u00a9 ucles 2019 .. .. ..  .. .. ..  ..  ..  .. .. ..  ..  ..  ..",
+            "23": "23 0460/22/m/j/19 \u00a9 ucles 2019 blank page",
+            "24": "24 0460/22/m/j/19 \u00a9 ucles 2019 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 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.blank page"
+        },
+        "0460_s19_qp_23.pdf": {
+            "1": "this document consists of 18 printed pages, 2 blank pages and 1 insert. dc (leg/sg) 162995/5 \u00a9 ucles 2019  [turn overcambridge assessment international education cambridge international general certificate of secondary education *9227874472* geography  0460/23 paper 2  may/june 2019  1 hour 30 minutes candidates answer on the question paper. additional materials:  ruler  plain paper  calculator 1:50 000 survey map extract is enclosed with this question paper. read these instructions first write your centre number, candidate number and name in the spaces provided. write in dark blue or black pen. you may use an hb pencil for any diagrams or graphs. do not use staples, paper clips, glue or correction fluid. do not  write in any barcodes. write your answer to each question in the space provided. if additional space is required, you should use the lined pages at the end of this booklet. the question number(s)  must be clearly shown. answer all questions. the insert contains figs. 4.1 and 4.2 for question 4. the survey map extract and the insert are not required by the examiner. sketch maps and diagrams should be drawn whenever they serve to illustrate an answer. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part  question. this syllabus is regulated for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificate.",
+            "2": "2 0460/23/m/j/19 \u00a9 ucles 2019 1 study the map extract for kristianstad, sweden. the scale is 1:50  000.  fig. 1.1 shows some of the features in the south of the map extract. 41 42 43 44 45 4641 06 05 04 03 0206 05 04 03 0242 43 44 45 46 a b de c fig. 1.1  (a) using the map extract, identify the following features shown on fig. 1.1:   (i) feature a  ... [1]   (ii) the type of road b  ... [1]   (iii) the width of the watercourse c  ... [1]   (iv) the feature at d  ... [1]   (v) the feature at e.  ... [1]",
+            "3": "3 0460/23/m/j/19 \u00a9 ucles 2019 [turn over  (b) fig. 1.2 shows three types of natural vegetation, f, g and h, in grid square 5007 in the east  of the map extract.  50 08 0708 0751 50 51f g h fig. 1.2   complete the table to identify the types of natural vegetation f, g and h, shown in fig. 1.2.  letter natural vegetation f.. g.. h..  [3]  (c) (i) what is the grid reference of the centre of the triangulation point near bj\u00f6rkh\u00e4ll in the  south east of the map extract?   .  [1]   (ii) identify the settlement pattern in the grid square in which bj\u00f6rkh\u00e4ll is located.  ...  ... [1]",
+            "4": "4 0460/23/m/j/19 \u00a9 ucles 2019  (d) fig. 1.3 shows the location of one of the industrial areas in kristianstad. 46 48 46 4810 0710 07key industrial area udden fig. 1.3   describe the advantages for industry of the location of this industrial area.  ...  ...  ...  ...  ...  ...  ...  ... [4]",
+            "5": "5 0460/23/m/j/19 \u00a9 ucles 2019 [turn over  (e) which three  of the statements about kristianstad are correct? tick three  correct statements  below. tick (3) high-rise buildings are found only in the town centre it is a village it is between 5 and 10 metres above sea level sport and leisure are important functions of the settlement the cbd is on the east side of the river helge \u00e5 there are areas of forest within the town  [3]  (f) fig. 1.4 shows an area in the north west part of the map extract, divided into two parts, k and l.  40 42 40 4210 0810 08kl skepparsl\u00f6v fig. 1.4   give two differences between the relief  of areas k and l. 1    ... 2    ... [2]  (g) what is the name of the small settlement which is 1200 metres from, and on a bearing of 90\u00b0  from, the small settlement stensborg in grid square 4004?  ... [1]  [total: 20]",
+            "6": "6 0460/23/m/j/19 \u00a9 ucles 2019 2 fig. 2.1 shows russia\u2019s natural population growth rate and birth and death rates between 1990  and 2015. 17 16 15 14 13 12 11 10 9 8 7 4 3 2 1 0 \u20131 \u20132 \u20133 \u20134 \u20135 \u20136 \u20137 \u20138birth rate and death rate (per thousand)natural population growth rate (per thousand) decrease increase 1990 1992 1994 1996 1998 2000 2002 2004 2006 2008 2010 2012 2014 2015 yearkey death rate birth rate natural population growth ratebirth ratedeath rate fig. 2.1",
+            "7": "7 0460/23/m/j/19 \u00a9 ucles 2019 [turn over  (a) use fig. 2.1 to answer the questions that follow.   (i) what was the highest death rate during the period 1990 and 2015?    per 1000.  [1]   (ii) which year had the lowest birth rate?  ... [1]   (iii) identify a year in which russia had zero natural population growth.  ... [1]   (iv) explain why there was zero natural population growth in the year you have identified   in (a)(iii) .  ...  ... [1]   (v) tick the statement which describes how the changes between 1994 and 2005 would  have affected russia\u2019s population total. between 1994 and 2005 ... tick (3) ... the population total decreased    ... the population total increased    ... the population total stayed the same     [1]   (vi) state evidence from fig. 2.1 to explain your answer to (a)(v) .  ...  ... [1]   (vii) tick the statement which describes the change in russia\u2019s population total since 2013. since 2013 ... tick (3) ... the population total decreased    ... the population total increased    ... the population total stayed the same     [1]  (b) state the other factor, not shown on fig. 2.1, which can change a country\u2019s population total.  ... [1]  [total: 8]",
+            "8": "8 0460/23/m/j/19 \u00a9 ucles 2019 3 figs. 3.1, 3.2 and 3.3 show information about a river and its valley in a country with intense  rainstorms. the dam was built to control the flow of the river to reduce flooding. p1 p2 q1 q2p q qnkey river edge of flood plain dam reservoir village rough grassland bridge 0 1 km fig. 3.1 p1 p2river q1 q2rivercross section of the valley at p cross section of the valley at q key impermeable rock permeable rock not to scale  fig. 3.2  fig. 3.3  (a) (i) explain why the cross sectional shape of the valley at p, shown in fig. 3.2, causes a  rapid rise in the river level after rain.   ...  ... [1]   (ii) circle below the river process which will decrease as river flow increases. deposition                       erosion                       transportation  [1]",
+            "9": "9 0460/23/m/j/19 \u00a9 ucles 2019 [turn over   (iii) use fig. 3.1 to explain why there is more water in the river at q than near the village.   ...  ... [1]  (b) (i) the river is allowed to flood the valley floor in area q. explain why this helps to reduce  floods further downstream.  ...  ... [1]     (ii) using figs. 3.1 and 3.3, explain why area q is a good location to allow flooding to occur.  ...  ...  ...  ... [2]  (c) some people living in the village argued that the dam shown in fig. 3.1 should not be built.    give two disadvantages of a dam to support their opinion. 1    ...   2    ... [2]  [total: 8]",
+            "10": "10 0460/23/m/j/19 \u00a9 ucles 2019 4 figs. 4.1 and 4.2 (insert) show different hot desert environments.   (a) (i) describe the natural vegetation in fig. 4.1.  ...  ...  ...  ...  ...  ... [3]   (ii) state two difficulties for plants growing on the type of ground surface shown in fig. 4.1. 1    ... 2    ... [2]  (b) describe ways in which the ecosystem in fig. 4.2 is different from that in fig. 4.1.  ...  ...  ...  ...  ...  ... [3]  [total: 8]",
+            "11": "11 0460/23/m/j/19 \u00a9 ucles 2019 [turn over turn page for question 5",
+            "12": "12 0460/23/m/j/19 \u00a9 ucles 2019 5 (a) table 5.1 gives information about farm r, a farm in canada and farm s, a farm in south  africa. table 5.1 farm feature farm r \u2013 an extensive farm farm s \u2013 an intensive farm size of farm (ha) 600 20 average field size (ha) 100 0.3 land use wheat, with some oats and barley vegetables and some maize total yield (tonnes per year) 1800 800 yield (tonnes per hectare) 3 40 labourers 4 34 other inputs planting machines combine harvesters pesticide and fertiliser sprayers improved seeds1000  kg of fertiliser per hectare sprinkler irrigation hand tools   (i) using information from table 5.1 only, explain why machines are used on farm r.  ...  ...  ...  ... [2]   (ii) circle below the type of farming that farms r and s are both examples of. arable                mixed                pastoral                subsistence  [1]   (iii) explain why the owner of farm s uses the \u2018other inputs\u2019 listed. fertiliser  ..  ... irrigation    ... hand tools  ..  ... [3]",
+            "13": "13 0460/23/m/j/19 \u00a9 ucles 2019 [turn over  (b) farm r is extensive because it is a large farm in comparison with its small number of  labourers.   use table 5.1 to compare two farm features of farm s to show that it is an intensive  farm.  ...  ... [2]  [total: 8]",
+            "14": "14 0460/23/m/j/19 \u00a9 ucles 2019 6 (a) figs. 6.1 and 6.2 show the human and livestock populations of kenya from 1995 to 2015. 1995 2000 2005 2010 2015 1995 2000 2005 2010 201560 50 40 30 20 10 06070 50 40 30 20 10 0human population (millions) livestock (millions) year year  fig. 6.1  fig. 6.2   describe two differences between the growth of the human and livestock populations in  kenya between 1995 and 2015. 1    ... 2    ... [2]  (b) fig. 6.3 shows the natural vegetation of kenya.    the annual rainfall decreases from more than 2000  mm in the south west to 250  mm in the  north east of the country and large areas of it are affected by desertification. south sudan ugandaethiopia somalianatural vegetation sparse grass and scrub grassland that dies down in the dry season tropical rainforest international boundary tanzaniaindian ocean 0 400 kmnkey fig. 6.3",
+            "15": "15 0460/23/m/j/19 \u00a9 ucles 2019 [turn over   (i) use fig. 6.3 to explain why increasing livestock numbers are not sustainable in kenya.  ...  ... [1]   (ii) in the dry season herders move their livestock in search of water and pasture. explain  how their movement damages the environment.  ...  ... [1]  (c) fig. 6.4 shows processes that cause desertification.    write in the empty boxes  in fig. 6.4 two ways in which growth in human and livestock  populations cause desertification.  .. ..increased demand for food loss of vegetation coverpopulation increase desertificationdecrease in soil quality fig. 6.4  [2]  (d) give one problem of the following ways of reducing desertification.   (i) reduce the number of livestock.   ...  ... [1]",
+            "16": "16 0460/23/m/j/19 \u00a9 ucles 2019   (ii) use oil or gas in stoves instead of wood or charcoal.   ...  ... [1]  [total: 8]",
+            "17": "17 0460/23/m/j/19 \u00a9 ucles 2019 additional pages if you use the following lined pages to complete the answer(s) to any question(s), the question number(s)  must be clearly shown. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. ..",
+            "18": "18 0460/23/m/j/19 \u00a9 ucles 2019 .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. ..",
+            "19": "19 0460/23/m/j/19 \u00a9 ucles 2019 blank page",
+            "20": "20 0460/23/m/j/19 \u00a9 ucles 2019 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 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.blank page"
+        },
+        "0460_s19_qp_41.pdf": {
+            "1": "this document consists of 16 printed pages and 1 insert. dc (ks/tp) 162998/5 \u00a9 ucles 2019  [turn overcambridge assessment international education cambridge international general certificate of secondary education *7121089852* this syllabus is regulated for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificate.geography  0460/41 paper 4  alternative to coursework  may/june 2019  1 hour 30 minutes candidates answer on the question paper. additional materials:  calculator  protractor  ruler read these instructions first write your centre number, candidate number and name in the spaces provided. write in dark blue or black pen. you may use an hb pencil for any diagrams or graphs. do not use staples, paper clips, glue or correction fluid. do not  write in any barcodes. write your answer to each question in the space provided. if additional space is required, you should use the lined pages at the end of the booklet. the question number(s)  must be clearly shown. answer all questions. the insert contains figs. 1.1 and 1.4 and tables 1.2 and 1.3 for question 1, and tables 2.1, 2.2 and 2.3 and   fig. 2.2 for question  2. the insert is not required by the examiner. sketch maps and diagrams should be drawn whenever they serve to illustrate an answer. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part  question.",
+            "2": "2 0460/41/m/j/19 \u00a9 ucles 2019 1 students who lived in campania, a farming region of italy, did fieldwork to investigate the land use  on a local farm.   (a) the farmer gave the students a map of the farm which showed the main field boundaries.  the students were then given permission to investigate and draw a map to show the different  ways that the fields were being used. their map is shown in fig. 1.1 (insert).    (i) use the map key to identify the land use  in the two fields described below.  description land use a large field located 200  m east of the farmhouse a field located 300  m north-north west of the farmhouse  [2]   (ii) the students did not recognise some of the crops growing in the fields. suggest how  they could solve this problem to complete their map.    ...  ...  ...  .  [2]",
+            "3": "3 0460/41/m/j/19 \u00a9 ucles 2019 [turn over   (iii) from their map, the students estimated the area used for different types of farming. the  results are shown in table 1.1 below. table 1.1 land use on the farm land use area (ha)percentage of  farm area (%) wheat 14 24.6 olives 11 19.3 oranges 10 17.5 sheep  7 12.3 potatoes  6 10.5 cattle  4  7.0 tomatoes  2  3.5 beans  2  3.5 onions  1  1.8 total  100    calculate the total area of the farm.   . hectares (ha)  [1]",
+            "4": "4 0460/41/m/j/19 \u00a9 ucles 2019   (iv) the students plotted the area of each land use on a bar graph, and the percentage of  the total farm area in each land use on a pie graph. these are shown in figs. 1.2 and 1.3  below. 0246810121416 area  (ha) land usewheat olivesorangessheeppotatoescattle tomatoesbeans onionsarea of each land use fig. 1.2 wheat olives oranges sheep potatoes cattle tomatoes beans onionskeypercentage of total farm area in each land use fig. 1.3",
+            "5": "5 0460/41/m/j/19 \u00a9 ucles 2019 [turn over    give one advantage of each graph to show the data. bar graph  ...  ... pie graph    .  [2]    the students decided to investigate two hypotheses:    hypothesis 1:  the land use changes as land gets higher and steeper .    hypothesis 2:  there is a positive  relationship between the size of fields and the amount  of labour needed for different land uses .   (b) to investigate hypothesis  1 the students needed to find out the height and steepness  of slope in different fields. to do this they followed two paths up the hillside from the road  on which the farmhouse was located. when they came to each different field they did two  fieldwork tasks which are described below.   the paths and fieldwork locations are shown on fig. 1.1 (insert).    (i) they recorded the height of the land using their cell (mobile) phone. the application is  shown in fig. 1.4 (insert). which piece of information below would the students record?  tick your choice. tick (\u2713) altitude latitude longitude  [1]   (ii) they measured the angle of slope along each path. suggest what equipment they would  use and how they would do this task.   ...  ...  ...  ...  ...  ...  ...  .  [4]",
+            "6": "6 0460/41/m/j/19 \u00a9 ucles 2019   (iii) table 1.2 (insert) shows the results of their fieldwork. the students made the conclusion  that hypothesis 1:  the land use changes as land gets higher and steeper  was true. use  evidence from t able 1.2 and fig. 1.1 to support this decision.  ...  ...  ...  ...  ...  .  [3]   (iv) suggest two reasons why the land use changes as the land gets higher and steeper. 1 .  ... 2 .  .  [2]   (c) to test hypothesis 2:  there is a positive  relationship between the size of fields and the  amount of labour needed for different land uses , the students obtained some secondary data  from the farmer. this is shown in table 1.3 (insert).",
+            "7": "7 0460/41/m/j/19 \u00a9 ucles 2019 [turn over   (i) use the data in table 1.3 to plot the average field size and labour needed  for wheat  and olives on fig. 1.5 below. label the two land uses.  [2] 001234567891011 labour needed (hours per hectare per year)121314151617181920 1 2 3 average field size (hectares  (ha))4 5 6 10 9 8 7tomatoes potatoes cattle sheeporanges beansonionsrelationship between field size and labour requirements for different land uses fig. 1.5  ",
+            "8": "8 0460/41/m/j/19 \u00a9 ucles 2019   (ii) draw a best-fit line  onto fig. 1.5.  [1]   (iii) what is your conclusion about hypothesis 2:  there is a positive  relationship between  the size of fields and the amount of labour needed for different land uses ? support your  conclusion with evidence from table 1.3 and fig. 1.5.  ...  ...  ...  ...  ...  ...  ...  .  [4]  (d) (i) labour is a human input of farming. give two other human (economic and/or social)  inputs on a farm such as this. 1 . 2 ...  [2]   (ii) the steepness and height of the land are natural inputs which affect how the land is  used. give one other natural input which affects land use.  .  [1]  (e) to extend their investigation the students wanted to find out more about the processes which  took place on the farm. describe ways that they could do this.  ...  ...  ...  ...  ...  .  [3]  [total: 30]",
+            "9": "9 0460/41/m/j/19 \u00a9 ucles 2019 [turn over 2 students investigated how the cross section and velocity of a local river changed downstream.  they did fieldwork at five sites along the river.  the two hypotheses which the students tested were:  hypothesis 1:  the wetted perimeter of the river channel increases at each site  downstream .  the wetted perimeter is the part of the river channel cross section which is in contact with the  water.  hypothesis 2:  river velocity  (speed of flow)  increases downstream .  (a) before beginning their fieldwork, the students discussed the fieldwork tasks they needed   to do.     (i) suggest three  factors the students should have considered in choosing their fieldwork  sites. 1 .  ... 2 .  ... 3 .  .  [3]    (ii) suggest how the students could prepare for the fieldwork tasks before making their  measurements so that their results would be as accurate as possible.   ...  ...  ...  .  [2]",
+            "10": "10 0460/41/m/j/19 \u00a9 ucles 2019  (b) to investigate hypothesis 1:  the wetted perimeter of the river channel increases at each  site downstream , two groups of students used different fieldwork methods.    group a measured the width of the river channel and the depth of the river at points across  the channel to calculate the wetted perimeter.    group b measured the wetted perimeter in the river channel itself.    (i) describe how group a would measure the width of the channel and the depth at different  points across the channel. width of river channel  .  ...  ...    ... depth of river channel  .  ...  ...  .  [4]   (ii) group a\u2019s measurements for one site are shown in table 2.1 (insert).     use these results to complete the cross section and shade in the river channel on  fig. 2.1 below.  [2] depth of  river   (m) 2 2.5 3 3.5 4 4.5 5 5.5 6 1.5 1 0.5 00 0.05 0.10 0.15 0.20 0.25 0.30  distance across  / width of channel  (m)results of measurements at site 5 fig. 2.1",
+            "11": "11 0460/41/m/j/19 \u00a9 ucles 2019 [turn over   (iii) the method used by group b is shown in fig. 2.2 (insert). suggest two difficulties of this  method of measuring the wetted perimeter of the channel. 1 .  ... 2 .  .  [2]   (iv) table 2.2 (insert) shows the results obtained by groups a and b. what conclusions did  the students in groups a and b make about hypothesis 1:  the wetted perimeter of the  river channel increases at each site  downstream ?    use evidence from table 2.2 to support the conclusions. group a  ..    ...  ...  ...   group b  ..  ...  ...  .  [4]",
+            "12": "12 0460/41/m/j/19 \u00a9 ucles 2019  (c) to investigate hypothesis 2:  river velocity  (speed of flow)  increases downstream , the  students measured the velocity at each site.   (i) describe one method to measure river velocity.     ...  ...  ...  ...  ...  ...  ...  .  [4]   (ii) the students\u2019 measurements are shown in table 2.3 (insert). plot the result for site 5   on fig. 2.3 below.  [1] 0 0.1 0.2 0.3 0.4 0.5 0.6 0.7 average velocity  (m / sec)upstream downstreamsite1 2 3 4 5average velocity at different sites fig. 2.3   (iii) the students\u2019 conclusion was that their results partially supported hypothesis 2:  river  velocity (speed of flow) increases downstream . give two pieces of evidence from  fig. 2.3 and table 2.3 to explain why they reached this conclusion. support each piece  of evidence with data. 1 .  ... 2 .  .  [2]",
+            "13": "13 0460/41/m/j/19 \u00a9 ucles 2019 [turn over  (d) a student in group a read in textbooks that the wetted perimeter of the river channel creates  friction, so the longer the wetted perimeter, the more friction there will be between the channel  and the river. friction slows down the velocity of the river.   (i) the student plotted her results of the wetted perimeter and velocity measurements on a  scatter graph, fig. 2.4 below. 0 1 2 3 4 5 6 7 wetted perimeter  (m)average velocity (m/sec)0.50.7 0.6 0.4 0.3 0.2 0.1 0relationship between wetted perimeter and velocity 12 3 45 fig. 2.4    which one of the following are the student\u2019s results for site 2 ?    tick (\u2713) your answer.           wetted perimeter (m) average velocity (m  / sec) tick (\u2713)  3.0 0.52 3.25 0.58  3.5 0.61  [1]   (ii) the student decided that the results showed a partial relationship between the length of  the wetted perimeter and river velocity. support this decision with data from fig. 2.4.  ...  ...  ...  ...  ...  .  [3]",
+            "14": "14 0460/41/m/j/19 \u00a9 ucles 2019   (iii) the wetted perimeter is one factor which affects a river\u2019s velocity. give two other factors  which also affect the velocity.  1 .  ... 2 .  .  [2]  [total: 30]",
+            "15": "15 0460/41/m/j/19 \u00a9 ucles 2019 additional pages if you use the following lined pages to complete the answer(s) to any question(s), the question  number(s) must be clearly shown. .. .. ..  ..  .. .. ..  ..  ..  .. .. ..  .. ..",
+            "16": "16 0460/41/m/j/19 \u00a9 ucles 2019 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 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... .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .."
+        },
+        "0460_s19_qp_42.pdf": {
+            "1": "this document consists of 15 printed pages, 1 blank page and 1 insert. dc (lk/sg) 162999/5 \u00a9 ucles 2019  [turn overcambridge assessment international education cambridge international general certificate of secondary education *2604646273* geography  0460/42 paper 4  alternative to coursework  may/june 2019  1 hour 30 minutes candidates answer on the question paper. additional materials:  ruler  calculator read these instructions first write your centre number, candidate number and name in the spaces provided. write in dark blue or black pen. you may use an hb pencil for any diagrams or graphs. do not use staples, paper clips, glue or correction fluid. do not  write in any barcodes. write your answer to each question in the space provided. if additional space is required, you should use the lined pages at the end of this booklet. the question number(s)  must be clearly shown. answer all questions. the insert contains figs. 1.1, 1.2 and 1.5 for question 1, and tables 2.1, 2.2 and 2.3 for question 2. the insert is not required by the examiner. sketch maps and diagrams should be drawn whenever they serve to illustrate an answer. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part  question. this syllabus is regulated for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificate.",
+            "2": "2 0460/42/m/j/19 \u00a9 ucles 2019 1 students in south korea investigated differences in temperatures around their school. they chose  10 sites at which to measure temperature, 5 in a built-up area and 5 in a rural area. the 10 sites  are shown on fig. 1.1 (insert).   the students investigated the following hypotheses:   hypothesis 1:  temperatures are higher in the built-up area than in the rural area.   hypothesis 2:  daily temperatures differ more in the built-up area than in the rural area.  (a) to measure the temperature the students used a digital thermometer. this is shown in  fig. 1.2 (insert).   (i) give three  advantages of using a digital thermometer such as the one shown in fig. 1.2. 1  ...  .. 2  ...  .. 3  ...    [3]   (ii) suggest two ways that the students could check that their temperature measurements  were correct.  1  ...  .. 2  ...    [2]",
+            "3": "3 0460/42/m/j/19 \u00a9 ucles 2019 [turn over  (b) the students measured the temperature in the morning and afternoon at each of the 10  sites.  their results are shown in table 1.1 below. table 1.1 students\u2019 results measuring site locationmorning  temperature  (\u00b0c)afternoon  temperature  (\u00b0c)average  temperature  (\u00b0c)difference  between  morning and  afternoon  temperature  (\u00b0c) sites in built-up area      pathway next to the canteen 19.2 26.8 23.0 7.6 centre of the school buildings 18.9 30.3 24.6 11.4 driveway leading to the school 22.1 39.8 31.0 17.7 artificial grass next to the sports hall 17.8 27.9 22.9 10.1 residential area for students 25.2 32.7 29.0 7.5 sites in rural area      tea plantation 21.5 22.5 22.0 1.0 small open woodland 17.1 18.7 17.9 1.6 grassland 16.9 25.6 21.3 8.7 large dense woodland 16.4 16.9 16.7 0.5 large car park 17.5 38.7      (i) calculate the average temperature and the difference in temperature between morning  and afternoon at the large car park. write your answers in table 1.1.  [2]   (ii) the students decided not to use the results from the car park. look again at table 1.1  and fig. 1.1 and suggest why they made this decision.  ...  ...  ...  ...  ...  .  [3]",
+            "4": "4 0460/42/m/j/19 \u00a9 ucles 2019   (iii) use the results in table 1.1 to complete fig. 1.3 below by plotting the average  temperatures  of the sites in the residential area for students and the large dense  woodland.  [2] 01516171819202122232425262728293031 pathway next to the canteen centre of the school buildings driveway leading to the school artificial grass next to the sports hall residential area for students tea plantation small open woodland grassland large dense woodlandaverage temperature (\u00b0c)built-up sitesaverage temperatures rural sites fig. 1.3",
+            "5": "5 0460/42/m/j/19 \u00a9 ucles 2019 [turn over   (iv) what is your conclusion to hypothesis 1:  temperatures are higher in the built-up area  than in the rural area ? support your decision with evidence from fig. 1.3 and table 1.1.  do not refer to results from the car park in your answer.  ...  ...  ...  ...  ...  .  [3]",
+            "6": "6 0460/42/m/j/19 \u00a9 ucles 2019  (c) to investigate hypothesis 2:  daily temperatures differ more in the built-up area than in the  rural area , the students studied the results of their morning and afternoon measurements (not  including the car park).   (i) use the results in table 1.1 to plot on fig. 1.4  below the temperatures of the site on  artificial grass next to the sports hall.  [2] 01517192123252729313335373941 pathway next to the canteen centre of the school buildings driveway leading to the school artificial grass next to the sports hall residential area for students tea plantation small open woodland grassland large dense woodlandtemperature (\u00b0c)built-up sitesdifference between morning and afternoon temperatures rural sites key afternoon morning fig. 1.4",
+            "7": "7 0460/42/m/j/19 \u00a9 ucles 2019 [turn over   (ii) which conclusion to hypothesis 2:  daily temperatures differ more in the built-up area  than in the rural area  is most accurate? tick your decision and support your answer with  data from fig. 1.4 and table 1.1. do not refer to results from the car park in your answer. conclusion tick (3) hypothesis 2 is completely true. hypothesis 2 is partially true. hypothesis 2 is not true.  ...  ...  ...  .  [3]   (iii) suggest reasons for the difference in temperatures between built-up and rural areas  shown in fig. 1.4 and table 1.1.  ...  ...  ...  ...  ...  ...  ...  .  [4]  (d) explain how and why an increase in the amount of cloud cover might affect daytime  temperatures in the area around the school.  ...  ...  ...  .  [2]",
+            "8": "8 0460/42/m/j/19 \u00a9 ucles 2019  (e) whilst measuring the temperatures at different sites the students realised that wind speed  varied. an instrument to measure wind speed is shown in fig. 1.5 (insert).   (i) what is the instrument used to measure wind speed called?    ..  [1]   (ii) explain how this instrument measures wind speed.  ...  ...  ...  ...  ...  .  [3]  [total: 30]",
+            "9": "9 0460/42/m/j/19 \u00a9 ucles 2019 [turn over 2 students from a popular tourist town in england wanted to find out how tourism affected traffic in  the town. they decided to do a traffic survey to investigate this issue. each student chose different  hypotheses to investigate.  one student tested the following hypotheses:   hypothesis 1:  cars are the main category (type) of vehicle in the town throughout the day.   hypothesis 2:  the percentage of tourist coaches varies during the day.  (a) to investigate the hypotheses the students did a traffic survey at four sites around the town  centre.    the table below shows different features of a reliable traffic survey. complete the table  to  explain how each feature makes a survey reliable. the first explanation has been done for  you. feature explanation students must not stand too near the  side of the road.to make sure they are not in danger  from traffic counting must start and finish at the  same time at all counting sites.   at each site traffic must be counted  moving past in both directions.   students need to agree on the  different categories in which to count  vehicles.  a tally method is used to count and  record vehicles.   a data recording sheet must be  completed at each site.    [5]  (b) the students agreed to count the traffic in different parts of the town for 30 minutes at six  times during the day. the results of the traffic counts between 08:30 and 09:00 and between  10:30 and 11:00 are shown in tables 2.1 and 2.2 (insert).    (i) which category (type) of vehicle has the same total at both times?    ..  [1]",
+            "10": "10 0460/42/m/j/19 \u00a9 ucles 2019   (ii) what do the results show about the number of cars counted between 08:30 and 09:00  and between 10:30 and 11:00?    tick (3) your answer below. tick (3) the number of cars goes up.  the number of cars is the same. the number of cars goes down.   [1]   (iii)  an example of the students\u2019 recording sheet is shown in fig. 2.1 below. use the data in  table 2.3 (insert) to  complete the recording sheet . [3] recording sheet site 1: time: 12:30 \u2013 13:00 vehicle   categorytally total car llll      llll      llll      llll     llll24 local bus/  minibusllll 4 lorry/van llll      llll      llll      llll      llll      ll  27 tourist coach llll      llll         9 motorbike taxi bicycle total of all  vehicles fig. 2.1",
+            "11": "11 0460/42/m/j/19 \u00a9 ucles 2019 [turn over  (c)  the students constructed divided bar graphs from the total results of their traffic survey.  these are shown in fig. 2.2 below. 100 90 80 70 60 50 40 30 20 10 008:30 to 09:0010:30 to 11:0012:30 to 13:0015:30 to 16:0017:30 to 18:0019:30 to 20:00key bicycle taxi motorbike tourist coach lorry / van local bus / minibus car% of total fig. 2.2   (i) use the results for the period 08:30 to 09:00 in table 2.1 (insert) to complete the graph  in fig. 2.2.  [3]   (ii) at which survey time was the percentage of taxis greater than the percentage of  motorbikes?    ..  [1]",
+            "12": "12 0460/42/m/j/19 \u00a9 ucles 2019   (iii) what conclusion would you make about hypothesis 1:  cars are the main category  (type) of vehicle in the town throughout the day ? support your decision with evidence  from fig.  2.2.  ...  ...  ...  ...  ...  ...  ...  .  [4]   (iv) suggest different  reasons for the variation in the percentage of cars and lorries  / vans  during the day.  cars  ...  ... lorries  / vans  ...  .  [2]  (d)  the student decided that hypothesis 2:  the percentage of tourist coaches varies during the  day was true. use evidence from fig. 2.2 to support this conclusion.  ...  ...  ...  ...  ...  .  [3]",
+            "13": "13 0460/42/m/j/19 \u00a9 ucles 2019  (e) to extend her fieldwork the student decided to use a questionnaire to find out what opinions  people had about the traffic-free zone in the centre of the town.    (i) name and describe a sampling method to use with the questionnaire.     name of sampling method     description of method  ...  ...  ...  .  [3]   (ii) give two advantages and two disadvantages of a traffic-free zone in a town centre.    advantages 1    ... 2    ...    disadvantages 1    ... 2    .  [4]   [total: 30]",
+            "14": "14 0460/42/m/j/19 \u00a9 ucles 2019 additional pages if you use the following lined pages to complete the answer(s) to any question(s), the question  number(s) must be clearly shown. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. ..",
+            "15": "15 0460/42/m/j/19 \u00a9 ucles 2019 ..   .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. ..   .. .. .. ..",
+            "16": "16 0460/42/m/j/19 \u00a9 ucles 2019 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 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.blank page"
+        },
+        "0460_s19_qp_43.pdf": {
+            "1": "this document consists of 15 printed pages, 1 blank page and 1 insert. dc (st/ct) 163002/4 \u00a9 ucles 2019  [turn overcambridge assessment international education cambridge international general certificate of secondary education *6687307305* geography  0460/43 paper 4 alternative to coursework  may/june 2019  1 hour 30 minutes candidates answer on the question paper. additional materials:  ruler  calculator read these instructions first write your centre number, candidate number and name in the spaces provided. write in dark blue or black pen. you may use an hb pencil for any diagrams or graphs. do not use staples, paper clips, glue or correction fluid. do not  write in any barcodes. write your answer to each question in the space provided. if additional space is required, you should use the lined pages at the end of this booklet. the question number(s)  must be clearly shown. answer all questions. the insert contains figs. 1.1, 1.2 and 1.3 and table 1.1 for question 1, and figs. 2.1, 2.2 and 2.4 and  tables 2.1, 2.2 and 2.3 for question 2. the insert is not required by the examiner. sketch maps and diagrams should be drawn whenever they serve to illustrate an answer. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question. this syllabus is regulated for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificate.",
+            "2": "2 0460/43/m/j/19 \u00a9 ucles 2019 1 students in greece were studying how different types of wave affected beaches.   (a) destructive waves and constructive waves are shown in fig. 1.1 (insert).     put the following features into the table below to identify important differences between  destructive and constructive waves. waves are close together     waves are far apart wave spills forward as it breaks     wave plunges downwards as it breaks features of destructive waves features of constructive waves [2]  the students decided to investigate the following hypotheses by doing fieldwork at afandou beach  and archangelos beach on the island of rhodes:  hypothesis 1: at afandou the beach profile is produced by constructive waves.  hypothesis 2: beach material is larger at beaches formed by constructive waves.  (b)  the students had learned that destructive waves and constructive waves varied in their  frequency as shown below. type of wave frequency destructive waves 10 to 15 waves per minute constructive waves 6 to 9 waves per minute   describe a method the students could use to measure wave frequency to get the results  shown in table 1.1 (insert).  ...  ...  ...  ...  ...  .  [3]",
+            "3": "3 0460/43/m/j/19 \u00a9 ucles 2019 [turn over  (c) the students researched typical beach profiles produced by destructive and constructive  waves. these are shown in fig. 1.2 (insert).      (i) fig. 1.3 (insert) shows a method of measuring a beach profile. describe the method  shown.  ...  ...  ...  ...  ...  ...  ...  .  [4]",
+            "4": "4 0460/43/m/j/19 \u00a9 ucles 2019   (ii) the students used their measurements to draw the profile at afandou beach shown in  fig. 1.4 below.  cliff metres0 5 10 15 20 25 30 35 40low water mark fig. 1.4    what conclusion would the students make about hypothesis 1: at afandou the beach  profile is produced by constructive waves ? support your decision with evidence from  table 1.1 and figs. 1.2 and 1.4.   ...  ...  ...  ...  ...  ...  ...  .  [4]",
+            "5": "5 0460/43/m/j/19 \u00a9 ucles 2019 [turn over  (d) (i) to investigate hypothesis 2:  beach material is larger at beaches formed by constructive  waves , the students then obtained a sample of pebbles from both beaches. describe a  method they could use to get reliable samples in order to compare them.  ...  ...  ...  ...  ...  .  [3]   (ii) describe a method to measure the size (length) of each pebble the students collected.   ...  ...  ...  ...  ...  .  [2]",
+            "6": "6 0460/43/m/j/19 \u00a9 ucles 2019   (iii) the results of the students\u2019 fieldwork are shown in fig. 1.5 below and fig. 1.6 on page 7.     on fig. 1.6 draw the bar  to show that the length of pebble number 1 is 8.5  cm. [1] results of fieldwork afandou beach average pebble size = 9.6  cm median (middle) pebble size = 9.0  cm pebble numberpebble size (length) (cm) 01234567891011121314151617181920212223242524681012141618 fig. 1.5",
+            "7": "7 0460/43/m/j/19 \u00a9 ucles 2019 [turn over archangelos beach  average pebble size = 10.2  cm median (middle) pebble size = 9.5  cm pebble numberpebble size (length) (cm) 01234567891011121314151617181920212223242524681012141618 fig. 1.6   (iv) what conclusion would the students make about hypothesis 2: beach material is larger  at beaches formed by constructive waves ? support your decision with evidence from  figs. 1.5 and 1.6 and table 1.1 (insert).   ...  ...  ...  ...  ...  ...  ...  .  [4]",
+            "8": "8 0460/43/m/j/19 \u00a9 ucles 2019  (e) the students planned an additional piece of fieldwork to investigate longshore drift in the  area.   (i) describe and explain the process of longshore drift . you may use a diagram in your  answer.  ...  ...  ...  ...  ...  ...   [3]   (ii) describe a fieldwork method to investigate longshore drift.  ...  ...  ...  ...  ...  ...  ...  .  [4]  [total: 30]",
+            "9": "9 0460/43/m/j/19 \u00a9 ucles 2019 [turn over 2 students in the uk did some fieldwork to compare two residential areas of the \u2018inner city\u2019. they  divided their investigation into two parts. first, they studied the environment of the areas, and  second, they investigated what people who lived in the areas thought about their quality of life  there.   quality of life is a measurement of a person\u2019s well-being and satisfaction which result from factors  in their environment such as health care, education opportunities, safety, and community spirit.  the two areas which the students chose to investigate, mossbank and ratcliffe, are shown in  fig. 2.1 (insert). mossbank is an area of old housing. ratcliffe is an area of new apartments in  buildings which used to be warehouses and factories.     they decided to investigate the following hypotheses:  hypothesis 1: ratcliffe has a better quality of environment than mossbank.  hypothesis 2: residents of ratcliffe have a better quality of life than residents of mossbank.  (a) to investigate hypothesis 1  the students observed some features of the local environment  at one site in each area. they recorded their results on the form shown in fig. 2.2 (insert).   (i) before they began their fieldwork, the students went with their teacher to practise their  survey in an area near the school.     suggest two reasons why they did a practice survey. 1    ... 2    ... [2]   (ii) explain how the students would organise and carry out their fieldwork survey using the  form shown in fig. 2.2.  ...  ...  ...  ...  ...  ...  ...  .  [4]",
+            "10": "10 0460/43/m/j/19 \u00a9 ucles 2019  (b) the results of the fieldwork survey are shown in table 2.1 (insert).    (i) use the results for ratcliffe in table 2.1 to complete fig. 2.3  below.  \u20133 \u20132 \u20131 0 +1 +2 +3\u20133 \u20132 \u20131 0 +1 +2 +3 keyfeature housing designnegative description positive description condition of buildings open space noise traffic vandalism + graffiti litter mossbank ratcliffe fig. 2.3 [2]   (ii) what conclusion would the students make about hypothesis 1:  ratcliffe has a better  quality of environment than mossbank ? use evidence from fig. 2.3 and table 2.1 to  support your answer.   ...  ...  ...  ...  ...  ...  ...  .  [4]",
+            "11": "11 0460/43/m/j/19 \u00a9 ucles 2019 [turn over  (c) to investigate hypothesis 2: residents of ratcliffe have a better quality of life than residents  of mossbank , the students used a questionnaire with 25 residents in each area.    (i) name and describe one sampling method the students could use to select 25 people to  take part in their survey. name of sampling method:  ... description:  ...  .  [2]    (ii) explain why it was necessary for the students to take a sample of people.  ...  ...  ...  .  [2]  (d) the questionnaire is shown in fig. 2.4 (insert). in the first part of the questionnaire the  students asked local residents to complete the same survey which they had used to  investigate hypothesis 1 . the average result of the 25 residents in each area is shown in  table 2.2 (insert).   (i) compare the residents\u2019 results in table 2.2 with those of the students in table 2.1.  ...  ...  ...  .  [2]   (ii) suggest two reasons why the results shown in tables 2.1 and 2.2 are different.  1    ... 2    ... [2]",
+            "12": "12 0460/43/m/j/19 \u00a9 ucles 2019  (e) in the second part of the questionnaire the students asked residents to give their opinion  about five aspects of the local area. these results are shown in table 2.3 (insert).    (i) use the results in table 2.3 to plot in fig. 2.5 below residents\u2019 scores for community  spirit in ratcliffe. 0 5 10 15 20 25 0 5 10 15 20 25mossbank aspect of local area aspect of local arealocal schools health services parks and playgrounds personal safety community spirit 0 5 10 15 20 25 0 5 10 15 20 25ratcliffe key excellent good satisfactory poor very poorlocal schools health services parks and playgrounds personal safety community spirit [2] fig. 2.5",
+            "13": "13 0460/43/m/j/19 \u00a9 ucles 2019   (ii) the students\u2019 conclusion was that hypothesis 2: residents of ratcliffe have a better  quality of life than residents of mossbank , was false. what evidence from table 2.3 and  fig. 2.5 supports this conclusion?  ...  ...  ...  ...  ...  .  [3]  (f) describe a piece of fieldwork the students could do to compare housing in ratcliffe and  mossbank. include the following in your description: \u2022 which features of the housing they could look at  \u2022 fieldwork methods they could use  \u2022 how they could record their findings and results  ...  ...  ...  ...  ...  ...  ...  ...  ...  .  [5] [total: 30]",
+            "14": "14 0460/43/m/j/19 \u00a9 ucles 2019 additional pages if you use the following lined pages to complete the answer(s) to any question(s), the question number(s)  must be clearly shown. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. ..",
+            "15": "15 0460/43/m/j/19 \u00a9 ucles 2019 .. .. ..  .. .. ..  ..  ..  .. .. ..  ..  .. ",
+            "16": "16 0460/43/m/j/19 \u00a9 ucles 2019 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 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.blank page"
+        },
+        "0460_w19_qp_11.pdf": {
+            "1": "this document consists of 28 printed pages and 1 insert. dc (sc/sw) 164089/5 \u00a9 ucles 2019  [turn overcambridge assessment international education cambridge international general certificate of secondary education *3804102977* geography  0460/11 paper 1  october/november 2019  1 hour 45 minutes candidates answer on the question paper. additional materials:  ruler  protractor  calculator read these instructions first write your centre number, candidate number and name in the spaces provided. write in dark blue or black pen. you may use an hb pencil for any diagrams or graphs. do not use staples, paper clips, glue or correction fluid. do not  write in any barcodes. write your answer to each question in the space provided. if additional space is required, you should use the lined pages at the end of this booklet. the question  number(s) must be clearly shown. answer three  questions, one from each section. the insert contains figs. 2.1 and 2.2 for question 2, figs. 3.2, 3.3 and 3.4 for question 3, and figs. 6.1 and  6.2 for question  6. the insert is not required by the examiner. sketch maps and diagrams should be drawn whenever they serve to illustrate an answer. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question. definitions medcs \u2013 more economically developed countries ledcs \u2013 less economically developed countries this syllabus is regulated for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificate.",
+            "2": "2 0460/11/o/n/19 \u00a9 ucles 2019 section a answer one question from this section. 1 (a) study fig. 1.1, which shows information about population change in norway between  january  1 and 30 april 2013. births 14 168 deaths 11 363 immigration 18 948 emigration   9319 fig. 1.1   (i) the total population of norway on 1 january 2013 was 5  051 275.    which of the following describes what happened to the total population by 30 april 2013?    tick one answer in the table below: tick  (\u2713) decreased increased stayed the same  [1]   (ii) calculate the net migration for norway between 1 january and 30 april 2013.    you should show your calculations.    ..  [2]   (iii) suggest three  reasons why many medcs in europe have positive net migration. 1    ... 2    ... 3    .  [3]",
+            "3": "3 0460/11/o/n/19 \u00a9 ucles 2019 [turn over   (iv) describe the difficulties faced by international migrants moving to and living in a new  country.  ...  ...  ...  ...  ...  ...  ...  .  [4]",
+            "4": "4 0460/11/o/n/19 \u00a9 ucles 2019  (b) study fig 1.2, which shows information about the population of china and nigeria between  1950 and 2100 (estimated). 1950 2000 60 708090 2100 6050 40 3020 years10 70 8090population (billions) 00.20.40.60.81.21.41.61.8 1.0estimated china nigeria fig. 1.2   (i) compare the populations of china and nigeria between 1950 and 2100 (estimated).    you should refer to years and use statistics in your answer.  ...  ...  ...  ...  ...  .  [3]   (ii) explain why birth rates are high in ledcs such as nigeria.  ...  ...  ...  ...  ...  ...  ...  ...  ...  .  [5]",
+            "5": "5 0460/11/o/n/19 \u00a9 ucles 2019 [turn over  (c) for an example of international migration you have studied, describe the positive and negative  impacts on the destination country.   name of destination country   ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  .  [7]  [total: 25]",
+            "6": "6 0460/11/o/n/19 \u00a9 ucles 2019 2 (a) study fig. 2.1 (insert), which is a photograph of an area in southern africa.   (i) which of the following best describes the type of area shown in fig. 2.1?    tick one answer in the table below: tick  (\u2713) rural suburban urban  [1]   (ii) using evidence from fig. 2.1 only, describe two features of the settlement in the area. 1    ... 2    .  [2]   (iii) describe the likely service provision in areas such as that shown in fig. 2.1.  ...  ...  ...  ...  ...  .  [3]",
+            "7": "7 0460/11/o/n/19 \u00a9 ucles 2019 [turn over   (iv) in any country there is a hierarchy of settlements and services.    explain the meaning of this statement. you may use a diagram or diagrams.  ...  ...  ...  ...  ...  ...  ...  ...      [4]",
+            "8": "8 0460/11/o/n/19 \u00a9 ucles 2019  (b) study fig. 2.2 (insert), which is a photograph showing an area in almeria, spain (an medc).   (i) describe the main features of the settlement shown in fig. 2.2.   ...  ...  ...  ...  ...  .  [3]   (ii) suggest reasons for the location of the settlement shown in fig. 2.2.    ...  ...  ...  ...  ...  ...  ...  ...  ...  .  [5]",
+            "9": "9 0460/11/o/n/19 \u00a9 ucles 2019 [turn over  (c) for a named settlement you have studied, explain why the population size has changed.   name of settlement   ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  .  [7]  [total: 25]",
+            "10": "10 0460/11/o/n/19 \u00a9 ucles 2019 section b answer one question from this section. 3 (a) study fig. 3.1, which shows different parts of a river and its valley. a b c fig. 3.1   (i) in which diagram, a, b or c, does the river valley have the steepest sides and narrowest  valley floor?    ..  [1]   (ii) which diagram is closest to the mouth of the river?    give a reason for your answer.    diagram chosen .. reason for choice  .  .  [2]   (iii) explain how erosion will take place along the river shown in fig. 3.1.  ...  ...  ...  ...  ...  .  [3]",
+            "11": "11 0460/11/o/n/19 \u00a9 ucles 2019 [turn over   (iv) explain why deposition is likely to take place in the area shown in a in fig. 3.1.  ...  ...  ...  ...  ...  ...  ...  .  [4]  (b) study figs. 3.2, 3.3 and 3.4 (insert), which are photographs of three different rivers.   (i) using evidence from figs. 3.2, 3.3 and 3.4 only, describe three  different benefits of  living near a river. 1    ... 2    ... 3    .  [3]   (ii) explain why living on a delta or near a river may be hazardous for people.  ...  ...  ...  ...  ...  ...  ...  ...  ...  .  [5]",
+            "12": "12 0460/11/o/n/19 \u00a9 ucles 2019  (c) explain how a delta is formed. include a fully labelled diagram or diagrams.  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...     [7]  [total: 25]",
+            "13": "13 0460/11/o/n/19 \u00a9 ucles 2019 [turn over 4 (a) study fig. 4.1, which is a diagram showing information about a tropical rainforest ecosystem  in an area of equatorial climate. 70 60 50 3040 height (metres)emergents canopy ground cover20 10 0harpy eagle hummingbird squirrel monkey howler monkey toucan spider monkey iguana anaconda agouti tapirocelot fig. 4.1   (i) state the maximum height of the emergents shown in fig. 4.1.     metres  [1]   (ii) identify from fig. 4.1, one example of:    \u2013 wildlife which lives in the canopy  ...    \u2013 wildlife which lives in the ground cover.  ...  [2]",
+            "14": "14 0460/11/o/n/19 \u00a9 ucles 2019   (iii) suggest reasons why some animals live in the canopy but others live in the ground  cover in a tropical rainforest.  ...  ...  ...  ...  ...  .  [3]   (iv) explain why the equatorial climate is hot and wet.  ...  ...  ...  ...  ...  ...  ...  ...  ...  .  [4]",
+            "15": "15 0460/11/o/n/19 \u00a9 ucles 2019 [turn over  (b) study fig. 4.2, a map of the amazon basin, an area of tropical rainforest. remaining forest roads country boundaries equator atlantic ocean pacific oceancaribbean seakey areas which have been deforestedn 0 1000 kmvenezuela colombia ecuador peru boliviabrazilguyana suriname french guiana amazon rainforest fig. 4.2   (i) using fig. 4.2 only, describe the distribution of the areas where deforestation has taken  place in the amazon basin.  ...  ...  ...  ...  ...  .  [3]",
+            "16": "16 0460/11/o/n/19 \u00a9 ucles 2019   (ii) explain why deforestation of tropical rainforests has taken place.  ...  ...  ...  ...  ...  ...  ...  ...  ...  .  [5]",
+            "17": "17 0460/11/o/n/19 \u00a9 ucles 2019 [turn over  (c) for a named area of tropical rainforest you have studied, describe the impacts of deforestation  on the local people and local natural environment.   name of area of tropical rainforest   ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  .  [7]  [total: 25]",
+            "18": "18 0460/11/o/n/19 \u00a9 ucles 2019 section c answer one question from this section. 5 (a) study fig. 5.1, which shows information about the employment structure of cameroon, italy  and japan. 0 % 5090 10 60 4020 80 30 70cameroon 0 % 5090 10 60 4020 80 30 70italy 0 % 5090 10 60 4020 80 30 70japan primary secondary tertiarykey fig. 5.1   (i) give one example of a worker in the tertiary sector.    .  [1]   (ii) complete the pie graph  in fig. 5.1 to show the following information for japan:    secondary employment = 25%    tertiary employment = 70%  [2]",
+            "19": "19 0460/11/o/n/19 \u00a9 ucles 2019 [turn over   (iii) describe three  differences between the employment structure of cameroon and italy. 1    ... 2    ... 3    .  [3]   (iv) explain why the percentage of the population employed in the primary sector reduces as  a country develops.   ...  ...  ...  ...  ...  ...  ...  ...  ...  .  [4]",
+            "20": "20 0460/11/o/n/19 \u00a9 ucles 2019  (b) study fig. 5.2, which is a table showing information about gdp per person, access to  improved water sources and life expectancy in five ledcs.   gdp per person is a measure of wealth. gdp per  person (us $)access to  improved water  sources (%)life expectancy  (years) mexico 18 900 96 76 paraguay   9400 98 77 philippines   7700 92 69 thailand 16 800 98 75 venezuela 15 100 93 76 fig. 5.2   (i) which country, listed in fig. 5.2, has the lowest level of development? justify your  answer.    country . justification  ...  ...  ...  ...  ...  ...  .  [3]",
+            "21": "21 0460/11/o/n/19 \u00a9 ucles 2019 [turn over   (ii) explain why there is a relationship between gdp per person and life expectancy.  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  .  [5]",
+            "22": "22 0460/11/o/n/19 \u00a9 ucles 2019  (c) for a named country or area you have studied, describe and explain the importance of  different sources of energy.   name of country or area   ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  .  [7]  [total: 25]",
+            "23": "23 0460/11/o/n/19 \u00a9 ucles 2019 [turn over 6 (a) study figs. 6.1 and 6.2 (insert), which are photographs of a commercial farm.   (i) what is meant by a commercial  farm?  ...  ...  .  [1]   (ii) what evidence in figs. 6.1 and 6.2 suggests that the farm shown is a mixed farm?  ...  ...  ...  .  [2]   (iii) insert the following words into the table below to show examples of inputs, processes  and outputs of the farm shown in figs. 6.1 and 6.2.    choose from the words below.    milk wheat  harvesting    ploughing  water  pesticides inputs processes outputs  [3]   (iv) explain two factors which are likely to affect the way in which the farmer uses the land  on the farm shown in figs. 6.1 and 6.2. 1    ...  ...  ... 2    ...  ...  .  [4]",
+            "24": "24 0460/11/o/n/19 \u00a9 ucles 2019  (b) study fig. 6.3, which shows information about grain production in brazil between 1990 and  2014. area of grain harvested ( thousand hectares ) production ( thousand  tonnes)key250  000 200  000 150  000production (000 tonnes)production (000 tonnes) area (000 hectares)area (000 hectares)100  000 50 000 0250  000 200  000 150  000 100  000 50 000 01990 1991 1992 1993 1994 1995 1996 1997 1998 1999 2000 2001 2002 2003 2004 2010 2011 2012 2013 20142005 2006 2007 2008 2009 year fig. 6.3   (i) compare the change in grain production in brazil with the change in the area of land  planted with grain and harvested between 1990 and 2014.    you should refer to years and use statistics in your answer.  ...  ...  ...  ...  ...  .  [3]",
+            "25": "25 0460/11/o/n/19 \u00a9 ucles 2019 [turn over   (ii) suggest how farmers were able to increase the production of grain in brazil between  1990 and 2014.  ...  ...  ...  ...  ...  ...  ...  ...  ...  .  [5]",
+            "26": "26 0460/11/o/n/19 \u00a9 ucles 2019  (c) for a named country or region you have studied, explain why there are food shortages.   name of country or region   ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  .  [7]  [total: 25]",
+            "27": "27 0460/11/o/n/19 \u00a9 ucles 2019 additional pages if you use the following lined pages to complete the answer(s) to any question(s), the question  number(s) must be clearly shown. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. ..",
+            "28": "28 0460/11/o/n/19 \u00a9 ucles 2019 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 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... .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .."
+        },
+        "0460_w19_qp_12.pdf": {
+            "1": "cambridge assessment international education cambridge international general certificate of secondary education *0125536721* this syllabus is regulated for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificate. this document consists of 30 printed pages, 2 blank pages and 1 insert. dc (nf/tp) 164091/5 \u00a9 ucles 2019  [turn overgeography  0460/12 paper 1  october/november 2019  1 hour 45 minutes candidates answer on the question paper. additional materials:  ruler  calculator read these instructions first write your centre number, candidate number and name in the spaces provided. write in dark blue or black pen. you may use an hb pencil for any diagrams or graphs. do not use staples, paper clips, glue or correction fluid. do not  write in any barcodes. write your answer to each question in the space provided. if additional space is required, you should use the lined pages at the end of this booklet. the question  number(s) must be clearly shown. answer three  questions, one from each section. the insert contains figs. 2.1, 2.2 and 2.3 for question 2, and figs. 3.1 and 3.2 for question 3. the insert is not required by the examiner. sketch maps and diagrams should be drawn whenever they serve to illustrate an answer. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question. definitions medcs \u2013 more economically developed countries ledcs \u2013 less economically developed countries",
+            "2": "2 0460/12/o/n/19 \u00a9 ucles 2019 section a answer one question from this section. 1 (a) study fig. 1.1, which shows information about international and internal migration in bolivia  (an ledc) in south america. argentinaparaguayboliviabrazilperu chile to argentina150 000from andean regions to santa cruz seeking jobs, education and  health care.to usa150 000 to spain250 000 from europe from brazil fromparaguayto other countries 150 000 to santa cruz region seeking farmland & business opportunitiessanta cruzcochabambala paz fig. 1.1   (i) explain the difference between international and internal migration.  ...  .  [1]   (ii) name from fig. 1.1:  -an example of international migration      to   -an example of internal migration.      to   [2]",
+            "3": "3 0460/12/o/n/19 \u00a9 ucles 2019 [turn over   (iii) identify from fig. 1.1 three different reasons why  there are large amounts of migration to  santa cruz. 1    ... 2    ... 3    .  [3]   (iv) describe the problems which may be faced by migrants when they arrive in santa cruz.  ...  ...  ...  ...  ...  ...  ...  .  [4]",
+            "4": "4 0460/12/o/n/19 \u00a9 ucles 2019  (b) study fig. 1.2, which shows information about arlington county, an area in the usa. arlington county is home to the usa\u2019s largest bolivian community. in arlington  there are apartment buildings filled with people who have migrated from  towns in the cochabamba valley in bolivia, hence the nickname \u2018arlibamba\u2019.  there are many bolivian restaurants and food shops, such as pike pizza, a  converted pizza restaurant that now sells traditional bolivian food. this is one  of many meeting places for the bolivian community. they are also places to  watch the bolivian national soccer team play games on tv. bolivians have formed several football leagues in the arlington region.  over 2000 players and fans come out each sunday to participate. many of  the teams are named after towns in bolivia like real santa cruz. an aim of one of the arlington football leagues is to improve life in the small  villages in the esteban arce province of bolivia. most people there live off  basic agriculture and remittances from abroad. teams send their winnings  back home to fund schools, infrastructure and churches. it has been estimated  that villages in bolivia received over us $20  000 a year from donations from  the league. fig. 1.2   (i) identify three  different types of amenity in arlington county which have been established  for bolivian migrants. 1    ... 2    ... 3    .  [3]",
+            "5": "5 0460/12/o/n/19 \u00a9 ucles 2019 [turn over   (ii) explain how migration to the usa is likely to have affected small villages in bolivia and  the people who still live there.  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  .  [5]",
+            "6": "6 0460/12/o/n/19 \u00a9 ucles 2019  (c) for an example of a country you have studied, explain why natural population growth rates  are high.   name of country ..  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  .  [7] [total: 25]",
+            "7": "7 0460/12/o/n/19 \u00a9 ucles 2019 [turn over 2 (a) study figs. 2.1, 2.2 and 2.3 (insert), which are photographs of three different services.   (i) which of the photographs shows a low-order service?    circle one of the answers below.     fig. 2.1                                     fig. 2.2                                     fig. 2.3  [1]   (ii) put the three services shown in figs. 2.1, 2.2 and 2.3 in rank order according to the size  of their spheres of influence.    1st  largest    2nd ...      3rd  smallest  [2]   (iii) state the smallest type of settlement where the services shown in each of figs. 2.1, 2.2  and 2.3 would be located. fig. 2.1  .. fig. 2.2  .. fig. 2.3    [3]   (iv) explain why people will only travel a short distance for some services.  ...  ...  ...  ...  ...  ...  ...  .  [4]",
+            "8": "8 0460/12/o/n/19 \u00a9 ucles 2019  (b) study fig. 2.4, which shows information about the relationship between settlement size and  the number of services in them. cities hamletsvillagessmall townslarge townscapital city population size of settlementsnumber of  services  provided fig. 2.4   (i) describe the relationship shown by fig. 2.4. refer to different types of settlement in your  answer.  ...  ...  ...  ...  ...  .  [3]",
+            "9": "9 0460/12/o/n/19 \u00a9 ucles 2019 [turn over   (ii) explain why there is a relationship between settlement size and the number of services  provided.  ...  ...  ...  ...  ...  ...  ...  ...  ... \u2026   ...  .  [5]",
+            "10": "10 0460/12/o/n/19 \u00a9 ucles 2019  (c) for a named urban area, describe the causes of a problem faced by the residents and explain  how the authorities in that urban area are attempting to solve it.   name of urban area ..  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  .  [7] [total: 25]",
+            "11": "11 0460/12/o/n/19 \u00a9 ucles 2019 [turn over section b answer one question from this section. 3 (a) study fig. 3.1 (insert), which is a photograph of a stevenson screen.   (i) which of the following weather instruments is kept in a stevenson screen?    circle one of the answers below.    anemometer                 barometer                 rain gauge                 wind vane  [1]   (ii) some instruments kept in a stevenson screen are digital. give two advantages of using  digital weather instruments rather than traditional ones. 1    ... 2    ..  [2]   (iii) describe three  features of a stevenson screen which ensure that the information  collected is reliable. 1 .  ... 2    ... 3    .  [3]   (iv) state two factors which should be considered when deciding on the site of a stevenson  screen. for each factor explain why it is important. 1 .  ...  ...  ... 2 .  ...  ...  .  [4]",
+            "12": "12 0460/12/o/n/19 \u00a9 ucles 2019  (b) study fig. 3.2 (insert), which is a photograph of an instrument used in a weather station.   (i) name the instrument shown in fig. 3.2 and explain how it is used to collect weather  data. name of instrument  ... how it is used    ...  ...  ...  .  [3]   (ii) explain how a student could observe and record cloud types and amounts  at his school  over a period of one week.  ...  ...  ...  ...  ...  ...  ...  ...  ...  .  [5]",
+            "13": "13 0460/12/o/n/19 \u00a9 ucles 2019 [turn over  (c) for a named coastal area you have studied, describe the impacts of a tropical storm. name of coastal area  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  .  [7] [total: 25]",
+            "14": "14 0460/12/o/n/19 \u00a9 ucles 2019 4 (a) study fig. 4.1, which is information about flooding which was predicted for the area around  the mississippi river, usa, in december 2015. n 0 50 100 kmillinois mississippikaskaskia meramecmissouricolumbiaquincy cape girardeauspringfield decatur st louis key major flooding moderate flooding minor flooding urban area of st louis settlement direction of flowmississippi fig. 4.1   (i) which of the following statements is true about the area shown in fig. 4.1?    tick one answer in the table below:    quincy is at the source of the mississippi st louis is at the confluence of the mississippi and the missouri the mississippi is a tributary of the meramec the mouth of the kaskaskia river is at cape girardeau [1]",
+            "15": "15 0460/12/o/n/19 \u00a9 ucles 2019 [turn over   (ii) suggest two reasons why most of the major flooding predicted was at cape girardeau. 1    ... 2    .  [2]   (iii) describe three  likely impacts of flooding in the rural areas between st louis and cape  girardeau. 1    ... 2    ... 3    .  [3]   (iv) suggest how the urban area of st louis could be protected from flooding.  ...  ...  ...  ...  ...  ...  ...  .  [4]",
+            "16": "16 0460/12/o/n/19 \u00a9 ucles 2019  (b) study fig. 4.2, a map of lake mary, an oxbow lake next to the mississippi river. 0 1 2 3 kmn mississippi  river lake  m ary fig. 4.2   (i) using fig. 4.2 only, describe the characteristics of lake mary.  ...  ...  ...  ...  ...  .  [3]",
+            "17": "17 0460/12/o/n/19 \u00a9 ucles 2019 [turn over   (ii) explain how an oxbow lake is formed. you may include a labelled diagram or diagrams.  ...  ...  ...  ...  ...  ...  ...  ...  ...  ... [5]",
+            "18": "18 0460/12/o/n/19 \u00a9 ucles 2019  (c) for a named river you have studied, describe the benefits of living on or close to its flood  plain or delta.   name of river ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  .  [7] [total: 25]",
+            "19": "19 0460/12/o/n/19 \u00a9 ucles 2019 [turn over section c answer one question from this section. 5 (a) study fig. 5.1, which is information about the changes in the employment structure of  australia (an medc) between 1950 and 2015. services manufacturing miningagriculturepercentage  of total workforce90 80 70 60 50 40 30 20 10 0 1950 1970 1990 year2010 2015 fig. 5.1   (i) what is meant by the term employment structure ?  ...  .  [1]   (ii) give one example of each of the following:  -a manufacturing industry  ...  -a job in the service sector    [2]",
+            "20": "20 0460/12/o/n/19 \u00a9 ucles 2019   (iii) describe the main changes which have taken place in australia\u2019s employment structure  between 1950 and 2015.  ...  ...  ...  ...  ...  .  [3]   (iv) suggest reasons for the changes which have taken place in australia\u2019s employment  structure between 1950 and 2015.  ...  ...  ...  ...  ...  ...  ...  .  [4]",
+            "21": "21 0460/12/o/n/19 \u00a9 ucles 2019 [turn over  (b) study fig. 5.2, which is a map showing information about the percentage of the population in  each country with access to clean drinking water. equator tropic of capricorntropic of cancer population with access  to clean water  (%)key 91\u2013100  % 76\u201390  % 50\u201375  % less than 50  % insufficient data available fig. 5.2   (i) describe the distribution of countries where 75% or less of the population have access to  clean drinking water.  ...  ...  ...  ...  ...  ...  .  [3]",
+            "22": "22 0460/12/o/n/19 \u00a9 ucles 2019   (ii) explain how poor water supply may affect the development of a country.  ...  ...  ...  ...  ...  ...  ...  ...  ...  .  [5]",
+            "23": "23 0460/12/o/n/19 \u00a9 ucles 2019 [turn over  (c) energy is another important resource.   for a named country or area you have studied, describe and explain the importance of  different sources of energy .   name of country or area ..  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  .  [7] [total: 25]",
+            "24": "24 0460/12/o/n/19 \u00a9 ucles 2019 6 (a) study fig. 6.1, which shows information about desertification. increased demand for food, fuel and housing soil becomes bareplants do  not growless rain falls soil eroded by wind and waterland over-cultivatedtrees cut downgrassland over-grazedpopulation growth desertification fig. 6.1   (i) what is meant by desertification ?  ...  ...  .  [1]",
+            "25": "25 0460/12/o/n/19 \u00a9 ucles 2019 [turn over   (ii) using information from fig. 6.1 only, explain how the following can cause desertification. a climate change  ..  ...  ...  .  [2] b population growth  ..  ...  ...  ...  ...  .  [3]   (iii) state two methods which people in rural areas of ledcs could use to reduce  desertification.    for each of your chosen methods, explain why you think it will be successful. 1    ...  ...  ... 2    ...  ...  ...  .  [4]",
+            "26": "26 0460/12/o/n/19 \u00a9 ucles 2019 (b) study fig. 6.2, which shows information about human influence on the greenhouse effect. natural greenhouse effectgreenhouse effect increased by humans heat escapes into spaceless heat  escapes into spacegreenhouse gasesch 4ch4 n2o n 2oco2co 2 atmospheremore greenhouse gases radiationsolar solar radiation re-radiatedre-radiated heatheatmore heat trappedre-radiated heat  fig. 6.2   (i) using fig. 6.2 only, explain how humans are influencing the natural greenhouse effect.  ...  ...  ...  ...  ...  .  [3]",
+            "27": "27 0460/12/o/n/19 \u00a9 ucles 2019 [turn over   (ii) explain why greenhouse gases are building up in the atmosphere.  ...  ...  ...  ...  ...  ...  ...  ...  ...  .  [5]",
+            "28": "28 0460/12/o/n/19 \u00a9 ucles 2019  (c) describe the problems caused by the increase in the greenhouse effect (global warming).  you should refer to named areas affected.  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  .  [7] [total: 25]",
+            "29": "29 0460/12/o/n/19 \u00a9 ucles 2019 additional pages if you use the following lined pages to complete the answer(s) to any question(s), the question  number(s) must be clearly shown. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. ..",
+            "30": "30 0460/12/o/n/19 \u00a9 ucles 2019 .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. ..",
+            "31": "31 0460/12/o/n/19 \u00a9 ucles 2019 blank page",
+            "32": "32 0460/12/o/n/19 \u00a9 ucles 2019 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 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.blank page"
+        },
+        "0460_w19_qp_13.pdf": {
+            "1": "this document consists of 29 printed pages, 3 blank pages and 1 insert. dc (jm/cb) 164275/5 \u00a9 ucles 2019  [turn over *8610673109* this syllabus is regulated for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificate.cambridge assessment international education cambridge international general certificate of secondary education geography  0460/13 paper 1  october/november 2019  1 hour 45 minutes candidates answer on the question paper. additional materials:  ruler  protractor  calculator read these instructions first write your centre number, candidate number and name in the spaces provided. write in dark blue or black pen. you may use an hb pencil for any diagrams or graphs. do not use staples, paper clips, glue or correction fluid. do not  write in any barcodes. write your answer to each question in the space provided. if additional space is required, you should use the lined pages at the end of this booklet. the question  number(s) must be clearly shown. answer three  questions, one from each section. the insert contains fig. 4.1 for question 4, fig. 5.1 for question 5, and figs. 6.1, 6.2, 6.3 and 6.4 for  question  6. the insert is not required by the examiner. sketch maps and diagrams should be drawn whenever they serve to illustrate an answer. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question. definitions medcs \u2013 more economically developed countries ledcs \u2013 less economically developed countries",
+            "2": "2 0460/13/o/n/19 \u00a9 ucles 2019 section a answer one question from this section. 1 (a) study fig. 1.1, which shows information about birth rates and death rates in mexico (an ledc)  between 1900 and 2060 (estimated). birth and death rate (per 1000) 1900 1920 1940 1960 1980 yearestimated death ratebirth rate 2000 2020 2040 20600102030405060 fig. 1.1   (i) what is meant by death rate ?  ...  .  [1]   (ii) which of the following statements is true about birth and death rates in mexico?    tick two answers in the table below: tick  (\u2713) the birth rate declined every year between 1900 and 2015. the birth rate was always higher than the death rate between  1900 and 2015. both the birth rate and the death rate declined overall between  1960 and 2015. natural population growth was lower in 2015 than it was in 1980. natural population growth was high between 1900 and 1920.  [2]",
+            "3": "3 0460/13/o/n/19 \u00a9 ucles 2019 [turn over   (iii) calculate the natural population growth rate of mexico in 2010.    you should show your calculations.           [3]   (iv) suggest reasons to explain why the natural population growth rate in mexico is likely to  decrease between 2015 and 2050.  ...  ...  ...  ...  ...  ...  ...  .  [4]",
+            "4": "4 0460/13/o/n/19 \u00a9 ucles 2019  (b) study fig 1.2, which shows population pyramids of the structure of mexico\u2019s population in  1980 and 2010. 0 0age 100+ 95\u201399 90\u201394 85\u201389 80\u201384 75\u201379 70\u201374 65\u201369 60\u201364 55\u201359 50\u201354 45\u201349 40\u201344 35\u201339 30\u201334 25\u201329 20\u201324 15\u201319 10\u201314 5\u20139 0\u20134 population (millions) population (millions)age 100+ 95\u201399 90\u201394 85\u201389 80\u201384 75\u201379 70\u201374 65\u201369 60\u201364 55\u201359 50\u201354 45\u201349 40\u201344 35\u201339 30\u201334 25\u201329 20\u201324 15\u201319 10\u201314 5\u20139 0\u201341980 male female old dependent young dependenteconomically activeold dependent economically activemale female2010 1.2 1.2 2.4 2.4 3.6 3.6 4.8 4.8 6.0 6.0 01.22.43.64.86.0 01.22.43.64.86.0 fig. 1.2",
+            "5": "5 0460/13/o/n/19 \u00a9 ucles 2019 [turn over   (i) describe the changes in mexico\u2019s population structure between 1980 and 2010.  ...  ...  ...  ...  ...  .  [3]   (ii) suggest ways in which a large young  dependent population is likely to cause problems  for a country.  ...  ...  ...  ...  ...  ...  ...  ...  ...  .  [5]",
+            "6": "6 0460/13/o/n/19 \u00a9 ucles 2019  (c) for a named country you have studied, describe a policy which is used to influence natural  population growth rates.   name of country    ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  .  [7]  [total: 25]",
+            "7": "7 0460/13/o/n/19 \u00a9 ucles 2019 [turn over 2 (a) study fig. 2.1, which shows information about the sources of air pollution in urban areas in  japan, india and south korea. 0 % 10 20 30 40 5060708090japan 0 % 10 20 30 40 5060708090india 0 % 10 20 30 40 5060708090south korea key sources of air pollution traffic industry domestic electricity generation other fig. 2.1   (i) what is an urban  area?  ...  .  [1]   (ii) complete the graph for south korea  by plotting the following information:     \u2013 electricity generation = 45  %     \u2013 other = 10  % [2]",
+            "8": "8 0460/13/o/n/19 \u00a9 ucles 2019   (iii) identify the main differences between the sources of air pollution in india and japan.  ...  ...  ...  ...  ...  .  [3]   (iv) explain how air pollution causes problems for people who live in urban areas.  ...  ...  ...  ...  ...  ...  ...  .  [4]",
+            "9": "9 0460/13/o/n/19 \u00a9 ucles 2019 [turn over  (b) study fig. 2.2, which is information about traffic congestion in gauteng, a province in  south  africa.   according to ismail vadi, a member of the executive council for roads and transport  in gauteng, traffic congestion is likely to increase in the next 25 years. the number  of vehicles is expected to double and cause average speed in urban areas during  peak hours to drop from the current 48  km/h to 10  km/h. he recently released the integrated transport master plan (itmp25), which shows  that the province\u2019s population will increase from 12.4  million to 18.7  million and its  working population will grow to 8.6  million, increasing rush hour passenger journeys  to 25  million a day. itmp25 plans to prioritise the use of public transport, particularly  the rail network, which has lacked investment in the last 20 years. if nothing is done  there will be a severe impact on the built and natural environment and the quality of  lives of residents will deteriorate. fig. 2.2   (i) using fig. 2.2 only, give three  reasons why urban areas in gauteng will experience  increased traffic congestion. 1 .  ... 2 .  ... 3 .  .  [3]",
+            "10": "10 0460/13/o/n/19 \u00a9 ucles 2019   (ii) using fig. 2.2 and your own knowledge, suggest how traffic problems could be reduced  in urban areas in gauteng.  ...  ...  ...  ...  ...  ...  ...  ...  ...  .  [5]",
+            "11": "11 0460/13/o/n/19 \u00a9 ucles 2019 [turn over  (c) for a named urban area you have studied, describe a change in land use and explain why it  has caused conflict.   name of urban area    ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  .  [7]  [total: 25]",
+            "12": "12 0460/13/o/n/19 \u00a9 ucles 2019 section b answer one question from this section. 3 (a) study fig. 3.1, which shows information about the problems faced by households after an  earthquake in port-au-prince, haiti. lack of shelter05101520253035 shortage of foodlack of clean waterno health careno work/ incomehouseholds experiencing problem (percentage) damaged roadslack of education facilitiespoor sanitation fig. 3.1   (i) complete fig. 3.1  by plotting the following information:    13% of households were affected by lack of clean water after the earthquake.  [1]   (ii) identify the two main problems caused by the earthquake in haiti. 1 . 2 ...  [2]   (iii) explain why it is necessary to provide clean water and sanitation after an earthquake.  ...  ...  ...  ...  ...  .  [3]",
+            "13": "13 0460/13/o/n/19 \u00a9 ucles 2019 [turn over   (iv) explain how new buildings can be earthquake-proofed, so that they are less likely to be  damaged in an earthquake.  ...  ...  ...  ...  ...  ...  ...  .  [4]",
+            "14": "14 0460/13/o/n/19 \u00a9 ucles 2019  (b) study fig. 3.2, which is a map showing information about earthquakes which caused more  than 10  000 deaths in different parts of the world (1900-2011). key earthquakes which caused more  than 10  000 deaths major plate boundary fig. 3.2",
+            "15": "15 0460/13/o/n/19 \u00a9 ucles 2019 [turn over   (i) the distribution of earthquakes is uneven. describe the distribution of the areas where  earthquakes caused more than 10  000 deaths between 1900 and 2011.  ...  ...  ...  ...  ...  .  [3]   (ii) explain why the distribution of the areas where large numbers of deaths have been  caused by earthquakes is uneven.  ...  ...  ...  ...  ...  ...  ...  ...  ...  .  [5]",
+            "16": "16 0460/13/o/n/19 \u00a9 ucles 2019  (c) volcanic eruptions are another tectonic hazard.   for a named volcano you have studied, explain the causes of a volcanic eruption . name of volcano  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  .  [7]  [total: 25]",
+            "17": "17 0460/13/o/n/19 \u00a9 ucles 2019 [turn over 4 (a) study fig. 4.1 (insert), which is a photograph of part of a river.   (i) what river feature is shown in fig. 4.1?    underline one answer in the list below:    confluence      meander      potholes      source  [1]   (ii) describe two characteristics of the feature labelled x on fig. 4.1. 1 .  ... 2 .  .  [2]   (iii) explain how the feature labelled y on fig. 4.1 was formed.  ...  ...  ...  ...  ...  .  [3]   (iv) suggest how the course of the river shown in fig. 4.1 may change in the future as a  result of natural processes.  ...  ...  ...  ...  ...  ...  ...  .  [4]",
+            "18": "18 0460/13/o/n/19 \u00a9 ucles 2019  (b) study fig. 4.2, which is a map of the delta of the pearl river in china. 0 30 km south china sealingding bayn fig. 4.2   (i) using fig. 4.2 only, describe the characteristics of the pearl river delta.  ...  ...  ...  ...  ...  .  [3]",
+            "19": "19 0460/13/o/n/19 \u00a9 ucles 2019 [turn over   (ii) explain how a delta is formed. you may include a labelled diagram.  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  [5]",
+            "20": "20 0460/13/o/n/19 \u00a9 ucles 2019  (c) for a named river you have studied, describe the hazards and difficulties of living close to it.   name of river  .  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  .  [7]  [total: 25]",
+            "21": "21 0460/13/o/n/19 \u00a9 ucles 2019 [turn over section c answer one question from this section. 5 (a) study fig. 5.1 (insert), which is a photograph of an area where subsistence farming takes  place.   (i) what is meant by subsistence farming ?  ...  .  [1]   (ii) using evidence from fig. 5.1 only, describe two features of farming in the area shown. 1 .  ... 2 .  .  [2]   (iii) insert the following words into the table below to show examples of inputs, processes  and outputs of the subsistence farmers who work in the area shown in fig. 5.1.    choose from the words below.    harvesting  milk water    maize  seeds  weeding inputs processes outputs  [3]   (iv) explain why many farmers in ledcs are subsistence farmers.  ...  ...  ...  ...  ...  ...  ...  .  [4]",
+            "22": "22 0460/13/o/n/19 \u00a9 ucles 2019  (b) study fig. 5.2, which is a graph showing information about the world production of wheat and  rice between 1980 and 2013. production (millions of tonnes)wheat rice 0 1980 1990 2000 year2010 20131002003004005006007008009001000 fig. 5.2",
+            "23": "23 0460/13/o/n/19 \u00a9 ucles 2019 [turn over   (i) compare the world production of wheat and rice between 1980 and 2013.    you should use statistics in your answer.  ...  ...  ...  ...  ...  .  [3]   (ii) explain why the amount of crops produced on a farm, (e.g. wheat and rice), varies from  year to year.  ...  ...  ...  ...  ...  ...    ...  ...  ...  .  [5]",
+            "24": "24 0460/13/o/n/19 \u00a9 ucles 2019  (c) for an example you have studied, describe and explain the land use of a farm or agricultural  area. name of farm or agricultural area  .  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  .  [7]  [total: 25]",
+            "25": "25 0460/13/o/n/19 \u00a9 ucles 2019 [turn over 6 (a) study fig. 6.1 (insert), which shows information about threats to the natural environment in  the caspian sea.   (i) identify the main source of pollution in the caspian sea.  .  [1]   (ii) using information from fig. 6.1 only, name:    \u2013 a major urban area within 50  km of the caspian sea  .    \u2013 a river which flows into the caspian sea.  .  [2]   (iii) using evidence from fig. 6.1 only, suggest three  likely impacts on the natural  environment of pollution in the caspian sea. 1 .  ... 2 .  ... 3 .  .  [3]   (iv) suggest why it is difficult to reduce water pollution in the caspian sea.  ...  ...  ...  ...  ...  ...  ...  .  [4]",
+            "26": "26 0460/13/o/n/19 \u00a9 ucles 2019  (b) study figs. 6.2, 6.3 and 6.4 (insert), which are photographs of economic activities which  increase greenhouse gases in the atmosphere.   (i) explain how each of the economic activities shown in figs. 6.2, 6.3 and 6.4 increase  greenhouse gases in the atmosphere. fig. 6.2  ...  ... fig. 6.3  ...  ... fig. 6.4  ...  .  [3]   (ii) explain how an increase in greenhouse gases in the atmosphere is causing global  warming.  ...  ...  ...  ...  ...  ...    ...  ...  ...  .  [5]",
+            "27": "27 0460/13/o/n/19 \u00a9 ucles 2019  (c) describe the threats caused by global warming. you should refer to named areas affected.  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  .  [7]  [total: 25]",
+            "28": "28 0460/13/o/n/19 \u00a9 ucles 2019 additional pages if you use the following lined pages to complete the answer(s) to any question(s), the question  number(s) must be clearly shown. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. ..",
+            "29": "29 0460/13/o/n/19 \u00a9 ucles 2019 .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. ..",
+            "30": "30 0460/13/o/n/19 \u00a9 ucles 2019 blank page",
+            "31": "31 0460/13/o/n/19 \u00a9 ucles 2019 blank page",
+            "32": "32 0460/13/o/n/19 \u00a9 ucles 2019 blank page permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the  publisher will be pleased to make amends at the earliest possible opportunity. 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 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."
+        },
+        "0460_w19_qp_21.pdf": {
+            "1": "this document consists of 16 printed pages, 4 blank pages and 1 insert. dc (jm/tp) 163846/4 \u00a9 ucles 2019  [turn overcambridge assessment international education cambridge international general certificate of secondary education *7772558538* geography  0460/21 paper 2  october/november 2019  1 hour 30 minutes candidates answer on the question paper. additional materials:  ruler  plain paper  protractor  calculator 1:50 000 survey map extract is enclosed with this question paper. read these instructions first write your centre number, candidate number and name in the spaces provided. write in dark blue or black pen. you may use an hb pencil for any diagrams or graphs. do not use staples, paper clips, glue or correction fluid. do not  write in any barcodes. write your answer to each question in the space provided. if additional space is required, you should use the lined pages at the end of the booklet. the question  number(s) must be clearly shown. answer all questions. the insert contains figs. 3.1 and 3.2 for question 3, and figs. 5.1 and 5.2 for question 5. the survey map extract and the insert are not required by the examiner. sketch maps and diagrams should be drawn whenever they serve to illustrate an answer. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question. definitions medcs \u2013 more economically developed countries ledcs \u2013 less economically developed countries this syllabus is regulated for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificate.",
+            "2": "2 0460/21/o/n/19 \u00a9 ucles 2019 1 study the map extract for hammarsj\u00f6n, sweden. the scale is 1:50  000.  (a) fig. 1.1 shows some features in the north of the map extract. 46 47 48 49 50 46 47 48 49 5005 04 03 02 010405 03 02 01b fea dc fig. 1.1   using the map extract, identify the following features shown on fig. 1.1:   (i) the type of land in area a     ..  [1]   (ii) the land use in area b     ..  [1]   (iii) the height above sea level of contour c     ... metres  [1]   (iv) the height above sea level at triangulation point d     ... metres  [1]   (v) feature e     ..  [1]   (vi)  features f.     ..  [1]",
+            "3": "3 0460/21/o/n/19 \u00a9 ucles 2019 [turn over  (b) look at the two main rivers on the map extract:   river 1  the vrams\u00e5n river   river 2  the helge \u00e5 river.   using the following headings, compare the features of the two rivers.   (i) width  ...  .  [1]   (ii) shape of the river  ...  .  [1]   (iii) direction of flow  ...  ...  ...  .  [2]",
+            "4": "4 0460/21/o/n/19 \u00a9 ucles 2019  (c) fig. 1.2 shows three areas of the map extract, p, q and r. 44 45gringelstad 4601 00 00 9901 9945 44 46p 45 46solvik 4798 97 97 9698 9646 45 47q 51 52ripa 5398 97 97 9698 9652 51 53r fig. 1.2   for each of the three areas, identify the settlement pattern. area settlement pattern p.. q.. r..  [3]  (d) fig. 1.3 is a cross section along northing 99 from 430990 to 480990. 430990 48099025 20 15 10 5 0 0510152025 metres above sea levelmetres above sea levelx y fig. 1.3   identify the types of land use at x and y on fig. 1.3. land use x.. y..  [2]",
+            "5": "5 0460/21/o/n/19 \u00a9 ucles 2019 [turn over  (e) look at the junction of the public roads near hovby in the north east of the map extract and  the junction of the public roads in ripa in the south east of the map extract.   (i) measure the distance along the road between these two junctions. give your answer  in metres.     ... metres  [1]   (ii) give the compass direction from  the road junction near hovby to the road junction  in ripa.     ..  [1]   (iii) measure the bearing from  the road junction near hovby to the road junction in ripa.     . degrees  [1]   (iv) what is the six-figure grid reference of the road junction near hovby?     ..  [2]  [total: 20]",
+            "6": "6 0460/21/o/n/19 \u00a9 ucles 2019 2 study figs. 2.1, 2.2 and 2.3, which show the population structures of japan, usa and mozambique  in 2016. answer the questions on the opposite page. 0 1.0 2.0 3.0 4.0 5.0 6.0japan 0 1.0 2.0 4.0 3.0 5.0 6.0100+ 95\u201399 90\u201394 85\u201389 80\u201384 75\u201379 70\u201374 65\u201369 60\u201364 55\u201359 50\u201354 45\u201349 40\u201344 35\u201339 30\u201334 25\u201329 20\u201324 15\u201319 10\u201314 5\u20139 0\u20134 age population (in millions) population (in millions)female male fig. 2.1 0 3.0 6.0 9.0 12.0 15.0femaleusa male 0 3.0 6.0 12.0 9.0 15.0100+ 95\u201399 90\u201394 85\u201389 80\u201384 75\u201379 70\u201374 65\u201369 60\u201364 55\u201359 50\u201354 45\u201349 40\u201344 35\u201339 30\u201334 25\u201329 20\u201324 15\u201319 10\u201314 5\u20139 0\u20134 age population (in millions) population (in millions) fig. 2.2 0 1.0 2.0 3.0 4.0 5.0 6.0 7.0mozambique 0 1.0 2.0 3.0 4.0 5.0 6.0 7.0100+ 95\u201399 90\u201394 85\u201389 80\u201384 75\u201379 70\u201374 65\u201369 60\u201364 55\u201359 50\u201354 45\u201349 40\u201344 35\u201339 30\u201334 25\u201329 20\u201324 15\u201319 10\u201314 5\u20139 0\u20134 age population (in millions) population (in millions)female male fig. 2.3",
+            "7": "7 0460/21/o/n/19 \u00a9 ucles 2019 [turn over  (a) what was the population of:   (i) females aged 70\u201374 in usa     ... million  [1]   (ii) males aged 35\u201339 in mozambique?     ... million  [1]  (b) which of the three countries had:   (i) the lowest birth rate     ..  [1]   (ii) the highest death rate     ..  [1]   (iii) a steady birth rate and low death rate     ..  [1]   (iv) the largest total population     ..  [1]   (v) the highest percentage  of old dependents     ..  [1]   (vi) the highest percentage  of young dependents?     ..  [1]  [total: 8]",
+            "8": "8 0460/21/o/n/19 \u00a9 ucles 2019 3 figs. 3.1 and 3.2 (insert) are photographs which show two residential areas of windhoek, the  capital city of namibia.  (a) describe the housing shown in fig. 3.1.  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  .  [5]",
+            "9": "9 0460/21/o/n/19 \u00a9 ucles 2019 [turn over  (b) give three  differences between the residential area shown in fig. 3.1 and the residential area  shown in fig. 3.2. 1    ... 2    ... 3    .  [3]  [total: 8]",
+            "10": "10 0460/21/o/n/19 \u00a9 ucles 2019 4 fig. 4.1 shows the location of active strato-volcanoes in part of central america. fig. 4.2 is a cross  section between points x and y on fig. 4.1. study figs. 4.1 and 4.2 and answer the questions on  the opposite page. 0 200 kmn pacific oceancaribbean sea arenal xy .. plate keykey active volcano plate boundary fig. 4.1 cocos plate rising magmax y pacific ocean caribbean sea caribbean plate fig. 4.2",
+            "11": "11 0460/21/o/n/19 \u00a9 ucles 2019 [turn over  (a) (i) arenal is an active volcano shown on fig. 4.1. use a labelled arrow to mark the position  of arenal on fig. 4.2.  [1]   (ii) draw two arrows  on fig. 4.2 to show the directions of plate movement.  [1]   (iii) in the space provided on fig. 4.1, write the name of the plate  which forms central  america. use information from fig. 4.2.  [1]   (iv) what type of plate boundary is shown on figs. 4.1 and 4.2? tick one box below. type tick (3) divergent (constructive) convergent (destructive) conservative  [1]  (b) give two advantages of living near to an active volcano like arenal. 1    ... 2    .  [2]  (c) give two hazards which endanger life near to an active volcano like arenal. 1    ... 2    .  [2]  [total: 8]",
+            "12": "12 0460/21/o/n/19 \u00a9 ucles 2019 blank page",
+            "13": "13 0460/21/o/n/19 \u00a9 ucles 2019 [turn over5 study figs. 5.1 and 5.2 (insert), which are photographs showing coasts in south africa.  (a) identify landforms x, y and z on fig. 5.1.   x ...   y ...   z ...  [3]  (b) describe the physical features of the coastline shown in fig. 5.2.  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  .  [5]  [total: 8]",
+            "14": "14 0460/21/o/n/19 \u00a9 ucles 2019 6 france, in north west europe, is the most popular international tourist destination in the world, with  over 80 million visitors a year. fig. 6.1 shows where most visitors came from in 2016. key 1 germany (medc) 2 united kingdom (medc) 3 belgium (medc) 4 italy (medc) 5 switzerland (medc)12.8 11.8 9.3 7.5 6.26 spain (medc) 7 netherlands (medc) 8 usa (medc) 9 china6.1 5.5 3.2 1.7countries with number of visitors to france per year (millions)usa 5800  km china 8200  km641 france3 57 2n0 800 km fig. 6.1  (a) using evidence from fig. 6.1, suggest why the location of france is an advantage for the  development of the tourist industry.  ...  ...  ...  ...  ...  .  [3]",
+            "15": "15 0460/21/o/n/19 \u00a9 ucles 2019  (b) fig. 6.2 shows some of the tourist features of france. paris  (the capital city) \u2022 some of the world\u2019s largest and most famous museums, including the louvre \u2022 landmarks such as the eiffel tower \u2022 the palace of versailles, the former palace of the kings of france coastline \u2022 south east france has 300 days of sunshine per year \u2022 the c\u00f4te d\u2019azur has 115  km of coastline and beaches rural france \u2022 castles of the loire valley, a world heritage site \u2022 wine producing areas such as bordeaux \u2022 memorials to the first and second world wars in normandy, picardy and  vis-en-artois the alps and pyrenees  \u2022 high mountains \u2022 snow in winter religious pilgrimages \u2022 e.g. lourdes theme parks \u2022 puy du fou \u2022 disneyland paris fig. 6.2   using evidence from fig. 6.2 only, explain how the physical  landscape of france has helped  the development of the tourist industry.    ...  ...  ...  ...  ...  .  [3]  (c) suggest two possible disadvantages of the tourist industry for the physical environment.  ...  ...  ...  .  [2]  [total: 8]",
+            "16": "16 0460/21/o/n/19 \u00a9 ucles 2019 additional pages if you use the following pages to complete the answer(s) to any question(s), the question number(s)  must be clearly shown. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. ..",
+            "17": "17 0460/21/o/n/19 \u00a9 ucles 2019 .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. ..",
+            "18": "18 0460/21/o/n/19 \u00a9 ucles 2019 blank page",
+            "19": "19 0460/21/o/n/19 \u00a9 ucles 2019 blank page",
+            "20": "20 0460/21/o/n/19 \u00a9 ucles 2019 blank page permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the  publisher will be pleased to make amends at the earliest possible opportunity. 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 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."
+        },
+        "0460_w19_qp_22.pdf": {
+            "1": "this document consists of 16 printed pages, 4 blank pages, and 1 insert. dc (ks/tp) 163883/5 \u00a9 ucles 2019  [turn overcambridge assessment international education cambridge international general certificate of secondary education *5653305727* this syllabus is regulated for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificate.geography  0460/22 paper 2  october/november 2019  1 hour 30 minutes candidates answer on the question paper. additional materials:  ruler  plain paper  protractor  calculator 1:50 000 survey map extract is enclosed with this question paper. read these instructions first write your centre number, candidate number and name in the spaces provided. write in dark blue or black pen. you may use an hb pencil for any diagrams or graphs. do not use staples, paper clips, glue or correction fluid. do not  write in any barcodes. write your answer to each question in the space provided. if additional space is required, you should use the lined pages at the end of the booklet. the question number(s)  must be clearly shown. answer all questions. the insert contains figs. 5.1 and 5.2 for question 5. the survey map extract and the insert are not required by the examiner. sketch maps and diagrams should be drawn whenever they serve to illustrate an answer. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part  question. definitions medcs  \u2013 more economically developed countries ledcs  \u2013 less economically developed countries",
+            "2": "2 0460/22/o/n/19 \u00a9 ucles 2019 1 study the map extract for degeberga, sweden. the scale is 1:50  000.  (a) fig. 1.1 shows some features in the west of the map extract around the main settlement of  degeberga. 8687888990 8687888990 41 42 43 44 45e eda b c41 42 43 44 45 degeberga fig. 1.1   using the map extract, identify the following features shown on fig. 1.1:   (i) feature a  .  [1]   (ii) feature b  .  [1]   (iii) feature c  .  [1]   (iv) the height above sea level at spot height d   metres  [1]   (v) the height above sea level of contour e.   metres  [1]",
+            "3": "3 0460/22/o/n/19 \u00a9 ucles 2019 [turn over  (b) fig. 1.2a shows an area in the north west of the map extract and fig. 1.2b shows an area in  the south east of the map extract. study the two areas and answer the questions below. 42 43s\u00e5gverk 4492 91 91 9092 9043 42 44     48 49r\u00e5holmen 5088 87 87 8688 8649 48 50  fig. 1.2a  fig. 1.2b   the table below compares the features of the two areas. complete the table by putting ticks  in the correct five boxes. use only one tick for each row. area in  fig. 1.2a area in  fig. 1.2b both these  areasneither of  these areas example: motorway \u2713 flat land steep land gentle slopes mostly forest mostly arable land  [5]",
+            "4": "4 0460/22/o/n/19 \u00a9 ucles 2019  (c) fig. 1.3 shows a cross section along northing 86 from 440860 to 510860. 125 100 75 50 25 0125 100 75 50 25 0 440860 510860 metres above sea levelmetres above sea levelcoastline fig. 1.3   (i) on fig. 1.3, use labelled arrows and the letter shown  to show the positions of:  public road 19 ( x)  the segesholms\u00e5n river ( y). [2]   (ii) on fig. 1.3, complete the cross section . [2]  (d) look at the coastal settlement around nyehusen and furuboda. give map evidence that  suggests that this is a tourist settlement.  ...  ...  ...  .  [2]",
+            "5": "5 0460/22/o/n/19 \u00a9 ucles 2019 [turn over  (e) find the following two triangulation points:    the 22  m triangulation point south of nyehusen    the 129  m triangulation point near norrlia, south of degeberga.   (i) give the compass direction from  the 129  m triangulation point to the 22  m triangulation  point.  ...  [1]   (ii) measure the bearing from  the 129  m triangulation point to the 22  m triangulation point.  .. degrees  [1]   (iii) what is the six-figure grid reference of the 129  m triangulation point near norrlia?  .  [2]  [total: 20]",
+            "6": "6 0460/22/o/n/19 \u00a9 ucles 2019 2 (a) (i) which one of the following statements describes a settlement hierarchy ? tick only one  box. statement tick (\u2713) settlements in order of population size and importance linear, nucleated and dispersed settlement how a settlement has grown over time the physical factors which lead to the growth of a settlement  [1]   (ii) which one of the following statements describes a service ? tick only one box. statement tick (\u2713) the site and situation of a settlement the sphere of influence of a settlement amenities provided in a settlement for the population e.g. shops a type of settlement pattern e.g. linear  [1]  (b) fig. 2.1 shows settlement in a valley in northern england. key 400300200100400  300 200 100100n road house or farm buildingriver or stream contour (metres)0 1 km 100 fig. 2.1",
+            "7": "7 0460/22/o/n/19 \u00a9 ucles 2019 [turn over   suggest how each of the following factors has influenced the sites and growth of settlement  in the area shown in fig. 2.1:   (i) transport and accessibility  ...  ...  ...  .  [2]   (ii) water supply  ...  .  [1]   (iii) protection from flooding  ...  .  [1]   (iv) relief.  ...  ...  ...  ...  .  [2]  [total: 8]",
+            "8": "8 0460/22/o/n/19 \u00a9 ucles 2019 3 (a) fig. 3.1 shows the temperatures and rainfall of an area of equatorial climate. jfmamjjasond05010015020025030035025 2030 05010015020025030035025 2030 temperature  (\u00b0c) rainfall  (mm)temperature  (\u00b0c) rainfall  (mm) months fig. 3.1   (i) the area shown on fig. 3.1 has a temperature of 24  \u00b0c and 250  mm of rainfall in june.   plot this information on fig. 3.1.  [1]   (ii) use the information in fig. 3.1 to complete the table below. feature of the climate amount description mean temperature of the hottest month . \u00b0c hot mean temperature of the coldest month 24 \u00b0c  annual temperature range 3 \u00b0c   [3]  ",
+            "9": "9 0460/22/o/n/19 \u00a9 ucles 2019 [turn over  (b) the equatorial climate is constant throughout the year. table 3.1 shows a typical day\u2019s  weather. table 3.1 weather element average reading time maximum temperature 33 \u00b0c 14:00 minimum temperature 25 \u00b0c 06:00 maximum humidity 95% 15:00 minimum humidity 53% 13:00 cloud0 \u2013 2 oktas 00:00 \u2013 06:00 3 \u2013 5 oktas 06:00 \u2013 12:00 6 \u2013 8 oktas 12:00 \u2013 18:00 2 \u2013 5 oktas 18:00 \u2013 24:00   (i) calculate the daily range of temperature shown in table 3.1.  ... \u00b0c [1]   (ii) using information in table 3.1, at what time of day would rainfall be expected? tick one  box below. time tick (\u2713) 00:00 \u2013 06:00 06:00 \u2013 12:00 12:00 \u2013 18:00 18:00 \u2013 24:00  [1]  (c) explain why the equatorial climate is constant throughout the year with little seasonal  variation.  ...  ...  ...  ...  .  [2]  [total: 8]",
+            "10": "10 0460/22/o/n/19 \u00a9 ucles 2019 4 (a) table 4.1 gives the definitions of some terms used in the study of earthquakes. table 4.1 letter definition aan ocean wave produced when there is movement of the sea bed caused  by the fault movement which causes an earthquake b a type of stress where forces pull in opposite directions causing stretching c the point in the earth where an earthquake occurs d a scale measuring the total amount of energy released by an earthquake e the point on the earth\u2019s surface directly above an earthquake focus   for each of the following terms give the letter for the correct definition from table 4.1:   (i) focus  letter  ...  [1]   (ii) epicentre.  letter  ...  [1]  (b) fig. 4.1 gives information about a series of earthquakes which occurred in new zealand in  november 2016. n 0 60 120 180 240 km180 3060 15 301515555 5 6 77 66 kaikouranelsonnorth  island south  islandwellington15 key towntsunami with travel time  from kaikoura in minutes epicentre earthquake intensity615tasman sea pacific ocean fig. 4.1",
+            "11": "11 0460/22/o/n/19 \u00a9 ucles 2019 [turn over table 4.2 describes the effects of different earthquake intensities (strengths). table 4.2 intensity value description of effects 4 felt by people moving. cars rock. 5 sleepers wakened. some windows broken. furniture moves. 6 small bells ring. trees sway. loose objects fall. 7 difficult to stand up. people run outdoors. walls crack. 8 partial collapse of buildings. chimneys fall. 9 ground cracks. pipes break.   (i) using fig. 4.1 and table 4.2, describe the effects of the earthquakes on the buildings in  nelson.  ...  .  [1]   (ii) using fig. 4.1 and table 4.2, explain why the earthquakes caused loss of life near  kaikoura but not in wellington.  ...  ...  ...  ...  .  [2]  (c) fig. 4.1 shows a tsunami which first appeared near kaikoura.   (i) how long did it take the tsunami to reach wellington from kaikoura?  ... minutes  [1]   (ii) what is the distance from kaikoura to wellington?  .. km [1]   (iii) calculate the speed of the tsunami between kaikoura and wellington.   km per minute  [1]  [total: 8]",
+            "12": "12 0460/22/o/n/19 \u00a9 ucles 2019 blank page",
+            "13": "13 0460/22/o/n/19 \u00a9 ucles 2019 [turn over 5 figs. 5.1 and 5.2 (insert) are photographs which show two rural areas in madagascar.  (a) (i) look at the agriculture shown in fig. 5.1. which two of the following terms describes this  agricultural system? tick two boxes. tick (\u2713) intensive mixed extensive pastoral arable  [2]   (ii) using evidence from fig. 5.1 only, explain how soil erosion has been prevented in this  area.  ...  ...  ...  ...  ...  .  [3]  (b) people living in the area shown on fig. 5.2 have used the land to increase their food supply.   using evidence from fig. 5.2 only, describe how this has been done.  ...  ...  ...  ...  ...  .  [3]  [total: 8]",
+            "14": "14 0460/22/o/n/19 \u00a9 ucles 2019 6 (a) fig. 6.1 shows changes in the share of world wealth production (gdp) in three world regions.  these changes are part of globalisation. 40 35 30 25 20 15 10 5 0 1980 1990 2000 2010 2015share of world gdp  (%) year key asia-pacific region europe usa fig. 6.1   describe the changes in each region.   (i) europe  ...  .  [1]   (ii) asia-pacific region  ...  .  [1]   (iii) usa  ...  ...  ...  .  [2]",
+            "15": "15 0460/22/o/n/19 \u00a9 ucles 2019  (b) improved communication is part of globalisation. table 6.1 shows changes in internet use in  different parts of the world. table 6.1 percentage of the population who use the internet 2005 2014 africa 2 19 n and s america 36 65 arab states 8 41 asia-pacific 9 32 europe 46 75   (i) which region shown in table 6.1 has seen the greatest increase in percentage internet  use?  ...  [1]   (ii) suggest how increased internet use can help people in ledcs.  ...  ...  ...  ...  ...    .  [3]  [total: 8]",
+            "16": "16 0460/22/o/n/19 \u00a9 ucles 2019 additional pages if you use the following lined pages to complete the answer(s) to any question(s), the question  number(s) must be clearly shown.  ..  ..  .. .. ..  ..  ..  .. .. ..  .. ..",
+            "17": "17 0460/22/o/n/19 \u00a9 ucles 2019 .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. ..",
+            "18": "18 0460/22/o/n/19 \u00a9 ucles 2019 blank page",
+            "19": "19 0460/22/o/n/19 \u00a9 ucles 2019 blank page",
+            "20": "20 0460/22/o/n/19 \u00a9 ucles 2019 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 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.blank page"
+        },
+        "0460_w19_qp_23.pdf": {
+            "1": "this document consists of 16 printed pages, 4 blank pages and 1 insert. dc (jm/cb) 163885/4 \u00a9 ucles 2019  [turn overcambridge assessment international education cambridge international general certificate of secondary education *5570547217* geography  0460/23 paper 2  october/november 2019  1 hour 30 minutes candidates answer on the question paper. additional materials:  ruler  plain paper  protractor  calculator 1:50 000 survey map extract is enclosed with this question paper. read these instructions first write your centre number, candidate number and name in the spaces provided. write in dark blue or black pen. you may use an hb pencil for any diagrams or graphs. do not use staples, paper clips, glue or correction fluid. do not  write in any barcodes. write your answer to each question in the space provided. if additional space is required, you should use the lined pages at the end of this booklet. the question number(s)  must be clearly shown. answer all questions. the insert contains figs. 2.1 and 2.2 for question 2, figs. 3.1 and 3.2 for question 3, and figs. 4.1 and 4.2  for question 4. the survey map extract and the insert are not required by the examiner. sketch maps and diagrams should be drawn whenever they serve to illustrate an answer. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part  question. this syllabus is regulated for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificate.",
+            "2": "2 0460/23/o/n/19 \u00a9 ucles 2019 1 study the map extract for knislinge, sweden. the scale is 1:50  000.  fig. 1.1 shows some of the features in the west of the map extract. 2122232425 2122232425 38 39 40 41 42 4338 39 40 41 42 43 b e dca fig. 1.1  (a) using the map extract, identify the following features shown on fig. 1.1:   (i) feature a  .  [1]   (ii) the type of land at b  .  [1]   (iii) the type of natural vegetation at c  .  [1]   (iv) the height of the contour d  .  [1]   (v) feature e.  .  [1]",
+            "3": "3 0460/23/o/n/19 \u00a9 ucles 2019 [turn over  (b) fig. 1.2 shows the area around the town of knislinge. 2631 2631 4040 47 47fknislingekey rroad runway knislinge fig. 1.2   (i) state the width of the road labelled f.     metres  [1]   (ii) describe the general pattern of the main roads shown on fig. 1.2.  ...  .  [1]  (c) a runway to the east of knislinge is labelled r on fig. 1.2. find this runway on the map extract.   (i) measure the length of the surfaced section of the runway. give your answer in metres.     metres  [1]   (ii) give the compass direction along the surfaced runway from  the end near sigfridssten to  the other end near bivar\u00f6dsm\u00f6lla.  .  [1]",
+            "4": "4 0460/23/o/n/19 \u00a9 ucles 2019  (d) describe the features of the river between the western edge of the map extract at 380260  and its confluence with the river helge \u00e5 in grid square 4425.  ...  ...  ...  ...  ...  ...  ...  .  [4]  (e) fig. 1.3 shows the area around the town of hanaskog. 212427 212427 38 42 4638 42 46 hanaskog fig. 1.3",
+            "5": "5 0460/23/o/n/19 \u00a9 ucles 2019 [turn over   (i) using the map extract, describe the distribution of the arable land in the area shown on  fig. 1.3.  ...  ...    ...  .  [2]   (ii) using the map extract, state one way in which the distribution of woodland in the area  shown on fig. 1.3 differs from that of the arable land.  ...  .  [1]  (f) find the lake called arasl\u00f6vssj\u00f6n in the south east of the map extract.   (i) name the type of vegetation on the edges of the lake.  .  [1]   (ii) state one way in which the lake is used.  .  [1] ",
+            "6": "6 0460/23/o/n/19 \u00a9 ucles 2019  (g) fig. 1.4 is a cross section along northing 23 from 400230 to 470230. 02040metres metres 02040 400230 west470230 east fig. 1.4   on fig. 1.4, using labelled arrows, mark the positions of:   (i) a railway ( r) [1]   (ii) the river k\u00e4lan ( k). [1]  [total: 20]",
+            "7": "7 0460/23/o/n/19 \u00a9 ucles 2019 [turn over blank page",
+            "8": "8 0460/23/o/n/19 \u00a9 ucles 2019 2 fig. 2.1 (insert) shows population density in chile in south america. fig. 2.2 (insert) shows some  influences on population density.  use the information on figs. 2.1 and 2.2 only to answer the following questions.  (a) (i) what is the population density of region 6?   ...  people per square kilometre  [1]   (ii) in which part of chile is the region with the highest population density?    circle the correct answer below.    centre      east     north      south      west [1]   (iii) explain why population density is low in region 2.  ...  ...  ...  ...  ...  .  [3]   (iv) suggest possible difficulties of living in region 8.  ...  ...  ...  .  [2]  (b) state one advantage of the position of santiago as the capital of chile.  ...  .  [1]  [total: 8]",
+            "9": "9 0460/23/o/n/19 \u00a9 ucles 2019 [turn over 3 study figs. 3.1 and 3.2 (insert), which are photographs showing different methods of coastal  protection.  (a) (i) describe the beach material in fig. 3.1.  ...  .  [1]   (ii) describe the evidence in fig. 3.1 that the wooden structure is reducing longshore drift.  ...  .  [1]  (b) fig. 3.2 shows two other methods of coastal protection, f and g.   (i) describe the structures f and g. f .  ... g   .  [2]   (ii) explain how structure g protects the coast.  ...  ...  ...  .  [2]   (iii) some people think that the coastal protection methods seen in fig. 3.2 should not have  been built.    explain why people might be opposed to this coastal protection scheme.  ...  ...  ...  .  [2]  [total: 8]",
+            "10": "10 0460/23/o/n/19 \u00a9 ucles 2019 4 figs. 4.1 and 4.2 (insert) are photographs and fig. 4.3, a diagram, showing types of cloud. high level cumulonimbus cumulusstratuscirruscirrostratus low level12 km average height fig. 4.3  (a) use figs. 4.1, 4.2 and 4.3 to complete the tables  that follow.  cloud in fig. 4.1 shape of the cloud\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026.\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026 \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026.\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026 \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026.\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026 \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026.\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026 colour of cloud\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026.\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026 name of cloud type\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026.\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026",
+            "11": "11 0460/23/o/n/19 \u00a9 ucles 2019 [turn over cloud in fig. 4.2 shape of the cloud\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026.\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026 \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026.\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026 \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026.\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026 \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026.\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026 main colour of cloud\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026.\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026 name of cloud type\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026.\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026  [5]  (b) estimate the cloud cover on fig. 4.2.     oktas (eighths)  [1]  (c) use fig. 4.3 to state one difference between:   (i) stratus and cirrostratus cloud  ...  .  [1]   (ii) cumulus and cumulonimbus cloud.  ...  .  [1]  [total: 8]",
+            "12": "12 0460/23/o/n/19 \u00a9 ucles 2019 5 fig. 5.1 shows the two stages in the production of aluminium from bauxite. refinerystage 1 stage 2 smelter5 tonnes of bauxite  containing 40%  aluminium oxide small amount of  caustic soda  and lime cryolite  for flux3 tonnes of waste  material (red mud) waste2 tonnes of alumina 2 tonnes of alumina 1 tonne of aluminium  (in ingots or sheets)small  amount of  electricity very large  amount of  electricity fig. 5.1  (a) (i) how many tonnes of bauxite are needed to make one tonne of aluminium?     tonnes  [1]   (ii) name one output of refining bauxite, apart from alumina.  .  [1]   (iii) what is mixed with bauxite in the refinery?  .  [1]   (iv) which substance on fig. 5.1 is both an output of the refinery and an input of the smelter?  .  [1]",
+            "13": "13 0460/23/o/n/19 \u00a9 ucles 2019 [turn over  (b) fig. 5.2 shows information about countries producing aluminium and mining bauxite for 2014.  0 australia china brazil guinea india countryproduction (million tonnes) russia canada uae102030405060708090 1 72 13 9 0 0 04 5 582 3 42key bauxite aluminium rank in world production fig. 5.2   (i) name the country with the same ranks for bauxite mining and aluminium production.  .  [1]   (ii) state the quantity of bauxite mined in guinea in 2014.  .  [1]   (iii) suggest one reason why guinea, an ledc, does not manufacture aluminium.  ...  .  [1]  (c) use fig. 5.1 to explain why a country with no bauxite deposits usually imports alumina rather  than bauxite to manufacture aluminium.  ...  .  [1]  [total: 8]",
+            "14": "14 0460/23/o/n/19 \u00a9 ucles 2019 6 fig. 6.1 shows sources of water used in egypt. fig. 6.2 shows part of the river nile and its main  tributary, the blue nile, which provides 85% of the river water that reaches egypt. key surface water (rivers and reservoirs) groundwater treated waste water not shown: desalinated water 0.3% fig. 6.1r nileaswan dam grand renaissance damdeep groundwater deep groundwatermediterranean sea red seaegypt sudan ethiopiasouth sudan so m a li aeritreasaline groundwater kc ad r nile r blue nilenkey international boundary djibouti southern edge of  sahara desert river dam sahara desert city cairo khartoum addis ababac k ad 0 500 km fig. 6.2",
+            "15": "15 0460/23/o/n/19 \u00a9 ucles 2019  use figs. 6.1 and 6.2 to answer the following questions.  (a) (i) state the percentage of water used in egypt that is obtained from surface rivers and  reservoirs.  .  [1]   (ii) give two problems for egypt of relying on groundwater for water to use. 1 .  ... 2 .  .  [2]   (iii) explain how groundwater is obtained.  .  [1]   (iv) name one source which could provide a large quantity of water for desalination in egypt.  .  [1]   (v) describe one disadvantage for a country of needing to use desalinated water.  .  [1]  (b) the grand renaissance dam was due to be finished in 2017. the egyptian government  protested about ethiopia\u2019s plans to construct it.   explain why egyptians would be opposed to the new dam being built.  ...  ...  ...  .  [2]  [total: 8]",
+            "16": "16 0460/23/o/n/19 \u00a9 ucles 2019 additional pages if you use the following lined pages to complete the answer(s) to any question(s), the question  number(s) must be clearly shown.  ..  ..  .. .. ..  ..  ..  .. .. ..  .. ..",
+            "17": "17 0460/23/o/n/19 \u00a9 ucles 2019 .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. ..",
+            "18": "18 0460/23/o/n/19 \u00a9 ucles 2019 blank page",
+            "19": "19 0460/23/o/n/19 \u00a9 ucles 2019 blank page",
+            "20": "20 0460/23/o/n/19 \u00a9 ucles 2019 blank page permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the  publisher will be pleased to make amends at the earliest possible opportunity. 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 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."
+        },
+        "0460_w19_qp_41.pdf": {
+            "1": "this document consists of 15 printed pages, 1 blank page and 1 insert. dc (kn/sg) 163893/3 \u00a9 ucles 2019  [turn overcambridge assessment international education cambridge international general certificate of secondary education *9301430793* geography  0460/41 paper 4  alternative to coursework  october/november 2019  1 hour 30 minutes candidates answer on the question paper. additional materials:  calculator  protractor  ruler read these instructions first write your centre number, candidate number and name in the spaces provided. write in dark blue or black pen. you may use an hb pencil for any diagrams or graphs. do not use staples, paper clips, glue or correction fluid. do not  write in any barcodes. write your answer to each question in the space provided. if additional space is required, you should use the lined pages at the end of the booklet. the question  number(s) must be clearly shown. answer all questions. the insert contains figs. 1.1, 1.2, 1.3, 1.4 and 1.7 and tables 1.1, 1.2 and 1.3 for question 1, and fig. 2.1 and  tables 2.1 and 2.2 for question 2. the insert is not required by the examiner. sketch maps and diagrams should be drawn whenever they serve to illustrate an answer. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part  question. this syllabus is regulated for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificate",
+            "2": "2 0460/41/o/n/19 \u00a9 ucles 2019 1 a class of students investigated a local high technology industrial area. they wanted to find out  about the companies located there.  (a) the high technology industrial area is shown in figs. 1.1 and 1.2 (insert). the photograph in  fig. 1.1 shows the area in 2006 and the map in fig. 1.2 shows it in 2016.   (i) identify two buildings  in different areas  which have been constructed since 2006.    building number ...    building number ...  [2]   (ii) what is the number of the building labelled x on fig. 1.1?    building number ...  [1]    (iii) figs. 1.3 and 1.4 (insert) are photographs which show views of this industrial area.  describe three  features of the industrial area shown in figs. 1.3 and 1.4. 1    ... 2 .  ... 3    .  [3]  the students identified the following hypotheses:  hypothesis 1:  the sectors (types) of high technology industry in the area changed between 2006  and 2016.  hypothesis 2:  high technology companies employ a highly skilled workforce.  (b) to investigate hypothesis 1  the students did a survey of the companies which occupied  some of the buildings shown in fig. 1.2 (insert). they wanted to find out what sector of high  technology industry the companies were involved in.    (i) companies involved in the bio-medical sector are shaded on fig. 1.2. describe the  distribution of these companies.   ...  ...  ...  .  [2]",
+            "3": "3 0460/41/o/n/19 \u00a9 ucles 2019 [turn over   (ii) explain why high technology companies are usually located near to other similar  companies.  ...  ...  ...  ...  ...  .  [3]   (iii) table 1.1 (insert) shows the percentage of companies in each industrial sector.    use these results to complete fig. 1.5 below . [2] keypercentage of total number of companies bio-medical energy environmental financial  / business industrial technologies technical consulting other industriescomputer  / telecommunications0% 5010 90 80 70 6020 30 40 fig. 1.5",
+            "4": "4 0460/41/o/n/19 \u00a9 ucles 2019  (c) to test hypothesis 1:  the sectors (types) of high technology industry in the area changed  between 2006 and 2016 , the students compared the results of their survey with those of  a similar survey done 10 years earlier. the results of both surveys are shown in table 1.2  (insert).   (i) the students used the data in table 1.2 to draw the graph, fig. 1.6, below.      complete the graph  to show the changes in the number of bio-medical and  computer  / telecommunications companies.  [2] +10+12 +8 +6 +4 +2 0 \u20132 \u20134 \u20136 \u20138 \u201310 \u201312 \u201314 \u201316 \u201318 \u201320 \u201322 \u201324 bio-medicalenergy environmental financial / businessindustrial technologies technical consultingother industriescomputer /  telecommunicationsnumber of companiesincrease decreasechanges in the number of companies in the high technology industrial sectors fig. 1.6",
+            "5": "5 0460/41/o/n/19 \u00a9 ucles 2019 [turn over   (ii) what conclusion would the students make about hypothesis 1:  the sectors (types) of  high technology industry in the area changed between 2006 and 2016 ? support your  decision with evidence from fig. 1.6 and table 1.2.  ...  ...  ...  ...  ...  ...  ...  .  [4]   (iii) companies in the \u2018other industries\u2019 sector shown in table 1.1 include businesses such  as a nursery (childcare centre), restaurant, and health club and gym.     suggest two advantages for these companies of a location in this industrial area. 1 .  ... 2    .  [2]",
+            "6": "6 0460/41/o/n/19 \u00a9 ucles 2019  (d) to investigate hypothesis 2:  high technology companies  employ a highly skilled workforce ,  the students used a questionnaire with 50 employees from different high technology  companies. their questionnaire is shown in fig. 1.7 (insert).   (i) the results of question 1 (which one of the following is your highest academic  qualification?) are shown in table 1.3 (insert).    use the results to complete fig. 1.8  below.  [2] 0 10 20 30 40 50 number of employeeskey school qualification higher school qualification university degree higher university degreeanswers to question 1. which one of the following is your highest academic qualification? fig. 1.8   (ii) the answers to question 2 (do you think your job is highly skilled?) are shown in table  1.3 (insert). the reasons these people gave to answer question 3 (why do you think  your job is highly skilled?) are also shown in table 1.3.    the students decided that hypothesis 2: high technology companies employ a highly  skilled workforce , was correct. how do the answers to questions 1, 2 and 3 support this  conclusion?  ...  ...  ...  ...  ...  .  [3]   (iii) suggest two benefits which employees would give in answering question 4 (what are  the main benefits which you get from your job?). 1    ... 2    ...    [2]",
+            "7": "7 0460/41/o/n/19 \u00a9 ucles 2019 [turn over  (e) which two of the following are factors which attract high technology industries to an area?  tick your choices in the table below.  location factor tick (3) air pollution from the buildings will not affect local residents  links to universities in the local area  large quantities of raw materials nearby  near to the main market for the produce road, rail and air transport links make the area accessible  [2]  [total: 30]",
+            "8": "8 0460/41/o/n/19 \u00a9 ucles 2019 2 geography students from bantry in south west ireland did a weather investigation. they wanted  to see if there was a link between atmospheric pressure and rainfall, and a link between wind  direction and temperature.  the students agreed to investigate the following hypotheses:   hypothesis 1: rainfall increases when atmospheric pressure rises.   hypothesis 2: temperature is affected by the direction from which the wind is blowing.  (a) (i) the students used a computerised weather station to obtain data every three hours over  a period of three days. give two advantages of using electronic recording instruments.  1    ... 2    ...    [2]   (ii) their teacher instructed the students to make some measurements using traditional  instruments so they would understand how to use them.    use arrows to match the weather feature with the correct measuring instrument in the  table below. one has been completed for you. weather feature measured measuring instrument atmospheric pressure wind vane rainfall barometer temperature thermometer wind direction rain gauge  [2]    (iii) in the box below draw and label a traditional rain gauge.  [3]",
+            "9": "9 0460/41/o/n/19 \u00a9 ucles 2019 [turn over   (iv) describe and explain a good position to put a rain gauge to make sure that the data  collected will be accurate.   ...  ...  ...  ...  ...  ...  ...  .  [4]   (v) fig. 2.1 (insert) shows a weather instrument. how does this instrument measure wind  direction?  ...  ...  ...  .  [2]",
+            "10": "10 0460/41/o/n/19 \u00a9 ucles 2019  (b) the students\u2019 measurements of atmospheric pressure and rainfall are shown in table 2.1  (insert).    (i) use data from table 2.1 to draw on fig. 2.2 below the rainfall bar  for 07.00 on day 2  (measurement number 8).  [1]10.00 13.00 16.00 19.00 22.00 01.00 04.00 07.00 10.00 13.00 16.00 19.00 22.0001234567801.00 04.00 07.00 10.00 13.00 16.00 19.00 22.00 01.00 04.00 07.00day 1 day 2 day 3 day 4 99510001005101010151020rainfall during last three hours (mm) timeatmospheric pressure (mb) rainfall during last three hoursatmospheric pressurekeyatmospheric pressure and rainfall data fig. 2.2   (ii) complete the table below to show the highest and lowest atmospheric pressure  measurements recorded by the students. highest atmospheric pressure  (mb)lowest atmospheric pressure  (mb)  [1]",
+            "11": "11 0460/41/o/n/19 \u00a9 ucles 2019 [turn over   (iii) do the measurements shown in fig. 2.2 and table 2.1 support hypothesis 1:  rainfall  increases when atmospheric pressure rises ?     support your decision with data.    ...  ...  ...  ...  ...  ...  ...  .  [4]",
+            "12": "12 0460/41/o/n/19 \u00a9 ucles 2019  (c) the students\u2019 measurements of wind direction and temperature are shown in table 2.2  (insert).   (i) use data from table 2.2 to plot on fig. 2.3 below the temperatures  when the wind  came from the east south east (ese) direction.  [2] n sw ewnwnwnnw nne ne ene ese se ssewsw sw ssw15 10 5 0\u00b0c11 12 1415181920nnw 15 10 5 0\u00b0c 13nw15 10 5 0\u00b0c 1617 21222324n 15 10 5 0\u00b0c 6910sse15 10 5 0\u00b0c 12 3se 15 10 5 0\u00b0c78s15 10 5 0\u00b0cese 15 10 5 0\u00b0c 12 3sekey to fig. 2.3 sedirection wind came from temperature measurement number temperature at time of measurementtemperature when wind came from different directions fig. 2.3",
+            "13": "13 0460/41/o/n/19 \u00a9 ucles 2019   (ii) from which direction did the wind blow most frequently?  .  [1]   (iii) the students made the conclusion that hypothesis 2:  temperature is affected by the  direction from which the wind is blowing  is true. support this conclusion with data from  fig. 2.3 and table 2.2.     ...  ...  ...  ...  ...  .  [3]  (d)  give one other weather element which the students could have measured to extend their  fieldwork. (do not write about temperature, rainfall, atmospheric pressure or wind direction.)   (i) weather element  .  [1]   (ii) describe how the students could collect data about the weather element named in (i)  above.  ...  ...  ...  ...  ...  ...  ...  .  [4]  [total: 30]",
+            "14": "14 0460/41/o/n/19 \u00a9 ucles 2019 additional pages if you use the following lined pages to complete the answer(s) to any question(s), the question  number(s) must be clearly shown. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. ..",
+            "15": "15 0460/41/o/n/19 \u00a9 ucles 2019 .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. ..",
+            "16": "16 0460/41/o/n/19 \u00a9 ucles 2019 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 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.blank page"
+        },
+        "0460_w19_qp_42.pdf": {
+            "1": "this document consists of 17 printed pages, 3 blank pages and 1 insert. dc (lk/sw) 163895/5 \u00a9 ucles 2019  [turn overcambridge assessment international education cambridge international general certificate of secondary education *7690031369* geography  0460/42 paper 4  alternative to coursework  october/november 2019  1 hour 30 minutes candidates answer on the question paper. additional materials:  calculator  protractor  ruler read these instructions first write your centre number, candidate number and name in the spaces provided. write in dark blue or black pen. you may use an hb pencil for any diagrams or graphs. do not use staples, paper clips, glue or correction fluid. do not  write in any barcodes. write your answer to each question in the space provided. if additional space is required, you should use the lined pages at the end of the booklet. the question number(s) must be clearly shown. answer all questions. the insert contains figs. 1.2, 1.3 and table 1.1 for question 1, and figs. 2.1, 2.2, 2.3, 2.4 and 2.6 and  tables  2.2 and 2.3 for question 2. the insert is not required by the examiner. sketch maps and diagrams should be drawn whenever they serve to illustrate an answer. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question. this syllabus is regulated for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificate.",
+            "2": "2 0460/42/o/n/19 \u00a9 ucles 2019 1 a class of students did fieldwork in their town. they wanted to find out where the boundary of  the cbd was located. they had learned in class that this is known as \u2018delimiting\u2019 the cbd. they  discussed with their teacher several fieldwork methods they could use to delimit the cbd. one  group of students also investigated the quality of shops in and around the cbd.  (a) what does cbd stand for?   c ... b ... d ...  [1]   the students decided to test the following hypotheses.   hypothesis 1:  different methods of delimiting the cbd produce the same result.    hypothesis 2:  the shopping environment in and around the cbd varies.   (b) the students used the following methods to test hypothesis 1 : \u2022 pedestrian counts  \u2022 survey of building heights \u2022 survey of traffic restrictions (controls)   (i) the students did pedestrian counts at 30 sites around the town centre.    in the space below, draw a recording sheet the students could have used at each site.  [3]",
+            "3": "3 0460/42/o/n/19 \u00a9 ucles 2019 [turn over   (ii) describe an appropriate method to ensure the students obtained reliable results from the  pedestrian count.  ...  ...  ...  ...  ...  ...  ...  .  [4]",
+            "4": "4 0460/42/o/n/19 \u00a9 ucles 2019  the results of the pedestrian count are shown in fig. 1.1 below. isolines have been drawn on the  map to show the variation in the number of pedestrians.   (iii) on fig. 1.1, complete the isoline  that shows 200 pedestrians.  [2] 0 100 mkey recording point number of pedestrians isolinen 70 100results of pedestrian count 42 61255118217 268 321 36891 148 423 418290 336 316 182209 86517017492 156 115 100300400 300 200100 108106 502706311240 fig. 1.1",
+            "5": "5 0460/42/o/n/19 \u00a9 ucles 2019 [turn over  (c) to collect data about the height of buildings the students selected five buildings at each of  the pedestrian count sites. they then counted the number of storeys of each building and  calculated an average.   give one advantage and one disadvantage of this method of working out the height of  buildings.   advantage  ...  ...     disadvantage  ...  .  [2]  (d) the students marked on a map of the town two examples of traffic restrictions (controls)  which they saw. these were a pedestrianised area and an area where there was restricted  vehicle access. give three  other examples of traffic restrictions they could have recorded. 1    ... 2    ... 3    .  [3]  (e) having completed their data collection for hypothesis 1  the students decided to use the  following criteria to delimit the area of the cbd: \u2022 more than 300 pedestrians  \u2022 buildings which are 3 or more storeys high \u2022 any traffic restrictions   using these criteria, the students located possible boundaries of the cbd. these are shown  on fig. 1.2 (insert).   the students decided that hypothesis 1:  different methods of delimiting the cbd produce  the same result , was false .   give two pieces of evidence from fig. 1.2 (insert) to support this decision. 1    ... 2    .  [2]",
+            "6": "6 0460/42/o/n/19 \u00a9 ucles 2019  (f) another group of students chose a different fieldwork method to delimit the cbd. they drew a  land use map of the town centre and using this map they decided where the boundary of the  cbd was.   describe how they would carry out these tasks.  ...  ...  ...  ...  ...  .  [3]  (g) to investigate hypothesis 2:  the shopping environment in and around the cbd varies , the  students did a survey using the shopping environment index shown in fig. 1.3 (insert).",
+            "7": "7 0460/42/o/n/19 \u00a9 ucles 2019 [turn over   (i) the results of the survey are shown in table 1.1 (insert). draw the bar  to show the  shopping index score at site 12 in fig. 1.4 below.  [1] 0 100 m1\u201312key shopping survey sites total index scorenresults of shopping environment survey 051015 051015 05101520 05101520 05101520 051015200510152025 05101520250510152025 0510152030 25 0510152030 25 051015203035 251 2 3 4 5 6 7 8 9 10 11 12 0510 fig. 1.4",
+            "8": "8 0460/42/o/n/19 \u00a9 ucles 2019   (ii) what conclusion would the students make about hypothesis 2:  the shopping  environment in and around the cbd varies ? support your decision with evidence from  fig. 1.4 and table 1.1 (insert).  ...  ...  ...  ...  ...  ...  ...  ... [4]   (iii) suggest two ways that the students could have improved the reliability of their shopping  environment survey. 1    ... 2    .  [2]  (h) after they completed their fieldwork the students discussed with their teacher how the cbd of  a town changes over time. suggest three  ways that a cbd might change. 1    ... 2    ... 3    .  [3]  [total: 30]",
+            "9": "9 0460/42/o/n/19 \u00a9 ucles 2019 [turn over 2 students carried out fieldwork at a popular tourist beach in south east england. the cliffs behind  the beach are being eroded by the sea, especially where they are unprotected. the area is shown  in fig. 2.1 (insert).  (a) before they began their fieldwork, the students assessed the possible hazards they may  come across and how to manage them. their decisions are shown in table 2.1 below. table 2.1 risk assessment hazard likelihood severity risk management slipping, tripping or  falling 4 2 8 wear suitable footwear  and avoid slippery  surfaces cliff collapse 2 5 10 drowning in the sea 1 5 5 beware of sea currents  and do not go into the  sea when it is rough hypothermia from  getting cold and wet4 3 12 sharp pebbles or  objects 3 3 9 be careful when  handling objects and do  not throw pebbles getting lost or  isolated 2 3 6   likelihood of encountering hazard: 1 (little chance) to 5 (greatest chance)   severity of hazard: 1 (not likely to be dangerous) to 5 (very dangerous)   risk = likelihood of encountering hazard \u00d7 severity of hazard   (i) which one of the possible hazards did the students think was the greatest risk?  .  [1]",
+            "10": "10 0460/42/o/n/19 \u00a9 ucles 2019   (ii) suggest different ways to reduce the risk of each of the following hazards during  fieldwork: cliff collapse   ...  ... hypothermia from getting cold and wet   ...  ... getting lost or isolated   ...  .  [3]  (b) the cliffs at x shown in fig. 2.1 are being eroded by the sea at a rate of two metres per year.    (i) use arrows to match the processes of sea erosion with the correct definitions in the table  below. one has been completed for you. process definition attrition particles carried by the waves are thrown at  the cliffs and erode them corrasion (abrasion) acids in the sea water dissolve chalk and  limestone cliffs hydraulic action waves trap and compress air in cracks in the  cliff which causes the rocks to break apart solution (corrosion) particles carried by the waves crash against  each other and are broken up  [2]   (ii) explain why erosion is taking place at x but not at y (shown in fig. 2.1).  ...  ...  ...  ...  ...  .  [3]",
+            "11": "11 0460/42/o/n/19 \u00a9 ucles 2019 [turn over   the students tested the following hypotheses through fieldwork at two areas of the coast  shown in fig. 2.1:   hypothesis 1:  the beach profile is steeper than the wave-cut platform profile.   hypothesis 2:  infiltration is faster on the beach than on the wave-cut platform.  (c) to investigate hypothesis 1 , the students measured the profile of the beach and the profile  of the wave-cut platform. fig. 2.2 (insert) shows a student doing this task.   (i) describe how the students would measure the profile.  ...  ...  ...  ...  ...  ...  .  [4]   (ii) the students used the results to draw the two profiles shown in fig. 2.3 (insert).    what conclusion would the students make about hypothesis 1:  the beach profile is  steeper than the wave-cut platform profile ? use evidence from fig. 2.3 to support your  decision.  ...  ...  ...  ...  ...  .  [3]",
+            "12": "12 0460/42/o/n/19 \u00a9 ucles 2019  (d) to investigate  hypothesis 2:  infiltration is faster on the beach than on the wave-cut platform ,  the students measured the rate at which water infiltrated (soaked into) the ground. their  method is described in fig. 2.4 (insert).   (i) the students made their measurements at four points (a\u2013d) along each profile from the  sea to the cliff. to make their results reliable they measured infiltration three times at  each point. their results are shown in table 2.2 (insert).     on fig. 2.5 below plot the results  of measurement 3 at points a and b along the beach  profile.  [2] 1020406080100120 2 measurementbeach decrease in water level in one minute (mm) 3 1020406080100120 2 measurementwave-cut platformresults of infiltration measurements decrease in water level in one minute (mm) 3 fig. 2.5   (ii) what conclusion would the students make about hypothesis 2:  infiltration is faster on  the beach than on the wave-cut platform ? tick your decision below conclusion tick (3) hypothesis 2 is correct hypothesis 2 is partially correct hypothesis 2 is incorrect  [1]",
+            "13": "13 0460/42/o/n/19 \u00a9 ucles 2019 [turn over   (iii) use evidence from fig. 2.5 and table 2.2 to support your conclusion to (d)(ii) .  ...  ...  ...  .  [2]   (iv) which one of the following pairs correctly explains the difference between the infiltration  times on the beach and the wave-cut platform? look at fig. 2.1 (insert) to help you to  answer. tick (3)  your choice groynes prevent longshore drift  so sand and shingle build up  a beach which water infiltrates  through quickly.the wave-cut platform made of  clay is at the surface due to the  removal of beach material, and  water infiltrates slowly. the beach material is clay which  slows water infiltration through the  wave-cut platform.the sand and shingle beach  material forms a steep slope  which increases infiltration.  the wave-cut platform is  uncovered and water quickly  infiltrates into the ground.the beach builds up behind  groynes and prevents infiltration.  [1]",
+            "14": "14 0460/42/o/n/19 \u00a9 ucles 2019  (e) the students wanted to find out what people thought about coastal protection in the area.  they produced a questionnaire which is shown in fig. 2.6 (insert).   the results of the questionnaire are shown in table 2.3 (insert).   (i) use the results of question 4 to complete the divided bar graph in fig. 2.7 below.  [2] answers to question 4: which one of these  protection methods would you prefer to be used? 0 groynes breakwater rip rap / rock armour sea wallkey20 40 60 80 100 % fig. 2.7   (ii) use the results of question 5 to complete the pie graph in fig. 2.8 below.  [2] answers to question 5: who do you think should pay for the protection work? 0% 10 4090 60 5020 local government national government residents of the area visitors to the areakey 3080 70 fig. 2.8",
+            "15": "15 0460/42/o/n/19 \u00a9 ucles 2019   (iii) write a report about coastal protection based on what the students found out from their  questionnaire.     refer to the results in table 2.3 but do not copy them out.  ...  ...  ...  ...  ...  ...  ...  ... [4]  [total: 30]",
+            "16": "16 0460/42/o/n/19 \u00a9 ucles 2019 additional pages if you use the following lined pages to complete the answer(s) to any question(s), the question  number(s) must be clearly shown. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. ..",
+            "17": "17 0460/42/o/n/19 \u00a9 ucles 2019 .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. ..",
+            "18": "18 0460/42/o/n/19 \u00a9 ucles 2019 blank page",
+            "19": "19 0460/42/o/n/19 \u00a9 ucles 2019 blank page",
+            "20": "20 0460/42/o/n/19 \u00a9 ucles 2019 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 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.blank page"
+        },
+        "0460_w19_qp_43.pdf": {
+            "1": "cambridge assessment international education cambridge international general certificate of secondary education *4340745422* this document consists of 15 printed pages, 1 blank page and 1 insert. dc (nf/tp) 163897/5 \u00a9 ucles 2019  [turn overgeography  0460/43 paper 4  alternative to coursework  october/november 2019  1 hour 30 minutes candidates answer on the question paper. additional materials:  calculator  protractor  ruler read these instructions first write your centre number, candidate number and name in the spaces provided. write in dark blue or black pen. you may use an hb pencil for any diagrams or graphs. do not use staples, paper clips, glue or correction fluid. do not  write in any barcodes. write your answer to each question in the space provided. if additional space is required, you should use the lined pages at the end of the booklet. the question  number(s) must be clearly shown. answer all questions. the insert contains figs. 1.1, 1.2, 1.3 and 1.5 and tables 1.1 and 1.2 for question 1, and figs. 2.1, 2.2 and 2.5  and tables 2.2 and 2.3 for question 2. the insert is not required by the examiner. sketch maps and diagrams should be drawn whenever they serve to illustrate an answer. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question. this syllabus is regulated for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificate.",
+            "2": "2 0460/43/o/n/19 \u00a9 ucles 2019 1 students from brazil who lived near tijuca national park did some fieldwork to study the tropical  rainforest ecosystem. they visited three sites which are described and located in fig. 1.1 (insert).  (a) the vegetation in the tropical rainforest adapts to the climate. use arrows to match the  vegetation feature with the reason for its adaptation. one has been completed for you. feature of the vegetation reason for adaptation drip-tip leaves to compete for sunlight tall trees to make the tree more stable large leaves to remove heavy rainfall buttress roots to allow more transpiration  [2]  the students decided to investigate the effect of vegetation cover at the three sites. they agreed  on the following hypotheses:   hypothesis 1:  humidity is greater where there is more vegetation cover.   humidity is the amount of water vapour in the air.   hypothesis 2: infiltration is quicker where there is more vegetation cover.  (b) (i) to obtain data the students made each of their measurements five times at each site.  explain why this would make their results more reliable.  ...  ...  ...  .  [2]   (ii) to measure the amount of vegetation cover the students used the piece of equipment  shown in fig. 1.2 (insert).    what is this piece of equipment called? tick ( \u2713) your answer below. tick (\u2713) barometer callipers clinometer quadrat ruler [1]",
+            "3": "3 0460/43/o/n/19 \u00a9 ucles 2019 [turn over   (iii) to measure humidity the students did a simple test which a student described in his  fieldwork notebook, fig. 1.3 (insert). suggest one weakness of this test.  ...  .  [1]   (iv) the students also measured the time it took for water to infiltrate (soak into) the ground.  describe a fieldwork method to measure infiltration. refer to equipment which could be  used.  ...  ...  ...  ...  ...  ...  ...  .  [4]  (c) the results of the students\u2019 measurements are shown in table 1.1 (insert).   (i) which site has the highest amount of vegetation cover? circle your answer .     site a              site b              site c  [1]   (ii) one set of measurement results is shown below. percentage of vegetation cover = 68 percentage of bare ground = 32 humidity measurement = 90 seconds infiltration time = 28 seconds    at which site and for which measurement (1\u20135) were these results recorded?    site ..    measurement number ..  [1]   (iii) use the results in table 1.1 to calculate the average infiltration time at site b. show your  calculation below. answer =  seconds [2]",
+            "4": "4 0460/43/o/n/19 \u00a9 ucles 2019  (d) using their results from table 1.1 the students plotted the graphs shown in fig. 1.4 below. 100 01 2 3 4 5time (secs)results of students\u2019 measurements 75 50 25125150 100 075 50 25125150 vegetation bare groundkeyhumidity measurement infiltration timekey site a 50 01 2 3 4 5 measurement numberground covermeasurement number measurement number measurement number100 50 0100 100 01 2 3 4 5time (secs) 75 50 25125175 150 100 075 50 25125150175 site b 50 01 2 3 4 5ground cover100 50 0100% %% 100 01 2 3 4 5 measurement numbertime (secs)75 50 25125150 100 075 50 25125150 site c 50 01 2 3 4 5ground cover100 50 0100 % %% fig. 1.4",
+            "5": "5 0460/43/o/n/19 \u00a9 ucles 2019 [turn over   (i) use the information in table 1.1 to plot the following  on fig. 1.4: \u2022 the percentage of vegetation cover and the percentage of bare ground in  measurement 3 at site c \u2022 how long the cobalt chloride paper took to turn pink (humidity measurement) in  measurement 5 at site b \u2022 the infiltration time in measurement 5 at site c. [3]   (ii) before they made a conclusion to hypothesis 1  the teacher reminded the students that  the less time the paper took to turn pink the greater the humidity of the air.    what conclusion would the students make about hypothesis 1:  humidity is greater  where there is more vegetation cover ? support your decision with evidence from fig. 1.4  and table 1.1.  ...  ...  ...  ...  ...  ...  ...  .  [4]   (iii) the students decided that hypothesis 2:  infiltration is quicker where there is more  vegetation cover  was correct .    what evidence from fig. 1.4 and table 1.1 supports their conclusion?  ...  ...  ...  ...  ...  .  [3]",
+            "6": "6 0460/43/o/n/19 \u00a9 ucles 2019  (e) suggest why infiltration times are different at sites a and c. look again at fig. 1.1 (insert) to  help you to answer.  ...  ...  ...  ...  ...  .  [3]  (f) whilst doing their fieldwork the students saw many different plant species in the tropical  rainforest. as an extension activity, they returned to their three fieldwork sites and counted  the number of different species using the reference sheet shown in fig. 1.5 (insert). their  results are shown in table 1.2 (insert).   (i) one student wanted to show the number of different plant species seen at each site.  which one of the following would be suitable to show the information in table 1.2? tick  (\u2713) your choice. tick (\u2713) bar graph flow diagram kite diagram radial graph triangular graph [1]   (ii) suggest two reasons why the number and types of plant species vary between the sites.  look again at fig. 1.1 (insert) to help you to answer. 1    ... 2    .  [2] [total: 30]",
+            "7": "7 0460/43/o/n/19 \u00a9 ucles 2019 [turn over 2 students in mauritius, an island in the indian ocean, were studying tourism. tourism is an  important industry in mauritius and earns much foreign income.  (a) fig. 2.1 (insert) shows the number of international tourists who visited mauritius between  1995 and 2015.   (i) how many international tourists visited mauritius in 2005?      [1]   (ii) between which two years was there a decline in the number of international tourists  visiting mauritius?    ... and ...  [1]   (iii) suggest four reasons why the number of international tourists visiting ledcs, such as  mauritius, has increased in the last 30 years. 1    ... 2    ... 3    ... 4    .  [4]  the students decided to investigate why international tourists came to mauritius and what impact  tourists had on people who lived on the island. their two hypotheses were:    hypothesis 1:  the physical landscape attracts more tourists to mauritius than the  human landscape.    hypothesis 2: tourism is a good development for the residents of mauritius.  (b) to investigate hypothesis 1  the students produced a questionnaire. this is shown in fig. 2.2  (insert).   (i) when they showed their questionnaire to their teacher she suggested that before using  the questionnaire they should ask:    \u2018are you a tourist or do you live in mauritius?\u2019    why do you think the teacher made this suggestion?  ...  ...  ...  .  [2]",
+            "8": "8 0460/43/o/n/19 \u00a9 ucles 2019   (ii) the answers to question 1 (which continent do you come from?) are shown in table 2.1  below. table 2.1 answers to question 1 continent number of tourists asia 17 africa 14 europe 55 australasia 2 north america 11 south america 1 total 100    using table 2.1, give two conclusions about where tourists came from to visit mauritius.  do not just copy out the statistics. 1    ... 2    .  [2]",
+            "9": "9 0460/43/o/n/19 \u00a9 ucles 2019 [turn over   (iii) the answers to question 2 (which of the following physical landscape attractions are  you visiting in mauritius?) and question 3 (which of the following human landscape  attractions are you visiting in mauritius?) are shown in table 2.2 (insert).    use this data to complete the bar graphs  in fig. 2.3 below, to show the number of visits  made to the casela bird park and the grand bassin temples.  [2] 0number of visits 20 1040 3060 5070 0number of visits 20 1040 3050physical landscape attractions black river  gorges national parkcasela  bird  parkchamarel  coloured earthsgrand  baie  beachrochester  fallsnational  botanical gardenile  aux  cerfs human landscape attractionsattractions attractionscap malheureux churchchamarel  distilleryfort adelaideflic-en-flac port louis marketle caudan waterfrontgrand bassin temples fig. 2.3",
+            "10": "10 0460/43/o/n/19 \u00a9 ucles 2019   (iv) complete the pie graph and key in fig. 2.4 below to show the answers to question 4  (overall which attracted you most to mauritius?). percentage of tourists physical landscape attractions 58 human landscape attractions 42 [2] 10 20 40 506070 308090 key physical landscape attractions human landscape attractions% 0 fig. 2.4   (v) what conclusion would the students make to hypothesis 1:  the physical landscape  attracts more tourists to mauritius than the human landscape ? support your decision  with evidence from figs. 2.3 and 2.4 and table 2.2.  ...  ...  ...  ...  ...  ...  ...  .  [4]",
+            "11": "11 0460/43/o/n/19 \u00a9 ucles 2019 [turn over  (c) the students used a different questionnaire to investigate hypothesis 2:  tourism is a good  development for the residents of mauritius . the questionnaire is shown in fig. 2.5 (insert).   name and describe a sampling method to choose people to complete their questionnaire.  ...  ...  ...  ...  ...  .  [3]  (d) the answers to question 2 (which are the three main benefits of tourism in mauritius?) and  question 3 (which are the three main disadvantages of tourism in mauritius?) are shown in  table 2.3 (insert).   the students devised this simple index to work out which benefits and disadvantages were  most important. benefit:  more jobs and income first choice  39 x 3 = 117 second choice  25 x 2 = 50 third choice  11 x 1 = 11 total index score = 178",
+            "12": "12 0460/43/o/n/19 \u00a9 ucles 2019   (i) the students used the results in table 2.3 to draw the graph in fig. 2.6 below. plot the  total index scores  for improved transport and air pollution on fig. 2.6.  [2] 180 160 140 120 100 80 60 40 20 0 20 40 60 80 100 120 140 160180 160 140 120 100 80 60 40 20 0 20 40 60 80 100 120 140 160 total index scorebenefits disadvantages destruction of natural environment more litter increase in cost of livingmore crime decline of traditional culture more global awarenessimproved transportcleaner environmentmore modern servicesimproved standard of livingmore jobs and income reduction in crime more goods in shopstraffic congestionair pollutionnoise pollutionbenefits and disadvantages of tourism for residents fig. 2.6",
+            "13": "13 0460/43/o/n/19 \u00a9 ucles 2019   (ii) using evidence in table 2.3 only, which one of the following statements supports  hypothesis 2:  tourism is a good development for the residents of mauritius ? statement tick (\u2713) there are more benefits of tourism than disadvantages of  tourism. the total index score for benefits is greater than the total  index score for disadvantages. overall people think the benefits of tourism are greater  than the disadvantages.  [1]  (e) local people identified traffic congestion as the main disadvantage of tourism in mauritius.   (i) suggest why tourism is likely to increase traffic congestion.  ...  ...  ...  .  [2]   (ii) describe how the students could carry out fieldwork to investigate the impact of traffic  congestion in mauritius.  ...  ...  ...  ...  ...  ...  ...  .  [4] [total: 30]",
+            "14": "14 0460/43/o/n/19 \u00a9 ucles 2019 additional pages if you use the following lined pages to complete the answer(s) to any question(s), the question  number(s) must be clearly shown. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. ..",
+            "15": "15 0460/43/o/n/19 \u00a9 ucles 2019 .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. ..",
+            "16": "16 0460/43/o/n/19 \u00a9 ucles 2019 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 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.blank page"
+        }
+    },
+    "2020": {
+        "0460_m20_qp_12.pdf": {
+            "1": "cambridge igcse\u2122*6330536827* dc (leg/cb) 184439/5 \u00a9 ucles 2020  [turn overthis document has 32 pages. blank pages are indicated.geography  0460/12 paper 1 geographical themes  february/march  2020  1 hour 45 minutes you must answer on the question paper. you will need:  insert (enclosed)  calculator  ruler instructions  \u25cf answer three  questions in total, one from each section.  \u25cf use a black or dark blue pen. you may use an hb pencil for any diagrams or graphs.  \u25cf write your name, centre number and candidate number in the boxes at the top of the page.  \u25cf write your answer to each question in the space provided.  \u25cf do not use an erasable pen or correction fluid.  \u25cf do not write on any bar codes.  \u25cf if additional space is needed, you should use the lined pages at the end of this booklet; the question  number or numbers must be clearly shown. information  \u25cf the total mark for this paper is 75.  \u25cf the number of marks for each question or part question is shown in brackets [  ].  \u25cf the insert contains additional resources referred to in the questions. definitions medcs \u2013 more economically developed countries ledcs \u2013 less economically developed countries",
+            "2": "2 0460/12/f/m/20 \u00a9 ucles 2020 section a answer one question from this section. 1 (a) study fig. 1.1 (insert), which shows information about population change in 2016.   (i) which of the following is the formula used to calculate population change in a country?    tick (\u2713) one answer in the table below: tick (\u2713) birth rate \u2013 death rate \u00d7 1000 birth rate \u2013 death rate +/\u2013 net migration birth rate \u2013 death rate + immigration birth rate +/\u2013 net migration  [1]   (ii) put the following countries in rank order according to their annual average rate of  population change. brazil       canada       ethiopia       mali 1st   highest growth 2nd ...    3rd  ... 4th  ...  lowest growth  [2]   (iii) describe the distribution of countries with a decrease  in population.  ...  ...  ...  ...  ...  .  [3]",
+            "3": "3 0460/12/f/m/20 \u00a9 ucles 2020 [turn over   (iv) suggest why some countries shown in fig. 1.1 have experienced a decrease  in  population.  ...  ...  ...  ...  ...  ...  ...  .  [4]  (b) study fig. 1.2, which shows three factors which can reduce population growth. pensions equality for women improved health care fig. 1.2   (i) explain how each of the factors shown in fig. 1.2 can reduce population growth.  pensions    .  ...  ...   equality for women    .  ...  ... improved health care    ..  ...  .  [3]",
+            "4": "4 0460/12/f/m/20 \u00a9 ucles 2020   (ii) describe other  population policies which governments have used to reduce population  growth rates.  ...  ...  ...  ...  ...  ...  ...  ...  ...  .  [5]",
+            "5": "5 0460/12/f/m/20 \u00a9 ucles 2020 [turn over  (c) explain the causes of migration of people from one named country to another. migration from  ..  to  ... explanation  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...    ...  ...  ...  ...  ...    ...  ...  ...  ...  .  [7]  [total: 25]",
+            "6": "6 0460/12/f/m/20 \u00a9 ucles 2020 2 (a) study fig. 2.1, which shows information about two urban land use models based on medcs. key central business district (cbd) factories  / industry low class residential medium class residential high class residentialmodel bmodel a x y fig. 2.1   (i) what is meant by the term urban land use ?  ...  ...  .  [1]   (ii) identify one similarity and one difference between urban land use models a and b. similarity    ...  ... difference  ..  ...  .  [2]",
+            "7": "7 0460/12/f/m/20 \u00a9 ucles 2020 [turn over   (iii) suggest how the residential areas marked at x and y in fig. 2.1 are likely to differ from  each other.  ...  ...  ...  ...  ...  .  [3]   (iv) explain why redevelopment is taking place close to the cbd in many cities.  ...    ...  ...  ...  ...  ...  ...  .  [4]",
+            "8": "8 0460/12/f/m/20 \u00a9 ucles 2020  (b) study fig. 2.2 (insert), which is a photograph taken in kiev, ukraine (an medc in eastern  europe).    (i) identify three  pieces of evidence which show that the area in fig. 2.2 is part of the  central business district (cbd). 1    ... 2    ...   3    .  [3]   (ii) explain the causes of traffic congestion in the cbd of many large urban areas.   ...  ...  ...  ...  ...  ...    ...  ...  ...  .  [5]",
+            "9": "9 0460/12/f/m/20 \u00a9 ucles 2020 [turn over  (c) for a named urban area you have studied, describe the strategies used to reduce traffic  congestion.  name of urban area  .  ...  ...  ...  ...    ...  ...  ...  ...  ...  ...  ...  ...    ...  ...  ...  ...  ...  ...  ...    ...  ...  ...  ...  ...  .  [7]  [total: 25]",
+            "10": "10 0460/12/f/m/20 \u00a9 ucles 2020 section b answer one question from this section. 3 (a) study figs. 3.1, 3.2 and 3.3 (insert), which are photographs of different types of cloud.   (i) what units are used to measure the amount of cloud cover?     circle one of the following: degrees       knots       metres       oktas  [1]   (ii) complete the table below by inserting the types of cloud shown in each of figs. 3.1, 3.2  and 3.3.    choose from the following cloud types: cirrus        cumulus        stratus cloud type fig. 3.1 fig. 3.2 fig. 3.3  [2]   (iii) choose one of fig. 3.1, fig. 3.2 or fig. 3.3.    describ e the main characteristics  of the clouds shown in the photograph you have  chosen. fig. .  ...     ...          ...  ...  ...  .  [3]",
+            "11": "11 0460/12/f/m/20 \u00a9 ucles 2020 [turn over   (iv) explain how cloud type and amount can be recorded over a period of two weeks.  ...  ...  ...  ...  ...  ...  ...    .  [4]",
+            "12": "12 0460/12/f/m/20 \u00a9 ucles 2020  (b) study fig. 3.4, which shows data about temperature and relative humidity recorded at a  weather station in darwin, australia over a period of 24 hours. 0:0020 0102030405060708090100 212223242526272829303132333435 2:00 4:00 6:00 8:00 10:00 12:00 timetemperature (\u00b0c)relative humidity (%) 14:00 16:00 18:00 20:00 22:00 key relative humidity temperature fig. 3.4   (i) explain how the relative humidity percentage can be obtained by using a wet-and-dry  bulb thermometer (hygrometer).  ...  ...  ...  ...  ...  .  [3]",
+            "13": "13 0460/12/f/m/20 \u00a9 ucles 2020 [turn over   (ii) describe how the temperature and relative humidity changed over the period of 24 hours  shown in fig. 3.4. do not use statistics in your answer.  ...  ...  ...  ...  ...  ...  ...  ...  ...  .  [5]",
+            "14": "14 0460/12/f/m/20 \u00a9 ucles 2020  (c) describe and explain the climate of a named hot desert area  you have studied. name of desert area .  ...  ...  ...  ...    ...  ...  ...  ...  ...  ...  ...    ...  ...  ...  ...    ...  ...  ...  ...  ...  ...  ...  ...  ...  .  [7]  [total: 25]",
+            "15": "15 0460/12/f/m/20 \u00a9 ucles 2020 [turn over turn page for question 4",
+            "16": "16 0460/12/f/m/20 \u00a9 ucles 2020 4 (a) study fig. 4.1, which is a map of the drainage basin of the conestoga river in the usa. lancastern 0 15 10 5 kmbrownstownyx key watershed river settlementgroff creekconestoga riverconestoga riverblack creek lititz run  runkettle runrun m iddle creekindian runlittle cocalico ck west br. east br.run seglochrun ham mer ckfurnace m iddle creek muddy cklittle muddy creekindian runcocalico c k stony run cocalico ckharnish sta uffer fig. 4.1   (i) what is meant by the term watershed ?  ...  ...  .  [1]   (ii) in fig. 4.1:    \u2013 draw an arrow  to show the direction of flow of the conestoga river    \u2013 mark an \u02bbs\u02bc  on the source of a river.  [2]",
+            "17": "17 0460/12/f/m/20 \u00a9 ucles 2020 [turn over   (iii) describe the likely differences between the cross sections of the river valleys at x and y.  ...  ...  ...  ...  ...  .  [3]   (iv) suggest two benefits and two problems of living close to the river between lancaster  and brownstown. benefit 1    ...      ... benefit 2    ...  ... problem 1  ..  ...  ...   problem 2  ..  ...    .  [4]",
+            "18": "18 0460/12/f/m/20 \u00a9 ucles 2020  (b) study fig. 4.2, which shows two maps of the same part of the river teme in 1900 and 2015. 1900 2015 pn river teme river teme 0 500 m fig. 4.2   (i) using the map of the course of the river teme in 2015 in fig. 4.2, describe the main  features of the lake marked p.  ...  ...  ...  ...  ...  .  [3]   (ii) explain why the course of the river teme shown in fig. 4.2 has changed over time.   ...  ...  ...  ...  ...  ...  ...  ...  ...  .  [5]",
+            "19": "19 0460/12/f/m/20 \u00a9 ucles 2020 [turn over  (c) describe the main features of a delta and explain its formation.    you may use a labelled diagram.  ...  ...  ...  ...    ...  ...  ...  ...  ...  ...  ...    ...  ...  ...  ...  ...  [7]  [total: 25]",
+            "20": "20 0460/12/f/m/20 \u00a9 ucles 2020 section c answer one question from this section. 5 (a) study fig. 5.1 (insert), which is a map of sri lanka (an ledc in asia).   (i) what is the main physical attraction for tourists in the south west of sri lanka?   .  [1]   (ii) using fig. 5.1 only, state two different pieces of evidence that conservation is taking  place. 1     .. 2    .  [2]   (iii) describe the location of the international airport shown in fig. 5.1.  ...  ...  ...  ...  ...  .  [3]   (iv) suggest how the infrastructures of ledcs such as sri lanka have been developed as a  result of tourism.  ...  ...  ...  ...  ...  ...  ...  .  [4]",
+            "21": "21 0460/12/f/m/20 \u00a9 ucles 2020 [turn over  (b) study fig. 5.2, which shows information about the number of tourists visiting sri lanka  between 2002 and 2017. 200205001000number of tourists (000s)150020002500 2003 2004 2005 2006 2007 2008 2009 2010 year2011 2012 2013 2014 2015 2016 2017 fig. 5.2   (i) using fig. 5.2, describe the changes in the numbers of tourists visiting sri lanka. do not  use statistics in your answer. between 2002 and 2009    ... between 2009 and 2016    ... between 2016 and 2017      .  [3]",
+            "22": "22 0460/12/f/m/20 \u00a9 ucles 2020   (ii) explain why the number of tourists visiting a destination varies over time.    you should refer to both annual and seasonal variations.   ...  ...  ...  ...  ...  ...    ...  ...  ...  .  [5] ",
+            "23": "23 0460/12/f/m/20 \u00a9 ucles 2020 [turn over  (c) for a named area you have studied where tourism is important, describe the disadvantages  of the tourist industry for local people. named area   ...  ...  ...    ...  ...  ...  ...  ...  ...  ...  ...  ...  ...    ...  ...  ...  ...  ...  ...    ...  ...  ...  ...  ...  .  [7]  [total: 25]",
+            "24": "24 0460/12/f/m/20 \u00a9 ucles 2020 6 (a) study fig. 6.1, which shows land use on a farm in east yorkshire, uk in 1974 and 2014. barley barley barley barleybarley barleybarley1974 2014barleywheat wheat wheat potatoesoilseed rape wheatbarleypasture pasturepasture key woodland streams farm buildings farm tracks field boundaries (hedgerows)n n0 500 m 0 500 mminor    road minor    road fig. 6.1   (i) name one crop which was grown in 2014 but not in 1974.  .  [1]",
+            "25": "25 0460/12/f/m/20 \u00a9 ucles 2020 [turn over   (ii) using fig. 6.1 identify:    \u2013 the crop grown 200 metres north of the largest farm building in 1974  ...    \u2013 the crop grown 300 metres south west of the largest farm building in 2014.  .  [2]   (iii) what evidence in fig. 6.1 suggests that:    \u2013 the demand for barley decreased between 1974 and 2014?  ...    ...  ...      \u2013 the farmer grazed animals in 1974 but not in 2014?  ...    ...  ...    \u2013 the price of wheat increased between 1974 and 2014?  ...    ...  .  [3]   (iv) using evidence from fig. 6.1 only, explain how the farmer has increased the area of  land used for farming.  ...    ...  ...  ...  ...  ...  ...  ...    .  [4]",
+            "26": "26 0460/12/f/m/20 \u00a9 ucles 2020  (b) study fig. 6.2, which shows information about a farm in the netherlands.   the farm is fairly small, only 90 hectares in size, and is situated on fertile land which was  reclaimed from the sea about 80 years ago. the land is flat, below sea level in places, and  has to be constantly drained by ditches which surround the fields. the farmer specialises  in growing flowers in greenhouses using large amounts of fertilisers and pesticides.  large amounts of wheat, potatoes and sugar beet are also grown in the fields. using  greenhouses helps the farmer to harvest flowers out of season, when prices are high in  the shops, and grow unusual expensive varieties. although the farm is highly mechanised  there are two full-time workers and part-time workers are employed during planting and  harvesting times. fig. 6.2   (i) which terms describe the farm in fig. 6.2?     tick (\u2713) three  of the following: tick (\u2713) arable commercial extensive intensive mixed pastoral plantation subsistence  [3]   (ii) complete the table below to show four inputs, two processes and four outputs of the  farm shown in fig. 6.2. inputs processes outputs .. .. ..   .. .. ..  [5]",
+            "27": "27 0460/12/f/m/20 \u00a9 ucles 2020  (c) for a named country or area you have studied, explain how natural factors  can cause food  shortages. name of country or area   ...  ...  ...  ...    ...  ...  ...  ...  ...  ...  ...    ...  ...  ...  ...  ...  ...  ...    ...  ...  ...  ...  ...  ...  .  [7]  [total: 25]",
+            "28": "28 0460/12/f/m/20 \u00a9 ucles 2020 additional pages if you use the following lined pages to complete the answer(s) to any question(s), the question  number(s) must be clearly shown. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. ..",
+            "29": "29 0460/12/f/m/20 \u00a9 ucles 2020 .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. ..",
+            "30": "30 0460/12/f/m/20 \u00a9 ucles 2020 blank page",
+            "31": "31 0460/12/f/m/20 \u00a9 ucles 2020 blank page",
+            "32": "32 0460/12/f/m/20 \u00a9 ucles 2020 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 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.blank page"
+        },
+        "0460_m20_qp_22.pdf": {
+            "1": "cambridge igcse\u2122this document has 20 pages. blank pages are indicated. dc (st/jg) 182843/5 \u00a9 ucles 2020  [turn over *7123808664* geography  0460/22 paper 2 geographical skills  february/march  2020  1 hour 30 minutes you must answer on the question paper. you will need:  insert (enclosed)  plain paper  1:50 000 survey map (enclosed)  protractor  calculator  ruler instructions  \u25cf answer all questions.  \u25cf use a black or dark blue pen. you may use an hb pencil for any diagrams or graphs.  \u25cf write your name, centre number and candidate number in the boxes at the top of the page.  \u25cf write your answer to each question in the space provided.  \u25cf do not use an erasable pen or correction fluid.  \u25cf do not write on any bar codes.  \u25cf if additional space is needed, you should use the lined pages at the end of this booklet; the question  number or numbers must be clearly shown. information  \u25cf the total mark for this paper is 60.  \u25cf the number of marks for each question or part question is shown in brackets [  ].  \u25cf the insert contains additional resources referred to in the questions.",
+            "2": "2 0460/22/f/m/20 \u00a9 ucles 2020 1 study the map extract for aywaille, belgium. the scale is 1:50  000.  (a) fig. 1.1 shows some of the features in the north west part of the map extract. study fig. 1.1  and the map extract, and answer the questions below. 97989900 9697989900 9688 89 90 91 92 88 89 90 91 92b a fedc fig. 1.1   using the map extract, identify the following features shown in fig. 1.1:   (i) the type of road at a  .  [1]   (ii) feature b  .  [1]   (iii) feature c  .  [1]   (iv) the height above sea level at d    ... metres  [1]   (v) the land use at e  .  [1]   (vi) the height above sea level of the contour at f.    ... metres  [1]",
+            "3": "3 0460/22/f/m/20 \u00a9 ucles 2020 [turn over  (b) find the motorway that runs from the north edge of the map extract to the south edge of the  map extract.   (i) measure the distance along the motorway from the north edge of the map to the south  edge of the map. give your answer in metres.    ... metres  [1]   (ii) measure the compass bearing from  the point where the motorway meets the north edge  of the map to the point where the motorway meets the south edge of the map.    ... degrees  [1]  (c) fig. 1.2 shows an area in the north east of the map at hestroumont. fig. 1.3 shows an area  in the south east of the map at haute desni\u00e9. study the two areas and answer the questions  below.  98 0098 00 9800 9800 hestroumont  98 0098 94 9294 9200 haute desni\u00e9  fig. 1.2  fig. 1.3   the table below compares the features of the two areas. complete the table by putting ticks  in the correct five boxes. use only one tick for each row. area in  fig. 1.2 at  hestroumontarea in  fig. 1.3 at  haute desni\u00e9both of these areasneither of  these areas secondary road trees or woodland linear settlement flat land land over 400  m above sea level [5]",
+            "4": "4 0460/22/f/m/20 \u00a9 ucles 2020  (d) look at the railway in the south west of the map extract. describe the route of the railway.  ...  ...  ...  ...  ...  .  [3]  (e) fig. 1.4 is a cross section along easting 94 from 940960 in the north to 940920 in the south.  the cross section runs through the settlement at nonceveux. 0100200300400 0100200300400nonceveux 940960 (north)940920 (south)xyz metres above sea levelmetres above sea level fig. 1.4   (i) identify the feature at x.    ...  [1]   (ii) identify the feature at y.    ...  [1]   (iii) identify the feature at z.    ...  [1]   (iv) the cross section shown in fig.  1.4 is incomplete. using information from the map  extract, draw a line in fig. 1.4 to complete the cross section . [1] [total: 20]",
+            "5": "5 0460/22/f/m/20 \u00a9 ucles 2020 [turn over turn page for question 2",
+            "6": "6 0460/22/f/m/20 \u00a9 ucles 2020 2  fig. 2.1 shows the population densities of countries in africa. south      africatropic of cancer tropic of capricornequator south      african more than 120population density (people per km2) 81 \u2013 120 41 \u2013 80 16 \u2013 40 less than 16key 0 1000 km fig. 2.1  (a) (i) state the population density of south africa, shown in fig. 2.1.    ... people per km2 [1]   (ii) using fig. 2.1, describe the distribution of countries with 81  \u2013 120 people per km2.  ...  ...  ...  ...  .  [2]",
+            "7": "7 0460/22/f/m/20 \u00a9 ucles 2020 [turn over  (b)  fig. 2.2 shows the areas of equatorial and hot desert climates in africa. equatorial climate hot desert climatekey 0 1000 kmn tropic of cancer tropic of capricornequator fig. 2.2   (i) using figs. 2.1 and 2.2, describe the population density of the area of hot desert south  of the equator.  ...  ...  ...  .  [2]   (ii) in fig. 2.1 , use the letter d to label a hot desert country which is densely populated .  [1]  (c) using figs. 2.1 and 2.2, describe the population density of the area of equatorial climate.  ...  ...  ...  ...  .  [2] [total: 8]",
+            "8": "8 0460/22/f/m/20 \u00a9 ucles 2020 3 fig. 3.1 describes the eruption of mount agung in 2017. mount agung is an active strato-volcano in bali, indonesia. in september 2017, the area around the volcano experienced 844 earthquakes, including  350 on 26 september, and about 122  500 people were evacuated from their houses. on 21 november, an ash cloud from the summit reached 3842 metres above sea level  and later grew to 9144 metres. early on saturday 25 november, some airlines cancelled  flights bound for australia and new zealand. an orange glow was later observed around  the crater at night, suggesting that fresh magma was moving to the surface. on 12 december a picture of the crater was taken showing a steadily growing lava dome  occupying approximately one third of the crater. the eruption later reduced to minor  emissions of steam and smoke. fig. 3.1  (a) each of the following definitions describes a volcanic feature mentioned in fig. 3.1. identify  each feature from its definition.   (i) molten rock below the ground    ...  [1]   (ii) a depression at the top of a volcanic cone    ...  [1]   (iii) a volcano made up of alternate layers of lava and ash    ...  [1]  (b)  using fig. 3.1, identify the earliest sign that mount agung was about to erupt in 2017.  ...  .  [1]  (c)  using fig. 3.1, identify the final event of the 2017 eruption.  ...  .  [1]",
+            "9": "9 0460/22/f/m/20 \u00a9 ucles 2020 [turn over  (d) fig. 3.2 shows the location of bali and the islands of indonesia. 0 500 km java sea direction of plate movement plate boundary active volcanomount agung on bali keyindo- australian plateeurasian plate indian oceann fig. 3.2   using information from fig. 3.2, explain why there are active volcanoes in indonesia.  ...  ...  ...  ...  ...  ...  .  [3] [total: 8]",
+            "10": "10 0460/22/f/m/20 \u00a9 ucles 2020 4  fig. 4.1 shows the climate of a hot desert area in the southern hemisphere. 01010 0203040 j f m a m j j a s o n dtemperature (\u00b0c) monthsrainfall (mm) fig. 4.1  (a)  for the climate shown in fig. 4.1 state the:   (i) january temperature    ...  [1]   (ii) annual temperature range.    ...  [1]  (b) (i) for the climate shown in fig. 4.1, which is the wet season? circle one correct answer  below. winter      spring      summer      autumn [1]   (ii) what is the annual rainfall of the area shown in fig. 4.1? circle one correct answer  below. 10 mm     20 mm     30 mm     40 mm [1]",
+            "11": "11 0460/22/f/m/20 \u00a9 ucles 2020 [turn over  (c) fig. 4.2 (insert) shows vegetation in an area with a dry climate. describe two features of the  vegetation and explain how they are adapted to the dry climate. feature 1 description  ...  ... adaptation to the dry climate  ...  ... feature 2 description  ...  ... adaptation to the dry climate  ...  .  [4] [total: 8]",
+            "12": "12 0460/22/f/m/20 \u00a9 ucles 2020 5  the united nations publishes the hdi which measures inequality between countries.  (a) what do the letters hdi stand for?   h .  d .  i .  [1]  (b)  table 5.1 shows the hdi and inequality differences between three countries. table 5.1 australia bolivia niger hdi 0.94 (high) 0.67 (medium) 0.35 (low) death rate per 1000 7.3 6.4 11.8 infant mortality per 1000 births 4.3 35.3 81.1 birth rate per 1000 12.1 22.0 44.2 gdp per capita (us$) 48 700 7200 1100 life expectancy at birth 82.3 69.5 55.9   (i) which type of graph would be most suitable to show the hdi data shown in table 5.1?    ...  [1]   (ii) how much longer is a person in australia expected to live compared with a person in  niger?    ...  [1]   (iii) suggest what is unusual about the death rate in bolivia.  ...  .  [1]   (iv) which feature shown in table 5.1 measures the standard of living or wealth of the  people?    ...  [1]",
+            "13": "13 0460/22/f/m/20 \u00a9 ucles 2020 [turn over  (c) residential areas often show inequality in living standards. figs. 5.1 and 5.2 (insert) show  residential areas in africa. describe the differences seen in the photographs  which show  inequality in living standards.  ...  ...  ...  ...  ...  ...  ...  ...  ...  .  [3] [total: 8]",
+            "14": "14 0460/22/f/m/20 \u00a9 ucles 2020 6  fig. 6.1 shows electricity generation from hep (hydroelectric power) and other renewables in the  usa between 1997 and 2016. 050100150200250300350 1997 2000 2015 2012 2016 2009 2006 2003 yearelectricity generation (million megawatt hours) hep  other renewableskey fig. 6.1  (a) describe the changes in the amount of electricity generation shown in fig. 6.1. do not use  figures in your answer. hep  ...  ...  ...  ... other renewables  ...  ...  ...  ...  .  [3]",
+            "15": "15 0460/22/f/m/20 \u00a9 ucles 2020  (b) fig. 6.2 (insert) shows a dam used to produce hep.   give two advantages of the site of the dam for producing hep. 1    ... 2    .  [2]  (c)  suggest reasons why some local people may have been for the construction of the dam and  other local people may have been against  it. for  ...  ...  ...  ... against  ...  ...  ...  ...  ...  .  [3] [total: 8]",
+            "16": "16 0460/22/f/m/20 \u00a9 ucles 2020 additional pages if you use the following lined pages to complete the answer(s) to any question(s), the question  number(s) must be clearly shown.  ..  ..  .. .. ..  ..  ..  .. .. ..  .. ..",
+            "17": "17 0460/22/f/m/20 \u00a9 ucles 2020 .. .. ..  .. .. ..  ..  ..  .. .. ..  ..  ..  ..",
+            "18": "18 0460/22/f/m/20 \u00a9 ucles 2020 blank page",
+            "19": "19 0460/22/f/m/20 \u00a9 ucles 2020 blank page",
+            "20": "20 0460/22/f/m/20 \u00a9 ucles 2020 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 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.blank page"
+        },
+        "0460_m20_qp_42.pdf": {
+            "1": "cambridge igcse\u2122this document has 20 pages. blank pages are indicated. dc (st/jg) 182841/4 \u00a9 ucles 2020  [turn overgeography  0460/42 paper 4 alternative to coursework  february/march  2020  1 hour 30 minutes you must answer on the question paper. you will need:  insert (enclosed)  ruler  calculator  protractor instructions  \u25cf answer all questions.  \u25cf use a black or dark blue pen. you may use an hb pencil for any diagrams or graphs.  \u25cf write your name, centre number and candidate number in the boxes at the top of the page.  \u25cf write your answer to each question in the space provided.  \u25cf do not use an erasable pen or correction fluid.  \u25cf do not write on any bar codes.  \u25cf if additional space is needed, you should use the lined pages at the end of this booklet; the question  number or numbers must be clearly shown. information  \u25cf the total mark for this paper is 60.  \u25cf the number of marks for each question or part question is shown in brackets [  ].  \u25cf the insert contains additional resources referred to in the questions. *4304399786*",
+            "2": "2 0460/42/f/m/20 \u00a9 ucles 2020 1 a class of students went on a field visit to some coastal sand dunes in northern brittany, france.  having studied the formation of sand dunes in class, the students wanted to find out more about  their shape and the vegetation that grows on them.  (a) put the following statements in the correct order in the table below to show the correct  sequence of how sand dunes are formed. the first statement has been done for you. \u2022 the growth of marram grass helps to stabilise the dunes. \u2022 wind picks up sand and moves it up the beach. \u2022 sand is deposited around the obstacle and the dune begins to grow. \u2022 friction with an obstacle on the beach slows down the wind. 1 wind from the sea blows onshore. 2 ... ... 3 ... ... 4 ... ... 5 ... ... [3]",
+            "3": "3 0460/42/f/m/20 \u00a9 ucles 2020 [turn over  the students agreed to test two hypotheses.  hypothesis 1: the profile of sand dunes in the area matches a model profile drawn in a textbook.  hypothesis 2: the amount of vegetation growing on the sand dunes increases with distance  away from the sea.  (b) to investigate hypothesis 1 , the students measured the changing angle of slope across the  sand dunes inland from the sea. the method they used is shown in fig. 1.1 (insert).   explain how the following equipment was used. ranging poles   ...  ...  ...  ... tape measure   ...  ...  ...  ... clinometer   ...  ...  ...  .  [6]",
+            "4": "4 0460/42/f/m/20 \u00a9 ucles 2020  (c) from their measurements, the students drew a profile across the sand dunes.   this is shown in fig. 1.2 below. 0 20 40 60 80 100 120 140 160 180 200 220 24014 13 121110 9 8 7654 3 21 1distance (metres) from the sea measuring sites to test hypothesis 2keystudents\u2019 profile across the dunes fig. 1.2",
+            "5": "5 0460/42/f/m/20 \u00a9 ucles 2020 [turn over   compare the students\u2019 profile (fig. 1.2) with the model profile drawn in a textbook, which is  shown in fig. 1.3 (insert).   what conclusion would the students make about hypothesis 1:  the profile of sand dunes in  the area matches a model profile drawn in a textbook ? support your conclusion with evidence  from figs. 1.2 and 1.3.  ...  ...  ...  ...  ...  .  [3]",
+            "6": "6 0460/42/f/m/20 \u00a9 ucles 2020  (d)  to investigate hypothesis 2: the amount of vegetation growing on the sand dunes increases  with distance away from the sea , the students measured the amount of vegetation cover at  points along their profile (shown in fig. 1.2).   (i) they used the equipment shown in fig. 1.4 (insert) to do this task. what is this piece of  fieldwork equipment called?    ...  [1]   (ii) the students\u2019 results are shown in table 1.1 (insert).    which site does the photograph in fig. 1.4 show?    site number ..  [1]   (iii) plot the result at site 7  in fig. 1.5 below.   [1] 0 1 2 3 4 5 6 site7 8 9 10 11 12 13 14102030405060708090100 vegetation cover (%)amount of vegetation cover on the sand dunes fig. 1.5",
+            "7": "7 0460/42/f/m/20 \u00a9 ucles 2020 [turn over   (iv) do the students\u2019 results support hypothesis 2: the amount of vegetation growing on  the sand dunes increases with distance away from the sea ? choose from the following  conclusions and circle your choice. use evidence from fig. 1.5 and table 1.1 to support  your decision. completely       partially       not at all  ...  ...  ...  ...  ...  .  [3]  (e) suggest two ways that the students could have improved their fieldwork methods when  collecting data for  hypotheses 1 and 2 to  make sure that their results were reliable. 1    ... 2    .  [2]",
+            "8": "8 0460/42/f/m/20 \u00a9 ucles 2020  (f) whilst measuring the amount of vegetation, one student thought that the number of different  vegetation species varied between sampling sites.   (i) the student could not identify some of the species of vegetation. suggest two ways that  he could find out what they were. 1    ... 2    .  [2]   (ii) the student counted the number of different vegetation species at each sampling site.  his results are shown in table 1.2 (insert). use these results to  plot the number of  different vegetation species at site 10  in fig. 1.6 below.   [1] 0 1 2 3 4 5 6 7 8 9 10 11 12 13 141234567 sitenumber of different vegetation speciesnumber of different vegetation species fig. 1.6   (iii) using fig. 1.6, what did the student find out about the variation in the number of species  between different sites?  ...  ...  ...  ...  ...  .  [3]",
+            "9": "9 0460/42/f/m/20 \u00a9 ucles 2020 [turn over  (g)  fig. 1.7 (insert) shows different methods to protect sand dunes and help them to develop.  describe how each method will do this. method 1   ...  ... method 2   ...  ... method 3  ...  ... method 4   ...  .  [4] [total: 30]",
+            "10": "10 0460/42/f/m/20 \u00a9 ucles 2020 2 students in the uk were studying a village in the rural\u2013urban fringe. they wanted to find out how  the village of tickton had changed.  (a) which one of the following is the correct definition of rural\u2013urban fringe ? tick (3) your choice. tick (3) an area of new housing and high technology industry an informal settlement located at the edge of a city a zone where both urban and rural land uses are located a rural area where farming is the main land use the transition zone between the cbd and the inner suburbs [1]  (b) the students studied a map which showed how the village had changed up to 2005. they  visited the village and drew onto the map new areas of buildings developed since 2005. this  map is shown in fig. 2.1 (insert).   (i) describe and explain the shape of the original village built before 1960.  ...  ...  ...  .  [2]   (ii) describe how the village has changed since 1960.  ...  ...  ...  .  [2]   (iii) fig. 2.2 (insert) is a photograph which the students took in the village.    which location (1\u20135) in fig. 2.1 does the photograph show?    circle your choice below and give a reason for your choice.    location 1     location 2     location 3     location 4     location 5 reason for choice  ...  ...  ...  .  [2]",
+            "11": "11 0460/42/f/m/20 \u00a9 ucles 2020 [turn over  the students decided to test the following hypotheses:  hypothesis 1: the main reason why residents live in the village is because they were born there.  hypothesis 2: most employed residents work within 20  km of the village.  to conduct their investigation, the students produced a questionnaire to use with a sample of  residents in the village. their questionnaire is shown in fig. 2.3 (insert).  (c) name a sampling method that the students could use to select people to answer their  questionnaire. explain why you chose this method. sampling method   ... explanation for choice  ...  ...  ...  ...  ...  .  [3]",
+            "12": "12 0460/42/f/m/20 \u00a9 ucles 2020  (d)  the results of question 1 in the questionnaire are shown in table 2.1 (insert).   (i) use the results in table 2.1 to complete the pie graph , fig. 2.4, below.   [2]  0 10 20 30 40 5060708090% key born in the village easy access to work retired and moved to the village peaceful attractive scenerythe main reason why people live in the village fig. 2.4   (ii) what conclusion did the students make about hypothesis 1: the main reason why  residents live in the village is because they were born there ? support your answer with  evidence from fig. 2.4 and table 2.1.  ...  ...  ...  ...  ...  .  [3]",
+            "13": "13 0460/42/f/m/20 \u00a9 ucles 2020 [turn over   (iii) the results of question 2 in the questionnaire are shown in table 2.2 (insert).    use these results to draw a flow line in fig. 2.5 below to show the number of residents  who work in bridlington.  [1]0 4 8 12 16 20 1050keynumber of residents working in each settlement number of residents working in a settlementkm7 of the residents who were surveyed work in tickton villagehornseadriffieldbridlington york beverleytickton village hull fig. 2.5",
+            "14": "14 0460/42/f/m/20 \u00a9 ucles 2020   (iv) do you think hypothesis 2: most employed residents work within 20  km of the village  is  correct ? support your conclusion with evidence from fig. 2.5 and table 2.2.  ...  ...  ...  ...  ...  .  [3]  (e) one student used the national census website to find out the population of a local village in  different years. her results are shown in table 2.3 (insert).   (i) what type of data source is the national census website? tick ( 3) your answer below.  [1] tick (3) primary quaternary secondary tertiary   (ii) use the results to plot the population in 1971 and 1981  on fig. 2.6 below.  [2] 1901 1911 1921 1931 1941 1951 1961 1971 1981 1991 2001 20110500100015002000 yearpopulationchanging village population fig. 2.6",
+            "15": "15 0460/42/f/m/20 \u00a9 ucles 2020   (iii) describe how the population of the village has changed since 1901.  ...  ...  ...  .  [2]   (iv) suggest two problems that the change in size and population of the village might cause  in the local natural environment. 1    ... 2    .  [2]  (f) some students wanted to do fieldwork about shops and services found in a village. describe  a suitable method for their fieldwork investigation.  ...  ...  ...  ...  ...  ...  ...  .  [4]   [total: 30]",
+            "16": "16 0460/42/f/m/20 \u00a9 ucles 2020 additional pages if you use the following lined pages to complete the answer(s) to any question(s), the question  number(s) must be clearly shown. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. ..",
+            "17": "17 0460/42/f/m/20 \u00a9 ucles 2020 .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. ..",
+            "18": "18 0460/42/f/m/20 \u00a9 ucles 2020 blank page",
+            "19": "19 0460/42/f/m/20 \u00a9 ucles 2020 blank page",
+            "20": "20 0460/42/f/m/20 \u00a9 ucles 2020 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 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.blank page"
+        },
+        "0460_s20_qp_11.pdf": {
+            "1": "cambridge igcse\u2122dc (ks/sg) 180131/7 \u00a9 ucles 2020  [turn overthis document has 32 pages. blank pages are indicated.geography  0460/11 paper 1 geographical themes  may/june  2020  1 hour 45 minutes you must answer on the question paper. you will need:  insert (enclosed)  calculator  ruler instructions  \u25cf answer three  questions in total, one from each section.  \u25cf use a black or dark blue pen. you may use an hb pencil for any diagrams or graphs.  \u25cf write your name, centre number and candidate number in the boxes at the top of the page.  \u25cf write your answer to each question in the space provided.  \u25cf do not use an erasable pen or correction fluid.  \u25cf do not write on any bar codes.  \u25cf if additional space is needed, you should use the lined pages at the end of this booklet; the question  number or numbers must be clearly shown. information  \u25cf the total mark for this paper is 75.  \u25cf the number of marks for each question or part question is shown in brackets [  ].  \u25cf the insert contains additional resources referred to in the questions. definitions medcs \u2013 more economically developed countries ledcs \u2013 less economically developed countries *7441246867*",
+            "2": "2 0460/11/m/j/20 \u00a9 ucles 2020 section a answer one question from this section. 1 (a) study fig. 1.1, which shows information about population and resources. resources population fig. 1.1   (i) how does the balance between population and resources differ between a country which  is under-populated and one which is over-populated?    ...  ...  .  [1]   (ii) name a country which is: under-populated  ... over-populated  .  [2]   (iii) give three  reasons why the country you named in (ii) is under-populated . 1    ...       2    ...       3    .  [3]",
+            "3": "3 0460/11/m/j/20 \u00a9 ucles 2020 [turn over   (iv) describe the problems caused by over-population in the country you named in (ii).  ...  ...        ...  ...  ...  ...  ...  .  [4] ",
+            "4": "4 0460/11/m/j/20 \u00a9 ucles 2020  (b) study fig. 1.2, which shows information about types of migration. internationalforced voluntary forced voluntaryinternal fig. 1.2   (i) which type of migration are the following examples of?    circle  your answer for each of the three examples.     - refugees moving to another country to avoid persecution  forced internal  forced international  voluntary internal  voluntary international    - a professional footballer moving from spain to play in the english premier league  forced internal  forced international  voluntary internal  voluntary international    - a teenage girl moving from rural kenya to study in nairobi, the capital city of kenya.  forced internal  forced international  voluntary internal  voluntary international  [3]",
+            "5": "5 0460/11/m/j/20 \u00a9 ucles 2020 [turn over   (ii) describe the difficulties which international migrants may face when moving to, and  settling in, another country.  ...  ...  ...  ...  ...  ...  ...  ...  ...  .  [5]",
+            "6": "6 0460/11/m/j/20 \u00a9 ucles 2020  (c) describe the positive and negative impacts of large numbers of immigrants on a country you  have studied.   name of country  .  ...  ...  ...  ...  ...  ...  ...    ...  ...  ...  ...  ...  ...  ...    ...  ...  ...  ...  ...    ...  ...  ...  ...  .  [7]  [total: 25]",
+            "7": "7 0460/11/m/j/20 \u00a9 ucles 2020 [turn over 2 (a) study fig. 2.1, which shows information about rural and urban settlements. rural- urban fringehamlet conurbation village city dispersed settlement townrural urban fig. 2.1   (i) what is meant by the term dispersed settlement ?  ...  ...  .  [1]   (ii) identify from fig. 2.1 a type of: - rural settlement   - urban settlement  ..  [2]   (iii) state three  typical land uses in the rural-urban fringe. 1  ... 2  ... 3  ...  [3]",
+            "8": "8 0460/11/m/j/20 \u00a9 ucles 2020   (iv) describe the problems caused by urban sprawl.  ...    ...  ...  ...  ...  ...  ...  .  [4]",
+            "9": "9 0460/11/m/j/20 \u00a9 ucles 2020 [turn over turn page for question 2(b)",
+            "10": "10 0460/11/m/j/20 \u00a9 ucles 2020  (b) study fig. 2.2, which is a map showing the rural area around langali in tanzania.  s cs mh s s sch r. nyanga r. ngayar. mzingu r. mzingu r. nyambutwar. mular. yambo r. mindukibaoni (mgeta) pinde bumu nyandiramgeta langali0 1 kmn s m h c chkey scrub river road homes forest school market hospital church court house fig. 2.2",
+            "11": "11 0460/11/m/j/20 \u00a9 ucles 2020 [turn over   (i) describe the distribution of homes in the area shown in fig. 2.2.  ...  ...  ...  ...  ...  .  [3]   (ii) suggest reasons for the distribution of homes in the area shown in fig. 2.2.  ...  ...  ...  ...  ...  ...    ...  ...  ...  .  [5] ",
+            "12": "12 0460/11/m/j/20 \u00a9 ucles 2020  (c) for a named settlement you have studied, describe and explain the service provision.   you should refer to the type and order of services, and their spheres of influence.   name of settlement    ...  ...  ...  ...    ...  ...  ...  ...  ...  ...  ...  ...    ...  ...  ...  ...  ...  ...  ...    ...  ...  ...  ...  .  [7]  [total: 25]",
+            "13": "13 0460/11/m/j/20 \u00a9 ucles 2020 [turn over section b answer one question from this section. 3 (a) study fig. 3.1, which shows three different types of plate boundary. b plate platea plate plate c plateplatekey direction of plate movement fig. 3.1   (i) which diagram, a, b or c, shows a conservative plate boundary?     [1]",
+            "14": "14 0460/11/m/j/20 \u00a9 ucles 2020   (ii) shield volcanoes are often formed on constructive (divergent) plate boundaries. describe  two characteristics of a shield volcano.   1    ... 2    .  [2]   (iii) explain how the process of subduction causes volcanoes to form on destructive  (convergent) plate boundaries.  ...  ...  ...  ...  ...  .  [3]   (iv) explain what can be done to reduce the impacts of eruptions on people who live near  volcanoes.  ...  ...  ...  ...  ...  ...  ...    .  [4]",
+            "15": "15 0460/11/m/j/20 \u00a9 ucles 2020 [turn over  (b) study fig. 3.2, which is a diagram of a volcano. fig. 3.2   (i) use labelled arrows to show the following features in fig. 3.2: - crater - main vent - magma chamber  [3]   (ii) explain how volcanoes offer opportunities to the people who live close to them.  ...  ...  ...  ...  ...  ...  ...  ...  ...  .  [5]",
+            "16": "16 0460/11/m/j/20 \u00a9 ucles 2020  (c) explain why an earthquake  occurred in a named area you have studied.   name of area  ..  ...  ...  ...  ...    ...  ...  ...  ...  ...  ...  ...    ...  ...  ...  ...    ...  ...  ...  ...  ...  ...  ...  ...  ...  .  [7]  [total: 25]",
+            "17": "17 0460/11/m/j/20 \u00a9 ucles 2020 [turn over 4 (a) study fig. 4.1, which is a hydrograph of a river after a rain storm. hours from start of rain stormdischarge (m3 / s) precipitation (mm) 012345 001234 12 24 36 48 60 72overland flow groundwater flowthroughflowpeak flowkey discharge precipitation fig. 4.1   (i) how long after the start of the rain storm is the peak flow?  . hours   [1]   (ii) explain how water reaches a river from: - throughflow  ...  ...  ... - groundwater flow  ..  ...  .  [2]",
+            "18": "18 0460/11/m/j/20 \u00a9 ucles 2020   (iii) explain why the building of large settlements on or close to a flood plain increases the   discharge of a river after heavy rain.  ...  ...  ...  ...  ...  .  [3]   (iv) state two different methods to reduce river flooding. for each method explain how it  works. method 1  ...  ... explanation  ...  ...  ... method 2  ...  ... explanation  ...  ...  .  [4]",
+            "19": "19 0460/11/m/j/20 \u00a9 ucles 2020 [turn over  (b) study fig. 4.2 (insert), which is a photograph of a river in an upland area.   (i) describe the main characteristics of the river and valley shown in fig. 4.2.  ...  ...  ...  ...   ..  .  [3]   (ii) explain how the river shown in fig. 4.2 is likely to carry out erosion.  ...  ...  ...  ...  ...  ...  ...  ...  ...  .  [5]",
+            "20": "20 0460/11/m/j/20 \u00a9 ucles 2020  (c) describe the opportunities provided for local people by a named river you have studied.   name of river  ..  ...  ...  ...    ...  ...  ...  ...  ...  ...  ...    ...  ...  ...  ...    ...  ...  ...  ...  ...  ...    ...  ...  ...  ...  .  [7]  [total: 25]",
+            "21": "21 0460/11/m/j/20 \u00a9 ucles 2020 [turn over turn page for question 5",
+            "22": "22 0460/11/m/j/20 \u00a9 ucles 2020 section c answer one question from this section. 5 (a) study fig. 5.1, which shows information about agriculture in pakistan, an ledc in asia. 1950 1960 1970 1980 1999 2007 201070 60 50 40 30 20 10 0percentage share of workforce employed in agriculture 1950 1960 1970 1980 1999 2007 201025 20 15 10 5 0total area of arable land (million hectares) fig. 5.1   (i) calculate the area by which arable land increased in pakistan between 1950 and 2010.   . million hectares  [1]",
+            "23": "23 0460/11/m/j/20 \u00a9 ucles 2020 [turn over   (ii) describe how the percentage of the workforce employed in agriculture in pakistan  changed between 1950 and 2010. use statistics in your answer.  ...  ...  ...  .  [2]   (iii) suggest three  ways that farmers in pakistan were able to increase the area of arable  land in the country between 1950 and 2010. 1    ... 2    ... 3    .  [3]   (iv) explain why many farmers in ledcs, such as pakistan, are subsistence farmers.  ...  ...  ...  ...  ...  ...  ...  .  [4]",
+            "24": "24 0460/11/m/j/20 \u00a9 ucles 2020  (b) study figs. 5.2, 5.3 and 5.4 (insert), which are photographs of different places where people  are employed.   (i) for each of figs. 5.2, 5.3 and 5.4 state the sector of production which is shown.    choose from the following:    primary      secondary      tertiary      quaternary fig. 5.2  . fig. 5.3  . fig. 5.4  .  [3]   (ii) describe and explain the changes which occur in the percentage of primary, secondary  and tertiary employment as a country becomes more developed.  ...  ...  ...  ...  ...  ...    ...  ...  ...  .  [5]",
+            "25": "25 0460/11/m/j/20 \u00a9 ucles 2020 [turn over  (c) for a named country or area you have studied, explain the causes of food shortages.   name of country or area  .  ...  ...  ...    ...  ...  ...  ...  ...  ...  ...  ...  ...  ...    ...  ...  ...  ...  ...  ...    ...  ...  ...  ...  ...  .  [7]  [total: 25]",
+            "26": "26 0460/11/m/j/20 \u00a9 ucles 2020 6 (a) study fig. 6.1, which shows how the number of tourists to acapulco, a tourist destination on  the coast of mexico, has changed between 1920 and 2010. 1920 1930 1940 1950 1960 1970 years1980 1990 2000 2010number of tourists fig. 6.1   (i) the table below lists six tourist attractions in acapulco.    tick the two which are physical attractions. tick (\u2713) acapulco city market la quebrada cliffs lucha libre mexican wrestling show our lady of solitude cathedral palma sola archaeological site playa condesa beach  [1]   (ii) suggest two ways in which the infrastructure of acapulco is likely to have improved as it  developed as a tourist destination. 1    ... 2    .  [2]",
+            "27": "27 0460/11/m/j/20 \u00a9 ucles 2020 [turn over   (iii) suggest why the growth of tourism in the acapulco area may have had both positive and  negative effects on local fishermen.  ...  ...  ...  ...  ...  ...    .  [3]   (iv) using fig. 6.1 only, describe the changes in the number of tourists in acapulco between  1920 and 2010.  ...  ...  ...  ...  ...  ...    ...  .  [4]",
+            "28": "28 0460/11/m/j/20 \u00a9 ucles 2020  (b) study fig. 6.2 (insert), which is an advert for a tourist resort in the silvassa forest region in  india (an ledc).   (i) state three  different types of job which are likely to have been created by tourism in the  silvassa forest region. 1   2   3  ..  [3]   (ii) explain how the local natural environment may be at risk from tourist resorts such as the  one shown in fig. 6.2.  ...  ...  ...  ...  ...  ...    ...  ...  ...  .  [5]",
+            "29": "29 0460/11/m/j/20 \u00a9 ucles 2020  (c) for a named area you have studied, explain how tourism is managed in order for it to be  sustainable.   name of area  ...  ...  ...  ...  ...    ...  ...  ...  ...  ...  ...  ...    ...  ...  ...  ...  ...  ...  ...    ...  ...  ...  ...  ...  ...  .  [7]  [total: 25]",
+            "30": "30 0460/11/m/j/20 \u00a9 ucles 2020 additional pages if you use the following lined pages to complete the answer(s) to any question(s), the question  number(s) must be clearly shown. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. ..",
+            "31": "31 0460/11/m/j/20 \u00a9 ucles 2020 .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. ..",
+            "32": "32 0460/11/m/j/20 \u00a9 ucles 2020 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 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.blank page"
+        },
+        "0460_s20_qp_12.pdf": {
+            "1": "*6129022329*cambridge igcse\u2122 dc (nf/cb) 180133/5 \u00a9 ucles 2020  [turn overthis document has 28 pages. blank pages are indicated.geography  0460/12 paper 1  geographical themes  may/june  2020  1 hour 45 minutes you must answer on the question paper. you will need:  insert (enclosed)  calculator  ruler instructions  \u25cf answer three  questions in total, one from each section.  \u25cf use a black or dark blue pen. you may use an hb pencil for any diagrams or graphs.  \u25cf write your name, centre number and candidate number in the boxes at the top of the page.  \u25cf write your answer to each question in the space provided.  \u25cf do not use an erasable pen or correction fluid.  \u25cf do not write on any bar codes.  \u25cf if additional space is needed, you should use the lined pages at the end of this booklet; the question  number or numbers must be clearly shown. information  \u25cf the total mark for this paper is 75.  \u25cf the number of marks for each question or part question is shown in brackets [  ].  \u25cf the insert contains additional resources referred to in the questions. definitions medcs \u2013 more economically developed countries ledcs \u2013 less economically developed countries",
+            "2": "2 0460/12/m/j/20 \u00a9 ucles 2020 section a answer one question from this section. 1 (a) study figs. 1.1 and 1.2, which show information about migration across the mediterranean  sea from libya to italy between january 2015 and august 2016. francegermanyuk czech reppoland hungaryaustria italy greece tunisiaalgeriaspain libyamediterranean seaadriatic sea tripoli benghazi zawiyatrapaniromemilan mineokey migrant routes cityn 0200 400 km fig. 1.1",
+            "3": "3 0460/12/m/j/20 \u00a9 ucles 2020 [turn over number of migrants from libya to italy \u2013 january 2015 to august 2016 (000\u2019s)60 50 40 30 20 1060 50 40 30 20eritrea nigeria somalia sudan the gambia mali ivory coast senegal guinea country of birth of migrants bangladesh10 0 0 fig. 1.2   (i) using fig. 1.1 only, identify two ports in libya from which migrants leave for italy.    1 ...   2 ...   [1]   (ii) complete fig. 1.2  by plotting the following information about the country of birth of  migrants travelling from libya to italy between january 2015 and august 2016:    54 000 were from eritrea    20 000 were from somalia   [2]   (iii) much of the migration across the mediterranean sea from libya to italy is forced  (involuntary) migration.    give three  different reasons why forced (involuntary) migration may occur from a country. 1    ... 2    ... 3    .  [3]",
+            "4": "4 0460/12/m/j/20 \u00a9 ucles 2020   (iv) explain why the arrival of large numbers of migrants across the mediterranean sea may  cause problems in italy.  ...  ...  ...  ...  ...  ...  ...  .  [4]  (b) study fig. 1.3, which is a population pyramid for the united arab emirates (uae), an medc. 0 0 5 5 10 10 percentage of population percentage of population0\u201345\u2013910\u20131415\u20131920\u20132425\u20132930\u20133435\u20133940\u20134445\u20134950\u20135455\u20135960\u20136465\u20136970\u20137475\u20137980 +male female(age) years 15 15 fig. 1.3",
+            "5": "5 0460/12/m/j/20 \u00a9 ucles 2020 [turn over   (i) identify three characteristics of the population pyramid for the uae which suggest that it  attracts many migrants. 1    ... 2    ... 3    .  [3]   (ii) most of the migration to the uae is voluntary migration. describe the attractions (pulls)   of medcs, such as the uae, to migrants from ledcs.  ...  ...  ...  ...  ...  ...  ...  ...  ...  .  [5]",
+            "6": "6 0460/12/m/j/20 \u00a9 ucles 2020  (c) for a named country or area you have studied, explain why it is sparsely populated.   name of country or area ..  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  .  [7] [total: 25]",
+            "7": "7 0460/12/m/j/20 \u00a9 ucles 2020 [turn over 2 (a) study fig. 2.1, which is a transect across a city in belgium, an medc in europe. suburbs a f b c d ecbd boundary of city rural-urban fringerural area 0 1 2 kmx fig. 2.1   (i) what is the distance from the cbd to the boundary of the city?      km  [1]   (ii) identify from fig. 2.1 the letter which represents:    \u2013 an area of traditional industry where redevelopment is taking place         \u2013 an area where a ring road and business park have recently been built on greenfield  sites        [2]   (iii) state three  likely differences between residential areas c and d in the medc city shown  in fig. 2.1. 1    ... 2    ... 3    .  [3]",
+            "8": "8 0460/12/m/j/20 \u00a9 ucles 2020   (iv) give two examples of low-order services which are likely to be located close to residential  areas such as in area x in fig. 2.1.    explain why many of the services in this area are likely to be low-order services.    example 1     example 2  explanation  ...  ...  ...  ...  ...  .  [4]  (b) study fig. 2.2 (insert), which is a photograph of part of an urban area in an ledc which is  being redeveloped.   (i) describe three  features of the buildings in the redevelopment shown in fig. 2.2. 1    ... 2    ... 3    .  [3]   (ii) the land being redeveloped in fig. 2.2 was previously used for a squatter settlement.    suggest how this change in land use is likely to have both benefits and problems.  ...  ...  ...  ...  ...  ...  ...  ...  ...  .  [5]",
+            "9": "9 0460/12/m/j/20 \u00a9 ucles 2020 [turn over  (c) for a named urban area you have studied, describe and explain the characteristics of its  central business district (cbd).   name of urban area ..  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  .  [7] [total: 25]",
+            "10": "10 0460/12/m/j/20 \u00a9 ucles 2020 section b answer one question from this section. 3 (a) study fig. 3.1 (insert), which is a photograph showing an area where coastal erosion has  taken place.   (i) give one piece of evidence from fig. 3.1 that the cliff has been eroded.  ...  .  [1]   (ii) explain how hydraulic action is likely to have eroded the cliff shown in fig. 3.1.  ...  ...  ...  .  [2]   (iii) name one other process of coastal erosion. explain how it is likely to have eroded the  cliff shown in fig. 3.1. process of coastal erosion   explanation  ...  ...  ...  ...  ...  .  [3]   (iv) managed retreat is a strategy where the coast is allowed to erode.    suggest reasons why the authorities decided to allow managed retreat to occur along  the section of coastline shown in fig. 3.1 rather than protecting it from erosion.  ...  ...  ...  ...  ...  ...  ...  .  [4]",
+            "11": "11 0460/12/m/j/20 \u00a9 ucles 2020 [turn over  (b) study fig. 3.2 (insert), which is a photograph showing an area of mangroves.   (i) describe three  characteristics of the mangroves shown in fig. 3.2. 1    ... 2    ... 3    .  [3]   (ii) describe the conditions which are required for the development of a mangrove swamp.  ...  ...  ...  ...  ...  ...  ...  ...  ...  .  [5]",
+            "12": "12 0460/12/m/j/20 \u00a9 ucles 2020  (c) for a named coastal area you have studied, describe how it is being protected from coastal  erosion.   name of area ..  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  .  [7] [total: 25]",
+            "13": "13 0460/12/m/j/20 \u00a9 ucles 2020 [turn over 4 (a) study fig. 4.1 (insert), which is a photograph of a weather instrument.   (i) identify the weather instrument shown in fig. 4.1.    .   [1]   (ii) explain how readings are taken from the weather instrument shown in fig. 4.1.  ...  ...  ...  .  [2]   (iii) describe and explain the ideal location of the weather instrument shown in fig. 4.1.  ...  ...  ...  ...  ...  .  [3]   (iv) explain why many weather stations now use digital instruments rather than traditional  ones.  ...  ...  ...  ...  ...  ...  ...  .  [4]",
+            "14": "14 0460/12/m/j/20 \u00a9 ucles 2020  (b) study fig. 4.2, which shows the relative humidity at carnarvon airport, western australia,  during august 2017. key relative humidity at 09:00 relative humidity at 15:001020406080100 234567891011relative humidity (%) 12131415161718 date19202122232425262728293031 fig. 4.2   (i) compare the pattern of relative humidity at 09:00 and at 15:00 during august 2017 at  carnarvon airport. use statistics in your answer.  ...  ...  ...  ...  ...  .  [3]",
+            "15": "15 0460/12/m/j/20 \u00a9 ucles 2020 [turn over   (ii) explain how a traditional weather instrument can be used to obtain data on relative  humidity such as that shown in fig. 4.2.  ...  ...  ...  ...  ...  ...  ...  ...  ...  .  [5]",
+            "16": "16 0460/12/m/j/20 \u00a9 ucles 2020  (c) for a named hot desert you have studied, explain why the amount of rainfall in this area is  low.   name of hot desert ..  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  .  [7] [total: 25]",
+            "17": "17 0460/12/m/j/20 \u00a9 ucles 2020 [turn over section c answer one question from this section. 5 (a) study fig. 5.1, which shows a map of the island of gran canaria, a spanish island off the  coast of africa. fig. 5.2 (insert), is a photograph of the tourist resort of taurito in gran canaria. san agust \u00ednlas rosasteldetafira tamadaba (1444  m)santa mar \u00eda de gu \u00edalas palmas de gran canaria tejeda pozo de las nieves (1949  m) ag\u00fcimes gc1juan grande arguinegu \u00ednmog\u00e1n santa luc \u00eda de tirajanala aldea de san nicol \u00e1s atlantic oceann 0 5 10 kmkey main road minor road mountain peak large settlement airporttaurito fig. 5.1   (i) what is the compass direction from the airport to taurito?    .   [1]   (ii) use the scale to measure the distance along the gc1 road from the airport to taurito.    .  km  [2]   (iii) using fig. 5.2 only, explain how the natural environment has encouraged the  development of a tourist resort at taurito.  ...  ...  ...  ...  ...  .  [3]",
+            "18": "18 0460/12/m/j/20 \u00a9 ucles 2020   (iv) suggest two benefits and two disadvantages of tourism for the people who live in gran  canaria. benefit 1    ... benefit 2    ... disadvantage 1  .  ... disadvantage 2  .  .  [4]  (b) study fig. 5.3, which shows an island in the indian ocean before and after the construction of  tourist facilities. key footpathsea accommodation pierrestaurantafterbefore receptiongardens not to scalenot to scale tennis courtssea sea breakwaterbeach beach fig. 5.3",
+            "19": "19 0460/12/m/j/20 \u00a9 ucles 2020 [turn over   (i) using fig. 5.3 only, identify  three  changes on the island as a result of the construction  of the tourist facilities. 1    ... 2    ... 3    .  [3]   (ii) suggest how the local natural environment of the island shown in fig. 5.3 may be at risk  from tourism.  ...  ...  ...  ...  ...  ...  ...  ...  ...  .  [5]",
+            "20": "20 0460/12/m/j/20 \u00a9 ucles 2020  (c) for a named area you have studied where tourism is important, explain how it is managed so  that the risks to the natural environment are reduced.   name of area   ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  .  [7] [total: 25]",
+            "21": "21 0460/12/m/j/20 \u00a9 ucles 2020 [turn over 6 (a) study fig. 6.1, which shows the employment structure of germany (an medc) and egypt (an  ledc) in 1960, 1985 and 2010. 01020304050 percentage of working populationgermany 60708090100 01020304050 percentage of working populationegypt 607080901002010 year19851960 key primary secondary tertiary fig. 6.1   (i) what percentage of the working population was employed in the primary sector in egypt  in 1960?    .   [1]   (ii) identify one similarity and one difference between the employment structures of  germany and egypt in 2010. similarity    ... difference  ..  .  [2]",
+            "22": "22 0460/12/m/j/20 \u00a9 ucles 2020   (iii) suggest reasons for the decline of employment in secondary industry in germany since  1985.  ...  ...  ...  ...  ...  ...  .  [3]   (iv) suggest reasons for the growth of tertiary employment in egypt between 1960 and 2010.  ...  ...  ...  ...  ...  ...  ...  .  [4]",
+            "23": "23 0460/12/m/j/20 \u00a9 ucles 2020 [turn over  (b) study fig. 6.2, which shows information about the fish processing industry. stunning chilling gutting cleaning cutting preparation filletingfilleting trimming bone removing skinning slicing distribution and packingrecycling waste fish weighing / grading packing / labelling fig. 6.2   (i) complete the table below by inserting the following words to show examples of inputs,  processes and outputs of the fish processing industry shown in fig. 6.2.     electricity  weighing portions  removing bones     packets of frozen fish  water  fish skin inputs processes outputs \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026. \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026. \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026 \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026. \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026. \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026 [3]",
+            "24": "24 0460/12/m/j/20 \u00a9 ucles 2020   (ii) explain how the local natural environment may be at risk from industries such as fish  processing.  ...  ...  ...  ...  ...  ...  ...  ...  ...  .  [5]",
+            "25": "25 0460/12/m/j/20 \u00a9 ucles 2020  (c) for a named example you have studied, describe and explain the location of a factory or  industrial zone.   name of factory or industrial zone ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  .  [7] [total: 25]",
+            "26": "26 0460/12/m/j/20 \u00a9 ucles 2020 additional pages if you use the following lined pages to complete the answer(s) to any question(s), the question  number(s) must be clearly shown. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. ..",
+            "27": "27 0460/12/m/j/20 \u00a9 ucles 2020 .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. ..",
+            "28": "28 0460/12/m/j/20 \u00a9 ucles 2020 blank page permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the  publisher will be pleased to make amends at the earliest possible opportunity. 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 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."
+        },
+        "0460_s20_qp_13.pdf": {
+            "1": "cambridge igcse\u2122*1825769865* dc (pq/cb) 180135/8 \u00a9 ucles 2020  [turn overthis document has 32 pages. blank pages are indicated.geography  0460/13 paper 1 geographical themes  may/june  2020  1 hour 45 minutes you must answer on the question paper. you will need:  insert (enclosed)  ruler  calculator   protractor instructions  \u25cf answer three  questions in total, one from each section.  \u25cf use a black or dark blue pen. you may use an hb pencil for any diagrams or graphs.  \u25cf write your name, centre number and candidate number in the boxes at the top of the page.  \u25cf write your answer to each question in the space provided.  \u25cf do not use an erasable pen or correction fluid.  \u25cf do not write on any bar codes.  \u25cf if additional space is needed, you should use the lined pages at the end of this booklet; the question  number or numbers must be clearly shown. information  \u25cf the total mark for this paper is 75.  \u25cf the number of marks for each question or part question is shown in brackets [  ].  \u25cf the insert contains additional resources referred to in the questions. definitions medcs \u2013 more economically developed countries ledcs \u2013 less economically developed countries",
+            "2": "2 0460/13/m/j/20 \u00a9 ucles 2020 section a answer one question from this section. 1 (a) study fig. 1.1, which shows information about the population of kuwait, qatar and the united  arab emirates (uae), which are medcs. kuwait total population 2.7 mtotal population 1.5 m total population 8.3 mqatar united arab emirates (uae) note: a guest worker is a temporary  migrant worker.key people born in the country guest workers from india guest workers from pakistan guest workers from egypt guest workers from nepal guest workers from the philippines guest workers from bangladesh guest workers from sri lanka people from other countries fig. 1.1",
+            "3": "3 0460/13/m/j/20 \u00a9 ucles 2020 [turn over   (i) which country shown in fig. 1.1 has the highest total population?    .  [1]   (ii) identify the country shown in fig. 1.1 which has:    - the largest proportion of the population who were born there      .    - the same proportion of guest workers from india and pakistan.      .  [2]   (iii) compare the countries of origin of guest workers in kuwait and the uae.  ...  ...  ...  ...  ...  .  [3]   (iv) describe two benefits and two disadvantages of large numbers of guest workers for  countries such as kuwait and the uae. benefit 1    ... benefit 2    ... disadvantage 1  .  ... disadvantage 2  .  .  [4]",
+            "4": "4 0460/13/m/j/20 \u00a9 ucles 2020  (b) study fig. 1.2, which is an extract about a guest worker from the philippines who is living in  dubai in the uae.   teresa cruz is one of many millions of adults who have travelled thousands of miles from  home to earn money to send back to their families. teresa lives in dubai, the uae\u2019s largest  city, 7000 kilometres from her home country, the philippines. she earns the minimum wage  as an assistant at a clothing store in a shopping mall in dubai. she works six days a week  and friday is her day off.  on friday at 12:00 it is time for teresa to see her 11-year-old daughter and 8-year-old son  who live with their aunt who is raising them in the philippines. as she is an overseas worker  she does this in the modern way. she pulls a stool up to a desk inside the small bedroom  she shares with four other people. she logs on to the computer, clicks a video-chat button  and waits.  teresa lives in the bedroom with her husband, luis, who, like teresa, left the philippines  years ago. they decided that the only way to do the things a parent wants to do \u2013 pay for  schoolbooks, make sure the grandparents in the philippines have enough to eat, prepare  the children for college one day \u2013 is to leave the family behind and find work in a distant  country with a different language and culture. fig. 1.2   (i) identify from fig. 1.2  three  difficulties for teresa of being a guest worker in dubai. 1    ... 2    ... 3    .  [3]",
+            "5": "5 0460/13/m/j/20 \u00a9 ucles 2020 [turn over   (ii) explain why many people from ledcs, such as the philippines, work in medcs despite  facing many difficulties.  ...  ...      ...  ...  ...     ...    ...  ...  ...  .  [5]",
+            "6": "6 0460/13/m/j/20 \u00a9 ucles 2020  (c) for a named country you have studied, explain why its natural population growth  is high.   name of country .  ...  ...  ...  ...  ...  ...  ...    ...  ...  ...  ...  ...  ...  ...    ...  ...  ...  ...  ...  ...    ...  ...  ...  ...  .  [7]  [total: 25]",
+            "7": "7 0460/13/m/j/20 \u00a9 ucles 2020 [turn over 2 (a) study fig. 2.1 (insert), which is a map of the cbd of manly, australia (an medc).   (i) what is meant by the initials cbd?    cbd  [1]   (ii) identify from fig. 2.1:    - a street which is pedestrianised      .     - a form of public transport which serves manly cbd.      .  [2]   (iii) explain why there are high-rise buildings in the cbd of many urban areas.  ...  ...  ...  ...  ...  .  [3]   (iv) explain why some shops and services are being located in shopping malls in the  rural-urban fringe.  ...  ...  ...  ...  ...  ...  ...  .  [4]",
+            "8": "8 0460/13/m/j/20 \u00a9 ucles 2020  (b) study fig. 2.2, which is a land use map showing part of a cbd. (not to scale)theatre fruit/vegetable shopjewellers key high-order services low-order services shop selling high-order goods shop selling low-order goods fig. 2.2",
+            "9": "9 0460/13/m/j/20 \u00a9 ucles 2020 [turn over   (i) in fig. 2.2, use the key provided to shade in the following shops and services:    - jewellers    - theatre    - fruit/vegetable shop.  [3]   (ii) describe the differences between low-order and high-order goods and services.  ...  ...  ...  ...  ...  ...    ...  ...  ...  .  [5] ",
+            "10": "10 0460/13/m/j/20 \u00a9 ucles 2020  (c) for a named urban area you have studied, describe how traffic problems have been managed.    name of urban area .  ...  ...  ...  ...  ...  ...  ...    ...  ...  ...  ...  ...  ...  ...    ...  ...  ...  ...  ...  ...    ...  ...  ...  ...  .  [7]  [total: 25]",
+            "11": "11 0460/13/m/j/20 \u00a9 ucles 2020 [turn over turn page for question 3",
+            "12": "12 0460/13/m/j/20 \u00a9 ucles 2020 section b answer one question from this section. 3 (a) study fig. 3.1, which is a flow diagram showing processes in a drainage basin. precipitation interception infiltration percolation groundwater flowriverwater tablethroughflowoverland flowevapotranspiration fig. 3.1   (i) what is a drainage basin ?  ...  .  [1]   (ii) which of the following statements are correct?    tick (3) two statements in the table below: tick  (3) overland flow occurs under the surface of the land. water percolates from the surface into the soil. groundwater flow moves water through the rocks. water flows to the river on the surface by throughflow. interception occurs when water vapour is evaporated. infiltration occurs when water soaks into the soil.  [2]",
+            "13": "13 0460/13/m/j/20 \u00a9 ucles 2020 [turn over   (iii) explain why overland flow may occur in a drainage basin.   ...  ...  ...  ...  ...  .  [3]   (iv) describe the changes in the characteristics of a river from its source to its mouth using  the following headings: width  ..  ... depth  .  ... speed of flow  .  ... gradient  .    .  [4]",
+            "14": "14 0460/13/m/j/20 \u00a9 ucles 2020  (b) study fig. 3.2 (insert), which is a photograph showing a waterfall.   (i) describe three  features of the waterfall shown in fig. 3.2. 1    ...     2    ... 3    .  [3]   (ii) suggest how the waterfall shown in fig. 3.2 was formed.  ...  ...    ...  ...  ...    ...  ...  ...  ...  .  [5]",
+            "15": "15 0460/13/m/j/20 \u00a9 ucles 2020 [turn over  (c) for a named river you have studied, describe attempts to manage flooding.   name of river .  ...  ...  ...  ...  ...  ...  ...    ...  ...  ...  ...  ...  ...  ...    ...  ...  ...  ...  ...  ...    ...  ...  ...  ...  .  [7]  [total: 25]",
+            "16": "16 0460/13/m/j/20 \u00a9 ucles 2020 4 (a) study fig. 4.1, which shows information about beaches at a coastal area in norfolk, uk. distance from sea (m)500.00.5height of beach (m)1.0 4525beach a cliff sea75 50100 % 25 75 50 40 35 30 25 20 15 10 5 0key beach material sand shingle pebbles distance from sea (m)500.00.5height of beach (m)1.0 4525beach b cliff sea75 50100 %100 % 100 % 25 75 50 40 35 30 25 20 15 10 5 0key beach material sand shingle pebbles fig. 4.1",
+            "17": "17 0460/13/m/j/20 \u00a9 ucles 2020 [turn over   (i) complete fig. 4.1  to show the following information:    beach a has 50% shingle and 50% pebbles next to the cliff.  [1]   (ii) compare the material  of beach a and beach b.  ...  ...  ...  ...  ...  .  [3]   (iii) identify two differences between the cross sections  of beach a and beach b. 1    ... 2    .  [2]   (iv) explain why beaches consist of different materials.  ...  ...  ...     ...     ...  ...  ...    .  [4]",
+            "18": "18 0460/13/m/j/20 \u00a9 ucles 2020  (b) study fig. 4.2 (insert), which is a photograph of an area of coastal sand dunes.   (i) describe three  natural features of the coastal sand dunes shown in fig. 4.2. 1    ... 2    ... 3    .  [3]   (ii) suggest how the coastal sand dunes shown in fig. 4.2 were formed.  ...  ...  ...  ...  ...  ...  ...  ...  ...  .  [5]",
+            "19": "19 0460/13/m/j/20 \u00a9 ucles 2020 [turn over  (c) for a named coastal area you have studied, explain how coastal erosion has affected the  people who live there.   name of coastal area .  ...  ...  ...  ...  ...  ...  ...    ...  ...  ...  ...  ...  ...  ...    ...  ...  ...  ...  ...  ...    ...  ...  ...  ...  .  [7]  [total: 25]",
+            "20": "20 0460/13/m/j/20 \u00a9 ucles 2020 section c answer one question from this section. 5 (a) study fig. 5.1 (insert), which is a photograph of a factory.   (i) the factory shown in fig. 5.1 puts together components for machines which are then  used in other industries. what type of industry is this?     circle one answer from the words below:    assembly    high technology    processing    service  [1]   (ii) suggest two reasons why the factory was located close to the canal. 1    ... 2    .  [2]   (iii) in which sector, primary, secondary, tertiary or quaternary, would the following people  who are employed by the factory shown in fig. 5.1 work?    - workers who carry out research and use it to design new machines      ...    - drivers of lorries transporting products from the factory      ...    - people operating machines in the factory      ...  [3]   (iv) explain how the location of manufacturing industry may be influenced by political factors.  ...  ...  ...  ...  ...  ...  ...  .  [4]",
+            "21": "21 0460/13/m/j/20 \u00a9 ucles 2020 [turn over  (b) study fig. 5.2 (insert), which shows the area around limuru, kenya.   (i) suggest why the tea factory four kilometres east of limuru is located close to the tea  plantations.   ...  ...  ...  ...  ...  .  [3]   (ii) using evidence from fig. 5.2 only, suggest reasons for the location of the shoe factory  one kilometre north of limuru.  ...  ...  ...  ...  ...  ...    ...  ...  ...  .  [5]",
+            "22": "22 0460/13/m/j/20 \u00a9 ucles 2020  (c) for a named country or area you have studied, describe the different methods which are  used to supply energy.   name of country or area .  ...  ...  ...  ...  ...  ...  ...    ...  ...  ...  ...  ...  ...  ...    ...  ...  ...  ...  ...  ...    ...  ...  ...  ...  .  [7]  [total: 25]",
+            "23": "23 0460/13/m/j/20 \u00a9 ucles 2020 [turn over turn page for question 6",
+            "24": "24 0460/13/m/j/20 \u00a9 ucles 2020 6 (a) study fig. 6.1, which shows information about two indicators of development, literacy and life  expectancy, in five parts of the world. 01020304050literacy (percentage)life expectancy (years) south asianorth africaeast and southeast asia areasouth america and caribbeansub- saharan africa60708090100 0102030405060708090100 2016 2016 199019902016 20161990 19902016 20161990 1990 20162016 1990 19902016 2016 1990 1990 key 2016 literacy 1990 2016 life expectancy 1990 fig. 6.1    (i) what is meant by literacy ?  ...  .  [1]   (ii) identify the following from fig. 6.1:    - the area with the highest life expectancy in 1990      .    - the increase in the literacy percentage in south asia between 1990 and 2016.       %  [2]",
+            "25": "25 0460/13/m/j/20 \u00a9 ucles 2020 [turn over   (iii) explain why life expectancy varies in countries at different levels of economic  development.  ...  ...  ...  ...  ...  ...    .  [3]   (iv) state two other indicators of development. for each one, explain why it is a useful  indicator of the level of development of a country. indicator 1  .    ...  ...       ...   indicator 2  .  ...  ...  .  [4]",
+            "26": "26 0460/13/m/j/20 \u00a9 ucles 2020 (b) study fig. 6.2, which shows an example of globalisation. a transnational corporation decides to produce a new type of mobile phone. fig. 6.2 (i)identify the following from fig. 6.2:  - the country where the new mobile phones are being manufactured .  - the country where the research and development took place .  - a continent where the new mobile phones are sold. . [3]content removed due to copyright restrictions.",
+            "27": "27 0460/13/m/j/20 \u00a9 ucles 2020 [turn over   (ii) explain how changes in technology have enabled globalisation to occur.  ...  ...  ...  ...  ...  ...    ...  ...  ...  .  [5] ",
+            "28": "28 0460/13/m/j/20 \u00a9 ucles 2020  (c) for a named example of a transnational corporation you have studied, describe its impacts at  a local and national scale.   name of transnational corporation .  ...  ...  ...  ...  ...  ...  ...    ...  ...  ...  ...  ...  ...  ...    ...  ...  ...  ...  ...  ...    ...  ...  ...  ...  .  [7]  [total: 25]",
+            "29": "29 0460/13/m/j/20 \u00a9 ucles 2020 additional pages if you use the following lined pages to complete the answer(s) to any question(s), the question  number(s) must be clearly shown. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. ..",
+            "30": "30 0460/13/m/j/20 \u00a9 ucles 2020 .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. ..",
+            "31": "31 0460/13/m/j/20 \u00a9 ucles 2020 blank page",
+            "32": "32 0460/13/m/j/20 \u00a9 ucles 2020 blank page permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the  publisher will be pleased to make amends at the earliest possible opportunity. 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 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."
+        },
+        "0460_s20_qp_21.pdf": {
+            "1": "cambridge igcse\u2122*8222851934* dc (pq/cb) 180192/6 \u00a9 ucles 2020  [turn overthis document has 20 pages. blank pages are indicated.geography  0460/21 paper 2 geographical skills  may/june  2020  1 hour 30 minutes you must answer on the question paper. you will need:  insert (enclosed)  plain paper  1:50 000 survey map (enclosed)  protractor  calculator  ruler instructions  \u25cf answer all questions.  \u25cf use a black or dark blue pen. you may use an hb pencil for any diagrams or graphs.  \u25cf write your name, centre number and candidate number in the boxes at the top of the page.  \u25cf write your answer to each question in the space provided.  \u25cf do not use an erasable pen or correction fluid.  \u25cf do not write on any bar codes.  \u25cf if additional space is needed, you should use the lined pages at the end of this booklet; the question  number or numbers must be clearly shown. information  \u25cf the total mark for this paper is 60.  \u25cf the number of marks for each question or part question is shown in brackets [  ].  \u25cf the insert contains additional resources referred to in the questions.",
+            "2": "2 0460/21/m/j/20 \u00a9 ucles 2020 1 study the map extract for stoumont, belgium. the scale is 1:50  000.  (a) fig. 1.1 shows some of the features around the main settlement at stoumont. study fig. 1.1  and the map extract, and answer the questions below. 98 99 00 01 0298 99 00 01 02 90 89 88 87 8690 89 88 87 86a x fg d c yestoumontb fig. 1.1   using the map extract, identify the following features shown in fig. 1.1:   (i) feature a  .  [1]   (ii) the land use at b  .  [1]   (iii) the height above sea level of the contour at c     metres  [1]   (iv) feature d  .  [1]   (v) feature e  .  [1]   (vi) feature f.  .  [1]",
+            "3": "3 0460/21/m/j/20 \u00a9 ucles 2020 [turn over  (b) what is the six-figure grid reference of the junction at point g in fig. 1.1?   ...  [1]  (c) fig. 1.2 is a cross section from point x to point y in fig. 1.1. 0 x 000880n633 roadmetres above sea levelmetres above sea level 020860y100200300400 0100200300400 fig. 1.2   (i) the cross section shown in fig. 1.2 is incomplete. using information from the map  extract, draw a line on fig. 1.2 to complete the cross section . [2]     (ii) in fig. 1.2, use a labelled arrow  to show the position of the l\u2019ambl\u00e8ve river.  [1]",
+            "4": "4 0460/21/m/j/20 \u00a9 ucles 2020  (d) find the n645 road that runs from near the settlement of chevron in the south west of the  map extract to the bridge over the l\u2019ambl\u00e8ve river.   (i) what is the distance along the road from the south edge of the map to the bridge over  the l\u2019ambl\u00e8ve river? tick ( 3) one box below. tick (3) 3780 metres 4780 metres 5500 metres 7780 metres  [1]   (ii) what is the compass direction from  the point where the road meets the south edge of  the map to the bridge over the l\u2019ambl\u00e8ve river?      [1]     (iii) measure the bearing from  the point where the road meets the south edge of the map to  the bridge over the l\u2019ambl\u00e8ve river.     degrees  [1]   (iv) describe the route of the n645 road.  ...  ...  ...  ...  ...  ...  .  [3]",
+            "5": "5 0460/21/m/j/20 \u00a9 ucles 2020 [turn over  (e) fig. 1.3 shows an area in the north east of the map extract. 0289909192 89909192 03 0402 03 04 fig. 1.3   which three  of the following statements describe the relief of the area shown in fig. 1.3?   tick (3) only three  boxes below. tick (3) the highest point is over 550  m. it is an area of gentle slopes. it is lowest in the north. the lowest land is below 200  m. it is an area of deeply cut relief. there is a river flood plain. there is a plateau in the south. the slopes face north. there is a v-shaped valley. it is a mountainous area.  [3]  (f) look at the main settlement on the map extract at stoumont. give one reason for the growth  of the settlement.  .. .  .  [1]  [total: 20]",
+            "6": "6 0460/21/m/j/20 \u00a9 ucles 2020 2 fig. 2.1 shows the estimated population growth of the continents between 1960 and 2100. answer  the questions below using fig. 2.1. 0 1960 1980population (billions) 2000 2020 2040 year2060 2080 2100123456 asiaestimated africa europe australasianorth and south america fig. 2.1  (a) (i) what is the population of africa expected to be in 2040?    ...  [1]   (ii) in which continent did the population grow the most between 1960 and 2000?    ...  [1]   (iii) in which continent is the population expected to grow the most between 2050 and 2100?    ...  [1]   (iv) estimate the world population in 2100. circle  one answer below.  7 billion    9 billion    11 billion    13 billion  [1]",
+            "7": "7 0460/21/m/j/20 \u00a9 ucles 2020 [turn over  (b) table 2.1 gives information about the population in five countries.  table 2.1 growth rate (per thousand)birth rate (per thousand)death rate (per thousand)net migration (per thousand) india 11.7 7.3  0 italy 1.9 8.6 10.4  3.7 japan \u20132.1 7.7 9.8  0 latvia \u201310.9 9.7 14.5  \u20136.1 malawi 33.1 41.0 7.9  0   (i) calculate the birth rate of india.     per thousand  [1]   (ii) which one of the five countries has the greatest change per thousand in its population?      [1]   (iii) the population of latvia is decreasing. using table 2.1  only , give two reasons why. 1    ... 2    ...  [2]  [total: 8]",
+            "8": "8 0460/21/m/j/20 \u00a9 ucles 2020 blank page",
+            "9": "9 0460/21/m/j/20 \u00a9 ucles 2020 [turn over 3 figs. 3.1, 3.2 and 3.3 (insert) show three coastlines.   (a) identify each of the following landforms:   (i) landform w in fig. 3.1    .  [1]   (ii) landform x in fig. 3.2    .  [1]   (iii) landform y in fig. 3.2    .  [1]   (iv) landform z in fig. 3.3.    .  [1]  (b) which one of the three photographs shows a coastline where deposition is the most important  process? tick ( 3) one box below. tick (3) fig. 3.1 fig. 3.2 fig. 3.3  [1]  (c) explain how landform w, in fig. 3.1, was formed.  ...  ...  ...  ...  ...  ...  .  [3]  [total: 8]",
+            "10": "10 0460/21/m/j/20 \u00a9 ucles 2020 4 fig. 4.1 shows the annual rainfall totals for ten years for a place with a hot desert climate and a  place with an equatorial climate. 05001000150020002500 annual rainfall (mm) number of years1 1 2 2 3 3 45key hot desert equatorial fig. 4.1  (a) (i) what was the most frequent rainfall total for the place with a hot desert climate?    ...  [1]   (ii) what was the range of rainfall totals for the place with a hot desert climate?    ...  [1]   (iii) what was the average annual rainfall for the place with a hot desert climate? circle your  answer below.  50 mm   178 mm   250 mm   388 mm [1]",
+            "11": "11 0460/21/m/j/20 \u00a9 ucles 2020 [turn over  (b) using fig. 4.1, compare the amount and variability of the annual rainfall for the place with a  hot desert climate and the place with an equatorial climate.   amount of rainfall  ...  ...  ...   variability of rainfall  ...  ...  ... [2]  (c) fig. 4.2 (insert) shows a desert area where there has been recent rainfall. explain how the  vegetation shown in fig. 4.2 has been affected by this rainfall.  ...  ...  ...  ...  ...  ...  .  [3]  [total: 8]",
+            "12": "12 0460/21/m/j/20 \u00a9 ucles 2020 5 table 5.1 shows energy consumption in the usa in 2007 and 2016.   table 5.1 source of energy usespercentage of total energy consumption 2007 2016 biomass heating, electricity, transport 3.6 4.9 coal electricity, manufacturing 22.9 14.6 geothermal heating, electricity 0.5 0.2 hydroelectricity electricity 2.4 2.5 natural gas electricity, manufacturing 23.3 29.2 oil transport, manufacturing 37.5 36.9 solar light, heating, electricity 0.6 0.7 uranium electricity 8.7 8.6 wind electricity 0.5 2.4  (a) describe the changes in non-renewable energy consumption shown in table 5.1.  ...  ...  ...  ...  ...  ...  .  [3]  (b) using evidence from table 5.1, suggest why it is difficult to reduce consumption of  non-renewable energy sources.  ...  ...  ...  ...  .  [2]",
+            "13": "13 0460/21/m/j/20 \u00a9 ucles 2020 [turn over  (c) explain the importance of fuelwood to people in many countries.  ...  ...  ...  ...  ...  ...  ...  ...  ...  .  [3]  [total: 8]",
+            "14": "14 0460/21/m/j/20 \u00a9 ucles 2020 6 the united nations children\u2019s fund (unicef) is a united nations programme which provides  assistance to children and mothers in developing countries. table 6.1 describes how unicef  classifies water supplies.  use information from table 6.1 to answer the questions which follow. table 6.1 type of water supply description percentage  of the world  population  using this  type of supply safely managed drinking water that is clean and from an improved water  source that is located in or near people\u2019s homes71 basic drinking water from an improved source, provided  collection time is not more than 30 minutes (including  queuing)17 limited drinking water from an improved source for which  collection time is more than 30 minutes (including queuing)4 unimproved drinking water from an unprotected well or spring 6 surface water drinking water directly from a river, lake, stream or canal 2  improved sources include: piped water, boreholes, protected wells, protected springs and  packaged or delivered water.  (a) if the world population is 7  600 000 000, calculate how many people in the world drink surface  water.   ...  [1]  (b) suggest one type of graph which could be used to present the statistics in table 6.1.   ...  [1]",
+            "15": "15 0460/21/m/j/20 \u00a9 ucles 2020  (c) using evidence from table 6.1 and your own knowledge, answer the questions below.   (i) explain the disadvantages of using unimproved  and surface water supplies .  ...  ...  ...  ...  .  [2]   (ii) explain the disadvantages of using basic  and limited water supplies .  ...  ...  ...  ...  .  [2]   (iii) suggest why it is difficult to provide the improved water sources shown in table 6.1.  ...  ...  ...  ...  .  [2]  [total: 8]",
+            "16": "16 0460/21/m/j/20 \u00a9 ucles 2020 additional pages if you use the following lined pages to complete the answer(s) to any question(s), the question  number(s) must be clearly shown.  ..  ..  .. .. ..  ..  ..  .. .. ..  .. ..",
+            "17": "17 0460/21/m/j/20 \u00a9 ucles 2020 .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. ..",
+            "18": "18 0460/21/m/j/20 \u00a9 ucles 2020 blank page",
+            "19": "19 0460/21/m/j/20 \u00a9 ucles 2020 blank page",
+            "20": "20 0460/21/m/j/20 \u00a9 ucles 2020 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 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.blank page"
+        },
+        "0460_s20_qp_22.pdf": {
+            "1": "cambridge igcse\u2122*1697299350* geography  0460/22 paper 2 geographical skills  may/june  2020  1 hour 30 minutes you must answer on the question paper. you will need:  insert (enclosed)  plain paper  1:50 000 survey map (enclosed)  protractor  calculator  ruler instructions  \u25cf answer all questions.  \u25cf use a black or dark blue pen. you may use an hb pencil for any diagrams or graphs.  \u25cf write your name, centre number and candidate number in the boxes at the top of the page.  \u25cf write your answer to each question in the space provided.  \u25cf do not use an erasable pen or correction fluid.  \u25cf do not write on any bar codes.  \u25cf if additional space is needed, you should use the lined pages at the end of this booklet; the question  number or numbers must be clearly shown. information  \u25cf the total mark for this paper is 60.  \u25cf the number of marks for each question or part question is shown in brackets [  ].  \u25cf the insert contains additional resources referred to in the questions. dc (jc/ct) 180199/7 \u00a9 ucles 2020  [turn overthis document has 16 pages. blank pages are indicated.",
+            "2": "2 0460/22/m/j/20 \u00a9 ucles 2020 1 study the map extract for hamoir, belgium. the scale is 1:50  000.  (a) fig. 1.1 shows some of the features around the settlement at ouffet in the north west of the  map extract. study fig.  1.1 and the map extract, and answer the questions below. 89909192 8990919274 75 76 77 74 75 76 77b c a de ouffet fig. 1.1   using the map extract, identify the following features shown in fig.  1.1:   (i) feature a  .  [1]   (ii) the height above sea level of the contour at b    . metres  [1]   (iii) feature c  .  [1]   (iv) the land use at d  .  [1]   (v) feature e.  .  [1]  (b) describe the pattern of main and secondary roads in the area shown on fig.  1.1.  ...  .  [1]",
+            "3": "3 0460/22/m/j/20 \u00a9 ucles 2020 [turn over  (c) look at the part of the n66 road that runs from the bridge over the river at hamoir to the east  edge of the map extract.   (i) what is the distance along the road from the bridge over the river at hamoir to the east  edge of the map extract? tick one box below. tick  (\u2713) 6500 metres 7500 metres 8500 metres 9500 metres  [1]   (ii) what is the compass direction from  the bridge over the river at hamoir to where the n66  road meets the east edge of the map extract?    ...  [1]   (iii) measure the bearing from  the bridge over the river at hamoir to where the n66 road  meets the east edge of the map extract.    ... degrees  [1]   (iv) give the six-figure grid reference of the bridge over the river at hamoir.    ...  [1]",
+            "4": "4 0460/22/m/j/20 \u00a9 ucles 2020  (d) fig. 1.2 is a cross section along northing 90 from 770900 to 830900. metres  above sea  levelmetres  above sea  level 0100 770900 830900200300 0100200300linking road n66 fig. 1.2   (i) on fig.  1.2, use labelled arrows to show  the position of: \u2022 the main river \u2022 the chat. de renal (shown by a symbol for a castle)  [2]   (ii) the cross section shown on fig.  1.2 is incomplete. using information from the map  extract, draw a line on fig.  1.2 to complete the cross section . [1]  (e) which three  of the following statements describe the main river on the map extract? tick only  three  boxes below. tick (\u2713) its valley has gentle sides. it is meandering. it has no tributaries. it is always to the east of the railway. it has a flood plain of varying width. there is no settlement on its banks. it is a braided river. it flows from east to west. it is about 50  m wide. it is about 150  m wide.  [3]",
+            "5": "5 0460/22/m/j/20 \u00a9 ucles 2020 [turn over  (f) look at the settlement at hamoir. describe the site and give reasons for the growth of the  settlement.  ...  ...  ...  ...  ...  ...  ...  ...  ...  .  [4] [total: 20]",
+            "6": "6 0460/22/m/j/20 \u00a9 ucles 2020 2 figs. 2.1 and 2.2 give information about the population densities and the economies of bangladesh  and australia. use figs. 2.1 and 2.2 to answer the questions on the opposite page. bangladesh bangladesh is the world\u2019s  second largest textile  exporter with earnings from  garments forming 52% of  bangladesh\u2019s total income  from exports. the country  lacks metallic minerals but  has natural gas.key people per km2 1300 and over 900  \u2013 1299 700  \u2013 899 100 km0<700 n fig. 2.1 australia australia is the world\u2019s largest  exporter of coal, iron ore,  lead, diamonds and zinc, the  second largest exporter of  gold and uranium, and third  largest exporter of aluminium. key >10 1.1 \u2013 10 0.1 \u2013 1.0 less than 0.11000 km0n people per km2 fig. 2.2",
+            "7": "7 0460/22/m/j/20 \u00a9 ucles 2020 [turn over  (a) using fig.  2.1, describe the distribution of areas with more than 1300 people per km2 in  bangladesh.  ...  ...  ...  .  [2]  (b) an under-populated country is one where there are too few people to use all the resources to  maximum efficiency. an over-populated country is one where there are too many people to be  supported to a good standard by the resources of the country.   (i) give evidence from fig.  2.1 which suggests that bangladesh is an over-populated  country.  ...  ...  ...  ...  ...  ...  .  [3]   (ii) give evidence from fig.  2.2 which suggests that australia is an under-populated country.  ...  ...  ...  ...  ...  ...  .  [3] [total: 8]",
+            "8": "8 0460/22/m/j/20 \u00a9 ucles 2020 3 (a) fig. 3.1 shows the spheres of influence of four services located in town a and the sphere of  influence of one service in town b. n 20 km0 ba key spheres of influence townhospital local shop school supermarket in town a supermarket in town b fig. 3.1   (i) explain why the four services in town a have different sized spheres of influence.  ...  ...  .  [1]     (ii) put the four services in town a in order to show the hierarchy of services.      highest  ..       ..       ..              lowest  ..  [1]",
+            "9": "9 0460/22/m/j/20 \u00a9 ucles 2020 [turn over   (iii) the sphere of influence of the supermarket in town a overlaps with the sphere of  influence of the supermarket in town b. suggest reasons for this.  ...  ...  ...  .  [2]  (b) fig. 3.2 shows the sphere of influence of the supermarket in town a. n 20 km0ba key townsphere of influence of supermarket road upland area   fig. 3.2   using fig.  3.2, explain the shape of the sphere of influence of the supermarket.  ...  ...  ...  ...  ...  ...  ...  ...  .  [4]  [total: 8]",
+            "10": "10 0460/22/m/j/20 \u00a9 ucles 2020 4 figs.  4.1 and 4.2 (insert) show two valleys in northern england. describe the relief  features of  each valley.  valley in fig.  4.1  ..  ..  ..  ..  ..  ..  ..  ..  ..  ..  ..  valley in fig.  4.2  ..  ..  ..  ..  ..  ..  ..  ..  ..    [8] [total: 8]",
+            "11": "11 0460/22/m/j/20 \u00a9 ucles 2020 [turn over 5 fig. 5.1 shows the world distribution of areas of equatorial climate. x equatorial climatekeytropic of cancer equator tropic of capricorn23\u2212\u00b0n\u00b9\u00b2 \u00b9\u00b20\u00b0 23\u2212\u00b0s fig. 5.1  (a) which two of the following statements describe the areas of equatorial climate shown on  fig. 5.1? tick only two boxes below. tick (\u2713) they are south of the tropic of capricorn. they lie on the two tropics. they are in every continent. they are within 20\u00b0 of the equator. they all reach a coastline. they are north of the tropic of cancer. they include every area on the equator. they include all the area between the tropics.  [2]",
+            "12": "12 0460/22/m/j/20 \u00a9 ucles 2020  (b) fig. 5.2 shows the climate of area x shown in fig.  5.1. study fig.  5.2 and answer the question  below. 0501001502002503003502530 0501001502002503003502530 monthj f m a m j j a s o n drainfall (mm)temperature (\u00b0c) rainfall (mm)temperature (\u00b0c) fig. 5.2   which three  of the following statements describe the climate of area x shown in fig.  5.2?  tick only three  boxes below. tick (\u2713) there is a cold season. july is the hottest month. there is a low annual range of temperature. temperatures are high throughout the year. january is the coldest month. the annual rainfall is low. january is the driest month. october is the wettest month. there are two wetter seasons. there is a dry season.  [3]  ",
+            "13": "13 0460/22/m/j/20 \u00a9 ucles 2020 [turn over  (c) the vegetation of the areas of equatorial climate is tropical rainforest. name each of the  following features of the tropical rainforest:   (i) the continuous layer of leaves and branches formed near the top of the tall trees  ..  [1]   (ii) the pointed ends of the leaves which help to get rid of excess rainfall  ..  [1]   (iii) the roots which support the tall trees in the soft soil  ..  [1] [total: 8]",
+            "14": "14 0460/22/m/j/20 \u00a9 ucles 2020 6 fig. 6.1 (insert) shows an agricultural system in madagascar.  (a) which of the following terms describes the agricultural system in fig.  6.1? tick one box  below. tick  (\u2713) pastoral extensive mechanised intensive  [1]  (b) describe the features of the agriculture shown in fig.  6.1.  ...  ...  ...  ...  ...  ...  ...  ...  ...  .  [4]  (c) describe the natural problems which cause food shortages.  ...  ...  ...  ...  ...  ...  ...  ...  .  [3] [total: 8]",
+            "15": "15 0460/22/m/j/20 \u00a9 ucles 2020 additional pages if you use the following lined pages to complete the answer(s) to any question(s), the question  number(s) must be clearly shown.  ..  ..  .. .. ..  ..  ..  .. .. ..  .. ..",
+            "16": "16 0460/22/m/j/20 \u00a9 ucles 2020 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 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... .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .."
+        },
+        "0460_s20_qp_23.pdf": {
+            "1": "this document has 20 pages. blank pages are indicated.geography  0460/23 paper 2 geographical skills  may/june  2020  1 hour 30 minutes you must answer on the question paper. you will need:  insert (enclosed)  plain paper  1:50 000 survey map (enclosed)  protractor  calculator  ruler instructions  \u25cf answer all questions.  \u25cf use a black or dark blue pen. you may use an hb pencil for any diagrams or graphs.  \u25cf write your name, centre number and candidate number in the boxes at the top of the page.  \u25cf write your answer to each question in the space provided.  \u25cf do not use an erasable pen or correction fluid.  \u25cf do not write on any bar codes.  \u25cf if additional space is needed, you should use the lined pages at the end of this booklet; the question  number or numbers must be clearly shown. information  \u25cf the total mark for this paper is 60.  \u25cf the number of marks for each question or part question is shown in brackets [  ].  \u25cf the insert contains additional resources referred to in the questions.cambridge igcse\u2122*6895725374* dc (st/jg) 180197/6 \u00a9 ucles 2020  [turn over",
+            "2": "2 0460/23/m/j/20 \u00a9 ucles 2020 1  study the map extract for esneux, belgium. the scale is 1:50  000.  (a) fig. 1.1 shows some of the features in the north west of the map extract. study fig. 1.1 and  the map extract, and answer the questions below. 74 75 76 77 78 79 8074 02 01 00 99 9802 01 00 99 9875 76 77 78 79 80 aa b eb df cneupr\u00e9 fig. 1.1   using the map extract, identify the following features shown in fig. 1.1:   (i) feature a  .  [1]   (ii) feature b  .  [1]   (iii) feature c  .  [1]   (iv) feature d  .  [1]   (v) the height above sea level of the geodetic (trigonometric) point at e    .. metres  [1]   (vi) the height above sea level of the contour at f    .. metres  [1]",
+            "3": "3 0460/23/m/j/20 \u00a9 ucles 2020 [turn over  (b)  find the small settlements at tavier and hody in the south west of the map extract. both  settlements have a church.   (i) what is the straight-line distance from the church at tavier to the church at hody? give  your answer in metres.    .. metres  [1]   (ii) what is the compass direction from  the church at tavier to the church at hody?    ..   [1]   (iii) measure the bearing from  the church at tavier to the church at hody.    .. degrees  [1]   (iv)  give the six-figure grid reference of the church at tavier.    ..   [1]  (c) fig. 1.2 is a cross section along northing 00 from 810000 to 860000. 0100200300400river 0100200300400 height (metres)height (metres) 810000 860000 fig. 1.2   (i)  in fig. 1.2, use labelled arrows to show  the position of: \u2022 the n633 road \u2022 the railway  [2]   (ii) the cross section shown in fig. 1.2 is incomplete. using information from the map  extract, draw a line in fig. 1.2 to complete the cross section . [1]",
+            "4": "4 0460/23/m/j/20 \u00a9 ucles 2020  (d)  fig. 1.3 shows an area in the south of the map extract. 74 7475 76 77 78 79 80 75 76 77 78 79 8096 95 9496 95 94anthisnes fig. 1.3   which three  of the following statements describe the relief and drainage of the area shown in  fig. 1.3? tick only three  boxes below. tick (3) it is an area of steep and gently sloping relief it is a mountainous area it is flat land the highest point is 250  m the area is all steeply sloping there is a flood plain the land is below 300  m there are few rivers there is a large river there is swamp or marsh [3]",
+            "5": "5 0460/23/m/j/20 \u00a9 ucles 2020 [turn over  (e) find the settlement of douxflamme in the south east of the map extract. describe the site and  reasons for the growth of the settlement.  ...  ...  ...  ...  ...  ...  ...  ...  ...  .  [4] [total: 20]",
+            "6": "6 0460/23/m/j/20 \u00a9 ucles 2020 2 fig. 2.1 gives information about the population of costa rica, a country in central america, in  1990 and 2015. 0\u201345\u2013910\u20131415\u20131920\u20132425\u20132930\u20133435\u20133945\u20134940\u20134450\u20135455\u20135960\u20136470\u20137465\u20136990+ 75\u20137980\u20138485\u201389 14 14 12 12 10 10 8 8 6 6 4 4 2 2 0 0male female male femaleage (years)costa rica 1990 population (%) population (%)0\u201345\u2013910\u20131415\u20131920\u20132425\u20132930\u20133435\u20133945\u20134940\u20134450\u20135455\u20135960\u20136470\u20137465\u20136990+ 75\u20137980\u20138485\u201389 10 10 8 8 6 6 4 4 2 2 0 0age (years)costa rica 2015 fig. 2.1  (a) what percentage of the male population of costa rica in 1990 was:   (i)  aged 5\u20139?    [1]   (ii)  aged 35\u201339?    [1]",
+            "7": "7 0460/23/m/j/20 \u00a9 ucles 2020 [turn over  (b) using fig. 2.1, describe the changes between 1990 and 2015 in the percentage of people in  costa rica aged:   (i)  0\u201314  .  [1]   (ii)  15\u201364  .  [1]   (iii)  65 and over  .  [1]  (c) suggest two effects on costa rica of the changes you have described in (b). 1    ... 2    .  [2]  (d)  fig. 2.2 is a different population pyramid for costa rica in 2015. population (in thousands)0\u201345\u2013910\u20131415\u20131920\u20132425\u20132930\u20133435\u20133945\u20134940\u20134450\u20135455\u20135960\u20136470\u20137465\u20136990+ 75\u20137980\u20138485\u201389 0 045 45 90 90 135 135 180 225 180 225age (years)costa rica 2015 male female fig. 2.2   what information is shown in fig. 2.2 but not in fig. 2.1?  ...  .  [1] [total: 8]",
+            "8": "8 0460/23/m/j/20 \u00a9 ucles 2020 blank page",
+            "9": "9 0460/23/m/j/20 \u00a9 ucles 2020 [turn over 3  (a) fig. 3.1 (insert) shows a weather station in south africa.   (i)  name the box at a.  .  [1]   (ii)  what is measured by the instruments at b?  .  [1]   (iii)  what is measured by the instrument at c?  .  [1]   (iv)  suggest the reason for the cable at d.  ...  .  [1]  (b) clouds are observed and described, but not measured by instruments. fig. 3.2 (insert) shows  clouds in kazakhstan.   describe the clouds shown at x and y in fig. 3.2.   clouds at x  ...  ...  ...  ...  ...   clouds at y  ...  ...  ...  ...  .  [4] [total: 8]",
+            "10": "10 0460/23/m/j/20 \u00a9 ucles 2020 4  (a) in 2017, 36% of germany\u2019s electricity was generated from renewable energy sources and  64% from non-renewable sources and nuclear power. plot this information  in fig. 4.1 and  complete the key . key electricity generation (%) 2017 renewable sources non-renewable sources and nuclear power fig. 4.1 [3]  (b) table 4.1 shows electricity generation in germany for the whole of 2017 and for one week in  that year. the figures show the percentage of electricity generated from each source. table 4.1 germany: electricity generation (%) whole of 2017 one week in 2017 renewable   sourcesbiomass 9 369 50wind 19 29 solar 5 9 hydro 3 3 non-renewable   sourcescoal 46 6437 50 gas 5 4 nuclear power 13 9 total (%) 100 100 100 100",
+            "11": "11 0460/23/m/j/20 \u00a9 ucles 2020 [turn over   using evidence from table 4.1, suggest possible reasons why the percentage of electricity  generated from renewable sources was greater for the week shown than for the whole year.  ...  ...  ...  ...  .  [2]  (c) describe the advantages of using nuclear power to generate electricity.  ...  ...  ...  ...  ...  ...  .  [3] [total: 8]",
+            "12": "12 0460/23/m/j/20 \u00a9 ucles 2020 blank page",
+            "13": "13 0460/23/m/j/20 \u00a9 ucles 2020 [turn over 5 fig. 5.1 (insert) shows teide, an active volcano in the canary islands.  (a) describe the features of teide shown in fig. 5.1.  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  .  [5]  (b) give three  opportunities that volcanoes like teide offer to people. 1    ... 2    ... 3    .  [3] [total: 8]",
+            "14": "14 0460/23/m/j/20 \u00a9 ucles 2020 6  fig. 6.1 shows areas in africa at risk of desertification. desertification is when land can no longer  support vegetation and agriculture becomes unproductive. n 1000 km0key desert at risk of desertification23  \u00b0  n 0\u00b01 2 23  \u00b0  s1 2 fig. 6.1  (a)  using fig. 6.1, describe the distribution of areas in africa at risk of desertification.  ...  ...  ...  ...  ...  ...  .  [3]",
+            "15": "15 0460/23/m/j/20 \u00a9 ucles 2020 [turn over  (b)  fig. 6.2 gives information about annual rainfall in one of the areas at risk of desertification  in africa. it shows the years which have been wetter than average and drier than average  between 1950 and 2016. 1950 1960 1970 1980 year1990 2000 2010 2016wetter than average drier than average fig. 6.2   describe the annual rainfall:   (i) between 1950 and 1967  ...  .  [1]   (ii)  between 1970 and 1998  ...  .  [1]   (iii) between 2000 and 2016  ...  .  [1]",
+            "16": "16 0460/23/m/j/20 \u00a9 ucles 2020  (c) using fig. 6.2, explain how rainfall could be one factor which could lead to desertification.  ...  ...  ...  ...  .  [2] [total: 8]",
+            "17": "17 0460/23/m/j/20 \u00a9 ucles 2020 additional pages if you use the following lined pages to complete the answer(s) to any question(s), the question number(s)  must be clearly shown. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. ..",
+            "18": "18 0460/23/m/j/20 \u00a9 ucles 2020 .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. ..",
+            "19": "19 0460/23/m/j/20 \u00a9 ucles 2020 blank page",
+            "20": "20 0460/23/m/j/20 \u00a9 ucles 2020 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 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.blank page"
+        },
+        "0460_s20_qp_41.pdf": {
+            "1": "cambridge igcse\u2122this document has 16 pages. blank pages are indicated. *9633830369* dc (ce/tp) 180460/6 \u00a9 ucles 2020  [turn overgeography  0460/41 paper 4 alternative to coursework  may/june  2020  1 hour 30 minutes you must answer on the question paper. you will need:  insert (enclosed)  ruler  calculator instructions  \u25cf answer all questions.  \u25cf use a black or dark blue pen. you may use an hb pencil for any diagrams or graphs.  \u25cf write your name, centre number and candidate number in the boxes at the top of the page.  \u25cf write your answer to each question in the space provided.  \u25cf do not use an erasable pen or correction fluid.  \u25cf do not write on any bar codes.  \u25cf if additional space is needed, you should use the lined pages at the end of this booklet; the question  number or numbers must be clearly shown. information  \u25cf the total mark for this paper is 60.  \u25cf the number of marks for each question or part question is shown in brackets [  ].  \u25cf the insert contains additional resources referred to in the questions.",
+            "2": "2 0460/41/m/j/20 \u00a9 ucles 2020 1 students in northern ireland were studying the topic of weather and how to measure and collect  weather data. their school had a variety of instruments to measure elements of weather, including  traditional instruments and digital equipment linked to the school\u2019s computer network.  (a) (i) fig. 1.1 (insert) is a diagram of a traditional weather station. what are the pieces of  equipment labelled a and b?    a  ...    b  ...  [2]   (ii) describe three  features of equipment a and explain why each feature is important. 1 .  ...  ...  ... 2 .  ...  ...  ... 3 .  ...  ...  .  [6]    the students noticed that the weather was forecast to change over the next three days,  so they decided to take some measurements to investigate these changes.    one pair of students decided to test the following hypotheses:    hypothesis 1:  as atmospheric pressure changes rainfall amounts will vary.    hypothesis 2:  atmospheric pressure affects the direction from which the wind blows.    the two students measured atmospheric pressure, rainfall and which direction the wind  was blowing from. they took measurements every three hours using a combination of  traditional and digital instruments.",
+            "3": "3 0460/41/m/j/20 \u00a9 ucles 2020 [turn over  (b) (i) which one of the following instruments is used to measure atmospheric pressure? tick  (3) your answer in the box below.  [1] tick (3) anemometer barometer hygrometer thermometer   (ii) a rain gauge is shown in fig. 1.1 (insert). explain how it is used to measure rainfall.  ...  ...  ...  ...  ...  ...  ...  .  [4]   (iii) explain how a wind vane, which is also shown in fig. 1.1 (insert), is used to show the  direction from which the wind is blowing.  ...  ...  ...  ...  ...  .  [2]",
+            "4": "4 0460/41/m/j/20 \u00a9 ucles 2020  (c) the students\u2019 results are shown in table 1.1 (insert). use information from the table to  complete the following tasks in fig. 1.2 below. 0 n 01:00 04:00 07:00 10:00 day 1 day 2results of students\u2019 measurements day 313:00 16:00 19:00 22:00 01:00 04:00 07:00 10:00 13:00 16:00 19:00 22:00 01:00 04:00 07:00 10:00 13:00 16:00 19:00 22:00nn wn nene ne nne nne ne ne ene ene nne nne nne n nn wnn wn nn wwn wwn wnw nw5109901000 rainfall (mm)atmospheric pressure  (mb) direction wind  comes  fromrainfall (mm)atmospheric pressure (mb) direction wind  comes  from10101020 0510990100010101020 fig. 1.2",
+            "5": "5 0460/41/m/j/20 \u00a9 ucles 2020 [turn over   (i) complete the atmospheric pressure line graph  at 16:00, 19:00 and 22:00 hours on  day 3. [1]   (ii) draw the rainfall bar  at 16:00 hours on day 2.  [1]   (iii) on which day and at what time was the following set of results recorded? atmospheric pressure (mb) 1002 rainfall during the last three hours (mm) 0.3 wind direction nnw    day ..  time ..  [1]  (d) using their results, the students made conclusions about their two hypotheses.   (i) what is your conclusion to hypothesis 1:  as atmospheric pressure changes rainfall  amounts will vary\u200a ? support your conclusion with data from fig. 1.2 and table 1.1.  ...  ...  ...  ...  ...  ...  ...  .  [4]   (ii) the students decided that hypothesis 2:  atmospheric pressure affects the direction  from which the wind blows , was partly true . support their conclusion with evidence from  fig. 1.2 and table 1.1.  ...  ...  ...  ...  ...  .  [3]",
+            "6": "6 0460/41/m/j/20 \u00a9 ucles 2020  (e) another pair of students investigated how the amount of cloud cover and cloud type had  changed over the three days.   (i) fig. 1.3 (below) shows two examples of the amount of cloud cover they recorded. the  students recorded the amounts in oktas (eighths). choose from the values below and fill  in the correct number of oktas for each example.  [2]    choose from the following:    1 okta   3 oktas   7 oktas   8 oktas  amount of cloud cover ... oktas ... oktas fig. 1.3   (ii) fig. 1.4 (insert) shows three different types of cloud recorded by the students.    identify the cloud type in each photograph. type a  . type b  . type c  .  [3]  [total: 30]",
+            "7": "7 0460/41/m/j/20 \u00a9 ucles 2020 [turn over 2 students were studying land use in cities. they learned that there are parts of a city where one  land use is dominant and covers most of the area, and this is called a land use zone. they did  fieldwork to investigate land use in their local city.   (a) to collect fieldwork data the students were divided into six groups. each group went from the  city centre outwards along main roads which were used as transect lines.   suggest two reasons why the teacher split the class into groups. 1 .  ... 2 .  .  [2]   the students investigated the following hypotheses:   hypothesis 1:  residential land use is dominant (covers most of the land area) at all distances  away from the city centre.   hypothesis 2:  the percentage of commercial land use decreases as distance from the city  centre increases.  (b) along each transect line the students used a systematic sampling method to select locations  to record the land use. their teacher told the students to: \u2022 record the land use every 10 metres \u2022 only record the ground floor land use \u2022 only record the land use on one side of the road.   give two advantages and two disadvantages of this method. advantage 1  ...  ... advantage 2  ...  ... disadvantage 1  ...  ... disadvantage 2  ...  .  [4]",
+            "8": "8 0460/41/m/j/20 \u00a9 ucles 2020  (c) fig. 2.1 (insert) shows the categories of land use which the students used along with  examples of different types of land use.   complete the table below by putting the types of land use into the correct land use category.  one example has been completed for you. type of land use land use category department store commercial concert venue apartment library  [3]  (d) an example of the students\u2019 completed recording sheet along one section of a transect  (201\u2013400  m) is shown in fig. 2.2 (insert). use these results to complete the tally chart, fig. 2.3  below, which the students used to count the examples in the different land use categories.  [2] tally chart section of transect: 201\u2013400 metres land use category tally number residential //// 4 industrial  0 commercial (shops)   entertainment   public buildings   open space   transport   services (offices)   fig. 2.3",
+            "9": "9 0460/41/m/j/20 \u00a9 ucles 2020 [turn over  (e) when they had completed their fieldwork, the students returned to school and added up the  results from all transects. they used these results to draw the divided bar graphs shown in  fig. 2.4 (insert).   (i) which distance from the city centre is shown in table 2.1 below?    . metres  [1] table 2.1 land use category percentage residential 65 industrial 10 commercial (shops) 5 entertainment 5 public buildings 0 open space 5 transport 5 services (offices) 5   (ii) what percentage of the total land use is residential between 1001 and 1200  m from the  city centre?    . %  [1]   (iii) describe two differences between the land use in sections 0 to 200  m and 1801 to  2000  m away from the city centre. do not use statistics in your answer. 1 .  ... 2 .  .  [2]",
+            "10": "10 0460/41/m/j/20 \u00a9 ucles 2020   (iv) the students made the conclusion that hypothesis 1:  residential land use is dominant  (covers most of the land area) at all distances away from the city centre  is false . support  this decision with evidence from fig. 2.4 (insert).  ...  ...  ...  ...  ...  .  [3]   (v) suggest why the land use changes as distance from the city centre increases.  ...  ...  ...  ...  ...  ...  ...  .  [4]",
+            "11": "11 0460/41/m/j/20 \u00a9 ucles 2020   (vi) what is the correct conclusion to hypothesis 2:  the percentage of commercial land use  decreases as distance from the city centre increases ? tick (3) your choice below and  support your decision with evidence from fig. 2.4. tick (3) hypothesis is true hypothesis is partly true hypothesis is false  ...  ...  ...  ...  ...  ...  ...  .  [4]  (f) one student wanted to extend his study by investigating if the quality of the environment  varied along his transect. describe a method he could use to do this.  ...  ...  ...  ...  ...  ...  ...  .  [4]  [total: 30]",
+            "12": "12 0460/41/m/j/20 \u00a9 ucles 2020 additional pages if you use the following lined pages to complete the answer(s) to any question(s), the question  number(s) must be clearly shown.  ..  ..  .. .. ..  ..  ..  .. .. ..  .. ..",
+            "13": "13 0460/41/m/j/20 \u00a9 ucles 2020 .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. ..",
+            "14": "14 0460/41/m/j/20 \u00a9 ucles 2020 blank page",
+            "15": "15 0460/41/m/j/20 \u00a9 ucles 2020 blank page",
+            "16": "16 0460/41/m/j/20 \u00a9 ucles 2020 blank page permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the  publisher will be pleased to make amends at the earliest possible opportunity. 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 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."
+        },
+        "0460_s20_qp_42.pdf": {
+            "1": "cambridge igcse\u2122dc (kn/cgw) 180463/6 \u00a9 ucles 2020  [turn overthis document has 16 pages. blank pages are indicated. *8177055380* geography  0460/42 paper 4 alternative to coursework  may/june  2020  1 hour 30 minutes you must answer on the question paper. you will need:  insert (enclosed)  ruler  calculator  protractor instructions  \u25cf answer all questions.  \u25cf use a black or dark blue pen. you may use an hb pencil for any diagrams or graphs.  \u25cf write your name, centre number and candidate number in the boxes at the top of the page.  \u25cf write your answer to each question in the space provided.  \u25cf do not use an erasable pen or correction fluid.  \u25cf do not write on any bar codes.  \u25cf if additional space is needed, you should use the lined pages at the end of this booklet; the question  number or numbers must be clearly shown. information  \u25cf the total mark for this paper is 60.  \u25cf the number of marks for each question or part question is shown in brackets [  ].  \u25cf the insert contains additional resources referred to in the questions.",
+            "2": "2 0460/42/m/j/20 \u00a9 ucles 2020 1 charity workers were doing research into differences in the health of families in chennai, a city  in india. they worked in two densely populated areas of the city which are both shown in fig. 1.1  (insert). one was an area of unplanned housing (squatter settlement) and the other was another  area of poor quality housing which was planned and permanent.   the researchers wanted to find out if the following hypotheses were correct:   hypothesis 1:  diseases were more common in the area of unplanned housing than in the  area of permanent housing.   hypothesis 2:  most residents in both areas used government health facilities.  (a) to investigate the two hypotheses the researchers used a questionnaire with a representative  sample of people who lived in each area. the sample size (number of people who answered  the questionnaire) was 100 in each area.   (i) why did the researchers need to use a sample of people?  ...  .  [1]   (ii) information which is collected using a questionnaire is known as \u2018primary data\u2019. what  does \u2018primary data\u2019 mean?  ...  .  [1]   (iii) the following is a poor  sampling method which may have been used to get a  representative sample of people to answer the questionnaire.    \u2018give the questionnaire to all mothers who the researchers met outside the local school.\u2019    explain why this is a poor method to obtain a representative sample.  ...  ...  ...  ...  ...  .  [3]",
+            "3": "3 0460/42/m/j/20 \u00a9 ucles 2020 [turn over   (iv) describe a good  sampling method which the researchers could use to choose a  representative sample of people to answer the questionnaire. explain why this would be  a good method to use.  ...  ...  ...  ...  ...  .  [3]",
+            "4": "4 0460/42/m/j/20 \u00a9 ucles 2020  (b) the questionnaire is shown in fig. 1.2 (insert). the results of question 1 in the questionnaire  are shown in table 1.1 (insert).    (i) plot the results  for typhoid in the unplanned housing area in fig. 1.3 below.  [1] 01020304050607080 number of people cholera diabetes diarrhoea type of illnessillnesses suffered by family members respiratory diseasetuberculosis (tb)typhoid90100 key unplanned housing area permanent housing area fig. 1.3   (ii) what conclusion would the researchers make about hypothesis 1:  diseases were more  common in the area of unplanned housing than in the area of permanent housing ? what  evidence in fig. 1.3 and table 1.1 supports their conclusion?  ...  ...  ...  ...  ...  ...  ...  .  [4]",
+            "5": "5 0460/42/m/j/20 \u00a9 ucles 2020 [turn over  (c) the results of question 2 in the questionnaire are shown in table 1.2 (insert).    (i) use the results to complete the pie graph  for the permanent housing area in fig. 1.4  below.  [2] where people go for treatment of an illness %0 10 20 30 40 5060708090 %0 10 20 30 40 5060708090unplanned housing area permanent housing areakey family or friends clinic or hospital run by a charity or ngo government doctor, clinic or hospital private doctor, clinic or hospital fig. 1.4",
+            "6": "6 0460/42/m/j/20 \u00a9 ucles 2020   (ii) the researchers agreed a conclusion that hypothesis 2:  most residents in both areas  used government health facilities  was incorrect . support this decision with evidence  from fig. 1.4 and table 1.2.  ...  ...  ...  ...  ...  .  [3]  (d) (i) the results which the researchers obtained for question 2 were unexpected. one of  the researchers suggested that they should have used the questionnaire in a pilot study  before doing the main research. how might this have helped?   ...  ...  ...  .  [2]",
+            "7": "7 0460/42/m/j/20 \u00a9 ucles 2020 [turn over   (ii) the researchers returned to the two areas of the city and asked people to answer another  question: \u2018what is the main reason you chose not to use government health facilities?\u2019    the answers which people gave are shown in table 1.3 (insert).    complete the graph , fig. 1.5 (below), to show the answers given by people in the  unplanned housing area.  [2] the main reason people chose not to use the government health facilities 0% 20% 40% 60% 80% 100%0% 20% 40% 60% 80% 100%unplanned housing area poor quality of treatment long distance to travellong waiting times to be treated limited and inconvenient opening hours lack of qualified medical staff permanent housing areakey fig. 1.5  (e) suggest how the health of residents in poorer areas of the city could be improved.  ...  ...  ...  ...  ...  ...  ...  .  [4]",
+            "8": "8 0460/42/m/j/20 \u00a9 ucles 2020  (f) the researchers wanted to extend their study by investigating housing conditions in the two  areas. describe how they could collect information about housing conditions. do not include  a questionnaire in your answer.   ...  ...  ...  ...  ...  ...  ...  .  [4]  [total: 30]",
+            "9": "9 0460/42/m/j/20 \u00a9 ucles 2020 [turn over 2 students were planning fieldwork on a local pebble beach. the students wanted to investigate  how pebbles varied in size. the beach, which is divided into sections by groynes, is shown in  fig. 2.1 (insert).  (a) fig. 2.2 (insert) shows one of the groynes. describe the groyne.  ...  ...  ...  .  [2]  (b) when the students arrived at the beach they saw a safety notice which is shown in  fig. 2.3 (insert). suggest four instructions their teacher would give the students to keep  them safe whilst they did measurements at the sites shown in fig. 2.4 (insert). 1    ... 2    ... 3    ... 4    .  [4]",
+            "10": "10 0460/42/m/j/20 \u00a9 ucles 2020  groups of students worked in the different sections of the beach to investigate the following  hypotheses:  hypothesis 1:  the pebbles get smaller from the cliff towards the sea.  hypothesis 2:  the pebbles get smaller from south to north in the section of the beach between  two groynes.  (c) the students collected 20 pebbles at each of nine sites shown in fig. 2.4 (insert). they then  measured the length, width and depth of each pebble. an example of this measurement is  shown in fig. 2.5 (insert).   (i) fig. 2.6 (below) shows the actual size of one of the pebbles collected. complete the  measurements  of this pebble in the table below.  [2] lengthactual size of one pebble widthdepth 1 2 3 4 5 6 7cm8 0fig. 2.6lengthactual size of one pebble widthdepth 1 2 3 4 5 6 7cm8 0 length     70   mm width .. mm depth .. mm   (ii) in the space below calculate the average  of the three measurements.  [1]",
+            "11": "11 0460/42/m/j/20 \u00a9 ucles 2020 [turn over  (d) the results of the students\u2019 measurements at site m2 (on fig. 2.4) are shown in fig. 2.7  below.    (i) the average of the three measurements of pebble number 13 is 53  mm. plot this  measurement in fig. 2.7.  [1] 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 0 20 40 60 80 average of the three measurements (mm)students\u2019 results at site m2pebble number 100 120 140 fig. 2.7   (ii) which pebble at site m2 has the largest average of the three measurements?    ...  [1]  (e) (i) the results of the students\u2019 measurements for the nine sites are shown in fig.  2.4  (insert).    do these results support hypothesis 1:  the pebbles get smaller from the cliff towards  the sea ? support your decision with evidence from fig. 2.4.  ...  ...  ...  ...  ...  .  [3]",
+            "12": "12 0460/42/m/j/20 \u00a9 ucles 2020   (ii) explain why the size of pebbles varies in the area between the sea and the cliff.  ...  ...  ...  ...  ...  .  [3]  (f) (i) look again at fig. 2.4 (insert). which one of the following is the correct conclusion to  hypothesis 2:  the pebbles get smaller from south to north in the section of the beach  between two groynes ? tick (3) your decision in the box below. tick (3) the conclusion is true for sites u1, u2 and u3 the conclusion is true for sites m1, m2 and m3 the conclusion is true for sites l1, l2 and l3  [1]   (ii) use data from fig. 2.4 to support the conclusion you have chosen.  ...  .  [1]   (iii) use data from fig. 2.4 to show why one of the conclusions you rejected is wrong.  ...  .  [1]  (g) movement of pebbles along a beach, which was tested in hypothesis 2 , is influenced by  longshore drift. the students had learned that longshore drift is usually affected by the  prevailing wind direction.    (i) how could the students have checked the wind direction when they did their fieldwork?  ...  ...  ...  .  [2]",
+            "13": "13 0460/42/m/j/20 \u00a9 ucles 2020   (ii) describe and explain the process of longshore drift which is shown in fig. 2.8 (insert).  ...  ...  ...  ...  ...  ...  ...  .  [4]  (h) as an extension activity the students measured the beach profile from the edge of the sea to  the cliff. describe how they would measure the profile using the following equipment:     \u2022 two ranging poles     \u2022 a clinometer     \u2022 a tape measure  ...  ...  ...  ...  ...  ...  ...  .  [4]  [total: 30]",
+            "14": "14 0460/42/m/j/20 \u00a9 ucles 2020 additional pages if you use the following lined pages to complete the answer(s) to any question(s), the question  number(s) must be clearly shown. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. ..",
+            "15": "15 0460/42/m/j/20 \u00a9 ucles 2020 ..   .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. ..   .. .. .. ..",
+            "16": "16 0460/42/m/j/20 \u00a9 ucles 2020 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 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.blank page"
+        },
+        "0460_s20_qp_43.pdf": {
+            "1": "cambridge igcse\u2122*4058379708* this document has 20 pages. blank pages are indicated.geography  0460/43 paper 4 alternative to coursework  may/june  2020  1 hour 30 minutes you must answer on the question paper. you will need:  insert (enclosed)  ruler  calculator  protractor instructions  \u25cf answer all questions.  \u25cf use a black or dark blue pen. you may use an hb pencil for any diagrams or graphs.  \u25cf write your name, centre number and candidate number in the boxes at the top of the page.  \u25cf write your answer to each question in the space provided.  \u25cf do not use an erasable pen or correction fluid.  \u25cf do not write on any bar codes.  \u25cf if additional space is needed, you should use the lined pages at the end of this booklet; the question  number or numbers must be clearly shown. information  \u25cf the total mark for this paper is 60.  \u25cf the number of marks for each question or part question is shown in brackets [  ].  \u25cf the insert contains additional resources referred to in the questions. dc (sc/cgw) 180458/5 \u00a9 ucles 2020  [turn over",
+            "2": "2 0460/43/m/j/20 \u00a9 ucles 2020 blank page",
+            "3": "3 0460/43/m/j/20 \u00a9 ucles 2020 [turn over 1 students in the uk visited a local company which made electronic products. the company is  located in an inner-city area. it employs two main groups of workers, one in research and  development of new products and the other in assembly of components to make the products.   some students decided to investigate where the employees lived and any disadvantages of living  there in order to test the following hypotheses:  hypothesis 1:  research and development employees generally live in different parts of the urban  area compared to the assembly work employees.  hypothesis 2:  employees think that the journey to work is a main disadvantage of where they  live.  (a) suggest three  factors which may affect where people choose to live in an urban area. 1    ... 2    ... 3    .  [3]  (b) (i) to collect data to test these hypotheses, the students produced a questionnaire. this is  shown in fig. 1.1 (insert).    describe a suitable method of selecting the employees to complete the questionnaire in  order to get a fair, representative sample.  ...  ...  ...  .  [2]   (ii) part of the recording sheet which the students used is shown in fig. 1.2 (insert). what is  this method of recording results called?      [1]",
+            "4": "4 0460/43/m/j/20 \u00a9 ucles 2020  (c) the results for question 1 in the questionnaire are shown in table 1.1 (insert).   one student showed the results of question 1 on two different types of map. these are shown  in figs. 1.3 below and 1.4 on page  5. wirralcrosbyformby prescotkirkby liverpoolhaydockst helenswest                  lancashire key electronics companymap showing where research and development employees live km0 10 number of research and development employees0 5 10n whistonhuyton river merseyirish searainfordsouthport huyton fig. 1.3",
+            "5": "5 0460/43/m/j/20 \u00a9 ucles 2020 [turn over prescot river merseyirish sea crosbyformby liverpoolhaydockwest                  lancashire key electronics companymap showing where assembly work employees live km0 10 21\u201325 16\u201320number of assembly work employees 11\u201315 6\u201310 1\u20135n crosbyformby wirral liverpoolhaydock whistonwest                  lancashire st. helensst helenssouthportsouthport rainfordrainford kirkbykirkbykirkby huytonhuyton fig. 1.4   (i) complete fig. 1.3  to show the numbers of research and development employees living  in formby and kirkby.  [2]   (ii) complete fig. 1.4  to show the number of assembly work employees living in prescot.  [1]",
+            "6": "6 0460/43/m/j/20 \u00a9 ucles 2020   (iii) choose either  fig. 1.3 or fig. 1.4 and circle your choice below. name the type of map  and give two advantages of this type of map for showing data. fig. 1.3          fig. 1.4    name of type of map        advantage 1  ...  ...    advantage 2  ...  ...  [3]   (iv) which one of the following would be another suitable method to display the results of  question 1 on a map of the urban area? tick ( \u2713) your choice. tick (\u2713) histogram kite diagram pictogram  [1]   (v) do you agree with hypothesis 1:  research and development employees generally live  in different parts of the urban area compared to the assembly work employees ? support  your conclusion with data from figs. 1.3 and 1.4 and table 1.1.  ...  ...  ...  ...  ...  ...  ...  ...  ...  .  [4]",
+            "7": "7 0460/43/m/j/20 \u00a9 ucles 2020 [turn over  (d) table 1.2 (insert) shows the results of question 2 in the questionnaire.   (i) use the results from table 1.2 to complete fig. 1.5  below.  [3] 90 6010 500 4080 7020 3090 6010 key the journey to work takes a long time500research and development employees assembly work employeesresults of question 2 4080 7020 30 congested roads on the journey to work noise from traffic and aircraftovercrowded trains on the journey to worksocial disorder, e.g. gangs, graffiti, vandalism no open spaces for recreation poor schools fig. 1.5",
+            "8": "8 0460/43/m/j/20 \u00a9 ucles 2020   (ii) which one of the conclusions below would the students make about hypothesis 2:   employees think that the journey to work is a main disadvantage of where they live ?  tick (\u2713) your choice and support your conclusion with evidence from fig. 1.5 and  table  1.2. tick (\u2713) the hypothesis is true for both groups of employees. the hypothesis is true for one group of employees. the hypothesis is true for neither group of employees.  ...  ...  ...  ...  ...  ...  ...  .  [4]  (e) traffic congestion may affect people\u2019s journey to work.    (i) suggest two other problems which traffic congestion may cause. 1    ... 2    .  [2]",
+            "9": "9 0460/43/m/j/20 \u00a9 ucles 2020 [turn over   (ii) explain why traffic congestion occurs in urban areas.  ...  ...  ...  ...  ...  ...  ...  .  [4]  [total: 30]",
+            "10": "10 0460/43/m/j/20 \u00a9 ucles 2020 2 a class of students in nairobi was studying the processes which operate in a drainage basin. they  learned that infiltration is affected by factors such as: \u2022 how steeply the land slopes \u2022 type of vegetation cover \u2022 soil moisture content  \u2022 distance from a river or lake  \u2022 amount of human activity.  they did some fieldwork to investigate infiltration in an area close to lake naivasha in kenya.   (a) identify the correct definition of infiltration below. tick ( \u2713) your answer. tick (\u2713) volume of water flowing down a river water soaking through bedrock water soaking into the soil from the ground speed of water flowing down a river atmosphere absorbing water from the sea  [1]  the students tested a variety of hypotheses. the two hypotheses chosen by one group were:  hypothesis 1:  the rate of infiltration increases as you go further from the lake.  hypothesis 2:  the rate of infiltration is greater on steeper sloping land.  (b) the class of students did their fieldwork along transect lines going down to the shore of the  lake. the class was divided into three groups and each group worked on a different transect  line. these are shown in fig. 2.1 (insert).    (i) to investigate hypothesis 1 , the students identified six fieldwork sites at increasing  distances away from the lake. at each site they measured the rate (speed) of infiltration  by using the equipment shown in fig. 2.2 (insert). describe how the students measured  infiltration.  ...  ...  ...  ...  ...  ...  ...  .  [4]",
+            "11": "11 0460/43/m/j/20 \u00a9 ucles 2020 [turn over   (ii) the students recorded the water level in the plastic tube every minute for 10 minutes.  the results of the measurements along transect line a are shown in table 2.1 (insert).    use these results to complete the measurements  for site 4 on transect a in fig. 2.3  below.  [2] 120 110 100 90 80 water level in tube (mm)70 site 5 site 360 50 40 30 20 10 00 1 2 3 4 5 time (minutes)results of students\u2019 measurements of water level at sites on transect a 6 7 8 10 9site 1 site 6 site 2site 4 fig. 2.3   (iii) compare the fall in water level for site 1 and site 5 on transect a.  ...  ...  ...  .  [2]",
+            "12": "12 0460/43/m/j/20 \u00a9 ucles 2020   (iv) the students calculated the infiltration rate at each site. use the data in table 2.1 to  show the calculation which produced the result for site 2 on transect a in the space  below. infiltration rate  = fall in water level (mm) time  =  = 7.2 mm per min  [2]   (v) the measurements of distance from the lake and infiltration rate at the different fieldwork  sites on the three transect lines are shown in table 2.2 (insert). the students plotted  these results on a graph, fig.  2.4 on page  13. plot the results  at site  6 on transects a  and c. [2]   (vi) which transect line agrees with hypothesis 1:  the rate of infiltration increases as you go  further from the lake ? tick (\u2713) your choice below and support your answer with evidence  from fig. 2.4 and table 2.2. transect line tick (\u2713) a b c  ...  ...  ...  ...  ...  .  [3]",
+            "13": "13 0460/43/m/j/20 \u00a9 ucles 2020 [turn over20 18 16 infiltration rate (mm per minute)14 12 10 8 6 4 2 0 020 18 16 14 12 10 8 6 4 2 0 15 30 45 60 75 distance from lake (m)infiltration rate at the sites on the three transects 90 b transectkey acsite 1 site 2 site 3 site 4 site 5 site 6 fig. 2.4",
+            "14": "14 0460/43/m/j/20 \u00a9 ucles 2020  (c) to investigate hypothesis 2:  the rate of infiltration is greater on steeper sloping land , the  students measured the slope gradient at each site along the transect lines.   (i) describe a method to measure the slope gradient. refer to the equipment the students  would use.  ...  ...  ...  ...  ...  ...  ...  .  [4]   (ii) the results for transect c are shown in table 2.3 (insert). use this data to plot the  result  at site 6 in fig. 2.5 below.  [1] 520 18 16 infiltration rate (mm per minute)14 12 10 8 6 4 2 00 2 4 slope gradient (\u00b0)slope gradient  and infiltration rate at sites on transect c 6 8 101 32 4 fig. 2.5",
+            "15": "15 0460/43/m/j/20 \u00a9 ucles 2020   (iii) what conclusion would the students working on transect c make about hypothesis 2:   the rate of infiltration is greater on steeper sloping land ?    support your decision with evidence from fig. 2.5 and table 2.3.  ...  ...  ...  ...  ...  .  [3]  (d) whilst doing their fieldwork, the students also recorded the vegetation found at each  measuring site. their results are shown in table 2.4 (insert). how do these results show that  the infiltration rate is affected by vegetation?  ...  ...  ...  ...  ...  .  [3]  (e) the area around the lake where the students did their fieldwork is a popular tourist area. how  might people walking in the area affect the infiltration rate? explain why this would happen.  ...  ...  ...  ...  ...  .  [3]  [total: 30] ",
+            "16": "16 0460/43/m/j/20 \u00a9 ucles 2020 additional pages if you use the following lined pages to complete the answer(s) to any question(s), the question number(s)  must be clearly shown. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. ..",
+            "17": "17 0460/43/m/j/20 \u00a9 ucles 2020 .. .. ..  .. .. ..  ..  ..  .. .. ..  ..  .. ",
+            "18": "18 0460/43/m/j/20 \u00a9 ucles 2020 blank page",
+            "19": "19 0460/43/m/j/20 \u00a9 ucles 2020 blank page",
+            "20": "20 0460/43/m/j/20 \u00a9 ucles 2020 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 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.blank page"
+        },
+        "0460_w20_qp_11.pdf": {
+            "1": "cambridge igcse\u2122this document has 32 pages. blank pages are indicated. dc (st/ct) 180594/6 \u00a9 ucles 2020  [turn over *4044842991* geography  0460/11 paper 1 geographical themes  october/november  2020  1 hour 45 minutes you must answer on the question paper. you will need:  insert (enclosed)  calculator  ruler instructions  \u25cf answer three  questions in total, one from each section.  \u25cf use a black or dark blue pen. you may use an hb pencil for any diagrams or graphs.  \u25cf write your name, centre number and candidate number in the boxes at the top of the page.  \u25cf write your answer to each question in the space provided.  \u25cf do not use an erasable pen or correction fluid.  \u25cf do not write on any bar codes.  \u25cf if additional space is needed, you should use the lined pages at the end of this booklet; the question  number or numbers must be clearly shown. information  \u25cf the total mark for this paper is 75.  \u25cf the number of marks for each question or part question is shown in brackets [  ].  \u25cf the insert contains additional resources referred to in the questions. definitions medcs \u2013 more economically developed countries ledcs \u2013 less economically developed countries",
+            "2": "2 0460/11/o/n/20 \u00a9 ucles 2020 section a  answer one question from this section. 1 (a) study fig. 1.1, which is a map showing population density in mainland usa. n key people per sq km over 1250 50 \u2013 500 0 500 km1000501  \u2013 1250 under 50montana florida texasnew mexicocoloradocaliforniamassachusetts fig. 1.1   (i)  florida has a population density of 980 people per square kilometre.    complete the shading  in fig. 1.1 for the state of florida.  [1]   (ii) put the following states in rank order according to their population density. california      colorado      montana      texas       highest density                   lowest density  [2]",
+            "3": "3 0460/11/o/n/20 \u00a9 ucles 2020 [turn over   (iii) describe the distribution of states with a population density of over 1250 people per  square kilometre.  ...  ...  ...  ...  ...  .  [3]   (iv) explain how economic factors can influence population density.  ...  ...  ...  ...  ...  ...  ...  .  [4]",
+            "4": "4 0460/11/o/n/20 \u00a9 ucles 2020  (b) look again at fig.  1.1 along with figs.  1.2 and 1.3, which show information about relief and  climate in the usa. relief of the usa n key height above sea level over 2000  m under 500  m 0 500 km1000500  \u2013 2000  m fig. 1.2 climate of the usa n 0 500 km1000key annual precipitation over 1500  mm under 750  mm international boundary state boundary750  \u2013 1500  mm0 04010 \u2013 10 \u2013 20 \u2013 302030new mexico (total 184  mm) jfmamjjasondtemperature  (\u00b0c) precipitation  (mm) 0 010010 \u2013 10 \u2013 20 \u2013 302030massachusetts (total 1206  mm) jfmamjjasondtemperature  (\u00b0c) precipitation  (mm) fig. 1.3",
+            "5": "5 0460/11/o/n/20 \u00a9 ucles 2020 [turn over   (i) using figs.  1.1 and 1.2 only, state how relief influences population density in the usa.  ...  ...  ...  ...  ...  .  [3]   (ii) using figs.  1.1 and 1.3 only, suggest reasons for the difference in population density  between new mexico and massachusetts. use statistics in your answer.  ...  ...  ...  ...  ...  ...  ...  ...  ...  .  [5]",
+            "6": "6 0460/11/o/n/20 \u00a9 ucles 2020  (c) for a country you have studied with a high young or old dependent population, describe the  problems caused by this population structure. circle your choice of young or old dependent  population.   name of country .. young dependent         old dependent  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  .  [7] [total: 25]",
+            "7": "7 0460/11/o/n/20 \u00a9 ucles 2020 [turn over please turn page for question 2",
+            "8": "8 0460/11/o/n/20 \u00a9 ucles 2020 2 (a) study fig.  2.1, which is a map showing selected land uses in newcastle-upon-tyne, an urban  area in the uk (an medc). n 0 2 4 6 8 kmriver tynebykergosforth bykergosforth town moor to north seaa1a19key industrycentral business district (cbd) middle cost housinglow cost housingriverboundary of urban area main road high cost housing fig. 2.1   (i) identify the main land use in newcastle-upon-tyne. circle your answer below.     cbd      housing      industry  [1]   (ii) town moor is an area of open space. give two reasons why areas of open space are  important within urban areas. 1    ... 2    .  [2]",
+            "9": "9 0460/11/o/n/20 \u00a9 ucles 2020 [turn over   (iii)  suggest the likely differences between the housing at byker and gosforth.  ...  ...  ...  ...  ...  .  [3]   (iv) suggest reasons for the distribution of industry shown in fig.  2.1.  ...  ...  ...  ...  ...  ...  ...  .  [4]",
+            "10": "10 0460/11/o/n/20 \u00a9 ucles 2020  (b) study figs.  2.2 and 2.3 (insert), which are photographs taken in an area which is being  developed in the rural-urban fringe of a small town.   (i) suggest three  reasons why the rural-urban fringe shown in figs.  2.2 and 2.3 is being  developed. 1    ... 2    ... 3    .  [3]   (ii) suggest why some people may agree with the development of the area shown in  figs.  2.2 and 2.3 but other people may oppose it.  ...  ...  ...  ...  ...  ...  ...  ...  ...  .  [5]",
+            "11": "11 0460/11/o/n/20 \u00a9 ucles 2020 [turn over  (c) for a named urban area you have studied, describe and explain the characteristics of the  central business district (cbd).   name of urban area ..  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  .  [7] [total: 25]",
+            "12": "12 0460/11/o/n/20 \u00a9 ucles 2020 section b answer one question from this section. 3 (a) study fig.  3.1 (insert), which is a photograph of a coastal area in spain.   (i)  what coastal landform is marked by an x in fig.  3.1?  ..                                                  [1]   (ii) describe two characteristics of coastal landform x. 1    ... 2    .  [2]   (iii)  explain how the natural arch, marked y in fig.  3.1, was formed by coastal erosion.  ...  ...  ...  ...  ...  .  [3]   (iv) suggest reasons why the coastline shown in fig.  3.1 is not straight.  ...  ...  ...  ...  ...  ...  ...  .  [4]",
+            "13": "13 0460/11/o/n/20 \u00a9 ucles 2020 [turn over  (b) study fig.  3.2, a map of tobago, in the caribbean, which shows coral reefs. 0 10 5 kmn key coral reefscaribbean sea caribbean sea fig. 3.2   (i) describe the distribution of coral reefs shown in fig.  3.2.  ...  ...  ...  ...  ...  .  [3]",
+            "14": "14 0460/11/o/n/20 \u00a9 ucles 2020   (ii) describe the conditions required for the development of coral reefs.  ...  ...  ...  ...  ...  ...  ...  ...  ...  .  [5]",
+            "15": "15 0460/11/o/n/20 \u00a9 ucles 2020 [turn over  (c)  for a named coastal area you have studied, describe attempts to manage erosion.   name of coastal area ..  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  .  [7] [total: 25]",
+            "16": "16 0460/11/o/n/20 \u00a9 ucles 2020 4 (a) study fig.  4.1, which shows three traditional weather instruments. 60dry wet 50 40 30 20 10 0 \u2013 1060\u00b0c \u00b0c 50 40 30 20 10 0 \u2013 1030\u00b0c \u00b0c 20 10 \u2013 +0 10 20 30 40 5050 40 30 \u2013+20 10 0 10 20 30min max mb1010 1000 990 980 970 960 107010601050104010301020instrument a instrument b instrument c fig. 4.1   (i)  which diagram, a, b or c, shows a barometer?    ...  [1]   (ii)  using fig.  4.1, state:    \u2013 the atmospheric pressure  ..    \u2013 the maximum temperature  ..  [2]",
+            "17": "17 0460/11/o/n/20 \u00a9 ucles 2020 [turn over   (iii)  explain how the instrument labelled a in fig.  4.1 is used to work out relative humidity.  ...  ...  ...  ...  ...  .  [3]   (iv) draw and label the traditional weather instrument which is used to measure wind  direction.     [4]",
+            "18": "18 0460/11/o/n/20 \u00a9 ucles 2020  (b) study fig.  4.2, which shows a stevenson screen. fig. 4.2   (i) explain how the following features of a stevenson screen make sure that the instruments  inside give accurate readings:    \u2013 it is painted white  ...  ...    \u2013 it is on legs  ...  ...    \u2013 it is made from wood  ...  .  [3]",
+            "19": "19 0460/11/o/n/20 \u00a9 ucles 2020 [turn over   (ii)  describe and explain the ideal location of a stevenson screen.  ...  ...  ...  ...  ...  ...  ...  ...  ...  .  [5]",
+            "20": "20 0460/11/o/n/20 \u00a9 ucles 2020  (c) for a named river you have studied, explain why flooding has occurred.   name of river ..  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  .  [7] [total: 25]",
+            "21": "21 0460/11/o/n/20 \u00a9 ucles 2020 [turn over section c answer one question from this section. 5 (a) study fig.  5.1, which is information about the climate of the maldives (an ledc). the  maldives is a group of islands on the equator in the indian ocean, which are important for  tourism. 0 j f m a m j j monthsmonthly average temperature and rainfall a s o n d51015202530 300 250 200 150 100 50 0temperature (\u00b0c)rainfall (mm)0 j f m a m j j monthsmonthly average sunshine hours a s o n d50100150200250300 sunshine (hours) fig. 5.1   (i) use fig. 5.1 to estimate the total annual rainfall in the maldives.    circle your answer below.    950 mm     1750  mm     2050  mm     3250  mm  [1]",
+            "22": "22 0460/11/o/n/20 \u00a9 ucles 2020   (ii) describe the attractions of the climate of the maldives for tourists.  ...  ...  ...  .  [2]   (iii) describe the characteristics of the physical landscape  of small tropical islands, such as  the maldives, which have encouraged the growth of the tourist industry.  ...  ...  ...  ...  ...  .  [3]   (iv) suggest ways in which the tourist industry is likely to benefit local communities in the  maldives.  ...  ...  ...  ...  ...  ...  ...  .  [4]",
+            "23": "23 0460/11/o/n/20 \u00a9 ucles 2020 [turn over  (b) study fig.  5.2, a map of hulhumal\u00e9, an island in the maldives, and fig.  5.3 (insert) which  shows a new hotel being built.   the new hotel is located at x in fig.  5.2. n 0 0.5 1 kmhulhumal \u00e9 hulhumal \u00e9 open space industrial zone to airporthousing housingmain area of shops and restaurants beachbeachmain ferry terminalmoorings for fishing boatscoral reef x seasea fig. 5.2",
+            "24": "24 0460/11/o/n/20 \u00a9 ucles 2020   (i) to what extent is x an ideal location for a new hotel?    give reasons for your answer.  ...  ...  ...  ...  ...  .  [3]   (ii) suggest reasons why many people who live on hulhumal\u00e9 may not agree with the  building of the new hotel.  ...  ...  ...  ...  ...  ...  ...  ...  ...  .  [5]",
+            "25": "25 0460/11/o/n/20 \u00a9 ucles 2020 [turn over  (c)  for a named country or area you have studied, describe the different methods which are  used to manage tourism.   name of country or area ..  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  .  [7] [total: 25]",
+            "26": "26 0460/11/o/n/20 \u00a9 ucles 2020 6 (a) study fig.  6.1, which shows information about changes over time in a coal mining settlement  in germany. 0 0 10 20 30 40 50 60 number of years after coal was discoverednumber of years after coal was discoverednumber of years after coal was discovered key primary secondary tertiaryemployment structure 70 80 90 10020406080100 workforce (%)0 0 10 20 30 40 50 60population 70 80 90 1002000400060008000 population0 0 10 20 30 40 50 60annual production of coal 70 80 90 10020406080 annual production of coal (000 tonnes) fig. 6.1",
+            "27": "27 0460/11/o/n/20 \u00a9 ucles 2020 [turn over   (i)  coal is a fossil fuel. what is meant by fossil fuel  ?  ...  .  [1]   (ii)  describe the relationship, shown in fig.  6.1, between the production of coal and the  size of the population in the settlement in the 20 years after coal was discovered. use  statistics in your answer.  ...  ...  ...  .  [2]   (iii) describe how the following sectors of employment have changed over the period of time  shown in fig.  6.1. primary  ..  ... secondary  .  ... tertiary  ..  .  [3]   (iv) explain why a country should not rely completely on fossil fuels as a source of energy.  ...  ...  ...  ...  ...  ...  ...  .  [4]",
+            "28": "28 0460/11/o/n/20 \u00a9 ucles 2020  (b) study fig.  6.2, which is an extract from a newspaper about the development of solar energy  in pakistan. is pakistan\u2019s solar power the answer to its  energy issues? concerned with power cuts (outages), people are installing small-scale  roof-top solar panels to generate electricity for their homes and  businesses. pakistan already has one major solar park \u2013 the quaid-e-azam solar  park in bahawalpur, built with chinese investment. it can produce  400 megawatts of power with plans to rise to 1500 megawatts of solar  energy. detailed maps have recently been developed which show the areas  which have the most potential for solar power. these maps have  created interest from major overseas investors and have made  possible future development of solar energy. the south western  province of balochistan \u2013 a desert area with little cloud cover \u2013 has  the country\u2019s largest solar potential. fig. 6.2   (i)  using fig.  6.2 only, explain why pakistan is expected to develop solar energy.  ...  ...  ...  ...  ...  .  [3]",
+            "29": "29 0460/11/o/n/20 \u00a9 ucles 2020 [turn over   (ii) explain why renewable sources do not provide large amounts of energy in many  countries.  ...  ...  ...  ...  ...  ...  ...  ...  ...  .  [5]",
+            "30": "30 0460/11/o/n/20 \u00a9 ucles 2020  (c) for a named country or area you have studied, describe different methods used to supply  clean drinking water  to the population.   name of country ..  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  .  [7] [total: 25]",
+            "31": "31 0460/11/o/n/20 \u00a9 ucles 2020 additional pages if you use the following lined pages to complete the answer(s) to any question(s), the question  number(s) must be clearly shown. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. ..",
+            "32": "32 0460/11/o/n/20 \u00a9 ucles 2020 .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. 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 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."
+        },
+        "0460_w20_qp_12.pdf": {
+            "1": "cambridge igcse\u2122this document has 32 pages. blank pages are indicated. dc (lk/cgw) 180598/5 \u00a9 ucles 2020  [turn over *9341414057* geography   0460/12 paper 1 geographical themes  october/november  2020  1 hour 45 minutes you must answer on the question paper. you will need:  insert (enclosed)  calculator  ruler instructions  \u25cf answer three  questions in total, one from each section.  \u25cf use a black or dark blue pen. you may use an hb pencil for any diagrams or graphs.  \u25cf write your name, centre number and candidate number in the boxes at the top of the page.  \u25cf write your answer to each question in the space provided.  \u25cf do not use an erasable pen or correction fluid.  \u25cf do not write on any bar codes.  \u25cf if additional space is needed, you should use the lined pages at the end of this booklet; the question  number or numbers must be clearly shown. information  \u25cf the total mark for this paper is 75.  \u25cf the number of marks for each question or part question is shown in brackets [  ].  \u25cf the insert contains additional resources referred to in the questions. definitions medcs \u2013 more economically developed countries ledcs \u2013 less economically developed countries",
+            "2": "2 0460/12/o/n/20 \u00a9 ucles 2020 section a answer one question from this section. 1 (a) study fig. 1.1, which shows information about the demographic transition model.  demographic transition model fig. 1.1 (i)identify the stage when population is growing most rapidly.  .  [1] (ii) using fig. 1.1 only, compare: the birth rates in stage 2 and stage 3  ...  ... ...the death rates in stage 1 and stage 2  .  ... .  [2] content removed due to copyright restrictions. ",
+            "3": "3 0460/12/o/n/20 \u00a9 ucles 2020 [turn over   (iii) using information from fig. 1.1 only, explain why the rate of population growth changes  as a country moves from stage 1 to stage 4.   ...  ...  ...  ...  ...  ...  ...  .  [3]   (iv) explain why birth rates are still high in many ledcs.  ...  ...  ...    ...  ...  ...   ..  .  [4]",
+            "4": "4 0460/12/o/n/20 \u00a9 ucles 2020  (b) study fig. 1.2, which shows information about the population of 10 urban areas in botswana  (an ledc in africa) in 1991 and 2011. 60 50 40 30population (thousands)population (thousands) key20 urban areasmaun kanye mahalapye mochudi mogoditshane tlokweng ramotswa thamaga moshupa tonota10 060 50 40 30 20 101991  2011  0 fig. 1.2   (i) put the following urban areas in rank order according to their population growth between  1991 and 2011.    kanye     maun     mogoditshane     thamaga     tonota    ..  highest population growth    ..    ..      ..      ..  lowest population growth  [3]",
+            "5": "5 0460/12/o/n/20 \u00a9 ucles 2020 [turn over   (ii) describe the problems caused by rapid population growth in urban areas in ledcs.  ...  ...  ...  ...  ...  ...  ...    ...    ...  .  [5] ",
+            "6": "6 0460/12/o/n/20 \u00a9 ucles 2020  (c) for a country or area you have studied which is sparsely populated , explain why there is a  low population density.   name of country or area ..  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  .  [7]  [total: 25]",
+            "7": "7 0460/12/o/n/20 \u00a9 ucles 2020 [turn over 2 (a) study fig. 2.1, which shows information about the increasing percentage of people living in  urban areas in 1950, 2007 and 2030 (estimated). 1950 2007 2030 (estimated) percentage of populationpercentage of population in urban areas north america south america517872 europeeurope asia key17 174154 africa 37 1551north america south america427684647987 fig. 2.1   (i) which word in the list below is used to describe the increase in the percentage of people  living in urban areas?    circle one of the following:    depopulation     emigration     immigration     urbanisation  [1]   (ii) identify the continent where the percentage of population living in urban areas:      - was the largest in 2007       .      - is estimated to increase the most between 2007 and 2030.       .  [2]    (iii) describe three  impacts of the growth of urban areas on the surrounding natural  environment. 1    ... 2    ... 3    .  [3]",
+            "8": "8 0460/12/o/n/20 \u00a9 ucles 2020   (iv) explain why rural areas experience problems when large numbers of people move away  from them.  ...  ...  ...  ...  ...  ...  ...  .  [4]  (b) study fig. 2.2 (insert), which is a photograph showing homes in a squatter settlement in  accra, ghana (an ledc in africa).    (i) describe three  features of the buildings shown in fig. 2.2. 1    ...   2    ... 3    .  [3]    (ii) explain why many people who live in squatter settlements suffer from diseases.  ...  ...  ...  ...  ...  ...    ...  ...  ...  .  [5] ",
+            "9": "9 0460/12/o/n/20 \u00a9 ucles 2020 [turn over  (c) explain why people have migrated to a named rapidly growing urban area you have studied.   name of urban area ..  ...  ...    ...  ...  ...  ...  ...    ...  ...  ...  ...  ...    ...  ...  ...  ...  ...    ...  ...  ...  ...    ...  ...  ...  .  [7]  [total: 25]",
+            "10": "10 0460/12/o/n/20 \u00a9 ucles 2020 section b answer one question from this section. 3 (a) study fig. 3.1, which shows information about flows through a drainage basin. evaporation rivercondensation transpiration infiltrationsoil rock percolationprecipitation interception x y z fig. 3.1   (i) what is meant by transpiration ?  ...  .  [1]   (ii) explain why the amount of interception varies:      - from place to place  ...  ...      - at different times of the year.  ...  .  [2]   (iii) identify the processes which take place at x, y and z in fig. 3.1. x     y     z  ..  [3]",
+            "11": "11 0460/12/o/n/20 \u00a9 ucles 2020 [turn over   (iv) cawston creek is a small river in canada. on the outline map, fig. 3.2 below, mark with  arrows and label the following:    - a source (label s)    - a confluence (label c)    - a tributary which is less than 1  km long (label t)    - the watershed (label w) [4] rivercawston creek drainage basin 0 kmcawston creekn 1 fig. 3.2",
+            "12": "12 0460/12/o/n/20 \u00a9 ucles 2020  (b) study figs. 3.3 and 3.4 (insert), which are photographs showing two different rivers and their  valleys.   (i) describe the similarities and differences between the rivers  shown in figs. 3.3 and 3.4.  ...  ...  ...  ...  ...  .  [3]   (ii) explain how rivers erode their valleys.  ...  ...  ...  ...  ...  ...  ...  ...  ...  .  [5]",
+            "13": "13 0460/12/o/n/20 \u00a9 ucles 2020 [turn over  (c) draw a labelled diagram to show the features of a river delta.    explain how a river delta is formed.  ...  ...  ...  ...  ...    ...  ...  ...  ...    ...  ...  ...  ...  ...  ...  .  [7]  [total: 25]",
+            "14": "14 0460/12/o/n/20 \u00a9 ucles 2020 4 (a) study fig. 4.1, which is a cross section through a volcano. ocean ocean main vent magmavolcanic islandlava flowsash and gases volcanic bombscraters x xy y fig. 4.1   (i) what type of plate boundary is shown in fig. 4.1?  .  [1]   (ii) choose the correct labels for features x and y shown in fig. 4.1.    choose from the list below:      - convection currents      - direction of plate movement      - lava escaping from the volcano      - new crust created      - subduction. x   y  ..  [2]",
+            "15": "15 0460/12/o/n/20 \u00a9 ucles 2020 [turn over   (iii) using fig. 4.1, identify three  different hazards caused by a volcanic eruption which may  cause injuries, deaths and damage. 1    ... 2    ... 3    .  [3]   (iv) describe the benefits of living near volcanoes.  ...  ...  ...   ..  ...  ...  ...  .  [4] ",
+            "16": "16 0460/12/o/n/20 \u00a9 ucles 2020  (b) study fig. 4.2, which shows information about two earthquakes, one which occurred in an  medc and one in an ledc. location kobe (in an medc) port-au-prince (in an ledc) time of day 05:46 16:53 depth of focus 16 km 12 km magnitude (richter scale) 7.2 7.2 deaths 6434 220 000 injured 40 000 300 000 homeless people 316 000 895 000 cost of damage us$220 billion us$11 billion fig. 4.2   (i) describe the differences in the impacts of the earthquakes at kobe and port-au-prince.  ...  ...   ..  ...  ...  .  [3]   (ii) explain why earthquakes of the same magnitude may have different impacts.  ...  ...  ...   ..  ...  ...  ...  ...   ..  .  [5]",
+            "17": "17 0460/12/o/n/20 \u00a9 ucles 2020 [turn over  (c) for a named example you have studied, explain the causes of an earthquake.   name of example ..  ...  ...  ...    ...  ...  ...  ...  ...  ...  ...    ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  .  [7]  [total: 25]",
+            "18": "18 0460/12/o/n/20 \u00a9 ucles 2020 section c answer one question from this section. 5 (a) study fig. 5.1, which is a diagram showing development indicators for four countries. 20 20 60 100406080100 908070605040 1.0human development index (hdi) key chad india honduras japan% of population with clean waterliteracy (%) life expectancy (years)0.6 0.2 0.8 0.4 80 fig. 5.1   (i) identify the country shown in fig. 5.1 which has the shortest life expectancy.      [1]   (ii) complete fig. 5.1  by plotting the following information:      - 90% of the population of honduras are literate.      - the human development index (hdi) of honduras is 0.63.  [2]",
+            "19": "19 0460/12/o/n/20 \u00a9 ucles 2020 [turn over   (iii) explain why the human development index (hdi) is a good method of comparing  development between countries .   ...  ...  ...  ...  ...  .  [3]   (iv) explain why there may be inequalities in levels of development within a country .  ...  ...  ...  ...  ...  ...  ...  .  [4]",
+            "20": "20 0460/12/o/n/20 \u00a9 ucles 2020  (b) study fig. 5.2, which shows four plans that the government of an ledc in africa is  considering.  plan 1 build more schools in rural areas and allow all children up to the age of 16 to  attend free of charge. plan 2 build a multi-purpose dam across a major river which flows through the centre of  the country. plan 3 offer financial incentives to attract transnational corporations which manufacture  electrical goods. plan 4 build one large coastal tourist resort and another resort close to a national park in  the mountains. fig. 5.2   (i) suggest three  reasons why the government is considering plan 1. 1    ... 2    ... 3    .  [3]",
+            "21": "21 0460/12/o/n/20 \u00a9 ucles 2020 [turn over   (ii) choose plan 2, 3 or 4.    explain why the plan which you have chosen will result in development in the country.    plan chosen ...  ...  ...  ...  ...  ...  ...    ...  ...  ...  .  [5]",
+            "22": "22 0460/12/o/n/20 \u00a9 ucles 2020  (c) for a named area you have studied, describe how economic development is damaging the  natural environment.   name of area   ...  ...  ...    ...  ...  ...  ...  ...    ...  ...  ...  ...  ...    ...  ...  ...  ...  ...    ...  ...  ...  ...  ...    ...  .  [7]  [total: 25]",
+            "23": "23 0460/12/o/n/20 \u00a9 ucles 2020 [turn over turn page for question 6",
+            "24": "24 0460/12/o/n/20 \u00a9 ucles 2020 6 (a) study figs. 6.1 and 6.2, which show information about a subsistence farming area in the  gambia (an ledc in africa). 70 60 50 40 30 20metres above sea level10 0rice fieldswoodland fields of maize and milletflood plain sandy soil cross section of farming area low plateau river village surrounded by vegetable gardens west of village km0123east of villagevillage fig. 6.1 km0123sketch map of farming area n river village rice fields vegetable gardens area of woodlandfields of maize and milletkey fig. 6.2",
+            "25": "25 0460/12/o/n/20 \u00a9 ucles 2020 [turn over   (i) what is meant by subsistence farming  ?  ...  .  [1]   (ii) use the key to complete the sketch map , fig. 6.2, which shows land use in the farming  area by shading:      - the rice fields      - the vegetable gardens      - the fields of maize and millet.  [2]   (iii) suggest three  reasons why the vegetable gardens are closer to the village than the rice  fields. 1    ... 2    ... 3    .  [3]   (iv) describe the problems which may be caused for local people if the area of woodland to  the east of the village was cleared to grow more maize and millet.  ...  ...  ...  ...    ...  ...    ...  .  [4]",
+            "26": "26 0460/12/o/n/20 \u00a9 ucles 2020  (b) study fig. 6.3, which shows recommendations which agricultural experts have given to  subsistence farmers in areas such as the one shown in fig. 6.1. recommendation 1 build a covered, concrete-lined well close to the farm. recommendation 2 put electric fences around the fields of maize and millet. recommendation 3 use some of the land to graze a small herd of goats. fig. 6.3   (i) explain how each of the three recommendations in fig. 6.3 may increase the farmers\u2019  food supply.    build a covered, concrete-lined well close to the farm  ...  ...  ... put electric fences around the fields of maize and millet  ...  ...  ... use some land to graze a small herd of goats   ...  ...  .  [3]",
+            "27": "27 0460/12/o/n/20 \u00a9 ucles 2020 [turn over   (ii) describe other methods farmers in ledcs can use to increase their agricultural output.  ...  ...  ...  ...  ...  ...    ...  ...  ...  .  [5]",
+            "28": "28 0460/12/o/n/20 \u00a9 ucles 2020  (c) for a named country or region you have studied, explain how natural factors  have caused  food shortages.   name of country or region ..  ...  ...    ...  ...  ...  ...  ...  ...    ...  ...  ...  ...  ...  ...  ...    ...  ...  ...  ...  ...  ...  ...    ...  ...  .  [7]  [total: 25]",
+            "29": "29 0460/12/o/n/20 \u00a9 ucles 2020 additional pages if you use the following lined pages to complete the answer(s) to any question(s), the question  number(s) must be clearly shown. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. ..",
+            "30": "30 0460/12/o/n/20 \u00a9 ucles 2020 .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. ..",
+            "31": "31 0460/12/o/n/20 \u00a9 ucles 2020 blank page",
+            "32": "32 0460/12/o/n/20 \u00a9 ucles 2020 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 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.blank page"
+        },
+        "0460_w20_qp_13.pdf": {
+            "1": "cambridge igcse\u2122*7358810035* dc (pq/fc) 180596/7 \u00a9 ucles 2020  [turn overthis document has 32 pages. blank pages are indicated.geography  0460/13 paper 1 geographical themes  october/november  2020  1 hour 45 minutes you must answer on the question paper. you will need:  insert (enclosed)  calculator  ruler instructions  \u25cf answer three  questions in total, one from each section.  \u25cf use a black or dark blue pen. you may use an hb pencil for any diagrams or graphs.  \u25cf write your name, centre number and candidate number in the boxes at the top of the page.  \u25cf write your answer to each question in the space provided.  \u25cf do not use an erasable pen or correction fluid.  \u25cf do not write on any bar codes.  \u25cf if additional space is needed, you should use the lined pages at the end of this booklet; the question  number or numbers must be clearly shown. information  \u25cf the total mark for this paper is 75.  \u25cf the number of marks for each question or part question is shown in brackets [  ].  \u25cf the insert contains additional resources referred to in the questions. definitions medcs \u2013 more economically developed countries ledcs \u2013 less economically developed countries",
+            "2": "2 0460/13/o/n/20 \u00a9 ucles 2020 section a answer one question from this section. 1 (a) study fig. 1.1, which shows information about the country of origin of people living in canada  in 1990 and 2015.  0 country of originkey 1990 china india uk philippines usa italy hong kong germany vietnam pakistan100200300number of people (thousands)400500600700 2015 fig. 1.1   (i) how many people from the usa lived in canada in 2015?    .. thousand  [1]   (ii) put the following countries of origin in rank order for 1990. india      pakistan      philippines      uk    ..  highest number     ..    ..      ..  lowest number  [2]",
+            "3": "3 0460/13/o/n/20 \u00a9 ucles 2020 [turn over   (iii) using information from fig. 1.1, describe how the number of people from china and italy  living in canada changed between 1990 and 2015.    you should use statistics in your answer.  ...  ...  ...  ...  ...  .  [3]   (iv) describe the problems which many migrants from china and italy may face after moving  to canada.  ...  ...  ...        ...    ...  ...  ...  .  [4]",
+            "4": "4 0460/13/o/n/20 \u00a9 ucles 2020  (b) study fig. 1.2 (insert), which is a map showing information about global net migration.   (i) describe the distribution of areas with negative  net migration.  ...  ...  ...  ...  ...  .  [3]   (ii) explain why many areas experience negative  net migration.  ...  ...     ...  ...  ...     ...  ...     ...     ...  .  [5] ",
+            "5": "5 0460/13/o/n/20 \u00a9 ucles 2020 [turn over  (c) for a named country you have studied, describe the benefits and problems of receiving   large numbers of immigrants.   name of country ..  ...  ...  ...  ...  ...  ...  ...    ...  ...  ...  ...  ...  ...  ...    ...  ...  ...  ...  ...    ...  ...  ...  ...  .  [7] [total: 25]",
+            "6": "6 0460/13/o/n/20 \u00a9 ucles 2020 2 (a) study fig. 2.1 (opposite), which shows three rural settlements in wales (an medc).   (i) what type of settlement is shown in the map of oldwalls?    ..  [1]   (ii) describe two characteristics of dispersed settlements such as penmaen. 1    ... 2    .  [2]   (iii) using evidence from fig. 2.1 only, give three  reasons why penrice is a nucleated  settlement. 1    ... 2    ... 3    .  [3]   (iv) explain why more people are living in the rural-urban fringe of large towns and cities in  medcs.  ...  ...  ...  ...  ...  ...  ...  .  [4]",
+            "7": "7 0460/13/o/n/20 \u00a9 ucles 2020 [turn over 0 km10 km key1 0 km1roadnn npenriceoldwalls penmaen field boundary buildingcastlechurch spring river                                                           fig. 2.1",
+            "8": "8 0460/13/o/n/20 \u00a9 ucles 2020  (b) study fig. 2.2, which is a map of a rural area in north east england.  a170 a170 a64wilton ebberstonsnaintonwykeham sherburn east heslertonwest heslerton east knapton west knaptonwest knaptonbrompton -by- sawdon30 30 30 603060 key0 km2 1 roadn river village contour (metres above sea level)30 fig. 2.2",
+            "9": "9 0460/13/o/n/20 \u00a9 ucles 2020 [turn over   (i) describe three  differences between the location of east heslerton and wykeham. 1 .  ...   2 .  ... 3 .  .  [3]    (ii) explain the distribution of settlements in the area shown in fig. 2.2.  ...  ...  ...  ...  ...  ...    ...  ...  ...  .  [5] ",
+            "10": "10 0460/13/o/n/20 \u00a9 ucles 2020  (c) describe and explain the service provision in a named settlement you have studied.   name of settlement ..  ...  ...  ...  ...  ...  ...  ...    ...  ...  ...  ...  ...  ...  ...    ...  ...  ...  ...  ...    ...  ...  ...  ...  ...  .  [7] [total: 25]",
+            "11": "11 0460/13/o/n/20 \u00a9 ucles 2020 [turn over turn page for question 3",
+            "12": "12 0460/13/o/n/20 \u00a9 ucles 2020 section b answer one question from this section. 3 (a) study fig. 3.1, which is a map showing the location of coral reefs around martinique (an ledc  in the caribbean). key 0 km25coral reefsmartiniquecaribbean sea caribbean seanx y fig. 3.1   (i) what is the length of martinique from x to y?    .. km  [1]   (ii) describe the distribution of coral reefs shown in fig. 3.1.  ...  ...  ...  .  [2]",
+            "13": "13 0460/13/o/n/20 \u00a9 ucles 2020 [turn over   (iii) describe three  conditions required for the growth of coral reefs. 1    ... 2    ... 3    .  [3]  (b) study fig. 3.2 (insert), which is a photograph showing an area of coastline in the north west  of england.   (i) describe and suggest reasons for the variation in beach material in the bay.  ...  ...     ...    ...  ...      .  [3]   (ii) using evidence from fig. 3.2, explain how coastal erosion has been managed.  ...  ...  ...  ...  ...  ...  ...  .  [4]",
+            "14": "14 0460/13/o/n/20 \u00a9 ucles 2020   (iii) suggest why bays and headlands have formed along the coastline shown in fig. 3.2.  ...      ...  ...     ...  ...  ...  ...  ...  ...  .  [5]",
+            "15": "15 0460/13/o/n/20 \u00a9 ucles 2020 [turn over  (c) describe the features of a sand spit and explain how it has been formed.    you may include a labelled diagram.  ...  ...  ...  ...    ...  ...  ...  ...  ...  ...  ...  ...  ...     [7]  [total: 25]",
+            "16": "16 0460/13/o/n/20 \u00a9 ucles 2020 4 (a) study fig. 4.1, which shows information about hot deserts and tropical rainforests. latitudehighest  monthly  average  temperaturelowest  monthly  average  temperatureannual rainfallatmospheric  pressure hot deserts 35 \u00b0c 18 \u00b0cless than  250 mmhigh tropical  rainforests30 \u00b0c 27 \u00b0c over 2000  mm low fig. 4.1   (i) using fig. 4.1, calculate the annual average temperature range in tropical rainforests.    . \u00b0c  [1]   (ii) complete the column labelled \u2018latitude\u2019 in fig. 4.1. you should choose the letters of the  correct labels from the list below.    \u2013 on and around the arctic and antarctic circles  (a)    \u2013 between the tropic of cancer and the equator  (b)    \u2013 on and around the equator  (c)    \u2013 only between the tropics of cancer and capricorn  (d)    \u2013 on and around the tropics of cancer and capricorn  (e)   [2]   (iii) explain how high atmospheric pressure influences the climate of hot deserts.  ...  ...      ...  ...    ...  .  [3]",
+            "17": "17 0460/13/o/n/20 \u00a9 ucles 2020 [turn over   (iv) explain why tropical rainforests have an average of over 2000  mm of rainfall per year.  ...  ...  ...  ...  ...  ...  ...  .  [4] ",
+            "18": "18 0460/13/o/n/20 \u00a9 ucles 2020  (b) study fig. 4.2, which shows information about deforestation of tropical rainforests in south  america and south east asia between 1950 and 2010. 1950010 00020 000annual deforestation (km2 / yr)30 00040 00050 000 1955 1960 1965 1970 1975 1980 year1985 1990 1995 2000 2005 2010 key south america south east asia fig. 4.2   (i) using fig. 4.2, compare the change in annual deforestation in south america and south  east asia.  ...  ...  ...  ...  ...  .  [3]",
+            "19": "19 0460/13/o/n/20 \u00a9 ucles 2020 [turn over   (ii) explain why large amounts of deforestation have occurred in tropical rainforests.  ...  ...  ...  ...  ...  ...  ...  ...  ...  .  [5]",
+            "20": "20 0460/13/o/n/20 \u00a9 ucles 2020  (c) with reference to named examples, describe the impacts of deforestation.  ...  ...  ...  ...  ...  ...  ...    ...  ...  ...  ...  ...  ...  ...    ...  ...  ...  ...  ...    ...  ...  ...  ...  ...  ...  .  [7] [total: 25]",
+            "21": "21 0460/13/o/n/20 \u00a9 ucles 2020 [turn over turn page for question 5",
+            "22": "22 0460/13/o/n/20 \u00a9 ucles 2020 section c answer one question from this section. 5 (a) study fig. 5.1 (insert), a map showing tourist attractions in mauritius, an ledc in the indian  ocean.   (i) name the river gorge in the south west of mauritius.    ..  [1]   (ii) describe the location of the tourist resort of grand baie.  ...  ...  ...  .  [2]   (iii) identify  three  attractions of the human landscape for tourists in mauritius.   1    ... 2    ... 3    .  [3]   (iv) explain how the tourist industry may benefit the people who live on the island of mauritius.  ...  ...  ...  ...  ...  ...  ...  .  [4]",
+            "23": "23 0460/13/o/n/20 \u00a9 ucles 2020 [turn over  (b) study figs. 5.2 and 5.3 (insert), which are photographs that were taken in grand baie,  mauritius.    (i) using evidence from figs. 5.2 and 5.3 only, describe the natural attractions of grand  baie for tourists.  ...  ...  ...  ...  ...  .  [3]   (ii) suggest how tourism in grand baie may have negative impacts on local people and the  natural environment.  ...  ...  ...  ...  ...  ...    ...  ...  ...  .  [5] ",
+            "24": "24 0460/13/o/n/20 \u00a9 ucles 2020  (c) for a named area you have studied, explain how the tourist industry is being developed  without destroying the natural environment.   name of area ..  ...  ...  ...  ...  ...  ...  ...    ...  ...  ...  ...  ...  ...  ...    ...  ...  ...  ...  ...    ...  ...  ...  ...  .  [7] [total: 25]",
+            "25": "25 0460/13/o/n/20 \u00a9 ucles 2020 [turn over turn page for question 6",
+            "26": "26 0460/13/o/n/20 \u00a9 ucles 2020 6 (a) study fig. 6.1, which shows indicators of development for six countries in asia. adult literacy  (percentage)energy use per  person   (kg oil equivalent)gnp per  person (us$)human  development  index (hdi)life  expectancy (years) india 72.1   565   6 572 131 68.3 indonesia 93.9   866 11 612 113 69.1 pakistan 56.4   487   5 249 147 66.4 philippines 96.3   434   7 806 116 68.5 sri lanka 92.6   478 12 316   73 74.9 thailand 96.7 1698 16 917   87 74.8 fig. 6.1    (i) what is meant by gnp?    g...n...p ...  [1]   (ii) identify the country listed in fig. 6.1:    \u2013 which has the largest percentage of people who can read and write        ..    \u2013 where the people on average live for the shortest time.       ..  [2]   (iii) which indicators are used to work out the human development index (hdi)?    tick (\u2713) three answers in the table below. tick (\u2713) access to clean water energy use per person gross national income (gni) per person internet access life expectancy number of people per doctor number of years of schooling  [3]",
+            "27": "27 0460/13/o/n/20 \u00a9 ucles 2020 [turn over   (iv) which one of the countries shown in fig. 6.1 do you consider to be the most developed?  justify your answer. country chosen .   justification  ...  ...       ...    ...  ...  ...    ...  .  [4]",
+            "28": "28 0460/13/o/n/20 \u00a9 ucles 2020  (b) study fig. 6.2, which is a scatter graph showing the relationship between infant mortality and  access to clean water in selected countries.  0 20 40 population with access to clean water (percentage)infant mortality (per thousand) 60 80 100020406080100120140 fig. 6.2   (i) using fig. 6.2, describe the relationship between infant mortality and access to clean  water. use statistics in your answer.     ...  ...  ...  ...  ...  .  [3]",
+            "29": "29 0460/13/o/n/20 \u00a9 ucles 2020 [turn over   (ii) explain why plentiful supplies of water, especially clean water, are important for the  people and economy of a country.  ...  ...  ...  ...  ...  ...    ...  ...  ...  .  [5]  ",
+            "30": "30 0460/13/o/n/20 \u00a9 ucles 2020  (c) for a named country or region you have studied, explain how clean water is supplied.   name of country or region ..  ...  ...  ...  ...  ...  ...  ...    ...  ...  ...  ...  ...  ...  ...    ...  ...  ...  ...  ...    ...  ...  ...  ...  ...  .  [7] [total: 25]",
+            "31": "31 0460/13/o/n/20 \u00a9 ucles 2020 additional pages if you use the following lined pages to complete the answer(s) to any question(s), the question  number(s) must be clearly shown. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. ..",
+            "32": "32 0460/13/o/n/20 \u00a9 ucles 2020 .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. 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 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."
+        },
+        "0460_w20_qp_21.pdf": {
+            "1": "cambridge igcse\u2122this document has 20 pages. blank pages are indicated. dc (st/ct) 180665/5 \u00a9 ucles 2020  [turn overgeography  0460/21 paper 2 geographical skills  october/november  2020  1 hour 30 minutes you must answer on the question paper. you will need:  insert (enclosed)  plain paper  1:50 000 survey map (enclosed)  protractor  calculator  ruler instructions  \u25cf answer all questions.  \u25cf use a black or dark blue pen. you may use an hb pencil for any diagrams or graphs.  \u25cf write your name, centre number and candidate number in the boxes at the top of the page.  \u25cf write your answer to each question in the space provided.  \u25cf do not use an erasable pen or correction fluid.  \u25cf do not write on any bar codes.  \u25cf if additional space is needed, you should use the lined pages at the end of this booklet; the question  number or numbers must be clearly shown. information  \u25cf the total mark for this paper is 60.  \u25cf the number of marks for each question or part question is shown in brackets [  ].  \u25cf the insert contains additional resources referred to in the questions. *0840170606*",
+            "2": "2 0460/21/o/n/20 \u00a9 ucles 2020 1  study the map extract for misterbianco, italy. the scale is 1:50  000.  (a) fig. 1.1 shows some of the features around the main settlement at misterbianco in the north  east of the map extract. study fig.  1.1 and the map extract, and answer the questions below. 98 99 00 01 02 98 99 00 01 0254 53 52 5154 53 52 51misterbiancomisterbiancoa d cbe fig. 1.1   using the map extract, identify the following features shown in fig.  1.1:   (i) the type of road at a  .  [1]   (ii) the type of road at b  .  [1]   (iii) the height above sea level of the spot height at c    .. metres  [1]   (iv) feature d  .  [1]   (v) feature e.  .  [1]",
+            "3": "3 0460/21/o/n/20 \u00a9 ucles 2020 [turn over  (b) fig. 1.2 shows two areas, a and b, in the south west of the map extract. study the two areas  and answer the questions below. ab 46 4648 444894 96 92 94mass a maddalenafatt a tenerelli fig. 1.2   the table below compares the features of the two areas. complete the table by putting ticks  in the correct six boxes. use only one tick (3) for each row. feature area a area bboth these  areasneither of  these areas river flowing from south to north meandering river river flowing from north to south either flat or gently sloping steep slopes plateau [6]",
+            "4": "4 0460/21/o/n/20 \u00a9 ucles 2020  (c) fig. 1.3 is a cross section through the settlement of motta s. anastasia, along northing 52,  from 940520 to 000520. 0150200250300 150200250300 940520 000520height (metres)height (metres)x y fig. 1.3   (i) identify the feature x.    ..  [1]   (ii)  name the river at y.    ..  [1]   (iii)  in fig.  1.3, use a labelled arrow  to show the position of the settlement of motta s.  anastasia.  [1]  (d)  a railway in the southern part of the map extract is shown by a thin black line. find where the  railway crosses a wide river near staz.di motta s. anastasia.   (i)  what is the distance along the railway, from where it crosses the wide river, to the eastern  edge of the map? give your answer in metres.    .. metres  [1]   (ii)  what is the compass direction from  where the railway crosses the wide river, to where  the railway meets the eastern edge of the map?    ..  [1]   (iii)  measure the bearing from  where the railway crosses the wide river, to where the railway  meets the eastern edge of the map.    .. degrees  [1]   (iv)  give the six-figure grid reference of the point where the railway crosses the wide river.    ..  [1]",
+            "5": "5 0460/21/o/n/20 \u00a9 ucles 2020 [turn over  (e)  fig. 1.4 shows two areas, area p in the north west of the map extract and area q in the north  east of the map extract just south of misterbianco. 92 54 5254 5294 92 94area p 00 52 5052 5002 00 02area q c. spina santa c. sant\u2019agatap.gio cardillort la dei sieli fig. 1.4   identify:   (i) the settlement  pattern in area p    ...  [1]   (ii) the stream  pattern in area q.    ...  [1] [total: 20]",
+            "6": "6 0460/21/o/n/20 \u00a9 ucles 2020 2  fig. 2.1 shows the settlement hierarchy in south holland, an area in the united kingdom. key main road railway settlement hierarchy1st order 2nd order 3rd order 4th orderkm0 8holbeach long suttonspaldingdonington crowlandsutton bridgespaldingdonington crowlandsutton bridgen fig. 2.1  (a) (i) using evidence from fig.  2.1, suggest why spalding has become the main town in south  holland.  ...  ...  ...  .  [2]   (ii) using fig.  2.1, compare the main road links of the second and third order settlements.  ...  ...  ...  .  [2]",
+            "7": "7 0460/21/o/n/20 \u00a9 ucles 2020 [turn over  (b)  in fig.  2.1, draw the possible sphere of influence  of long sutton, a second order  settlement.  [1]  (c)  the distribution of settlements in fig.  2.1 is not even. suggest one possible reason for this.  ...  .  [1]  (d)  fig. 2.2 shows the relationship between settlement order and number of settlements in south  holland. 102030 4 3 2 settlement order1 low highnumber of settlements fig. 2.2   (i) using information from fig.  2.1, plot the number of third order settlements  in fig.  2.2.   [1]   (ii) describe the relationship between settlement order and number of settlements in south  holland shown in fig.  2.2.  ...  .  [1] [total: 8]",
+            "8": "8 0460/21/o/n/20 \u00a9 ucles 2020 3 the strongest earthquake in history was at bio-bio in chile, in 1960, with a magnitude of 9.5. the  location of bio-bio is shown in fig.  3.1. n key plate boundary plate movement sea km01000south america south american platenazca plate bio-biobio-bio fig. 3.1  (a)  what type of plate margin is close to bio-bio? tick one box below. tick (3) constructive (divergent) destructive (convergent) conservative [1]  (b) using evidence from fig.  3.1, explain the cause of the bio-bio earthquake.  ...  ...  ...  ...  ...  ...  ...  .  [4]",
+            "9": "9 0460/21/o/n/20 \u00a9 ucles 2020 [turn over  (c)  explain what can be done to reduce the impacts of earthquakes.  ...  ...  ...  ...  ...  ...  .  [3] [total: 8]",
+            "10": "10 0460/21/o/n/20 \u00a9 ucles 2020 blank page",
+            "11": "11 0460/21/o/n/20 \u00a9 ucles 2020 [turn over 4  figs.  4.1 and 4.2 (insert) show part of a desert in southern africa.  (a) describe the vegetation shown in figs.  4.1 and 4.2.  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  .  [5]  (b) fig. 4.2 also shows a waste heap produced by the mining of copper ore. suggest how this  may pose a threat to the natural environment.  ...  ...  ...  ...  ...  ...  .  [3] [total: 8]",
+            "12": "12 0460/21/o/n/20 \u00a9 ucles 2020 5  fig. 5.1 shows information about the states most affected by soil erosion in one year in the usa.  information is shown for two types of soil erosion: by wind and by water. by wind by water 0 100 200 soil erosion (million tonnes)300texas (tx) minnesota  (mn) montana (mt) colorado (co) kansas (ks) iowa (ia) illinois (il) missouri (mo) texas () nebraska (ne)texas (tx) minnesota  (mn) montana (mt) colorado (co) kansas (ks) iowa (ia) illinois (il) missouri (mo) texas (tx) nebraska (ne) fig. 5.1  (a) how much soil was eroded by water in missouri?   .. million tonnes  [1]  (b) fig. 5.2 shows the location of the states listed in fig. 5.1. n 0 km1000mt mn coksneia mo txil fig. 5.2",
+            "13": "13 0460/21/o/n/20 \u00a9 ucles 2020 [turn over   (i) which of the following statements describes the location of the states in fig.  5.2? tick  one box below. tick (3) mostly in the centre mostly in the south mostly in the west [1]   (ii)  using figs.  5.1 and 5.2, give one difference between the distribution of the states with  soil erosion by wind and the distribution of the states with soil erosion by water.  ...  .  [1]  (c)  fig. 5.3 shows the rainfall of the states shown in figs.  5.1 and 5.2. n 0 km100025 500  \u2013 750500 500750 750750 1000 1000 1250750annual average rainfall (mm) fig. 5.3   (i) using figs.  5.1, 5.2 and 5.3, describe how the amount of rainfall affects whether soil  erosion is by wind or by water.  ...  ...  .  [1]",
+            "14": "14 0460/21/o/n/20 \u00a9 ucles 2020   (ii)  explain why the amount of rainfall affects whether soil erosion is by wind or by water.  ...  ...  ...  ...  .  [2]  (d)  give two ways of preventing or reducing soil erosion. 1    ... 2    .  [2] [total: 8]",
+            "15": "15 0460/21/o/n/20 \u00a9 ucles 2020 [turn over turn page for question 6",
+            "16": "16 0460/21/o/n/20 \u00a9 ucles 2020 6  fig. 6.1 gives information about industry in japan. km0 300 n 983 41 6 52 8 ky\u016bsh\u016bhonsh\u016b shikokuhokkaid\u014d 773 41 6 52key city 1 sapporo chemicals, machinery, vehicles 2 tokyo 3 yokohamatextiles, engineering, steel, chemicals, shipbuilding 4 nagoya textiles, machinery, vehicles, aircraft textiles, shipbuilding, steel, electrical5 osaka 6 kyoto 7 kobe 8 kitakyushu 9 nagasaki industrial region city seashipbuilding, steel, machinery, glassindustries fig. 6.1  (a)  describe the distribution of industrial regions shown in fig.  6.1.  ...  ...  ...  ...  ...  ...  .  [3]",
+            "17": "17 0460/21/o/n/20 \u00a9 ucles 2020 [turn over  (b)  what type of industries are shown in fig. 6.1? circle one answer below. primary     secondary     tertiary     quaternary  [1]  (c)  fig. 6.2 shows japan\u2019s relief, imports and exports. km0 300 nkey land between 500  m and 4000  m above sea level sea imported raw materials exported finished products fig. 6.2",
+            "18": "18 0460/21/o/n/20 \u00a9 ucles 2020   using evidence from figs.  6.1 and 6.2 only, explain the factors which have influenced the  location of industrial regions in japan.  ...  ...  ...  ...  ...  ...  ...  ...  ...  .  [4] [total: 8]",
+            "19": "19 0460/21/o/n/20 \u00a9 ucles 2020 additional pages if you use the following pages to complete the answer(s) to any question(s), the question number(s)  must be clearly shown. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. ..",
+            "20": "20 0460/21/o/n/20 \u00a9 ucles 2020 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 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... .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .."
+        },
+        "0460_w20_qp_22.pdf": {
+            "1": "cambridge igcse\u2122this document has 20 pages. blank pages are indicated.geography  0460/22 paper 2 geographical skills  october/november  2020  1 hour 30 minutes you must answer on the question paper. you will need:  insert (enclosed)  plain paper  1:50 000 survey map (enclosed)  protractor  calculator  ruler instructions  \u25cf answer all questions.  \u25cf use a black or dark blue pen. you may use an hb pencil for any diagrams or graphs.  \u25cf write your name, centre number and candidate number in the boxes at the top of the page.  \u25cf write your answer to each question in the space provided.  \u25cf do not use an erasable pen or correction fluid.  \u25cf do not write on any bar codes.  \u25cf if additional space is needed, you should use the lined pages at the end of this booklet; the question  number or numbers must be clearly shown. information  \u25cf the total mark for this paper is 60.  \u25cf the number of marks for each question or part question is shown in brackets [  ].  \u25cf the insert contains additional resources referred to in the questions. *9880782294* dc (sc/tp) 180671/6 \u00a9 ucles 2020  [turn over",
+            "2": "2 0460/22/o/n/20 \u00a9 ucles 2020 1 study the map extract for biancavilla, italy. the scale is 1:50  000.  (a) fig. 1.1 shows some of the features around the settlement at s. maria di licodia in the south  east of the map extract. study fig. 1.1 and the map extract, and answer the questions below. 63 6264 63 626487 88 89 90 91 92 93 87 88adeb cs. maria di licodia 89 90 91 92 93 fig. 1.1   using the map extract, identify the following features shown in fig. 1.1:   (i) the name of river a  .  [1]   (ii) the height above sea level of the spot height at b   metres  [1]   (iii) feature c  .  [1]   (iv) feature d  .  [1]   (v) feature e.  .  [1]",
+            "3": "3 0460/22/o/n/20 \u00a9 ucles 2020 [turn over  (b) fig. 1.2 shows two areas, p in the south west of the map extract and q, in the north east of  the map extract. study the two areas and answer the questions below. 6482 62 82area p area q 62 846484 7092 68 9268 947094   s.   b  a  r  b  a  r  am   o   n   a  c  i fig. 1.2   the table below compares the features of the two areas. complete the table by putting ticks  in the correct four boxes. use only one tick (3) for each row. feature area p area qboth these  areasneither of  these areas a railway dispersed settlement dense settlement land over 900  m above sea level  [4]",
+            "4": "4 0460/22/o/n/20 \u00a9 ucles 2020  (c) fig. 1.3 is a cross section through the settlement of biancavilla, from 840630 in the south  west to 890670 in the north east. 600 500 400 300 200 100 0600 500 400y 300 200 100 0 840630height  (metres)height  (metres) 890670 south west north eastx fig. 1.3   (i) identify feature x.  ...  [1]   (ii) identify feature y.  ...  [1]   (iii) in fig. 1.3, use a labelled arrow to show the position of the settlement of biancavilla .  [1]  (d) find the junction of national main road 121 with another national main road in the west of the  map extract.   (i) what is the distance along the road, from this junction, to the south edge of the map  extract?     metres  [1]   (ii) what is the compass direction from  the road junction, to where the road meets the  south edge of the map?  ...  [1]   (iii) measure the compass bearing from  the road junction, to where the road meets the  south edge of the map.  .. degrees  [1]",
+            "5": "5 0460/22/o/n/20 \u00a9 ucles 2020 [turn over   (iv) what is the six-figure grid reference of the road junction? tick ( 3) one box below. tick (3) 822674 676876 824677 674823 827683  [1]  (e) describe the natural  features of the fiume simeto river in the west of the map extract.  ...  ...  ...  ...  ...  ...  ...  .  [4]  [total: 20]",
+            "6": "6 0460/22/o/n/20 \u00a9 ucles 2020 2 fig. 2.1 shows the population of the world in 2017 and fig. 2.2 shows one prediction of the world  population in 2050. study figs. 2.1 and 2.2 and answer the questions on the opposite page. 0\u201345\u2013910\u20131425\u201329 20\u201324 15\u20131930\u20133445\u201349 40\u201344 35\u20133950\u20135455\u20135960\u20136470\u201374 65\u20136990\u20139495\u201399100+ 75\u20137980\u20138485\u201389 6 4 2 0 0 2 4 6male femaleage (years)world 2017 population (%) fig. 2.1 0\u201345\u2013910\u20131425\u201329 20\u201324 15\u20131930\u20133445\u201349 40\u201344 35\u20133950\u20135455\u20135960\u20136470\u201374 65\u20136990\u20139495\u201399100+ 75\u20137980\u20138485\u201389 4 2 0 0 2 4male femaleage (years)world 2050 (predicted) population (%) fig. 2.2",
+            "7": "7 0460/22/o/n/20 \u00a9 ucles 2020 [turn over  (a) what was the percentage of females aged 25\u201329 in the world in 2017?  ... % [1]  (b) describe the predicted percentage changes in the world population in people aged:   0\u201349  ...  ...   50 and over.  ...  .  [2]  (c) fig. 2.3 shows the population of the central african republic in 2017. 0\u201345\u2013910\u20131425\u201329 20\u201324 15\u20131930\u20133445\u201349 40\u201344 35\u20133950\u20135455\u20135960\u20136470\u201374 65\u20136990\u20139495\u201399100+ 75\u20137980\u20138485\u201389 10 10 8 8 6 6 4 4 2 2 0 0male femaleage (years) population (%) fig. 2.3   (i) give three  differences between the population structure of the central african republic  and the population structure of the world in 2017. 1    ... 2    ... 3    .  [3]",
+            "8": "8 0460/22/o/n/20 \u00a9 ucles 2020   (ii) suggest one problem created by the population structure of the central african republic.  ...  .  [1]  (d) table 2.1 shows the total populations of the world and the central african republic. table 2.1 2017 2050 (predicted) world 7 515 284 000 9 278 694 000 central african republic 5 098 000 8 781 000   describe the predicted growth rate of the central african republic compared with the world.  ...  .  [1]  [total: 8]",
+            "9": "9 0460/22/o/n/20 \u00a9 ucles 2020 [turn over 3 figs. 3.1, 3.2 and 3.3 (insert) are photographs which show three urban land use zones.  (a) identify each land use zone. choose your answers from: cbd   industrial   residential   rural-urban fringe   squatter settlement fig. 3.1  . fig. 3.2  . fig. 3.3  .  [3]  (b) describe the features of the land use zone shown in fig. 3.2.  ...  ...  ...  ...  ...  ...  .  [3]  (c) suggest a reason for the growth of the settlement shown in fig. 3.3. support your answer  with evidence from the photograph.  ...  ...  ...  ...  .  [2]  [total: 8]",
+            "10": "10 0460/22/o/n/20 \u00a9 ucles 2020 4 fig. 4.1 (insert) is a photograph which shows a coastal area visited by a group of geography  students on a field trip. fig. 4.2 is a field sketch of the same area made by one of the students. w x y z fig. 4.2  (a) using fig. 4.1, identify features w, x, y and z shown on the field sketch. choose your  answers from: bay  lagoon (lake)   river  spit  wave-cut platform w .. x ... y ... z ...  [4]",
+            "11": "11 0460/22/o/n/20 \u00a9 ucles 2020 [turn over  (b) explain how a spit is formed.  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  .  [4]  [total: 8]",
+            "12": "12 0460/22/o/n/20 \u00a9 ucles 2020 5 fig. 5.1 shows the drainage basin of the nile river and its tributaries. the renaissance dam,  shown in fig. 5.1, on the blue nile river in ethiopia has been under construction since 2011.  when completed it will be the largest hep plant in africa and the seventh largest in the world. nmediterranean sea red sea1 2 3 5 64n g rblue nile white nilenile atbarah 0 600 kmkey international boundary river watershed 1   egypt 2   sudan 3   south sudan4   ethiopia 5   uganda 6   kenya r     renaissance dam g     gezira irrigation scheme n     lake nasser \u2013 irrigation and hep fig. 5.1  (a) what is meant by the following terms?   drainage basin  ...  ...   hep  ...  ...  [2]",
+            "13": "13 0460/22/o/n/20 \u00a9 ucles 2020 [turn over  (b) table 5.1 gives information about the three main tributaries of the nile, shown on fig. 5.1. table 5.1 tributary discharge (m3 / s) atbarah average 375 dries up from january to june blue nile average 1548 june \u2013 september average 5665 april average 555 white nile average 878 little variation in flow   (i) using table 5.1, explain why the blue nile gives a better water supply than the other two  tributaries.  ...  ...  ...  .  [2]   (ii) using information from table 5.1, give a reason why a dam was built on the blue nile.  ...  .  [1]  (c) (i) which two countries shown on fig. 5.1 were most worried about the building of the  renaissance dam? 1 . 2 .  [1]   (ii) give reasons for your answer to (c)(i) .  ...  ...  ...  .  [2]  [total: 8]",
+            "14": "14 0460/22/o/n/20 \u00a9 ucles 2020 6 the island of mauritius in the indian ocean has an important tourist industry. table 6.1 shows the  ten places with the most visitors to mauritius in six months in 2016. table 6.1 place number of visitors 1 france 141 814 2 reunion 75 357 3 united kingdom 58 766 4 germany 47 713 5 south africa 46 687 6 india 43 239 7 china 38 935 8 switzerland 15 866 9 italy 15 629 10 russia 5983  (a) what type of graph would be best to use to show the information in table 6.1?  ..  [1]",
+            "15": "15 0460/22/o/n/20 \u00a9 ucles 2020 [turn over  (b) fig. 6.1 shows the location of mauritius and the places named in table 6.1. 110 7 6 58 2 mauritius433 99 fig. 6.1   using table 6.1 and fig. 6.1, describe the distribution of the places with more than 45  000  visitors to mauritius.  ...  ...  ...  .  [2]",
+            "16": "16 0460/22/o/n/20 \u00a9 ucles 2020  (c) fig. 6.2 shows the average monthly temperatures for a place in mauritius and a place in  france, the country with most visitors to mauritius. j0 f m a m j month keyj a s o n d5101520 average  temperature (\u00b0c)2530 mauritius france fig. 6.2   (i) using fig. 6.2, suggest why tourists visit mauritius all year.  ...  .  [1]   (ii) using evidence from figs. 6.1 and 6.2 only, suggest why mauritius is a popular  destination for tourists from the countries listed in table 6.1.  ...  ...  ...  ...  ...  ...  ...  ...  .  [4]  [total: 8]",
+            "17": "17 0460/22/o/n/20 \u00a9 ucles 2020 additional pages if you use the following lined pages to complete the answer(s) to any question(s), the question  number(s) must be clearly shown.  ..  ..  .. .. ..  ..  ..  .. .. ..  .. ..",
+            "18": "18 0460/22/o/n/20 \u00a9 ucles 2020 .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. ..",
+            "19": "19 0460/22/o/n/20 \u00a9 ucles 2020 blank page",
+            "20": "20 0460/22/o/n/20 \u00a9 ucles 2020 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 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.blank page"
+        },
+        "0460_w20_qp_23.pdf": {
+            "1": "cambridge igcse\u2122dc (ks/fc) 180677/6 \u00a9 ucles 2020  [turn over *6742825099* this document has 20 pages. blank pages are indicated.geography  0460/23 paper 2 geographical skills  october/november  2020  1 hour 30 minutes you must answer on the question paper. you will need:  insert (enclosed)  plain paper  1:50 000 survey map (enclosed)  protractor  calculator  ruler instructions  \u25cf answer all questions.  \u25cf use a black or dark blue pen. you may use an hb pencil for any diagrams or graphs.  \u25cf write your name, centre number and candidate number in the boxes at the top of the page.  \u25cf write your answer to each question in the space provided.  \u25cf do not use an erasable pen or correction fluid.  \u25cf do not write on any bar codes.  \u25cf if additional space is needed, you should use the lined pages at the end of this booklet; the question  number or numbers must be clearly shown. information  \u25cf the total mark for this paper is 60.  \u25cf the number of marks for each question or part question is shown in brackets [  ].  \u25cf the insert contains additional resources referred to in the questions.",
+            "2": "2 0460/23/o/n/20 \u00a9 ucles 2020 1 study the map extract for taormina, italy. the scale is 1:50  000.  (a) fig. 1.1 shows some of the features around the settlement at calatabiano in the south west of  the map extract. study fig. 1.1 and the map extract, and answer the questions below. 19 20 21 22 19848586calatabiano aa d bcbe 8788 8485868788 20 21 22 fig. 1.1   using the map extract, identify the following features shown in fig. 1.1:   (i) feature a  .  [1]   (ii) feature b  .  [1]   (iii) feature c  .  [1]   (iv) feature d  .  [1]   (v) the name of river e  .  [1]  (b) using the map key, identify one tourist activity available within 2  km of the main settlement of  taormina.    [1]",
+            "3": "3 0460/23/o/n/20 \u00a9 ucles 2020 [turn over  (c) fig. 1.2 is a cross section along northing 90, through the settlement of gaggi, from 180900 to  220900. 100200300400 100 0 0 220900 180900200300 metres above sea levelmetres above sea level400x fig. 1.2   (i) identify feature x.    [1]   (ii) in fig. 1.2, use a labelled arrow to show the position of the settlement of gaggi . [1]   (iii) the cross section shown in fig. 1.2 is incomplete. using information from the map  extract, draw a line in fig. 1.2 to complete the cross section . [1]  (d) find capo taormina, on the coast near the settlement of taormina.   (i) what is the distance along the coastline from the end of capo taormina to the south  edge of the map? tick one box below. tick (\u2713) 5500 metres 6500 metres 7500 metres 8500 metres 9500 metres  [1]   (ii) what is the compass bearing from  the end of capo taormina, to the coastline at the  south edge of the map? tick one box below. tick (\u2713) 38\u00b0 41\u00b0 44\u00b0 221\u00b0 225\u00b0  [1]",
+            "4": "4 0460/23/o/n/20 \u00a9 ucles 2020  (e) fig. 1.3 shows two areas, p in the south of the map extract and q in the north east of the map  extract. study the two areas and answer the questions below. 22 23 24 25 22858687area p area q 88 85868788 23 24 2525 26 27 28 2593949596 93949596 26 27 28gallodoro capo schis\u00f2 fig. 1.3   the table below compares the features of the two areas. complete the table by putting ticks  in the correct four boxes. use only one tick (\u2713) for each row. area p area q both these  areasneither of  these areas flat land land over 500  m a national main road plateau a mountain bike route  [5]",
+            "5": "5 0460/23/o/n/20 \u00a9 ucles 2020 [turn over  (f) fig. 1.4 shows an area in the north west of the map extract.  18 19 20 21 18 19 20 219293949596 929394graniti9596 fig. 1.4   describe the relief of this area.  ...  ...  ...  ...  ...  ...  ...  ...  .  [4] [total: 20]",
+            "6": "6 0460/23/o/n/20 \u00a9 ucles 2020 2 fig. 2.1 shows one estimate of the population growth rates of the countries in the world. key 3 and over 2\u20132.99growth rate  (%) 1\u20131.99 0\u20130.99 less than 0 no data fig. 2.1  (a) (i) some countries shown in fig. 2.1 have growth rates of less than 0 (zero). how does this  affect the total population of these countries?  .  [1]   (ii) using fig. 2.1, describe the distribution of countries with growth rates of less than 0.  ...  ...  ...  .  [2]",
+            "7": "7 0460/23/o/n/20 \u00a9 ucles 2020 [turn over  (b) using fig. 2.1, describe the distribution of population growth rates in africa. do not use figures  in your answer.  ...  ...  ...  .  [2]  (c) table 2.1 gives information about the population change of two countries in 2018. table 2.1 growth rate  (per 1000)birth rate  (per 1000)death rate  (per 1000)migration   (per 1000) angola 35 9 0 bolivia 22 6 \u20131   (i) calculate the birth rate of angola.    per thousand  [1]   (ii) calculate the growth rate of bolivia. show your working in the box below.    answer ..  per thousand  [2] [total: 8]",
+            "8": "8 0460/23/o/n/20 \u00a9 ucles 2020 blank page",
+            "9": "9 0460/23/o/n/20 \u00a9 ucles 2020 [turn over 3 figs. 3.1 and 3.2 (insert) show two rivers.   (a) for figs. 3.1 and 3.2, name the process of river transport shown and describe the material  being transported as the river\u2019s load.   fig. 3.1   process of transport     river\u2019s load  ...   fig. 3.2   process of transport     river\u2019s load  .  [4]  (b) suggest which part of the river\u2019s course is shown in fig. 3.2.  .  [1]  (c) explain how meanders form on a river.  ...  ...  ...  ...  ...  ...  .  [3] [total: 8]",
+            "10": "10 0460/23/o/n/20 \u00a9 ucles 2020 4 fig. 4.1 gives information about the eruption of mount tambora. the largest volcanic eruption in human history took place in 1815 at tambora, a  strato-volcano on sumbawa island in indonesia. the eruption itself killed between 11  000  and 12  000 people, mainly by pyroclastic flows on the island. parts of the island were  buried in ash over 1.5  m deep. ash clouds from the eruption affected the weather in europe  and north america, and the cool summer of 1816 resulted in crop failures and up to 70  000  more deaths due to starvation. fig. 4.1  (a) fig. 4.2 shows the depths of ash from the eruption in the area surrounding tambora. 0 kmdepth of ash  (cm)key 400n javaborneo florestambora tambora  sumbasumbawa lombok sumbawa lombokbalibalicelebes (sulawesi) java sea1 5 20 25 50 100 fig. 4.2   (i) how deep was the ash on the island of bali?    cm [1]   (ii) suggest the likely wind direction when the eruption occurred.    [1]   (iii) suggest how the ash clouds made temperatures lower in europe and north america.  ...  .  [1]",
+            "11": "11 0460/23/o/n/20 \u00a9 ucles 2020 [turn over  (b) fig. 4.3 shows the area of the island of sumbawa which was affected by pyroclastic flows. n 0 kmpyroclastic flowsseasea seasea crater riverkey 10 fig. 4.3   describe the distribution of pyroclastic flows shown in fig. 4.3.  ...  ...  ...  .  [2]  (c) describe the features of a strato-volcano. do not write about its eruptions.  ...  ...  ...  ...  ...  ...  .  [3]  [total: 8]",
+            "12": "12 0460/23/o/n/20 \u00a9 ucles 2020 5 figs. 5.1 and 5.2 (insert) show agricultural systems in different parts of the world.  (a) describe the agricultural systems by completing the table below. put ticks in the correct four  boxes. use only one tick (\u2713) for each row. fig. 5.1 fig. 5.2 both  photographsneither  photograph subsistence commercial arable pastoral  [4]  (b) give evidence from fig. 5.1 which shows that this is an intensive agricultural system.  ...  ...  ...  .  [2]  (c) identify one physical  input and one human  input of the agricultural system which can be  seen in fig. 5.2.   physical input     human input    [2] [total: 8]",
+            "13": "13 0460/23/o/n/20 \u00a9 ucles 2020 [turn over turn page for question 6",
+            "14": "14 0460/23/o/n/20 \u00a9 ucles 2020 6 fig. 6.1 shows an industrial zone in the city of manchester, uk. n 0 2 kmmotorway road trafford park development area flour milling cosmetics breakfast cereals manchester united fc food and beverages chemicalsmediacityuk bbc (uk state broadcaster) tv production companies salford university communications technology lowry centre theatre war museummanchester ship canal manchester airport retail park manchester piccadilly rail station river irwelldevelopment aream60m60 m56m62m602 keyriver irwellmediacityuk city centre trafford park carrington fig. 6.1  (a) using fig. 6.1, identify an example of each of the following types of industry in the area:   (i) secondary industry    [1]   (ii) tertiary or quaternary industry    [1]",
+            "15": "15 0460/23/o/n/20 \u00a9 ucles 2020  (b) the local council wishes to encourage further development in the area. fig. 6.2 shows part of  its marketing material. trafford \u2013 a fantastic location for growth over 120  000 businesses within a 30 minute  drivedirect motorway access population of 2 million people in the local area2 hours to london by rail from manchester  piccadilly the largest inland freight terminal in north west  englandmanchester airport has direct flights to 200  destinations linked to the sea by canal fig. 6.2   using figs. 6.1 and 6.2, explain the advantages of this area for industrial development.  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  .  [6]  [total: 8]",
+            "16": "16 0460/23/o/n/20 \u00a9 ucles 2020 additional pages if you use the following lined pages to complete the answer(s) to any question(s), the question  number(s) must be clearly shown.  ..  ..  .. .. ..  ..  ..  .. .. ..  .. ..",
+            "17": "17 0460/23/o/n/20 \u00a9 ucles 2020 .. .. ..  .. .. ..  ..  ..  .. .. ..  ..  ..  ..",
+            "18": "18 0460/23/o/n/20 \u00a9 ucles 2020 blank page",
+            "19": "19 0460/23/o/n/20 \u00a9 ucles 2020 blank page",
+            "20": "20 0460/23/o/n/20 \u00a9 ucles 2020 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 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.blank page"
+        },
+        "0460_w20_qp_41.pdf": {
+            "1": "cambridge igcse\u2122this document has 16 pages. blank pages are indicated. dc (st/ct) 180710/4 \u00a9 ucles 2020  [turn over *4703914669* geography  0460/41 paper 4 alternative to coursework  october/november  2020  1 hour 30 minutes you must answer on the question paper. you will need:  insert (enclosed)  ruler  calculator instructions  \u25cf answer all questions.  \u25cf use a black or dark blue pen. you may use an hb pencil for any diagrams or graphs.  \u25cf write your name, centre number and candidate number in the boxes at the top of the page.  \u25cf write your answer to each question in the space provided.  \u25cf do not use an erasable pen or correction fluid.  \u25cf do not write on any bar codes.  \u25cf if additional space is needed, you should use the lined pages at the end of this booklet; the question  number or numbers must be clearly shown. information  \u25cf the total mark for this paper is 60.  \u25cf the number of marks for each question or part question is shown in brackets [  ].  \u25cf the insert contains additional resources referred to in the questions.",
+            "2": "2 0460/41/o/n/20 \u00a9 ucles 2020 1 students in italy were studying population migration. they decided to do a fieldwork investigation  about migration into their country.  (a) before they began their fieldwork they revised key terms to do with migration.   (i) match the types of migrant with the correct description. one has been completed for you. type of migrant description asylum seekermoves to live in a different country for at  least one year internal migrantleaves the country of origin because  of fear or persecution and asks for  permission to stay in a different country international migrantforced to leave the country because  of fear they may die but does not plan  which country to move to refugeemoves to live in a different place in the  same country [2]   (ii) explain the difference between push  and pull migration factors.  ...  ...  ...  .  [2]  (b) the students visited a local town on the coast near rome to use a questionnaire with  40 migrants who had recently arrived in italy. the questionnaire is shown in fig.  1.1 (insert).   (i) they used a random sampling method to select people to complete the questionnaire.  describe this method of sampling.  ...  ...  ...  .  [2]",
+            "3": "3 0460/41/o/n/20 \u00a9 ucles 2020 [turn over   (ii) suggest three  difficulties of using the questionnaire with migrants. 1    ... 2    ... 3    ...  [3]  the students wanted to test the following hypotheses:   hypothesis 1: most migrants come from africa .   hypothesis 2: pull factors affect the decision to migrate more than push factors .  (c)  the answers to question 1 in the questionnaire (in which country were you born and brought  up?) are shown in table  1.1 (insert).   (i) use the results to draw the bar  for eritrea in fig.  1.2 below.  [1] km0scale 5 4 3 2 1 0400 800algeria nigeriasenegal the gambiamorocco egyptsyria afghanistan somaliapakistanitaly rome algeria nigeriasenegal the gambiamorocco egyptncountries in which migrants were born and brought up syria afghanistan somaliaeritreapakistanitaly rome fig. 1.2",
+            "4": "4 0460/41/o/n/20 \u00a9 ucles 2020   (ii) what conclusion would the students make about hypothesis 1:  most migrants come  from africa ? support your answer with evidence from fig.  1.2 and table  1.1.  ...  ...  ...  .  [2]   (iii) the students compared their results to question 1 with secondary data collected five  years earlier. what is meant by secondary data  ?   ...  .  [1]   (iv) the earlier results are shown in table 1.2 (insert). identify two differences between the  results in the different years. 1    ... 2    ...  [2]",
+            "5": "5 0460/41/o/n/20 \u00a9 ucles 2020 [turn over  (d)  (i) table  1.3 (insert) shows the results of question 2 in the questionnaire (which one is the  most important reason why you migrated to italy?) . use the results from table  1.3 to  draw and label the divided bar graph  for the push factors in fig.  1.3 below.  [3] 051015number of migrants202530pull factors 051015number of migrants202530push factorsreasons why people migrated to italy family already live in europe better quality of life better education for children employment or higher wages fig. 1.3   (ii) do you agree with hypothesis 2:  pull factors affect the decision to migrate more than  push factors ? use evidence from fig.  1.3 and table  1.3 to support your decision.  ...  ...  ...  ...  ...  .  [3]",
+            "6": "6 0460/41/o/n/20 \u00a9 ucles 2020  (e) (i) the results of question 3 in the questionnaire (which country is your final intended  destination?)  are shown in table 1.4 (insert). use the results to plot the data  for  germany and france in fig.  1.4 below.  [2] final intended destinations of migrants francegermany italyunited kingdom bnd italyunited kingdom bnd key b = belgium n = netherlands d = denmarknumber of migrants 13 \u2013 16 9 \u2013 12 5 \u2013 8 1 \u2013 40 300 kmn fig. 1.4",
+            "7": "7 0460/41/o/n/20 \u00a9 ucles 2020 [turn over   (ii) the answers to question 3 suggest that migration is done in stages. put the following  countries in the correct order in the boxes below to show the stages of a typical migration.  \u2022 italy \u2022 somalia (shown in fig.  1.2) \u2022 united kingdom    to    to     [1]   (iii) suggest why migration takes place in stages.  ...  ...  ...  .  [2]  (f) give two advantages and two disadvantages of immigration  for an medc such as italy.   advantages 1    ... 2    ... disadvantages 1    ... 2    ...  [4] [total: 30]",
+            "8": "8 0460/41/o/n/20 \u00a9 ucles 2020 2 students were studying the bradshaw model which describes how the characteristics of a river  change downstream.  (a) the table below summarises some of these characteristics. add the following characteristics  to the correct column in the table.    amount of load carried by the river   river discharge   size of individual load particles increase further downstream decrease further downstream channel width and depth roughness of the channel bed [2]  the students decided to investigate two other river characteristics included in the bradshaw model  by testing the following hypotheses:   hypothesis 1: river velocity increases downstream .   hypothesis 2: the gradient of the river bed decreases downstream .  (b) the students carried out their fieldwork at six sites along the river.   (i) suggest three  factors the students should have considered in choosing their fieldwork  sites. 1    ... 2    ... 3    ...  [3]",
+            "9": "9 0460/41/o/n/20 \u00a9 ucles 2020 [turn over   (ii) the students made all their measurements on the same day. suggest why this was  important.  ...  .  [1]  (c)  (i) to investigate hypothesis 1:  river velocity increases downstream , the students used  the following equipment: float stop-watch  tape measure  two ranging poles    describe how the students used this equipment to measure river velocity.  ...  ...  ...  ...  ...  ...  ...  .  [4]",
+            "10": "10 0460/41/o/n/20 \u00a9 ucles 2020   (ii) the results of the fieldwork are shown in table 2.1 (insert). plot the results  for sites 5  and 6 in fig.  2.1 below.  [2] 0 1 2 3 site4 5 600.10.20.30.40.50.60.70.80.91.0 average velocity (m / s)average velocity at the six sites fig. 2.1   (iii) what conclusion could the students make about hypothesis 1:  river velocity increases  downstream ? support your decision with evidence from fig.  2.1 and table 2.1.  ...  ...  ...  ...  ...  .  [3]",
+            "11": "11 0460/41/o/n/20 \u00a9 ucles 2020 [turn over  (d) (i) to test hypothesis 2:  the gradient of the river bed decreases downstream , the students  used the method shown in fig.  2.2 (insert). describe how they measured gradient.  ...  ...  ...  ...  ...  ...  ...  .  [4]",
+            "12": "12 0460/41/o/n/20 \u00a9 ucles 2020   (ii) the results of the gradient measurements are shown in table 2.1 (insert). a student used  the method in fig.  2.3 on page 13 to draw the gradient at each site. use this method to  show the gradient at site 5.  [1]",
+            "13": "13 0460/41/o/n/20 \u00a9 ucles 2020 [turn over 0 0 length of measured section 10 metres510angle of gradient (\u00b0)site 1 0 0 length of measured section 10 metres510angle of gradient (\u00b0)site 2 0 0 length of measured section 10 metres510angle of gradient (\u00b0)site 3 0 0 length of measured section 10 metres510angle of gradient (\u00b0)site 4 0 0 length of measured section 10 metres510angle of gradient (\u00b0)site 5 0 0 length of measured section 10 metres510angle of gradient (\u00b0)site 6angle of gradient at each site upstream downstream fig. 2.3",
+            "14": "14 0460/41/o/n/20 \u00a9 ucles 2020   (iii) which conclusion would the students make about  hypothesis 2:  the gradient of the  river bed decreases downstream ? tick (3) your decision below and support it with  evidence from fig.  2.3 and table 2.1. tick (3) hypothesis 2 is true hypothesis 2 is partly true hypothesis 2 is false  ...  ...  ...  .  [3]  (e) when they returned to school the students evaluated their data collection methods. suggest  three  improvements they could have made to increase the reliability of the velocity and  gradient measurements. 1    ... 2    ... 3    ...  [3]  (f) the students decided to investigate another characteristic included in the bradshaw  model. describe how they could measure channel size (width and depth) at different sites  downstream.  ...  ...  ...  ...  ...  ...  ...  .  [4] [total: 30]",
+            "15": "15 0460/41/o/n/20 \u00a9 ucles 2020 additional pages if you use the following pages to complete the answer(s) to any question(s), the question number(s)  must be clearly shown. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. ..",
+            "16": "16 0460/41/o/n/20 \u00a9 ucles 2020 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 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... .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .."
+        },
+        "0460_w20_qp_42.pdf": {
+            "1": "cambridge igcse\u2122*1979312273* dc (jc/ct) 180708/5 \u00a9 ucles 2020  [turn overthis document has 20 pages. blank pages are indicated.geography  0460/42 paper 4 alternative to coursework  october/november  2020  1 hour 30 minutes you must answer on the question paper. you will need:  insert (enclosed)  ruler  calculator instructions  \u25cf answer all questions.  \u25cf use a black or dark blue pen. you may use an hb pencil for any diagrams or graphs.  \u25cf write your name, centre number and candidate number in the boxes at the top of the page.  \u25cf write your answer to each question in the space provided.  \u25cf do not use an erasable pen or correction fluid.  \u25cf do not write on any bar codes.  \u25cf if additional space is needed, you should use the lined pages at the end of this booklet; the question  number or numbers must be clearly shown. information  \u25cf the total mark for this paper is 60.  \u25cf the number of marks for each question or part question is shown in brackets [  ].  \u25cf the insert contains additional resources referred to in the questions.",
+            "2": "2 0460/42/o/n/20 \u00a9 ucles 2020 1 students at a school in seattle, usa, measured atmospheric pressure, temperature and rainfall  during 15 days in november. they tested the following hypotheses:    hypothesis  1: temperatures increase as atmospheric pressure rises and decrease as  atmospheric pressure falls.      hypothesis 2: there is a relationship between atmospheric pressure and daily rainfall totals.  (a) (i) the students measured the maximum and minimum temperature for each day using a  thermometer like the one shown in fig. 1.1 (insert). explain how the students would use  the thermometer to measure temperature.  ...  ...  ...  ...  ...  ...  ...  .  [4]",
+            "3": "3 0460/42/o/n/20 \u00a9 ucles 2020 [turn over   (ii) the results of the students\u2019 measurements of temperature are shown in table 1.1  (insert).     plot the maximum temperature  for 13 november on the graph, fig. 1.2 below.  [1] 0 8 9 10 11 12 13 14 15 16 17 18 19 20 21 2251015 temperature (\u00b0c) 990995 8 9 10 11 12 13 14 15 16 17 18 19 20 21 2210001005101010151020 atmospheric pressure (mb)results of temperature and atmospheric pressure measurements  key dates in novemberdates in november maximum temperature minimum temperature fig. 1.2   (iii) on which date in november was the largest temperature range?   .  [1]",
+            "4": "4 0460/42/o/n/20 \u00a9 ucles 2020  (b) the results of the students\u2019 measurements of atmospheric pressure are also shown in  table 1.1 (insert) and in fig. 1.2.    (i) which one of the following instruments would the students use to measure atmospheric  pressure? circle your answer.       anemometer        barometer        hygrometer  [1]   (ii) to measure atmospheric pressure the students took readings at midday (12:00 hours)  each day. why was it important to take readings at the same time of day?  ...  .  [1]   (iii) what conclusion did the students make about hypothesis 1:  temperatures increase  as atmospheric pressure rises and decrease as atmospheric pressure falls ? refer to  both maximum and minimum temperatures and support your answer with evidence from  table 1.1 and fig. 1.2.  ...  ...  ...  ...  ...  ...  ...  .  [4]",
+            "5": "5 0460/42/o/n/20 \u00a9 ucles 2020 [turn over  (c) (i) the students used the instrument shown in fig. 1.3 (insert) to measure daily rainfall.  describe how the instrument is used to measure rainfall.  ...  ...  ...  ...  ...  .  [3]    (ii) suggest two factors which the students should consider when choosing a site for the  instrument shown in fig. 1.3 (insert). explain why each factor is important in choosing  the site. factor 1  ... explanation  ...  ... factor 2  ... explanation  ...  .  [4]",
+            "6": "6 0460/42/o/n/20 \u00a9 ucles 2020   (iii) the results of the rainfall measurements are shown in table 1.2 (insert). plot the rainfall   for 13 november on fig. 1.4, below.  [1] 0 8 9 10 11 12 13 14 15 16 17 18 19 20 21 2251015 rainfall (mm) 990995 8 9 10 11 12 13 14 15 16 17 18 19 20 21 2210001005101010151020 atmospheric pressure (mb)results of rainfall and atmospheric pressure measurements  dates in novemberdates in november fig. 1.4   (iv) the students decided that hypothesis 2:  there is a relationship between atmospheric  pressure and daily rainfall totals  was true. describe the relationship between atmospheric  pressure and daily rainfall totals. use evidence from fig. 1.4 and tables 1.1 and 1.2  to support the relationship.  ...  ...  ...  ...  ...  .  [3]",
+            "7": "7 0460/42/o/n/20 \u00a9 ucles 2020 [turn over  (d) (i) to extend their fieldwork the students measured the wind speed and wind direction at  midday (12:00 hours). describe how they would make these measurements. wind speed  ...  ...  ...  ...  ...  ... wind direction  ...  ...  ...  ...  ...  .  [4]",
+            "8": "8 0460/42/o/n/20 \u00a9 ucles 2020   (ii) the results of their measurements of wind speed and wind direction are shown in  table 1.3 (insert).     complete the wind rose diagram , fig. 1.5 below, by adding the number of days that  the wind direction was from the south.  [1] wind rose diagram n nne ne ene sseseese sswswwswnnw nw wnw e w s key number of days11 22 33 44 55 11 22 33 44 55 fig. 1.5   (iii) what evidence from table 1.3 supports the statement that there is a relationship between  wind speed and wind direction (the direction from which the wind is blowing)?  ...  ...  ...  .  [2]  [total: 30]",
+            "9": "9 0460/42/o/n/20 \u00a9 ucles 2020 [turn over 2 a class of students from a rural area of wales was studying settlement and service provision.   (a) (i) in class the students revised \u2018hierarchy of services\u2019. services can be classified as  high-order, middle-order and low-order.     table 2.1 below shows examples of different services in the hierarchy of services.  complete the table  by adding the following services: bus stop       fire station       airport table 2.1 high-order service middle-order service low-order service hospital health centre caf\u00e9  [2]   (ii) which one of the following is the correct definition of \u2018low-order service\u2019?    tick (3) your answer. tick (3) a service which is frequently used  a service which is occasionally used  a service which is rarely used   [1]",
+            "10": "10 0460/42/o/n/20 \u00a9 ucles 2020  the students tested the following hypotheses:   hypothesis  1: there is a positive correlation (relationship) between the population size of  settlements and the number of different services found in the settlement.   hypothesis 2:  people travel further to use high-order services than low-order services.  (b) the students decided to visit eight settlements to investigate which different services were  found there. they recorded the services they found in each settlement. their results are  shown in table 2.2, on page 11.   (i) which service is present in the highest number of settlements?  ..  [1]   (ii) insert into table 2.2  (on page 11) the total number of different services found in  settlement f.  [1]   (iii) complete the following table  to put the settlements in rank order based on the number  of different services they contain.  [2] rank number settlement 1 c 2 3 4 5 6 f 7= b 7= e  (c) the students found out the population living in each settlement from a census.    (i) explain why census statistics are known as secondary  data.  ...  ...  ...  .  [2]",
+            "11": "11 0460/42/o/n/20 \u00a9 ucles 2020 [turn overtable 2.2 results of students\u2019 fieldwork (2018) settlement population services bakery bankclothes  shopdoctor\u2019s  surgerygeneral  food  storehairdressershousehold  goods and  hardware  storegarage  / fuel  stationprimary  schoolsecondary  schoolsupermarkettotal  number of  different  services a 551 3 3 3 3 b 201 3 1 c 12,226 333 3 3 3 3 3 3 3 3 11 d 2,102 3 3 3 3 3 3 3 7 e 262 3 1 f 390 3 3 g 1,312 3 3 3 3 3 5 h 4,672 333 3 3 3 3 3 3 9 key 3 services found in the settlement",
+            "12": "12 0460/42/o/n/20 \u00a9 ucles 2020   (ii) complete fig. 2.1 below  by plotting the population and the number of different services  found in settlement g shown in table 2.2.  [1] 00123456789101112 2000 4000 6000 population of settlement8000 10 000 12 000 14 000relationship between population size and number of different services in the eight settlements number of different services fig. 2.1   (iii) what conclusion did the students make about hypothesis 1:  there is a positive  correlation (relationship) between the population size of settlements and the number  of different services found in the settlement ? support your answer with evidence from  fig. 2.1 and table 2.2.  ...  ...  ...  ...  ...  .  [3]",
+            "13": "13 0460/42/o/n/20 \u00a9 ucles 2020 [turn over  (d) (i) the students compared their results with data from 1990 which is shown in table 2.3  (insert). identify one change between the services recorded in 1990 and those found by  the students in 2018 for each of the following settlements. settlement d  ...  ... settlement h  ...  .  [2]    (ii) suggest reasons why changes like these have occurred.  ...  ...  ...  ...  ...  .  [3]  (e) to investigate hypothesis 2:  people travel further to use high-order services than low-order  services , the students made a questionnaire to use with 30 residents in settlement f.   (i) describe three  features of a good questionnaire. 1    ... 2    ... 3    .  [3]",
+            "14": "14 0460/42/o/n/20 \u00a9 ucles 2020   (ii) in their questionnaire the students included a question about how far people travelled to  get different services. their results for four services are shown in table 2.4 (insert).    use the information in table 2.4 to plot the number of people  who travelled more than  20 km to a clothes shop on fig. 2.2 below.  [1] 0 012345670.512346789111213141617181921222324 51015 distance travelled (km)2025how far people travelled to get to services 0 01234567 number of people0.512346789111213141617181921222324 510152025 0 012345670.512346789111213141617181921222324 510152025 0 012345670.512346789111213141617181921222324 510152025clothes shophigh-order servicelow-order service supermarketdoctor\u2019s surgeryhairdressers fig. 2.2",
+            "15": "15 0460/42/o/n/20 \u00a9 ucles 2020   (iii) what conclusion would the students make about hypothesis 2:  people travel further  to use high-order services than low-order services ? use evidence from fig. 2.2 and  table 2.4 to support your decision.  ...  ...  ...  ...  ...  ...  ...  .  [4]  (f) the students wanted to find out more about how settlement h had grown since 1990. they  obtained a land use map of the settlement in 1990. describe a piece of fieldwork to investigate  how land use  in the settlement changed between 1990 and 2018.   ...  ...  ...  ...  ...  ...  ...  .  [4]  [total: 30]",
+            "16": "16 0460/42/o/n/20 \u00a9 ucles 2020 additional pages if you use the following lined pages to complete the answer(s) to any question(s), the question  number(s) must be clearly shown. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. ..",
+            "17": "17 0460/42/o/n/20 \u00a9 ucles 2020 .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. ..",
+            "18": "18 0460/42/o/n/20 \u00a9 ucles 2020 blank page",
+            "19": "19 0460/42/o/n/20 \u00a9 ucles 2020 blank page",
+            "20": "20 0460/42/o/n/20 \u00a9 ucles 2020 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 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.blank page"
+        },
+        "0460_w20_qp_43.pdf": {
+            "1": "cambridge igcse\u2122this document has 20 pages. blank pages are indicated. dc (st/jg) 180718/6 \u00a9 ucles 2020  [turn overgeography  0460/43 paper 4 alternative to coursework  october/november  2020  1 hour 30 minutes you must answer on the question paper. you will need:  insert (enclosed)  ruler  calculator  protractor instructions  \u25cf answer all questions.  \u25cf use a black or dark blue pen. you may use an hb pencil for any diagrams or graphs.  \u25cf write your name, centre number and candidate number in the boxes at the top of the page.  \u25cf write your answer to each question in the space provided.  \u25cf do not use an erasable pen or correction fluid.  \u25cf do not write on any bar codes.  \u25cf if additional space is needed, you should use the lined pages at the end of this booklet; the question  number or numbers must be clearly shown. information  \u25cf the total mark for this paper is 60.  \u25cf the number of marks for each question or part question is shown in brackets [  ].  \u25cf the insert contains additional resources referred to in the questions. *9290761894*",
+            "2": "2 0460/43/o/n/20 \u00a9 ucles 2020 1 students investigated differences in weather in a city centre square. fig.  1.1 (insert) shows the  square which is pedestrianised. they identified five sites in the square where they could measure  temperature, wind direction and wind speed at midday (12:00 hours) and in the early evening on  eight consecutive days.  the students investigated the following hypotheses:   hypothesis 1:  midday temperatures are higher at sites a, b and c than at sites d and e .   hypothesis 2:  wind direction and wind speed vary more at site c than at site e .  (a) to measure the temperature the students considered using a traditional maximum-minimum  thermometer at each site.   (i) suggest why their teacher thought that it was not a good idea to use a maximum-minimum  thermometer in the city centre square when they wanted to make their measurements.  ...  ...  ...  .  [2]   (ii) as an alternative method the students decided to use a digital thermometer to measure  temperature at each site around midday (12:00 hours) and in the early evening. give  three  advantages of using a digital thermometer. 1    ... 2    ... 3    .  [3]  (b) the results of the students\u2019 midday temperature measurements are shown in table  1.1  (insert).   (i) use the results in table  1.1 to complete fig.  1.2 on the page opposite by plotting the  midday temperatures  of days 6, 7 and 8 at site a. [2]",
+            "3": "3 0460/43/o/n/20 \u00a9 ucles 2020 [turn over 30 29 28 27 26 25 24 23 22 21 20 19 18 17 030 29 28 27 26 25 24 23 22 21 20 19 18 17 0temperature  (\u00b0c)temperature  (\u00b0c) 1 2 3 4 5 6 7 8daymidday temperature measurements a bb c cdde e fig. 1.2   (ii) what is your conclusion to hypothesis 1:  midday temperatures are higher at sites a,  b and c than at sites d and e  ? support your decision with evidence from fig.  1.2 and  table  1.1.  ...  ...  ...  ...  ...  ...  ...  .  [4]",
+            "4": "4 0460/43/o/n/20 \u00a9 ucles 2020  (c) early evening temperatures in the square also varied. these temperatures are shown in  fig. 1.3 (insert). use fig.  1.3 to:   (i) describe one difference in early evening temperatures between the sites. do not use  statistics in your answer.  ...  .  [1]   (ii) describe one difference in early evening temperatures during the eight days. do not use  statistics in your answer.  ...  .  [1]  (d) to investigate hypothesis 2:  wind direction and wind speed vary more at site c than at site  e, the students took measurements at midday on each day.   (i) what is the instrument called which is used to measure wind direction ? tick (3) your  choice below.  tick (3) wind dial wind gauge wind vane [1]",
+            "5": "5 0460/43/o/n/20 \u00a9 ucles 2020 [turn over   (ii) the students\u2019 results of measuring wind direction are shown in table  1.2 (insert). use  these results to complete the wind directions  at site b in fig.  1.4 below.  [2] 5 4 3 2 15 4 3 2 15 4 3 2 1 5 4 3 2 15 4 3 2 1nsite b site c site d site esite awind direction at 5 measuring sites sw e sene swnwn sw e sene swnw n sw e sene swnwn sw e sene swnwn sw e senenumber of days swnw fig. 1.4   (iii) explain how an anemometer, like that shown in fig.  1.5 (insert), measures wind speed.  ...  ...  ...  .  [2]",
+            "6": "6 0460/43/o/n/20 \u00a9 ucles 2020   (iv) the students\u2019 results of measuring wind speed are shown in table  1.3 (insert). in fig.  1.6  below, plot the wind speed measurements  at site b on days 1 and 7.  [2] 024681012141618202224 aa bb cc dd ee wind speed (km  / hr) site wind speed measurement on day 1wind speed measurements 4 4 46 5 6 43 3 3 46 3 3 82 7 7 6 2 2 8 1 7 1 6 8 2 2 8 11 5587554 4 46 5 6 43 3 3 46 3 3 82 7 7 6 2 2 8 1 7 1 6 8 2 2 8 11 11558755 key fig. 1.6",
+            "7": "7 0460/43/o/n/20 \u00a9 ucles 2020 [turn over   (v) the students decided that hypothesis 2:  wind direction and wind speed vary more  at site c than at site e , was partly true. which part of the hypothesis is true? tick your  decision below and support your decision with data from figs.  1.4 and 1.6 and tables  1.2  and 1.3. tick (3) wind direction varies more at site c than at site e wind speed varies more at site c than at site e  ...  ...  ...  .  [3]  (e) look again at fig.  1.1 (insert). suggest reasons why temperatures and wind direction and  speed vary between the sites in the city centre square.  ...  ...  ...  ...  ...  .  [3]  (f) another feature of weather which may vary over a small area is relative humidity.   (i) which one of the following is the correct definition of relative humidity?    tick your answer. definition tick (3) the amount of moisture in the air during the day compared to the night the amount of moisture in the air as a percentage of the total moisture  it could hold at that temperature the maximum amount of moisture in the air when it is warmed up the percentage of moisture in the air when it is raining compared to  when it stops raining  [1]",
+            "8": "8 0460/43/o/n/20 \u00a9 ucles 2020   (ii) relative humidity is calculated by using a wet-and-dry bulb thermometer (hygrometer).  this is shown in fig.  1.7 (insert). explain how the students would use this instrument to  work out relative humidity.  ...  ...  ...  ...  ...  .  [3] [total: 30]",
+            "9": "9 0460/43/o/n/20 \u00a9 ucles 2020 [turn over 2 a group of students in the gambia visited bafoloto quarry. the location of the quarry is shown in  fig. 2.1 (insert).  (a) the gambia is a small country in africa. it is about 50  km wide at the coast and narrows to  only 24  km wide inland. use fig.  2.1 to measure the length of the gambia from west to east.  tick (3) your answer below. tick (3) 300 km 330 km 410 km 460 km  [1]  (b) mining and quarrying contribute a small proportion of the total gdp of the gambia. this is  shown in table 2.1 below. table 2.1 economic sector % of gdp services 59 transport 16 agriculture 15 manufacturing  4 construction  3 administration  2 mining and quarrying  1   gdp is a measurement of the total value of goods and services produced in a country.   (i) which one of the following sectors of industry produces the highest percentage of the  gambia\u2019s gdp? circle your answer below. primary      secondary      tertiary [1]",
+            "10": "10 0460/43/o/n/20 \u00a9 ucles 2020   (ii) use the data in table 2.1 to complete the pie graph , fig. 2.2 below.  [2] percentage of gdp produced by each economic sector  90 services transport agriculture manufacturing construction administration mining and quarrying80 70 60 500% 40302010 key fig. 2.2  (c) bafoloto quarry is shown in fig.  2.3 (insert). laterite, which is used in building, is dug out at  the quarry.   describe two features of work at the quarry which are shown in fig.  2.3. 1    ... 2    .  [2]",
+            "11": "11 0460/43/o/n/20 \u00a9 ucles 2020 [turn over  the two hypotheses which the students tested were:   hypothesis 1: over half of the quarry workers are male and from the gambia .   hypothesis 2:  people gained benefits from going to work at bafoloto quarry .  (d) to investigate these hypotheses the students used a questionnaire with 50 of the 400 workers  at the quarry. this questionnaire is shown in fig.  2.4 (insert).   (i) before using the questionnaire, the students thought about the best way to make use  of it. name and describe a suitable sampling method for the students to use to select  50 workers. explain why you have chosen this method.    name of sampling method    ..    description of sampling method  ...  ...    why this sampling method was chosen  ...  .  [3]   (ii) two age groups are missing from the questionnaire in fig.  2.4. add the two missing age  groups to the table below. age group under 20 over 60 [2]",
+            "12": "12 0460/43/o/n/20 \u00a9 ucles 2020   (iii) answers to question 1 in the questionnaire ( which country do you come from? ) are  shown in table 2.2 (insert). use this data to plot the numbers of male and female  workers  from senegal on fig.  2.5 below.  [2] mauritania malin senegalthe gambiathe gambia guineaguinea- bissauguinea- bissau 01234 01234 male femalenumber of workerskey km0 500where workers at the quarry came from atlantic ocean fig. 2.5",
+            "13": "13 0460/43/o/n/20 \u00a9 ucles 2020 [turn over   (iv) what conclusion did the students make to hypothesis 1: over half of the quarry workers  are male and from the gambia ? support your answer with evidence from fig.  2.5 and  table 2.2.  ...  ...  ...  ...  ...  ...  ...  .  [4]   (v) answers to question 2 in the questionnaire ( how long have you worked at the quarry? )  are shown in table 2.3 (insert). use these results to complete the divided bar graph  in  fig. 2.6 below.  [2] keyhow long workers have worked at the quarry % of workers less than 1 year1 or 2  years3 or 4 yearsmore than 4 years0 20 40 60 80 100 fig. 2.6",
+            "14": "14 0460/43/o/n/20 \u00a9 ucles 2020  (e) to investigate hypothesis 2: people gained benefits from going to work at bafoloto quarry ,  the students used the answers to question 3 in the questionnaire ( why do you work at the  quarry? ). some answers to question 3 are shown in table 2.4 below.   the students reached the conclusion that hypothesis 2:  people gained benefits from going  to work at bafoloto quarry , was generally true.   which three  answers in table 2.4 best support their conclusion? tick ( 3) your three  choices  below. table 2.4 answers to question 3 (why do you work at the quarry? ) answers to question 3 tick (3) quarry work is better paid than farm work no skills to do any other job earn money at the quarry (in the dry season) when there is  no work to do on the farm relatives already work at the quarry send money to my family back home have paid for a licence to dig in the quarry [3]  (f) to extend their fieldwork the students wanted to find out about working conditions and safety  at the quarry.   (i) describe how they could collect information. do not include a questionnaire survey in  your method.  ...  ...  ...  ...  ...  ...  ...  .  [4]",
+            "15": "15 0460/43/o/n/20 \u00a9 ucles 2020   (ii) suggest why it might be difficult for the students to collect information about working  conditions and safety at the quarry.  ...  ...  ...  .  [2]   (iii) suggest two possible problems of working at the quarry. 1    ... 2    ...  [2] [total: 30]",
+            "16": "16 0460/43/o/n/20 \u00a9 ucles 2020 additional pages if you use the following pages to complete the answer(s) to any question(s), the question number(s)  must be clearly shown. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. ..",
+            "17": "17 0460/43/o/n/20 \u00a9 ucles 2020 .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. ..",
+            "18": "18 0460/43/o/n/20 \u00a9 ucles 2020 blank page",
+            "19": "19 0460/43/o/n/20 \u00a9 ucles 2020 blank page",
+            "20": "20 0460/43/o/n/20 \u00a9 ucles 2020 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 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.blank page"
+        }
+    },
+    "2021": {
+        "0460_m21_qp_12.pdf": {
+            "1": "this document has 32 pages. any blank pages are indicated. cambridge igcse\u2122 *0257419606* geography  0460/12 paper 1 geographical themes  february/march  2021  1 hour 45 minutes you must answer on the question paper. you will need:  insert (enclosed)  calculator  ruler instructions  \u25cf answer three  questions in total, one from each section.  \u25cf use a black or dark blue pen. you may use an hb pencil for any diagrams or graphs.  \u25cf write your name, centre number and candidate number in the boxes at the top of the page.  \u25cf write your answer to each question in the space provided.  \u25cf do not use an erasable pen or correction fluid.  \u25cf do not write on any bar codes.  \u25cf if additional space is needed, you should use the lined pages at the end of this booklet; the question  number or numbers must be clearly shown. information  \u25cf the total mark for this paper is 75.  \u25cf the number of marks for each question or part question is shown in brackets [  ].  \u25cf the insert contains additional resources referred to in the questions. definitions medcs \u2013 more economically developed countries ledcs \u2013 less economically developed countries dc (st/jg) 199592/4 \u00a9 ucles 2021  [turn over",
+            "2": "2 0460/12/ f/m/21 \u00a9 ucles 2021 section a answer one question from this section. 1 (a) study fig.  1.1 and fig.  1.2 (insert), which show information about population density and  economic activity in honduras (an ledc in central america). below 7575 to 149 state boundaryinternational boundary150 to 224225 to 300above 300population density (people/km2)key nicaraguael salvadorbelizen 0 50 100 kmcol\u00f3ncol\u00f3n gracias a diosgracias a diosyoroyoroislas de la bah\u00eda cort\u00e9s santa b\u00e1rbarasanta b\u00e1rbara cop\u00e1n cop\u00e1n ocotepequeocotepeque lempiralempiraintibuc \u00e1 intibuc\u00e1 la pazla pazel para \u00edso el para\u00edso vallevalle cholutecacholutecacomayaguacomayagua francisco moraz \u00e1nfrancisco moraz\u00e1nolanchoatl\u00e1ntidaatl\u00e1ntida fig. 1.1   (i) on fig.  1.1, complete the shading for the olancho region.    the olancho region has a population density of 24 people per km2.  [1]   (ii) put the following regions in rank order of their population density. atl\u00e1ntida      col\u00f3n      cort\u00e9s      francisco moraz\u00e1n 1st   highest density 2nd ...    3rd  ... 4th  ...  lowest density  [2]",
+            "3": "3 0460/12/ f/m/21 \u00a9 ucles 2021 [turn over   (iii) using evidence from fig.  1.2 only, suggest three  different reasons why some regions of  honduras are densely populated. 1    ... 2    ... 3    .  [3]   (iv) explain how physical  factors can influence population density.  ...  ...  ...  ...  ...  ...  ...  .  [4]",
+            "4": "4 0460/12/ f/m/21 \u00a9 ucles 2021  (b) study figs.  1.3, 1.4 and 1.5 (insert), which are photographs taken in an overpopulated  country.   (i) use evidence in each of figs.  1.3, 1.4 and 1.5 to identify different problems caused by  overpopulation. fig. 1.3  ..  ... fig. 1.4  ..  ... fig. 1.5  ..  .  [3]   (ii) overpopulation occurs when the population is greater than the resources can support.    explain why this may occur in a country.  ...  ...  ...  ...  ...  ...  ...  ...  ...  .  [5]",
+            "5": "5 0460/12/ f/m/21 \u00a9 ucles 2021 [turn over  (c) for a named country you have studied, describe a government policy used to influence  population growth. country  .  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  .  [7] [total: 25]",
+            "6": "6 0460/12/ f/m/21 \u00a9 ucles 2021 2 (a) study fig.  2.1, which shows a map of settlements in the osijek-baranja region of croatia (an  medc in europe). n rural area y rural area x 0 10 20 settlementkmkeyurban settlement fig. 2.1   (i) what is meant by the term settlement  ?  ...  ...  .  [1]   (ii) identify the settlement patterns in the two rural areas labelled x and y in fig.  2.1. x   y  ..  [2]",
+            "7": "7 0460/12/ f/m/21 \u00a9 ucles 2021 [turn over   (iii) suggest three  factors which may have resulted in the growth of linear settlement patterns  in parts of the area shown in fig.  2.1. 1    ... 2    ... 3    .  [3]   (iv) suggest likely differences in service provision between the urban and rural settlements  shown in fig.  2.1.  ...  ...  ...  ...  ...  ...  ...  .  [4]",
+            "8": "8 0460/12/ f/m/21 \u00a9 ucles 2021  (b) study fig.  2.2, which is a map showing the location of aliano, a settlement in a rural part of  southern italy (an medc in europe). 0 4 km284501 505505539420 365217 305 165316 411 408408s\u00e0uro river agri riveralianello nuovon key crops vines and olives woodland river minor roads main roads heights (metres) stream original settlementalianoaliano fig. 2.2   (i) suggest reasons for the original growth of a settlement at aliano.  ...  ...  ...  ...  ...  .  [3]",
+            "9": "9 0460/12/ f/m/21 \u00a9 ucles 2021 [turn over   (ii) the population of aliano is now less than 1000 people.    explain why the population has declined in settlements in some rural areas in medcs.  ...  ...  ...  ...  ...  ...  ...  ...  ...  .  [5]",
+            "10": "10 0460/12/ f/m/21 \u00a9 ucles 2021  (c) the function of a settlement is its purpose, such as:   \u2013 a port   \u2013 a tourist resort   \u2013 administration   \u2013 manufacturing.   for a named settlement you have studied, state its function(s) and explain why this/these  function(s) developed there. name of settlement  function(s)    ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  .  [7] [total: 25]",
+            "11": "11 0460/12/ f/m/21 \u00a9 ucles 2021 [turn over turn page for question 3",
+            "12": "12 0460/12/ f   /m   /21 \u00a9 ucles 2021section b answer one question from this section. 3 (a) study fig. 3.1, which shows information about an earthquake. plates seismic waves fault qp fig. 3.1   (i) tick (3) the one statement in the table below which is the correct definition of a fault. tick (3) a fracture of the rocks that make up the earth\u2019s crust large slowly moving slabs of rock  the point at the surface of the earth where the earthquake occurs waves that transmit the energy released by an earthquake [1]   (ii) identify the points labelled p and q in fig. 3.1. p  ... q  ..  [2]",
+            "13": "13 0460/12/ f/m/21 \u00a9 ucles 2021 [turn over   (iii) using evidence from fig.  3.1, explain why earthquakes occur.  ...  ...  ...  ...  ...  .  [3]  (b) study fig.  3.2, which shows information about two earthquakes which occurred in 2018. venezuela 21 august 2018 the august 2018 venezuela earthquake measured 7.3 on the  richter scale and was one of the largest earthquakes ever to strike  venezuela. it occurred at a depth of 154 kilometres and was felt  as far away as bogot\u00e1, colombia and paramaribo, suriname. the  earthquake killed five people. indonesia 28 september 2018 following the earthquake in indonesia measuring 7.5 on the richter  scale, at a depth of 20  kilometres, a tsunami occurred. this had a  height of around 5 to 7 metres, and flooded the settlements of palu,  donggala and mamuju. at least 2256 people were confirmed killed,  with hundreds more missing. fig. 3.2   (i) using information from fig.  3.2 only, state three reasons why the earthquake in  indonesia caused more deaths and injuries than the earthquake in venezuela. 1    ... 2    ... 3    .  [3]",
+            "14": "14 0460/12/ f/m/21 \u00a9 ucles 2021   (ii) explain why large earthquakes are likely to cause more deaths and injuries in ledcs  than in medcs.  ...  ...  ...  ...  ...  ...  ...  .  [4]   (iii) explain why many people live in areas which are at risk from earthquakes.  ...  ...  ...  ...  ...  ...  ...  ...  ...  .  [5]",
+            "15": "15 0460/12/ f/m/21 \u00a9 ucles 2021 [turn over  (c) for a named volcano  you have studied, explain the causes of an eruption. name of volcano   ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  .  [7] [total: 25]",
+            "16": "16 0460/12/ f/m/21 \u00a9 ucles 2021 4 (a) study fig.  4.1, which shows golden bay on new zealand\u2019s south island. n golden bay seacollingwood onekaka takakaprevailing  wind direction 0 5 10 15 20 25 km key settlement roadxx fig. 4.1   (i) which type of coastal landform is labelled x?    ...  [1]",
+            "17": "17 0460/12/ f/m/21 \u00a9 ucles 2021 [turn over   (ii) what is the distance (measured in a straight line) and the direction from onekaka to the  eastern end of coastal landform x?    distance . km    direction ...  [2]   (iii) suggest how coastal landform x was formed by coastal processes.  ...  ...  ...  ...  ...  .  [3]   (iv) suggest reasons why there are many beaches in golden bay.  ...  ...  ...  ...  ...  ...  ...  .  [4]",
+            "18": "18 0460/12/ f/m/21 \u00a9 ucles 2021  (b) study figs.  4.2, 4.3 and 4.4 (insert), which are photographs which show different features  formed on a headland.   (i) identify the coastal landform shown by the arrows in each of figs.  4.2, 4.3 and 4.4. fig. 4.2  .. fig. 4.3  .. fig. 4.4    [3]   (ii) explain how coastal landforms on a headland, such as those shown in figs.  4.2, 4.3 and  4.4, are formed by coastal erosion.  ...  ...  ...  ...  ...  ...  ...  ...  ...  .  [5]",
+            "19": "19 0460/12/ f/m/21 \u00a9 ucles 2021 [turn over  (c) for a named area of coastline you have studied, explain how it provides opportunities for  people. area of coastline   ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  .  [7] [total: 25]",
+            "20": "20 0460/12/ f/m/21 \u00a9 ucles 2021 section c answer one question from this section. 5 (a) study fig.  5.1, which shows information about the relationship between two indicators of  development. indiacubachinarussiausa key selected countries00102030405060708090100 30 60 90 120 gdp* per person (us$ 000s)internet users (per 100 people) *gdp is a measure of a country\u2019s wealth fig. 5.1   (i) identify the named country which has a gdp per person of us$15  000 and 68 internet  users per 100 people.      [1]   (ii) to what extent does fig.  5.1 show that there is a relationship between gdp per person  and internet users per 100 people?  ...  ...  ...  .  [2]",
+            "21": "21 0460/12/ f/m/21 \u00a9 ucles 2021 [turn over   (iii) suggest why there is a relationship between gdp per person and internet users per 100  people.  ...  ...  ...  ...  ...  .  [3]   (iv) another indicator of development is employment structure.    describe the changes in the employment structure of a country as its gdp per person  increases.  ...  ...  ...  ...  ...  ...  ...  .  [4]",
+            "22": "22 0460/12/ f/m/21 \u00a9 ucles 2021  (b) study fig.  5.2, which shows the human development index (hdi) in different countries in  africa. keyn less than 0.420.42 to 0.460.47 to 0.510.57 to 0.68 0.52 to 0.56over 0.68 no data 0 1000 2000 km fig. 5.2   (i) using fig.  5.2 only, compare the distribution of the countries with the highest (over 0.68)  and lowest (less than 0.42) hdi within africa.  ...  ...  ...  ...  ...  .  [3]",
+            "23": "23 0460/12/ f/m/21 \u00a9 ucles 2021 [turn over   (ii) explain why there are inequalities in wealth between countries.  ...  ...  ...  ...  ...  ...  ...  ...  ...  .  [5]",
+            "24": "24 0460/12/ f/m/21 \u00a9 ucles 2021  (c)  for a named transnational corporation (tnc) you have studied, explain why it operates in  many countries. name of transnational corporation (tnc)   ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  .  [7] [total: 25]",
+            "25": "25 0460/12/ f/m/21 \u00a9 ucles 2021 [turn over turn page for question 6",
+            "26": "26 0460/12/ f/m/21 \u00a9 ucles 2021 6 (a) study fig.  6.1, which shows a map of the nujiang river in yunnan province, china, showing  the location of four dams built to generate hydro-electric power (hep). china myanmar yunnan province shidianbaoshantowns dams nujiang drainage basin river nujiang country boundary direction of flowlushuifugonglumadeng dammaji damgongshan lushui dam liukuyabiluo dam nujiang  keyn 020406080 km fig. 6.1   (i) tick (3) the one statement in the table below which describes how hep is generated. tick (3) atoms of uranium are split to create electricity. coal is burnt to produce steam which is used in the power station. running water turns a turbine to generate power. strong winds blow turbines to produce electricity. turbines are turned when the tide goes in and out. [1]",
+            "27": "27 0460/12/ f/m/21 \u00a9 ucles 2021 [turn over   (ii) identify the following dams shown in fig.  6.1:    \u2013 the dam which is nearest to the source of the river      ..    \u2013 the dam which is 100  km north-north west (nnw) of baoshan.      ..   [2]   (iii) give three  different reasons why some countries generate a greater proportion of their  energy from hep than other countries. 1    ...  ... 2    ...  ... 3    ...  .  [3]   (iv) explain why the proportion of energy generated from renewable sources is likely to  increase in the future.  ...  ...  ...  ...  ...  ...  ...  ...  .  [4]",
+            "28": "28 0460/12/ f/m/21 \u00a9 ucles 2021  (b) study fig.  6.2, which shows information about the four dams on the nujiang river which are  labelled in fig.  6.1. dam height of  dam  (metres)area of  reservoir  (km2)annual value  of electricity  generated  (billion rmb*)total  construction  cost  (billion rmb)number of  people made  homeless lumadeng 165 11 3.2  9.1  6 092 lushui 175 19 4.0  8.8  6 190 maji 300 66 5.9 18.4 19 830 yabiluo 133  9 2.9  6.0  3 982   *rmb is the currency of china. fig. 6.2   (i) using the information in fig.  6.2 only, describe three  differences between the maji and  yabiluo dams.  ...  ...  ...  ...  ...  .  [3]   (ii) suggest why the building of dams to generate hep along the nujiang river may cause  problems for people and the natural environment in the area.  ...  ...  ...  ...  ...  ...  ...  ...  ...  .  [5]",
+            "29": "29 0460/12/ f/m/21 \u00a9 ucles 2021  (c) for a named country or area you have studied, explain how clean water is supplied for  domestic use. name of country or area  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  .  [7] [total: 25]",
+            "30": "30 0460/12/ f/m/21 \u00a9 ucles 2021 additional pages if you use the following lined pages to complete the answer(s) to any question(s), the question  number(s) must be clearly shown. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. ..",
+            "31": "31 0460/12/ f/m/21 \u00a9 ucles 2021 .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. ..",
+            "32": "32 0460/12/ f/m/21 \u00a9 ucles 2021 blank page the boundaries and names shown, the designations used and the presentation of material on any maps contained in this question paper/insert do not imply  official endorsement or acceptance by cambridge assessment international education concerning the legal status of any country, territory, or area or any of its  authorities, or of the delimitation of its frontiers or boundaries. 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 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."
+        },
+        "0460_m21_qp_22.pdf": {
+            "1": "this document has 16 pages. any blank pages are indicated. cambridge igcse\u2122 dc (st/jg) 198250/5 \u00a9 ucles 2021  [turn overgeography  0460/22 paper 2 geographical skills  february/march  2021  1 hour 30 minutes you must answer on the question paper. you will need:  insert (enclosed)  plain paper  1:25 000 survey map (enclosed)  protractor  calculator  ruler instructions  \u25cf answer all questions.  \u25cf use a black or dark blue pen. you may use an hb pencil for any diagrams or graphs.  \u25cf write your name, centre number and candidate number in the boxes at the top of the page.  \u25cf write your answer to each question in the space provided.  \u25cf do not use an erasable pen or correction fluid.  \u25cf do not write on any bar codes.  \u25cf if additional space is needed, you should use the lined pages at the end of this booklet; the question  number or numbers must be clearly shown. information  \u25cf the total mark for this paper is 60.  \u25cf the number of marks for each question or part question is shown in brackets [  ].  \u25cf the insert contains additional resources referred to in the questions. *0614269037*",
+            "2": "2 0460/22/ f/m/21 \u00a9 ucles 2021 1 study the map extract for fortuni\u00e8s, france. the scale is 1:25  000.  (a) fig. 1.1 shows some of the features around the settlement of collanges in the south of the  map extract. study fig.  1.1 and the map extract and answer the questions below. 85 86 87 88 8985 86 87 88 89 00010203 000102eb a d03 c fig. 1.1   using the map extract, identify the following features shown in fig. 1.1:   (i) feature a  .  [1]   (ii)  the name of river b  .  [1]   (iii) land use at c  .  [1]   (iv) feature d    ...  [1]   (v) the height above sea level of the spot height at e.    ... metres  [1]",
+            "3": "3 0460/22/ f/m/21 \u00a9 ucles 2021 [turn over  (b)  a person travels on the footpath from the north of the river outside collanges (863013) to the  junction with the footpath south east of les ginestes (855022).   (i) in which overall compass direction does the person travel?    ...  [1]   (ii) what distance does the person travel along the footpath?    ... metres  [1]   (iii) how many metres does the person climb? circle one correct answer below.    802 m    902 m    102 m    112 m [1]  (c) fig. 1.2 shows the location of two grid squares in the east of the map extract. these are  square 8802 at lac de sauvages and square 8902 at peyre del cayre. study the two areas  and answer the question below. 89 90 90 89 880203 020388 lac de sauvages peyre del cayre fig. 1.2   the table below compares the features of the two areas. complete the table by putting  ticks (3) in the correct five boxes. use only one tick for each row. square 8802  at lac de  sauvagessquare 8902 at  peyre del cayreboth these areasneither of these  areas parking steep slopes area liable to  flooding land over 1200\u200am  above sea level church [5]",
+            "4": "4 0460/22/ f/m/21 \u00a9 ucles 2021  (d) fig. 1.3 is a cross-section along northing 025 from 860025 to 890025, passing through the  village of sauvages. 9001000110012001300 9001000110012001300 860025 890025a b metres above sea levelmetres above sea level fig. 1.3   (i) identify the feature at  a.    ...  [1]   (ii) identify the feature at b.    ...  [1]   (iii) the cross-section shown on fig.  1.3 is incomplete. using information from the map  extract, draw a line on fig.  1.3 to complete the cross-section . [1]  (e) find the settlement of dienne in the south west of the map extract. using the map extract,  describe the site and give reasons for the growth of the settlement.  ...  ...  ...  ...  ...  ...  ...  ...  ...  .  [4] [total: 20]",
+            "5": "5 0460/22/ f/m/21 \u00a9 ucles 2021 [turn over 2  fig. 2.1 shows the change in the percentage of the rural population in the world between 1960  and 2015. 1960 1965 1970 1975 1980 1985 1990 1995 2000 2005 2010 20155060708090100 yearpercentage of global rural population fig. 2.1  (a) (i) using fig.  2.1, state the percentage of global rural population in 1990.    ... %  [1]   (ii) describe the changes in global rural population shown in fig.  2.1. refer to statistics in  your answer.  ...  ...  ...  ...  ...  .  [3]",
+            "6": "6 0460/22/ f/m/21 \u00a9 ucles 2021  (b) table 2.1 shows the characteristics of people moving from a village to a local town. table 2.1 percentage male 70 female 30 age (years): 20\u201329 53 30\u201339 26 40\u201349 15 50\u201359  4 60 and above  2 married 21 single 79   (i) which type of graph would be suitable to show the age data shown in table 2.1?  .  [1]   (ii)  using table 2.1, describe three  main characteristics of the migrants moving from the  village to the town. 1   2   3  ..  [3] [total: 8]",
+            "7": "7 0460/22/ f/m/21 \u00a9 ucles 2021 [turn over 3 (a) what is the correct term for the growth in the percentage of people living in towns and cities?   circle the correct answer below.   urbanisation     conurbation     migration     counter-urbanisation  [1]  (b) fig. 3.1 describes the squatter settlement of dharavi in mumbai, india. dharavi is home to approximately one million people. it is built on former marshland and  lies close to bandra kurla, india\u2019s richest business area. the settlement is made up of  hundreds of tiny lanes. one toilet is shared by 1500 residents and sewage runs in open  drains. the area provides an income of us$ 700 million and many residents work in  industries recycling plastic, making pottery, catering and heavy industry. the government  is keen to redevelop the area. however, many residents are not happy as they will have  less space for their businesses and will be located a long way from mumbai. fig. 3.1   (i)  many migrants to dharavi came from poor rural areas. suggest two push factors which  caused people to leave the rural areas. 1    ... 2    .  [2]   (ii)  using fig.  3.1 only, give two reasons why the government is keen to redevelop the area. 1    ... 2    .  [2]   (iii) using fig.  3.1 only, suggest three  reasons why the residents may not want to move  from the area. 1    ... 2    ... 3    .  [3] [total: 8]",
+            "8": "8 0460/22/ f/m/21 \u00a9 ucles 2021 4 fig. 4.1 shows the sunshine hours per month for an area in southern england. sunshine hours per month j f m a m j j a s o n d20406080100120140160180200220 month fig. 4.1  (a) (i)  using fig.  4.1, state the total sunshine hours in april.    ... hours  [1]   (ii) complete fig.  4.1 to show the following information:    total sunshine hours for july: 160 hours.  [1]   (iii) describe the best location for a sunshine recorder.  ...  ...  ...  .  [2]",
+            "9": "9 0460/22/ f/m/21 \u00a9 ucles 2021 [turn over  (b) fig. 4.2 (insert) shows some clouds.   describe the clouds shown in fig.  4.2.  ...  ...  ...  .  [2]  (c) describe how cloud cover is measured.  ...  ...  ...  .  [2] [total: 8]",
+            "10": "10 0460/22/ f/m/21 \u00a9 ucles 2021 5  fig. 5.1 shows a nutrient cycle in a tropical rainforest. precipitation trees intercept rainfall and reduce soil erosiontranspiration leaves fall to floor fungi and bacteria rapidly break down leaves into humusmost nutrients absorbed by plant roots more nutrients added to soil some nutrients lost through leaching fig. 5.1  (a) fig. 5.1 shows various processes which take place in a tropical rainforest. identify each of the  following processes:   (i) rain falling  .  [1]   (ii) loss of water vapour from trees  .  [1]   (iii) loss of nutrients from the soil.  .  [1]",
+            "11": "11 0460/22/ f/m/21 \u00a9 ucles 2021 [turn over  (b) using fig.  5.1, identify two reasons why soil becomes more infertile when trees are removed  due to deforestation. 1    ... 2    .  [2]  (c) suggest reasons why some local  people are for deforestation and other local  people are  against it. for    ...  ...  ... against  ..  ...  ...  .  [3] [total: 8]",
+            "12": "12 0460/22/ f/m/21 \u00a9 ucles 2021 6 fig. 6.1 (insert) shows a power station generating electricity in germany.  (a) name one fossil fuel that is used in power stations.  .  [1]  (b) using fig.  6.1, describe the power station and its location. refer to buildings and location. buildings  ...  ...  ... location  .  ...  .  [3]  (c) using evidence from fig.  6.1, explain the reasons for the location of the power station.  ...  ...  ...  .  [2]  (d) using evidence from fig.  6.1, suggest two problems that the power station might cause for  the local  natural environment. 1    ... 2    .  [2] [total: 8]",
+            "13": "13 0460/22/ f/m/21 \u00a9 ucles 2021 additional pages if you use the following lined pages to complete the answer(s) to any question(s), the question  number(s) must be clearly shown.  ..  ..  .. .. ..  ..  ..  .. .. ..  .. ..",
+            "14": "14 0460/22/ f/m/21 \u00a9 ucles 2021 .. .. ..  .. .. ..  ..  ..  .. .. ..  ..  ..  ..",
+            "15": "15 0460/22/ f/m/21 \u00a9 ucles 2021 blank page",
+            "16": "16 0460/22/ f/m/21 \u00a9 ucles 2021 blank page the boundaries and names shown, the designations used and the presentation of material on any maps contained in this question paper/insert do not imply  official endorsement or acceptance by cambridge assessment international education concerning the legal status of any country, territory, or area or any of its  authorities, or of the delimitation of its frontiers or boundaries. 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 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."
+        },
+        "0460_m21_qp_42.pdf": {
+            "1": "this document has 20 pages. any blank pages are indicated. cambridge igcse\u2122 *8148054870* dc (dh/sw) 199697/5 \u00a9 ucles 2021  [turn overgeography  0460/42 paper 4 alternative to coursework  february/march  2021  1 hour 30 minutes you must answer on the question paper. you will need:  insert (enclosed)  ruler  calculator  protractor instructions  \u25cf answer all questions.  \u25cf use a black or dark blue pen. you may use an hb pencil for any diagrams or graphs.  \u25cf write your name, centre number and candidate number in the boxes at the top of the page.  \u25cf write your answer to each question in the space provided.  \u25cf do not use an erasable pen or correction fluid.  \u25cf do not write on any bar codes.  \u25cf if additional space is needed, you should use the lined pages at the end of this booklet; the question  number or numbers must be clearly shown. information  \u25cf the total mark for this paper is 60.  \u25cf the number of marks for each question or part question is shown in brackets [  ].  \u25cf the insert contains additional resources referred to in the questions.",
+            "2": "2 0460/42/ f/m/21 \u00a9 ucles 2021 1 students in botswana did some fieldwork to investigate the cbd of gaborone, the capital city of  botswana.   (a) (i) what does cbd stand for?    c... b d.  [1]   (ii) which one of the following is least  likely to be located in the cbd of a city? tick ( 3) your  choice in the table below.  [1] tick (3) bank concert hall government building industrial estate railway station  the students decided to test the following hypotheses.  hypothesis 1: buildings in the cbd are taller than buildings elsewhere in the city.  hypothesis 2: the cbd has the best quality of environment in the city.",
+            "3": "3 0460/42/ f/m/21 \u00a9 ucles 2021 [turn over  (b) to test hypothesis 1  the students agreed to use the number of storeys in each building as a  height measurement.   (i) fig. 1.1, below, is a student\u2019s sketch map to show the height of buildings in the mall,  which is in the centre of the cbd. use the key to show the following information on  fig. 1.1 . [2] building number of storeys president hotel 6 tswana house 2 7\u20138 storeys 5\u20136 storeys 3\u20134 storeys 1\u20132 storeysheight of buildingkeykhama    c rescentqueens road the mall tswana house president hotel botswana roadindependence avenuea student\u2019s sketch map of the mall fig. 1.1",
+            "4": "4 0460/42/ f/m/21 \u00a9 ucles 2021   (ii) the students then went to sites along four transects in different directions away from  the mall. at each site they counted the number of storeys in each of 10 buildings. their  average results are shown in table 1.1 (insert).    complete fig. 1.2 below  to show the average building heights along the east transect.  [2] 10 8 6 4 2 0in cbdstoreys 2 km4 km away from cbd1012 8 6 4 2 0in cbdstoreys 2 km4 km away from cbd10 8 6 4 2 0in cbdstoreys 2 km4 km away from cbd 10 8 6 4 2 0in cbdstoreys 2 km4 km away from cbdsouth transectnorth transectaverage building height (number of storeys) west transecteast transect cbd fig. 1.2",
+            "5": "5 0460/42/ f/m/21 \u00a9 ucles 2021 [turn over   (iii) what is your conclusion about hypothesis 1:  buildings in the cbd are taller than  buildings elsewhere in the city ? support your decision with evidence from fig. 1.2 and  table 1.1.  ...  ...  ...  ...  ...  .  [3]   (iv) suggest two reasons why building height varies in different areas of a city. 1    ... 2    .  [2]  (c) to collect data for hypothesis 2:  the cbd has the best quality of environment in the city ,  the students produced a scoring sheet to measure environmental quality. this is shown in  fig. 1.3 (insert).   (i) suggest two improvements which the students could have made to their scoring sheet  to improve its reliability. 1    ... 2    .  [2]",
+            "6": "6 0460/42/ f/m/21 \u00a9 ucles 2021   (ii) the students used their scoring sheet to assess the quality of the environment at their  fieldwork sites along each transect. their results for the east transect are shown in  table 1.2 (insert).    use these results to complete fig. 1.4 below . [2] 3litter and vandalismenvironmental quality scores along the east transect vegetation derelict landair pollution noise key in the cbd 2 km from the cbd 4 km from the cbd0 1 environmental quality scorescale 2 33 2 12 1 1 10 2 332123 fig. 1.4",
+            "7": "7 0460/42/ f/m/21 \u00a9 ucles 2021 [turn over   (iii) the total scores of the students\u2019 environmental quality survey are shown in table 1.3  (insert).     what conclusion would the students make about hypothesis 2:  the cbd has the best  quality of environment in the city ? support your decision with evidence of the total scores  from table 1.3 and the individual feature scores along the east transect from fig. 1.4 and  table 1.2.  ...  ...  ...  ...  ...  ...  ...  .  [4]",
+            "8": "8 0460/42/ f/m/21 \u00a9 ucles 2021  (d) to extend their fieldwork some students produced a land use map of the cbd. part of this  map is shown in fig. 1.5 below. commercial (shops and restaurants)sketch map of land use in part of the cbd key offices (including banks) services (including hotels) under construction, renovation or vacantbotswana roadqueens roadindependence avenue the mall hotelbank fig. 1.5   (i) use the key to shade the bank and hotel on fig. 1.5.  [2]   (ii) suggest why the types of land use shown in fig. 1.5 are located in the cbd of the city.  ...  ...  ...  .  [2]",
+            "9": "9 0460/42/ f/m/21 \u00a9 ucles 2021 [turn over   (iii) the students realised that one weakness of their map was that it only showed land use  on the ground floor. therefore they investigated the uses of the other storeys in two  buildings. their results are shown in fig. 1.6 (insert).    use fig. 1.6 to describe how these two buildings are different.  ...  ...  ...  ...  ...  .  [3]  (e) one way in which the cbd is different from other parts of a city is the number of pedestrians.  describe a fieldwork task to find out the number of pedestrians.  ...  ...  ...  ...  ...  ...  ...  .  [4]  [total: 30]",
+            "10": "10 0460/42/ f/m/21 \u00a9 ucles 2021 blank page",
+            "11": "11 0460/42/ f/m/21 \u00a9 ucles 2021 [turn over 2 students were doing fieldwork along a river near to their school. they chose seven sites to  investigate how the river changes downstream.  the students investigated the following hypotheses:  hypothesis 1:  the velocity becomes faster as distance downstream increases.  hypothesis 2:  the angle of slope of the river bed becomes less steep as distance downstream  increases.  (a) the students used two different methods to measure velocity. in method 1 they used a floating  object and in method 2 they used a velocity meter (flowmeter). fig. 2.1 (insert) shows their  teacher demonstrating how to use a velocity meter.    describe the two methods the students used to measure velocity.   (i) method 1: using a floating object  ...  ...  ...  ...  ...  ...  ...  .  [4]   (ii) method 2: using a velocity meter (flowmeter)  ...  ...  ...  ...  ...  ...  .  [3]",
+            "12": "12 0460/42/ f/m/21 \u00a9 ucles 2021  (b) the results of the two methods of measuring velocity are shown in table 2.1 (insert).   (i) use these results to plot the average velocity  measured by method 1 (using a floating  object) at sites 6 and 7 in fig. 2.2 below.  [2] 00.511.52 average velocity (m / sec)2.5 1 2 3 4 site upstream downstream5 6 7 velocity meter (method  2)keyaverage velocity results obtained using the two methods floating object (method  1) fig. 2.2   (ii) suggest three  reasons why method 2 (using a velocity meter) may produce more reliable  results than method 1 (using a floating object). 1    ... 2    ... 3    .  [3]",
+            "13": "13 0460/42/ f/m/21 \u00a9 ucles 2021 [turn over   (iii) what conclusion would the students make about hypothesis 1:  the velocity becomes  faster as distance downstream increases ? support the conclusion with data evidence  from method 2 only  (using a velocity meter) in fig. 2.2 and table 2.1.  ...  ...  ...  ...  ...  .  [3]  (c) to test hypothesis 2:  the angle of slope of the river bed becomes less steep as distance  downstream increases , the students measured the angle of slope of the river bed at the  seven fieldwork sites.    (i) describe how they would use the equipment shown in fig. 2.3 (insert) to measure the  angle of slope.  ...  ...  ...  ...  ...  ...  ...  .  [4]   (ii) the students measured the angle of slope four times at each site. the results of their  measurements are shown in table 2.2 (insert).    at which site is there the largest variation in measurements?    site ..  [1]",
+            "14": "14 0460/42/ f/m/21 \u00a9 ucles 2021   (iii) fig. 2.4 below shows a method chosen by one student to present the results in table 2.2.  use this method to show the average angle of slope at site 5  on fig. 2.4.  [1] 0010 5 length of measured section (m)downstreamupstream site 7 100010 5site 6 100010 5site 5 100010 5site 4 average angle of slope (degrees) 100010 5site 3 100010 5site 2 100010 5site 1average angle of slope (gradient) at each fieldwork site 10 fig. 2.4",
+            "15": "15 0460/42/ f/m/21 \u00a9 ucles 2021 [turn over   (iv) what conclusion would the students make about hypothesis 2:  the angle of slope of  the river bed becomes less steep as distance downstream increases ? support your  answer with data from fig. 2.4 and table 2.2.   ...  ...  ...  ...  ...  .  [3]  (d) the students compared their average velocity results (using a velocity meter) and angle of  slope measurements made at the seven sites by plotting them on a scatter graph. this is  shown in fig. 2.5 below. 000.511.522.5 average velocity (m / sec) 2 4 6 8 average angle of slope (degrees)10 fieldwork site numberkeymethod 2 (using a velocity meter to measure velocity)scatter graph 3 1247 56 1 fig. 2.5   what conclusions can be made about the relationship between the angle of slope and  average velocity shown in fig. 2.5? do not use data in your answer.  ...  ...  ...  .  [2]",
+            "16": "16 0460/42/ f/m/21 \u00a9 ucles 2021  (e) channel width also varies downstream. describe a fieldwork method the students could use  to investigate the hypothesis: the river channel becomes wider downstream .  ...  ...  ...  ...  ...  ...  ...  .  [4]  [total: 30]",
+            "17": "17 0460/42/ f/m/21 \u00a9 ucles 2021 additional pages if you use the following lined pages to complete the answer(s) to any question(s), the question  number(s) must be clearly shown. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. ..",
+            "18": "18 0460/42/ f/m/21 \u00a9 ucles 2021 .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. ..",
+            "19": "19 0460/42/ f/m/21 \u00a9 ucles 2021 blank page",
+            "20": "20 0460/42/ f/m/21 \u00a9 ucles 2021 the boundaries and names shown, the designations used and the presentation of material on any maps contained in this question paper/insert do not imply  official endorsement or acceptance by cambridge assessment international education concerning the legal status of any country, territory, or area or any of its  authorities, or of the delimitation of its frontiers or boundaries. 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 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.blank page"
+        },
+        "0460_s21_qp_11.pdf": {
+            "1": "this document has 32 pages. any blank pages are indicated. cambridge igcse\u2122geography  0460/11 paper 1 geographical themes  may/june  2021  1 hour 45 minutes you must answer on the question paper. you will need:  insert (enclosed)  calculator  ruler instructions  \u25cf answer three  questions in total, one from each section.  \u25cf use a black or dark blue pen. you may use an hb pencil for any diagrams or graphs.  \u25cf write your name, centre number and candidate number in the boxes at the top of the page.  \u25cf write your answer to each question in the space provided.  \u25cf do not use an erasable pen or correction fluid.  \u25cf do not write on any bar codes.  \u25cf if additional space is needed, you should use the lined pages at the end of this booklet; the question  number or numbers must be clearly shown. information  \u25cf the total mark for this paper is 75.  \u25cf the number of marks for each question or part question is shown in brackets [  ].  \u25cf the insert contains additional resources referred to in the questions. definitions medcs \u2013 more economically developed countries ledcs \u2013 less economically developed countries dc (st/ct) 197854/6 \u00a9 ucles 2021  [turn over *9170703347*",
+            "2": "2 0460/11/m/j/21 \u00a9 ucles 2021 section a answer one question from this section. 1 (a) study fig. 1.1, which shows information about four countries. country area (km2) populationpopulation  density (per km2) australia 7 682 300    24 450 561   3 china 9 388 211 1 409 517 397 150 saudi arabia 2 149 690    32 939 213 usa 9 147 420   324 459 463  35 fig. 1.1   (i) which one of the following countries is most sparsely populated? circle your answer  below. australia       china       usa [1]   (ii) in the box below, calculate the population density of saudi arabia. you should include  your calculations and give an answer to the nearest whole number.  [2] ... per km2",
+            "3": "3 0460/11/m/j/21 \u00a9 ucles 2021 [turn over   (iii) many parts of saudi arabia are hot deserts, as shown in fig.  1.2 (insert).    explain why areas like those shown in fig.  1.2 have a low population density.  ...  ...  ...  ...  ...  .  [3]   (iv)  suggest reasons why many coastal lowland areas, such as the area shown in fig.  1.3  (insert), have a high  population density.  ...  ...  ...  ...  ...  ...  ...  .  [4]",
+            "4": "4 0460/11/m/j/21 \u00a9 ucles 2021  (b)  study fig. 1.4, which shows information about the factors influencing population growth. population growtheconomic growth health carecost of education percentage of women with careers cultural attitudes to family size net migrationstability of society availability of contraception social norms government policy fig. 1.4   (i) explain how each of the following can affect population growth rates: percentage of women with careers  ...  ...  ... government policy  ...  ...  ... net migration.  ...  ...  .  [3]",
+            "5": "5 0460/11/m/j/21 \u00a9 ucles 2021 [turn over   (ii) explain why improvements in health care can lead to changes in population growth rates.  ...  ...  ...  ...  ...  ...  ...  ...  ...  .  [5]",
+            "6": "6 0460/11/m/j/21 \u00a9 ucles 2021  (c)  for a named country you have studied, describe the problems which have been caused by a  rapid growth in its population. country ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  .  [7] [total: 25]",
+            "7": "7 0460/11/m/j/21 \u00a9 ucles 2021 [turn over turn page for question 2",
+            "8": "8 0460/11/m/j/21 \u00a9 ucles 2021 2 (a) study fig. 2.1, which is a diagram showing a settlement hierarchy. hamlet number of settlementsvillagesmall townlarge townregional centrecapital city 10\u2013100101\u201325002501\u201325  00025 001\u2013150  000150  001\u2013500  000above 2 millionpopulation of individual settlements high-order services low order servicesurban rurallow-order servicesurban rural fig. 2.1   (i) what is meant by the term hierarchy  of settlements?  ...  ...  .  [1]   (ii) describe the relationship between:    the population size and number of settlements  ...  ... the size of settlements and the order of services they provide.  ...  .  [2]",
+            "9": "9 0460/11/m/j/21 \u00a9 ucles 2021 [turn over   (iii) using fig. 2.1, identify the type of settlement described in each of the following:    a small settlement with a primary school which is surrounded by farmland        a large settlement with headquarters of many large businesses and national government  buildings        a settlement which has a few houses and no services.      [3]   (iv) describe four differences between low-order and high-order services using the following  headings: sphere of influence  ...  ... threshold population  ...  ... frequency of use  ...  ... range.    .  [4]",
+            "10": "10 0460/11/m/j/21 \u00a9 ucles 2021  (b)  study fig.  2.2, which shows information about the functions of settlements, along with  figs.  2.3, 2.4 and 2.5 (insert), which are photographs of different settlements. functions of a settlementmining towntourist resort route centre retail port administration  / governmentcultural  / religious manufacturing residential fig. 2.2   (i)  identify the function of the settlement shown in each of figs.  2.3, 2.4 and 2.5.    for each photograph you should choose a different function listed in fig. 2.2. fig. 2.3  .. fig. 2.4  .. fig. 2.5    [3]   (ii) choose one of the functions listed in fig.  2.2.    explain why some settlements have that function. function ... explanation  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  .  [5]",
+            "11": "11 0460/11/m/j/21 \u00a9 ucles 2021 [turn over  (c)  for a named urban settlement you have studied, describe the causes and effects of one  problem faced by the people living there. name of settlement ... problem  .  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  .  [7] [total: 25]",
+            "12": "12 0460/11/m/j/21 \u00a9 ucles 2021 section b  answer one question from this section. 3 (a) study fig. 3.1, which shows information about the weather recorded in manilla, australia, in  october 2018. 0481216 rainfall (mm)temperature (\u00b0c) cloud cover (oktas)0 \u2013 5510152025303540 1 key rainfall cloud cover maximum temperature minimum temperature3579111315 date in october 201817192123252729 31 fig. 3.1   (i) what was the cloud cover at manilla on 12 october?    . oktas  [1]   (ii) identify from fig. 3.1:    the date which had most rainfall .     the date with the smallest range of temperature. .  [2]",
+            "13": "13 0460/11/m/j/21 \u00a9 ucles 2021 [turn over   (iii)  using fig. 3.1 only, compare the weather at manilla on 19 and 25 october.    do not use statistics in your answer.  ...  ...  ...  ...  ...  .  [3]   (iv)  state two other characteristics of weather that can be measured at a weather station.    for each characteristic, name the instrument used to measure it.    weather characteristic 1 .    instrument  ..    weather characteristic 2 .    instrument  ..  [4]",
+            "14": "14 0460/11/m/j/21 \u00a9 ucles 2021  (b)  study fig.  3.2, which shows part of the instructions for siting a digital weather recording  instrument. 3 2 1 fig. 3.2   (i) using the diagrams in fig. 3.2 only, give three  pieces of advice about the location of the  weather recording instrument. 1    ... 2    ... 3    .  [3]   (ii) explain the advantages of using digital weather recording instruments rather than  traditional instruments.  ...  ...  ...  ...  ...  ...  ...  ...  ...  .  [5]",
+            "15": "15 0460/11/m/j/21 \u00a9 ucles 2021 [turn over  (c) for a named river you have studied, explain the causes of flooding.   name of river ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  .  [7] [total: 25]",
+            "16": "16 0460/11/m/j/21 \u00a9 ucles 2021 4 (a) study fig. 4.1, which is a cross-section showing the circulation of the atmosphere in tropical  areas. tropic of cancerequatortropic of capricornhigh pressurelow pressurehigh pressureatmosphere fig. 4.1   (i) on fig. 4.1, mark an x to show the position of one area of hot desert.  [1]   (ii)  explain why temperatures are high in areas of equatorial and hot desert climate.  ...  ...  ...  .  [2]",
+            "17": "17 0460/11/m/j/21 \u00a9 ucles 2021 [turn over   (iii) many deserts are inland. explain why this results in low amounts of rainfall.  ...  ...  ...  ...  ...  .  [3]   (iv) describe the processes which result in large amounts of rainfall in areas of equatorial  climate.  ...  ...  ...  ...  ...  ...  ...  .  [4]",
+            "18": "18 0460/11/m/j/21 \u00a9 ucles 2021  (b) study fig. 4.2 (insert), which is a photograph which was taken in an area of hot desert.   (i) give three  pieces of evidence to suggest that fig.  4.2 was taken in an area of hot desert. 1    ... 2    ... 3    .  [3]   (ii) explain how wildlife (animals) are able to survive in a hot desert environment.  ...  ...  ...  ...  ...  ...  ...  ...  ...  .  [5]",
+            "19": "19 0460/11/m/j/21 \u00a9 ucles 2021 [turn over  (c)  for a named area of tropical rainforest  you have studied, describe the impacts of  deforestation on the local  natural environment.   name of area ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  .  [7] [total: 25]",
+            "20": "20 0460/11/m/j/21 \u00a9 ucles 2021 section c  answer one question from this section. 5 (a) study fig.  5.1, which shows information about the relationship between two indicators of  development. infant mortality (per 1000) 00102030405060708090 10 000 20 000 30 000 40 000 50 000 gnp per person  (us$)malaysia italyuk kuwaitkenyakenya malaysia italyuk kuwait fig. 5.1   (i) draw a best-fit line  on fig. 5.1.  [1]   (ii) use examples of two of the countries labelled in fig.  5.1 to show that there is an inverse  (negative) relationship between infant mortality rate and gnp per person.    use statistics in your answer.  ...  ...  ...  .  [2]",
+            "21": "21 0460/11/m/j/21 \u00a9 ucles 2021 [turn over   (iii) explain why there is an inverse (negative) relationship between gnp per person and  infant mortality rate.  ...  ...  ...  ...  ...  .  [3]   (iv) the human development index (hdi) is another indicator of development.    tick (3) the four correct statements about hdi in the table below. tick (3) all countries with high hdi have small populations. hdi figures are measured per 1000 of the population. hdi is a composite indicator of development. hdi is the same as gdp per person. hdi scores for every country are between 0 and 1. most people who live in a country with a high hdi will be poor. many people who live in a country with a low hdi will not have completed  secondary education. the lower the hdi, the shorter the life expectancy is likely to be. there will be more people per doctor where hdi is higher. [4]",
+            "22": "22 0460/11/m/j/21 \u00a9 ucles 2021  (b) study fig. 5.2 (insert), which shows a prediction for energy use per person in different parts  of the world in 2030.   (i) using fig. 5.2 only, describe the predicted variation in the use of energy per person in  the world.  ...  ...  ...  ...  ...  .  [3]   (ii) explain why some parts of the world use large amounts of energy per person.  ...  ...  ...  ...  ...  ...  ...  ...  ...  .  [5]",
+            "23": "23 0460/11/m/j/21 \u00a9 ucles 2021 [turn over  (c) for a named transnational corporation (tnc) you have studied, describe the advantages and  disadvantages it brings for people at a local scale .   name of transnational corporation ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  .  [7] [total: 25]",
+            "24": "24 0460/11/m/j/21 \u00a9 ucles 2021 6 (a)  study fig. 6.1, which is a map showing the locations of three different factories in an area in  italy (an medc in europe). key main roads railway (with station) motorway (with junction) boundary of built-up areascentral business district bakery cement factory washing machine factory0 10 km bb cc wwto port to capital cityn cbdcbd cbdcbdcbd fig. 6.1",
+            "25": "25 0460/11/m/j/21 \u00a9 ucles 2021 [turn over   (i) identify the factory shown in fig. 6.1 which is an example of assembly industry.  .  [1]   (ii)  using fig. 6.1, state two differences between the locations of the bakery and the cement  factory. 1    ...  ... 2    ...  .  [2]   (iii)  explain why a location close to a market was chosen by the owners of the bakery.  ...  ...  ...  ...  ...  .  [3]   (iv)  explain two advantages of the location of the washing machine factory, which was built  in 2018. 1    ...  ...  ... 2    ...  ...  .  [4]",
+            "26": "26 0460/11/m/j/21 \u00a9 ucles 2021  (b) study fig. 6.2 (insert), which shows information about the location of selected manufacturing  industries in italy.   (i) compare the importance of manufacturing industry in north and south italy.  ...  ...  ...  ...  ...  .  [3]   (ii) explain how manufacturing industry may increase the rate of global warming.  ...  ...  ...  ...  ...  ...  ...  ...  ...  .  [5]",
+            "27": "27 0460/11/m/j/21 \u00a9 ucles 2021  (c)  for a named area you have studied, explain how economic activity is managed to reduce the  risks to the natural environment.   name of area ... economic activity  ..  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  .  [7] [total: 25]",
+            "28": "28 0460/11/m/j/21 \u00a9 ucles 2021 additional pages if you use the following lined pages to complete the answer(s) to any question(s), the question  number(s) must be clearly shown. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. ..",
+            "29": "29 0460/11/m/j/21 \u00a9 ucles 2021 .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. ..",
+            "30": "30 0460/11/m/j/21 \u00a9 ucles 2021 blank page",
+            "31": "31 0460/11/m/j/21 \u00a9 ucles 2021 blank page",
+            "32": "32 0460/11/m/j/21 \u00a9 ucles 2021 blank page the boundaries and names shown, the designations used and the presentation of material on any maps contained in this question paper/insert do not imply  official endorsement or acceptance by cambridge assessment international education concerning the legal status of any country, territory, or area or any of its  authorities, or of the delimitation of its frontiers or boundaries. 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 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."
+        },
+        "0460_s21_qp_12.pdf": {
+            "1": "this document has 32 pages. any blank pages are indicated. cambridge igcse\u2122 dc (ms/jg) 197870/4 \u00a9 ucles 2021  [turn overgeography  0460/12 paper 1  geographical themes  may/june  2021  1 hour 45 minutes you must answer on the question paper. you will need:  insert (enclosed)  calculator  ruler instructions  \u25cf answer three  questions in total, one from each section.  \u25cf use a black or dark blue pen. you may use an hb pencil for any diagrams or graphs.  \u25cf write your name, centre number and candidate number in the boxes at the top of the page.  \u25cf write your answer to each question in the space provided.  \u25cf do not use an erasable pen or correction fluid.  \u25cf do not write on any bar codes.  \u25cf if additional space is needed, you should use the lined pages at the end of this booklet; the question  number or numbers must be clearly shown. information  \u25cf the total mark for this paper is 75.  \u25cf the number of marks for each question or part question is shown in brackets [  ].  \u25cf the insert contains additional resources referred to in the questions. definitions medcs \u2013 more economically developed countries ledcs \u2013 less economically developed countries *3183513699*",
+            "2": "2 0460/12/ m/j/21 \u00a9 ucles 2021 section a answer one question from this section. 1 (a) study fig. 1.1, which shows information about the population structure of thailand (an ledc  in southeast asia) in 1980 and 2015. 0 1 2 millions millions0\u201345\u2013910\u20131415\u20131920\u20132425\u20132930\u20133435\u20133940\u20134445\u20134950\u20135455\u20135960\u20136465\u20136970\u20137475\u20137980 +male malefemale female(age) years1980 20153 4 0 1 2 3 4 0 1 2 millions millions0\u201345\u2013910\u20131415\u20131920\u20132425\u20132930\u20133435\u20133940\u20134445\u20134950\u20135455\u20135960\u20136465\u20136970\u20137475\u20137980 +(age) years 3 4 0 1 2 3 4old dependent old dependent old dependent old dependenteconomically active economically active economically activeeconomically activeyoung dependentyoung dependent young dependentyoung dependent fig. 1.1   (i) how many of the population of thailand in 1980 were female and aged 0 to 4?    .  million   [1]",
+            "3": "3 0460/12/ m/j/21 \u00a9 ucles 2021 [turn over   (ii) describe how the total  population of thailand aged 0 to 4 changed between 1980 and  2015. you should use statistics in your answer.   ..  ...  ...  .  [2]   (iii) describe how the shape  of thailand\u2019s population pyramid changed between 1980 and  2015.  ...  ...  ...  ...  ...  .  [3]   (iv) suggest reasons for the decrease in the number of young dependents in thailand  between 1980 and 2015.  ...  ...  ...  ...  ...  ...  ...  .  [4]",
+            "4": "4 0460/12/ m/j/21 \u00a9 ucles 2021  (b) study fig. 1.2, which predicts how the number and percentage of people aged 65 and over in  australia (an medc) may change between 2017 and 2057. 0 051015number (millions)2025 246810 2017 2037 2057total population aged 65 and over (percentage) year number of people aged 85+ people aged 65+ (percentage of total population)number of people aged 65\u201384key fig. 1.2   (i) complete fig. 1.2  by plotting the following information for 2057.    number of people aged 65\u201384 years = 7 million    number of people aged 85+ years = 1 million    people over 65 years as a percentage of total population = 23%   [3]",
+            "5": "5 0460/12/ m/j/21 \u00a9 ucles 2021 [turn over   (ii) explain why increasing numbers of people aged 65 and over may cause problems for  medcs, such as australia.  ...  ...  ...  ...    ...  ...  ...  ...  ...  .  [5]",
+            "6": "6 0460/12/ m/j/21 \u00a9 ucles 2021  (c) for a named country you have studied, describe the causes and consequences of  under-population .   name of country ..  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  .  [7] [total: 25]",
+            "7": "7 0460/12/ m/j/21 \u00a9 ucles 2021 [turn over 2 (a) study fig. 2.1 (insert), which shows information about urbanisation.   (i) define the term  urbanisation .  ...  .  [1]   (ii) using fig. 2.1 only, name:    \u2013 the continent which has most cities with a population of 10 million or more     .    \u2013 the continent where there are no cities with a population of over 5 million.     .   [2]   (iii) using fig. 2.1 only, describe the distribution of areas with over 80% of their population  living in urban areas.  ...    ...  ...  ...  ...  .  [3]   (iv) explain why the percentage of the total population living in cities in ledcs is likely to  continue growing rapidly.  ...    ...  ...  ...  ...  ...  ...  .  [4]",
+            "8": "8 0460/12/ m/j/21 \u00a9 ucles 2021  (b) study figs. 2.2 and 2.3 (insert), which are photographs taken in part of the urban area of  mumbai, india (an ledc).   (i) describe three  features of the buildings in the area shown in fig. 2.2 . 1    ... 2    ... 3    .  [3]   (ii) explain why the quality of life of some people who have moved to areas like those shown  in both  figs. 2.2 and 2.3  may be worse than in the rural areas they moved from.  ...  ...  ...  ...  ...  ...  ...  ...  ...  .  [5]",
+            "9": "9 0460/12/ m/j/21 \u00a9 ucles 2021 [turn over  (c) for a named urban area you have studied, describe what has been done to reduce the  problems caused by urban growth.   name of urban area ..  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  .  [7] [total: 25]",
+            "10": "10 0460/12/ m/j/21 \u00a9 ucles 2021 section b answer one question from this section. 3 (a) study fig. 3.1, which shows the earth\u2019s tectonic plates and their boundaries. indian-australian platejuan de fuca plate cocos platefiji plate antarctic plateafrican plateeurasian plate caribbeanplate south american platenazca platenazca platenazca plate pacific plate southeast southwest indianridgenorth american plateeurasian plate antarctic platephilippine plate conservative boundarydivergent boundaryconvergent boundaryoverriding plate subducting plate complex or uncertain plate boundarydirection of plate movement  keyarabian plate fig. 3.1   (i) at which type of plate boundary d o plates move away from  each other?    circle your answer.    conservative       convergent (destructive)      divergent (constructive)   [1]",
+            "11": "11 0460/12/ m/j/21 \u00a9 ucles 2021 [turn over   (ii) explain why boundaries where plates move towards  each other are known as destructive  boundaries.  ...  ...  ...  .  [2]   (iii) explain why volcanoes form at places where plates move away from  each other.  ...  ...  ...  ...  ...  .  [3]   (iv) draw a diagram of a strato-volcano (composite cone) in the box below and label its main  features.       [4]",
+            "12": "12 0460/12/ m/j/21 \u00a9 ucles 2021  (b) study fig. 3.2 (insert), which shows information about an eruption of mauna loa volcano in  hawaii.   (i) compare the flow of lava from mokuaweoweo crater (labelled m on fig.  3.2) with the  flow from pu\u2019u ula\u2019ula crater (labelled p).  ...  ...  ...  ...  ...  .  [3]   (ii) explain why more deaths and injuries are caused by earthquakes than by volcanic  eruptions.   ...  ...  ...  ...  ...  ...  ...  ...    ...  .  [5]",
+            "13": "13 0460/12/ m/j/21 \u00a9 ucles 2021 [turn over  (c) for a named area which you have studied, explain the causes of an earthquake .   name of area ..  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  .  [7] [total: 25]",
+            "14": "14 0460/12/ m/j/21 \u00a9 ucles 2021 4 (a) study fig. 4.1, which shows a map of an upland area, and fig. 4.2 (insert), which is a  photograph of a waterfall. hard rock river direction of flowa b c dn 0 5 10 15 kmkey fig. 4.1   (i) which location a, b, c or d is the most likely position of the waterfall shown in fig. 4.2?    .   [1]   (ii) identify features x and y in fig. 4.2. x   y  .   [2]   (iii) explain why a gorge may form downstream of a waterfall.  ...    ...  ...  ...  ...  .  [3]",
+            "15": "15 0460/12/ m/j/21 \u00a9 ucles 2021 [turn over  (b) study fig. 4.3 (insert), which is a map of an area in asia where river flooding occurred.   (i) describe the location of the areas shown in fig. 4.3 where flooding occurred.  ...  ...  ...  ...  ...  .  [3]   (ii) suggest reasons why the rivers flooded in the areas shown in fig. 4.3.  ...  ...  ...  ...  ...  ...  ...  .  [4]",
+            "16": "16 0460/12/ m/j/21 \u00a9 ucles 2021   (iii) suggest the methods which could be used in the area shown in fig. 4.3 to prevent  flooding.  ...  ...  ...   ..  ...  ...  ...  ...   ..  .  [5]",
+            "17": "17 0460/12/ m/j/21 \u00a9 ucles 2021 [turn over  (c) describe the changes which occur along a river and its valley from its source to its mouth.  you should refer to processes and landforms.  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  .  [7] [total: 25]",
+            "18": "18 0460/12/ m/j/21 \u00a9 ucles 2021 section c answer one question from this section. 5 (a) study fig. 5.1, which is a map showing the hdi of nigeria\u2019s states. nigeria is an ledc in  africa. gulf of guineasokotoniger chad cameroon 0100 200 300 kmn keybenin 0.61 and above 0.51 to 0.60 0.41 to 0.50 0.31 to 0.40 0.21 to 0.30 0.20 or less  international boundary kwaraborno ogun state boundary fig. 5.1   (i) what is meant by the initials hdi?     h.. d.. i..   [1]",
+            "19": "19 0460/12/ m/j/21 \u00a9 ucles 2021 [turn over   (ii) put the following states in rank order according to their hdi.    borno       kwara       ogun       sokoto    1st ..   highest hdi    2nd ..    3rd ..    4th ..   lowest hdi   [2]   (iii) suggest three  reasons why some states of nigeria have a higher hdi than other states. 1    ... 2    ... 3    .  [3]   (iv) explain why hdi is considered to be a better indicator of the level of development of a  country than its gross national product (gnp).  ...  ...  ...  ...  ...  ...  ...  .  [4]",
+            "20": "20 0460/12/ m/j/21 \u00a9 ucles 2021  (b) study figs. 5.2, 5.3 and 5.4 (insert), which are photographs showing different employment  sectors.   (i) identify the employment sectors shown in each of figs. 5.2, 5.3 and 5.4.     fig. 5.2 .    fig. 5.3 .    fig. 5.4 .   [3]   (ii) explain why the employment structure of a country is a good indicator of its level of  development.  ...  ...  ...  ...  ...  ...    ...  ...  ...  .  [5]",
+            "21": "21 0460/12/ m/j/21 \u00a9 ucles 2021 [turn over  (c) explain the causes of globalisation. you should refer to examples which you have studied.  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  .  [7] [total: 25]",
+            "22": "22 0460/12/ m/j/21 \u00a9 ucles 2021 6 (a) study fig. 6.1, which shows information about precipitation and evaporation in los gatos, an  area in california, usa (an medc). 050100150200250 j f m a m j j a s o n d monthsprecipitation and evaporation (mm) key average precipitation evaporation fig. 6.1",
+            "23": "23 0460/12/ m/j/21 \u00a9 ucles 2021 [turn over   (i) complete fig. 6.1  by plotting the following:    the average precipitation in january is 130  mm.  [1]   (ii) using fig. 6.1 only, name:    \u2013 a month when irrigation will be needed .    \u2013 a month when soils may be waterlogged. .   [2]   (iii) using fig. 6.1 only, describe how the relationship between average precipitation and  evaporation varies during the year. use statistics to support your answer.  ...  ...  ...  ...  ...  .  [3]   (iv) suggest how water supply can be managed in areas such as california to ensure that it  is available all year round.  ...    ...  ...  ...  ...  ...  ...  ...    .  [4]",
+            "24": "24 0460/12/ m/j/21 \u00a9 ucles 2021  (b) study fig. 6.2, which shows information about desertification in northern africa. 0 1000 kmkey very highrisk of desertification  high moderate30\u00b0  n 20\u00b0  n 10\u00b0  n equatorsahara desertn fig. 6.2   (i) describe the distribution of the areas in northern africa where the risk of desertification  is very high.  ...  ...  ...    ...  ...  .  [3]",
+            "25": "25 0460/12/ m/j/21 \u00a9 ucles 2021 [turn over   (ii) describe the impacts of desertification on local people.  ...  ...    ...  ...  ...  ...  ...  ...  ...    .  [5]",
+            "26": "26 0460/12/ m/j/21 \u00a9 ucles 2021  (c) for a named area you have studied, explain how economic activity is causing the local  natural environment  to be at risk.   name of area .. economic activity  ..  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  .  [7] [total: 25]",
+            "27": "27 0460/12/ m/j/21 \u00a9 ucles 2021 additional pages if you use the following lined pages to complete the answer(s) to any question(s), the question  number(s) must be clearly shown. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. ..",
+            "28": "28 0460/12/ m/j/21 \u00a9 ucles 2021 .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. ..",
+            "29": "29 0460/12/ m/j/21 \u00a9 ucles 2021 blank page",
+            "30": "30 0460/12/ m/j/21 \u00a9 ucles 2021 blank page",
+            "31": "31 0460/12/ m/j/21 \u00a9 ucles 2021 blank page",
+            "32": "32 0460/12/ m/j/21 \u00a9 ucles 2021 blank page the boundaries and names shown, the designations used and the presentation of material on any maps contained in this question paper/insert do not imply  official endorsement or acceptance by cambridge assessment international education concerning the legal status of any country, territory, or area or any of its  authorities, or of the delimitation of its frontiers or boundaries. 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 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."
+        },
+        "0460_s21_qp_13.pdf": {
+            "1": "this document has 36 pages. any blank pages are indicated. cambridge igcse\u2122 dc (ms/ct) 197871/6 \u00a9 ucles 2021  [turn overgeography  0460/13 paper 1 geographical themes  may/june  2021  1 hour 45 minutes you must answer on the question paper. you will need:  insert (enclosed)  ruler  calculator   protractor instructions  \u25cf answer three  questions in total, one from each section.  \u25cf use a black or dark blue pen. you may use an hb pencil for any diagrams or graphs.  \u25cf write your name, centre number and candidate number in the boxes at the top of the page.  \u25cf write your answer to each question in the space provided.  \u25cf do not use an erasable pen or correction fluid.  \u25cf do not write on any bar codes.  \u25cf if additional space is needed, you should use the lined pages at the end of this booklet; the question  number or numbers must be clearly shown. information  \u25cf the total mark for this paper is 75.  \u25cf the number of marks for each question or part question is shown in brackets [  ].  \u25cf the insert contains additional resources referred to in the questions. definitions medcs \u2013 more economically developed countries ledcs \u2013 less economically developed countries *3493061771*",
+            "2": "2 0460/13/ m/j/21 \u00a9 ucles 2021 section a answer one question from this section. 1 (a) study figs. 1.1 and 1.2, which show the population structure for a rural and urban area in  tanzania (an ledc in africa).   fig. 1.1 is the population structure of rural ifakara.   fig. 1.2 is the population structure of urban ifakara. 012345678910 % of population012345678910 % of population0\u201345\u2013910\u20131415\u20131920\u20132425\u20132930\u20133435\u20133940\u20134445\u20134950\u20135455\u20135960\u20136465\u20136970\u20137475\u20137980\u20138485 +male female(age) yearsrural ifakara old dependent young dependenteconomically activeold dependent young dependenteconomically active fig. 1.1 012345678910 % of population012345678910 % of population0\u201345\u2013910\u20131415\u20131920\u20132425\u20132930\u20133435\u20133940\u20134445\u20134950\u20135455\u20135960\u20136465\u20136970\u20137475\u20137980\u20138485 +male female(age) yearsurban ifakara old dependent young dependenteconomically activeold dependent young dependenteconomically active fig. 1.2",
+            "3": "3 0460/13/ m/j/21 \u00a9 ucles 2021 [turn over   (i) what percentage of the people in urban  ifakara are female and aged 0 to 4?    . %   [1]   (ii) describe two differences between the old dependent  population in rural and urban  ifakara. 1    ... 2    .  [2]   (iii) what evidence in figs. 1.1 and 1.2 suggests that:    the birth rate is high in rural ifakara?  ...  ...    life expectancy is low in rural ifakara?  ...  ...    many men have migrated from both rural and urban ifakara?  ...  .  [3]",
+            "4": "4 0460/13/ m/j/21 \u00a9 ucles 2021   (iv) suggest reasons why birth rates are high in rural areas of tanzania.  ...  ...  ...  ...  ...  ...  ...  .  [4]",
+            "5": "5 0460/13/ m/j/21 \u00a9 ucles 2021 [turn over  (b) study fig. 1.3, which is a map showing rural and urban ifakara. 0 10 kmn hh hh key pharmacy/chemist health centre hospital river road railway marsh rural ifakara urban ifakaramiwangani kisegesenamawalaidete mbingumpofu igima njagi mchombe mkangawalo ikulemngela lukorongokivukoni minopa mavimba milola igumbilolupiro nakafuru idundakidugalo iraguaigota kichangantmiwangani kisegesenamawalaidete mbingumpofu igima njagi mchombe mkangawalo ikulemngela lukorongokivukoni minopa mavimba milola igumbilolupiro nakafuru idundakidugalo iraguaigota kichangani fig. 1.3   (i) using evidence from fig. 1.3 only, suggest three  reasons why death rates are high in  miwangani . 1    ... 2    ... 3    .  [3]",
+            "6": "6 0460/13/ m/j/21 \u00a9 ucles 2021   (ii) some parts of tanzania are over-populated. describe the problems faced by people  living in areas which are over-populated.  ...  ...  ...  ...  ...  ...  ...  ...  ...  .  [5]",
+            "7": "7 0460/13/ m/j/21 \u00a9 ucles 2021 [turn over  (c) describe the problems caused by a large dependent population in a named country you have  studied.   name of country .  ...  ...  ...  ...  ...  ...  ...    ...  ...  ...  ...  ...  ...  ...    ...  ...  ...  ...  ...  ...    ...  ...  ...  ...  .  [7]  [total: 25]",
+            "8": "8 0460/13/ m/j/21 \u00a9 ucles 2021 2 (a) study fig. 2.1, which shows an area in an medc. riverrailwaymotorwayroadskeyxz area ycity fig. 2.1   (i) identify the settlement pattern at x.    .   [1]   (ii) area y is an area of dispersed settlement. describe two characteristics of dispersed  settlement. 1    ... 2    .  [2]",
+            "9": "9 0460/13/ m/j/21 \u00a9 ucles 2021 [turn over   (iii) explain the growth of settlement z.  ...  ...  ...  ...  ...  .  [3]   (iv) describe the impacts on local people of the growth of settlements in the rural-urban  fringe.  ...  ...  ...  ...  ...  ...  ...  .  [4]",
+            "10": "10 0460/13/ m/j/21 \u00a9 ucles 2021  (b) study figs. 2.2, 2.3 and 2.4 (insert), which are photographs taken in three different urban  settlements.   (i) state the functions of the urban settlements which are shown in figs. 2.2, 2.3 and 2.4.    fig. 2.2 .    fig. 2.3 .    fig. 2.4 .   [3]   (ii) explain why there are many high-order shops and services in large urban settlements  such as those shown in figs. 2.2, 2.3 and 2.4.  ...  ...  ...  ...  ...  ...    ...  ...  ...  .  [5]",
+            "11": "11 0460/13/ m/j/21 \u00a9 ucles 2021 [turn over  (c) for a named urban area you have studied, describe one change in land use and explain  why this change in land use has caused problems.   name of urban area .  ...  ...  ...  ...  ...  ...  ...    ...  ...  ...  ...  ...  ...  ...    ...  ...  ...  ...  ...  ...    ...  ...  ...  ...  .  [7]  [total: 25]",
+            "12": "12 0460/13/ m/j/21 \u00a9 ucles 2021 section b answer one question from this section. 3 (a) study fig. 3.1, which shows climate graphs for four places. a 050100150200250300350 05101520253035 jfmamjjasondprecipitation  (mm) temperature  (\u00b0c)b 050100150200250300350 05101520253035 jfmamjjasond jfmamjjasond jfmamjjasondprecipitation  (mm) temperature  (\u00b0c) c 050100150200250300350 05101520253035precipitation  (mm) temperature  (\u00b0c)d 050100150200250300350 05101520253035precipitation  (mm) temperature  (\u00b0c) fig. 3.1   (i) estimate the average annual precipitation shown by climate graph c.    circle your answer below.    250 mm      600 mm      1050  mm      1600  mm  [1]",
+            "13": "13 0460/13/ m/j/21 \u00a9 ucles 2021 [turn over   (ii) identify the climate graph which shows:    - a place with an annual temperature range of 14  \u00b0c      ...    - a place with an annual average temperature of 23  \u00b0c.      ...  [2]   (iii) identify the graph which shows a hot desert climate. give two reasons for your choice.    climate graph ... reason 1  ...  ... reason 2  ...  .  [3]   (iv) explain why some places have a hot desert climate.  ...  ...  ...  ...  ...  ...  ...  .  [4]",
+            "14": "14 0460/13/ m/j/21 \u00a9 ucles 2021  (b) study fig. 3.2, which shows information about the awa-guaj\u00e1 tribe who live in the amazon  rainforest. the awa-guaj\u00e1 tribe are one of the most threatened cultures on earth and one of the last two  surviving nomadic hunter-gatherer tribes in brazil. it was only recently that the tribe were first contacted in order to move them into a reserve intended  to protect them. loggers in the area, however, have refused to retreat from their territory and the  awa-guaj\u00e1 tribe face extinction. according to a recent report, 31% of the forest in the area has already been illegally logged. as the  tribe come in contact with outsiders, they are likely to suffer from diseases which could be fatal, like  influenza, as they have no resistance to them. the tribe are also short of food due to the loss of their habitat, causing hunger and starvation.  loggers and ranchers continue to destroy their forests, creating situations that result in violent  conflict with the awa-guaj\u00e1. some reports even suggest that plantation owners have offered money  to those who kill a member of a local tribe. fig. 3.2   (i) using fig. 3.2 only, give three  reasons why the awa-guaj\u00e1 tribe face extinction. 1    ... 2    ... 3    .  [3]",
+            "15": "15 0460/13/ m/j/21 \u00a9 ucles 2021 [turn over   (ii) explain why protecting the rainforest from deforestation is also important for the natural  environment  in the area where the awa-guaj\u00e1 tribe live.  ...  ...     ...  ...  ...    ...    ...  ...  ...  .  [5]",
+            "16": "16 0460/13/ m/j/21 \u00a9 ucles 2021  (c) explain why large scale deforestation of tropical rainforests threatens the global  natural  environment.   you should refer to named places.  ...  ...  ...  ...  ...  ...  ...    ...  ...  ...  ...  ...  ...  ...    ...  ...  ...  ...  ...  ...    ...  ...  ...  ...  .  [7]  [total: 25]",
+            "17": "17 0460/13/ m/j/21 \u00a9 ucles 2021 [turn over 4 (a) study fig. 4.1 (insert), which is a map of earthquakes in part of south america in the 21st  century.   (i) what is meant by depth of focus ?  ...  .  [1]   (ii) describe how the depth of focus of the earthquakes shown in fig. 4.1 changes along line  a\u2013b. use data in your answer.  ...  ...  ...  .  [2]   (iii) explain why the depth of focus changes from a to b in fig. 4.1.  ...  ...  ...  ...  ...  .  [3]",
+            "18": "18 0460/13/ m/j/21 \u00a9 ucles 2021   (iv) explain why many people live in areas where earthquakes occur.  ...  ...  ...  ...  ...  ...  ...  .  [4]",
+            "19": "19 0460/13/ m/j/21 \u00a9 ucles 2021 [turn over  (b) study fig. 4.2, which shows information about how to make a room safer in an earthquake. room a room b fig. 4.2   (i) give three  ways that room b is likely to be safer in an earthquake than room a. 1    ... 2    ... 3    .  [3]",
+            "20": "20 0460/13/ m/j/21 \u00a9 ucles 2021   (ii) explain why earthquakes are likely to cause more injuries and deaths than volcanic  eruptions.  ...  ...     ...  ...  ...    ...    ...  ...  ...  .  [5]",
+            "21": "21 0460/13/ m/j/21 \u00a9 ucles 2021 [turn over  (c) explain the causes of the eruption of a named volcano .   name of volcano .  ...  ...  ...  ...  ...  ...  ...    ...  ...  ...  ...  ...  ...  ...    ...  ...  ...  ...  ...  ...    ...  ...  ...  ...  .  [7]  [total: 25]",
+            "22": "22 0460/13/ m/j/21 \u00a9 ucles 2021 section c answer one question from this section. 5 (a) study fig. 5.1, which is a map showing information about water supply in africa. key areas with enough water areas with a moderate water shortage areas with a severe water shortagetropic of cancer equator tropic of capricorn23\u00bd\u00b0 0\u00b0 23\u00bd\u00b0 0 1000 kmx zyn fig. 5.1   (i) identify from fig. 5.1 the area which is likely to experience the most difficulty supplying  water to its population.    circle the correct answer below.    x             y             z [1]   (ii) describe the distribution of areas in africa with enough water.  ...  ...  ...  .  [2]",
+            "23": "23 0460/13/ m/j/21 \u00a9 ucles 2021 [turn over   (iii) explain why many rural areas in ledcs have a shortage  of water.  ...  ...  ...  ...  ...  .  [3]   (iv) explain why it is important to increase the supply of clean  water in rural areas in ledcs.  ...  ...  ...  ...  ...  ...  ...  .  [4]",
+            "24": "24 0460/13/ m/j/21 \u00a9 ucles 2021  (b) study fig. 5.2, which is a map showing information about the casier sud water project in  southeast asia. thailandthailandvietnam laos laos cambodiasouth china seamekongriver mekong rivervientianevientianevientiane 0 200 km0 5 kmn n key capital city of laos location of casier sud water projectkey pumping station irrigation canal drainage channel direction of flowinternational boundary fig. 5.2   (i) describe the location of the casier sud water project.  ...  ...  ...  ...  ...  .  [3]",
+            "25": "25 0460/13/ m/j/21 \u00a9 ucles 2021 [turn over   (ii) explain how the casier sud water project is likely to improve agricultural production in  the area.   ...  ...     ...  ...  ...    ...    ...  ...  ...  .  [5]",
+            "26": "26 0460/13/ m/j/21 \u00a9 ucles 2021  (c) for a named country or area you have studied, explain how clean drinking water is supplied.    name of country or area .  ...  ...  ...  ...  ...  ...  ...    ...  ...  ...  ...  ...  ...  ...    ...  ...  ...  ...  ...  ...    ...  ...  ...  ...  .  [7]  [total: 25]",
+            "27": "27 0460/13/ m/j/21 \u00a9 ucles 2021 [turn over turn page for question 6",
+            "28": "28 0460/13/ m/j/21 \u00a9 ucles 2021 6 (a) study fig. 6.1, which shows information about the kafue national park in zambia, an area  where the tourist industry is important. zambia is an ledc in africa. n 0 key main road tourist road tourist camp airport boundary of national park60 kmto kaoma to lusakato kasempa to kalomahot springskabanga gate nalusanga gatetatayoyo gatelufupamoshikafue river kafwala kafwala safari campbusanga plain treetopsntemwa dundumwenze gateitezhitezhi gatedam sitekalala ngoma forestngomasafari village chungakafue riverto kaoma to lusakato kasempa to kalomahot springskabanga gate nalusanga gatetatayoyo gatelufupamoshikafue river kafwala kafwala safari campbusanga plain treetopsntemwa dundumwezi gateitezhitezhi gatedam sitekalala ngoma forestngomasafari village chungakafue river fig. 6.1",
+            "29": "29 0460/13/ m/j/21 \u00a9 ucles 2021 [turn over   (i) estimate the area of kafue national park in square kilometres.    circle the correct answer below.    1000        6000        22 000       100 000 [1]   (ii) many tourists enter kafue national park at nalusanga gate and drive through it to  tatayoyo gate.    what is the distance and direction along the main road from nalusanga gate to tatayoyo  gate?    distance . km    direction .  [2]   (iii) using fig. 6.1 only, identify three  things that have been done in kafue national park to  attract tourists. 1    ... 2    ... 3    .  [3]   (iv) suggest reasons why the government of zambia is encouraging tourism.  ...  ...  ...  ...  ...  ...  ...  .  [4]",
+            "30": "30 0460/13/ m/j/21 \u00a9 ucles 2021  (b) study figs. 6.2 and 6.3 (insert), which are photographs taken in national parks.   fig. 6.2 was taken in the lake district national park in the uk.   fig. 6.3 was taken in the matopos national park in zimbabwe.   (i) describe the natural attractions of the lake district and matopos national parks which  are shown in figs. 6.2 and 6.3. fig. 6.2  ..  ...  ... fig. 6.3  ..  ...  .  [3]   (ii) explain how national parks, such as those in figs. 6.2 and 6.3, manage tourism.  ...  ...     ...  ...  ...    ...    ...  ...  ...  .  [5]",
+            "31": "31 0460/13/ m/j/21 \u00a9 ucles 2021  (c) for a named tourist area you have studied, explain how the tourist industry may cause  problems for local people.   name of tourist area .  ...  ...  ...  ...  ...  ...  ...    ...  ...  ...  ...  ...  ...  ...    ...  ...  ...  ...  ...  ...    ...  ...  ...  ...  .  [7]  [total: 25]",
+            "32": "32 0460/13/ m/j/21 \u00a9 ucles 2021 additional pages if you use the following lined pages to complete the answer(s) to any question(s), the question  number(s) must be clearly shown. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. ..",
+            "33": "33 0460/13/ m/j/21 \u00a9 ucles 2021 .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. ..",
+            "34": "34 0460/13/ m/j/21 \u00a9 ucles 2021 blank page",
+            "35": "35 0460/13/ m/j/21 \u00a9 ucles 2021 blank page",
+            "36": "36 0460/13/ m/j/21 \u00a9 ucles 2021 the boundaries and names shown, the designations used and the presentation of material on any maps contained in this question paper/insert do not imply  official endorsement or acceptance by cambridge assessment international education concerning the legal status of any country, territory, or area or any of its  authorities, or of the delimitation of its frontiers or boundaries. 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 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.blank page"
+        },
+        "0460_s21_qp_21.pdf": {
+            "1": "this document has 16 pages. any blank pages are indicated. cambridge igcse\u2122geography  0460/21 paper 2 geographical skills  may/june  2021  1 hour 30 minutes you must answer on the question paper. you will need:  insert (enclosed)  plain paper  1:25 000 survey map (enclosed)  protractor  calculator  ruler instructions  \u25cf answer all questions.  \u25cf use a black or dark blue pen. you may use an hb pencil for any diagrams or graphs.  \u25cf write your name, centre number and candidate number in the boxes at the top of the page.  \u25cf write your answer to each question in the space provided.  \u25cf do not use an erasable pen or correction fluid.  \u25cf do not write on any bar codes.  \u25cf if additional space is needed, you should use the lined pages at the end of this booklet; the question  number or numbers must be clearly shown. information  \u25cf the total mark for this paper is 60.  \u25cf the number of marks for each question or part question is shown in brackets [  ].  \u25cf the insert contains additional resources referred to in the questions. *2532311902* dc (lk/sg) 197980/6 \u00a9 ucles 2021  [turn over",
+            "2": "2 0460/21/ m/j/21 \u00a9 ucles 2021 1 study the map extract for laveissi\u00e8re, france. the scale is 1:25  000.  (a) fig. 1.1 shows some of the features in the north east of the map extract. study fig. 1.1 and  the map extract, and answer the questions below. 0085 86 87 88 89 85 86 87 88 8999 98 9700 99 98 97cbdale peyrac sagne de breuil fig. 1.1   using the map extract, identify the following features shown in fig. 1.1:   (i) feature a  .  [1]   (ii) type of area at b  .  [1]   (iii) land use at c  .  [1]   (iv) the height above sea level of the spot height at d.    .. metres  [1]",
+            "3": "3 0460/21/ m/j/21 \u00a9 ucles 2021 [turn over  (b) a person travels along the road from the northern edge of the map to the junction with the   d139 at la chevade.    (i) how far do they travel? circle your answer in the list below.    3250  m           3850  m           4150  m           4750  m [1]   (ii) in which compass direction does the person travel?    .  [1]  (c) fig. 1.2 is a north to south cross-section along easting 860 from 860980 to 860950. 1300 1200 1100 1000 9001300 1200 1100 1000 900metres above sea level metres above sea level 860980north south 860950aroad n122 fig. 1.2   (i) name the feature at a.    .  [1]   (ii) on fig. 1.2, use a labelled arrow  to show a position of the d139 road.  [1]   (iii) the cross-section shown on fig. 1.2 is incomplete. using information from the map  extract, draw a line on fig. 1.2 to complete the cross-section . [2]",
+            "4": "4 0460/21/ m/j/21 \u00a9 ucles 2021  (d) fig. 1.3 is an area in the north of the map extract. 99 9899 98 83 84 85 8683 84 85 86 le pr\u00e9 soubro fig. 1.3   which three  of the following statements describe the relief and drainage of the area shown  on fig. 1.3? tick ( 3) only three boxes below. tick (3) it is flat land it has south-facing slopes there are many rivers it is a mountainous area it has gentle slopes highest point is above 1400 metres there is a large lake there are seasonal rivers  [3]",
+            "5": "5 0460/21/ m/j/21 \u00a9 ucles 2021 [turn over  (e) laveissi\u00e8re is a settlement in the south of the map extract.   (i) describe the site of the settlement of laveissi\u00e8re.  ...  ...  ...  ...  ...  ...  ...  .  [4]   (ii) identify the services provided for tourists in the settlement of laveissi\u00e8re.  ...  ...  ...  ...  ...  .  [3]  [total: 20]",
+            "6": "6 0460/21/ m/j/21 \u00a9 ucles 2021 2 fig. 2.1 shows the percentage of the population who were born outside the country, in the different  regions of italy in 2017. n tuscany riacecalabriakey % of population born outside the country more than 10 less than 58 \u2013 10 5 \u2013 7 0 150 km fig. 2.1  (a) (i) the percentage of the population in tuscany who were born outside the country was  10.9%. complete fig. 2.1 using the key provided.  [1]   (ii) describe the general pattern shown in fig. 2.1. do not use statistics in your answer.  ...  ...  ...  .  [2]",
+            "7": "7 0460/21/ m/j/21 \u00a9 ucles 2021 [turn over  (b) fig. 2.2 gives information about the town of riace in the southern region of calabria. the town of riace saw its population decline from 2500 to 400 between 1945 and 1956,  with many locals heading to northern italy in search of jobs. it became a village of old  people. the local council decided to invite migrants and refugees to live and work in the  town. since then migrants from more than 20 nations have arrived and set up businesses  and their children go to the local school. fig. 2.2   (i) using fig. 2.2, state how much the population of riace declined between 1945 and  1956.       [1]   (ii) using fig. 2.2, suggest  two reasons why the population declined. 1    ... 2    .  [2]   (iii) using fig. 2.2, identify one advantage of attracting migrants and refugees to riace.  .  [1]   (iv) suggest one problem the arrival of the migrants might cause in the town.   ...  .  [1]  [total: 8]",
+            "8": "8 0460/21/ m/j/21 \u00a9 ucles 2021 3 shenzhen, china has undergone extensive urbanisation. table 3.1 shows the changes in the area  covered by different urban land uses from 2001\u20132005. table 3.1 year land use (km2)2001 2002 2003 2004 2005 industrial 137 153 204 240 254 residential 136 143 174 169 184 roads 57 64 71 72 83  (a) (i) use the information in table 3.1 to complete fig. 3.1 . [2] land use (km2) year2001050100150200250 2002 2003 2004 2005roadsresidentialindustrialkey fig. 3.1   (ii) using table 3.1 and fig. 3.1, state the land use that showed the largest increase between  2001 and 2005.  .  [1]",
+            "9": "9 0460/21/ m/j/21 \u00a9 ucles 2021 [turn over   (iii) many new industries such as electronics have been located in the rural-urban fringe.  suggest reasons why they have located there.  ...  ...  ...  .  [2]  (b) study fig. 3.2 (insert), which is a photograph showing new residential development in  shenzhen. using evidence from fig. 3.2 only, describe three  advantages of living there. 1    ... 2    ... 3    .  [3]  [total: 8]",
+            "10": "10 0460/21/ m/j/21 \u00a9 ucles 2021 4 study fig. 4.1, which gives information about a research centre called the lava centre in iceland. the lava centre in iceland opened in june 2017. it monitors more than 200 volcanoes,  30 of which are active. it closely monitors \u2018the big one\u2019, katla, whose last large eruption  was in 1918. when it last erupted it melted glaciers causing extensive flooding, with lava  flows extending for 10 kilometres. one local woman has a jar of volcanic ash which was  collected from her grandmother\u2019s roof in reykjavik over 160 kilometres away. fig. 4.1  (a) use information from fig. 4.1 to answer the following:   (i) how long ago did katla have a large eruption?    ... years  [1]   (ii) using fig. 4.1 only, identify two hazards caused by the eruption of katla. 1    ... 2    .  [2]  (b) suggest two ways that can be used to predict when a volcanic eruption is likely to occur. 1    ... 2    .  [2]  (c) study fig. 4.2 (insert), which gives information about iceland and its volcanoes.   using fig. 4.2, explain why iceland has volcanic eruptions.  ...  ...  ...  ...  ...  .  [3]  [total: 8]",
+            "11": "11 0460/21/ m/j/21 \u00a9 ucles 2021 [turn over 5 study fig. 5.1 (insert), which is a photograph of a meander in a river.  (a) (i) fig. 5.2 shows a cross-section of the river from a to b in fig. 5.1. look at labels   (v, w and x) on fig. 5.2 and answer the question below. v a bw x fig. 5.2    using figs. 5.1 and 5.2, tick ( 3) the correct answers in the box below. place one tick (3) on each row. vwx area of deposition area of erosion  [2]   (ii) using fig. 5.1 (insert), state one piece of evidence that erosion is occurring.  .  [1]  (b) which two of the following are likely to reduce river flooding? tick ( 3) two correct answers  below. tick (3) steep slopes gentle slopes heavy rainfall frozen ground tree planting deforestation urbanisation  [2]",
+            "12": "12 0460/21/ m/j/21 \u00a9 ucles 2021  (c) suggest three  reasons why people live close to rivers. 1 .  ... 2 .  ... 3 .  .  [3]  [total: 8]",
+            "13": "13 0460/21/ m/j/21 \u00a9 ucles 2021 6 study fig. 6.1 (insert), which is a photograph of coffee bushes in ecuador.  (a) describe the coffee bushes shown in fig. 6.1.  ...  ...  ...  ...  ...  .  [3]  (b) many coffee plantations are using fertilisers and pesticides. suggest two advantages of doing  this.  fertilisers   .  ... pesticides  .  .  [2]  (c) suggest three  ways in which this small-scale commercial farming benefits local  people.  ...  ...  ...  ...  ...  ...  ...  .  [3]  [total: 8]",
+            "14": "14 0460/21/ m/j/21 \u00a9 ucles 2021 additional pages if you use the following lined pages to complete the answer(s) to any question(s), the question  number(s) must be clearly shown.  ..  ..  .. .. ..  ..  ..  .. .. ..  .. ..",
+            "15": "15 0460/21/ m/j/21 \u00a9 ucles 2021 .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. ..",
+            "16": "16 0460/21/ m/j/21 \u00a9 ucles 2021 blank page the boundaries and names shown, the designations used and the presentation of material on any maps contained in this question paper/insert do not imply  official endorsement or acceptance by cambridge assessment international education concerning the legal status of any country, territory, or area or any of its  authorities, or of the delimitation of its frontiers or boundaries. 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 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."
+        },
+        "0460_s21_qp_22.pdf": {
+            "1": "cambridge igcse\u2122*4587586069* dc (ks/sw) 197966/6 \u00a9 ucles 2021  [turn overthis document has 20 pages. any blank pages are indicated.geography  0460/22 paper 2 geographical skills  may/june  2021  1 hour 30 minutes you must answer on the question paper. you will need:  insert (enclosed)  plain paper  1:25 000 survey map (enclosed)  protractor  calculator  ruler instructions  \u25cf answer all questions.  \u25cf use a black or dark blue pen. you may use an hb pencil for any diagrams or graphs.  \u25cf write your name, centre number and candidate number in the boxes at the top of the page.  \u25cf write your answer to each question in the space provided.  \u25cf do not use an erasable pen or correction fluid.  \u25cf do not write on any bar codes.  \u25cf if additional space is needed, you should use the lined pages at the end of this booklet; the question  number or numbers must be clearly shown. information  \u25cf the total mark for this paper is 60.  \u25cf the number of marks for each question or part question is shown in brackets [  ].  \u25cf the insert contains additional resources referred to in the questions.",
+            "2": "2 0460/22/ m/j/21 \u00a9 ucles 2021 1 study the map extract for carnac, france. the scale is 1:25  000.  (a) fig. 1.1 shows some of the features near cit\u00e9 du runell in the north of the map extract.    study fig. 1.1 and the map extract, and answer the questions below. 94 95 947172 7172 95a b cc d fig. 1.1   using the map extract, identify the following features shown in fig. 1.1:   (i) the type of road at a  .  [1]   (ii) the leisure activity at b  .  [1]   (iii) the land use at c  .  [1]   (iv) the land use at d.  .  [1]",
+            "3": "3 0460/22/ m/j/21 \u00a9 ucles 2021 [turn over  (b) the central point of the main settlement at carnac is at 940700. identify three  services  provided for tourists within 1  km of the centre of carnac. 1  .. 2  .. 3  ..   [3]  (c) fig. 1.2 shows an area in the south west of the map at st-colomban. fig. 1.3 shows an area  in the north east of the map near kermario. study the two areas and answer the questions  below. 92 93 926869 6869 9395 96 957172 7172 96kermariost-colomban  fig. 1.2  fig. 1.3   the table below compares the features of the two areas. complete the table by putting ticks  (\u2713) in the correct four boxes. use only one tick for each row. featurearea in fig. 1.2  at st-colombanarea in fig. 1.3  near kermarioboth these  areasneither of  these areas a dam land over 25  m above  sea level a bathing place a railway  [4]",
+            "4": "4 0460/22/ m/j/21 \u00a9 ucles 2021  (d) look at the part of the straight d781 road that runs between the settlements at plouharnel  and carnac.   (i) what is the distance along the straight part of the road? tick ( \u2713) one box below. tick  (\u2713) 287 metres 387 metres 2875 metres  3875 metres  [1]   (ii) what is the compass direction along the road  from plouharnel  to carnac?    [1]   (iii) measure the bearing along the road  from plouharnel  to carnac.    degrees  [1]   (iv) find the roundabout (circle) part way along the road at kergouillard. give the six-figure  grid reference of this roundabout (circle).    [1]",
+            "5": "5 0460/22/ m/j/21 \u00a9 ucles 2021 [turn over  (e) describe the natural features of the coast shown on the map.  ...  ...  ...  ...  ...  ...  ...  ...  ...  .  [5]  [total: 20]",
+            "6": "6 0460/22/ m/j/21 \u00a9 ucles 2021 2 fig. 2.1 shows the population distribution of south america. pacific oceanatlantic ocean0\u00b0 0\u00b0equator tropic of capricorn 0600 km1200n over 100 41\u2013100 6\u201340 0\u20135population per km2key fig. 2.1  (a) using fig. 2.1 only, describe the distribution of areas with:   (i) 0\u20135 people per km2  ...  ...  ...  .  [2]   (ii) more than 40 people per km2.  ...  ...  ...  .  [2]",
+            "7": "7 0460/22/ m/j/21 \u00a9 ucles 2021 [turn over  (b) fig. 2.2 is a simplified relief map of south america. pacific oceanatlantic ocean0\u00b0 0\u00b0equator tropic of capricorn 0600 km1200n mostly above 2000altitude (metres above sea level) mostly 200\u20132000 mostly below 200key fig. 2.2   (i) what is meant by a relief  map?  ...  .  [1]   (ii) describe the relationship between population density shown in fig. 2.1 and relief shown  in fig. 2.2.  ...  ...  ...  .  [2]  (c) using figs. 2.1 and 2.2, suggest why there are areas of both high and low population density  along the equator.  ...  .  [1]  [total: 8]",
+            "8": "8 0460/22/ m/j/21 \u00a9 ucles 2021 3 table 3.1 shows the settlement hierarchy in county tipperary, ireland. table 3.1 type of settlement number of settlements position in hierarchy regional town (rt) 1 high lowsub-regional town (srt) 2 district town (dt) 6 service centre (sc) 35 local service centre (lsc) 26 small settlement (ss) 58  (a) (i) using information from table 3.1, plot the number of district towns  in fig. 3.1 below. 0 ss lsc sc dt position in settlement hierarchynumber of settlements srt rt low high102030405060 fig. 3.1  [1]",
+            "9": "9 0460/22/ m/j/21 \u00a9 ucles 2021 [turn over   (ii) describe the relationship between position in the settlement hierarchy and number of  settlements as shown in table 3.1 and fig. 3.1.  ...  .  [1]   (iii) what is unusual about the number of local service centres (lscs) in fig. 3.1?  ...  .  [1]  (b) fig. 3.2 shows the locations of settlements highest in the settlement hierarchy in county  tipperary. regional townkey sub-regional town district town nenagh thurles cashel cahirclonmel carricktipperaryroscrea templemoremain road county boundary 0 20 kmn fig. 3.2   describe the distribution of settlements shown in fig. 3.2.  ...  ...  ...  .  [2]",
+            "10": "10 0460/22/ m/j/21 \u00a9 ucles 2021  (c) (i) using evidence from fig.  3.2, suggest why templemore has not grown into a larger  settlement.  ...  .  [1]   (ii) using evidence from fig. 3.2, suggest why cahir has grown into an important settlement.  ...  .  [1]   (iii) using evidence from fig. 3.2, suggest a disadvantage of the location of clonmel as the  regional town (highest in the settlement hierarchy) of county tipperary.  ...  .  [1]  [total: 8]",
+            "11": "11 0460/22/ m/j/21 \u00a9 ucles 2021 [turn over 4 fig. 4.1 (insert) shows a coast in scotland.   (a) fig. 4.2 shows a student\u2019s field sketch of the coast. fig. 4.2   using fig.  4.1 to help you, add labelled arrows to fig. 4.2 to describe the features of the  coast.  [6]  (b) suggest how the feature in the centre of the photograph may change in the future.  ...  ...  ...  ...  ...  .  [2]  [total: 8]",
+            "12": "12 0460/22/ m/j/21 \u00a9 ucles 2021 5 fig. 5.1 shows the world distribution of areas of hot desert climate.  mexico atacamasahara namib kalahariaustralianarabian30\u00b0n 10\u00b0n 0\u00b0 10\u00b0s 30\u00b0s key hot desert fig. 5.1  (a) which two of the following statements describe the areas of hot desert climate shown in  fig. 5.1? tick ( \u2713) only two boxes below. tick (\u2713) they are mostly between 30\u00b0n and 30\u00b0s they are on the equator they are in every continent they are mostly on the west sides of continents they are in temperate latitudes they are within 10 degrees of the equator  [2]  (b) fig. 5.2 shows the climate of part of the sahara desert, shown in fig. 5.1. study fig. 5.2 and  answer the question on the opposite page. 0j m m j monthtemperature (\u00b0c) rainfall (mm) s n f a j a o d2040 10 0530 fig. 5.2",
+            "13": "13 0460/22/ m/j/21 \u00a9 ucles 2021 [turn over   which three of the following statements describe the climate of the area shown in fig. 5.2?  tick (\u2713) only three  boxes below. tick (\u2713) there is low annual rainfall rain falls throughout the year august is the driest month most rain falls in winter the hottest monthly temperature is 30\u00b0c there is a high annual range of temperature january temperatures are hot summers are cool temperatures are high throughout the year  [3]  (c) fig. 5.3 (insert) shows the vegetation of an area of hot desert climate.   (i) describe the main features of the vegetation shown on fig. 5.3.  ...  ...  ...  ...  .  [2]   (ii) using evidence from fig. 5.3 only, explain one way that the vegetation shown in fig. 5.3  is adapted to the climate.  ...  ...  .  [1]  [total: 8]",
+            "14": "14 0460/22/ m/j/21 \u00a9 ucles 2021 6 (a) which two of the following are non-renewable fuels? tick ( \u2713) only two boxes below. tick (\u2713) geothermal oil wind biofuels solar natural gas wave power tidal power  [2]",
+            "15": "15 0460/22/ m/j/21 \u00a9 ucles 2021  (b) nuclear power divides people\u2019s opinions. some people are for its development and other  people are against it. suggest why people are for and against nuclear power.   for  ...  ...  ...  ...  ...  ...  ...  ...   against  ...  ...  ...  ...  ...  ...  ...  ...  ...  .  [6]  [total: 8]",
+            "16": "16 0460/22/ m/j/21 \u00a9 ucles 2021 additional pages if you use the following lined pages to complete the answer(s) to any question(s), the question  number(s) must be clearly shown. .. .. ..  ..  .. .. ..  ..  ..  .. .. ..  .. ..",
+            "17": "17 0460/22/ m/j/21 \u00a9 ucles 2021 .. .. ..  .. .. ..  ..  ..  .. .. ..  ..  ..  ..",
+            "18": "18 0460/22/ m/j/21 \u00a9 ucles 2021 blank page",
+            "19": "19 0460/22/ m/j/21 \u00a9 ucles 2021 blank page",
+            "20": "20 0460/22/ m/j/21 \u00a9 ucles 2021 blank page the boundaries and names shown, the designations used and the presentation of material on any maps contained in this question paper/insert do not imply  official endorsement or acceptance by cambridge assessment international education concerning the legal status of any country, territory, or area or any of its  authorities, or of the delimitation of its frontiers or boundaries. 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 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."
+        },
+        "0460_s21_qp_23.pdf": {
+            "1": "cambridge igcse\u2122this document has 20 pages. any blank pages are indicated.geography  0460/23 paper 2 geographical skills  may/june  2021  1 hour 30 minutes you must answer on the question paper. you will need:  insert (enclosed)  plain paper  1:25 000 survey map (enclosed)  protractor  calculator  ruler instructions  \u25cf answer all questions.  \u25cf use a black or dark blue pen. you may use an hb pencil for any diagrams or graphs.  \u25cf write your name, centre number and candidate number in the boxes at the top of the page.  \u25cf write your answer to each question in the space provided.  \u25cf do not use an erasable pen or correction fluid.  \u25cf do not write on any bar codes.  \u25cf if additional space is needed, you should use the lined pages at the end of this booklet; the question  number or numbers must be clearly shown. information  \u25cf the total mark for this paper is 60.  \u25cf the number of marks for each question or part question is shown in brackets [  ].  \u25cf the insert contains additional resources referred to in the questions. *2168634557* dc (cj/sw) 197968/5 \u00a9 ucles 2021  [turn over",
+            "2": "2 0460/23/ m/j/21 \u00a9 ucles 2021 1 study the map extract for thiezac, france. the scale is 1:25  000.  (a) fig. 1.1 shows some of the features around the settlement of le croizet in the south of the  map extract. study fig. 1.1 and the map extract, and answer the questions below. 83 78 77 76 7578 77 76 75 848586 83848586 b fcadrvoir e fig. 1.1   using the map extract, identify the following features shown in fig. 1.1:   (i) feature a  .  [1]   (ii) feature b  .  [1]   (iii) feature c  .  [1]   (iv) feature d  .  [1]",
+            "3": "3 0460/23/ m/j/21 \u00a9 ucles 2021 [turn over   (v) land use at e  .  [1]   (vi) the height above sea level of the spot height at f.    .. metres  [1]  (b) fig. 1.2 is a cross-section along northing 85 from 720850 to 750850.  700800metres above sea levelmetres above sea level 90010001100 700 720850 750850800900100011001200 1200 confolens fig. 1.2   (i) on fig. 1.2, use a labelled arrow  to show the position of the n122 road.  [1]   (ii) the cross-section shown on fig. 1.2 is incomplete. using information from the map  extract, draw a line on fig. 1.2 to complete the cross-section . [2]",
+            "4": "4 0460/23/ m/j/21 \u00a9 ucles 2021  (c) fig. 1.3 shows an area in the west of the map extract.   a person walks on the footpath (shown by a red line) from  lagat (730856), north west of  thiezac, to cascade de faillitoux (722866), east of the river north-north east of lasmolineries. 85 74 73 7274 73 72 8687 858687 lagatcascade de faillitoux fig. 1.3   (i) in which overall direction does the person travel? tick ( 3) one box below. tick (3) south east south west north west north east  [1]   (ii) what is the distance travelled along the footpath from  lagat to cascade de faillitoux?  tick (3) one box below. tick (3) 1010 metres 1600 metres 2010 metres 2300 metres  [1]",
+            "5": "5 0460/23/ m/j/21 \u00a9 ucles 2021 [turn over   (iii) the table below shows the features in the area. which two features will the person pass  on the footpath? complete the table by putting ticks ( 3) in the correct two boxes. tick (3) steep slopes lake reservoir deciduous woodland coniferous woodland  [2]   (iv) measure the bearing from  the spot height of 1096 metres at lagat (730856) to cascade  de faillitoux (722866).    .. degrees  [1]  (d) fig. 1.4 shows the location of two grid squares in the west of the map extract. these are  square 7085 at la rochere and 7185 at lasmolineries. study the area and answer the  questions on the next page. 72 71 7072 71 70 8586 8586 la rochere lasmolineries fig. 1.4",
+            "6": "6 0460/23/ m/j/21 \u00a9 ucles 2021   describe the relief and drainage of this area. relief   ...  ...  ...  ...  ...  ...  ...  ...   drainage  ...  ...  ...  ...  ...  ...  ...  .  [6]  [total: 20]",
+            "7": "7 0460/23/ m/j/21 \u00a9 ucles 2021 [turn over turn page for question 2",
+            "8": "8 0460/23/ m/j/21 \u00a9 ucles 2021 2 fig. 2.1 gives information about population change in four regions in italy (an medc) in 2017.  study fig. 2.1 and answer the following questions.  0 150 kmpopulation growth ratedeath ratebirth ratetrentino alto adige (per thousand) 4.58.99.2 population growth ratedeath ratebirth ratepuglia (per thousand) \u20133.99.97.4 population growth ratedeath ratebirth ratecalabria (per thousand) \u2013 4.310.68.0population growth ratedeath ratebirth ratelombardy (per thousand) n 1.79.97.9 fig. 2.1  (a) which of the four regions had:   (i) the highest birth rate  .  [1]   (ii) the highest death rate  .  [1]   (iii) the largest population decline?  .  [1]",
+            "9": "9 0460/23/ m/j/21 \u00a9 ucles 2021 [turn over  (b) compare the population growth in the northern and southern regions.   ...  .  [1]  (c) study the following calculation for population growth:   population growth rate = birth rate +/\u2013 death rate +/\u2013 migration   calculate the migration rate for the following regions:   (i) trentino alto adige    .. per thousand  [1]   (ii) calabria.    .. per thousand  [1]  (d) suggest two pull factors attracting people to the northern regions of italy (an medc). 1    ... 2    .  [2]  [total: 8]",
+            "10": "10 0460/23/ m/j/21 \u00a9 ucles 2021 3 urbanisation causes many problems, including air pollution.  fig. 3.1 shows the level of air pollution in new delhi, india, in 2016 and 2017. air pollution in new delhi, india july august september october november decemberpm2.5 concentration (\u03bcg / m3) 0100200300400500600700800 2016 2017key fig. 3.1  (a) (i) using fig. 3.1, identify the lowest level of air pollution reached in november 2016.    . \u03bcg / m3 [1]   (ii) using fig. 3.1, identify the month and year when the pollution levels are between 100  and  400 \u03bcg / m3.     month  year .  [1]   (iii) using fig. 3.1, give two similarities and one difference between the overall trends in air  pollution levels in 2016 and 2017. do not use statistics in your answer. similarities 1   \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026.. 2    ... difference  ..  .  [3]",
+            "11": "11 0460/23/ m/j/21 \u00a9 ucles 2021 [turn over  (b) suggest three  groups of people who are most likely to be badly affected by air pollution. 1   2   3  ..  [3]  [total: 8]",
+            "12": "12 0460/23/ m/j/21 \u00a9 ucles 2021 4 fig. 4.1 (insert) is a photograph showing a coastal deposition feature, a spit, at spurn head,  england.  (a) (i)  describe the feature shown in fig. 4.1.  ...  ...  ...  ...  ...  .  [4]   (ii) what process leads to the formation of spits? circle the correct answer.    erosion        longshore drift        corrasion        attrition  [1]",
+            "13": "13 0460/23/ m/j/21 \u00a9 ucles 2021 [turn over  (b) fig. 4.2 shows coastal erosion of a spit on the east coast of the uk. kilnseahoton1830 1580 1330 1066 670 0 1 km1 245 3sean sunthorpe ravenser odd  years villages earlier spits (lost to erosion) with 1 being the oldest1830e.g.key fig. 4.2   (i) using fig. 4.2, describe how the spit has changed over time.  ...  ...  ...  ...  ...  .  [2]   (ii) using fig. 4.2, name a village destroyed by erosion before 1330.  ...  [1]  [total: 8]",
+            "14": "14 0460/23/ m/j/21 \u00a9 ucles 2021 5 (a) isobars join points of equal air pressure on a weather map. fig. 5.1 shows the air pressure on  one morning across australia. 10161012 1020 102410081004 10009969921004 1018 1018101710141013 1014 101710151014 10171014 1018 hl townsville 0 500 kmn h lhigh pressure low pressure air pressure (mb)key fig. 5.1   (i) what is the air pressure in townsville shown in fig. 5.1?     mb  [1]   (ii) the units of pressure are abbreviated as mb. what does mb stand for?  .  [1]   (iii) what weather instrument is used to record air pressure?  .  [1]   (iv) on fig. 5.1, complete  the isobar  for 1016  mb. [1]",
+            "15": "15 0460/23/ m/j/21 \u00a9 ucles 2021 [turn over   (v) describe how the pressure varies across the area shown in fig. 5.1. use statistics in  your answer.  ...  ...  ...  ...  ...  .  [3]  (b) table 5.1 shows the air pressure for the rest of the day in townsville.    using table 5.1, plot the air pressure  for 09:00 and 11:00 on fig. 5.2.  [1] table 5.1 05:00 07:00 09:00 11:00 13:00 15:00 17:00 air pressure (mb) 1004 1007 1008 1009 1008 1006 1005 05:00 07:00 09:00 11:00 13:00 15:00 17:00air pressure (mb) 10021004100610081010 fig. 5.2  [total: 8]",
+            "16": "16 0460/23/ m/j/21 \u00a9 ucles 2021 6 fig. 6.1 shows a systems diagram of an aluminium parts manufacturing company. capital workers land alumina . .. .casting forging packaging . .waste metal aluminium tanksinputs processes outputs fig. 6.1  (a) complete fig. 6.1  using the following: \u2022 electricity \u2022 car parts.  [1]  (b) fig. 6.2 (insert) is a photograph showing aluminium tanks being moved along the erie canal  in new york state, usa.   using fig. 6.2, suggest why these aluminium tanks are transported by boat.  ...  ...  ...  ...  ...  .  [3]",
+            "17": "17 0460/23/ m/j/21 \u00a9 ucles 2021  (c) the aluminium tanks are manufactured in china, but are then exported to the usa.   give reasons why manufactured goods made in one area are often transported long distances  to other parts of the world.  ...  ...  ...  ...  ...  ...  ...  ...  ...  .  [4]  [total: 8]",
+            "18": "18 0460/23/ m/j/21 \u00a9 ucles 2021 additional pages if you use the following lined pages to complete the answer(s) to any question(s), the question  number(s) must be clearly shown.  ..  ..  .. .. ..  ..  ..  .. .. ..  .. ..",
+            "19": "19 0460/23/ m/j/21 \u00a9 ucles 2021 .. .. ..  .. .. ..  ..  ..  .. .. ..  ..  ..  ..",
+            "20": "20 0460/23/ m/j/21 \u00a9 ucles 2021 the boundaries and names shown, the designations used and the presentation of material on any maps contained in this question paper/insert do not imply  official endorsement or acceptance by cambridge assessment international education concerning the legal status of any country, territory, or area or any of its  authorities, or of the delimitation of its frontiers or boundaries. 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 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.blank page"
+        },
+        "0460_s21_qp_41.pdf": {
+            "1": "this document has 16 pages. cambridge igcse\u2122 dc (ms/jg) 197974/4 \u00a9 ucles 2021  [turn overgeography  0460/41 paper 4 alternative to coursework  may/june  2021  1 hour 30 minutes you must answer on the question paper. you will need:  insert (enclosed)  ruler  calculator  protractor instructions  \u25cf answer all questions.  \u25cf use a black or dark blue pen. you may use an hb pencil for any diagrams or graphs.  \u25cf write your name, centre number and candidate number in the boxes at the top of the page.  \u25cf write your answer to each question in the space provided.  \u25cf do not use an erasable pen or correction fluid.  \u25cf do not write on any bar codes.  \u25cf if additional space is needed, you should use the lined pages at the end of this booklet; the question  number or numbers must be clearly shown. information  \u25cf the total mark for this paper is 60.  \u25cf the number of marks for each question or part question is shown in brackets [  ].  \u25cf the insert contains additional resources referred to in the questions. *5955173565*",
+            "2": "2 0460/41/ m/j/21 \u00a9 ucles 2021 1 students went to do fieldwork at porlock bay in south west england. the bay is shown in  fig. 1.1 (insert). there is a shingle beach in the bay. the students decided to look for evidence  that shingle moved along the coast from south west to north east.  the students worked in pairs to test the following hypotheses:  hypothesis 1:  beach shingle generally becomes smaller from south west to north east along the  beach.  hypothesis 2:  beach shingle becomes more rounded from south west to north east along the  beach.  (a) which one of the features below is labelled x on fig. 1.1 (insert)?   tick (3) your answer below. feature tick (3) delta headland natural arch spit   [1]  (b) the students had learned that longshore drift is important in moving beach material along the  coast.   which three  of the following statements about longshore drift are correct?   tick (3) your answers below. statement tick (3) backwash moves material up the beach. longshore drift occurs in deep water. movement of material up and down the beach is repeated with each wave. the prevailing wind influences the direction of longshore drift movement. swash moves material down the beach. the direction of longshore drift depends on the direction of the tide. waves approach the coastline at an angle.   [3]",
+            "3": "3 0460/41/ m/j/21 \u00a9 ucles 2021 [turn over  (c) explain why their teacher suggested the following safety precautions before the students  began their fieldwork.   make sure that their cell (mobile) phone is fully charged.  ...  ...   check the weather forecast for the area.  ...  ...   check the times of high and low tide.  ...  .  [3]  (d) to investigate the two hypotheses the students collected pieces of shingle at 15 sites along  the beach. these sites are shown in fig. 1.2 (insert). describe a sampling method to collect  10 pieces of shingle at each  site. refer to equipment the students could use.  ...  ...  ...  ...  ...  .  [3]",
+            "4": "4 0460/41/ m/j/21 \u00a9 ucles 2021  (e) to investigate hypothesis 1:  beach shingle generally becomes smaller from south west to  north east along the beach , the students used the fieldwork equipment shown in fig. 1.3  (insert).   (i) describe how they measured the long axis of each piece of shingle using this equipment.  ...  ...  ...  .  [2]   (ii) the results of the students\u2019 measurements at the 15 sites are shown in table 1.1 (insert).     plot the mean (average) length of the long axis measurement  at site 6 on fig. 1.4  below.   [1] 00456789 200 400 600 800 1000 1200 1400 1600 1800 distance along beach from south west to north east (m)mean length of long axis (cm)results of students\u2019 long axis measurements fig. 1.4   (iii) draw a best-fit line  on fig. 1.4.   [1]   (iv) what conclusion would the students make about hypothesis 1:  beach shingle generally  becomes smaller from south west to north east along the beach ? support your answer  with evidence from fig. 1.4 and table 1.1.  ...  ...  ...  ...  ...  .  [3]",
+            "5": "5 0460/41/ m/j/21 \u00a9 ucles 2021 [turn over  (f) to investigate hypothesis 2:  beach shingle becomes more rounded from south west to  north east along the beach , each pair of students used the roundness index shown in fig. 1.5  (insert). they compared each of the 10 pieces of shingle they collected with the index, and  each student gave it a roundness score.   a pair of students\u2019 results at site 1 are shown in table 1.2 below. student a then calculated a  total index score for the site. table 1.2 student a and student b\u2019s results of site 1 measurements student a\u2019s results for site 1 roundness  classvery  angularangularslightly  angularslightly  roundedroundedvery  rounded roundness  score1 2 3 4 5 6 number  of pieces  of shingle  collected2 2 3 1 2 0 index score 2 4 9 4 10 0 total index score =    29        student b\u2019s results for site 1 roundness  classvery  angularangularslightly  angularslightly  roundedroundedvery  rounded roundness  score1 2 3 4 5 6 number  of pieces  of shingle  collected3 2 4 0 1 0 index score total index score =         (i) student b\u2019s results for the same 10 pieces of shingle at site 1 are also shown in table 1.2.    calculate the total index score  for student b\u2019s results. show your calculation by  completing the index scores and total index score  in table 1.2.   [2]",
+            "6": "6 0460/41/ m/j/21 \u00a9 ucles 2021   (ii) suggest why the students\u2019 roundness index scores may be less reliable than their  measurements of the long axis of shingle for hypothesis 1.  ...  ...  ...  .  [2]   (iii) the pair of students discussed and agreed the roundness score for each piece of shingle  at the other sites. their total index results at each site are shown in table 1.3 (insert).  plot the total index score  for site 15 on fig. 1.6 below.   [1] 1010203040506070 2345678910 1112131415 south west sampling site number north easttotal roundness index scoretotal roundness index results fig. 1.6   (iv) do the results of the fieldwork support hypothesis 2:  beach shingle becomes more  rounded from south west to north east along the beach ? support your decision with data  from fig. 1.6 and table 1.3.   ...  ...  ...  ...  ...  .  [3]",
+            "7": "7 0460/41/ m/j/21 \u00a9 ucles 2021 [turn over  (g) in the west of porlock bay the students saw some groynes like the one shown in fig. 1.7  (insert).   explain why groynes are built on a beach.  ...  ...  ...  .  [2]  (h) to extend their fieldwork the students measured wave frequency in porlock bay. describe a  method the students could use to measure wave frequency.  ...  ...  ...  ...  ...  .  [3]  [total: 30]",
+            "8": "8 0460/41/ m/j/21 \u00a9 ucles 2021 2 students who lived in a settlement near the edge of a large city in the uk were studying how their  town had grown from a small village.  (a) which one of the following describes the area where the town has grown?    tick (3) your choice. tick (3) inner city inner suburbs rural-urban fringe  transition zone   [1]  (b) look at fig. 2.1 (insert), a map of the settlement.   (i) describe the shape of the original village.  ...  ...  ...  .  [2]   (ii) use evidence from fig. 2.1 to describe how the settlement has grown since 1980.  ...  ...  ...  .  [2]   (iii) suggest two reasons for the expansion of the settlement. 1    ... 2    .  [2]",
+            "9": "9 0460/41/ m/j/21 \u00a9 ucles 2021 [turn over  (c) the students used the national census website to find information about the population of the  settlement. the results are shown in table 2.1 (insert).   (i) why is the national census website \u2018secondary\u2019 data?  ...  .  [1]   (ii) use the data in table 2.1 to complete fig. 2.2 below.   [1] 10 000 9000 8000 7000 6000 5000 4000 3000 2000 1000 0 1960 1970 1980 1990 2000 2010 2017 yearpopulationpopulation growth in the settlement fig. 2.2",
+            "10": "10 0460/41/ m/j/21 \u00a9 ucles 2021  the students decided to test the following hypotheses:  hypothesis 1:  most people have lived in the settlement for less than 20 years.  hypothesis 2:  most people who live in the settlement travel more than 20  km to work.  (d) to investigate their hypotheses the students made a questionnaire. they decided to stand on  the main street and asked people who were in the working age group of 18 to 65 to complete  the questionnaire.   (i) suggest a suitable day and time for the students to carry out the questionnaire survey.    day  time    [1]   (ii)  give a reason for your answer to (d)(i) .  ...  .  [1]   (iii) their teacher suggested some things to do and things not to do while using a  questionnaire. use the suggestion number  to put the following ideas under the correct  headings in table 2.2 below.   [2]    1. ask the person\u2019s name     2. be polite     3. explain why you are doing the survey before you ask questions     4. keep the questionnaire short     5. only ask people who are sitting down     6. stand in a shop doorway to do the questionnaire  table 2.2 things to do things not to do number . number . number . number . number . number .",
+            "11": "11 0460/41/ m/j/21 \u00a9 ucles 2021 [turn over  (e) the students\u2019 questionnaire is shown in fig. 2.3 (insert).   (i) how could the students make sure that they only used their questionnaire with people  who lived in the town?   ...  .  [1]   (ii) the students asked every tenth person who passed them on the street to complete their  questionnaire. which one of the following is the correct term for this sampling method?  tick (3) your answer below.   [1] tick (3) precise simple specific systematic tally  ",
+            "12": "12 0460/41/ m/j/21 \u00a9 ucles 2021  (f) the results of question 1 in the questionnaire are shown in table 2.3 (insert).   (i) use the results in table 2.3 to complete the pie graph , fig. 2.4, below.   [2] answers to question 1 0\u20139 10\u201319 20\u201329 30\u201339 40 and overkey number of years0 % 5010 4090 6020 3080 70how long have you lived in the town?       fig. 2.4   (ii) what conclusion did the students make to hypothesis 1:  most people have lived in the  settlement for less than 20 years ? support your answer with evidence from fig. 2.4 and  table 2.3.   ...  ...  ...  ...  ...  .  [3]",
+            "13": "13 0460/41/ m/j/21 \u00a9 ucles 2021 [turn over   (iii) the results of question 2 in the questionnaire are shown in table 2.4 (insert).    use these results to complete the histogram , fig. 2.5 below, to show the percentage of  people who travel between 21 and 30  km to get to work.   [1] 0\u201310 11\u201320 21\u201330 31\u201340 41\u201350 more than 50 distance  (km)051015202530 percentage  of answersanswers to question 2 how far do you travel to your workplace? fig. 2.5   (iv) do you think hypothesis 2:  most people who live in the settlement travel more than  20 km to work  is correct ? support your conclusion with evidence from fig. 2.5 and  table 2.4.  ...  ...  ...  .  [2]",
+            "14": "14 0460/41/ m/j/21 \u00a9 ucles 2021  (g) the students put the answers to question 3 \u2018what is your main reason for living in the town?\u2019  into six groups. these groups are shown in fig. 2.6 below. good access to the motorway nearby countryside is good for relaxation born in the town low crime rate convenient public transport routes affordable house prices  fig. 2.6   in which group in fig. 2.6 would the following answers to question 3 be included?   the town is a safe place for my family. group     there is a quick rail link to my workplace in the nearby city. group     there are plenty of open areas nearby for walking. group  ..  [3]  (h) suggest how the growth of the settlement has affected local people and the local natural  environment.  ...  ...  ...  ...  ...  ...    ...  .  [4]  [total: 30]",
+            "15": "15 0460/41/ m/j/21 \u00a9 ucles 2021 additional pages if you use the following lined pages to complete the answer(s) to any question(s), the question  number(s) must be clearly shown. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. ..",
+            "16": "16 0460/41/ m/j/21 \u00a9 ucles 2021 the boundaries and names shown, the designations used and the presentation of material on any maps contained in this question paper/insert do not imply  official endorsement or acceptance by cambridge assessment international education concerning the legal status of any country, territory, or area or any of its  authorities, or of the delimitation of its frontiers or boundaries. 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 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... .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .."
+        },
+        "0460_s21_qp_42.pdf": {
+            "1": "this document has 16 pages. any blank pages are indicated. cambridge igcse\u2122geography  0460/42 paper 4 alternative to coursework  may/june  2021  1 hour 30 minutes you must answer on the question paper. you will need:  insert (enclosed)  ruler  calculator  protractor instructions  \u25cf answer all questions.  \u25cf use a black or dark blue pen. you may use an hb pencil for any diagrams or graphs.  \u25cf write your name, centre number and candidate number in the boxes at the top of the page.  \u25cf write your answer to each question in the space provided.  \u25cf do not use an erasable pen or correction fluid.  \u25cf do not write on any bar codes.  \u25cf if additional space is needed, you should use the lined pages at the end of this booklet; the question  number or numbers must be clearly shown. information  \u25cf the total mark for this paper is 60.  \u25cf the number of marks for each question or part question is shown in brackets [  ].  \u25cf the insert contains additional resources referred to in the questions. dc (lk/sg) 197977/5 \u00a9 ucles 2021  [turn over *4357521538*",
+            "2": "2 0460/42/ m/j/21 \u00a9 ucles 2021 1 a student who was studying weather did fieldwork to measure and record rainfall at her school. to  extend her fieldwork she decided to compare her results with data from a weather station at the  local university about 50  km away from the school.   the student decided to investigate the following hypotheses:   hypothesis 1:  at the school rainfall is higher on days when the wind is blowing from the  west.   hypothesis 2:  rainfall is higher at the school than at the university.  (a) to investigate the hypotheses the student used a rain gauge.   (i) which two of the following locations should be chosen when deciding where to put a rain  gauge? tick ( 3) your choices below.  [2] location tick (3) away from trees to reduce interception by leaves on concrete to collect any rain splashing up from the ground on a hillside which is facing the direction in which the wind is  blowing rain next to a main road so it is easy to get to the rain gauge remote from people or animals which may interfere with the  rain gauge   (ii) in the space below, draw a labelled diagram  of a rain gauge.  [4]",
+            "3": "3 0460/42/ m/j/21 \u00a9 ucles 2021 [turn over   (iii) the student used a wind vane to record the wind direction. this was fixed to the roof of  the school. fig. 1.1 (insert) is a diagram of a wind vane.    complete the sentences below to explain how a wind vane is used.  the letters (n, e, s, w) show    ... the pointer (arrow) shows    ... the wind vane is located on the roof so that  .  .  [3]  (b) the student\u2019s measurements for each day are shown in table 1.1 (insert).   (i) use the data from table 1.1 to plot the rainfall measurements for days 3 and 16  on  fig. 1.2 below.  [2] n se wnw swne se1112 day161705 mm 12 day10182005 mm 38 day9190510 mm 47 day05 mm 56 day05 mm1314 day1505 mmdaily rainfall measurements when wind is coming from different directions fig. 1.2",
+            "4": "4 0460/42/ m/j/21 \u00a9 ucles 2021   (ii) do the fieldwork results support hypothesis 1:  at the school rainfall is higher on days  when the wind is blowing from the west  ? support your conclusion with data from fig.  1.2  and table 1.1.  ...  ...    ...  ...  ...  .  [3]  (c) to investigate hypothesis 2:  rainfall is higher at the school than at the university , the student  used secondary data from an automated weather recording station at the university.    (i) how is primary data different from secondary data?  ...  ...  ...  .  [2]   (ii) give two advantages of using electronic recording instruments at an automated weather  recording station. 1    ... 2    .  [2]",
+            "5": "5 0460/42/ m/j/21 \u00a9 ucles 2021 [turn over   (iii) to compare the rainfall amounts at the school and the university, the student plotted both  sets of rainfall data onto the graph, shown in fig. 1.3, below.    complete fig. 1.3 by plotting the following information.  [2] rainfall on one day at the university 4.0 mm average daily rainfall at the university 3.2 mm 001234567 daily rainfall (mm)9 810 1234 number of days with rainfallschool 5678average 001234567 daily rainfall (mm)9 810 1234 number of days with rainfalluniversitydaily rainfall 5 fig. 1.3 ",
+            "6": "6 0460/42/ m/j/21 \u00a9 ucles 2021   (iv) what conclusion would the student make about hypothesis 2:  rainfall is higher at the  school than at the university  ? support your answer with evidence from fig. 1.3.  ...  ...  ...  ...  ...  .  [3]  (d) whilst doing her fieldwork the student realised that there was more cloud cover on days when  it rained more.   (i) which one of the following units of measurement is used to show cloud cover?    tick (3) your choice below. unit of measurement tick (3) degrees millibars millimetres oktas  [1]   (ii) the student observed three different types of cloud.    use arrows to match the types of cloud  with the correct description in the table below.  type of cloud description cirruslow altitude grey clouds which occur  in layers; rainfall is usually light and is  described as \u2018drizzle\u2019. cumulushigh altitude white clouds which appear  \u2018wispy\u2019 or look like feathers; no rain falls. stratuslow altitude clouds which are separate from  each other and appear \u2018fluffy\u2019 or look like  cotton wool; rain showers may occur.  [2]",
+            "7": "7 0460/42/ m/j/21 \u00a9 ucles 2021 [turn over  (e) to extend her fieldwork the student used a sunshine recorder to measure the amount of  sunlight on each day. fig. 1.4 (insert) shows a sunshine recorder. describe how a sunshine  recorder is used.  ...  ...  ...  ...  ...  ...  ...  .  [4]  [total: 30]",
+            "8": "8 0460/42/ m/j/21 \u00a9 ucles 2021 2 students from an international school in singapore, a country in southeast asia, were studying  tourism. tourism is an important industry in singapore and contributes about 10% of the country\u2019s  wealth.  (a) fig. 2.1 (insert) shows the change in the number of tourists who visited singapore between  2002 and 2017.   (i) how many tourists visited singapore in 2015?    . million  [1]   (ii) fig. 2.1 shows the impact of two global events on the number of tourists to singapore.  how did these events affect tourist numbers? include statistics in your answer.   ...  ...  ...  ...  ...  .  [3]   (iii) suggest two disadvantages for local people of many tourists going to singapore.  1      ... 2    .  [2]  (b) singapore has many tourist attractions. some of these are shown in fig. 2.2 (insert).    (i) which one of the following best describes the raffles hotel? tick ( 3) your choice.  [1] type of attraction tick (3) cultural man-made natural vegetation physical landscape",
+            "9": "9 0460/42/ m/j/21 \u00a9 ucles 2021 [turn over   (ii) describe the distribution of the tourist attractions shown in fig. 2.2.  ...  ...  ...  .  [2]  (c) the students produced a questionnaire for visitors to complete in order to test some  hypotheses. the questionnaire is shown in fig. 2.3 (insert).   (i) why did the students first ask if the person was a visitor to singapore?  ...  ...  ...  .  [2]   (ii) the students went to different tourist attractions to use their questionnaire.    fig. 2.4, below, is an extract from one student\u2019s fieldwork diary, which describes his  method for selecting people to survey. sampling method the survey was done by systematic sampling.  description of the method i approached any person who walked past me  and asked them to complete my questionnaire.  fig. 2.4    what is wrong with the student\u2019s description of his method? how should he have  described his method?  ...  ...  ...  .  [2]",
+            "10": "10 0460/42/ m/j/21 \u00a9 ucles 2021   (iii) in class the students agreed on four hypotheses to test. these are shown in the table  below. from their questionnaire in fig. 2.3 (insert), choose the questions which provide  correct information for the hypotheses and write the question numbers in the table   below.  hypothesis question(s) to provide  information most visitors to singapore are over the  age of 50. .. shopping is the main reason why  people come to singapore. .. most visitors stop in singapore on their  journey to another destination. .. there is a positive relationship  between the distance people travel to  singapore and the length of their visit. ... and ...  [2]   one student chose to test the following hypotheses:   hypothesis 1:  shopping is the main reason why people visit singapore.     hypothesis 2:  there is a positive relationship between the distance people travel to  singapore and the length of their visit.  (d) the reasons people gave for visiting singapore are shown in table 2.1 (insert).    (i) use these results to complete the pie graph  in fig. 2.5 below.  [2] 0 % 5010 4090 6020 3080 70keymain reasons for visiting singapore theme parksshopping family / friends business entertainment restaurants other fig. 2.5",
+            "11": "11 0460/42/ m/j/21 \u00a9 ucles 2021 [turn over   (ii) what conclusion would the students make about hypothesis 1:  shopping is the main  reason why people visit singapore  ? support your decision with evidence from fig.  2.5  and table  2.1 (insert).  ...  ...  ...  .  [2]  (e) to investigate hypothesis 2:  there is a positive relationship between the distance people  travel to singapore and the length of their visit , the students plotted their results on a scatter  graph, fig. 2.6, below.   (i) plot the following information  from two visitors on fig. 2.6.  [2] distance travelled (km) length of visit (days) 4000 7 1100 8 0 0 2000 4000 6000 8000 distance travelled (km)distance travelled to singapore and length of visit 10 000 12 000 14 000 16 000246810121416 length of visit (days) fig. 2.6",
+            "12": "12 0460/42/ m/j/21 \u00a9 ucles 2021   (ii) do the results support hypothesis 2:  there is a positive relationship between the  distance people travel to singapore and the length of their visit  ? support your conclusion  with evidence from fig. 2.6.  ...  ...  ...  ...  ...  .  [3]  (f) the students used the results of question 3 in the questionnaire \u2018which city / airport did you  travel from?\u2019 to work out the number of visitors coming from different countries. this is shown  in table 2.2 (insert).    (i) use these results to show the number of visitors coming from south africa and  australia  on fig. 2.7 below.  [2] where visitors to singapore came from key singapore 1 \u2013 3 visitors 7 \u2013 9 visitors4 \u2013 6 visitorssouth africaaustralia fig. 2.7   (ii) which continent did most visitors come from?     ..  [1]",
+            "13": "13 0460/42/ m/j/21 \u00a9 ucles 2021  (g) when the students checked the completed questionnaire survey sheets, they found three  errors.   the survey sheets are shown in figs. 2.8, 2.9 and 2.10 (insert). identify the different error on  each survey sheet.   fig. 2.8  ...  ...   fig. 2.9  ...  ...   fig. 2.10  ...  .  [3]  [total: 30]",
+            "14": "14 0460/42/ m/j/21 \u00a9 ucles 2021 additional pages if you use the following lined pages to complete the answer(s) to any question(s), the question  number(s) must be clearly shown. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. ..",
+            "15": "15 0460/42/ m/j/21 \u00a9 ucles 2021 ..   .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. ..   .. .. .. ..",
+            "16": "16 0460/42/ m/j/21 \u00a9 ucles 2021 blank page the boundaries and names shown, the designations used and the presentation of material on any maps contained in this question paper/insert do not imply  official endorsement or acceptance by cambridge assessment international education concerning the legal status of any country, territory, or area or any of its  authorities, or of the delimitation of its frontiers or boundaries. 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 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."
+        },
+        "0460_s21_qp_43.pdf": {
+            "1": "this document has 16 pages. any blank pages are indicated. dc (nf/sg) 197978/6 \u00a9 ucles 2021  [turn over *9577941546* geography  0460/43 paper 4 alternative to coursework  may/june  2021  1 hour 30 minutes you must answer on the question paper. you will need:  insert (enclosed)  ruler  calculator  protractor instructions  \u25cf answer all questions.  \u25cf use a black or dark blue pen. you may use an hb pencil for any diagrams or graphs.  \u25cf write your name, centre number and candidate number in the boxes at the top of the page.  \u25cf write your answer to each question in the space provided.  \u25cf do not use an erasable pen or correction fluid.  \u25cf do not write on any bar codes.  \u25cf if additional space is needed, you should use the lined pages at the end of this booklet; the question  number or numbers must be clearly shown. information  \u25cf the total mark for this paper is 60.  \u25cf the number of marks for each question or part question is shown in brackets [  ].  \u25cf the insert contains additional resources referred to in the questions.cambridge igcse\u2122",
+            "2": "2 0460/43/ m/j/21 \u00a9 ucles 2021 1 students did fieldwork at three sites along debden brook. debden brook is a tributary stream in  the drainage basin of the river thames in south east england.  (a) (i) what is a tributary  stream?  ...  .  [1]   (ii) what is a drainage basin ?  ...  .  [1]  (b) before they began to work in small groups, the class of students did a pilot study at a site on  the river.   identify two advantages of doing a pilot study from the table below. tick ( \u2713) your choices. tick (\u2713) draw a sketch map of the river\u2019s course get to know other students before they begin fieldwork learn how to use equipment look at how the river changes downstream practise fieldwork techniques [2]  the students agreed to investigate the following hypotheses:  hypothesis 1:  river discharge increases downstream.  hypothesis 2:  the gradient of the river bed decreases downstream.",
+            "3": "3 0460/43/ m/j/21 \u00a9 ucles 2021 [turn over  (c) to calculate river discharge the students needed to find out the velocity of the river and the  width and depth of the channel.   (i) first, they measured velocity at three places across the channel at each site using the  method shown in fig. 1.1 (insert). describe how they measured velocity.  ...  ...  ...  ...  ...  ...  ...  .  [4]   (ii) the students\u2019 velocity measurements are shown in table 1.1 (insert). suggest two  reasons why the method the students used may have produced unreliable results. 1    ... 2    .  [2]  (d) (i) the students measured the width of the river channel and the depth of the river at three  points across the channel. their method is shown in fig. 1.2 (insert). describe how the  students made these measurements.  ...  ...  ...  ...  ...  ...  ...     [4]",
+            "4": "4 0460/43/ m/j/21 \u00a9 ucles 2021   (ii) using their results the students drew a cross-section of the river channel at each site.  the cross-sections at sites 1 and 3 are shown in fig. 1.3 below.    use the results in table 1.2 below to draw the cross-section at site 2  in fig. 1.3.  [3] table 1.2 distance across channel (m) depth (m) 0.5 0.36 1.0 0.25 1.5 0.07 0 0 0.5 1.0 1.5 width of channel (m)site 3 2.0 2.5 3.0 3.450.1 0.2 depth (m)0.3 0.4 0.50 0 0.5 1.0 1.5 width of channel (m)site 2 2.00.1 0.2 depth (m)0.3 0.4 0.50 0 0.5 0.93 width of channel (m)site 1river cross-sections 0.1 0.2 depth (m)0.3 0.4 0.5 fig. 1.3",
+            "5": "5 0460/43/ m/j/21 \u00a9 ucles 2021 [turn over  (e) the students then calculated the cross-sectional area of the river channel at each site.   (i) use the data in table 1.3 (insert) to work out the cross-sectional area  of site 3 in the  box below.  [2] calculation of cross-sectional area at site 3 cross-sectional area  =  width of river (m) \u00d7 average depth of  river (m)  =  = m2   (ii) using their data the students calculated the river discharge at each site. discharge is  calculated by the formula: average velocity \u00d7 cross-sectional area    their results are shown in table 1.4 below. table 1.4 upstream downstreamsite discharge (cumecs) 1 0.12 2 0.29 3 0.48    what is the correct conclusion to hypothesis 1:  river discharge increases downstream ?  use evidence from table 1.4 to support your conclusion.  ...  ...  ...  .  [2]   (iii) give one reason why river discharge changes downstream.  ...  .  [1]",
+            "6": "6 0460/43/ m/j/21 \u00a9 ucles 2021  (f) to test hypothesis 2:  the gradient of the river bed decreases downstream , the students  measured the angle of slope of the river bed at each site.   (i) describe how the students measured the angle of slope of the river bed.  ...  ...  ...  ...  ...  ...  ...  .  [4]   (ii) the results of their measurements are shown in table 1.5 (insert).    the students plotted the results for each site on a graph, fig. 1.4 below.    plot the average angle for site 3  on fig. 1.4.  [1] site 1 site 2 site 3 upstream downstream024681012 measured angle (degrees)14161820 keyresults of students\u2019 measurements of gradient measurement average angle fig. 1.4",
+            "7": "7 0460/43/ m/j/21 \u00a9 ucles 2021 [turn over   (iii) do the results shown in fig. 1.4 and table 1.5 (insert) support hypothesis 2:  the  gradient of the river bed decreases downstream ? use data to support your conclusion.  ...  ...  ...  ...  ...  .  [3] [total: 30]",
+            "8": "8 0460/43/ m/j/21 \u00a9 ucles 2021 2 geography students at two schools in different parts of the uk wanted to compare farming in the  two areas. they planned a fieldwork investigation using internet links between the two schools.  they wanted to compare land use, and inputs and outputs on two local farms. the farms are  shown in fig. 2.1 (insert).  the students agreed to investigate the following hypotheses:  hypothesis 1:  the physical geography of the local areas affects land use on the farms.  physical  geography includes climate, relief and soils.  hypothesis 2:  the two farming systems have the same input costs and the same outputs.  (a) the students in both areas researched information about the local area.   (i) information about climate is shown in table 2.1 (insert). how is climate data different  from weather data which students might collect?  ...  ...  ...  .  [2]   (ii) the students also researched information about other physical characteristics of their  local farms. these are shown in table 2.2, below. put the following characteristics  into the table below.  [1] gradient            altitude (height above sea level)            soil type table 2.2 characteristic bryn du farm home park farm .loam and clay organic peat .180\u2013360 metres 0\u201310 metres .sloping hillside flat land",
+            "9": "9 0460/43/ m/j/21 \u00a9 ucles 2021 [turn over  (b) the students visited the two farms and were given maps which showed the main field  boundaries. the students were then given permission to investigate and draw a map to show  the different ways that the land was being used. the students\u2019 sketch maps are shown in  figs. 2.2 and 2.3 (insert).   (i) compare the land use and field size above and below 200  m on bryn du farm shown in  fig. 2.2.    land use  ...  ...    field size  ...  .  [2]   (ii) in how many fields is wheat grown on home park farm as shown in fig. 2.3?    .  [1]   (iii) describe the shape of the fields on home park farm.  ...  .  [1]   (iv) use figs. 2.1, 2.2 and 2.3 (insert) to compare the two farms in the table below. put one  tick (\u2713) for each farming type.  [2] farming type bryn du farm home park farm arable pastoral lowland upland",
+            "10": "10 0460/43/ m/j/21 \u00a9 ucles 2021  (c) the students obtained some secondary data from the farmers about how they used the land.  this is shown in table 2.3 (insert).   (i) use the data from table 2.3 to complete the pie graph  for bryn du farm in fig. 2.4  below.  [2] 0 % 10 90 607080 20grasslandland use on bryn du farm rough grazing woodland30 40 50key 0 % 10 90 607080 20cropsland use on home park farm grassland set-aside30 40 50key fig. 2.4",
+            "11": "11 0460/43/ m/j/21 \u00a9 ucles 2021 [turn over   (ii) the students in both schools agreed that hypothesis 1:  the physical geography of the  local areas affects land use on the farms  was true. support this conclusion by reference  to tables 2.1, 2.2 and the results of the students\u2019 fieldwork in table 2.3 and figs. 2.2, 2.3  and 2.4.  ...  ...  ...  ...  ...  ...  ...     [4]   (iii) suggest why land use on the two farms is affected by physical geography (climate, relief  and soils).    climate  ...  ...    relief  ...  ...    soils  ...  .  [3]",
+            "12": "12 0460/43/ m/j/21 \u00a9 ucles 2021  (d) to investigate hypothesis 2:  the two farming systems have the same input costs and the  same outputs , the students researched the main inputs and outputs of both farms.   (i) their information about the cost of inputs in the farms is shown in table 2.4 (insert).    use the data to plot the cost of labour and machinery  on bryn du farm on fig. 2.5  below.  [2] 160 140 120 100 80 60 40 20 0cost (\u00a3000) fertiliser key bryn du farm home park farmpesticides food for animalsfuel inputinput costs on the two farms labour (workers)machinery fig. 2.5   (ii) their information about outputs from the farms is shown in table 2.5 (insert).    why would the students be unable to plot this information on one bar graph?  ...  .  [1]",
+            "13": "13 0460/43/ m/j/21 \u00a9 ucles 2021   (iii) what conclusion would the students make about hypothesis 2:  the two farming  systems have the same input costs and the same outputs ? support your decision with  evidence from tables 2.4 and 2.5.  ...  ...  ...  ...  ...     [3]  (e) to extend their fieldwork the students wanted to find out more about the processes which  took place on the farms during the year. suggest  three  ways they could do this. 1    ... 2    ... 3    .  [3]  (f) the students learned in class that mixed farming was important in the uk.   describe three  advantages of a mixed farming system. 1    ... 2    ... 3    .  [3] [total: 30]",
+            "14": "14 0460/43/ m/j/21 \u00a9 ucles 2021 additional pages if you use the following lined pages to complete the answer(s) to any question(s), the question number(s)  must be clearly shown. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. ..",
+            "15": "15 0460/43/ m/j/21 \u00a9 ucles 2021 .. .. ..  .. .. ..  ..  ..  .. .. ..  ..  .. ",
+            "16": "16 0460/43/ m/j/21 \u00a9 ucles 2021 blank page the boundaries and names shown, the designations used and the presentation of material on any maps contained in this question paper/insert do not imply  official endorsement or acceptance by cambridge assessment international education concerning the legal status of any country, territory, or area or any of its  authorities, or of the delimitation of its frontiers or boundaries. 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 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."
+        },
+        "0460_w21_qp_11.pdf": {
+            "1": "this document has 32 pages. any blank pages are indicated. cambridge igcse\u2122 dc (dh/fc) 199597/6 \u00a9 ucles 2021  [turn over *2722461467* geography  0460/11 paper 1 geographical themes  october/november  2021  1 hour 45 minutes you must answer on the question paper. you will need:  insert (enclosed)  calculator  ruler instructions  \u25cf answer three  questions in total, one from each section.  \u25cf use a black or dark blue pen. you may use an hb pencil for any diagrams or graphs.  \u25cf write your name, centre number and candidate number in the boxes at the top of the page.  \u25cf write your answer to each question in the space provided.  \u25cf do not use an erasable pen or correction fluid.  \u25cf do not write on any bar codes.  \u25cf if additional space is needed, you should use the lined pages at the end of this booklet; the question  number or numbers must be clearly shown. information  \u25cf the total mark for this paper is 75.  \u25cf the number of marks for each question or part question is shown in brackets [  ].  \u25cf the insert contains additional resources referred to in the questions. definitions medcs \u2013 more economically developed countries ledcs \u2013 less economically developed countries",
+            "2": "2 0460/11/o/n/21 \u00a9 ucles 2021 section a answer one question from this section. 1 (a) study fig. 1.1, which shows different examples of human migration within and from an ledc.   agricultural area mining area not to scale human migrationkeyhamletsmall townvillage sea port sealarge urban area fig. 1.1   (i) what is meant by human migration ?  ...  .  [1]   (ii) identify two areas or types of settlement shown in fig. 1.1 which have experienced  negative net migration 1   2  ..  [2]",
+            "3": "3 0460/11/o/n/21 \u00a9 ucles 2021 [turn over   (iii) give three  different reasons why international migration takes place from ledcs. 1    ... 2    ... 3    .  [3]   (iv) explain why some countries encourage immigration to them but other countries limit the  number of immigrants entering the country.  ...  ...  ...  ...  ...  ...  ...  .  [4]",
+            "4": "4 0460/11/o/n/21 \u00a9 ucles 2021  (b) study fig. 1.2, which shows a population pyramid of people who have migrated to manila, in  the philippines (an ledc in asia). 0 5 10 15 5 0age (years) % of total migrantsmale female 0\u201345\u2013910\u20131415\u20131920\u20132425\u20132930\u20133435\u20133940\u20134445\u20134950\u20135455\u20135960+ fig. 1.2   (i) using fig. 1.2 only, describe the population structure of the people who have migrated  to manila.  ...  ...  ...  ...  ...  .  [3]   (ii) describe the impacts of migration to urban areas in ledcs on the rural  areas  from  which people have migrated.  ...  ...  ...  ...  ...  ...  ...  ...  ...  .  [5]",
+            "5": "5 0460/11/o/n/21 \u00a9 ucles 2021 [turn over  (c) for an example of international  migration you have studied, describe the difficulties faced by  migrants when moving to, and settling in, a new country. migration from . to .  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  .  [7]  [total: 25]",
+            "6": "6 0460/11/o/n/21 \u00a9 ucles 2021 2 (a) study fig. 2.1, which is a map showing numbers of commuters to amsterdam, a city in the  netherlands (an medc in europe).   a commuter is a person who travels daily to work. keya number of commuters into amsterdam district boundaryoverig nederlandagglomeratie hilversumagglomeratie hilversum utrechtzuid- hollandagglomeratie haarlemagglomeratie haarlemijmondwaterlandwaterlandalkmaarwest-friesland-oostnoordkop ijsselmeernorth sea 0 10 kmzuidelijk flevoland amsterdam zaanstrech z alphen aan den rijn az 10 000 5 000 0n fig. 2.1",
+            "7": "7 0460/11/o/n/21 \u00a9 ucles 2021 [turn over   (i) put the following regions in rank order according to the number of commuters travelling  from them into amsterdam.    alkmaar       noordkop       waterland    1st ..  most commuters    2nd ..      3rd ..  fewest commuters  [1]   (ii) describe the relationship between distance from amsterdam and the number of  commuters. refer to named districts in your answer.  ...    ...  ...  .  [2]   (iii) explain why large numbers of commuters may cause traffic congestion in urban areas.  ...  ...  ...  ...  ...  .  [3]   (iv) explain why it is important to reduce traffic congestion in urban areas.  ...  ...  ...  ...  ...  ...  ...  .  [4]",
+            "8": "8 0460/11/o/n/21 \u00a9 ucles 2021  (b) study fig. 2.2, which shows strategies which can be used to reduce traffic problems in  amsterdam. introduce congestion charges at peak timescar licence plate restrictions pedestrianisation build park and ride facilities build a metrocreate cycle lanes on main roads leading to cbdreduce the cost of public transportstrategies used to reduce traffic congestion in urban areas fig. 2.2   (i) choose any three  of the strategies shown in fig. 2.2.     for each strategy you have chosen explain its meaning. strategy 1  ..  ...  ... strategy 2  ..  ...  ... strategy 3  ..  ...  .  [3]",
+            "9": "9 0460/11/o/n/21 \u00a9 ucles 2021 [turn over   (ii) which of the strategies shown in fig. 2.2 do you consider to be the best one to reduce  traffic congestion in amsterdam?     justify your answer by referring to the advantages of the strategy you have chosen.  strategy chosen ... justification  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  .  [5]",
+            "10": "10 0460/11/o/n/21 \u00a9 ucles 2021  (c) for a named urban area you have studied, describe the problems caused by urban  sprawl . name of urban area ..  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  .  [7]  [total: 25]",
+            "11": "11 0460/11/o/n/21 \u00a9 ucles 2021 [turn over turn page for question 3",
+            "12": "12 0460/11/o/n/21 \u00a9 ucles 2021 section b answer one question from this section. 3 (a) study fig. 3.1, which shows four climatic zones. 80\u00b0 n 60\u00b0 n 40\u00b0 n 20\u00b0 n 0\u00b0 20\u00b0  s 40\u00b0  s 60\u00b0  s 80\u00b0  s dcbakey fig. 3.1   (i) which zone in fig. 3.1, a, b, c or d, has an equatorial climate?    ...  [1]   (ii) arrange the following statements in the correct sequence to describe the typical daily  weather pattern of areas with an equatorial climate:    by sunset the sky is clear  cumulus clouds are formed    heavy rain falls  sky becomes covered by clouds            sun rises in a clear sky 1   2   3   4   5  ..  [2]",
+            "13": "13 0460/11/o/n/21 \u00a9 ucles 2021 [turn over   (iii) explain why there is little seasonal variation in climate in equatorial areas.  ...  ...  ...  ...  ...  .  [3]   (iv) describe the processes which result in convectional rainfall in equatorial areas.  ...  ...  ...  ...  ...  ...  ...  .  [4]",
+            "14": "14 0460/11/o/n/21 \u00a9 ucles 2021  (b) study fig. 3.2, which shows part of the ecosystem in an area of tropical rainforest. soilbooyong leaves are ediblerainforest tree makes nectar in flowers from the sun\u2019s energynutrients returned to soilnutrients returned to soil strangler fig produces plentiful figsgrey-headed fruit bat feeds on rainforest fruits and nectarring-tail possum eats flowers, leaves and fruitgreen tree frog eats insectsnoisy pitta eats snails and insectsdiamond python hunts for possums, birds and frogsforest owl nocturnal predator of rats, possums, birds and bats looper caterpillar eats leaves fig. 3.2",
+            "15": "15 0460/11/o/n/21 \u00a9 ucles 2021 [turn over   (i) using fig. 3.2 only, describe three  different ways in which vegetation, soil and wildlife  depend on each other in a tropical rainforest. 1    ... 2    ... 3    .  [3]   (ii) describe the main characteristics of the natural vegetation in a tropical rainforest.  ...  ...  ...  ...  ...  ...  ...  ...  ...  .  [5]",
+            "16": "16 0460/11/o/n/21 \u00a9 ucles 2021  (c) for an area of tropical rainforest you have studied, explain why deforestation is taking place. area of tropical rainforest  .  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  .  [7]  [total: 25]",
+            "17": "17 0460/11/o/n/21 \u00a9 ucles 2021 [turn over turn page for question 4",
+            "18": "18 0460/11/o/n/21 \u00a9 ucles 2021 4 (a) study figs. 4.1 and 4.2, which show information about plate boundaries and volcanoes. ba b key plate boundaries fig. 4.1 x key active volcanoeskey fig. 4.2",
+            "19": "19 0460/11/o/n/21 \u00a9 ucles 2021 [turn over   (i) using fig. 4.1, define the term plate .  ...  .  [1]   (ii) name the plates labelled a and b in fig. 4.1.    choose from the following list.    african plate  caribbean plate  eurasian plate    indo-australian plate  nazca plate  pacific plate    a .    b .  [2]   (iii) describe the distribution of the active volcanoes shown in fig. 4.2.  ...  ...  ...  ...  ...  .  [3]   (iv) area x on fig. 4.2 is a destructive (convergent) plate boundary. explain why there are  active volcanoes in the area labelled x.  ...  ...  ...  ...  ...  ...  ...  .  [4]",
+            "20": "20 0460/11/o/n/21 \u00a9 ucles 2021  (b) study fig. 4.3, which shows an area affected by an earthquake. epicentre seismic wavesfocus keycityvillagedam holding back reservoir port seasearivermotorway fig. 4.3   (i) state three  problems that may be caused by the earthquake for people who live in the  area shown in fig. 4.3. 1    ... 2    ... 3    .  [3]",
+            "21": "21 0460/11/o/n/21 \u00a9 ucles 2021 [turn over   (ii) explain why many people continue to live in dangerous areas where earthquakes are  likely to occur.  ...  ...  ...  ...  ...  ...  ...  ...  ...  .  [5]",
+            "22": "22 0460/11/o/n/21 \u00a9 ucles 2021  (c) describe the positive and negative impacts of volcanic  activity  for people living close to a  named volcano you have studied.  name of volcano  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  .  [7]  [total: 25]",
+            "23": "23 0460/11/o/n/21 \u00a9 ucles 2021 [turn over section c answer one question from this section. 5 (a) study fig. 5.1 (insert), which shows agricultural land use in syria.   (i) identify the most common agricultural land use in syria.  .  [1]   (ii) identify two crops grown within 50  km of damascus, the capital city of syria.    1 .    2 .   [2]   (iii) using evidence from fig. 5.1 only, suggest three  reasons why farming is a more  successful economic activity close to latakia (population 383  000) than it is near tadmur  (population 51  000). 1    ... 2    ... 3    .  [3]   (iv) syria has recently experienced civil war. explain why war may cause a country\u2019s food  supply to decrease.  ...  ...  ...  ...  ...  ...  ...  .  [4]",
+            "24": "24 0460/11/o/n/21 \u00a9 ucles 2021  (b) study figs. 5.2 and 5.3 (insert), which are photographs of two different types of farm.   (i) describe three  differences between the farms shown in figs. 5.2 and 5.3. fig. 5.2 fig. 5.3 difference 1 ... ... .. ... ... difference 2 ... ... .. ... ... difference 3 ... ... .. ... ...  [3]   (ii) explain why relief influences agricultural land use.  ...  ...  ...  ...  ...  ...  ...  ...  ...  .  [5]",
+            "25": "25 0460/11/o/n/21 \u00a9 ucles 2021 [turn over  (c) for a named country or region you have studied, describe the effects  of food shortages. name of country or region    ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  .  [7]  [total: 25]",
+            "26": "26 0460/11/o/n/21 \u00a9 ucles 2021 6 (a) study fig. 6.1, which shows some of the industrial processes involved in assembling jet  engines. fig. 6.1   (i) what is meant by industrial processes ?  ...  .  [1]   (ii) using fig. 6.1 only, describe two characteristics of the assembly industry shown. 1    ... 2    .  [2]",
+            "27": "27 0460/11/o/n/21 \u00a9 ucles 2021 [turn over   (iii) suggest reasons why assembly industries such as that shown in fig. 6.1 might cause  fewer problems for the local natural environment than manufacturing and processing  industries.   ...  ...  ...  ...  ...  .  [3]  (b) study figs. 6.2 and 6.3 (insert), which are photographs of two different factories.   (i) describe three  differences between the factories shown in figs. 6.2 and 6.3. fig. 6.2 fig. 6.3 difference 1 ... ... .. ... ... difference 2 ... ... .. ... ... difference 3 ... ... .. ... ...  [3]",
+            "28": "28 0460/11/o/n/21 \u00a9 ucles 2021   (ii) explain why raw materials and markets may influence the location of manufacturing  industry.  ...  ...  ...  ...  ...  ...  ...  .  [4]   (iii) the owner of the factory shown in fig. 6.2 is considering moving the industry to a  different location. suggest reasons for this.  ...  ...  ...  ...  ...  ...  ...  ...  ...  .  [5]",
+            "29": "29 0460/11/o/n/21 \u00a9 ucles 2021  (c) for an economic activity in a named area you have studied, describe how the environmental  risks are being managed. name of area .. economic activity ..  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  .  [7]  [total: 25]",
+            "30": "30 0460/11/o/n/21 \u00a9 ucles 2021 additional pages if you use the following lined pages to complete the answer(s) to any question(s), the question  number(s) must be clearly shown. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. ..",
+            "31": "31 0460/11/o/n/21 \u00a9 ucles 2021 .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. ..",
+            "32": "32 0460/11/o/n/21 \u00a9 ucles 2021 blank page the boundaries and names shown, the designations used and the presentation of material on any maps contained in this question paper/insert do not imply  official endorsement or acceptance by cambridge assessment international education concerning the legal status of any country, territory, or area or any of its  authorities, or of the delimitation of its frontiers or boundaries. 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 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."
+        },
+        "0460_w21_qp_12.pdf": {
+            "1": "this document has 32 pages. cambridge igcse\u2122 dc (ms/ct) 199599/4 \u00a9 ucles 2021   [turn overgeography   0460/12 paper 1 geographical themes  october/november  2021  1 hour 45 minutes you must answer on the question paper. you will need:  insert (enclosed)  calculator  ruler instructions  \u25cf answer three  questions in total, one from each section.  \u25cf use a black or dark blue pen. you may use an hb pencil for any diagrams or graphs.  \u25cf write your name, centre number and candidate number in the boxes at the top of the page.  \u25cf write your answer to each question in the space provided.  \u25cf do not use an erasable pen or correction fluid.  \u25cf do not write on any bar codes.  \u25cf if additional space is needed, you should use the lined pages at the end of this booklet; the question  number or numbers must be clearly shown. information  \u25cf the total mark for this paper is 75.  \u25cf the number of marks for each question or part question is shown in brackets [  ].  \u25cf the insert contains additional resources referred to in the questions. definitions medcs \u2013 more economically developed countries ledcs \u2013 less economically developed countries *1277368753*",
+            "2": "2 0460/12/o/n/21 \u00a9 ucles 2021 section a answer one question from this section. 1 (a) study figs. 1.1 and 1.2 (insert), which are photographs of areas with a low population density.    (i) what is meant by population density ?  ...  .  [1]   (ii) state two reasons why the climate of the area shown in fig. 1.1 may result in a low  population density. 1    ... 2    .  [2]   (iii) suggest three  different reasons why the area shown in fig. 1.2 has a low population  density. 1    ... 2    ...     3    .  [3]",
+            "3": "3 0460/12/ o/n/21 \u00a9 ucles 2021 [turn over   (iv) explain why the availability of natural resources may lead to an area becoming densely  populated.  ...  ...  ...  ...  ...  ...  ...  .  [4]",
+            "4": "4 0460/12/o/n/21 \u00a9 ucles 2021  (b) study figs. 1.3 and 1.4.   fig. 1.3 shows information about population distribution in kenya (an ledc in africa).   fig. 1.4 shows information about relief, rainfall, transport and settlements in kenya.  n key each dot represents 10  000 people capital citykenyasomali republicethiopia tanzanianairobiequatorlake turkana lake victoriasomaliaethiopiauganda tanzanianairobiequatorlake turkana lake victoria km0 100 200 300 400indian oceanindian ocean fig. 1.3   (i) using fig. 1.3 only, describe the distribution of population in kenya.  ...  ...  ...  ...  ...  .  [3]",
+            "5": "5 0460/12/ o/n/21 \u00a9 ucles 2021 [turn over n key land over 1000  m above sea level areas likely to receive more than 750  mm rainfall in four years out of five railway major port important townkenyasomali republicethiopia tanzanianairobiequatorlake turkanasomaliaethiopia tanzanianairobiequatorlake turkana km0 100 200 300 400indian oceanindian oceanlake victorialake victoria fig. 1.4",
+            "6": "6 0460/12/o/n/21 \u00a9 ucles 2021   (ii) using information from figs. 1.3 and 1.4 only, suggest reasons for the distribution of  population in kenya.  ...  ...  ...  ...  ...  ...  ...  ...  ...  .  [5]",
+            "7": "7 0460/12/ o/n/21 \u00a9 ucles 2021 [turn over  (c) for a named country you have studied, describe the impacts of overpopulation.   name of country ..  ...  ...    ...  ...  ...  ...  ...    ...  ...  ...  ...  ...    ...  ...  ...  ...  ...    ...  ...  ...  ...    ...  ...  ...  .  [7]  [total: 25]",
+            "8": "8 0460/12/o/n/21 \u00a9 ucles 2021 2 (a) study fig. 2.1, which is a map showing a rural area in sierra leone (an ledc in africa). goforkombema bearbokenema boaboabugbenderu goforkonjo golahunkebawane golahunmajihunkebawane river moariver moa nkm0 1key river direction of flow sand or mud town village (small villages are not shown) main road secondary road track fig. 2.1   (i) define the term  rural area .  ...  .  [1]   (ii) name the following settlements shown in fig. 2.1:    the town in the north west of the area ...    the village approximately 8  km south west of majihun.         [2]",
+            "9": "9 0460/12/ o/n/21 \u00a9 ucles 2021 [turn over   (iii) choose one service from the list below which may be available in a village. give reasons  for your choice.    general store     hospital     jewellers     shoe shop service  .. reasons    ...  ...  ...  .  [3]   (iv) the only secondary school in the area shown in fig. 2.1 is in kenema.    suggest why only a few of the children who live in konjo are likely to attend secondary  school.  ...    ...  ...  ...  ...  ...  ...  .  [4]",
+            "10": "10 0460/12/o/n/21 \u00a9 ucles 2021 (b) study fig. 2.2, which shows three different rural settlement patterns. fig. 2.2 (i)name the settlement pattern shown in each of maps a , b and c.  map a ...  map b ...  map c ... [3] (ii) explain why different settlement patterns develop in rural areas.  ... ... ... ... ... ... ... ... ... ... .  [5] content removed due to copyright restrictions.",
+            "11": "11 0460/12/ o/n/21 \u00a9 ucles 2021 [turn over  (c) for a named urban area  you have studied, describe and explain the characteristics of the  central business district (cbd).   name of urban area ..  ...  ...    ...  ...  ...  ...  ...    ...  ...  ...  ...  ...    ...  ...  ...  ...  ...    ...  ...  ...  ...    ...  ...  ...  .  [7]  [total: 25]",
+            "12": "12 0460/12/o/n/21 \u00a9 ucles 2021 section b answer one question from this section. 3 (a) study fig. 3.1, which shows four climatic zones. key a b c d0\u00b0 20\u00b00\u00b0 20\u00b020\u00b0 20\u00b0 40\u00b040\u00b0 40\u00b040\u00b0 60\u00b060\u00b0 80\u00b060\u00b0 80\u00b080\u00b0 60\u00b080\u00b0 fig. 3.1   (i) which zone ( a, b or c) in fig. 3.1 has a hot desert climate?    ...   [1]   (ii) zone d in fig. 3.1 has an equatorial  climate. describe the distribution of the areas with  an equatorial climate.  ...   ..   ..  .  [2]",
+            "13": "13 0460/12/ o/n/21 \u00a9 ucles 2021 [turn over   (iii) explain why temperatures are high all year round in equatorial  areas.  ...  ...  ...  ...  ...  .  [3]   (iv) explain why rainfall is very low in hot desert  areas.  ...  ...  ...  ...  ...  ...  ...  .  [4]",
+            "14": "14 0460/12/o/n/21 \u00a9 ucles 2021  (b) study fig. 3.2, which shows the reasons for the deforestation of tropical rainforests in africa  and south america. africa south america 0 10 20 30 40 50 60 70 80 90 100 % of deforestation0 10 20 30 40 50 60 70 80 90 100 % of deforestation key reason for deforestation subsistence agriculture commercial agriculture other fig. 3.2   (i) using fig. 3.2 only, compare the percentage of the tropical rainforests deforested for  agriculture in africa and south america. use statistics in your answer.  ...  ...  ...  ...  ...  .  [3]",
+            "15": "15 0460/12/ o/n/21 \u00a9 ucles 2021 [turn over   (ii) suggest other reasons ( not agriculture) why the tropical rainforest in africa and south  america has been deforested.  ...  ...  ...   ..  ...  ...  ...  ...   ..  .  [5]",
+            "16": "16 0460/12/o/n/21 \u00a9 ucles 2021  (c) for a named area of tropical rainforest you have studied, explain how deforestation is  threatening the local  natural environment.   area of tropical rainforest ..  ...  ...    ...  ...  ...  ...  ...    ...  ...  ...  ...  ...    ...  ...  ...  ...  ...    ...  ...  ...  ...    ...  ...  ...  .  [7]  [total: 25]",
+            "17": "17 0460/12/ o/n/21 \u00a9 ucles 2021 [turn over 4 (a) study figs. 4.1, 4.2, 4.3 and 4.4 (insert), which are photographs taken in the borders region  of scotland. this is an area where coastal erosion is taking place.   (i) what is meant by the term coastal erosion ?  ...  .  [1]   (ii) use the following descriptions to identify the correct photograph from figs. 4.1, 4.2, 4.3  and 4.4.    - a cliff coastline with a stack, stumps and one large wave-cut platform    fig. ...    - a sandy bay with separate small areas of wave-cut platform exposed at low tide.    fig. ...   [2]   (iii) the coastline shown in figs. 4.1, 4.2, 4.3 and 4.4 has been eroded by corrasion  (abrasion), corrosion and hydraulic action.    define these terms. corrasion (abrasion)  ..  ...  ... corrosion  ...  ...  ...   hydraulic action  .  ...  .  [3]",
+            "18": "18 0460/12/o/n/21 \u00a9 ucles 2021   (iv) suggest reasons why people live along the coastline shown in figs. 4.1, 4.2, 4.3 and  4.4.  ...  ...  ...  ...  ...  ...  ...  .  [4]",
+            "19": "19 0460/12/ o/n/21 \u00a9 ucles 2021 [turn over  (b) study fig. 4.5, which shows the godavari sand spit in andhra pradesh, india. 1889 n km0 10bay of bengalcorangi bay spitkakinada corangi gautami2015 n km0 10bay of bengalcorangi bay spitkakinada corangi gautami fig. 4.5   (i) describe how the godavari sand spit changed between 1889 and 2015.  ...  ...  ...  ...  ...  .  [3]",
+            "20": "20 0460/12/o/n/21 \u00a9 ucles 2021   (ii) suggest how coastal processes changed the godavari sand spit between 1889 and  2015.  ...  ...  ...  ...  ...  ...  ...  ...  ...  .  [5]",
+            "21": "21 0460/12/ o/n/21 \u00a9 ucles 2021 [turn over  (c) for a named area of coastline you have studied, explain how coastal erosion is managed.   name of area ..  ...  ...    ...  ...  ...  ...  ...    ...  ...  ...  ...  ...    ...  ...  ...  ...  ...    ...  ...  ...  ...    ...  ...  ...  .  [7]  [total: 25]",
+            "22": "22 0460/12/o/n/21 \u00a9 ucles 2021 section c answer one question from this section. 5 (a) study fig. 5.1, which shows a systems diagram for commercial farming, and fig. 5.2 (insert),  which is a photograph of a commercial farm. natural inputs such as relief, climate, soilsfarmer\u2019s inputs such as machinery, labour, seeds, fertilisers  farmer\u2019s decisions and processes on the farm farm outputs market (income) capital profit fig. 5.1   (i) what is meant by commercial  farming?  ...  .  [1]    (ii) which two of the following are natural inputs  of the commercial farm shown in fig. 5.2?    circle your answers in the list below:    chemical fertiliser  farm workers  fertile soils    gentle slopes  irrigation sprays  tractor   [2]",
+            "23": "23 0460/12/ o/n/21 \u00a9 ucles 2021 [turn over   (iii) explain how farmers can benefit from being near a large urban area.  ...  ...  ...  ...  ...  .  [3]   (iv) state two different climatic factors which affect farming. for each factor give an example  of how it can influence land use. 1    ...  ...  ... 2    ...  ...  .  [4]",
+            "24": "24 0460/12/o/n/21 \u00a9 ucles 2021  (b) study fig. 5.3, which shows information about a year\u2019s work on a mixed farm. key livestock fed indoors livestock in fields sowing barley and grass cutting grass for hayharvesting barley ploughing cutting grass for food for livestock milking cows                    june                    may                    april                     july                    august                     septem ber  december  november   october  january   february   march fig. 5.3",
+            "25": "25 0460/12/ o/n/21 \u00a9 ucles 2021 [turn over   (i) using fig. 5.3 only, state three  processes which take place on the farm in december. 1    ... 2    ... 3    .  [3]   (ii) explain why many farms are mixed farms.  ...  ...  ...  ...  ...  ...    ...  ...  ...  .  [5]",
+            "26": "26 0460/12/o/n/21 \u00a9 ucles 2021  (c) for a named country or region you have studied, explain why food shortages occur.   name of country or region ..  ...  ...    ...  ...  ...  ...  ...    ...  ...  ...  ...  ...    ...  ...  ...  ...  ...  ...    ...  ...  ...  ...    ...  ...  ...  .  [7]  [total: 25]",
+            "27": "27 0460/12/ o/n/21 \u00a9 ucles 2021 [turn over 6 (a) study fig. 6.1, which shows a flow diagram of a processing industry. bauxite (5 tonnes) caustic soda (a small amount) waste (red mud)alumina factory alumina (2 tonnes)aluminium smeltersmall amounts of electricityhuge amounts of electricity are needed to make every tonne of aluminium aluminium (1 tonne) cryolite (flux) wastefumes key inputs outputs stage one stage two fig. 6.1   (i) what is meant by a processing  industry?  ...  .  [1]   (ii) using fig. 6.1 only, identify two outputs of the processing industry shown. 1    ... 2    .  [2]",
+            "28": "28 0460/12/o/n/21 \u00a9 ucles 2021   (iii) suggest reasons why the alumina factory in stage 1 of the processing industry shown in  fig. 6.1 is located close to areas where bauxite is quarried.  ...  ...  ...  ...  ...  .  [3]   (iv) explain why many companies which produce aluminium build their own hydro-electric  power (hep) stations next to the alumina smelters shown in stage 2 of fig. 6.1.  ...  ...  ...  ...    ...  ...  ...  .  [4]",
+            "29": "29 0460/12/ o/n/21 \u00a9 ucles 2021 [turn over  (b) study fig. 6.2 (insert), which shows a map of part of cape town in south africa.   (i) suggest how the following have encouraged the growth of manufacturing industry in  cape town. roads and railways  ...  ...  ... docks    ...  ... a large urban population  ...    ...  .  [3]   (ii) suggest reasons why the owners of some factories in cape town are considering  moving their factories to different locations.  ...  ...  ...  ...  ...    ...  ...  ...    ...  .  [5]",
+            "30": "30 0460/12/o/n/21 \u00a9 ucles 2021  (c) for a named country or area you have studied, explain how sufficient water is supplied for  industrial use.   name of country or area ..  ...  ...    ...  ...  ...  ...  ...    ...  ...  ...  ...  ...    ...  ...  ...  ...  ...    ...  ...  ...  ...    ...  ...  ...  .  [7]  [total: 25]",
+            "31": "31 0460/12/ o/n/21 \u00a9 ucles 2021 additional pages if you use the following lined pages to complete the answer(s) to any question(s), the question  number(s) must be clearly shown. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. ..",
+            "32": "32 0460/12/o/n/21 \u00a9 ucles 2021 .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. the boundaries and names shown, the designations used and the presentation of material on any maps contained in this question paper/insert do not imply  official endorsement or acceptance by cambridge assessment international education concerning the legal status of any country, territory, or area or any of its  authorities, or of the delimitation of its frontiers or boundaries. 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 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."
+        },
+        "0460_w21_qp_13.pdf": {
+            "1": "this document has 28 pages. cambridge igcse\u2122 *9443968335* dc (pq/sw) 199590/3 \u00a9 ucles 2021  [turn overgeography  0460/13 paper 1 geographical themes  october/november  2021  1 hour 45 minutes you must answer on the question paper. you will need:  insert (enclosed)  ruler  calculator  protractor instructions  \u25cf answer three  questions in total, one from each section.  \u25cf use a black or dark blue pen. you may use an hb pencil for any diagrams or graphs.  \u25cf write your name, centre number and candidate number in the boxes at the top of the page.  \u25cf write your answer to each question in the space provided.  \u25cf do not use an erasable pen or correction fluid.  \u25cf do not write on any bar codes.  \u25cf if additional space is needed, you should use the lined pages at the end of this booklet; the question  number or numbers must be clearly shown. information  \u25cf the total mark for this paper is 75.  \u25cf the number of marks for each question or part question is shown in brackets [  ].  \u25cf the insert contains additional resources referred to in the questions. definitions medcs \u2013 more economically developed countries ledcs \u2013 less economically developed countries",
+            "2": "2 0460/13/ o/n/21 \u00a9 ucles 2021 section a answer one question from this section. 1 (a) study fig. 1.1, which shows information about population density in europe in 2018. spainicelandarctic circle 60 \u00b0n 40 \u00b0nover 200 110\u2013200 50\u2013109 10\u201349 under 10population density per km2keyn 0 200 km400 fig. 1.1   (i) complete fig. 1.1  by plotting the following information:    the population density of spain is 91 people per km2. [1]",
+            "3": "3 0460/13/ o/n/21 \u00a9 ucles 2021 [turn over   (ii) the continent of europe had a population of 743 million in 2018. the land area is  10.18 million km2.    calculate the population density of europe.    you should show your calculations in the box below and give your answer to the nearest  whole number.      ..  per km2  [2]   (iii) describe the distribution of the areas in europe with over 200 people per km2.  ...  ...  ...  ...  ...  .  [3]   (iv) suggest how two different physical factors have resulted in iceland being sparsely  populated. 1    ...  ...  ... 2    ...  ...  .  [4]",
+            "4": "4 0460/13/ o/n/21 \u00a9 ucles 2021  (b) study fig. 1.2 (insert), which is a photograph taken in amman, the capital city of jordan.   (i) give three  pieces of evidence from fig. 1.2 which suggest that amman is densely  populated. 1    ...   2    ...      3    .  [3]   (ii) describe the problems experienced by people living in densely populated cities, such as  amman.   ...        ...  ...  ...     ...  ...  ...  ...  ...  .  [5]",
+            "5": "5 0460/13/ o/n/21 \u00a9 ucles 2021 [turn over  (c) for a named country you have studied, explain the causes of overpopulation.    name of country ..  ...  ...  ...  ...  ...  ...  ...    ...  ...  ...  ...  ...  ...  ...    ...  ...  ...  ...  ...    ...  ...  ...  ...  ...  .  [7] [total: 25]",
+            "6": "6 0460/13/ o/n/21 \u00a9 ucles 2021 2 (a) study fig. 2.1, which is a map showing the lower don valley in sheffield, a city in the uk. a123456 123456 b c 0 0.5 km1d e fa b c d e f n motorwaykey housing factory roads railway river canalshopping mall parking tinsley steelworksindustrial estate canal basinssheffield tinsley canalm1 motorway fig. 2.1 ",
+            "7": "7 0460/13/ o/n/21 \u00a9 ucles 2021 [turn over   (i) which urban zone is shown in fig. 2.1?    tick (\u2713) your answer in the table below. tick (\u2713) central business district (cbd)   high cost housing area inner city area with mixed land use outer suburban residential area  [1]   (ii) identify the main land use in the following grid squares:    a6       f2. ...  [2]   (iii) using evidence from fig. 2.1 only, state three  different forms of transport which may  have attracted manufacturing industry to the area shown. 1   2   3  ..  [3]   (iv) the shopping mall in grid square d4 in fig. 2.1 was recently built on the site of a disused  factory.     suggest reasons why some people were in favour of the building of this shopping mall  whilst other people were against it.  ...  ...    ...  ...  ...  ...  ...  .  [4]",
+            "8": "8 0460/13/ o/n/21 \u00a9 ucles 2021  (b) study fig. 2.2 (insert), which is a photograph taken in the central business district (cbd) of  shanghai, a city in china.   (i) using fig. 2.2 only, describe three  characteristics of the cbd of shanghai. 1    ... 2    ... 3    .  [3]   (ii) give reasons why parts of the cbd of many cities are being redeveloped.  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  .  [5]",
+            "9": "9 0460/13/ o/n/21 \u00a9 ucles 2021 [turn over  (c) for a named urban area you have studied, describe the types of pollution which occur and  explain their causes.   name of urban area ..  ...  ...  ...  ...  ...  ...  ...    ...  ...  ...  ...  ...  ...  ...    ...  ...  ...  ...  ...    ...  ...  ...  ...  ...  .  [7] [total: 25]",
+            "10": "10 0460/13/ o/n/21 \u00a9 ucles 2021 section b answer one question from this section. 3 (a) study figs. 3.1 and 3.2, which are diagrams of different types of volcano. 180  km 18 km9000  metres 2500  metresnot to scale not to scalex xlava layers of ash and lavafig. 3.1180  km 18 km9000  metres 2500  metresnot to scale not to scalex xlava layers of ash and lava fig. 3.2   (i) what feature is shown by x in figs. 3.1 and 3.2?  .  [1]   (ii) which types of volcano are shown in figs. 3.1 and 3.2?    fig. 3.1 ..      fig. 3.2 ..  [2]",
+            "11": "11 0460/13/ o/n/21 \u00a9 ucles 2021 [turn over   (iii) using figs. 3.1 and 3.2 only, describe  three  differences between the volcanoes shown. 1    ...     2    ...   3    .  [3]   (iv) describe the benefits of living close to a volcano.  ...  ...  ...  ...  ...  ...  ...  .  [4]",
+            "12": "12 0460/13/ o/n/21 \u00a9 ucles 2021  (b) study fig. 3.3, which is information about earthquakes which occurred in indonesia in 2018.   more than 400 people died after a tsunami struck java and southern sumatra during the  evening of 22 december. world vision, an international aid agency, assisted families in  some of the worst-affected areas on the west coast of java. a few months earlier, a magnitude 7.5 earthquake struck indonesia\u2019s central sulawesi  province triggering a tsunami and landslides that caused widespread destruction and loss  of life. more than 2000 people died and 4400 were seriously injured. with about 68  000  houses damaged or destroyed, hundreds of thousands of people were made homeless  and without any income. many communities were isolated due to damage to roads. the central sulawesi earthquake occurred less than two months after a series of  earthquakes struck indonesia\u2019s lombok island. the strongest of those earthquakes had a  magnitude of 6.9. more than 500 people were killed and nearly 1500 were injured. the people affected by indonesia\u2019s 2018 earthquakes and tsunamis will need help for  years as they rebuild their lives. fig. 3.3   (i) suggest three different types of help which would have been needed from international  agencies, such as world vision, after the earthquakes and tsunamis in indonesia in  2018. 1    ...     2    ...   3    .  [3]   (ii) suggest what could be done to reduce the impacts of future earthquakes on people in  indonesia.  ...  ...  ...  ...  ...  ...  ...  ...  ...  .  [5]",
+            "13": "13 0460/13/ o/n/21 \u00a9 ucles 2021 [turn over  (c) explain the causes of an eruption of a named volcano  you have studied.   name of volcano ..  ...  ...  ...  ...  ...  ...  ...    ...  ...  ...  ...  ...  ...  ...    ...  ...  ...  ...  ...    ...  ...  ...  ...  ...  .  [7] [total: 25]",
+            "14": "14 0460/13/ o/n/21 \u00a9 ucles 2021 4 (a) study fig. 4.1, which shows four instruments which are used for weather recording. s w e n 2730 26292831 10203040506070a b c d1000 960 1060 fig. 4.1",
+            "15": "15 0460/13/ o/n/21 \u00a9 ucles 2021 [turn over   (i) which weather instrument shown in fig. 4.1 is kept inside a stevenson screen?    circle your answer.     a          b          c          d  [1]   (ii) identify (using the letters a, b, c or d) the two weather instruments shown in fig. 4.1  which measure the following weather data:    atmospheric pressure  .    precipitation.  .  [2]   (iii) draw arrows to match the names of the weather instruments a, b, c and d with their  names in the table below.  instrument a barometer instrument b rain gauge instrument c sunshine recorder instrument  d wind vane  [3]   (iv) describe and explain the ideal location for a wind vane at a weather station.  ...  ...  ...  ...  ...  ...  ...  .  [4]",
+            "16": "16 0460/13/ o/n/21 \u00a9 ucles 2021  (b) study fig. 4.2 (insert), which is a photograph showing different types of clouds.   (i) using fig. 4.2:    identify the type of cloud at x .    estimate the amount of cloud cover  . oktas    describe one feature of the cloud type shown at x.  ...  .  [3]   (ii) explain how observations of cloud type and cover can be made and used to compare  two different months.  ...  ...  ...  ...  ...  ...  ...  ...  ...  .  [5]",
+            "17": "17 0460/13/ o/n/21 \u00a9 ucles 2021 [turn over  (c) explain how a named river you have studied is managed to reduce the impacts of flooding.   name of river ..  ...  ...  ...  ...  ...  ...  ...    ...  ...  ...  ...  ...  ...  ...    ...  ...  ...  ...  ...    ...  ...  ...  ...  ...  .  [7] [total: 25]",
+            "18": "18 0460/13/ o/n/21 \u00a9 ucles 2021 section c answer one question from this section. 5 (a) study fig. 5.1, which shows the sources used for electricity production in finland (an medc  in europe) in 2015. 0% 5010 nuclear power hydroelectric power (hep)biomasscoalnatural gaspeatwind power oil 20 30 4090 80 70 60 fig. 5.1   (i) what percentage of electricity was generated using coal in finland in 2015?    . %  [1]    (ii) identify two renewable methods of electricity generation which were used in finland in  2015.     1 ..    2 ..  [2]   (iii) suggest reasons to explain why finland is planning to increase its use of renewable  energy.  ...  ...  ...  ...  ...  .  [3]",
+            "19": "19 0460/13/ o/n/21 \u00a9 ucles 2021 [turn over   (iv) give two advantages and two disadvantages of using nuclear power to generate  electricity.    advantage 1  ...  ...    advantage 2  ...  ...    disadvantage 1  ...  ...    disadvantage 2  ...  .  [4]",
+            "20": "20 0460/13/ o/n/21 \u00a9 ucles 2021  (b) study fig. 5.2, which shows the site of a proposed dam and hep station in the gambia (an  ledc in africa).  farafenni bamba tenda mansa konkoyelitenda bia tenda somaferry to banjul 155 kmriver gambia to georgetown 97 km0 5 km10n main road new road (if dam is built)key proposed site of dam and hep station area to be flooded if dam is built settlements fig. 5.2   (i) suggest three  problems which may be caused by building the dam and hep station  shown in fig. 5.2. 1    ...     2    ...   3    .  [3]",
+            "21": "21 0460/13/ o/n/21 \u00a9 ucles 2021 [turn over   (ii) explain why building the dam and hep station shown in fig. 5.2 could result in economic  development taking place in the area.  ...  ...  ...  ...  ...  ...  ...  ...  ...  .  [5]",
+            "22": "22 0460/13/ o/n/21 \u00a9 ucles 2021  (c) for a named country or area you have studied, explain how sufficient water is supplied for  domestic use.    name of country or area ..  ...  ...  ...  ...  ...  ...  ...    ...  ...  ...  ...  ...  ...  ...    ...  ...  ...  ...  ...    ...  ...  ...  ...  ...  .  [7] [total: 25]",
+            "23": "23 0460/13/ o/n/21 \u00a9 ucles 2021 [turn over 6 (a) study fig. 6.1, which shows information about the relationship between two indicators of  development in selected countries. life expectancy (years)hdi (human development index) 35 45 55 65 75 85 30040 50 60 70 800.40.60.81.0 0.30.50.70.9 fig. 6.1   (i) draw a best-fit line  on fig. 6.1.  [1]   (ii) to what extent does fig. 6.1 show that there is a relationship between hdi and life  expectancy?   ...  ...  ...  .  [2]   (iii) explain why there is a relationship between hdi and life expectancy.  ...  ...    ...  ...  ...  .  [3]",
+            "24": "24 0460/13/ o/n/21 \u00a9 ucles 2021   (iv) explain why hdi is a more useful measure of the development of a country than using  average income per person.  ...  ...  ...  ...    ...  ...  ...  .  [4]  (b) study fig. 6.2, which shows changes in the employment structure of brazil between 2007  and 2017. brazil is a newly industrialised country (nic) in south america. 100 90 80 70 60 50% of total workforce 40 30 20 10 0 2007 2008 2009 2010 2011 2012 years2013 2014 2015 2016 2017 tertiary secondary primarysector of economykey fig. 6.2",
+            "25": "25 0460/13/ o/n/21 \u00a9 ucles 2021 [turn over   (i) using fig. 6.2 only, describe the changes in the employment structure of brazil between  2007 and 2017.     you should use statistics in your answer.  ...  ...    ...  ...  ...  .  [3]   (ii) explain why the employment structure of a country changes as it develops.  ...  ...  ...  ...  ...  ...  ...  ...  ...  .  [5]",
+            "26": "26 0460/13/ o/n/21 \u00a9 ucles 2021  (c) describe the effects of global warming . you should refer to named areas affected.   name of areas ..  ...  ...  ...  ...  ...  ...  ...    ...  ...  ...  ...  ...  ...  ...    ...  ...  ...  ...  ...    ...  ...  ...  ...  ...  .  [7] [total: 25]",
+            "27": "27 0460/13/ o/n/21 \u00a9 ucles 2021 additional pages if you use the following lined pages to complete the answer(s) to any question(s), the question  number(s) must be clearly shown. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. ..",
+            "28": "28 0460/13/ o/n/21 \u00a9 ucles 2021 .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. the boundaries and names shown, the designations used and the presentation of material on any maps contained in this question paper/insert do not imply  official endorsement or acceptance by cambridge assessment international education concerning the legal status of any country, territory, or area or any of its  authorities, or of the delimitation of its frontiers or boundaries. 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 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."
+        },
+        "0460_w21_qp_21.pdf": {
+            "1": "this document has 16 pages. cambridge igcse\u2122geography  0460/21 paper 2 geographical skills  october/november  2021  1 hour 30 minutes you must answer on the question paper. you will need:  insert (enclosed)  plain paper  1:25 000 survey map (enclosed)  protractor  calculator  ruler instructions  \u25cf answer all questions.  \u25cf use a black or dark blue pen. you may use an hb pencil for any diagrams or graphs.  \u25cf write your name, centre number and candidate number in the boxes at the top of the page.  \u25cf write your answer to each question in the space provided.  \u25cf do not use an erasable pen or correction fluid.  \u25cf do not write on any bar codes.  \u25cf if additional space is needed, you should use the lined pages at the end of this booklet; the question  number or numbers must be clearly shown. information  \u25cf the total mark for this paper is 60.  \u25cf the number of marks for each question or part question is shown in brackets [  ].  \u25cf the insert contains additional resources referred to in the questions. definitions medc \u2013 more economically developed country ledc \u2013 less economically developed country *3210565369* dc (cj/sgw) 198240/7 \u00a9 ucles 2021  [turn over",
+            "2": "2 0460/21/ o/n/21 \u00a9 ucles 2021 1 study the map extract for bois de grandval, france. the scale is 1:25  000.  (a) fig. 1.1 shows some of the features around the puy de la belle-viste. study fig. 1.1 and the  map extract and answer the questions below. 85 86 85 84 8386 85 84 83 868788 85868788 e acd b fig. 1.1   using the map extract, identify the following features shown in fig. 1.1:   (i) feature a  .  [1]   (ii) feature b  .  [1]   (iii) feature c  .  [1]   (iv) the name of river d    ..   [1]   (v) the height above sea level at the triangulation station (trigonometric point) at e.    .. metres  [1]",
+            "3": "3 0460/21/ o/n/21 \u00a9 ucles 2021 [turn over  (b) fig. 1.2 is a cross-section along northing 875 from 810875 to 840875.  810875 840875metres above sea levelmetres above sea level 120013001400150016001700 120013001400150016001700x fig. 1.2   (i) identify the features at x.  .  [1]   (ii) on fig. 1.2, use a labelled arrow  to show the position of puy gerbel.  [1]   (iii) the cross-section shown in fig. 1.2 is incomplete. using information from the map  extract, draw a line on fig. 1.2 to complete the cross-section . [2]  (c) describe the distribution of the woodland across the area of the map extract.  ...  ...  ...  ...  ...  ...  .  [4]",
+            "4": "4 0460/21/ o/n/21 \u00a9 ucles 2021  (d) fig. 1.3 shows an area in the south east of the map extract. 83 85 84 83 8285 8686 84 83 82 8485 838485 le bourguet lustrandela griffoul fig. 1.3   (i) give the six-figure grid reference of the cemetery which lies between lustrande and  le bourguet.    \u2026\u2026\u2026\u2026\u2026..\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026  [1]   (ii) how many bridges does the d39 road cross from the cemetery which lies between  lustrande and le bourguet and the village of la griffoul?    \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026.  [1]   (iii) measure the bearing from the cemetery which lies between lustrande and le bourguet  and the spot height of 1229 metres above sea level at la griffoul.    \u2026\u2026\u2026\u2026\u2026\u2026\u2026. degrees  [1]   (iv) describe and explain the route of the d39 road between lustrande and la griffoul.  ...  ...  ...  ...  ...  ...  .  [4]  [total: 20]",
+            "5": "5 0460/21/ o/n/21 \u00a9 ucles 2021 [turn over turn page for question 2",
+            "6": "6 0460/21/ o/n/21 \u00a9 ucles 2021 2 fig. 2.1 shows the distribution of population in southern pakistan and fig. 2.2 shows the severity  of drought in southern pakistan. \u2265 400 200\u2013399 100\u2013199 10\u201399 < 10bahawalpur kechn people per km2key0 100 200 km fig. 2.1  (a) (i) calculate the actual population density for kech.    total population = 606  980    total area = 22  539 km2    population density of kech \u2026\u2026\u2026\u2026\u2026\u2026 people per km2. [1]   (ii) complete fig. 2.1  for bahawalpur which has a population density of 80 people per km2.  [1] area of severe droughtn key0 100 200 km turbatpanjgurnok kundinushkiquetta sibi jacobabad hyderabad karachi umarkotmultansahiwal kalat fig. 2.2",
+            "7": "7 0460/21/ o/n/21 \u00a9 ucles 2021 [turn over  (b) (i) using figs. 2.1 and 2.2 only, describe to what extent severe drought is likely to affect  the population in southern pakistan.  ...  ...  ...  ...  ...  .  [3]   (ii) suggest three  factors other than drought which could explain the distribution of areas of  low population density in southern pakistan. 1    ... 2    ... 3    .  [3]  [total: 8]",
+            "8": "8 0460/21/ o/n/21 \u00a9 ucles 2021 3 (a) study fig. 3.1 (insert), which is a photograph showing a shopping area in england, an medc.   state which urban zone is shown in the photograph and give three  reasons for your choice.    urban zone \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026 1    ... 2    ... 3    .  [4]  (b) study fig. 3.2 (insert), which is a photograph of a different type of shopping zone in the rural- urban fringe of a town in england.   using fig. 3.2, suggest four reasons why people may prefer to shop in this area. 1    ... 2    ... 3    ... 4    .  [4]  [total: 8]",
+            "9": "9 0460/21/ o/n/21 \u00a9 ucles 2021 [turn over 4 fig. 4.1 (insert) shows the location of the katse dam. the katse dam was created to provide  water to johannesburg from the country of lesotho.   (a) using fig. 4.1, answer the following questions:   (i) in which country is johannesburg located?    \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026  [1]   (ii) what is the distance between the katse dam and johannesburg?    \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026 km  [1]   (iii) in which general direction does the vaal river flow? circle your answer below.    north-east    north-west    south-west    south-east  [1]  (b) study fig. 4.2, which is part of a newspaper article about the katse dam.   the katse dam is an extremely important development. lesotho has low national domestic  water consumption. lesotho will gain a large income from the sale of the water from the  dam to johannesburg. the reservoir which was created has a total capacity of 1950  km3  and flooded a large highland area with a high annual rainfall. the reservoir flooded many  small farming communities. fig. 4.2   (i) using fig. 4.2 only, identify a physical advantage of the area for the dam.  .  [1]   (ii) the katse dam has affected the lives of the highland farming communities in lesotho.  suggest two advantages and two disadvantages of the dam for the local farmers and  their families.    advantages 1    ... 2    ...    disadvantages 1    ... 2    .  [4]  [total: 8]",
+            "10": "10 0460/21/ o/n/21 \u00a9 ucles 2021 5 study fig. 5.1, which shows the results of wind measurements measured at a weather station for  a period of one month. n sssenne sswnnw sene swnw e w eseene wswwnw 123456dayskey fig. 5.1  (a) (i) name the type of graph shown in fig. 5.1.  .  [1]   (ii) using fig. 5.1, identify how many days in the month the wind was blowing from the  south.    \u2026\u2026\u2026\u2026\u2026\u2026\u2026 days  [1]   (iii) using fig. 5.1, identify the prevailing wind direction in the month.  .  [1]",
+            "11": "11 0460/21/ o/n/21 \u00a9 ucles 2021 [turn over  (b) fig. 5.2 is a display screen of a digital thermo-hygrometer. fig. 5.2    what two weather characteristics does the digital thermo-hygrometer measure? 1    ... 2    .  [2]",
+            "12": "12 0460/21/ o/n/21 \u00a9 ucles 2021  (c) fig. 5.3 is a traditional maximum-minimum thermometer. 40\u00b0c 35 30 25 20 15 10 5 0 \u20135 \u201310 \u201315 \u201320 \u201325\u201325\u00b0c \u201320 \u201315 \u201310 \u20135 0 5 10 15 20 25 30 35 40 fig. 5.3   using the information shown on the instrument in fig. 5.3, state the:   (i) present temperature    \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026  [1]   (ii) maximum temperature since the instrument was re-set    \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026  [1]   (iii) minimum temperature since the instrument was re-set.    \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026  [1]  [total: 8]",
+            "13": "13 0460/21/ o/n/21 \u00a9 ucles 2021 [turn over 6 the human development index (hdi) measures levels of human development.  (a) which three  development indicators does hdi use? 1   2   3  ..  [3]  (b) fig. 6.1 shows the change over time in the human development index for three countries  from 1975 to 2015. 197500.10.20.30.40.50.60.70.80.9 1980 1985 1990 1995 yearshdi 2000 2005 2010 2015usa greece china fig. 6.1   (i) using fig. 6.1, complete  the graph  using the statistics below.    2010 hdi in china was 0.48    2015 hdi in china was 0.54  [1]   (ii) using fig. 6.1, compare the change over time between the usa and greece. do not use  statistics in your answer.  ...  ...  ...  .  [2]",
+            "14": "14 0460/21/ o/n/21 \u00a9 ucles 2021   (iii) suggest reasons why hdi might vary within  a country.  ...  ...  ...  ...  ...  .  [2]  [total: 8]",
+            "15": "15 0460/21/ o/n/21 \u00a9 ucles 2021 additional pages if you use the following pages to complete the answer(s) to any question(s), the question number(s)  must be clearly shown. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. ..",
+            "16": "16 0460/21/ o/n/21 \u00a9 ucles 2021 .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. the boundaries and names shown, the designations used and the presentation of material on any maps contained in this question paper/insert do not imply  official endorsement or acceptance by cambridge assessment international education concerning the legal status of any country, territory, or area or any of its  authorities, or of the delimitation of its frontiers or boundaries. 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 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."
+        },
+        "0460_w21_qp_22.pdf": {
+            "1": "this document has 24 pages. any blank pages are indicated. cambridge igcse\u2122 *7885077168* dc (cj/cgw) 198241/4 \u00a9 ucles 2021  [turn overgeography  0460/22 paper 2 geographical skills  october/november  2021  1 hour 30 minutes you must answer on the question paper. you will need:  insert (enclosed)  plain paper  1:25 000 survey map (enclosed)  protractor  calculator  ruler instructions  \u25cf answer all questions.  \u25cf use a black or dark blue pen. you may use an hb pencil for any diagrams or graphs.  \u25cf write your name, centre number and candidate number in the boxes at the top of the page.  \u25cf write your answer to each question in the space provided.  \u25cf do not use an erasable pen or correction fluid.  \u25cf do not write on any bar codes.  \u25cf if additional space is needed, you should use the lined pages at the end of this booklet; the question  number or numbers must be clearly shown. information  \u25cf the total mark for this paper is 60.  \u25cf the number of marks for each question or part question is shown in brackets [  ].  \u25cf the insert contains additional resources referred to in the questions.",
+            "2": "2 0460/22/ o/n/21 \u00a9 ucles 2021 1 study the map extract for pluneret, france. the scale is 1:25  000.  (a) fig. 1.1 shows some of the features in the south west of the map extract. study fig. 1.1 and  the map extract, and answer the questions below. 00 01 02 e a df bc 01 0281 8081 80 79 7900e a df bc   fig. 1.1   using the map extract, identify the following features shown in fig. 1.1:   (i) feature  a  .  [1]   (ii) the type of road at b  .  [1]   (iii) the height above sea level of the contour at c   metres  [1]   (iv) feature d  .  [1]   (v) the land use at e.  .  [1]",
+            "3": "3 0460/22/ o/n/21 \u00a9 ucles 2021 [turn over  (b) give the six-figure grid reference of the traffic roundabout (circle) at f, shown in fig. 1.1.  .  [1]  (c) identify two services provided for tourists within 1  km of the centre of ste-anne-d\u2019auray. 1  2   [2]  (d) look at the part of the d19 road that runs from the north edge of the map extract to the  junction with the d102 road at ste-anne-d\u2019auray (032834).   (i) what is the distance along this section of road? tick ( 3) one box below. tick (3) 2250 metres 2450 metres 2650 metres 2850 metres  [1]   (ii) what is the compass direction from  the point where the d19 road meets the north edge  of the map to the junction with the d102 road at ste-anne-d\u2019auray?  ...  [1]     (iii) measure the bearing from  the point where the d19 road meets the north edge of the  map to the junction with the d102 road at ste-anne-d\u2019auray.  .. degrees  [1]",
+            "4": "4 0460/22/ o/n/21 \u00a9 ucles 2021  (e) fig. 1.2 is a cross-section along northing 82 from 000820 to 020820. 0 000820 02082010204050 30 010204050 30metres above sea levelmetres above sea levely x fig. 1.2   (i) identify the feature at x.  ...  [1]   (ii) identify the feature at y.  ...  [1]   (iii) the cross-section shown on fig. 1.2 is incomplete. using information from the map  extract, draw a line on fig. 1.2 to complete the cross-section . [1]",
+            "5": "5 0460/22/ o/n/21 \u00a9 ucles 2021 [turn over  (f) look at the main river which crosses the map extract and passes through the town of pluneret.   describe the physical (natural) features of the river and its valley. do not refer to land use  beside the river.   river  ...  ...  ...  ...  ...  ...  ...  ...  ...   valley  ...  ...  ...  ...  ...  .  [6]  [total: 20]",
+            "6": "6 0460/22/ o/n/21 \u00a9 ucles 2021 2 (a) table 2.1 gives information about the population of the nine provinces of south africa.   which type of graph would be most suitable to show the information about population in   table 2.1?  ..  [1] table 2.1 province% of south africa\u2019s   population eastern cape (ec)  14.6 free state (fs)  6.2 gauteng (gp)  20.1 kwazulu-natal (kzn)  20.9 limpopo (lp)  11.3 mpumalanga (mp)  7.4 northern cape (nc)  2.3 north west (nw)  7.1 western cape (wc)  10.1 total  100.0  (b) table 2.2 gives information about estimates of migration between the provinces from 2016 to  2021. table 2.2 province in-migrants out-migrants net migration eastern cape (ec) 191 435 515 648 \u2013324  213 free state (fs) 147 246 160 107 \u201312 861 gauteng (gp) 1 595 106 544 875 1 050 231 kwazulu-natal (kzn) 307 123 360 830 \u201353 707 limpopo (lp) 278 847 417 453 \u2013138  606 mpumalanga (mp) 285 678 212 271 73 407 northern cape (nc) 82 502 76 832 north west (nw) 317 261 207 662 109 599 western cape (wc) 485 560 175 831 309 729   (i) which one of the nine provinces has the largest number of people arriving and the  largest number of people leaving?  ...  [1]   (ii) calculate the net migration of northern cape province.  ...  [1]",
+            "7": "7 0460/22/ o/n/21 \u00a9 ucles 2021 [turn over  (c) fig. 2.1 shows the location of the nine provinces and their gdp per capita. gdp is a measure  of wealth. gp fslp ec wcnckey >10  000gdp (us  $ per capita) 8001\u201310  000province boundary international boundary 6001\u20138000 0 200 km4001\u20136000 0\u20134000 nw fsmp kznlp gp seasean fig. 2.1   describe the distribution of the provinces with a gdp per capita between us$ 0 and 6000.  ...  ...  ...  .  [2]  (d) using table 2.2 and fig. 2.1, describe the link between net migration  and gdp per capita in  south africa.  ...  ...  ...  ...  ...  ...  .  [3]  [total: 8]",
+            "8": "8 0460/22/ o/n/21 \u00a9 ucles 2021 3 urbanisation is the increase in the percentage of the population living in towns and cities. fig. 3.1  shows urbanisation in 2006 and in 2017 in countries with different incomes. 100 90 80 70 60 50urban population (%) low income middle income20172006key countrieshigh income40 30 20 10 0 fig. 3.1  (a) describe the changes in the urban population shown in fig. 3.1. do not use statistics in your  answer.  ...  ...  ...  ...  ...  ...  ...  .  [3]",
+            "9": "9 0460/22/ o/n/21 \u00a9 ucles 2021 [turn over  (b) urbanisation can lead to urban sprawl and rapid development in the rural-urban fringe.    figs. 3.2 and 3.3 (insert) show parts of the rural-urban fringe of an urban area in africa.   give evidence from figs. 3.2 and 3.3 which shows that urban sprawl is taking place.   fig. 3.2  ...  ...  ...  ...  ...  ...  ...  ...   fig. 3.3  ...  ...  ...  ...  ...  ...  ...  .  [5]  [total: 8]",
+            "10": "10 0460/22/ o/n/21 \u00a9 ucles 2021 4 australia\u2019s biggest earthquake was at the city of newcastle in 1989. it measured 5.6 on the richter  scale and killed 13 people.  (a) fig. 4.1 and table 4.1 give information about the intensity (strength) of the earthquake and its  effects. key 2, 3, 4, 5, 6, 7, 8    earthquake intensities line of equal intensity km0 25022 33332 2 333 44 4 444445 5678 newcastle sydney tasman sea3n fig. 4.1 table 4.1 intensity value description of effects 1 not normally felt. birds and animals uneasy. 2 felt only by a few people at rest. 3 vibrations like a large truck passing. felt by people at rest. 4 felt indoors by many. cars rock. 5 sleepers wakened. some windows broken. 6 small bells ring. trees sway. loose objects fall. 7 difficult to stand up. people run outdoors. walls crack. 8 partial collapse of buildings. chimneys fall.",
+            "11": "11 0460/22/ o/n/21 \u00a9 ucles 2021 [turn over   (i) on fig. 4.1, label the position of the epicentre  with the letter e. [1]   (ii) on fig. 4.1, draw the missing line  of equal intensity.  [1]   (iii) using fig. 4.1 and table 4.1, describe the effects of the earthquake in australia\u2019s largest  city, sydney.  ...  ...  ...  .  [2]",
+            "12": "12 0460/22/ o/n/21 \u00a9 ucles 2021  (b) fig. 4.2 shows the world distribution of earthquakes. fig. 4.3 shows plate boundaries and the  location of newcastle.   using figs. 4.2 and 4.3, what is unusual about the position of the newcastle earthquake?  ...  .  [1] earthquake epicentrekey fig. 4.2 plate boundarykeynewcastlenewcastle fig. 4.3",
+            "13": "13 0460/22/ o/n/21 \u00a9 ucles 2021 [turn over  (c) explain why many earthquakes occur at destructive (convergent) plate boundaries.  ...  ...  ...  ...  ...  ...  ...  .  [3]  [total: 8]",
+            "14": "14 0460/22/ o/n/21 \u00a9 ucles 2021 5 fig. 5.1 shows part of a weather station. fig. 5.1  (a) name the box shown in fig. 5.1.  .  [1]  (b) explain why the box shown in fig. 5.1:   (i) is painted white  ...  .  [1]   (ii) has louvres (slats) in the sides  ...  .  [1]   (iii) is on legs 1.25  m above the ground.  ...  .  [1]",
+            "15": "15 0460/22/ o/n/21 \u00a9 ucles 2021 [turn over  (c) fig. 5.2 shows one of the instruments kept inside the box shown in fig. 5.1. 40\u00b0c 35 30 25 20 15 10 5 0 \u20135 \u201310 \u201315 \u201320 \u201325\u201325\u00b0c \u201320 \u201315 \u201310 \u20135 0 5 10 15 20 25 30 35 40 fig. 5.2   on fig. 5.2, use labelled arrows  to show the position of:   (i) alcohol  [1]   (ii) mercury.  [1]  (d) (i) what was the maximum temperature since the instrument shown in fig. 5.2 was re-set?  ...  [1]   (ii) what was the range of temperature since the instrument was re-set?  ...  [1]  [total: 8]",
+            "16": "16 0460/22/ o/n/21 \u00a9 ucles 2021 6 fig. 6.1 (insert) shows the north and south of italy. figs. 6.2, 6.3 and 6.4 give information about  wealth, industry and life expectancy in italy. the north of italy is more developed than the south.  (a) give evidence for and against this statement using figs. 6.1, 6.2, 6.3 and 6.4. gdp per capita (wealth production) >35  000  sea seasea seakey 0 300 kmn30 001\u201335  000gdp per capita (euros) 25 001\u201330  000  20 001\u201325  000 0\u201320  000  international boundary fig. 6.2   gdp per capita (wealth production)  ..  ..  ..  ..  ..  ..",
+            "17": "17 0460/22/ o/n/21 \u00a9 ucles 2021 [turn over industry sea seasea seakey 0 300 kmnindustrial centre international boundary fig. 6.3   industry  ..  ..  ..  ..  ..  ..",
+            "18": "18 0460/22/ o/n/21 \u00a9 ucles 2021 life expectancy >77.1  sea seasea seakey 0 300 kmn76.5  \u2013 77.1life expectancy (years) 75.9  \u2013 76.4 75.2  \u2013 75.8 <75.2 international boundary fig. 6.4   life expectancy  ..  ..  ..  ..  ..    [6]  (b) suggest two factors that can cause differences in development between the regions of a  country. 1 .  ... 2 .  .  [2]  [total: 8]",
+            "19": "19 0460/22/ o/n/21 \u00a9 ucles 2021 additional pages if you use the following lined pages to complete the answer(s) to any question(s), the question  number(s) must be clearly shown. .. .. ..  ..  .. .. ..  ..  ..  .. .. ..  .. ..",
+            "20": "20 0460/22/ o/n/21 \u00a9 ucles 2021 .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. ..",
+            "21": "21 0460/22/ o/n/21 \u00a9 ucles 2021 blank page",
+            "22": "22 0460/22/ o/n/21 \u00a9 ucles 2021 blank page",
+            "23": "23 0460/22/ o/n/21 \u00a9 ucles 2021 blank page",
+            "24": "24 0460/22/ o/n/21 \u00a9 ucles 2021 the boundaries and names shown, the designations used and the presentation of material on any maps contained in this question paper/insert do not imply  official endorsement or acceptance by cambridge assessment international education concerning the legal status of any country, territory, or area or any of its  authorities, or of the delimitation of its frontiers or boundaries. 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 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.blank page"
+        },
+        "0460_w21_qp_23.pdf": {
+            "1": "this document has 20 pages. any blank pages are indicated. cambridge igcse\u2122 dc (dh/sw) 198243/6 \u00a9 ucles 2021  [turn over *0931903174* geography  0460/23 paper 2 geographical skills  october/november  2021  1 hour 30 minutes you must answer on the question paper. you will need:  insert (enclosed)  plain paper  1:25 000 survey map (enclosed)  protractor  calculator  ruler instructions  \u25cf answer all questions.  \u25cf use a black or dark blue pen. you may use an hb pencil for any diagrams or graphs.  \u25cf write your name, centre number and candidate number in the boxes at the top of the page.  \u25cf write your answer to each question in the space provided.  \u25cf do not use an erasable pen or correction fluid.  \u25cf do not write on any bar codes.  \u25cf if additional space is needed, you should use the lined pages at the end of this booklet; the question  number or numbers must be clearly shown. information  \u25cf the total mark for this paper is 60.  \u25cf the number of marks for each question or part question is shown in brackets [  ].  \u25cf the insert contains additional resources referred to in the questions.",
+            "2": "2 0460/23/o/n/21 \u00a9 ucles 2021 1 study the map extract for st-paul-de-salers, france. the scale is 1:25  000.  (a) fig. 1.1 shows some of the features around the settlement of st-paul-de-salers in the west of  the map extract. study fig. 1.1 and the map extract, and answer the questions below. st-paul-de- salers bd ea c 6196979899 96979899 62 63 64 6561 62 63 64 65 fig. 1.1   using the map extract, identify the following features shown in fig. 1.1:   (i) feature a  .  [1]   (ii) features at b  .  [1]   (iii) feature c  .  [1]   (iv) the hazard at d     [1]   (v) the height above sea level of the triangulation station (trigonometric point) at e.    metres   [1]",
+            "3": "3 0460/23/o/n/21 \u00a9 ucles 2021 [turn over  (b) fig. 1.2 is a cross-section along easting 65 from 650010 to 650980.  650010 650980north south 8009001000metres above sea level metres above sea level110012001300 8009001000110012001300 fig. 1.2   (i) on fig. 1.2, use labelled  arrows  to show the position of: \u2022 the d680 road \u2022 the river maronne.  [2]   (ii) the cross-section shown in fig. 1.2 is incomplete. using information from the map  extract, draw a line on fig. 1.2 to complete the cross-section . [2]",
+            "4": "4 0460/23/o/n/21 \u00a9 ucles 2021  (c) fig. 1.3 shows two areas, a and b, in the central part of the map extract. study the two areas  and answer the questions below. malrieuba 65969798 969798 6665 66 fig. 1.3   the table below compares the features of the two areas. complete the table by putting ticks  in the correct five boxes. use only one tick ( 3) for each row. feature area a area bboth of  these areasneither of  these areas river flowing from  south to north steep slopes land above  1300 metres plateau south-facing  slopes  [5]",
+            "5": "5 0460/23/o/n/21 \u00a9 ucles 2021 [turn over (d) look at the d37 road in the eastern area of the map that runs from the road junction in col de n\u00e9ronne (6700) to the refuge hut in r\u00e9cusset (6898). (i)what is the distance along the road from the cross roads in col de n\u00e9ronne to the refugehut in r\u00e9cusset?    metres [1] (ii) measure the bearing from the cross roads in col de n\u00e9ronne to the refuge hut in r\u00e9cusset.   degrees [1] (e) look at the settlement at st-paul-de-salers (6198 and 6298) in the west of the map extract. describe the site and suggest reasons for the growth of the settlement.  ... ... ... ... ... ... ... ... ... .  [4] [total: 20]",
+            "6": "6 0460/23/o/n/21 \u00a9 ucles 2021 2 fig. 2.1 shows a population pyramid for pakistan for 1998 and a projected pyramid for 2025. fig. 2.1 content removed due to copyright restrictions.",
+            "7": "7 0460/23/o/n/21 \u00a9 ucles 2021 [turn over  (a) (i) what percentage of pakistan\u2019s population were females aged 0\u20134 in 1998?    % [1]   (ii) complete the 2025 population pyramid  using the following figures:    males    0\u20134 years: 3.1%    5\u20139 years: 3.4%  [1]   (iii) describe the main changes in the proportions of young dependents, working population  and old dependents between 1998 and 2025. young dependents  .  ... working population    ... old dependents  ..  .  [3]  (b) study table 2.1, which shows information about the population of pakistan in 1998. table 2.1 total population 130 580 000 males aged 65 years and above 1.7% females aged 65 years and above 1.8%   (i) calculate the total population aged 65 years and above in 1998.    thousands  [1]   (ii) suggest one benefit and one problem caused by the change in the proportion of old  dependents in pakistan. benefit  ...  ...  ... problem  .  ...  .  [2]  [total: 8]",
+            "8": "8 0460/23/o/n/21 \u00a9 ucles 2021 3 study fig. 3.1, which shows a sketch map of groynes along a coastline. g g gsea wallland g key g groynes sandn not to scale seaswashbackwashg fig. 3.1  (a) (i) suggest why the groynes have been built along this area of coastline.  ...  .  [1]   (ii) what direction is the prevailing wind blowing from? circle one correct answer below. north-east      south      south-west      north  [1]   (iii) what direction is sand moving along the coast?  .  [1]",
+            "9": "9 0460/23/o/n/21 \u00a9 ucles 2021 [turn over  (b) further along the coast, the coastline is being severely eroded. table 3.1 shows how far a  hotel is from a cliff edge overlooking the sea between 1989 and 2019. table 3.1 yeardistance from cliff edge  in metres 1989 94 1999 89 2009 80 2019 74   (i) how many metres of coast have been eroded between 1989 and 2019?    metres  [1]   (ii) what was the average rate of erosion per year between 1989 and 2019?    metres per year  [1]   (iii) what type of graph could be used to show the information in table 3.1?  .  [1]   (iv) a sea wall has been planned to protect the coastline and hotel. suggest two reasons  why some people might disagree with this development. 1    ... 2    .  [2]  [total: 8]",
+            "10": "10 0460/23/o/n/21 \u00a9 ucles 2021 4 study figs. 4.1, 4.2 and 4.3, which show climate information about manaus, brazil. 22 jfmam jj monthstemperature (\u00b0c) asond242628303233 2325272931high temperature low temperature fig. 4.1 0jfm am jj monthsrainfall (mm) asond100200300 50150250350 fig. 4.2 manaus21 september equator 0\u00b0tropic of capricorn 23.5\u00b0stropic of cancer 23.5\u00b0n fig. 4.3",
+            "11": "11 0460/23/o/n/21 \u00a9 ucles 2021 [turn over  (a) using figs. 4.1, 4.2 and 4.3 only, answer the following questions.   (i) calculate the temperature range in june in manaus.    \u00b0c [1]   (ii) estimate the total annual rainfall in manaus. circle  one answer below. 1300  mm     1800  mm     2300  mm     2800  mm  [1]   (iii) explain why humidity is always high in equatorial areas such as manaus.  ...  ...  .  [2]   (iv) using fig. 4.3, explain why september has a high temperature in manaus.  ...  .  [1]  (b) (i) \u2018manaus only has one season. \u2019    how far do you agree with this statement?  ...  ...  ...  .  [2]   (ii) what type of rainfall occurs in equatorial regions such as manaus?  .  [1]  [total: 8]",
+            "12": "12 0460/23/o/n/21 \u00a9 ucles 2021 5 study figs. 5.1 and 5.2 (insert), which show two different types of farming in england. describe  the types of farming shown, including the human and natural inputs of each farming type. farming in fig. 5.1  ...  ..  ..  ..  ..  ..  ..  ..  ..  ..  ..  .. farming in fig. 5.2  ...  ..  ..  ..  ..  ..  ..  ..  ..  ..  ..    [8]  [total: 8]",
+            "13": "13 0460/23/o/n/21 \u00a9 ucles 2021 [turn over turn page for question 6",
+            "14": "14 0460/23/o/n/21 \u00a9 ucles 2021 6 the united nations global assessment report (2019) showed that many species of plants and  animals are under threat. study table 6.1 and fig. 6.1, which show some of the results of their  research. table 6.1 species nearing extinction endangered safe at present birds 9% 13% 78% mammals 5% 22% 73% coniferous trees 18% 33% 49% birds coniferous treesmammals key nearing extinction endangered safe at present fig. 6.1  (a) (i) use the information in table 6.1 to complete the pie chart  (fig. 6.1) for mammals.   [1]   (ii) using fig. 6.1, compare the level of threat to birds and coniferous trees. do not use  statistics in your answer.  ...  ...  ...  .  [2]",
+            "15": "15 0460/23/ o/n/21 \u00a9 ucles 2021  (b) fig. 6.2 is a newspaper article about the impact of global warming. a crisis that we cannot ignore. the impact we are now having was first seen with the extinction of the  dodo in 1681. the increase in human population has been a key factor as  it reduces the habitat for animals and plants. however, this reduction in  habitats could be slowed down if we used existing resources better. air and  water pollution are also significant, whilst in the oceans, overfishing and  plastic pollution have had a big impact. global warming will make these  factors much worse. fig. 6.2   use fig. 6.2 to answer the following questions.   (i) in which year did the dodo become extinct?  .  [1]   (ii) global warming is a major factor in the extinction of species. identify one other  cause of  the extinction of species.  .  [1]  (c) explain how global warming may make the \u2018extinction crisis\u2019 much worse in the future.  ...  ...  ...  ...  ...  .  [3]  [total: 8]",
+            "16": "16 0460/23/o/n/21 \u00a9 ucles 2021 additional pages if you use the following lined pages to complete the answer(s) to any question(s), the question  number(s) must be clearly shown.  ..  ..  .. .. ..  ..  ..  .. .. ..  .. ..",
+            "17": "17 0460/23/ o/n/21 \u00a9 ucles 2021 .. .. ..  .. .. ..  ..  ..  .. .. ..  ..  ..  ..",
+            "18": "18 0460/23/o/n/21 \u00a9 ucles 2021 blank page",
+            "19": "19 0460/23/ o/n/21 \u00a9 ucles 2021 blank page",
+            "20": "20 0460/23/o/n/21 \u00a9 ucles 2021 blank page the boundaries and names shown, the designations used and the presentation of material on any maps contained in this question paper/insert do not imply  official endorsement or acceptance by cambridge assessment international education concerning the legal status of any country, territory, or area or any of its  authorities, or of the delimitation of its frontiers or boundaries. 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 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."
+        },
+        "0460_w21_qp_41.pdf": {
+            "1": "this document has 20 pages. any blank pages are indicated. dc (jp/sg) 199724/5 \u00a9 ucles 2021  [turn over *7665516386* geography  0460/41 paper 4 alternative to coursework  october/november  2021  1 hour 30 minutes you must answer on the question paper. you will need:  insert (enclosed)  ruler  calculator  protractor instructions  \u25cf answer all questions.  \u25cf use a black or dark blue pen. you may use an hb pencil for any diagrams or graphs.  \u25cf write your name, centre number and candidate number in the boxes at the top of the page.  \u25cf write your answer to each question in the space provided.  \u25cf do not use an erasable pen or correction fluid.  \u25cf do not write on any bar codes.  \u25cf if additional space is needed, you should use the lined pages at the end of this booklet; the question  number or numbers must be clearly shown. information  \u25cf the total mark for this paper is 60.  \u25cf the number of marks for each question or part question is shown in brackets [  ].  \u25cf the insert contains additional resources referred to in the questions.cambridge igcse\u2122",
+            "2": "2 0460/41/ o/n/21 \u00a9 ucles 2021 1 students from a school in kenya wanted to find out more about two squatter settlements in their  city. settlement a had grown rapidly in the previous three years and settlement b had grown up  over the last 20 years.  (a) what is a squatter settlement ?  ...  .  [1]  (b) fig. 1.1 (insert) shows the location of some squatter settlements in the city.   (i) how far is squatter settlement a from the cbd? circle your answer below.  [1] 3.0 km   4.5 km   6.0 km    7.5 km   (ii) describe the distribution of squatter settlements in the city shown in fig. 1.1.  ...  ...  ...  .  [2]   (iii) give two reasons to explain the location of the squatter settlements in the city. 1 .  ... 2 .  .  [2]",
+            "3": "3 0460/41/ o/n/21 \u00a9 ucles 2021 [turn over  the students decided to investigate the following hypotheses:   hypothesis 1 : residents in squatter settlement b have a better quality of life than residents  in squatter settlement a.   quality of life is the general well-being of a person in terms of health and happiness rather  than wealth.   hypothesis 2 : most residents in squatter settlements work in the informal sector of  employment.   the informal sector is work done without control by the city authorities or government.  (c) the students decided to test their hypotheses by asking people who lived in each squatter  settlement to complete a questionnaire.    (i) the students discussed what would be a suitable sample size of people to complete their  questionnaire. one student suggested a sample of 20 people, another student suggested  a sample of 500 people. these suggestions were not approved by their teacher.     explain why:    a sample of 20 people is too small  ...  ...    a sample of 500 people is too big.  ...  .  [2]",
+            "4": "4 0460/41/ o/n/21 \u00a9 ucles 2021   (ii) fig. 1.2 below is the questionnaire which the students used.  resident questionnaire   squatter settlement  a 3 b  gender  male 3 female   i am a student at a local school. please answer the following questions for  my school coursework.  1 what is your house built of?  brick    corrugated iron    scrap materials  3 2 where do you get your water supply?  tap in the home    standpipe (tap in the street)    collect rainwater or water from the river   3 how do you get your electricity supply?  from the city authority    by attaching a cable into the official supply    no electricity supply   4 what is your housing tenure?  own the house    rent from the city authority    rent from private landlord    no legal tenure   5 how do you earn a living?  work in a factory    work in a shop    work for the city authority    selling homemade items on the street    other informal job   thank you fig. 1.2",
+            "5": "5 0460/41/ o/n/21 \u00a9 ucles 2021 [turn over    complete the questionnaire in fig. 1.2 by adding the following answers given by a  resident. put ticks ( 3) in the correct boxes in fig. 1.2 . the first one has been done for  you. [1] i built my house from wood which i found nearby. i carry buckets of water from the river. i use an oil lamp. i do not own or rent my house, i just live here. i polish the shoes of office workers in the city centre.  (d) the results of the students\u2019 questionnaire survey are shown in table 1.1 (insert).   (i) use the results in table 1.1 to complete the bar graph  for settlement a in fig.  1.3 below.   [1] building material key squatter settlement a squatter settlement bbrickpercentage of answers corrugated iron scrap materials01020304050607080 fig. 1.3",
+            "6": "6 0460/41/ o/n/21 \u00a9 ucles 2021   (ii) use the results in table 1.1 to complete the horizontal bar graph  for settlement b in  fig. 1.4 below.  [1] key squatter settlement a squatter settlement bhousing tenure 0 20 40 60 percentage of answers80 100own the house rent from city authority rent from private landlord no legal tenure fig. 1.4   (iii) the students decided that the results of questions 1 to 4 in the questionnaire support  hypothesis 1 : residents in squatter settlement b have a better quality of life than  residents in squatter settlement a.    use information from table 1.1 to explain why the students made this decision.     do not use data in your answer.    building materials  ...  ...      water supply  ...  ...      electricity  ...  ...      housing tenure  ...  .  [4]",
+            "7": "7 0460/41/ o/n/21 \u00a9 ucles 2021 [turn over  (e) the results of question 5 in the questionnaire are shown in table 1.2 (insert).   (i) use the results in table 1.2 to complete the graph  for settlement b in fig. 1.5 below.  [2] 0 10 20 30 40 50 60 70 80 90 100 %squatter settlement aanswers to question 5: how do you earn a living? formal jobs informal jobs 0 10 20 30 40 50 60 70 80 90 100 %squatter settlement b formal jobs informal jobs key work in a factory work in a shop work for the city authority selling homemade items on the street other informal job fig. 1.5",
+            "8": "8 0460/41/ o/n/21 \u00a9 ucles 2021   (ii) what conclusions can you make about hypothesis 2 : most residents in squatter  settlements work in the informal sector of employment\u200a ? refer to both squatter  settlements a and b in your conclusion. support your decisions with evidence from  fig. 1.5 and table 1.2.    settlement a conclusion    ...  ...  ...  ...    settlement b conclusion    ...  ...  ...  .  [4]",
+            "9": "9 0460/41/ o/n/21 \u00a9 ucles 2021 [turn over turn page for question 1 (f)",
+            "10": "10 0460/41/ o/n/21 \u00a9 ucles 2021  (f) one student extended his fieldwork by asking people in squatter settlement a what problems  they were most worried about. his results are shown in fig. 1.6 below. problems people are worried about in squatter settlement a 0 10 20 30 40 number of peoplelow wages poor working conditions job securityemployment problems 0 10 20 30 40 number of peoplefear of being evicted poor quality of housing high cost of housinghousing problems 0 10 20 30 40 number of peoplerubbish flood danger air pollutionenvironment problems 0 10 20 30 40 number of peoplelack of sewers and drains lack of electricity lack of clean waterservices problems fig. 1.6",
+            "11": "11 0460/41/ o/n/21 \u00a9 ucles 2021 [turn over   (i) how many people surveyed were worried about being evicted from their house?  .  [1]   (ii) which group of problems were the residents most  worried about? circle your answer  below. employment    housing    environment    services    suggest why they might be most worried about this group of problems.  ...  ...  ...  .  [3]   (iii) which group of problems were the residents least  worried about? circle your answer  below. employment    housing    environment    services    suggest why they might be least worried about this group of problems.  ...  ...  ...  .  [3]  (g) the students read about ways to deal with the growth of squatter settlements like settlement  a.  two possible methods are described in fig. 1.7 (insert).   describe two differences between the methods. 1    ... 2    .  [2]  [total: 30]",
+            "12": "12 0460/41/ o/n/21 \u00a9 ucles 2021 2 some students did fieldwork at two beaches (x and y) on the east coast of the uk. the beaches  are about 5  km apart in an area where the sea is eroding the coast.  (a) before they began their fieldwork their teacher reminded them of the need to be safe near  the sea. suggest three  safety precautions that the students could take to reduce the risk of  accident. 1    ... 2    ... 3    ... [3]  while studying the two different beaches the students tested the following hypotheses:   hypothesis 1:  at beach y there is more change in the type of beach material as distance  from the sea increases than at beach x.   hypothesis 2:  the two beaches have different beach profiles.    (b) to investigate hypothesis 1  the students used a quadrat to estimate the percentage of  different types of beach material found at three points away from the sea on each beach. a  quadrat is shown in fig. 2.1 (insert).   (i) describe how the students used a quadrat to collect their results.  ...  ...  ...  ...  ...  .  [3]   (ii) the results of the fieldwork are shown in table 2.1 (insert).      suggest one problem of classifying beach material into sand, shingle or pebble.  ...  .  [1]",
+            "13": "13 0460/41/ o/n/21 \u00a9 ucles 2021 [turn over   (iii) use the results in table 2.1 to complete the pie graph  in fig. 2.2 below, to show the  beach material 25  m from the sea at beach x. [3] 0% 5010 4090 603020 70800% 5010 4090 603020 7080 0% 5010 4090 603020 70800% 5010 4090 603020 70800% 5010 4090 603020 70800% 5010 4090 603020 7080material at beach x material at beach y 5 m from sea 5 m from sea 25 m from sea 25 m from sea 45 m from sea 45 m from seakey sand shingle pebbles fig. 2.2",
+            "14": "14 0460/41/ o/n/21 \u00a9 ucles 2021   (iv) do the results of the fieldwork support hypothesis 1:  at beach y there is more change in  the type of beach material as distance from the sea increases than at beach x\u200a\u200a ? support  your decision with data from table 2.1 and fig. 2.2.  ...  ...  ...  ...  ...  .  [3]   (v) fig. 2.3 below is another graph which shows the beach materials at the two beaches.  on fig. 2.3,  plot the data  for beach material at 25  m from the sea at beach x, shown in  table 2.1.   [1] 10010090 102030405060708090100 080706050403020100 90 80 70 60 50 40 30 20 10 0 shingle beach x 1 at 5  m from sea 2 at 25  m from sea 3 at 45  m from sea 1 at 5  m from sea 2 at 25  m from sea 3 at 45  m from seamaterial at beaches x and y keypebblessand beach y113 23 fig. 2.3",
+            "15": "15 0460/41/ o/n/21 \u00a9 ucles 2021 [turn over  (c) to investigate hypothesis 2:  the two beaches have different beach profiles , the students  measured the different angles of slope at the two beaches. their fieldwork method is shown  in fig. 2.4 (insert).    (i) describe how they made their measurements to draw each profile.  ...  ...  ...  ...  ...  ...  ...  .  [4]   (ii) the students used their results to draw the profiles shown in fig. 2.5 (insert).    what conclusion would the students reach about hypothesis 2:  the two beaches have  different beach profiles ? support your decision with evidence from fig. 2.5.  ...  ...  ...  ...  ...  ...  ...  .  [4]",
+            "16": "16 0460/41/ o/n/21 \u00a9 ucles 2021  (d) the students had learned that beach profiles can be different if affected by constructive or  destructive waves.    (i) tick (3) the correct alternative to complete each of the following sentences about the  two types of wave.    in a constructive wave: tick (3) backwash is stronger than swash. backwash and swash are of equal strength. swash is stronger than backwash.    the frequency of destructive waves is: tick (3) less than the frequency of constructive waves. the same as the frequency of constructive waves. more than the frequency of constructive waves.  [2]   (ii) describe a fieldwork method the students could use to measure wave frequency to find  out if the waves were constructive or destructive waves.  ...  ...  ...  ...  ...  .  [3]",
+            "17": "17 0460/41/ o/n/21 \u00a9 ucles 2021  (e) while doing fieldwork the students saw that parts of the coastline were protected against  erosion by the sea.   name one method of coastal protection. describe the method and explain how it protects the  coastline. name of coastal protection method  ..  ...  ...  ...  ...  .  [3]  [total: 30]",
+            "18": "18 0460/41/ o/n/21 \u00a9 ucles 2021 additional pages if you use the following pages to complete the answer(s) to any question(s), the question number(s)  must be clearly shown. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. ..",
+            "19": "19 0460/41/ o/n/21 \u00a9 ucles 2021 .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. ..",
+            "20": "20 0460/41/ o/n/21 \u00a9 ucles 2021 the boundaries and names shown, the designations used and the presentation of material on any maps contained in this question paper/insert do not imply  official endorsement or acceptance by cambridge assessment international education concerning the legal status of any country, territory, or area or any of its  authorities, or of the delimitation of its frontiers or boundaries. 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 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.blank page"
+        },
+        "0460_w21_qp_42.pdf": {
+            "1": "this document has 20 pages. any blank pages are indicated. cambridge igcse\u2122 *3581699831* dc (st/ct) 199722/5 \u00a9 ucles 2021  [turn overgeography  0460/42 paper 4 alternative to coursework  october/november  2021  1 hour 30 minutes you must answer on the question paper. you will need:  insert (enclosed)  ruler  calculator    protractor instructions  \u25cf answer all questions.  \u25cf use a black or dark blue pen. you may use an hb pencil for any diagrams or graphs.  \u25cf write your name, centre number and candidate number in the boxes at the top of the page.  \u25cf write your answer to each question in the space provided.  \u25cf do not use an erasable pen or correction fluid.  \u25cf do not write on any bar codes.  \u25cf if additional space is needed, you should use the lined pages at the end of this booklet; the question  number or numbers must be clearly shown. information  \u25cf the total mark for this paper is 60.  \u25cf the number of marks for each question or part question is shown in brackets [  ].  \u25cf the insert contains additional resources referred to in the questions.",
+            "2": "2 0460/42/ o/n/21 \u00a9 ucles 2021 1 students in malta, an island in the mediterranean sea, were studying tourism. tourism is an  important industry in malta and earns a lot of foreign income.  (a) fig. 1.1 (insert) shows the number of international tourists who visited malta between 2008  and 2018.   (i) in which year was the highest number of tourists measured at 250  000?      [1]   (ii) which one of the following is the correct description of tourist numbers between 2008  and 2018? tick ( 3) your answer. tick (3) the number of tourists decreases. the number of tourists increases. the number of tourists does not change.  [1]  (b) fig. 1.2 (insert) shows the variation in total number of days tourists stayed in malta during  2017.   (i) describe the variation during the year. use statistics in your answer.  ...  ...  ...  ...  ...  .  [3]   (ii) suggest two reasons why the number of international tourists visiting malta varies during  the year. 1    ... 2    .  [2]  ",
+            "3": "3 0460/42/ o/n/21 \u00a9 ucles 2021 [turn over  the students decided to test the following hypotheses:   hypothesis 1: more tourists to malta come from the uk than from any other country.   hypothesis 2:  tourists from different countries visit malta for different reasons.  (c) to investigate their hypotheses the students produced a questionnaire. this is shown in  fig. 1.3 (insert).   name a sampling method which the students could have used to get their answers to the  questionnaire.      describe this sampling method.  ...  ...  ...  .  [3]",
+            "4": "4 0460/42/ o/n/21 \u00a9 ucles 2021  (d) the results of question 2 (which country have you come from?)  are shown in table 1.1  (insert).   (i) plot the data for germany and poland  on fig.  1.4 below.  [2] countries that tourists to malta come from n 0 1000 kmi ah sbn spainitalyfrancegermanypolandukswedenother countries i ah sbn spainitalyfrancegermanypolandukswedenother countries maltamalta key aaustria number of visitors more than 40 bbelgium hhungary iireland nnetherlands sswitzerland31 \u2013 40 21 \u2013 30 11 \u2013 20 1 \u2013 10 fig. 1.4",
+            "5": "5 0460/42/ o/n/21 \u00a9 ucles 2021 [turn over   (ii) what conclusion would the students make to hypothesis 1: more tourists to malta come  from the uk than from any other country ? support your decision with evidence from  fig. 1.4 and table 1.1.  ...  ...  ...  ...  ...  .  [3]",
+            "6": "6 0460/42/ o/n/21 \u00a9 ucles 2021  (e)  to investigate hypothesis 2  students used their answers to question 3  (what is the main  reason for your visit to malta?) for the four countries from which most tourists came. these  results are shown in table 1.2 (insert).   (i) use the data in table 1.2 to complete the pie graph  for the uk in fig.  1.5 below.  [3] answers to question 3 (what is the main reason for your visit to malta?) 0%france 50708090 60302010 400%germany 50708090 60302010 40 0%italy key enjoyed a previous visit50708090 60302010 400%uk 50708090 60302010 40 history and culture of the island it is a new holiday destination to visit sunny weather visiting friends or relatives water sports fig. 1.5  ",
+            "7": "7 0460/42/ o/n/21 \u00a9 ucles 2021 [turn over   (ii) do the results of these four countries support hypothesis 2:  tourists from different  countries visit malta for different reasons  ? support your conclusion with evidence from  fig. 1.5 and table 1.2.  ...  ...  ...  ...  ...  ...  ...  ...  .  [4]  (f) the results of question 4 in the questionnaire (which one of the following most influenced  your choice of malta for your holiday?)  are shown in table 1.3 (insert).   (i) use these results to complete fig.  1.6 below . [2]  answers to question 4 (which one of the following most influenced your choice of malta for  your holiday?) 0 20 40 60 number of answers80 100 120holiday brochure internet website magazine or newspaper advert recommendation from friend or relative tourist guide book travel agent fig. 1.6  ",
+            "8": "8 0460/42/ o/n/21 \u00a9 ucles 2021   (ii) suggest how the malta tourism authority could use the information in fig.  1.6 and  table 1.3 to increase the number of tourists visiting malta.  ...  ...  ...  .  [2]  (g) describe two likely benefits and two likely disadvantages of tourism for the local people in  malta. benefits 1    ... 2    ... disadvantages 1    ... 2    .  [4] [total: 30]",
+            "9": "9 0460/42/ o/n/21 \u00a9 ucles 2021 [turn over 2 students in wisconsin, usa, took part in a community project to test if the local river was becoming  less polluted. to investigate this they did fieldwork on the trade river. before they started their  fieldwork, their teacher warned them about the dangers of working in the river.  (a)  in the table below suggest different precautions that the students might take to protect  themselves while doing tests in the water. possible danger precaution to protect students infection from the water.. .. .. insects or animals in the river.. .. .. sharp stones on the river bed.. .. .. [3]  the students investigated two hypotheses.  hypothesis 1: the oxygen level in the river was higher in 2018 than in 2015.  oxygen is essential for animals to live in rivers. the oxygen level of water increases as it becomes  less polluted.  hypothesis 2:  the biotic index increased between 2015 and 2018.  the biotic index is a way of measuring water pollution by looking at the animals that live in the  river.  (b) the students used a digital meter to measure the oxygen level of the water. this meter and a  student using the meter are shown in fig.  2.1 (insert).   (i) describe two ways that the students could make sure that their measurements were  reliable. 1    ... 2    .  [2]",
+            "10": "10 0460/42/ o/n/21 \u00a9 ucles 2021   (ii) the students measured the oxygen level of the water at five sites along the trade river.  these sites had previously been measured by community volunteers in 2015. the results  of measurements taken in 2015 and 2018 are shown in table 2.1 (insert).    plot the oxygen level at site 5 in 2018 in fig.  2.2 below.  [1] results of oxygen level measurements 0 1 key oxygen level results in 2015 oxygen level results in 20182 3 4 578910 oxygen level (mg  / l) site fig. 2.2   (iii) what conclusion would the students make about hypothesis 1: the oxygen level in  the river was higher in 2018 than in 2015  ? use evidence from fig.  2.2 and table 2.1 to  support your decision.  ...  ...  ...  ...  ...  .  [3]",
+            "11": "11 0460/42/ o/n/21 \u00a9 ucles 2021 [turn over  (c) to investigate hypothesis 2: the biotic index increased between 2015 and 2018 , the  students did the investigation described in fig.  2.3 (insert) at the five sites along the river.   (i) before the students began working at the five fieldwork sites, they did a pilot study on the  trade river near their school. explain what a pilot study is and give one reason for doing  a pilot study.  ...  ...  ...  .  [2]   (ii) use fig.  2.3 to explain why the students disturbed the river bed when carrying out the  fieldwork.  ...  .  [1]   (iii) use fig.  2.3 to explain why the students needed to identify the different types of animals  found at each site while sampling.  ...  .  [1]",
+            "12": "12 0460/42/ o/n/21 \u00a9 ucles 2021  (d) to calculate a biotic index score for each site the students used the following method. an  example of their recording sheet at site 2 is shown in fig.  2.4 (insert). 1  on the recording sheet circle each animal that matches those found  in the sample. 2  count the number of animals that are circled in each group and write  the number in the box. only count the number of types of animals. 3  multiply the number of animals identified in each group by the group  value. 4 repeat this for all groups of animals.   (i) which biotic group contains the sowbug?     .  [1]   the biotic index calculation for site 2 in fig.  2.4 is shown below. number of animals circled in group 1 x group value       1 x 4 =   4   number of animals circled in group 2 x group value       5 x 3 = 15  number of animals circled in group 3 x group value       1 x 2 =  2 number of animals circled in group 4 x group value       1 x 1 =  1 total number of animals = 8 total value = 22 biotic index score =  total value                      =   22  =  2.8  total number of animals        8   (ii) the recording sheet for the site of the students\u2019 pilot study is shown in fig.  2.5 opposite.  complete this recording sheet  by putting in the number of animals identified in group  2.     [1]   (iii) calculate the biotic index score  for the pilot study site below.  [2] number of animals circled in group 1 x group value    = number of animals circled in group 2 x group value    = number of animals circled in group 3 x group value    = number of animals circled in group 4 x group value    = total number of animals =  total value =  biotic index score =  total value                      =     total number of animals     ",
+            "13": "13 0460/42/   o/   n/21 \u00a9 ucles 2021 [turn overno. of group 1  animals   circled:   no. of group 2  animals   circled:   no. of group 3  animals   circled:   no. of group 4  animals   circled:  non-red  midge crane  fly freshwater musselwater snipe fly  amphipod snail black fly  pouch snail sowbugbloodworm  midge  leechtubifex wormgroup  1:  these do not live in polluted water.  circle each animal found. group  2:  these can live in water which is slightly polluted. circle each animal found. group  3:  these can tolerate more polluted water.  circle each animal found. group  4:  these can live in polluted water.  circle each animal found.    caddisfly mayfly damselflycrawfishwater penny riffle beetledragonflystonefly dobsonfly alderfly group value = 4trade river site number pilotbiotic index recording sheet group value = 3 group value = 2 group value = 1 drawings are not to scale3 1 1 fig. 2.5",
+            "14": "14 0460/42/ o/n/21 \u00a9 ucles 2021   (iv) table 2.2 (insert) shows the biotic index score for the five fieldwork sites measured in  2015 and 2018.    plot the biotic index scores for site 3 in 2015 and 2018 in fig.  2.6 below.  [2] biotic index scores at the five sites 2015key 2018biotic index value 01234 site 1 site 2 site 3 site 4 site 5 fig. 2.6",
+            "15": "15 0460/42/ o/n/21 \u00a9 ucles 2021 [turn over   (v) do the results agree with  hypothesis 2:  the biotic index increased between 2015  and 2018  ? tick (3) your decision below and support it with evidence from fig.  2.6 and  table 2.2. decision tick (3) agree for all sites agree for some sites disagree for all sites  ...  ...  ...  ...  ...  .  [4]   (vi) suggest two reasons why water pollution levels may vary along a river. 1    ... 2    .  [2]",
+            "16": "16 0460/42/ o/n/21 \u00a9 ucles 2021  (e) suggest another hypothesis that students might investigate through fieldwork in a river. do  not refer to water pollution. describe a fieldwork method to test this hypothesis. hypothesis  ...  ... fieldwork method  ...  ...  ...  ...  ...  ...  ...  .  [5] [total: 30]",
+            "17": "17 0460/42/ o/n/21 \u00a9 ucles 2021 additional pages if you use the following lined pages to complete the answer(s) to any question(s), the question  number(s) must be clearly shown. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. ..",
+            "18": "18 0460/42/ o/n/21 \u00a9 ucles 2021 .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. ..",
+            "19": "19 0460/42/ o/n/21 \u00a9 ucles 2021 blank page",
+            "20": "20 0460/42/ o/n/21 \u00a9 ucles 2021 the boundaries and names shown, the designations used and the presentation of material on any maps contained in this question paper/insert do not imply  official endorsement or acceptance by cambridge assessment international education concerning the legal status of any country, territory, or area or any of its  authorities, or of the delimitation of its frontiers or boundaries. 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 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.blank page"
+        },
+        "0460_w21_qp_43.pdf": {
+            "1": "this document has 16 pages. any blank pages are indicated. cambridge igcse\u2122 dc (pq/cgw) 199720/7 \u00a9 ucles 2021  [turn over *5277923975* geography  0460/43 paper 4 alternative to coursework  october/november  2021  1 hour 30 minutes you must answer on the question paper. you will need:  insert (enclosed)  ruler  calculator  protractor instructions  \u25cf answer all questions.  \u25cf use a black or dark blue pen. you may use an hb pencil for any diagrams or graphs.  \u25cf write your name, centre number and candidate number in the boxes at the top of the page.  \u25cf write your answer to each question in the space provided.  \u25cf do not use an erasable pen or correction fluid.  \u25cf do not write on any bar codes.  \u25cf if additional space is needed, you should use the lined pages at the end of this booklet; the question  number or numbers must be clearly shown. information  \u25cf the total mark for this paper is 60.  \u25cf the number of marks for each question or part question is shown in brackets [  ].  \u25cf the insert contains additional resources referred to in the questions.",
+            "2": "2 0460/43/ o/n/21 \u00a9 ucles 2021 1  a class of students did fieldwork at five sites along a local river to see how it changed downstream.  one group chose to investigate river velocity and the shape of rocks on the river bed (bedload).   the two hypotheses which the students tested were:   hypothesis 1 : there is a relationship between river velocity and the wetted perimeter of the  river channel .   the wetted perimeter is the part of the river channel cross-section which is in contact with the  water.   hypothesis 2 : rocks on the bed of the river become more rounded downstream .  (a) before beginning their fieldwork, the class of students discussed safety in and around a river.  they produced a risk assessment table to identify possible risks and ways to reduce them.  this is shown in fig. 1.1 below.   complete the table  by suggesting different ways to reduce the three  possible risks.  [3] risk assessment  possible risk how to reduce the risk slipping on rocks on the river bed  .  getting a disease or illness from the river water .  getting wet whilst making measurements in the  riverwear waterproof clothing falling into the river and getting injured .  getting hypothermia in cold temperatures wear warm clothing whilst outside in cold  temperatures fig. 1.1",
+            "3": "3 0460/43/ o/n/21 \u00a9 ucles 2021 [turn over  (b) to investigate hypothesis 1 : there is a relationship between river velocity and the wetted  perimeter of the river channel , the students measured the velocity once at each fieldwork site.   (i) describe one method to measure river velocity.  ...  ...  ...  ...  ...  ...  ...  .  [4]   (ii) the students\u2019 measurements of velocity are shown in table 1.1 (insert). plot the result  for site 5  on fig. 1.2 below.  [1] 40.2 00.40.60.81.0 11.2 velocity (m / sec)1.41.61.8   2.0 2 3velocity at different sites 5 site upstream downstream fig. 1.2",
+            "4": "4 0460/43/ o/n/21 \u00a9 ucles 2021  (c) the technique which the students used to measure the wetted perimeter of the river channel  is shown in fig. 1.3 (insert) which is from a student\u2019s notebook.   (i) suggest two difficulties of this method of measuring the wetted perimeter of the river  channel. 1    ... 2  ... .  .  [2]   (ii) the students\u2019 results are shown in table 1.1 (insert). complete fig. 1.4 below by plotting  the result for site 4 . [1] 6 7 10 110.2 00.40.60.81.0 01.2 velocity (m / sec)1.41.61.8   2.0 2 4relationship between velocity and wetted perimeter wetted perimeter (m)8 1 3 5 9 12 135 3 2 1 fig. 1.4",
+            "5": "5 0460/43/ o/n/21 \u00a9 ucles 2021 [turn over   (iii) what conclusion would the students make about hypothesis 1 : there is a relationship  between river velocity and the wetted perimeter of the river channel ? support your  decision with evidence from fig. 1.4 and table 1.1.  ...  ...  ...  ...  ...  .  [3]",
+            "6": "6 0460/43/ o/n/21 \u00a9 ucles 2021  (d) to investigate hypothesis 2 : rocks on the bed of the river become more rounded  downstream , the students picked up 20 pebbles at random from the bed of the river at each  site. they then measured the roundness of the pebbles by comparing them with the powers\u2019  scale of roundness which is shown in fig. 1.5 (insert).    (i) suggest one problem of using the powers\u2019 scale to measure roundness.  ...  .  [1]     (ii) the students simplified their investigation by combining descriptions on the powers\u2019  scale. their results are shown in table 1.2 (insert). use these results to complete the  pie graph for site 2  in fig. 1.6 opposite.  [3]   (iii) the students decided that hypothesis 2 : rocks on the bed of the river become more  rounded downstream  was partly true with some exceptions . use evidence from  fig. 1.6 and table 1.2 to explain why they reached this conclusion.   ...  ...  ...  ...  ...  .  [3]   (iv) explain why rocks on the river bed generally become more rounded downstream.   ...  ...  ...  .  [2]   (v) suggest ways in which the students could have improved the reliability of their method  for testing hypothesis 2.   ...  ...  ...  .  [2]",
+            "7": "7 0460/43/ o/n/21 \u00a9 ucles 2021 [turn over roundness of rocks at different sites 10 90 4030site 1upstream downstreamkeysite 2 site 3 site 4very angular and angular slightly angular and slightly rounded rounded and very rounded site 520 7080 600% 0% 0% 0% 0%50 10 90 403020 7080 60 50 10 90 403020 7080 60 50 10 90 403020 7080 60 50 10 90 403020 7080 60 50 fig. 1.6",
+            "8": "8 0460/43/ o/n/21 \u00a9 ucles 2021  (e) other students in the class measured the size of the rocks on the river bed at each site to test  another hypothesis.   which  two pieces of equipment below could the students use to measure the size of each  rock? tick ( 3) your choices.  [2]   equipment tick (3) callipers clinometer quadrat ranging pole ruler    (f) while doing fieldwork one observant student noticed that the river valley was different at  each of the five sites. describe possible changes in the features of the river and its valley  downstream.  ...  ...  ...  ...  ...  .  [3]  [total: 30]",
+            "9": "9 0460/43/ o/n/21 \u00a9 ucles 2021 [turn over 2 students lived in a village where a by-pass road had recently been completed. this is a road  which goes around the village to provide an alternative route for traffic going past it.   they decided to investigate the following hypotheses by doing a traffic survey:   hypothesis 1 : the total  amount of traffic in the village has changed since the by-pass was  constructed .   hypothesis 2 : the amount of traffic on the by-pass is the same throughout the day .  (a) the route of the by-pass is shown in fig. 2.1 (insert).   estimate the distance along the by-pass road between points a and b.   tick (3) your choice in the table below.  [1] distance tick (3) 3.2 km 3.8 km 4.2 km 4.6 km  (b) before they began their fieldwork, the students looked at the results of a traffic survey done in  the village in 2016, before the by-pass was constructed. these results are shown in table 2.1  (insert).   why are these results \u2018secondary\u2019 data?  ...  .  [1]",
+            "10": "10 0460/43/ o/n/21 \u00a9 ucles 2021  (c) the sites chosen for the traffic survey are shown in fig. 2.1 (insert).   the students agreed to do five separate counts at the same times as the survey was done in  2016. the recording sheet used by the students is shown in fig. 2.2 (insert).   (i) which one of the following methods would the students use to complete their recording  sheet? tick ( 3) your choice in the table below.  [1] method tick (3) estimate interview measure sample tally   (ii) describe how the students would carry out the traffic survey.   ...  ...  ...  ...  ...  ...  ...  .  [4]   (iii) suggest three  difficulties which the students had when doing their traffic survey.  1    ... 2    ... 3  ... .  .  [3]",
+            "11": "11 0460/43/ o/n/21 \u00a9 ucles 2021 [turn over  (d) the results of the students\u2019 traffic survey done in the village in 2018 after the by-pass was  constructed are shown in table 2.2 (insert).    (i) fig. 2.3 below shows the results of both traffic surveys done in the village (2016 and  2018). plot the results of total traffic numbers  for 16:30\u201317:00 and 19:30\u201320:00 in  2018 on fig. 2.3.  [2] 20 0406080100120 total traffic numbers140160180   200results of the traffic surveys done in the village time 2016 survey 2018 survey07:30  \u2013 08:00 key10:30  \u2013 11:0013:30  \u2013 14:0019:30  \u2013 20:0016:30  \u2013 17:00 fig. 2.3   (ii) which one of the following would be another suitable method to show the results of total  traffic numbers?     circle your answer below.    choropleth shading      flow lines on a map      scatter graph  [1]",
+            "12": "12 0460/43/ o/n/21 \u00a9 ucles 2021   (iii) what conclusion would the students make about hypothesis 1 : the total  amount of  traffic in the village has changed since the by-pass was constructed ? support your  decision with evidence from fig. 2.3 and tables 2.1 and 2.2 (insert).  ...  ...  ...  ...  ...  .  [3]  (e)  the students then considered hypothesis 2 : the amount of traffic on the by-pass is the same  throughout the day . first, they used their recording sheet to count the number of vehicles in  each category at the different times. their results are shown in table 2.3 (insert).    (i) use the results in table 2.3 to complete the divided bar graph in fig. 2.4 below to  show the results for 16:30 to 17:00.  [3] 19:30\u2013 20:0016:30\u2013 17:0013:30\u2013 14:0010:30\u2013 11:0007:30\u2013 08:00number of vehicles in each category at different times 10 30 50 90 70 0 20 40 80 60 110 120 130  140 100 10 30 50 90 100 70 0 20 40 80 60 10 30 50 90 100 70 0 20 40 80 60 10 30 50 90 70 0 20 40 80 60 110 130 120 100 number of vehicles key car / bike  / taxivan  / minibuslorry  / bus  / coach10 30 50 0 20 40 60 fig. 2.4",
+            "13": "13 0460/43/ o/n/21 \u00a9 ucles 2021   (ii) at which survey time was the number of lorries, buses and coaches more than the  number of vans and minibuses?    ..  [1]   (iii) the students concluded that hypothesis 2 : the amount of traffic on the by-pass is the  same throughout the day was false . explain why they made this conclusion. include  data from fig. 2.4 and table 2.3 (insert) about total vehicle numbers and number of  vehicles in different categories.  ...  ...  ...  ...  ...  ...  ...  .  [4]   (iv) suggest two reasons for the variation in the number of vehicles travelling along the  by-pass during the day.      1    ... 2  ... .  .  [2]  (f) suggest likely advantages and disadvantages for people of constructing a by-pass road  around the village.  ...  ...  ...  ...  ...  ...  ...  .  [4]  [total: 30]",
+            "14": "14 0460/43/ o/n/21 \u00a9 ucles 2021 additional pages if you use the following pages to complete the answer(s) to any question(s), the question number(s)  must be clearly shown. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. ..",
+            "15": "15 0460/43/ o/n/21 \u00a9 ucles 2021 .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. ..",
+            "16": "16 0460/43/ o/n/21 \u00a9 ucles 2021 the boundaries and names shown, the designations used and the presentation of material on any maps contained in this question paper/insert do not imply  official endorsement or acceptance by cambridge assessment international education concerning the legal status of any country, territory, or area or any of its  authorities, or of the delimitation of its frontiers or boundaries. 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 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.blank page"
+        }
+    },
+    "2022": {
+        "0460_m22_qp_12.pdf": {
+            "1": "this document has 28 pages.  [turn overcambridge igcse\u2122 dc (kn/ct) 304216/5 \u00a9 ucles 2022 *5171997039* geography  0460/12 paper 1 geographical themes  february/march  2022  1 hour 45 minutes you must answer on the question paper. you will need:  insert (enclosed)  calculator  ruler instructions  \u25cf answer three  questions in total, one from each section.  \u25cf use a black or dark blue pen. you may use an hb pencil for any diagrams or graphs.  \u25cf write your name, centre number and candidate number in the boxes at the top of the page.  \u25cf write your answer to each question in the space provided.  \u25cf do not use an erasable pen or correction fluid.  \u25cf do not write on any bar codes.  \u25cf if additional space is needed, you should use the lined pages at the end of this booklet; the question  number or numbers must be clearly shown. information  \u25cf the total mark for this paper is 75.  \u25cf the number of marks for each question or part question is shown in brackets [  ].  \u25cf the insert contains additional resources referred to in the questions. definitions medcs \u2013 more economically developed countries ledcs \u2013 less economically developed countries",
+            "2": "2 0460/12/f/m/22 \u00a9 ucles 2022 section a answer one question from this section. 1 (a) study fig. 1.1, which shows information about the change in the population of selected cities  in australia (an medc) between 2017 and 2018 as a result of net migration and natural  increase. 020 000 melbourne key natural increasesydney brisbane cityperth adelaide\u2013 20 000 \u2013 40 00040 00060 00080 000 change in population 2017\u20132018100  000120  000140  000 net internal migration net international migration fig. 1.1   (i) what is meant by net migration ?  ...  .  [1]   (ii) calculate the total population change of sydney between 2017 and 2018. you should  show your calculations in the box below.         [2]",
+            "3": "3 0460/12/ f/m/22 \u00a9 ucles 2022 [turn over   (iii) suggest three  different reasons why there is a large amount of international migration to  cities such as melbourne and sydney. 1    ... 2    ... 3    .  [3]   (iv) many international migrants arrive in australia from countries in asia, such as china and  indonesia. describe the problems which may be faced by these migrants when they  arrive in australian cities.  ...  ...  ...  ...  ...  ...  ...  .  [4]",
+            "4": "4 0460/12/f/m/22 \u00a9 ucles 2022  (b) study fig. 1.2, which shows information about the population structure of australia between  1951 and 2021. 0 1951 key1961 0\u201314 years 15\u201364 years 65 years and over1971 1981 1991 2001 2011 2021102030405060 percentage of total population708090100 year fig. 1.2   (i) describe the overall changes in australia\u2019s population structure between 1951 and 2021.  do not use data in your answer.  ...  ...  ...  ...  ...  .  [3]",
+            "5": "5 0460/12/ f/m/22 \u00a9 ucles 2022 [turn over   (ii) suggest ways in which an increasing proportion of old dependent population is likely to  cause problems for a country.   ...  ...  ...  ...  ...  ...  ...  ...  ...  .  [5]",
+            "6": "6 0460/12/f/m/22 \u00a9 ucles 2022  (c)  for a named country you have studied, describe the problems caused by overpopulation.   name of country   ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  .  [7]    [total: 25]",
+            "7": "7 0460/12/ f/m/22 \u00a9 ucles 2022 [turn over 2 (a) study figs. 2.1, 2.2 and 2.3 (insert), which are photographs of three services in different  sized settlements.   (i) which of the photographs shows a low-order service?    circle one of the answers below.    fig. 2.1      fig. 2.2      fig. 2.3  [1]   (ii) put the three services shown in figs. 2.1, 2.2 and 2.3 in rank order according to the size  of their threshold population. 1st fig.  .  largest 2nd fig.  .    3rd fig.  .  smallest  [2]   (iii) explain why high-order services have a large sphere of influence.     ...  ...  ...  ...  ...  .  [3]   (iv) explain, using examples, what is meant by a settlement hierarchy .  ...  ...  ...  ...  ...  ...  ...  .  [4]",
+            "8": "8 0460/12/f/m/22 \u00a9 ucles 2022  (b)  study fig. 2.4, which shows information about the population size and service provision in  selected settlements in the epping area, in the uk. name of  settlementloughton chigwell theydon  boisroydon sewardstone population  size31 106 12 987 4062 2193 1118 primary  schoolyes yes yes yes no secondary  schoolyes yes no no no doctors\u2019 surgeryyes yes yes yes no pharmacyyes yes yes yes no general  storeyes yes yes no no bankyes yes no no no place of  worshipyes yes yes yes yes fire stationyes no no no no fig. 2.4   (i) using fig. 2.4, describe the relationship between the population size and service  provision in the epping area. refer to different settlements in your answer.  ...  ...  ...  ...  ...  .  [3]",
+            "9": "9 0460/12/ f/m/22 \u00a9 ucles 2022 [turn over   (ii) suggest reasons why there is a relationship between settlement size and the number of  services provided in the epping area.     ...  ...  ...  ...  ...  ...  ...  ...  ...  .  [5]",
+            "10": "10 0460/12/f/m/22 \u00a9 ucles 2022  (c) for a named urban area you have studied, describe the impacts of urban sprawl.   name of urban area   ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  .  [7]  [total: 25]",
+            "11": "11 0460/12/ f/m/22 \u00a9 ucles 2022 [turn over turn page for question 3",
+            "12": "12 0460/12/f/m/22 \u00a9 ucles 2022 section b answer one question from this section. 3 (a) study fig. 3.1, which is a diagram showing information about the vegetation in an area of  tropical rainforest.  fig. 3.1 (i)what is the maximum height of the rainforest shown in fig. 3.1?   metres [1] (ii) name the layers of the rainforest labelled a and b in fig. 3.1.  choose from the following list.  canopy     emergent     shrub layer understory  a   b  [2] content removed due to copyright restrictions.",
+            "13": "13 0460/12/ f/m/22 \u00a9 ucles 2022 [turn over   (iii) suggest reasons why some types of wildlife live above 25 metres but other types live  below 5 metres in the rainforest shown in fig. 3.1.  ...  ...  ...  ...  ...  .  [3]   (iv) explain why some trees in the tropical rainforest have:    \u2013 buttress roots  ...  ...  ...  ...    \u2013 drip tip leaves.  ...  ...  ...  .  [4]",
+            "14": "14 0460/12/f/m/22 \u00a9 ucles 2022  (b)  study figs. 3.2 and 3.3 (insert), which are maps showing borneo in 1973 and 2015.    (i) using figs. 3.2 and 3.3 only, describe the distribution of the areas where deforestation  took place in borneo between 1973 and 2015.  ...  ...  ...  ...  ...  .  [3]   (ii) suggest reasons why deforestation has taken place in areas of tropical rainforest such  as borneo.  ...  ...  ...  ...  ...  ...  ...  ...  ...  .  [5]",
+            "15": "15 0460/12/ f/m/22 \u00a9 ucles 2022 [turn over  (c) describe the impacts of deforestation on the global  natural environment. you should refer to  named areas affected in different parts of the world.  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  .  [7]     [total: 25]",
+            "16": "16 0460/12/f/m/22 \u00a9 ucles 2022 4 (a) study fig. 4.1 (insert), which is a photograph of part of a river.    (i) identify the river landform labelled x in fig. 4.1.    ..  [1]   (ii) describe two features of the landform labelled x in fig. 4.1. 1    ... 2    .  [2]   (iii) explain how the landform labelled x in fig. 4.1 was formed.  ...  ...  ...  ...  ...  .  [3]   (iv) give two advantages and two disadvantages of living close to a river such as the one  shown in fig. 4.1. advantage 1  ..  ... advantage 2  ..  ... disadvantage 1  .  ... disadvantage 2  .  .  [4]",
+            "17": "17 0460/12/ f/m/22 \u00a9 ucles 2022 [turn over  (b) study fig. 4.2, which is a map of the delta of the river orinoco in venezuela. atlantic oceanmaturin tucupita ciudad guayanatucupita ciudad guayanatrinidad and tobagotrinidad and tobago 0 50 km100n deltakey fig. 4.2   (i) using fig. 4.2 only, describe the characteristics of the delta of the river orinoco.  ...  ...  ...  ...  ...  .  [3]",
+            "18": "18 0460/12/f/m/22 \u00a9 ucles 2022   (ii) explain how a delta is formed.   ...  ...  ...  ...  ...  ...  ...  ...  ...  .  [5]",
+            "19": "19 0460/12/ f/m/22 \u00a9 ucles 2022 [turn over  (c) draw a labelled diagram to show the features of a waterfall.    explain how a waterfall is formed.     ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  .  [7]  [total: 25]",
+            "20": "20 0460/12/f/m/22 \u00a9 ucles 2022 section c answer one question from this section. 5 (a) study fig. 5.1 (insert), which is a photograph of an area in bangladesh (an ledc) where  subsistence farming takes place.   (i) define subsistence  farming.  ...  .  [1]   (ii) describe the relief of the area shown in fig. 5.1.  ...  ...  ...  .  [2]   (iii) suggest how the relief of the area shown in fig. 5.1 is likely to influence agricultural land  use.  ...  ...  ...  ...  ...  .  [3]   (iv) explain why many farmers in ledcs are subsistence farmers.  ...  ...  ...  ...  ...  ...  ...  .  [4]",
+            "21": "21 0460/12/ f/m/22 \u00a9 ucles 2022 [turn over  (b) study fig. 5.2, which is a graph showing exports of wheat from the usa and the european  union between 2004 and 2018. 2004 key2005 2006 2007 2008 2009 2010 2011 year2012 2013 2014 2015 2016 2017 20180510152025303540 metric tonnes (millions) european union usa fig. 5.2    (i) compare the exports of wheat from the european union and the usa between 2004 and  2018. do not use statistics in your answer.  ...  ...  ...  ...  ...  ...  .  [3]",
+            "22": "22 0460/12/f/m/22 \u00a9 ucles 2022   (ii) explain why the production of crops, such as wheat, varies from year to year.  ...  ...  ...  ...  ...  ...  ...  ...  ...  .  [5]",
+            "23": "23 0460/12/ f/m/22 \u00a9 ucles 2022 [turn over  (c) for a named country or area you have studied, describe the impacts of food shortages.   name of country or area   ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  .  [7]  [total: 25]",
+            "24": "24 0460/12/f/m/22 \u00a9 ucles 2022 6 (a) study fig. 6.1 (insert), which is a photograph of a manufacturing industry.   (i) define manufacturing  industry.  ...  .  [1]   (ii) describe two features of the manufacturing industry shown in fig. 6.1. 1    ... 2    .  [2]   (iii) from the list below circle three  inputs of the manufacturing industry shown in fig. 6.1.    energy  finished products  fumes    labour  transporting  processing    profit  raw materials  selling  [3]   (iv) explain why transport links are an important factor when the location is being chosen for  a factory.  ...  ...  ...  ...  ...  ...  ...  ...  .  [4]",
+            "25": "25 0460/12/ f/m/22 \u00a9 ucles 2022 [turn over  (b) study fig. 6.2, which shows information about the sources of three types of air pollution in  europe. sulfur dioxidenitrous oxidecarbon dioxide 0 10 20 30 40 50 %60 70 80 90 1000 10 20 30 40 50% 60 70 80 90 100 key manufacturing industry energy generation other sources fig. 6.2   (i) complete  fig. 6.2 by shading the bar for carbon dioxide using the following information:    20% manufacturing industry, 32% energy generation, 48% other sources.  [3]     (ii) describe the impacts of manufacturing industry on the local  natural environment.  ...  ...  ...  ...  ...  ...  ...  ...  ...  .  [5]",
+            "26": "26 0460/12/f/m/22 \u00a9 ucles 2022  (c) for a named area you have studied, explain how an economic activity is managed sustainably.   name of area .   economic activity .  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  .  [7]  [total: 25]",
+            "27": "27 0460/12/ f/m/22 \u00a9 ucles 2022 additional pages if you use the following pages to complete the answer to any question, the question number must be  clearly shown.  ..  ..  .. .. ..  ..  ..  .. .. ..  .. ..",
+            "28": "28 0460/12/f/m/22 \u00a9 ucles 2022 .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. the boundaries and names shown, the designations used and the presentation of material on any maps contained in this question paper/insert do not imply  official endorsement or acceptance by cambridge assessment international education concerning the legal status of any country, territory, or area or any of its  authorities, or of the delimitation of its frontiers or boundaries. 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."
+        },
+        "0460_m22_qp_22.pdf": {
+            "1": "this document has 20 pages. any blank pages are indicated.  [turn overdc (rw/jg) 301846/4 \u00a9 ucles 2022 *0151030842* geography  0460/22 paper 2 geographical skills  february/march  2022  1 hour 30 minutes you must answer on the question paper. you will need:  insert (enclosed)  plain paper  1:25 000 survey map (enclosed)  protractor  calculator  ruler instructions  \u25cf answer all questions.  \u25cf use a black or dark blue pen. you may use an hb pencil for any diagrams or graphs.  \u25cf write your name, centre number and candidate number in the boxes at the top of the page.  \u25cf write your answer to each question in the space provided.  \u25cf do not use an erasable pen or correction fluid.  \u25cf do not write on any bar codes.  \u25cf if additional space is needed, you should use the lined pages at the end of this booklet; the question  number or numbers must be clearly shown. information  \u25cf the total mark for this paper is 60.  \u25cf the number of marks for each question or part question is shown in brackets [  ].  \u25cf the insert contains additional resources referred to in the questions. definitions ledc \u2013 less economically developed country medc \u2013 more economically developed countrycambridge igcse\u2122",
+            "2": "2 0460/22/ f/m/22 \u00a9 ucles 2022 1 study the map extract for troon, scotland. the scale is 1:25  000.  (a) fig. 1.1 shows some of the features in the south west of the map extract. study fig.  1.1 and  the map extract and answer the questions below. 3232 33 34 3533 34 35 303132 303132 cemy a f dbe c  fig. 1.1   using the map extract, identify the following features shown in fig.  1.1:   (i) feature a  .  [1]   (ii) the type of road at b  .  [1]   (iii) the land use at c  .  [1]   (iv) the height above sea level of the contour at d    . metres  [1]   (v) feature e.  .  [1]",
+            "3": "3 0460/22/ f/m/22 \u00a9 ucles 2022 [turn over  (b) look at the railway line which runs north from the railway station at f shown on fig.  1.1.   (i) give the six\u2011figure grid reference of the railway station at f shown on fig.  1.1.  .  [1]   (ii) what is the distance along the railway line from the railway station at f to the next railway  station to the north? tick ( \u2713) one box below. tick (\u2713) 1150 metres 1850 metres 2150 metres 2400 metres  [1]   (iii) measure the bearing from  the railway station at f to the next railway station to the north.    . degrees  [1]  (c) fig. 1.2 is a cross \u2011section along northing 325 from 340325 to 365325. metres above sea levelmetres above sea level200 150 100 50 0200 150 100 50 0 365325 340325x fig. 1.2   (i) identify the feature at x.      [1]   (ii) on fig.  1.2, use a labelled arrow  to show the location of the ayrshire coastal path.  [1]   (iii) the cross \u2011section shown on fig.  1.2 is incomplete. using information from the map  extract, draw a line on fig.  1.2 to complete the cross-section . [2]",
+            "4": "4 0460/22/ f/m/22 \u00a9 ucles 2022  (d) look at the coastline on the western side of the map extract.   (i) identify three  tourist attractions along the coastline of south bay.  ...  ...  ...  ...  ...  .  [3]   (ii) describe the physical (natural) features of the coastline shown on the map extract.  ...  ...  ...  ...  ...  ...  ...  ...  ...  .  [5]  [total: 20]",
+            "5": "5 0460/22/ f/m/22 \u00a9 ucles 2022 [turn over turn page for question 2",
+            "6": "6 0460/22/ f/m/22 \u00a9 ucles 2022 2 fig. 2.1 shows the countries in the world which had an average life expectancy of more than  74 years in 2019. average life expectancy  more than 74 yearskey fig. 2.1  (a) using fig.  2.1, describe the distribution of countries with an average life expectancy of more  than 74  years.  ...  ...  ...  ...  ...  .  [3]  (b) table  2.1 shows the average life expectancy in africa by gender and region in 2019. table 2.1 region male female northern africa 71 74 eastern africa 62 66 southern africa 61 67 central africa 58 61 western africa 56 58 average 61.6",
+            "7": "7 0460/22/ f/m/22 \u00a9 ucles 2022 [turn over   (i) calculate the average female life expectancy for africa.    . years  [1]   (ii) using the information in table  2.1, complete the bar graph  (fig.  2.2) for males in  central africa.  [1] northern africaeastern africasouthern africacentral africawestern africa80 70 60 50 40 30 20 10 key0 male femalelife expectancy (years) fig. 2.2   (iii) using table  2.1 and fig.  2.2, compare the average life expectancy of males and females  in africa. do not use statistics in your answer.  ...  ...  ...  ...  ...  .  [3]  [total: 8]",
+            "8": "8 0460/22/ f/m/22 \u00a9 ucles 2022 3 figs. 3.1 and 3.2 (insert) show two different shopping areas. fig.  3.1 is in england, an medc, and  fig. 3.2 is in indonesia, an ledc.  (a) in which urban zone was the photograph in fig 3.1 taken? circle one of the answers below.  inner suburbs    rural\u2011urban fringe    outer suburbs    central business district  [1]  (b) describe the shopping areas shown in each figure.   england (fig.  3.1)  ...  ...  ...  ...  ...  ...  ...   indonesia (fig.  3.2)  ...  ...  ...  ...  ...  ...  .  [7]  [total: 8]",
+            "9": "9 0460/22/ f/m/22 \u00a9 ucles 2022 [turn over turn page for question 4",
+            "10": "10 0460/22/ f/m/22 \u00a9 ucles 2022 4 fig. 4.1 shows the predicted impact of future earthquakes along the san andreas fault in the usa. usa n imperialanza san  bernadino67 77 7776 68 mojave carrizocholameparkfield southern santa cruznorth coastcalifornia pacific ocean san andreas fault 102030 %probability of an earthquake occurring predicted earthquake intensity plate movementkey 0 400 km fig. 4.1  (a) using fig.  4.1, answer the following questions:   (i) describe the location of the san andreas fault.  ...  ...  ...  .  [2]   (ii) what type of plate margin (boundary) is shown in fig.  4.1?    .  [1]   (iii) which area is predicted to have the highest probability of an earthquake occurring?    .  [1]   (iv) which area is predicted to have the highest earthquake intensity?    .  [1]",
+            "11": "11 0460/22/ f/m/22 \u00a9 ucles 2022 [turn over  (b) table  4.1 shows some of the effects of earthquakes of different intensities. table 4.1 intensity value description of effects 1 not normally felt. birds and animals uneasy. 2 felt only by a few people at rest. 3 vibrations like a large truck passing. felt by people at rest. 4 felt indoors by many. cars rock. 5 sleepers wakened. some windows broken. 6 small bells ring. trees sway. loose objects fall. 7 difficult to stand up. people run outdoors. walls crack. 8 partial collapse of buildings. chimneys fall.   (i) using fig.  4.1 and table  4.1, identify two of the predicted impacts of the earthquake in  southern santa cruz. 1    ... 2    .  [2]   (ii) suggest one reason why some areas of a town might have more deaths because of an  earthquake than others.  ...  ...  ...  .  [1]  [total: 8]",
+            "12": "12 0460/22/ f/m/22 \u00a9 ucles 2022 5 fig. 5.1 shows an area of coastline where a spit has developed. 0 1 kmseatown p e abcd nature reservef x y x ysand site of new groyneskeyn fig. 5.1  (a) look at fig.  5.1 and match the correct letter with the terms below. one has been done for  you. term letter longshore drift direction b prevailing wind/fetch river estuary salt marsh  [3]",
+            "13": "13 0460/22/ f/m/22 \u00a9 ucles 2022 [turn over  (b) new groynes are going to be built in the area shown by the line between x and y in fig. 5.1.   (i) suggest three  different ways this will affect residents of town  p. 1    ... 2    ... 3    .  [3]   (ii) suggest two impacts these new groynes will have on the nature reserve. 1    ... 2    .  [2]  [total: 8]",
+            "14": "14 0460/22/ f/m/22 \u00a9 ucles 2022 6 fig. 6.1 shows how water is used globally and fig.  6.2 compares how water is used in two  continents. 10 20 30 40 50607080900% fig. 6.1 europe africa0 10 20 30 40 50 60 70 80 90 100 0 10 20 30 40 50 percentagepercentage 60 70 80 90 100 key agriculture industry domesticfig. 6.2  (a) (i) using fig.  6.1, state the percentage of water used for agriculture globally.    .%  [1]   (ii) complete the graph  for africa in fig.  6.2 using the following statistics:     industry: 5%     domestic: 15%  [1]",
+            "15": "15 0460/22/ f/m/22 \u00a9 ucles 2022  (b) as a country develops, the amount of water used in agriculture, industry and for domestic use  will change. suggest reasons for this.   agriculture  ...  ...  ...  ...  ...   industry  ...  ...  ...  ...  ...   domestic use  ...  ...  ...  ...  .  [6]  [total: 8]",
+            "16": "16 0460/22/ f/m/22 \u00a9 ucles 2022 additional pages if you use the following pages to complete the answer to any question, the question number must be  clearly shown.  ..  ..  .. .. ..  ..  ..  .. .. ..  .. ..",
+            "17": "17 0460/22/ f/m/22 \u00a9 ucles 2022 .. .. ..  .. .. ..  ..  ..  .. .. ..  ..  ..  ..",
+            "18": "18 0460/22/ f/m/22 \u00a9 ucles 2022 blank page",
+            "19": "19 0460/22/ f/m/22 \u00a9 ucles 2022 blank page",
+            "20": "20 0460/22/ f/m/22 \u00a9 ucles 2022 the boundaries and names shown, the designations used and the presentation of material on any maps contained in this question paper/insert do not imply  official endorsement or acceptance by cambridge assessment international education concerning the legal status of any country, territory, or area or any of its  authorities, or of the delimitation of its frontiers or boundaries. permission to reproduce items where third \u2011party 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 \u2011related 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.blank page"
+        },
+        "0460_m22_qp_42.pdf": {
+            "1": "this document has 16 pages. any blank pages are indicated.  [turn overcambridge igcse\u2122 dc (ce/ct) 304161/4 \u00a9 ucles 2022geography  0460/42 paper 4 alternative to coursework  february/march  2022  1 hour 30 minutes you must answer on the question paper. you will need:  insert (enclosed)  ruler  calculator  protractor instructions  \u25cf answer all questions.  \u25cf use a black or dark blue pen. you may use an hb pencil for any diagrams or graphs.  \u25cf write your name, centre number and candidate number in the boxes at the top of the page.  \u25cf write your answer to each question in the space provided.  \u25cf do not use an erasable pen or correction fluid.  \u25cf do not write on any bar codes.  \u25cf if additional space is needed, you should use the lined pages at the end of this booklet; the question  number or numbers must be clearly shown. information  \u25cf the total mark for this paper is 60.  \u25cf the number of marks for each question or part question is shown in brackets [  ].  \u25cf the insert contains additional resources referred to in the questions. *7860296335*",
+            "2": "2 0460/42/ f/m/22 \u00a9 ucles 2022 1 students did fieldwork to investigate tourism in salina national park in malta. malta is an island in  the mediterranean sea. they decided to test the following hypotheses:   hypothesis 1:  the reasons why people of different ages visit the national park vary in importance.  hypothesis 2:  tourism has a more negative impact than positive impact on residents of the  national park.  (a) (i) to begin their investigation the students divided into pairs to produce a questionnaire  to use with tourists in the national park. two of these questionnaires are shown in  figs. 1.1 and 1.2 (insert). give three  ways that questionnaire 1 (fig. 1.1) is better than  questionnaire 2 (fig. 1.2). 1    ... 2    ... 3    .  [3]   (ii) the students used a random sampling method to select 100 tourists to answer the  questionnaire shown in fig. 1.1.    describe, in detail, how they would use a random sampling method.  ...  ...  ...  .  [2]   (iii) the students decided to use the questionnaire in a car park in the middle of the national  park.    suggest one advantage and one disadvantage of their decision to use the questionnaire  in the car park . advantage  ...  ... disadvantage  ...  .  [2]",
+            "3": "3 0460/42/ f/m/22 \u00a9 ucles 2022 [turn over  (b) the results of question 1 in the questionnaire used (shown in fig 1.1) are shown in table 1.1  (insert).   (i) use the results in table 1.1 to complete fig. 1.3 . [2] 0102030405060 0\u20135 6\u201310 11\u201315how far have you travelled to get here today?results of question 1 distance (km)16\u201320 more than 20number of tourists fig. 1.3   (ii) use the results of question 1 to describe how the number of tourists going to the national  park varied with distance.  ...  ...  ...  .  [2]",
+            "4": "4 0460/42/ f/m/22 \u00a9 ucles 2022  (c) the results of questions 2 and 3 in the questionnaire are shown in table 1.2.   (i) complete table 1.2  by writing in the total number of people aged between 20 and 40  who completed the questionnaire.  [1] table 1.2 results of questions 2 and 3 main reason  for visitunder 20 20\u201340 41\u201360 over 60 number percentage number percentage number percentage number percentage birdlife  centre1 5 2 7 5 18 4 17 cycling   paths12 54 5 19 3 11 1 4 memorial  gardens  and historic  buildings2 9 0 0 6 21 10 44 playgrounds  and picnic  areas0 0 14 52 2 7 0 0 walking   trails6 27 5 19 7 25 3 13 woodland  scenery1 5 1 3 5 18 5 22 total 22 100 100 28 100 23 100",
+            "5": "5 0460/42/ f/m/22 \u00a9 ucles 2022 [turn over   (ii) use the results in table 1.2 to complete the divided bar graph  for the age group over  60 in fig. 1.4.  [3] 0102030405060708090100 under 2020\u201340 41\u201360 age groupresults of questions 2 and 3 over 60% 0102030405060708090100 %key main reason for visit woodland scenery walking trails playgrounds and picnic areas memorial gardens and historic buildings cycling paths birdlife centre fig. 1.4",
+            "6": "6 0460/42/ f/m/22 \u00a9 ucles 2022   (iii) what conclusion would the students make about hypothesis 1:  the reasons why people  of different ages visit the national park vary in importance ?    support your answer with evidence from table 1.2 and fig. 1.4.  ...  ...  ...  ...  ...  ...  ...  .  [4]  (d) to investigate hypothesis 2:  tourism has a more negative impact than positive impact on  residents of the national park , the students interviewed 50 residents to get their opinions  about tourism. the questions which they asked in the interview are shown in fig. 1.5 (insert).   (i) the results of question 1 in the interview are shown in table 1.3 (insert). complete  fig. 1.6, to show the residents\u2019 opinions about traffic congestion.  [3] 50 residentsresidents\u2019 opinions about traffic congestion 10 20155 2530354045 key very severe problem quite severe problem slight problem not a problem fig. 1.6",
+            "7": "7 0460/42/ f/m/22 \u00a9 ucles 2022 [turn over   (ii) the results of question 2 in the interview are shown in table 1.4 (insert).     which  one of the benefits shown in table 1.4 do residents think is most important? tick  (3) your answer in the table below.  [1] benefit tick (3) creates jobs in the local area brings money into the area local residents can use the tourist facilities   (iii) the students made the conclusion that hypothesis 2:  tourism has a more negative  impact than positive impact on residents of the national park  was false . refer to data in  tables 1.3 and 1.4 (insert) to explain their decision.  ...  ...  ...  ...  ...  .  [3]  (e) some residents identified litter and traffic congestion as problems in the national park.  suggest two different ways to reduce each problem.   litter 1    ... 2    ...   traffic congestion 1    ... 2    .  [4]  [total: 30]",
+            "8": "8 0460/42/ f/m/22 \u00a9 ucles 2022 2 a class of students was studying how to collect weather data using a stevenson screen which  was located in the school grounds. the stevenson screen contained a maximum-minimum  thermometer and a wet-and-dry bulb thermometer.  a stevenson screen is shown in fig. 2.1 (insert).   (a) (i) explain why the stevenson screen  is painted white.  ...  ... is 120  cm above the ground.  ...  ... has gaps in the sides.   ...  .  [3]       (ii) which two of the following positions would be most suitable for a stevenson screen?  tick (3) your choices in the box below. tick (3) away from buildings in the playground in the car park  on the grass lawn under some trees  [2]  (b) fig. 2.2 (insert) shows a photograph of the school campus. on the photograph the students  labelled their predictions about how the microclimate would differ around the campus. to  which of the locations labelled 1 to 7 on the photograph would the following predictions apply? location  number  the playground will be sheltered from the  wind by the building. classrooms will be hotter on the sunny  side of the school. it will be cool and windy in shade and  facing the wind.  [3]",
+            "9": "9 0460/42/ f/m/22 \u00a9 ucles 2022 [turn over  (c) two students decided to carry out an investigation around their school to test the following  hypotheses:    hypothesis  1: temperatures are higher nearer to buildings and decrease away from  buildings.   hypothesis 2: the wind speed decreases as the distance from the buildings increases.   to test hypothesis 1  the students used a digital thermometer. this instrument is shown  in fig.  2.3 (insert). they selected seven sites around the school campus and recorded the  temperature at each site. the sites are shown on fig. 2.2 and fig. 2.4 (insert).    (i) what are three  advantages of using the digital thermometer over a traditional  thermometer? 1    ... 2    ... 3    .  [3]   (ii) why is it important that the students measured the temperature at the seven different  sites at the same time of day?  ...  .  [1]  (d) the temperatures recorded at the seven sites are shown in table 2.1 (insert).   which one of the following is the correct conclusion to hypothesis 1:  temperatures are  higher nearer to buildings and decrease away from buildings ? tick (3) your decision below  and support it with evidence from fig. 2.4 and table 2.1 (insert). conclusion tick (3) hypothesis 1 is true. hypothesis 1 is partly true. hypothesis 1 is false.  ...  ...  ...  ...  .  [3]",
+            "10": "10 0460/42/ f/m/22 \u00a9 ucles 2022  (e) to test hypothesis 2:  the wind speed decreases as the distance from the buildings  increases , the students used the weather instrument shown in fig. 2.5 (insert).   (i) identify this instrument in the table below. tick ( 3) your choice. tick (3) anemometer barometer clinometer hygrometer  seismometer  [1]   (ii) the results of the wind speed measurements are shown in table 2.2 (insert).     plot the wind speed at site 5  on fig. 2.6 opposite.  [1]",
+            "11": "11 0460/42/ f/m/22 \u00a9 ucles 2022 [turn over ntarmacresults of wind speed measurements key building grass trees fieldwork site3 4 5672 1 lake 1m0 100 wind speed02468 km / h fig. 2.6",
+            "12": "12 0460/42/ f/m/22 \u00a9 ucles 2022   (iii) what conclusion would the students make about hypothesis 2:  the wind speed  decreases as the distance from the buildings increases ? use data from fig. 2.6 and  table 2.2 to support your answer.  ...  ...  ...  ...  ...  .  [3]  (f) relative humidity is a weather feature which can be measured using a wet-and-dry bulb  thermometer in a stevenson screen.    (i) which one of the following is the correct definition of relative humidity? tick ( 3) your  answer.  [1] definition tick (3) the amount of water vapour in the air during the day  compared to the night the percentage of moisture in the air when it is  raining the amount of moisture in the air as a percentage of  the total moisture it could hold at that temperature the minimum amount of water vapour in the air  when it is warmed up     (ii) explain how students would use a wet-and-dry bulb thermometer to work out relative  humidity.  ...  ...  ...  ...  ...  ...  ...  .  [4]",
+            "13": "13 0460/42/ f/m/22 \u00a9 ucles 2022   (iii) at which one of the following sites shown in fig. 2.4 (insert) would you expect relative  humidity to be highest? circle your answer.  [1] site 1     site 4     site 5     site 7   (g) describe a fieldwork method that could be used to measure daily rainfall at the school.  ...  ...  ...  ...  ...  ...  ...  .  [4]  [total: 30]",
+            "14": "14 0460/42/ f/m/22 \u00a9 ucles 2022 additional pages if you use the following pages to complete the answer to any question, the question number must be  clearly shown.  ..  ..  .. .. ..  ..  ..  .. .. ..  .. ..",
+            "15": "15 0460/42/ f/m/22 \u00a9 ucles 2022 .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. ..",
+            "16": "16 0460/42/ f/m/22 \u00a9 ucles 2022 the boundaries and names shown, the designations used and the presentation of material on any maps contained in this question paper/insert do not imply  official endorsement or acceptance by cambridge assessment international education concerning the legal status of any country, territory, or area or any of its  authorities, or of the delimitation of its frontiers or boundaries. 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.blank page"
+        },
+        "0460_s22_qp_11.pdf": {
+            "1": "this document has 28 pages.  [turn overcambridge igcse\u2122 dc (ce/sg) 304208/4 \u00a9 ucles 2022geography  0460/11 paper 1 geographical themes  may/june  2022  1 hour 45 minutes you must answer on the question paper. you will need:  insert (enclosed)  ruler  calculator  protractor instructions  \u25cf answer three  questions in total, one from each section.  \u25cf use a black or dark blue pen. you may use an hb pencil for any diagrams or graphs.  \u25cf write your name, centre number and candidate number in the boxes at the top of the page.  \u25cf write your answer to each question in the space provided.  \u25cf do not use an erasable pen or correction fluid.  \u25cf do not write on any bar codes.  \u25cf if additional space is needed, you should use the lined pages at the end of this booklet; the question  number or numbers must be clearly shown. information  \u25cf the total mark for this paper is 75.  \u25cf the number of marks for each question or part question is shown in brackets [  ].  \u25cf the insert contains additional resources referred to in the questions. definitions medcs \u2013 more economically developed countries ledcs \u2013 less economically developed countries *8885941226*",
+            "2": "2 0460/11/m/j/22 \u00a9 ucles 2022 section a answer one question from this section. 1 (a) study fig. 1.1, which shows information about the world\u2019s population structure in 1950, 2015  and 2100 (estimated). 0 % 504010 60901950 0 % 504010 6090 3020 70803020 7080 3020 7080 2100 estimated key age groups of the population 0\u201324 25\u201349 50 and over0 % 504010 60902015 fig. 1.1   (i) what is meant by population structure ?  ...  .  [1]",
+            "3": "3 0460/11/m/j/22 \u00a9 ucles 2022 [turn over   (ii) complete fig. 1.1  using the following information about the estimated population in  2100.  [2] age group percentage of total  population 25\u201349 years 30 50 and over 40   (iii) using information from fig. 1.1 only, describe the changes in the world\u2019s population  structure between 1950 and 2015 .  ...  ...  ...  ...  ...  .  [3]   (iv) suggest reasons for the changes in the percentage of the population aged between 0  and 24 years from 1950 to 2015.  ...  ...  ...  ...  ...  ...  ...  .  [4]",
+            "4": "4 0460/11/m/j/22 \u00a9 ucles 2022  (b) study fig. 1.2, which is a population pyramid for niger (an ledc in africa) in 2015. 0 percent of total population percent of total population0 2 2 4 4 6 6 8 8 10 100\u201345\u2013910\u20131415\u20131920\u20132425\u20132930\u20133435\u20133940\u20134445\u20134950\u20135455\u20135960\u20136465\u20136970\u20137475\u20137980 +age (years)niger 2015 female male young dependenteconomically activeold dependent young dependenteconomically activeold dependent fig. 1.2   (i) describe three  features of the population pyramid of niger which are typical of an ledc. 1          ... 2    ... 3    .  [3]",
+            "5": "5 0460/11/m/j/22 \u00a9 ucles 2022 [turn over   (ii) explain why the proportion of old dependents in an medc  is likely to differ from that of  niger.  ...  ...  ...  ...  ...  ...  ...  ...  ...  .  [5]",
+            "6": "6 0460/11/m/j/22 \u00a9 ucles 2022  (c) for a named country you have studied, describe the problems caused by a large dependent  population.   name of country ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  .  [7]  [total: 25]",
+            "7": "7 0460/11/m/j/22 \u00a9 ucles 2022 [turn over 2 (a) study fig. 2.1, which shows information about internal migration to mexico city, the capital of  mexico (an ledc). 0 500 km 0151015202530%percentage of migrants key mc mexico citymc country boundaries state boundariespacific oceangulf of mexicousa guatemalamexiconbaja california (norte)baja california (norte) chiapasjalisco michoac \u00e1n michoac\u00e1n guerrero fig. 2.1   (i) what is meant by internal migration ?  ...  .  [1]   (ii) put the following three mexican states in rank order according to the percentage of  migrants to mexico city.  [2]   chiapas  jalisco  michoac\u00e1n    ..  largest    ..      ..   smallest",
+            "8": "8 0460/11/m/j/22 \u00a9 ucles 2022   (iii) using evidence from fig. 2.1 only, suggest why there is more migration to mexico city  from guerrero than baja california (norte).  ...  ...  ...  ...  ...  .  [3]   (iv) describe the problems caused in rural areas  in ledcs as a result of large amounts of  people migrating away from them .  ...  ...  ...  ...  ...  ...  ...  .  [4]",
+            "9": "9 0460/11/m/j/22 \u00a9 ucles 2022 [turn over  (b) study fig. 2.2, which shows information about two squatter settlements in mexico city. name of squatter settlement chalma isidro fabela density: average space per  person (m2)34 29 building materials used for walls % % scrap materials 20 5 bricks or breeze blocks 80 95 building material used for roof % % scrap materials 33 28 corrugated iron 52 23 concrete or tiles 15 49 water provision % % public standpipe 87 2 tap in home 13 98 electricity provision % % illegal connection 88 0 legal supply 12 100 fig. 2.2   (i) using fig. 2.2 only, describe three  differences between chalma and isidro fabela. do  not use statistics in your answer. 1    ... 2    ... 3    .  [3]",
+            "10": "10 0460/11/m/j/22 \u00a9 ucles 2022   (ii) explain the difficulties faced by people living in squatter settlements.  ...  ...  ...  ...  ...  ...  ...  ...  ...  .  [5]",
+            "11": "11 0460/11/m/j/22 \u00a9 ucles 2022 [turn over  (c) for a named urban area you have studied in an ledc, explain why people have moved to it  from surrounding rural areas. name of urban area in ledc ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  .  [7]  [total: 25]",
+            "12": "12 0460/11/m/j/22 \u00a9 ucles 2022 section b answer one question from this section. 3 (a) study fig. 3.1, which is a sketch showing an area of coastline. x fig. 3.1   (i) identify the feature labelled x.      [1]   (ii) use labelled arrows  to identify the following features in fig. 3.1:    \u2013 cave    \u2013 beach.  [2]",
+            "13": "13 0460/11/m/j/22 \u00a9 ucles 2022 [turn over   (iii) explain how the process of abrasion (corrasion) may have formed the cave you have  labelled in fig. 3.1.  ...  ...  ...  ...  ...  .  [3]   (iv) suggest why bays and headlands have developed along the coast shown in fig. 3.1.  ...  ...  ...  ...  ...  ...  ...  .  [4]  (b) study fig. 3.2 (insert), which is a photograph of an area of coastline.   (i) describe the benefits of living in a coastal area such as that shown in fig. 3.2.  ...  ...  ...  ...  ...  .  [3]",
+            "14": "14 0460/11/m/j/22 \u00a9 ucles 2022   (ii) explain why the natural environment may be hazardous for people living in coastal  settlements.   ...  ...  ...  ...  ...  ...  ...  ...  ...  .  [5]",
+            "15": "15 0460/11/m/j/22 \u00a9 ucles 2022 [turn over  (c) describe and explain the conditions which lead to the development of a coral reef.  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  .  [7]  [total: 25]",
+            "16": "16 0460/11/m/j/22 \u00a9 ucles 2022 4 (a) study fig. 4.1 (insert), which is a photograph of a river near its source.   (i) what is meant by the source  of a river?  ...  .  [1]   (ii) describe two features shown in fig. 4.1 which are typical of a river near its source. 1    ...   2    .  [2]   (iii) explain how the river shown in fig. 4.1 may have eroded its valley by hydraulic action.  ...  ...  ...  ...  ...  .  [3]   (iv) explain how potholes may form along rivers such as the one shown in fig. 4.1.  ...  ...  ...  ...  ...  ...  ...  .  [4]",
+            "17": "17 0460/11/m/j/22 \u00a9 ucles 2022 [turn over  (b) study fig. 4.2 (insert), which is a photograph of cairo and the river nile, in egypt (an ledc).   (i) suggest reasons why many large urban settlements, such as cairo, have grown up  close to rivers.  ...  ...  ...  ...  ...  .  [3]   (ii) explain why living close to a river, such as the nile, may be hazardous.  ...  ...  ...  ...  ...  ...  ...  ...  ...  .  [5]",
+            "18": "18 0460/11/m/j/22 \u00a9 ucles 2022  (c) explain how an oxbow lake is formed. you should include a labelled diagram or diagrams in  the box below.  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  [7]  [total: 25]",
+            "19": "19 0460/11/m/j/22 \u00a9 ucles 2022 [turn over section c answer one question from this section. 5 (a) study fig. 5.1, which is a graph showing information about the use of water in different  continents. 0 10 20 30 40 50 60 70 80 90 100africaasiaaustralasiaamericas (north and south america)europe percentage of total amount of water used agriculture industrial domestickey fig. 5.1   (i) what percentage of africa\u2019s water is used in homes?     %  [1]   (ii) complete fig. 5.1  using the following information about the use of water in europe. use percentage of total  water used industrial 57 domestic 22  [2]",
+            "20": "20 0460/11/m/j/22 \u00a9 ucles 2022   (iii) compare the use of water in asia and the americas.  ...  ...  ...  ...  ...  .  [3]   (iv) suggest reasons why most water in africa is used for agriculture.  ...  ...  ...  ...  ...  ...  ...  .  [4]  (b) study fig. 5.2 (insert), which is a map showing the planned ilisu dam in turkey.   (i) describe three  features of the reservoir which will be created by the ilisu dam scheme. 1    ... 2    ... 3    .  [3]",
+            "21": "21 0460/11/m/j/22 \u00a9 ucles 2022 [turn over   (ii) suggest the advantages and disadvantages of the ilisu dam scheme. advantages  ...  ...  ...  ...  ... disadvantages  ..    ...  ...  ...  .  [5]",
+            "22": "22 0460/11/m/j/22 \u00a9 ucles 2022  (c) for a named country or area you have studied, describe the methods used to supply energy. name of country or area ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  .  [7]  [total: 25]",
+            "23": "23 0460/11/m/j/22 \u00a9 ucles 2022 [turn over 6 (a) study fig. 6.1, which is a graph showing the changes in employment in different sectors in  south africa (an medc) between 2008 and 2014. 0100 \u2013100 \u2013200 \u2013300 \u2013400 200 300 400 500 600 700 800 change in number of jobs between 2008 and 2014 (000)decrease increaseprivate householdsgas, electricity and water supplyconstructiontourismminingtransportfinancesocial services trade agriculture manufacturing fig. 6.1   (i) complete  fig. 6.1 by using the following information.    the number of jobs in agriculture decreased by 120  000. [1]   (ii) compare the increase in jobs in finance and tourism between 2008 and 2014.     use statistics in your answer.  ...  ...  ...  .  [2]",
+            "24": "24 0460/11/m/j/22 \u00a9 ucles 2022   (iii) suggest three  reasons for the decline in employment in manufacturing in south africa. 1    ... 2    ... 3    .  [3]   (iv) explain why the tourist industry is important in many countries.  ...  ...  ...  ...  ...  ...  ...  ...  .  [4]  (b) study fig. 6.2 (insert), which is a photograph of part of lanzarote, a spanish island where  tourism is important.   (i) using fig. 6.2 only, identify three  natural attractions of lanzarote for tourism. 1    ... 2    ... 3    .  [3]",
+            "25": "25 0460/11/m/j/22 \u00a9 ucles 2022 [turn over   (ii) suggest the problems which the tourist industry may cause for people who live in  lanzarote.  ...  ...  ...  ...  ...  ...  ...  ...  ...  .  [5]",
+            "26": "26 0460/11/m/j/22 \u00a9 ucles 2022  (c) for a named area you have studied, explain how an economic activity may damage the local   natural environment.   name of area ...   economic activity ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  .  [7]  [total: 25]",
+            "27": "27 0460/11/m/j/22 \u00a9 ucles 2022 additional pages if you use the following pages to complete the answer to any question, the question number must be  clearly shown.  ..  ..  .. .. ..  ..  ..  .. .. ..  .. ..",
+            "28": "28 0460/11/m/j/22 \u00a9 ucles 2022 the boundaries and names shown, the designations used and the presentation of material on any maps contained in this question paper/insert do not imply  official endorsement or acceptance by cambridge assessment international education concerning the legal status of any country, territory, or area or any of its  authorities, or of the delimitation of its frontiers or boundaries. 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... .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .."
+        },
+        "0460_s22_qp_12.pdf": {
+            "1": "this document has 24 pages. any blank pages are indicated.  [turn overcambridge igcse\u2122 dc (pq/fc) 304124/4 \u00a9 ucles 2022 *1490565974* geography  0460/12 paper 1  geographical themes  may/june  2022  1 hour 45 minutes you must answer on the question paper. you will need:  insert (enclosed)  calculator  ruler instructions  \u25cf answer three  questions in total, one from each section.  \u25cf use a black or dark blue pen. you may use an hb pencil for any diagrams or graphs.  \u25cf write your name, centre number and candidate number in the boxes at the top of the page.  \u25cf write your answer to each question in the space provided.  \u25cf do not use an erasable pen or correction fluid.  \u25cf do not write on any bar codes.  \u25cf if additional space is needed, you should use the lined pages at the end of this booklet; the question  number or numbers must be clearly shown. information  \u25cf the total mark for this paper is 75.  \u25cf the number of marks for each question or part question is shown in brackets [  ].  \u25cf the insert contains additional resources referred to in the questions. definitions medcs \u2013 more economically developed countries ledcs \u2013 less economically developed countries",
+            "2": "2 0460/12/m/j/22 \u00a9 ucles 2022 section a answer one question from this section. 1 (a) study fig. 1.1, which shows information about population growth in australia (an medc). 1993199419951996199719981999200020012002200320042005200620072008200920102011201220132014201520162017201850 0100150200250300350400450500 yearspopulation growth (000) key natural increase net international migration total population growth fig. 1.1   (i) in which year was total population growth the highest in australia?     . . [1]   (ii) identify from fig. 1.1 a year when:    \u2013 net international migration and natural increase were the same amount     . .    \u2013 total population growth decreased.     . . [2]",
+            "3": "3 0460/12/m/j/22 \u00a9 ucles 2022 [turn over   (iii) explain how the following are calculated:    natural increase  ...  ...    net international migration  ...  ...    total population growth.  ...  .  [3]   (iv) using fig. 1.1, compare natural increase and net international migration between 1993  and 2018. you should refer to years and use statistics in your answer.  ...  ...  ...  ...  ...  ...  ...  .  [4]",
+            "4": "4 0460/12/m/j/22 \u00a9 ucles 2022  (b) study fig. 1.2, which shows information about population growth in the gambia (an ledc in  africa).   the gambia has had a consistently high population growth rate of 4.2% for  the last thirty years. 'the main reasons include polygamy, the fact that  the use of contraceptives is not common and a general reduction in infant  mortality rates.' since 1993 a family planning programme has attempted to increase the use  of modern contraceptives and reproductive health services in the gambia. an  increase in the use of contraceptives has been achieved through community  health nurses and information campaigns.  fig. 1.2   (i) suggest three reasons why the use of contraceptives is not common in the gambia. 1    ... 2    ... 3    .  [3]   (ii) explain why it is difficult to reduce natural population growth rates in ledcs, such as  the gambia, even though the use of contraception has recently increased.   ...  ...  ...  ...  ...  ...  ...  ...  ...  .  [5]",
+            "5": "5 0460/12/m/j/22 \u00a9 ucles 2022 [turn over  (c) for a named country you have studied, describe the problems caused by a high rate of  population growth.   name of country ..  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  .  [7] [total: 25]",
+            "6": "6 0460/12/m/j/22 \u00a9 ucles 2022 2 (a) study fig. 2.1, which shows the results of a survey showing the world\u2019s ten best and ten  worst cities in which to live. the ten best cities to live in country cityoverall rating  (100 = ideal)security healthcare environment education infrastructure austria vienna 99.1 100 100 96.3 100 100 australia melbourne 98.4 95 100 98.6 100 100 australia sydney 98.1 95 100 97.2 100 100 japan osaka 97.7 100 100 93.5 100 96.4 canada calgary 97.5 100 100 90 100 100 canada vancouver 97.3 95 100 100 100 92.9 canada toronto 97.2 100 100 97.2 100 89.3 japan tokyo 97.2 100 100 94.4 100 92.9 denmark copenhagen 96.8 95 95.8 95.4 100 100 australia adelaide 96.6 95 100 94.2 100 96.4 the ten worst cities to live in country cityoverall rating  (100 = ideal)security healthcare environment education infrastructure venezuela caracas 46.9 35 33.3 56.3 66.7 53.6 algeria algiers 44.1 50 45.8 45.4 50 30.4 cameroon douala 44 60 25 48.4 33.3 42.9 zimbabwe harare 42.6 40 20.8 58.6 66.7 35.7 papua new  guineaport moresby 41 30 37.5 47 50 46.4 pakistan karachi 40.9 20 45.8 38.7 66.7 51.8 libya tripoli 40.4 35 41.7 40.3 50 41.1 bangladesh dhaka 39.2 55 29.2 40.5 41.7 26.8 nigeria lagos 38.5 20 37.5 53.5 33.3 46.4 syria damascus 30.7 20 29.2 40.5 33.3 32.1 fig. 2.1",
+            "7": "7 0460/12/m/j/22 \u00a9 ucles 2022 [turn over (i)name a country which has three of the ten best cities in which to live.  .. [1] (ii) state two different types of infrastructure in a city. 1  2  ..  [2] (iii) suggest three different ways that the environment may cause problems for people living in the ten worst cities.1   ...2   ...3   .  [3] (iv) using fig. 2.1 only, explain why vienna is a better city in which to live than damascus.  you should  not use statistics.  ... ... ... ... ... ... ... .  [4]",
+            "8": "8 0460/12/m/j/22 \u00a9 ucles 2022 (b) study fig. 2.2, which shows information abo ut the functions of cities. fig. 2.2 (i)what is meant by the following functions? commercial     ... residential  ..  ...industrial    .  [3] (ii) explain why many large cities have an administrative function. ... ... ... ... ... ... ... ... ... .  [5] content removed due to copyright restrictions.",
+            "9": "9 0460/12/m/j/22 \u00a9 ucles 2022 [turn over (c) for a named urban area you have studied, describe the problems caused by urban sprawl for the surrounding natural environment. name of urban area .. ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... .  [7] [total: 25]",
+            "10": "10 0460/12/m/j/22 \u00a9 ucles 2022 section b answer one question from this section. 3 (a) study fig. 3.1, which is a map showing hot deserts. fig. 3.1 (i)on fig. 3.1, draw a labelled arrow  to name a hot desert. [1] (ii) using fig. 3.1 only, describe the distribution of hot deserts.  ... ... ... .  [2] (iii) describe the typical climate of an area of hot desert. ... ... ... ...    ... .  [3] content removed due to copyright restrictions.",
+            "11": "11 0460/12/m/j/22 \u00a9 ucles 2022 [turn over   (iv) explain how the following factors influence the climate of an area of hot desert. direction of prevailing wind    ...  ...  ... atmospheric pressure    ...  ...  .  [4]  (b) study fig. 3.2 (insert), which is a photograph of hot desert vegetation.   (i) using fig. 3.2 only, describe three  features of the vegetation shown. 1    ... 2    ... 3    .  [3]   (ii) explain how vegetation, such as that shown in fig. 3.2, can survive in a hot desert.   ...  ...  ...  ...  ...  ...  ...  ...  ...  .  [5]",
+            "12": "12 0460/12/m/j/22 \u00a9 ucles 2022  (c) for an area you have studied with an equatorial climate , describe and explain the climatic  characteristics.   name of area ..  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  .  [7] [total: 25]",
+            "13": "13 0460/12/m/j/22 \u00a9 ucles 2022 [turn over 4 (a) study fig. 4.1 (insert), which is a photograph of an area of sand dunes.   (i) which one of the following statements best describes the location of the sand dunes  shown in fig. 4.1?    tick (3) the correct statement in the table below. tick (3) close to the sea at low tide level on a headland next to the cliff edge on the beach between high and low tide levels near the top of the beach above high tide level  [1]   (ii) describe two characteristics of the sand dunes shown in fig. 4.1. 1    ... 2    .  [2]   (iii) suggest how the sand dunes shown in fig. 4.1 were formed.   ...  ...  ...  ...  ...  .  [3]   (iv) many areas of sand dunes are located on spits.    explain how a spit is formed.  ...  ...  ...  ...  ...  ...  ...  .  [4]",
+            "14": "14 0460/12/m/j/22 \u00a9 ucles 2022  (b) study fig. 4.2 (insert), which is a photograph of an area of coastline.   (i) describe the characteristics of the bay shown in fig. 4.2.  ...  ...  ...  ...  ...  .  [3]   (ii) suggest how the bay shown in fig. 4.2 has been formed.  ...  ...  ...  ...  ...  ...  ...  ...  ...  .  [5]",
+            "15": "15 0460/12/m/j/22 \u00a9 ucles 2022 [turn over  (c) for a named area you have studied, explain the hazards faced by coastal communities as a  result of natural processes.   name of coastal area ..  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  .  [7] [total: 25]",
+            "16": "16 0460/12/m/j/22 \u00a9 ucles 2022 section c answer one question from this section. 5 (a) study figs. 5.1 and 5.2 (insert), which are photographs of two different farms.   fig. 5.1 shows extensive farming.   fig. 5.2 shows intensive farming.   (i) what is meant by extensive  farming?    ...  .  [1]   (ii) describe the agricultural land use in the areas shown in each of fig. 5.1 and fig. 5.2. fig. 5.1  ...  ... fig. 5.2  ...  .  [2]   (iii) state three  ways in which a farmer is able to increase the yield per hectare by intensive   farming. 1    ... 2    ... 3    .  [3]   (iv) explain why a location close to a market is important for many farmers.  ...  ...  ...  ...  ...  ...  ...  .  [4]",
+            "17": "17 0460/12/m/j/22 \u00a9 ucles 2022 [turn over  (b) study fig. 5.3 (insert), which is a map showing areas where grapes are grown in part of the  rh\u00f4ne valley, switzerland.   (i) using fig. 5.3 only, describe the distribution of the areas where grapes are grown. 1    ... 2    ... 3    .  [3]   (ii) suggest reasons for the distribution of the areas where grapes are grown in the part of  the rh\u00f4ne valley shown in fig. 5.3.  ...  ...  ...  ...  ...  ...  ...  ...  ...  .  [5]",
+            "18": "18 0460/12/m/j/22 \u00a9 ucles 2022  (c) for a named country or region you have studied, describe the impacts of food shortages.   name of country or region ..  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  .  [7] [total: 25]",
+            "19": "19 0460/12/m/j/22 \u00a9 ucles 2022 [turn over 6 (a) study fig. 6.1 (insert), which shows information about sources of energy which were used for  electricity production in four countries in europe in 2019.   (i) what percentage of germany\u2019s electricity was generated from coal?    . . [1]   (ii) identify two differences between the use of fossil fuels for generating electricity in austria  and germany. 1    ... 2    .  [2]   (iii) using fig. 6.1 only, compare the importance of nuclear power in the countries shown.   ...  ...  ...  ...  ...  .  [3]   (iv) explain why some governments do not choose to use nuclear power as a source of  energy.  ...  ...  ...  ...  ...  ...  ...  .  [4]",
+            "20": "20 0460/12/m/j/22 \u00a9 ucles 2022  (b) study fig. 6.2 (insert), which is a photograph showing an area where electricity is generated  using wind turbines in the netherlands (an medc in europe).   (i) suggest why this method of electricity generation is possible at this location.  ...  ...  ...  ...  ...  .  [3]   (ii) describe the benefits and disadvantages of using wind power as a form of energy.  ...  ...  ...  ...  ...  ...  ...  ...  ...  .  [5]",
+            "21": "21 0460/12/ m/j/22 \u00a9 ucles 2022  (c) for a named country you have studied, explain how water supply  is being managed to meet  present and future demand.   name of country ..  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  .  [7] [total: 25]",
+            "22": "22 0460/12/m/j/22 \u00a9 ucles 2022 additional pages if you use the following pages to complete the answer to any question, the question number must be  clearly shown.  ..  ..  .. .. ..  ..  ..  .. .. ..  .. ..",
+            "23": "23 0460/12/ m/j/22 \u00a9 ucles 2022 .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. ..",
+            "24": "24 0460/12/m/j/22 \u00a9 ucles 2022 the boundaries and names shown, the designations used and the presentation of material on any maps contained in this question paper/insert do not imply  official endorsement or acceptance by cambridge assessment international education concerning the legal status of any country, territory, or area or any of its  authorities, or of the delimitation of its frontiers or boundaries. 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.blank page"
+        },
+        "0460_s22_qp_13.pdf": {
+            "1": "this document has 32 pages. any blank pages are indicated.  [turn overcambridge igcse\u2122 *4353795137* geography  0460/13 paper 1 geographical themes  may/june  2022  1 hour 45 minutes you must answer on the question paper. you will need:  insert (enclosed)  calculator  ruler instructions  \u25cf answer three  questions in total, one from each section.  \u25cf use a black or dark blue pen. you may use an hb pencil for any diagrams or graphs.  \u25cf write your name, centre number and candidate number in the boxes at the top of the page.  \u25cf write your answer to each question in the space provided.  \u25cf do not use an erasable pen or correction fluid.  \u25cf do not write on any bar codes.  \u25cf if additional space is needed, you should use the lined pages at the end of this booklet; the question  number or numbers must be clearly shown. information  \u25cf the total mark for this paper is 75.  \u25cf the number of marks for each question or part question is shown in brackets [  ].  \u25cf the insert contains additional resources referred to in the questions. definitions medcs \u2013 more economically developed countries ledcs \u2013 less economically developed countries dc (cj/ct) 304209/4 \u00a9 ucles 2022",
+            "2": "2 0460/13/m/j/22 \u00a9 ucles 2022 section a answer one question from this section. 1 (a) study figs. 1.1, 1.2 and 1.3, which show information about libya, an ledc in north africa.   fig. 1.1 shows information about population density.   fig. 1.2 shows information about rainfall.   fig. 1.3 shows information about temperature. libya algeriatunisia egypt sabhatripoli misrata sirtebenghazibayda tobrukmediterranean sea key persons per km2 more than 500 51\u2013500 11\u201350 1\u201310 fewer than 1 major urban areas0 200 kmn fig. 1.1",
+            "3": "3 0460/13/ m/j/22 \u00a9 ucles 2022 [turn over libya algeriatunisia egyptmediterranean sea 5255075100200 150250300 5100150200250300350400450500 key isohyet \u2013 line joining points of equal  annual rainfall (mm)0 200 kmn fig. 1.2 libya algeriatunisia egyptmediterranean sea 21.019.519.0 key isotherm \u2013 line joining points of equal average  annual temperature (\u00b0c)21.520.019.5 20.5 22.0 22.520.5 23.0 23.5 24.0 24.5 25.02018.518.00 200 kmn fig. 1.3",
+            "4": "4 0460/13/m/j/22 \u00a9 ucles 2022   (i) mark with an x  on fig. 1.1 the area which is most sparsely populated.  [1]   (ii) libya had a population of 6  777 452 in 2015. the land area is 1  760 000 km2.    calculate the population density of libya.    you should show your calculations in the box below.   [2]   (iii) using evidence from figs. 1.1, 1.2 and 1.3 only, suggest how the climate has influenced  the distribution of population in libya.  ...  ...  ...  ...  ...  .  [3]   (iv) explain the importance of natural resources (e.g. mineral deposits) and transport as  factors influencing population density.  ...  ...  ...  ...  ...  ...  ...  .  [4]    per km2",
+            "5": "5 0460/13/ m/j/22 \u00a9 ucles 2022 [turn over  (b) study figs. 1.4, 1.5 and 1.6 (insert), which are photographs showing areas of different  population density.   (i) identify the photograph which shows:    \u2013 a densely populated rural area    fig. .    \u2013 a sparsely populated rural area    fig. .    \u2013 a densely populated urban area.    fig. .  [3]   (ii) some rural areas may be overpopulated. describe the problems faced by people living  in overpopulated rural  areas.  ...  ...  ...  ...  ...  ...  ...  ...  ...  .  [5]",
+            "6": "6 0460/13/m/j/22 \u00a9 ucles 2022  (c) for a named country you have studied, explain why it has attracted large numbers of  international migrants.   name of country .  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  .  [7]  [total: 25]",
+            "7": "7 0460/13/ m/j/22 \u00a9 ucles 2022 [turn over 2 (a) study fig. 2.1 (insert), which is a map of lusaka, the capital city of zambia (an ledc in  africa).   (i) which one of the following land uses occupies the largest area in lusaka?    underline your answer in the list below.     business                     industry               parks                   residential  [1]   (ii) using fig. 2.1 only, describe the location of lusaka international airport.  ...  ...  ...  .  [2]   (iii) suggest reasons for the location of the industrial areas in lusaka.  ...  ...  ...  ...  ...  .  [3]   (iv) suggest differences between the housing areas labelled x and y in fig. 2.1.  ...  ...  ...  ...  ...  ...  ...  .  [4]",
+            "8": "8 0460/13/m/j/22 \u00a9 ucles 2022  (b) study fig. 2.2, which shows information about amenities in george, an unplanned residential  area in lusaka. key road food shop charcoal seller 0 500 mn   fig. 2.2",
+            "9": "9 0460/13/ m/j/22 \u00a9 ucles 2022 [turn over   (i) compare the distribution of food shops and charcoal sellers.  ...  ...  ...  ...  ...  .  [3]   (ii) explain why people who live in george are only likely to travel short distances to food  shops.  ...  ...  ...  ...  ...  ...  ...  ...  ...  .  [5]",
+            "10": "10 0460/13/m/j/22 \u00a9 ucles 2022  (c) for a named urban area you have studied, describe and explain the characteristics of its  central business district (cbd).   name of urban area .  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  .  [7]  [total: 25]",
+            "11": "11 0460/13/ m/j/22 \u00a9 ucles 2022 [turn over turn page for question 3",
+            "12": "12 0460/13/m/j/22 \u00a9 ucles 2022 section b answer one question from this section. 3 (a) study fig. 3.1 (insert), which is a photograph showing an area which has been created by  coastal erosion.   (i) what is meant by coastal erosion ?  ...  .  [1]   (ii) which two of the following can be seen in fig. 3.1?    tick (3) the correct statements in the table. tick (3) bays and headlands                          delta  mangrove swamps sand dunes wave cut platforms      [2]   (iii) explain how the process of corrosion (solution) may have formed the caves shown in  fig. 3.1.  ...  ...  ...  ...  ...  .  [3]",
+            "13": "13 0460/13/ m/j/22 \u00a9 ucles 2022 [turn over   (iv) state two benefits and two disadvantages of living close to the coast.    benefits 1    ...   2    ...    disadvantages 1    ... 2    .  [4]  (b) study fig. 3.2 (insert), which is a map of orford ness, a spit.   (i) using fig. 3.2 only, describe three  features of orford ness. 1    ... 2    ... 3    .  [3]   (ii) suggest how the spit at orford ness was formed.   ...  ...  ...  ...  ...  ...  ...  ...  ...  .  [5]",
+            "14": "14 0460/13/m/j/22 \u00a9 ucles 2022  (c) for a named coastal area you have studied, describe how the impacts of natural hazards are  being managed.   name of area   ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  .  [7]  [total: 25]",
+            "15": "15 0460/13/ m/j/22 \u00a9 ucles 2022 [turn over 4 (a) study fig. 4.1, which is a map of the river yangtze drainage basin in china. x a bx a b0 500 km1000 n fig. 4.1   (i) what feature is shown by x in fig. 4.1? tick ( 3) the correct answer in the box below. tick (3) delta flood plain meander oxbow lake   source  [1]   (ii) on fig. 4.1 use arrows and labels  to mark the following features:    \u2013 a confluence (label with c)    \u2013 the watershed (label with w). [2]",
+            "16": "16 0460/13/m/j/22 \u00a9 ucles 2022   (iii) define the following processes by which a river erodes.  abrasion    ... attrition  ..  ... hydraulic action  .  .  [3]   (iv) draw and label two  diagrams to show the likely differences between the cross-sections  of the valleys at a and b on fig. 4.1. cross-section at a",
+            "17": "17 0460/13/ m/j/22 \u00a9 ucles 2022 [turn over cross-section at b  [4]  (b) study fig. 4.2 (insert), which is a photograph of a waterfall.   (i) describe the main features of the waterfall shown in fig. 4.2.  ...  ...  ...  ...  ...  .  [3]",
+            "18": "18 0460/13/m/j/22 \u00a9 ucles 2022   (ii) explain how and why the waterfall shown in fig. 4.2 is likely to change in the future.  ...  ...  ...  ...  ...  ...  ...  ...  ...  .  [5]",
+            "19": "19 0460/13/ m/j/22 \u00a9 ucles 2022 [turn over  (c) for a named river you have studied, explain the causes of flooding.   name of river .  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  .  [7]  [total: 25]",
+            "20": "20 0460/13/m/j/22 \u00a9 ucles 2022 section c answer one question from this section. 5 (a) study fig. 5.1, which is information about farming and climate around the villages of chak  jinda and jullundur, which are in the punjab state of india (an ledc). fig. 5.1 (i)there are both commercial and subsistence farms in the punjab. what is the differencebetween a commercial farm and a subsistence farm?  ... ... .  [1] content removed due to copyright restrictions. ",
+            "21": "21 0460/13/ m/j/22 \u00a9 ucles 2022 [turn over   (ii) using fig. 5.1, identify a month when farmers in the punjab will:    \u2013 sow cotton .    \u2013 harvest millet. .  [2]   (iii) insert the following words into the table below to show examples of inputs, processes  and outputs of farms in the punjab.    choose from the words below.     harvesting  labour          ploughing     tractors  sugar cane         rice inputs processes outputs  [3]   (iv) using fig. 5.1, identify the months when rice and wheat are growing in the punjab.    suggest reasons for the different months when these crops are growing.  ...    ...  ...  ...  ...  ...  ...    .  [4]",
+            "22": "22 0460/13/m/j/22 \u00a9 ucles 2022  (b) study fig. 5.2 (insert), which is a photograph showing an area in eswatini (an ledc in africa)  where soil erosion has taken place.   (i) suggest how soil erosion may have affected farming in the area shown in fig. 5.2.  ...  ...  ...  ...  ...  .  [3]   (ii) describe the methods which can be used by farmers to reduce soil erosion.  ...  ...  ...  ...  ...  ...  ...  ...  ...  .  [5]",
+            "23": "23 0460/13/ m/j/22 \u00a9 ucles 2022 [turn over  (c) for a named country or region you have studied, explain how human actions  have  contributed to food shortages.   name of country or region .  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  .  [7]  [total: 25]",
+            "24": "24 0460/13/m/j/22 \u00a9 ucles 2022 6 (a) study fig. 6.1, which shows information about the causes of desertification. africa asia australasia europe north americasouth america050100150200250350 300 amount of desertification (millions of hectares) continent key deforestation overgrazing arable farming fig. 6.1   (i) what is meant by desertification ?  ...  .  [1]   (ii) identify the continent where:    \u2013 most land has been lost to desertification ..    \u2013 arable farming has been the main cause of desertification. ..  [2]   (iii) using fig. 6.1 only, compare the causes of desertification in africa and europe.    you should not use statistics in your answer.  ...  ...  ...  ...  ...  .  [3]",
+            "25": "25 0460/13/ m/j/22 \u00a9 ucles 2022 [turn over   (iv) explain how overgrazing may cause desertification.   ...  ...  ...  ...  ...  ...  ...  .  [4]",
+            "26": "26 0460/13/m/j/22 \u00a9 ucles 2022  (b) study fig. 6.2, which is an article about the world\u2019s hottest decade (period of ten years).    2010 to 2019 was the hottest decade on earth, according to recent data  which also shows that 2019 was the second-hottest year ever. nineteen of  the hottest twenty years have occurred since 2000. the annual global surface temperature is now increasing at an average  rate of about 0.18  \u00b0c per decade and every decade since the 1960s has been  warmer than the previous decade. greenhouse gas emissions reached a record high in 2019 and the amount of  carbon dioxide in the atmosphere is at the highest level ever. thirty six countries, from belize to south africa, had their hottest year  since records began. many places around the world, including countries  such as switzerland, have had average temperature increases of more than  2 \u00b0c over the past century. during december 2019 australia experienced its  hottest-ever day at 41.9  \u00b0c and europe recorded its hottest year ever. alaska also had its hottest year on record in 2019 with the ice melting during  the winter in the bering sea. in the summer the temperature at alaska\u2019s  anchorage international airport reached over 32  \u00b0c for the first time. fig. 6.2",
+            "27": "27 0460/13/ m/j/22 \u00a9 ucles 2022 [turn over   (i) identify from fig. 6.2 three  different pieces of evidence to support the fact that global  warming is occurring. 1    ... 2    ... 3    .  [3]   (ii) explain how human activities are increasing the temperature of the earth\u2019s atmosphere.  ...  ...  ...  ...  ...  ...  ...  ...  ...  .  [5]",
+            "28": "28 0460/13/m/j/22 \u00a9 ucles 2022  (c)  describe the problems caused by global warming for people and the natural environment.  you should refer to named areas affected.  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  .  [7]  [total: 25]",
+            "29": "29 0460/13/ m/j/22 \u00a9 ucles 2022 additional pages if you use the following pages to complete the answer to any question, the question number must be  clearly shown.  ..  ..  .. .. ..  ..  ..  .. .. ..  .. ..",
+            "30": "30 0460/13/m/j/22 \u00a9 ucles 2022 .. .. ..  .. .. ..  ..  ..  .. .. ..  ..  ..  ..",
+            "31": "31 0460/13/ m/j/22 \u00a9 ucles 2022 blank page",
+            "32": "32 0460/13/m/j/22 \u00a9 ucles 2022 the boundaries and names shown, the designations used and the presentation of material on any maps contained in this question paper/insert do not imply  official endorsement or acceptance by cambridge assessment international education concerning the legal status of any country, territory, or area or any of its  authorities, or of the delimitation of its frontiers or boundaries. 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.blank page"
+        },
+        "0460_s22_qp_21.pdf": {
+            "1": "this document has 16 pages. any blank pages are indicated.  [turn overcambridge igcse\u2122geography  0460/21 paper 2 geographical skills  may/june  2022  1 hour 30 minutes you must answer on the question paper. you will need:  insert (enclosed)  plain paper  1:25 000 survey map (enclosed)  protractor  calculator  ruler instructions  \u25cf answer all questions.  \u25cf use a black or dark blue pen. you may use an hb pencil for any diagrams or graphs.  \u25cf write your name, centre number and candidate number in the boxes at the top of the page.  \u25cf write your answer to each question in the space provided.  \u25cf do not use an erasable pen or correction fluid.  \u25cf do not write on any bar codes.  \u25cf if additional space is needed, you should use the lined pages at the end of this booklet; the question  number or numbers must be clearly shown. information  \u25cf the total mark for this paper is 60.  \u25cf the number of marks for each question or part question is shown in brackets [  ].  \u25cf the insert contains additional resources referred to in the questions. *8996227164* dc (lk/jg) 304206/4 \u00a9 ucles 2022",
+            "2": "2 0460/21/ m/j/22 \u00a9 ucles 2022 1 study the map extract for lochwinnoch, scotland. the scale is 1:25  000.  (a) fig. 1.1 shows some of the features in the west of the map extract. study fig. 1.1 and the  map extract and answer the questions below. 6131 32 33 34 35 31 32 33 34 3560 59 5861 60 59 58b c e daglenlora bridgegarpel bridgefb fig. 1.1   using the map extract, identify the following features shown in fig. 1.1:   (i) feature a  .  [1]   (ii) feature b  .  [1]   (iii) the land use at c  .  [1]   (iv) the name of settlement d    .   [1]   (v) the height above sea level of the spot height (survey height) at e.    . metres   [1]",
+            "3": "3 0460/21/ m/j/22 \u00a9 ucles 2022 [turn over  (b) fig. 1.1 shows the locations of glenlora bridge and garpel bridge.   (i) using the map extract, measure how far it is along the road from glenlora bridge to  garpel bridge.    . metres  [1]   (ii) measure the bearing from glenlora bridge to garpel bridge.    .. degrees  [1]  (c) using the map extract, describe the drainage in the area shown in fig. 1.1.  ...  ...  ...  ...  ...  ...  ...  ...  ...  .  [5]  (d) fig. 1.2 is a cross-section along northing 615 from 380615 to 410615.  100 75 50 25 0100 75 50 25 0metres above sea levelmetres above sea level 380615 410615crossflat hill x fig. 1.2   (i) identify the feature at x.  .  [1]   (ii) on fig. 1.2, use a labelled arrow  to show the position of the main road.  [1]   (iii) the cross-section shown on fig. 1.2 is incomplete. using information from the map  extract, draw a line on fig. 1.2 to complete the cross-section . [1]",
+            "4": "4 0460/21/ m/j/22 \u00a9 ucles 2022  (e) find the settlement of howwood in the east of the map extract. using map evidence suggest  reasons for the growth of the settlement.   ...  ...  ...  ...  ...  ...  ...  ...  ...  .  [5]  [total: 20]",
+            "5": "5 0460/21/ m/j/22 \u00a9 ucles 2022 [turn over 2 fig. 2.1 shows the change in population density in france from 2010 to 2020. population density (people per km2) years2010115 114116117118119120 2012 2014 2016 2020 2018113 112 111 110 0 fig. 2.1  (a) (i) using fig. 2.1, state the population density in france in 2018.     people per km2 [1]   (ii) using fig. 2.1, describe the change in population density in france between 2010 and  2020.   ...  ...  ...  ...  ...  .  [3]",
+            "6": "6 0460/21/ m/j/22 \u00a9 ucles 2022   (iii) which one of the following could explain why the population density in france as shown  in fig. 2.1 is increasing? tick ( 3) one box below. tick (3) positive net migration negative net migration urban to rural migration  [1]  (b) fig. 2.2 shows the population density of the five most densely populated regions in france in  2019. 1000 200 300 400 500 600 700 800 900 1000 1100 1200 population density (people per km2)\u00eele-de-franceregions hauts-de-france provence-alpes-c \u00f4te d\u2019azur brittany pays de la loire  fig. 2.2   (i) complete fig. 2.2  by adding the following information:    pays de la loire 120 people per km2. [1]   (ii) the pays de la loire region has an area of 32  082 km2. calculate the total population of  this region. show your working and answer in the box below.  answer:  ..  people  [2]  [total: 8]",
+            "7": "7 0460/21/ m/j/22 \u00a9 ucles 2022 [turn over 3 study figs. 3.1 and 3.2 (insert), which show how the clouds changed between 08:00 and 16:00 at  one location.   (a) describe how the clouds changed between 08:00 and 16:00.  ...  ...  ...  ...  ...  ...  ...  .  [4]  (b) suggest how the weather changed between 08:00 and 16:00 at the location shown in  figs.  3.1 and 3.2 for the weather features shown below. temperature  ..  ... sunlight  .  ... precipitation  ..  ... humidity    .  [4]  [total: 8]",
+            "8": "8 0460/21/ m/j/22 \u00a9 ucles 2022 4 fig. 4.1 shows the locations of hot deserts in the world. 0\u00b020\u00b0n 20\u00b0s key hot desert fig. 4.1  (a) describe the distribution of hot deserts shown in fig. 4.1.  ...  ...  ...  ...  ...  .  [3]",
+            "9": "9 0460/21/ m/j/22 \u00a9 ucles 2022 [turn over  (b) fig. 4.2 shows the climate of a hot desert area. 10 02030 j f m a m j j a s o n d200 150 100 50 0 monthsmean temperature (\u00b0c)mean rainfall (mm) key mean temperature mean rainfall fig. 4.2   (i) using fig. 4.2, state the annual range of temperature.    .. \u00b0c  [1]   (ii) using fig. 4.2, estimate the total annual rainfall. tick ( 3) one box below. tick (3) 90 mm 190 mm 290 mm 390 mm  [1]   (iii) what evidence from fig. 4.2 suggests that this place is in the southern hemisphere?  ...  .  [1]  (c) describe two different ways in which plants adapt to a hot desert climate. 1    ... 2    .  [2]  [total: 8]",
+            "10": "10 0460/21/ m/j/22 \u00a9 ucles 2022 5 fig. 5.1 shows the three largest exports for four continents. asia share of global  market (%)export value us $ (billions) electronics 86 540 phones 75 424 processed oil 50 421 europe share of global  market (%)export value us $ (billions) cars 53 404 medicine 81 266 processed oil 38 248 south america share of global  market (%)export value us $ (billions) cars 19 142 crude oil 11 97 processed oil 14 92 africa share of global  market (%)export value us $ (billions) crude oil 14 116 gold 8 26 petroleum gases 9 25 fig. 5.1  (a) using fig. 5.1, identify the following:   (i) africa\u2019s most important export    .  [1]   (ii) the export from asia which has the highest global market share    .  [1]   (iii) the total value of south america\u2019s top three exports.    .. us $  [1]",
+            "11": "11 0460/21/ m/j/22 \u00a9 ucles 2022 [turn over  (b) using fig. 5.1, compare the exports of europe and africa. do not use statistics in your  answer.  ...  ...  ...  ...  ...  .  [3]  (c) asia earns a large amount of money from its exports. state two different ways this might  benefit the development of countries in asia. 1    ... 2    .  [2]  [total: 8]",
+            "12": "12 0460/21/ m/j/22 \u00a9 ucles 2022 6 fig. 6.1 (insert) shows the location of high technology industries on a science park in england.  (a) state an example of a high technology product.  .  [1]  (b) (i) describe the industrial units shown at a on fig. 6.1.  ...  ...  ...  .  [2]   (ii) using fig. 6.1, suggest two reasons why this area was chosen for the location of high  technology industries. 1    ... 2    .  [2]  (c) explain why transport costs are not the most important factor when locating high technology  industry.  ...  ...  ...  ...  ...  ...  .  [3]  [total: 8]",
+            "13": "13 0460/21/ m/j/22 \u00a9 ucles 2022 additional pages if you use the following pages to complete the answer to any question, the question number must be  clearly shown.  ..  ..  .. .. ..  ..  ..  .. .. ..  .. ..",
+            "14": "14 0460/21/ m/j/22 \u00a9 ucles 2022 .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. ..",
+            "15": "15 0460/21/ m/j/22 \u00a9 ucles 2022 blank page",
+            "16": "16 0460/21/ m/j/22 \u00a9 ucles 2022 the boundaries and names shown, the designations used and the presentation of material on any maps contained in this question paper/insert do not imply  official endorsement or acceptance by cambridge assessment international education concerning the legal status of any country, territory, or area or any of its  authorities, or of the delimitation of its frontiers or boundaries. 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.blank page"
+        },
+        "0460_s22_qp_22.pdf": {
+            "1": "this document has 20 pages. any blank pages are indicated.  [turn overcambridge igcse\u2122 dc (pq/sg) 304190/4 \u00a9 ucles 2022 *8802633752* geography  0460/22 paper 2 geographical skills  may/june  2022  1 hour 30 minutes you must answer on the question paper. you will need:  insert (enclosed)  plain paper  1:25 000 survey map (enclosed)  protractor  calculator  ruler instructions  \u25cf answer all questions.  \u25cf use a black or dark blue pen. you may use an hb pencil for any diagrams or graphs.  \u25cf write your name, centre number and candidate number in the boxes at the top of the page.  \u25cf write your answer to each question in the space provided.  \u25cf do not use an erasable pen or correction fluid.  \u25cf do not write on any bar codes.  \u25cf if additional space is needed, you should use the lined pages at the end of this booklet; the question  number or numbers must be clearly shown. information  \u25cf the total mark for this paper is 60.  \u25cf the number of marks for each question or part question is shown in brackets [  ].  \u25cf the insert contains additional resources referred to in the questions.",
+            "2": "2 0460/22/ m/j/22 \u00a9 ucles 2022 1 study the map extract for uplawmoor, scotland. the scale is 1:25  000.  (a) fig. 1.1 shows some of the features in the west of the map extract. study fig.  1.1 and the  map extract and answer the questions below. 5841 42 43 44 41 42 43 4457 56 5558 57 56 55b dae bracoc loch liboplymuir fig. 1.1   using the map extract, identify the following features shown in fig.  1.1:   (i) feature a  .  [1]   (ii) the vegetation at b  .  [1]   (iii) feature c  .  [1]   (iv) the height above sea level of the spot height (survey height) at d  .  metres  [1]   (v) the land use at e.  .  [1]",
+            "3": "3 0460/22/m/j/22 \u00a9 ucles 2022 [turn over  (b) fig. 1.1 shows the location of braco, plymuir and loch libo.   (i) using the map extract measure the straight-line distance between braco and plymuir.  .  metres  [1]   (ii) measure the bearing from  braco to plymuir.  ...  degrees  [1]   (iii) estimate the area of loch libo. tick ( \u2713) one box below. tick (\u2713) 50 000 m2 100 000 m2 150 000 m2 200 000 m2  [1]  (c) fig. 1.2 is a cross-section along northing 546 from 410546 to 440546. 100125150175200 100125150175200ram\u2019s headx 410546 440546metres above sea levelmetres above sea level fig. 1.2   (i) identify the land use at x.  .  [1]   (ii) on fig.  1.2, use a labelled arrow  to show the position of the a736.  [1]   (iii) the cross-section shown on fig.  1.2 is incomplete. using information from the map  extract, draw a line on fig.  1.2 to complete the cross-section . [2]",
+            "4": "4 0460/22/ m/j/22 \u00a9 ucles 2022  (d) describe the relief of the land to the north of the main road (a736) on the map extract.  ...  ...  ...  ...  ...  ...  ...  .  [4]  (e) describe the distribution of settlement to the south of the main road (a736) on the map  extract.  ...  ...  ...  ...  ...  ...  ...  .  [4]  [total: 20]",
+            "5": "5 0460/22/m/j/22 \u00a9 ucles 2022 [turn over turn page for question 2",
+            "6": "6 0460/22/ m/j/22 \u00a9 ucles 2022 2 many migrants travel to shanghai, china each year. fig.  2.1 shows the four main provinces  migrants travelled from to reach shanghai between 1985 and 1995. anhui sichuanjiangsu zhejiangshanghain 0 300 km number of migrants to shanghai provinces years 1985\u201390 1990\u201395anhui 39 000 106  900103  800 111  50020 000 37 30051 800 638  000sichuan jiangsu zhejiang fig. 2.1  (a) (i) suggest two different ways in which the data in fig. 2.1 could be shown on the map. 1    ... 2    .  [2]   (ii) describe the main patterns of migration shown on fig. 2.1. do not use statistics in your  answer.  ...  ...  ...  ...  ...  .  [3]",
+            "7": "7 0460/22/m/j/22 \u00a9 ucles 2022 [turn over  (b) using fig. 2.1 only, suggest why there are not many migrants travelling from regions such  as sichuan.  ...  ...  .  [1]  (c) suggest two economic  problems caused by the large number of migrants arriving in  shanghai. 1    ... 2    .  [2]  [total: 8]",
+            "8": "8 0460/22/ m/j/22 \u00a9 ucles 2022 3 (a) study fig. 3.1, which shows how the age structures of countries change as they develop.  65 15age male a b cfemale fig. 3.1   identify which population pyramid shows the following features. tick ( \u2713) one box for each  statement below. a b c lowest life expectancy high birth rate and high death rate ageing population high birth rate and declining death rate highest population growth  [3]  (b) study fig. 3.2, which shows the change in the percentage of the population that is aged  65 years or above for countries of different incomes. high incomemiddle incomelow income 5 0 10 % of population aged 65 years and over15 20 key 1960 2018 fig. 3.2",
+            "9": "9 0460/22/m/j/22 \u00a9 ucles 2022 [turn over   (i) by how much did the percentage of population aged 65 years and over in middle-income  countries increase between 1960 and 2018?    % [1]   (ii) describe the relationship between income and percentage of the population aged  65 years and over.  ...  ...  ...  .  [2]  (c) give two reasons why many high-income countries have an ageing population. 1    ... 2    .  [2]  [total: 8]",
+            "10": "10 0460/22/ m/j/22 \u00a9 ucles 2022 4 (a) study fig. 4.1, which is a newspaper article describing natural hazards on the island of  hawaii.   kilauea, one of the world\u2019s most active volcanoes, has been constantly erupting for 35 years. lava  flows have covered more than 38 square kilometres. the eruption on the 5 may 2018 caused a  series of earthquakes, which reached a magnitude of 6.9. steam and lava came out of large cracks  in the ground. the police force asked hundreds of residents to move to the two evacuation centres.  a local resident who has lived there for 35 years said, \u2018it\u2019s just part of life here. i\u2019ve got lava tunnels  on my property which drain lava from the volcano.\u2019 fig. 4.1   (i) using fig. 4.1, identify what caused the earthquakes .  .  [1]   (ii) using fig. 4.1 only, identify three  reasons why people still live in this area. 1    ... 2    ... 3    .  [3]",
+            "11": "11 0460/22/m/j/22 \u00a9 ucles 2022 [turn over (b) fig. 4.2 shows how long it would take a tsunami (large wave caused by an earthquake) to reach the nearby islands. fig. 4.2 (i)describe the location of the earthquake\u2019s epicentre.  ... .  [2] (ii) how long would it take the tsunami to reach the island of kauai? ...  minutes [1] (iii) on fig. 4.2, complete the line  for 15 minutes. [1] [total: 8] content removed due to copyright restrictions.",
+            "12": "12 0460/22/ m/j/22 \u00a9 ucles 2022 5 (a) figs. 5.1 and 5.2 (insert) are photographs which show two different tourist locations in  thailand.   describe the attractions for tourists shown in figs. 5.1 and 5.2. fig. 5.1  ..  ...  ...  ...  ... fig. 5.2  ..  ...  ...  ...  .  [5]  (b) suggest  two reasons why the local population would welcome tourists. 1    ... 2    .  [2]  (c) suggest one problem caused by tourists.  ...  .  [1]  [total: 8]",
+            "13": "13 0460/22/m/j/22 \u00a9 ucles 2022 [turn over turn page for question 6",
+            "14": "14 0460/22/ m/j/22 \u00a9 ucles 2022 6 (a) fig. 6.1 shows how the employment structure of bangladesh (an ledc) has changed over  time. 100 10 20 30 40 50 60 70 80 90 1000 90 80 70 60 50 40 30 20 10 00100 90 80 70 60 50 40 30 20 10% secondary industry% tertiary industry % primary industry key primary secondary tertiary2019 1970 fig. 6.1   (i) what percentage of bangladesh\u2019s employment was in:    primary industry in 1970    % [1]    tertiary industry in 2019?    % [1]   (ii) suggest another type of graph that could be used to show the information in fig. 6.1.  .  [1]",
+            "15": "15 0460/22/ m/j/22 \u00a9 ucles 2022  (b) how has the percentage in secondary industry changed? tick ( \u2713) one box below. tick (\u2713) stayed the same decreased increased  [1]  (c) suggest two reasons why the number of people working in agriculture has declined in  countries such as bangladesh. 1    ... 2    .  [2]  (d) less agricultural employment can lead to rural-urban migration. suggest two ways in which  rural-urban migration may affect the population structure in the rural areas. 1    ... 2    .  [2]  [total: 8]",
+            "16": "16 0460/22/ m/j/22 \u00a9 ucles 2022 additional pages if you use the following pages to complete the answer to any question, the question number must be  clearly shown.  ..  ..  .. .. ..  ..  ..  .. .. ..  .. ..",
+            "17": "17 0460/22/ m/j/22 \u00a9 ucles 2022 .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. ..",
+            "18": "18 0460/22/ m/j/22 \u00a9 ucles 2022 blank page",
+            "19": "19 0460/22/ m/j/22 \u00a9 ucles 2022 blank page",
+            "20": "20 0460/22/ m/j/22 \u00a9 ucles 2022 blank page the boundaries and names shown, the designations used and the presentation of material on any maps contained in this question paper/insert do not imply  official endorsement or acceptance by cambridge assessment international education concerning the legal status of any country, territory, or area or any of its  authorities, or of the delimitation of its frontiers or boundaries. 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."
+        },
+        "0460_s22_qp_23.pdf": {
+            "1": "this document has 16 pages. any blank pages are indicated.  [turn overdc (rw/sw) 304207/4 \u00a9 ucles 2022 *6982396146* geography  0460/23 paper 2 geographical skills  may/june  2022  1 hour 30 minutes you must answer on the question paper. you will need:  insert (enclosed)  plain paper  1:25 000 survey map (enclosed)  protractor  calculator  ruler instructions  \u25cf answer all questions.  \u25cf use a black or dark blue pen. you may use an hb pencil for any diagrams or graphs.  \u25cf write your name, centre number and candidate number in the boxes at the top of the page.  \u25cf write your answer to each question in the space provided.  \u25cf do not use an erasable pen or correction fluid.  \u25cf do not write on any bar codes.  \u25cf if additional space is needed, you should use the lined pages at the end of this booklet; the question  number or numbers must be clearly shown. information  \u25cf the total mark for this paper is 60.  \u25cf the number of marks for each question or part question is shown in brackets [  ].  \u25cf the insert contains additional resources referred to in the questions.cambridge igcse\u2122",
+            "2": "2 0460/23/ m/j/22 \u00a9 ucles 2022 1 study the map extract for irvine, scotland. the scale is 1:25  000.  (a) fig. 1.1 shows some of the features around irvine. study fig.  1.1 and the map extract and  answer the questions that follow. 31 32 33 34 31383940 383940 32 33 34d c g feba fig. 1.1   using the map extract, identify the following features shown in fig.  1.1:   (i) the type of road at a  .  [1]   (ii) feature b  .  [1]   (iii) feature c  .  [1]   (iv) the height above sea level of the contour line at d.    . metres  [1]",
+            "3": "3 0460/23/ m/j/22 \u00a9 ucles 2022 [turn over  (b) study fig.  1.1 and the map extract.   (i) using the map extract, measure the distance along the railway line from the railway  station at e (317386) to the southern  edge of the map extract .    . metres  [1]   (ii) measure the bearing from  the railway station at e to feature c.    . degrees  [1]   (iii) using map evidence, describe the housing and street pattern in fullarton (3138 and  3238), area f on fig.  1.1.  ...  ...  ...  ...  ...  .  [3]   (iv) using map evidence, suggest reasons for the location of the industrial estate (3338),  area g on fig.  1.1.  ...  ...  ...  ...  ...  .  [3]",
+            "4": "4 0460/23/ m/j/22 \u00a9 ucles 2022  (c) describe the human and physical (natural) features of the river garnock which flows in the  west of the map extract.   human features  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...   physical features   ...  ...  ...  ...  ...  ...  ...  ...  ...  .  [8]  [total: 20]",
+            "5": "5 0460/23/ m/j/22 \u00a9 ucles 2022 [turn over 2 study fig.  2.1 (insert), which shows the population structure of low-, middle- and high-income  countries in 1970 and 2018.  (a) (i) in low-income countries, what percentage of the population were aged 15\u201364 in 2018?    .%  [1]   (ii) which type of country had the largest growth in the percentage of population aged  15\u201364  years?  .  [1]   (iii) which type of country had the largest growth in the percentage of population aged  65 years and above?  .  [1]  (b) state two reasons why low-income countries have a large proportion of population aged  0\u201314  years. 1    ... 2    .  [2]  (c) suggest three  problems caused by an ageing population. 1    ... 2    ... 3    .  [3]  [total: 8]",
+            "6": "6 0460/23/ m/j/22 \u00a9 ucles 2022 3 urbanisation can lead to urban sprawl which can affect the natural environment. figs.  3.1 and 3.2  (insert) show new industrial units and housing in the rural\u2013urban fringe.  (a) (i) using evidence from fig.  3.1, suggest three  ways in which the developments are causing  a negative impact on the natural  environment. 1    ... 2    ... 3    .  [3]   (ii) using evidence from fig.  3.2, identify two ways in which planners have attempted to  reduce the impact on the natural environment. 1    ... 2    .  [2]  (b) fig. 3.3 (insert) shows a new shopping development in the rural\u2013urban fringe. using evidence  from fig.  3.3 only, suggest three  reasons why  people choose  to shop there. 1    ... 2    ... 3    ...  .  [3]  [total: 8]",
+            "7": "7 0460/23/ m/j/22 \u00a9 ucles 2022 [turn over 4 fig. 4.1 shows a cross-section through an area affected by an earthquake. a key ground movement seismic wavesyb x fig. 4.1  (a) using fig.  4.1, identify the following features:   (i) line a \u2013 b  .  [1]   (ii) x  ..  [1]   (iii) y  ..  [1]",
+            "8": "8 0460/23/ m/j/22 \u00a9 ucles 2022  (b) fig. 4.2 shows the number of global deaths caused by earthquakes from 2000 to 2015. 2000 2001 2002 2003 2004 2005 2006 2007 2008 2009 2010 2011 2012 2013 2014 2015 yearsnumber of deaths (000) 050100150200250300350 fig. 4.2   (i) which two years had the highest number of deaths?    ... and ...  [1]",
+            "9": "9 0460/23/ m/j/22 \u00a9 ucles 2022 [turn over   (ii) suggest four reasons why the number of deaths caused by earthquakes per year varies. 1    ...  ... 2    ...  ... 3    ...  ... 4    ...  .  [4]  [total: 8]",
+            "10": "10 0460/23/ m/j/22 \u00a9 ucles 2022 5 fig. 5.1 shows the climate of a place in brazil. 0 j f m a m j monthj a s o n d50100150200 051015202530 temperature (\u00b0c) rainfall (mm)250300350 fig. 5.1  (a) for the climate shown in fig.  5.1 state the:   (i) january rainfall    ...  mm [1]   (ii) annual temperature range.    ...  \u00b0c [1]",
+            "11": "11 0460/23/ m/j/22 \u00a9 ucles 2022 [turn over   (iii) which three of the following statements about the climate shown in fig.  5.1 are true?  tick (3) three  boxes below. tick (3) october is the wettest month. february is the driest month. there are two wetter seasons. the annual rainfall is low. the annual temperature range is high. temperatures are high throughout the year. march is the hottest month. july is the coolest month.  [3]  (b) study fig.  5.2, which shows a simplified food web for a rainforest. caiman tapir grassjaguar howler monkey banana treeocelot secondary consumers (carnivores) primary consumers (herbivores) producers (green plants) key energy flowspider monkey orchid three-toed sloth bromeliad plant fig. 5.2   (i) identify  two foods eaten by the caiman. 1   2  ..  [1]   (ii) suggest two impacts of a reduced number of orchids. 1   2  ..  [2]  [total: 8]",
+            "12": "12 0460/23/  m  / j  /22 \u00a9 ucles 20226 fig. 6.1 shows information about a global coffee shop company. fig. 6.1 content removed due to copyright restrictions.",
+            "13": "13 0460/23/ m/j/22 \u00a9 ucles 2022  (a) using fig.  6.1 only, identify the evidence that this is a transnational company which has  undergone globalisation.  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  .  [5]  (b) fig. 6.2 shows the support the coffee company offers local coffee farmers. explain how each  of these types of support can help sustainable development. \u2022 education about soil management techniques \u2022 agreed prices for coffee beans \u2022 research into disease-resistant trees fig. 6.2  ...  ...  ...  ...  ...  ...  ...  .  [3]  [total: 8]",
+            "14": "14 0460/23/ m/j/22 \u00a9 ucles 2022 additional pages if you use the following pages to complete the answer to any question, the question number must be  clearly shown.  ..  ..  .. .. ..  ..  ..  .. .. ..  .. ..",
+            "15": "15 0460/23/ m/j/22 \u00a9 ucles 2022 .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. ..",
+            "16": "16 0460/23/ m/j/22 \u00a9 ucles 2022 the boundaries and names shown, the designations used and the presentation of material on any maps contained in this question paper/insert do not imply  official endorsement or acceptance by cambridge assessment international education concerning the legal status of any country, territory, or area or any of its  authorities, or of the delimitation of its frontiers or boundaries. 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.blank page"
+        },
+        "0460_s22_qp_41.pdf": {
+            "1": "this document has 16 pages.  [turn overcambridge igcse\u2122geography  0460/41 paper 4 alternative to coursework  may/june  2022  1 hour 30 minutes you must answer on the question paper. you will need:  insert (enclosed)  ruler  calculator  protractor instructions  \u25cf answer all questions.  \u25cf use a black or dark blue pen. you may use an hb pencil for any diagrams or graphs.  \u25cf write your name, centre number and candidate number in the boxes at the top of the page.  \u25cf write your answer to each question in the space provided.  \u25cf do not use an erasable pen or correction fluid.  \u25cf do not write on any bar codes.  \u25cf if additional space is needed, you should use the lined pages at the end of this booklet; the question  number or numbers must be clearly shown. information  \u25cf the total mark for this paper is 60.  \u25cf the number of marks for each question or part question is shown in brackets [  ].  \u25cf the insert contains additional resources referred to in the questions. dc (lk/cb) 304174/5 \u00a9 ucles 2022 *0277791244*",
+            "2": "2 0460/41/ m/j/22 \u00a9 ucles 2022 1 students were learning about processes which take place in a drainage basin.  (a) use arrows to match the processes with the correct definitions in the table below. one has  been completed for you. process definition evaporation leaves of trees stop rain from reaching the  ground  infiltration water moves across the ground surface interception water is heated and turns into water vapour overland flow water soaking into the ground  [2]   the students did some fieldwork to investigate vegetation cover and infiltration around a path  created by people walking across grassland.    they tested the following hypotheses:   hypothesis 1:  vegetation cover increases as distance from the centre of the path increases.    hypothesis 2:  the rate of infiltration is faster where there is more vegetation cover.  (b) to estimate the amount of vegetation cover at each site the students used a quadrat at seven  sites on and around the path.    (i) in the space below draw a labelled diagram  of a quadrat to show a result of 60%  vegetation cover and 40% bare soil.  [3]    ",
+            "3": "3 0460/41/ m/j/22 \u00a9 ucles 2022 [turn over   (ii) the results of the students\u2019 measurements of vegetation cover at each site are shown  in table 1.1 (insert). use these results to complete the divided bar  at site 6 in fig. 1.1.   [1] 01020304050607080901001site number centre of pathvegetation cover at the seven fieldwork sites surrounding grassland surrounding grassland width of path% % 01020304050607080901002 3 4 5 6 7 key bare soil vegetation fig. 1.1",
+            "4": "4 0460/41/ m/j/22 \u00a9 ucles 2022   (iii) the students made the conclusion that hypothesis 1:  vegetation cover increases as  distance from the centre of the path increases  was partially correct . use data from  table 1.1 and fig. 1.1 to explain why they made this conclusion.   ...  ...  ...  ...  ...  .  [3]  (c) fig. 1.2 (insert) describes and shows the students\u2019 method to measure the speed of infiltration.     (i) what did the students use the following equipment for? bottomless cylinder  ...  ... ruler  ...  ... stop-watch  ...  .  [3]   (ii) the students measured infiltration at the seven fieldwork sites. the results of their  measurements are shown in table 1.2 (insert).    compare the fall in water level between site 1 and site 4.  ...  ...  ...  .  [2]",
+            "5": "5 0460/41/ m/j/22 \u00a9 ucles 2022 [turn over   (iii) the students then calculated the infiltration rate at each site. use the data in table 1.2 to  complete the calculation  for site 7 in the space below.  [1] site 7 infiltration rate = fall in water level (mm)            time (minutes)         =         =  11.5 mm per minute   (iv) the students\u2019 calculations of the infiltration rate at each site are shown in table 1.3.  table 1.3 infiltration rate at each site site 1 2 3 4 5 6 7 infiltration  rate (mm  per min)17.1 13.3 9.1 5.5 10.5 15.0 11.5    at which site did the water soak into the ground fastest?    site   [1]",
+            "6": "6 0460/41/ m/j/22 \u00a9 ucles 2022  (d) (i) to make their conclusion to hypothesis 2:  the rate of infiltration is faster where there is  more vegetation cover , the students plotted a scatter graph, fig. 1.3, to compare the rate  of infiltration and amount of vegetation cover. plot the data  in table 1.4 into fig. 1.3.  [1] table 1.4 site 7 infiltration rate =  11.5 mm per minvegetation cover =  55% 0024681012 infiltration rate (mm  / min) vegetation cover (%)relationship between infiltration rate and vegetation cover 141618 10 20 30 40 50 60 70 80 90 100435261 fig. 1.3   (ii) what conclusion would the students make about hypothesis 2:  the rate of infiltration is  faster where there is more vegetation cover  ? support your decision with evidence from  fig. 1.3 and table 1.4.  ...  ...  ...  ...  ...  .  [3]",
+            "7": "7 0460/41/ m/j/22 \u00a9 ucles 2022 [turn over  (e) to extend their fieldwork the students decided to investigate the impact of people creating the  path by walking across grassland. this is known as \u2018footpath erosion\u2019.   (i) fig. 1.4 (insert) is a diagram in a student\u2019s fieldwork notebook which shows their method.  describe how the students would carry out this task.  ...  ...  ...  ...  ...  .  [3]   (ii) the results of the students\u2019 fieldwork are shown in table 1.5 (insert). use these results to  complete the cross-section of the path  in fig. 1.5 below.  [2] cross-section of path distance across the path (m)depth of path (cm)depth of path (cm)0 0 0.5 1 1.5 2 2.5 3 3.5 4 4.55 100 5 10 fig. 1.5   (iii) explain how footpath erosion may affect infiltration.   ...  ...  ...  .  [2]   (iv) suggest three  ways to prevent footpath erosion happening. 1    ... 2    ... 3    .  [3]  [total: 30]",
+            "8": "8 0460/41/ m/j/22 \u00a9 ucles 2022 2 students in manchester, england were studying shops and service provision. they did fieldwork  in three nearby shopping areas: \u2022 the central business district (cbd) in the centre of the city  \u2022 a local neighbourhood shopping centre located on a main road into the city centre \u2022 an out-of-town shopping mall located in the rural-urban fringe near to a motorway.  some students decided to test the following hypotheses:  hypothesis 1:  people go to the local neighbourhood shopping centre more frequently than the  cbd or the out-of-town shopping mall.  hypothesis 2:  the importance  of reasons why people visit the three shopping centres are the  same.  (a) to test these hypotheses the students used a questionnaire with people in the three shopping  centres. the questionnaire is shown in fig. 2.1 (insert).   (i) when their teacher approved the questionnaire, she advised the students how to use  it with people who are shopping. suggest three  pieces of advice which she might give  them.  1    ... 2    ... 3    .  [3]",
+            "9": "9 0460/41/ m/j/22 \u00a9 ucles 2022 [turn over   (ii) table 2.1 (insert) shows the results of question 1 in the questionnaire ( how often do  you come to the shopping centre? ). use the results to complete the graph  for the  out-of-town shopping mall in fig. 2.2.  [2] 0 every day every two or three days once a week once a month less than once a month102030405060cbd % 0 every day every two or three days once a week once a month less than once a month102030405060local neighbourhood shopping centre % 0 every day every two or three days once a week once a month less than once a month102030405060out-of-town shopping mall %how often people come to the shopping centres fig. 2.2",
+            "10": "10 0460/41/ m/j/22 \u00a9 ucles 2022   (iii) do the results of question 1 agree with hypothesis 1:  people go to the local  neighbourhood shopping centre more frequently than the cbd or the out-of-town  shopping mall ? support your answer with data from fig. 2.2 and table 2.1.  ...  ...  ...    ...  ...  .  [3]   (iv) one student used the answers to question 2 in the questionnaire ( how did you travel to  the shopping centre today? ) to make the results table shown in table 2.2 (insert).    describe the differences between the methods of travel used to go to the three shopping  centres. include statistics from table 2.2 in your answer.  ...  ...  ...    ...  ...  ...  ...  .  [4]   (v) suggest three  reasons why people\u2019s method of travel to the shopping centres is different.  1    ... 2    ... 3    .  [3]",
+            "11": "11 0460/41/ m/j/22 \u00a9 ucles 2022 [turn over  (b) to investigate hypothesis 2:  the importance  of reasons why people visit the three  shopping centres are the same , the students used their answers to questions 3 and 4 in the  questionnaire.   (i) the answers to question 3 ( why did you decide to come to this shopping centre today? )  are shown in table 2.3 (insert). use the results to complete the pie graph  for the  out-of-town shopping mall in fig. 2.3.  [2] reasons for visiting the shopping centres near home near work good access by public transport good value for money wide range of shops convenient parkingkeycbd local neighbourhood shopping centre out-of-town shopping mall 0% 10 20 30 40 50607080900% 10 20 30 40 50607080900% 10 20 30 40 5060708090 fig. 2.3",
+            "12": "12 0460/41/ m/j/22 \u00a9 ucles 2022   (ii) the answers to question 4 ( what are the main items you are buying here today? ) are  shown in table 2.4 (insert). use the results to complete the graph  for the cbd in  fig. 2.4. [2] cbdmain items bought in the three shopping centres 0 20 40 60 80 100% local neighbourhood shopping centre 0 20 40 60 80 100% out-of-town shopping mall 0 20 40 60 80 100% food and drink gifts furniture / electrical goods clothes / jewellery otherkey fig. 2.4",
+            "13": "13 0460/41/ m/j/22 \u00a9 ucles 2022 [turn over   (iii) what conclusion would the students make about hypothesis 2:  the importance  of  reasons why people visit the three shopping centres are the same ? support your answer  with evidence from figs. 2.3 and 2.4 and tables 2.3 and 2.4.  ...  ...  ...    ...  ...  ...  ...  .  [4]   (c) as an extension task two students wanted to compare the spheres of influence of the local  neighbourhood shopping centre and the out-of-town shopping mall. the shopping centres  are shown in fig. 2.5 and fig. 2.6 (insert).   the \u2018sphere of influence\u2019 of a shopping centre is the area served by the shops and services  located there.   (i) suggest a question which the students could include in their questionnaire to find out  about the spheres of influence of the two shopping centres.  ...  .  [1]    (ii) describe how the students could use the answer to the question in c(i) to investigate the  spheres of influence of the two shopping centres.  ...    ...  ...    ...  ...  .  [3] ",
+            "14": "14 0460/41/ m/j/22 \u00a9 ucles 2022   (iii) why is the sphere of influence of an out-of-town shopping mall larger than that of a  neighbourhood shopping centre?  ...    ...  ...    ...  ...  .  [3]   [total: 30]",
+            "15": "15 0460/41/ m/j/22 \u00a9 ucles 2022 additional pages if you use the following pages to complete the answer to any question, the question number must be  clearly shown.  ..  ..  .. .. ..  ..  ..  .. .. ..  .. ..",
+            "16": "16 0460/41/ m/j/22 \u00a9 ucles 2022 the boundaries and names shown, the designations used and the presentation of material on any maps contained in this question paper/insert do not imply  official endorsement or acceptance by cambridge assessment international education concerning the legal status of any country, territory, or area or any of its  authorities, or of the delimitation of its frontiers or boundaries. 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... .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .."
+        },
+        "0460_s22_qp_42.pdf": {
+            "1": " [turn overcambridge igcse\u2122this document has 20 pages. any blank pages are indicated. dc (pq/jg) 304175/4 \u00a9 ucles 2022 *6636393574* geography  0460/42 paper 4 alternative to coursework  may/june  2022  1 hour 30 minutes you must answer on the question paper. you will need:  insert (enclosed)  ruler  calculator instructions  \u25cf answer all questions.  \u25cf use a black or dark blue pen. you may use an hb pencil for any diagrams or graphs.  \u25cf write your name, centre number and candidate number in the boxes at the top of the page.  \u25cf write your answer to each question in the space provided.  \u25cf do not use an erasable pen or correction fluid.  \u25cf do not write on any bar codes.  \u25cf if additional space is needed, you should use the lined pages at the end of this booklet; the question  number or numbers must be clearly shown. information  \u25cf the total mark for this paper is 60.  \u25cf the number of marks for each question or part question is shown in brackets [  ].  \u25cf the insert contains additional resources referred to in the questions. ",
+            "2": "2 0460/42/ m/j/22 \u00a9 ucles 2022 1 a class of students planned to do fieldwork on the river gulp in the netherlands (an medc in  europe). the gulp is a tributary of the river maas, which flows through the maas drainage basin.   (a) (i) what is a tributary ?  ...  .  [1]   (ii) explain what is meant by a drainage basin .   ...  ...    ...  .  [2]  some students decided to investigate possible differences in velocity (speed of flow) and channel  cross-section between meanders and straight sections of the river.   two groups of students chose the following hypotheses:   hypothesis 1:  the velocity is faster on the outside of the channel in river meanders.   hypothesis 2:  the velocity is faster in the middle of the channel in straight sections of the  river.  (b) one group of students did their fieldwork at three different meanders and the other group did  their fieldwork at three different straight sections of the river channel.    to investigate the two hypotheses the students used the following equipment: float stop-watch tape measure  two ranging poles   (i) describe how the students would use this equipment to measure river velocity.   ...  ...    ...  ...    ...  ...    ...  .  [4]",
+            "3": "3 0460/42/ m/j/22 \u00a9 ucles 2022 [turn over   (ii) the results of one group\u2019s measurements at one site are shown in fig. 1.1. fill in the  students\u2019 working  in the two boxes in fig. 1.1.  [2] river velocity recording sheet  study site:   meander  1 2 3    straight section  1  2 3 (circle)  position:   left side of channel  middle of channel  right side of channel  (circle) length of time for float to travel 10 metres:  measurement 1  23 seconds  measurement 2  25 seconds  measurement 3  18 seconds  measurement 4  17 seconds  measurement 5  19 seconds average (mean) length of time to travel 10 metres =   velocity =  distance time  =   = 0.49 metres per second (m/s) fig. 1.1   (iii) suggest two reasons why the results of the five measurements of time for the float to  travel 10 metres, shown in fig. 1.1, were different.  1    ...   2    .  [2]",
+            "4": "4 0460/42/ m/j/22 \u00a9 ucles 2022  (c) the results of the average river velocity at the six sites are shown in table 1.1 (insert).    (i) use the results in table 1.1 to complete the average velocity graph  for meander site  3  in fig. 1.2.  [2] 00.10.20.30.40.50.60.70.8 00.10.20.30.40.50.60.70.8 00.10.20.30.40.50.60.70.8 average velocity (m/s) inside middle outside inside middleaverage river velocity at the six sites outside inside middle outside 00.10.20.30.40.50.60.70.8 00.10.20.30.40.50.60.70.8 00.10.20.30.40.50.60.70.8 average velocity (m/s) leftmiddle right leftmiddle right leftmiddle rightmeander straight sectionsite 1 site 2 site 3 site 1 site 2 site 3 fig. 1.2",
+            "5": "5 0460/42/ m/j/22 \u00a9 ucles 2022 [turn over   (ii) which one of the following conclusions would the students make about hypothesis 1:   the velocity is faster on the outside of the channel in river meanders ? tick (3) your  decision below and support it with data from fig. 1.2 and table 1.1. conclusion tick (3) the hypothesis is true for all three meanders. the hypothesis is only true for some meanders. the hypothesis is false for all three meanders.  ...  ...    ...  ...    ...  .  [4]   (iii) the students reached the conclusion that hypothesis 2: the velocity is faster in the  middle of the channel in straight sections of the river  was true for one site .    for which site is hypothesis 2 true? support your decision with data from fig. 1.2 and  table 1.1.       hypothesis 2 is true for straight section site number ..    supporting data  ...  .  [2]  (d) other students in the class compared the cross-sections between meanders and straight  sections of the river. they measured the depth of the river every 0.2  m across the channel at  each fieldwork site.     (i) describe how the students would make their measurements. refer to the equipment  they would use.   ...  ...    ...  ...    ...  .  [3]",
+            "6": "6 0460/42/ m/j/22 \u00a9 ucles 2022   (ii) using their measurements, the students drew cross-sections for each site. one meander  cross-section and one cross-section on a straight river site are shown in fig. 1.3.    use the results in the table below to complete the cross-section  of the river channel on  the straight section and shade in the river channel  in fig. 1.3.  [2] distance from inside bank (m) depth (m) 2.8 0.1 3.0 0.08 0.6 00.20.40.60.81.01.21.41.6 1.82.02.22.42.62.8 3.03.23.43.63.84.0 4.20.50.40.30.20.10 0.30.20.10 0.30.20.10meander depth (m)depth (m) depth (m) depth (m)straight section0.60.50.40.30.20.10 distance from inside bank (left side) of channel (m)river channel cross-section 00.20.40.60.81.01.21.41.6 1.82.02.22.42.62.8 3.03.2 distance from left bank of channel (m) fig. 1.3 ",
+            "7": "7 0460/42/ m/j/22 \u00a9 ucles 2022 [turn over   (iii) describe the differences between the two cross-sections shown in fig. 1.3. do not use  data in your answer.  ...  ...    ...  ...    ...  .  [3]  (e) fig. 1.4 (insert) is a diagram from a textbook. it shows a typical river meander. use the  information on fig. 1.4 to explain the shape of the meander cross-section.  ...  ...    ...  ...    ...  .  [3]  [total: 30] ",
+            "8": "8 0460/42/ m/j/22 \u00a9 ucles 2022 blank page",
+            "9": "9 0460/42/ m/j/22 \u00a9 ucles 2022 [turn over 2 students did fieldwork on ubin island, a small island between malaysia and singapore. ubin is a  rural area with little economic development. there has been much local discussion about whether  the island should be protected from future development.   (a) in the table below tick (3) two characteristics of economic development . tick (3) life expectancy decreases modernisation of industry percentage employed in the primary sector increases decrease in gnp per capita introduction of new technology  [2]  the students did their fieldwork at 20 sites on the eastern side of the island near to the main  village.   they decided to investigate the following hypotheses:   hypothesis 1:  environmental quality increases away from the village.   hypothesis 2:  economic development on the island would bring more benefits than problems  for local people.    (b) to investigate hypothesis 1  each student completed a bi-polar survey on environmental  quality at the different sites. the survey sheet is shown in fig. 2.1 (insert).",
+            "10": "10 0460/42/ m/j/22 \u00a9 ucles 2022   (i) the decisions made by two students at site 2 are shown in fig. 2.2. students\u2019 decisions student a site number: 2 score positive description +2 +1 0 \u20131 \u20132 negative description beautiful landscape 3 ugly landscape unspoilt by human activity,  e.g. no litter3human activity spoils the  landscape e.g. litter varied types of scenery 3 no variety of scenery safe and appealing 3 unsafe and hostile peaceful 3 noisy human development  fits in with the natural  environment3development by people  does not fit in with the  natural environment total environmental quality score: \u20132 student b site number: 2 score positive description +2 +1 0 \u20131 \u20132 negative description beautiful landscape 3 ugly landscape unspoilt by human activity,  e.g. no litter3human activity spoils the  landscape e.g. litter varied types of scenery 3 no variety of scenery safe and appealing 3 unsafe and hostile peaceful 3 noisy human development  fits in with the natural  environment3development by people  does not fit in with the  natural environment total environmental quality score: 0 fig. 2.2",
+            "11": "11 0460/42/ m/j/22 \u00a9 ucles 2022 [turn over    suggest two reasons why the decisions made by the two students were different. 1    ...   2    .  [2]   (ii) how could the students be sure that their bi-polar survey results were reliable?  ...  ...    ...  .  [2]",
+            "12": "12 0460/42/ m/j/22 \u00a9 ucles 2022  (c) table 2.1 (insert) shows student a\u2019s results of the bi-polar survey for the 20 fieldwork sites.    (i) which site has the lowest total environmental quality score?    site   [1]     (ii) which one of the following has the highest total score across all 20 sites? circle your  answer.  [1]        result of human activity     safety and appeal        noise level  sensitivity of human development   (iii) plot the total environmental quality score for sites 15 and 16 on fig. 2.3.  [2] 1 623456 54 3 21716 10 15 9 181411 1712 819 keypositive total environmental quality score  3500 213negative total environmental quality score  fieldwork siteubin village2013 n m0total environmental quality scores at 20 fieldwork sites sea fig. 2.3 ",
+            "13": "13 0460/42/ m/j/22 \u00a9 ucles 2022 [turn over   (iv) fig. 2.4 shows the relationship between the total environmental quality score and  distance of the fieldwork sites away from the village. plot the following information  in  fig. 2.4.  [2] site number distance from the village (m) total environmental quality score 6 450 +5 17 2000 \u20132 0 500 1000 1500 2000 2500\u20138\u20136\u20134\u201320+2+4+6+8+10+12 distance from village  (m)relationship between total environmental quality score and distance from village total environmental quality score 1 2 34 5 1012 13 141516 1819 20 11798 fig. 2.4 ",
+            "14": "14 0460/42/ m/j/22 \u00a9 ucles 2022   (v) what conclusion would the student make about  hypothesis 1:  environmental quality  increases away from the village ?     support your decision with evidence from fig. 2.4.  ...  ...    ...  ...    ...  ...    ...  .  [4]  (d) to test hypothesis 2: economic development on the island would bring more benefits than  problems for local people , the students used a questionnaire with people at the fieldwork  sites. the questionnaire is shown in fig. 2.5 (insert).   name and describe a sampling method to choose people to complete the questionnaire.  ...  ...    ...  ...    ...  .  [3]  (e) (i) what should the student do if a person answered \u2018no\u2019 to question 1 (do you live on ubin  island?)?  ...  .  [1]   (ii) the answers to question 2 (what do you think would be the main benefits of economic  development on ubin island?) and question 3 (what do you think would be the main  problems of economic development on ubin island?) are shown in table 2.2 (insert).",
+            "15": "15 0460/42/ m/j/22 \u00a9 ucles 2022 [turn over    using their results, the students drew the graph in fig. 2.6. plot the number of answers   for \u2018more modern services\u2019 and \u2018air pollution\u2019.  [2] 90 80 70 60 50 40 30 20 10 0 10 20 30 40 50 60 70 80 number of answers90 80 70 60 50 40 30 20 10 0benefits and problems of economic development for residents 10 20 30 40 50 60 70 80benefits problems more jobs and income improved standard of living improved transport more modern services more goods in shops more global linksdestruction of natural environment increase in cost of living decline of traditional culturetraffic congestion noise pollution air pollution fig. 2.6   (iii) the students decided that hypothesis 2:  economic development on the island would  bring more benefits than problems for local people  was false . support their decision with  data from fig. 2.6 and table 2.2.   ...  ...    ...  .  [2]",
+            "16": "16 0460/42/ m/j/22 \u00a9 ucles 2022   (iv) identify one piece of evidence from fig. 2.6 and table 2.2 which shows that economic  development might help local people. give supporting data.  ...  ...    ...  .  [2]  (f) the fieldwork centre located on the island contains a traditional weather station. describe  how the students could measure and record data for one of the following weather features.  circle your choice below. rainfall     temperature     wind speed  ...  ...    ...  ...    ...  ...    ...  .  [4]  [total: 30]",
+            "17": "17 0460/42/ m/j/22 \u00a9 ucles 2022 additional pages if you use the following pages to complete the answer to any question, the question number must be  clearly shown.  ..  ..  .. .. ..  ..  ..  .. .. ..  .. ..",
+            "18": "18 0460/42/ m/j/22 \u00a9 ucles 2022 .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. ..",
+            "19": "19 0460/42/ m/j/22 \u00a9 ucles 2022 blank page",
+            "20": "20 0460/42/ m/j/22 \u00a9 ucles 2022 the boundaries and names shown, the designations used and the presentation of material on any maps contained in this question paper/insert do not imply  official endorsement or acceptance by cambridge assessment international education concerning the legal status of any country, territory, or area or any of its  authorities, or of the delimitation of its frontiers or boundaries. 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.blank page"
+        },
+        "0460_s22_qp_43.pdf": {
+            "1": "this document has 16 pages. any blank pages are indicated.  [turn overcambridge igcse\u2122geography  0460/43 paper 4 alternative to coursework  may/june  2022  1 hour 30 minutes you must answer on the question paper. you will need:  insert (enclosed)  ruler  calculator   instructions  \u25cf answer all questions.  \u25cf use a black or dark blue pen. you may use an hb pencil for any diagrams or graphs.  \u25cf write your name, centre number and candidate number in the boxes at the top of the page.  \u25cf write your answer to each question in the space provided.  \u25cf do not use an erasable pen or correction fluid.  \u25cf do not write on any bar codes.  \u25cf if additional space is needed, you should use the lined pages at the end of this booklet; the question  number or numbers must be clearly shown. information  \u25cf the total mark for this paper is 60.  \u25cf the number of marks for each question or part question is shown in brackets [  ].  \u25cf the insert contains additional resources referred to in the questions. *3501433153* dc (cj/sg) 301847/6 \u00a9 ucles 2022",
+            "2": "2 0460/43/ m/j/22 \u00a9 ucles 2022 1 students in rome, the capital city of italy (an medc), were studying tourism. tourism is an  important industry in italy and earns much foreign income.   (a) fig. 1.1 (insert) is a graph which shows the number of international tourists coming to rome  from different countries during one month.      (i) how did the students obtain this data? tick (3) your choice in the table below. tick (3) interviewed residents used a questionnaire with tourists did research on the internet asked hotel managers  [1]   (ii) how many tourists came from japan?    .  [1]   (iii) from which continent did most tourists come? circle your choice below.    australasia    europe    north america    south america  [1]  the students decided to investigate why international tourists came to rome and whether they  thought that rome was a \u2018tourist-friendly\u2019 city.  the students described a \u2018tourist-friendly\u2019 city as one that: \u2022 has efficient and cheap public transport \u2022 has residents that speak many languages \u2022 has a clean environment \u2022 has well-maintained attractions \u2022 provides accessibility for people with disabilities \u2022 is easy to move around with areas free from vehicles \u2022 has a low level of crime \u2022 has a low risk of terrorism.  their two hypotheses were:    hypothesis 1:  most tourists come to rome to visit historical buildings and areas .      hypothesis 2:  tourists think that rome is a \u2018tourist-friendly\u2019 city .",
+            "3": "3 0460/43/ m/j/22 \u00a9 ucles 2022 [turn over  (b) to investigate their hypotheses the students produced a questionnaire to ask 100 tourists.  this is shown in fig. 1.2 (insert).     (i) their teacher suggested that before using the questionnaire the students should ask:      \u2018are you a tourist or do you live in rome?\u2019    why do you think the teacher made this suggestion?    ...  ...  ...  .  [2]   (ii) the students used a sampling method of asking every tenth person they met to complete  the questionnaire. what is this method of sampling called?  .  [1]   (iii) give two advantages of this method of sampling. 1    ... 2    .  [2]  (c) the students compared their answers to question 1 in the questionnaire ( which country do  you come from? ) with the figures shown in fig. 1.1 which they converted to percentages.  these are shown in table 1.1 (insert).   (i) compare the two sets of data shown in table 1.1. refer to similarities and differences.  ...  ...  ...  ...  ...  .  [3]",
+            "4": "4 0460/43/ m/j/22 \u00a9 ucles 2022   (ii) the answers to question 2 in the questionnaire ( which attractions have you come to visit  in rome? ) are shown in table 1.2 (insert).     use this data to complete the graph  in fig. 1.3, to show the number of tourists who  came to visit the parks and gardens, and musical and cultural performances.  [2] religious buildingsfountains and public squaresbuildings of the roman empire historical buildings and areas other attractionsart galleries and museumsexclusive shopping centresrestaurants and nightclubsparks and gardensmusical and cultural performances020406080100120 number of answerswhich attractions have you come to visit in rome? fig. 1.3   (iii) what conclusion would the students make to hypothesis 1:  most tourists come to rome  to visit historical buildings and areas ? support your decision with evidence from fig. 1.3  and table 1.2.  ...  ...  ...  .  [2]",
+            "5": "5 0460/43/ m/j/22 \u00a9 ucles 2022 [turn over  (d) the students used the results of question 3 in the questionnaire to investigate hypothesis 2:   tourists think that rome is a \u2018tourist-friendly\u2019 city . their results are shown in table 1.3 (insert).    (i) the students used the results in table 1.3 to draw the graph in fig. 1.4. plot the results   for \u2018there is a low risk of terrorism\u2019 on fig. 1.4.  [2] key number replying yesnumber replying noresults of question 3 in the questionnaire (do you think rome is a tourist-friendly city?) 0 10 20 30 40 50 60 70 80 90 1000 10 20 30 40 50 60 70 80 90 100 efficient and cheap public transport residents speak many languages clean environment well-maintained attractions accessible for people with disabilities easy to move around with areas free from vehicles low level of crime low risk of terrorism fig. 1.4",
+            "6": "6 0460/43/ m/j/22 \u00a9 ucles 2022   (ii) to what extent would the students agree with hypothesis 2:  tourists think that rome  is a \u2018tourist-friendly\u2019 city ? tick (3) your decision below and support it with evidence from  fig. 1.4 and table 1.3. decision tick (3) completely agree partially agree completely disagree   ...  ...  ...  ...  ...  ...  ...  .  [4]  (e) to extend their fieldwork some students wanted to find out residents \u2019 opinions about tourism  in rome. they decided to interview some residents .   (i) suggest three  pieces of advice the teacher would give the students about how to carry  out an interview at the homes of residents. 1    ... 2    ... 3    .  [3]   (ii) suggest two questions which the students could include in the interview to find out  residents\u2019 opinions about the benefits of tourism in rome. 1    ... 2    .  [2]",
+            "7": "7 0460/43/ m/j/22 \u00a9 ucles 2022 [turn over  (f) describe the problems caused by tourism in a tourist city.   ...  ...  ...  ...  ...  ...  ...  .  [4]  [total: 30]",
+            "8": "8 0460/43/ m/j/22 \u00a9 ucles 2022 2 students at schools in madrid in spain and naples in italy planned a weather investigation using  internet links.   (a) (i) the students in madrid used a stevenson screen such as the one shown in fig. 2.1  (insert).     in the table below describe three  features of a stevenson screen and explain why each  feature is important. feature description why it is important  1 . . .. . . 2 . . .. . . 3 . . .. . .  [6]   (ii) the students measured four weather features. match the weather features with the  correct measuring instruments  in table 2.1. one is done for you.     table 2.1 weather feature measuring instrument atmospheric pressure maximum\u2013minimum thermometer rainfall anemometer temperature rain gauge wind speed barometer  [2]",
+            "9": "9 0460/43/ m/j/22 \u00a9 ucles 2022 [turn over   (iii) two measuring instruments shown in table 2.1 would be used inside a stevenson  screen and two would be used outside a stevenson screen.    put each measuring instrument under the correct heading below .  used inside  a stevenson screen used outside  a stevenson screen  [2]  (b) study figs. 2.2 and 2.3 (insert) which show two measuring instruments.   (i) explain how the rain gauge in fig. 2.2 is used to measure rainfall.   ...  ...  ...  ...  ...  .  [3]   (ii) explain how the instrument shown in fig. 2.3 is used to measure temperature.  ...  ...  ...  ...  ...  .  [3]  the students in madrid and naples collected data about different features of weather during  november. each student decided on two hypotheses to test. one student chose the following  hypotheses:    hypothesis 1:  the daily variation in temperature is greater in madrid than in naples.    the daily variation in temperature is the difference between the highest temperature and  the lowest temperature in a day.      hypothesis 2:  in naples daily rainfall is higher when atmospheric pressure is below  1010  mb.  ",
+            "10": "10 0460/43/ m/j/22 \u00a9 ucles 2022  (c) the students\u2019 measurements of the highest and lowest daily temperatures are shown in table  2.2 (insert).     (i) use these results to complete the lowest daily temperature line  for madrid on  18th november in fig. 2.4.  [1] daily temperatures in madrid 40510152025 5 6 7 8 9 10 11 dates in november12 13 14 15 16 17 18temperature (\u00b0c)highest lowest fig. 2.4 daily temperatures in naples 40510152025 5 6 7 8 9 10 11 dates in november12 13 14 15 16 17 18temperature (\u00b0c)highest lowest fig. 2.5   (ii) calculate the largest daily variation in temperature in naples (shown in fig. 2.5).     \u00b0c  [1]   (iii) on what date is the smallest daily variation in temperature in naples (shown in fig. 2.5)?    . november  [1]",
+            "11": "11 0460/43/ m/j/22 \u00a9 ucles 2022 [turn over   (iv) what conclusion did the student make about hypothesis 1:  the daily variation in  temperature is greater in madrid than in naples ? tick (3) your decision below and  support it with evidence from figs. 2.4 and 2.5 and table 2.2 (insert). decision tick (3) true for all days true for most days false for most days false for all days   ...  ...  ...  .  [3]",
+            "12": "12 0460/43/ m/j/22 \u00a9 ucles 2022  (d) the results of the student\u2019s measurements used to test hypothesis 2:  in naples daily rainfall  is higher when atmospheric pressure is below 1010  mb, are shown in figs. 2.6 and 2.7.   (i) use the information below to complete fig. 2.6 and fig. 2.7 . [2] date 18th november rainfall  17 mm atmospheric pressure 1008  mb daily rainfall in naples 40510152025 5 6 7 8 9 10 11 dates in november12 13 14 15 16 17 18rainfall (mm) fig. 2.6 daily atmospheric pressure in naples 410001005101010151020 5 6 7 8 9 10 11 dates in november12 13 14 15 16 17 18atmospheric pressure (mb) fig. 2.7 ",
+            "13": "13 0460/43/ m/j/22 \u00a9 ucles 2022 [turn over   (ii) what is the correct conclusion to hypothesis 2:  in naples daily rainfall is higher when  atmospheric pressure is below 1010  mb? support your decision with evidence from  fig. 2.6 and fig. 2.7.   ...  ...  ...  ...  ...  .  [3]  (e) some students measured wind speed in the two cities. their results are shown in fig. 2.8  (insert).     describe the differences in wind speed between madrid and naples during the days in  november. use data to support your answer.  ...  ...  ...  ...  ...  .  [3]  [total: 30]",
+            "14": "14 0460/43/ m/j/22 \u00a9 ucles 2022additional page if you use the following pages to complete the answer to any question, the question number must be  clearly shown.  ..  ..  .. .. ..  ..  ..  .. .. ..  .. ..",
+            "15": "15 0460/43/ m/j/22 \u00a9 ucles 2022 .. .. ..  .. .. ..  ..  ..  .. .. ..  ..  ..  ..",
+            "16": "16 0460/43/ m/j/22 \u00a9 ucles 2022 the boundaries and names shown, the designations used and the presentation of material on any maps contained in this question paper/insert do not imply  official endorsement or acceptance by cambridge assessment international education concerning the legal status of any country, territory, or area or any of its  authorities, or of the delimitation of its frontiers or boundaries. 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.blank page"
+        }
+    },
+    "Specimen Papers": {}
+}
\ No newline at end of file
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+{
+    "2001": {
+        "0470_w01_qp_1.pdf": {
+            "1": "time1 hour 45 minutes instructions to candidates write your name, centre number and candidate number in the spaces provided on the answer paper/answer booklet. answer threequestions. section a: answer twoquestions. section b: answer onequestion. write your answers on the separate answer paper provided.if you use more than one sheet of paper, fasten the sheets together. information for candidates the number of marks is given in brackets [ ] at the end of each question or part-question. see pages: depth study a: china, c. 1900\u2013c. 1980 2\u20139 depth study b: germany between the wars 10\u201315depth study c: the united states, 1919\u20131974 16\u201321international general certificate of secondary education university of cambridge local examinations syndicate history 0470/1 paper 1  depth studies october/novembersession2001 afternoon 1hour45minutes additional materials: answer paper this question paper consists of 16 printed pages. s10752 \u00a9 ucles 2001 [turn over",
+            "2": "section a (core content) answer any two questions from this section. 1study the picture, and then answer the questions which follow. garibaldi\u2019s expedition lands in sicily. (a)describe garibaldi\u2019s campaigns in sicily and naples. [5] (b)why did piedmont go to war against austria-hungary in 1859? [7] (c)does garibaldi deserve to be regarded as the creator of the kingdom of italy? explain your answer. [8] 2study the picture, and then answer the questions which follow. the capture of john brown at harper\u2019s ferry, 1859. (a)describe the attack on harper\u2019s ferry. [5] (b)why did the people of the northern states oppose slavery? [7] (c)\u2018the issue of slavery was not the real cause of the civil war.\u2019 do you agree? explain your answer. [8]2 0470/1 w01 ",
+            "3": "3 0470/1 w01 [turn over3study the pictures, and then answer the questions which follow. picture 1 a group of samurai. picture 2 conscript soldiers of the meiji period. (a)what changes did the meiji emperor introduce into the armed forces and schools? [5] (b)why did meiji rule face some opposition? [7] (c)\u2018japan had become a modern country by the death of the meiji emperor in 1912.\u2019 do you agree? explain your answer. [8] ",
+            "4": "4 0470/1 w014study the extract, and then answer the questions which follow. the news spread rapidly through the whole of paris and within a short time crowds of men were marching arm-in-arm through the streets singing the national anthem and shouting, \u2018to berlin!\u2019.the enthusiasm of the country knows no bounds. from a french newspaper on 1 august 1914, the day the french president  announced mobilisation. (a)what preparations had france made for war in 1914? [5] (b)why did france mobilise its forces? [7] (c)were nationalism and patriotism the most important causes of war in august 1914? explain your answer. [8] 5study the extract, and then answer the questions which follow. what use could be made of the treaty of versailles! each one of the points of that treaty could be branded on the hearts and minds of the german people until sixty million men and women areaflame with rage and shame. adolf hitler writing in \u2018mein kampf\u2019, 1924. (a)in relation to the peace settlement of 1919\u201320, what was meant by the following:  (i) mandates, and (ii) plebiscites? [5] (b)why was the treaty of versailles severe on germany? [7] (c)how far had germans accepted the terms of the treaty of versailles by the end of 1923? explain your answer. [8]",
+            "5": "5 0470/1 w01 [turn over6study the photograph, and then answer the questions which follow. enthusiastic viennese demonstrate in favour of the anschluss, 12 march 1938. (a)describe the events of 1938 which led to the anschluss. [5] (b)why did britain and france permit the anschluss? [7] (c)were hitler\u2019s policies towards austria and czechoslovakia in 1938\u201339 completely successful? explain your answer. [8] ",
+            "6": "6 0470/1 w017study the cartoon, and then answer the questions which follow. an american cartoon, showing the marshall plan giving help to europe. (a)describe how (i) poland, and (ii) czechoslovakia became communist-controlled as a result of the second world war. [5] (b)why did the wartime unity of the allies break down in 1945\u201347? [7] (c)which country had the more successful policies in europe between 1945 and 1949 \u2013 the usa or the ussr? explain your answer. [8] 8study the extract, and then answer the questions which follow. gorbachev\u2019s visit (to east germany) encouraged protests against the deeply unpopular communist regime. at a torchlight parade down the unter den linden in east berlin a crowd ofthousands, to everyone\u2019s surprise, broke into chants of \u2018gorby, gorby, gorby, save us.\u2019 in anextraordinary turnabout, a soviet leader was now hailed by eastern europeans as a saviour fromtheir own government\u2019s tyranny. a description of gorbachev\u2019s visit to east berlin in october 1989. (a)what was glasnost? [5] (b)why was solidarity formed in poland in 1980? [7] (c)how far was the collapse of soviet communism due to the reforms of gorbachev? explain your answer. [8] ",
+            "7": "7 0470/1 w01 [turn oversection b (depth studies) answer any onequestion from this section. depth study a: germany, 1918\u201345 9study the extract, and then answer the questions which follow. stresemann was foreign minister of the weimar republic from 1923 to his death in 1929. he guided the return of germany to international status. he supported closer relations with thewestern powers. in 1926 he shared the nobel peace prize with briand of france. hitler,however, regarded stresemann as a traitor to the german cause. (a)what was the munich putsch of 1923? [5] (b)why was stresemann\u2019s foreign policy a success? [7] (c)how far had weimar germany recovered from its earlier problems by 1929? explain your answer. [8] 10study the photograph, and then answer the questions which follow. political prisoners at the oranienburg concentration camp. (a)what was a nazi \u2018concentration camp\u2019? [5] (b)why did the nazis introduce the \u2018final solution\u2019? [7] (c)to what extent did germans turn against hitler during the course of the second world war? explain your answer. [8] ",
+            "8": "8 0470/1 w01depth study b: russia, 1905\u201341 11study the photograph, and then answer the questions which follow. a prisoner of the okhrana, the tsarist secret police. (a)what were the main political grievances of the russian people in the early twentieth century? [5] (b)why was the revolution of 1905 a failure? [7] (c)by 1914, how successfully had russia recovered from the 1905 revolution? explain your answer. [8] 12study the extract, and then answer the questions which follow. what is the way out [of the food problem]? the way out is to turn the small and scattered peasant farms, gradually but surely, into large farms based on common, co-operative, collective cultivationof the land. there is no other way out. from a speech by stalin in 1927. (a)what was collectivisation? [5] (b)why did stalin introduce collectivisation? [7] (c)how successfully did stalin reform agriculture? explain your answer. [8] ",
+            "9": "9 0470/1 w01 [turn overdepth study c: the usa, 1919\u201341 13study the extract, and then answer the questions which follow. izzy einstein and his deputy, moe smith, were different from most prohibition enforcement agents. they were honest. they did not carry guns or arrive with sirens wailing. they walked intothe speakeasies in elaborate disguises, ordered a drink and made an arrest \u2013 4392 of them. mostof the other agents could be bribed. one in twelve was dismissed for corruption. (a)what were (i) speakeasies, and (ii) bootleggers? [5] (b)why was prohibition a failure? [7] (c)to what extent was the usa an intolerant society in the 1920s? explain your answer. [8] 14study the extract, and then answer the questions which follow. our greatest task is to put people to work. it can be accomplished in part by direct recruiting of labour by the government itself, treating the task as we would treat the emergency of war. but atthe same time we would be accomplishing greatly needed projects to stimulate and reorganisethe use of our natural resources. an extract from roosevelt\u2019s inaugural speech as president, march 1933. (a)what was the wall street crash? [5] (b)why did roosevelt want to introduce \u2018direct recruiting of labour by the government\u2019? [7] (c)how successful were roosevelt\u2019s efforts to get people into work? explain your answer. [8]",
+            "10": "10 0470/1 w01depth study d: china, 1945\u2013c.1990 15study the extract, and then answer the questions which follow. mao zedong died on 9 september 1976. hua guofeng delivered the funeral speech of praise surrounded by the \u2018gang of four\u2019, who appeared to think that the succession was now within theirgrasp. however, in the following month, without giving any warning, hua guofeng had themarrested. implying that he was mao\u2019s chosen successor, he accused them of having plotted toseize power. (a)what was the \u2018gang of four\u2019, and what happened to them? [5] (b)why was deng xiaoping able to become leader of china by 1980? [7] (c)how different was china by the end of the 1980s compared to when mao died? explain your answer. [8] 16study the statistics, and then answer the questions which follow. industrial output in china, 1952\u201357 (in tons) 1952 1957 % increase pig iron 1 900 000 5 900 000 212coal 66 500 000 130 000 000 96steel 1 350 000 5 350 000 297 (a)what changes were made in agriculture in the early years of communist rule (1949\u201357)? [5] (b)why was industrial production low in china at the start of communist rule? [7] (c)\u2018by 1957, communist attempts to produce a new industrial and agrarian society had succeeded.\u2019 do you agree? explain your answer. [8]",
+            "11": "11 0470/1 w01 [turn overdepth study e: southern africa in the twentieth century 17study the extracts, and then answer the questions which follow. (i)today south africa belongs to us once more. for the first time since the union, south africa is our own. may god grant that it will always remain so. dr. malan speaking after the 1948 election. (ii)the election seemed largely irrelevant. it did not seem of much importance whether the whites gave us more smuts or switched to malan. our position had grown steadily worse andno election seemed likely to alter the direction in which we were being forced. albert luthuli reflecting on the 1948 election. (a)describe the growing unrest and militancy amongst black south africans between 1944 and 1948. [5] (b)why did the national party achieve such a sweeping election victory in 1948? [7] (c)how important for south africans, in the period to 1959, was the result of the 1948 election? explain your answer. [8] 18study the extract, and then answer the questions which follow. police open fire under hail of stones many casualties in vereeniging location doctors called to hospital police opened fire with rifles and sten guns in the sharpeville location, vereeniging, this afternoon when thousands of natives in the township square started to stone saracen armoured vehicles.  a south african newspaper report of the sharpeville massacre, march 1960. (a)describe the events at sharpeville on 21 march 1960. [5] (b)why was the sharpeville massacre an important event in the struggle against apartheid? [7] (c)to what extent had apartheid been weakened by the end of the 1970s? explain your  answer. [8]",
+            "12": "12 0470/1 w0119study the photograph, and then answer the questions which follow. a group of herero in 1904 at the time of german general von trotha\u2019s extermination order. (a)describe the way of life in namibia before the european colonisation. [5] (b)why was there conflict between the germans and the herero? [7] (c)how important was the first world war (1914\u201318) for the people of namibia? explain your answer. [8] ",
+            "13": "13 0470/1 w01 [turn overdepth study f: israelis and palestinians, 1945\u2013c.1994 20study the extract, and then answer the questions which follow. during october 1973, gigantic quantities of soviet military aircraft arrived daily in egypt, syria and iraq. on the ninth day of the war the first planes from the usa landed in israel, which not onlyboosted israeli morale but also made possible the mounting of deadly israeli counter-attacks. (a)what territorial conquests were made by israel from 1948 to 1967? [5] (b)why did the yom kippur war occur? [7] (c)\u2018israel has only survived because of the support of other countries.\u2019 do you agree? explain your answer. [8] 21study the photograph, and then answer the questions which follow. one of the new settlements which were set up throughout judea and samaria in the 1970s. (a)what problems faced settlers in the new jewish settlements? [5] (b)why were many new jewish settlements built in the 1970s and 1980s? [7] (c)\u2018the establishment of new jewish settlements has caused more problems for israel than for the palestinians.\u2019 do you agree? explain your answer. [8] ",
+            "14": "14 0470/1 w01depth study g: the creation of modern industrial society 22study the extract, and then answer the questions which follow. who cares for the fate of these white wage slaves? born in slums, they are driven out to work while still children. they are undersized because they are underfed. they are oppressedbecause they are helpless. they lose their jobs as soon as they are unfit. who cares if they die orgo on the streets as long as the bryant and may shareholders get their big profits. the situation of girls making matches for bryant and may in the late 1880s,  as described by annie besant. (a)what were the \u2018new model unions\u2019 of the 1850s and 1860s? [5] (b)why were working conditions and wages still very poor for many workers in the 1880s? [7] (c)how important were the strikes of the match-girls in 1888 and the london dockers in 1889? explain your answer. [8] 23study the picture, and then answer the questions which follow. an accident at a coalmine in 1858. (a)what dangers were faced by coalminers in the nineteenth century? [5] (b)why was coal in great demand in the nineteenth century? [7] (c)to what extent did working conditions in industry improve between 1815 and 1860? explain your answer. [8] ",
+            "15": "15 0470/1 w01 [turn overdepth study h: the impact of western imperialism in the nineteenth century 24study the extract, and then answer the questions which follow. a great part of the world is inhabited by barbarian tribes or savages. some of these have brutal customs, and others know so little and are so unaccustomed to work that they do not know howto exploit their land and its natural riches. this indicates that civilised people have a right tointervene. the view of a frenchman in the mid-nineteenth century. (a)what sorts of trade did europeans carry on with africans in the nineteenth century? [5] (b)why did europeans regard people in some parts of the world as barbarians? [7] (c)how significant was the impact of european civilisation on africans in the nineteenth century? explain your answer. [8] 25study the picture, and then answer the questions which follow. victoria station in bombay. (a)describe the system of british government in india after 1858. [5] (b)why was the system of british government in india changed after 1858? [7] (c)\u2018british rule in the second half of the nineteenth century made little difference to the indian way of life.\u2019 do you agree? explain your answer. [8] ",
+            "16": "16 1605/13 s99copyright acknowledgements: section a question 1picture \u00a9 bildarchiv preussischer kulterbesitz question 2 picture \u00a9 hulton getty picture collection question 3 picture 1 \u00a9 hulton getty picture collection question 3 picture 2 \u00a9 hulton getty picture collection question 4 \u00a9 question 5 \u00a9 j aylett; mein kampf reproduced by permission of hodder & stoughton educational limited question 6 photograph \u00a9 archiv gerstenberg question 7 cartoon \u00a9 fitzpatrick/colliers magazine question 8 \u00a9jeremy isaacs productions and turner original productions 1998. extracted from cold war by jeremy isaacs and taylor downing, published by bantam press, a division of transworld publishers. all rights reserved (uk/commonwealth/europe) section bquestion 9 \u00a9 louis l synder; encyclopaedia of the third reich, wordsworth editions ltd question 10 photograph \u00a9 ullstein bilderdienst question 11 photograph \u00a9 weidenfeld & nicolson question 12 taken from b walsh; gcse modern world history source 19question 13 \u00a9 h evans; the american century, jonathan cape as publisher (british commonwealth rights). reproduced from the american century by harold evans ( \u00a9 harold evans 1988) by permission of pfd on behalf of harold evans (us rights) question 14 \u00a9 john martell; 20th century world, chambers harrap question 15 \u00a9 j roberts; modern china, sutton publishing question 16 \u00a9 j roberts; modern china, sutton publishing question 18 \u00a9 \u2018the material is republished with permission of the star, a johannesburg-based newspaper within the independent news & media group.\u2019 question 20 \u00a9 weidenfeld & nicolson question 21 photograph \u00a9 israel government press office question 22 \u00a9 e hopkins; a social history of the english working classes. reproduced by permission of hodder & stoughton educational limited question 24 \u00a9 dr john roberts; the triumph of the west question 25 picture \u00a9 victoria station in bombay by permission of the british library cambridge international examinations has made every effort to trace copyright holders, but if we have inadvertently overlooked any we will be pleased to make the necessary arrangements at the firstopportunity."
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+        "0470_w01_qp_4.pdf": {
+            "1": "time 1 hour instructions to candidates write your name, centre number and candidate number in the spaces provided on the answer paper/answer booklet. answer the questions set on oneof the depth studies. write your answers on the separate answer paper provided. if you use more than one sheet of paper, fasten the sheets together. information for candidates the number of marks is given in brackets [ ] at the end of each question.international general certificate of education university of cambridge local examinations syndicate history 0470/4 paper 4 alternative to coursework  depth studies october/novembersession2001 1hour additional materials: answer paper this question paper consists of 12 printed pages. s10765 \u00a9 ucles 2001 [turn overrevisedproof",
+            "2": "2 0470/4 w01depth study a: germany, 1918\u201345 1study the sources, and then answer the questions which follow. source a hitler has grown in authority. he is developing from being just a party leader, fanatic and agitator, intoa true statesman. he speaks not a word of hatred for the opposition, not a word of racial ideology, nota threat aimed at home or abroad. he says only what the audience wants to hear, which is to maintainthe great traditions of germany. an eye-witness description of hitler speaking at the opening of the session of the reichstag,  21 march 1933. source b the square in front of the kroll opera house was crowded with masses of people. \u2018we want theenabling act\u2019 was chanted by youths with swastikas. the opera house was filled with armed sa andss men. the hall was decorated with swastikas and the sa and ss men were lined up around theroom. their expressions were hostile. a social democrat describes the meeting of the reichstag at which the enabling act was passed,  23 march 1933. (a) (i) study source a. what can you tell from this source about hitler\u2019s political skills? support your answer withreference to the source. [6] (ii)study source b. how far does this source show the methods used by the nazi party? explain your answer. [7] (iii)study both sources. is one source more useful than the other to explain the success of the nazi movement?explain your answer. [7] (b) (i) give tworeasons why president hindenburg appointed hitler as chancellor in january 1933. [2] (ii)what powers did the enabling act give to hitler? [4] (iii)why was the night of the long knives important? [6] (iv)do you agree that it was mainly the use of terror that enabled the nazis to stay in power? explain your answer. [8]",
+            "3": "3 0470/4 w01 [turn overdepth study b: russia, 1905\u201341 2study the sources, and then answer the questions which follow. source a the position of officers who served in the tsar\u2019s army and are now forced to fight for the red army isdifficult. they are not trusted and are shot for the smallest failure of their troops. a recent order fromtrotsky said that the wives and children of officers who desert to the whites must be thrown in prison. a british report of 1918. source b the town was just about to fall to the whites when trotsky arrived. then everything changed and webegan to do better. trotsky paid a visit to the front line. he made a speech and we were allencouraged by his energy. he promised more troops soon. his arrival brought about great changes inthe battle. it was a miracle. a member of the red army describing trotsky\u2019s leadership in the civil war. (a) (i) study source a. what impression does this source give about the red army? support your answer withreference to the source. [6] (ii)study source b. how far does this source show the importance of trotsky in the civil war? explain youranswer. [7] (iii)study both sources. is one of these sources more useful than the other as evidence about the civil war? explainyour answer. [7] (b) (i) give tworeasons why other countries sent troops to assist the whites in the civil war. [2] (ii)what was war communism? [4] (iii)why did the bolsheviks win the civil war? [6] (iv)to what extent did the new economic policy (nep) bring about change in russia after 1921? [8]",
+            "4": "4 0470/4 w01depth study c: the united states of america, 1919\u201341 3study the sources, and then answer the questions which follow. source a president roosevelt has done his part; now you do something. buy something \u2013 buy anything,anywhere; paint your kitchen, send a telegram, give a party, get a car, pay a bill, rent a flat, fix yourroof, get a haircut, see a show, build a house, take a trip, sing a song, get married. it does not matterwhat you do \u2013 but get going and keep going. the old world is starting to move. a notice from a factory owner to his workers, april 1933. source b an american cartoon about roosevelt\u2019s new deal. ",
+            "5": "5 0470/4 w01 [turn over(a) (i) study source a. what can you tell from this source about roosevelt\u2019s impact on the usa? support youranswer with reference to the source. [6] (ii)study source b. did the cartoonist support roosevelt\u2019s new deal policies? explain your answer, usingdetails of the source. [7] (iii)study both sources. is one of these sources more useful than the other as evidence about the new deal?explain your answer. [7] (b) (i) give tworeasons why roosevelt introduced the civilian conservation corps. [2] (ii)describe the work of the tennessee valley authority. [4] (iii)why was there a growth in the membership of trade unions during roosevelt\u2019s presidency? [6] (iv)roosevelt\u2019s opponents claimed he was trying to set up a dictatorship. how far was this true? explain your answer. [8]",
+            "6": "6 0470/4 w01depth study d: china, 1945\u2013c.1990 4study the sources, and then answer the questions which follow. source a the trial of a landlord before a people\u2019s court in the province of guangdong. he was found guilty and shot. source b in 1950 mao introduced an agrarian reform law. he sent his communist party workers into eachvillage to enforce it. they shared out the land in the villages between the peasants. they also gotpeasants to put landlords on trial in so-called people\u2019s courts. at these trials the landlords wereaccused of such things as charging high rents or mistreating their tenants. many landlords were let off.others were imprisoned or executed. party workers helped to set up the courts but it was the peasantswho ran them and made the decisions. this further increased their support for mao. an extract from a british textbook published in 1996. (a) (i) study source a. what impressions does this source give about people\u2019s courts? support your answer withreference to the source. [6] (ii)study source b. how far does this source show that land redistribution in china was unfair to the landlords?explain your answer. [7] (iii)study both sources. is one of these sources more useful than the other as evidence about the land redistributionin china? explain your answer. [7] (b) (i) give tworeasons why the communists encouraged the peasants to form collective farms. [2] (ii)what were communes? [4] (iii)why were the peasants strong supporters of the communists\u2019 takeover of china? [6] (iv)to what extent were mao\u2019s agricultural changes successful by 1962? explain your answer. [8] ",
+            "7": "7 0470/4 w01 [turn overdepth study e: southern africa in the twentieth century 5study the sources, and then answer the questions which follow. source a the land act of 1913 meant that blacks could only own land in \u2018native reserves\u2019 which amounted toonly seven per cent of south africa. blacks could not buy land from whites, blacks could not live onwhite farms except as full-time labourers, and share-cropping became illegal. straightaway it causedgreat suffering to many black families who were driven from their homes. as the years passed and theact took effect, independent black farming was destroyed and a supply of cheap black labour wascreated for white farmers and other white employers. from a british school textbook published in 1990. source b my father was a landowner in vanvhynsdorp but twice we lost all our cattle because of drought. havinginherited the land i made one more attempt but the drought of 1913 ruined me completely. for twentyyears the wagon has been our home \u2013 my nine children were born while we were on trek. a white south african\u2019s evidence to a government enquiry into poverty, 1932. (a) (i) study source a. what can you tell from this source about the 1913 land act? support your answer withreference to the source. [6] (ii)study source b. how far does this source show the problems of poor whites in south africa in the earlytwentieth century? explain your answer. [7] (iii)study both sources. is one of these sources more useful than the other as evidence about farming in southafrica? explain your answer. [7] (b) (i) give twoways in which south africa\u2019s economy was affected by the depression of the early 1930s. [2] (ii)describe the effects on blacks of the government policies of the 1920s and 1930s which attempted to solve the problems of poor whites. [4] (iii)why did the industrial and commercial workers\u2019 union not succeed in improving black workers\u2019 rights and wages in the 1920s? [6] (iv)to what extent had the development of south africa\u2019s economy improved working opportunities for the black population by 1940? explain your answer. [8]",
+            "8": "8 0470/4 w01depth study f: israelis and palestinians, 1945\u2013c.1994 6study the sources, and then answer the questions which follow. source a israel\u2019s proposals for the west bank do not offer anything like a self-ruling state. israeli settlementswould remain, israeli troops would still be in control. water supplies would be regulated fromjerusalem. there is nothing in the proposals for sadat to show to his fellow arabs. his belief was thatthe middle east could not afford continuous warfare, and that peace had to begin somewhere. bypeace sadat meant a willingness to leave the palestinian question alone for a few years. from a british newspaper, 22 may 1979. source b begin\u2019s plan for palestinian self-rule under israeli authority is utterly unacceptable to us. it means theydo not want to reach an agreement. begin is trying to deepen the divisions in the arab world. egypt willnever accept israeli occupation of the west bank. an egyptian government minister, may 1979. (a) (i) study source a. what can you tell from this source about prospects for a settlement of the west bank issue?support your answer with reference to the source. [6] (ii)study source b. how far does this source show that begin did not really want to reach a settlement over thewest bank? explain your answer. [7] (iii)study both sources. is one source more useful than the other to explain the problems in achieving a peacefulsettlement in the middle east? explain your answer. [7] (b) (i) give tworeasons why the west bank was so important to the israelis. [2] (ii)what help did the united nations organisation give the plo in the 1970s? [4] (iii)why were the camp david agreements signed? [6] (iv)to what extent did the camp david agreements bring peace to the middle east? explain your answer. [8]",
+            "9": "9 0470/4 w01 [turn overdepth study g: the creation of modern industrial society 7study the sources, and then answer the questions which follow. source a i\u2019m a poor cotton weaver as many a one knows,i\u2019ve nothing to eat in the house and i\u2019ve worn out my clothes.you\u2019d hardly give sixpence for all i\u2019ve got on, my shoes they are bursting and stockings i have none. from a popular ballad of about 1820. source bat present a boy or a girl of fourteen or fifteen years of age can manage two steam looms and canweave three and a half times as much cloth as the best hand weaver.  from \u2018a history of cotton manufacture\u2019, published in 1823. source cwe the framework knitters declare to all hosiers (stocking makers), lacemakers and owners of framesthat we will break and destroy all manner of frames whatsoever. given under my hand this first day of january 1812 at ned lud\u2019s office, sherwood forest. (a) (i) study sources a and b. what do these sources tell you about weaving in the first half of the nineteenth century? [6] (ii)study source c. how far does this source prove that workers resisted technological change? explain youranswer. [7] (iii)study all three sources. is source b more useful evidence about the progress of the textile industry than sources aand c? explain your answer. [7] (b) (i) give twoexamples of how inventions helped to industrialise the textile industry. [2] (ii)what factors decided the location of early factories? [4] (iii)why were there only a few \u2018luddite\u2019-type disturbances in the first quarter of the nineteenth century? [6] (iv)did industrialisation in the first half of the nineteenth century bring more disadvantages than advantages to the working classes? explain your answer. [8]",
+            "10": "10 0470/4 w01depth study h: the impact of western imperialism in the nineteenth century 8study the sources, and then answer the questions which follow. source a it is said that our empire is already large enough, and does not need to be extended. that cannot betrue. we have to consider those countries that must be developed either by ourselves or some othernation. we have to remember that the world, as far as it can be shaped by us, should receive anenglish-speaking culture and not that of other nations. we should, in my opinion, badly be at fault if weignored our responsibilities and refused to take a share in the partition of the world. from a speech made by lord rosebery, british foreign secretary, to the colonial institute in london, march 1893. source b bismarck:\u201ch\u2019m\u2014whereshalligonext?\u201d a cartoon from a british humorous magazine, august 1885, showing the german chancellor, bismarck, as a tourist. ",
+            "11": "11 0470/4 w01 [turn over(a) (i) study source a. what does this source tell you about the nature of british imperialism? [6] (ii)study source b. does this cartoon give a reliable impression of german imperialism? explain your answer. [7] (iii)study both sources. how useful are these sources as evidence about british attitudes towards imperialism in thelate nineteenth century? explain your answer. [7] (b) (i) give twoexamples of disputes between european powers over extending their empires. [2] (ii)describe the spread of french imperialism in the nineteenth century in eitherasia orafrica. [4] (iii)why did germany seek an overseas empire in the late nineteenth century? [6] (iv)to what extent was the nature of british imperialism different from that of other countries? explain your answer. [8]",
+            "12": "12 0470/4 w01copyright acknowledgements: question 1 sources a&b \u00a9 glayton; access to history germany; hodder & stoughton question 2 source a \u00a9 alan white; russia and the ussr; collins 1995 question 2 source b \u00a9 clare baker; russia 1917\u201345; heinemann question 3 source a \u00a9 j simkin; roosevelt and the new deal; spartacus educational question 3 source b cartoon \u00a9 macmillan education ltd question 4 source aphotograph \u00a9 popperfoto question 4 source b \u00a9 ben walsh; gcse modern world history john murray (publishers) ltd question 5 source a \u00a9 mroberts; history of s. africa; for and on behalf of pearson education ltd question 5 source b \u00a9 killie campbell africana library, campbell collections of the university of natal questions 6 a&6b \u00a9 sjperkins; the aran israeli conflict; itps ltd question 7 source a \u00a9 tmay; economic & social history of britain; pearson education ltd question 7 source c \u00a9 cculpin; making modern britain; harpercollins publishers ltd question 8source a \u00a9gsgraham; concise history of british empire; thames & hudson ltd question 8 source bcartoon \u00a9punch limited cambridge international examinations has made every effort to trace copyright holders, but if we have inadvertently overlooked any we will be pleased to make the necessary arrangements at the first opportunity ."
+        }
+    },
+    "2002": {
+        "0470_s02_qp_1.pdf": {
+            "1": "this question paper consists of 16 printed pages. sp (slc) s16253/3 \u00a9 cie 2002 [turn overinternational general certificate of secondary education cambridge international examinations history 0470/1 paper 1 may/june session 2002 1 hour 45 minutes additional materials: answer paper time 1 hour 45 minutes instructions to candidates write your name, centre number and candidate number in the spaces provided on the answer paper/ answer booklet. answer three questions. section a (core content): answer any twoquestions. section b (depth studies): answer any onequestion. write your answers on the separate answer paper provided.if you use more than one sheet of paper, fasten the sheets together. information for candidates the number of marks is given in brackets [  ] at the end of each question or part question.",
+            "2": "2 0470/1/m/j/02section a: core content answer any twoquestions from this section. 1study the extract and then answer the questions which follow. it was perhaps fortunate for cavour\u2019s reputation that he died immediately after the dramatic events of 1859-61 from which his policy had emerged triumphant. by the time victor emmanuel wasproclaimed king of italy in 1861 most italian nationalists had accepted cavour\u2019s action. onlymazzini, with a tiny following, refused to recognise the new state as \u2018italy\u2019 and remained in exile. (a)describe the progress of the revolutions in sicily and naples in 1859-61. [5] (b)why did the events of 1859-61 lead to victor emmanuel being proclaimed king of italy? [7] (c)how far was the unification of italy due to the work of cavour? explain your answer. [8] 2study the cartoon and then answer the questions which follow. a cartoon of 1880 showing u.s. grant and carpetbagging oppressing the south (a)describe the conditions in the south at the end of the civil war. [5] (b)why were \u2018carpetbaggers\u2019 resented so much by the south? [7] (c)\u2018reconstruction after the civil war brought more problems to the south than it solved.\u2019 do you agree? explain your answer. [8] ",
+            "3": "3 0470/1/m/j/02 [turn over3study the extract and then answer the questions which follow. many influential japanese began to demand the restoration of the emperor as the source of power in japan. they took as their slogan \u2018revere the emperor. expel the barbarians\u2019. (a)what were the main points of the treaty of kanagawa in 1854 and the treaty of edo in 1858? [5] (b)why was the meiji emperor restored to supreme power in japan in 1868? [7] (c)how successful was the modernisation of japan by 1914? explain your answer. [8] 4study the picture and then answer the questions which follow. the british battleship hms dreadnought launched in 1906. (a)describe the agreements and alliances that france had with other countries by 1914. [5] (b)why did relations between britain and germany worsen between 1900 and 1914? [7] (c)to what extent did the system of alliances encourage european countries to act in a warlike manner before the events of 1914? explain your answer. [8] ",
+            "4": "4 0470/1/m/j/025study the extract and then answer the questions which follow. the french want to suck germany and everybody else dry and to establish french military and political control of the league of nations. the french see the league of nations as anorganisation for the restoration of france to a supreme position in europe. views of a british official at the peace negotiations in 1919. (a)which terms of the peace settlement of 1919 directly affected france? [5] (b)why did some countries view with suspicion the setting up of the league of nations? [7] (c)how far did the structural weaknesses of the league of nations prevent it from being successful in the 1920s? explain your answer. [8] 6study the source and then answer the questions which follow. headline from an english newspaper of 7 march 1936. (a)in what ways did hitler break the treaty of versailles between 1933 and the end of 1938? [5] (b)why did britain and france follow a policy of appeasement with germany in the 1930s? [7] (c)\u2018hitler was a gambler rather than a planner in foreign affairs.\u2019 do you agree? explain your answer. [8]german troops enter rhineland hitler denounces locarno offers an all-round  peace pact and proposes to re-enter the league of nations \u2013 on conditions",
+            "5": "5 0470/1/m/j/02 [turn over7study the cartoon and then answer the questions which follow. a western view of the plight of eastern europe at the end of the second world war.  poland, czechoslovakia, hungary, romania and bulgaria carry the banner \u2018thank our liberators\u2019 under the watchful eye of the ussr. (a)what was agreed at the y alta conference in 1945? [5] (b)why were western governments suspicious of the ussr in the period 1945 to february 1948 (the communist takeover of czechoslovakia)? [7] (c)\u2018it was the attitudes of truman and churchill rather than that of stalin which brought about the start of the cold war.\u2019 do you agree? explain your answer. [8] 8study the extract and then answer the questions which follow. instructions were given to our tank commander that he was to confront the soviet tank which was at checkpoint charlie. the tension grew very rapidly for the one reason that this was theamericans confronting russians. there was live ammunition in the tanks of both countries. it wasan unexpected, sudden confrontation that in my opinion was the closest that the russians and thewest came to going to war in the entire cold war period. the view of an american colonel who was in berlin at the time of the building of the wall in 1961.(a)describe the effects of the building of the berlin wall on the people of berlin. [5] (b)why was the berlin wall built in 1961? [7] (c)\u2018there was never any real likelihood that either the russians or the americans would turn the cold war into a \u2018hot war\u2019 in europe.\u2019 do you agree? explain your answer. [8] ",
+            "6": "6 0470/1/m/j/02section b: depth studies answer any onequestion from this section. depth study a: germany, 1918\u201345 9study the picture and then answer the questions which follow. a nazi poster of 1933 entitled \u2018new germany\u2019 and showing a  first world war soldier and a member of the sa. (a)what was the sa? [5] (b)why did the nazi party become popular between 1929 and 1932? [7] (c)to what extent was hitler\u2019s appointment as chancellor on 30 january 1933 the result of his popularity? explain your answer. [8] ",
+            "7": "7 0470/1/m/j/02 [turn over10study the extract and then answer the questions which follow. herr adolf hitler, the german chancellor, has saved his country. swiftly he has rescued germany from men who had become a danger to the unity of the german people and to order in the state.he has caused them to be removed from high office, to be arrested, and put to death. presidentvon hindenburg had himself made it plain that stern action must be taken. in acting as he didhitler knew that he had the army behind him. today there is rejoicing in germany. a view of the night of the long knives from a british newspaper, 2 july 1934. (a)describe the events of the night of the long knives. [5] (b)why was goebbels important to hitler? [7] (c)\u2018hitler had removed all opposition to nazi rule within germany by the end of 1935.\u2019 do you agree? explain your answer. [8]",
+            "8": "8 0470/1/m/j/02depth study b: russia, 1905\u201341 11study the extract and then answer the questions which follow. the bolshevik speaker to the crowd: speaker: do you need more land?crowd: y es, of course we do.speaker: do you have as much land as the landlords?crowd: no, they have much more than we do.speaker: will the kerensky government give you land? no, never. it protects the interests of thelandlords. only our party, the bolsheviks, will immediately give you land. several times i tried to take the floor and to explain that the bolsheviks make promises which they can never fulfil. serge pushkanev, a member of the mensheviks in july 1917. (a)describe the events of the revolution of march 1917. [5] (b)why did the provisional government of kerensky lose support in russia? [7] (c)how far was the bolshevik seizure of power in 1917 a \u2018people\u2019s revolution\u2019? explain your answer. [8] 12study the photograph and then answer the questions which follow. a hospital belonging to a collective farm. (a) (i) who were the kulaks? (ii) what was a kolkhoz? [5] (b)why did stalin introduce collectivisation? [7] (c)how far was stalin\u2019s policy of collective farming successful? explain your answer. [8] ",
+            "9": "9 0470/1/m/j/02 [turn overdepth study c: the usa, 1919\u201341 13study the picture and then answer the questions which follow. poster for the film \u2018the jazz singer\u2019, the first \u2018talkie\u2019 film. (a)in what ways did prosperity show itself in the usa in the 1920s? [5] (b)why did agriculture not share in the prosperity of the 1920s? [7] (c)how much change was there in the american way of life during the 1920s? explain your answer. [8] 14study the extract and then answer the questions which follow. the president has been fooling himself. we will end this business of centralisation* and i want you to go back and tell the president that we are not going to let this government centralise everything.tell your men to get out of washington, tell them to go home, back to their states. that is wherethey must do their work. *concentration of control in washington. an opponent of the new deal talking to one of roosevelt\u2019s staff in may 1935. (a)describe the work of twoof roosevelt\u2019s \u2018alphabet agencies\u2019. [5] (b)why did roosevelt meet with opposition to his new deal policies? [7] (c)\u2018roosevelt was never able to achieve what he wanted because of the opposition to the new deal.\u2019 do you agree? explain your answer. [8] ",
+            "10": "10 0470/1/m/j/02depth study d: china 1945\u2013c.1990 15study the extract and then answer the questions which follow. we cannot stand idly by when the american imperialist, a well-known enemy, is attempting to expand the aggressive flames to the borders of our country. extract from a chinese newspaper october 1950. (a)describe china\u2019s relations with the ussr in the 1950s and 1960s. [5] (b)why did communist china regard the usa as her enemy during the 1950s and 1960s? [7] (c)to what extent had china become a superpower by the death of mao in 1976? explain your answer. [8] 16study the photograph and then answer the questions which follow. photograph of young chinese on the streets of beijing in the 1980s. (a)describe the rise and fall of the \u2018gang of four\u2019. [5] (b)why did deng introduce economic reforms in china? [7] (c)\u2018despite the economic changes of the 1980s and 90s, the chinese way of life has changed little since mao\u2019s time.\u2019 do you agree? explain your answer. [8] ",
+            "11": "11 0470/1/m/j/02 [turn overdepth study e: southern africa in the twentieth century 17study the extract and then answer the questions which follow. following the boer defeat of the british patrol at majuba hill in 1881, a leading british newspaper wrote \u2018unless we are prepared to withdraw from south africa immediately, we must restore ourauthority where it has been defied.\u2019 (a)describe the events leading to the british defeat at majuba hill in 1881. [5] (b)why was britain trying to expand her influence and territory in south africa in the last quarter of the nineteenth century? [7] (c)\u2018britain consistently followed the wrong policies in south africa between 1880 and 1914.\u2019 do you agree? explain your answer. [8] 18study the statistics and then answer the questions which follow. statistics on south african education, from a unesco report, 1976. (a)describe three ways in which apartheid made life difficult for blacks in south africa. [5] (b)why did the nationalist government of 1948 introduce apartheid? [7] (c)how far was the application of the policy of apartheid the reason for white dominance in south africa? explain your answer. [8]average amount number of % of pupils entering spent on each pupils per class school in 1963 and pupil reaching 8th year 12th year 1962 1976 1963 1976 whites 146 644 23 20 99 58.4 africans 12 42 58 52 12 0.2",
+            "12": "12 0470/1/m/j/0219study the extracts and then answer the questions which follow. (i) south africa should \u2018promote the material and moral well-being and the social progress of the inhabitants\u2019 of namibia. an extract from the league of nations mandate to south africa, december 1920. (ii) we have long experience of south africa\u2019s policies and would not like hundreds of thousands more innocent victims to be brought under south africa\u2019s race and colour-dominated policies. an extract from a telegram sent by the anc to the uno in 1946 opposing south africa\u2019s plans to make namibia part of south africa. (a)describe how south west africa (namibia) passed from german rule to south african rule. [5] (b)why did south africa want to take over namibia in 1946? [7] (c)how well did south africa fulfil the obligations of the mandate over namibia? explain your answer. [8]",
+            "13": "13 0470/1/m/j/02 [turn overdepth study f: israelis and palestinians, 1945\u2013c.1994 20study the extract and then answer the questions which follow. we were a peasant family, and the land belonged to us and we cultivated it ourselves. we also owned some cattle. then they (the israelis) attacked us and we had to flee. after a long walk wewere put in a un refugee camp. after a long time we found work, very poorly paid, but it enabledus to eat and live and the family was becoming healthy and happy. then all of a sudden, there theywere again; they had come to take everything from us. we were then on the road for three days. recollections of a palestinian who was a refugee in 1948. (a)describe the events of 1947\u201348 leading to britain\u2019s withdrawal from palestine. [5] (b)why did many palestinians become refugees during the period 1948 to 1970? [7] (c)how far was the suez war (1956) a success for the arabs? explain your answer. [8] 21study the photograph and then answer the questions which follow. begin, sadat and us president carter celebrate the peace treaty between israel and egypt, washington dc, 16 march 1979. (a)describe the part played by the usa in the middle east in the 1970s. [5] (b)why was the camp david agreement thought by many to be a great success? [7] (c)if the camp david agreement was successful, why did tensions continue between arabs and israelis in the middle east? explain your answer. [8] ",
+            "14": "14 0470/1/m/j/02depth study g: the creation of modern industrial society 22study the statistics and then answer the questions which follow. average age of death manchester (an industrial town) rutlandshire (a country area) professional persons, gentry and families 38 52 tradesmen, shopkeepers, farmers and families 20 41 mechanics, labourers and families 17 38 from a report of 1842. (a)what were the main causes of death in industrial towns in the nineteenth century? [5] (b)why did some towns grow rapidly in the nineteenth century whilst others did not? [7] (c)to what extent did people benefit from moving from rural areas to industrial towns in the nineteenth century? explain your answer. [8] 23study the extract and then answer the questions which follow. my lord, if we have broken the law, it was not done intentionally. we have injured no man\u2019s character, reputation, person or property. we were uniting together to preserve ourselves, ourwives and our children from utter degradation and starvation. loveless, one of the \u2018tolpuddle martyrs\u2019, speaking at the trial in 1834. (a)describe what the tolpuddle martyrs did and what happened to them. [5] (b)why was it difficult for workers to form trade unions in the first half of the nineteenth century? [7] (c)how successful were working-class movements in britain from 1800 to 1880? explain your answer. [8]",
+            "15": "15 0470/1/m/j/02depth study h: the impact of western imperialism in the nineteenth century 24study the extract and then answer the questions which follow. on seeing the thriving port of sydney (australia) in january 1836, charles darwin wrote \u2018my first feeling was to congratulate myself that i was born an englishman.\u2019 in his view the city\u2019s buildingsand business were evidence of \u2018the power of the british nation\u2019 in contrast to those of the spanishand portuguese, whose former colonies he had just visited and which had, he concluded, madelittle progress over the past 300 years. (a)describe the main types of trade carried on between european countries and their colonies in the first half of the nineteenth century. [5] (b)why did britain have a large empire by the end of the nineteenth century? [7] (c)how far did imperialism benefit britain more than it did her colonies? explain your answer. [8] 25study the maps and then answer the questions which follow. maps of africa to show the areas taken by europeans by 1830 (left) and their empires in 1914 (right). (a)describe belgium\u2019s acquisition of the congo. [5] (b)why was the berlin conference of 1884\u201385 important? [7] (c)how far is the term \u2018scramble for africa\u2019 an accurate description of the partition of africa by european countries in the late nineteenth century? explain your answer. [8] ",
+            "16": "16 0470/1/m/j/02copyright acknowledgements: question 1 \u00a9 h hearde. cavour. reproduced by permission of the historical association. \u00a9 question 2 \u00a9 t williams. the union restored. time life \u00a9question 3 \u00a9 p sauvain. european and world history. hulton educational publications ltd.question 4 \u00a9 l snellgrove. the modern world since 1870. published by longmans. \u00a9 imperial war museum.question 5 \u00a9 t mcaleavy. modern world history. reproduced with permission from cambridge university press.question 6 \u00a9 h evans. front page history. \u00a9 evening standard.question 7 \u00a9 s r gibbons. the cold war. longmans.question 8 \u00a9 j issacs and t downing. extracted from cold war, published by bantam press, a division of transworld publishers. all  rights reserved. question 9 \u00a9 w l shirer. rise and fall of the third reich. archiv gerstemberg.question 10 \u00a9 the daily mail. 1934 \u00a9question 11 \u00a9 j simkin. the russian revolution. reproduced by permission of spartacus educational publishers. \u00a9question 12 \u00a9 t pimlott. society for cultural relations with ussr. \u00a9 society for co-ordination in russian and soviet studies.question 13 \u00a9 weimer to wall street, 1918\u20131929. published by hamlyn.question 14 \u00a9 h evans. the american century. random house.question 15 \u00a9 t mcaleary. modern world history. cup.question 16 \u00a9 b o\u2019callaghan. history of the 20th century.question 17 \u00a9 thomas pakenham. the scramble for africa. publishers weidenfeld & nicolson.question 18 \u00a9 p mantin. the 20th century world. hutchinson.question 19 \u00a9 n mbumbay and n n disser. namibia in history.question 20 \u00a9 d heater. case studies in 20th century world history. reproduced by permission of longmans.question 21 \u00a9 r samuel. a history of israel. weidenfeld and nicolson.question 22 \u00a9 an economic and social history of britain, 1760\u20131970. reproduced by permission of longmans.question 23 \u00a9 chris culpin. the making of modern britain.question 24 \u00a9 lawrence james. the rise and fall of the british empire. little brown.question 25 \u00a9 p sauvain. european world history. hulton education. cambridge international examinations has made every effort to trace copyright holders, but if we have inadvertently overlooked any we will be pleased to make the necessary arrangements at the first opportunity."
+        },
+        "0470_s02_qp_2.pdf": {
+            "1": "this question paper consists of 11 printed pages and 1 blank page. sp (slc) s24317/2 \u00a9 cie 2002 [turn overinternational general certificate of secondary education cambridge international examinations history 0470/2 paper 2 may/june session 2002 2 hours additional materials: answer paper time 2 hours instructions to candidates write your name, centre number and candidate number in the spaces provided on the answer paper/ answer booklet. this paper has two options.option a: 19th century topic [p2\u2013p6] option b: 20th century topic [p7\u2013 p10] choose oneof these options, and then answer allthe questions on that topic. write your answers on the separate answer paper provided.if you use more than one sheet of paper, fasten the sheets together. information for candidates the number of marks is given in brackets [  ] at the end of each question or part question.",
+            "2": "2 0470/2/m/j/02option a: 19th century topic did bismarck plan the franco-prussian war? study the background information and the sources carefully, and then answer all the questions. background informationhistorians disagree about whether war against france was part of bismarck\u2019s long-term plans. this war was brought about by the issue of the succession to the spanish throne. one of the candidateswas prince leopold, a member of the hohenzollern family. leopold was completely unacceptable tonapoleon iii of france because william i of prussia was head of the hohenzollern family. the frenchfeared that they would be surrounded by enemies if leopold became king of spain. the war, which started in 1870, enabled bismarck to complete the unification of germany. nationalist feeling led to the southern german states joining prussia in the war and in january 1871 the germanempire was established with william i as emperor. had bismarck planned the war to help bring aboutthe unification of germany? source a there is not a scrap of evidence that bismarck worked deliberately for a war with france, still less that he timed it precisely for the summer of 1870. bismarck showed no sign of increasing hostility towardsfrance. on the contrary, he made several attempts to win the friendship of napoleon. thehohenzollern candidature, far from being designed to provoke war with france which would completethe unification of germany, was intended rather to make german unification possible without a war. once war was inevitable, bismarck wanted the \u2018ems telegram\u2019 to be presented as the cause of war. he did not plan the war, but he claimed it as his own once it became certain. he wished to present himselfas the creator of germany. from a biography of bismarck published in 1955. source b for long after the franco-prussian war the prussians always maintained that the negotiations had only concerned king william in his capacity as head of the hohenzollern family. towards the end of thecentury, however, evidence emerged to show that bismarck had encouraged the hohenzollerncandidature. napoleon ill had informed him that he would never tolerate a hohenzollern on thespanish throne. in view of later events it is tempting to assume that bismarck intended to use the issueto provoke war between germany and france, after which france would be unable to prevent theunification of the south german states within germany. from a history book published in 1964.",
+            "3": "3 0470/2/m/j/02 [turn oversource c a cartoon showing death thanking bismarck for the thousands killed in the course of unification. source d a statue of bismarck as germany\u2019s creator. it shows him making weapons  which would be used to unify germany. ",
+            "4": "4 0470/2/m/j/02source e we shall have that war with france. do not believe that i love war. i have seen enough of war to hate it. the terrible scenes i have witnessed will always trouble me. i shall never consent to a war that isavoidable, much less seek it. but this war with france will surely come. it will be clearly forced upon us by the french emperor. i see that clearly. i do not think he is personally eager for war but his dangerous situation will drive him to it. the crisis will come in about two years. of course we have to beready for it \u2014 and we are. we shall win and the result will be the total unification of germany (exceptaustria) and probably also napoleon\u2019s downfall. these are the opposite of what napoleon aims at. from a report of an interview given by bismarck to an american politician  on 28 january 1868, and published in 1908. source f i think it is obvious that german unity could be promoted by actions involving force. however force can end in disaster if used at the wrong time, and germany is not yet ready for unification. if the time thatlies ahead works in the interest of unity as much as it has over the last one hundred years then we canlook to the future calmly and leave the rest to our successors. bismarck to the prussian representative in munich, february 1869. source g his majesty (the king of prussia) wrote to me: \u2018the french ambassador spoke to me in order to demand from me that i should agree to send a telegram at once that i promise for all future time neveragain to give my consent to the hohenzollerns to renew their candidature. i refused as it is neither rightnor possible to give promises of this kind. i told him that as i had not yet received any news, and as heknew about paris and madrid before i did, he could clearly see that my government had no involvementin the matter.\u2019 his majesty has since received a letter from prince leopold. his majesty has decided not to see the french ambassador again, but to inform him through one of his officials that his majesty has nowreceived from the prince confirmation of the news which the ambassador already had. his majesty hasnothing further to say to the ambassador. his majesty leaves it to your excellency whether theambassador\u2019s demand and its rejection should be communicated to the press. the original text of the ems telegram from an official in the prussian government to bismarck,  july 1870.",
+            "5": "5 0470/2/m/j/02 [turn oversource h urgentfor open publication (including newspapers). copies to be sent to prussian embassies.when the imperial french government was officially informed by the royal spanish government that prince leopold had given up his claim to the throne, the french ambassador demanded that hismajesty the king authorise him to telegraph paris with the message that his majesty the king agreedthat he would never allow a hohenzollern to put himself forward as a candidate for the throne of spain.in response his majesty the king refused to see the french ambassador and sent a message sayingthat his majesty had nothing more to communicate to the ambassador. bismarck\u2019s version of the ems telegram, published on 13 july 1870. source i a drawing, from the time, showing french crowds celebrating the declaration of war  against prussia on 19 july 1870. source j i went on to explain: \u2018if in carrying out his majesty\u2019s order, i at once communicate this text not only to the newspapers but by telegraph to all our embassies, it will be known in paris before midnight and willhave the effect of provoking the french. success, however, depends on the impression which the startof the war makes upon us and other german states: it is important that we should be the onesattacked.\u2019 from bismarck\u2019s memoirs published in 1898. ",
+            "6": "6 0470/2/m/j/02now answer allthe following questions. y ou may use any of the sources to help you answer the questions, in addition to those sources which you are told to use. in answering the questions youshould use your knowledge of the topic to help you interpret and evaluate the sources. 1study sources a and b. how far do these two sources disagree? explain your answer using details of the sources. [7] 2study sources c and d. how different are the messages of these two sources? explain your answer using details of the sources. [7] 3study sources e and f . must bismarck have been lying in one of these two sources? explain your answer using the sources and your knowledge. [8] 4study sources g and h. are you surprised that bismarck published the version of the telegram in source h? explain your answer using the sources and your knowledge. [8] 5study source i. does source i prove that bismarck was not responsible for starting the franco-prussian war? explain your answer using the source and your knowledge. [8] 6study allthe sources. \u2018bismarck planned the franco-prussian war.\u2019 how far do the sources on this paper support this statement? use the sources to explain your answer. [12]",
+            "7": "7 0470/2/m/j/02 [turn overoption b: 20th century topic why did the soviet union invade czechoslovakia in 1968? study the background information and the sources carefully, and then answer allthe questions. background informationuntil 1968, czechoslovakia, under the leadership of the communist party leader novotny, was a one- party state with no free speech and heavy censorship. its economy was stagnant, its technology out ofdate, its industries organised for the benefit of the soviet union. few consumer goods were producedand the living standard of most czechs was low. in 1968 alexander dubc \u02d8 ek became leader of the czechoslovak communist party. he knew that economic reforms were needed. he also began to introduce political reforms. censorship was relaxed,freedom of speech was allowed, and other political parties were given limited freedom. dubc \u02d8 ek always insisted that one-party rule would remain and that czechoslovakia would stay in the warsaw pact. y et,on 20 august 1968, 500 000 soviet and other warsaw pact troops invaded czechoslovakia. source a to the entire people of the czechoslovak socialist republic.y esterday, 20 august at around 11 pm, troops from the soviet union and other warsaw pact countries crossed the frontiers of czechoslovakia. this happened without the knowledge of the czechoslovakleadership. the leadership appeals to all citizens not to offer any resistance to the troops. theczechoslovak leadership regards this act as against international law. from a broadcast made by the czechoslovak communist party leadership  on prague radio, 21 august 1968. source b the party and government leaders of the czechoslovak socialist republic have asked the soviet union and other allies to give the czechoslovak people urgent assistance, including assistance witharmed forces. this request was brought about by the threat from counter-revolutionary forces workingwith foreign forces hostile to socialism. the actions that are being taken serve the purposes of peace. from a soviet news agency report, 21 august 1968. source c there have long been rumours that czechoslovak party officials invited the soviets to invade their country to re-impose hardline law and order. the documents, locked in a top secret folder in themoscow communist party archives, have only recently been made available. it is now known that vasilbilak, an anti-reformist communist party chief, wrote to brezhnev asking him to use military force toprevent \u2018counter-revolution\u2019 and to save \u2018socialism in our country.\u2019 from a british history book published in 1988.",
+            "8": "8 0470/2/m/j/02source d a soviet cartoon published on the day warsaw pact troops occupied prague in august 1968.  the armband says \u2018imperialism\u2019 and the word at the bottom is \u2018czechoslovakia\u2019. source e an american cartoon about the soviet invasion of czechoslovakia in 1968. it shows brezhnev and his deputy as gangsters. the man in the middle is dubc \u02d8 ek. his feet are being dipped in concrete. ",
+            "9": "9 0470/2/m/j/02 [turn oversource f developments in your country are causing deep anxiety among us. we are convinced that your country is being pushed off the road of socialism and that this puts in danger the interests of the whole socialistsystem. at great sacrifice the people of our countries achieved victory over hitlerian fascism and won the opportunity to follow the path of socialism. the frontiers of the socialist world moved to the centre ofeurope. and we shall never agree to these historic gains and the security of our peoples being placedin danger. a letter from the soviet government to the czechoslovak communist party, july 1968. source g socialism for us is the only possibility. we lived in another system 25 years ago and it wasn\u2019t a happy time for czechoslovakia. we want to stay with other communist countries. the main change is just tobring back a human face to socialism, to find a more honest, human way to fulfil the aims we have inmind. from a radio broadcast by a senior official in the czech government, 1968. source h to the soviets, dubc \u02d8 ek\u2019s action programme was dangerous. it brought personal and political freedom to the centre of a debate which could hardly be confined to czechoslovakia. ceausescu of romaniahad been making himself awkward, and tito was still alive and active. both were to visit prague inaugust 1968. the prospect of czechoslovakia sliding into alliance with yugoslavia and romania wasalarming. from a history book published in 1996.",
+            "10": "10 0470/2/m/j/02now answer allthe following questions. y ou may use any of the sources to help you answer the questions, in addition to those sources which you are told to use. in answering the questions youshould use your knowledge of the topic to help you interpret and evaluate the sources. 1study source a. what can you learn about the events of 1968 in czechoslovakia from this source? explain your answer using details of the source. [5] 2study source b. are you surprised by this source? explain your answer using the source and your knowledge. [8] 3study sources a, b, and c. how far does source c prove that source b is more reliable than source a? explain your answer using the sources and your knowledge. [9] 4study sources d and e. how different are the messages of these two cartoons? explain your answer using details of the sources. [8] 5study sources f and g. must one of these two sources be wrong? explain your answer using the sources and your knowledge. [8] 6study allthe sources. \u2018the soviet union invaded czechoslovakia only because dubc \u02d8 ek\u2019s reforms were a threat to socialism in czechoslovakia.\u2019 how far do the sources on this paper support this statement? usethe sources to explain your answer. [12]",
+            "11": "11 0470/2/m/j/02blank page",
+            "12": "12 0470/2/m/j/02copyright acknowledgements: option a source a \u00a9a j p taylor. new english library. option a source b \u00a9a wood. europe 1815\u20131945. longmans option a source c \u00a9editor dr r morgan. germany 1870\u20131970. \u00a9vilstien or archiv gerstenberg. option a source d \u00a9germany 1870\u20131970. bundersarchiv. option b source a \u00a9tony lancaster and derek peaple. the modern world. reproduced with permission from causeway press ltd. lancs. option b source b \u00a9modern world history. option b source c \u00a9jeremy issacs and taylor downing. cold war. bantam press. excluding the usa. option b source d \u00a9peter martin and colin lankerter. romanov to gorbachev. option b source e \u00a9tony lancaster and derek peaple. the modern world. reproduced with permission from causeway press ltd, lancs. option b source f \u00a9tony mcaleary. modern world history. reproduced with permission from cup. option b source g \u00a9nigel kelly and greg lacey. modern world history. option b source h \u00a9peter colcacoressi. world politics from 1945. reproduced with permission from pearsons education. cambridge international examinations has made every effort to trace copyright holders, but if we have inadvertently overlooked any we will be pleased to make the necessary arrangements at the first opportunity."
+        },
+        "0470_s02_qp_4.pdf": {
+            "1": "this question paper consists of 11 printed pages and 1 blank page. sjf2300  s14930/3 \u00a9 cie 2002 [turn overinternational general certificate of secondary education cambridge international examinations  history 0470/4 paper 4  alternative to coursework may/june session 2002 1 hour additional materials: answer paper time 1 hour instructions to candidates write your name, centre number and candidate number in the spaces provided on the answer paper/answer booklet. answer the questions on onedepth study. write your answers on the separate answer paper provided.if you use more than one sheet of paper, fasten the sheets together. information for candidates the number of marks is given in brackets [  ] at the end of each question or part question.",
+            "2": "2 0470/4/m/j/02depth study a: germany 1918-45 1study the sources, and then answer the questions that follow. source ait really upset us old soldiers to see how quickly the republic stopped using the black-white-red flag of the old empire. thousands of soldiers who fought for this flag lie buried in enemy territory. idon\u2019t hide the fact that i\u2019m a monarchist. when you\u2019ve served your country for 30 years you justcan\u2019t say \u2018from tomorrow i\u2019m republican\u2019. don\u2019t worry though - i don\u2019t think we can bring back themonarchy just now. a free corps officer speaking in 1919. source b workers! party comrades! kapp\u2019s putsch has begun. the free corps who were afraid they would be disbanded have made an attempt to overthrow the republic. there is only one way to preventthe return of wilhelm ii. paralyse all economic activity! a social democrat proclamation of 1920 calling on all workers to strike against the kapp putsch. (a) (i) study source a. what can you tell from this source about the free corps\u2019 attitudes towards the new republic? support your answer with reference to the source. [6] (ii) study source b. how far does this source show that the social democrats expected the support of the german people? explain your answer. [7] (iii) study both sources. is one of these sources more useful than the other as evidence of the problems of the weimar government? explain your answer. [7] (b) (i) give two weaknesses of the weimar constitution. [2] (ii) what did the munich putsch of 1923 hope to achieve? [4] (iii) why was there hyperinflation in 1923? [6] (iv) was the weimar government weakened more by hyperinflation than by the treaty of versailles? explain your answer. [8]",
+            "3": "3 0470/4/m/j/02 [turn overdepth study b: russia, 1905-41 2study the sources, and then answer the questions that follow. source asire, we the workers and people of st. petersburg, our wives and children and old, helpless parents, come to you, sire, to seek justice and protection. we are poor and oppressed, worndown by bad treatment. sire, we have no strength left. now death is better than unendingsuffering. from father gapon\u2019s list of complaints, which was to be given to the tsar on sunday,  22 january 1905. (note: sire means tsar nicholas ii)  source b political parties were banned and opponents of the tsar had to meet in secret. some opponents believed in peaceful change but still lived in fear of the okhrana (secret police). others, moreviolently minded, lived in exile and plotted revolution. a british historian describes opposition groups at the beginning of 1905. (a) (i) study source a. what can you tell from the source about the people of st. petersburg in january 1905? support your answer with reference to the source. [6] (ii) study source b. how far does the source show that nicholas ii had control of russia at the beginning of 1905? explain your answer. [7]  (iii) study both sources. is one of these sources more useful than the other in explaining why a revolution took place in russia in 1905? explain your answer. [7] (b) (i) name two political groups opposed to the tsar in 1905. [2] (ii) describe two results of the events of bloody sunday. [4] (iii) why was nicholas ii able to survive the events of 1905? [6] (iv) to what extent had nicholas ii overcome the threat of revolution by the outbreak of war in 1914? explain your answer. [8]",
+            "4": "4 0470/4/m/j/02depth study c: the usa, 1919-41 3study the sources, and then answer the questions that follow.  source ait\u2019s the new and better thing that excites the people\u2019s hearts. on broadway a new play triumphs; in miami there is a new fashion for women\u2019s dresses; in chicago a new invention changes anindustry; out of los angeles comes word of a new scientific discovery. this is america! ever seeking to improve upon the past. from an american newspaper article, published in 1926. source b date head of cattle cotton per lb. wheat per bushel ($) (cents) (cents) 1919 55 35 2161923 32 29 931925 32 20 1441928 51 18 100 american farm prices. (a) (i) study source a. what can you tell from this source about american attitudes in the 1920s? explain your answer with reference to the source. [6] (ii) study source b.  how far does this source indicate that us agriculture was declining in this period? explain your answer. [7] (iii) study both sources.  is one of these sources more useful than the other as evidence about the us economy in the 1920s? explain your answer. [7] (b) (i) name two manufacturing industries which expanded as a result of the growth of the automobile industry in the 1920s. [2] (ii) how did the spread of electric power affect the lives of us city dwellers in the 1920s?  [4] (iii) why did the entertainment industries grow in the usa during the 1920s? [6] (iv) how far did us society offer equality of opportunities for all its citizens in the 1920s? explain your answer. [8]",
+            "5": "5 0470/4/m/j/02 [turn overdepth study d: china, 1945-c.1990 4study the sources, and then answer the questions that follow. source ahave no fear of chaos. the more chaos you create and the longer the disruption continues the better. disorder and chaos are always good. they make problems clear. but never use weapons.it is never a good thing to open fire. mao zedong speaking to red guards, 6 april 1967. source b i spent eight years stirring up revolution. it was like losing a large part of your life. now i would like to do something to help my country, but what qualifications do i have? i never finished school. a former red guard speaking in 1980. (a) (i) study source a. what does the source tell you about mao zedong and the red guards during the cultural revolution? support your answer with reference to the source. [6] (ii) study source b. how far does this source show that the cultural revolution was a failure? explain your answer. [7] (iii) study both sources. is one of these sources more useful than the other as evidence about the red guards? explain your answer. [7] (b) (i) name two groups of people targeted by the red guards. [2] (ii) describe the disorder and chaos caused by the red guards. [4] (iii) why did mao zedong introduce the cultural revolution? [6] (iv) how successful was the cultural revolution? explain your answer. [8]",
+            "6": "6 0470/4/m/j/02depth study e: southern africa in the twentieth century 5study the sources, and then answer the questions that follow. source a a poster from the congress of south african students, july 1976.",
+            "7": "7 0470/4/m/j/02 [turn oversource b six die after south african police open fire on rioters  the worst outbreak of civil unrest in south africa for sixteen years. army reinforcements are calledin to soweto. (17th june 1976) death toll rises to 41 in second day of rioting in soweto no end to violence in sight, police chief says, as unrest spreads to other black townships.(18th june 1976) mr. vorster orders police to use all means to end riots  97 reported dead in three days of clashes. (19th june 1976) front page headlines from a british newspaper, june 1976. (a) (i) study source a. what impression does this source give of the attitudes of some young people in soweto? support your answer with reference to the source. [6] (ii) study source b. how far does this source show what happened in soweto in june 1976? explain your answer. [7] (iii) study both sources. is one source more useful than the other as evidence about the effectiveness of the south african government\u2019s response to events in soweto? explain your answer. [7] (b) (i) give tworeasons for the demonstrations in soweto in june 1976. [2] (ii) in what ways did the education of black children differ from that of white children in the state system until 1980? [4] (iii) why did the troubles in soweto spread to other parts of the country? [6] (iv) to what extent did the national governments improve conditions for blacks in the townships between 1977 and 1983? explain your answer. [8]",
+            "8": "8 0470/4/m/j/02depth study f: israelis and palestinians, 1945-c.1994 6study the sources, and then answer the questions that follow. source awhat can be said of mr sieff\u2019s attackers, the popular front for the liberation of palestine? brutal, unfeeling, ruthless, worse than any ordinary criminal. the plo declares that the rights of thepalestinian arabs justify atrocities everywhere in the world. this is a policy for endless conflict. from a british newspaper, january 1974, commenting on the attempted killing of a jewish businessman in britain. source b in 1968 y asser arafat tried to coordinate the activities of the various palestinian terrorist groups. the terrorists were seen by most of their people as heroic freedom fighters aiming to regain theirhomeland. the israelis however regarded them as agents of murder and sabotage. letter bombsand other forms of attack on individuals were also used. the guerrilla raids have spread terror butno military victory has been achieved. some extremists aim to destroy israel. many support theaims of al fatah. some groups believe only in peaceful means. from a british textbook published in 1977.  (a) (i) study source a. what can you tell from this source about the attitudes of the plo? support your answer with reference to the source. [6] (ii) study source b.  how far does this source show that palestinian terrorist attacks were successful? explain your answer. [7] (iii) study both sources.  is one of these sources more useful than the other as evidence about the plo? explain your answer. [7] (b) (i) give two reasons for the founding of the plo. [2] (ii) what part did y asser arafat play in the plo in the 1970s? [4] (iii) why did the plo feel there was a need to use terrorism? [6] (iv) has terrorism by the plo helped or hindered the arab-lsraeli peace process? explain your answer. [8]",
+            "9": "9 0470/4/m/j/02 [turn overdepth study g: the creation of modern industrial society 7study the sources, and then answer the questions that follow. source a an eighteenth-century picture showing a woman spinning and winding wool  for the hand loom in the domestic system. source b numbers of power looms and workers in the cotton industry in 1838,1858, and 1885.power looms 600,000 500,000 400,000300,000 200,000 100,000 01838 1856cotton 1885workers",
+            "10": "10 0470/4/m/j/02source c the english spinner has no enjoyment of the open air. locked up in factories eight storeys high, he has no relaxation until the engine stops and then he goes home to rest for the next day. thereis no time for happy times with his family for they are exhausted. women used to do textile work at home and so be able to cook and care for their families. but now all the cotton is worked by a machine, called the devil, so that the wives have no employment unless they go to work in thefactory all day for a few shillings per week. (a) (i) study source a. what impressions of the domestic system does this picture give? support your answer with reference to the source. [6] (ii) study source c. to what extent does this source prove that the factory system had a bad effect on society? explain your answer. [7] (iii) study all three sources. how useful are these sources for showing the development of the textile industry? explain your answer. [7] (b) (i) identify twocentres of the woollen industry at the beginning of the nineteenth century.  [2] (ii) describe how the spinning jenny and the power loom speeded up textile manufacture.  [4] (iii) why was there increased demand for cotton textiles in the nineteenth century? [6] (iv) was the availability of a cheap labour force the main reason for the development of the british textile industry in the nineteenth century? explain your answer. [8]",
+            "11": "11 0470/4/m/j/02depth study h: the impact of western imperialism in the nineteenth century 8study the sources, and then answer the questions that follow. source a a german cartoon about british imperialism with the caption \u2018whisky, exploitation and christianity\u2019. source b this is what britain must either do or perish. she must found colonies as fast and as far as she is able with our most energetic and worthiest men. she must seize every piece of fruitful wasteground she can set her foot on and then teach the people there that their first loyalty is to britainand that their first aim is to advance the power of britain by land and sea. if we can get men, forlittle pay, to fight for love of britain, we may find men also who will plough and sow for her and whowill bring up their children to love her and who will gladden themselves in the brightness of herglory. an extract from a speech made in britain in the 1880s. (a) (i) study source a. what can you tell about german attitudes towards british imperialism from this cartoon? support your answer with reference to the source. [6] (ii) study source b. to what extent does this extract give an accurate view about british aims in colonisation in the 19th century? explain your answer. [7] (iii) study both sources. which is the more useful source as evidence about the nature of western imperialism in the 19th century? explain your answer. [7] (b) (i) name twoeuropean countries and a colony which each established in the nineteenth century. [2] (ii) describe the work of missionaries in european imperialism. [4] (iii) why did britain have a larger overseas empire than any other european country by the end of the nineteenth century? [6] (iv) \u2018 of all the causes of western imperialism in the nineteenth century, economic factors were the most important.\u2019 do you agree? explain your answer. [8]",
+            "12": "12 0470/4/m/j/02blank page copyright acknowledgements: question 1 source a white and hadley. germany 1918-1949. question 1 source b white and hadley. germany 1918-1949. question 2 source a orlando figes. a peoples tragedy. question 2 source b alan white. russia and the ussr.question 3 source b john vic. modern america.question 4 source a b callaghan. history of the 20th century. reproduced by permission of pearson education. question 4 source b b callaghan. history of the 20th century. reproduced by permission of pearson education. question 5 source a congress of south african studentsquestion 5 source b the times newspaperquestion 6 source a the daily telegraphquestion 7 source b sch cambridge international examinations has made every effort to trace copyright holers, but if we have inadvertently overlooked any we will be pleased to make the necessary arrangements at the first opportunity."
+        },
+        "0470_w02_qp_1.pdf": {
+            "1": "time 1 hour 45 minutes instructions to candidates write your name, centre number and candidate number in the spaces provided on the answer paper/ answer booklet. answer three questions. section a: answer twoquestions. section b: answer onequestion. write your answers on the separate answer paper provided.if you use more than one sheet of paper, fasten the sheets together. information for candidates the number of marks is given in brackets [ ] at the end of each question or part question.international general certificate of secondary education cambridge international examinations history 0470/1 paper 1 october/november session 2002 1 hour 45 minutes additional materials: answer paper. this question paper consists of 18 printed pages and 2 blank pages. spa (nh) s18629/3 \u00a9 cie 2002 [turn over",
+            "2": "2 0470/1 o/n/02section a (core content) answer any twoquestions from this section. 1study the extract, and then answer the questions which follow. by 1850 there seemed little left of \u2018the year of revolutions\u2019. austria had apparently re-established firm government in her empire and prestige among the german states. democratic and nationalistmovements had failed to take root, and the sufferings of the peoples of europe seemed to be invain. (a)describe the course of revolution in 1848\u201349 in either prussia orhungary. [5] (b)why did the revolutions fail in the austrian empire? [7] (c)how important were the 1848 revolutions for europe? explain your answer. [8] 2study the picture, and then answer the questions which follow. the escape of a slave from richmond, virginia to philadelphia in the north. (a)how did northern states deal with runaway slaves and slaves attempting to escape during the 1850s? [5] (b)why did slavery become a very important issue in america in the 1850s? [7] (c)how different were the lifestyles and outlook of the northern and southern states in the years before the civil war? explain your answer. [8] ",
+            "3": "3 0470/1 o/n/02 [turn over3study the map, and then answer the questions which follow. (a)what territorial acquisitions did japan make between 1890 and 1914 and how were they acquired? [5] (b)why was japan able to defeat both china and russia within a few years? [7] (c)how important was western influence in increasing the power and status of japan between 1868 and 1914? explain your answer. [8] ",
+            "4": "4 0470/1 o/n/024study the extract, and then answer the questions which follow. the crime against my nephew is the direct consequence of the agitation carried on by serbian pan-slavists whose sole aim is to weaken the triple alliance and shatter my empire. the bloodydeed was not the work of a single individual but a well-organised plot. though it may be impossible to prove the involvement of the serbian government, there can be no doubt that its policy of uniting all southern slavs under the serbian flag encourages such crimes. what wouldgerman policy be if austria decided to punish this centre of terrorism in belgrade? extract from a letter from emperor franz josef to kaiser wilhelm on 5 july 1914 about the assassination of the archduke ferdinand and his wife. (a)describe the events of 28 june 1914 leading to the assassination of the archduke ferdinand and his wife in sarajevo. [5] (b)why did austria want to take action against serbia? [7] (c)did the assassination of the archduke ferdinand make european war inevitable? explain your answer. [8] 5study the extract, and then answer the questions which follow. the league may be a difficult scheme to work, but the significant thing is that the powers have promised to make it work. mankind has, in the short space of ten years, jumped from the old orderto the new. we are witnessing one of the great miracles of history. from a speech made in 1930. (a)describe twosuccesses the league of nations had in the 1920s in solving disputes. [5] (b)why was the league of nations quite successful in the first ten years of its existence? [7] (c)\u2018the good work of the league was destroyed by the depression of the 1930s.\u2019 do you agree? explain your answer. [8]",
+            "5": "5 0470/1 o/n/02 [turn over6study the photograph, and then answer the questions which follow. an abyssinian village bombed by italian aircraft in the invasion of 1936. (a)describe the attacks that japan made on china in the 1930s. [5] (b)why was italy able to defeat the abyssinians? [7] (c)how important for events in europe were hitler\u2019s pacts with italy and japan? explain your answer. [8] ",
+            "6": "6 0470/1 o/n/027study the photograph, and then answer the questions which follow. the execution of a vietcong suspect during the tet offensive, 1968. (a)who were the vietcong and what part did they play in the vietnam war? [5] (b)why did involvement in the war become increasingly unpopular in the usa? [7] (c)how successful was us policy towards vietnam in the period 1963\u20131975? explain your answer. [8] 8study the extract, and then answer the questions which follow. the main differences between the league of nations and the uno were the stronger powers of the security council, the extent of the specialised agencies (15 by 1989) and the requirement thatmember states should make available armed forces to serve as peacekeepers or to repel anaggressor. the secretary-generals have achieved greater influence than their predecessors inthe league. (a)describe the basic structure of the uno. [5] (b)why did the uno become involved in the congo (1960\u201363)? [7] (c)how important was the involvement of the uno in the korean war? explain your answer. [8] ",
+            "7": "7 0470/1 o/n/02 [turn oversection b (depth studies) answer any onequestion from this section. depth study a: germany, 1918\u201345 9study the photograph, and then answer the questions which follow. a freikorps unit in munich, may 1919. (a)describe the activities of the freikorps in germany, 1919\u201320. [5] (b)why were there so many uprisings and disturbances in germany in the years 1919\u201322? [7] (c)how far was germany\u2019s treatment in the versailles peace settlement unfair? explain your answer. [8] ",
+            "8": "8 0470/1 o/n/0210study the extract, and then answer the questions which follow. a jew may not be a citizen of the reich. he has no vote. he may not fill public office. marriages between jews and nationals of german or similar blood are forbidden. extract from the nuremberg laws, september 1935. (a)describe the treatment of the jews in nazi germany from 1935. [5] (b)why were the jews persecuted by the nazis? [7] (c)by the end of the 1930s, did hitler rule germany by oppression or by popular support? explain your answer. [8]",
+            "9": "9 0470/1 o/n/02 [turn overdepth study b: russia, 1905\u201341 11study the extract, and then answer the questions which follow. war! we knew the meaning of it now. there were no cheering crowds in the streets, no flags carried round. only silent crowds reading the telegrams of the war in shop windows, nurseshurrying to duty, men with grave faces discussing the situation, women in mourning and groups ofwounded soldiers being taken around the town. the daughter of the british ambassador to russia writing in december 1914. (a)describe the reforms of stolypin (1906\u201311). [5] (b)why was there growing discontent in russia between 1914 and 1917? [7] (c)how important was lenin in bringing about revolution in russia in october 1917? explain your answer. [8] 12study the extract, and then answer the questions which follow. trotsky and his friends argued that the soviet union would only be really safe from its enemies when other states had become communist and thus friendly to her. trotsky favoured worldrevolution. stalin said that the interests of the soviet union must come first. the main task was tocreate a strong soviet union by developing industries and a powerful army that could protect thecountry from foreign powers. (a)what part did trotsky play in the bolshevik revolution to 1925? [5] (b)why was stalin able to become dictator of russia by 1929? [7] (c)\u2018stalin only kept control in russia by oppression and the elimination of opponents.\u2019 do you agree? explain your answer. [8]",
+            "10": "10 0470/1 o/n/02depth study c: the usa, 1919\u201341 13study the picture, and then answer the questions which follow. (a)describe the aims and work of the nra. [5] (b)why was franklin roosevelt a landslide winner of the presidential election of 1936? [7] (c)how far had the usa emerged from the depression by 1940? explain your answer. [8] 14study the extract, and then answer the questions which follow. al capone first got his picture in the chicago tribune in may 1924, when he walked into a bar and emptied a gun into the head of gangster joe howard. three men saw him do it, but between themurder and the inquest two were overcome by \u2018loss of memory\u2019 and the other went missing. alcapone never set foot in court for this crime. this was to set the pattern for the future. (a)what part did al capone play in gangsterism in the usa in the 1920s? [5] (b)why did the ku klux klan revive in the usa in the 1920s? [7] (c)\u2018violence dominated life in the usa in the 1920s.\u2019 do you agree? explain your answer. [8] ",
+            "11": "11 0470/1 o/n/02 [turn overdepth study d: china, 1945\u2013c.1990 15study the photograph, and then answer the questions which follow. chinese workers on the haiho river project. (a)describe the effects of the second world war on the communists in china. [5] (b)why did support for communism increase in china during the period 1945\u201349? [7] (c)\u2018it was the people themselves who happily and willingly transformed china in the 1950s.\u2019 do you agree? explain your answer. [8] ",
+            "12": "12 0470/1 o/n/0216study the extract, and then answer the questions which follow. the cultural revolution was really a good thing. in the 1950s the chinese were very simple. they believed in the communists \u2013 like my mother. she\u2019s a teacher. whatever the communists said shethought was great. then, in the cultural revolution, they locked her up for a year and a half because her father was a well-known scholar whom they said was a \u2018capitalist\u2019. some red  guards in her school made her kneel on broken glass in front of all the students. for an intelligentperson it was about the worst thing that could happen \u2013 to be made to feel so small. her eyeswere opened by the cultural revolution. she then saw through the communists. a chinese woman, writing in 1980, gives her version of the cultural revolution. (a)in the cultural revolution, who were the red guards and what did they do? [5] (b)why was the cultural revolution greeted enthusiastically in china at first but became unpopular later? [7] (c)how far did mao improve life for the majority of chinese between 1949 and his death in  1976? explain your answer. [8]",
+            "13": "13 0470/1 o/n/02 [turn overdepth study e: southern africa in the 20th century 17study the extract, and then answer the questions which follow. the war had been immensely destructive of life and property. an estimated 22 000 british troops died. over 30 000 farmsteads in the republics and northern cape were destroyed. about 26 000boer women and children and 14 000 africans died in the concentration camps. the war also ledto divisions within communities and families and was a civil war rather than simply a conflictbetween an imperial army and a local population. (a)what were the details of the constitution of the union of south africa in 1910? [5] (b)why had the war of 1899\u20131902 left bitterness in south africa? [7] (c)\u2018economic and social progress in south africa in the thirty years after union was remarkable.\u2019 do you agree? explain your answer. [8] 18study the photograph, and then answer the questions which follow. pass books being burned in south africa, 1960. (a)in what ways were blacks restricted in movement and employment under apartheid? [5] (b)why did most international opinion turn against south africa\u2019s policy of apartheid? [7] (c)how successful were black protests against the apartheid laws in south africa in the period 1960\u20131980? explain your answer. [8] ",
+            "14": "14 0470/1 o/n/0219study the extract, and then answer the questions which follow. in 1953 there was not a single mile of well-surfaced road in namibia. by 1966, however, over 800 miles out of the 20 000 miles of principal roads had been improved. the territory\u2019s railway systemhas been joined with that of the south african railways and harbours administration which provides money for it. the tracks are all in the southern sector. for the foreseeable future,  despite progress already made, the territory is likely to continue to remain dependent upon a fewprimary products \u2013 minerals, fishing and agriculture. from an article written about namibia in 1973. (a)describe how south africa came to be governing namibia. [5] (b)why was namibia still largely an undeveloped area by the end of the 1960s? [7] (c)how far did life for the black population improve in namibia in the period 1945\u20131975? explain your answer. [8]",
+            "15": "15 0470/1 o/n/02 [turn overdepth study f: israelis and palestinians, 1945\u2013c.1994 20study the photograph, and then answer the questions which follow. a refugee ship being sent back from palestine to cyprus by british soldiers in 1946. (a)how did the british deal with the jews in palestine between 1945 and 1948? [5] (b)why did many jews come to palestine between 1945 and 1948? [7] (c)which was the more important for the middle east (i)the 1948\u201349 war or (ii)the 1967 war? explain your answer. [8] 21study the extract, and then answer the questions which follow. a bomb in the white house, a terrorist in the vatican, the death of mao zedong or an earthquake in paris could not have echoed around the world like the operation at munich. it was like paintingthe name of palestine on the top of a mountain that can be seen from the four corners of theworld. a newspaper comment by a palestinian in september 1972 on the killing of israeli athletes at the munich olympic games by \u2018al fatah\u2019, a terrorist group of the palestine liberation organisation (plo). (a)what were the grievances of the plo in the 1970s? [5] (b)why did the plo use terrorism? [7] (c)how successful has y asser arafat been as leader of the palestinians? explain your answer. [8] ",
+            "16": "16 0470/1 o/n/02depth study g: the creation of modern industrial society 22study the extracts, and then answer the questions which follow. sheffield perhaps the most hideous town in creation. massive volumes of black smoke veil the sun and theblue sky on the brightest day. more than one clear stream runs down the valley and enters the townbut soon gets polluted with dyes, clogged with rotten filth and bubbling with poisonous gasses. manchester heaps of dung, rubble from buildings, putrid, stagnant pools. a sort of black smoke covers the city.the crunching wheels of industry, the shriek of steam for boilers, the regular beat of looms and theheavy rumble of carts are noises from which you can never escape. two nineteenth-century views of british industrial towns. (a)what attracted people to live in towns rather than rural areas? [5] (b)why did the new industrial towns become unhealthy places in which to live? [7] (c)to what extent had attempts to improve conditions in towns been successful by the end of the nineteenth century? explain your answer. [8] 23study the picture, and then answer the questions which follow. a bessemer steel factory. (a)what technical improvements took place in the manufacture of iron and steel in the nineteenth century? [5] (b)why did working conditions remain unhealthy and dangerous in many industries in the nineteenth century? [7] (c)was the description of britain as the \u2018workshop of the world\u2019 in the nineteenth century justified? explain your answer. [8] ",
+            "17": "17 0470/1 o/n/02depth study h: the impact of western imperialism in the 19th century 24study the cartoon, and then answer the questions which follow. a nineteenth-century cartoon showing china being pulled by several european countries in different directions. (a)describe china\u2019s relations with european countries in the nineteenth century. [5] (b)why were european countries anxious to establish themselves in china? [7] (c)did the boxer rebellion show that european attempts to influence the chinese had failed? explain your answer. [8] 25study the extract, and then answer the questions which follow. \u2018we were going as civilisers as well as preachers\u2019, wrote james stewart in 1874. he was one of a new generation of missionaries who, having studied medicine as well as theology, set off intocentral africa with a party of other well-qualified men. (a)what were the aims of missionaries in the nineteenth century? [5] (b)why did missionary societies receive so much support from western countries? [7] (c)how far was \u2018improvement of the native population\u2019 the main reason for western imperial activity in the nineteenth century? explain your answer. [8] ",
+            "18": "18 0470/1 o/n/02blank page",
+            "19": "19 0470/1 o/n/02blank page",
+            "20": "20 0470/1 o/n/02copyright acknowledgements: question 1 e. wright. illustrated history of the modern world. 1992 question 2 chronicles of america . chronicle publishing. question 3 michael montgomery. imperialist japan . christopher helm publishers. reproduced by permission of a c black \u00a9. question 5 e. wright. illustrated history of the modern world. 1992 question 6 r. wolfson. from peace to war. published by arnold. \u00a9 associated press. question 7 p. mantin. 20th century world \u2013 questions of evidence . \u00a9 associated press. question 8 the penguin dictionary of twentieth century history (3rd edition) by alan palmer (pequestion 9 j. brooman. weimar germany . published by longman. \u00a9 bildarchiv. question 10 t. edwards. history in broadsheets no. 15 . reproduced by permission of heinemann publishers \u00a9. question 12 d. killingray. stalin . published by harrap. question 13 chronicle of america . chronicles publications. question 14 extract from the american century by harold evans published by jonathon cape. used by permission of the random house group limited. question 15 c. fitzgerald and m. roper. china: a world so changed. published by nelson. question 16 c. macdonald. modern china . published by blackwell. question 17 n. worden. the making of modern south africa . published by blackwell. question 18 j. ray and j. hagerty. the 20th century world. published by hutchinson. question 19 encyclopaedia britannica. question 20 c. culpin. making history . published by collins. \u00a9 imperial war museum. photograph courtesy of the imperial war museum, london. cambridge international examinations has made every effort to trace copyright holders, but if we have inadvertently overlooked any we will be pleased to make the necessary arrangements at the first opportunity."
+        },
+        "0470_w02_qp_2.pdf": {
+            "1": "time 2 hours instructions to candidates write your name, centre number and candidate number in the spaces provided on the answer paper/ answer booklet. this paper has two options.option a: 19th century topic [p2\u2013p7] option b: 20th century topic [p8\u2013p13] choose oneof these options, and then answer allthe questions on that topic. write your answers on the separate answer paper provided.if you use more than one sheet of paper, fasten the sheets together. information for candidates the number of marks is given in brackets [ ] at the end of each question or part question.international general certificate of secondary education cambridge international examinations history 0470/2 paper 2 october/november session 2002 2 hours additional materials: answer paper. this question paper consists of 14 printed pages and 2 blank pages. sp (nh/sb) s22858/2 \u00a9 cie 2002 [turn over",
+            "2": "2 0470/2 o/n/02option a: 19th century topic how far was bismarck responsible for the unification of germany? study the background information and the sources carefully, and then answer allthe questions. background informationon 18 january 1871, at versailles near paris, the new united german empire was proclaimed. historians disagree about the process by which germany came to be united. some have argued thatnot only was bismarck largely responsible for bringing about unification, but that this was his overallplan which he followed step by step even before he became prime minister of prussia in 1862. othershave argued either that bismarck had no plan and merely reacted to events as they happened, or thatthere were many other factors more important than bismarck working for german unity. source a many modern historians support the view that from the 1830s onwards prussia was using the zollverein to achieve \u2018a prussian solution to the german question\u2019. the argument is that those germanstates who found financial advantage in an economic union under prussian leadership might beexpected to take a favourable view of similar arrangements in a political union. the zollverein was aforce for unity in the 1840s and therefore a focal point for nationalist sentiments. as a result, prussia,despite not having liberal sympathies, came to be regarded by many as the natural leader of a unitedgermany. from a history book published in 1986. source b few would dispute that the zollverein was a powerful factor in the eventual exclusion of austria from a united germany dominated by prussia. it is also by no means clear that the zollverein could haveachieved german unity unaided by other factors. the lesser german states clung to theirindependence. in 1866 the south german states were not prevented by their membership of thezollverein from allying with austria against prussia. from a different history book published in 1986. source c the demands which have been expressed loudly throughout our fatherland, and the past calls of the state governments have led, in this great hour, to this great assembly, such as has never been seen inour history. the best of our old political life is revealed in the basic principles of this assembly, which has been greeted with joy and confidence by the entire german people. it is a great new achievement \u2013 thegerman parliament. the german governments and the bund are united with the german people in their similar love for our great fatherland. a message from the bund, at the opening of the german national assembly, 18 may 1848.",
+            "3": "3 0470/2 o/n/02 [turn oversource d bismarck might be described as firstly prussian, secondly through and through prussian and thirdly german through prussian. he has a great contempt of public opinion and of german liberalism. i thinkthat nothing would persuade him against the aim of an expansion of prussian territory, which is the object of his life. a representative of the british government in prussia writing to the british foreign secretary, may 1862. source e a british cartoon published in 1867. france is saying to prussia:  \u2018now you are big enough. y ou must not get any bigger. i\u2019m telling you this for your health.\u2019 ",
+            "4": "4 0470/2 o/n/02source f germany doesn\u2019t look to prussia\u2019s liberalism, but to its power: bavaria, w\u00fcrttemberg, baden can indulge in liberalism, but no one will expect them to undertake prussia\u2019s role; prussia must gather herstrength in readiness for the favourable moment, which has already been missed several times; prussia\u2019s boundaries are not favourable to a healthy political life; the great decisions of the time will be made not by means of speeches and majority verdicts \u2013 that was the great mistake of 1848 and 1849 \u2013but by iron and blood. bismarck speaking to the prussian landtag in september 1862. source g when the army has been brought to such a state as to command respect, then i shall take the first opportunity to declare war with austria, tear apart the german confederation, bring the middle andsmaller states under our control and give germany a national union under the leadership of prussia. bismarck speaking to a british politician in 1862. source h it seems to me that two facts have tended to guide german policy into new paths, to modify the position of bavaria, and to unite the country more closely to germany. one of these facts is theawakened spirit of nationalism throughout the german people, and the other is the changed status ofaustria and prussia. the german empire is complete not because military alliance means giving in tothe power of the stronger ally, but because german nationalism has become a power in this war and aforce to which preference for traditional institutions must give way. from a speech by prince hohenlohe to the upper house of bavaria, in 1870 just after the end of the franco-prussian war.",
+            "5": "5 0470/2 o/n/02 [turn oversource i a painting entitled \u2018the proclamation of the german empire\u2019. this is the third version of this painting and was painted in 1885 to celebrate bismarck\u2019s seventieth birthday. the original version was painted in 1871 and showed the occasion as dull, with bismarck in a less important position. in this version, the artist has placed bismarck at the centre (in white). ",
+            "6": "6 0470/2 o/n/02source j in later life bismarck claimed that he had always intended to fight austria and to unify germany, and this version was generally accepted by his admirers and by most historians. in reality, bismarck\u2019sgreatness lay not in mastering events, but in going with events so as to seem to master them. from a british history book published in 1945.",
+            "7": "7 0470/2 o/n/02 [turn overnow answer allthe following questions. y ou may use any of the sources to help you answer the questions, in addition to those sources which you are told to use. in answering the questions youshould use your knowledge of the topic to help you interpret and evaluate the sources. 1study sources a and b. how far do sources a and b agree? use the sources to explain your answer. [6] 2study sources c and d. would bismarck have approved of the message in source c? use the sources and your knowledge to explain your answer. [8] 3study source e. what is the message of this cartoon? use the cartoon and your knowledge to explain your answer. [7] 4study sources f , g and h. how far do sources f and g prove that prince hohenlohe (in source h) was wrong? use the sources and your knowledge to explain your answer. [9] 5study source i. has this source any value for the historian studying the unification of germany? use the source and your knowledge to explain your answer. [8] 6study allthe sources. \u2018bismarck planned, and was largely responsible for, the unification of germany in 1871.\u2019 how far do the sources in this paper support this view? use the sources to explain your answer. [12]",
+            "8": "8 0470/2 o/n/02option b: 20th century topic why did the soviet union invade hungary in 1956? study the background information and the sources carefully, and then answer allthe questions. background informationin 1953 stalin died. he had kept tight control over the communist countries in eastern europe. after his death it appeared that soviet control might be slipping. in june 1956 there were strikes anddemonstrations in poland against the soviet union. khrushchev, the new soviet leader, sent in troopsand tanks, but also agreed to allow a moderate and popular leader to stay in power. hungary was the next country to cause problems for khrushchev. in june 1953 nagy had replaced the stalinist rakosi as prime minister. nagy started to introduce reforms. this worried the soviet unionand in 1955 nagy was removed from office. however, he remained popular and in october 1956 anti-soviet demonstrations broke out, leading to nagy\u2019s reappointment. when nagy announced furtherreforms, khrushchev sent in troops and tanks. heavy fighting followed and nagy\u2019s government wasoverthrown early in november. why did khrushchev invade hungary in 1956?",
+            "9": "9 0470/2 o/n/02 [turn oversource a a british cartoon published in october 1956. the man in the centre is khrushchev. source b in 1956 a bloody struggle broke out in budapest. imre nagy used deceit and intimidation to draw people into mutiny. he shoved prominent citizens in front of microphones and forced them to supporthis leadership and to denounce the rakosi regime. communist party members were being hunted inthe streets and strung up from lampposts. the nato countries were already adding fuel to the flamesof the civil war in the hope that the communist government would be overthrown and capitalism wouldbe restored in hungary. imre nagy issued a demand that we pull all soviet troops out of hungary. nagy spoke only for himself and his small number of supporters. we quickly determined that the uprising was without support from the workers, the peasants, and the intelligentsia of the country as a whole. from khrushchev\u2019s memoirs published in 1971. ",
+            "10": "10 0470/2 o/n/02source c we agreed with the new leadership of hungary that nagy\u2019s mutiny had been caused by stalin\u2019s abuse of power and that the seeds of discontent had been sown in hungary by stalin\u2019s advisor, rakosi. inother words, nagy\u2019s counter-revolution was another consequence of stalin\u2019s sick character. from khrushchev\u2019s memoirs. this extract comes just 11 pages after the extract in source b. source d stalin originated the concept of \u2018enemy of the people\u2019. this term made possible the use of the most cruel oppression. stalin was sickly suspicious. everywhere he saw \u2018enemies\u2019. stalin was alsoresponsible for the development of the conflict with yugoslavia. from khrushchev\u2019s speech, to the twentieth congress of the communist party, in moscow in february 1956. source e we have almost no weapons, no heavy guns of any kind. people are running up to the tanks, throwing in hand grenades and closing the drivers\u2019 windows. the hungarian people are not afraid of death. it isonly a pity that we cannot last longer. now the firing is starting again. the tanks are coming nearer andnearer. y ou can\u2019t let people attack tanks with their bare hands. what is the united nations doing? a telex message sent in october 1956 by the hungarian rebels. source f in hungary thousands of people have obtained arms by disarming soviet soldiers and militia men. soldiers have been making friends with the bitter and dissatisfied masses. the authorities areparalysed, unable to stop the bloody events. from a report in a yugoslav newspaper, october 1956.",
+            "11": "11 0470/2 o/n/02 [turn oversource g a cartoon from a british magazine, november 1956. the teacher, representing the united nations, is punishing israel, a small nation, for invading egypt. source h we could not overlook the fact that hungary is a neighbour of the soviet union. a victory of the reactionary forces would have converted that country into a new jumping-off ground for an aggressivewar not only against the soviet union, but also against the other countries of eastern europe. the soviet foreign minister explaining soviet actions in hungary to the united nations, 19 november 1956. ",
+            "12": "12 0470/2 o/n/02source i a socialist state could not remain a silent observer of the bloody reign of fascist reaction in the people\u2019s democratic hungary. when everything settles down in hungary, and life becomes normalagain, the hungarian working class, peasantry and intelligentsia will understand our actions better and judge them right. from an article in pravda, the soviet government newspaper, 23 november 1956. source j the soviet union bases its policy towards other countries, big or small, on the principle of peaceful co- existence. we believe in equality, non-interference and respect for national independence. the sovietunion rejects aggression and believes that any invasion of another state is not to be permitted. from a speech by khrushchev when he visited yugoslavia in 1955.",
+            "13": "13 0470/2 o/n/02now answer allthe following questions. y ou may use any of the sources to help you answer the questions, in addition to those sources which you are told to use. in answering the questions youshould use your knowledge of the topic to help you interpret and evaluate the sources. 1study source a. what is the message of this cartoon? use the cartoon and your knowledge to explain your answer. [6] 2study sources b, c and d. does source d prove that khrushchev was saying what he really thought in source c and was lying in source b? use the sources and your knowledge to explain your answer. [9] 3study sources e and f . explain the differences between these two accounts. use the sources and your knowledge to explain your answer. [7] 4study sources g and h. how useful are these sources as evidence for why the soviet union invaded hungary in october 1956? use the sources and your knowledge to explain your answer. [8] 5study sources i and j. does source i show that the promises given by the soviet union in source j were meaningless? use the sources and your knowledge to explain your answer. [8] 6study allthe sources. how far do the sources in this paper support the view that the soviet union invaded hungary in 1956 to help the hungarian people? use the sources and your knowledge to explain your answer. [12]",
+            "14": "14 0470/2 o/n/02blank page",
+            "15": "15 0470/2 o/n/02blank page",
+            "16": "16 0470/2 o/n/02copyright acknowledgements: option a: source a andrina styles. the unification of germany 1819 \u2013 90 . published by hodder and stoughton. 1986. option a: source b d g williamson. bismarck and germany 1862 \u2013 1890 . published by hodder and stoughton. 1986. option a: source j william simpson. the second reich . \u00a9 a.k.g. london ltd. option a: source k a j p taylor. the course of german history . published by hamish hamilton. option a: source a punch magazine. 1956 option b: source b khrushchev. khrushchev remembers . published by andre deutsch. option b: source c khrushchev. khrushchev remembers . published by andre deutsch. option b: source d john caver. the ussr, 1945 \u2013 1990 . hodder and stoughton option b: source e ben walsh. modern world history. published by john murray.option b: source f ben walsh. modern world history. published by john murray.option b: source h tony mcaleavy. modern world history . 1996. \u00a9 cambridge university press. option b: source i extract from international relations by tony rea and john wright, by permission of oxford university press. option b: source j tony mcaleavy. modern world history . 1996. \u00a9 cambridge university press. cambridge international examinations has made every effort to trace copyright holders, but if we have inadvertently overlooked any we will be pleased to make the necessary arrangements at the first opportunity."
+        },
+        "0470_w02_qp_4.pdf": {
+            "1": "this question paper consists of 12 printed pages. sp (slc/tl) s16252/4 \u00a9 cie 2002 [turn overinternational general certificate of secondary education cambridge international examinations history 0470/4 paper 4  alternative to coursework october/november session 2002 1 hour additional materials: answer paper time 1 hour instructions to candidates write your name, centre number and candidate number in the spaces provided on the answer paper/ answer booklet. answer the questions on onedepth study. write your answers on the separate answer paper provided.if you use more than one sheet of paper, fasten the sheets together. information for candidates the number of marks is given in brackets [  ] at the end of each question or part question.",
+            "2": "2 0470/4/o/n/02depth study a: germany 1918\u201345 1study the sources, and then answer the questions that follow. source athe new ministry of propaganda and public enlightenment has no other aim than to unite the nation behind the ideal of the national revolution. if this aim has been achieved then people can judge mymethods if they wish: that would be unimportant, for the ministry would then have achieved its goal. josef goebbels speaking in 1933. source b during the 1930s, i myself was to learn how easily one is taken in by an untruthful and censored press and radio in a totalitarian state. though, unlike most germans, i was able to read foreign newspapersevery day and listened regularly to foreign broadcasts, my job meant the spending of many hours a dayin reading through the german press, checking the german radio, consulting with nazi officials andgoing to party meetings. it was worrying to find that a steady diet of bias and lies made an impressionon one\u2019s mind and often misled it. it is difficult to escape the results of continuous propaganda. william shirer, an american journalist, writing in 1959. shirer had lived in germany during the 1930s. (a) (i) study source a. what can you tell from this source about goebbels\u2019 attitude towards propaganda? support your answer with reference to the source. [6] (ii) study source b. how far does this source show that shirer was impressed by nazi propaganda? explain your answer. [7] (iii) study both sources. is one of these sources more useful than the other as evidence on how the nazis controlled the german people? explain your answer. [7] (b) (i) name twomedia that goebbels promoted using propaganda. [2] (ii) how did the nazis use education to spread their ideas? [4] (iii) why were the nuremberg rallies effective? [6] (iv) was propaganda a more effective way of keeping the support of the german people than terror? explain your answer. [8]",
+            "3": "3 0470/4/o/n/02 [turn overdepth study b: russia, 1905\u201341 2study the sources, and then answer the questions that follow. source a 1922 1925 grain harvest (millions of tonnes) 22 73 number of cattle (in millions) 46 62number of pigs (in millions) 12 22number of horses (in millions) 22 27 agricultural statistics during the nep . source b there was not a scrap of food in the country. we had only 100 grams of bread a day. then suddenly they announced the nep . cafes, restaurants, started opening. factories went back into private hands.it was capitalism. in my eyes what was happening was the very thing i had struggled against. a bolshevik supporter, remembering in 1980 the introduction of the new economic policy in 1921. (a) (i) study source a. what does the source tell you about the nep? support your answer with reference to the source. [6] (ii) study source b. how far does the source prove that the nep was capitalism? explain your answer. [7] (iii) study both sources. is one source more useful than the other as evidence of the success of the nep? explain your answer. [7] (b) (i) give twoexamples of industries that remained in government control during the nep . [2] (ii) describe the main features of war communism. [4] (iii) why was the kronstadt rising, march 1921, so important? [6] (iv) how far was the nep successful in solving the economic problems of the ussr by 1928? explain your answer. [8]",
+            "4": "4 0470/4/o/n/02depth study c: the united states of america, 1919-41 3study the sources, and then answer the questions that follow. source afor 12 years this nation suffered with hear-nothing, see-nothing, do-nothing governments. big businessmen had come to think that they controlled the government of the united states. never beforein all our history have these forces been united against one candidate as they are today. they areunited in their hate for me \u2014 and i welcome their hatred. from a speech by fd roosevelt during the 1936 election campaign. (a) (i) study source a. what can you tell from this source about roosevelt\u2019s attitude towards big businessmen? explain your answer with reference to the source. [6] (ii) study source b (opposite). how far does this cartoon criticise the new deal? explain your answer with reference to the cartoon. [7] (iii) study both sources. which source is the more useful as evidence of the attitude of \u2018big businessmen\u2019 to fd roosevelt? explain your answer. [7] (b) (i) name two measures of the new deal which were declared unconstitutional by the us supreme court. [2] (ii) on what grounds was fd roosevelt attacked by father coughlin? [4] (iii) why was senator huey long of louisiana a threat to fd roosevelt? [6] (iv) how far had fd roosevelt lost the support of the american people by 1938? explain your answer. [8]",
+            "5": "5 0470/4/o/n/02 [turn oversource b a cartoon published in a us newspaper in 1936. ",
+            "6": "6 0470/4/o/n/02depth study d: china, 1945-c.1990 4study the sources, and then answer the questions that follow. source awith a smile and a bow, armed communist soldiers asked directions to where they were to sleep. the people were amazed but pleased. this must have been the first time in tientsin\u2019s history thatuniformed soldiers used all the forms of chinese courtesy. this behaviour continued and there was nolooting or stealing. a german, living in tientsin in 1948, comments on mao\u2019s army. source b we have become so convinced of the hopelessness of the existing government that we feel the sooner it is removed the better. since the communists are the only people capable of making changes, we arewilling to support them as the lesser of two evils. a chinese university teacher speaking in 1948. (a) (i) study source a. what can you tell from this source about the communist army? support your answer with reference to the source. [6] (ii) study source b. how far does this source show that the chinese communist party would be welcomed as the new rulers of china? explain your answer. [7] (iii) study both sources. is one of these sources more useful than the other as evidence about the fall of the nationalist government (gmd) in 1949? explain your answer. [7] (b) (i) name two groups in china who supported jiang jieshi and the gmd in 1946. [2] (ii) describe two ways in which jiang jieshi showed himself to be a poor leader. [4] (iii) why did the peasants give the chinese communist party their support during the civil war? [6] (iv) how far was the defeat of jiang jieshi in the civil war a consequence of the second world war? explain your answer. [8]",
+            "7": "7 0470/4/o/n/02 [turn overdepth study e: southern africa in the twentieth century 5study the sources, and then answer the questions that follow. source aprofits from gold production rose from \u00a312 million in 1932 to \u00a330 million in 1940. by 1937 over a quarter of government income came from gold taxes. the value of all goods manufactured in south africa doubled between 1932 and 1939. new mines producing copper, manganese and chrome for export and iron ore, coal and cement limestone for thehome market were started with foreign investment. from a british school textbook, 1993. source b in the 1930s the south african government invested heavily in industry. the great new iron and steel corporation (iscor) was protected by high customs duties (tariffs). the state railway agreed to useonly iscor iron and steel. the state electricity supply (escom) expanded rapidly. by 1940 thegovernment had set up the industrial development corporation to use state investment to build upbasic industries. from south african government information, 1990. (a) (i) study source a. what impression does this source give of the south african economy in the 1930s? support your answer with reference to the source. [6] (ii) study source b. how far does this source show the extent of government involvement in the south african economy of the 1930s? explain your answer. [7] (iii) study both sources. is one of these sources more useful than the other as evidence about the development of the south african economy in the 1930s? explain your answer. [7] (b) (i) name two major south african exports which suffered as a result of the worldwide depression in the 1930s. [2] (ii) in what ways were workers recruited for the expansion of the rand mines in the 1930s? [4] (iii) why did the hertzog-smuts government pass the 1937 marketing act? [6] (iv) to what extent did all south africans benefit from the economic growth of the 1930s? explain your answer. [8]",
+            "8": "8 0470/4/o/n/02depth study f: israelis and palestinians, 1945\u2013c.1994 6study the sources, and then answer the questions that follow. source awake up! do you know the facts about the torture and brutality used against political prisoners in israel?or that arabs were held in prison without charge?or that the great annual moslem pilgrimage to jerusalem has been stoppedand that nine million arab christians are denied entry to jerusalem?do you know that arab land and property are seized without compensation?or that homes have been demolished with their occupants inside?have you learnt about the contempt under zionism for christian and moslem holy places?and do you care?then join the jerusalem committee. published by the jerusalem committee in london, 1969. source b jews and arabs demonstrate outside the israeli embassy in london, december 1973. ",
+            "9": "9 0470/4/o/n/02 [turn over(a) (i) study source a. what can you tell from this source about relations between arabs and israelis? support your answer with reference to the source. [6] (ii) study source b. how far does this source show that palestinians were discriminated against by jews? explain your answer. [7] (iii) study both sources. is one of these sources more useful than the other as evidence of the problems facing israel? explain your answer. [7] (b) (i) give twoexamples of cultural differences between the palestinians and israeli jews. [2] (ii) what were the main features of life in a kibbutz? [4] (iii) why has control of jerusalem been so important to both the arabs and to the israelis? [6] (iv) how far has american involvement in the arab-israeli conflict made a peace settlement more difficult to find? explain your answer. [8]",
+            "10": "10 0470/4/o/n/02depth study g: the creation of modern industrial society 7study the sources, and then answer the questions that follow. source awhat is to be done with all those who are employed in making and repairing turnpike roads? what is to become of the coach makers, the harness makers, innkeepers and horse breeders and dealers? wasparliament aware of the smoke and noise, the hiss and whirl which these locomotive engines, passingat the rate of 10 or 12 miles per hour, will cause? iron will be raised in price 100 per cent or becomeexhausted altogether. it will be the greatest nuisance, the most complete disturbance of quiet andcomfort in all parts of the kingdom, that man has invented. from a speech about railways in the british parliament in the first part of the nineteenth century. source b canals are chiefly used for the following purposes: first, for carrying the produce of mines to the sea- shore, second, for carrying fuel and raw materials to some manufacturing towns and districts andexporting manufactured goods, thirdly, for carrying groceries and merchant goods for the consumptionof the districts through which the canal passes. from a book written by thomas telford. (a) (i) study source a. what can you tell from this source about the early railways? support your answer with reference to the source. [6] (ii) study source b. how far does this source explain the importance of canals? explain your answer. [7] (iii) study both sources. how useful are these sources for showing the changing nature of transport in early nineteenth-century britain? explain your answer. [7] (b) (i) give twodisadvantages of canal transport. [2] (ii) what improvements were made in developing rail transport between 1829 and 1845? [4] (iii) why did railways spread so rapidly in the middle of the nineteenth century? [6] (iv) how far did railways replace roads and canals in the nineteenth century? explain your answer. [8]",
+            "11": "11 0470/4/o/n/02depth study h: the impact of western imperialism in the nineteenth century 8study the sources, and then answer the questions that follow. source asome of the europeans were shot down as they ran. others, weakened by wounds or tiredness, were overtaken and killed. others were mobbed and knocked on the head by peasants from neighbouringvillages. more than one european, after being pursued for miles, was beaten to death. from an english eye-witness account of the outbreak of the indian mutiny. source b we are hanging them by the dozens. every sepoy without a proof of loyalty is hanged at once. we are making good work of it. from a letter in an anglo-indian newspaper during the indian mutiny. source c when the rebellion has been crushed, when every execution scaffold is red with blood; when the ground in front of every cannon is covered with rags and flesh and shattered bone \u2013 then talk of mercy.then you may find some people to listen. now is not the time. from a debate in a british university in 1857. (a) (i) study source a. what can you tell about the early days of the mutiny from this account? support your answer with reference to the source. [6] (ii) study source c. to what extent does this source indicate that the british showed no mercy to the mutineers? explain your answer. [7] (iii) study all three sources. how useful are these sources as evidence about the mutiny? explain your answer. [7] (b) (i) give tworeasons why indian army units mutinied in may 1857. [2] (ii) describe how british rule affected indians in the first half of the nineteenth century. [4] (iii) why did the mutiny fail to drive out the british? [6] (iv) did the indian mutiny make life better or worse for the indians? explain your answer. [8]",
+            "12": "12 0470/4/o/n/02copyright acknowledgements: depth study a: source a white and hadley. germany 1918\u20131949. published by collins educational. depth study a: source b white and hadley. germany 1918\u20131949 . published by collins educational. depth study b: source a bryn o\u2019callaghan. a history of the 20th century . longmans. depth study b: source b russia and the ussr . published by harpercollins publishers ltd. depth study d: source a neil de marco. the world this century . published by collins educational. depth study d: source b bryn o\u2019callaghan. a history of the 20th century . longmans. depth study e: source a a new history of southern africa . \u00a9 reproduced by permission of macmillan education. 1993. depth study e: source b a new history of southern africa . \u00a9 reproduced by permission of macmillan education. 1993. cambridge international examinations has made every effort to trace copyright holders, but if we have inadvertently overlooked any we will be pleased to make the necessary arrangements at the first opportunity."
+        }
+    },
+    "2003": {
+        "0470_s03_qp_1.pdf": {
+            "1": "this document consists of 15printed pages and 1blank page. sp (cw) s36580/3 \u00a9 cie 2003 [turn overcambridge international examinations international general certificate of secondary education history 0470/01 paper 1 may/june 2003 1 hour 45 minutes additional materials: answer booklet/paper read these instructions first if you have been given an answer booklet, follow the instructions on the front cover of the booklet. write your centre number, candidate number and name on all the work you hand in.write in dark blue or black pen on both sides of the paper.you may use a soft pencil for any diagrams, graphs or rough working.do not use staples, paper clips, highlighters, glue or correction fluid. answer three questions. section a : answer any twoquestions. section b : answer any onequestion. at the end of the examination, fasten all your work securely together.the number of marks is given in brackets [  ] at the end of each question or part question.",
+            "2": "2 0470/01/m/j/03section a: core content answer any twoquestions from this section. 1study the extract and then answer the questions which follow. above all, the zollverein helped the movement of people and ideas in germany, undermined local loyalties and demonstrated the growing leadership of prussia in german affairs. (a)what was the zollverein? [5] (b)why did the revolutions of 1848\u20139 in germany fail? [7] (c)how important was german nationalism in bringing about a united germany? explain your answer. [8] 2study the extract and then answer the questions which follow. in 1857 the supreme court published its decision in the dred scott case. it said that no black person could be a citizen of the united states; that slaves were property; and that congress hadno right, when making laws for the territories, to deprive citizens of their property. this judgementmeant that the missouri compromise was null and void. (a)what were (i)the missouri compromise, and (ii)\u2018bleeding kansas\u2019? [5] (b)why did the issue of slavery become so important in the relations between the north and the south? [7] (c)how great a president was abraham lincoln? explain your answer. [8] 3study the extract and then answer the questions which follow. in 1853 perry arrived at uraga, japan, to deliver a letter from the president of the usa containing certain requests. after three days\u2019 wait he received a reply from the japanese envoy. \u2018the letter ofthe president of the usa is received and will be delivered to the emperor despite this beingagainst japanese law. we can offer neither to entertain nor confer with you (perry). the letterbeing received, you should now depart.\u2019 to this perry replied that he would return the followingspring \u2018with a much larger force\u2019, when he would expect a reply to the president\u2019s \u2018very reasonablerequest\u2019. (a)describe perry\u2019s second mission to japan. [5] (b)why was japan reluctant to open up to foreigners? [7] (c)to what extent did perry\u2019s missions bring about change in japan? explain your answer. [8]",
+            "3": "3 0470/01/m/j/03 [turn over4study the cartoon and then answer the questions which follow. a british cartoon called \u2018the boiling point\u2019. it is about the situation in the balkans before the first world war. (a)describe the balkan wars of 1912\u201313. [5] (b)why were the balkans a source of international tension in the years before the first world war? [7] (c)why did the 1914 balkan crisis cause european war, but earlier crises did not? [8] 5study the extract and then answer the questions which follow. the most controversial clause of all in the treaty of versailles was article 231. this stated that \u2018germany accepts the responsibility of germany and her allies for causing all the loss anddamage to which the allied governments and their people have been subjected as a consequenceof the war imposed upon them by the aggression of germany and her allies.\u2019 (a)in what ways did the treaty of versailles weaken the german economy? [5] (b)why did germany dislike the treaty of versailles? [7] (c)to what extent was the treaty of versailles a sensible treaty in the circumstances of the time? explain your answer. [8] ",
+            "4": "4 0470/01/m/j/036study the extract and then answer the questions which follow. if one dictator cannot be stopped from attacking abyssinia, nothing can stop another dictator from attacking lithuania, memel and austria. if the league of nations fails to prevent war, security willend, not only for the small nations, but for france and czechoslovakia as well. a british mp speaking in parliament, 1 august 1935. (a)what was the hoare-laval pact? [5] (b)why was the conquest of abyssinia by italy not prevented by the league of nations? [7] (c)to what extent can the outbreak of war in 1939 be blamed upon the failure of the league of nations? explain your answer. [8] 7study the map and then answer the questions which follow. the vietnam war. (a)what was the ho chi minh trail? [5] (b)why did the usa find it impossible to defeat the vietcong? [7] (c)how far was us public opinion the most important reason for america\u2019s withdrawal from vietnam? explain your answer. [8]ho chiminhtrail indicates communist-controlled areas for most of the warcommunist china north vietnam dien bien phu hanoihanoiburma laos thailand south vietnamcambodia17th parallel (border)mekong  river saigonhanoi south vietnam saigon",
+            "5": "5 0470/01/m/j/03 [turn over8study the extract and then answer the questions which follow. in 1945 there were 51 members of the united nations (uno). by the end of 1970 there were  128 \u2013 many of them newly-independent nations from the former colonial empires of britain andfrance. there were fifteen major agencies by 1970, like who, unesco and the upu. (a)describe the work of any twoof the agencies of the uno. [5] (b)why have most countries become members of the uno? [7] (c)how far has the importance of the uno increased since 1945? explain your answer. [8]",
+            "6": "6 0470/01/m/j/03section b: depth studies answer any onequestion from this section. depth study a: germany, 1918\u201345 9study the extract and then answer the questions which follow. i want now to fulfil the vow which i made to myself five years ago when i was in a military hospital: to know neither rest nor peace until the november criminals had been overthrown and until, on theruins of the wretched germany of today, there should have arisen once more a germany of powerand greatness, of freedom and splendour. hitler speaking at the munich beer-hall meeting before the putsch of 1923. (a)describe the munich putsch of 1923. [5] (b)why did the nazi party make little progress in germany before 1930? [7] (c)did the election results of 1930\u201333 prove that the people of germany supported hitler\u2019s ideas and policies? explain your answer. [8] 10study the extracts and then answer the questions which follow. (i) numbers of 10\u201318 year olds in hitler y outh organisations (boys and girls) 1933: 2.3 million1934: 3.9 million1935: 5.9 million1936: 7.3 million (ii) goebbels\u2019 view of the place of women in the german reich was \u2018woman has the task of being beautiful and bringing children into the world.\u2019 (a)describe the activities of the hitler y outh organisations. [5] (b)why did the nazis want to change and control women\u2019s roles? [7] (c)how successful were nazi policies towards young people? explain your answer. [8]",
+            "7": "7 0470/01/m/j/03 [turn overdepth study b: russia, 1905\u201341 11study the extract and then answer the questions which follow. the people believe in y ou. they have made up their minds to gather at the winter palace tomorrow at 2 p.m. to lay their needs before y ou. do not fear anything. stand tomorrow before usand accept our humblest petition. i, the representative of the workingmen, and my comrades,guarantee the safety of y ou. from father gapon\u2019s letter to the tsar, 21 january 1905. (a)what was \u2018bloody sunday\u2019? [5] (b)why did workingmen want to present a petition to the tsar on 22 january 1905? [7] (c)\u2018the tsar learned nothing and the people gained nothing from the 1905 revolution.\u2019 do you agree? explain your answer. [8] 12study the cartoon and then answer the questions which follow. a french cartoon about stalin\u2019s dominance in the ussr in the 1930s. (a)what were the \u2018show trials\u2019 of the 1930s? [5] (b)why did stalin carry out purges in the 1930s? [7] (c)had stalin made the ussr a stronger country by 1941? explain your answer. [8] ",
+            "8": "8 0470/01/m/j/03depth study c: the usa, 1919\u201341 13study the extract and then answer the questions which follow. in practice, a law against drinking or importing drink was very hard to enforce. the usa had over 18 000 miles of coastline and land boundary, and it was easy enough to run cargoes of illegalliquor ashore or to get them across some lonely part of the canadian or mexican border. it waseven easier for the citizen to set up his own secret still in his cellar. (a)how did the usa try to enforce the prohibition laws? [5] (b)why did prohibition fail? [7] (c)which had the greater impact on the usa in the 1920s: prohibition or the emancipation of women? explain your answer. [8] 14study the extracts and then answer the questions which follow. (i) this nation asks for action, and action now\u2026. the only thing we have to fear is fear itself. franklin d roosevelt in his inaugural address, 4 march 1933. (ii) capitalism was saved in seven days. one of roosevelt\u2019s supporters speaking on 12 march 1933, the day before the banks were reopened. (a)what were the \u2018hundred days\u2019 of roosevelt\u2019s presidency? [5] (b)why did most people support roosevelt\u2019s \u2018new deal\u2019? [7] (c)to what extent did roosevelt fulfil the hopes of americans in his first two terms as president (1933\u201340)? explain your answer. [8]",
+            "9": "9 0470/01/m/j/03 [turn overdepth study d: china, 1945\u2013c.1990 15study the extract and then answer the questions which follow. in the women of china the communists possessed, almost ready-made, one of the greatest masses of oppressed human beings the world has ever seen. and, in promising the women abetter life, they found one of the keys to victory over jiang jieshi. the opinion of an american journalist in china in 1949. (a)what promises did the communists make to the chinese people to gain their support? [5] (b)why was the second world war important for the chinese communists? [7] (c)how far was the communists\u2019 victory in the civil war due to the nationalists\u2019 unpopularity? explain your answer. [8] 16study the extract and then answer the questions which follow. grain scattered on the ground, potato leaves withered, strong young people have left to smelt iron,only children and old women reaped the crops,how can they survive the coming year? from a poem written by peng dehuai, commander of the people\u2019s liberation army, about the \u2018great leap forward\u2019. (a)what was the \u2018great leap forward\u2019? [5] (b)why was the \u2018great leap forward\u2019 criticised? [7] (c)to what extent had mao made china a stronger country by 1963? explain your answer. [8]",
+            "10": "10 0470/01/m/j/03depth study e: southern africa in the twentieth century 17study the extract and then answer the questions which follow. by 1895 rhodes realised that his policy of encirclement of transvaal had not been fully successful and that he would now have to exert more direct pressure on kruger if he wanted to achieve a british federation and a more acceptable government in transvaal. to this end rhodes plannedan uitlander uprising in johannesburg which would coincide with an invasion of transvaal by dr jameson. (a)describe the rise to power in south africa of cecil rhodes. [5] (b)why did the jameson raid fail? [7] (c)who was the more to blame for the coming of war in south africa in 1899, rhodes or kruger? explain your answer. [8] 18study the extract and then answer the questions which follow. the government was in no rush to begin negotiations. they wanted to allow time for me to fall on my face and show that the former prisoner hailed as a saviour actually had many failings and wasout of touch with the present situation. despite his seemingly progressive actions, mr de klerkwas by no means the great liberator. he was not prepared to negotiate the end of white rule. from the autobiography of nelson mandela. (a)describe the activities of the anc in the struggle against apartheid. [5] (b)why was nelson mandela released from prison? [7] (c)who was the more important in bringing about majority rule in south africa, de klerk or mandela? explain your answer. [8]",
+            "11": "11 0470/01/m/j/03 [turn over19study the diagrams and then answer the questions which follow. swapo statistics about land and population in namibia, 1981. (a)describe south african domination of namibia after 1945. [5] (b)why did resistance to south african rule over namibia grow? [7] (c)how far was namibian independence achieved by the namibian people themselves? explain your answer. [8]010203040 million hectareswhite black black viable farmlandland allocation and proportion of viable farmlanddistribution of population urban/rural 1981 census urban rural203 000752 000 whiteurban rural65 00011 000",
+            "12": "12 0470/01/m/j/03depth study f: israelis and palestinians, 1945\u2013c.1994 20study the extract and then answer the questions which follow. my colleagues and i are convinced that we must be ready in the last resort to use force to bring nasser to his senses. eden, british prime minister, writing to president eisenhower of the usa on 28 july 1956, two days after egypt nationalised the suez canal. (a)describe the anglo-french intervention in suez in 1956. [5] (b)why was israel able to survive the wars of 1948\u20139 and 1956? [7] (c)\u2018each war in the middle east appeared to make israel safer.\u2019 do you agree? explain your answer. [8] 21study the extract and then answer the questions which follow. when we hijack a plane it has more effect than if we killed a hundred israelis in battle. for decades world public opinion has been neither for us nor against us. it simply ignored us. at leastthe world is talking about us now. a palestinian leader speaking after the dawson\u2019s field hijack, september 1970. (a)describe twooccasions where palestinians captured world attention by acts of terrorism. [5] (b)why have palestinians been so opposed to the state of israel? [7] (c)by the early 1990s, how successful had the palestinians been in winning international support? explain your answer. [8]",
+            "13": "13 0470/01/m/j/03 [turn overdepth study g: the creation of modern industrial society 22study the maps and then answer the questions which follow. the railway network of england and wales in 1845 and 1852. (a)describe the main achievements of either george stephenson ori k brunel. [5] (b)why did the rail network grow so rapidly in the late 1840s and early 1850s? [7] (c)\u2018railways were the most important factor in improving people\u2019s lives in victorian britain.\u2019 do you agree? explain your answer. [8] 23study the extract and then answer the questions which follow. steam engines create a vast demand for fuel. by draining pits and raising coal, they bring employment to thousands of miners, engineers, shipbuilders and sailors, and bring theconstruction of canals and railways. steam engines make cheap goods which we can exchangefor supplies of the necessities and comforts of life, produced overseas. (a)describe how steam engines were used in two industries in britain in the first half of the nineteenth century. [5] (b)why was britain the centre of world industry in the first half of the nineteenth century? [7] (c)how far was industrialisation in britain beneficial to the population? explain your answer. [8] ",
+            "14": "14 0470/01/m/j/03depth study h: the impact of western imperialism in the nineteenth century 24study the extracts and then answer the questions which follow. (i) the close and definite connection between the opium trade and the war of 1839\u201342 cannot be denied, and there is nothing unfitting about the term \u2018opium war\u2019 of which many havedisapproved. a chinese historian writing in 1964. (ii) to the chinese the war was fought over the opium question but for the british merchants the issues were wider, namely, the future way of conducting the foreign trade in china. a british historian writing in 1971. (a)what progress had western merchants made in trade with china by the 1830s? [5] (b)why was there war between china and britain in 1839\u201342? [7] (c)\u2018western dealings with the chinese in the nineteenth century were only to the advantage of the west.\u2019 do you agree? explain your answer. [8] 25study the extract and then answer the questions which follow. the existing connection between two such distant countries as britain and india cannot, in the nature of things, be permanent. no policies can prevent the natives from ultimately regaining theirindependence. but there are two ways of arriving at this point. one would end in the completedifference of mind and separation of interests between ourselves and the natives. the other wouldbe in a permanent alliance, founded on mutual benefit and goodwill. charles trevelyan, deputy secretary in the department of government in calcutta, writing in 1838. (a)describe the main features of british rule in india by the middle of the nineteenth century. [5] (b)why did some indians resent and fear british rule before the 1850s? [7] (c)how far did britain try to govern india for the benefit of the indians in the nineteenth century? explain your answer. [8]",
+            "15": "15 0470/01/m/j/03blank page",
+            "16": "16 0470/01/m/j/03copyright acknowledgements: question 6 martin gilbert, a history of the 20th century. published by harpercollins publishers ltd. question 7 j ray and j hagerty, the 20th century world. published by hutchinson. \u00a9 reproduced by permission of stanley thorne. question 8 d gibbons and p morican, league of nations and uno. longman 1968 (archive). \u00a9 reproduced by permission of pearsons education. question 15 j a roberts, modern china. \u00a9 reproduced by permission of sutton publishing ltd. question 16 j a roberts, modern china. \u00a9 reproduced by permission of sutton publishing ltd. question 18 nelson mandela, long walk to freedom. published by abacus. \u00a9 time warner books uk. question 19 swapo.question 20 s j houston, the arab-israeli conflict. published by longmans. \u00a9 reproduced by permission of pearson education ltd. question 21 s j houston, the arab-israeli conflict. published by longmans. \u00a9 reproduced by permission of pearson education ltd. cambridge international examinations has made every effort to trace copyright holders, but if we have inadvertently overlooked any we will be pleased to make the necessary arrangements at the first opportunity."
+        },
+        "0470_s03_qp_2.pdf": {
+            "1": "this document consists of 12printed pages. sp (sc/kn) s38827/5 \u00a9 ucles 2003 [turn overcambridge international examinations  international general certificate of secondary education history 0470/02 paper 2 may/june 2003 2 hours additional materials: answer booklet/paper read these instructions first if you have been given an answer booklet, follow the instructions on the front cover of the booklet. write your centre number, candidate number and name on all the work you hand in.write in dark blue or black pen on both sides of the paper.you may use a soft pencil for any diagrams, graphs or rough working.do not use staples, paper clips, highlighters, glue or correction fluid. this paper has two options. option a: 19th century topic [p2\u2013p6] option b: 20th century topic [p7\u2013 p11] choose oneof these options, and then answer allthe questions on that topic. at the end of the examination, fasten all your work securely together.the number of marks is given in brackets [  ] at the end of each question or part question.",
+            "2": "2 0470/02/m/j/03option a: 19th century topic did cavour support the cause of italian unification? study the background information and the sources carefully, and then answer allthe questions. background informationnineteenth-century historians called cavour the \u2018maker of italy\u2019, but their view is now much less acceptable. some historians claim that cavour never supported italian unification and that he onlywanted to add to the territory and power of piedmont. there is disagreement over his attitude towardsgaribaldi. did he oppose garibaldi\u2019s actions, or did he secretly support them? it has been claimed thatcavour wanted unification all along but preferred to stay in the background and move with caution forfear of upsetting the great powers of europe. how important was cavour in the achievement of italianunification? source a cavour united italy not so much because he intended to, or because he thought it right to do so, but because garibaldi\u2019s military successes forced him into action. if cavour had not distrusted garibaldi,he would not have made the decision to invade the papal states to prevent garibaldi from movingagainst rome. cavour united italy in order to get the better of garibaldi whom he still suspected ofbeing a mazzini supporter. garibaldi disliked cavour. he believed that italy could only be united by revolutionary means \u2013 and that armed action was essential. he had charged into an attack on sicily and then naples. after hisunexpected successes there, he planned to go on and take venetia and rome. such action wouldhave brought armed intervention from france and austria to protect their interests. the new and fragilekingdom of italy could not have withstood such a double attack. it was cavour\u2019s greatest contribution to unification that his invasion of the papal states prevented garibaldi from carrying out the second part of his plan. it was garibaldi\u2019s greatest contribution that heconquered sicily and naples despite opposition. garibaldi\u2019s willingness then to surrender naples andsicily to king victor emmanuel ii avoided civil war and left the way clear for cavour and piedmont totake over italy. from a history book published in 2001. source b as a result of revolution in 1848, piedmont broke free of austrian influence. from then on, piedmont, and particularly its prime minister, cavour, worked to unite all the italian states. cavour had to strugglenot only against austria, but also the pope and the other italian rulers. he encouraged nationalistmovements throughout italy and also sought the help of other countries such as france and britain. in1859 france helped piedmont in a war against austria. as a result lombardy was conquered and fourother states voted to ally themselves with piedmont. in 1860 the kingdom of sicily revolted undergaribaldi. in the same year cavour invaded the papal states. in 1866 piedmont helped prussiaagainst austria and gained venetia as a result. now italy was united. from a history book published in 1971.",
+            "3": "3 0470/02/m/j/03 [turn oversource c between you and us, sir, there is an enormous gap. we represent italy \u2013 you the old, greedy ambition of the house of savoy. we desire above all national unity \u2013 you territorial expansion for piedmont. mazzini writing in his newspaper in 1856. he is referring to cavour. source d my friend has written again to me as follows: \u2018our garibaldi went to turin on the thirteenth and i went with him. cavour welcomed him with courtesy and friendliness, and hinted that he could rely onconsiderable official help. cavour even authorised garibaldi to pass on these hints to others. it seemsthat he is seriously thinking about the unification of our peninsula. garibaldi took his leave of cavour onvery friendly terms and with these encouraging promises of help for the cause.\u2019 it was all an act. what cavour wants, and i\u2019m sure of it, is just for piedmont to be enlarged by a few square yards of italian soil. pallavicino writing to a fellow republican, august 1856. pallavicino was  a leading member of the national society. source e a cartoon with the title \u2018the man in possession\u2019, published in a british magazine, october 1860. the two figures are garibaldi and victor emmanuel ii. ",
+            "4": "4 0470/02/m/j/03source f a painting from the 1860s of victor emmanuel ii, cavour and garibaldi. source g if garibaldi crosses to the mainland and takes over the kingdom of naples, he becomes absolute master of the situation. king victor emmanuel loses almost all his prestige; in the eyes of nearly allitalians, he becomes merely the friend of garibaldi. he will probably keep his crown, but the crown willshine only because of the heroic garibaldi. it is our duty to the king and to italy to do everything in ourpower to prevent garibaldi\u2019s success. this will save us from revolution, and it will preserve the truestrength and glory of the italian movement, its national and monarchical nature. cavour writing to his representative in paris, 1 august 1860. source h garibaldi has done the greatest service a man can do; he has given the italians self-confidence; he has proved that italians can fight and die in battle to reconquer their homeland. if in spite of all ourefforts should he liberate southern italy as he liberated sicily, we would have no choice but to go alongwith him should he liberate wholeheartedly. cavour writing to the piedmontese ambassador in london, 9 august 1860. source i as to the expedition to sicily, cavour said exactly these words: \u2018well and good. begin at the south, to come up again by the north.\u2019 he promised to help the expedition, provided the responsibility of thegovernment was completely concealed. from a debate in the italian parliament in 1863. giuseppe sirtori is speaking. he had been garibaldi\u2019s chief of staff and went with garibaldi on the expedition to sicily. by 1863 he accepted the monarchy. ",
+            "5": "5 0470/02/m/j/03 [turn oversource j at the outset nobody believed in the possibility of garibaldi\u2019s success, and cavour thought the country well rid of him. the argument was, if he fails we are rid of a troublesome fellow, and if he succeeds italywill derive some profit from his success. the british ambassador in piedmont writing to the british government, june 1860. source k thanks to the tolerant and far-sighted policies of cavour, italy was united. he saw that men of republican ideals could be useful in the cause of unification. he also understood that popularenthusiasm could be used to support the movement for unity and was not something to be afraid of.when sicilian peasants rebelled, he was not afraid to give his secret support to garibaldi and histhousand. from  a recent history book.",
+            "6": "6 0470/02/m/j/03now answer allthe following questions. y ou may use any of the sources to help you answer the questions, in addition to those sources which you are told to use. in answering the questions youshould use your knowledge of the topic to help you interpret and evaluate the sources. 1study sources a and b. how far do these two sources differ? explain your answer. [5] 2study sources c and d. does source c prove that source d is reliable? explain your answer. [7] 3study sources e and f . do these two pictures have the same message? explain your answer. [6] 4study source g. does this source prove that cavour was not in favour of italian unification? explain your answer. [7] 5study source h. are you surprised by what cavour writes in this source? explain your answer. [7] 6study sources i, j and k. did the historian (source k) reach his interpretation because he had read source i and not source j? explain your answer. [8] 7study allthe sources. how far do these sources show that cavour supported the cause of italian unification? explain your answer. [10]",
+            "7": "7 0470/02/m/j/03 [turn overoption b: 20th century topic were britain and france to blame for hitler\u2019s success in achieving anschluss? study the background information and the sources carefully, and then answer allthe questions. background informationthe treaty of versailles banned the union of germany and austria (anschluss), and in 1936 germany promised to respect austrian independence. however, schuschnigg, the austrian chancellor, cameunder increasing pressure from hitler. in february 1938 the two men met and schuschnigg agreed tocloser ties with germany. in march he called a plebiscite to allow the austrian people to have their say.he hoped for popular support against anschluss. hitler was furious and forced him to cancel theplebiscite. on 12 march german troops entered austria. anschluss had been achieved. britain andfrance stood by and watched. how far were they to blame for hitler\u2019s success? source a the anschluss seems to me to provide a good example of the combination of consistency in aim and patience in preparation, with hasty opportunism in action, which is typical of hitler\u2019s policies. the aim inthis case was never in doubt: the demand for  the incorporation of austria in the reich appears on thefirst page of mein kampf . in all the major crises of hitler\u2019s career there is the same impression of confusion at the top, springing from his own hesitations and indecision. from a history book published in 1971. source b the invasion and annexation of austria was an unexpected development. when schuschnigg announced on 9 march the holding of a plebiscite to enable the austrians to decide their own future, heforced hitler to act. because anschluss was essential for eastwards expansion, schuschniggthreatened to sabotage hitler\u2019s whole programme. when schuschnigg agreed to cancel the plebiscite,hitler was easily persuaded by goering to exploit the situation and remove schuschnigg from power.but only after receiving an enthusiastic reception by the austrians in linz did hitler decide onannexation of austria. from a history book published in 1972. source c y ou have done everything to avoid a friendly policy. the whole history of austria is just one act of high treason. i am determined to put an end to all this. i have an historic mission. who is not with me will be crushed. i am telling you that i am going to solve the so-called austrian problem one way or another. i have only to give the order and your ridiculousdefences will be blown to bits. don\u2019t think for a moment that anybody is going to stop me. italy? i see eye to eye with italy. england? england will not move one finger for austria. and france? france could have stopped germany in therhineland, and we would have had to retreat. but now it is too late for france. think it over, herrschuschnigg, think it over, i can only wait until this afternoon. schuschnigg\u2019s account of what hitler said to him when they met on 12 february 1938. this account is from schuschnigg\u2019s memoirs published in 1947.",
+            "8": "8 0470/02/m/j/03source d what injustice have we done to any country when we agree with the desire of the overwhelming majority of the austrian people to be germans? these people are germans. i assure you that, fourdays ago, i had no idea of any of what was to happen today or that austria was to become a german land. i did this because i was deceived by herr schuschnigg, and deception is something i will not tolerate. when i shake hands and give my word on something, then i keep it. hitler in an interview with a british journalist, 12 march 1938. source e a cartoon published in a british magazine on 23 february 1938. the figure at the front is hitler, and the person at the back is mussolini. mussolini, \u201call right, adolf \u2013 i never heard a shot.\u201d",
+            "9": "9 0470/02/m/j/03 [turn oversource f a soviet cartoon published in an official government newspaper, 28 march 1938. it shows hitler and mussolini fishing. hitler has just caught austria. source g a cartoon published in a british magazine, 18 february 1938. ",
+            "10": "10 0470/02/m/j/03source h a drawing with the title \u2018the fulfillment\u2019, published in a german magazine, 3 april 1938. it shows german troops entering austria. an austrian is saying that he has waited for this since 1918, and now it has happened in one blow. source i the british government cannot take responsibility for advising the chancellor to take any course of action which might expose britain to dangers against which it is unable to provide protection. the reply of the british government to schuschnigg after he had asked for advice, 11 march 1938. source j throughout these events the british government has remained in the closest contact with the french government, and the french government has also entered a strong protest in berlin on similar lines tothat lodged by britain. it seems to us that the methods used by germany call for the strongestcondemnation. it follows that what has passed cannot fail to have weakened the hope of removingmisunderstandings between nations. from a public statement by the british prime minister, neville chamberlain, 15 march 1938. ",
+            "11": "11 0470/02/m/j/03now answer allthe following questions. y ou may use any of the sources to help you answer the questions, in addition to those sources which you are told to use. in answering the questions youshould use your knowledge of the topic to help you interpret and evaluate the sources. 1study sources a and b. how far do these two sources differ? explain your answer. [5] 2study source c. are you surprised by schuschnigg\u2019s account? explain your answer. [6] 3study source d. do you think hitler was lying in this source? explain your answer. [8] 4study sources e and f . how similar are the messages of these two cartoons? explain your answer. [7] 5study sources g and h. \u2018these two sources prove that it was wrong for britain and france to object to anschluss.\u2019 how far do you agree with this statement? explain your answer. [7] 6study sources i and j. do these two sources show that chamberlain changed his mind about hitler? explain your answer. [7] 7study allthe sources. how far do these sources show that britain and france were to blame for the anschluss? explain your answer. [10]",
+            "12": "12 0470/02/m/j/03copyright acknowledgements: option a source a a. stiles. the unification of modern italy . \u00a9 reproduced by permission of hodder and stoughton education. option a source b d. wilson. people, revolutions and nations . \u00a9 reproduced by permission of evans brothers ltd. option a source c w. g. threeves. a nation in the making . published by nelson. option a source f w. g. threeves. a nation in the making . published by nelson. option b source a j. hite and c. minton. wiemar and nazi germany . published by john murray. option b source b j. hite and c. minton. wiemar and nazi germany . published by john murray. option b source c j. hite and c. minton. wiemar and nazi germany . published by john murray. option b source d j. hite and c. minton. wiemar and nazi germany . published by john murray. option b source e \u00a9 punch.option b source f r. douglas. \u00a9 pravda. option b source g david low. \u00a9 reproduced by permission of atlantic syndication. option b source h r. douglas. \u00a9 pravda. option b source i j. hite and c. minton. wiemar and nazi germany . published by john murray. option b source j from heinemann secondary history project: modern world core book by rees and kelly. reprinted by permission of heinemann educational publishers. \u00a9 option b source j rosemary rees. the modern world. published by heinemann. cambridge international examinations has made every effort to trace copyright holders, but if we have inadvertently overlooked any we will be pleased to make the necessary arrangements at the first opportunity."
+        },
+        "0470_s03_qp_4.pdf": {
+            "1": "this document consists of 10printed pages and 2blank pages. sjf2674  s37372/2 \u00a9 cie 2003 [turn overcambridge international examinations  international general certificate of secondary education history 0470/04 paper 4  alternative to coursework may/june 2003 1 hour  additional materials: answer booklet/paper read these instructions first if you have been given an answer booklet, follow the instructions on the front cover of the booklet. write your centre number, candidate number and name on all the work you hand in.write in dark blue or black pen on both sides of the paper.you may use a soft pencil for any diagrams, graphs, music or rough working.do not use staples, paper clips, highlighters, glue or correction fluid. answer the questions on onedepth study. at the end of the examination, fasten all your work securely together.the number of marks is given in brackets [  ] at the end of each question or part question.",
+            "2": "2 0470/4/m/j/03depth study a: germany, 1919-45 1study the sources, and then answer the questions which follow. source acommunist terrorist attacks are to be dealt with severely and weapons must be used ruthlessly when necessary. police officers who make use of firearms in carrying out their duties will benefitfrom my protection. those who fail in their duty will be punished. an order issued to the police by goering, february 1933. source b the reichstag in flames set alight by the communists this is what the whole country would look like if communism and its ally, social democracy, came to power! innocent citizens shot down as hostages! farmers\u2019 houses burnt down! all germany must join in the outcry stamp out communism! smash social democracy! vote for hitler a nazi election leaflet, march 1933. (a) (i) study source a. what can you tell from this source about nazi attitudes towards the communists? support your answer with reference to the source. [6] (ii) study source b. how far does this source explain why people voted for the nazis in march 1933? explain your answer.   [7] (iii) study both sources. how useful are these sources as evidence about the communists in germany in early 1933? explain your answer.   [7] (b) (i) what power did the enabling act give to hitler?  [2] (ii) describe the events of the night of the long knives. [4] (iii) why was hindenburg\u2019s death in 1934 important to hitler? [6] (iv) how secure was hitler\u2019s control over germany by the end of 1939? explain your answer.   [8]",
+            "3": "3 0470/4/m/j/03 [turn overdepth study b: russia, 1905-41 2study the sources, and then answer the questions which follow. source astalin is untrustworthy and will do anything to keep power. he changes his ideas whenever he wants to get rid of someone. many in the party are worried about stalin, and there is a terrible fearof a split. stalin has made it difficult for us to attack him. bukharin, speaking in private, 1928. source b people are sick of stakhanov, quite apart from whether they approve \u2013 as some do \u2013 or disapprove of him. people are sick and tired of listening to speeches. they turn off the radio. theyare tired of looking at the monstrous portraits of soviet heroes. a report from a british diplomat in leningrad, 1936. (a) (i) study source a. what can you tell from the source about stalin? support your answer with reference to the source. [6] (ii) study source b. how far does this source show that soviet propaganda failed? explain your answer.   [7] (iii) study both sources. is one of these sources more useful than the other as evidence about stalin\u2019s rule? explain your answer. [7] (b) (i) identify twogroups that were targets of stalin\u2019s purges.  [2] (ii) what was stalin\u2019s \u2018cult of personality\u2019? [4] (iii) why was agriculture collectivised by stalin? [6] (iv) to what extent had stalin\u2019s five-year plans improved the lives of the soviet people by 1941 ? explain your answer. [8]",
+            "4": "4 0470/4/m/j/03depth study c: the usa, 1919-41 3study the sources, and then answer the questions which follow. source awe must go on or we will go backward; there is no standing still. we will continue relieving distress by employing those without jobs on public works, by social security, by soil conservation, and byhelping farmers. i don\u2019t think these things are ruining our country. i think they are making it moregenuinely democratic, and a far better place in which to live. i think they are protecting us fromforeign ideologies which we naturally oppose. from a nationwide radio broadcast by harry l hopkins,  head of the works progress administration (wpa), 1938. source b sharecroppers fail in the south because they are not good farmers. they are incompetent because they are not healthy and because they are ignorant. they need education, better diet,better medical care and organisation. their poor diet is a major cause of the laziness for whichthey are often criticised. they have lived for generations in mosquito-infested and insanitarysurroundings. living quarters available for farm workers in the south are far worse that in theworst slums of the cities. federal funds are essential to improve matters. from a report by the national recovery administration (nra) on farm tenancy, 1937. (a) (i) study source a. what does this extract tell you about attitudes towards the new deal by 1938? support your answer with reference to the source. [6] (ii) study source b. how far does this source show the problems of agriculture in the 1930s? explain your answer.   [7] (iii) study both sources. how useful are these sources as evidence that the new deal gave effective help to agriculture? explain your answer. [7] (b) (i) give tworeasons for setting up the civilian conservation corps (ccc). [2] (ii) what were the main aims and methods of the agricultural adjustment administration (aaa) set up in 1933? [4] (iii) why did so many people move to california during the 1930s? [6] (iv) \u2018the tennessee valley authority (tva) was the most successful of all the new deal agencies.\u2019 do you agree? explain your answer.  [8]",
+            "5": "5 0470/4/m/j/03 [turn overdepth study d: china, 1945 \u2013 c.1990 4study the sources, and then answer the questions which follow. source awithin a few weeks, 13 000 officers and men \u2013 over one-tenth of jiang jieshi\u2019s (chiang kai- shek\u2019s) forces in the area \u2013 deserted to the communist side. among them were sixteen colonelsand nearly three hundred other junior officers. all brought rifles with them. from an article by an american reporter, based in shanghai, 1948. source b jiang jieshi has refused to undertake land reform, has been unable to establish a stable currency, and is the leader of a corrupt and incompetent administration and army. from a book by an american writer, 1948. (a) (i) study source a. what does this source tell you about the nationalist army in the civil war? support your answer with reference to the source. [6] (ii) study source b. how reliable is this source as evidence about jiang jieshi\u2019s leadership? explain your answer.  [7] (iii) study both sources. is one of these sources more useful than the other as evidence of why the communists won the civil war? explain your answer. [7] (b) (i) identify two groups in chinese society that continued to support the nationalist government after the second world war.  [2] (ii) describe the \u2018speak bitterness\u2019 meetings (people\u2019s courts) which were introduced after the communist victory in the civil war. [4] (iii) why did formosa (taiwan) become important in chinese affairs after 1949? [6] (iv) was the land issue the most important problem facing the new people\u2019s republic of china in 1949? explain your answer.    [8]",
+            "6": "6 0470/4/m/j/03depth study e: southern africa in the twentieth century 5study the sources, and then answer the questions which follow. source aby 1990 over four thousand people had been killed on the streets since 1985 and fifty thousand people were in prison without trial. troops were stationed in the townships. the economy was indeep trouble and the national party had the worst election results since 1948. the governmentheld several secret meetings with mandela and the anc leaders. the two sides got on well. from a british school textbook written in 1997. source b the anc wants the assassination of policemen, members of the defence forces, black town councillors, and anyone else who disagrees with them. it intends to wipe out inkatha and otherblack groups who oppose its tactics. they have hacked people to death, people have beennecklaced and their houses burnt to the ground. a letter published in a british newspaper in 1986, from chief buthelezi, president of the zulu organisation, inkatha. (a) (i) study source a. what can you tell from this source about the national party government by 1990? support your answer with reference to the source. [6] (ii) study source b. how far does this letter show that inkatha was intimidated by the anc? explain your answer.  [7] (iii) study both sources. is one of these sources more useful than the other as evidence about the anc? explain your answer.  [7] (b) (i) give two of the proposals made by joe slovo to end the deadlock in the 1992 negotiations about power-sharing. [2] (ii) describe the part played by chief buthelezi and inkatha in the negotiations in the early 1990s to end minority rule. [4] (iii) why did the majority of white voters choose to support reform in the 1992 referendum?   [6] (iv) do you agree that nelson mandela was the most important factor in bringing about majority rule? explain your answer. [8]",
+            "7": "7 0470/4/m/j/03 [turn overdepth study f: israelis and palestinians, 1945 \u2013 c.1994 6study the sources, and then answer the questions which follow. source aa special study ought to be made of the responsibility of cairo radio for the disaster which overtook egypt in 1967. propaganda was both nasser\u2019s strength and weakness. this wasunderstood after the military defeat. the main effect of cairo radio broadcasts on the arabs wasthat expectations were raised so much that promises to destroy israel had to be kept. from a british history textbook of the 1980s. source b the problem for the arab countries is not whether the port of eilat should be blockaded or how to blockade it \u2013 but how to exterminate the state of israel for all time. from a speech by nasser to the egyptian parliament, 25 may 1967. (a) (i) study source a. what can you tell from this source about the effects of propaganda in the 1967 crisis? support your answer with reference to the source.  [6] (ii) study source b. how far does this source show that nasser was responsible for the outbreak of war in 1967? explain your answer. [7] (iii) study both sources. is one source more useful than the other about the 1967 crisis? explain your answer.   [7] (b) (i) give tworeasons why israel attacked egypt in 1967. [2] (ii) describe the military tactics used by the israeli armed forces to defeat egypt and its allies in june 1967.   [4] (iii) why, after the 1967 war, did the israelis need to prepare for further hostilities with the arabs? [6] (iv) how far did sadat change egypt\u2019s policies towards israel? explain your answer. [8]",
+            "8": "8 0470/4/m/j/03depth study g: the creation of modern industrial society 7study the sources, and then answer the questions which follow. source ai visited a street of twelve houses in which sixty-three cases of fever had occurred. i found it flooded with filth which had oozed through the walls from two adjoining cess-pits and which hadno means of escape, there being no drain. from a report of 1842. a doctor is writing about a street in the city of liverpool. source b the construction of sewers in london, 1844. source c there is no law to compel the owners of land to build sewers before building houses on it. there is no law to prevent back-to-back houses. no law to compel the building of main sewers beneath thestreets nor pave the streets. no law to compel owners of old properties to connect their dwellingsto drains where they do exist. a citizen of leeds, writing in 1865. ",
+            "9": "9 0470/4/m/j/03 [turn over(a) (i) study source a. what does this source tell you of the problems of living in a nineteenth-century industrial town? support your answer with reference to the source. [6] (ii) study source c. to what extent does this source show that the building industry was to blame for poor housing? explain your answer. [7] (iii) study all three sources. how useful are these sources for showing that public health in the nineteenth century had become an important issue? explain your answer.  [7] (b) (i) name two nineteenth-century acts of parliament which tried to improve public health. [2] (ii) what were (a)back-to-back houses, and (b)cess-pits?  [4] (iii) why did many people who lived in the new industrial towns of the nineteenth century suffer bad health? [6] (iv) how far were cities healthier places to live in by the end of the nineteenth century than they had been in the middle of the century? explain your answer. [8]",
+            "10": "10 0470/4/m/j/03depth study h: the impact of western imperialism in the nineteenth century 8study the sources, and then answer the questions which follow. source abritish africa was acquired not by groups of financiers nor by the efforts of statesmen, but in spite of them. it was the will of the british people which compelled us to take our share. lord lugard, a british colonial administrator of the late nineteenth century. source b a pink cheek man came one day to our council. he came, from afar, from where many of their people lived in houses made of stone and where they had their own council. he sat in our midstand he told us of the king of the pink cheek, who was a great king and lived in a land over theseas. \u2018this great king is now your king,\u2019 he said, \u2018and this land is all his land, though he says youmay live on it as you are his people.\u2019 this was strange news. for this land was our land. we hadno king, we elected our councils and they made our laws. with patience, our elders tried to tell thisto the pink cheek, and he listened. but at the end he said, \u2018this we know, but, in spite of this, whati have told you is a fact. you now have a king, and his laws are your laws.\u2019 an african describes the arrival of colonial administration, 1902. (a) (i) study source a. what can you tell about the motives for british imperialism from this source? support your answer with reference to the source.  [6] (ii) study source b. how far does this source show that europeans forced africans to accept their form of government? explain your answer. [7] (iii) study both sources. which source would be the more useful as evidence about imperialism? explain your answer. [7] (b) (i) name twocountries of east or central africa which had come under british control by the end of the nineteenth century. [2] (ii) describe \u2018indirect rule\u2019 as introduced into africa by lord lugard. [4] (iii) why was there a \u2018scramble for africa\u2019 by european countries in the nineteenth century? [6] (iv) to what extent did africans benefit from european rule in the nineteenth century? explain your answer.  [8]",
+            "11": "11 0470/4/m/j/03blank page",
+            "12": "12 0470/4/m/j/03blank page copyright acknowledgments: question 1. source a white and hadley. germany: 1918-49. published by collins educational. question 1. source b white and hadley. germany: 1918-49. published by collins educational. question 2. source a alan white. russia and ussr: 1905-1991. published by collins educational. question 2. source b alan white. russia and ussr: 1905-1991. published by collins educational. question 3. source a us national archivequestion 3. source b us national archivequestion 4. source a j. beldon. china shakes the world. published by collins. question 4. source b bryn o\u2019callaghan. history of the twentieth century. \u00a9 reproduced by permission of pearson education. question 5. source a h macdonald and b williamson. south africa. \u00a9 reproduced by permission of stanley thornes (publishers) ltd. question 5. source b h macdonald and b williamson. south africa. \u00a9 reproduced by permission of stanley thornes (publishers) ltd. question 6. source a s j perkins. the arab-israeli conflict. \u00a9 reproduced by permission of thomas, nelson and sons. question 6. source b s j perkins. the arab-israeli conflict. \u00a9 reproduced by permission of thomas, nelson and sons. cambridge international examinations has made every effort to trace copyright holders, but if we have inadvertently overlooked any we will be pleased to make the necessary arrangements at the first opportunity."
+        },
+        "0470_w03_qp_1.pdf": {
+            "1": "this document consists of 15printed pages and 1blank page. sp (sc) s37026/5 \u00a9cie 2003 [turn overcambridge international examinations  international general certificate of secondary education history 0470/01 paper 1 october/november 2003 1 hour 45 minutes additional materials: answer booklet/paper read these instructions first if you have been given an answer booklet, follow the instructions on the front cover of the booklet. write your centre number, candidate number and name on all the work you hand in.write in dark blue or black pen on both sides of the paper.you may use a soft pencil for any diagrams, graphs or rough working.do not use staples, paper clips, highlighters, glue or correction fluid. answer three questions. section a (core content): answer any twoquestions. section b (depth studies): answer any onequestion. at the end of the examination, fasten all your work securely together.the number of marks is given in brackets [  ] at the end of each question or part question.",
+            "2": "2 0470/01 o/n/03section a (core content) answer any twoquestions from this section. 1study the extract, and then answer the questions which follow. the proclamation of a republic in paris in february 1848 brought an extraordinary variety and strength of emotion both in france and throughout europe, emotion which ranged from the mostextravagant hopefulness and enthusiasm, to the deepest alarm and anxiety. the young prince de broglie wrote, \u2018country, family, honour, ambition, property, personal security \u2013 all threatened atonce.\u2019 (a)describe the course of the revolution in france during 1848. [5] (b)why were there mixed reactions in france to the february revolution of 1848? [7] (c)towhat extent were other revolutions in europe in 1848 the consequence of the revolution in france? explain your answer. [8] 2study the cartoon, and then answer the questions which follow. an american cartoon of 1868, with the title \u2018one vote less\u2018. it was published  after an incident in which a black man was killed when going to vote. (a)what were the aims of reconstruction after the american civil war? [5] (b)why did reconstruction cause bitterness? [7] (c)towhat extent were black americans better off as a result of the civil war? explain your answer. [8] ",
+            "3": "3 0470/01 o/n/03 [turn over3study the extract, and then answer the questions which follow. a group of samurai, led by saigo takamori of satsuma, proclaimed in january 1868 a provisional government in the name of the emperor. keiki\u2019s forces resisted, but were defeated. the imperialcourt moved into the shogun\u2019s castle at y edo, which in future was to be known as tokyo. the meiji restoration was complete. (a)what were the (i)daimyo, and (ii)samurai? [5] (b)why was the meiji restored? [7] (c)how important was the emperor meiji in the transformation of japan between 1868 and 1889? explain your answer. [8] 4study the extract, and then answer the questions which follow. the next milestone on the road to war was the sudden annexation of bosnia-herzegovina by austria in 1908. austria had in fact administered them for thirty years but her action infuriated serbia and nearly sparked off war between austria and russia. up came the german emperoragain to tell the world that germany stood behind her ally. russia backed down. the kaiser wasvery pleased with himself. he did not realise how dangerous it was to humiliate a great power. (a)describe the moroccan crisis of 1905. [5] (b)why did the crisis over bosnia-herzegovina notbring war to europe? [7] (c)how far was germany to blame for the coming of war in 1914? explain your answer. [8] 5study the extract, and then answer the questions which follow. article 16: should any member of the league resort to war, it shall be regarded as having committed an act of war against all other members of the league, and this will end immediately alltrade and financial relations with that member. from the covenant of the league of nations. (a)how did the league of nations hope to prevent future wars between nations? [5] (b)why did the league of nations fail to restrict the aggression of japan in the 1930s? [7] (c)how far was the league of nations a failure? explain your answer. [8]",
+            "4": "4 0470/01 o/n/036study the extract, and then answer the questions which follow. i now have to inform the house that in the event of any action which clearly threatened polish independence and which the polish government accordingly considered it vital to resist with theirarmed forces, his majesty\u2019s government would feel themselves bound at once to lend the polish government all support in their power. they have given the polish government an assurance to this effect. british prime minister chamberlain speaking in the house of commons, 31 march 1939. (a)when hitler came to power, what did he hope to achieve in foreign policy? [5] (b)why did britain go to war over poland in 1939? [7] (c)how far was the treaty of versailles to blame for the outbreak of war in 1939? explain your answer. [8] 7study the extract, and then answer the questions which follow. from stettin on the baltic to trieste on the adriatic, an iron curtain has descended across the continent. behind that line lie all the capitals of the ancient states of central and eastern europe \u2013warsaw, prague, vienna, budapest, belgrade, bucharest and sofia. all these famous cities and the population around them lie in the soviet sphere and are subject, not only to soviet influence,but to a very high and increasing measure of control from moscow. winston churchill speaking in fulton, missouri, usa in 1946. (a)what was decided at the y alta conference? [5] (b)why was eastern europe largely in the hands of the ussr by 1946? [7] (c)\u2018only stalin of the allies achieved what he wanted as a result of the war with germany.\u2019 do you agree? explain your answer. [8]",
+            "5": "5 0470/01 o/n/03 [turn over8study the map, and then answer the questions which follow. the cuban missile crisis, 1962. (a)describe the bay of pigs incident. [5] (b)why did the ussr install missile bases in cuba? [7] (c)\u2018the cuban missile crisis was not as serious as it appeared at the time.\u2019 do you agree? explain your answer. [8] ",
+            "6": "6 0470/01 o/n/03section b (depth studies) answer any onequestion from this section. depth study a: germany, 1918\u201345 9study the extract, and then answer the questions which follow. as soon as i received my salary, i rushed out to buy the daily necessities. my daily salary, as editor of a magazine, was just enough to buy one loaf of bread and a small piece of cheese. anacquaintance of mine, a clergyman, came to berlin from a suburb with his monthly salary to buy apair of shoes for his baby. by the time he arrived, he could only afford to buy a cup of coffee. the recollections of a woman who lived in berlin during 1923. (a)describe the effects of the hyperinflation of 1923 on the lives of german people. [5] (b)why did france and belgium occupy the ruhr in 1923? [7] (c)how far did stresemann restore pride and prosperity to germany? explain your answer. [8] 10study the extract, and then answer the questions which follow. the reich press law of 4 october 1933 ordered that all editors had to be german citizens, of aryan descent, and not married to a jew. they had to keep out of their newspapers \u2018anythingwhich in any manner is misleading to the public, tends to weaken the strength of the germanreich, or offends the honour and dignity of germany\u2019. (a)what was the enabling law of march 1933? [5] (b)why did hitler seek to control all forms of the media? [7] (c)how far had hitler\u2019s policies gained the support of the german people by 1939? explain your answer. [8]",
+            "7": "7 0470/01 o/n/03 [turn overdepth study b: russia, 1905\u201341 11study the extract, and then answer the questions which follow. the platoon entered the village, seized the bolshevik committee, and put the members to death. after the executions the houses were burned and the male population whipped soundly. then thepeople were ordered to deliver, without payment, the best cattle, pigs, chickens and bread for thewhole detachment of troops. from the diary of a white officer in the russian civil war. (a)what was the \u2018war communism\u2019? [5] (b)why were the reds successful in the civil war? [7] (c)how far did the new economic policy prove that the bolsheviks had failed to establish a communist state in russia? explain your answer. [8] 12study the photograph, and then answer the questions which follow. threshing on a collective farm. (a)what were the advantages of collective farming? [5] (b)why was collectivisation opposed by many peasants? [7] (c)how successful were stalin\u2019s economic policies? explain your answer. [8] ",
+            "8": "8 0470/01 o/n/03depth study c: the usa, 1919\u201341 13study the statistics, and then answer the questions which follow. 1920 1929 kms of surfaced roads 620 000 1 000 000 motor cars 9 000 000 26 000 000telephones 13 000 000 20 000 000 radios 60 000 10 000 000 (a)in what ways did the \u2018boom\u2019 of the 1920s make life easier for americans. [5] (b)why did some industries expand rapidly in the 1920s? [7] (c)towhat extent was the end of the \u2018boom\u2019 caused by ignorance and greed? explain your answer. [8] 14study the extract, and then answer the questions which follow. in the presidential election of 1936 the republicans put up alf landon. they spent more than the democrats and spread scares and anti-semitic lies. it was suggested that fdr was a communistwho would set up a guillotine to execute his enemies. a furious fdr turned on these \u2018desperatemen\u2019 saying, \u2018never before in all of our history have these forces been so united against onecandidate as they are today. they are unanimous in their hate of me \u2013 and i welcome their hatred.\u2019roosevelt won by one of the greatest-ever percentages of the popular vote, beating landon by 61per cent to 37 per cent. (a)what opposition was there to the \u2018new deal\u2019? [5] (b)why did fdr win such a great victory in the election of 1936? [7] (c)\u2018roosevelt was not an outstanding president in his first two terms of office.\u2019 do you agree? explain your answer. [8]",
+            "9": "9 0470/01 o/n/03 [turn overdepth study d: china, 1945\u2013c.1990 15study the extract, and then answer the questions which follow. in the second half of 1955 tens of millions of peasant families swung into action. at the call of the party central committee they formed co-operatives. over 60 million of the peasant families in all parts of the country have already joined co-operatives. by the end of this year the forces ofcommunism will have won another great victory. from a book published by the chinese communist party in 1956. (a)how was a co-operative farm organised? [5] (b)why did the communists introduce land reforms as soon as they came to power? [7] (c)how successful were the agricultural policies of mao\u2019s government in the first fifteen years of communist rule? explain your answer. [8] 16study the extract, and then answer the questions which follow. at a meeting of warsaw pact countries in february 1959, khrushchev announced that soviet nuclear expertise would not be put in the hands of madmen (i.e. china). in july the ussr warned that within one month the 1390 soviet experts in china would be withdrawn. (a)describe relations between china and the ussr from 1949 to 1953. [5] (b)why did relations between china and the ussr worsen? [7] (c)had china become a superpower by 1990? explain your answer. [8]",
+            "10": "10 0470/01 o/n/03depth study e: southern africa in the 20th century 17study the extract, and then answer the questions which follow. either you are the boss, or the equal, or the inferior. one of the three. if you are not the boss, you must be a man\u2019s equal. if you say that you do not want to dominate the native, it simply means that you stand for a policy of equality. from a speech to the south african assembly in january 1948 by j strydom (who later became prime minister). (a)in what ways was south africa changed by the second world war? [5] (b)why did the national party win the election of 1948? [7] (c)how far did the policy of apartheid make life worse for south africans? explain your answer. [8] 18study the photograph, and then answer the questions which follow. a photograph showing a protestor outside the inquest which cleared south african police of causing steve biko\u2019s death, 1977. (a)describe the happenings in soweto in june 1976. [5] (b)why was the death of biko important? [7] (c)by 1977, how successfully had the south african government dealt with opposition to apartheid? explain your answer. [8] ",
+            "11": "11 0470/01 o/n/03 [turn over19study the extract, and then answer the questions which follow. the missionary says that we are the children of god like our white brothers but just look at us. dogs, slaves, worse than the baboons on the rocks. that is how you treat us. a herero speaking to a german settler, 1904. (a)describe the german colonisation of namibia to 1900. [5] (b)why did the herero and other namibians rebel against the germans? [7] (c)\u2018the people of namibia benefited from the first world war.\u2019 do you agree? explain your answer. [8]",
+            "12": "12 0470/01 o/n/03depth study f: israelis and palestinians, 1945\u2013c.1994 20study the extract, and then answer the questions which follow. to the british the mandate was a permanent headache, whilst to the arabs it was a national insult and to the jews it was an opportunity. the jews achieved, by force of arms, their aim of politicalindependence. the tragedy was not that they had to fight for independence, but the fact that thepalestinians were now their enemies. (a)describe the events of 1948\u20139 following the end of the british mandate in palestine. [5] (b)why were jews and arabs in palestine in opposition to each other at that time? [7] (c)towhat extent had the israelis achieved their aims in the middle east by 1967? explain your answer. [8] 21study the extract, and then answer the questions which follow. i am proud he did not die in this refugee camp. the press come here and take our pictures standing in queues to get food rations. they give the impression that we are a nation of beggars.this is no life. i am preparing my 18-year-old boy so he can replace my first son and fight forliberation. the words of a mother of a palestinian fighter killed in israel. (a)describe life in palestinian refugee camps. [5] (b)why were so many palestinians in refugee camps by the 1980s? [7] (c)\u2018the most serious problem faced by the palestinians up to 1990 was the lack of support they received from other arab states.\u2019 do you agree? explain your answer. [8]",
+            "13": "13 0470/01 o/n/03 [turn overdepth study g: the creation of modern industrial society 22study the picture, and then answer the questions which follow. an early nineteenth-century drawing of canal barges. (a)describe the main problems of moving goods by canal in the early nineteenth century. [5] (b)why did many canals fall into disuse in the nineteenth century? [7] (c)towhat extent did the growth of heavy industry in the nineteenth century depend upon developments in transport? explain your answer. [8] 23study the extract, and then answer the questions which follow. in 1901 the taff vale railway company sued the amalgamated society of railway servants for damages of \u00a323 000 for loss of revenue during a strike. the courts found the asrs liable for thedamages. this verdict meant that no union would now dare to call a strike. (a)what laws were made to help trade unions between 1875 and 1914? [5] (b)why did the number of trade unionists grow significantly between 1875 and 1914? [7] (c)how successful had trade unions been by 1914? explain your answer. [8] ",
+            "14": "14 0470/01 o/n/03depth study h: the impact of western imperialism in the 19th century 24study the extract, and then answer the questions which follow. the african knows no lasting peace. one day you may see peace and plenty, well-tilled fields, and children playing in the sun. on the next you may find the corpses of the men, the bodies of theirchildren half-burnt in the flames which consumed their village, while the women are the captives ofthe victorious raiders. the british rule which shall stop this lawless raiding and constant inter-tribalwarfare will be the greatest blessing that africa has known. the view of a british official in africa in the late nineteenth century. (a)what agreements over the partition of africa were made in the second half of the nineteenth century between the european countries? [5] (b)why did european countries want african territories? [7] (c)who gained more from the european colonisation of africa \u2013 the africans or the europeans? explain your answer. [8] 25study the extract, and then answer the questions which follow. by 1880 a generation had passed into manhood with an outlook that made them ideally suited to govern the empire and fight its wars. many showed an aptitude for \u2018taking up the white man\u2019sburden\u2019 in a spirit of self-sacrifice. throughout the 1890s schoolboys had plenty of popular magazines, full of the ideas of the new imperialism, written specially for them. they combinedthrilling adventure stories with patriotism and reminders of imperial duty. (a)what do you understand by the phrase \u2018the white man\u2019s burden\u2019? [5] (b)why were european countries in the late nineteenth century anxious to add to their overseas empires? [7] (c)did the imperialist ideas of europeans lead to non-europeans being helped or being harmed? explain your answer. [8]",
+            "15": "15 0470/01 o/n/03blank page",
+            "16": "16 0470/01 o/n/03copyright acknowledgements: section a. question 1. j. p. bury, france: 1814\u20131940 . reproduced by permission of thomson publishing services. section a. question 2. e. wright. history of the modern world . published by chancellor press. section a. question 3. e. wright. history of the modern world . published by chancellor press. section a. question 4. c. falls. the first world war . \u00a9 reproduced by permission of pearson education. section a. question 6. m. gilbert. britain and germany between the wars . \u00a9 reproduced by permission of pearson education. section a. question 7. l. snellgrove. modern world source book . \u00a9 reproduced by permission of pearson education. section a. question 8. d. healer. our world this century . \u00a9 reproduced by permission of oxford university press. section b. question 9. j. broohan. weimar germany \u2018memoirs\u2019 . \u00a9 reproduced by permission of pearson education. section b. question 10. t. edwards. history broadsheet number 11 . published by heinemann publishers ltd. section b. question 11. j. simkin. the bolshevik government . published by spartacus. section b. question 12. t. pimlott. stalin\u2019s russia . photograph \u00a9 popperfoto. section c. question 13. t. howarth. the world since 1900 . \u00a9 reproduced by permission of pearson education. section c. question 14. extract from the american century by harold evans published by jonathan cape . used by permission of the random house group. section d. question 15. g. k. macdonald. modern china . \u00a9 reproduced by permission of blackwell publishers. section d. question 16. s. harrison. world conflict in the 20th century . \u00a9 reproduced by permissiom of palgrave. section e. question 17. p. mantin. a question of evidence: 20th century world . published by hutchinson. section e. question 18. chronicles of the 20th century . published by pearson education. section e. question 19. t. pakenham. scramble for africa .published by abacus. section f. question 20. r. tuchman. bible and sword . published by papermac. section f. question 21. c. culpin. making history . published by harpercollins publishers ltd. section g. question 22. b. williams. secondary history pack . published by longmans. section g. question 23. a. j. hollows. age of industrial expansion . published by nelson. section h. question 24. l. james. rise and fall of the british empire . published by little, brown and co. section h. question 25. l. james. rise and fall of the british empire . published by little, brown and co. cambridge international examinations has made every effort to trace copyright holders, but if we have inadvertently overlooked any we will be pleased to make the necessary arrangements at the first opportunity."
+        },
+        "0470_w03_qp_2.pdf": {
+            "1": "this document consists of 12printed pages. sp (sc/kn) s39088/4 \u00a9ucles 2003 [turn overcambridge international examinations  international general certificate of secondary education history 0470/02 paper 2 october/november 2003 2 hours additional materials: answer booklet/paper read these instructions first if you have been given an answer booklet, follow the instructions on the front cover of the booklet. write your centre number, candidate number and name on all the work you hand in.write in dark blue or black pen on both sides of the paper.you may use a soft pencil for any diagrams, graphs or rough working.do not use staples, paper clips, highlighters, glue or correction fluid. the paper has two options. option a: 19th century topic [p2\u2013p7] option b: 20th century topic [p8\u2013 p12] choose oneof these options, and then answer allthe questions on that topic. the number of marks is given in brackets [  ] at the end of each question or part question.at the end of the examination, fasten all your work securely together.",
+            "2": "2 0470/02/o/n/03option a: 19th century topic did the japanese welcome westernisation? study the background information and the sources carefully, and then answer allthe questions. background informationin 1853 commodore perry arrived off the coast of japan with four american warships. until then japan had been almost totally isolated from the rest of the world. america forced trading concessions fromthe shogun (the japanese ruler), who was overthrown in 1868. he was replaced by the youngemperor meiji. over the next fifty years the emperor\u2019s government embarked on a programme ofmodernisation. this brought with it the westernisation of much of japanese society and culture. did thejapanese people welcome these developments? source a i stopped at about ten places where barricades had been set up in preparation against an invasion from the sea. none of them could be depended on as a defence. if barbarian ships arrived in force,how could we defend against them? the main requirements for defence are guns and warships but themost important of them is guns. what do the so-called scholars of today actually do? do they, afterhaving learned the ceremonies and music, go on to discuss and learn the elements of war, or theelements of machinery? do they make studies of conditions in foreign countries? of setting up defencebarriers? if they do, i have not heard of it. learning a barbarian language is not only a step toward knowing the barbarians, but also the groundwork for mastering them. a japanese author writing in 1855. he was not able to publish the book, from which this extract was taken, until after the overthrow of the shogun. source b japan\u2019s progress, in the short space of half a century, has been so sudden and swift that it presents a spectacle rare in the history of the world. this leap forward is a result of coming into contact with thecivilisation of europe and america, and may well, in its broad sense, be regarded as a benefit. wepossess today a powerful army and navy. we have achieved this by adopting western methods:conscription, promoting military education, encouraging the art of shipbuilding and the manufacture ofarms. we have reorganised central and local government and reformed the educational system. allthis is the result of adopting the superior features of western institutions. from the book \u2018fifty y ears of new japan\u2019 by okuma shigenobu, published in 1908. shigenobu had been one of the emperor\u2019s leading ministers.",
+            "3": "3 0470/02/o/n/03 [turn oversource c a photograph of japanese warriors in 1868. source d a drawing of japanese soldiers in 1904. ",
+            "4": "4 0470/02/o/n/03source e a japanese drawing from the second half of the nineteenth century showing what would happen if japanese women married western men. the child is the result of the marriage. source f a cartoon published in a british magazine in the second half of the nineteenth century. it shows some japanese wearing western fashions. ",
+            "5": "5 0470/02/o/n/03 [turn oversource g a cartoon published in a british magazine in 1895. it shows a japanese soldier on top of a chinese soldier. source h schools, industries, armies and navies are the mere external forms of civilisation. they are not difficult to produce. all that is needed is the money to pay for them. y et there remains something moreimportant that cannot be bought or sold. it holds together the whole nation and its influence is sostrong that without it none of the schools, industries or armies would be of the slightest use. thissupremely important thing we must call the spirit of civilisation. the most important part of this spirit isindependence. fukuzawa yukichi writing at the end of the nineteenth century. yukichi visited america and britain in the 1860s. during the period of modernisation in japan he was regarded as an  authority on all western matters. source i by the 1870s most of japan\u2019s rulers agreed that some adoption of western technology was necessary. everyone could see the superiority of the barbarians\u2019 artillery for example. but the japanese were notcontent to be victims of the west. they resented the \u2018unequal treaties\u2019 they had been made to sign withwestern countries. they decided to take from the west whatever would strengthen japan. but it was not just a question of becoming powerful. modernisation was seen as a way to the recovery of self-respect. in whatever mattered for the recovery of real independence, japan was to become morewestern. japan began to turn itself into an industrial nation-state but foreign investment was kept out. japan wanted to control its own industries, and so the state paid for them. this meant heavy taxation which the discipline of japan\u2019s traditional society made possible. the japanese underwent controlledwesternisation, and much was deliberately left unchanged. from a british history book published in the 1980s. ",
+            "6": "6 0470/02/o/n/03source j the japanese are dismissing as rapidly as possible all foreigners they have employed to train them in western ways, from professors and schoolteachers, to engineers, draughtsmen and foremen in mills and factories. this is done partly to save money, and partly because they feel themselves capable ofgoing it alone. a description of japan in 1911 by an american visitor.",
+            "7": "7 0470/02/o/n/03 [turn overnow answer allthe following questions. y ou may use any of the sources to help you answer the questions, in addition to those sources which you are told to use. in answering the questions youshould use your knowledge of the topic to help you interpret and evaluate the sources. 1study sources a and b. how far do these two sources differ? explain your answer. [6] 2study sources c and d. what do these sources tell you about japan in the second half of the nineteenth century? explain your answer. [6] 3study sources e and f . how reliable are these sources as evidence about japanese attitudes towards the west? explain your answer. [8] 4study source g. why was this cartoon published in 1895? explain your answer. [7] 5study sources h and i. did the writer of source i reach his interpretation because he had read source h? explain your answer. [6] 6study source j. are you surprised by what source j describes? explain your answer. [7] 7study allthe sources. how far do these sources show that the japanese welcomed westernisation? explain your answer. [10]",
+            "8": "8 0470/02/o/n/03option b: 20th century topic was appeasement over the sudetenland justified? study the background information and the sources carefully, and then answer allthe questions. background informationafter hitler had won control of austria, he turned his attention to czechoslovakia. over three million germans lived in the sudetenland, a part of czechoslovakia. in the summer of 1938, hitler claimedthat the sudeten germans were being mistreated, and he moved troops to the czech border.czechoslovakia appealed to britain and france for support. the british prime minister, nevillechamberlain, did everything he could to avoid war. after a series of meetings with hitler, on 29september at the munich conference, france and britain agreed to give hitler the sudetenland. werechamberlain and daladier, the french prime minister, right to appease hitler over the sudetenland? source a czechoslovakia is a state created by forcing other nationalities, without asking them, into a structure manufactured at versailles. the czechs began to oppress and mishandle the majority of theinhabitants. among the nationalities being oppressed are three and a half million germans. thesegermans are the creatures of god. that conditions in czechoslovakia are unbearable is generallyknown. in the name of a certain president wilson, three and a half million were robbed of their right toself-determination. economically these people were deliberately ruined and afterwards handed over toa slow process of extermination. the misery of the sudeten germans is without end. hitler speaking at a nazi party rally, 12 september 1938. source b you have only to look at the map of europe to see that nothing we or france could do could possibly save czechoslovakia from being overrun by the germans, if they wanted to do it. the austrian frontieris practically open. therefore we could not help czechoslovakia \u2013 it would simply be an excuse forgoing to war with germany. the entry in chamberlain\u2019s diary for 20 march 1938. source c how horrible, fantastic, incredible it is that we should be digging trenches and trying on gas masks here because of a quarrel in a far away country between people of whom we know nothing. after my visits togermany i have realised how herr hitler feels he must protect the other germans, and his anger thatgrievances have not been resolved. he told me privately, and last night he repeated publicly, that after this sudeten german question is settled, that is the end of germany\u2019s territorial claims in europe. from chamberlain\u2019s radio broadcast to the people of britain, 27 september 1938.",
+            "9": "9 0470/02/o/n/03 [turn oversource d a german cartoon published on 22 may 1938. the title of the cartoon is \u2018a czech beer-hall.\u2019 in the beer-hall are the different minority peoples of czechoslovakia. the landlord is serving them beer fromthe barrel labelled \u2018versailles brew\u2019. the customers are complaining about the poor quality of the beer. source e a cartoon titled \u2018nightmare waiting list\u2019. it was published in a british newspaper on 9 september 1938. ",
+            "10": "10 0470/02/o/n/03source f a cartoon published in a british newspaper on 25 september 1938. source g peace be glad in your hearts. give thanks to your god. the wings of peace settle about us and the peoples of europe. the prayers of the troubled hearts are answered. people of britain, your children are safe.your husbands and sons will not march into battle. it was a war that nobody wanted. nobody in germany. nobody in france. nobody, above all, in britain, which had no concern at all with the issues at stake. through these black days, this newspaper clung to the belief that peace would prevail. over and over again we said it, \u2018there will be no european war.\u2019 if we must have a victor, let us choose chamberlain. for the prime minister\u2019s conquests are mighty. and now let us get back to our own affairs. we have had enough of those menaces from the continent. from a british newspaper, 30 september 1938. source h there is no doubt that germany has the largest army outside russia. when completely organised, her thirty-six infantry divisions alone will include 600 000 men. britain has just over 150 000 men. noreasonable observer can doubt that, if hitler organises his thirty-six divisions and trains 300 000conscripts a year, in a few years\u2019 time he will have the finest army in europe. the french army issuperior at the moment, but every year that passes makes more possible goering\u2019s plan of a suddendash against germany\u2019s enemies. from a british book written in 1938. ",
+            "11": "11 0470/02/o/n/03source i weought to have gone to war in 1938. although we were ourselves not fully prepared, we were better prepared than the enemy. september 1938 would have been the best date. hitler speaking in february 1945. source jwehave suffered a total defeat. all is over. i think you will find in a period of time czechoslovakia will be overrun by the nazis. we have passed an awful moment in our history, when the whole balance ofpower in europe has been upset. and do not suppose this is the end. this is only the beginning of theconflict. winston churchill speaking in the british parliament, october 1938. source k why did chamberlain and daladier help hitler to achieve his aims? they hoped to appease hitler by giving him some czech land. they wanted to direct german aggression eastwards towards the sovietunion. in march 1939 the ussr opened talks with france and britain to discuss ways of preventingnazi aggression. these talks showed how unwilling britain and france were to set up a united frontagainst hitler. a soviet historian writing in 1981. [turn over",
+            "12": "12 0470/02/o/n/03now answer allthe following questions. y ou may use any of the sources to help you answer the questions, in addition to those sources which you are told to use. in answering the questions youshould use your knowledge of the topic to help you interpret and evaluate the sources. 1study source a. why do you think hitler made this speech in september 1938? explain your answer. [6] 2study sources b and c. does source b show that chamberlain was lying to the british people in source c? explain your answer. [7] 3study sources d and e. \u2018these two cartoons prove it was right for hitler to demand that all germans should be united.\u2019 how far do you agree with this statement? explain your answer. [7] 4study sources f and g. how far would the cartoonist who drew source f have agreed with source g? explain your answer. [7] 5study sources h and i. how far do these two sources show that chamberlain should have gone to war over czechoslovakia in 1938? explain your answer. [7] 5study sources j and k. do you think that churchill (source j) would have agreed with the soviet historian (source k)? explain your answer. [6] 7study allthe sources. how far do these sources show that appeasement over the sudetenland was justified? explain your answer. [10] copyright acknowledgements: option a. source a. m. dickinson. britain, europe and beyond: 1790\u20131900 . \u00a9 reproduced by permission of palgrave. option a. source b. m. dickinson. britain, europe and beyond: 1790\u20131900 . \u00a9 reproduced by permission of palgrave. option a. source c. \u00a9 getty images (uk) ltd.option a. source d. d. wilson. people, revolutions and nations . published. option a. source e. p. barr. foreign devils . published by penguin. option a. source f. p. barr. foreign devils . published by penguin. option a. source g d. wilson. people, revolutions and nations . published. option a. source h. p. barr. foreign devils . reproduced by permission of penguin. option a. source j. m. dickinson. britain, europe and beyond: 1790\u20131900 . \u00a9 reproduced by permission of palgrave. option b. source a. john hills and chris hinton. weimar and nazi germany . published by john murray. option b. source b. john hills and chris hinton. weimar and nazi germany . published by john murray. option b. source c. john hills and chris hinton. weimar and nazi germany . published by john murray. option b. source d. r. douglas. between the wars: 1919\u201339 .published by routledge. \u00a9 simplicissimus. option b. source e. david low. \u00a9 evening standard. option b. source f. news of the world.option b. source g. n. kelly and r. rees. the modern world . published by heinemann publishers ltd. option b. source h. b. walsh. modern world . published by john murray. option b. source i. t. mcaleavy. modern world history . \u00a9 reproduced by permission of cambridge university press. option b. source k. from international relations 1914\u20131995 by tony rea and john wright. \u00a9 1997 by permission of oxford university press. cambridge international examinations has made every effort to trace copyright holders, but if we have inadvertently overlooked any we will be pleased to make the necessary arrangements at the first opportunity."
+        },
+        "0470_w03_qp_4.pdf": {
+            "1": "this document consists of 12printed pages. sp (cw) s46701/1 \u00a9cie 2003 [turn overcambridge international examinations  international general certificate of secondary education history 0470/04 paper 4  alternative to coursework october/november 2003 1 hour additional materials: answer booklet/paper read these instructions first if you have been given an answer booklet, follow the instructions on the front cover of the booklet. write your centre number, candidate number and name on all the work you hand in.write in dark blue or black pen on both sides of the paper.you may use a soft pencil for any diagrams, graphs or rough working.do not use staples, paper clips, highlighters, glue or correction fluid. answer the questions on onedepth study. at the end of the examination, fasten all your work securely together.the number of marks is given in brackets [  ] at the end of each question or part question.",
+            "2": "2 0470/4/o/n/03depth study a: germany, 1919\u201345 1study the sources, and then answer the questions which follow. source ahow do we live in this camp which is supposed to be an example to all other camps? we don\u2019t have a minute of the day to ourselves. activities start right after a small breakfast. we would like to haveathletics, but there aren\u2019t any. instead we have military exercises and instruction, and political andcultural teachings. they tell you of the \u2018greatness and genius of the fuhrer\u2019. we have only one wish:sleep, sleep\u2026\u2026. . an extract from a private letter written by a member of the hitler y outh, june 1936. source b the discipline in the hitler y outh is declining in the western part of germany. many young people no longer want to be forced to join, but instead wish to do as they like. usually only a third of the wholegroup attends meetings. they are even threatened with expulsion from the hitler y outh for staying away. those who do attend sing soldiers\u2019 songs and make a lot of noise without doing any constructive work. from \u2018germany today\u2019, a british magazine published in may 1938. (a) (i) study source a. what can you tell from this source about nazi attitudes towards young people? support your answer with reference to the source. [6] (ii) study source b. how far does this source show that the hitler y outh was not an effective movement? explain your answer. [7] (iii) study both sources. is one source more useful than the other as evidence about the hitler y outh? explain your answer. [7] (b) (i) give twoways in which teaching in schools was controlled by the nazis. [2] (ii) what ideas did the nazis have about women\u2019s role in society? [4] (iii) why was family life important to nazi beliefs? [6] (iv) how far did racial issues dominate nazi policies? explain your answer. [8]",
+            "3": "3 0470/4/o/n/03 [turn overdepth study b: russia, 1905\u201341 2study the sources, and then answer the questions which follow. source athe generals have complained to me of the lack of ammunition and the poor equipment of the men. there was a great shortage of boots. in the carpathian mountains the soldiers fought barefooted. thewar hospitals were disorganised. they were short of bandages and such things. rodzianko, president of the duma, reporting to the high commander of the army, november 1914. source b there is no more bread, nothing to eat. we sit here for days on end without bread. cold and hunger, nothing but deprivation. i would rather be killed than starve like a dog. from a soldier\u2019s letter, confiscated by the censor, february 1917. source c sometimes we met officers who ordered us back to fight, some tried to stop us but we were prepared to do anything in order to escape the war and get home. from the diary of a russian soldier, written in 1917. (a) (i) study source a. what can you tell from this source about the russian army in 1914? support your answer with reference to the source. [6] (ii) study sources b and c. how far do these sources show that by 1917 russian troops were no longer willing to fight in the war? explain your answer. [7] (iii) study all the sources. is source a more useful than sources b and c in explaining why russia lost the war? explain your answer. [7] (b) (i) give tworeasons why the tsarina alexandra was unpopular. [2] (ii) what were the \u2018july days\u2019 of 1917? [4] (iii) why did opposition to the provisional government increase during 1917? [6] (iv) how far was it the first world war that destroyed tsarist rule in russia? explain your answer. [8]",
+            "4": "4 0470/4/o/n/03depth study c: the usa, 1919\u201341 3study the sources, and then answer the questions which follow. source asouthern trees bear a strange fruit, blood on the leaves and blood on the root,black body swinging in the southern breeze,strange fruit hanging from the poplar trees. a poem written by a member of the american communist party, which became a best-selling song in 1939 for the black jazz singer, billie holliday. source b president harding\u2019s speech in birmingham, alabama, emphasised that \u2018mixing of races there can never be\u2019. we call upon blacks everywhere to follow president harding\u2019s great lead. president hardingis one of the greatest statesmen of the present day. marcus garvey, black founder of the universal negro improvement association, 1921. his views were strongly opposed by the national association for the advancement of coloured people (naacp). (a) (i) study source a. what can you tell from this source about black americans in the 1930s? support your answer with reference to the source. [6] (ii) study source b. how far does this source show that racism was accepted throughout american society in the 1920s? explain your answer. [7] (iii) study both sources. how useful are these sources as evidence that black americans had little chance to improve their lives in the 1920s and 1930s? explain your answer. [7] (b) (i) give twoexamples of the restrictions placed on black americans by the \u2018jim crow\u2019 laws in southern states. [2] (ii) what were the main aims and methods of the ku klux klan? [4] (iii) why did the klan draw most of its membership from the southern states? explain your answer. [6] (iv) how intolerant was us society in the 1920s? explain your answer. [8]",
+            "5": "5 0470/4/o/n/03 [turn overdepth study d: china, 1945\u2013c.1990 4study the sources, and then answer the questions which follow. source athese days, in the luckier parts of china, it is possible to acquire a television, a tape recorder, a washing machine or a fridge by paying a quarter of the price immediately, and the rest over a year. from a british newspaper, 1982. source b the late chairman mao\u2019s \u2018little red book\u2019, once the bible of chinese communism, was denounced in the \u2018people\u2019s daily\u2019 today. the official party newspaper, which used to give uncritical and lavish praiseto chairman mao, said the book had given him a \u2018god-like\u2019 status. after it was published, the \u2018little redbook\u2019 became a world bestseller and all chinese citizens were expected to have a copy. from a british newspaper, 1978. (a) (i) study source a. what impressions does this source give of chinese life in 1982? support your answer with reference to the source. [6] (ii) study source b. how far does this source show the decline of communism in china by 1978? explain your answer. [7] (iii) study both sources. is source a more useful than source b as evidence about changes in china after the death of mao zedong? explain your answer. [7] (b) (i) name twoareas of china still held by colonial powers at the time of mao\u2019s death. [2] (ii) what was the \u2018gang of four\u2019? [4] (iii) why did the events that took place in tiananmen square in june 1989 occur? [6] (iv) how far did deng xiaoping change mao\u2019s policies? explain your answer. [8]",
+            "6": "6 0470/4/o/n/03depth study e: southern africa in the twentieth century 5study the sources, and then answer the questions which follow. source a a cartoon from a british newspaper, 1899. source b a map of the railways of southern africa by 1899. ",
+            "7": "7 0470/4/o/n/03 [turn over(a) (i) study source a. what can you tell from this source about british attitudes towards the boers in 1899? support your answer with reference to the source. [6] (ii) study source b. how far does this map help to explain why the south african republic (transvaal) felt threatened by the british in 1899? explain your answer. [7] (iii) study both sources. is one of these sources more useful than the other as evidence about the growing ambitions of the british in southern africa by 1899? explain your answer. [7] (b) (i) name twoof the large goldmining companies on the rand in the 1890s. [2] (ii) describe the jameson raid, 1895-6. [4] (iii) why was the issue of votes for uitlanders so important? [6] (iv) \u2018kruger was the most important cause of war in 1899.\u2019 do you agree? explain your answer. [8]",
+            "8": "8 0470/4/o/n/03depth study f: israelis and palestinians, 1945\u2013c.1994 6study the sources, and then answer the questions which follow. source athe land of israel was the birthplace of the jewish people. here their spiritual, religious and national identity was formed. here they established themselves in ancient times, and created a culture ofnational and universal significance. here they wrote and gave the bible to the world. a jewish historian writing in the 1970s. source b i don\u2019t just believe in the jews\u2019 historical right to come back and take land from other people because wewere here two thousand years ago. really, we have the right because of the holocaust. we have a right to a part of this country and the palestinians have a right to their part. an israeli writing in 1975. (a) (i) study source a. what can you tell from this source about jewish attitudes to the state of israel? support your answer with reference to the source. [6] (ii) study source b. how far does this source explain why jews believe they have a right to the land of palestine? explain your answer. [7] (iii) study both sources. is one source more useful than the other to explain the arab-israeli conflict over palestine? explain your answer. [7] (b) (i) name twozionist organisations that fought against the british mandate over palestine. [2] (ii) what opposition was there to the creation of the state of israel in 1948? [4] (iii) why did the new state of israel encourage immigration after 1948? [6] (iv) how far was the un partition plan to blame for the failure to find a settlement between jews and palestinians in 1947? explain your answer. [8]",
+            "9": "9 0470/4/o/n/03 [turn overdepth study g: the creation of modern industrial society 7study the sources, and then answer the questions which follow. source a a drawing of the 1880s showing speakers and demonstrators in trafalgar square, london, as police break up a march protesting about unemployment. source bthere was little public sympathy shown in the early days of the dock strike. however, opinion soon changed as it became known that thousands of the strikers had marched through the city of londonwithout a pocket being picked or a window being broken. also the procession was led by john burnswhose presence was a guarantee that the \u2018mob\u2019 had a responsible leader. so british citizens feltconfident that they could support these poor people who were fighting with such courage, goodhumour and order against overwhelming odds. from an article written by a socialist member of the dockers\u2019 strike committee, 1889. ",
+            "10": "10 0470/4/o/n/03(a) (i) study source a. what does this source tell you about working people in the late nineteenth century? support your answer with reference to the source. [6] (ii) study source b. how far does this source explain why the dockers\u2019 strike was a success? explain your answer. [7] (iii) study both sources. is one source more useful than the other as evidence about the problems faced by working people? explain your answer. [7] (b) (i) give two ways by which the growth of trade unions was restricted in the nineteenth century. [2] (ii) what was meant by \u2018new unionism\u2019? [4] (iii) why were trade unions mainly for skilled workers before the 1890s? [6] (iv) how successful had trade unions been by the end of the nineteenth century? explain your answer. [8]",
+            "11": "11 0470/4/o/n/03 [turn overdepth study h: the impact of western imperialism  in the nineteenth century 8study the sources, and then answer the questions which follow. source aour position in india has been obtained by conquest. it is naturally disgusting to the inhabitants and can only be maintained by military force. it is our duty to give them justice, to respect and to protecttheir rights, and to promote their happiness. a british official in india in the 1840s. source b my nation also has a custom. when men burn women alive, we hang those men and confiscate all their property. my carpenters shall, therefore, erect gallows on which to hang all concerned when awidow is burned. let us all act according to our national customs. the opinion of a british military commander in the 1840s about the hindu custom of suttee. suttee had been banned by the british. source c in true christian spirit, we give up the right and desire to impose our beliefs on others. it is our earnest wish to stimulate the peaceful industry of india and to administer the government for the benefit of allour residents there. from the proclamation by queen victoria transferring power to the crown  from the east india company, november 1858. (a) (i) study sources a and b. what do these sources tell you about british attitudes towards the indians? support your answer with reference to the sources. [6] (ii) study source c. how far does this source show that britain accepted responsibility for causing the mutiny? explain your answer. [7] (iii) study all the sources. which source provides the best evidence for showing the nature of british imperialism? explain your answer. [7] (b) (i) name twobritish governors-general of india in the twenty-five years before the mutiny. [2] (ii) describe two examples of indian customs which were forbidden by the british authorities. [4] (iii) why did the sepoys mutiny at meerut? [6] (iv) \u2018the indians gained more from the mutiny than the british.\u2019 do you agree? explain your answer. [8]",
+            "12": "12 0470/4/o/n/03copyright acknowledgements: section a. source a whitt and hadley. germany: 1918 \u2013 1949. published by harpercollins publishers ltd. section a. source b whitt and hadley. germany: 1918 \u2013 1949. published by harpercollins publishers ltd. section b. source a clare baker. russia 1917 \u2013 1945. published by heinemann publishers ltd. section b. source b clare baker. russia 1917 \u2013 1945. published by heinemann publishers ltd. section b. source c \u00a9 g.w.h. hunt.section c. source a lewis allan. strange fruit. published by a marxist journal. section d. source a chronicles of 20th century. (dorling kindersly 1995), copyright \u00a9 1995 dorling kindersley . section d. source b bryn o\u2019callahan. history of 20th century. \u00a9reproduced by permission of pearson education. section e. source b n parsons. a new history of southern africa. \u00a9reproduced by permission of palgrave. section f. source a \u00a9 shp 1977. arab-israeli conflict. reproduced by permission of qca (enterprises) ltd. section f. source b \u00a9 shp 1977. arab-israeli conflict. reproduced by permission of qca (enterprises) ltd. section g. source a t mccarthy. the great dock strike. published by weidenfield and nicholson. section g. source b a davies. to build a new jerusalem. published by michael joseph ltd. section f. source a g moorhouse. pax britannica. published by w collins. cambridge international examinations has made every effort to trace copyright holders, but if we have inadvertently overlooked any we will be pleased to make the necessary arrangements at the first opportunity."
+        }
+    },
+    "2004": {
+        "0470_s04_qp_1.pdf": {
+            "1": "this document consists of 18printed pages and 2blank pages. sp (cw/gr) s63847/3 \u00a9 ucles 2004 [turn overuniversity of cambridge international examinations international general certificate of secondary education history 0470/01 paper 1 may/june 2004 1 hour 45 minutes additional materials: answer booklet/paper read these instructions first if you have been given an answer booklet, follow the instructions on the front cover of the booklet. write your centre number, candidate number and name on all the work you hand in.write in dark blue or black pen on both sides of the paper.you may use a soft pencil for any diagrams, graphs or rough working.do not use staples, paper clips, highlighters, glue or correction fluid. answer three questions. section a : answer any twoquestions. section b : answer any onequestion. at the end of the examination, fasten all your work securely together.the number of marks is given in brackets [  ] at the end of each question or part question.",
+            "2": "2 0470/01/m/j/04section a: core content answer any twoquestions from this section. 1study the extract, and then answer the questions which follow. the destiny of italy is becoming clearer, and a happier future is opening up for all of us who stand up for their rights against the oppressor. people of lombardy, we are now coming to offer you thehelp which a brother expects from a brother, and a friend from a friend. charles albert, king of piedmont, 23 march 1848. (a)describe the role of mazzini in the movement towards italian unification. [5] (b)explain why charles albert was unsuccessful in helping lombardy. [7] (c)how far was the unification of italy due to cavour? explain your answer. [8] 2study the picture, and then answer the questions which follow. traditional and western costume in japan, 1873. (a)describe the social changes the meiji emperor introduced. [5] (b)explain why the meiji reforms faced some opposition. [7] (c)\u2018the development of industry was the main reason why japan had become a powerful country by 1914.\u2019 how far do you agree with this statement? explain your answer. [8] \u00a9 ucles 2004",
+            "3": "3 0470/01/m/j/04 [turn over3study the picture, and then answer the questions which follow. the capture of john brown at harper\u2019s ferry, 1859. (a)describe the events at harper\u2019s ferry in 1859. [5] (b)why did the south insist on keeping slavery before the civil war? [7] (c)\u2018slavery was the main reason for the hostility between the north and the south.\u2019 how far do you agree with this statement? explain your answer. [8] \u00a9 ucles 2004",
+            "4": "4 0470/01/m/j/044look at the cartoon, and then answer the questions which follow. germany: it\u2019s rock. i thought it was going to be paper. from a british magazine, 1911. (a)what was the entente cordiale of 1904? [5] (b)why was there a crisis over morocco in 1911? [7] (c)\u2018naval rivalry was the main cause of the first world war.\u2019 how far do you agree with this statement? explain your answer. [8] 5study the extract, and then answer the questions which follow. we have organised reparations where damage and injury have been caused. we have demonstrated that you cannot ignore national rights and liberties. lloyd george speaking about the treaty of versailles, july 1919. (a)what were germany\u2019s main territorial losses under the treaty of versailles? [5] (b)why was germany dissatisfied with the peace treaty? [7] (c)how successful was the league of nations in dealing with disputes during the 1920s? explain your answer. [8] \u00a9 ucles 2004",
+            "5": "5 0470/01/m/j/04 [turn over6study the photograph, and then answer the questions which follow. people in the saar celebrating the results of the 1935 plebiscite. (a)how did the 1935 plebiscite change the situation in the saar? [5] (b)explain why hitler wanted the nazi-soviet pact of 1939. [7] (c)\u2018the policy of appeasement was justified.\u2019 how far do you agree with this statement? explain your answer. [8] 7study the extract, and then answer the questions which follow. so far there has been a worrying lack of progress made in the carrying out of the decisions made in the y alta conference, particularly those related to poland. president roosevelt writing to stalin in april 1945. (a)what was agreed at the y alta conference, 1945? [5] (b)explain why the soviet union blockaded berlin. [7] (c)\u2018the soviet union was to blame for the cold war.\u2019 how far do you agree with this statement? explain your answer. [8] \u00a9 ucles 2004",
+            "6": "6 0470/01/m/j/048study the photograph, and then answer the questions which follow. hungarian rebels in budapest, november 1956. (a)describe the events in hungary in 1956. [5] (b)why did the ussr invade czechoslovakia in 1968? [7] (c)\u2018gorbachev was responsible for the collapse of soviet control over eastern europe.\u2019 how far do you agree with this statement? explain your answer. [8] \u00a9 ucles 2004",
+            "7": "7 0470/01/m/j/04 [turn oversection b: depth studies answer any onequestion from this section. depth study a: germany, 1918\u201345 9study the poster, and then answer the questions which follow. a 1932 election poster. it says \u2018we want work and bread. elect hitler\u2019. (a)describe the munich putsch. [5] (b)why did the support for the nazis increase after the wall street crash of 1929? [7] (c)how important was the \u2018night of the long knives\u2019 in establishing hitler in power in 1933\u201334? explain your answer. [8] \u00a9 ucles 2004",
+            "8": "8 0470/01/m/j/0410study the picture, and then answer the questions which follow. crowds at the 1936 nazi party rally in nuremberg. (a)describe the use of propaganda by hitler to control the german people. [5] (b)why was it important to win the hearts and minds of young people? [7] (c)how popular was the nazi regime with the german people? explain your answer. [8] \u00a9 ucles 2004",
+            "9": "9 0470/01/m/j/04 [turn overdepth study b: russia, 1905\u201341 11study the cartoon, and then answer the questions which follow. a cartoon, drawn about 1900, showing russian society. (a)describe the main features of tsarist rule over russia at the beginning of the twentieth century. [5] (b)explain why nicholas ii survived the 1905 revolution. [7] (c)how important was the first world war in the collapse of tsarist rule? explain your answer. [8] \u00a9 ucles 2004",
+            "10": "10 0470/01/m/j/0412study the extract, and then answer the questions which follow. our history shows russia has been beaten again and again because of her military, industrial and agricultural backwardness. we are 50 or 100 years behind the advanced countries. we mustdevelop not only the whole of our industry, but our transport and our agriculture. we must make this good in ten years. stalin writing in 1931. (a)describe the main features of stalin\u2019s first five y ear plan. [5] (b)explain why stalin introduced collectivisation. [7] (c)how successful was stalin in modernising the soviet union by 1941? explain your answer. [8] \u00a9 ucles 2004",
+            "11": "11 0470/01/m/j/04 [turn overdepth study c: the usa, 1919\u201341 13study the picture, and then answer the questions which follow. unemployed farm workers in the 1920s. (a)what advances did ford make in car production in the period up to 1929? [5] (b)explain why the economy of the usa boomed during the 1920s. [7] (c)to what extent did americans benefit from the boom in the economy in the 1920s? explain your answer. [8] 14study the extract, and then answer the questions which follow. in detroit in 1924 there were 7391 arrests for breaking the prohibition law but only 458 convictions. ten years ago a dishonest policeman was a rarity, now their relationship with the bootleggers isfriendly. they arrest people once in a while, but choose the ones who are least willing to paybribes. from an american magazine, 1925. (a)what was the ku klux klan? [5] (b)why was prohibition abandoned in 1933? [7] (c)how far did the role of women change during the 1920s? explain your answer. [8] \u00a9 ucles 2004",
+            "12": "12 0470/01/m/j/04depth study d: china, 1945\u2013c.1990 15study the photograph, and then answer the questions which follow. a photograph of communist troops advancing in the civil war. (a)describe the problems facing china immediately after the second world war. [5] (b)explain why the communists won the civil war. [7] (c)how far did the chinese people benefit from communist rule during the 1950s? explain your answer. [8] \u00a9 ucles 2004",
+            "13": "13 0470/01/m/j/04 [turn over16study the cartoon, and then answer the questions which follow. the red guards dealing with opponents during the cultural revolution. (a)describe the actions of the red guards in the cultural revolution. [5] (b)explain why mao introduced the cultural revolution. [7] (c)which was affected more by the cultural revolution: chinese society or the chinese economy? explain your answer by reference to each. [8] \u00a9 ucles 2004",
+            "14": "14 0470/01/m/j/04depth study e: southern africa in the twentieth century 17study the picture, and then answer the questions which follow. protesters fleeing from the bullets at sharpeville, 1960. (a)describe the events at sharpeville in march 1960. [5] (b)why was nelson mandela sentenced to life imprisonment in 1964? [7] (c)how effective was government action in stopping opposition to apartheid in the period up to 1976? explain your answer. [8] 18study the extract and then answer the questions which follow. 1.30 p.m. two army helicopters arrive and fly over orlando west high school dropping tear gas to move crowds of youths. 3.00 p.m. large groups of youths are reported to be moving about in different areas. a police anti- terrorist force in camouflage suits and armed with light machine guns arrive. rand daily mail, 17th june 1976. (a)describe the events in soweto in june 1976. [5] (b)why did apartheid begin to collapse in the early 1980s? [7] (c)\u2018f . w. de klerk and nelson mandela were equally important in ending minority rule in south africa.\u2019 do you agree with this statement? explain your answer. [8] \u00a9 ucles 2004",
+            "15": "\u00a9 ucles 200415 0470/01/m/j/0419study the extract, and then answer the questions which follow. the germans tried to make \u2018protection treaties\u2019 with namibian leaders. these treaties were meant to make the german claim to namibia \u2018legal\u2019 according to international law of the imperialiststates. the germans planned to make separate treaties with different leaders. this would divide the namibian communities and aid control. from a namibian secondary school history text book. (a)what did the germans want to get from the \u2018protection treaties\u2019 which they made with namibian leaders? [5] (b)why was there conflict between the germans and the herero after 1885? [7] (c)how far was namibia affected by the first world war? explain your answer. [8] [turn over",
+            "16": "16 0470/01/m/j/04depth study f: israelis and palestinians, 1945\u2013c.1994 20study the picture, and then answer the questions which follow. the king david hotel, july 1946. (a)describe the events of 1946\u201348 leading to britain\u2019s withdrawal from palestine. [5] (b)explain why israel was able to win the war of 1948\u201349. [7] (c)how far was the suez war an arab-israeli conflict? explain your answer. [8] 21study the extract, and then answer the questions which follow. the war began on 6th october 1973. this day was a religious holiday in israel. egyptian and syrian forces launched a surprise attack. on the suez canal only about 400 israeli troops and 30tanks were in place. the israelis were not full-time soldiers. soon they were overrun. a modern history school text book. (a)what territorial gains did israel make in the six day war of 1967? [5] (b)why did the y om kippur war of 1973 occur? [7] (c)how effective was the palestine liberation organisation (plo) in supporting the palestinian cause in the period 1964\u20131990? explain your answer. [8] \u00a9 ucles 2004",
+            "17": "17 0470/01/m/j/04 [turn overdepth study g: the creation of modern industrial society 22study the picture, and then answer the questions which follow. housing in london, 1875. (a)describe housing conditions in mid-nineteenth-century britain. [5] (b)explain why the public health act of 1848 was not effective. [7] (c)\u2018improvements in conditions in the towns in the period up to 1900 were mainly due to the work of joseph chamberlain.\u2019 how far do you agree with this statement? explain youranswer. [8] 23study the extract, and then answer the questions which follow. we declare that we are not members of a trade union; that we do not and will not pay towards the support of any such association.signed .. a declaration that employers made workers sign to say they were not in a trade union. (a)describe the work of friendly societies. [5] (b)explain why the grand national consolidated trades union (gnctu) collapsed. [7] (c)how far was the failure of the chartist movement due to the use of \u2018physical force\u2019? explain your answer. [8] \u00a9 ucles 2004",
+            "18": "18 0470/01/m/j/04depth study h: the impact of western imperialism in the nineteenth century 24study the picture, and then answer the questions which follow. a victorian advertisement showing a tea plantation. (a)describe common features of british colonial rule in africa. [5] (b)why was there a growth in european imperialism in the nineteenth century? [7] (c)\u2018the treaty of nanking showed that china was completely under european control.\u2019 how far do you agree with this view? explain your answer. [8] 25study the extract, and then answer the questions which follow. the french had been one of the first european powers to acquire an african colony. in the 1880s there were 600 000 french settlers in algeria as it was treated as part of france. the algeriansresented the french being there. the french expanded and made tunisia and morocco frenchprotectorates. a school history text book. (a)describe how france and belgium treated people in their colonies in africa. [5] (b)why was the berlin conference, 1884\u201385, important? [7] (c)\u2018european imperialism was more harmful than beneficial to africa\u2019. do you agree with this statement? explain your answer. [8] \u00a9 ucles 2004",
+            "19": "19 0470/01/m/j/04blank page",
+            "20": "20 0470/01/m/j/04blank page copyright acknowledgements: question 1. \u00a9 peter browning. revolutions and nationalities, europe 1825\u20131890 . reproduced by permission of cambridge university press. question 2. \u00a9 hulton getty archives. question 3. \u00a9 hulton getty archives.question 4. \u00a9 punch ltd.question 5. \u00a9 from modern world history (1999) by nigel kelly and greg lacey. reprinted by permission of elsevier.question 6. \u00a9 akg london ltd.question 7. \u00a9 from modern world history (1999) by nigel kelly and greg lacey. reprinted by permission of elsevier.question 8. \u00a9 akg london ltd.question 9. \u00a9 diz m\u00fcnchen gmbh.question 10 the guardian . question 11. terry fiehn. russia and the ussr 1908\u20131941. published by john murray. question 12. terry fiehn. russia and the ussr 1908\u20131941. published by john murray. question 13. \u00a9 brown brothers stock photos.question 14. ben walsh. gcse modern world history. published by john murray. question 15. \u00a9 camera press.question 16. the guardian . question 17. \u00a9 camera press.question 18. mail and guardian. question 19. nangolo mbumba and norbert h noisser. namibia in history . \u00a9 z books ltd., 1988. question 20. \u00a9 popperfoto.question 21. \u00a9 tony mcaleavy. the arab-israeli conflict . published by cambridge university press. reproduced by permission of qca. question 22. \u00a9 hulton getty archives.question 23. b walsh. british and social economic history. published by john murray. question 24. \u00a9 hulton getty archives.question 25. \u00a9 hulton getty archives. every reasonable effort has been made to trace all copyright holders. the publishers would be pleased to hear from anyone whose rights we have unwittingly infringed. university of cambridge international examinations is part of the university of cambridge local examinations syndicate (ucles), which is itself a department of the university of cambridge."
+        },
+        "0470_s04_qp_2.pdf": {
+            "1": "this document consists of 10printed pages and 2blank pages. sp (nf/gr) s64256/4 \u00a9 ucles 2004 [turn overuniversity of cambridge international examinations international general certificate of secondary education history 0470/02 paper 2 may/june 2004 2 hours additional materials: answer booklet/paper read these instructions first if you have been given an answer booklet, follow the instructions on the front cover of the booklet. write your centre number, candidate number and name on all the work you hand in.write in dark blue or black pen on both sides of the paper.you may use a soft pencil for any diagrams, graphs or rough working.do not use staples, paper clips, highlighters, glue or correction fluid. this paper has two options. option a: 19th century topic [p2\u2013p5] option b: 20th century topic [p6\u2013p10] choose oneof these options, and then answer allthe questions on that topic. at the end of the examination, fasten all your work securely together.the number of marks is given in brackets [  ] at the end of each question or part question.",
+            "2": "2 0470/02/m/j/04option a: 19th century topic why were there revolutions in italy in 1848? study the background information and the sources carefully, and then answer allthe questions. background informationin 1848 revolutions broke out in several places in italy. there is much disagreement over what these revolutions were about. some historians see them as nationalist movements fighting for a united italyand against austrian rule, while others see them as attempts at achieving liberal reforms. pope pius ixis sometimes blamed for raising the hopes of the liberals. in the papal states he released thousands ofpolitical prisoners and announced plans for an elected assembly and freedom of the press. this led todemands for similar liberal reforms in other states. other historians argue that most people did not care about the arguments for an italian nation. they point to the failed harvests of 1846 and 1847 and argue that most people simply wanted cheaper food,lower taxes and more land. source a events have been brought about by the brutality of the police and the ferocity of radetzky. four months ago i could never have believed that hatred could have spread everywhere so fast. the armies of spieshave been doubled. people live in continual fear of being arrested even on the slightest excuse. werely on piedmont to save us. from a letter by a milanese politician, february 1848. milan was in lombardy which was ruled by austria. source b my information from the countryside is very alarming, for the whole country is in revolt and even the peasants are armed. here in milan, the streets have been pulled up to an extent you can hardlyimagine. there are hundreds, even thousands, of barricades across the streets. the character of thepeople has been altered as if by magic and fanaticism has taken hold of every age group, every classand both sexes. i have still a few days\u2019 bread left. i cannot obtain anything more. from a dispatch from field marshal radetzky to vienna in march 1848. he was the austrian commander-in-chief of lombardy. he withdrew his troops from milan shortly after sending this dispatch. source c the news that italy had a liberal pope spread through the country like a forest fire. in venice at a meeting of scientists a speaker constantly mentioned pius ix to great applause. in milan young mensurged through the city singing hymns in his honour. in tuscany grand duke leopold copied the popeby freeing the press. alarmed by this popular hysteria, metternich made it treason to shout \u2018long livepius ix\u2019 in lombardy-venetia. in naples king ferdinand cursed \u2018the wretched little priest\u2019 and bannedpeople from cheering him. from a history book published in 1984. \u00a9 ucles 2004",
+            "3": "3 0470/02/m/j/04 [turn oversource d we see there is some desire that we, along with the other princes of italy and their subjects, should join in war against the austrians. we have thought it necessary to proclaim that such action is theopposite to our duty. we reject the treacherous advice published in newspapers, of those who want the pope to be head of a republic of the whole italian people. we do urgently warn the italian people to have no part in theseproposals, which would ruin italy. we urge them to live in loyalty to their sovereigns whose goodwillthey have already experienced. if they do not, they will fail in their duty and will run the risk of splittingitaly herself with fresh disagreements and revolutionary activities. from an official speech by pope pius ix in 1848 after his army commander had disobeyed orders and sent his troops to join charles albert, king of piedmont, who had gone to help the revolution in milan. source e a cartoon drawing of pope pius ix from 1852. \u00a9 ucles 2004",
+            "4": "4 0470/02/m/j/04source f in 1840 our hospitals numbered 72. the milan hospital alone takes in 24 000 sick, while paris, which has four times the population, takes in only three times as many patients. the country is similarlyprovided with engineers who in the city of milan alone amount to around 450, whereas in the whole of france there are only 568. lombardy may well have a larger number of educated families in relation to the uneducated population than any other country in europe. from a speech at a meeting of italian scientists in milan in 1844. source g what the peasant suffers from the most is the lack of money. by hard work the poor man manages to collect together a few lire. from these pathetic earnings, for which the peasant has sweated, the taxcollector takes the greatest part, and sometimes leaves none at all. y ou ask a villager what his greatestburden is. he\u2019ll reply the filippo. the filippo, or personal tax, is for him a misfortune, a calamity. from \u2018the voice of the people\u2019, a newspaper supporting mazzini, published in venetia (which was governed by austria) in march 1848. source h people of corleone, you have been turned into fleshless skeletons just because a few landowners have even sucked out the marrow from your bones. avenge the blood of your ancestors; destroy their cattle and hay. if you present a united front you can overthrow them. a broadsheet published in sicily (which was ruled by the bourbons) in 1848. source i we have conquered. we have made the austrians flee. we have sworn never to lay down our weapons, we swear it again with the generous prince who associates himself with our glory \u2013 all italyswears it and so it shall be. to arms then, to arms, to secure the fruits of our glorious revolution \u2013 to fight the last battle of independence and the italian union. issued by the provisional government in milan, set up by revolutionaries. it was published in april 1848 just after charles albert, king of piedmont, had agreed to support the revolutionaries and declare war on austria. source j i hasten to warn you that i have today received in audience the famous general garibaldi, who has arrived in genoa. he and his sixty followers have offered to join me. the famous republicanproclamations of this self-styled general make it absolutely impossible for us to accept them in thearmy, and particularly to make garibaldi a general \u2013 this would be a dishonour to the army. as i thinkhe will be going to turin, where he will not lack support, be ready for his attack. the best would be ifthey went off to any other place; and to encourage him and his brave fellows they might perhaps begiven a subsidy on condition they go away. charles albert, writing to his war office, july 1848. \u00a9 ucles 2004",
+            "5": "5 0470/02/m/j/04 [turn overnow answer allthe following questions. y ou may use any of the sources to help you answer the questions, in addition to those sources which you are told to use. in answering the questions youshould use your knowledge of the topic to help you interpret and evaluate the sources. 1study sources a and b. how far do these sources agree about the situation in milan? explain your answer using details of the sources. [7] 2study sources c and d. are you surprised by what the pope said in source d? explain your answer using details of the sources and your own knowledge. [8] 3study source e. why do you think this cartoon was drawn? explain your answer using details of the source and your own knowledge. [7] 4study sources f , g and h. \u2018sources g and h prove that source f is wrong.\u2019 how far do you agree with this statement? explain your answer using details of the sources and your own knowledge. [8] 5study sources i and j. do these two sources prove that charles albert had changed his mind? explain your answer using details from the sources and your own knowledge. [8] 6study allthe sources. how far do the sources support the view that the revolutions in italy in 1848 were caused only by hatred of austrian rule? use the sources to explain your answer. [12] \u00a9 ucles 2004",
+            "6": "6 0470/02/m/j/04option b: 20th century topic why did the usa introduce the marshall plan? study the background information and the sources carefully, and then answer allthe questions. background informationat the end of the second world war all the european countries were close to economic ruin. in contrast, america\u2019s economy was booming. in 1947 america offered marshall aid to europe. theussr saw this as an aggressive move by the usa to gain control of europe. the americangovernment claimed it was a defensive measure against the spread of communism. source a marshall and his advisers feared that unless generous american aid to europe was provided soon, there would be a severe slump in western europe which would have dire effects on the americaneconomy. such a serious economic crisis might encourage the people of western europe to turn tocommunism and the soviet union. in a speech at harvard university on 5 june 1947 marshall called for an effort to help the economic revival of europe. this would ensure the continued prosperity of the american economy. an offer ofhelp was also extended to the soviet union and the eastern european states, although the usgovernment hoped it would be refused. in view of the hostility in the usa towards the soviet union, itwas not likely that congress would have passed the programme if it had been linked to massive aid tothe soviet union. molotov, the soviet foreign minister, attended a conference with america and countries interested in marshall aid in july 1947 to discover the terms on which the aid might be available. however, he soonleft the meeting refusing to supply the economic data that america demanded. this suggests thatstalin had not yet decided on a split with the united states. y et he could not afford to open the sovietunion to the spying eyes of marshall aid planners. from a recent history book published in britain in the 1980s. source b molotov understood the soviet union needed help. he said that the united states\u2019 offer of help should be welcomed. his reaction to the marshall plan was positive. stalin, with his suspicious nature, didn\u2019tlike it: \u2018this is a trick by truman. they don\u2019t want to help us. what they want is to infiltrate europeancountries.\u2019 from a recent interview with vladimir y erofeyev who worked in the soviet foreign ministry in 1947. \u00a9 ucles 2004",
+            "7": "7 0470/02/m/j/04 [turn oversource c it is now clear that the marshall plan is just part of the truman doctrine. the us government counted on the cooperation of the governments of the united kingdom and france to persuade the europeancountries to give up their right to plan their economies in their own way. the usa also planned to makeall those countries dependent on america. this would help it avoid the approaching depression byincreasing the export of their goods to europe. it is becoming more and more clear to everyone that the marshall plan will place european countries under the economic and political control of the usa. from a speech by andrei vyshinsky, the soviet deputy foreign minister, to the united nations in september 1947. source d a british cartoon, june 1947. marshall, on the left, is saying to molotov, \u2018which hand will you have, comrade?\u2019 source e the truman doctrine and marshall plan were always two halves of the same walnut. truman speaking in 1948. \u00a9 ucles 2004",
+            "8": "8 0470/02/m/j/04source f an american cartoon published in 1947. the man on the left is marshall. he is saying \u2018come on sam! it\u2019s up to us again.\u2019 source g a soviet cartoon published in 1947. the figures kneeling represent the european countries. they are kneeling in front of the us dollar. \u00a9 ucles 2004",
+            "9": "9 0470/02/m/j/04 [turn oversource h \u2022 soviet policy is a continuation of traditional russian policy of hostility towards the outside world. \u2022 russian leaders feel threatened and insecure because they know that the west is more advanced. in order to remove the threat, russian leaders are determined to destroy thewestern world. \u2022 communism has made matters worse. marxist ideas encourage the soviet leaders to be absolutely ruthless. \u2022 the soviet union will use every method possible to smash democracy in the western world. a summary of the main points in george kennan\u2019s telegram to the us government in february 1946. kennan was an american diplomat based at the american embassy in moscow. his telegram had a big impact on the us government which sent copies to all its officials. source i our policy is directed not against any country or doctrine but against hunger, poverty, desperation and chaos. its purpose should be the revival of a working economy in the world so as to permit theemergence of political and social conditions in which free institutions can exist. any country that iswilling to assist in the task of recovery will find full cooperation from the us government. the us secretary of state, george c. marshall, announcing the marshall plan in june 1947. \u00a9 ucles 2004",
+            "10": "10 0470/02/m/j/04now answer allthe following questions. y ou may use any of the sources to help you answer the questions, in addition to those sources which you are told to use. in answering the questions youshould use your knowledge of the topic to help you interpret and evaluate the sources. 1study source a. who does the author blame more for the increasing tensions of the cold war \u2013 the usa or the ussr? explain your answer using details of the source. [6] 2study sources a and b. are you surprised by what source b tells you? explain your answer using the sources and your own knowledge. [8] 3study sources c, d and e. how far do sources d and e agree with source c? explain your answer using the sources and your own knowledge. [9] 4study sources f and g. are the messages of these two cartoons the same? explain your answer using details of the sources. [7] 5study sources h and i. does source h mean that marshall is lying in source i? explain your answer using details of the sources and your own knowledge. [8] 6study allthe sources. how far do the sources support the view that the usa introduced the marshall plan as a way of gaining control of europe? use the sources to explain your answer. [12] \u00a9 ucles 2004",
+            "11": "11 0470/02/m/j/04blank page",
+            "12": "12 0470/02/m/j/04blank page copyright acknowledgements: option a: source a. \u00a9 a. stiles. the unification of italy, 1815\u201370 (2001). published by hodder arnold. option a: source b. \u00a9 a. stiles. the unification of italy, 1815\u201370 (2001). published by hodder arnold. option a: source c. w. shreeves, nation making in 19thcentury europe . published by nelson. option a: source d. \u00a9 a. stiles. the unification of italy, 1815\u201370 (2001). published by hodder arnold. option a: source e. \u00a9 a. stiles. the unification of italy, 1815\u201370 (2001). published by hodder arnold. option a: source f. \u00a9 a. stiles. the unification of italy, 1815\u201370 (2001). published by hodder arnold. option a: source g. \u00a9 a. stiles. the unification of italy, 1815\u201370 (2001). published by hodder arnold. option a: source h. \u00a9 a. stiles. the unification of italy, 1815\u201370 (2001). published by hodder arnold. option a: source i. \u00a9 a. stiles. the unification of italy, 1815\u201370 (2001). published by hodder arnold. option a: source j. w. shreeves, nation making in 19thcentury europe . published by nelson. option b: source a. \u00a9 m dockrill. the cold war, 1945\u201363 . reproduced with permission of palgrave macmillan. option b: source b. \u00a9 extract from cold war by j. isaacs and t. downing published by bantam press. used by permission of transworld publishers, a division of the random house group ltd. option b: source c. david elch. modern european history 1871\u20131975 . published by heinemann publishers ltd. option b: source d. \u00a9 david low. atlantic syndication . option b: source e. \u00a9 p fisher. the great power struggle . published by blackwell publishers. option b: source f. \u00a9 punch ltd.option b: source g. cartoon from cold war by j. isaacs and t. downing published by bantam press. used by permission of transworld publishers, a division of the random house group ltd. option b: source h. \u00a9 t mcaleavy. modern world history . published by cambridge university press. option b: source i. j. traynor. europe . published by nelson. every reasonable effort has been made to trace all copyright holders. the publishers would be pleased to hear from anyone whose rights we have unwittingly infringed. university of cambridge international examinations is part of the university of cambridge local examinations syndicate (ucles), which is itself a department of the university of cambridge."
+        },
+        "0470_s04_qp_4.pdf": {
+            "1": "this document consists of 11printed pages and 1blank page. sp (cw/gr) s63633/6 \u00a9 ucles 2004 [turn overuniversity of cambridge international examinations international general certificate of secondary education history 0470/04 paper 4  alternative to coursework may/june 2004 1 hour additional materials: answer booklet/paper read these instructions first if you have been given an answer booklet, follow the instructions on the front cover of the booklet. write your centre number, candidate number and name on all the work you hand in.write in dark blue or black pen on both sides of the paper.you may use a soft pencil for any diagrams, graphs, music or rough working.do not use staples, paper clips, highlighters, glue or correction fluid. answer the questions on onedepth study. at the end of the examination, fasten all your work securely together.the number of marks is given in brackets [  ] at the end of each question or part question.",
+            "2": "2 0470/04/m/j/04depth study a: germany, 1918\u201345 1study the sources, and then answer the questions which follow. source a the treaty of versailles was criticised not only by the germans. the french thought that it was not harsh enough and in 1920 voted out clemenceau in a general election. lloyd george received ahero\u2019s welcome when he returned to britain. however, later he described the treaty as a \u2018greatpity\u2019 and said that he believed another war would happen because of it. wilson was verydisappointed with the treaty. he said that if he were a german he would not have signed it. theamerican congress refused to approve the treaty. from a british textbook published in 2001. source b the allies could have done anything they liked with germany if only they had shown a wish for reconciliation. germans were prepared to make reparations for the wrong done by their leaders.now you hear the same thing over and over again, \u2018our hatred for our conquerors will only endwhen we have our revenge.\u2019 princess bluecher writing in 1920. she was an englishwoman married to a member of the  german royal family. (a) (i) study source a. what does this tell you about the treaty of versailles? support your answer with reference to the source. [6] (ii) study source b. how far does this source show that the allies were wrong to punish germany in the treaty of versailles? explain your answer. [7] (iii) study both sources. is one of these sources more useful than the other to explain german attitudes to the treaty? explain your answer. [7] (b) (i) what were the november criminals? [2] (ii) describe the kapp putsch of 1920. [4] (iii) why was there a threat to the weimar government from political extremists between 1919 and 1923? [6] (iv) \u2018the main reason why the nazis had little success in the 1920s was because germany became more prosperous.\u2019 do you agree? explain your answer. [8] \u00a9 ucles 2004",
+            "3": "3 0470/04/m/j/04 [turn overdepth study b: russia, 1905\u20131941 2study the sources, and then answer the questions which follow. source a the interference of foreign countries in russia had important effects on the civil war. the men, weapons and money these countries provided prolonged the savage fighting. however, foreignintervention united the russian people, who now saw the war as a defence of mother russia. from a british history book published in 1990. source b about 70 per cent of the russian population, which includes the majority of the peasants, do not oppose the bolsheviks. this lack of hostility is an advantage to the bolsheviks, whose influenceamong the peasants is almost all due to the land issue. from a report by a british agent in russia during the civil war, 1918 . (a) (i) study source a. what can you tell from this source about foreign interference in the russian civil war? support your answer with reference to the source. [6] (ii) study source b. how far does this source show that the bolsheviks had the support of the russian people? explain your answer. [7] (iii) study both sources. is one of these sources more useful than the other as evidence of why the bolsheviks won the civil war? explain your answer. [7] (b) (i) name twoforeign countries that intervened in the russian civil war. [2] (ii) describe the role of the cheka during the civil war. [4] (iii) why did lenin introduce war communism? [6] (iv) how far was the leadership of trotsky responsible for the bolshevik victory in the civil war? explain your answer. [8] \u00a9 ucles 2004",
+            "4": "4 0470/04/m/j/04depth study c: the usa, 1919\u20131941 3study the sources, and then answer the questions which follow. source a the wall street crash was the result of a trick to strengthen the rich and make beggars out of the weak. millionaires were made overnight from the life savings of others. it was wall street againstthe world with their secret \u2018smart money\u2019 sell off. the bankers were in power and all throughoctober 1929 new y ork banks and investment firms were changing shares to cash. the presentadministration now understands all the republican tricks and there will not be another depressionsuch as hoover and the republicans caused. an american owner of a small business which went bankrupt in the depression, speaking in 1938. source b on black thursday, 24 october 1929, almost $9 billion was knocked off the value of shares. the big six bankers got together to buy shares to rally the market. by the end of the day losses werecut to only $3 billion. on friday, 25 october, president hoover gave a speech on the strength ofthe economy and the market held steady on friday and saturday. on monday, stocks plunged and $10 to $14 billion was lost. the big six and their friends had decided to sell quietly, and actually made a profit. tuesday, 29 october, was the worst day \u2013 morethan 16 million shares were sold and $32 billion had been lost. a british historian describing the wall street crash of 1929. (a) (i) study source a. what can you tell from this source about american reactions to the wall street crash of 1929? support your answer with reference to the source. [6] (ii) study source b. how far does this source show that the bankers were responsible for the wall street crash? explain your answer. [7] (iii) study both sources. is one of these sources more useful than the other in explaining why so many people were ruined as a result of the wall street crash? explain your answer. [7] (b) (i) give twoof the weaknesses in the american banking system during the 1920s. [2] (ii) what was meant by \u2018buying on the margin\u2019 and what results did this have before october 1929? [4] (iii) why did some americans not share in the prosperity of the 1920s? [6] (iv) how far do you agree that the stock market crash of 1929 was the most important cause of the great depression? explain your answer. [8] \u00a9 ucles 2004",
+            "5": "5 0470/04/m/j/04 [turn overdepth study d: china, 1945\u2013c.1990 4study the sources, and then answer the questions which follow. source a i saw rows of teachers, about 40 or 50 in all, with black ink poured over their heads and faces. they were holding notices with such words as \u2018class enemy\u2019. hanging from their necks werebuckets full of rocks. i saw the school principal. the bucket round his neck was so heavy that thewire had cut deep into his neck and he was staggering. in 1972, an eyewitness describes a scene during the cultural revolution.  source b i spent years as a revolutionary. i missed years of normal growing up. today, i want to give something back to the motherland, but i did not finish my schooling and i have no qualifications. a former red guard, speaking in 1980. (a) (i) study source a. what does this source tell you about the cultural revolution? support your answer with reference to the source. [6] (ii) study source b. how far does this source show that red guards regretted their involvement in the cultural revolution? explain your answer. [7] (iii) study both sources. is one of these sources more useful than the other as evidence about the cultural revolution? explain your answer. [7] (b) (i) what was mao\u2019s \u2018little red book\u2019? [2] (ii) describe the role of the red guards during the cultural revolution. [4] (iii) why did mao introduce the cultural revolution? [6] (iv) how far did mao make a serious mistake in introducing the cultural revolution? explain your answer. [8] \u00a9 ucles 2004",
+            "6": "6 0470/04/m/j/04depth study e: southern africa in the twentieth century 5study the sources, and then answer the questions which follow. source a the british won the boer war but then gave the boers back their old republics and gave them a nice little present of the cape and natal! now the south african party are in power they are gettingrid of the englishmen in the civil service. when they\u2019ve finished with the british the boers willmake a law declaring it a crime for a native to live in south africa unless he is a servant of a boerand then it will be just one step to complete slavery. we can send as many delegations as we liketo london to protest but it will make no difference. the view of a black south african in 1912. source b the native national congress asked the government in 1913 not to pass the land act as it would be very cruel and end the economic independence of the natives. missionary groups, whorepresented hundreds of thousands of natives, pleaded for justice. they said that before passingsuch a law the government should at least provide locations to which the evicted squatters couldgo. even the transvaal landowners society, who wanted to separate whites from blacks, urgedthat more time was needed to listen to the country and make amendments. written in 1916 by sol plaatje, one of the first members of the native national congress. (a) (i) study source a. what impression does this source give of black attitudes to the british in 1912? support your answer with reference to the source. [6] (ii) study source b. how far does this source show that south africans were united in opposing the 1913 land act? explain your answer. [7] (iii) study both sources. is one of these sources more useful than the other as evidence about the policies of the south african party after 1910? [7] (b) (i) give twoterms of the 1913 land act. [2] (ii) describe the effects the land act had on black farmers. [4] (iii) why did the british government not help the black farmers? [6] (iv) \u2018the 1913 land act was the most damaging segregationist policy for non-white south africans up until 1939.\u2019 how far do you agree? explain your answer. [8] \u00a9 ucles 2004",
+            "7": "7 0470/04/m/j/04 [turn overdepth study f: israelis and palestinians, 1945\u2013c.1994 6study the sources, and then answer the questions which follow. source a y ou want us to live together in this part of the world, and i tell you quite sincerely that egypt welcomes you with all peace and security. this in itself marks a historic change. we used to rejectyou, to call you the \u2018so-called israel\u2019, but today i declare to the whole world that we should live withyou in a just and lasting peace. from president sadat\u2019s speech to the knesset, november 1977. source b a british cartoon commenting on palestinian reaction to sadat\u2019s visit to israel, november 1977. (a) (i) study source a. what does this source tell you about president sadat\u2019s attitude to israel? support your answer with reference to the source. [6] (ii) study source b. how far does this source show that sadat\u2019s visit to israel was a failure? explain your answer. [7] (iii) study both sources. is one of these sources more useful than the other as evidence about arab-israeli relations? explain your answer. [7] (b) (i) give twoterms of the camp david agreements. [2] (ii) what benefits did the egypt-israel peace treaty of march 1979 bring to both countries? [4] (iii) why was there so much arab opposition to sadat\u2019s peace initiative? [6] (iv) how far do you agree that the usa has done more to bring peace to the middle east since 1979 than the arab countries? explain your answer. [8] \u00a9 ucles 2004",
+            "8": "8 0470/04/m/j/04depth study g: the creation of modern industrial society 7study the sources, and then answer the questions which follow. source a the railway transports goods at much lower charges than any of the former carriers. even though they have their faults, these iron roads have increased the wealth of the people of this country.they save the public time in travel and money in fares and tolls. they have given us the pennypost and reduced the cost of many goods of general consumption. from an article in a popular magazine of 1856. source b we must decide whether it is desirable that the nation should continue to enjoy the quiet rural or agricultural life, or that it should be launched into the bustle and excitement of commerce andmanufacture. it must be admitted that the old ways are passing and it is feared that the iron agehas come. henry booth, treasurer of the liverpool and manchester railway, writing in 1830. source c a print of a railway disaster near london in 1861. \u00a9 ucles 2004",
+            "9": "9 0470/04/m/j/04 [turn over(a) (i) study source a. what can you tell from this source about the impact of railways? support your answer with reference to the source. [6] (ii) study source b. how far does this source show that people approved of the development of railways? explain your answer. [7] (iii) study all three sources. how useful are these sources as evidence that railways were beneficial to the general public? explain your answer. [7] (b) (i) name twoearly railway engineers. [2] (ii) what objections were made to the building of railways? [4] (iii) why did railways grow so rapidly in the 1840s? [6] (iv) how important were railways for the working-class people of britain in the nineteenth century? explain your answer. [8] \u00a9 ucles 2004",
+            "10": "10 0470/04/m/j/04depth study h: the impact of western imperialism in the nineteenth century 8study the sources, and then answer the questions which follow. source a british soldiers lack skill in using fists and swords like proper fighters. also, their legs are firmly bound with cloth so it is very inconvenient for them to stretch. the soldiers can do little harm and,therefore, what is called their power can be controlled without difficulty. a comment by a chinese official following the chinese destruction of a cargo of opium imported by british merchants in 1839. source b england has, at this solemn time, to teach the chinese to leave behind superstition, break its chains, and come humbly to the religion of christ. from the magazine \u2018the illustrated london news\u2019, in 1842, during the first opium war. source c a boxer poster showing men recruiting in a village and saying, \u2018to protect our country, expel the foreign bandits and kill christian converts\u2019. \u00a9 ucles 2004",
+            "11": "11 0470/04/m/j/04(a) (i) study source a. what does this source tell you about chinese attitudes to the west? support your answer by reference to the source. [6] (ii) study source c. how far does this source explain the support for the boxer rising in 1900? explain your answer. [7] (iii) study all three sources. how useful are these sources for showing the conflict between china and the west was the fault of the chinese? explain your answer. [7] (b) (i) name two countries other than britain which gained trading rights in china in the nineteenth century. [2] (ii) what did china lose from the opium wars? [4] (iii) why did the boxer rising fail? [6] (iv) \u2018despite military success the west never managed to impose western ways on chinese life and culture, down to 1914.\u2019 how far do you agree? explain your answer. [8] \u00a9 ucles 2004",
+            "12": "12 0470/04/m/j/04blank page copyright acknowledgements: depth study a: source a. ben walsh. history in focus. john murray 2001. depth study a: source b. ben walsh. history in focus. john murray 2001. depth study b: source a. \u00a9 clare baker. russia 1917\u201345. published by heinemann 1990. depth study b: source b. alan white. russia and the ussr . harpercollins publishers ltd. depth study d: source a. neil de marco. the world this century . harpercollins publishers ltd. depth study d: source b. \u00a9 bryn o\u2019callaghan. a history of the twentieth century. reproduced by permission of pearson education.depth study f: source a. \u00a9 qualifications and curriculum authority. depth study f: source b. \u00a9 qualifications and curriculum authority. depth study g: source c. \u00a9 hulton getty archives.depth study h: source c. c. fitzgerald and m. roper. china: a world so changed . thomas nelson, 1972. every reasonable effort has been made to trace all copyright holders. the publishers would be pleased to hear from anyone whose rights we have unwittingly infringed. university of cambridge international examinations is part of the university of cambridge local examinations syndicate (ucles), which is itself a department of the university of cambridge."
+        },
+        "0470_w04_qp_1.pdf": {
+            "1": "this document consists of 17printed pages and 3blank pages. sp (sm) s64370/3 \u00a9 ucles 2004 [turn overuniversity of cambridge international examinations  international general certificate of secondary education history 0470/01 paper 1 october/november 2004 1 hour 45 minutes additional materials: answer booklet/paper read these instructions first if you have been given an answer booklet, follow the instructions on the front cover of the booklet. write your centre number, candidate number and name on all the work you hand in.write in dark blue or black pen on both sides of the paper.you may use a soft pencil for any diagrams, graphs or rough working.do not use staples, paper clips, highlighters, glue or correction fluid. answer three questions. section a (core content): answer any twoquestions. section b (depth studies): answer any onequestion. at the end of the examination, fasten all your work securely together.the number of marks is given in brackets [  ] at the end of each question or part question.",
+            "2": "2 0470/01 o/n/04section a (core content) answer any twoquestions from this section. 1study the extract, and then answer the questions which follow. germany doesn\u2019t look to prussia\u2019s liberalism, but its power. prussia must gather and consolidate her strength in readiness for the favourable moment. not by means of speeches and majorityverdicts will the great decisions of the time be made \u2013 that was the great mistake of 1848 and1849 \u2013 but by blood and iron. bismarck speaking to the prussian parliament, september 1862. (a)describe the events which led to the setting up of the frankfurt parliament. [5] (b)why did the frankfurt parliament fail? [7] (c)how far did bismarck plan the unification of germany? explain your answer. [8] 2study the extract, and then answer the questions which follow. i believe this government cannot survive, half slave and half free. i do not expect the union to be dissolved; i do not expect the house to fall: but i do expect it will cease to be divided. it will becomeall one thing, or all the other. abraham lincoln, 1858. (a)what was the dred scott case? [5] (b)why were the southern states alarmed by the election of lincoln as president? [7] (c)was the civil war a disaster for the south? explain your answer. [8] \u00a9 ucles 2004",
+            "3": "3 0470/01 o/n/04 [turn over3 study the picture, and then answer the questions which follow. the port of nagasaki at the time of perry\u2019s visit. (a)describe perry\u2019s expeditions to japan. [5] (b)explain why the japanese restored supreme political power to the meiji emperor in 1868. [7] (c)how far had japan been modernised by 1900? explain your answer. [8] 4 study the extract, and then answer the questions which follow. the news spread rapidly through the whole of paris and within a short time crowds of men were marching arm in arm through the streets singing the national anthem and shouting, \u2018to berlin!\u2019. a french newspaper report from 1 august 1914. this was the day the french president announced mobilisation. (a)describe the anglo-german naval rivalry that existed in the early years of the twentieth century. [5] (b)why did france begin to mobilise its forces in early august 1914? [7] (c)\u2018in august 1914 a german army marched into belgium.\u2019 was this action the main reason for the first world war? explain your answer. [8] \u00a9 ucles 2004",
+            "4": "4 0470/01 o/n/045 study the extract, and then answer the questions which follow. we want a peace which will be just. we want a stern peace because the occasion demands it, but the severity must not be for vengeance, but for justice. above all we want to protect the futureagainst a repetition of the horrors of this war. lloyd george speaking about the paris peace conference. (a)describe what clemenceau and lloyd george each wanted to achieve in the peace settlement of 1919\u201320. [5] (b)why did the treaty of versailles cause problems for germany in the years up to 1923? [7] (c)was the treaty of versailles fair? explain your answer. [8] 6 study the cartoon, and then answer the questions which follow. a british cartoon about the league of nations. (a)what were the aims of the league of nations? [5] (b)why did the league of nations have some successes during the 1920s? [7] (c)how far can the failure of the league of nations in the 1930s be blamed on the great depression? explain your answer. [8] \u00a9 ucles 2004",
+            "5": "5 0470/01 o/n/04 [turn over7 study the extract, and then answer the questions which follow. the berlin wall is an open attempt to remove the right to free movement throughout the city, in direct opposition to the four power agreement reached in paris on 20 june 1949. dean rusk, us secretary of state, speaking in august 1961. (a)describe how the berlin wall affected the people living in berlin. [5] (b)why was the berlin wall built? [7] (c)how far can the decline of soviet power in eastern europe be blamed on the solidarity movement? explain your answer. [8] 8 study the extract, and then answer the questions which follow. it was a beautiful autumn evening, the height of the crisis, and i went out into the open air to smell it, because i thought it was the last saturday i would ever see. a close adviser of president kennedy talking about the evening of 27 october 1962. (a)describe relations between cuba and the usa in the period 1959\u20131961. [5] (b)why was the usa concerned about soviet missiles in cuba? [7] (c)khrushchev claimed that the cuban missile crisis was a victory for the soviet union. do you agree with this view? explain your answer. [8] \u00a9 ucles 2004",
+            "6": "6 0470/01 o/n/04section b (depth studies) answer any onequestion from this section. depth study a: germany, 1918\u201345 9 study the extract, and then answer the questions which follow. we demand the union of all germans in greater germany. all citizens shall have equal rights and duties. extracts from the nazi party programme, 1920. (a)describe the ideas and policies of the nazi party in the 1920s. [5] (b)explain why the nazi party had little success before 1930. [7] (c)\u2018the effects of the wall street crash provided the main reason why hitler was able to become chancellor of germany by 1933.\u2019 do you agree with this statement? explain your answer. [8] 10 study the photograph, and then answer the questions which follow. men ready to start work on the first autobahn, 1933. (a)describe the actions taken by hitler to reduce unemployment. [5] (b)why did the nazis discourage women from going out to work? [7] (c)how total was the control the nazis had over the german people before 1939? explain your answer. [8] \u00a9 ucles 2004",
+            "7": "7 0470/01 o/n/04 [turn overdepth study b: russia, 1905\u201341 11 study the picture, and then answer the questions which follow. the red army seizing grain during the civil war. (a)describe war communism. [5] (b)explain why the bolsheviks were successful in the civil war, 1918\u201321. [7] (c)\u2018lenin\u2019s new economic policy (nep) was a success.\u2019 how far do you agree with this statement? explain your answer. [8] 12 study the extract, and then answer the questions which follow. of course everyone stood up. for three to four minutes the loud applause for stalin\u2019s speech continued. who would be the first to stop? nkvd men were standing in the hall waiting to see whostopped first. after 11 minutes the owner of a factory sat down and to a man everyone elsestopped and sat down. they had been saved! that same night the factory owner was arrested. from a book published in 1973. (a)describe how stalin became leader of the soviet union. [5] (b)explain why stalin introduced the purges. [7] (c)\u2018stalin was a disaster for the soviet union.\u2019 do you agree with this statement? explain your answer. [8] \u00a9 ucles 2004",
+            "8": "8 0470/01 o/n/04depth study c: the usa, 1919\u201341 13 study the chart, and then answer the questions which follow. companies going out of business (thousands) consequences of the wall street crash. (a)what was the \u2018wall street crash\u2019? [5] (b)why was hoover unsuccessful in dealing with the effects of the crash? [7] (c)how far were hoover\u2019s failings responsible for roosevelt winning the 1932 election? explain your answer. [8] 14 study the extract, and answer the questions which follow. the bank rescue of 1933 was probably the turning point of the depression. when people were able to survive the shock of having all the banks closed, and then see them open up again, withtheir money protected, there began to be confidence. good times were coming. from the memoirs of one of roosevelt\u2019s advisers. (a)describe how roosevelt dealt with the banks to avoid economic disaster. [5] (b)why did roosevelt set up the tennessee valley authority (tva)? [7] (c)\u2018the new deal was a success.\u2019 how far do you agree with this statement? explain your answer. [8] \u00a9 ucles 20041929 104 122 133 1541930 1931 1932",
+            "9": "9 0470/01 o/n/04 [turn overdepth study d: china, 1945\u2013c.1990 15 study the photograph, and then answer the questions which follow. the trial of a landlord before a people\u2019s court, 1953. (a)what was a \u2018 commune\u2019 in communist china? [5] (b)why was land reform introduced in 1950? [7] (c)how successful were mao\u2019s economic policies between 1952 and 1961? explain your answer. [8] \u00a9 ucles 2004",
+            "10": "10 0470/01 o/n/0416 study the cartoon, and then answer the questions which follow. \u2018testing the water\u2019, a cartoon drawn at the time of president nixon\u2019s visit to beijing. (a)describe china\u2019s relations with taiwan and hong kong after 1949. [5] (b)why did china agree to closer relations with the usa after 1970? [7] (c)how far did mao\u2019s death in 1976 produce a change in china\u2019s relations with the rest of the world? explain your answer. [8] \u00a9 ucles 2004",
+            "11": "11 0470/01 o/n/04 [turn overdepth study e: southern africa in the twentieth century 17 study the photograph, and then answer the questions which follow. a child in a british concentration camp during the war of 1899\u20131902. (a)who were the uitlanders? [5] (b)why did the boer war break out in 1899? [7] (c)how far was the boer war (1899\u20131902) a total victory for the british? explain your answer. [8] \u00a9 ucles 2004",
+            "12": "12 0470/01 o/n/0418 study the chart, and then answer the questions which follow. workers in manufacturing in south africa in 1939 and 1945. (a)what economic changes took place in south africa during world war two? [5] (b)explain why the national party won the election of 1948. [7] (c)how far did the election of the national party in 1948 change south africa? explain your answer. [8] \u00a9 ucles 2004",
+            "13": "13 0470/01 o/n/04 [turn over19 study the cartoon, and then answer the questions which follow. un: \u2018let go, this is mine!\u2019   sa: \u2018never, i\u2019ve got my rights!\u2019 a cartoon about the quarrel between south africa and the united nations over south west africa. (a)describe the events which ended in the windhoek massacre of december 1959. [5] (b)why were south africa and the united nations in dispute over south west africa in the period 1945 to the ending of the mandate in 1966? [7] (c)how far do you agree that swapo and the united nations were equally important in achieving independence for namibia? explain your answer. [8] \u00a9 ucles 2004",
+            "14": "14 0470/01 o/n/04depth study f: israelis and palestinians, 1945\u2013c.1994 20 study the extract, and then answer the questions which follow. his majesty\u2019s government have no power to award the country either to the jews or the arabs, or even to partition it. we have, therefore, decided that the only course now open to usis to submit the problem to the judgement of the united nations. the british foreign secretary speaking in parliament, 1947. (a)describe the events of 1947\u201348 which followed the announcement that britain was to hand palestine to the united nations. [5] (b)why did britain decide to hand palestine over to the united nations? [7] (c)did the war of 1967 create more problems than it solved? explain your answer. [8] 21 study the photograph, and then answer the questions which follow. carter, begin and sadat signing, in 1979, the agreements reached at camp david in 1978. (a)what was agreed between sadat and begin at camp david in september 1978? [5] (b)why did sadat agree to begin negotiations with israel? [7] (c)\u2018the involvement of the united states in the arab-israeli conflict has been disastrous.\u2019 how far do you agree with this statement? explain your answer. [8] \u00a9 ucles 2004",
+            "15": "15 0470/01 o/n/04 [turn overdepth study g: the creation of modern industrial society 22 study the extract, and then answer the questions which follow. all the stage coaches except one have stopped running. the post all travels by the railway at a great saving. the canals have reduced their charges by 30%. the factory owners inmanchester have saved twenty thousand pounds per year on transporting cotton. transportof milk and garden produce is quicker. an official document describing the impact of the liverpool and manchester railway, 1832. (a)describe the disadvantages of moving goods by road in britain around 1800. [5] (b)why were the stephensons important to the early development of railways? [7] (c)\u2018the effects of the building of railways were greater for industry than for everyday life in the period up to 1900.\u2019 how far do you agree with this statement? explain your answer. [8] \u00a9 ucles 2004",
+            "16": "16 0470/01 o/n/0423 study the picture, and then answer the questions which follow. working conditions in a cotton factory. (a)describe working conditions in most textile mills in the early nineteenth century. [5] (b)why was there a need to increase coal production during the nineteenth century? [7] (c)how far had working conditions in mines and factories been improved by 1850? explain your answer. [8] \u00a9 ucles 2004",
+            "17": "17 0470/01 o/n/04depth study h: the impact of western imperialism in the nineteenth century 24 study the extract, and then answer the questions which follow. we have all the things we need. we do not place any value on strange and ingenious objects and have no use for your manufactures. the chinese emperor speaking in 1793. (a)describe china\u2019s attitude towards foreign countries in the early nineteenth century. [5] (b)why did the opium trade in the 1830s cause problems for china? [7] (c)\u2018the self-strengthening movement had little effect on china.\u2019 how far do you agree with this statement? explain your answer. [8] 25 study the illustration, and then answer the questions which follow. procession through delhi to acclaim queen victoria as empress of india, 1877. (a)describe the british system of government in india after 1858. [5] (b)why did the indian mutiny of 1857 take place? [7] (c)\u2018the presence of the british made little difference to the lives of indians in the fifty years before 1900.\u2019 how far do you agree with this statement? explain your answer. [8] \u00a9 ucles 2004",
+            "18": "18 0470/01 o/n/04blank page \u00a9 ucles 2004",
+            "19": "19 0470/01 o/n/04blank page \u00a9 ucles 2004",
+            "20": "20 0470/01 o/n/04blank page copyright acknowledgements: section a: question 3. \u00a9 hulton getty archives. section a: question 5. ben walsh. modern wolrd history. john murray. section a: question 6. \u00a9 punch ltd.section a: question 7. nigel kelly and rosemary reed. the modern world. heinemann publishers ltd. section a: question 8. ben walsh. essential world history. john murray. section b: question 9. nigel kelly and rosemary reed. the modern world. heinemann publishers ltd. section b: question 10. \u00a9 institut f\u00fcr stadtgeschichte frankfurt a. m.section b: question 11. \u00a9 by permission of the british library. british library shelfmark: 1856.g.8 (28). section b: question 12. ben walsh. modern world history. john murray. section b: question 14. ben walsh. modern world history. john murray. section b: question 15. paul davies. china. holmes dougal. section b: question 16. paul davies. china. holmes dougal. section b: question 17. \u00a9 anglo boer war museum.section b: question 18. \u00a9 christopher culpin. south africa since 1948. published by john murray. reprinted by permission of hodder murray. section b: question 19. \u00a9 die rupublikein. section b: question 20. \u00a9 walter openheim. the middle east. blackwell education. 1989. section b: question 21. frank spooner pictures.section b: question 23. \u00a9 mary evans picture library.section b: question 25. hulton getty archives. every reasonable effort has been made to trace all copyright holders where the publishers (i.e. ucles) are aware that third-par ty material has been reproduced. the publishers would be pleased to hear from anyone whose rights they have unwittingly infringed. university of cambridge international examinations is part of the university of cambridge local examinations syndicate (ucles), which is itself a department of the university of cambridge."
+        },
+        "0470_w04_qp_4.pdf": {
+            "1": "this document consists of 11printed pages and 1blank page. sp (nf/gr) s64371/4 \u00a9 ucles 2004 [turn overuniversity of cambridge international examinations international general certificate of secondary education history 0470/04 paper 4  alternative to coursework october/november 2004 1 hour additional materials: answer booklet/paper read these instructions first if you have been given an answer booklet, follow the instructions on the front cover of the booklet. write your centre number, candidate number and name on all the work you hand in.write in dark blue or black pen on both sides of the paper.you may use a soft pencil for any diagrams, graphs or rough working.do not use staples, paper clips, highlighters, glue or correction fluid. answer the questions on onedepth study. at the end of the examination, fasten all your work securely together.the number of marks is given in brackets [  ] at the end of each question or part question.",
+            "2": "2 0470/04/o/n/04depth study a: germany, 1918\u201345 1study the sources, and then answer the questions which follow. source abillion mark notes were passed on quickly because tomorrow one would no longer pay in notes but in bundles of notes. one afternoon i rang aunt louise\u2019s doorbell. the door was opened slightly. from thedark came a distressed voice: \u2018i\u2019ve used sixty billion marks worth of gas. my milk bill is one million. butall i have left is two thousand marks. i don\u2019t understand what is happening any more.\u2019 from the autobiography of a german who lived through the hyperinflation of 1923. source b the causes of hyperinflation were complicated but the germans did not see it that way. they blamed the reparations on the weimar republic which had accepted reparations and was the government inpower during the chaos of 1923. many middle-class germans never forgave the republic for the harmthey believed it had done to them. from a british textbook, 1992. (a) (i) study source a. what can you tell from this source about the impact of hyperinflation on german people? support your answer with reference to the source. [6] (ii) study source b. how far does this source show that the weimar government was to blame for hyperinflation? explain your answer. [7] (iii) study both sources. is one of these sources more useful than the other as evidence about the hyperinflation? explain your answer. [7] (b) (i) what were reparations? [2] (ii) describe how stresemann brought the 1923 crisis to an end. [4] (iii) why did the nazis stage a putsch in munich in november 1923? [6] (iv) \u2018it was american loans rather than stresemann\u2019s policies that enabled germany to recover from the disasters of 1923.\u2019 do you agree? explain your answer. [8] \u00a9 ucles 2004",
+            "3": "3 0470/04/o/n/04 [turn overdepth study b: russia, 1905\u20131941 2study the sources, and then answer the questions which follow. source a the big whistle sounded six o\u2019clock. all over the scattered city-camp of magnitogorsk, workers rolled out of their beds and bunks. it was january 1933. the temperature was about 35 degrees below zero.it was two miles to the blast furnaces over rough ground. it was a varied group of workers, russians,ukrainians, tartars, mongols, jews, mostly young and almost all former peasants. khaibulin, thetartar, had never seen a staircase, a locomotive or an electric light until he had come to magnitogorsklast year. now he was building a blast furnace bigger than any in europe. john scott, an american worker at magnitogorsk in the ussr in the 1930s, writing about his experiences. source b soviet industrial production 1921\u20131940. 1921 1928 1933 1940 electricity 1 5 16 48 (100 m kw) coal 9 35 76 166 (m. tons) steel 1 4 7 18 (m. tons) oil 4 12 22 31 (m. tons) industrial production figures, 1921\u20131940, based on information collected by the soviet government. (a) (i) study source a. what can you tell from the source about the workers at magnitogorsk? support your answer with reference to the source. [6] (ii) study source b. how far do these statistics show that the five y ear plans (1928\u20131941) were successful? explain your answer. [7] (iii) study both sources. is one of these sources more useful than the other as evidence about stalin\u2019s russia? explain your answer. [7] (b) (i) what was gosplan? [2] (ii) how were russian workers encouraged to increase production during the five y ear plans? [4] (iii) why did stalin introduce the five y ear plans for industry? [6] (iv) how far had stalin transformed russia into a modern, industrialised state by 1941? explain your answer. [8] \u00a9 ucles 2004",
+            "4": "4 0470/04/o/n/04depth study c: the usa, 1919\u20131941 3study the sources, and then answer the questions which follow. source a an anti-saloon league poster of 1918. source b we support national prohibition because individual liberty must be controlled in dealing with gigantic social evils like disease or crime. undoubtedly, the liquor traffic is such an evil. we are convinced thatnothing less than prohibition is enough to wipe out the evils of the liquor traffic. history shows that othermethods of attempting to control the traffic in liquor have failed and that prohibition, despite theproblems of enforcement, is succeeding better than any other program. a representative of the federal council of churches speaking to the senate committee in 1926. \u00a9 ucles 2004",
+            "5": "5 0470/04/o/n/04 [turn over(a) (i) study source a. what can you tell from this source about the anti-saloon league in america? support your answer with reference to the source. [6] (ii) study source b. how far does this source show there was support for prohibition by 1926? explain your answer. [7] (iii) study both sources. is one of these sources more useful than the other in explaining why the government introduced prohibition? explain your answer. [7] (b) (i) give twoof the terms of the eighteenth amendment to the american constitution. [2] (ii) describe ways in which the government tried to enforce prohibition. [4] (iii) why was it possible to evade the prohibition laws? [6] (iv) how far do you agree that the growth in crime was the main reason for ending prohibition? explain your answer. [8] \u00a9 ucles 2004",
+            "6": "6 0470/04/o/n/04depth study d: china, 1945\u2013c.1990 4study the sources, and then answer the questions which follow. source aa tearful girl screamed at the landlord, \u2018y ou took our plough, chains, everything, because we could not pay the rent.\u2019 the list of the landlord\u2019s crimes was very long and at last he confessed. \u2018i\u2019m to blame,wholly to blame. y ou can divide up my house and land.\u2019 a year later he was tried for his crimes andshot. a western journalist, describing events leading up to a people\u2019s trial in 1950. source b a policy of leniency must be applied to all, and any random beating or killing without permission must be forbidden. however, the most evil counter-revolutionaries and local tyrants who are bitterly hatedand have been proved guilty, must be punished. mao speaking to party cadres in april 1948. (a) (i) study source a. what can you tell from this source about landlords in china in 1950? support your answer with reference to the source. [6] (ii) study source b. how far does this source show that mao wanted justice for all chinese people at this time? explain your answer. [7] (iii) study both sources. is one of these sources more useful than the other as evidence about land reform during and after the civil war? explain your answer. [7] (b) (i) what were collective farms? [2] (ii) describe the organisation of a commune. [4] (iii) why were the peasants strong supporters of the communists\u2019 take-over of china? [6] (iv) how successful were communist reforms in the period 1949\u20131957? explain your answer. [8] \u00a9 ucles 2004",
+            "7": "7 0470/04/o/n/04 [turn overdepth study e: southern africa in the twentieth century 5study the sources, and then answer the questions which follow. source afor fifty years non-violence had been a main principle of the anc. we were starting out on a new and more dangerous path, the results of which we did not know. i had never been a soldier, never fought abattle, but i had been given the task of starting an army. our intention was to begin with what was leastdamaging to individuals and most damaging to the state. mk was careful to remain separate from theanc. nelson mandela writing in the 1990s about the start of umkhonto we sizwe (mk or the spear of the nation), in 1961. source b in 1962 the government extended the powers of the security police. they could then detain and keep suspects in isolation for single or successive periods of twelve days without bringing them before acourt. in 1963 this was extended to ninety days. suspects were not allowed any legal advice in thattime. in the four years from sharpeville to the rivonia trials (1960\u201364), south africa\u2019s governmentvirtually destroyed the black freedom movement and drove the anc into exile. from a british history textbook of 1994. (a) (i) study source a. what can you tell from this source about nelson mandela? support your answer with reference to the source. [6] (ii) study source b. how far does this source show the south african government was successful in dealing with opposition in the early 1960s? explain your answer. [7] (iii) study both sources. is one of these sources more useful than the other as evidence about black opposition to apartheid in the 1960s? explain your answer. [7] (b) (i) name twoof the main defendants in the rivonia trials of 1964. [2] (ii) describe the methods used by the anc to continue its opposition to apartheid after 1964. [4] (iii) why did international opposition to apartheid increase in the 1960s? [6] (iv) how far do you agree that the homelands (bantustans) policy was effective by the end of the 1970s? explain your answer. [8] \u00a9 ucles 2004",
+            "8": "8 0470/04/o/n/04depth study f: israelis and palestinians, 1945\u2013c.1994 6study the sources, and then answer the questions which follow. source aarab states said that it was a crime to declare our palestinian identity. we were forbidden to organise ourselves in any way or say in public, \u2018we want to return home\u2019. we could draw only one conclusion:that we should work in secret to organise ourselves into a resistance movement. from an interview in 1979 with a palestinian refugee. source b the palestinian terrorists were seen by most of their people as heroic freedom fighters aiming to regain their homeland but the israelis regarded them as agents of murder and sabotage. the guerrilla raidsinto israel spread terror but no military victory has been achieved. israel has not given in to theirdemands. from a british textbook, 1977. (a) (i) study source a. what can you tell from this source about the palestinian refugees? support your answer with reference to the source. [6] (ii) study source b. how far does this source show that the palestinians failed in their aims? explain your answer. [7] (iii) study both sources. is one of these sources more useful than the other as evidence about attitudes towards the palestinians? explain your answer. [7] (b) (i) give twoaims of the plo in the 1970s. [2] (ii) what international recognition did the plo achieve in the 1970s and 1980s? [4] (iii) why did arafat become leader of the plo? [6] (iv) which was the more effective way of advancing the palestinian cause: acts of terror or appeals to the united nations organisation? explain your answer. [8] \u00a9 ucles 2004",
+            "9": "9 0470/04/o/n/04 [turn overdepth study g: the creation of modern industrial society 7study the sources, and then answer the questions which follow. source aalthough the law has been broken many times, i see a definite change for the better within the last three months. from what i have seen and heard there is a growing belief that effective legislation forthe protection of children in factories is necessary. workers have frequently said to me that they aresatisfied that the limitation of hours and the obligation to attend school will produce lasting benefits tothe children. from the report on the working of the factory act of 1833. source b saturday august 22 nd1801. in the evening i walked to cromford and saw the children coming from their work out of one of mr. arkwright\u2019s factories. i was glad to see them look in general very healthy andmany with rosy complexions. these children had been at work from 6 or 7 o\u2019clock this morning and itwas now about 7 o\u2019clock in the evening. sunday august 23 rd1801. we went to church at cromford. on each side of the organ was a gallery in which about fifty boys were seated. these children are employed in mr. arkwright\u2019s factory in theweekdays, and on sundays attend a school where they receive education and then go on to church.they looked healthy, and were decently clothed and clean. extracts from the diary of joseph farrington who visited cromford with three friends on their travels in 1801. (a) (i) study source a. what can you tell from this source about the factory act of 1833? support your answer by reference to the source. [6] (ii) study source b. how far does this source show that legislation to protect children working in factories was unnecessary? explain your answer. [7] (iii) study both sources. is one source more useful than the other as evidence about child labour in factories? explain your answer. [7] (b) (i) give twoof the terms of the factory act of 1833. [2] (ii) describe the types of work done by children in textile factories. [4] (iii) why was factory legislation often opposed? [6] (iv) did the growth of the factory system result in more advantages than disadvantages for working people? explain your answer. [8] \u00a9 ucles 2004",
+            "10": "10 0470/04/o/n/04depth study h: the impact of western imperialism in the nineteenth century 8study the sources, and then answer the questions which follow. source athere are forty million naked people beyond the gateway (the congo) to africa whilst the spinners of manchester and the weavers of preston and rochdale are waiting to clothe them. birmingham\u2019sfoundries are glowing with molten metal that shall be made into iron goods and trinkets for them. theministers of christ are eager to bring them, the poor, ignorant heathen, into the christian faith. the explorer h m stanley speaking to british businessmen in manchester in 1878. source b photograph taken in 1898 of an african family who lived with christian missionaries who wanted to show that africans could be westernised. \u00a9 ucles 2004",
+            "11": "11 0470/04/o/n/04(a) (i) study source a. what can you tell from this source about motives for imperialism? support your answer by reference to the source. [6] (ii) study source b. how far does this source show that imperialism was being successful in africa? explain your answer. [7] (iii) study both sources. is one source more useful than the other as evidence of the impact of western imperialism in the nineteenth century? explain your answer. [7] (b) (i) name twoafrican territories in the possession of germany at the end of the nineteenth century. [2] (ii) what was meant by the \u2018scramble for africa\u2019? [4] (iii) why were european countries able to control so much of africa by the end of the nineteenth century? [6] (iv) how far were europeans satisfied with the results of imperialism in africa by the end of the nineteenth century? explain your answer. [8] \u00a9 ucles 2004",
+            "12": "12 0470/04/o/n/04blank page copyright acknowledgements: depth study a: source a: ben walsh. history in focus: modern world history . john murray. depth study a: source b: ben walsh. history in focus: modern world history . john murray. depth study b: source a: \u00a9 john scott. behind the urals . houghton mifflin 1942. depth study b: source b: from russia 1917\u20131945 by clare baker. reprinted by permission of elsevier limited.depth study c: source a: courtesy of the ohio state university department of history.depth study c: source b: courtesy of the ohio state university department of history.depth study d: source a: neil de marco. the world this century . collins educational. depth study d: source b: harriet ward. world powers in 20 thcentury . heinemann publishers ltd. depth study e: source a: nelson mandela. long walk to freedom . time warner books uk. \u00a9 nelson mandela. depth study e: source b: j. d. omer-cooper. history of south africa . james currey publishers. depth study f: source a: s. j. perkins. the arab israeli conflict . published by holmes mcdougall. reproduced by permission of qca. \u00a9 s. j. perkins. depth study f: source b: s. j. perkins. the arab israeli conflict . published by holmes mcdougall. reproduced by permission of qca. \u00a9 s. j. perkins. every reasonable effort has been made to trace all copyright holders where the publishers (i.e. ucles) are aware that third-par ty material has been reproduced. the publishers would be pleased to hear from anyone whose rights they have unwittingly infringed. university of cambridge international examinations is part of the university of cambridge local examinations syndicate (ucles), which is itself a department of the university of cambridge."
+        }
+    },
+    "2005": {
+        "0470_s05_qp_1.pdf": {
+            "1": "this document consists of 20printed pages. sp (cw/ks) s82292/3 \u00a9 ucles 2005 [turn overuniversity of cambridge international examinations international general certificate of secondary education history 0470/01 paper 1 may/june 2005 1 hour 45 minutes additional materials: answer booklet/paper read these instructions first if you have been given an answer booklet, follow the instructions on the front cover of the booklet. write your centre number, candidate number and name on all the work you hand in.write in dark blue or black pen on both sides of the paper.you may use a soft pencil for any diagrams, graphs or rough working.do not use staples, paper clips, highlighters, glue or correction fluid. answer three questions. section a (core content): answer any twoquestions. section b (depth studies): answer any onequestion. at the end of the examination, fasten all your work securely together.the number of marks is given in brackets [  ] at the end of each question or part question.",
+            "2": "2 0470/01/m/j/05section a :core content answer any twoquestions from this section. 1study the picture, and then answer the questions which follow. the national workshops, paris 1848. (a)what were the national workshops? [5] (b)why was there a revolution in france in february 1848? [7] (c)\u2018the 1848 revolutions across europe achieved nothing.\u2019 how far do you agree with this statement? explain your answer. [8] \u00a9 ucles 2005",
+            "3": "3 0470/01/m/j/05 [turn over2study the extract, and then answer the questions which follow. the great civil war, the central event of american history, having removed the evil of slavery, gave birth to a new south in which whites were \u2018first class\u2019 citizens and blacks were citizens in nameonly. from a book about american history published in 1997. (a)describe northern attitudes to slavery that existed before the american civil war. [5] (b)why was the ku klux klan formed? [7] (c)how successful was reconstruction? explain your answer. [8] 3study the map, and then answer the questions which follow. map showing the expansion of the japanese empire up to 1914. (a)describe the main features of the 1889 meiji constitution. [5] (b)why was the anglo-japanese alliance of 1902 important for japan? [7] (c)to what extent could japan be considered a great power by 1914? explain your answer. [8] \u00a9 ucles 2005",
+            "4": "4 0470/01/m/j/054study the cartoon, and then answer the questions which follow. a cartoon, from before world war i, showing france, russia, britain and japan linking hands. (a)describe the alliance system which existed among european powers before 1914. [5] (b)why did the moroccan crises of 1905 and 1911 increase tension between germany and britain? [7] (c)\u2018the most important reason why britain went to war in 1914 was the german invasion of belgium.\u2019 how far do you agree with this statement? explain your answer. [8] \u00a9 ucles 2005",
+            "5": "5 0470/01/m/j/05 [turn over5study the extract, and then answer the questions which follow. the \u2018big three\u2019 had very different ideas about the peace settlement. the traditional interpretation of their relationship is that wilson was the idealist whose plans were undermined by the others,that clemenceau was determined to gain french revenge whilst lloyd george acted as a balancebetween the other two. from a british school history textbook. (a)what military restrictions were imposed on germany by the treaty of versailles? [5] (b)why did the aims of the \u2018big three\u2019 at versailles differ? [7] (c)how successful was the league of nations in the 1920s? explain your answer. [8] 6study the extract, and then answer the questions which follow. hitler has got away with it. france is not marching. no wonder the faces of the nazi leaders were all smiles. oh, the stupidity of the french. i learnt today that the german troops had orders tomake a hasty retreat if the french army opposed them in any way. an american journalist writing, in 1936, about the remilitarisation of the rhineland. (a)what were the aims of hitler\u2019s foreign policy? [5] (b)why was hitler\u2019s foreign policy successful up to 1938? [7] (c)how far was the nazi-soviet pact (1939) responsible for causing war in europe? explain your answer. [8] \u00a9 ucles 2005",
+            "6": "6 0470/01/m/j/057study the cartoon, and the answer the questions which follow. a cartoon from a british newspaper commenting on churchill\u2019s iron curtain speech, march 1946. (a)what was the \u2018iron curtain\u2019? [5] (b)why was marshall aid offered to countries in europe? [7] (c)\u2018the berlin blockade brought europe close to war.\u2019 how far do you agree with this statement? explain your answer. [8] \u00a9 ucles 2005",
+            "7": "7 0470/01/m/j/05 [turn over8study the map and then answer the questions which follow. map showing the area of the usa threatened by soviet missiles in cuba. (a)describe the usa\u2019s response up to 1961 to castro\u2019s takeover of cuba. [5] (b)why was the usa  concerned about soviet missiles in cuba? [7] (c)\u2018there was never any real risk of war over cuba.\u2019 how far do you agree with this statement? explain your answer. [8] \u00a9 ucles 2005",
+            "8": "8 0470/01/m/j/05section b: depth studies answer any onequestion from this section. depth study a: germany, 1918-45 9study the extract, and then answer the questions which follow. two women were carrying a laundry basket filled to the top with banknotes. seeing a crowd standing round a shop window, they put down the basket for a moment to see if there wasanything they could buy. when they turned round a few moments later, they found the money thereuntouched. but the basket was gone. a german writer recalling events of 1923. (a)describe the events of the kapp putsch, 1920. [5] (b)why was there an economic crisis in germany in 1923? [7] (c)\u2018hyperinflation was a disaster for germany.\u2019 how far do you agree with this statement? explain your answer. [8] \u00a9 ucles 2005",
+            "9": "9 0470/01/m/j/05 [turn over10study the illustration, and then answer the questions which follow. an illustration from a nazi book to be used in schools. (a)describe the changes the nazis made to education in schools. [5] (b)why did the nazis persecute minority groups in germany? [7] (c)\u2018y oung people in germany did not support the nazi regime.\u2019 how far do you agree with this statement? explain your answer. [8] \u00a9 ucles 2005",
+            "10": "10 0470/01/m/j/05depth study b: russia, 1905-41 11study the extract, and then answer the questions which follow. i noticed that mounted troops stood in front of the winter palace but everyone thought it did not mean anything in particular. all the workers were peaceful and expectant. they wanted the tsar tocome to take the petition. then we heard the noise of horses\u2019 hooves. an eyewitness account of bloody sunday, 1905. (a)describe the events of bloody sunday. [5] (b)why did revolution break out in russia in 1905? [7] (c)\u2018the tsar survived the 1905 revolution only because he issued the october manifesto.\u2019 how far do you agree with this statement? explain your answer. [8] 12study the photograph, and then answer the questions which follow. a photograph showing lenin and stalin in1922. it is thought to be a fake. (a)what was the new economic policy? [5] (b)why was stalin able to defeat trotsky in the leadership contest? [7] (c)\u2018sending people to labour camps was the most effective way stalin controlled the people of russia.\u2019 how far do you agree with this statement? explain your answer. [8] \u00a9 ucles 2005",
+            "11": "11 0470/01/m/j/05 [turn overdepth study c: the usa, 1919-41 13study the photograph, and then answer the questions which follow. a poverty-stricken farming community in west virginia towards the end of the 1920s. (a)describe the main problems facing farmers in the 1920s. [5] (b)why did some us industries notbenefit from the \u2018boom\u2019 of the 1920s? [7] (c)to what extent was the \u2018boom\u2019 of the 1920s caused by new industries and new methods of production? explain your answer. [8] \u00a9 ucles 2005",
+            "12": "12 0470/01/m/j/0514study the cartoon, and then answer the questions which follow. a cartoon about roosevelt\u2019s new deal. (a)describe the social consequences of the wall street crash. [5] (b)why did the wall street crash happen? [7] (c)\u2018roosevelt was elected president in 1932 because he offered a \u2018new deal\u2019.\u2019 how far do you agree with this statement? explain your answer. [8] \u00a9 ucles 2005",
+            "13": "13 0470/01/m/j/05 [turn overdepth study d: china, 1945-c.1990 15study the extract, and then answer the questions which follow. during a tour of the country made in 1958 i witnessed the tremendous energy of the people. on this foundation it is possible to succeed at any task whatsoever. it is better to set up people\u2019scommunes. their advantage lies in the fact that they combine industry, agriculture, commerce andeducation. after a number of years, chinese society will enter into an age of communism, wherethe principles from each according to his ability, to each according to his needs, will be practised. a statement by mao. (a)describe the changes in agriculture brought by communist rule before 1958. [5] (b)why did mao introduce the great leap forward? [7] (c)how far had mao made china a stronger country economically by 1961? explain your answer. [8] 16study the extract, and then answer the questions which follow. it all began at least ten years ago with the split between china and the soviet union. the more intelligent americans began to realise that china was not a real threat to their vital interests. twofurther developments took place before an american president could think about visiting china.as a result of the war in vietnam the american people have lost the will and desire to serve as theworld\u2019s policeman. at the same time through two purges chairman mao has got rid of thosecolleagues who want close relations with the ussr. from an indian newspaper published in 1972. (a)describe china\u2019s relations with tibet and india in the second half of the twentieth century. [5] (b)why did china\u2019s relations with the soviet union change from friendship to hostility? [7] (c)\u2018relations between communist china and capitalist usa were bound to be hostile in the years up to 1980.\u2019 how far do you agree with this statement? explain your answer. [8] \u00a9 ucles 2005",
+            "14": "14 0470/01/m/j/05depth study e: southern africa in the twentieth century 17study the extract, and then answer the questions which follow. we earnestly request the government to set apart for us land where we can establish homes. we appeal to the government which rules over both black and white and should shelter all its subjectsas a hen gathers under her wings her little ones without regard to their colour. a petition from africans to the native land commissioners, 1914. (a)what were the terms of the native land act of 1913? [5] (b)why did successive governments adopt policies of segregation before 1948? [7] (c)how effective was organised resistance to racial discrimination before 1940? explain your answer. [8] 18study the photograph, and then answer the questions which follow. a protest in south africa in 1986. (a)describe how the national party maintained apartheid. [5] (b)why were there violent uprisings in soweto in 1976? [7] (c)how effective was international opposition to apartheid? explain your answer. [8] \u00a9 ucles 2005",
+            "15": "\u00a9 ucles 200515 0470/01/m/j/0519study the extract, and then answer the questions which follow. the former german colonies became a mandated territory. the mandate for namibia was given to the british. namibia was a \u2018c\u2019 mandate territory giving the widest powers to the administeringcountry. the mandate was confirmed on 17 december, 1920. from a namibian school textbook. (a)describe how namibia came to be governed by south africa. [5] (b)why did south africa wish to keep control of namibia after the second world war? [7] (c)how important was the work of the united nations in achieving independence for namibia? explain your answer. [8] [turn over",
+            "16": "16 0470/01/m/j/05depth study f: israelis and palestinians, 1945-c.1994 20study the photograph, and then answer the questions which follow. fedayeen members before an operation against enemy units. (a)what were the \u2018fedayeen\u2019? [5] (b)why were the results of the war of 1956 important for israel and egypt? [7] (c)\u2018the six day war of 1967 created more problems for the israelis than it solved.\u2019 how far do you agree with this statement? explain your answer. [8] \u00a9 ucles 2005",
+            "17": "17 0470/01/m/j/05 [turn over21study the photograph, and then answer the questions which follow. dawson\u2019s field, jordan in september 1970. (a)describe the terrorist actions of palestinians between 1970 and 1976. [5] (b)why did the presence of the palestinian liberation organisation (plo) cause lebanon problems? [7] (c)how effective has the plo been in promoting the palestinian cause? explain your answer. [8] \u00a9 ucles 2005",
+            "18": "18 0470/01/m/j/05depth study g: the creation of modern industrial society 22study the illustration, and then answer the questions which follow. an artist\u2019s impression of an explosion in a coalmine. (a)what were the advantages of lancashire to the cotton industry? [5] (b)why was there an increase in iron production during the first half of the nineteenth century? [7] (c)\u2018the work of davy and watt was more important in improving working conditions in the mines than the act of 1842.\u2019 how far do you agree with this statement? explain your answer. [8] \u00a9 ucles 2005",
+            "19": "19 0470/01/m/j/05 [turn over23study the extract, and then answer the questions which follow. in one street there are 34 houses where 340 persons dwell. from this area 75 cartloads of manure were removed. to build the largest number of cottages on the smallest space seems tohave been the aim of the speculators. thus neighbourhoods have arisen without proper facilities. from an inquiry into the state and condition of the town of leeds,1842. (a)describe living conditions in industrial towns in the first half of the nineteenth century. [5] (b)why did towns grow rapidly in the nineteenth century? [7] (c)\u2018individual people were more successful than government legislation in bringing improved conditions in the towns by 1900.\u2019 how far do you agree with this statement? explain youranswer. [8] \u00a9 ucles 2005",
+            "20": "20 0470/01/m/j/05depth study h: the impact of western imperialism in the nineteenth century 24study the extract, and then answer the questions which follow. any government minister in this country (britain) who neglects any opportunity of improving as much as possible our colonial empire, and of ensuring it becomes the source of great strength tothis land, will not be doing his duty. a british politician speaking in 1872. (a)describe the main features of british rule in india during the first half of the nineteenth century. [5] (b)why did the sepoys rebel in 1857? [7] (c)how far was india governed for the benefit of indians in the nineteenth century? explain your answer. [8] 25study the extract, and then answer the questions which follow. emperor guangxu tried to strengthen china by modernising the way the empire was run. this was done in a three-month period. his aunt, the empress dowager cixi, opposed the changes andgained the power to rule china by force. from a modern british school textbook. (a)describe the hundred days of reform in china in 1898. [5] (b)why were europeans unpopular in china in the nineteenth century? [7] (c)\u2018the crushing of the boxer rising did not solve anybody\u2019s problems.\u2019 how far do you agree with this statement? explain your answer. [8] \u00a9 ucles 2005copyright acknowledgements: question 1 philip sauvain; european and world history 1815 to 1919 ; hulton, 1985. \u00a9 mansell collection. question 2 \u00a9 paul johnson; a history of the american people ; weidenfield & nicholson, a division of the orion publishing group. question 3 philip sauvain; european and world history 1815 to 1919 ; hulton, 1985. \u00a9 mansell collection. question 5 from modern world history by nigel kelly & greg lacey. reprinted by permission of harcourt education.question 7 \u00a9 evening standard.question 8 \u00a9 steven waugh; essential modern world history: students\u2019 book ; nelson thornes. question 10 ben walsh; gcse modern world history ; john murray, 2001. question 12 \u00a9 david king collection.question 14 \u00a9 evening standard/solo syndication.question 15 \u00a9 steven waugh; essential modern world history: students\u2019 book ; nelson thornes. question 16 \u00a9 steven waugh; essential modern world history: students\u2019 book ; nelson thornes. question 18 \u00a9 greg english/link picture library.question 19 \u00a9 nongoa mbumba and norbert noisser; namibia in history: a junior secondary history textbook ; zed books, 1988. question 20 \u00a9 mary evans picture library.question 21 \u00a9 popperfoto.com.question 22 \u00a9 mary evans picture library.question 25 j brooman; china since 1900 ; \u00a9 pearson education, 1998. permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here 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 university of cambridge local examinations syndicate (ucles), which is itself a department of the university of cambridge."
+        },
+        "0470_s05_qp_2.pdf": {
+            "1": "this document consists of 14printed pages and 2blank pages. sp (slm/ks) s81393/3 \u00a9 ucles 2005 [turn overuniversity of cambridge international examinations international general certificate of secondary education history 0470/02 paper 2 may/june 2005 2 hours additional materials: answer booklet/paper read these instructions first if you have been given an answer booklet, follow the instructions on the front cover of the booklet. write your centre number, candidate number and name on all the work you hand in.write in dark blue or black pen on both sides of the paper.you may use a soft pencil for any diagrams, graphs or rough working.do not use staples, paper clips, highlighters, glue or correction fluid. this paper has two options. option a: 19th century topic [p2\u2013p8] option b: 20th century topic [p9\u2013p14] choose oneof these options, and then answer allthe questions on that topic. at the end of the examination, fasten all your work securely together.the number of marks is given in brackets [  ] at the end of each question or part question.",
+            "2": "2 0470/02/m/j/05 \u00a9 ucles 2005option a: 19th century topic was germany to blame for the first world war? study the background information and the sources carefully, and then answer allthe questions. background informationin the summer of 1914 the first world war began. by the time it ended in 1918 over 20 million people had died. in 1919 the victorious powers announced in the treaty of versailles that germany was guiltyof causing the war. since then there has been much disagreement about who was to blame for thefirst world war. was germany blamed simply because it lost the war or is there strong evidence insupport of the view that germany was responsible? source a a british cartoon published in 1889. \u2018willie\u2019 is kaiser wilhelm.  queen victoria of britain was his grandmother. ",
+            "3": "3 0470/02/m/j/05 \u00a9 ucles 2005 [turn oversource b a british cartoon published in march 1909. \u2018german tar\u2019 is a german sailor. \u2018john bull\u2019 represents britain. ",
+            "4": "4 0470/02/m/j/05 \u00a9 ucles 2005source c a british cartoon published in august 1911. the figure representing germany is  saying \u2018it\u2019s rock. i thought it was going to be paper.\u2019 ",
+            "5": "5 0470/02/m/j/05 \u00a9 ucles 2005 [turn oversource d a british cartoon published in 1914. under the cartoon it said \u2013 \u2018the german giant: \u201cheaven knows that i had to do this in self-defence. it was forced upon me.\u201d \u2019 source e the kaiser said that austria must deal energetically with the serbs otherwise she will lose control of the slavs in her empire. if russia supports the serbs, which she does, then war would be unavoidablefor us. if bulgaria, roumania, turkey and albania join austria then we shall be free to fight the war withfull fury against france. the fleet must prepare itself for the war against england. general von moltke, chief of the german general staff, agreed that war was unavoidable though he did urge a strong press campaign to ensure popular support for the forthcoming clash with the ententepowers. tirpitz requested that the \u2018great fight\u2019 be postponed for 18 months to allow the kiel canal to becompleted. that was the end of the conference. the result amounted to almost nothing. moltke says: war the sooner the better, but he does not draw the logical conclusion from this, which is: to present russia orfrance or both with an ultimatum which would unleash the war with right on our side. admiral von muller\u2019s notes from a meeting between the kaiser and his top military advisers in 1912. ",
+            "6": "6 0470/02/m/j/05 \u00a9 ucles 2005source f y ou english are mad, mad, mad. what has come over you that you are so completely given over to suspicions. what more can i do than i have done? i repeat that i am a friend of england, but you makethings difficult for me. my task is not the easiest. the feelings among large sections of the middle andlower classes of my own people are not friendly towards england. i strive to improve relations, and youreply that i am your enemy. y our newspaper tells the people of england to reject my hand of friendship and suggests that my other hand holds a dagger. the events in morocco are an excellent example of the way in which germanaction has been misrepresented. there has been nothing in germany\u2019s recent action with regard tomorocco which goes against my declaration of my love for peace. from an interview in 1908 between a journalist from an english newspaper and kaiser wilhelm. the interview was published in an english newspaper. source g the writing on the right is from a report from tschirschky, the german ambassador  in vienna, to the german government, 30 june, 1914. the writing on the left shows  the comments the kaiser scribbled in the margin of the report. source h  just for a word \u2013 \u2018neutrality\u2019, a word which in war-time had so often been ignored \u2013 just for a scrap of paper, great britain was going to make war on a brother nation who desired nothing better than to befriends with her. what britain had done was unthinkable; it was like striking a man from behind whilsthe was fighting for his life against two attackers. britain must be held responsible for the terrible eventsthat might happen. bethmann-hollweg writing to the british government in 1914. bethmann-hollweg  was the german chancellor.i frequently hear expressed the wish that at last theserbs should be dealt with. that they should first bepresented with a number of demands and if they doaccept them strong measures should be taken. i takeopportunity on every such occasion to advise quietlybut seriously against too hasty steps. the chances ofevery kind of action should be carefully consideredand it should be kept in mind that austria-hungarydoes not stand alone in the world, that it is her duty tothink not only of her allies, but to take intoconsideration the entire european situation. who authorised him to act that way? that is very stupid. it is noneof his business, as it is solely theaffair of austria, what she plansto do. later if her plans go wrongit will be said germany did notsupport them! let tschirschky begood enough to drop thisnonsense. the serbs must bedisposed of, and soon!",
+            "7": "7 0470/02/m/j/05 \u00a9 ucles 2005 [turn oversource i britain brought upon itself a large share of the responsibility for the outbreak of war by causing uncertainty about its attitude during the crisis. britain could have preserved peace if it had in time madeclear to bethmann-hollweg its attitude in the event of the austro-serbian conflict spreading to the restof europe. from admiral von tirpitz\u2019s memoirs published in 1919. tirpitz was the member of the kaiser\u2019s government in charge of germany\u2019s navy (1897\u20131916). source j there is no evidence that a threatening attitude on our part would have turned germany and austria from the path on which they had entered. on the contrary the evidence is all the other way. bethmann-hollweg himself has rejected the idea that germany made a miscalculation in depending on britishneutrality. \u2018this\u2019, he writes, \u2018goes against the facts.\u2019 written by herbert asquith (british prime minister 1908\u20131916) in his book about the causes of the first world war, published in 1923.",
+            "8": "8 0470/02/m/j/05 \u00a9 ucles 2005now answer allthe following questions. y ou may use any of the sources to help you answer the questions, in addition to those sources which you are told to use. in answering the questions youshould use your knowledge of the topic to help you interpret and evaluate the sources. 1study sources a and b. do these two cartoons show that british feelings about germany had remained the same between 1889 and 1909? explain your answer using details of the sources. [6] 2study sources c and d. how similar were the reasons for publishing these cartoons? explain your answer using the sources and your own knowledge. [8] 3study source e. does this source prove that germany was determined to go to war? explain your answer using the sources and your own knowledge. [7] 4study sources f and g. is one of these sources more reliable than the other about the kaiser\u2019s true feelings? explain your answer using the sources and your own knowledge. [8] 5study sources h, i and j. does source j show that sources h and i cannot be trusted? explain your answer using the sources and your own knowledge. [9] 6study all the sources. \u2018germany was to blame for the first world war.\u2019 how far do these sources provide convincing evidence for this statement? use the sources to explain your answer. [12]",
+            "9": "9 0470/02/m/j/05 \u00a9 ucles 2005 [turn overoption b: 20th century topic was the treaty of versailles fair and just? study the background information and the sources carefully, and then answer allthe questions. background informationthe paris peace conference opened on 18 january 1919. the treaty of versailles, which dealt with germany, was signed on 28 june 1919. the allies were divided over what to do about germany andtheir discussions contained much arguing. was the treaty that resulted from these discussions fair andjust? source a an american representative at versailles wrote in his diary \u2018what a dreadful mess it is.\u2019 georges clemenceau was under attack in france for being outwitted by the english. lloyd george knew that hewas heading for a storm of criticism for his failure to obtain the huge reparation payments from thegermans which he had promised the british public. but lloyd george had deeper concerns. he hadcome to fear that the treaty was too harsh, that perhaps it condemned europe to another gigantic war. woodrow wilson had first come to paris with great hopes \u2013 the conference represented the opportunity he had always dreamed of \u2013 to completely remake the world according to the liberal and democraticideas to which he had dedicated his life. but he had found the task so dominated with conflictingclaims, hatreds, fears and greeds, that he was forced to settle for a compromise that satisfied no one. a recent historian\u2019s description of the big three on the day after the treaty of versailles was signed. source b none of the big three lasted long after the peace conference. french voters thought that clemenceau had not done enough and that germany had been left alarmingly strong. lloyd george lost the supportof voters and never held office after 1922. wilson returned to the usa to campaign for active americaninvolvement in world affairs but america rejected the league of nations. however, the peace settlement addressed most problems. if organisations like the league of nations did not work as successfully as the peacemakers hoped, the fault lay less with them than with the nextgeneration of politicians. a recent judgement about the treaty of versailles. source c what is difficult is to draw up a peace that will not provoke a struggle when those who took part in the war have passed away. if germany feels unjustly treated, she will find ways of getting revenge. injusticeor arrogance in the hour of triumph will never be forgiven or forgotten. i am strongly opposed totransferring more germans to the rule of some other nation than can possibly be helped. from some private notes written by lloyd george during the peace negotiations, march 1919.",
+            "10": "10 0470/02/m/j/05 \u00a9 ucles 2005source d we have organised reparations where damage and injury have been inflicted, and we have established guarantees against the repetition of those crimes and horrors from which the world is just emerging.we have disarmed germany; we have punished germany. we have demonstrated that you cannottrample on national rights and liberties. this is the task we set ourselves, and i claim that this treaty willbe a warning to nations not to repeat the actions by which germany destroyed itself. lloyd george speaking to the british parliament in july 1919. source e a cartoon about the treaty of versailles published in a british newspaper, may 1919.  \u2018der tag\u2019 means \u2018the day\u2019. people in britain believed that german soldiers before 1914  celebrated \u2018the day\u2019 when they would start on a victorious war against britain. ",
+            "11": "11 0470/02/m/j/05 \u00a9 ucles 2005 [turn oversource f a german cartoon from 1919 about the treaty of versailles.  the figure with his hands tied represents germany. source g one principle runs through the whole program. it is the principle of justice to all peoples and all nationalities, whether they be strong or weak. without this principle there can be no internationaljustice. president wilson speaking about the fourteen points in january 1918. ",
+            "12": "12 0470/02/m/j/05 \u00a9 ucles 2005source h a cartoon published in an american magazine on 30 august 1919. the person doing the conducting is president wilson. ",
+            "13": "13 0470/02/m/j/05 \u00a9 ucles 2005 [turn oversource i the reckoning. german : \u2018monstrous, i call it. why , it\u2019s fully a quarter of what wewould ha ve made them pay , if we\u2019 d won.\u2019 a british cartoon published in april 1919. source j it was a peace of revenge. it was full of injustice. it was incapable of fulfilment. it sowed a thousand seeds from which new wars might spring. the wild impossibility of extracting those vast reparationsfrom the defeated enemy ought to have been obvious to the most ignorant schoolboy. a british journalist writing in 1922. source k the versailles treaty was severe, but it is amazing that it was not more so. thanks to wilson\u2019s insistence, germany lost remarkably little territory, considering how thoroughly she had lost the war.the real difficulty was not that the treaty was exceptionally severe but that the germans thought it was,and in time persuaded others that it was. a historian writing in 1976. ",
+            "14": "14 0470/02/m/j/05 \u00a9 ucles 2005now answer allthe following questions. y ou may use any of the sources to help you answer the questions, in addition to those sources which you are told to use. in answering the questions youshould use your knowledge of the topic to help you interpret and evaluate the sources. 1study sources a and b. how far does source b support source a? explain your answer using details of the sources. [6] 2study sources c and d. does source d mean that source c is unreliable? explain your answer using the sources and your own knowledge. [8] 3study sources e and f . do you think these two cartoons were published for the same reason? explain your answer using the sources and your own knowledge. [7] 4study sources g and h. are you surprised by the cartoonist\u2019s attitude towards president wilson? explain your answer using the sources and your own knowledge. [8] 5study sources i, j and k. does the cartoon (source i) show that source j was right and source k was wrong? explain your answer using the sources and your own knowledge. [9] 6study allthe sources. \u2018the treaty of versailles was fair and just.\u2019 how far do these sources provide convincing evidence for this statement? use the sources to explain your answer. [12]",
+            "15": "15 0470/02/m/j/05blank page",
+            "16": "16 0470/02/m/j/05blank page copyright acknowledgements: option a sources a\u2013d \u00a9 punch publications ltd. sources i\u2013k \u00a9 j a harkness et al., cooperation and conflict: international relations ; hodder & stoughton, 1991. option b source a \u00a9 richard m. watt; the kings depart ; weidenfield & nicolson, a division of the orion publishing group. source b \u00a9 j watson; 20th century world affairs ; john murray 1974. source c \u00a9 t lancaster and d pearle, the modern world; causeway press, 1996. source d; n kelly and g lacey; modern world history ; harcourt education. source e; the cartoonists vision 1919\u20131939 , routledge. copyright \u00a9 express newspapers ltd. sources f\u2013g \u00a9 t mcaleavy; modern world history ; cambridge university press; 1996. source i \u00a9 punch publications ltd.source j \u00a9 k shephard; international relations ; simon & schuster education 1992. source k \u00a9 t mcaleavy; modern world history ; cambridge university press; 1996. permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here 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 university of cambridge local examinations syndicate (ucles), which is itself a department of the university of cambridge."
+        },
+        "0470_s05_qp_4.pdf": {
+            "1": "this document consists of 11printed pages and 1blank page. sp (sm/ar) s81340/2 \u00a9ucles 2005 [turn overuniversity of cambridge international examinations international general certificate of secondary education history 0470/04 paper 4  alternative to coursework may/june 2005 1 hour additional materials: answer booklet/paper read these instructions first if you have been given an answer booklet, follow the instructions on the front cover of the booklet. write your centre number, candidate number and name on all the work you hand in.write in dark blue or black pen on both sides of the paper.you may use a soft pencil for any diagrams, graphs, music or rough working.do not use staples, paper clips, highlighters, glue or correction fluid. answer the questions on onedepth study. at the end of the examination, fasten all your work securely together.the number of marks is given in brackets [  ] at the end of each question or part question.",
+            "2": "2 0470/04/m/j/05depth study a: germany, 1918\u201345 1study the sources, and then answer the questions which follow. source a our opponents accuse us nazis, and me in particular, of being intolerant and quarrelsome. they say we don\u2019t want to work with other parties. they say we are not germans at all because werefuse to work with other political parties. but is it typical for germany to have thirty politicalparties? y es, we are intolerant. my goal is to sweep away the thirty parties out of germany. hitler speaking at an election meeting, july 1932. source b the majority of germans never voted for the nazis. the nazis made it clear they would destroy democracy and all who stood in their way. if the communists and socialists had joined forces theywould probably have been strong enough, both in the reichstag and on the streets, to have blocked the nazis. the fact is that by 1932\u20133 there were simply not enough germans who believed in democracy and individual freedom to save the weimar republic. from a british history textbook, 1986. (a) (i) study source a. what can you tell from this source about the nazi party? support your answer with reference to the source. [6] (ii) study source b. how far does this source show that the nazis were the most powerful party in germany? explain your answer. [7] (iii) study both sources. is one source more useful than the other as evidence about the political situation in germany at that time? explain your answer. [7] (b) (i) name the twopresidents of the weimar republic. [2] (ii) what were the key features of the weimar constitution? [4] (iii) why did the nazi party become more popular after 1929? [6] (iv) \u2018the reichstag fire was the most important reason hitler was able to become dictator of germany during 1933\u20134.\u2019 do you agree? explain your answer. [8] \u00a9ucles 2005",
+            "3": "3 0470/04/m/j/05depth study b: russia, 1905\u20131941 2study the sources, and then answer the questions which follow. source a \u2018how are things with you?\u2019 i asked one man. he looked round anxiously to see that no soldiers were about. \u2018we have nothing, absolutely nothing. they have taken everything away,\u2019 he said and hurried on. it was true. they had nothing. it was also true that everything had been taken away.the famine was an organised one. the peasants know that some of the food that has been takenaway from them is being exported. a british reporter recalls his experience of collectivisation in the ussr, march 1933. source b a group of peasants carrying a banner which says \u2018we demand collectivisation and the liquidation of the kulaks as a class\u2019, 1931. (a) (i) study source a. what can you tell from this source about collectivisation? support your answer with reference to the source. [6] (ii) study source b. how far does this source show that the peasants supported stalin\u2019s attack on the kulaks? explain your answer. [7] (iii) study both sources. is one of these sources more useful than the other as evidence about collectivisation? explain your answer. [7] turn to page 4 for remainder of depth study b \u00a9ucles 2005 [turn over",
+            "4": "4 0470/04/m/j/05(b) (i) give two reasons why stalin disliked the nep . [2] (ii) what was collectivisation? [4] (iii) why did stalin introduce collectivisation? [6] (iv) to what extent had stalin\u2019s agricultural reforms proved successful by 1941? explain your answer. [8] \u00a9ucles 2005",
+            "5": "5 0470/04/m/j/05 [turn overdepth study c: the usa, 1919\u20131941 3study the sources, and then answer the questions which follow. source a the only thing we have to fear is fear itself. our first and greatest task is to put people to work. this is a problem we can solve, if we face it wisely and with courage. it can be done partly by thegovernment itself. we must deal with unemployment as we would deal with the emergency of war. from franklin delano roosevelt\u2019s first speech as president, 4 march 1933. source b the alphabet agencies, from 1933, hired the unemployed to construct or repair schools, hospitals, airfields and roads. the ccc, also introduced in 1933, put people to work maintaining naturaltreasures such as beaches, forests and parks. these were successful as they helped to reduceunemployment, gave dignity back to the unemployed and gave families the chance to survive andstay together. however, the agencies were only relief measures, and not meant to be continuedlong-term. from an american history book, 1996. (a) (i) study source a. what can you tell from this source about unemployment by 1933? support your answer with reference to the source. [6] (ii) study source b. how far does this source show that americans benefited from the alphabet agencies? explain your answer. [7] (iii) study both sources. is one of these sources more useful than the other as evidence of roosevelt\u2019s determination to solve the problem of unemployment? explain your answer. [7] (b) (i) give the full names of two of the alphabet agencies. [2] (ii) describe ways that the social security act of 1935 helped some american people. [4] (iii) why did the supreme court rule against some of roosevelt\u2019s measures? [6] (iv) to what extent had roosevelt\u2019s government been successful in dealing with unemployment in america by 1941? explain your answer. [8] \u00a9ucles 2005",
+            "6": "6 0470/04/m/j/05depth study d: china, 1945\u2013c.1990 4study the sources, and then answer the questions which follow. source a there was a new spirit of courage and daring. everyone, it seemed, listened to the bbc\u2019s chinese language service. people smiled and shook my hand. the gentleness, the smiles and headbandsreminded me of the big rock concerts and the anti-vietnam demonstrations in the west during the1960s. there was the same belief that because the protesters were young and peaceful thegovernment must give in. a british reporter for the bbc writes about the demonstrations in tiananmen square, may 1989. source b a recent article in the english-language newspaper china daily said that, as bicycles and television \u2018have become increasingly commonplace, trendy chinese want new status symbols\u2019.the post-mao consumerism is evident in the streets of beijing. higher heels are common.cosmetics are being used, discreetly. chinese private enterprise is still mainly private, largelyconfined to tiny businesses. however, beijing now has 780 tailors, who sell all the clothes they canmake. a report by the new china news agency said that sales of mass-produced garments bydepartment stores fell by thirty percent this summer. from an article printed in a british magazine, 1982. (a) (i) study source a. what can you tell from this source about the demonstrators in tiananmen square? support your answer with reference to the source. [6] (ii) study source b. how far does this source show that life was changing for the people of china in the 1980s? explain your answer. [7] (iii) study both sources. is one of these sources more useful than the other as evidence about china after the death of mao zedong? explain your answer. [7] (b) (i) name two leaders who came to power in the decade after mao\u2019s death. [2] (ii) what was the \u2018gang of four\u2019? [4] (iii) why were there demonstrations in tiananmen square in 1989? [6] (iv) how far did the economic development of the 1980s produce social and political change? explain your answer. [8] \u00a9ucles 2005",
+            "7": "7 0470/04/m/j/05 [turn overdepth study e: southern africa in the twentieth century 5study the sources, and then answer the questions which follow. source a mr kruger, by his character and determination, has given his people a strong sense of national identity. out of affection they have nicknamed him \u2018uncle paul\u2019. in matters of external policy and inhis party, mr kruger has his own way completely. he is determined to keep the traditional boerway of life unchanged and to resist the spirit of progress. his actions against the uitlanders and mr jameson demonstrate this. a cape politician\u2019s description of the president of the south african republic, 1896. source b a cartoon of cecil rhodes from a british magazine of the 1890s. (a) (i) study source a. what impressions does this source give of president kruger? support your answer with reference to the source. [6] (ii) study source b. how far does this source show that the influence of cecil rhodes benefited southern africa in the 1890s? explain your answer. [7] (iii) study both sources. is one of these sources more useful than the other as evidence about the reasons for tension between the boer states and the british in the 1890s? explain your answer. [7] turn to page 8 for remainder of depth study e \u00a9ucles 2005",
+            "8": "8 0470/04/m/j/05(b) (i) give two reasons why the british annexed the transvaal in 1877. [2] (ii) describe the outcome for the boers of the war of 1880\u201381. [4] (iii) why did johannesburg develop so rapidly after 1886? [6] (iv) how far do you agree that the jameson raid was the main cause of the anglo-boer war of 1899\u20131902? explain your answer. [8] \u00a9ucles 2005",
+            "9": "9 0470/04/m/j/05 [turn overdepth study f: israelis and palestinians, 1945\u2013c.1994 6study the sources, and then answer the questions which follow. source a date number of jews total population % of jews 1918 60 000 700 000 9 1931 175 000 1 036 000 181939 429 000 1 500 500 281947 650 000 2 000 000 32 statistics about the population of palestine, 1918\u20131947. source b one of the reasons for bitterness between the jews and palestinian arabs was the crucial issue of immigration. from 1923 to 1939 the british government supported jewish settlement in palestineas agreed by the terms of the league of nations mandate. the arabs became increasinglyalarmed at the growth of jewish immigration and that their lands and livelihoods would be at risk. from a british history textbook, 1987. (a) (i) study source a. what can you tell from this source about developments in palestine between 1918 and 1947? support your answer with reference to the source. [6] (ii) study source b. how far does this source show that the cause of bitterness in palestine was the league of nations mandate? explain your answer. [7] (iii) study both sources. is one of these sources more useful than the other as evidence about the relations between jews and palestinian arabs? explain your answer. [7] (b) (i) what was the british mandate over palestine? [2] (ii) what part did uno play in the events leading up to the declaration of the state of israel? [4] (iii) why did jews want to move to israel? [6] (iv) \u2018the main reason israel won the war of 1948\u20139 was support from the usa.\u2019 do you agree? explain your answer. [8] \u00a9ucles 2005",
+            "10": "10 0470/04/m/j/05depth study g: the creation of modern industrial society 7study the sources, and then answer the questions which follow. source a the chief improvement made in recent years in england with regard to turnpike roads has consisted of reconstructing them upon more scientific principles than was previously done. this ismainly due to the late mr macadam whose plans have been adopted generally throughout thecountry. we find that between 1818 and 1829 the length of turnpike roads in england and walesincreased by more than 1000 miles. from the book \u2018progress of the nation\u2019 published in 1851. source b turnpike roads, however perfectly constructed, have been found unable to deal with the carrying of great quantities of heavy substances in a given time. canals are, in most situations, the perfectmeans of communication but they are limited by local circumstances \u2013 the difficulty of obtainingwater, frost in northerly climates and hills or steep banks. thomas telford writing in the early nineteenth century. source c there were 34 306 railway labourers and 14 559 railway officers, clerks and stationmasters. then there were 59 981 carriers and waggoners; 29 408 horse-keepers, 16 836 non-domestic coachmen,guards and postboys \u2013 not to mention those who maintained the tens of thousands of privatecarriages and the armies of coach-builders, wheelwrights, blacksmiths and saddlers. a comment on the census of 1851. (a) (i) study source a. what can you tell from this source about road transport in the first half of the nineteenth century? support your answer with reference to the source. [6] (ii) study source b. how far does this source show that canals were the best method of transport in early nineteenth century britain? explain your answer. [7] (iii) study all sources. is one source more useful than the others as evidence about nineteenth century transport? explain your answer. [7] (b) (i) what was a turnpike road? [2] (ii) describe macadam\u2019s road-building methods. [4] (iii) why were so many canals built in the late eighteenth and early nineteenth centuries? [6] (iv) \u2018without railways, britain\u2019s agriculture and industry could not have developed in the nineteenth century.\u2019 do you agree? explain your answer. [8] \u00a9ucles 2005",
+            "11": "11 0470/04/m/j/05depth study h: the impact of western imperialism in the nineteenth century 8study the sources, and then answer the questions which follow. source a 1852 \u2013 these wretched colonies are a millstone round our necks. 1866 \u2013 leave the colonies to defend themselves; give up the settlements on the west coast of africa and then we make savings which will enable us to build ships and have a goodbudget. both statements were made by disraeli when he was chancellor of the exchequer (finance minister). source b 1872 \u2013 englishmen are proud of belonging to a great country. they are proud of belonging to an imperial country and are determined to maintain, if they can, their empire. 1874 \u2013 the queen has become the sovereign of the most powerful of states. on the other side of the globe there are now places belonging to her teeming with wealth and population.our duty at this moment is to maintain the empire of england. both statements were made by disraeli when he was not in government at the time. (a) (i) study source a. what can you tell from this source about british attitudes towards colonies? support your answer with reference to the source. [6] (ii) study source b. how far does this source explain why britain wanted to keep her empire in the nineteenth century? explain your answer. [7] (iii) how far do these sources show that the british outlook towards imperialism changed in the nineteenth century? explain your answer. [7] (b) (i) give two aims of european missionaries in africa during the nineteenth century. [2] (ii) describe the belgian acquisition of the congo in the nineteenth century. [4] (iii) why was there a rise in european imperialism in the last quarter of the nineteenth century? [6] (iv) \u2018the growth in european expansion overseas in the nineteenth century was due to the enterprise and ambition of individuals.\u2019 do you agree? explain your answer. [8] \u00a9ucles 2005",
+            "12": "12 0470/04/m/j/05blank page copyright acknowledgements: section a sources a and b; \u00a9 ben walsh; history in focus: gcse modern world history ; john murray. section b source a; \u00a9 bryn o\u2019callahan; history of the twentieth century ; pearson education. source b; photograph; clare barker; russia 1917\u20131945 ; heinemann, 1990. section d source a; \u00a9 john simpson; despatches from the barricades ; hutchinson, 1990. section f source a; \u00a9 schools council history project; anti-israeli conflict ; harper collins. source b; \u00a9 s j perkins; the arab israeli conflict ; nelson, 1987. section g sources a and b; \u00a9 r tames; roads and canals ; by permission of oxford university press. source c; \u00a9 t hay; economic and social history of britain 1760\u20131970 ; longman, 1987. permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here 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 university of cambridge local examinations syndicate (ucles),  which is itself a department of the university of cambridge."
+        },
+        "0470_w05_qp_1.pdf": {
+            "1": "this document consists of 25printed pages and 3blank pages. sp (cw/ks) s82293/5 \u00a9 ucles 2005 [turn overuniversity of cambridge international examinations  international general certificate of secondary education history 0470/01 paper 1   october/november 2005 1 hour 45 minutes additional materials: answer booklet/paper read these instructions first if you have been given an answer booklet, follow the instructions on the front cover of the booklet. write your centre number, candidate number and name on all the work you hand in.write in dark blue or black pen on both sides of the paper.you may use a soft pencil for any diagrams, graphs or rough working.do not use staples, paper clips, highlighters, glue or correction fluid. answer three questions. section a (core content) : answer any twoquestions. section b (depth studies) : answer any onequestion. at the end of the examination, fasten all your work securely together.the number of marks is given in brackets [  ] at the end of each question or part question.",
+            "2": "2 0470/01/o/n/05section a: core content answer any twoquestions from this section. 1study the extract, and then answer the questions which follow. in january 1848, daniele manin, the leading venetian politician, petitioned that lombardy and venetia be \u2018truly national and italian\u2019, calling for vienna to give up control of the army and navyand of finances. for this, the austrian authorities threw him into prison. from a british school history book published in 1986. (a)in what ways did austria dominate italy before 1848? [5] (b)why was mazzini unsuccessful in his attempts to unify italy? [7] (c)\u2018cavour was more important than garibaldi to the unification of italy.\u2019 how far do you agree with this statement? explain your answer. [8] \u00a9 ucles 2005",
+            "3": "3 0470/01/o/n/052study the illustration, and then answer the questions which follow. streetfighting in berlin during the 1848 revolution. (a)describe events in berlin during the 1848 revolution. [5] (b)why was little achieved in germany by the revolutions of 1848-49? [7] (c)\u2018economic factors were more important than bismarck to the unification of germany.\u2019 how far do you agree with this statement? explain your answer. [8] \u00a9 ucles 2005 [turn over",
+            "4": "4 0470/01/o/n/053study the extract, and answer the questions which follow. the missouri compromise put the question of slavery extension to rest for almost a generation, but it hinted at bloodshed ahead. \u2018this momentous question, like a fire bell in the night, awakenedand filled me with terror\u2019, wrote jefferson. \u2018i considered it at once the death knell of the union.\u2019 from a history of the united states, published in 1983. (a)what was the missouri compromise? [5] (b)why did the kansas-nebraska issue cause problems? [7] (c)\u2018the election of lincoln as president was the most important cause of the civil war.\u2019 how far do you agree with this statement? explain your answer. [8] 4study the extract, and then answer the questions which follow. the despatch, by the kaiser, of a gunboat to \u2018protect\u2019 german citizens in morocco, showed german policy. they did not really want trading rights in morocco or compensation from thefrench in central africa. they simply wanted everyone to go on being frightened of them. a british historian writing in 1955. (a)describe the balkan wars of 1912-13. [5] (b)why was the tension between the great powers increased by the bosnian crisis of 1908? [7] (c)how far was german militarism the most important cause of war in 1914? explain your answer. [8] \u00a9 ucles 2005",
+            "5": "5 0470/01/o/n/055study the extract, and then answer the questions which follow. if the league had extended economic sanctions on oil, i would have had to withdraw from abyssinia within a week. mussolini speaking after his successful conquest of abyssinia. (a)describe the successes of the league of nations in the 1920s. [5] (b)why did the league fail to deal with japanese aggression against manchuria? [7] (c)\u2018it was the abyssinian crisis that destroyed the league of nations as an effective peacekeeping body.\u2019 how far do you agree with this statement? explain your answer. [8] \u00a9 ucles 2005 [turn over",
+            "6": "6 0470/01/o/n/056study the cartoon, and then answer the questions which follow. a british cartoon about the re-militarisation of the rhineland, 1936. (a)describe the events in the saar in 1935. [5] (b)why did britain and france allow germany to re-militarise the rhineland in 1936? [7] (c)\u2018hitler\u2019s desire for lebensraum was the most important reason for the outbreak of war in 1939.\u2019 how far do you agree with this statement? explain your answer. [8] \u00a9 ucles 2005",
+            "7": "7 0470/01/o/n/057study the extract, and then answer the questions which follow. we must fight this war if we are to live in a world where every country can shape its own future. we are in vietnam because we have a promise to keep. over the years we have made a nationalpledge to help south vietnam defend its independence. president johnson speaking to the american people in 1965. (a)who were the vietcong? [5] (b)why did the usa get involved in the war in vietnam? [7] (c)how far can the american withdrawal from vietnam be blamed on military failure? explain your answer. [8] \u00a9 ucles 2005 [turn over",
+            "8": "8 0470/01/o/n/058study the cartoon, and then answer the questions which follow. a cartoon produced in a british newspaper in 1945. (a)describe the structure of the united nations organisation (uno). [5] (b)why has the way the uno is organised made it hard for it to be effective? [7] (c)how successful was the uno in the congo crisis? explain your answer. [8] \u00a9 ucles 2005",
+            "9": "9 0470/01/o/n/05section b: depth studies answer any onequestion from this section. depth study a: germany, 1918-45 9study the extract, and then answer the questions which follow. the rule of the working class means real democracy. it means the use of power to get rid of middle and upper class people. it means the smashing of the ruling classes with all the brutalitythat the working class can develop. rosa luxemburg in late 1918. (a)who were the spartacists? [5] (b)why did many germans hate the treaty of versailles? [7] (c)to what extent did the weimar republic recover after 1923? explain your answer. [8] \u00a9 ucles 2005 [turn over",
+            "10": "10 0470/01/o/n/0510study the painting, and then answer the questions which follow. a painting of the nazis\u2019 view of an ideal family. (a)what were nazi views towards women and the family? [5] (b)why did the nazis encourage young people to join the hitler y outh? [7] (c)\u2018most people in germany benefited from nazi rule.\u2019 how far do you agree with this statement? explain your answer. [8] \u00a9 ucles 2005",
+            "11": "11 0470/01/o/n/05depth study b: russia, 1905-41 11study the cartoon, and then answer the questions which follow. a cartoon of rasputin with the tsar and tsarina. (a)describe how stolypin attempted to deal with russia\u2019s problems. [5] (b)why was the revolution of march 1917 successful? [7] (c)\u2018the provisional government was overthrown because it decided to continue the war against germany.\u2019 how far do you agree? explain your answer. [8] \u00a9 ucles 2005 [turn over",
+            "12": "12 0470/01/o/n/0512study the chart, and then answer the questions which follow. official production figures during the five-y ear plans. (a)what were collective farms? [5] (b)why did stalin want to modernise farming? [7] (c)how successful were stalin\u2019s five-y ear plans? explain your answer. [8] \u00a9 ucles 2005",
+            "13": "13 0470/01/o/n/05depth study c: the usa, 1919-41 13study the extract, and then answer the questions which follow. in 1920 a fashion writer reported that \u2018the american woman had lifted her skirts far beyond modest limitation\u2019. this was another way of saying that the hem was now all of nine inches above theground. the flappers wore thin dresses, short-sleeved and occasionally sleeveless. many of themwere using cosmetics. an american writing about the flappers. (a)what were the \u2018roaring twenties\u2019? [5] (b)why did the membership of the ku klux klan grow in the 1920s? [7] (c)which had the greater impact in the usa in the 1920s, racial intolerance or prohibition? explain your answer. [8] \u00a9 ucles 2005 [turn over",
+            "14": "14 0470/01/o/n/0514study the cartoon, and then answer the questions which follow. a cartoon published by opponents of the new deal. (a)what were the \u2018hundred days\u2019 of roosevelt\u2019s presidency? [5] (b)why was there opposition to the new deal? [7] (c)how far did the new deal solve america\u2019s economic problems? explain your answer. [8] \u00a9 ucles 2005",
+            "15": "15 0470/01/o/n/05depth study d: china, 1945-c.1990 15study the extract, and then answer the questions which follow. the nationalists lost the war because they were badly led, followed wrong strategy, were corrupt, and lost the support of the people. from a modern british school textbook. (a)what were the main features of chinese communism? [5] (b)why did the communists win the civil war? [7] (c)how far had the communists established control over china by 1958? explain your answer. [8] \u00a9 ucles 2005 [turn over",
+            "16": "16 0470/01/o/n/0516study the photograph, and then answer the questions which follow. red guards reading the \u2018little red book\u2019. (a)what was mao\u2019s \u2018little red book\u2019? [5] (b)why, by 1967, was china on the verge of civil war? [7] (c)how far did mao improve life for the majority of chinese? explain your answer. [8] \u00a9 ucles 2005",
+            "17": "17 0470/01/o/n/05depth study e: southern africa in the twentiethcentury 17study the cartoon, and answer the questions which follow. the \u2018ambitions of cecil rhodes\u2019. (a)describe the part played by rhodes in the development of south africa. [5] (b)why did the british find the boers difficult to defeat in the anglo-boer war of 1899-1902? [7] (c)how successfully did the south african economy develop in the period 1914-48? explain your answer. [8] \u00a9 ucles 2005 [turn over",
+            "18": "18 0470/01/o/n/0518study the photograph, and then answer the questions which follow. a policeman checking a pass in the 1950s. (a)describe how the bantu education act of 1958 reinforced apartheid. [5] (b)why was the pass system hated? [7] (c)how successful were protests inside south africa against apartheid laws between 1960 and 1980? explain your answer. [8] \u00a9 ucles 2005",
+            "19": "19 0470/01/o/n/0519study the photograph, and then answer the questions which follow. construction of the otavi railway. (a)what were the promises made under the \u2018protection treaties\u2019 between namibians and the germans at the end of the nineteenth century? [5] (b)why was there conflict between the hereros and the germans? [7] (c)how far were the people of namibia affected by the first world war? explain your answer. [8] \u00a9 ucles 2005 [turn over",
+            "20": "20 0470/01/o/n/05depth study f: israelis and palestinians, 1945-c.1994 20study the photograph, and then answer the questions which follow. a refugee ship carrying jewish immigrants to palestine, 1947. (a)describe the events that resulted in britain handing palestine to the united nations (uno) in december 1947. [5] (b)why was the uno partition plan notacceptable to the palestinians? [7] (c)\u2018the war of 1948-49 was unavoidable.\u2019 how far do you agree with this statement? explain your answer [8] \u00a9 ucles 2005",
+            "21": "21 0470/01/o/n/0521study the extract, and then answer the questions which follow. the government of the state of israel and the plo, representing the palestinian people, agree that it is time to put an end to decades of confrontation and conflict, and achieve a just, lasting andcomprehensive peace settlement. declaration of principles, september 1993. (a)describe the events of 1993-94 that followed the oslo accords. [5] (b)why was the rise of hamas a threat to securing peace? [7] (c)\u2018us intervention in the arab-israeli conflict has been a success.\u2019 how far do you agree with this statement? explain your answer. [8] \u00a9 ucles 2005 [turn over",
+            "22": "22 0470/01/o/n/05depth study g: the creation of modern industrial society 22study the illustration, and then answer the questions which follow. a nineteenth-century painting showing travel by road. (a)describe the problems of transport by road in the early nineteenth century. [5] (b)why did some people oppose the building of railways? [7] (c)\u2018railways had a greater effect on the economy of victorian britain than on the lives of people.\u2019 how far do you agree with this statement? explain your answer. [8] \u00a9 ucles 2005",
+            "23": "23 0470/01/o/n/0523study the extract, and then answer the questions which follow. i do not believe in having sick pay, out of work pay, and a number of other pays; we desire to prevent sickness and men being out of work. the way to accomplish this is firstly to join the union,then reduce your hours of work. that will prevent illness and members being out of employment. the leader of the gas workers\u2019 union, 1889. (a)what was the co-operative movement? [5] (b)why did unions for unskilled workers grow after 1870? [7] (c)how much was the power of trade unions weakened by court judgements and parliament in the period 1865-1913? explain your answer. [8] \u00a9 ucles 2005 [turn over",
+            "24": "24 0470/01/o/n/05depth study h: the impact of western imperialism in the nineteenth century 24study the cartoon, and then answer the questions which follow. a cartoon commenting on the british government\u2019s purchase of the \u2018lion\u2019s share\u2019 of ownership of the suez canal, 1876. (a)what is meant by \u2018imperialism\u2019? [5] (b)why did european powers often use a system of \u2018indirect rule\u2019 in their colonies? [7] (c)\u2018trade was the most important reason for western imperialism in the nineteenth century.\u2019 how far do you agree with this statement? explain your answer. [8] \u00a9 ucles 2005",
+            "25": "25 0470/01/o/n/0525study the extract, and then answer the questions which follow. to the ordinary person, african exploration was an exciting adventure. but to businessmen and politicians it uncovered great new sources of wealth and power. manufacturers were constantlysearching for new regions where they could sell their products and invest their profits. africa was amarket place and also a valuable supplier of raw materials and foodstuffs. from a british school history textbook, 1968. (a)describe belgium\u2019s acquisition of the congo. [5] (b)why did germany enter the \u2018scramble for africa\u2019? [7] (c)how far did western imperialism help africa? explain your answer. [8] \u00a9 ucles 2005",
+            "26": "26 0470/01/o/n/05blank page",
+            "27": "27 0470/01/o/n/05blank page",
+            "28": "28 0470/01/o/n/05blank page copyright acknowledgements: question 1 john gooch, the unification of italy ; methuen. used by permission of thompson publishing services. question 2 \u00a9 getty images.question 3 \u00a9 s. e. morrison et al.; a concise history of the american republic ; oxford university press, 1983. question 4 steven waugh; essential modern world history ; nelson thornes, 2001. question 6 \u00a9 punch library ltd.question 8 \u00a9 evening standard/solo syndication ltd.question 10 \u00a9 bildarchiv preussischer kulturbesitz.question 11 \u00a9 david king collection.question 12 \u00a9 philip ingram, russia and the ussr, 1905-1991 ; cambridge university press, 1997. questions 13, 14 steven waugh; essential modern world history ; nelson thornes, 2001. question 15 harriet ward; china in the 20th century ; heinemann, 1990. question 16 \u00a9 camera press.questions 17, 18 martin roberts; south africa 1948-1994 ; longman, 2001. question 19 nangolo mbumba and norbert h. noissier; namibia in history ; zed books ltd, 1988. \u00a9 kolonie und heimat. question 20 \u00a9 getty images (keystone).question 22 \u00a9 mary evans picture library.question 24 \u00a9 punch library ltd.question 25 r. j. cootes; britain since 1700 ; longman, 1982. permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here 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 university of cambridge local examinations syndicate (ucles),  which is itself a department of the university of cambridge."
+        },
+        "0470_w05_qp_2.pdf": {
+            "1": "this document consists of 12printed pages. sp (nf/ks) s81335/6 \u00a9 ucles 2005 [turn overuniversity of cambridge international examinations international general certificate of secondary education history 0470/02 paper 2   october/november 2005 2 hours additional materials: answer booklet/paper read these instructions first if you have been given an answer booklet, follow the instructions on the front cover of the booklet. write your centre number, candidate number and name on all the work you hand in.write in dark blue or black pen on both sides of the paper.you may use a soft pencil for any diagrams, graphs or rough working.do not use staples, paper clips, highlighters, glue or correction fluid. the paper has two options. option a: 19th century topic [p2\u2013p7] option b: 20th century topic [p8\u2013 p12] choose oneof these options, and then answer allthe questions on that topic. the number of marks is given in brackets [  ] at the end of each question or part question.at the end of the examination, fasten all your work securely together.",
+            "2": "2 0470/02/o/n/05option a: 19th century topic why did reconstruction fail? study the background information and the sources carefully, and then answer allthe questions. background informationin 1865 the victorious federal government was faced with the problem of making peace and integrating the former confederate states back into the union. some historians have claimed that this period ofreconstruction was a time when the south was cruelly oppressed by the north. others disagree withthis view and argue that reconstruction was extraordinarily lenient with black americans remainingsecond-class citizens in the south. the issue is confused by the fact that many white southernerswere seething with resentment while northerners were divided over what to do. during thereconstruction period america had three presidents; lincoln, johnson and grant \u2013 all with differentviews. by the early 1870s reconstruction was already failing. why? source a the governments imposed on the southern states by the north proved hopelessly inefficient and corrupt. the blacks formed the majority of the voters, and in theory occupied most of the key offices.but the real power was in the hands of northern \u2018carpetbaggers\u2019 and a few southern white renegadescalled \u2018scalawags\u2019. no laws could be passed without bribes, and no verdicts in the courts obtainedwithout money being passed to the judges. the south, its whites united in hatred of the governments, hit back by force. the years 1866\u201371 saw the birth of the ku klux klan. they terrorised the black community and where terror failed they used thewhip and the noose. and they murdered carpetbaggers too. the whites learned how to hate blacks. adifferent kind of society came into being, based on racial hatred. within a decade of its establishmentreconstruction had been destroyed. the new white regimes set about legislating blacks into a lowlyplace in the scheme of things. the north, having had quite enough of the south and its blacks, turnedits attention to other things. from a history book published in 1997. source b i spent most of the afternoon in a political meeting, held for the purpose of considering the necessity for a new cabinet and a firmer policy than mr lincoln\u2019s. while everybody was shocked at his murder, thefeeling of nearly everybody was that the accession of johnson to the presidency would prove agodsend to the country. as well as mr lincoln\u2019s known policy of tenderness to the rebels, his views onreconstruction were also distasteful to radical republicans. g w julian, a radical, describing what he did on the day lincoln was assassinated (15 april 1865). \u00a9 ucles 2005",
+            "3": "3 0470/02/o/n/05 [turn oversource c in may 1865 president johnson extended recognition to the southern governments created under lincoln\u2019s administration, none of which had given blacks the vote. the same month he issued ageneral amnesty to most southerners as long as they were prepared to swear an oath of allegianceand support emancipation. johnson also ordered that confiscated land be returned to pardonedsoutherners. why johnson so quickly abandoned the idea of punishing ex-confederates is something of a mystery. there were rumours at that time that some southerners used bribery to win pardons. otherssuspected that flattery by southern planters and their wives played upon the president\u2019s ego. morelikely, johnson simply came to view co-operation with the southern elite as essential to themaintenance of white supremacy in the south and to his own re-election as president in 1868. from a history book published in 1997. source d with malice towards none, with charity for all, with god as our guide, let us strive to finish the work we are in, to heal the nation\u2019s wounds, to care for him who shall have borne the battle and for his widowand his orphan, to do all which may achieve a just and lasting peace among ourselves. from a speech by president lincoln in march 1865. source e unless the rebel states should be made republican in spirit, and placed under the guardianship of loyal men, all our blood and money will have been spent in vain. having these states entirely within thepower of congress, it is our duty to take care that no injustice shall remain in their laws. there is more reason why black voters should be given the vote in rebel states than in the territories. in the states they form the great mass of the loyal men. the white union men are in a great minority ineach of those states. with them the blacks would act in a body. thaddeus stevens, a radical, speaking in congress in january 1867. \u00a9 ucles 2005",
+            "4": "4 0470/02/o/n/05source f a cartoon published in an american magazine in august 1865. the woman, a former slave-owner is saying, \u2018here uncle tom, go down to the tavern and tell your master i want him.\u2019 the black american replies, \u2018no, i won\u2019t. i ain\u2019t your uncle of your arnty any more: i\u2019se your equal!\u2019. \u00a9 ucles 2005",
+            "5": "5 0470/02/o/n/05 [turn oversource g a cartoon from an american magazine published in 1874. the cartoon is called \u2018worse than slavery\u2019. \u00a9 ucles 2005",
+            "6": "6 0470/02/o/n/05source h a cartoon published in 1880. the person sitting in the carpetbag is ex-president grant, who was being considered by the republicans as a presidential candidate for the 1880 presidential election. \u00a9 ucles 2005",
+            "7": "7 0470/02/o/n/05 [turn overnow answer allthe following questions. y ou may use any of the sources to help you answer the questions, in addition to those sources which you are told to use. in answering the questions youshould use your knowledge of the topic to help you interpret and evaluate the sources. 1study source a. do you think this author is biased in favour of either the north or the south? explain your answer using details from the source. [6] 2study sources b and c. are you surprised by johnson\u2019s policies described in source c? explain your answer using the sources and your own knowledge. [7] 3study sources d and e. do you think that lincoln and stevens would have agreed about reconstruction? explain your answer using the sources and your own knowledge. [8] 4study sources f and g. how far do these sources differ about the situation in the south? explain your answer using details from the sources and your own knowledge. [9] 5study source h. explain the meaning of this cartoon. explain your answer using details from the source and your own knowledge. [8] 6study allthe sources. \u2018the north was to blame for the failure of reconstruction.\u2019 how far do these sources provide convincing evidence for this statement? use the sources to explain your answer. [12] \u00a9 ucles 2005",
+            "8": "8 0470/02/o/n/05option b: 20th century topic why did khrushchev put nuclear missiles into cuba? study the background information and the sources carefully, and then answer allthe questions. background informationon 14 october 1962 an american u-2 spy plane took photographs of soviet nuclear missile sites being built in cuba. missiles launched from these sites would be able to reach most american cities. thecrisis that followed almost brought america and the soviet union to war. on 28 october khrushchevagreed to dismantle the sites. why did he put the missiles in cuba? was it to protect cuba, or did hehave other motives? source a a cartoon published in the soviet union in 1960. the notice held by a member of the us government says to castro, \u2018i forbid you to make friends with the soviet union.\u2019 source b one thought kept hammering away at my brain. \u2018what will happen if we lose cuba?\u2019 it would have been a terrible blow to communism and would greatly harm our reputation throughout the world. then i thought of installing missiles with nuclear warheads in cuba, without letting the united states find out they were there until it was too late to do anything about them. the missiles would stop theunited states from taking military action against castro\u2019s government. the americans havesurrounded our country with military bases and threatened us with nuclear weapons, and now theywould learn just what it feels like to have enemy missiles pointing at them. from the memoirs of khrushchev, written in the late 1960s. \u00a9 ucles 2005",
+            "9": "9 0470/02/o/n/05 [turn oversource c khrushchev was walking along a beach on the black sea with defence minister malinovskiy, who pointed out to him that american military bases with nuclear warheads were located on the oppositeshore in turkey. khrushchev then asked malinovskiy, \u2018and why then can we not have bases closer toamerica?\u2019 and then khrushchev began to question malinovskiy about whether or not it would bepossible to deploy missiles secretly in cuba. khrushchev\u2019s assistant, writing in 1992, remembering events in may 1962. source d a major soviet aim in their military build up in cuba is to show that the world balance of power has shifted so far in their favour that the us can no longer prevent the advance of soviet offensive powereven in its own part of the world. we think it is unlikely the missiles are to be used for bargaining for usconcessions elsewhere. us acceptance of the missiles will encourage communists in latin americaand elsewhere and lead to a serious decline of us influence generally. the view of america\u2019s central intelligence agency about why they thought russia was putting missiles into cuba. from a cia report, 19 october 1962. \u00a9 ucles 2005",
+            "10": "10 0470/02/o/n/05source e a cartoon published in britain, 17 october 1962. president kennedy is on the left, khrushchev is on the right. (pruning means cutting back.) source f this is my proposal. no more weapons to cuba and those within cuba withdrawn or destroyed, and you respond by ending your blockade and also agree not to invade cuba. from a letter sent by khrushchev to president kennedy during the crisis, 26 october 1962. \u00a9 ucles 2005",
+            "11": "11 0470/02/o/n/05 [turn oversource g our purpose has been to help cuba develop as its people desire. y ou want to relieve your country from danger. y our rockets are stationed on turkey. y ou are worried about cuba. y ou say it worries youbecause it lies at a distance of 90 miles from the united states. turkey lies next to us! i make this proposal. we agree to remove the missiles from cuba. the united states will remove its missiles from turkey. from a letter sent by khrushchev to president kennedy, 27 october 1962. source h k bows! will pull out missiles kennedy made no deals the front page of an american newspaper, 29 october 1962. source ii said that there could be no arrangement made under this kind of threat or pressure. however, i said that president kennedy had been anxious to remove those missiles from turkey for a long period oftime. it was our judgement, that, within a short time after this crisis was over, those missiles would begone. robert kennedy\u2019s account, published in 1969, of his negotiations with the soviet ambassador on 27 october. robert kennedy was president kennedy\u2019s brother. source j khrushchev read a message from president kennedy: \u2018we are going to withdraw the missiles from turkey.\u2019 when i heard that, i imagine that khrushchev knew it was the last thing i wanted to hear. heknew how we were totally against being used as a bargaining chip. that went against the theory thatthe missiles had been sent to defend cuba. y ou do not defend cuba by withdrawing missiles fromturkey. castro, in 1992, remembering a conversation with khrushchev in 1963.khrush: \u2018the soviet government, in addition to previously issued instructions for the ending of further work at theweapons building site, has issued a new order, for the dismantling ofthe weapons, which you describeas offensive, their crating andreturning to the soviet union.\u2019jfk: \u2018i welcome chairman khrushchev\u2019sstatesmanlike decision to stopbuilding bases in cuba, dismantlingoffensive weapons and returningthem to the soviet union underunited nations supervision. this isan important and constructivecontribution to peace.\u2019 \u00a9 ucles 2005",
+            "12": "12 0470/02/o/n/05now answer allthe following questions. y ou may use any of the sources to help you answer the questions, in addition to those sources which you are told to use. in answering the questions youshould use your knowledge of the topic to help you interpret and evaluate the sources. 1study source a. why was this cartoon published in the soviet union in 1960? explain your answer using details from the source. [7] 2study sources b, c and d. do sources b and c prove that the cia had misunderstood khrushchev\u2019s motives? explain your answer using the sources and your own knowledge. [8] 3study source e. what is the message of this cartoon? explain your answer using details of the source and your own knowledge. [7] 4study sources f and g. was khrushchev lying in one of these sources? explain your answer using the sources and your own knowledge. [8] 5study sources h and i. after reading sources h and i are you surprised by the report in source j? explain your answer using the sources and your own knowledge. [8] 6study allthe sources. \u2018khrushchev\u2019s motive for putting missiles into cuba was to protect cuba from the usa.\u2019 how far do these sources provide convincing evidence for this statement? use the sources to explain youranswer. [12] \u00a9 ucles 2005copyright acknowledgements: option a source a excerpt from a history of the american people by paul johnson. copyright \u00a9 1998 by paul johnson. reproduced by permission of harpercollins publishers inc. source c \u00a9 alan farmer, reconstruction and the results of the american civil war, 1865\u201377 (access to history s.); hodder arnold.  option b source a j. isaacs and t. downing; cold war ; bantam press, 1998. \u00a9 pravda. source b extract from \u201ckhrushchev remembers\u201d edited by e. crankshaw; published by andre deutsch, 1971. copyright little brown & company inc. source c modern world history by tony mcaleavy, pages 129, 130 and 131. published by cambridge university press, 1996.sources d, j the cold war (cambridge perspectives in history) by mike sewell p.90, 91. published by cambridge university press, 2002. isbn 0521798086. source e \u00a9 punch magazine , 1962. source g peter fisher; the great power conflict after 1945 ; \u00a9 u.s. department of state. source h \u00a9 new york mirror , 29/10/1962. permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here 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 university of cambridge local examinations syndicate (ucles),  which is itself a department of the university of cambridge."
+        },
+        "0470_w05_qp_4.pdf": {
+            "1": "this document consists of 10printed pages and 2blank pages. sp (sm/ks) s81341/4 \u00a9 ucles 2005 [turn overuniversity of cambridge international examinations international general certificate of secondary education history 0470/04 paper 4  alternative to coursework october/november 2005 1 hour additional materials: answer booklet/paper read these instructions first if you have been given an answer booklet, follow the instructions on the front cover of the booklet. write your centre number, candidate number and name on all the work you hand in.write in dark blue or black pen on both sides of the paper.you may use a soft pencil for any diagrams, graphs, music or rough working.do not use staples, paper clips, highlighters, glue or correction fluid. answer the questions on onedepth study. at the end of the examination, fasten all your work securely together.the number of marks is given in brackets [  ] at the end of each question or part question.",
+            "2": "2 0470/04/o/n/05depth study a: germany, 1918\u201345 1study the sources, and then answer the questions which follow. source a we still know little about the dreadful events of 30 june. we only know that men whom hitler constantly praised are dead. we are told that they are now dead because they were involved in aconspiracy. but so far no evidence has been produced to prove this conspiracy. a british newspaper article, 1934. source b without telling me, rohm made a plan with general von schleicher that the present regime in germany could not be continued; that the army and navy must be combined and that rohm wasthe man for this post. i decided to put an end to this plan. therefore i decided to dismiss rohm, toarrest him and a number of sa leaders. i gave orders to shoot those that were guilty of treason.everyone will know in future that treachery towards the state will end in certain death. hitler\u2019s speech to the reichstag, 13 july 1934. (a) (i) study source a. what can you tell from this source about the night of the long knives? support your answer with reference to the source. [6] (ii) study source b. how far does this source show the extent of opposition to hitler? explain your answer. [7] (iii) study both sources. is one of these sources more useful than the other as evidence about hitler\u2019s leadership? explain your answer. [7] (b) (i) give two features of the nazi totalitarian state. [2] (ii) what were the nuremberg rallies? [4] (iii) why did hitler want to gain the support of germany\u2019s youth? [6] (iv) how far did hitler use unlawful methods to achieve power in 1933\u201334? explain your answer. [8] \u00a9 ucles 2005",
+            "3": "3 0470/04/o/n/05 [turn overdepth study b: russia, 1905\u20131941 2study the sources, and then answer the questions which follow. source a at last the firing ceased. i stood up with the few others who remained uninjured and looked down at the bodies that lay around me. i cried to them, \u2018stand up!\u2019 but they lay still. why did they liethere? the thought flashed through my mind, \u2018and this is the work of our little father, the tsar\u2019.now i knew the truth, that a new chapter was opened in the book of the history of our people. from an account of the events of bloody sunday by father gapon in his book, \u2018the story of my life\u2019, 1905. source b a painful day. there have been serious disorders in st petersburg because workmen wanted to come up to the winter palace. troops had to open fire in several places in the city; there weremany killed and wounded. god, how painful and sad! mama arrived from town, straight to church.i lunched with all the others. went for a walk. mama stayed overnight. from the entry in the tsar\u2019s diary on bloody sunday, 22 january 1905. (a) (i) study source a. what can you tell from this source about bloody sunday? support your answer with reference to the source. [6] (ii) study source b. how far does this source show that the tsar understood the significance of the events of bloody sunday? explain your answer. [7] (iii) study both sources. is one of these sources more useful than the other as evidence about russia under tsarist rule? explain your answer. [7] (b) (i) name two revolutionary groups active in 1905. [2] (ii) what were the marchers protesting about on bloody sunday? [4] (iii) why was the tsar able to survive the 1905 revolution? [6] (iv) how far had tsar nicholas ii retained the loyalty of the russian people up to the outbreak of war in 1914? explain your answer. [8] \u00a9 ucles 2005",
+            "4": "4 0470/04/o/n/05depth study c: the usa, 1919\u20131941 3study the sources, and then answer the questions which follow. source a 1920 1929 motor cars on roads 9 000 000 26 000 000telephones in homes and businesses 13 000 000 20 000 000radios in homes 60 000 10 000 000membership of trade unions 5 000 000 3 400 000 statistics on the american economy in the 1920s. source b in the 1920s the united states became a consumer society, with a booming market for home appliances, synthetic textiles and plastics. one of the most admired men was henry ford, whointroduced the assembly line into the automobile industry. ford was able to pay high wages andstill earn enormous profits by manufacturing the model t. it seemed america had solved theproblem of producing and sharing wealth. there were, however, flaws in the economy of the1920s. industrial workers were earning better wages, but they still did not have enough purchasingpower to continue buying the flood of goods pouring out of factories. with profits soaring andinterest rates low, plenty of money was available for investment, but much of that went intoreckless speculation. from the united states government information agency, 1986. (a) (i) study source a. what can you tell from this source about the american economy in the 1920s? support your answer with reference to the source. [6] (ii) study source b. how far does this source show that all american people benefited from the economic developments of the 1920s? explain your answer. [7] (iii) study both sources. is one of these sources more useful than the other as evidence about the american standard of living in the 1920s? explain your answer. [7] (b) (i) give two examples of developments in the film industry in the 1920s. [2] (ii) describe the effects of the development of hire purchase in the 1920s. [4] (iii) why did agriculture not share in the prosperity of the 1920s? [6] (iv) how successful was the us economy between 1919 and 1928? [8] \u00a9 ucles 2005",
+            "5": "5 0470/04/o/n/05 [turn overdepth study d: china, 1945\u2013c.1990 4study the sources, and then answer the questions which follow. source a building a new canal near beijing during the great leap forward. source b from 1949 to 1957 the communist party of china pursued realistic policies. then leaders in beijing put forward a \u2018new programme\u2019 of economic development. industrial output was toincrease by 650 per cent over the next five years. farming was expected to make a twelve-yearincrease in three years. this \u2018big leap\u2019 ended in complete failure. from a soviet publication of 1969. (a) (i) study source a. what can you tell from this source about the great leap forward? support your answer with reference to the source. [6] (ii) study source b. how far does this source show that communist policies had been a failure? explain your answer. [7] (iii) study both sources. is one of these sources more useful than the other as evidence about communist economic policies? explain your answer. [7] (b) (i) what was a commune? [2] (ii) describe the hundred flowers campaign. [4] (iii) why did the great leap forward fail? [6] (iv) how far did the chinese people benefit from communist party rule between 1949 and 1962? explain your answer. [8] \u00a9 ucles 2005",
+            "6": "6 0470/04/o/n/05depth study e: southern africa in the twentieth century 5study the sources, and then answer the questions which follow. source a we want our rights here in a united, undivided south africa. we do not want them in poor homelands. we want all our rights, we want them here and we want them now . we have been jailed, exiled, killed for too long. now is the time. from a speech by reverend allan boesak at the beginning of the united democratic front in 1983. source b pieter botha was certainly more reasonable than any of the earlier national party leaders. he recognised blacks as permanent residents of white cities and granted them the right to ownhouses and land in the townships. he permitted the rise of a real black opposition and allowedtrade unions to organise openly. he got rid of some of the worst apartheid laws and offered a voteof sorts to the coloureds and indians. to pay for this and other reforms he taxed the whitesheavily. as a result his party split. the view of an afrikaner journalist in 1990. (a) (i) study source a. what can you tell from this source about the united democratic front? support your answer with reference to the source. [6] (ii) study source b. how far does this source show that president botha was willing to end the dominance of the white minority? explain your answer. [7] (iii) study both sources. is one of these sources more useful than the other as evidence about the strength of opposition to apartheid in the 1980s? explain your answer. [7] (b) (i) name two of the groups represented on the electoral college set up by the 1984 constitution. [2] (ii) describe how angola and mozambique helped the anc in the 1980s. [4] (iii) why did president de klerk release nelson mandela from prison in 1990? [6] (iv) how far do you agree that international pressure was the most important factor that brought apartheid to an end? explain your answer. [8] \u00a9 ucles 2005",
+            "7": "7 0470/04/o/n/05 [turn overdepth study f: israelis and palestinians, 1945\u2013c.1994 6study the sources, and then answer the questions which follow. source a we have had enough of words. we know our goal and we are determined to reach it. the liberation of our territory is the fundamental task before us. from a speech by president sadat in cairo, 28 september 1973. source b during the y om kippur war there had been some dangerous moments. both superpowers had supplied arms. at the height of the conflict it appeared that both russia and the united statesmight become more directly involved. in the course of the war, the arabs used a new weapon: oil. from a british history textbook, 1987. (a) (i) study source a. what can you tell from this source about egypt\u2019s intentions? support your answer with reference to the source. [6] (ii) study source b. how far does this source show that the superpowers controlled events in the y om kippur war? explain your answer. [7] (iii) study both sources. is one of these sources more useful than the other as evidence about the arab-israeli conflict? explain your answer. [7] (b) (i) what is y om kippur? [2] (ii) what actions did arab oil producers take as a result of the y om kippur war? [4] (iii) why did arabs have early successes in the y om kippur war? [6] (iv) \u2018the most important reason for israel\u2019s success in the y om kippur war was support from the usa.\u2019 do you agree? explain your answer. [8] \u00a9 ucles 2005",
+            "8": "8 0470/04/o/n/05depth study g: the creation of modern industrial society 7study the sources, and then answer the questions which follow. source a a crowd of ragged women and children were as filthy as the pigs which live on the surrounding rubbish heaps. the people that live in these ruined cottages behind broken windows or in dark,wet cellars in filth and stench must really have reached the lowest stage of humanity. each ofthese \u2018homes\u2019 contains, at most, two rooms and an attic and, perhaps, a cellar. on average twentyhuman beings live in these houses. for each 120 persons, one privy is provided. a socialist writer describing conditions in manchester in 1844. source b by the middle of the nineteenth century, some middle-class houses had inside lavatories which flushed. when they flushed, the contents went into one of two places. the house might have acesspit in the basement, or it might be connected to a sewer. the sewer, however, was only acollecting point. both cesspits and sewers had to be emptied every so often by the night-soil men.sometimes, in areas where there were not enough night-soil men, human waste was dumpedstraight into the nearest river, or left in heaps to seep through the ground into wells and springs. from a recent history textbook. source c a drawing of a cotton worker\u2019s home in manchester in 1862. \u00a9 ucles 2005",
+            "9": "9 0470/04/o/n/05 [turn over(a) (i) study source a. what can you tell from this source about living conditions for the working class in nineteenth century industrial cities? support your answer with reference to the source. [6] (ii) study source b. how far does this source show that living conditions for most people were improving during the first half of the nineteenth century? explain your answer. [7] (iii) study all of the sources. are these sources of equal value as evidence of the effects of the industrial revolution in the nineteenth century? explain your answer. [7] (b) (i) name two inventions which led to the growth of the textile industry. [2] (ii) what were the main differences between the domestic system and the factory system? [4] (iii) why did the population of some towns grow rapidly in the nineteenth century while others did not? [6] (iv) \u2018public health reforms were the main reason why the population increased rapidly in the nineteenth century.\u2019 do you agree? explain your answer. [8] \u00a9 ucles 2005",
+            "10": "10 0470/04/o/n/05depth study h: the impact of western imperialism in the nineteenth century 8study the sources, and then answer the questions which follow. source a for the next fifty years after the mutiny, british rule in india was distinguished by efficiency and fairness. it had two main aims \u2013 preserving good relations with the princes and trying to benefitthe mass of indian peasants. as well as peace and order, india\u2019s economic development was notneglected. a system of railways was constructed after 1860 which had important social andeconomic results. from a history of the british empire published in 1968. source b the moment there is any sign of revolt, mutiny or treachery, of which the symptoms usually are boasting and a tendency to be impolite, it is wise to hit the indian straight between the eyes, andkeep on hitting him until he understands what he is and who is who. comments of a british major-general who served with the indian army at times between 1878 and 1918. source c it is under the civilising rule of the queen and people of england that we freely meet here together and are allowed to speak our minds without the least fear or hesitation. such a thing is possibleunder british rule and british rule only. the president of the hindu national congress, formed in 1885, in his address to the second congress meeting. (a) (i) study source a. what can you tell from this source about british rule in india after the mutiny? support your answer with reference to the source. [6] (ii) study sources b and c. how far do these sources show that britain needed to rule india with an \u2018iron hand\u2019 in the second half of the nineteenth century? explain your answer. [7] (iii) study all of the sources. is one of these sources more useful than the others as evidence about british attitudes towards ruling india in the second half of the nineteenth century? explain your answer. [7] (b) (i) name two british viceroys of india between 1858 and 1914. [2] (ii) what were the main changes introduced to india by the government of india act of 1858? [4] (iii) why were there no more risings against british rule in india after 1857? [6] (iv) how far, from 1858 onwards, did the british raj change life in india? explain your answer. [8] \u00a9 ucles 2005",
+            "11": "11 0470/04/o/n/05blank page",
+            "12": "12 0470/04/o/n/05blank page copyright acknowledgements: section a sources a and b \u00a9 white and hadley; germany 1918\u20131949 ; collins educational, 1990. section b source a father gapon; \u2018the story of my life\u2019; 1905. taken from bryn callahan; history of the twentieth century ; longman 1987. source b \u00a9 ben walsh; modern world history ; john murray, 1996. section d source a copyright \u00a9 camera press ltd. source b \u00a9 neil de marco; the world this century ; collins educational, 1987. section f sources a and b s j perkins; the arab-israeli conflict ; nelson, 1987. section g source a engels\u2019 the condition of the working class in england in 1844. source b \u00a9 n tonge and m quincey; british social and economic history (documents and debates); palgrave macmillan, 1981. source c p sauvain; british economic and social history 1700\u20131870 ; stanley thorne, 1987. section h source a \u00a9 l james; rise and fall of the british empire ; little, brown & co., 1994. source b \u00a9 w d hussey; british empire and commonwealth 1500\u20131961 ; 1963, cambridge university press. source c lord elton; imperial commonwealth ; collins, 1945. permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here 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 university of cambridge local examinations syndicate (ucles),  which is itself a department of the university of cambridge."
+        }
+    },
+    "2006": {
+        "0470_s06_qp_1.pdf": {
+            "1": "this document consists of 18printed pages and 2blank pages. spa (sjf3964)  t03534/2 \u00a9 ucles 2006 [turn overuniversity of cambridge international examinations  international general certificate of secondary education history 0470/01 paper 1   may/june 2006 1 hour 45 minutes additional materials: answer booklet/paper read these instructions first if you have been given an answer booklet, follow the instructions on the front cover of the booklet. write your centre number, candidate number and name on all the work you hand in.write in dark blue or black pen.do not use staples, paper clips, highlighters, glue or correction fluid. answer three questions. section a (core content) : answer any twoquestions. section b (depth studies) : answer any onequestion. you may use a soft pencil for any diagrams, graphs or rough working.at the end of the examination, fasten all your work securely together.the number of marks is given in brackets [  ] at the end of each question or part question.",
+            "2": "2 0470/01/m/j/06section a: core content answer any two questions from this section. 1study the picture, and then answer the questions which follow. the siege of venice, 1849 (a)describe the events of 1848-49 in rome and venice. [5] (b)why did charles albert fail to defeat the austrians in 1848-49? [7] (c)cavour and garibaldi both contributed to the unification of italy. which of these two played the more important part? explain your answer. [8] \u00a9 ucles 2006 ",
+            "3": "3 0470/01/m/j/062study the cartoon, and then answer the questions which follow. a cartoon of 1880 showing northern carpetbaggers oppressing the south. (a)describe the conditions in the south at the end of the civil war. [5] (b)why were carpetbaggers resented by the south? [7] (c)\u2018reconstruction solved nothing.\u2019 how far do you agree with this statement? explain your answer. [8] 3study the extract, and then answer the questions which follow. russia\u2019s interest in the far east worried the british government as well as the leaders of japan. russia had begun to build the longest railway system in the world in 1891. naturally, the britishand the japanese asked why russia was going to such trouble if she did not have some goodreason. from a school history textbook published in 1985. (a)what were the benefits to japan of the anglo-japanese alliance of 1902? [5] (b)why was there rivalry between russia and japan at the beginning of the twentieth century? [7] (c)how far was japan a great power by 1914? explain your answer. [8] \u00a9 ucles 2006 [turn over ",
+            "4": "4 0470/01/m/j/064study the extract, and then answer the questions which follow. germany is a young and growing empire. her world-wide trade is rapidly growing. germany must have a powerful fleet to protect that trade and her interests in the most distant seas. the kaiser in an interview with a british newspaper, 1908. (a)describe the colonial rivalry that existed between germany and other powers by 1900. [5] (b)why did the kaiser become involved in morocco in 1905 and 1911? [7] (c)\u2018the anglo-german naval race was the most important cause of war in 1914.\u2019 how far do you agree with this statement? explain your answer. [8] 5study the extract, and then answer the questions which follow. article 16: should any member of the league resort to war, it shall be regarded as having committed an act of war against all other members of the league, and this will immediately end alltrade and financial relations with that member. from the covenant of the league of nations. (a)what were the main aims of the league of nations when it was set up in 1920? [5] (b)why did its structure and membership weaken the league? [7] (c)how far was the league of nations a success? explain your answer. [8] \u00a9 ucles 2006",
+            "5": "5 0470/01/m/j/066study the photograph, and then answer the questions which follow. german soldiers entering cologne in the rhineland, march 1936. (a)when hitler came to power, what did he hope to achieve with his foreign policy? [5] (b)explain how hitler destroyed the treaty of versailles. [7] (c)how far was appeasement justified? explain your answer. [8] \u00a9 ucles 2006 [turn over ",
+            "6": "6 0470/01/m/j/067study the cartoon, and then answer the questions which follow. an american cartoon from the late 1940s. the bear represents the ussr. (a)what was agreed at the potsdam conference? [5] (b)why was there continuing tension over berlin in the years 1945-1949? [7] (c)\u2018it was truman not stalin who brought about the cold war.\u2019 how far do you agree with this statement? explain your answer. [8] \u00a9 ucles 2006 ",
+            "7": "7 0470/01/m/j/068study the picture, and then answer the questions which follow. soviet tanks in budapest, november 1956. (a)describe how the soviet union reacted to events in hungary in 1956. [5] (b)why was the soviet union worried by developments in czechoslovakia in spring 1968? [7] (c)how important was \u2018solidarity\u2019 in the decline of soviet influence in eastern europe? explain your answer. [8] \u00a9 ucles 2006 [turn over ",
+            "8": "8 0470/01/m/j/06section b: depth studies answer any onequestion from this section. depth study a: germany, 1918-45 9study the extract, and then answer the questions which follow. two women were carrying a laundry basket filled to the top with banknotes. seeing a crowd standing round a shop window, they put down the basket for a moment to see if there wasanything they could buy. when they turned round a few moments later, they found the moneyuntouched. but the basket was gone. a german\u2019s memories of 1923. (a)what political problems existed in germany in the period 1918-1920? [5] (b)why was 1923 a year of crisis for the weimar republic? [7] (c)how successful was the weimar republic in dealing with germany\u2019s problems by 1928? explain your answer. [8] \u00a9 ucles 2006",
+            "9": "9 0470/01/m/j/0610study the photograph, and then answer the questions which follow. members of the hitler y outh on parade. (a)describe how the nazis tried to win the hearts and minds of young people. [5] (b)why did the nazis try to change the role of women? [7] (c)how successful was the nazi regime in dealing with opposition? explain your answer. [8] \u00a9 ucles 2006 [turn over ",
+            "10": "10 0470/01/m/j/06depth study b: russia, 1905-41 11study the painting, and then answer the questions which follow. bloody sunday \u2013 a painting from c.1910. (a)describe the impact of the russo-japanese war (1904-5) on the russian people. [5] (b)explain how the tsar was able to survive the 1905 revolution. [7] (c)which of the following was the most important reason for the overthrow of tsar nicholas ii: the influence of rasputin; military defeats in the first world war;food shortages? explain your answer with reference to all three reasons. [8] 12study the extract below, and then answer the questions which follow. trotsky was recovering from an illness when lenin died. he telephoned stalin to ask when the funeral was to be. stalin said: \u2018on saturday. y ou can\u2019t get back in time anyway so we advise you tocontinue with your treatment.\u2019 this was a lie, the funeral was not to be until sunday and trotskycould have reached moscow by then. from a book about trotsky written in 1967. (a)what was lenin\u2019s \u2018political will\u2019 (testament)? [5] (b)why was stalin able to become leader of russia by 1928? [7] (c)which was the more effective of stalin\u2019s methods for controlling the people of russia \u2013 terror or propaganda? explain your answer. [8] \u00a9 ucles 2006 ",
+            "11": "11 0470/01/m/j/06depth study c: the usa, 1919-41 13study the extract, and then answer the questions which follow. the aim of the modern american woman appears to be to attract men and get money. what can an intelligent man find in one of these lovely, brainless, cigarette-smoking undisciplined women?  from an article written by a female journalist, 1921. (a)describe how the lives of women changed in the 1920s. [5] (b)why was prohibition introduced in 1920? [7] (c)how far did the lives of americans improve during the 1920s? explain your answer. [8] \u00a9 ucles 2006 [turn over",
+            "12": "12 0470/01/m/j/0614study the photograph, and then answer the questions which follow. unemployed people queuing for government relief in 1937. (a)describe the work of the tennessee valley authority (tva). [5] (b)why did republicans oppose the new deal? [7] (c)\u2018the new deal was a success.\u2019 how far do you agree with this statement? explain your answer. [8] \u00a9 ucles 2006 ",
+            "13": "13 0470/01/m/j/06depth study d: china, 1945-1990 15study the extract, and then answer the questions which follow. the communist government and armies are the first in modern china to have positive and widespread popular support because they are genuinely of the people. from a report by an american general to the american government,1944. (a)what was the impact of the second world war on the nationalist government? [5] (b)why did the communists benefit from the second world war? [7] (c)who was more responsible for the outcome of the civil war \u2013 mao or chiang kai-shek (jiang jieshi)? explain your answer. [8] 16study the extract, and then answer the questions which follow. relations between china and the usa began to change with the split between china and the soviet union. the more intelligent americans began to realise that china was not a real threat totheir vital interests.  a newspaper report, february 1972. (a)describe china\u2019s relations with the ussr in the 1950s and 1960s. [5] (b)why did china\u2019s relations with the usa improve after 1970? [7] (c)had china become a superpower by 1990? explain your answer. [8] \u00a9 ucles 2006 [turn over",
+            "14": "14 0470/01/m/j/06depth study e: southern africa in the twentieth century 17study the photograph, and then answer the questions which follow. a concentration camp for boers. (a)describe the jameson raid. [5] (b)why did the anglo-boer war of 1899-1902 leave bitterness in south africa? [7] (c)to what extent were south africa\u2019s problems solved by the formation of the union in 1910? explain your answer. [8] 18study the extract, and then answer the questions which follow. on the 21st march 1960 thousands of demonstrators congregated outside a police station in sharpeville, protesting against the pass laws. in a moment of panic, police opened fire on thecrowd and shot dead 67 people; a further 186 were wounded, including 8 children. pressphotographers were present and pictures of the incident appeared in foreign papers the next day. from a british school history textbook. (a)describe the measures taken to enforce apartheid in the 1950s. [5] (b)why were the events of sharpeville important? [7] (c)\u2018international condemnation of apartheid had little effect.\u2019 how far do you agree with this statement? explain your answer. [8] \u00a9 ucles 2006 ",
+            "15": "15 0470/01/m/j/0619study the picture, and then answer the questions which follow. an early german trading post. (a)describe the german colonisation of namibia up to 1900. [5] (b)why did the herero rebel against the germans? [7] (c)how far did the people of namibia benefit from the first world war? explain your answer. [8] \u00a9 ucles 2006 [turn over ",
+            "16": "16 0470/01/m/j/06depth study f: israelis and palestinians, 1945-c.1994 20study the extract, and then answer the questions which follow. unlike the childhood of others, mine was full of sad memories. it is beyond human endurance for a family of 11 to live in a small tent through all seasons of the year on united nations rations. inwinter we crawled together to gain the warmth of humans which other humans had denied us. memories of a palestinian refugee camp. (a)describe life in a palestinian refugee camp. [5] (b)why did israelis believe it was their responsibility to look after jewish but not palestinian refugees? [7] (c)\u2018the arab states were as responsible as israel for the failure to resolve the palestinian refugee problem.\u2019 how far do you agree with this statement? explain your answer. [8] 21study the photograph, and then answer the questions which follow. president clinton with rabin and arafat after the signing of the israeli-plo peace accord, september 1993.  (a)describe sadat\u2019s actions in 1977 to bring peace with israel. [5] (b)why was the camp david agreement of 1978 thought by some to be a success? [7] (c)\u2018the ussr was more successful than the usa in influencing events in the middle east.\u2019 how far do you agree with this statement? explain your answer. [8] \u00a9 ucles 2006 ",
+            "17": "17 0470/01/m/j/06depth study g: the creation of modern industrial society 22study the cartoon, and then answer the questions which follow. an early nineteenth century cartoon titled \u2018the factory slaves. their daily employment\u2019. (a)describe working conditions in cotton mills in the early part of the nineteenth century. [5] (b)why did the cotton industry develop in the north-west of england? [7] (c)how successful were the factory acts in improving conditions in factories during the first half of the nineteenth century? explain your answer. [8] 23study the source, and answer the questions which follow. it is for twelve kilometres so narrow that a mouse cannot pass by any wagon. the ruts are an incredible depth and you often meet with wagons stuck fast in the mud. written by a traveller at the beginning of the nineteenth century. (a)describe the problems of moving goods by road in the early nineteenth century. [5] (b)why did british industry benefit from the building of canals at this time? [7] (c)\u2018the development of railways was of more benefit socially than economically.\u2019 how far do you agree with this statement? explain your answer. [8] \u00a9 ucles 2006 [turn over ",
+            "18": "18 0470/01/m/j/06depth study h: the impact of western imperialism in the nineteenth century 24study the extract, and then answer the questions which follow. a serious revolt broke out among the \u2018sepoys\u2019 in the bengal army of the east india company in may 1857 when british officers and their families were murdered. fortunately for the british therising did not spread over the whole country. nevertheless the british were outnumbered and ingreat danger. from a british school history textbook. (a)describe the activities of the east india company on the indian sub-continent. [5] (b)why did the indian mutiny of 1857 take place? [7] (c)how important was the indian mutiny? explain your answer. [8] 25study the extract, and answer the questions which follow. \u2018we were going as civilisers as well as preachers\u2019, wrote james stewart. he was one of a new generation of missionaries who, having studied medicine as well as theology, set off into centralafrica with a party of other well-qualified men. from a recent history book. (a)what were the aims of missionaries in the nineteenth century? [5] (b)why were there differences in the ways in which european nations ruled their colonies? [7] (c)\u2018economic factors were the most important reason for imperialism in the nineteenth century.\u2019 how far do you agree with this statement? explain your answer. [8] \u00a9 ucles 2006",
+            "19": "19 0470/01/m/j/06blank page",
+            "20": "20 0470/01/m/j/06blank page copyright acknowledgements: question 1 \u00a9 getty images. question 2 \u00a9 t. harry williams; the union restored (the life history of the united states) ; time life uk. question 3 \u00a9 philip sauvain; european and world history, 1815-1919 ; nelson thornes; 1985. question 8 \u00a9 topfoto.co.ukquestion 10 \u00a9 suddeutscher verlag bilderdienst.question 21 \u00a9 reuters/corbis. permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here 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 university of cambridge local examinations syndicate (ucles),  which is itself a department of the university of cambridge."
+        },
+        "0470_s06_qp_2.pdf": {
+            "1": "this document consists of 11 printed pages and 1 blank page. sp (nf/cgw) t06786/2 \u00a9 ucles 2006 [turn overuniversity of cambridge international examinations international general certificate of secondary education history  0470/02 paper 2 may/june 2006 2 hours additional materials: answer booklet/paper read these instructions first if you have been given an answer booklet, follow the instructions on the front cover of the booklet. write your centre number, candidate number and name on all the work you hand in.write in dark blue or black pen.y ou may use a soft pencil for any diagrams, graphs or rough working.do not use staples, paper clips, highlighters, glue or correction fluid. this paper has two options. option a: 19th century topic  [p2\u2013p6] option b: 20th century topic [p7\u2013p11] choose one of these options, and then answer all the questions on that topic. at the end of the examination, fasten all your work securely together.the number of marks is given in brackets [  ] at the end of each question or part question.",
+            "2": "2 0470/02/m/j/06 \u00a9 ucles 2006option a: 19th century topic was the south certain to lose the american civil war? study the background information and the sources carefully, and then answer all the questions. background informationhistorians have long disagreed about whether the south had any chance of winning the civil war.  some point towards the overwhelming strength of the north, but others argue that the confederacy could have won and only had itself to blame for its defeat.  source a in numbers the confederacy seemed no match for the united states. the north had about 22 million  people, the south only 9 million. nearly 4 million of the southerners were slaves. since southerners were unwilling to put guns in the hands of slaves, the confederate army could draw upon little more than a million men to fill its ranks. over 90 percent of the nation\u2019s factories were in northern states. there were only two gunpowder factories in the south. the north also had more than twice as many miles of railroad tracks as the south and twice as many horses, donkeys and mules. it had an army, a navy, and ways of raising money. the south had to create these for itself. on the other hand, the confederacy had certain advantages over the union. southerners were  defending their homeland and their whole way of life was at risk. this added to their determination. from a book published in america in 1991. source b from the start the north had a considerable advantage. there were 22 million people in the north  compared with only 9 million in the south. the north had much the greater industrial capacity. the confederacy hoped to compensate for its lack of basic materials by trading with europe, especially britain. but from the start of the war the north ruled the seas and was able to impose an increasingly effective blockade. however, in 1861 most southerners, and most european observers, were confident that the confederacy  would triumph. the sheer size of the confederacy was perhaps its greatest asset. it would be difficult to blockade and conquer. even if the northern armies occupied confederate territory they would have difficulty holding down a resentful population and maintaining supply lines. the confederacy did not have to invade the north. all it needed to do was defend. defence is usually an easier option in war than to attack. the union had little option but to attack. southerners hoped that northern public opinion might question high casualties. if northern determination collapsed, the confederacy would win. from a book published in britain in 2002.",
+            "3": "3 0470/02/m/j/06 \u00a9 ucles 2006 [turn oversource c a cartoon published in the north in 1861 showing the south\u2019s efforts to recruit an army. source d a short blanket. old secesh . \u201cwhile i cover my neck, i expose my feet, and if i cover my feet, i expose my neck. ugh!\u201d a cartoon published in the north in 1861. \u2018old secesh\u2019 represents the confederacy.",
+            "4": "4 0470/02/m/j/06 \u00a9 ucles 2006source e davis would allow discussion to slide away from important points towards minor questions. frequently  a cabinet meeting would last four or five hours without deciding anything; while the desk of every chief of a department was covered with papers demanding his attention. stephen mallory, a member of the confederate government, writing about jefferson davis, president  of the confederacy. source f despite the criticisms of him, davis gave the confederacy a sense of identity and purpose. his energy  and determination, wrote a new y ork times reporter who met him, was all that kept the confederacy going. he might be cold and reserved but without him the rebellion would crumble to pieces in a day. from a recent book about the american civil war. source g jeff  davis  reaping  the  harvest. a cartoon published in america in 1861. ",
+            "5": "5 0470/02/m/j/06 \u00a9 ucles 2006 [turn oversource h the army did all it could. i fear i asked it to achieve the impossible. when a military commander fails  he should be removed. i have read criticism of me in the newspapers. i do not know how far this feeling extends in the army. my brother officers have been too kind to report it and so far the troops have been too generous to report it. it is fair, however, to suppose that it does exist. everything, therefore, points to the advantage of having a new commander. i know he will have as gallant and brave an army as ever existed to support his efforts. from a letter by general lee to president davis, 8 july 1863 (five days after the battle of gettysburg). source ievents have succeeded one another with disastrous speed. one brief month ago we were apparently  at the point of success. lee was in pennsylvania threatening harrisburg and even philadelphia. now the picture is just as dark as it was bright then. it seems incredible that human power could bring about such a change in so brief a time. then we were at the height of our success \u2013 today we face absolute ruin. the confederacy is stumbling to its destruction. josiah gorgas\u2019 entry in his diary for 28 july 1863. gorgas was in charge of supplying the confederate  army.",
+            "6": "6 0470/02/m/j/06 \u00a9 ucles 2006now answer all the following questions. y ou may use any of the sources to help you answer the  questions, in addition to those sources which you are told to use. in answering the questions you should use your own knowledge of the topic to help you interpret and evaluate the sources. 1 study sources a and b.  how far do these two sources agree? explain your answer using the sources and your  knowledge. [7] 2 study sources c and d.  how similar are the messages of these two cartoons? explain your answer using the sources and  your knowledge. [8] 3 study sources e and f .  does source e prove that source f is wrong about davis? explain your answer using the sources  and your knowledge. [8] 4 study source g.  why do you think this cartoon was drawn? explain your answer using the source and your  knowledge. [7] 5 study sources h and i.   are you surprised by what lee says in his letter? explain your answer using the sources and your  knowledge. [8] 6 study all the sources.  how far do these sources support the view that, as early as 1861, it was certain the south would  lose? use the sources to explain your answer. [12]",
+            "7": "7 0470/02/m/j/06 \u00a9 ucles 2006 [turn overoption b: 20th century topic was the cuban missile crisis simply a trial of strength between kennedy and  khrushchev? study the background information and the sources carefully, and then answer all the questions. background informationin 1962 the soviet union started to build missile sites in cuba from which nuclear warheads could be  launched at america. in october an american u-2 spy plane photographed the sites being constructed. president kennedy demanded that the sites be dismantled, but khrushchev refused. for thirteen days the world held its breath while the two superpowers faced each other. for some people at the time this crisis was simply a personal trial of strength between president kennedy and chairman khrushchev, whilst for others it had a wider significance. source a i\u2019ve got two problems. first to figure out why khrushchev acted in such a hostile way. and second, to  figure out what we can do about it. i think the first part is pretty easy to explain. i think he did it because of the bay of pigs. he thought that anyone who was so young and inexperienced as to get into that mess could be beaten; and anyone who got into it and didn\u2019t see it through had no guts. so he just beat the hell out of me. if he thinks i\u2019m inexperienced and have no guts, until we remove those ideas we won\u2019t get anywhere with him. kennedy speaking to a reporter in 1961 shortly after a meeting with khrushchev. in the meeting  khrushchev had been very unfriendly to kennedy. ",
+            "8": "8 0470/02/m/j/06 \u00a9 ucles 2006source b a cartoon published in a british newspaper in october 1962. kennedy and khrushchev are shown as  gunslingers. castro is on the donkey. source c a cartoon published in britain in 1962.",
+            "9": "9 0470/02/m/j/06 \u00a9 ucles 2006 [turn oversource d if we don\u2019t do anything to cuba, then the soviets are going to pressurise us in berlin and push real  hard because they have got us on the run. this is almost as bad as the appeasement at munich. i just don\u2019t see any other solution except direct military action right now. a blockade would be considered by a lot of our friends and neutrals as being a pretty weak response to this. and i\u2019m sure a lot of our own citizens would feel that way too. general le may, chief of staff of the american air force, speaking in a meeting of president  kennedy\u2019s advisers on 19 october 1962. unknown to everybody present, the discussions were  recorded by the president. source e even after it was all over the president made no statement attempting to take credit for himself or for  his administration for what had occurred. he instructed his staff that no interview should be given, no statement made, which would claim any kind of victory. he respected khrushchev for properly deciding what was in his own country\u2019s interests and in the interests of mankind. if it was a triumph, it was a triumph for the next generation and not for any particular government or people. robert kennedy in his book about the crisis, published in 1968.  source f in 1961 we increased our military aid to cuba. we were sure the americans would never agree to the  existence of castro\u2019s cuba. they feared, and we hoped, that a socialist cuba might become a magnet that would attract other latin american countries to socialism. we had to find an effective deterrent to american interference in the caribbean. the cuban crisis was a triumph of soviet foreign policy and a personal triumph in my own career. today  cuba exists as an independent socialist country right in front of america. cuba\u2019s very existence is good propaganda. we behaved with dignity and forced the united states to demobilise and to recognise cuba. from khrushchev\u2019s memoirs, published in 1970.",
+            "10": "10 0470/02/m/j/06 \u00a9 ucles 2006source g a cartoon published at the time of the cuban missile crisis. it predicts that kennedy and khrushchev  will end up in hell after destroying the world. source h in the final analysis our most basic link is the fact that we all inhabit this planet. we all breathe the  same air. we all cherish our children\u2019s future. and we are all mortal. president kennedy in a speech about the cuban missile crisis in june 1963.",
+            "11": "11 0470/02/m/j/06 \u00a9 ucles 2006now answer all the following questions. y ou may use any of the sources to help you answer the  questions, in addition to those sources which you are told to use. in answering the questions you should use your knowledge of the topic to help you interpret and evaluate the sources. 1 study source a.  source a is about events before the cuban missile crisis. does this mean it has no use to historians  studying the crisis? explain your answer using the source and your knowledge. [7] 2 study sources b and c.  how far do these two sources agree? explain your answer using the sources and your  knowledge. [7] 3 study source d.  why do you think kennedy recorded this meeting? explain your answer using the source and your  knowledge. [8] 4 study sources e and f .  how far does source e prove that khrushchev was wrong in source f? explain your answer using  the sources and your knowledge. [8] 5 study sources g and h.  how do you think the cartoonist of source g would react to what kennedy says in source h?  explain your answer using the sources and your knowledge. [8] 6 study all the sources.  how far do these sources support the view that the cuban missile crisis was simply a personal  trial of strength between two men, kennedy and khrushchev? use the sources to explain your answer. [12]",
+            "12": "12 0470/02/m/j/06blank page copyright acknowledgements: option a source a \u00a9 john garraty; story of america ; holt, rinehart & winston; 1991. source b \u00a9 alan farmer; the american civil war 1861\u201365 ; hodder murray; 2002. source e \u00a9 alan farmer; the american civil war 1861\u201365 ; hodder murray; 2002. source f \u00a9 alan farmer; the american civil war 1861\u201365 ; hodder murray; 2002. option b source a \u00a9 b o\u2019callaghan; a history of the twentieth century ; longman; 1987. source b \u00a9 express picture library.source e from thirteen days: a memoir of the cuban missile crisis by robert f . kennedy. copyright \u00a9 1968 by mccall corporation.   used by permission of w. w. norton & company, inc. source g william elias papas \u00a9 the guardian . permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here 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 university of cambridge local examinations syndicate (ucles),  which is itself a department  of the university of cambridge."
+        },
+        "0470_s06_qp_4.pdf": {
+            "1": "this document consists of 10printed pages and 2blank pages. sp (sjf3967)  t03544/6 \u00a9 ucles 2006 [turn overuniversity of cambridge international examinations international general certificate of secondary education history 0470/04 paper 4  alternative to coursework may/june 2006 1 hour additional materials: answer booklet/paper read these instructions first if you have been given an answer booklet, follow the instructions on the front cover of the booklet. write your centre number, candidate number and name on all the work you hand in.write in dark blue or black pen.you may use a soft pencil for any diagrams, graphs or rough working.do not use staples, paper clips, highlighters, glue or correction fluid. answer the questions on one depth study. at the end of the examination, fasten all your work securely together.the number of marks is given in brackets [  ] at the end of each question or part question.",
+            "2": "2 0470/04/m/j/06depth study a: germany, 1918-1945 1study the sources, and then answer the questions which follow. source awe gained 52 per cent of the vote in the march elections. this government will not be satisfied with only that 52 per cent and the need to terrorise the remaining 48 per cent, but will see itsimmediate task as winning over that remaining 48 per cent. it will not be enough merely to tolerate this regime. we will demand support. goebbels, at his first press conference on becoming minister for propaganda, march 1933. source b  the german people are so open to propaganda that they can forget the less pleasant aspects of nazi rule. a systematic campaign of propaganda has been introduced to break down resistanceand to strengthen the enthusiasm of those already converted to the new order. with steam-rollereffectiveness, the activity of the ministry of propaganda has reached out into every corner of thereich, into every walk of life. nevertheless, not all german people are so easily persuaded tobelieve in hitler\u2019s policies. the us ambassador to germany, writing in 1936. (a) (i) study source a. what can you tell from this source about the nazi party? support your answer with reference to the source. [6] (ii) study source b. how far does this source show that propaganda was accepted by the german people? explain your answer. [7] (iii) study both sources. is one of these sources more useful than the other as evidence about how the nazis controlled the german population? explain your answer. [7] (b) (i) give twomethods of repression the nazis used to control the population. [2] (ii) describe how goebbels controlled the mass media. [4] (iii) why was radio broadcasting particularly important to goebbels? [6] (iv) which was the more effective in giving the nazis control over the german people: repression or propaganda? explain your answer. [8] \u00a9 ucles 2006",
+            "3": "3 0470/04/m/j/06 [turn overdepth study b: russia, 1905-1941 2study the sources, and then answer the questions which follow. source afor us there cannot exist the old systems of morality invented by the bourgeoisie for the purpose of oppressing the \u2018lower classes\u2019. our morality is new, for it rests on the bright idea of destroyingall oppression. to us, everything is permitted, for we are the first in the world to raise the sword inthe name of freeing everybody. blood? let there be blood if it will save us from the old regime. from an article by lenin in the red sword, a weekly magazine of the cheka (secret police), 1919. source b lenin was first and foremost a professional revolutionary. he had no other occupation. a man of iron will and ambition, he was absolutely ruthless and used ordinary people as tools to achieve hisaims. short and sturdy with a bald head, small beard and deep-set eyes, he looked like a smalltradesman. when he spoke, his ill-fitting suit, his crooked tie, his ordinary appearance swayed thecrowd in his favour. \u2018he is not one of the upper classes, he is one of us\u2019, they would say. a british newspaper, writing about lenin after his death in 1924. (a) (i) study source a. what can you tell from this source about lenin? support your answer with reference to the source. [6] (ii) study source b. how far does this source show that lenin was a good leader? explain your answer. [7] (iii) study both sources. is one of these sources more useful than the other in explaining why lenin was able to become leader of russia? explain your answer. [7] (b) (i) give twogroups which were the main opponents of the bolsheviks during the civil war. [2] (ii) describe the \u2018red terror\u2019. [4] (iii) why did the red army win the civil war? [6] (iv) how successful was lenin in the period 1917 to 1924? explain your answer. [8] \u00a9 ucles 2006",
+            "4": "4 0470/04/m/j/06depth study c: the usa, 1919-1941 3study the sources, and then answer the questions which follow. source awhen the earth to plough or guns to beari was always there \u2013 right on the job.they used to tell me i was building a dreamwith peace and glory ahead \u2013why should i be standing in linejust waiting for bread?brother, can you spare a dime? from a best-selling song written in 1930, which republicans tried to ban from the radio in 1932. source b in 1929, 3 per cent of the american workforce was unemployed. by 1932, it was almost 25 per cent \u2013 that meant 13 million people had no job. in one town in pennsylvania, out of a population of13 000, only 277 had a job. in some coal-mining areas there was no work at all. even for thosewho still had a job, wages were often reduced as employers were desperate to cut costs to stay inbusiness. the situation was even more desperate in agriculture. from a british textbook on american history, written in the 1990s.  (a) (i) study source a. what can you tell from this source about attitudes towards unemployment in the 1930s? support your answer with reference to the source. [6] (ii) study source b. how far does this source show that unemployment was widespread in the usa by 1932? explain your answer. [7] (iii) study both sources. is one of these sources more useful than the other as evidence about america\u2019s economic problems in 1932? explain your answer. [7] (b) (i) what were hoovervilles? [2] (ii) describe the measures taken by hoover to deal with the effects of the wall street crash. [4] (iii) why was hoover\u2019s government slow to take action to deal with the effects of the depression? [6] (iv) how far was roosevelt responsible for the 1932 presidential election result? explain your answer. [8] \u00a9 ucles 2006",
+            "5": "5 0470/04/m/j/06 [turn overdepth study d: china, 1945-c.1990 4study the sources, and then answer the questions which follow. source a photograph of a basket workshop in a commune, about 1960, published in a british magazine. source b the communes began to struggle because of the incredible haste with which they were established. there was a lack of preparation. there was the lack of incentives. there was thethreat to home life before a broad community life had been fully established to replace it.enormous technical responsibility and initiative were demanded from inexperienced and poorly-trained cadres. when unbelievably bad weather was added to the withdrawal of soviet support,the communes failed very quickly. an american author who lived and worked in china in the 1950s.   (a) (i) study source a. what can you tell from this source about life in a commune? support your answer with reference to the source. [6] (ii) study source b. how far does this source show that the chinese government was responsible for the failure of the communes? explain your answer. [7] (iii) study both sources. is one of these sources more useful than the other in showing life in china during the great leap forward? explain your answer. [7] \u00a9 ucles 2006 ",
+            "6": "6 0470/04/m/j/06(b) (i) give two ways in which co-operative farms differed from collective farms. [2] (ii) in what ways did women benefit from the communist government\u2019s social legislation? [4] (iii) why was the hundred flowers campaign abandoned in 1957? [6] (iv) \u2018the main reason for the failure of the great leap forward was the withdrawal of soviet support\u2019. how far do you agree with this statement? explain your answer. [8] \u00a9 ucles 2006",
+            "7": "7 0470/04/m/j/06 [turn overdepth study e: southern africa in the twentieth century 5study the sources, and then answer the questions which follow. source aduring the second world war (1939-1945) the pass laws were made easier to allow african workers to move to urban areas. on the rand, townships grew rapidly with shanty houses usingevery tiny space. working conditions in industry improved a lot and black wages rose by 50 percent between 1940 and 1946. from a south african history book, written in the 1990s. source b in 1942 the government banned all strikes by africans but set up an investigation into mineworkers\u2019 conditions and wages. in 1946 its report said that as their families produced theirown food in the reserves, the mineworkers\u2019 wages were only pocket money so they did not need tobe raised. the african mineworkers\u2019 union went on strike and brought the entire gold-miningindustry to a halt, but the mineworkers were soon forced back to work at gunpoint. from a british history book, written in 1994. (a) (i) study source a. what can you tell from this source about the effects of the second world war on african workers? support your answer with reference to the source. [6] (ii) study source b. how far does this source show the power of the african mineworkers in the 1940s? explain your answer. [7] (iii) study both sources. is one of these sources more useful than the other as evidence about the government\u2019s attitude towards african workers? explain your answer. [7] (b) (i) give twoof the terms of the pass laws by 1952. [2] (ii) what was the purpose of the 1950 population registration act? [4] (iii) why did malan\u2019s government enforce apartheid after 1948? [6] (iv) how far do you agree that the defiance campaign of 1952 was a success? explain your answer. [8] \u00a9 ucles 2006",
+            "8": "8 0470/04/m/j/06depth study f: israelis and palestinians, 1945-c.1994 6study the sources, and answer the questions which follow. source ablack september\u2019s operation planned to take israeli hostages to secure the release of two hundred plo prisoners in israel. the hostages were israeli athletes and they were taken inmunich, at the olympic games, thus guaranteeing a live worldwide television audience for thedrama. the operation would not have been possible without the support and facilities provided byone arab government. from a british biography of y asser arafat, published in 1994.  source b palestinian attacks on israeli civilians are intended to terrorise israelis. similarly, israeli reprisal raids on lebanese villages are intended to terrorise the local lebanese into ejecting the plo fromtheir area. once we use the word terrorism in this context, either an arab or an israeli emergesdemanding to know why we do not describe the other side as terrorists. however, both sidesbelieve their actions are justifiably taken in self-defence. from \u2018pity the nation\u2019, a book written in 1990 by a british journalist working in lebanon. (a) (i) study source a. what can you tell from this source about the black september group? support your answer with reference to the source. [6] (ii) study source b. how far does this source show that both sides wanted to use terrorism? explain your answer. [7] (iii) study both sources. is one of these sources more useful than the other as evidence about terrorism in the middle east conflict? explain your answer. [7] (b) (i) name two jewish groups regarded as terrorists by the british during the mandate period. [2] (ii) describe the help given by the united nations to the palestinians. [4] (iii) why did the palestinians want israel expelled from the united nations? [6] (iv) \u2018during the 1970s and the 1980s, neither the israelis nor the palestinians wanted a peace settlement.\u2019 do you agree? explain your answer. [8] \u00a9 ucles 2006",
+            "9": "9 0470/04/m/j/06 [turn overdepth study g: the creation of modern industrial society 7study the sources, and then answer the questions which follow. source aduring this week i have witnessed the most open intimidation practised by the men on strike. there were howling crowds going from dock to dock and warehouse to warehouse, stoppingbusiness and threatening vengeance on all who did not come out on strike. from a letter to the times during the london dock strike of 1889. source b i have been impressed by the honesty and moderation of the strikers throughout the strike. i saw no drunken striker in any procession and i heard no one asking for charity. i rejoice that organisedlabour has shown its strength against the forces of capitalism. how small a chance the oppressiveemployers have against a determined combination of workers!  john burns, one of the strikers\u2019 leaders, reviewing the london dock strike in october 1889. source c in april 1898 the miners in south wales went on strike. troops were sent to the area but, despite minor incidents, there was no real unrest. the strike lasted until september when, after fivemonths of hardship, the men returned to work, largely on the mineowners\u2019 terms. from a modern book about trade unions. (a) (i) study source a.  what impressions does this source give you of the london dock strike of 1889? support your answer with reference to the source. [6] (ii) study sources a and b. how far does source b prove that source a was wrong? explain your answer. [7] (iii) study all the sources. is one source more useful than the others as evidence about trade unions in the late nineteenth century? explain your answer.   [7] (b) (i) what was \u2018peaceful picketing\u2019? [2] (ii) what was meant by \u2018new unionism\u2019 in the last decade of the nineteenth century? [4] (iii) why were most unskilled workers without trade unions until the last years of the nineteenth century? [6] (iv) \u2018 between 1850 and 1914, trade unions were restricted more by the law courts than by the actions of employers.\u2019 do you agree? explain your answer. [8] \u00a9 ucles 2006",
+            "10": "10 0470/04/m/j/06depth study h: the impact of western imperialism in the nineteenth century 8study the sources, and then answer the questions which follow. source aleopold of belgium has brought together adventurers, traders, and missionaries of many races into one band of men. under the leadership of h m stanley, the famous explorer, they will carryinto the interior of africa new ideas of law, order, humanity and the protection of natives. extract from a british newspaper, 1884. source b we got no pay. we got nothing. it used to take 19 days to get the 20 baskets of rubber they demanded. when we failed and our rubber was short, the soldiers came to our towns and killedus. many of our people were shot, some had ears cut off. the white men at their colonial postssometimes did not know of the bad things the soldiers did to us, but it was the white men who sentthe soldiers to punish us for not bringing in enough rubber. a native of the congo talking to an interviewer in 1903. (a) (i) study source a. what does this source tell you about the aims of european imperialism in the nineteenth century? support your answer with reference to the source. [6] (ii) study source b. how far does source b prove that the aims of the imperialists in source a were not carried out? explain your answer. [7] (iii) study both sources. is one source more useful than the other as evidence about european imperialism in the nineteenth century? explain your answer. [7] (b) (i) name one german and one portuguese colony in africa in the nineteenth century. [2] (ii) what was \u2018indirect rule\u2019? [4] (iii) why was the berlin conference of 1884/5 held? [6] (iv) how true is it to say that the europeans governed their colonies well in the nineteenth century? explain your answer. [8] \u00a9 ucles 2006",
+            "11": "11 0470/04/m/j/06blank page",
+            "12": "12 0470/04/m/j/06blank page copyright acknowledgements: question 3 source a \u00a9 jay gorney and e.y. harburg; brother can you spare a dime? ; warner/chappell music publishing. question 3 source b \u00a9 john vick; modern america (knowing world history) ; collins educational; 1991. question 4 source a \u00a9 hulton picture library.question 4 source b \u00a9 edgar snow; red china today: the other side of the river , victor gollancz, a division of the orion publishing group. question 5 source b \u00a9 j.d. omer-cooper; history of southern africa; james currey, oxford & heinemann, u.s + canada.question 6 source a \u00a9 alan hart; arafat ; sidgwick & jackson; 1994. question 6 source b \u00a9 robert fisk; pity the nation: lebanon at war ; andre deutsch; 1991. question 7 source c \u00a9 john gorman; to build jerusalem: photographic remembrance of british working class life, 1875\u20131950 ; scorpion publications; 1980. permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here 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 university of cambridge local examinations syndicate (ucles),  which is itself a department of the university of cambridge."
+        },
+        "0470_w06_qp_1.pdf": {
+            "1": "this document consists of 20printed pages. sp (sjf3965)  t04100/2 \u00a9 ucles 2006 [turn overuniversity of cambridge international examinations  international general certificate of secondary education history 0470/01 paper 1   october/november 2006 1 hour 45 minutes additional materials: answer booklet/paper read these instructions first if you have been given an answer booklet, follow the instructions on the front cover of the booklet. write your centre number, candidate number and name on all the work you hand in.write in dark blue or black pen.you may use a soft pencil for any diagrams, graphs or rough working.do not use staples, paper clips, highlighters, glue or correction fluid. answer three questions. section a (core content) : answer any twoquestions. section b (depth studies) : answer any onequestion. at the end of the examination, fasten all your work securely together.the number of marks is given in brackets [  ] at the end of each question or part question.",
+            "2": "2 0470/01/o/n/06section a: core content answer any twoquestions from this section. 1study the extract, and then answer the questions which follow. after 1815 people began to take great pride in their national identity. this was particularly important in nations which had been conquered in the past or absorbed into much larger empires.at the same time liberals wanted to be free and resented the rule of repressive governments.occasionally the liberals and the nationalists clashed instead of uniting against the commonenemy. from a school history textbook published in 1985. (a)what was meant by \u2018nationalism\u2019 and \u2018liberalism\u2019 in the nineteenth century? [5] (b)why did the hungarian revolution of 1848 fail? [7] (c)how much was europe changed by the revolutions of 1848? explain your answer. [8] \u00a9 ucles 2006",
+            "3": "3 0470/01/o/n/062study the cartoon, and then answer the questions which follow. a british cartoon, published in july 1870. france (left) and prussia (right) prepare to fight.  france tells britain to stand back as it is an old family quarrel that must be sorted out. (a)what was the schleswig-holstein crisis of 1863-1864? [5] (b)why did war break out between france and prussia in 1870? [7] (c)how far was german unification a result of bismarck\u2019s use of force? explain your answer. [8] 3study the extract, and then answer the questions which follow. the real issue is the view of one group that looks upon slavery as a wrong, and another group that does not look upon it as wrong. the republican party look upon it as being a moral, social andpolitical wrong. one of the methods of treating it as a wrong is to make sure that it grows no larger. abraham lincoln speaking in 1858. (a)what was the missouri compromise? [5] (b)why did john brown lead a raid on harper\u2019s ferry? [7] (c)\u2018the 1860 election was the main cause of the civil war.\u2019 how far do you agree with this statement? explain your answer. [8] \u00a9 ucles 2006 [turn over ",
+            "4": "4 0470/01/o/n/064study the picture, and then answer the questions which follow. one of the first visits to europe made by important japanese officials.  here they are visiting the international exhibition, london, in 1862. (a)what was the impact of perry\u2019s missions on japan? [5] (b)why was there opposition to the meiji reforms? [7] (c)\u2018the most significant developments in the modernisation of japan before 1914 were military.\u2019 how far do you agree with this statement? explain your answer. [8] \u00a9 ucles 2006 ",
+            "5": "5 0470/01/o/n/065study the cartoon, and then answer the questions which follow. a british cartoon about the response of the league of nations to the japanese invasion of manchuria. (a)describe the successes of the league of nations in peacekeeping in the 1920s. [5] (b)explain how the japanese invasion of manchuria showed the weaknesses of the league. [7] (c)which was the more important cause of the failure of the league of nations \u2013 the world depression of the 1930s or the invasion of abyssinia? explain your answer. [8] \u00a9 ucles 2006 [turn over ",
+            "6": "6 0470/01/o/n/066study the extract, and then answer the questions which follow. we secured peace for our country for one and a half years, as well as an opportunity of preparing our forces for defence if nazi germany risked attacking our country. this was a definite gain forrussia and a loss for germany. stalin speaking on the radio in 1941. (a)what was agreed at the munich conference of september 1938? [5] (b)why was the nazi-soviet pact of august 1939 important? [7] (c)how far was the treaty of versailles to blame for the outbreak of war in 1939? explain your answer. [8] 7study the cartoon, and then answer the questions which follow. a cartoon published in 1962 showing khrushchev and kennedy. (a)describe relations between cuba and the usa in the period 1959-1961. [5] (b)why did khrushchev send missiles to cuba? [7] (c)\u2018khrushchev handled the cuban crisis better than kennedy.\u2019 how far do you agree with this statement? explain your answer. [8] \u00a9 ucles 2006 ",
+            "7": "7 0470/01/o/n/068study the extract, and then answer the questions which follow. asia is where the communist conspirators have elected to make their attempt at global conquest. if we lose this war to communism in asia, the fall of europe is inevitable. there is no substitute forvictory. general douglas macarthur, commander of un forces in the korean war. (a)describe events in korea between 1945 and june 1950. [5] (b)explain why the united nations became involved in the korean war. [7] (c)\u2018the united nations was more successful in korea than in the congo.\u2019 how far do you agree with this statement? explain your answer. [8] \u00a9 ucles 2006 [turn over",
+            "8": "8 0470/01/o/n/06section b: depth studies answer any onequestion from this section. depth study a: germany, 1918-45 9study the extract, and then answer the questions which follow. the bavarian ministry is removed. i propose that a bavarian government be formed consisting of a regent and a prime minister invested with dictatorial powers. the government of the novembercriminals and the reich president are declared to be removed. i propose that the direction ofpolicy in the national government be taken over by me. hitler declares the revolution, 8 november 1923. (a)what were hitler\u2019s aims in attempting the munich putsch? [5] (b)why was the putsch important? [7] (c)\u2018the actions of von papen and hindenburg were the main reason why hitler became chancellor.\u2019 how far do you agree with this statement? explain your answer. [8] \u00a9 ucles 2006",
+            "9": "9 0470/01/o/n/0610study the cartoon, and then answer the questions which follow. a british cartoon from july 1934. hitler is holding a gun. the sa leaders lie dead on the ground. (a)describe the events of the night of the long knives. [5] (b)why was goebbels important to hitler? [7] (c)\u2018most germans supported the nazis during their twelve years in power.\u2019 how far do you agree with this statement? explain your answer. [8] \u00a9 ucles 2006 [turn over ",
+            "10": "10 0470/01/o/n/06depth study b: russia, 1905-41 11study the picture, and then answer the questions which follow. meeting of the petrograd soviet, march 1917. (a)what problems faced the provisional government in taking control of russia after the tsar\u2019s abdication? [5] (b)why were the bolsheviks able to seize power? [7] (c)\u2018the bolsheviks won the civil war because of the war communism policy.\u2019 how far do you agree with this statement? explain your answer. [8] 12study the extract, and then answer the questions which follow. look at the kulak farms: their barns and sheds are crammed with grain. they are waiting for prices to rise. so long as there are kulaks there will be sabotage of our grain needs. the effect willbe that towns and industrial centres, as well as the red army, will be threatened with hunger. wecannot allow this. we must break the resistance of this class and deprive it of existence. stalin speaking about collectivisation at the end of the 1920s. (a)what was collectivisation? [5] (b)why did stalin introduce collectivisation? [7] (c)\u2018stalin\u2019s industrialisation policy had a greater impact on the lives of soviet people than on the economy.\u2019 how far do you agree with this statement? explain your answer. [8] \u00a9 ucles 2006 ",
+            "11": "11 0470/01/o/n/06depth study c: the usa, 1919-41 13study the photograph, and then answer the questions which follow. a photograph of ford cars being produced. (a)describe the main developments in the motor car industry during the 1920s. [5] (b)why did american farmers face problems during the 1920s? [7] (c)\u2018republican policies were the most important factor in causing the boom in america during the 1920s.\u2019 how far do you agree with this statement? explain your answer. [8] \u00a9 ucles 2006 [turn over ",
+            "12": "12 0470/01/o/n/0614study the photograph, and then answer the questions which follow. a hooverville in seattle, 1934. (a)what was a \u2018hooverville\u2019? [5] (b)why did wall street crash in 1929? [7] (c)\u2018roosevelt\u2019s victory in the presidential election of 1932 was due to president hoover\u2019s unpopularity.\u2019 how far do you agree with this statement? explain your answer. [8] \u00a9 ucles 2006 ",
+            "13": "13 0470/01/o/n/06depth study d: china, 1945-c.1990 15study the extract, and then answer the questions which follow. article 1 multiple marriages, concubines, child betrothal and the extraction of money or gifts in connection with marriage shall be prohibited. article 2  marriage shall be based on the complete willingness of the two parties. no third party shall be allowed to interfere. article 17 divorce shall be granted when husband and wife both desire it. extracts from the marriage law, 1950. (a)describe the impact of communist rule on the lives of women in china in the 1950s. [5] (b)why were land reforms introduced by the communists as soon as they came to power? [7] (c)how successful was agricultural policy in the first fifteen years of communist rule? explain your answer. [8] 16study the extract, and then answer the questions which follow. mao is hot-tempered and acts without thinking. he loves to be great and receive praise but needs to become more observant of the facts in order to learn the truth. he places confidence in falsereports and meets only those who seek to please him. a former warlord speaking in 1956. (a)describe \u2018the hundred flowers\u2019 campaign of 1956-1957. [5] (b)why did the cultural revolution cause chaos in china? [7] (c)how great a leader of china was mao? explain your answer. [8] \u00a9 ucles 2006 [turn over",
+            "14": "14 0470/01/o/n/06depth study e: southern africa in the twentieth century 17study the extract, and then answer the questions which follow. by december 1901 the death rate had reached 34 per cent in the camps. the british army, which itself lost many more men to disease than to the boers, began to improve sanitation and medicalcare. the death rates fell, but a legend of bitterness was born amongst the afrikaners of british ill-treatment of their women and children, even to the claim that their food had been deliberatelypoisoned. a description of british concentration camps in the boer war, from a modern history of southern africa. (a)describe the events leading to the defeat of the british at majuba hill in 1881. [5] (b)why was britain trying to expand its influence and territory in south africa in the last quarter of the nineteenth century? [7] (c)\u2018neither side gained from the anglo-boer war of 1899-1902.\u2019 how far do you agree with this statement? explain your answer. [8] \u00a9 ucles 2006",
+            "15": "15 0470/01/o/n/0618study the photograph, and then answer the questions which follow. a protest against the pass laws. (a)what was apartheid? [5] (b)explain how the government made sure that the various racial groups were separated. [7] (c)how successful were the anc and other opposition groups between 1948 and 1976? explain your answer. [8] 19study the extract, and then answer the questions which follow. in 1966 the united nations general assembly decided to end the south african mandate over namibia to ensure \u2018the moral and material well-being of the people of the territory\u2019. from a namibian school history textbook. (a)describe how south africa retained control of namibia after the second world war. [5] (b)why did the united nations pass a resolution in 1966 ending the south african mandate for namibia? [7] (c)\u2018namibian independence was achieved by the people themselves.\u2019 how far do you agree with this statement? explain your answer. [8] \u00a9 ucles 2006 [turn over ",
+            "16": "16 0470/01/o/n/06depth study f: israelis and palestinians, 1945-c.1994 20study the extract, and then answer the questions which follow. in 1947 britain had no power to award the country either to the jews or the arabs, or even to partition it. they passed the problem to the united nations. the united nations voted to partitionthe country into three. y asser arafat said of this partition, \u2018the assembly partitioned what it had noright to divide.\u2019 from a school history textbook. (a)describe the proposals of the united nations for palestine in 1947. [5] (b)why did the palestinians oppose the proposals? [7] (c)\u2018the israelis were successful in the first arab-israeli war because they were fighting for the survival of their new state.\u2019 how far do you agree with this statement? explain your answer. [8] 21study the extract, and then answer the questions which follow. a british newspaper headline, september 1972. (a)describe how the six day war (1967) made the situation of the palestinians worse. [5] (b)why did tension exist between king hussein of jordan and the palestine liberation organisation (plo)? [7] (c)how successful was the plo? explain your answer. [8]murder at the olympics arab terrorists gun down israelisin munich village\u2013hold 13 as hostages \u00a9 ucles 2006",
+            "17": "17 0470/01/o/n/06depth study g: the creation of modern industrial society 22study the illustration, and then answer the questions which follow. a london slum in the mid-nineteenth century. (a)what threats to health existed in towns in the mid-nineteenth century? [5] (b)why had little been done to improve conditions in towns by the middle of the nineteenth century? [7] (c)how far were model towns the main reason why living conditions were improving by the end of the nineteenth century? explain your answer. [8] \u00a9 ucles 2006 [turn over ",
+            "18": "18 0470/01/o/n/0623study the extract, and then answer the questions which follow. all contracts and agreements between workmen for obtaining an increase in wages or reducing their hours of work or for preventing a master from employing whomsoever he likes are declaredillegal. from the combination acts, 1799. (a)describe the benefits of being a member of a trade club at the beginning of the nineteenth century. [5] (b)why was it difficult to form a trade union in the first half of the nineteenth century? [7] (c)how successful were working-class movements in britain from 1870 to 1890? explain your answer. [8] \u00a9 ucles 2006",
+            "19": "19 0470/01/o/n/06depth study h: the impact of western imperialism in the nineteenth century 24study the extract, and then answer the questions which follow. a great part of the world is inhabited by barbarian tribes or savages. some of these have brutal customs, and others know so little and are so unaccustomed to work that they do not know how toexploit their land and its natural riches. this indicates that civilised people have a right tointervene. the view of a frenchman in the mid-nineteenth century. (a)which parts of the world remained free from european imperialism at the beginning of the nineteenth century? [5] (b)why did europeans regard people in some parts of the world as barbarians? [7] (c)\u2018religion was the most important motive for european imperialism in the nineteenth century.\u2019 how far do you agree with this statement? explain your answer. [8] \u00a9 ucles 2006 [turn over",
+            "20": "20 0470/01/o/n/0625study the illustration, and then answer the questions which follow. settlers defend their covered wagons against attack in the zulu war, 1879. (a)what hindered the development of colonies in africa in the first half of the nineteenth century? [5] (b)why was there little desire to develop colonies in africa in the early part of the nineteenth century? [7] (c)to what extent was european imperialism in the nineteenth century carried out peacefully? explain your answer. [8] \u00a9 ucles 2006 copyright acknowledgements: question 1 \u00a9 philip sauvain. from european and world history 1815-1919 by philip sauvain (nelson thornes, 1985) question 5 \u00a9 david low/solo syndication.question 10 \u00a9 david low/solo syndication.question 11 \u00a9 reproduced from an image supplied by the philip sauvain picture collection.question 20 \u00a9 walter oppenheim; the middle east (blackwell history project) ; simon & schuster education; 1989. question 25 \u00a9 reproduced from an image supplied by the philip sauvain picture collection. permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here 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 university of cambridge local examinations syndicate (ucles),  which is itself a department of the university of cambridge."
+        },
+        "0470_w06_qp_2.pdf": {
+            "1": "this document consists of 11 printed pages and 1 blank page. sp (nf/cgw) t06785/2 \u00a9 ucles 2006 [turn overuniversity of cambridge international examinations international general certificate of secondary education history  0470/02 paper 2   october/november 2006 2 hours additional materials: answer booklet/paper read these instructions first if you have been given an answer booklet, follow the instructions on the front cover of the booklet. write your centre number, candidate number and name on all the work you hand in.write in dark blue or black pen.y ou may use a soft pencil for any diagrams, graphs or rough working.do not use staples, paper clips, highlighters, glue or correction fluid. the paper has two options. option a: 19th century topic  [p2\u2013p6] option b: 20th century topic [p7\u2013 p11] choose one of these options, and then answer all the questions on that topic. the number of marks is given in brackets [  ] at the end of each question or part question.at the end of the examination, fasten all your work securely together.",
+            "2": "2 0470/02/o/n/06 \u00a9 ucles 2006option a: 19th century topic how far was the naval race between britain and germany responsible for  the first world war? study the background information and the sources carefully, and then answer all the questions. background informationhistorians have long debated the causes of the first world war. the spark that started the war was  provided by the assassination of archduke franz ferdinand in sarajevo in 1914. but there were also longer-term causes such as the situation in the balkans, imperial rivalry, the alliance system and the naval race. both britain and germany were particularly keen to have the strongest navy. how far was their naval rivalry responsible for causing the first world war? source a at first the british ignored the german naval build-up, but the second naval law of 1900, which called  for a doubling of the german battleship fleet by 1916, opened their eyes. an important reason for the german naval initiative was to challenge britain by becoming a major threat. britain responded to this in 1906 by launching the battleship hms dreadnought which could out-gun and out-race any battleship afloat. not surprisingly, the germans were horrified. these fears were made worse by the anglo-russian entente of 1907. the germans felt they were being surrounded by a coalition of hostile powers. this \u2018encirclement\u2019 theory was an important motive for germany\u2019s aggressive tendencies in the early 1900s. the naval race was part of the general arms race. germany set the pace. in 1874, she had an army of  400 000; by 1914, it had risen to 800 000. a massive increase in armaments followed. more destructive weapons were developed. germany and austria-hungary secretly specialised in the production of enormous howitzers and mortars. military expenditure intensified after 1910 with germany and austria-hungary doubling their spending on arms. from a recent history book.",
+            "3": "3 0470/02/o/n/06 \u00a9 ucles 2006 [turn oversource b a british cartoon published at the time of the signing of the entente cordiale in 1904. the caption to  the cartoon read \u2018let germany be careful now\u2019. source c the division of the great powers into two well-balanced groups with close relations between  the members of each, is a check on dangerous ambitions or sudden outbreak of race hatred. all governments know that a war of one group against another would be a terrible disaster. they know too, that to secure the support of the other members of their own group for such a conflict, they must first satisfy them that the quarrel is necessary and just.  from an english newspaper, april 1914. source d germany is a young and growing empire. she has a world-wide commerce which is rapidly expanding.  germany must have a powerful fleet to protect that commerce and her many interests in even the most distant seas. she expects those interests to go on growing, and she must be able to support them in any part of the world. who knows what may take place in the pacific in the days to come. look at the rise of japan; think of the possible reawakening of china. only those powers that have great navies will be listened to with respect when the future of the pacific comes to be solved; and if for that reason only, germany must have a powerful fleet. it may even be that england herself will be glad that germany has a fleet when they speak together on the same side in the great debates of the future. kaiser wilhelm ii being interviewed by a british newspaper in 1908.",
+            "4": "4 0470/02/o/n/06 \u00a9 ucles 2006source e the german emperor is worrying me; he is like a battleship running at full power, but with no rudder,  and he will run into something some day and cause a catastrophe. he has the strongest army in the world and the germans don\u2019t like being laughed at and are looking for somebody on whom to use their strength. after a big war a nation doesn\u2019t want another for a generation or more. now it is 38 years since germany had her last war, and she is very strong and very restless, like a person whose boots are too small for him. i don\u2019t think there will be war at present, but it will be difficult to keep the peace of europe for another five years. sir edward grey replying to the kaiser\u2019s comments in source d. grey was the member of the british  government in charge of foreign policy. source f a german cartoon entitled \u2018the iron fist of agadir\u2019, published in 1911.",
+            "5": "5 0470/02/o/n/06 \u00a9 ucles 2006 [turn oversource g a british cartoon entitled \u2018the boiling point\u2019, published in 1912. the figures represent the five great powers. source h building a battle-fleet was necessary if we wanted to become a sea-power. sea power was needed to  protect trade, as other states had realised long before we did. our surrounded and threatened position convinced me that no time was to be lost in turning ourselves into a sea-power. it would be a mistake, however, to think that the english would have treated us any better, and have allowed our economic growth to have proceeded unchecked if we had no fleet. admiral von tirpitz writing in his memoirs which were published in 1919. von tirpitz was the member  of the german government in charge of the navy until 1916 when he resigned. source i what did germany want this great navy for? against whom, except us, could she use it? there was a  deep and growing feeling that the germans meant mischief. moreover, we realised that reluctance on our part to build ships would be seen by germany as a sign of weakness. winston churchill writing in 1933. churchill was the member of the british government in charge of  the navy from 1911 to 1915.",
+            "6": "6 0470/02/o/n/06 \u00a9 ucles 2006now answer all the following questions. y ou may use any of the sources to help you answer the  questions, in addition to those sources which you are told to use. in answering the questions you should use your own knowledge of the topic to help you interpret and evaluate the sources. 1 study source a.  who does the author of this source think was responsible for the increasing tension between  britain and germany? explain your answer using the source. [6] 2 study sources b and c.  does source c make you surprised by the message of the cartoon (source b)? explain your  answer using the sources and your knowledge. [8] 3 study sources d and e.  these two sources are biased. does this mean they cannot be believed? explain your answer  using the sources and your knowledge. [8] 4 study sources f and g.  how similar are these two cartoons? explain your answer using the sources and your knowledge.  [8] 5 study sources h and i.  is one of these sources more reliable than the other? explain your answer using the sources and  your knowledge. [8] 6 study all the sources.  how far do these sources support the idea that the naval race was the major cause of the first  world war? use the sources to explain your answer. [12]",
+            "7": "7 0470/02/o/n/06 \u00a9 ucles 2006 [turn overoption b: 20th century topic what were the aims of the peacemakers at versailles? study the background information and the sources carefully, and then answer all the questions. background informationthe paris peace conference in 1919 was dominated by the \u2018big four\u2019: clemenceau of france, lloyd  george of britain, orlando of italy and wilson of the usa. were they meeting simply to punish germany or did they have other aims? source a severe as the treaty of versailles seemed to many germans, it should be remembered that germany  might easily have fared much worse. if, instead of being restrained by britain and the usa, clemenceau had had his way, the rhineland would have become an independent state, the saarland would have been given to france and danzig would have become an integral part of poland. however, the germans as a nation were not inclined to count their blessings in 1919. most of all they resented being forced to accept war-guilt. finally, the fact that the treaty was not negotiated but dictated to germany and signed in humiliating circumstances made it certain that the german people would accept no responsibility for carrying out its terms. from a history book published in 1985. source bthe fundamental significance of versailles was emotional. allied statesmen, urged on by pressure of  public opinion, had made peace in a spirit of revenge. the cries of \u2018hang the kaiser\u2019 and \u2018squeezing the german lemon until the pips squeak\u2019 were typical of the desire not merely for a guarantee of future security, but for the national humiliation of germany. the germans saw every difficulty in later years as a further punishment that they alone must suffer as a result of the hated treaty of versailles. from a history book published in 1986. source c it must be a peace without victory. victory would mean peace forced upon the loser, a victor\u2019s terms  imposed upon the defeated. it would be accepted in humiliation, and would leave resentment and a bitter memory upon which terms of peace would rest, not permanently, but only as if built on sand. peace without victory was the only sort of peace that the peoples of america could join in guaranteeing. president wilson speaking to the american senate in january 1917.",
+            "8": "8 0470/02/o/n/06 \u00a9 ucles 2006source d a cartoon from a british newspaper, may 1919. it shows the waiting room of a dentist. source e there will be strong attempts to persuade the government to depart from the strict principles of justice,  in order to satisfy some shameful principles of either revenge or greed. we must resist that.  lloyd george speaking at a meeting during the 1918 election campaign in britain. source f we propose to demand the whole cost of the war from germany. lloyd george speaking in january 1919. source g he was especially interested in the question of reparations, and said that if i would help him out in this  direction, he would be extremely grateful. by \u2018helping him out\u2019 he meant to give a plausible reason to his people for having misled them about the question of war costs, reparations etc. he admitted that he knew germany could not pay anything like the amount of reparations which the british and french demanded. an american delegate\u2019s note of a conversation with lloyd george during the peace negotiations in  1919.",
+            "9": "9 0470/02/o/n/06 \u00a9 ucles 2006 [turn oversource h mr president. y ou have sent to france your young soldiers. eager though they were to meet the enemy  they were unaware when they arrived of the monstrous crimes of the germans. to obtain a proper view of the german conduct of the war, they had to witness the burnt-down cities, the flooded mines and the crumbling factories. y ou will have the opportunity, mr president, to inspect with your own eyes the extent of that disaster. the french government will also show you documents in which the german general staff described  its plan of plunder and industrial destruction.  president poincar\u00e9 of france in a speech of welcome to president wilson in december 1918. source i a transparent dodge germany: \u2018help! help! i drown! throw me the life-belt!\u2019 britain and france: \u2018try standing up on your feet.\u2019 a cartoon, about the effects of the treaty of versailles, published in britain in 1920.",
+            "10": "10 0470/02/o/n/06 \u00a9 ucles 2006source j a cartoon published in britain in 1919.",
+            "11": "11 0470/02/o/n/06 \u00a9 ucles 2006now answer all the following questions. y ou may use any of the sources to help you answer the  questions, in addition to those sources which you are told to use. in answering the questions you should use your knowledge of the topic to help you interpret and evaluate the sources. 1 study sources a and b.  how far do these two sources agree? explain your answer using the sources. [7] 2 study sources c and d.  does source c make you surprised by what is shown in the cartoon (source d)? explain your  answer using the sources and your knowledge. [8] 3 study sources e, f and g.  do you agree that these three sources prove that lloyd george could not be trusted? explain your  answer using the sources and your knowledge. [8] 4 study source h.  do you think president wilson would have been happy with this welcome? explain your answer  using the sources and your knowledge. [7] 5 study sources i and j.  how similar are these two cartoons? explain your answer using the sources and your knowledge.  [8] 6 study all the sources.  how far do these sources show that the peacemakers at versailles wanted to treat germany  harshly? use the sources to explain your answer. [12]",
+            "12": "12 0470/02/o/n/06blank page copyright acknowledgements: option a source a \u00a9 henry mills, graham bean & john pipe; the road to sarajevo ; macmillan; 1996. option a source g leonard ravenhill; boiling point  \u00a9 punch. permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here 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 university of cambridge local examinations syndicate (ucles),  which is itself a department  of the university of cambridge."
+        },
+        "0470_w06_qp_4.pdf": {
+            "1": "this document consists of 12printed pages. spa (sjf3963) t03717/5 \u00a9 ucles 2006 [turn overuniversity of cambridge international examinations international general certificate of secondary education history 0470/04 paper 4  alternative to coursework october/november 2006 1 hour additional materials: answer booklet/paper read these instructions first if you have been given an answer booklet, follow the instructions on the front cover of the booklet. write your centre number, candidate number and name on all the work you hand in.write in dark blue or black pen.you may use a soft pencil for any diagrams, graphs or rough working.do not use staples, paper clips, highlighters, glue or correction fluid. answer the questions on one depth study. at the end of the examination, fasten all your work securely together.the number of marks is given in brackets [  ] at the end of each question or part question.",
+            "2": "2 0470/04/o/n/06depth study a: germany, 1918\u20131945 1study the sources, and then answer the questions which follow. source awe were very stupid men. we arrived in paris determined that a peace of justice and wisdom should be negotiated: we left the conference aware that the treaties imposed on our enemies wereneither just nor wise. comments by a british diplomat who attended the paris peace conference in 1919. source b the overall reaction of germans was horror and outrage. they certainly did not feel they had started the war. they did not feel they had lost the war. in 1919 many germans did not reallyunderstand how bad germany\u2019s military situation had been at the end of the war. they believedthat the german government had simply agreed to a ceasefire and that therefore germany shouldhave been at the peace conference to negotiate peace. it should not have been treated as adefeated state. they were angry that their government was not represented at the talks and thatthey were being forced to accept a harsh treaty without any choice or comment. from a british history textbook, published in 1996. (a) (i) study source a. what can you tell from this source about the paris peace conference? support your answer with reference to the source. [6] (ii) study source b. how far does this source show that the german anger about the treaty of versailles was justified? explain your answer. [7] (iii) study both sources. is one of these sources more useful than the other as evidence about the treaty of versailles? explain your answer. [7] (b) (i) give twopowers of the german president in the weimar constitution. [2] (ii) describe the spartacist revolt of 1919. [4] (iii) why was there hyperinflation in 1923? [6] (iv) how effective was stresemann in solving germany\u2019s problems by 1929? explain your answer. [8] \u00a9 ucles 2006",
+            "3": "3 0470/04/o/n/06 [turn overdepth study b: russia, 1905\u20131941 2study the sources, and then answer the questions which follow. source athe reason trotsky did not attack stalin was because he did not fear him. nobody, and him least of all, saw in 1923 stalin as the menacing and towering figure he was to become. it seemed totrotsky almost a joke that stalin, the obstinate and sly but shabby and inarticulate man in thebackground, should be his rival. a marxist historian, writing in 1959. source b comrade stalin, having become secretary general, has unlimited authority in his hands and i am not sure whether he will always be capable of using that authority with sufficient caution. comrade trotsky, on the other hand, is distinguished not only by his outstanding ability. he is probably the most capable man in the present central committee, but he has displayed excessiveself-assurance and has concentrated too much on the purely administrative side of the work. an extract from lenin\u2019s political will ,1922, which was not published in russia at the time.  (a) (i) study source a. what can you tell from this source about trotsky? support your answer with reference to the source. [6] (ii) study source b. how far does this source show that lenin preferred trotsky as his successor? explain your answer. [7] (iii) study both sources. is one of these sources more useful than the other in explaining stalin\u2019s victory in the leadership contest after lenin\u2019s death? explain your answer. [7] (b) (i) what was the gulag? [2] (ii) explain the meaning of \u2018socialism in one country\u2019. [4] (iii) why did stalin introduce the purges of the 1930s? [6] (iv) how far did the peoples of the ussr benefit from stalin\u2019s rule in the period 1928 to 1941? explain your answer. [8] \u00a9 ucles 2006",
+            "4": "4 0470/04/o/n/06depth study c: the usa, 1919\u20131941 3study the sources, and then answer the questions which follow. source a haunting him an american newspaper cartoon of 1937. source b the critics of senator \u2018kingfish\u2019 long said that he had made himself virtual dictator of louisiana but he did give its people good roads, good schools, a fine state university and a balancedbudget. he campaigned across america for a \u2018share our wealth scheme\u2019 to guarantee everyamerican family an income of $5 000 a year and pension schemes. to pay for this he would shrinkthe fortunes of the rich. by 1935 long had over 7 million supporters and may have been able tobring about roosevelt\u2019s defeat. from an american history textbook. \u00a9 ucles 2006 ",
+            "5": "5 0470/04/o/n/06 [turn over(a) (i) study source a what can you tell from this source about the relationship between president roosevelt and the supreme court? support your answer with reference to the source. [6] (ii) study source b. how far does this source show that huey long was a popular politician? explain your answer. [7] (iii) study both sources.  is one of these sources more useful than the other as evidence about roosevelt\u2019s opponents? explain your answer. [7] (b) (i) give two examples of new deal policies which the supreme court declared unconstitutional. [2] (ii) what were the aims and outcomes of roosevelt\u2019s \u2018packing plan\u2019 for the supreme court? [4] (iii) why did roosevelt cut government expenditure in 1937? [6] (iv) how far was the new deal an attack on freedom? explain your answer. [8] \u00a9 ucles 2006",
+            "6": "6 0470/04/o/n/06depth study d: china, 1945\u2013c.1990 4study the sources, and then answer the questions which follow. source afirst soldier:  the peasants help us in many ways. during battles they often disarm small groups of the enemy, cut telephone and telegraph wires, and send us newsabout the movements of the kmt troops. but they never cut our telephonewires; they help us put them up. second soldier: when an enemy aircraft crashed against a mountain recently, nobody saw it but a few peasants. they were armed only with spears and spades, but theyattacked the aircraft, disarmed the two man crew, and brought them to us. an american writer interviewing two red army soldiers during the chinese civil war. source b 24 april 1949: the chinese communist armies are advancing almost unopposed on the city of shanghai today in pursuit of the fleeing nationalist forces. thousands arefleeing shanghai by sea and british residents are being advised to prepare forevacuation. the city is closed to streams of refugees from the north, althoughthe atmosphere in shanghai is reported \u2018calm \u2013 but expectant\u2019. the city ispreparing for a siege, with lengthy queues for rice and tinned food. the prime minister, ho ying-chin, has repeated his intention of making a stand at shanghai, although he himself has left for canton with other members of thegovernment. leading residents are appealing to the garrison commander not tocarry out his intention of \u2018fighting to the last man\u2019. a report in a british newspaper of 1949. (a) (i) study source a. what does this source tell you about the peasants in china? support your answer with reference to the source. [6] (ii) study source b. how far does this source show that the nationalists were determined to defend shanghai? explain your answer. [7] (iii) study both sources. is one of these sources more useful than the other in explaining the red army\u2019s victory in the chinese civil war? explain your answer. [7] (b) (i) give two ways in which the usa gave support to the nationalists after 1945. [2] (ii) what was the importance of formosa (taiwan) to the nationalists at the end of the chinese civil war? [4] (iii) why did the nationalists lose the support of the chinese people after the second world war? [6] (iv) how far was the land issue the most important problem facing the new chinese communist government in 1949? explain your answer. [8] \u00a9 ucles 2006",
+            "7": "7 0470/04/o/n/06 [turn overdepth study e: southern africa in the twentieth century 5study the sources, and then answer the questions which follow. source aonly after 1911 was compensation given for injuries or death in the mines. in 1914 the rates were a maximum of \u00a320 for losing a leg and a maximum of \u00a350 for losing a life. in 1921 there were 637deaths in accidents in the mines and 3453 deaths from disease among black miners. in 1921 theaverage pay for a black miner was \u00a330 a year. for a white miner it was \u00a3450. from a recent british history textbook. source bat the end of 1921 the chamber of mines announced that two thousand whites were to lose their jobs and would be replaced by africans. the mine workers\u2019 union went on strike, seized themines and stopped production in the entire rand mining region for over two months. in march1922 the government sent 7 000 troops with weapons, tanks and aircraft to end the strike. almost250 workers were killed in the fighting and several leaders of the strike were hanged. the joblosses went ahead and wages were cut. from a south african\u2019s memories of the rand rebellion, published in 1982.  (a) (i) study source a. what can you tell from this source about work in the south african mines in the early twentieth century? support your answer with reference to the source. [6] (ii) study source b. how far does this source show that the mine workers\u2019 union was powerful? explain your answer. [7] (iii) study both sources. is one of these sources more useful than the other as evidence about the mining industry in the early twentieth century? explain your answer. [7] (b) (i) name twoof the major political parties in south africa in the 1920s. [2] (ii) what was the broederbond? [4] (iii) why were black political and labour movements ineffective in the 1920s and 1930s? [6] (iv) how far do you agree that all workers in south africa had benefited from its economic development between 1930 and 1948? explain your answer. [8] \u00a9 ucles 2006",
+            "8": "8 0470/04/o/n/06depth study f: israelis and palestinians, 1945\u2013c.1994 6study the sources, and then answer the questions which follow. source asadat\u2019s agreement at camp david in september 1978 was regarded by arafat and the plo as a betrayal of the arabs. nationalist anger in beirut unified the syrians, palestinians and lebanesemuslims. they believed sadat had committed an act of treason by visiting jerusalem in 1977.sadat\u2019s decision to go to jerusalem led to his assassination by one of his own army officers fouryears later. the palestinian guerrillas in beirut celebrated his death with gunfire and flares lightingup the night sky. a british journalist, writing in 1990. source b an arab view of the camp david agreement: from the newspaper \u2018free palestine\u2019 ,1978. (a) (i) study source a. what can you tell from this source about president sadat? support your answer with reference to the source. [6] (ii) study source b. how far does this source show that the camp david agreement was a success? explain your answer. [7] (iii) study both sources. is one source more useful than the other as evidence of arab attitudes to the camp david agreement? explain your answer. [7] \u00a9 ucles 2006",
+            "9": "9 0470/04/o/n/06 [turn over(b) (i) what is camp david? [2] (ii) what were the terms of the camp david agreement? [4] (iii) why did sadat make peace with israel? [6] (iv) how far did the usa\u2019s involvement in the middle east during the 1970s and 1980s reduce the prospects of peace? explain your answer. [8] \u00a9 ucles 2006",
+            "10": "10 0470/04/o/n/06depth study g: the creation of modern industrial society 7study the sources, and then answer the questions which follow. source aone important effect of the railways is the opportunity given to the humbler classes for recreation. the workers in their overcrowded homes are constantly breathing bad air. but now they have theopportunity of making excursions into the country. a railway train takes masses of people of allranks and conditions. the rich are brought into contact and talk with the poor. the greater thenumber of travellers then, the greater the social improvement. from an article in a british magazine, published in 1844. source b pictures from the illustrated london news in may 1847, entitled \u2018on their way to epsom races by train. first and third class carriages\u2019. \u00a9 ucles 2006 ",
+            "11": "11 0470/04/o/n/06 [turn over(a) (i) study source a. what can you tell from this source about early railway travel? support your answer with reference to the source. [6] (ii) study source b. how far does this source support source a? explain your answer. [7] (iii) study both sources. is one source more useful than the other as evidence about early rail travel? explain your answer. [7] (b) (i) name the engineers who built (a) the stockton-darlington railway and (b) the great western railway. [2] (ii) what was the purpose of the parliamentary trains act of 1844? [4] (iii) why did companies issue a \u2018prospectus\u2019 before building a railway? [6] (iv) how far was the rapid growth of railways caused by the failure of roads and canals to meet the needs of industry? explain your answer. [8] \u00a9 ucles 2006copyright acknowledgements: question 1 source b \u00a9 ben walsh, gcse modern world history ; john murray; 2001. question 2 source a \u00a9 isaac deutscher; the prophet unarmed: trotsky 1921\u20131929 ; verso books; 2003. question 3 source a \u00a9 reprinted, with permission, from the columbus dispatch.question 4 source a \u00a9 edgar snow; red star over china ; victor gollancz, an imprint of the orion publishing group ltd.; 1972. question 5 source a \u00a9 neil parsons; a new history of southern africa ; macmillan education ltd; 1993. question 6 source a \u00a9 robert fisk; pity the nation: lebanon at war ; andre deutsch; 1991. question 6 source b \u00a9 arab-israeli conflict ; collins educational; 1977. question 7 source b \u00a9 illustrated london news picture library. permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here 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 university of cambridge local examinations syndicate (ucles),  which is itself a department of the university of cambridge.",
+            "12": "12 0470/04/o/n/06depth study h: the impact of western imperialism in the nineteenth century 8study the sources, and then answer the questions which follow. source a the fact that nowadays powerful neighbours and ruthless enemies look down on us from all sides is actually a blessing for china and not a misfortune. this is just the thing we need to stimulate ourdetermination to make progress, for if we become ashamed at not being as good as the westernnations it may yet be possible for us to do something about it. a chinese journalist, writing in 1880. source b chinese schoolboys on their way to the usa in 1872. source c the russians are spying on us in the north and the english are peeping at us in the west. the french are staring at us in the south and the japanese are watching us in the east. living in themidst of four strong neighbours puts china in imminent peril. a leading chinese reformer, writing in 1898. (a) (i) study source a. what does this source tell you about china in the latter part of the nineteenth century? support your answer with reference to the source. [6] (ii) study sources b and c. how far do these sources show that china was threatened by contact with the west? explain your answer. [7] (iii) study allthe sources. is one source more useful than the others as evidence about china in the second half of the nineteenth century? explain your answer. [7] (b) (i) name two countries which held trading rights in china at the end of the nineteenth century. [2] (ii) what were the results for china of the sino-japanese war of 1894-5? [4] (iii) why did foreign powers attempt to establish themselves in china during the nineteenth century? [6] (iv) how far was foreign involvement in china in the nineteenth century good for china? explain your answer. [8] \u00a9 ucles 2006"
+        }
+    },
+    "2007": {
+        "0470_s07_qp_1.pdf": {
+            "1": "this document consists of 20 printed pages. sp (sm/ks) t30992/4 \u00a9 ucles 2007 [turn overuniversity of cambridge international examinations international general certificate of secondary education read these instructions first if you have been given an answer booklet, follow the instructions on the front cover of the booklet. write your centre number, candidate number and name on all the work you hand in.write in dark blue or black pen.y ou may use a soft pencil for any diagrams, graphs or rough working.do not use staples, paper clips, highlighters, glue or correction fluid. answer three  questions. section a (core content)answer any two questions. section b (depth studies)answer any  one question. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question. *7907872980*history  0470/01 paper 1 may/june 2007  2 hours additional materials: answer booklet/paper",
+            "2": "2 0470/01/m/j/07 \u00a9 ucles 2007section a:  core content answer any two questions from this section. 1 study the picture, and then answer the questions which follow. french troops recapturing rome in 1849.  (a) what was the \u2018y oung italy\u2019 movement? [5]  (b) why did revolutions in italy during 1848\u2013 49 fail? [7]  (c) \u2018garibaldi was more important in the unification of italy than cavour.\u2019 how far do you agree  with this statement? explain your answer. [8]",
+            "3": "3 0470/01/m/j/07 \u00a9 ucles 2007 [turn over2 study the picture, and then answer the questions which follow. john brown\u2019s attack on harper\u2019s ferry, october 1859.  (a) describe the events at harper\u2019s ferry in october 1859. [5]  (b) why was there mistrust between north and south before the civil war? [7]  (c) how far was reconstruction a success? explain your answer. [8]",
+            "4": "4 0470/01/m/j/07 \u00a9 ucles 20073 study the picture, and then answer the questions which follow. the emperor opening japan\u2019s first railway in 1872.  (a) what were the main provisions of the meiji constitution? [5]  (b) why did the meiji restoration occur? [7]  (c) \u2018social changes were more important than economic changes in the modernisation of japan  between 1860 and 1890.\u2019 how far do you agree with this statement? explain your answer. [8]",
+            "5": "6 0470/01/m/j/07 \u00a9 ucles 20075 study the extract, and then answer the questions which follow. in my opinion, it is not possible to lay the entire responsibility for the war on any  single nation. by aiming at the destruction of the economic life of germany this treaty threatens the health and prosperity of the allies themselves. by making impossible demands it leaves europe more unsettled than it found it. john maynard keynes writing in 1920. keynes was a british official in paris at the peace conference but left early, disgusted at the treatment of germany.   (a) what did clemenceau want to achieve from the peace settlement of 1919\u201320? [5]  (b) why did the terms of the treaty of versailles cause so much bitterness in germany? [7]  (c) \u2018the peacemakers of 1919\u201323 coped successfully with the problems they faced.\u2019 how far do  you agree with this statement on the treaties made with the defeated powers? explain your answer. [8] 6 study the extract, and then answer the questions which follow. hitler has got away with remilitarisation of the rhineland. france is not marching. no wonder the faces of nazi leaders were all smiles. oh, the stupidity (or is it the paralysis?) of the french. i learnt today that the german troops had orders to beat a hasty retreat if the french army opposed them in any way. an american journalist in germany, writing in 1936.  (a) in what ways did hitler build up his armed forces before 1936? [5]  (b) why was remilitarisation of the rhineland a risk for hitler? [7]  (c) \u2018the policy of appeasement was a failure.\u2019 how far do you agree with this statement? explain  your answer. [8]",
+            "6": "7 0470/01/m/j/07 \u00a9 ucles 2007 [turn over7 study the extract, and then answer the questions which follow. y ou are worried over cuba. y ou say that it worries you because it lies ninety miles  across the sea from the shores of the united states. however, turkey lies next to us. y ou have stationed devastating rocket weapons in turkey, literally right next to us. this is why i make this proposal: we agree to remove the weapons from cuba and that the united states, on its part, will remove its similar weapons from turkey. from khrushchev\u2019s letter of 27 october 1962.  (a) describe the response of the usa to castro\u2019s takeover of cuba. [5]  (b) why was the bay of pigs invasion a failure for the usa? [7]  (c) \u2018the cuban missile crisis was never a threat to world peace.\u2019 how far do you agree with this  statement? explain your answer. [8] 8 study the poster, and then answer the questions which follow. a vietcong poster.  (a) what was the \u2018domino theory\u2019? [5]  (b) why did the vietnam war become increasingly unpopular with the people of america? [7]  (c) \u2018the usa was unsuccessful in vietnam because of the opposition\u2019s use of guerrilla tactics.\u2019   how far do you agree with this statement? explain your answer. [8]",
+            "7": "8 0470/01/m/j/07 \u00a9 ucles 2007section b:  depth studies answer any one question from this section. depth study a:  germany, 1918\u2013 45 9 study the photograph, and then answer the questions which follow. the reichstag building in flames, 27 february 1933.  (a) in what ways did hitler change his tactics following the munich putsch? [5]  (b) why did the events of 1930\u201332 result in hitler becoming chancellor? [7]  (c) \u2018the most important reason why hitler was able to strengthen his control over germany  during the period 1933\u201334 was the \u201cnight of the long knives\u201d.\u2019 how far do you agree with this statement? explain your answer. [8]  ",
+            "8": "9 0470/01/m/j/07 \u00a9 ucles 2007 [turn over10 study the extract, and then answer the questions which follow. through the radio 80 million people were deprived of independent thought. it was  therefore possible to subject them to the views of one man. albert speer, a member of the nazi party. he was armaments minister during the second world war.  (a)  describe the work of goebbels. [5]  (b) why did the nazis persecute many different groups in german society? [7]  (c) was nazi germany a totalitarian state? explain your answer. [8]",
+            "9": "10 0470/01/m/j/07 \u00a9 ucles 2007depth study b:  russia, 1905\u2013 41 11  study the photograph, and then answer the questions which follow. an armoured train used by the bolsheviks during the civil war.  (a) what problems did the provisional government face on taking over from the tsar? [5]  (b) why was the provisional government a failure? [7]  (c) \u2018trotsky\u2019s leadership of the red army was the most important reason why the civil war was  won by the bolsheviks.\u2019 how far do you agree with this statement? explain your answer. [8] 12 study the extract, and then answer the questions which follow. we must create in our country a structure which would be capable of re-equipping  and organising not only the whole of our industry but also our transport and our agriculture. the history of russia shows that because of her backwardness she was constantly being defeated. we are 50 or 100 years behind the advanced countries. we must catch up within ten years. either we do it, or we will go under. stalin\u2019s collected works, published in 1931.  (a)  describe the main features of stalin\u2019s first five y ear plan. [5]  (b) why did stalin introduce five y ear plans? [7]  (c) how successful was industrialisation under stalin? explain your answer. [8]",
+            "10": "11 0470/01/m/j/07 \u00a9 ucles 2007depth study c:  the usa, 1919\u2013 41 13 study the extract, and then answer the questions which follow. from the feeble wireless telegraph service in 1920, radio has grown swiftly into the  billion dollar industry it is today. the broadcasters discovered they could boost the car industry or the ginger beer industry. and then time on the air becomes something that people want to buy. television is just around the corner. in another ten years, will it be in our homes? a newspaper report in the 1920s.  (a) what problems did older industries face in the 1920s? [5]  (b) why did agriculture fail to prosper during the 1920s? [7]  (c) how far was the expansion of the automobile industry responsible for the economic \u2018boom\u2019 of  the 1920s? explain your answer. [8] [turn over",
+            "11": "12 0470/01/m/j/0714 study the cartoon, and then answer the questions which follow. an american cartoon published in 1933, entitled \u2018a man talking to his friends\u2019. it shows roosevelt making a radio broadcast.  (a) what actions did roosevelt take in his first hundred days in office? [5]  (b) why did unemployment persist despite the new deal? [7]  (c) \u2018roosevelt was good for america in the 1930s.\u2019 how far do you agree with this statement?  explain your answer. [8] \u00a9 ucles 2007",
+            "12": "13 0470/01/m/j/07 [turn overdepth study d:  china, 1945\u2013c.1990 15 study the extract, and then answer the questions which follow. over the years chiang has alienated every economic group in china \u2013 peasants,  workers, businessmen and even his own soldiers. all these things have combined to deliver china into the waiting arms of the communists. the shanghai correspondent of an american journal, writing in 1948.  (a) describe the problems facing the nationalist government at the end of second world war.   [5]  (b) why were the communists successful in winning power in 1949? [7]  (c) \u2018land reform was the most important issue the communists faced on taking power.\u2019 how far  do you agree with this statement? explain your answer. [8] 16 study the extract, and then answer the questions which follow. there is still debate as to whether the hundred flowers was an error on mao\u2019s part  or a coldly calculated plan to make the regime\u2019s enemies speak up and thereby entrap themselves, but whatever the planning, mao reacted swiftly. from june criticisms were taken as provocation. the hundred flowers was finished. from a book written in 1975.  (a) what was the hundred flowers campaign? [5]  (b) why did mao introduce the cultural revolution? [7]  (c) \u2018economic development after 1978 changed little socially and politically for the people of  china.\u2019 how far do you agree with this statement? explain your answer. [8] \u00a9 ucles 2007",
+            "13": "14 0470/01/m/j/07 \u00a9 ucles 2007depth study e:  southern africa in the twentieth century 17 study the extract, and then answer the questions which follow. the family were wandering around the roads in the cold winter with everything they  owned. one child was sick and died two days later. late that night they had to bury their child in the grave of another person. from \u2018native life in south africa\u2019 written by a black journalist about evicted share-croppers.  (a) in what ways did the land act of 1913 increase segregation in south africa? [5]  (b) why did many whites feel threatened by changes brought by the second world war? [7]  (c) how effective was black resistance to racial discrimination before 1948? explain your  answer. [8]",
+            "14": "15 0470/01/m/j/07 \u00a9 ucles 2007 [turn over18 study the photograph, and then answer the questions which follow. students protesting in soweto in 1976.  (a) what was the \u2018black consciousness\u2019 movement? [5]  (b) why did the students of soweto riot in 1976? [7]  (c) how far do you agree that the following were equally responsible for apartheid beginning to  collapse:     international sanctions;     the danger of internal uprising?   explain your answer. [8]",
+            "15": "16 0470/01/m/j/07 \u00a9 ucles 200719  study the photograph, and then answer the questions which follow. german reinforcements arriving in namibia in january 1890.  (a) what did the germans gain from the \u2018protection treaties\u2019 which they made with namibian  leaders in the 1880s? [5]  (b) why did germany find it necessary to send a second protection force to namibia in 1890? [7]  (c) how effective was the war of national resistance (1904\u201308) against german colonial rule?   explain your answer. [8]",
+            "16": "17 0470/01/m/j/07 \u00a9 ucles 2007 [turn overdepth study f:  israelis and palestinians, 1945\u2013c.1994 20 study the photograph, and then answer the questions which follow. the \u2018exodus\u2019 arriving in haifa packed with immigrants, 1947.  (a) describe the events after 1945 that resulted in britain handing palestine over to the united  nations in 1947. [5]  (b) why did the palestinians object to the united nations\u2019 partition plan? [7]  (c) \u2018the war of 1948\u2013 49 solved nothing.\u2019 how far do you agree with this statement?  explain your  answer. [8] 21 study the photograph, and then answer the questions which follow. an israeli soldier helping to educate illiterate adults.  (a) describe the kibbutz movement. [5]  (b) why did israel have compulsory national service? [7]  (c) \u2018the establishment of new jewish settlements has been the most serious obstacle to peace  between israelis and palestinians.\u2019 how far do you agree with this statement? explain your answer. [8]",
+            "17": "18 0470/01/m/j/07 \u00a9 ucles 2007depth study g:  the creation of modern industrial society 22 study the extract, and then answer the questions which follow. mass-produced iron became the basic material of industrial change. cheap, durable  wrought iron was snapped up by industrialists for their factories and the transport revolution of the 1830s created a significant demand. steel was only used for specialist purposes until after 1860. from a school textbook.  (a) for what purposes was iron used in the first half of the nineteenth century? [5]  (b) why was iron used more often than steel in the first half of the nineteenth century? [7]  (c) \u2018the bessemer process was the most important reason for the development of the steel  industry between 1850 and 1900.\u2019 how far do you agree with this statement? explain your answer. [8] 23 study the extract, and then answer the questions which follow. after the harvest of 1871, and the winter had set in, the sufferings of the men  became cruel as they were at starvation point. they saw that if they were to rise out of their miserable state, they must take action. oppression and hunger and misery made them desperate, and desperation was the mother of the union. from the memoirs of joseph arch, 1898. arch was the founder of the national agricultural labourers\u2019 union.  (a) describe the dockers\u2019 strike of 1889. [5]  (b) why did trade unions for the unskilled grow after 1870? [7]  (c) \u2018the power of the trade unions was reduced in the period 1865\u20131913.\u2019 how far do you agree  with this statement? explain your answer. [8]",
+            "18": "19 0470/01/m/j/07 \u00a9 ucles 2007 [turn overdepth study h:  the impact of western imperialism in the nineteenth century 24 study the extract, and then answer the questions which follow. in order to save the inhabitants of the united kingdom from bloody civil war, we  colonial statesmen must acquire new lands to settle surplus population and provide new markets for goods produced in the factories. cecil rhodes writing in 1895.  (a) what does the term \u2018imperialism\u2019 mean? [5]  (b) why were there differences in the ways european powers treated their colonies? [7]  (c) how far was \u2018improvement of the native population\u2019 the main reason for western imperialism  in the nineteenth century? explain your answer. [8]",
+            "19": "20 0470/01/m/j/07 \u00a9 ucles 2007copyright acknowledgements: question 4 \u00a9 reproduced with the permission of punch, ltd. www.punch.co.uk question 8 \u00a9 topham picturepoint.question 11 \u00a9 david king collection, london.question 16 \u00a9 michael scott-baumann and david platt; our changing world: modern world history ; hodder arnold h&s; 1989. question 18 \u00a9 uwc-robben island museum mayibuye archives.question 20 \u00a9 w. f . mandle; conflict in the promised land: conflict israel\u2013palestine, 1945\u20131967 ; heinemann educational; 1976. question 21 \u00a9 www.gpo.gov.ilquestion 22 \u00a9 howard martin; history in the making: the rise of industry in britain since 1700 ; nelson thornes ltd; 1998. permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here 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 university of cambridge local examinations syndicate (ucles),  which is itself a department  of the university of cambridge.25 study the illustration, and then answer the questions which follow. the front cover of a book about dr. livingstone.  (a) what attracted explorers and missionaries to africa in the nineteenth century? [5]  (b) why was there a scramble for colonies in africa in the late nineteenth century? [7]  (c) \u2018european imperialism was more beneficial than harmful to africa.\u2019 how far do you agree with  this statement? explain your answer. [8]"
+        },
+        "0470_s07_qp_2.pdf": {
+            "1": "this document consists of 11 printed pages and 1 blank page. sp (sm/ks) t30707/2 \u00a9 ucles 2007 [turn overuniversity of cambridge international examinations international general certificate of secondary education read these instructions first if you have been given an answer booklet, follow the instructions on the front cover of the booklet. write your centre number, candidate number and name on all the work you hand in.write in dark blue or black pen.y ou may use a soft pencil for any diagrams, graphs or rough working.do not use staples, paper clips, highlighters, glue or correction fluid. this paper has two options. choose one option, and then answer all of the questions on that topic. option a: 19th century topic  [p2\u2013p5] option b: 20th century topic [p6\u2013p11] at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question. *5070299037*history 0470/02 paper 2 may/june 2007 2 hours additional materials: answer booklet/paper",
+            "2": "2 0470/02/m/j/07 \u00a9 ucles 2007option a: 19th century topic how far was the unification of germany brought about by economic factors? study the background information and the sources carefully, and then answer all the questions. background information in january 1871 a united germany, without austria, was proclaimed. some historians have argued,  as did bismarck in his memoirs, that unification was the result of a master plan which he consistently followed. others have seen bismarck as simply reacting to opportunities as they arose. another group of historians have stressed longer-term factors such as prussia\u2019s growing economic strength and have argued that the economic needs of the german states meant that unification would inevitably take place. source a many modern historians support the view that from the 1830s onwards prussia was using the zollverein  to achieve a prussian solution to the german question. the argument is that those who found financial advantage in an economic union under prussian leadership might be expected to take a favourable view of similar arrangements in a political union. the zollverein was a force for unity in the 1840s and therefore a focal point for nationalist sentiments. as a result, prussia, despite her reactionary political sympathies, came to be regarded by many as the natural leader of a united germany. from a book published in 1986. source b few would dispute that the zollverein was a powerful factor in the eventual exclusion of austria from  a prussian-dominated germany, but it is also by no means clear that it could have achieved german unity unaided by other factors. the lesser german states clung to their independence, which was guaranteed by the rule that decisions within the zollverein could only be taken unanimously, and blocked any attempts by prussia to change this voting procedure. in 1866 the south german states were not deterred by their membership of the zollverein from allying with austria against prussia. from a book published in 1986.",
+            "3": "3 0470/02/m/j/07 \u00a9 ucles 2007 [turn oversource c a cartoon from a german magazine published in 1852. the man on the left represents  prussia while the man on the right represents austria. the animals represent those  german states that did not belong to the zollverein. source d a cartoon published shortly after the austro-prussian war in 1866. the helmet represents prussia while the people represent germany.",
+            "4": "4 0470/02/m/j/07 \u00a9 ucles 2007source e german unity had become an economic necessity. it was the demand of the industrialist, arising  out of direct business need, for the destruction of all the small states standing in the way of the free development of trade and entry into world markets. from a book by friedrich engels, published in 1895. engels was a close friend of karl marx.  source f if the zollverein continues, the creation of a common legislative institution which can pass laws on tariff  questions is unavoidable. i do not want to underrate the importance of such an institution in creating an economic community for the whole of germany. it is difficult to believe that such an institution could avoid gradually taking on most areas of economic welfare and commerce, or could avoid bringing into use across the whole of germany its rules in such matters. from a speech by bismarck to the north german confederation, 1867. source g in 1862 the russian ambassador gave a dinner at which i was present. among the guests was  bismarck who had a long conversation with disraeli after dinner. the following is part of what bismarck said which disraeli repeated to me on the same evening: when the army has been brought to such a state as to command respect then i shall take the first opportunity to declare war with austria, burst apart the german confederation, bring the middle and smaller states into subjection and give germany a national union under the leadership of prussia. from the memoirs of count von eckstadt, written in 1886. disraeli was an important british politician. source h i think it more useful to continue for a while the present marriage with austria despite small domestic  quarrels, and if a divorce becomes necessary, to take the prospects as they arise rather than to end the partnership now. bismarck writing in 1865 about the austro-prussian alliance. source i the foundations of future prussian greatness were being laid. more than any of the neighbouring states,  prussia had benefited from the zollverein. formed under prussian domination, it had defeated all other attempts to create free trade areas within germany by the end of 1833. most of the other german states later joined but significantly, austria remained outside. prussian businessmen were given the opportunity of extending their interests throughout a wider area  of germany, and industrialisation was speeded up. another important effect was that the german railway system came to be centred on berlin, a factor which was eventually to give prussia considerable advantages in time of war. prussia\u2019s vast mineral resources were opened up and production was revolutionized by the great ironmaster alfred krupp. from a book published in 1992.",
+            "5": "5 0470/02/m/j/07 \u00a9 ucles 2007 [turn oversource j one generation of historians found the explanation of prussia\u2019s victory in her superiority in men and  in economic resources. however, in 1866 prussia had a population of 18 million against austria\u2019s population of 33 million, and prussia\u2019s production of iron and steel did not surpass that of france until after 1871. from a book published in 1945. now answer all the following questions. y ou may use any of the sources to help you answer the  questions, in addition to those sources which you are told to use. in answering the questions you should use your own knowledge of the topic to help you interpret and evaluate the sources. 1study sources a and b. how far do these sources disagree? explain your answer using the details of the sources. [6] 2study sources c and d. how similar are the messages of these two cartoons? explain your answer using the details of the  cartoons and your knowledge. [8] 3study sources e and f . do you think that bismarck would have agreed with engels? explain your answer using the details  of the sources and your knowledge. [8] 4study sources g and h. does source g prove that bismarck was lying in source h? explain your answer using the details  of the sources and your knowledge. [8] 5study sources i and j.  does source j make you surprised by what is said in source i? explain your answer using the  details of the sources and your knowledge.   [8] 6study all the sources. \u2018economic factors brought about the unification of germany.\u2019 do the sources support this view?  use the sources to explain your answer. [12]",
+            "6": "6 0470/02/m/j/07 \u00a9 ucles 2007option b: 20th century topic the korean war \u2013 was the united nations simply a tool of the usa? study the background information and the sources carefully, and then answer all the questions. background information when the second world war ended the northern half of korea was occupied by soviet troops and the  southern half by american troops. south of the 38th parallel the united states supported a government that was corrupt but anti-communist. in the north a communist government emerged. both sides frequently announced their desire for national unity but in fact they grew further apart. on 25 june 1950, troops from north korea invaded the south and made rapid progress. on the same  day, after pressure from the usa, a special session of the un security council condemned the invasion and called for a withdrawal to the 38th parallel. when the north ignored this request the security council decided to take military action. sixteen countries contributed to the un force but it was overwhelmingly made up of american troops and was led by an american \u2013 general macarthur. some historians have argued that the korean war represents a good example of the un resisting  unprovoked aggression. others however, have argued that the usa was simply using the un in its cold war struggle against communism. was the un really just a tool of the americans in korea?",
+            "7": "7 0470/02/m/j/07 \u00a9 ucles 2007 [turn oversource a a british cartoon published on 28 june 1950. on the left, stalin is shown talking to some of his friends. source b the american military intervention in korea in the summer of 1950 made the already tense international  situation even worse. the united states, having landed troops in southern korea after japan\u2019s surrender in 1945, was seeking to gain control of the whole country. by unleashing a civil war in june 1950 the south koreans, backed by the united states, turned korea  into a place of fierce international conflict but in the end failed to achieve the aims of their washington masters. soviet and chinese assistance to the people\u2019s democratic republic of korea frustrated the plan to take over north korea. from a soviet history book published in 1984.",
+            "8": "8 0470/02/m/j/07 \u00a9 ucles 2007source c in south korea the government forces were attacked by invading forces from north korea. the un  security council called on the invading troops to cease hostilities and to withdraw to the 38th parallel. this they have not done, on the contrary they have continued the attack. the security council called on all members of the united nations to give assistance. i have ordered us air and sea forces to give korean government troops cover and support. the attack upon korea makes it plain that communism will now use armed invasion and war. a return to  the rule of force in international affairs would have far-reaching effects. the united states will continue to uphold the rule of law. an announcement to the american people by president truman on 27 june 1950. source d a cartoon published in britain on 30 june 1950. the figure with the united nations is president truman. ",
+            "9": "9 0470/02/m/j/07 \u00a9 ucles 2007 [turn oversource e a soviet cartoon published in 1950. the building represents the white house where the american president lives and works. source fwe are not at war. the republic of korea was unlawfully attacked by a bunch of bandits from north  korea. the united nations held a meeting and asked the members to go to the relief of the korean republic, and the members of the united nations are going to the relief of the korean republic, to suppress a bandit raid on the republic of korea. that is all there is to it. president truman speaking at a press conference in june 1950. he was replying to a reporter who asked him whether it was correct to call events in korea merely a policing action under the united nations. source g in the final analysis i did this for the united nations. i believed in the league of nations. it failed. lots of  people thought it failed because we were not in it to support it. ok, now we started the un. it was our idea, and in its first big test we just couldn\u2019t let it down. president truman writing in his memoirs in 1956. source h clearly the invasion of south korea was an open, undisguised challenge to america\u2019s internationally  accepted position as the protector of south korea, an area of great importance to the security of american-occupied japan. to back away from this challenge, in view of the power of the usa, would be highly destructive of our strength and reputation. from dean acheson\u2019s memoirs written in 1969. acheson was a leading member of truman\u2019s  government and was in charge of american foreign policy during the korean war.",
+            "10": "10 0470/02/m/j/07 \u00a9 ucles 2007source i a photograph of un soldiers in the korean war. the soldiers include an american, an australian, an englishman, and two south koreans.  source j even in 1950 it was only the accident of the soviet boycott that made the un vote to intervene in  korea possible. the relatively small number of countries which then belonged to the un, most of them sympathetic to the us, accepted american leadership in going to war for korea. but only sixteen members provided military support. the way in which the war was fought made the presence of the un flag seem to many to be a mockery. one british soldier said, \u2018though we called ourselves the un, there were so few of us. i felt very much an observer of an american show.\u2019 other nations were less likely to rally to the un flag again, because of the widespread view that this was used in korea in the interests of the united states. from a british history book published in 1987.",
+            "11": "11 0470/02/m/j/07 \u00a9 ucles 2007now answer all the following questions. y ou may use any of the sources to help you answer the  questions, in addition to those sources which you are told to use. in answering the questions you should use your knowledge of the topic to help you interpret and evaluate the sources. 1study source a. what is the message of this cartoon? explain your answer using details of the source and your  knowledge. [6] 2study sources b and c. why do these two sources disagree? explain your answer using details of the sources and your  knowledge.  [7] 3study sources d and e. how far do these two sources share the same view of american foreign policy? explain your  answer using details of the sources and your knowledge. [8] 4study sources f , g and h. how far do sources g and h help you to decide if truman was telling the truth in source f?  explain your answer using details of the sources and your knowledge. [9] 5study source i. how useful is this photograph as evidence to an historian studying un involvement in the korean  war? explain your answer using details of the source and your knowledge. [8] 6study all the sources. do these sources provide convincing evidence that in korea the un was simply a tool of the usa?  use the sources to explain your answer.   [12]",
+            "12": "12 0470/02/m/j/07blank page copyright acknowledgements: option b source a \u00a9 solo syndication / associated newspapers. option b source d \u00a9 solo syndication / associated newspapers. permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here 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."
+        },
+        "0470_s07_qp_4.pdf": {
+            "1": "this document consists of 12 printed pages and 4 blank pages. sp (cw/ks) t30990/2 \u00a9 ucles 2007 [turn overuniversity of cambridge international examinations international general certificate of secondary education read these instructions first if you have been given an answer booklet, follow the instructions on the front cover of the booklet. write your centre number, candidate number and name on all the work you hand in.write in dark blue or black pen.y ou may use a soft pencil for any diagrams, graphs or rough working.do not use staples, paper clips, highlighters, glue or correction fluid. answer the questions on one of the  depth studies. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question. *1969206560*history  0470/04 paper 4  alternative to coursework may/june 2007  1 hour additional materials: answer booklet/paper",
+            "2": "2 0470/04/m/j/07 \u00a9 ucles 2007depth study a: germany, 1918-1945 1 study the sources, and then answer the questions which follow.  source a a picture of a free corps officer by a german artist. the officer is saying, \u2018cheers noske! the young revolution is dead.\u2019  source b  after 1919 a free corps made up of former officers, demobilized soldiers, fanatical nationalists  and unemployed youths was organised. it had right-wing views and blamed social democrats and jews for germany\u2019s situation. the free corps called for the removal of traitors from the fatherland.   however, the behaviour and actions of the volunteers eventually made them hated by the ex-military. later some of the free corps formed murder squads to attack officials of the weimar republic. from a british textbook, 1998.",
+            "3": "3 0470/04/m/j/07 \u00a9 ucles 2007 [turn over (a) (i) study source a.    what can you tell from this source about post-war germany? support your answer with  reference to the source. [6]   (ii) study source b.    how far does this source show that the free corps was a military organisation? explain your answer. [7]   (iii) study both sources.    is one source more useful than the other as evidence about the free corps? explain your answer. [7]  (b) (i) what powers did article 48 of the weimar constitution give to the president of the weimar republic? [2]   (ii) describe the kapp putsch of 1920. [4]   (iii) why did monarchists and army officers oppose the weimar government? [6]   (iv) \u2018the hyperinflation of 1923 did more damage to the weimar republic than the signing of the treaty of versailles.\u2019 do you agree? explain your answer. [8]",
+            "4": "4 0470/04/m/j/07 \u00a9 ucles 2007depth study b: russia, 1905-1941 2 study the sources, and then answer the questions which follow.   source a  we come to seek truth, justice and protection from you. we are poor and oppressed, unbearable  work is imposed on us, we are despised and not recognised as human beings. we ask little: to reduce our working day to eight hours and to provide a minimum wage of a rouble a day. do not refuse to help your people. destroy the barrier between yourself and your people. from the petition to the tsar presented by father gapon, 1905.  source b  in his october manifesto the tsar offered the people a duma (an elected parliament), the right to free speech and the right to form political parties. in november, he announced further concessions and financial help for the peasants. this divided his opponents. having made peace with japan, then the tsar brought back his best troops to western russia to crush the revolt. rebellion in the countryside was ruthlessly put down. from a british textbook, 2001.  (a) (i) study source a.    what can you tell from this source about russia\u2019s industrial workers? support your answer with reference to the source. [6]   (ii) study source b.    how far does this source show that the tsar wanted to help his people? explain your answer. [7]   (iii) study both sources.    is one of these sources more useful than the other as evidence about the 1905 revolution? explain your answer. [7]  (b) (i) what was the okhrana? [2]   (ii) describe what happened on bloody sunday, 22 january 1905. [4]   (iii) why were stolypin\u2019s attempts at agricultural reform not a success? [6]   (iv) how loyal were the russian people to tsar nicholas ii up to the outbreak of war in 1914? explain your answer. [8]",
+            "5": "5 0470/04/m/j/07 \u00a9 ucles 2007 [turn overdepth study c: the usa, 1919-1941 3 study the sources, and then answer the questions which follow.  source a  by 1929 millions of americans were buying new gadgets like washing machines, electric cleaners  and telephones. even poorer families could afford a radio and a fridge. most americans were richer than europeans \u2013 for example, one in five americans had a car whereas in britain only one in forty-three had a car. from a british history textbook, 1986.  source b  the 19th amendment had given women the vote in 1920 but they still had fewer job opportunities and were paid less than men. some younger women in the 1920s became known as flappers, they had cut their hair into a bob, shortened their dresses, wore make-up, smoked cigarettes and danced at jazz clubs, but this \u2018rebellion\u2019 had no real effect. fathers and husbands were still in control. from an american history book, 2004.  (a) (i) study source a.    what can you tell from this source about american society in the 1920s? support your answer with reference to the source. [6]   (ii) study source b.    how far does this source show that women had more freedom in the 1920s? explain your answer. [7]   (iii) study both sources.    is one of these sources more useful than the other as evidence about the \u2018roaring twenties\u2019? explain your answer. [7]  (b) (i) name two stars of american films of the 1920s. [2]   (ii) describe the development of the film industry in the 1920s. [4]   (iii) why did prohibition lead to an increase in organised crime? [6]   (iv) \u2018the roaring twenties brought progress for americans.\u2019 do you agree? explain your answer. [8]",
+            "6": "6 0470/04/m/j/07 \u00a9 ucles 2007depth study d: china, 1945-c.1990 4 study the sources, and then answer the questions which follow.  source a  so it seems that if someone has to wear rope sandals and eat watery soup out of a shared bowl,  that\u2019s communism, but if a working man lives well and wants to live even better tomorrow, that\u2019s almost the same as capitalism. khrushchev responding to chinese comments about soviet communist policies, 1960.  source b  after stalin\u2019s death, the chinese were reluctant to recognise the ussr as the unquestioned leader of the socialist world. khrushchev met mao on several occasions, and each occasion was more strained than the last. the cooperation between the two great powers turned out to be increasingly fragile. both had their own national interests which did not necessarily coincide. a russian historian writing in 1998.  (a) (i) study source a.    what impressions does this source give about the nature of chinese communism? support your answer with reference to the source. [6]   (ii) study source b.    how far does this source show that khrushchev and mao were enemies? explain your answer. [7]   (iii) study both sources.    is one of these sources more useful than the other as evidence of relations between china and the soviet union? explain your answer. [7]  (b) (i) name two foreign countries where the chinese army has been involved in fighting since  1949. [2]   (ii) describe relations between the people\u2019s republic of china and the republic of china (taiwan) since 1949. [4]   (iii) why did the ussr decide to withdraw financial and technical support from china in 1960? [6]   (iv) how far did relations between communist china and the usa improve between 1949 and 1990? explain your answer. [8]",
+            "7": "7 0470/04/m/j/07 \u00a9 ucles 2007 [turn overdepth study e: southern africa in the twentieth century 5 study the sources, and then answer the questions which follow.  source a  a white woman, ray alexander, a communist party member and trade union organiser, was  elected to parliament by africans when they still had three representatives. she was not allowed to take her seat because of the 1950 suppression of communism act. from the autobiography of helen joseph, written in 1986.  source b  helen joseph was an englishwoman who went to south africa in 1940. she became leader of the federation of south african women. on 9 august 1956 she helped to organise 20 000 women of all races to march to the union buildings in pretoria to protest peacefully against unjust laws and the pass system. helen was arrested on a charge of high treason in december 1956 and placed under a banning order. in the next thirty years she continued to protest and was arrested, jailed and banned three more times. national women\u2019s day in south africa is now held on 9 august. from a british history of the anti-apartheid movement, written in 2002.  (a) (i) study source a.    what does this source tell you about the communist party in south africa in the 1950s? support your answer with reference to the source. [6]   (ii) study source b.    how far does this source show that women in south africa were effective in protesting about apartheid? explain your answer. [7]   (iii) study both sources.    is one of these sources more useful than the other as evidence about the south african government\u2019s response to opposition in the 1950s? explain your answer. [7]  (b) (i) name two prime ministers of south africa in the 1950s. [2]   (ii) describe the defiance campaign of 1952. [4]   (iii) why was the pan-africanist congress formed in 1959? [6]   (iv) \u2018the white population of south africa supported apartheid in the 1950s and 1960s because it gave them economic benefits.\u2019 do you agree? explain your answer. [8]",
+            "8": "8 0470/04/m/j/07 \u00a9 ucles 2007depth study f: israelis and palestinians, 1945-c.1994 6 study the sources, and then answer the questions which follow.  source a  on 6 october 1973, fighting broke out along the egyptian and syrian 1967 ceasefire line. egyptian  and syrian forces attacked on the most sacred day of the jewish calendar, y om kippur. the israelis mobilised their army calling many of their soldiers away from their prayers in the synagogues. during the war, the russians poured vast supplies of military equipment into egypt and the americans gave military aid to the israelis. from a british textbook, 1977.      (a) (i) study source a.    what does this source tell you about the attack on israel? support your answer with  reference to the source. [6]   (ii) study source b.    how far does this source show that the y om kippur war was a victory for israel? explain your answer. [7]   (iii) is one of these sources more useful than the other as evidence about foreign involvement in the y om kippur war? explain your answer. [7]  (b) (i) what are the golan heights? [2]   (ii) describe the egyptian and syrian attacks against israeli forces at the start of the y om kippur war. [4]   (iii) why did the superpowers encourage israel and egypt to negotiate a ceasefire? [6]   (iv) how far did the y om kippur war help to bring peace between israel and the arab states? explain your answer. [8]",
+            "9": "9 0470/04/m/j/07 [turn overblank page depth study g starts on page 10",
+            "10": "10 0470/04/m/j/07 \u00a9 ucles 2007depth study g: the creation of modern industrial society 7 study the sources, and then answer the questions which follow.  source a  between 1801 and 1831 the population of england and wales has increased by 47 per cent. in  five of our most important towns \u2013 manchester, glasgow, birmingham, leeds and liverpool \u2013 the increase has averaged 98 per cent.  in the midst of what appears to be a wealthy, spirited and flourishing community, most of our  poorer people, who created the riches, live in conditions where good health and morality are almost impossible.  there is no building act to make sure that the dwellings of these workpeople are being properly  constructed and no drainage act to ensure them being properly drained. from a report of the parliamentary select committee on health in towns in 1840.  source b a picture of birmingham in 1886.",
+            "11": "11 0470/04/m/j/07 \u00a9 ucles 2007 [turn over (a) (i) study source a.    what does this source tell you about the expansion of towns in england and wales in the  nineteenth century? support your answer with reference to the source. [6]   (ii) study source b.    how far does this source show that towns had become much better places to live in by  the last quarter of the nineteenth century? explain your answer. [7]   (iii) study both sources.    is one of these sources more useful than the other as evidence about urbanisation in  britain in the nineteenth century? explain your answer. [7]  (b) (i) name two industries which caused the rapid expansion of some towns in the nineteenth  century. [2]   (ii) what public health problems faced the new industrial towns? [4]   (iii) why did it take so long to improve living and working conditions in industrial towns? [6]   (iv) \u2018the growth of towns brought more advantages than disadvantages to working people.\u2019  do you agree? explain your answer. [8]",
+            "12": "12 0470/04/m/j/07 \u00a9 ucles 2007depth study h: the impact of western imperialism in the nineteenth century 8 study the sources, and then answer the questions which follow.  source a a judge\u2019s wife in early nineteenth-century india surrounded by her servants.  source b  we must not allow the cruelty of these practices to blind us to the dangers of trying to suppress  them. are the government prepared permanently to occupy an immense territory and involve us in a war in an unhealthy climate and at great expense? from a report sent to london by a member of the madras civil service with regard to religious  practices like suttee, infanticide and human sacrifice.  source c  it was a life which to english eyes was a strange mixture of inconvenience with luxury. luxury  no doubt for a man to have socks rolled on his feet by a servant and for a woman to have her hair brushed for half an hour every evening. but much had already been done to improve life for indians: suttee was forbidden, thuggee finished and gang robbery reduced. but was it worth the dust, the cholera, the heat and its effects? from a book about life in india in the early 1850s.",
+            "13": "13 0470/04/m/j/07 \u00a9 ucles 2007 (a) (i) study source a.    what impressions does this source give you of early nineteenth-century india? support  your answer with reference to the source. [6]   (ii) study sources b and c.    how far do these sources show that there were great problems facing the british rulers of  india in the first half of the nineteenth century? explain your answer. [7]   (iii) study sources a and c.    is one of these sources more useful than the other as evidence that the british only  looked after their own interests in india? explain your answer. [7]  (b) (i) what was suttee? [2]   (ii) what were the main reforms introduced into india by lord william bentinck? [4]   (iii) why did many british people go to india in the nineteenth century? [6]   (iv) \u2018the history of the british in india to 1857 was one of conquest and exploitation.\u2019 do you  agree? explain your answer. [8]",
+            "14": "14 0470/04/m/j/07blank page",
+            "15": "15 0470/04/m/j/07blank page",
+            "16": "16 0470/04/m/j/07blank page copyright acknowledgements: question 1 source b \u00a9 louis l. snyder; encyclopaedia of the third reich ; robert hale; 1998. question 2 source b \u00a9 ben walsh; gcse modern world history ; hodder murray; 2001. text amended. question 3 source a \u00a9 harriet ward; world powers in the twentieth century ; bbc; 1978. question 3 source b reprinted by permission of harpercollins publishers ltd \u00a9 dmitri volkogonov, 1998.question 6 source a \u00a9 arab-israeli conflict ; collins educational; 1977. question 6 source b  \u00a9 j. palmowski; a dictionary of twentieth-century world history ; oxford paperbacks; 1997. by permission of oxford university  press. permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here 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."
+        },
+        "0470_w07_qp_1.pdf": {
+            "1": "university of cambridge international examinations international general certificate of secondary education read these instructions first if you have been given an answer booklet, follow the instructions on the front cover of the booklet. write your centre number, candidate number and name on all the work you hand in.write in dark blue or black pen.y ou may use a soft pencil for any diagrams, graphs or rough working.do not use staples, paper clips, highlighters, glue or correction fluid. answer three  questions. section a (core content)answer any two questions. section b (depth studies)answer any  one question. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question. *2253559966*history  0470/01 paper 1 october/november 2007  2 hours additional materials: answer booklet/paper this document consists of 15 printed pages and 1 blank page. sp (sm/ks) t35124/3 \u00a9 ucles 2007 [turn over",
+            "2": "2 0470/01/o/n/07 \u00a9 ucles 2007section a:  core content answer any two questions from this section. 1 study the illustration, and then answer the questions which follow. paris during the \u2018june days\u2019, 1848.  (a) describe the events in france between february and june 1848. [5]  (b) why was there a revolution in austria in 1848? [7]  (c) how successful were the european revolutions of 1848? explain your answer. [8] 2 study the cartoon, and then answer the questions which follow.  a german cartoon showing the collection of customs duties in 1834.  (a) what was the zollverein? [5]  (b) why was austria still the dominant power in germany in 1850? [7]  (c) how far was unification the result of german nationalism? explain your answer. [8]",
+            "3": "3 0470/01/o/n/07 \u00a9 ucles 2007 [turn over3 study the illustration, and then answer the questions which follow. a meeting of the japanese diet in the early 1890s.  (a) describe the military changes introduced in japan between 1868 and 1895. [5]  (b) why did meiji rule face opposition? [7]  (c) \u2018japan had become a modern country by the time of the death of the meiji emperor in 1912.\u2019  how far do you agree with this statement? explain your answer. [8] 4 study the extract, and then answer the questions which follow. britain has no written alliance with france. but it has an obligation to honour. we have a vital interest in seeing that france is not overwhelmed by germany. from a british newspaper, 2 august 1914.  (a) describe the system of alliances which existed between european countries in 1914. [5]  (b) why did the two crises in morocco increase tension between european powers? [7]  (c) \u2018the main reason for britain going to war in 1914 was the german invasion of belgium.\u2019 how far do you agree with this statement? explain your answer. [8]",
+            "4": "4 0470/01/o/n/07 \u00a9 ucles 20075 study the extract, and then answer the questions which follow. the allied governments affirm, and germany accepts, the responsibility of germany  and her allies for causing all the loss and damage to which the allied governments and their peoples have been subjected as a result of the war. the war guilt clause.  (a) in what ways did the treaty of versailles weaken germany\u2019s armed forces? [5]  (b) why did clemenceau demand that a harsh peace be imposed on germany? [7]  (c) \u2018the treaty of versailles was unfair on germany.\u2019 how far do you agree with this statement?   explain your answer. [8] 6 study the cartoon, and then answer the questions which follow. a cartoon entitled \u2018the doormat\u2019, published in a british newspaper in 1932.  (a) how did the league of nations hope to prevent future wars between nations? [5]  (b) why did the league fail to stop italian aggression against corfu in 1923? [7]  (c) \u2018the league was a failure\u2019. how far do you agree with this statement? explain your answer.   [8]",
+            "5": "5 0470/01/o/n/07 \u00a9 ucles 2007 [turn over7 study the extract, and then answer the questions which follow. i believe that it must be the policy of the united states to support people who are  resisting attempted subjugation by armed minorities or by any outside pressures.i believe that we must help free peoples to work out their own destiny in their own way. president truman of the usa speaking in march 1947. he was introducing what became known as the \u2018truman doctrine\u2019.  (a) what was the \u2018cold war\u2019? [5]  (b) why did tension between the soviet union and the west increase after the potsdam  conference? [7]  (c) \u2018the main reason for the escalation of the cold war in the years 1947\u2013 49 was the berlin  blockade.\u2019 how far do you agree with this statement? explain your answer. [8] 8 study the extract, and then answer the questions which follow. my dear friends today we have started negotiations for the withdrawal of soviet  troops from our country and for the cancellation of our obligations under the warsaw pact. long live free hungary! from a speech by imre nagy, 31 october 1956.  (a) what was the berlin wall? [5]  (b) why was there a rising in hungary in 1956? [7]  (c)  which was the more serious threat to soviet control of eastern europe:      events in czechoslovakia in 1968;     the emergence of solidarity in poland?   explain your answer. [8]",
+            "6": "6 0470/01/o/n/07 \u00a9 ucles 2007section b:  depth studies answer any one question from this section. depth study a:  germany, 1918\u2013 45 9 study the photograph, and then answer the questions which follow. a woman using banknotes to start her fire in 1923.  (a) what were the main features of the weimar constitution. [5]  (b) why was 1923 a year of crisis for the weimar republic? [7]  (c) to what extent did the weimar republic recover after 1923? explain your answer. [8] 10 study the extract, and then answer the questions which follow. i wore mostly low-quality clothes at home which my mother sewed and knitted. in the hitler y outh i wore what i thought was a beautiful brown uniform with much leather, in which i imagined myself as one of hitler\u2019s young soldiers. a member of the hitler y outh remembers his time in the organisation.  (a) describe the activities of the hitler y outh. [5]  (b) explain how nazi policies reduced unemployment. [7]  (c) how successful were nazi policies towards women and the family? explain your answer. [8]",
+            "7": "7 0470/01/o/n/07 \u00a9 ucles 2007 [turn overdepth study b:  russia, 1905\u2013 41 11 study the extract, and then answer the questions which follow. i heard that the leader wants the duma to be called together. oh please don\u2019t. they  want to discuss things that do not concern them and bring more discontent. no, listen to our friend rasputin. he has your interests at heart and we must pay attention to what he says. from a letter the tsarina sent to the tsar at the front during the first world war.  (a) describe the main features of tsarist rule before 1914. [5]  (b) why was the tsar able to survive the 1905 revolution? [7]  (c) \u2018the most important reason for the tsar\u2019s abdication in march 1917 was russia\u2019s defeats  during the first world war.\u2019 how far do you agree with this statement? explain youranswer. [8] 12 study the extract, and then answer the questions which follow. stalin is a genius, the leader and teacher of the party, the great guide of the soviet  state and captain of his armies. his energy is truly amazing. everyone is familiar with the crystal clarity of his mind, his iron will, his devotion to the party and his love for the people. from an official biography of stalin published in moscow in 1947.  (a) what was the \u2018cult of personality\u2019? [5]  (b) why did stalin carry out the purges? [7]  (c) how far do you agree with the view that stalin\u2019s rule up to 1941 was a disaster for the soviet  union? explain your answer. [8]",
+            "8": "8 0470/01/o/n/07 \u00a9 ucles 2007depth study c:  the usa, 1919\u2013 41 13 study the cartoon, and then answer the questions which follow. a cartoon from the prohibition era entitled \u2018the national gesture\u2019.  (a) what was prohibition? [5]  (b) why did prohibition fail? [7]  (c) which was the more important feature of us society in the 1920s: freedom or hatred? explain  your answer. [8]",
+            "9": "9 0470/01/o/n/07 \u00a9 ucles 2007 [turn over14 study the photograph, and then answer the questions which follow. a victim of the stock market crash tries to sell his car for a bargain price, october 1929.  (a) what were the economic effects of the wall street crash? [5]  (b) why did the new y ork stock market crash in 1929? [7]  (c) \u2018hoover\u2019s actions and policies were responsible for him losing the presidential election of  1932.\u2019  how far do you agree with this statement? explain your answer. [8]",
+            "10": "10 0470/01/o/n/07 \u00a9 ucles 2007depth study d: china, 1945\u2013 c.1990 15 study the chart, and then answer the questions which follow. coal pig-ironsteeloilcementchemical fertiliser1952 63.5   1.9  1.3  0.4  2.6  0.21957 (planned) 113.0     4.7    4.1    2.0    6.0    0.61957 (actualoutput) 124.0     5.8    5.2    1.4    4.6    0.7 the first five-y ear plan, 1953\u201357. output in millions of tonnes.  (a) what was the impact of the 1950 agrarian reform law? [5]  (b) why did mao introduce communes? [7]  (c) how successful were the communists in developing china\u2019s industry in the 1950s and 1960s?  explain your answer. [8] 16 study the extract, and then answer the questions which follow. after stalin\u2019s death mao was angered that the soviet leaders did not consult him  before attacking stalin\u2019s memory. these tensions came to the surface in 1960 when the chinese criticised khrushchev for being too friendly towards the west. from a modern textbook.  (a) describe the actions china took between 1949 and 1954 which led to hostility with the usa.   [5]  (b) why did china\u2019s relations with the ussr change after the death of stalin in 1953? [7]  (c) how far did china\u2019s relations with other countries improve after mao\u2019s death? explain your  answer. [8]",
+            "11": "11 0470/01/o/n/07 \u00a9 ucles 2007depth study e:  southern africa in the twentieth century 17 study the extract, and then answer the questions which follow. we had nothing \u2013 no furniture, no cooking facilities. they had killed every animal on  the farm, every chicken, every pig and every sheep. there was nothing left. a boer farmer remembers the scene that he faced on returning to his farm in 1902 after being held in a british concentration camp.  (a) what grievances did the boers have against the british as a result of the south african war,  1899\u20131902? [5]  (b) why was the migrant labour system favoured by the mining companies? [7]  (c) \u2018the main reasons for discrimination against non-whites in the inter-war period were economic.\u2019  how far do you agree with this statement? explain your answer. [8] 18 study the photograph, and then answer the questions which follow. the accused at the start of the treason trials, december 1956.  (a) what political and economic changes took place in south africa during the second world  war? [5]  (b) why did the national party win the 1948 election? [7]  (c) how effective was opposition to apartheid in the 1950s? explain your answer. [8] [turn over",
+            "12": "12 0470/01/o/n/0719 study the extract, and then answer the questions which follow. south africa shall have full power of administration over south west africa and may  apply the laws of the union of south africa to the territory, subject to such local modification as circumstances may require. south africa shall promote fully the material and moral well-being and social  progress of the inhabitants of the territory. article 2 of the league of nations mandate, 1920.  (a) describe the impact on namibia of germany\u2019s defeat in the first world war. [5]  (b) why was there resistance to south african rule by the bondelswarts and rehoboth  communities? [7]  (c) how effective was the united nations in dealing with namibia up to 1971? explain your  answer. [8]",
+            "13": "13 0470/01/o/n/07 \u00a9 ucles 2007 [turn overdepth study f:  israelis and palestinians, 1945\u2013 c.1994 20 study the extract, and then answer the questions which follow. at about five o\u2019clock on the morning of the fifth of september, one of eight black  september terrorists tossed a piece of paper out of the first-floor window of the israeli quarters in the olympic village. it announced that the organisation was holding nine israeli hostages. from a newspaper account produced at the time.  (a) describe the terrorist attack at the munich olympics, september 1972. [5]  (b) why did the palestine liberation organisation (plo) change its policies after 1967? [7]  (c) how far had israel achieved its aims in lebanon by 1994? explain your answer. [8] 21 study the photograph, and then answer the questions which follow. a street in a palestinian refugee camp in 1966.  (a) describe conditions in a palestinian refugee camp. [5]  (b) why were so many palestinians in refugee camps by the 1980s? [7]  (c) \u2018the intifada created more problems than it solved.\u2019 how far do you agree with this statement?  explain your answer. [8]",
+            "14": "14 0470/01/o/n/07 \u00a9 ucles 2007depth study g:  the creation of modern industrial society 22 study the extract, and then answer the questions which follow. in the grey mists of the morning, we see a large part of the fresh food supply of the  great london markets rapidly unloaded from the night trains: fresh fish, butter and dairy-fed pork, apples, cabbages and cucumbers. elsewhere trains carry lancashire cotton goods and coal from newcastle. from a modern textbook.  (a) what transport problems did industry face in the early nineteenth century? [5]  (b) why did some people object to the building of railways? [7]  (c) \u2018the greatest benefit brought by railways was to the health of people.\u2019 how far do you agree  with this statement? explain your answer. [8] 23 study the photograph, and then answer the questions which follow. workers\u2019 cottages built by lever in the model village of port sunlight.  (a) what were the main findings of the report produced by edwin chadwick in 1842? [5]  (b) why did the rapid growth of towns lead to insanitary conditions? [7]  (c) how far was government action the most important reason why living conditions for workers  improved after 1875? explain your answer. [8] ",
+            "15": "15 0470/01/o/n/07 \u00a9 ucles 2007depth study h:  the impact of western imperialism in the nineteenth century 24 study the cartoon, and then answer the questions which follow. a cartoon showing foreign countries competing over china.  (a) what were the opium wars? [5]  (b) why did the boxer rising take place? [7]  (c) \u2018western dealings with the chinese in the nineteenth century only benefited the west.\u2019 how far do you agree with this statement? explain your answer. [8] 25 study the extract, and then answer the questions which follow. can these thieves really be our rulers? these thieves import a huge number of  goods made in their own country and sell them in our markets, stealing our wealth and taking life from our people. can foreigners really be our rulers? from a leaflet written by those who opposed british rule.  (a) describe the indian mutiny of 1857. [5]  (b) explain why the british government took control over india in 1858. [7]  (c) \u2018lord dalhousie\u2019s term as governor-general created as many problems as it solved.\u2019 how far  do you agree with this statement? explain your answer. [8]",
+            "16": "16 0470/01/o/n/07blank page copyright acknowledgements: question 6 \u00a9 david king collection. question 9 \u00a9 corbis.question 13 \u00a9 clive weed, judge , june 12, 1926 \u2013 american social history project. question 14 \u00a9 peter newark\u2019s pictures.question 22 \u00a9 richard staton, \u00a9 ray ennion, wendy moore; three centuries of change ; collins educational; 1988. permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here 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 university of cambridge local examinations syndicate (ucles),  which is itself a department  of the university of cambridge."
+        },
+        "0470_w07_qp_2.pdf": {
+            "1": "this document consists of 11 printed pages and 1 blank page. sp (sm/ks) t30713/3 \u00a9 ucles 2007 [turn overuniversity of cambridge international examinations international general certificate of secondary education read these instructions first if you have been given an answer booklet, follow the instructions on the front cover of the booklet. write your centre number, candidate number and name on all the work you hand in.write in dark blue or black pen.y ou may use a soft pencil for any diagrams, graphs or rough working.do not use staples, paper clips, highlighters, glue or correction fluid. this paper has two options. choose one option, and answer all of the questions on that topic. option a: 19th century topic  [p2\u2013p6] option b: 20th century topic [p7\u2013p11] at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question. *2229298297*history  0470/02 paper 2 october/november 2007  2 hours additional materials: answer booklet/paper",
+            "2": "2 0470/02/o/n/07 \u00a9 ucles 2007option a: 19th century topic was garibaldi more important to the achievement of italian unification than cavour? study the background information and the sources carefully, and then answer all the questions. background information the years 1859\u20131861 were crucial in the story of italian unification . by 1860 piedmont had, with french  help, acquired lombardy and the states of central italy. in may1860 garibaldi led his \u2018thousand\u2019 to support the revolution in sicily. he conquered sicily and in august he returned to the mainland and proceeded to conquer naples. rome was his next target. garibaldi\u2019s exploits horrified cavour who quickly sent a piedmontese army south to intervene (conquering some of the papal territories on the way). garibaldi was persuaded to hand over his conquests to victor emmanuel ii in october and the kingdom of italy was proclaimed in march 1861. historians have argued over the importance of garibaldi in the achievement of unification. was he just  an idealistic romantic revolutionary? was he used by cavour? or did he make an essential contribution, one that made him more important than cavour? source a a drawing of garibaldi at the battle of calatafimi in 1860 during the conquest of sicily.",
+            "3": "3 0470/02/o/n/07 \u00a9 ucles 2007 [turn oversource b a painting of cavour. source c the greater the danger the more clear and calm he became, and the more correct his judgement. he always had supreme confidence in himself and thus he was reluctant to ask advice from others. he loved liberty, but he maintained that in the hour of danger it was necessary for all to obey the will of  one individual. some people said he had fallen in love with dictatorship when he saw how it operated successfully in south america. what often harmed him was that he believed all men were honest and devoted to their country. he trusted people too easily. no man can say he ever saw garibaldi use threats of force to make his soldiers obey him. no man ever heard his voice raised in anger. his reputation for justice, honesty, and goodness formed a halo around his head. the man had something so majestic about him that just to hear his voice you would rush joyfully to face death as if it were a fine thing to die observed and approved by such a man. a description of garibaldi, published in 1903, by one of the \u2018thousand\u2019 who sailed with him to sicily. source d only outside italy, and by persons who have not studied risorgimento history in any detail, do we  ever hear it denied that garibaldi\u2019s great expedition of 1860 carried on the main work of italian unity, at a time when no other means could have achieved it. the sicilian and neapolitan populations were incapable of bringing about a revolution in the face of an army of 90 000 men, without external help. cavour was unable to give them the necessary help because of the attitude of france and austria.   nothing could have liberated sicily and naples except a raid by the revolutionary party, and no such raid could have succeeded except one led by garibaldi. it was only this that put cavour into the position where he could unite the whole of italy into one state. from a book about garibaldi, published in 1909.",
+            "4": "4 0470/02/o/n/07 \u00a9 ucles 2007source e during the 1850s cavour considered unification of italy neither possible nor desirable; he therefore  differed from garibaldi who argued that a \u2018single italy must be our first goal\u2019. cavour wanted only an enlarged piedmont. between 1859 and 1860, however, cavour was pushed along by events. he was seriously concerned about the activities of garibaldi and the \u2018thousand\u2019 in sicily and naples and their threat to the papal states. he realised that to oppose garibaldi would incur the hatred of italian patriots everywhere. to take no action would enable garibaldi to establish a rival state in the south or give him credit for the unification of italy. cavour found this prospect dreadful and was determined that \u2018the king cannot accept the crown of italy at the hand of garibaldi\u2019. the only solution was to take direct action and outmanoeuvre garibaldi. the overall result would have to be a kingdom covering the whole of italy. from a book published in 1982. source f cavour is known in history as the architect of the modern kingdom of italy. it was cavour who won  the respect and confidence of europe. it was cavour who won the gratitude of the western powers by helping them in the crimean war. it was cavour who brought napoleon iii into italy in 1859 and broke the power of austria. it was cavour who kept italy from foreign interference while garibaldi won the kingdom of naples for italy and victor emmanuel. italy found in cavour a man who viewed italy as a single problem and lifted it from a mere redistribution of italian soil on to the higher level of the creation of a nation. from a biography of cavour published in 1925. source g a cartoon entitled \u2018the man in possession\u2019, published in britain in 1860.",
+            "5": "5 0470/02/o/n/07 \u00a9 ucles 2007 [turn oversource h right    leg   in   the   boot    at   last. \u201cif it won\u2019t go on, sire, try a little more powder.\u201d a cartoon published in britain in november 1860. source i garibaldi has become intoxicated by success and by the praise showered on him all over europe. he  is planning the wildest schemes. he feels it his duty to liberate all italy, stage by stage, before turning it over to the king. he is thus putting off the day when sicily will demand annexation to piedmont, for he wants to keep the dictatorial powers which will enable him to raise an army to conquer first naples, then rome, and in the end venice. the government here has no influence on him. we must prevent garibaldi from conquering naples, and we must try to annex sicily as soon as possible. were garibaldi to become master of the neapolitan provinces we would not be able to stop him from compromising us with france and europe. a letter from cavour to the piedmontese ambassador in paris, 12 july 1860. source j y our majesty knows the high esteem and love i have for you. but the present state of things in italy  does not allow me to obey you as i should have wished. called by the people, i delayed as long asi could. but if now in spite of all the calls that reach me, i were longer to delay, i should fail in my duty and endanger the sacred cause of italy. allow me then sire, this time to disobey you. as soon as i shall have fulfilled what i have undertaken, by freeing the peoples from a hated tyranny, i will lay down my sword at your feet and obey you for the rest of my life. a letter from garibaldi to victor emmanuel ii, 22 july 1860. this letter was immediately published by cavour.",
+            "6": "6 0470/02/o/n/07 \u00a9 ucles 2007source k cavour could not risk an open war with naples; on the other hand, if he did nothing, he might be faced  with radical revolution in northern italy. radical energy had to be released somewhere: better against sicily and naples, than against cavour. the fighting revolutionary garibaldi agreed to be diverted to sicily. cavour did nothing to interfere with garibaldi. by launching garibaldi he had given the revolution a chance to organise itself; now he had to show that he could do for italy as much as the radicals were promising. cavour planned to annex naples to preserve the monarchical character of the italian movement. garibaldi was too quick for cavour: he crossed to the mainland before cavour was ready to move. he now had to persuade garibaldi to recognise the authority of victor emmanuel over southern italy. from a book published in 1954. now answer all the following questions. y ou may use any of the sources to help you answer the  questions, in addition to those sources which you are told to use. in answering the questions you should use your own knowledge of the topic to help you interpret and evaluate the sources. 1 study sources a and b.  compare the impressions these sources give of garibaldi and cavour. explain your answer using  details of the sources.   [7] 2 study source c.  do you think this description of garibaldi can be trusted? explain your answer using details of the  source and your knowledge.  [8] 3 study sources d, e and f .  which of these three sources agree the most? explain your answer using details of the sources  and your knowledge.  [8] 4 study sources g and h.  how far do these two cartoons share the same message? explain your answer using details of the  sources and your knowledge.  [7] 5 study sources i and j.   do you think cavour and victor emmanuel would have stopped worrying after they had read  garibaldi\u2019s letter? explain your answer using details of the sources and your knowledge. [8] 6 study all the sources.  do these sources convince you that garibaldi was more important than cavour in the achievement  of the unification of italy? use the sources to explain your answer. [12]",
+            "7": "7 0470/02/o/n/07 \u00a9 ucles 2007 [turn overoption b: 20th century topic was the united nations\u2019 involvement in korea more about the authority of the un or the desire of the usa to fight communism?  study the background information and the sources carefully, and then answer all the questions. background information when the un was set up in 1945 one of its main aims was to encourage peace and prevent war. it was hoped that the un would be successful because, unlike the league of nations, it was led by the world\u2019s most powerful countries that had united to defeat hitler. however, the growing hostility between the usa and the ussr soon began to disrupt the work of the un. when, in june 1950, forces from communist north korea invaded south korea with russian approval,  the un sent an army to support the south. most of the soldiers were american and an american, general macarthur, was appointed as un commander-in-chief. the un regarded the invasion as a threat to its authority, but the us government seemed to see it more as an example of a world-wide threat from communism. was the un effort in korea about defending the authority and reputation of the un, or was it really  about the usa\u2019s desire to continue the cold war and fight the spread of communism? source a in june 1950 the north korean army invaded the south across the 38th parallel. it was a clear act of  aggression and the united nations acted swiftly and with some effect. a resolution was passed calling for the sending of united nations\u2019 forces to assist the south korean government. the ussr, as a member of the un security council, could have opposed the resolution. the soviet  veto would have been enough to prevent a single un soldier setting foot in korea. unfortunately for the soviets they were at that time boycotting the un in protest at the refusal of the un to admit communist china. the resolution was passed without opposition. the vast majority of the troops came from the united states but 15 other countries, including britain, contributed troops to the un force as well. from a history book published in britain. source b there was bitter hostility between the north\u2019s communist leader, kim il sung, and syngman rhee,  the president of south korea. in 1950 this hostility spilled over into open warfare. north korean troops overwhelmed the south\u2019s forces. by september 1950 all except a small corner of south-east korea was under communist control.  president truman immediately sent advisers, supplies and warships to korea. at the same time, he put  enormous pressure on the un security council to condemn the actions of the north koreans and to call on them to withdraw their troops. when the resolution was passed the ussr was not even at the meeting to use its veto. the usa was the single biggest contributor to the un budget and was therefore in a powerful position to influence the un decision. the un was now committed to using armed forces to drive the north korean troops out of south korea. from a history book published in britain.",
+            "8": "8 0470/02/o/n/07 \u00a9 ucles 2007source c we cannot stand idly by when the american imperialist, a notorious enemy, is now expanding its war  of aggression against our korean neighbour and is attempting to spread the aggressive flames to the borders of our country. from a chinese newspaper, october 1950. source d a south korean poster from 1950 showing what the south koreans feared would happen to their country.   source e my god, that\u2019s war against the united nations. trygve lie, secretary-general of the un, on hearing about the invasion of south korea by north korea.",
+            "9": "9 0470/02/o/n/07 \u00a9 ucles 2007 [turn oversource f acheson had called again to inform truman that the attack was a full-scale invasion. truman had said  at once, \u2018dean, we\u2019ve got to stop the damn commies no matter what!\u2019 the decision had taken about ten seconds, and that was all there was to it. a television producer\u2019s account of what truman had told him about events on 25 june 1950. dean acheson was in charge of american foreign policy at the time. source g if the un is ever going to do anything, this is the time, and if the un cannot bring the crisis in korea to  an end then we might as well just give up on the united nations and forget it. tom connally, an extreme anti-communist member of the american senate, speaking in 1950. source h a cartoon from a british newspaper, november 1950. it shows general macarthur ordering a south korean tank to stop. ",
+            "10": "10 0470/02/o/n/07 \u00a9 ucles 2007source i our principal difficulty is general macarthur. his policy is different from the policy of the un. he seems  to want war with china. we do not. it is no exaggeration to say that by his public utterances he has weakened public confidence in this country and in western europe in the quality of american political judgement and leadership. here we seem to have a case of a commander publicly suggesting that his policy is not the stated policy of his government, nor subject to the control of his own government. from a telegram from the british foreign secretary to the british ambassador in the usa, early april 1951. source j i have received your announcement of your appointment of me as united nations commander. i can  only repeat the pledge of my complete personal loyalty to you as well as an absolute devotion to your struggle for peace and good will throughout the world. i hope i will not fail you. general macarthur writing to truman in 1950.  source k a constant stream of propaganda flowed from macarthur\u2019s headquarters directed as much against  the american government as against the communists. macarthur was disgusted by the attitude of america\u2019s feeble allies. he spread word of a conspiracy by the british to persuade the united states to give red china taiwan\u2019s seat at the un. the constant message from macarthur was that any compromise in korea which left the chinese militarily undefeated, would be a national disaster for the united states. from a british history book published in 1987 .",
+            "11": "11 0470/02/o/n/07 \u00a9 ucles 2007now answer all the following questions. y ou may use any of the sources to help you answer the  questions, in addition to those sources which you are told to use. in answering the questions you should use your knowledge of the topic to help you interpret and evaluate the sources. 1 study sources a and b.  how similar are these two accounts of events leading to the korean war? explain your answer  using details of the sources.  [6] 2 study sources c and d.  why do you think these two sources disagree? explain your answer using details of the sources  and your knowledge.  [7] 3 study sources e, f and g.  how far would trygve lie and truman have agreed with connally? explain your answer using  details of the sources and your knowledge.  [8] 4 study sources h and i.  do these sources prove that the united states was fully supporting the un in korea? explain your  answer using the details of the sources and your knowledge. [9] 5 study sources j and k.  are you surprised by source j? explain your answer using details of the sources and your  knowledge. [8] 6 study all the sources.  do these sources provide convincing evidence that the korean war was more about the usa\u2019s  fight against communism than defending the authority of the un? use the sources to explain your answer.    [12]",
+            "12": "12 0470/02/o/n/07blank page copyright acknowledgements: option a source a \u00a9 peter newark military pictures. option a source k \u00a9 a.j.p . taylor; the struggle for mastery in europe, 1848\u20131918 ; oxford university press. option b source a \u00a9 neil demarco; the world this century: working with evidence ; collins educational; 1987. option b source b \u00a9 ben walsh; gcse modern world history ; john murray; 1996. option b source h \u00a9 solo syndication / associated newspapers.option b source k \u00a9 max hastings; the korean war ; pan; 1988. permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here 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."
+        },
+        "0470_w07_qp_4.pdf": {
+            "1": "this document consists of 10 printed pages and 2 blank pages. sp (cw/ks) t35118/3 \u00a9 ucles 2007 [turn overuniversity of cambridge international examinations international general certificate of secondary education read these instructions first if you have been given an answer booklet, follow the instructions on the front cover of the booklet. write your centre number, candidate number and name on all the work you hand in.write in dark blue or black pen.y ou may use a soft pencil for any diagrams, graphs or rough working.do not use staples, paper clips, highlighters, glue or correction fluid. answer the questions on one of the depth studies. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question. *7562142034*history  0470/04 paper 4  alternative to coursework october/november 2007  1 hour additional materials: answer booklet/paper for reasons of copyright, some material has been removed from this document",
+            "2": "2 0470/04/o/n/07 \u00a9 ucles 2007depth study a: germany, 1918-1945 1 study the sources, and then answer the questions which follow.  source a according to nazi doctrine, there is such a thing as a pure aryan race. this aryan race has its  purest breed in germany. it must be kept pure. praise for the german race, hatred for jews, and contempt for other inferior and democratic races. these are the doctrines to be drilled into the minds of the germans. an american, writing in 1936.  source b i hate the treatment of the jews. i think it is a bad side of the movement and i will have nothing to  do with it. i did not join the party to do that sort of thing. i joined the party because i thought and still think that hitler did the greatest christian work for twenty-five years. i saw seven million men rotting on the streets, often i was there too and no one seemed to care. then hitler came and he took all those men off the streets and gave them health and security and work. a nazi labour corps leader, interviewed in 1938.  (a) (i) study source a.    what can you tell from this source about nazi racial attitudes? support your answer with  reference to the source. [6]   (ii) study source b.    how far does this source show that germans approved of hitler\u2019s policies? explain your  answer. [7]   (iii) study both  sources.    is one source more useful than the other as evidence about nazi policies? explain your  answer. [7]  (b) (i) other than the jews, identify two groups persecuted by the nazis because they were  considered inferior. [2]   (ii) what happened on kristallnacht? [4]   (iii) why did the nazis adopt the final solution? [6]   (iv) how far did the coming of war change life in nazi germany? explain your answer. [8]",
+            "3": "3 0470/04/o/n/07 \u00a9 ucles 2007 [turn overdepth study b: russia, 1905-1941 2 study the sources, and then answer the questions which follow.  source a of all the tyrannies in history, the bolshevik tyranny is the worst, the most destructive, the most  degrading. the atrocities committed under lenin and trotsky are incomparably more hideous and more numerous than anything for which the kaiser is responsible. a british government minister, speaking in 1919.  source b  a short, stocky figure, with a big head set down on his shoulders, balding and bulging little eyes,  a flat nose, wide mouth and heavy chin. dressed in shabby clothes, his trousers were too long for him. unimpressive to be the idol of the mob but loved and revered as perhaps few leaders in history have been. a strange leader \u2013 a leader because of his intellect; colourless, humourless, determined and aloof, but with the power of explaining profound ideas in simple terms. an american journalist\u2019s description of lenin in november 1917.  (a) (i) study source a.    what does this source tell you about the impact of the bolshevik revolution in russia?  support your answer with reference to the source. [6]   (ii) study source b.    how far does this source show that lenin was a natural leader? explain your answer. [7]   (iii) study both  sources.    is one of these sources more useful than the other as evidence about lenin? explain  your answer. [7]  (b) (i) what were the july days, 1917? [2]   (ii) describe the kornilov affair, august 1917. [4]   (iii) why was there a second revolution in russia in 1917? [6]   (iv) \u2018the russian people gained little from bolshevik rule between 1917 and the death of  lenin in january 1924.\u2019 do you agree? explain your answer. [8]",
+            "4": "4 0470/04/o/n/07 \u00a9 ucles 2007depth study c: the usa, 1919-1941 3 study the sources, and then answer the questions which follow.  source a one in five of los angeles county\u2019s own population is already on unemployment relief. relief  costs have jumped from just under a dollar in 1925 to $45 in 1936. the cost for this year will be increased enormously by the horde of newcomers coming into california from other states unless it is halted. the county is to demand that the federal government must care for persons coming in from other states. a report published in the san francisco chronicle in 1937.  source b  roosevelt was regarded as a saviour, yet by 1936 nine million americans were still without a job  and on relief. the social security act of 1935 had not set up national rates of benefit for people in need and there was no insurance scheme for people who had lost their jobs through illness. the works progress administration created jobs for only about a third of the unemployed. the aaa policy had driven tenants and share-croppers off the land. from a british school textbook published in 1987.  (a) (i) study source a.    what can you tell from this source about attitudes in california towards providing  unemployment relief? support your answer with reference to the source. [6]   (ii) study source b.    how far does this source show that the new deal was failing by 1936? explain your  answer. [7]   (iii) study both  sources.    is one of these sources more useful than the other about the effects of the new deal  programme by 1937? explain your answer. [7]  (b) (i) give two reasons for setting up the tennessee valley authority. [2]   (ii) describe the main features of either  huey long\u2019s share-our-wealth scheme or father  coughlin\u2019s proposals. [4]   (iii) why did roosevelt win the 1936 election? [6]   (iv) how successful was the new deal? explain your answer. [8]",
+            "5": "6 0470/04/o/n/07 \u00a9 ucles 2007depth study e: southern africa in the twentieth century 5 study the sources, and then answer the questions which follow.  source a  south african students\u2019 organisation (saso) resolution 45 states that this country belongs to  black people and to them alone. this is not anti-white. whites are here and they may live in the country or leave depending on their relationship with blacks and their acceptance of whatever conditions blacks shall dictate. we know that the anc and pac have opted for violence. we don\u2019t believe that this is the only method. we believe that peaceful means will get us to where we want to go. steve biko defending himself in court, may 1976.  source b  the militancy of the black consciousness movement was encouraging but i thought the view of  these young men was not fully mature. i saw my role as an elder statesman who might help them move on to the more inclusive ideas of the anc movement. nelson mandela\u2019s opinion on the members of the saso sent to robben island in 1976.  (a) (i) study source a.    what can you tell about steve biko from this source? support your answer with reference  to the source. [6]   (ii) study source b.    how far does this source show that nelson mandela supported the black consciousness  movement? explain your answer. [7]   (iii) study both  sources.    is one of these sources more useful than the other as evidence about the south african  students\u2019 organisation? explain your answer. [7]  (b) (i) name two of the bantustans (homelands). [2]   (ii) describe the actions of the student representative council in soweto in the 1970s. [4]   (iii) why was there discontent in the townships in the 1970s? [6]   (iv) \u2018opposition to white minority rule was a failure in the 1970s and 1980s.\u2019 do you agree?  explain your answer. [8]",
+            "6": "7 0470/04/o/n/07 \u00a9 ucles 2007 [turn overdepth study f: israelis and palestinians, 1945-c.1994 6 study the sources, and then answer the questions which follow.  source a  on 23 may 1967, president nasser announced that the straits of tiran had been closed to israeli  ships. he stated, \u2018the israeli ships will no longer be allowed through the gulf of aqaba; our sovereignty over the gulf is indisputable. if israel threatens us with war we will reply: go ahead then.\u2019 following the egyptian announcement there was great diplomatic activity involving britain, france, usa and russia as well as the middle east countries but, although some pressure was brought to bear on president nasser, he stayed firm on the tiran blockade. from a british textbook, 1977.  source b  in 1967 in the west bank for the first time in my life i felt like a real human being. i had a gun in  my hand. between june 1967 and march 1968 i crossed into occupied territory thirty-five times. the fighters of that time were great men. they were honourable men who loved their country and wanted it back. we were isolated but full of pride. we were not just guerrillas. we were doing what others thought impossible, standing and fighting. we always wanted to be in direct conflict with the enemy, to stand and face the israelis. an account by a member of al fatah, written in the 1970s.  (a) (i) study source a.    what does this source tell you about egyptian attitudes towards israel? support your  answer with reference to the source. [6]   (ii) study source b.    how far does this source show that the palestinians were succeeding in their struggle  against the israelis? explain your answer. [7]   (iii) study both  sources.    is one source more useful than the other as evidence about the struggle against the  state of israel? explain your answer. [7]  (b) (i) name two areas that israel occupied during the six day war. [2]   (ii) describe the role of the israeli air force in the six day war. [4]   (iii) why was president nasser supported in the war by other countries? [6]   (iv) \u2018israel was as successful in the y om kippur war as in the six day war.\u2019 do you agree?  explain your answer. [8]",
+            "7": "8 0470/04/o/n/07 \u00a9 ucles 2007depth study g: the creation of modern industrial society 7 study the sources, and then answer the questions which follow.  source a a cotton spinning establishment offers a remarkable example of how, by the use of very great  power, an enormous amount of work can be done. often we see in a single building a steam engine which has the strength of 880 men and sets in motion 50 000 spindles. these machines can produce as much yarn as formerly required 200 000 hand spinners. from the book \u2018history of the cotton manufacture in great britain\u2019, published in 1835.  source b  all the defences and morality of family life are attacked. it reduces the workers to a condition  little better than savages. recklessness, unnecessary poverty, starvation, drunkenness, parental cruelty and carelessness, child disobedience, neglect of marriage, absence of motherly love, the destruction of brotherly and sisterly affection are too often results and bring a lowering of morals, ruin of domestic enjoyments and social misery. peter gaskell writing in 1836 on the effects of factories on family life.  source c  the wages obtained by workers in the various branches of cotton manufacture are, in general and  with care, sufficient to provide them with the decent comforts of life. the average wages of people employed in the mills, young and old, are between nine and twelve shillings a week. their incomes are often eaten into by drink and carelessness. from the pamphlet \u2018the moral and physical condition of the working classes\u2019, written in 1832.  (a) (i) study source a.    what does this source tell you about cotton manufacturing in the first part of the nineteenth  century? support your answer with reference to the source. [6]   (ii) study sources b and c.    how far do these sources show that industrialisation was harmful to working people?  explain your answer. [7]   (iii) study all the sources.    is one of these sources more useful than the others as evidence about the impact of  growing industrialisation? explain your answer. [7]  (b) (i) name two inventions which revolutionised the textile industry. [2]   (ii) what problems faced the coal industry in the early nineteenth century? [4]   (iii) why was britain\u2019s industrial growth so rapid in the early nineteenth century? [6]   (iv) which was the more important for improving working conditions in mines and factories:  legislation or the work of individuals? explain your answer. [8]",
+            "8": "9 0470/04/o/n/07 \u00a9 ucles 2007 [turn overblank page depth study h starts on page 10",
+            "9": "10 0470/04/o/n/07 \u00a9 ucles 2007depth study h: the impact of western imperialism in the nineteenth century 8 study the sources, and then answer the questions which follow.  source a a nineteenth-century missionary postcard.  source b  a great part of the world is inhabited by barbarian tribes or savages. some fight endless wars and  have brutal customs. others know so little of the arts and are so little accustomed to work that they do not know how to exploit the land and its natural riches.  it is neither natural nor just for the civilised people of the west to be limited indefinitely and restricted  to spaces which were their first home. nor is it natural or just that the west enjoys the marvels of science, the arts and civilisation while they leave half the world to groups of ignorant savages. written by a frenchman in 1891.  source c  the vilest scramble for loot that ever disfigured the history of human conscience and geographical  exploration. the nineteenth-century novelist joseph conrad commenting on imperialism. ",
+            "10": "11 0470/04/o/n/07 \u00a9 ucles 2007 (a) (i) study source a.    what impressions does this source give of western attitudes towards non-european  races? support your answer with reference to the source. [6]   (ii) study source b.    how far does this source show that the west\u2019s motives for imperialism were selfish?  explain your answer. [7]   (iii) study all the sources.    is one of these sources more useful than the others as evidence about imperialism in the  nineteenth century? explain your answer. [7]  (b) (i) name two british politicians of the nineteenth century who pursued imperialist policies.  [2]   (ii) describe the aims of missionaries in the nineteenth century. [4]   (iii) why did britain have such a large empire by the end of the nineteenth century? [6]   (iv) did europeans bring \u2018civilisation\u2019 to other parts of the world in the nineteenth century?  explain your answer. [8]",
+            "11": "12 0470/04/o/n/07blank page copyright acknowledgements: depth study c source a \u00a9 san francisco chronicle . depth study c source b \u00a9 a. howarth; 20th century history: the world since 1900 ; longman; 1987. depth study d source a  reprinted by permission of the publisher from, mao\u2019s people: sixteen portraits of life in revoluntionary china by  bernard frolic, cambridge, mass.: harvard university press, copyright \u00a9 1980 by the president and fellows of harvard college. depth study d source b  reprinted by permission of harpercollins publishers ltd \u00a9 jung chang, 2003. depth study e source a  \u00a9 steve biko; i write what i like: a selection of writings ; penguin books ltd; 1988. depth study e source b  from long walk to freedom by nelson mandela. copyright \u00a9 1994, 1995 by nelson rolihlahla mandela. by permission of  little, brown and company, inc. all rights reserved. permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here 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."
+        }
+    },
+    "2008": {
+        "0470_s08_qp_1.pdf": {
+            "1": "this document consists of 20 printed pages. sp (cm/cgw) t52409/3 \u00a9 ucles 2008 [turn overuniversity of cambridge international examinations international general certificate of secondary education read these instructions first if you have been given an answer booklet, follow the instructions on the front cover of the booklet. write your centre number, candidate number and name on all the work you hand in.write in dark blue or black pen.y ou may use a soft pencil for any diagrams, graphs or rough working.do not use staples, paper clips, highlighters, glue or correction fluid. answer three  questions. section a (core content)answer any two questions. section b (depth studies)answer any  one question. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question. *4086787455*history  0470/01 paper 1 may/june 2008  2 hours additional materials: answer booklet/paper",
+            "2": "2 0470/01/m/j/08 \u00a9 ucles 2008section a: core content answer any two questions from this section. 1 study the extract, and then answer the questions which follow. the crowds shouted vive la r\u00e9forme ! (long live reform!) and mourir pour la patrie   (to die for one\u2019s country). but in fact few people were killed. the national guard even joked with revolutionaries manning the barricades. louis philippe took fright and fled, leaving the rebels in charge.  a description of events in france in 1848 .  (a) what were the march laws of 1848 in hungary? [5]  (b) why was charles albert unsuccessful against austria in 1848\u201349? [7]  (c) \u2018during 1848, revolution was more successful in france than in hungary.\u2019 how far do you  agree with this statement? explain your answer. [8] 2 study the picture, and then answer the questions which follow.  prussian cavalry charging rioters in front of the royal palace,  berlin, 1848.  (a) describe the revolutionary events in berlin during march 1848. [5]  (b) why was the frankfurt parliament not successful in dealing with the issue of austria? [7]  (c) how important was bismarck to the unification of germany? explain your answer. [8]",
+            "3": "3 0470/01/m/j/08 \u00a9 ucles 2008 [turn over3 study the extract, and then answer the questions which follow. we hold these truths to be self-evident, that all men are created equal, that they are  endowed by their creator with certain rights, that among these are life, liberty and the pursuit of happiness.  from the american declaration of independence, 1776 .  (a) what was the dred scott decision? [5]  (b) why was slavery an issue in american politics before the civil war? [7]  (c) how far did reconstruction fail? explain your answer. [8] 4 study the extract, and then answer the questions which follow. the japanese knew that china had been compelled to accept the existence of the  treaty ports; the dutch had warned them of the dangers of foreign intervention. now it was japan\u2019s turn. the shogun consulted the lords, hoping they would agree to the american demands.  a description of japanese reactions to the arrival of perry.  (a) describe perry\u2019s missions to japan. [5]  (b) why were the treaties signed by japan in the middle of the nineteenth century called \u2018unequal  treaties\u2019? [7]  (c) how far was the removal of the feudal system responsible for the modernisation of japan?  explain your answer. [8] 5 study the extract, and then answer the questions which follow. we are told that we should acknowledge that we alone are guilty of having caused  the war. i would be a liar if i agreed to this. we are not trying to avoid all responsibility for this war. however, we emphatically deny that the german people should be seen as the only guilty party. over fifty years the imperialism of all european states has poisoned the international situation.  the leader of the german delegation at versailles, speaking in 1919.  (a) what military restrictions did the treaty of versailles impose on germany? [5]  (b) why did the \u2018big three\u2019 disagree over how to treat germany? [7]  (c) how far could the treaty be justified at the time? explain your answer. [8]",
+            "4": "4 0470/01/m/j/08 \u00a9 ucles 20086 study the picture, and then answer the questions which follow.  the assembly of the league of nations in session, geneva 1923.  (a) describe the work of the agencies of the league of nations. [5]  (b) why was the structure of the league a weakness? [7]  (c) how successful was the league of nations in dealing with disputes in the 1920s and 1930s?  explain your answer. [8]",
+            "5": "5 0470/01/m/j/08 \u00a9 ucles 2008 [turn over7 study the extract, and then answer the questions which follow. we fight this war because we must fight if we are to live in a world where every  country can decide its own future. and only in such a world will a future be safe. we are in vietnam because we have a promise to keep. since 1945 every american president has offered support to the people of south vietnam. over many years we have made a national pledge to help south vietnam defend its independence.  us president johnson speaking in 1963.  (a) what did the geneva agreements of 1954 decide about the future of vietnam? [5]  (b) why did johnson increase american involvement in vietnam? [7]  (c) how successful was american foreign policy towards cuba and vietnam? explain your  answer. [8] 8 study the picture, and then answer the questions which follow.  budapest, 1956.  (a) describe events in hungary in october and november 1956. [5]  (b) why did warsaw pact forces invade czechoslovakia in 1968? [7]  (c) how far were the policies of gorbachev responsible for the collapse of soviet control over  eastern europe? explain your answer. [8]",
+            "6": "6 0470/01/m/j/08 \u00a9 ucles 2008section b: depth studies answer any one question from this section. depth study a: germany, 1918\u201345 9 study the picture, and then answer the questions which follow.  a french soldier guarding a train full of german coal from the ruhr in 1923.  (a) describe the occupation of the ruhr in 1923. [5]  (b) why was there hyperinflation in germany in 1923? [7]  (c) how far did the weimar republic recover and prosper after 1923? explain your answer. [8]",
+            "7": "7 0470/01/m/j/08 \u00a9 ucles 2008 [turn over10 study the extract, and then answer the questions which follow. adolf knows perfectly well what i want. i\u2019ve told him often enough. not a second  edition of the kaiser\u2019s army. are we a revolution or aren\u2019t we? sometimes new ideas have to be brought in. the generals are too old.  a private comment made by r\u00f6hm, 1934.  (a) describe the events of the night of the long knives. [5]  (b) why was r\u00f6hm a threat to hitler? [7]  (c) which was the more important in controlling the people of nazi germany:     propaganda;     the ss and gestapo?   explain your answer. [8]",
+            "8": "8 0470/01/m/j/08 \u00a9 ucles 2008depth study b: russia, 1905\u201341 11 study the extract, and then answer the questions which follow. a cruel disappointment has befallen our expectations. the representatives of the  nation, instead of applying themselves to the work of productive legislation, have strayed into areas beyond their competence, and have been making enquiries into acts of local authorities established by ourselves which can only be changed by our imperial will.  the tsar stating why he closed the first duma in july 1906.  (a) describe the reforms of stolypin. [5]  (b) why was the 1905 revolution unsuccessful? [7]  (c) \u2018the march 1917 revolution was successful because of the actions of the army.\u2019 how far do  you agree with this statement? explain your answer. [8] 12 study the extract, and then answer the questions which follow. a radical change is taking place in the development of our agriculture from small,  backward, individual farming. we are advancing full steam ahead along the path of industrialisation to socialism, leaving behind the age-long russian backwardness. we are becoming a country of metal, a country of cars, a country of tractors. let the capitalists try to overtake us.  stalin explaining his new policies in november 1929.  (a) what was collectivisation? [5]  (b) why did stalin introduce collectivisation? [7]  (c) how successful was stalin\u2019s modernisation of soviet industry by 1941? explain your answer.  [8]",
+            "9": "9 0470/01/m/j/08 \u00a9 ucles 2008 [turn overdepth study c: the usa, 1919\u201341 13 study the photograph, and then answer the questions which follow.  unemployed people queuing at al capone\u2019s soup kitchen in chicago in 1930.  (a) how did the wall street crash affect individuals financially? [5]  (b) why was hoover unsuccessful in dealing with the effects of the crash? [7]  (c) how far was the wall street crash responsible for the great depression? explain your answer.  [8]",
+            "10": "10 0470/01/m/j/08 \u00a9 ucles 200814 study the cartoon, and then answer the questions which follow.  an american cartoon published in 1933.  (a) describe the work of the national recovery administration. [5]  (b) why was it important for roosevelt to deal with the banking crisis in 1933? [7]  (c) how successful was the new deal? explain your answer. [8]",
+            "11": "11 0470/01/m/j/08 \u00a9 ucles 2008 [turn overdepth study d: china, 1945-c. 1990 15 study the photograph, and then answer the questions which follow.  the delegation from the people\u2019s republic of china  taking their seats for the first time at the un, 1971.  (a) describe the sino-soviet split in the years after 1956. [5]  (b) why did china\u2019s relations with the usa change after 1970? [7]  (c) how different were china\u2019s international relations under deng xiaoping than under mao  zedong? explain your answer. [8]",
+            "12": "12 0470/01/m/j/08 \u00a9 ucles 200816 study the photograph, and then answer the questions which follow.  a rally of 700 000 red guards in beijing in 1966.  (a) describe the role of the red guards in the cultural revolution. [5]  (b) why did the cultural revolution plunge china into crisis? [7]  (c) how far did the death of mao zedong lead to improvements in the lives of chinese people?  explain your answer. [8]",
+            "13": "13 0470/01/m/j/08 \u00a9 ucles 2008 [turn overdepth study e: southern africa in the twentieth century 17 study the photograph, and then answer the questions which follow.  black mine workers in their compound in the early-twentieth century.  (a) describe how mine owners treated black workers under the migrant labour system. [5]  (b) why did governments operate a policy of segregation in the inter-war period? [7]  (c) how successful was the south african economy in the inter-war period? explain your answer.  [8]",
+            "14": "14 0470/01/m/j/08 \u00a9 ucles 200818 study the photograph, and then answer the questions which follow.    the separate amenities law in action.  (a) what was apartheid? [5]  (b) why did many whites feel threatened by the changes which took place during the second  world war? [7]  (c) how successful were the anc and other opposition groups between 1948 and 1976? explain  your answer. [8]",
+            "15": "15 0470/01/m/j/08 \u00a9 ucles 2008 [turn over19 study the illustration, and then answer the questions which follow.  the german trading post at angra pequena, namibia.  (a) describe the events of 1884-85 in namibia at the start of colonial occupation. [5]  (b) why were the \u2018protection treaties\u2019 of 1885 important? [7]  (c) \u2018the main reason for the namibian war of national resistance (1904-08) was brutal colonial  oppression.\u2019 how far do you agree with this statement? explain your answer. [8]",
+            "16": "16 0470/01/m/j/08 \u00a9 ucles 2008depth study f: israelis and palestinians, 1945-c.1994 20 study the cartoon, and then answer the questions which follow.  a cartoon published in may 1967 showing israel facing the  armed forces of eight arab states.  (a) describe the creation of the state of israel (1948\u201349). [5]  (b) why were the results of the war of 1956 important for both jews and arabs? [7]  (c) \u2018the actions of nasser caused the war of 1967.\u2019 how far do you agree with this statement?   explain your answer. [8] 21 study the verse, and then answer the questions which follow. palestine is our country our aim is to return death does not frighten us palestine is ours we shall never forget her another homeland we shall never accept! our palestine, witness o god and history we promise to shed our blood for you!  the palestinian national anthem.  (a) what was \u2018al-fatah\u2019? [5]  (b) why was the palestine liberation organisation (plo) formed? [7]  (c) how effective was the plo in promoting the palestinian cause in the years between 1964 and  1990? explain your answer. [8]",
+            "17": "17 0470/01/m/j/08 \u00a9 ucles 2008 [turn overdepth study g: the creation of modern industrial society 22 study the photograph, and then answer the questions which follow.  housing in glasgow, scotland, 1868.  (a) describe housing conditions in towns in britain in the first half of the nineteenth century. [5]  (b) why did towns grow rapidly in the nineteenth century? [7]  (c) how successful were attempts to improve public health and housing between 1848 and 1900?  explain your answer. [8]",
+            "18": "18 0470/01/m/j/08 \u00a9 ucles 200823 study the extract, and then answer the questions which follow. we the manufacturers agree to reduce by ten per cent every two weeks the wages  of our workers who refuse to sign a declaration that they will not become members of any combination. if they are found to contribute to the support of any strike they will lose two weeks\u2019 wages.  a notice from a group of factory owners, 1830.  (a) what were the aims of the grand national consolidated trades union (gnctu)? [5]  (b) why did the gnctu fail? [7]  (c) how successful were trade unions between 1850 and 1900? explain your answer. [8]",
+            "19": "19 0470/01/m/j/08 \u00a9 ucles 2008 [turn overdepth study h: the impact of western imperialism in the nineteenth century 24 study the cartoon, and then answer the questions which follow.  foreign powers carve up china.  (a) describe china\u2019s relationship with britain before 1842. [5]  (b) why did the chinese self-strengthening movement fail? [7]  (c) \u2018by the end of the nineteenth century japan and the usa posed a greater threat to china  than european countries did.\u2019 how far do you agree with this statement? explain your answer. [8]",
+            "20": "20 0470/01/m/j/08 \u00a9 ucles 200825 study the cartoon, and then answer the questions which follow.  a cartoon published in britain in 1876.  (a) describe the role of the east india company in india. [5]  (b) why did the indian mutiny break out in 1857? [7]  (c) \u2018the presence of the british made little difference to the people of india in the fifty years  before 1900.\u2019 how far do you agree with this statement? explain your answer. [8] copyright acknowledgements: section a question 2 \u00a9 getty images. section a question 6 \u00a9 getty images.section a question 8 \u00a9 getty images.section b question 13 \u00a9 popperfoto.section b question 15 \u00a9 schools council history project; china ; collins educational; 1988. section b question 16 \u00a9 josh brooman; china since 1900 ; longman; 1988. section b question 17 \u00a9 rosemary mulholland; south africa 1948 - 1994 ; cambridge university press; 1997. section b question 18 \u00a9 josh brooman, martin roberts; south africa 1948 - 1994: the rise and fall of apartheid ; longman; 2001. section b question 20 \u00a9 josh brooman; conflict in palestine: jews, arabs and the middle east since 1900 ; longman; 1990. section b question 22 \u00a9 getty images.section b question 24 \u00a9 mary evans picture library.section b question 25 \u00a9 mary evans picture library. permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here 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."
+        },
+        "0470_s08_qp_2.pdf": {
+            "1": "this document consists of 12 printed pages. sp (nf/ks) t52471/2 \u00a9 ucles 2008 [turn overuniversity of cambridge international examinations international general certificate of secondary education read these instructions first if you have been given an answer booklet, follow the instructions on the front cover of the booklet. write your centre number, candidate number and name on all the work you hand in.write in dark blue or black pen.y ou may use a soft pencil for any diagrams, graphs or rough working.do not use staples, paper clips, highlighters, glue or correction fluid. this paper has two options. choose one option, and then answer all of the questions on that topic. option a: 19th century topic  [p2\u2013p6] option b: 20th century topic [p7\u2013p12] at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question. *1005987177*history  0470/02 paper 2 may/june 2008  2 hours additional materials: answer booklet/paper",
+            "2": "2 0470/02/m/j/08 \u00a9 ucles 2008option a: 19th century topic was german foreign policy in the early twentieth century aggressive or  defensive? study the background information and the sources carefully, and then answer all the questions. background informationin the years leading up to the first world war germany often expressed two concerns. the first was  the fear of being encircled as the result of the entente cordiale of 1904 and the triple entente of 1907; the second was the fact that germany was alone amongst the great powers in not having a major overseas empire \u2013 germany wanted its \u2018place in the sun\u2019. the moroccan crises of 1905\u20136 and 1911 involved both of these issues, with germany trying to disrupt international alliances and attempting to maintain an influence in morocco. in the years leading up to the first world war germany claimed that it was merely responding to these  two concerns and that it was acting defensively. however, other countries claimed that german foreign policy was aggressive and threatened peace in europe. to support their views they pointed to extreme organisations in germany like the pan-german league that preached hatred of france, britain and russia and supported an aggressive policy of overseas expansion. was german foreign policy as aggressive as they suggested? source a in the nineteenth century, england has increased its colonial empire \u2013 the largest the world has seen  since the days of the romans \u2013 further and further; the french have put down roots in north africa and east africa and created for themselves a new empire in the far east; russia has begun its mighty course of victory in asia. the sino-japanese war has put things further in motion; it has led to great, momentous, far-reaching decisions, shaken old empires, and added new and serious upheaval. the english prime minister has said that the strong states were getting stronger and stronger and the weak ones weaker and weaker. we don\u2019t want to step on the toes of any foreign power, but at the same time we don\u2019t want our own feet trod on by any foreign power ( bravo! ) and we don\u2019t intend to be pushed  aside by any foreign power, not in political nor in economic terms. (lively applause. ) to stand dreamily  to one side while other people split up the pie, we cannot and we will not do that. ( applause. ) we  cannot for the simple reason that we now have interests in all parts of the world. if the english speak of a \u2018greater britain\u2019; if the french speak of a \u2018nouvelle france\u2019; if the russians open up asia; then we, too, have the right to a greater germany ( bravo! from the right, laughter from the left ), not in the sense  of conquest, but indeed in the sense of peaceful extension of our trade. but we\u2019ll only be able to keep ourselves in front with power, a strong army and a strong fleet. ( very true! from the right; objections  from the left .) in the coming century the german people will be the victors or the defeated. bernhard von b\u00fclow in a speech to the reichstag on 11 december 1899. b\u00fclow was a member of the  german government and was in charge of foreign policy. the text in italics reports the reactions of the  audience.",
+            "3": "3 0470/02/m/j/08 \u00a9 ucles 2008 [turn oversource b morocco is a german concern owing to our increasing population and need of naval bases. if germany  does not make her claims, she will retire empty-handed from the partition of the world. are the german people to get nothing? the time has come when germany must secure morocco. from a german newspaper in 1904. source c it is an insult to the german empire to have been overlooked in the talks between britain and france  on the future of morocco. germany has been treated as a third-rate power. the reaction of the pan-german league in 1904 to the entente cordiale. source d before the ring of other great powers tightens around us, we must attempt with all our energies and  with the utmost determination to break the ring. this is why the kaiser visited morocco. a german government official speaking to a friend shortly after the kaiser's visit to morocco in 1905. source e 31 march, 1905there was a grand reception for his majesty by moroccan officials and the german colony. then a  ride through the gaily decorated streets amid the indescribable joy of the natives and the european population. in the embassy there was a reception of germans, the diplomatic corps, and the sultan\u2019s envoy. in conversing with the french agent in morocco, the kaiser said that his visit meant that his majesty  wanted free trade for germany and complete equality of rights with other countries. his majesty said that he would like to work directly with the sultan, the free ruler of an independent country, as an equal; that he himself would be able to make his just claims valid, and that he expected that these claims would also be recognized by france. the french agent became pale. he was about to respond, but was abruptly dismissed. he withdrew with his head down. his majesty remarked that he looked upon the sultan as the ruler of a free and independent empire  subject to no foreign control; that he expected germany to have advantages equal to those of other countries in trade and commerce; and that he himself would always negotiate directly with the sultan. on the whole the brief visit of his majesty came off splendidly without any unfortunate event. his  majesty was highly satisfied with the visit, especially with the confidential message of the sultan, brought to his majesty, that he would introduce no reforms without a previous understanding with the german government. from a report by a german official to the german foreign office describing kaiser wilhelm's visit to  morocco in march 1905.",
+            "4": "4 0470/02/m/j/08 \u00a9 ucles 2008source f a cartoon about the second moroccan crisis, published in 1911.",
+            "5": "5 0470/02/m/j/08 \u00a9 ucles 2008 [turn oversource g a cartoon about the second moroccan crisis published in august 1911. the figure representing  germany is saying \u2018oh no! it\u2019s rock. i thought it was going to be paper.\u2019 source h if a situation were to be forced upon us in which peace could only be preserved by the surrender of  the great position britain has won by centuries of heroism and achievement, by allowing herself to be treated, where her interests were vitally affected, as if she were of no importance, then i say strongly that peace at that price would be a humiliation intolerable for a great country like ours to endure. lloyd george, a member of the british government, making a public speech in reaction to germany  sending the 'panther' to morocco, july 1911. source i now we know where our enemy stands. like a flash of lightning in the night, these events have shown  the german people where the enemy is. the german people now knows its enemy when it seeks its place in the sun, when it seeks the place allotted to it by destiny. when the time comes we are prepared for sacrifices, both of blood and of resources. from a speech by heydebrand, the conservative leader, in the reichstag. he was responding to  lloyd george's speech.",
+            "6": "6 0470/02/m/j/08 \u00a9 ucles 2008source j i am thoroughly fed up with this wretched morocco affair. if once again we crawl out of this affair with  our tail between our legs, if we cannot pluck up the courage to take a tough line which we are prepared to enforce with the sword, then i despair of the future of the german empire. then i shall resign. helmuth von moltke, head of the german army, writing to his wife during the second moroccan crisis. now answer all the following questions. y ou may use any of the sources to help you answer the  questions, in addition to those sources which you are told to use. in answering the questions you should use your own knowledge of the topic to help you interpret and evaluate the sources. 1 study source a.  how useful is this source as evidence of german attitudes at the end of the nineteenth century?  explain your answer using the source and your knowledge. [7] 2 study sources, b, c and d.  how far do these sources agree about german intervention in morocco? explain your answer  using the sources and your knowledge. [6] 3 study source e.  how reliable is this source about the kaiser\u2019s visit to morocco? explain your answer using the  source and your knowledge. [8] 4 study sources f and g.  both of these cartoons are about the second moroccan crisis. which one is british and which is  german? explain your answer using the sources and your knowledge. [9] 5 study sources h, i and j.  are you surprised by the reactions in sources i and j? explain your answer using the sources and  your knowledge. [8] 6 study all the sources.  some historians have claimed that german foreign policy in the early twentieth century was  aggressive, while others have claimed it was merely defending german interests. which of these two views is better supported by these sources? use the sources to explain your answer. [12]",
+            "7": "7 0470/02/m/j/08 \u00a9 ucles 2008 [turn overoption b: 20th century topic did everyone fail to understand that hitler was a serious threat? study the background information and the sources carefully, and then answer all the questions. background information soon after hitler came to power he started to build up germany\u2019s armed forces. in 1935 he introduced  conscription to the army. both measures broke the terms of the treaty of versailles. the treaty had also de-militarised the rhineland, but in 1936 hitler sent in his troops. he did this shortly after russia and france reached an agreement to protect each other if they were attacked. hitler claimed that germany was under threat and should be able to defend itself. the fact that no country opposed the re-militarisation of the rhineland gave hitler confidence to go  further. the anschluss with austria and the invasion of czechoslovakia followed. did no one see that hitler was a serious threat? source a well now, you may take it from me that the news from germany is the very best news that we have had  since the war. ever since 1918 we, like all the other powers, have been behaving just as badly as we possibly could. well now, when germany was defeated, they went and sat on germany\u2019s head and they kept sitting on germany\u2019s head although it was quite clear to any sensible person, that they couldn\u2019t go on like that forever. then there came a very intelligent gentleman named adolf hitler and he, knowing perfectly well that the powers would not fight, snapped his fingers at the treaty of versailles. just exactly as we would if we had been in the same position. there can be no peace in the world until there is peace between england, france, germany, russia and the united states and all the big powers of the west. now take that home and think about it and don\u2019t be frightened any more about the germans. from a newsreel shown in cinemas all over britain in 1935. it is commenting on hitler's rearmament of  germany. source b when i think of those four terrible years, and i think of the 7 million young men who were cut off in their  prime, the 13 million who were maimed and mutilated, the misery and suffering of the mothers and the fathers, and the sons and daughters, of those who were killed, then i have to say again what i have said before, and what i say now, not only to you, but to all the world \u2013 in war, whichever side may call itself victor, there are no winners, but all are losers. it is those thoughts which have made me feel that it is my first duty to strain every nerve to avoid a repetition of the great world war in europe. neville chamberlain, british prime minister, speaking to members of his own party in 1938.",
+            "8": "8 0470/02/m/j/08 \u00a9 ucles 2008source c up to now we have succeeded in leaving the enemy in the dark concerning germany\u2019s real goals. they  could have suppressed us but they let us through the danger zone. in 1933 a french prime minister ought to have said (and if i had been the french prime minister i would have said it): \u2018the new reich chancellor is the man who wrote mein kampf, which says this and that. this man cannot be tolerated. either he disappears or we march!\u2019 but they didn\u2019t do it. they left us alone and let us slip through the danger zone. and when we were done, and well armed, better than they, then they started the war! goebbels talking to german journalists in april 1940. goebbels was a member of hitler's government,  responsible for propaganda. source d a cartoon published in britain in 1936.",
+            "9": "9 0470/02/m/j/08 \u00a9 ucles 2008 [turn oversource e the forty-eight hours after the march into the rhineland were the most nerve-racking in my life. if the  french had then marched into the rhineland, we would have had to withdraw with our tails between our legs, for the military resources at our disposal would have been wholly inadequate for even a moderate resistance. what would have happened in march 1936 if anyone other than myself had been in charge of germany!  anyone else would have lost his nerve. i had to lie. we were saved by my unshakeable obstinacy and my remarkable daring. i threatened, unless the situation ceased in twenty-four hours, to send in six extra divisions into the rhineland. in fact, i only had four brigades. hitler talking to his interpreter after the rhineland crisis of march 1936. source f berlin. 8 march 1936.hitler has got away with it! france is not marching. instead it is appealing to the league! no wonder  the faces of hitler and goering and blomberg and fritsch [top german commanders] were all smiles this noon. oh, the stupidity of the french! i learned today on absolute authority that the german troops had strict orders to beat a hasty retreat if the french army opposed them in any way. they were not prepared or equipped to fight a regular army. apparently fritsch and most of the generals opposed the move. an extract from the diary of an american journalist working in berlin. source g the greatest danger and the one which threatens to destroy europe is not facing the facts with respect  to germany and italy. the facts with respect to germany are known but they have not been consistently faced. in some countries there has been an effort through control of the press to keep the facts from the people and europe is now hampered in facing facts through an unprepared public opinion. the fundamental fact is that the regime in germany is based on a program of ruthless force. this  program has for its aim to use the force of its 67 million people for the extension of german political and economic control over south-eastern europe \u2013 thus putting it in a position to dominate europe completely. from this position germany will be able to dictate its policies to the rest of the world. fantastic as this may seem, it has been and is the programme of hitler\u2019s germany. a report from the united states\u2019 ambassador in austria to his government, march 1936.",
+            "10": "10 0470/02/m/j/08 \u00a9 ucles 2008source h a soviet cartoon published in 1936. it shows the western countries with hitler.",
+            "11": "11 0470/02/m/j/08 \u00a9 ucles 2008 [turn oversource i an american cartoon published in march 1936.",
+            "12": "12 0470/02/m/j/08 \u00a9 ucles 2008now answer all the following questions. y ou may use any of the sources to help you answer the  questions, in addition to those sources which you are told to use. in answering the questions you should use your own knowledge of the topic to help you interpret and evaluate the sources. 1 study sources a and b.  how far do these two sources agree? explain your answer using the sources. [7] 2 study sources b and c.  how far does source c make chamberlain\u2019s attitude in source b surprising? explain your answer  using the sources and your knowledge. [7] 3 study source d.  why did the cartoonist draw this cartoon? explain your answer using the source and your  knowledge. [7] 4 study sources e, f and g.  how far do sources e and f prove that source g was wrong? explain your answer using the  sources and your knowledge. [9] 5 study sources h and i.  how similar are the views of these two cartoonists about the international situation in 1936?  explain your answer using the sources and your knowledge. [8] 6 study all the sources.  how far do these sources support the view that no one understood how dangerous hitler was to  international peace and stability? use the sources to explain your answer. [12] copyright acknowledgements: option a source f \u00a9 harry mills; the road to sarajevo ; macmillan publishers; 1996. option a source g \u00a9 reproduced with the permission of punch, ltd. www.punch.co.ukoption b source d \u00a9 the estate of e. h. shepard.option b source h \u00a9 david king collection.option b source i \u00a9 reproduced with the permission of punch, ltd. www.punch.co.uk permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here 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."
+        },
+        "0470_s08_qp_4.pdf": {
+            "1": "this document consists of 13 printed pages and 3 blank pages. sp (slm/ks) t52298/3 \u00a9 ucles 2008 [turn overuniversity of cambridge international examinations international general certificate of secondary education read these instructions first if you have been given an answer booklet, follow the instructions on the front cover of the booklet. write your centre number, candidate number and name on all the work you hand in.write in dark blue or black pen.y ou may use a soft pencil for any diagrams, graphs or rough working.do not use staples, paper clips, highlighters, glue or correction fluid. answer the questions on one of the  depth studies. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question. *3063756793*history  0470/04 paper 4  alternative to coursework may/june 2008  1 hour additional materials: answer booklet/paper",
+            "2": "2 0470/04/m/j/08 \u00a9 ucles 2008depth study a: germany, 1918-1945 1 study the sources, and then answer the questions which follow.  source a  y outh is still in favour of the system: the novelty, the drill, the uniform, the camp life. many believe  that they will find job opportunities through the persecution of the jews and communists. for the first time the state controls the young people in the countryside through the sa and the hitler y outh. the new generation has never had much use for education and reading. now nothing is demanded of them; on the contrary, knowledge is publicly condemned. they are so fanatical that they believe in nothing but their hitler.  from reports by the social democratic party in exile, 1934.  source b  there were boys from all classes of families, though mainly middle class and workers. there  were no social or class distinctions, which i approved of very much. there was no direct political indoctrination until later after hitler came to power. we did march in parades and hated the spd but that was all part of it. when i became a leader, i found the absolute obedience unpleasant, and found that people were expected not to have a will of their own.  from recollections of hitler y outh members.  (a) (i) study source a.    what can you tell from this source about the hitler y outh? support your answer with  reference to the source. [6]   (ii) study source b.    how far does this source show that young people were strong supporters of the nazi  party? explain your answer. [7]   (iii) study both sources.    is one of these sources more useful than the other as evidence about the hitler y outh  organisation? explain your answer. [7]  (b) (i) what was the enabling act? [2]   (ii) describe nazi policies towards women in germany. [4]   (iii) why did hitler introduce a new curriculum in schools? [6]   (iv) how successful was the nazi government in its control of german society after 1933?  explain your answer. [8]",
+            "3": "3 0470/04/m/j/08 \u00a9 ucles 2008 [turn overdepth study b: russia, 1905-1941 2 study the sources, and then answer the questions which follow.  source a we were constructing an army all over again and fighting at the same time. what was needed for  this? it needed good commanders \u2013 a few dozen experienced fighters, a dozen or so communists ready to make any sacrifice. boots for the bare-footed, a bath house, propaganda, food, underwear, tobacco and matches were needed for the troops.  trotsky writing about the creation of the red army.  source b  trotsky took a practical approach. he appointed former army officers who were willing to serve in  the red army because their skills were vital. he resorted to conscription because a larger army was needed to defeat the whites. trotsky recognised that the morale and loyalty of the army was as essential as its skills and size. the core of the army always consisted of dedicated volunteers. the appointment of party members at every level encouraged dedication to the cause. harsh discipline was used to make sure the troops stayed loyal.  from a british history book, 1990.  (a) (i) study source a.    what can you tell from this source about the early days of the red army? support your  answer with reference to the source. [6]   (ii) study source b.    how far does this source show that members of the red army were supporters of the  bolshevik cause? explain your answer. [7]   (iii) study both sources.    is one of these sources more useful than the other as evidence about the red army?  explain your answer. [7]  (b) (i) name two countries which sent troops against the bolsheviks in the russian civil war.  [2]   (ii) what were the main terms of the treaty of brest-litovsk, 1918? [4]   (iii) why did lenin introduce war communism? [6]   (iv) how far was trotsky\u2019s leadership the reason for the bolshevik victory in the russian civil  war? explain your answer. [8]",
+            "4": "4 0470/04/m/j/08 \u00a9 ucles 2008depth study c: the usa, 1919-1941 3 study the sources, and then answer the questions which follow.  source a 0.00.20.40.60.81.01.21.4 1929 1928 1927 1926 1925 1924 1923 1922 1921 1919 1918gallons statistics on consumption of alcoholic beverages per head in the usa,  published by a new y ork university in 1932.  source b  the 18th amendment and the volstead act were enforced in the united states wherever they  had popular support. in the rural south and west, prohibition was effective and in some cases still is but it has been said that the only effect of prohibition was to replace good beer with bad gin. in 1931 a federal commission showed that in the big cities the law was openly defied and in the smaller towns, populated by miners and industrial workers, the law was simply ignored. the federal government never had more than 2500 agents enforcing the law. in one year in new y ork 7000 arrests for liquor violations resulted in 17 convictions.  a view of prohibition published by an american church in 1962.",
+            "5": "5 0470/04/m/j/08 \u00a9 ucles 2008 [turn over (a) (i) study source a.    what can you tell from this source about the effects of the introduction of prohibition in  1920? support your answer with reference to the source. [6]   (ii) study source b.    how far does this source show that americans opposed prohibition? explain your answer.  [7]   (iii) study both sources.    is one of these sources more useful than the other as evidence about prohibition?  explain your answer. [7]  (b) (i) name two areas from which alcohol was smuggled into the united states. [2]   (ii) what were speakeasies? [4]   (iii) why did many americans support prohibition? [6]   (iv) \u2018americans benefited from the roaring twenties.\u2019 do you agree? explain your answer. [8]",
+            "6": "6 0470/04/m/j/08 \u00a9 ucles 2008depth study d: china, 1945-c.1990 4 study the sources, and then answer the questions which follow.  source a in the long term, the great leap forward meant that china could feed its population without famine.  the communes had proved to be a successful innovation. they were much more than collective farms \u2013 they were an efficient unit of local government and they enabled beijing to keep in touch with local opinion. the communes seemed to be the ideal solution to the problems of running a vast country while at the time avoiding the over-centralisation that limits local initiatives.  from a british history book, 1997.  source b  trucks used to turn up at the compound carrying grinning peasants coming to report on some  fantastic, record-breaking achievement. one day it was a monster cucumber half as long as a truck. another time it was a tomato carried with difficulty by two children. on another occasion it was a giant pig squeezed into a truck. the peasants claimed they had bred an actual pig this size. the pig was only made of papier-m\u00e2ch\u00e9 but as a child i imagined it was real. people had learned to defy reason and live with acting.   from a chinese writer\u2019s account of life during the great leap forward, given in 1991.  (a) (i) study source a.    what can you tell from this source about communes? support your answer with reference  to the source. [6]   (ii) study source b.    how far does this source show that the great leap forward was a success? explain  your answer. [7]   (iii) study both sources.    is one of these sources more useful than the other as evidence about the great leap  forward? explain your answer. [7]  (b) (i) what were the \u2018barefoot doctors\u2019? [2]   (ii) describe how a collective farm was organised. [4]   (iii) why did mao zedong introduce the hundred flowers campaign in 1956 and abandon it  in 1957?  [6]   (iv) how far did the communist government improve the lives of chinese people between  1949 and 1960? explain your answer. [8]",
+            "7": "7 0470/04/m/j/08 \u00a9 ucles 2008 [turn overdepth study e: southern africa in the twentieth century 5 study the sources, and then answer the questions which follow.  source a an english school textbook published in 1914 said, \u2018during the later stages of the war the families,  women and children of those boers still fighting were fed and cared for in refugee camps at british expense. this method, though humane, postponed the end of the war, at the expense of many valuable lives and money.\u2019 how very generous of the british to care for those whose houses, whose crops and whose animals they destroyed!  from an afrikaans website, 2005.  source b  to end the war boers agreed to lay down their weapons and accept the british king as their  sovereign. the british agreed that no boer would lose his freedom or property. dutch as well as english would be taught in schools. no special taxes would be imposed in south africa to pay for the war and the british would give \u00a33 000 000 to restore the country. it was also agreed that there would be no vote for the bantu or coloureds until there was a representative government.  from a british history of the second anglo-boer war (1899-1902), published in 1977.  (a) (i) study source a.    what can you tell from this source about the later stages of the second anglo-boer war?  support your answer with reference to the source. [6]   (ii) study source b.    how far does this source show that the british won the second anglo-boer war? explain  your answer. [7]   (iii) study both sources.    is one of these sources more useful than the other as evidence of the effects on the  boers of the second anglo-boer war? explain your answer.  [7]  (b) (i) name two boer military leaders in the second anglo-boer war. [2]   (ii) what were blockhouses and how did the british use them? [4]   (iii) why did many non-whites oppose the formation of the union of south africa in 1910?     [6]   (iv) \u2018from 1880 to 1914 economic changes had far greater impact on the african peoples  than the conflicts between the british and the boers.\u2019 how far do you agree? explain your answer. [8]",
+            "8": "8 0470/04/m/j/08 \u00a9 ucles 2008depth study f: israelis and palestinians, 1945-c.1994 6 study the sources, and then answer the questions which follow.  source a jewish immigration figures to palestine, 1931-1939. y ear number of immigrants1931 4 075 1932 9 5531933 30 3271934 42 3591935 61 8541936 29 7271937 10 5361938 12 8681939 16 405 total 217 704 figures taken from the esco foundation \u2013 an organisation working for a palestinian state  shared by jews and palestinians, published in 1947.  source b  when britain refused to let the jews come to the promised land in 1945/6 they attacked british  soldiers inside palestine. they whipped up international sympathy by chartering some old merchant ships and filling them up with jewish misplaced persons. they then defied the british blockade. the world was therefore deeply shocked when the british turned away a ship, the exodus, packed with 4500 jews who had survived the nazi death camps and now had to live as stateless people in the depths of europe. some of the old merchant ships were also sunk by the british.  a summary of events, quoted by a british historian in 1987.  source c  while in jerusalem i learned that a boat called the exodus had attempted to deliver 4500 jewish  refugees \u2013 including 600 children, mostly orphans \u2013 but was attacked by five british destroyers and a cruiser. when the exodus entered harbour it looked like a matchbox splintered by a nutcracker.  an american journalist writing in 1947.",
+            "9": "9 0470/04/m/j/08 \u00a9 ucles 2008 [turn over (a) (i) study source a.    what can you tell from this source about jewish immigration to palestine? support your  answer with reference to the source. [6]   (ii) study sources b and c.    how far do these sources show that britain had little chance of preventing jewish  immigration into palestine? explain your answer. [7]   (iii) study all the sources.    is one of these sources more useful than the others as evidence about jewish immigration  into palestine? explain your answer. [7]  (b) (i) what was the league of nations mandate over palestine? [2]   (ii) what problems did the british government face in palestine in the 1940s? [4]   (iii) why did the united nations organisation draw up a partition plan for palestine in 1947?  [6]   (iv) \u2018the main reason for the birth of the state of israel was british weakness.\u2019 do you agree?  explain your answer. [8]",
+            "10": "10 0470/04/m/j/08 \u00a9 ucles 2008depth study g: the creation of modern industrial society 7 study the sources, and then answer the questions which follow.  source a  a painting of 1850 called \u2018past and present through victorian eyes\u2019.  source b  the census of 1851 listed 34 306 railway labourers and 14 559 railway officers, clerks and  stationmasters. there were also 29 408 horse-keepers, 56 981 carriers and carters, and 16 836 non-domestic coachmen, guards and postboys \u2013 not to mention those who maintained and drove the tens of thousands of private carriages and the large numbers of coach-builders, wheelwrights, blacksmiths and saddlers.  from a british history book of 1987.",
+            "11": "11 0470/04/m/j/08 \u00a9 ucles 2008 [turn over (a) (i) study source a.    what impressions does this source give you about transport in 1850? support your  answer with reference to the source. [6]   (ii) study source b.    how far does this source show that railways were less important than roads as a means  of transport in the mid-nineteenth century? explain your answer. [7]   (iii) study both sources.    is one of these sources more useful than the other as evidence about the impact of  railways? explain your answer. [7]  (b) (i) where and when was the first public commercial railway opened? [2]   (ii) describe the benefits to agriculture of the coming of the railways. [4]   (iii) why did railways overtake canals in the nineteenth century as the main form of freight  transport? [6]   (iv) how far was the development of railways in the nineteenth century welcomed? explain  your answer. [8]",
+            "12": "12 0470/04/m/j/08 \u00a9 ucles 2008depth study h: the impact of western imperialism in the nineteenth century 8 study the sources, and then answer the questions which follow.  source a all the powers promise to watch over the preservation of native tribes, and to care for the  improvement of conditions of their moral and material well-being and to help in the suppressing of slavery and the slave trade. they shall protect all religious, scientific, or charitable institutions which aim at instructing the natives and clearly showing them the advantages of civilisation. christian missionaries, scientists and explorers shall be given special protection.  from the terms agreed at the berlin conference of 1884-5.  source b  i go back to africa to try to open a path for commerce and christianity. will you carry on the work  which i have begun?  dr. livingstone in a speech at cambridge university in 1857.  source c  of the europeans that scrambled for control of africa at the end of the nineteenth century,  belgium\u2019s king leopold left possibly the most horrid legacy of all. while great powers competed for territory elsewhere, leopold carved his own private colony out of the central african rainforest. he claimed he was doing it to protect the natives from arab slavers and to open the heart of africa to christian missionaries. instead he turned his \u2018congo free state\u2019 into a massive labour camp, made a fortune from wild rubber and contributed in a large way to the deaths of perhaps 10 million innocent people.  former bbc correspondent to central africa, 2005.",
+            "13": "13 0470/04/m/j/08 \u00a9 ucles 2008 (a) (i) study source a.    what can you tell from this source about the aims of the european powers at berlin in  1884-5? support your answer with reference to the source. [6]   (ii) study sources b and c.    how far do these sources show that europeans wanted to exploit africans? explain your  answer. [7]   (iii) study all the sources.    is one of these sources more useful than the others about the aims and achievements of  european powers in africa in the late-nineteenth century? explain your answer. [7]  (b) (i) name two areas of africa colonised by germany in the late-nineteenth century. [2]   (ii) describe one incident of colonial rivalry in africa between european nations before 1914.  [4]   (iii) why was there a conference in berlin in 1884-5? [6]   (iv) \u2018the main reason for european imperialism in africa was to bring the benefits of  christianity to africans.\u2019 do you agree? explain your answer. [8]",
+            "14": "14 0470/04/m/j/08blank page",
+            "15": "15 0470/04/m/j/08blank page",
+            "16": "16 0470/04/m/j/08blank page copyright acknowledgements: question 2 source b \u00a9 from russia, 1917-41 by clare baker. reprinted by permission of harcourt education. question 4 source a \u00a9 norman lowe; mastering modern world history ; palgrave macmillan; 1997. question 4 source b reprinted by permission of harpercollins publishers ltd \u00a9 jung chang, 1993.question 5 source a \u00a9 www.boer.co.zaquestion 5 source b \u00a9 byron farwell; the great boer war ; wordsworth editions ltd; 1999. question 6 source a \u00a9 www.unu.edu/unupress/unupbooks/80859e/80859e05.htmquestion 6 source b \u00a9 brian catchpole; history: world history since 1914 syllabus 1 ; pan books; 1987. question 7 source b \u00a9 trevor may; an economic and social history of britain, 1760-1990 ; longman; 1996. question 8 source c \u00a9 www.bbc.co.uk permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here 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."
+        },
+        "0470_w08_qp_1.pdf": {
+            "1": "this document consists of 18 printed pages and 2 blank pages. sp (cm/cgw) t52924/5 \u00a9 ucles 2008 [turn overuniversity of cambridge international examinations international general certificate of secondary education read these instructions first if you have been given an answer booklet, follow the instructions on the front cover of the booklet. write your centre number, candidate number and name on all the work you hand in.write in dark blue or black pen.y ou may use a soft pencil for any diagrams, graphs or rough working.do not use staples, paper clips, highlighters, glue or correction fluid. answer three  questions. section a (core content)answer any two questions. section b (depth studies)answer any  one question. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question. *7741949551*history  0470/01 paper 1 october/november 2008  2 hours additional materials: answer booklet/paper",
+            "2": "2 0470/01/o/n/08 \u00a9 ucles 2008section a: core content answer any two questions from this section. 1 study the illustration, and then answer the questions which follow.  french troops recapturing rome in 1849.  (a) describe the creation and collapse of the roman republic (1848-49). [5]  (b) why were charles albert\u2019s attacks in 1848-49 against austria unsuccessful? [7]  (c) which of cavour and garibaldi played the more important role in uniting italy? explain your  answer. [8] 2 study the extract, and then answer the questions which follow. if i could save the union without freeing any slave, i would do it, and if i could save it  by freeing all slaves, i would do it; and if i could save it by freeing some and leaving others alone, i would also do that.  abraham lincoln in 1862.  (a) how did southerners justify slavery? [5]  (b) why did lincoln issue the emancipation proclamation? [7]  (c) \u2018the civil war was a disaster for the south.\u2019 how far do you agree with this statement? explain  your answer. [8]",
+            "3": "3 0470/01/o/n/08 \u00a9 ucles 2008 [turn over3 study the illustration, and then answer the questions which follow.  a meeting of the japanese diet in the early 1890s.  (a) what constitutional changes were introduced in japan during the last twenty years of the  nineteenth century? [5]  (b) why was the anglo-japanese alliance of 1902 important for japan? [7]  (c) how far could japan be considered a great power by 1914? explain your answer. [8] 4 study the extract, and then answer the questions which follow. the german kaiser predicted that if the austrians did not face up to the serbian  menace, they would have considerable trouble from the slav peoples within the austro-hungarian empire. the fleet must now look on england as the enemy. moltke, the army chief, believed war was bound to happen and \u2018the sooner the better\u2019. tirpitz, the navy chief, wanted another eighteen months to get the navy ready for war.  notes of a secret meeting between the kaiser and  his top commanders, december 1912.  (a) what was the entente cordiale of 1904? [5]  (b) why was there a crisis over morocco in 1905? [7]  (c) \u2018the rise of serbia was more responsible than german militarism for the first world war.\u2019  how far do you agree with this statement? explain your answer. [8]",
+            "4": "4 0470/01/o/n/08 \u00a9 ucles 20085 study the photograph, and then answer the questions which follow.  a league of nations refugee camp.  (a) describe the humanitarian work of the league of nations in the 1920s. [5]  (b) why was the league able to achieve some successes in the 1920s in dealing with international  disputes? [7]  (c) how far can the world depression be blamed for the failure of the league? explain your  answer. [8] 6 study the extract, and then answer the questions which follow. at the time we had no army worth mentioning. if the french had taken any action we  could have been easily defeated; our resistance would have been over in a few days. and the air force we had then was ridiculous and we did not even have enough bombs for them.  hitler looking back on his gamble over the remilitarisation  of the rhineland, some years after the event.  (a) describe the remilitarisation of the rhineland in 1936. [5]  (b) why did hitler want to unite germany and austria? [7]  (c) how far was the policy of appeasement followed by britain and france responsible for the  outbreak of war in 1939? explain your answer. [8]",
+            "5": "5 0470/01/o/n/08 \u00a9 ucles 2008 [turn over7 study the cartoon, and then answer the questions which follow.  a cartoon commenting on the marshall plan, 1947.  (a) what was agreed at the y alta conference of february 1945? [5]  (b) why did the usa introduce the marshall plan? [7]  (c) how far was the cold war caused by truman\u2019s hostility towards the soviet union? explain  your answer. [8]",
+            "6": "6 0470/01/o/n/08 \u00a9 ucles 20088 study the extract, and then answer the questions which follow. in my generation this was not the first time that the strong had attacked the weak.  i remembered how each time the democracies failed to act it encouraged the aggressors to keep going. communism was acting in korea just as hitler, mussolini and the japanese had acted ten, fifteen and twenty years ago. i felt certain that if south korea was allowed to fall communist leaders would be encouraged to invade nations closer to our shores.  from president truman\u2019s memoirs, 1956.  (a) describe the structure of the united nations organisation. [5]  (b) why did the un become involved in the korean war? [7]  (c) how successful was the un in korea? explain your answer. [8]",
+            "7": "7 0470/01/o/n/08 \u00a9 ucles 2008 [turn oversection b: depth studies answer any one question from this section. depth study a: germany, 1918-45 9 study the photograph, and then answer the questions which follow.  a group of sa members in munich in 1923.  (a) describe the activities of the sa. [5]  (b) why did hitler attempt the munich putsch? [7]  (c) was the reichstag fire more important than the enabling act in allowing hitler to consolidate  power? explain your answer. [8]",
+            "8": "8 0470/01/o/n/08 \u00a9 ucles 200810 study the information, and then answer the questions which follow. germany unemployment in millions6 5 4 3 2 1 0 jan. 1932 jan. 1936 jan. 1937 jan. 1938 jan. 1933 jan. 1934 jan. 1935 jan. 1939 jan. 1940  german unemployment figures, 1932-1940.  (a) describe the nazi policy of autarky. [5]  (b) why was hitler able to gain popularity with male workers? [7]  (c) how far did young people support the policies of the nazis? explain your answer. [8]",
+            "9": "9 0470/01/o/n/08 \u00a9 ucles 2008 [turn overdepth study b: russia, 1905-41 11 study the extract, and then answer the questions which follow. every scoundrel who incites anyone to retreat, to desert, or not to fulfil military  orders, will be shot.every soldier of the red army who voluntarily deserts his post will be shot.every soldier who throws away his rifle will be shot.  orders to the red army from trotsky, 1918.  (a) what was war communism? [5]  (b) why did the communists win the civil war? [7]  (c) how successful was lenin\u2019s new economic policy? explain your answer. [8] 12 study the extract, and then answer the questions which follow. comrade stalin, having become secretary, has unlimited authority concentrated  in his hands and i am not sure whether he is capable of using that authority with sufficient caution. comrade trotsky, on the other hand, is perhaps the most capable man in the present committee. stalin is too rude and this fault is not acceptable in the office of secretary. therefore i propose to comrades that they find a way of removing stalin from his post.  from lenin\u2019s testament, written in 1923.  (a) what qualities did trotsky have which enabled him to be considered as lenin\u2019s successor?  [5]  (b) why was stalin able to defeat trotsky to become lenin\u2019s successor? [7]  (c) \u2018terror was more effective than propaganda in stalin maintaining total control over the soviet  people.\u2019 how far do you agree with this statement? explain your answer. [8]",
+            "10": "10 0470/01/o/n/08 \u00a9 ucles 2008depth study c: the usa, 1919-41 13 study the information, and then answer the questions which follow. 1920 1932 wheat 100 22 maize 100 53 cotton 100 37.5  index of us farm produce.  (1920 = 100)  (a) what problems faced us farmers in the 1920s? [5]  (b) why did some industries in the us fail to benefit from the economic boom of the 1920s? [7]  (c) \u2018government policy was the main reason for the boom in the economy in the 1920s.\u2019 how far  do you agree with this statement? explain your answer. [8]",
+            "11": "11 0470/01/o/n/08 \u00a9 ucles 2008 [turn over14 study the photograph, and then answer the questions which follow.  a flapper.  (a) describe the lifestyle of the modern young american woman in the 1920s. [5]  (b) why did the cinema grow in popularity in the 1920s? [7]  (c) \u2018prohibition failed because of corruption.\u2019 how far do you agree with this statement? explain  your answer. [8]",
+            "12": "12 0470/01/o/n/08 \u00a9 ucles 2008depth study d: china, 1945-c. 1990 15 study the extract, and then answer the questions which follow. the communist government and armies are the first in modern china to have  positive and widespread popular support because they are genuinely of the people.  from a report to the american government, 1944.  (a) what were the main features of chinese communism? [5]  (b) why were the communists able to benefit from the second world war? [7]  (c) \u2018mao\u2019s leadership was the most important reason for the communist victory in the civil war.\u2019  how far do you agree with this statement? explain your answer. [8] 16 study the chart, and then answer the questions which follow. production table 1952 (million tonnes) coal iron steel oil cement power (billion kw)63.5 1.9 1.35 0.44 2.6 7.26113 4.7 4.12 2.0 6.0 15.9124 5.86 5.24 1.42 4.65 19.11957 planned actual  figures from the first chinese five y ear plan.  (a) on coming to power what steps did the communists take to deal with the land issue? [5]  (b) why was the first five y ear plan introduced? [7]  (c) how successful were mao\u2019s first and second five y ear plans? explain your answer. [8]",
+            "13": "13 0470/01/o/n/08 \u00a9 ucles 2008 [turn overdepth study e: southern africa in the twentieth century 17 study the cartoon, and then answer the questions which follow. kitchener: \u2018the concentration camps where i have united women and children are speedily doing their work of bringing peace.\u2019  a french cartoon commenting on the boer war concentration camps.  kitchener is shown as a toad.  (a) describe the impact of the discovery of precious metals in the second half of the nineteenth  century on the people of south africa. [5]  (b) why did the jameson raid take place? [7]  (c) how successful were the british in dealing with the boers between 1880 and 1910? explain  your answer. [8]",
+            "14": "14 0470/01/o/n/08 \u00a9 ucles 200818 study the photograph, and then answer the questions which follow.  students protesting about changes to education policy, 1976.  (a) describe the sharpeville massacre (1960). [5]  (b) why did young people rise up against apartheid in 1976? [7]  (c) how successful was p . w. botha in dealing with the growing pressure on the government from  both inside and outside south africa? explain your answer. [8] 19 study the extract, and then answer the questions which follow. the square by the municipal building was ringed with police cars. hundreds of angry  women and men were out in the open space. a double line of police was dealing with the situation. i could hardly believe what i was seeing.  an eye witness recalls the windhoek massacre of december 1959.  (a) describe the windhoek massacre. [5]  (b) why did south africa refuse to co-operate with the united nations over namibia in the period  up to 1960? [7]  (c) \u2018the united nations was responsible for namibia achieving independence.\u2019 how far do you  agree with this statement? explain your answer. [8]",
+            "15": "15 0470/01/o/n/08 \u00a9 ucles 2008 [turn overdepth study f: israelis and palestinians, 1945\u2013c. 1994 20 study the photograph, and then answer the questions which follow.  a refugee ship carrying jewish immigrants arriving in palestine in april 1947.  (a) what problems faced palestine in 1945? [5]  (b) why did britain decide to hand palestine over to the united nations? [7]  (c) how far was the war of 1948-49 a success for israel? explain your answer. [8] 21 study the extract, and then answer the questions which follow. for years i secretly harboured the dream that i might play a part in restoring the  western wall to the jewish people. i knew that never again would i experience the same peak of elation as i did in 1967.  yitzhak rabin talking in 1979.  (a) what benefits did winning the six day war of 1967 bring to israel? [5]  (b) why did the y om kippur war take place? [7]  (c) \u2018the usa was more successful than the ussr in influencing events in the middle east  between 1948 and 1979.\u2019 how far do you agree? explain your answer. [8]",
+            "16": "16 0470/01/o/n/08 \u00a9 ucles 2008depth study g: the creation of modern industrial society 22 study the illustration, and then answer the questions which follow.  an engraving of workers in a cotton mill around 1840.  (a) what was bad about working in a nineteenth-century textile factory? [5]  (b) why did the demand for coal increase significantly by 1850? [7]  (c) how successful was legislation introduced to improve working conditions in mines and textile  factories? explain your answer. [8] 23 study the extract, and then answer the questions which follow. canals overtook road usage, but if railways are found to be better than canals the  latter must in their turn, give way. the question in short is \u2013 is transport better by canals or railways?  from a british newspaper, 1824.  (a) what difficulties were faced when moving goods by road in the early-nineteenth century? [5]  (b) why did canal transport decline? [7]  (c) \u2018the greatest benefit of railways was to improve the health of the people.\u2019 how far do you  agree with this statement? explain your answer. [8]",
+            "17": "17 0470/01/o/n/08 \u00a9 ucles 2008 [turn overdepth study h: the impact of western imperialism in the nineteenth century 24 study the illustration, and then answer the questions which follow.  a british mail steamer entering the suez canal.  (a) what did nineteenth-century missionaries want to achieve? [5]  (b) why did the various imperial powers treat their colonies differently? [7]  (c) how far was european imperialism built upon military force? explain your answer. [8]",
+            "18": "18 0470/01/o/n/08 \u00a9 ucles 200825 study the illustration, and then answer the questions which follow.  the battle of adowa, 1896.  (a) what was decided at the berlin conference of 1884-85? [5]  (b) why did most of africa remain uncolonised in the first half of the nineteenth century? [7]  (c) \u2018european imperialism was beneficial to africa.\u2019 how far do you agree with this statement?  explain your answer. [8]",
+            "19": "19 0470/01/o/n/08blank page",
+            "20": "20 0470/01/o/n/08blank page copyright acknowledgements: question 9 \u00a9 getty images. question 14 \u00a9 mary evans picture library.question 17 \u00a9 time life pictures/getty images.question 18 \u00a9 the mayibuye centre.question 20 \u00a9 getty images.question 24 \u00a9 mary evans picture library.question 25 \u00a9 mary evans picture library. permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here 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."
+        },
+        "0470_w08_qp_2.pdf": {
+            "1": "this document consists of 12 printed pages. sp (cw/cgw) t53045/6 \u00a9 ucles 2008 [turn overuniversity of cambridge international examinations international general certificate of secondary education read these instructions first if you have been given an answer booklet, follow the instructions on the front cover of the booklet. write your centre number, candidate number and name on all the work you hand in.write in dark blue or black pen.y ou may use a soft pencil for any diagrams, graphs or rough working.do not use staples, paper clips, highlighters, glue or correction fluid. this paper has two options. choose one option, and answer all of the questions on that topic. option a: 19th century topic  [p2\u2013p6] option b: 20th century topic [p7\u2013p12] at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question. *6041796501*history  0470/02 paper 2 october/november 2008  2 hours additional materials: answer booklet/paper",
+            "2": "2 0470/02/o/n/08 \u00a9 ucles 2008option a: 19th century topic how much support was there for a united italy in 1848\u20139? study the background information and the sources carefully, and then answer all the questions. background information the first of the many european revolutions of 1848 took place in italy in january when the people of  palermo, in sicily, rose up against rule by naples. over the next 20 months there were many other risings in different parts of italy. the aims of those who rose up were varied, including constitutional liberties, social and economic improvements and getting rid of austrian rule. another aim, connected to many of these, was the desire for a united italy. this was not achieved in 1848. was this because there was little support for it? source a y oung italy is a brotherhood of italians who are convinced that italy is destined to become one nation  \u2013 convinced also that she possesses sufficient strength within herself to become one. the great aim is to remake italy as one independent sovereign nation of free men and equals. y oung italy is republican because it is the only form of government that ensures a free and equal  community of brothers and the aristocracy is the source of inequality and corruption to the whole nation. y oung italy is unitarian because without unity there is no true nation or strength. italy, surrounded by  powerful nations, has need for strength. federalism would place her under the influence of one of the neighbouring nations. the means by which y oung italy proposes to reach its aims are education and insurrection. education  must always be directed to teach by example, word and pen, the necessity of insurrection. insurrection \u2013 by means of guerrilla bands \u2013 is the true method of warfare for all nations wanting to free themselves from foreign control. from mazzini\u2019s \u2018general instructions for members of y oung italy\u2019, published in 1831.",
+            "3": "3 0470/02/o/n/08 \u00a9 ucles 2008 [turn oversource b the papacy is a concrete, living thing, real \u2013 not just an idea. it has existed for eighteen centuries.  the papacy is naturally the head of italy. this is in the nature of things, confirmed by many centuries of history. it has only been questioned by those who were too friendly with foreign powers and were enemies of italy. the benefits italy would gain from a political confederation under the influence of the pope are endless. for such a co-operative association would increase the strength of the various princes without damaging their independence and would put the strength of each at the disposal of all. it would make foreign invasion impossible and place italy again in the first rank of the powers. written by gioberti, a catholic priest, in 1843. source c a drawing from the time of austrian troops being driven out of milan by revolutionaries in march 1848.",
+            "4": "4 0470/02/o/n/08 \u00a9 ucles 2008source d a cartoon from 1848 entitled \u2018italy awakes\u2019. it shows a long slumbering italy being forced awake. source e a happier future is beginning for those of us who bravely stand up for their rights against the oppressor.  we, out of our love for italy, and supported by public opinion, join in with the admiration which italy has for you. people of lombardy and venetia, our armies, which were concentrating on your frontier when you  acted first by liberating your glorious milan, are now coming to offer you in the latter phases of your fight the help which a brother expects from a brother. we will support you in your desires, confident in the help of the god who has given pius ix to italy. in order to show more openly our feelings of italian brotherhood, we have ordered our troops as they move into lombardy and venice to carry the cross of savoy imposed on the tricolour of italy. the proclamation by charles albert, king of piedmont, to the people of  lombardy and venetia, march 1848.",
+            "5": "5 0470/02/o/n/08 \u00a9 ucles 2008 [turn oversource f my position was difficult and dangerous. i had to try and prevent tuscany falling into anarchy. this  would have been fatal for tuscany itself, a dreadful example to the other states in italy, and would have made the situation more difficult for everybody. either i had to take part in the war, or go into exile and bring the government down. tuscan neutrality was impossible. i had received no request to join my forces with those of the austrian army. the austrians did not offer their troops to tuscany to suppress the revolution, and i could not believe that austria was in a position to send any troops. i thought of my family, and the dangers that my dynasty might incur if the situation changed; i thought of  the anarchy that was imminent in tuscany. that evening, 29 march, i issued a decree which proclaimed war. i had already granted a free press, a civic guard and a constitution; now i granted war. i intended to raise 2,000 conscripts and nobody complained, not even about the extra cost, such was the popular enthusiasm. from the memoirs of leopold ii, the grand duke of tuscany, explaining why he joined piedmont\u2019s war  against the austrians. leopold was related to the austrian royal family. he wrote his memoirs in the  1860s after he abdicated. source g if my hands, used to fighting, would be acceptable to his holiness the pope, i most thankfully dedicate  them to the service of him who has served the church and the fatherland so well. joyful indeed shall i and my companions in whose name i speak be, if we may be allowed to shed our blood in defence of his holiness\u2019s work of liberty. a letter from garibaldi to pope pius ix, october 1847. source h seeing that some people want us, along with the other princes of italy and their subjects, to engage in  war against the austrians, we have thought it convenient to proclaim clearly and openly that we are not happy with such a plan. we reject the treacherous advice of those who would want me to be head of some sort of republic of  the whole italian people. rather, on this occasion, moved by the love we bear them, we do urgently warn the italian people to stay loyal to their sovereigns whose rule has so often benefited them. a public announcement by pope pius ix, april 1848. source i the word \u2018italy\u2019 is a geographical expression. though it is a term that slides easily off the tongue, it has  none of the political implications which the revolutionaries are trying to attach to it \u2013 implications which would threaten the very existence of the individual states which make up the italian peninsula. metternich, the austrian chancellor, writing to an austrian official in italy, april 1847.",
+            "6": "6 0470/02/o/n/08 \u00a9 ucles 2008source j there are not five italies, or four italies or three italies. there is only one italy. god, who in creating her,  smiles upon her land, has awarded her the two most perfect frontiers in europe, symbols of eternal strength \u2013 the alps and the sea. rome shall be the temple of your nation. mazzini speaking to the constituent assembly in rome, march 1849. now answer all the following questions. y ou may use any of the sources to help you answer the  questions, in addition to those sources which you are told to use. in answering the questions you should use your own knowledge of the topic to help you interpret and evaluate the sources. 1 study sources a and b.  how far would the author of source b have supported the ideas in source a? explain your answer  using the sources and your knowledge. [8] 2 study sources c and d.  how similar are these two sources? explain your answer using the sources and your knowledge.   [7] 3 study sources e and f .  how far do these two sources prove that charles albert and leopold were supporters of italian  nationalism? explain your answer using the sources and your knowledge. [7] 4 study sources g and h.  does source g make you surprised by what the pope says in source h? explain your answer  using the sources and your knowledge.  [8] 5 study sources i and j.   why do you think these two sources disagree? explain your answer using the sources and your  knowledge. [8] 6 study all the sources.  how far do these sources support the view that by 1848 there was little enthusiasm for a united  italy? use the sources to explain your answer. [12]",
+            "7": "7 0470/02/o/n/08 \u00a9 ucles 2008 [turn overoption b: 20th century topic why did the united states lose the war in vietnam? study the background information and the sources carefully, and then answer all the questions. background information american presidents eisenhower and kennedy supported the government of south vietnam by sending  advisers. they knew that the government was corrupt and undemocratic but wanted to prevent the country from falling to the communists. the viet cong, supplied by communist north vietnam, were conducting a guerrilla war against the government. in 1964 president johnson decided to escalate the war. he ordered the bombing of north vietnam and  in 1965 sent 180 000 american troops. the war did not go well for the united states. more troops were sent and tens of thousands were killed. at the same time hundreds of thousands of south vietnamese civilians were killed. by 1967 robert mcnamara, secretary of defence in both kennedy\u2019s and johnson\u2019s governments, had decided that the war was not winnable. he resigned in the following year. in 1973 president nixon withdrew all remaining combat troops from south vietnam, and in 1975 north vietnam invaded and defeated the government of south vietnam. why did the united states lose the war in vietnam? was it because of what happened in vietnam or  was it more because of factors in the united states itself? source a the american soldier in vietnam could rely on the latest equipment. he was transported to the battle  scene by helicopter, and if wounded flown out by helicopter. tanks and armoured cars supported any attack and he had the most up-to-date arms \u2013 mortars, machine guns, grenade and rocket launchers, and the m16, a fully automatic rifle. the americans had air-to-surface missiles and bombs of every shape and size from napalm bombs that roasted their victims alive to cluster bombs whose hundreds of pellets burst out to rip deep into the body of anyone within range. they also had electronic instruments which detected guerrillas, and chemical weapons which could destroy jungles and crops. from a book about the vietnam war by an american historian, published in 1983. source b the american story was that this was an example of the success of their bombing and shelling  campaign. they told me that it showed that the viet cong were so demoralised that they were having to take refuge underground. well i must confess that i believed that version of the story. it was only later when it was discovered how enormous the tunnel complex was and how skilfully the viet cong used it and how the tunnels actually extended under the american base camps, that i started to think for myself and i realised that this was not a sign of how demoralised the viet cong had become but how determined they were. a british journalist speaking on a television programme, 27 june 1993.",
+            "8": "8 0470/02/o/n/08 \u00a9 ucles 2008source c (the us is spending more than $40,000,000 per day on the war in vietnam; compensa- tion payments for south vietnamese civilians killed \u02bbby mistake \u02bc are $34 per head.) a british cartoon published in october 1966.",
+            "9": "9 0470/02/o/n/08 \u00a9 ucles 2008 [turn oversource d an american cartoon published in 1975. the title of the cartoon is \u2018who lost vietnam?\u2019 it shows  successive american presidents; eisenhower, kennedy, johnson, nixon and ford. the figure at the  bottom is henry kissinger who was a member of the governments of both nixon and ford.",
+            "10": "10 0470/02/o/n/08 \u00a9 ucles 2008source e in general, american public opinion backed forceful action in the war. johnson\u2019s popularity rating rose  whenever he piled on the pressure; it leaped 14% when he started the bombing. he was criticized for doing too little; what the opinion polls show was that americans hated the indecisiveness in washington. despite the draft, support for intensifying the war was always greater among the under-thirty-fives than among older people, and young white males were the group most consistently in favour of escalation. among the people as a whole, support for withdrawal never rose above 20% until after november 1968 when the decision to get out had already been taken by the government. the american people were resolute, even if their leaders were not. from a history of america, published in 1997. source f dear american friends: large sections of the american people, encouraged and supported by many peace- and  justice-loving persons, are about to launch an offensive throughout the united states to persuade president nixon to put an end to the vietnam war. y our urgent demand is to save american honour and prevent sons and brothers from  dying uselessly in vietnam. it is a timely answer to the government which is intensifying and prolonging the war in vietnam in defiance of american and world protests. the vietnamese and world people fully approve of your just struggle. we are firmly  confident that with the solidarity and bravery of our two countries, and with the approval and support of peace-loving people in the world, the struggle of the vietnamese people and the american people will certainly be crowned with total victory. affectionately yours pham van dong premier of north vietnam a letter to american anti-war protesters, dated 14 october 1969. it was read out in the us congress by the chairman of the republican party.",
+            "11": "11 0470/02/o/n/08 \u00a9 ucles 2008source g two young women who tempted some united states soldiers to lay down their weapons, and then  killed them. an old woman who assisted guerillas in setting up an ambush against american soldiers.a young boy who befriended some united states soldiers and then led them into a viet cong ambush.a government soldier who deserted to the viet cong, bringing several weapons and stolen documents  with him. a schoolboy who secretly spread the teachings of ho chi minh among his classmates. a list of viet cong \u2018heroes\u2019 drawn up by an american journalist. in 1974 he researched the life of one  small south vietnamese village during the war. the villagers told him that they remembered the viet  cong in the area calling meetings of villagers in which they were told about these \u2018heroes\u2019. source h first is the simple fact that south vietnam, a member of the free world family, is striving to preserve its  independence from communist attack. second, south-east asia has great significance in the forward defence of the united states. the communists\u2019 victory would only be a first step towards eventual chinese dominance over south-east asia. robert mcnamara, explaining publicly in 1964 why america had to be involved in vietnam.  the media started calling the conflict \u2018mcnamara\u2019s war\u2019.  source i the vietnam war is unpopular in this country. it is becoming increasingly unpopular as it escalates \u2013  causing more american casualties. most americans do not know how we got where we are, and most are convinced that somehow we should not have got this deeply in. all want the war ended and expect their president to end it. successfully. or else. there may be a limit beyond which many americans will not permit the united states to go. the picture  of the world\u2019s greatest superpower killing or seriously injuring 1000 innocent civilians a week, while trying to pound a tiny backward nation into submission, is not a pretty one. from a memorandum robert mcnamara wrote for president johnson on 19 may 1967, opposing a  request from general westmoreland for more troops to be sent to vietnam.",
+            "12": "12 0470/02/o/n/08 \u00a9 ucles 2008now answer all the following questions. y ou may use any of the sources to help you answer the  questions, in addition to those sources which you are told to use. in answering the questions you should use your knowledge of the topic to help you interpret and evaluate the sources. 1 study sources a and b.  does source a make you surprised by the account in source b? explain your answer using the  sources. [6] 2 study source c.  what was the message of this cartoon? explain your answer using the source and your knowledge.  [8] 3 study sources d and e.  how far would the author of source e have agreed with the cartoonist (source d)? explain your  answer using the sources and your knowledge.  [7] 4 study sources f and g.  is one of these sources more useful than the other to a historian studying the vietnam war?  explain your answer using the sources and your knowledge. [9] 5 study sources h and i.  was mcnamara lying in one of these two sources? explain your answer using the sources and  your knowledge. [8] 6 study all the sources.  how far do these sources support the view that the united states lost the vietnam war because of  what was happening in america? use the sources to explain your answer. [12] copyright acknowledgements: option b source a \u00a9 from vietnam: a history by stanley karnow, published by century. reprinted by permission of the randon hous e group ltd. option b source d \u00a9 joanne de pennington; modern america: 1865 to the present  ; hodder murray; 2005. option b source e \u00a9 paul johnson; a history of the american people, weidenfeld & nicholson, 1997. permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here 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."
+        },
+        "0470_w08_qp_4.pdf": {
+            "1": "this document consists of 10 printed pages and 2 blank pages. sp (nf/cgw) t53046/5 \u00a9 ucles 2008 [turn overuniversity of cambridge international examinations international general certificate of secondary education read these instructions first if you have been given an answer booklet, follow the instructions on the front cover of the booklet. write your centre number, candidate number and name on all the work you hand in.write in dark blue or black pen.y ou may use a soft pencil for any diagrams, graphs or rough working.do not use staples, paper clips, highlighters, glue or correction fluid. answer the questions on one of the depth studies. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question. *8685527715*history  0470/04 paper 4  alternative to coursework october/november 2008  1 hour additional materials: answer booklet/paper",
+            "2": "2 0470/04/o/n/08 \u00a9 ucles 2008depth study a: germany, 1918\u20131945 1 study the sources, and then answer the questions which follow.  source a bartering became more and more widespread. professional people including lawyers accepted food  in preference for cash fees. a haircut cost a couple of eggs, and craftsmen, such as watchmakers, displayed in their shop windows: \u2018repairs carried out in exchange for food\u2019. once i was asked at the box office of our local cinema if i could bring some coal as the price of two seats. memories of a german journalist, written in 1976.  source b in early 1923, when i was a student in freiberg some 30 miles from the swiss border, there was  a regular arrival of swiss visitors from nearby basel. they were quite ordinary people who came for a day\u2019s shopping and enjoyment. they filled the best cafes and restaurants and bought luxury goods. most of us had little money and could never afford to see the inside of all those glamorous places into which the foreigners crowded. of course we were envious. contempt for such visitors combined with envy produced in most of us a great deal of nationalist and anti-foreigner feeling. memories of a german historian.  (a) (i) study source a.    what does this source tell you about hyperinflation in germany in 1923? support your  answer with reference to the source.  [6]   (ii) study source b.    how far does this source show that people were harmed by hyperinflation? explain your  answer. [7]   (iii) study both sources.    is one of these sources more useful than the other as evidence about hyperinflation?  explain your answer. [7]  (b) (i) what were reparations? [2]   (ii) describe what happened when the french occupied the ruhr in 1923. [4]   (iii) why was there a putsch in munich in 1923 and why did it fail? [6]   (iv) how far had the weimar government achieved political and economic stability by 1929?  explain your answer. [8]",
+            "3": "3 0470/04/o/n/08 \u00a9 ucles 2008 [turn overdepth study b: russia, 1905\u20131941 2 study the sources, and then answer the questions which follow.  source a in order to turn a peasant society into an industrialised country, great sacrifices were necessary.  the people had to accept this, but it would not be achieved by enthusiasm alone. if a few million had to perish in the process, history would forgive comrade stalin. the task demanded great energy that could be extracted from a backward people only by great harshness. a russian writer describes, in 1988, stalin\u2019s views on the modernisation of the ussr.  source b 1929 and 1930 were the years of the great push for collectivisation. the richer peasants expressed  their despair by burning their crops, killing their cattle and destroying their machinery. in places there was armed resistance and in march 1930 stalin realised that it had all gone too far too fast. accusing officials of being \u2018dizzy with success\u2019, stalin implied collectivisation had been rushed against his wishes. many farms were decollectivised but nevertheless, by the end of 1934, 87 per cent of farmland was collective and 99 per cent by 1937. a british historian writing in 1966.  (a) (i) study source a.    what can you tell from this source about the process of modernisation under stalin\u2019s  rule? support your answer with reference to the source. [6]   (ii) study source b.    how far does this source show that collectivisation was successful? explain your answer.  [7]   (iii)  study both sources.    is one source more useful than the other as evidence about stalin\u2019s modernisation  programme for the ussr? explain your answer. [7]  (b) (i) what were the kulaks? [2]   (ii) describe lenin\u2019s new economic policy (nep) introduced in 1921. [4]   (iii) why did stalin introduce collectivisation? [6]   (iv) how far did the lives of the soviet people improve under stalin\u2019s rule to 1941? explain  your answer.  [8]",
+            "4": "4 0470/04/o/n/08 \u00a9 ucles 2008depth study c: the usa, 1919\u20131941 3 study the sources, and then answer the questions which follow.  source a from a new y ork state newspaper, 1933.  source b the recession has not returned us to the disasters and suffering of the beginning of 1933. y our  money in the bank is safe; farmers are no longer in deep distress and have greater purchasing power; the dangers of speculation have been reduced; national income is almost 50 per cent higher than it was in 1932. i know that our present difficulties have affected some groups and some areas seriously but have been little felt in others. i am convinced that the first duty of government is to protect the economic welfare of all the people in all sections and in all groups, so if private enterprise does not provide jobs this spring, government will \u2013 i would not let the people down. f d roosevelt radio broadcast, april 1938.",
+            "5": "5 0470/04/o/n/08 \u00a9 ucles 2008 [turn over (a) (i) study source a.    what can you tell from this source about agriculture in 1933? support your answer with  reference to the source. [6]   (ii) study source b.    how far does this source show that the new deal had been successful by 1938? explain  your answer. [7]   (iii) study both sources.    is one of these sources more useful than the other as evidence about the new deal  programme? explain your answer. [7]  (b) (i) what was sharecropping? [2]   (ii) what were the effects on agriculture of the drought in the mid-1930s? [4]   (iii) why was the tennessee valley authority set up? [6]   (iv) \u2018the greatest success of the new deal was its effect on farming.\u2019 do you agree? explain  your answer. [8]",
+            "6": "6 0470/04/o/n/08 \u00a9 ucles 2008depth study d: china, 1945\u2013c.1990 4 study the sources, and then answer the questions which follow.  source a hundreds of thousands of people had decided to join in on the side which seemed certain to  win. the major avenues of beijing were blocked with bicycles, cars, lorries, buses, and trucks all heading for tiananmen square, which was filled with people cheering, singing, playing musical instruments, waving flags, enjoying themselves. the noise could be heard streets away. victory seemed the only conclusion.  a british reporter describing what he saw in beijing, 1989.  source b deng\u2019s china began to sign agreements with the usa, britain, japan and other industrial countries.  by the 1980s foreign firms were building new factories in china to make everything from computers to face cream. in the countryside much land was handed back to the peasants who could decide what to grow. after they had paid rent to the government they could keep the rest of the money. factory workers were rewarded too. if they produced more, they were given extra money. the more the peasants and factory workers earned the more they had to spend. the economy began to grow. a british history textbook, 1987.  (a) (i) study source a.    what can you tell from this source about the protesters in tiananmen square? support  your answer with reference to the source. [6]   (ii) study source b.    how far does this source show that the reason for the improvement in china\u2019s economy  was foreign investment? explain your answer. [7]   (iii) study both sources.    is one of these sources more useful than the other as evidence about china\u2019s development  after the death of mao zedong? explain your answer. [7]  (b) (i) what was the \u2018gang of four\u2019? [2]   (ii) describe how deng xiaoping re-emerged to become leader of china. [4]   (iii) why were there demonstrations in tiananmen square in 1989? [6]   (iv) \u2018from 1976 to 1990, the communist government relaxed control over the chinese people.\u2019  how far do you agree with this statement? explain your answer. [8]",
+            "7": "7 0470/04/o/n/08 \u00a9 ucles 2008 [turn overdepth study e: southern africa in the twentieth century 5 study the sources, and then answer the questions which follow.  source a mrs mpemba, a mother of eight children, has been told that as her husband is no longer living  in langa she has no right to live there and must leave. because she has lived in langa for 25 years she also does not have the right to return to her place of birth. legally, she may not now live anywhere. a south african newspaper report of a case under the pass laws, 1967.  source b before they went to the police station on 21 march 1960, pac member philip kgosana told the  crowd of 6000 in langa township, \u2018every african must make up his mind that he will never again carry a pass. in this campaign now and continuousl y we are going to observe absolute non-violence.\u2019 nine days later, he repeated these points to a crowd of 30 000 that he had led in a march to parliament in cape town. a report in the new y ork times from an american writer who was expelled from  south africa in 1966.  (a) (i) study source a.    what can you tell from this source about the effects of the pass laws? support your  answer with reference to the source. [6]   (ii) study source b.    how far does this source show that africans opposed the pass laws? explain your  answer. [7]   (iii) study both sources.    is one of these sources more useful than the other as evidence about government control  over africans in the 1960s? explain your answer. [7]  (b) (i) name the two prime ministers of south africa in the 1960s. [2]   (ii) describe the events at sharpeville on 21 march 1960. [4]   (iii) why did south africa become a republic in 1961? [6]   (iv) how successful was government action towards opposition to apartheid in the 1960s  and 1970s? explain your answer. [8]",
+            "8": "8 0470/04/o/n/08 \u00a9 ucles 2008depth study f: israelis and palestinians, 1945\u2013c.1994 6 study the sources, and then answer the questions which follow.  source a palestine is our country.  our aim is to return.  death does not frighten us.  palestine is ours.  we shall never forget her.  another homeland we shall never accept.  our palestine, o god and history,   we promise to shed our blood for you! an oath chanted daily in the 1970s by palestinian refugee children.  source b those who call us terrorists wish to prevent world public opinion from discovering the truth about  us. the difference between the revolutionary and the terrorist lies in the reason for which he fights. for whoever fights for freedom and liberation of his land from the invaders, the settlers and the colonists, cannot possibly be called terrorist, otherwise the american people in their struggle for liberation from the british would have been terrorists; the european resistance against the nazis would have been terrorism; the struggle of the asian, african and latin american peoples would also have been terrorism. part of arafat\u2019s speech to the uno, november 1974.  (a) (i) study source a.    what does this source tell you about palestinian refugees? support your answer with  reference to the source. [6]   (ii) study source b.    how far does this source show that palestinians were not terrorists? explain your answer.  [7]   (iii) study both sources.    is one of these sources more useful than the other as evidence about the palestinian  liberation struggle? explain your answer. [7]  (b) (i) name two palestinian organisations other than the plo that have fought for palestinian  independence. [2]   (ii) describe the tactics the plo used to achieve their aims in the 1970s. [4]   (iii) why did arafat accept an invitation to speak at the uno in 1974? [6]   (iv) how far was the plo successful in promoting the palestinian cause? explain your  answer. [8]",
+            "9": "9 0470/04/o/n/08 \u00a9 ucles 2008 [turn overdepth study g: the creation of modern industrial society 7 study the sources, and then answer the questions which follow.  source a the question of universal suffrage is a knife and fork question, a bread and cheese question. it  seems to me that every working man has a right to have a good coat on his back, a comfortable home, a good dinner upon his table, no more work than is necessary for keeping him in good health and as much wages for that work as would keep him in plenty. from a speech made in 1839 by john stephens who spoke in support of chartism, although  he never joined the movement.  source b the chartists were called ugly names like a herd of pigs and the unwashed. i never knew equality  demanded by the chartists, neither in public or private, nor a case of violence or robbery in the town, though thousands have marched through its streets to meetings. they believed that taxation without representation was tyranny, and ought to be resisted. they took a leading part in agitating in favour of the ten hour working day, the repeal of taxes on knowledge and education. they supported civil and religious liberty. they were true pioneers in all the great movements of their time. from a book published in 1887 entitled \u2018the struggles of an old chartist\u2019.  (a) (i) study source a.    what does this source tell you about the chartists? support your answer with reference  to the source. [6]   (ii) study source b.    how far does this source show that the chartists were a threat to society? explain your  answer. [7]   (iii) study both sources.    is one of these sources more useful than the other as evidence about the aims of the  chartists? explain your answer. [7]  (b) (i) who was the leader of (a) the moral force chartists and (b) the physical force chartists?  [2]   (ii) describe the presentation of the 1848 petition. [4]   (iii) why did the chartists fail to achieve the six points of the charter? [6]   (iv) \u2018 chartism was the most important nineteenth-century working-class movement.\u2019 do you  agree? explain your answer. [8]",
+            "10": "10 0470/04/o/n/08 \u00a9 ucles 2008depth study h: the impact of western imperialism in the nineteenth century 8 study the sources, and then answer the questions which follow.  source a we have never before heard such news as the first full story of the outbreak of the mutiny in india.  it came with terrible exaggeration. england was horrified by the stories of large-scale massacres of english women and children; of the most dreadful tortures and the most degrading outrages inflicted on english women.  from a book, \u2018the history of our time\u2019, published in 1881.  source b the british authorities have met the emergency with both strength and wisdom. they reacted  quickly and vigorously to bring all their resources to deal with the crisis, with as little fuss and trouble as if they had been arranging the details of a festival. from a magazine published in england, july 1857.  source c the mutiny began at meerut. its immediate cause was a display of unwise severity by incompetent  officers who did not know how to calm the storm they had caused. delhi fell and then cawnpore after three weeks gallant defence. it was in the upper ganges region that the issue was fought out and won during the summer of 1857 by the small british force then actually in india and by indian troops faithful to them. their boast that \u2018alone we did it\u2019 is largely true, although there were still months of bitter fighting.  from a british history book, published in 1922.  (a) (i) study source a.    what does this source tell you about british reaction to the indian mutiny? support your  answer with reference to the source. [6]   (ii) study sources b and c.    how far do these sources agree about the way the british dealt with the mutiny? explain  your answer. [7]   (iii) study all the sources.    is one of these sources more useful than the others as evidence about the mutiny?  explain your answer. [7]  (b) (i) name two british governor-generals in the years prior to the mutiny. [2]   (ii) describe what happened at meerut on 10 may 1857. [4]   (iii) why was the mutiny defeated? [6]   (iv) how far did the mutiny change india? explain your answer. [8]",
+            "11": "11 0470/04/o/n/08blank page",
+            "12": "12 0470/04/o/n/08blank page copyright acknowledgements: depth study a source a \u00a9 alan white, eric hadley; germany, 1918\u201349 ; collins educational; 1990. depth study a source b \u00a9 alan white, eric hadley; germany, 1918\u201349 ; collins educational; 1990. depth study b source a \u00a9 anatoly rybakov; children of arbat ; 1988. depth study b source b \u00a9 j n westwood; russia 1917\u20131964 . depth study c source a \u00a9 www.nisk.k2.ny.us/fdr/fdr_farm/33032002.gifdepth study d source a \u00a9 john simpson; despatches from the barricades ; hutchinson; 1990. depth study d source b \u00a9 bryn o\u2019callaghan; a history of the twentieth century ; longman; 1987. depth study e source a \u00a9 www.disa.ukzn.ac.zadepth study e source b \u00a9 joseph lelyveld; move y our shadow: south africa black and white ; times books; 1985. permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here 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."
+        }
+    },
+    "2009": {
+        "0470_s09_qp_1.pdf": {
+            "1": "this document consists of 19 printed pages and 1 blank page. sp (cw/cgw) t77725/3 \u00a9 ucles 2009 [turn overuniversity of cambridge international examinations international general certificate of secondary education read these instructions first if you have been given an answer booklet, follow the instructions on the front cover of the booklet. write your centre number, candidate number and name on all the work you hand in.write in dark blue or black pen.y ou may use a soft pencil for any diagrams, graphs or rough working.do not use staples, paper clips, highlighters, glue or correction fluid. answer three questions. section a (core content)answer any two questions.section b (depth studies)answer any one question. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question. *0525921854*history 0470/01 paper 1 may/june 2009  2 hours additional materials: answer booklet/paper",
+            "2": "2 0470/01/m/j/09 \u00a9 ucles 2009section a: core content answer any two questions from this section. 1 study the extract, and then answer the questions which follow. in 1849 garibaldi organised a gallant and courageous defence of rome against  the army of louis napoleon of france. king ferdinand landed troops in sicily and attacked the inhabitants. thousands were massacred.  from a british school textbook published in 1985.  (a) what successes did the revolutionaries in italy have during 1848? [5]  (b) why was italy not unified in 1848-49? [7]  (c) \u2018napoleon iii of france and cavour played equally important roles in the unification of italy.\u2019 how far do you agree with this statement? explain your answer. [8] 2 study the extract, and then answer the questions which follow. frederick william (of prussia) had little choice but to accept the terms of the treaty of olmutz in 1850. the revolution of 1848 was over, the princes were back on their thrones and prussia humiliated. austrian forces had greater strength than the prussian army.  from a british school textbook published in 1985.  (a) what was decided by the treaty of olmutz (1850)? [5]  (b) why did war break out between austria and prussia in 1866? [7]  (c) which was the more important in the unification of germany:   the austro-prussian war;  the franco-prussian war?   explain your answer. [8]",
+            "3": "3 0470/01/m/j/09 \u00a9 ucles 2009 [turn over3 study the extract, and then answer the questions which follow. the election of a man to the high office of president of the united states whose  opinions are hostile to slavery, and who has declared that \u2018government cannot exist permanently with a half-slave, half-free situation\u2019, and who has indicated that his intention, and that of his party, is the \u2018ultimate extinction\u2019 of slavery, justifies this action to leave the union.  resolution from a special south carolina state convention, 1860.  (a) what was the compromise of 1850? [5]  (b) why was the dred scott decision important? [7]  (c) \u2018the american civil war was not about slavery.\u2019 how far do you agree with this statement? explain your answer. [8] 4 study the extract, and then answer the questions which follow. for germany, the most dangerous enemy at the present time is england. it is also the enemy against which we most urgently require a navy.  admiral tirpitz speaking in 1897. tirpitz was responsible for building up the german navy.  (a) describe the part played by germany in the arms race in the early years of the twentieth century. [5]  (b) why did the alliance system create tension between the great powers at that time? [7]  (c) \u2018the balkan wars, 1912-13, were more responsible for the first world war than the assassination of franz ferdinand.\u2019 how far do you agree with this statement? explain your answer. [8] 5 study the extract, and then answer the questions which follow. the members of the league recognise that the maintenance of peace requires the reduction of national armaments to the lowest possible level consistent with national safety and the enforcement by common action of international obligations.  article 8 of the covenant of the league of nations.  (a) what were the main weaknesses in the structure and organisation of the league of nations? [5]  (b) why did the depression make the work of the league more difficult? [7]  (c) to what extent was the league of nations a success in its peacekeeping role? explain your answer. [8]",
+            "4": "4 0470/01/m/j/09 \u00a9 ucles 20096 study the photograph, and then answer the questions which follow.  german soldiers marching into the rhineland in 1936.  (a) what actions did hitler take between 1933 and 1937 to destroy the treaty of versailles? [5]  (b) why was hitler able to unite germany with austria in 1938? [7]  (c) \u2018the nazi-soviet pact played a greater part in causing war in 1939 than did the policy of  appeasement.\u2019 how far do you agree with this statement? explain your answer. [8] 7 study the extract, and then answer the questions which follow. at potsdam we were faced with an accomplished fact and were forced to agree to russian occupation of eastern poland. it was a high-handed outrage. unless russia is faced with an iron fist and strong language another war is in the making.  from a letter sent by the us president truman to his secretary of state, january 1946.  (a) what did stalin gain from the y alta conference? [5]  (b) why did tensions between the ussr and the western allies increase at the potsdam conference? [7]  (c) who was more to blame for starting the cold war, the usa or the ussr? explain your answer. [8]",
+            "5": "5 0470/01/m/j/09 \u00a9 ucles 2009 [turn over8 study the poster, and then answer the questions which follow.  a who publicity poster.  (a) what did the founders of the united nations hope it would achieve? [5]  (b) why did the united nations become involved in the congo in 1960-61? [7]  (c) how successful has the united nations been in its social and economic work? explain your  answer. [8]",
+            "6": "6 0470/01/m/j/09 \u00a9 ucles 2009section b: depth studies answer any one question from this section. depth study a: germany, 1918-45 9 study the photograph, and then answer the questions which follow.  hitler at a nazi party election rally, 1932.  (a) describe the events of the munich putsch, 1923. [5]  (b) why did the nazi party have little success before 1930? [7]  (c) how significant was the role of hitler in increasing the popularity of the nazi party between  1929 and 1932? explain your answer. [8] 10 study the extract, and then answer the questions which follow. it is my great educative work i am beginning with the young. we older people are bearing the burden of the past. but my magnificent youngsters! are there finer ones in the world? look at these young men and boys. what material! with them i can make a new world.  hitler speaking in 1939.  (a) describe the events of kristallnacht. [5]  (b) why were the changes made to education important to the nazis? [7]  (c) to what extent did german people benefit from nazi rule in the 1930s? explain your answer. [8]",
+            "7": "7 0470/01/m/j/09 \u00a9 ucles 2009 [turn overdepth study b: russia, 1905-41 11 study the extract, and then answer the questions which follow. the situation is serious. petrograd is out of control. the government is paralysed;  the food and fuel supplies are completely disorganised. discontent is general and on the increase. there is wild shooting on the streets; troops are firing at each other.  a message to the tsar from the president of the duma, 11 march 1917.  (a) what were the main features of russian society before the first world war? [5]  (b) why did the revolution of 1905 occur? [7]  (c) which of the following was more responsible for revolution in russia in 1917:   the role of the tsarina and her relationship with rasputin;  food shortages?   explain your answer. [8] 12 study the photograph, and then answer the questions which follow.  tractors at work on a collective farm.  (a) describe how agriculture was organised before collectivisation. [5]  (b) why did stalin want to modernise soviet industry? [7]  (c) how far did the soviet people benefit from stalin\u2019s economic policies? explain your answer.  [8]",
+            "8": "8 0470/01/m/j/09 \u00a9 ucles 2009depth study c: the usa, 1919-41 13 study the photograph, and then answer the questions which follow.  home for a black family in virginia in the 1920s.  (a) what problems did american farmers face in the 1920s? [5]  (b) why did the older traditional industries not share in the economic success of the 1920s? [7]  (c) \u2018the introduction of mass production was the main reason for the economic prosperity of the  1920s.\u2019 how far do you agree with this statement? explain your answer. [8]",
+            "9": "9 0470/01/m/j/09 \u00a9 ucles 2009 [turn over14 study the extract, and then answer the questions which follow. i was one of the women who favoured prohibition when i heard it discussed but i am  now convinced it has proved a failure. it is true we no longer see the corner saloon: but in many cases has it not merely moved to the back of the store, or up or down one flight of stairs under the name of a speakeasy?  an american journalist writing in 1928.  (a) what were the aims of the ku klux klan. [5]  (b) why did prohibition fail? [7]  (c) how far did life change for women during the 1920s? explain your answer. [8]",
+            "10": "10 0470/01/m/j/09 \u00a9 ucles 2009depth study d: china, 1945-c.1990 15 study the poster, and then answer the questions which follow. a poster entitled \u2018new y ear\u2019s thanks to the army\u2019, published in 1950. the poster shows happy  relations between peasants and the people\u2019s liberation army.  (a) what problems faced china at the end of the second world war? [5]  (b) why did mao regard winning the support of the peasants as so important? [7]  (c) \u2018the unpopularity of chiang kai-shek was the most important reason for the communist  victory in the civil war.\u2019 how far do you agree with this statement? explain your answer. [8]",
+            "11": "11 0470/01/m/j/09 \u00a9 ucles 2009 [turn over16 study the photograph, and then answer the questions which follow. \u2018backyard\u2019 steel furnaces built during the great leap forward.  (a) describe the impact of communist rule on the lives of women in china in the 1950s. [5]  (b) why were communes introduced? [7]  (c) \u2018the great leap forward was a greater failure in the countryside than in the towns.\u2019 how far  do you agree with this statement? explain your answer. [8]",
+            "12": "12 0470/01/m/j/09 \u00a9 ucles 2009southern africa in the twentieth century 17 study the extract, and then answer the questions which follow. lord milner (the senior british official in the cape) and kitchener were out to break  the backbone of the afrikaner and their backbone consisted of their womenfolk. a concentration camp survivor speaking with a british reporter in 1981.  (a) what part did rhodes play in the development of southern africa? [5]  (b) why did the mining industry develop rapidly in southern africa in the late-nineteenth century? [7]  (c) \u2018the anglo-boer war of 1899-1902 was a total victory for the british.\u2019 how far do you agree with this statement? explain your answer. [8]",
+            "13": "13 0470/01/m/j/09 \u00a9 ucles 2009 [turn over18 study the cartoon, and answer the questions which follow. a cartoon showing the effects of verwoerd\u2019s education policy on black south africans.  (a) describe the main features of the apartheid system in south africa in the 1950s. [5]  (b) why did verwoerd want to restrict education for black people? [7]  (c) how effectively did the south african government deal with opposition to apartheid before  1980? explain your answer. [8]",
+            "14": "14 0470/01/m/j/09 \u00a9 ucles 200919 study the extract, and then answer the questions which follow. in august 1883 a coastal strip of land was sold to l\u00fcderitz by chief fredericks. he  misunderstood what was happening and later learned the truth from a newspaper. he protested and complained to the german government, but it was all in vain. from a namibian school textbook.  (a) describe the role of l\u00fcderitz in acquiring land towards the end of the nineteenth century. [5]  (b) why was there conflict between the herero and the germans? [7]  (c) how far were the people of namibia affected by the first world war? explain your answer. [8]",
+            "15": "15 0470/01/m/j/09 \u00a9 ucles 2009 [turn overdepth study f: israelis and palestinians, 1945-c.1994 20 study the extract, and then answer the questions which follow. of all the sins committed by arab states against israel, none has been more severe  than that committed by these wealthiest of the world\u2019s nations against their own people. not only did the arab states refuse to absorb the arabs who fled palestine in 1948, but they kept them in camps for 45 years solely for the anti-israeli propaganda benefits to be derived from the sight of people living on inadequate charity. these are men, women and children who could have been rescued from their dreadful lives by the investment of arab oil revenues. yitzhak shamir, a former prime minister of israel, writing in 1994.  (a) describe how the palestinians became refugees. [5]  (b) why have arab states not always supported the palestinians? [7]  (c) how successful was arafat as a palestinian leader? explain your answer. [8]",
+            "16": "16 0470/01/m/j/09 \u00a9 ucles 200921 study the photograph, and then answer the questions which follow. palestinian youths demonstrating against israeli soldiers, in the occupied west bank, january 1989.  (a) describe conditions faced by palestinians in the occupied territories. [5]  (b) why did the intifada keep israel in a state of permanent crisis? [7]  (c) \u2018the signing of the oslo accords achieved nothing.\u2019 how far do you agree with this statement?  explain your answer. [8]",
+            "17": "17 0470/01/m/j/09 \u00a9 ucles 2009 [turn overdepth study g: the creation of modern industrial society 22 study the extract, and answer the questions which follow. let the truth speak out. thousands of our fellow-creatures, both male and female,  are at this very moment existing in a state of slavery. thousands of little children are daily compelled to labour from six in the morning to seven in the evening with only thirty minutes for eating and recreation.  from richard oastler\u2019s letter to a british newspaper, 1830.   (a) for what industrial purposes was coal used in the first half of the nineteenth century? [5]  (b) why was cotton increasingly important in the textile industry by 1850? [7]  (c) how far had working conditions in mines and factories been improved by 1850? explain your answer. [8] 23 study the illustration, and then answer the questions which follow. an illustration of a third-class carriage on a \u2018parliamentary\u2019 train.  (a) what transport problems faced british industry in the early-nineteenth century? [5]  (b) why were there many objections to the building of the railways? [7]  (c) how far were conditions for passengers on railways improved after 1830? explain your answer. [8]",
+            "18": "18 0470/01/m/j/09 \u00a9 ucles 2009depth study h: the impact of western imperialism in the nineteenth century 24 study the extract, and then answer the questions which follow. by 1880 a generation had passed into manhood having been encouraged by the  imperialistic literature published in popular boys\u2019 magazines. these magazines were written especially for and were a reminder of imperial duty. in adulthood they would read imperialist propaganda by people like kipling who wrote a poem, the first line of which reads \u2018take up the white man\u2019s burden\u2019. the view of a modern historian.  (a) what do you understand by the phrase \u2018the white man\u2019s burden\u2019? [5]  (b) why was the berlin conference (1884\u20131885) important for africa? [7]  (c) \u2018the impact of european civilisation on africa was beneficial.\u2019 how far do you agree with this statement? explain your answer. [8]",
+            "19": "19 0470/01/m/j/09 \u00a9 ucles 200925 study the map, and then answer the questions which follow. afghanistan madras loyal sepoy army ceylonburmatibet r.gangeslucknow allahabadcawnpore calcuttadelhimeerut relief armies main centresof mutiny area temporarily controlled by mutineers relief forces which crushed the mutinyloyal sikhs from punjab bombay loyal sepoy army reinforcements from britain a map of the indian mutiny.  (a) what were (i) suttee and (ii) thuggee in india? [5]  (b) why did the sepoys mutiny in 1857? [7]  (c) \u2018the mutiny was certain to fail.\u2019 how far do you agree with this statement? explain your  answer. [8]",
+            "20": "20 0470/01/m/j/09copyright acknowledgements: questions 1-3 \u00a9 philip sauvain; european & world history; 1815\u20131919; nelson thornes; 1985. question 4 \u00a9 steven waugh; essential modern world history; p.9; nelson thornes; 2001.question 5 \u00a9 tony mcaleavy; twentieth century history international relations since 1919; p.34; cambridge university press; 2002.question 6 \u00a9 tony mcaleavy; twentieth century history international relations since 1919; p.64; cambridge university press; 2002.question 7 \u00a9 steven waugh; essential modern world history; p.246; nelson thornes; 2001.question 8 \u00a9 evan davies; aspects of modern world history; p.204; hodder & stoughton; 1990.question 9 \u00a9 john brooman; weimar germany \u2013 germany 1918\u201333; p.29; longman; 1985.question 10 \u00a9 ben walsh; gcse modern world history; p.167; john murray; 2001.question 11 \u00a9 david ferriby & jim mccabe; modern world history; p.156; heinemann; 2002.question 12 \u00a9 terry fiehn; russia & the ussr, 1905\u20131941; p.98; john murray; 1996.question 13 \u00a9 ian campbell; the usa 1917\u20131941; p.11; cambridge university press; 1998.question 14 \u00a9 steven waugh; essential modern world history; p.479; nelson thornes; 2001.question 15 \u00a9 poster from john brooman; china since 1900; p.28; longman; 1988.question 16 \u00a9 harriet ward; china in the 20th century; p.42; heinemann; 1990.question 17 \u00a9 martin roberts; south africa 1948\u20131994; p.17; longman; 2001.question 18 \u00a9 rosemary mulholland; south africa 1948\u20131994; p.33; cambridge university press; 1997.question 19 \u00a9 n mbumba & n h noisser; namibia in history; p.126; zed books ltd; 1988.question 20 \u00a9 tony mcaleavy; the arab-israeli conflict; p.25; cambridge university press; 2002.question 21 \u00a9 photograph from john brooman; conflict in palestine; p.30; longman; 1989.question 22 \u00a9 richard staton, ray ennion, wendy moore; three centuries of change; p.72; collins educational; 1998.question 23 \u00a9 richard staton, ray ennion, wendy moore; three centuries of change; p.103; collins educational; 1998.question 24 from p.58\u201359 of \u2018british imperial and foreign policy 1846\u20131980\u2019 by john aldred (heinemann, 2004) isbn: 0-435-32753-4. permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here 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.blank page"
+        },
+        "0470_s09_qp_2.pdf": {
+            "1": "this document consists of 12 printed pages. sp (sc/sw) t77736/4 \u00a9 ucles 2009 [turn overuniversity of cambridge international examinations international general certificate of secondary education read these instructions first if you have been given an answer booklet, follow the instructions on the front cover of the booklet. write your centre number, candidate number and name on all the work you hand in.write in dark blue or black pen.y ou may use a soft pencil for any diagrams, graphs or rough working.do not use staples, paper clips, highlighters, glue or correction fluid. this paper has two options. choose one option, and then answer all of the questions on that topic. option a: 19th century topic [p2\u2013p7]option b: 20th century topic [p8\u2013p12] at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question. *0743193018*history 0470/02 paper 2 may/june 2009  2 hours additional materials: answer booklet/paper",
+            "2": "2 0470/02/m/j/09 \u00a9 ucles 2009option a: 19th century topic did japan adopt western ideas uncritically? study the background information and the sources carefully, and then answer all the questions. background information the shogunate regime of japan was a feudal regime and discouraged change and contact with the  west. after the arrival of commodore perry in 1853, anti-western feelings in japan grew stronger.the shogunate regime ended in 1867 when imperial rule was restored  and the meiji emperor began a  45-year reign.  under the emperor a programme of modernisation was begun. government ministers visited europe  and america and soon japanese society, industry and armed forces were undergoing major change. however, the government had its critics. some said that japan was simply copying the surface features  of western society without making real changes. others wanted japan to be modernised but did not want japan westernised. they only wanted to take from the west what would benefit japan and make it a stronger country. they also wanted to preserve the best of japanese society and culture. did the meiji regime uncritically copy all that was western? source a history has never witnessed a more sudden change. we foreigners may no doubt sometimes regret  the substitution of ordinary european ways for the glitter and the glamour of old japan. does not the whole experience of the last three hundred years go to prove that japan could not hope  to keep its territory free from western aggression if it retained its traditional institutions? from the moment they realised that the europeanisation of the country was a question of life and death, they have never ceased carrying on the work of reform and progress. a centralized bureaucracy was set up, buddhism was disestablished, and telegraphs and railways were  introduced. at the same time photography, meat-eating and other \u2018europeanisms\u2019 came into fashion without official encouragement. 1885-87 were the years of the great \u2018foreign fever\u2019 when japanese society was submerged in a flood of european card-playing, foreign dress for ladies, and dancing. but the cloud of discontent that has darkened industrialism in the west already begins to obscure  the japanese sky. we now hear of frequent strikes. nothing can be imagined further from the mental attitude of the working class of seventeen years ago. for them, duties, not rights, were important. written in 1890 by basil hall chamberlain. he was british but lived in japan from 1873 to 1911 and  became a professor at tokyo imperial university.",
+            "3": "3 0470/02/m/j/09 \u00a9 ucles 2009 [turn oversource b by comparing the japan of fifty years ago with the japan of today, it will be seen that she has gained  considerably in the extent of her territory, her government has become constitutional and her national education has achieved a high degree of excellence. in commerce and industry she has also made great progress. this leap forward is the result of coming into contact with europe and america, and may well be regarded as an advantage of foreign contact. y et we remain today politically unaltered under our imperial house and emperor that have descended in an unbroken line over a great length of time. this is proof that the japanese are not a race of people who are given to loving all that is new and always running after passing fashions. they have always made a point of choosing the middle course in everything, and have aimed at being well balanced. written in 1907 by okuma shigenobu. he was a member of the japanese government until 1881  when he was dismissed because he called for more democracy.  source c now we must cope with the foreigners of the west, where every country upholds the laws of jesus.  everywhere they go they set fire to shrines and temples, deceive the people, and then invade and seize the country. recently there has appeared what is known as dutch studies. the students who make a living from it have been taken in by the theories of the western foreigners. they publish books about them in the hope of transforming our civilized life into that of the barbarians. if someday the treacherous foreigner should take advantage of this situation and lure ignorant people to his ways, our people will adopt such practices and no one will be able to stop it. from \u2018the new proposals\u2019 published in japan in 1825 by mito scholars. their slogan was \u2018revere the  emperor and expel the barbarians\u2019. ",
+            "4": "4 0470/02/m/j/09 \u00a9 ucles 2009source e a cartoon of a street scene in japan towards the end of the nineteenth century. it was published in a british magazine at the time. source f japan\u2019s attitude on adopting european culture was problematic in every respect. they did not adopt it  wholesale but simply picked the bits they found attractive. as a result the people who brought western ideas into the country were widely admired. even though western culture was not properly understood, japanese scholars strutted about displaying their knowledge of western things noisily and proudly. from a lecture given in 1893 at tokyo imperial university by nishida kitaro.",
+            "5": "5 0470/02/m/j/09 \u00a9 ucles 2009 [turn oversource g a photograph of samurai in the 1890s.  source h i have always recognized the vital importance of a supremely efficient navy and army. the former is  made the more important by our island position. our programme of naval expansion, laid down after thechinese war in 1895, is practically completed. japan now possesses a powerful modern fleet. in its numbers are included several of the largest and best-armed battleships and cruisers, and we have the satisfaction of knowing that the japanese sailors and officers are as efficient as the ships they man. our navy is largely of british construction, and we have made that country our model in this department. the army has not been neglected. it has been more than doubled recently. the bold experiment of  conscription has proved itself on many occasions, notably the chinese war and the boxer outbreak. on the last occasion the japanese army was able to play a very great part in the relief of peking. first based on french models and later on german, the japanese army has since developed a model of its own. from the memoirs of prince hirobumi ito, published in 1909. he was prime minister of japan four  times between 1885 and 1901. ",
+            "6": "6 0470/02/m/j/09 \u00a9 ucles 2009source i a japanese painting of japanese warships in action during the war with russia, 1904\u20135.",
+            "7": "7 0470/02/m/j/09 \u00a9 ucles 2009 [turn overnow answer all the following questions. y ou may use any of the sources to help you answer the  questions, in addition to those sources which you are told to use. in answering the questions you should use your knowledge of the topic to help you interpret and evaluate the sources. 1 study sources a and b.  how far do these two sources agree? explain your answer using details of the sources. [7] 2 study sources c and d.  how far do these two sources show that attitudes in japan had not changed much between 1825  and 1855? explain your answer using details of the sources and your knowledge. [8] 3 study sources e and f .  how far does source e prove that source f is correct? explain your answer using details of the sources and your knowledge. [7] 4 study source g.  why do you think this photograph was taken at this time? explain your answer using the source and your knowledge. [8] 5 study sources h and i.  which source would be more useful to a historian studying the modernisation of japan? explain your answer using the sources and your knowledge. [8] 6 study all the sources.  do these sources provide convincing evidence that japan adopted western ideas uncritically? use the sources to explain your answer. [12]",
+            "8": "8 0470/02/m/j/09 \u00a9 ucles 2009option b: 20th century topic why was hitler so interested in the spanish civil war? study the background information and the sources carefully, and then answer all the questions. background information in february 1936 the popular front, a coalition of left-wing parties, won the general election in spain.  however, a few months later there was a military uprising against the new government. spain was plunged into civil war. both sides sought support from outside spain. the republicans (who supported the government) received support from the soviet union and from volunteers from many countries who formed the international brigades. the nationalists (who opposed the government) were led by general franco and requested help from germany and italy. franco needed this help desperately as his army was in morocco and he had no transport to return him and his troops to spain. britain and france tried to get other countries to agree to a policy of \u2018non-intervention\u2019 and even persuaded 27 countries including germany and italy to sign a non-intervention agreement. however, this did not stop hitler and mussolini providing the nationalists with support. historians have disagreed about why hitler was interested in the spanish civil war. some have  suggested that this was because he saw an opportunity to give his soldiers experience and to try out new weapons and tactics, but others have argued that there were other reasons.       source b contrary to what has often been supposed, germany\u2019s primary motive for intervention in spain was  ideological - the desire to prevent the emergence of a bolshevik regime. one myth created by the spanish civil war is the idea that hitler\u2019s main motives for intervention were economic and military. most writers have seen in german intervention the outcome of a plot between franco and agentsof the nazi auslandsorganisation in spain. hitler\u2019s aims, it is said were to secure spanish iron ore forgermany\u2019s war economy and to use spain as \u2018a testing ground\u2019 for german armaments. in reality hitler\u2019sdecision was quite unconnected with economic or military considerations. from a history book published in 1977.",
+            "9": "9 0470/02/m/j/09 \u00a9 ucles 2009 [turn over       source d rarely have i seen so strong an effort made by germany\u2019s government to influence great britain.  hitler believes that the events in spain will impress english conservatives and, by opening their eyes to the reality of the bolshevik threat and the dangers of an over-close friendship with a france already contaminated by communism, will detach them from our country. the german government is lavishing attentions upon sir robert vansittart who is in berlin on a visit. its hope that circumstances are working for an anglo-german rapprochement keeps growing. a report from the french ambassador in berlin to the french government in 1936. sir robert  vansittart was an adviser to the british government. source e germany has in my opinion every reason for being pleased if italy continues to interest herself deeply  in the spanish affair. the role played by the spanish conflict as regards italy\u2019s relations with france and england could be similar to that of the abyssinian conflict, bringing out clearly the actual, opposing interests of the powers, and thus preventing italy from being drawn into the net of the western powers and being used by them. the struggle for dominant political influence in spain lays bare the natural opposition between italy and france, at the same time the position of italy as a power in the western mediterranean comes into competition with that of britain. all the more clearly will italy recognise that it is best to confront the western powers shoulder to shoulder with germany a report from the german ambassador in rome to the german government in december 1936.",
+            "10": "10 0470/02/m/j/09 \u00a9 ucles 2009source f a cartoon published by the spanish republican government in 1938. the figure in the centre  represents britain and is saying \u2018they tell me germany and italy are helping franco. if i had proof i\u2019d believe it.\u2019  \u2018alemania\u2019 = germany, \u2018italia\u2019 = italy source g i was in command of all the german ground troops in spain during the war. their numbers were greatly  exaggerated in newspaper reports \u2013 they were never more than 600 at a time. they were used to train franco\u2019s tank force and to get battle experience themselves. our main help to franco was in machines - aircraft and tanks. at the start he had nothing beyond a few  obsolete machines. the first batch of german tanks arrived in september, followed by a larger batch in october.  russian tanks began to arrive on the other side even quicker \u2013 at the end of july. they were of a  heavier type than ours, which were armed only with machine-guns, and i offered a reward of cash for every one that was captured, as i was only too glad to convert them to my own use. i came back from spain in june 1939, after the end of the war, and wrote out my experiences and the  lessons learned. wilhelm von thoma being interviewed by a historian after the spanish civil war.",
+            "11": "11 0470/02/m/j/09 \u00a9 ucles 2009 [turn oversource h a soviet cartoon published in 1938. the cartoon is called \u2018greedy dependant\u2019. the figures on the left, who are feeding franco, are mussolini and hitler. the boxes are labelled \u2018from italy\u2019 and \u2018from germany\u2019. mussolini is saying \u2018devil! his appetite grows as his success becomes less.\u2019",
+            "12": "12 0470/02/m/j/09 \u00a9 ucles 2009now answer all the following questions. y ou may use any of the sources to help you answer the  questions, in addition to those sources which you are told to use. in answering the questions you should use your own knowledge of the topic to help you interpret and evaluate the sources. 1 study sources a and b.  how far do these two sources agree? explain your answer using details of the sources. [7] 2 study source c.  do you believe what goering says in this source? explain your answer using details of the source  and your knowledge. [8] 3 study sources d and e.  how would the german ambassador have reacted to the report by the french ambassador? explain your answer using the details of the sources and your knowledge. [7] 4 study source f .  are you surprised by the message of this cartoon? explain your answer using details of the source and your knowledge. [8] 5 study sources g and h.  how far does source h prove that  wilhelm von thoma was lying in source g? explain your answer  using the details of the sources and your own knowledge. [8] 6 study all the sources.  do these sources provide convincing evidence that hitler was interested in the spanish civil war because he wanted to give his soldiers experience and try out new weapons and tactics? use the sources to explain your answer. [12] copyright acknowledgements: option a source a \u00a9 basil hall chamberlain; things japanese; trubner & co. ltd; 1890. option a source b \u00a9 ed. wm theodore de bary; sources of japanese tradition; p.698; columbia university press, new y ork; 1958.option a source c \u00a9 ed. wm theodore de bary; sources of japanese tradition; p.600; columbia university press, new y ork; 1958.option a source d option a source e \u00a9 pat barr; foreign devils; p.64; penguin educational; 1970.option a source f \u00a9 irokawa daikichi; the culture of the meiji period; p.72; princeton university press; 1985.option a source g \u00a9 clark worswick; japan. photographs 1854\u20131905; p.2; hamish hamilton; 1980; 0241104351.option a source h \u00a9 hirobumi ito; memoirs; 1909.option a source i \u00a9 hulton picture library.option b source a option b source b \u00a9 anthony p adamthwaite; the making of the second world war; p.56; unwin; 1977.option b source c option b source d \u00a9 paul preston; the spanish civil war 1936\u201339; p.80; weidenfeld & nicholson; 1990.option b source e \u00a9 www.spartacus.schoolnet.co.uk/spanish-civil-war.html date accessed 8/1/08.option b source f \u00a9 a cartoon published by the spanish republican government in 1938.option b source g \u00a9 sir basil liddell hart; the other side of the hill; cassell; 1948.option b source h \u00a9 roy douglas; between the wars 1919\u201339, the cartoonists vision; p.265; routledge; 1992. permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here 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."
+        },
+        "0470_s09_qp_4.pdf": {
+            "1": "this document consists of 9 printed pages and 3 blank pages. sp (gb) t77734/2 \u00a9 ucles 2009 [turn overuniversity of cambridge international examinations international general certificate of secondary education read these instructions first if you have been given an answer booklet, follow the instructions on the front cover of the booklet. write your centre number, candidate number and name on all the work you hand in.write in dark blue or black pen.y ou may use a soft pencil for any diagrams, graphs or rough working.do not use staples, paper clips, highlighters, glue or correction fluid. answer the questions on one of the depth studies.at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question. *3386037293*history 0470/04 paper 4  alternative to coursework may/june 2009  1 hour additional materials: answer booklet/paper",
+            "2": "2 0470/04/m/j/09 \u00a9 ucles 2009depth study a: germany, 1918-1945 1 study the sources, and then answer the questions which follow.  source a  a savage, fascist terror regime is being set up in germany. comrades, do not allow the deadly  enemies of the german people, the deadly enemies of the workers and poor peasants, of the working people in town and country to carry out their crime.  out on the streets!  bring the factories to a halt!  reply at once to the vicious attack of the fascists with strikes, with mass strikes, with a general strike!   a communist party leaflet of january 1933.  source b  the nazis aimed to turn themselves into a people\u2019s party which cut across class barriers. they  became the \u2018catch-all party of protest\u2019 by targeting specific social and occupational groups and exploiting their grievances. these included hard-pressed farmers. they also set out to attract young people as well as condemning other political parties. they suggested that the nazis alone had the ability to build a genuine national community. however, the sdp and its unions offered their members not just political and industrial representation but a whole way of life, including newspapers, libraries, evening classes and sports teams.  the view of a british historian, 1997.  (a) (i) study source a.    what can you tell from this source about the communist party? support your answer  with reference to the source. [6]   (ii) study source b.    how far does this source show that the nazis were successful because they targeted specific social groups? explain your answer. [7]   (iii) study both sources.    is one of these sources more useful than the other as evidence about the nazi party? explain your answer. [7]  (b) (i) what was the enabling act? [2]   (ii) describe the reichstag fire and its effects. [4]   (iii) why did the night of the long knives take place? [6]   (iv) \u2018it was the weakness of the weimar government that enabled hitler to become chancellor of germany.\u2019 do you agree? explain your answer. [8]",
+            "3": "3 0470/04/m/j/09 \u00a9 ucles 2009 [turn overdepth study b: russia, 1905-1941 2 study the sources, and then answer the questions which follow.  source a  week by week food became scarcer. people had to queue for long hours in the chill rain. think of  the poorly clad people standing in the streets of petrograd for whole days in the russian winter. i have listened in the bread lines, hearing the bitter discontent which from time to time burst through the miraculous good humour of the russian crowd.  an american writer, who lived in petrograd, describes conditions during 1917.  source b  the pale figure of kerensky made its way to the stage. he looked tired and ill. he drew himself  up to his full height, as if calling up his last reserves of energy. as he finished his speech, he fell back into the arms of a supporter. under the lights, his face looked like death. the whole audience cheered itself hoarse. it was an epic performance. the speech had lasted two hours. its effect on russia lasted exactly two days.  a british official in russia describes a speech made by kerensky to the duma in the summer   of 1917.  (a) (i) study source a.    what can you tell from this source about life in petrograd in 1917? support your answer with reference to the source. [6]   (ii) study source b.    how far does this source show that kerensky was effective as a leader? explain your answer. [7]   (iii) study both sources.    is one of these sources more useful than the other as evidence about russia in 1917? explain your answer. [7]  (b) (i) what were the april theses? [2]   (ii) describe the kornilov affair, august 1917. [4]   (iii) why was there a revolution in russia in november 1917? [6]   (iv) who contributed more to the establishment of bolshevik rule in the period 1917-1924: lenin or trotsky? explain your answer. [8]",
+            "4": "4 0470/04/m/j/09 \u00a9 ucles 2009depth study c: the usa, 1919-1941 3 study the sources, and then answer the questions which follow.  source a  the president feels that lynching can only be wiped out by education in the states, rallying good  citizens. it would antagonise the south if a northerner dealt with it. the government has only been allowed to do anything about kidnapping because it can cross state boundaries, but that even may be appealed against as unconstitutional. i am deeply troubled by the whole situation.   a letter from eleanor, the wife of president roosevelt, to a southerner, 1936.  source b  i asked, \u2018how much money do you make off your farm in a normal year, mose?\u2019  he replied, \u2018nothing, or almost nothing. if i have enough left over to buy flour and rice through the  winter, then i calls myself lucky. i ain\u2019t made no money farming in ten or fifteen years. the landlord, he gets a quarter of the soy beans and the cotton, a third of the corn and sweet potatoes, and i gets the rest. he provides my house and land and keeps accounts; i provide the seed, fertilizer and plough horses\u2019.   from an interview with a southern black farmer by a writer funded by the government, 1938.  (a) (i) study source a.    what can you tell from this source about intolerance in american society? support your  answer with reference to the source. [6]   (ii) study source b.    how far does this source show that black farmers in the south were suffering? explain your answer. [7]   (iii) study both sources.    is one of these sources more useful than the other as evidence about the southern states of america in the 1930s? explain your answer. [7]  (b) (i) give two examples of difficulties that faced black voters in the 1920s and 1930s. [2]   (ii) what was the role of the national recovery agency of 1933? [4]   (iii) why did unemployment continue despite the new deal? [6]   (iv) how far do you agree that the alphabet agencies had greater economic than social effects? explain your answer. [8]",
+            "5": "5 0470/04/m/j/09 \u00a9 ucles 2009 [turn overdepth study d: china, 1945-c.1990 4 study the sources, and then answer the questions which follow.  source a  children in condemned families were supposed to \u2018draw a line\u2019 between themselves and their  families, and many did so. one of president liu shaoqi\u2019s daughters wrote wall posters \u2018exposing\u2019 her father. i knew children who changed their surnames to demonstrate that they were disowning their fathers, others never visited their parents in detention, and some who even took part in denunciation meetings against their parents.   taken from a description of the cultural revolution by a chinese woman, who was a   teenager at the time. this book was published in the united kingdom in 1991.  source b  mao used the red guards as his agents for change during the cultural revolution. in 1968, with  china on the verge of a civil war, schools were re-opened and the red guards disbanded. anti-maoists in the government were removed, including liu shaoqi. millions of students were sent to the countryside, and revolutionary committees of the army were established to run the country. the cultural revolution was declared over in 1969. mao was made supreme commander of the army and the nation.   from an american book, published in 1992.  (a) (i) study source a.    what can you tell from this source about the cultural revolution? support your answer  with reference to the source. [6]   (ii) study source b.    how far does this source show that mao and his red guards benefited from the cultural revolution? explain your answer. [7]   (iii) study both sources.    is one of these sources more useful than the other as evidence about the cultural revolution? explain your answer. [7]  (b) (i) name two groups targeted by the red guards during the cultural revolution. [2]   (ii) what was mao\u2019s little red book? [4]   (iii) why did mao introduce the cultural revolution? [6]   (iv) how far did mao\u2019s death in 1976 lead to an improvement in the lives of the chinese people? explain your answer. [8]",
+            "6": "6 0470/04/m/j/09 \u00a9 ucles 2009depth study e: southern africa in the twentieth century 5 study the sources, and then answer the questions which follow.  source a  our most important principle is that it is dishonourable to mix white and black blood. earlier  civilisations have largely failed because that principle was never recognised, civilising races being rapidly submerged in african blood. the vast majority of the white population in south africa believe sincerely that christian principles of honesty, fair play and justice must guide them in their duty to the natives to make a success of our great country. we don\u2019t always practise these principles.   from a speech in britain by general smuts, deputy prime minister and minister for the   interior, defence and mines of south africa, 1917.  source b  by 1919 indians were no longer allowed into the orange free state at all and many in the transvaal  were not allowed citizenship or to own land. the natal indian congress had been set up by gandhi in 1893 to protest against the proposal to end indian voting rights in natal. in 1912 the supreme court ruled that indian marriages were illegal throughout the union. gandhi led many non-violent protests, often of women, and thousands of indian miners went on strike and defied the law. smuts negotiated with gandhi and in 1914 the indian relief act accepted the marriages as legal.    from a british history book, 1987.  (a) (i) study source a.    what can you tell from this source about the views of general smuts? support your  answer with reference to the source. [6]   (ii) study source b.    how far does this source show that the indian community was able to protect itself against discrimination? explain your answer. [7]   (iii) study both sources.    is one of these sources more useful than the other as evidence about the nature of white rule in south africa in the early twentieth century? explain your answer.  [7]  (b) (i) what was the south african native national congress? [2]   (ii) what was the mines and works act of 1911? [4]   (iii) why was the natives land act of 1913 passed? [6]   (iv) \u2018white rule was a complete success in south africa before 1948.\u2019 how far do you agree with this statement? explain your answer. [8]",
+            "7": "7 0470/04/m/j/09 \u00a9 ucles 2009 [turn overdepth study f: israelis and palestinians, 1945-c.1994 6 study the sources, and then answer the questions which follow.  source a  we have nothing for israel except war, destroying and putting an end to the whole zionist  experience. our aim is to destroy the myth which says israel is here to stay. every one of the hundred million arabs has been living for the past nineteen years on one hope \u2013 to see the day israel is wiped out. there is no life, no place, no hope for the gangs of zionism to remain in the occupied land.   an arab broadcast on cairo radio, may 1967.  source b a special study ought to be devoted to the responsibility of cairo radio for the disaster which  overtook egypt in 1967. propaganda was both the source of nasser\u2019s strength and weakness. \u2018we have been saying things that we did not always mean\u2019. but its main influence was on the arabs. it raised their expectations to a point where the promises had to be fulfilled.   from an american political writer, published in 1968.  (a) (i) study source a.    what does this source tell you about arab attitudes to israel? support your answer with  reference to the source.  [6]   (ii) study source b.    how far does this source show that nasser\u2019s use of propaganda was an error? explain your answer. [7]   (iii) study both sources.    is one source more useful than the other as evidence about arab attitudes towards israel? explain your answer. [7]  (b) (i) name the two arab countries, other than egypt, involved in the war of 1967. [2]   (ii) what happened when president nasser closed the straits of tiran? [4]   (iii) why did president nasser go to war with israel in 1967? [6]   (iv) how important was the role of the superpowers and other non-combatant nations in the six day war? explain your answer. [8]",
+            "8": "8 0470/04/m/j/09 \u00a9 ucles 2009depth study g: the creation of modern industrial society 7 study the sources, and then answer the questions which follow.  source a  the formation of our union was the beginning of what was termed the \u2018new unionism\u2019. it was  the result of long years of socialist propaganda amongst the underpaid and oppressed workers. politics had been preached to them but we offered them something real, a definite, clearly-lit road out of their misery. a trade union would improve their wages and conditions and protect them from the tyranny of employers.  they came in thousands. within six months we had over 20 000 members in different parts of the country. we showed the way to the dockers and other unskilled workers. our example and our success gave them hope.   will thorne, in his memoirs published in 1924, recalls his organisation of the gas workers\u2019    union (which also included men from other unskilled jobs) in 1889.  source b  they are not fighting for legitimate trade unionism, but for socialism disguised under that name  and i believe that socialism can be proved to be the heart of present day trade unionism. this sort of trade unionism must be got rid of or the honesty of our working people and the prosperity of our country will disappear. surely free britain is not likely to tolerate them for ever. much mischief, however, will be done in the meantime. socialism shall not rule us even if trade unionism has to go under in the fight.   from a letter to the times newspaper in 1897 during an engineering strike. it was written by   an official of the south metropolitan gas company.   (a) (i) study source a.    what can you tell from this source about the \u2018new unionism\u2019? support your answer with  reference to the source. [6]   (ii) study source b.    how far does this source show that trade unions were working for socialism? explain your answer. [7]   (iii) study both sources.    is one source more useful than the other as evidence about the impact of \u2018new unionism\u2019? explain your answer. [7]  (b) (i) what was \u2018peaceful picketing\u2019? [2]   (ii) describe the great dock strike of 1889. [4]   (iii) why were there no effective trade unions for unskilled workers before the late 1880s?  [6]   (iv) how far had trade unions achieved their aims by 1900? explain your answer. [8]",
+            "9": "9 0470/04/m/j/09 \u00a9 ucles 2009depth study h: the impact of western imperialism in the nineteenth century 8 study the sources, and then answer the questions which follow.  source a  for forty years after 1860 britain dominated china\u2019s commerce. in 1895 britain enjoyed two-thirds  of all china\u2019s foreign trade. opium remained the most important of china\u2019s imports, with lancashire cotton goods in second place. as well as having a near-monopoly of china\u2019s markets, britain had a stranglehold on the chinese customs service. this had passed under foreign control in 1853 as an emergency measure, and twenty years later the entire chinese customs service was managed by europeans, more than half of which were british.   from a recent british history book.  source b  our victory opened up a new world to our trade with china, so vast that all the mills in lancashire  could not make sufficient cloth for one of its provinces.   a diplomat returning from china after the first opium war (1839-1842), speaking to an    audience in manchester.  source c  the introduction of foreign goods has had a similar effect to that which it formerly had on persia  and india. in china the spinners and weavers have suffered greatly under this foreign competition and the community has become unsettled as a result.   karl marx, a german political thinker and founder of modern communism, writing in 1853.  (a) (i) study source a.    what does this source tell you about british influence in china by the end of the nineteenth  century? support your answer with reference to the source. [6]   (ii) study sources b and c.    how far are these sources opposed to imperialism? explain your answer. [7]   (iii) study all sources.     how useful are these sources as evidence about british involvement in china in the nineteenth century? explain your answer. [7]  (b) (i) what were the \u2018unequal treaties\u2019? [2]   (ii) describe the main events of the two opium wars. [4]   (iii) why was china defeated by japan in 1894\u20135? [6]   (iv) how far were the actions of european countries harmful to china in the nineteenth century? explain your answer.  [8]",
+            "10": "10 0470/04/m/j/09blank page",
+            "11": "11 0470/04/m/j/09blank page",
+            "12": "12 0470/04/m/j/09blank page copyright acknowledgements: depth study a source a \u00a9 history at source, nazi germany 1933\u201345; p.8; hodder & stoughton; 1991. depth study a source b \u00a9 alan white; the weimar republic; harper collins; 1997.depth study b source a \u00a9 ben walsh; gcse modern world history; p.113; john murray publishers; 2001.depth study b source b \u00a9 clare baker; russia 1917\u20131945; p.14; heinemann educational; 1990.depth study c source a \u00a9 a letter from eleanor, the wife of president roosevelt, to a southerner; 1936.depth study c source b \u00a9 an interview with a southern black farmer by a writer funded by the government; 1938.depth study d source a \u00a9 jung chang; wild swans; p.483; harper collins; 1991.depth study d source b \u00a9 robert stewart; the illustrated almanac of historical facts; p266; prentice hall; 1992.depth study e source a  \u00a9 a speech in britain by general smuts, deputy prime minister and minister for the interior, defence and mines of south africa;   1917. depth study e source b \u00a9 j d omer-cooper; history of southern africa; pp.163\u20134; james currey; 1994.depth study f source a \u00a9 j. bowen; six days; p.70; simon & schuster; 2003.depth study f source b \u00a9 w. lacquer & s j perkins; the road to war 1967; weidenfield & nicholson; 1968.depth study g source a \u00a9 l. evans british trade unionism 1850\u20131914; p.40; edward arnold london; 1970.depth study g source b \u00a9 l. evans british trade unionism 1850\u20131914; p.48; edward arnold london; 1970.depth study h source a \u00a9 j roberts; modern china; p.36; sutton publishing ltd; 1998.depth study h source b \u00a9 j roberts; modern china; p.92; sutton publishing ltd; 1998.depth study h source c \u00a9 l james; rise and fall of the british empire; p.140; little brown & co; 1995. permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here 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."
+        }
+    },
+    "2014": {
+        "0470_s14_qp_11.pdf": {
+            "1": "this document consists of 17 printed pages, 3 blank pages and 1 insert. dc (cw/sw) 75032/6 \u00a9 ucles 2014 [turn overcambridge international examinations cambridge international general certificate of secondary education *9970721608*history  0470/11 paper 1 may/june 2014  2 hours no additional materials are required. read these instructions first an answer booklet is provided inside this question paper. y ou should follow the instructions on the front cover  of the answer booklet. if you need additional answer paper ask the invigilator for a continuation booklet. answer three  questions. section a (core content) answer any two questions. section b (depth studies) answer any  one question. the number of marks is given in brackets [ ] at the end of each question or part question.",
+            "2": "2 0470/11/m/j/14 \u00a9 ucles 2014section a: core content answer any two questions from this section. 1 read the extract, and then answer the questions which follow. charles albert, although liberal in his sympathies, was a cautious man. in 1848  liberals and nationalists could see no reason why the austrians should not be driven out of italy for good. all that was required was decisive action from the king of piedmont. from a british history textbook published in 1985.  (a) describe the events of the hungarian revolution of 1848\u20139. [5]  (b) why did charles albert fail against austria in 1848\u20139? [7]  (c) how similar were the aims of european revolutions in 1848\u20139? explain your answer. [8] 2 look at the illustration, and then answer the questions which follow. an illustration of garibaldi and his army of redshirts.  (a) describe the actions of cavour between 1852 and 1858 to strengthen piedmont\u2019s position in  italy. [5]  (b) why did austria issue an ultimatum to piedmont in 1859 threatening war? [7]  (c) how much of a help was garibaldi to cavour? explain your answer. [8]",
+            "3": "3 0470/11/m/j/14 \u00a9 ucles 2014 [turn over3 read the extract, and then answer the questions which follow. the revolution of 1848 was over and prussia humiliated. the bund was back under  austrian leadership. but the prussian generals and the future king william i were to remember the reason for that humiliation \u2013 the weakness of the army. from a british history textbook published in 1985.  (a) describe the course of the german revolutions of 1848\u20139. [5]  (b) why was austria able to reassert its influence over germany by 1850? [7]  (c) how far was bismarck\u2019s diplomatic skill the main reason for the defeat of austria in 1866?  explain your answer. [8] 4 read the extract, and then answer the questions which follow. there is no comparison between the importance of the german navy to germany  and the importance of our navy to us. our navy is to us what their army is to them. to have a strong navy would increase germany\u2019s prestige and influence, but it is not a matter of life and death as it is to us. the british foreign secretary in a speech to parliament in 1909.  (a) describe the part played by germany in increasing colonial rivalry. [5]  (b) why did the alliance system increase the threat of war? [7]  (c) \u2018colonial rivalry was the most important reason for increased great power tension before the  first world war.\u2019 how far do you agree with this statement? explain your answer. [8]",
+            "4": "4 0470/11/m/j/14 \u00a9 ucles 20145 look at the cartoon, and then answer the questions which follow. the reckoning. pan-german: \u201cmonstrous, i call it, why , it\u2019s full y a quarter of what we should have made them  pay , if we\u2019d  won.\u201d a british cartoon published in 1919.  (a) what impact did the treaty of versailles have on germany\u2019s military? [5]  (b) why did the aims of the \u2018big three\u2019 at versailles differ? [7]  (c) was germany\u2019s reaction to the treaty of versailles justified? explain your answer. [8]",
+            "5": "5 0470/11/m/j/14 \u00a9 ucles 2014 [turn over6 read the extract, and then answer the questions which follow. be glad in your hearts. give thanks to god. people of britain, your children are  safe. y our husbands and sons will not march to battle. if we must have a victor, let us choose chamberlain. the prime minister\u2019s achievements are mighty and long-lasting \u2013 millions of happy homes and hearts relieved of their burden. from a british newspaper article commenting on the munich agreement, september 1938.  (a) in what ways had hitler built up germany\u2019s military strength by march 1936? [5]  (b) why did hitler want anschluss? [7]  (c) \u2018chamberlain was right to follow a policy of appeasement.\u2019 how far do you agree with this  statement? explain your answer. [8] 7 read the extract, and then answer the questions which follow. i believe that it must be the policy of the united states to support people who are  resisting attempted suppression by armed minorities or by any outside pressures. i believe that we must help free peoples to work out their own destiny in their own way. us president truman speaking in 1947.  (a) what decisions, in relation to germany, were agreed at the y alta and potsdam conferences?  [5]  (b) why did mistrust between the ussr and the usa increase in 1945? [7]  (c) \u2018the truman doctrine and the marshall plan were to blame for the cold war.\u2019 how far do you  agree with this statement? explain your answer. [8]",
+            "6": "6 0470/11/m/j/14 \u00a9 ucles 20148 read the extract, and then answer the questions which follow. mr gorbachev did not set out to abolish the soviet union, nor the communist party.  these events happened in spite of his resistance and because, in the long run, the entire soviet system was heading for disaster. from an article published in an english newspaper in december 1991, shortly before gorbachev  resigned.  (a) describe events in berlin leading up to the building of the wall in 1961. [5]  (b) why were the soviets worried about events in czechoslovakia in 1968? [7]  (c) how far can gorbachev be blamed for the collapse of soviet control over eastern europe?  explain your answer. [8]",
+            "7": "7 0470/11/m/j/14 \u00a9 ucles 2014 [turn oversection b: depth studies answer any one question from this section. depth study a: germany, 1918\u201345 9 look at the photograph, and then answer the questions which follow. a photograph of a french soldier guarding a train in the ruhr, 1923.  (a) describe the political situation in germany at the end of the first world war. [5]  (b) why did the french invade the ruhr in 1923? [7]  (c) \u2018the weimar republic successfully dealt with germany\u2019s problems between 1922 and 1929.\u2019  how far do you agree with this statement? explain your answer. [8] 10 read the extract, and then answer the questions which follow. the formation of groupings of young people outside the hitler y outh has been on the  increase to such an extent that there is a serious risk of political, moral and criminal subversion of our youth. from a report by the hitler y outh leadership, 1942.  (a) describe hitler\u2019s economic policies. [5]  (b) why did the nazis change the school curriculum? [7]  (c) \u2018the nazi youth policies were successful.\u2019 how far do you agree with this statement? explain  your answer. [8]",
+            "8": "8 0470/11/m/j/14 \u00a9 ucles 2014depth study b: russia, 1905\u201341 11 read the extract, and then answer the questions which follow. in the countryside the burning and destruction of houses became more frequent  by the end of the summer. military discipline had collapsed. there were masses of deserters who went home to claim land. an eye-witness account, september 1917.  (a) describe the events of lenin\u2019s return to russia in april 1917. [5]  (b) why were the \u2018july days\u2019 important? [7]  (c) \u2018the provisional government was overthrown because it decided to continue the war against  germany.\u2019 how far do you agree with this statement? explain your answer. [8] 12 read the extract, and then answer the questions which follow. in order to turn a peasant society into an industrial country, countless material  human sacrifices were necessary. the people had to accept this. they would forgive comrade stalin even if a few million people had to perish in the process. the great aim demanded great energy that could be drawn from a backward people only by great harshness. a russian communist author writing in 1988, supporting the actions of stalin.  (a) what were the kulaks? [5]  (b) why was collectivisation important to stalin? [7]  (c) how successful were stalin\u2019s industrialisation policies? explain your answer. [8]",
+            "9": "9 0470/11/m/j/14 \u00a9 ucles 2014 [turn overdepth study c: the usa, 1919\u201341 13 read the extract, and then answer the questions which follow. it is better to sell a large number of cars at a reasonable small profit than to sell  fewer cars at a larger margin of profit. this enables a large number of people to buy, and enjoy the use of, a car, and it gives a larger number of men employment at good wages. henry ford speaking about car production levels in the 1920s.  (a) what problems faced many traditional industries in america in the 1920s? [5]  (b) why did american agriculture face difficulties in the 1920s? [7]  (c) how far was the expansion of the automobile industry responsible for the economic \u2018boom\u2019 of  the 1920s? explain your answer. [8]",
+            "10": "10 0470/11/m/j/14 \u00a9 ucles 201414 look at the graph, and then answer the questions which follow. a graph of unemployment in the usa, 1929\u201333.  (a) what were the consequences of the wall street crash for the american people? [5]  (b) why did the us government feel threatened by the bonus marchers? [7]  (c) \u2018speculation on the stock market was more responsible for the wall street crash than  weaknesses in the us economy.\u2019 how far do you agree with this statement? explain your answer. [8]",
+            "11": "11 0470/11/m/j/14 \u00a9 ucles 2014 [turn overdepth study d: china, 1945\u2013c.1990 15 read the extract, and then answer the questions which follow. international communists worked overtime to turn american public opinion against  the nationalist government. such adjectives as \u2018corrupt\u2019 and \u2018incompetent\u2019 were used about our government and me personally. their aim was to sabotage relations between china and the usa so as to enable the chinese communists to seize power. this was moscow\u2019s plot. chiang kai-shek writing in 1957 about the communists\u2019 takeover of power.  (a) describe the disunity existing in china immediately after the ending of the war with japan. [5]  (b) why were the communists successful in winning power in 1949? [7]  (c) \u2018the greatest problem facing the communists when they came to power was the level of  agricultural production.\u2019 how far do you agree with this statement? explain your answer. [8] 16 study the extract, and then answer the questions which follow. in 1956 a new soviet leader, nikita khrushchev, began to develop more friendly  relations with the usa and other capitalist countries in the west. the chinese were suspicious about these developments.  from a british school textbook published in 1988.  (a) describe communist china\u2019s relations with taiwan up to 1971. [5]  (b) why did relations between communist china and the ussr change after 1956? [7]  (c) how successful was mao in establishing communist china as a superpower? explain your  answer. [8]",
+            "12": "12 0470/11/m/j/14 \u00a9 ucles 2014depth study e: southern africa in the twentieth century 17 look at the poster, and then answer the questions which follow. a poster published by the anc in june 1950.  (a) what were the aims of apartheid? [5]  (b) why was the defiance campaign of 1952 important? [7]  (c) how far do you agree that apartheid benefited south africans? explain your answer. [8]",
+            "13": "13 0470/11/m/j/14 \u00a9 ucles 2014 [turn over18 read the extract, and then answer the questions which follow. following the 1976 riots, botha drew up a plan of action by which he hoped he could  solve south africa\u2019s problems. he tried to give the security forces more power and also introduced some reforms. from a book published in 1997.  (a) what were the immediate consequences of events at sharpeville? [5]  (b) why did p . w. botha introduce the \u2018total strategy\u2019 policy? [7]  (c) \u2018mandela and de klerk were equally significant in ending minority rule.\u2019 how far do you agree  with this statement? explain your answer. [8] 19 read the extract, and then answer the questions which follow. i do not think it is necessary for us to annex south-west africa to the union. the  mandate is enough for me. it gives the union such complete sovereignty, not only administrative but legislative, that we need not ask for anything more. jan smuts speaking in the south african parliament in 1925.  (a) describe the south african occupation of namibia during the first world war. [5]  (b) why were namibians unhappy when namibia became a mandated territory? [7]  (c) how effectively did south africa implement the league of nations mandate between the  wars? explain your answer. [8]  ",
+            "14": "14 0470/11/m/j/14 \u00a9 ucles 2014depth study f: israelis and palestinians, 1945\u2013c.1994 20 look at the cartoon, and then answer the questions which follow. an american cartoon, showing president carter, published in 1978.  (a) describe the suez war of 1956. [5]  (b) why were the results of the war of 1967 important for israelis? [7]  (c) how far did the superpowers influence the arab-israeli conflict up to 1979? explain your  answer. [8]",
+            "15": "15 0470/11/m/j/14 \u00a9 ucles 2014 [turn over21 read the extract, and then answer the questions which follow. despite their desire for independence, and the dislike of israeli occupation, the  palestinians living in the west bank and gaza benefited from the general social and economic policies of israel. these included hospitals, education and the introduction of mains water. a leading british jewish historian writing in 1993.  (a) describe relations between jews and arabs in the occupied territories. [5]  (b) why did israelis settle in the occupied territories? [7]  (c) \u2018before 1990 israelis were not prepared to live in peace with their arab neighbours.\u2019 how far  do you agree with this statement? explain your answer. [8]",
+            "16": "16 0470/11/m/j/14 \u00a9 ucles 2014depth study g: the creation of modern industrial society 22 read the extract, and then answer the questions which follow. i have now almost completed my municipal programme to improve birmingham.  soon the town will have open spaces, paved walkways, supplies of household gas and clean drinking water. this work will have been achieved in three years. joseph chamberlain speaking in 1876.  (a) describe the insanitary conditions in nineteenth-century towns. [5]  (b) why did people move to the new industrial towns? [7]  (c) how successful were efforts to improve conditions in towns? explain your answer. [8] 23 read the extract, and then answer the questions which follow. we the undersigned do hereby declare that we are not members of a trade union  and that we do not and will not pay towards the support of any trade union. part of the \u2018document\u2019 which many workers had to sign.  (a) what were the \u2018tolpuddle martyrs\u2019? [5]  (b) why were early trade unions weak? [7]  (c) \u2018chartism failed because it was a divided movement.\u2019 how far do you agree with this  statement? explain your answer. [8]",
+            "17": "17 0470/11/m/j/14 \u00a9 ucles 2014depth study h: the impact of western imperialism in the nineteenth century 24 read the extract, and then answer the questions which follow. explorers and missionaries kept careful records of what they encountered, charting  their progress through unmapped territory. they wanted to stamp out the \u2018evils\u2019 which they encountered. they believed they knew what was best for other people. from a school textbook published in 1985.  (a) what did nineteenth-century missionaries want to achieve? [5]  (b) why did europeans use the word \u2018barbarians\u2019 about people in some other parts of the world?  [7]  (c) \u2018the main aim of western imperialism was to gain more political power.\u2019 how far do you agree  with this statement? explain your answer. [8] 25 read the extract, and then answer the questions which follow. many politicians thought britain had a moral responsibility to bring civilisation and  christianity to racially inferior native peoples. this idea of britain as a dominant world power was always going to win popular support. from a school textbook published in 2004.  (a) what prompted europeans to refer to africa in the early years of the nineteenth century as  the \u2018dark continent\u2019? [5]  (b) why was a colonial conference held in berlin in 1884\u20135? [7]  (c) \u2018the impact of europeans on africa w as harmful.\u2019 how far do you agree with this statement?  explain your answer. [8]",
+            "18": "18 0470/11/m/j/14 \u00a9 ucles 2014blank page",
+            "19": "19 0470/11/m/j/14 \u00a9 ucles 2014blank page",
+            "20": "20 0470/11/m/j/14 \u00a9 ucles 2014blank page copyright acknowledgements: question 1 \u00a9 philip sauvain; european and world history 1815\u20131919  ; hulton; 1985. question 2 \u00a9 www.tuscantravel.com; 18 october 2012.question 3 \u00a9 philip sauvain; european and world history 1815\u20131919 ; hulton; 1985. question 4 \u00a9 ben walsh; ocr gcse modern world history  ; reproduced by permission of hodder education; 2009. question 5 \u00a9 ben walsh; ocr gcse modern world history  ; reproduced by permission of hodder education; 2009. question 6 \u00a9 nigel kelly & greg lacey; modern world history  ; heinemann; 2001. question 7 \u00a9 steven waugh; essential modern world history  ; nelson thornes; 2001. question 8 \u00a9 nigel kelly & greg lacey; modern world history ; heinemann; 2001. question 9 \u00a9 paul grey & rosmarie little; germany 1918\u20131945 ; cambridge university press / ullstein bilderdienst; 1997. question 10 \u00a9 ben walsh; ocr gcse modern world history  ; reproduced by permission of hodder education; 2009. question 11 \u00a9 steven waugh; essential modern world history  ; nelson thornes; 2001. question 12 \u00a9 ben walsh; ocr gcse modern world history ; reproduced by permission of hodder education;  2009. question 13 \u00a9 terry fiehn et al; the usa between the wars 1919\u20131941 ; published by john murray. reprinted by permission of hodder education; 1998. question 14 \u00a9 terry fiehn et al; the usa between the wars 1919\u20131941 ; published by john murray. reprinted by permission of hodder education; 1998. question 15 \u00a9 harriet ward; china in the 20 th century  ; heinemann educational; 1990. question 16 \u00a9 josh brooman; china since 1900  ; published by longman. reprinted by permission of pearson education ltd; 1988. question 17  \u00a9 martin roberts; south africa 1948\u20131994 the rise and fall of apartheid ; published by longman. reprinted by permission of pearson education  ltd / the mayibuye centre, south africa. question 18 \u00a9 rosemary mulholland; south africa 1948\u20131994 ; cambridge university press; 1997. question 19 \u00a9 nangolo mbumba & norbert h noisser; namibia in history  ; zed books ltd; 1988. question 20 \u00a9 tony rea & john wright; the arab-israeli conflict  ; oxford university press / popperfoto; 1997. question 21 \u00a9 tony mcaleavy; the arab-israeli conflict  ; cambridge university press; 1998. question 22 \u00a9 ben walsh; british social & economic history  ; published by john murray. reprinted by permission of hodder education. 1997. question 23 \u00a9 ben walsh; british social & economic history  ; published by john murray. reprinted by permission of hodder education. 1997. question 24 \u00a9 philip sauvain; european and world history  ; hulton; 1985. question 25 \u00a9 john aldred; british imperial and foreign policy 1846\u20131980  ; heinemann; 2004. permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the  publisher will be pleased to make amends at the earliest possible opportunity. cambridge international examinations is part of the cambridge assessment group. cambridge assessment is the brand name of unive rsity of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge."
+        },
+        "0470_s14_qp_12.pdf": {
+            "1": "this document consists of 15 printed pages, 1 blank page and 1 insert. dc (cw/sw) 75033/4 \u00a9 ucles 2014 [turn overcambridge international examinations cambridge international general certificate of secondary education *8560604977*history  0470/12 paper 1 may/june 2014  2 hours no additional materials are required. read these instructions first an answer booklet is provided inside this question paper. y ou should follow the instructions on the front cover  of the answer booklet. if you need additional answer paper ask the invigilator for a continuation booklet. answer three  questions. section a (core content) answer any two questions. section b (depth studies) answer any  one question. the number of marks is given in brackets [ ] at the end of each question or part question.",
+            "2": "2 0470/12/m/j/14 \u00a9 ucles 2014section a: core content answer any two questions from this section. 1 read the extract, and then answer the questions which follow. in april 1848 pope pius ix issued the famous allocution. the allocution shocked  italian nationalists as it ended their dream. from a british history textbook published in 2008.  (a) describe the part played by pope pius ix in revolutionary events in italy in 1848\u20139. [5]  (b) why were the revolutions of 1848 finally unsuccessful? [7]  (c) \u2018nationalism was the most important cause of the revolutions of 1848\u20139.\u2019 how far do you  agree with this statement? explain your answer. [8] 2 read the extract, and then answer the questions which follow. i believe that the principal requirement for the improvement of italy\u2019s future is to  lift up her reputation once more. i am sure that the achievements of our soldiers in eastern europe will help the future state more than all that has been done by those who hoped to regenerate her with speeches and writings. cavour speaking to the piedmontese parliament, february 1855.  (a) describe the part played by charles albert in the events of 1848\u20139. [5]  (b) why was cavour\u2019s role in piedmontese politics between 1852 and 1859 important? [7]  (c) \u2018napoleon iii of france contributed more to the unification of italy than did mazzini.\u2019 how far  do you agree with this statement? explain your answer. [8]",
+            "3": "3 0470/12/m/j/14 \u00a9 ucles 2014 [turn over3 read the extract, and then answer the questions which follow. i have heard news that an ultimatum has been sent from paris to the king of prussia,  saying he should forbid his relative to accept the crown, otherwise war!! i am quite beside myself over this example of french insolence; the french nation deserves a merciless thrashing. cosima wagner, the wife of the famous composer, writing in her diary, 13 july 1870.  (a) describe the events of 1848\u201350 which led to the treaty of olm\u00fctz in 1850. [5]  (b) why did the prussians win the war of 1866? [7]  (c) \u2018the ems telegram was the main reason for the outbreak of the franco-prussian war in  1870.\u2019 how far do you agree with this statement? explain your answer. [8] 4 read the extract, and then answer the questions which follow. japan had been ruled for 268 years by the shoguns. during this time japan had  remained a feudal agricultural state based on lords, domains and samurai. from a british history textbook published in 1985.  (a) describe perry\u2019s missions to japan. [5]  (b) why were the treaties signed by japan in the middle of the nineteenth century called  \u2018unequal\u2019? [7]  (c) \u2018the main reason for the modernisation of japan was the removal of the feudal system.\u2019 how  far do you agree with this statement? explain your answer. [8]",
+            "4": "4 0470/12/m/j/14 \u00a9 ucles 20145 read the extract, and then answer the questions which follow. the treaty represented an uneasy compromise between wilson\u2019s idealism, french  security requirements and british common sense. a british historian speaking in 1995 about the treaty of versailles.  (a) what did the treaty of versailles state about danzig and the polish corridor? [5]  (b) why did clemenceau find it difficult to achieve his aims at the paris peace conference? [7]  (c) how effectively did the peacemakers of 1919\u201320 deal with the problems they faced? explain  your answer. [8] 6 read the extract, and then answer the questions which follow. manchuria showed that the league was toothless. the failure of the league to  stop aggression in manchuria had grave consequences in europe. the lesson was obvious \u2013 there was no power in the world to stop a determined aggressor. from a british history textbook published in 1967.  (a) describe the role played by the league of nations in two disputes in the 1920s. [5]  (b) why was the league dominated by britain and france? [7]  (c) \u2018it was the abyssinian crisis that destroyed the league of nations as an effective peacekeeping  body.\u2019 how far do you agree with this statement? explain your answer. [8]",
+            "5": "5 0470/12/m/j/14 \u00a9 ucles 2014 [turn over7 read the extract, and then answer the questions which follow. the soviet government did everything it could to prevent the world from being  split into two military blocs. the soviet union issued grave warnings about the establishment of a military alliance of western powers. all these warnings failed. stalin commenting on the formation of nato, 1949.  (a) describe developments in czechoslovakia between 1945 and 1948 which led to the  communist takeover. [5]  (b) why did the soviet union blockade berlin in 1948\u20139? [7]  (c) \u2018the ussr and the usa were both to blame for the cold war.\u2019 how far do you agree with this  statement? explain your answer. [8] 8 look at the photograph, and then answer the questions which follow. a photograph of lech walesa, the \u2018solidarity\u2019 leader, speaking at gdansk in 1980.  (a) describe events in poland between 1980 and 1982 involving \u2018solidarity\u2019. [5]  (b) why was the polish government unable to defeat the \u2018solidarity\u2019 movement? [7]  (c) \u2018the standard of living was the most important reason for growing opposition to soviet control  in eastern european countries in the 1980s.\u2019 how far do you agree with this statement? explain your answer. [8]  ",
+            "6": "6 0470/12/m/j/14 \u00a9 ucles 2014section b: depth studies answer any one question from this section. depth study a: germany, 1918\u201345 9 look at the photograph, and then answer the questions which follow. a photograph taken in 1923 showing a german housewife using paper money  to light her kitchen stove.  (a) what were the weaknesses of the weimar constitution? [5]  (b) why was 1923 a year of crisis for the weimar republic? [7]  (c) \u2018the period 1924 to 1929 in germany was a golden age.\u2019 how far do you agree with this  statement? explain your answer. [8] 10 read the extract, and then answer the questions which follow. a short meeting, and then hitler\u2019s mind was made up. he decided not to wait until  the morning but to hunt down the conspirators who were led by r\u00f6hm and the sa, and destroy the plot immediately.  from a radio broadcast by goebbels, 1 july 1934.  (a) describe hitler\u2019s actions against the sa in 1934. [5]  (b) why did the nazis persecute different groups in german society? [7]  (c) \u2018the nazis controlled the german people through the police state.\u2019 how far do you agree with  this statement? explain your answer. [8]",
+            "7": "7 0470/12/m/j/14 \u00a9 ucles 2014 [turn overdepth study b: russia, 1905\u201341 11 read the extract, and then answer the questions which follow. the situation is serious. the government is paralysed. the transport system is  broken down. the food and fuel supplies are completely disorganised. discontent is on the increase. there is wild shooting on the streets. a message sent by the leader of the duma to the tsar in march 1917.  (a) describe the part played by the russian orthodox church in the tsarist regime. [5]  (b) why was there a revolution in 1905? [7]  (c) how important was the role of rasputin in weakening the power of the tsar? explain your  answer. [8] 12 look at the cartoon, and then answer the questions which follow. a cartoon published by russian exiles in paris in 1936. the title of the cartoon is \u2018the stalinist  constitution \u2013 new seating arrangements in the supreme soviet\u2019.  (a) describe how trotsky was dealt with by stalin. [5]  (b) why were the \u2018show trials\u2019 held? [7]  (c) how effective was stalin\u2019s rule over the soviet union? explain your answer. [8]",
+            "8": "8 0470/12/m/j/14 \u00a9 ucles 2014depth study c: the usa, 1919\u201341 13 read the extract, and then answer the questions which follow. from canada chiefly, but also from mexico, liquor flowed across the borders in  a deluge. it entered the united states by railroad, truck, passenger vehicle and speedboat. from a british history book published in 1998.  (a) describe the american cinema and movie industry in the 1920s. [5]  (b) explain why prohibition was hard to enforce. [7]  (c) how intolerant was american society in the 1920s? explain your answer. [8]",
+            "9": "9 0470/12/m/j/14 \u00a9 ucles 2014 [turn over14 look at the cartoon, and then answer the questions which follow. an american cartoon entitled \u2018step by step\u2019, published in 1937.  (a) what were the benefits of roosevelt\u2019s \u2018fireside chats\u2019? [5]  (b) why did roosevelt come into conflict with the supreme court? [7]  (c) \u2018the new deal made life better for americans.\u2019 how far do you agree with this statement?  explain your answer. [8]",
+            "10": "10 0470/12/m/j/14 \u00a9 ucles 2014depth study d: china, 1945\u2013c.1990 15 read the extract, and then answer the questions which follow. marriage shall now be based on the complete willingness of the two parties. no third  party shall interfere. from the marriage law of 1950 introduced by mao.  (a) what were the main aims of the first five-y ear plan? [5]  (b) why did the chinese communists introduce social reforms in the 1950s? [7]  (c) how successful was agricultural policy in the first fifteen years of communist rule? explain  your answer. [8] 16 read the extract, and then answer the questions which follow. had mao died in 1956 his achievements would have been immortal. had he died in  1966, he would still have been a great man. but he died in 1976. alas, what can one say? chen yun speaking in 1979. he was a leading economic expert in the chinese communist party.  (a) describe the political opposition facing mao by the mid-1960s. [5]  (b) why was china on the verge of civil war by 1967? [7]  (c) \u2018mao\u2019s achievements were greater than his failures.\u2019 how far do you agree with this statement?  explain your answer. [8]",
+            "11": "11 0470/12/m/j/14 \u00a9 ucles 2014 [turn overdepth study e: southern africa in the twentieth century 17 read the extract, and then answer the questions which follow. during the 1920s and 1930s blacks greatly outnumbered the whites but the  weakness of their resistance is not surprising. whites not only owned the farms and businesses which provided black jobs but controlled the army and police force as well. the whites were united in their intention of \u2018keeping blacks in their place\u2019. it was against this background that black resistance began to develop. from a british school textbook published in 2001.  (a) describe the development of the south african economy in the years up to 1948. [5]  (b) why was there little resistance to segregation before 1948? [7]  (c) \u2018before 1948, governments followed segregation policies for economic reasons.\u2019 how far do  you agree with this statement? explain your answer. [8] 18 read the extract, and then answer the questions which follow. i have no hope of real change from this government unless it is forced. i call on the  international community to apply harsh sanctions against this government to help establish a new, non-racial, democratic south africa. desmond tutu, the archbishop of cape town, speaking in 1986.  (a) what reforms did botha introduce in the late 1970s and early 1980s? [5]  (b) why did de klerk introduce reforms soon after he became president in 1989? [7]  (c) \u2018internal opposition was the main reason for the collapse of apartheid.\u2019 how far do you agree  with this statement? explain your answer. [8]",
+            "12": "12 0470/12/m/j/14 \u00a9 ucles 201419 look at the photograph, and then answer the questions which follow. a photograph of a swapo protest in 1978.  (a) describe the german colonisation of namibia to 1900. [5]  (b) why did the namibians protest against south african rule in the 1920s? [7]  (c) \u2018the united nations was responsible for the achievement of namibian independence.\u2019 how  far do you agree with this statement? explain your answer. [8]",
+            "13": "13 0470/12/m/j/14 \u00a9 ucles 2014 [turn overdepth study f: israelis and palestinians, 1945\u2013c.1994 20 read the extract, and then answer the questions which follow. defying the united nations\u2019 charter and international law, the anglo-french  imperialists have attacked the independent egyptian republic. the israeli attack on egypt was just the first step in the plot by england, france and israel to spread their control to all arab states. from the russian newspaper pravda, november 1956.  (a) describe how the creation of israel in 1948\u20139 affected the arab states at that time. [5]  (b) why was nasser\u2019s coming to power a concern for israel? [7]  (c) how far was the suez war of 1956 an arab-israeli conflict? explain your answer. [8] 21 look at the photograph, and then answer the questions which follow. a photograph of a palestinian protester in hebron.  (a) describe the israeli response to the intifada. [5]  (b) why were the occupied territories a constant source of tension? [7]  (c) in the 1980s and 1990s how far did israelis differ amongst themselves on how to deal with  their arab neighbours? explain your answer. [8]",
+            "14": "14 0470/12/m/j/14 \u00a9 ucles 2014depth study g: the creation of modern industrial society 22 read the extract, and then answer the questions which follow. the conclusion i have come to for the working of my mill for eleven hours instead  of twelve hours each day is that as much yarn and cotton is being produced. it is, therefore, my intention to make a further reduction to ten and a half hours without the slightest fear of suffering loss. i find the hands work with greater energy and spirit. they are more cheerful and  happy. from a letter written by a lancashire cotton mill owner in 1845.  (a) for what purposes was coal used in the first half of the nineteenth century? [5]  (b) why was there increasing demand for cotton goods in the nineteenth century? [7]  (c) how far were conditions in textile mills improved in the nineteenth century? explain your  answer. [8] 23 read the extract, and then answer the questions which follow. we prefer to take our chance with cholera than be bullied into health. there is  nothing a man hates more than being cleaned against his will, or having his floors swept, his walls whitewashed or his pet dungheap cleared away all at the command of a sanitary bailiff. from a british newspaper published in 1854 .  (a) describe living conditions in \u2018back-to-back\u2019 houses. [5]  (b) why were poor living conditions in towns not improved before 1848? [7]  (c) how successful were attempts from 1848 to make towns healthier places to live? explain  your answer. [8]",
+            "15": "15 0470/12/m/j/14 \u00a9 ucles 2014depth study h: the impact of western imperialism in the nineteenth century 24 read the extract, and then answer the questions which follow. before 1830 china was isolated from the west. foreigners trading with china were  confined to guangzhou in the south. at guangzhou british traders bought and sold goods. but in 1839, the chinese made a determined attempt to stop the opium trade. this gave the british government an excuse to send warships to china. from a british school textbook published in 1985.  (a) what was china\u2019s attitude towards foreign countries in the early-nineteenth century? [5]  (b) why did european countries wish to establish themselves in china? [7]  (c) how successfully did western countries extend their influence in china in the nineteenth  century? explain your answer. [8] 25 read the extract, and then answer the questions which follow. in 1876 queen victoria announced that her indian subjects were \u2018happy under my  rule and loyal to my throne\u2019. henceforward she was to adopt the title of \u2018empress of india\u2019. this new imperial rule was confirmed by most of india\u2019s princes and indians of importance and influence. from a british school textbook published in 2006.  (a) describe how india was ruled by britain before 1857. [5]  (b) why was there opposition to british rule in india by 1857? [7]  (c) how far did the people of india benefit from british rule after 1857? explain your answer. [8]",
+            "16": "16 0470/12/m/j/14 \u00a9 ucles 2014blank page copyright acknowledgements: question 1 \u00a9 martin collier; the unification of italy 1815\u201370 ; heinemann; 2008. question 2 \u00a9 martin collier; the unification of italy 1815\u201370 ; heinemann; 2008. question 3 \u00a9 philip sauvain; european and world history 1815\u20131919 ; hulton; 1985. question 4 \u00a9 philip sauvain; european and world history 1815\u20131919 ; hulton; 1985. question 5 \u00a9 alex brodkin et al; ocr gcse modern world ; heinemann; 2009. question 6 \u00a9 john robottom; modern china ; 1967, in steven waugh; essential modern world history ; nelson thornes; 2001. question 7 \u00a9 ben walsh; ocr modern world history  ; reproduced by permission of hodder education; 2009. question 8 \u00a9 tony mcaleavy; superpower rivalry: the cold war 1945\u20131991 ; cambridge university press; 1998. question 9 \u00a9 ben walsh; ocr modern world history  ; reproduced by permission of hodder education / corbis; 2009. question 10 \u00a9 david ferriby et al; twentieth century depth studies ; nelson thornes; 2009. question 11 \u00a9 steven waugh; essential modern world history ; nelson thornes; 2001. question 12 \u00a9 tamara pimlott; stalin\u2019s russia 1924\u201339 ; macmillan education; 1984. question 13 \u00a9 ian campbell; the usa 1917\u20131941 ; cambridge university press; 1998. question 14 \u00a9 alex brodkin et al; ocr gcse modern world ; heinemann / buffalo news; 2009. question 15 \u00a9 harriet ward; china in the 20th century ; heinemann educational; 1990. question 16 \u00a9 robert whitfield; the impact of chairman mao: china, 1946\u20131976 ; nelson thornes; 2008. question 17  \u00a9 martin roberts; south africa 1948\u20131994, the rise and fall of apartheid  ; published by longman. reprinted by permission of pearson education  ltd; 2001. question 18 \u00a9 christopher culpin; south africa since 1948 ; published by john murray. reprinted by permission of hodder education; 2000. question 19 \u00a9 nangolo mbumba & norbert h noisser; namibia in history ; international defence and aid fund for south africa, london. question 20  \u00a9 michael scott-baumann; conflict in the middle east: israel and the arabs ; published by john murray. reprinted by permission of hodder  education; 2007. question 21 \u00a9 tony mcaleavy; the arab-israeli conflict  ; cambridge university press; 1998. question 22 \u00a9 ben walsh; british social & economic history ; published by john murray. reprinted by permission of hodder education; 1997. question 23 \u00a9 ben walsh; british social & economic history ; published by john murray. reprinted by permission of hodder education; 1997. question 24 \u00a9 philip sauvain; european and world history 1815\u20131919 ; hulton; 1985. question 25 \u00a9 rosemary rees; india 1900\u201347 ; heinemann; 2006. permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the  publisher will be pleased to make amends at the earliest possible opportunity. cambridge international examinations is part of the cambridge assessment group. cambridge assessment is the brand name of unive rsity of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge."
+        },
+        "0470_s14_qp_13.pdf": {
+            "1": "this document consists of 19 printed pages, 1 blank page and 1 insert. dc (cw/sw) 75034/5 \u00a9 ucles 2014 [turn overcambridge international examinations cambridge international general certificate of secondary education *8123169690*history  0470/13 paper 1 may/june 2014  2 hours no additional materials are required. read these instructions first an answer booklet is provided inside this question paper. y ou should follow the instructions on the front cover  of the answer booklet. if you need additional answer paper ask the invigilator for a continuation booklet. answer three  questions. section a (core content) answer any two questions. section b (depth studies) answer any  one question. the number of marks is given in brackets [ ] at the end of each question or part question.",
+            "2": "2 0470/13/m/j/14 \u00a9 ucles 2014section a: core content answer any two questions from this section. 1 read the extract, and then answer the questions which follow. by the mid-1840s, the ideas of national identity had started to move towards ideas  of national unity. there were common themes among italian patriots, most obviously the desire to destroy austrian influence and interference in italy. differences centred on the moderates who favoured a more gradual approach leading to constitutional government whilst mazzinian ideas focused more on achieving a republic. from a british history textbook published in 2008.  (a) describe mazzini\u2019s contribution to italian nationalism. [5]  (b) why was charles albert unsuccessful against the austrians in 1848\u20139? [7]  (c) \u2018italy was united by 1861.\u2019 how far do you agree with this statement? explain your answer. [8] 2 read the extract, and then answer the questions which follow. the strength of the army was one of the main concerns of william when he  succeeded his brother frederick william. little had been done to increase the size of the army since 1815. the army\u2019s weaknesses were highlighted in 1859 when the war was over before the army had organised itself. as a result william appointed general roon as minister of war. from a british history textbook published in 2007.  (a) in what ways did the prussians develop their military strength between 1859 and 1866? [5]  (b) why did austria and prussia go to war in 1866? [7]  (c) \u2018the zollverein was more important to the unification of germany than the franco\u2013prussian  war.\u2019 how far do you agree with this statement? explain your answer. [8] ",
+            "3": "3 0470/13/m/j/14 \u00a9 ucles 2014 [turn over3 read the extract, and then answer the questions which follow. japan saw korea as a routeway into asia. korea had valuable mineral resources  as well as giving access to manchuria. the russians were also showing an interest in korea and began to build the trans-siberian railway in 1891 to make it easier to send troops to the far east. these developments made china increasingly nervous. from a british school textbook published in 1985.  (a) under the terms of the meiji constitution, what powers remained with the emperor? [5]  (b) why was there conflict between japan and china in 1894? [7]  (c) \u2018japan benefited more from the war against china (1894\u20135) than from the russo-japanese  war (1904\u20135).\u2019 how far do you agree with this statement? explain your answer. [8]",
+            "4": "4 0470/13/m/j/14 \u00a9 ucles 20144 look at the cartoon, and then answer the questions which follow. an american cartoon published in 1905. \u2018t\u00eate-\u00e0-t\u00eate\u2019 means a private conversation  between two people.  (a) what preparations had germany made for war by 1914? [5]  (b) why did the actions of the kaiser over morocco increase european tension? [7]  (c) \u2018the actions of austria-hungary were more responsible for the outbreak of war in 1914 than  the actions of any other country.\u2019 how far do you agree with this statement? explain your  answer. [8]",
+            "5": "5 0470/13/m/j/14 \u00a9 ucles 2014 [turn over5 read the extract, and then answer the questions which follow. it was a peace of revenge. it sowed a thousand seeds from which new wars might  spring. it was as though the devil had sat beside clemenceau and whispered madness into the ear of wilson and grinned across the table at lloyd george. from a book by a british historian, published in 1929.  (a) what loss of territory was imposed on germany by the treaty of versailles? [5]  (b) why were the \u2018big three\u2019 not satisfied with the treaty of versailles? [7]  (c) \u2018the treaty of versailles was a wise settlement.\u2019 how far do you agree with this statement?  explain your answer. [8] 6 read the extract, and then answer the questions which follow. the events of the last few days are one of the greatest diplomatic defeats this country  and france have ever suffered. there can be no doubt that it is a tremendous victory for herr hitler. without firing a shot, he has achieved a dominating position in europe. the leader of the british labour party, speaking in parliament about the munich agreement,  october 1938.  (a) describe events in the saar in 1935. [5]  (b) why, by 1936, was italy a threat to world peace? [7]  (c) \u2018the main cause of war in 1939 was the weakness of britain and france.\u2019 how far do you  agree with this statement? explain your answer. [8]",
+            "6": "6 0470/13/m/j/14 \u00a9 ucles 20147 read the extract, and then answer the questions which follow. if the situation in hungary gets worse, we have decided to use all means at our  disposal to bring the crisis to an end. the soviet union could not at any price allow a breach in the frontier in eastern europe. the soviet leader khrushchev expressing his anxiety over hungary, july 1956.  (a) describe the events in hungary in october and november 1956. [5]  (b) why did warsaw pact forces invade czechoslovakia in 1968? [7]  (c) how important was the part played by \u2018solidarity\u2019 in the decline of soviet influence in eastern  europe? explain your answer. [8] 8 read the extract, and then answer the questions which follow. five of the fifteen members of the security council of the united nations  organisation (uno) are permanent. if a decision of the council is to be binding all five must agree. the general assembly can overrule the security council. this happened for the first time during the korean war. from a british history textbook published in 1997.  (a) describe the humanitarian work of any two united nations\u2019 agencies. [5]  (b) why have the organisation and membership of the uno hindered its effectiveness? [7]  (c) \u2018events in korea (1950\u20133) and the congo (1960\u20133) demonstrated that the uno was effective  in peacekeeping.\u2019 how far do you agree with this statement? explain your answer. [8]",
+            "7": "7 0470/13/m/j/14 \u00a9 ucles 2014 [turn oversection b: depth studies answer any one question from this section. depth study a: germany, 1918\u201345 9 look at the cartoon, and then answer the questions which follow. a cartoon published in a british newspaper, 4 march 1933. \u2018vox populi\u2019 means \u2018voice of the people\u2019.  (a) what were the aims and beliefs of the nazi party in the 1920s? [5]  (b) why did hitler attempt the munich putsch? [7]  (c) \u2018the main reason why nazi electoral support increased after 1929 was hitler\u2019s promise of  \u201cwork, freedom and bread\u201d.\u2019 how far do you agree with this statement? explain your answer.  [8]",
+            "8": "8 0470/13/m/j/14 \u00a9 ucles 201410 read the extract, and then answer the questions which follow. what we have achieved in two and a half years in the way of planning jobs and  controlling prices and wages, was thought, only a few years ago, to be impossible. we only succeeded because we had the whole nation behind us. the destruction of the trade unions and the political parties was necessary for this success. hitler speaking in the reichstag in 1935.  (a) what actions did hitler take to improve the german economy? [5]  (b) why did the final solution occur? [7]  (c) how far did the war change everyday life in germany? explain your answer. [8]",
+            "9": "9 0470/13/m/j/14 \u00a9 ucles 2014 [turn overdepth study b: russia, 1905\u201341 11 read the extract, and then answer the questions which follow. there wasn\u2019t a scrap of food in the country. we were down to a quarter of a pound of  bread per person. then suddenly they announced the nep . cafes and restaurants started opening. it was capitalism. in my eyes what was happening was the very thing i had struggled against. a bolshevik supporter remembers the introduction of the nep .  (a) what was \u2018war communism\u2019? [5]  (b) why did sailors at kronstadt revolt in march 1921? [7]  (c) \u2018lenin\u2019s new economic policy was unsuccessful.\u2019 how far do you agree with this statement?  explain your answer. [8]",
+            "10": "10 0470/13/m/j/14 \u00a9 ucles 201412 look at the photograph, and then answer the questions which follow. a photograph of the dnieper dam.  (a) describe the main features of the five-y ear plans. [5]  (b) why did stalin want to modernise soviet industry? [7]  (c) \u2018stalin\u2019s economic policies had greater effects on the soviet people than on the economy.\u2019  how far do you agree with this statement? explain your answer. [8]",
+            "11": "11 0470/13/m/j/14 \u00a9 ucles 2014 [turn overdepth study c: the usa, 1919\u201341 13 read the extract, and then answer the questions which follow. rural fear of urban foreigners gave rise to the resurgence of the ku klux klan (kkk).  the kkk struck fear into the hearts of anyone who did not fit the organisation\u2019s definition of a \u2018true american\u2019. from a recent book about the 1920s.  (a) what was the ku klux klan? [5]  (b) why did the lifestyles of young urban women change in the 1920s? [7]  (c) \u2018prohibition was ended because it encouraged crime.\u2019 how far do you agree with this  statement? explain your answer. [8] 14 read the extract, and then answer the questions which follow. as a newcomer to the national field of politics, roosevelt had to get out and become  known. he liked going around the country. he saw thousands of americans. it was as if he knew them personally when he talked about them. his personal relationship with the people was on a warm, simple level of friendliness. frances perkins, the first female member of roosevelt\u2019s government, writing in 1933.  (a) describe how people managed to survive the effects of the wall street crash. [5]  (b) why did wall street crash? [7]  (c) \u2018roosevelt\u2019s victory in the presidential election of 1932 was caused by president hoover\u2019s  unpopularity.\u2019 how far do you agree with this statement? explain your answer. [8]",
+            "12": "12 0470/13/m/j/14 \u00a9 ucles 2014depth study d: china, 1945\u2013c.1990 15 read the extract, and then answer the questions which follow. i felt particularly happy this morning when i got up, because last night i had dreamed  of our great leader, chairman mao. and it so happens that today is the party\u2019s fortieth anniversary. i owe the party so much gratitude. my beloved party, i am always your loyal son. from the diary of lei feng, a fictitious pla soldier.  (a) how did the communists deal with the land issue on coming to power? [5]  (b) why did the communist government use propaganda in the 1950s and 1960s? [7]  (c) \u2018soviet aid was the main reason for the success of the first five-y ear plan.\u2019 how far do you  agree with this statement? explain your answer. [8]",
+            "13": "13 0470/13/m/j/14 \u00a9 ucles 2014 [turn over16 look at the photograph, and then answer the questions which follow. a photograph of red guards on the streets of beijing during the cultural revolution.  (a) what were the \u2018four olds\u2019 targeted by the cultural revolution? [5]  (b) why did mao consider it necessary to reassert his political authority by 1966? [7]  (c) \u2018the cultural revolution was successful.\u2019 how far do you agree with this statement? explain  your answer. [8]",
+            "14": "14 0470/13/m/j/14 \u00a9 ucles 2014depth study e: southern africa in the twentieth century 17 read the extract, and then answer the questions which follow. rich diamond fields were found in south africa in 1867. in 1886 goldfields were also  discovered and mines dug. these diamond and gold mines greatly changed south africa. they created wealth, cities and new kinds of employment. they made the british determined to take control of all south africa. from a british school textbook published in 2001.  (a) describe the jameson raid. [5]  (b) why did the discovery of gold increase tensions between the boers and the british? [7]  (c) \u2018the anglo-boer war of 1899\u20131902 was a victory for the british.\u2019 how far do you agree with  this statement? explain your answer. [8] 18 read the extract, and then answer the questions which follow. throughout the 1960s there was growing pressure on south africa to change  her apartheid policies. anti-apartheid groups around the world had organised demonstrations and urged that all countries should support boycotts against south africa. from a british school textbook published in 1997.  (a) describe the role of steve biko in the campaign against apartheid. [5]  (b) why was international opposition important in the struggle against apartheid? [7]  (c) \u2018the fact that south africa was on the verge of civil war was the main reason de klerk  abandoned apartheid.\u2019 how far do you agree with this statement? explain your answer. [8]",
+            "15": "15 0470/13/m/j/14 \u00a9 ucles 2014 [turn over19 read the extract, and then answer the questions which follow. in 1978 the united nations recognised the national liberation movement, swapo,  as the sole and legitimate representative of the namibian people. it also declared its full support for the armed struggle for liberation under the leadership of swapo. from a namibian school history book published in 1988.  (a) describe the struggle by the namibian people for independence in the 1970s. [5]  (b) why were namibians unhappy with south africa\u2019s attempts to retain control of namibia  between 1977 and 1985? [7]  (c) \u2018swapo was the main reason for namibia gaining its independence.\u2019 how far do you agree  with this statement? explain your answer. [8]",
+            "16": "16 0470/13/m/j/14 \u00a9 ucles 2014depth study f: israelis and palestinians, 1945\u2013c.1994 20 look at the cartoon, and then answer the questions which follow. a cartoon published in a british newspaper, september 1947.  (a) what was zionism? [5]  (b) why were many jews attracted to palestine between 1945 and 1948? [7]  (c) \u2018the main reason the british left palestine was because of the violence directed against them.\u2019  how far do you agree with this statement? explain your answer. [8]",
+            "17": "17 0470/13/m/j/14 \u00a9 ucles 2014 [turn over21 look at the photograph, and then answer the questions which follow. a photograph of a hijacked airliner, jordan 1970.  (a) describe the foundation of fatah. [5]  (b) why did the palestine liberation organisation (plo) resort to terrorist tactics after 1967? [7]  (c) how far was the plo supported by the arab states? explain your answer. [8]",
+            "18": "18 0470/13/m/j/14 \u00a9 ucles 2014depth study g: the creation of modern industrial society 22 look at the illustration, and then answer the questions which follow. milk churns being taken by train from farms in the west of england to the city of london.  (a) describe the role of \u2018turnpike trusts\u2019. [5]  (b) why were roads and canals inadequate in meeting transport needs by the early-nineteenth  century? [7]  (c) \u2018railways brought more advantages than disadvantages.\u2019 how far do you agree with this  statement? explain your answer. [8] 23 read the extract, and then answer the questions which follow. these houses are the last refuge between poverty and death. below the miserable  dwellings are the rows of cellars to which a sunken passageway leads. twelve to  fifteen human beings are crowded into each of these damp holes. a french nobleman writing about cellar dwellings in manchester. he visited england in 1835.  (a) describe conditions in early nineteenth-century towns which resulted in a high death rate. [5]  (b) why did many people leave the countryside to move to the new industrial towns? [7]  (c) \u2018by 1900, towns were healthier places to live in.\u2019 how far do you agree with this statement?  explain your answer. [8]",
+            "19": "19 0470/13/m/j/14 \u00a9 ucles 2014depth study h: the impact of western imperialism in the nineteenth century 24 read the extract, and then answer the questions which follow. boxers launched attacks that were fiercely anti-western and anti-christian. they  did this with the support of many poverty-stricken people in the cities and also the empress. her support took criticism away from the qing government and directed attention towards foreign influence. from a school textbook published in australia in 1999.  (a) what were the main features of the chinese self-strengthening movement? [5]  (b) why did the self-strengthening movement fail? [7]  (c) \u2018the boxer rising was aimed at the wrong target.\u2019 how far do you agree with this statement?  explain your answer. [8] 25 read the extract, and then answer the questions which follow. many indians wanted a say in their country\u2019s future. in 1885 the indian national  congress was founded by moderates, proud of the new india and its progress in the hands of the british raj. but they felt it unfair that too many governmental posts were given to europeans. from a british school textbook published in 1985.  (a) what problems faced the indian people living under british  rule in the first half of the nineteenth  century? [5]  (b) why did the sepoys mutiny in 1857? [7]  (c) how far, by 1900, had india benefited from the british raj? explain your answer. [8]",
+            "20": "20 0470/13/m/j/14 \u00a9 ucles 2014blank page copyright acknowledgements: question 1 \u00a9 martin collier; the unification of italy 1815\u201370  ; heinemann; 2008. question 2 \u00a9 alan farmer & andrina stiles; the unification of germany 1815\u20131919  ; hodder education; 2007. question 3 \u00a9 philip sauvain; european and world history 1815\u20131919 ; hulton; 1985. question 4 \u00a9 harper\u2019s weekly  ; www.harpweek.com; 3 may 2012. question 5 \u00a9 alex brodkin et al; ocr gcse modern world  ; heinemann; 2009. question 6 \u00a9 nigel kelly & greg lacey; modern world history  ; heinemann; 2001. question 7 \u00a9 tony mcaleavy; superpower rivalry: the cold war 1945\u20131991 ; cambridge university press; 1998. question 8 \u00a9 tony rea & john wright; international relations 1914\u20131995 ; oxford university press; 1997. question 9 \u00a9 robert gibson & jon nichol; germany  ; basil blackwell / daily express; 4 march 1933. question 10 \u00a9 rick rogers; germany 1919\u20131945 ; heinemann; 2009. question 11 \u00a9 steven waugh; essential modern world history  ; nelson thornes; 2001. question 12 \u00a9 jon nichol; russia ; basil blackwell; 1986. question 13 \u00a9 ian campbell; the usa 1917\u20131941 ; cambridge university press; 1998. question 14 \u00a9 terry fiehn; the usa between the wars 1919\u20131941 ; published by john murray. reprinted by permission of hodder education; 1998. question 15 \u00a9 alex brodkin et al; ocr gcse modern world  ; heinemann; 2009. question 16 \u00a9 robert whitfield; the impact of chairman mao, china 1946\u20131976 ; nelson thornes / ullstein bild; 2008. question 17  \u00a9 martin roberts; south africa 1948\u20131994, the rise and fall of apartheid  ; published by longman. reprinted by permission of pearson education  ltd; 2001. question 18 \u00a9 rosemary mullholland; south africa 1948\u20131994 ; cambridge university press; 1997. question 19 \u00a9 nangolo mbumba & norbert h. noisser; namibia in history ; zed books ltd; 1988. question 20 \u00a9 michael scott-baumann; conflict in the middle east: israel and the arabs ; hodder murray / daily mail, 22 september 1947. question 21 \u00a9 tony mcaleavy; the arab - israeli conflict  ; cambridge university press; 1998. question 22 \u00a9 christopher culpin; making modern britain ; collins educational; 1987. question 23 \u00a9 ben walsh; british social & economic history  ; published by john murray. reprinted by permission of hodder education; 1997. question 24 \u00a9 margot morcombe & mark fielding; china in revolution ; mcgraw-hill; 1999. question 25 \u00a9 philip sauvain; european and world history 1815\u20131919  ; hulton; 1985. permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the  publisher will be pleased to make amends at the earliest possible opportunity. cambridge international examinations is part of the cambridge assessment group. cambridge assessment is the brand name of unive rsity of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge."
+        },
+        "0470_s14_qp_21.pdf": {
+            "1": "this document consists of 14 printed pages, 2 blank pages and 1 insert. dc (sjf/jg) 79327/3 \u00a9 ucles 2014 [turn overcambridge international examinations cambridge international general certificate of secondary education *9955952425*history  0470/21 paper 2 may/june 2014  2 hours no additional materials are required. read these instructions first an answer booklet is provided inside this question paper. y ou should follow the instructions on the front cover  of the answer booklet. if you need additional answer paper ask the invigilator for a continuation booklet. this paper has two options. choose one option, and answer all of the questions on that topic. option a: 19th century topic [p2\u2013p7] option b: 20th century topic [p8\u2013p14] the number of marks is given in brackets [  ] at the end of each question or part question.",
+            "2": "2 0470/21/m/j/14 \u00a9 ucles 2014option a: 19th century topic was the american civil war fought over slavery? study the background information and the sources carefully, and then answer all the questions. background information the concern of northerners about slavery increased dramatically in the 1850s. developments such  as the publication of uncle tom\u2019s cabin  in 1852 and the kansas-nebraska act of 1854 contributed to  their fears. however, southerners were just as worried. they saw the economic and political power of the north as a threat to the rights and independence of southern states, especially their right to own slaves. after lincoln\u2019s election as president in 1860 southern states began to secede from the union and, in april 1861, the first shots of the civil war were fired. was the american civil war fought over slavery, the rights of the south or the preservation of the union? source a the confederate president on 12 april ordered the bombardment of fort sumter. civil war had begun.  with the fort\u2019s surrender, lincoln declared that rebellion existed in the seceded states. to suppress it he called for the loyal states to supply 75 000 militia volunteers, ordered an expansion of the regular army, proclaimed a blockade of the southern coast and authorised the expenditure of millions of dollars for military purposes. by the end of may four more slave states seceded, rather than take part in the coercion of their southern brothers. whether lincoln craftily manoeuvred the south into firing the first shot or simply took a calculated  risk of war, creating a situation that placed the onus of striking the first blow on jefferson davis rather than himself, the result galvanised public opinion in the north. the attack on fort sumter clarified in northern minds the direct opposition between free and slave societies that abolitionists and many republicans had long insisted on. in quincy, illinois, a mass meeting of democrats and republicans unanimously adopted resolutions pledging \u2018support\u2019 to the government in its efforts for \u2018suppression of rebellion, preservation of the union, punishment of treason\u2019. in none of his proclamations did lincoln mention the word \u2018slavery\u2019 or indicate that military efforts had  any purpose other than to suppress rebellion that prevented the upholding of the laws. in his call for 75 000 militiamen he stated that the \u2018utmost care\u2019 would be taken to avoid any interference with property in the seceded states. he even stopped his generals issuing local emancipation decrees in the early months of the war. lincoln believed that making slavery a target of the war effort would drive all the states of the upper  south to secede and shatter northern unity. when an abolitionist told his audience in wayland, massachusetts, that slaves should be allowed \u2018to fight on our side\u2019, his audience responded that the war was about national unity, \u2018and they wouldn\u2019t hear a word about those blacks\u2019. as so often lincoln sought the lowest common factor in public opinion \u2013 in this case a war to preserve the union. from a history book published in 2010.",
+            "3": "3 0470/21/m/j/14 \u00a9 ucles 2014 [turn oversource b some historians think that lincoln deliberately manoeuvred the confederacy into firing the first shots.  others believe that his main concern in attempting to resupply fort sumter was to try to give himself more time. in reality, it seems likely that lincoln was trying to keep as many options open as possible. he hoped to preserve peace, but was willing to risk war. at 4.30 am on 12 april 1861, the opening shots of the civil war were fired. after the surrender of fort  sumter, lincoln called upon the state militia to muster 70 000 men. this call for troops prompted the secession of virginia, north carolina, arkansas and tennessee. secession did not necessarily mean war. lincoln\u2019s government could have allowed the southern states  to depart in peace. but lincoln and the republicans were committed to preventing slavery expansion. lincoln also laid great emphasis on the union, which was evoked almost as a religious concept. lincoln called the union \u2018the last, best hope of mankind\u2019. without union, he believed, american freedom would be destroyed. furthermore, he and many other unionists thought that secession was a bluff, and that once the south saw it could not prevail, it would return to the union. however, it was slavery which had led to the divide between north and south. differences arising from  the slavery issue led to the secession of the southern states. the confederacy was ready to fight to the death for states\u2019 rights and, in particular, the right to preserve slavery. although few northerners were willing to fight to free the slave, most were prepared to fight to save the union. the slave issue meant they had to fight to save the union. from a recent account of the beginnings of the civil war.",
+            "4": "4 0470/21/m/j/14 \u00a9 ucles 2014source c a cartoon published in a british magazine in 1856. source d i am naturally anti-slavery. if slavery is not wrong, nothing is wrong. y et i have never understood that  the presidency conferred on me an unrestricted right to act officially on this feeling. it was in the oath i  took that i would preserve, protect and defend the constitution of the united states. president lincoln writing to a friend in the early months of the war in 1861.",
+            "5": "5 0470/21/m/j/14 \u00a9 ucles 2014 [turn oversource e as a necessary war measure for suppressing rebellion in the states and parts of states that are in  rebellion against the united states: arkansas, texas, louisiana (with exceptions), mississippi, alabama,  florida, georgia, south carolina, north carolina and virginia (with exceptions): i do declare that all persons held as slaves within these named states, or parts of states, shall be free.  those excepted parts are left as if this proclamation was not issued. from the emancipation proclamation issued by lincoln on 1 january 1863. source f a cartoon published in america in 1861. columbia represents the union.",
+            "6": "6 0470/21/m/j/14 \u00a9 ucles 2014source g from a \u2018patriotic envelope\u2019 produced in america in 1861. envelopes such as this one were popular in  the north throughout the war. on the hat of the man in the water it says \u2018south\u2019. source h for the statesmen to permit a settlement of the present war between slavery and freedom, which will  leave untouched and undestroyed the relation of master and slave, would be a great crime. it would  also be a great mistake, the bitter fruit of which would poison the life blood of unborn generations. it is  the critical moment for us. i urge all men, and especially the government, to the abolition of slavery.  not a slave should be left a slave in the returning footprints of the american army sent to put down this  slaveholding rebellion. from a speech by frederick douglass in new y ork, june 1861.  douglass escaped from slavery in 1838.",
+            "7": "7 0470/21/m/j/14 \u00a9 ucles 2014 [turn overnow answer all the following questions. y ou may use any of the sources to help you answer the  questions, in addition to those sources which you are told to use. in answering the questions you should use your knowledge of the topic to help you interpret and evaluate the sources. 1  study sources a and b.  how far do sources a and b agree? explain your answer using details of the sources.  [7] 2  study source c.  what is the message of this cartoon? explain your answer using details of the source and your  knowledge.  [8] 3  study sources d and e.  does source e prove that lincoln was lying in source d? explain your answer using details of the  sources and your knowledge. [8] 4  study sources f and g.  how far would these two cartoonists have agreed? explain your answer using details of the  sources and your knowledge.  [8] 5 study source h.  are you surprised by this source? explain your answer using details of the source and your  knowledge.  [7] 6 study all the sources.  how far do these sources provide convincing evidence that the american civil war was fought  over slavery? use the sources to explain your answer.  [12]",
+            "8": "8 0470/21/m/j/14 \u00a9 ucles 2014option b: 20th century topic how far did the superpowers act responsibly over cuba? study the background information and the sources carefully, and then answer all the questions.  background information ever since the cuban revolution in 1959 when castro took over control of cuba and began to turn the  country towards communism and the soviet union, cuba had been a concern for the united states and a source of tension with the soviet union. even after supporting the failed invasion in 1961 by cuban exiles, the united states continued to plan an economic blockade of cuba and another invasion. meanwhile, the soviet union poured economic help, troops and armaments into cuba. it claimed this was to defend cuba.  on the morning of sunday 14 october 1962, a u-2 spy plane photographed soviet missile sites under  construction in cuba. for two weeks, until the crisis ended on 28 october, many feared that the world was on the brink of a nuclear war.  did the actions of america and russia during the crisis make the situation worse or did they act in a  sensible manner? how reasonably did the superpowers act over cuba? source a within the past week, unmistakable evidence has established the fact that a series of offensive missile  sites is now in preparation on cuba. the purpose of these bases can be none other than to provide a nuclear strike capability against the western hemisphere. turning cuba into an important strategic base is an open threat to the peace and security of the americas. this action contradicts the repeated promises of soviet spokesmen that the arms build-up in cuba would be defensive. our objective must be to prevent the use of these missiles against this or any other country, and to secure their withdrawal from the western hemisphere. only last thursday the soviet foreign minister gromyko told me that soviet assistance to cuba was, and i quote, \u2018only for the purpose of contributing to the defence of cuba\u2019. acting in our own defence and of the entire western world, i have directed that a strict quarantine on all  offensive military equipment under shipment to cuba be started. all ships, if found to contain cargoes of offensive weapons, will be turned back.  our goal is both peace and freedom around the world. from a speech on television to the american people by president kennedy, 22 october 1962.",
+            "9": "9 0470/21/m/j/14 \u00a9 ucles 2014 [turn oversource b the united states demands that military equipment which cuba needs for self-defence should be  removed from cuban territory. the ussr is in favour of all troops being withdrawn from foreign territories. however, the united states has its armed forces and armaments scattered throughout the world. us spokesmen are continually boasting that american planes can attack the soviet union at any time. peace-loving states cannot fail to protest against the actions announced by the us president with regard to ships sailing towards cuba on the high seas. the establishment of an actual blockade of cuba by the united states is an unheard-of violation of international law. the arrogant actions of american imperialism could lead to consequences disastrous to all mankind. the soviet union calls on all governments to raise their voices in protest against the aggressive actions  of the united states, to denounce these actions, and to bar the way to the unleashing of nuclear war by the us government. from a statement issued by the soviet government, 23 october 1962. source c 19 october general lemay (in charge of the us air force): if we don\u2019t do anything to cuba, then they\u2019re going to push on berlin and push real hard because they have got us on the run. i just don\u2019t see any other solution right now. a blockade would be considered by a lot of our friends as being a weak response. 22 october nitze (second in charge of the defence department of the american government): a soviet nuclear attack requires the immediate implementation of the european defence plan. president kennedy: what\u2019s the european defence plan?nitze: nuclear war. from the records of meetings held by president kennedy to decide how to react to the discovery of  the missiles. source d during the crisis president kennedy spent more time trying to determine the effect of a particular  course of action on khrushchev or the russians than on anything else. what guided all his decisions was an effort not to disgrace khrushchev, not to humiliate the soviet union. that is why he was reluctant to stop and search a russian ship; this was why he was opposed to attacking the missile sites. president kennedy understood that the soviet union did not want war, and they understood that we wished to avoid armed conflict. from robert kennedy\u2019s book about the cuban missile crisis, published in 1968.  robert kennedy was the president\u2019s brother and a member of the us government during the crisis.  he was the president\u2019s closest adviser and held many talks with soviet officials. ",
+            "10": "10 0470/21/m/j/14 \u00a9 ucles 2014source e  a cartoon published in britain in october 1962.  the figures on the right represent castro and khrushchev.",
+            "11": "11 0470/21/m/j/14 \u00a9 ucles 2014 [turn oversource f a cartoon published in america, november 1962.",
+            "12": "12 0470/21/m/j/14 \u00a9 ucles 2014source g the climax came when dobrynin reported that an exhausted robert kennedy had said to him, \u2018the  president is in a grave situation and he does not know how to get out of it. we are under very severe stress. in fact we are under pressure from our military to use force against cuba. we want to ask you to pass president kennedy\u2019s message to chairman khrushchev through unofficial channels. president kennedy implores chairman khrushchev to accept his offer and to take into consideration the peculiarities of the american situation. even though the president is very much against starting a war, an irreversible chain of events could occur against his will. this is why the president is appealing directly to chairman khrushchev for help in stopping this conflict. if the situation continues much longer, the president is not sure that the military will not overthrow him and seize power. the american army could get out of control.\u2019 we could see that we had to change our position. we sent the americans a note saying that we agreed  to remove our missiles on the condition that the president gave us his assurance that there would be no invasion of cuba. finally kennedy gave in and agreed to make a statement giving us such an assurance. a description of a meeting between dobrynin, the soviet ambassador in america, and robert  kennedy on 27 october, from khrushchev\u2019s memoirs, published in 1971. ",
+            "13": "13 0470/21/m/j/14 \u00a9 ucles 2014 [turn oversource h a cartoon published in an american newspaper, 30 october 1962.  khrushchev is saying \u2018this hurts me more than it hurts you.\u2019",
+            "14": "14 0470/21/m/j/14 \u00a9 ucles 2014now answer all the following questions. y ou may use any of the sources to help you answer the  questions, in addition to those sources which you are told to use. in answering the questions you should use your knowledge of the topic to help you interpret and evaluate the sources. 1 study sources a and b.  how different are these two sources? explain your answer using the sources and your knowledge.  [7] 2 study sources c and d.  are you surprised by source d? explain your answer using details of the sources and your  knowledge. [8] 3 study sources e and f .   how similar are the messages of these two cartoons? explain your answer using details of the  sources and your knowledge. [8] 4 study source g.  how far do you trust this source? explain your answer using details of the source and your  knowledge. [8] 5 study source h.  why was this source published at the end of october 1962? explain your answer using details of  the source and your knowledge. [7] 6 study all the sources.  how far do these sources provide convincing evidence that the superpowers acted responsibly  during the cuban missile crisis? use the sources to explain your answer.  [12]",
+            "15": "15 0470/21/m/j/14 \u00a9 ucles 2014blank page",
+            "16": "16 0470/21/m/j/14 \u00a9 ucles 2014copyright acknowledgements: option a  sources a & b \u00a9  e foner;  the fiery trial ;  w w norton ltd;  2010. option a  source c \u00a9  ref:  pch10177-48562;  john leech;  the dis-united states \u2013 a black business ;  www.punchcartoons.com. option b  source d \u00a9  r kennedy;  thirteen days ;  macmillan;  1969.  option b  source e \u00a9  express picture library.option b  source f \u00a9  ww.filibustercartoons.com/jfk.htm.option b  source g \u00a9  ed. e crankshaw;  khrushchev remembers ;  andre deutsch;  1971. option b  source h \u00a9  edmund valtman;  the editorial cartoons of edmund s valtman 1961-1991 ;  esto incorporated;  1991.  permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the  publisher will be pleased to make amends at the earliest possible opportunity. cambridge international examinations is part of the cambridge assessment group. cambridge assessment is the brand name of unive rsity of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge.blank page"
+        },
+        "0470_s14_qp_22.pdf": {
+            "1": "this document consists of 13 printed pages, 3 blank pages and 1 insert. dc (sjf/jg) 79339/2 \u00a9 ucles 2014 [turn overcambridge international examinations cambridge international general certificate of secondary education *5645189714*history  0470/22 paper 2 may/june 2014  2 hours no additional materials are required. read these instructions first an answer booklet is provided inside this question paper. y ou should follow the instructions on the front cover  of the answer booklet. if you need additional answer paper ask the invigilator for a continuation booklet. this paper has two options. choose one option, and then answer all of the questions on that topic. option a: 19th century topic  [p2\u2013p7] option b: 20th century topic  [p8\u2013p13] the number of marks is given in brackets [  ] at the end of each question or part question.",
+            "2": "2 0470/22/m/j/14 \u00a9 ucles 2014option a: 19th century topic how important was lincoln in causing southern states to leave the union? study the background information and the sources carefully, and then answer all the questions.  background information tensions between northern and southern states of the usa had reached breaking point by 1860.  tensions existed over slavery, states\u2019 rights, the power of the federal government and economic policies. on 6 november 1860 lincoln was elected president. in the following month, south carolina was the first state to secede. it was followed by six more states early in 1861 and by more later in the year.  was lincoln\u2019s election as president in 1860 the most important reason for the secession of southern  states?  source a the 1850s was a decade when all the vigour and hot blood of america seemed to concentrate into  opposing channels of fear and self-righteousness. in defiance of federal law, the abolitionists increased their help to fugitive slaves and got at least fifty thousand of them away by an organised underground. and there was the strange, brave, john brown, who raided a federal arsenal with the intention of arming the slaves in the southern states. he was caught, tried and hanged. all this was enough to taunt the southerners to the point where they talked of secession and meant it. it was left to the supreme court to shatter the hope of compromise. from the moment of the court\u2019s decision in the dred scott case that a slave was not a citizen and  that congress could not exclude slavery from a free state, the national political situation was changed and state secession was a real possibility. the two halves of america fell apart. on 20 december 1860 a state convention in south carolina dissolved the union between it and all the other states. by1 february, the rest of the deep south followed. in march a new president, abraham lincoln, declared secession void and promised to hold all government property. in april lincoln ordered a fleet to go and relieve the fort sumter forces. the commander of the confederate forces invited the garrison to leave. it refused and the southerners opened fire. on 13 april the union forces surrendered and the war was on. lincoln immediately called upon those states remaining in the union for troops. the upper south states now had to commit themselves. virginia, tennessee, arkansas and north carolina, deciding that slavery was their cornerstone, voted to join the confederacy.  a recent account of events leading up to the civil war.",
+            "3": "3 0470/22/m/j/14 \u00a9 ucles 2014 [turn oversource b in the 1850s it was the fugitive slave law that was the important turning point and stirred sectional  conflict. it was intended by the south as a reminder to the north and the federal government of their constitutional obligations towards slavery. john brown\u2019s raid merely helped to create the emotional climate in which the presidential election of 1860 was held, while the supreme court\u2019s decision over dred scott made northerners fear that slavery would be legal everywhere. however, the election of abraham lincoln to the presidency on 6 november is usually viewed as the beginning of a chain of events that erupted into civil war in april 1861.  lincoln won all the free states and none of the slave states. when the election results were announced,  the people of charleston, south carolina, began meeting and talking of secession. on 20 december 1860 south carolina dissolved the union when its legislature voted to secede. the secession of the first seven southern states took place in the months following the election. south carolina went first, followed by mississippi, florida, alabama, georgia, louisiana and texas. the last four \u2013 virginia, arkansas, north carolina, and tennessee \u2013 seceded after the confederate attack on fort sumter in april of 1861. in the end, it was the south\u2019s refusal to accept the will of the majority in a national presidential election  that prompted them to opt out of the union.  in his first inaugural address, lincoln again assured the south that he was not interested in their slaves.  again the south did not believe him. his speech, however, stressed a keen interest in preserving the united states, which he saw as the last hope for representative government left on earth. anything else would be a violation of his oath to preserve and defend the constitution. no government, lincoln argued, could allow its own illegal dissolution. a recent account of events leading up to the civil war.",
+            "4": "4 0470/22/m/j/14 \u00a9 ucles 2014source c a cartoon published in america in the second half of 1860. greeley, on the left, was the editor of  a new y ork newspaper that supported the republican party. he is saying, \u2018gentlemen, allow me  to introduce to you this distinguished individual in whom you will find combined, all the graces  and virtues of black republicanism, and whom we propose to run as our next candidate for the  presidency.\u2019 lincoln, on the right, says, \u2018how fortunate that this intellectual and noble creature should  have been discovered just at this time, to prove to the world the superiority of the coloured over the  anglo-saxon race, he will be a worthy successor to carry out the policy which i shall inaugurate.\u2019  source d i will say that i am not, nor ever have been, in favour of bringing about in any way the social and  political equality of the white and black races. i am not, nor ever have been, in favour of allowing  negroes to become voters or jurors, nor of qualifying them to hold office, nor to intermarry with white  people. i will say in addition to this that there is a physical difference between the white and black races  which i believe will forever forbid the two races living together on terms of social and political equality.  and while they do remain together there must be the position of superior and inferior, and i, as much  as any other man, am in favour of having the superior position assigned to the white race. i say upon  this occasion i do not perceive that because the white man is to have the superior position the negro  should be denied everything.  from a speech by lincoln in charleston, illinois, during the debates with stephen douglas in 1858.  lincoln and douglas were competing to be elected as senator for illinois. ",
+            "5": "5 0470/22/m/j/14 \u00a9 ucles 2014 [turn oversource e let the consequences be what they may be, whether the potomac is running with human blood, and  pennsylvania avenue is paved with mangled bodies, the south will never submit to such humiliation as  the inauguration of abraham lincoln. from an article published in a southern newspaper early in 1861. source f a cartoon published in america in 1858. garrison was an extreme abolitionist who had once  said that if the constitution protected slavery then it should be burned.  keitt was from south carolina and supported secession.",
+            "6": "6 0470/22/m/j/14 \u00a9 ucles 2014source g a cartoon published in a new y ork magazine in march 1861. source h y ou free-soil agitators are not interested in slavery. y ou only want to limit slave territory so that you may  have an opportunity of cheating us, gain a majority in congress and make the government an engine  of northern expansion. y ou desire to weaken the political power of the southern states. and why?  because you want to promote the industry of the north, at the expense of the people of the south and  their industry. from a speech by jefferson davis in the late 1850s.  davis was senator for mississippi, which left the union in january 1861.  in february 1861, davis was elected president of the newly-formed confederacy.",
+            "7": "7 0470/22/m/j/14 \u00a9 ucles 2014 [turn oversource i now that the state of carolina has resumed her separate place among nations, she declares the  immediate causes. the non-slaveholding states have assumed the right of deciding upon our internal affairs. they have denounced slavery as sinful. they have encouraged thousands of our slaves to leave their homes. they have incited those that remained to rebellion. for twenty-five years this agitation has been increasing. a geographical line has been drawn across the union, and all the states north of that line have united in the election of a man to the presidency whose opinions and purpose are hostile to slavery. from south carolina\u2019s \u2018declaration of causes of secession\u2019, 24 december 1860. now answer all the following questions. y ou may use any of the sources to help you answer the  questions, in addition to those sources which you are told to use. in answering the questions you should use your knowledge of the topic to help you interpret and evaluate the sources. 1 study sources a and b.  how far do sources a and b agree? explain your answer using details of the sources. [7] 2 study sources c and d.  how far does source c make source d surprising? explain your answer using details of the  sources and your knowledge. [8] 3 study source e.  why was this article published in early 1861? explain your answer using details of the source and  your knowledge.   [8] 4 study sources f and g.  how far do these two cartoons have the same message? explain your answer using details of the  sources and your knowledge. [8] 5 study sources h and i.  does source i prove that davis was lying in source h? explain your answer using details of the  sources and your knowledge. [7] 6 study all the sources.  how far do these sources provide convincing evidence that the election of lincoln as president in  1860 was the reason why southern states left the union? use the sources to explain your answer.  [12]",
+            "8": "8 0470/22/m/j/14 \u00a9 ucles 2014option b: 20th century topic who or what was to blame for the bay of pigs fiasco in 1961? study the background information and the sources carefully, and then answer all the questions.  background information on 17 april 1961, less than three months after kennedy became president of the usa, 1400 cuban  exiles invaded cuba in an attempt to overthrow castro and his communist government. the invasion was a disaster. within three days the cuban armed forces defeated the invaders, who had barely got off the beaches where they had been pounded by cuban artillery and infantry.  the invasion was planned while eisenhower was still president, with vice-president nixon and the  central intelligence agency (the cia) being the driving forces behind the plans. the failure of the invasion was enormously embarrassing for kennedy, but who was really responsible for the fiasco?",
+            "9": "9 0470/22/m/j/14 \u00a9 ucles 2014 [turn oversource a the front cover of a popular american news magazine published in may 1963.",
+            "10": "10 0470/22/m/j/14 \u00a9 ucles 2014source b that such a regime as castro\u2019s, 40 miles from the united states\u2019 coast, should align itself with america\u2019s  principal enemy was unacceptable and the united states would have been well within its rights in seeking to overthrow castro. but there was an uncertain response, first from eisenhower, then from kennedy. so nothing was done under eisenhower, though many plans were considered.  when kennedy took over in january 1961 he found a proposal, apparently supported by the cia, and  by the joint chiefs of staff, for 12 000 armed cuban exiles to be landed in an area called the bay of pigs and start a popular uprising. it is hard to believe that the experienced eisenhower would have given final approval to this naive scheme. eisenhower would have waited for castro to make a false move that would have allowed america to intervene openly. kennedy lacked resolution and weakly allowed the operation to go ahead. the chiefs of staff were  worried by the cia\u2019s insistence that the operation was to be preceded by an air strike launched from bases in nicaragua, by us aircraft, acquired by the exiles, painted to resemble cuban aircraft. the operation was a total disaster primarily because castro was able to read all about it, in advance, in the us media; and once things went wrong kennedy refused to authorise the us carrier, cruising 10 miles offshore, to come to the rescue of the stricken men pinned down in the swampy bay. eisenhower described the operation as \u2018a profile in timidity and indecisions\u2019. american opinion was outraged and would have supported direct intervention. one senior policy maker thought a decision by kennedy \u2018to send in troops or drop bombs would have had the support of at least 90 per cent of the people\u2019. but the government dithered. from a history book published in 1997. source c the day before he was inaugurated as president in january 1961 kennedy was briefed by eisenhower  on a number of topics, including the plan to help anti-castro guerillas. kennedy was surprised by the size of the plan but he was not opposed to it. he allowed the cia to organise cuban exiles for an invasion. however, he insisted that any american involvement must be concealed. despite the cia\u2019s continued confidence, there were problems with the plan. the cia\u2019s assumption that,  if things did go wrong, the united states would support a failing mission by direct military involvement, ran counter to kennedy\u2019s public position. from the beginning everything did go wrong. only six american bombers painted in cuban colours, as if flown by rebel cubans, took off from nicaragua in support of the invasion which depended on air cover for success. contrary to cia expectations, the attack provoked no popular uprising against castro.  kennedy called a crisis meeting and considered sending unmarked us jets. however, everyone in the  meeting recognised that the situation was hopeless. at the end of three days fighting, the survivors surrendered. the cia had vastly overestimated the support of the cuban people for a military operation to \u2018liberate\u2019 them.  from a history book published in 1998.",
+            "11": "11 0470/22/m/j/14 \u00a9 ucles 2014 [turn oversource d on 4 april, a meeting will be held at the white house at which a decision will be reached on the cuban  adventure. i find the proposal disturbing. my concern arises from a deep personal conviction that our  national interests are poorly served by an operation of this kind when our new president is appealing to  the world on the basis of high principle. those most familiar with the cuban operation seem to agree that as now planned, the chances of  success are not greater than one out of three. this makes it a highly risky operation. there is the  possibility that the castro regime will be a failure without any further intervention by us. the spirit of  rebellion in cuba is likely to grow. i realise that this operation has been planned over months and a  great deal of time and money has been put into it, and many able and dedicated people have been  involved. we should not, however, proceed. from a note written on 31 march 1961 by chester bowles, under-secretary of state, to his boss,  secretary of state, dean rusk. rusk was in charge of american foreign policy in  kennedy\u2019s government.  source e a cartoon published in a russian newspaper shortly after the bay of pigs invasion.  the three ravens are eisenhower, nixon and truman. they are sitting on kennedy\u2019s shoulder.",
+            "12": "12 0470/22/m/j/14 \u00a9 ucles 2014source f a cartoon published in britain on 21 april 1961. the cigar represents the bay of pigs invasion.  source g in evaluating the cia\u2019s performance it is essential to avoid grasping at the explanation that the  president\u2019s order cancelling the air strikes was the chief cause of failure. if the project had been better  conceived, better organised, better staffed and better managed, would that issue ever have had to be  presented for presidential decision at all? the fundamental cause of the disaster was the cia\u2019s failure to give the project the top-flight handling  which it required \u2013 appropriate organisation, staffing throughout by highly qualified personnel, and full- time direction and control of the highest quality. insufficiencies in these vital areas resulted in serious  mistakes and in grave mistakes of judgement.  the cia became so wrapped up in the military operation that it failed to judge the chances of success  realistically. it also failed to keep the national policy-makers adequately informed of the conditions  necessary for success. the cia reduced the exiled leaders to the status of puppets, thus losing the  advantages of their active participation. it also failed to build up a resistance organisation in cuba.  it failed to collect adequate information on the strengths of the castro regime and the extent of the  opposition to it. the project was badly organised. the cia entered the project without adequate assets  in the way of boats, bases, training facilities, agents and spanish speakers. from a secret government report on the bay of pigs failure, october 1961.",
+            "13": "13 0470/22/m/j/14 \u00a9 ucles 2014source h the allegations are rejected. alleged defects of organisation had little to do with the unsuccessful  outcome. the limiting factor on air operations was the competence of cuban air crews. the air strike should not have been cancelled. the military plan was a good one. the important decisions were governmental, not those of the cia. from the cia response to source g, january 1962. now answer all the following questions. y ou may use any of the sources to help you answer the  questions, in addition to those sources which you are told to use. in answering the questions you should use your knowledge of the topic to help you interpret and evaluate the sources. 1  study source a.        what can you learn about the bay of pigs invasion from this source? explain your answer using  details of the source and your knowledge. [7] 2 study sources b and c.  how far do these two sources agree? explain your answer using details of the sources. [7] 3  study source d.  are you surprised by this source? explain your answer using details of the source and your  knowledge. [8] 4 study sources e and f .   how similar are the messages of these two cartoons? explain your answer using details of the  sources and your knowledge. [8] 5 study sources g and h.  does source h prove that source g is wrong? explain your answer using details of the sources  and your knowledge. [8] 6 study all the sources.  how far do these sources provide convincing evidence that kennedy was responsible for the bay  of pigs fiasco? use the sources to explain your answer.  [12]",
+            "14": "14 0470/22/m/j/14 \u00a9 ucles 2014blank page",
+            "15": "15 0470/22/m/j/14 \u00a9 ucles 2014blank page",
+            "16": "16 0470/22/m/j/14 \u00a9 ucles 2014copyright acknowledgements: option b  source a \u00a9  life magazine ;  10 may 1963. option b  source b \u00a9  p . johnson;  a history of the american people ;  weidenfeld & nicolson;  1997. option b  source c \u00a9  j. isaacs & t. downing;  the cold war ;  bantam press;  1998. option b  source f \u00a9  cartoon;  daily mail;  2007. permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the  publisher will be pleased to make amends at the earliest possible opportunity. cambridge international examinations is part of the cambridge assessment group. cambridge assessment is the brand name of unive rsity of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge.blank page"
+        },
+        "0470_s14_qp_23.pdf": {
+            "1": "this document consists of 13 printed pages, 3 blank pages and 1 insert. dc (sjf/jg) 79340/3 \u00a9 ucles 2014 [turn overcambridge international examinations cambridge international general certificate of secondary education *4281290699*history  0470/23 paper 2 may/june 2014  2 hours no additional materials are required. read these instructions first an answer booklet is provided inside this question paper. y ou should follow the instructions on the front cover  of the answer booklet. if you need additional answer paper ask the invigilator for a continuation booklet. this paper has two options. choose one option, and then answer all of the questions on that topic. option a: 19th century topic  [p2\u2013p6] option b: 20th century topic  [p7\u2013p13] the number of marks is given in brackets [  ] at the end of each question or part question.",
+            "2": "2 0470/23/m/j/14 \u00a9 ucles 2014option a: 19th century topic was slavery the cause of tensions between north and south? study the background information and the sources carefully, and then answer all the questions.  background information historians have long debated the causes of the increasing tensions between the north and south of  the usa in the 1850s and 1860s. some argue that slavery was the main cause but other reasons have been suggested such as states\u2019 rights, the power of the north, economics and the election of lincoln as president.  it can be argued that by 1860 the united states had become a nation of two clearly different regions.  the south became increasingly worried about the growing population, economic development and political power of the north. southern states were also concerned about what they saw as threats to their traditional way of life, rights and values. they were also afraid that the north was dominating congress and that it would be increasingly difficult for them to influence the national government in washington.  was the issue of slavery just one of many tensions between north and south or was it the key reason  why they could not live together?  source a the people of georgia, having dissolved their political connection with the government of the united  states of america, present to their confederates and the world the causes which have led to the separation. for the last ten years we have had numerous causes of complaint against non-slave-holding states with reference to the subject of african slavery. these states have endeavoured to weaken our security, to disturb our peace, and have placed the two sections of the union for many years past in the condition of virtual civil war. the people of georgia have declared with equal firmness that they shall not rule over them.  the prosperity of the north was greatly dependent on the federal government, that of the south not  at all. in the first years of the republic the commercial and manufacturing interests of the north began to seek profit and growth at the expense of the agricultural interests. not content with these great and unjust advantages, they have sought to throw the burden of their business as much as possible upon the public. the manufacturing interest entered into the same struggle early, and has demanded from government special favours. this interest was confined mainly to the eastern and middle non-slave-holding states. it held great power and influence, and its demands were in full proportion to its power.  a declaration by the state of georgia on 29 january 1861.",
+            "3": "3 0470/23/m/j/14 \u00a9 ucles 2014 [turn oversource b texas has consented to become one of the confederated union to promote her welfare and insure  the blessings of peace and liberty to her people. the federal government has almost entirely failed to protect the lives and property of the people of texas against the indian savages on our border, and the murderous bandits from the neighbouring territory of mexico.  in all the non-slave-holding states, the people have formed themselves into a party based upon an  unnatural feeling of hostility to the southern states and their system of african slavery. they have trampled upon our rights and encouraged lawless organisations to steal our slaves and prevent their recapture. they have sent pamphlets and papers among us to stir up slave rebellion. they have impoverished the slave-holding states by unequal legislation, thereby enriching themselves.  and, finally, they have elected as president and vice-president two men whose chief claims to such high  positions are their approval of these schemes for the ruin of the slave-holding states. the servitude of the african race, as existing in these states, is mutually beneficial to both the bonded and the free, and is justified by the revealed will of the almighty god.  a declaration by the state of texas on 2 february 1861. source c y ou free-soil agitators are not interested in slavery. y ou only want to limit slave territory so that you  may have an opportunity of cheating us, gain a majority in congress and make the government an engine of northern expansion. y ou desire to weaken the political power of the southern states. and why? because you want to promote the industry of the north, at the expense of the people of the south and their industry. from a speech by jefferson davis in the late 1850s.  davis was senator for mississippi which left the union in january 1861.  in february 1861, davis was elected president of the newly-formed confederacy. source d my main object in this struggle is to save the union, and is not either to save or to destroy slavery. if  i could save the union without freeing any slave i would do it, and if i could save it by freeing all the slaves i would do it; and if i could save it by freeing some and leaving others alone i would also do that. i have here stated my purpose according to my view of official duty and i intend no modification of my often-expressed personal wish that all men everywhere could be free. from a letter by lincoln published in a newspaper, 22 august 1862.  he was replying to a demand in another newspaper for the immediate and total abolition of slavery.",
+            "4": "4 0470/23/m/j/14 \u00a9 ucles 2014source e one-eighth of the whole population were coloured slaves. not distributed generally over the union  but localised in the southern part of it. all knew that slavery was, somehow, the cause of the war. to strengthen, perpetuate and extend slavery was the object for which the rebels would break the union, even by war, while the government claimed no right to do more than to restrict the territorial enlargement of it. from lincoln\u2019s speech after being re-elected as president, march 1865. source f a cartoon published in february 1861. it shows lincoln.  the group of advisers chosen by the president was called the cabinet.",
+            "5": "5 0470/23/m/j/14 \u00a9 ucles 2014 [turn oversource g the republican party stands forth today, hideous, revolting, hateful, a menace not only to the union of  these states, but to society, to liberty and to law. it has drawn to it the corrupt, the vile, the immoral, the wasteful, the lawless. it is a fiend, it supports lawless democracy, it is a law unto itself and it supports the will of a wild mob. from the lead article in a newspaper from georgia, 1860. source h there are two apparent basic causes of this war. one is slavery and the other is state rights. but the  latter is only a cover for the former. if slavery were out of the way there would be no trouble from state rights.  the war, then, is for slavery, and nothing else. it is an insane attempt to vindicate by arms the lordship  which had been already asserted in debate. with mad-cap audacity it seeks to install this barbarism as the truest civilisation. slavery is declared to be the \u2018corner-stone\u2019 of the new edifice. from a speech by charles sumner, a republican politician, july 1863.",
+            "6": "6 0470/23/m/j/14 \u00a9 ucles 2014now answer all the following questions. y ou may use any of the sources to help you answer the  questions, in addition to those sources which you are told to use. in answering the questions you should use your knowledge of the topic to help you interpret and evaluate the sources. 1 study sources a and b.  how far do sources a and b agree? explain your answer using details of the sources. [7] 2 study source c.  are you surprised by this source? explain your answer using details of the source and your  knowledge. [8] 3 study sources d and e.   does source e prove that lincoln was lying in source d? explain your answer using details of the  sources and your knowledge. [8] 4 study source f .   why was this source published in february 1861? explain your answer using details of the source  and your knowledge. [8] 5 study source g.  how useful is this source to a historian studying the causes of the civil war? explain your answer  using details of the source and your knowledge.   [7] 6 study all the sources.  how far do these sources provide convincing evidence that slavery was the main reason why  north and south could not live together? use the sources to explain your answer. [12]",
+            "7": "7 0470/23/m/j/14 \u00a9 ucles 2014 [turn overoption b: 20th century topic how did america react to the my lai massacre? study the background information and the sources carefully, and then answer all the questions.  background information on 16 march 1968 charlie company of the 23rd infantry division of the american army entered the  vietnamese village of my lai and rounded up and killed over sixty defenceless men, women and children. later that day they killed hundreds more of the villagers.  in 1971 lieutenant calley and 25 other soldiers from charlie company were put on trial. calley was the  only one convicted. captain medina, calley\u2019s commanding officer, who some of the soldiers claimed had given orders to kill the villagers, was acquitted. in may 1971 calley was found guilty of murder and was sentenced to life in prison with hard labour. however, two days later, president nixon ordered calley\u2019s release while his appeal was being heard. he eventually served just over three years under house arrest. by 1971 america was already divided over the war in vietnam. what was the reaction of americans to  this massacre? source a in 1971, colonel robert heini reported that \u2018by every conceivable indicator, our army that now remains  in vietnam is in a state approaching collapse with individual units avoiding or having refused combat, murdering their officers and non-commissioned officers, drug-ridden and dispirited where not near-mutinous.\u2019 for some time stories had been circulating about deteriorating behaviour amongst us soldiers.  efforts were made by the us army to suppress information about the raping and killing of vietnamese civilians but eventually, after considerable pressure from certain newspapers, it was decided to put lieutenant william calley on trial for war crimes. in march 1971, calley was found guilty of murdering 109 vietnamese civilians at my lai. he was sentenced to life imprisonment but he only served three years before being released from prison.  during the war, twenty-five us soldiers were charged with war crimes but william calley was the only  one found guilty. calley received considerable sympathy from the american public when he stated, \u2018my troops were getting massacred and mauled by an enemy i couldn\u2019t see, i couldn\u2019t feel, i couldn\u2019t touch. nobody in the military system ever described them as anything other than communists.\u2019 even seymour hersh, the reporter who had first published details of the my lai killings, admitted that calley was \u2018as much a victim as the people he shot\u2019.  critics of the war argued that, as the us government totally disregarded the welfare of vietnamese  civilians when it ordered the use of weapons such as napalm and agent orange, it was hypocritical to charge individual soldiers with war crimes. as the mother of one of the soldiers accused of killing civilians at my lai asserted: \u2018i sent them (the us army) a good boy, and they made him a murderer.\u2019 another us marine accused of killing innocent civilians wrote later that it was the nature of the war that  resulted in so many war crimes being committed: \u2018in a guerrilla war, the line between legitimate and illegitimate killing is blurred. the policies of free-fire zones, in which a soldier is permitted to shoot at any human target, armed or unarmed, further confuse the fighting man\u2019s moral senses.\u2019 from a recent account of my lai.",
+            "8": "8 0470/23/m/j/14 \u00a9 ucles 2014source b thirty-eight years ago, on 16 march 1968, a company of us army combat soldiers swept into the  south vietnamese hamlet of my lai, rounded up the 500 unarmed residents, all women, children and old men, and executed them in cold blood, nazi-style. no weapons were found in the village, and the whole operation only took four hours. although there was a massive cover-up of this operation, those who carried out this \u2018business-as- usual\u2019 war zone event did not deny the details of the slaughter when the case came to trial several years later. but the story did eventually filter back to the western news media, thanks to a couple of courageous witnesses and journalists whose consciences were still intact. an army court-martial trial was eventually convened against some of the soldiers, including lieutenant william calley and company c commanding officer, ernest medina. according to many of the soldiers in company c, medina ordered the killing of \u2018every living thing in  my lai\u2019 including, obviously, innocent noncombatants \u2013 men, women, children and even farm animals. calley was charged with the murder of 109 civilians. in his defence statement he stated that he had been taught to hate all vietnamese, even children, who, he was told, \u2018were very good at planting mines\u2019. the massacre was documented by many of medina\u2019s soldiers and recorded by photographers, but the  army still tried to cover it up. the cases were tried in military courts with juries of army officers, which eventually either dropped the charges against all of the defendants (except calley) or acquitted those accused. medina and all the others who were among the soldiers killing that day went free, and only calley was convicted of the murders of \u2018at least 20 civilians\u2019. he was sentenced to life imprisonment for his crime but, under pressure from patriotic pro-war americans, president nixon pardoned him within weeks of the verdict.  the trial stimulated a lot of interest because it occurred during the rising outcry of millions of americans  against the war. many ethical americans were sick of the killing. however, 79 per cent of those that were polled strenuously objected to calley\u2019s conviction, veterans\u2019 groups even voicing the opinion that instead of condemnation, he should have received medals of honour for killing \u2018commie gooks\u2019. from a history book published in 2009.",
+            "9": "9 0470/23/m/j/14 \u00a9 ucles 2014 [turn oversource c a cartoon published in an american newspaper in may 1971.",
+            "10": "10 0470/23/m/j/14 \u00a9 ucles 2014source d in the two days he had been in prison a recording of \u2018the battle hymn of lieutenant calley\u2019 had sold  200 000 copies. a book published at that time about my lai had as its first chapter \u2018it never happened \u2013  besides they deserved it.\u2019 in an extraordinary wave of sympathy americans sent 5000 telegrams to the president, running 100 to 1 in calley\u2019s favour. on the political left those against the war saw calley as a victim caught up in an immoral war. they wanted the generals and politicians put on trial for war crimes. those on the right thought the verdict insulted all american troops fighting in vietnam. at a \u2018rally for calley\u2019 near where he was in prison a local minister, the reverend michael lord, said \u2018there was a crucifixion 2 000 years ago of a man named jesus christ. i don\u2019t think we need another crucifixion of a man named rusty calley.\u2019 charles w. colson, the president\u2019s special adviser, argued that if calley was freed from prison \u2018it would allow the president to capture public support.\u2019 from a book published in 1992. source e there are several factors which argue against direct presidential involvement with the case. the facts  show that lieutenant calley and members of his unit secured the village without a firefight, established complete control over the inhabitants \u2013 who were unarmed, unresisting civilians, placed them in convenient groups and then shot them.  the conduct for which calley has been convicted is a gross violation of the law of war. therefore  presidential involvement at this time could have a damaging effect on world opinion. therefore the president should not intervene or become involved in this case. the advice given to president nixon in 1971 by his lawyer and senior advisers. source f in making your decision, have you considered those six loyal soldiers who served on the jury; the men  who, since giving their verdict, have found themselves and their families the subject of vicious attacks upon their honour, integrity, and loyalty to this nation? it would seem to me to be more appropriate for you as the president to have said something on their  behalf and to provide moral leadership for this nation. y ou should stand fully behind the law of this land on a moral issue which is so clear. for this nation to condone the acts of lieutenant calley is to make us no better than our enemies. from a letter to president nixon from the lawyer who had prosecuted calley.  the letter was sent after nixon decided to release calley from prison. ",
+            "11": "11 0470/23/m/j/14 \u00a9 ucles 2014 [turn oversource g a cartoon published in an american newspaper in 1971. the soldier carrying the sword is a general.",
+            "12": "12 0470/23/m/j/14 \u00a9 ucles 2014source h a cartoon published in 1971 in the army times, a newspaper for active and retired american soldiers.",
+            "13": "13 0470/23/m/j/14 \u00a9 ucles 2014now answer all the following questions. y ou may use any of the sources to help you answer the  questions, in addition to those sources which you are told to use. in answering the questions you should use your knowledge of the topic to help you interpret and evaluate the sources. 1 study sources a and b.  how far do these two sources agree? explain your answer using details of the sources. [7] 2 study source c.   why was this cartoon published in 1971? explain your answer using details of the source and your  knowledge. [8] 3 study sources d and e.  are you surprised by source e? explain your answer using details of the sources and your  knowledge. [8] 4 study sources f and g.  what would the reaction of the author of source f have been to source g? explain your answer  using details of the sources and your knowledge. [8] 5 study source h.   what is the message of this cartoon? explain your answer using details of the source and your  knowledge. [7] 6 study all the sources.   how far do these sources provide convincing evidence that people in america supported calley?  use the sources to explain your answer.  [12]",
+            "14": "14 0470/23/m/j/14 \u00a9 ucles 2014blank page",
+            "15": "15 0470/23/m/j/14 \u00a9 ucles 2014blank page",
+            "16": "16 0470/23/m/j/14 \u00a9 ucles 2014copyright acknowledgements: option b  source a \u00a9  john simkin;  september 1997 \u2013 june 2013;  www.spartacus.schoolnet.co.uk/vnmylai.htm.     option b  source b \u00a9  gary g kohls;  the my lai massacre revisited ;  16 march 2009;  www.spartacus.schoolnet.co.uk/vnmylai.htm. option b  source d \u00a9  m bilton & k sim;  four hours in my lai ;  viking books;  1992.   option b  source g \u00a9  association of american editorial cartoonists.option b  source h \u00a9  association of american editorial cartoonists.   permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the  publisher will be pleased to make amends at the earliest possible opportunity. cambridge international examinations is part of the cambridge assessment group. cambridge assessment is the brand name of unive rsity of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge.blank page"
+        },
+        "0470_s14_qp_41.pdf": {
+            "1": "this document consists of 10 printed pages, 2 blank pages and 1 insert. dc (rcl (jda)) 83222/4 \u00a9 ucles 2014 [turn overcambridge international examinations cambridge international general certificate of secondary education *8086831521*history  0470/41 paper 4 alternative to coursework may/june 2014  1 hour no additional materials are required. read these instructions first an answer booklet is provided inside this question paper. y ou should follow the instructions on the front cover  of the answer booklet. if you need additional answer paper ask the invigilator for a continuation booklet. answer the questions on one of the depth studies. the number of marks is given in brackets [ ] at the end of each question or part question.",
+            "2": "2 0470/41/m/j/14 \u00a9 ucles 2014depth study a: germany, 1918\u20131945 1 study the sources, and then answer the questions which follow. source aspiritual aims:warfare against anti-nationalists; warfare against jewry, social democracy and communism;  internal unrest in order to attain the overthrow of the weimar constitution; the preservation of military ability and military education of youth. only determined men who obey unconditionally will be accepted as members. from the statement of aims of the secret organisation consul set up in 1921 by  captain ehrhardt. it was responsible for 350 assassinations by 1922. source b ebert\u2019s government had used the freikorps of general von l\u00fcttwitz and naval captain ehrhardt  to defeat the spartacists in berlin and communists in bavaria. in 1920 the freikorps learned of ebert\u2019s plan to disband them so they conspired with wolfgang kapp to overthrow the government. field marshal von hindenburg, although a monarchist, refused to announce his support for the revolt \u2013 but he sent his best wishes to the leaders. general von seeckt, head of the army, refused to allow his troops to take actions against the freikorps. the rebels only controlled berlin for four days as workers went on strike in support of ebert and paralysed the city. from a german historian, 1982.  (a) (i) study source a.    what can you tell from this source about organisation consul? support your answer with  reference to the source. [6]   (ii) study source b.    how far does this source show that the weimar government depended on military  groups? explain your answer. [7]   (iii) study both sources.    is one of these sources more useful than the other as evidence about right-wing attitudes  towards the weimar republic? explain your answer. [7]  (b) (i) what were reparations? [2]   (ii) describe what happened in the ruhr in 1923. [4]   (iii) why did hyperinflation bring some benefits? [6]   (iv) how far did the weimar republic recover from domestic difficulties between 1923 and  1929? explain your answer. [8]",
+            "3": "3 0470/41/m/j/14 \u00a9 ucles 2014 [turn overdepth study b: russia, 1905\u20131941 2 study the sources, and then answer the questions which follow. source aa third of russia lives under emergency legislation. the numbers of the regular and the secret  police are continually growing. the prisons are overcrowded with convicts and political prisoners. at no time have religious persecutions of the jews been as cruel as they are today. in all cities and industrial centres soldiers are employed and equipped with live ammunition to be sent out against the people. autocracy is an outdated form of government that may suit the needs of a central african tribe but not those of the russian people, who are increasingly aware of the culture of the rest of the world. from a letter by the famous writer leo tolstoy to the tsar, early in the twentieth century.  this letter was also published in newspapers. source b in the big house, the two women hardly manage to wash up all the dishes for the gentlefolk who  have just had a meal; the two peasants in dress coats are running up or down stairs serving tea, coffee, wine and water. upstairs the table is laid; they have just finished one meal and will soon start another that will go on till at least midnight. there are some fifteen healthy men and women here and yet they need some thirty able-bodied men and women servants working for them. a description of a landlord\u2019s household by a russian writer in the early twentieth century.  (a) (i) study source a.    what can you tell from this source about tsarist rule in the early twentieth century?  support your answer with reference to the source. [6]   (ii) study source b.    how far does this source show that russians lived in comfort? explain your answer. [7]   (iii) study both sources.    is one of these sources more useful than the other as evidence about life in russia in the  early twentieth century? explain your answer. [7]  (b) (i) what was \u2018stolypin\u2019s necktie\u2019? [2]   (ii) describe stolypin\u2019s agricultural reforms. [4]   (iii) why was there a revolution in russia in 1905? [6]   (iv) how secure was tsarist rule on the outbreak of the first world war in 1914? explain  your answer. [8]",
+            "4": "4 0470/41/m/j/14 \u00a9 ucles 2014depth study c: the usa, 1919\u20131941 3 study the sources, and then answer the questions which follow. source aby the 1920s cities and most towns had paved and lighted streets, water supplies and telephone  systems and the majority of urban homes had running water and plumbing. electricity appeared in urban homes on a large scale in the 1920s, at first for lights but by the end of the decade also for washing and sewing machines, irons, electric fans, vacuums and, for some, refrigerators. people of every income level considered the radio and automobile as necessities and the number of cars in america rose from 9 million to 26 million in the decade. from a british history of the usa, 1990. source b during the 1920s in the majority of rural areas there was no electricity, indoor plumbing or other  modern inventions. they would have to wait another decade or two for such luxuries. the flapper fashions and the jazz age glamour were far away from the sunrise to sunset labour on farms, although many did see these lifestyles in the movies and the more wealthy farmers increasingly bought automobiles. few could afford the gasoline-powered tractors in the early 1920s, but by 1930 most farmers had traded their horses for tractors. by using tractors, farmers could plough, plant and harvest more with fewer workers. from a website on the history of american agriculture, 2009.  (a) (i) study source a.    what can you tell from this source about life in towns in the 1920s? support your answer  with reference to the source. [6]   (ii) study source b.    how far does this source show that agricultural areas did not share in the prosperity of  the 1920s? explain your answer. [7]   (iii) study both sources.    is one of these sources more useful than the other as evidence about economic  development in the 1920s? explain your answer. [7]  (b) (i) what was the model t? [2]   (ii) describe republican attitudes to the economy. [4]   (iii) why did share prices rise rapidly in the 1920s? [6]   (iv) \u2018the greatest weakness in the american economy in the 1920s was that five per cent  of the people owned a third of the wealth.\u2019 how far do you agree with this statement? explain your answer. [8]",
+            "5": "5 0470/41/m/j/14 \u00a9 ucles 2014 [turn overdepth study d: china, 1945\u2013c.1990 4 study the sources, and then answer the questions which follow. source athe female engineering students all heatedly asserted that they did everything other students did.  there was a tendency to give them light work, but they did their share at the furnaces, the same carrying work, the same risks; they wanted complete equality in work assignments. did i know who was the first volunteer to carry a cable across the y ellow river rapids at san men hsia at the start of the big dam there? a woman engineer! an american who visited china often between the 1930s and the 1960s describes  the great leap forward. source b now it is admitted that loudly boasted production figures were exaggerated, that inexperienced  cadres had made mistakes and that there was a serious food shortage in china. but production did increase. the combined output of many small, makeshift workshops was far greater than that of large modern factories that took longer to build. in agriculture, millions of trees were planted and millions of acres of land irrigated between 1958 and 1960. this began the transformation of the chinese countryside, which greatly increased yields in later years. from a british textbook, published in 1978.  (a) (i) study source a.    what can you tell from this source about chinese women during the great leap forward?  support your answer with reference to the source. [6]   (ii) study source b.    how far does this source show that the great leap forward was successful? explain  your answer. [7]   (iii) study both sources.    is one of these sources more useful than the other as evidence about changes in china?  explain your answer. [7]  (b) (i) what was a \u2018backyard furnace\u2019? [2]   (ii) describe the changes made to healthcare in china in the period 1949 to 1960. [4]   (iii) why did the ussr withdraw its support from china in 1960? [6]   (iv) how far had chinese people benefited from communist rule by the mid-1960s? explain  your answer. [8]",
+            "6": "6 0470/41/m/j/14 \u00a9 ucles 2014depth study e: southern africa in the twentieth century 5 study the sources, and then answer the questions which follow. source athe suppression of communism act of 1950 not only banned the party but gave the minister of  justice absolute power to decide whether someone was a communist or not and \u2018name\u2019 them. believing in social, political or economic change is enough to be \u2018named\u2019. the official in charge is the liquidator who can end a person\u2019s employment, forbid him to travel or appear at any meeting. penalties range from fines of \u00a3200 up to five years in prison. a legal appeal can be made \u2013 but nobody, as far as i know, has been \u2018unnamed\u2019, that is, cleared by the court. an american journalist writing from south africa in 1957. source b in 1956, 156 people were arrested, including almost all the leaders of the anc and indian  congress, and charged with high treason. the government lawyers tried to prove that the freedom charter was communist and that the leaders were plotting violent revolution. sixty of those arrested were released in 1958, another sixty in 1959. the last group, including nelson mandela, walter sisulu, lillian ngoyi and helen joseph, were finally found not guilty of treason and freed in 1961. the government had kept the best-known resistance leaders on trial for five years and so greatly weakened the opposition. a british school textbook, 1996.  (a) (i) study source a.    what can you tell from this source about the suppression of communism act? support  your answer with reference to the source. [6]   (ii) study source b.    how far does this source show that the treason trials were a success for the government?  explain your answer. [7]   (iii) study both sources.    is one of these sources more useful than the other as evidence about opposition to the  government in the 1950s? explain your answer. [7]  (b) (i) what was the defiance campaign of 1952? [2]   (ii) describe events at sophiatown in 1955. [4]   (iii) why was the pan-africanist congress formed in 1959? [6]   (iv) how far had the national party government been successful in gaining support for  apartheid by 1961? explain your answer. [8]",
+            "7": "7 0470/41/m/j/14 \u00a9 ucles 2014 [turn overdepth study f: israelis and palestinians, 1945\u2013c.1994 6 study the sources, and then answer the questions which follow. source athe rise of nasser to power was welcomed at first by israel. indeed, the aims of the revolution and  initial contacts with nasser\u2019s regime inspired hope for the future. but nasser\u2019s mixture of radicalism and extreme arab nationalism, coupled with an ambition to achieve leadership in the arab world, in the world of islam and in the so-called \u2018non-aligned\u2019 nations, gradually came to expression in a bitter, blind hatred of israel. it was to lead egypt to tragedy. a former israeli president, writing in 1982. source b for britain the climb-down had been embarrassing. prime minister eden never recovered and,  after a period of ill health, he resigned from office. the suez affair saw the sun sink on britain\u2019s role in the middle east. the affair also brought an arab backlash. arab states denounced the west and looked to russia for support. despite military defeat, nasser emerged stronger and more popular than ever. finally, israel had put a stop to the fedayeen raids, although this problem would flare up again. from a british book, published in 1987.  (a) (i) study source a.    what can you tell from this source about nasser? support your answer with reference to  the source. [6]   (ii) study source b.    how far does this source show that the suez war was disastrous for the participants?  explain your answer. [7]   (iii) study both sources.    is one of these sources more useful than the other as evidence about israeli/egyptian  relations in the mid-1950s? explain your answer. [7]  (b) (i) who was david ben-gurion? [2]   (ii) describe the part played by the united nations organisation in events surrounding the  suez war. [4]   (iii) why was the suez canal zone attacked by britain, france and israel in 1956? [6]   (iv) how far did the outcome of the suez war weaken the state of israel? explain your  answer. [8]",
+            "8": "8 0470/41/m/j/14 \u00a9 ucles 2014depth study g: the creation of modern industrial society 7 study the sources, and then answer the questions which follow. source aour object is to elevate the social position of farm labourers of the country by assisting them to  increase their wages; to lessen the number of ordinary working hours; to improve their habitation; to provide them with gardens or allotments and to assist deserving and suitable labourers to migrate and emigrate. labourers\u2019 work shall cease by four o\u2019clock on saturdays except in such cases as the union may direct. from the rules of the warwickshire agricultural labourers\u2019 union formed in 1872. source b says the master to me, \u2018is it true? i am told y our name on the books of the union enrolled;i never can allow that a workman of mine,with wicked disturbers of peace should combine. i give you fair warning, mind what you\u2019re about, i shall put my foot on it and trample it out;on which side your bread\u2019s buttered, now sure you can see,so decide now at once for the union or me.\u2019 says i to the master, \u2018it\u2019s perfectly true that i am in the union and i\u2019ll stick to it too;and if between union and you i must choosei have plenty to win, and little to lose.for twenty years mostly my bread has been dry,and to butter it now i shall certainly try;and though i respect you, remember i\u2019m free.no master in england shall trample on me.\u2019 agricultural labourers\u2019 union song, circa 1875.  (a) (i) study source a.    what can you tell from this source about agricultural trade unions? support your answer  with reference to the source. [6]   (ii) study source b.    how far does this source show that agricultural unions were successful? explain your  answer. [7]   (iii) study both sources.    is one of these sources more useful than the other as evidence about agricultural  labourers in the nineteenth century? explain your answer. [7]",
+            "9": "9 0470/41/m/j/14 \u00a9 ucles 2014 [turn over (b) (i) who founded the agricultural labourers\u2019 union, and in what year? [2]   (ii) what problems faced organisers of agricultural unions? [4]   (iii) why were so many workers not in trade unions before the 1880s? [6]   (iv) \u2018the growth of socialism was the main force behind the growth of new unionism.\u2019 how far  do you agree with this statement? explain your answer. [8]",
+            "10": "10 0470/41/m/j/14 \u00a9 ucles 2014depth study h: the impact of western imperialism in the nineteenth century 8 study the sources, and then answer the questions which follow. source athe present situation is becoming daily more difficult. the various powers look greedily at us,  hustling each other to be first to seize our innermost territories. should the strong enemies become aggressive and press us to consent to things we can never accept, we have no alternative but to rely upon the justice of our cause. if hundreds of millions of people would prove their loyalty to their emperor and love their country, what is there to fear from any invader? from an imperial decree to all china\u2019s provinces. source b the boxers posed no threat to the dynasty. reform was not on their agenda \u2013 their aim was,  \u2018support the emperor, destroy the foreigner\u2019, and they made their entry into beijing singing: burn, burn, burn, kill, kill, kill. surely government supporters are many,certainly foreign soldiers are a horde,but if each of our people spits oncethey will drown the supporters and invaders together. these rebels went unopposed and their assaults on foreigners went unpunished by the emperor. from a british book about china published in 2008.  (a) (i) study source a.    what can you tell from this source about chinese attitudes towards other countries?  support your answer with reference to the source. [6]   (ii) study source b.    how far does this source show that the boxers had the support of the government?  explain your answer. [7]   (iii) study both sources.    is one of these sources more useful than the other as evidence about china at the end of  the nineteenth century? explain your answer. [7]  (b) (i) which wars were ended by (a) the treaty of nanking and (b) the treaty of shimonoseki?  [2]   (ii) what were the opium wars? [4]   (iii) why were foreign powers eager to establish influence in china in the nineteenth  century? [6]   (iv) how far was the boxer rebellion a revolt against christians? explain your answer. [8]",
+            "11": "11 0470/41/m/j/14 \u00a9 ucles 2014blank page",
+            "12": "12 0470/41/m/j/14 \u00a9 ucles 2014blank page copyright acknowledgements: depth study a  source a \u00a9  from the statement of aims of the secret organisation consul set up in 1921 by captain ehrhardt. depth study a  source b \u00a9  v.r. berghahn;  modern germany ;  cambridge university press;  1982. depth study b  source a \u00a9  from a letter by leo tolstoy to the tsar, early in the twentieth century. depth study b  source b \u00a9  a description of a landlord\u2019s household by a russian writer in the early twentieth century. depth study c  source a \u00a9  t. tyrer.depth study c  source b \u00a9  http://www.livinghistoryfarm.org/farminginthe1920s.html.depth study d  source a \u00a9  an american who visited china between the 1930s and 1960s describes the great leap forward.  depth study d  source b \u00a9  harriet ward;  world powers of the twentieth century ;  heinemann educational;  1978. depth study e  source a \u00a9  an american journalist writing from south africa in 1957. depth study e  source b \u00a9  m. roberts;  a history of south africa ;  published by longman.  reprinted by permission of pearson education ltd;  1996. depth study f  source a \u00a9  a former israeli president, writing in 1982. depth study f  source b \u00a9  s.j. perkins;  the arab-israeli conflict ;  macmillan education ltd;  1987. depth study g  source a \u00a9  from the rules of the warwickshire agricultural labourers\u2019 union formed in 1872. depth study g  source b  \u00a9  agricultural labourers\u2019 union song, circa 1875. permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the  publisher will be pleased to make amends at the earliest possible opportunity. cambridge international examinations is part of the cambridge assessment group. cambridge assessment is the brand name of unive rsity of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge."
+        },
+        "0470_s14_qp_42.pdf": {
+            "1": "this document consists of 10 printed pages, 2 blank pages and 1 insert. dc (rcl (jda)) 83221/4 \u00a9 ucles 2014 [turn overcambridge international examinations cambridge international general certificate of secondary education *7976491356*history  0470/42 paper 4 alternative to coursework may/june 2014  1 hour no additional materials are required. read these instructions first an answer booklet is provided inside this question paper. y ou should follow the instructions on the front cover  of the answer booklet. if you need additional answer paper ask the invigilator for a continuation booklet. answer the questions on one of the depth studies. the number of marks is given in brackets [ ] at the end of each question or part question.",
+            "2": "2 0470/42/m/j/14 \u00a9 ucles 2014depth study a: germany, 1918\u20131945 1 study the sources, and then answer the questions which follow. source amy dear r\u00f6hm,the fight of the national socialist revolution was made possible for me by the sa\u2019s constant  support and their defeat of the communist terror. it is mainly due to your efforts, r\u00f6hm, my dear chief of staff, that the sa developed that force which enabled me to win the final struggle for power. i thank you for the loyal and everlasting service you have given to the movement and the german people. y our grateful,adolf hitler from a letter sent in january 1934 to ernst r\u00f6hm and published in a nazi newspaper. source b by 1934 the army had 100 000 men compared to the two and a half million sa members, loyal to  hitler under r\u00f6hm\u2019s leadership. the arrests and murders between 30 june, the night of the long knives, and 2 july 1934 met no resistance anywhere, not from the sa leaders nor even its armed units. the only shots fired were those of the executioners \u2013 mainly the ss. the official number of victims was 77 but it is estimated to have been close to 200. on 3 july a law was passed claiming that hitler had acted \u2018to strike down the treasonous attacks\u2019 in defence of germany. by august hitler had become f\u00fchrer and the army had sworn loyalty and obedience to him. from a book written by a german professor of history, 1969.  (a) (i) study source a.    what can you tell from this source about r\u00f6hm? support your answer with reference to  the source. [6]   (ii) study source b.    how far does this source show that the night of the long knives was necessary for  hitler? explain your answer. [7]   (iii) study both sources.    is one of these sources more useful than the other as evidence about the sa? explain  your answer. [7]  (b) (i) name two of the political parties banned in 1933. [2]   (ii) describe nazi policy towards trade unionists. [4]   (iii) why was propaganda important to the nazi regime between 1933 and 1945? [6]   (iv) how far did the nazis succeed in crushing opposition in germany after 1934? explain  your answer. [8]",
+            "3": "3 0470/42/m/j/14 \u00a9 ucles 2014 [turn overdepth study b: russia, 1905\u20131941 2 study the sources, and then answer the questions which follow. source athe army is extremely exhausted by the war; the position of the germans is so favourable that if  they attack they will be able to take petrograd with their bare hands. undoubtedly the peace we are obliged to sign now is a foul peace, but, if war starts again, our government will be swept away and peace will be signed by another government. at present we are not only supported by the workers but also the poorest peasants, who will abandon us if the war continues. part of lenin\u2019s report to the bolshevik central committee, january 1918. source b the bolsheviks in moscow were slow to follow their comrades when lenin and trotsky seized  power in the capital on 25 october 1917. but they quickly rallied, invited the soldiers of the garrison to place themselves under their command, seized the kremlin and began to put together an armed force from among the workers. moscow\u2019s city council remained loyal to the provisional government. it had at its disposal about ten thousand students, army officers and cadets, well armed and trained, who rapidly recovered control of the city centre. the bolsheviks remaining in the kremlin were ordered to surrender. they obeyed and many were immediately shot down. but the bolsheviks found rifles and artillery to arm their men, and brought their heavy guns into action. the government troops surrendered. a british historian in 2005, describing events in moscow after the bolshevik revolution in  petrograd.  (a) (i) study source a.    what can you tell from this source about lenin\u2019s government in january 1918? support  your answer with reference to the source. [6]   (ii) study source b.    how far does this source show that the bolsheviks in moscow were unprepared for the  october revolution? explain your answer. [7]   (iii) study both sources.    is one of these sources more useful than the other as evidence about the bolsheviks?  explain your answer. [7]  (b) (i) what were lenin\u2019s april theses? [2]   (ii) describe the part played by the petrograd soviet in the government of russia after the  march revolution. [4]   (iii) why did the provisional government fall from power in october 1917? [6]   (iv) \u2018the bolsheviks won the russian civil war because the whites lacked support.\u2019 how far  do you agree with this statement? explain your answer. [8]",
+            "4": "4 0470/42/m/j/14 \u00a9 ucles 2014depth study c: the usa, 1919\u20131941 3 study the sources, and then answer the questions which follow. source ain the early 1920s president harding\u2019s head of the justice department, the attorney general,  accepted bribes from bootleggers. al capone\u2019s chicago organisation reportedly took in $60 million in 1927 and had half the city\u2019s police on its payroll. by then there were an estimated 30 000 illegal speakeasies in america, twice the number of legal bars before prohibition. the flapper, dancing the charleston in a short skirt, was incomplete without a hip flask of alcohol. finding a doctor to sign a prescription for \u2018medicinal\u2019 whiskey, legally sold at drugstores, was relatively easy. from an american history website, 2010. source b except in rural areas where support for prohibition remained strong, the middle classes and rich  turned against prohibition. they were persuaded by the argument of the \u2018wets\u2019 that the increase in income tax had resulted from the loss of the liquor tax and the claim that enforcement of prohibition was costing two million dollars a day. the industrialists, who had agreed with the \u2018dries\u2019 that a sober labour force increased productivity, lost their enthusiasm because of the inefficient enforcement of the law. in economic and social terms prohibition helped the poorer people as their health and wealth improved and drunkenness and crime decreased. it also increased their resentment at losing the beer they had been able to afford in 1919, and now brought with it a risk of death from the worst bootleg liquor. from a history of prohibition, published in britain in 1962.  (a) (i) study source a.    what can you tell from this source about alcohol in the 1920s? support your answer with  reference to the source. [6]   (ii) study source b.    how far does this source show that prohibition was beneficial? explain your answer. [7]   (iii) study both sources.    is one of these sources more useful than the other as evidence about prohibition?  explain your answer. [7]  (b) (i) what happened in chicago on 14 february 1929? [2]   (ii) describe the development of the film industry in the 1920s. [4]   (iii) why were there restrictions on immigration in the 1920s? [6]   (iv) how far did the roles of women change during the 1920s? explain your answer. [8]",
+            "5": "5 0470/42/m/j/14 \u00a9 ucles 2014 [turn overdepth study d: china, 1945\u2013c.1990 4 study the sources, and then answer the questions which follow. source amao had become convinced that every trace of china\u2019s imperial past and the gentry class that  had suffocated china had to be violently and irrevocably smashed. only thus could the revolution escape its tendency to relapse into the temptations of capitalism, stalling the economic and social equality that he genuinely believed was the route to individual prosperity and personal well-being. thus the state consciously, and with no judicial process, systematically encouraged the mass killing of its citizens. a british journalist, writing in 2007 about the cultural revolution. source b all the things i loved were disappearing. the saddest thing of all to me was the ransacking of the  library by the red guards. books were major targets of mao\u2019s orders to destroy. like everyone else, i was supposed to join in the \u2018revolutionary actions\u2019. but i, like most pupils, was able to avoid them as no one made sure we took part. i could see that many pupils hated the whole thing, but nobody tried to stop it. \u2018denunciation meetings\u2019 were becoming a major feature of the cultural revolution. they involved a hysterical crowd and were seldom without physical brutality. peking university had taken the lead under the personal supervision of mao. the experiences of a woman who was a teenager during the cultural revolution.  (a) (i) study source a.    what can you tell from this source about mao? support your answer with reference to  the source. [6]   (ii) study source b.    how far does this source show that the cultural revolution was supported by young  chinese people? explain your answer. [7]   (iii) study both sources.    is one of these sources more useful than the other as evidence about the cultural  revolution? explain your answer. [7]  (b) (i) name two groups targeted by red guards during the cultural revolution. [2]   (ii) describe the experiences of deng xiaoping during the cultural revolution. [4]   (iii) why was the chinese army ordered to suppress the activities of the red guards in  1968? [6]   (iv) \u2018the chinese communist government under mao brought the chinese people little  benefit between 1949 and 1976.\u2019 how far do you agree with this statement? explain your answer. [8]",
+            "6": "6 0470/42/m/j/14 \u00a9 ucles 2014depth study e: southern africa in the twentieth century 5 study the sources, and then answer the questions which follow. source ain growing frustration with apartheid, in 1986 the twelve main european countries banned  imports of south african iron, steel and gold coins and no new investments were to be made in south africa. the ban did not cover coal, diamonds or other forms of gold. japan passed similar sanctions, although omitting iron ore. the united states restricted lending to south africa and imposed import bans on iron, steel, coal, uranium, textiles and agricultural goods. even with trade sanctions the south african economy grew by 2.6 per cent in 1987 and by 3.2 per cent in 1988. from an american economic history textbook, 2010. source b after the soweto riots of 1976\u201377, ten more years of violence, rioting, bannings and detention  followed. the whites were more divided, if not divided enough to weaken their political power. the blacks, through trade unions, schools and two million members of the united democratic front, were harder to control. the anc in exile and the african states bordering south africa could not defeat the army and there were bitter rivalries between the udf and inkatha. the soviet union became less interested in stirring up black revolution and britain, the common market and the usa, although they imposed trade sanctions, refused to give active support to the anc. from a british school textbook, 1996.  (a) (i) study source a.    what can you tell from this source about trade sanctions on south africa in the 1980s?  support your answer with reference to the source.  [6]   (ii) study source b.    how far does this source show that opposition to the south african government was  weak between 1976 and 1986? explain your answer. [7]   (iii) study both sources.    is one of these sources more useful than the other as evidence about the importance of  other countries to south africa in the 1980s? explain your answer. [7]  (b) (i) name the president and deputy president of the anc in the 1980s. [2]   (ii) what were the effects of the state of emergency declared in 1985? [4]   (iii) why was the ban on the anc lifted in 1990? [6]   (iv) how difficult was it to establish majority rule in south africa between 1990 and 1994?  explain your answer. [8]",
+            "7": "7 0470/42/m/j/14 \u00a9 ucles 2014 [turn overdepth study f: israelis and palestinians, 1945\u2013c.1994 6 study the sources, and then answer the questions which follow. source ain 1968 fatah began in earnest to apply its political and social planning programme by organising  the palestinian masses in their camps. schools and clinics were set up where nothing, or only meagre facilities, had existed before. housing schemes were installed, local palestinian police and popular militia forces were created to defend the camps against regular intimidation and aggression by various local military or paramilitary forces, and taxation was collected from the people. from a booklet written in support of the palestine liberation organisation (plo),  published in london in 1978. source b many people have lived in the refugee camps for twenty-five years. it has proved impossible to  live any sort of civilised life. most of the refugees cannot find employment. the vast majority are agricultural workers in direct competition with the under-employed farming population of those countries in which they are now living. the united nations organisation, through its agency unrwa (united nations relief and work agency), has maintained these camps and provided rations and some welfare services for the refugees. the numbers in the camps have grown because of the continual arab exodus from israel and the natural increase in population. from a british school textbook, published in 1977.  (a) (i) study source a.    what can you tell from this source about fatah? support your answer with reference to  the source. [6]   (ii) study source b.    how far does this source show that the needs of the palestinians were met in the refugee  camps? explain your answer. [7]   (iii) study both sources.    is one of these sources more useful than the other as evidence about the palestinians?  explain your answer. [7]  (b) (i) name two states where camps for palestinian refugees were located. [2]   (ii) what were the aims of fatah as declared in its founding charter? [4]   (iii) why was the plo expelled from jordan in 1970? [6]   (iv) how effective was the plo in promoting the palestinian cause between 1964 and 1994?  explain your answer. [8]",
+            "8": "8 0470/42/m/j/14 \u00a9 ucles 2014depth study g: the creation of modern industrial society 7 study the sources, and then answer the questions which follow. source athat immense place of human misery, the east end of london, is no longer the stagnant pool it was  six years ago. it has shaken off its despair, it has returned to life, and has become the home of what is called the \u2018new unionism\u2019, that is to say, the organisation of the great mass of \u2018unskilled\u2019 workers. this organisation may to a great extent adopt the ways of the old unions of \u2018skilled\u2019 workers, but it is essentially different in character. the old unions preserve the tradition of the time when they were founded, and look upon wages as a once-for-all established final fact, which they can at best modify in the interests of their members. the new unions were founded at a time when faith in the old wages system was severely shaken. their founders and promoters were socialists either consciously or by feeling. their minds were free from the inherited \u2018respectable\u2019 bourgeois prejudices which hampered the better situated \u2018old\u2019 unionists. thus we see these new unions taking the lead of the working-class movement generally, and more and more taking in tow the rich and proud \u2018old\u2019 unions. engels, a prominent marxist, writing in 1892 in the aftermath of the dockers\u2019 strike. source b the new unions\u2019 successes were soon followed by defeats, and much of the ground they took in  the first flush of their progress was lost within a year or two. as early as the winter of 1889\u201390, the gasworkers were in conflict with the south metropolitan gas company, and by the following spring there were hardly any union members in its employ. an attempt to organise the postmen failed. at hull, after temporarily winning control of the port, the unions were soundly defeated by a well organised counter-attack by the employers. the agricultural labourers\u2019 unions were in constant difficulty and appear to have broken up altogether in the 1890s. nevertheless, the \u2018new unionism\u2019 survived. it did so because many of the so-called unskilled labourers in fact had a degree of skill which gave them scarcity value and so bargaining strength. from a history of trade unionism, published in 1963.  (a) (i) study source a.    what can you tell from this source about the working class in britain at the time? support  your answer with reference to the source. [6]   (ii) study source b.    how far does this source show that the strikes of the 1880s and 1890s were ineffective?  explain your answer. [7]   (iii) study both sources.    is one of these sources more useful than the other as evidence about trade unions by  the end of the nineteenth century? explain your answer. [7]  (b) (i) what was the tuc? [2]   (ii) describe the match girls\u2019 strike of 1888. [4]   (iii) why were the strikes of the match girls (1888) and the london dockers (1889)  successful? [6]   (iv) how successful were working men and women in getting better pay and conditions of  work in the last quarter of the nineteenth century? explain your answer. [8]",
+            "9": "9 0470/42/m/j/14 \u00a9 ucles 2014 [turn overblank page turn over for question 8.",
+            "10": "10 0470/42/m/j/14 \u00a9 ucles 2014depth study h: the impact of western imperialism in the nineteenth century 8 study the sources, and then answer the questions which follow. source a the first duty . civilisation  (to china ) \u2013 that dragon must be killed before our troubles can be adjusted. if you don\u2019t do it i shall have to. an american cartoon of 1900.",
+            "11": "11 0470/42/m/j/14 \u00a9 ucles 2014source b the western powers saw china as primitive and ripe for exploitation. at no point did the western  powers see china as an equal, despite the fact that chinese civilisation pre-dated their own. when, in june 1900, the empress released an edict explaining that secret societies were part of chinese culture, the powers were furious as this gave almost official support to the boxer movement. the boxer movement started to spiral out of control and massacres of chinese christians began along with anti-western riots and destruction of foreign property. therefore, the western powers gave the chinese twenty-four hours to put down the boxers or they would use their own troops to deal with the rising. from a recent article on the history of war.  (a) (i) study source a.    what can you tell from this source about western attitudes towards china in 1900?  support your answer with reference to the source. [6]   (ii) study source b.    how far does this source show that it was the massacre of the christians which caused  the western powers to intervene? explain your answer. [7]   (iii) study both sources.    is one of these sources more useful than the other as evidence about the western  powers\u2019 relationship with china at the end of the nineteenth century? explain your answer. [7]  (b) (i) name two chinese cities in which there was a significant european presence by the end  of the nineteenth century. [2]   (ii) describe the siege of beijing (peking) in 1900. [4]   (iii) why were the japanese able to defeat china in 1894\u201395? [6]   (iv) \u2018the decline of china in the nineteenth century was caused by britain.\u2019 how far do you  agree with this statement? explain your answer. [8]",
+            "12": "12 0470/42/m/j/14 \u00a9 ucles 2014blank page copyright acknowledgements: depth study a  source a \u00a9  from a letter sent in january 1934 to ernst r\u00f6hm and published in a nazi newspaper. depth study a  source b \u00a9  karl bracher;  the german dictatorship ;  penguin books ltd;  1973. depth study b  source a \u00a9  part of lenin\u2019s report to the bolshevik central committee, january 1918. depth study b  source b \u00a9  roderick braithwaite;  moscow 1941 ;  profile books ltd;  2005. depth study c  source a \u00a9  http://www.digitalhistory.uh.edu/database/article_display.cfm?hhid=441.depth study c  source b \u00a9  andrew sinclair;  prohibition ;  new english library ltd;  1965. depth study d  source a \u00a9  will hutton;  the writing on the wall ;  little, brown book group;  2007. depth study d  source b \u00a9  the experiences of a woman who was a teenager during the cultural revolution. depth study e  source a \u00a9  t. tyrer.depth study e  source b \u00a9  m. roberts;  a history of south africa ;  longman;  1996. depth study f  source a \u00a9  from a booklet written in support of the palestine liberation organisation, published in london in 1978. depth study f  source b  \u00a9  schools council history 13-16 project;  arab-israeli conflict ;  holmes mcdougal;  1977.  depth study g  source a \u00a9  engels, writing in 1892 in the aftermath of the dockers\u2019 strike. depth study g  source b \u00a9  from a history of trade unionism, published in 1963. permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the  publisher will be pleased to make amends at the earliest possible opportunity. cambridge international examinations is part of the cambridge assessment group. cambridge assessment is the brand name of unive rsity of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge."
+        },
+        "0470_s14_qp_43.pdf": {
+            "1": "this document consists of 10 printed pages, 2 blank pages and 1 insert. dc (rcl (km)) 83220/4 \u00a9 ucles 2014 [turn overcambridge international examinations cambridge international general certificate of secondary education *5594481528*history  0470/43 paper 4 alternative to coursework may/june 2014  1 hour no additional materials are required. read these instructions first an answer booklet is provided inside this question paper. y ou should follow the instructions on the front cover  of the answer booklet. if you need additional answer paper ask the invigilator for a continuation booklet. answer the questions on one of the  depth studies. the number of marks is given in brackets [ ] at the end of each question or part question.",
+            "2": "2 0470/43/m/j/14 \u00a9 ucles 2014depth study a: germany, 1918\u20131945 1 study the sources, and then answer the questions which follow.  source a by 1935 jews had been banned from all professions and government jobs. the nuremberg laws  then deprived us of the vote and forbade marriage to aryans. anyone with jewish grandparents was defined as a jew. my father had been a high officer during the first world war and won the iron cross medal. in 1935 he also received another medal which hitler gave to all those who fought on the frontline throughout the war. my father could not believe how the same man would throw him out of the country.  from the memories of a german jewish woman who was eight years old in 1935.  source b  in a speech to the reichstag in january 1939 hitler said, \u2018if the jewish financiers in and outside  europe succeed in plunging us once more into war then the result will not be the victory of communism which they aim for, but the annihilation of the jews in europe!\u2019 in november 1941 goebbels wrote in the official newspaper, \u2018by reason of their birth all jews are members of an international conspiracy against germany. the war is their fault and they are responsible for every soldier\u2019s death. the fact that the jew still supports his parasitical existence in german cities is no proof that he is one of us, no more than a flea is a domestic pet.\u2019  from a british historian, 1991.  (a) (i) study source a.    what can you tell from this source about jewish people in germany? support your  answer with reference to the source. [6]   (ii) study source b.    how far does this source show that hatred of communism was the reason for nazi  opposition to the jews? explain your answer. [7]   (iii) study both sources.    is one of these sources more useful than the other as evidence about nazi anti-semitism?  explain your answer. [7]  (b) (i) what was the ss? [2]   (ii) describe what happened on kristallnacht, 9\u201310 november 1938. [4]   (iii) why was control of the economy important to the nazis? [6]   (iv) \u2018creating fear was the most successful way for the nazis to control germany between  1933 and 1945.\u2019 how far do you agree? explain your answer. [8]",
+            "3": "3 0470/43/m/j/14 \u00a9 ucles 2014 [turn overdepth study b: russia, 1905\u20131941 2 study the sources, and then answer the questions which follow.  source a throughout history russia has been beaten again and again because she was backward. all have  beaten her because of her military, industrial and agricultural backwardness. if you are backward and weak, then you are in the wrong and may be beaten and enslaved. if you are strong people must beware of you. it is sometimes asked whether it is possible to slow down industrialisation a bit. no, comrades, it is not possible. to slacken would mean falling behind. and those that fall behind get beaten. stalin speaking in 1931.  source b  during the five-y ear plans the methods used to get maximum production were old capitalist tricks  like piecework (paying for the number of items produced instead of hours worked) and bonus payments to workers who produced more than their fellows. there was a famous record-breaker called stakhanov, a coal miner. he and other \u2018stakhanovites\u2019 became national heroes, rewarded with trips to moscow, party membership, medals, holidays and extra pay. stakhanovite targets were set as production \u2018norms\u2019 for other workers in the industry, who naturally failed to meet them and so could be paid less than the normal rate of pay. from a british history book, published in 1978.  (a) (i) study source a.    what can you tell from this source about stalin\u2019s views on industrialisation? support your  answer with reference to the source. [6]   (ii) study source b.    how far does this source show that workers were rewarded well during the five-y ear  plans? explain your answer. [7]   (iii) study both sources.    is one of these sources more useful than the other as evidence about the five-y ear  plans? explain your answer. [7]  (b) (i) what happened at magnitogorsk? [2]   (ii) describe the main features and purpose of a gulag. [4]   (iii) why did stalin embark on the modernisation of soviet industry in 1928? [6]   (iv) \u2018stalin\u2019s changes in agriculture and industry were successful.\u2019 how far do you agree?  explain your answer. [8]",
+            "4": "4 0470/43/m/j/14 \u00a9 ucles 2014depth study c:  the usa, 1919\u20131941 3 study the sources, and then answer the questions which follow.  source a of both property owners and tenants: 96 per cent of homes do not have electricity; 35 per cent no toilet whatsoever; 70 per cent have no  water supply; 20 per cent of families have automobiles; 30 per cent own battery-operated record players and 5 per cent have radios. even in the best of times not enough money is raised by local taxes to support adequate schools, hospitals or road construction. this is typical of much of the state. from a government survey of a farming area in tennessee in 1933.  source b  after the tennessee valley authority was set up in 1933 about a third of the people in the norris  valley, who had to lose their homes, found work building the local dam which was completed in 1936. in the huge area of land flooded, farm owners were given cash by the government for their property and help in finding new homes. tenants, who had no land to sell, received nothing. almost 60 per cent of the families who had to move remained in the local area \u2013 one that suffered from the same problems of overcrowding and poor farming conditions that had troubled them in their old homes, even if they did now have electricity. from a magazine article entitled \u2018the new deal\u2019s best asset \u2013 the tva\u2019, written by an economist in 1939.  (a) (i) study source a.    what does this source tell you about life in the tennessee countryside? support your  answer with reference to the source. [6]   (ii) study source b.    how far does this source show that the tennessee valley authority was a success in the  1930s? explain your answer. [7]   (iii) study both sources.    is one of these sources more useful than the other as evidence about the tennessee  valley authority? explain your answer. [7]  (b) (i) what were \u2018the fireside chats\u2019? [2]   (ii) describe president roosevelt\u2019s policies to deal with the banking crisis in 1933. [4]   (iii)  why was there opposition to new deal policies? [6]   (iv)  \u2018the alphabet agencies had less effect than other aspects of the new deal.\u2019 how far do  you agree? explain your answer. [8]",
+            "5": "5 0470/43/m/j/14 \u00a9 ucles 2014 [turn overdepth study d: china, 1945\u2013c.1990 4 study the sources, and then answer the questions which follow.  source a over this weekend we have learned the extent of the disaster that has befallen china and the  united states. the responsibility for this failure of our foreign policy in the far east rests with the presidency. so concerned were our diplomats and their advisers with the imperfection of the democratic system in china, after twenty years of war and tales of corruption in high places, that they lost sight of our tremendous stake in a non-communist china. congress must now take up the responsibility of preventing the onrushing tide of communism from engulfing all of asia. from a speech by john f . kennedy to congress on the communist capture of  peking (beijing), january 1949.  source b  flags of surrender are flying tonight in shanghai, china\u2019s largest city, which fell suddenly with  few shots fired, after a month-long siege. although a fierce battle continues to the east of the city, where nationalist troops fight to keep the one remaining escape corridor, defending troops are waiting at barricades to surrender their weapons to green-uniformed communist soldiers and be marched to prison camps. the victors are putting up posters urging the population to stay calm \u2013 and assuring them they have nothing to fear. from a british newspaper report, 26 may 1949.  (a) (i) study source a.    what can you tell from this source about the united states\u2019 policies towards china?  support your answer with reference to the source. [6]   (ii) study source b.    how far does this source show that the nationalist forces showed little resistance in the  shanghai area? explain your answer. [7]   (iii) study both sources.    is one of these sources more useful than the other as evidence about the chinese civil  war? explain your answer. [7]  (b) (i) name two changes to women\u2019s rights made by the chinese communist government by  1950. [2]   (ii) describe how the communists dealt with the land issue in areas they occupied during  the chinese civil war. [4]   (iii) why did the united states support the nationalist government in china? [6]   (iv) how far was the land issue the most serious problem facing the new chinese communist  government in 1949? explain your answer. [8]",
+            "6": "6 0470/43/m/j/14 \u00a9 ucles 2014depth study e: southern africa in the twentieth century 5 study the sources, and then answer the questions which follow.  source a bram fischer was an afrikaner barrister who defended the accused in the treason and rivonia  trials, between 1956 and 1964. in 1965 he went into hiding and wrote that \u2018i owe it to the political prisoners, to the banished, to the silenced and to those under house arrest, not to remain a spectator but to act.\u2019 in november 1965 he was captured by police and tried for his membership of the communist party and for his links with umkhonto we sizwe. he refused to give evidence because that could endanger other people and was sentenced to life imprisonment. he was allowed out to die in 1975. from the autobiography of helen joseph, one of the white defendants in the  treason trials, written in 1986.  source b  for many years communists have been the only political group in south africa prepared to treat  africans as human beings and equals; willing to eat with us, talk with us, live with us, and work with us to gain black political rights. because of this, there are many africans who, today, tend to equate freedom with communism. the government claims that all who believe in democratic government and african freedom are communists and bans many of them under the suppression of communism act. although i have never been a member of the communist party, i myself have been named, banned and imprisoned under that act because of the role i played in the defiance campaign of 1952. from nelson mandela\u2019s opening speech at the rivonia trial, 1964.  (a) (i) study source a.    what can you tell from this source about opposition to apartheid? support your answer  with reference to the source. [6]   (ii) study source b.    how far does this source show that african opponents of apartheid supported  communism? explain your answer. [7]   (iii) study both sources.    is one of these sources more useful than the other as evidence about government  responses to opposition in the 1950s and 1960s? explain your answer. [7]  (b) (i)  who was albert luthuli? [2]   (ii)  describe the effects of the 1953 separate amenities act. [4]   (iii) why was the bantu authorities act of 1951 important? [6]   (iv) to what extent had non-violent opposition to apartheid been a failure by 1965? explain  your answer. [8]",
+            "7": "7 0470/43/m/j/14 \u00a9 ucles 2014 [turn overdepth study f: israelis and palestinians, 1945\u2013c. 1994 6 study the sources, and then answer the questions which follow.  source a despite their desire for independence, and dislike of israeli occupation, the palestinians living in  the west bank and gaza benefited from the general social and economic policies of israel. before 1967 there were no universities; six were established after 1967. a british historian, writing in 1993. he is jewish, works in the united kingdom,  but also has a house in jerusalem.  source b  most israelis claim that the arabs living in their country are treated reasonably in view of the  circumstances. most of the charges of brutality and repression are, they say, part of the arab propaganda campaign against israel. the fact that so many arabs remain in israel would suggest that most do not consider life there too severe or lacking in opportunities. israelis admit that there has been some dislocation and resettlement of arabs but this has been due to the destruction caused by war, various urban building schemes, the development of new agricultural villages and the creation of military bases on the borders of the country. from a british textbook, published in 1977.  (a) (i) study source a.    what can you tell from this source about palestinians in israel after the occupation of  gaza and the west bank? support your answer with reference to the source. [6]   (ii) study source b.    how far does this source show that palestinian arabs living in israel were treated fairly?  explain your answer. [7]   (iii) study both sources.    is one of these sources more useful than the other as evidence about the lives of  palestinians living in israel? explain your answer. [7]  (b) (i) what is a kibbutz? [2]   (ii) describe what happened during the intifada. [4]   (iii) why has the west bank area been an issue between israel and palestinian arabs since  1947? [6]   (iv) how far did the oslo accords, 1993, give palestinian arabs control over gaza and the  west bank by the end of 1994? explain your answer. [8]",
+            "8": "8 0470/43/m/j/14 \u00a9 ucles 2014depth study g: the creation of modern industrial society 7 study the sources, and then answer the questions which follow.  source a the dock labourers and their allies have won a remarkable victory. the dock companies have  granted all their demands and the strike will remain a most significant event in the relations between capital and labour. there is first the fact that the dock labourers, possessed of no special skill, industry or strength, have been able to combine. but this was by no means the only phenomenon of the strike. the hard case of the men brought the sympathy of all the various categories of riverside labourers. it took a powerful hold upon public opinion and drew sympathy and material support from all quarters. thus the men were placed above starvation. they were  enabled to bargain on equal terms with their employers and they were eventually successful. the hints given by the great strike will probably not be neglected in the future. the alliance of riverside labourers, possessing various grades of skill and social standing, will probably be taken as an encouragement to carry into effect wider federation of labour.  from \u2018the times\u2019 newspaper, 16 september 1889.  source b  the dockers had left off work because their rates of wages were not high enough and they had  declared their intention of not returning until they got their sixpence an hour. had they stuck to this they would have been all right, but as it is they have consented to go back to work on the promise to receive it on 4 november. this concession, supported by the capitalist press, is a most serious sign of weakness on the part of their leaders. the men, through their leaders, have gone back on their word. all this excitement, all this hardship for only one solid advantage and that advantage not to be enjoyed until november. in the meantime, which is the worst thing of all, the men who have been struggling and fighting for the last five weeks have been pledged to behave well to the scoundrels and traitors who have been fighting against them. from the socialist publication, \u2018justice\u2019, 21 september 1889.  (a) (i)  study source a.    what can you tell from this source about the dockers\u2019 strike of 1889? support your  answer with reference to the source. [6]   (ii)  study source b.    how far does this source show that the dockers\u2019 strike was not successful? explain your  answer. [7]   (iii)  study both sources.    is one of these sources more useful than the other as evidence about the dockers\u2019  strike? explain your answer. [7]  (b) (i) name two people prominent in the strikes of 1888\u201389. [2]   (ii) describe the problems faced by workers in the docks in the years before the strike. [4]   (iii) why did trade union membership increase in the last quarter of the nineteenth century? [6]   (iv) \u2018new unionism had changed the lives of the majority of workers by the end of the  nineteenth century.\u2019 how far do you agree? explain your answer. [8]",
+            "9": "9 0470/43/m/j/14 \u00a9 ucles 2014 [turn overblank page turn over for question 8.",
+            "10": "10 0470/43/m/j/14 \u00a9 ucles 2014depth study h: the impact of western imperialism in the nineteenth century 8  study the sources, and then answer the questions which follow.  source a cartoon from an american magazine in the late nineteenth century. the caption beneath says, \u2018the real trouble will come after the funeral.\u2019  source b  by the time that the official peace was signed on 7 september 1901, most european armies had  left china. china was left with a huge bill to pay for the cost of the allied expeditions. the foreign  powers gained concessions to access china\u2019s wealth and trade. for china, it showed its armies to  be weak and outdated and sparked a more rapid industrialisation of the country and modernisation  of its armed forces. the rivalry between the japanese and the russians was soon to spill over into  war and in less than fourteen years the allies that had fought side by side would be killing each  other on the battlefields of europe. the boxer rebellion shows how short-lasting gains can be if  there is no political will to sustain the victory, by, for example, replacing a chinese government with  a western-supported one. from a recent article on the history of war.",
+            "11": "11 0470/43/m/j/14 \u00a9 ucles 2014 (a) (i) study source a.    what can you tell from this source about the effects of china\u2019s weakness at the end of  the nineteenth century? support your answer with reference to the source. [6]   (ii) study source b.    how far does this source show that the boxer rebellion did not benefit its participants?  explain your answer. [7]   (iii) study both sources.    is one of these sources more useful than the other as evidence about the relationships  between china and foreign countries at the end of the nineteenth century? explain your answer. [7]  (b) (i) how was china ruled at the end of the nineteenth century? [2]   (ii) describe the main features of the boxer rebellion. [4]   (iii) why was china unable to prevent western interference in the nineteenth century? [6]   (iv) how far did china lose more than it gained from the increasing western influence in the  nineteenth century? explain your answer. [8]",
+            "12": "12 0470/43/m/j/14 \u00a9 ucles 2014blank page copyright acknowledgements: depth study a  source a \u00a9  from the memories of a german jewish woman who was eight years old in 1935. depth study a  source b \u00a9  john laver;  nazi germany 1933-1945 ;  hodder & stoughton ltd;  1991. depth study b  source a \u00a9  stalin speaking in 1931.  depth study b  source b \u00a9  harriet ward;  world powers in the twentieth century ;  heinemann educational books ltd;  1978. depth study c  source a \u00a9  from a government survey of a farming area in tennessee in 1933. depth study c  source b \u00a9  from a magazine article entitled, \u2018the new deal\u2019s best asset \u2013 the tva\u2019 written by an economist in 1939. depth study d  source a \u00a9  from a speech by john f . kennedy to congress on the communist capture of peking (beijing), january 1949. depth study d  source b \u00a9  from a british newspaper report, 26 may 1949. depth study e  source a \u00a9  helen joseph;  side by side ;  zed books ltd;  1986. depth study e  source b \u00a9  from nelson mandela\u2019s opening speech at the rivonia trial, 1964. depth study f  source a \u00a9  a british historian, writing in 1993.   depth study f  source b \u00a9  schools council history 13-16 project;  the arab-israeli conflict ;  holmes mcdougal;  1977.     depth study g  source a \u00a9  from the times newspaper, 16 september 1889. depth study g  source b  \u00a9  from the socialist publication, \u2018justice\u2019, 21 september 1889. permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the  publisher will be pleased to make amends at the earliest possible opportunity. cambridge international examinations is part of the cambridge assessment group. cambridge assessment is the brand name of unive rsity of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge."
+        },
+        "0470_w14_qp_11.pdf": {
+            "1": "this document consists of 17 printed pages, 3 blank pages and 1 insert. dc (nf/sw) 79343/4 \u00a9 ucles 2014 [turn overcambridge international examinations cambridge international general certificate of secondary education *8825878249*history  0470/11 paper 1 october/november 2014  2 hours no additional materials are required. read these instructions first an answer booklet is provided inside this question paper. y ou should follow the instructions on the front cover  of the answer booklet. if you need additional answer paper ask the invigilator for a continuation booklet. answer three  questions. section a (core content) answer any two questions. section b (depth studies) answer any  one question. the number of marks is given in brackets [ ] at the end of each question or part question.",
+            "2": "2 0470/11/o/n/14 \u00a9 ucles 2014section a: core content answer any two questions from this section. 1 read the extract, and then answer the questions which follow. mazzini\u2019s main weakness was that his ideas were too intellectual for most people to  grasp, and certainly too radical for middle-class reformers. he was often not in italy and became out of touch with the situation. from a british history book published in 2006.  (a) what was the \u2018y oung italy\u2019 movement? [5]  (b) why were mazzini\u2019s attempts to bring unification to italy unsuccessful? [7]  (c) how far was garibaldi responsible for the unification of italy? explain your answer. [8] 2 read the extract, and then answer the questions which follow. although slavery came to an end with the civil war, this was not the issue at stake  when the war began, even though abolitionists worked hard to persuade congress to abolish slavery, as in every other civilised nation. in the face of this growing opposition to slavery, the southern politicians knew it  was doubly important to ensure that the balance between slave and free states was maintained. from a british history book published in 1985.  (a) what was the missouri compromise? [5]  (b) why was a new compromise introduced in 1850? [7]  (c) how far did slavery cause the civil war? explain your answer. [8]",
+            "3": "3 0470/11/o/n/14 \u00a9 ucles 2014 [turn over3 read the extract, and then answer the questions which follow. in 1853 commodore perry arrived off the coast of japan with four american  warships. until then japan had been almost totally isolated from the rest of the world. america forced trading concessions from the shogun. a british historian writing in 2003.  (a) describe the powers of the shogun in japan before 1867. [5]  (b) why did america send commodore perry to japan? [7]  (c) \u2018conflict in 1894\u20135 was more important than conflict in 1904\u20135 in strengthening japan\u2019s claim  to be a great power.\u2019 how far do you agree with this statement? explain your answer. [8] 4 read the extract, and then answer the questions which follow. german : i wonder what history will make of all this? clemenceau : history will not say that belgium invaded germany! part of a conversation between the french prime minister and a german  representative at the peace conference after the first world war.  (a) what was the entente cordiale of 1904? [5]  (b) why was tension between the great powers increased by events in the balkans in 1908\u20139?  [7]  (c) \u2018germany was responsible for the outbreak of war in 1914.\u2019 how far do you agree with this  statement? explain your answer. [8]",
+            "4": "4 0470/11/o/n/14 \u00a9 ucles 20145 read the extract, and then answer the questions which follow. sometimes people call me an idealist. well, that is the way i know i am an american.  america is the only idealist nation in the world. president wilson speaking in 1918.  (a) what did president wilson want to achieve from the peace settlement at the end of the first  world war? [5]  (b) why did france want a harsh settlement to be imposed on germany in 1919? [7]  (c) \u2018by 1923 it was clear that the treaty of versailles was the least effective of the peace treaties  of 1919\u201320.\u2019 how far do you agree with this statement? explain your answer. [8] 6 read the extract, and then answer the questions which follow. the league covenant can apparently be ignored at will. japan has ignored it by  invading manchuria; the nations represented on the league council have ignored it by refusing to insist on the removal of japanese troops. from an english newspaper published in december 1931.  (a) what were the roles of (i) the council and (ii) the refugees commission in the league of  nations? [5]  (b) why was leadership of the league weak from the start? [7]  (c) \u2018the league of nations was a success.\u2019 how far do you agree with this statement? explain  your answer. [8]",
+            "5": "5 0470/11/o/n/14 \u00a9 ucles 2014 [turn over7 read the extract, and then answer the questions which follow. i have been informed by chairman khrushchev that all the soviet nuclear weapons in  cuba will be withdrawn within 30 days. i have this afternoon instructed the secretary of defence to lift our naval quarantine. it is our hope that the cuban people shall someday be truly free. president kennedy announcing the end of the cuban crisis.  (a) describe the us reaction to the cuban revolution up to the end of april 1961. [5]  (b) why was the usa concerned about castro declaring cuba a communist state in december  1961? [7]  (c) \u2018the missile crisis was a humiliation for the soviet union.\u2019 how far do you agree with this  statement? explain your answer. [8] 8 read the extract, and then answer the questions which follow. y esterday troops from the soviet union crossed the frontiers of the czechoslovak  socialist republic. this happened without the knowledge of czechoslovak government ministers. a czech radio broadcast, 21 august 1968.  (a) what changes did nagy want to make to communist rule in hungary? [5]  (b) why did the prague spring fail? [7]  (c) how important were events in poland after 1980 in influencing the collapse of soviet control  in eastern europe? explain your answer. [8]",
+            "6": "6 0470/11/o/n/14 \u00a9 ucles 2014section b: depth studies answer any one question from this section. depth study a: germany, 1918\u201345 9 read the extract, and then answer the questions which follow. many germans are unhappy with the way that our welfare system is developing.  they see an ever-increasing proportion of the population going onto welfare and cannot see any indication that people will again become self-reliant. a spokesperson for a group of german welfare charities speaking in 1927.  (a) describe the spartacist uprising. [5]  (b) why, by 1923, was the weimar republic in crisis? [7]  (c) \u2018after 1923 the weimar republic brought stability to germany.\u2019 how far do you agree with this  statement? explain your answer. [8]",
+            "7": "7 0470/11/o/n/14 \u00a9 ucles 2014 [turn over10 look at the poster, and then answer the questions which follow. a poster produced for display in public institutions such as schools. the caption reads \u2018adolf hitler is the victory\u2019.  (a) describe how the churches responded to nazi rule. [5]  (b) why did the nazis persecute minority groups in germany? [7]  (c) \u2018the use of mass media was the nazis\u2019 most effective method of controlling the german  people.\u2019 how far do you agree with this statement? explain your answer. [8]",
+            "8": "8 0470/11/o/n/14 \u00a9 ucles 2014depth study b: russia, 1905\u201341 11 read the extract, and then answer the questions which follow. stalin\u2019s real motive was to destroy the men who might form an alternative  government. from a book about stalin published in 1949.  (a) what mistakes did trotsky make in the struggle for power with stalin? [5]  (b) why was stalin able to benefit from the purges? [7]  (c) how far do you agree with the view that stalin\u2019s rule up to 1941 was a disaster for the soviet  union? explain your answer. [8] 12 read the extract, and then answer the questions which follow. what is the way out of the food problem? the way out is to turn the small and  scattered peasant farms, gradually but surely, into large farms based on co-operative and collective cultivation of the land. there is no other way. stalin speaking in 1927.  (a) what did stalin hope to achieve by introducing collectivisation? [5]  (b) why was there opposition to the introduction of collectivisation? [7]  (c) how effective was stalin\u2019s modernisation of soviet industry by 1941? explain your answer. [8]",
+            "9": "9 0470/11/o/n/14 \u00a9 ucles 2014 [turn overdepth study c: the usa, 1919\u201341 13 look at the photograph, and then answer the questions which follow. a photograph of sales staff taken in the early 1920s.  (a) what difficulties faced american agriculture in the 1920s? [5]  (b) why did some industries not prosper from the economic boom in the 1920s? [7]  (c) \u2018the most important reason for the economic boom in the 1920s was government policy.\u2019 how  far do you agree with this statement? explain your answer. [8]",
+            "10": "10 0470/11/o/n/14 \u00a9 ucles 201414 read the extract, and then answer the questions which follow. never before in this country has a government fallen to so low a place in popular  opinion or been so widely criticised. never before has a president given his name so freely to toilets and shanty housing or had his face banished from the cinema screen to avoid the hoots and jeers of children. an american political commentator speaking after the removal of the bonus marchers in 1932.  (a) describe how american banks were affected by the wall street crash. [5]  (b) why did the wall street crash take many americans by surprise? [7]  (c) \u2018hoover was the cause of roosevelt winning the presidential election of 1932.\u2019 how far do you  agree with this statement? explain your answer. [8]",
+            "11": "11 0470/11/o/n/14 \u00a9 ucles 2014 [turn overdepth study d: china, 1945\u2013c.1990 15 read the extract, and then answer the questions which follow. the advantage of the people\u2019s communes lies in the fact that they combine industry,  agriculture, commerce, education and military affairs. mao speaking in 1958.  (a) what benefits did land reform in 1950 bring to chinese peasant farmers? [5]  (b) why did mao introduce communes? [7]  (c) \u2018the consequences of the great leap forward were greater than the consequences of the  first five-y ear plan.\u2019 how far do you agree with this statement? explain your answer. [8] 16 look at the poster, and then answer the questions which follow. a poster published in china in 1986 as part of the \u2018one child\u2019 policy.  (a) what was the \u2018hundred flowers\u2019 campaign of 1956\u20137? [5]  (b) why, by 1967, was china facing civil war? [7]  (c) how far were the lives of the chinese people in the 1980s changed by china\u2019s economic  development? explain your answer. [8]",
+            "12": "12 0470/11/o/n/14 \u00a9 ucles 2014depth study e: southern africa in the twentieth century 17 look at the graph, and then answer the questions which follow. 020406080100120140160number of workers (000s)180200220240260280300 white males white females black males black femalesnumber of workers in manufacturing in 1 939key number of workers in manufacturing in 1 945 a graph showing numbers of workers in manufacturing industry in south africa in 1939 and 1945.  (a) what grievances did black mineworkers have in the early years of the twentieth century? [5]  (b) why did south african governments follow discriminatory policies between 1910 and 1939?  [7]  (c) how significant was the impact of the second world war on south africa\u2019s white minority?  explain your answer. [8]",
+            "13": "13 0470/11/o/n/14 \u00a9 ucles 2014 [turn over18 read the extract, and then answer the questions which follow. in the election of 1948, the united party and the labour party between them  won 53 per cent of the votes while malan\u2019s apartheid national party only gained 39 per cent. from a british history book published in 1997.  (a) what were the main aims of apartheid? [5]  (b) why was the election of the national party a disaster for prospects of racial integration in  south africa? [7]  (c) \u2018the defiance campaign of 1952 was more important than the freedom charter of 1955  in the struggle against apartheid.\u2019 how far do you agree with this statement? explain your answer. [8] 19 read the extract, and then answer the questions which follow. the colonial authorities crushed any attempts at opposition. but they did not stop  settlers, traders or german soldiers violating namibian communities. from a namibian history book published in 1988.  (a) what did the germans hope to achieve from the \u2018protection treaties\u2019 they made with namibian  leaders? [5]  (b) why did conflict between namibians and germans increase in the last ten years of the  nineteenth century? [7]  (c) \u2018german exploitation of the namibian people was the main cause of the war of national  resistance (1904\u20138).\u2019 how far do you agree with this statement? explain your answer. [8]",
+            "14": "14 0470/11/o/n/14 \u00a9 ucles 2014depth study f: israelis and palestinians, 1945\u2013c.1994 20 read the extract, and then answer the questions which follow. the existence of israel is an error which we must put right. this is our opportunity to  wipe out the disgrace which is israel which has been with us since 1948. our goal is clear \u2013 to wipe israel off the map. the president of iraq speaking on the radio in 1967.  (a) what did israel gain from the 1956 suez war? [5]  (b) why was there increasing tension in the middle east prior to the six day war of 1967? [7]  (c) how far was the result of the y om kippur war of 1973 a defeat for the arab states? explain  your answer. [8] 21 read the extract, and then answer the questions which follow. murder at the olympics the headline from an english newspaper, 5 september 1972.  (a) describe the terrorist attack at the munich olympics, september 1972. [5]  (b) why was the palestine liberation organisation (plo) a problem for lebanon between 1968  and 1982? [7]  (c) how effective was the plo in promoting the palestinian cause before 1990? explain your  answer. [8]",
+            "15": "15 0470/11/o/n/14 \u00a9 ucles 2014 [turn overdepth study g: the creation of modern industrial society 22 read the extract, and then answer the questions which follow. there were crowds of people and mountains of goods departing and arriving, scores  upon scores of times every day. night and day, the conquering engines rumbled at their distant work. they stood  bubbling and trembling, making the walls quake. a nineteenth-century description of a railway station.  (a) what were the problems of moving goods by canal at the beginning of the nineteenth century?  [5]  (b) why was brunel\u2019s contribution to the development of railways important? [7]  (c) \u2018the greatest impact of railways was on everyday life.\u2019 how far do you agree with this  statement? explain your answer. [8]",
+            "16": "16 0470/11/o/n/14 \u00a9 ucles 201423 look at the photograph, and then answer the questions which follow. a photograph of housing in glasgow, scotland, in 1868.  (a) what threats to health existed in inadequate nineteenth-century housing? [5]  (b) why was there opposition to public health reforms? [7]  (c) how far did government action from 1848 make towns healthier places to live? explain your  answer. [8]",
+            "17": "17 0470/11/o/n/14 \u00a9 ucles 2014depth study h: the impact of western imperialism in the nineteenth century 24 look at the picture, and then answer the questions which follow. the signing of the treaty of nanking in august 1842. it marked the end of the first opium war in which china suffered military defeat.  (a) describe china\u2019s attitude towards foreign visitors in the early nineteenth century. [5]  (b) why did the chinese agree to the treaty of nanking? [7]  (c) how successfully did china deal with european intervention after 1850? explain your answer.  [8] 25 read the extract, and then answer the questions which follow. dalhousie left india in 1856. the outbreak of the mutiny in the following year led to  severe criticism of his policy of annexation. there is no doubt that dalhousie was a visionary becoming known as \u2018the maker of modern india\u2019. from a recent article about lord dalhousie.  (a) describe the activities of the east india company on the indian sub-continent. [5]  (b) why was the government of india act passed in 1858? [7]  (c) \u2018lord dalhousie created as many problems as he solved.\u2019 how far do you agree with this  statement? explain your answer. [8]",
+            "18": "18 0470/11/o/n/14 \u00a9 ucles 2014blank page",
+            "19": "19 0470/11/o/n/14 \u00a9 ucles 2014blank page",
+            "20": "20 0470/11/o/n/14 \u00a9 ucles 2014blank page copyright acknowledgements: question 1   \u00a9  robert pearce & andrina stiles;  the unification of italy 1815 \u2013 70 ;  hodder education;  2006. question 2 \u00a9  philip sauvain;  european and world history 1815 \u2013 1919 ;  hulton;  1985. question 4 \u00a9  ben walsh;  ocr gcse modern world history ;  hodder education;  2009.   question 5 \u00a9  ben walsh;  ocr gcse modern world history ;  hodder education;  2009.   question 6 \u00a9  tony mcaleavy;  twentieth century history \u2013 international relations since 1919 ;  cambridge university press;  2002.   question 7 \u00a9  ben walsh;  ocr gcse modern world history ;  hodder education;  2009.   question 8 \u00a9  steven waugh;  essential modern world history ;  nelson thornes;  2001.   question 9 \u00a9  rick rogers;  ocr gcse shp history germany 1919 \u2013 1945 ;  heinemann;  2009.   question 10 \u00a9  rick rogers;  ocr gcse shp history germany 1919 \u2013 1945 ;  heinemann/private collection, bridgeman art library;  2009.  question 11 \u00a9  steven waugh;  essential modern world history ;  nelson thornes;  2001.     question 12 \u00a9  ben walsh;  ocr gcse modern world history ;  hodder education;  2009. question 13 \u00a9  harriet ward;  the usa from wilson to nixon 1917 to 1975 ;  harper collins/caulfield & shook collection; 1996. question 14 \u00a9  terry fiehn et al;  the usa between the wars 1919-1941 ;  john murray;  1998. question 15 \u00a9  josh brooman;  china since 1900 ;  published by longman.  reprinted by permission of pearson education ltd;  1988.   question 16 \u00a9  chineseposters.net;  23 october 2012.question 17 \u00a9  christopher culpin;  south africa since 1948 ;  john murray;  2000.     question 18 \u00a9  rosemary mulholland;  south africa 1948 \u2013 1994 ;  cambridge university press;  1997.   question 19 \u00a9  nangolo mbumba & norbert h. noisser;  namibia in history ;  zed books;  1988. question 20 \u00a9  michael scott-baumann;  conflict in the middle east:  israel and the arabs ;  hodder;  1998. question 21 \u00a9  michael scott-baumann;  conflict in the middle east:  israel and the arabs ;  hodder;  1998. question 22 \u00a9  ben walsh;  british social & economic history ;  john murray;  1997. question 23 \u00a9  ben walsh;  british social & economic history ;  john murray/getty images;  1997. question 24 \u00a9  en.wikipedia/org/wiki/treaty of nanking;  6 december 2012.question 25  \u00a9  http://edu.holisticthough.com/india;  26 october 2012.  permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the  publisher will be pleased to make amends at the earliest possible opportunity. cambridge international examinations is part of the cambridge assessment group. cambridge assessment is the brand name of unive rsity of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge."
+        },
+        "0470_w14_qp_12.pdf": {
+            "1": "this document consists of 19 printed pages, 1 blank page and 1 insert. dc (leg/sw) 108646 \u00a9 ucles 2014  [turn overcambridge international examinations cambridge international general certificate of secondary education * 1 3 0 0 2 7 0 4 8 9 *history  0470/12 paper 1  october/november 2014  2 hours no additional materials are required. read these instructions first an answer booklet is provided inside this question paper. y ou should follow the instructions on the front cover  of the answer booklet. if you need additional answer paper ask the invigilator for a continuation booklet. answer three  questions. section a (core content) answer any two questions. section b (depth studies) answer any  one question. the number of marks is given in brackets [  ] at the end of each question or part question.",
+            "2": "2 0470/12/o/n/14 \u00a9 ucles 2014section a: core content answer any two questions from this section. 1 read the extract, and then answer the questions which follow. the idea of national unity was enough to bring about an uprising in 1848, but it  was not enough to bring victory. the ordinary people, who wanted to drive out  the austrians, were prepared to accept the leadership of charles albert. when  the driving force of expelling the austrians failed, the ordinary people were left  leaderless. from a book written by a soldier who fought in lombardy in 1848\u201349.  (a) what did the roman republic of 1848\u201349 achieve?  [5]  (b) why did attempts to unify italy by 1849 end in failure?  [7]  (c) \u2018garibaldi\u2019s contribution to the unification of italy was more important than the contribution of  any other person.\u2019 how far do you agree with this statement? explain your answer.  [8] 2 read the extract, and then answer the questions which follow. bismarck combined high intelligence with an unscrupulous view of politics and state  affairs. he got things done and did not worry too much about the means he used to  get his way. his cunning was well displayed when he first picked off austria in 1866,  having ensured french and russian neutrality. from a history book published in 1985.  (a) what were the functions of the zollverein?  [5]  (b) why was bismarck appointed minister-president of prussia in 1862?  [7]  (c) \u2018bismarck did not plan for the unification of germany. he just took opportunities that others  gave him.\u2019 how far do you agree with this statement? explain your answer.  [8]",
+            "3": "3 0470/12/o/n/14 \u00a9 ucles 2014 [turn over3 look at the painting, and then answer the questions which follow. \u2018the last moments of john brown\u2019 painted in 1859.  (a) describe john brown\u2019s contribution to the struggle against slavery.  [5]  (b) why were abolitionists annoyed by the dred scott decision?  [7]  (c) \u2018the lives of black americans were changed little by the civil war.\u2019 how far do you agree with  this statement? explain your answer.  [8]",
+            "4": "4 0470/12/o/n/14 \u00a9 ucles 20144 look at the cartoon, and then answer the questions which follow. an american cartoon entitled \u2018the chain of friendship\u2019. it was published in july 1914.  (a) describe the colonial rivalry which existed among the great powers before the first world  war. [5]  (b) why was the triple entente formed?  [7]  (c) \u2018in 1914, the actions of austria-hungary were more important than the actions of russia in  causing war.\u2019 how far do you agree with this statement? explain your answer.  [8]",
+            "5": "5 0470/12/o/n/14 \u00a9 ucles 2014 [turn over5 read the extract, and then answer the questions which follow. we want peace which will be just, but not vindictive. we want a stern peace because  the occasion demands it, but the severity must be designed, not for vengeance, but  for justice. above all, we want to protect the future against a repetition of the horrors  of this war. lloyd george speaking to the british parliament, before the paris peace conference.  (a) with reference to the terms of the peace settlement of 1919, what was decided about (i) the  saar and (ii) the rhineland?  [5]  (b) why was germany unhappy with being forced to accept responsibility for the war?  [7]  (c) how far did lloyd george achieve his aims at the paris peace conference? explain your  answer.  [8] 6 read the extract, and then answer the questions which follow. the defeat suffered in the united states strikes at the very existence of the league  of nations. america\u2019s place will remain empty at geneva. the two countries that  will dominate, france and great britain, are divided on almost every topic to be  discussed. a french politician commenting, in 1920, on the league without the usa.  (a) describe how collective security was intended to work.  [5]  (b) why was the american decision not to join the league a great blow to the organisation?  [7]  (c) \u2018the depression had a greater impact on the league than did events in manchuria.\u2019 how far  do you agree with this statement? explain your answer.   [8]",
+            "6": "6 0470/12/o/n/14 \u00a9 ucles 20147 read the extract, and then answer the questions which follow. mr churchill has said that for great britain the polish question is one of honour. but  for the russians it is a question of both honour and security. throughout history  poland has been the corridor for attack on russia. it is not merely a question of  honour for russia, but one of life and death. stalin speaking to churchill and roosevelt at y alta in 1945.  (a) what was discussed, in relation to poland, at the y alta conference?  [5]  (b) why did tensions between the ussr and the western allies increase at the potsdam  conference?  [7]  (c) \u2018the ussr was to blame for starting the cold war.\u2019 how far do you agree with this statement?  explain your answer.  [8]",
+            "7": "7 0470/12/o/n/14 \u00a9 ucles 2014 [turn over8 look at the photograph, and then answer the questions which follow. a photograph of us marines pinned down by vietcong snipers in the city of hue during the tet offensive, 1968.  (a) what was the tet offensive?  [5]  (b) why were the methods used by the americans to try to defeat the vietcong unsuccessful?  [7]  (c) \u2018american public opinion was more important than vietcong guerrilla tactics in bringing about  the us withdrawal from vietnam.\u2019 how far do you agree with this statement? explain your  answer.  [8]",
+            "8": "8 0470/12/o/n/14 \u00a9 ucles 2014section b: depth studies answer any one question from this section. depth study a: germany, 1918\u201345 9 read the extract, and then answer the questions which follow. with the death of stresemann, germany lost its ablest statesman. from 1923 he  worked hard to rebuild his shattered country, and for peace and co-operation abroad. from stresemann\u2019s obituary in a british newspaper, october 1929.  (a) what were the main economic challenges facing the weimar republic when it was  established?  [5]  (b) why did the weimar republic face political opposition from the start?  [7]  (c) to what extent did the weimar republic recover after 1923? explain your answer.  [8] 10 read the extract, and then answer the questions which follow. we believed in hitler. we believed in the whole system, the entire leadership. we  could not do anything else. that was our generation and he was our idol. a member of the hitler y outh, speaking after the second world war.  (a) what was education like for young people in schools in nazi germany?  [5]  (b) why was membership of the hitler y outh encouraged?  [7]  (c) how far did life for workers improve in nazi germany up to 1939? explain your answer.  [8]",
+            "9": "9 0470/12/o/n/14 \u00a9 ucles 2014 [turn overdepth study b: russia, 1905\u201341 11 read the extract, and then answer the questions which follow. the provisional government possesses no real power and its orders are executed  only in so far as this is permitted by the soviet of workers\u2019 and soldiers\u2019 deputies. from a letter written by a member of the newly formed provisional government, march 1917. it is commenting on the \u2018dual government\u2019 which ruled russia.  (a) describe the kornilov affair.  [5]  (b) why was lenin important to the bolshevik seizure of power?  [7]  (c) \u2018the provisional government failed because it lacked popular support.\u2019 how far do you agree  with this statement? explain your answer.  [8] 12 read the extract, and then answer the questions which follow. before the changes you said the factory owners were unfair to us, but the factory  owners did not force us to work such long hours, and there was enough of everything  in the shops. now we work long hours doing the work four men used to do. a russian factory worker commenting in 1929.  (a) what problems did soviet agriculture face before collectivisation?  [5]  (b) why did stalin find it difficult to introduce collectivisation?  [7]  (c) how far did the soviet people benefit from stalin\u2019s economic plans? explain your answer.  [8]",
+            "10": "10 0470/12/o/n/14 \u00a9 ucles 2014depth study c: the usa, 1919\u201341 13 read the extract, and then answer the questions which follow. advertising has made broadcasting an industry. the broadcasters have discovered  they can boost industry and people want to buy time on air. from an american newspaper published in the 1920s.  (a) how did henry ford organise motor car production?  [5]  (b) why did the radio industry grow rapidly?  [7]  (c) how far did americans benefit from the \u2018boom\u2019 of the 1920s? explain your answer.  [8] 14 read the extract, and then answer the questions which follow. the music is sensuous, the embracing of dance partners is absolutely indecent and  the movements are such that they cannot be described in a family newspaper. from a religious newspaper published in the 1920s.  (a) describe how the motion picture industry was organised in the 1920s.  [5]  (b) why did some people disapprove of young people\u2019s behaviour?  [7]  (c) \u2018prohibition had a greater impact on american society in the 1920s than intolerance.\u2019 how far  do you agree with this statement? explain your answer.  [8]",
+            "11": "11 0470/12/o/n/14 \u00a9 ucles 2014 [turn overdepth study d: china, 1945\u2013c.1990 15 read the extract, and then answer the questions which follow. the american government, which had given chiang kai-shek 200 million dollars\u2019  worth of aid since 1945, could see that the kuomintang was a spent force and so in  1947 cut off all aid to them. from a british history book published in 1998.  (a) describe the efforts made in 1946 to avoid a civil war in china.  [5]  (b) why did a civil war start in china in 1946?  [7]  (c) \u2018the failures of chiang kai-shek resulted in the communists winning the civil war.\u2019 how far  do you agree with this statement? explain your answer.  [8]",
+            "12": "12 0470/12/o/n/14 \u00a9 ucles 201416 look at the photograph, and then answer the questions which follow. content removed due to copyright restrictions.  (a) what were \u2018people\u2019s courts\u2019?  [5]  (b) why was \u2018thought reform\u2019 introduced by the communists?  [7]  (c) \u2018mao\u2019s economic policies between 1952 and 1961 were unsuccessful.\u2019 how far do you agree  with this statement? explain your answer.  [8]",
+            "13": "13 0470/12/o/n/14 \u00a9 ucles 2014 [turn overdepth study e: southern africa in the twentieth century 17 read the extract, and then answer the questions which follow. after the war ended in 1902, lord milner, the leading british official in south africa,  adopted a policy of \u2018anglicisation\u2019. he wanted to break down the divisions between  the boers and the british. he wanted to encourage large numbers of new british  settlers to come to south africa, hoping they would swamp the boers. from a history book published in britain in 1997.  (a) what did rhodes hope to achieve in africa?  [5]  (b) why did tensions between the boers and the british increase prior to the outbreak of war in  1899?  [7]  (c) \u2018the british failed to deal successfully with south africa between 1900 and 1910.\u2019 how far do  you agree with this statement? explain your answer.  [8]",
+            "14": "14 0470/12/o/n/14 \u00a9 ucles 201418 look at the cartoon, and then answer the questions which follow. a cartoon published in south africa in 1959.  (a) what actions did the south african government take in the 1950s to ensure racial groups  were separated?  [5]  (b) why was apartheid popular with many white south africans in the 1950s and 1960s?  [7]  (c) how successful was apartheid in the 1950s and 1960s? explain your answer.  [8]",
+            "15": "15 0470/12/o/n/14 \u00a9 ucles 2014 [turn over19 read the extract, and then answer the questions which follow. the decision to colonise in southern africa means that the native tribes must leave  the land where they have pastured their cattle, so that the white man can pasture  his cattle there. the commissioner responsible for german colonial settlement, speaking in 1903.  (a) describe the establishment of german colonial rule in namibia.  [5]  (b) why was there resistance to the german colonisation of namibia?  [7]  (c) how far were namibia and its people affected by the first world war? explain your answer.  [8]",
+            "16": "16 0470/12/o/n/14 \u00a9 ucles 2014depth study f: israelis and palestinians, 1945\u2013c.1994 20 read the extract, and then answer the questions which follow. following the armistice agreements at the end of the war of 1948\u201349, the area  controlled by the jewish forces at the end of the fighting became the territory of the  new state of israel. from a british history book published in 1998.  (a) describe what happened in palestine when the second world war came to an end in 1945.  [5]  (b) explain why the british government decided to withdraw from palestine in 1948.  [7]  (c) \u2018the war of 1948\u201349 solved nothing.\u2019 how far do you agree with this statement? explain your  answer.  [8] 21 read the extract, and then answer the questions which follow. in 1988 arafat finally publicly accepted the existence of israel and the principle of  resolution 242. by accepting the resolution the plo recognised the existence of  the jewish state of israel. from a british history book published in 1998.  (a) describe the origins of the palestine liberation organisation (plo).  [5]  (b) why did tension exist between king hussein of jordan and the plo?  [7]  (c) \u2018by 1993 the plo had been successful in their efforts for the palestinian cause.\u2019 how far do  you agree with this statement? explain your answer.  [8]",
+            "17": "17 0470/12/o/n/14 \u00a9 ucles 2014 [turn overdepth study g: the creation of modern industrial society 22 read the extract, and then answer the questions which follow. children under nine years old not to work in textile mills. children aged nine to thirteen years to work no more than nine hours. no one under eighteen to do night work. four inspectors to be appointed. terms of the factory act, 1833.  (a) what was bad about working in an early nineteenth-century textile factory?  [5]  (b) why was there a need to increase iron production during the first half of the nineteenth  century?  [7]  (c) how successful was government legislation in improving working conditions for children in  the first half of the nineteenth century? explain your answer.  [8] 23 read the extract, and then answer the questions which follow. at first the liverpool and manchester railway made more money from passengers  than freight. in 1835 the railway began carrying livestock which had been  brought to england from ireland. soon supplies of fresh fish and vegetables were  being transported. raw cotton imported from america was carried in bulk to the  manufacturers. from a history book published in 1998.  (a) what were the disadvantages of roads for britain\u2019s transport needs at the beginning of the  nineteenth century?  [5]  (b) why were railways of benefit to people in their daily lives?  [7]  (c) \u2018brunel made a greater contribution than any other person to the development of railways.\u2019  how far do you agree with this statement? explain your answer.  [8]",
+            "18": "18 0470/12/o/n/14 \u00a9 ucles 2014depth study h: the impact of western imperialism in the nineteenth century 24 read the extract, and then answer the questions which follow. bentinck\u2019s modernising projects, which included a policy of westernisation, were  controversial and included making english the language of the higher justice courts.  he also took steps to suppress native customs which the british viewed as barbaric. a historian writing in 2012.  (a) what was the role of the east india company in the indian sub-continent?  [5]  (b) why were bentinck\u2019s proposals for india controversial?  [7]  (c) how far was nineteenth-century india changed by british rule? explain your answer.  [8]",
+            "19": "19 0470/12/o/n/14 \u00a9 ucles 201425 look at the cartoon, and then answer the questions which follow. a british cartoon published in 1876. it is commenting on the british government\u2019s acquisition  of a large number of shares in the suez canal.  (a) what was the \u2018scramble for africa\u2019?  [5]  (b) why were european countries interested in africa?  [7]  (c) how far did imperialism in africa benefit europeans? explain your answer.  [8]",
+            "20": "20 0470/12/o/n/14 \u00a9 ucles 2014blank page copyright acknowledgements: question 1  \u00a9  martin collier;  the unification of italy 1815 \u2013 70 ;  heinemann;  2008.  question 2  \u00a9  philip sauvain;  european and world history 1815 \u2013 1919 ;  hulton;  1985. question 3  \u00a9  www.spartacus.schoolnet.co.uk ;  29 october 2012. question 4  \u00a9  www.bbc.co.uk/schools/gcsebitesize/history ;  29 october 2012. question 5  \u00a9  ben walsh;  ocr gcse modern world history ;  hodder education;  2009. question 6  \u00a9  tony mcaleavy;  twentieth century history:  international relations since 1919 ;  cambridge university press;  2002. question 7  \u00a9  tony mcaleavy;  twentieth century history:  international relations since 1919 ;  cambridge university press;  2002. question 8  \u00a9  ben walsh;  ocr gcse modern world history ;  hodder education/corbis;  2009. question 9  \u00a9  paul grey & rosemarie little;  germany 1918 \u2013 1945 ;  cambridge university press;  1997. question 10  \u00a9  rick rogers;  ocr gcse history a, germany 1919-1945 ;  heinemann;  2009.   question 11  \u00a9  ben walsh;  ocr gcse modern world history ;  hodder education;  2009. question 12  \u00a9  philip ingram;  russia and the ussr 1905-1991 ;  cambridge university press;  1997.   question 13  \u00a9  c. k. macdonald;  modern america ;  basil blackwell;  1987. question 14  \u00a9  ian campbell;  the usa 1917-1941 ;  cambridge university press;  1998. question 15  \u00a9  josh brooman;  china since 1900 ;  published by longman.  reprinted by permission of pearson education ltd;  1988. question 16  \u00a9  http:// www.uselesstree.typepad.com ;  30 october 2012. question 17  \u00a9  rosemary holland;  south africa 1948 \u2013 1994 ;  cambridge university press;  1997. question 19  \u00a9  nangolo mbumba & norbert h. noisser;  namibia in history ;  zed books ltd;  1988. question 20  \u00a9  tony mcaleavy;  the arab-israeli conflict ;  cambridge university press;  1998. question 21  \u00a9  tony mcaleavy;  the arab-israeli conflict;  cambridge university press;  1998. question 22  \u00a9  ben walsh;  british social & economic history ;  published by john murray.  reprinted by permission of hodder education;  1997. question 23  \u00a9  richard staton et al;  three centuries of change ;  collins educational;  1998. question 24  \u00a9  ray ennion question 25  \u00a9  philip sauvain;  european and world history 1815 \u2013 1919 ;  hulton / punch;  1985.  permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the  publisher will be pleased to make amends at the earliest possible opportunity. cambridge international examinations is part of the cambridge assessment group. cambridge assessment is the brand name of university of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge."
+        },
+        "0470_w14_qp_13.pdf": {
+            "1": "this document consists of 21 printed pages, 3 blank pages and 1 insert. dc (st/sw) 108648 \u00a9 ucles 2014  [turn overcambridge international examinations cambridge international general certificate of secondary education * 9 3 4 1 0 6 6 7 9 5 *history  0470/13 paper 1  october/november 2014  2 hours no additional materials are required. read these instructions first an answer booklet is provided inside this question paper. y ou should follow the instructions on the front cover  of the answer booklet. if you need additional answer paper ask the invigilator for a continuation booklet. answer three  questions. section a (core content) answer any two questions. section b (depth studies) answer any  one question. the number of marks is given in brackets [  ] at the end of each question or part question.",
+            "2": "2 0470/13/o/n/14 \u00a9 ucles 2014section a: core content answer any two questions from this section. 1 read the extract, and then answer the questions which follow. in february 1866 at a meeting of the prussian crown council bismarck declared  that war with austria was only a matter of time. it would be fought not just to settle  the final fate of the duchies, but over the wider issue of who should control germany. from a book published in britain in 2007.  (a) describe the revolutionary events in berlin, march 1848.  [5]  (b) why were the prussian liberals hostile to the appointment of bismarck as minister-president  in 1862?  [7]  (c) \u2018austria was a greater threat to bismarck\u2019s plans than was france.\u2019 how far do you agree with  this statement? explain your answer.  [8] 2 read the extract, and then answer the questions which follow. ever since independence in the late eighteenth century, the northern and southern  states of the usa differed from each other in their attitude to the federal union which  had brought them together. the southern states wanted freedom from interference  by federal government; the northern states wanted a strong central government to  protect their industries. from a book published in britain in 1985.  (a) describe the treatment of slaves in the southern states.  [5]  (b) why did the kansas-nebraska act of 1854 increase tensions between north and south?  [7]  (c) how far was slavery the issue over which the civil war was fought? explain your answer.  [8]",
+            "3": "3 0470/13/o/n/14 \u00a9 ucles 2014 [turn over3 look at the painting, and then answer the questions which follow. a japanese painting of japanese warships in action during the war with russia, 1904\u20135.  (a) what impact did the western powers have on japan before 1868?  [5]  (b) why was the shogunate overthrown in 1868?  [7]  (c) how effectively had japan modernised itself by 1914? explain your answer.  [8]",
+            "4": "4 0470/13/o/n/14 \u00a9 ucles 20144 look at the cartoon, and then answer the questions which follow. a german cartoon published in 1911.  (a) what preparations had britain made for war by 1914?  [5]  (b) why were britain and france concerned about events relating to morocco?  [7]  (c) \u2018austria was most to blame for the outbreak of war in 1914.\u2019 how far do you agree with this  statement? explain your answer.  [8]",
+            "5": "5 0470/13/o/n/14 \u00a9 ucles 2014 [turn over5 read the extract, and then answer the questions which follow. we have organised reparations where damage and injury has been inflicted. we  have disarmed, we have punished. this treaty will be a lighthouse, warning nations  against the perils on which the german empire shattered itself. lloyd george speaking to the british parliament about the treaty of versailles, july 1919.  (a) in what ways, other than territorial, did the treaty of versailles limit the power of germany?  [5]  (b) why did lloyd george clash with wilson and with clemenceau during the peace discussions  of 1919?  [7]  (c) how justifiable were the terms of the peace settlement of 1919\u201320? explain your answer.  [8] 6 read the extract, and then answer the questions which follow. y ou may say that we should have confidence in the european statesmen and  leaders. perhaps we should, but it was european statesmen, european ambition  that drowned the world in blood and from which we are still suffering. the canadian representative speaking at the first league assembly meeting in 1920.  (a) what difficulties did britain and france face as the main leaders of the league of nations?  [5]  (b) why did some major powers not join the league?  [7]  (c) \u2018the league failed because of the abyssinian crisis.\u2019 how far do you agree with this statement?  explain your answer.  [8]",
+            "6": "6 0470/13/o/n/14 \u00a9 ucles 20147 read the extract, and then answer the questions which follow. the soviet government is alarmed by the attitude of the us government. the  american attitude had cooled since it became clear that germany was defeated. it  is as though the americans are saying that the ussr was no longer needed. stalin expressing his views on the attitude of truman, the new american president, may 1945.  (a) describe the main problems facing the allied leaders when they met at potsdam in may 1945.  [5]  (b) why did the ussr want to dominate eastern europe?  [7]  (c) how successful was the reaction of the west to soviet expansion by 1949? explain your  answer.  [8] 8 read the extract, and then answer the questions which follow. the time is ripe for abandoning views on foreign policy which are influenced by an  imperial standpoint. neither the soviet union nor the usa is able to force its will on  others. it is possible to suppress, compel or bribe, but only for a certain period. we  must respect one another and everybody. gorbachev speaking in 1987.  (a) what impact did the construction of the berlin wall have on the citizens of berlin?  [5]  (b) why was the solidarity movement a problem for the polish government?  [7]  (c) how far was the low standard of living in eastern european countries responsible for the end  of communist control? explain your answer.  [8]",
+            "7": "7 0470/13/o/n/14 \u00a9 ucles 2014 [turn oversection b: depth studies answer any one question from this section. depth study a: germany, 1918\u201345 9 look at the cartoon, and then answer the questions which follow. a british cartoon published on 8 march 1933. it shows hindenburg speaking to hitler.  (a) describe the activities of the sa.  [5]  (b) why was hitler appointed chancellor in january 1933?  [7]  (c) \u2018the reichstag fire was the main reason hitler was able to consolidate his hold on power.\u2019  how far do you agree with this statement? explain your answer.  [8]",
+            "8": "8 0470/13/o/n/14 \u00a9 ucles 201410 read the extract, and then answer the questions which follow. attention! the f\u00fchrer is speaking on the radio. on wednesday 21 march, the f\u00fchrer  is speaking on all german radio stations from 11  a.m. all factory owners, department  stores, offices and shops are ordered to put up loudspeakers an hour before the  broadcast so that the whole workforce can participate fully. an announcement in a german newspaper, 16 march 1934.  (a) what action did hitler take against r\u00f6hm and the sa?  [5]  (b) why was propaganda important to the nazis?  [7]  (c) how successful was the nazi regime in dealing with opposition? explain your answer.  [8]",
+            "9": "9 0470/13/o/n/14 \u00a9 ucles 2014 [turn overdepth study b: russia, 1905\u201341 11 read the extract, and then answer the questions which follow. let those in power make no mistake about the mood of the people. never have the  russian people been so profoundly revolutionised by the actions of the government.  day by day faith in the government is steadily waning. a strong supporter of the tsar speaking in the duma in 1913.  (a) what were the main features of peasant life in early twentieth-century russia?  [5]  (b) why did tsar nicholas ii face huge problems in governing russia in the years up to 1906?  [7]  (c) how far did life improve for russian people between 1906 and 1914? explain your answer.   [8] 12 read the poem, and then answer the questions which follow.  o great stalin, o leader of the peoples,  y ou who brought man to birth.  y ou who makes the spring bloom,  y ou who makes musical chords.  y ou, the splendour of my spring,  y ou, loved by millions of hearts. a poem printed in pravda in 1935.  (a) describe the main features of the great terror.  [5]  (b) why were the purges important for stalin?  [7]  (c) \u2018the cult of personality was more effective than the rising standard of living in stalin gaining  the support of the soviet people.\u2019 how far do you agree with this statement? explain your  answer.  [8]",
+            "10": "10 0470/13/o/n/14 \u00a9 ucles 2014depth study c: the usa, 1919\u201341 13 look at the photograph, and then answer the questions which follow. a photograph of police attacking bonus marchers, 1932.  (a) describe the social consequences of the wall street crash.  [5]  (b) why, by 1929, was the us economy facing difficulties?  [7]  (c) \u2018hoover\u2019s treatment of the bonus marchers was the main reason he lost the presidential  election of 1932.\u2019 how far do you agree with this statement? explain your answer.  [8]",
+            "11": "11 0470/13/o/n/14 \u00a9 ucles 2014 [turn over14 read the extract, and then answer the questions which follow. the bank rescue of 1933 was probably the turning point of the depression. once  people had got over the shock of the bank closures confidence began to increase.  their re-opening marked the revival of hope. an adviser to roosevelt speaking, at a later time, about the hundred days.  (a) what measures did roosevelt introduce to deal with the problems facing american banks?  [5]  (b) why was the national industrial recovery act (nira) important to the success of the new  deal?  [7]  (c) \u2018the greatest opponents of the new deal were the republicans.\u2019 how far do you agree with  this statement? explain your answer.  [8]",
+            "12": "12 0470/13/o/n/14 \u00a9 ucles 2014depth study d: china, 1945\u2013c.1990 15 look at the photograph, and then answer the questions which follow. a photograph of khrushchev and kennedy published in a chinese magazine in 1961.  a caption with the photograph said \u2018khrushchev, the despicable renegade to the soviet people,  is in the company of us imperialist, chieftain kennedy.\u2019  (a) describe the actions of china between 1949 and 1954 which increased hostility with the  usa.  [5]  (b) why were there conflicts between china and her southern neighbours between 1959 and  1979?  [7]  (c) \u2018in the years 1949\u201390, china\u2019s relationships with the ussr were more friendly than its  relations with the usa.\u2019 how far do you agree with this statement? explain your answer.  [8]",
+            "13": "13 0470/13/o/n/14 \u00a9 ucles 2014 [turn over16 read the extract, and then answer the questions which follow. there are some people within the communist party who are in important positions  yet who are not wholly communists. mao speaking on chinese radio in 1966.  (a) what was the \u2018democracy wall\u2019?  [5]  (b) why was the \u2018hundred flowers\u2019 campaign ended?  [7]  (c) \u2018the main reason mao launched the cultural revolution was to reassert his personal power.\u2019  how far do you agree with this statement? explain your answer.  [8]",
+            "14": "14 0470/13/o/n/14 \u00a9 ucles 2014depth study e: southern africa in the twentieth century 17 read the extract, and then answer the questions which follow. blacks are in towns to attend to the needs of the white man and should depart when  this task is done. the stallard commission, 1922.  (a) in what ways did the growth of the south african mining industry lead to a worsening of the  position of black africans?  [5]  (b) why did south african governments operate a policy of segregation in the inter-war period?  [7]  (c) in the period up to 1948, how effective was resistance by black south africans to discrimination  against them? explain your answer.  [8]",
+            "15": "15 0470/13/o/n/14 \u00a9 ucles 2014 [turn over18 look at the photograph, and then answer the questions which follow. a photograph of nelson mandela on his release from prison, february 1990.  (a) what changes did de klerk introduce in 1990?  [5]  (b) why did some people in south africa oppose the changes being made by de klerk?  [7]  (c) \u2018international condemnation of apartheid was the main reason for its collapse.\u2019 how far do you  agree with this statement? explain your answer.  [8]",
+            "16": "16 0470/13/o/n/14 \u00a9 ucles 201419 look at the photograph, and then answer the questions which follow. a photograph of namibian workers on strike in 1971.  (a) describe how german colonial rule affected namibians.  [5]  (b) why, after 1915, were namibians unhappy with south african rule?  [7]  (c) \u2018namibian independence was achieved by the people themselves.\u2019 how far do you agree with  this statement? explain your answer.  [8]",
+            "17": "17 0470/13/o/n/14 \u00a9 ucles 2014 [turn overdepth study f: israelis and palestinians, 1945\u2013c.1994 20 read the extract, and then answer the questions which follow. the irgun action has broken the nerves of the british army. instead of imposing a  curfew on the jews, we have imposed a curfew on them. they were afraid to leave  their barracks. it is bad for morale and creates unrest in england. a leading member of a jewish terrorist group speaking in 1946.  (a) what problems faced palestine in 1946?  [5]  (b) why was it difficult for the british government to deal with the issues in palestine?  [7]  (c) \u2018the main reason for israeli success in 1948\u20139 was because they were fighting for the survival  of their new country.\u2019 how far do you agree with this statement? explain your answer.  [8]",
+            "18": "18 0470/13/o/n/14 \u00a9 ucles 201421 look at the cartoon, and then answer the questions which follow. a cartoon published in a lebanese newspaper, 31 may 1967. the gun barrels represent  arab states.  (a) describe the crisis of may 1967 prior to the outbreak of war in june 1967.  [5]  (b) why did egypt and syria attack israel in 1973?  [7]  (c) \u2018israel survived the three wars from 1956 to 1973 because of its military superiority.\u2019 how far  do you agree with this statement? explain your answer.  [8]",
+            "19": "19 0470/13/o/n/14 \u00a9 ucles 2014 [turn overdepth study g: the creation of modern industrial society 22  read the extract, and then answer the questions which follow. mr stephenson and mr wood went down the shaft at killingworth colliery to try  out mr stephenson\u2019s lamp. mr stephenson tested the lamp, which met with his  expectations with regard to safety, as there was no explosion. an account of a test of george stephenson\u2019s safety lamp in 1815.  (a) what changes were made in the textile industry to enable production to increase?  [5]  (b) why did the demand for coal increase significantly in the first part of the nineteenth century?  [7]  (c) \u2018technological developments were more successful than government legislation in improving  working conditions in coal mines.\u2019 how far do you agree with this statement? explain your  answer.  [8] 23 read the extract, and then answer the questions which follow. the aim was to elevate the social position of the farm labourers of the country by  assisting them to increase their wages and reduce the number of ordinary working  hours. from the memoirs of joseph arch, published in 1898. arch was the founder of the national  agricultural labourers\u2019 union in 1872.  (a) describe the organisation of the working classes in the early part of the nineteenth century.  [5]  (b) why was the grand national consolidated trades union established?  [7]  (c) how far did unskilled workers benefit from membership of trade unions after 1870? explain  your answer.  [8]",
+            "20": "20 0470/13/o/n/14 \u00a9 ucles 2014depth study h: the impact of western imperialism in the nineteenth century 24 look at the poster, and then answer the questions which follow. a nineteenth-century advertisement for tea grown in ceylon. ceylon is now known as sri lanka.  (a) what does the term \u2018imperialism\u2019 mean?  [5]  (b) why did the various imperial powers treat their colonies differently?  [7]  (c) how far did european imperialism depend upon military force? explain your answer.  [8]",
+            "21": "21 0470/13/o/n/14 \u00a9 ucles 201425 look at the cartoon, and then answer the questions which follow. a german cartoon published at the time of the berlin colonial conference. the person  standing is bismarck.  (a) what attracted missionaries and explorers to africa in the nineteenth century?  [5]  (b) why did bismarck organise the berlin colonial conference of 1884\u201385?  [7]  (c) how far was western imperialism of benefit to africa and its peoples? explain your answer.  [8]",
+            "22": "22 0470/13/o/n/14 \u00a9 ucles 2014blank page",
+            "23": "23 0470/13/o/n/14 \u00a9 ucles 2014blank page",
+            "24": "24 0470/13/o/n/14 \u00a9 ucles 2014blank page copyright acknowledgements: question 1  \u00a9  alan farmer & andrina styles;  the unification of germany 1815 \u2013 1919 ;  hodder education;  2007.   question 2  \u00a9  philip sauvain;  european and world history 1815 \u2013 1919 ;  hulton;  1985. question 4   \u00a9  josh brooman;  the end of old europe \u2013 the causes of the first world war ;  published by longman.  reprinted by permission of pearson  education ltd.;  1985.  question 5  \u00a9  nigel kelly & greg lacey;  modern world history ;  heinemann;  1999. question 6  \u00a9  tony mcaleavy;  twentieth century history \u2013 international relations since 1919 ;  cambridge university press;  2002. question 7  \u00a9  david ferriby & jim mccabe;  modern world history ;  heinemann;  2002. question 8  \u00a9  ben walsh;  ocr gcse modern world history ;  hodder education;  2009. question 9   \u00a9  greg lacey & keith shephard;  germany 1918 \u2013 1945 ;  published by john murray.  reprinted by permission of hodder education/punch;   1997.   question 10  \u00a9  greg lacey & keith shephard;  germany 1918 \u2013 1945;  published by john murray.  reprinted by permission of hodder education;  1997.   question 11  \u00a9  ben walsh;  ocr gcse modern world history ;  hodder education;  2009. question 12  \u00a9  terry fiehn;  russia & the ussr ;   published by john murray.  reprinted by permission of hodder education;  1996. question 13   \u00a9  terry fiehn et al;  the usa between the wars 1919-1941 ;  published by john murray.  reprinted by permission of hodder education./culver  pictures;  1998. question 14  \u00a9  ben walsh;  ocr gcse modern world history ;  hodder education;  2009.   question 15  \u00a9  getty images; reference number 2664238 question 16  \u00a9  ben walsh;  modern world history ;  published by john murray.  reprinted by permission of hodder education;  1996. question 17  \u00a9  rosemary mulholland;  south africa 1948 \u2013 1994 ;  cambridge university press;  1997. question 18  \u00a9  christopher culpin;  south africa since 1948 ;  published by john murray.  reprinted by permission of hodder education./reuters;  2000. question 19  \u00a9  nangolo mbumba & norbert h. noisser;  namibia in history ;  zed books/idaf;  1988. question 20  \u00a9  walter oppenheim;  the middle east ;  blackwell education;  1989. question 21   \u00a9  josh brooman;  conflict in palestine \u2013 jews, arabs and the middle east since 1900 ;  published by longman.  reprinted by permission of  pearson education ltd.  1989. question 22  \u00a9  ben walsh;  british social & economic history ;  published by john murray.  reprinted by permission of hodder education;  1997. question 23  \u00a9  ben walsh;  british social & economic history ;  published by john murray.  reprinted by permission of hodder education;  1997. question 24  \u00a9  www.mysrilankaholidays.com ;  7 november 2012. question 25  \u00a9  www.cbc.ca/dispatches/episode/2012/02/16 ;  7 november 2012.  permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the  publisher will be pleased to make amends at the earliest possible opportunity. cambridge international examinations is part of the cambridge assessment group. cambridge assessment is the brand name of university of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge."
+        },
+        "0470_w14_qp_21.pdf": {
+            "1": "this document consists of 14 printed pages, 2 blank pages and 1 insert. dc (nf/sw) 84787/5 \u00a9 ucles 2014 [turn overcambridge international examinations cambridge international general certificate of secondary education *6849638641*history  0470/21 paper 2 october/november 2014  2 hours no additional materials are required. read these instructions first an answer booklet is provided inside this question paper. y ou should follow the instructions on the front cover  of the answer booklet. if you need additional answer paper ask the invigilator for a continuation booklet. this paper has two options. choose one option, and answer all of the questions on that topic. option a: 19th century topic  [p2\u2013p7] option b: 20th century topic  [p8\u2013p14] the number of marks is given in brackets [ ] at the end of each question or part question.",
+            "2": "2 0470/21/o/n/14 \u00a9 ucles 2014option a: 19th century topic did the june days uprising of 1848 have any chance of success? study the background information and the sources carefully, and then answer all the questions. background information in february 1848 king louis philippe of france was overthrown by revolution and the second french  republic was established. the new government set up national workshops to provide employment for the unemployed. people flocked to paris from all over france and by may the workshops were employing 100 000 workers. the workshops were unpopular with rural farmers, who had to pay for them through increased land taxes, and with many people in paris, who feared more radicalism. in june the recently elected constituent assembly closed the workshops. this was very unpopular with the unemployed and the poor, who rose up in rebellion. the following \u2018june days\u2019 saw bitter fighting but after four days the rising had been defeated. did the rising of the june days really have any chance of succeeding? source a on 22 june it was announced that the national workshops were to be closed. workers were told,  with an amazing lack of tact, that \u2018if the workers do not want to leave, we will send them from paris by force\u2019. no effort was made to reassure the unemployed that poor relief provision would be made for them. this convinced many that with such an uncaring government there was no alternative but to recommence the revolution. with the slogan \u2018liberty or death\u2019, a spontaneous revolt began with barricades being constructed in the poorer parts of paris. about 40 000 to 50 000 demonstrators were involved. there was no overall plan, no collective leadership emerged, and the insurrection very rapidly became nothing more than a desperately-fought defence of isolated neighbourhoods. contemporaries saw the conflict as one between the bourgeoisie and the working class. against the  demonstrators were the national guard units from the wealthier areas of paris, made up of property owners, shopkeepers, professional men, intellectuals and skilled workers. they were anxious to defend their own neighbourhoods and to make clear their commitment to a hierarchical society and to crush the threatened social revolution and the prospect of \u2018anarchy\u2019. political differences were forgotten. although many workers failed to report for duty, they still made up one-fifth of the national guard. many of them saw the insurrection as a threat to the republic. a major role in the fighting was given to the mobile guard. they were organised from young,  unemployed workers. they remained loyal to the government which paid them. most important of all, in the work of repression, was the regular army which was to become in the eyes of the propertied classes, the \u2018saviour of civilisation\u2019. overall command was put in the hands of general cavaignac. he was anxious to concentrate his forces and this took time. this apparent inaction encouraged the insurgents to extend their network of barricades. however, once concentration had been achieved, the rising was smashed in three days of bitter street fighting, followed by 12 000 arrests. from a history book published in 1989.",
+            "3": "3 0470/21/o/n/14 \u00a9 ucles 2014 [turn oversource b after days of debate in the newly-elected assembly it was decided on 24 may to close the workshops  to new enrolment. before long, thousands of unemployed workers were threatened with starvation, as shown by the numerous delegations begging for bread. workmen gathered in large numbers in the evenings not knowing where to turn. the government appointed general cavaignac as commander of the troops, the national guard and  the mobile guard. the 30 000 troops were demoralised and not entirely reliable. the huge national guard was a doubtful asset because it was so socially mixed that there was no knowing how much it could be counted on to fight the workers. his most effective force was the new mobile guard, 15 000 strong, well-trained and tough. hostilities began on 23 june, following the government\u2019s decree dissolving the workshops. barricades  sprang up by the hundreds in the poorer sections of paris. soon, the entire east of the city was in the hands of the insurgents. the vast majority of the barricade fighters were destitute, unemployed workers who had been denied admission to the workshops. most of them had recently come to paris and were in a state of utter desperation. they were completely lacking in any ideas of political or social reform. the june insurrection, in which not a single radical leader participated, and which was an unplanned,  disorganised outbreak, never had much chance of success. it was able to secure control of a large part of the city simply because cavaignac refused to take action until all his forces were ready and concentrated in three places. only 10 000 of the national guard reported for duty but thousands of provincials, eager to defend society against anarchic ideas, arrived in paris. on 24 june cavaignac opened his offensive. much of the fighting was done by the mobile guard, with the soldiers only fighting where success was certain. in four days of desperate fighting the insurgents had lost 400\u2013500 men and were defeated. from a history book published in 1969.",
+            "4": "4 0470/21/o/n/14 \u00a9 ucles 2014source c a photograph of barricades in paris on 25 june 1848.",
+            "5": "5 0470/21/o/n/14 \u00a9 ucles 2014 [turn oversource d a french painting, from the time, of barricades in paris on 24 june 1848. source e days of terror in paris  they no longer seemed to be human beings but monsters,  who took pleasure in the martyrdom of the solid citizens they challenged and who left no horror undone. the people struck their blows with brutal anger, they became intoxicated before they went off to commit murder. such a revolutionary struggle has not previously existed; this one has been the frightful result of the most extreme moral decline of the masses. from an article published in a leading, moderate, liberal german newspaper,  5 july 1848.",
+            "6": "6 0470/21/o/n/14 \u00a9 ucles 2014source f what is the sense of the detestable battle which has turned the streets of paris into a bloodbath? with  universal suffrage, freedom of the press and the right of association, all insurrection is absurd. it is a crime against society. it is not permissible for a small minority to express its grievances, if it has any, by shooting people. how could conditions for the proletariat be changed in a single day? we can only hate and despise those who work for disorder, who inspire the conflict and who pay for  the sedition. agitators have exploited the people\u2019s suffering and the most important factor of all about these plots is found in their subversive theories and in wild and reckless ambition. the rebellion was not spontaneous. it was not simply a sudden reaction to hunger. it was well organised. it had its own regulations, its leaders and its meeting places. it operated with astonishing efficiency. order will be restored, for a society cannot abandon itself to the wishes of a minority. from le national, a republican newspaper, 29 june 1848. this newspaper had led  the opposition to louis philippe earlier in the year. source g accused : they gave me some drinks and led me to the barricade. there they said to me, \u2018look, are  you going to shoot?\u2019 \u2018are you serious?\u2019, i said, \u2018who at?\u2019 \u2018are you going to shoot?\u2019, they repeated, \u2018if not, you\u2019ll have to hand over your musket.\u2019 and they took it away. the next day they made me take one from a wounded man. i only fired twice. question : why did you fire? accused : the one\u2019s who wouldn\u2019t fire were called idlers and were maltreated. question : but did you not know you were firing on your brothers? accused : y es. but they told me it wasn\u2019t the same thing. a man like me from the country who had never  heard these things talked about, and who couldn\u2019t read or write \u2013 a man like me is easily led astray. from the record of the trial of a labourer accused of involvement in the june days,  september 1848. source h i have spent the last five days and nights on the streets with all the other honest men in paris. the  revolutionary army came close to succeeding. happily such was their stupidity that they hoisted high the flag of communism which turned the entire sane population against them. the insurgents wanted to pillage paris and establish government by guillotine. we fought to save our skins. the insurgents were numerous, perfectly organised and well provided with arms and munitions. in a few hours they were in control of a third of the city and had protected it with well-constructed barricades. the national guard was the first to resist and suffered heavy casualties, but it carried along the soldiers and mobile guards whose loyalty had been in doubt. the insurgents massacred their prisoners, cutting off their hands and feet. amongst some prisoners  we captured was a man whose arms were covered in blood up to his elbows after bathing his hands in the open stomach of a wounded mobile guard. can anything be done with people who regard a riot as fun, ready to kill or be killed for senseless slogans? this last battle has given them a serious lesson, but the danger remains. from a letter, 28 june 1848, by a writer and historian who had joined the national guard.  the letter was to the wife of louis napoleon who later became emperor napoleon iii.",
+            "7": "7 0470/21/o/n/14 \u00a9 ucles 2014 [turn overnow answer all the following questions. y ou may use any of the sources to help you answer the  questions, in addition to those sources which you are told to use. in answering the questions you should use your knowledge of the topic to help you interpret and evaluate the sources. 1 study sources a and b.  how far do these two sources agree? explain your answer using details of the sources. [8] 2 study sources c and d.  which of these two sources would be more useful to a historian studying the june days in france,  1848? explain your answer using details of the sources and your knowledge. [7] 3 study source e.  why was this article published in july 1848? explain your answer using details of the source and  your knowledge. [7] 4 study sources f and g.  does source g make source f surprising? explain your answer using details of the sources and  your knowledge. [8] 5 study source h.  do you trust this account of the june days? explain your answer using details of the source and  your knowledge. [8] 6 study all the sources.  how far do these sources provide convincing evidence that the rising in june 1848 had no chance  of succeeding? use the sources to explain your answer. [12]",
+            "8": "8 0470/21/o/n/14 \u00a9 ucles 2014option b: 20th century topic who gained more from the nazi-soviet pact? study the background information and the sources carefully, and then answer all the questions. background information in 1939, britain and france were in negotiations with the soviet union. they all feared germany.  however, chamberlain distrusted the soviet union and was not keen to reach an agreement. this disappointed stalin and when germany began to make approaches to the soviet union in may 1939 they were received positively. the nazi-soviet pact was signed by molotov, the soviet foreign minister, and ribbentrop, the german foreign minister, on 23 august 1939. the two countries agreed not to attack each other, and secretly agreed to divide poland between the two of them. the german invasion of poland started on 1 september and on 17 september soviet forces moved in to take their share of the country. however, the two countries did not fully trust each other and their agreement was not guaranteed to last long. did the soviet union gain more than germany from the nazi-soviet pact? source a the english and french representatives who came to moscow to talk with us didn\u2019t really want to  join forces with us against germany at all. our discussions with them were fruitless. that\u2019s how the ribbentrop-molotov pact came into being. we knew perfectly well that hitler was trying to trick us with the treaty. stalin told me that because of this treaty the war would pass us by for a while. we would be able to stay neutral and save our strength. i believe that the pact was inevitable, given the circumstances of the time, and that in the final analysis  it was profitable for the soviet union. i think the vast majority of the communist party considered the signing of the treaty tactically wise on our part, even though nobody could say so publicly. we couldn\u2019t even discuss the treaty at party meetings. for us to have explained our reasons would have been offensive and nobody would have believed us. it was hard for us, as anti-fascists, to accept the idea of joining forces with germany. it was impossible to explain it to the man in the street. therefore we couldn\u2019t admit outright that we had reached an agreement with hitler. from the memoirs of nikita khrushchev, published in 1971. in 1939 khrushchev  was head of the communist party in ukraine, part of the ussr.",
+            "9": "9 0470/21/o/n/14 \u00a9 ucles 2014 [turn oversource b the announcement on 23 august about the pact came like a thunderclap to the international communist  movement. we were thrown into utter confusion. we looked hopefully for an escape clause in the pact, but the official text provided none. for several days there was no clarification from moscow and we communists were left painfully on our own. a national conference of the communist party in america had been scheduled for that weekend and  it took place amid great anxiety. eugene dennis seemed to make the most sense, calling for a fight on two fronts: against the fascist enemy and against the appeasing democratic governments which could not be relied on to fight fascism. this attitude, a reasonable continuity with our former position, did not last long. statements now began to come from moscow which made clear a big change in policy was under way. the soviet position was that british and french imperialists were responsible for the war, that this was an imperialist war and that neither side should be supported. the world communist movement followed behind these statements. until then communist parties had  been demanding that their governments fight against fascism. we now denounced this approach. we demanded that the war be ended; how this could be done without the military defeat of hitler was left unclear. some communist leaders in the west suggested a policy of working to establish governments that would energetically fight the fascists, but these leaders were removed. actually, a good case could be made for the pact. for years moscow had tried to reach an agreement  with the west against fascism. instead, the west had come to an agreement with fascism at munich and behind the back of the soviet union. after munich, the soviet union had every reason to believe that the west was manoeuvring to push hitler into an attack upon the ussr. the soviet union decided to protect itself through a non-aggression pact. the west had only itself to blame for what happened. the soviet union undoubtedly gained temporary safety and additional time to prepare for the inevitable onslaught. from the memoirs of john gates, published in 1958. gates was a leading communist  in the usa.",
+            "10": "10 0470/21/o/n/14 \u00a9 ucles 2014source c a cartoon published in america in september 1939.",
+            "11": "11 0470/21/o/n/14 \u00a9 ucles 2014 [turn oversource d a cartoon published in britain, 20 september 1939. source e comrades: in view of the tense state of affairs, the conclusion of a pact of non-aggression between the  ussr and germany is of tremendous positive value, eliminating the danger of war between germany and the soviet union. as you know, anglo-french-soviet negotiations for a pact of mutual assistance began in april. the proposals of the british government were entirely unacceptable. such a pact would only have been of value if there had been agreement about military measures against the attack of an aggressor. negotiations about this met a difficulty when poland rejected military assistance on the part of the soviet union. great britain even encouraged these objections. it became clear that these negotiations were doomed to failure and we had to explore other possibilities  of ensuring peace and defending the interests of the ussr [applause]. only when it became clear that the german government genuinely desired to change its foreign policy towards the ussr did we agree to a soviet-german pact. the pact has been the object of numerous attacks in english, french and american newspapers.  leading these efforts are \u2018socialist\u2019 newspapers, diligent servants of capitalism and of gentlemen who pay them decently [laughter]. the soviet union signed the pact in the interests of the peoples of the ussr and in the interests of all peoples and of world peace. from a speech by molotov to the supreme soviet of the ussr, 31 august 1939.",
+            "12": "12 0470/21/o/n/14 \u00a9 ucles 2014source f of course it is all a game to see who can fool whom. i know what hitler\u2019s up to. he thinks he\u2019s outsmarted  me, but actually it is i who have tricked him! stalin speaking to beria and khrushchev on 24 august 1939. beria was the soviet  commissioner for internal affairs. the speech was reported by khrushchev in his  memoirs. source g since i realised japan will not go with us unconditionally and that mussolini is endangered by that idiot  of a king, i decided to go with stalin. as to what the weak western powers assert about me, that is of no account. i experienced those poor worms daladier and chamberlain at munich. they will be too cowardly to attack. poland will be depopulated and settled with germans. my pact with the poles was merely to gain time. the fate of russia will be exactly the same. after stalin\u2019s death \u2013 he is a very sick man \u2013 we will break the soviet union. then will begin the dawn of the german rule of the earth. from a speech by hitler to his generals, 22 august 1939.",
+            "13": "13 0470/21/o/n/14 \u00a9 ucles 2014 [turn oversource h a cartoon published in a polish newspaper, 8 se ptember 1939. the figure on the  left is ribbentrop. molotov is behind him. stalin is saying, \u2018ribbentrop, you can kiss  my hand now and we will see what comes next.\u2019",
+            "14": "14 0470/21/o/n/14 \u00a9 ucles 2014now answer all the following questions. y ou may use any of the sources to help you answer the  questions, in addition to those sources which you are told to use. in answering the questions you should use your knowledge of the topic to help you interpret and evaluate the sources. 1 study sources a and b.  how far do these two sources agree? explain your answer using details of the sources. [7] 2 study sources c and d.  how similar are these two cartoons? explain your answer using details of the sources and your  knowledge. [8] 3 study source e.  do you believe molotov? explain your answer using details of the source and your knowledge. [8] 4 study sources f and g.  does source g make source f surprising? explain your answer using details of the sources and  your knowledge. [8] 5 study source h.  why was this source published in september 1939? explain your answer using details of the  source and your knowledge. [7] 6 study all the sources.  how far do these sources provide convincing evidence that russia got more than germany from  the nazi-soviet pact? use the sources to explain your answer. [12]",
+            "15": "15 0470/21/o/n/14 \u00a9 ucles 2014blank page",
+            "16": "16 0470/21/o/n/14 \u00a9 ucles 2014blank page copyright acknowledgements: option a  source a \u00a9 roger price; the revolutions of 1848 ; humanities press international; 1989. option a  source b \u00a9 william langer; political and social upheaval 1832 \u2013 1852 ; harper torchbooks; 1969. option a  source c \u00a9 www.internationalpeaceandconflict/org/photo/paris-at-the-barricades; 8 april 2013.option a  source d \u00a9 steve art gallery; www.steveartgallery.se; 8 april 2013.option a  source e \u00a9 jonathan sperber; the european revolutions, 1848 \u2013 1851 ; cambridge university press; 2005. option a  source f \u00a9 roger price; documents of the french revolution 1848 ; macmillan press; 1996. option a  source g \u00a9 roger price; documents of the french revolution 1848 ; macmillan press; 1996. option a  source h \u00a9 roger price; documents of the french revolution 1848 ; macmillan press; 1996. option b  source a \u00a9 ed. edward crankshaw; khrushchev remembers ; andre deutsch; 1971. option b  source b \u00a9 www.spartacus.schoolnet.co.uk; 8 april 2013.option b  source c \u00a9 www.johndclare.net; 8 april 2013.option b  source d \u00a9 david low; rendezvous ; evening standard; 20 september 1939; ref: lse2692;  www.cartoons.ac.uk. option b  source e \u00a9 v. m. molotov; the meaning of the soviet-german non-aggression pact ; workers library publishers; 1939. option b  source f \u00a9 ed. edward crankshaw; khrushchev remembers ; andre deutsch; 1971. option b  source g \u00a9 frank mcdonough; hitler, chamberlain and appeasement ; cambridge university press; 2002. option b  source h \u00a9 wikipedia.org/nazi-soviet.pact; 9 april 2013. permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the  publisher will be pleased to make amends at the earliest possible opportunity. cambridge international examinations is part of the cambridge assessment group. cambridge assessment is the brand name of unive rsity of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge."
+        },
+        "0470_w14_qp_22.pdf": {
+            "1": "this document consists of 13 printed pages, 3 blank pages and 1 insert. dc (nf/sw) 84788/4 \u00a9 ucles 2014 [turn overcambridge international examinations cambridge international general certificate of secondary education *9824000361*history  0470/22 paper 2 october/november 2014  2 hours no additional materials are required. read these instructions first an answer booklet is provided inside this question paper. y ou should follow the instructions on the front cover  of the answer booklet. if you need additional answer paper ask the invigilator for a continuation booklet. this paper has two options. choose one option, and answer all of the questions on that topic. option a: 19th century topic  [p2\u2013p7] option b: 20th century topic  [p8\u2013p13] the number of marks is given in brackets [ ] at the end of each question or part question.",
+            "2": "2 0470/22/o/n/14 \u00a9 ucles 2014option a: 19th century topic what was the attitude of frederick william towards the  demands of the reformers in 1848\u201349? study the background information and the sources carefully, and then answer all the questions. background information frederick william, king of prussia, was a strange mixture. he believed in the divine right of kings but  had a romantic idea of his position and of his relationship with his people. when revolution broke out in prussia in march 1848 he seemed to be unsure of what to do and his reactions were inconsistent. for example, he called a national assembly but later dissolved it. because of his actions, his attitudes towards liberal reforms and unifying germany are unclear. the people also had mixed feelings about him. one day he could be their hero but on another he  was their enemy. in april 1849 he was even offered the crown of a united germany by the frankfurt parliament. did frederick william really have sympathy with the ideas of the reformers? source a what mattered most was what happened in prussia. on 13 march 1848 cavalry forces in berlin charged  the crowds and as usual showed themselves to be brutal. the crowds, who hated the troops, began to hurl stones. two days later huge crowds surged about the royal palace and attacked the guards and insisted that the troops be withdrawn from the city. news of the revolution in vienna naturally put the situation in berlin completely out of control. the king  now began to make concessions. he announced on 18 march that the diet would meet, a constitution would be granted and prussia would assume leadership in the effort to achieve german unity. the crowds responded enthusiastically until they spotted the troops massed in the courtyard of the palace, when they renewed their demands that the troops be withdrawn. the king eventually ordered the army to clear the crowd away from the palace square. by midnight the army had control over the centre of the city but general prittwitz had become convinced  that to suppress the uprising everywhere would be a long process. the king and his generals were firmly convinced that french and polish revolutionaries had come in and stirred up the population. when the general advised him to leave for potsdam to allow the city to be bombarded into submission, the king, fully convinced that his people had not spontaneously revolted against him, refused to abandon berlin. instead he composed a pathetic appeal \u2018to my dear berliners\u2019 which was a surrender. he ordered the withdrawal of the troops to their barracks. the next afternoon a huge crowd appeared before the palace with seven or eight wagons filled with the dead. the king was obliged to appear on the balcony and show respect for these victims. nothing could have demonstrated more clearly the capitulation of the prussian monarchy. it was the deepest humiliation ever suffered by the hohenzollern dynasty. frederick william completed his surrender by agreeing to the establishment of a civic guard, thus placing himself entirely under the protection of his subjects. it was a real misfortune that at this crucial moment the prussian crown should have been worn by a man so little fitted to the requirements of the modern world. from a book published in 1969.",
+            "3": "3 0470/22/o/n/14 \u00a9 ucles 2014 [turn oversource b in 1848\u201349 the hopes of the frankfurt parliament lay with prussia. frederick william was a strange and  complex character, sensitive, cultured and charming but moody. he was a fervent believer in the divine right of kings but he was far from a total reactionary. on 13 march a demonstration by workers took place in the palace square. the demonstrators threw  stones at the troops who replied by opening fire with cannon and rifles. on 16 march, news of revolution in vienna and the dismissal of metternich reached berlin and popular excitement rose even further. frederick william accepted the idea of a new constitution, agreed to call the diet, and agreed to end censorship. on 18 march a large crowd collected outside the royal palace. the king appeared on the balcony and  was loudly cheered. he then ordered the troops to clear the crowds and shots were fired. students and workers immediately set up barricades. at least 300 rioters were killed as troops won control of the city. the king, who all his life hated bloodshed and disliked the army, decided to make a personal appeal  for peace and calm. he wrote a letter \u2018to my dear berliners\u2019. copies were quickly printed and put out in the city centre on the morning of 19 march. troops were withdrawn and the king was left in his palace guarded only by berlin citizens who formed a civic guard. the king appeared on the balcony and showed respect for the bodies of the dead rioters. berliners hoped that frederick william might become a constitutional monarch and that he might support the national revolution. on 21 march he appeared in the streets of berlin with the german colours \u2013 black, red and gold, round his arm. greeted with enormous applause, he declared \u2018i want liberty: i will have unity in germany\u2019. in the following days he granted a series of reforms. from a book published in 2001. source c to my dear berlinersit rests with you now, citizens of my beloved capital, to prevent even greater chaos. y our king and most  loyal friend pleads with you to recognise your unhappy error. return to the path of peace and clear away those barricades. and i give you my royal oath that every street will be cleared of troops. citizens, forget what has happened, just as in my heart i too will forget it for the sake of that great future which will dawn for prussia and through prussia for all germany. from frederick william\u2019s declaration on 19 march, 1848.",
+            "4": "4 0470/22/o/n/14 \u00a9 ucles 2014source d a drawing, from the time, of the disturbances in berlin. it is entitled \u2018the dance of  death, 1848\u2019.",
+            "5": "5 0470/22/o/n/14 \u00a9 ucles 2014 [turn oversource e a drawing of the disturbances in berlin, published in britain in may 1849.",
+            "6": "6 0470/22/o/n/14 \u00a9 ucles 2014source f a meeting was held in which it was decided that where a barricade was removed by the citizens, the  troops opposite would be withdrawn. with this reply the deputations of citizens appeared content and most of them left. suddenly bodelschwingh entered the room. he declared in a loud voice, \u2018as the barricades are disappearing so his majesty commands that all troops should be withdrawn from all streets and squares.\u2019 in vain general prittwitz declared that such a disappearance of the troops from the streets and squares was not sensible. communications between the various units would be lost, the garrison at the palace could no longer be supported and the troops would see it as surrendering to the enemy. we asked if by \u2018all squares\u2019, the palace squares were included because these were the only ones  where returning troops could take up positions. bodelschwingh then turned to the officers present and said, \u2018now run and hide, gentlemen, to pass on the commands of the king. the troops are to march off with drums beating and trumpets sounding.\u2019 from an account of a meeting in march 1848, by general leopold von gerlach,  frederick william\u2019s chief military adviser. bodelschwingh was a leading member of  the prussian government. source g there is an unhealthy atmosphere and the general excitement has not lessened since the various  declarations of the king. people demand that they want clear concessions, not these vague promises, which appear to be forced by present circumstances and will be reversed as soon as possible. it is impossible to understand the blindness of the king and the inflexibility of bodelschwingh which will lead to the destruction of the state and send frederick william on the same path as louis philippe. if there are appropriate concessions frederick william will be welcomed from all sides as the constitutional emperor of germany. a german in cologne, writing to his son in march 1848 about events in berlin. source h to my people and to the german nationwith confidence i speak today to the german nation, when the fatherland is in the greatest danger. it  can be saved from this danger only by the closest unity of the german princes and people under one leadership. today i take over this leadership. i have today taken the german colours and have put myself and my  people under the flag of the german nation. the diet already called for 2 april offers itself as a lawful way in which to proceed. i intend to invite the princes and estates of germany. what is needed today is the formation of a common german national army.the assembly of the german states will discuss the foundation of a new germany, of a united, not  uniform, germany, of a unity in diversity, of a unity with freedom. the introduction of a constitution with ministerial responsibility, justice based on juries, equal political rights for all religions, and a truly liberal government, will alone be able to create a higher and inner unity. from frederick william\u2019s proclamation to the german people, 21 march 1848.",
+            "7": "7 0470/22/o/n/14 \u00a9 ucles 2014 [turn oversource i about the crown which the parliament has for sale: every german nobleman is a hundred times too  good to accept such a crown moulded out of the dirt and dregs of revolution, disloyalty and treason. the german national assembly has counted on me in all things which were calculated to establish the  unity of germany and the power of prussia. i feel honoured by their confidence but i should not justify that confidence if i, violating sacred rights, were, without the agreement of the crowned princes and the free states of our fatherland, to make a decision which must be of decisive importance to them and to the states which they rule. frederick william\u2019s response in april 1849 to the offer of the german crown by the  frankfurt parliament. now answer all the following questions. y ou may use any of the sources to help you answer the  questions, in addition to those sources which you are told to use. in answering the questions you should use your knowledge of the topic to help you interpret and evaluate the sources. 1 study sources a and b.  how far do these two sources agree? explain your answer using details of the sources. [7] 2 study source c.  why do you think frederick william issued this declaration in march 1848? explain your answer  using details of the source and your knowledge. [8] 3 study sources d and e.  how similar are these two drawings? explain your answer using details of the sources and your  knowledge. [7] 4 study sources f and g.  which of these two sources is more useful to a historian studying events in berlin in 1848? explain  your answer using details of the sources and your knowledge. [7] 5 study sources h and i.  does source h make source i surprising? explain your answer using details of the sources and  your knowledge. [9] 6 study all the sources.  how far do these sources provide convincing evidence that frederick william accepted the ideas  of the reformers of 1848\u201349? use the sources to explain your answer. [12]",
+            "8": "8 0470/22/o/n/14 \u00a9 ucles 2014option b: 20th century topic was chamberlain\u2019s policy towards germany a failure? study the background information and the sources carefully, and then answer all the questions. background information after he had achieved the anschluss with austria in march 1938, hitler turned his attention to  czechoslovakia. on 15 september chamberlain (the british prime minister) met hitler at berchtesgaden and was told that hitler wanted the sudetenland to be incorporated into germany. on 21 september the czech government was told by britain and france that it could either give in to german demands or fight germany alone. further meetings took place at bad godesberg on 22 september and munich on 29 september. it was agreed that the sudetenland should be incorporated into germany by 10 october. chamberlain was a central figure in all the negotiations over czechoslovakia. how successful was he? source a chamberlain\u2019s broad aim in foreign policy was, as he told parliament in 1937, a general settlement  of the grievances of the world without war. the grievances arose out of the treaty of versailles, which the germans regarded as a diktat, and was obviously unfair. throughout the course of the late 1930s chamberlain was faced by the problem of whether to defend those artificial creations of the peace settlement, such as austria and czechoslovakia, which he knew to be unworkable, or follow his own \u2018appeasing\u2019 instincts and let them dissolve. why should britain stand in the way of the german minority of 3.25 million in czechoslovakia returning to germany? even before chamberlain met hitler on 22 september, doubts were growing in britain about  chamberlain\u2019s policy. in the meeting hitler insisted on immediate cession of the sudetenland, to be followed by military occupation. if no agreement were reached, he threatened to send troops in within six days. chamberlain agreed and reported, when he returned to britain, that hitler had no ambition beyond the sudetenland and that he was a man chamberlain could do business with. the munich conference on 29 september merely affected the timing and means of the dismemberment of czechoslovakia. instead of the sudetenland being forcibly occupied as hitler had demanded, the occupation was spread over the first ten days of october. munich was in one respect a triumph for chamberlain. hitler had been obliged to abandon his plan to \u2018smash czechoslovakia by military action\u2019. at the beginning of september hitler was confident that britain would not intervene but by 27 september hitler had been persuaded by chamberlain\u2019s actions that there was a risk of war and had sent a note dropping his threat to use military force. after munich chamberlain returned home waving a piece of paper that he had persuaded hitler to sign. it promised that britain and germany would \u2018never go to war again\u2019. from a history book published in 1994.",
+            "9": "9 0470/22/o/n/14 \u00a9 ucles 2014 [turn oversource b czechoslovakia consisted of a number of mixed nationalities artificially amalgamated into a nation  by the peacemakers of 1919. during 1938 hitler presented himself as the defender of the so-called \u2018oppressed minority\u2019 of sudeten germans. chamberlain believed that the czech problem had to be solved by negotiation. on 22 september 1938, the self-styled \u2018messenger of peace\u2019 took hitler the news of the czech agreement to hand the sudetenland over to germany. but he then found that hitler had new demands, which included an immediate german occupation of the sudetenland. astonishingly chamberlain was even willing to agree with this. the later munich conference simply agreed to the sudetenland being peacefully incorporated into germany. it seems hitler, despite gaining the sudetenland without firing a shot, was dissatisfied with munich and was eager to push ahead with his own desire to occupy the remainder of czechoslovakia at the earliest opportunity. in a separate meeting, chamberlain persuaded hitler to sign a piece of paper which declared that britain and germany would \u2018never go to war with one another again\u2019. to hitler, it was a worthless piece of paper. the munich agreement was celebrated as a triumph for chamberlain but not everyone agreed. the  soviet union believed that britain and france were happy so long as hitler moved eastward. the seeds of the later nazi-soviet pact were probably planted in the mind of stalin at the time of munich. in britain the cheers and acclaim for chamberlain were symbolic of a deep longing to avoid a second world war. from a history book published in 1997. source c a cartoon published in a british newspaper on 25 september 1938. the man in the  cartoon is chamberlain.",
+            "10": "10 0470/22/o/n/14 \u00a9 ucles 2014source d a cartoon published in britain in a communist newspaper on 1 october 1938. the  figures on the left are daladier (the french prime minister) and chamberlain. the  figures on the right are mussolini and hitler. source e how horrible, fantastic, incredible it is, that we should be digging trenches and trying on gas-masks  here, because of a quarrel in a faraway country between people of whom we know nothing. however much we may sympathise with a small nation confronted by a big and powerful neighbour, we  cannot in all circumstances undertake to involve the whole british empire in war simply on its account. if we have to fight, it must be on larger issues than that. i am myself a man of peace to the depths of my soul; armed conflict between nations is a nightmare to me. war is a fearful thing, and we must be very clear before we embark on it, that it is really the great issues that are at stake. from a radio broadcast by chamberlain to the british people on 27 september  1938.",
+            "11": "11 0470/22/o/n/14 \u00a9 ucles 2014 [turn oversource f a cartoon published in britain in july 1938. source g chamberlain at last came into parliament, and was cheered frantically by members of all parties.  everyone appreciates the great efforts he has made. i sat immediately behind him. chamberlain rose, and in measured, stately english, began the tale of his negotiations with hitler. he was calm, deliberate, good-tempered and patient. with just a suggestion of a smile he told how he had telegraphed to both hitler and mussolini this morning; he had sought mussolini\u2019s help and intervention, and how he had not let him down, but had acted promptly. members of parliament thought there might yet be hope. the f\u00fchrer had agreed to postpone  negotiations for another 24 hours \u2013 and then the pm produced a masterstroke, and read a message. \u2018that is not all. i have something further to say,\u2019 and he told how hitler had invited him to munich tomorrow morning, that mussolini had accepted the same invitation, that m. daladier in all probability would do so too \u2013 every heart throbbed and there was born in many, in me, at least, a gratitude, an admiration for chamberlain which will be eternal. i felt sick with enthusiasm, longed to clutch him \u2013 he continued for a word or two and then we all cheered and bellowed our approval. we stood on our benches, waved our order papers, and shouted \u2013 a scene of indescribable enthusiasm. peace must now be saved, and with it the world. from the diary of henry channon, 28 september 1938. channon was a  conservative mp who held a minor post in chamberlain\u2019s government.",
+            "12": "12 0470/22/o/n/14 \u00a9 ucles 2014source h a cartoon published in the soviet union in 1939. the policemen represent daladier  and chamberlain. the cccp is the soviet union.",
+            "13": "13 0470/22/o/n/14 \u00a9 ucles 2014now answer all the following questions. y ou may use any of the sources to help you answer the  questions, in addition to those sources which you are told to use. in answering the questions you should use your knowledge of the topic to help you interpret and evaluate the sources. 1 study sources a and b.  how far do these two sources agree? explain your answer using details of the sources. [7] 2 study sources c and d.  how similar are these two cartoons? explain your answer using details of the sources and your  knowledge. [8] 3 study sources e and f .  does source e prove that the cartoonist of source f is wrong? explain your answer using details  of the sources and your knowledge. [8] 4 study source g.  do you trust this source? explain your answer using details of the source and your knowledge. [7] 5 study source h.  why was this source published in 1939? explain your answer using details of the source and your  knowledge. [8] 6 study all the sources.  how far do these sources provide convincing evidence that chamberlain was successful in his  dealings with germany over czechoslovakia? use the sources to explain your answer. [12]",
+            "14": "14 0470/22/o/n/14 \u00a9 ucles 2014blank page",
+            "15": "15 0470/22/o/n/14 \u00a9 ucles 2014blank page",
+            "16": "16 0470/22/o/n/14 \u00a9 ucles 2014blank page copyright acknowledgements: option a  source a \u00a9 william langer; political and social upheaval 1832 \u2013 1852 ; harper torchbooks; 1969. option a  source b \u00a9 a. stiles & a. farmer; the unification of germany 1815 \u2013 90 ; reproduced by permission of hodder education; 2001. option a  source c \u00a9 the revolutions of 1848 document collection ; open university press; 1976. option a  source d \u00a9 germany, austria and italy ; open university press; 1976. option a  source e \u00a9 germany, austria and italy ; open university press; 1976. option a  source f \u00a9 the revolutions of 1848 document collection ; open university press; 1976. option a  source g \u00a9 the revolutions of 1848 document collection ; open university press; 1976. option a  source h \u00a9  michael gorman; the unification of germany ; cambridge university press; 1989. option a  source i \u00a9 a. stiles & a. farmer; the unification of germany 1815 \u2013 90 ; reproduced by permission of hodder education; 2001. option b  source a \u00a9 c. shephard.option b  source b \u00a9 c. shephard.option b  source c \u00a9 roy douglas; the cartoonist\u2019s vision 1919 \u2013 39 ; routledge / news group newspapers ltd; 1992. option b  source d \u00a9 roy douglas; the cartoonist\u2019s vision 1919 \u2013 39 ; routledge / the daily worker; 1992. option b  source e \u00a9 www.bbc.co.uk/schools/gcsebitesize/history/mwh/ir1/chamberlainandappeasement; 9 april 2013.option b  source f \u00a9 david low; what\u2019s czechoslovakia to me, anyway?  evening standard; 18 july 1938; ref: dlnz0035; www.cartoons.ac.uk. option b  source g \u00a9 www.spartacus.schoolnet.co.uk/.option b source h \u00a9 tony downey; the ussr ; oxford university press; 1989. permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the  publisher will be pleased to make amends at the earliest possible opportunity. cambridge international examinations is part of the cambridge assessment group. cambridge assessment is the brand name of unive rsity of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge."
+        },
+        "0470_w14_qp_23.pdf": {
+            "1": "this document consists of 12 printed pages and 1 insert. dc (nf/sw) 84789/4 \u00a9 ucles 2014 [turn overcambridge international examinations cambridge international general certificate of secondary education *1674348259*history  0470/23 paper 2 october/november 2014  2 hours no additional materials are required. read these instructions first an answer booklet is provided inside this question paper. y ou should follow the instructions on the front cover  of the answer booklet. if you need additional answer paper ask the invigilator for a continuation booklet. this paper has two options. choose one option, and answer all of the questions on that topic. option a: 19th century topic  [p2\u2013p6] option b: 20th century topic  [p7\u2013p12] the number of marks is given in brackets [ ] at the end of each question or part question.",
+            "2": "2 0470/23/o/n/14 \u00a9 ucles 2014option a: 19th century topic was there a real chance of the social system in europe being destroyed  in 1848? study the background information and the sources carefully, and then answer all the questions. background information the revolutions of 1848 were widespread. they affected france, prussia and other parts of germany,  the habsburg empire and many parts of italy. they also contained a wide range of different grievances, participants and aims. for some historians the uprisings were led by downtrodden, industrialised, working-class revolutionaries  who wanted to make fundamental changes to the organisation of society. however, there were also middle-class revolutionaries, many of whom were intellectuals who did not want to tear down society but did want moderate reforms such as reform of the voting system and an ending of censorship. the years before 1848 saw bad harvests, rises in food prices and enormous hardship for the poor in the country and in the towns. many of these people just wanted enough for their families to eat. did the 1848 revolutions really get close to destroying the social system of the time? source a in absolutist europe the rigidity of the political regimes, which had been designed to fend off all change  of a liberal kind, left even the most moderate of liberals no choice other than no change or revolution. they might not be ready to revolt themselves, but unless someone did, unless there was a social revolution, they would gain nothing. the regimes of 1815 had to go sooner or later. they knew it themselves. in 1848 the first faint puff of revolution blew them away. but unless there was at least such a puff, they would not go. the crises in european politics, between the ruling classes and the discontented bourgeoisie, coincided  with a social catastrophe: the great depression which swept across the continent. harvests failed. entire populations starved. food prices rose. industrial depression increased unemployment. this disaster coincided with the crumbling of the old regimes. a peasant rising in galicia in 1846; the election of a \u2018liberal\u2019 pope in the same year. these were the first signs of the storm. everyone knew it. rarely has revolution been more universally predicted. all the revolutions had something in common. they were social revolutions of the labouring poor.  they frightened the moderate liberals whom they pushed into power \u2013 and even some of the more radical politicians. the revolutions were made by the working class. it was the workers who died on the barricades and fought on the streets. it was their hunger that powered the demonstrations that turned into revolutions. in southern italy the peasants spontaneously marched out with flags and drums to partition the great estates. the hungarian diet abolished serfdom. there was no doubt that the \u2018social system\u2019 was in danger. this danger was not present everywhere. the german middle classes were not worried by any  immediate prospect of proletarian communism. the moderate opposition of the 1840s had not wanted revolution. they preferred negotiation. pushed into revolution by the forces of the poor, they were much more worried by the danger from their left than by the old regimes. when the barricades went up in paris, all moderate liberals were potentially conservatives. from a book published in 1962.",
+            "3": "3 0470/23/o/n/14 \u00a9 ucles 2014 [turn oversource b the articulate leaders of the revolutions were drawn from the middle classes; they included a sizeable  component of intellectuals. to understand the revolutions, we must understand the major ideas and social position of these key groups. y et the lower classes cannot be neglected. while the middle-class leaders often set the stage for revolution, and then seized on its rewards, the lower classes, particularly urban craftsmen, created the fact of revolution itself. they provided the muscle. only occasionally did other groups, such as university students, risk outright physical disorder. a combination of forces is common in major revolutionary outbreaks. the group that provides the  violence is seldom ready to assume political leadership. but in 1848 the various revolutionary components were unusually distinct. the middle classes, even when backing revolution, feared attack from below. no discussion of revolutionary causation can deal with the attacking forces alone. the 1848 outbreaks  resulted from weakness in the governing elite, as well as the push from below. however, the weakness was superficial and the failure of the revolutions owes much to the resilience of the elite. the best approach towards understanding the revolutions is to see them as a bid by the rising middle  classes to take political control, from which they were excluded. the approach has much to commend it. the middle class was rising. industrialisation had increased its number and wealth. most professional people were not revolutionary and the revolutionaries such as mazzini were easily put down. they were not a major factor in causing the outbreaks. the more general unhappiness of professional people did, however, play a role. professional people flocked to the banquets in france and these provided the immediate spur to revolution. these professional people had not advocated revolution but they were not against using it. the frankfurt assembly, called by german nationalists, was dominated by lawyers and professors. from a book published in 1974.",
+            "4": "4 0470/23/o/n/14 \u00a9 ucles 2014source c   a cartoon published in an english magazine in 1848. source d many detachments of volunteers were formed at the first call to march on paris. many people did not  wish to see the overthrow of all social order. they only wanted to go to the aid of society, whose very existence they judged threatened by hordes of barbarians. many rich men were keenest in the ranks of the national guard. they had a stronger sense of the threat posed to property. from a report by the magistrate in angers, a city in western france, 5 july 1848.  this was presented as evidence to the commission of inquiry that was held after  the june days. source e along the road came a crowd of wretchedly thin and haggard people in their thousands. several  hundred women met us not far from the village. they were dressed in tattered clothes, the very picture of poverty. all of them shouted \u2018long live the constitution\u2019, \u2018long live italy\u2019, but they all demanded bread and land. an account by a government official, may 1848. he went to investigate the great  land occupation during the revolution in the mountains of sila in the kingdom of  the two sicilies.",
+            "5": "5 0470/23/o/n/14 \u00a9 ucles 2014 [turn oversource f days of terror in paris  they no longer seemed to be human beings but monsters,  who took pleasure in the martyrdom of the solid citizens they challenged and who left no horror undone. the people struck their blows with brutal anger, they became intoxicated before they went off to commit murder. such a revolutionary struggle has not previously existed; this one has been the frightful result of the most extreme moral decline of the masses. from an article published in a leading, moderate, liberal german newspaper,  5 july 1848. source g the strength of the rebellion lay, no doubt, in the poverty of many of the insurgents. but agitators  exploited this suffering, which was, alas, only too real, and the most important factor of all about the plots is found in their subversive theories and in wild and reckless ambition. the rebellion was not spontaneous. it was not simply a sudden reaction to hunger. it was so well organised. it had its own regulations, its leaders and its meeting places. it had links with all forces for disorder and it operated with astonishing efficiency. from the report of the government commission of inquiry that was held in july 1848 after the  june days. source h a cartoon published in germany in 1848 entitled \u2018parliament of the future\u2019.",
+            "6": "6 0470/23/o/n/14 \u00a9 ucles 2014now answer all the following questions. y ou may use any of the sources to help you answer the  questions, in addition to those sources which you are told to use. in answering the questions you should use your knowledge of the topic to help you interpret and evaluate the sources. 1 study sources a and b.  how far do these two sources agree? explain your answer using details of the sources. [8] 2 study source c.  what was the cartoonist\u2019s message? explain your answer using details of the source and your  knowledge. [7] 3 study sources d and e.  does source e make you surprised by source d? explain your answer using details of the sources  and your knowledge. [7] 4 study sources f and g.  which of these two sources do you trust more? explain your answer using details of the sources  and your knowledge. [8] 5 study source h   why was this source published in germany in 1848? explain your answer using details of the  source and your knowledge. [8] 6 study all the sources.  how far do these sources provide convincing evidence that the revolutions of 1848 were a real  threat to the social system? use the sources to explain your answer. [12]",
+            "7": "7 0470/23/o/n/14 \u00a9 ucles 2014 [turn overoption b: 20th century topic how far was the treaty of versailles responsible for the second  world war? study the background information and the sources carefully, and then answer all the questions. background information some historians have regarded the treaty of versailles as a failure. they have made direct connections  between its weaknesses and the outbreak of the second world war in 1939. some argue that the treaty was too harsh on germany and created a desire for revenge. others have claimed that the treaty should have weakened germany further to ensure it could never threaten peace again. however, there is another view that the peacemakers at versailles did their best in very difficult  circumstances and that they achieved much. it is argued that to make a direct connection between the treaty and the outbreak of war in 1939 is far too simplistic. did the treaty of versailles cause the second world war? source a some of the problems that had faced the peacemakers at the peace conference had been shelved. the  allied victory had not been decisive enough and germany remained too strong. nationalism was still gathering momentum but the demand for nation-states, based on a single nationality, was not possible in the world of 1919. it was not possible to put all the germans into germany. the peacemakers felt they had done their best, but they had no illusions that they had solved the world\u2019s problems. it became commonplace to blame everything that went wrong in the 1920s and 1930s on the  peacemakers and the settlements they made in paris in 1919. \u2018the final crime\u2019, declared one magazine in 2000, was \u2018the treaty of versailles, whose harsh terms would ensure a second war\u2019. pointing the finger and shrugging helplessly are effective ways of avoiding responsibility. they ignore the actions of everyone \u2013 political leaders, diplomats, soldiers, ordinary voters \u2013 for twenty years between 1919 and 1939. hitler did not wage war because of the treaty of versailles, although he found its existence was very  useful for his propaganda. even if germany had been left with its old borders, even if it had been allowed whatever military forces it wanted, even if it had been allowed to join with austria, he still would have wanted more: the destruction of poland, control of czechoslovakia, above all the conquest of the soviet union. he would have demanded room for the german people to expand and the destruction of their enemies, whether jews or bolsheviks. there was nothing in the treaty of versailles about that. the peacemakers of 1919 made mistakes but they tried to build a new, and better, world. they could  not control the future. that was up to their successors. from a history book published in 2001.",
+            "8": "8 0470/23/o/n/14 \u00a9 ucles 2014source b versailles came as a stunning blow to german pride. the treaty was simply presented for germany \u2018to  sign or not to sign\u2019 \u2013 in german eyes a diktat. versailles deprived germany of well over 10 per cent of its population, territory and economic resources. the german army was disbanded and disarmed. germany was saddled with liability to pay reparations and with responsibility for the war. not surprisingly, versailles provoked strong resentment and hostility in germany. this was among the first and most lasting of its consequences. despite these terms, however, germany\u2019s position was potentially improved. germany remained the  dominant power in a europe exhausted and diminished by war. germany emerged from versailles strategically advantaged. gone were the 1914 barriers to german expansionism in the east and south: the empires of russia and austria-hungary. instead germany was fringed by the new, untried states: poland, czechoslovakia and austria. relative to germany they were small, or like poland disunited, with dissident minorities, including germans. the allies\u2019 adoption of national self-determination at versailles thus created a european power-vacuum conducive to german expansionism. the application of the principle at the expense of germans rekindled a sense of racial pride in germany. the gathering of all germans within an expanded \u2018greater germany\u2019 became both a popular national aspiration and a feasible political goal in the europe of nation-states created by versailles. undermining the versailles settlement from the start was the failure to solve the continuing threat posed  by germany\u2019s natural predominance in europe. the victors sought to construct a new europe based on german goodwill and joint allied readiness to maintain the peace. neither precondition was met. one feature only of the versailles settlement kept germany under control: allied military occupation of the rhineland. however, in stipulating a maximum term of 15 years, versailles provided for its own undoing. the last allied troops left the rhineland in 1930. as soon as germany was strong enough to challenge what remained of versailles, the one element capable of preventing it \u2013 the allied presence in the rhineland \u2013 was removed. from a history book published in 1994.",
+            "9": "9 0470/23/o/n/14 \u00a9 ucles 2014 [turn oversource c a cartoon published in a british newspaper, may 1919. \u2018the tiger\u2019 refers to clemenceau.",
+            "10": "10 0470/23/o/n/14 \u00a9 ucles 2014source d a cartoon, entitled \u2018cause precedes effect\u2019, published in a british newspaper, 1935.  it shows a parade of world statesmen led by the versailles peacemakers. source e a cartoon published in the soviet union, 1938. the englishman is telling the czech  to put his head into the noose rather than being shot by the german. the words on  the noose mean \u2018accept defeat\u2019.",
+            "11": "11 0470/23/o/n/14 \u00a9 ucles 2014 [turn oversource f what injustice have we done to any country when we agree with the desire of the overwhelming  majority of the austrian people to be germans? these people are germans. i assure you that, four days ago, i had no idea what was going to happen today or that austria was to become a german land. i did this because i was deceived by herr schuschnigg, and deception is something i will not tolerate. when i shake hands and give my word on something, then i keep it. hitler in an interview with a british journalist, 12 march 1938. source g i cannot conceive any greater cause of war than that the german people be surrounded by a number  of small states clamouring for reunion with their native land. we shall have to fight another war again in 25 years time. written by lloyd george at the time of the peace talks in 1919. source h a cartoon, entitled \u2018stepping stones to glory\u2019, published in a british newspaper, july 1936.",
+            "12": "12 0470/23/o/n/14 \u00a9 ucles 2014now answer all the following questions. y ou may use any of the sources to help you answer the  questions, in addition to those sources which you are told to use. in answering the questions you should use your knowledge of the topic to help you interpret and evaluate the sources. 1 study sources a and b.  how far do these two sources agree? explain your answer using details of the sources. [7] 2 study sources c and d.  how similar are these two cartoons? explain your answer using details of the sources and your  knowledge. [8] 3 study source e.  what is the message of this cartoon? explain your answer using details of the source and your  knowledge. [8] 4 study source f .  are you surprised by this source? explain your answer using details of the source and your  knowledge. [8] 5 study sources g and h.  how far would lloyd george have agreed with the cartoonist of source h? explain your answer  using details of the sources and your knowledge. [7] 6 study all the sources.  how far do these sources provide convincing evidence that the second world war was caused by  the treaty of versailles? use the sources to explain your answer. [12] copyright acknowledgements: option a  source a \u00a9 eric hobsbawm; the age of revolution & the age of capital ; weidenfeld and nicolson; 1962 & 1975. option a  source b \u00a9 peter stearns; the revolutions of 1848 ; weidenfeld and nicolson; 1974. option a  source c \u00a9 peter jones; the 1848 revolutions ; punch; 1981. option a  source d \u00a9 roger price; documents of the french revolution of 1848 ; macmillan press; 1996. option a  source e \u00a9 jonathan sperber; the european revolutions, 1848 \u2013 1851 ; cambridge university press; 2005. option a  source f \u00a9 jonathan sperber; the european revolutions, 1848 \u2013 1851 ; cambridge university press; 2005. option a  source g \u00a9 roger price; documents of the french revolution of 1848 ; macmillan press; 1996. option a  source h \u00a9 germany, austria and italy ; open university press / stadtisches reiss-museum, mannheim; 1976. option b  source a \u00a9 margaret macmillan; peacemakers ; john murray; 2001. option b  source b \u00a9 ed. p . catterall & r. vinen; europe 1914 \u2013 1945 ; heinemann; 1994. option b  source c \u00a9 www.johndclare.net/peace_treaties; 9 april 2013.option b  source d \u00a9 david low; cause precedes effect ; evening standard; 20 march 1935; ref: dl0939; www.cartoons.ac.uk. option b  source e \u00a9 t. rea & j. wright; international relations 1919 \u2013 1939 ; oxford university press; 1997. option b  source g \u00a9 www.johndclare.net/peace_treaties6.htm; 9 april 2013.option b  source h \u00a9 david low; stepping stones to glory ; evening standard; 8 july 1936; ref: lse2322; www.cartoons.ac.uk. permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the  publisher will be pleased to make amends at the earliest possible opportunity. cambridge international examinations is part of the cambridge assessment group. cambridge assessment is the brand name of unive rsity of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge."
+        },
+        "0470_w14_qp_41.pdf": {
+            "1": "this document consists of 9 printed pages, 3 blank pages and 1 insert. dc (nf) 84790/5 \u00a9 ucles 2014 [turn overcambridge international examinations cambridge international general certificate of secondary education *8037276872*history  0470/41 paper 4 alternative to coursework october/november 2014  1 hour no additional materials are required. read these instructions first an answer booklet is provided inside this question paper. y ou should follow the instructions on the front cover  of the answer booklet. if you need additional answer paper ask the invigilator for a continuation booklet. answer the questions on one of the depth studies. the number of marks is given in brackets [ ] at the end of each question or part question.",
+            "2": "2 0470/41/o/n/14 \u00a9 ucles 2014depth study a: germany, 1918\u20131945 1 study the sources, and then answer the questions which follow.  source a heydrich, aged 27, joined the nazi party in 1931. by july 1932 himmler and hitler had promoted  him to colonel in the ss and made him head of its new intelligence service (sd, sicherheitsdienst). the sd soon controlled a vast network of informers and kept details of anyone who might oppose hitler. this included not only political opponents but also members of the nazi party and stormtroopers. in 1934 himmler became head of the newly created gestapo with heydrich as his second in command and actually running the organisation. from a german history of the nazi party, 1990.  source b  in 1933 seventy concentration camps were set up for over 45 000 prisoners, most of whom were  communists, social democrats and trade unionists. several hundred had died by 1934 as a result of torture but many were released on the orders of judges and some of the sa and ss guards were put on trial because of the treatment of prisoners. by then himmler had set up dachau as the main concentration camp for political prisoners. the new rules for all camps included death by firing squad for any discussion of politics or resistance to the ss guards. other punishments included beatings and solitary confinement on bread and water. by 1937 there were four main concentration camps in germany with 21 000 prisoners, almost half of them the \u2018work shy\u2019 and \u2018degenerate\u2019. from a british history of the third reich, 2005.  (a) (i) study source a.    what can you tell from this source about heydrich? support your answer with reference  to the source. [6]   (ii) study source b.    how far does this source show that concentration camps changed between 1933 and  1937? explain your answer. [7]   (iii) study both sources.    is one of these sources more useful than the other as evidence about nazi repression?  explain your answer. [7]  (b) (i) what powers did the enabling act give to hitler? [2]   (ii) describe how workers\u2019 organisations changed in nazi germany. [4]   (iii) why did the 1934 night of the long knives happen? [6]   (iv) \u2018anti-semitism was the most important way in which the nazis won support in germany.\u2019  how far do you agree with this statement? explain your answer. [8]",
+            "3": "3 0470/41/o/n/14 \u00a9 ucles 2014 [turn overdepth study b: russia, 1905\u20131941 2 study the sources, and then answer the questions which follow.  source a we thought the revolution would bring peace. but now the counter-revolutionary provisional  government forbids us even to talk about such things and, at the same time, it does not give us enough food to live on, or enough ammunition to fight with. a soldier making a public speech, october 1917.  source b  already desertion was very common. in very few cases did the men leave the front trenches,  but as soon as they were moved they would begin to disappear. y oung students commanding thin, extended lines of front could not possibly stop them. the root of the mischief was the revolutionaries in petrograd. the news that reached us continued to be very sinister and we were not able to really understand what was happening. an eyewitness account of conditions at the front, april 1917.  (a) (i) study source a.    what can you tell from this source about the provisional government? support your  answer with reference to the source. [6]   (ii) study source b.    how far does this source show that russian soldiers supported the revolutionaries?  explain your answer. [7]   (iii) study both sources.    is one of these sources more useful than the other as evidence about russia in 1917?  explain your answer. [7]  (b) (i) name the two groups of people who voted for members to represent them in the  petrograd soviet. [2]   (ii) describe what happened during the july days of 1917. [4]   (iii) why was tsar nicholas ii overthrown in march 1917? [6]   (iv) \u2018bolshevik agitation was the main cause of the destruction of the provisional government  in 1917.\u2019 how far do you agree with this statement? explain your answer. [8]",
+            "4": "4 0470/41/o/n/14 \u00a9 ucles 2014depth study c: the usa, 1919\u20131941 3 study the sources, and then answer the questions which follow.  source a president roosevelt has over-ruled the powers of congress and forced through unconstitutional  laws, attacked the integrity of the courts and invaded the rights of individual states. he has attempted to substitute state monopoly and regulators for free enterprise. he has created a vast swarm of civil servants to harass the people and breed fear in industry, discouraged new enterprises and so prolonged the depression. he has used relief to corrupt and intimidate the voters and appealed to class prejudice to inflame the workers. from a republican party election publication, 1936.  source b  in 1935 the nine supreme court judges ruled that the national recovery administration codes  were unconstitutional and, in 1936, did the same for some of the agricultural adjustment administration\u2019s policies. congress, including many democrats, refused to accept roosevelt\u2019s attempt to solve this by adding up to six new judges if any refused to retire at 70. although he dropped this \u2018packing plan\u2019 the division in the democratic party remained until the war in 1941. roosevelt\u2019s criticism of the supreme court not responding to people\u2019s needs had some effect as the court, in 1937, accepted that the social security act and the legalizing of trade unions in 1935 did not violate the constitution. from a book by an american historian, 1963.  (a) (i) study source a.    what can you tell from this source about the republican party\u2019s attitude towards the new  deal? support your answer with reference to the source. [6]   (ii) study source b.    how far does this source show that the supreme court was opposed to president  roosevelt? explain your answer. [7]   (iii) study both sources.    is one of these sources more useful than the other as evidence about the new deal?  explain your answer. [7]  (b) (i) name two main radical critics of the new deal. [2]   (ii) describe ways in which the social security act of 1935 helped the american people. [4]   (iii) why did unemployment persist despite the new deal? [6]   (iv) \u2018the tennessee valley authority was the most successful of all the new deal policies.\u2019  how far do you agree with this statement? explain your answer. [8]",
+            "5": "5 0470/41/o/n/14 \u00a9 ucles 2014 [turn overdepth study d: china, 1945\u2013c.1990 4 study the sources, and then answer the questions which follow.  source a at a meeting, old chang, one of the peasants, told how landlord ning\u2019s men had beaten his son  because he had fallen behind with the rent. a weeping girl took up the story: \u2018y ou took our plough, tools, everything, because we could not pay the rent.\u2019 the list of ning\u2019s crimes was very long and at last he broke down: \u2018i am to blame, wholly to blame. y ou can divide up my houses and land.\u2019 a year later, ning was tried for his crimes and shot. a british eyewitness, writing about \u2018speak bitterness\u2019 meetings after the chinese civil war.  source b  this is what some people call \u2018going too far\u2019. such talk is wrong. the local tyrants, evil gentry and  lawless landlords have themselves driven the peasants to do this. for ages they have used their power to tyrannise the peasants and trample them underfoot. the peasants are clear-sighted. who is bad and who is not, who is the worst, who deserves severe punishment and who deserves to be let off lightly \u2013 the peasants keep clear accounts and very seldom has the punishment exceeded the crime. mao zedong, writing in 1963, about peasant justice to their former landlords.  (a) (i) study source a.    what can you tell from this source about landlords after  the chinese civil war?  support   your answer with reference to the source. [6]   (ii) study source b.    how far does this source show that peasants dealt with their former landlords severely?  explain your answer. [7]   (iii) study both sources.    is one of these sources more useful than the other as evidence about china after the  civil war? explain your answer. [7]  (b) (i) what was a collective farm? [2]   (ii) describe china\u2019s first five-y ear plan for industry, which started in 1953. [4]   (iii) why did mao invite \u2018constructive criticism\u2019 of the chinese communist government in  1957? [6]   (iv) \u2018the difficulties that the chinese communist government faced at the end of the chinese  civil war had been resolved by 1958.\u2019 how far do you agree with this statement? explain your answer. [8]",
+            "6": "6 0470/41/o/n/14 \u00a9 ucles 2014depth study e: southern africa in the twentieth century 5 study the sources, and then answer the questions which follow.  source a cape town\u2019s first township, or location, was set up in 1901 and the system spread throughout  the country. by the 1920s most accommodation in the townships consisted of hostel compounds where the men would sleep in dormitories. the hostels were always badly overcrowded, cooking facilities were inadequate and toilets and showers were shared. no strangers were allowed to stay more than twenty-four hours and liquor was banned. women were officially not allowed in the hostels and were discouraged from being in the city at all. from an online history of south africa, 2009.  source b  a superintendent gave new arrivals in the townships identity cards and places to live. at first  africans resisted this by refusing to pay rent, but they were arrested and forced to leave. in 1927, there had only been one african woman to every six men in johannesburg. by 1939 the proportion was one to three. this made for a more settled population, more families and the need for more homes. in spite of the building programmes in the new locations, the rand towns could not keep up. as fast as people were forcibly removed from the slums and other inner-city areas, so did more people move in. despite the pass system, between 1921 and 1936 the number of urban africans trebled. from a british history of south africa, 1990.  (a) (i) study source a.    what can you tell from this source about hostels? support your answer with reference to  the source. [6]   (ii) study source b.    how far does this source show that the township system was well organised? explain  your answer. [7]   (iii) study both sources.    is one of these sources more useful than the other as evidence about urbanisation in the  1920s and 1930s? explain your answer. [7]  (b) (i) what were the native reserves? [2]   (ii) describe the effects of the 1936 native trust and land act. [4]   (iii) why did the south african economy develop rapidly in the 1930s and 1940s? [6]   (iv) \u2018south africans benefited from the economic development between 1920 and 1948.\u2019 how  far do you agree with this statement? explain your answer. [8]",
+            "7": "7 0470/41/o/n/14 \u00a9 ucles 2014 [turn overdepth study f: israelis and palestinians, 1945\u2013c.1994 6 study the sources, and then answer the questions which follow.  source a we had a house of two storeys. i remember our renting the lower storey to a jewish-polish family  and i remember the women behaved in the normal european way and for one thing they were scantily dressed. to us, young men, that was unusual, and for the older people that was detested. of course, arab women were fully dressed up and some were veiled. if you go to the sea, you can still see european jewish ladies in swimming dresses. a palestinian arab, speaking on television in 1977, remembering the arrival of jewish refugees.  source b  at the armistice talks between egypt and israel, which took place under un supervision in rhodes  in 1949, a senior egyptian delegate was asked by an israeli delegate, \u2018why cannot egypt and israel have a peace right now? we are ready to make peace along cease-fire lines, to be the permanent boundaries between us.\u2019 the egyptian replied, \u2018no, we cannot accept you. an armistice, that is one thing, but to make peace with you would mean that we accept that you are here to stay. we are not ready. the situation in our country and the arab world will not permit it. we cannot yet live in peace with you.\u2019 from a book written jointly by an american rabbi and a palestinian academic in 2001.  (a) (i) study source a.    what can you tell from this source about jewish refugees in palestine? support your  answer with reference to the source. [6]   (ii) study source b.    how far does this source show that peace between israel and the arabs was impossible?  explain your answer. [7]   (iii) study both sources.    is one of these sources more useful than the other as evidence about arab-israeli  tensions? explain your answer. [7]  (b) (i) what was haganah? [2]   (ii) describe the difficulties faced by the british authorities in palestine in the period 1945\u201347.  [4]   (iii) why was there dissatisfaction with the 1947 united nations vote to partition palestine  into separate jewish and arab states? [6]   (iv) \u2018the support of the united states of america was the main cause of the establishment of  the state of israel in may 1948.\u2019 how far do you agree with this statement? explain your answer. [8]",
+            "8": "8 0470/41/o/n/14 \u00a9 ucles 2014depth study g: the creation of modern industrial society 7 study the sources, and then answer the questions which follow.  source a all around this place you will see the huge palaces of industry. y ou will hear the noise of furnaces  and the whistle of steam. these vast structures keep air and light out of the human habitations which they dominate. they cover them with a perpetual fog. here is the slave, there the master. there is the wealth of some, here the poverty of most. there the organised efforts of thousands produce the profits of one man. a sort of black smoke covers the city. the sun seen through it is a disc without rays. under this half-daylight 300 000 human beings are ceaselessly at work. a contemporary view of manchester in the 1830s.  source b  of all the common prejudices that exist with regard to factory labour, there is none more  unfounded than that which sees it as excessively tedious and unpleasant compared to other occupations, owing to its being carried on in conjunction with the \u2018unceasing motion of the steam engine\u2019. in an establishment for spinning and weaving cotton, all the hard work is done by the steam engine, which leaves for the attendant no hard labour at all, and literally nothing to do in general but at intervals to perform some delicate operation, such as joining threads that break. of all manufacturing employments, those are by far the most unpleasant and incessant in which steam engines are not used, as in lace making and in stocking weaving. the way to prevent an employment from being incessant is to introduce a steam engine into it. from a book, \u2018the philosophy of manufactures\u2019, written in 1835.  (a) (i) study source a.    what can you tell from this source about manchester in the 1830s? support your answer  with reference to the source. [6]   (ii) study source b.    how far does this source show that factory work was easy work? explain your answer.  [7]   (iii) study both sources.    is one of these sources more useful than the other as evidence about the effects of  industrialisation? explain your answer. [7]  (b) (i) name two industries other than textiles that grew rapidly in the nineteenth century. [2]   (ii) what factors made manchester a centre for industry? [4]   (iii) why did working people migrate in large numbers to the new industrial towns? [6]   (iv) how far had parliament improved the lives of working people by the middle of the  nineteenth century? explain your answer. [8]",
+            "9": "9 0470/41/o/n/14 \u00a9 ucles 2014depth study h: the impact of western imperialism in the nineteenth century 8 study the sources, and then answer the questions which follow.  source a wherever the empire has extended its borders, misery and oppression, anarchy and destitution,  superstition and bigotry have tended to disappear, and have been replaced by peace, justice, prosperity, humanity and freedom of thought, speech and action. but there has also sprung a passion of loyalty and enthusiasm which makes the heart of the remotest british citizen thrill at the thought of the destiny which he shares, and causes him to hold dear the flag that is the symbol of all that is noblest in his own nature and of the best importance for the good of the world. from a speech made at birmingham by lord curzon in 1907.  source b  gentlemen, in europe as it is today, we see this competition of many rivals rising up around us,  some by military or naval improvements, others by the great development caused by a constantly growing population. in a europe thus constituted a policy of withdrawal or abstention from colonialism is simply the high road to decay. in our time nations are great only through their power and it is by spreading the peaceable light of their institutions that they are great in the present day. from a speech made by the french prime minister in the 1880s.  (a) (i) study source a.    what can you tell from this source about british imperialism in the late nineteenth  century? support your answer with reference to the source. [6]   (ii) study source b.    how far does this source show that it was imperialism that made countries great in the  late nineteenth century? explain your answer. [7]   (iii) study both sources.    is one of these sources more useful than the other as evidence about imperialism in the  nineteenth century? explain your answer. [7]  (b) (i) name two african territories held by france at the end of the nineteenth century. [2]   (ii) what methods were used by european countries to gain territories in africa in the late  nineteenth century? [4]   (iii) why had britain become the major european imperial power in africa by the end of the  nineteenth century? [6]   (iv) \u2018european imperialism in africa in the nineteenth century was motivated more by prestige  than anything else.\u2019 how far do you agree with this statement? explain your answer. [8]",
+            "10": "10 0470/41/o/n/14 \u00a9 ucles 2014blank page",
+            "11": "11 0470/41/o/n/14 \u00a9 ucles 2014blank page",
+            "12": "12 0470/41/o/n/14 \u00a9 ucles 2014blank page copyright acknowledgements: depth study a  source a \u00a9 g. w. h. hunt. depth study a  source b \u00a9 r. j. evans; the third reich in power ; penguin books ltd; 2005. depth study b  source a \u00a9 clare baker; russia 1917\u20131945; heinemann educational; 1990.depth study b  source b \u00a9 clare baker; russia 1917\u20131945; heinemann educational; 1990.depth study c  source a \u00a9 a republican party election publication; 1936.depth study c  source b \u00a9 john r. alden; rise of the american republic ; harper & row; 1963. depth study d  source a \u00a9 christopher culpin; making history ; collins educational; 1984. depth study d  source b \u00a9 bryn o\u2019callaghan; a history of the twentieth century ; longman; 1987. depth study e  source a \u00a9 http://www.africapetours.com/township%20history.htm.depth study e  source b \u00a9 http://www.africapetours.com/township%20history.htm.depth study f  source a \u00a9 s. j. perkins; the arab-israeli conflict ; macmillan education ltd; 1987. depth study f  source b \u00a9 dan cohn-sherbok & dawoud el-alami; the palestine-israeli conflict ; oneworld publications; 2001. depth study g  source a \u00a9 ed. harvie, martin & scharf; industrialisation and culture 1830-1914 ; macmillan for open university; 1970. depth study g  source b \u00a9 \u2018the philosophy of manufactures\u2019 ; 1835. depth study h  source a \u00a9 speech made at birmingham by lord curzon in 1907.depth study h  source b \u00a9 speech made by the french prime minister in the 1880s. permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the  publisher will be pleased to make amends at the earliest possible opportunity. cambridge international examinations is part of the cambridge assessment group. cambridge assessment is the brand name of unive rsity of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge."
+        },
+        "0470_w14_qp_42.pdf": {
+            "1": "this document consists of 10 printed pages, 2 blank pages and 1 insert. dc (nf) 84791/5 \u00a9 ucles 2014 [turn overcambridge international examinations cambridge international general certificate of secondary education *9131491270*history  0470/42 paper 4 alternative to coursework october/november 2014  1 hour no additional materials are required. read these instructions first an answer booklet is provided inside this question paper. y ou should follow the instructions on the front cover  of the answer booklet. if you need additional answer paper ask the invigilator for a continuation booklet. answer the questions on one of the  depth studies. the number of marks is given in brackets [ ] at the end of each question or part question.",
+            "2": "2 0470/42/o/n/14 \u00a9 ucles 2014depth study a: germany, 1918\u20131945 1 study the sources, and then answer the questions which follow.  source a 1918  3 october prince max of baden is appointed imperial chancellor.   28 october parliamentary monarchy set up.   9 november germany becomes a republic. prince max resigns.  10 november ebert of the social democratic party (spd) forms a coalition socialist  government.   11 november armistice is signed. 1919 19 january national assembly elected; spd wins 143 of 421 seats with 38 per cent  of germany\u2019s first democratic vote.   10 february ebert becomes first president of the republic.  28 june treaty of versailles is signed. a list of major events in german history, taken from an encyclopaedia.  source b  by early november 1918 strikes and revolts had swept across germany and councils of workers  and soldiers had taken control of major towns. because of their support ebert became head of the new government on 10 november. on the same day ebert made an agreement with the army leaders to suppress the berlin workers by force. the new republic promised to maintain law and order, protect property and set up an assembly to agree a new democratic constitution. by april the freikorps had been used to defeat workers\u2019 and soldiers\u2019 councils, killing hundreds of workers and all the local communist leaders who had set up a soviet government in bavaria. from a history of germany, 1918\u201323, written by the founder of the german communist  party, published in france in 1939.  (a) (i) study source a.    what can you tell from this source about how germany emerged from defeat at the end  of the first world war? support your answer with reference to the source. [6]   (ii) study source b.    how far does this source show that the support of workers was important to the new  government of germany? explain your answer. [7]   (iii) study both sources.    is one of these sources more useful than the other as evidence about the early weimar  republic? explain your answer. [7]",
+            "3": "3 0470/42/o/n/14 \u00a9 ucles 2014 [turn over (b) (i) what was the kiel mutiny? [2]   (ii) describe the spartacist revolt of 1919. [4]   (iii) why was there bitterness in germany about the treaty of versailles? [6]   (iv) how far was economic and political stability achieved in germany between 1923 and  1929? explain your answer. [8]",
+            "4": "4 0470/42/o/n/14 \u00a9 ucles 2014depth study b: russia, 1905\u20131941 2 study the sources, and then answer the questions which follow.  source a the quantity of bread in all soviet camps is governed by the amount of work the prisoner does. a  person unaccustomed to physical labour quickly falls into a vicious circle. since he cannot do his full quota of work, he does not receive the full bread ration; his undernourished body gets less and less bread and, in the end, is so weakened that only beating can force him to drag himself from the camp to the mine. a russian woman, writing in 1951. she spent eleven years in one of stalin\u2019s gulags.  source b  we have overtaken the main capitalist countries in terms of production, technology and the rate of  industrial development. that is very good. but that is not enough. we also have to overtake them in economic terms (i.e. in the production of goods the population wants). we can do it! we must do it! we shall have an abundance of goods and be in a position to move from the first phase of communism to the second phase. to do this there must be the strongest possible desire to go forward and a readiness to make sacrifices. stalin speaking to the eighteenth party congress, 10 march 1939.  (a) (i) study source a.    what can you tell from this source about prisoners in gulags? support your answer with  reference to the source. [6]   (ii) study source b.    how far does this source show that the five-y ear plans had succeeded? explain your  answer. [7]   (iii) study both sources.    is one of these sources more useful than the other as evidence about stalin\u2019s russia?  explain your answer. [7]  (b) (i) what was meant by \u2018socialism in one country\u2019? [2]   (ii) describe how stalin\u2019s cult of personality was encouraged. [4]   (iii) why was stalin more successful at modernising industry than agriculture? [6]   (iv) \u2018in stalin\u2019s russia, change was brought about by the use of terror.\u2019 how far do you agree  with this statement? explain your answer. [8]",
+            "5": "5 0470/42/o/n/14 \u00a9 ucles 2014 [turn overdepth study c: the usa, 1919\u20131941 3 study the sources, and then answer the questions which follow.  source a andrew mellon, the second richest man in america, was the secretary to the treasury from 1921  until 1932. he believed in high tariffs, low taxation, low government debt and the greatest freedom to get and spend wealth. he had no time for labour unions, no interest in farmers and no concern for consumers. he regarded any attempt to try and control booms and busts of the business cycle as a waste of effort; they were natural and the economy would right itself. he cannot be blamed for not seeing the depression coming \u2013 no one else did either. from a british historian, 1985.  source b  in the past few years over-speculation diverted finance and energy from constructive enterprise.  these problems generally readjusted themselves many months ago. our recovery from the depression has been held back by the unnecessary worry and fear created by problems that lie outside the united states. worldwide overproduction has led to considerable price falls. this has produced financial crises in many countries and diminished their buying power for our products. magnificent voluntary cooperation in our country during the past twelve months has kept actual suffering to a minimum. the best contribution of government lies in encouraging this voluntary cooperation in communities and businesses. from president hoover\u2019s state of the union report to congress in december 1930.  (a) (i) study source a.    what can you tell from this source about andrew mellon? support your answer with  reference to the source. [6]   (ii) study source b.    how far does this source show that foreign factors were responsible for america\u2019s  economic problems? explain your answer. [7]   (iii) study both sources.    is one of these sources more useful than the other as evidence about government  attitudes towards the economy? explain your answer. [7]  (b) (i) what was \u2018buying on the margin\u2019? [2]   (ii) describe events on the stock market between 21 and 29 october 1929. [4]   (iii) why did f .d. roosevelt promise a new deal in 1932? [6]   (iv) \u2018hoover\u2019s policies lessened the impact of the depression between 1929 and 1933.\u2019 how  far do you agree with this statement? explain your answer. [8]",
+            "6": "6 0470/42/o/n/14 \u00a9 ucles 2014depth study d: china, 1945\u2013c.1990 4 study the sources, and then answer the questions which follow.  source a china has a hatred of foreigners, especially europeans and americans. this dates from the time  when foreigners ruled large parts of china under the emperors. the humiliation of the \u2018unequal treaties\u2019 was not forgotten. the chinese communists felt that they had to fight foreigners such as the japanese as well as their own ruling class in their revolution. thus they feel sympathetic to colonial countries wishing to be independent. from a british history textbook, published in 1984.  source b  if china could not get weapons from the soviet union, it would buy them. china would do its own  fighting and not involve the soviet union. mao also accused stalin of trying to divide china further by supporting the setting up of another, rival communist party in manchuria. mao\u2019s assertions astonished me. the soviet union was regarded as china\u2019s big brother, the model of our socialist development. china and the soviet union were the closest of allies. but the relationship in reality, mao said, was more like that of an emperor and subject. history had taught him to befriend distant states and be wary of those that are near, and he continued to distrust soviet expansionism. in 1994, mao\u2019s personal doctor recalls mao\u2019s thoughts on sino-soviet relations.  (a) (i) study source a.    what can you tell from this source about china? support your answer with reference to  the source. [6]   (ii) study source b.    how far does this source show that china and the soviet union were not friends? explain  your answer. [7]   (iii) study both sources.    is one of these sources more useful than the other as evidence about china\u2019s foreign  relations? explain your answer. [7]  (b) (i) name two areas where china interfered militarily between 1949 and 1976. [2]   (ii) describe the support given by the soviet union to china\u2019s industrial development in the  period 1953\u201360. [4]   (iii) why were relations between china and the soviet union often strained between 1949  and 1976? [6]   (iv) how far, by 1990, had china\u2019s relations with the rest of the world changed as a result of  economic liberation after the death of mao? explain your answer. [8]",
+            "7": "7 0470/42/o/n/14 \u00a9 ucles 2014 [turn overdepth study e: southern africa in the twentieth century 5 study the sources, and then answer the questions which follow.  source a a black man in the orange \u2018free\u2019 state can obtain exemption from the ordinary pass laws. his wife  and daughters, even if they have had a better education, must carry passes and produce them if a policeman demands or they could go to prison. a new pass has to be purchased from the council every month for each female. this is not the law in other areas of south africa and it is not clear if this is a penalty for the colour of their skins or for being women. from a speech in 1913 by sol plaatje, one of the founders of the anc.  source b  in 1913, in all major towns of the orange free state, groups of african women, numbering from  600 to 1000, marched peacefully, singing hymns, to the municipal offices and politely stated that they would not buy any more passes. many were arrested and fined but refused to pay so they were sentenced to hard labour in prison for up to three months. the protest spread and women burned their passes in town centres and some fought with the police. the women had started a long tradition of passive resistance throughout south africa, although this was one of few victories. in 1914 the pass laws for women were relaxed, but when they were to be reintroduced in 1919 the bantu women\u2019s league was set up and led further opposition. from a book by a south african historian, 1994.  (a) (i) study source a.    what can you tell from this source about the pass laws? support your answer with  reference to the source. [6]   (ii) study source b.    how far does this source show that the protests of african women were successful?  explain your answer. [7]   (iii) study both sources.    is one of these sources more useful than the other as evidence about the impact of white  rule on africans in the early twentieth century? explain your answer. [7]  (b) (i) what were the main terms of the 1913 natives land act? [2]   (ii) describe the government policies which aided white farmers in the 1930s. [4]   (iii) why was the industrial and commercial workers union (icu) not successful? [6]   (iv) \u2018south africans benefited from the economic growth of the 1930s.\u2019 how far do you agree  with this statement? explain your answer. [8]",
+            "8": "8 0470/42/o/n/14 \u00a9 ucles 2014depth study f: israelis and palestinians, 1945\u2013c.1994 6 study the sources, and then answer the questions which follow.  source a sadat\u2019s agreement at camp david in september 1978 was regarded by arafat and the plo as a  betrayal of the arabs. nationalist anger in beirut unified the syrians, palestinians and lebanese muslims. they believed that sadat had committed an act of treason by visiting jerusalem in 1977. sadat\u2019s decision to go to jerusalem led to his assassination by one of his own army officers four years later. the palestinian guerillas in beirut celebrated his death with gunfire and flares lighting up the night sky. a british journalist, writing in 1990.  source b  agree with me a peace agreement in geneva so we can announce to a world thirsting for peace,  a peace agreement based on the following points: ending the occupation of the arab territories occupied in 1967; achievement of the fundamental rights of the palestinian people and their right to self-determination, including their right to establish their own state; the right of all states, including israel, in the area to live in peace; commitment in the region to administer the relations between states in accordance with the objectives and principles of the un charter, particularly the principles concerning the non-use of force and a solution of differences among them by peaceful means. part of the speech made by president sadat to the knesset, 20 november 1977.  (a) (i) study source a.    what can you tell from this source about president sadat? support your answer with  reference to the source.  [6]   (ii) study source b.    how far does this source show that sadat was offering a peace that israel could support?  explain your answer. [7]   (iii) study both sources.    is one of these sources more useful than the other as evidence about the search for  peace in the middle east? explain your answer. [7]  (b) (i) who chaired the talks at camp david in september 1978, and who signed the agreement  on behalf of israel? [2]   (ii) describe how world oil supplies became an issue during the y om kippur war, 1973. [4]   (iii) why did the egyptians believe that they had made gains from the y om kippur war? [6]   (iv) how far did the camp david agreement (1978) and the washington peace treaty (1979)  between israel and egypt change the nature of the arab-israeli conflict? explain your answer. [8]",
+            "9": "9 0470/42/o/n/14 \u00a9 ucles 2014 [turn overdepth study g: the creation of modern industrial society 7 study the sources, and then answer the questions which follow.  source a the population employed in the cotton factories rises at five o\u2019clock and works from six till eight  o\u2019clock and returns home for half an hour for breakfast. the operatives return to the mills until twelve o\u2019clock when an hour is allowed for dinner. at the end of the hour they are all again employed in the mills, where they continue until seven o\u2019clock or a later hour. the wages obtained by the operatives are, in general, sufficient to provide them with the decent comforts of life. but the wages of certain classes are exceedingly meagre. more than half the inhabitants require the assistance of a public charity. from a book titled \u2018social conditions and education of the people in england and europe\u2019,  published in 1850.  source b  the new conditions of work imposed further psychological strains. there were many men whose  skill, once an important element in community life and a source of personal pride, was now wanted by no-one. much of the new employment involved long repetitive hours doing jobs that were meaningless in themselves, a mere portion of a process that ended in a product the worker would not consume. many tasks now involved the worker in keeping himself to a machine powered by a great engine, the whole controlled by managers. these managers would probably also be of the working class but distinguished in their ability to manipulate the new system. divisions of interest thus came within the family as some rose and others did not. but despite all this, the worker was not crushed and showed an extraordinary adaptability to this new life. from a book about the rise of industrial society, published in 1964.  (a) (i) study source a.    what can you tell from this source about the lives of factory workers? support your  answer with reference to the source. [6]   (ii) study source b.    how far does this source show that industrialisation affected workers badly? explain your  answer. [7]   (iii) study both sources.    is one of these sources more useful than the other as evidence about factories in the  nineteenth century? explain your answer. [7]  (b) (i) name two textile inventions which helped bring about the factory age. [2]   (ii) what part did steam power play in the industrial revolution? [4]   (iii) why were large numbers of women and children employed in the new textile mills? [6]   (iv) \u2018transport improvements were the most important factor in the creation of a new industrial  society.\u2019 how far do you agree with this statement? explain your answer. [8]",
+            "10": "10 0470/42/o/n/14 \u00a9 ucles 2014depth study h: the impact of western imperialism in the nineteenth century 8 study the sources, and then answer the questions which follow.  source a the african knows no peace. one day you may see peace and plenty, well-tilled fields, and children  playing in the sun. on the next you may find corpses of the men, the bodies of children half-burnt in the flames which consumed the village, while the women are captives of the victorious raiders. british rule, which will stop this lawless raiding and this constant inter-tribal war, will be the greatest blessing that africa has ever known. lord lugard wrote this whilst employed by the british imperial east africa company in the  early 1890s.  source b  to sir charles gordon,  my dear friend,  i wish you good day. it is i, m\u2019tesa, king of uganda, who sends you this letter. i wish to be a friend  of the white man. therefore hear my words which i say:  i want a priest who will show the way of god;  i want gold, silver, iron and bronze;  i want clothing for my people and myself to wear;  i want excellent guns and good cannons;  i want good houses for my country;  i want my people to know god. from a letter from the king of uganda to general gordon in march 1876.  (a) (i) study source a.    what can you tell from this source about the british view of africa in the late nineteenth  century? support your answer with reference to the source. [6]   (ii) study source b.    how far does this source show that africans welcomed imperialism because it brought  christianity in the nineteenth century? explain your answer. [7]   (iii) study both sources.    is one of these sources more useful than the other as evidence about the benefits  imperialism was claimed to bring to africa? explain your answer. [7]  (b) (i) what was indirect rule? [2]   (ii) describe the work of missionaries. [4]   (iii) why was the berlin conference of 1884\u20135 held? [6]   (iv) how far was european imperialism harmful to africans? explain your answer. [8]",
+            "11": "11 0470/42/o/n/14 \u00a9 ucles 2014blank page",
+            "12": "12 0470/42/o/n/14 \u00a9 ucles 2014blank page copyright acknowledgements: depth study a  source a \u00a9 g. w. h. hunt. depth study a  source b \u00a9 rosa luxemburg, founder of the german communist party; 1939.depth study b  source a \u00a9 a russian woman; 1951.depth study b  source b \u00a9 stalin speaking to the eighteenth party congress; 10 march 1939.depth study c  source a \u00a9 hugh brogan; history of the united states of america ; penguin books ltd; 1985. depth study c  source b \u00a9 president hoover\u2019s state of the union report to congress; december 1930.depth study d  source a \u00a9 christopher culpin; making history ; collins educational; 1984. depth study d  source b \u00a9 mao\u2019s personal doctor recalls mao\u2019s thoughts on sino-soviet relations; 1994.depth study e  source a \u00a9 a speech by sol plaatje, one of the founders of the anc; 1913.depth study e  source b \u00a9 william beinart; twentieth century south africa ; oxford university press; 1994. depth study f  source a \u00a9 robert fisk; pity the nation: lebanon at war ; andre deutsch; 1990 depth study f  source b \u00a9 dan cohn sherbok & dawoud el-alami; the palestine-israeli conflict ; oneworld publications; 2001. depth study g  source a \u00a9 peter lane; documents on social and economic history 1750\u20131870 ; macmillan; 1968. depth study g  source b \u00a9 from a book about the rise of industrial society, published in 1964.depth study h  source a \u00a9 lord lugard whilst employed by the british imperial east africa company in the early 1890s.depth study h  source b \u00a9 a letter from the king of uganda to general gordon; march 1876. permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the  publisher will be pleased to make amends at the earliest possible opportunity. cambridge international examinations is part of the cambridge assessment group. cambridge assessment is the brand name of unive rsity of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge."
+        },
+        "0470_w14_qp_43.pdf": {
+            "1": "this document consists of 9 printed pages, 3 blank pages and 1 insert. dc (st) 108650 \u00a9 ucles 2014  [turn overcambridge international examinations cambridge international general certificate of secondary education * 2 8 4 9 1 9 9 2 3 2 *history  0470/43 paper 4  alternative to coursework  october/november 2014  1 hour no additional materials are required. read these instructions first an answer booklet is provided inside this question paper. y ou should follow the instructions on the front cover  of the answer booklet. if you need additional answer paper ask the invigilator for a continuation booklet. answer the questions on one of the depth studies. the number of marks is given in brackets [  ] at the end of each question or part question.",
+            "2": "2 0470/43/o/n/14 \u00a9 ucles 2014depth study a: germany, 1918\u20131945 1 study the sources, and then answer the questions which follow.  source a  the hitler y outh brought boys and girls of all social classes together. it did no harm to a boy or  girl to spend time outdoors, to learn new skills, to share tasks and to sing and play together. the  young of the third reich were growing up to have strong and healthy bodies, faith in the future of  their country and in themselves and a sense of fellowship that overrode all class, economic and  social barriers. from an historian who lived and worked in germany in the 1930s, writing in 1955.  source b    (a) (i) study source a.    what can you tell from this source about the hitler y outh? support your answer with  reference to the source.  [6]   (ii) study source b.    how far does this source show that the hitler y outh was a successful organisation?  explain your answer.  [7]   (iii) study both sources.    is one of these sources more useful than the other as evidence about young people in  nazi germany? explain your answer.  [7]  (b) (i)  what opportunities did \u2018strength through joy\u2019 provide for workers?  [2]   (ii) describe nazi policies on the employment of women between 1933 and 1945.  [4]   (iii) why was there limited opposition to nazi rule?  [6]   (iv) \u2018extermination of the jews was the main aim of the nazi government in the years from  1933 to 1945.\u2019 how far do you agree? explain your answer.  [8]content removed due to copyright restrictions.",
+            "3": "3 0470/43/o/n/14 \u00a9 ucles 2014 [turn overdepth study b: russia, 1905\u20131941 2 study the sources, and then answer the questions which follow.  source a  we were forced to resort to war communism by war and ruin. it was a temporary measure. our  poverty and ruin are so great that we cannot hope to restore large-scale factory state-socialist  production at one stroke. hence it is necessary to help to restore small industry. the effect will be  the revival of capitalism on the basis of a certain amount of free trade. lenin, writing in 1921.  source b  by early 1921 discontent with war communism was at its height. in the countryside the red  army had to put down a number of full-scale rebellions by the peasants that cost the army almost  a quarter of a million lives in the space of a year. both trotsky and lenin saw the dangers of  war communism. they tried to have the policy changed, but they were defeated by other leading  communists who believed that, whatever problems it caused, they would not win the civil war  without war communism. a british historian writing in 1997.  (a) (i) study source a.    what can you tell from this source about russia in 1921? support your answer with  reference to the source.  [6]   (ii) study source b.    how far does this source show that war communism was a necessary policy? explain  your answer.  [7]   (iii) study both sources.    is one of these sources more useful than the other as evidence about war communism?  explain your answer.  [7]  (b) (i) what did lenin\u2019s political will (testament) say about stalin?  [2]   (ii) describe the differing views of stalin and trotsky about the spread of socialism.  [4]   (iii) why was the new economic policy (nep) abandoned by stalin?  [6]   (iv) \u2018trotsky\u2019s brilliance worked against him.\u2019 how far do you agree with this statement as the  reason for trotsky\u2019s loss of the leadership struggle against stalin? explain your answer.  [8]",
+            "4": "4 0470/43/o/n/14 \u00a9 ucles 2014depth study c: the usa, 1919\u20131941 3 study the sources, and then answer the questions which follow.  source a  up to september this year profits in industry and foreign trade were 40 per cent higher than in  1928 and we are now in the eighth year of prosperity. for the last two years investors, listening  to vague rumours and hints of fabulous future earnings, were confident that quick profits were a  certainty and so forced share prices on wall street up to ridiculous levels. now these gamblers,  and the reputations of nearly all the leading financial prophets, are in ruins. no one knows where  things are going anymore. an american journalist writing in december 1929.  source b  remembering similar stock market falls in the past has created unnecessary pessimism so that  businesses throughout the country have hesitated in their plans for development. this hesitation  might intensify into a depression with widespread unemployment and suffering. i have, therefore,  begun voluntary measures of cooperation with businesses and states to make certain that  essential businesses shall continue as usual so that wages, and therefore consuming power, shall  not be reduced. a special effort has been made by government to expand construction work in  order to assist in this. i am convinced that by these measures we have re-established confidence.  wages can remain stable and industrial unemployment has been prevented. rising agricultural  prices have reflected the returning confidence. from president hoover\u2019s state of the union report to congress in december 1929.  (a) (i) study source a.    what can you tell from this source about investors at the end of the 1920s? support your  answer with reference to the source.  [6]   (ii) study source b.    how far does this source show that president hoover was fearful of the consequences of  the wall street crash? explain your answer.  [7]   (iii) study both sources.    is one of these sources more useful than the other as evidence about the economic  situation at the end of the 1920s? explain your answer.  [7]  (b) (i) identify two construction projects started by hoover\u2019s government.  [2]   (ii) what happened to the bonus marchers in washington in 1932?  [4]   (iii) why did president hoover\u2019s policies have limited effect on the economy by 1932?  [6]   (iv) \u2018despair was the greatest consequence of the wall street crash between 1929 and  1932.\u2019 how far do you agree? explain your answer.  [8]",
+            "5": "5 0470/43/o/n/14 \u00a9 ucles 2014 [turn overdepth study d: china, 1945\u2013c.1990 4 study the sources, and then answer the questions which follow.  source a  source b  a few chinese feared that china was travelling down a road that would lead back to capitalism,  to the rich ill-treating the poor, and to the evils of unemployment and inflation. but most ordinary  chinese probably agreed with deng when he said: \u2018whatever system induces the peasants to  produce more should be adopted, be it collective or individual. it does not matter whether the cat is  black or white, so long as it catches mice.\u2019 from a british history book, written in 1987, quoting deng xiaoping.  (a) (i) study source a.    what can you tell from this source about deng xiaoping? support your answer with  reference to the source.  [6]   (ii) study source b.    how far does this source show that the chinese people supported deng xiaoping\u2019s  reforms? explain your answer.  [7]   (iii) study both sources.    is one of these sources more useful than the other as evidence about deng xiaoping\u2019s  economic policies? explain your answer.  [7]  (b) (i) name two of deng xiaoping\u2019s \u2018four modernisations\u2019.  [2]   (ii) describe how deng xiaoping encouraged chinese workers to produce more.  [4]   (iii) why did protestors in the summer of 1989 believe their demands would be met by the  chinese government?  [6]   (iv) by 1990 how far had the chinese people benefited from deng xiaoping\u2019s rule? explain  your answer.  [8]content removed due to copyright restrictions.",
+            "6": "6 0470/43/o/n/14 \u00a9 ucles 2014depth study e: southern africa in the twentieth century 5 study the sources, and then answer the questions which follow.  source a  kruger hates the sight of an englishman and won\u2019t speak our language. he forgets all we have  done for him for i tell you there would have been no kruger and no boers in the transvaal if it  hadn\u2019t been for britain. the boers call him \u2018uncle paul\u2019 and say that he\u2019s very religious. he\u2019s always  dressed in black worn-out clothes yet wears an expensive top hat and carries leather gloves in his  fat, ugly hands. he\u2019s one of the wealthiest boers and makes sure he always looks after his own  family. from an englishman\u2019s letter written in 1890.  source b  it is well known that cecil rhodes wants britain to rule a united south africa but i am sure kruger  and his people are secretly scheming to trample the british flag underfoot and create a boer  republic. we outnumber the boers but they are all armed whilst we are forbidden to possess a  weapon here in the transvaal. throughout south africa the boers distrust the british. when they  openly oppose us, we shall face an enemy nearly every one of whom is a weather-hardened  fighter, full of determination, and with cunning in warfare which will mean great difficulty for our  troops, far more than is believed in britain. an uitlander writing to a british government official in 1895.  (a) (i) study source a.    what can you tell from this source about president kruger? support your answer with  reference to the source.  [6]   (ii) study source b.    how far does this source show that the boers were stronger than the british? explain  your answer.  [7]   (iii) study both sources.    is one of these sources more useful than the other as evidence about anglo-boer  tensions by 1895? explain your answer.  [7]  (b) (i) what was agreed in the pretoria convention of 1881?  [2]   (ii) describe the jameson raid, 1895\u201396.  [4]   (iii) why was south africa important to britain by the end of the nineteenth century?  [6]   (iv) how far do you agree that the war of 1899 to 1902 was a failure for the boers?    explain your answer.  [8]",
+            "7": "7 0470/43/o/n/14 \u00a9 ucles 2014 [turn overdepth study f: israelis and palestinians, 1945\u2013c.1994 6 study the sources, and then answer the questions which follow.  source a  i am sorry, gentlemen, but i have to answer to hundreds of thousands who are anxious for the  success of zionism; i do not have hundreds of thousands of arabs among my constituents. us president truman speaking in 1945, quoted by a pro-palestinian magazine in 1978.  source b  since the 1973 y om kippur war, the usa and the ussr have assisted in trying to bring peace to  the middle east. they do not want to be dragged into war over the area. the western powers are  also worried about the effect on oil prices of continual wars. the us secretary of state, dr. henry  kissinger, worked hard to bring about a peace between israel and egypt in 1974. with american  help, relations between egypt and israel have continued to improve. in 1977 president sadat of  egypt visited israel, which no egyptian ruler had ever done before. in 1978 the usa arranged  a meeting at camp david between israeli and egyptian leaders. this led to the gradual israeli  withdrawal from sinai. from a british school textbook, 1984.  (a) (i) study source a.    what can you tell from this source about president truman\u2019s views on palestine? support  your answer with reference to the source.  [6]   (ii) study source b.    how far does this source show that outside powers were working in the interests of  middle eastern countries? explain your answer.  [7]   (iii) study both sources.    is one of these sources more useful than the other as evidence about international  involvement in the middle east? explain your answer.  [7]  (b) (i) name two radical palestinian groups which opposed arafat after 1982.  [2]   (ii) describe the ways that the palestine liberation organisation attempted to draw the   world\u2019s attention to the palestinian cause.  [4]   (iii) why did arab states not always support the palestinians?  [6]   (iv) how far, to 1994, is it true to say that there had been little progress in improving the lives  of palestinians? explain your answer.  [8]",
+            "8": "8 0470/43/o/n/14 \u00a9 ucles 2014depth study g: the creation of modern industrial society 7 study the sources, and then answer the questions which follow.  source a  the supervision of machinery, the joining of broken threads, is no activity which claims the  operative\u2019s thinking powers, yet it is of a sort which prevents him occupying his mind with other  things. we have seen that this work provides the muscles with no opportunity for physical  activity. thus it is, properly speaking, not work but tedium, the most deadening, wearing process  conceivable. the operative is condemned to let his physical and mental powers decay in this utter  monotony, it is his mission to be bored every day and all day long from his eighth year. moreover,  he must not take a moment\u2019s rest; the engines move unceasingly; the wheels, the straps, the  spindles hum and rattle in his ears without a pause. frederick engels, a social reformer from a manchester factory-owning family, writing in  the mid-1840s.  source b  despite the hard and repetitive nature of the work, so long as the hours do not include overtime,  the work is as healthful to body and mind as well as it could be. sitting by the operatives at work,  watching the invigorating quickness of the machinery, the pleasant fellowship of men, women and  children, the presence of general well-being and well-paid work, one was tempted to think that  here, indeed, was happiness, unknown to the strained brain-worker, the idle and overfed rich, or  the severely pressed very poor. from a book written in the 1870s.  (a) (i) study source a.    what can you tell from this source about work in the new factories? support your answer  with reference to the source.  [6]   (ii) study source b.    how far does this source show that factory working was beneficial? explain your answer.  [7]   (iii) study both sources.    is one of these sources more useful than the other as evidence about factories? explain  your answer.  [7]  (b) (i) who was robert owen?  [2]   (ii) what were the main terms of the factory act of 1833?  [4]   (iii) why were there conflicting views about the effects of working in factories?  [6]   (iv) \u2018industrialisation benefited the working class.\u2019 how far do you agree? explain your  answer.  [8]",
+            "9": "9 0470/43/o/n/14 \u00a9 ucles 2014depth study h: the impact of western imperialism in the nineteenth century 8 study the sources, and then answer the questions which follow.  source a  the queen does not want to take your country or your markets, but at the same time she is  anxious that no other nations should take them. she undertakes to extend her gracious power and  protection, which will leave your country still under your government. she has no wish to disturb  your rule. the reply given to the ruler of the niger delta when he asked for british protection in  1885.  source b    (a) (i) study source a.    what can you tell from this source about british attitudes towards african territories in  the 1880s? support your answer with reference to the source.  [6]   (ii) study source b.    how far does this source show that imperialism in africa was carried out by force?  explain your answer.  [7]   (iii) study both sources.    is one of these sources more useful than the other as evidence about imperialism in  africa in the nineteenth century? explain your answer.  [7]  (b) (i) what was a maxim gun?  [2]   (ii) describe how the system of indirect rule worked.  [4]   (iii) why did the \u2018scramble for africa\u2019 not occur until the second half of the nineteenth century?  [6]   (iv) to what extent did european countries benefit from imperialism in africa? explain your  answer.  [8]content removed due to copyright restrictions.",
+            "10": "10 0470/43/o/n/14 \u00a9 ucles 2014blank page",
+            "11": "11 0470/43/o/n/14 \u00a9 ucles 2014blank page",
+            "12": "12 0470/43/o/n/14 \u00a9 ucles 2014blank page copyright acknowledgements: depth study a  source a  \u00a9 william schirer; the rise & fall of the third reich ; book club associates; 1970. depth study a  source b  \u00a9 richard j. evans; the third reich in power ; penguin books ltd; 2005. depth study b  source a  \u00a9 lenin; 1921. depth study b  source b  \u00a9 philip ingram; russia and the ussr 1905\u20131991 ; cambridge university press; 1997. depth study c  source a  \u00a9 stuart chase; article in the nation; 1929; http://memory.loc.gov/cgi-in/query/e?ammem/cool:@field(docid+@lit(lg493)) . depth study c  source b  \u00a9 president hoover\u2019s state of the union report to congress; december 1929. depth study d  source a  \u00a9 will hutton; the writing on the wall ; little, brown book group; 2007. depth study d  source b  \u00a9 bryn o\u2019callaghan; a history of the twentieth century ; longman; 1987. depth study e  source a  \u00a9 an englishman\u2019s letter; 1890. depth study e  source b  \u00a9 an uitlander writing to a british government official; 1895. depth study f  source a  \u00a9 speech by us president truman; 1945. depth study f  source b  \u00a9 christopher culpin; making history ; collins educational; 1984. depth study g  source a  \u00a9 frederick engels, writing in the mid-1840s. depth study g  source b  \u00a9 beatrice webb; my apprenticeship . depth study h  source a  \u00a9 reply given to the ruler of the niger delta when he asked for british protection in 1885. depth study h  source b  \u00a9 the economist; 1999; www.economist.com/node/347120. permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the  publisher will be pleased to make amends at the earliest possible opportunity. cambridge international examinations is part of the cambridge assessment group. cambridge assessment is the brand name of university of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge."
+        }
+    },
+    "2015": {
+        "0470_s15_qp_11.pdf": {
+            "1": "this document consists of 10 printed pages, 2 blank pages and 1 insert. dc (nf) 92029/4 \u00a9 ucles 2015 [turn overcambridge international examinations cambridge international general certificate of secondary education *7114182271*history  0470/11 paper 1 may/june 2015  2 hours no additional materials are required. read these instructions first an answer booklet is provided inside this question paper. y ou should follow the instructions on the front cover  of the answer booklet. if you need additional answer paper ask the invigilator for a continuation booklet. answer three  questions. section a (core content) answer any two questions. section b (depth studies) answer any  one question. the number of marks is given in brackets [ ] at the end of each question or part question.",
+            "2": "2 0470/11/m/j/15 \u00a9 ucles 2015section a: core content answer any two questions from this section. 1 the year 1848 saw revolution impact on many areas of europe.  (a) describe the part played by guizot in the events leading to revolution in france in 1848. [4]  (b) why was there a revolution in hungary in 1848? [6]  (c) \u2018during 1848, revolution was more successful in france than in other european countries.\u2019  how far do you agree with this statement? explain your answer. [10] 2 after 1848 there was progress towards italian unification.  (a) what was agreed at plombi\u00e8res in 1858? [4]  (b) why did war break out between piedmont and austria in 1859? [6]  (c) how important was garibaldi to the unification of italy? explain your answer. [10] 3 austria and prussia both wanted to dominate germany.  (a) describe the growth of german nationalism before 1848. [4]  (b) why was the zollverein important in the period up to 1848? [6]  (c) how far was austria able to dominate germany in the period 1848\u201366? explain your answer.  [10] 4 the civil war was a turning point for the united states.  (a) what was the justification given by the south for using slaves? [4]  (b) why was the north able to win the civil war? [6]  (c) how successful was reconstruction? explain your answer. [10]",
+            "3": "3 0470/11/m/j/15 \u00a9 ucles 2015 [turn over5 different factors influenced decision-making at the paris peace conference.  (a) what did the treaty of versailles state about danzig and the rhineland? [4]  (b) why were the victors not free to make the peace they wanted? [6]  (c) \u2018at the time, the treaty of versailles was justifiable.\u2019 how far do you agree with this statement?  explain your answer. [10] 6 the league of nations had both successes and failures.  (a) what was the role of the assembly within the league of nations? [4]  (b) why was the idea of \u2018collective security\u2019 unlikely to be successful for the league of nations?  [6]  (c) how successful was the league of nations in the 1920s? explain your answer. [10] 7 events in korea were a test of the american policy of containment.  (a) what was the response of the united nations organisation to events in korea in june 1950?  [4]  (b) why did the us provide most of the forces that resisted north korea\u2019s invasion of the south?  [6]  (c) how great a threat was the korean war to world peace? explain your answer. [10] 8 soviet control over eastern europe was tested in 1956 and 1968.  (a) describe events in hungary on the days immediately following the outbreak of revolution  against the government on 23 october 1956. [4]  (b) why did many hungarians oppose the communist regime in 1956? [6]  (c) how different were events in hungary in 1956 and czechoslovakia in 1968? explain your  answer. [10]",
+            "4": "4 0470/11/m/j/15 \u00a9 ucles 2015section b: depth studies answer any one question from this section. depth study a: the first world war, 1914\u201318 9 the first world war broke out in 1914.  (a) what was the british expeditionary force (bef)? [4]  (b) why did the schlieffen plan fail? [6]  (c) \u2018the main reason for the development of trench warfare on the western front was the first  battle of ypres.\u2019 how far do you agree with this statement? explain your answer. [10] 10 fighting elsewhere than the western front was significant.  (a) describe \u2018u-boat\u2019 warfare. [4]  (b) why did the gallipoli campaign of 1915 fail? [6]  (c) \u2018the battle of jutland was a disaster for britain.\u2019 how far do you agree with this statement?  explain your answer. [10]",
+            "5": "5 0470/11/m/j/15 \u00a9 ucles 2015 [turn overdepth study b: germany, 1918\u2013 45 11 by 1933 hitler had become chancellor of germany.  (a) describe hitler\u2019s role in establishing the nazi party prior to 1923. [4]  (b) why did the munich putsch fail? [6]  (c) \u2018the fear of communism was the main reason for the nazis coming to power in 1933.\u2019 how far  do you agree with this statement? explain your answer. [10] 12 nazi rule affected the lives of the german people in many ways.  (a) describe how the nazis persecuted jews in the 1930s. [4]  (b) why was the use of culture and mass media important for the nazis? [6]  (c) how far were the nazis in control of the german people between 1933 and 1945? explain  your answer. [10]",
+            "6": "6 0470/11/m/j/15 \u00a9 ucles 2015depth study c: russia, 1905\u2013 41 13 after lenin\u2019s death, stalin emerged as leader of the soviet union.  (a) what did lenin\u2019s \u2018political will\u2019 (testament) say about stalin and trotsky? [4]  (b) why had stalin emerged as lenin\u2019s successor by 1928? [6]  (c) \u2018government propaganda was the most effective method used by stalin to control the soviet  people.\u2019 how far do you agree with this statement? explain your answer.  [10] 14 stalin made many changes to the soviet union.  (a) describe the state of agriculture in the soviet union under the new economic policy. [4]  (b) why did stalin want to collectivise soviet agriculture? [6]  (c) \u2018stalin\u2019s policies benefited the soviet people.\u2019 how far do you agree with this statement?  explain your answer. [10]",
+            "7": "7 0470/11/m/j/15 \u00a9 ucles 2015 [turn overdepth study d: the usa, 1919\u2013 41 15 changes to the way of life in the 1920s affected most americans.  (a) describe the main changes in popular entertainment in america in the 1920s. [4]  (b) why was there a \u2018red scare\u2019 from 1919 to 1921? [6]  (c) how far was prohibition harmful to the us? explain your answer. [10] 16 roosevelt introduced a \u2018new deal\u2019 to help all americans.  (a) what actions did roosevelt take during his first hundred days in office? [4]  (b) why were there many opponents of the new deal? [6]  (c) \u2018the new deal solved the problems of the depression in america.\u2019 how far do you agree with  this statement? explain your answer. [10]",
+            "8": "8 0470/11/m/j/15 \u00a9 ucles 2015depth study e: china, c.1930\u2013c.1990 17 during the 1930s and 1940s the influence of the chinese communists on china increased.  (a) describe the long march. [4]  (b) why was y enan important to the communists? [6]  (c) \u2018the leadership of mao was the main reason for the success of the communists in the civil  war.\u2019 how far do you agree with this statement? explain your answer. [10] 18 after 1966 china faced many problems.  (a) describe the actions of the red guards during the cultural revolution. [4]  (b) why was china made weaker by the cultural revolution? [6]  (c) how much was china changed by deng xiaoping? explain your answer. [10]",
+            "9": "9 0470/11/m/j/15 \u00a9 ucles 2015 [turn overdepth study f: south africa, c.1940\u2013c.1994 19 in south africa, the years up to 1948 saw many changes.  (a) what was the social impact on the non-white population of government policies by 1940? [4]  (b) why did many white south africans feel threatened by the changes brought by the second  world war? [6]  (c) how successful was the economic development of south africa by 1945? explain your  answer. [10] 20 pressure for change in south africa increased in the 1970s.  (a) describe the main events leading to the soweto riots of 1976. [4]  (b) why was steve biko important in the struggle against apartheid? [6]  (c) how effective was external opposition to apartheid before 1980? explain your answer. [10]",
+            "10": "10 0470/11/m/j/15 \u00a9 ucles 2015depth study g: israelis and palestinians since 1945 21 the second world war lead to the emergence of a jewish state in palestine.  (a) describe the actions of jewish terrorists between 1945 and 1948 against the british in  palestine. [4]  (b) why did the second world war make palestine more difficult for the british to control? [6]  (c) \u2018the arabs lost the war of 1948\u201349 because they were too confident of achieving success.\u2019  how far do you agree with this statement? explain your answer. [10] 22 the creation of israel caused many problems for the palestinians.  (a) describe what happened at deir y assi n in april 1948. [4]  (b) why did many palestinians become refugees in 1948\u201349? [6]  (c) \u2018arab states fully supported the palestinian cause.\u2019 how far do you agree with this statement?  explain your answer. [10]",
+            "11": "11 0470/11/m/j/15 \u00a9 ucles 2015blank page",
+            "12": "12 0470/11/m/j/15 \u00a9 ucles 2015blank page permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here 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 onl ine in the cambridge international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to do wnload at www.cie.org.uk after  the live examination series. cambridge international examinations is part of the cambridge assessment group. cambridge assessment is the brand name of unive rsity of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge."
+        },
+        "0470_s15_qp_12.pdf": {
+            "1": "this document consists of 10 printed pages, 2 blank pages and 1 insert. dc (nf) 92030/5 \u00a9 ucles 2015 [turn overcambridge international examinations cambridge international general certificate of secondary education *5503277835*history  0470/12 paper 1 may/june 2015  2 hours no additional materials are required. read these instructions first an answer booklet is provided inside this question paper. y ou should follow the instructions on the front cover  of the answer booklet. if you need additional answer paper ask the invigilator for a continuation booklet. answer three  questions. section a (core content) answer any two questions. section b (depth studies) answer any  one question. the number of marks is given in brackets [ ] at the end of each question or part question.",
+            "2": "2 0470/12/m/j/15 \u00a9 ucles 2015section a: core content answer any two questions from this section. 1 many factors played an important role in the move towards italian unification.  (a) describe the sicilian revolution of 1848\u201349. [4]  (b) why were the austrians not driven out of italy in 1848? [6]  (c) who contributed more to italian unification: cavour or garibaldi? explain your answer. [10] 2 austria and prussia competed for dominance in germany.  (a) what difficulties did the frankfurt parliament face when it was set up? [4]  (b) why was the cause of german nationalism helped by the zollverein? [6]  (c) \u2018schleswig-holstein was the cause of the war between austria and prussia in 1866.\u2019 how far  do you agree with this statement? explain your answer. [10] 3 in the usa, the north and the south had different views about slavery.  (a) what did the fugitive slave act of 1850 state? [4]  (b) why was the south alarmed at the outcome of the presidential election of 1860? [6]  (c) how beneficial was reconstruction to ex-slaves? explain your answer. [10] 4 different factors influenced british imperialism.  (a) describe how the british model of indirect rule operated. [4]  (b) why did britain expand its empire in the nineteenth century? [6]  (c) how successfully did indians resist nineteenth-century british rule? explain your answer. [10]",
+            "3": "3 0470/12/m/j/15 \u00a9 ucles 2015 [turn over5 after the first world war, the victorious powers found it hard to reach agreement about the peace  settlements.  (a) in what ways did the treaty of versailles restrict german armed forces? [4]  (b) why was wilson unsuccessful in achieving his goal of self-determination for the peoples of  europe? [6]  (c) \u2018the treaty of versailles was too harsh.\u2019 how far do you agree with this statement? explain  your answer. [10] 6 the league of nations faced many problems.  (a) what was the role of the council within the league of nations? [4]  (b) why did the great depression make the work of the league difficult? [6]  (c) \u2018mussolini\u2019s invasion of abyssinia damaged the league more than japan\u2019s invasion of  manchuria had.\u2019 how far do you agree with this statement? explain your answer. [10] 7 after the second world war tensions increased between the victorious powers.  (a) what was agreed about poland by the great powers in 1945? [4]  (b) why were there tensions at the potsdam conference in 1945? [6]  (c) \u2018churchill\u2019s \u201ciron curtain\u201d speech at fulton was the main cause of tension between the west  and the soviet union between 1946 and 1950.\u2019 how far do you agree with this statement? explain your answer. [10] 8 saddam hussein was hostile towards iran.  (a) describe the iranian revolution of 1979. [4]  (b) why did iraqi troops invade iran in september 1980? [6]  (c) \u2018the most serious aspect of the iran-iraq war of 1980\u201388 was the threat to the stability of the  arab world.\u2019 how far do you agree with this statement? explain your answer. [10]",
+            "4": "4 0470/12/m/j/15 \u00a9 ucles 2015section b: depth studies answer any one question from this section. depth study a: the first world war, 1914\u201318 9 different military tactics and strategies were used during the first world war.  (a) describe trench warfare. [4]  (b) why was the use of tanks not as successful as expected in the first world war? [6]  (c) \u2018the battle of the somme was a military disaster for britain.\u2019 how far do you agree with this  statement? explain your answer. [10] 10 america made an important contribution to the outcome of the first world war.  (a) describe german actions which resulted in america entering the war. [4]  (b) why was the entry of the usa into the war important? [6]  (c) \u2018germany signed the armistice because mutiny and revolution had broken out at home.\u2019 how  far do you agree with this statement? explain your answer. [10]",
+            "5": "5 0470/12/m/j/15 \u00a9 ucles 2015 [turn overdepth study b: germany, 1918\u201345 11 in 1933 hitler became chancellor of germany and by the end of 1934 he was dictator.  (a) what was promised to the german people by the nazis in the election campaigns of  1930\u201333? [4]  (b) why did hitler turn against r\u00f6hm and the sa in 1934? [6]  (c) which was the more important in allowing hitler to consolidate his power in 1933\u201334: the  enabling act or the death of hindenburg? explain your answer. [10] 12 nazi rule affected all aspects of german society.  (a) describe the nazi policy of autarky. [4]  (b) why did the nazis see women as important? [6]  (c) how successful was the nazi regime in winning the loyalty and support of young germans?  explain your answer. [10]",
+            "6": "6 0470/12/m/j/15 \u00a9 ucles 2015depth study c: russia, 1905\u201341 13 the bolsheviks played an important part in the events of 1917.  (a) what was the provisional government set up in 1917? [4]  (b) why was there little support for the provisional government? [6]  (c) \u2018trotsky was the key to the success of the bolsheviks in 1917.\u2019 how far do you agree with this  statement? explain your answer. [10] 14 as leader, stalin introduced new policies.  (a) describe how ethnic minorities were affected by stalin\u2019s rule. [4]  (b) why did stalin consider collectivisation necessary? [6]  (c) \u2018the period of the five-y ear plans brought misery and suffering for the soviet people.\u2019 how far  do you agree with this statement? explain your answer. [10]",
+            "7": "7 0470/12/m/j/15 \u00a9 ucles 2015 [turn overdepth study d: the usa, 1919\u201341 15 there was an economic boom in the usa in the 1920s.  (a) what difficulties faced older, heavy industries in the usa, during the 1920s? [4]  (b) why did the american economy boom in the 1920s? [6]  (c) \u2018prosperity in the 1920s benefited americans.\u2019 how far do you agree with this statement?  explain your answer. [10] 16 in 1929 the wall street crash started the great depression.  (a) what was \u2018buying on the margin\u2019 in relation to the stock market? [4]  (b) why did weaknesses in the us economy lead to the wall street crash? [6]  (c) \u2018the main reason roosevelt won the 1932 presidential election was because he promised  change.\u2019 how far do you agree with this statement? explain your answer. [10]",
+            "8": "8 0470/12/m/j/15 \u00a9 ucles 2015depth study e: china, c.1930\u2013c.1990 17 in the late 1920s and the 1930s the kuomintang tried to crush the communists.  (a) describe the shanghai massacre of 1927. [4]  (b) why were the extermination campaigns between 1930 and 1934 important? [6]  (c) \u2018the long march was a complete success for the communists.\u2019 how far do you agree with  this statement? explain your answer. [10] 18 after 1962 china was affected by many changes.  (a) in what ways did mao disagree with the direction taken by the chinese communist party  (ccp) between 1962 and 1966? [4]  (b) why did the \u2018gang of four\u2019 lose the power struggle after mao\u2019s death? [6]  (c) \u2018the social consequences of economic development in china in the 1980s were greater than  the political ones.\u2019 how far do you agree with this statement? explain your answer. [10]",
+            "9": "9 0470/12/m/j/15 \u00a9 ucles 2015 [turn overdepth study f: south africa, c.1940\u2013c.1994 19 between 1949 and 1960 an apartheid state was created in south africa.  (a) what did separation of the races mean in practice after 1948? [4]  (b) why did the newly-elected national party see the implementation of a policy of apartheid as  important? [6]  (c) how effective was opposition to apartheid before 1960? explain your answer. [10] 20 from 1978 pressure for reform in south africa came from internal and external sources.  (a) what was the purpose of botha\u2019s \u2018total strategy\u2019? [4]  (b) why did internal pressure increase on the botha government in the years up to 1989? [6]  (c) \u2018mandela was responsible for the ending of minority rule.\u2019 how far do you agree with this  statement? explain your answer. [10]",
+            "10": "10 0470/12/m/j/15 \u00a9 ucles 2015depth study g: israelis and palestinians since 1945 21 the aftermath of the second world war was significant for both arabs and jews.  (a) what were the proposals for palestine made by the united nations in 1947? [4]  (b) why was the new state of israel immediately involved in a struggle for its existence? [6]  (c) \u2018the second world war was the main reason for britain\u2019s withdrawal from palestine.\u2019 how far  do you agree with this statement? explain your answer. [10] 22 re aching a peaceful settlement for the middle east conflict has proved impossible.  (a) describe events leading to the signing of the march 1979 peace agreement. [4]  (b) why were the camp david accords opposed by some arab countries? [6]  (c) how different were israeli and palestinian views of the oslo accords? explain your answer.  [10]",
+            "11": "11 0470/12/m/j/15 \u00a9 ucles 2015blank page",
+            "12": "12 0470/12/m/j/15 \u00a9 ucles 2015blank page permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here 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 onl ine in the cambridge international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to do wnload at www.cie.org.uk after  the live examination series. cambridge international examinations is part of the cambridge assessment group. cambridge assessment is the brand name of unive rsity of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge."
+        },
+        "0470_s15_qp_13.pdf": {
+            "1": "this document consists of 10 printed pages, 2 blank pages and 1 insert. dc (nf) 92027/4 \u00a9 ucles 2015 [turn overcambridge international examinations cambridge international general certificate of secondary education *6100078675*history  0470/13 paper 1 may/june 2015  2 hours no additional materials are required. read these instructions first an answer booklet is provided inside this question paper. y ou should follow the instructions on the front cover  of the answer booklet. if you need additional answer paper ask the invigilator for a continuation booklet. answer three  questions. section a (core content) answer any two questions. section b (depth studies) answer any  one question. the number of marks is given in brackets [ ] at the end of each question or part question.",
+            "2": "2 0470/13/m/j/15 \u00a9 ucles 2015section a: core content answer any  two questions from this section. 1 in 1848\u201349 revolutions took place across europe.  (a) describe revolutionary events in prussia in 1848. [4]  (b) why were there many revolutions in europe in 1848? [6]  (c) \u2018the reasons for the failure of the european revolutions of 1848\u201349 were similar.\u2019 how far do  you agree with this statement? explain your answer. [10] 2 by 1861 italy was a kingdom but unification had not been achieved.  (a) describe garibaldi\u2019s expedition to sicily and naples in 1860\u201361. [4]  (b) why was italy still not united by 1861? [6]  (c) \u2018dealing with the pope was the greatest problem faced by the kingdom of italy in the years  leading to unification.\u2019 how far do you agree with this statement? explain your answer. [10] 3 bismarck was important in germany\u2019s achievement of unification.  (a) what happened at biarritz in october 1865? [4]  (b) why was the defeat of austria in 1866 important for german unification? [6]  (c) \u2018prussia\u2019s economic success was the main reason for german unification in 1871.\u2019 how far do  you agree with this statement? explain your answer. [10] 4 during the nineteenth century european imperialism impacted on countries in different ways.  (a) describe the chinese opium trade of the early nineteenth century. [4]  (b) why were christian missions deeply involved in european imperialism? [6]  (c) how similar were the ways in which european powers treated their african colonies? explain  your answer. [10]",
+            "3": "3 0470/13/m/j/15 \u00a9 ucles 2015 [turn over5 the treaty of versailles was based on the demands of the leaders of different countries.  (a) how was the paris peace conference organised? [4]  (b) why did the treaty of versailles punish germany harshly? [6]  (c) how successful was wilson in achieving his aims at versailles? explain your answer. [10] 6 the league of nations failed to live up to expectations.  (a) what actions could the league take to encourage members to follow its decisions? [4]  (b) why were events in corfu (1923) a problem for the league? [6]  (c) \u2018the league failed in manchuria because of the attitudes of its leading members.\u2019 how far do  you agree with this statement? explain your answer. [10] 7 soviet actions brought increased tension to europe in the years before 1949.  (a) what changes to the frontiers of poland were agreed at the potsdam conference? [4]  (b) why was the marshall plan offered to all countries of europe? [6]  (c) \u2018the main cause of tension between the soviet union and the west between 1947 and 1949  was the berlin airlift.\u2019 how far do you agree with this statement? explain your answer. [10] 8 the soviet union faced many problems controlling countries in eastern europe.  (a) what was comecon? [4]  (b) why did berlin remain a focus of cold war tensions in the years up to 1961? [6]  (c) which was the more serious threat to soviet control of eastern europe: the hungarian rising  (1956) or events in czechoslovakia (1968)? explain your answer by reference to each. [10]",
+            "4": "4 0470/13/m/j/15 \u00a9 ucles 2015section b: depth studies answer any one question from this section. depth study a: the first world war, 1914\u201318 9 military tactics on the western front resulted in a war of attrition.  (a) describe the dangers faced by soldiers in trench warfare on the western front. [4]  (b) why did the germans attack verdun? [6]  (c) how successful a military leader was haig? explain your answer. [10] 10 america influenced the outcome of the first world war.  (a) what initially did the allies gain from america\u2019s entry into the first world war? [4]  (b) why did america enter the war in april 1917? [6]  (c) \u2018the failure of the ludendorff offensive was the main reason germany asked for an armistice.\u2019  how far do you agree with this statement? explain your answer.  [10]",
+            "5": "5 0470/13/m/j/15 \u00a9 ucles 2015 [turn overdepth study b: germany 1918\u201345 11 the weimar republic faced many problems.  (a) describe the german revolution of 1918. [4]  (b) why was the weimar republic facing problems in 1919\u201320? [6]  (c) \u2018by 1929 the weimar republic had overcome its problems.\u2019 how far do you agree with this  statement? explain your answer. [10] 12 the nazis used both persuasion and fear to keep themselves in power.  (a) what was the role of the gestapo in nazi germany? [4]  (b) why did the nazis persecute the mentally and physically handicapped? [6]  (c) \u2018the use of culture and propaganda was the most effective way by which the nazis controlled  the german people.\u2019 how far do you agree with this statement? explain your answer. [10]",
+            "6": "6 0470/13/m/j/15 \u00a9 ucles 2015depth study c: russia, 1905\u201341 13 tsarist rule in russia faced many challenges.  (a) describe how tsar nicholas ii ruled russia at the beginning of the twentieth century. [4]  (b) why did tsar nicholas ii issue the october manifesto in 1905? [6]  (c) how far was the tsarina responsible for the collapse of the tsarist regime? explain your  answer. [10] 14 stalin wanted full control of the soviet union.  (a) what were the main features of the new constitution introduced by stalin in 1936? [4]  (b) why was stakhanov a celebrity in stalin\u2019s russia? [6]  (c) how successful was stalin in establishing control over the soviet union? explain your answer.  [10]",
+            "7": "7 0470/13/m/j/15 \u00a9 ucles 2015 [turn overdepth study d: the usa, 1919\u201341 15 in the 1920s most americans were affected by a \u2018boom\u2019 in the economy.  (a) what benefits did the us economy gain from the first world war? [4]  (b) why did some american people not share in the economic \u2018boom\u2019 of the 1920s? [6]  (c) \u2018the main reason for agricultural decline in the 1920s was competition from canada.\u2019 how far  do you agree with this statement? explain your answer. [10] 16 despite roosevelt\u2019s popularity there was opposition to the new deal.  (a) in what ways was industry helped by the new deal? [4]  (b) why was the new deal unsuccessful in solving the problem of unemployment? [6]  (c) \u2018the greatest threat to the new deal came from radical critics like huey long.\u2019 how far do you  agree with this statement? explain your answer. [10]",
+            "8": "8 0470/13/m/j/15 \u00a9 ucles 2015depth study e: china, c.1930\u2013c.1990 17 communist rule brought many changes to china.  (a) what changes in agriculture did communist rule bring to china before 1957? [4]  (b) why were social changes introduced by the communists on coming to power? [6]  (c) \u2018the main reason for the failure of the great leap forward was the withdrawal of soviet  economic help following the sino-soviet split.\u2019 how far do you agree with this statement? explain your answer. [10] 18 communist  china has been involved in important international developments.  (a) what international developments in 1950 increased the usa\u2019s suspicion of communist  china? [4]  (b) why were there disputes between china and india in 1962? [6]  (c) how far did mao\u2019s death in 1976 result in improvements in china\u2019s relations with the rest of  the world? explain your answer. [10]",
+            "9": "9 0470/13/m/j/15 \u00a9 ucles 2015 [turn overdepth study f: south africa, c.1940\u2013c.1994 19 by 1948 the foundations of an apartheid state were laid.  (a) what were the main features of south african society in 1940? [4]  (b) why did the national party want apartheid? [6]  (c) \u2018the national party won the election of 1948 because the electoral system worked in its  favour.\u2019 how far do you agree with this statement? explain your answer. [10] 20 in 1989 de klerk replaced botha as the president of south africa.  (a) what challenges faced de klerk when he became president in 1989? [4]  (b) why did many afrikaners oppose de klerk? [6]  (c) how important were the actions of african nationalist organisations in bringing apartheid to  an end? explain your answer. [10]",
+            "10": "10 0470/13/m/j/15 \u00a9 ucles 2015depth study g: israelis and palestinians since 1945 21 it has been difficult to preserve peace in the middle east.  (a) what were the aims of the founders of the palestine liberation organisation? [4]  (b) why were the results of the six-day war of 1967 important for the middle east? [6]  (c) \u2018military strength enabled israel to survive in the years up to 1973.\u2019 how far do you agree with  this statement? explain your answer. [10] 22 strategies used by the palestinians to win back their homeland have changed significantly since  1968.  (a) what was \u2018fatah\u2019? [4]  (b) why did some palestinians turn to terrorism? [6]  (c) how far did international views of  the palestinian cause change between 1968 and the early  1990s? explain your answer. [10]",
+            "11": "11 0470/13/m/j/15 \u00a9 ucles 2015blank page",
+            "12": "12 0470/13/m/j/15 \u00a9 ucles 2015blank page permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here 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 onl ine in the cambridge international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to do wnload at www.cie.org.uk after  the live examination series. cambridge international examinations is part of the cambridge assessment group. cambridge assessment is the brand name of unive rsity of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge."
+        },
+        "0470_s15_qp_21.pdf": {
+            "1": "this document consists of 11 printed pages, 1 blank page and 1 insert. dc (cw/sw) 121996 \u00a9 ucles 2015 [turn overcambridge international examinations cambridge international general certificate of secondary education * 0 4 8 3 9 3 3 3 6 0 *history  0470/21 paper 2 may/june 2015  2 hours no additional materials are required. read these instructions first an answer booklet is provided inside this question paper. y ou should follow the instructions on the front cover  of the answer booklet. if you need additional answer paper ask the invigilator for a continuation booklet. this paper has two options. choose one option, and answer all of the questions on that topic. option a: 19th century topic [p2\u2013p6] option b: 20th century topic [p7\u2013p11] the number of marks is given in brackets [  ] at the end of each question or part question. the syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificate.",
+            "2": "2 0470/21/m/j/15 \u00a9 ucles 2015option a: 19th century topic did germany plan a preventative war in 1914? study the background information and the sources carefully, and then answer all the questions.  background information some historians agree that germany deliberately planned a preventative war in 1914. they argue that  many german politicians believed that germany\u2019s position in europe would become weaker unless  something was done. germany was worried by the fact that russia was rebuilding her army and navy.  it was also worried about being surrounded by britain, france and russia. the claim that germany caused, and fought, a preventative war is based on the idea that germany  believed it was better to fight a war sooner than be faced with one later when the situation in europe  would have grown worse for germany. did germany plan a preventative war? source a was this a preventative war by germany \u2013 to prevent the threatened formation of a more powerful  hostile coalition in two or three years\u2019 time? was there really such a threat in the expansion of the  russian army? was there a real danger that russia and france together would attack germany?  would britain, the strongest partner in the triple entente, have given its approval and support to an  offensive war by russia and france against germany? but what is a preventative war? who threatened germany? it was clear to the german government  that france must be eliminated as a great power. the reason for this was france\u2019s alliance with russia.  france would have to disarm, pay a huge sum of war reparations and be integrated into \u2018central  europe\u2019, an economic bloc dominated by germany. as far as russia was concerned, the german chancellor in early august 1914 already had a clear  objective. he described his aims as the liberation and securing of the races subjugated by russia, the  pushing back of the russian frontier to moscow and the establishment of a number of buffer states. these plans for the expansion of the german sphere of influence amounted to german domination in  europe. was it not the greatest of delusions that germany believed it had to fight this war, and that it  was necessary for its own security? russia lagged far behind in its development and was threatened  with internal revolution. germany was rich, flourishing and industrially the most advanced country in  europe, having already overtaken france and even britain in many sectors. viewed politically, the  question arises as to whether in the case of germany it was clever, or wise, to aim in such a short  time, with such impatience and vehemence, and by means of such an aggressive naval and military  armaments policy, to alter the international political system; in short, to practise a policy which must  inevitably lead to war. from a history book published in 1967.",
+            "3": "3 0470/21/m/j/15 \u00a9 ucles 2015 [turn oversource b the post-agadir period saw a waning of tension, especially between germany and britain. viewed  from this perspective, a general war was anything but inevitable. on the other hand, the agadir and  balkan crises produced a drastic stepping-up of military preparedness. german policy reflected the incoherence and ambiguity of this larger picture. first, it is worth noting  that the germans were as impressed as everyone else by the spectacle of russian economic growth.  from the standpoint of the most influential german military commanders, it seemed obvious that the  situation was shifting rapidly to germany\u2019s disadvantage. moltke, as chief of the general staff, adopted  a bleak and aggressive view of germany\u2019s international situation. his outlook can be reduced to two  assumptions. the first was that a war between the two alliance blocs was inevitable over the longer  term. the second was that time was not on germany\u2019s side. with each advancing year, germany\u2019s  prospective enemies, and russia in particular, would grow in military strength. the second assumption  was justified by a comparative analysis of the relative military strengths of the european powers.  obsessed with the dangers looming from east to west and convinced that time was running out, moltke  became the exponent of a \u2018preventative war\u2019.  however, bethmann hollweg consistently pursued a policy focused on collaboration with britain and  france. preventative war arguments thus never became the platform for policy in germany before 1914  \u2013 they were rejected by the civilian leadership. neither in 1905, nor in 1908\u20139 or 1911, did the german  government consider launching a preventative war. as for the kaiser, though prone to outbursts of  belligerent rhetoric, he panicked and counselled caution whenever a real conflict seemed likely. y et this  does not mean that we should reject the preventative argument as irrelevant to the action of germany  or other policy-makers. on the contrary, preventative logic exerted a stealthy but important pressure on  the thinking of the key decision-makers during the crisis of 1914. from a history book published in 2012.content removed due to copyright restrictions.",
+            "4": "4 0470/21/m/j/15 \u00a9 ucles 2015source c sunday: ordered to the palace to see his majesty at 11 o\u2019clock along with tirpitz, heeringen (vice  admiral), and general von moltke. his majesty had a report on the political situation sent by the  ambassador in london, prince lichnowsky. the british government had informed lichnowsky that if  we attack france, england will come to france\u2019s aid. his majesty painted the following picture: austria must deal firmly with the slavs living outside its borders (the serbs) if it does not want to lose  control over the slavs under the austrian monarchy. russia is apparently already supporting the serbs.  russia will go straight into galicia if the austrians march into serbia. war would be inevitable for us. according to his majesty, the fleet will naturally have to prepare for war against england. the possibility  of a war against russia alone will not be considered. general von moltke: \u2018i consider a war is inevitable\u2014the sooner, the better. but we should do a better  job of gaining popular support for a war against russia.\u2019 tirpitz called attention to the fact that the navy would gladly see a major war delayed by one and a half  years. moltke said that even then the navy would not be ready, and the army\u2019s situation would continue  to worsen, since due to our limited financial resources our opponents are able to arm themselves more  rapidly. that was the end of the meeting. there were almost no decisions. moltke says the sooner war comes, the better; but he hasn\u2019t concluded from this that we should give  russia or france an ultimatum that would trigger a war for which they would carry the blame. an account of the meeting of the imperial war council, 8 december 1912, from the diary of admiral  m\u00fcller. m\u00fcller was the chief of the imperial naval cabinet. moltke was head of the german army.  tirpitz was in charge of the german navy. bethmann hollweg, the chancellor, was not at the meeting. source d the situation in europe is extraordinary. it is jingoism run stark mad. unless someone acting for you  can bring about a different understanding, there is some day to be an awful disaster. no one in europe  can do it. there is too much hatred, too many jealousies. whenever england consents, france and  russia will close in on germany and austria. a letter from colonel house to us president wilson, 29 may 1914. house was an adviser to wilson. source e england, russia and france have agreed among themselves to use the austro-serbia conflict as an  excuse for waging a war of extermination against us. the famous encirclement of germany has finally  become a complete fact. the net has suddenly been thrown over our head and england reaps the most  brilliant success of her anti-german world policy. we squirm isolated in their net. the kaiser writing on 30 july 1914. this note comes from written comments he made on a telegram  from the german ambassador in russia to jagow, the german foreign minister.",
+            "5": "5 0470/21/m/j/15 \u00a9 ucles 2015 [turn oversource f the more determined austria appears and the more energetically we support it, the more likely russia  will do nothing. france and england also do not want war now. russia will be ready for war in a few  years. then the number of its soldiers will crush us; then it will have completed construction of its baltic  fleet and railways. in the meantime, our groups will grow ever weaker. the russians therefore desire  peace and quiet for a few more years. if russia attacks austria we cannot abandon austria. i do not  want a preventative war, but if war there will be, we cannot shirk it.  jagow, the german foreign minister, writing to the german ambassador in london, 18 july 1914. source g that calls for champagne. we must provisionally halt the march towards the west. if britain guarantees  the neutrality of france i will abandon all action against it. the kaiser in a meeting on 1 august 1914 just after the german mobilisation order had been signed.  a telegram from the german ambassador had just arrived stating that the british government had  promised that france would remain neutral so there was no need to attack france. source h the crime of the ages\u2014who did it? an american cartoon published in 1914.content removed due to copyright restrictions.",
+            "6": "6 0470/21/m/j/15 \u00a9 ucles 2015now answer all the following questions. y ou may use any of the sources to help you answer the  questions, in addition to those sources which you are told to use. in answering the questions you  should use your knowledge of the topic to help you interpret and evaluate the sources. 1 study sources a and b.  how far do these two sources agree? explain your answer using details of the sources.  [7] 2 study source c.   how useful is this source as evidence about german foreign policy? explain your answer using  details of the source and your knowledge.  [8] 3 study sources d and e.  does source d prove that the kaiser was right in source e? explain your answer using details of  the sources and your knowledge.  [8] 4 study sources f and g.  are you surprised by source g? explain your answer using details of the sources and your  knowledge.  [8] 5 study source h.  what is the cartoonist\u2019s message? explain your answer using details of the source and your  knowledge.  [7] 6 study all the sources.  how far do these sources provide convincing evidence that germany was planning a preventative  war? use the sources to explain your answer.  [12]",
+            "7": "7 0470/21/m/j/15 \u00a9 ucles 2015 [turn overoption b: 20th century topic how far did hitler have a consistent foreign policy in 1938\u20131939? study the background information and the sources carefully, and then answer all the questions. background information czechoslovakia was ethnically very mixed. rather less than 50 per cent of the population were czechs.  there were also slovaks, hungarians and poles. 23 per cent of the population were german speakers  who lived in the sudetenland which formed the country\u2019s western margin. after the anschluss hitler\u2019s attention turned to czechoslovakia. henlein, the sudeten leader, began to  complain that the german minority were being mistreated by the czechs. this gave hitler the chance  to demand the sudetenland be incorporated into germany. this was agreed by chamberlain at munich  in september 1938. in march 1939 germany completed the takeover of czechoslovakia. the events surrounding czechoslovakia raise the question of whether hitler had a consistent foreign  policy, or whether he was merely reacting to opportunities as they came along. source a hitler was convinced that the democracies would only posture and admonish. they would not intervene  and, without them, nor would russia. france, though bound by treaty to help czechoslovakia, would  be discouraged from doing anything effective by hitler\u2019s new west wall. the british, hitler thought,  were still less ready and willing to defend czechoslovakia. he sensed that the british and french  governments wished to avoid at all costs a war. his confidence was sustained through the summer of  1938 when britain and france sought a full settlement with germany by extorting concessions from  czechoslovakia. in september president benes accepted all henlein\u2019s demands, despite the fact that  this gave the sudeten germans virtual autonomy within czechoslovakia. benes made the sacrifice in  response to overwhelming pressure from the western democracies, whose leaders clung to the belief  that by appeasing hitler they could avoid war. not to be deprived of war, hitler became more hostile and demanded more. then, chamberlain  intervened and made his famous flight to berchtesgaden on 15 september. hitler proceeded to  dupe chamberlain. above all, he convinced his guest that he was willing to start a world war over  the sudetenland but that the cession of ethnic german areas to germany would bring a general  peace. chamberlain returned to england where he persuaded his government and the french that  czechoslovakia must concede the sudetenland. on 22 september chamberlain returned to germany but hitler now demanded more. chamberlain  appealed to mussolini who added his voice to those of g\u00f6ring and goebbels, who argued that a  deal could be made which would give hitler everything he wanted except the blitzkrieg against  czechoslovakia. at the munich four-power conference chamberlain and daladier accepted the nazi  proposals. they barely modified hitler\u2019s godesberg demands. czechoslovakia was to surrender not  only the sudetenland but important centres of communication, major industrial areas and fortifications.  churchill called this \u2018total defeat\u2019 but hitler was angry at having been denied the conflict he craved.  what might have swayed him away from war was the lack of war spirit in the crowds at a berlin military  parade on 27 september. the day after the agreement was signed hitler made it clear that he intended  to swallow the rest of czechoslovakia as soon as he got the chance. appeasement encouraged hitler\u2019s  appetite for aggression and he ordered g\u00f6ring to organise \u2018a gigantic armaments programme\u2019. the  german air force would \u2018burst upon the enemy\u2019. from a history book published in 2000.content removed due to copyright restrictions.",
+            "8": "8 0470/21/m/j/15 \u00a9 ucles 2015source b the french would not operate their alliance with czechoslovakia; on the other hand they would not  give it up. the french were dragging the british down with them. britain was the country most remote  from the czech affair; yet she had to take the lead. the british must undertake to \u2018solve\u2019 the sudeten  question \u2013 how, it did not matter \u2013 as long as war was averted. hitler remained the master of delay,  refusing to show his hand. preparations were pushed forward for attacking czechoslovakia but this was  far from a decision for war. the german generals continued to insist that they could not face a general  war. hitler steadily replied that it would not be necessary. hitler\u2019s patience was not exhausted. he still  waited for the nerves of others to crack. chamberlain flew to germany on 15 september. hitler\u2019s main concern at the meeting was to keep  the crisis going until czechoslovakia disintegrated. chamberlain remained faithful to his policy of  appeasement: \u2018i had nothing to say against the separation of the sudeten germans from the rest of  czechoslovakia.\u2019 on 22 september chamberlain again met hitler. hitler declared that the anglo-french proposals were  no longer enough. sudeten germans were being massacred \u2013 sudetenland must be occupied by  german troops at once. why did hitler take this line, when he was to receive by negotiation all that he  had demanded? did he want war for its own sake? there is another explanation. others, such as the  poles and the hungarians, were advancing claims to czechoslovak territory. there was a good chance  that czechoslovakia would break into pieces. germany would come in as a peace-maker. hence, hitler  was playing for time. the godesberg meeting ended in failure for chamberlain. hitler returned home  where he spent his time drawing dream-plans for the rebuilding of linz, the austrian town where he  went to school. once more he waited for events to provide him with future success. from a history book published in 1961. source c a cartoon published in britain, september 1938.",
+            "9": "9 0470/21/m/j/15 \u00a9 ucles 2015 [turn oversource d a cartoon published in the soviet union, 1939. the signpost says left to western europe   and right to the ussr. source e the sudetenland is the last problem that must be solved and it will be solved. it is the last territorial  claim which i have to make in europe. i have no further interest in the czech state. we want no czechs!  the aims of our foreign policy are not unlimited. they are grounded on the determination to save the  german people alone. in 1919 ten million germans found themselves beyond the frontiers of germany,  germans who wish to return to the reich as their homeland. from a public speech by hitler, 26 september 1938. source f give thanks to your god. the wings of peace settle about us and the people of europe. it was the war  that nobody wanted. nobody in germany. nobody in france. nobody, above all, in britain, which had  no concern whatever with the issues at stake. if we must have a victor, let us choose chamberlain.  millions of happy homes and hearts are relieved of their burden. now let us get back to our own affairs. from a british newspaper, 30 september 1938. source g i will begin by saying what everybody would like to ignore or forget. we have experienced a total defeat.  silent, mournful, abandoned, broken czechoslovakia disappears into the darkness. y ou will find that  sooner or later czechoslovakia will be swallowed up in the nazi regime. and do not suppose this is the  end. this is only the beginning.  churchill speaking in the debate in the british parliament about the munich agreement,   3 october 1938.",
+            "10": "10 0470/21/m/j/15 \u00a9 ucles 2015source h a cartoon published in britain, 6 september 1939. hitler is saying to mars, the god of war,   \u2018there\u2019s some mistake. it was your small brother i sent for.\u2019",
+            "11": "11 0470/21/m/j/15 \u00a9 ucles 2015now answer all the following questions. y ou may use any of the sources to help you answer the  questions, in addition to those sources which you are told to use. in answering the questions you  should use your knowledge of the topic to help you interpret and evaluate the sources. 1 study sources a and b.  how far do these two sources agree? explain your answer using details of the sources.  [7] 2 study sources c and d.   how far does source d support the view in source c? explain your answer using details of the  sources and your knowledge.  [8] 3 study source e.   how useful is this source as evidence about hitler\u2019s foreign policy? explain your answer using  details of the source and your knowledge.  [7] 4 study sources f and g.  does source f make you surprised by source g? explain your answer using details of the sources  and your knowledge.  [8] 5 study source h.  why was this cartoon published in early september 1939? explain your answer using details of  the source and your knowledge.  [8] 6 study all the sources.  how far do these sources provide convincing evidence that hitler, in his foreign policy, followed a  consistent plan during 1938\u20131939? use the sources to explain your answer.  [12]",
+            "12": "12 0470/21/m/j/15 \u00a9 ucles 2015blank page permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. every reasonable  effort has been made by the publisher (ucles) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the publisher will  be pleased to make amends at the earliest possible opportunity. to avoid the issue of disclosure of answer-related information to candidates, all copyright acknowledgements are reproduced online in the cambridge international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download at www.cie.org.uk after  the live examination series. 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."
+        },
+        "0470_s15_qp_22.pdf": {
+            "1": "this document consists of 13 printed pages, 3 blank pages and 1 insert. dc (cw/sw) 96942/4 \u00a9 ucles 2015 [turn overcambridge international examinations cambridge international general certificate of secondary education *8815283104*history  0470/22 paper 2 may/june 2015  2 hours no additional materials are required. read these instructions first an answer booklet is provided inside this question paper. y ou should follow the instructions on the front cover  of the answer booklet. if you need additional answer paper ask the invigilator for a continuation booklet. this paper has two options. choose one option, and then answer all of the questions on that topic. option a: 19th century topic  [p2\u2013p6] option b: 20th century topic  [p7\u2013p13] the number of marks is given in brackets [  ] at the end of each question or part question. the syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificat e.",
+            "2": "2 0470/22/m/j/15 \u00a9 ucles 2015option a: 19th century topic could the first world war have been avoided? study the background information and the sources carefully, and then answer all the questions. background information tensions between the major powers in europe grew in the early years of the twentieth century. there  were rivalries over colonies and armaments and a series of crises. gradually, the triple alliance and the triple entente emerged, splitting europe into two.  the spark for war was provided by the assassination of archduke franz ferdinand in 1914 and the july  crisis that followed. by early august all the major european powers were at war. did the long-term tensions between the great powers make war inevitable or could war have been  avoided? source a given the horrors of the first world war, it is tempting to ask what, if anything, could have been done  to avert war in 1914. while the desire for war was clearly present, it would be wrong to see the period before the first world war as one in which only belligerence and militarism existed. pacifism was a term that was coined in 1901 and the existence of a pacifist movement is important to remember. there were important voices who advocated limitations to arms races. the two international peace conferences at the hague in 1899 and 1907 demonstrate that there was a real desire to try and limit the excesses of the arms race. recent research has shown that the apparent enthusiasm with which ordinary people greeted the declarations of war has been exaggerated. there were rallies and demonstrations of patriotic fervour but many people were rather frightened and reluctant to fight in a war whose purpose they failed to see. however, if the people of europe were not belligerent, their governments certainly were. war could  only have been avoided if berlin and vienna had been willing to accept mediation of a problem that could have been solved at the conference table. those mediation proposals by the government in london were turned down because it was deemed high time to \u2018deal energetically with the slavs\u2019. once this decision was made, the opposing alliances made an escalation of the war almost unavoidable. the government in berlin was willing to risk an escalation of a localised war into a european war because it felt able to win and improve its position. war could have only been avoided in 1914 if all governments had had an honest desire for peace. underestimating the war that they would unleash, and overestimating their own abilities, german and austrian decision-makers did not have such a desire for peace. from a book published in 2000.",
+            "3": "3 0470/22/m/j/15 \u00a9 ucles 2015 [turn oversource b neither militarism, imperialism nor secret diplomacy made war inevitable. everywhere in europe in 1914  anti-militarism was in the political ascendant. businessmen had no interest in a major european war. diplomacy was successful in resolving imperial conflicts: both on colonial and even naval questions, britain and germany were able to settle their differences. the main reason relations between britain and germany did not produce a formal entente was that germany did not seem to pose a serious threat to the empire. the german decision to risk a european war in 1914 was not based on arrogance: there was no bid  for world power. rather, germany\u2019s leaders acted out of a sense of weakness. this was based on germany\u2019s inability to win either the naval or the land arms race. paradoxically, if germany had been as militarist in practice as france and russia, she would have had less reason to feel insecure and to gamble on a pre-emptive strike. britain\u2019s decision to intervene was the result of secret planning by her generals and diplomats, which  dated back to 1905. formally, britain had no continental commitment to france; this was repeatedly stated by the government between 1907 and 1914. the key was the conviction of a minority of generals and politicians that, in the event of a continental war, britain must send an army to support france. this was based on a misreading of german intentions. when the moment of decision came on 2 august 1914, it was by no means a foregone conclusion that britain would intervene against germany. nor was britain swept into the war on a wave of popular enthusiasm. for many people in europe, the war was not a cause for jubilation but trepidation. from a book published in 1998. source c a cartoon published in germany in 1903. the title of the cartoon is \u2018see the french-english alliance\u2019.",
+            "4": "4 0470/22/m/j/15 \u00a9 ucles 2015source d when i first heard of the murder of archduke ferdinand i felt it was a very serious matter but my fears  were soon calmed. the kaiser had left on his yachting holiday and, still more reassuring, the head of the german army had gone to a health resort. i remember that some time in july, an influential hungarian lady told me that we were taking the  assassination of the archduke much too quietly; that it had provoked such a storm throughout the austrian empire as she had never witnessed \u2013 and that unless something was done immediately, it would certainly result in war with serbia, with the terrible consequences which such an operation might precipitate in europe. however, official reports at the time did not seem to justify the alarmist view she took. from the war memoirs of david lloyd george, published in the 1930s.  lloyd george was a member of the british government in 1914. source e whatever we may think of the merits of the austrian charges against serbia, france and russia  consider that these are mere excuses, and that the bigger cause of triple alliance versus triple entente has definitely begun. i think it would be dangerous for england to attempt to contradict this opinion, or to try and hide the real issue. our interests are tied up with those of france and russia in this struggle, which is not for the possession of serbia. it is a struggle between germany, aiming at a political dictatorship in europe, and the powers who desire to retain individual freedom. a note written for ministers in the british government by an official in the  british foreign ministry, 25 july 1914. source f an unjust war has been declared on the weak country of serbia. the anger among the russian people  about this declaration, which is fully shared by me, is enormous. i anticipate that very soon i shall be overwhelmed by the pressure forced upon me to take extreme measures which will lead to war. to try to avoid such a calamity as a european war i beg you, in the name of our friendship, to do what you can to stop your ally, austria-hungary, from going too far. from a communication sent by tsar nicholas of russia to kaiser wilhelm of germany, 29 july 1914.  nicholas and wilhelm were cousins. the tsar had ordered partial mobilisation of his armed forces the  day before.",
+            "5": "5 0470/22/m/j/15 \u00a9 ucles 2015 [turn oversource g a french postcard published at the beginning of the war. the caption reads \u2018the glutton \u2013 too hard\u2019. a glutton is someone who eats too much.",
+            "6": "6 0470/22/m/j/15 \u00a9 ucles 2015now answer all the following questions. y ou may use any of the sources to help you answer the  questions, in addition to those sources which you are told to use. in answering the questions you should use your knowledge of the topic to help you interpret and evaluate the sources. 1 study sources a and b.  how far do these two sources agree? explain your answer using details of the sources. [7] 2 study source c.  what is the message of this source? explain your answer using details of the source and your  knowledge. [8] 3 study sources d and e.  how far does source e suggest that source d is reliable? explain your answer using details of the  sources and your knowledge. [8] 4 study source f .  are you surprised by this source? explain your answer using details of the source and your  knowledge. [8] 5 study source g.  why was this source published at this time? explain your answer using details of the source and  your knowledge. [7] 6 study all the sources.  how far do these sources provide convincing evidence that the first world war could have been  avoided? use the sources to explain your answer. [12]",
+            "7": "7 0470/22/m/j/15 \u00a9 ucles 2015 [turn overoption b: 20th century topic why did hitler get away with the militarisation of the rhineland in 1936? study the background information and the sources carefully, and then answer all the questions. background information the treaty of versailles stated that although the rhineland remained part of germany, no german  troops or any german fortifications were to be allowed there. since coming to power in 1933, hitler had been determined to reverse this situation.  in 1935 france and the ussr signed a treaty of mutual support. hitler claimed this treaty was hostile  to germany and hastened the development of secret plans for remilitarising the rhineland. in 1936 britain developed plans to offer germany remilitarisation in exchange for arms limitations. however, on 7 march german troops marched into the rhineland. there has been much disagreement about why hitler was able to get away with this. was it because he  knew that britain was sympathetic and would do nothing to stop him? source a using as his excuse the french-soviet pact, hitler sent a token force of 22 000 troops into the rhineland.  as they marched the inhabitants of german cities were at first stupefied and then jubilant. laughing girls showered the soldiers with flowers. many rhinelanders expected the french to retaliate and the german defence minister was ashen-faced with anxiety. hitler offered a 25-year non-aggression pact with france but that evening 15 000 stormtroopers paraded in berlin singing \u2018for today we own germany and tomorrow the entire world\u2019. this was exactly what the french feared. the french prime minister broadcast a reply. if acts like this  were permitted, he said, there could be no peace; france would neither negotiate under menace nor let \u2018strasbourg once again come again under the fire of german guns\u2019. however, at this time concession was almost inevitable. germany\u2019s occupation of the rhineland was one of the most heavily telegraphed moves in europe since 1918, yet french governments had made no plans to react and the government at the time was surprised. the french army was organised for defence and did not possess a single unit ready for combat. most of the government ministers were equally passive and france\u2019s british ally could not accept the  risk of war. however, what ultimately paralysed france was the state of public opinion. the vast bulk of the population were revolted at the prospect of another war. this was the most frequent comment heard on the streets of paris, and seen in newspapers that the french rushed out to buy. \u2018above all, no war,\u2019 announced \u2018l \u2019action fran\u00e7aise\u2019. from a history book published in 2000.",
+            "8": "8 0470/22/m/j/15 \u00a9 ucles 2015source b during february the british were considering the dangerous question of the demilitarised zone, though  no immediate german move was expected. as it became clear that hitler would soon grab his prize, the british government began to think about using the rhineland as a bargaining chip. the british government would abandon its commitments with regard to the rhineland, in an agreement with germany negotiated behind france\u2019s back. hitler achieved the full measure of surprise that he intended when the invasion took place on 7 march.  22 000 german soldiers entered the demilitarised zone. they were joined by paramilitary forces numbering some 14 000 who had been infiltrated earlier. there does not seem to have been any real anxiety in the german high command about the situation,  despite hitler\u2019s momentary loss of nerve on 5 march. the successful military coup was accompanied by a peace offer intended to emphasise the peaceful nature of the rhineland occupation. the french prime minister, in a broadcast to the french people, asserted that strasbourg would not be  left under german guns. his resolute words fell flat. the reaction of french newspapers was remarkably calm, reflecting the mood of most of the french public.  the french government agreed that france would not engage in isolated action but there were  differences between france and britain about the best policy to follow. in the belief that the french wanted firm action, the british government favoured quick condemnation of the german move and the early opening of talks (that is, strong words but no retaliation). when the french appealed to the league, goebbels wrote in his diary on 7 march, \u2018france will involve the league. fine! it will not act. nothing else matters.\u2019 it soon became clear that there would be little pressure from league members for retribution. there was no promise of any participation in collective action. hitler had every reason for confidence. nor did the response of the league\u2019s members suggest that he would be challenged in the future. from a history book published in 2011.",
+            "9": "9 0470/22/m/j/15 \u00a9 ucles 2015 [turn oversource c an american cartoon published in march 1936. source d i can tell you that for five days and five nights not one of us closed an eye. we knew that if the french  marched, we were done. we had no fortifications, and no army to match the french. if the french had even mobilised, we should have been compelled to retire. many army officers considered hitler\u2019s action suicidal. a german officer who worked at the time in army headquarters speaking about the german march  into the rhineland. he was speaking during the spanish civil war.",
+            "10": "10 0470/22/m/j/15 \u00a9 ucles 2015source e we had discovered that our policy of condemning the german action and then developing a constructive  policy to re-establish the european situation had no chance of acceptance with france, belgium or italy. it was inevitable that the french and belgians would both announce their intention \u2013 to ask the council of the league to make a pronouncement. then, if germany was still obdurate, they would proceed to military measures and ask us to do the same. in that case, we should have to decide whether we intend to fulfil our treaty obligation \u2013 and we should be in an impossible position if we refused. the prime minister thought it would be necessary to point out to the french that the action they proposed  would not result only in letting loose another great war in europe. they might succeed in crushing germany with the aid of russia, but it would probably only result in germany going communist. our position at home and in home waters is a disadvantageous one, whether from the point of view  of the navy, army or air force, or anti-aircraft defence. in addition, public opinion was strongly opposed to any military action against the germans in the demilitarised zone. in these circumstances, it was generally accepted that it was worth taking almost any risk in order to escape from military action. from the record of a meeting of the british government shortly after  german troops marched into the rhineland. source f there is, i am thankful to say, no reason to suppose that the present german action implies a threat  of hostilities. the german government speak of their \u2018unchangeable longing for peace in europe\u2019 and state a willingness to conclude a non-aggression pact with france and belgium. from a speech in the house of commons by anthony eden shortly after german troops marched into  the rhineland. eden was the member of the british government in charge of foreign policy.",
+            "11": "11 0470/22/m/j/15 \u00a9 ucles 2015 [turn oversource g a british cartoon, march 1936. \u2018pax germanica\u2019 means \u2018german peace\u2019.",
+            "12": "12 0470/22/m/j/15 \u00a9 ucles 2015source h a photograph of german troops riding into the rhineland on 7 march 1936.",
+            "13": "13 0470/22/m/j/15 \u00a9 ucles 2015now answer all the following questions. y ou may use any of the sources to help you answer the  questions, in addition to those sources which you are told to use. in answering the questions you should use your knowledge of the topic to help you interpret and evaluate the sources. 1 study sources a and b.  how far do these two sources agree? explain your answer using details of the sources. [7] 2 study source c.  what is the cartoonist\u2019s message? explain your answer using details of the source and your  knowledge. [8] 3 study source d.  do you believe this source? explain your answer using details of the source and your knowledge.  [8] 4 study sources e and f .  how far does source e make you surprised by source f? explain your answer using details of the  sources and your knowledge. [8] 5 study sources g and h.  does source h prove that source g is wrong? explain your answer using details of the sources  and your knowledge. [7] 6 study all the sources.  how far do these sources provide convincing evidence that hitler got away with the remilitarisation  of the rhineland because britain did nothing? use the sources to explain your answer. [12]",
+            "14": "14 0470/22/m/j/15 \u00a9 ucles 2015blank page",
+            "15": "15 0470/22/m/j/15 \u00a9 ucles 2015blank page",
+            "16": "16 0470/22/m/j/15 \u00a9 ucles 2015blank page permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here 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 onl ine in the cambridge international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to do wnload at www.cie.org.uk after  the live examination series. cambridge international examinations is part of the cambridge assessment group. cambridge assessment is the brand name of unive rsity of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge."
+        },
+        "0470_s15_qp_23.pdf": {
+            "1": "this document consists of 11 printed pages, 1 blank page and 1 insert. dc (cw/sw) 96940/4 \u00a9 ucles 2015 [turn overcambridge international examinations cambridge international general certificate of secondary education *7491786696*history  0470/23 paper 2 may/june 2015  2 hours no additional materials are required. read these instructions first an answer booklet is provided inside this question paper. y ou should follow the instructions on the front cover  of the answer booklet. if you need additional answer paper ask the invigilator for a continuation booklet. this paper has two options. choose one option, and then answer all of the questions on that topic. option a: 19th century topic  [p2\u2013p6] option b: 20th century topic  [p7\u2013p11] the number of marks is given in brackets [  ] at the end of each question or part question. the syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificat e.",
+            "2": "2 0470/23/m/j/15 \u00a9 ucles 2015option a: 19th century topic how important was the anglo-french entente of 1904? study the background information and the sources carefully, and then answer all the questions.  background informationin 1904 britain and france signed the entente cordiale. this consisted of a series of agreements over  colonial matters. although it was a friendly understanding and symbolised improving relations between the two countries, it was not an alliance. nor did it commit britain to any involvement on the continent. however, it did end britain\u2019s \u2018splendid isolation\u2019 and was seen by germany as an anti-german alliance.  but was the entente cordiale really a threat to germany? source a a cartoon published in britain in 1904. britain is shown with france.",
+            "3": "3 0470/23/m/j/15 \u00a9 ucles 2015 [turn oversource b a cartoon published in germany in 1903. the title of the cartoon is \u2018see the french-english alliance\u2019.  source c a british cartoon published in april 1905. its title is \u2018the matchmaker, despite herself.\u2019 the french  woman sitting says to britain, \u2018if she\u2019s going to glare at us like that, it almost looks as if we might have  to be properly engaged.\u2019",
+            "4": "4 0470/23/m/j/15 \u00a9 ucles 2015source d the anglo-french agreement of 8 april 1904 was the outcome of the general tendency of british  governments to take advantage of every opportunity of living in honourable peace with all other states. the attempt has been made to represent this decision as mainly, if not solely, influenced by the desire to strengthen the hands of france in a struggle with germany, since, as a result of the impending collapse of the russian power in the japanese war, she was incurring the danger of finding herself alone, face to face with her great enemy. this criticism, even if it does not go so far as wrongly to ascribe to the entente an originally offensive character directed against germany, will be seen to be founded in error. but even if the weakening of the franco-russian alliance had been the principal reason why france  sought an understanding with england, this would not justify the charge that the conclusion of such understanding constituted a provocation and deliberate menace to germany. that the association of so peace-loving a nation as england with france and russia, or still less that the substitution of england for russia in the association with france, would have the effect of turning an admittedly defensive organisation into an offensive alliance aimed directly at germany, cannot have been the honest belief of any competent student of contemporary history. from the \u2018memorandum on the present state of british relations with france and germany\u2019 by  sir eyre crowe, 1907. crowe was an important official in the british foreign ministry. source e a british cartoon, entitled \u2018solid\u2019, published in august 1911. the kaiser is saying  \u2018donnerwetter! it\u2019s rock. i thought it was going to be paper.\u2019",
+            "5": "5 0470/23/m/j/15 \u00a9 ucles 2015 [turn oversource f it was impossible as ever to give any pledge to france that britain would take part in a continental war.  the fact that we remained unpledged must be made quite clear. neither these nor other consultations between british and french authorities ever amounted to anything like a political agreement involving any obligation on the governments; and later attempts to make them appear so are wrong. from sir edward grey\u2019s memoirs published in 1925. this is his account of what he said in a meeting  with members of the french government, april 1914. grey was in charge of british foreign policy. source g whatever we may think of the merits of the austrian charges against serbia, france and russia  consider that these are mere excuses, and that the bigger cause of triple alliance versus triple entente has definitely begun. i think it would be dangerous for england to attempt to contradict this opinion, or to try and hide the real issue. our interests are tied up with those of france and russia in this struggle, which is not for the possession of serbia. it is a struggle between germany, aiming at a political dictatorship in europe, and the powers who desire to retain individual freedom. a note written for ministers in the british government by an official in the  british foreign ministry, 25 july 1914.",
+            "6": "6 0470/23/m/j/15 \u00a9 ucles 2015now answer all the following questions. y ou may use any of the sources to help you answer the  questions, in addition to those sources which you are told to use. in answering the questions you should use your knowledge of the topic to help you interpret and evaluate the sources. 1 study sources a and b.  how far do these two sources agree? explain your answer using details of the sources. [8] 2 study source c.   what is the message of this source? explain your answer using details of the source and your  knowledge. [7] 3 study source d.  why was this source written in 1907? explain your answer using details of the source and your  knowledge. [7] 4 study source e.  are you surprised by this source? explain your answer using details of the source and your  knowledge. [8] 5 study sources f and g.  must one of these sources be wrong? explain your answer using details of the sources and your  knowledge. [8] 6 study all the sources.  how far do these sources provide convincing evidence the anglo-french entente was a threat to  germany? use the sources to explain your answer. [12]",
+            "7": "7 0470/23/m/j/15 \u00a9 ucles 2015 [turn overoption b: 20th century topic why was hitler able to achieve anschluss with austria in 1938? study the background information and the sources carefully, and then answer all the questions. background information one of the nazis\u2019 most treasured ambitions was anschluss \u2013 the unification of germany and austria.  in 1934 the austrian chancellor was assassinated by austrian nazis in an attempted coup. mussolini opposed the attempted anschluss and even threatened war. hitler backed down.  there followed a campaign of terrorism by the austrian nazis while hitler maintained pressure for the  union. as a desperate attempt to preserve austria\u2019s independence, in 1938 the austrian chancellor schuschnigg planned to hold a plebiscite on the issue of anschluss but on 11 march hitler demanded that it be postponed and that seyss-inquart replaced schuschnigg as chancellor. the new chancellor then claimed there was disorder in austria and asked for german troops to restore order. on 12 march hitler sent in german troops. this time mussolini did not object to anschluss. was hitler able to achieve what he wanted because of mussolini\u2019s change of attitude? source a everyone knew that hitler intended to move and that austria would be one of his first victims. hitler  had made diplomatic preparations including the winning over of italy. mussolini\u2019s journey to berlin in september 1937 sealed austria\u2019s fate. hitler could be confident that mussolini would not object to anschluss. italy\u2019s heavy involvement in spain could have only encouraged his optimism. france and britain were already adjusting to the prospect of a german move into austria. as early as february 1937, the french foreign minister told the american ambassador that france would not fight for austrian independence and in late april admitted that germany could take austria any time. by early 1937, the british too had accepted the idea of german expansion, although they hoped that hitler would refrain from armed aggression and any resort to force. on 12 march 1938 german troops marched into austria to cheering crowds. steps were taken to  reassure mussolini, who had been promised that he would be consulted before any action was taken over austria. in fact, the decision to march was taken before mussolini\u2019s reply was received. nonetheless, hitler was relieved and grateful to receive mussolini\u2019s positive response. hitler had taken only the most modest of gambles when he sent his army into austria, though the  army was ill-prepared even for this limited action. though schuschnigg\u2019s later critics have argued that even a brief struggle might have cast doubts on the story of a \u2018festive entry\u2019, the welcome given to hitler suggests otherwise. the austrian national socialists had done their job well; those who opposed anschluss were scattered and powerless. the \u2018anschluss from inside\u2019 worked better than the invasion of the german army. from a history book published in 2011.",
+            "8": "8 0470/23/m/j/15 \u00a9 ucles 2015source b hitler\u2019s decision to force a resolution of the austrian problem took shape in november 1937. by that  time he was relatively certain that mussolini would not lift a finger to save austria, and he strongly suspected the other major powers would not come to its defence either. on 6 november mussolini told the germans that he had told the french that italy would not move against germany if a crisis should arise in austria. on 19 november, lord halifax met hitler. germany\u2019s intentions, hitler suggested, were entirely peaceful. moved by hitler\u2019s solemn promises to preserve peace, halifax made the extraordinary admission that britain saw no reason why germany\u2019s grievances in austria, czechoslovakia and danzig could not be appeased. also in november, the french said that they had no objection to a further assimilation of certain of austria\u2019s domestic institutions with germany\u2019s.  why was hitler able to achieve this act of aggression without a single determined protest from the  western powers? schuschnigg had laboured under the illusion that mussolini was still the protector of austrian independence when, in reality, he had long shifted his focus from austria to the mediterranean. as a result of this shift, mussolini had drawn closer to germany and initiated the rome-berlin axis. thus, when austria\u2019s day of reckoning came, italy had deserted it. y et hitler seems to have had considerable doubts on the day of the austrian anschluss, dispatching a personal letter to mussolini in which he tried to justify his action. when hitler was told that mussolini had accepted the whole thing, he was overcome with gratitude, pledging his support for mussolini through thick and thin. from a history book published in 1995. source c please tell mussolini i will never forget him for this. listen, i shall make any agreement. i am no longer  in fear of the terrible position which would have existed militarily in case we had got into a conflict. y ou may tell him that i thank him ever so much. never, never shall i forget. hitler speaking on the telephone to the official whom he had sent with a message to mussolini on the  day of the anschluss. hitler\u2019s message to mussolini had given a justification for his action. source d the government of the german reich presented us with an ultimatum with a time limit according to  which we had to appoint as chancellor a candidate named by the german reich. otherwise it was intended that german troops should march into austria at the hour named.  i declare before the world that the reports which have been spread in austria that there have been  troubles and that the government was not in control and could not maintain order are lies. we yield to force. because we do not want to shed german blood, we have ordered our armed forces, in case invasion is carried out, to withdraw without resistance. so i take my leave in this hour of the austrian people. god protect austria. schuschnigg\u2019s final radio broadcast, on 11 march 1938. ",
+            "9": "9 0470/23/m/j/15 \u00a9 ucles 2015 [turn oversource e certain foreign newspapers have said that we fell on austria with brutal methods. i can only say that  even now they cannot stop lying. i have in the course of my political struggle won much love from my people, but when i crossed the former frontier into austria there met me such a stream of love as i have never experienced. not as tyrants have we come, but as liberators. from a speech by hitler on 25 march 1938. source f his majesty\u2019s government cannot take responsibility for advising the chancellor to take any course of  action which might expose his country to dangers against which it is unable to guarantee protection. the reply of the british government to a request from schuschnigg for advice, 11 march 1938.  source g his majesty\u2019s government have throughout been in the closest touch with the situation. the foreign  secretary saw the german foreign minister on 10 march and addressed to him a grave warning on the austrian situation. late on 11 march our ambassador in berlin registered a protest in strong terms with the german government against such use of coercion, backed by force, against an independent state. the events which are in our minds today will be the cause of regret and of sorrow. they cannot be  ignored by his majesty\u2019s government. they are bound to have effects which cannot yet be measured. the immediate result must be to intensify the sense of uncertainty and insecurity in europe. this is not a moment for hasty decisions or for careless words. we must consider the new situation quickly, but with cool judgement. the hard fact is that nothing could have stopped what has actually happened in austria unless this country and other countries had been prepared to use force. from a speech in the house of commons by neville chamberlain,  the british prime minister, 14 march 1938.",
+            "10": "10 0470/23/m/j/15 \u00a9 ucles 2015source h good hunting mussolini. \u201call right, adolf\u2014i never heard a shot\u201d a british cartoon published in february 1938.",
+            "11": "11 0470/23/m/j/15 \u00a9 ucles 2015now answer all the following questions. y ou may use any of the sources to help you answer the  questions, in addition to those sources which you are told to use. in answering the questions you should use your knowledge of the topic to help you interpret and evaluate the sources. 1 study sources a and b.  how far do these two sources agree? explain your answer using details of the sources. [7] 2 study source c.  how far do you trust what hitler is saying in this source? explain your answer using details of the  source and your knowledge. [8] 3 study sources d and e.  does source d prove that hitler is lying in source e? explain your answer using details of the  sources and your knowledge. [8] 4 study sources f and g.  does source f make you surprised by source g? explain your answer using details of the sources  and your knowledge. [7] 5 study source h.  why was this cartoon published at this time? explain your answer using details of the source and  your knowledge. [8] 6 study all the sources.  how far do these sources provide convincing evidence that hitler achieved the anschluss because  of the attitude of mussolini? use the sources to explain your answer. [12]",
+            "12": "12 0470/23/m/j/15 \u00a9 ucles 2015blank page permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here 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 onl ine in the cambridge international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to do wnload at www.cie.org.uk after  the live examination series. cambridge international examinations is part of the cambridge assessment group. cambridge assessment is the brand name of unive rsity of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge."
+        },
+        "0470_s15_qp_41.pdf": {
+            "1": "this document consists of 3 printed pages, 1 blank page and 1 insert. dc (ac) 97845/2 \u00a9 ucles 2015 [turn overcambridge international examinations cambridge international general certificate of secondary education *9998700562*history  0470/41 paper 4 alternative to coursework may/june 2015  1 hour no additional materials are required. read these instructions first an answer booklet is provided inside this question paper. y ou should follow the instructions on the front cover  of the answer booklet. if you need additional answer paper ask the invigilator for a continuation booklet. answer one question from your chosen depth study. the number of marks is given in brackets [ ] at the end of each question or part question.",
+            "2": "2 0470/41/m/j/15 \u00a9 ucles 2015answer one question from your chosen depth study. depth study a: the first world war, 1914\u20131918 1  how important to the failure of the schlieffen plan was belgium\u2019s reaction to invasion? explain  your answer. [40] 2 how significant was the battle of the somme to britain? explain your answer.  [40] depth study b: germany, 1918\u20131945 3 how important were reparations as a cause of the problems of the weimar government between  1919 and 1924? explain your answer. [40] 4 how significant was the war of 1939\u201345 in changing life in nazi germany? explain your answer.   [40] depth study c: russia, 1905\u20131941 5 how important was the 1905 revolution to the eventual overthrow of tsarism in russia? explain  your answer. [40] 6 how significant in causing its downfall was the provisional government\u2019s decision to continue  russia\u2019s participation in the first world war? explain your answer. [40] depth study d: the usa, 1919\u20131941 7 how significant was the entertainment industry in changing life in america in the \u2018roaring  twenties\u2019? explain your answer. [40] 8 how important were republican reactions to the wall street crash as causes of roosevelt\u2019s  success in the presidential election of 1932? explain your answer. [40] depth study e: china, c.1930\u2013c.1990  9 how important was the invasion of china by the japanese for the rivalry between the nationalist  government and the communists? explain your answer. [40] 10 how significant was the cultural revolution? explain your answer. [40]",
+            "3": "3 0470/41/m/j/15 \u00a9 ucles 2015depth study f: south africa c.1940\u2013c.1994 11 how significant was the defiance campaign of 1952 in the development of opposition to apartheid  by 1966? explain your answer. [40] 12 how important were president botha\u2019s policies in ending apartheid? explain your answer. [40] depth study g: israelis and palestinians since 1945 13 how important was the division between israel\u2019s enemies in determining the outcome of the six  day war, 1967? explain your answer. [40] 14 how significant was superpower involvement in arab-israeli conflicts between 1956 and 1973?  explain your answer. [40]",
+            "4": "4 0470/41/m/j/15 \u00a9 ucles 2015blank page permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here 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 onl ine in the cambridge international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to do wnload at www.cie.org.uk after  the live examination series. cambridge international examinations is part of the cambridge assessment group. cambridge assessment is the brand name of unive rsity of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge."
+        },
+        "0470_s15_qp_42.pdf": {
+            "1": "this document consists of 3 printed pages, 1 blank page and 1 insert. dc (ac) 97846/2 \u00a9 ucles 2015 [turn overcambridge international examinations cambridge international general certificate of secondary education *7560939582*history  0470/42 paper 4 alternative to coursework may/june 2015  1 hour no additional materials are required. read these instructions first an answer booklet is provided inside this question paper. y ou should follow the instructions on the front cover  of the answer booklet. if you need additional answer paper ask the invigilator for a continuation booklet. answer one question from your chosen depth study. the number of marks is given in brackets [ ] at the end of each question or part question.",
+            "2": "2 0470/42/m/j/15 \u00a9 ucles 2015answer one question from your chosen depth study. depth study a: the first world war, 1914\u20131918 1  how important were technological innovations in changing warfare on the western front? explain  your answer. [40] 2  how significant to the course of the war was russia\u2019s defeat by late 1917? explain your answer.  [40] depth study b: germany, 1918\u20131945 3 how significant was political disorder in causing the weakness of the weimar republic in its early  years? explain your answer. [40] 4 how important was violence in consolidating hitler\u2019s power after he became chancellor in 1933?  explain your answer. [40] depth study c: russia, 1905\u20131941 5  how significant was the return of lenin to russia in march 1917 to the overthrow of the provisional  government? explain your answer. [40] 6 how important was trotsky in the establishment of bolshevik rule to 1924? explain your answer.  [40] depth study d: the usa, 1919\u20131941 7 how significant was prohibition as an aspect of intolerance in the 1920s? explain your answer.  [40] 8 how important were the alphabet agencies? explain your answer. [40] depth study e: china, c.1930\u2013c.1990 9 how important was the y enan soviet to the survival of the chinese communist party? explain  your answer. [40] 10 how significant to the economic progress of china was the great leap forward? explain your  answer. [40]",
+            "3": "3 0470/42/m/j/15 \u00a9 ucles 2015depth study f: south africa c.1940\u2013c.1994 11 how important were the pass laws in the apartheid system? explain your answer. [40] 12 how significant was president de klerk to the ending of white minority rule? explain your answer.  [40] depth study g: israelis and palestinians since 1945 13 how significant was the support of the united states of america to the establishment of the state  of israel? explain your answer. [40]  14 how important for the development of arab-israeli understanding were the camp david meetings?  explain your answer. [40] ",
+            "4": "4 0470/42/m/j/15 \u00a9 ucles 2015blank page permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here 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 onl ine in the cambridge international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to do wnload at www.cie.org.uk after  the live examination series. cambridge international examinations is part of the cambridge assessment group. cambridge assessment is the brand name of unive rsity of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge."
+        },
+        "0470_s15_qp_43.pdf": {
+            "1": "this document consists of 3 printed pages, 1 blank page and 1 insert. dc (ac) 97847/3 \u00a9 ucles 2015 [turn overcambridge international examinations cambridge international general certificate of secondary education *0743369627*history  0470/43 paper 4 alternative to coursework may/june 2015  1 hour no additional materials are required. read these instructions first an answer booklet is provided inside this question paper. y ou should follow the instructions on the front cover  of the answer booklet. if you need additional answer paper ask the invigilator for a continuation booklet. answer one question from your chosen depth study. the number of marks is given in brackets [ ] at the end of each question or part question.",
+            "2": "2 0470/43/m/j/15 \u00a9 ucles 2015answer one question from your chosen depth study. depth study a: the first world war, 1914\u20131918 1 how important was the contribution of women to the british war effort? explain your answer. [40] 2 how significant in ending the war was the outbreak of revolution in germany in october 1918?  explain your answer. [40] depth study b: germany, 1918\u20131945 3 how significant were changes made by hitler to the nazi party during the 1920s? explain your  answer. [40] 4 how important was propaganda in enabling the nazis to control germany after 1934? explain  your answer. [40] depth study c: russia, 1905\u20131941 5 how significant was war communism in the achievement of victory by the bolsheviks in the  russian civil war? explain your answer. [40] 6 how important was the use of fear in the achievement of stalin\u2019s economic goals? explain your  answer.  [40] depth study d: the usa, 1919\u20131941 7 how important was agriculture to the american economy in the 1920s? explain your answer. [40] 8 how significant was the new deal for the lives of the poor in america? explain your answer. [40] depth study e: china, c.1930\u2013c.1990 9  how important was land ownership among the issues facing the communist government in 1949?  explain your answer. [40] 10 how significant were the chinese attempts to improve relations with the usa after 1970? explain  your answer.  [40]",
+            "3": "3 0470/43/m/j/15 \u00a9 ucles 2015depth study f: south africa c.1940\u2013c.1994 11 how important were \u2018locations\u2019 and restrictions on land ownership to the strength of the apartheid  system established from 1948? explain your answer.  [40] 12 how significant were government policies on education in increasing opposition to apartheid?  explain your answer. [40] depth study g: israelis and palestinians since 1945 13 how significant for palestine was the ending of the second world war? explain your answer. [40] 14 how important was y asser arafat in the promotion of the palestinian cause? explain your answer.  [40]",
+            "4": "4 0470/43/m/j/15 \u00a9 ucles 2015blank page permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here 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 onl ine in the cambridge international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to do wnload at www.cie.org.uk after  the live examination series. cambridge international examinations is part of the cambridge assessment group. cambridge assessment is the brand name of unive rsity of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge."
+        },
+        "0470_w15_qp_11.pdf": {
+            "1": "this document consists of 10 printed pages, 2 blank pages and 1 insert. dc (rcl (jda)) 96938/3 \u00a9 ucles 2015 [turn overcambridge international examinations cambridge international general certificate of secondary education *9109532250*history  0470/11 paper 1 october/ november 2015  2 hours no additional materials are required. read these instructions first an answer booklet is provided inside this question paper. y ou should follow the instructions on the front cover  of the answer booklet. if you need additional answer paper ask the invigilator for a continuation booklet. answer three  questions. section a (core content) answer any two questions. section b (depth studies) answer any one question. the number of marks is given in brackets [ ] at the end of each question or part question. the syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificat e.",
+            "2": "2 0470/11/o/n/15 \u00a9 ucles 2015section a: core content answer any two questions from this section. 1 the 1848\u201349 revolutions were influenced by different factors.  (a) describe the role of kossuth in the hungarian revolution, 1848\u201349. [4]  (b) why was louis philippe overthrown in 1848? [6]  (c) \u2018liberalism influenced the revolutions of 1848\u201349 more than nationalism.\u2019 how far do you  agree with this statement? explain your answer. [10] 2 italy had still not achieved unification by 1859.  (a) describe austrian power over italy at the beginning of 1848. [4]  (b) why was mazzini important in the struggle for a united italy? [6]  (c) how successful were piedmont\u2019s military campaigns against austria? explain your answer.  [10] 3 imperialism varied in format and impact.  (a) describe events at lucknow during the indian mutiny of 1857. [4]  (b) why did the chinese resist european influence? [6]  (c) how similar was the impact on africans of french imperialism in senegal compared to british  imperialism in nigeria? explain your answer. [10] 4 aggressive foreign policies before 1914 increased tension among european powers.  (a) what were the aims of kaiser wilhelm ii\u2019s weltpolitik policy introduced in 1890? [4]  (b) why did disputes over morocco increase european tension? [6]  (c) \u2018the actions of serbia were more to blame than the actions of austria-hungary for the  outbreak of war in 1914.\u2019 how far do you agree with this statement? explain your answer. [10]",
+            "3": "3 0470/11/o/n/15 \u00a9 ucles 2015 [turn over5 the negotiators of the paris peace settlement faced many challenges.  (a) what were the main terms of the treaty of saint germain with austria? [4]  (b) why were wilson\u2019s expectations of the peace settlement of 1919\u201320 different from those of  clemenceau? [6]  (c) \u2018the war guilt clause was the main cause of german bitterness towards the treaty of  versailles.\u2019 how far do you agree with this statement? explain your answer. [10] 6 hitler influenced events throughout europe.  (a) describe what happened in guernica in april 1937. [4]  (b) why did hitler want to remilitarise the rhineland? [6]  (c) \u2018the nazi-soviet pact was more advantageous to stalin than it was to hitler.\u2019 how far do you  agree with this statement? explain your answer. [10] 7 america feared the spread of communism.  (a) what was the 38th parallel in relation to the korean war? [4]  (b) why did north korea invade south korea in june 1950? [6]  (c) \u2018america was more successful in korea than it was in vietnam.\u2019 how far do you agree with this  statement? explain your answer. [10] 8 saddam hussein took action to secure his dictatorship.  (a) describe how saddam hussein ruled iraq. [4]  (b) why did saddam hussein invade kuwait in august 1990? [6]  (c) \u2018the greatest impact of the first gulf war was on the iraqi people themselves.\u2019 how far do you  agree with this statement? explain your answer. [10]",
+            "4": "4 0470/11/o/n/15 \u00a9 ucles 2015section b: depth studies answer any one question from this section. depth study a: the first world war, 1914\u201318 9 on the western front little progress was made.  (a) describe conditions that faced soldiers in the trenches. [4]  (b) why did \u2018stalemate\u2019 develop on the western front? [6]  (c) how effective were new technologies in attempts to break the stalemate on the western  front? explain your answer. [10] 10 after august 1918 germany was in retreat.  (a) what happened at the battle of amiens in august 1918? [4]  (b) why did germany agree to an armistice? [6]  (c) \u2018the main reason revolution broke out in germany in 1918 was the kiel mutiny.\u2019 how far do  you agree with this statement? explain your answer. [10]",
+            "5": "5 0470/11/o/n/15 \u00a9 ucles 2015 [turn overdepth study b: germany, 1918\u201345 11 the weimar republic faced numerous threats to its existence.  (a) what problems was germany facing by the end of 1918? [4]  (b) why did the spartacist uprising fail? [6]  (c) \u2018stresemann saved the weimar republic from disaster.\u2019 how far do you agree with this  statement? explain your answer. [10] 12 different groups had different experiences under the nazis.  (a) describe the education policies of the nazis in german schools. [4]  (b) why was the hitler y outh movement an important part of life in nazi germany? [6]  (c) who benefited least from nazi rule: women or industrial workers? explain your answer. [10]",
+            "6": "6 0470/11/o/n/15 \u00a9 ucles 2015depth study c: russia, 1905\u201341 13 the tsar faced many challenges.  (a) what was the nature of the tsar\u2019s rule over russia before the 1905 revolution? [4]  (b) why was the tsar in danger of losing control of the country following bloody sunday? [6]  (c) \u2018by 1914 the greatest problem faced by the tsar was the influence rasputin had over the  tsarina.\u2019 how far do you agree with this statement? explain your answer. [10] 14 the bolsheviks had consolidated their power by 1920.  (a) what threats did lenin\u2019s return to russia in april 1917 pose for the provisional government?  [4]  (b) why was the provisional government unable to prevent the october 1917 revolution? [6]  (c) \u2018war communism was the most important reason for bolshevik success in the civil war.\u2019  how far do you agree with this statement? explain your answer. [10]",
+            "7": "7 0470/11/o/n/15 \u00a9 ucles 2015 [turn overdepth study d: the usa, 1919\u201341 15 americans were affected by the wall street crash.  (a) describe the buying of shares on the stock market before the crash. [4]  (b) explain why the us economy was affected by the wall street crash. [6]  (c) \u2018hoover failed to win a second term as president because he was reluctant to provide  government welfare support.\u2019 how far do you agree with this statement? explain your answer. [10] 16 americans held strong views about the new deal.  (a) what was the role of the national recovery administration within the new deal? [4]  (b) why did huey long oppose the new deal? [6]  (c) \u2018the new deal was a failure.\u2019 how far do you agree with this statement? explain your answer.  [10]",
+            "8": "8 0470/11/o/n/15 \u00a9 ucles 2015depth study e: china, c.1930\u2013c.1990 17 communist rule changed china.  (a) describe co-operative farming in china during the 1950s. [4]  (b) why did the communists introduce health policies during the 1950s? [6]  (c) how successful were mao\u2019s economic policies up to 1958? explain your answer. [10] 18 china\u2019s external relations have been problematic.  (a) describe relations between china and hong kong between 1949 and 1997. [4]  (b) why were china\u2019s relations with india poor in the period 1950\u201388? [6]  (c) \u2018china was striving to become a superpower by 1976.\u2019 how far do you agree with this  statement? explain your answer. [10]",
+            "9": "9 0470/11/o/n/15 \u00a9 ucles 2015 [turn overdepth study f: south africa, c.1940\u2013c.1994 19 an apartheid state was established by the government.  (a) what was the population registration act, 1950? [4]  (b) why was the bantu education act of 1953 introduced? [6]  (c) \u2018by the mid-1960s the government had successfully crushed resistance to the apartheid  state.\u2019 how far do you agree with this statement? explain your answer. [10] 20 the pressure for change in south africa gradually increased after 1978.  (a) what did botha mean by \u2018total onslaught\u2019? [4]  (b) why was there an upsurge of violence in south africa by the mid-1980s? [6]  (c) \u2018the contribution of mandela was more important than the contribution of de klerk to the  ending of white minority rule.\u2019 how far do you agree with this statement? explain your answer. [10]",
+            "10": "10 0470/11/o/n/15 \u00a9 ucles 2015depth study g: israelis and palestinians since 1945 21 events of 1955\u201356 in the middle east involved the superpowers.  (a) describe the role of the united states in the suez crisis. [4]  (b) why did egypt turn to the soviet union for assistance in 1956? [6]  (c) who benefited more from the 1956 suez conflict: egypt or israel? explain your answer.  [10] 22 progress towards peace in the middle east was slow.  (a) what did un resolution 242 (november 1967) state? [4]  (b) why was the influence of the united nations in the middle east never strong? [6]  (c) \u2018labor has been more to blame than likud for israel\u2019s limited progress towards peace.\u2019 how  far do you agree with this statement? explain your answer. [10]",
+            "11": "11 0470/11/o/n/15 \u00a9 ucles 2015blank page",
+            "12": "12 0470/11/o/n/15 \u00a9 ucles 2015blank page permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here 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 onl ine in the cambridge international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to do wnload at www.cie.org.uk after  the live examination series. cambridge international examinations is part of the cambridge assessment group. cambridge assessment is the brand name of unive rsity of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge."
+        },
+        "0470_w15_qp_12.pdf": {
+            "1": "this document consists of 10 printed pages, 2 blank pages and 1 insert. dc (rcl (jda)) 96935/3 \u00a9 ucles 2015 [turn overcambridge international examinations cambridge international general certificate of secondary education *4799184728*history  0470/12 paper 1 october/ november 2015  2 hours no additional materials are required. read these instructions first an answer booklet is provided inside this question paper. y ou should follow the instructions on the front cover  of the answer booklet. if you need additional answer paper ask the invigilator for a continuation booklet. answer three  questions. section a (core content) answer any two questions. section b (depth studies) answer any one question. the number of marks is given in brackets [ ] at the end of each question or part question. the syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificat e.",
+            "2": "2 0470/12/o/n/15 \u00a9 ucles 2015section a: core content answer any two questions from this section. 1 most of europe was affected by revolution during 1848\u201349.  (a) describe the revolutionary events in vienna in march 1848. [4]  (b) why were the actions of guizot important in causing the february 1848 revolution in france?  [6]  (c) \u2018the european revolutions of 1848\u201349 had similar results.\u2019 how far do you agree with this  statement? explain your answer. [10] 2 a number of people played a part in the moves towards italian unification.  (a) what actions did mazzini take in rome during his \u2018hundred days of power\u2019? [4]  (b) why did cavour meet napoleon iii at plombi\u00e8res in 1858? [6]  (c) was garibaldi a help or a hindrance in unifying italy? explain your answer. [10] 3 slavery became a significant issue in america.  (a) what was the \u2018underground railroad\u2019? [4]  (b) why was the 1850 compromise necessary? [6]  (c) \u2018the missouri compromise of 1820 was more important than the kansas-nebraska act of  1854 in causing the american civil war.\u2019 how far do you agree with this statement? explain your answer. [10] 4 european tensions before 1914 were increased by the actions of some countries.  (a) describe german actions in morocco in 1905 which increased european tensions. [4]  (b) why did germany start the naval race? [6]  (c) \u2018the bosnian crisis of 1908\u201309 played a greater part in causing the first world war than did  the balkan wars of 1912\u201313.\u2019 how far do you agree with this statement? explain your answer. [10]",
+            "3": "3 0470/12/o/n/15 \u00a9 ucles 2015 [turn over5 the results of the negotiations at the paris peace conference satisfied no one.  (a) what were the main terms of the treaty of trianon? [4]  (b) why was there discussion about the status of danzig at the paris peace conference? [6]  (c) \u2018the terms of the treaty of versailles were surprising.\u2019 how far do you agree with this  statement? explain your answer. [10] 6 peace was threatened in the 1930s.  (a) what did hitler gain from the return of the saar to germany? [4]  (b) why, by 1937, was japan a threat to world peace? [6]  (c) \u2018appeasement was not justifiable.\u2019 how far do you agree with this statement? explain your  answer. [10] 7 increasing communist influence was feared by the usa.  (a) describe the bay of pigs invasion. [4]  (b) why was the cuban revolution seen as a threat to the usa? [6]  (c) \u2018the us policy of containment was more successful in korea than in cuba.\u2019 how far do you  agree with this statement? explain your answer. [10] 8 threats to communist control of eastern europe always existed.  (a) describe the reaction of the western allies to the building of the berlin wall. [4]  (b) why did the communists build the berlin wall in 1961? [6]  (c) how different was the soviet reaction to events in hungary (1956) and czechoslovakia  (1968)? explain your answer. [10]",
+            "4": "4 0470/12/o/n/15 \u00a9 ucles 2015section b: depth studies answer any one question from this section. depth study a: the first world war, 1914\u201318 9 military plans were an important feature of the first world war.  (a) what was the schlieffen plan? [4]  (b) why did both sides construct trenches on the western front? [6]  (c) \u2018the actions of the french were the main reason for the failure of the schlieffen plan.\u2019 how far  do you agree with this statement? explain your answer. [10] 10 it was not just the western front that was important.  (a) what was the impact of the naval blockade of germany? [4]  (b) why did britain decide to launch an offensive against turkey in 1915? [6]  (c) \u2018the gallipoli campaign failed because of the turkish defences.\u2019 how far do you agree with  this statement? explain your answer. [10]",
+            "5": "5 0470/12/o/n/15 \u00a9 ucles 2015 [turn overdepth study b: germany, 1918\u201345 11 hitler was chancellor of germany by 1933.  (a) describe events in munich on 8\u20139 november 1923. [4]  (b) why did hitler think that the munich putsch would be successful? [6]  (c) \u2018hitler became chancellor of germany in 1933 because of the violence of the sa.\u2019 how far do  you agree with this statement? explain your answer. [10] 12 the nazis dealt with all opposition.  (a) what role did the ss play in controlling the nazi state? [4]  (b) why did persecution take place in germany? [6]  (c) \u2018the german people accepted the nazi regime.\u2019 how far do you agree with this statement?  explain your answer. [10]",
+            "6": "6 0470/12/o/n/15 \u00a9 ucles 2015depth study c: russia, 1905 \u201341 13 discontent was a significant issue in the tsar\u2019s russia.  (a) describe events on the battleship \u2018potemkin\u2019, june 1905. [4]  (b) why did stolypin introduce agricultural reform? [6]  (c) \u2018the actions of the tsarina were the main reason for the abdication of the tsar.\u2019 how far do  you agree with this statement? explain your answer. [10] 14 stalin\u2019s influence over the people of the ussr increased.  (a) what were trotsky\u2019s weaknesses as a candidate to succeed lenin as leader of the ussr?  [4]  (b) why did it take until 1929 for stalin to become undisputed leader of the ussr? [6]  (c) which was the more effective for stalin in controlling the soviet union: fear or propaganda?  explain your answer. [10]",
+            "7": "7 0470/12/o/n/15 \u00a9 ucles 2015 [turn overdepth study d: the usa, 1919 \u201341 15 the 1920s was a decade of contrasts in the usa.  (a) what was the jazz age? [4]  (b) why did the cinema become increasingly popular in 1920s america? [6]  (c) \u2018the \u201cred scare\u201d was the most important example of intolerance in america in the 1920s.\u2019  how far do you agree with this statement? explain your answer. [10] 16 roosevelt was a popular president, but still received criticism.  (a) what did roosevelt do to help industry in his first hundred days in office? [4]  (b) why were roosevelt\u2019s radio broadcasts important? [6]  (c) \u2018roosevelt tried to do too much.\u2019 how far do you agree with this explanation of the limited  success of the new deal? explain your answer.  [10]",
+            "8": "8 0470/12/o/n/15 \u00a9 ucles 2015depth study e: china, c.1930 \u2013c.1994 17 relations with the rest of the world have impacted on china.  (a) describe communist china\u2019s relations with india before the early 1990s. [4]  (b) why did the death of stalin change relations between china and the ussr? [6]  (c) \u2018access to trade was the main reason for improved relations with the united states from  1970.\u2019 how far do you agree with this statement? explain your answer. [10] 18 since 1966 chinese people have been affected by government policies in different ways.  (a) describe the \u2018cult of maoism\u2019. [4]  (b) why was the cultural revolution disastrous for china? [6]  (c) how successful was the deng xiaoping regime in changing china? explain your answer. [10]",
+            "9": "9 0470/12/o/n/15 \u00a9 ucles 2015 [turn overdepth study f: south africa, c.1940 \u2013c.1994 19 by 1948 south africa was a highly segregated state.  (a) what was the impact by 1940 of housing policies on the non-white population? [4]  (b) why was gold mining important to south africa by 1945? [6]  (c) \u2018the national party was successful in the election of 1948 because of the failings of smuts  and the united party.\u2019 how far do you agree with this statement? explain your answer. [10] 20 the campaign against apartheid increased in the years up to 1980.  (a) what was the black consciousness movement? [4]  (b) why did the black consciousness movement increase in popularity in the late 1960s and the  1970s? [6]  (c) how far do you agree that apartheid had almost collapsed by 1980? explain your answer.  [10]",
+            "10": "10 0470/12/o/n/15 \u00a9 ucles 2015depth study g: israelis and palestinians since 1945 21 tensions in the middle east were high in the 1960s and 1970s.  (a) in what ways did tension increase in the middle east in the months leading up to the six day  war of june 1967? [4]  (b) why was israel able to accept the un ceasefire of 10 june 1967? [6]  (c) how significant was superpower influence in the y om kippur war, 1973? explain your answer.  [10] 22 palestinians faced numerous problems.  (a) describe the developing palestinian refugee crisis prior to 1967. [4]  (b) why was the six day war (1967) important for the palestine liberation organisation (plo)?  [6]  (c) how far were actions of the plo responsible for the difficulties palestinians faced?  explain your answer. [10]",
+            "11": "11 0470/12/o/n/15 \u00a9 ucles 2015blank page",
+            "12": "12 0470/12/o/n/15 \u00a9 ucles 2015blank page permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here 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 onl ine in the cambridge international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to do wnload at www.cie.org.uk after  the live examination series. cambridge international examinations is part of the cambridge assessment group. cambridge assessment is the brand name of unive rsity of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge."
+        },
+        "0470_w15_qp_13.pdf": {
+            "1": "this document consists of 10 printed pages, 2 blank pages and 1 insert. dc (rcl (jda)) 96934/3 \u00a9 ucles 2015 [turn overcambridge international examinations cambridge international general certificate of secondary education *9421086986*history  0470/13 paper 1 october/ november 2015  2 hours no additional materials are required. read these instructions first an answer booklet is provided inside this question paper. y ou should follow the instructions on the front cover  of the answer booklet. if you need additional answer paper ask the invigilator for a continuation booklet. answer three  questions. section a (core content) answer any two questions. section b (depth studies) answer any one question. the number of marks is given in brackets [ ] at the end of each question or part question. the syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificat e.",
+            "2": "2 0470/13/o/n/15 \u00a9 ucles 2015section a: core content answer any two questions from this section. 1 revolutions impacted on europe during 1848\u201349.  (a) describe the revolutionary events in paris in june 1848. [4]  (b) why was the austro-hungarian empire in danger of collapsing during 1848\u201349? [6]  (c) \u2018the 1848\u201349 revolutions were more successful in italy than in france.\u2019 how far do you agree  with this statement? explain your answer. [10] 2 cavour and napoleon iii were both important in the moves towards a united italy.  (a) what benefits did cavour hope to gain from the crimean war? [4]  (b) why was the meeting at plombi\u00e8res in july 1858 important? [6]  (c) \u2018napoleon\u2019s fear of prussia\u2019s military strength was the most important reason for the sudden  end to the war with austria in 1859.\u2019 how far do you agree with this statement? explain your answer. [10] 3 by 1859 the situation in america over slavery was explosive.  (a) what problems did the kansas-nebraska issue cause before the civil war? [4]  (b) why were northerners horrified by the verdict in the dred scott case? [6]  (c) how significant were the actions of john brown at harper\u2019s ferry? explain your answer. [10] 4 tensions in europe before 1914 were increased by the alliance system.  (a) describe the alliance system. [4]  (b) why was the role of austria-hungary important in international affairs before 1914? [6]  (c) \u2018german violation of belgium\u2019s neutrality was the most important reason for britain going to  war in 1914.\u2019 how far do you agree with this statement? explain your answer. [10]",
+            "3": "3 0470/13/o/n/15 \u00a9 ucles 2015 [turn over5 it was difficult to reach agreement at the paris peace conference.  (a) what were the main terms of the treaty of s\u00e8vres with turkey? [4]  (b) why did lloyd george believe that a moderate peace settlement with germany was in british  interests? [6]  (c) who was more satisfied with the treaty of versailles: wilson or clemenceau? explain your  answer. [10] 6 hitler\u2019s military power affected many people in europe.  (a) what actions had hitler taken by the end of 1935 to break the treaty of versailles? [4]  (b) why was involvement in the spanish civil war of benefit to hitler? [6]  (c) \u2018chamberlain\u2019s attempts to reach agreement at munich were worthwhile.\u2019 how far do you  agree with this statement? explain your answer. [10] 7 america adopted the policy of containment to deal with the threat of communism.  (a) what did the geneva agreements of 1954 propose for vietnam? [4]  (b) why did the usa become involved in the conflict in vietnam? [6]  (c) how successful was the usa\u2019s containment policy? explain your answer. [10] 8 instability and volatility were features of the gulf region.  (a) describe the involvement of the western powers in the iran-iraq war, 1980\u201388. [4]  (b) why was there opposition within iran to the shah\u2019s rule? [6]  (c) \u2018iraq suffered more than iran as a result of the war between the two countries.\u2019 how far do you  agree with this statement? explain your answer. [10]",
+            "4": "4 0470/13/o/n/15 \u00a9 ucles 2015section b: depth studies answer any one question from this section. depth study a: the first world war, 1914\u201318 9 the first world war lasted longer than expected.  (a) what was the \u2018race to the sea\u2019 in 1914? [4]  (b) why was the battle of verdun important? [6]  (c) \u2018the schlieffen plan failed because it was changed by the germans.\u2019 how far do you agree  with this statement? explain your answer. [10] 10 the first world war affected those at home.  (a) what was the defence of the realm act? [4]  (b) why did the british government use propaganda during the war? [6]  (c) how far did the first world war have a positive effect on britain\u2019s civilian population? explain  your answer. [10]",
+            "5": "5 0470/13/o/n/15 \u00a9 ucles 2015 [turn overdepth study b: germany, 1918\u201345 11 by 1933 hitler had achieved the position of chancellor.  (a) what happened to hitler as a result of the munich putsch? [4]  (b) why did the nazi party have little success in elections before 1930? [6]  (c) \u2018the election of 5 march 1933 was the most important reason for hitler gaining control over  germany.\u2019 how far do you agree with this statement? explain your answer. [10] 12 the nazis wanted the support of germans.  (a) what did the nazis promise the german people during election campaigns in the early  1930s? [4]  (b) why did nazi policy towards young people create loyal nazis? [6]  (c) were german workers better or worse off under the nazis? explain your answer. [10]",
+            "6": "6 0470/13/o/n/15 \u00a9 ucles 2015depth study c: russia, 1905\u201341 13 alternatives to the bolsheviks were unpopular.  (a) what reforms did the provisional government achieve in its eight months in power? [4]  (b) why did the provisional government become increasingly unpopular? [6]  (c) \u2018the bolsheviks won the civil war because of their own strengths.\u2019 how far do you agree with  this statement? explain your answer. [10] 14 stalin introduced new economic policies to the soviet union.  (a) what were the effects of collectivisation? [4]  (b) why did stalin launch the first five-y ear plan? [6]  (c) \u2018stalin\u2019s five-y ear plans increased the well-being of the russian people.\u2019 how far do you  agree with this statement? explain your answer. [10]",
+            "7": "7 0470/13/o/n/15 \u00a9 ucles 2015 [turn overdepth study d: the usa, 1919\u201341 15 the economy in the 1920s affected americans in different ways.  (a) describe how car ownership changed people\u2019s lives in 1920s america. [4]  (b) why did us governments in the 1920s follow policies favourable to big business? [6]  (c) \u2018the main reason for many americans living in poverty in the 1920s was racial discrimination.\u2019  how far do you agree with this statement? explain your answer. [10] 16 in the 1920s many americans were affected by the changes taking place.  (a) what happened at the \u2018monkey trial\u2019? [4]  (b) why was there a growth in popular entertainment in america during the 1920s? [6]  (c) was prohibition justifiable? explain your answer. [10]",
+            "8": "8 0470/13/o/n/15 \u00a9 ucles 2015depth study e: china, c.1930\u2013c.1994 17 during the 1930s and 1940s china was increasingly influenced by the communists.  (a) describe life in the y enan soviet. [4]  (b) why was the long march important? [6]  (c) \u2018the second world war had a greater impact on the nationalists than it had on the communists.\u2019  how far do you agree with this statement? explain your answer. [10] 18 china changed under communist rule.  (a) what were \u2018speak bitterness\u2019 meetings? [4]  (b) why were communes less effective in improving agriculture than the communists had hoped?  [6]  (c) \u2018the most important of the social reforms of the chinese communists in the 1950s was the  improvement in the status of women.\u2019 how far do you agree with this statement? explain your answer. [10]",
+            "9": "9 0470/13/o/n/15 \u00a9 ucles 2015 [turn overdepth study f: south africa, c.1940\u2013c.1994 19 the system of apartheid was introduced into south africa from 1948.  (a) what was apartheid? [4]  (b) why was the united party unsuccessful in the 1948 general election? [6]  (c) \u2018the bantu education act, 1953, had a greater impact than the bantu self-government act,  1959, on the non-white population of south africa.\u2019 how far do you agree with this statement? explain your answer. [10] 20 after 1966 criticism of apartheid increased.  (a) what was umkhonto we sizwe (spear of the nation)? [4]  (b) why did the south african government pass the bantu homelands constitution act of 1971?   [6]  (c) \u2018international sanctions were more successful than the united nations in opposing apartheid.\u2019  how far do you agree with this statement? explain your answer. [10]",
+            "10": "10 0470/13/o/n/15 \u00a9 ucles 2015depth study g: israelis and palestinians since 1945 21 after 1945 palestine faced internal conflict.  (a) what was planned for palestine after 1945 by the british government? [4]  (b) why did the united nations propose a partition plan for palestine in 1947? [6]  (c) \u2018pressure from the usa was the most important reason for the withdrawal of britain from  palestine in 1948.\u2019 how far do you agree with this statement? explain your answer. [10] 22 by the end of the twentieth century peace had not been achieved in the middle east.  (a) what was decided at camp david in 1978? [4]  (b) why was the first intifada important? [6]  (c) \u2018the main reason for the failure to achieve peace in the middle east by the end of the  twentieth century was the rise of hamas.\u2019 how far do you agree with this statement? explain your answer. [10]",
+            "11": "11 0470/13/o/n/15 \u00a9 ucles 2015blank page",
+            "12": "12 0470/13/o/n/15 \u00a9 ucles 2015permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here 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 onl ine in the cambridge international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to do wnload at www.cie.org.uk after  the live examination series. cambridge international examinations is part of the cambridge assessment group. cambridge assessment is the brand name of unive rsity of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge.blank page"
+        },
+        "0470_w15_qp_21.pdf": {
+            "1": "this document consists of 14 printed pages, 2 blank pages and 1 insert. dc (st/sw) 128461 \u00a9 ucles 2015  [turn overcambridge international examinations cambridge international general certificate of secondary education * 8 3 5 2 4 3 8 7 8 1 *history  0470/21 paper 2  october/november 2015  2 hours no additional materials are required. read these instructions first an answer booklet is provided inside this question paper. y ou should follow the instructions on the front cover  of the answer booklet. if you need additional answer paper ask the invigilator for a continuation booklet. this paper has two options. choose one option, and answer all of the questions on that topic. option a: 19th century topic  [p2\u2013p7] option b: 20th century topic  [p8\u2013p14] the number of marks is given in brackets [  ] at the end of each question or part question. the syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificate.",
+            "2": "2 0470/21/o/n/15 \u00a9 ucles 2015option a: 19th century topic how far was bismarck responsible for the franco-prussian war? study the background information and the sources carefully, and then answer all the questions. background information as a result of the prussian defeat of austria in 1866 the balance of power between austria and prussia  in germany went firmly in prussia\u2019s favour. prussia gained a lot of territory and german states north of  the river main were formed into a north german confederation under prussian leadership. france had agreed with bismarck to stay neutral during the war between austria and prussia. however,  relations between france and prussia became strained over the luxembourg crisis in 1867 and  napoleon iii needed something to raise his prestige at home. many saw a future war between the two  countries as inevitable. the two countries fell out over the hohenzollern candidature for the spanish  throne and by july 1870 they were at war. was this war brought about by napoleon, or by bismarck? source a from a history book published in 1965.content removed due to copyright restrictions.",
+            "3": "3 0470/21/o/n/15 \u00a9 ucles 2015 [turn oversource b soon after the victory over austria, bismarck stirred up, and used, german national feelings over the  luxembourg crisis in 1867 quite cynically as a means to increase prussian influence over the rest of  germany, as well as a weapon against france. he was aware that without some external intervention  the unification of germany under prussia was unlikely to happen overnight. bismarck had come to the  conclusion that a full-scale foreign war was needed to raise national consciousness. bismarck saw his chance when in 1868 queen isabella was driven out of spain by a revolution. the  spanish government made efforts to find a new monarch. an approach was eventually made to prince  leopold of hohenzollern. bismarck always claimed he had nothing to do with the matter until the crisis  broke in july 1870. the news of leopold\u2019s acceptance reached paris on 3 july. after protests to william by the french that  leopold\u2019s candidacy was a danger to france, leopold withdrew. bismarck threatened resignation. the  french then overplayed their hand. they demanded an official renunciation of leopold\u2019s candidacy  by william. william refused to do this because he had already given his word, but his reply was  conciliatory. bismarck received a telegram from william explaining all this. he deliberately brought war  closer by striking out some words in the telegram but without altering anything. the shortening of the  text made the message to the french uncompromising. when william saw this version published in the  newspapers he said with a shudder, \u2018this is war\u2019. it seems probable that bismarck had had in mind since 1866 an eventual war against france, as long  as it could appear to be a defensive war, brought about by french aggression. such a war would bring  the south german states into the prussian fold. he did not control the whole hohenzollern affair but  he did manipulate and take advantage of the situation. but it was not just his opportunism which led to  war. equally important were the french blunders. if bismarck set a trap for france, it was largely one of  france\u2019s own making. from a history book published in 2001.",
+            "4": "4 0470/21/o/n/15 \u00a9 ucles 2015source c a cartoon, entitled \u2018the new bl\u00fccher\u2019, published in the free city of frankfurt, 1863.  frankfurt supported austria in the war of 1866. the cartoon shows bismarck  riding a cockerel which represents france. bl\u00fccher led the prussian army in the  defeat of napoleon i at waterloo in 1815. on the saddle is written \u2018iron and blood\u2019.",
+            "5": "5 0470/21/o/n/15 \u00a9 ucles 2015 [turn oversource d a cartoon published in britain, july 1870. france is speaking to britain  with king william in the background.",
+            "6": "6 0470/21/o/n/15 \u00a9 ucles 2015source e a cartoon published in france, 1870. the title of the cartoon is \u2018the man on the  ball\u2019. bismarck\u2019s left foot is on france. source f i shall never consent to a war that is avoidable, much less seek one. but this war with france will surely  come. it will be forced upon us by the french emperor. his security depends upon personal prestige.  he has lost much of this by permitting prussia to become so great. he is well aware that such a loss,  unless repaired, may become dangerous to his position as emperor. he will, therefore, as soon as  he thinks his army is in good fighting condition again, make an effort to recover that prestige by using  some pretext for picking a quarrel with us. an american politician\u2019s recollection of what bismarck said to him in 1868. this  conversation was recounted by the politician many years later in his memoirs.",
+            "7": "7 0470/21/o/n/15 \u00a9 ucles 2015 [turn oversource g i assumed that a united germany was only a question of time, that the north german federation was  only the first step in its creation. i did not doubt that a franco-german war must take place before  the construction of a united germany could be achieved. i was at that time preoccupied with the  idea of delaying the outbreak of this war until our fighting strength could be increased. each year\u2019s  postponement of the war would add 100  000 trained soldiers to our army. from bismarck\u2019s memoirs published in 1898. source h germany is in the process of unification upon our very frontier. is it a threat and a danger to us? should  france prevent germany from becoming united? can france prevent germany from becoming united?  to these questions we reply, \u2018no\u2019. france should not; france cannot. france cannot be false to its  democratic and liberal mission. from a pamphlet published in paris in 1867. it was published with the approval of  napoleon iii. now answer all the following questions. y ou may use any of the sources to help you answer the  questions, in addition to those sources which you are told to use. in answering the questions you  should use your knowledge of the topic to help you interpret and evaluate the sources. 1 study sources a and b.  how far do these two sources agree? explain your answer using details of the sources.  [7] 2 study source c.  why was this source published in 1863? explain your answer using details of the source and your  knowledge.  [8] 3 study sources d and e.  how similar are these two cartoons? explain your answer using details of the sources and your  knowledge.  [8] 4 study sources f and g.  does source g prove that the american politician\u2019s account in source f is wrong? explain your  answer using details of the sources and your knowledge.  [8] 5 study source h.  are you surprised by source h? explain your answer using details of the source and your  knowledge.  [7] 6 study all the sources.  how far do these sources provide convincing evidence that bismarck was responsible for the  franco-prussian war? use the sources to explain your answer.  [12]",
+            "8": "8 0470/21/o/n/15 \u00a9 ucles 2015option b: 20th century topic how far was the soviet union responsible for growing tensions after the  second world war? study the background information and the sources carefully, and then answer all the questions. background information it did not take long after the end of the second world war for relations between the wartime allies,  britain, the usa and the ussr, to begin to break down. historians have long disagreed over who  was to blame for the growing tensions between the soviet union and the west. some have focused  on the actions of the soviet union in eastern europe. they claim soviet actions became more and  more brutal, culminating in the soviet-supported communist coup in czechoslovakia in february 1948.  other historians point to the actions of the west such as churchill\u2019s \u2018iron curtain\u2019 speech in march  1946, the truman doctrine and the offer of marshall aid in 1947. how far was the soviet union responsible for its worsening relations with britain and the usa? source a from the soviet side the second world war had been fought to defeat germany and restore russian  power and security on its western frontiers. the region separating germany and russia could not be  left in uncertainty. poland, hungary and romania in particular, had been consistently unfriendly to  moscow. the only acceptable outcome for stalin was the establishment of governments that could be  relied upon never to pose a threat to soviet security. the only way to guarantee such an outcome was  to align the political system of the states of eastern europe with that of the soviet union. characteristically cautious, and still maintaining working relations with the western powers, stalin  pursued a tactic of favouring the formation of \u2018front\u2019 governments, coalitions of communists, socialists  and other \u2018anti-fascist\u2019 parties. in view of continuing disagreement over responsibility for the division of  europe, it is worth emphasising that stalin was never in any doubt as to his long-term goal. coalitions  were only a means to an end. they were the route to power. control mattered more than politics as  ulbricht, leader of the east german communists explained to his party in 1945: \u2018it\u2019s quite clear  \u2013 it\u2019s got  to look democratic, but we must have everything in our control.\u2019 the communists\u2019 stated objectives to re-distribute property, guarantee equality and affirm democratic  rights appealed to many in the region and in western europe who wanted to think well of stalin.  however, after a series of election defeats in eastern germany, austria and hungary it became clear  very quickly that communists were never going to achieve power through the ballot box. the result was  that communist parties adopted instead a strategy of pressure, followed by terror and repression. in  the course of 1946 and into 1947 electoral opponents were threatened, beaten up, arrested, tried as  \u2018fascists\u2019 and imprisoned or even shot. it is easy, in retrospect, to see hopes for a democratic eastern  europe after the war as always forlorn. it is not very surprising that history took the turn it did. germany mattered very much to both sides but there was no agreement over it. the americans were  worried that if germany remained weak and poor it would turn to communism. the soviets were worried  about a german desire for revenge and wanted to keep it weak. the soviet leaders were also worried  about the atomic bomb. it made stalin suspicious of american motives but the immediate cause of the  division of germany and europe lies in stalin\u2019s own errors. in central europe, where he would have  preferred a united germany, weak and neutral, he squandered his advantage by uncompromising and  confrontational tactics. the cold war in europe was an unavoidable outcome of the soviet dictator\u2019s  personality and the system over which he ruled. from a history book published in 2005.",
+            "9": "9 0470/21/o/n/15 \u00a9 ucles 2015 [turn oversource b most historians argue that the cold war was not inevitable and was brought about by the inability  of the victorious powers to come to an arrangement among themselves. soviet leaders seem to  have cherished a hope of continued co-operation with the west. they also wished never again to be  vulnerable to attack from the west. they planned for a westward movement of soviet borders and for  friendly regimes beyond them. the poles, czechs, hungarians, finns, romanians and bulgarians would  have to be prepared to work out compromises that limited their control over foreign affairs; in return  they would be allowed control of their internal affairs. instructions from moscow to czechoslovakian  communists ordered, \u2018do not put the sovietisation of czechoslovakia on the immediate agenda. we  must proceed step by step.\u2019 a great stumbling block to co-operation was the future of germany. everyone wanted a peaceful,  friendly, denazified germany with reduced war-making potential, but there were very different ideas  about how to achieve this. the soviet union worried that the us approach would be markedly different.  the russians wanted germany to be kept united and weak for decades but us policy wanted  democratisation through education to prevent communism gathering support. the anglo-american  stance can be seen as provocative and insufficiently sensitive to stalin\u2019s security needs. truman introduced other potential sources of friction when he terminated lend-lease and with his  efforts at atomic diplomacy at potsdam. in both cases stalin became less inclined to compromise as  he perceived these to be us tactics to pressure him for concessions. then churchill weighed in with  his speech at fulton, missouri. this agreed with george kennan\u2019s long telegram of 1946 in which he  advocated policies of firm and persistent containment of soviet power. from a history book published in 2002.",
+            "10": "10 0470/21/o/n/15 \u00a9 ucles 2015source c a cartoon entitled \u2018churchill and his predecessors\u2019 published in a soviet magazine,  march 1946. the flags read \u2018iron curtain over europe\u2019 and \u2018the english should  rule the world.\u2019 source d just two days ago, when president truman heard me say, \u2018i am neither anti-british nor pro-british,  neither anti-russian nor pro-russian\u2019, he said that this represented the policy of his government. to achieve lasting peace with russia we have to realise that we are dealing with a force which cannot  be handled successfully by a \u2018get tough with russia\u2019 policy. \u2018getting tough\u2019 never brought anything real  or lasting. the tougher we get, the tougher the russians will get. we must not let our russian policy be guided by those inside or outside the united states who want  war with russia. this does not mean appeasement. we want peace with russia  \u2013 but we want to be  met halfway. we want cooperation. and i believe that we can get cooperation once russia understands  that our main objective is not saving the british empire. henry wallace, a member of truman\u2019s government, speaking at a public meeting,  september 1946. truman dismissed wallace from his government later in the  month. in 1948 wallace stood against truman in the us presidential election.",
+            "11": "11 0470/21/o/n/15 \u00a9 ucles 2015 [turn oversource e a cartoon published in britain, july 1947. the figure on the right represents  molotov, who was in charge of foreign policy in the soviet government. the writing  on his dress says \u2018madam molotov\u2019s school for satellites\u2019. a hot-dog is an american  snack.",
+            "12": "12 0470/21/o/n/15 \u00a9 ucles 2015source f a cartoon published in britain, march 1948. it shows molotov speaking to stalin,  who has a photograph of marshall on his desk. the countries named are france,  italy, czechoslovakia, romania, hungary, poland, yugoslavia, greece, persia,  turkey, finland, bulgaria, albania.",
+            "13": "13 0470/21/o/n/15 \u00a9 ucles 2015 [turn oversource g every now and again the usa and britain accuse hungary, romania and bulgaria of violating the  peace treaties which bound them to safeguard the human rights of their citizens. these accusations  are absolutely groundless. all these countries are strictly observing the terms of the peace treaties and are not violating human  rights. political freedom is secured for all citizens. these rights are embodied in the new constitutions.  racial discrimination is a crime punishable by law. women enjoy the same rights as men. there is full  freedom of conscience. freedom of assembly, organisation and the press is secured. the overwhelming  majority of the working people of these countries is organised in political trade unions on a democratic  basis. there is no censorship. when the us and britain speak of these countries violating the peace treaties, they are obviously  not thinking of honest citizens of these countries who enjoy full political freedom, but of their own  spies such as reactionary fascist groups who have been convicted of terrorist activities designed to  overthrow the people\u2019s democratic governments of these countries. but the governments of romania,  hungary and bulgaria in no way violated the peace treaties when they adopted measures to frustrate  those anti-democratic reactionaries. these governments acted in full accordance with the treaties,  which bind them not to suffer the existence of fascist organisations. from a broadcast by moscow radio, 1949.",
+            "14": "14 0470/21/o/n/15 \u00a9 ucles 2015now answer all the following questions. y ou may use any of the sources to help you answer the  questions, in addition to those sources which you are told to use. in answering the questions you  should use your knowledge of the topic to help you interpret and evaluate the sources. 1 study sources a and b.  how far do these two sources agree? explain your answer using details of the sources.  [7] 2 study source c.  why was this source published in march 1946? explain your answer using details of the source  and your knowledge.  [8] 3 study source d.  are you surprised by this source? explain your answer using details of the source and your  knowledge.  [8] 4 study sources e and f .  how similar are these two cartoons? explain your answer using details of the sources and your  knowledge.  [8] 5 study source g.  how useful is this source as evidence about the cold war? explain your answer using details of  the source and your knowledge.  [7] 6 study all the sources.  how far do these sources provide convincing evidence that the ussr was to blame for growing  tensions after the second world war? use the sources to explain your answer.  [12]",
+            "15": "15 0470/21/o/n/15 \u00a9 ucles 2015blank page",
+            "16": "16 0470/21/o/n/15 \u00a9 ucles 2015blank page permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. every reasonable  effort has been made by the publisher (ucles) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the publisher will  be pleased to make amends at the earliest possible opportunity. to avoid the issue of disclosure of answer-related information to candidates, all copyright acknowledgements are reproduced online in the cambridge international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download at www.cie.org.uk after  the live examination series. 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."
+        },
+        "0470_w15_qp_22.pdf": {
+            "1": "this document consists of 11 printed pages, 1 blank page and 1 insert. dc (st/sw) 128460 \u00a9 ucles 2015  [turn overcambridge international examinations cambridge international general certificate of secondary education * 9 9 3 6 5 5 1 6 9 0 *history  0470/22 paper 2  october/november 2015  2 hours no additional materials are required. read these instructions first an answer booklet is provided inside this question paper. y ou should follow the instructions on the front cover  of the answer booklet. if you need additional answer paper ask the invigilator for a continuation booklet. this paper has two options. choose one option, and answer all of the questions on that topic. option a: 19th century topic  [p2\u2013p5] option b: 20th century topic  [p6\u2013p11] the number of marks is given in brackets [  ] at the end of each question or part question. the syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificate.",
+            "2": "2 0470/22/o/n/15 \u00a9 ucles 2015option a: 19th century topic in the period up to 1866, was bismarck planning german unification? study the background information and the sources carefully, and then answer all the questions. background information some historians argue that bismarck planned the unification of germany as soon as he became  minister-president in 1862. they claim that every move he made in foreign policy was designed to  bring this about. this version of events is supported by bismarck in the memoirs he wrote in the 1890s  where he showed himself as a master planner plotting german unification from the beginning and  claiming that in both of the wars of 1864 and 1866 german unification was at stake. other historians argue that he had no master plan for german unification. they claim that his main  interest was to increase the power of prussia which he achieved by exploiting the mistakes of his  enemies. in the period up to 1866, was bismarck planning german unification or simply planning prussian  dominance? source a after denmark was defeated in 1864, bismarck said, \u2018we do not desire a european war. but if it comes  we shall not be among the losers.\u2019 whoever heard this might have understood that austria, bismarck\u2019s  ally at that moment, was to become his enemy, to be fought fearlessly and recklessly. if germany was  to be unified, it would be under prussian, not austrian leadership. in a meeting of prussian ministers and generals in may 1865 bismarck argued that they should still  try and reach a settlement with austria. he was not trying to avoid a war with austria. he only wanted  to avoid a war at that very moment, because he was not sure of the attitude of france and italy.  bismarck never made the mistake of underrating the strength of an enemy. he knew austria was still  a great military power. he therefore had to consider the international situation very carefully before he  committed himself irrevocably. by february 1866, in a meeting of the prussian crown council, bismarck called the war with austria  inevitable and asked for permission to conclude an alliance with italy and to obtain guarantees from  napoleon. the king gave his permission and bismarck\u2019s way was clear. now war was indeed inevitable.  bismarck did not allow even a single day to pass after the conclusion of the italian alliance before  commencing the political campaign which could only end in war with austria. was it bismarck\u2019s intention at the time of the war with denmark in 1864 to eventually make war against  austria? he certainly never had any moral objections about a war of this kind. however, he would have  been willing to do without the war if he had been able to achieve his aims by normal diplomacy. some  have argued that he could not have known beforehand what concessions austria was prepared to  make in order to avoid war. but it is unlikely that austria would have been able to save her alliance with  prussia by renouncing her claims in the duchies. although bismarck was not from the beginning bent  on war with austria, he was engaged in a policy which included the eventual unification of germany,  which made war unavoidable. the mistake of the austrian statesmen was that they did not see in  time that war was indeed inevitable and that military preparations were necessary; but they cannot be  criticised for having failed to avoid a war which was unavoidable. after the war bismarck did not seek the annexation of any austrian territory by prussia. he saw that  it was not in prussia\u2019s interests to make austria an enemy in the future when he would move against  france in his policy to unify germany. he said to general stosch, \u2018we shall need austria\u2019s strength in  the future for ourselves.\u2019 from a history book published in 1950.",
+            "3": "3 0470/22/o/n/15 \u00a9 ucles 2015 [turn oversource b the idea, that when bismarck persuaded the austrians to join prussia in the war against denmark  in 1864 he was already looking forward to 1866 and a way of tricking austria into declaring war on  prussia, is far fetched. if this was the aim, why not have a war right away? because, say supporters of  the legend, bismarck needed to make sure of france. another view seems more likely  \u2013 that he hoped  to persuade austria to give up north germany to prussia without a fight. this is why, as late as may  1866, he was still exploring possible compromises. there was no master plan, only a clever exploitation  of every lucky incident which arose on the way. by the summer of 1865 neither austria nor bismarck wanted a war. austria was almost financially  bankrupt and bismarck was not sure william i would fight a fellow german state. over the winter of  1865\u201366 prussian-austrian relations deteriorated. in february, at a meeting of the prussian crown  council, bismarck made a clear statement that if prussia was to increase her power, war with austria  was only a matter of time. a secret alliance was made with italy, and in april the austrians took the  aggressive step of mobilising their army. bismarck then presented to the diet proposals for a reform of  the confederation which would exclude austria and increase prussia\u2019s power. austria persuaded the  diet to reject the proposals and to mobilise. the fighting began soon after this. after the prussian victory at sadowa, austria was at the mercy of prussia. however, bismarck  brought the war to a speedy end. his real reason for ending the war quickly and offering the austrians  reasonable terms was that, on 4 july 1866, france had written to william i proposing an armistice. if  bismarck had refused, the consequence for prussia would have been serious  \u2013 the mobilisation of a  french army on the rhine. from a history book published in 2001. source c as soon as the army shall have been brought into such a condition to command respect, then i will  take the first opportunity to declare war with austria, to split apart the german confederation, bring the  middle and smaller states into subjection and give germany a national union under the leadership of  prussia. from the memoirs of count von eckstadt published in 1886. eckstadt is recalling  what disraeli, a british politician, stated that bismarck said to him at a meeting in  1862. eckstadt was the saxon ambassador in britain at the time. source d we owe it to public opinion in the army and among the people to assert our power and influence in  germany, and not to yield to any direct attacks from the lesser states. the notion of austria and  prussia together must be accepted by the confederation. the lesser states must learn that if they  attempt to subject the european policy of austria and prussia to the control of the confederation they  will make the continuance of friendly relations impossible for these two powers. from bismarck\u2019s message to the austrian government, 1863.",
+            "4": "4 0470/22/o/n/15 \u00a9 ucles 2015source e if war in alliance with france against austria is banned then a prussian policy is no longer possible. but  if war is waged against austria it has to bring about not only the annexation of the duchies but a new  arrangement in the relations of prussia with the german medium and small states. bismarck speaking in a meeting of the prussian crown council, may 1865. he was  replying to the crown prince\u2019s argument that prussia should not fight a war  against austria. source f a cartoon published in france in 1866. the states being picked up include  hanover, hesse-cassel, nassau, schleswig and holstein.",
+            "5": "5 0470/22/o/n/15 \u00a9 ucles 2015 [turn oversource g for years i have wished for a german cavour or garibaldi. and overnight he has appeared in the person  of the much-abused bismarck. i bow before the genius of bismarck, who has achieved a masterpiece  of political planning and action. how marvellously the man spun all the threads of the great web. how  precisely he knew how to use his king, napoleon, his army, the government, austria and its forces. i  leave it to my stubborn colleagues from swabia and bavaria to abuse him. for years they have yelled  for german unity, and when someone achieves the impossible by transferring german unity from a  book of student songs into reality they shout \u2018crucify him\u2019. a letter by a german liberal to a fellow liberal, 19 august 1866. now answer all the following questions. y ou may use any of the sources to help you answer the  questions, in addition to those sources which you are told to use. in answering the questions you  should use your knowledge of the topic to help you interpret and evaluate the sources. 1 study sources a and b.  how far do these two sources agree? explain your answer using details of the sources.  [7] 2 study source c.  how useful is this source as evidence about bismarck? explain your answer using details of the  source and your knowledge.  [8] 3 study sources d and e.  does source e prove that bismarck was deceiving the austrians in source d? explain your answer  using details of the sources and your knowledge.  [8] 4 study source f .  why was this source published in 1866? explain your answer using details of the source and your  knowledge.  [8] 5 study source g.  are you surprised by this source? explain your answer using details of the source and your  knowledge.  [7] 6 study all the sources.  how far do these sources provide convincing evidence that in the period up to 1866 bismarck was  only planning to increase prussia\u2019s strength rather than to achieve german unification? use the  sources to explain your answer.  [12]",
+            "6": "6 0470/22/o/n/15 \u00a9 ucles 2015option b: 20th century topic how far were soviet actions over berlin justified? study the background information and the sources carefully, and then answer all the questions. background information one of the biggest problems facing the victorious allies after the second world war was what to do  about germany. it was agreed at y alta that germany should be divided into four zones (american,  french, british and soviet). berlin was divided in the same way. the soviet union wanted to keep  germany weak and wanted reparations. the western allies wanted germany to recover. in 1947 the  british and american zones were combined to help economic development and the french zone was  added later. in response the soviets began to disrupt and restrict travel between berlin and the allied  zones in germany. in march 1948 the allies agreed to establish a federal system of government for the western parts  of germany and in june introduced a new german currency  \u2013 the deutsche mark. on 24 june the  soviets blockaded all methods of surface transport between west berlin and non-soviet zones. they  stopped supplying food to non-soviet berlin and cut off the electricity. was soviet action over berlin justified? source a from a history book published in 1998.content removed due to copyright restrictions.",
+            "7": "7 0470/22/o/n/15 \u00a9 ucles 2015 [turn oversource b although the soviets favoured a united germany, stalin\u2019s main objective was the security of the soviet  union. the first priority was to neutralise the german menace. hence stalin\u2019s policy of destroying  germany\u2019s economic power through reparations, which were a divisive issue from the start. the anglo-american strategy was driven by the fear that if germans in the western zone remained  impoverished they would turn back to nazism  \u2013 or else to communism. the emphasis was on  reconstructing political institutions and giving germans responsibility for their domestic affairs.  fortunately for the western allies, communist occupation policies in berlin and the soviet parts of  eastern germany did not win over the germans. if stalin wanted germany to remain united then  soviet tactics were not very sensible. from the beginning the soviets established a communist-led  government without allied consent and set about breaking agreements made at potsdam by extracting  and dismantling whatever fell within their grasp. and yet even by early 1947 a division of germany was not certain  \u2013 marshall was still optimistic that  whatever arrangements were made about germany, a divided germany would not be necessary. the  real break came in the spring of 1947 at the moscow meeting of the us, britain, france and the soviet  union. it was clear that the british and americans were determined to build up the west german  economy while the russians still wanted a united germany as envisaged at potsdam. one american  official said, \u2018it was the moscow conference of 1947 which really brought down the iron curtain.\u2019 in  1948 the western allies held their own conference on germany. they announced they had agreed \u2018that  close co-operation should be established among themselves in all matters arising out of marshall aid  in relation to western germany. such co-operation is essential if western germany is to make its full  contribution to european recovery.\u2019 in june plans to form a west german government were announced.  on 20 june a new currency was introduced into the western zones. the soviets replied by cutting  communications between west berlin and the western zones. it is sometimes suggested that american decisions like the truman doctrine and the marshall plan  pushed stalin from compromise to rigidity, and that european divisions were caused by america\u2019s  insensitivity. but this was not so. the immediate cause of the division of germany and europe lies  in stalin\u2019s own errors. he squandered his advantage by uncompromising tactics. if he hoped to let  germany rot until a resentful germany fell into his lap, he miscalculated. but germany was at his  feet. all the soviet union had to do was accept the marshall plan and convince the germans of  moscow\u2019s good faith in seeking a neutral, independent germany. this would have shifted the balance  of advantage. from a history book published in 1960. source c meeting at white house about the berlin situation. when the question was discussed  \u2013 do we stay  in berlin or not?  \u2013 president truman interrupted to say that there was no discussion on that point, we  were going to stay. we were in berlin by terms of an agreement and the russians had no right to get us  out by either direct or indirect pressure. from the diary of a us official, 28 june 1948.",
+            "8": "8 0470/22/o/n/15 \u00a9 ucles 2015source d after repeated meetings between the western representatives and stalin the hope was expressed that  the berlin blockade was about to be lifted. y et the blockade continues and even air communications  between the western zones and berlin are now under threat. the seizure of the berlin city hall by  the communists appears to be only a matter of time. when that happens the position of the western  powers will be far more difficult. russia is holding the trump cards in berlin and will only give in at a  price too high for the western powers. besides, any bargain that one may strike with moscow today will  not be kept by stalin. the activities of russia in berlin will convince any sensible person that moscow is trying to drive the  western allies to a declaration of war, in which they will be branded the aggressors. the longer the  western allies remain in berlin as targets of constant humiliations by the soviet power, the greater  the danger of plunging europe into another war. the western allies can pull out of berlin with dignity  and get back to their own zones on the excellent grounds that co-operation with russia is no longer  possible. they can then establish their military, economic and political front along their russian border  and meet the soviets on even terms. from an american newspaper, 12 september 1948. source e a cartoon published in the soviet union in 1949. a caption published with the cartoon said,  \u2018western mother hen hatching new nazi chick\u2019.",
+            "9": "9 0470/22/o/n/15 \u00a9 ucles 2015 [turn oversource f a cartoon published in britain, june 1948. the figure on the left is ernest bevin, who  was in charge of british foreign policy at the time. source g western currency reform is against the wishes and interests of the german people and in the interests  of american, british and french capitalists. it completes the splitting of germany and is a breach of  the agreement made at potsdam. the western powers claim it is impossible to agree on a four-power  currency reform for the whole of germany. but this is just an excuse, the soviet representatives took  every opportunity of reaching an agreement on common currency reform. the western capitalists are  supported in their policy of splitting germany by the big german capitalists and by those who helped  fascism to power. the introduction of two currencies in germany will mean that trade relations will be  destroyed. trade between zones will become trade between two separate states since two different  currencies will be used. free passenger and goods traffic between the occupation zones will be  destroyed. from a speech by marshal sokolovsky, soviet military governor of berlin, 18 june 1948.",
+            "10": "10 0470/22/o/n/15 \u00a9 ucles 2015source h a cartoon published in britain, september 1948. it shows stalin and other soviet  leaders.",
+            "11": "11 0470/22/o/n/15 \u00a9 ucles 2015now answer all the following questions. y ou may use any of the sources to help you answer the  questions, in addition to those sources which you are told to use. in answering the questions you  should use your knowledge of the topic to help you interpret and evaluate the sources. 1 study sources a and b.  how far do these two sources agree? explain your answer using details of the sources.  [7] 2 study sources c and d.  does source c make source d surprising? explain your answer using details of the sources and  your knowledge.  [8] 3 study sources e and f .  how far would these two cartoonists have agreed with each other? explain your answer using  details of the sources and your knowledge.  [8] 4 study source g.  how useful is this source as evidence about the crisis over berlin? explain your answer using  details of the source and your knowledge.  [7] 5 study source h.  why was this source published in 1948? explain your answer using details of the source and your  knowledge.  [8] 6 study all the sources.  how far do these sources provide convincing evidence that soviet actions over berlin were  justified? use the sources to explain your answer.  [12]",
+            "12": "12 0470/22/o/n/15 \u00a9 ucles 2015blank page permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. every reasonable  effort has been made by the publisher (ucles) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the publisher will  be pleased to make amends at the earliest possible opportunity. to avoid the issue of disclosure of answer-related information to candidates, all copyright acknowledgements are reproduced online in the cambridge international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download at www.cie.org.uk after  the live examination series. 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."
+        },
+        "0470_w15_qp_23.pdf": {
+            "1": "this document consists of 14 printed pages, 2 blank pages and 1 insert. dc (nf/sw) 99101/3 \u00a9 ucles 2015 [turn overcambridge international examinations cambridge international general certificate of secondary education *6856514564*history  0470/23 paper 2 october/november 2015  2 hours no additional materials are required. read these instructions first an answer booklet is provided inside this question paper. y ou should follow the instructions on the front cover  of the answer booklet. if you need additional answer paper ask the invigilator for a continuation booklet. this paper has two options. choose one option, and answer all of the questions on that topic. option a: 19th century topic  [p2\u2013p7] option b: 20th century topic  [p8\u2013p14] the number of marks is given in brackets [ ] at the end of each question or part question. the syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificat e.",
+            "2": "2 0470/23/o/n/15 \u00a9 ucles 2015option a: 19th century topic was german unification achieved by force or by diplomacy? study the background information and the sources carefully, and then answer all the questions. background informationgerman unification has often been seen as the result of bismarck\u2019s clever diplomacy. it is claimed he  outmanoeuvred country after country, pulling off one masterstroke after another. other historians have seen bismarck as a lover of war and as someone who achieved what he wanted on the battlefield and through the deaths of thousands of soldiers. bismarck\u2019s memoirs, written in the 1890s, give the picture of a master planner who plotted german unification from 1862 and achieved it through a clever use of both diplomacy and war. which was more important in bringing about the unification of germany: diplomacy or war? source a three wars, 1864, 1866 and 1870\u201371, played a vital part in the unification of germany. one of  bismarck\u2019s first acts after coming to power in 1862 was to increase taxes to pay for an enlarged, re-equipped and reorganised prussian army. this made bismarck confident that by 1866 prussia would be strong enough to challenge austria. he set the diplomatic stage for that challenge, as well as trying out his new army, by his skilful manipulation of the dispute between germany and denmark. the settlement of the issue over the duchies allowed bismarck to pick a quarrel with austria whenever  he chose. there is no doubt that bismarck, backed by moltke in charge of the prussian army, wanted and planned for war against austria. bismarck regarded war with austria as indispensable. the duchies were only a pretext for war. the war achieved what he wanted. the excellent organisation of the prussian army and the new needle gun, with which it was equipped, combined perfectly to serve diplomatic and political aims. the austro-prussian war was a landmark. after the defeat of austria, bismarck was busy with his next set of diplomatic manoeuvres. he signed  treaties, leaving france without allies. the dispute over the hohenzollern candidature for the spanish throne was again merely a pretext for a war that was crucial to bismarck\u2019s ambitions for a united germany. the prussian army moved smoothly into action towards paris. by 2 september 1870 france seemed  to have been completely defeated but a republic was proclaimed in paris and the new government refused to make peace and fought on until january. war had achieved bismarck\u2019s ambitions. from a history book published in 1957.",
+            "3": "3 0470/23/o/n/15 \u00a9 ucles 2015 [turn oversource b bismarck\u2019s skill lay in his manoeuvring for the position from which he might effect the transference of  power in germany from vienna to berlin. in the joint occupation of the duchies he had an excellent position in which to pick a quarrel with austria. the treaty of gastein, by dividing the duchies between austria and prussia, gave the impression that austria was bismarck\u2019s accomplice in destroying the cause of frederick of augustenburg. bismarck completed his plans with an agreement from france to stay neutral in the events of an austro-prussian war and a secret military alliance with italy. he was able to draw austria into what prussia could claim was a defensive war because prussia could mobilise more quickly and so austria had to take the apparently aggressive step of mobilising before prussia. bismarck\u2019s future was then in the hands of the prussian generals. at sadowa the austrians suffered  a staggering defeat. y et this victory was not complete. it was bismarck\u2019s statesmanship that ensured that sadowa alone should be the decisive battle. all he wanted from austria was freedom of action for prussia in north germany. he said, \u2018we need austria\u2019s strength in future for ourselves\u2019 and concluded a quick peace where austria had no territorial losses. bismarck\u2019s diplomatic successes after 1866 were even greater. he quietly fostered the hohenzollern  candidature so that he could use the issue to provoke a war with france, after which france would be unable to prevent the incorporation of the south german states within germany. bismarck\u2019s editing and publishing of the ems telegram worked public opinion in france and germany up to fever pitch, culminating in a french declaration of war on 19 july 1870. bismarck\u2019s diplomacy meant that france, like bismarck\u2019s earlier opponents, must fight this war without allies. his diplomacy was aided by the immediate success of the prussian army. the prussian armies swept into france and surrender came on 1 september. early in the war, fear of a french invasion had caused the south german states to turn to prussia and popular opinion swung round in favour of their inclusion within the victorious german confederation. what bismarck\u2019s diplomacy had achieved was astounding. he ranks among the greatest heroes of german history. from a history book published in 1964. source c germany does not look to prussia\u2019s liberalism, but to its power. bavaria, w\u00fcrttemberg and baden can  indulge in liberalism, but no one will expect them to undertake prussia\u2019s role. prussia must build and preserve her strength for the advantageous moment, which has already come and gone many times. the great questions of the day will not be settled by speeches and majority decisions \u2013 that was the great mistake of 1848 and 1849 \u2013 but by blood and iron. from a speech bismarck made to a committee of the prussian parliament ten days  after coming to power in 1862.",
+            "4": "4 0470/23/o/n/15 \u00a9 ucles 2015source d a cartoon published in britain at the time of the schleswig-holstein war. a \u2018ghoul\u2019  is a monster who eats human flesh. the servant is saying \u2018please y our majesty:  lunch just arrived from dybbol.\u2019 the siege of dybbol commenced in april 1864  during the war.",
+            "5": "5 0470/23/o/n/15 \u00a9 ucles 2015 [turn oversource e an american cartoon, august 1866.  source f never, probably, has a war been caused so shamelessly as the one that bismarck is currently trying to  start against austria. my innermost feelings are revolted by this violation of every moral principle. i am no friend of austria and i am devoted to the idea of prussian influence in north germany, even though i have little sympathy for the present political situation in prussia. but i would rather cut off my hand than use it in such a disgusting operation as prussian policy is now launching against austria. austria is supposed to be mobilising against prussia! any child knows that the opposite is the case. everyone agrees on the crying injustice that is being done to austria and yet we have no choice. we must come down on the side of the unjust cause, because we cannot tolerate the possibility of austria gaining the upper hand in germany. the free development of germany would be incompatible with austrian supremacy. nobody here is comfortable with the idea that the war will have the result we desire \u2013 the dominance of prussia. a letter from a prussian liberal and nationalist to a friend, may 1866.",
+            "6": "6 0470/23/o/n/15 \u00a9 ucles 2015source g when the king heard that the hohenzollern candidature was being further discussed he said that it  was \u2018very extraordinary that this sort of thing was going on without his authorisation\u2019. he wanted to be informed \u2018of everything before any action is taken\u2019. from a report by thile to bismarck, 19 june 1870. thile\u2019s report was about king william\u2019s  reaction to bismarck\u2019s letter recommending support for the hohenzollern candidature  for the spanish crown. thile was an important official in the foreign ministry. source h that beats everything! so his majesty wants the affair treated with official royal interference? the whole  affair is only possible if it remains the limited concern of the hohenzollern princes. it must not turn into a prussian concern, the king must be able to say without lying: \u2018i know nothing about it.\u2019 bismarck\u2019s comments when he received thile\u2019s report (source g), june 1870.",
+            "7": "7 0470/23/o/n/15 \u00a9 ucles 2015 [turn overnow answer all the following questions. y ou may use any of the sources to help you answer the  questions, in addition to those sources which you are told to use. in answering the questions you should use your knowledge of the topic to help you interpret and evaluate the sources. 1 study sources a and b.  how far do these two sources agree? explain your answer using details of the sources. [7] 2 study source c.  why did bismarck make this speech at that time? explain your answer using details of the source  and your knowledge. [7] 3 study sources d and e.  how far would these two cartoonists have agreed with each other? explain your answer using  details of the sources and your knowledge. [8] 4 study source f .  are you surprised by source f? explain your answer using details of the source and your  knowledge. [8] 5 study sources g and h.  why did bismarck react as he did in source h? explain your answer using details of the sources  and your knowledge. [8] 6 study all the sources.  how far do these sources provide convincing evidence that german unification was brought about  by diplomacy? use the sources to explain your answer. [12]",
+            "8": "8 0470/23/o/n/15 \u00a9 ucles 2015option b: 20th century topic was the marshall plan designed to benefit the usa? study the background information and the sources carefully, and then answer all the questions. background informationeurope was in a desperate state after the second world war. the economies of european countries  were shattered, there were severe food shortages and little money for rebuilding and recovery. the usa emerged from the war in a much better state and in 1947 george marshall, secretary of state in the us government, devised a plan to give massive financial aid to the governments of europe. it was offered to countries on both sides of the iron curtain. the soviet union rejected the offer and persuaded most countries to the east of the iron curtain to do the same. in january 1949 the soviets provided an alternative for the eastern bloc called comecon (the council for mutual economic assistance). politicians at the time, and historians since, have disagreed about the motives behind the us offer.  some have claimed that it was a genuine attempt to help europe at a desperate time, while others have argued that although it benefited europe, it was designed primarily for the benefit of america. was the marshall plan designed mainly for the benefit of europe, or the usa? source a in his speech, on 5 june 1947, proposing the plan to bear his name, marshall had declared, \u2018our  policy is directed not against any country or doctrine but against hunger, poverty, desperation and chaos.\u2019 churchill was convinced that the plan was \u2018the most unselfish act in history\u2019 \u2013 the united states was offering to finance, from its ample resources, the reconstruction of the war-racked continent of europe. truman, who knew rather more about it, had a different view. for him the plan had a political purpose \u2013 \u2018to lift europe from the shadow of enslavement by russian communism\u2019. it seems clear that there was no intention of giving help to the communist part of europe, or to the  soviet union. kennan, who was in charge of planning the aid, made it very difficult for the russians to accept american help. he required them to open the markets of eastern europe to american businessmen. if the soviets had agreed they would have weakened their hold over an area vital to their own security. it is clear that the american government did not want russian participation in the marshall plan and gave them little choice but to refuse it. there is little doubt that the plan was anti-soviet \u2013 to consolidate western europe as a counter-weight to  russian power. it was also a move to stimulate the us economy and to consolidate american influence in western europe. its main aim was to prevent a depression in the us by using dollars to prevent a collapse in europe. such a collapse would have left europe open to stalin. the plan kept the post-war economies of western europe within the capitalist world. every transaction was arranged to provide profits for us banks, finance corporations and industries. european nations ended up dependent on the united states. most americans agreed with james byrnes, a leading member of the american government, when he said that the problem was not to make the world safe for democracy, but to make it safe for the united states. from a history book published in 1974.",
+            "9": "9 0470/23/o/n/15 \u00a9 ucles 2015 [turn oversource b marshall\u2019s plan for a european recovery programme, made famous in his speech on 5 june 1947,  was dramatic and unique. bevin, a member of the british government, described the speech as one of the greatest in history. marshall\u2019s proposals were a clean break with past practice. europeans were left to decide whether to take the aid and how to use it. the offer was made to all european countries without distinction. the sums involved were enormous. by 1952 the us had spent $13 billion dollars and it was much more than a disaster fund, it was a programme for recovery and growth. stalin was suspicious of american motives and rejected the plan. this was a major blunder. the sensible  action would have been to co-operate, thus returning the ball to the american court. stalin then added a second blunder by seeking to use the western communist parties to sabotage the programme: thus making them more extreme and less attractive to voters. why stalin reacted so strongly to the marshall plan is not clear. he had probably pinned his hopes for communist expansion on an economic collapse of western europe. the marshall plan benefited the usa by restoring her major trading partner, rather than by reducing  europe to dependence. but there was more to it than that. the soviet union was waiting for a europe in collapse to fall into stalin\u2019s hands. but for america, europe\u2019s vulnerability was a problem, not an opportunity. economic collapse in western europe would lead to the spread of communist power. the interests of america were tightly tied up with those of europe. the real benefits of the marshall plan were psychological. it helped the europeans feel better about  themselves. this would not have been possible if the plan had been a blueprint for the \u2018americanisation\u2019 of europe. by allowing european governments to pursue polices that had emerged from domestic compromises and experiences, and by avoiding a one size-fits-all approach, the us actually had to forget some of its hopes. overall, it initiated a new and hopeful era in european history. from a history book published in 1994.",
+            "10": "10 0470/23/o/n/15 \u00a9 ucles 2015source c a cartoon published in eastern europe in 1947. the figure on the cow is a member  of the american government. he is watched by members of the british and french  governments. source d president truman has announced the following principles of american foreign policy: the united states  will everywhere support, with weapons and money, reactionaries and fascists who are hateful to their own people but who are ready to place their country under american control. two countries suitable for this were found at once: greece and turkey. the americans do not want to directly propose that european countries become american colonies and so they have produced the marshall plan. it has soon become evident that this was simply a cunning way of subjecting all europe to american capital. from a soviet communist party newspaper for young people, 1947. source e the marshall plan will go down in history as one of america\u2019s greatest contributions to the peace of  the world. i think the world now realises that without the marshall plan it would have been difficult for western europe to remain free from the tyranny of communism. russia was surprised by the marshall plan. moscow soon realised that when the marshall plan began to function the opportunity to communise western europe would be lost. from truman\u2019s memoirs, published in 1955.",
+            "11": "11 0470/23/o/n/15 \u00a9 ucles 2015 [turn oversource f a cartoon published in britain, june 1947. marshall is speaking to truman, who is  held down by his opponents.",
+            "12": "12 0470/23/o/n/15 \u00a9 ucles 2015source g   a cartoon published in the usa, january 1949.",
+            "13": "13 0470/23/o/n/15 \u00a9 ucles 2015 [turn oversource h the so-called truman doctrine and the marshall plan are particularly glaring examples of the manner  in which the principles of the united nations are violated and of the way in which the organisation is ignored. this is clearly proved by the measures taken by the united states government with regard to greece and turkey. this policy conflicts sharply with the principles expressed by the general assembly in its resolution of 11 december 1946, which declares that relief supplies to other countries \u2018should at no time be used as a political weapon\u2019. it is becoming more and more evident to everyone that the implementation of the marshall plan will mean placing european countries under the economic and political control of the united states. it is now clear that the marshall plan is merely a variant of the truman doctrine. in bringing forward this  plan, the united states government makes the european countries in need of help renounce their right to dispose of their economic resources and to plan their national economy in their own way. moreover, this plan is an attempt to split europe into two camps and to complete the formation of a bloc of several european countries hostile to the interests of the democratic countries of eastern europe and most particularly to the interests of the soviet union. vyshinsky, a member of the soviet government, speaking at the united nations,  18 september 1947.",
+            "14": "14 0470/23/o/n/15 \u00a9 ucles 2015now answer all the following questions. y ou may use any of the sources to help you answer the  questions, in addition to those sources which you are told to use. in answering the questions you should use your knowledge of the topic to help you interpret and evaluate the sources. 1 study sources a and b.  how far do these two sources agree? explain your answer using details of the sources. [7] 2 study source c.  how useful is this source as evidence about the marshall plan? explain your answer using details  of the source and your knowledge. [8] 3 study sources d and e.  how far does source d make source e surprising? explain your answer using details of the  sources and your knowledge. [8] 4 study sources f and g.  how similar are these two cartoons? explain your answer using details of the sources and your  knowledge. [8] 5 study source h.  why did vyshinsky make this speech at that time? explain your answer using details of the source  and your knowledge. [7] 6 study all the sources.  how far do these sources provide convincing evidence that the marshall plan was designed to  benefit the us? use the sources to explain your answer. [12]",
+            "15": "15 0470/23/o/n/15 \u00a9 ucles 2015blank page",
+            "16": "16 0470/23/o/n/15 \u00a9 ucles 2015blank page permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here 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 onl ine in the cambridge international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to do wnload at www.cie.org.uk after  the live examination series. cambridge international examinations is part of the cambridge assessment group. cambridge assessment is the brand name of unive rsity of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge."
+        },
+        "0470_w15_qp_41.pdf": {
+            "1": "this document consists of 3 printed pages, 1 blank page and 1 insert. dc (rcl (jda)) 97853/3 \u00a9 ucles 2015 [turn overcambridge international examinations cambridge international general certificate of secondary education *7038185294*history  0470/41 paper 4 alternative to coursework october/november 2015  1 hour no additional materials are required. read these instructions first an answer booklet is provided inside this question paper. y ou should follow the instructions on the front cover  of the answer booklet. if you need additional answer paper ask the invigilator for a continuation booklet. answer one question from your chosen depth study. the number of marks is given in brackets [ ] at the end of each question or part question. the syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificat e.",
+            "2": "2 0470/41/o/n/15 \u00a9 ucles 2015answer one question from your chosen depth study. depth study a: the first world war, 1914\u20131918 1 how important was the entry in 1917 of the united states of america to the war? explain your  answer. [40] 2 how significant to the outcome of the war was the battle of jutland? explain your answer. [40] depth study b: germany, 1918\u20131945 3 how important was the economic crisis after 1929 as a reason for hitler becoming dictator by  1934? explain your answer. [40] 4 how significant was youth policy in enabling the nazis to control germany? explain your answer.  [40] depth study c: russia, 1905\u20131941 5 how important to the russian people was the introduction of lenin\u2019s new economic policy (nep)  in 1921? explain your answer. [40] 6 how important to the establishment of stalin\u2019s rule was his cult of personality? explain your  answer. [40] depth study d: the usa, 1919\u20131941 7 how significant a factor was mass production in creating the prosperity of the 1920s? explain your  answer. [40] 8 how important a part of the new deal were the agricultural policies? explain your answer. [40] depth study e: china, c.1930\u2013c.1990 9 how important was the second world war in determining the outcome of the chinese civil war?  explain your answer. [40] 10 how significant was the struggle for power after mao\u2019s death for the development of china to  1990? explain your answer. [40]",
+            "3": "3 0470/41/o/n/15 \u00a9 ucles 2015depth study f: south africa, c.1940\u2013c.1994 11 how important was the second world war to the development of the south african economy?  explain your answer. [40] 12 how significant were the south african students\u2019 organisation and steve biko in the opposition to  apartheid by 1980? explain your answer. [40] depth study g: israelis and palestinians since 1945 13 how significant has the support of arab states for the palestinian cause been? explain your  answer. [40] 14 how important have the activities of the palestine liberation organisation been in raising  palestinian issues to the world? explain your answer. [40]",
+            "4": "4 0470/41/o/n/15 \u00a9 ucles 2015blank page permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here 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 onl ine in the cambridge international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to do wnload at www.cie.org.uk after  the live examination series. cambridge international examinations is part of the cambridge assessment group. cambridge assessment is the brand name of unive rsity of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge."
+        },
+        "0470_w15_qp_42.pdf": {
+            "1": "this document consists of 3 printed pages, 1 blank page and 1 insert. dc (rcl (jda)) 97855/3 \u00a9 ucles 2015 [turn overcambridge international examinations cambridge international general certificate of secondary education *3575799466*history  0470/42 paper 4 alternative to coursework october/november 2015  1 hour no additional materials are required. read these instructions first an answer booklet is provided inside this question paper. y ou should follow the instructions on the front cover  of the answer booklet. if you need additional answer paper ask the invigilator for a continuation booklet. answer one question from your chosen depth study. the number of marks is given in brackets [ ] at the end of each question or part question. the syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificat e.",
+            "2": "2 0470/42/o/n/15 \u00a9 ucles 2015answer one question from your chosen depth study. depth study a: the first world war, 1914\u20131918 1 how significant was the gallipoli campaign in 1915? explain your answer. [40] 2 how important was the use of aircraft to the conduct of the war? explain your answer. [40] depth study b: germany, 1918\u20131945 3 how significant were r\u00f6hm and the sa in the development of the nazi party to 1934? explain  your answer. [40] 4 how important were women in german society under the nazis? explain your answer. [40] depth study c: russia, 1905\u20131941 5 how important was bolshevik agitation in the fall of the provisional government in 1917? explain  your answer. [40] 6 how significant was collectivisation in modernising the soviet economy? explain your answer.  [40] depth study d: the usa, 1919\u20131941 7 how significant was the ku klux klan during the 1920s? explain your answer. [40] 8 how important were president roosevelt\u2019s \u2018hundred days\u2019 from march to june 1933 in dealing  with the consequences of the wall street crash? explain your answer. [40] depth study e: china, c.1930\u2013c.1990 9 how important in bringing about social change between 1949 and 1958 were women\u2019s rights  reforms? explain your answer. [40] 10 how significant to mao\u2019s control of china was the hundred flowers campaign, 1956\u201357? explain  your answer. [40]",
+            "3": "3 0470/42/o/n/15 \u00a9 ucles 2015depth study f: south africa, c.1940\u2013c.1994 11 how important was the freedom charter of 1955 in the development of opposition to apartheid?  explain your answer. [40] 12 how significant was white opposition to the transition to majority rule between 1980 and 1994?  explain your answer. [40] depth study g: israelis and palestinians since 1945 13 how significant to the peace process in the middle east have the rivalries between palestinian  groups been? explain your answer. [40] 14 how important a role has oil played in the arab-israeli conflict? explain your answer. [40]",
+            "4": "4 0470/42/o/n/15 \u00a9 ucles 2015blank page permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here 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 onl ine in the cambridge international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to do wnload at www.cie.org.uk after  the live examination series. cambridge international examinations is part of the cambridge assessment group. cambridge assessment is the brand name of unive rsity of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge."
+        },
+        "0470_w15_qp_43.pdf": {
+            "1": "this document consists of 3 printed pages, 1 blank page and 1 insert. dc (rcl (jda)) 97854/3 \u00a9 ucles 2015 [turn overcambridge international examinations cambridge international general certificate of secondary education *6754971145*history  0470/43 paper 4 alternative to coursework october/november 2015  1 hour no additional materials are required. read these instructions first an answer booklet is provided inside this question paper. y ou should follow the instructions on the front cover  of the answer booklet. if you need additional answer paper ask the invigilator for a continuation booklet. answer one question from your chosen depth study. the number of marks is given in brackets [ ] at the end of each question or part question. the syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificat e.",
+            "2": "2 0470/43/o/n/15 \u00a9 ucles 2015answer one question from your chosen depth study. depth study a: the first world war, 1914\u20131918 1 how important were submarines in the war at sea? explain your answer. [40] 2 how significant was the abdication of the kaiser in bringing germany\u2019s participation in the war to  an end? explain your answer. [40] depth study b: germany, 1918\u20131945 3 how important was the treaty of versailles in causing the domestic problems of the weimar  republic to 1929? explain your answer. [40] 4 how significant was the night of the long knives in securing hitler\u2019s control of germany? explain  your answer. [40] depth study c: russia, 1905\u20131941 5 how significant was the kornilov affair, august 1917, in the fall of the provisional government?  explain your answer. [40] 6 how important were the purges of the 1930s to stalin\u2019s control of the ussr? explain your answer.  [40] depth study d: the usa, 1919\u20131941 7 how significant was discrimination against black americans as an aspect of intolerance in  american society in the 1920s? explain your answer. [40] 8 how important was the banking crisis amongst the consequences of the wall street crash?  explain your answer. [40] depth study e: china, c.1930\u2013c.1990 9 how important for the economic progress of china were the changes made to agriculture between  1949 and 1960? explain your answer. [40] 10 how significant in bringing about change in china have been its relationships with the rest of the  world since mao\u2019s death? explain your answer. [40]",
+            "3": "3 0470/43/o/n/15 \u00a9 ucles 2015depth study f: south africa, c.1940\u2013c.1994 11 how important were women in the struggle against apartheid? explain your answer. [40] 12 how significant were the attitudes of chief buthelezi and inkatha towards white minority rule?  explain your answer. [40] depth study g: israelis and palestinians since 1945 13 how significant for the palestinians has the work of the united nations organisation been? explain  your answer. [40] 14 how important were divisions among arab states in causing the israeli victories in 1967 and 1973?  explain your answer. [40]",
+            "4": "4 0470/43/o/n/15 \u00a9 ucles 2015blank page permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here 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 onl ine in the cambridge international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to do wnload at www.cie.org.uk after  the live examination series. cambridge international examinations is part of the cambridge assessment group. cambridge assessment is the brand name of unive rsity of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge."
+        }
+    },
+    "2016": {
+        "0470_s16_qp_11.pdf": {
+            "1": "this document consists of 10 printed pages, 2 blank pages and 1 insert. dc (lk) 112652/3 \u00a9 ucles 2016 [turn overcambridge international examinations cambridge international general certificate of secondary education *0686826646*history  0470/11 paper 1 may/june 2016  2 hours no additional materials are required. read these instructions first an answer booklet is provided inside this question paper. y ou should follow the instructions on the front cover  of the answer booklet. if you need additional answer paper ask the invigilator for a continuation booklet. answer three  questions. section a (core content) answer any two questions. section b (depth studies) answer any  one question. the number of marks is given in brackets [ ] at the end of each question or part question. the syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificat e.",
+            "2": "2 0470/11/m/j/16 \u00a9 ucles 2016section a: core content answer any two questions from this section. 1 attempts at italian unification before 1850 were unsuccessful.  (a) what was mazzini\u2019s vision for italy? [4]  (b) why did pope pius ix issue his allocution in april 1848? [6]  (c) \u2018austria\u2019s military supremacy was the most important cause of the failure of revolutions in  italy in 1848\u201349.\u2019 how far do you agree with this statement? explain your answer. [10] 2 unifying germany in 1848\u201349 proved impossible.  (a) what reforms were introduced by king frederick william iv of prussia in 1848? [4]  (b) why did frederick william reject the offer of the german crown? [6]  (c) \u2018revolutions in germany in 1848\u201349 were a failure.\u2019 how far do you agree with this statement?  explain your answer. [10] 3 americans held differing views of slavery.  (a) what actions did abolitionists take before the civil war against slavery? [4]  (b) why did views about slavery differ between northern and southern states? [6]  (c) how successful was the compromise of 1850? explain your answer. [10] 4 tension between the great powers increased in the years up to 1914.  (a) describe the part played by germany in the arms race in the early years of the twentieth  century. [4]  (b) why did the actions of austria-hungary in 1908 increase international tension? [6]  (c) \u2018by 1914, the triple alliance was stronger than the triple entente.\u2019 how far do you agree with  this statement? explain your answer. [10]",
+            "3": "3 0470/11/m/j/16 \u00a9 ucles 2016 [turn over5 the victorious countries decided the terms of the versailles settlement.  (a) what were the effects of the treaty of trianon on hungary? [4]  (b) why did wilson believe his \u2018fourteen points\u2019 should form the basis of the treaty of versailles?  [6]  (c) how far did the peace settlement of 1919\u201320 reflect the aims of clemenceau? explain your  answer. [10] 6 from 1936 onwards, hitler revealed his intentions.  (a) describe hitler\u2019s takeover of austria. [4]  (b) why, in 1939, did stalin make a deal with germany rather than with britain or france? [6]  (c) \u2018the remilitarisation of the rhineland was more important to hitler\u2019s plans than was the  spanish civil war.\u2019 how far do you agree with this statement? explain your answer. [10] 7 relations between the superpowers had broken down by 1950.  (a) what were the main agreements reached at the y alta conference of february 1945? [4]  (b) why were the changes which took place between the y alta and potsdam conferences  important? [6]  (c) \u2018stalin\u2019s failure to abide by the agreements made at y alta and potsdam caused the cold war.\u2019  how far do you agree with this statement? explain your answer. [10] 8 the soviet union found it hard to control its eastern european satellites.  (a) what aspects of soviet control were hated by the hungarian people by 1956? [4]  (b) why did the polish government agree to meet the demands of solidarity? [6]  (c) \u2018the berlin wall was built for economic reasons.\u2019 how far do you agree with this statement?  explain your answer. [10]",
+            "4": "4 0470/11/m/j/16 \u00a9 ucles 2016section b: depth studies answer any one question from this section. depth study a: the first world war, 1914\u201318 9 the early stages of the first world war did not go as the germans had planned.  (a) what changes did germany make to the schlieffen plan? [4]  (b) why was it so important for germany that the schlieffen plan should succeed?  [6]  (c) how successful was the british expeditionary force? explain your answer. [10] 10 the entry of the usa into the war proved significant.  (a) what was the zimmermann telegram? [4]  (b) why did germany launch the offensive of march 1918? [6]  (c) \u2018the main reason the german offensive of 1918 failed was because it transformed the war  into one of movement rather than attrition.\u2019 how far do you agree with this statement? explain your answer. [10]",
+            "5": "5 0470/11/m/j/16 \u00a9 ucles 2016 [turn overdepth study b: germany, 1918\u201345 11 weimar governments faced many problems.  (a)  what were the disadvantages of proportional representation for weimar germany? [4]  (b) why were the spartacists a threat to the german republic? [6]  (c) to what extent were weimar governments successful between 1923 and 1929? explain your  answer. [10] 12 the nazi regime influenced the lives of all germans.  (a) what actions did the nazis take to reduce unemployment? [4]  (b) why did the nazis encourage the \u2018perfect aryan family\u2019? [6]  (c) how attractive was the nazi regime to young people? explain your answer. [10]",
+            "6": "6 0470/11/m/j/16 \u00a9 ucles 2016depth study c: russia, 1905\u201341 13 the tsar faced difficulties in the early years of the twentieth century.  (a) describe the main features of tsarist rule at the beginning of the twentieth century. [4]  (b) why was the revolution of 1905 unsuccessful? [6]  (c) how far were the events of \u2018bloody sunday\u2019 responsible for revolution in 1905? explain your  answer. [10] 14 by 1921 the bolsheviks controlled russia.  (a) describe the \u2018july days\u2019. [4]  (b) why did the authority of the provisional government collapse in the second half of 1917? [6]  (c) \u2018lack of unity was the main reason the whites lost the civil war.\u2019 how far do you agree with  this statement? explain your answer. [10]",
+            "7": "7 0470/11/m/j/16 \u00a9 ucles 2016 [turn overdepth study d: the usa, 1919\u201341 15 the wall street crash impacted on all aspects of american life.  (a) what impact did the wall street crash have on the american economy? [4]  (b) why was stock market speculation a cause of the wall street crash? [6]  (c) \u2018republican policies were to blame for hoover losing the presidential election of 1932.\u2019 how  far do you agree with this statement? explain your answer. [10] 16 despite opposition, the new deal had a positive impact.  (a) in what ways did roosevelt help farmers? [4]  (b) why was it important for roosevelt to deal with the banks in 1933? [6]  (c) \u2018the supreme court presented a greater threat to the new deal than did opposition from  radical critics.\u2019 how far do you agree with this statement? explain your answer. [10]",
+            "8": "8 0470/11/m/j/16 \u00a9 ucles 2016depth study e: china, c.1930\u2013c.1990 17 the late 1920s and the 1930s were difficult for the chinese communists.  (a) what was the jiangxi soviet? [4]  (b) why did the communists undertake the long march in 1934? [6]  (c) \u2018the war with japan had a greater impact on the guomindang than it did on the communists.\u2019  how far do you agree with this statement? explain your answer. [10] 18 mao\u2019s policies up to 1961 were wide-reaching.  (a) in what ways did mao improve health care for the chinese people? [4]  (b) why were collective farms introduced from 1953? [6]  (c) \u2018mao\u2019s economic policies between 1953 and 1961 were a success.\u2019 how far do you agree with  this statement? explain your answer. [10]",
+            "9": "9 0470/11/m/j/16 \u00a9 ucles 2016 [turn overdepth study f: south africa, c.1940\u2013c.1994 19 south africa was an unequal society before 1948.  (a) what restrictions existed in relation to the civil rights of non-whites by 1940? [4]  (b) why was the migrant labour system used? [6]  (c) \u2018the main success of south africa\u2019s economic development by 1945 was gold mining.\u2019 how  far do you agree with this statement? explain your answer. [10] 20 despite the work of reformers, the move towards the ending of minority rule was slow.  (a) what did botha\u2019s policy of \u2018total strategy\u2019 involve? [4]  (b) why was desmond tutu awarded the nobel prize for peace? [6]  (c) \u2018government security services were responsible for the increase in violence between 1980  and the early 1990s.\u2019 how far do you agree with this statement? explain your answer. [10]",
+            "10": "10 0470/11/m/j/16 \u00a9 ucles 2016depth study g: israelis and palestinians since 1945 21 the uneasy arab-israeli peace was broken in 1956.  (a) what actions did nasser take prior to the outbreak of war in 1956? [4]  (b) why did the united nations become involved in the 1956 suez crisis? [6]  (c) \u2018israel\u2019s gains were greater than those of the arab world from the suez crisis.\u2019 how far do you  agree with this statement? explain your answer. [10]  22 peace in palestine has proved difficult to achieve.  (a) what was president bush\u2019s \u2018road map\u2019 of 2003? [4]  (b) why were the peace discussions held in oslo in 1993 important? [6]  (c) \u2018the israelis have been responsible for the failure of peace initiatives since 1993.\u2019 how far do  you agree with this statement? explain your answer. [10]",
+            "11": "11 0470/11/m/j/16 \u00a9 ucles 2016blank page",
+            "12": "12 0470/11/m/j/16 \u00a9 ucles 2016permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here 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 onl ine in the cambridge international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to do wnload at www.cie.org.uk after  the live examination series. cambridge international examinations is part of the cambridge assessment group. cambridge assessment is the brand name of unive rsity of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge.blank page"
+        },
+        "0470_s16_qp_12.pdf": {
+            "1": "this document consists of 10 printed pages, 2 blank pages and 1 insert. dc (lk) 112653/3 \u00a9 ucles 2016 [turn overcambridge international examinations cambridge international general certificate of secondary education *6825541814*history  0470/12 paper 1 may/june 2016  2 hours no additional materials are required. read these instructions first an answer booklet is provided inside this question paper. y ou should follow the instructions on the front cover  of the answer booklet. if you need additional answer paper ask the invigilator for a continuation booklet. answer three  questions. section a (core content) answer any two questions. section b (depth studies) answer any  one question. the number of marks is given in brackets [ ] at the end of each question or part question. the syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificat e.",
+            "2": "2 0470/12/m/j/16 \u00a9 ucles 2016section a: core content answer any two questions from this section. 1 revolutions affected europe in 1848\u201349.  (a) describe events in sicily\u2013naples in 1848. [4]  (b) why was the role of the hungarian diet important in causing revolution in 1848? [6]  (c) \u2018the 1848\u201349 revolution in hungary was more successful than that in france.\u2019 how far do  you agree with this statement? explain your answer. [10] 2 bismarck\u2019s diplomatic skills were important in germany\u2019s progress towards unification.  (a) describe events leading to the signing of the treaty of vienna in 1864. [4]  (b) why was bismarck able to provoke a quarrel with austria, resulting in war in 1866? [6]  (c) \u2018the main reason for the deterioration of franco\u2013prussian relations after 1866 was the  luxembourg crisis.\u2019 how far do you agree with this statement? explain your answer. [10] 3 after 1850 the usa moved rapidly towards civil war.  (a) describe the impact of the novel \u2018uncle tom\u2019s cabin\u2019 on the slavery issue. [4]  (b) why did the possible admission to the union of kansas and nebraska cause problems? [6]  (c) how far was poor leadership to blame for the confederate defeat in the civil war? explain  your answer. [10] 4 tensions between the great powers existed throughout the early part of the twentieth century.  (a) describe the agadir crisis of 1911. [4]  (b) why was the algeciras conference of 1906 a disaster for the kaiser? [6]  (c) \u2018russia was more to blame for war in 1914 than any other country.\u2019 how far do you agree with  this statement? explain your answer. [10]",
+            "3": "3 0470/12/m/j/16 \u00a9 ucles 2016 [turn over5 the league of nations in theory was strong but in practice was weak.  (a) describe the work of the lytton commission. [4]  (b) why did japan invade manchuria? [6]  (c) which was the more important cause of the failure of the league: its organisation or its  membership? explain your answer. [10] 6 by the end of the 1930s war in europe was inevitable.  (a) describe the increase in italian militarism in the 1930s. [4]  (b) why did chamberlain, on his return from munich in 1938, say, \u2018i believe it is peace for our  time\u2019? [6]  (c) \u2018the british-french guarantee to poland was more responsible than the nazi\u2013soviet pact for  the second world war.\u2019 how far do you agree with this statement? explain your answer. [10]  7 tensions between the two superpowers up to 1950 turned into a \u2018cold war\u2019.  (a) what issues were addressed at the y alta and potsdam conferences? [4]  (b) why did truman develop a strategy of containment? [6]  (c) \u2018the berlin blockade was a serious threat to world peace.\u2019 how far do you agree with this  statement? explain your answer. [10] 8 in the early 1950s korea was the focal point of tension between communism and democracy.  (a) describe the events which led to the un involvement in the korean war. [4]  (b) why did the usa oppose the north korean invasion of south korea? [6]  (c) how successful was the usa\u2019s policy of containment in korea? explain your answer. [10]",
+            "4": "4 0470/12/m/j/16 \u00a9 ucles 2016section b: depth studies answer any one question from this section. depth study a: the first world war, 1914\u201318 9 military tactics were important on the western front.  (a) what use was made of aircraft on the western front? [4]  (b) why were there so many british casualties on the first day of the battle of the somme? [6]  (c) \u2018verdun was the most important battle of the first world war.\u2019 how far do you agree with this  statement? explain your answer. [10] 10 other fronts, in addition to the western front, played important parts in the war.  (a) what difficulties faced the allied troops after landing on the beaches at gallipoli? [4]  (b) why did the british plan an attack on gallipoli in 1915? [6]  (c) \u2018the greatest impact of war on civilian populations was the shortage of food.\u2019 how far do you  agree with this statement? explain your answer. [10]",
+            "5": "5 0470/12/m/j/16 \u00a9 ucles 2016 [turn overdepth study b: germany, 1918\u201345 11 the german republic was set up in 1918.  (a) what was the role of the president under the weimar constitution? [4]  (b) why were the 1920s a period of cultural achievement for germany? [6]  (c) how successful had the weimar republic been by 1926 in resolving the problems created for  germany by the treaty of versailles? explain your answer. [10] 12 control of the german people was important for the nazis.  (a) describe the nuremberg rallies. [4]  (b) why was the nazi \u2018master race\u2019 theory important? [6]  (c) how effective was the control of the german people by the nazis? explain your answer. [10]",
+            "6": "6 0470/12/m/j/16 \u00a9 ucles 2016depth study c: russia, 1905\u201341 13 the tsar had absolute power over the russian people before 1905.  (a) what opposition to the rule of the tsar existed in russia at the beginning of the twentieth  century? [4]  (b) why was the revolution of march 1917 successful? [6]  (c) how effectively was russia governed between 1905 and 1914? explain your answer. [10] 14 stalin ensured his position as ruler was secure.  (a) what was life like for russians sent to labour camps? [4]  (b) why was stalin able to win the leadership contest after lenin\u2019s death? [6]  (c) \u2018the use of official art and culture was the main reason stalin was able to secure his position  as dictator of the soviet union.\u2019 how far do you agree with this statement? explain your answer. [10]",
+            "7": "7 0470/12/m/j/16 \u00a9 ucles 2016 [turn overdepth study d: the usa, 1919\u201341 15 the impact of the economic boom did not benefit all americans.  (a) describe the difficulties faced by black americans in the 1920s. [4]  (b) why did farmers not share in the prosperity of the 1920s? [6]  (c) \u2018mass-marketing was the main reason for the economic boom of the 1920s.\u2019 how far do you  agree with this statement? explain your answer. [10] 16 the new deal faced criticism.  (a) describe father coughlin\u2019s opposition to the new deal. [4]  (b) why did republicans criticise the new deal? [6]  (c) how successful was the new deal? explain your answer. [10]",
+            "8": "8 0470/12/m/j/16 \u00a9 ucles 2016depth study e: china, c.1930\u2013c.1990 17 the communists attempted to build their support base before 1937.  (a) what were the extermination campaigns of 1930\u201334? [4]  (b) why was the jiangxi soviet important for the communists? [6]  (c) \u2018the most important benefit of the long march for the communists was increased support.\u2019  how far do you agree with this statement? explain your answer. [10] 18 there have been frequent changes in china\u2019s relations with other countries.  (a) describe relations between china and the ussr between 1950 and 1960. [4]  (b) why were china\u2019s relations with vietnam poor before 1990? [6]  (c) how far did china\u2019s relations with other countries change after 1976? explain your answer.  [10]",
+            "9": "9 0470/12/m/j/16 \u00a9 ucles 2016 [turn overdepth study f: south africa, c.1940\u2013c.1994 19 segregation was a big issue after 1945.  (a) describe segregation in south africa by 1945. [4]  (b) why did government action in relation to land ownership and farming result in segregation  increasing before 1948? [6]  (c) \u2018the success of the national party in the 1948 election was achieved because of afrikaner  nationalism.\u2019 how far do you agree with this statement? explain your answer. [10] 20 by 1980 opposition to apartheid was increasing.  (a) what was the impact of the government\u2019s homelands policy? [4]  (b) why were events in soweto in 1976 important in the fight against apartheid? [6]  (c) \u2018the united nations was the most effective external opposition to apartheid after 1966.\u2019 how  far do you agree with this statement? explain your answer. [10]",
+            "10": "10 0470/12/m/j/16 \u00a9 ucles 2016depth study g: israelis and palestinians since 1945 21 in the years up to 1973 israel survived arab hostility.  (a) what benefits did israel gain in 1967 from dayan\u2019s military plans? [4]  (b) why did israel have good reason to fear attacks from its arab neighbours from 1965 to 1967?  [6]  (c) \u2018the usa was a more useful friend to israel than the soviet union was to egypt between  1954 and 1973.\u2019 how far do you agree with this statement? explain your answer. [10] 22 the plo aimed to unite all palestinians to win back their land.  (a) describe two palestinian terrorist actions aimed at capturing world attention. [4]  (b) why did the refugee crisis worsen after the six-day war of 1967? [6]  (c) \u2018the plo was ineffective in its attempts to promote the palestinian cause.\u2019 how far do you  agree with this statement? explain your answer. [10]",
+            "11": "11 0470/12/m/j/16 \u00a9 ucles 2016blank page",
+            "12": "12 0470/12/m/j/16 \u00a9 ucles 2016permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here 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 onl ine in the cambridge international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to do wnload at www.cie.org.uk after  the live examination series. cambridge international examinations is part of the cambridge assessment group. cambridge assessment is the brand name of unive rsity of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge.blank page"
+        },
+        "0470_s16_qp_13.pdf": {
+            "1": "this document consists of 10 printed pages, 2 blank pages and 1 insert. dc (lk) 112654/3 \u00a9 ucles 2016 [turn overcambridge international examinations cambridge international general certificate of secondary education *5013118884*history  0470/13 paper 1 may/june 2016  2 hours no additional materials are required. read these instructions first an answer booklet is provided inside this question paper. y ou should follow the instructions on the front cover  of the answer booklet. if you need additional answer paper ask the invigilator for a continuation booklet. answer three  questions. section a (core content) answer any two questions. section b (depth studies) answer any  one question. the number of marks is given in brackets [ ] at the end of each question or part question. the syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificat e.",
+            "2": "2 0470/13/m/j/16 \u00a9 ucles 2016section a: core content answer any two questions from this section. 1 in 1848 there was a growth in the spirit of revolution across europe.  (a) what did liberals want to achieve from the revolutions of 1848? [4]  (b) why did the hungarian revolution of 1848\u201349 fail? [6]  (c) how far was the issue of electoral reform the reason for revolution in france in 1848? explain  your answer. [10] 2 after 1850 italy moved steadily towards unification.  (a) what actions were taken by cavour\u2019s government to strengthen the position of  piedmont\u2013sardinia industrially? [4]  (b) why did garibaldi sail to sicily in may 1860? [6]  (c) \u2018napoleon iii of france was as important as cavour to italian unification.\u2019 how far do you  agree with this statement? explain your answer. [10] 3 bismarck used his skills in moving germany towards unification.  (a) describe bismarck\u2019s role in events leading to the seven weeks\u2019 war of 1866. [4]  (b) why was the north german confederation established in 1867? [6]  (c) which was more to blame for the outbreak of war in july 1870: the spanish succession or  the ems telegram? explain your answer. [10] 4 germany\u2019s foreign policy became increasingly more aggressive in the early years of the twentieth  century.  (a) what actions did the kaiser take between 1896 and 1902 that convinced britain that germany  was becoming a threat? [4]  (b) why did germany want an overseas empire? [6]  (c) \u2018the moroccan crisis of 1905\u201306 was more responsible for raising tension among the great  powers than was the moroccan crisis of 1911.\u2019 how far do you agree with this statement? explain your answer. [10]",
+            "3": "3 0470/13/m/j/16 \u00a9 ucles 2016 [turn over5 the versailles settlement resulted from discussions between the victorious countries.  (a) what was decided about the saar in the treaty of versailles? [4]  (b) why was the treaty of s\u00e8vres renegotiated? [6]  (c) \u2018the germans had genuine grounds for complaint about the treaty of versailles.\u2019 how far do  you agree with this statement? explain your answer. [10] 6 the league of nations, in addition to peacekeeping activities, was involved in humanitarian work.  (a) describe the part played by the league in international humanitarian work. [4]  (b) why did the japanese invasion of manchuria weaken the league? [6]  (c) \u2018ineffective sanctions were the main reason for the failure of the league in abyssinia.\u2019 how far  do you agree with this statement? explain your answer.  [10] 7 the ussr aimed to be the dominant superpower before 1949.  (a) what disagreements between the two superpowers were there at the potsdam conference?   [4]  (b) why was there tension over berlin in the years 1945\u201349? [6]  (c) how effective was the ussr\u2019s attempt to control eastern europe by 1948? explain your  answer. [10] 8 soviet policies were not popular in eastern europe.  (a) what aspects of soviet control were hated by the people of czechoslovakia? [4]  (b) why were people leaving east berlin before 1960? [6]  (c) how far were gorbachev\u2019s policies of glasnost and perestroika responsible for the collapse  of soviet control over eastern europe? explain your answer. [10]",
+            "4": "4 0470/13/m/j/16 \u00a9 ucles 2016section b: depth studies answer any one question from this section. depth study a: the first world war, 1914\u201318 9 the nature of warfare had changed by the end of 1914.  (a) describe belgian resistance against the invading german army. [4]  (b) apart from belgian resistance, why was the schlieffen plan not as successful as the germans  hoped? [6]  (c) which was more important in extending the war beyond the end of 1914: the battle of the  marne or the first battle of ypres? explain your answer. [10] 10 by early 1918 german prospects of success in the war were fading.  (a) what did ludendorff hope to achieve with his offensive of 1918? [4]  (b) why was the german offensive of 1918 eventually unsuccessful? [6]  (c) \u2018the main reason germany agreed to an armistice was the fear of an allied invasion.\u2019 how far  do you agree with this statement? explain your answer. [10]",
+            "5": "5 0470/13/m/j/16 \u00a9 ucles 2016 [turn overdepth study b: germany, 1918\u201345 11 hitler increasingly strengthened his control over germany.  (a) describe hitler\u2019s role in the nazi party before 1929. [4]  (b) why did the popularity of the nazi party increase between 1929 and 1932? [6]  (c) \u2018the night of the long knives was the most important reason hitler was able to strengthen  his control over germany during 1933 and 1934.\u2019 how far do you agree with this statement? explain your answer. [10] 12 the nazis used different approaches to maintain control.  (a) what part did the secret police play in the running of nazi germany? [4]  (b) why was hitler popular with many germans? [6]  (c) \u2018nazi germany was a totalitarian state.\u2019 how far do you agree with this statement? explain  your answer. [10]",
+            "6": "6 0470/13/m/j/16 \u00a9 ucles 2016depth study c: russia, 1905\u201341 13 lenin\u2019s role was important for the bolsheviks.  (a) what problems faced the provisional government following the abdication of the tsar? [4]  (b) why did the bolsheviks win the civil war? [6]  (c) how successful was the new economic policy? explain your answer. [10] 14 stalin saw the need to change the soviet union.  (a) what were the benefits of stalin\u2019s economic changes? [4]  (b) why did the introduction of collectivisation not go smoothly for stalin? [6]  (c) \u2018stalin\u2019s policies had a greater impact on ethnic minorities than on women.\u2019 how far do you  agree with this statement? explain your answer. [10]",
+            "7": "7 0470/13/m/j/16 \u00a9 ucles 2016 [turn overdepth study d: the usa, 1919\u201341 15 prejudice and intolerance existed in america in the 1920s.  (a) what was the \u2018red scare\u2019 of 1919\u201320? [4]  (b) why were sacco and vanzetti executed? [6]  (c) which aspect of intolerance was more important: the actions of the ku klux klan or the  monkey trial? explain your answer. [10] 16 the ending of the economic boom brought changes.  (a) describe life in a \u2018hooverville\u2019. [4]  (b) why did hoover\u2019s dealings with the bonus marchers damage his attempt to be re-elected  president in 1932? [6]  (c) how far could overproduction be blamed for the end of the economic boom? explain your  answer. [10]",
+            "8": "8 0470/13/m/j/16 \u00a9 ucles 2016depth study e: china, c.1930\u2013c.1990 17 the early years of communist rule brought great changes.  (a) what was the programme of \u2018thought reform\u2019 introduced by the communist party in 1951? [4]  (b) why was land reform introduced in 1950? [6]  (c) how effective were mao\u2019s attempts to introduce social changes in china in the first fifteen  years of communism? explain your answer. [10] 18 mao wanted to continue the communist revolution.  (a) describe mao\u2019s use of propaganda. [4]  (b) why did mao think it necessary to introduce the cultural revolution? [6]  (c) \u2018the persecution of intellectuals was the most important impact of the cultural revolution on  china.\u2019 how far do you agree with this statement? explain your answer. [10]",
+            "9": "9 0470/13/m/j/16 \u00a9 ucles 2016 [turn overdepth study f: south africa, c.1940\u2013c.1994 19 by 1966 the south african state was under no obligation to provide equal facilities for its citizens.  (a) what were the main features of the group areas act of 1950? [4]  (b) why was the freedom charter of 1955 important? [6]  (c) \u2018apartheid impacted more on white than on non-white south africans.\u2019 how far do you agree  with this statement? explain your answer. [10] 20 south africa was changing between 1966 and 1980.  (a) what security measures did the south african government introduce after 1966 to stamp out  resistance to apartheid? [4]  (b) why did economic sanctions against south africa have only limited effect? [6]  (c) how far did the prosperity of the south african economy improve people\u2019s lives in the period  1966\u201380? explain your answer. [10]",
+            "10": "10 0470/13/m/j/16 \u00a9 ucles 2016depth study g: israelis and palestinians since 1945 21 attempts to find a solution to the problem of palestine after the end of the second world war  failed.  (a) what happened at the king david hotel in july 1946? [4]  (b) why did the arabs believe that the creation of a homeland in palestine was likely after 1945?  [6]  (c) \u2018the main reason the palestinian arabs rejected the un partition plan was that many arabs  would be left in the jewish homeland area.\u2019 how far do you agree with this statement? explain your answer. [10] 22 rivalry between israelis and palestinians increased the difficulty of peacemaking.  (a) what is \u2018hamas\u2019? [4]  (b) why had the united nations been unable to secure a lasting peace in the middle east by  1978? [6]  (c) how successful have attempts at peacemaking in the middle east from 1978 been? explain  your answer. [10]",
+            "11": "11 0470/13/m/j/16 \u00a9 ucles 2016blank page",
+            "12": "12 0470/13/m/j/16 \u00a9 ucles 2016permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here 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 onl ine in the cambridge international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to do wnload at www.cie.org.uk after  the live examination series. cambridge international examinations is part of the cambridge assessment group. cambridge assessment is the brand name of unive rsity of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge.blank page"
+        },
+        "0470_s16_qp_21.pdf": {
+            "1": "this document consists of 14 printed pages, 2 blank pages and 1 insert. dc (lk/sw) 115137/2 \u00a9 ucles 2016 [turn overcambridge international examinations cambridge international general certificate of secondary education *2438164382*history  0470/21 paper 2 may/june 2016  2 hours no additional materials are required. read these instructions first an answer booklet is provided inside this question paper. y ou should follow the instructions on the front cover  of the answer booklet. if you need additional answer paper ask the invigilator for a continuation booklet. this paper has two options. choose one option, and answer all of the questions on that topic. option a: 19th century topic [p2\u2013p7] option b: 20th century topic [p8\u2013p14] the number of marks is given in brackets [  ] at the end of each question or part question. the syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificat e.",
+            "2": "2 0470/21/m/j/16 \u00a9 ucles 2016option a: 19th century topic was british reaction to the indian mutiny justified?  study the background information and the sources carefully, and then answer all the questions.  background informationwhen the indian mutiny broke out in may 1857 there were only 35 000 british soldiers in india. delhi  became the focal point of the mutiny and recapturing the city became a priority for the british. in september, after a week\u2019s vicious street fighting, it was back under british control. however, it was not until march 1858 that lucknow was recaptured. the way the british reacted to the mutiny has caused much controversy. much of the british press,  outraged by atrocities committed by the rebels, demanded harsh punishments. soldiers and civil servants in india reacted with hangings and shootings, and casualties on the indian side were soon much higher than on the british. worried about actions like these, in july 1857 governor-general canning issued a \u2018clemency\u2019 proclamation ordering a more moderate reaction and in november 1858 an amnesty was announced. many people at the time, and since, have argued that british methods were justified and necessary,  while others have claimed they were cruel and barbaric.  source a the mutiny had laid waste vast areas and had cost 40 million pounds, the lives of 2034 soldiers in  action and many murdered british civilians. it was a time for restoring order. an amnesty only lasted until 1859. hundreds of indians, many of them simple men whose only wish had been to avoid trouble, were hanged. it is difficult to assess the extent of the reprisals because many indians fled, or died from famine, rather than being killed by the british. exaggerated claims have been made about the number that were killed but it may have been hundreds of thousands. english officials demanded the cruellest punishments and apparently were delighted to watch them. two englishwomen who had turned up to watch rebels blown from guns, rode away with their clothing and horses shining with blood. a british journalist was shocked at the things that were done, and many officers told him that the worst effect was the destruction of confidence which the natives formerly felt in british justice.  however, the british did try to learn from their mistakes. the policy of annexation was dropped and  every attempt was made to keep the princes on their side. it was also made clear that no interference with the indian religions was to be allowed. the biggest change was that power to rule india was taken from the east india company and given to the british crown. lessons had been learned and india was quiet again.  from a book published in 1973.",
+            "3": "3 0470/21/m/j/16 \u00a9 ucles 2016 [turn oversource b in response to the indian mutiny there was an \u2018untold holocaust\u2019 which caused the deaths of almost  ten million people over ten years, beginning in 1857. conventional histories have counted only 100 000 indian soldiers who were slaughtered in savage reprisals, but none have counted the number of rebels and civilians killed by british forces desperate to impose order. it was a holocaust, one where millions disappeared. it was a necessary holocaust in the british view because they thought the only way to win was to destroy entire populations in towns and villages. it was simple and brutal. indians who stood in their way were killed. but its scale has been kept a secret. letters in which civil servants described \u2018the kind of vengeance our boys have wreaked on the abject hindoos and mohammadens, who killed our women and children\u2019 lay unopened in government warehouses. on 3 march 1858 a proclamation was issued in oudh province which confiscated all land and property to the british government. it was regarded as far too severe by many british officials and increased the determination of many rebels. after the british retook delhi, gallows were erected throughout the city and the hangings began. large  crowds of officers and europeans gathered to watch the entertainment. the executioners were bribed by the crowds to make sure their prisoners were a long time dying. many others were shot, sometimes 400 a day, to satisfy the bloodlust and the desire for revenge. the amnesty announced in november 1858 only lasted until january 1859 and was designed to separate the rebel leaders from their followers. the rebel leaders responded to it by reminding everyone of the treaties and promises broken by the british in the past. some rebels kept fighting well into 1859. the pacification of india took much longer than anybody expected as many of the rebels at lucknow escaped into the countryside. the uprisings did not die out until years after the original mutiny had fizzled away.  from a book published in 2002. source c a very large proportion of the english community has a violent hatred of every indian of every class.  there is a vindictiveness even amongst many who ought to set a better example. not one man in ten seems to think that the hanging and shooting of 40 or 50 thousand mutineers can be wrong. a letter from governor-general canning to queen victoria, september 1857.  source d lord canning will easily believe how entirely the queen shares his feelings of sorrow at the unchristian  spirit shown \u2013 alas! also to a great extent here in britain \u2013 by the public towards indians. it is, however, not likely to last and comes from the horror produced by the unspeakable atrocities perpetuated against the innocent women and children which really makes one\u2019s blood run cold. for the perpetrators of these awful horrors no punishment can be severe enough. a letter from queen victoria to governor-general canning, november 1857. source e y ou must know that this is nearly the only form in which death has any terrors for a native. if he is hung,  or shot, he knows that his relatives will be allowed to claim his body, and will give him the funeral rites required by his religion. but it is agony to him if he knows that his body will be blown into a thousand pieces, and that it will be altogether impossible for his relatives to be sure of picking up all the fragments of his body. he cannot bear the thought that perhaps a limb of someone of a different religion to himself might possibly be burned or buried with the remainder of his body. from an article published in a british magazine, november 1857, about the  practice of blowing sepoys (indian soldiers) from the mouths of guns. ",
+            "4": "4 0470/21/m/j/16 \u00a9 ucles 2016source f a cartoon published in britain, november 1857. \u2018clemency\u2019 means forgiveness and leniency.",
+            "5": "5 0470/21/m/j/16 \u00a9 ucles 2016 [turn oversource g a cartoon from a british magazine, september 1857.",
+            "6": "6 0470/21/m/j/16 \u00a9 ucles 2016source h a cartoon published in britain in november 1857. \u2018civil\u2019 means courteous and polite.",
+            "7": "7 0470/21/m/j/16 \u00a9 ucles 2016 [turn overnow answer all the following questions. y ou may use any of the sources to help you answer the  questions, in addition to those sources which you are told to use. in answering the questions you should use your knowledge of the topic to help you interpret and evaluate the sources. 1 study sources a and b.  how different are these two sources? explain your answer using details of the sources. [7] 2 study sources c and d.  how surprised are you by queen victoria\u2019s reply to canning\u2019s letter? explain your answer using  details of the sources and your knowledge.  [8] 3 study source e.  how useful is this source as evidence about the indian mutiny? explain your answer using details  of the source and your knowledge. [7] 4 study source f .  why was this source published in november 1857? explain your answer using details of the  source and your knowledge. [8] 5 study sources g and h.  how far do these two cartoons agree? explain your answer using details of the sources and your  knowledge. [8] 6 study all the sources.  the british killed many indians because of the mutiny. how far do these sources provide convincing  evidence that this british reaction was justified? use the sources to explain your answer. [12]",
+            "8": "8 0470/21/m/j/16 \u00a9 ucles 2016option b: 20th century topic who was to blame for the outbreak of hostilities between iraq  and the us-led coalition in january 1991?  study the background information and the sources carefully, and then answer all the questions.  background informationon 2 august 1990 a huge iraqi army crossed into kuwait. nearly all arab states condemned this action,  although saddam hussein felt he had good reasons for the invasion. he had borrowed huge amounts of money from kuwait during the iran-iraq war and, although kuwait had benefited during this war, it still demanded the money be repaid. saddam hussein regarded kuwait as an artificial country created by britain. according to him, it was really part of iraq.  within days of the iraqi invasion, saudi arabia requested that us troops be sent to protect it from an  iraqi attack. president george bush responded quickly. later in the month the un security council announced economic sanctions against iraq. the usa then worked hard to create an international coalition. in november 1990 the un security council issued a resolution which gave iraq until 15 january 1991 to withdraw from kuwait. it also authorised the use of force to make iraq comply. on 17 january 1991, the allies began an aerial bombing campaign. some historians claim that the iraqi invasion of kuwait was unjustified and was bound to lead to an  international military conflict. others claim that the usa was looking for an opportunity to destroy saddam hussein\u2019s power. they claim that the usa was not keen on relying just on sanctions or seeking a diplomatic solution.  source a in 1990, iraq accused kuwait of stealing oil from an iraqi oil field. some feel there were several other  reasons for the iraqi invasion, including the fact that by the end of the iran-iraq war, iraq was not in a position to repay the $80 billion it borrowed from kuwait. iraq tried to repay its debts by raising the price of oil through opec\u2019s oil production cuts. however, kuwait prevented a global increase in oil prices by increasing its own production, thus crippling the iraqi economy. this was seen by many in iraq as an act of aggression. this economic warfare by kuwait was made worse by kuwait\u2019s alleged slant-drilling across the border into iraq\u2019s rumaila oil field. the iraqi government justified its invasion of kuwait by claiming that kuwait was a natural part of  iraq carved off due to british imperialism. by overthrowing the unpopular emir of kuwait, iraq was granting kuwaitis greater economic and political freedom. it can be suggested that saddam hussein\u2019s decision to invade kuwait partly came as a reaction against an international conspiracy against iraq which was meant to weaken saddam\u2019s regime. british and american efforts to block export of weapons technology to iraq were seen by saddam as evidence of this. however, following the invasion, saddam\u2019s unwillingness to accept a negotiated solution to the kuwait crisis supports the view that fear of problems within iraq meant that saddam had to keep the crisis going.  from a recent article about events in the gulf in 1990.",
+            "9": "9 0470/21/m/j/16 \u00a9 ucles 2016 [turn oversource b existing in the shadow of powerful states such as saudi arabia, iraq and iran, kuwait\u2019s existence  was threatened ever since it was created as a self-ruled area. iraq considered kuwait as part of iraq. the kuwaitis believed that these difficulties could be solved by money and never took the danger from iraq seriously. in 1989 iraq began to issue threats towards kuwait. iraqis had several reasons for this behaviour. they could not repay the money that had been borrowed to finance the war with iran. arguably, this war was in kuwaiti interests but kuwait refused to forget iraq\u2019s $65 billion debt, thus providing a justification for an iraqi attack. other reasons were alleged such as kuwaiti oil drilling in the rumaila oilfield, which lay in disputed border territory, and kuwaiti overproduction of oil which brought prices down and harmed iraq when it sold its oil.  an additional justification for iraqi action was that the whole of the kuwaiti royal family were hated in  kuwait and by the arab world. they ran their country as their private enterprise. by comparison to feudal kuwait, iraq was a modern secular state.  in may 1990 kuwait, saudi arabia and the united arab emirates (uae) agreed to lower their oil  output but they continued producing more oil than assigned to them by opec. this caused increasing economic problems for iraq. it should be mentioned that iraqi accusations against kuwait were reasonable. kuwait was stealing iraqi oil and selling it at low prices. these developments were playing into the hands of saddam hussein, who wanted better control over the oil resources, and into the hands of the usa, which was interested in obtaining saudi permission to base their troops in saudi arabia. by mid-july 1990, the situation had reached boiling point. a crucial moment was when the us ambassador in iraq was told by saddam that he would not use force against kuwait. in response, the ambassador stated that the usa had \u2018no opinion\u2019 on disputes between arab nations. the iraqis misunderstood this as a sign that the americans would not oppose an invasion of kuwait. this was a grave mistake and may explain why saddam refused to negotiate after the invasion. this simply played into the hands of the americans who, far from wanting saddam to withdraw from kuwait, were waiting for the opportunity to destroy iraq as a major power in the area and preserve oil supplies for the west. from a recent article about events in the gulf in 1990. source c america is coordinating with saudi arabia and the uae and kuwait in a conspiracy against us. they  are trying to reduce the price of oil to affect our military industries and our scientific research, to force us to reduce the size of our armed forces. another part of this conspiracy is a probable israeli military air strike to destroy some of our important targets. saddam hussein to wafiq al-samara\u2019i, the deputy director of  iraqi military intelligence, july 1990. source d i know you need funds. we understand that and our opinion is that you should have the opportunity to  rebuild your country. but we have no opinion on the arab-arab conflicts, like your border disputes with kuwait. the us ambassador speaking to saddam hussein during a meeting in july 1990.",
+            "10": "10 0470/21/m/j/16 \u00a9 ucles 2016source e in an attempt on our part to create a peaceful atmosphere in the region and in order to reveal america  and its ally, the monster israel, we have decided to propose the following. all cases of occupation, and those cases that have been portrayed as occupation, in the region, be  resolved. these include israeli occupation of arab lands, a syrian withdrawal from lebanon and withdrawals by iraq. all withdrawals should take into consideration iraq\u2019s historical territorial rights and guarantee the kuwaiti people\u2019s right to decide on their future. the immediate withdrawal of american forces from saudi arabia, to be replaced by an arab force, must take place.  should the united states and its agents fail to respond to these proposals, then we the people of iraq,  along with our brethren in the arab world, will resist its evil intentions. from a radio announcement by president saddam hussein in august 1990, after the  invasion of kuwait. source f american officials analysed the meeting between secretary of state james baker and iraqi foreign  minister tariq aziz. one senior american official, talking about mr aziz\u2019s refusal to accept president bush\u2019s note to saddam hussein, said he did not believe that mr aziz had come with any authority to strike a deal, or signal even a partial withdrawal. he was there to assess america\u2019s position, flash some steel teeth and report home. mr aziz said he could not receive the letter because \u2018the language in the letter is not compatible with the language that should be used in correspondence between heads of state.\u2019 after the meeting american officials said they had had no expectation before the discussion that the iraqi side would bend or waver.  from a us newspaper, 11 january 1991.",
+            "11": "11 0470/21/m/j/16 \u00a9 ucles 2016 [turn oversource g a cartoon published in britain in october 1990. ",
+            "12": "12 0470/21/m/j/16 \u00a9 ucles 2016source h a cartoon, about saddam hussein, published in the usa in the second half of 1990.",
+            "13": "13 0470/21/m/j/16 \u00a9 ucles 2016 [turn oversource i a cartoon published in the usa in november 1990.",
+            "14": "14 0470/21/m/j/16 \u00a9 ucles 2016now answer all the following questions. y ou may use any of the sources to help you answer the  questions, in addition to those sources which you are told to use. in answering the questions you should use your knowledge of the topic to help you interpret and evaluate the sources. 1 study sources a and b.  how different are these two sources? explain your answer using details of the sources. [7] 2 study sources c and d.  does source d make source c surprising? explain your answer using details of the sources and  your knowledge. [8] 3 study sources e and f .  does source f prove that saddam hussein was not sincere in source e? explain your answer  using details of the sources and your knowledge. [8] 4 study source g.  what is the message of the cartoonist? explain your answer using details of the source and your  knowledge. [7] 5 study sources h and i.  how far do these two cartoons agree? explain your answer using details of the sources and your  knowledge. [8] 6 study all the sources.  how far do these sources provide convincing evidence that saddam hussein was to blame for the  outbreak of hostilities with the us-led coalition in january 1991? use the sources to explain your answer. [12]",
+            "15": "15 0470/21/m/j/16 \u00a9 ucles 2016blank page",
+            "16": "16 0470/21/m/j/16 \u00a9 ucles 2016permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here 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 onl ine in the cambridge international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to do wnload at www.cie.org.uk after  the live examination series. cambridge international examinations is part of the cambridge assessment group. cambridge assessment is the brand name of unive rsity of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge.blank page"
+        },
+        "0470_s16_qp_22.pdf": {
+            "1": "this document consists of 12 printed pages and 1 insert. dc (lk/sw) 115138/3 \u00a9 ucles 2016 [turn overcambridge international examinations cambridge international general certificate of secondary education *3169123083*history  0470/22 paper 2 may/june 2016  2 hours no additional materials are required. read these instructions first an answer booklet is provided inside this question paper. y ou should follow the instructions on the front cover  of the answer booklet. if you need additional answer paper ask the invigilator for a continuation booklet. this paper has two options. choose one option, and then answer all of the questions on that topic. option a: 19th century topic  [p2\u2013p7] option b: 20th century topic  [p8\u2013p12] the number of marks is given in brackets [  ] at the end of each question or part question. the syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificat e.",
+            "2": "2 0470/22/m/j/16 \u00a9 ucles 2016option a: 19th century topic was the indian mutiny really about greased cartridges?  study the background information and the sources carefully, and then answer all the questions.  background informationon 10 may 1857 some sepoys (indian soldiers) of the east india company\u2019s army mutinied. the revolt  spread and was joined by indians of all classes \u2013 princes, landowners and peasants. the causes of the mutiny have been long debated. at the time many british soldiers and officials  pointed to the seemingly isolated cause of the grease used on the cartridges for the soldiers\u2019 new enfield rifles. it came from beef and pork, making it offensive to hindus and muslims. this explanation had the attraction of diverting attention away from weaknesses in british rule and general resentment amongst indians towards the british.  some historians, however, have looked for deeper causes such as the failings of the east india company  which governed india, and have focused on the anti-british aspect of the events, seeing them not as a mutiny but as a war of independence against british rule. observers in britain saw a non-christian, backward-looking and superstitious india desperately defending its religions and traditions.  how far were the greased cartridges the cause of the indian mutiny? source athe most important cause of popular discontent was the british policy of economically exploiting india.  this hurt all sections of society. the peasants suffered due to high tax demands. artisans and craftsmen were ruined by the large-scale influx of cheap british manufactured goods into india which, in turn, made their hand-made goods uneconomical to produce. a corrupt and unresponsive administration added to the miseries of the people. the british policy of territorial annexations led to the displacement of a large number of rulers and chiefs. indian aristocrats became bitter enemies of the british and led the revolt in their respective territories. the social reforms introduced by the british were regarded with suspicion by the conservative sections  of indian society. reforms such as the abolition of \u2018sati\u2019, legalisation of widow remarriage and extension of western education to women were seen as examples of interference in the social customs of the country. a major cause of the outbreak of the revolt was the fear among the people that the british government  was determined to destroy their religion and convert indians to christianity. the increasing activities of the christian missionaries were proof of this fear. discontent and resentment against british rule had been growing among the indians for a long time. by 1857, the stage was set for a massive revolt. only a spark was needed to set the country ablaze. that spark was provided by as small a thing as a rifle cartridge. the indian sepoys were looked upon as inferior beings and treated with contempt by their british  officers. they were paid much less than the british soldiers. all avenues of promotion were closed to them. the first soldier to protest against using the greased cartridges was in barrackpore. he refused to use the cartridges and was subsequently hanged. on 24 april 1857, some soldiers stationed at meerut also refused to use the cartridges. on 9 may 1857, they were severely punished for this. this incident sparked off a general mutiny among the sepoys. on 10 may 1857, these rebel soldiers killed their british officers and set off for delhi which they seized and then declared the mughal emperor as the emperor of india. from a recent article about events in india in 1857.",
+            "3": "3 0470/22/m/j/16 \u00a9 ucles 2016 [turn oversource b the immediate cause of the indian revolt of 1857 was a seemingly minor change in the weapons used  by the british east india company\u2019s troops. the east india company upgraded to the new pattern 1853 enfield rifle, which used greased paper cartridges. in order to open the cartridges and load the rifles, sepoys had to bite into the paper and tear it with their teeth. rumours began in 1856 that the grease on the cartridges was made of a mixture of beef tallow and pork lard. thus, in this one small change, the british had managed to seriously offend both hindu and muslim troops. the trouble started in meerut, which was the first area to receive the new weapons. the british manufacturers soon changed the cartridges in an attempt to calm the spreading anger among the sepoys, but it was too late. of course, as the indian revolt spread, it took on additional causes of discontent among both sepoy  troops and civilians of all castes. princely families joined the uprising due to british changes to the inheritance law, making adopted children ineligible for their thrones. considerable areas, such as the oudh and the punjab, had recently been taken over by the british. large land-holders in northern india also rose up, since the british east india company had confiscated land and redistributed it to the peasantry. peasants were none too happy, and they joined the revolt to protest against heavy land taxes imposed by the british. religion also prompted some indians to join the mutiny. the east india company forbade certain  religious practices and traditions, including widow-burning, to the outrage of many hindus. the company also tried to undermine the caste system which seemed to the british inherently unfair. in addition, british officers and missionaries began to preach christianity to the hindu and muslim sepoys. the indians believed, quite reasonably, that their religions were under attack. however, it was the greased cartridges that were crucial. without them, there would have been no revolt. from a recent article about events in india in 1857. source c the spark which lit the fuse was undoubtedly the greased cartridges. a change in the shape of a turban  had led, in 1806, to the mutiny and massacre of europeans at vellore, and there can be no doubt that the danger to their caste, supposed to be hidden in the obnoxious cartridge, was sufficient cause, in the existing mood of the sepoys, to incite a revolt. trouble began to blaze in every district and soon the special grievance of the new cartridge was lost  in the unmistakable signs of general mutiny. in february, the 19th regiment refused even the old cartridges which they had used for years. from a letter by the commissioner of the cis-sutlej states in the punjab region  which had recently been taken over by the british. the letter was sent in february 1858  and describes recent events in berhampore, west bengal.",
+            "4": "4 0470/22/m/j/16 \u00a9 ucles 2016source d i will fire when i am told and i know many others will do the same. i have sufficient confidence in  government and my officers to know that no improper order will be given to us. to refuse using the cartridges merely because they are of a different form, or made of a different paper, is absurd. there is no question of caste in the matter and he who refuses to obey proper orders on the pretext of religion is guilty of mutinous behaviour. an account of events in ambala, march 1857, in the punjab region. this account was  written in 1864, by a british officer of the 34th regiment to an official in the british government.  it describes what was said by an indian officer when a british officer expressed surprise that the  soldiers were still discussing whether to use the enfield cartridges despite his assurance that they  could apply their own grease. one of the earliest signs of rebellion was in the 34th regiment.  source e no regiment in the service of the government of india nor any sepoy, hindu or muslim, has reason to  pretend that the government has shown a desire to interfere with the religion of its troops. it has been the unvarying rule of the government of india to treat the religious feelings of all its servants of every creed with careful respect. it has never turned a deaf ear to complaints put forward upon this or any other subject. but the government of india expects to receive in return for this treatment the loyalty of those who serve it. from its soldiers, of every rank and race, it will at all times enforce obedience. it will never listen to men who prefer complaints with weapons in their hands.  lord canning\u2019s message to the 19th regiment of bengal, march 1857. this  regiment rebelled in february 1857. canning was the governor-general of india. source f during the extraordinary troubles from which we are now emerging, nothing has so much cheered  our own minds as the fact that the disaffection of the native troops has originated in their dread of the growing power of christianity. they are right in thinking that their religious idols and superstitions are decaying and will be speedily overthrown. \u2018the missionary herald\u2019, august 1857. \u2018the missionary herald\u2019 was published by an  organisation supporting christian missionaries. ",
+            "5": "5 0470/22/m/j/16 \u00a9 ucles 2016 [turn oversource g an illustration about the massacre of british women and children by rebels at  cawnpore in june 1857. it was published in britain at the time. the book on the  floor is a bible. ",
+            "6": "6 0470/22/m/j/16 \u00a9 ucles 2016source h a cartoon published in britain, august 1857. \u2018john company\u2019 is the east india  company. its headquarters were in leadenhall street in london. avarice means greed.  nepotism means giving jobs to relatives. supineness means idleness. ",
+            "7": "7 0470/22/m/j/16 \u00a9 ucles 2016 [turn overnow answer all the following questions. y ou may use any of the sources to help you answer the  questions, in addition to those sources which you are told to use. in answering the questions you should use your knowledge of the topic to help you interpret and evaluate the sources. 1 study sources a and b.  how different are these two sources? explain your answer using details of the sources. [7] 2 study sources c and d.  does source d make source c surprising? explain your answer using details of the sources and  your knowledge. [8] 3  study sources e and f .  does source f prove that lord canning was lying in source e? explain your answer using details  of the sources and your knowledge. [8] 4  study source g.  why was this source published in britain in june 1857? explain your answer using details of the  source and your knowledge. [7] 5 study source h.  what is the message of the cartoonist? explain your answer using details of the source and your  knowledge. [8] 6 study all the sources.  how far do these sources provide convincing evidence that the indian mutiny was caused by the  greased cartridges? use the sources to explain your answer. [12]",
+            "8": "8 0470/22/m/j/16 \u00a9 ucles 2016option b: 20th century topic how far was saddam hussein responsible for the outbreak of  military hostilities in january 1991? study the background information and the sources carefully, and then answer all the questions.  background informationon 2 august 1990 iraq invaded kuwait. although saddam hussein felt he had good reasons for this  invasion it was met with international condemnation. within days president bush had announced operation desert shield. this involved sending troops to saudi arabia to protect it from an iraqi attack. later in the month the un security council announced economic sanctions against iraq. for the rest of 1990 the usa worked hard to create an international coalition. in november 1990 the un security council issued resolution 678, which gave iraq until 15 january 1991 to withdraw from kuwait and authorised the use of force to make iraq comply. on 17 january 1991 operation desert storm was launched against iraq. some historians have claimed that the iraqi invasion of kuwait was unjustified and was bound to cause  an international military response. others argue that the usa was keen to destroy saddam hussein\u2019s power and was wrong not to let sanctions work or try for a diplomatic solution.  who was responsible for military hostilities breaking out in january 1991? source a the causes of the gulf war actually started when iraq was at war with iran. during this war iran was  not only attacking iraq but also attacking oil tankers from kuwait at sea. to support the ending of the war, kuwait financially aided iraq by lending it 14 billion us dollars.  iraq ended the war with enormous economic problems. it tried to convince kuwait to cancel the debt  but kuwait refused and this caused a rift between the two countries. the next step was for iraq to ask opec members to reduce oil production so the price of oil would increase. this would increase iraq\u2019s oil revenues, allowing it to pay back its debts. while other countries agreed, kuwait did the opposite and asked opec to increase its production. next, iraq alleged that kuwait was drilling for oil into iraq\u2019s rumaila oilfield. saddam hussein decided that he had no other option but military might and in august 1990 he invaded kuwait.  it must be said that while iraq caused military action to be brought against it, there is another cause  which can help explain the speed at which the americans were happy to start military action. iraq had been an ally with the soviet union throughout the cold war. this had angered the americans and had an impact on them wishing to speed up the start of the gulf war. from a recent article about the causes of the gulf war. ",
+            "9": "9 0470/22/m/j/16 \u00a9 ucles 2016 [turn oversource b although it is rather obvious that what is at stake is oil, both sides tried to play this down. george  bush says that saddam hussein is a dictator whose expansionist ambitions must be stopped in the interests of world peace. saddam hussein says that he has struck a blow for arab nationalism. saddam hussein is a dictator and he has taken over another state, but it is not for these reasons that the west is preparing to go to war. the western powers tolerate dictators when it suits their interests and even armed saddam hussein himself when they needed someone to prevent iran from dominating the gulf area and from threatening their oil supplies. what matters to them is that kuwait is situated right in the middle of the world\u2019s largest and lowest-cost oilfield. iraq emerged from its war with iran with a huge financial debt. with oil revenues as its only source of  income, iraq favoured pushing up the price of oil by restricting its supply. some move in this direction was agreed by opec members but kuwait and the united arab emirates exceeded their quotas, so preventing the price of oil from rising.  iraq regarded this refusal to raise the price of oil as a plot to prevent it from recovering. combined with  their long-standing claim to kuwait as a means of obtaining a vitally-needed trade route to the sea, this persuaded the iraqi ruling class to take military action.  the usa and britain reacted quickly, issuing an ultimatum to iraq not to move further down the coast  and take over the saudi oilfields, and sending a battle fleet to the gulf. iraq had no intention of invading saudi arabia, but the usa had every interest in finding an excuse to send troops to protect the saudi oilfields. as early as 1980, president carter had announced that the gulf was \u2018of great strategic importance because it contains more than two-thirds of the world\u2019s exportable oil\u2019. if war breaks out in the middle east, the issues at stake will be access to the sea and a high price for oil, on the one side, and control of oilfields and a low price of oil, on the other.  from an article on a socialist website, 1990. source c on 2 august, following promises by iraq\u2019s dictator not to use force, a powerful iraqi army invaded its  much weaker neighbour, kuwait. our objectives in the gulf are clear: iraq must withdraw from kuwait completely. kuwait\u2019s legitimate government must be restored. the stability of the gulf must be assured. and american citizens abroad must be protected. these goals are not ours alone. they have been endorsed by the united nations security council five times. this is not, as saddam hussein would have it, the united states against iraq. it is iraq against the world.  america and the world must stand up to aggression \u2013 and we will. saddam hussein is trying to wipe a  country off the face of the earth. vital economic interests are at risk. iraq plus kuwait possesses over 20% of the world\u2019s oil reserves. an iraq permitted to swallow kuwait would dominate its neighbours. we cannot permit a resource so vital to be controlled by one so ruthless.  president bush speaking to the american congress, september 1990.",
+            "10": "10 0470/22/m/j/16 \u00a9 ucles 2016source d a cartoon published in the usa in late 1990. it shows president bush talking to saddam hussein.  source e a cartoon published in the usa in late 1990. the figure on the right is president bush.",
+            "11": "11 0470/22/m/j/16 \u00a9 ucles 2016 [turn oversource f a cartoon published in the usa at the end of 1990. it shows saddam hussein and president bush. source g iraq called today for negotiations on ending the gulf crisis but did not offer to pull its troops out of  kuwait. the us responded that no talks were possible until iraq withdrew its forces from kuwait. underlying its tough stance is a growing feeling in the american government that the sanctions and the military build-up are beginning to pinch baghdad and that there is no reason to settle for anything less than an unconditional iraqi pull-out. president bush insists that iraq must not only retreat from kuwait but it must do so in a manner by which it is not only defeated, but also seen to be defeated by everyone in the arab world and beyond. from a us newspaper, 22 august 1990. source h iraq has offered to withdraw from kuwait if the us promises not to attack as soldiers are pulled out;  if foreign troops leave the region; if there is agreement on the palestinian problem. although the president immediately dismissed the proposal as inadequate, other government officials described it as \u2018interesting\u2019 because it drops claims to two kuwaiti islands and a portion of an oilfield. from a us newspaper, 3 january 1991.",
+            "12": "12 0470/22/m/j/16 \u00a9 ucles 2016now answer all the following questions. y ou may use any of the sources to help you answer the  questions, in addition to those sources which you are told to use. in answering the questions you should use your knowledge of the topic to help you interpret and evaluate the sources.  1 study sources a and b.  how different are these two sources? explain your answer using details of the sources. [7] 2 study source c.  why did president bush make this speech in september 1990? explain your answer using details  of the source and your knowledge. [8] 3 study sources d and e.  how far do these two cartoons agree? explain your answer using details of the sources and your  knowledge. [8] 4 study source f .  what is the cartoonist\u2019s message? explain your answer using details of the source and your  knowledge. [8] 5 study sources g and h.  how far does source g make source h surprising? explain your answer using details of the  sources and your knowledge. [7] 6 study all the sources.  how far do these sources provide convincing evidence that saddam hussein was responsible for  the outbreak of military hostilities in january 1991? use the sources to explain your answer. [12] permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here 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 onl ine in the cambridge international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to do wnload at www.cie.org.uk after  the live examination series. cambridge international examinations is part of the cambridge assessment group. cambridge assessment is the brand name of unive rsity of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge."
+        },
+        "0470_s16_qp_23.pdf": {
+            "1": "this document consists of 13 printed pages, 3 blank pages and 1 insert. dc (lk/sw) 115139/3 \u00a9 ucles 2016 [turn overcambridge international examinations cambridge international general certificate of secondary education *7343652378*history  0470/23 paper 2 may/june 2016  2 hours no additional materials are required. read these instructions first an answer booklet is provided inside this question paper. y ou should follow the instructions on the front cover  of the answer booklet. if you need additional answer paper ask the invigilator for a continuation booklet. this paper has two options. choose one option, and then answer all of the questions on that topic. option a: 19th century topic  [p2\u2013p7] option b: 20th century topic  [p8\u2013p13] the number of marks is given in brackets [  ] at the end of each question or part question. the syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificat e.",
+            "2": "2 0470/23/m/j/16 \u00a9 ucles 2016option a: 19th century topic who was to blame for the first opium war, 1839 \u2013 1842? study the background information and the sources carefully, and then answer all the questions.  background informationthe first opium war began in 1839. demand for chinese goods such as silk and tea grew enormously  in europe and america during the seventeenth and eighteenth centuries. however, china was largely self-sufficient and there was little that europe could sell the chinese, so the british east india company began to sell opium to chinese merchants. the chinese emperor opposed this trade because it was taking silver out of the country just when he needed money to pay for suppressing rebellion within china. he took a series of actions to stop it, including sending a letter of complaint to queen victoria, confiscating opium and holding british merchants hostage. war broke out in 1839 when british naval ships took action. source a the opium war was an unjust and immoral contest because britain was waging a war for the sake  of selling a poisonous drug. the war was also fought to defend free trade and diplomatic and judicial equality with china. guangzhou was the only port open to foreign commerce. despite chinese efforts to ban opium smoking, the east india company (eic), which had a monopoly of trade with india and china, began shipping the opium to china. it used chinese pirates and bribery of chinese officials in this trade. china was suffering badly from the british importing of opium. smoking opium spread to 90% of chinese males under the age of forty in the coastal regions, business activity was much reduced, the civil service ground to a halt and the standard of living fell.  the opium trade was of considerable importance to britain and america as the silver china used to  buy opium exceeded the money the traders paid for chinese tea. in 1834 the eic monopoly of trade with china ended and the trade fell into the hands of more aggressive firms which saw china as a vast potential market. the chinese government appointed lin zexu to deal with the opium problem, and he detained foreigners and forced them to surrender their stocks of the drug. rather than submit to chinese justice, the british abandoned guangzhou and in september 1839 fired the first shots of the opium war. it may seem surprising that the british conscience was not stirred by the chinese opium problem. in britain it was powerful economic interests, not moral considerations, that influenced the debate on opium and war. from a recent article about the first opium war.",
+            "3": "3 0470/23/m/j/16 \u00a9 ucles 2016 [turn oversource b the opium wars were the direct result of china\u2019s isolationist trade policy with the west. the  chinese government had imposed severe restrictions on foreign trade, and was both suspicious and contemptuous of foreigners. prior to the 1830s there was only one port open to western merchants, guangzhou, and only one commodity the chinese would accept in trade, silver. british and american merchants, anxious to address a trade imbalance with china, were determined to import the one product that the chinese did not themselves have but which an ever-increasing number of them wanted: opium. with the british government\u2019s cancellation in 1833 of the trade monopoly enjoyed by the east india company, cheap opium flooded the market. china\u2019s concern was not a moral one, it was purely economic \u2013 that their trade surplus was suddenly turned into a deficit, with enormous amounts of silver going to pay for the opium. lin zexu, the official sent in 1838 by the emperor to confiscate and destroy all imports of opium, took  swift action. corrupt officials were making a lot of money by ignoring imperial orders, while british merchants were refusing to obey chinese laws because of china\u2019s routine use of torture. lin zexu\u2019s swift actions took the two countries closer to war. he made 1600 arrests and confiscated 11 000 pounds of opium. despite attempts by the british superintendent of trade, charles elliot, to negotiate a compromise, lin zexu held all foreign merchants under arrest until they surrendered 9 million dollars worth of opium, which he then had publicly burned. he then ordered the port of guangzhou to be closed to all foreign merchants. this forced the british to take action.  from a recent article about the first opium war. source c the profit from trade has been enjoyed by you for two hundred years. this is the source from which your  country has become known for its wealth. but there appears among the crowd of barbarians both good persons and bad. there are those who smuggle opium to harm the chinese people. such persons only care to profit themselves. his majesty the emperor is in a towering rage. he has sent me to investigate and settle this matter. all those people in china who sell opium or smoke opium will receive the death penalty. the harm done by those barbarians who have been selling opium justifies their execution. we presume that the ruler of your honourable country will instruct the various barbarians to observe the law with care.  y our country is a long way from china. y et there are barbarian ships that come here for the purpose  of making a great profit. by what right do they in return use the poisonous drug to injure the chinese people? where is your conscience? i have heard that, because of the harm caused by opium, its smoking is forbidden by your country. so you should not let it be passed on to the harm of other countries. of all that china exports to foreign countries, there is not a single thing which is not beneficial to people. take tea, for example; the foreign countries cannot get along for a single day without it.  from lin zexu\u2019s \u2018letter of advice\u2019 to the british queen victoria, march 1839.",
+            "4": "4 0470/23/m/j/16 \u00a9 ucles 2016source d a french cartoon published in 1840. the figure on the right represents britain.",
+            "5": "5 0470/23/m/j/16 \u00a9 ucles 2016 [turn oversource e a german cartoon entitled \u2018english trade\u2019, published in 1840. on the left is lin zexu.",
+            "6": "6 0470/23/m/j/16 \u00a9 ucles 2016source f this war with china really seems to me so wicked as to be a national sin of the greatest possible  magnitude, and it distresses me very deeply. cannot anything be done to awaken men\u2019s minds to the dreadful guilt we are incurring? i do not remember, in any history, a war undertaken with such injustice and baseness. ordinary wars of conquest are to me far less wicked than to go to war to maintain smuggling that introduces a terrible drug, which the chinese government wishes to keep out, and which we, for the gain of money, want to introduce by force. a letter from a leading british historian and educator to a friend, march 1840. source g this is the first time in our relations with the chinese empire that its government has taken unprovoked  aggressive measures against british life, liberty and property, and against the dignity of the british crown. they have deprived us of our liberty, and our lives are in their hands. charles elliot, british superintendent of trade to china, writing to lord palmerston, who was in charge of british foreign policy, april 1839. source h it is a general, but i believe mistaken opinion, that the quarrel is merely for opium imported by british  merchants into china, and seized by the chinese government for having been imported contrary to law. this is merely part of the dispute but not the cause of the war. this is the chinese belief that in all their relations with other nations, political or commercial, their superiority must be completely acknowledged and demonstrated. the chinese suffered from pride, a most unchristian characteristic, for which the british would punish  them. but even worse than pride, the chinese lacked any sense of love for thy neighbour, which was the basis for all trade. who has the righteous cause? y ou have perhaps been surprised to hear me answer: britain. the cause  of the war is the arrogant and insupportable pretensions of china, that she will trade with the rest of mankind, not upon terms of equality, but upon insulting and degrading forms of relations. from a speech by john quincy adams, a past president of the usa, in november 1841.  the only us publication that would print this speech was a magazine supported by missionaries and  the trading company olyphant & co. which was one of the few companies trading with china that  refused to engage in opium smuggling. ",
+            "7": "7 0470/23/m/j/16 \u00a9 ucles 2016 [turn overnow answer all the following questions. y ou may use any of the sources to help you answer the  questions, in addition to those sources which you are told to use. in answering the questions you should use your knowledge of the topic to help you interpret and evaluate the sources. 1 study sources a and b.  how different are these two sources? explain your answer using details of the sources. [7] 2 study source c.  how useful is this source as evidence about the first opium war? explain your answer using  details of the source and your knowledge. [7] 3  study sources d and e.  how similar are the messages of the two cartoonists? explain your answer using details of the  sources and your knowledge. [8] 4  study sources f and g.  does source g prove that source f is wrong? explain your answer using details of the sources  and your knowledge. [8] 5 study source h.  are you surprised by this source? explain your answer using details of the source and your  knowledge. [8] 6 study all the sources.  how far do these sources provide convincing evidence that china was to blame for the first opium  war? use the sources to explain your answer. [12]",
+            "8": "8 0470/23/m/j/16 \u00a9 ucles 2016option b: 20th century topic who was to blame for the gulf war?  study the background information and the sources carefully, and then answer all the questions.  background informationon 2 august 1990 iraq invaded kuwait. although saddam hussein felt he had good reasons for this  invasion it was met with general condemnation, including from most arab countries. saddam hussein may have felt that the usa had indicated it would not interfere if he acted against kuwait when, in july, the us ambassador to iraq had stated the usa had no interest in disputes between arab nations.  within days president george bush had announced he was sending troops to saudi arabia to protect  it from an iraqi attack. later in the month the un security council announced economic sanctions against iraq. the usa then worked hard to create an international coalition and in november the un security council gave iraq until 15 january 1991 to withdraw from kuwait, and authorised the use of force to make iraq comply. on 17 january 1991 the gulf war began. some historians have claimed that the usa was not interested in a peaceful solution. they claim that  it saw the iraqi invasion of kuwait as a chance to destroy the power of iraq and gain more control over the oilfields in the gulf. others see saddam hussein\u2019s actions as plain aggression that had to be dealt with to prevent him from invading other parts of the gulf area.  source a the gulf war was a fraud. saddam was first given the green light by the us ambassador in baghdad  to invade kuwait. later, that invasion (even when saddam had agreed to withdraw and had already started to do so) was used to attack and cripple iraq. the whole world was fooled to justify the us-british war which aimed at destroying iraq\u2019s military capacity which the west itself had helped to build when saddam was waging the west\u2019s war on iran. we have no sympathy at all for saddam hussein. he has troubled everyone: his countrymen, the  kurds, and his neighbours and beyond. y et the fact remains that the gulf war was waged to destroy and humiliate iraq and not saddam who, strangely enough, was left to survive. iraq invaded kuwait on 3 august 1990. the us president and his chief advisers met the same day. at  that point, war was no more than a possibility. general colin powell said at the time, \u2018i think we could go to war if they invaded saudi arabia. i doubt if we would go to war over kuwait.\u2019 within days the mood at the top had hardened. by the early weeks of september, america and britain were leading the march towards war. somehow,  almost without anybody noticing, the agenda was changing. iraqi withdrawal from kuwait alone was no longer acceptable. new resolutions had been adopted by the un security council. bush and british prime minister thatcher had made up their minds. their task was to convince the rest of the world that saddam was going to swallow up saudi arabia, as well as kuwait. to iraq watchers, it didn\u2019t add up. although saddam initially miscalculated the strength of western  reaction to an invasion of kuwait, he soon realised his mistake. in july 1990 the us ambassador had hinted that a small foray to snatch two oilfields would not cause too much trouble, but saddam\u2019s capture of kuwait would not be tolerated. he got the message that he had gone too far. a baghdad newspaper published a photograph of iraqi soldiers pulling out of kuwait and saddam informed the security council that he intended to withdraw his troops. it was too late. thatcher and bush were on ",
+            "9": "9 0470/23/m/j/16 \u00a9 ucles 2016 [turn overa war footing. even as late as january 1991, iraq was involved in negotiations and was offering to  withdraw from kuwait. from a recent article about the causes of the gulf war. source b two hours ago, allied air forces began an attack on military targets in iraq and kuwait. our dispute with  iraq started on 2 august when the dictator of iraq invaded a helpless neighbour, kuwait. this military action, taken in accord with united nations resolutions, follows months of diplomatic  activity by the united nations, the united states and many other countries. arab leaders sought an arab solution, only to conclude that saddam hussein was unwilling to leave kuwait. others travelled to baghdad in a variety of efforts to restore peace and justice. this past weekend, in a last-ditch effort, the secretary-general of the united nations went to the middle east with peace in his heart. and he came back from baghdad with no progress at all in getting saddam hussein to withdraw from kuwait. now the 28 countries with forces in the gulf area have exhausted all reasonable efforts to reach a peaceful resolution and have no choice but to drive saddam from kuwait by force. we are determined to knock out saddam hussein\u2019s nuclear bomb potential. we will also destroy his  chemical weapons. much of saddam\u2019s artillery and tanks will be destroyed. our objectives are clear: saddam hussein\u2019s forces will leave kuwait. the legitimate government of kuwait will be restored to its rightful place, and kuwait will once again be free. when peace is restored, it is our hope that iraq will live as a peaceful and cooperative member of the family of nations. why act now? the world could wait no longer. sanctions, though having some effect, showed no signs  of accomplishing their objective. the united states, together with the united nations, exhausted every means at our disposal to bring this crisis to a peaceful end. however, saddam clearly felt that by stalling and threatening and defying the united nations, he could weaken the forces arrayed against him. while the world waited, saddam hussein met every offer of peace with open contempt and he tried to make this a dispute between iraq and the united states of america. well, he failed. tonight, 28 nations have forces in the gulf area standing shoulder to shoulder against saddam hussein. we have no argument with the people of iraq. our goal is not the conquest of iraq. it is the liberation of kuwait. from a speech by president bush, january 1991, as operation desert storm was launched. source c  saddam told the ambassador that the kuwaiti crown prince will come to baghdad for serious  negotiations on 28, 29 or 30 july. \u2018nothing will happen before then\u2019 saddam promised. saddam said that iraq wants friendship with america. iraq suffered hundreds of thousands of casualties and is now so poor that war orphan pensions will soon be cut, yet kuwait will not even accept opec discipline. iraq is sick of war but kuwait has ignored diplomacy. manoeuvres by the us government will encourage kuwait to ignore normal diplomacy. if iraq is humiliated by the usa, it will have no choice but to \u2018respond\u2019. a secret report by the us ambassador in iraq to the us government, 25 july 1990.",
+            "10": "10 0470/23/m/j/16 \u00a9 ucles 2016source d iraq called today for negotiations on ending the gulf crisis, but did not offer to pull its troops out of  kuwait. the white house quickly responded that no talks were possible until iraq carried out the united nations\u2019 demand that it withdraw its forces from kuwait. the us government\u2019s rapid rejection of the iraqi proposal for opening diplomatic contacts grows out of a diplomatic concern that should it become involved in negotiations about the terms of an iraqi withdrawal, america\u2019s arab allies might feel under pressure to give saddam a few token gains in kuwait to get him to roll back his invasion.  also underlying the usa\u2019s tough stance is a growing feeling that the usa and its allies have the  advantage over iraq, that the sanctions and the military buildup are beginning to pinch baghdad. the iraqi leader is almost totally isolated and his economy is being strangled so the us government sees no reason to settle for anything less than an unconditional iraqi pullout.  from a us newspaper, 22 august 1990. source e a us cartoon, published near the end of 1990.",
+            "11": "11 0470/23/m/j/16 \u00a9 ucles 2016 [turn oversource f an australian cartoon, published in august 1990. it shows hitler on saddam hussein\u2019s shoulder. source g  a us cartoon, published in the second half of 1990.",
+            "12": "12 0470/23/m/j/16 \u00a9 ucles 2016source h american officials analysed the meeting between secretary of state james baker and iraqi foreign  minister tariq aziz. one senior american official, talking about mr aziz\u2019s refusal to accept president bush\u2019s note to saddam hussein, said he did not believe that mr aziz had come with any authority to strike a deal, or signal even a partial withdrawal. he was there to assess america\u2019s position, flash some steel teeth and report home. mr aziz said he could not receive the letter because \u2018the language in the letter is not compatible with the language that should be used in correspondence between heads of state.\u2019 after the meeting, american officials said they had had no expectation before the discussion that the iraqi side would bend or waver.  from a us newspaper, 11 january 1991. ",
+            "13": "13 0470/23/m/j/16 \u00a9 ucles 2016now answer all the following questions. y ou may use any of the sources to help you answer the  questions, in addition to those sources which you are told to use. in answering the questions you should use your knowledge of the topic to help you interpret and evaluate the sources. 1 study sources a and b.  how different are these two sources? explain your answer using details of the sources.  [7] 2 study sources c and d.  does source d make source c surprising? explain your answer using details of the sources and  your knowledge. [8] 3 study source e.  what is the message of this cartoon? explain your answer using details of the source and your  knowledge. [8] 4 study sources f and g.  how far do these two cartoonists agree? explain your answer using details of the sources and  your knowledge. [8] 5 study source h.  how useful is this source to a historian studying events in the gulf in 1990\u201391? explain your  answer using details of the source and your knowledge. [7] 6 study all the sources.  how far do these sources provide convincing evidence that the usa was responsible for the  outbreak of military hostilities in january 1991? use the sources to explain your answer. [12]",
+            "14": "14 0470/23/m/j/16 \u00a9 ucles 2016blank page",
+            "15": "15 0470/23/m/j/16 \u00a9 ucles 2016blank page",
+            "16": "16 0470/23/m/j/16 \u00a9 ucles 2016permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here 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 onl ine in the cambridge international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to do wnload at www.cie.org.uk after  the live examination series. cambridge international examinations is part of the cambridge assessment group. cambridge assessment is the brand name of unive rsity of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge.blank page"
+        },
+        "0470_s16_qp_41.pdf": {
+            "1": "this document consists of 3 printed pages, 1 blank page and 1 insert. dc (nf) 115065/2 \u00a9 ucles 2016 [turn overcambridge international examinations cambridge international general certificate of secondary education *7926895531*history  0470/41 paper 4 alternative to coursework may/june 2016  1 hour no additional materials are required. read these instructions first an answer booklet is provided inside this question paper. y ou should follow the instructions on the front cover  of the answer booklet. if you need additional answer paper ask the invigilator for a continuation booklet. answer one question from your chosen depth study. the number of marks is given in brackets [ ] at the end of each question or part question. the syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificat e.",
+            "2": "2 0470/41/m/j/16 \u00a9 ucles 2016answer one question from your chosen depth study. depth study a: the first world war, 1914\u20131918 1 how significant was new technology as a cause of the stalemate on the western front by 1915?  explain your answer. [40] 2 how important was the failure of the ludendorff offensive as a reason for germany\u2019s surrender in  1918? explain your answer. [40] depth study b: germany, 1918\u20131945 3 how significant was the weakness of the political leaders of the weimar republic in 1932\u201333 as a  reason for hitler\u2019s appointment as chancellor in january 1933? explain your answer. [40] 4 how important was the use of the ss in maintaining nazi control of germany after 1933? explain  your answer. [40] depth study c: russia, 1905\u20131941 5 how significant was tsar nicholas ii\u2019s decision to take personal control of the military as a cause  of the march revolution in 1917? explain your answer. [40] 6 how important was lenin\u2019s role in winning the russian civil war? explain your answer. [40] depth study d: the usa, 1919\u20131941 7 how important were credit and hire purchase as reasons for economic growth in the usa in the  1920s? explain your answer. [40] 8 how significant was overproduction as a cause of the wall street crash in 1929? explain your  answer. [40] depth study e: china, c.1930\u2013c.1990 9 how important were mao\u2019s guerrilla tactics as a reason for the communist victory in the civil war?  explain your answer. [40] 10 how significant was china\u2019s development of nuclear weapons as a cause of worsening relations  between china and the ussr? explain your answer. [40]",
+            "3": "3 0470/41/m/j/16 \u00a9 ucles 2016depth study f: south africa, c.1940\u2013c.1994 11 how important was the impact of the second world war as a reason for the success of the national  party in 1948? explain your answer. [40] 12 how significant was internal opposition in the struggle against apartheid up to 1980? explain your  answer. [40] depth study g: israelis and palestinians since 1945 13 how important was the use of terrorism as a reason for the end of british rule in palestine by  1948? explain your answer. [40] 14 how significant were the actions of israel as a cause of the six-day war in 1967? explain your  answer. [40]",
+            "4": "4 0470/41/m/j/16 \u00a9 ucles 2016blank page permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here 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 onl ine in the cambridge international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to do wnload at www.cie.org.uk after  the live examination series. cambridge international examinations is part of the cambridge assessment group. cambridge assessment is the brand name of unive rsity of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge."
+        },
+        "0470_s16_qp_42.pdf": {
+            "1": "this document consists of 3 printed pages, 1 blank page and 1 insert. dc (cw) 136880/3 r \u00a9 ucles 2016  [turn overcambridge international examinations cambridge international general certificate of secondary education *5437690135*history  0470/42 paper 4  alternative to coursework  may/june 2016  1 hour no additional materials are required. read these instructions first an answer booklet is provided inside this question paper. you should follow the instructions on the front cover  of the answer booklet. if you need additional answer paper ask the invigilator for a continuation booklet. answer one question from your chosen depth study. the number of marks is given in brackets [  ] at the end of each question or part question. the syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificate.",
+            "2": "2 0470/42/m/j/16 \u00a9 ucles 2016 answer one question from your chosen depth study. depth study a: the first world war, 1914\u20131918 1 how significant were new weapons as a cause of the huge number of casualties during the first  world war? explain your answer.  [40] 2 how important was poor military planning as a reason for the failure of the gallipoli campaign?  explain your answer.  [40] depth study b: germany, 1918\u20131945 3 how significant were the military terms of the treaty of versailles as a cause of the problems of  weimar germany, 1919\u201323? explain your answer.  [40] 4 how important was the munich putsch in the development of the nazi party up to 1930? explain  your answer.  [40] depth study c: russia, 1905\u20131941 5 how significant were social and economic problems in russia as a cause of the march 1917  revolution? explain your answer.  [40] 6 how important was stalin\u2019s wish to destroy the kulaks as a reason for collectivisation? explain  your answer.  [40] depth study d: the usa, 1919\u20131941 7 how significant was hoover\u2019s dislike of government involvement in the economy in determining  his response to the depression? explain your answer.  [40] 8 how important were agricultural reforms in the success of roosevelt\u2019s new deal? explain your  answer.  [40] depth study e: china, c.1930\u2013c.1990 9 how significant was the war against the japanese as a reason for the kuomintang\u2019s defeat in the  chinese civil war? explain your answer.  [40] 10 how important were the agrarian reforms of the 1950s in resolving the problems faced by peasants  in their daily lives? explain your answer.  [40]",
+            "3": "3 0470/42/m/j/16 \u00a9 ucles 2016 depth study f: south africa, c.1940\u2013c.1994 11 how significant was government legislation on land and housing in maintaining segregation  between the races before 1948? explain your answer.  [40] 12 how important was nelson mandela in the resistance to apartheid? explain your answer.  [40] depth study g: israelis and palestinians since 1945 13 how significant was the six-day war in determining how the palestine liberation organisation  (plo) developed? explain your answer.  [40] 14 how important were the oslo accords in the development of israeli-palestinian relations from  1993? explain your answer.  [40]",
+            "4": "4 0470/42/m/j/16 \u00a9 ucles 2016 blank page permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the  publisher will be pleased to make amends at the earliest possible opportunity. to avoid the issue of disclosure of answer-related information to candidates, all copyright acknowledgements are reproduced online in the cambridge international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download at www.cie.org.uk after  the live examination series. 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."
+        },
+        "0470_s16_qp_43.pdf": {
+            "1": "this document consists of 3 printed pages, 1 blank page and 1 insert. dc (nf) 115067/1 \u00a9 ucles 2016 [turn overcambridge international examinations cambridge international general certificate of secondary education *6896101690*history  0470/43 paper 4 alternative to coursework may/june 2016  1 hour no additional materials are required. read these instructions first an answer booklet is provided inside this question paper. y ou should follow the instructions on the front cover  of the answer booklet. if you need additional answer paper ask the invigilator for a continuation booklet. answer one question from your chosen depth study. the number of marks is given in brackets [ ] at the end of each question or part question. the syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificat e.",
+            "2": "2 0470/43/m/j/16 \u00a9 ucles 2016answer one question from your chosen depth study. depth study a: the first world war, 1914\u20131918 1 how important was haig\u2019s leadership in determining the outcome of the battle of the somme?  explain your answer. [40] 2 how significant was the work of women in ensuring that britain\u2019s \u2018home front\u2019 could cope with the  demands of war? explain your answer. [40] depth study b: germany, 1918\u20131945 3 how important was the great depression as a reason for nazi electoral success, 1930\u201333?  explain your answer. [40] 4 how significant was economic recovery as a reason for the lack of effective opposition to nazi  rule, 1933\u201339?  explain your answer. [40] depth study c: russia, 1905\u20131941 5 how important was the october manifesto in the survival of the tsar\u2019s regime between 1905 and  1914? explain your answer. [40] 6 how significant were lenin\u2019s april theses as a reason for bolshevik success by november 1917?  explain your answer. [40] depth study d: the usa, 1919\u20131941 7 how significant was the motor car as a cause of changes in us society in the 1920s? explain your  answer. [40] 8 how important was hoover as a reason for roosevelt\u2019s success in the 1932 presidential election?  explain your answer. [40] depth study e: china, c.1930\u2013c.1990 9 how important was the cultural revolution in enabling mao to establish a personal dictatorship in  china? explain your answer. [40] 10 how significant was social reform in changing china in the 1950s? explain your answer. [40]",
+            "3": "3 0470/43/m/j/16 \u00a9 ucles 2016depth study f: south africa, c.1940\u2013c.1994 11 how significant was steve biko in changing the nature of resistance to apartheid? explain your  answer. [40] 12 how important were economic problems as a reason for the end of minority rule in south africa?  explain your answer. [40] depth study g: israelis and palestinians since 1945 13 how important was the suez war of 1956 as a cause of the six-day war of 1967? explain your  answer. [40] 14 how significant was the expulsion of the palestine liberation organisation (plo) from jordan in  1970 in determining the relations between the plo and arab states? explain your answer. [40]",
+            "4": "4 0470/43/m/j/16 \u00a9 ucles 2016blank page permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here 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 onl ine in the cambridge international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to do wnload at www.cie.org.uk after  the live examination series. cambridge international examinations is part of the cambridge assessment group. cambridge assessment is the brand name of unive rsity of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge."
+        },
+        "0470_w16_qp_11.pdf": {
+            "1": "this document consists of 10 printed pages, 2 blank pages and 1 insert. dc (rcl (jda)) 115062/4 \u00a9 ucles 2016 [turn overcambridge international examinations cambridge international general certificate of secondary education *0286096647*history  0470/11 paper 1 october/november 2016  2 hours no additional materials are required. read these instructions first an answer booklet is provided inside this question paper. y ou should follow the instructions on the front cover  of the answer booklet. if you need additional answer paper ask the invigilator for a continuation booklet. answer three  questions. section a (core content) answer any two questions. section b (depth studies) answer any one question. the number of marks is given in brackets [ ] at the end of each question or part question. the syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificat e.",
+            "2": "2 0470/11/o/n/16 \u00a9 ucles 2016section a: core content answer any two questions from this section. 1 in 1848\u201349 there were revolutions across europe.  (a) describe the part played by kossuth in events leading to the march laws of 1848. [4]  (b) why did frederick william iv of prussia reject the offer of the imperial german crown? [6]  (c) how successful were the european revolutions of 1848\u201349? explain your answer. [10] 2 austrian influence remained strong in germany after 1848.  (a) what issues was the frankfurt parliament set up to resolve? [4]  (b) why were the terms of the agreement of olm\u00fctz important? [6]  (c) \u2018the schleswig-holstein issue ended austria\u2019s hopes of dominating germany.\u2019 how far do you  agree with this statement? explain your answer. [10] 3 european influence over overseas empires varied.  (a) describe faidherbe\u2019s achievements in relation to senegal. [4]  (b) why did british rule in india change after the mutiny of 1857? [6]  (c) how significant for china in the nineteenth century was the impact of western intervention?  explain your answer. [10] 4 europe was becoming increasingly unstable in the early part of the twentieth century.  (a) describe the kaiser\u2019s actions which contributed to rising european tension by 1908. [4]  (b) why were the balkans unstable in the years leading to the first world war? [6]  (c) \u2018the alliance system was the major cause of war in 1914.\u2019 how far do you agree with this  statement? explain your answer. [10]",
+            "3": "3 0470/11/o/n/16 \u00a9 ucles 2016 [turn over5 the versailles settlement dealt with germany and its allies.  (a) describe the restrictions imposed on the german land forces by the treaty of versailles. [4]  (b) why was the treaty of s\u00e8vres replaced by the treaty of lausanne? [6]  (c) how satisfied were the french people with the treaty of versailles? explain your answer.  [10] 6 hitler showed his ambitions after 1933.  (a) describe the crisis over austria in 1934. [4]  (b) why was hitler able to re-militarise the rhineland in 1936? [6]  (c) \u2018appeasement was a sensible response to hitler\u2019s aggression.\u2019 how far do you agree with this  statement? explain your answer. [10] 7 the usa maintained a policy of containment.  (a) describe relations between the usa and cuba between 1959 and the end of march 1961.  [4]  (b) why was kennedy humiliated by the failure of the bay of pigs invasion of april 1961? [6]  (c) \u2018the cuban missile crisis was a success for the usa\u2019s policy of containment.\u2019 how far do you  agree with this statement? explain your answer. [10] 8 saddam hussein\u2019s actions increased tension in the gulf.  (a) describe the events of the \u2018july revolution\u2019 in iraq in 1968. [4]  (b) why did saddam hussein, after becoming president, use force on his own people? [6]  (c) \u2018the most important reason for the iran-iraq war of 1980\u201388 was iraq\u2019s desire to dominate  the persian gulf region.\u2019 how far do you agree with this statement? explain your answer. [10]",
+            "4": "4 0470/11/o/n/16 \u00a9 ucles 2016section b: depth studies answer any one question from this section. depth study a: the first world war, 1914\u201318 9 responses to the schlieffen plan surprised the germans.  (a) when war broke out, how did france respond? [4]  (b) why was the british expeditionary force sent to france? [6]  (c) \u2018the schlieffen plan failed because of the actions of the british expeditionary force.\u2019 how far  do you agree with this statement? explain your answer. [10] 10 control of the sea was thought important by both sides.  (a) what was unrestricted submarine warfare? [4]  (b) why did safety for british merchant shipping improve? [6]  (c) how far was the battle of jutland a success for britain? explain your answer. [10]",
+            "5": "5 0470/11/o/n/16 \u00a9 ucles 2016 [turn overdepth study b: germany, 1918\u201345 11 the nazis gradually increased their strength and power.  (a) what part did hitler play in the german workers\u2019 party (dap)? [4]  (b) why was goebbels important in hitler\u2019s rise to power? [6]  (c) \u2018the enabling act was the main reason hitler was able to consolidate his power in 1933\u201334.\u2019  how far do you agree with this statement? explain your answer. [10] 12 control was important for the nazis.  (a) what part did informers play in helping the nazis to maintain control over the german  people? [4]  (b) why did the nazis seek to control all forms of the media? [6]  (c) \u2018the nazi regime was more successful in dealing with the churches than it was in dealing with  the youth of germany.\u2019 how far do you agree with this statement? explain your answer. [10]",
+            "6": "6 0470/11/o/n/16 \u00a9 ucles 2016depth study c: russia, 1905\u201341 13 by 1921 the bolsheviks were in control of russia.  (a) what was the petrograd soviet, set up in march 1917? [4]  (b) why was the provisional government of 1917 unsuccessful? [6]  (c) \u2018the whites lost the civil war because their leadership was not united.\u2019 how far do you agree  with this statement? explain your answer. [10] 14 stalin was able to hold on to power.  (a) what qualities did trotsky have which enabled him to be considered as lenin\u2019s successor?  [4]  (b) why did stalin bring the new economic policy (nep) to an end? [6]  (c) \u2018the purges were the most effective method of control used by stalin.\u2019 how far do you agree  with this statement? explain your answer. [10]",
+            "7": "7 0470/11/o/n/16 \u00a9 ucles 2016 [turn overdepth study d: the usa, 1919\u201341 15 in the 1920s the us economy was prosperous.  (a) in what ways did increased ownership of cars have an impact on the us economy in the  1920s? [4]  (b) why did most black americans not benefit from the industrial boom? [6]  (c) \u2018the most important cause of the industrial boom was new technology.\u2019 how far do you agree  with this statement? explain your answer. [10] 16 the \u2018roaring twenties\u2019 was a period of change for the usa.  (a) in what ways did the us entertainment industry change in the 1920s? [4]  (b) why were many americans shocked by the lifestyle of modern american women? [6]  (c) \u2018prohibition failed because most americans did not support it.\u2019 how far do you agree with this  statement? explain your answer. [10]",
+            "8": "8 0470/11/o/n/16 \u00a9 ucles 2016depth study e: china, c.1930\u2013c.1990 17 the communists faced difficulties before 1935.  (a) describe how the kuomintang established control over china by 1928. [4]  (b) why did chiang kai-shek regard the jiangxi soviet as a threat? [6]  (c) how successful was the long march for mao? explain your answer. [10] 18 mao thought china needed to change direction.  (a) what were the outcomes of the hundred flowers campaign? [4]  (b) why did mao want the cultural revolution to sweep away old ways of doing things? [6]  (c) \u2018the greatest impact of the cultural revolution was on the youth of china.\u2019 how far do you  agree with this statement? explain your answer. [10]",
+            "9": "9 0470/11/o/n/16 \u00a9 ucles 2016 [turn overdepth study f: south africa, c.1940\u2013c.1994 19 government policies were increasingly affecting the non-white population by 1948.  (a) by 1940, what restrictions had been placed on the rights of black people by the land acts?  [4]  (b) why was the pass system hated by black south africans? [6]  (c) \u2018the policies of the united party were the main reason for the success of the national party in  the 1948 election.\u2019 how far do you agree with this statement? explain your answer. [10] 20 pressure for reform in south africa increased from the 1970s.  (a) describe the soweto riots of 1976. [4]  (b) why did botha think reforms were necessary in the 1970s and 1980s? [6]  (c) \u2018international pressure was responsible for bringing minority rule to an end.\u2019 how far do you  agree with this statement? explain your answer. [10]",
+            "10": "10 0470/11/o/n/16 \u00a9 ucles 2016depth study g: israelis and palestinians since 1945 21 between 1945 and 1949 unrest in palestine was inevitable.  (a) describe the actions of the irgun during the years 1946 and 1947. [4]  (b) why did the palestinian arabs oppose a jewish state in palestine? [6]  (c) \u2018the impact of the war of 1948\u201349 was more significant for the palestinians than for the  israelis.\u2019 how far do you agree with this statement? explain your answer. [10] 22 palestinian refugees faced many difficulties.  (a) describe conditions in palestinian refugee camps set up after the 1948\u201349 war. [4]  (b) why, by the time the british withdrew, had many palestinians fled from their homeland? [6]  (c) \u2018the palestine liberation organisation (plo) has successfully supported palestinian  interests.\u2019 how far do you agree with this statement? explain your answer. [10]",
+            "11": "11 0470/11/o/n/16 \u00a9 ucles 2016blank page",
+            "12": "12 0470/11/o/n/16 \u00a9 ucles 2016permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here 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 onl ine in the cambridge international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to do wnload at www.cie.org.uk after  the live examination series. cambridge international examinations is part of the cambridge assessment group. cambridge assessment is the brand name of unive rsity of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge.blank page"
+        },
+        "0470_w16_qp_12.pdf": {
+            "1": "this document consists of 10 printed pages, 2 blank pages and 1 insert. dc (rcl (jda)) 115063/3 \u00a9 ucles 2016 [turn overcambridge international examinations cambridge international general certificate of secondary education *0538139723*history  0470/12 paper 1 october/november 2016  2 hours no additional materials are required. read these instructions first an answer booklet is provided inside this question paper. y ou should follow the instructions on the front cover  of the answer booklet. if you need additional answer paper ask the invigilator for a continuation booklet. answer three  questions. section a (core content) answer any two questions. section b (depth studies) answer any one question. the number of marks is given in brackets [ ] at the end of each question or part question. the syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificat e.",
+            "2": "2 0470/12/o/n/16 \u00a9 ucles 2016section a: core content answer any two questions from this section. 1 bismarck\u2019s contribution to german unification was significant.  (a) describe the events which led to the appointment of bismarck as prussian minister-president  in 1862. [4]  (b) why was the treaty of prague (1866) an important step towards german unification? [6]  (c) \u2018it was bismarck\u2019s diplomatic skills that ensured germany achieved unification.\u2019 how far do  you agree with this statement? explain your answer. [10] 2 significant differences existed between the northern and southern states of the usa.  (a) describe the main features of the economy of the southern states prior to the civil war. [4]  (b) why was the application by missouri in 1820 to be admitted to the union significant? [6]  (c) \u2018reconstruction was favourable for black people in the south.\u2019 how far do you agree with this  statement? explain your answer. [10] 3 european imperialism had different effects in different places.  (a) describe how lugard believed the british should rule their colonies in tropical africa. [4]  (b) why were the results of the opium wars important? [6]  (c) \u2018the indian mutiny benefited india rather than harmed it.\u2019 how far do you agree with this  statement? explain your answer. [10] 4 actions of the great powers before 1914 contributed to rising tensions.  (a) what part did germany play in naval rivalry with the british? [4]  (b) why were events in morocco responsible for increasing tension between germany, britain  and france? [6]  (c) \u2018the actions of serbia brought war in 1914.\u2019 how far do you agree with this statement? explain  your answer. [10]",
+            "3": "3 0470/12/o/n/16 \u00a9 ucles 2016 [turn over5 at the paris peace conference, the victorious allies decided the outcomes.  (a) what were the territorial terms of the treaty of saint germain? [4]  (b) why was the work of the peacemakers at the paris peace conference difficult? [6]  (c) \u2018german hatred of the treaty of versailles was justified.\u2019 how far do you agree with this  statement? explain your answer. [10] 6 the causes of the outbreak of war in 1939 were both long term and short term.  (a) what happened in relation to the sudetenland during 1938 which raised tensions in europe?  [4]  (b) why was hitler\u2019s invasion of czechoslovakia in march 1939 significant? [6]  (c) how far was the outbreak of war in 1939 hitler\u2019s fault? explain your answer. [10] 7 relations between the ussr and the usa changed after 1945.  (a) what actions had stalin taken, by the end of 1945, to extend soviet power across eastern  europe? [4]  (b) why was it difficult to reach agreement over the future of germany after world war two?  [6]  (c) \u2018the usa was responsible for starting the cold war.\u2019 how far do you agree with this statement?  explain your answer. [10] 8 on 2 august 1990, saddam hussein ordered the invasion of kuwait.  (a) what was operation desert shield? [4]  (b) why did the iraqi people suffer greatly from the first gulf war? [6]  (c) \u2018the main reason for operation desert storm (1991) was to reduce the power of saddam  hussein.\u2019 how far do you agree with this statement? explain your answer. [10]",
+            "4": "4 0470/12/o/n/16 \u00a9 ucles 2016section b: depth studies answer any one question from this section. depth study a: the first world war, 1914\u201318 9 it was soon realised that the war would last longer than expected.  (a) describe the actions of the british and french at the battle of the marne, september 1914.  [4]  (b) why was fighting around ypres in october\u2013november 1914 important? [6]  (c) which was the more important battle: the somme or verdun? explain your answer. [10] 10 in 1918, ludendorff launched a major offensive.  (a) what events brought the usa into the war? [4]  (b) why were the german offensives of march to april 1918 successful? [6]  (c) \u2018weaknesses within the home front were the main reason the german governme nt  requested an armistice.\u2019 how far do you agree with this statement? explain your answer. [10]",
+            "5": "5 0470/12/o/n/16 \u00a9 ucles 2016 [turn overdepth study b: germany, 1918\u201345 11 the weimar republic faced many difficulties.  (a) describe the communist threat of 1919\u201320 to the weimar republic. [4]  (b) why was the republic able to recover and prosper after 1923? [6]  (c) \u2018the weaknesses in the weimar constitution were the main reason for the collapse of the  republic.\u2019 how far do you agree with this statement? explain your answer. [10] 12 the nazi party offered some attractive policies.  (a) describe the development of the nazi party during the rest of the 1920s following the munich  putsch. [4]  (b) why did the nazis do well in the 1930 reichstag election? [6]  (c) \u2018the main reason for the night of the long knives was that r\u00f6hm had become an  embarrassment to hitler.\u2019 how far do you agree with this statement? explain your answer. [10]",
+            "6": "6 0470/12/o/n/16 \u00a9 ucles 2016depth study c: russia, 1905\u201341 13 by 1921 the bolsheviks had consolidated their power.  (a) what was the kronstadt mutiny of 1921? [4]  (b) why was it necessary to introduce the new economic policy (nep) in 1921? [6]  (c) \u2018the bolsheviks won the civil war because of the red army.\u2019 how far do you agree with this  statement? explain your answer. [10] 14 stalin realised the ussr had to change.  (a) what was gosplan? [4]  (b) why were women important to stalin\u2019s russia? [6]  (c) how successful were stalin\u2019s economic changes? explain your answer. [10]",
+            "7": "7 0470/12/o/n/16 \u00a9 ucles 2016 [turn overdepth study d: the usa, 1919\u201341 15 intolerance was present in the usa during the 1920s.  (a) describe the activities of the ku klux klan. [4]  (b) why was prohibition introduced? [6]  (c) \u2018the sacco and vanzetti case was the most important example of intolerance in the usa  during the 1920s.\u2019 how far do you agree with this statement? explain your answer. [10] 16 in 1929 the us economic boom ended.  (a) describe how president hoover reacted to the us economic crash. [4]  (b) why was president hoover\u2019s personal reputation damaged by events relating to the bonus  marchers? [6]  (c) \u2018uneven distribution of wealth was the main weakness of the us economy by 1929.\u2019 how far  do you agree with this statement? explain your answer. [10]",
+            "8": "8 0470/12/o/n/16 \u00a9 ucles 2016depth study e: china, c.1930\u2013c.1990 17 the period 1950\u201357 in china was one of great change.  (a) what actions did the communist party take to strengthen its position and remove its enemies  during the period 1950\u201352? [4]  (b) why did the communists consider it important to improve education? [6]  (c) how successful were the agricultural policies of the communists in the 1950s? explain your  answer. [10] 18 under deng\u2019s influence china entered a period of change and growth.  (a) what happened to the \u2018gang of four\u2019 immediately following mao\u2019s death? [4]  (b) why did china follow a policy of modernisation in the 1980s? [6]  (c) \u2018china\u2019s economic development after 1976 had a greater impact socially than it did politically.\u2019  how far do you agree with this statement? explain your answer. [10]",
+            "9": "9 0470/12/o/n/16 \u00a9 ucles 2016 [turn overdepth study f: south africa, c.1940\u2013c.1994 19 apartheid was established after 1950.  (a) what was the impact of the group areas act of 1950? [4]  (b) why did black resistance and violence against apartheid increase in the early 1960s? [6]  (c) \u2018south african governments dealt effectively with opposition to apartheid policies.\u2019 how far do  you agree with this statement? explain your answer. [10] 20 in the late 1980s and early 1990s apartheid, and then white minority rule, ended.  (a) what were de klerk\u2019s achievements which resulted in him being awarded the nobel peace  prize in 1993? [4]  (b) why was the interim constitution agreed in 1993\u201394 important? [6]  (c) \u2018desmond tutu was more important in the struggle against white minority rule than chief  buthelezi.\u2019 how far do you agree with this statement? explain your answer. [10]",
+            "10": "10 0470/12/o/n/16 \u00a9 ucles 2016depth study g: israelis and palestinians since 1945 21 the situation in palestine had changed by 1949.  (a) what happened at deir y assin in 1948? [4]  (b) why was israel able to win the war of 1948\u201349? [6]  (c) \u2018terrorism was the main reason for unrest in palestine between 1945 and 1947.\u2019 how far do  you agree with this statement? explain your answer. [10] 22 the move towards peace in the middle east was slow.  (a) what was achieved by the 1993 oslo peace agreement? [4]  (b) why have the actions of hamas been a threat to the peace process? [6]  (c) how far have the labour and likud parties in israel agreed in their approach to the  palestinians? explain your answer. [10]",
+            "11": "11 0470/12/o/n/16 \u00a9 ucles 2016blank page",
+            "12": "12 0470/12/o/n/16 \u00a9 ucles 2016permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here 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 onl ine in the cambridge international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to do wnload at www.cie.org.uk after  the live examination series. cambridge international examinations is part of the cambridge assessment group. cambridge assessment is the brand name of unive rsity of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge.blank page"
+        },
+        "0470_w16_qp_13.pdf": {
+            "1": "this document consists of 10 printed pages, 2 blank pages and 1 insert. dc (nh) 135750/4 r \u00a9 ucles 2016  [turn overcambridge international examinations cambridge international general certificate of secondary education *2194688264*history  0470/13 paper 1  october/november 2016  2 hours no additional materials are required. read these instructions first an answer booklet is provided inside this question paper. you should follow the instructions on the front cover  of the answer booklet. if you need additional answer paper ask the invigilator for a continuation booklet. answer three  questions. section a (core content) answer any two questions. section b (depth studies) answer any one question. the number of marks is given in brackets [  ] at the end of each question or part question. the syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificate.",
+            "2": "2 0470/13/o/n/16 \u00a9 ucles 2016 section a: core content answer any two questions from this section. 1 in 1848\u201349 revolutions across europe failed.  (a) describe how the hungarian revolution had ended by 1849.  [4]  (b) why were attempts to unify germany in 1848\u201349 unsuccessful?  [6]  (c) \u2018the revolutions across europe in 1848\u201349 failed because revolutionaries were not united in  their aims.\u2019 how far do you agree with this statement? explain your answer.  [10] 2 bismarck was important to german unification.  (a) what actions were taken to improve the strength of the prussian army in the 1860s?  [4]  (b) why was there a war between prussia and france in july 1870?  [6]  (c) \u2018bismarck was successful because he was prepared to use force.\u2019 how far do you agree with  this statement? explain your answer.  [10] 3 differences existed between the northern and southern states of the usa.  (a) what were the terms of the 1850 compromise?  [4]  (b) why was the south committed to slavery?  [6]  (c) how beneficial to the south was reconstruction? explain your answer.  [10] 4 european imperialism produced varying results.  (a) what economic advantages were gained by european countries from expanding their  empires?  [4]  (b) why did the indian mutiny take place?  [6]  (c) in africa, was the nature of british imperialism different to that of other countries? explain  your answer.  [10]",
+            "3": "3 0470/13/o/n/16 \u00a9 ucles 2016 [turn over 5 the treatment of germany and its allies at versailles brought fierce criticism.  (a) what features of the treaty of versailles were shared by the other peace treaties of 1919\u201320?  [4]  (b) why were the german people unhappy with the treaty of versailles?  [6]  (c) who was more satisfied with the treaty of versailles: clemenceau or lloyd george? explain  your answer.  [10] 6 hitler took advantage of opportunities.  (a) what were the consequences of the spanish civil war for peace in europe?  [4]  (b) why did hitler take germany out of the league of nations in 1933?  [6]  (c) \u2018the policy of appeasement played a greater part in the outbreak of war in 1939 than did the  nazi-soviet pact.\u2019 how far do you agree with this statement? explain your answer.  [10] 7 the usa\u2019s policy of containment was tested in vietnam.  (a) what was the \u2018domino effect\u2019 in relation to vietnam?  [4]  (b) why did nixon find it difficult to withdraw from vietnam?  [6]  (c) \u2018in vietnam, kennedy was more successful than johnson.\u2019 how far do you agree with this  statement? explain your answer.  [10] 8 from 1956 soviet control of eastern europe was under threat.  (a) describe the methods of control exercised by the soviet union over hungary before the 1956  uprising.  [4]  (b) why was solidarity successful?  [6]  (c) \u2018the berlin wall was more advantageous to the western allies than to the ussr.\u2019 how far do  you agree with this statement? explain your answer.  [10]",
+            "4": "4 0470/13/o/n/16 \u00a9 ucles 2016 section b: depth studies answer any one question from this section. depth study a: the first world war, 1914\u201318 9 fighting on the western front brought great loss of life.  (a) what problems occurred when tanks were first used in battle?  [4]  (b) why were aircraft important to military commanders on the western front?  [6]  (c) how far does general haig deserve to be remembered as the \u2018butcher of the somme\u2019?  explain your answer.  [10] 10 fighting took place on fronts other than the western front.  (a) what were the terms of the treaty of brest-litovsk?  [4]  (b) why did russia leave the war in 1918?  [6]  (c) \u2018the main reason for british men joining the armed forces was patriotism.\u2019 how far do you  agree with this statement? explain your answer.  [10]",
+            "5": "5 0470/13/o/n/16 \u00a9 ucles 2016 [turn over depth study b: germany, 1918\u201345 11 the nazis dealt with opposition to their regime.  (a) what were concentration camps?  [4]  (b) why did kristallnacht (night of broken glass) occur?  [6]  (c) \u2018by the end of the 1930s, hitler\u2019s control of germany was based on oppression.\u2019 how far do  you agree with this statement? explain your answer.  [10] 12 life in germany changed when the nazis were in control.  (a) what was the \u2018final solution\u2019?  [4]  (b) why were some women unhappy with life under the nazi regime?  [6]  (c) \u2018the standard of living in germany improved under the nazis.\u2019 how far do you agree with this  statement? explain your answer.  [10]",
+            "6": "6 0470/13/o/n/16 \u00a9 ucles 2016 depth study c: russia, 1905\u201341 13 the tsarist regime had collapsed by 1917.  (a) what part did religion play in the tsarist autocracy?  [4]  (b) why was there continuing discontent with tsarist rule after the 1905 revolution and up to the  outbreak of war in 1914?  [6]  (c) how important was the first world war in the downfall of tsar nicholas ii? explain your  answer.  [10] 14 once in power, stalin consolidated his position.  (a) what was the \u2018cult of stalin\u2019?  [4]  (b) why were the purges disastrous for the soviet union?  [6]  (c) \u2018it was stalin\u2019s use of his power within the communist party that ensured his success in the  leadership contest.\u2019 how far do you agree with this statement? explain your answer.  [10]",
+            "7": "7 0470/13/o/n/16 \u00a9 ucles 2016 [turn over depth study d: the usa, 1919\u201341 15 in the 1920s, the us economy grew.  (a) what policies did republican governments follow in the 1920s to encourage industrial growth?  [4]  (b) why was the development of assembly-line production important for the growth of the  economy?  [6]  (c) \u2018the lives of all americans improved in the boom years.\u2019 how far do you agree with this  statement? explain your answer.  [10] 16 the new deal, although appreciated by many, attracted opposition.  (a) describe the work of the civilian conservation corps (ccc).  [4]  (b) why was there a second new deal in 1935?  [6]  (c) \u2018republican opposition was a greater threat to the new deal than was the supreme court.\u2019   how far do you agree with this statement? explain your answer.  [10]",
+            "8": "8 0470/13/o/n/16 \u00a9 ucles 2016 depth study e: china, c.1930\u2013c.1990 17 during the 1930s and 1940s chiang kai-shek was under threat.  (a) describe the communist base at jiangxi.  [4]  (b) why did chiang kai-shek plan the extermination campaigns of 1930\u201334?  [6]  (c) \u2018it was the war with japan that weakened the nationalist government.\u2019 how far do you agree  with this statement? explain your answer.  [10] 18 china\u2019s relations with other countries were often unstable.  (a) in what ways did china\u2019s relations with india between 1951 and 1965 affect tibet?  [4]  (b) why was there a tense relationship between china and the usa before 1970?  [6]  (c) \u2018the most important reason for china becoming a world power by 1976 was its admittance to  the united nations.\u2019 how far do you agree with this statement? explain your answer.  [10]",
+            "9": "9 0470/13/o/n/16 \u00a9 ucles 2016 [turn over depth study f: south africa, c.1940\u2013c.1994 19 by 1948, south africa was becoming increasingly segregated.  (a) what changes during the second world war were resented by some white people?  [4]  (b) why were national party policies appealing to afrikaner voters in 1948?  [6]  (c) how far had segregation been established by 1940? explain your answer.  [10] 20 the contribution of individuals was important to the ending of minority rule in south africa.  (a) in what ways did desmond tutu show his opposition to apartheid?  [4]  (b) why were the actions of chief buthelezi controversial?  [6]  (c) \u2018de klerk introduced changes in 1990 because he did not have any choice.\u2019 how far do you  agree with this statement? explain your answer.  [10]",
+            "10": "10 0470/13/o/n/16 \u00a9 ucles 2016 depth study g: israelis and palestinians since 1945 21 nasser became a hero of the arab world.  (a) describe how nasser took over the suez canal.  [4]  (b) why was israel concerned about nasser becoming president of egypt?  [6]  (c) how successful was israel during the suez crisis? explain your answer.  [10] 22 from 1948, unrest in the middle east has been almost continuous.  (a) to where, in 1948\u201349, did palestinian refugees flee?  [4]  (b) why would israel not allow palestinian refugees to return to their homes in israel?  [6]  (c) how important was the first intifada? explain your answer.  [10]",
+            "11": "11 0470/13/o/n/16 \u00a9 ucles 2016 blank page",
+            "12": "12 0470/13/o/n/16 \u00a9 ucles 2016 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 international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download at www.cie.org.uk after  the live examination series. 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.blank page"
+        },
+        "0470_w16_qp_21.pdf": {
+            "1": "this document consists of 11 printed pages, 5 blank pages and 1 insert. dc (nf/fd) 118155/3 \u00a9 ucles 2016 [turn overcambridge international examinations cambridge international general certificate of secondary education *8453996028*history  0470/21 paper 2 october/november 2016  2 hours no additional materials are required. read these instructions first an answer booklet is provided inside this question paper. y ou should follow the instructions on the front cover  of the answer booklet. if you need additional answer paper ask the invigilator for a continuation booklet. this paper has two options. choose one option, and answer all of the questions on that topic. option a: 19th century topic  [p2\u2013p6] option b: 20th century topic  [p8\u2013p12] the number of marks is given in brackets [ ] at the end of each question or part question. the syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificat e.",
+            "2": "2 0470/21/o/n/16 \u00a9 ucles 2016option a: 19th century topic why did the 1848\u201349 revolutions in i taly fail? study the background information and the sources carefully, and then answer all the questions. background informationthe 1848 revolutions in italy were a peculiar mixture. in sicily and naples there were popular risings  for constitutional reform. in rome pope pius ix appeared to put himself forward as leader of an italian federation, but when he rejected this idea he was swept aside by a republican revolt. popular risings in milan and venice were aimed at driving the austrians out, while charles albert of piedmont, although no friend of revolutionaries, declared war on austria in support of lombardy. by the end of 1849 the revolutions had failed. was this because of poor leadership, disunity, failure to  win over the peasants or the strength of the french and austrians? source a charles albert was afraid to use the peasantry in the war against the austrians because he feared  social revolution. he declared war on austria only after the successful insurrections of milan and venice. the war therefore became a war led by a man who feared revolution. he saw the war as a dynastic one, in which the regular armies of the two sides would fight it out. his contempt for popular militias was a mistake. the value of volunteer troops was undoubted and regular soldiers and volunteers had to be combined if the full potential of the italian revolution was to be realised. after charles albert\u2019s incompetent leadership of the army, his defeat at custoza and his hasty  abandonment of milan, the liberal monarchists were greatly discredited. the \u2018war of the kings\u2019 had only led to defeat and the democrats and republicans took over the national movement, but in circumstances that were far less favourable than in march. then the austrians had been in disarray and the chances for striking a decisive blow for italian nationalism had been very strong. but by the autumn the austrians had survived and come out on top, and the counter-revolution was making steady progress all over europe. the decree on land reform and the other social reforms carried out by mazzini in the roman republic  were the most concrete attempts by the italian radicals to build a firm alliance with the urban and rural poor. the land reforms were particularly important because the peasantry formed the vast majority of the population, and if the revolutionaries were to succeed they had to have the peasants on their side. unfortunately the measure at rome came far too late to make any great difference to the war effort against austria. time had run out for mazzini and garibaldi, and the french and austrians closed in from different directions. the key to success in 1848\u201349 was to expel the austrians and charles albert had wasted the opportunity to achieve this. from a history book published in 1971.",
+            "3": "3 0470/21/o/n/16 \u00a9 ucles 2016 [turn oversource b charles albert entered the war against austria with enthusiasm for an independent and united italy.  however, his army, larger than the austrian forces, was incompetently led and ill-prepared for war. not all the blame for the eventual austrian victories can be attributed to charles albert. the austrians had been struggling in venetia. here, the peasants had shown themselves to be in favour of revolution, hoping that it would lessen the harshness of their lives. manin, the leader of the revolutionaries in venice, did abolish the hated personal tax but he failed to use the peasants to strengthen the venetian army. this was not because of fear of the peasantry but his failure to understand what was needed in military terms. the peasants were left without leadership or arms. the revolutionaries were divided. they might be agreed over expelling austria but that was as  far as agreement went. there was no acceptable leader who could coordinate policy. mazzini, pope pius ix and charles albert all had different ideas. local revolutionary leaders had no central leadership and the provisional governments they set up could be moderate, extremist, liberal, radical, republican, democratic or monarchist. the liberals, fearing social revolution, did not encourage popular support or involve the peasants.  mazzini failed to win the support of the peasants through his ideas. he failed to propose solutions to the deep poverty of many peasants. the issue that mattered to them was land ownership and he failed to understand that practical measures like land reform were needed. the military supremacy of austria was the single most important factor in the failure of the revolutions.  the roman republic stood no chance against the french and austrians, especially because of mazzini\u2019s incompetent leadership. even if the revolutionary forces had been able to unite, the austrian forces were better equipped and led and were bound to win in the end. from a history book published in 1968. source c the destinies of italy are maturing, and a happier future is opening up for those who bravely stand up  for their rights against the oppressor. we, out of love for our common race, hasten to associate ourselves with the admiration which italy  confers on you. people of lombardy and venetia, our arms, which were concentrating on your frontier when you liberated milan, are now coming to offer you help which a brother expects from a brother. we will support your just desires, confident as we are in the help of the god which has given pius ix  to italy and who has enabled italy to rely on its own strength. in order to show our feelings of italian brotherhood, we have ordered our troops as they move into lombardy to carry the cross of savoy imposed on the tricolour flag of italy. charles albert\u2019s proclamation to lombardy and venice, march 1848.",
+            "4": "4 0470/21/o/n/16 \u00a9 ucles 2016source d i beg you, because of our joint faith in italian independence, not to forget what a real crisis this is, and  how the opportunity we now have to create a strong state may never recur. today the king told me that his generals are extremely annoyed with the state of opinion in lombardy. tell me my friend, what has piedmont got to gain by joining with lombardy? it may lose its primacy just to become a secondary planet in a different universe. the piedmontese nation is sacrificing its blood, its money, and almost its position of primacy to support its brothers, but it is received like a dangerous enemy! i watched the king going through one lombard village after another unhonoured, as though in a foreign land. the only talk at milan is of a republic. if after proclaiming ourselves a nation we then divide into many tiny states and republics, and if we are then swallowed up by the foreigner, we shall miss our opportunity. from a letter by count di castagneto, one of charles albert\u2019s advisers, to count  casati of milan, april 1848. source e my army was almost alone in the struggle. the lack of provisions forced us to abandon the positions we  had conquered for even the strength of the brave soldier has its limits. but the throbs of my heart were ever for italian independence. people of the kingdom show yourselves strong in a first misfortune, have confidence in your king. the cause of italian independence is not yet lost. from a declaration to his people by charles albert in july 1848, after the defeat by  the austrians at custoza.",
+            "5": "5 0470/21/o/n/16 \u00a9 ucles 2016 [turn oversource f a cartoon of pope pius ix published in 1852. he is holding a mask of christ. source g if only mazzini had bothered to realise that i too knew something about fighting battles. he should have  allowed me to invade the kingdom of naples, whose defeated army was incapable of any response and whose inhabitants were waiting for our arrival with open arms! what a prospect would have opened up for a country not yet completely cast down by foreign invasion! instead of which, mazzini called all the troops back to rome and so offered them up in one tasty dish  to the tyrant of france. everyone who is familiar with rome knows it is impossible to defend. it was therefore pointless to employ all the troops in its defence. when i arrived in rome and saw how it would end in disaster, i asked to be made dictator, as i had  done on other occasions in my life when i have taken sole control of the situation and steered us through stormy seas. mazzini and his colleagues were scandalised. an extract from garibaldi\u2019s memoirs published in 1889.",
+            "6": "6 0470/21/o/n/16 \u00a9 ucles 2016now answer all the following questions. y ou may use any of the sources to help you answer the  questions, in addition to those sources which you are told to use. in answering the questions you should use your knowledge of the topic to help you interpret and evaluate the sources. 1 study sources a and b.  how far do these two sources agree? explain your answer using details of the sources. [7] 2  study source c.  why did charles albert issue this proclamation? explain your answer using details of the source  and your knowledge. [8] 3 study sources d and e.  how far does source d make source e surprising? explain your answer using details of the  sources and your knowledge. [8] 4 study source f .  what is the cartoonist\u2019s message? explain your answer using details of the source and your  knowledge. [8] 5 study source g.  do you believe garibaldi? explain your answer using details of the source and your knowledge.  [7] 6 study all the sources.  how far do these sources provide convincing evidence that the revolutions of 1848\u201349 in italy  failed because of charles albert? use the sources to explain your answer. [12]",
+            "7": "7 0470/21/o/n/16 \u00a9 ucles 2016 [turn overblank page",
+            "8": "8 0470/21/o/n/16 \u00a9 ucles 2016option b: 20th century topic was the italian takeover of abyssinia justified? study the background information and the sources carefully, and then answer all the questions. background informationin december 1934 skirmishes occurred between italian and abyssinian forces at wal wal in the  disputed border area between italian somaliland and abyssinia. mussolini claimed the abyssinians fired first but in september 1935 the league of nations declared neither side was to blame. in october, italy invaded abyssinia. despite protests and sanctions by the league, abyssinia had fallen to the italians by the end of 1936. to some, this was a clear example of unjustified aggression that went against everything the league  stood for but mussolini claimed the occupation was justified \u2013 he was bringing civilisation to a country where slavery, poverty and illiteracy existed. in any case, italy was suffering from economic problems and needed to produce more food. how far were the italian invasion and occupation of abyssinia justified? source a we do not know when mussolini first contemplated an occupation of abyssinia. he does not seem  to have thought of it before the wal wal incident. if the abyssinian government had allowed italian economic activities to develop, italian influence might have developed peacefully and with beneficial results for all concerned. y et even when abyssinia appointed large numbers of european advisers, only one of them was an italian. it should be remembered that the idea of occupying abyssinia was very popular in italy. the compelling  need for more land was not mere greed for colonies, but an urgent necessity. there was room for many italian families in abyssinia, without encroaching on the small area farmed by the abyssinians. the wal wal incident and other subsequent acts of violence by abyssinians had brought relations  between the two countries to a state of acute tension, which was made worse by the intervention of the british government. there can be no doubt that it was these events that brought mussolini around to the idea of an italian colony. the responsibility of british action for the events that followed is well established. had not haile selassie been encouraged by britain, he might well have come to terms with italy. the hoare-laval plan might have served as a basis for discussion, as the italians admitted. it completely  upset the league\u2019s authority by admitting italy\u2019s right even to a square mile of abyssinian territory and it wiped out the charge of italian aggression. however, britain wrongly withdrew the plan because the british government feared its supporters would desert it. the british even accused italy of using poison gas when italy had called the attention of the league to many atrocities committed by the abyssinians, such as the use of expanding bullets. on 15 june 1936 the league council voted to lift sanctions against italy. this ended one of the most deplorable episodes in the history of the league of nations; the unsuccessful attempt to starve italy, a civilised nation of 40 000 000 people, into surrender. an italian historian writing in 1956.",
+            "9": "9 0470/21/o/n/16 \u00a9 ucles 2016 [turn oversource b to mussolini, abyssinia marked an attempt at a renewal of the glory of the roman empire. the defeat  at adowa some forty years before had not been forgotten and mussolini had been waiting for an excuse. possession of colonies was regarded as the symbol of power and it was thirst for status and glory that set mussolini on his course, rather than hunger for bread. however, such a colonial adventure would also be welcomed in italy as a distraction from its economic problems. the border incident at wal wal in 1934 gave italy an excuse for its \u2018colonial operation\u2019. the hoare-laval  plan was typical of the moral decay of the era by trying to back out of the inevitable conflict by bargaining. in fact, the plan simply gave mussolini the green light for his aggression. italian forces opened a full-scale campaign in october 1935 and while there was great enthusiasm among the smaller nations and britain for economic sanctions, the great powers did not dare apply oil sanctions which alone would have stopped italy. the united states\u2019 limitation of oil exports was a sham because it hit abyssinia more than italy. the policies of the great powers revealed a futile escape from world responsibilities. the leaders of the great powers were afraid of taking risks. on 10 june 1936 a member of the british government called for \u2018the withdrawal of sanctions which were the very midsummer of madness\u2019. this was a declaration of the league\u2019s defeat and an irreparable blow to the western democracies. the whole episode revealed the world\u2019s moral sickness. haile selassie was easily the most distinguished figure in the tragedy and dignified even in defeat. abyssinia\u2019s fall was a dark chapter in international affairs of the inter-war period. from a history book published in 1946. source c i felt the italian invasion was in fact no less and no more wrong than the series of unprovoked  aggressions and land grabs by which england, france, belgium, spain, portugal and germany had gobbled up the entire continent of africa, excepting abyssinia and liberia, before the first world war. i had seen how the other allies after the world war cheated italy out of her share. i found abyssinia savage, uncivilised and unknown. not one person in ten thousand could read or write; punishments involved cruel mutilations; unchecked disease was rapidly killing off the population, and the vast majority lived in filth, poverty and degradation. from a book by an american journalist, published in 1936. the journalist had  reported on the italian invasion in 1935. source d i am bored by this italian-abyssinian dispute, and really i fail to see why we should interfere. though,  of course, the league of nations will stand or fall by it. why should england fight italy over abyssinia, when most of our far-flung empire has been won by conquest? from the diary of henry channon, july 1935. channon was later a conservative mp  and a supporter of chamberlain and his policy of appeasement.",
+            "10": "10 0470/21/o/n/16 \u00a9 ucles 2016source e barbarism civilisation a british cartoon published in 1935. source f a british cartoon published in february 1935.",
+            "11": "11 0470/21/o/n/16 \u00a9 ucles 2016 [turn oversource g an italian cartoon showing britain (top left) criticising italy (bottom right) over  abyssinia. this cartoon was published in october 1935 in a newspaper founded by  mussolini. source h i am here today to claim justice which is due to my people, and the assistance promised to us eight  months ago, when fifty nations asserted that aggression had been committed in violation of international treaties. at the beginning, towards the end of 1935, italian aircraft hurled upon my armies bombs of tear-gas.  the barbarism inflicted on us consisted in carrying terror into the most densely populated parts of my country. the object was to scatter fear and death over a great part of the abyssinian territory. these fearful tactics succeeded. the deadly rain that fell from the aircraft made all those whom it touched shriek with pain. all those who drank the poisoned water or ate the infected food also succumbed in dreadful suffering. in tens of thousands, the victims of the italian mustard gas fell. it is in order to denounce to the civilised world the tortures inflicted upon the abyssinian people that i resolved to come to geneva. from a speech by haile selassie to the assembly of the league of nations, june 1936.",
+            "12": "12 0470/21/o/n/16 \u00a9 ucles 2016now answer all the following questions. y ou may use any of the sources to help you answer the  questions, in addition to those sources which you are told to use. in answering the questions you should use your knowledge of the topic to help you interpret and evaluate the sources. 1 study sources a and b.  how far do these two sources agree? explain your answer using details of the sources. [7] 2 study sources c and d.  how far does source d prove that the author of source c was right? explain your answer using  details of the sources and your knowledge. [8] 3 study source e.  what is the cartoonist\u2019s message? explain your answer using details of the source and your  knowledge. [8] 4 study sources f and g.  how far do these two cartoonists agree? explain your answer using details of the sources and  your knowledge. [8] 5 study source h.  are you surprised by this speech? explain your answer using details of the source and your  knowledge. [7] 6 study all the sources.  how far do these sources provide convincing evidence that the italian takeover of abyssinia was  justified? use the sources to explain your answer. [12]",
+            "13": "13 0470/21/o/n/16 \u00a9 ucles 2016blank page",
+            "14": "14 0470/21/o/n/16 \u00a9 ucles 2016blank page",
+            "15": "15 0470/21/o/n/16 \u00a9 ucles 2016blank page",
+            "16": "16 0470/21/o/n/16 \u00a9 ucles 2016blank page permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here 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 onl ine in the cambridge international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to do wnload at www.cie.org.uk after  the live examination series. cambridge international examinations is part of the cambridge assessment group. cambridge assessment is the brand name of unive rsity of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge."
+        },
+        "0470_w16_qp_22.pdf": {
+            "1": "this document consists of 10 printed pages, 2 blank pages and 1 insert. dc (nf/fd) 118152/3 \u00a9 ucles 2016 [turn overcambridge international examinations cambridge international general certificate of secondary education *5905869306*history  0470/22 paper 2 october/november 2016  2 hours no additional materials are required. read these instructions first an answer booklet is provided inside this question paper. y ou should follow the instructions on the front cover  of the answer booklet. if you need additional answer paper ask the invigilator for a continuation booklet. this paper has two options. choose one option, and answer all of the questions on that topic. option a: 19th century topic  [p2\u2013p5] option b: 20th century topic  [p6\u2013p10] the number of marks is given in brackets [ ] at the end of each question or part question. the syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificat e.",
+            "2": "2 0470/22/o/n/16 \u00a9 ucles 2016option a: 19th century topic was the papacy the main hope for change in italy in the 1840s? study the background information and the sources carefully, and then answer all the questions. background informationthe 1840s saw the movement for the rebirth of italy, the risorgimento, gradually grow. however, those  involved disagreed about the future direction for italy. some wanted a federation, some a unified state. some wanted a monarchy, while others were republicans. there were also differences over who or what would lead the risorgimento. some looked to the papacy,  while others looked to the revolutionary mazzini or to charles albert, the king of piedmont. how far was the papacy the main hope for change in italy? source a within italy, the only government of importance was that of piedmont. charles albert was notoriously  reactionary and he began his reign by refusing an amnesty to political prisoners. however, as a devout catholic he was probably influenced by the reforms introduced by pope pius ix and in 1848 he granted a constitution. in 1848 and 1849 he fought wars against austria as a leader of a national independence movement. one explanation of the change is that he was always a secret revolutionary, another is that he could not make up his mind and dithered. mazzini was the first person to put forward an italian revolutionary programme but it is difficult to  assess his influence. his support of italian nationalism was important. it was known to reformist and revolutionary circles and gave new life to their movements. his actions were also important and for a time he helped govern the short-lived roman republic. however, he greatly exaggerated the number of people in y oung italy and his plots were ludicrously unpractical. the date of real significance is the election of pius ix as pope in 1846. his predecessor, gregory xvi,  had been a conservative and had crushed any signs of reform. pius at once freed many political prisoners and reformed the government of the papal states. these actions made people all over italy believe that the pope was implementing the programme laid down for him by gioberti with which he did have some sympathy. once one ruler began to reform, the rulers of other states, such as piedmont, had to follow. from a history book published in 1971.",
+            "3": "3 0470/22/o/n/16 \u00a9 ucles 2016 [turn oversource b mazzini did not know italy well. he often paid little respect to practical realities and his real importance  was in his ideas rather than his actions. he spent his life organising one insurrection after another, only to find that others in the end had captured and perverted the revolution which he had done so much to make a success. at the other end of the scale was charles albert, who for most of his reign remained a king on the old pattern. religious and civil censorship continued to exist. but if there was little sign in charles albert of much affection toward liberty or italy, he soon came to resent austrian power and in 1848 he did go to war against austria. in 1846 a new pope, pius ix, was elected and like most newly elected popes he began by freeing  most of the political prisoners in papal prisons. this amnesty was accompanied by conditions and even threats; yet this innocent action had unintended results which made it a decisive fact in the building of italy. pius ix was a pope of real goodness, the kind of man about whom myths appear which acquire a life of their own. the almost hysterical enthusiasm which greeted his proclamation of amnesty touched a weak point in his character, and soon he was so eager for popularity that he allowed laymen more influence in his government and soon other reforms were slipping through. charles albert was disturbed at this liberal trend in rome, but feeling ran so high that he too had to allow some moderate reforms. from a history book published in 1968. source c i intend to prove that, mainly because of religion, italy possesses within itself all the necessary  conditions for her national and political rebirth, and that to achieve this it has no need of revolutions or foreign invasions. that the papacy is naturally at the head of italy is a truth proven by the nature of things. italy would gain much from a political confederation under the moderating authority of the papacy: it would increase the authority of the princes without damaging their independence, remove the causes of wars and revolutions at home and reduce the differences in currencies, language and systems of government that divide the various provinces. from a book by vincenzo gioberti published in 1843. gioberti, a philosopher and  politician, was sent into exile by charles albert in 1833 and did not return until  1848. source d no nation has been less frequently united in a single body than the italian. confederation is the type of  constitution most suited to italy and the only obstacle to an italian confederation is foreign rule. what would be the pope\u2019s position in a kingdom of italy? that of king? this is impossible, nobody even dreams of it. a democratic system may be possible but it is unlikely in the foreseeable future. the worthy house of savoy has upheld italian virtue for the last century and a half. in the course of that  time the land controlled by the monarchy of savoy has almost doubled. all states that have come under its control have been in favour of the monarchy of savoy and have been acquired at the expense of austria, usually by fighting for them. from a book by cesare balbo published in 1844. balbo was a member of a noble  piedmontese family and was the first prime minister of piedmont appointed under  the new constitution in 1848.",
+            "4": "4 0470/22/o/n/16 \u00a9 ucles 2016source e each day the pope shows himself more lacking in any practical sense. born and brought up in a liberal  family, he has been formed under bad influences; a good priest, he has never turned his mind towards matters of government. warm of heart and weak of intellect, he has allowed himself to be taken and trapped in a net from which he no longer knows how to free himself, and if matters follow their course he will be driven out of rome. a liberal pope is not a possibility. from a letter by metternich to austrian agents in milan, december 1847.  metternich was the austrian chancellor. source f soldiers! we are blessed by the right hand of a great pope who has had to recognise that italy is  condemned by the government of austria to the cruelty of a savage army, pillage, rape, arson, murder and total devastation. the holy father has blessed your swords which, united now with those of charles albert, must move in concord to annihilate the enemies of god, the enemies of italy, and those that have insulted pius ix and assassinated our lombard brothers. such a war of civilisation against barbarism is accordingly not just a national war but also a supremely christian one. let our battle cry be: god wills it! a declaration released to the press in april 1848 by giovanni durando. durando  was in charge of the papal army sent by the pope to defend the papal states  against a possible austrian attack. he later fought in the piedmontese army. source g a cartoon published in rome in a radical newspaper, 1849. it shows the roman  republic ringing a bell in the shape of a cap of liberty. on the right are pope pius ix  and king charles albert.",
+            "5": "5 0470/22/o/n/16 \u00a9 ucles 2016 [turn oversource h the destinies of italy are maturing, and a happier future is opening up for those who bravely stand up  for their rights against the oppressor. we, out of love for our common race, hasten to associate ourselves with the admiration which italy  confers on you. people of lombardy and venetia, our arms which were concentrating on your frontier when you liberated milan are now coming to offer you help which a brother expects from a brother. we will support your just desires, confident as we are in the help of the god which has given pius ix  to italy and who has enabled italy to rely on its own strength. in order to show our feelings of italian brotherhood, we have ordered our troops as they move into lombardy to carry the cross of savoy imposed on the tricolour flag of italy. charles albert\u2019s proclamation to lombardy and venice, march 1848. now answer all the following questions. y ou may use any of the sources to help you answer the  questions, in addition to those sources which you are told to use. in answering the questions you should use your knowledge of the topic to help you interpret and evaluate the sources. 1 study sources a and b.  how far do these two sources agree? explain your answer using details of the sources. [7] 2 study sources c and d.  how far does source c prove source d wrong? explain your answer using details of the sources  and your knowledge. [8] 3 study sources e and f .  does source e make source f surprising? explain your answer using details of the sources and  your knowledge. [8] 4 study source g.  what is the cartoonist\u2019s message? explain your answer using details of the source and your  knowledge. [7] 5 study source h.  do you trust what charles albert says in this source? explain your answer using details of the  source and your knowledge. [8] 6 study all the sources.  how far do these sources provide convincing evidence that up to the late 1840s the papacy was  the main hope for change in italy? use the sources to explain your answer. [12]",
+            "6": "6 0470/22/o/n/16 \u00a9 ucles 2016option b: 20th century topic did the league of nations have any chance of success? study the background information and the sources carefully, and then answer all the questions. background informationduring the peace negotiations in 1919 it was agreed to set up a league of nations. its main aim was to  maintain world peace through collective security and disarmament. the league faced many problems during its lifetime including its lack of powers of enforcement, the absence of some major countries and the self-interest of leading members such as britain and france. by the end of the crisis over abyssinia in 1936 it was clear that the league was failing. was the league doomed from the start? source a the sovereign state was the only source of the league\u2019s power. there could be no authority above that  of the state, and no state could be legally bound without its consent. the league was an experiment in internationalism at a time when the counterclaims of nationalism were running powerfully in the opposite direction. to work properly, the new system of security needed to be universal and the league\u2019s orientation global.  from the start, despite the american input to its creation and its many non-european members, the league was a eurocentric institution. y et neither the british nor the french, who had little confidence in it, saw the league as providing the answer either to the stabilisation of europe or to the future security of france. from a history book published in 2005. source b for the first time in history the counsels of mankind are to be drawn together for the purpose of  defending the rights and improving the conditions of working people \u2013 men, women and children \u2013 all over the world. such a thing as that was never dreamed of before, and what you are asked to discuss is the matter of seeing that this idea is not interfered with. there is no other way to do it than by a universal league of nations, and what is proposed is a universal league of nations. but the idea of a league of nations will not be fully carried out if any one of the great influences that  brought that result about is withheld. every great fighting nation in the world is on the list of those who are to constitute the league of nations. i say every great nation, because america is going to be included among them, and the only choice, my fellow citizens, is whether we will go in now or come in later with germany; whether we will go in as founders of this covenant of freedom or go in as one of those who are admitted after they have made a mistake and repented. an extract from one of the many speeches president wilson gave across the united  states in september 1919.",
+            "7": "7 0470/22/o/n/16 \u00a9 ucles 2016 [turn oversource c a british cartoon published in 1919. source d the league needs to provide the means for the common action which will have to be exercised by the  council. i need hardly point out the league lacks the means of control or police that would make its decisions effective. we all want our action to be effective; we do not want anybody to ridicule us. we desire security. i am bound to say that at the present moment we do not feel that the safeguards are adequate. france must keep its weapons in readiness. france is obliged to be military for the present, and to  continue to be so in order to avoid the resumption of war. we do not want to have lost a million and a half lives for nothing. from a speech by a french delegate to the assembly of the league, 1921.",
+            "8": "8 0470/22/o/n/16 \u00a9 ucles 2016source e the one serious defect in the covenant is the element of compulsory obligation, the attempt to  promote peace by binding members to take economic or other sanctions irrespective of the merits of the dispute in question. this criticism in no way implies any lack of support of the league. it is by far the most effective and hopeful instrument for the prevention of war that the world has yet seen. but in our judgement, the compulsory sanctions are a hindrance and not a help to the league. they are certainly the most important reason why certain nations stay out of the league. the league is a conference system between independent states and the best way is to leave the  decision about their action to the individual members. from an article by a member of the british government, published in 1924. source f a british cartoon published in november 1919.",
+            "9": "9 0470/22/o/n/16 \u00a9 ucles 2016 [turn oversource g a british cartoon entitled \u2018moral persuasion\u2019, published in 1920. the rabbit is  saying \u2018my offensive equipment being practically nil, it remains for me to  fascinate him with the power of my eye.\u2019",
+            "10": "10 0470/22/o/n/16 \u00a9 ucles 2016now answer all the following questions. y ou may use any of the sources to help you answer the  questions, in addition to those sources which you are told to use. in answering the questions you should use your knowledge of the topic to help you interpret and evaluate the sources. 1 study source a.  what can you learn about the league of nations from this source? explain your answer using  details of the source. [6] 2  study source b.  why was this speech made? explain your answer using details of the source and your knowledge.  [8] 3 study source c.  what is the cartoonist\u2019s message? explain your answer using details of the source and your  knowledge. [8] 4 study sources d and e.  does source d make source e surprising? explain your answer using details of the sources and  your knowledge. [8] 5 study sources f and g.  how far do these two cartoonists agree? explain your answer using details of the sources and  your knowledge. [8] 6 study all the sources.  how far do these sources provide convincing evidence that, from the start, the league of nations  had little chance of success? use the sources to explain your answer. [12]",
+            "11": "11 0470/22/o/n/16 \u00a9 ucles 2016blank page",
+            "12": "12 0470/22/o/n/16 \u00a9 ucles 2016blank page permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here 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 onl ine in the cambridge international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to do wnload at www.cie.org.uk after  the live examination series. cambridge international examinations is part of the cambridge assessment group. cambridge assessment is the brand name of unive rsity of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge."
+        },
+        "0470_w16_qp_23.pdf": {
+            "1": "this document consists of 11 printed pages, 1 blank page and 1 insert. dc (nf/fd) 140510/3  r \u00a9 ucles 2016  [turn overcambridge international examinations cambridge international general certificate of secondary education *0422085050*history  0470/23 paper 2  october/november 2016  2 hours no additional materials are required. read these instructions first an answer booklet is provided inside this question paper. you should follow the instructions on the front cover  of the answer booklet. if you need additional answer paper ask the invigilator for a continuation booklet. this paper has two options. choose one option, and answer all of the questions on that topic. option a: 19th century topic  [p2\u2013p5] option b: 20th century topic  [p6\u2013p11] the number of marks is given in brackets [  ] at the end of each question or part question. the syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificate.",
+            "2": "2 0470/23/o/n/16 \u00a9 ucles 2016 option a: 19th century topic how far was cavour in control of events in 1859\u201360? study the background information and the sources carefully, and then answer all the questions. background information the years 1859\u201360 are often seen as crucial for italian unification. however, historians have disagreed  over how far cavour was in control of events in these years. there is also disagreement over whether he had a master plan for italian unification, or whether he was more interested in adding to piedmont\u2019s power. who was in control when cavour and napoleon iii met in 1858 and agreed to provoke austria into war? how far did garibaldi\u2019s successes in sicily and naples seize the initiative and force cavour  to embrace unification? in the years 1859\u201360, how far was cavour in control of events? source a the year 1860 saw the birth of a united italy. within a few months piedmont had more than doubled  its size. few people were more surprised at this achievement than cavour, its chief architect, and few more disappointed than mazzini and garibaldi. in 1860 there had existed two conflicting centres of policy-making, one of them being at turin where cavour was prime minister, the other at palermo and  naples where garibaldi ruled as revolutionary dictator. cavour was eventually able to impose his own  solution, but he succeeded only because his radical opponents first broke free from his leadership and then forced him into actions that he had neither intended nor even foreseen. in my opinion the contribution made by garibaldi to the successes of 1860 has been underrated, but  this does not diminish cavour\u2019s greater achievements. the year 1860 was the most difficult of his life,  when the initiative had fallen into the hands of his political enemies. what he succeeded in doing was  to make the best of circumstances that were largely against him. cavour\u2019s main contribution to italian unification was as a diplomat, because he better than anyone understood how to exploit the rivalries between countries in europe, thus the alliance with france. it is in no sense discreditable to suggest that he spent much of the time feeling his way, sometimes following contradictory policies until the time  came when he could choose and make a decisive move. until 1860 cavour had been unenthusiastic about the idea of a united italy. his native language was  french, not italian, and he knew little about the rest of italy. his own preference was for an enlarged piedmont becoming the centre of a kingdom of northern italy. only in 1860 did he begin to understand that a united italian state under piedmontese and conservative direction would be practical politics. it  was the urgent need to defeat garibaldi that finally made this a necessary solution. from a book published in 1954.",
+            "3": "3 0470/23/o/n/16 \u00a9 ucles 2016 [turn over source b garibaldi alone was committed to a united italy from start to finish. napoleon iii was not, cavour was  not. garibaldi is fundamental to the unification process. it was he who forced cavour to embrace  unification. cavour knew nothing of the south and aimed only at an enlarged piedmont. he did not envisage full unification until a much later date, possibly by another generation. garibaldi\u2019s success transformed the situation. cavour was opposed to garibaldi\u2019s expedition and he saw garibaldi\u2019s success as a threat to everything he had achieved. garibaldi had to be stopped and the only way this could be done was to take over the papal states and southern italy. cavour unified italy not because  he believed in a united italy but to stop garibaldi. it was a desperate gamble to preserve an enlarged  piedmont. once he had achieved unification he became a firm supporter of it but he was not its architect. he  was not a planner, he was an opportunist and his schemes succeeded more by luck than design. for  example, the alliance with france was not of his making. unification was forced on him by garibaldi\u2019s  achievements. from a book published in 2001. source c a cartoon published in britain in june 1859. napoleon iii, on the left, is saying to  king victor emmanuel, \u2018bravo, my little fellow! you shall do all the fighting and we\u2019ll divide the  glory.\u2019",
+            "4": "4 0470/23/o/n/16 \u00a9 ucles 2016 source d garibaldi is planning the wildest schemes. as he remains devoted to king victor emmanuel, he will not  help mazzini or republicanism. but he feels it is his duty to liberate all italy, stage by stage, before turning  it over to the king. he is thus putting off the day when sicily will demand annexation to piedmont, for  he wants to keep the dictatorial powers which will enable him to raise an army to conquer first naples,  then rome. the government here has no influence on him. we must therefore prevent garibaldi from  conquering naples, and we must try and annex sicily as soon as possible. were garibaldi to become  master of naples we would not be able to stop him from compromising us with france and europe. if  the bourbons have to fall, it should not be by garibaldi\u2019s actions. a letter from cavour to costantino nigra, july 1860. nigra was a piedmontese  diplomat working for cavour in paris. source e as to garibaldi\u2019s expedition to sicily, cavour said exactly these words: \u2018well and good. begin at the  south in order to come north. when it is a question of actions of that kind, however bold they may  be, you can rely on my support.\u2019 those were his precise words. he promised to help the expedition,  provided the part played by the government was completely concealed. giuseppe sirtori speaking in the italian parliament in 1863. sirtori was garibaldi\u2019 s  chief of staff and was with him during his conquest of sicily and naples. he  represented garibaldi in discussions with cavour. source f several times cavour mentioned the possibility of italian unity, and what he said to me was this:  i have always favoured a federal system. i have never recoiled  from the extreme but inevitable result of a federation, namely the   establishment of a republic. after the armistice of villafranca,  however, federalism was no longer possible. so i came to believe  that the only possibility was a unitary and monarchical state. cavour possesses a gift for intrigue and in the last few days he has recovered his lost self-confidence.  the day he throws off the mask to deal openly with the conqueror of the two sicilies, he will put himself  at the head of an all-powerful liberal party. a letter from baron talleyrand, french ambassador at turin, to the french foreign  minister, august 1860.",
+            "5": "5 0470/23/o/n/16 \u00a9 ucles 2016 [turn over source g our policy must be conservative. we do not want to uproot society and disturb civil order. how should  we have reacted to recent events at naples? should we have allowed the germs of revolution which  we had destroyed in northern italy to multiply elsewhere? no, we could not. by seizing the direction of political events in southern italy, the king and his government prevented  our wonderful italian movement from degenerating, they prevented the factions which did us so much  harm in 1848 from exploiting the emergency conditions in naples after its conquest by garibaldi. we  intervened to allow the people of southern italy to decide freely on their fate. cavour speaking to the piedmontese parliament, october 1860. now answer all the following questions. you may use any of the sources to help you answer the  questions, in addition to those sources which you are told to use. in answering the questions you  should use your knowledge of the topic to help you interpret and evaluate the sources. 1 study sources a and b.  how far do these two sources agree? explain your answer using details of the sources.  [7] 2 study source c.  what is the cartoonist\u2019s message? explain your answer using details of the source and your  knowledge.  [8] 3 study sources d and e.  does source d prove that sirtori was lying in source e? explain your answer using details of the  sources and your knowledge.  [8] 4 study source f.  are you surprised by this source? explain your answer using details of the source and your  knowledge.  [7] 5 study source g.  why did cavour make this speech? explain your answer using details of the source and your  knowledge.  [8] 6 study all the sources.  how far do these sources provide convincing evidence that in the years 1859\u201360 cavour was in  control of events? use the sources to explain your answer.  [12]",
+            "6": "6 0470/23/o/n/16 \u00a9 ucles 2016 option b: 20th century topic how far was the league of nations a failure? study the background information and the sources carefully, and then answer all the questions. background information the league of nations faced many difficult problems after its establishment in 1919. its critics claim  that it achieved little and point to the fact that another world war broke out in 1939. its defenders argue that although it did eventually fail to prevent another world war, it had several successes. overall, how far was the league of nations a failure? source a it became clear very quickly that the league would be just an addition to existing international relations  mechanisms and often one to be kept at arm\u2019s length; britain and france had no intention of allowing the treaty\u2019s enforcement to become a league responsibility. it is also not clear whether the \u2018new  diplomacy\u2019 achieved different results than the \u2018old\u2019 diplomacy might have done in similar circumstances. the league, however, did have its uses. handing over the government of danzig and the saar to  the league solved tricky problems. the league\u2019s beneficial role in inhibiting slavery, international prostitution and the trading of drugs, in promoting the protection of refugees, and preventing and  controlling disease, was acknowledged. it enjoyed successes in the swedish-finnish quarrel over the  aaland islands in 1920 and in the greece-bulgaria dispute of 1925, but significantly, both were in accessible parts of europe, were between minor states, and did not involve the direct interests of a great power. the league was much less effective where any of these criteria did not apply. it was in abyssinia in  1935 that the demands of the old and new diplomacies came into sharpest conflict. the circumstances  meant that the credibility of the league and the \u2018new\u2019 diplomacy became linked with the response to this problem. the lessons were painful. the league had ended in failure. it had been based on too many paradoxes: the attempt to create collective security in a world of sovereign national states and the hope of international democracy in a world dominated by great powers. after abyssinia the league  became an increasing irrelevance. from a history book published in 2010.",
+            "7": "7 0470/23/o/n/16 \u00a9 ucles 2016 [turn over source b the league appeared to many to offer the best alternative to the balance-of-power approach that had  failed so badly in 1914. but it was not the league that wilson had planned. it was not a substitute  for great-power politics, as he had intended, but rather just additional to it. it always operated within prescribed limits and its success depended on the willingness of the powerful states to use it. the league moved quickly after it was established. the first dispute successfully resolved was between  finland and sweden. it also speedily resolved the conflict between bulgaria and greece. if most of the  league\u2019s successes involved small states, the clash between britain and turkey over oil-rich mosul in  1924 suggested that the council\u2019s procedures could be used to keep the peace in matters involving a great power. the failure over the italian invasion of abyssinia was due to britain and france, rather than the league. nor was the failure of various international conferences such as the world economic conference of  london in 1933 the fault of the league of nations. the framework for international cooperation was still fragile but the activities of the league appeared with the passage of time to be a contribution to the shaping of the contemporary world. the league was a forerunner of a new world order based on international cooperation. it embodied the new ideas that characterised the twentieth century. it is hoped the ideal of world peace \u2013 the ideal of the league \u2013 will become the dominant feature of the  twenty-first century. from a history book published in 2011. source c a british cartoon published in 1920.",
+            "8": "8 0470/23/o/n/16 \u00a9 ucles 2016 source d a british cartoon published in november 1925.",
+            "9": "9 0470/23/o/n/16 \u00a9 ucles 2016 [turn over source e geneva statesmen abolish war. all armies \u201cinvolved in a dispute\u201dprinciples of the leaguetemporarilyveiled for repairstemporarilyveiled for repairs are appointed commissions of the league to enquire into each other, thus fighting will proceed in peace. prophecies for 1932 a british cartoon published in december 1931. source f i would like to speak about the league and the policy of collective security which we have  whole -heartedly supported with such disappointing results. the dispute between italy and abyssinia  was a perfect opportunity for the exercise of that policy. it has been tried based on sanctions and it has  failed to prevent war, failed to save the victim from the aggressor. the other day the president of the league of nations said that if we were to pursue the policy of  sanctions it was still possible to preserve the independence of abyssinia. that seems to me to be  madness. we must admit we have tried to impose upon the league a task which was beyond its  powers to fulfill. it is time to limit the functions of the league so that they match with its real powers.  but if the league is to be limited in that way it must be admitted that it could no longer be relied upon to  secure the peace of the world. from a speech by neville chamberlain, a leading member of the british  government, june 1936.",
+            "10": "10 0470/23/o/n/16 \u00a9 ucles 2016 source g there exist inside the league two ideas about how best to preserve peace. there is the idea that when  a state announces a foreign policy based on aggression and invading other countries\u2019 frontiers, the  league has the duty of declaring that it will fight such a policy with every means at its disposal. there is, however, another idea that the aggressor should be treated with consideration and that  negotiations should be carried out with the assurance that no collective action will be carried out. unfortunately, this is the policy that has so far been followed and it has as its consequences three wars  and threatens to bring us a fourth. maxim litvinov speaking at the league of nations assembly, september 1938. litvinov was in charge of soviet foreign policy. source h it is common to speak of the failure of the league. is it true that all our efforts for those twenty years  have been thrown away? the work of the league is unmistakably printed on the social, economic and humanitarian life of the world. but above all that, a great advance was made in the international  organisation of peace. for the first time an organisation was constructed to abolish war. an assembly  representing some fifty peace-loving nations. for ten years the league advanced. our balance-sheet is not altogether unfavourable. in the  essential task of maintaining peace it succeeded during a number of years. it succeeded as long as  the governments of the great powers supported it and as long as, in the background, there was the  possibility that their force would be put at the service of its decisions. during a number of years the league of nations settled various grave disputes such as the aaland islands, all of them involving areas which might have become battlefields if the league had not settled them. from a speech by se\u00e1n lester, secretary-general of the league of nations. he was  speaking to the assembly during the last session of the league in 1946, when it  dissolved itself.",
+            "11": "11 0470/23/o/n/16 \u00a9 ucles 2016 now answer all the following questions. you may use any of the sources to help you answer the  questions, in addition to those sources which you are told to use. in answering the questions you  should use your knowledge of the topic to help you interpret and evaluate the sources. 1 study sources a and b.  how far do these two sources agree? explain your answer using details of the sources.  [7] 2 study sources c and d.  how similar are these two cartoons? explain your answer using details of the sources and your  knowledge.  [8] 3 study source e.  what is the cartoonist\u2019s message? explain your answer using details of the source and your  knowledge.  [8] 4 study source f.  are you surprised by this source? explain your answer using details of the source and your  knowledge.  [8] 5 study sources g and h.  how far does source g prove that source h is wrong? explain your answer using details of the  sources and your knowledge.  [7] 6 study all the sources.  how far do these sources provide convincing evidence that the league of nations was a failure?  use the sources to explain your answer.  [12]",
+            "12": "12 0470/23/o/n/16 \u00a9 ucles 2016 blank page permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the  publisher will be pleased to make amends at the earliest possible opportunity. to avoid the issue of disclosure of answer-related information to candidates, all copyright acknowledgements are reproduced online in the cambridge international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download at www.cie.org.uk after  the live examination series. 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."
+        },
+        "0470_w16_qp_41.pdf": {
+            "1": "this document consists of 3 printed pages, 1 blank page and 1 insert. dc (cw) 115061/1 \u00a9 ucles 2016 [turn overcambridge international examinations cambridge international general certificate of secondary education *8927305546*history  0470/41 paper 4 alternative to coursework october/november 2016  1 hour no additional materials are required. read these instructions first an answer booklet is provided inside this question paper. y ou should follow the instructions on the front cover  of the answer booklet. if you need additional answer paper ask the invigilator for a continuation booklet. answer one question from your chosen depth study. the number of marks is given in brackets [ ] at the end of each question or part question. the syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificat e.",
+            "2": "2 0470/41/o/n/16 \u00a9 ucles 2016answer one question from your chosen depth study. depth study a: the first world war, 1914\u20131918 1 how significant was the battle of the marne as a reason why the war was not over by the end of  1914? explain your answer. [40] 2 how important was trench warfare as a cause of the stalemate on the western front? explain  your answer. [40] depth study b: germany, 1918\u20131945 3 how significant were economic problems as a reason for the instability of the weimar republic up  to 1923? explain your answer. [40] 4 how important was the reichstag fire as a reason for hitler\u2019s ability to consolidate nazi power by  1934? explain your answer. [40] depth study c: russia, 1905\u20131941 5 how significant was the decision to continue the war as a reason for the collapse of the provisional  government by november 1917? explain your answer. [40] 6 how important was the need to defend communism in the soviet union as a reason for the five- y ear plans? explain your answer. [40] depth study d: the usa, 1919\u20131941 7 how significant was the red scare as a reason for restricting immigration in the usa in the 1920s?  explain your answer. [40] 8 how important were bank failures as a cause of the great depression? explain your answer. [40] depth study e: china, c.1930\u2013c.1990 9 how significant were land reforms in changing the lives of peasants in the 1950s? explain your  answer. [40] 10 how important was the development of nuclear weapons in establishing china as a world power  by the time of mao\u2019s death? explain your answer. [40]",
+            "3": "3 0470/41/o/n/16 \u00a9 ucles 2016depth study f: south africa, c.1940\u2013c.1994 11 how important was anti-communism as a reason for the national party victory in 1948? explain  your answer. [40] 12 how significant was the sharpeville massacre as a reason for the growth in opposition towards  apartheid? explain your answer. [40] depth study g: israelis and palestinians since 1945 13 how important was religion as a cause of conflict between jews and arabs in palestine, 1945\u201349?  explain your answer. [40] 14 how significant was israeli military force as a cause of the first intifada, 1987\u201393? explain your  answer. [40]",
+            "4": "4 0470/41/o/n/16 \u00a9 ucles 2016blank page permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here 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 onl ine in the cambridge international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to do wnload at www.cie.org.uk after  the live examination series. cambridge international examinations is part of the cambridge assessment group. cambridge assessment is the brand name of unive rsity of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge."
+        },
+        "0470_w16_qp_42.pdf": {
+            "1": "cambridge international examinations cambridge international general certificate of secondary education 0470/42 october/november 2016 1 hourhistory paper 4 alternative to coursework additional materials: answer booklet/paper read these instructions first an answer booklet is provided inside this question paper. you should follow the instructions on the front cover of the answer booklet. if you need additional answer paper ask the invigilator for a continuation booklet. answer one question from your chosen depth study. the number of marks is given in brackets [ ] at the end of each question or part question. the syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificate. this document consists of 3printed pages and 1blank page. [turn over 11_0470_42_2016_1.7 \u00a9 ucles 2016 *3044365775*",
+            "2": "answer one question from your chosen depth study. depth study a: the first world war, 1914\u20131918 how significant was the entry into the war of the british expeditionary force in 1914? explain your answer. [40]1 how important was the zimmermann telegram as a reason for us entry into the war in 1917? explain your answer. [40]2 depth study b: germany, 1918\u20131945 how significant were the spartacists to the instability of germany,1918\u201323? explain your answer. [40]3 how important was control of the media in strengthening nazi rule in germany after 1934? explain your answer. [40]4 depth study c: russia, 1905\u20131941 how important was rasputin as a cause of growing opposition to tsarist rule in russia? explain your answer. [40]5 how significant was the new economic policy as a reason for the introduction of stalin's five-year plans? explain your answer. [40]6 depth study d: the usa, 1919\u20131941 how important was immigration as a cause of intolerance in us society in the 1920s? explain your answer. [40]7 how significant was the impact of the new deal on the unemployed? explain your answer. [40] 8 depth study e: china, c.1930\u2013c.1990 how important were the actions of the kuomintang as a reason for the growth in support for the chinese communist party? explain your answer. [40]9 how significant was the role of the usa in the emergence of china as a world power? explain your answer. [40]10 11_0470_42_2016_1.7 \u00a9 ucles 20162",
+            "3": "depth study f: south africa, c.1940\u2013c.1994 how important to the development of the south african economy by 1945 was gold mining? explain your answer. [40]11 how significant was the impact of government legislation on the lives of non-white south africans during the 1950s? explain your answer. [40]12 depth study g: israelis and palestinians since 1945 how significant was palestinian terrorism in promoting the palestinian cause? explain your answer. [40]13 how important was the election of likud in 1977 to relations between israel and its neighbours? explain your answer. [40]14 11_0470_42_2016_1.7 \u00a9 ucles 20163",
+            "4": "blank page permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. every reasonable effort has been made by the publisher (ucles) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the pub lisher 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 cambridg e international examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download at www.cie.o rg.uk after the live examination series. cambridge international examinations is part of the cambridge assessment group. cambridge assessment is the brand name of university of cambridge l ocal examinations syndicate (ucles), which is itself a department of the university of cambridge. 11_0470_42_2016_1.7 \u00a9 ucles 20164"
+        },
+        "0470_w16_qp_43.pdf": {
+            "1": "this document consists of 3 printed pages, 1 blank page and 1 insert. dc (cw) 115059/2 \u00a9 ucles 2016 [turn overcambridge international examinations cambridge international general certificate of secondary education *8649083344*history  0470/43 paper 4 alternative to coursework october/november 2016  1 hour no additional materials are required. read these instructions first an answer booklet is provided inside this question paper. y ou should follow the instructions on the front cover  of the answer booklet. if you need additional answer paper ask the invigilator for a continuation booklet. answer one question from your chosen depth study. the number of marks is given in brackets [ ] at the end of each question or part question. the syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificat e.",
+            "2": "2 0470/43/o/n/16 \u00a9 ucles 2016answer one question from your chosen depth study. depth study a: the first world war, 1914\u20131918 1 how important were tanks in breaking the stalemate on the western front? explain your answer.  [40] 2 how significant was the blockade of german ports as a reason for germany\u2019s surrender in 1918?  explain your answer. [40] depth study b: germany, 1918\u20131945 3 how significant was the second world war as a cause of the final solution? explain your answer.  [40] 4 how important were policies towards women in bringing about the kind of society the nazis  wanted? explain your answer. [40] depth study c: russia, 1905\u20131941 5 how significant was the kronstadt rebellion as a cause of lenin\u2019s introduction of the new  economic policy in 1921? explain your answer. [40] 6 how important was propaganda in allowing stalin to control the ussr? explain your answer. [40] depth study d: the usa, 1919\u20131941 7 how significant were republican policies as a cause of the economic boom in the usa in the  1920s? explain your answer. [40] 8 how important was racism in the usa as a reason for the ku klux klan\u2019s success in the 1920s?  explain your answer. [40] depth study e: china, c.1930\u2013c.1990 9 how significant were chiang kai-shek\u2019s extermination campaigns against the jiangxi soviet in his  struggle against the communists? explain your answer. [40] 10 how important were economic factors in bringing about closer relations between china and the  usa in the early 1970s? explain your answer. [40]",
+            "3": "3 0470/43/o/n/16 \u00a9 ucles 2016depth study f: south africa, c.1940\u2013c.1994 11 how significant were the bantustans in developing apartheid? explain your answer. [40] 12 how important was desmond tutu in bringing apartheid to an end? explain your answer. [40] depth study g: israelis and palestinians since 1945 13 how significant was the israeli military as a reason for israel\u2019s victory in the 1948\u201349 war? explain  your answer. [40] 14 how important was the role of president sadat as a cause of the y om kippur war in 1973? explain  your answer. [40]",
+            "4": "4 0470/43/o/n/16 \u00a9 ucles 2016blank page permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here 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 onl ine in the cambridge international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to do wnload at www.cie.org.uk after  the live examination series. cambridge international examinations is part of the cambridge assessment group. cambridge assessment is the brand name of unive rsity of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge."
+        }
+    },
+    "2017": {
+        "0470_m17_qp_12.pdf": {
+            "1": "this document consists of 10 printed pages, 2 blank pages and 1 insert. dc (nh) 129022/3 \u00a9 ucles 2017  [turn over *5913439152*history  0470/12 paper 1  february/march 2017  2 hours no additional materials are required. read these instructions first an answer booklet is provided inside this question paper. you should follow the instructions on the front cover  of the answer booklet. if you need additional answer paper ask the invigilator for a continuation booklet. answer three  questions. section a (core content) answer any two questions. section b (depth studies) answer any  one question. the number of marks is given in brackets [  ] at the end of each question or part question. the syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificate.cambridge international examinations cambridge international general certificate of secondary education",
+            "2": "2 0470/12/f/m/17 \u00a9 ucles 2017 section a: core content answer any two questions from this section. 1 cavour was important in the move towards a united italy.  (a) describe events of 1848\u201349 which resulted in the abdication of charles albert.  [4]  (b) why was the crimean war beneficial to cavour?  [6]  (c) \u2018the main consequence for piedmont of the war of 1859 between austria and france was the  resignation of cavour.\u2019 how far do you agree with this statement? explain your answer.  [10] 2 austria\u2019s influence over germany was declining by 1866.  (a) describe austria\u2019s attitude towards germany after the failure of the 1848\u201349 revolutions.  [4]  (b) why did the frankfurt parliament fail?  [6]  (c) how far was schleswig-holstein responsible for the dispute between austria and prussia in  1866? explain your answer.  [10] 3 in the nineteenth century european countries spread their influence around the world.  (a) what were the \u2018unequal treaties\u2019 forced on china?  [4]  (b) why was the boxer rebellion significant for china?  [6]  (c) \u2018trade was the main reason for nineteenth-century european imperialism.\u2019 how far do you  agree with this statement? explain your answer.  [10] 4 many countries contributed to rising tension in europe in the early years of the twentieth century.  (a) what was the bosnian crisis of 1908?  [4]  (b) why did britain take part in a naval race with germany in the early years of the twentieth  century?  [6]  (c) \u2018the rise of serbia was the most important cause of the outbreak of war in 1914.\u2019 how far do  you agree with this statement? explain your answer.  [10]",
+            "3": "3 0470/12/f/m/17 \u00a9 ucles 2017 [turn over 5 achieving success at the paris peace negotiations was difficult.  (a) what did lloyd george want to achieve for britain from the paris peace negotiations?  [4]  (b) why did lloyd george find it difficult to achieve his aims at the paris peace negotiations?  [6]  (c) \u2018military restrictions were the main reason for german dissatisfaction with the terms of the  treaty of versailles.\u2019 how far do you agree with this statement? explain your answer.  [10] 6 international peace had collapsed by 1939.  (a) in what ways did hitler undermine the treaty of versailles between 1933 and 1936?  [4]  (b) why did some people argue that the policy of appeasement was a good idea?  [6]  (c) \u2018decisions taken at munich in 1938 were more important in bringing about war than hitler\u2019s  aggression against poland.\u2019 how far do you agree with this statement? explain your answer.  [10] 7 following the end of hostilities in 1945, differences between the usa and the ussr surfaced.  (a) what was discussed at the yalta conference?  [4]  (b) why did roosevelt\u2019s death after the yalta conference affect what happened at the potsdam  conference?  [6]  (c) \u2018blame for the cold war rests with stalin rather than with truman.\u2019 how far do you agree with  this statement? explain your answer.  [10] 8 soviet control of eastern europe was tested between 1956 and 1968.  (a) what reforms did the nagy government plan for hungary?  [4]  (b) why did the soviet union oppose the changes proposed by dubcek for czechoslovakia?  [6]  (c) \u2018the main reason the berlin wall was built was to keep western influence out of east  germany.\u2019 how far do you agree with this statement? explain your answer.  [10]",
+            "4": "4 0470/12/f/m/17 \u00a9 ucles 2017 section b: depth studies answer any one question from this section. depth study a: the first world war, 1914\u201318 9 war was conducted on a number of fronts.  (a) what happened at the battle of jutland?  [4]  (b) why did russia suffer defeats on the eastern front?  [6]  (c) \u2018poor leadership was the main reason for the allied failure at gallipoli.\u2019 how far do you agree  with this statement? explain your answer.  [10] 10 germany launched the ludendorff offensive in march 1918.  (a) describe the initial success of the ludendorff offensive.  [4]  (b) why were the allies able to defeat the ludendorff offensive?  [6]  (c) \u2018revolution in germany was the main reason for germany signing the armistice.\u2019 how far do  you agree with this statement? explain your answer.  [10]",
+            "5": "5 0470/12/f/m/17 \u00a9 ucles 2017 [turn over depth study b: germany, 1918\u201345 11 by 1934 hitler controlled germany.  (a) describe the night of the long knives.  [4]  (b) why did hitler consider r\u00f6hm a threat?  [6]  (c) \u2018the failure of the weimar government to deal with the impact of the depression was the  most important reason for hitler being appointed chancellor of germany.\u2019 how far do you  agree with this statement? explain your answer.  [10] 12 people within german society had different experiences under nazi rule.  (a) describe what children were taught in nazi schools.  [4]  (b) why were young germans encouraged to join the hitler youth?  [6]  (c) \u2018nazi policies towards women and the family were successful.\u2019 how far do you agree with this  statement? explain your answer.  [10]",
+            "6": "6 0470/12/f/m/17 \u00a9 ucles 2017 depth study c: russia, 1905\u201341 13 tsarist rule in russia ended in 1917.  (a) what happened on bloody sunday, january 1905?  [4]  (b) why, between 1906 and 1914, was the tsar able to stabilise his rule over russia?  [6]  (c) \u2018the loss of the support of the army was the main reason for the abdication of the tsar in  1917.\u2019 how far do you agree with this statement? explain your answer.  [10] 14 after 1928 stalin consolidated his dictatorship.  (a) describe the types of propaganda used by stalin.  [4]  (b) why was kirov\u2019s death in 1934 important?  [6]  (c) \u2018stalin had complete control over the soviet union.\u2019 how far do you agree with this statement?  explain your answer.  [10]",
+            "7": "7 0470/12/f/m/17 \u00a9 ucles 2017 [turn over depth study d: the usa, 1919\u201341 15 the 1920s brought a change in lifestyle for some americans.  (a) what was the sacco and vanzetti case?  [4]  (b) why did the popularity of radio increase in 1920s america?  [6]  (c) \u2018prohibition was introduced because the drinking of alcohol brought social problems.\u2019 how far  do you agree with this statement? explain your answer.  [10] 16 the new deal was welcomed by some and opposed by others.  (a) what were roosevelt\u2019s \u2018hundred days\u2019?  [4]  (b) why was roosevelt successful in dealing with the banks?  [6]  (c) \u2018the main opposition to the new deal came from the challenge to its legality.\u2019 how far do you  agree with this statement? explain your answer.  [10]",
+            "8": "8 0470/12/f/m/17 \u00a9 ucles 2017 depth study e: china, c.1930\u2013c.1990 17 by 1949 the nationalists had been defeated.  (a) in what ways was yenan important to the communists in the 1930s?  [4]  (b) why was the long march beneficial for mao?  [6]  (c) \u2018the communists won the civil war because they used tactics which had been successful  in the fight against the japanese.\u2019 how far do you agree with this statement? explain your  answer.  [10] 18 china changed following the death of mao.  (a) what action did mao take against \u2018counter-revolutionaries\u2019?  [4]  (b) why was deng able to establish leadership over china after mao\u2019s death?  [6]  (c) how far did the economic developments of the 1980s produce social and political change in  china? explain your answer.  [10]",
+            "9": "9 0470/12/f/m/17 \u00a9 ucles 2017 [turn over depth study f: south africa, c.1940\u2013c.1994 19 between 1948 and 1966, apartheid was established in south africa.  (a) what were the main features of the apartheid system set up by the national party following  their election success of 1948?  [4]  (b) why was the bantu self-government act of 1959 important?  [6]  (c) how successfully had the south african government dealt with opposition to apartheid by  1966? explain your answer.  [10] 20 apartheid faced both internal and external opposition.  (a) in what ways, between 1966 and 1973, did the united nations show opposition to apartheid?  [4]  (b) why were many western countries reluctant to impose economic sanctions on south africa  during the 1960s and 1970s?  [6]  (c) how far did opposition to apartheid change between 1966 and 1980? explain your answer.  [10]",
+            "10": "10 0470/12/f/m/17 \u00a9 ucles 2017 depth study g: israelis and palestinians since 1945 21 the middle east suffered from continuous unrest.  (a) what were the results of the suez war of 1956 for israel?  [4]  (b) why did war break out in june 1967?  [6]  (c) \u2018between 1948 and 1979, the ussr was more successful in influencing events in the middle  east than was the usa.\u2019 how far do you agree with this statement? explain your answer.  [10] 22 perceptions of the palestinian cause changed over time.  (a) describe the impact of the palestinian refugee crisis before 1960.  [4]  (b) why was the plo expelled from jordan in 1970?  [6]  (c) \u2018by the early 1990s, the palestinians had been successful in gaining international support.\u2019  how far do you agree with this statement? explain your answer.  [10]",
+            "11": "11 0470/12/f/m/17 \u00a9 ucles 2017 blank page",
+            "12": "12 0470/12/f/m/17 \u00a9 ucles 2017 blank page permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the  publisher will be pleased to make amends at the earliest possible opportunity. to avoid the issue of disclosure of answer-related information to candidates, all copyright acknowledgements are reproduced online in the cambridge international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download at www.cie.org.uk after  the live examination series. 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."
+        },
+        "0470_m17_qp_22.pdf": {
+            "1": "this document consists of 12 printed pages and 1 insert. dc (nh/fd) 129021/2 \u00a9 ucles 2017  [turn over *9993557577*history  0470/22 paper 2  february/march 2017  2 hours no additional materials are required. read these instructions first an answer booklet is provided inside this question paper. you should follow the instructions on the front cover  of the answer booklet. if you need additional answer paper ask the invigilator for a continuation booklet. this paper has two options. choose one option, and answer all of the questions on that topic. option a: 19th century topic [p2\u2013p7] option b: 20th century topic [p8\u2013p12] the number of marks is given in brackets [  ] at the end of each question or part question. the syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificate.cambridge international examinations cambridge international general certificate of secondary education",
+            "2": "2 0470/22/f/m/17 \u00a9 ucles 2017 option a: 19th century topic what was lincoln\u2019s attitude towards emancipation of slaves? study the background information and the sources carefully, and then answer all the questions. background information historians have disagreed about abraham lincoln\u2019s real attitude towards emancipation of slaves. he  is sometimes portrayed as a great hero who saw slavery as evil and was determined to bring about  emancipation. others see him as someone who was little interested in the issue of emancipation and  who had to be pushed all the way to act. when the emancipation proclamation came into operation in  january 1863 it only freed slaves in the confederacy and some argued that it was introduced simply  to help the north in the civil war. however, in 1865 lincoln forced through congress the thirteenth  amendment which abolished slavery throughout the usa. did lincoln really believe in emancipation? source a lincoln\u2019s career was a process of moral and political education and deepening antislavery conviction.  lincoln was strongly antislavery, but he was not an abolitionist or radical republican and never claimed  to be one. he made a sharp distinction between his personal wish that \u2018all men everywhere could  be free\u2019 and his official duties as legislator, congressman, and president in a legal and constitutional  system that recognised the south\u2019s right to property in slaves. even after issuing the emancipation  proclamation he continued to declare his preference for gradual abolition. while his racial views  changed during the civil war, he never became a principled egalitarian in the manner of abolitionists  such as frederick douglass. much of lincoln\u2019s career can be seen as an attempt to identify a workable mode of antislavery action  in a political and constitutional system that erected seemingly impassable barriers to effective steps  towards abolition. for most of his career, lincoln had no real idea how to rid the united states of  slavery, although he announced many times his desire to see it end. no one before the war anticipated  what lincoln would call its \u2018astounding\u2019 result, the emancipation of the slaves.  from a history book published in 2010.",
+            "3": "3 0470/22/f/m/17 \u00a9 ucles 2017 [turn over source b lincoln was far too moderate on slavery. although he believed slavery was wrong he never believed  in racial equality. all he wanted at first was to stop slavery spreading to the new territories. he did not  even propose forbidding slavery in the south. radical republicans like charles sumner were angry  with him for not taking a strong stand against slavery. his ideas about slavery never really changed  during his lifetime. during the early part of the civil war lincoln insisted that it was not about emancipation. he did not want  to create new enemies in slave states such as maryland and kentucky and feared that emancipation  would lead to the war degenerating into a \u2018remorseless struggle\u2019. his only concern was the union, but  he began to realise that freeing the slaves would weaken the south and would help him win the war  and restore the union. it was not until august 1862 that he even supported the idea of black soldiers  in the union army. he agreed to the emancipation proclamation reluctantly and under great pressure  from abolitionists. although he introduced it in july 1862, he postponed issuing it until 1863 and spent  the time trying to persuade black americans to support the idea of colonisation. when issued, it did  not liberate a single slave in states that his government controlled as it applied only to areas ruled by  the confederates. what it did, however, was weaken the confederacy. when in 1865 all slaves were  freed, it was clear that the civil war had unexpectedly led to full emancipation.  from a recent article about lincoln. source c i hate the spread of slavery. i hate it because of the monstrous injustice of slavery itself. i hate it  because it enables the enemies of free institutions to taunt us as hypocrites and causes the real friends  of freedom to doubt our sincerity. i have no prejudice against the southern people. they are just what  we would be in their situation. if slavery did not now exist amongst them, they would not introduce it.  if it did now exist amongst us, we should not instantly give it up. when it is said that the institution of  slavery exists, and that it is very difficult to get rid of it, i can understand. i surely will not blame them  for not doing what i should not know how to do myself. my first impulse would be to free all the slaves,  and send them to liberia \u2013 to their own native land. but a moment\u2019s reflection would convince me that  doing this immediately is impossible. if they were all landed there in a day, they would all perish in the  next ten days. what then? free them, and make them politically and socially our equals? my own feelings will not  admit of this; and if mine would, we well know that those of the great mass of white people will not.  from a speech given by lincoln in illinois in 1854. source d now i ask you, are you in favour of conferring upon the negro the rights and privileges of citizenship? if  you desire negro citizenship, if you desire them to come into the state and stay with white men, if you  desire to let them vote, if you desire them to serve on juries and be judge of your rights then go with  mr lincoln. i do not question mr lincoln\u2019s belief that the negro was made his equal, and hence his brother. but  for my own part i do not regard the negro as my equal. i believe that this new doctrine preached by  mr lincoln and this abolition party would dissolve the union.  from a speech by stephen douglas during the election campaign of 1858 in illinois.",
+            "4": "4 0470/22/f/m/17 \u00a9 ucles 2017 source e a cartoon published in an american magazine in october 1861. lincoln is saying \u2018i\u2019m sorry to have to  drop you, but this concern won\u2019t carry us both!\u2019 source f we complain that the union cause is suffering immensely from a mistaken tolerance of rebel slavery.  had you, sir, said in your first speech as president that if the rebellion should be persisted in, no loyal  person could be rightfully held in slavery by a traitor, we believe the rebellion would have suffered a  staggering blow. had you proclaimed that rebellion would strike the chains from the slave of every  traitor, the wealthy and the cautious in the south would have been supplied with a powerful reason to  remain loyal. from an article entitled \u2018the prayer of twenty millions\u2019 published in the important newspaper, the  \u2018new  york tribune\u2019, august 1862. it was written by horace greeley, the editor of the newspaper  and a leading abolitionist.",
+            "5": "5 0470/22/f/m/17 \u00a9 ucles 2017 [turn over source g the increasing opposition to the war in the north because it was being made an abolition war, alarmed  mr lincoln, and made him apprehensive that a peace might be forced upon him which would leave  still in slavery all who had not come within our lines. what he wanted was to make his proclamation as effective as possible in the event of such a peace. he said in a regretful tone, \u2018the slaves are not coming so rapidly and so numerously to us as i had hoped.\u2019 i replied that the slaveholders knew how to keep such things from their slaves, and probably very few knew of his proclamation. \u2018well,\u2019 he said, \u2018i want you to set about devising some means of making them acquainted with it, and for bringing them  into our lines.\u2019 i was the more impressed by his consideration because he had always said that his  aim was to save the union with or without slavery. he said \u2018douglass, i hate slavery as much as you do, and i want it abolished altogether.\u2019 what he said on this day showed a deeper moral conviction against slavery than i had ever seen before in anything spoken by him. at his suggestion, i agreed to undertake the organising of a group of coloured men who would go into the rebel states and carry the  news of emancipation, and urge the slaves to come within our boundaries. from the autobiography of frederick douglass published in 1881. douglass is describing a meeting  he had with lincoln in august 1864. douglass was an ex-slave and a leading abolitionist.",
+            "6": "6 0470/22/f/m/17 \u00a9 ucles 2017 source h one good turn deserves another.punch, or the london chariv ari - august 9, 1862. a cartoon published in britain in august 1862. lincoln is saying \u2018why i do declare it\u2019s my dear old  friend! of course you\u2019ll fight for us. lend us a hand old friend!\u2019",
+            "7": "7 0470/22/f/m/17 \u00a9 ucles 2017 [turn over now answer all the following questions. you may use any of the sources to help you answer the  questions, in addition to those sources which you are told to use. in answering the questions you  should use your knowledge of the topic to help you interpret and evaluate the sources. 1 study sources a and b.  how far do these two sources agree? explain your answer using details of the sources.  [7] 2 study sources c and d.  how far does source c make source d surprising? explain your answer using details of the  sources and your knowledge.  [8] 3 study source e.  what is the cartoonist\u2019s message? explain your answer using details of the source and your  knowledge.  [7] 4 study sources f and g.  which source do you trust more about lincoln? explain your answer using details of the sources  and your knowledge.  [8] 5 study source h.  why was this source published in august 1862? explain your answer using details of the source  and your knowledge.  [8] 6 study all the sources.  how far do these sources provide convincing evidence that lincoln really believed in emancipation?  use the sources to explain your answer.  [12]",
+            "8": "8 0470/22/f/m/17 \u00a9 ucles 2017 option b: 20th century topic was us involvement in korea justified? study the background information and the sources carefully, and then answer all the questions. background information towards the end of the second world war the soviet union occupied korea north of the 38th parallel  while the united states occupied the south. after the war two separate governments were set up.  both claimed to be the rightful government of the whole of korea with neither recognising the border  as permanent. on 25 june 1950 war broke out between them. the united nations condemned north  korea for invading the south and on 27 june asked member states to support south korea. on the  same day president truman ordered the us army and navy to intervene. north korea was supported  by china and the soviet union. was the us justified in getting involved in korea? source a league of nations died oflack of exercise facing wanton aggressionin memory of the a british cartoon published in june 1950. the man holding the hand of the united nations  is president  truman.",
+            "9": "9 0470/22/f/m/17 \u00a9 ucles 2017 [turn over source b i am reporting to the congress on the situation which has been created in korea, and on the actions  which this nation has taken to meet this situation. at four o\u2019clock in the morning, 25 june, north korean  armed forces invaded the south. just one day before the attack observers from the united nations  commission had completed a routine tour. they stated that the army of the south was organised  entirely for defence. they found no concentration of troops and no preparation to attack. within a few  hours after the invasion was launched the commission reported to the united nations that the attack  had come without warning and without provocation. this report makes it clear that the attack was  naked, deliberate, unprovoked aggression, without justification. this outright breach of the peace, in violation of the united nations charter, created a real danger to  the security of every nation. this attack was, in addition, a demonstration of contempt for the united  nations, since it was an attempt to settle, by military aggression, a question which the united nations  had been working to settle by peaceful means. if this challenge had not been met squarely, the  effectiveness of the united nations would have been all but ended, and the hope of mankind that the  united nations would develop into an institution of world order would have been shattered. when the  invaders took no notice of the security council resolution of 25 june, i ordered united states air and  sea forces to give the south korean government support.  president truman speaking to the us congress, 30 june 1950. source c the events now taking place in korea broke out on 25 june as the result of the actions of the south  korean authorities. this attack was planned in advance. from time to time syngman rhee had blurted  out the fact that his gang had such a plan. as long ago as october 1949, in an interview given to an  american journalist, he claimed his army could capture pyongyang in three days. in may this year  a member of the american government told the american congress that 100  000 men of the south  korean army, equipped with american weapons, could begin war at any time. these facts speak for  themselves. the united states started armed intervention in korea before the united nations\u2019 security  council met on 27 june. from a statement by andrei gromyko, soviet deputy minister of foreign affairs, 5 july 1950,  published in soviet news. syngman rhee was president of south korea. pyongyang was the  capital  city of north  korea. source d in connection with the forthcoming session of the general assembly of the united nations, we consider  it advisable to recommend to the government of north korea to send a statement to the general  assembly, on the basis of documents found in the president of south korea\u2019s archives in seoul. this  would show how syngman rhee and his gang prepared to attack the north and the illegality of the  american intervention in korea. it would also demand measures for the immediate ending of american  intervention and the withdrawal from korea of the troops of the foreign interventionists.  a telegram to north korea from the soviet ambassador to the united nations, june 1950.",
+            "10": "10 0470/22/f/m/17 \u00a9 ucles 2017 source e the north koreans wanted to prod south korea with the point of a bayonet. kim il-sung said that the  first poke would touch off an internal explosion in south korea and that the power of the people would  prevail. kim told stalin he was absolutely certain of success. we were inclined to think that if the war  were fought swiftly then intervention by the usa could be avoided. the north koreans occupied seoul and we wished kim every success because this was a war of  national liberation. then the strength of the north korean army gave out and the enemy recovered.  stalin was partly to blame for the dangerous position the north koreans were now in. it\u2019s absolutely  incomprehensible to me why he did it, but just before the north koreans marched into south korea  stalin had called back all of our advisors who were helping them. when i asked about this stalin  shouted, \u2018it\u2019s too dangerous. we don\u2019t want there to be evidence for accusing us of taking part in this  business.\u2019 from nikita khrushchev\u2019s memoirs published in 1971. in 1950 khrushchev was head of the  communist party in moscow and one of stalin\u2019s advisors. source f in the final analysis i did this for the united nations. i believed in the league of nations. it failed. lots  of people thought it failed because we were not in it to support it. ok, now we started the un. it was  our idea, and in its first big test we just couldn\u2019t let it down.  from president truman\u2019s memoirs published in 1956. source g clearly the invasion of south korea was an open, undisguised challenge to america\u2019s internationally  accepted position as the protector of south korea, an area of great importance to the security  of american-occupied japan. to back away from this challenge would be highly destructive of our  strength and reputation. from dean acheson\u2019s memoirs published in 1969. acheson was a member of truman\u2019s government  and in charge of american foreign policy.",
+            "11": "11 0470/22/f/m/17 \u00a9 ucles 2017 [turn over source h a postcard published in 1950 in eastern europe. the figure is general macarthur. the words on  macarthur\u2019s cloak are \u2018un flag\u2019.",
+            "12": "12 0470/22/f/m/17 \u00a9 ucles 2017 now answer all the following questions. you may use any of the sources to help you answer the  questions, in addition to those sources which you are told to use. in answering the questions you  should use your knowledge of the topic to help you interpret and evaluate the sources. 1 study source a.  what is the cartoonist\u2019s message? explain your answer using details of the source.  [7] 2 study sources b and c.  why do these two sources differ about events in korea? explain your answer using details of the  sources and your knowledge.  [7] 3 study sources d and e.  does source e make source d surprising? explain your answer using details of the sources and  your knowledge.  [8] 4 study sources f and g.  do you believe truman in source f? explain your answer using details of the sources and your  knowledge.  [8] 5 study source h.  why was this source published in eastern europe in 1950? explain your answer using details of  the source and your knowledge.  [8] 6 study all the sources.  how far do these sources provide convincing evidence that american intervention in korea in  1950 was justified? use the sources to explain your answer.  [12] 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 international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download at www.cie.org.uk after  the live examination series. 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."
+        },
+        "0470_m17_qp_42.pdf": {
+            "1": "this document consists of 3 printed pages, 1 blank page and 1 insert. dc (rw) 133897/2 \u00a9 ucles 2017  [turn overcambridge international examinations cambridge international general certificate of secondary education *3230618360*history  0470/42 paper 4  alternative to coursework  february/march 2017  1 hour no additional materials are required. read these instructions first an answer booklet is provided inside this question paper. you should follow the instructions on the front cover  of the answer booklet. if you need additional answer paper ask the invigilator for a continuation booklet. answer one question from your chosen depth study. the number of marks is given in brackets [  ] at the end of each question or part question. the syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificate.",
+            "2": "2 0470/42/f/m/17 \u00a9 ucles 2017 answer one question from your chosen depth study. depth study a: the first world war, 1914\u201318 1 how significant was russia\u2019s mobilisation in 1914 to the failure of the schlieffen plan? explain  your answer.  [40] 2 how important was the battle of verdun to the course of the war? explain your answer.  [40] depth study b: germany, 1918\u201345 3 how important to the success of the nazi party gaining power was adolf hitler? explain your  answer.  [40] 4 how significant was religious opposition in resisting nazi rule, 1934\u201345? explain your answer.  [40] depth study c: russia, 1905\u201341 5 how significant was the use of the nkvd to stalin\u2019s system of control? explain your answer.  [40] 6 how important was communist ideology as a reason for the collectivisation of agriculture? explain  your answer.  [40] depth study d: the usa, 1919\u201341 7 how important to the economic boom in the 1920s was mass marketing? explain your answer.  [40] 8 how significant was religion as a reason for the introduction of prohibition? explain your answer.  [40] depth study e: china, c.1930\u2013c.1990 9 how important was the influence of foreign countries to the course of the chinese civil war?  explain your answer.  [40] 10 how significant was the death of stalin in sino-soviet relations? explain your answer.  [40]",
+            "3": "3 0470/42/f/m/17 \u00a9 ucles 2017 depth study f: south africa, c.1940\u2013c.1994 11 how important was the growth of afrikaner nationalism as a reason for the national party\u2019s  success in 1948? explain your answer.  [40] 12 how significant were botha\u2019s reforms of the 1980s in bringing about the end of white minority  rule? explain your answer.  [40] depth study g: israelis and palestinians since 1945 13 how significant were militant jewish groups as a reason for britain\u2019s withdrawal from palestine by  1948? explain your answer.  [40] 14 how important to the outbreak of war in 1956 was the role of britain? explain your answer.  [40]",
+            "4": "4 0470/42/f/m/17 \u00a9 ucles 2017 blank page permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the  publisher will be pleased to make amends at the earliest possible opportunity. to avoid the issue of disclosure of answer-related information to candidates, all copyright acknowledgements are reproduced online in the cambridge international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download at www.cie.org.uk after  the live examination series. 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."
+        },
+        "0470_s17_qp_11.pdf": {
+            "1": "this document consists of 10 printed pages, 2 blank pages and 1 insert. dc (lk) 129028/2 \u00a9 ucles 2017  [turn overcambridge international examinations cambridge international general certificate of secondary education *8008907337*history  0470/11 paper 1  may/june 2017  2 hours no additional materials are required. read these instructions first an answer booklet is provided inside this question paper. you should follow the instructions on the front cover  of the answer booklet. if you need additional answer paper ask the invigilator for a continuation booklet. answer three  questions. section a (core content) answer any two questions. section b (depth studies) answer any  one question. the number of marks is given in brackets [  ] at the end of each question or part question. the syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificate.",
+            "2": "2 0470/11/m/j/17 \u00a9 ucles 2017 section a: core content answer any two questions from this section. 1 italy had not  achieved unification by 1859.  (a) what was the \u2018young italy\u2019 movement?  [4]  (b) why was italy not unified in 1848\u201349?  [6]  (c) \u2018cavour was only interested in piedmontese expansion after 1849.\u2019 how far do you agree  with this statement? explain your answer.  [10] 2 germany was not unified by 1866.  (a) describe the main political problems in germany at the beginning of 1848.  [4]  (b) why was prussia humiliated at olm\u00fctz in 1850?  [6]  (c) \u2018war with austria in 1866 had not been planned by bismarck.\u2019 how far do you agree with this  statement? explain your answer.  [10] 3 in the usa, differences existed between northern and southern states.  (a) describe events at harpers ferry in 1859.  [4]  (b) why did the south fail to win the civil war?  [6]  (c) how far was reconstruction a failure? explain your answer.  [10] 4 european imperialism affected countries to different degrees.  (a) describe the impact of the opium trade on china in the 1830s.  [4]  (b) why did nineteenth-century european imperialism take place?  [6]  (c) \u2018indian resistance to british rule was unsuccessful.\u2019 how far do you agree with this statement?  explain your answer.  [10]",
+            "3": "3 0470/11/m/j/17 \u00a9 ucles 2017 [turn over 5 by 1939 the league of nations had failed in its role of preserving world peace.  (a) describe the work of the league\u2019s international labour organisation (ilo).  [4]  (b) why did the requirement that decisions of the assembly and council had to be unanimous  cause problems for the league?  [6]  (c) how far was mussolini responsible for the destruction of the authority of the league of  nations? explain your answer.  [10] 6 in the 1930s hitler threatened world peace.  (a) what happened in the saar in 1935?  [4]  (b) why was the remilitarisation of the rhineland a risk for hitler?  [6]  (c) \u2018germany was more responsible for war in 1939 than any other country.\u2019 how far do you  agree with this statement? explain your answer.  [10] 7 by the end of 1949 europe was divided.  (a) what were stalin\u2019s main achievements at the yalta conference?  [4]  (b) why was it difficult to deal with poland after the second world war?  [6]  (c) \u2018the most important consequence of the berlin blockade was the formation of the north  atlantic treaty organisation (nato) in 1949.\u2019 how far do you agree with this statement?  explain your answer.  [10] 8 the usa reacted to the spread of communism.  (a) what was eisenhower\u2019s policy towards vietnam?  [4]  (b) why was the usa unhappy with the changes castro introduced immediately following the  cuban revolution?  [6]  (c) \u2018the american policy of containment between 1950 and 1973 was successful.\u2019 how far do  you agree with this statement? explain your answer.  [10]",
+            "4": "4 0470/11/m/j/17 \u00a9 ucles 2017 section b: depth studies answer any one question from this section. depth study a: the first world war, 1914\u201318 9 strong allied resistance in 1914 surprised germany.  (a) on what assumptions was the schlieffen plan based?  [4]  (b) why did the germans try to capture the channel ports?  [6]  (c) \u2018belgium\u2019s reaction to the schlieffen plan was the main reason for its failure.\u2019 how far do you  agree with this statement? explain your answer.  [10] 10 the defensive nature of trenches resulted in a war of attrition.  (a) what was \u2018no man\u2019s land\u2019?  [4]  (b) why did the french fight to save verdun?  [6]  (c) \u2018the tank was the most successful innovation on the western front.\u2019 how far do you agree  with this statement? explain your answer.  [10]",
+            "5": "5 0470/11/m/j/17 \u00a9 ucles 2017 [turn over depth study b: germany, 1918\u201345 11 support for hitler and the nazi party increased before 1933.  (a) what methods did goebbels use between 1929 and 1932 to ensure that nazi ideas were  brought to the attention of the german people?  [4]  (b) why did the nazi party have limited success before 1929?  [6]  (c) \u2018the main reason hitler became chancellor of germany was because of the actions of papen  and hindenburg.\u2019 how far do you agree with this statement? explain your answer.  [10] 12 control of the german people was essential for the nazis.  (a) what opposition to the nazi regime existed in its early years in power?  [4]  (b) why was the gestapo important to the nazis?  [6]  (c) \u2018the use of education was more effective than the use of mass media in controlling the  german people.\u2019 how far do you agree with this statement? explain your answer.  [10]",
+            "6": "6 0470/11/m/j/17 \u00a9 ucles 2017 depth study c: russia, 1905\u201341 13 stalin, once in control, established a dictatorship.  (a) in what ways were official culture and censorship used to maintain stalin\u2019s control over the  soviet union?  [4]  (b) why were the purges an effective way for stalin to control the soviet people?  [6]  (c) \u2018it was trotsky\u2019s weaknesses that enabled stalin to achieve success in the leadership contest.\u2019  how far do you agree with this statement? explain your answer.  [10] 14 stalin introduced changes which impacted on the soviet people.  (a) describe russification.  [4]  (b) why was there resistance to collectivisation?  [6]  (c) \u2018the changes stalin made to agriculture were more important than the changes he made to  industry.\u2019 how far do you agree with this statement? explain your answer.  [10]",
+            "7": "7 0470/11/m/j/17 \u00a9 ucles 2017 [turn over depth study d: the usa, 1919\u201341 15 the prosperity brought to the usa by the economic boom was short-lived.  (a) what actions were taken by governments in the 1920s to limit the impact of foreign  competition?  [4]  (b) why was the growth of hire purchase and advertising important to the economic boom?  [6]  (c) \u2018over-production was the main problem facing the american economy in the 1920s.\u2019 how far  do you agree with this statement? explain your answer.  [10] 16 intolerance existed in 1920s america.  (a) what effects of racial intolerance did black americans face in the 1920s?  [4]  (b) why did the \u2018monkey trial\u2019 take place?  [6]  (c) \u2018prohibition was good for the usa.\u2019 how far do you agree with this statement? explain your  answer.  [10]",
+            "8": "8 0470/11/m/j/17 \u00a9 ucles 2017 depth study e: china, c.1930\u2013c.1990 17 china\u2019s relations with other states have varied.  (a) describe communist china\u2019s relations with india up to 1962.  [4]  (b) why did communist china\u2019s relations with the soviet union worsen after 1956?  [6]  (c) how far had china achieved superpower status by 1976? explain your answer.  [10] 18 the cultural revolution was introduced to solve problems.  (a) what threats did liu shaoqi pose to mao?  [4]  (b) why did mao think the cultural revolution would benefit china?  [6]  (c) which was affected more by the cultural revolution: chinese society or the chinese  economy? explain your answer.  [10]",
+            "9": "9 0470/11/m/j/17 \u00a9 ucles 2017 [turn over depth study f: south africa, c.1940\u2013c.1994 19 the impact of apartheid increased in the 1950s and 1960s.  (a) in what ways did the bantu education act of 1953 enforce apartheid?  [4]  (b) why were bantustans created?  [6]  (c) \u2018the freedom charter of 1955 was the most important response to apartheid before 1963.\u2019  how far do you agree with this statement? explain your answer.  [10] 20 change did not benefit all south africans.  (a) describe the role of young people in events in soweto in 1976.  [4]  (b) why did international opposition to apartheid have limited effect?  [6]  (c) \u2018economic improvements in the 1980s had greater impact on white than on black south  africans.\u2019 how far do you agree with this statement? explain your answer.  [10]",
+            "10": "10 0470/11/m/j/17 \u00a9 ucles 2017 depth study g: israelis and palestinians since 1945  21 the ending of the second world war increased tension in palestine.  (a) what was the arab league, formed in march 1945?  [4]  (b) why, by the end of the second world war, was the creation of a jewish homeland likely?  [6]  (c) how secure was the israeli state by 1949? explain your answer.  [10] 22 the palestine liberation organisation (plo) promoted the palestinian cause.  (a) describe the part played by fatah in the developing conflict between israel and its arab  neighbours between 1965 and 1967.  [4]  (b) why was the six-day war beneficial to the plo?  [6]  (c) \u2018the main result of the actions of the plo was to make the palestinian cause unpopular with  the rest of the world.\u2019 how far do you agree with this statement? explain your answer.  [10]",
+            "11": "11 0470/11/m/j/17 \u00a9 ucles 2017 blank page",
+            "12": "12 0470/11/m/j/17 \u00a9 ucles 2017 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 international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download at www.cie.org.uk after  the live examination series. 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.blank page"
+        },
+        "0470_s17_qp_12.pdf": {
+            "1": "this document consists of 10 printed pages, 2 blank pages and 1 insert. dc (lk) 129029/2 \u00a9 ucles 2017  [turn overcambridge international examinations cambridge international general certificate of secondary education *1757727415*history  0470/12 paper 1  may/june 2017  2 hours no additional materials are required. read these instructions first an answer booklet is provided inside this question paper. you should follow the instructions on the front cover  of the answer booklet. if you need additional answer paper ask the invigilator for a continuation booklet. answer three  questions. section a (core content) answer any two questions. section b (depth studies) answer any  one question. the number of marks is given in brackets [  ] at the end of each question or part question. the syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificate.",
+            "2": "2 0470/12/m/j/17 \u00a9 ucles 2017 section a: core content answer any two questions from this section. 1 both cavour and garibaldi were involved in italian unification.  (a) describe the actions of cavour in the period leading up to the outbreak of war with austria in  1859.  [4]  (b) why did cavour resign in july 1859 following the truce austria agreed at villafranca?  [6]  (c) how far did cavour and garibaldi differ in their aims and tactics? explain your answer.  [10] 2 progress towards german unification was slow.  (a) what happened in berlin during march 1848?  [4]  (b) why was the frankfurt parliament set up?  [6]  (c) \u2018the austro-prussian war of 1866 made eventual german unification certain.\u2019 how far do  you agree with this statement? explain your answer.  [10] 3 reasons for, and the impact of, european imperialism varied.  (a) what motivated european imperialism?  [4]  (b) why was the berlin conference of 1884\u201385 important?  [6]  (c) \u2018european imperialism in africa was carried out peacefully.\u2019 how far do you agree with this  statement? explain your answer.  [10] 4 by 1914 various factors had contributed to an unstable europe.  (a) what were the main threats to peace in europe at the beginning of the twentieth century?  [4]  (b) why was there a crisis over morocco in 1911?  [6]  (c) \u2018austria was more at fault than serbia in causing war in 1914.\u2019 how far do you agree with this  statement? explain your answer.  [10]",
+            "3": "3 0470/12/m/j/17 \u00a9 ucles 2017 [turn over 5 the strength of the league of nations was tested in the 1920s.  (a) what were the main aims of the league of nations when it was set up in 1920?  [4]  (b) why did the league not include some major powers when it was set up?  [6]  (c) \u2018the league of nations was an effective organisation for preserving peace in the 1920s.\u2019 how  far do you agree with this statement? explain your answer.  [10] 6 hitler\u2019s policies and actions became an increasing threat to peace.  (a) what was the \u2018greater germany\u2019 that hitler aimed to establish?  [4]  (b) why were hitler\u2019s foreign policy actions in 1935\u201336 successful?  [6]  (c) \u2018the policy of appeasement made sense at the time.\u2019 how far do you agree with this  statement? explain your answer.  [10] 7 the soviet union wanted to exercise control over eastern europe following the ending of the  second world war.  (a) by 1956, what made hungarians unhappy with soviet control?  [4]  (b) why were the soviets concerned about events in hungary in 1956?  [6]  (c) \u2018the berlin wall was built in 1961 to prevent mass migration.\u2019 how far do you agree with this  statement? explain your answer.  [10] 8 saddam hussein was an important ruler in the gulf region from 1979.  (a) describe how saddam hussein dealt with the kurds between 1987 and 1991.  [4]  (b) why was saddam hussein able to become president of iraq in 1979?  [6]  (c) \u2018the iran\u2013iraq war of 1980\u201388 was a success for iraq.\u2019 how far do you agree with this  statement? explain your answer.  [10]",
+            "4": "4 0470/12/m/j/17 \u00a9 ucles 2017 section b: depth studies answer any one question from this section. depth study a: the first world war, 1914\u201318 9 effective resistance to the schlieffen plan came as a surprise to germany.  (a) describe what happened at mons in august 1914.  [4]  (b) why was the battle of the marne in september 1914 important?  [6]  (c) \u2018the most important aspect of the schlieffen plan was that france would be defeated quickly.\u2019  how far do you agree with this statement? explain your answer.  [10] 10 war ended in november 1918.  (a) what was the hindenburg line?  [4]  (b) why were events at amiens in august 1918 significant?  [6]  (c) \u2018germany signed the armistice because of the increasing impact of the british naval blockade.\u2019  how far do you agree with this statement? explain your answer.  [10]",
+            "5": "5 0470/12/m/j/17 \u00a9 ucles 2017 [turn over depth study b: germany, 1918\u201345 11 hitler was important in ensuring the growth of the nazi party.  (a) in what ways was the nazi party affected by the munich putsch?  [4]  (b) why was the reichstag fire important for hitler?  [6]  (c) \u2018the use of mass rallies was the main reason the nazis were able to increase support up to  1932.\u2019 how far do you agree with this statement? explain your answer.  [10] 12 for many germans, life changed after the nazi takeover.  (a) describe the experiences gained from membership of the hitler youth.  [4]  (b) why was the education of young people in german schools changed by the nazis?  [6]  (c) how successful were nazi policies for german industrial workers? explain your answer.  [10]",
+            "6": "6 0470/12/m/j/17 \u00a9 ucles 2017 depth study c: russia, 1905\u201341 13 the provisional government was overthrown in november 1917.  (a) what were soviets?  [4]  (b) why was the kornilov affair important?  [6]  (c) \u2018the provisional government was overthrown because it did not carry out land reform.\u2019 how  far do you agree with this statement? explain your answer.  [10] 14 policies introduced during stalin\u2019s period of leadership affected different groups.  (a) what was the impact of stalin\u2019s rule on women?  [4]  (b) why did stalin discourage differing national identities within the soviet union?  [6]  (c) how successful was stalin\u2019s policy of collectivisation? explain your answer.  [10]",
+            "7": "7 0470/12/m/j/17 \u00a9 ucles 2017 [turn over depth study d: the usa, 1919\u201341 15 a wide range of social attitudes existed in 1920s america.  (a) what was prohibition?  [4]  (b) why did prohibition fail?  [6]  (c) to what extent was the usa an intolerant society in the 1920s? explain your answer.  [10] 16 the impact of the wall street crash was wide-reaching.  (a) what was the wall street crash?  [4]  (b) why did the crash cause many us citizens severe financial difficulties?  [6]  (c) \u2018hoover was responsible for his own downfall.\u2019 how far do you agree with this statement?  explain your answer.  [10]",
+            "8": "8 0470/12/m/j/17 \u00a9 ucles 2017 depth study e: china, c.1930\u2013c.1990 17 the years 1952\u201361 brought great changes to china.  (a) what were \u2018land co-operatives\u2019 in communist china?  [4]  (b) why did the communists start to redistribute land immediately on coming to power?  [6]  (c) \u2018between 1952 and 1961 mao transformed china.\u2019 how far do you agree with this statement?  explain your answer.  [10] 18 the cultural revolution brought chaos to communist china.  (a) in what ways was education in china affected by the cultural revolution?  [4]  (b) why did mao bring the cultural revolution to an end?  [6]  (c) \u2018mao introduced the cultural revolution to benefit himself rather than china.\u2019 how far do you  agree with this statement? explain your answer.  [10]",
+            "9": "9 0470/12/m/j/17 \u00a9 ucles 2017 [turn over depth study f: south africa, c.1940\u2013c.1994 19 government belief in the policy of apartheid was strong before 1966.  (a) in what ways did the national party government strengthen the pass laws?  [4]  (b) why was sharpeville an important event in the struggle against apartheid?  [6]  (c) \u2018the freedom charter of 1955 was more important to the opposition to apartheid than the  rivonia trial of 1963\u201364.\u2019 how far do you agree with this statement? explain your answer.  [10] 20 the ending of white minority rule in south africa was not easy.  (a) describe the contribution of oliver tambo to the collapse of apartheid.  [4]  (b) why was chief buthelezi important?  [6]  (c) \u2018disappointment with botha\u2019s constitutional reforms was the main reason violence increased  between 1980 and the early 1990s.\u2019 how far do you agree with this statement? explain your  answer.  [10]",
+            "10": "10 0470/12/m/j/17 \u00a9 ucles 2017 depth study g: israelis and palestinians since 1945 21 the period 1945\u201349 was a period of conflict in palestine.  (a) describe the actions of the hebrew resistance movement against the british in 1945 and  1946.  [4]  (b) why was there conflict between jews and arabs in palestine before may 1948?  [6]  (c) \u2018arab weakness was the main reason for the survival of israel in the 1948\u201349 war.\u2019 how far  do you agree with this statement? explain your answer.  [10] 22 peace between arabs and israelis has been difficult to achieve.  (a) what is hezbollah?  [4]  (b) why has the united nations failed to resolve the arab\u2013israeli conflict?  [6]  (c) \u2018following the oslo accords of 1993 and 1995, the main issue still to be resolved was the  return of palestinian refugees to their homeland.\u2019 how far do you agree with this statement?  explain your answer.  [10]",
+            "11": "11 0470/12/m/j/17 \u00a9 ucles 2017 blank page",
+            "12": "12 0470/12/m/j/17 \u00a9 ucles 2017 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 international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download at www.cie.org.uk after  the live examination series. 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.blank page"
+        },
+        "0470_s17_qp_13.pdf": {
+            "1": "this document consists of 10 printed pages, 2 blank pages and 1 insert. dc (lk) 129030/2 \u00a9 ucles 2017  [turn overcambridge international examinations cambridge international general certificate of secondary education *9640004398*history  0470/13 paper 1  may/june 2017  2 hours no additional materials are required. read these instructions first an answer booklet is provided inside this question paper. you should follow the instructions on the front cover  of the answer booklet. if you need additional answer paper ask the invigilator for a continuation booklet. answer three  questions. section a (core content) answer any two questions. section b (depth studies) answer any  one question. the number of marks is given in brackets [  ] at the end of each question or part question. the syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificate.",
+            "2": "2 0470/13/m/j/17 \u00a9 ucles 2017 section a: core content answer any two questions from this section. 1 in the nineteenth century germany moved towards unification.  (a) describe the benefits of the zollverein.  [4]  (b) why was the result of the austro-prussian war of 1866 important?  [6]  (c) \u2018france and prussia went to war in july 1870 because of the ems telegram.\u2019 how far do you  agree with this statement? explain your answer.  [10] 2 before the civil war, strong differences of opinion existed between americans.  (a) what did the supreme court decide in relation to the dred scott case?  [4]  (b) why was reconstruction difficult?  [6]  (c) \u2018the main cause of the american civil war was slavery.\u2019 how far do you agree with this  statement? explain your answer.  [10] 3 european imperialism affected different areas of the world.  (a) describe the impact of imperialism on the congo.  [4]  (b) why did european imperialism affect different african colonies in different ways?  [6]  (c) how successful was the boxer rebellion? explain your answer.  [10] 4 increasing international tensions in the early years of the twentieth century brought war closer.  (a) in the years up to 1911, what aggressive acts by germany were worrying for britain?  [4]  (b) why did the balkan wars of 1912\u201313 bring general european war closer?  [6]  (c) \u2018the austrian ultimatum delivered to serbia on 23 july 1914 was the main reason for general  european war breaking out.\u2019 how far do you agree with this statement? explain your answer.  [10]",
+            "3": "3 0470/13/m/j/17 \u00a9 ucles 2017 [turn over 5 the league of nations worked towards achieving its aims.  (a) describe the work of the league in relation to refugees.  [4]  (b) why was collective security ineffective in practice?  [6]  (c) \u2018the league of nations achieved its peacekeeping aims in the 1920s.\u2019 how far do you agree  with this statement? explain your answer.  [10] 6 from 1938, hitler\u2019s threat to european peace increased.  (a) what benefits did uniting with austria offer hitler?  [4]  (b) why was hitler able to unite with austria?  [6]  (c) \u2018the munich agreement of 1938 ensured that war would happen.\u2019 how far do you agree with  this statement? explain your answer.  [10] 7 after the second world war, communism was a threat to the usa.  (a) what was the importance of the 38th parallel in relation to korea?  [4]  (b) why did the usa become involved in resisting the invasion of south korea?  [6]  (c) how effectively did the american policy of containment limit the spread of communism  between 1950 and 1973? explain your answer.  [10] 8 the challenge to soviet control increased from 1980.  (a) describe the economic crisis facing the polish government by 1980.  [4]  (b) why was solidarity important in poland?  [6]  (c) \u2018gorbachev was more important than solidarity in the collapse of soviet control over eastern  europe.\u2019 how far do you agree with this statement? explain your answer.  [10]",
+            "4": "4 0470/13/m/j/17 \u00a9 ucles 2017 section b: depth studies answer any one question from this section. depth study a: the first world war, 1914\u201318 9 both tactics and weaponry played important roles in warfare on the western front.  (a) in relation to trench warfare, describe what was meant by \u2018going over the top\u2019.  [4]  (b) why was the somme offensive launched?  [6]  (c) \u2018gas was the most effective new development used to try to break the stalemate on the  western front.\u2019 how far do you agree with this statement? explain your answer.  [10] 10 the war effort on fronts other than the western front was important.  (a) describe the methods of recruitment used in britain.  [4]  (b) why was britain able to counter the effectiveness of the u-boat threat in 1917\u201318?  [6]  (c) \u2018the main reason for the gallipoli campaign was to help russia.\u2019 how far do you agree with  this statement? explain your answer.  [10]",
+            "5": "5 0470/13/m/j/17 \u00a9 ucles 2017 [turn over depth study b: germany, 1918\u201345 11 the weimar republic faced many challenges.  (a) describe the activities of the freikorps, 1919\u201320.  [4]  (b) why was germany facing economic disaster by 1923?  [6]  (c) how far do the cultural achievements of the period explain why the years 1924\u201329 are known  as the \u2018golden-age\u2019 of the weimar republic? explain your answer.  [10] 12 nazi policies affected most german citizens.  (a) what actions were taken by the nazis to encourage an increase in the birth rate?  [4]  (b) why were the nazis able to reduce unemployment?  [6]  (c) \u2018nazi youth policies were unsuccessful.\u2019 how far do you agree with this statement? explain  your answer.  [10]",
+            "6": "6 0470/13/m/j/17 \u00a9 ucles 2017 depth study c: russia, 1905\u201341 13 the tsarist regime collapsed in 1917.  (a) describe how stolypin attempted to deal with russia\u2019s problems.  [4]  (b) why did opposition to the rule of the tsar exist in russia at the beginning of the twentieth  century?  [6]  (c) \u2018the tsar taking personal command of the russian army was the main reason for his eventual  abdication.\u2019 how far do you agree with this statement? explain your answer.  [10] 14 stalin used terror and fear to ensure that he was in control of the ussr.  (a) what were the main features of the labour camps (gulags)?  [4]  (b) why was the nkvd a feared organisation?  [6]  (c) \u2018the main reason that stalin introduced the purges was to remove his opponents within the  communist party.\u2019 how far do you agree with this statement? explain your answer.  [10]",
+            "7": "7 0470/13/m/j/17 \u00a9 ucles 2017 [turn over depth study d: the usa, 1919\u201341 15 not all americans benefited from the economic prosperity of the 1920s.  (a) in what ways did new products help to boost the us economy?  [4]  (b) why was the expansion of the motor industry important for the economic boom?  [6]  (c) \u2018overproduction was the main reason us farmers faced serious problems in the 1920s.\u2019 how  far do you agree with this statement? explain your answer.  [10] 16 opposition to the new deal existed in the usa.  (a) what did roosevelt aim to achieve with his promise of a \u2018new deal\u2019?  [4]  (b) why was the american business community critical of the new deal?  [6]  (c) \u2018the new deal was a failure as it did not solve unemployment.\u2019 how far do you agree with  this statement? explain your answer.  [10]",
+            "8": "8 0470/13/m/j/17 \u00a9 ucles 2017 depth study e: china, c.1930\u2013c.1990 17 the kmt government was undermined by constant conflicts.  (a) what were the results of the marco polo bridge incident of 1937 for china?  [4]  (b) why did the second world war increase the strength of the communist party?  [6]  (c) \u2018support from the peasants was the main reason for the communist victory in the civil war.\u2019  how far do you agree with this statement? explain your answer.  [10] 18 communist china\u2019s relations with other nations have changed over time.  (a) describe relations between china and tibet in the 1950s.  [4]  (b) why have communist china\u2019s relations with taiwan always been hostile?  [6]  (c) \u2018the main reason for china\u2019s improving relations with the usa was the death of mao.\u2019 how  far do you agree with this statement? explain your answer.  [10]",
+            "9": "9 0470/13/m/j/17 \u00a9 ucles 2017 [turn over depth study f: south africa, c.1940\u2013c.1994 19 south africa\u2019s development was based on segregation.  (a) what restrictions in relation to travel for non-whites existed in south africa by 1940?  [4]  (b) why was the migrant labour system disliked by black workers?  [6]  (c) \u2018the main success of south africa\u2019s economic development by 1945 was in manufacturing.\u2019   how far do you agree with this statement? explain your answer.  [10] 20 in 1994 white minority rule came to an end.  (a) what was the outcome of the april 1994 election?  [4]  (b) why was the anc worried about the actions of chief buthelezi?  [6]  (c) how important was de klerk in the ending of white minority rule? explain your answer.  [10]",
+            "10": "10 0470/13/m/j/17 \u00a9 ucles 2017 depth study g: israelis and palestinians since 1945 21 tensions existed in the middle east before and after 1956.  (a) describe the events of 1954\u201356 which resulted in the suez conflict.  [4]  (b) why were the results of the suez conflict important for israel?  [6]  (c) \u2018the actions of nasser caused the six-day war of 1967.\u2019 how far do you agree with this  statement? explain your answer.  [10] 22 after 1948 the palestinians struggled against israel.  (a) what action did palestinians take between 1970 and 1976 to attract international attention?  [4]  (b) why were many palestinians in refugee camps by the 1980s?  [6]  (c) \u2018arafat was a successful leader.\u2019 how far do you agree with this statement? explain your  answer.  [10]",
+            "11": "11 0470/13/m/j/17 \u00a9 ucles 2017 blank page",
+            "12": "12 0470/13/m/j/17 \u00a9 ucles 2017 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 international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download at www.cie.org.uk after  the live examination series. 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.blank page"
+        },
+        "0470_s17_qp_21.pdf": {
+            "1": "this document consists of 10 printed pages, 2 blank pages and 1 insert. dc (st/cgw) 129024/3 \u00a9 ucles 2017  [turn overcambridge international examinations cambridge international general certificate of secondary education *7087121418*history  0470/21 paper 2  may/june 2017  2 hours no additional materials are required. read these instructions first an answer booklet is provided inside this question paper. you should follow the instructions on the front cover  of the answer booklet. if you need additional answer paper ask the invigilator for a continuation booklet. this paper has two options. choose one option, and answer all of the questions on that topic. option a: 19th century topic [p2\u2013p5] option b: 20th century topic [p6\u2013p10] the number of marks is given in brackets [  ] at the end of each question or part question. the syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificate.",
+            "2": "2 0470/21/m/j/17 \u00a9 ucles 2017 option a: 19th century topic how far were the 1848 revolutions brought about by the weakness of the  existing regimes?  study the background information and the sources carefully, and then answer all the questions.  background information many reasons have been suggested for the 1848 revolutions. these include long-term reasons such  as the spread of nationalism, socialism and liberalism. others have pointed to growing industrialisation which caused dreadful working and living conditions for many. the revolutions also had their triggers \u2013 bad harvests and high food prices, as well as a financial crisis leading to unemployment. however,  some historians have claimed that it was the weakness and mistakes of the regimes in power that  turned demonstrations into revolutions.  was it the weakness of governments around europe that brought about the 1848 revolutions?  source a  the severity of the trade depression served to stimulate the growing appetite for liberalism among the  middle class, especially among the lower middle class. the great power of the working class, more  apparent than real, as time proved, persuaded the established ruling classes to surrender power with  little fight in the early months of 1848. the following months showed these two politically and socially  underprivileged classes \u2013 the workers and the lower middle class \u2013 competing for power. although certain causes were more relevant in some places than others \u2013 the financial crisis was more important in france \u2013 the widespread nature of the revolutions suggests certain common explanations. the great  common factor was the town. cities had vast concentrations of poor people, far more likely to get  together than peasants in the countryside, and were also centres of political power. it was on the cities  that the great social and economic developments \u2013 population growth, industrialisation, railway building  \u2013 had their impact. it was to cities that the political exiles made their way. it was in cities that the liberal and national aspirations were voiced. and at this time the ruling classes failed to control these cities.  from a history book published in 1981. source b the simplest approach to the revolutions is to see them as a bid by the rising middle classes to take the  power from which they were excluded. however, a clear majority of the middle classes lived in small towns and were not much interested in political power. they accepted the existing social hierarchy and  were certainly not revolutionary. industrialisation in cities brought dreadful conditions for the working  classes. here, surely, is the backdrop to the revolutions. however, there were relatively few factory workers on the continent in 1848 and they did not play a significant role in the outbreak of revolution.  the revolutions followed growing interest in a variety of ideas all designed to alter the existing order.  the outpouring of ideas like liberalism and nationalism was a vital element in causing the revolutions.  intellectual ideas helped prepare the revolutions and gave them direction. lower class elements made  the revolutions.  the suddenness of the outbreaks found most governments unprepared. the weakness of most rulers  owed something to accident but something perhaps to the problems of adjusting the institution of  monarchy to a changing world. unready governments, headed by indecisive rulers doubtful about their  own future, helped the conversion of street fighting into full-scale revolution. also, the questioning about the basic social and legal order delayed the reaction of the ruling class to a revolutionary challenge. from a history book published in 1974.",
+            "3": "3 0470/21/m/j/17 \u00a9 ucles 2017 [turn over source c it appears that the situation in italy is regarded in vienna as not sufficiently urgent to justify more than  the usual security precautions. people forget, however, that we are dealing not with governments or  the weakness of princes or their ministers, but with a people that hate us and believe that the moment  has come when it can finally throw us out and can once again enter the ranks of great nations. people  forget that this nation has not yet sunk so low that it is incapable of a sudden resurgence. italy may  have declined but she also possesses great strength to rise again. never was the feeling of the striving  for national unity stronger and more universal than it is today. no statesman, no politician, can predict  when and how the crisis which we face today will end.  a letter from field marshal radetzky to the austrian government in vienna, december 1847.  radetzky was in overall charge of the austrian troops in italy. source d   a british cartoon published in 1848. the name on the boat is \u2018l\u2019ancien r\u00e9gime\u2019. source e the unfortunate weavers \u2013 there arose such an overproduction that they could not survive. heartless  manufacturers oppressed the poor workers. this is the cause of those sad events which have recently  taken place in silesia. i believe it to be hunger, not communist ideas. as long as there was a sure and  honest livelihood, none of the silesian weavers paid any attention to communist agitation. they did not  despair of their king. despair was aroused by hunger. an account, by prince felix lichnowsky, of weavers in silesia, prussia. lichnowsky was elected to  the frankfurt parliament in 1848 where he opposed radicalism. he was beaten to death by a mob  in 1848.",
+            "4": "4 0470/21/m/j/17 \u00a9 ucles 2017 source f today 51 men were assembled here, from prussia, bavaria, w\u00fcrttemberg, baden, nassau and  frankfurt, to discuss the most urgent measures for the fatherland. they are resolved in their duty for  the freedom and unity of the german nation which must be attempted by cooperation of all the german peoples with their governments.  the meeting of a national assembly elected in all german lands should come together to offer its  cooperation to the fatherland. a main task of the assembly will be common defence. this will save  great sums of money, while at the same time the identity and suitable self-administration of the different  states remains in existence. from the declaration of heidelberg, 5 march 1848. this was produced by representatives of   six german states who met at heidelberg soon after the arrival of news of the revolution in paris. source g to my dear berliners it rests with you now, my citizens of my beloved capital, to prevent even greater chaos. your king and most loyal friend pleads with you to recognise your unhappy error. return to the path of peace and clear away those barricades and i give you my royal oath that every street will be cleared of troops. military occupation will be restricted to those buildings where it is necessary, and even this will only be for a short period. citizens, forget what has happened, just as in my heart i too will forget it for the sake  of the great future which will dawn for prussia, and through prussia for all germany.  from the proclamation issued by frederick william iv of prussia, 19 march 1848.  copies were printed and put up on trees in the city centre. ",
+            "5": "5 0470/21/m/j/17 \u00a9 ucles 2017 [turn over now answer all the following questions. you may use any of the sources to help you answer the  questions, in addition to those sources which you are told to use. in answering the questions you  should use your knowledge of the topic to help you interpret and evaluate the sources. 1 study sources a and b.  how far do these two sources agree? explain your answer using details of the sources.  [8] 2 study source c.   why did radetzky send this letter in december 1847? explain your answer using details of the  source and your knowledge.  [8] 3 study source d.   what is the message of this cartoon? explain your answer using details of the source and your  knowledge.  [7] 4 study sources e and f.  would the weavers in source e have been pleased with source f? explain your answer using  details of the sources and your knowledge.  [7] 5 study source g.  are you surprised by this source? explain your answer using details of the source and your  knowledge.  [8] 6 study all the sources.  how far do these sources provide convincing evidence that the 1848 revolutions were brought  about by the weakness of the existing regimes? use the sources to explain your answer.  [12]",
+            "6": "6 0470/21/m/j/17 \u00a9 ucles 2017 option b: 20th century topic was the treaty of versailles welcomed? study the background information and the sources carefully, and then answer all the questions.  background information by the end of june 1919 the three main architects of the treaty of versailles, clemenceau, lloyd  george and wilson, had left paris. they all had mixed feelings about the treaty. clemenceau, under enormous pressure from the french public, had wanted germany to be punished harshly and weakened so that it could never start a war again. wilson wanted a settlement based on his \u2018fourteen points\u2019, including a league of nations that would prevent future war. lloyd george outwardly went along with  the demands in britain for germany to be treated harshly. privately, however, he was beginning to  think that germany had been punished too harshly. each now had to face the public in his own country. meanwhile, germany had expected the treaty to be based on wilson\u2019s \u2018fourteen points\u2019 and had its own strong views. how much satisfaction was there with the treaty of versailles? source a the treaty of versailles was indeed a victor\u2019s peace, designed to punish and constrain the germans  and to vindicate the allied sacrifices. this was what president wilson meant when he claimed that,  though this was a harsh treaty, it was a just one. but it was also meant to create a post-war world that the defeated as well as the victor nations could accept. the establishment of the league of nations, whatever the reservations of the victor powers, held out the promise of a more just international regime. the principle of self-determination, never clearly defined, was not universally applied. wilson hoped that some of the difficulties could be settled within the framework of the league of nations. clemenceau  managed to achieve much from his fellow peacemakers to compensate for france\u2019s wartime sacrifices  and its uniquely exposed position. the drastic cuts in germany\u2019s military power and its territorial and financial losses gave france a considerable measure of protection. much in the versailles treaty was left undecided and would depend on the manner of its enforcement. clemenceau was right when he claimed that it was \u2018not even a beginning, but the beginning of a beginning\u2019. from a history book published in 2005. source b clemenceau was under attack from powerful forces in france, who accused him of having been  outwitted by the cunning english. lloyd george knew that he was heading into a storm of criticism for his failure to obtain the huge reparation payments from the germans which he had promised the british public. but he had also come to fear that the treaty was too harsh. wilson had come to paris hoping to remake the world according to liberal and democratic principles, but he had found the task  so dominated by claims, hatreds, fears and greeds that he was forced to settle for a compromise that  satisfied no one. hopefully, his league of nations would eventually resolve some of the difficulties \u2013 but this was only a hope.  from a history book published in 1968.",
+            "7": "7 0470/21/m/j/17 \u00a9 ucles 2017 [turn over source c a german cartoon published in 1919. two of the figures are labelled \u2018greed\u2019 and \u2018revenge\u2019.",
+            "8": "8 0470/21/m/j/17 \u00a9 ucles 2017 source d june 29, 1919. i am leaving paris, with conflicting emotions. there is much to approve and much to  regret. it is easy to say what should have been done, but more difficult to have found a way of doing  it. how splendid it would have been had we blazed a better trail! however, it is to be doubted whether this could have been done. it may be that wilson might have had the power and influence if he had remained in washington and kept clear of the conference. when he stepped from his lofty pedestal and wrangled with representatives of other states upon equal terms, he became an ordinary man. to those who are saying that the treaty is bad and that it will involve europe in difficulties in its  enforcement, i feel like agreeing. but i would also say that empires cannot be shattered and new states raised without disturbance. to create new boundaries is always to create new troubles. while i should have preferred a different peace, i doubt whether it could have been made. we have had to deal with a situation full of difficulties and one which could be met only by an idealistic spirit which was  too much to expect of men come together at such a time. and yet i wish we had taken the other road,  even if it were less smooth than the one we took. we would at least have gone in the right direction. from colonel house\u2019s diary. house was wilson\u2019s chief advisor during the negotiations in paris until  march 1919, when they disagreed. after returning to the us they never spoke to each other again. source e the treaty is a very severe settlement with germany, but there is not anything in it that germany did  not earn and it cannot bear. but the treaty is not merely a settlement with germany; it is a readjustment  of those injustices that underlie the structure of world society. it is a people\u2019s treaty that achieves the  liberation of men who never could have liberated themselves. not one foot of territory is demanded by the conquerors. the men who sat around that table in paris knew that the time had come when the people were going to live under governments that they chose. that is the fundamental principle of this great settlement. at the front of this great treaty is the league of nations. its membership is going to include all the great  fighting nations of the world, as well as the weak ones. and what do they unite for? they enter into a solemn promise that they will never use their power against one another for aggression.  my friends, i went to a cemetery for the burial of the american dead near paris. i wish some men in  public life who are now opposing the settlement for which these men died could visit the cemetery.   i wish that the thought that comes out of those graves could penetrate their minds. i wish that they  could feel the moral obligation that rests upon us not to go back on those boys. the liberation of the world depends on this decision. from a speech president wilson made on 25 september 1919.   this was typical of the many speeches wilson made across america at this time.",
+            "9": "9 0470/21/m/j/17 \u00a9 ucles 2017 [turn over source f   a british cartoon published in july 1920. it shows the first meeting between allied leaders and  germany since the signing of the treaty of versailles. source g the french newspaper \u2018le temps\u2019 criticises recent remarks by general smuts that the germans have  changed and that the terms of the treaty should be made less harsh on germany. it says that the general is mistaken and that the germans have not changed.  \u2018le temps\u2019 lays stress on the great advantages for france of the treaty, such as the re-annexation  of alsace-lorraine. it also criticises its imperfections from a french point of view: its failure to destroy the unity of germany, the lack of guarantees needed for the continued safety of nations and the insufficiency of the measures to ensure the full reparation of war losses. from a british government report about the reaction to the treaty in french newspapers, july 1919.  general smuts was a south african politician. he had been a member of the british imperial war  cabinet and was present at the peace negotiations.  source h we have restored where restoration was just, we have organised reparations where damage and  injury have been inflicted, and we have established guarantees against the repetition of these crimes and horrors from which the world is just emerging. we have disarmed; we have punished. we have  demonstrated that you cannot trample on national rights and liberties without punishment.  lloyd george in a speech to the british parliament, 21 july 1919. ",
+            "10": "10 0470/21/m/j/17 \u00a9 ucles 2017 now answer all the following questions. you may use any of the sources to help you answer the  questions, in addition to those sources which you are told to use. in answering the questions you  should use your knowledge of the topic to help you interpret and evaluate the sources. 1 study sources a and b.  how far do these two sources agree? explain your answer using details of the sources.  [7] 2 study source c.  why was this source published in germany in 1919? explain your answer using details of the  source and your knowledge.  [8] 3 study sources d and e.  does source d make source e surprising? explain your answer using details of the sources and  your knowledge.  [8] 4 study source f.  what is the cartoonist\u2019s message? explain your answer using details of the source and your  knowledge.  [8] 5 study sources g and h.  do you trust what lloyd george says in source h about the treaty of versailles? explain your  answer using details of the sources and your knowledge.  [7] 6 study all the sources.  how far do these sources provide convincing evidence that people were satisfied with the treaty  of versailles? use the sources to explain your answer.   [12]",
+            "11": "11 0470/21/m/j/17 \u00a9 ucles 2017 blank page",
+            "12": "12 0470/21/m/j/17 \u00a9 ucles 2017 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 international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download at www.cie.org.uk after  the live examination series. 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.blank page"
+        },
+        "0470_s17_qp_22.pdf": {
+            "1": "this document consists of 12 printed pages and 1 insert. dc (st/cgw) 129026/3 \u00a9 ucles 2017  [turn overcambridge international examinations cambridge international general certificate of secondary education *4236564020*history  0470/22 paper 2  may/june 2017  2 hours no additional materials are required. read these instructions first an answer booklet is provided inside this question paper. you should follow the instructions on the front cover  of the answer booklet. if you need additional answer paper ask the invigilator for a continuation booklet. this paper has two options. choose one option, and then answer all of the questions on that topic. option a: 19th century topic  [p2\u2013p7] option b: 20th century topic  [p8\u2013p12] the number of marks is given in brackets [  ] at the end of each question or part question. the syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificate.",
+            "2": "2 0470/22/m/j/17 \u00a9 ucles 2017 option a: 19th century topic how important was popular support to the 1848\u201349 revolutions in italy?  study the background information and the sources carefully, and then answer all the questions.  background information in 1848 there were revolutions of different kinds in many parts of italy. the success of these  revolutions depended on a number of factors, including popular support, nationalist beliefs, a desire for constitutional change, republicanism, the support of states like piedmont and tuscany and a desire for a unified italy.  some historians have argued that popular support was the crucial factor. how important was popular  support if the revolutions were to be successful? source a  the great majority of italians had placed local and partial aims of liberation before the more generalised  ideal of patriotism. neapolitan liberals had used force against the revolution in sicily, some liberals from messina had taken arms against the rival city of palermo, and even some liberals from palermo had given their support to ferdinand when the revolution threatened personal property. those who volunteered to fight against austria had usually fought bravely, but volunteers had been few. social  and regional divisions had proved far stronger than any sense of national identity; thus the wealthier  tuscan liberals discovered that they were much closer to the grand duke than they were to the socialist left who had formed the spearhead of the revolution; and when starving venice appealed for help, it received from the rest of italy only one day\u2019s supply of food. without doubt the revolution had helped to establish a sense of italian identity, but sometimes it had done the opposite. cavour spoke of the defenders of rome in terms of jeering contempt. the main problem was a lack of leadership. charles albert was a weak character who suffered from  indecisiveness and double-dealing. he had made no serious preparations for an offensive war against the austrians and his policy of italy going it alone with her own unsupported forces was clearly absurd. the making of italy would have to wait upon the active interest of some other european state which  could provide the resources and determination which italians lacked. as one nationalist wrote, \u2018italy  cannot possibly free herself without outside help.\u2019 some put their faith in republican france.  from a history book published in 1971.",
+            "3": "3 0470/22/m/j/17 \u00a9 ucles 2017 [turn over source b widespread protests against austrian rule in 1848 and the impending collapse of austrian power  encouraged charles albert, the pope, the king of naples and the grand duke of tuscany to commit  troops to expel the austrians. however, the largely working class crowds which had actually defeated the austrian army soon became, according to cavour, a \u2018mortal menace\u2019. the campaign by the italian states was a fiasco. the mutual suspicions of their leaders were soon  apparent. as early as april, pius ix was condemning the war, worried by the threat it posed to social  order. in may, ferdinand of naples, confident enough to ignore liberal critics, recalled his troops for  use in internal repression. the main military effort against the austrians came from piedmont but charles albert\u2019s hesitancy allowed the austrians to recover the initiative. it also became clear that support for the nationalist cause \u2013 as opposed to anti-austrian feeling \u2013 was limited and conditional. the unwillingness of the revolutionary governments in milan and venice, dominated as they were by  property owners, to grant major agrarian reforms, alienated much of the rural population. for most  middle class republicans, the social protest reinforced their social conservatism.  from a history book published in 1988. source c the destinies of italy are maturing, and a happier future is opening up for those of us who bravely  stand up for their rights against the oppressor. we, out of love for our common race, understanding as we do what is now happening, and supported by public opinion, hasten to associate ourselves with the  unanimous admiration which italy bestows on you. people of lombardy and venetia, our arms which were concentrating on your frontier when you  liberated your glorious milan, are now coming to offer you the help which a brother expects from a brother, and a friend from a friend. in order to show more openly our feelings of italian brotherhood, we have ordered our troops as they move into lombardy and venice to carry the cross of savoy imposed  on the tricolour of italy. a proclamation by charles albert, king of piedmont, 23 march 1848. ",
+            "4": "4 0470/22/m/j/17 \u00a9 ucles 2017 source d a drawing from the time of the uprising in milan in march 1848.  source e   a drawing from the time of daniele manin proclaiming the republic of venice in 1848.",
+            "5": "5 0470/22/m/j/17 \u00a9 ucles 2017 [turn over source f not only the people of rome but those of all italy are looking to us to choose a new form of government,  and i therefore propose that we should not leave this hall before we have reached agreement. it is  nothing less than the destinies of the entire italian nation which are at issue. to delay one minute would be a crime so long as a third of the italian nation lies in slavery. can you  not hear the groan of despair which comes from a million italian throats? now that the papal system of government is at an end, what we need in rome is a republic. garibaldi speaking to the constituent assembly of rome, 5 february 1849. source g in the opinion of radicals the task will not be completed until the entire peninsula is comprised in the  absolute unity of a single state, and the monarchical system replaced by the republic. they wish us to carry this out now. we have not yet expelled the austrians, and they wish to overturn our princes. we have not yet acquired full control over constitutional liberty, and they wish to give us republics. who does not see that to unify italy completely would mean the violation of all the rights of our princes, the  destruction of all the present governments and defiance of the whole of europe, to whom an italian  republic would give many reasons for jealousy and distrust? we have been unable to agree to support the new constituent assemblies in tuscany and the papal  states because our idea for italy is a federation. our idea preserves the autonomy of the various  states. their idea changes and even overthrows them. our idea, therefore, is incompatible with that of  rome and florence. from a speech by vincenzo gioberti to the piedmont parliament, february 1849.   gioberti was prime minister of piedmont from december 1848 to february 1849. parliament forced  him to resign soon after making this speech.  source h the idea of nationality was enough to bring about the uprising but it was not enough to bring victory.  the ordinary people, who wanted to drive out the foreigner, were prepared to accept the leadership of  charles albert. but when other italian rulers saw that the war was designed to increase his power they began to desert the cause. when the driving force and the principle of expelling the austrians failed, the ordinary people were left leaderless. they had no reason to continue to fight. whether ruled by a king, president or triumvirate, the people\u2019s slavery does not cease until the social system can be changed. from a book by carlo pisacane published in 1850. pisacane was a soldier and fought against the  austrians in lombardy. he was also involved in defending the republic of rome in 1849.",
+            "6": "6 0470/22/m/j/17 \u00a9 ucles 2017 source i as an italian, i seek italian forces for an italian war, and a popular rising would not be enough for  the purpose. we have seen this already; a popular rising can only win temporary victories. to defeat  cannons and soldiers, you need cannons and soldiers of your own. you need arms, not mazzinian chatter. piedmont has got guns and cannons; therefore i am a piedmontese. piedmont is a monarchy; therefore i am not a republican.  first independence, then liberty. a national war can only be fought with national weapons. italy  possesses two strengths: italian sentiment, and the piedmontese army. each of these forces is  powerless to act on its own; but put the two together and we will soon have the armed italy that must necessarily precede a free italy. a letter from giorgio pallavicino to general pepe, november 1851. pallavicino was involved in the  1848 risings against the austrians and in setting up the national society in 1857. in 1848 pepe  disobeyed king ferdinand ii and led neapolitan volunteers against the austrians.",
+            "7": "7 0470/22/m/j/17 \u00a9 ucles 2017 [turn over now answer all the following questions. you may use any of the sources to help you answer the  questions, in addition to those sources which you are told to use. in answering the questions you  should use your knowledge of the topic to help you interpret and evaluate the sources. 1 study sources a and b.  how far do these two sources agree? explain your answer using details of the sources.  [8] 2 study source c.   are you surprised by this source? explain your answer using details of the source and your  knowledge.  [8] 3 study sources d and e.    how far do these two sources give similar impressions of the revolutions in italy in 1848? explain  your answer using details of the sources and your knowledge.  [6] 4 study sources f and g.  does source g mean that garibaldi (source f) was wrong? explain your answer using details of  the sources and your knowledge.  [8] 5 study sources h and i.  how similar were the aims of pisacane (source h) and pallavicino (source i)? explain your  answer using details of the sources and your knowledge.  [8] 6 study all the sources.  how far do these sources provide convincing evidence that popular support was important in the  1848\u201349 revolutions in italy? use the sources to explain your answer.   [12]",
+            "8": "8 0470/22/m/j/17 \u00a9 ucles 2017 option b: 20th century topic was german anger at the terms of the treaty of versailles justified? study the background information and the sources carefully, and then answer all the questions.  background information the paris peace conference opened on 18 january 1919. the negotiations were dominated by prime  minister clemenceau of france, prime minister lloyd george of britain and president wilson of the usa. they each had their own ideas about what should be done and the meetings went on until may 1919 when the terms of the treaty of versailles were presented to the germans, who were shocked  and outraged by them. however, they had no choice but to accept them, and signed the treaty in june.  many in britain and france thought that the treaty was fair. however, there were others who were  worried that it was too harsh. was the treatment of germany justified? source a it is difficult to consider the events between the armistice and the signing of the treaty of versailles as  anything but a record of terrible failure. the bright hopes for a new europe and the secure establishment  of german democracy all failed to materialise. as early as november 1923 there was an attempted  coup by hitler. less than eleven years later, hitler had become chancellor and soon after, the treaty was in tatters. germany was too powerful to be suppressed for long. to think that the treaty\u2019s most  objectionable features could be enforced against the largest and most industrious nation in europe  was to defy common sense. as this gradually became apparent, many of its provisions were modified  or allowed to go unenforced. to the fury of the french, the british gradually lost interest in the matter of  reparations. the main problem with the treaty was that to the vast majority of germans it was the most vicious  document in the history of mankind. they blamed their every misfortune on the fact that there was a  polish corridor and a demilitarised rhineland. they believed they would be encircled by aggressive nations and were angry that germans had been cut off from the fatherland. if any further proof was needed regarding the diabolical character of the treaty, the germans had only to consult the work of  the brilliant british economist, john maynard keynes. from a history book published in 1968. source b the picture of a germany crushed by a vindictive peace cannot be supported. germany did lose  territory; that was an inevitable consequence of losing the war. if it had won, it should be remembered,  it would certainly have taken belgium, luxembourg, parts of the north of france and much of the  netherlands. even with its losses germany remained the largest country in europe. its strategic position was significantly better than it had been before 1914. with the re-emergence of poland there  was now a barrier in front of the russian menace. in place of austria-hungary, germany had only a  series of weaker and quarrelling states on its eastern frontier. the separation of east prussia from the  rest of germany was an irritation, but such separations were nothing new in the history of prussia. in  the west, france was gravely weakened by the war. with different leadership in the western democracies the story might have turned out differently. the  treaty of versailles was not to blame. it was never consistently enforced, or only enough to irritate  germany without limiting its power to disrupt the peace of europe. from a history book published in 2001.",
+            "9": "9 0470/22/m/j/17 \u00a9 ucles 2017 [turn over source c a cartoon published in a german magazine, 3 june 1919. the figures represent wilson, clemenceau,  germany and lloyd george. source d to my mind it is wrong to impose a permanent limitation of armaments on germany unless we are  prepared to impose a limitation upon ourselves. unless we achieve universal limitation we shall not achieve lasting peace nor the observance of the limitation of german armaments which we now seek  to impose. you may strip germany of its colonies, reduce its armaments to a mere police force and its navy to  a fifth rate power, but if it feels that it has been unjustly treated it will find ways of exacting revenge on its conquerors. injustice and arrogance displayed in the hour of triumph will never be forgotten or  forgiven. for these reasons i am strongly against transferring more germans from german rule to the  rule of some other nation than can be possibly helped. i cannot conceive of any greater cause of future war than the german people should be surrounded by smaller states each containing large masses of germans clamouring for reunion. from a confidential document written by lloyd george in march 1919.   it was leaked and received much criticism in britain. ",
+            "10": "10 0470/22/m/j/17 \u00a9 ucles 2017 source e when the territorial clauses of the peace treaty go into effect, germany will lose its most important  regions for the production of wheat and potatoes. the treaty also provides for the loss of almost a third of our production of coal. an enormous part of german industry will be condemned to extinction and  we will therefore no longer be able to provide bread and work for millions of people. nothing will be  able to prevent the deaths of millions of people. it is demanded of us that we shall confess ourselves to be the only ones guilty of the war. such a  confession would be a lie. the german government\u2019s actions certainly contributed to the disaster, but we energetically deny that germany and its people, who were convinced that they were making a war of defence, were alone guilty. those who sign this treaty, will sign the death sentence of many millions  of german men, women and children. count brockdorff-rantzau\u2019s reply after the terms of the peace treaty were presented to him at  versailles in may 1919. brockdorff-rantzau was german foreign minister and led the german  delegation at versailles. source f a cartoon showing german farmland, published in a german magazine, may 1919.",
+            "11": "11 0470/22/m/j/17 \u00a9 ucles 2017 [turn over source g   a british cartoon published on 23 april 1919. germany is saying \u2018monstrous, i call it.   why it\u2019s fully a quarter of what we should have made them pay, if we\u2019d won.\u2019  source h only two nations are for the time being left out of the league of nations. one of them is germany,  because we did not think that germany was ready to come in because we felt that it ought to go through a period of probation. the germans say they made a mistake and that they have abolished all  the old forms of government. but we want them to prove that their constitution is changed. then who  can, after those proofs are produced, say \u2018no\u2019 to a great people, 60 million strong, if they want to come in on equal terms with the rest of us and do justice in international affairs? i want to say that i did not find any of my colleagues in paris against doing justice to germany. but  i hear that this treaty is very hard on germany. when a country has committed a criminal act, the punishment is hard, but the punishment is not unjust. this nation permitted itself to commit a criminal act against mankind, and it is to undergo the punishment, not more than it can endure but up to the point where it can pay. it must pay for the wrong that it has done. president wilson speaking in the usa in september 1919. this was typical of the many speeches  wilson made across america at this time.",
+            "12": "12 0470/22/m/j/17 \u00a9 ucles 2017 source i you will not find many members of the american delegation at paris who approve of the treaty. they  are convinced that far from being a basis for lasting peace, it will be the direct and certain cause of  further wars. they find they have assisted in the making of a peace based on the greed and ambitions  of european imperialists. the general feeling in the delegation is that they have been tricked. they  resent the way in which the peace has been framed; the secrecy, the autocratic methods of the big  four and the flouting of the will of the people. a letter from a member of the american delegation at the peace conference to his sister, 8 may 1919. now answer all the following questions. you may use any of the sources to help you answer the  questions, in addition to those sources which you are told to use. in answering the questions you  should use your knowledge of the topic to help you interpret and evaluate the sources. 1 study sources a and b.  how far do these two sources agree? explain your answer using details of the sources.   [7] 2 study source c.  what is the cartoonist\u2019s message? explain your answer using details of the source and your  knowledge.  [7] 3 study sources d and e.  does source d make source e surprising? explain your answer using details of the sources and  your knowledge.  [8] 4 study sources f and g.  how far would the cartoonists have agreed about the treaty of versailles? explain your answer  using details of the sources and your knowledge.  [8] 5 study sources h and i.  do you believe wilson in source h? explain your answer using details of the sources and your  knowledge.  [8] 6 study all the sources.  how far do these sources provide convincing evidence that german anger at the treaty of  versailles was justified? use the sources to explain your answer.   [12] 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 international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download at www.cie.org.uk after  the live examination series. 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."
+        },
+        "0470_s17_qp_23.pdf": {
+            "1": "this document consists of 13 printed pages, 3 blank pages and 1 insert. dc (st/cgw) 129027/2 \u00a9 ucles 2017  [turn overcambridge international examinations cambridge international general certificate of secondary education *3324254281*history  0470/23 paper 2  may/june 2017  2 hours no additional materials are required. read these instructions first an answer booklet is provided inside this question paper. you should follow the instructions on the front cover  of the answer booklet. if you need additional answer paper ask the invigilator for a continuation booklet. this paper has two options. choose one option, and then answer all of the questions on that topic. option a: 19th century topic  [p2\u2013p6] option b: 20th century topic  [p8\u2013p14] the number of marks is given in brackets [  ] at the end of each question or part question. the syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificate.",
+            "2": "2 0470/23/m/j/17 \u00a9 ucles 2017 option a: 19th century topic how radical was the february revolution? study the background information and the sources carefully, and then answer all the questions.  background information in 1847 middle class reformers began to hold banquets in paris. in february 1848 the government  banned the banquets. this resulted, on 22 february, in crowds protesting in the streets. fighting broke out between the crowds and soldiers, and on 23 february, prime minister guizot resigned. soon there were barricades all over paris and crowds gathered around the royal palace. on 24 february king louis philippe abdicated. on 26 february a provisional government called the second republic was  established. conservative forces were horrified by what had happened, but how real a threat to the  social order was the february revolution? source a a drawing from the time of the throne room in the tuileries, louis philippe\u2019s palace, 24 february 1848.",
+            "3": "3 0470/23/m/j/17 \u00a9 ucles 2017 [turn over source b a drawing from the time of protestors on 24 february 1848, rescuing a crucifix from the tuileries and  taking it to the church of saint-roch.  source c they crowded the corridors, and rushed with their cries of mortal combat into the spectators\u2019 galleries.  their clothes torn, their shirts open, their arms bare, their fists clenched, their hair wildly dishevelled and singed by cartridges, their faces maddened with the madness of revolution. everything about them  revealed them as desperadoes, who had come to make the last assault on the last refuge of royalty.  a description, by alphonse de lamartine, of the crowd invading the chamber of deputies on   24 february 1848. lamartine was a politician, writer and a member of the chamber of deputies.   he became the leader of the provisional government established on 26 february 1848. ",
+            "4": "4 0470/23/m/j/17 \u00a9 ucles 2017 source d on 25 february i spent the whole afternoon walking about paris. two things in particular struck me:  the first was the popular character of the revolution that had just taken place. the second was the  absence of hatred by the lower orders who had suddenly become masters of paris. throughout this day, i did not see a single one of the former agents of the public authority: not a  soldier, not a gendarme, the national guard had disappeared. the people alone carried arms and guarded the public buildings. it was an extraordinary thing to see this immense town in the hands of  those who possessed nothing. the fright of all other classes was extreme but i did not share these  fears. i never feared the rich would be attacked or robbed. i knew the men of paris too well not to know that their finest moments in times of revolution are usually generous. for the first time in sixty years, the priests, the old aristocracy and the people met in a common sentiment\u2014a feeling of revenge, it is true, and not of affection; but a community of hatred is almost always the foundation of friendship. the  only vanquished were the middle class but even they had little to fear. they were despised rather than  hated.  from recollections, a private journal kept by alexis de tocqueville. it was published after his death in  1859, although he had never intended that it would be published.  source e the provisional government has great duties in today\u2019s circumstances. on the one hand, it must arouse  interest in the maintenance of good order among that considerable number of citizens who have been  deprived of social rights and do not yet know how their proper desires will be satisfied. the republican  government will make every reform and every improvement easy and speedy. these reforms might be put in danger by haste and impatience. quiet confidence ought to make it possible to introduce reforms in the shortest possible time. on the other hand, the provisional government should take steps to keep the good will that it has won from those citizens who did not desire so radical a change, but who loyally accept the changed situation. the provisional government should openly offer them reassurances.  from the newspaper le national, 27 february 1848. many in the provisional government were closely  associated with this newspaper.  source f the republic had no opposition to overcome. never has any government been in so strong a position  as the february government. it could set up the republic on broad, firm foundations without any danger of resistance. energetic measures and radical reforms were expected: the people wanted them, the privileged classes were resigned to them. but instead of relying on the people\u2019s support, the men in  power behaved as if astonished by their new power and seemed to have only one concern \u2013 the desire  to make themselves acceptable to the middle classes.  from a book by louis-nicolas m\u00e9nard, published in 1849. m\u00e9nard was a socialist republican who was  sentenced to imprisonment in 1849 for publishing the book. ",
+            "5": "5 0470/23/m/j/17 \u00a9 ucles 2017 [turn over source g the question of the day is purely a social one. it cannot be discussed freely when you are faced with  the mob. it is no longer a matter of theory but of brute force, which is testing its strength in the streets  of paris and which allows no opposition.  the power of the mob grows larger day by day. they strut about the streets to take part in all manner of  demonstrations which are always, of course, directed against law and order. everything must be razed to the ground, nothing must remain upright. that\u2019s what they want, these thousands upon thousands of  tyrants who reign over us.  from the journal of rodolphe apponyi. he was austrian and worked at the time for the   austro-hungarian ambassador in paris. ",
+            "6": "6 0470/23/m/j/17 \u00a9 ucles 2017 now answer all the following questions. you may use any of the sources to help you answer the  questions, in addition to those sources which you are told to use. in answering the questions you  should use your knowledge of the topic to help you interpret and evaluate the sources. 1 study sources a and b.  how far do these two artists agree about events in paris on 24 february 1848? explain your  answer using details of the sources.   [8] 2 study source c.   are you surprised by this source? explain your answer using details of the source and your  knowledge.    [7] 3 study source d.  what impression does this source give of the february revolution? explain your answer using  details of the source and your knowledge.  [7] 4 study sources e and f.  how similar are these two sources as evidence about the provisional government? explain your  answer using details of the sources and your knowledge.   [8] 5 study source g.  how useful is this source as evidence about the february revolution? explain your answer using  details of the source and your knowledge.  [8] 6 study all the sources.  how far do these sources provide convincing evidence that the february revolution was a real  threat to the social order? use the sources to explain your answer.     [12]",
+            "7": "7 0470/23/m/j/17 \u00a9 ucles 2017 [turn over blank page",
+            "8": "8 0470/23/m/j/17 \u00a9 ucles 2017 option b: 20th century topic how far was germany treated unfairly in the years 1919\u20131923? study the background information and the sources carefully, and then answer all the questions.  background information in the years following the versailles settlement, germany suffered a series of crises including strikes  and attempted communist risings. there were also attempted risings by those on the opposite end of the political spectrum. soon after the end of the war the weimar government tried to deal with the country\u2019s economic problems by printing money. this led to inflation, which, after the passive resistance to the french and belgian occupation of the ruhr in 1923, turned into hyperinflation. germans blamed  all their problems on the terms of the treaty of versailles, especially reparations. but how far was  germany treated unfairly in the years 1919\u20131923? source a there may well have been aspects of the treaty that were unfair on germany, but it is difficult to  envisage any treaty concluded on the idea of german defeat that the germans would have accepted as fair. in that sense weimar\u2019s politicians were self-deluding in expecting the allies to treat them as entirely lacking in responsibility for the policies of imperial germany. it is also one of the paradoxes of the settlement, that although some of the participants assumed germany would be deprived of  resources and its neighbours strengthened, the reality was that, although its immediate circumstances  were unpromising, a recovered germany would be in a potentially stronger position than in 1914. germany now had frontiers with poland, czechoslovakia, lithuania and austria. only france remained of the pre-war great power neighbours. in general the british tended to accept germany\u2019s pleas that it could not fulfil certain terms of the  treaty, whereas the french judged that it was more a matter of will than capability. france\u2019s president  poincar\u00e9 demanded prompt payment of reparations, fixed at the sum of 132 billion gold marks; and when the germans defaulted in january 1923 french troops marched into the rhineland, proposing to dig out the ruhr\u2019s coal. when german workers went on strike and the german government printed money to support them, hyperinflation took hold. however, germany was already suffering from inflation and it now seems clear that german  governments were themselves, at least in part, responsible. as the entrepreneur hugo stinnes said, they had to spend beyond their means in order to find work for returning soldiers. otherwise \u2018bolshevism would have seized germany\u2019. however, reparations, although much less onerous than the germans claimed and with the repayments perfectly manageable, did contribute to inflation. they  undermined confidence in german stability and led to a budget deficit which governments found  themselves unwilling or unable to make up through taxation. from a history book published in 2010.",
+            "9": "9 0470/23/m/j/17 \u00a9 ucles 2017 [turn over source b the germans would have accepted a fair peace settlement based on president wilson\u2019s \u2018fourteen  points\u2019 but the treaty of versailles gave the final blow to the cause of democracy in germany. the main  injustice of versailles was the separation of polish territory from the reich. the treaty ensured that all parties in germany would want to overthrow it, reflecting as it did, germany\u2019 s military weakness.  the treaty also stated that germany was to pay compensation not merely for the war damage that it had directly caused, but also for the costs of war as a whole. the resulting assessments for reparations  were so colossal as to defy imagination, and they were far in excess of anything that past financial  experience could cope with. in 1921 the figure of 269 billion gold marks was fixed on. this figure was later in the year reduced to 132 billion, but the amount still seemed incredible. the vast size of these sums, not surprisingly, aroused the indignation of the germans, who felt that a generation yet unborn would be forced to grow up in \u2018debt slavery\u2019. the need to pay reparations restricted the flexibility of the  german economy and bred fierce resistance on the german side, for obvious psychological reasons. in january 1923, french and belgian troops occupied the ruhr in an attempt either to force germany  to pay reparations or extract goods of comparable value. it was germany\u2019s policy of passive resistance and printing money that led to massive inflation and the collapse of the currency but none of this would have been necessary were it not for the treaty of versailles. from a history book published in 1987.",
+            "10": "10 0470/23/m/j/17 \u00a9 ucles 2017 source c a cartoon from a british magazine, 1921. it shows germany kneeling in the water.   lloyd george and briand (the french prime minister) are on the right. ",
+            "11": "11 0470/23/m/j/17 \u00a9 ucles 2017 [turn over source d  a cartoon published in a british newspaper in 1921. lloyd george is saying to briand, \u2018half a minute!   i wonder if removing bits of the machine really does speed up production.\u2019 source e the terms are in many respects terrible terms to impose upon a country but germany not merely  provoked, but planned the most devastating war the earth has ever seen. germany deliberately  embarked upon it to increase its power at the expense of its neighbours. i cannot think of a worse  crime.  the aim of the treaty is to force germany, in so far as it is in her power, to restore, to repair and to redress. yes, and to take every possible precaution of every kind that is in our power against the  recurrence of another such crime.  lloyd george speaking in parliament in july 1919.",
+            "12": "12 0470/23/m/j/17 \u00a9 ucles 2017 source f the greatest fraud in the history of the world is now being carried out in germany, with the full support  of its population. this fraud is being carried out under the very noses of the allies. germany is full of  wealth. it is humming like a beehive. the comfort and prosperity of its people amazed me when i was there. poverty is almost non-existent. yet this is the country that is determined it will not pay its debts. it is a nation of actors. if it was not for the fact that the german has no humour, one might imagine the whole nation was carrying out a great practical joke. a letter to a british newspaper from a businessman who had just returned from germany, april 1922.  source g  a british cartoon published in 1923. bonar law was the british prime minister and poincar\u00e9 was   the french prime minister. moratorium means a period of delay or suspension.",
+            "13": "13 0470/23/m/j/17 \u00a9 ucles 2017 [turn over source h the german republic was born out of terrible defeat. this cast a dark shadow on the new political  order. but at first there was a belief that the new order was necessary for the rebirth of germany. this  is why the weimar constitution met with little opposition. for everyone expected a peace settlement in accordance with wilson\u2019s fourteen points which all countries had accepted as the basis for the peace. the criminal madness of the versailles diktat was a shameless blow to hopes of political and economic recovery. that the republic did not collapse immediately is proof of the genuine vitality of its basic principles.  how far is it true that the treaty wrecked germany\u2019s democracy, that reparations ruined the german  economy and that its security was undermined? economically speaking there is no truth in these allegations. much more serious was the disillusion which prevented moderate men from supporting the republic. the peace settlement poisoned the political atmosphere for many years. hugo preuss, the politician and lawyer chiefly responsible for producing the w eimar constitution,  writing in 1923.",
+            "14": "14 0470/23/m/j/17 \u00a9 ucles 2017 now answer all the following questions. you may use any of the sources to help you answer the  questions, in addition to those sources which you are told to use. in answering the questions you  should use your knowledge of the topic to help you interpret and evaluate the sources. 1 study sources a and b.  how far do these two sources agree? explain your answer using details of the sources.  [7] 2 study sources c and d.  does source c make source d surprising? explain your answer using details of the sources and  your knowledge.  [8] 3 study sources e and f.  does source f prove that lloyd george was lying in source e? explain your answer using details  of the sources and your knowledge.  [8] 4 study source g.  why was this source published in 1923? explain your answer using details of the source and your  knowledge.  [8] 5 study source h.  do you trust this source? explain your answer using details of the source and your knowledge.  [7] 6 study all the sources.  how far do these sources provide convincing evidence that, in the period 1919\u20131923, germany  was treated unfairly by the allies? use the sources to explain your answer.   [12]  ",
+            "15": "15 0470/23/m/j/17 \u00a9 ucles 2017 blank page",
+            "16": "16 0470/23/m/j/17 \u00a9 ucles 2017 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 international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download at www.cie.org.uk after  the live examination series. 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.blank page"
+        },
+        "0470_s17_qp_41.pdf": {
+            "1": "cambridge international examinations cambridge international generalcertificate ofsecondary education 0470/41 may/june 2017 1hourhistory paper4alternative tocoursework additional materials: answerbooklet/paper readtheseinstructions first ananswerbookletisprovidedinsidethisquestionpaper.youshouldfollowtheinstructions onthefrontcover oftheanswerbooklet.ifyouneedadditional answerpaperasktheinvigilator foracontinuation booklet. answeronequestionfromyourchosendepthstudy. thenumberofmarksisgiveninbrackets[]attheendofeachquestionorpartquestion. thesyllabusisapproved foruseinengland,walesandnorthernirelandasacambridge international level1/level2certificate. thisdocument consistsof3printedpagesand1blankpage. [turnover06_0470_41_2017_1.2 \u00a9ucles2017 *1751108648*",
+            "2": "answeronequestionfromyourchosendepthstudy. depthstudya:thefirstworldwar,1914\u20131918 howsignificant werechangesmadetotheschlieffenplanasacauseoftheplan\u2019sfailure?explain youranswer. [40]1 howimportant wastheeasternfronttotheoutcomeofthewar?explainyouranswer.[40] 2 depthstudyb:germany ,1918\u20131945 howsignificant wastheuseofthefreikorps tothesurvivaloftheweimarrepublic, 1919\u201323? explainyouranswer. [40]3 howimportant wastheroleofpapenasareasonforhitler\u2019sappointment aschancellor injanuary 1933?explainyouranswer. [40]4 depthstudyc:russia,1905\u20131941 howsignificant wereindustrialchangesinrussiaasacauseofthe1905revolution? explainyour answer. [40]5 howimportant wastheroleofthepetrograd sovietasareasonforthecollapseoftheprovisional government bynovember 1917?explainyouranswer. [40]6 depthstudyd:theusa,1919\u20131941 howsignificant wastheimpactofthefirstworldwarasacauseoftheeconomic boomintheusa inthe1920s?explainyouranswer. [40]7 howimportant wasthegrowthinpopularity oftheradioinchangingussocietyinthe1920s? explainyouranswer. [40]8 depthstudye:china,c.1930\u2013c.1990 howsignificant wasthechinesecivilwartothesuccessofthecommunist partyby1949?explain youranswer. [40]9 howimportant weretheestablishment ofcollectives andcommunes tothedevelopment of communism inchina?explainyouranswer. [40]10 06_0470_41_2017_1.2 \u00a9ucles20172",
+            "3": "depthstudyf:southafrica,c.1940\u2013c.1994 howsignificant wastheancyouthleagueinopposingthesouthafricangovernment? explain youranswer. [40]11 howimportant werepropaganda andcensorship asmethodsusedbynationalgovernments to controlsouthafrica?explainyouranswer. [40]12 depthstudyg:israelis andpalestinians since1945 howimportantwerethearabstatesasacauseofthepalestinian refugeecrisisafter1948?explain youranswer. [40]13 howsignificant wastheroleoftheunitednationsinattempting tosecurepeacebetweenarabs andisraelis?explainyouranswer. [40]14 06_0470_41_2017_1.2 \u00a9ucles20173",
+            "4": "blankpage permission toreproduce itemswherethird-party ownedmaterialprotected bycopyrightisincludedhasbeensoughtandclearedwherepossible.everyreasonable efforthasbeenmadebythepublisher(ucles)totracecopyrightholders,butifanyitemsrequiringclearance haveunwittingly beenincluded,thepublisherwill bepleasedtomakeamendsattheearliestpossibleopportunity . toavoidtheissueofdisclosure ofanswer-related information tocandidates, allcopyrightacknowledgements arereproduced onlineinthecambridgeinternational examinations copyright acknowledgements booklet.thisisproduced foreachseriesofexaminations andisfreelyavailabletodownload atwww.cie.org.ukafter theliveexamination series. cambridge international examinations ispartofthecambridge assessment group.cambridge assessment isthebrandnameofuniversity ofcambridge local examinations syndicate (ucles), whichisitselfadepartment oftheuniversity ofcambridge. 06_0470_41_2017_1.2 \u00a9ucles20174"
+        },
+        "0470_s17_qp_42.pdf": {
+            "1": "cambridge international examinations cambridge international generalcertificate ofsecondary education 0470/42 may/june 2017 1hourhistory paper4alternative tocoursework additional materials: answerbooklet/paper readtheseinstructions first ananswerbookletisprovidedinsidethisquestionpaper.youshouldfollowtheinstructions onthefrontcover oftheanswerbooklet.ifyouneedadditional answerpaperasktheinvigilator foracontinuation booklet. answeronequestionfromyourchosendepthstudy. thenumberofmarksisgiveninbrackets[]attheendofeachquestionorpartquestion. thesyllabusisapproved foruseinengland,walesandnorthernirelandasacambridge international level1/level2certificate. thisdocument consistsof3printedpagesand1blankpage. [turnover06_0470_42_2017_1.1 \u00a9ucles2017 *0819716376*",
+            "2": "answeronequestionfromyourchosendepthstudy. depthstudya:thefirstworldwar,1914\u20131918 howimportant wasthemachinegunindetermining thenatureoftrenchwarfare?explainyour answer. [40]1 howsignificant wastheuseoftheconvoysysteminthewaratsea?explainyouranswer.[40] 2 depthstudyb:germany ,1918\u20131945 howimportant tothenaziregimewasthepersecution ofminorities ingermansociety,1933-45? explainyouranswer. [40]3 howsignificant wasthesecondworldwartothestabilityofthenaziregime?explainyouranswer. [40]4 depthstudyc:russia,1905\u20131941 howsignificant wasrepression asareasonforthesurvivaloftsaristruleby1914?explainyour answer. [40]5 howimportant waslenin\u2019sdeathasareasonforstalin\u2019semergence asleaderby1928?explain youranswer. [40]6 depthstudyd:theusa,1919\u20131941 howimportant wasthefilmindustryinchangingussocietyinthe1920s?explainyouranswer. [40]7 howsignificant wasthelossofconfidence intheeconomyasareasonforthedepression inthe usainthe1930s?explainyouranswer. [40]8 depthstudye:china,c.1930\u2013c.1990 howimportantwasmaozedonginbringingthecommunists topowerin1949?explainyouranswer. [40]9 howsignificant wasthegreatleapforwardinchanginglifeinchinaafter1949?explainyour answer. [40]10 06_0470_42_2017_1.1 \u00a9ucles20172",
+            "3": "depthstudyf:southafrica,c.1940\u2013c.1994 howsignificant wereunresolutions ineffortstocombatapartheid? explainyouranswer.[40] 11 howimportant wasgovernment repression asacauseofviolencebetweentheracesinsouth africa?explainyouranswer. [40]12 depthstudyg:israelis andpalestinians since1945 howsignificant wastheroleofbritaininthemiddleeastupto1948?explainyouranswer.[40] 13 howimportant wasarabnationalism asacauseofarab\u2013israeli conflict,1956-73? explainyour answer. [40]14 06_0470_42_2017_1.1 \u00a9ucles20173",
+            "4": "blankpage permission toreproduce itemswherethird-party ownedmaterialprotected bycopyrightisincludedhasbeensoughtandclearedwherepossible.everyreasonable efforthasbeenmadebythepublisher(ucles)totracecopyrightholders,butifanyitemsrequiringclearance haveunwittingly beenincluded,thepublisherwill bepleasedtomakeamendsattheearliestpossibleopportunity . toavoidtheissueofdisclosure ofanswer-related information tocandidates, allcopyrightacknowledgements arereproduced onlineinthecambridgeinternational examinations copyright acknowledgements booklet.thisisproduced foreachseriesofexaminations andisfreelyavailabletodownload atwww.cie.org.ukafter theliveexamination series. cambridge international examinations ispartofthecambridge assessment group.cambridge assessment isthebrandnameofuniversity ofcambridge local examinations syndicate (ucles), whichisitselfadepartment oftheuniversity ofcambridge. 06_0470_42_2017_1.1 \u00a9ucles20174"
+        },
+        "0470_s17_qp_43.pdf": {
+            "1": "cambridge international examinations cambridge international generalcertificate ofsecondary education 0470/43 may/june 2017 1hourhistory paper4alternative tocoursework additional materials: answerbooklet/paper readtheseinstructions first ananswerbookletisprovidedinsidethisquestionpaper.youshouldfollowtheinstructions onthefrontcover oftheanswerbooklet.ifyouneedadditional answerpaperasktheinvigilator foracontinuation booklet. answeronequestionfromyourchosendepthstudy. thenumberofmarksisgiveninbrackets[]attheendofeachquestionorpartquestion. thesyllabusisapproved foruseinengland,walesandnorthernirelandasacambridge international level1/level2certificate. thisdocument consistsof3printedpagesand1blankpage. [turnover06_0470_43_2017_1.1 \u00a9ucles2017 *0796817772*",
+            "2": "answeronequestionfromyourchosendepthstudy. depthstudya:thefirstworldwar,1914\u20131918 howsignificant wasthefirstbattleofypresintheeventsof1914?explainyouranswer.[40] 1 howimportant wastheusatotheoutcomeofthewar?explainyouranswer. [40] 2 depthstudyb:germany ,1918\u20131945 howsignificant wasthefirstworldwarindetermining howtheweimarrepublicdeveloped to 1929?explainyouranswer. [40]3 howimportant wasthethreatofacommunist revolution asareasonforhitler'sappointment as chancellor injanuary1933?explainyouranswer. [40]4 depthstudyc:russia,1905\u20131941 howsignificant werepoliticaldemands asacauseofthe1905revolution? explainyouranswer. [40]5 howimportant wasthelandissueinrussiaasareasonforthedownfalloftheprovisional government? explainyouranswer. [40]6 depthstudyd:theusa,1919\u20131941 howsignificant wasthepolicyoflaissez-faire asacauseoftheeconomic boomofthe1920s? explainyouranswer. [40]7 howimportant wasorganised crimeasareasonforthefailureofprohibition? explainyouranswer. [40]8 depthstudye:china,c.1930\u2013c.1990 howsignificant wassuperiorcommunist leadership totheoverthrow ofthenationalist government in1949?explainyouranswer. [40]9 howimportant wasthedevelopment ofcommunes inchanginglifeinchina?explainyouranswer. [40]10 06_0470_43_2017_1.1 \u00a9ucles20172",
+            "3": "depthstudyf:southafrica,c.1940\u2013c.1994 howsignificant wasthegroupareasact(1950)increatingthesystemofapartheid? explainyour answer. [40]11 howimportant wasthepacintheopposition toapartheid? explainyouranswer. [40] 12 depthstudyg:israelis andpalestinians since1945 howsignificant wastheroleoftheunitednationsorganisation inshapingeventsinpalestine between1945and1948?explainyouranswer. [40]13 howimportant wasthecoldwartothedevelopment ofarab-israeli relationsbetween1956and 1973?explainyouranswer. [40]14 06_0470_43_2017_1.1 \u00a9ucles20173",
+            "4": "blankpage permission toreproduce itemswherethird-party ownedmaterialprotected bycopyrightisincludedhasbeensoughtandclearedwherepossible.everyreasonable efforthasbeenmadebythepublisher(ucles)totracecopyrightholders,butifanyitemsrequiringclearance haveunwittingly beenincluded,thepublisherwill bepleasedtomakeamendsattheearliestpossibleopportunity . toavoidtheissueofdisclosure ofanswer-related information tocandidates, allcopyrightacknowledgements arereproduced onlineinthecambridgeinternational examinations copyright acknowledgements booklet.thisisproduced foreachseriesofexaminations andisfreelyavailabletodownload atwww.cie.org.ukafter theliveexamination series. cambridge international examinations ispartofthecambridge assessment group.cambridge assessment isthebrandnameofuniversity ofcambridge local examinations syndicate (ucles), whichisitselfadepartment oftheuniversity ofcambridge. 06_0470_43_2017_1.1 \u00a9ucles20174"
+        },
+        "0470_w17_qp_11.pdf": {
+            "1": "this document consists of 10 printed pages, 2 blank pages and 1 insert. dc (kn) 133048/2 \u00a9 ucles 2017  [turn overcambridge international examinations cambridge international general certificate of secondary education *9102795538*history  0470/11 paper 1  october/november 2017  2 hours no additional materials are required. read these instructions first an answer booklet is provided inside this question paper. you should follow the instructions on the front cover  of the answer booklet. if you need additional answer paper ask the invigilator for a continuation booklet. answer three  questions. section a (core content) answer any two questions. section b (depth studies) answer any one question. the number of marks is given in brackets [  ] at the end of each question or part question. the syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificate.",
+            "2": "2 0470/11/o/n/17 \u00a9 ucles 2017 section a: core content answer any two questions from this section. 1 european revolutions in 1848\u201349 had many causes.  (a) what was meant by \u2018magyar nationalism\u2019 before 1848?  [4]  (b) why, by 1848, were the people of france unhappy with louis philippe?  [6]  (c) \u2018the growth of liberalism after 1830 was the most important cause of the revolutions across  europe in 1848\u201349.\u2019 how far do you agree with this statement? explain your answer.  [10] 2 attempts at italian unification before 1859 were affected by austrian influence.  (a) what changes were introduced by the roman republic during its 100 days in power?  [4]  (b) why was an ultimatum issued to piedmont in 1859?  [6]  (c) how successful was the 1859 war with austria? explain your answer.  [10] 3 the election of lincoln increased tension in america.  (a) who was dred scott?  [4]  (b) why was the dred scott case important?  [6]  (c) \u2018the most important cause of the civil war was the election of lincoln.\u2019 how far do you agree  with this statement? explain your answer.   [10] 4 the motives for imperialism were varied.  (a) what were the main features of lord dalhousie\u2019s governor-generalship of india?  [4]  (b) why did britain react to the indian mutiny in the way that it did?  [6]  (c) how far was religion the main reason for western imperialism in the nineteenth century?   explain your answer.  [10]",
+            "3": "3 0470/11/o/n/17 \u00a9 ucles 2017 [turn over 5 at the paris peace conference the victors faced a difficult task.  (a) what problems were caused by the treaty of s\u00e8vres?  [4]  (b) why did the german people think the treaty of versailles was motivated by revenge?  [6]  (c) who was more satisfied with the treaty of versailles: lloyd george or wilson? explain your  answer.  [10] 6 the league of nations was involved in various activities in the 1920s.  (a) describe the role of the league in the upper silesia dispute of 1919\u201321.  [4]  (b) why did the absence of some countries from the league weaken it?  [6]  (c) \u2018the humanitarian work of the league of nations was the most successful of its activities in  the 1920s.\u2019 how far do you agree with this statement? explain your answer.  [10] 7 by 1949, differences existed between the former wartime allies.  (a) what issues that affected germany were addressed at the yalta and potsdam conferences?  [4]  (b) why was poland a cause of tension between the great powers in 1945?  [6]  (c) how justifiable is the view that the soviet union was responsible for the start of the cold  war? explain your answer.  [10] 8 the iraqi people were affected by the coming to power of saddam hussein.  (a) in what ways did saddam hussein\u2019s rule benefit some of the iraqi people?  [4]  (b) why did saddam hussein introduce purges?  [6]  (c) \u2018the most important reason for saddam hussein being able to come to power in iraq was  the influence of khairallah tulfah.\u2019 how far do you agree with this statement? explain your  answer.  [10]",
+            "4": "4 0470/11/o/n/17 \u00a9 ucles 2017 section b: depth studies answer any one question from this section. depth study a: the first world war, 1914\u201318 9 by the end of 1914, the war had become one of attrition.  (a) describe what happened at the first battle of ypres.  [4]  (b) why did conditions in the trenches cause illness and disease?  [6]  (c) \u2018haig\u2019s over-estimation of the effectiveness of artillery fire was the main reason for the  high loss of life on the first day of the battle of the somme.\u2019 how far do you agree with this  statement? explain your answer.  [10] 10 events on other fronts went badly for the allies.  (a) what was the intended purpose of the gallipoli campaign?  [4]  (b) why was there more resistance than expected when the allies attacked gallipoli?  [6]  (c) \u2018the main reason why russia lost the war was the failure of the brusilov offensive.\u2019 how far  do you agree with this statement? explain your answer.  [10]",
+            "5": "5 0470/11/o/n/17 \u00a9 ucles 2017 [turn over depth study b: germany, 1918\u201345 11 up to 1929, the weimar republic was never entirely stable.  (a) describe the activities of rosa luxemburg in the early months of the republic.  [4]  (b) why was the existence of the weimar republic under serious threat in 1923?  [6]  (c) \u2018for the weimar republic, the years 1924\u201329 were a period of recovery.\u2019 how far do you  agree with this statement? explain your answer.  [10] 12 women and children were important to the nazis.  (a) in what ways did the curriculum in german schools reflect nazi ideas?  [4]  (b) why did some young people not join the nazi youth groups?  [6]  (c) \u2018the most important role of women in nazi germany was to have lots of children.\u2019 how far do  you agree with this statement? explain your answer.  [10]",
+            "6": "6 0470/11/o/n/17 \u00a9 ucles 2017 depth study c: russia, 1905\u201341 13 the early years of the twentieth century tested the tsar\u2019s ability to retain power.  (a) at the turn of the century, what were the most serious problems facing the tsar?  [4]  (b) why was the tsar able to remain in power during 1905 despite the revolution?   [6]  (c) \u2018the tsarist regime dealt effectively with the difficulties of ruling russia between 1906 and  1914.\u2019 how far do you agree with this statement? explain your answer.  [10] 14 on gaining power, stalin moved to strengthen his position.  (a) what were stalin\u2019s objections to trotsky\u2019s idea of \u2018permanent revolution\u2019?  [4]  (b) why did stalin create a cult of personality?  [6]  (c) \u2018stalin\u2019s dictatorship over the soviet union was not as total as it appeared.\u2019 how far do you  agree with this statement? explain your answer.  [10]",
+            "7": "7 0470/11/o/n/17 \u00a9 ucles 2017 [turn over depth study d: the usa, 1919\u201341 15 the development and growth of the economy in 1920s america was significant.  (a) what was the fordney-mccumber tariff?  [4]  (b) why did many american farmers find it difficult to make a living in the 1920s?  [6]  (c) \u2018electricity created the boom in 1920s america.\u2019 how far do you agree with this statement?   explain your answer.  [10] 16 in the 1920s america experienced social change.  (a) how did us governments control immigration?  [4]  (b) why was the sacco-vanzetti case controversial?  [6]  (c) \u2018the most important change for women in the 1920s was increasing employment  opportunities.\u2019 how far do you agree with this statement? explain your answer.  [10]",
+            "8": "8 0470/11/o/n/17 \u00a9 ucles 2017 depth study e: china, c.1930\u2013c.1990 17 communist rule brought changes to the lives of the chinese people.  (a) describe the reforms to education introduced by the communist government in the 1950s.    [4]  (b) why did the communist government encourage equality for women?  [6]  (c) \u2018by 1962, communist attempts at developing an industrial society had been successful.\u2019 how  far do you agree with this statement? explain your answer.  [10] 18 china\u2019s relations with other nations tended to improve over time.  (a) describe communist china\u2019s relations with vietnam up to c.1990.  [4]  (b) why did communist china have a hostile relationship with india between 1950 and 1965?    [6]  (c) how far did the death of stalin change relations between china and the soviet union?   explain your answer.  [10]",
+            "9": "9 0470/11/o/n/17 \u00a9 ucles 2017 [turn over depth study f: south africa, c.1940\u2013c.1994 19 government actions increased hatred of apartheid.  (a) what were the main features of the bantu self-government act of 1959?  [4]  (b) why did the newly-created bantustans create problems?   [6]  (c) \u2018the freedom charter had more effect on opposition to apartheid than the actions of  umkhonto we sizwe (mk).\u2019 how far do you agree with this statement? explain your answer.  [10] 20 the situation in south africa changed between 1966 and 1980.  (a) how did (i) the terrorism act of 1967 and (ii) the internal security amendment act of 1976  assist the south african government in suppressing opposition?  [4]  (b) why was the south african government\u2019s legislation of 1971 in relation to the homelands  effective in maintaining apartheid?   [6]  (c) before 1980, how far did external opposition to apartheid affect the situation in south africa?   explain your answer.   [10]",
+            "10": "10 0470/11/o/n/17 \u00a9 ucles 2017 depth study g: israelis and palestinians since 1945 21 in palestine the period 1945\u201349 was one of continuing hostility.  (a) what was the role of the united nations in palestine during 1946 and 1947?  [4]  (b) why did british attempts to limit jewish immigration into palestine at the end of the second  world war result in international opposition?  [6]  (c) \u2018israel\u2019s success in the war of 1948\u201349 was because of the strength of their fighting forces.\u2019   how far do you agree with this statement? explain your answer.  [10] 22 international views of the palestinian cause changed over time.  (a) after the rejection of the 1947 partition plan where did many palestinian refugees flee to?  [4]  (b) why had the fedayeen become a problem for israel by 1955?   [6]  (c) \u2018violent action by the palestine liberation organisation was the main reason why it was  difficult for palestinians to gain international support for their cause.\u2019 how far do you agree  with this statement? explain your answer.   [10]",
+            "11": "11 0470/11/o/n/17 \u00a9 ucles 2017 blank page",
+            "12": "12 0470/11/o/n/17 \u00a9 ucles 2017 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 international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download at www.cie.org.uk after  the live examination series. 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.blank page"
+        },
+        "0470_w17_qp_12.pdf": {
+            "1": "this document consists of 10 printed pages, 2 blank pages and 1 insert. dc (kn) 133047/2 \u00a9 ucles 2017  [turn overcambridge international examinations cambridge international general certificate of secondary education *2551150550*history  0470/12 paper 1  october/november 2017  2 hours no additional materials are required. read these instructions first an answer booklet is provided inside this question paper. you should follow the instructions on the front cover  of the answer booklet. if you need additional answer paper ask the invigilator for a continuation booklet. answer three  questions. section a (core content) answer any two questions. section b (depth studies) answer any one question. the number of marks is given in brackets [  ] at the end of each question or part question. the syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificate.",
+            "2": "2 0470/12/o/n/17 \u00a9 ucles 2017 section a: core content answer any two questions from this section. 1 nationalism and liberalism became increasingly important in nineteenth-century europe.  (a) what was meant by nationalism in the nineteenth century?  [4]  (b) why did liberalism pose a revolutionary threat in 1848?   [6]  (c) how far was louis philippe responsible for revolution in france in 1848? explain your answer.  [10] 2 italian attempts at unification before 1849 were unsuccessful.  (a) what contribution did mazzini make to the growth of italian nationalism?  [4]  (b) why was piedmont humiliated in its conflict with austria in 1848\u201349?  [6]  (c) \u2018a lack of unity between revolutionary groups was the main reason italy was not unified in  1848\u221249.\u2019 how far do you agree with this statement? explain your answer.  [10] 3 life was difficult for many living in the southern states of america in the second half of the  nineteenth century.  (a) what opportunities existed for slaves to escape to the northern states of america?  [4]  (b) why was there opposition to the fugitive slave act of 1850?  [6]  (c) how successful was the economic reconstruction of the south after the civil war? explain  your answer.  [10] 4 european imperialism was not always viewed favourably.  (a) what was the impact of french imperialism on senegal?  [4]  (b) why did events of the indian mutiny cause bitterness amongst indians?   [6]  (c) how important for the west was intervention in china?  explain your answer.  [10]",
+            "3": "3 0470/12/o/n/17 \u00a9 ucles 2017 [turn over 5 disagreements between the peacemakers at the paris peace conference led to compromise and  bitterness.  (a) what did wilson hope to achieve with his \u2018fourteen points\u2019?  [4]  (b) why was lloyd george unhappy with the french demands?  [6]  (c) \u2018the reduction in its military strength was the main reason for germany\u2019s bitterness with the  treaty of versailles.\u2019 how far do you agree with this statement? explain your answer.  [10] 6 the league of nations aimed to secure world peace and co-operation.  (a) describe the work of the league of nations in the 1920s in relation to health.  [4]  (b) why was the league of nations ineffective in resolving the corfu crisis?  [6]  (c) \u2018the main reason for the league of nations failing to preserve world peace was that not  all great powers were members.\u2019 how far do you agree with this statement? explain your  answer.  [10] 7 following the ending of the second world war both the usa and the ussr held strong views  about the future.  (a) what did a strong communist eastern europe provide for the ussr?  [4]  (b) why did the development of the atomic bomb increase tension between east and west?  [6]  (c) how surprising was stalin\u2019s decision to impose a blockade on west berlin? explain your  answer.  [10] 8 after the second world war, the usa viewed the communist threat as significant.  (a) what happened to vietnam immediately following the geneva peace accords of 1954?  [4]  (b) why did khrushchev place nuclear weapons in cuba?  [6]  (c) \u2018america failed to contain communism.\u2019 how far do you agree with this statement? explain  your answer.  [10]",
+            "4": "4 0470/12/o/n/17 \u00a9 ucles 2017 section b: depth studies answer any one question from this section. depth study a: the first world war, 1914 \u221218 9 war impacted on the british civilian population.  (a) what methods were used in britain to deal with food shortages?  [4]  (b) why was the introduction of the defence of the realm act helpful to the british government?    [6]  (c) \u2018censorship was more important than propaganda to the war effort on the home front in  britain.\u2019 how far do you agree with this statement? explain your answer.  [10] 10 ludendorff\u2019s 1918 offensive ultimately failed.  (a) describe the tactics used by ludendorff between march and may 1918.  [4]  (b) why was ludendorff\u2019s offensive of march 1918 a gamble?  [6]  (c) \u2018america\u2019s entry into the war was more important than the kiel mutiny in ending the war.\u2019 how  far do you agree with this statement? explain your answer.  [10]",
+            "5": "5 0470/12/o/n/17 \u00a9 ucles 2017 [turn over depth study b: germany, 1918\u221245 11 by the end of the 1920s the nazi party was growing in popularity.  (a) what was the sa?  [4]  (b) why were some germans attracted to the nazi party by the end of the 1920s?   [6]  (c) how far did the munich putsch of 1923 pose a threat to the weimar republic? explain your  answer.  [10] 12 the nazi party aimed to control the german people.  (a) what was the response of the churches to nazi rule?  [4]  (b) why was the \u2018night of the long knives\u2019 important for hitler?  [6]  (c) \u2018the gestapo was more important to the nazi regime than control of education.\u2019 how far do  you agree with this statement? explain your answer.  [10]",
+            "6": "6 0470/12/o/n/17 \u00a9 ucles 2017 depth study c: russia, 1905\u221241 13 tsar nicholas ii survived in 1905 but abdicated in 1917.  (a) in what ways did stolypin help the tsar?  [4]  (b) why were the events of bloody sunday a threat to the tsarist regime?  [6]  (c) \u2018discontent caused by food shortages was the main reason for the downfall of the tsar.\u2019 how  far do you agree with this statement? explain your answer.  [10] 14 stalin attempted to change the soviet union, although he found it difficult.  (a) in what ways did stalin encourage women to participate in his economic changes?  [4]  (b) why was russification introduced?  [6]  (c) \u2018russia becoming stronger militarily was the greatest impact of stalin\u2019s economic policies.\u2019  how far do you agree with this statement? explain your answer.  [10]",
+            "7": "7 0470/12/o/n/17 \u00a9 ucles 2017 [turn over depth study d: the usa, 1919\u221241 15 the 1920s brought widespread changes to american society.  (a) what developments in mass media occurred in the 1920s?  [4]  (b) why was there a revival of support for the ku klux klan in the 1920s?  [6]  (c) \u2018prohibition failed because it could not be enforced.\u2019 how far do you agree with this statement?  explain your answer.  [10] 16 americans suffered both economically and socially following the wall street crash.  (a) describe president hoover\u2019s reaction to the bonus marchers.  [4]  (b) why was the wall street crash harmful to the american economy?  [6]  (c) \u2018hoover\u2019s idea of rugged individualism was the main reason he lost the 1932 election.\u2019 how  far do you agree with this statement? explain your answer.  [10]",
+            "8": "8 0470/12/o/n/17 \u00a9 ucles 2017 depth study e: china, c.1930\u2212c.1990 17 eventually the chinese communists succeeded in their struggle against the nationalists.  (a) what problems faced the chinese communists before 1934?  [4]  (b)  why did the second world war weaken the nationalist government?  [6]  (c) \u2018the result of the civil war was decided by the quality of leadership.\u2019 how far do you agree  with this statement? explain your answer.  [10]  18 china\u2019s relations with other countries tended to improve over time.  (a) describe the increased hostility between communist china and taiwan up to 1954.  [4]  (b)  why were communist china\u2019s relations with tibet hostile?  [6]  (c) \u2018trade was the main reason for china\u2019s closer relations with the usa from 1970.\u2019  how far do  you agree with this statement? explain your answer.  [10]",
+            "9": "9 0470/12/o/n/17 \u00a9 ucles 2017 [turn over depth study f: south africa, c.1940\u2212c.1994 19 by 1945 government policy had ensured segregation was established.  (a) by 1945, in what ways was freedom of movement affected by the pass system?  [4]  (b)  why was the growth of manufacturing industry important for south africa\u2019s economic  development by 1945?  [6]  (c) \u2018government policies on land issues had a greater impact than employment policies on the  non-white population.\u2019  how true was this up to 1945? explain your answer.  [10] 20 despite difficulties, white minority rule in south africa was ended.  (a) describe the contribution of desmond tutu to the collapse of apartheid.  [4]  (b) why was reform legislation introduced by botha\u2019s government between 1979 and 1986 not  as successful as he had hoped?  [6]  (c) \u2018the transfer of power between 1990 and 1994 proceeded smoothly.\u2019 how far do you agree  with this statement? explain your answer.   [10]",
+            "10": "10 0470/12/o/n/17 \u00a9 ucles 2017 depth study g: israelis and palestinians since 1945 21 after the second world war tension increased in palestine.  (a)  in what ways did the british attempt to limit jewish immigration to palestine at the end of the  second world war?   [4]  (b) why was the haganah more reluctant than other jewish groups to use violence against the  british?  [6]  (c) \u2018the main reason for britain\u2019s decision to withdraw from palestine was the campaign of  terrorism.\u2019 how far do you agree with this statement? explain your answer.  [10] 22 peace in the middle east remains difficult to achieve.  (a) describe the role of the united nations in the arab-israeli conflict between 1967 and 1982.    [4]  (b) why did the camp david accords not bring peace to the middle east?  [6]  (c) \u2018since 1993, the palestinians have been more responsible than the israelis for the failure of  the peace process.\u2019 how far do you agree with this statement? explain your answer.  [10]",
+            "11": "11 0470/12/o/n/17 \u00a9 ucles 2017 blank page",
+            "12": "12 0470/12/o/n/17 \u00a9 ucles 2017 blank page permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the  publisher will be pleased to make amends at the earliest possible opportunity. to avoid the issue of disclosure of answer-related information to candidates, all copyright acknowledgements are reproduced online in the cambridge international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download at www.cie.org.uk after  the live examination series. 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."
+        },
+        "0470_w17_qp_13.pdf": {
+            "1": "this document consists of 10 printed pages, 2 blank pages and 1 insert. dc (kn) 133044/3 \u00a9 ucles 2017  [turn overcambridge international examinations cambridge international general certificate of secondary education *7974025751*history  0470/13 paper 1  october/november 2017  2 hours no additional materials are required. read these instructions first an answer booklet is provided inside this question paper. you should follow the instructions on the front cover  of the answer booklet. if you need additional answer paper ask the invigilator for a continuation booklet. answer three  questions. section a (core content) answer any two questions. section b (depth studies) answer any one question. the number of marks is given in brackets [  ] at the end of each question or part question. the syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificate.",
+            "2": "2 0470/13/o/n/17 \u00a9 ucles 2017 section a: core content answer any two questions from this section. 1 different influences affected italy\u2019s early progress towards unification.  (a) what influence did austria have over italy by the beginning of 1848?  [4]  (b) why were italian nationalists shocked by the issuing of the allocution in april 1848?  [6]  (c) \u2018charles albert was more important than cavour in putting piedmont at the head of the italian  movement by 1858.\u2019 how far do you agree with this statement? explain your answer.  [10] 2 bismarck was heavily involved in german unification.  (a) what diplomatic preparations did bismarck make in 1865\u201366 for war with austria?  [4]  (b) why was the treaty of prague (1866) a success for bismarck?  [6]  (c) \u2018the hohenzollern candidature was the main reason for the franco-prussian war of 1870.\u2019   how far do you agree with this statement? explain your answer.   [10] 3 for many in the south the american civil war changed little.  (a) describe conditions under which slaves worked.   [4]  (b) why were some states in favour of slavery?   [6]  (c) \u2018black americans benefited from reconstruction.\u2019 how far do you agree with this statement?   explain your answer.   [10] 4 the reasons behind european imperialism were varied.  (a) what do you understand by the phrase \u2018the white man\u2019s burden\u2019?  [4]  (b) why was the opportunity for trade a strong reason for imperialism?  [6]  (c) \u2018the presence of the british in india in the nineteenth century had little impact on the lives of  indians.\u2019 how far do you agree with this statement? explain your answer.  [10]",
+            "3": "3 0470/13/o/n/17 \u00a9 ucles 2017 [turn over 5 the league of nations faced many difficulties.  (a) describe events in vilna in 1920.   [4]  (b) why did the league of nations not impose sanctions against japan following the mukden  incident?  [6]  (c) \u2018the league did all within its power to deal with the abyssinian crisis.\u2019 how far do you agree  with this statement? explain your answer.   [10] 6 from 1933 international peace was under threat.  (a) what did hitler hope his foreign policy would achieve?   [4]  (b) why did britain not act to stop hitler breaking the treaty of versailles?   [6]  (c) \u2018the munich conference was a turning point for hitler\u2019s foreign policy.\u2019 how far do you agree  with this statement? explain your answer.  [10] 7 rising tensions between east and west turned into the cold war.  (a) what issues were discussed with regard to (i) japan and (ii) reparations at the yalta and  potsdam conferences?  [4]  (b) why was tension beginning to show between the usa and the ussr by 1945?  [6]  (c) \u2018the usa\u2019s possession of the atom bomb was the main reason for the cold war.\u2019 how far do  you agree with this statement? explain your answer.  [10] 8 the shah of iran became increasingly unpopular.  (a) describe the role of the savak (secret police) in iran.  [4]  (b) why was there dissatisfaction with the modernisation plan introduced by the shah after 1963?  [6]  (c) how important was western involvement to the outcome of the iran-iraq war of 1980\u201388?   explain your answer.  [10]",
+            "4": "4 0470/13/o/n/17 \u00a9 ucles 2017 section b: depth studies answer any one question from this section. depth study a: the first world war, 1914\u201318 9 despite the predictions, war was not over by the end of 1914.  (a) how was the schlieffen plan intended to work?  [4]  (b) why was the first battle of ypres important?  [6]  (c) how far was russia responsible for the failure of the schlieffen plan? explain your answer.  [10] 10 by late 1918 the defeat of germany was inevitable.    (a) describe the naval mutinies at kiel and wilhelmshaven.  [4]  (b) why was the british naval blockade important in ending the war?  [6]  (c) \u2018the ludendorff offensive of 1918 failed because of the superior allied military strength.\u2019 how  far do you agree with this statement? explain your answer.  [10]",
+            "5": "5 0470/13/o/n/17 \u00a9 ucles 2017 [turn over depth study b: germany, 1918\u201345 11 the german people suffered mixed fortunes between 1923 and 1929.  (a) what was the impact of hyperinflation in 1923 on the german people?  [4]  (b) why did germans resent the french occupation of the ruhr in 1923?  [6]  (c) how important was the dawes plan of 1924 to the recovery of the weimar republic? explain  your answer.  [10] 12 from 1923 the nazis began to build support slowly.  (a) from which parts of german society did the nazis gain their support in the 1920s?   [4]  (b) why were nazi party policies unpopular with some germans before 1929?   [6]  (c) \u2018hitler\u2019s racial views were the main reason for the success of the nazis between 1929 and  1932.\u2019 how far do you agree with this statement? explain your answer.    [10]",
+            "6": "6 0470/13/o/n/17 \u00a9 ucles 2017 depth study c: russia, 1905\u201341 13 between 1917 and 1921 russia lacked peace and stability.  (a) what were the results of the july days for the bolsheviks?  [4]  (b) why was the provisional government weakened by the kornilov affair?   [6]  (c) \u2018the whites were responsible for their own failure in the civil war.\u2019 how far do you agree with  this statement? explain your answer.   [10] 14 following stalin\u2019s success in the leadership contest, he consolidated his position.  (a) what were the show trials carried out by stalin?   [4]  (b) why was the nkvd feared by russians?   [6]  (c) \u2018it was a surprise that stalin defeated trotsky in the russian leadership contest.\u2019 how far do  you agree with this statement? explain your answer.  [10]",
+            "7": "7 0470/13/o/n/17 \u00a9 ucles 2017 [turn over depth study d: the usa, 1919\u201341 15 the economic boom of the 1920s affected americans in different ways.  (a) describe how the assembly line method of production operated.  [4]  (b) why did agriculture suffer from over-production in the 1920s?  [6]  (c) \u2018hire purchase was the most important factor in causing the american economic boom.\u2019 how  far do you agree with this statement? explain your answer.  [10] 16 the new deal attempted to solve the problems caused by the depression.  (a) what benefits did the tennessee valley authority (tva) bring to the region?  [4]  (b) why was there conflict between president roosevelt and the supreme court?  [6]  (c) how far did the new deal achieve its aims? explain your answer.  [10]",
+            "8": "8 0470/13/o/n/17 \u00a9 ucles 2017 depth study e: china, c.1930\u2013c.1990 17 between 1949 and 1961 the lives of chinese people were affected by changes made by mao.  (a) describe the impact of communist rule on women.  [4]  (b) why was the first five-year plan a success?  [6]  (c) \u2018attempts by mao to improve agriculture in china were unsuccessful.\u2019 how far do you agree  with this statement? explain your answer.   [10] 18 the death of mao brought change to the lives of many chinese people.  (a) describe the treatment of \u2018enemies of the state\u2019 during the cultural revolution.  [4]  (b) why did mao introduce a \u2018cult of personality\u2019?  [6]  (c) how far did the death of mao lead to improvements to the lives of chinese people? explain  your answer.   [10]",
+            "9": "9 0470/13/o/n/17 \u00a9 ucles 2017 [turn over depth study f: south africa, c.1940\u2013c.1994 19 by 1948 segregation had been established in south africa.  (a) in what ways did government policy discriminate against black people before 1948?  [4]  (b) why did the second world war lead to a loss of popularity for the united party?  [6]  (c) \u2018south africa\u2019s economic development was a success before 1945.\u2019 how far do you agree  with this statement? explain your answer.  [10] 20 government action increased opposition to apartheid.  (a) what was apartheid?  [4]  (b)  why were black people unhappy with the bantu education act introduced in 1953?  [6]  (c) how successful was the anc between 1948 and 1961? explain your answer.  [10]",
+            "10": "10 0470/13/o/n/17 \u00a9 ucles 2017 depth study g: israelis and palestinians since 1945 21 after 1967 israel continued to face hostility from its neighbours.  (a) what benefits did winning the six-day war of 1967 bring for israel?  [4]  (b) why did the yom kippur war occur in 1973?  [6]  (c) how far had the problems between israel and its neighbours been solved by the 1990s?   explain your answer.  [10] 22 the palestine liberation organisation (plo) was not always successful in promoting the  palestinian cause.  (a) describe the palestinian refugee problem up to 1949.  [4]  (b) why were arab states reluctant to support the plo?  [6]  (c) how successful had palestinians been in winning support from the international community  by the early 1990s? explain your answer.  [10]",
+            "11": "11 0470/13/o/n/17 \u00a9 ucles 2017 blank page",
+            "12": "12 0470/13/o/n/17 \u00a9 ucles 2017 blank page permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the  publisher will be pleased to make amends at the earliest possible opportunity. to avoid the issue of disclosure of answer-related information to candidates, all copyright acknowledgements are reproduced online in the cambridge international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download at www.cie.org.uk after  the live examination series. 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."
+        },
+        "0470_w17_qp_21.pdf": {
+            "1": "*8958493856* this document consists of 14 printed pages, 2 blank pages and 1 insert. dc (lk/sw) 135334/4 \u00a9 ucles 2017  [turn overcambridge international examinations cambridge international general certificate of secondary education history  0470/21 paper 2  october/november 2017  2 hours no additional materials are required. read these instructions first an answer booklet is provided inside this question paper. you should follow the instructions on the front cover  of the answer booklet. if you need additional answer paper ask the invigilator for a continuation booklet. this paper has two options. choose one option, and answer all of the questions on that topic. option a: 19th century topic  [p2\u2013p8] option b: 20th century topic  [p10\u2013p15] the number of marks is given in brackets [  ] at the end of each question or part question. the syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificate.",
+            "2": "2 0470/21/o/n/17 \u00a9 ucles 2017 option a: 19th century topic why did britain and germany end up fighting each other in 1914? study the background information and the sources carefully, and then answer all the questions.  background information some historians agree that neither britain nor germany wanted to be at war with the other. however, in  august 1914 they were. how did this happen? it has been argued that britain did not make it clear that if germany attacked france, britain would come to france\u2019s aid. others have argued that germany was determined to dominate europe at any cost.  was it germany or britain that was to blame for war breaking out between them?  source a the british were entirely unmoved by serbia\u2019s impending fate, and acted only in response to the  german violation of belgian neutrality and the threat to france. more than a few people blame sir  edward grey for britain\u2019s involvement. but, granted germany\u2019s determination to dominate europe and the likely consequences for britain, would grey have acted responsibly if he had taken no steps to avert such an outcome? today, as in 1914, any judgement about the necessity for british entry must be influenced by an  assessment of the character of kaiser william ii\u2019s empire. dominance was its purpose, achieved by peaceful means if possible, but by war if necessary. moreover, throughout the july crisis the germans, like the austrians, consistently lied about their intentions and actions. by contrast, whatever the shortcomings of british conduct, the british government told the truth as it saw it, to both its allies and its prospective enemies.  the british government is often accused of having a foreign policy that was impossible for others to  read between 1906 and 1914 and during the july crisis. while britain made itself a party to the triple entente, uncertainty persisted about whether it would join a european war. its only sensible course in the decade preceding the war, and indeed in july 1914, was to offer its allies goodwill and provisional  support, the scope and nature of which depended on events and exact circumstances. the failure of  this policy is self-evident; britain\u2019s tentative approach to european commitments, and especially to the entente, ended up involving it in history\u2019s greatest conflict. it nonetheless seems hard to conceive of any alternative policy which would have commanded political support in britain, and persuaded germany that the risk of war was unacceptable. from a history book published in 2013.",
+            "3": "3 0470/21/o/n/17 \u00a9 ucles 2017 [turn over source b important as the german violation of belgium was, it did not cause the first world war. it may not even  have brought britain into it until the german attack on li\u00e8ge. by failing to develop a clear policy, sir  edward grey missed his chance to scare berlin into thinking that britain might intervene until it was too late for the germans to pull austria back from the brink. grey\u2019s misleading positive signals, including his bizarre neutrality pledges of 1 august, left the germans guessing until he finally sent berlin an ultimatum on 4 august. by pretending to be neutral, and yet clearly taking the franco-russian side, by failing to notice russia\u2019s secret early mobilisation and yet denouncing austria and germany for  \u2018marching towards war\u2019, grey encouraged russian and then french recklessness. britain\u2019s role in  unleashing the war was one born of blindness and blundering, not malice. we can say something similar about germany\u2019s role, although with allowance for the much greater sin of invading belgium. germany\u2019s sin was not one of intending a world war - british hostility was the last thing anyone in berlin wanted - but of mishandling the diplomacy. the prevailing opinion in london was that germany had  started the war. this argument is not supported by the evidence. france and russia were far more  eager to fight than was germany. nor was the assault on li\u00e8ge the cause of this error. far from \u2018willing the war\u2019, the germans went into it kicking and screaming as the austrian noose tightened round their necks.  from a history book published in 2013. source c european crisis.  i hope that the conversations between austria and russia may lead to a satisfactory result. the  stumbling block has been austrian mistrust of serbian assurances, and russian mistrust of austrian intentions. it has occurred to me whether it would be possible for those countries not involved in the dispute to offer to austria that they would undertake to see that it obtained its demands on serbia provided it did not threaten serbian sovereignty.  i said to the german ambassador that if germany could get a reasonable proposal put forward that  made it clear that germany and austria were striving to preserve european peace, i would support it. russia and france would be unreasonable if they rejected this proposal, and then britain would have nothing more to do with the consequences. but if germany did not make a reasonable proposal, and  france became involved, we would be drawn in. a telegram from sir edward grey, british foreign secretary, to the british   ambassador in berlin, 31 july 1914. source d for i no longer have any doubt that england, russia and france have agreed among themselves\u2014 knowing that our treaty obligations compel us to support austria-hungary\u2014to use the austro-serb conflict as a pretext for waging a war of annihilation against us. our dilemma over keeping faith with  the honourable emperor of russia has been exploited to create a situation which gives england the  excuse it has been seeking to annihilate us with a false appearance of justice on the pretext that it is helping france and maintaining the well-known balance of power in europe. in other words england is playing off all european states for her own benefit against us. marginal comments by william ii on a telegram to him from the german   ambassador to russia, 31 july 1914. the telegram stated that the russian   government had said it could not reverse the mobilisation of its army. ",
+            "4": "4 0470/21/o/n/17 \u00a9 ucles 2017 source e sea of marmaraconstantinople salonikadenmarknorwaysweden petrograd hungarygermany romania bul servia greecegariarussia austria italyfrancebelgium a british cartoon, july 1914.",
+            "5": "5 0470/21/o/n/17 \u00a9 ucles 2017 [turn over source f a british postcard, 1914. ",
+            "6": "6 0470/21/o/n/17 \u00a9 ucles 2017 source g a british cartoon, 9 september 1914.",
+            "7": "7 0470/21/o/n/17 \u00a9 ucles 2017 [turn over source h on my arrival in london i had the conviction that under no circumstances had we to fear a british attack,  but that under any circumstances england would protect the french. looking back after two years, i  come to the conclusion that there was no place for me in a system that only tolerated representatives who reported what their superiors wished to read. in spite of former mistakes, all might still have been put right in july 1914. we should have sent a representative to convince the russians that we did not wish to strangle serbia. sazonov said to us, \u2018drop austria and we will drop the french.\u2019 we wanted neither wars nor alliances; we wanted only treaties that would safeguard us and others.  as soon as i got back to berlin i saw that i was to be blamed for the catastrophe for which our  government was responsible by ignoring my advice and warnings. a report was circulated that i had allowed myself to be deceived by sir edward grey. we encouraged austria to attack serbia. we rejected the british proposals of mediation. in view of these undeniable facts it is no wonder that  the whole civilised world outside germany places the entire responsibility for the world war upon our  shoulders.  from a pamphlet written by prince lichnowsky in 1916. lichnowsky was german   ambassador to britain, 1912\u201314. sazonov was in charge of russian foreign   policy. the pamphlet circulated in germany and was then published in the usa in   1917, leading to lichnowsky\u2019s expulsion from the prussian house of lords.",
+            "8": "8 0470/21/o/n/17 \u00a9 ucles 2017 now answer all the following questions. you may use any of the sources to help you answer the  questions, in addition to those sources which you are told to use. in answering the questions you  should use your knowledge of the topic to help you interpret and evaluate the sources. 1 study sources a and b.  how far do these two sources agree? explain your answer using details of the sources.  [7] 2 study sources c and d.   does source c make source d surprising? explain your answer using details of the sources and  your knowledge.  [8] 3 study sources e and f.  are the opinions of the artists of these two sources the same? explain your answer using details  of the sources and your knowledge.  [7]  4 study source g.  why was this cartoon published in september 1914? explain your answer using details of the  source and your knowledge.  [8] 5 study source h.  do you trust this source? explain your answer using details of the source and your knowledge.  [8] 6 study all the sources.  how far do these sources provide convincing evidence that germany was to blame for britain and  germany being at war with each other? use the sources to explain your answer.  [12]",
+            "9": "9 0470/21/o/n/17 \u00a9 ucles 2017 [turn over blank page",
+            "10": "10 0470/21/o/n/17 \u00a9 ucles 2017 option b: 20th century topic why did the soviet union intervene in hungary in 1956? study the background information and the sources carefully, and then answer all the questions.  background information 1956 was an eventful year. in february khrushchev announced his policy of de-stalinisation, in june  riots began in poland and on 29 october fighting started along the suez canal. news of the riots in poland spread to hungary where, on 23 october, people took to the streets demanding that imre nagy replace the unpopular ern\u0151 ger\u0151. khrushchev agreed but riots continued. on 30 october the soviets decided to withdraw their troops. nagy began to plan sharing power with non-communist groups and  on 1 november announced that hungary would leave the warsaw pact. on 1 november the soviets  decided to invade hungary. why did the soviets decide to use force in november 1956? was it simply to regain control over  hungary, were they worried about unrest spreading to the rest of eastern europe, or did they act because of events in suez? source a a photograph taken in budapest, october 1956.",
+            "11": "11 0470/21/o/n/17 \u00a9 ucles 2017 [turn over source b  the course of the events has shown that the working people of hungary correctly raise the question of  the necessity of eliminating serious shortcomings in the field of economic building, the further raising  of the living standards of the population, and the struggle against bureaucratic excesses in the state apparatus. however, this just and progressive movement of the working people was soon joined by forces of  reaction and counter-revolution, which are trying to take advantage of the discontent of part of the  working people to undermine the foundations of the people\u2019s democratic order in hungary and to  restore the old landlord and capitalist order. the soviet government and all the soviet people deeply regret that the development of events in  hungary has led to bloodshed. originally, on the request of the hungarian people\u2019s government,  the soviet government consented to the entry into budapest of the soviet army units to assist the  hungarian people\u2019s army and the hungarian authorities to establish order in the city. believing that the further presence of soviet army units in hungary can serve as a cause for even greater deterioration of the situation, the soviet government has now given instructions to its military command to withdraw the soviet army units from budapest. a public statement by the soviet government, 30 october 1956. source c the army should not be withdrawn from hungary, and we must start an initiative to bring order to that  country. our party would not understand it if we gave hungary, as well as egypt, to the imperialists. if we leave hungary it will encourage the american, english and french imperialists. they will see this as weakness on our part and go onto the offensive. we have no other choice. we want to meet the hungarians halfway but now there is no government. now we should set up a provisional revolutionary government, headed by kadar. khrushchev speaking at a meeting of soviet leaders, 31 october 1956.",
+            "12": "12 0470/21/o/n/17 \u00a9 ucles 2017 source d   a british cartoon published on 31 october 1956. the figure with the whip is khrushchev. ",
+            "13": "13 0470/21/o/n/17 \u00a9 ucles 2017 [turn over source e the soviet union has always proceeded from the principle of the peaceful co-existence of countries  with different social systems and with the great aim of preserving world peace. however, the enemies  of socialism proceed with their actions to undermine the friendly relations between the peoples of the soviet union and the peoples of other countries and to frustrate the noble aims of peaceful co-existence on the basis of complete sovereignty and equality. this is confirmed by the actions of the counter-revolutionary forces in hungary aimed at overthrowing the system of people\u2019s democracy and restoring fascism in the country. the patriots of people\u2019s hungary, together with the units of the soviet  army called in to assist the revolutionary workers\u2019 and peasants\u2019 government, firmly barred the road to  reaction and fascism in hungary. a broadcast by marshal zhukov, the soviet minister of defence. it was broadcast by   the official soviet radio station, 7 november 1956. source f people in hungary were absolutely against the stalinist elements still in power; they asked for their  removal and a turn to the road of democratisation. when the hungarian delegation headed by ger\u0151  returned to their country, ger\u0151 found himself in a difficult position. he called those hundreds of  thousands of demonstrators, who at that time were still demonstrating, a gang, and insulted almost the whole nation. imagine how blind he was, what kind of a leader he was! at such a critical moment, when everything boils and when the whole nation is discontented, he dares to call that nation a gang, among whom a great number, and perhaps a majority, were communists and young people. this was enough  to blow up the powder keg. conflicts took place. ger\u0151 called in the soviet army. it was a fatal mistake to call soviet troops at the time when  demonstrations were still going on. to call upon troops of another country to give lessons to the people of one\u2019s own country is a great mistake. this made the people even more furious and this is how a spontaneous uprising came about. from a speech by president tito of yugoslavia, 16 november 1956. ",
+            "14": "14 0470/21/o/n/17 \u00a9 ucles 2017 source g a cartoon published in holland in november 1956. the soviet soldier is saying \u2018this   is a purely hungarian matter.\u2019",
+            "15": "15 0470/21/o/n/17 \u00a9 ucles 2017 now answer all the following questions. you may use any of the sources to help you answer the  questions, in addition to those sources which you are told to use. in answering the questions you  should use your knowledge of the topic to help you interpret and evaluate the sources. 1  study source a.  what impressions does this source give of the hungarian uprising? explain your answer using  details of the source.  [6] 2  study sources b and c.     does source b make source c surprising? explain your answer using details of the sources and  your knowledge.  [8] 3 study source d.  why was this cartoon published at this time? explain your answer using details of the source and  your knowledge.  [8]  4 study sources e and f.  does source f prove that marshal zhukov was lying in source e? explain your answer using  details of the sources and your knowledge.  [8] 5 study source g.  what is the cartoonist\u2019s message? explain your answer using details of the source and your  knowledge.  [8] 6 study all the sources.  how far do these sources provide convincing evidence that the soviet decision to use force in  hungary was influenced only by factors within hungary? use the sources to explain your answer.  [12]",
+            "16": "16 0470/21/o/n/17 \u00a9 ucles 2017 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 international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download at www.cie.org.uk after  the live examination series. 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.blank page"
+        },
+        "0470_w17_qp_22.pdf": {
+            "1": "*7017000717* this document consists of 13 printed pages, 3 blank pages and 1 insert. dc (lk/sw) 135329/3 \u00a9 ucles 2017  [turn overcambridge international examinations cambridge international general certificate of secondary education history  0470/22 paper 2  october/november 2017  2 hours no additional materials are required. read these instructions first an answer booklet is provided inside this question paper. you should follow the instructions on the front cover  of the answer booklet. if you need additional answer paper ask the invigilator for a continuation booklet. this paper has two options. choose one option, and answer all of the questions on that topic. option a: 19th century topic  [p2\u2013p7] option b: 20th century topic  [p8\u2013p13] the number of marks is given in brackets [  ] at the end of each question or part question. the syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificate.",
+            "2": "2 0470/22/o/n/17 \u00a9 ucles 2017 option a: 19th century topic why did the assassination of franz ferdinand lead to the first world war? study the background information and the sources carefully, and then answer all the questions.  background information on 28 june 1914 franz ferdinand, heir to the austro-hungarian throne, was assassinated by serb  terrorists. austria blamed the serbian government and by early august most of europe was at war. historians have always disagreed about which country was most to blame.  the chronology of events is clear: on 23 july austria sent an ultimatum to serbia and, on 28 july,  declared war on serbia. by 30 july russia had mobilised its armed forces. on 1 august germany  declared war on russia and, on 3 august, on france. but who was responsible for the assassination leading to a major war? some historians blame russia for beginning to mobilise its army even before serbia had replied to the austrian ultimatum. was russia to blame?  source a the leaders of russia shared with the kaiser\u2019s court a belief that the two empires were fated to  participate in a historic struggle between germanism and slavdom. the two nations\u2019 most conspicuous point of friction and threatened collision was turkey. they circled the ailing ottoman empire as  predators, each bent upon securing choice portions of its carcass. control of the straits, the entrance  to the black sea through which 37 per cent of russian exports passed, was an especially critical issue. russians were proud of their role in helping to free much of the balkans from ottoman rule, and  were determined not to see this replaced by austrian or german control. the semi-official russian newspaper novoye vremya wrote in june 1908 that it was impossible \u2018without ceasing to be russian\u2019  to allow germanic cultural domination of southern and eastern europe. in 1913 a british government minister wrote that \u2018serbia is, practically speaking, a russian province.\u2019 this was an exaggeration, because serb leaders were intensely self-willed, but russia made plain that the country was under its protection. russian security guarantees to serbia proved as fatal to european peace as was german support for austria - with the important difference that the former were defensive, the latter aggressive.  but at the very least, russia was irresponsible in failing to insist upon a halt to serbian subversion in  the habsburg empire as the price for its military backing.  from a history book published in 2013.",
+            "3": "3 0470/22/o/n/17 \u00a9 ucles 2017 [turn over source b for all the hype about pan-slavic solidarity created by nationalistic russian newspapers, sazonov  was willing to throw fellow balkan \u2018slavs\u2019 overboard if russia\u2019s national interests were threatened.  serbia was of purely symbolic interest to russian foreign policy. of course, russia had no wish to see \u2018heroic little serbia\u2019 carved up by hostile neighbours such as austria-hungary, but neither did it wish to see serbia strengthened. denying serbia access to the adriatic became one of russia\u2019s main foreign policy goals following the second balkan war, to the extent that it plotted to restore albania to ottoman control so as to weaken serbia.  to assume that russia really went to war on behalf of serbia in 1914 is naive. great powers do not  usually mobilise armies of millions to protect the territorial integrity of minor client states. an extensive survey of russia\u2019s diplomatic correspondence in the months before the sarajevo incident does not reveal undue concern with any sort of serbian problem, nor indeed is concern voiced in the months  after july. what it does reveal is a widespread obsession, bordering on panic, with the straits question.  it was universally assumed that turkey would not last for long. the question was, which power would swallow which pieces of the carcass as the ottoman sick man was carved up? and for russia, the question was starker still: who would now control constantinople and the straits? had germany\u2019s leaders known how worried the russians were about the turkish dreadnoughts that  were about to close off the \u2018straits window\u2019 for ever, they would not have been so paranoid about the  \u2018growth of russian power\u2019 in july 1914. russia in 1914 was a country with much to lose but for which the risks of inaction seemed, by june or july of that year, to be at least as great, and possibly greater, than those of action. it was a country, in other words, whose rulers would not shrink from going to war to improve her precarious position in a hostile international environment.  from a history book published in 2011. sazonov was in charge of russian foreign policy. source c the crime of sarajevo is not the deed of a single individual, but the result of a well-arranged plot whose  threads reach to belgrade. so long as the source of criminal agitation in belgrade lives unpunished, the peace policy of all european monarchs is threatened. the danger will only pass when serbia is eliminated as a political power-factor in the balkans. a letter from emperor franz joseph of austria to kaiser william ii of germany, 5 july 1914.",
+            "4": "4 0470/22/o/n/17 \u00a9 ucles 2017 source d news reached us from vienna that the austrian government claimed the sarajevo murders were the  outcome of a political plot whose roots could be traced to belgrade. the inquiry held at sarajevo  gave no support to this idea but the austrian government continued to denounce serbia. the russian government heard with anxiety the bad news from vienna; we daily expected the austrian government to make some openly hostile move against serbia. on 23 july austria delivered an ultimatum to serbia in terms which aroused the astonishment and  indignation of all europe. its appearance marked the beginning of a new era in the history of europe  and the whole world. the demands were such that had never been made by a european power, and their acceptance in full by serbia would have been the equivalent of her giving up her national independence. from sazonov\u2019s memoirs, which he wrote in the 1920s while living in france.  source e i appeal to you to help me. an ignoble war has been declared on a weak country. the indignation  in russia and shared by me is enormous. i foresee that very soon i shall be forced to take extreme  measures which will lead to war. to try and avoid such a calamity as a european war, i beg you in the name of our old friendship to do whatever you can to stop your ally austria from going too far. nicky a telegram from tsar nicholas ii to kaiser william ii, 29 july 1914.  source f on your appeal to my friendship i began to mediate between your government and the austrian  government. while this was proceeding your troops were mobilised against austria, my ally.  i now receive news of serious preparations for war on my eastern frontier. responsibility for the safety  of my empire forces preventative measures of defence upon me. the responsibility for the disaster  which is now threatening the whole world will not be placed on me. in this moment it still lies in your  power to avert it. nobody is threatening the honour or power of russia. the peace of europe may still be maintained by you, if russia will agree to stop the military measures which threaten germany and austria. willy a telegram from kaiser william ii to tsar nicholas ii, 31 july 1914.",
+            "5": "5 0470/22/o/n/17 \u00a9 ucles 2017 [turn over source g a postcard published in austria in 1914 soon after the assassination of franz   ferdinand. the words in the bottom right say \u2018serbia must die!\u2019",
+            "6": "6 0470/22/o/n/17 \u00a9 ucles 2017 source h a cartoon published in britain, 29 july 1914.",
+            "7": "7 0470/22/o/n/17 \u00a9 ucles 2017 [turn over now answer all the following questions. you may use any of the sources to help you answer the  questions, in addition to those sources which you are told to use. in answering the questions you  should use your knowledge of the topic to help you interpret and evaluate the sources. 1 study sources a and b.  how far do these two sources agree? explain your answer using details of the sources.  [7] 2 study sources c and d.   does source d prove source c to be wrong? explain your answer using  details of the sources  and your knowledge.  [8] 3 study sources e and f.  does source e make source f surprising? explain your answer using details of the sources and  your knowledge.  [8]  4 study source g.  why was this postcard published in austria at this time? explain your answer using details of the  source and your knowledge.  [7] 5 study source h.  what is the cartoonist\u2019s message? explain your answer using details of the source and your  knowledge.  [8] 6 study all the sources.  how far do these sources provide convincing evidence that russia was to blame for the outbreak  of the first world war? use the sources to explain your answer.  [12]",
+            "8": "8 0470/22/o/n/17 \u00a9 ucles 2017 option b: 20th century topic was the soviet union justified in intervening in hungary in 1956? study the background information and the sources carefully, and then answer all the questions.  background information on 23 october 1956 demonstrations against soviet occupation and the government of ern\u0151 ger\u0151  began in budapest. russian troops were sent into the city to stop the protests. at the same time the soviets decided to grant concessions. imre nagy was appointed prime minister and on 28 october russian troops pulled out of budapest.  when nagy\u2019s government started to introduce reforms and announced that hungary would leave the  warsaw pact, russian tanks and troops moved back into budapest. despite fierce fighting by the hungarians, the uprising was soon defeated.  was the soviet union justified in intervening? ",
+            "9": "9 0470/22/o/n/17 \u00a9 ucles 2017 [turn over source a the cover of an american magazine, january 1957.",
+            "10": "10 0470/22/o/n/17 \u00a9 ucles 2017 source b late in the evening of 23 october underground reactionary organisations attempted to start a counter- revolutionary revolt against the people\u2019s regime in budapest. this enemy adventure had obviously  been in preparation for some time. the forces of foreign reaction have been systematically inciting anti-democratic elements for action against the lawful authority. enemy elements made use of the student demonstration that took place on 23 october to bring out into  the streets groups previously prepared by them, to form the nucleus of the revolt. they sent agitators  into action who created confusion and tried to provoke mass disorder. a number of government buildings  were attacked. the fascist thugs began to loot shops, break windows in houses and institutions, and tried to destroy the equipment of industrial buildings. groups of rebels who succeeded in getting hold of arms caused bloodshed in a number of places. the forces of revolutionary order began to repel the rebels. on orders of the premier, imre nagy,  martial law was declared in the city. the hungarian government asked the ussr government for help. in accordance with this request, soviet military units, which are in hungary under the terms of the warsaw treaty, helped troops of the hungarian republic to restore order in budapest. in many industrial enterprises workers offered armed resistance to the bandits who tried to damage and destroy equipment. a statement issued by tass, the soviet news agency, 24 october 1956. source c this fight is the fight for freedom by the hungarian people against the russian intervention, and it is  possible that i shall only be able to stay at my post for one or two hours. the whole world will see how the russian armed forces, contrary to all treaties and conventions, are crushing the resistance of the hungarian people. they will also see how they are kidnapping the prime minister of a country which is a member of the united nations, taking him from the capital, and therefore it cannot be doubted at all  that this is the most brutal form of intervention. i should like in these last moments to ask the leaders  of the revolution, if they can, to leave the country and turn to all the peoples of the world for help and explain that today it is hungary and tomorrow, or the day after tomorrow, it will be the turn of other countries because the imperialism of moscow does not know borders, and is only trying to play for time. the last message issued by nagy, 4 november 1956. source d the soviet union has always proceeded from the principle of the peaceful co-existence of countries  with different social systems and with the great aim of preserving world peace. however, the enemies of socialism plotted to undermine the friendly relations between the peoples of the soviet union and the peoples of other countries, to frustrate the noble aims of peaceful co-existence on the basis of complete sovereignty and equality. this is confirmed by the actions of the counter-revolutionary forces  in hungary aimed at overthrowing the system of people\u2019s democracy and restoring fascism in the  country. the patriots of people\u2019s hungary, together with the units of the soviet army called in to assist the revolutionary workers\u2019 and peasants\u2019 government, firmly barred the road to reaction and fascism in hungary. a broadcast by marshal zhukov, the soviet minister of defence. it was broadcast by   the official soviet radio station, 7 november 1956.",
+            "11": "11 0470/22/o/n/17 \u00a9 ucles 2017 [turn over source e a cartoon published in november 1956. the figures on the left are soviet leaders,   including khrushchev, who is kneeling.",
+            "12": "12 0470/22/o/n/17 \u00a9 ucles 2017 source f the hungarian economy had made successful progress on the socialist road of development. it was  this development that was thwarted by the attack of the counter-revolutionary forces. at the moment,  after having repressed the counter-revolution, the socialist economy of the hungarian people\u2019s republic has started developing again and is showing clear signs of strength.  the participants of the meeting unanimously concluded that as a result of the efforts of the hungarian  workers, and with the support of the soviet army, the attempts to eliminate the socialist achievements  of the hungarian people and their people\u2019s democratic system were successfully prevented. the  danger of establishing a fascist dictatorship in hungary was eliminated. a statement issued by a meeting of the governments and communist parties   of bulgaria, czechoslovakia, hungary, romania and the soviet union,   6 january 1957.",
+            "13": "13 0470/22/o/n/17 \u00a9 ucles 2017 now answer all the following questions. you may use any of the sources to help you answer the  questions, in addition to those sources which you are told to use. in answering the questions you  should use your knowledge of the topic to help you interpret and evaluate the sources. 1  study source a.  what impressions does this source give of the events in hungary in october and november 1956?  explain your answer using details of the source and your knowledge.  [7] 2  study source b.   why did the soviet union issue this statement at this time? explain your answer using details of  the source and your knowledge.  [8] 3 study sources c and d.  does source d prove that source c cannot be trusted? explain your answer using details of the  sources and your knowledge.  [8]  4 study source e.  what is the cartoonist\u2019s message? explain your answer using details of the source and your  knowledge.  [7] 5 study source f.  are you surprised by this source? explain your answer using details of the source and your  knowledge.  [8] 6 study all the sources.  how far do these sources provide convincing evidence that soviet armed intervention in hungary  was justified? use the sources to explain your answer.  [12]",
+            "14": "14 0470/22/o/n/17 \u00a9 ucles 2017 blank page",
+            "15": "15 0470/22/o/n/17 \u00a9 ucles 2017 blank page",
+            "16": "16 0470/22/o/n/17 \u00a9 ucles 2017 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 international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download at www.cie.org.uk after  the live examination series. 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.blank page"
+        },
+        "0470_w17_qp_23.pdf": {
+            "1": "*4439862038* this document consists of 14 printed pages, 2 blank pages and 1 insert. dc (lk/sw) 135321/3 \u00a9 ucles 2017  [turn overcambridge international examinations cambridge international general certificate of secondary education history  0470/23 paper 2  october/november 2017  2 hours no additional materials are required. read these instructions first an answer booklet is provided inside this question paper. you should follow the instructions on the front cover  of the answer booklet. if you need additional answer paper ask the invigilator for a continuation booklet. this paper has two options. choose one option, and answer all of the questions on that topic. option a: 19th century topic  [p2\u2013p8] option b: 20th century topic  [p10\u2013p15] the number of marks is given in brackets [  ] at the end of each question or part question. the syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificate.",
+            "2": "2 0470/23/o/n/17 \u00a9 ucles 2017 option a: 19th century topic was there a real chance of war breaking out over morocco? study the background information and the sources carefully, and then answer all the questions.  background information by 1900 morocco was one of the few african countries not under the control of a european power.  th\u00e9ophile delcass\u00e9, the french foreign minister, was keen for it to be under french control. in 1904, as part of the entente cordiale, britain recognised the french position in morocco as long as france gave up its interest in egypt. however, germany, worried about the expansion of french power in the mediterranean and north africa, began to encourage the sultan of morocco to stand up to the  french. in march 1905, as part of this effort, the kaiser visited tangiers, a major city in morocco.  this visit greatly upset the french and the first moroccan crisis had begun. it ended at the algeciras conference that took place from january to april 1906.  was it ever likely that the crisis would develop into war?  source a emperor william ii landed at tangiers during a cruise in march 1905 and triggered the first moroccan  crisis. the crisis was much more than a contest for influence in a failing state; it was a contest between  two different visions of the international system - a german-led continental league and a global entente  between britain, france, and russia. germany sought not only to snap the newly formed anglo-french entente, but more significantly attempted to forge an alliance with russia and to make france dependent on germany.  in 1905, germany sought to demonstrate to france that russia was not a reliable ally, and that the  anglo-french entente was of limited significance in continental power politics. morocco was to be  the test case, where germany refused to accept french pre-eminence. \u2018whilst in the act of ravishing morocco,\u2019 noted the grand vizier of morocco, \u2018france has received a tremendous kick in the behind from the emperor william.\u2019 confident of british support, delcass\u00e9 refused to negotiate with germany. the weakness of the french army and the doubts of the french prime minister that britain could offer  effective military support in a franco-german war conspired against delcass\u00e9. on 6 june he resigned,  paving the way for a conference, which would meet in algeciras in 1906 to resolve the moroccan crisis. the resignation of the french foreign minister was a stunning triumph for german diplomacy. it signalled germany\u2019s complete dominance of continental politics. privately, grey was deeply concerned at the prospect of war, but germany was not prepared to go to war over morocco.  from a history book published in 2010. grey was in charge of british foreign policy.",
+            "3": "3 0470/23/o/n/17 \u00a9 ucles 2017 [turn over source b  the kaiser\u2019s visit to tangiers represented a german challenge to france\u2019s ambitions in morocco.  germany wanted an open door policy in morocco. the kaiser\u2019s visit was about much more than the  fate of morocco though: germany was trying to regain the position it had enjoyed under bismarck as the power at the centre of europe\u2019s international affairs. germany saw a chance as well to destroy the entente cordiale between britain and france and perhaps even the alliance between france and russia. the british did not behave as germany had hoped. the strong anti-german faction in the british  government had no doubt that the sudden german interest in morocco was an attempt by germany to destroy the entente and urged that britain must stand firm. \u2018this seems,\u2019 admiral fisher told lansdowne, the foreign secretary, \u2018a golden opportunity for fighting the germans in alliance with the french.\u2019  when delcass\u00e9 was dismissed from the french government there was consternation and shock in  london. lansdowne wondered whether the entente cordiale would survive; the french, he said, appeared to be on the run. in their triumph over the french, the germans then overplayed their hand and insisted on an international conference. what is frightening in retrospect is how readily the countries involved in the crisis anticipated war. grey, for example, told his friend haldane that he was  getting many reports that germany intended to attack france in the spring of 1906, while the german  chancellor was expecting britain and france to attack. from a history book published in 2013. source c after overcoming the difficult technical task of landing in tangiers, there was a ride through the gaily  decorated streets amid the indescribable joy of the natives and the european population; it was a magnificent oriental pageant in fine weather. in the embassy there was a reception of germans, the  diplomatic corps, and the sultan\u2019s envoy. the kaiser said that his visit meant that he wanted free trade for germany and complete equality of  rights with other countries. his majesty said that he would like to negotiate directly with the sultan, the free ruler of an independent country, as an equal; that his majesty would be able to make his just  claims valid, and that he expected that these claims would also be recognised by france. on the whole, the brief visit of his majesty came off splendidly without any unfortunate event, and  apparently made a great impression upon moroccans. his majesty was highly satisfied with the visit, especially with the confidential message of the sultan that he would initiate no reforms without a previous understanding with the german government. according to the custom of the country, our  ships were richly loaded with gifts consisting of natural products of the land. an account by a german diplomat of the kaiser\u2019s visit to morocco in 1905. the   diplomat was reporting to the german government.",
+            "4": "4 0470/23/o/n/17 \u00a9 ucles 2017 source d a british cartoon published in 1905. the caption to this cartoon read \u2018the morocco   crisis: let men see - whom shall i call on next?\u2019",
+            "5": "5 0470/23/o/n/17 \u00a9 ucles 2017 [turn over source e cambon, the french ambassador, spoke of the importance of arriving at an agreement as to the action  which would be taken by france and great britain if the discussions ended in a rupture between  france and germany. cambon said he did not believe that the german emperor desired war, but that his majesty was pursuing a very dangerous policy. he had succeeded in inciting public opinion and military opinion in germany, and there was a risk that matters might be brought to a point in which a peaceful outcome would be difficult.  i could only state that if france were to be attacked by germany, public opinion in england would be  strongly in favour of france. i said that, as far as a definite promise went, i was not in a position to pledge the country to any more than neutrality. cambon said that a promise of neutrality did not satisfy him.  a letter from sir edward grey to the british ambassador in france, january 1906. source f it was certain that if germany forced a quarrel on france over morocco, the pro-french feeling in  britain would be very strong, so strong probably as to justify a british government in intervening on  the side of france or even to insist on its doing so. my own opinion was that if germany forced war on france we ought to go to the help of france. we would be isolated and discredited if we stood aside. from sir edward grey\u2019s memoirs, published in 1925. ",
+            "6": "6 0470/23/o/n/17 \u00a9 ucles 2017 source g united states spain france germanyjohn bull pulverpulverpulverpulver pulver pulvermoroccanconference a german cartoon published in february 1906. the caption to the cartoon read   \u2018at the moroccan conference: enthusiasm for smoking the peace pipe does not   exclude the danger of a general explosion.\u2019 pulver means gunpowder. ",
+            "7": "7 0470/23/o/n/17 \u00a9 ucles 2017 [turn over source h a british cartoon entitled \u2018shots of joy\u2019, published in april 1906. the caption to the   cartoon read \u2018the algeciras conference has practically been concluded to the    mutual satisfaction of the two rival powers whose differences at one time   threatened to end in something worse than a diplomatic duel.\u2019",
+            "8": "8 0470/23/o/n/17 \u00a9 ucles 2017 now answer all the following questions. you may use any of the sources to help you answer the  questions, in addition to those sources which you are told to use. in answering the questions you  should use your knowledge of the topic to help you interpret and evaluate the sources. 1 study sources a and b.  how far do these two sources agree? explain your answer using details of the sources.  [7] 2 study source c.   how useful is this source as evidence about the kaiser\u2019s visit? explain your answer using details  of the source and your knowledge.  [7] 3 study source d.  what is the message of this source? explain your answer using details of the source and your  knowledge.  [8]  4 study sources e and f.  does source f make source e surprising? explain your answer using details of the sources and  your knowledge.  [8] 5 study sources g and h.  how similar were the views of the two cartoonists? explain your answer using details of the  sources and your knowledge.  [8] 6 study all the sources.  how far do these sources provide convincing evidence that the moroccan crisis made war likely?  use the sources to explain your answer.  [12]",
+            "9": "9 0470/23/o/n/17 \u00a9 ucles 2017 [turn over blank page",
+            "10": "10 0470/23/o/n/17 \u00a9 ucles 2017 option b: 20th century topic was soviet intervention in hungary justified? study the background information and the sources carefully, and then answer all the questions.  background information on 23 and 24 october 1956 there were armed clashes between protestors and the authorities  throughout hungary. on 24 october the protestors achieved one of their demands when imre nagy was appointed as prime minister. on the same day, however, russian troops were deployed in budapest to stop the protests. despite this, the protests continued and the soviets appeared to compromise on 28 october by agreeing to pull russian troops out of budapest.  nagy\u2019s government started to introduce reforms and announced that hungary would leave the warsaw  pact. perhaps thinking that the world was distracted by the growing crisis over the suez canal, russia moved tanks and troops back into budapest. despite fierce resistance by the hungarians, the uprising was soon defeated.  was the soviet union justified in intervening?  source a a dutch cartoon published in november 1956. the caption read \u2018peace and order are restored\u2019.",
+            "11": "11 0470/23/o/n/17 \u00a9 ucles 2017 [turn over source b to the foreign ministry and party central committee: the counter-revolutionary rebellion in the hungarian capital became increasingly serious last night; the  wild rattle of gunfire did not cease the whole night. insofar as the situation can be judged, it is possible that certain sections of the hungarian people\u2019s army can no longer be trusted. since yesterday night the soviet army and the hungarian state security units have been putting down the rebellion. counter-revolutionary forces have fully exploited the crowds\u2019 extremely narrow-minded national  sentiments, and are at present actively inciting bourgeois restoration. the central paper of the hungarian trade unions reported in its special edition that nagy yesterday expressed his full acceptance of the reactionary political demands submitted. a new government led by nagy is being formed today at noon. in effect, it is possible that loyal communists will be removed from the government. the hungarian authorities have not made any form of contact with our embassy, and have not provided  any kind of information. under the circumstances of the whole-day curfew, and in the midst of weapon fire and falling bombs, it is not possible to maintain contact between embassies. this is why we rely primarily on hungarian radio, and on accounts from our students, for information. a telegram from the chinese embassy in hungary to the chinese government,   26 october 1956. source c look at the hell that r\u00e1kosi made of hungary and you will see an indictment, not of communism, but  of stalinism. hypocrisy without limit; slogans devoid of life or meaning; national pride outraged; poverty for all but a tiny handful of leaders who lived in luxury, special schools for their children, special well-stocked shops for their wives. and to protect the power and privileges of this communist aristocracy, the secret police - and behind them the ultimate sanction, the tanks of the soviet army. here in one small, tormented country was stalinism, complete in every detail: the abandonment of  humanism, the attachment of primary importance not to living, breathing, suffering, hoping human beings but to machines, targets, statistics, tractors, steel mills, plan fulfilment figures and, of course, tanks. the hungarian stalinists made a mistake in invoking a non-existent clause of the warsaw treaty and  calling in soviet troops. this first soviet intervention gave the people\u2019s movement exactly the impetus needed to make it united, violent and nation-wide. it seems probable that soviet troops were already in action three or four hours before the appeal. nagy became prime minister precisely twenty-four hours too late. with nagy in office it would still have been possible to avert the ultimate tragedy if the people\u2019s two  demands had been met immediately - if the soviet troops had withdrawn without delay, and if the security police had been disbanded. but nagy was not a free agent during the first few days of his premiership. it was known in budapest that his first broadcast was made - metaphorically, if not literally  - with a tommy gun in his back. from a book published in 1956. it was written by a journalist working in hungary   at the time for a british communist newspaper.",
+            "12": "12 0470/23/o/n/17 \u00a9 ucles 2017 source d a cartoon published in britain, 28 november 1956. khrushchev is shown with   hungary on the floor. the figures seated at the desks represent, from the left, president   nasser of egypt and the governments of israel, britain and france. the woman   represents the united nations. ",
+            "13": "13 0470/23/o/n/17 \u00a9 ucles 2017 [turn over source e dear comrades, beloved friends, working people of hungary! of course we want a socialist  democracy and not a bourgeois democracy. in accord with our party and our convictions, our working  class and people are jealously guarding the achievements of our people\u2019s democracy, and they will not permit anyone to touch them. today the chief aim of the enemies of our people is to shake the faith of the working class in its party, in the hungarian workers\u2019 party. they are endeavouring to loosen the close friendly relations between our nation and other countries building socialism. they are trying to loosen the ties between our party and the glorious communist party of the soviet union. they slander the soviet union. they assert that we trade with the soviet union on an unequal footing,  that our relations with the soviet union are not based on equality, and allege that our independence has to be defended, not against the imperialists, but against the soviet union. all this is a lie which does not contain a grain of truth. the truth is that the soviet union liberated our people from the yoke  of fascism and german imperialism. from a speech on 24 october 1956 by ern\u0151 ger\u0151, head of the hungarian   communist party until 25 october 1956.  source f hungarian workers, soldiers, peasants and intellectuals. the national government, in full agreement  with the hungarian workers\u2019 party, has decided to take a step vital for the future of the whole nation. in the interest of further democratisation of the country\u2019s life, the government abolishes the one-party  system and places the country\u2019s government on the basis of democratic cooperation between coalition  parties. we wish to inform the people of hungary that we are going to request the government of the soviet  union to withdraw soviet troops completely from the entire territory of the hungarian republic. on behalf of the national government i wish to declare that it recognises all democratic local authorities  which were formed by the revolution; we will rely on them and we ask for their full support. hungarian brothers, patriotic citizens of hungary! safeguard the achievements of the revolution! we have to re-establish order first of all! no blood should be shed in our country! prevent all further disturbances! assure the safety of life and property with all your might! hungarian brothers, workers and peasants:  rally behind the government in this fateful hour! long live free, democratic and independent hungary. from a radio broadcast by imre nagy, 30 october 1956. ",
+            "14": "14 0470/23/o/n/17 \u00a9 ucles 2017 source g a cartoon published in an indian newspaper, november 1956. khrushchev is saying   to a colleague , \u2018let\u2019s go wash our hands in the canal.\u2019  source h in 1956 a bloody struggle broke out in budapest. imre nagy used lies and threats to trick the people  into mutiny and civil war. he shoved prominent citizens in front of microphones and forced them to support his leadership. communist party members were being hunted down in the streets. people  were being murdered, strung up from lamp posts. imre nagy issued a demand that we pull all soviet troops out of hungary. according to our obligations  under the warsaw treaty, we could only pull out troops if asked to by a legal government. we certainly had no intention of doing what the leader of a putsch told us to do. nagy no longer spoke for the hungarian communist party. we quickly saw that the uprising and the nagy government were without support from the workers and the peasants. we discussed the mutiny with other socialist countries  and came to the conclusion that it would be inexcusable for us to stay neutral and not help the working  class of hungary in its struggle against counter-revolution.  from khrushchev\u2019s memoirs, published in 1971. ",
+            "15": "15 0470/23/o/n/17 \u00a9 ucles 2017 now answer all the following questions. you may use any of the sources to help you answer the  questions, in addition to those sources which you are told to use. in answering the questions you  should use your knowledge of the topic to help you interpret and evaluate the sources. 1  study source a.  what impressions does this source give of events in hungary in november 1956? explain your  answer using details of the source.  [7] 2  study sources b and c.  does source b make source c unreliable? explain your answer using details of the sources and  your knowledge.  [7] 3 study source d.  why was this cartoon published at this time? explain your answer using details of the source and  your knowledge.  [8]  4 study sources e and f.   does source e make source f surprising? explain your answer using details of the sources and  your knowledge.  [8] 5 study source g.  what is the cartoonist\u2019s message? explain your answer using details of the source and your  knowledge.  [8] 6 study all the sources.  how far do these sources provide convincing evidence that the soviet union\u2019s armed intervention  in hungary was justified? use the sources to  explain your answer.  [12]",
+            "16": "16 0470/23/o/n/17 \u00a9 ucles 2017 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 international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download at www.cie.org.uk after  the live examination series. 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.blank page"
+        },
+        "0470_w17_qp_41.pdf": {
+            "1": "cambridge international examinations cambridge international general certificate of secondary education 0470/41 history october/november 2017 paper 4 alternative to coursework 1 hour additional materials: answer booklet/paper read these instructions first an answer booklet is provided inside this question paper. you should follow the instructions on the front cover of the answer booklet. if you need additional answer paper ask the invigilator for a continuation booklet. answer one question from your chosen depth study. the number of marks is given in brackets [ ] at the end of each question or part question. the syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificate. this document consists of 3printed pages and 1blank page. [turn over 11_0470_41_2017_1.10 \u00a9 ucles 2017 *5007072594*",
+            "2": "answer one question from your chosen depth study. depth study a: the first world war, 1914\u20131918 how important was the \u2018race to the sea\u2019 in the development of the trench system on the western front? explain your answer.1 [40] how significant were domestic problems in germany as a reason for the armistice in 1918? explain your answer.2 [40] depth study b: germany, 1918\u20131945 how significant was the invasion of the ruhr as a cause of instability in weimar germany to 1923? explain your answer.3 [40] how important was the fear of communism as a reason for nazi success by 1933? explain your answer.4 [40] depth study c: russia, 1905\u20131941 how significant were the events of bloody sunday as a cause of the weakness of the tsarist regime before 1914? explain your answer.5 [40] how important were the actions of nicholas ii as a cause of the march revolution of 1917? explain your answer.6 [40] depth study d: the usa, 1919\u20131941 how significant were mass-produced goods in changing the lives of women in the 1920s? explain your answer.7 [40] how important was the second new deal in dealing with the effects of the depression? explain your answer.8 [40] depth study e: china, c.1930\u2013c.1990 how significant was the second world war as a reason for the downfall of the nationalist government? explain your answer.9 [40] how important was the death of mao to communism in china? explain your answer.10 [40] 11_0470_41_2017_1.10 \u00a9 ucles 20172",
+            "3": "depth study f: south africa, c.1940\u2013c.1994 how important were the weaknesses of the united party in the result of the 1948 election? explain your answer.11 [40] how significant were the soweto riots in increasing opposition to white minority rule? explain your answer.12 [40] depth study g: israelis and palestinians since 1945 how important were the experiences of jews during the second world war as a reason for the israeli victory in 1949? explain your answer.13 [40] how significant was the suez canal as a cause of war between israel and egypt? explain your answer.14 [40] 11_0470_41_2017_1.10 \u00a9 ucles 20173",
+            "4": "blank page permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. every reasonable effort has been made by the publisher (ucles) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the pub lisher 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 cambridg e international examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download at www.cie.o rg.uk after the live examination series. cambridge international examinations is part of the cambridge assessment group. cambridge assessment is the brand name of university of cambridge l ocal examinations syndicate (ucles), which is itself a department of the university of cambridge. 11_0470_41_2017_1.10 \u00a9 ucles 20174"
+        },
+        "0470_w17_qp_42.pdf": {
+            "1": "cambridge international examinations cambridge international general certificate of secondary education 0470/42 october/november 2017 1 hourhistory paper 4 alternative to coursework additional materials: answer booklet/paper read these instructions first an answer booklet is provided inside this question paper. you should follow the instructions on the front cover of the answer booklet. if you need additional answer paper ask the invigilator for a continuation booklet. answer one question from your chosen depth study. the number of marks is given in brackets [ ] at the end of each question or part question. the syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificate. this document consists of 3printed pages and 1blank page. [turn over 11_0470_42_2017_1.8 \u00a9 ucles 2017 *2582500214*",
+            "2": "answer one question from your chosen depth study. depth study a: the first world war, 1914\u20131918 how important was poor intelligence as a reason for the huge losses in the battle of the somme? explain your answer. [40]1 how significant was the treaty of brest-litovsk to the outcome of the first world war? explain your answer. [40]2 depth study b: germany, 1918\u20131945 how significant were violence and intimidation in allowing hitler to control germany by 1934? explain your answer. [40]3 how important were policies towards the workers to the popularity of the nazi regime by 1939? explain your answer. [40]4 depth study c: russia, 1905\u20131941 how significant were the social and economic effects of the war in allowing the bolsheviks to increase their popularity? explain your answer. [40]5 how important was national security as a reason for stalin\u2019s economic policies? explain your answer. [40]6 depth study d: the usa, 1919\u20131941 how important was confidence in the economy as a cause of prosperity in the 1920s? explain your answer. [40]7 how significant was political opposition in weakening the impact of the new deal? explain your answer. [40]8 depth study e: china, c.1930\u2013c.1990 how important were improvements in women\u2019s lives in the social changes brought about by the chinese communist party? explain your answer. [40]9 how significant to china\u2019s international relations was the spreading of communist ideas? explain your answer. [40]10 11_0470_42_2017_1.8 \u00a9 ucles 20172",
+            "3": "depth study f: south africa, c.1940\u2013c.1994 how significant was segregation in education as a feature of apartheid? explain your answer. [40]11 how important was the policy of \u2018total strategy\u2019 as a reason for the growing opposition in the 1980s to white minority rule? explain your answer. [40]12 depth study g: israelis and palestinians since 1945 how important were the conditions in the palestinian refugee camps as a reason for the development of palestinian nationalism? explain your answer. [40]13 how significant was hamas as a cause of the breakdown of the peace process between israelis and palestinians? explain your answer. [40]14 11_0470_42_2017_1.8 \u00a9 ucles 20173",
+            "4": "blank page permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. every reasonable effort has been made by the publisher (ucles) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the pub lisher 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 cambridg e international examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download at www.cie.o rg.uk after the live examination series. cambridge international examinations is part of the cambridge assessment group. cambridge assessment is the brand name of university of cambridge l ocal examinations syndicate (ucles), which is itself a department of the university of cambridge. 11_0470_42_2017_1.8 \u00a9 ucles 20174"
+        },
+        "0470_w17_qp_43.pdf": {
+            "1": "cambridge international examinations cambridge international general certificate of secondary education 0470/43 october/november 2017 1 hourhistory paper 4 alternative to coursework additional materials: answer booklet/paper read these instructions first an answer booklet is provided inside this question paper. you should follow the instructions on the front cover of the answer booklet. if you need additional answer paper ask the invigilator for a continuation booklet. answer one question from your chosen depth study. the number of marks is given in brackets [ ] at the end of each question or part question. the syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificate. this document consists of 3printed pages and 1blank page. [turn over 11_0470_43_2017_1.8 \u00a9 ucles 2017 *3371690061*",
+            "2": "answer one question from your chosen depth study. depth study a: the first world war, 1914\u20131918 how important to the outcome of the war was the war at sea? explain your answer. [40] 1 how significant was the kiel mutiny as a reason for german surrender in 1918? explain your answer. [40]2 depth study b: germany, 1918\u20131945 how significant was hindenburg in the appointment of hitler as chancellor? explain your answer. [40]3 how important was indoctrination at school in promoting nazi ideas in germany? explain your answer. [40]4 depth study c: russia, 1905\u20131941 how important were stolypin\u2019s reforms as a reason for the survival of the tsarist regime to 1914? explain your answer. [40]5 how significant were the failures of the provisional government as a cause of the bolshevik seizure of power in november 1917? explain your answer. [40]6 depth study d: the usa, 1919\u20131941 how significant was segregation in the south as an aspect of intolerance in the usa in the 1920s? explain your answer. [40]7 how important were the republican government\u2019s actions after the wall street crash as a reason for roosevelt\u2019s victory in 1932? explain your answer. [40]8 depth study e: china, c.1930\u2013c.1990 how important was industrialisation to the consolidation of communist rule in the 1950s? explain your answer. [40]9 how significant was the persecution of political opponents in establishing mao\u2019s dictatorship in china? explain your answer. [40]10 11_0470_43_2017_1.8 \u00a9 ucles 20172",
+            "3": "depth study f: south africa, c.1940\u2013c.1994 how important was economic prosperity as a reason for white south africans continuing to support the national party? explain your answer. [40]11 how significant were international boycotts and protests in helping to end apartheid? explain your answer. [40]12 depth study g: israelis and palestinians since 1945 how important was israeli determination as a reason for victory in the 1948-49 war? explain your answer. [40]13 how significant was the oil embargo of 1973 in changing the nature of the arab\u2013israeli conflict? explain your answer. [40]14 11_0470_43_2017_1.8 \u00a9 ucles 20173",
+            "4": "blank page permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. every reasonable effort has been made by the publisher (ucles) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the pub lisher 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 cambridg e international examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download at www.cie.o rg.uk after the live examination series. cambridge international examinations is part of the cambridge assessment group. cambridge assessment is the brand name of university of cambridge l ocal examinations syndicate (ucles), which is itself a department of the university of cambridge. 11_0470_43_2017_1.8 \u00a9 ucles 20174"
+        }
+    },
+    "2018": {
+        "0470_m18_qp_12.pdf": {
+            "1": "*6082910435* this document consists of 10 printed pages, 2 blank pages and 1 insert. dc (ce) 143081/3 \u00a9 ucles 2018  [turn overhistory  0470/12 paper 1  february/march 2018  2 hours no additional materials are required. read these instructions first an answer booklet is provided inside this question paper. you should follow the instructions on the front cover  of the answer booklet. if you need additional answer paper ask the invigilator for a continuation booklet. answer three  questions. section a (core content) answer any two questions. section b (depth studies) answer any  one question. the number of marks is given in brackets [  ] at the end of each question or part question. this syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificate.cambridge international examinations cambridge international general certificate of secondary education",
+            "2": "2 0470/12/f/m/18 \u00a9 ucles 2018 section a: core content answer any two questions from this section. 1 progress towards the unification of italy before 1858 was slow.  (a) describe events leading to the plombi\u00e8res meeting of 1858.  [4]  (b) why was the plombi\u00e8res agreement important?  [6]  (c) \u2018garibaldi deserves to be seen as the creator of the kingdom of italy.\u2019 how far do you agree  with this statement? explain your answer.  [10] 2 after 1850 germany made steady progress towards unification.  (a) what actions were taken between 1859 and 1862 to increase the strength of the prussian  army?  [4]  (b) why did frederick william iv accept the treaty of olm\u00fctz?  [6]  (c) \u2018the most important outcome of the treaty of prague (1866) was that schleswig-holstein  became prussian.\u2019 how far do you agree with this statement? explain your answer.  [10] 3 slavery was a controversial issue for american people after 1820.  (a) what issues arose when missouri applied to be admitted to the union?  [4]  (b) why was the publication of the novel \u2018uncle tom\u2019s cabin\u2019 significant?  [6]  (c) how successful was john brown in aiding the abolitionist cause? explain your answer.  [10] 4 tension between the great powers in europe increased between 1890 and 1914.  (a) what was the impact of the introduction of the german \u2018weltpolitik\u2019 policy in 1890?  [4]  (b) why was italy a member of the triple alliance?  [6]  (c) \u2018instability in the balkans was to blame for the first world war.\u2019 how far do you agree with  this statement? explain your answer.  [10]",
+            "3": "3 0470/12/f/m/18 \u00a9 ucles 2018 [turn over 5 the treaty of versailles was a result of compromises.  (a) in what ways did the treaty of versailles restrict germany\u2019s ability to fight a war in the future?  [4]  (b) why was lloyd george unhappy with wilson\u2019s fourteen points?  [6]  (c) \u2018the german reaction to the treaty of versailles was not justified.\u2019 how far do you agree with  this statement? explain your answer.  [10] 6 the league of nations was set up to keep the peace.  (a) what was the role of the permanent court of justice?  [4]  (b) why did the league not include all countries in its membership?  [6]  (c) \u2018the league of nations failed in its peacekeeping role.\u2019 how far do you agree with this  statement? explain your answer.  [10] 7 the usa had varying degrees of success with its policy of containment.  (a) what happened at the united nations security council meetings in june and july 1950?  [4]  (b) why was the usa concerned about north korea\u2019s invasion of south korea?  [6]  (c) how far was the us policy of containment between 1950 and 1975 a failure? explain your  answer.  [10] 8 saddam hussein established a totalitarian regime in iraq.  (a) describe events leading to saddam hussein becoming president of iraq.  [4]  (b) why did saddam hussein repress the iraqi people?  [6]  (c) \u2018the main reason for the first gulf war was saddam\u2019s need to restore his reputation with his  own people following the iran\u2013iraq war.\u2019 how far do you agree with this statement? explain  your answer.  [10]  ",
+            "4": "4 0470/12/f/m/18 \u00a9 ucles 2018 section b: depth studies answer any one question from this section. depth study a: the first world war, 1914\u201318 9 the british expeditionary force played an important part in the early months of the war.  (a) what happened to the british expeditionary force during the first month of the war (august  1914)?  [4]  (b) why were the allied forces able to remove the immediate threat to paris by 19 september  1914?  [6]  (c) which was more responsible for extending the war beyond the end of 1914: the first battle of  ypres or belgian resistance to the schlieffen plan? explain your answer.  [10] 10 the western front was a significant theatre of war.  (a) what was the \u2018western front\u2019?  [4]  (b) why was trench warfare made more difficult by the weather?  [6]  (c) \u2018the most important achievement of the battle of the somme for the allies was that it saved  the french army from destruction.\u2019 how far do you agree with this statement? explain your  answer.  [10]",
+            "5": "5 0470/12/f/m/18 \u00a9 ucles 2018 [turn over depth study b: germany, 1918\u201345 11 the weimar republic had to deal with many issues.  (a) what were the roles of (i) the chancellor and (ii) the president under the weimar constitution?  [4]  (b) why was ebert able to defeat left and right-wing threats to the weimar republic in 1919\u201320?  [6]  (c) \u2018after 1923 the weimar republic was a disaster for germany.\u2019 how far do you agree with this  statement? explain your answer.  [10] 12 people living in nazi germany had different experiences.  (a) in what ways was agriculture affected by nazi rule?  [4]  (b) why were the nazis a male-dominated organisation?  [6]  (c) are you surprised that not all young people in germany supported the nazi regime? explain  your answer.  [10]",
+            "6": "6 0470/12/f/m/18 \u00a9 ucles 2018 depth study c: russia, 1905\u201341 13 the provisional government was in power for eight months.  (a) describe kerensky\u2019s reaction to the kornilov putsch.  [4]  (b) why was the petrograd soviet a threat to the provisional government?  [6]  (c) \u2018the provisional government was overthrown because it failed to pass reforms.\u2019 how far do  you agree with this statement? explain your answer.  [10] 14 once in power stalin was determined to modernise the soviet union.  (a) what part did gosplan play in soviet modernisation?  [4]  (b) why was stalin determined to modernise the economy of the soviet union quickly?  [6]  (c) \u2018in modernising the soviet economy, stalin\u2019s plans for industry were more successful than his  plans for agriculture.\u2019 how far do you agree with this statement? explain your answer.  [10]",
+            "7": "7 0470/12/f/m/18 \u00a9 ucles 2018 [turn over depth study d: the usa, 1919\u201341 15 in the 1920s american citizens enjoyed greater prosperity.  (a) in what ways did the economic boom impact on the american people?  [4]  (b) why was the first war world beneficial to the developing american economy of the 1920s?  [6]  (c) \u2018the boom made the us economy stronger and more secure.\u2019 how far do you agree with this  statement? explain your answer.  [10] 16 the wall street crash affected most people living in america.  (a) in what ways was hoover\u2019s credibility damaged by the bonus marchers?  [4]  (b) why did the wall street stock market crash have serious consequences for the american  economy?  [6]  (c) \u2018hoover did not deserve to be regarded as the \u201cdo-nothing\u201d president.\u2019 how far do you agree  with this statement? explain your answer.  [10]",
+            "8": "8 0470/12/f/m/18 \u00a9 ucles 2018 depth study e: china, c.1930\u2013c.1990 17 mao changed china\u2019s industry and agriculture before 1961.  (a) what benefits did changes in agriculture bring to the peasants before 1957?  [4]  (b) why did mao want to change chinese industry?  [6]  (c) \u2018mao was successful in developing china\u2019s industry between 1953 and 1961.\u2019 how far do you  agree with this statement? explain your answer.  [10] 18 communist china\u2019s relations with world powers were not always harmonious.  (a) what were the outcomes of mao\u2019s visit to the ussr in 1950?  [4]  (b) why did stalin\u2019s death lead to a worsening in relations between china and the ussr?  [6]  (c) was mao successful in establishing communist china as a superpower? explain your  answer.  [10]",
+            "9": "9 0470/12/f/m/18 \u00a9 ucles 2018 [turn over depth study f: south africa, c.1940\u2013c.1994 19 before 1948 the foundations for apartheid were already in place.  (a) what was the impact of the migrant labour system?  [4]  (b) why had the native urban areas act (1923) increased segregation by 1940?  [6]  (c) \u2018the main reason the national party won the 1948 election was that voters thought it would  deal more effectively with the race issue.\u2019 how far do you agree with this statement? explain  your answer.  [10] 20 dismantling the apartheid system took some time.  (a) in what ways was apartheid weakening by the early 1980s?  [4]  (b) why were the pass laws reformed in the mid-1980s?  [6]  (c) \u2018actions by government security forces were the greatest problem faced by those working  towards ending apartheid.\u2019 how far do you agree with this statement? explain your answer.  [10]",
+            "10": "10 0470/12/f/m/18 \u00a9 ucles 2018 depth study g: israelis and palestinians since 1945 21 after 1945 tension was high in palestine.  (a) describe the actions of haganah in relation to british plans for palestine.  [4]  (b) why did the usa support the united nations\u2019 proposal for palestine?  [6]  (c) \u2018israel won the war of 1948\u201349 because of its greater military leadership and strength.\u2019 how  far do you agree with this statement? explain your answer.  [10] 22 threats to any lasting peace in the middle east still exist.  (a) describe the activities of hamas between 1996 and 2006.  [4]  (b) why have differences between the israeli likud and labor parties affected the peace  process?  [6]  (c) \u2018hezbollah is responsible for the failure to secure peace in palestine.\u2019 how far do you agree  with this statement? explain your answer.  [10]",
+            "11": "11 0470/12/f/m/18 \u00a9 ucles 2018 blank page",
+            "12": "12 0470/12/f/m/18 \u00a9 ucles 2018 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 international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download at www.cie.org.uk after  the live examination series. 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.blank page"
+        },
+        "0470_m18_qp_22.pdf": {
+            "1": "*3934952801* this document consists of 13 printed pages, 3 blank pages and 1 insert. dc (kn/sw) 145864/2 \u00a9 ucles 2018  [turn overhistory  0470/22 paper 2  february/march 2018  2 hours no additional materials are required. read these instructions first an answer booklet is provided inside this question paper. you should follow the instructions on the front cover  of the answer booklet. if you need additional answer paper ask the invigilator for a continuation booklet. this paper has two options. choose one option, and answer all of the questions on that topic. option a: 19th century topic [p2\u2013p7] option b: 20th century topic [p8\u2013p13] the number of marks is given in brackets [  ] at the end of each question or part question. this syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificate.cambridge international examinations cambridge international general certificate of secondary education",
+            "2": "2 0470/22/f/m/18 \u00a9 ucles 2018 option a: 19th century topic did the 1848 revolutions in germany achieve anything? study the background information and the sources carefully, and then answer all the questions.  background information in 1847\u201348 there were uprisings in a number of german states including prussia, austria and  bavaria. across germany princes promised to grant constitutions. in march 1848 politicians from all over germany met at frankfurt and arranged elections to a national assembly. by march 1849 this assembly, known as the frankfurt parliament, had drawn up a constitution for germany. in april it offered the position of constitutional monarch of germany to frederick william iv of prussia. he  disdainfully rejected it on the grounds that the parliament had no right to offer it to him. by this time  both the austrian and prussian monarchies had recovered and crushed the revolutions. in the summer of 1849 what was left of the frankfurt parliament was dispersed by troops. some historians believe the revolutions achieved nothing. in fact, some argue that the progress of  german liberalism was set back by decades. others argue that the established order had been given  a sharp shock and that the ideas supported by the revolutionaries lived on. some argue that the way  forward had been established \u2013 a united germany under prussian, rather than austrian, leadership. source a  the outstanding achievement of the german people in the nineteenth century was the creation of the  nation-state, and 1848 was a milestone on the road. it is the story of a courageous experiment with high ideals. in march 1848 the pent-up dissatisfaction of berlin broke into open revolt. the march days buried the doctrine of the divine right of kings and encouraged reformers all over germany to act. frederick william iv capitulated at the first challenge. the supreme achievement of the year of  revolution was the frankfurt parliament. its members agreed to summon a national assembly elected  by universal suffrage. a new spirit was revealed when germany witnessed a major political initiative by private citizens without seeking permission from their hohenzollern masters. however, the triumph of reaction in austria and prussia sealed the fate of the frankfurt parliament. it  was now little more than a debating society, for at any moment it might be dissolved. neither prussia  nor austria felt the slightest obligation to preserve its life. frederick william\u2019s refusal of the offer of the imperial crown was the final end of the frankfurt parliament. its members melted away, with only the radicals remaining. the revolution never had a chance because the real power was on the other side.  german liberalism received a blow from the failure of the german revolution from which it never  recovered. however, the desire for a nation-state survived in the hearts and minds of millions. from a history book published in 1948.",
+            "3": "3 0470/22/f/m/18 \u00a9 ucles 2018 [turn over source b 1848 was the decisive year of german history. it anticipated germany\u2019s future. the failure of the  revolution discredited liberal ideas. after it, nothing remained but the idea of force, and this stood at  the helm of german history from then on. the refusal of frankfurt to go with the masses, the failure to offer a programme of social reform, was a decisive moment in the failure of the german liberals. if they had allied with the masses they might have succeeded. there was another, and even more important, cause of failure. the frankfurt parliament had come into being when the armed power of austria and prussia collapsed. its prestige declined as austrian and prussian armed power revived. germany had  to hitch itself to one of them and so the frankfurt parliament excluded austria from germany and  offered the imperial crown to frederick william iv of prussia. thus even at the moment of its failure, the frankfurt parliament predicted the future of germany: prussia would dominate germany. with frederick william\u2019s refusal of the crown, the frankfurt assembly was over. the moderate men went home. only the radical minority was left. when they tried to put into effect a revolutionary programme  they were chased by the prussian army out of existence. the german revolution had been defeated,  and liberal germany was never to be renewed. from a history book published in 1946. source c a cartoon published in germany, march 1848. king frederick william iv is saying to the  revolutionaries, \u2018you up ahead! hurry to me because i want to lead the movement.\u2019",
+            "4": "4 0470/22/f/m/18 \u00a9 ucles 2018 source d we cannot conceal the fact that the whole german question is a simple alternative between prussia  and austria. in these states german life has its positive and negative extremes: in the former, all the  interests are national and reformative, in the latter, all are dynastic and destructive. the german question is not a constitutional question, but a question of power; and the prussian monarchy is now wholly german, while that of austria cannot be. we need a powerful ruling house. austria\u2019s power meant lack of power for us, whereas prussia desires german unity in order to supply the deficiencies of her own power. already prussia is germany in its early stages. it will merge with germany. from a speech in the frankfurt parliament by johann gustav droysen,  a leading member of the parliament. he was one of the first to withdraw from  the parliament after frederick william rejected the german crown.  source e about the crown which the parliament has for sale. every german nobleman is a hundred times too  good to accept such a crown moulded out of the dirt and dregs of revolution, disloyalty and treason. if accepted, it demands from me enormous sacrifices and burdens me with heavy duties. the german  national assembly has counted on me in all things, which were calculated to establish the unity, power  and glory of germany. i feel honoured by their confidence but i should not justify that confidence if i, violating sacred rights, were without the voluntary agreement of the crowned princes and free states of our fatherland, to make a decision which must be of decisive importance to them and to the states which they rule. frederick william\u2019s response in april 1849 to the offer of the german crown, made to him  by a deputation from the frankfurt parliament.  source f the royal government views with great satisfaction the confirmation from austria that, like us, it  considers the german federation as continuing to exist and wishes to come to some understanding with the national assembly. this understanding must not stand in the way of german efforts to present to the world a united political body nor of a merging of commercial interests. prussia is not striving to  extend its power and has no desire to share in the running of the federal authority except in so far as is  appropriate to the importance of its power. prussia supports the independence of the individual states and is of the opinion that the creation of a new german imperial house is not necessary for achieving a real unification of germany. a statement from the prussian government to prussian diplomats in the other  german states, january 1849. ",
+            "5": "5 0470/22/f/m/18 \u00a9 ucles 2018 [turn over source g a german cartoon, 1848. it shows germany in 1848.",
+            "6": "6 0470/22/f/m/18 \u00a9 ucles 2018 source h a drawing, from the time, of the w\u00fcrttemberg army and the last members of the  frankfurt parliament in stuttgart in june 1849.",
+            "7": "7 0470/22/f/m/18 \u00a9 ucles 2018 [turn over now answer all the following questions. you may use any of the sources to help you answer the  questions, in addition to those sources which you are told to use. in answering the questions you  should use your knowledge of the topic to help you interpret and evaluate the sources. 1 study sources a and b.  how far do these two sources agree? explain your answer using details of the sources.  [7] 2 study source c.  what is the cartoonist\u2019s message? explain your answer using details of the source and your  knowledge.  [7] 3 study sources d and e.  does source d make source e surprising? explain your answer using details of the sources and  your knowledge.  [8] 4 study source f.  why did the prussian government issue this statement in january 1849? explain your answer  using details of the source and your knowledge.  [8] 5 study sources g and h.   how similar are these two sources as evidence about events in germany in 1848\u201349? explain  your answer using details of the sources and your knowledge.  [8] 6 study all the sources.  how far do these sources provide convincing evidence that the 1848 revolutions in germany  achieved nothing? use the sources to explain your answer.  [12]",
+            "8": "8 0470/22/f/m/18 \u00a9 ucles 2018 option b: 20th century topic were people aware of what hitler was trying to achieve in spain? study the background information and the sources carefully, and then answer all the questions.  background information in 1936 the spanish civil war began between the republican government and the nationalists  consisting of fascists, monarchists and conservatives. the usa announced it would remain neutral. at first france sent arms to the republicans, but under pressure from britain called for european countries not to intervene. a non-intervention committee was set up and 27 countries signed the   non-intervention agreement in august 1936 including germany, britain, france, italy and the soviet  union. despite this, italy, germany and the soviet union did intervene \u2013 as early as july 1936 hitler was  sending planes. he was keen for spain to become fascist as this would help encircle france and strengthen the german position in europe. to hide germany\u2019s involvement, he sent troops, planes, tanks and munitions through portugal. he also claimed that any germans fighting in spain were  volunteers and nothing to do with the german government. were people aware of the possible dangerous consequences of germany\u2019s involvement in spain? source a our foreign policy has been inspired by two simple principles: the determination to place france\u2019s  interests above all others, and the conviction that france has no greater aim than that of peace. i shall not accuse anyone of trying to push us directly or indirectly toward war. everyone in france wants peace. everyone understands that war cannot be contained within national borders, and that a people  can only protect itself from it by helping to protect all others from it. as far as we are concerned, there is only one legal government in spain, or, to put it better, only one  government. i recognise that france\u2019s direct interest includes and calls for the presence of a friendly government on spanish soil, and one that is free of certain other european influences. i have no  hesitation in agreeing that the establishment in spain of a military dictatorship too closely bound by  links of support to germany and italy would represent not only an attack on the cause of international democracy, but a source of anxiety for french security and a threat to peace. i deplore that such an obvious truth was not understood from the start by all of french and international public opinion. i do not deny the personal friendship tying me to the spanish socialists and republicans despite the bitter disappointment they feel about me. all of us were hoping that the non-intervention pact would be signed more promptly; that we were  counting on the other governments keeping their commitments. the policy of non-interference has not produced all we expected of it. but is that a reason to condemn it?  if we must prevent the rebellion on spanish soil from succeeding, it is not enough to denounce the  non-intervention agreement or to re-establish the arms trade between france and spain. this would not be adequate. to assure the success of republican legality in spain we would have to take a much greater step.  from a speech in the french house of representatives by l\u00e9on blum,  prime minister of france, december 1936.",
+            "9": "9 0470/22/f/m/18 \u00a9 ucles 2018 [turn over source b our policy has been consistently directed to one aim \u2013 to maintain the peace of europe by confining  the war to spain. although it is true that intervention has been going on and is going on, in spite of the  non-intervention agreement, it is also true that we have succeeded in achieving the aim of our policy, and we shall continue that aim and policy as long as we feel there is reasonable hope of avoiding a spread of the conflict. i do not believe that it is fantastic to think that we can continue this policy successfully, even to the  end. the situation is serious, but it is not hopeless. although it may be true that various countries or  various governments desire to see one side or the other side in spain winning, there is not a country or a government that wants to see a european war. let us keep cool heads. neither say nor do anything to cause a disaster which everybody really wishes to avoid. when i think of the experience of german officers and the loss of life on the deutschland , and the  natural feelings of indignation and resentment that must have been aroused by such incidents, i must  say that i think the german government, in wisely withdrawing their ships and then declaring the incident closed, has shown a degree of restraint which we ought to be able to recognise. i make an earnest appeal to those who hold responsible positions both in this country and abroad to  weigh their words very carefully before they utter them on this matter, bearing in mind the consequences  that may flow from some thoughtless phrase. by exercising caution and patience we may yet be able to save the peace of europe. from a speech in the house of commons by british prime minister neville chamberlain,  february 1938. the deutschland was a german battleship that was attacked off the spanish coast  in 1936 by republican planes. germany claimed it had been on a non-intervention patrol. source c if the spanish government succeeds in suppressing the rebellion it will not only keep one more country  in the camp of peace but will influence the whole situation in europe by inspiring new confidence in the strength of democracy and in the possibility of the peaceful settlement of international questions. in this event the danger of war would be lessened.  violations of the non-intervention agreement by certain governments have made it an empty, torn scrap  of paper. if success goes to the rebel generals, supported in contravention of the non-intervention agreement by fascist powers, then the whole outlook in europe will be blackened. it would be such an encouragement to all the forces of aggression, hatred and destruction in europe that war would engulf our part of the world in the very near future.  the soviet ambassador to britain speaking at a meeting of the  non-intervention committee, october 1936.",
+            "10": "10 0470/22/f/m/18 \u00a9 ucles 2018 source d a british cartoon published in january 1937. on the left are hitler, mussolini, stalin,  blum and eden (a leading member of the british government) playing cards.  \u2018trustful tony\u2019 (eden) is saying, \u2018just to discourage cheating, i\u2019ll wear a strait-jacket  and let you chaps play my cards.\u2019 in the top left is the rock of gibraltar. source e it is clear that the german government does not want any more trouble in connection with the spanish  civil war. it seems to believe that further support of the rebels will injure franco-german and, above  all, anglo-german relations. much as germany desires a rebel victory and concerned as it is over what it believes to be the spread of so-called \u2018bolshevism\u2019 in europe, it prefers, for the moment at least, not to take any risks where no vital interests of its own are involved. interference with the internal affairs of other countries is a conscious instrument of german foreign  policy, and is for that very reason used only when it is safe to do so, or, if any risks are taken, only  when the end in view is regarded as being of vital interest to germany. it is therefore unlikely that  germany will put any further obstacles in the way of an agreement for non-intervention. it is therefore possible that the international crisis produced by the spanish civil war is coming to an  end. from an english newspaper, august 1936.",
+            "11": "11 0470/22/f/m/18 \u00a9 ucles 2018 [turn over source f one has to repeat it and repeat it again. it is a lie that the fight is going on between communism and  fascism. the spanish government is not attacking private property or the church. the government is  doing just the same as president roosevelt strives to do: free the country from the power of economic royalists. the spanish government has an international right to defend itself against a clique of rebels who called german nazis and italian fascists to fight the war against spanish people for them. to say it frankly, the democracies have let spain down.  i have talked to prisoners \u2013 nazi and italian pilots who have killed dozens of children, dozens of women.  they all pretended to have come voluntarily to franco\u2019s aid, even officers of the regular german army \u2013 presumably as deserters! one prisoner, a lieutenant in the german army, said to me, \u2018we in the german army consider the war in spain to be a preparation for a preventative war against france.\u2019 may this be a warning to all concerned! i ask you in america, witnesses of a war which is fought not only for spain, but for all democracy: have  we the right to be deaf and blind? have we not the responsibility to help them? an american journalist broadcasting from madrid to the usa, october 1938. source g an american cartoon published in 1938.",
+            "12": "12 0470/22/f/m/18 \u00a9 ucles 2018 source h an australian cartoon published in june 1938. the man represents britain.",
+            "13": "13 0470/22/f/m/18 \u00a9 ucles 2018 now answer all the following questions. you may use any of the sources to help you answer the  questions, in addition to those sources which you are told to use. in answering the questions you  should use your knowledge of the topic to help you interpret and evaluate the sources. 1 study sources a and b.  how far did blum and chamberlain agree? explain your answer using details of the sources.  [7] 2 study source c.  are you surprised by this source? explain your answer using details of the source and your  knowledge.  [7] 3 study source d.  why was this cartoon published at this time? explain your answer using details of the source and  your knowledge.  [8] 4 study sources e and f.  does source e prove source f to be wrong? explain your answer using details of the sources  and your knowledge.  [8] 5 study sources g and h.   how similar are the messages of these two cartoons? explain your answer using details of the  sources and your knowledge.  [8] 6 study all the sources.  how far do these sources provide convincing evidence that people understood the danger posed  by hitler\u2019s intervention in spain? use the sources to explain your answer.  [12]",
+            "14": "14 0470/22/f/m/18 \u00a9 ucles 2018 blank page",
+            "15": "15 0470/22/f/m/18 \u00a9 ucles 2018 blank page",
+            "16": "16 0470/22/f/m/18 \u00a9 ucles 2018 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 international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download at www.cie.org.uk after  the live examination series. 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.blank page"
+        },
+        "0470_m18_qp_42.pdf": {
+            "1": "*6177109551* this document consists of 3 printed pages, 1 blank page and 1 insert. dc (nf) 150769/1 \u00a9 ucles 2018  [turn overcambridge international examinations cambridge international general certificate of secondary education history  0470/42 paper 4  alternative to coursework  february/march 2018  1 hour no additional materials are required. read these instructions first an answer booklet is provided inside this question paper. you should follow the instructions on the front cover  of the answer booklet. if you need additional answer paper ask the invigilator for a continuation booklet. answer one question from your chosen depth study. the number of marks is given in brackets [  ] at the end of each question or part question. this syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificate.",
+            "2": "2 0470/42/f/m/18 \u00a9 ucles 2018 answer one question from your chosen depth study. depth study a: the first world war, 1914\u20131918 1 how important was belgian resistance in 1914 to the outcome of the war? explain your answer.  [40] 2 how significant were the allies\u2019 improved military tactics as a cause of german defeat in 1918?  explain your answer.  [40] depth study b: germany, 1918\u20131945 3 how important was president ebert in ensuring the weimar republic had not collapsed by the  time of his death in 1925? explain your answer.  [40] 4 how significant was the role of the sa in bringing hitler to power in january 1933? explain your  answer.  [40] depth study c: russia, 1905\u20131941 5 how important was the russo-japanese war as a cause of the 1905 revolution? explain your  answer.  [40] 6 how significant was lenin to bolshevik success in november 1917? explain your answer.  [40] depth study d: the usa, 1919\u20131941 7 how important was the introduction of prohibition as a factor in changing us society in the 1920s?  explain your answer.  [40] 8 how significant was his election campaign as a reason for roosevelt becoming president in 1933?  explain your answer.  [40] depth study e: china, c.1930\u2013c.1990 9 how important was the support of the peasantry in communist victory in the chinese civil war?  explain your answer.  [40] 10 how significant was the cultural revolution in maintaining mao\u2019s position in the communist party?  explain your answer.  [40]",
+            "3": "3 0470/42/f/m/18 \u00a9 ucles 2018 depth study f: south africa, c.1940\u2013c.1994 11 how important were peaceful protests in the development of opposition to apartheid? explain your  answer.  [40] 12 how significant was increased violence during the 1980s in bringing about the end of white  minority rule? explain your answer.  [40] depth study g: israelis and palestinians since 1945 13 how important were the actions of jewish paramilitary groups, 1945\u201349, in bringing about the  creation of the state of israel? explain your answer.  [40] 14 how significant were the israeli armed forces in bringing about israel\u2019s victories in the wars of  1956, 1967 and 1973? explain your answer.  [40]",
+            "4": "4 0470/42/f/m/18 \u00a9 ucles 2018 blank page permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the  publisher will be pleased to make amends at the earliest possible opportunity. to avoid the issue of disclosure of answer-related information to candidates, all copyright acknowledgements are reproduced online in the cambridge international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download at www.cie.org.uk after  the live examination series. 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."
+        },
+        "0470_s18_qp_11.pdf": {
+            "1": "*8184505280* this document consists of 10 printed pages, 2 blank pages and 1 insert. dc (ce) 143080/3 \u00a9 ucles 2018  [turn overcambridge international examinations cambridge international general certificate of secondary education history  0470/11 paper 1  may/june 2018  2 hours no additional materials are required. read these instructions first an answer booklet is provided inside this question paper. you should follow the instructions on the front cover  of the answer booklet. if you need additional answer paper ask the invigilator for a continuation booklet. answer three  questions. section a (core content) answer any two questions. section b (depth studies) answer any  one question. the number of marks is given in brackets [  ] at the end of each question or part question. this syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificate.",
+            "2": "2 0470/11/m/j/18 \u00a9 ucles 2018 section a: core content answer any two questions from this section. 1 europe was hit by revolution in 1848.  (a) what difficulties faced the hungarian government before the revolution of 1848?  [4]  (b) why was the election of a new pope in 1846 seen by many liberals as a positive step towards  italian independence?  [6]  (c) \u2018the 1848 revolution in france was a success.\u2019 how far do you agree with this statement?  explain your answer.  [10] 2 individuals played an important role in italy\u2019s move towards unification.  (a) describe what happened when charles albert delayed his decision to invade lombardy.  [4]  (b) why was cavour\u2019s relationship with napoleon iii important in advancing the progress of  italian unification?  [6]  (c) \u2018mazzini was more important than garibaldi in moving italy towards unification.\u2019 how far do  you agree with this statement? explain your answer.  [10] 3 lincoln\u2019s election as president led to the civil war.  (a) describe the contribution of john brown to the abolitionist cause.  [4]  (b) why was the south alarmed by lincoln\u2019s election as president?  [6]  (c) \u2018the civil war was fought to end slavery.\u2019 how far do you agree with this statement? explain  your answer.  [10] 4 in the early years of the twentieth century tension was increasing between the great powers.  (a) in what ways was germany a great world power in the years before 1914?  [4]  (b) why was the role of russia important in increasing tension between the great powers before  1914?  [6]  (c) \u2018great power rivalry over morocco, rather than over the balkans, posed the greater threat to  peace.\u2019 how far do you agree with this statement? explain your answer.  [10]  ",
+            "3": "3 0470/11/m/j/18 \u00a9 ucles 2018 [turn over 5 decisions taken at the paris peace conference were intended to secure a lasting peace.  (a) in what ways was austria punished by the peace settlements of 1919\u201320?  [4]  (b) why did wilson want a \u2018league of nations\u2019?  [6]  (c) \u2018the peace settlement of 1919\u201320 was a failure.\u2019 how far do you agree with this statement?  explain your answer.  [10] 6 hitler had a major impact on international relations in the 1930s.  (a) what was meant by the \u2018lebensraum\u2019 proposed by hitler in his foreign policy?  [4]  (b) why was hitler able to ignore the league of nations?  [6]  (c) \u2018hitler\u2019s aggression was more responsible for war in 1939 than was the british policy of  appeasement.\u2019 how far do you agree with this statement? explain your answer.  [10] 7 soviet influence in eastern europe was being challenged from 1956.  (a) describe the reaction of the soviet union to events in hungary in 1956.  [4]  (b) why did the building of the berlin wall worsen relations between the soviet union and the  west?  [6]  (c) how far was solidarity responsible for the decline of soviet influence in eastern europe?  explain your answer.  [10] 8 saddam hussein established a dictatorship after coming to power in 1979.  (a) describe saddam hussein\u2019s career in iraqi politics up to july 1968.  [4]  (b) why did it take saddam hussein eleven years to remove bakr from the presidency of iraq?  [6]  (c) \u2018the main reason saddam hussein was able to consolidate his dictatorship was the  development of his personality cult.\u2019 how far do you agree with this statement? explain your  answer.  [10]",
+            "4": "4 0470/11/m/j/18 \u00a9 ucles 2018 section b: depth studies answer any one question from this section. depth study a: the first world war, 1914\u201318 9 the activities of the british navy were important to the eventual defeat of germany.  (a) what benefits did britain gain from its naval blockade of germany?  [4]  (b) why was the battle of jutland important?  [6]  (c) \u2018the convoy system was more effective than other methods of tackling the u-boat threat.\u2019  how far do you agree with this statement? explain your answer.  [10] 10 the ludendorff offensive was a major gamble.  (a) what made america enter the war?  [4]  (b) why were the germans so keen to launch an offensive on the western front in early 1918?  [6]  (c) \u2018the main reason for the abdication of the kaiser was the kiel mutiny.\u2019 how far do you agree  with this statement? explain your answer.  [10]",
+            "5": "5 0470/11/m/j/18 \u00a9 ucles 2018 [turn over depth study b: germany, 1918\u201345 11 after 1923, germany showed signs of recovering from its earlier problems.  (a) what did the spartacists want to achieve?  [4]  (b) why was proportional representation a weakness of the weimar constitution?  [6]  (c) \u2018the greatest achievements of the weimar republic were cultural.\u2019 how far do you agree with  this statement? explain your answer.  [10] 12 hitler aimed to control every aspect of life in germany.  (a) in what ways did the police and the courts contribute to nazi control of the german people?  [4]  (b) why did the nazis organise mass rallies?  [6]  (c) how total was hitler\u2019s control over germany? explain your answer.  [10]",
+            "6": "6 0470/11/m/j/18 \u00a9 ucles 2018 depth study c: russia, 1905\u201341 13 within the space of twelve years, the tsar faced two revolutions.  (a) in addition to bloody sunday, what other protests against tsarist rule took place in 1905?  [4]  (b) why was stolypin important to the tsarist regime?  [6]  (c) how important was the loss of the support of the armed forces in the collapse of tsarist rule in  1917? explain your answer.  [10] 14 civil war followed soon after the 1917 revolution.  (a) what criticisms of the provisional government were made by its opponents?  [4]  (b) why did lenin go into hiding in july 1917?  [6]  (c) \u2018the civil war was lost by the whites rather than won by the bolsheviks.\u2019 how far do you  agree with this statement? explain your answer.  [10]",
+            "7": "7 0470/11/m/j/18 \u00a9 ucles 2018 [turn over depth study d: the usa, 1919\u201341 15 the wall street crash destroyed confidence in the economy.  (a) what were the consequences of the wall street crash for individual investors?  [4]  (b) why was roosevelt able to gain support during the presidential election campaign of 1932?  [6]  (c) \u2018limited export markets were the main weakness of the american economy prior to the wall  street crash.\u2019 how far do you agree with this statement? explain your answer.  [10]  16 not all americans benefited from the new deal.  (a) in what ways did farmers benefit from the work of the tennessee valley authority?  [4]  (b) why was roosevelt unable to deal effectively with the supreme court\u2019s opposition to the  new deal?  [6]  (c) \u2018the greatest failing of the new deal was that it did not end racial discrimination in american  society.\u2019 how far do you agree with this statement? explain your answer.  [10]",
+            "8": "8 0470/11/m/j/18 \u00a9 ucles 2018 depth study e: china, c.1930\u2013c.1990 17 the chinese communists faced opposition from chiang kai-shek.  (a) what actions did chiang kai-shek take between 1928 and 1931 against the communists?  [4]  (b) why did the communists decide to leave jiangxi?  [6]  (c) \u2018the long march was a failure for both communists and nationalists.\u2019 how far do you agree  with this statement? explain your answer.  [10] 18 china\u2019s relations with other countries were often unstable.  (a) describe communist china\u2019s relations with the ussr between 1953 and 1964.  [4]  (b) why did tension exist between communist china and taiwan?  [6]  (c) \u2018after 1976, its economic growth was the most important factor shaping china\u2019s international  relations.\u2019 how far do you agree with this statement? explain your answer.  [10] ",
+            "9": "9 0470/11/m/j/18 \u00a9 ucles 2018 [turn over depth study f: south africa, c.1940\u2013c.1994 19 by 1966 internal opposition to apartheid had been crushed.  (a) what were the main terms of the population registration act of 1950?  [4]  (b) why did most afrikaners support apartheid?  [6]  (c) \u2018the rivonia trial was the most successful government action to crush internal resistance  to the apartheid state before 1966.\u2019 how far do you agree with this statement? explain your  answer.  [10] 20 from 1976 onwards resistance to the apartheid state was growing.  (a) what did the black consciousness movement aim to achieve?  [4]  (b) why was oliver tambo important to the african national congress (anc)?  [6]  (c) \u2018the actions of the anc were the main cause of the upsurge in violence between 1980 and  the early 1990s.\u2019 how far do you agree with this statement? explain your answer.  [10]",
+            "10": "10 0470/11/m/j/18 \u00a9 ucles 2018 depth study g: israelis and palestinians since 1945 21 tension between countries in the middle east existed before 1973.  (a) what were the results of the suez war of 1956?  [4]  (b) why did the activities of the palestine liberation organisation raise tension between 1967  and 1976?  [6]  (c) how important was superpower involvement in conflict in the middle east? explain your  answer.  [10] 22 the united nations (un) has been unable to secure peace in the middle east.  (a) describe the un role in the 1956 suez war.  [4]  (b) why was the un unable to prevent war in 1967?  [6]  (c) \u2018since 1967 the un has failed as a negotiator for peace in the middle east.\u2019 how far do you  agree with this statement? explain your answer.  [10]",
+            "11": "11 0470/11/m/j/18 \u00a9 ucles 2018 blank page",
+            "12": "12 0470/11/m/j/18 \u00a9 ucles 2018 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 international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download at www.cie.org.uk after  the live examination series. 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.blank page"
+        },
+        "0470_s18_qp_12.pdf": {
+            "1": "*1455643097* this document consists of 10 printed pages, 2 blank pages and 1 insert. dc (ce) 143079/3 \u00a9 ucles 2018  [turn overcambridge international examinations cambridge international general certificate of secondary education history  0470/12 paper 1  may/june 2018  2 hours no additional materials are required. read these instructions first an answer booklet is provided inside this question paper. you should follow the instructions on the front cover  of the answer booklet. if you need additional answer paper ask the invigilator for a continuation booklet. answer three  questions. section a (core content) answer any two questions. section b (depth studies) answer any  one question. the number of marks is given in brackets [  ] at the end of each question or part question. this syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificate.",
+            "2": "2 0470/12/m/j/18 \u00a9 ucles 2018 section a: core content answer any two questions from this section. 1 attempts at italian unity were at first unsuccessful.  (a) what steps towards italian unification did cavour take before 1859?  [4]  (b) why did piedmont take a leading role in italy after 1849?  [6]  (c) how united was italy in the years 1861 to 1870? explain your answer.  [10] 2 the civil war was fought between two separate regions of the united states.  (a) what did southerners fear would happen following the election of lincoln?  [4]  (b) why did the north hold a different view of slavery from the south?  [6]  (c) how successfully were the confederate states brought back into the union after the war  ended? explain your answer.  [10] 3 the motives for, and impact of, imperialism varied.  (a) describe how people in the congo were treated under belgian rule.  [4]  (b) why did technological advances assist imperialism?  [6]  (c) how beneficial to africa was british imperialism? explain your answer.  [10] 4 germany contributed to rising european tension before 1914.  (a) what were the benefits to those who signed the triple alliance?  [4]  (b) why did the kaiser become involved in morocco?  [6]  (c) \u2018the existence of the schlieffen plan was the main reason war broke out in 1914.\u2019 how far do  you agree with this statement? explain your answer.  [10]",
+            "3": "3 0470/12/m/j/18 \u00a9 ucles 2018 [turn over 5 people\u2019s hopes of the peace settlement of 1919\u201320 were generally not fulfilled.  (a) what were plebiscites in the peace settlement of 1919\u201320?  [4]  (b) why was lloyd george generally satisfied with the peace treaties?  [6]  (c) \u2018the fact that it was a \u201cdiktat\u201d was the main reason for german bitterness over the treaty of  versailles.\u2019 how far do you agree with this statement? explain your answer.  [10] 6 hitler took advantage of opportunities provided by others.  (a) what were the terms of the anglo-german naval agreement signed in 1935?  [4]  (b) why did some countries in the 1930s remain dissatisfied by the peace treaties of 1919\u201323?  [6]  (c) \u2018chamberlain was wrong to sign the munich agreement of 1938.\u2019 how far do you agree with  this statement? explain your answer.  [10] 7 differences between the ussr and the usa resulted in the cold war.  (a) what decisions about germany were made at the yalta conference of 1945?  [4]  (b) why was the wartime unity of the allies beginning to break down by the time of the yalta  conference?  [6]  (c) \u2018the main reason for the formation of nato was the berlin crisis of 1948\u201349.\u2019 how far do  you agree with this statement? explain your answer.  [10] 8 the usa felt threatened by the spread of communism.  (a) what was the \u2018quarantine\u2019 of cuba imposed by the usa in october 1962?  [4]  (b) why was america\u2019s policy of containment a failure in vietnam?  [6]  (c) for the usa, which was the more successful approach to containment: working with the  united nations in korea or working on its own over cuba? explain your answer.  [10]",
+            "4": "4 0470/12/m/j/18 \u00a9 ucles 2018 section b: depth studies answer any one question from this section. depth study a: the first world war, 1914\u201318 9 new technology was used on the western front.  (a) what impact did the machine gun have on the nature of fighting on the western front?  [4]  (b) why did poison gas account for relatively few deaths on the western front?  [6]  (c) \u2018tanks had little effect on fighting on the western front.\u2019 how far do you agree with this  statement? explain your answer.  [10] 10 naval supremacy was an important aspect of the first world war.  (a) what impact did the use of submarines by germany have on the naval war?  [4]  (b) why was control of the sea important?  [6]  (c) how far was the battle of jutland a victory for germany? explain your answer.  [10]",
+            "5": "5 0470/12/m/j/18 \u00a9 ucles 2018 [turn over depth study b: germany, 1918\u201345 11 germany faced difficulties at the end of the first world war.  (a) what impact did the spartacists have on the german republic?  [4]  (b) why were the freikorps important in the early years of the weimar republic?  [6]  (c) \u2018the main achievement of weimar germany after 1923 was economic recovery.\u2019 how far do  you agree with this statement? explain your answer.  [10] 12 different forms of control were used by the nazis.  (a) in what ways were the berlin olympics a success for goebbels?  [4]  (b) why did the nazis want to control the hearts and minds of young people?  [6]  (c) \u2018the use by the nazis of mass media and culture was more effective than the secret police  in controlling the german people.\u2019 how far do you agree with this statement? explain your  answer.  [10]",
+            "6": "6 0470/12/m/j/18 \u00a9 ucles 2018 depth study c: russia, 1905\u201341 13 the tsarist regime lost the support of the russian people.  (a) what was the impact of the russo-japanese war of 1904\u201305 on the people of russia?  [4]  (b) why did the dumas fail to turn russia into a parliamentary democracy?  [6]  (c) how important was the tsarina\u2019s friendship with rasputin in the collapse of the tsarist  regime? explain your answer.  [10] 14 stalin took action to remain in power.  (a) what was the new economic policy?  [4]  (b) why was stalin the most plausible candidate to become leader following the death of lenin?  [6]  (c) \u2018the most successful method used by stalin to control the soviet people was art and culture.\u2019  how far do you agree with this statement? explain your answer.  [10]",
+            "7": "7 0470/12/m/j/18 \u00a9 ucles 2018 [turn over depth study d: the usa, 1919\u201341 15 some sections of the us economy benefited more from the 1920s boom than others.  (a) what impact did trade tariffs have on the us economy in the 1920s?  [4]  (b) why was the growth of mail order and nationwide advertising important to the economic  boom?  [6]  (c) \u2018overproduction rather than competition from canada was to blame for the difficulties faced  by farmers in the 1920s.\u2019 how far do you agree with this statement? explain your answer.  [10] 16 there were both positive and negative reactions to the new deal.  (a) what did the social security act of 1935 provide?  [4]  (b) why did roosevelt\u2019s \u2018hundred days\u2019 have the effect of restoring confidence?  [6]  (c) \u2018criticism of the new deal by the supreme court was more serious than criticism from other  groups and individuals.\u2019 how far do you agree with this statement? explain your answer.  [10] ",
+            "8": "8 0470/12/m/j/18 \u00a9 ucles 2018 depth study e: china, c.1930\u2013c.1990 17 in the years before 1949 support for the communists was increasing.  (a) what benefits did the communists gain from the years of the yenan soviet?  [4]  (b) why did the nationalist government lose the support of the peasants during the second  world war?  [6]  (c) \u2018the communists won the civil war because of superior leadership.\u2019 how far do you agree  with this statement? explain your answer.  [10] 18 communist rule of china was repressive.  (a) what was the impact of the cultural revolution on chinese art and culture?  [4]  (b) why was the hundred flowers campaign important to mao?  [6]  (c) \u2018the main reason for the cultural revolution was to give mao an opportunity to re-establish  his influence.\u2019 how far do you agree with this statement? explain your answer.  [10]",
+            "9": "9 0470/12/m/j/18 \u00a9 ucles 2018 [turn over depth study f: south africa, c.1940\u2013c.1994 19 there was segregation in south africa before 1948.  (a) what was the broederbond?  [4]  (b) why did the united party lose the 1948 election despite gaining more votes than the national  party?  [6]  (c) how segregated was south africa prior to 1948? explain your answer.  [10] 20 in the period 1966 to 1980 the government policy of apartheid became more established.  (a) what was the bantu homelands constitution act of 1971?  [4]  (b) why did criticism from the international community have limited effect on the policy of  apartheid?  [6]  (c) \u2018the most important internal challenge to the apartheid state between 1966 and 1980 was the  soweto uprising.\u2019 how far do you agree with this statement? explain your answer.  [10]",
+            "10": "10 0470/12/m/j/18 \u00a9 ucles 2018 depth study g: israelis and palestinians since 1945 21 tension in the middle east remained despite attempts to bring peace.  (a) what part did the israeli air force play in the six-day war?  [4]  (b) why were the usa and the ussr worried by the yom kippur war?  [6]  (c) \u2018the camp david meeting in 1978 was a success.\u2019 how far do you agree with this statement?  explain your answer.  [10] 22 the palestine liberation organisation (plo) played a significant role.  (a) describe the palestinian refugee crisis at the end of the six-day war.  [4]  (b) why was the expulsion of the plo from jordan a problem for lebanon?  [6]  (c) how far was the plo successful in promoting the palestinian cause before 1993? explain  your answer.  [10]",
+            "11": "11 0470/12/m/j/18 \u00a9 ucles 2018 blank page",
+            "12": "12 0470/12/m/j/18 \u00a9 ucles 2018 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 international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download at www.cie.org.uk after  the live examination series. 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.blank page"
+        },
+        "0470_s18_qp_21.pdf": {
+            "1": "*0263983552* this document consists of 11 printed pages, 1 blank page and 1 insert. dc (ce/sw) 145867/3 \u00a9 ucles 2018  [turn overcambridge international examinations cambridge international general certificate of secondary education history  0470/21 paper 2  may/june 2018  2 hours no additional materials are required. read these instructions first an answer booklet is provided inside this question paper. you should follow the instructions on the front cover  of the answer booklet. if you need additional answer paper ask the invigilator for a continuation booklet. this paper has two options. choose one option, and answer all of the questions on that topic. option a: 19th century topic [p2\u2013p6] option b: 20th century topic [p8\u2013p12] the number of marks is given in brackets [  ] at the end of each question or part question. this syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificate.",
+            "2": "2 0470/21/m/j/18 \u00a9 ucles 2018 option a: 19th century topic who was responsible for the franco-prussian war? study the background information and the sources carefully, and then answer all the questions. background information on 16 july 1870 the french parliament voted to declare war on prussia and fighting began three  days later. for many, war between france and prussia had seemed likely for some time. france was annoyed that it had not gained any territory after the austro-prussian war. it especially wanted the left bank of the rhine to balance the new, strong, prussian-led germany. there was further friction in 1867 over luxembourg and then relations got much worse over the hohenzollern candidature. meanwhile,  bismarck was coming to believe that he needed a war with france to enable him to win over the  southern german states for a united germany. who was more to blame for the war, france or prussia? source a in order to trace the historical roots of the misfortune which has come upon the peaceful peoples of  europe, you must go back in time. the french emperor had a secret understanding with prussia right up to the battle of k\u00f6niggr\u00e4tz in 1866. he was cheated of his reward for acquiescing in the aggressive  policy of prussia because austria was defeated so quickly and so completely. prussia had not needed  the actual help of france, and so paid nothing for it. on the contrary, prussia turned its victory to advantage by taking territory and preparing to advance with an aggressiveness no one would have thought possible. what followed the war of 1866 was a treacherous period. france organised her army and equipped  herself while prussia strengthened herself by treaties with the south-german states which forced them  to organise their armies so they could fight in alliance with prussia. both powers put themselves in a position where each was always ready to spring to arms against the other. this was especially true of prussia because although she had benefited from her policy of 1866 against austria, she had not done so with france. her quarrel with france had only been interrupted and not settled. it was clear  to prussia that the debts france owed her must be paid at last, or else wiped out by french blood.  knowing this, prussia drove up the level of military taxation to dizzy heights. from a book published in prussia in 1870. source b unhappily, i believe in a war with france before long \u2013 her vanity, hurt by our victories, will drive her in  that direction. yet, since i do not know of any french or german interests requiring a resort to arms, i do not see it as certain. only a country\u2019s honour justifies embarking on war. you may rest assured that  i shall never advise his majesty to wage war unless the most vital interests of germany require it. bismarck writing to a leading conservative politician, march 1867.",
+            "3": "3 0470/21/m/j/18 \u00a9 ucles 2018 [turn over source c there is nothing in our attitude to annoy or alarm france. there is nothing to prevent the maintenance  of peace for ten or fifteen years, by which time the french will have become accustomed to german  unity and will have stopped caring about it. i told our generals this spring, when they tried to prove to me that we must beat the french if we went to  war then, \u2018i will still do all i can to prevent war; for you must remember a war between such neighbours and old enemies is only the first of at least six. if we won all six, what should we have succeeded in  doing? why, in ruining france and most likely ourselves into the bargain. france buys from us, and  sells us a great many things we want. is it in our interest to ruin france completely?\u2019 i strove for peace then, and i will do so as long as i can. only remember, german feelings must be respected. i cannot answer for the people \u2013 not even for the king! bismarck in an interview with a british journalist, september 1867. source d a prussian cartoon published in 1867. napoleon iii of france is on the left, germany in the middle  and bismarck on the right. the title of the cartoon is \u2018german pasture\u2019. germany is pointing to  luxembourg and is saying to bismarck, \u2018a good shepherd lets no sheep get lost.\u2019 the word \u2018unity\u2019  appears on the stocking that bismarck is knitting. the animals represent the german states.",
+            "4": "4 0470/21/m/j/18 \u00a9 ucles 2018 source e the duke asserted that what mattered was that a seed of lasting ill-will between the two countries  should not be allowed to remain. he began from the idea that prussia had not observed a friendly  course in its behaviour towards france as was recognised by all the great powers. he wished for no war with prussia but for friendly and good relations, and he knew that i aimed at the same goal. we must, therefore, consider together whether there was some way of exercising a calming influence and he suggested whether a letter from king william to the french emperor was not the right way out. he appealed to the chivalrous heart of your majesty. an account by the prussian ambassador in paris of a conversation with the duc de gramont, the  french minister of foreign affairs, 12 july 1870. it was sent to the prussian government for the  attention of king william.  source f paris had a fever fit last night and the language of most of the newspapers is not calculated to calm  the excitement. \u2018the drum beats, the trumpet sounds, it is war,\u2019 exclaims one journal. \u2018our troops are on the march, war is declared and might alone becomes right,\u2019 another exultingly cries, as if certain  that might will prove to be on the side of france. the whole city was in commotion last night, bands  of young men and workmen patrolled the streets singing patriotic songs. a few supporters of peace tried to set up counter-cries and were silenced by the warlike multitude. \u2018to berlin!\u2019 and \u2018down with bismarck!\u2019 were favourite rallying cries of the mob. from an english newspaper, 15 july 1870.",
+            "5": "5 0470/21/m/j/18 \u00a9 ucles 2018 [turn over source g a cartoon published in france in august 1870 showing the war dead. the title of the cartoon is \u2018news\u2019.  the caption under the cartoon said, \u2018bismarck\u2019s nightmare.\u2019 the grim reaper is saying, \u2018thank you!...\u2019",
+            "6": "6 0470/21/m/j/18 \u00a9 ucles 2018 now answer all the following questions. you may use any of the sources to help you answer the  questions, in addition to those sources which you are told to use. in answering the questions you  should use your knowledge of the topic to help you interpret and evaluate the sources. 1 study source a.  what impressions does this source give of the events leading up to the franco-prussian war?  explain your answer using details of the source.  [6] 2 study sources b and c.  does source c prove that bismarck was lying in source b? explain your answer using details of  the sources and your knowledge.  [8] 3 study source d.  why was this cartoon published in 1867? explain your answer using details of the source and  your knowledge.  [8] 4 study sources e and f.  how far does source e make source f surprising? explain your answer using details of the  sources and your knowledge.  [8] 5 study source g.  what is the cartoonist\u2019s message? explain your answer using details of the source and your  knowledge.  [8] 6 study all the sources.  how far do these sources provide convincing evidence that prussia was responsible for the  franco-prussian war? use the sources to explain your answer.  [12]",
+            "7": "7 0470/21/m/j/18 \u00a9 ucles 2018 [turn over blank page",
+            "8": "8 0470/21/m/j/18 \u00a9 ucles 2018 option b: 20th century topic did the league of nations lack support from the beginning? study the background information and the sources carefully, and then answer all the questions.  background information some historians claim that the league never had a chance of succeeding because from the start it did  not have enough support. however, the dreadful experience of the first world war did lead to several ideas for a league of nations that would protect peace in the future. perhaps the leading supporter of such an organisation was president wilson, who suggested it in a speech in january 1918.  the league of nations came into existence on 10 january 1920 after lengthy negotiations at the paris  peace conference. there was much opposition to the league in the usa. in other countries there was much debate over whether the league could perform a useful role. was the league doomed to fail from the start because there was so little support for it? source a the creation of an association of the nations of the world was the summit of wilson\u2019s ambition. many  americans shared his enthusiasm. when wilson spoke at a meeting of the league to enforce peace  its influence soared in the struggle to shape a postwar international organisation. yet its high profile  hid a great deal of disagreement among americans about the nature of a league, especially over the degree to which a league should have judicial, as opposed to economic or military, means to prevent war. nor was popular support for a league found only in the united states. in great britain there had been a pro-league movement for some time and when wilson made his fourteen points speech in january 1918 it transformed the league idea into britain\u2019s chief aim. there is little evidence that the  league held any particular attraction for lloyd george. in fact, to him wilson\u2019s enthusiasm seemed  almost ludicrous. however, public opinion in britain was strongly on the side of a league. a league of nations was a much less pressing topic in france. french conservatives paid it little  attention, preferring instead to focus on the requirements of traditional balance-of-power diplomacy.  french liberals supported the idea of a league, while the powerful socialists remained fearful that a  league would hide the ambitions of international capitalism. clemenceau saw the league as a potential threat to france\u2019s safety. its very existence might lull the world into a sense of false security and prevent the negotiation of a new web of international alliances similar to the triple entente which had saved france in 1914. from a recent history book.",
+            "9": "9 0470/21/m/j/18 \u00a9 ucles 2018 [turn over source b in paris, wilson insisted on chairing the league commission because for him the league of nations  was the centrepiece of the peace settlements. the picture sometimes painted of wilson sailing across  the atlantic bearing the gift of the league of nations is false. many europeans had long wanted a better way of managing international relations.  lloyd george went along with wilson\u2019s insistence that the league should be the first task of the peace  conference, not merely out of cynical desire to keep the americans happy. he was after all a liberal,  the leader of a party with a strong opposition to war. as a skilled politician, he also knew the british  public and knew that it would be a disaster to come back from the peace conference without a league of nations. but the league never caught his imagination. in france, there was deep pessimism about international cooperation to end war. on the other hand there was a willingness, especially among liberals, to give the league a try. clemenceau had mixed feelings and was not, as is sometimes said,  hostile. but he was determined that it would not be said that france had blocked the league.  in the usa public opinion provided general support for the league but no clear guidance as to its  shape. should it use force or moral persuasion? by april 1919 wilson was feeling pleased, but he dangerously assumed that he had the support to get the league through congress. from a history book published in 2001. source c those who thought that the league was only a project of international friendliness will change their  minds when they read the covenant published today. peace and its preservation have been brought down from the clouds; what is more, peace in this covenant is for the first time equipped with powers of its own. it is the cause of pride to recognise in the covenant so much work of englishmen. from the times newspaper, published in england in february 1919. source d the commission, on the initiative of president wilson, wisely decided not to worry about what might  happen in the future and confined itself to making the present safe. the mystic society of nations has  become a league of the five great powers which beat germany and which mean to consolidate both victory and peace. a close alliance will result between the usa, england, france, italy and japan. the future is open to a better settlement, but that naturally is as yet vague. from le figaro newspaper, published in france in february 1919.",
+            "10": "10 0470/21/m/j/18 \u00a9 ucles 2018 source e a british cartoon published in 1919. one of the figures by the aeroplane represents the usa. source f let me recall the words with which you entered the war. they were, \u2018the new world order must make  provision for common action against aggressors. if the moral force will not suffice, the physical force  of the world shall.\u2019 and now today you are asking my countrymen and all the devastated lands of our  allies to be content with the shield of a covenant without using arms and merely equipped with noble  words which you hurled against the german invaders \u2013 but to stop them you needed force, and it was,  at last, forthcoming. i beg you to look at the situation again. without some military backing in some  force, and always ready to act, our league and our covenant will be filed away, not as a solemn treaty,  but simply as a rather showy piece of literature. l\u00e9on bourgeois speaking to president wilson during the peace talks in paris, february 1919.  bourgeois was a french representative at the peace talks. he later became president of the  council  of the league of nations.",
+            "11": "11 0470/21/m/j/18 \u00a9 ucles 2018 [turn over source g the league of nations has its roots in a popular support far deeper and firmer than shifting governments.  to the peasant in france, with the horror of the war seared in his memory, it represents the symbol of  a new hope. to the worker, the league\u2019s labour office is the promise of a better fortune. the league  stands for disarmament, for peace, for international justice, for the protection of backward peoples, for  a better standard of living, for the relief of suffering, for the fight against disease, and for all the other  forward-looking policies bound up in the longings of mankind for a better world \u2013 policies which the  people everywhere in europe, as distinguished from their governments and leaders, are unwaveringly  supporting. the people understand the league; at least they know what it aims to accomplish. raymond fosdick, an american politician and supporter of wilson, writing in an  american  magazine,  1920. source h an american cartoon, 1920.",
+            "12": "12 0470/21/m/j/18 \u00a9 ucles 2018 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 international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download at www.cie.org.uk after  the live examination series. 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.now answer all the following questions. you may use any of the sources to help you answer the  questions, in addition to those sources which you are told to use. in answering the questions you  should use your knowledge of the topic to help you interpret and evaluate the sources. 1 study sources a and b.  how far do these two sources agree? explain your answer using details of the sources.  [7] 2 study sources c and d.  does source d prove that source c was wrong? explain your answer using details of the sources  and your knowledge.  [8] 3 study source e.  why was this cartoon published in 1919? explain your answer using details of the source and  your knowledge.  [8] 4 study source f.  why was bourgeois speaking to wilson like this? explain your answer using details of the source  and your knowledge.  [7] 5 study sources g and h.  does source g make source h surprising? explain your answer using details of the sources and  your knowledge.  [8] 6 study all the sources.  how far do these sources provide convincing evidence that the league of nations had little  support from the beginning? use the sources to explain your answer.  [12]"
+        },
+        "0470_s18_qp_22.pdf": {
+            "1": "*4222070898* this document consists of 12 printed pages and 1 insert. dc (ce/sw) 145866/3 \u00a9 ucles 2018  [turn overcambridge international examinations cambridge international general certificate of secondary education history  0470/22 paper 2  may/june 2018  2 hours no additional materials are required. read these instructions first an answer booklet is provided inside this question paper. you should follow the instructions on the front cover  of the answer booklet. if you need additional answer paper ask the invigilator for a continuation booklet. this paper has two options. choose one option, and then answer all of the questions on that topic. option a: 19th century topic  [p2\u2013p5] option b: 20th century topic  [p6\u2013p12] the number of marks is given in brackets [  ] at the end of each question or part question. this syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificate.",
+            "2": "2 0470/22/m/j/18 \u00a9 ucles 2018 option a: 19th century topic was bismarck responsible for the war with austria? study the background information and the sources carefully, and then answer all the questions. background information the question of who should lead germany had become important by the middle of the nineteenth  century. traditionally austria was the leader but prussia was fast growing in power. the rivalry between austria and prussia increased, particularly when william i came to the prussian throne in 1861 and bismarck became his chief minister in 1862. some historians have argued that bismarck planned the unification of germany from the beginning.  they claimed he engineered the war with denmark in 1864, the austro-prussian war in june 1866 and the later war with france, to bring about a united germany dominated by prussia. did he manipulate austria and other european countries to bring about the austro-prussian war and thus destroy austrian influence in germany? how far was bismarck responsible for the austro-prussian war? source a bismarck became aware of austria\u2019s hostility to prussia and he formed the conclusion that a struggle  between austria and prussia was inevitable. for that struggle he steadily prepared. in 1863 austria still seemed the stronger and those wanting a united germany looked to it for leadership.  in that year the position of the danish duchies was raised by the death of the king of denmark. this was the foreign crisis that bismarck had been waiting for. the enormous skill with which he used this  problem for his purpose of resolving the rivalry between prussia and austria laid the foundation for his  later success against austria. austria played into bismarck\u2019s hands by joining germany in rejecting the diet\u2019s attempts to make  frederick of augustenburg duke of the duchies. bismarck persuaded austria that to give the diet a  free hand was to open the floodgates of german democracy. fighting in the duchies ended in victory  for austria and germany but bismarck\u2019s most difficult step was yet to come. how was he to evict austria and obtain the duchies for prussia? in april 1866 italy agreed to declare war on austria if war broke out between prussia and austria within  three months. bismarck now had three months in which to provoke war. bismarck complained that  austria was encouraging the claims of the augustenburgs in holstein and despatched prussian troops.  when the german diet agreed to mobilise against prussia, bismarck declared war on members of the bund including austria. in the peace that followed austrian defeat, austria ceased to form part of germany. the unification of germany had begun. all bismarck needed to complete it was a successful war with france. from a history book published in 1915.",
+            "3": "3 0470/22/m/j/18 \u00a9 ucles 2018 [turn over source b bismarck\u2019s real aim was to preserve prussia as a great power and therefore above all to reorder  prussia\u2019s relations with austria and with germany. bismarck always liked to show that he had intended  to do whatever he actually did. in later life he claimed that he had always intended to fight austria and unify germany. in reality, bismarck\u2019s greatness lay not in controlling events but in going with events so as to seem to control them. he had no defined plan when he became minister-president in 1862. he followed two contradictory aims: the policy he liked of winning austria back to the conservative alliance, and the policy which he disliked of seizing the leadership of germany and bringing austria to  her senses by defeat. by 1863 everybody in germany, including those who hoped for a united germany, but excepting the  prussian officer corps, looked to austria for leadership. the issue that was to change this was that of schleswig and holstein. austria acted foolishly by helping conquer the duchies for prussia. however,  afterwards bismarck offered an alliance to austria. his offer that austria should give up its rights in  the duchies in exchange for prussian help in the reconquest of lombardy was sincere. there were times in the crisis of 1865\u20131866 when it looked as if austria was happy to provoke a war with prussia. austria\u2019s request to the german diet to intervene in the conflict broke the treaty of gastein (which said that all matters to do with the duchies should be dealt with by austria and prussia only) and led to the outbreak of war. although nearly all germany was on the austrian side, the war lasted just three  weeks and the result was that austria withdrew from german affairs. germany had been conquered  not united. from a history book published in 1935. source c germany is clearly too small for both prussia and austria. as long as an honourable arrangement  concerning the influence of each in germany cannot be concluded and carried out, we will both plough the same disputed acre, and austria will remain the only state to whom we can permanently lose,  or from whom we can permanently gain. in the not too distant future, we shall have to fight for our  existence against austria. it is not within our power to avoid that, since the course of events in germany has no other solution. a letter from bismarck to a leading military adviser of the prussian king, 1856. at the time bismarck  was the prussian representative at the german diet. source d a true german policy is only possible when austria and prussia are united and take the lead. we  consider combination, such as the joint action in waging war which is our immediate political purpose,  as the foundation of an enduring unity. if prussia and austria are not united, politically germany does not exist. if we hesitate, the collapse of germany will be brought about by a few unarmed small states whose whole significance consists in the misdirected courage of their parliaments and newspapers. a letter from bismarck to the prussian ambassador in austria, august 1864.",
+            "4": "4 0470/22/m/j/18 \u00a9 ucles 2018 source e bismarck: the attitude of the austrian government has an increasing tendency to let the small states  look upon austria as a protection against prussia. the more influence this has on austria\u2019s policy, the  nearer we are brought to the old problems in which austria and prussia were involved for more than ten years, to the injury of both. we shall only succeed if we keep to a common policy. rechberg: a sincere and loyal recognition of austria\u2019s oneness with germany is one of those essential  conditions without which austria cannot feel at home in the prussian alliance. austria must persist in its  claim to join the zollverein because austria is a german power, and cannot allow a german institution  to be closed to her. an exchange of letters between bismarck and count von rechberg on 8 and 17 september 1865.  rechberg was the austrian foreign minister. source f an austrian cartoon published in may 1866. the words at the top say \u2018what would these two give for  having eyes in their backs?\u2019 the boat on the right represents prussia carrying schleswig-holstein.  the other boat represents italy carrying venice. \u2018valka\u2019 means \u2018war\u2019. the stone in the bottom right  represents \u2018the united forces of austrian nations\u2019.",
+            "5": "5 0470/22/m/j/18 \u00a9 ucles 2018 [turn over source g to my people! at this instant prussia\u2019s army is advancing to a decisive conflict. the country is in danger. austria  and a great part of germany are armed against us. some years ago i extended to the emperor of  austria the hand of friendship. this i hoped would bring that co-operation which should lead to the  domestic welfare of germany and the increase of its prestige among nations. but this hope has been  disappointed. austria will not forget that its princes once ruled over germany. in the more youthful but  powerfully developing prussia she refuses to see a natural ally, but sees only a hostile rival. prussia  \u2013 so austria reasons \u2013 must be opposed on every occasion. prussia shall be weakened, destroyed,  dishonoured. with prussia no treaties are to be observed; the confederated princes have been roused  against prussia. but who can rob us of a single foot of prussian soil if king and people are united? a public proclamation issued by william i on 18 june 1866. now answer all the following questions. you may use any of the sources to help you answer the  questions, in addition to those sources which you are told to use. in answering the questions you  should use your knowledge of the topic to help you interpret and evaluate the sources. 1 study sources a and b.  how far do these two sources agree? explain your answer using details of the sources.  [8] 2 study sources c and d.  does source c make source d surprising? explain your answer using details of the sources and  your knowledge.  [8] 3 study source e.  how useful is this exchange of letters to historians studying the austro-prussian war? explain  your answer using details of the source and your knowledge.  [6] 4 study source f.  what is the cartoonist\u2019s message? explain your answer using details of the source and your  knowledge.  [8] 5 study source g.  why did king william issue this proclamation in june 1866? explain your answer using details of  the source and your knowledge.  [8] 6 study all the sources.  how far do these sources provide convincing evidence that bismarck was responsible for the  austro-prussian war? use the sources to explain your answer.  [12]",
+            "6": "6 0470/22/m/j/18 \u00a9 ucles 2018 option b: 20th century topic why did the league fail over manchuria? study the background information and the sources carefully, and then answer all the questions. background information manchuria was a lawless part of china where japan had certain rights and interests. it was permitted,  for example, to guard its railway which ran into manchuria. by 1931 japan was suffering badly from the depression and manchuria seemed to promise a source of food and raw materials, and land for the surplus japanese population. in september 1931, following an incident along the railway line, japan invaded a small part of  manchuria. china appealed to the league of nations but it was slow to act and by march 1932 japan had taken over the whole of manchuria and named it manchukuo. the league\u2019s lytton report, published in october 1932, stated that the japanese invasion was not justified. however, it was too late. japan rejected the report, left the league and kept manchuria.  who was mainly responsible for the failure of the league over manchuria? was it the great powers  such as britain, france, the usa and the ussr? was it japan? or was the league itself to blame? source a the league of nations was intensely eurocentric in its concerns, and for most of its predominantly  european membership manchuria was very far away indeed. of the three major outside powers involved in the china-japan dispute, only britain was a member of the league and the united states and soviet union both viewed the geneva system with suspicion. the dutch and the french were sympathetic towards the japanese. the dutch found a stable japan a far more attractive prospect  than a nationalist and revolutionary china. the french, too, kept a low profile in geneva. they saw  japan as a source of stability in the region. because none of the permanent members of the council favoured intervention in what was a remote  dispute which the league was ill-prepared to handle, the great-power delegates used their influence  to restrict the scope of the league\u2019s involvement and to avoid the application of sanctions. it would be  the smaller nations at geneva which would make the defence of china a test of the league\u2019s prestige and authority. it was britain, the united states, and the soviet union, and not the league, that would determine the  international response to the japanese assault on manchuria. though they did not work together, their  policies were basically the same. none of them thought it to be in its national interest to challenge  japan. the british government even believed that japan had a strong case in manchuria. from a history book published in 2007.",
+            "7": "7 0470/22/m/j/18 \u00a9 ucles 2018 [turn over source b it is sometimes said that what happened in manchuria was thousands of miles away so europe did  not concern itself overmuch. this is not supported by records from the time. at geneva there was  immediate recognition that this was a test of the league\u2019s authority. when trouble erupted at mukden there was a sense of shock due to the fact that in the previous  decade japan had been a conscientious and often valuable member of the league. at first there was no assumption in the league of japanese guilt. the council was ready to give japan time to sort  things out and for the japanese to deal directly with the chinese. the americans dragged their feet and  made no secret of their view that the council should stand aside while the two powers in dispute tried to come to an agreement between themselves. britain\u2019s line was one of conciliation and an avoidance of threats. it regarded japan as a longstanding friend who was supporting capitalism in the far east and believed that japan had real grievances against china. the french were also anxious to avoid  sanctions against japan. the statesmen at geneva knew that the league was on trial, and that, after manchuria, the world\u2019s  expectations of the league, and particularly those of the smaller powers, had been dangerously reduced. what mattered for the future of the league was that japan had committed blatant aggression and the league had failed to do anything. from a history book published in 1973. source c the league of nations should be upheld. the cabinet recognised, however, that the sanctions  provided for in article 16 of the league\u2019s covenant were not suitable and could not in practice be applied in the present case. in the interests of the league itself, therefore, every effort must be made to avoid the chinese appeal being shifted from a summoning of the council to a request for sanctions or military action. if necessary, it must be impressed on the chinese delegate that he must assist the  league and not throw the responsibility on the other members of the council. the official minutes of a meeting of the british government, november 1931.",
+            "8": "8 0470/22/m/j/18 \u00a9 ucles 2018 source d an american cartoon published in 1931. the nine-power treaty of 1922 recognised   the territorial integrity of china.",
+            "9": "9 0470/22/m/j/18 \u00a9 ucles 2018 [turn over source e a british cartoon published in january 1933. the figures dressed in suits represent france,   the usa, britain, italy and germany.",
+            "10": "10 0470/22/m/j/18 \u00a9 ucles 2018 source f leagueof  nations a british cartoon published in december 1932.",
+            "11": "11 0470/22/m/j/18 \u00a9 ucles 2018 [turn over source g the japanese government believes that the national policy of japan is identical with the mission of  the league of nations, which is to achieve international peace and security. it has always been with  pleasure that this country has for thirteen years been an enthusiastic member of its council. the league should have acquired a complete grasp of the actual conditions in china. it is not an  organised state and its internal conditions and external relations are extremely confused and complex. however, the majority of the members of the league have failed to grasp these realities. the lytton  report contained gross errors in asserting that the action of japan did not fall into the just limits of self- defence. by refusing to acknowledge the actual circumstances that led to the formation of manchukuo, the league cuts away the ground for stabilising the situation in manchuria and china. the japanese government hereby gives notice of the intentions of japan to withdraw from the league of nations. a telegram from the japanese government to the secretary general   of the league of nations, march 1933.",
+            "12": "12 0470/22/m/j/18 \u00a9 ucles 2018 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 international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download at www.cie.org.uk after  the live examination series. 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.now answer all the following questions. you may use any of the sources to help you answer the  questions, in addition to those sources which you are told to use. in answering the questions you  should use your knowledge of the topic to help you interpret and evaluate the sources. 1 study sources a and b.  how far do these two sources agree? explain your answer using details of the sources.  [7] 2 study source c.  are you surprised by this source? explain your answer using details of the source and your  knowledge.  [8] 3 study sources d and e.  how far do these two cartoonists agree? explain your answer using details of the sources and  your knowledge.  [8] 4 study source f.  what is the message of this cartoon? explain your answer using details of the source and your  knowledge.  [7] 5 study source g.  why did the japanese government send this telegram in march 1933? explain your answer using  details of the source and your knowledge.  [8] 6 study all the sources.  how far do these sources provide convincing evidence that the great powers (other than japan)  were mainly responsible for the failure of the league over manchuria? use the sources to explain  your answer.  [12]"
+        },
+        "0470_s18_qp_23.pdf": {
+            "1": "*0186589969* this document consists of 11 printed pages, 1 blank page and 1 insert. dc (ce/sw) 145865/3 \u00a9 ucles 2018  [turn overcambridge international examinations cambridge international general certificate of secondary education history  0470/23 paper 2  may/june 2018  2 hours no additional materials are required. read these instructions first an answer booklet is provided inside this question paper. you should follow the instructions on the front cover  of the answer booklet. if you need additional answer paper ask the invigilator for a continuation booklet. this paper has two options. choose one option, and then answer all of the questions on that topic. option a: 19th century topic  [p2\u2013p6] option b: 20th century topic  [p8\u2013p12] the number of marks is given in brackets [  ] at the end of each question or part question. this syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificate.",
+            "2": "2 0470/23/m/j/18 \u00a9 ucles 2018 option a: 19th century topic were bismarck and his achievements appreciated at the time? study the background information and the sources carefully, and then answer all the questions. background information despite being largely responsible for prussian military victories over denmark, austria and france and  the unification of germany, bismarck was not always popular inside and outside prussia. his methods of \u2018iron and blood\u2019 were not admired by everybody; liberals were suspicious of him, while others saw him as intimidating and unscrupulous. yet, one historian has judged his achievements between 1862 and 1871 as \u2018the greatest diplomatic and political achievement by any leader in the last two centuries\u2019. how far were bismarck and his work appreciated at the time? source a so far the differences between austria and prussia have been limited to the governments. they have  now spread to the field of public opinion. i am clear that count bismarck thinks that the time has come to mount a great prussian action abroad. he believes that the circumstances are favourable for this. such action has been from the beginning the aim of his political career. it would satisfy his ungoverned and unscrupulous, but daring, thirst for achievement.  after such a policy the government would more easily master the internal strife in prussia. it is  inconceivable that king william could bring about the legal acceptance of the principles represented by his government without a coup d\u2019\u00e9tat. his majesty has refused his consent to a coup d\u2019\u00e9tat, which bismarck may well have recommended. the only way of bringing about sudden change internally must thus be sought in the field of foreign policy. it is such a view that guides bismarckian policy. how far bismarck will succeed in winning over his majesty for his extreme policy is precisely the  question on which the whole future depends. a forcible solution goes against the nature of the king. yet his majesty is easily accessible to bismarck\u2019s influence, especially his references to supposed injuries to prussian honour. a report from an austrian diplomat in prussia to the new austrian foreign minister,   count mensdorff, february 1866. source b the king wants no war, but only not in the next few months, now bismarck has twisted things so that  the king has become more irritable and finally bismarck will have ridden him so far that he will not be able to do anything but commit us to war, which will stir up europe. bismarck\u2019s talent to manipulate things for the king is great and worthy of admiration. as an expression of his bottomless frivolity and  piratical policies some sort of reich reform idea will be dumped on the carpet probably with proposals  for a reich parliament. with such a man everything is possible. a letter from crown prince frederick to general von schweinitz, april 1866.   frederick was king william\u2019s son.",
+            "3": "3 0470/23/m/j/18 \u00a9 ucles 2018 [turn over source c for years i have wished for a german cavour or garibaldi. and overnight he has appeared in the person  of the much-abused bismarck. i bow before the genius of bismarck, who has achieved a masterpiece  of political planning and action. how marvellously the man spun all the threads of the great web. how precisely he knew how to use his king, napoleon, his army, the government, austria and its forces. i leave it to my stubborn colleagues from swabia and bavaria to abuse him. for years they have yelled for german unity, and when someone achieves the impossible by transferring german unity from a book of student songs into reality, they shout \u2018crucify him\u2019. a letter by a german liberal to a fellow liberal, 19 august 1866. source d a british cartoon published in 1870. the cartoon\u2019s caption was \u2018here is bismarck with his big broom,  scolding and sweeping up all the stubborn germans. let\u2019s go! go or die! faster than that, or the  french will eat your sauerkraut!\u2019 sauerkraut was a favourite german meal.",
+            "4": "4 0470/23/m/j/18 \u00a9 ucles 2018 source e an austrian cartoon, entitled \u2018germany\u2019s future\u2019, published in 1870. the caption was \u2018will it fit under  one hat? i believe it is more likely to come under a prussian spiked helmet.\u2019 source f we suddenly find ourselves in the middle of a very serious situation. this is bismarck\u2019s fault. he has  treated this matter lightly like so many others. first, i cannot mix myself in it at all. i hold firm to my  original and correct view. i have never directly or officially dealt with anyone about it, nor have i bound myself to anything. i can refer the french government only to the hohenzollern princes and shall exercise no influence over them. the world will readily believe that i have no wish to wage yet another great war and that i have not brought about this serious development. if, however, war is forced upon me, i shall wage it with firm confidence in my distinguished army. william i in conversation with a diplomat at the prussian embassy in paris, 8 july 1870.",
+            "5": "5 0470/23/m/j/18 \u00a9 ucles 2018 [turn over source g with today\u2019s opening of the first german reichstag after the re-establishment of a german empire,  the first public activity of the empire begins. the brilliant position now occupied by prussia has been  achieved through an unexpectedly rapid sequence of events during the past six years. the work to which i called you ten years ago falls within this time. how you have justified the confidence with which i then summoned you, lies open to the world. it is to your advice, caution, your unending activity that prussia and germany owe this world-historical occurrence. although the reward for such deeds is felt within you i am nevertheless urged and bound to express  to you publicly and permanently the thanks of the fatherland and mine. i elevate you therefore, to the rank of a prussian prince. a letter from william i to bismarck, march 1871.",
+            "6": "6 0470/23/m/j/18 \u00a9 ucles 2018 now answer all the following questions. you may use any of the sources to help you answer the  questions, in addition to those sources which you are told to use. in answering the questions you  should use your knowledge of the topic to help you interpret and evaluate the sources. 1 study source a.  what impressions does this source give of bismarck? explain your answer using details of the  source and your knowledge.  [7] 2 study source b.  why did the crown prince send this letter in april 1866? explain your answer using details of the  source and your knowledge.  [8] 3 study sources c and d.  how far do these two sources agree? explain your answer using details of the sources and your  knowledge.  [8] 4 study source e.  what is the cartoonist\u2019s message? explain your answer using details of the source and your  knowledge.  [7] 5 study sources f and g.  how far does source g make source f surprising? explain your answer using details of the  sources and your knowledge.  [8] 6 study all the sources.  how far do these sources provide convincing evidence that bismarck and his achievements were  admired? use the sources to explain your answer.  [12]",
+            "7": "7 0470/23/m/j/18 \u00a9 ucles 2018 [turn over blank page",
+            "8": "8 0470/23/m/j/18 \u00a9 ucles 2018 option b: 20th century topic was the league of nations seen in a positive  way from the start? study the background information and the sources carefully, and then answer all the questions. background information the dreadful experience of the first world war led to several ideas for a league of nations that would  protect peace in the future. perhaps the leading supporter of such an organisation was president wilson, who suggested it in a speech in january 1918. the league of nations came into existence on 10 january 1920 after lengthy negotiations at the paris  peace conference. there was much opposition to the league in the usa but in other places hopes were higher. as the league attempted to deal with the first international disputes after the first world war, people began to reach conclusions about the league. was the league seen in a positive way in its early years? source a a british cartoon published in 1919.",
+            "9": "9 0470/23/m/j/18 \u00a9 ucles 2018 [turn over source b the independence of the united states is precious not just to ourselves but to the world. is there any  country today which can compare with it in peace and in freedom? in agreeing to a league and taking  on these obligations in a desire for the good of mankind we would be dealing with nations every one  of which has its own individual interest to serve. i am thinking of what is best for the world, for if the  united states fails, the best hopes of mankind fail with it. i have only ever had one allegiance. i have only loved one flag and i cannot share that devotion with  the mongrel banner invented for a league. internationalism, illustrated by the communists, is to me  repulsive. the united states is the world\u2019s best hope, but if you chain it in the interests and quarrels of other  nations, if you tangle it in the intrigues of europe, you will destroy its power for good and endanger its  very existence. leave the united states to march freely through the centuries to come as in the years  that have gone. strong, generous, and confident, the united states has nobly served mankind. we are told that we shall \u2018break the heart of the world\u2019 if we do not take this league just as it stands.    i feel that the hearts of the vast majority of mankind would beat on strongly and steadily if the league  were to perish altogether. ideals have been thrust upon us as an argument for the league. are ideals  confined to this deformed experiment, tainted, as it is, with political deals? from a speech given by henry cabot lodge in washington d.c. on 12 august 1919. lodge was a  republican member of the us senate. source c as i have crossed our country  i have seen that men have been busy creating an absolutely false  impression of the league of nations. in order to check the falsehoods that have clustered around this  great subject, i want to tell you a few very simple things about the league. unless we get the united purpose and power of the great governments of the world behind this  settlement, it will fall down like a house of cards. there is only one power to put behind the liberation of  mankind, and that is the power of mankind. it is the power of the united moral forces of the world, and  in the covenant of the league of nations the moral forces of the world are mobilised. they enter into a solemn promise to one another that they will never use their power against one  another for aggression and if they do that, war will be in the far background. what of our pledges to the men that lie dead in france? we said that they went over there to see to  it that there never was such a war again. again and again, my fellow citizens, mothers who lost their  sons in france have come to me and, taking my hand, have shed tears and said, \u2018god bless you,  mr. president!\u2019 why, my fellow citizens, should they ask god to bless me? they believe that wrapped  up with the liberty of the world is the protection of that liberty by the joint powers of all civilised people. there seem to me to stand between us and the rejection of the league, the ranks of those soldiers, not  only those who came home, but those who are ghosts on the fields of france. one of president wilson\u2019s last speeches in the usa, september 1919.",
+            "10": "10 0470/23/m/j/18 \u00a9 ucles 2018 source d the great weapon we rely on is public opinion, and if we are wrong about that then the whole thing is  wrong. when questions come before the council, they will be discussed, and when it appears clear  that one side is right and the other is wrong, you will get the whole weight of public opinion behind the one side and you will find that the nation that is in the wrong will not persist in the course which has been publicly and overwhelmingly condemned. lord robert cecil speaking to the british house of commons, july 1919. cecil was a member of  lloyd george\u2019s government. source e lord riddell: america has been guilty of a great betrayal. in paris it started the talk of universal peace  and a league of nations. now it is the only great nation which has not joined the league. lloyd george: the league of nations is, i regret to say, deceptive and dangerous. they cannot even  protect a little nation like armenia. they do nothing but pass useless resolutions. a conversation between lord riddell, a newspaper owner, and british prime minister lloyd george,  december 1920, as reported in riddell\u2019s diary. source f a british cartoon published in june 1920 about attitudes in the us towards the league. the words on  the plank read (left to right) \u2018irreconcilables. compromise. mild-reser vationists\u2019.",
+            "11": "11 0470/23/m/j/18 \u00a9 ucles 2018 [turn over source g a british cartoon published in a newspaper, june 1920. source h president wilson proposed to solve a mass of european problems. to set his machine to work wilson  needed a motor, and this motor he claimed to have found in a \u2018league of nations\u2019; which was nothing more than a parliament of all nations to which all disagreements, all diplomatic intrigues, were to come and multiply, intensify, and perhaps even be made less severe.  there was no need for a super-parliament whose only occupation when action was needed would be  super-talking. it must be said that the reality has entirely fulfilled my expectations and the members of the league can do nothing but discuss, when they ought to decide and impose their decision. whether  we wish it or not, it is not this international parliament, with no real power, that will determine the peace  of the future. from clemenceau\u2019s memoirs, written just before he died in 1929. they were published in 1930.",
+            "12": "12 0470/23/m/j/18 \u00a9 ucles 2018 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 international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download at www.cie.org.uk after  the live examination series. 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.now answer all the following questions. you may use any of the sources to help you answer the  questions, in addition to those sources which you are told to use. in answering the questions you  should use your knowledge of the topic to help you interpret and evaluate the sources. 1 study source a.  what is the cartoonist\u2019s message? explain your answer using details of the source and your  knowledge.  [7] 2 study sources b and c.  does source c make source b surprising? explain your answer using details of the sources and  your knowledge.  [8] 3 study sources d and e.  does source d prove that riddell and lloyd george (source e) were wrong about the league of  nations? explain your answer using details of the sources and your knowledge.  [7] 4 study sources f and g.  how far do these two cartoonists agree? explain your answer using details of the sources and  your knowledge.  [8] 5 study source h.  why did clemenceau write this at that time? explain your answer using details of the source and  your knowledge.  [8] 6 study all the sources.  how far do these sources provide convincing evidence that the league of nations was seen  positively from the start? use the sources to explain your answer.  [12]"
+        },
+        "0470_s18_qp_41.pdf": {
+            "1": "cambridge international examinations cambridge international general certificate of secondary education 0470/41 may/june 2018 1 hourhistory paper 4 alternative to coursework additional materials: answer booklet/paper read these instructions first an answer booklet is provided inside this question paper. you should follow the instructions on the front cover of the answer booklet. if you need additional answer paper ask the invigilator for a continuation booklet. answer one question from your chosen depth study. the number of marks is given in brackets [ ] at the end of each question or part question. this syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificate. this document consists of 3printed pages and 1blank page. [turn over 06_0470_41_2018_1.14 \u00a9 ucles 2018 *5790541310*",
+            "2": "answer one question from your chosen depth study. depth study a: the first world war, 1914\u20131918 how important was russia\u2019s mobilisation in the early stages of the war? explain your answer. [40] 1 how significant was war weariness in causing the german revolution in october 1918? explain your answer. [40]2 depth study b: germany, 1918\u20131945 how important were cultural developments in the lives of ordinary germans in the weimar republic? explain your answer. [40]3 how significant were public works schemes in improving the lives of german workers, 1933\u20131939? explain your answer. [40]4 depth study c: russia, 1905\u20131941 how important were the grievances of the peasantry in causing political disturbances in russia up to march 1917? explain your answer. [40]5 how significant were economic factors in the introduction of the five-year plans? explain your answer. [40]6 depth study d: the usa, 1919\u20131941 how important were tariffs as a reason for economic problems in the usa by 1929? explain your answer. [40]7 how significant was the need to help industry as an aspect of the new deal? explain your answer. [40]8 depth study e: china, c.1930\u2013c.1990 how important in causing communist china\u2019s economic development were its international relations? explain your answer. [40]9 how significant was the support of the peasants to establishing communist rule in china? explain your answer. [40]10 06_0470_41_2018_1.14 \u00a9 ucles 20182",
+            "3": "depth study f: south africa, c.1940\u2013c.1994 how important was racial segregation in shaping the economic development of south africa before 1948? explain your answer. [40]11 how significant were economic factors in the introduction of apartheid? explain your answer. [40] 12 depth study g: israelis and palestinians since 1945 how important was the palestine liberation organisation (plo) in gaining international support for the palestinian cause to 1996? explain your answer. [40]13 how significant was the usa in improving relations between israel and its neighbours? explain your answer. [40]14 06_0470_41_2018_1.14 \u00a9 ucles 20183",
+            "4": "blank page permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. every reasonable effort has been made by the publisher (ucles) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the pub lisher 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 cambridg e international examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download at www.cie.o rg.uk after the live examination series. cambridge international examinations is part of the cambridge assessment group. cambridge assessment is the brand name of university of cambridge l ocal examinations syndicate (ucles), which is itself a department of the university of cambridge. 06_0470_41_2018_1.14 \u00a9 ucles 20184"
+        },
+        "0470_s18_qp_42.pdf": {
+            "1": "cambridge international examinations cambridge international general certificate of secondary education 0470/42 may/june 2018 1 hourhistory paper 4 alternative to coursework additional materials: answer booklet/paper read these instructions first an answer booklet is provided inside this question paper. you should follow the instructions on the front cover of the answer booklet. if you need additional answer paper ask the invigilator for a continuation booklet. answer one question from your chosen depth study. the number of marks is given in brackets [ ] at the end of each question or part question. this syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificate. this document consists of 3printed pages and 1blank page. [turn over 06_0470_42_2018_1.13 \u00a9 ucles 2018 *8460075611*",
+            "2": "answer one question from your chosen depth study. depth study a: the first world war, 1914\u20131918 how important was the use of artillery in the development of stalemate on the western front? explain your answer. [40]1 how significant was the impact of the german u-boat campaign on civilian life in britain? explain your answer. [40]2 depth study b: germany, 1918\u20131945 how important were weaknesses in the weimar constitution in causing germany\u2019s problems, 1919\u20131933? explain your answer. [40]3 how significant was mein kampf (published 1925\u20131926) in helping hitler win support during the 1920s? explain your answer. [40]4 depth study c: russia, 1905\u20131941 how important were the july days in the downfall of the provisional government? explain your answer. [40]5 how significant were the five-year plans in maintaining stalin\u2019s dictatorship? explain your answer. [40]6 depth study d: the usa, 1919\u20131941 how important were new industries in causing growth in the us economy in the 1920s? explain your answer. [40]7 how significant was racial intolerance in changing the nature of us society in the 1920s? explain your answer. [40]8 depth study e: china, c.1930\u2013c.1990 how important was the long march in increasing communist support in the period to 1945? explain your answer. [40]9 how significant was communist china\u2019s relationship with the soviet union in its economic development during the 1950s? explain your answer. [40]10 06_0470_42_2018_1.13 \u00a9 ucles 20182",
+            "3": "depth study f: south africa, c.1940\u2013c.1994 how important was government legislation in white minority control of south africa between 1966 and 1980? explain your answer. [40]11 how significant were political reforms in ending the apartheid regime? explain your answer. [40] 12 depth study g: israelis and palestinians since 1945 how important was external support for israel in determining the outcome of the 1948\u20131949 war? explain your answer. [40]13 how significant was the refugee crisis in causing the hostility between israel and its neighbours? explain your answer. [40]14 06_0470_42_2018_1.13 \u00a9 ucles 20183",
+            "4": "blank page permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. every reasonable effort has been made by the publisher (ucles) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the pub lisher 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 cambridg e international examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download at www.cie.o rg.uk after the live examination series. cambridge international examinations is part of the cambridge assessment group. cambridge assessment is the brand name of university of cambridge l ocal examinations syndicate (ucles), which is itself a department of the university of cambridge. 06_0470_42_2018_1.13 \u00a9 ucles 20184"
+        },
+        "0470_s18_qp_43.pdf": {
+            "1": "cambridge international examinations cambridge international general certificate of secondary education 0470/43 may/june 2018 1 hourhistory paper 4 alternative to coursework additional materials: answer booklet/paper read these instructions first an answer booklet is provided inside this question paper. you should follow the instructions on the front cover of the answer booklet. if you need additional answer paper ask the invigilator for a continuation booklet. answer one question from your chosen depth study. the number of marks is given in brackets [ ] at the end of each question or part question. this syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificate. this document consists of 3printed pages and 1blank page. [turn over 06_0470_43_2018_1.15 \u00a9 ucles 2018 *1776721532*",
+            "2": "answer one question from your chosen depth study. depth study a: the first world war, 1914\u20131918 how important was the failure of the schlieffen plan as a reason for the start of trench warfare in 1914? explain your answer. [40]1 how significant were food shortages in the impact of the war on the british home front? explain your answer. [40]2 depth study b: germany, 1918\u20131945 how important was proportional representation as a reason for the weakness of the weimar republic? explain your answer. [40]3 how significant were schools in bringing about the type of society the nazis wanted? explain your answer. [40]4 depth study c: russia, 1905\u20131941 how important was the new economic policy (nep) in consolidating bolshevik control of russia after 1917? explain your answer. [40]5 how significant were stalin\u2019s ideas about communism in the soviet union as a reason for his emergence as leader? explain your answer. [40]6 depth study d: the usa, 1919\u20131941 how important were the social consequences of the wall street crash in us political developments up to 1933? explain your answer. [40]7 how significant was the second new deal in improving life for american people up to 1941? explain your answer. [40]8 depth study e: china, c.1930\u2013c.1990 how important was industrial reform in achieving mao\u2019s goals after 1949? explain your answer. [40]9 how significant were the red guards in mao establishing his dominance over communist china? explain your answer. [40]10 06_0470_43_2018_1.15 \u00a9 ucles 20182",
+            "3": "depth study f: south africa, c.1940\u2013c.1994 how important was black migration to towns as a reason for the national party\u2019s victory in 1948? explain your answer. [40]11 how significant was the rivonia trial, 1963\u20131964, in suppressing opposition to apartheid? explain your answer. [40]12 depth study g: israelis and palestinians since 1945 how important was the role of egypt in causing the wars with israel, 1956\u20131973? explain your answer. [40]13 how significant have palestinian groups been in limiting progress towards peace in the middle east? explain your answer. [40]14 06_0470_43_2018_1.15 \u00a9 ucles 20183",
+            "4": "blank page permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. every reasonable effort has been made by the publisher (ucles) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the pub lisher 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 cambridg e international examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download at www.cie.o rg.uk after the live examination series. cambridge international examinations is part of the cambridge assessment group. cambridge assessment is the brand name of university of cambridge l ocal examinations syndicate (ucles), which is itself a department of the university of cambridge. 06_0470_43_2018_1.15 \u00a9 ucles 20184"
+        },
+        "0470_w18_qp_11.pdf": {
+            "1": "this document consists of 10 printed pages, 2 blank pages and 1 insert. dc (scd (ac)) 173946/3 r \u00a9 ucles 2018  [turn overcambridge international examinations cambridge international general certificate of secondary education *5377645544*history  0470/11 paper 1  october/november 2018  2 hours no additional materials are required. read these instructions first an answer booklet is provided inside this question paper. you should follow the instructions on the front cover  of the answer booklet. if you need additional answer paper ask the invigilator for a continuation booklet. answer three  questions. section a (core content) answer any two questions. section b (depth studies) answer any one question. the number of marks is given in brackets [  ] at the end of each question or part question. this syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificate.",
+            "2": "2 0470/11/o/n/18 \u00a9 ucles 2018 section a: core content answer any two questions from this section. 1 the 1848\u201349 revolutions were widespread.  (a) describe what happened in vienna during march 1848.  [4]  (b) why were many countries across europe facing revolutionary threats in 1848?  [6]  (c) \u2018the revolutionaries of 1848\u201349 had different aims from each other.\u2019 how far do you agree  with this statement? explain your answer.  [10] 2 movement towards italian unification gathered pace after 1858.  (a) describe the part played by austria in the abdication of charles albert in 1849.  [4]  (b) why did the friendship between france and piedmont develop from 1856?  [6]  (c) \u2018cavour\u2019s contribution to the unification of italy was more important than the contribution of  any other person.\u2019 how far do you agree with this statement? explain your answer.  [10] 3 bismarck worked hard to achieve what he wanted for germany.  (a) what was the schleswig-holstein question?  [4]  (b) why did bismarck\u2019s attitude towards schleswig-holstein alarm many prussians?  [6]  (c) \u2018the ems telegram was the most important reason for war in 1870.\u2019 how far do you agree  with this statement? explain your answer.  [10] 4 increasing tension between the great powers threatened european peace in the early years of  the twentieth century.  (a) describe events in sarajevo on 28 june 1914.  [4]  (b) why did germany declare war on russia on 1 august 1914?  [6]  (c) \u2018it was the anglo-german naval race rather than the alliance system that was responsible for  raising international tension before 1914.\u2019 how far do you agree with this statement? explain  your answer.  [10]",
+            "3": "3 0470/11/o/n/18 \u00a9 ucles 2018 [turn over 5 reaching a settlement at the paris peace conference was difficult.  (a) what were the terms of the treaty of neuilly?  [4]  (b) why did lloyd george not want a harsh treaty to be imposed on germany?  [6]  (c) how far do you agree with the view that the peace settlements of 1919\u201320 left the important  issues facing europe unresolved? explain your answer.  [10] 6 the organisation of the league of nations made it weak.  (a) what made it difficult for the league of nations to act quickly?  [4]  (b) why did the league fail to deal with japanese aggression following the invasion of manchuria?  [6]  (c) \u2018it was the great depression that brought about the failure of the league.\u2019 how far do you  agree with this statement? explain your answer.  [10] 7 the lack of trust between the ussr and the usa increased from 1947.  (a) what was nato as set up in 1949?  [4]  (b) why was the warsaw pact formed?  [6]  (c) \u2018stalin was right to view the marshall plan with suspicion.\u2019 how far do you agree with this  statement? explain your answer.  [10] 8 the gulf region was volatile in the 1970s and 1980s.  (a) what actions were taken by the shah of iran against the mullahs to suppress opposition?  [4]  (b) why did the people of iran want the shah to abdicate in 1979?  [6]  (c) \u2018saddam hussein was able to hold on to power because he improved the lives of the people  of iraq.\u2019 how far do you agree with this statement? explain your answer.  [10]",
+            "4": "4 0470/11/o/n/18 \u00a9 ucles 2018 section b: depth studies answer one question from this section. depth study a: the first world war, 1914\u201318 9 the prediction that war would be over by the end of 1914 was inaccurate.  (a) describe the part played by the british expeditionary force in the first three months of the  first world war.  [4]  (b) why was the reaction of belgium important in the failure of the schlieffen plan?  [6]  (c) \u2018the race to the sea was the main reason for the introduction of trenches on the western  front.\u2019 how far do you agree with this statement? explain your answer.  [10] 10 by 1918 germany was struggling to stay in the war.  (a) what happened at kiel and wilhelmshaven in october 1918?  [4]  (b) why did the policies of germany push the usa closer to the entente powers?  [6]  (c) \u2018the superiority of allied resources was the main reason for the failure of the german  offensive of march 1918.\u2019 how far do you agree with this statement? explain your answer.  [10]",
+            "5": "5 0470/11/o/n/18 \u00a9 ucles 2018 [turn over depth study b: germany, 1918\u201345 11 hitler dominated germany by 1934.  (a) describe events following the november 1932 election which resulted in hitler becoming  chancellor.  [4]  (b) why was the munich putsch not a total failure for hitler and the nazis?  [6]  (c) \u2018control over the reichstag was the most important reason hitler was able to establish a  dictatorship.\u2019 how far do you agree with this statement? explain your answer.  [10] 12 the nazis claimed they had changed germany for the better.  (a) in what ways did large businesses benefit from nazi rule?  [4]  (b) why were the lives of most germans changed by the war?  [6]  (c) \u2018the nazis were popular with germany\u2019s industrial workers.\u2019 how far do you agree with this  statement? explain your answer.  [10]",
+            "6": "6 0470/11/o/n/18 \u00a9 ucles 2018 depth study c: russia, 1905\u201341 13 the provisional government was replaced by the bolsheviks.  (a) describe kornilov\u2019s attempt to impose order in petrograd in september 1917.  [4]  (b) why was the decision to continue the war a disaster for the provisional government?  [6]  (c) \u2018lenin, and not trotsky, was the key to the bolshevik success in november 1917.\u2019 how far do  you agree with this statement? explain your answer.  [10] 14 stalin thought soviet industry needed modernising.  (a) what were \u2018stakhanovites\u2019?  [4]  (b) why did stalin\u2019s first five-year plan have ambitious targets?  [6]  (c) \u2018stalin\u2019s first five-year plan was successful.\u2019 how far do you agree with this statement?  explain your answer.  [10]",
+            "7": "7 0470/11/o/n/18 \u00a9 ucles 2018 [turn over depth study d: the usa, 1919\u201341 15 american society in the 1920s came under different influences.  (a) what developments were there in popular music during the 1920s?  [4]  (b) why did the cinema become increasingly influential in american life during the 1920s?  [6]  (c) \u2018prohibition was repealed because of the depression.\u2019 how far do you agree with this  statement? explain your answer.  [10] 16 the wall street crash affected americans in different ways.  (a) in what ways did the wall street crash affect the american economy?  [4]  (b) why were speculators blamed for the wall street crash?  [6]  (c) \u2018hoover did much to help the american people during the depression.\u2019 how far do you agree  with this statement? explain your answer.  [10]",
+            "8": "8 0470/11/o/n/18 \u00a9 ucles 2018 depth study e: china, c.1930\u2013c.1990 17 on coming to power the chinese communists introduced important changes.  (a) what actions were the peasants encouraged to take in relation to land ownership?  [4]  (b) why was agricultural reform a priority for the communists?  [6]  (c) how far did the chinese people benefit from the introduction of communes? explain your  answer.  [10] 18 following the death of mao, deng xiaoping eventually came to power.  (a) describe what happened to the beijing democracy wall between november 1978 and  december 1979.  [4]  (b) why did deng xiaoping emerge as a powerful figure after the cultural revolution?  [6]  (c) \u2018an open-door policy was the most important aspect of deng xiaoping\u2019s aims for china.\u2019 how  far do you agree with this statement? explain your answer.  [10]",
+            "9": "9 0470/11/o/n/18 \u00a9 ucles 2018 [turn over depth study f: south africa, c.1940\u2013c.1994 19 the foundations for apartheid existed by 1948.  (a) in what ways, by 1940, did the non-white population of south africa suffer discrimination?  [4]  (b) why was it difficult for non-whites to move around the country by 1940?  [6]  (c) \u2018the most important reason the nationalists came to power in 1948 was because they  supported the sauer report.\u2019 how far do you agree with this statement? explain your answer.  [10] 20 by the 1980s the structure of apartheid was beginning to crumble.  (a) what was umkhonto we sizwe?  [4]  (b) why was de klerk awarded the nobel prize for peace?   [6]  (c) \u2018the declaration of a state of emergency in 1985 was the main cause of an upsurge in  violence.\u2019 how far do you agree with this statement? explain your answer.  [10]",
+            "10": "10 0470/11/o/n/18 \u00a9 ucles 2018 depth study g: israelis and palestinians since 1945 21 there has been long-term tension between states in the middle east.  (a) describe the territorial gains made by israel in the six-day war of 1967.  [4]  (b) why was the usa more determined to find a peace settlement in the middle east from 1973?  [6]  (c) \u2018problems which existed between israel and its arab neighbours had not been solved by  1995.\u2019 how far do you agree with this statement? explain your answer.  [10] 22 promoting the palestinian cause was not always effective.  (a) what were the main features of the palestinian refugee problem up to 1949?  [4]  (b) why had many palestinians become refugees by 1967?  [6]  (c) \u2018arafat and the palestine liberation organisation were a hindrance in the search for a solution  to the arab-israeli dispute.\u2019 how far do you agree with this statement? explain your answer.  [10]",
+            "11": "11 0470/11/o/n/18 \u00a9 ucles 2018 blank page",
+            "12": "12 0470/11/o/n/18 \u00a9 ucles 2018 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 international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download at www.cie.org.uk after  the live examination series. 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.blank page"
+        },
+        "0470_w18_qp_12.pdf": {
+            "1": "this document consists of 10 printed pages, 2 blank pages and 1 insert. dc (scd (ac)) 146932/2 \u00a9 ucles 2018  [turn overcambridge international examinations cambridge international general certificate of secondary education *5359681326*history  0470/12 paper 1  october/november 2018  2 hours no additional materials are required. read these instructions first an answer booklet is provided inside this question paper. you should follow the instructions on the front cover  of the answer booklet. if you need additional answer paper ask the invigilator for a continuation booklet. answer three  questions. section a (core content) answer any two questions. section b (depth studies) answer any one question. the number of marks is given in brackets [  ] at the end of each question or part question. this syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificate.",
+            "2": "2 0470/12/o/n/18 \u00a9 ucles 2018 section a: core content answer any two questions from this section. 1 europe was affected by revolutions in 1848\u201349.  (a) describe revolutionary events in berlin in march 1848.  [4]  (b) why did the events of 1848\u201349 leave austria, and not prussia, as the dominant force in  germany?  [6]  (c) \u2018the aims of the 1848\u201349 revolutionaries across europe were more similar than they were  different.\u2019 how far do you agree with this statement? explain your answer.  [10] 2 the contribution of individuals was an important aspect of the movement towards italian unification.  (a) what was the newspaper ii risorgimento?  [4]  (b) why was victor emmanuel ii eager to participate in the crimean war?  [6]  (c) \u2018garibaldi played a more important role than cavour in the establishment of the kingdom of  italy in 1861.\u2019 how far do you agree with this statement? explain your answer.  [10] 3 disagreements between the north and the south of the usa increased between 1850 and 1854.  (a) what economic and social differences existed between the north and the south by 1850?  [4]  (b) why were many northerners opposed to slavery before the civil war?  [6]  (c) \u2018the 1850 compromise was the most important cause of increased north-south  disagreements between 1850 and 1854.\u2019 how far do you agree with this statement? explain  your answer.  [10] 4 relations between the great powers made war inevitable.  (a) what was \u2018the black hand\u2019?  [4]  (b) why did austria-hungary issue an ultimatum to serbia on 23 july 1914?  [6]  (c) \u2018colonial rivalry, rather than the alliance system, was the main reason for increased tension  between the great powers before 1914.\u2019 how far do you agree with this statement? explain  your answer.  [10]",
+            "3": "3 0470/12/o/n/18 \u00a9 ucles 2018 [turn over 5 the peacemakers at versailles achieved the best they could at the time.  (a) what did the treaty of versailles decide about (i) the saar and (ii) danzig?  [4]  (b) why did the allies exclude germany from the peace negotiations?  [6]  (c) \u2018of the defeated countries, austria suffered the most from the paris peace settlement.\u2019 how  far do you agree with this statement? explain your answer.  [10] 6 the league of nations worked better when dealing with less important international issues.  (a) what were the weaknesses of (i) the assembly and (ii) the council in carrying out the work of  the league of nations?  [4]  (b) why was the absence of the usa significant for the league in the 1930s?  [6]  (c) \u2018the league of nations was successful in achieving its aims in the 1920s.\u2019 how far do you  agree with this statement? explain your answer.  [10] 7 after 1945 the wartime alliances of the victors broke down, resulting in a cold war.  (a) what decisions about poland were made at the yalta conference?  [4]  (b) why did the death of roosevelt make a difference to the potsdam conference?  [6]  (c) \u2018the actions of stalin between 1946 and 1949 were responsible for starting the cold war.\u2019  how far do you agree with this statement? explain your answer.  [10] 8 the ussr\u2019s control over eastern europe collapsed quickly.  (a) what was the berlin wall?  [4]  (b) why was solidarity important in the decline of soviet power in eastern europe?  [6]  (c) \u2018gorbachev\u2019s reduction of soviet defence spending was the main reason for the collapse of  soviet control over eastern europe.\u2019 how far do you agree with this statement? explain your  answer.  [10]",
+            "4": "4 0470/12/o/n/18 \u00a9 ucles 2018 section b: depth studies answer one question from this section. depth study a: the first world war, 1914\u201318 9 on the western front, fighting reached a stalemate.  (a) describe the use of poison gas in trench warfare.  [4]  (b) why were many german soldiers able to survive the artillery bombardment prior to the battle  of the somme?  [6]  (c) \u2018the battle of verdun demonstrated that, on the western front, defenders would always  prevail over attackers.\u2019 how far do you agree with this statement? explain your answer.  [10] 10 campaigns at sea and the gallipoli campaign were important theatres of war.  (a) describe the allied landings at gallipoli, april 1915.  [4]  (b) why can poor decision making be blamed for the failure at gallipoli?  [6]  (c) \u2018britain won the war at sea.\u2019 how far do you agree with this statement? explain your answer.  [10]",
+            "5": "5 0470/12/o/n/18 \u00a9 ucles 2018 [turn over depth study b: germany, 1918\u201345 11 the weimar republic faced difficulties throughout its existence.  (a) what actions had stresemann taken by the end of 1923 to save the weimar republic from  collapsing?  [4]  (b) why, following the american stock market crash, did the weimar republic face an economic  crisis?  [6]  (c) \u2018up to 1923 the weimar republic was more threatened by left-wing opponents than by right- wing opponents.\u2019 how far do you agree with this statement? explain your answer.  [10] 12 the nazis wanted total control of germany.  (a) what actions did the nazis take against religious opponents?  [4]  (b) why were the nuremberg rallies important for nazi control?  [6]  (c) to what extent was nazi germany a totalitarian state? explain your answer.  [10]",
+            "6": "6 0470/12/o/n/18 \u00a9 ucles 2018 depth study c: russia, 1905\u201341 13 the bolsheviks had some successes.  (a) in what ways did the petrograd soviet undermine the provisional government?  [4]  (b) why was the kornilov affair a problem for kerensky?  [6]  (c) \u2018the new economic policy was more successful than war communism.\u2019 how far do you  agree with this statement? explain your answer.  [10] 14 stalin wanted control of the russian people.  (a) in what ways were the \u2018show trials\u2019 useful for stalin?  [4]  (b) why did stalin maintain control over art and culture in the soviet union?  [6]  (c) \u2018trotsky\u2019s mistakes, rather than stalin\u2019s strengths, were the main reason for stalin\u2019s victory in  the leadership contest.\u2019 how far do you agree with this statement? explain your answer.  [10]",
+            "7": "7 0470/12/o/n/18 \u00a9 ucles 2018 [turn over depth study d: the usa, 1919\u201341 15 the american economic boom of the 1920s did not benefit all americans.  (a) what new consumer goods became widely available to americans during the boom years?  [4]  (b) why were mass-production techniques crucial to the economic boom?  [6]  (c) \u2018during the 1920s workers in the traditional (older) industries suffered more than those in  agriculture.\u2019 how far do you agree with this statement? explain your answer.  [10] 16 the new deal had many successes.  (a) in what ways did roosevelt help american industry during the first hundred days of his  presidency?  [4]  (b) why did the tennessee valley authority become a showcase for the new deal?  [6]  (c) \u2018the new deal restored the faith of the american people in their government.\u2019 how far do you  agree with this statement? explain your answer.  [10]",
+            "8": "8 0470/12/o/n/18 \u00a9 ucles 2018 depth study e: china, c.1930\u2013c.1990 17 despite the actions of chiang kai-shek, the chinese communists came to power.  (a) what did chiang kai-shek do to counter the threat posed by the communists before 1934?  [4]  (b) why did mao claim the long march was important?  [6]  (c) \u2018the nationalists were responsible for their own defeat in the civil war.\u2019 how far do you agree  with this statement? explain your answer.  [10] 18 mao recognised the need to introduce change.  (a) what problems did the communist government face when it came to power in 1949?  [4]  (b) why did the communists encourage the peasants to change to co-operative farming?  [6]  (c) how successful were mao\u2019s economic policies in the first fifteen years of communist rule?  explain your answer.  [10]",
+            "9": "9 0470/12/o/n/18 \u00a9 ucles 2018 [turn over depth study f: south africa, c.1940\u2013c.1994 19 apartheid had an impact on all the peoples of south africa.  (a) describe education for non-whites under national party rule.  [4]  (b) why did the defiance campaign of 1952 occur?  [6]  (c) \u2018the impact of apartheid by 1964 was greater for whites than for non-whites.\u2019 how far do you  agree with this statement? explain your answer.  [10] 20 opposition to apartheid increased.  (a) what was the importance of steve biko to the anti-apartheid movement?  [4]  (b) why did the south african government pass the bantu homelands constitution act of 1971?  [6]  (c) \u2018international sanctions provided the most effective opposition to apartheid before 1980.\u2019 how  far do you agree with this statement? explain your answer.  [10]",
+            "10": "10 0470/12/o/n/18 \u00a9 ucles 2018 depth study g: israelis and palestinians since 1945 21 nasser was important to events in the middle east between 1954 and 1967.  (a) what was the outcome of the suez crisis of 1956 for arab nations?  [4]  (b) why did israel go to war with egypt in 1956?  [6]  (c) how far were the decisions taken by nasser responsible for the outbreak of the six-day war  in 1967? explain your answer.  [10] 22 the arab-israeli issue has so far proved impossible to resolve.  (a) describe the part played by the united nations in the arab-israeli conflict between 1956 and  1967.  [4]  (b) why has the united nations been unable to find a peaceful solution in the middle east?  [6]  (c) how far have the israeli labor party and likud disagreed about how to achieve peace in the  middle east? explain your answer.  [10]",
+            "11": "11 0470/12/o/n/18 \u00a9 ucles 2018 blank page",
+            "12": "12 0470/12/o/n/18 \u00a9 ucles 2018 blank page permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the  publisher will be pleased to make amends at the earliest possible opportunity. to avoid the issue of disclosure of answer-related information to candidates, all copyright acknowledgements are reproduced online in the cambridge international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download at www.cie.org.uk after  the live examination series. 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."
+        },
+        "0470_w18_qp_13.pdf": {
+            "1": "this document consists of 10 printed pages, 2 blank pages and 1 insert. dc (scd (ac)) 146931/3 \u00a9 ucles 2018  [turn overcambridge international examinations cambridge international general certificate of secondary education *2717998481*history  0470/13 paper 1  october/november 2018  2 hours no additional materials are required. read these instructions first an answer booklet is provided inside this question paper. you should follow the instructions on the front cover  of the answer booklet. if you need additional answer paper ask the invigilator for a continuation booklet. answer three  questions. section a (core content) answer any two questions. section b (depth studies) answer any one question. the number of marks is given in brackets [  ] at the end of each question or part question. this syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificate.",
+            "2": "2 0470/13/o/n/18 \u00a9 ucles 2018 section a: core content answer any two questions from this section. 1 individuals and countries tried to prevent italian unification.  (a) describe garibaldi\u2019s landing in sicily in 1860.  [4]  (b) why was cavour concerned about the activities of garibaldi in 1860?  [6]  (c) how great a threat was austria to italian unification? explain your answer.  [10] 2 bismarck was able to take opportunities that arose after he came to power.  (a) what was the north german confederation?  [4]  (b) why did the german revolutions of 1848\u201349 fail?  [6]  (c) was bismarck successful because he was prepared to use force or because he was cunning  and devious? explain your answer.  [10] 3 the impact of reconstruction was wide ranging.  (a) what did lincoln want to achieve with regard to reconstruction?  [4]  (b) why was the presidential election of 1860 a concern for the south?  [6]  (c) \u2018economic improvement was the most important impact of reconstruction in the south.\u2019 how  far do you agree with this statement? explain your answer.  [10] 4 the assassination of archduke franz ferdinand brought europe to the brink of war.  (a) describe the role of princip in the assassination of archduke franz ferdinand.  [4]  (b) why, within 30 days of the assassination of archduke franz ferdinand, had war begun in  europe?  [6]  (c) \u2018quarrels over morocco (1905\u20136 and 1911) were more important in increasing great power  tension before 1914 than were the balkan wars (1912\u201313).\u2019 how far do you agree with this  statement? explain your answer.  [10]",
+            "3": "3 0470/13/o/n/18 \u00a9 ucles 2018 [turn over 5 the peace settlements drawn up at versailles were not universally accepted.  (a) under the terms of the treaties, what happened to land lost by the austro-hungarian empire?  [4]  (b) why could germany\u2019s reaction to the treaty of versailles be seen as unreasonable?  [6]  (c) \u2018the greek occupation of smyrna was the main reason for turkish outrage at the terms of the  treaty of s\u00e8vres.\u2019 how far do you agree with this statement? explain your answer.  [10] 6 the effectiveness of the league of nations was challenged by events in the 1930s.  (a) describe the actions taken by haile selassie in an attempt to save his country from italian  conquest.  [4]  (b) why were the league\u2019s sanctions against italy for invading abyssinia ineffective?  [6]  (c) \u2018it was the world depression, and not increasing militarism, that made the work of the league  in the 1930s more difficult.\u2019 how far do you agree with this statement? explain your answer.  [10] 7 after the second world war the usa followed a policy of containment.  (a) what was the attitude of the usa towards the communist invasion of south korea?  [4]  (b) why did kennedy decide to impose a blockade of cuba?  [6]  (c) \u2018neither side emerged from the cuban missile crisis the winner.\u2019 how far do you agree with  this statement? explain your answer.  [10] 8 people living in the gulf region were affected by the political tension that existed in the area.  (a) describe the storming of the us embassy in iran in november 1979.  [4]  (b) why was ayatollah khomeini popular with the iranian people?  [6]  (c) \u2018the main reason saddam hussein was able to come to power in iraq was his use of terror.\u2019  how far do you agree with this statement? explain your answer.  [10]",
+            "4": "4 0470/13/o/n/18 \u00a9 ucles 2018 section b: depth studies answer any one question from this section. depth study a: the first world war, 1914\u201318 9 on the western front the war became one of attrition.  (a) what were the limitations of aircraft when they were introduced on the western front?  [4]  (b) why was artillery fire important in relation to trench warfare?  [6]  (c) \u2018mud was the worst aspect of trench warfare.\u2019 how far do you agree with this statement?  explain your answer.  [10] 10 the war impacted on the civilian population in britain.  (a) what were conscientious objectors?  [4]  (b) why was much of the propaganda used by the government during the war targeted on  women?  [6]  (c) \u2018the formation of \u201cpals battalions\u201d was the main reason britain was able to recruit volunteers  for the army.\u2019 how far do you agree with this statement? explain your answer.  [10]",
+            "5": "5 0470/13/o/n/18 \u00a9 ucles 2018 [turn over depth study b: germany, 1918\u201345 11 hitler\u2019s domination of germany was complete by 1934.  (a) what were the benefits of the enabling act for hitler?  [4]  (b) why, in 1932, did hindenburg not appoint hitler to the position of chancellor?  [6]  (c) \u2018hitler\u2019s fear that the army would launch a coup against him was the main reason for the night  of the long knives.\u2019 how far do you agree with this statement? explain your answer.  [10] 12 life in germany changed under the nazis.  (a) in what ways did the nazis discriminate against jews within german society?  [4]  (b) why was the use of the radio a successful method of controlling the german people?  [6]  (c) \u2018economic improvements were more successful than the use of terror in enabling the nazis to  control the german people.\u2019 how far do you agree with this statement? explain your answer.  [10]",
+            "6": "6 0470/13/o/n/18 \u00a9 ucles 2018 depth study c: russia, 1905\u201341 13 tsar nicholas ii failed to retain the support of the russian people.  (a) by 1905 what difficulties faced tsar nicholas ii in ruling the russian people?  [4]  (b) why was russia\u2019s agriculture under tsar nicholas ii in need of reform?  [6]  (c) \u2018political repression was the main reason for the revolution of march 1917.\u2019 how far do you  agree with this statement? explain your answer.  [10] 14 collectivisation was an important aspect of stalin\u2019s plans for the ussr.  (a) describe the main features of collectivisation.  [4]  (b) why did stalin need to reorganise farming in the ussr?  [6]  (c) \u2018collectivisation increased the well-being of the russian people.\u2019 how far do you agree with  this statement? explain your answer.  [10]",
+            "7": "7 0470/13/o/n/18 \u00a9 ucles 2018 [turn over depth study d: the usa, 1919\u201341 15 in the 1920s, existing ideas and values were challenged in the usa.  (a) in what ways did the car industry contribute to the \u2018roaring twenties\u2019?  [4]  (b) why did new forms of entertainment become increasingly popular in the 1920s?  [6]  (c) \u2018us society was becoming more tolerant in the 1920s.\u2019 how far do you agree with this  statement? explain your answer.  [10] 16 weaknesses in the american economy from the late 1920s had various causes and disastrous  effects.  (a) what happened to the bonus marchers in 1932?  [4]  (b) why were agricultural areas affected badly by the depression?  [6]  (c) \u2018it was the banks that caused the wall street crash.\u2019 how far do you agree with this statement?  explain your answer.  [10]",
+            "8": "8 0470/13/o/n/18 \u00a9 ucles 2018 depth study e: china, c.1930\u2013c.1990 17 china\u2019s relations with other states were variable.  (a) in what ways was hong kong affected by the development of china as a communist state?  [4]  (b) why was the death of stalin a turning point in china-ussr relations?  [6]  (c) \u2018by the time of mao\u2019s death china was an important power, but not yet a superpower.\u2019 how  far do you agree with this statement? explain your answer.  [10] 18 life for the people of communist china has frequently changed.  (a) describe the policy introduced from 1979 in an effort to control population growth.  [4]  (b) why did the economic growth of the 1980s create new social and political problems for  china?  [6]  (c) \u2018the greatest impact of the cultural revolution was on traditional chinese art and culture.\u2019  how far do you agree with this statement? explain your answer.  [10]",
+            "9": "9 0470/13/o/n/18 \u00a9 ucles 2018 [turn over depth study f: south africa, c.1940\u2013c.1994 19 with the election of the national party in 1948 came the introduction of the policy of apartheid.  (a) what was the reservation of separate amenities act of 1953?  [4]  (b) why was the introduction of bantustans important to verwoerd\u2019s plan for an all-white south  africa?  [6]  (c) \u2018the impact of apartheid was greater on employment than on education.\u2019 how far do you  agree with this statement? explain your answer.  [10] 20 strict enforcement of apartheid policies was met by increasing opposition after 1966.  (a) describe government censorship of the mass media during the 1970s.  [4]  (b) why were the actions of young people at soweto in 1976 important?  [6]  (c) how far did external opposition to apartheid change? explain your answer.  [10]",
+            "10": "10 0470/13/o/n/18 \u00a9 ucles 2018 depth study g: israelis and palestinians since 1945 21 britain found palestine difficult to deal with.  (a) what problems faced britain in palestine when the second world war ended?  [4]  (b) why, by 1946, was haganah in a strong position to achieve its aims?  [6]  (c) \u2018the main reason britain withdrew from palestine was because of the influence of the  american government.\u2019 how far do you agree with this statement? explain your answer.  [10] 22 attempts at achieving peace in the middle east remained unfulfilled.  (a) what were the main points of arafat\u2019s speech at the united nations in 1974?  [4]  (b) why was the 1978 camp david framework for peace a major breakthrough?  [6]  (c) \u2018an increase in the support for hamas proved to be the greatest obstacle to peace in the  middle east.\u2019 how far do you agree with this statement? explain your answer.  [10]",
+            "11": "11 0470/13/o/n/18 \u00a9 ucles 2018 blank page",
+            "12": "12 0470/13/o/n/18 \u00a9 ucles 2018 blank page permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the  publisher will be pleased to make amends at the earliest possible opportunity. to avoid the issue of disclosure of answer-related information to candidates, all copyright acknowledgements are reproduced online in the cambridge international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download at www.cie.org.uk after  the live examination series. 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."
+        },
+        "0470_w18_qp_21.pdf": {
+            "1": "*8646362227* this document consists of 11 printed pages, 1 blank page and 1 insert. dc (st/fc) 147944/3 \u00a9 ucles 2018  [turn overcambridge international examinations cambridge international general certificate of secondary education history  0470/21 paper 2  october/november 2018  2 hours no additional materials are required. read these instructions first an answer booklet is provided inside this question paper. you should follow the instructions on the front cover  of the answer booklet. if you need additional answer paper ask the invigilator for a continuation booklet. this paper has two options. choose one option, and answer all of the questions on that topic. option a: 19th century topic  [p2\u2013p6] option b: 20th century topic  [p8\u2013p12] the number of marks is given in brackets [  ] at the end of each question or part question. this syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificate.",
+            "2": "2 0470/21/o/n/18 \u00a9 ucles 2018 option a: 19th century topic how justified was the foreign response to the boxer rising?  study the background information and the sources carefully, and then answer all the questions.  background information the boxer rebellion lasted from 1899 to 1901 and involved attacks on foreigners, especially christian  missionaries. the boxers were reacting to increasing european and american interference in china. this came in several forms including foreign missionaries trying to convert the chinese to christianity and attempts by countries like britain, france, germany, japan and russia to partition the country between them. foreign countries claimed that china was backward and its people were barbarians.  they also claimed that closer contact with foreigners would benefit china. for them, the actions of the  boxers seemed to confirm this and justify their interference in china. when attacks on foreigners began, the position of the empress was unclear, although imperial troops  did later fight alongside the boxers. the chinese government\u2019s failure to stop the boxers, and the siege of foreigners in the legation quarter of beijing, led to further foreign intervention with an international  force arriving in august 1900. it defeated the boxers and set about exacting revenge. was this foreign  intervention justified? source a the boxers were a peasant secret society of the traditional superstitious type. in 1898, in shandong  province, this society became a focus of resentment against the germans, who were turning the province into their colony in a brutal manner \u2013 not only exploiting it economically but also burning villages to punish them for \u2018unfriendliness\u2019. also people throughout china were becoming more and more enraged by the missionaries, who were behaving quite openly as advance agents for their  governments who were picking off parts of china. these abuses at a time when china was being openly  surveyed for inter-imperialist partition made the peasant rebels anti-foreign and anti-missionary. it is a cruel imperialist libel to call the movement \u2018reactionary\u2019. on the contrary, it was a heroic, spontaneous effort of the common people of china to defend its national existence against the robbers who wanted to cut it up.  the tragedy of the boxers was that they lacked clear policies and lacked understanding of the  relationship of forces either at home or internationally. this made them an easy prey to deception and doomed them to defeat. the feudal rulers at beijing, seeing the movement was spreading like lightning, pretended to put themselves at its head. but even as fighting was going on they begged the foreign governments not to be taken in by appearances and make the mistake of suspecting the  dynasty of \u2018favouring the common folk\u2019. the dynasty was waiting to turn its troops against the patriotic  \u2018rebels\u2019 and in almost every area of china royal officials took no part in the rebellion. taking advantage of the situation, the foreigners mobilised a strong force and stormed into beijing delivering slaughter and looting. the boxer rising had been betrayed and smashed. from a book about the history of china entitled \u2018from opium war to liberation\u2019,   published in china in 1956.",
+            "3": "3 0470/21/o/n/18 \u00a9 ucles 2018 [turn over source b the foreigners had a lot to put up with. they came to trade, which was natural and legitimate. when the  chinese refused to let them trade for reasons that were self-centred and obsolete, and expressed in  an offensive manner, the foreigners could hardly be expected to sympathise. in china, female children were often killed at birth or offered for sale. the missionaries opened orphanages for these children but this led to stories that they were mutilating the bodies while practising magic. in nine cases out of ten the boxer was a chinese peasant in fancy dress. the superstitious nonsense with which the boxers surrounded themselves appealed strongly to the peasantry and brightened their drab lives. their first  riots had their origins in their hatred of foreigners and their conflicts with christians.  it was the empress\u2019s decision that the boxers were encouraged instead of being suppressed, and it  was her decision that the foreign envoys should be massacred. it is difficult to understand why she took an opportunity in the boxer rising. it is true that she could draw on no other help in her unequal  struggle with the foreign powers but it was her decision to rely on a rabble of uncontrollable fanatics  who were bound to unite the squabbling foreign powers. she had always been superstitious, and now the boxers\u2019 magic powers established some sort of hold on her mind. she was playing her last card. she would call in the dark forces of the spirit world. the purpose of the siege of the legation quarter, to which the empress devoted her energies for two months, was to wipe out the entire foreign community in beijing and was pursued with diligence in the face of protests from the foreign powers and her own  officials.  from a history book published in britain in 1959. source c a cartoon about the boxer rebellion published in a french magazine, july 1899.   \u2018barbarie\u2019 means \u2018barbarism\u2019.",
+            "4": "4 0470/21/o/n/18 \u00a9 ucles 2018 source d the german empire has the obligation to assist its citizens if they are being attacked in foreign lands.  what makes this possible is our army. you are to revenge the injustice that has been done. the chinese  have overturned the law of nations; they have mocked the sacredness of the ambassador. show the  old prussian virtue. present yourselves as christians in the cheerful endurance of suffering. give the  whole world an example of manliness and discipline. you know that you are to fight a well-armed and  cruel enemy. when you encounter the enemy, he will be defeated! prisoners will not be taken! may the  name \u2018german\u2019 be proclaimed by you in such a way that no chinese will ever dare to look cross-eyed  at a german. open the way to civilisation! kaiser william ii speaking to german troops before they left for china, 27 july 1900.  source e the europeans fought with calm courage to the end against overwhelming hordes of fanatical  barbarians thirsting for their blood. while their ammunition lasted they defied chinese rifle fire and beat  back wave after wave of their assailants. when their last cartridge had gone their hour had come. they  met it like men. standing to their battered defences they stopped the onrush of the chinese until, borne  down by sheer weight of numbers, they died at their posts. they have died as we would want them to  die, fighting to the last for the helpless women and children who were to be butchered over their dead  bodies. of the ladies, it is enough to say that in this awful hour they showed themselves worthy of their  husbands. their agony was long and cruel, but they have borne it nobly. all that remains for us is to  mourn them and to avenge them.  from an article in an english newspaper, 17 july 1900. this article claimed to describe a massacre  of british diplomats and their families in beijing. a few days later it was shown to be completely false.  a memorial service in london for the victims planned for 23 july had to be cancelled.  source f   a cartoon published in a french magazine, july 1900.   its title is \u2018the expedition of the european powers against the boxers\u2019. ",
+            "5": "5 0470/21/o/n/18 \u00a9 ucles 2018 [turn over source g   an illustration published in an american magazine in 1900.",
+            "6": "6 0470/21/o/n/18 \u00a9 ucles 2018 now answer all the following questions. you may use any of the sources to help you answer the  questions, in addition to those sources which you are told to use. in answering the questions you  should use your knowledge of the topic to help you interpret and evaluate the sources. 1 study sources a and b.  how far do these two sources agree? explain your answer using details of the sources.  [7] 2 study source c.   what is the cartoonist\u2019s message? explain your answer using details of the source and your  knowledge.  [8] 3 study source d.    are you surprised by this source? explain your answer using details of the source and your  knowledge.  [7] 4 study source e.  why was this source published in england in july 1900? explain your answer using details of the  source and your knowledge.  [8] 5 study sources f and g.  would the artists of these two sources have agreed about events in china in 1900? explain your  answer using details of the sources and your knowledge.  [8] 6 study all the sources.  how far do these sources provide convincing evidence that the foreign response to the boxer  rising was justified? use the sources to explain your answer.   [12]",
+            "7": "7 0470/21/o/n/18 \u00a9 ucles 2018 [turn over blank page",
+            "8": "8 0470/21/o/n/18 \u00a9 ucles 2018 option b: 20th century topic how far did italy benefit from its relationship with germany? study the background information and the sources carefully, and then answer all the questions.  background information to many at the time, and to many since, it seemed inevitable that because of their ideological similarities,  nazi germany and mussolini\u2019s italy would be allies. however, their relationship was not quite this straightforward. despite early differences over austria, in october 1936 germany and italy signed a treaty forming the rome-berlin axis. this did not stop other countries such as britain, france and the ussr trying to win the friendship of one or the other of them. some suspected that the interests of  germany and italy were not always the same. however, in may 1939 they signed the pact of steel, a  political and military alliance which stated that if one country was at war, the other would come to its support.  did italy benefit from its relationship with germany?  source a by the end of 1937 mussolini had rarely been so happy. alongside germany and japan, he felt at  the centre of the \u2018most formidable military combination that has ever existed\u2019. to introduce a further  element of \u2018prussianisation\u2019 his soldiers were ordered to adopt the german goose step march.  mussolini privately accepted that the nazification of austria was inescapable, though he mistakenly assumed that hitler would warn him in time to prepare the italian public for his change of policy.  in march 1938, hitler marched into austria after notifying rome only at the very last moment. italy thus  lost the immense advantage of having only a weak buffer state on her northern frontier. having often  promised that he would fight to defend austrian independence, now in march mussolini protested he  had never said anything so foolish. hitler had been careful not to tell mussolini of his plans to extend germany\u2019s living space and calculated that, as italy had its hands full in spain, he could meanwhile take austria and czechoslovakia, possibly without offering his partner anything in return. he had gradually been displacing italy in the commerce of south-eastern europe. mussolini was seriously worried and  occasionally he spoke of changing sides in europe. he still hoped to ride several horses at once but  such behaviour was irresponsible, unrealistic and hardly that of a potential ally.  from a history book published in 1981.",
+            "9": "9 0470/21/o/n/18 \u00a9 ucles 2018 [turn over source b    a british cartoon published in may 1935. the figures on the right are goebbels, hitler and g\u00f6ring.  source c germany is swayed towards italy not so much because of its defiance of the league of nations but  because of its success. while sanctions were still in operation there was little sign of any rapprochement between the two dictators. it was only when sanctions were lifted that germany, which only respects  force, found something in italy worth cultivating. any appearance now of over-keenness by us to  improve relations with italy will only increase its charms in the eyes of hitler. it is doubtful how far any gesture of friendliness by us would make italy change its policy of re-constituting the roman empire, no matter how fantastic and unreal this may be. however, unless we reply to mussolini\u2019s advances, he will return to increasing collaboration and  understanding with germany, which will work to our eventual danger. a generous response might help produce a detente. if our rearmament continues it will be worthwhile for italy to maintain relations of friendship with britain.  written by sir anthony eden for his colleagues in the british government, november 1936.   eden was in charge of british foreign policy. ",
+            "10": "10 0470/21/o/n/18 \u00a9 ucles 2018 source d   a british cartoon published in june 1934. an oracle is a person who gives wise advice.",
+            "11": "11 0470/21/o/n/18 \u00a9 ucles 2018 [turn over source e a british cartoon published in february 1938. source f the meeting in berlin resulted in an agreement between our two countries over certain problems  which have been particularly difficult. this agreement makes this berlin-rome relationship into an axis around which can revolve all those european states with a wish for collaboration and peace. with this agreement there disappears any element of dispute between berlin and rome. from a speech by mussolini in milan, november 1936. source g if germany attacks poland and the conflict is localised, italy will give germany every form of political  and economic aid which may be required. if germany attacks poland and the allies of the latter counter- attack germany, i must emphasise to you that i cannot join any warlike operations, given the actual conditions of italian military preparations which have been repeatedly pointed out to you. from a letter from mussolini to hitler, august 1939.",
+            "12": "12 0470/21/o/n/18 \u00a9 ucles 2018 now answer all the following questions. you may use any of the sources to help you answer the  questions, in addition to those sources which you are told to use. in answering the questions you  should use your knowledge of the topic to help you interpret and evaluate the sources. 1  study source a.  what impressions does source a give of the relationship between hitler and mussolini? explain  your answer using details of the source.  [6] 2 study source b.  what is the cartoonist\u2019s message? explain your answer using details of the source and your  knowledge.  [8] 3 study source c.  how far are you surprised by this source? explain your answer using details of the source and  your knowledge.  [8] 4 study sources d and e.  how far do these two cartoons agree? explain your answer using details of the sources and your  knowledge.  [8] 5 study sources f and g.  does source g prove that mussolini was lying in source f? explain your answer using details of  the sources and your knowledge.  [8] 6 study all the sources.  how far do these sources provide convincing evidence that italy benefited from its relationship  with germany? use the sources to explain your answer.    [12] 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 international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download at www.cie.org.uk after  the live examination series. 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."
+        },
+        "0470_w18_qp_22.pdf": {
+            "1": "*9470348142* this document consists of 11 printed pages, 1 blank page and 1 insert. dc (st/fc) 147943/4 \u00a9 ucles 2018  [turn overcambridge international examinations cambridge international general certificate of secondary education history  0470/22 paper 2  october/november 2018  2 hours no additional materials are required. read these instructions first an answer booklet is provided inside this question paper. you should follow the instructions on the front cover  of the answer booklet. if you need additional answer paper ask the invigilator for a continuation booklet. this paper has two options. choose one option, and answer all of the questions on that topic. option a: 19th century topic  [p2\u2013p6] option b: 20th century topic  [p8\u2013p12] the number of marks is given in brackets [  ] at the end of each question or part question. this syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificate.",
+            "2": "2 0470/22/o/n/18 \u00a9 ucles 2018 option a: 19th century topic were the boxers barbarians or patriotic heroes?  study the background information and the sources carefully, and then answer all the questions.  background information the boxer rebellion lasted from 1899 to 1901. the boxers were reacting to increasing european  and american interference in china. they attacked foreigners, missionaries, chinese converts to christianity, christian churches and symbols of western modernisation like railways. at first the boxers also criticised the royal family, but later the empress threw her support behind them. by june 1900 foreigners and chinese christians were under siege in the diplomatic quarter of beijing. an  international force, including troops from japan, britain, germany, france and the usa, marched on  beijing and rescued them. the international army then defeated the royal army and the boxers.  were the boxers barbarians trying to hold back progress or heroic nationalists standing up for the  independence of their country? source a the year 1899 saw the outbreak of the anti-imperialist patriotic movement of the boxers. it was caused  by intensified foreign aggression and was part of a successful struggle against the imperialist partition  of china. it was also the culmination of decades of popular upheavals against the aggressive behaviour  of missionaries and churches. the movement began in shandong, where the boxers destroyed churches and drove away missionaries. its struggle against aggression won the support of the whole country and people joined up with great enthusiasm. anti-imperialistic upheavals swept the country. in june 1900, in beijing, the foreign officials and troops in the diplomatic quarter provoked the boxers and shot chinese inhabitants on sight. this roused the anger of the chinese civilians. they laid siege  and broke through the enemy lines, killing and wounding enormous numbers of enemy troops. they  set fire to churches in beijing, attacked the foreign aggressors and held continuous demonstrations in the streets. the momentous boxers failed because of the force of the imperialist powers and their servant, the  royal court. nevertheless, their struggle frustrated the foreign powers in their attempt to partition china  and demonstrated the potential strength of the chinese people. from a history of china, published in china in 1982. ",
+            "3": "3 0470/22/o/n/18 \u00a9 ucles 2018 [turn over source b the boxers were hostile to modern civilisation and they blindly rejected foreigners and their civilisations  through extremely ignorant ways. the boxers cut down telegraph lines, they destroyed schools, they demolished railway tracks, they murdered foreigners and all chinese who had a connection with  foreign culture. the boxers killed the innocent and committed barbaric crimes in burning and looting.  they were bandits and hooligans. in beijing, during june and july 1900, 231 foreigners were killed of  whom 53 were children. as for the chinese christians who were killed, there is no known number. the  boxers were the inheritors of the most backward and barbaric elements of traditional culture.  at first, the disagreements between the boxers, and the preachers and converts, drew some  sympathy. but what the boxers did later went well beyond what was justified and the general opinion of the chinese people was that they were bandits. for many years, the popular view that the boxers  prevented the partitioning of china has been used to defend the boxers. this has been shown to be  wrong. partitioning did not end: the russians entered northeastern china; the english invaded tibet; the germans sent their gunboats into the dongting lake.  from an article published in china in 2006.  source c from a french newspaper, august 1900. it shows boxer rebels in a christian church.",
+            "4": "4 0470/22/o/n/18 \u00a9 ucles 2018 source d the catholics have conspired with foreigners, have caused china trouble, wasted our national  revenue, broken up our monasteries, destroyed buddhist images and deceived our emperors, officials  and ministers. these acts of evil should be bitterly resented. they have affected people\u2019s trees and plants so as to make them suffer from locusts and drought. all the spirits have descended from heaven to set up an altar in order to teach our young men their  magic boxing so they can extinguish the foreigners. when we exert our energy for the nation to bring  peace to the land, this is the sign that prosperity is coming. we are afraid that some ignorant people  may rely on the foreigners\u2019 power and cling to the strong in order to oppress the weak. they should be reported to the headman of the village. our people should take the right principles of kindness and politeness to make the countryside peaceful and harmonious. a notice displayed in a village near beijing in 1900. notices like this were displayed in many villages. source e some of your ministers rightly warned you that the boxers were not patriotic, that they cannot be  relied upon to resist our enemies and that we should not carelessly challenge all foreign countries  without reason. when the boxers began they merely summoned the masses to mob violence. the boxer bandits drifted into folly. how did they dare insult officials and burn houses, plunder and kill the people? when some officials at the royal court praised them as patriotic, the power of the boxer bandits increased. when we trace the origin of these rascals, these breeders of mischief, we find  reactionary and stupid officials are to blame.  from a statement by two ministers in the imperial government just before they were executed in july  1900. they were accused of being pro-foreign traitors. source f i thought what a happy thing it will be for russians when they bring home the thirty thousand russian  troops now in manchuria, to live in peaceful pursuits. i thought this was what germany should do also without delay, and that france and all the other nations in china should follow suit.  why should not china be free from the foreigners, who are only making trouble on her soil? if they  would only all go home, what a pleasant place china would be for the chinese! we do not allow chinamen to come here, and i say in all seriousness that it would be a graceful thing to let china decide who shall go there.  china never wanted foreigners any more than foreigners wanted chinamen, and on this question i  am with the boxers every time. the boxer is a patriot. he loves his country better than he does the countries of other people. i wish him success. the boxer believes in driving us out of his country. i am a boxer too, for i believe in driving him out of our country.  from a speech in new york by the american author mark twain on 23 november 1900.",
+            "5": "5 0470/22/o/n/18 \u00a9 ucles 2018 [turn over source g   a european drawing from the time showing what happened to some christians   during the boxer rebellion. source h recently bandits have become more common. most critics point to revolutionary societies as the cause.  but societies are of different kinds. when worthless bandits create disturbances, the law can show them no leniency. on the other hand, there are the boxers, peaceful and law-abiding people practising  their skills for the preservation of themselves and their families, or combining village communities for  the mutual protection of the rural population. this is in agreement with the public-spirited principle of \u2018keeping watch and giving mutual help\u2019. some local authorities do not observe this distinction, but regard all as revolutionary societies. this  means not that all the people are disorderly, but that these local officials are wrong. an edict issued by the imperial court to local officials who had been trying to suppress the boxers,  january 1900. an american missionary called it a charter for the boxers.",
+            "6": "6 0470/22/o/n/18 \u00a9 ucles 2018 now answer all the following questions. you may use any of the sources to help you answer the  questions, in addition to those sources which you are told to use. in answering the questions you  should use your knowledge of the topic to help you interpret and evaluate the sources. 1 study sources a and b.  how far do these two sources agree? explain your answer using details of the sources.  [7] 2 study source c.   why was this source published in a french newspaper in august 1900? explain your answer  using details of the source and your knowledge.  [8] 3 study sources d and e.   does source d prove that source e cannot be trusted? explain your answer using details of the  sources and your knowledge.  [8] 4 study source f.  are you surprised by this source? explain your answer using details of the source and your  knowledge.  [7] 5 study sources g and h.  does source g show that the imperial court (source h) misunderstood what the boxers were  really like? explain your answer using details of the sources and your knowledge.  [8] 6 study all the sources.  how far do these sources provide convincing evidence that the boxers were no more than  barbarians? use the sources to explain your answer.   [12]",
+            "7": "7 0470/22/o/n/18 \u00a9 ucles 2018 [turn over blank page",
+            "8": "8 0470/22/o/n/18 \u00a9 ucles 2018 option b: 20th century topic was the second world war avoidable? study the background information and the sources carefully, and then answer all the questions.  background information historians disagree about hitler\u2019s foreign policy \u2013 did he have it all planned from the beginning or did  he take advantage of opportunities that events offered him? this debate has a bearing on another question \u2013 was the second world war inevitable or could it have been avoided? as hitler remilitarised the rhineland, and took austria and czechoslovakia, could countries like britain and france have stopped him by standing up to him more? would he have changed his policies? did he plan war or did  he hope to get what he wanted without a war?  could the second world war have been avoided? source a in november 1937 the hossbach conference showed how hitler\u2019s policy was changing from one  centred on diplomatic initiatives to one where military force was to play a much greater part. the czech crisis brought europe very close to war. hitler wrote at this time, \u2018it is my unalterable decision to smash czechoslovakia by military action.\u2019 the effects of the munich agreement had profound implications  for european diplomacy and the balance of power, since with hindsight it is clear that hitler was now  prepared to pursue a policy of war, although he wanted to fight any conflict on his terms. his ultimate objective was still the creation of lebensraum at the expense of the ussr, but hopefully this could be achieved by britain\u2019s appeasement policy developing into a more general acceptance of germany\u2019s dominant position in central and eastern europe. in march 1939 germany had secured the self-dissolution of the czech state. some historians have pointed to the various military orders hitler gave  at this time for the establishment of long-range bomber squadrons and the construction of a large navy  as evidence that he was willing to take on britain. this may well have been his long-term intention, but in the short term hitler most definitely did not want a war with britain and france. how could he avoid such a conflict while pursuing his claims against poland? it was the hope of neutralising britain and france which drove hitler into the arms of stalin. after the nazi-soviet non-aggression pact was  signed, hitler was confident that western military involvement would not follow a german invasion of  poland. but by 3 september germany was at war with britain and france. how did germany find itself in this position? the cause was hitler\u2019s desire for continental hegemony and lebensraum which could only be achieved (as he well knew) by military force.  from a history book published in 1992.",
+            "9": "9 0470/22/o/n/18 \u00a9 ucles 2018 [turn over source b at the time, no one attached any importance to the hossbach conference. it did not produce a master  plan for future german policy. the only account of the meeting was written days later and was filed  and forgotten. the main thrust of hitler\u2019s foreign policy was eastwards. he wanted a german empire in eastern europe but no more. he hoped to achieve this without war. germany posed no threat to britain. chamberlain caused german hostility towards britain by unnecessarily intervening in the sudeten crisis of may and september 1938.  hitler may have directed his generals to prepare for war but this was only to make germany stronger,  not to fight a war. hitler believed that germany was most likely to make gains in eastern europe if it was strong. he also believed that communism might break down without a war, allowing him to get what he wanted with no effort at all. however, he had no firm plans and was willing to improvise and take what was offered to him by circumstances. he wanted no more than to make germany a great  power, an aim which all countries have. hitler\u2019s speech in august 1939 tells us the importance of the  pact with the soviet union, \u2018now the probability is great that the west will not intervene.\u2019 his promise to britain in august that germany\u2019s frontier in the west was final and that he would not threaten the british empire, shows he had no ambitions directed against britain and france. by the end of august the breach between poland and its allies britain and france was widening and could soon be wide open. however, it also gave hitler a chance and he gambled on it by ordering the attack on poland.  this decision, based as it was on hitler supposing that britain and france would not go to war, was a  mistake, a miscalculation.  from a history book published in 1960. source c a british cartoon published in july 1938.",
+            "10": "10 0470/22/o/n/18 \u00a9 ucles 2018 source d the settlement of the czechoslovak problem which has now been achieved is, in my view, only the  beginning of a larger settlement in which europe may find peace. this morning i had another talk with  herr hitler, and here is a paper which bears his name upon it as well as mine. i would like to read this to you. we regard the agreement signed last night as symbolic of the desire of our two people never to go  to war again. we are resolved that consulting each other shall be the method used to deal with any  other questions that may concern our two countries, and we are determined to continue our efforts to  remove possible sources of difference and thus contribute to assure the peace of europe. from a speech by neville chamberlain, the british prime minister, 30 september 1938. chamberlain  made this speech as soon as he arrived back in britain after making the agreement over the  sudetenland with hitler in munich. source e the most the prime minister has been able to gain for czechoslovakia has been that the german  dictator, instead of snatching his winnings from the table, has been content to have them served to  him bit by bit. what is left of the czechoslovak state cannot be maintained as an independent country. you will find that in a period of time, which may be measured only by months, czechoslovakia will be engulfed in the nazi regime. but we cannot consider the abandonment of czechoslovakia in the light only of what happened only last month. it is the terrible consequence of what we have done and  of what we have left undone in the last five years. we have been reduced from a position where the  word \u2018war\u2019 would only have been used by someone in a lunatic asylum. we have been reduced from a position of safety and power to where we stand now. the people of this country should know that we have sustained a defeat, the consequences of which  will travel far with us along our road; they should know that we have passed an awful milestone in our  history, when the peace of europe has been overturned. do not suppose that this is the end. this is  only the beginning of the reckoning. this is only the first sip, the first foretaste of a bitter cup which will be given to us year by year unless by a supreme recovery of moral health and martial vigour, we arise again and take our stand for freedom. from a speech by winston churchill in the house of commons, 5 october 1938. ",
+            "11": "11 0470/22/o/n/18 \u00a9 ucles 2018 [turn over source f  a british cartoon published on 25 september 1938.  source g the first duty of a diplomat is to faithfully represent the views of his own government. i went to berlin  determined, and in spite of my own doubts, to work for an honourable peace. for two years i hoped that the nazi revolution would run its course and return to a normal civilised international life. many may regard my persistence as convicting me of lack of understanding of the nazi mentality. that may  be true but it was right to make the attempt and nothing was lost by making it. on the contrary, we  should never have entered this war as a united empire and nation if the attempt had not been made. no miracle occurred. it is possible to say now that for a year and a half i was obsessed with the idea that we were moving remorselessly towards war. hitler never intended the ultimate end to be anything but war. there had only ever been for hitler two solutions: the use of force, or the achievement of his  aims by the display of force. sir nevile henderson from his book \u2018failure of a mission\u2019 which was published in 1940. henderson  was the british ambassador to germany from 1937 to 1939 and took part in the munich negotiations.  he was a supporter of chamberlain\u2019s policy of appeasement and of the munich agreement. ",
+            "12": "12 0470/22/o/n/18 \u00a9 ucles 2018 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 international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download at www.cie.org.uk after  the live examination series. 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.now answer all the following questions. you may use any of the sources to help you answer the  questions, in addition to those sources which you are told to use. in answering the questions you  should use your knowledge of the topic to help you interpret and evaluate the sources. 1  study sources a and b.  how far do these two sources agree? explain your answer using details of the sources.  [7] 2 study source c.  why was this cartoon published in july 1938? explain your answer using details of the source and  your knowledge.  [8] 3 study sources d and e.  does source d make source e surprising? explain your answer using details of the sources and  your knowledge.  [8] 4 study source f.  what is the cartoonist\u2019s message? explain your answer using details of the source and your  knowledge.  [8] 5 study source g.  do you believe henderson? explain your answer using details of the source and your knowledge.  [7] 6 study all the sources.  how far do these sources provide convincing evidence that war was avoidable? use the sources  to explain your answer.    [12]"
+        },
+        "0470_w18_qp_23.pdf": {
+            "1": "*9392576130* this document consists of 14 printed pages, 2 blank pages and 1 insert. dc (st/fc) 147942/3 \u00a9 ucles 2018  [turn overcambridge international examinations cambridge international general certificate of secondary education history  0470/23 paper 2  october/november 2018  2 hours no additional materials are required. read these instructions first an answer booklet is provided inside this question paper. you should follow the instructions on the front cover  of the answer booklet. if you need additional answer paper ask the invigilator for a continuation booklet. this paper has two options. choose one option, and answer all of the questions on that topic. option a: 19th century topic  [p2\u2013p9] option b: 20th century topic  [p10\u2013p14] the number of marks is given in brackets [  ] at the end of each question or part question. this syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificate.",
+            "2": "2 0470/23/o/n/18 \u00a9 ucles 2018 option a: 19th century topic was foreign intervention in china justified?  study the background information and the sources carefully, and then answer all the questions.  background information the boxer rebellion lasted from 1899 to 1901 and involved attacks on foreigners, especially christian  missionaries. the boxers were reacting to increasing european and american interference in china. this came in several forms including foreign missionaries trying to convert the chinese to christianity and attempts by countries like britain, france, germany, japan and russia to partition the country between them. foreign countries claimed that china was backward and its people were barbarians.  they claimed that closer contact with them would benefit china. for them, the actions of the boxers  seemed to confirm this and justify their interference in china. when attacks on foreigners began, the position of the empress was unclear \u2013 the boxers were  highly critical of her. however, they shared a suspicion of foreigners with her and formed an uneasy alliance. indeed, imperial troops fought alongside the boxers. the chinese government\u2019s failure to  stop the boxers, and the siege of foreigners in the legation quarter of beijing, led to further foreign  intervention, with an international force arriving in august 1900. it defeated the boxers and set about exacting revenge.  was foreign intervention in china justified or were foreign countries just trying to benefit themselves?",
+            "3": "3 0470/23/o/n/18 \u00a9 ucles 2018 [turn over source a  a cartoon published in a french magazine, 1898. the caption reads \u2018china \u2013 the cake of kings and of  emperors\u2019. the countries around the table are, from left to right, britain, germany, russia, france and  japan.",
+            "4": "4 0470/23/o/n/18 \u00a9 ucles 2018 source b we are not a christian nation. we show ourselves anything but christian in the far east. in america,  we think of the boxer uprising as a movement of the \u2018heathen\u2019 against the christian missionaries. in  spite of the fact that christian missionaries were tortured and killed, the boxer uprising was nothing of the sort. it was a patriotic movement to expel what the chinese call \u2018foreign devils\u2019 \u2013 the so-called christian nations are little less. suppose the great nations of europe put their fleets together, came over here and took possession of our great city ports, drove our people into the hinterland, built great warehouses and factories, brought in a body of corrupt agents, and calmly notified our people that they  would manage the commerce of the country. would we not have a boxer movement to drive those  foreign european christian devils out of our country? the cases are the same. from a speech in the usa by dr george f pentecost, 1912. pentecost was a christian leader in the  usa and had travelled in china.  source c attention: all people in markets and villages of all provinces in china. owing to the fact that catholics  and protestants have mocked our gods, have deceived our emperors, and oppressed the chinese  people, both our gods and our people are angry with them, yet we have to keep silent. this forces us  to practise the magic boxing to protect our country, expel the foreign bandits and kill christian converts. if there are christian converts in your village, you ought to get rid of them. their churches should be burned down. everyone who conceals christian converts will be burned to death. we especially do not want to punish anyone by death without warning him first. do not disobey this special notice! spread  this message far and wide. if you gain no supporters for us, you will be decapitated. a boxer notice circulated around china in 1900. source d recently bandits have become more common. most critics point to revolutionary societies as the cause.  but societies are of different kinds. when worthless bandits create disturbances, the law can show them no leniency. on the other hand, there are the boxers, peaceful and law-abiding people practising their skills for the preservation of themselves and their families, or combining village communities for  the mutual protection of the rural population. this is in agreement with the public-spirited principle of  \u2018keeping watch and giving mutual help\u2019. some local authorities do not observe this distinction, but regard all as revolutionary societies. this  means not that all the people are disorderly, but that these local officials are wrong. an edict issued by the imperial court to local officials who had been trying to suppress the boxers,  january 1900. an american missionary called it a charter for the boxers.",
+            "5": "5 0470/23/o/n/18 \u00a9 ucles 2018 [turn over source e this afternoon i had an interview with members of the chinese government. i pointed out that there  was not the slightest indication that the chinese government intended to deal severely with the boxer  disturbances, and that the result of this attitude was that human life was threatened within a few miles  of the capital. i said that this failure to suppress the boxers was leading straight to foreign intervention,  however much friendly powers might regret such a course.  they admitted that the government was reluctant to deal harshly with the movement, which, owing  to its anti-foreign character, was popular. they gave me to understand, without saying so directly,  that they had failed to persuade the empress to accept their views. it was clear that they wished me  to understand that the situation was most serious and that owing to the influence of the empress\u2019s  ignorant advisers, they were powerless to remedy it. a telegram from the british representative at the chinese court to the british prime minister,  june  1900.",
+            "6": "6 0470/23/o/n/18 \u00a9 ucles 2018 source f a cartoon published in an american magazine, august 1900. the caption reads \u2018the first duty. civilisation speaking to china: \u201cthat dragon must be killed before  our relationship can be improved. if you don\u2019t do it, i shall have to.\u201d  \u2019",
+            "7": "7 0470/23/o/n/18 \u00a9 ucles 2018 [turn over source g a german cartoon, january 1901. the figure with the whip represents the spirit of war. ",
+            "8": "8 0470/23/o/n/18 \u00a9 ucles 2018 source h the japanese are looting and burning without mercy. hundreds of women and girls have committed  suicide to escape a worse fate at the hands of russian and japanese brutes. the behaviour of  the russians is dreadful but they are not as cowardly and brutal as the french, who have incurred everyone\u2019s contempt. they are always the first to grab, to loot, to stick their filthy flag over everything. their cruelties are dreadful. major luke told me that two of his marines fainted at the sight of some of the devilish things done by the french.  none of this will be published in the newspapers because the journalists have the strictest orders not  to send any reports home that could disturb the \u2018friendly relations\u2019  between the allied nations. from a letter a british officer in beijing sent to his wife, september 1900.",
+            "9": "9 0470/23/o/n/18 \u00a9 ucles 2018 [turn over now answer all the following questions. you may use any of the sources to help you answer the  questions, in addition to those sources which you are told to use. in answering the questions you  should use your knowledge of the topic to help you interpret and evaluate the sources. 1 study source a.  what impressions does this source give of the countries around the table? explain your answer  using details of the source.  [6] 2 study sources b and c.   how far does source c support source b? explain your answer using details of the sources and  your knowledge.  [8] 3 study sources d and e.   how surprising does source d make source e? explain your answer using details of the sources  and your knowledge.  [8] 4 study sources f and g.  how far do these two sources agree? explain your answer using details of the sources and your  knowledge.  [8] 5 study source h.  how far do you believe what the british officer wrote? explain your answer using details of the  source and your knowledge.  [8] 6 study all the sources.  how far do these sources provide convincing evidence that foreign intervention in china was  justified? use the sources to explain your answer.   [12]",
+            "10": "10 0470/23/o/n/18 \u00a9 ucles 2018 option b: 20th century topic did hitler keep the extent of german intervention   in the spanish civil war  hidden? study the background information and the sources carefully, and then answer all the questions.  background information in 1936 the spanish civil war began between the republican government and the nationalists  consisting of fascists, monarchists and conservatives. britain and france called for european  countries not to intervene. a non-intervention committee was set up and 27 countries signed the non- intervention agreement, including germany, britain, france, italy and the soviet union. despite this, italy, germany and the soviet union did intervene \u2013 as early as july 1936 hitler was  sending planes. he was keen for spain to become fascist as this would help encircle france and  strengthen the german position in europe. to hide its involvement, germany sent troops, planes, tanks  and munitions through portugal. it also claimed that any germans fighting in spain were volunteers  and nothing to do with the german government. was hitler successful in hiding the major german involvement in spain? source a meetings of the non-intervention committee began in london on 9 september 1936 after numerous  delays. the committee consisted of the ambassadors of the nations that had signed the agreement,  which included every european country except switzerland. the ambassador of spain referred  to \u2018discussions at which denunciations and counter-denunciations took place\u2019. at a later meeting in  october, the british foreign secretary claimed that \u2018the russians were openly sending supplies to  spain and the evidence we had at this time was more specific against them than against the dictators  in rome and berlin\u2019. yet in september he recorded that spain\u2019s foreign minister had \u2018left me with  documents and photographs to prove the extent to which hitler and mussolini were violating the  agreement\u2019. it was perhaps not surprising that a blind eye had been turned on the streams of german  and italian planes over gibraltar, which had carried the army of africa to support the nationalists.  from a history book published in 1982. source b our policy has been one of non-intervention. it has been the custom of the opposition to jeer at the  non-success, as they say, of the non-intervention committee. we do not pretend that there has  been no intervention. i say that the committee has restricted intervention; that if there had been no  non-intervention committee, intervention would have undoubtedly taken place on a far larger scale. in the second place, it has prevented war spreading to all europe. the fact that the war has been  confined to spanish territory and to the spanish people is a remarkable tribute to the success of the  british policy of non-intervention. we have made every attempt to persuade others who signed the  agreement to follow our example. some have assumed that the success of general franco will mean  handing over spain to what they call the fascist powers, germany and italy. they have assumed that  this has been the intention of those two countries. the government has never taken that view. from a speech in the house of commons by the british prime minister , neville chamberlain,  march  1938.",
+            "11": "11 0470/23/o/n/18 \u00a9 ucles 2018 [turn over source c the sponsors of neutrality are trying to make the world believe that they are trying to prevent a new  world slaughter. one might, by a considerable stretch of imagination, grant them the benefit of the doubt  had their embargo on arms included both sides in this frightful civil war. but it is their one -sidedness  which makes one question the honesty of those proclaiming neutrality.  moreover, the political leaders of europe know only too well that it is not out of love that hitler and  mussolini have been supplying franco with war material and money. the men at the helm of the  european governments must realise, as the rest of the thinking world already has, that there is a pact  between the spanish fascists and their italian and german friends in the unholy alliance of fascism.  it is an open secret that the imperial ambitions of hitler and mussolini are not easily satisfied. if they  show limitless generosity to their spanish friends, it must be because of strategic advantages agreed  to by franco. it hardly requires much vision to predict that this arrangement would put all of europe in  the palm of hitler and mussolini. a letter by emma goldman, published in an english newspaper, october 1936. goldman was an  anarchist and organised a propaganda office in britain for anarchist groups fighting on the republican  side in spain. source d a cartoon published by the spanish republican government in 1938. the figure in the centre  represents britain. ",
+            "12": "12 0470/23/o/n/18 \u00a9 ucles 2018 source e my stay in seville was very instructive. i was tracking down german airmen; that is to say, the secret  entry into spain of planes and pilots, which at that time was in full swing, but was not so generally  known as it is today. it was the time when european diplomacy was just celebrating its honeymoon with the non-intervention pact. hitler was denying having sent aircraft to spain and franco was denying having received them, while there before my very eyes fat, blond german pilots were consuming vast quantities of spanish fish and, monocles clamped to their eyes, reading the \u2018v\u00f6lkischer beobachter\u2019. their uniforms were the white overalls worn by spanish airmen. there were four of these gentlemen in the hotel cristina at about lunchtime in august 1936. the  cristina is the hotel which i had been told was full of german officers and that it was not advisable to go there because every foreigner would be seen as a spy. from a book published in 1937 by a member of the german communist party. he was visiting seville,  where franco\u2019s headquarters were based. he was pretending to be a journalist and franco supporter.  the \u2018v\u00f6lkischer beobachter\u2019 was the official newspaper of the nazi party. source fin january 1938 we stood at hamburg docks ready for embarkation. our smart uniforms had given  way to ill-fitting civilian clothes. our destination was spain, and our disguise was as a football club. we were about 150 trained soldiers to take part in \u2018assignation rugen\u2019. this was a code name for the task force in spain. motor launches manned by sailors dressed up as civilian boatmen took us out to  our ship. a couple of miles downstream a small ship was waiting for us, tucked away in a far-off berth.  it must be emphasised that, contrary to the general belief, we were not forced into this enterprise. but our participation was nothing to do with political ideology. the very name of spain conveyed glamour and adventure and we saw ourselves as colourful romantic mercenaries. when we got to spain, we disembarked at vigo in the dark and the window blinds on our train were kept down. when we arrived at burgos, we changed into uniforms with spanish badges. from a book published in 1939 by a member of the german condor legion. ",
+            "13": "13 0470/23/o/n/18 \u00a9 ucles 2018 [turn over source g   a british cartoon published in february 1939. the figures on the left represent the british and french  governments. the figures on the right are mussolini, franco and hitler. \u2018the question of recognition\u2019  refers to the issue of whether franco\u2019s government should be officially recognised. ",
+            "14": "14 0470/23/o/n/18 \u00a9 ucles 2018 now answer all the following questions. you may use any of the sources to help you answer the  questions, in addition to those sources which you are told to use. in answering the questions you  should use your knowledge of the topic to help you interpret and evaluate the sources. 1  study source a.  what impressions does this source give of the non-intervention committee? explain your answer  using details of the source.  [6] 2 study sources b and c.  does source c prove that chamberlain (source b) was wrong? explain your answer using details  of the sources and your knowledge.  [8] 3 study source d.  why was this cartoon published at this time? explain your answer using details of the source and  your knowledge.  [8] 4 study sources e and f.  does source f make source e surprising? explain your answer using details of the sources and  your knowledge.  [8] 5 study source g.   what is the cartoonist\u2019s message? explain your answer using details of the source and your  knowledge.  [8] 6 study all the sources.  how far do these sources provide convincing evidence that hitler was successful in hiding the  extent of german involvement in spain? use the sources to explain your answer.    [12]",
+            "15": "15 0470/23/o/n/18 \u00a9 ucles 2018 blank page",
+            "16": "16 0470/23/o/n/18 \u00a9 ucles 2018 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 international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download at www.cie.org.uk after  the live examination series. 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.blank page"
+        },
+        "0470_w18_qp_41.pdf": {
+            "1": "cambridge international examinations cambridge international general certificate of secondary education 0470/41 october/november 2018 1 hourhistory paper 4 alternative to coursework additional materials: answer booklet/paper read these instructions first an answer booklet is provided inside this question paper. you should follow the instructions on the front cover of the answer booklet. if you need additional answer paper ask the invigilator for a continuation booklet. answer one question from your chosen depth study. the number of marks is given in brackets [ ] at the end of each question or part question. the syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificate. this document consists of 3printed pages and 1blank page. [turn over 11_0470_41_2018_1.16 \u00a9 ucles 2018 *7260676194*",
+            "2": "answer one question from your chosen depth study. depth study a: the first world war, 1914\u20131918 how important was military defeat in causing russia to leave the war in 1918? explain your answer. [40]1 how significant was the collapse of the home front in bringing about germany\u2019s decision in 1918 to ask for an armistice? explain your answer. [40]2 depth study b: germany, 1918\u20131945 how important were hitler\u2019s election promises as a reason for the growth in support for the nazi party by 1933? explain your answer. [40]3 how significant were nazi policies towards the churches in the development of a totalitarian state after 1933? explain your answer. [40]4 depth study c: russia, 1905\u20131941 how important was the october manifesto in weakening tsarist rule? explain your answer. [40] 5 how significant was the removal of political rivals in allowing stalin to create a totalitarian state? explain your answer. [40]6 depth study d: the usa, 1919\u20131941 how important was the availability of new consumer goods in changing people\u2019s lives in the usa in the 1920s? explain your answer. [40]7 how significant were the temperance movements in causing the introduction of prohibition? explain your answer. [40]8 depth study e: china, c.1930\u2013c.1990 how important were the actions of the nationalist government as a reason for mao\u2019s victory in 1949? explain your answer. [40]9 how significant was spreading maoist ideology in shaping china\u2019s foreign policy after 1949? explain your answer. [40]10 11_0470_41_2018_1.16 \u00a9 ucles 20182",
+            "3": "depth study f: south africa, c.1940\u2013c.1994 how important was agriculture to the development of the economy in south africa before 1948? explain your answer. [40]11 how significant was civil unrest in bringing about the end of white minority rule? explain your answer. [40]12 depth study g: israelis and palestinians since 1945 how important was the role of britain as a cause of conflict in palestine before 1948? explain your answer. [40]13 how significant was israel in causing the suez war, 1956? explain your answer. [40] 14 11_0470_41_2018_1.16 \u00a9 ucles 20183",
+            "4": "blank page permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. every reasonable effort has been made by the publisher (ucles) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the pub lisher 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 cambridg e international examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download at www.cie.o rg.uk after the live examination series. cambridge international examinations is part of the cambridge assessment group. cambridge assessment is the brand name of university of cambridge l ocal examinations syndicate (ucles), which is itself a department of the university of cambridge. 11_0470_41_2018_1.16 \u00a9 ucles 20184"
+        },
+        "0470_w18_qp_42.pdf": {
+            "1": "cambridge international examinations cambridge international general certificate of secondary education 0470/42 october/november 2018 1 hourhistory paper 4 alternative to coursework additional materials: answer booklet/paper read these instructions first an answer booklet is provided inside this question paper. you should follow the instructions on the front cover of the answer booklet. if you need additional answer paper ask the invigilator for a continuation booklet. answer one question from your chosen depth study. the number of marks is given in brackets [ ] at the end of each question or part question. the syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificate. this document consists of 3printed pages and 1blank page. [turn over 11_0470_42_2018_1.15 \u00a9 ucles 2018 *3075211172*",
+            "2": "answer one question from your chosen depth study. depth study a: the first world war, 1914\u20131918 how important was military leadership as a reason for high casualties on the western front? explain your answer. [40]1 how significant were the actions of ludendorff in bringing about the german surrender in 1918? explain your answer. [40]2 depth study b: germany, 1918\u20131945 how important was the work of goebbels in enabling the nazis to control germany after 1933? explain your answer. [40]3 how significant was the second world war in creating opposition within germany to the nazis? explain your answer. [40]4 depth study c: russia, 1905\u20131941 how important was the role of the tsarina in bringing about the downfall of the tsarist government? explain your answer. [40]5 how significant was the need to increase food production as a reason for stalin\u2019s modernisation of russia? explain your answer. [40]6 depth study d: the usa, 1919\u20131941 how important was the lack of an overseas market as a reason why farmers did not share in the economic boom? explain your answer. [40]7 how significant was the supreme court in the opposition to the new deal? explain your answer. [40]8 depth study e: china, c.1930\u2013c.1990 how important were health and education reforms in changing peasants\u2019 lives in the first decade of communist rule, 1949\u20131958? explain your answer. [40]9 how significant was the persecution of intellectuals to the establishment of a communist dictatorship in china? explain your answer. [40]10 11_0470_42_2018_1.15 \u00a9 ucles 20182",
+            "3": "depth study f: south africa, c.1940\u2013c.1994 how important was the growth in black consciousness to the success of the anti-apartheid movement in south africa? explain your answer. [40]11 how significant were individual leaders in the collapse of white minority rule? explain your answer. [40]12 depth study g: israelis and palestinians since 1945 how important was the usa to israeli successes against its arab neighbours,1956\u20131973? explain your answer. [40]13 how significant has the palestine liberation organisation (plo) been in improving the fortunes of the palestinian people? explain your answer. [40]14 11_0470_42_2018_1.15 \u00a9 ucles 20183",
+            "4": "blank page permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. every reasonable effort has been made by the publisher (ucles) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the pub lisher 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 cambridg e international examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download at www.cie.o rg.uk after the live examination series. cambridge international examinations is part of the cambridge assessment group. cambridge assessment is the brand name of university of cambridge l ocal examinations syndicate (ucles), which is itself a department of the university of cambridge. 11_0470_42_2018_1.15 \u00a9 ucles 20184"
+        },
+        "0470_w18_qp_43.pdf": {
+            "1": "cambridge international examinations cambridge international general certificate of secondary education 0470/43 october/november 2018 1 hourhistory paper 4 alternative to coursework additional materials: answer booklet/paper read these instructions first an answer booklet is provided inside this question paper. you should follow the instructions on the front cover of the answer booklet. if you need additional answer paper ask the invigilator for a continuation booklet. answer one question from your chosen depth study. the number of marks is given in brackets [ ] at the end of each question or part question. this syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificate. this document consists of 3printed pages and 1blank page. [turn over 11_0470_43_2018_1.13 \u00a9 ucles 2018 *5638847291*",
+            "2": "answer one question from your chosen depth study. depth study a: the first world war, 1914\u20131918 how important was the use of poisonous gas in changing the nature of warfare on the western front? explain your answer. [40]1 how significant was britain\u2019s control of the seas in bringing about germany\u2019s defeat? explain your answer. [40]2 depth study b: germany, 1918\u20131945 how important was the role of the president in the government of the weimar republic to 1933? explain your answer. [40]3 how significant was the use of concentration camps in hitler\u2019s control of germany after 1933? explain your answer. [40]4 depth study c: russia, 1905\u20131941 how important was the cheka in the bolsheviks\u2019 consolidation of power to 1921? explain your answer. [40]5 how significant were splits amongst the leadership of the communist party in allowing stalin to gain control of russia? explain your answer. [40]6 depth study d: the usa, 1919\u20131941 how important was religion in causing intolerance in the usa in the 1920s? explain your answer. [40]7 how significant was the gap between the rich and the poor in the usa in causing the wall street crash? explain your answer. [40]8 depth study e: china, c.1930\u2013c.1990 how important was chiang kai-shek to the failure of the nationalist government? explain your answer. [40]9 how significant were communist reforms in improving life in the countryside by 1960? explain your answer. [40]10 11_0470_43_2018_1.13 \u00a9 ucles 20182",
+            "3": "depth study f: south africa, c.1940\u2013c.1994 how important was the colour bar in employment in the lives of the non-white population in south africa after 1948? explain your answer. [40]11 how significant was verwoerd in the development of apartheid? explain your answer. [40] 12 depth study g: israelis and palestinians since 1945 how important was jewish immigration in causing unrest in palestine up to 1948? explain your answer. [40]13 how significant was the six\u2013day war in shaping arab\u2013israeli relations to 1996? explain your answer. [40]14 11_0470_43_2018_1.13 \u00a9 ucles 20183",
+            "4": "blank page permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. every reasonable effort has been made by the publisher (ucles) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the pub lisher 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 cambridg e international examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download at www.cie.o rg.uk after the live examination series. cambridge international examinations is part of the cambridge assessment group. cambridge assessment is the brand name of university of cambridge l ocal examinations syndicate (ucles), which is itself a department of the university of cambridge. 11_0470_43_2018_1.13 \u00a9 ucles 20184"
+        }
+    },
+    "2019": {
+        "0470_m19_qp_12.pdf": {
+            "1": "this document consists of 10 printed pages, 2 blank pages and 1 insert. dc (st) 164381/3 \u00a9 ucles 2019  [turn overcambridge assessment international education cambridge international general certificate of secondary education *6780504386*history  0470/12 paper 1  february/march 2019  2 hours no additional materials are required. read these instructions first an answer booklet is provided inside this question paper. you should follow the instructions on the front cover  of the answer booklet. if you need additional answer paper ask the invigilator for a continuation booklet. answer three  questions. section a (core content) answer any two questions. section b (depth studies) answer any  one question. the number of marks is given in brackets [  ] at the end of each question or part question. this syllabus is regulated for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificate.",
+            "2": "2 0470/12/f/m/19 \u00a9 ucles 2019 section a: core content answer any two questions from this section. 1 1848 was a year of upheaval in europe.  (a) describe the actions of pope pius ix in 1848\u201350.  [4]  (b) why did louis philippe abdicate in february 1848?  [6]  (c) how different were the european revolutions of 1848\u20139? explain your answer.   [10] 2 german unification was the product of many different events.  (a) describe the weaknesses of the frankfurt parliament.  [4]  (b) why was the zollverein important in the relationship between austria and prussia?   [6]  (c) which was more important in the achievement of german unification, force or diplomacy?  explain your answer.   [10] 3 many factors influenced the events before and during the american civil war.    (a) describe the activities of abolitionists in the 1850s.  [4]  (b) why did the secession of southern states lead to civil war?  [6]  (c) \u2018military leadership was the most important factor in deciding the outcome of the civil war.\u2019  how far do you agree with this statement? explain your answer.   [10] 4 european imperialism caused problems for both the europeans and the people they encountered.  (a) describe the events of the boxer rising of 1899\u20131901.  [4]  (b) why was the indian mutiny important for british rule in india?  [6]  (c) \u2018the british approach of indirect rule was more effective than the french approach of  assimilation and direct rule.\u2019 how far do you agree with this statement? explain your answer.    [10]",
+            "3": "3 0470/12/f/m/19 \u00a9 ucles 2019 [turn over 5 negotiations at the paris peace conference caused problems for everyone.   (a) what were the terms of the treaty of saint germain?  [4]  (b) why were the people of germany outraged by the terms of the treaty of versailles?  [6]  (c) \u2018clemenceau, lloyd george and wilson went into the peace negotiations in paris with similar  aims.\u2019 how far do you agree with this statement? explain your answer.   [10] 6 many different factors led to the outbreak of war in 1939.  (a) describe what happened in the rhineland in 1936.   [4]  (b) why was the nazi-soviet pact important to hitler?  [6]  (c) how far were britain and france responsible for the outbreak of war in 1939? explain your  answer.   [10] 7 the usa and the ussr fell out very quickly after the second world war.  (a) what was the warsaw pact?  [4]  (b) why was germany a source of dispute after the second world war?  [6]  (c) \u2018the marshall plan was designed to ensure the domination of the usa over europe.\u2019 how far  do you agree with this statement? explain your answer.   [10] 8 the usa\u2019s policy of containment faced many challenges.  (a) describe how president kennedy reacted to the discovery in october 1962 of soviet missile  bases in cuba.  [4]  (b) why were developments in vietnam in the 1950s important to the usa?  [6]  (c) who won the korean war? explain your answer.   [10]",
+            "4": "4 0470/12/f/m/19 \u00a9 ucles 2019 section b: depth studies answer any one question from this section. depth study a: the first world war, 1914\u201318 9 conflict at sea played an important part in the first world war.   (a) describe the british naval blockade of germany.  [4]  (b) why was the threat from german u-boats important?  [6]  (c) \u2018the decision to launch the gallipoli campaign made little sense.\u2019 how far do you agree with  this statement? explain your answer.   [10] 10 by 1918 events were turning against germany.  (a) describe the part played by the usa after its entry into the war.   [4]  (b) why did ludendorff think it was a good idea to launch an offensive in march 1918?  [6]  (c) which was more important in persuading germany to sign an armistice, the failure of the  ludendorff offensive or the situation within germany? explain your answer.   [10]",
+            "5": "5 0470/12/f/m/19 \u00a9 ucles 2019 [turn over depth study b: germany, 1918\u201345 11 for a time the weimar republic survived threats to its existence.  (a) describe how germany reacted to the french occupation of the ruhr.  [4]  (b) why did the freikorps attempt to take control of germany in 1920?  [6]  (c) how important was stresemann to the survival of the weimar republic? explain your answer.    [10] 12 the nazi regime used different methods to ensure it stayed in power.   (a) describe the work of the gestapo.  [4]  (b) why did the nazis carry out kristallnacht (the night of broken glass)?  [6]  (c) how effective was nazi propaganda in winning the support of the german people? explain  your answer.   [10]",
+            "6": "6 0470/12/f/m/19 \u00a9 ucles 2019 depth study c: russia, 1905\u201341 13 lenin faced many challenges when trying to ensure that the bolsheviks consolidated their power.  (a) who were the \u2018whites\u2019?  [4]  (b) why did lenin bring war communism to an end?  [6]  (c) how far was the new economic policy a failure? explain your answer.   [10] 14 from 1929 stalin dominated the ussr.   (a) describe how stalin used propaganda to control people\u2019s ideas in the soviet union.  [4]  (b) why did stalin end the great purge in 1938?  [6]  (c) how far did the russian people benefit from stalin\u2019s rule up to 1941? explain your answer.     [10]",
+            "7": "7 0470/12/f/m/19 \u00a9 ucles 2019 [turn over depth study d: the usa, 1919\u201341 15 the changes in 1920s america affected different groups in different ways.   (a) what were the \u2018jim crow\u2019 laws?  [4]  (b) why did gangsterism increase in america in the 1920s?  [6]  (c) \u2018the lives of american women changed little during the 1920s.\u2019 how far do you agree with this  statement? explain your answer.   [10] 16 the depression posed difficult problems for america.  (a) describe what president hoover did to deal with the depression.  [4]  (b) why did farmers suffer badly during the 1930s?  [6]  (c) \u2018underlying long-term weaknesses in the american economy were the real cause of the  depression.\u2019 how far do you agree with this statement? explain your answer.   [10]",
+            "8": "8 0470/12/f/m/19 \u00a9 ucles 2019 depth study e: china, c.1930\u2013c.1990 17 the nationalists and the communists fought over the control of china.  (a) describe chiang kai-shek\u2019s reaction to the japanese occupation of much of china.  [4]  (b) why did chiang kai-shek\u2019s fifth extermination campaign of 1933\u20134 have some success?  [6]  (c) \u2018what happened while the communists were based at yenan was more important for them  than the long march.\u2019 how far do you agree with this statement? explain your answer.   [10] 18 after coming to power deng xiaoping introduced many reforms.   (a) describe the ways in which deng xiaoping opened china up to the world.   [4]  (b) why did the gang of four lose power in 1976?  [6]  (c) \u2018the chinese people lived better lives under deng xiaoping than under mao zedong.\u2019 how  far do you agree with this statement? explain your answer.   [10]",
+            "9": "9 0470/12/f/m/19 \u00a9 ucles 2019 [turn over depth study f: south africa, c.1940\u2013c.1994 19 as apartheid took root, opposition to it grew.  (a) what was the rivonia trial of 1963\u20134?  [4]  (b) why was the bantu self-government act of 1959 important to the south african government?  [6]  (c) how effective was the african national congress (anc) in the period 1948 to 1966? explain  your answer.   [10] 20 the period from 1966 to 1980 was a pivotal one for south africa.     (a) describe the impact the black consciousness movement had on black south africans in the  1970s.  [4]  (b) why were many countries reluctant to impose economic sanctions on south africa in the  period from 1966 to 1980?  [6]    (c) \u2018between 1966 and 1980 south africans benefited from a booming economy.\u2019 how far do you  agree with this statement? explain your answer.   [10]",
+            "10": "10 0470/12/f/m/19 \u00a9 ucles 2019 depth study g: israelis and palestinians since 1945 21 after a series of wars egypt and israel reached an agreement in 1978.  (a) describe the results of the six-day war of 1967.   [4]  (b) why was the camp david agreement of 1978 important?   [6]  (c) \u2018the yom kippur war of 1973 achieved little for the arabs.\u2019 how far do you agree with this  statement? explain your answer.   [10] 22 the issue of the palestinian refugees had many different consequences.  (a)  describe the actions of black september.  [4]  (b) why did the palestine liberation organisation (plo) become weaker in the period 1970 to  1984?   [6]  (c) \u2018the united nations has done more than arab countries to help the palestinian refugees.\u2019  how far do you agree with this statement? explain your answer.  [10]",
+            "11": "11 0470/12/f/m/19 \u00a9 ucles 2019 blank page",
+            "12": "12 0470/12/f/m/19 \u00a9 ucles 2019 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 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.blank page"
+        },
+        "0470_m19_qp_22.pdf": {
+            "1": "this document consists of 14 printed pages, 2 blank pages and 1 insert. dc (nh/sw) 164785/4 \u00a9 ucles 2019  [turn overcambridge assessment international education cambridge international general certificate of secondary education *8119555714*history  0470/22 paper 2  february/march 2019  2 hours no additional materials are required. read these instructions first an answer booklet is provided inside this question paper. you should follow the instructions on the front cover  of the answer booklet. if you need additional answer paper ask the invigilator for a continuation booklet. this paper has two options. choose one option, and answer all of the questions on that topic. option a: nineteenth century topic [p2\u2013p7] option b: twentieth century topic [p8\u2013p14] the number of marks is given in brackets [  ] at the end of each question or part question. this syllabus is regulated for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificate.",
+            "2": "2 0470/22/f/m/19 \u00a9 ucles 2019 option a: nineteenth century topic who was to blame for the first world war? study the background information and the sources carefully, and then answer all the questions.  background information the assassination of archduke franz ferdinand did not cause the first world war by itself. the  situation in europe was already heading towards war with two armed alliances, the triple alliance and the triple entente, ready to fight. at the same time, britain and germany were in an arms race with each other.  in the months leading up to the outbreak of war, each of the major powers tried desperately to ensure  that they did not appear to be the aggressor. after war had broken out, each one blamed the others. who was responsible for the first world war? source a some of the best people in the world have written about this war, and yet no one stands out as being  impartial. the first few sentences always show which side the sympathies of the writer are on. the germans all believe that they have been attacked. on the other hand, the allies consider germany as  the aggressor: sir edward grey believes that they desire \u2018universal domination\u2019. instead of blaming other men we should try to realise war could have been avoided if european  statesmen had acted with goodwill. austria and russia have no real reason to quarrel. germany should long ago have restored the french parts of alsace-lorraine to france. england could have helped germany build a great colony in central africa. for surely a german experiment in colonisation  would be worth studying. such arrangements as these would benefit everyone and be a thousand  times more profitable than fighting. it is surely impossible to shut one\u2019s eyes to the fact that it is the english and the germans and their  striving for first place which brought about the war. and germany, in fighting england and france, is  only helping to make russia master of europe. in this conflict france has shown itself less eager for  war than any of the other countries. and russia? whichever side wins, russia is sure to profit. from a book published in 1915.",
+            "3": "3 0470/22/f/m/19 \u00a9 ucles 2019 [turn over source b i see politicians and militarists of england and germany jumping at the chance to smash one another  and establish themselves as the dominant power in the world. british propaganda about war with  germany has never ceased. from the moment when the kaiser began to copy our policy by building a big fleet, the anti-german agitation has become openly aggressive with the feeling that a war was bound to come. our government manoeuvred to surround germany and austria with an anglo-franco-russian combination. let us have no more nonsense about the prussian wolf and the british lamb. since 1870 france has enlarged her territory, while germany is still pleading in vain for a place in the  sun. it is the terror of russia that has driven germany into her present onslaught on france. the one way of avoiding war was to convince germany that england was willing to fight, but sir edward grey did not understand this and persuaded germany that he had not the slightest intention of fighting. germany, confident that with austria\u2019s help she could break france with one hand and russia with the  other if england stayed out, let austria throw the spark into the gunpowder. the monstrous system of alliances produced the present war. no nation wanted to fight. england had  nothing to gain, germany had everything to lose, while france would not have risked war for alsace-lorraine. yet russia, who had a great deal to gain by victory, had a quarrel with austria over serbia and has been able to set all three western friends against each other, shedding \u2018rivers of blood\u2019 from  each others\u2019 throats. when it comes to sacrificing germany to russia, we are sharpening a knife for  our own throat.  from a book published in 1914.",
+            "4": "4 0470/22/f/m/19 \u00a9 ucles 2019 source c an american cartoon, 31 july 1914. in the cartoon, a magazine is where armaments  and ammunition  are stored.  source d if russian mobilisation cannot be reversed \u2013 which is not true \u2013 why did the tsar ask for my mediation  three days ago without saying a word about issuing the mobilisation order? that shows he considers  the order to be over-hasty, and he took this step afterwards to ease his uneasy conscience but he did  not feel strong enough to stop mobilising. frivolity and weakness are going to plunge the world into  the most frightful war of which the ultimate aim is the overthrow of germany. for i no longer have any  doubt that england, russia and france have agreed among themselves to use the austro-serb conflict  as an excuse for waging a war of annihilation against us. from a note written by the kaiser on 30 july 1914 after reading a report from his ambassador in  russia which said that the russian mobilisation could not be reversed. ",
+            "5": "5 0470/22/f/m/19 \u00a9 ucles 2019 [turn over source e last week i stated that we were working to preserve the peace of europe, but it is clear that the peace  of europe cannot be preserved. russia and germany have declared war upon each other. france is  involved in it because of its obligation of honour under a definite alliance with russia. it is only fair to  say to parliament that that obligation of honour cannot apply in the same way to us. we are not parties  to the franco-russian alliance. we feel strongly that france was entitled to know whether or not in the event of attack upon its  unprotected northern and western coast it could depend upon british support. yesterday afternoon i  gave to the french ambassador the following statement: \u2018i am authorised to give an assurance that  if the german fleet comes into the channel or through the north sea to undertake hostile operations  against the french coasts or shipping, the british fleet will give all the protection in its power .\u2019 if there has been an ultimatum to belgium, asking her to compromise or violate her neutrality, her  independence is gone. if, in a crisis like this, we said, \u2018we will have nothing whatever to do with this  matter,\u2019 we should, i believe, sacrifice our respect and good name and reputation before the world. we have disclosed the issue and the information which we have, and made clear, i trust, that we are  prepared to face that situation, and that should it develop, as probably it may develop, we will face it. from a speech by sir edward grey to the british parliament, 3 august 1914. grey was the  member  of the british government in charge of foreign policy. ",
+            "6": "6 0470/22/f/m/19 \u00a9 ucles 2019 source f a cartoon published in britain in 1915. the kaiser is saying \u2018to the day\u2026\u2019, but the  figure  of death  adds the words \u2018\u2026of reckoning!\u2019",
+            "7": "7 0470/22/f/m/19 \u00a9 ucles 2019 [turn over now answer all the following questions. you may use any of the sources to help you answer the  questions, in addition to those sources which you are told to use. in answering the questions you  should use your knowledge of the topic to help you interpret and evaluate the sources. 1 study sources a and b.  how far do these two sources agree? explain your answer using details of the sources.  [7] 2 study source c.  why was this cartoon published on 31 july 1914? explain your answer using details of the source  and your knowledge.  [8] 3 study source d.  how far do you believe what the kaiser wrote? explain your answer using details of the source  and your knowledge.  [8] 4 study source e.  are you surprised by this source? explain your answer using details of the source and your  knowledge.  [8] 5 study source f.  what is the message of this cartoon? explain your answer using details of the source and your  knowledge.  [7] 6 study all the sources.  how far do these sources provide convincing evidence that germany was responsible for causing  the first world war? use the sources to explain your answer.  [12]",
+            "8": "8 0470/22/f/m/19 \u00a9 ucles 2019 option b: twentieth century topic were italian actions in abyssinia justified? study the background information and the sources carefully, and then answer all the questions. background information abyssinia had long and close ties with italy and so when mussolini was looking for ways to help the  italian economy and boost his own popularity, his focus became fixed on abyssinia.  tensions between abyssinia and the italians in neighbouring somaliland had been growing during  1934 and came to a head in the wal wal incident in december 1934 when both abyssinian and italian  soldiers were killed. in october 1935 italian troops invaded abyssinia. despite economic sanctions  imposed by the league of nations, abyssinia was fully under italian control by may 1936.  were italian actions in abyssinia justified? source a the abyssinian empire was the one place in africa where other european countries had no special  concern and where italy\u2019s predominant interest was widely recognised. in the 1920s mussolini\u2019s main objective had been peaceful economic gains, although from the beginning there had been talk of war  to obtain political control. abyssinia was looked upon by rome as an italian reserve, so much so that  throughout the 1920s it was providing most of the soldiers for the italian army fighting in libya. a treaty of friendship between the two countries was signed in 1928 and mussolini was genuinely offended when haile selassie sought friends elsewhere. one view held in the italian government was that africa should be the main concern of italian foreign  policy. possibly abyssinia should be annexed outright, giving italy the prestige of a military victory. one  reason the italians favoured a friendship with germany was to put pressure on the french and win french approval of what italy called their \u2018mission to civilise the black continent\u2019. in the early 1930s the italian government discussed plans for the conquest of abyssinia but it was a distant possibility. a determining factor in italy\u2019s decision to act may have been hitler\u2019s coming to power, because this on  the one hand created the tension in europe which would give mussolini greater freedom to act, and on  the other suggested that italy had better conquer abyssinia before the germans were strong enough to attack austria. a war plan was devised in the summer of 1934. laval, the french foreign minister, had already privately hinted that mussolini might one day move  into abyssinia. in january 1935 when he met mussolini, they agreed a treaty and laval made a vague  commitment to leave italy some kind of free hand in africa. in all probability he did not explicitly agree  to an italian invasion, but perhaps there was a tacit understanding, and some historians think laval may have given his clear approval. after this meeting mussolini certainly acted as though he had the backing of france and could safely begin an aggressive war. the french and british governments recognised that hitler was the main danger and were prepared to pay for italy\u2019 s help against him. from a history book published in 1976.",
+            "9": "9 0470/22/f/m/19 \u00a9 ucles 2019 [turn over source b the french government was keen for a better understanding with italy. in january 1935 the french  foreign minister met with mussolini and a treaty was agreed. at the meeting france gave italy a free  hand in abyssinia. at a later date, the british declared that the french had assured them that they had  spoken of \u2018a free hand\u2019 only in economic matters. however, it is likely that mussolini believed he had  secured a satisfactory agreement. in the spring of 1935 it was suggested by some in the british government that italy might be given a  position in abyssinia similar to that of britain in egypt. mussolini replied that this idea was by no means  without merit. in june the british government suggested abyssinia give the ogaden province to italy,  while britain would give abyssinia access to the sea. mussolini rejected the plan which would have  given abyssinia more opportunities to trade in arms and slaves. mussolini does not seem to have thought of drastic actions in abyssinia before the wal wal incident.  this convinced him that no satisfactory agreement could be reached with abyssinia. the wal wal  incident and other subsequent acts of violence by abyssinians had brought relations between the  two countries to a state of acute tension, which was made worse by the intervention of the british  government. there can be no doubt that it was these events that brought mussolini around to the idea  of an italian colony. the responsibility of british action for the events that followed is well established.  had not haile selassie been encouraged by britain, he might well have come to terms with italy.  from a history book published in 1956.  source c hoare told me that the italian demands remain unacceptable to abyssinia, as they do to the league  and britain. i briefed hoare on our position. we have no quarrels with italy. we have no interests in  africa. if we are taking a stand against italy, it is only as a loyal member of the league, and because  we want to teach a lesson to serve as a warning for any future aggressors. italy is not a very serious  aggressor, but there are more dangerous candidates in the world. hoare assured me that the british  position is exactly the same. britain has no interest of its own in the conflict. it is guided purely by  loyalty to the league. hoare, like me, does not regard italy as a terrifying aggressor. from the diary of ivan maisky, the soviet ambassador to britain, november 1935. hoare was in  charge of british foreign policy until december 1935, when he resigned. ",
+            "10": "10 0470/22/f/m/19 \u00a9 ucles 2019 source d at a committee of the league italy\u2019s use of gas was discussed. france\u2019s only contribution was to ask  whether there was any enquiry into the abyssinians\u2019 use of dum-dum bullets and into the atrocities  committed by them. i had to remind the french that the 1925 gas protocol, which had been signed by  both abyssinia and italy, was absolute. there was no provision that the use of gas might be permitted  on account of the methods of warfare adopted by the other side. during an adjournment, a private anglo-french meeting was held. it showed no agreement was  possible. i said that the league had lost greatly in prestige in many countries. a despairing message  had been received from the abyssinian government. i wanted to know if the committee was to do no  more than to suggest that its chairman should see the italian representative and thus give the italian  government further opportunity for delay. i said that the threat of poison gas was not to africa only.  dictator states might well use gas in europe. from the memoirs of anthony eden, entitled \u2018facing the dictators\u2019, published in 1962.  eden  was a leading member of the british government throughout the abyssinian crisis  and became  foreign secretary when hoare resigned in december 1935. in this extract  he describes  a meeting in april 1936.",
+            "11": "11 0470/22/f/m/19 \u00a9 ucles 2019 [turn over source e a cartoon published in an english newspaper, 1936.",
+            "12": "12 0470/22/f/m/19 \u00a9 ucles 2019 source f a cartoon published in an english newspaper, 3 april 1936.",
+            "13": "13 0470/22/f/m/19 \u00a9 ucles 2019 [turn over source g a postcard published in italy in 1936 showing italian and abyssinian children in abyssinia.  source h abyssinia is still a barbarous country. it is violently governed and its government is not strong enough  to cope with its own lawless elements. it is entertaining to find a country where the noblemen feast on raw beef, but less amusing when they enslave the villagers of neighbouring countries. the emperor made himself master of a vast population differing absolutely from himself in race, religion and history.  it was taken bloodily and he holds the country by force of arms. the italians have as much right to  govern. in the matter of practical politics it is certain that their government would be for the benefit of abyssinia and the rest of africa. from an english newspaper, july 1935. ",
+            "14": "14 0470/22/f/m/19 \u00a9 ucles 2019 now answer all the following questions. you may use any of the sources to help you answer the  questions, in addition to those sources which you are told to use. in answering the questions you  should use your knowledge of the topic to help you interpret and evaluate the sources. 1 study sources a and b.  how far do these two sources agree? explain your answer using details of the sources.  [7] 2 study sources c and d.  does source c make source d surprising? explain your answer using details of the sources and  your knowledge.  [8] 3 study source e.  what is the message of this cartoon? explain your answer using details of the source and your  knowledge.  [8] 4 study sources f and g.  how different are the impressions given by these two sources? explain your answer using details  of the sources and your knowledge.  [8] 5 study source h.  how useful is this source as evidence about the abyssinian crisis? explain your answer using  details of the source and your knowledge.  [7] 6 study all the sources.  how far do these sources provide convincing evidence that italian actions in abyssinia were  justified? use the sources to explain your answer.  [12]",
+            "15": "15 0470/22/f/m/19 \u00a9 ucles 2019 blank page",
+            "16": "16 0470/22/f/m/19 \u00a9 ucles 2019 blank page permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the  publisher will be pleased to make amends at the earliest possible opportunity. 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 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."
+        },
+        "0470_m19_qp_42.pdf": {
+            "1": "cambridgeassessmentinternationaleducation cambridgeinternationalgeneralcertificateofsecondaryeducation 0470/42 february/march2019 1hourhistory paper4alternativetocoursework additionalmaterials: answerbooklet/paper readtheseinstructionsfirst ananswerbookletisprovidedinsidethisquestionpaper.youshouldfollowtheinstructionsonthefrontcover oftheanswerbooklet.ifyouneedadditionalanswerpaperasktheinvigilatorforacontinuationbooklet. answeronequestionfromyourchosendepthstudy. thenumberofmarksisgiveninbrackets[ ]attheendofeachquestionorpartquestion. thissyllabusisregulatedforuseinengland,walesandnorthernirelandasacambridgeinternationallevel1/level2certificate. thisdocumentconsistsof 3printedpagesand 1blankpage. [turnover03_0470_42_2019_1.8 \u00a9ucles2019 *2905034462*",
+            "2": "answeronequestionfromyourchosendepthstudy. depthstudya:thefirstworldwar,1914\u20131918 howimportantwasmoltkeincausingthefailureoftheschlieffenplan?explainyouranswer. [40] 1 howsignificantwasthegallipolicampaigntothecourseofthewar?explainyouranswer. [40] 2 depthstudyb:germany,1918\u20131945 howimportantwasthegestapoinenablingthenazistomaintaincontrolingermanyafter1933? explainyouranswer. [40]3 howsignificantwasthehitleryouthinpromotingnaziideasingermany?explainyouranswer. [40]4 depthstudyc:russia,1905\u20131941 howimportantwastrotskyinbringingaboutbolshevikvictoryintherussiancivilwar?explain youranswer. [40]5 howsignificantwerepoliciestowardsethnicminoritiesasanaspectofstalin\u2019srussia?explain youranswer. [40]6 depthstudyd:theusa,1919\u20131941 howimportantwerenewconsumergoodsintheeconomyofthe1920s?explainyouranswer. [40]7 howsignificantwereradicalopponentsintheoppositiontothenewdeal?explainyouranswer. [40]8 depthstudye:china,c.1930\u2013c.1990 howimportantwastheyenansovietasareasonforthegrowthofthecommunistpartybefore 1949?explainyouranswer. [40]9 howsignificantwererelationswithforeigncountriestothemodernisationofchina?explainyour answer. [40]10 03_0470_42_2019_1.8 \u00a9ucles20192",
+            "3": "depthstudyf:southafrica,c.1940\u2013c.1994 howimportantwasmanufacturingtotheeconomicdevelopmentofsouthafricaby1948?explain youranswer. [40]11 howsignificantwasapartheidinchanginglifeforafrikanersafter1948?explainyouranswer. [40]12 depthstudyg:israelisandpalestinianssince1945 howimportantwaszionisminthedevelopmentofpalestineby1949?explainyouranswer. [40] 13 howsignificantwereconditionsinthepalestinianrefugeecampsasacauseofconflictbetween israelanditsneighbours?explainyouranswer. [40]14 03_0470_42_2019_1.8 \u00a9ucles20193",
+            "4": "blankpage permissiontoreproduceitemswherethird-partyownedmaterialprotectedbycopyrightisincludedhasbeensoughtandclearedwherepossible.everyreasonable efforthasbeenmadebythepublisher(ucles)totracecopyrightholders,butifanyitemsrequiringclearancehaveunwittinglybeenincluded,thepublisherwill bepleasedtomakeamendsattheearliestpossibleopportunity. toavoidtheissueofdisclosureofanswer-relatedinformationtocandidates,allcopyrightacknowledgementsarereproducedonlineinthecambridgeassessment international education copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download at www.cambridgeinternational.orgaftertheliveexaminationseries. cambridge assessment international education is part of the cambridge assessment group. cambridge assessment is the brand name of the university of cambridgelocalexaminationssyndicate(ucles),whichitselfisadepartmentoftheuniversityofcambridge. 03_0470_42_2019_1.8 \u00a9ucles20194"
+        },
+        "0470_s19_qp_11.pdf": {
+            "1": "this document consists of 10 printed pages, 2 blank pages and 1 insert. dc (st) 168976/1 \u00a9 ucles 2019  [turn overcambridge assessment international education cambridge international general certificate of secondary education *1686732346*history  0470/11 paper 1  may/june 2019  2 hours no additional materials are required. read these instructions first an answer booklet is provided inside this question paper. you should follow the instructions on the front cover  of the answer booklet. if you need additional answer paper ask the invigilator for a continuation booklet. answer three  questions. section a (core content) answer any two questions. section b (depth studies) answer any  one question. the number of marks is given in brackets [  ] at the end of each question or part question. this syllabus is regulated for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificate.",
+            "2": "2 0470/11/m/j/19 \u00a9 ucles 2019 section a: core content answer any two questions from this section. 1 it took a long time for italian unification to be achieved.  (a) describe what happened in rome in 1848\u20139.  [4]  (b) why was garibaldi important to italian unification?  [6]  (c) \u2018factors external to italy rather than internal factors explain why italian unification took so  long.\u2019 how far do you agree with this statement? explain your answer.   [10] 2 german unification was brought about by a combination of factors.  (a) describe the hopes of german liberals and nationalists in 1848.  [4]  (b) why was the crisis over schleswig-holstein in 1863\u20134 important for bismarck?  [6]  (c) \u2018the austro-prussian war was more important than the franco-prussian war in the  achievement of german unification.\u2019 how far do you agree with this statement? explain your  answer.  [10] 3 slavery was one of the most important causes of the american civil war.  (a) what was the kansas-nebraska act of 1854?  [4]  (b) why did slavery exist in the southern states?  [6]  (c) \u2018reconstruction failed to bring improvements to the lives of former slaves.\u2019 how far do you  agree with this statement? explain your answer.  [10] 4 in the early part of the twentieth century europe drifted towards war.  (a)  what was the alliance system?  [4]  (b)  why was there a crisis over bosnia and herzegovina in 1908\u20139?  [6]  (c) \u2018austria and russia were equally to blame for the outbreak of the first world war.\u2019 how far do  you agree with this statement? explain your answer.  [10]",
+            "3": "3 0470/11/m/j/19 \u00a9 ucles 2019 [turn over 5 the paris peacemakers had a difficult task.  (a) what were the terms of the treaty of s\u00e8vres?  [4]  (b) why did the treaty of versailles cause difficulties for germany up to 1923?  [6]  (c) \u2018the paris peacemakers did as well as could be expected in the circumstances of 1919\u201320.\u2019  how far do you agree with this statement? explain your answer.   [10] 6 the league of nations struggled to maintain peace.  (a) describe one failure of the league of nations in the 1920s.  [4]  (b) why did hostilities between japan and china break out in 1931?  [6]  (c) how far was the response of the league of nations to the italian invasion of abyssinia  justified? explain your answer.  [10] 7 many issues divided the wartime allies after the end of the second world war.  (a) what was the berlin airlift?  [4]  (b) why was it harder for the allies to reach agreement at potsdam than it had been at yalta?   [6]  (c) who was more to blame for the cold war, the usa or the ussr? explain your answer.  [10] 8 both iran and iraq saw much violence in the period 1970 to 1991.  (a) what was operation desert storm?  [4]  (b) why were iran and iraq at war by 1980?  [6]  (c) was the shah a reforming or a repressive ruler of iran? explain your answer.  [10]",
+            "4": "4 0470/11/m/j/19 \u00a9 ucles 2019 section b: depth studies answer any one question from this section. depth study a: the first world war, 1914\u201318 9 much of the fighting in the first world war was done in the trenches.  (a) what happened at the battle of verdun?  [4]  (b)  why was the fighting on the western front based around trench warfare?  [6]  (c) \u2018the use of gas had more of an impact than the tank on the course of the war.\u2019 how far do you  agree with this statement? explain your answer.  [10] 10 the first world war was fought on several fronts.  (a) describe what happened in the gallipoli campaign.   [4]  (b) why was the home front important to britain\u2019s war effort?  [6]  (c) \u2018defeats on the battlefield were the main reason why russia left the war.\u2019 how far do you  agree with this statement? explain your answer.  [10]",
+            "5": "5 0470/11/m/j/19 \u00a9 ucles 2019 [turn over depth study b: germany, 1918\u201345 11 the weimar republic faced problems from the very beginning.  (a) describe what happened in the kapp putsch.   [4]  (b) why was the french occupation of the ruhr in 1923 important for germany?  [6]  (c) \u2018the weimar republic had few achievements.\u2019 how far do you agree with this statement?  explain your answer.  [10] 12 the coming of war in 1939 changed many things in nazi germany.  (a) describe how women contributed to the german war effort.  [4]  (b) why did the nazis introduce a war economy?  [6]  (c) \u2018the existence of the hitler youth ensured that the nazis were successful in winning the  support of young people.\u2019 how far do you agree with this statement? explain your answer.  [10]",
+            "6": "6 0470/11/m/j/19 \u00a9 ucles 2019 depth study c: russia, 1905\u201341 13 the bolsheviks seized power in 1917 and then managed to consolidate their position.  (a)  what reforms did the provisional government introduce in 1917?  [4]  (b) why was trotsky important to the bolshevik victory in the civil war?  [6]  (c) \u2018it was the mistakes of the provisional government that enabled the bolsheviks to seize  power in 1917.\u2019 how far do you agree with this statement? explain your answer.  [10] 14 after he came to power stalin decided to introduce collectivisation into the soviet union.  (a) what was collectivisation?  [4]  (b) why did stalin move against the kulaks?  [6]  (c) \u2018stalin\u2019s policy of collectivisation was a disaster.\u2019 how far do you agree with this statement?  explain your answer.  [10]",
+            "7": "7 0470/11/m/j/19 \u00a9 ucles 2019 [turn over depth study d: the usa, 1919\u201341 15 in the 1920s the american economy boomed.  (a) describe the new industries that developed in the usa in the 1920s.  [4]  (b) why did the boom fail to benefit all americans?   [6]  (c) \u2018government policies were the main reason why the american economy boomed during the  1920s.\u2019 how far do you agree with this statement? explain your answer.   [10] 16 there were many different reactions in the usa to the new deal.  (a) describe how the agricultural adjustment administration (aaa) benefited farmers.  [4]  (b) why did roosevelt introduce the second new deal?  [6]  (c) \u2018it is surprising that there was opposition to the new deal.\u2019 how far do you agree with this  statement? explain your answer.  [10]",
+            "8": "8 0470/11/m/j/19 \u00a9 ucles 2019 depth study e: china, c.1930\u2013c.1990 17 many aspects of life in china were changed in the 1950s.  (a) describe how communes were meant to contribute to china\u2019s industrial production.   [4]  (b) why did mao think that social reforms were needed in china in the 1950s?  [6]  (c) \u2018mao\u2019s agricultural policies were successful.\u2019 how far do you agree with this statement?  explain your answer.   [10] 18 the nature of communist rule in china has changed over time.  (a) what were deng xiaoping\u2019s four modernisations?  [4]  (b) why did mao introduce the hundred flowers campaign?  [6]  (c)  \u2018the cultural revolution was a mistake.\u2019 how far do you agree with this statement? explain  your answer.  [10]",
+            "9": "9 0470/11/m/j/19 \u00a9 ucles 2019 [turn over depth study f: south africa, c.1940\u2013c.1994 19 by 1940 black south africans still did not share in the growing prosperity of south africa.  (a) describe how gold mining contributed to the south african economy before 1945.   [4]  (b)  why did black south africans have fewer rights than white south africans by 1940?  [6]  (c) how far was the victory of the national party in the 1948 election a surprise? explain your  answer.   [10] 20 it was clear by the late 1980s that both apartheid and minority rule were doomed.  (a) describe the part played by chief buthelezi in the 1994 general election.  [4]  (b) why did p w botha\u2019s reforms of 1979 to 1989 fail to satisfy black south africans?  [6]  (c) \u2018by 1990 de klerk had no choice but to end minority rule.\u2019 how far do you agree with this  statement? explain your answer.   [10]",
+            "10": "10 0470/11/m/j/19 \u00a9 ucles 2019 depth study g: israelis and palestinians since 1945 21 the years 1944\u201348 were ones of violence for palestine.  (a) what was the uno partition plan?  [4]  (b)  why did the irgun and the stern gang conduct a campaign of violence in palestine in  1944\u201348?  [6]  (c) \u2018israel won the war of 1948\u20139 because the arab nations were divided.\u2019 how far do you agree  with this statement? explain your answer.  [10] 22  the issue of palestinian refugees has been a major aspect of the arab-israeli conflict.   (a) describe the actions of palestinian terrorists in the 1970s.  [4]  (b) why were there so many palestinian refugees by 1970?  [6]  (c) \u2018the arab states gave little support to the palestinian cause.\u2019 how far do you agree with this  statement? explain your answer.  [10]",
+            "11": "11 0470/11/m/j/19 \u00a9 ucles 2019 blank page",
+            "12": "12 0470/11/m/j/19 \u00a9 ucles 2019 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 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.blank page"
+        },
+        "0470_s19_qp_12.pdf": {
+            "1": "this document consists of 10 printed pages, 2 blank pages and 1 insert. dc (st) 168975/1 \u00a9 ucles 2019  [turn overcambridge assessment international education cambridge international general certificate of secondary education *0443942500*history  0470/12 paper 1  may/june 2019  2 hours no additional materials are required. read these instructions first an answer booklet is provided inside this question paper. you should follow the instructions on the front cover  of the answer booklet. if you need additional answer paper ask the invigilator for a continuation booklet. answer three  questions. section a (core content) answer any two questions. section b (depth studies) answer any  one question. the number of marks is given in brackets [  ] at the end of each question or part question. this syllabus is regulated for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificate.",
+            "2": "2 0470/12/m/j/19 \u00a9 ucles 2019 section a: core content answer any two questions from this section. 1 1848 was a year of upheaval in europe.  (a) describe the events leading to the abdication of louis philippe.  [4]  (b) why did frederick william iv\u2019s refusal of the imperial german crown matter?  [6]  (c) which was more important in the 1848 revolutions, liberalism or nationalism? explain your  answer.  [10] 2 both austria and prussia wanted to lead germany.  (a) what was the north german confederation?  [4]  (b) why was austrian influence in germany restored by 1850?  [6]  (c) \u2018the most important reason for the achievement of german unification was bismarck\u2019s  opportunism.\u2019 how far do you agree with this statement? explain your answer.  [10] 3 the united states was a divided nation for much of the period 1820\u201377.  (a) what happened when missouri applied to join the union?  [4]  (b) why was the \u2018underground railroad\u2019 important?  [6]  (c) how far were the divisions between north and south healed by 1877? explain your answer.  [10] 4 tensions between the major powers of europe increased in the early twentieth century.  (a) describe the arms race before the first world war.  [4]  (b) why were britain and france concerned about germany\u2019s involvement in morocco?  [6]  (c) \u2018it was the alliance system that turned the crisis of july 1914 into a european war.\u2019 how far  do you agree with this statement? explain your answer.  [10]",
+            "3": "3 0470/12/m/j/19 \u00a9 ucles 2019 [turn over 5 during the 1920s and 1930s the league of nations had many problems to solve.  (a) describe the work of the league of nations\u2019 slavery commission.  [4]  (b) why did italy invade abyssinia in 1935?  [6]  (c) how far were britain and france responsible for the failure of the league of nations? explain  your answer.  [10] 6 between 1936 and 1939 europe edged closer to war.  (a) describe how hitler\u2019s policies between 1935 and 1938 broke the terms of the treaty of  versailles.  [4]  (b) why did germany become involved in the spanish civil war?  [6]  (c) \u2018the nazi-soviet pact was responsible for war breaking out in europe in 1939.\u2019 how far do  you agree with this statement? explain your answer.  [10] 7 there were several threats to soviet power in eastern europe in the period 1956 to 1989.  (a) describe the achievements of lech walesa in poland.  [4]  (b) why did gorbachev decide not to intervene when countries in eastern europe moved towards  democracy in 1989?  [6]  (c) \u2018the soviet union dealt well with threats to communist control of eastern europe in the period  1956 to 1968.\u2019 how far do you agree with this statement? explain your answer.  [10] 8 events in the gulf area were important to the west.  (a) describe the rule of the shah of iran.  [4]  (b) why did the west get involved in the iran-iraq war?  [6]  (c) which was the more responsible for the outbreak of war in january 1991, iraq or the usa?  explain your answer.  [10]",
+            "4": "4 0470/12/m/j/19 \u00a9 ucles 2019 section b: depth studies answer any one question from this section. depth study a: the first world war, 1914\u201318 9 events in 1914 proved to be crucial for the later development of the war.  (a) describe how the belgians reacted to the german invasion.  [4]  (b) why was the failure of the schlieffen plan important?  [6]  (c) \u2018the british expeditionary force failed in 1914.\u2019 how far do you agree with this statement?  explain your answer.  [10] 10 there were several reasons why the war came to an end in 1918.  (a) what was the ludendorff offensive?  [4]  (b) why was there a revolution in germany in 1918?  [6]  (c) how important to the outcome of the war was american intervention? explain your answer.  [10]",
+            "5": "5 0470/12/m/j/19 \u00a9 ucles 2019 [turn over depth study b: germany, 1918\u201345 11 by 1933 the nazis were in control of germany.  (a) describe how the sa contributed to the nazi party.  [4]  (b) why was the munich putsch important for hitler?  [6]  (c) \u2018the main reason hitler became chancellor in 1933 was the deal between von papen and  president hindenburg.\u2019 how far do you agree with this statement? explain your answer.  [10] 12 the nazi regime worked hard on eliminating opposition within germany.  (a) describe how the nazi regime used informers.  [4]  (b) why did the nazi regime make extensive changes to the school curriculum?  [6]  (c) how much opposition was there within germany to the nazi regime? explain your answer.  [10]",
+            "6": "6 0470/12/m/j/19 \u00a9 ucles 2019 depth study c: russia, 1905\u201341 13 the tsar faced much opposition in the period 1905 to 1916.  (a) describe rasputin\u2019s role in the tsarist regime.  [4]  (b) why did opposition to the tsar continue in the period 1906 to 1914?  [6]  (c) \u2018social and economic distress was the main cause of the 1905 revolution.\u2019 how far do you  agree with this statement? explain your answer.  [10] 14 in the 1930s stalin focused on industrialising russia.  (a) what methods were used to encourage industrial workers to work hard during the 1930s?  [4]  (b) why did the first five-year plan focus on developing heavy industries like coal and steel?  [6]  (c) how far were stalin\u2019s industrialisation policies a success? explain your answer.  [10]",
+            "7": "7 0470/12/m/j/19 \u00a9 ucles 2019 [turn over depth study d: the usa, 1919\u201341 15 intolerance and corruption were common in 1920s america.  (a) what were the beliefs of the ku klux klan?  [4]  (b) why was america gripped by a \u2018red scare\u2019 after the first world war?  [6]  (c) is it surprising that prohibition failed? explain your answer.   [10] 16 the depression quickly followed the wall street crash.  (a) what was the dust bowl?  [4]  (b) why was hoover accused of not doing enough to deal with the consequences of the  depression?  [6]  (c) how far did the wall street crash cause the depression? explain your answer.  [10]",
+            "8": "8 0470/12/m/j/19 \u00a9 ucles 2019 depth study e: china, c.1930\u2013c.1990 17 most aspects of chinese life changed in the 1950s.  (a) describe the communist reforms of education and health in the 1950s.  [4]  (b) why did mao think it was necessary to introduce cooperative farms from 1953?  [6]  (c) \u2018mao\u2019s attempts at industrial development in china were successful in the period 1953 to  1960.\u2019 how far do you agree with this statement? explain your answer.  [10] 18 china\u2019s relations with other countries have often been difficult.  (a) what were the terms of the 1984 agreement over hong kong between britain and china?  [4]  (b) why did relations between china and india deteriorate in the period 1954 to 1971?  [6]  (c) \u2018mao zedong and deng xiaoping had different ideas about china\u2019s relationship with the rest  of the world.\u2019 how far do you agree with this statement? explain your answer.  [10]",
+            "9": "9 0470/12/m/j/19 \u00a9 ucles 2019 [turn over depth study f: south africa, c.1940\u2013c.1994 19 when the apartheid system was established after 1948 it was both supported and opposed with  great passion.  (a) describe how the group areas act of 1950 affected the lives of black south africans.  [4]  (b) why did nearly all afrikaners support apartheid?  [6]  (c) \u2018sharpeville was the most important factor in the development of opposition to apartheid in  the period between 1948 and 1966.\u2019 how far do you agree with this statement? explain your  answer.  [10] 20 by the late 1980s south africa was facing a major crisis.  (a) describe the part played in the struggle against apartheid by the organisation of african  unity.  [4]  (b) why was the release of mandela from prison in 1990 such an important event?  [6]  (c) which was more responsible for the ending of minority rule, international pressure or the  chaotic situation inside south africa by 1989? explain your answer.   [10]",
+            "10": "10 0470/12/m/j/19 \u00a9 ucles 2019 depth study g: israelis and palestinians since 1945 21 between 1956 and 1973 there were three major wars between israel and its arab neighbours.  (a) describe the events of the suez war of 1956.  [4]  (b) why did egypt and syria launch an attack on israel on 6 october 1973?  [6]  (c) who was to blame for the six day war of 1967? explain your answer.  [10] 22 attempts at reaching a settlement for the middle east have achieved little.  (a) what were the oslo accords of 1993 and 1995?  [4]  (b) why have divisions within israel affected the peace process?   [6]  (c) \u2018the un has done little to help bring peace to the middle east.\u2019 how far do you agree with this  statement? explain your answer.  [10]",
+            "11": "11 0470/12/m/j/19 \u00a9 ucles 2019 blank page",
+            "12": "12 0470/12/m/j/19 \u00a9 ucles 2019 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 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.blank page"
+        },
+        "0470_s19_qp_13.pdf": {
+            "1": "this document consists of 10 printed pages, 2 blank pages and 1 insert. dc (st) 168974/1 \u00a9 ucles 2019  [turn overcambridge assessment international education cambridge international general certificate of secondary education *7221297831*history  0470/13 paper 1  may/june 2019  2 hours no additional materials are required. read these instructions first an answer booklet is provided inside this question paper. you should follow the instructions on the front cover  of the answer booklet. if you need additional answer paper ask the invigilator for a continuation booklet. answer three  questions. section a (core content) answer any two questions. section b (depth studies) answer any  one question. the number of marks is given in brackets [  ] at the end of each question or part question. this syllabus is regulated for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificate.",
+            "2": "2 0470/13/m/j/19 \u00a9 ucles 2019 section a: core content answer any two questions from this section. 1 italian unification was achieved slowly.  (a) describe the events in milan in 1848.  [4]  (b) why did napoleon iii become involved in italy?  [6]  (c) \u2018italian unification took so long because there was little enthusiasm for it in italy.\u2019 how far do  you agree with this statement? explain your answer.  [10] 2 the achievement of german unification was a complicated process.  (a) describe the crisis in 1870 over the spanish succession.  [4]  (b) why did the 1848 revolution in prussia fail?  [6]  (c) \u2018german unification came about because of german nationalism.\u2019 how far do you agree with  this statement? explain your answer.  [10] 3 many factors influenced the events during and after the american civil war.  (a) what were the aims of the ku klux klan in the 1860s?  [4]  (b) why did the north want reconstruction in the south?  [6]  (c) \u2018the main reason lincoln fought the civil war was to save the union.\u2019 how far do you agree  with this statement? explain your answer.  [10] 4 from 1900 europe moved towards war.  (a) describe colonial rivalry over africa between the great powers in the late nineteenth century.  [4]  (b) why did the balkan wars of 1912 and 1913 have an important impact on relations between  the great powers?  [6]  (c) \u2018germany was mainly responsible for the outbreak of war in europe in august 1914.\u2019 how far  do you agree with this statement? explain your answer.  [10]",
+            "3": "3 0470/13/m/j/19 \u00a9 ucles 2019 [turn over 5 not everyone was happy with the results of the paris peace conference.  (a) describe how the german armed forces were affected by the terms of the treaty of versailles.  [4]  (b) why did the turks strongly object to the terms of the treaty of s\u00e8vres?  [6]  (c) \u2018president wilson was bitterly disappointed by the outcome of the peace negotiations at  versailles.\u2019 how far do you agree with this statement? explain your answer.  [10] 6 the league of nations had both successes and failures.  (a) describe the dispute over corfu in 1923.  [4]  (b) why was the league of nations able to have some successes in the 1920s?  [6]  (c) how far was the response of the league of nations to the japanese invasion of manchuria  justified? explain your answer.  [10] 7 soviet control over eastern europe weakened between 1956 and 1989.  (a) describe how the authorities in poland tried to deal with solidarity in the period 1980 to 1989.  [4]  (b) why was gorbachev important to eastern europe in 1989?  [6]  (c) how similar were events in hungary in 1956 and in czechoslovakia in 1968? explain your  answer.  [10] 8 politics, religion and economics were all important factors in the gulf region.  (a) describe the damage done to iran and iraq by the war of 1980\u201388.  [4]  (b) why were relations between kuwait and iraq poor by july 1990?  [6]  (c) \u2018economic factors were the main cause of the iranian revolution of 1979.\u2019 how far do you  agree with this statement? explain your answer.   [10]",
+            "4": "4 0470/13/m/j/19 \u00a9 ucles 2019 section b: depth studies answer any one question from this section. depth study a: the first world war, 1914\u201318 9 events in 1916 proved to be crucial for the later development of the war.  (a) what were aircraft used for during the first world war?  [4]  (b) why was the battle of verdun important?  [6]  (c) \u2018neither side won the battle of the somme.\u2019 how far do you agree with this statement? explain  your answer.  [10] 10 the first world war was fought on several fronts.  (a) describe what happened during the brusilov offensive.  [4]  (b) why were many women\u2019s lives greatly affected by the war?  [6]  (c) which was more important for britain, the battle of jutland or defeating the u-boat threat?  explain your answer.  [10]",
+            "5": "5 0470/13/m/j/19 \u00a9 ucles 2019 [turn over depth study b: germany, 1918\u201345 11 by 1933 the nazis were in control of germany.  (a) describe how goebbels contributed to the rise of the nazi party.  [4]  (b) why was hitler able to become chancellor in january 1933?  [6]  (c) \u2018the munich putsch was no more than a minor setback for hitler.\u2019 how far do you agree with  this statement? explain your answer.  [10] 12 the nazi regime used both terror and persuasion to stay in power.  (a) what was \u2018strength through joy\u2019?  [4]  (b) why did the nazis persecute gypsies and the mentally ill?  [6]  (c) which was more important in keeping the nazis in power, terror or persuasion? explain your  answer.  [10]",
+            "6": "6 0470/13/m/j/19 \u00a9 ucles 2019 depth study c: russia, 1905\u201341 13 between 1900 and 1917 russia was not governed very successfully.  (a) what were the main features of the russian system of government at the beginning of the  twentieth century?  [4]  (b) why was stolypin important in the period 1906 to 1911?  [6]  (c) how important was the role of the tsarina in causing the march revolution of 1917? explain  your answer.  [10] 14 stalin was determined to win, and to keep, power.  (a) describe how the lives of young people were affected by stalin\u2019s policies in the 1930s.  [4]  (b) why were the purges important to stalin?  [6]  (c) \u2018stalin\u2019s plotting and scheming explain why he had emerged as leader of the soviet union by  1929.\u2019 how far do you agree with this statement? explain your answer.  [10]",
+            "7": "7 0470/13/m/j/19 \u00a9 ucles 2019 [turn over depth study d: the usa, 1919\u201341 15 1920s america was a mixture of change and continuity.  (a) describe the impact that radio had on the lives of americans.  [4]  (b) why did the lifestyle of some american women change during the 1920s?  [6]  (c) which was more important in 1920s america, religious or racial intolerance? explain your  answer.  [10] 16 the most important development in 1930s america was the new deal.  (a) describe how jobs were created by the \u2018alphabet agencies\u2019.  [4]  (b) why, in 1937, did roosevelt put forward proposals to reform the supreme court?  [6]  (c) \u2018roosevelt\u2019s massive win in the 1936 presidential election shows that the new deal was  popular.\u2019 how far do you agree with this statement? explain your answer.  [10]",
+            "8": "8 0470/13/m/j/19 \u00a9 ucles 2019 depth study e: china, c.1930\u2013c.1990 17 japanese involvement complicated the situation in china.  (a) what was the xian incident in 1936?  [4]  (b) why did the second world war strengthen support for the communists?  [6]  (c) \u2018the long march solved the communists\u2019 problems.\u2019 how far do you agree with this  statement? explain your answer.  [10] 18 mao\u2019s death in 1976 created an opportunity for change in china.  (a) what happened in the power struggle after mao\u2019s death?  [4]  (b) why was the cultural revolution important to mao?  [6]  (c) \u2018deng xiaoping\u2019s reforms only changed china on the surface.\u2019 how far do you agree with this  statement? explain your answer.   [10]",
+            "9": "9 0470/13/m/j/19 \u00a9 ucles 2019 [turn over depth study f: south africa, c.1940\u2013c.1994 19 there was racial segregation in south africa before 1948.  (a) describe how the migrant labour system worked before 1948.  [4]  (b) why was there some relaxation in the attitude of the south african government towards racial  segregation during the second world war?  [6]  (c) \u2018gold mining was mainly responsible for south africa\u2019s economic development up to 1945.\u2019  how far do you agree with this statement? explain your answer.  [10] 20 there were changes both in government policy and in opposition methods in the period 1966 to  1980.  (a) describe the security measures introduced by the south african government in the period  1966 to 1976.  [4]  (b) why did the government begin to grant independence to homelands from 1976?  [6]  (c) \u2018the impact of steve biko was the most important factor in the opposition to apartheid in the  period 1966 to 1980.\u2019 how far do you agree with this statement? explain your answer.  [10]",
+            "10": "10 0470/13/m/j/19 \u00a9 ucles 2019 depth study g: israelis and palestinians since 1945 21 relations between israel and its neighbours were complicated by the involvement of the  superpowers and the issue of oil.  (a) describe the part played by the soviet union in the politics of the middle east during the  period 1954 to 1976.   [4]  (b) why did arab states introduce an oil embargo in 1973?   [6]  (c) how far were the camp david accords of 1978 a success? explain your answer.   [10] 22 for many years the main representative of the palestinians was the palestine liberation  organisation (plo).  (a) what was the intifada of 1987\u20131993?  [4]  (b) why was yasser arafat important to the palestinian cause?  [6]  (c) did the plo help or harm the palestinian cause between 1964 and 1993? explain your  answer.   [10]",
+            "11": "11 0470/13/m/j/19 \u00a9 ucles 2019 blank page",
+            "12": "12 0470/13/m/j/19 \u00a9 ucles 2019 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 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.blank page"
+        },
+        "0470_s19_qp_21.pdf": {
+            "1": "this document consists of 11 printed pages, 1 blank page and 1 insert. dc (jp/tp) 167394/2 \u00a9 ucles 2019  [turn overcambridge assessment international education cambridge international general certificate of secondary education *0802089459*history  0470/21 paper 2  may/june 2019  2 hours no additional materials are required. read these instructions first an answer booklet is provided inside this question paper. you should follow the instructions on the front cover  of the answer booklet. if you need additional answer paper ask the invigilator for a continuation booklet. this paper has two options. choose one option, and answer all of the questions on that topic. option a: nineteenth century topic [p2\u2013p6] option b: twentieth century topic [p8\u2013p12] the number of marks is given in brackets [  ] at the end of each question or part question. this syllabus is regulated for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificate.",
+            "2": "2 0470/21/m/j/19 \u00a9 ucles 2019 option a: nineteenth century topic did the events of 1857 in india amount to a national war of independence? study the background information and the sources carefully, and then answer all the questions.  background information there has been much controversy over the events that started in india with a mutiny of sepoys on  10 may 1857. at the time, and since, these events have been represented in different ways. many  british accounts at the time presented the events as backward, unorganised and irrational attempts to preserve india from \u2018progress\u2019 caused by unfounded fears about some cartridges greased with pig and cow fat and by other immediate grievances about sepoys\u2019 conditions of employment in the army. on the other hand, some accounts, often indian, presented the events in a way that would demonstrate poor  government by the east india company. the events were portrayed as organised and as representing  a national war for independence. did the events of 1857 amount to a war of independence? source a the mutiny began with rumours that the new cartridges about to be issued were lubricated with animal  fat. to many sepoys, this seemed to prove that the british did have a plan to christianise india \u2013 which many of them did. the fact that the cartridges had nothing to do with that plan was beside the point.  the indian mutiny was therefore much more than its name implies. it was a full-blown war. and its  causes were more profound than grease-coated cartridges. \u2018the first war of independence\u2019 is what the indian schoolbooks and monuments call it. yet indians fought on both sides and independence was not the issue. it had its humdrum causes: the frustration of indian soldiers at their lack of promotion, for example. of far greater significance was an indian conservative reaction against a succession of british interferences with indian culture, which seemed to - and in many ways actually did \u2013 add up to a  plot to christianise india. first and foremost, as the scant indian testimony which has survived makes  clear, this was indeed \u2018a war in the cause of religion\u2019. the siege of lucknow was caused by the british annexation of the province of oudh. this annexation  can be seen as one of the political causes of the mutiny. delhi was the historic capital of the mughal  empire and surely the crucial battleground of the mutineers if they genuinely dreamt of ousting the  british from india. and indeed many of the muslim mutineers did look for leadership to the bahadur shah zafar, last of the mughals. there still survives a five-point proclamation issued in his name appealing to a broad range of indian social groups. it is the nearest thing produced during the mutiny to a manifesto for national independence. yet the memorial to the soldiers killed fighting on the british side, which still stands on a hill overlooking delhi, shows how little this appeal was heeded. the inscription shows that  82% of the casualties among ranks below officers were classified as \u2018native\u2019. from a history book published in 2004.",
+            "3": "3 0470/21/m/j/19 \u00a9 ucles 2019 [turn over source b many reasons contributed to the outbreak. one theory suggests that after the annexation of oudh  by the east india company in 1856, many sepoys were deprived of benefits they had enjoyed.  another theory attributes the discontent among sepoys to the presence of missionaries. local sepoys were convinced that the company was masterminding mass conversions of hindus and muslims to christianity. a third reasoning indicates that the changes to the terms of professional service of the sepoys and lack of promotion may have created significant resentment. as the jurisdiction of the east india company expanded, the soldiers were expected to serve in less familiar regions such as burma.  another financial grievance was the recent removal of pensions for sepoys. while it only applied to  new recruits, it was suspected that it would also apply to those already in service. this build up of resentment over time resulted in the eventual outbreak on may 10, 1857 at meerut.  they rebelled against the british establishment. the fire spread rapidly and soon several mutinies  and civilian rebellions erupted. in some regions, such as oudh, the rebellion took on the attributes of  a patriotic revolt against the european presence. rebel leaders became national heroes. while the rebellion of 1857 was primarily a mutiny against the practices of the east india company, it sparked nationalist sentiments in the hearts of indians across the sub-continent. it was a patriotic awakening, even if at the deepest sub-conscious levels for most people. hence, later on, it came to be regarded as india\u2019s first war of independence. from a recent article on a website about indian history. source c the emperor, hearing the noise, told his attendants to call the native officers forward so that they might  explain what was happening. the officers explained that they had been required to bite cartridges greased with pork and beef fat which would deprive them of their religion. they had killed the europeans at meerut, and had come to claim his protection. the emperor replied, \u2018i did not call for you; you have acted very wickedly.\u2019 on hearing this, about one or two hundred of the soldiers climbed the steps and  came into the hall, saying, \u2018unless you join us we are all dead men and we must in that case just do  what we can for ourselves.\u2019 an account of events in delhi on 11 may 1857 by one of the emperor\u2019s officials. he is describing what  happened when soldiers massed in the courtyard of the emperor\u2019s palace.  source d hindus and mahomedans of india! of all the gifts of god, the most gracious is that of self-rule. will the  oppressive demon who has robbed you of it by deceit be able to keep it away from us for ever? no,  no. are you going to remain idle even now? god has inspired in the hearts of hindus and mahomedans  the desire to turn the english out of the country. in this our army, the differences of small and great shall be forgotten. a proclamation issued by bahadur shah zafar, the mughal emperor of india, at the end of may 1857 . ",
+            "4": "4 0470/21/m/j/19 \u00a9 ucles 2019 source e during the extraordinary trouble from which we are now emerging, nothing has cheered our minds as  much as the fact that the disaffection of the native troops has originated in their dread of the growing  power of christianity. most strangely, they have mistakenly believed that the government was trying to entrap them into the sacrifice of their caste, yet we believe they are right in fearing that their idols and superstitions are decaying and will be speedily overthrown, though not by might nor by power. from an article in the \u2018missionary herald\u2019, august 1857. source f nothing occurred to suggest the approach of such terrible upheavals, on the contrary mr bradbury was  welcomed with the utmost courtesy and respect by the natives, and his message was listened to with  general attention and evident interest, which may serve to show that christian teaching has in no way helped to bring about the catastrophe. the main insurgents such as sepoys and muslims were from that class of the native community that has least contact with the missionaries.  from an article published in the \u2018missionary magazine\u2019, november 1857. the article describes a tour  of india by james bradbury, a clergyman and missionary. source g an illustration entitled \u2018mutinous sepoys dividing spoils\u2019 from \u2018the history of the indian mutiny\u2019,  published in britain in 1860. \u2018spoils\u2019 means the items stolen during the fighting.",
+            "5": "5 0470/21/m/j/19 \u00a9 ucles 2019 [turn over source h of all the surprising incidents connected with the revolution of 1857, the most striking was the  secrecy with which the vast movement was organised. the clever english administrators had so little  information about the movement that even after widespread revolutionary upheaval they still persisted in the belief that it was due to the greased cartridges! it was the holy passion of love for their country that inspired the heroes of 1857. we cannot admire enough the skills of leaders like nana sahib, who secretly perfected the organisation of the movement under the noses of english officials. they taught the necessity of united action to hindus and mahomedans and infused the revolutionary spirit among  all classes. if the revolution had been due only to the cartridges, why did the emperor of delhi and the  queen of jhansi join it? from \u2018the indian war of independence\u2019 by v d savarkar, published in 1909. he was a pro- independence revolutionary imprisoned by the british between 1910 and 1921. his book was banned  in india by the british.",
+            "6": "6 0470/21/m/j/19 \u00a9 ucles 2019 now answer all the following questions. you may use any of the sources to help you answer the  questions, in addition to those sources which you are told to use. in answering the questions you  should use your knowledge of the topic to help you interpret and evaluate the sources. 1 study sources a and b.  how far do these two sources agree? explain your answer using details of the sources.  [7] 2 study sources c and d.  after reading source c, are you surprised by source d? explain your answer using details of the  sources and your knowledge.  [8] 3 study sources e and f.  does source e prove source f to be wrong? explain your answer using details of the sources  and your knowledge.  [8] 4 study source g.  why was this illustration used in this book? explain your answer using details of the source and  your knowledge.  [8] 5 study source h.   how useful is this source as evidence about the events of 1857? explain your answer using details  of the source and your knowledge.  [7] 6 study all the sources.  how far do these sources provide convincing evidence that the events of 1857 amounted to a  national war of independence? use the sources to explain your answer.  [12]",
+            "7": "7 0470/21/m/j/19 \u00a9 ucles 2019 [turn over blank page",
+            "8": "8 0470/21/m/j/19 \u00a9 ucles 2019 option b: twentieth century topic who was the aggressor in korea in 1950? study the background information and the sources carefully, and then answer all the questions.  background information in 1945, towards the end of the second world war, the soviet union took control of the northern half of  korea and the usa took control of the south. in 1948 the democratic people\u2019s republic of korea was  established in the north by the soviets, while in the south the republic of korea was set up with the help of the united nations. both governments claimed to be the legitimate government of the whole of korea. between 1948 and 1950 there were several clashes between the two sides and in june 1950 serious  fighting broke out. the usa suspected the soviet union and china of being behind the actions of north korea and claimed that communist expansion threatened south-east asia and beyond and asked the united nations to act. on the other hand, the soviets and chinese claimed that the forces backing south korea represented not the united nations, but the usa.   who was responsible for conflict over korea? source a upset by the fast and astonishing growth of the power of north korea, the american invaders hastened  the preparation of an aggressive war in order to destroy it in its infancy. the american imperialists furiously carried out the war project in 1950. the american invaders who had been preparing the war for a long time, alongside their puppets, finally began the war on 25 june. they unexpectedly attacked us, and the war clouds hung over the once peaceful country, accompanied by the echoing roar of cannons. having passed the 38th parallel, the enemies crawled deeper and deeper into the north. the invading  forces of the enemies had to be eliminated and our country and people had to be saved from their threatened fate. from a school textbook published in 2001. source b when the overthrow of the south korean government through social confusion became too difficult, the  north korean communists switched to a stick-and-carrot strategy: seeming to offer peaceful negotiations,  they were instead analysing the right moment of attack and preparing themselves for it. kim il-sung secretly visited the soviet union and was promised the alliance of the soviets and china  in case of war. finally, at dawn on 25 june 1950, the north began their southward aggression along  the 38th parallel. taken by surprise at these unexpected attacks, the army of south korea fought  courageously to defend the liberty of the country. a united nations\u2019 statement denounced the north korean military action as illegal and as a threat to peace, and a decision was made to help the south.  from a school textbook published in 2001.",
+            "9": "9 0470/21/m/j/19 \u00a9 ucles 2019 [turn over source c dear brothers and sisters! great danger threatens our motherland and its people. what is needed to liquidate this menace?  in this war we wage against the syngman rhee clique, the korean people must defend the korean people\u2019s republic, they must liquidate the unpatriotic fascist puppet regime of syngman rhee, they must liberate the southern part of our motherland. we must complete the unification of the motherland and create a single, independent, democratic state. the war which we are forced to wage is a just war  for the unification of the motherland and for freedom and democracy. from a radio broadcast by kim il-sung, the prime minister of north korea, to the nation, 26 june  1950. syngman rhee was president of south korea.  source d kim il-sung informed me that the armaments he had requested during his stay in moscow had arrived.  he said that he had inspected his army and believed it would be ready to fight by the end of june. the head of the north korean army has planned the offensive and kim il-sung has approved these plans.  he said he would like to begin military actions against the south at the end of june.  my opinion is the following: since kim il-sung is in the mood to launch the campaign at the end of june,  we should agree with this deadline.  a telegram from the soviet ambassador in north korea to the soviet government, 30 may 1950. ",
+            "10": "10 0470/21/m/j/19 \u00a9 ucles 2019 source e a leaflet distributed in korea during the war. ",
+            "11": "11 0470/21/m/j/19 \u00a9 ucles 2019 [turn over source f a cartoon entitled \u2018phoney peace parade\u2019 published in britain, 4 july 1950. britain had asked the  soviets to help bring about a peaceful settlement and they promptly mounted a \u2018peace\u2019  campaign.  source g in the past it has always been our view that the north korean forces would have little difficulty in  dealing effectively with the forces of south korea. this was naturally (since they trained south korean forces) not the american view. recently, however, they have been coming round to our way of thinking.  there can be no doubt that the ultimate aim of the north is to overrun the south; and i think in the long  term there is no doubt that they will do so. their method of achieving this will be to prepare the south from within. an invasion is unlikely. however, if it did take place, i think it is unlikely that the americans would become involved. the possession of south korea is not essential for allied strategic plans. an assessment of the situation produced by military experts for the british government, december  1949.",
+            "12": "12 0470/21/m/j/19 \u00a9 ucles 2019 now answer all the following questions. you may use any of the sources to help you answer the  questions, in addition to those sources which you are told to use. in answering the questions you  should use your knowledge of the topic to help you interpret and evaluate the sources. 1  study sources a and b.  which one of these textbooks was used in schools in south korea and which one was used in  north korean schools? explain your answer using details of the sources.  [7] 2 study sources c and d.   does source c prove that the soviet ambassador (source d) was wrong? explain your answer  using details of the sources and your knowledge.  [8] 3 study source e.  why was source e distributed in korea? explain your answer using details of the source and your  knowledge.  [8] 4 study source f.  what is the message of the cartoonist? explain your answer using details of the source and your  knowledge.  [8] 5 study source g.   are you surprised by this source? explain your answer using details of the source and your  knowledge.  [7] 6 study all the sources.  how far do these sources provide convincing evidence that south korea and the usa were to  blame for the korean war? use the sources to explain your answer.  [12] 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 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."
+        },
+        "0470_s19_qp_22.pdf": {
+            "1": "this document consists of 13 printed pages, 3 blank pages and 1 insert. dc (jp/tp) 167393/4 \u00a9 ucles 2019  [turn overcambridge assessment international education cambridge international general certificate of secondary education *0336863840*history  0470/22 paper 2  may/june 2019  2 hours no additional materials are required. read these instructions first an answer booklet is provided inside this question paper. you should follow the instructions on the front cover  of the answer booklet. if you need additional answer paper ask the invigilator for a continuation booklet. this paper has two options. choose one option, and then answer all of the questions on that topic. option a: nineteenth century topic  [p2\u2013p6] option b: twentieth century topic  [p8\u2013p14] the number of marks is given in brackets [  ] at the end of each question or part question. this syllabus is regulated for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificate.",
+            "2": "2 0470/22/m/j/19 \u00a9 ucles 2019 option a: nineteenth century topic whose fault was the second opium war of 1856\u201360? study the background information and the sources carefully, and then answer all the questions.  background information there are different views about whether britain or china was responsible for the second opium war  which began in 1856. there are different versions about what happened and who was in the right when  chinese officials boarded a british-registered ship, the arrow, in canton harbour.   some historians claim that britain used the incident as an excuse to attack china because it wanted  to increase its power there. others claim that the chinese had no right to board the arrow, had failed  to implement earlier treaties and were uncooperative in the negotiations that followed the incident.  the arrow incident and the war that followed caused much controversy in britain, with the government being defeated in parliament over it in march 1857. this led to a general election in april, which was called \u2018the chinese election\u2019, with palmerston\u2019s government fighting for its life.  who was to blame for the second opium war?  source a the second opium war was a continuation of the first. with imperialism hitting its high point in the  1850s, western countries wanted more of a say in china. the treaties that china signed with france  and the united states in the 1840s allowed for negotiations after twelve years. the british also wanted this privilege and wanted to renegotiate the treaty of nanking. the british used their \u2018most favoured nation status\u2019 to demand all of china be open to merchants, legalisation of the opium trade, ambassadors to be allowed to reside in peking, and the english version of treaties to take precedence over the chinese version. the chinese refused all the demands. tensions came to a head on 8 october 1856 when chinese officials boarded the arrow, which they  suspected of being involved in piracy and smuggling. the officials arrested twelve chinese subjects from the ship. the arrow was a chinese-owned ship registered in hong kong but the british claimed it had recently been registered to them. the british demanded the release of the pirates as if they were  fine, upstanding british citizens. they claimed that as the arrow was british-registered it was protected  under the treaty of nanking. the british argument was a weak one and they then resorted to claiming that the arrow had been flying  the british flag, which the chinese soldiers had taken down and insulted. yeh ming-ch\u2019en, the chinese government\u2019s commissioner at canton, insisted that the arrow was not flying the british flag. actually,  the arrow\u2019s registration had expired a few days earlier so it had no right to fly the british flag at the time  and her crew\u2019s arrest by the chinese authorities was lawful. negotiations broke down but not before all the sailors had been returned with a letter promising great care would be taken that british ships were not boarded improperly. this did not stop the british attacking canton. from a recent history book.",
+            "3": "3 0470/22/m/j/19 \u00a9 ucles 2019 [turn over source b the 1850s saw the rapid growth of imperialism. the western powers wanted to expand their overseas  markets and establish new ports of call. the outbreak of fresh hostilities under such circumstances  was almost inevitable because chinese officials were extremely reluctant to enact the terms of the treaties of 1842\u201344. the hopes of foreign merchants that the end of the first opium war would make life easier for them were soon disappointed. the chinese showed themselves no more prepared to regard foreigners as equals than they had ever been.  since the french and americans had extracted concessions about renegotiation after twelve years,  great britain insisted upon exercising its \u2018most-favoured nation status\u2019. the british demanded that china open all her ports to foreign trade, legalise the importation of opium from british possessions in india and burma and permit the establishment of a british embassy in peking. for two years chinese court officials stalled, trying to buy time.  events ran out of their control when, on 8 october 1856, officials boarded the chinese-owned, but  hong kong-based, merchant ship arrow. the arrow was owned by a chinese settler in hong kong and had been registered under a colonial ordinance which authorised the use of the british flag on chinese-owned vessels, so as to give them immunity from attack. the arrow was rumoured to be involved in smuggling and piracy and the british flag which it had been flying was hauled down and  twelve chinese subjects were arrested. the british trade officials naturally argued that as a foreign vessel that was british-registered, the  arrow\u2019s activities did not fall under chinese legal jurisdiction and the sailors should be released. the british consul, harry parkes, added that if the men were returned he would be prepared to join with  chinese officials in investigating any crime of which they might be accused. the imperial commissioner  replied that the prisoners had been seized in connection with a case of piracy and only released nine of them. in return, the british had no alternative but to shell the city. from a recent history book.",
+            "4": "4 0470/22/m/j/19 \u00a9 ucles 2019 source c an illustration of events on the arrow published in a british magazine in october 1856. source d it appears, on examination, that the arrow had no right to hoist the british flag, the licence to do so  expired on 27 september, from which period she has not been entitled to british protection. a letter from sir john bowring, governor of hong kong, to harry parkes, british consul in canton,  10 october 1856. source e there is no doubt that the arrow lawfully bore the british flag, under a register granted by me. a letter from sir john bowring to yeh ming-ch\u2019en, 14 october 1856. source f yeh is one of the most savage barbarians that ever disgraced a nation, guilty of every crime that could  degrade and debase human nature. he is an insolent barbarian who violated the british flag, broke  the terms of treaties, offered rewards for the heads of british subjects and planned their destruction by  murder, assassination and poison. the british prime minister, lord palmerston, speaking at a public meeting during the election  campaign in 1857.",
+            "5": "5 0470/22/m/j/19 \u00a9 ucles 2019 [turn over source g a cartoon published in december 1860 in a british magazine. it was also published in china soon  afterwards. ",
+            "6": "6 0470/22/m/j/19 \u00a9 ucles 2019 now answer all the following questions. you may use any of the sources to help you answer the  questions, in addition to those sources which you are told to use. in answering the questions you  should use your knowledge of the topic to help you interpret and evaluate the sources. 1 study sources a and b.  how far do these two sources agree? explain your answer using details of the sources.  [8] 2 study source c.   why was this illustration published in a british magazine in october 1856? explain your answer  using details of the source and your knowledge.  [7] 3 study sources d and e.  does source d make what bowring said in source e surprising? explain your answer using details  of the sources and your knowledge.  [8] 4 study source f.  do you trust palmerston in source f? explain your answer using details of the source and your  knowledge.  [8] 5 study source g.   how useful is this source as evidence about the second opium war? explain your answer using  details of the source and your knowledge.  [7] 6 study all the sources.  how far do these sources provide convincing evidence that china was to blame for the second  opium war? use the sources to explain your answer.  [12]",
+            "7": "7 0470/22/m/j/19 \u00a9 ucles 2019 [turn over blank page",
+            "8": "8 0470/22/m/j/19 \u00a9 ucles 2019 option b: twentieth century topic was supporting the united nations the reason why the usa intervened in  korea? study the background information and the sources carefully, and then answer all the questions.  background information the korean war started on 25 june 1950. this was the first big test of the united nations. on the same  day, the united nations\u2019 security council condemned the north korean invasion of south korea. on 27 june, the security council issued a resolution requesting member states to provide military assistance to south korea. at the same time, president truman ordered american forces to help the south. many countries contributed to the military effort but it was dominated by the americans. although it was  officially a united nations\u2019 intervention, the usa took charge.  how far did the usa intervene in korea to support the united nations? source a the events now taking place in korea broke out on 25 june as the result of a provocative attack by  the troops of the south korean authorities on the frontier areas of the korean people\u2019s democratic republic. this attack was the outcome of a premeditated plan. on 31 october 1949, the defence minister of the south korean government told newspaper correspondents that the south korean  troops were strong enough to take pyongyang within a few days. it is not difficult to understand that  south korea could only make such statements because they felt that they had american support. one month before, a member of the american government told congress that 100 000 officers and men of the south korean army, equipped with american weapons, could begin war at any time. the united states\u2019 government tries to justify armed intervention against north korea by alleging  that it was undertaken on the authorisation of the security council. the falsity of such an allegation  strikes the eye. what really happened? it is known that the united states\u2019 government had started armed intervention in korea before the security council was summoned to meet on 27 june. the security council merely rubber-stamped and back-dated the resolution proposed by the united states\u2019 government, approving their aggressive actions. the illegal resolution of 27 june, adopted by the  security council under pressure from the united states\u2019 government, shows that the security council  is acting as a tool utilised by the united states for unleashing war.  from a statement by andrei gromyko, soviet deputy minister of foreign affairs, 4 july 1950,  published in a soviet newspaper. pyongyang is the capital city of north korea. ",
+            "9": "9 0470/22/m/j/19 \u00a9 ucles 2019 [turn over source b i want to talk to you tonight about the situation in korea, and about what it means to the security of  the united states and to our hopes for peace in the world. on sunday 25 june, communist forces  attacked south korea. this attack has made it clear that the international communist movement is willing to use armed invasion to conquer independent nations. the attack upon south korea was a violation of the charter of the united nations. by their actions in korea, communist leaders have demonstrated their contempt for the basic moral principles on which the united nations is founded. this is a direct challenge to the efforts of the free nations to build the kind of world in which men can  live in freedom and peace. the size and speed of the attack make it perfectly plain that it had been  plotted long in advance. secretary of state acheson called me and informed me that, with my approval, he would ask for an  immediate meeting of the united nations\u2019 security council on 27 june. one of the main reasons the  security council was set up was to stop outbreaks of aggression like this before they develop into  general conflicts. the council passed a resolution which called for the invaders of south korea to stop fighting, and to withdraw. the council called on all members of the united nations to help carry out this resolution. the communist invaders carried on with their attack. the security council then met again. it recommended that members of the united nations help south  korea repel the attack and help restore peace and security in that area. fifty-two of the fifty-nine  countries which are members of the united nations have given their support to the action. these actions by the united nations have now made it clear that lawless aggression will be met with force. for our part, we shall continue to support the united nations\u2019 action to restore peace in the world. from a radio broadcast to the american people by president truman, 19 july 1950. ",
+            "10": "10 0470/22/m/j/19 \u00a9 ucles 2019 source c a pamphlet distributed in korea during the war.",
+            "11": "11 0470/22/m/j/19 \u00a9 ucles 2019 [turn over source d a cartoon published in britain, 30 june 1950. the man holding the hand of the united nations is  president truman.",
+            "12": "12 0470/22/m/j/19 \u00a9 ucles 2019 source e  a cartoon published in britain, 19 november 1950. the man holding the hand of the united nations is  general macarthur.",
+            "13": "13 0470/22/m/j/19 \u00a9 ucles 2019 [turn over source f every decision i made in connection with the korean conflict had one aim in mind: to prevent a third  world war. in my generation, this was not the first occasion when the strong had attacked the weak.  i remembered how each time that the democracies failed to act it had encouraged the aggressors to keep going ahead. communism was acting in korea just as hitler, mussolini, and the japanese had acted years earlier. if we let korea down, the soviets would keep right on going and swallow up one piece of asia after another. if we were to let asia go, the near east would collapse and there would be no telling what would happen in europe. i felt certain that if south korea was allowed to fall communist,  extreme leaders would be encouraged to invade nations closer to our shores. from president truman\u2019s memoirs, published in 1956. source g in the final analysis i did this for the united nations. i believed in the league of nations. it failed. lots  of people thought it failed because we were not in it to support it. ok, now we started the un. it was our idea, and in its first big test we couldn\u2019t let it down.  from president truman\u2019s memoirs, published in 1956. he was writing about us actions in korea. source h the americans appear to be trying to achieve two separate and probably irreconcilable objectives.  first, the american delegation here is much concerned to correct the impression that the american people are fighting a lone battle. they think it is very desirable therefore to make out that the usa is only one of a band of brothers who are all participating in the struggle under the banner of the united nations. on the other hand, some parts of the american government are much concerned with the reactions in the us congress to any suggestion that american troops are being forced into battle at the  behest of the security council, and that they will not be under american command. a report from the british ambassador at the un to the british government, 30 june 1950.",
+            "14": "14 0470/22/m/j/19 \u00a9 ucles 2019 now answer all the following questions. you may use any of the sources to help you answer the  questions, in addition to those sources which you are told to use. in answering the questions you  should use your knowledge of the topic to help you interpret and evaluate the sources. 1 study sources a and b.  how far do these two sources agree? explain your answer using details of the sources.  [7] 2 study source c.   why was this pamphlet distributed in korea at this time? explain your answer using details of the  source and your knowledge.  [8] 3 study sources d and e.  how similar are the messages of the two cartoonists? explain your answer using details of the  sources and your knowledge.  [8] 4 study sources f and g.  does source f show that truman was lying in source g? explain your answer using details of the  sources and your knowledge.  [8] 5 study source h.   are you surprised by this source? explain your answer using details of the source and your  knowledge.  [7] 6 study all the sources.  how far do these sources provide convincing evidence that the united states intervened in korea  because it wanted to uphold the authority of the united nations? use the sources to explain your  answer.  [12]",
+            "15": "15 0470/22/m/j/19 \u00a9 ucles 2019 blank page",
+            "16": "16 0470/22/m/j/19 \u00a9 ucles 2019 blank page permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the  publisher will be pleased to make amends at the earliest possible opportunity. 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 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."
+        },
+        "0470_s19_qp_23.pdf": {
+            "1": "this document consists of 11 printed pages, 1 blank page and 1 insert. dc (jp/tp) 167271/4 \u00a9 ucles 2019  [turn overcambridge assessment international education cambridge international general certificate of secondary education *1648312452*history  0470/23 paper 2  may/june 2019  2 hours no additional materials are required. read these instructions first an answer booklet is provided inside this question paper. you should follow the instructions on the front cover  of the answer booklet. if you need additional answer paper ask the invigilator for a continuation booklet. this paper has two options. choose one option, and then answer all of the questions on that topic. option a: nineteenth century topic  [p2\u2013p5] option b: twentieth century topic  [p6\u2013p11] the number of marks is given in brackets [  ] at the end of each question or part question. this syllabus is regulated for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificate.",
+            "2": "2 0470/23/m/j/19 \u00a9 ucles 2019 option a: nineteenth century topic who was to blame for the violence between britain and  china, 1856\u201360? study the background information and the sources carefully, and then answer all the questions.  background information many western powers wanted to trade with china. in the treaty of nanking of 1842 britain gained  some concessions but the treaty failed to satisfy british goals of improved trade and diplomatic relations. in an effort to expand their privileges in china, britain demanded that the treaty of nanking be renegotiated. the british demands included opening all of china to british merchant companies and legalising the opium trade. in october 1856 the chinese authorities of canton seized the ship the arrow and its crew on suspicion  of piracy. the british demanded the return of the crew \u2013 they claimed the ship had a british registration and that the chinese were acting illegally. the chinese argued that the arrow had no right to fly the british flag. they returned the crew but refused to apologise. on 23 october the british shelled four chinese forts and then bombarded the city. the second opium war had started. there was much  criticism of these actions in britain and on 3 march 1857 palmerston\u2019s government was defeated in  parliament and forced to call a general election.  who was responsible for the violence between britain and china? source a in the middle of october 1856, a report came to sir john bowring, the governor of hong kong, from  harry parkes, british consul in canton, that expressed his anger against the imperial commissioner yeh ming-ch\u2019en, who was a fat, ugly, ill-tempered man with a hatred of foreigners. bowring had often  deplored yeh\u2019s tyrannical behaviour in the past. it appeared that the police at canton had boarded a  sailing vessel, the arrow, and pulled down the british flag and arrested the entire crew. the ship was owned by a chinese, but had been registered in hong kong and had a british captain, so the action of the police was undoubtedly illegal. bowring learned that parkes had moved promptly, strongly protesting to the authorities who blandly  replied that they had acted under the suspicion that one of the crew members was the father of a pirate. later parkes had written to yeh requesting the release of the men. in response yeh offered to return nine of the men. when bowring read these documents he realised that the opportunity for which he had been waiting might well have come at last. here now might be his chance to call up the navy to force an entry into canton, and to establish by force the right of foreign residence there. five days  later yeh was given an ultimatum. he replied by returning all the members of the crew but his failure  to apologise was deemed sufficient grounds to bring the british navy in. on 23 october canton\u2019s forts were bombarded. from a history book published in 1971.",
+            "3": "3 0470/23/m/j/19 \u00a9 ucles 2019 [turn over source b we note that you english barbarians have formed the habits of wolves, plundering and seizing things  by force. except for your fierce gunfire and your powerful rockets, what other abilities have you got? if  we do not completely exterminate you pigs and dogs, we will not be manly chinese. we are definitely going to kill you, cut your heads off and burn you to death! since you beasts do not understand written characters, we use rough, vulgar words to instruct you in simple terms. from a leaflet distributed in canton in 1856. source c the affair over the arrow was trivial; it was no case for deep-seated animosity; yet you have suddenly  taken up arms, and for several days you have been firing shells until you have burned dwellings and  destroyed people in untold numbers. what offence has been committed by the people of canton that such a disaster should fall on them? a declaration to the british attackers by the people of canton, 1857. source d i ask, what are the grounds for this devastation and warfare which are now being carried out? our  representative in china alleges that a violation of our treaty rights has taken place in regard to this  vessel, the arrow. one of the highest legal authorities in the land has declared that the chinese  governor is right and that this vessel is not in any respect a british vessel. there are also questions as to whether, when the arrow was boarded, it had her flag flying and whether her english captain was on board. parkes says in a letter that he has proof that the captain was on board and that the british flag was flying. now, it appears that afterwards the captain, in his own statement, states that he was not on board. commissioner yeh wrote to sir john bowring in a mild and conciliatory tone saying that he returned  all the crew of the arrow but consul parkes made more demands. yeh\u2019s letter proves that under such harrowing circumstances, above all things, he had a desire to conciliate and smooth down the differences which existed. from a speech by richard cobden during the debate in the british parliament on 26 february 1857.  cobden was a member of the opposition and was responsible for calling the debate.  source e the twelve men seized were all taken back several times but consul parkes declined to receive them  or to read the letter i sent with them. had he been ready to talk, the affair might have been settled in a single interview. the consul then made new demands and on 23, 24 and 25 october the city was attacked. how could a foreign nation do anything so irregular as to sell its flag to china? you have not made a  chinese vessel a british vessel, you have only sold your flag to a chinese vessel. this appears to your excellency in accordance with the law; all i can say is that i am not aware of any such law. the fact is that a chinese vessel has fraudulently assumed a british flag, so why should consul parkes have put himself forward as its defender? simply because he wanted an excuse for making trouble. a letter from yeh to bowring, 12 november 1856. ",
+            "4": "4 0470/23/m/j/19 \u00a9 ucles 2019 source f yeh is one of the most savage barbarians that ever disgraced a nation, guilty of every crime that could  degrade and debase human nature. he is an insolent barbarian who violated the british flag, broke  the terms of treaties, offered rewards for the heads of british subjects and planned their destruction by murder, assassination and poison. the british prime minister, lord palmerston, speaking at a public meeting during the election  campaign in 1857. source g a cartoon published in december 1860 in a british magazine. ",
+            "5": "5 0470/23/m/j/19 \u00a9 ucles 2019 [turn over now answer all the following questions. you may use any of the sources to help you answer the  questions, in addition to those sources which you are told to use. in answering the questions you  should use your knowledge of the topic to help you interpret and evaluate the sources. 1  study source a.  what impressions does this source give of the british and the chinese? explain your answer  using details of the source.  [8] 2 study sources b and c.   does source b mean that the people of canton are lying in source c? explain your answer using  details of the sources and your knowledge.  [8] 3 study source d.  are you surprised by this source? explain your answer using details of the source and your  knowledge.  [8] 4 study sources e and f.  does source e prove that palmerston was lying in source f? explain your answer using details of  the sources and your knowledge.  [7] 5 study source g.   why was this source published in britain in 1860? explain your answer using details of the source  and your knowledge.  [7] 6 study all the sources.  how far do these sources provide convincing evidence that china was to blame for the violence  between china and britain? use the sources to explain your answer.  [12]",
+            "6": "6 0470/23/m/j/19 \u00a9 ucles 2019 option b: twentieth century topic who was to blame for the korean war? study the background information and the sources carefully, and then answer all the questions.  background information the korean war started on 25 june 1950 and lasted until 1953. who was to blame for this war is a  complicated question. both south and north korea were blamed for making the initial attack across  the border. however, the soviet union and china have been blamed for arming, encouraging and supporting the north. some have blamed the united states for turning a local affair into an international crisis, while others have blamed it for leaving south korea weak and giving north korea and the soviet union the impression that it would not defend the south. another point of view is that all the major  powers were to blame for using korea to settle their own disputes. who was to blame for the korean war? source a covering the period from 15 december 1949 to 4 september 1950. the invasion of the territory of south korea by the armed forces of the north korean authorities, which  began on 25 june 1950, was an act of aggression initiated without warning and without provocation, in  execution of a carefully prepared plan. this plan of aggression, it is now clear, was an essential part of  the policy of the north korean authorities, the object of which was to secure control over the whole of korea. this would be achieved by overthrowing south korea, either by undermining it from within or, should that prove ineffective, by resorting to direct aggression. as the methods used for undermining it from within proved unsuccessful, the north korean authorities launched an invasion of the south. the origin of the conflict is to be found in the artificial division of korea and in the failure, in 1945, of the  occupying powers to reach agreement on the method to be used for giving independence to korea. this failure was not due to anything inherent in the attitude of the people of korea themselves, but was a reflection of those wider and more fundamental differences of outlook and policy which have become so marked a feature of the international scene. from the report of the united nations\u2019 commission on korea, 1950.",
+            "7": "7 0470/23/m/j/19 \u00a9 ucles 2019 [turn over source b on sunday 25 june, communist forces attacked south korea. this attack has made it clear that the  international communist movement is willing to use armed invasion to conquer free nations. we have  made it clear that lawless aggression will be met with force. the free nations have learned the fateful lesson of the 1930s that aggression must be met firmly. appeasement leads only to further aggression and war. the principal effort to help the united nations restore peace has been made by the united states.  we have sent land, sea, and air forces to assist in these operations because we know that our own  national security and the peace of the world are at stake. under the united nations a unified command has been established under general douglas macarthur. only a few countries have failed to support the efforts of the united nations to stop the fighting. the  most important of these is the soviet union. we requested the soviet government, two days after  the fighting started, to use its influence with the north koreans to have them withdraw. the soviet government refused. the soviet government says it wants peace, but its attitude towards this act of aggression is in direct contradiction to its statements. we know that it will take a hard, tough fight to drive the communists back. the invaders have been provided with enough equipment and supplies for a long campaign. they overwhelmed the lightly armed defence forces of south korea in the first few  days. from a radio broadcast to the american people by president truman, 19 july 1950. source c the biggest fact about the korean war is that it could have been avoided. we are fighting this war  because the us government failed to stop and turn back communist ambition before it savagely attacked us. it failed to read the totalitarian mind. i know something of this totalitarian mind. through world war ii, i carried a heavy burden of decision in the struggle against the tyranny threatening us.  that war taught us not to appease dictators. the record of failure dates back to 1947 when it was  reported to president truman that the withdrawal of american forces from korea would result in the occupation of south korea by soviet troops or korean troops trained by the soviets. this warning was ignored by the us government. by june 1949 the decision to completely withdraw american troops had been made. then in january 1950, the government announced the \u2018defence perimeter\u2019, advising  our enemies that no nations outside this perimeter were guaranteed protection against military attack.  these nations included korea. the first task of a new government will be to review every course of action open to us to bring the war to an end. dwight d. eisenhower speaking in october 1952 during the presidential election campaign of that  year. eisenhower was a candidate in the election. ",
+            "8": "8 0470/23/m/j/19 \u00a9 ucles 2019 source d   a leaflet distributed in korea during the war. it shows un troops being squeezed out of a toothpaste  tube and into a cannon where they are fired northward.  ",
+            "9": "9 0470/23/m/j/19 \u00a9 ucles 2019 [turn over source e   a leaflet distributed in korea during the war. the figures at the top represent mao zedong, stalin and  kim il-sung. kim il-sung was the prime minister of north korea.",
+            "10": "10 0470/23/m/j/19 \u00a9 ucles 2019 source f a cartoon published in britain, 28 june 1950. stalin is saying, \u2018honest, mister, there\u2019s nobody here  but us koreans.\u2019 the writing on the piece of paper on the left reads, \u2018next step to shove america out  of pacific\u2019.  source g it has not been proved that, in carrying out this aggression on south korea, the north koreans have  been acting on instructions from moscow; and it was suggested that there might be advantage in  seeking to isolate this incident and to deal with it as an act of aggression committed by the north  koreans on their own initiative. this would have enabled the soviet union to withdraw any support which they might have been giving north korea without loss of prestige. the announcement which the us government was proposing to make, by linking this up with communist threats in other parts of asia, would present a major challenge to the soviet union, and its reference to formosa might even  provoke china to attack hong kong. a record of a discussion between leading members of the british government, 27 june 1950.  source h top secret kim il-sung informed me that the armaments he had requested during his stay in moscow had arrived.  he said that he had inspected his army and believed it would be ready to fight by the end of june. the head of the north korean army has planned the offensive and kim il-sung has approved these plans. he said he would like to begin military actions against the south at the end of june.  my opinion is the following: since kim il-sung is in the mood to launch the campaign at the end of june,  we should agree with this deadline.  a telegram from the soviet ambassador in north korea to the soviet government, 30 may 1950. this  telegram was sent in code.  ",
+            "11": "11 0470/23/m/j/19 \u00a9 ucles 2019 now answer all the following questions. you may use any of the sources to help you answer the  questions, in addition to those sources which you are told to use. in answering the questions you  should use your knowledge of the topic to help you interpret and evaluate the sources. 1 study source a.  why did the united nations publish this report in 1950? explain your answer using details of the  source and your knowledge.  [7] 2 study sources b and c.   does source c make source b surprising? explain your answer using details of the sources and  your knowledge.  [8] 3 study sources d and e.  how similar are these two sources? explain your answer using details of the sources and your  knowledge.  [8] 4 study sources f and g.  how far does source g support the cartoonist in source f? explain your answer using details of  the sources and your knowledge.  [8] 5 study source h.   how useful is this source to a historian studying the korean war? explain your answer using  details of the source and your knowledge.  [7] 6 study all the sources.  how far do these sources provide convincing evidence that the soviet union was to blame for the  korean war? use the sources to explain your answer.  [12]",
+            "12": "12 0470/23/m/j/19 \u00a9 ucles 2019 blank page permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the  publisher will be pleased to make amends at the earliest possible opportunity. 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 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."
+        },
+        "0470_s19_qp_41.pdf": {
+            "1": "cambridgeassessmentinternationaleducation cambridgeinternationalgeneralcertificateofsecondaryeducation 0470/41 may/june2019 1hourhistory paper4alternativetocoursework additionalmaterials: answerbooklet/paper readtheseinstructionsfirst ananswerbookletisprovidedinsidethisquestionpaper.youshouldfollowtheinstructionsonthefrontcover oftheanswerbooklet.ifyouneedadditionalanswerpaperasktheinvigilatorforacontinuationbooklet. answeronequestionfromyourchosendepthstudy. thenumberofmarksisgiveninbrackets[ ]attheendofeachquestionorpartquestion. thissyllabusisregulatedforuseinengland,walesandnorthernirelandasacambridgeinternationallevel1/level2certificate. thisdocumentconsistsof 3printedpagesand 1blankpage. [turnover06_0470_41_2019_1.10 \u00a9ucles2019 *1781373603*",
+            "2": "answeronequestionfromyourchosendepthstudy. depthstudya:thefirstworldwar,1914\u20131918 howimportantwasthebattleofthemarneasareasonforthedevelopmentoftrenchwarfarein 1914?explainyouranswer. [40]1 howsignificantwerebritishnavaloperationsasareasonforalliedvictoryin1918?explainyour answer. [40]2 depthstudyb:germany,1918\u20131945 howimportantwashyperinflationasacauseofinstabilityinweimargermany,1919-29?explain youranswer. [40]3 howsignificantwasthetreatyofversaillesasareasonfortheincreasingpopularityofthenazis after1929?explainyouranswer. [40]4 depthstudyc:russia,1905\u20131941 howimportantwaswarasareasonforthecollapseofthetsaristregimein1917?explainyour answer. [40]5 howsignificantwascommunistideologyasareasonforstalinabandoningtheneweconomic policy(nep)?explainyouranswer. [40]6 depthstudyd:theusa,1919\u20131941 howimportantforamericanwomenwerechangestotheuseconomyduringthe1920s?explain youranswer. [40]7 how significant was government spending in ending the depression in the usa? explain your answer. [40]8 depthstudye:china,c.1930\u2013c.1990 howimportantwerethemilitarytacticsofthechinesecommunistpartyasareasonforitsvictory overthekuomintangby1949?explainyouranswer. [40]9 howsignificantwasdengxiaopinginchanginglifeinchina?explainyouranswer. [40] 10 06_0470_41_2019_1.10 \u00a9ucles20192",
+            "3": "depthstudyf:southafrica,c.1940\u2013c.1994 howimportantwasolivertambointheresistancetoapartheid?explainyouranswer. [40] 11 howsignificantwereinternationaldevelopmentsasareasonforthecollapseofwhiteminorityrule? explainyouranswer. [40]12 depthstudyg:israelisandpalestinianssince1945 howimportantweretheactionsofthesuperpowersinthedevelopmentofthearab-israeliconflict, 1948-73?explainyouranswer. [40]13 howsignificanthavepoliticaldivisionswithinisraelbeeninthepeaceprocessbetweenisraelis andpalestinians?explainyouranswer. [40]14 06_0470_41_2019_1.10 \u00a9ucles20193",
+            "4": "blankpage permissiontoreproduceitemswherethird-partyownedmaterialprotectedbycopyrightisincludedhasbeensoughtandclearedwherepossible.everyreasonable efforthasbeenmadebythepublisher(ucles)totracecopyrightholders,butifanyitemsrequiringclearancehaveunwittinglybeenincluded,thepublisherwill bepleasedtomakeamendsattheearliestpossibleopportunity. toavoidtheissueofdisclosureofanswer-relatedinformationtocandidates,allcopyrightacknowledgementsarereproducedonlineinthecambridgeassessment international education copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download at www.cambridgeinternational.orgaftertheliveexaminationseries. cambridge assessment international education is part of the cambridge assessment group. cambridge assessment is the brand name of the university of cambridgelocalexaminationssyndicate(ucles),whichitselfisadepartmentoftheuniversityofcambridge. 06_0470_41_2019_1.10 \u00a9ucles20194"
+        },
+        "0470_s19_qp_42.pdf": {
+            "1": "cambridgeassessmentinternationaleducation cambridgeinternationalgeneralcertificateofsecondaryeducation 0470/42 may/june2019 1hourhistory paper4alternativetocoursework additionalmaterials: answerbooklet/paper readtheseinstructionsfirst ananswerbookletisprovidedinsidethisquestionpaper.youshouldfollowtheinstructionsonthefrontcover oftheanswerbooklet.ifyouneedadditionalanswerpaperasktheinvigilatorforacontinuationbooklet. answeronequestionfromyourchosendepthstudy. thenumberofmarksisgiveninbrackets[]attheendofeachquestionorpartquestion. thissyllabusisregulatedforuseinengland,walesandnorthernirelandasacambridgeinternationallevel1/level2certificate. thisdocumentconsistsof 3printedpagesand 1blankpage. [turnover06_0470_42_2019_1.9 \u00a9ucles2019 *9202024519*",
+            "2": "answeronequestionfromyourchosendepthstudy. depthstudya:thefirstworldwar,1914\u20131918 howimportantwasthebritishexpeditionaryforce(bef)inhaltingthegermanadvancein1914? explainyouranswer. [40]1 howsignificantwerethesuperiorresourcesofthealliesinbringingaboutthegermansurrender in1918?explainyouranswer. [40]2 depthstudyb:germany,1918\u20131945 howimportantwasthedawesplanintherecoveryofgermany,1923-29?explainyouranswer. [40]3 howsignificantwasthemunichputschasareasonforthelackofnazielectoralsuccessby1928? explainyouranswer. [40]4 depthstudyc:russia,1905\u20131941 howimportantwastrotskyinstalin\u2019semergenceasleaderby1928?explainyouranswer. [40] 5 howsignificantwasindustrialisationtothedevelopmentofthesovietunionafter1928?explain youranswer. [40]6 depthstudyd:theusa,1919\u20131941 howimportantwererepublicanpresidentsincreatingprosperityinthe1920s?explainyouranswer. [40]7 howsignificantweresocialreformsasanaspectofthenewdeal?explainyouranswer. [40] 8 depthstudye:china,c.1930\u2013c.1990 how important to the economic progress of china was the first five-year plan? explain your answer. [40]9 howsignificantforchina\u2019sinternationalrelationswasthesino-sovietdispute?explainyouranswer. [40]10 06_0470_42_2019_1.9 \u00a9ucles20192",
+            "3": "depthstudyf:southafrica,c.1940\u2013c.1994 howimportantwererestrictionsonmovementasafeatureoftheapartheidsystemafter1948? explainyouranswer. [40]11 howsignificantwereinternationalsanctionsintheoppositiontoapartheidafter1960?explainyour answer. [40]12 depthstudyg:israelisandpalestinianssince1945 howimportantwaspresidentnasserinshapingeventsinthemiddleeast?explainyouranswer. [40]13 howsignificanthavegazaandthewestbankbeenasfactorsinthearab-israeliconflict?explain youranswer. [40]14 06_0470_42_2019_1.9 \u00a9ucles20193",
+            "4": "blankpage permissiontoreproduceitemswherethird-partyownedmaterialprotectedbycopyrightisincludedhasbeensoughtandclearedwherepossible.everyreasonable efforthasbeenmadebythepublisher(ucles)totracecopyrightholders,butifanyitemsrequiringclearancehaveunwittinglybeenincluded,thepublisherwill bepleasedtomakeamendsattheearliestpossibleopportunity. toavoidtheissueofdisclosureofanswer-relatedinformationtocandidates,allcopyrightacknowledgementsarereproducedonlineinthecambridgeassessment international education copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download at www.cambridgeinternational.orgaftertheliveexaminationseries. cambridge assessment international education is part of the cambridge assessment group. cambridge assessment is the brand name of the university of cambridgelocalexaminationssyndicate(ucles),whichitselfisadepartmentoftheuniversityofcambridge. 06_0470_42_2019_1.9 \u00a9ucles20194"
+        },
+        "0470_s19_qp_43.pdf": {
+            "1": "cambridgeassessmentinternationaleducation cambridgeinternationalgeneralcertificateofsecondaryeducation 0470/43 may/june2019 1hourhistory paper4alternativetocoursework additionalmaterials: answerbooklet/paper readtheseinstructionsfirst ananswerbookletisprovidedinsidethisquestionpaper.youshouldfollowtheinstructionsonthefrontcover oftheanswerbooklet.ifyouneedadditionalanswerpaperasktheinvigilatorforacontinuationbooklet. answeronequestionfromyourchosendepthstudy. thenumberofmarksisgiveninbrackets[ ]attheendofeachquestionorpartquestion. thissyllabusisregulatedforuseinengland,walesandnorthernirelandasacambridgeinternationallevel1/level2certificate. thisdocumentconsistsof 3printedpagesand 1blankpage. [turnover06_0470_43_2019_1.8 \u00a9ucles2019 *5421893155*",
+            "2": "answeronequestionfromyourchosendepthstudy. depthstudya:thefirstworldwar,1914\u20131918 howimportantwastheintroductionoftankstothefightingonthewesternfront?explainyour answer. [40]1 howsignificantwererussia\u2019smilitarycampaignstotheoutcomeofthewar?explainyouranswer. [40]2 depthstudyb:germany,1918\u20131945 howimportantwaspoliticalextremismincausinggermany\u2019sweakness,1919-23?explainyour answer. [40]3 howsignificantwerepoliciestowardsbusinessmenandindustrialistsinwinningsupportforthe naziregime,1933-39?explainyouranswer. [40]4 depthstudyc:russia,1905\u20131941 howimportantwasbloodysundayasacauseofthe1905revolution?explainyouranswer. [40] 5 howsignificantweretheactionsofkerenskyinthedownfalloftheprovisionalgovernment?explain youranswer. [40]6 depthstudyd:theusa,1919\u20131941 howimportantwasmassentertainmenttothelivesofamericansinthe1920s?explainyouranswer. [40]7 howsignificantwerepresidenthoover\u2019sattemptstodealwiththeeffectsofthedepression?explain youranswer. [40]8 depthstudye:china,c.1930\u2013c.1990 howimportantwasimprovingthelivesofthepeasantstotheconsolidationofcommunistruleby 1960?explainyouranswer. [40]9 howsignificantanissuewastaiwanincommunistchina\u2019sforeignrelationsafter1949?explain youranswer. [40]10 06_0470_43_2019_1.8 \u00a9ucles20192",
+            "3": "depthstudyf:southafrica,c.1940\u2013c.1994 howimportantwasthemaintenanceofwhitesupremacytothedevelopmentofsouthafricabefore 1948?explainyouranswer. [40]11 howsignificantwasnelsonmandelainbringingaboutanendtowhiteminorityrule?explainyour answer. [40]12 depthstudyg:israelisandpalestinianssince1945 howimportantwasthebritishwithdrawalfrompalestineasacauseofthewarof1948-49?explain youranswer. [40]13 howsignificantweretheactionsofisraelinthepalestinianrefugeeissueafter1948?explainyour answer. [40]14 06_0470_43_2019_1.8 \u00a9ucles20193",
+            "4": "blankpage permissiontoreproduceitemswherethird-partyownedmaterialprotectedbycopyrightisincludedhasbeensoughtandclearedwherepossible.everyreasonable efforthasbeenmadebythepublisher(ucles)totracecopyrightholders,butifanyitemsrequiringclearancehaveunwittinglybeenincluded,thepublisherwill bepleasedtomakeamendsattheearliestpossibleopportunity. toavoidtheissueofdisclosureofanswer-relatedinformationtocandidates,allcopyrightacknowledgementsarereproducedonlineinthecambridgeassessment international education copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download at www.cambridgeinternational.orgaftertheliveexaminationseries. cambridge assessment international education is part of the cambridge assessment group. cambridge assessment is the brand name of the university of cambridgelocalexaminationssyndicate(ucles),whichitselfisadepartmentoftheuniversityofcambridge. 06_0470_43_2019_1.8 \u00a9ucles20194"
+        },
+        "0470_w19_qp_11.pdf": {
+            "1": "this document consists of 10 printed pages, 2 blank pages and 1 insert. dc (ks) 165032/2 \u00a9 ucles 2019  [turn over *5689334351* this syllabus is regulated for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificate.cambridge assessment international education cambridge international general certificate of secondary education history  0470/11 paper 1  october/november 2019  2 hours no additional materials are required. read these instructions first an answer booklet is provided inside this question paper. you should follow the instructions on the front cover  of the answer booklet. if you need additional answer paper ask the invigilator for a continuation booklet. answer three  questions. section a (core content) answer any two questions. section b (depth studies) answer any one question. the number of marks is given in brackets [  ] at the end of each question or part question.",
+            "2": "2 0470/11/o/n/19 \u00a9 ucles 2019 section a: core content answer any two questions from this section. 1 1848 was a year of political upheaval across europe.  (a) what were the aims of the frankfurt parliament?  [4]  (b) why was there support for revolutionary ideas in hungary in 1848?  [6]  (c) \u2018the 1848 revolution brought little change to france.\u2019 how far do you agree with this  statement? explain your answer.  [10] 2 tension grew between north and south for many years before the civil war.  (a) what was secession?  [4]  (b) why did the fugitive slave laws cause tension between north and south?  [6]  (c) \u2018the north won the civil war because of skilful military leadership.\u2019 how far do you agree with  this statement? explain your answer.  [10] 3 european powers expanded their empires in the nineteenth century.  (a) what was the \u2018scramble for africa\u2019?  [4]  (b) why did the boxer rising take place?  [6]  (c) how different was belgian imperialism from that of other european countries? explain your  answer.  [10] 4 there were many causes of tension in europe before the first world war.  (a) describe the july crisis of 1914.  [4]  (b) why were \u2018dreadnoughts\u2019 important to relations between germany and britain?  [6]  (c) how far were the moroccan crises a threat to peace in europe? explain your answer.  [10]",
+            "3": "3 0470/11/o/n/19 \u00a9 ucles 2019 [turn over 5 the league of nations had strengths and weaknesses.  (a) describe the dispute over the aaland islands.  [4]  (b) why was the work of the agencies of the league of nations important?  [6]  (c) which was more important in causing the weakness of the league: its structure or the great  depression? explain your answer.  [10] 6 many tensions contributed towards the collapse of peace in 1939.  (a) describe relations between italy and germany in the 1930s.  [4]  (b) why was there an increase in militarism in japan in the 1930s?  [6]  (c) how far was hitler\u2019s determination to defeat communism to blame for the second world war  in europe? explain your answer.  [10] 7 the first major conflict of the cold war took place in korea.  (a) what was macarthur\u2019s role in the korean war?  [4]  (b) why was chinese support for north korea important?  [6]  (c) how far was the outcome of the korean war a success for the usa? explain your answer.  [10] 8 the soviet union tried to maintain firm control over eastern europe.  (a) describe imre nagy\u2019s role in the hungarian uprising.  [4]  (b) why were gorbachev\u2019s reforms important for eastern europe?  [6]  (c) how secure was soviet control of eastern europe from 1960 to 1980? explain your answer.  [10]",
+            "4": "4 0470/11/o/n/19 \u00a9 ucles 2019 section b: depth studies answer any one question from this section. depth study a: the first world war, 1914\u201318 9 the first world war was fought on many fronts.  (a) describe developments on the eastern front during 1916.  [4]  (b) why was the convoy system introduced?  [6]  (c) \u2018the defence of the realm act was the most important action taken by the british government  on the home front.\u2019 how far do you agree? explain your answer.  [10] 10 after august 1918 germany was in retreat.  (a) describe the conditions facing german civilians in 1918.  [4]  (b) why did the kaiser abdicate?  [6]  (c) \u2018the battle of amiens was more important than the ludendorff offensive in bringing the war  to an end.\u2019 how far do you agree with this statement? explain your answer.  [10]",
+            "5": "5 0470/11/o/n/19 \u00a9 ucles 2019 [turn over depth study b: germany, 1918\u201345 11 the weimar republic faced many problems.  (a) what were the \u2018november criminals\u2019?  [4]  (b) why was there left-wing opposition to the german republic?  [6]  (c) \u2018the weimar constitution doomed the republic to failure.\u2019 how far do you agree with this  statement? explain your answer.  [10] 12 the economy changed a great deal under the nazis.  (a) describe the four-year plan.  [4]  (b) why were some people unhappy with the changes the nazis made to the economy in the  1930s?  [6]  (c) \u2018the second world war brought little change to the nazi economy.\u2019 how far do you agree  with this statement? explain your answer.  [10]",
+            "6": "6 0470/11/o/n/19 \u00a9 ucles 2019 depth study c: russia, 1905\u201341 13 many problems faced the tsar in the early twentieth century.  (a) describe the state of the russian economy by 1914.  [4]  (b) why did the october manifesto have only a limited impact on the way russia was ruled?  [6]  (c) how far was tsar nicholas ii responsible for his own downfall? explain your answer.  [10] 14 stalin used many methods to achieve and consolidate his power.  (a) describe the role of the nkvd.  [4]  (b) why did trotsky fail to become leader of the ussr?  [6]  (c) \u2018the show trials were the most effective method of control used by stalin.\u2019 how far do you  agree with this statement? explain your answer.  [10]",
+            "7": "7 0470/11/o/n/19 \u00a9 ucles 2019 [turn over depth study d: the usa, 1919\u201341 15 society changed in the usa in the 1920s.  (a) describe us government policy on immigration in the 1920s.  [4]  (b) why did prohibition lead to an increase in crime?  [6]  (c) \u2018women\u2019s lives improved in the usa in the 1920s.\u2019 how far do you agree with this statement?  explain your answer.  [10] 16 roosevelt used a range of policies to tackle the depression.  (a) describe roosevelt\u2019s \u2018fireside chats\u2019.  [4]  (b) why was the emergency banking act important?  [6]  (c) how far did the new deal cope with the problem of unemployment? explain your answer.  [10]",
+            "8": "8 0470/11/o/n/19 \u00a9 ucles 2019 depth study e: china, c.1930\u2013c.1990 17 the nationalists failed to secure their position in china.  (a) what were the main aims of the chinese communists in the inter-war period?  [4]  (b) why was the marco polo bridge incident important?  [6]  (c) \u2018the nationalists lost the civil war because they were unpopular.\u2019 how far do you agree with  this statement? explain your answer.  [10] 18 china\u2019s relations with the rest of the world have been uneasy at times.  (a) describe mao\u2019s relationship with khrushchev.  [4]  (b) why was the sino-british joint declaration of 1984 important?  [6]  (c) how far was taiwan the main reason for tension between china and the usa up to 1970?  explain your answer.  [10]",
+            "9": "9 0470/11/o/n/19 \u00a9 ucles 2019 [turn over depth study f: south africa, c.1940\u2013c.1994 19 there were many attempts to oppose apartheid.  (a) what was the defiance campaign of 1952?  [4]  (b) why did some white south africans oppose apartheid?  [6]  (c) how far did the african national congress (anc) grow stronger in the 1960s? explain your  answer.  [10] 20 there was opposition to apartheid within and outside south africa.  (a) describe the activities of the international anti-apartheid movement.  [4]  (b) why did many black workers go on strike in the 1970s?  [6]  (c) \u2018international sanctions were more important than internal opposition in ending apartheid.\u2019  how far do you agree with this statement? explain your answer.  [10]",
+            "10": "10 0470/11/o/n/19 \u00a9 ucles 2019 depth study g: israelis and palestinians since 1945 21 relations between israel and the arab states were generally hostile.  (a) what was the role of the united nations in the suez crisis?  [4]  (b) why did oil become important in the arab-israeli conflict?  [6]  (c) \u2018the yom kippur war was not a victory for israel.\u2019 how far do you agree with this statement?  explain your answer.  [10] 22 bringing about peace between israel and the palestinians has been difficult.  (a) describe the establishment of the palestinian authority.  [4]  (b) why has jerusalem been a major problem for the peace process?  [6]  (c) \u2018divisions between israeli politicians are the main reason for the failure to reach a  comprehensive peace agreement between israel and the palestinians.\u2019 how far do you agree  with this statement? explain your answer.  [10]",
+            "11": "11 0470/11/o/n/19 \u00a9 ucles 2019 blank page",
+            "12": "12 0470/11/o/n/19 \u00a9 ucles 2019 blank page permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the  publisher will be pleased to make amends at the earliest possible opportunity. 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 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."
+        },
+        "0470_w19_qp_12.pdf": {
+            "1": "this document consists of 10 printed pages, 2 blank pages and 1 insert. dc (ks) 165031/2 \u00a9 ucles 2019  [turn over *4068423657* this syllabus is regulated for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificate.cambridge assessment international education cambridge international general certificate of secondary education history  0470/12 paper 1  october/november 2019  2 hours no additional materials are required. read these instructions first an answer booklet is provided inside this question paper. you should follow the instructions on the front cover  of the answer booklet. if you need additional answer paper ask the invigilator for a continuation booklet. answer three  questions. section a (core content) answer any two questions. section b (depth studies) answer any one question. the number of marks is given in brackets [  ] at the end of each question or part question.",
+            "2": "2 0470/12/o/n/19 \u00a9 ucles 2019 section a: core content answer any two questions from this section. 1 1848 was a year of great upheaval in europe.  (a) what was the role of the national workshops in france in 1848?  [4]  (b) why was there support for revolutionary ideas in prussia by 1848?  [6]  (c) \u2018the 1848 revolution was unsuccessful in hungary.\u2019 how far do you agree with this statement?  explain your answer.  [10] 2 many events contributed to the unification of germany.  (a) what was agreed by the treaty of frankfurt in 1871?  [4]  (b) why was the schleswig-holstein issue important for german unification?  [6]  (c) \u2018bismarck caused the franco-prussian war.\u2019 how far do you agree with this statement?  explain your answer.  [10] 3 european imperialism caused tension in many parts of the world.  (a) what were the opium wars?  [4]  (b) why did the french use a policy of assimilation in their colonies?  [6]  (c) how far was european imperialism in africa motivated by a desire for prestige? explain your  answer.  [10] 4 tension had been building in europe for many years before 1914.  (a) describe the role of russia in the outbreak of the first world war.  [4]  (b) why was archduke franz ferdinand assassinated?  [6]  (c) \u2018the main threat to peace in europe in the years before 1914 was the naval race.\u2019 how far do  you agree with this statement? explain your answer.  [10]",
+            "3": "3 0470/12/o/n/19 \u00a9 ucles 2019 [turn over 5 the paris peace settlement was unsatisfactory for many of those involved.  (a) describe how hungary was treated in the peace settlement.  [4]  (b) why did the treaty of versailles cause economic problems in germany up to 1923?  [6]  (c) \u2018none of the big three achieved their aims in the paris peace talks.\u2019 how far do you agree  with this statement? explain your answer.  [10] 6 the league of nations failed to deal with aggression in the 1930s.  (a) describe the league\u2019s response to the invasion of manchuria.  [4]  (b) why did the league of nations fail to prevent italy\u2019s occupation of abyssinia?  [6]  (c) \u2018the main reason the disarmament conference failed was the withdrawal of germany.\u2019 how  far do you agree with this statement? explain your answer.  [10] 7 the us experienced difficulties in the vietnam war.  (a) what was \u2018operation rolling thunder\u2019?  [4]  (b) why were the vietcong able to withstand attacks by us forces?  [6]  (c) \u2018the main reason why the us public turned against the vietnam war was television coverage.\u2019  how far do you agree with this statement? explain your answer.  [10] 8 the soviet union struggled to maintain control over eastern europe.  (a) describe gorbachev\u2019s role in the collapse of soviet control over eastern europe.  [4]  (b) why was the brezhnev doctrine introduced?  [6]  (c) how secure was soviet control of eastern europe from 1948 to 1961? explain your answer.  [10]",
+            "4": "4 0470/12/o/n/19 \u00a9 ucles 2019 section b: depth studies answer any one question from this section. depth study a: the first world war, 1914\u201318 9 contrary to public expectation, the war was not over by christmas.  (a) describe britain\u2019s reaction to the outbreak of war.  [4]  (b) why was the schlieffen plan important to germany?  [6]  (c) \u2018the german retreat at the battle of the marne was the most important reason for the  development of stalemate on the western front.\u2019 how far do you agree with this statement?  explain your answer.  [10] 10 the first world war was fought on many fronts.  (a) describe the shortages facing british civilians during the war.  [4]  (b) why was conscription introduced?  [6]  (c) \u2018germany was successful in the war at sea.\u2019 how far do you agree with this statement?  explain your answer.  [10]",
+            "5": "5 0470/12/o/n/19 \u00a9 ucles 2019 [turn over depth study b: germany, 1918\u201345 11 there were many challenges for the weimar republic.  (a) describe the problems facing german civilians at the end of the first world war.  [4]  (b) why was there right-wing opposition to the german republic?  [6]  (c) how far was stresemann\u2019s leadership the most important reason for the survival of the  weimar republic in the 1920s? explain your answer.  [10] 12 the nazis changed society.  (a) what was the impact of the nuremberg laws (1935) on the jews?  [4]  (b) why was the new plan for the economy introduced by schacht in 1934?  [6]  (c) \u2018there was little opposition within germany to the nazi regime.\u2019 how far do you agree with  this statement? explain your answer.  [10]",
+            "6": "6 0470/12/o/n/19 \u00a9 ucles 2019 depth study c: russia, 1905\u201341 13 1917 saw major changes in russia.  (a) describe the role of kerensky in 1917.  [4]  (b) why were bolshevik promises of \u2018bread, peace and land\u2019 important during 1917?  [6]  (c) \u2018trotsky was more important than lenin in the success of the bolsheviks in october 1917.\u2019  how far do you agree with this statement? explain your answer.  [10] 14 the soviet economy changed radically under stalin.  (a) describe the features of a kolkhoz.  [4]  (b) why did stalin launch the second five-year plan?  [6]  (c) \u2018the russian people supported stalin\u2019s policies for modernising the soviet economy.\u2019 how far  do you agree with this statement? explain your answer.  [10]",
+            "7": "7 0470/12/o/n/19 \u00a9 ucles 2019 [turn over depth study d: the usa, 1919\u201341 15 the us economy grew in the 1920s.  (a) describe the state of the us economy in 1919.  [4]  (b) why did the car industry grow rapidly in the 1920s?  [6]  (c) \u2018it is surprising that so many people in 1920s america lived below the poverty line.\u2019 how far  do you agree with this statement? explain your answer.  [10] 16 the new deal divided opinion in the usa.  (a) describe huey long\u2019s opposition to the new deal.  [4]  (b) why did the republicans oppose the new deal?  [6]  (c) \u2018the second new deal created a fairer society.\u2019 how far do you agree with this statement?  explain your answer.  [10]",
+            "8": "8 0470/12/o/n/19 \u00a9 ucles 2019 depth study e: china, c.1930\u2013c.1990 17 there was a struggle between the communists and nationalists to gain control of china.  (a) describe chiang kai-shek\u2019s ideas for modernising china.  [4]  (b) why was the xian incident important?  [6]  (c) \u2018the communists won the civil war because of the strength of the people\u2019s liberation army.\u2019  how far do you agree with this statement? explain your answer.  [10] 18 china underwent great changes after mao\u2019s death.  (a) what was the gang of four?  [4]  (b) why was there protest in china in the late 1980s?  [6]  (c) \u2018deng xiaoping became leader of china because he had the support of the military.\u2019 how far  do you agree with this statement? explain your answer.  [10]",
+            "9": "9 0470/12/o/n/19 \u00a9 ucles 2019 [turn over depth study f: south africa, c.1940\u2013c.1994 19 the wealth of south africa was not equally shared.  (a) describe the changes brought by the second world war to the lives of black workers.  [4]  (b) why did the mining industry increase segregation?  [6]  (c) \u2018the national party secured the support of white south africans because of its economic  policies.\u2019 how far do you agree with this statement? explain your answer.  [10] 20 there was growing unease over apartheid.  (a) what were the townships?  [4]  (b) why did international sanctions fail in the 1970s?  [6]  (c) how serious a threat to apartheid were the soweto risings of 1976? explain your answer.  [10]",
+            "10": "10 0470/12/o/n/19 \u00a9 ucles 2019 depth study g: israelis and palestinians since 1945 21 the late 1940s were characterised by violence.  (a) describe the impact of the second world war on palestine.  [4]  (b) why did the british withdraw from palestine in 1948?  [6]  (c) \u2018the war of 1948 \u201349 created more problems for israel than it solved.\u2019 how far do you agree  with this statement? explain your answer.  [10] 22 the palestinians have faced many problems.  (a) describe relations between jordan and the palestine liberation organisation (plo) up to  1970.  [4]  (b) why did the scale of the palestinian refugee problem continue to grow in the 1950s and  1960s?  [6]  (c) how successful was yasser arafat in bringing about international support for the palestinians?  explain your answer.  [10]",
+            "11": "11 0470/12/o/n/19 \u00a9 ucles 2019 blank page",
+            "12": "12 0470/12/o/n/19 \u00a9 ucles 2019 blank page permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the  publisher will be pleased to make amends at the earliest possible opportunity. 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 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."
+        },
+        "0470_w19_qp_13.pdf": {
+            "1": "this document consists of 10 printed pages, 2 blank pages and 1 insert. dc (ks) 165030/2 \u00a9 ucles 2019  [turn over *3693378585* this syllabus is regulated for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificate.cambridge assessment international education cambridge international general certificate of secondary education history  0470/13 paper 1  october/november 2019  2 hours no additional materials are required. read these instructions first an answer booklet is provided inside this question paper. you should follow the instructions on the front cover  of the answer booklet. if you need additional answer paper ask the invigilator for a continuation booklet. answer three  questions. section a (core content) answer any two questions. section b (depth studies) answer any one question. the number of marks is given in brackets [  ] at the end of each question or part question.",
+            "2": "2 0470/13/o/n/19 \u00a9 ucles 2019 section a: core content answer any two questions from this section. 1 1848 saw many uprisings in europe.  (a) what were the april laws (march laws) in hungary in 1848?  [4]  (b) why was there support for revolutionary ideas in france in 1848?  [6]  (c) \u2018the 1848 revolutions brought little change to germany.\u2019 how far do you agree with this  statement? explain your answer.  [10] 2 events across europe contributed to german unification.  (a) what was agreed by the treaty of prague, 1866?  [4]  (b) why was the spanish succession crisis important for german unification?  [6]  (c) \u2018bismarck caused the war with austria in 1866.\u2019 how far do you agree with this statement?  explain your answer.  [10] 3 the civil war brought change to the south.  (a) what was the freedmen\u2019s bureau?  [4]  (b) why was the us constitution changed in the 1860s?  [6]  (c) \u2018the south lost the civil war because its economy was weak.\u2019 how far do you agree with this  statement? explain your answer.  [10] 4 the spread of imperialism caused tension.  (a) describe the french policy of assimilation.  [4]  (b) why did the opium wars take place?  [6]  (c) \u2018the indian mutiny broke out because of the introduction of the greased cartridges.\u2019 how far  do you agree with this statement? explain your answer.  [10]",
+            "3": "3 0470/13/o/n/19 \u00a9 ucles 2019 [turn over 5 many people were unhappy with the outcome of the paris peace settlement.  (a) what territories in europe did germany lose in the treaty of versailles?  [4]  (b) why did the treaty of s\u00e8vres cause political problems in turkey?  [6]  (c) \u2018the treaty of versailles was unjust.\u2019 how far do you agree with this statement? explain your  answer.  [10] 6 many factors contributed to the collapse of peace in 1939.  (a) describe hitler\u2019s policy towards czechoslovakia in 1938\u201339.  [4]  (b) why was there an increase in militarism in italy under mussolini?  [6]  (c) how far was hitler\u2019s determination to overturn the treaty of versailles to blame for war in  1939? explain your answer.  [10] 7 after 1945 tension between the wartime allies increased for many reasons.  (a) what changed in the us-soviet relationship between the yalta and potsdam conferences?  [4]  (b) why was germany split in two in 1949?  [6]  (c) how far was the cold war caused by the ussr\u2019s need for security? explain your answer.  [10] 8 the usa and ussr had different interests in cuba.  (a) describe how kennedy dealt with the cuban missile crisis.  [4]  (b) why did the usa want to overthrow castro?  [6]  (c) how successful was the outcome of the cuban missile crisis for khrushchev? explain your  answer.  [10]",
+            "4": "4 0470/13/o/n/19 \u00a9 ucles 2019 section b: depth studies answer any one question from this section. depth study a: the first world war, 1914\u201318 9 it was very difficult to break the stalemate on the western front.  (a) what was an artillery bombardment?  [4]  (b) why was attacking across \u2018no man\u2019s land\u2019 so difficult?  [6]  (c) \u2018the battle of the somme served no useful purpose.\u2019 how far do you agree with this  statement? explain your answer.  [10] 10 the war had a massive impact on civilians.  (a) what were the \u2018pals battalions\u2019?  [4]  (b) why was the defence of the realm act passed?  [6]  (c) \u2018german civilians suffered more than british civilians during the war.\u2019 how far do you agree  with this statement? explain your answer.  [10]",
+            "5": "5 0470/13/o/n/19 \u00a9 ucles 2019 [turn over depth study b: germany, 1918\u201345 11 hitler gained power for many reasons.  (a) describe hitler\u2019s actions against the communists in 1933.  [4]  (b) why did hitler turn against the sa in 1934?  [6]  (c) \u2018the depression was the most important reason why hitler was able to come to power in  1933.\u2019 how far do you agree with this statement? explain your answer.  [10] 12 the second world war had a great impact on the lives of those in germany.  (a) how did war change life for women in nazi germany?  [4]  (b) why did the war lead to the final solution?  [6]  (c) how successful was germany\u2019s conversion to a war economy? explain your answer.  [10]",
+            "6": "6 0470/13/o/n/19 \u00a9 ucles 2019 depth study c: russia, 1905\u201341 13 the bolsheviks faced difficulties in establishing control over russia.  (a) what was trotsky\u2019s role in the october revolution?  [4]  (b) why did war communism cause opposition?  [6]  (c) \u2018poor leadership was the main reason for the failure of the white armies in the civil war.\u2019 how  far do you agree with this statement? explain your answer.  [10] 14 stalin\u2019s policies brought changes to the ussr.  (a) what changed for ethnic minorities under stalin\u2019s rule?  [4]  (b) why did many women benefit from stalin\u2019s policies?  [6]  (c) \u2018stalin achieved his economic aims.\u2019 how far do you agree with this statement? explain your  answer.  [10]",
+            "7": "7 0470/13/o/n/19 \u00a9 ucles 2019 [turn over depth study d: the usa, 1919\u201341 15 there was growth in the us economy in the 1920s.  (a) describe the methods used to encourage americans to buy more in the 1920s.  [4]  (b) why did government tariffs contribute to the boom?  [6]  (c) \u2018all sectors of the us economy were included in the prosperity of the 1920s.\u2019 how far do you  agree with this statement? explain your answer.  [10] 16 the wall street crash had important consequences.  (a) describe the actions of speculators on the stock market prior to the crash.  [4]  (b) why did the wall street crash lead to unemployment?  [6]  (c) \u2018hoover was more important for the outcome of the 1932 election than roosevelt.\u2019 how far do  you agree with this statement? explain your answer.  [10]",
+            "8": "8 0470/13/o/n/19 \u00a9 ucles 2019 depth study e: china, c.1930\u2013c.1990 17 mao\u2019s policies brought change to china.  (a) what were the \u2018backyard furnaces\u2019?  [4]  (b) why was there a famine in china by the end of the 1950s?  [6]  (c) how far had mao\u2019s policies improved the position of women in china by the mid-1960s?  explain your answer.  [10] 18 relations between china and other powers were often tense.  (a) describe mao\u2019s relationship with stalin.  [4]  (b) why were relations with tibet important to communist china?  [6]  (c) how far was mao to blame for the deterioration in relations with the ussr after 1956? explain  your answer.  [10]",
+            "9": "9 0470/13/o/n/19 \u00a9 ucles 2019 [turn over depth study f: south africa, c.1940\u2013c.1994 19 apartheid was strengthened during the 1950s and 1960s.  (a) what was the freedom charter?  [4]  (b) why was the bantu education act important?  [6]  (c) how far did verwoerd\u2019s homelands policy succeed? explain your answer.  [10] 20 the 1990s saw big changes in south africa.   (a) what changes did de klerk make to national party policy?  [4]  (b) why did the african national congress (anc) win the 1994 election?  [6]  (c) \u2018south africa was close to civil war in the early 1990s.\u2019 how far do you agree with this  statement? explain your answer.  [10]",
+            "10": "10 0470/13/o/n/19 \u00a9 ucles 2019 depth study g: israelis and palestinians since 1945 21 there was much violence in the later 1940s.  (a) describe the objections of the arabs to the uno partition plan.  [4]  (b) why did jewish nationalists resort to violence against the british from 1946 to 1948?  [6]  (c) \u2018the israelis won the 1948\u201349 war because of international support.\u2019 how far do you agree  with this statement? explain your answer.  [10] 22 achieving peace between israelis and palestinians has been difficult.  (a) describe the aims of hamas.  [4]  (b) why was lebanon important in the arab-israeli conflict?  [6]  (c) \u2018rivalry between palestinian groups has been the main reason for the failure to secure peace  with israel.\u2019 how far do you agree with this statement? explain your answer.  [10]",
+            "11": "11 0470/13/o/n/19 \u00a9 ucles 2019 blank page",
+            "12": "12 0470/13/o/n/19 \u00a9 ucles 2019 blank page permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the  publisher will be pleased to make amends at the earliest possible opportunity. 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 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."
+        },
+        "0470_w19_qp_21.pdf": {
+            "1": "this document consists of 11 printed pages, 1 blank page and 1 insert. dc (kn/tp) 168105/2 \u00a9 ucles 2019  [turn overcambridge assessment international education cambridge international general certificate of secondary education *9392413068*history  0470/21 paper 2  october/november 2019  2 hours no additional materials are required. read these instructions first an answer booklet is provided inside this question paper. you should follow the instructions on the front cover  of the answer booklet. if you need additional answer paper ask the invigilator for a continuation booklet. this paper has two options. choose one option, and answer all of the questions on that topic. option a: nineteenth century topic  [p2\u2013p6] option b: twentieth century topic  [p8\u2013p12] the number of marks is given in brackets [  ] at the end of each question or part question. this syllabus is regulated for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificate.",
+            "2": "2 0470/21/o/n/19 \u00a9 ucles 2019 option a: nineteenth century topic how important was giuseppe mazzini to italian unification? study the background information and the sources carefully, and then answer all the questions.  background information giuseppe mazzini is a controversial figure in the story of the risorgimento. in 1831 he founded the  young italy movement through which he aimed to unify the whole of italy into a republic. he planned to achieve this through his writings and through revolution and he spent most of his life either being involved in failed uprisings or being exiled from italy. he was often more highly regarded outside italy than he was in his own country. some, like cavour, regarded him as a dangerous revolutionary who did italy harm. after the kingdom  of italy was created in 1861, mazzini refused to swear allegiance to the new kingdom and continued to be involved in rebellions. he described the new italy as \u2018a corpse rotten with materialism and egoism\u2019. others saw him as an unrealistic dreamer. however, it has been argued that he was an inspirational figure who created italian national consciousness. the final step in the creation of a united italy was  made in 1870, with the annexation of rome. by this time mazzini was no longer regarded as a threat  and attitudes towards him in italy began to change.  how important was mazzini to italian unification? source a giuseppe mazzini was born in genoa on 22 june 1805. after university he joined the carbonari but  by 1830 he was disillusioned with them. he saw little future for a secret society whose members did not even know what they were working for. in the first few months of 1831 mazzini was occupied with  one of the greatest achievements of his life, and one which had a great effect on the progress of the  risorgimento. this was the establishment of young italy. though its plans for action ended in failure, its significance was that it helped to build up a national consciousness in italy and to give the idea of national unity pride of place over any federal solution. in this way mazzini provided the psychological and spiritual foundation on which cavour, garibaldi and victor emmanuel ii were to build the new italy.  his goal for italy was clear. he wanted to see an independent unitary republic, with full democratic  rights for every citizen and complete freedom from foreign domination and the power of the pope. to this national plan he added the hope of a closer association of nations. when he later ruled the republic of rome for a short time in 1849, he took steps towards establishing  reforms affecting the whole life of the papal states. he abolished the death penalty, he removed taxes  which oppressed the lower class and he introduced universal suffrage and freedom of the press. as far  as possible, he suppressed acts of anti-clerical violence. though republican in name, this was a liberal government in the grand manner, and won approval of english liberals.  from a recent account about mazzini.",
+            "3": "3 0470/21/o/n/19 \u00a9 ucles 2019 [turn over source b born in genoa in 1805, mazzini went on to earn his degree in law at the university there and began his  life as a revolutionary. he started to become affiliated with the carbonari group, which used force in  certain areas to spark a revolution. however, he was soon forced to flee to france. while there, mazzini founded his most important contribution to italian unification \u2013 young italy. mazzini actually conducted this group from abroad in france. young italy was a specific group consisting of liberal intellectuals working for a strong central government after italian unification. this group amassed around fifty to sixty thousand members, and lasted roughly two decades. mazzini called for the removal of austrian  influence in italy, an end to the pope\u2019s temporal power over the papal states, and the creation of a  republican national government. mazzini was not successful because on the one hand he was too intellectual, but on the other his  thinking was terribly vague. his writings appealed to a few revolutionaries but not to the peasants. he  failed to realise how important it was to win mass popular support. his ideas inspired some hopeless  attempts at revolution and if it was not for his part in the roman republic, his reputation would be only as an unrealistic and romantic hothead. while briefly in charge of the republic, he ruled in a tolerant and enlightened way. however, when the republic was attacked by the french, it was garibaldi who organised and led the defence.  from a recent account about mazzini. source c an open letter to charles albert if i believed you to be an ordinary king, with a narrow tyrannical outlook, i would not address you in the language of free men. but you, sire, are not such a king. you have strength of mind and high principles. there is a crown more brilliant and sublime than that of piedmont, a crown that awaits the man who dares to think of it, who dedicates his life to winning it. place yourself at the head of the nation, write on  your flag \u2018union, liberty, independence\u2019. free italy from the barbarian. your safety lies on the sword\u2019s  point. draw it and use it. you can become either the greatest of men or the last of italian tyrants. if you do not take up the cause of freedom, others will do it without you and against you.  this was published and privately circulated amongst revolutionaries in italy in 1831. although it was  written by mazzini, the author was simply described as \u2018an italian\u2019.  source d those who in later days have quoted my letter to charles albert as either a justification of their own  desertion of the republican banner, or in order to accuse me of too great a readiness to abandon my  convictions, attack me on a false ground. by publicly declaring to him that his own heart should have taught him his duty towards italy, my object was to prove to my countrymen his absolute lack of those qualities which could have made the performance of that duty possible. written and published by mazzini, 1861. ",
+            "4": "4 0470/21/o/n/19 \u00a9 ucles 2019 source e if mazzini had bothered to realise that i too knew something about fighting battles and had allowed me  to invade the kingdom of naples whose inhabitants were waiting for our arrival with open arms \u2013 how  the circumstances would have changed! what a prospect would have opened up for a country not yet  completely cast down by foreign invasion! instead of which, mazzini called all the troops back to rome and so offered them up in one appetising  dish to the tyrant of france. everyone knew rome was impossible to defend. the correct strategy would  have been to deploy most of the forces in the numerous defensible sites throughout the republican  state and allow me to continue my victorious march southwards into bourbon territory. from garibaldi\u2019s memoirs, published in 1860. he is describing events in rome in 1849. source f we still believe in liberty and italian unification and we do not believe in any initiatives coming from  piedmont. but nor do we have the slightest confidence in the schemes you have pushed from 1852  until the uprising of last june.  you believe what you are told far too easily. you think the people are behind you, whereas unfortunately  they are not waiting to start a revolution. these are your mistakes, the fatal delusions which have led  you from error to error, and so have caused you to lose the support of most of our republicans. many  of your old supporters have become so discouraged that they have turned to other parties and policies;  and some have become bitter critics of you. as for ourselves, we still share your political views and  retain our former affection for you, but in future we shall act to stop what we think is wrong. we may  even have to speak out in public and follow a different policy of our own.  your mistakes, and they are serious, are these:   to impose action without preparation and with too few people;  to think that a simple uprising can be converted quickly into an extensive revolution;  to think that action is more important than success. we do not ask you to remain idle and waste the brave and generous strength which you contribute to  the cause; only that you will for the moment stop agitating for action, until we have plans and money  and men; until we can confront the enemy with a large force of all those who believe in italy.  a letter from three of mazzini\u2019s former supporters to mazzini, january 1858.",
+            "5": "5 0470/21/o/n/19 \u00a9 ucles 2019 [turn over source g it was mazzini who gave us the idea and hope that italy could defeat the seven or eight tyrants who  ruled it and become a single, strong nation. is there anyone with an italian heart who would not embrace  such a man and want to welcome him home and offer him every kind of hospitality? mazzini is old and infirm and does not complain of the filthy slanders put upon him by vile and mercenary  newspapers. will you refuse such a man the permission to return to his native land? will you refuse to let him visit his mother\u2019s grave? will you let him die overseas in a foreign country? a speech by a member of parliament during a debate in the italian parliament in march 1866.  the debate ended with parliament voting to cancel mazzini\u2019s election to it because its members did  not want his brand of republicanism represented there.  source h a postage stamp with an image of mazzini, issued in italy in 1971. in 1946 italians voted  for italy to become a republic. ",
+            "6": "6 0470/21/o/n/19 \u00a9 ucles 2019 now answer all the following questions. you may use any of the sources to help you answer the  questions, in addition to those sources which you are told to use. in answering the questions you  should use your knowledge of the topic to help you interpret and evaluate the sources. 1 study sources a and b.  how far do these two sources agree? explain your answer using details of the sources.  [7] 2 study sources c and d.  why did mazzini publish source d in 1861? explain your answer using details of the sources and  your knowledge.  [8] 3 study source e.  do you trust garibaldi\u2019s account? explain your answer using details of the source and your  knowledge.  [8] 4 study sources f and g.   does source g make source f surprising? explain your answer using details of the sources and  your knowledge.  [8] 5 study source h.   how useful is source h as evidence about mazzini? explain your answer using details of the  source and your knowledge.  [7] 6 study all the sources.  how far do these sources provide convincing evidence that mazzini helped italian unification?  use the sources to explain your answer.  [12]",
+            "7": "7 0470/21/o/n/19 \u00a9 ucles 2019 [turn over blank page",
+            "8": "8 0470/21/o/n/19 \u00a9 ucles 2019 option b: twentieth century topic who was to blame for the crisis over kuwait in 1990?  study the background information and the sources carefully, and then answer all the questions.  background information  the crisis over kuwait that developed during 1989\u201390 had many causes. iraqis had long felt that  kuwait was really part of their country. relations between the two countries grew worse because of the huge amount of money iraq borrowed from kuwait to fight the war against iran. iraq felt that the war had helped protect kuwait from iran and asked kuwait to cancel the debt as iraq was in great economic difficulties. kuwait refused. relations grew worse when kuwait refused to reduce its production of oil,  thus keeping the price low. iraq needed the price to go up. iraq also claimed that kuwait was slant- drilling across the border into its rumaila oilfield.  it has been claimed that us policy towards iraq during this period was unclear. on the one hand, iraq  suspected the united states and kuwait of plotting together to keep iraq weak. on the other hand, the united states appeared to give the impression that it was not particularly worried by the iraq- kuwait dispute. on 2 august 1990 the crisis deepened when iraq invaded kuwait. this eventually led  to operation desert storm and the gulf war.  who was to blame for the crisis over kuwait? source a iraq emerged from the war with iran with the port of basra blocked. this put pressure on iraq to turn  to its other possible outlet to the sea that was blocked by kuwaiti control of the islands of warba and bubiyan. in september 1990 the iraq press office issued a statement, \u2018the political background to the  current events\u2019, in which it quoted from the iraq government in 1938, \u2018iraq would like to rent a piece of  land from kuwait for establishing a deep harbour.\u2019 iraqi foreign minister, tariq aziz, made it quite clear that iraq\u2019s motives for taking over kuwait were  economic, commercial and strategic. in a letter sent to all foreign ministers on 4 september, he  denounced britain for having created and sustained since 1899 an \u2018artificial entity called kuwait\u2019 which  cut off iraq from \u2018its natural access to the waters of the arabian gulf\u2019, and went on to say that all iraqi governments had insisted that iraq must have kuwait to guarantee its commercial and economic interests and its national security. king hussein of jordan made the same point, in a broadcast on american tv on 22 september  1990, when he said that iraq had been seeking \u2018an agreement with kuwait that would secure it an  independent access to the sea which it considers of vital national interest\u2019. iraq emerged from the war with iran with a huge debt and wanted opec to push up the price of oil  but kuwait disagreed. it had invested in capitalist industry and finance in the west so much that a  large part of kuwait\u2019s income came from these investments. the kuwaiti rulers had become western  capitalists with the same interest in not having too high a price for oil. iraq regarded this refusal to raise the price of oil as a plot to prevent it recovering from the war. combined with their long-standing claim to kuwait as a means of obtaining a vitally-needed secure trade route to the sea, this decided iraq to take military action.  from a recent article about the causes of the gulf war.",
+            "9": "9 0470/21/o/n/19 \u00a9 ucles 2019 [turn over source b iraq\u2019s miscalculation was on a grand scale, involving errors of strategy and timing. few in the arab  world denied that iraq had valid grievances; what it lacked was the patience to solve them by the  traditional arab approach of discussion. iraq had good reasons to see itself as a regional superpower. yet geography and economics conspired to frustrate iraq\u2019s aims. the geographical shackles stemmed from the way britain and france carved up the ottoman empire after the first world war. britain repaid debts to the kuwaiti ruling family by turning their city-port into a separate state. this meant iraq could not reach the sea and had no deep-water port. its short coastline could not be developed  because two kuwaiti islands, bubiyan and warba, straddled the approaches. iraq tried to overcome  being landlocked by building pipelines through neighbouring countries but these were often closed. iraq had done everything it could to prevent being landlocked.  iraq\u2019s economic problems stemmed from the falling price of oil. kuwait ignored demands for a  production cut, refused to lease the strategic islands, and delayed over requests that iraq\u2019s war debts  should be forgiven. its obstructive attitude led iraq to suspect that kuwait had secretly obtained security guarantees from the united states. the motive of the united states, iraq thought, was to prevent it from becoming too powerful.  the belief that kuwait was part of iraq was deeply embedded in the iraqi consciousness, and was a  cause iraqis would defend with their lives, but saddam hussein miscalculated the impact on world  opinion of the seizure of the whole of kuwait, rather than just the parts he needed. he overestimated the arab resolve to keep american forces out of the gulf, overestimated the ussr\u2019s willingness to help, and underestimated american resolve.  from a book published in 1992 . source c they will never forgive us our victory \u2013 our technological achievements. what we face now is a loss of  $14 billion a year in oil prices. this is a conspiracy to make us live in famine. this is an american policy  and there are arabs who are mobilised in the service of that policy. we have to stand up to those who have come with a poisoned dagger and thrust it into our backs. oh god almighty, be witness that we have warned them.  from a speech by saddam hussein at a public meeting, 17 july 1989. source d top secret we went on a visit to the headquarters of the cia [the us central intelligence agency] in november  1989, a visit which the americans wanted to be top secret so that it would not raise the sensitivities of our brothers in the gulf, and also the iranians and iraqis. we agreed with the cia that we should exchange information about iran and iraq, especially in the fields of armaments and political and social  conditions. we agreed on the necessity to exploit the deteriorating economic situation in iraq so that  we can press its government to accept the designation of our frontiers. the cia gave us its ideas about how we can conduct the suitable means of pressure. a report by two kuwaiti officials who secretly visited a unit of the cia working with the kuwait  government to prevent any threat to the kuwaiti royal family. this report was written for the kuwaiti  government and was found in their files by the iraqis when they invaded kuwait. ",
+            "10": "10 0470/21/o/n/19 \u00a9 ucles 2019 source e i have a direct instruction from the president to seek better relations with iraq. he also wants an iraqi  contribution to peace and prosperity in the middle east. he is not going to declare an economic war  against iraq. i have lived here for years. i admire your extraordinary efforts to rebuild your country. i  know you need funds. we understand that and our opinion is that you should have the opportunity to  rebuild your country. but we have no opinion on arab-arab conflicts, like your border disagreement  with kuwait. i was in the american embassy in kuwait during the late 1960s. the instruction we had  was that we should express no opinion on this issue and that the issue is not associated with america.  from an iraqi transcript of what april glaspie, the us ambassador to iraq, said in a meeting with  saddam hussein, on 25 july 1990. this transcript was sent to a us newspaper which published it on  23 september 1990. when she was questioned about this meeting by a committee of the   us senate in 1991 she said this version omitted her saying, \u2018but we insist that you settle your  disputes with kuwait non-violently\u2019. source f at my direction elements of our forces are arriving today to take up defensive positions in saudi arabia.  i took this action to assist the saudi arabian government in the defence of its homeland. in the early  morning hours of 2 august, iraqi armed forces, without provocation or warning, invaded a peaceful  kuwait. iraq\u2019s tanks stormed in, blitzkrieg fashion, through kuwait. with more than 100  000 troops,  along with tanks, artillery, and surface-to-surface missiles, iraq now occupies kuwait. this aggression  came just hours after saddam hussein assured numerous countries in the area that there would be no  invasion. there is no justification for this outrageous and brutal act of aggression.  this past monday, the united nations approved sanctions. we will do our part to see that these sanctions  are effective. but we must recognise that iraq may not stop using force to advance its ambitions. iraq  has massed an enormous war machine on the saudi border capable of starting hostilities with little  preparation. let me be clear: the independence of saudi arabia is of vital interest to the united states. from a speech by us president bush, 8 august 1990.",
+            "11": "11 0470/21/o/n/19 \u00a9 ucles 2019 [turn over source g a cartoon published in australia, 3 august 1990. source h  a cartoon published in the united states in early 1991. the figure on the television screen  is president bush.",
+            "12": "12 0470/21/o/n/19 \u00a9 ucles 2019 now answer all the following questions. you may use any of the sources to help you answer the  questions, in addition to those sources which you are told to use. in answering the questions you  should use your knowledge of the topic to help you interpret and evaluate the sources. 1 study sources a and b.  how far do these two sources agree? explain your answer using details of the sources.  [7] 2 study sources c and d.  how far does source d prove saddam\u2019s claims in source c? explain your answer using details of  the sources and your knowledge.  [8] 3 study source e.   how useful is this source to a historian studying the crisis over kuwait? explain your answer using  details of the source and your knowledge.  [8] 4 study source f.  why did president bush make this speech on 8 august 1990? explain your answer using details  of the source and your knowledge.  [8] 5 study sources g and h.  how similar are the messages of these two cartoons? explain your answer using details of the  sources and your knowledge.  [7] 6 study all the sources.  how far do these sources provide convincing evidence that iraq was to blame for the crisis over  kuwait? use the sources to explain your answer.  [12] 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 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."
+        },
+        "0470_w19_qp_22.pdf": {
+            "1": "this document consists of 13 printed pages, 3 blank pages and 1 insert. dc (leg/cgw) 167758/2 \u00a9 ucles 2019  [turn overcambridge assessment international education cambridge international general certificate of secondary education *7266263888*history  0470/22 paper 2  october/november 2019  2 hours no additional materials are required. read these instructions first an answer booklet is provided inside this question paper. you should follow the instructions on the front cover  of the answer booklet. if you need additional answer paper ask the invigilator for a continuation booklet. this paper has two options. choose one option, and answer all of the questions on that topic. option a: nineteenth century topic  [p2\u2013p8] option b: twentieth century topic  [p10\u2013p14] the number of marks is given in brackets [  ] at the end of each question or part question. this syllabus is regulated for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificate.",
+            "2": "2 0470/22/o/n/19 \u00a9 ucles 2019 option a: nineteenth century topic did nationalists unify italy or was it taken over by piedmont? study the background information and the sources carefully, and then answer all the questions.  background information two different stories can be told about italian unification: the growing power and territorial expansion  of piedmont, with piedmont coercing italians into a single state, which accidentally led to unification; or the activities of nationalist revolutionary garibaldi and his volunteers who were fighting for unification from the beginning.  under the leadership of cavour and king victor emmanuel ii, piedmont emerged as the strongest state  in italy. in 1859, after allying with the french against austria, piedmont gained lombardy, and in 1860 the central duchies followed. meanwhile, in the south, garibaldi and his volunteer army, with their fervent desire to unify italy, had defeated the kingdom of naples in sicily and on the mainland, and were next heading for the papal states. cavour, worried that garibaldi was a dangerous revolutionary who was beyond piedmont\u2019s control, quickly sent an army to meet garibaldi before he reached rome.  in october 1860 garibaldi handed over control of the south of italy to king victor emmanuel ii and in  november they entered naples together. in 1861 victor emmanuel was declared king of italy. which was more important in bringing about italian unification, piedmont\u2019s desire for more territory and  power or the activities of italian nationalists like garibaldi? source a cavour set out to modernise piedmont and make her the leader of italy. up to 1858 he had not made  any progress in freeing italy from austrian control or enlarging piedmont. then remarkably, between  1858 and 1860, he was able to achieve everything he set out to do. the truth is, that these were not  actually cavour\u2019s achievements at all, but rather the unexpected result of napoleon\u2019s plans coupled with a great deal of luck. it is likely that events could have stopped there. neither piedmont nor france was interested in a unified italy. a united italy would damage french interests; napoleon wanted a french satellite state as a neighbour, not a strong united state. and cavour was not really interested in  the italian cause. uppermost in his mind were hatred of austria, personal ambition and piedmontese  expansion. he knew nothing of the south.  garibaldi, on the other hand, felt that unity could be achieved right now and it was he who took the  initiative. he conquered naples, not for himself, but for victor emmanuel and italy. when people of the south came to vote in plebiscites for unity, the vote was largely a vote for garibaldi. he was  fundamental to the unification process. it was he who forced cavour to embrace unification. cavour  aimed at only an enlarged piedmont but garibaldi\u2019s success transformed the situation. cavour did not see garibaldi\u2019s work as part of a great process of unification but as a threat to everything he had achieved. garibaldi, and in particular republicanism, had to be stopped and the only way this could be done was by conquering part of the papal states and taking over the southern kingdom. cavour  unified italy to stop garibaldi. it was a desperate gamble to preserve an enlarged piedmont.  from a history book published in 2013.",
+            "3": "3 0470/22/o/n/19 \u00a9 ucles 2019 [turn over source b cavour is remembered as probably the most significant figure in the italian risorgimento. his reputation  rests on a string of political and diplomatic successes between 1858 and 1860. his aims were the  liberty and unity of italy, and the introduction of constitutional, political and social reforms. owing to his independent thinking and high ideals, cavour became very popular among the italians and proved himself an able diplomat, a great politician and a maker of italy. the question still in debate is how much credit cavour can claim for the success of garibaldi\u2019s expedition of 1860, which was essential to the achievement of italian unity. he supported the expedition from the first and the assistance he gave  garibaldi was absolutely indispensable to the success of the enterprise.  he is undoubtedly the greatest figure of the risorgimento, and although other men and other forces  cooperated in the movement, it was cavour who organised it and skilfully conducted the negotiations which overcame all obstacles. his views broadened progressively; at each stage he discovered a new  horizon, and he followed his path without ever seeking anything except what was possible. although  he disapproved of republicanism, he was a constitutionalist, for he felt that italian unity could not last if unsupported by popular feeling. some of his acts, especially his policy towards the neapolitan kingdom, have been criticised as politically immoral; but few revolutions \u2013 and cavour, after all, was a revolutionary \u2013 can be conducted without attacking established rights. he changed his views but in the difficult diplomatic situations which he had to face, what was impossible or dangerous one day became  possible and desirable the next. this was particularly the case with the question of naples. cavour\u2019s  one absorbing passion was the liberation and unity of italy, and to this he devoted his whole life and talent. from a history book published in 1909.",
+            "4": "4 0470/22/o/n/19 \u00a9 ucles 2019 source c a british cartoon published in june 1860. the figure in the bottom right represents   king ferdinand ii of naples. he was nicknamed \u2018bomba\u2019 because of his bombardment of   messina during the unrest of 1848.",
+            "5": "5 0470/22/o/n/19 \u00a9 ucles 2019 [turn over source d to make italy, as things now stand, victor emmanuel and garibaldi must not be set against each other.  if tomorrow i were to fight against garibaldi, european public opinion would be against me and rightly  so. garibaldi has done the greatest service that a man can do; he has given the italians self-confidence;  he has proved to europe that italians can fight and die in battle to reconquer a fatherland. it would be highly desirable if a revolution in naples came about without him, but if in spite of all our efforts he  should liberate southern italy as he liberated sicily, we would have no choice but to wholeheartedly go  along with him. a letter from cavour to costantino nigra, 9 august 1860. nigra was cavour\u2019s representative in paris. source e by firmly seizing the direction of political events in southern italy, the king and his government  prevented our wonderful italian movement from degenerating; they prevented the factions which did so much harm in 1848 from exploiting the emergency conditions in naples after its conquest by garibaldi.  we intervened not to impose a pre-conceived political system on southern italy, but to allow the people  there to freely decide their future.  from a speech by cavour to the piedmontese parliament, 16 october 1860.",
+            "6": "6 0470/22/o/n/19 \u00a9 ucles 2019 source f a cartoon published in britain in 1860. in the nineteenth century \u2018powder\u2019 could also mean gunpowder.",
+            "7": "7 0470/22/o/n/19 \u00a9 ucles 2019 [turn over source g a cartoon from 1861 showing cavour and garibaldi making \u2018the boot\u2019 of italy. source h piedmont has a thirst for power, a desire to destroy and rule. the unity boasted by piedmont is a lie.  piedmont proclaims \u2018away with the austrian!\u2019, yet it enables another foreigner, the french, to penetrate into the heart of italian lands. piedmont cries \u2018italy!\u2019, and makes war on italians; because it does not want to make italy \u2013 it wants to eat italy. our homeland, naples, is not hostile to italy but fights against  those who say \u2018unite italy\u2019 in order to rob it. naples wants to unite italy so that it can advance in  civilisation, not retreat into barbarity. from a book by a historian, published in naples in 1862. ",
+            "8": "8 0470/22/o/n/19 \u00a9 ucles 2019 now answer all the following questions. you may use any of the sources to help you answer the  questions, in addition to those sources which you are told to use. in answering the questions you  should use your knowledge of the topic to help you interpret and evaluate the sources. 1 study sources a and b.  how far do these two sources agree? explain your answer using details of the sources.  [7] 2 study source c.  why was this source published in june 1860? explain your answer using details of the source and  your knowledge.  [8] 3 study sources d and e.  how far does source d make source e surprising? explain your answer using details of the  sources and your knowledge.  [8] 4 study sources f and g.   how similar are the opinions of these two cartoonists about the unification of italy? explain your  answer using details of the sources and your knowledge.  [8] 5 study source h.   how useful is this source to a historian studying the process of italian unification? explain your  answer using details of the source and your knowledge.  [7] 6 study all the sources.  how far do these sources provide convincing evidence that italian unification was brought about  by piedmont? use the sources to explain your answer.  [12]",
+            "9": "9 0470/22/o/n/19 \u00a9 ucles 2019 [turn over blank page",
+            "10": "10 0470/22/o/n/19 \u00a9 ucles 2019 option b: twentieth century topic how important was khomeini to the iranian revolution?  study the background information and the sources carefully, and then answer all the questions.  background information  in 1979 the shah of iran was overthrown by revolution. demonstrations and strikes had begun in 1977  and increased to such an extent that in january 1979, with the country paralysed, the shah fled. his government was swept away by force in february. in march the iranian people voted for an islamic republic, and in november, for an islamic constitution. ayatollah khomeini became supreme leader. the shah had attempted a \u2018white revolution\u2019 \u2013 westernising iran, giving women the vote and  introducing land reform to weaken the influence of the landowners and win the support of peasants and the working class. these reforms were opposed by clergy and caused social tensions. there were many different types of opposition groups in iran, including non-religious groups like the liberals and communists. they claimed the shah\u2019s government infringed civil rights, ruled oppressively and was corrupt. religious opposition to the shah was led by khomeini, who had been in exile since 1964.  khomeini wanted to establish an islamic society and rid iran of all the western influences he claimed  the shah had introduced.  how important was khomeini?  source a the shah\u2019s government failed in a variety of ways \u2013 there was short-term economic difficulty, but more  importantly, a failure to recognise the political aspirations of the people. for a popular revolution to happen people have to see the government as the problem. the growth of the revolutionary movement  was helped by the regime\u2019s repressive rule. initially, revolution was unthinkable. as more groups  joined in, their different grievances flowed into a broad oppositional stream and the sense of shared commitment increased. repeatedly, when government had got into trouble, iranians had turned to the shi\u2019a clergy for leadership. the clergy, faced with the challenges of social and economic change, had always been uncertain about how to respond; now siding with the liberals, now with the monarchy.  but khomeini now provided clear principles for the leadership of the clergy. allied to that was popular  enthusiasm for islam, in opposition to westernisation and foreign interference. that was one part of what happened. the other was the demand from a broad swathe of the iranian people for a free society and democratic government. the form the revolution took was determined by the leadership of khomeini, and the demand for free institutions. in january and february 1979, it seemed possible that the two could be kept out of conflict with each other. from a book published in 2013.",
+            "11": "11 0470/22/o/n/19 \u00a9 ucles 2019 [turn over source b it was the working class that brought the shah\u2019s regime down. the iranian revolution represented  intervention of the masses in their millions in determining the fate of the social order. it was an excellent  example of how a mass movement can overthrow a vicious bourgeois dictatorship. furthermore, the revolutionary upsurge resulted in numerous forms of self-organisation of the masses: the workers\u2019, peasants\u2019 and soldiers\u2019 neighbourhood committees; the women\u2019s movement in defence of equal rights; the movement of the oppressed nationalities; the struggles of the unemployed for jobs; and the student movement. the revolution was a revolt against the injustices of the shah\u2019s regime and the economic crisis it  had brought about. the central demands of the masses were about democratic rights. the february insurrection brought about many democratic rights but these gains were brutally suppressed. the only \u2018right\u2019 recognised by the clerical rulers was the complete submission of everything to the arbitrary rule  of the mullahs. khomeini\u2019s regime was in the service of private property and class rule, based on  exploitation of the majority by a handful of reactionary profiteers.  the establishment of this regime was a decisive victory for the counter-revolution. this bourgeois  counter-revolution succeeded in defeating the revolution by \u2018joining\u2019 it. this was possible by supporting a faction within the opposition to the shah that could ensure a degree of control over the masses. this  was one of the most important factors in placing khomeini at the head of the mass movement. the  shi\u2019a clergy was well suited for this task because it has always been an important institution of the state, well trained in defending class society and private property. the shi\u2019a hierarchy has always been the main ideological prop of the state.  an account written by people involved in the revolution, from a marxist website.",
+            "12": "12 0470/22/o/n/19 \u00a9 ucles 2019 source c a cartoon published in iran, 1979. the caption said, \u2018the shah had a lot of sympathy for the poor.\u2019 source d a cartoon published in iran, 1979. the caption of the cartoon said, \u2018economic prosperity\u2019. the figure  on the right represents the shah.",
+            "13": "13 0470/22/o/n/19 \u00a9 ucles 2019 [turn over source e i have heard the message of the revolution of you, the iranian people. i am the guardian of the  constitutional monarchy which is the divine duty entrusted to the shah by the people. after all the  sacrifices that you have made, i pledge that in future the iranian government will be founded on social justice and the people\u2019s will and know nothing of despotism, tyranny and corruption. you should know that in the revolution of the iranian people against colonialism, tyranny and corruption, i am beside you; and in the defence of national unity and islamic religious observances, in the establishment of basic freedoms and the realisation of the wishes and ideals of the iranian people, i will be by your side. from a radio broadcast by the shah, november 1978. source f in this book i will explain the complete untold story of the so-called iranian revolution which was in fact  a reaction back to the dark ages. today the dark forces under the pretence of the holy authority, yet truly under the authority of an irresponsible bunch, are trying to destroy everything which was built by the people of iran. my plans for iran were glorious. my vision was to build a modernised, progressive, hi-tech, well-educated and economically prosperous iran; to revive iran and re-establish her as a major  contributor for the global civilisation. my mistake was rushing this progress; maybe this downfall would  not have occurred if i had not rushed. the fall of the imperial iran can bring catastrophic results for iran. to understand the upheaval in iran one must understand the politics of oil. as soon as i began to insist on a fair share of the oil wealth for iran, a systematic campaign of condemnation of me by the west was begun. it was at this time they began to call me a \u2018despot\u2019, an \u2018oppressor\u2019, a \u2018tyrant\u2019.  from a memoir by the shah entitled \u2018answer to history\u2019, published in 1980. source g  you who suppose that something other than islam overthrew the shah\u2019s regime, you who believe non- islamic elements played a role, study the matter carefully. look at the tombstones of those who gave their lives to the movement. all the tombstones belong to muslims: peasants, workers, tradesmen, committed religious scholars. those who imagine that some force other than islam could shatter the great barrier of tyranny are mistaken. as for those who oppose us because of their opposition to islam,  we must cure them by means of guidance, if it is possible; otherwise, we will destroy these agents of  foreign powers with the same fist that destroyed the shah\u2019s regime. people infatuated with the west, empty people! come to your senses; do not try to westernise  everything! look at the west, and see who the people are that present themselves as champions of human rights. is it human rights they really care about, or the rights of the superpowers? how  much you talk about the west, claiming that we must measure islam in accordance with western  criteria! what an error! it was the mosques that created this revolution, the mosques that brought this movement into being.  from a speech by khomeini in late 1979.",
+            "14": "14 0470/22/o/n/19 \u00a9 ucles 2019 source h the old interests and the imperialists sought to find a spiritual leader, without beliefs and devoted to the  causes of imperialism and ambition. khomeini has lived in india and there had relations with english  imperialism. a man without standing among the eminent clergy, he seized the opportunity to enter  events and make a name for himself. opposed to the white revolution, he was determined to install  imperialism, and unleashed his agents against the land reform and women\u2019s rights and showed that  there are people ready to put themselves at the disposal of conspirators and foreign national interests.  millions of iranian muslims will ponder how iran\u2019s enemies choose their accomplices dressed in the  sacred and honourable cloth of the clergyman.  from an article published in an iranian newspaper, 7 january 1979. the article was written by the  iranian government and secretly handed to the newspaper for publication. now answer all the following questions. you may use any of the sources to help you answer the  questions, in addition to those sources which you are told to use. in answering the questions you  should use your knowledge of the topic to help you interpret and evaluate the sources. 1 study sources a and b.  how far do these two sources agree? explain your answer using details of the sources.  [7] 2 study sources c and d.   how similar are the messages of these two cartoons? explain your answer using details of the  sources and your knowledge.  [8] 3 study sources e and f.  does source e make source f surprising? explain your answer using details of the sources and  your knowledge.  [8] 4 study source g.  why did khomeini make this speech late in 1979? explain your answer using details of the source  and your knowledge.  [8] 5 study source h.  do you believe this source? explain your answer using details of the source and your knowledge.  [7] 6 study all the sources.  how far do these sources provide convincing evidence that khomeini was important to the iranian  revolution? use the sources to explain your answer.  [12]",
+            "15": "15 0470/22/o/n/19 \u00a9 ucles 2019 blank page",
+            "16": "16 0470/22/o/n/19 \u00a9 ucles 2019 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 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.blank page"
+        },
+        "0470_w19_qp_23.pdf": {
+            "1": "this document consists of 11 printed pages, 1 blank page and 1 insert. dc (leg/cgw) 167757/3 \u00a9 ucles 2019  [turn overcambridge assessment international education cambridge international general certificate of secondary education *1481289153*history  0470/23 paper 2  october/november 2019  2 hours no additional materials are required. read these instructions first an answer booklet is provided inside this question paper. you should follow the instructions on the front cover  of the answer booklet. if you need additional answer paper ask the invigilator for a continuation booklet. this paper has two options. choose one option, and answer all of the questions on that topic. option a: nineteenth century topic  [p2\u2013p6] option b: twentieth century topic  [p8\u2013p12] the number of marks is given in brackets [  ] at the end of each question or part question. this syllabus is regulated for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificate.",
+            "2": "2 0470/23/o/n/19 \u00a9 ucles 2019 option a: nineteenth century topic how far did piedmont take the lead in events in italy, 1859\u201360?  study the background information and the sources carefully, and then answer all the questions.  background information in march 1861 the kingdom of italy was proclaimed, with victor emmanuel ii as king. this achievement  depended largely on the events of the years 1859\u201360.  many historians believe that until 1859 piedmont, its king victor emmanuel ii and its prime minister  cavour, were only interested in extending piedmont\u2019s power and territory and expelling austria from  italy. they claim that, until garibaldi\u2019s conquest of the kingdom of the two sicilies, cavour had given  little thought to a unified italy. even the war with austria in 1859 was led by napoleon iii of france. they also argue that it was garibaldi\u2019s successful expeditions to sicily, and then naples, and his handing over of these to king victor emmanuel, that made unification possible.  but was the role of piedmont in 1859\u201360 really so insignificant?  source a the biography of cavour is the biography of piedmont, the leading state of the italian nation. it became  evident that its internal reforms were a means to an end, and that this end was the consolidation  of italian liberty. cavour saw his opportunity and turned the crimean war to italy\u2019s advantage. the alliance between piedmont and france was cavour\u2019s handiwork. after resigning over the villafranca agreement, the italian people called him back to lead italy. garibaldi has lived to see that cavour and himself were following the same object by different routes. from cavour\u2019s obituary published in an english newspaper on 7 june 1861,   the day after cavour died.  source b garibaldi\u2019s overthrow of bourbon government in naples forced cavour to go outside his original  intention of expelling austria from northern italy. instead, cavour was forced to mastermind the unification of northern italy with the southern kingdom of the two sicilies, a part of italy in which he had no interest. his \u2018nationalist\u2019 policies in 1859 and 1860 reflect his political ambitions for piedmont, not italy; they demonstrate the role of diplomacy and dynasty in the unification and were a cynical exercise  in limiting the damage caused by garibaldi. cavour\u2019s actions in 1859\u20131860 were cynical and elitist. as  historians, we can recognise the accidental character of unification in 1860, but must still acknowledge the unstoppable appeal of nationalism as a large-scale movement. to most educated contemporaries, national unification seemed the most viable and attractive solution to italy\u2019 s political crisis at this time. from a history book published in 2009.",
+            "3": "3 0470/23/o/n/19 \u00a9 ucles 2019 [turn over source c king victor emmanuel and cavour are determined to drag france into war with austria. the great  design which piedmont places above all other considerations is her own territorial expansion and the  creation of a strong monarchy in the north of italy. to this everything is made subservient. in pursuit of this favourite scheme cavour has damaged his prestige among thinking people in england and elsewhere. he has declined in the estimation of the french public to the character of a vulgar aggressor. only in the french army is there any support for war. an account by a journalist in paris published in an english newspaper , march 1859. source d a british cartoon published on 11 june 1859. napoleon iii is saying to victor emmanuel, \u2018bravo, my  little fellow! you shall do all the fighting, and we\u2019ll divide the glory!\u2019 ",
+            "4": "4 0470/23/o/n/19 \u00a9 ucles 2019 source e a cartoon published in britain on 6 october 1860. victor emmanuel is saying, \u2018i wonder when he will  open the door.\u2019 source f a cartoon published in britain on 2 march 1861. the creature in the bottom left represents leopold ii,  grand duke of tuscany. the figure on the right represents king victor emmanuel.",
+            "5": "5 0470/23/o/n/19 \u00a9 ucles 2019 [turn over source g piedmont has a thirst for power, a desire to destroy and rule. the unity boasted by piedmont is a lie.  piedmont proclaims \u2018away with the austrian!\u2019, yet it enables another foreigner, the french, to penetrate  into the heart of italian lands. piedmont cries \u2018italy!\u2019, and makes war on italians; because it does not want to make italy \u2013 it wants to eat italy. our homeland, naples, is not hostile to italy but fights against those who say, \u2018unite italy\u2019 in order to rob it. naples wants to unite italy so that it can advance in civilisation, not retreat into barbarity. from a book by giacinto de\u2019 sivo published in 1862. giacinto de\u2019 sivo was the leading pro-bourbon  historian after the fall of the kingdom of naples.  source h  whenever any internal division was likely to injure my country\u2019s great cause, i have submitted, and  shall always submit. however, as an ordinary man, i leave it to the conscience of the representatives of italy to decide whether i can hold out my hand to cavour, who has made me a stranger in italy. italy is not divided, it is whole because garibaldi and his friends will always be on the side of those that  champion italy\u2019s cause and will fight its enemies on every occasion. with regard to my volunteer army,  i must remind you of its glorious deeds; the marvels it accomplished were obscured only when the cold, hostile hand of government made its evil influence felt: when my hopes for unity were confronted by the horrors of a civil war provoked by the government. garibaldi speaking in the italian parliament in april 1861.",
+            "6": "6 0470/23/o/n/19 \u00a9 ucles 2019 now answer all the following questions. you may use any of the sources to help you answer the  questions, in addition to those sources which you are told to use. in answering the questions you  should use your knowledge of the topic to help you interpret and evaluate the sources. 1 study sources a and b.  how far do these two sources give similar impressions of cavour? explain your answer using  details of the sources.  [6] 2 study sources c and d.  how far does source c make source d surprising? explain your answer using details of the  sources and your knowledge.  [8] 3 study sources e and f.  how far do these two cartoonists agree? explain your answer using details of the sources and  your knowledge.  [8] 4 study source g.  how far do you believe source g? explain your answer using details of the source and your  knowledge.  [8] 5 study source h.   why did garibaldi make this speech in april 1861? explain your answer using details of the source  and your knowledge.  [8] 6 study all the sources.  how far do these sources provide convincing evidence that piedmont led the events in 1859\u201360  that ended in unification? use the sources to explain your answer.  [12]",
+            "7": "7 0470/23/o/n/19 \u00a9 ucles 2019 [turn over blank page",
+            "8": "8 0470/23/o/n/19 \u00a9 ucles 2019 option b: twentieth century topic did the iranian people and khomeini have the same aims?  study the background information and the sources carefully, and then answer all the questions.  background information  in 1979 the regime of the shah in iran was overthrown by revolution. demonstrations and strikes had  begun in 1977 and, in january 1979, with the country paralysed, the shah fled. he left shapour bakhtiar as prime minister. bakhtiar was a moderate liberal and had opposed the shah. his appointment was meant as a concession to the opposition and during his thirty-six days in power he passed many liberal measures. however, his government was rejected by ayatollah khomeini and the masses and he lost  power in february. in march the iranian people voted for an islamic republic, and in november for an  islamic constitution. khomeini became supreme leader. before the revolution there were many different types of opposition groups in iran, including those  who wanted an end to the shah\u2019s rule and the introduction of democracy. there was also the exiled cleric khomeini who wanted to depose the shah. he criticised the shah for destroying freedom but  also wanted to establish a strict islamic society and rid iran of all the western influences he claimed the  shah had introduced.  was khomeini in agreement with the iranian people or did they have different aims? source a in 1978 iranian streets were flooded with thousands of citizens in a fight for change, ending up in a  bloody uprising against the shah. when the iranian monarchy was abolished, it marked a massive turning point for the people of iran. many saw the shah as a power-hungry king who had ruined the  economy, silenced any opposition and had let corruption run rampant. khomeini, the primary leader of the movement to overthrow the shah, had fundamentalist islamic views  and preached about the ills of the shah\u2019s regime. he criticised the regime for crippling free speech, for westernisation of the country and the resulting moral corruption of iran. his supporters viewed  his stance as a way to reclaim their country from the greedy shah and the west. these messages  were incredibly effective in mobilising the people. many iranians were wedded to their shi\u2019a traditions and had a negative view of the shah\u2019s reforms. the universal desire for change made people of all backgrounds unify and join in the revolution. the revolution did not conform to western revolutions. this became a puzzle to some in the west, resulting in their disappointment and the idea that the revolution was \u2018deviant\u2019 because it established an islamic republic. however, khomeini\u2019s words were received as  divine inspiration by the great majority of iranians. it is possible to make sense of the iranian revolution  \u2013 the whole society, rich and poor, revolted against the state. however, for westerners it would make no sense for the rich and educated groups to rally behind khomeini and his call for islamic government.  a recent account of the iranian revolution.",
+            "9": "9 0470/23/o/n/19 \u00a9 ucles 2019 [turn over source b  the shah relied on the brutality of his security forces. tensions between the regime and society  reached an irretrievable breach when the shah in 1975 turned the country into a one-party state. any  remaining political parties were dissolved, all citizens were required to join the new resurgence party and to vote for it, and those who refused were denounced as traitors. with khomeini\u2019s return, the iranian people looked forward to a new era with freedom of expression and  with the nation\u2019s oil wealth being used for the benefit of the entire nation. khomeini, writing from exile,  had promised to set the people free from despotism. but the ayatollah was hard at work on a very  different political agenda. his ambition was to establish an islamic state in which supreme authority was vested in the country\u2019s religious leaders and the country was governed on the basis of islamic law. now that he was safely back in tehran, khomeini was determined to implement the agenda he had championed for more than twenty years. it was of no concern to him that his programme bore little  relation to the wishes of the majority of the people who wanted a constitutional democracy. when he  became the supreme leader he had absolute power. when demonstrations were organised they were violently attacked by his revolutionary guards. a dictatorial regime was established. from a history book published in 2010. source c i must tell you that the shah, that evil traitor, has gone. he fled and plundered everything. he  destroyed our country and filled our cemeteries. he ruined our country\u2019s economy. even the projects  he carried out in the name of progress pushed the country towards decadence. he suppressed our  culture, annihilated people and destroyed all our manpower resources. we are saying this man and his government are illegal. if they were to continue to stay in power, we would treat them as criminals. i shall appoint my own government. i shall decide the government with the backing of this nation, because this nation accepts me. from a speech to the iranian people by khomeini, february 1979.  source d we have one country and it shall have one government and one army. iran shall never have two  governments under any circumstances. unfortunately, some people have become accustomed to dictatorship. they accepted the shah\u2019s dictatorship and maybe another future dictatorship would be to their satisfaction too. however, i am in favour of freedom and liberty in this country and nothing else. how amazing! we want to give these people freedom and democracy, and they do not want it. what can we do? from a speech by shapour bakhtiar, february 1979.",
+            "10": "10 0470/23/o/n/19 \u00a9 ucles 2019 source e the shah sacrificed the interests of the iranian nation to our enemies and made the country completely  dependent on outsiders. imam khomeini led an uprising by hoisting the flag of islam. the islamic  revolution is different from other revolutions. it is neither just a cultural, moral, economic or political revolution, but rather a revolution on all fronts. it is like islam. besides its moral, ethical, and divine aspects, islam also considers the different aspects of people\u2019s lives and offers economic, political, and social perspectives as well. similarly, the islamic revolution enjoyed several aspects which are in line with the needs of humanity. imam khomeini insisted on the fact that the revolution is divine and that it belongs to the people. this  means that no individual or class can claim to own this revolution. it was caused by his determination and personality, but imam khomeini considers his own role as very little. protecting the revolution is a duty that lies on everybody\u2019s shoulders. the people must consider themselves as the guardians of the  revolution. there have always been some individuals who have tried to separate the aspects related  to religion and social justice.  from a speech by a leading iranian cleric in june 2008 on the nineteenth   anniversary of khomeini\u2019s death. source f a cartoon published in the usa in mid-1979.",
+            "11": "11 0470/23/o/n/19 \u00a9 ucles 2019 [turn over source g the masses supported the fedayee organisation. at the beginning of the revolution, when mullahs  wanted to motivate people, they talked about fedayee guerrillas, but after the movement was  victorious the situation changed, so now it is sinful to mention the name fedayee. they are so afraid of revolutionaries. they tremble because they want to preserve their class and status.  when can we say the revolution is over? to answer this we should see if the wills of the people  who participated in the revolution have been satisfied. it was the strikes by workers that crippled  the bourgeoisie. but instead of appreciating the workers, the new government invited all the owners  of industry back and called the workers \u2018troublemakers\u2019. we have three million unemployed, and government puppets who are getting salaries in the tens of thousands of rials, just as in the shah\u2019s era. and when people questioned this they were branded counter-revolutionaries and punished. the government rebuilt the reactionary army of the shah\u2019s regime to suppress the people under the name  of the islamic republic.  from a speech by ashraf dehghani, february 1980. she was a leader of the banned organization of  iranian people\u2019s fedai guerrillas, a communist organisation. ",
+            "12": "12 0470/23/o/n/19 \u00a9 ucles 2019 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 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.now answer all the following questions. you may use any of the sources to help you answer the  questions, in addition to those sources which you are told to use. in answering the questions you  should use your knowledge of the topic to help you interpret and evaluate the sources. 1 study sources a and b.  how far do these two sources agree? explain your answer using details of the sources.  [7] 2 study sources c and d.  how far would bakhtiar (source d) have agreed with source c? explain your answer using details  of the sources and your knowledge.  [8] 3 study source e.  how useful is this source as evidence about the iranian revolution? explain your answer using  details of the source and your knowledge.  [8] 4 study source f.   what is the message of this source? explain your answer using details of the source and your  knowledge.  [8] 5 study source g.  are you surprised by this source? explain your answer using details of the source and your  knowledge.  [7] 6 study all the sources.  how far do these sources provide convincing evidence that khomeini had the same aims as the  iranian people? use the sources to explain your answer.  [12]"
+        },
+        "0470_w19_qp_41.pdf": {
+            "1": "cambridgeassessmentinternationaleducation cambridgeinternationalgeneralcertificateofsecondaryeducation 0470/41 october/november2019 1hourhistory paper4alternativetocoursework additionalmaterials: answerbooklet/paper readtheseinstructionsfirst ananswerbookletisprovidedinsidethisquestionpaper.youshouldfollowtheinstructionsonthefrontcover oftheanswerbooklet.ifyouneedadditionalanswerpaperasktheinvigilatorforacontinuationbooklet. answeronequestionfromyourchosendepthstudy. thenumberofmarksisgiveninbrackets[]attheendofeachquestionorpartquestion. thissyllabusisregulatedforuseinengland,walesandnorthernirelandasacambridgeinternationallevel1/level2certificate. thisdocumentconsistsof 3printedpagesand 1blankpage. [turnover11_0470_41_2019_1.11 \u00a9ucles2019 *4806615276*",
+            "2": "answeronequestionfromyourchosendepthstudy. depthstudya:thefirstworldwar,1914\u20131918 howimportantweretrenchesindeterminingthenatureofwaronthewesternfront?explainyour answer. [40]1 howsignificantweretheactionsofgermanleadersasareasonforthearmisticein1918?explain youranswer. [40]2 depthstudyb:germany,1918\u20131945 howimportantweretheterritorialtermsofthetreatyofversaillesasacauseofproblemsinearly weimargermany?explainyouranswer. [40]3 howsignificantwerethesaandssinsecuringnazipowerby1934?explainyouranswer. [40] 4 depthstudyc:russia,1905\u20131941 howimportantwereeconomicproblemsincausingdisturbancesinrussiaupto1917?explain youranswer. [40]5 howsignificantwasdefenceasareasonforstalin\u2019seconomicpolicies,1928-41?explainyour answer. [40]6 depthstudyd:theusa,1919\u20131941 howimportantwasthemotorindustryasacauseoftheeconomicboominthe1920s?explain youranswer. [40]7 howsignificantwasthelossofforeignmarketsasacauseofthedepressionintheusa?explain youranswer. [40]8 depthstudye:china,c.1930\u2013c.1990 how important was the failure of the nationalists to appeal to the peasants in bringing about communistvictoryin1949?explainyouranswer. [40]9 howsignificantwastheculturalrevolutiontothedevelopmentofcommunistruleinchina?explain youranswer. [40]10 11_0470_41_2019_1.11 \u00a9ucles20192",
+            "3": "depthstudyf:southafrica,c.1940\u2013c.1994 howimportantwerethepasslawsinmaintainingsegregationinsouthafricabefore1948?explain youranswer. [40]11 howsignificantwerethesecurityforcesinallowingnationalistgovernmentstomaintainthesystem ofapartheid?explainyouranswer. [40]12 depthstudyg:israelisandpalestinianssince1945 howimportantwasisraeliaggressionasacauseofconflict,1956-73?explainyouranswer. [40] 13 howsignificantwasfatahindeterminingthenatureofpalestinian-israelirelationsto2005?explain youranswer. [40]14 11_0470_41_2019_1.11 \u00a9ucles20193",
+            "4": "blankpage permissiontoreproduceitemswherethird-partyownedmaterialprotectedbycopyrightisincludedhasbeensoughtandclearedwherepossible.everyreasonable efforthasbeenmadebythepublisher(ucles)totracecopyrightholders,butifanyitemsrequiringclearancehaveunwittinglybeenincluded,thepublisherwill bepleasedtomakeamendsattheearliestpossibleopportunity. toavoidtheissueofdisclosureofanswer-relatedinformationtocandidates,allcopyrightacknowledgementsarereproducedonlineinthecambridgeassessment international education copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download at www.cambridgeinternational.orgaftertheliveexaminationseries. cambridge assessment international education is part of the cambridge assessment group. cambridge assessment is the brand name of the university of cambridgelocalexaminationssyndicate(ucles),whichitselfisadepartmentoftheuniversityofcambridge. 11_0470_41_2019_1.11 \u00a9ucles20194"
+        },
+        "0470_w19_qp_42.pdf": {
+            "1": "cambridgeassessmentinternationaleducation cambridgeinternationalgeneralcertificateofsecondaryeducation 0470/42 october/november2019 1hourhistory paper4alternativetocoursework additionalmaterials: answerbooklet/paper readtheseinstructionsfirst ananswerbookletisprovidedinsidethisquestionpaper.youshouldfollowtheinstructionsonthefrontcover oftheanswerbooklet.ifyouneedadditionalanswerpaperasktheinvigilatorforacontinuationbooklet. answeronequestionfromyourchosendepthstudy. thenumberofmarksisgiveninbrackets[]attheendofeachquestionorpartquestion. thissyllabusisregulatedforuseinengland,walesandnorthernirelandasacambridgeinternationallevel1/level2certificate. thisdocumentconsistsof 3printedpagesand 1blankpage. [turnover11_0470_42_2019_1.11 \u00a9ucles2019 *3608165081*",
+            "2": "answeronequestionfromyourchosendepthstudy. depthstudya:thefirstworldwar,1914\u20131918 howimportantwasthefirstbattleofypresasacauseoftrenchwarfare?explainyouranswer. [40]1 howsignificantwasdecliningsupportforthewarasareasonforgermany\u2019ssurrenderin1918? explainyouranswer. [40]2 depthstudyb:germany,1918\u20131945 howimportantwasthe25-pointprogrammeinthedevelopmentofthenazipartyto1934?explain youranswer. [40]3 howsignificantwashimmlerinestablishingthenazidictatorship?explainyouranswer. [40] 4 depthstudyc:russia,1905\u20131941 how important was the kornilov affair as a reason for bolshevik success in november 1917? explainyouranswer. [40]5 howsignificantwascontrolofthemediainmaintainingstalin\u2019sdictatorship?explainyouranswer. [40]6 depthstudyd:theusa,1919\u20131941 howimportantweretheproblemsofolderindustriesintheuseconomyofthe1920s?explain youranswer. [40]7 howsignificantwasthefearofcommunismasafactorshapingthenatureofussocietyinthe 1920s?explainyouranswer. [40]8 depthstudye:china,c.1930\u2013c.1990 howimportantwastheredistributionoflandinchanginglifeinchinainthe1950sand1960s? explainyouranswer. [40]9 howsignificantwasrepressioninmaintainingcommunistruleinchina?explainyouranswer. [40]10 11_0470_42_2019_1.11 \u00a9ucles20192",
+            "3": "depthstudyf:southafrica,c.1940\u2013c.1994 howimportantwastheancintheoppositiontoapartheid?explainyouranswer. [40] 11 howsignificantweretheactionsofvorstertothemaintenanceofwhiteminorityrulefrom1961? explainyouranswer. [40]12 depthstudyg:israelisandpalestinianssince1945 howimportantwasthepartitionplanasacauseofthe1948-49war?explainyouranswer. [40] 13 howsignificantaroledidtheunitednationsplayinthearab-israeliconflictafter1973?explain youranswer. [40]14 11_0470_42_2019_1.11 \u00a9ucles20193",
+            "4": "blankpage permissiontoreproduceitemswherethird-partyownedmaterialprotectedbycopyrightisincludedhasbeensoughtandclearedwherepossible.everyreasonable efforthasbeenmadebythepublisher(ucles)totracecopyrightholders,butifanyitemsrequiringclearancehaveunwittinglybeenincluded,thepublisherwill bepleasedtomakeamendsattheearliestpossibleopportunity. toavoidtheissueofdisclosureofanswer-relatedinformationtocandidates,allcopyrightacknowledgementsarereproducedonlineinthecambridgeassessment international education copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download at www.cambridgeinternational.orgaftertheliveexaminationseries. cambridge assessment international education is part of the cambridge assessment group. cambridge assessment is the brand name of the university of cambridgelocalexaminationssyndicate(ucles),whichitselfisadepartmentoftheuniversityofcambridge. 11_0470_42_2019_1.11 \u00a9ucles20194"
+        },
+        "0470_w19_qp_43.pdf": {
+            "1": "cambridgeassessmentinternationaleducation cambridgeinternationalgeneralcertificateofsecondaryeducation 0470/43 october/november2019 1hourhistory paper4alternativetocoursework additionalmaterials: answerbooklet/paper readtheseinstructionsfirst ananswerbookletisprovidedinsidethisquestionpaper.youshouldfollowtheinstructionsonthefrontcover oftheanswerbooklet.ifyouneedadditionalanswerpaperasktheinvigilatorforacontinuationbooklet. answeronequestionfromyourchosendepthstudy. thenumberofmarksisgiveninbrackets[]attheendofeachquestionorpartquestion. thissyllabusisregulatedforuseinengland,walesandnorthernirelandasacambridgeinternationallevel1/level2certificate. thisdocumentconsistsof 3printedpagesand 1blankpage. [turnover11_0470_43_2019_1.10 \u00a9ucles2019 *1543893432*",
+            "2": "answeronequestionfromyourchosendepthstudy. depthstudya:thefirstworldwar,1914\u20131918 howimportantwasthe\u2018racetothesea\u2019asareasonwhythewardidnotcometoarapidend? explainyouranswer. [40]1 howsignificantwerethetacticsofthealliesasareasonforgermany\u2019sdefeatin1918?explain youranswer. [40]2 depthstudyb:germany,1918\u20131945 howimportantwereyoungpeopleintheoppositiontonazirule,1933-45?explainyouranswer. [40]3 howsignificantwerepoliciestowardsfarmersinwinningsupportforthenaziregime?explainyour answer. [40]4 depthstudyc:russia,1905\u20131941 howimportantwerethedumastothesurvivalofthetsaristregimeuptomarch1917?explain youranswer. [40]5 howsignificantwastheneweconomicpolicy(nep)inallowingstalintogaincontroloftheussr by1928?explainyouranswer. [40]6 depthstudyd:theusa,1919\u20131941 howimportantwasthekukluxklanasacauseofintoleranceinussocietyinthe1920s?explain youranswer. [40]7 howsignificantwasoverconfidenceasacauseofthewallstreetcrashin1929?explainyour answer. [40]8 depthstudye:china,c.1930\u2013c.1990 howimportantwasthesecondworldwarincausingtheunpopularityofthekuomintang(kmt)? explainyouranswer. [40]9 how significant was the soviet union to the economic development of china in the 1950s and 1960s?explainyouranswer. [40]10 11_0470_43_2019_1.10 \u00a9ucles20192",
+            "3": "depthstudyf:southafrica,c.1940\u2013c.1994 howimportantwasthedesiretomaintainwhitesupremacyincausingtheelectionvictoryofthe nationalpartyin1948?explainyouranswer. [40]11 howsignificantwereeconomicfactorsasacauseoftheincreasingoppositiontowhiteminority ruleafter1976?explainyouranswer. [40]12 depthstudyg:israelisandpalestinianssince1945 howimportantwastheusainshapingeventsinpalestineupto1948?explainyouranswer.[40]13 howsignificanthasthewillingnessoftheisraelistouseviolencebeenincausingthefailureofthe peaceprocess?explainyouranswer. [40]14 11_0470_43_2019_1.10 \u00a9ucles20193",
+            "4": "blankpage permissiontoreproduceitemswherethird-partyownedmaterialprotectedbycopyrightisincludedhasbeensoughtandclearedwherepossible.everyreasonable efforthasbeenmadebythepublisher(ucles)totracecopyrightholders,butifanyitemsrequiringclearancehaveunwittinglybeenincluded,thepublisherwill bepleasedtomakeamendsattheearliestpossibleopportunity. toavoidtheissueofdisclosureofanswer-relatedinformationtocandidates,allcopyrightacknowledgementsarereproducedonlineinthecambridgeassessment international education copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download at www.cambridgeinternational.orgaftertheliveexaminationseries. cambridge assessment international education is part of the cambridge assessment group. cambridge assessment is the brand name of the university of cambridgelocalexaminationssyndicate(ucles),whichitselfisadepartmentoftheuniversityofcambridge. 11_0470_43_2019_1.10 \u00a9ucles20194"
+        }
+    },
+    "2020": {
+        "0470_m20_qp_12.pdf": {
+            "1": "cambridge igcse\u2122*1028380874*history  0470/12 paper 1  february/march  2020  2 hours you must answer on the enclosed answer booklet. you will need:  answer booklet (enclosed) instructions  \u25cf answer three  questions in total: section a (core content): answer two questions. section b (depth studies): answer one question.  \u25cf follow the instructions on the front cover of the answer booklet. if you need additional answer paper,  ask the invigilator for a continuation booklet. information  \u25cf the total mark for this paper is 60.  \u25cf the number of marks for each question or part question is shown in brackets [  ]. dc (cj) 184565/3 \u00a9 ucles 2020  [turn overthis document has 12 pages. blank pages are indicated.",
+            "2": "2 0470/12/f/m/20 \u00a9 ucles 2020 section a: core content answer any two questions from this section. 1 after early setbacks, italian unification was eventually achieved.    (a) describe austria\u2019s role in crushing the 1848\u201349 revolutions in italy.  [4]    (b) why was mazzini important to the cause of italian unification?  [6]    (c) which was more important in achieving italian unification, cavour\u2019s diplomacy or garibaldi\u2019s  actions? explain your answer.  [10] 2 france, prussia and austria all played important roles on the road to german unification.    (a) describe the crisis over luxembourg in 1867.  [4]  (b) why did william i appoint bismarck as minister-president in 1862?  [6]    (c) which was more responsible for prussia\u2019s emergence as the dominant german power by  1866, prussian strength or austrian weakness? explain your answer.  [10] 3 black americans suffered in the usa during the nineteenth century.    (a) what did the supreme court decide in the dred scott case of 1857?  [4]    (b) why was the fugitive slave act of 1850 controversial?  [6]    (c) which achieved more for black americans, the civil war or reconstruction? explain your  answer.  [10] 4 international agreements could increase tensions between european powers.    (a) what were the terms of the triple alliance?  [4]    (b) why did austria send serbia an ultimatum on 23 july 1914?  [6]    (c) \u2018britain went to war in 1914 to honour its promise to protect belgium.\u2019 how far do you agree  with this statement? explain your answer.  [10]",
+            "3": "3 0470/12/f/m/20 \u00a9 ucles 2020 [turn over 5 few nations were entirely happy with the final terms of the paris peace settlement.     (a) describe how turkey was treated in the treaty of s\u00e8vres.  [4]    (b) why did the treaty of versailles have a damaging political impact on germany up to 1923?   [6]  (c) who was happier with the terms of the treaty of versailles, clemenceau or wilson? explain  your answer.  [10] 6 the record of the league of nations was mixed.    (a) describe how the league of nations dealt with upper silesia.  [4]    (b) why was haile selassie unhappy with the way the league dealt with the italian invasion of  abyssinia?  [6]    (c) \u2018the humanitarian work of the league\u2019s agencies was more important than its failure over  the japanese invasion of manchuria.\u2019 how far do you agree with this statement? explain your  answer.  [10] 7 after the second world war there was friction between the usa and the ussr.    (a) describe how communists took over czechoslovakia between 1945 and 1948.  [4]    (b) why did many western european countries welcome the marshall plan?   [6]    (c) \u2018stalin\u2019s foreign policy towards europe between 1945 and 1949 was defensive.\u2019 how far do  you agree with this statement? explain your answer.  [10] 8 relations between iran and iraq were poor.    (a) describe the shah\u2019s programme to modernise iran.     [4]    (b) why did several western powers support iraq in the iran\u2013iraq war?  [6]    (c) was saddam hussein right when he declared a victory for iraq in the iran\u2013iraq war? explain  your answer.  [10]",
+            "4": "4 0470/12/f/m/20 \u00a9 ucles 2020 section b: depth studies answer any one question from this section. depth study a: the first world war, 1914\u201318 9 a stalemate quickly developed on the western front.     (a) describe the psychological problems experienced by soldiers in the trenches.  [4]    (b) explain why germany developed the schlieffen plan.    [6]    (c) how far does belgium\u2019s reaction to german aggression explain why a stalemate developed  on the western front? explain your answer.  [10] 10 the battles of verdun and the somme were key battles in the first world war.    (a) describe haig\u2019s tactics in the battle of the somme.  [4]    (b) why did both sides use gas on the western front?  [6]    (c) \u2018the battle of verdun achieved more for the allies than the battle of the somme.\u2019 how far do  you agree with this statement? explain your answer.   [10]",
+            "5": "5 0470/12/f/m/20 \u00a9 ucles 2020 [turn over depth study b: germany, 1918\u201345 11 the nazis used both legal and illegal methods.    (a) describe the events of the munich putsch.   [4]    (b) why did the nazis do well in elections in the years 1930 to 1932?  [6]    (c) which was more important in hitler consolidating his power, the enabling act or the night of  the long knives? explain your answer.  [10] 12 the nazis treated different groups in germany very differently.    (a) describe the activities of the edelweiss pirates.  [4]    (b) why did the nazis introduce the final solution?  [6]    (c) which was more effective in winning over german youth, the hitler youth or changes to what  was taught in schools? explain your answer.  [10]",
+            "6": "6 0470/12/f/m/20 \u00a9 ucles 2020 depth study c: russia, 1905\u201341 13 the tsarist regime faced many difficulties between 1905 and 1914.  (a) describe the structure of russian society in the countryside in the early twentieth century.  [4]    (b) why did revolution break out in russia in 1905?  [6]    (c) how well did the tsarist regime govern russia between 1906 and 1914? explain your answer.   [10] 14 stalin\u2019s reforms affected all parts of soviet society.     (a) describe how the soviet authorities enforced collectivisation.  [4]    (b) why were stalin\u2019s reforms important for soviet women?  [6]    (c) \u2018by 1941 stalin had modernised the soviet union.\u2019 how far do you agree with this statement?  explain your answer.  [10]",
+            "7": "7 0470/12/f/m/20 \u00a9 ucles 2020 [turn over depth study d: the united states, 1919\u201341 15 during the 1920s america experienced a \u2018boom\u2019.     (a) describe the new methods used by the car industry to build and sell cars.  [4]    (b) why did most farmers not benefit from the economic \u2018boom\u2019?  [6]    (c) \u2018the 1920s saw american industry doing well.\u2019 how far do you agree with this statement?  explain your answer.  [10] 16 roosevelt introduced two new deals.    (a) describe how farmers were helped by the first new deal.  [4]    (b) when he became president, why did roosevelt first focus on the banking crisis?  [6]    (c) \u2018the second new deal was more important than the first.\u2019 how far do you agree with this  statement? explain your answer.  [10]",
+            "8": "8 0470/12/f/m/20 \u00a9 ucles 2020 depth study e: china, c.1930\u2013c.1990 17 the 1950s were a time of rapid change for china.  (a) describe the work of the \u2018people\u2019s courts\u2019.   [4]  (b) why did mao introduce the first five year plan?  [6]    (c) \u2018by the early 1960s mao had achieved all his aims.\u2019 how far do you agree with this statement?  explain your answer.  [10] 18 the lives of chinese people changed under mao\u2019s rule.    (a) describe the experiences of minority groups under mao.  [4]    (b) why did mao bring the hundred flowers campaign to an end?  [6]    (c) \u2018it is surprising that mao started the cultural revolution.\u2019 how far do you agree with this  statement? explain your answer.  [10]",
+            "9": "9 0470/12/f/m/20 \u00a9 ucles 2020 [turn over depth study f: south africa, c.1940\u2013c.1994 19 by the 1940s, there had been many changes in south africa.  (a) describe the consequences of the natives land act of 1913 for black south africans.  [4]    (b) why did the south african economy develop rapidly by 1940?  [6]    (c) \u2018changes in south africa brought about by the second world war explain the victory of the  national party in the 1948 election.\u2019 how far do you agree with this statement? explain your  answer.  [10] 20 after a long struggle majority rule was finally achieved in south africa.     (a) what did desmond tutu contribute to the ending of apartheid?   [4]    (b) why did p w botha\u2019s reforms fail to stop opposition?  [6]    (c) \u2018the transfer of power between 1989 and 1994 went well.\u2019 how far do you agree with this  statement? explain your answer.  [10]",
+            "10": "10 0470/12/f/m/20 \u00a9 ucles 2020 depth study g: israelis and palestinians since 1945 21 at the end of the second world war britain had a mandate in palestine.  (a) what did the united nations\u2019 partition plan propose for the palestinians?  [4]    (b) why did war break out between the arabs and the israelis in 1948?  [6]    (c) how surprising was the british decision to withdraw from palestine? explain your answer.  [10] 22 the period from 1948 to 1973 was dominated by war.    (a) what were the results of the yom kippur war of 1973?   [4]  (b) why was the involvement of the soviet union in arab\u2013israeli affairs important in the period  1948 to 1973?  [6]    (c) which was more important for israel, the suez war of 1956 or the six-day war of 1967?  explain your answer.  [10]",
+            "11": "11 0470/12/f/m/20 \u00a9 ucles 2020 blank page",
+            "12": "12 0470/12/f/m/20 \u00a9 ucles 2020 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 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.blank page"
+        },
+        "0470_m20_qp_22.pdf": {
+            "1": "cambridge igcse\u2122this document has 16 pages. blank pages are indicated. *5363886264* dc (cj/sg) 184566/2 \u00a9 ucles 2020  [turn overhistory  0470/22 paper 2  february/march  2020  2 hours you must answer on the enclosed answer booklet. you will need:  answer booklet (enclosed) instructions  \u25cf answer all the questions on one option only. option a: nineteenth century topic option b: twentieth century topic  \u25cf follow the instructions on the front cover of the answer booklet. if you need additional answer paper,  ask the invigilator for a continuation booklet. information  \u25cf the total mark for this paper is 50.  \u25cf the number of marks for each question or part question is shown in brackets [  ].",
+            "2": "2 0470/22/f/m/20 \u00a9 ucles 2020 option a: nineteenth century topic how did the british behave during and immediately after   the indian mutiny of 1857\u201358? study the background information and the sources carefully, and then answer all the questions.  background information the indian mutiny of 1857\u201358 was the result of resentment that had been building during british rule. it  started with a mutiny of sepoys in meerut, but soon turned into a much wider rising against british rule with cities such as delhi, cawnpore and lucknow either falling to the rebels or being put under heavy siege. in some places, such as cawnpore, british women and children were killed. the army of the british east india company had to deal with the troubles, and accounts published in  britain showed it doing this with great heroism. after the rising was put down there were demands from britain that the rebels be dealt with severely. did the british behave well in their response to the indian mutiny?  source a an illustration entitled \u2018miss wheeler defending herself against the sepoys at cawnpore\u2019. it was  published in 1858 in a british book entitled \u2018the history of the indian mutiny\u2019.",
+            "3": "3 0470/22/f/m/20 \u00a9 ucles 2020 [turn over source b a merry scene it must have been for a true, liberty-loving briton to see his grenadiers helping  themselves freely to the jewels, valuable arms and clothes, of his majesty of oude. every advance  was accompanied with plunder and devastation. the qaisar bagh palace had fallen on 14 march and within half an hour, discipline was at an end, and the officers had lost all command over their men. on 17 march general campbell was obliged to establish patrols to prevent plundering. the troops were completely out of control. in the city, while the vanguard were fighting against the natives\u2019 fire from the houses, the rearguard plundered and destroyed to their hearts\u2019 content. matters were still so bad that  the most strict orders were issued for the suppression of plunder and outrage.  this is indeed a dreadful state of things in a civilised army in the nineteenth century. if any other troops  in the world had committed one-tenth of these excesses, the indignant british press would brand them with infamy! but these are the deeds of the british army, and therefore we are told that such things are  the normal consequences of war.  a report from an american newspaper, 25 may 1858. source c an illustration from 1858. it was later republished in \u2018heroes of britain in peace and war\u2019, 1880.  the words under this illustration read \u2018some victoria cross exploits of the indian mutiny. 1. private  dempsey rescuing ensign erskine. 2. mr mangles dressing taylor\u2019s wound. 3. mr mcdonell releasing  the boat in the arrah expedition. 4. lieutenant hills and the mounted troopers. 5. young havelock  leading his men to the capture of a gun.\u2019 the victoria cross is the highest british award for bravery for  members of the armed forces.",
+            "4": "4 0470/22/f/m/20 \u00a9 ucles 2020 source d an illustration showing british troops looting the qaisar bagh palace in lucknow after the recapture  of the city in 1858. it was published in britain in 1860. the soldier kneeling is saying, \u2018is this string of  pearls worth anything, gentlemen?\u2019 source e the most hostile of our foreign critics are in awe of our administration of india. when we ask, who are  the men who have kept intact, and handed down to us these vast privileges, who are they who have  preserved for us the splendid burden which we accept and bear with honour today? the answer is that  the last of these heroes are among us still, white-haired and too often infirm, but the very men who  saved india from itself in 1857 when the tide of rebellion threatened to wipe away the trace of our rule.  to these survivors, this little book is dedicated.  from a book entitled \u2018in commemoration of the 50th anniversary of the indian mutiny\u2019, published in  britain in 1907. source f a very large proportion of the english community has a violent hatred of every indian of every class.  there is a cruelty, even from those who ought to set a better example, which is impossible to see  without feeling shame for one\u2019s fellow countrymen. not one man in ten seems to think that the hanging  and shooting of 50  000 mutineers is wrong. a letter from lord canning to queen victoria, 25 september 1858. canning was   british governor-general of india.",
+            "5": "5 0470/22/f/m/20 \u00a9 ucles 2020 [turn over source g we shall respect the rights, dignity and honour of native princes and we desire that they, as well  as our subjects, should enjoy that prosperity which can only be secured by internal peace and good  government. we reject the desire to impose  christianity on any of our subjects and we strictly charge  all those in authority under us that they abstain from all interference with the religious belief of any of  our subjects. we deeply regret the misery which has been brought upon india by the acts of ambitious men, who  have deceived their countrymen and led them into open rebellion. we desire to show our mercy by  pardoning the offences of those who have been misled, but who desire to return to the path of duty.  our mercy will be extended to all offenders, except those who have been convicted of having taken  part in the murder of british subjects. from queen victoria\u2019s proclamation to the princes and people of india, november 1858.",
+            "6": "6 0470/22/f/m/20 \u00a9 ucles 2020 now answer all the following questions. you may use any of the sources to help you answer the  questions, in addition to those sources which you are told to use. in answering the questions you  should use your knowledge of the topic to help you interpret and evaluate the sources. 1 study source a.  what impressions does this source give about the indian mutiny? explain your answer using  details of the source.  [8] 2 study source b.  why was this source published in 1858? explain your answer using details of the source and your  knowledge.  [7] 3 study sources c and d.  how far does source c make source d surprising? explain your answer using details of the  sources and your knowledge.  [8] 4 study source e.  how useful is this source as evidence about british rule in india? explain your answer using details  of the source and your knowledge.  [7] 5 study sources f and g.  how far does source g prove that victoria agreed with canning (source f)? explain your answer  using details of the sources and your knowledge.  [8] 6 study all the sources.  how far do these sources provide convincing evidence that the british behaved well in their  response to the indian mutiny? use the sources to explain your answer.  [12]",
+            "7": "7 0470/22/f/m/20 \u00a9 ucles 2020 [turn over blank page",
+            "8": "8 0470/22/f/m/20 \u00a9 ucles 2020 option b: twentieth century topic was the cuban missile crisis simply a trial of strength between   kennedy and khrushchev? study the background information and the sources carefully, and then answer all the questions.  background information accounts and representations of the cuban missile crisis have often presented it as a personal trial  of strength between kennedy and khrushchev. many historians criticise this way of representing the crisis. they argue that the broader context of the cold war and the national interests of the usa and the ussr were crucial factors. how far was the cuban missile crisis simply about personal rivalry between kennedy and khrushchev? source a i\u2019ve got two problems. first, to figure out why khrushchev acted in such a hostile way. and second, to  figure out what we can do about it. i think the first part is pretty easy to explain. i think he did it because of the bay of pigs. he thought that anyone who was so young and inexperienced as to get into that mess could be beaten; and anyone who got into it and didn\u2019t see it through had no guts. if he thinks i\u2019m inexperienced and have no guts, until we remove those ideas we won\u2019t get anywhere with him. kennedy speaking to an american reporter in 1961 shortly after his disastrous vienna summit  meeting with khrushchev.  source b then the exchange of notes began. i dictated the messages and conducted the exchange from our  side. president kennedy issued an ultimatum, demanding that we remove our missiles and bombers from cuba. i remember the exchange with the president especially well because i started it and was at the centre of the action at our end of the correspondence. i take complete responsibility for the fact that  the president and i entered into direct contact at the most crucial and dangerous stage of the crisis. dobrynin\u2019s report of a meeting with robert kennedy went something like this, \u2018the president is  appealing directly to chairman khrushchev. if the situation continues much longer, the president fears that the military will overthrow him.\u2019 we knew that kennedy was a young president. for some time i had felt there was a danger that he would lose control of his military, and now he was admitting this to  us himself. \u2018comrades,\u2019 i said, \u2018we have to look for a dignified way out of this conflict.\u2019 we sent a note  saying we agreed to remove the missiles on condition the president gave us his assurance that cuba would not be invaded. from khrushchev\u2019s memoirs, published in 1970. dobrynin was soviet ambassador   to the united states.",
+            "9": "9 0470/22/f/m/20 \u00a9 ucles 2020 [turn over source c a cartoon published in an american newspaper in october 1962. kennedy is saying to khrushchev,  \u2018i\u2019d reconsider if i were you!\u2019",
+            "10": "10 0470/22/f/m/20 \u00a9 ucles 2020 source d an advertisement, in an american newspaper, for a book published in october 2012.",
+            "11": "11 0470/22/f/m/20 \u00a9 ucles 2020 [turn over source e a cartoon published in a british newspaper, 29 october 1962. the caption reads,   \u2018ok, mr president, let\u2019s talk.\u2019 source f good evening my fellow citizens.within the past week, unmistakable evidence has established that a series of offensive missile sites  is now in preparation on cuba. their purpose can be none other than to provide a nuclear strike  capability against the western hemisphere.  the characteristics of these new missile sites indicate two types of installations. several of them  include medium range ballistic missiles capable of striking washington dc, mexico city or any other  city in the south-eastern part of the united states. additional sites appear to be designed for intermediate range ballistic missiles \u2013 capable of travelling  twice as far. this transformation of cuba into an important strategic base is an explicit threat to the  peace and security of all the americas.  from a speech by president kennedy to the american people, 22 october 1962. ",
+            "12": "12 0470/22/f/m/20 \u00a9 ucles 2020 source g the accounts of the crisis did not make clear that it was a power confrontation, that the power of the  usa was incomparably superior to that of the ussr, and that the leaders of both nations knew this to  be a fact. the united states, it is worth repeating, could have erased every important soviet military installation and population centre in two or three hours, while the strike capability of the ussr was negligible. although kennedy held the trump cards, he granted the communist empire a privileged sanctuary in the caribbean by means of the \u2018no invasion\u2019 pledge. from a book entitled \u2018dagger in the heart: american failures in cuba\u2019, by mario lazo, published in  1968. lazo was a cuban supporter of the batista regime. after the cuban revolution he fled to the  united states. ",
+            "13": "13 0470/22/f/m/20 \u00a9 ucles 2020 now answer all the following questions. you may use any of the sources to help you answer the  questions, in addition to those sources which you are told to use. in answering the questions you  should use your knowledge of the topic to help you interpret and evaluate the sources. 1 study source a.  how far do you agree that this source is useful as evidence about the cuban missile crisis?  explain your answer using details of the source and your knowledge.  [7] 2 study source b.  what impressions does this source give of khrushchev? explain your answer using details of the  source.  [7] 3 study source c.  what is the cartoonist\u2019s message? explain your answer using details of the source and your  knowledge.  [8] 4 study sources d and e.  how far do these two sources agree about the cuban missile crisis? explain your answer using  details of the sources and your knowledge.  [8] 5 study sources f and g.  how far does source g make source f surprising? explain your answer using details of the  sources and your knowledge.  [8] 6 study all the sources.  how far do these sources provide convincing evidence that the cuban missile crisis was simply  about personal rivalry between kennedy and khrushchev? use the sources to explain your  answer.  [12]",
+            "14": "14 0470/22/f/m/20 \u00a9 ucles 2020 blank page",
+            "15": "15 0470/22/f/m/20 \u00a9 ucles 2020 blank page",
+            "16": "16 0470/22/f/m/20 \u00a9 ucles 2020 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 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.blank page"
+        },
+        "0470_m20_qp_42.pdf": {
+            "1": "cambridgeigcse\u2122 0470/42 february/march2020 1hourhistory paper4alternativetocoursework youmustanswerontheenclosedanswerbooklet. youwillneed: answerbooklet(enclosed) instructions \u2022answeronequestionfromyourchosendepthstudy. \u2022followtheinstructionsonthefrontcoveroftheanswerbooklet.ifyouneedadditionalanswerpaper, asktheinvigilatorforacontinuationbooklet. information \u2022thetotalmarkforthispaperis40. \u2022thenumberofmarksforeachquestionorpartquestionisshowninbrackets[ ]. thisdocumenthas 4pages.blankpagesareindicated. [turnover03_0470_42_2020_1.8 \u00a9ucles2020 *2191898562*",
+            "2": "answeronequestionfromyourchosendepthstudy. depthstudya:thefirstworldwar,1914\u201318 howimportantwasbelgianresistanceinhaltingthegermanadvancein1914?explainyouranswer. [40]1 howsignificantwastheuseoftanksinthebattleofthesomme?explainyouranswer. [40] 2 depthstudyb:germany,1918\u201345 howimportantwastheuseofinformersinallowinghitlertocontrolthegermanpeopleafter1933? explainyouranswer. [40]3 howsignificantwastherecoveryofthegermaneconomyinstrengtheningnazirule,1934\u201339? explainyouranswer. [40]4 depthstudyc:russia,1905\u201341 howimportantwastherusso-japanesewarasacauseofinstabilityinrussiaupto1914?explain youranswer. [40]5 howsignificantwastrotskyinthebolshevikseizureofpowerinnovember1917?explainyour answer. [40]6 depthstudyd:theunitedstates,1919\u201341 howimportantwasimmigrationinthe1920sasareasonforthegrowthofthekukluxklan?explain youranswer. [40]7 howsignificantwerethealphabetagenciesindealingwitheconomicproblemsduringthenew deal?explainyouranswer. [40]8 depthstudye:china,c.1930\u2013c.1990 howimportantwasthedevelopmentofcommunesinmao\u2019seconomicpoliciesinthe1950s?explain youranswer. [40]9 howsignificantwastheindoctrinationofyoungpeopleinthecommunistdictatorshipinchinaafter 1949?explainyouranswer. [40]10 03_0470_42_2020_1.8 \u00a9ucles20202",
+            "3": "depthstudyf:southafrica,c.1940\u2013c.1994 howimportantwasyouthoppositionintheresistancetoapartheidafter1948?explainyouranswer. [40]11 howsignificantwerereformstothepasslawsasareasonforthecollapseofwhiteminorityrule insouthafrica?explainyouranswer. [40]12 depthstudyg:israelisandpalestinianssince1945 howimportantwasthesovietunioninshapingeventsinthemiddleeastafter1948?explainyour answer. [40]13 howsignificantwaspresidentcarterindealingwiththeproblemsbetweenisraelanditsneighbours after1973?explainyouranswer. [40]14 03_0470_42_2020_1.8 \u00a9ucles20203",
+            "4": "blankpage permissiontoreproduceitemswherethird-partyownedmaterialprotectedbycopyrightisincludedhasbeensoughtandclearedwherepossible.everyreasonable efforthasbeenmadebythepublisher(ucles)totracecopyrightholders,butifanyitemsrequiringclearancehaveunwittinglybeenincluded,thepublisherwill bepleasedtomakeamendsattheearliestpossibleopportunity. toavoidtheissueofdisclosureofanswer-relatedinformationtocandidates,allcopyrightacknowledgementsarereproducedonlineinthecambridgeassessment international education copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download at www.cambridgeinternational.orgaftertheliveexaminationseries. cambridge assessment international education is part of the cambridge assessment group. cambridge assessment is the brand name of the university of cambridgelocalexaminationssyndicate(ucles),whichitselfisadepartmentoftheuniversityofcambridge. 03_0470_42_2020_1.8 \u00a9ucles20204"
+        },
+        "0470_s20_qp_11.pdf": {
+            "1": "cambridge igcse\u2122this document has 12 pages. blank pages are indicated. dc (jc) 184564/3 \u00a9 ucles 2020  [turn over *2541640416*history  0470/11 paper 1  may/june  2020  2 hours you must answer on the enclosed answer booklet. you will need:  answer booklet (enclosed) instructions  \u25cf answer three  questions in total: section a (core content): answer two questions. section b (depth studies): answer one question.  \u25cf follow the instructions on the front cover of the answer booklet. if you need additional answer paper,  ask the invigilator for a continuation booklet. information  \u25cf the total mark for this paper is 60.  \u25cf the number of marks for each question or part question is shown in brackets [  ].",
+            "2": "2 0470/11/m/j/20 \u00a9 ucles 2020 section a: core content answer any two questions from this section. 1 individuals played an important part in the story of italian unification.  (a) describe what garibaldi did in 1860 to help italian unification.  [4]  (b) why were there uprisings in italy in 1848\u201349?  [6]  (c) \u2018mazzini contributed little to italian unification.\u2019 how far do you agree with this statement?  explain your answer.  [10] 2 german unification was brought about by a combination of factors.  (a) describe the events leading to the war in 1864 over schleswig-holstein.  [4]  (b) why was the war with austria in 1866 important for bismarck?  [6]  (c) did the 1848 revolutions help or hinder the cause of german unification? explain your answer.  [10] 3 slavery was a divisive issue.  (a) describe the terms of the fugitive slave act of 1850.  [4]  (b) why was the freedmen\u2019s bureau important?  [6]  (c) \u2018the main reason why civil war broke out in 1861 was northern abolitionism.\u2019 how far do you  agree with this statement? explain your answer.  [10] 4 european imperialism followed many different models and led to varying reactions.  (a) describe the rule of leopold ii in the congo.  [4]  (b) why did britain use a policy of indirect rule in nigeria?  [6]  (c) how far was the indian mutiny a nationalist uprising? explain your answer.  [10]",
+            "3": "3 0470/11/m/j/20 \u00a9 ucles 2020 [turn over 5 nobody gained all they wanted from the paris peace treaties.  (a) describe wilson\u2019s purpose in putting forward his fourteen points.  [4]  (b) why did lloyd george favour a moderate peace settlement with germany?  [6]  (c) which was punished more harshly in the peace treaties, austria or germany? explain your  answer.  [10] 6 little stood in the way of hitler\u2019s aggressive foreign policy.  (a) describe the takeover of czechoslovakia in 1938\u201339.  [4]  (b) why did britain react differently to germany\u2019s aggression towards czechoslovakia and  towards poland?  [6]  (c) \u2018the nazi\u2013soviet pact was the reason why hitler invaded poland.\u2019 how far do you agree with  this statement? explain your answer.  [10] 7 in 1950 korea became a dangerous flashpoint.  (a) describe the north korean attack on south korea in june\u2013september 1950.  [4]  (b) why was macarthur dismissed in april 1951?  [6]    (c) how far was the korean war a success for the united nations? explain your answer.  [10] 8 the soviet union struggled to keep control over eastern europe.  (a) describe dubcek\u2019s actions in czechoslovakia in 1968.  [4]  (b) why did hungarians rise up against soviet control in 1956?  [6]  (c) \u2018gorbachev\u2019s unwillingness to use military force brought about the collapse of soviet control  in eastern europe.\u2019 how far do you agree with this statement? explain your answer.  [10]",
+            "4": "4 0470/11/m/j/20 \u00a9 ucles 2020 section b: depth study answer any one question from this section. depth study a: the first world war, 1914\u201318 9 the early months of the first world war set the pattern for much of the rest of the war.   (a) describe the \u2018race to the sea\u2019 in 1914.  [4]  (b) why was belgium\u2019s fierce resistance to the german invasion in 1914 important?  [6]  (c) \u2018the most important battle in 1914 was the battle of the marne.\u2019 how far do you agree with  this statement? explain your answer.  [10] 10 german defeat in the war became certain in 1918.  (a) what was the armistice of 1918?  [4]  (b) why were there mutinies, demonstrations and riots in germany in 1918?  [6]  (c) \u2018the american entry into the war was the key turning point of the war.\u2019 how far do you agree  with this statement? explain your answer.  [10]",
+            "5": "5 0470/11/m/j/20 \u00a9 ucles 2020 [turn over depth study b: germany, 1918\u201345 11 after facing many difficulties hitler finally became chancellor of germany.  (a) describe the part played by president hindenburg in hitler becoming chancellor in 1933.  [4]  (b) why was the enabling act important to hitler?  [6]  (c) how far had hitler and the nazis recovered from the failure of the munich putsch by 1929?  explain your answer.  [10] 12 the nazis aimed for complete control of germany.  (a) describe how goebbels used the 1936 olympic games.  [4]  (b) why did the nazis put a lot of effort into controlling the media and culture of germany?  [6]  (c) \u2018the nazis were never in complete control of germany.\u2019 how far do you agree with this  statement? explain your answer.  [10]",
+            "6": "6 0470/11/m/j/20 \u00a9 ucles 2020 depth study c: russia, 1905\u201341 13 errors by the tsarist regime helped bring about the events of 1917.  (a) describe what happened in russia in march 1917.  [4]  (b) why was rasputin able to become a powerful figure in the tsarist regime?  [6]  (c) \u2018the reaction of the tsarist regime to the 1905 revolution was repression.\u2019 how far do you  agree with this statement? explain your answer.  [10] 14 after coming to power stalin ruled the soviet union ruthlessly.   (a) what were the aims of the stakhanovite movement?  [4]  (b) why did the purges damage the soviet union?  [6]  (c) \u2018trotsky\u2019s personality, rather than stalin\u2019s abilities, decided the leadership contest after  lenin\u2019s death.\u2019 how far do you agree with this statement? explain your answer.  [10]",
+            "7": "7 0470/11/m/j/20 \u00a9 ucles 2020 [turn over depth study d: the united states, 1919\u201341 15 the 1920s was a decade of rapid change for the usa.  (a) describe changes to the work of women in the 1920s.  [4]  (b) why did the ku klux klan attract support during the 1920s?  [6]  (c) how successful was prohibition? explain your answer.  [10] 16 the early 1930s were difficult years for the usa.  (a) what was \u2018black thursday\u2019, 24 october 1929?  [4]  (b) why did hoover lose the 1932 presidential election?  [6]  (c) \u2018a reduction in demand for american goods caused the depression.\u2019 how far do you agree  with this statement? explain your answer.  [10]",
+            "8": "8 0470/11/m/j/20 \u00a9 ucles 2020 depth study e: china, c.1930\u2013c.1990 17 the fortunes of the chinese communist party changed significantly.  (a) describe the tactics used by the communists in the civil war.  [4]  (b) why did the shanghai massacre of 1927 take place?  [6]  (c) \u2018the most important reason for the growth in communist support after 1934 was the  establishment of the yenan soviet.\u2019 how far do you agree with this statement? explain your  answer.  [10] 18 china has had mixed relations with the rest of the world.   (a) what did britain and china agree about the future of hong kong in december 1984?  [4]  (b) why were relations between communist china and vietnam generally poor in the period to  1990?  [6]  (c) \u2018relations between china and russia were good during the period 1950 to 1976.\u2019 how far do  you agree with this statement? explain your answer.  [10]",
+            "9": "9 0470/11/m/j/20 \u00a9 ucles 2020 [turn over depth study f: south africa, c.1940\u2013c.1994 19 there was much opposition to apartheid.  (a) describe the consequences of the bantu education act of 1953 for black south africans.  [4]  (b) why was the state of emergency that was declared after the sharpeville massacre important  for opposition groups?  [6]  (c) \u2018the defiance campaign of 1952 was the most important example of opposition to apartheid  before 1966.\u2019 how far do you agree with this statement? explain your answer.  [10] 20 in the period 1966 to 1980 both enforcement of, and opposition to, apartheid increased.  (a) describe the security measures introduced by the south african government in 1966\u201367.  [4]  (b) why were the bantustans (homelands) important?  [6]  (c) how far did the nature of the opposition to apartheid change in the period 1966 to 1980?  explain your answer.  [10]",
+            "10": "10 0470/11/m/j/20 \u00a9 ucles 2020 depth study g: israelis and palestinians since 1945 21 tensions led to war in the period 1956 to 1973.  (a) what were the immediate results of the six-day war?  [4]  (b) why did the organisation of petroleum exporting countries (opec) introduce an embargo  on oil supplies in 1973?  [6]  (c) \u2018israel survived in the period 1956 to 1973 because arab states often failed to act together.\u2019  how far do you agree with this statement? explain your answer.  [10] 22 peace between israel and the palestinians has been hard to achieve.  (a) what were the consequences of the first intifada?  [4]  (b) why have divisions between palestinian groups been important in hindering attempts to  reach a negotiated peace?  [6]  (c) which has done more in attempting to bring about peace in the middle east, the united  nations or the usa? explain your answer.  [10]",
+            "11": "11 0470/11/m/j/20 \u00a9 ucles 2020 blank page",
+            "12": "12 0470/11/m/j/20 \u00a9 ucles 2020 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 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.blank page"
+        },
+        "0470_s20_qp_12.pdf": {
+            "1": "cambridge igcse\u2122dc (jc) 184563/2 \u00a9 ucles 2020  [turn overthis document has 12 pages. blank pages are indicated. *1447439357*history  0470/12 paper 1  may/june  2020  2 hours you must answer on the enclosed answer booklet. you will need:  answer booklet (enclosed) instructions  \u25cf answer three  questions in total: section a (core content): answer two questions. section b (depth studies): answer one question.  \u25cf follow the instructions on the front cover of the answer booklet. if you need additional answer paper,  ask the invigilator for a continuation booklet. information  \u25cf the total mark for this paper is 60.  \u25cf the number of marks for each question or part question is shown in brackets [  ].",
+            "2": "2 0470/12/m/j/20 \u00a9 ucles 2020 section a: core content answer any two questions from this section. 1 italian unification was the result of different factors.  (a) describe how piedmont was reformed during the 1850s.  [4]  (b) why were garibaldi\u2019s actions in 1860 important to italian unification?  [6]  (c) did napoleon iii help or hinder the cause of italian unification? explain your answer.  [10] 2 after setbacks in 1848, german unification was eventually achieved.  (a) what were the aims of the revolutionaries in berlin in march 1848?  [4]  (b) why was the frankfurt parliament important?  [6]  (c) \u2018the main reason why bismarck was able to achieve german unification was his use of  diplomacy.\u2019 how far do you agree with this statement? explain your answer.  [10] 3 the usa was divided before, during, and after the civil war.  (a) describe the actions of \u2018carpetbaggers\u2019 after the civil war.  [4]  (b) why was there so much violence in kansas in the years 1854 to 1861?  [6]  (c) how far was lincoln responsible for the north\u2019s victory in the civil war? explain your answer.  [10] 4 european imperialism was often met with resistance.  (a) describe how britain\u2019s system of indirect rule worked in nigeria.  [4]  (b) why did leopold ii want to acquire the congo?  [6]  (c) \u2018the main reason for the first opium war was the growth of opium addiction in china.\u2019 how  far do you agree with this statement? explain your answer.  [10]",
+            "3": "3 0470/12/m/j/20 \u00a9 ucles 2020 [turn over 5 the politicians had a difficult task negotiating the paris peace treaties.  (a) what territory did germany lose in the treaty of versailles?  [4]  (b) why did the treaty of s\u00e8vres have to be renegotiated?  [6]  (c) how satisfied were the french with the treaty of versailles? explain your answer.  [10] 6 a number of factors helped hitler achieve his foreign policy objectives.  (a) what was the nazi-soviet pact?  [4]  (b) why was mussolini\u2019s support over anschluss important to hitler?  [6]  (c) \u2018the munich agreement made war more, not less, likely.\u2019 how far do you agree with this  statement? explain your answer.  [10] 7 cuba presented problems for the usa.  (a) describe what happened in the bay of pigs incident.  [4]  (b) why was the existence of soviet missiles in cuba a problem for the usa?  [6]  (c) \u2018kennedy handled the cuban missile crisis more effectively than khrushchev.\u2019 how far do  you agree with this statement? explain your answer.  [10] 8 both iran and iraq faced many problems.  (a) describe saddam hussein\u2019s modernisation programme in iraq.  [4]  (b) why did ayatollah khomeini become the \u2018supreme leader\u2019 of iran in 1979?  [6]  (c) \u2018iraq\u2019s economic problems explain why it invaded kuwait in 1990.\u2019 how far do you agree with  this statement? explain your answer.  [10]",
+            "4": "4 0470/12/m/j/20 \u00a9 ucles 2020 section b: depth studies answer any one question from this section. depth study a: the first world war, 1914\u201318 9 hundreds of thousands of men died in trench warfare.   (a) describe what life was like for soldiers in the trenches.  [4]  (b) why did the german failure to break through at verdun in 1916 matter?  [6]  (c) how well did haig lead the british army in the battle of the somme? explain your answer.  [10] 10 the first world war was not only fought on the western front.   (a) describe how the british government restricted the freedom of civilians during the war.  [4]  (b) why was the eastern front important in the first world war?  [6]  (c) \u2018the most important aspect of the war at sea was the british blockade of german ports.\u2019 how  far do you agree with this statement? explain your answer.  [10]",
+            "5": "5 0470/12/m/j/20 \u00a9 ucles 2020 [turn over depth study b: germany, 1918\u201345 11 the weimar republic struggled to overcome early weaknesses.  (a) describe revolutionary events in germany in 1918\u201319.  [4]  (b) why did events in the ruhr in 1923 have important consequences for germany?  [6]  (c) \u2018the weimar republic never recovered from its early weaknesses.\u2019 how far do you agree  with this statement? explain your answer.  [10] 12 the nazis had to deal with many different issues during their time in power.   (a) describe the activities of the \u2018swing\u2019 movement.  [4]  (b) why did the nazis change their economic policies during the war years?  [6]  (c) \u2018nazi policies towards women were unsuccessful.\u2019 how far do you agree with this statement?  explain your answer.  [10]",
+            "6": "6 0470/12/m/j/20 \u00a9 ucles 2020 depth study c: russia, 1905\u201341 13 events moved quickly in the period 1917 to 1921.    (a) describe the actions of the bolsheviks in petrograd during 7\u20138 november 1917.  [4]    (b) why were there disagreements between the provisional government and the petrograd  soviet?  [6]    (c) \u2018the introduction of the new economic policy by lenin was surprising.\u2019 how far do you agree  with this statement? explain your answer.  [10] 14 stalin was determined to have no rivals.     (a) describe what happened at stalin\u2019s \u2018show trials\u2019.  [4]    (b) why did it surprise many people when stalin emerged as the new leader of the soviet union?  [6]    (c) \u2018the main reason that stalin was able to control the soviet union was his use of the cult of  personality.\u2019 how far do you agree with this statement? explain your answer.  [10]",
+            "7": "7 0470/12/m/j/20 \u00a9 ucles 2020 [turn over depth study d: the united states, 1919\u201341 15 life in the usa in the 1920s had some attractive, but other unpleasant, features.     (a) describe the attractions of the cinema for americans in the 1920s.  [4]    (b) why were there changes to the roles of women in the 1920s?  [6]    (c) \u2018immigrants suffered most from the intolerance of us society in the 1920s.\u2019 how far do you  agree with this statement? explain your answer.  [10] 16 the new deal was successful in some ways, but not in others.     (a) what was the works progress administration (wpa)?  [4]    (b) why was the supreme court important to the new deal?  [6]    (c) \u2018the successes of the new deal were more important than its failures.\u2019 how far do you agree  with this statement? explain your answer.  [10]",
+            "8": "8 0470/12/m/j/20 \u00a9 ucles 2020 depth study e: china, c.1930\u2013c.1990 17 in the late 1930s and 1940s the communists grew stronger.  (a) describe the threat to the communists from chiang kai-shek in the period 1927\u201334.  [4]  (b) why were the years spent at yenan important for the communists?  [6]    (c) \u2018the weakness of the nationalists, and not the strength of the communists, was the most  important factor in the outcome of the civil war.\u2019 how far do you agree with this statement?  explain your answer.  [10] 18 china began to change in the 1970s.     (a) describe the power struggle between hua guofeng and deng xiaoping after mao\u2019s death.  [4]    (b) why did the cultural revolution come to an end?  [6]    (c) \u2018china in 1990 was very different from china under mao.\u2019 how far do you agree with this  statement? explain your answer.  [10]",
+            "9": "9 0470/12/m/j/20 \u00a9 ucles 2020 [turn over depth study f: south africa, c.1940\u2013c.1994 19 before 1948 south africa was moving towards apartheid.  (a) describe the consequences of the native urban areas act of 1923 for black south africans.  [4]    (b) why did the 1948 election have important consequences for south africa?  [6]  (c) \u2018economic development by 1945 benefited the people of south africa.\u2019 how far do you agree  with this statement? explain your answer.  [10] 20 in the period 1966 to 1980 pressure on the south african government increased.  (a) describe the actions taken by the united nations against south africa in the period 1966 to  1973.  [4]  (b) why was steve biko important?  [6]  (c) how far did south africans benefit from improvements in the economy in the period 1966 to  1980? explain your answer.  [10]",
+            "10": "10 0470/12/m/j/20 \u00a9 ucles 2020 depth study g: israelis and palestinians since 1945 21 after the second world war disputes over palestine were bound to cause problems.  (a) what was the arab league?  [4]  (b) why did jews want britain to leave palestine?  [6]  (c) \u2018israel won the war of 1948\u201349 because of support from europe and the usa.\u2019 how far do  you agree with this statement? explain your answer.  [10] 22 attempts to find a solution to the palestinian issue have failed.  (a) describe how the united nations has helped palestinian refugees.  [4]  (b) why did the events of 1947\u201348 create a refugee crisis?  [6]  (c) did yasser arafat help or hinder the palestinian cause? explain your answer.  [10]",
+            "11": "11 0470/12/m/j/20 \u00a9 ucles 2020 blank page",
+            "12": "12 0470/12/m/j/20 \u00a9 ucles 2020 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 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.blank page"
+        },
+        "0470_s20_qp_13.pdf": {
+            "1": "cambridge igcse\u2122dc (jc) 184562/2 \u00a9 ucles 2020  [turn overthis document has 12 pages. blank pages are indicated. *2015224768*history  0470/13 paper 1  may/june  2020  2 hours you must answer on the enclosed answer booklet. you will need:  answer booklet (enclosed) instructions  \u25cf answer three  questions in total: section a (core content): answer two questions. section b (depth studies): answer one question.  \u25cf follow the instructions on the front cover of the answer booklet. if you need additional answer paper,  ask the invigilator for a continuation booklet. information  \u25cf the total mark for this paper is 60.  \u25cf the number of marks for each question or part question is shown in brackets [  ].",
+            "2": "2 0470/13/m/j/20 \u00a9 ucles 2020 section a: core content answer any two questions from this section. 1 italian unification was not completed until 1871.  (a) describe the events that led to rome becoming the capital of italy in 1871.  [4]  (b) why did garibaldi and \u2018the thousand\u2019 sail to sicily in 1860?  [6]  (c) \u2018the power of piedmont was the decisive factor in the achievement of italian unification.\u2019 how  far do you agree with this statement? explain your answer.  [10] 2 prussia was at the centre of the process of german unification.  (a) describe frederick william iv\u2019s actions during the 1848\u201349 revolutions.  [4]  (b) why was the formation of the north german confederation important to bismarck?  [6]  (c) how far were prussia\u2019s wars in the period 1864 to 1871 deliberately brought about by  bismarck? explain your answer.  [10] 3 the second half of the nineteenth century was a tumultuous period for the usa.  (a) describe what happened at fort sumter in 1861.  [4]  (b) why was the south unwilling to give up slavery?  [6]  (c) \u2018the north was to blame for the failure of reconstruction.\u2019 how far do you agree with this  statement? explain your answer.  [10] 4 european imperialism raised many important issues.  (a) what changes to the government of india were introduced by britain after the 1857 mutiny?  [4]  (b) why did britain think it necessary to go to war with china in the opium wars?  [6]  (c) how far was european imperialism driven by economic motives? explain your answer.  [10]",
+            "3": "3 0470/13/m/j/20 \u00a9 ucles 2020 [turn over 5 the league had some successes and some failures.  (a) describe how the league of nations dealt with the greek-bulgarian crisis of 1925.  [4]  (b) why was the league of nations unable to resolve all the international disputes of the 1920s?  [6]  (c) \u2018the crisis over manchuria had a more damaging impact on the league than the crisis over  abyssinia.\u2019 how far do you agree with this statement? explain your answer.  [10] 6 as time passed, hitler\u2019s intentions became clearer.   (a) what was agreed at munich in 1938?  [4]  (b) why was german and italian involvement in the spanish civil war important?  [6]  (c) \u2018the only thing wrong with the policy of appeasement was that britain and france persisted  with it for too long.\u2019 how far do you agree with this statement? explain your answer.  [10] 7 the usa eventually regretted its involvement in vietnam.   (a) describe kennedy\u2019s actions in relation to vietnam.  [4]  (b) why did johnson escalate the war in vietnam?  [6]  (c) \u2018when nixon became president in 1969, he needed to seek a peace settlement with north  vietnam.\u2019 how far do you agree with this statement? explain your answer.  [10] 8 politics, religion and economics were all important in the soviet control of eastern europe.  (a) what was solidarity?  [4]  (b) why did gorbachev change the policy of the soviet union towards eastern europe?  [6]  (c) \u2018events in hungary in 1956 were a serious threat to soviet control over eastern europe.\u2019 how  far do you agree with this statement? explain your answer.  [10]",
+            "4": "4 0470/13/m/j/20 \u00a9 ucles 2020 section b: depth studies answer any one question from this section. depth study a: the first world war, 1914\u201318 9 the germans depended on the schlieffen plan for a quick victory.  (a) describe what happened when the germans entered belgium in 1914.  [4]  (b) why did the battle of the marne matter?  [6]  (c) which was more important in causing the failure of the schlieffen plan, the changes to the  plan or the actions of the british expeditionary force? explain your answer.  [10] 10 there were crucial developments in the war during 1917\u201318.  (a) what were ludendorff\u2019s aims in his march 1918 offensive?  [4]  (b) why did the americans decide to enter the war?  [6]  (c) \u2018germany\u2019s defeat was brought about by internal weaknesses.\u2019 how far do you agree with  this statement? explain your answer.  [10]",
+            "5": "5 0470/13/m/j/20 \u00a9 ucles 2020 [turn over depth study b: germany, 1918\u201345 11 great efforts were made to overcome the early difficulties of the weimar republic.  (a) describe the cultural achievements of the weimar period.  [4]  (b) why did the kapp putsch take place in 1920?  [6]  (c) how far did stresemann deal with the problems facing the weimar republic? explain your  answer.  [10] 12 nazi policies were not always popular in germany.   (a) describe nazi measures to reduce unemployment.  [4]  (b) why did life in germany change during the war years?  [6]  (c) how consistent were nazi attitudes towards women in the period 1934\u201345? explain your  answer.  [10]",
+            "6": "6 0470/13/m/j/20 \u00a9 ucles 2020 depth study c: russia, 1905\u201341 13 the bolsheviks faced much opposition.  (a) describe kornilov\u2019s actions in september 1917.  [4]    (b) why was trotsky important in the november revolution of 1917?  [6]  (c) \u2018it was surprising that the bolsheviks won the civil war.\u2019 how far do you agree with this  statement? explain your answer.  [10] 14 stalin attempted to change the soviet union in many ways.  (a) describe the impact of \u2018russification\u2019 on ethnic minorities in the soviet union.  [4]  (b) why did stalin think it was necessary to reform soviet industry?  [6]  (c) was the introduction of collectivisation an error? explain your answer.  [10]",
+            "7": "7 0470/13/m/j/20 \u00a9 ucles 2020 [turn over depth study d: the united states, 1919\u201341 15 many people benefited from the economic boom of the 1920s.  (a) describe changes in the way people shopped in the 1920s.  [4]  (b) why was there a depression in american agriculture in the 1920s?  [6]  (c) \u2018mass production was more important than the policies of republican governments in creating  the economic boom of the 1920s.\u2019 how far do you agree with this statement? explain your  answer.  [10] 16 the late 1920s and the early 1930s were difficult for the usa.   (a) what was the bonus army?  [4]  (b) why did the wall street crash have an important impact on the american economy?  [6]  (c) \u2018hoover did little to deal with the depression.\u2019 how far do you agree with this statement?  explain your answer.  [10]",
+            "8": "8 0470/13/m/j/20 \u00a9 ucles 2020 depth study e: china, c.1930\u2013c.1990 17 china was transformed in the 1950s.  (a) what were the aims of the first five-year plan?  [4]    (b) why did mao introduce educational reforms?  [6]    (c) \u2018the introduction of communes was a success.\u2019 how far do you agree with this statement?  explain your answer.  [10] 18 china has improved its relations with the rest of the world.   (a) describe the improvement in relations between china and the usa in the early 1970s.  [4]  (b) why were relations with india important to china in the period 1950 to 1970?  [6]  (c) \u2018china\u2019s relations with other countries improved after 1976.\u2019 how far do you agree with this  statement? explain your answer.  [10]",
+            "9": "9 0470/13/m/j/20 \u00a9 ucles 2020 [turn over depth study f: south africa, c.1940\u2013c.1994 19 during the 1950s and 1960s the black population of south africa was put under enormous  pressure.  (a) describe the consequences of the bantu self-government act of 1959 for black south  africans.  [4]  (b) why was the rivonia trial of 1963\u201364 important?  [6]  (c) \u2018the group areas act of 1950 was more important for black south africans than the bantu  education act of 1953.\u2019 how far do you agree with this statement? explain your answer.  [10] 20 minority rule was finally ended in 1994.  (a) describe the part played by chief buthelezi in developments in south africa.  [4]  (b) why was there an upsurge in violence in the 1980s?  [6]  (c) \u2018the end of minority rule was brought about by factors other than individual leaders.\u2019 how far  do you agree with this statement? explain your answer.  [10]",
+            "10": "10 0470/13/m/j/20 \u00a9 ucles 2020 depth study g: israelis and palestinians since 1945 21 both arabs and jews had claims on palestine.  (a) what happened at the king david hotel in july 1946?  [4]  (b) why was the end of the second world war important for palestine?  [6]  (c) who disliked the united nations\u2019 partition plan more, the arabs or the jews? explain your  answer.  [10] 22 many problems have stood in the way of peace in the middle east.  (a) what were the camp david accords of 1978?  [4]  (b) why did the first intifada break out in 1987?  [6]  (c) which has been more important in the failure to achieve peace in the middle east, the rise of  hamas or divisions within israel? explain your answer.  [10]",
+            "11": "11 0470/13/m/j/20 \u00a9 ucles 2020 blank page",
+            "12": "12 0470/13/m/j/20 \u00a9 ucles 2020 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 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.blank page"
+        },
+        "0470_s20_qp_21.pdf": {
+            "1": "cambridge igcse\u2122history  0470/21 paper 2  may/june  2020  2 hours you must answer on the enclosed answer booklet. you will need:  answer booklet (enclosed) instructions  \u25cf answer all the questions on one option only. option a: nineteenth century topic option b: twentieth century topic  \u25cf follow the instructions on the front cover of the answer booklet. if you need additional answer paper,  ask the invigilator for a continuation booklet. information  \u25cf the total mark for this paper is 50.  \u25cf the number of marks for each question or part question is shown in brackets [  ]. *6363996584* this document has 16 pages. blank pages are indicated. dc (cj/cb) 184718/3 \u00a9 ucles 2020  [turn over",
+            "2": "2 0470/21/m/j/20 \u00a9 ucles 2020 option a: nineteenth century topic why did britain go to war in 1914? study the background information and the sources carefully, and then answer all the questions.  background information on 4 august 1914 german troops began an invasion of belgium. on the same day britain declared war  on germany. some historians have argued that this was a surprise because for many years britain had  taken more interest in its huge empire than in events in europe. they have pointed out that, although it belonged to the triple entente, this did not commit britain to going to war. the only commitment it had was a promise to defend belgium in a treaty nearly a hundred years old (the \u2018scrap of paper\u2019 as the germans described it). other historians claim that britain did have important interests in europe. it  was vital to keep a \u2018balance of power\u2019 and britain was beginning to feel threatened by an increasingly  powerful germany. did britain really go to war for a \u2018scrap of paper\u2019? source a the british government is often accused of having a foreign policy that was impossible for others to  interpret. while britain belonged to the triple entente, uncertainty persisted in all the capitals of europe about whether it would join a european war. the failure of this policy is self-evident; britain\u2019s hesitant  approach to european commitments, and especially to the entente, eventually involved it in history\u2019s  greatest conflict. it nonetheless is hard to see any alternative policy which would have commanded political support in britain, and persuaded germany that the risk of war was unacceptable. the british had little power to control events. though the germans preferred not to fight britain, the british were seen in berlin as marginal in a clash of continental forces.  some argue that britain should have declared in advance of the 1914 crisis its determination to  participate in any russian-french clash with germany. however, this ignores the nature of democracies. no government could have commanded the support of parliament for an open-ended commitment to join a european conflict. if, in july, the government had offered france and russia unconditional support, it would have been guilty of recklessness. the british government was uneasy about russia  and had no desire to promote french aggressiveness. thus its only rational course was to offer its  allies goodwill and provisional support, the scope and nature of which had to depend on events. only the german ultimatum to belgium enabled the war party in the british government to have its way. those who claim a general conflict was avoidable even after austria declared war on serbia, imply  that austria and germany should have been allowed to have their way at gunpoint in the balkans, in  belgium and across europe. it is sometimes said that belgium was merely an excuse since grey and  several of his colleagues had decided on war even before the issue of belgium emerged. however, it does not seem foolish that the british government and people responded to the violation of belgian neutrality, whereas they resisted going to war to support serbia. from a history book published in 2013.",
+            "3": "3 0470/21/m/j/20 \u00a9 ucles 2020 [turn over source b britain had followed a hesitant diplomatic policy. it assumed it was still the dominant world power  and only it could keep the balance of power. britain wanted to remain the controller of europe, using  the entente system to constrain the germans, but also to keep the french and russians in check. however, the policy of the british government over the serbian crisis was clear \u2013 to work with the german government without moving away from france and russia. a blunt statement to germany on 26 july that britain would intervene on the side of france would have deterred germany from pushing austria into war. germany counted on britain\u2019s neutrality and britain encouraged this. when germany invaded belgium the british government realised it had misjudged the situation. britain,  above all, feared isolation and did not want to face a triumphant germany alone. it is clear that britain only acted when it had no choice. the reason for going to war is also clear. if britain did not stand by france and stand up for belgium against german aggression, it would be isolated. britain entered the  war because it feared a german victory would threaten its safety. this realisation came late. after only  putting one foot into europe for years the british government reluctantly decided that war was necessary, but it had to find a reason for its change of policy. treaty obligations to belgium provided a convenient excuse. britain did not go to war to keep its promise to belgium but for the sake of a british vital interest. from a recent history book. source c germany is deliberately preparing to destroy the british empire. all europe is to be germanised. we  are all to be drilled and schooled and uniformed and taxed by prussian officials and the emperor  william ii is to rule us with a rod of iron. britain alone stands in the way of germany achieving world power and domination. from a british newspaper published in 1909. source d   a postcard published in britain in early 1914.",
+            "4": "4 0470/21/m/j/20 \u00a9 ucles 2020 source e a cartoon published in britain, 12 august 1914.",
+            "5": "5 0470/21/m/j/20 \u00a9 ucles 2020 [turn over source f a cartoon published in a british magazine, october 1914.",
+            "6": "6 0470/21/m/j/20 \u00a9 ucles 2020 source g russian weakness will plunge the world into a terrible war, which aims at the destruction of germany.  the famous \u2018encirclement\u2019 has become an accomplished fact. the net has suddenly been pulled  together over our head and england reaps the most brilliant success of her anti-german world policy, against which we are powerless. while england twists the noose of our political and economic destruction, we wriggle isolated in the net. written by the kaiser in the margins of a telegram from the german ambassador in russia. the  telegram reported that the tsar had claimed that the russian mobilisation decree could not be  stopped. the telegram was dated 30 july 1914. source h i enquired whether the german government would refrain from violating belgian neutrality. herr von  jagow at once replied that he was sorry to say that the answer must be \u2018no\u2019 because german troops had crossed the frontier that morning. during the afternoon i informed him that unless the german government gave an assurance that they would stop their advance, the british government would have to take all steps in their power to uphold the neutrality of belgium. i then went to see bethmann-hollweg, who was very agitated. he said that the step taken by the british  government was terrible. just for a word, \u2018neutrality\u2019, just for \u2018a scrap of paper\u2019, great britain was going to make war on a brother nation who desired nothing more than to be friends. from a report by sir edward goschen, the british ambassador to germany, to the british government,  4 august 1914. von jagow was the german foreign minister and bethmann-hollweg was the head of  the german government.",
+            "7": "7 0470/21/m/j/20 \u00a9 ucles 2020 [turn over now answer all the following questions. you may use any of the sources to help you answer the  questions, in addition to those sources which you are told to use. in answering the questions you  should use your knowledge of the topic to help you interpret and evaluate the sources. 1  study sources a and b.  how far do these two sources agree? explain your answer using details of the sources.  [7] 2 study source c.  how useful is this source as evidence about why britain went to war in 1914? explain your answer  using details of the source and your knowledge.  [8] 3 study source d.  why was this postcard published in britain at this time? explain your answer using details of the  source and your knowledge.  [7] 4 study sources e and f.  how similar are these two cartoons? explain your answer using details of the sources and your  knowledge.  [8] 5 study sources g and h.  how far does source g make source h surprising? explain your answer using details of the  sources and your knowledge.   [8] 6 study all the sources.  how far do these sources provide convincing evidence that the reason why britain went to war in  1914 was to protect belgium? use the sources to explain your answer.  [12]",
+            "8": "8 0470/21/m/j/20 \u00a9 ucles 2020 option b: twentieth century topic did stalin take control of eastern europe as a response to the actions  of the west?  study the background information and the sources carefully, and then answer all the questions.  background information at the yalta conference in february 1945 stalin agreed to free elections in eastern european countries.  however, by the time of the communist coup in czechoslovakia in february 1948, the soviet union  controlled all of eastern europe apart from yugoslavia and greece. stalin was helped by the fact that  soviet armies were already in most of eastern europe and the local resistance to nazi occupation had  often been led by communist groups. this enabled the communists to intimidate their opponents and  to influence election results.  did stalin plan for the ussr to control eastern europe from the beginning or did this policy gradually  develop as a reaction to the threats and policies of the west? source a more aware than anyone else of their own weaknesses in the event of a conflict with the united  states, the russians pursued a conservative and cautious line. they showed neither more nor less  respect for democracy in eastern europe than the americans and british showed in italy, greece or  belgium. neither the americans, british, nor russians were willing to allow democracy to run its course  anywhere in europe at the cost of damaging their vital strategic and economic interests. we now know  that the russians lost control of the revolutionary forces in yugoslavia and greece, and that they had  no intention of sovietising eastern europe in 1945 if they could find alternatives. in eastern europe american leaders saw evidence of what they interpreted to be the dangers of soviet  expansion. it was imperative for the united states that it prevent any great power from dominating  eastern europe or any other region of the world. the united states considered all political blocs that  it did not control as directly undermining its objective for achieving world capitalism. for this reason  america set itself against an eastern european reality which it could not fully shape.  from a history book published in 1969.",
+            "9": "9 0470/21/m/j/20 \u00a9 ucles 2020 [turn over source b even before the nazi invasion of the ussr in 1941, soviet authorities began to prepare the ground for  imposing their own system on eastern europe. this view is controversial. in the standard account the  region\u2019s post-war history is usually divided into phases.  the onset of stalinism in eastern europe is sometimes blamed on western cold war warriors, whose  aggressive language allegedly \u2018forced\u2019 stalin to tighten his grip on the region. it was argued that the cold war was caused not by communist expansion but by the american drive for open international  markets. more recently, it has been argued that the division of germany was caused not by the soviet  pursuit of totalitarian policies in eastern germany but by the western powers\u2019 failure to take advantage of stalin\u2019s peaceful overtures. any close examination of what was happening across the region between 1944 and 1947 reveals  the deep flaws of these arguments. the soviet union imported key elements of the soviet system  into every nation occupied by the red army, from the very beginning. first, the soviets immediately created a secret police. secondly, soviet authorities placed trusted communists in charge of the most powerful form of mass media: the radio. thirdly, everywhere the red army went, soviet and local communists harassed, persecuted and eventually banned independent political parties. the harsher policies imposed upon the eastern bloc in 1947 and 1948 were not merely a reaction to the cold war.  from a history book published in 2013.  source c the area that came to symbolise the onset of the cold war was east-central europe. while churchill\u2019s  iron curtain provided a straightforward explanation of soviet policies, they were in fact driven by a complex set of motives. ideology, security, and historical memory all played a role. it would also be wrong to assume that the soviet leadership was not affected by western rhetoric and policy. soviet control in eastern europe did not take place overnight. much depended on local conditions. in albania  the local communists established their rule in 1944\u201345 as patriots who had fought against the  germans. in poland, the communists\u2019 takeover was prompted by much greater soviet involvement. the soviets recognised the polish workers\u2019 party as the provisional government in late 1944, although representatives of other parties were included. in the next two years, helped by soviet support, the communists gradually marginalised other political parties. in hungary, stalin held back and it was only  in 1947 that the communists moved to establish complete control. for quite some time czechoslovakia appeared likely to remain a liberal democracy but in 1947, under  soviet pressure, the czech government rejected the marshall plan, making the czech communists unpopular. in response, while the red army amassed troops on the czech borders, the communist party staged a coup d\u2019\u00e9tat. this was the last addition to the soviet bloc.  from a recent history book.",
+            "10": "10 0470/21/m/j/20 \u00a9 ucles 2020 source d a cartoon published in a british magazine, 17 march 1948.",
+            "11": "11 0470/21/m/j/20 \u00a9 ucles 2020 [turn over source e a cartoon published in the soviet union in 1947. it shows american aid during the greek civil war. source f there is most certainly a long-term element in what the russians are doing in the balkans. security is  the most important factor. nothing will deflect the ussr from strengthening its security system in this region as a first line of defence. it would be unthinkable that czechoslovakia and yugoslavia should look to the west for their security rather than to mother russia.  the self-confidence of the soviet union, combined with a love of power for its own sake, might cause  this policy to assume dangerous forms. so far as the balkans are concerned, we can take heart from the correct attitude which the soviet government has adopted towards greece.  we must at all times make allowances for the bolshevik mentality, which, if it has repudiated the idea of  world revolution, is still infested with suspicion of the bourgeois world. on the other hand, as a realist, stalin has no wish to overreach the limits within which he can exercise autocratic power. he also has a wish to raise the reputation of the ussr in the eyes of the world. it follows that where the allies have just cause for complaint, a restraining influence can be brought to bear by appeals to stalin. a report by a british official in moscow to the british government, 12 march 1945.",
+            "12": "12 0470/21/m/j/20 \u00a9 ucles 2020 source g mr churchill now stands as a firebrand of war. and he is not alone. he has friends not only in britain  but also in the united states. he reminds me of hitler. hitler began to set war loose by announcing his  racial theory, declaring that only german speakers represent a full valuable nation. mr churchill begins to set war loose by maintaining that only nations speaking the english language are fully valuable nations and should rule over the remaining nations of the world.  as a result of the german invasion, the soviet union has lost about 7 million people. the soviet union  cannot forget the sacrifices. what can be surprising in the fact that the soviet union, to protect its  security, tries to ensure that the countries in eastern europe have governments loyal to the soviet union? how can one describe these peaceful aspirations as \u2018expansionist tendencies\u2019?  from an interview stalin gave to pravda, 16 march 1946. pravda was the official newspaper of the  soviet communist party. source h a cartoon published in a british newspaper, 2 march 1948. from the top-left the switches read  \u2018france, italy, czecho , romania , hungary , poland , yugo, greece\u2019; (bottom row) \u2018etc, persia [iran],  turkey, finland , bulgaria , albania , etc, etc\u2019. the places underlined have their switches down. the  picture on the desk says \u2018marshall\u2019 at the top.",
+            "13": "13 0470/21/m/j/20 \u00a9 ucles 2020 now answer all the following questions. you may use any of the sources to help you answer the  questions, in addition to those sources which you are told to use. in answering the questions you  should use your knowledge of the topic to help you interpret and evaluate the sources. 1 study source a.     what impressions does this source give of american policy towards eastern europe? explain your  answer using details of the source.  [6] 2  study sources b and c.  how far do these two sources agree? explain your answer using details of the sources.  [8] 3 study sources d and e.   how similar are these two cartoons? explain your answer using details of the sources and your  knowledge.  [8] 4 study sources f and g.  how far does source f make source g surprising? explain your answer using details of the  sources and your knowledge.  [8] 5 study source h.   what is the cartoonist\u2019s message? explain your answer using details of the source and your  knowledge.  [8] 6 study all the sources.  how far do these sources provide convincing evidence that stalin took control of eastern europe  because of the attitudes and actions of the west? use the sources to explain your answer.  [12]",
+            "14": "14 0470/21/m/j/20 \u00a9 ucles 2020 blank page",
+            "15": "15 0470/21/m/j/20 \u00a9 ucles 2020 blank page",
+            "16": "16 0470/21/m/j/20 \u00a9 ucles 2020 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 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.blank page"
+        },
+        "0470_s20_qp_22.pdf": {
+            "1": "cambridge igcse\u2122this document has 12 pages. blank pages are indicated.history  0470/22 paper 2  may/june  2020  2 hours you must answer on the enclosed answer booklet. you will need:  answer booklet (enclosed)   instructions  \u25cf answer all the questions on one option only. option a: nineteenth century topic option b: twentieth century topic  \u25cf follow the instructions on the front cover of the answer booklet. if you need additional answer paper,  ask the invigilator for a continuation booklet. information  \u25cf the total mark for this paper is 50.  \u25cf the number of marks for each question or part question is shown in brackets [  ]. *1709760708* dc (cj/cb) 184717/3 \u00a9 ucles 2020  [turn over",
+            "2": "2 0470/22/m/j/20 \u00a9 ucles 2020 option a: nineteenth century topic how far were the austrians responsible for the europe-wide   conflict in 1914? study the background information and the sources carefully, and then answer all the questions.  background information following the assassination of archduke ferdinand of austria at the end of june 1914, austria sent  serbia a list of demands knowing that it could not agree to all of them. on 28 july austria declared war on serbia. some historians have claimed that austria was determined to fight serbia and went to war recklessly. they knew that it risked a wider war breaking out because russia was likely to support serbia. austria had also requested the support of germany, thus extending the range of a possible  european war. the dangers were clear to everyone. on the other hand, it can be argued that austria  wanted only a local war and certainly had no intention of causing, or being involved in, a wider and larger conflict. germany, the argument continues, was manipulating austria for its own purposes, and was responsible for turning a local war into a europe-wide conflict. how far was austria responsible for the outbreak of a europe-wide conflict? source a austria declared war on serbia to avenge the sarajevo murders and to put an end to the perceived  greater serbian threat. they were convinced that diplomatic and military intimidation had not worked.  three times since 1912, vienna had come to the brink of war; this time, assured of strong german support, the austrian leadership took the plunge. germany had its own reasons for supporting prompt action by vienna. it was dependent upon the  habsburgs to make the schlieffen plan work, while austria was dependent on the germans for  protection against russia. this interdependence linked the two countries together. in plunging into war,  the austrian government ensured that it lost its own independence. the austrian government risked a general war to fight a local war. battered during the balkan wars by  serbian expansion, russian activism and now by the loss of franz ferdinand, the habsburg leaders  desperately desired to shape their future, rather than let events destroy them. the fear of domestic  disintegration made war an acceptable policy option. the habsburg decision, backed by the germans, gave the july crisis a momentum that made peace an early casualty. desperation, blind faith, hope, ambition and exhaustion overcame prudence, experience and caution. the habsburg monarchy opted for a drastic military solution. the sarajevo assassinations stimulated it to defend control of its balkan provinces. this required war with serbia. that war did not remain local, becoming almost instantly a  general war. the results were devastating. from a history book published in 1991.",
+            "3": "3 0470/22/m/j/20 \u00a9 ucles 2020 [turn over source b vienna claimed that it was going to war against serbia to seek justice for the sarajevo killings. however,  the austrians were really fighting to prevent their empire from disintegrating. they thought that serbia  would threaten to take over the leadership of the southern slavs within the habsburg empire. so they were fighting for their empire\u2019s existence. however, it is likely that they would not have fought serbia without germany\u2019s blank cheque. austria planned the war believing that germany would keep russia out of the war. instead, germany  was deliberately pulling russia into war. germany declared war on russia on 1 august. it had told  austria to send most of its army to the russian front and leave only a small force to defend against possible serbian attack. austria continued the operations against serbia but was defeated. its private war with serbia over, it then had to join the wider conflict. in other words, austria had to join germany\u2019s war. from germany\u2019s point of view, the only purpose of the serbian conflict was that it bound austria to  remain faithful to germany in germany\u2019s war against russia and france. austria did not want to fight  russia and refused to declare war until 6 august when it was pressured into it.  from a recent history book. source c the austrian ultimatum to serbia on 23 july brought europe to the edge of disaster, creating a situation  which could have no outcome but a european war. there is no other example in history of a voluntary action undertaken with such carelessness. relying on the support of a powerful ally, the austrian  government plunged into this attempt to improve its precarious internal situation and restore its prestige  abroad. it did not consider the consequences or even the number of its potential enemies. germany might have stopped the insane decision with one word. instead, it openly encouraged austria\u2019s policy. this was more than enough to frustrate all the efforts of russia and the other powers of the triple entente to avoid war. from the memoirs of sergei sazonov, published in 1928. sazonov was the russian minister for  foreign affairs. source d more and more hatred has been heaped upon me and my country with an increasingly unconcealed  desire to use violence to tear apart our austro-hungarian territories. criminal forces have reached over the border to lead the young astray and incite them to acts of sheer foolishness and high treason. these secret conspiracies, implemented and driven by serbia, have formed a clearly visible trail of blood established by a number of assassination attempts. these unbearable forces must be stopped  and an end must be put to serbia\u2019s incessant provocation. my government has in vain made one last  attempt to achieve this goal by peaceful means and to issue fair warning to serbia in order to persuade it to change its course. serbia has rejected the moderate and fair demands of my government. so i must proceed by force of arms to make the pledges essential in ensuring the internal peace and the lasting external peace of my country. from a declaration to his people by emperor franz joseph of austria-hungary, 28 july 1914.",
+            "4": "4 0470/22/m/j/20 \u00a9 ucles 2020 source e an austrian cartoon published shortly after the assassination of archduke ferdinand. the words say  \u2018serbia must die!\u2019 \u2018osterr\u2019 means austria. source f russia a cartoon published in britain, 1 august 1914.",
+            "5": "5 0470/22/m/j/20 \u00a9 ucles 2020 [turn over source g if it ever came to war between austria and russia, austria could rest assured of germany\u2019s loyalty  and support. russia is far from being prepared for war at present, and will think twice before taking up  arms. if the austrians were really convinced of the necessity of military action against serbia, he would regret their letting the present favourable moment pass. a report by the austrian ambassador to germany of what kaiser wilhelm said to him at their meeting  on 6 july 1914. source h travelled out with the chancellor yesterday. in the evening, on the veranda, a long discussion. i was  shocked, because i did not know the situation to be so bad. russia\u2019s power is growing fast. austria is  becoming weaker. the situation is unstoppable.  the chancellor speaks of difficult decisions. our old dilemma with every austrian action in the balkans.  they say that we are always urging them to take action but then we just abandon them. then they go to the western powers, and we lose our last mediocre ally. this time it is worse than 1912. a campaign  against the serbs can lead to world war. the chancellor expects a war, and it will result in an upheaval  of everything. the future belongs to russia, it grows and grows, and it weighs heavier and heavier on us. from the diary of kurt riezler, 7 july 1914. riezler was the chief advisor of the german chancellor,  bethmann hollweg.",
+            "6": "6 0470/22/m/j/20 \u00a9 ucles 2020 now answer all the following questions. you may use any of the sources to help you answer the  questions, in addition to those sources which you are told to use. in answering the questions you  should use your knowledge of the topic to help you interpret and evaluate the sources. 1 study sources a and b.  how far do these sources agree? explain your answer using details of the sources.  [7] 2 study source c.  how useful is this source as evidence of developments in europe at the end of july 1914? explain  your answer using details of the source and your knowledge.  [7] 3 study source d.  why did emperor franz joseph make this declaration at that time? explain your answer using  details of the source and your knowledge.  [8] 4 study sources e and f.  how similar are these two cartoons? explain your answer using details of the sources and your  knowledge.  [8] 5 study sources g and h.  how far does source g make source h surprising? explain your answer using details of the  sources and your knowledge.  [8] 6 study all the sources.  how far do these sources provide convincing evidence that austria was to blame for the outbreak  of europe-wide hostilities in august 1914? use the sources to explain your answer.  [12]",
+            "7": "7 0470/22/m/j/20 \u00a9 ucles 2020 [turn over blank page",
+            "8": "8 0470/22/m/j/20 \u00a9 ucles 2020 option b: twentieth century topic how far was the tension between the usa and the ussr after the second  world war caused by ideological differences? study the background information and the sources carefully, and then answer all the questions.  background information clearly, there were fundamental ideological differences between the usa and the ussr. the usa  was a liberal democracy and capitalist. the ussr was communist. both countries believed that the opposing beliefs and ideas threatened their very existence. however, it can be argued that the tension between the usa and the ussr was simply about power \u2013 each wanted more influence, power and territory and wanted to be the dominant force in the world. how far was the tension between the usa and the ussr about ideology? source a starting in the 1970s, the study of the cold war began to move beyond the simple application of blame  and responsibility. scholars started to view the conflict as a result of a complex interaction between all the parties involved. historians explained it as a process in which the imbalance of military and economic power, and numerous other factors, contributed to the east\u2013west tension.  in the 1990s there was a shift in the emphasis of the study of the cold war: if scholars had previously  relied heavily on massive amounts of american evidence, they now rushed to use the newly-available former soviet materials. these revealed the general point that ideology and perceptions mattered inside the soviet bloc. while ideology had been viewed by many as simply a convenient mask of \u2018real interests\u2019, it was, in fact, a \u2018fundamental interest\u2019. this made the cold war a unique confrontation: ideas, values, and belief systems were at the heart of the struggle. this is not to say that political, economic, or military assessments of the cold war are irrelevant. quite  the contrary. without taking into account the interests of the soviet union in eastern europe or the real economic power of the united states and its nuclear weapons, it is impossible to understand the cold war. at the same time, if one ignores the existence of a deep-seated ideological conflict, one can  hardly understand why, for example, the soviet determination to protect its political interests in eastern  europe would have mattered as much as it did to the united states. from a history book published in 2003.",
+            "9": "9 0470/22/m/j/20 \u00a9 ucles 2020 [turn over source b the prime cause of the conflict opening up between the russians and the americans was the ideology  of the soviet leaders, and their inability to make permanent arrangements with the leaders of capitalist  states. this was stated by litvinov in june 1946. when asked what would happen if the west were to concede to russia all its aims in foreign policy, he replied, \u2018it would lead to the west being faced, in a more or less short time, with the next series of demands.\u2019 the second cause was the soviet desire for security against another german invasion, which could be obtained only by lack of independence of its neighbours. this security would prevent poland being used as \u2018a corridor\u2019 for another german attack; it  ensured that the same country could be used as a russian corridor to the west.  did the policies of the united states play any part? it seems unlikely that these policies did any more  than confirm stalin in his suspicions. when american statesmen realised that the russians could not accept their vision of an open world, they moved towards supposing that the russians were bent on  immediate world conquest. stalin\u2019s probing could easily seem like the first steps of a revolutionary  drive to the military conquest of the world; and it might have become that, had it not been resisted. from a history book published in britain in 1986. source c a cartoon published in the soviet union in 1947. a member of the american public is asking general  eisenhower why there was so much american military activity in the area. eisenhower replies, \u2018can\u2019t  you see the enormous concentration of enemy forces right here?\u2019",
+            "10": "10 0470/22/m/j/20 \u00a9 ucles 2020 source d the ussr sees itself living in a threatening \u2018capitalist encirclement\u2019 with which there can be no  peaceful coexistence. from this it has concluded that everything must be done to advance the relative  strength of the ussr. its effort, and those of russia\u2019s friends abroad, must be directed at deepening the differences between capitalistic powers. marxism justifies the ussr\u2019s fear of the outside world and the dictatorship with which it rules. this  is why soviet purposes are nearly always expressed in marxist terms and is why no one should  underestimate the importance of marxist ideas in soviet affairs. it believes that there can be no agreement with the usa if soviet power is to be secure. measured  against the western world, the soviets are still by far the weaker force. their success will depend on the degree of firmness the western world can muster. we must put forward to other nations a positive  picture of the sort of world we would like to see.  a telegram from george kennan to the american government, 22 february 1946. this is often known  as \u2018the long telegram\u2019. kennan was an official in the us embassy in moscow. source e the foreign policy of the united states, which reflects the imperialist tendencies of american capitalism,  is characterised by a striving for world domination. the real meaning of the many statements by president truman is that the united states has the right to lead the world. all the forces of american  diplomacy, the army, navy and air force, industry and science, are being used to support this policy.  broad plans for expansion have been developed to be implemented through a system of military bases, an arms race and the creation of newer and newer types of weapons. a telegram from nikolai novikov to the soviet government, 27 september 1946. novikov was soviet  ambassador to the usa. source f europe\u2019s requirements for the next three or four years of foreign food and other essential products \u2013  mainly from america \u2013 are so much greater than its ability to pay that it must have additional help, or  face economic, social and political deterioration. the united states should do whatever it can to assist in the return of normal economic health in the world, without which there can be no political stability and no assured peace. our policy is not directed against any country or doctrine but against hunger, poverty, desperation and chaos. its purpose should be the revival of a working economy in the world so as to allow the emergence of political and social conditions in which free institutions can exist. from a speech by george marshall, june 1947. marshall was a leading member of the us  government.",
+            "11": "11 0470/22/m/j/20 \u00a9 ucles 2020 source g a cartoon published in the soviet union in 1949. the word on the ladder is \u2018nato\u2019. [turn over",
+            "12": "12 0470/22/m/j/20 \u00a9 ucles 2020 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 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.now answer all the following questions. you may use any of the sources to help you answer the  questions, in addition to those sources which you are told to use. in answering the questions you  should use your knowledge of the topic to help you interpret and evaluate the sources. 1 study sources a and b.  how far do these two sources agree? explain your answer using details of the sources.  [7] 2 study source c.  why was this cartoon published in the soviet union at this time? explain your answer using details  of the source and your knowledge.  [8] 3 study source d.  how useful is this source as evidence about the causes of the cold war? explain your answer  using details of the source and your knowledge.  [7] 4 study sources e and f.  how far does source e make source f surprising? explain your answer using details of the  sources and your knowledge.  [8] 5 study source g.  what is the cartoonist\u2019s message? explain your answer using details of the source and your  knowledge.  [8] 6 study all the sources.  how far do these sources provide convincing evidence that the tension between the usa and the  ussr was caused by ideological differences? use the sources to explain your answer.  [12]"
+        },
+        "0470_s20_qp_23.pdf": {
+            "1": "cambridge igcse\u2122history  0470/23 paper 2  may/june  2020  2 hours you must answer on the enclosed answer booklet. you will need:  answer booklet (enclosed)   instructions  \u25cf answer all the questions on one option only. option a: nineteenth century topic option b: twentieth century topic  \u25cf follow the instructions on the front cover of the answer booklet. if you need additional answer paper,  ask the invigilator for a continuation booklet. information  \u25cf the total mark for this paper is 50.  \u25cf the number of marks for each question or part question is shown in brackets [  ]. *7010584701* this document has 12 pages. blank pages are indicated. dc (cj/cb) 184716/3 \u00a9 ucles 2020  [turn over",
+            "2": "2 0470/23/m/j/20 \u00a9 ucles 2020 option a: nineteenth century topic who was responsible for the crisis over serbia developing into   a european war? study the background information and the sources carefully, and then answer all the questions.  background informationon 28 june 1914 franz ferdinand, heir to the austro-hungarian throne, was assassinated by serb  terrorists. on 23 july austria sent an ultimatum to serbia knowing that it could not agree to all the demands. on 28 july austria declared war on serbia. by this time both russia (supporting serbia) and germany (supporting austria) were deeply involved in the crisis. both have been blamed for using the situation to their own advantage and for turning the crisis into a european war. who was more to blame for turning the crisis into a european war, germany or russia? source a the famous exchange of \u2018willy-nicky\u2019 telegrams between the kaiser and the tsar between 29 july and  1 august was part of a manoeuvre by germany to brand russia as the aggressor to smooth the way for german general mobilisation. whereas berlin and vienna had initially hoped for a local success over serbia before the powers could  react, sazonov\u2019s own strategy was more ambitious: it envisioned a european war, in which he must line up the most favourable coalition possible. from a history book published in 2011. sazonov was the minister in charge of russia\u2019s foreign policy. content removed due to copyright restrictions.",
+            "3": "3 0470/23/m/j/20 \u00a9 ucles 2020 [turn over source b after sarajevo, germany planned a great war, and because of the mood in france and russia,  there was little hope of preventing a catastrophe after the austrian ultimatum was sent to serbia. by  24 july russia was beginning to implement some significant military measures and was being strongly  encouraged to do this by the french ambassador to russia. at the same time russia was reassuring  britain that no mobilisation was planned. by 26 july the situation was already very dangerous. if  bethmann hollweg had possessed any political judgement, he would have waited to test the reactions  of europe to the austrian ultimatum. instead he plunged into the desperate course of encouraging  austria to make a premature declaration of war on serbia. at the same time the french drove russia  along the fatal path to mobilisation. by 27 july bethmann had realised the inevitability of war with  france and russia and was gambling on british neutrality. the main purpose of his diplomacy at this  stage was to saddle russia with the responsibility for aggression to affect british opinion to stay neutral.  with the austrian declaration of war on 28 july, the crisis entered its final phase and the potential  application of the schlieffen plan dominated the situation. this plan, with its violations of neutrality, had  been part of german thinking since 1904. its existence accelerated the whole tempo of events. from a recent history book. bethmann hollweg was the german chancellor, head of the german  government. source c i wanted to keep peace. the tsar saw me just as a technician who must build the instrument of war, and  the tsar was the one who would decide on the time for using it. i am totally convinced that the decision  on war was made during president poincar\u00e9\u2019s visit of 24\u201328 july. he and sazonov and nikolaevich  had made a conspiracy to make war. during and after poincar\u00e9\u2019s visit, i was deliberately cut off from  the tsar until 2 august, by which time the war machine had already been set into action. i had no way  of keeping an eye on what occurred. from the memoirs of vladimir sukhomlinov published in 1924. sukhomlinov was the member of the  russian government responsible for the armed forces. poincar\u00e9 was president of france. nikolaevich  was put in charge of the russian armed forces in july 1914.",
+            "4": "4 0470/23/m/j/20 \u00a9 ucles 2020 source d a cartoon published in a british magazine, 29 july 1914. austria (at the ultimatum stage) is saying  \u2018i don\u2019t quite like his attitude. somebody must be backing him.\u2019 the two birds represent austria and  serbia (from left to right), and the bear represents russia.",
+            "5": "5 0470/23/m/j/20 \u00a9 ucles 2020 [turn over source e an american cartoon published on 3 august 1914. source f the austrian-serbian affair is a purely private quarrel, which would in no way threaten the peace  of europe, if russia had not interfered with it. austria has declared it does not intend any territorial acquisitions at serbia\u2019s expense. it has only mobilised a portion of its armed forces \u2013 just enough to punish serbia. russia announces it intends to mobilise when austria advances as it cannot permit the  destruction of serbia, though austria has explained it intends nothing of the sort. if germany is not to  be false to its word, it must mobilise. russia will be able to say: i am being attacked by germany. it will then assure itself of the support of france and the french-russian alliance will become active, and the mutual butchery of the civilised nations of europe will begin. it cannot be denied that the affair  has been cunningly contrived by russia. germany did not want to bring about this war but it would be  setting itself against all the feelings of the nation if it did not assist its ally. from a memorandum from helmuth von moltke to bethmann hollweg, 29 july 1914. moltke was in  charge of the german armed forces.",
+            "6": "6 0470/23/m/j/20 \u00a9 ucles 2020 source g the germans were interested in bringing the whole of eastern europe under their influence. they  knew they could not wait because russia\u2019s military development would soon make the achieving of the  german plan impossible. germany, responsible for encouraging austria, rushed into war with a belief in its invincible strength. germany did not seek an excuse for declaring war in 1914. the excuse had already been found by austria, and germany decided to seize the opportunity of crushing the power of its eastern and western neighbours once and for all.  in order to fulfil this plan it was necessary first to destroy serbia, and then to drive russian influence  out of the balkans. the present moment seemed right. germany did not believe russia was capable of carrying on a war and no one in germany thought britain would side with the entente. germany decided to encourage austria to take action against serbia. if russia should decide to protect serbia, it would be easier for germany to undertake a war against it. from the memoirs of sergei sazonov published in 1928. source h in this difficult struggle it is of the greatest importance that austria throws her main force against russia  and that it does not weaken it by a simultaneous offensive against serbia. in this gigantic contest, in which we stand shoulder to shoulder, serbia plays a quite secondary role that will require only the absolutely necessary defensive measures against it. success in this war and thus the maintenance of our monarchies can only be hoped for if we both meet the new powerful enemy with all our force. a telegram from kaiser wilhelm to austrian emperor franz joseph, 31 july 1914.",
+            "7": "7 0470/23/m/j/20 \u00a9 ucles 2020 [turn over now answer all the following questions. you may use any of the sources to help you answer the  questions, in addition to those sources which you are told to use. in answering the questions you  should use your knowledge of the topic to help you interpret and evaluate the sources. 1 study sources a and b.  how far do these two sources agree? explain your answer using details of the sources.  [7] 2 study source c.  do you trust source c? explain your answer using details of the source and your knowledge.  [8] 3 study sources d and e.  how similar are these two cartoons? explain your answer using details of the sources and your  knowledge.  [8] 4 study sources f and g.  how far does source f prove that sazonov is lying in source g? explain your answer using  details of the sources and your knowledge.  [8] 5 study source h.  how useful is this source to a historian studying the events in europe at the end of july 1914?  explain your answer using details of the source and your knowledge.  [7] 6 study all the sources.  how far do these sources provide convincing evidence that germany was responsible for turning  the crisis over serbia into a european war? use the sources to explain your answer.  [12]",
+            "8": "8 0470/23/m/j/20 \u00a9 ucles 2020 option b: twentieth century topic were soviet suspicions about the marshall plan justified? study the background information and the sources carefully, and then answer all the questions.  background information after the end of the second world war soviet influence was extended in eastern europe and  the balkans. suspecting a deep-laid soviet plot to take over countries in these areas and then to  make a move on the rest of europe, the usa developed policies to defend against communism. a particular worry was that if europe did not recover economically, it would turn to communism. to help economic recovery, the usa announced the marshall plan in june 1947. this involved giving money to participating countries to help them rebuild. this money was offered to western and eastern europe. the soviet union regarded the marshall plan with great suspicion and prevented eastern european  countries from taking american aid. the ussr saw the marshall plan as economic imperialism and as an attempt by the usa to gain control over europe. were the soviets right to be suspicious? source a in the spring of 1947 the americans were aware of the need to avoid any conduct that would put the  responsibility for starting the cold war on them. there was every reason for the americans to tempt the russians to participate in a programme of reconstruction for all europe. the marshall plan posed  no problem for the europeans, though it could have done, had it been a challenge to moscow. the  crucial question was whether the russians would come in or stay out. the door was being held open for them. if they and their satellites stayed out then europe would be split and the cold war would be under way.  however, moscow feared being encircled by capitalistic-imperialistic nations. this would force moscow  to tighten its grip on eastern europe. moscow now made a miscalculation. thinking the west was  about to fall into chaos, it underestimated the west\u2019s basic strength. stalin responded with ruthless aggressiveness and acted like a barbarian chief who uses his boots on the bodies of his opponents. nothing in the marshall plan could have been interpreted as threatening to moscow. the west europeans were simply seeking their own salvation but their decision to do so identified them as  members of the camp opposed to moscow, and therefore as proper objects of its hostility.   from a history book published in 1967.",
+            "9": "9 0470/23/m/j/20 \u00a9 ucles 2020 [turn over source b the all-important question was how to handle the russians. outwardly, the soviet bloc was invited to  join the plan. in reality the americans made russian acceptance unlikely by demanding that economic  records of each nation be open for scrutiny. they also suggested that the soviet economy, devastated by drought and famine, participate in the plan by shipping soviet goods to europe. no one in the american government wanted the soviets included. truman believed that communists had to be fought, not fed. the russians gave the plan serious consideration. however, when western countries rejected soviet  demands for new controls over germany, molotov announced the plan would revive germany, allow americans to control europe and divide europe into two groups. a revived europe offered many advantages to the usa. it would remove the appeal of communism, maintain the demand for american exports, and free europeans from economic problems so they could help the usa militarily. the marshall  plan served as an all-purpose weapon for truman\u2019s foreign policy. truman proved to be correct in  saying that the truman doctrine and the marshall plan \u2018are two halves of the same walnut\u2019. rebuilding europe through the plan would tie it closer to american economic power and restore western germany. the plan was also aimed at breaking up soviet control of eastern europe. stalin reacted sharply and, in early 1948, communists assumed full control of czechoslovakia. the cold war was well under way. from a history book published in 1967.  source c a cartoon published in france, 4 october 1947. the caption at the bottom means \u2018the american  wall\u2019. the figures on the left represent truman and marshall.",
+            "10": "10 0470/23/m/j/20 \u00a9 ucles 2020 source d europe\u2019s requirements for the next few years of foreign food and other essential products are so much  greater than its ability to pay that it must have substantial help or face social and political deterioration of a very grave character. apart from the possibilities of disturbances arising as a result of the desperation  of the people concerned, the consequences to the economy of the united states should be clear to  all. the united states should do whatever it can to assist the return of normal economic health in the  world, without which there can be no political stability. our policy is directed not against any country  or doctrine but against hunger, poverty, desperation and chaos. its purpose should be to permit the emergence of political and social conditions in which free institutions can exist. from george marshall\u2019s speech announcing the marshall plan, june 1947. source e it is becoming more and more clear that the implementation of the marshall plan will mean placing  european countries under the economic and political control of the united states and direct interference  by the united states in the internal affairs of those countries. this plan is an attempt to split europe  into two camps and to complete the formation of a bloc of several european countries hostile to the interests of the democratic countries of eastern europe and most particularly to the soviet union. an important feature of this plan is to use western germany as one of the most important economic  bases for american expansion in europe, in disregard of the national interests of the countries which  suffered from german aggression. from a speech by andrey vyshinsky to the united nations, september 1947. vyshinsky was the  soviet deputy foreign minister. source f a cartoon, entitled \u2018american motor of the latest type\u2019, published in the soviet union, 1947. the  figures to the left represent european nations. the bag on the left is full of money.",
+            "11": "11 0470/23/m/j/20 \u00a9 ucles 2020 [turn over source g a cartoon published in an american newspaper, april 1949.",
+            "12": "12 0470/23/m/j/20 \u00a9 ucles 2020 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 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.now answer all the following questions. you may use any of the sources to help you answer the  questions, in addition to those sources which you are told to use. in answering the questions you  should use your knowledge of the topic to help you interpret and evaluate the sources. 1 study sources a and b.  how far do these two sources agree? explain your answer using details of the sources.  [7] 2 study source c.   why was this cartoon published in france in october 1947? explain your answer using details of  the source and your knowledge.  [8] 3 study sources d and e.  how far does source d make source e surprising? explain your answer using details of the  sources and your knowledge.  [8] 4 study source f.  how useful is this cartoon as evidence about the marshall plan? explain your answer using details  of the source and your knowledge.  [8] 5 study source g.   what is the cartoonist\u2019s message? explain your answer using details of the source and your  knowledge.  [7] 6 study all the sources.  how far do these sources provide convincing evidence that the soviet union was justified in being  suspicious about the marshall plan? use the sources to explain your answer.  [12]"
+        },
+        "0470_s20_qp_41.pdf": {
+            "1": "cambridgeigcse\u2122 0470/41 may/june2020 1hourhistory paper4alternativetocoursework youmustanswerontheenclosedanswerbooklet. youwillneed: answerbooklet(enclosed) instructions \u2022answeronequestionfromyourchosendepthstudy. \u2022followtheinstructionsonthefrontcoveroftheanswerbooklet.ifyouneedadditionalanswerpaper, asktheinvigilatorforacontinuationbooklet. information \u2022thetotalmarkforthispaperis40. \u2022thenumberofmarksforeachquestionorpartquestionisshowninbrackets[ ]. thisdocumenthas 4pages.blankpagesareindicated. [turnover06_0470_41_2020_1.10 \u00a9ucles2020 *5765165474*",
+            "2": "answeronequestionfromyourchosendepthstudy. depthstudya:thefirstworldwar,1914\u201318 howimportantwereconditionsinthetrenchesasareasonforthehighnumberofcasualties inthefirstworldwar?explainyouranswer. [40]1 howsignificantwasunrealisticstrategyasareasonforthefailureofthegallipolicampaign? explainyouranswer. [40]2 depthstudyb:germany,1918\u201345 howimportantwasnazielectoralsuccessasareasonforhitler\u2019sappointmentaschancellor injanuary1933?explainyouranswer. [40]3 howsignificantwasanti-semitismingermansocietyunderthenazis?explainyouranswer. [40]4 depthstudyc:russia,1905\u201341 howimportantwasthedemandforpoliticalreformasareasonforthemarch1917revolution? explainyouranswer. [40]5 howsignificantwascollectivisationinchanginglifeinthesovietunionunderstalin?explain youranswer. [40]6 depthstudyd:theunitedstates,1919\u201341 howimportantwerenewformsofmediaasanaspectoftheroaringtwenties?explainyour answer. [40]7 howsignificantwastheroleofthebanksincausingthewallstreetcrashin1929?explain youranswer. [40]8 depthstudye:china,c.1930\u2013c.1990 howimportantwerereformsaimedatwomeninimprovingthelivesofthepeasantsafter1949? explainyouranswer. [40]9 howsignificantwasthesino-sovietsplittochina?explainyouranswer. [40] 10 06_0470_41_2020_1.10 \u00a9ucles20202",
+            "3": "depthstudyf:southafrica,c.1940\u2013c.1994 howimportantwastheimpactofthesecondworldwaronsouthafricanpoliticsupto1948? explainyouranswer. [40]11 howsignificantwastheeconomyinchangingthenatureofresistancetoapartheidafter1966? explainyouranswer. [40]12 depthstudyg:israelisandpalestinianssince1945 howimportantwasforeigninfluenceindeterminingtheoutcomeofthe1948\u201349war?explain youranswer. [40]13 howsignificantwasoilinchangingthenatureofthearab\u2013israeliconflict,1956\u201379?explain youranswer. [40]14 06_0470_41_2020_1.10 \u00a9ucles20203",
+            "4": "blankpage permissiontoreproduceitemswherethird-partyownedmaterialprotectedbycopyrightisincludedhasbeensoughtandclearedwherepossible.everyreasonable efforthasbeenmadebythepublisher(ucles)totracecopyrightholders,butifanyitemsrequiringclearancehaveunwittinglybeenincluded,thepublisherwill bepleasedtomakeamendsattheearliestpossibleopportunity. toavoidtheissueofdisclosureofanswer-relatedinformationtocandidates,allcopyrightacknowledgementsarereproducedonlineinthecambridgeassessment international education copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download at www.cambridgeinternational.orgaftertheliveexaminationseries. cambridge assessment international education is part of the cambridge assessment group. cambridge assessment is the brand name of the university of cambridgelocalexaminationssyndicate(ucles),whichitselfisadepartmentoftheuniversityofcambridge. 06_0470_41_2020_1.10 \u00a9ucles20204"
+        },
+        "0470_s20_qp_42.pdf": {
+            "1": "cambridgeigcse\u2122 0470/42 may/june2020 1hourhistory paper4alternativetocoursework youmustanswerontheenclosedanswerbooklet. youwillneed: answerbooklet(enclosed) instructions \u2022answeronequestionfromyourchosendepthstudy. \u2022followtheinstructionsonthefrontcoveroftheanswerbooklet.ifyouneedadditionalanswerpaper, asktheinvigilatorforacontinuationbooklet. information \u2022thetotalmarkforthispaperis40. \u2022thenumberofmarksforeachquestionorpartquestionisshowninbrackets[ ]. thisdocumenthas 4pages.blankpagesareindicated. [turnover06_0470_42_2020_1.8 \u00a9ucles2020 *9767447821*",
+            "2": "answeronequestionfromyourchosendepthstudy. depthstudya:thefirstworldwar,1914\u201318 howimportantweretheactionsofbritainandfranceasareasonforthefailureoftheschlieffen plan?explainyouranswer. [40]1 howsignificantwasrussia\u2019sdefeatin1917tothecourseofthewaronthewesternfront?explain youranswer. [40]2 depthstudyb:germany,1918\u201345 howimportantwasthepublicationofmeinkampftothedevelopmentofthenazipartyby1933? explainyouranswer. [40]3 howsignificantwastheroleofthefamilyingermansocietyunderthenazis?explainyouranswer. [40]4 depthstudyc:russia,1905\u201341 howimportantwerethepersonalweaknessesoftsarnicholasiiasacauseofrevolutionin1917? explainyouranswer. [40]5 howsignificantweretheactionsoflenininestablishingbolshevikrulebetween1917and1921? explainyouranswer. [40]6 depthstudyd:theunitedstates,1919\u201341 howimportantwasgovernmentpolicyincreatingtheprosperityofthe1920sintheusa?explain youranswer. [40]7 howsignificantwasthefearofforeignersasacauseofintoleranceinussocietyinthe1920s? explainyouranswer. [40]8 depthstudye:china,c.1930\u2013c.1990 howimportantwastheunpopularityofthekuomintangasthereasonforitsdefeatinthechinese civilwar?explainyouranswer. [40]9 howsignificantwasindustrialisationinchanginglifeinchinainthe1950sand1960s?explainyour answer. [40]10 06_0470_42_2020_1.8 \u00a9ucles20202",
+            "3": "depthstudyf:southafrica,c.1940\u2013c.1994 howimportantwerethechangestothepasslawsafter1948tothelivesofthenon-whitepopulation insouthafrica?explainyouranswer. [40]11 howsignificantwerethesowetoriotsofjune1976inweakeningthesystemofapartheid?explain youranswer. [40]12 depthstudyg:israelisandpalestinianssince1945 howimportantwasthesecondworldwartodevelopmentsinpalestineupto1949?explainyour answer. [40]13 howsignificantwaspresidentsadattotheimprovementofrelationsbetweenegyptandisrael after1973?explainyouranswer. [40]14 06_0470_42_2020_1.8 \u00a9ucles20203",
+            "4": "blankpage permissiontoreproduceitemswherethird-partyownedmaterialprotectedbycopyrightisincludedhasbeensoughtandclearedwherepossible.everyreasonable efforthasbeenmadebythepublisher(ucles)totracecopyrightholders,butifanyitemsrequiringclearancehaveunwittinglybeenincluded,thepublisherwill bepleasedtomakeamendsattheearliestpossibleopportunity. toavoidtheissueofdisclosureofanswer-relatedinformationtocandidates,allcopyrightacknowledgementsarereproducedonlineinthecambridgeassessment international education copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download at www.cambridgeinternational.orgaftertheliveexaminationseries. cambridge assessment international education is part of the cambridge assessment group. cambridge assessment is the brand name of the university of cambridgelocalexaminationssyndicate(ucles),whichitselfisadepartmentoftheuniversityofcambridge. 06_0470_42_2020_1.8 \u00a9ucles20204"
+        },
+        "0470_s20_qp_43.pdf": {
+            "1": "cambridgeigcse\u2122 0470/43 may/june2020 1hourhistory paper4alternativetocoursework youmustanswerontheenclosedanswerbooklet. youwillneed: answerbooklet(enclosed) instructions \u2022answeronequestionfromyourchosendepthstudy. \u2022followtheinstructionsonthefrontcoveroftheanswerbooklet.ifyouneedadditionalanswerpaper, asktheinvigilatorforacontinuationbooklet. information \u2022thetotalmarkforthispaperis40. \u2022thenumberofmarksforeachquestionorpartquestionisshowninbrackets[ ]. thisdocumenthas 4pages.blankpagesareindicated. [turnover06_0470_43_2020_1.8 \u00a9ucles2020 *8945147217*",
+            "2": "answeronequestionfromyourchosendepthstudy. depthstudya:thefirstworldwar,1914\u201318 howimportantwasbarbedwireasareasonforaprolongedwaronthewesternfront?explain youranswer. [40]1 how significant were military defeats as a reason for german surrender in 1918? explain your answer. [40]2 depthstudyb:germany,1918\u201345 howimportantwasthewarguiltclauseinunderminingearlyweimargovernments?explainyour answer. [40]3 how significant was gaining the support of the armed forces in hitler\u2019s consolidation of power between1933and1934?explainyouranswer. [40]4 depthstudyc:russia,1905\u201341 howimportantwasthearmyinmaintainingtsaristruleupto1914?explainyouranswer. [40] 5 howsignificantweretheweaknessesofthewhitesasareasonforthebolshevikvictoryinthe russiancivilwar?explainyouranswer. [40]6 depthstudyd:theunitedstates,1919\u201341 howimportantwasgangsterismasareasonfortherepealofprohibition?explainyouranswer. [40]7 howsignificantwastheneedtoreduceunemploymentasanaspectofthefirstnewdeal?explain youranswer. [40]8 depthstudye:china,c.1930\u2013c.1990 howimportantanaspectofmao\u2019sreformswastheredistributionofland?explainyouranswer. [40]9 howsignificantwasthehundredflowerscampaignintheremovalofoppositioninchina?explain youranswer. [40]10 06_0470_43_2020_1.8 \u00a9ucles20202",
+            "3": "depthstudyf:southafrica,c.1940\u2013c.1994 howimportantwasthedenialofpoliticalrightstonon-whitesouthafricansinthedevelopmentof apartheid?explainyouranswer. [40]11 howsignificantwasthecontrolofthemediainsuppressingoppositiontoapartheidbetween1966 and1980?explainyouranswer. [40]12 depthstudyg:israelisandpalestinianssince1945 howimportantwastheroleplayedbybritainandfranceasareasonforisrael\u2019smilitarysuccesses between1956and1973?explainyouranswer. [40]13 howsignificantwasyasserarafatinthechangingrelationshipbetweenisraelisandpalestinians duringthe1990s?explainyouranswer. [40]14 06_0470_43_2020_1.8 \u00a9ucles20203",
+            "4": "blankpage permissiontoreproduceitemswherethird-partyownedmaterialprotectedbycopyrightisincludedhasbeensoughtandclearedwherepossible.everyreasonable efforthasbeenmadebythepublisher(ucles)totracecopyrightholders,butifanyitemsrequiringclearancehaveunwittinglybeenincluded,thepublisherwill bepleasedtomakeamendsattheearliestpossibleopportunity. toavoidtheissueofdisclosureofanswer-relatedinformationtocandidates,allcopyrightacknowledgementsarereproducedonlineinthecambridgeassessment international education copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download at www.cambridgeinternational.orgaftertheliveexaminationseries. cambridge assessment international education is part of the cambridge assessment group. cambridge assessment is the brand name of the university of cambridgelocalexaminationssyndicate(ucles),whichitselfisadepartmentoftheuniversityofcambridge. 06_0470_43_2020_1.8 \u00a9ucles20204"
+        },
+        "0470_w20_qp_11.pdf": {
+            "1": "cambridge igcse\u2122this document has 12 pages. blank pages are indicated.history  0470/11 paper 1  october/november  2020  2 hours you must answer on the enclosed answer booklet. you will need:  answer booklet (enclosed) instructions  \u25cf answer three  questions in total: section a (core content): answer two questions. section b (depth studies): answer one question.  \u25cf follow the instructions on the front cover of the answer booklet. if you need additional answer paper,  ask the invigilator for a continuation booklet. information  \u25cf the total mark for this paper is 60.  \u25cf the number of marks for each question or part question is shown in brackets [  ]. *5957225793* dc (cj) 188999/2 \u00a9 ucles 2020  [turn over",
+            "2": "2 0470/11/o/n/20 \u00a9 ucles 2020 section a: core content answer any two questions from this section. 1 there were many forces at work in the unification of italy.  (a) what were the aims of the young italy movement?  [4]  (b) why did piedmont\u2019s power grow during the 1850s?  [6]  (c) \u2018the pope was the biggest obstacle to italian unification in 1848\u201349.\u2019 how far do you agree  with this statement? explain your answer.  [10] 2 war played a part in german unification.  (a) what did germany gain from the franco-prussian war?  [4]  (b) why was the ems telegram important?  [6]  (c) \u2018bismarck achieved more by force than by diplomacy.\u2019 how far do you agree with this statement?  explain your answer.  [10] 3 the late nineteenth century saw a surge in european imperialism.  (a) what was agreed at the berlin conference, 1884\u201385?  [4]  (b) why did the british policy of indirect rule work well in nigeria?  [6]  (c) \u2018european imperialism in africa was mainly motivated by economic concerns.\u2019 how far do you  agree with this statement? explain your answer.  [10] 4 many countries contributed to the increase of tension in europe before 1914.  (a) what happened in the morocco crisis of 1905\u201306?  [4]  (b) why was the entente cordiale agreed?  [6]  (c) how far do you agree that austria was to blame for the outbreak of war in 1914? explain your  answer.  [10]",
+            "3": "3 0470/11/o/n/20 \u00a9 ucles 2020 [turn over 5 the versailles settlement had a range of consequences.  (a) describe the use of plebiscites in the peace settlement, 1919\u20131923.  [4]  (b) why were the french dissatisfied with the peace settlement?  [6]  (c) \u2018political turmoil was the most serious consequence of the treaty of versailles for germany  up to 1923.\u2019 how far do you agree with this statement? explain your answer.  [10] 6 many factors contributed to the outbreak of war in 1939.  (a) what was the anti-comintern pact?  [4]  (b) why did british-french guarantees to poland fail to prevent war in 1939?  [6]  (c) \u2018britain and france had no choice but to allow hitler\u2019s remilitarisation of the rhineland.\u2019 how  far do you agree with this statement? explain your answer.  [10] 7 relations grew increasingly tense between the great powers after 1945.  (a) what was marshall aid?  [4]  (b) why did stalin want control over the governments of the states in eastern europe?  [6]  (c)  \u2018truman was the main cause of tension at potsdam.\u2019 how far do you agree with this  statement? explain your answer.  [10] 8 tension between iran and iraq culminated in war in 1980.  (a) describe the territorial disputes between iran and iraq.  [4]  (b) why did the islamic revolution cause saddam hussein to attack iran?  [6]  (c) how far do you agree that neither side gained from the iran-iraq war? explain your answer.  [10]",
+            "4": "4 0470/11/o/n/20 \u00a9 ucles 2020 section b: depth studies answer any one question from this section. depth study a: the first world war, 1914\u201318 9 the first world war lasted longer than expected.  (a) what happened at li\u00e8ge in august 1914?  [4]  (b) why did the germans lose the first battle of the marne?  [6]  (c)  \u2018the war did not end by christmas 1914 because of the race to the sea.\u2019 how far do you  agree with this statement? explain your answer.  [10] 10 1918 brought defeat for germany.  (a) describe the contribution of us forces to the allied war effort.  [4]  (b) why did germany agree to surrender?  [6]  (c) how far do you agree that revolution broke out in germany in october 1918 because the  german people were starving? explain your answer.  [10]",
+            "5": "5 0470/11/o/n/20 \u00a9 ucles 2020 [turn over depth study b: germany, 1918\u201345 11 the nazis used different tactics to gain support.  (a) describe the development of the nazi party from 1924 to 1929.  [4]  (b) why did the munich putsch fail?  [6]  (c) how far do you agree that the main reason the nazis gained support in the early 1930s was  that they promised to create jobs? explain your answer.  [10] 12 the nazis controlled german society.  (a) describe nazi influence on german culture and the arts.  [4]  (b) why did the nazis want to control the churches?  [6]  (c) \u2018the reasons why the nazis persecuted groups in german society were racial.\u2019 how far do  you agree with this statement? explain your answer.  [10]",
+            "6": "6 0470/11/o/n/20 \u00a9 ucles 2020 depth study c: russia, 1905\u201341 13 the bolsheviks faced challenges in the aftermath of the revolution.  (a) what was the constituent assembly?  [4]  (b) why was the treaty of brest-litovsk bad for russia?  [6]  (c) \u2018the red army won the civil war because of war communism.\u2019 how far do you agree with  this statement? explain your answer.  [10] 14 stalin\u2019s rule had a strong impact on different groups.  (a) what was the young pioneer movement?  [4]  (b) why did life get worse for the national minorities under stalin\u2019s rule?  [6]  (c) \u2018destroying the kulaks was the main purpose of stalin\u2019s agricultural policy.\u2019 how far do you  agree with this statement? explain your answer.  [10]",
+            "7": "7 0470/11/o/n/20 \u00a9 ucles 2020 [turn over depth study d: the united states, 1919\u201341 15 the benefits of the 1920s\u2019 boom were not evenly distributed.  (a) describe the problems facing american farmers in the 1920s.  [4]  (b) why did republican policies produce economic growth?  [6]  (c) \u2018american manufacturing industries prospered during the boom of the 1920s.\u2019 how far do you  agree with this statement? explain your answer.  [10] 16 the american economy faced great difficulties in 1929.  (a) describe the weaknesses in the us economy in the 1920s.  [4]  (b) why was there a stock market boom in the 1920s?  [6]  (c) \u2018the main impact of the wall street crash was the collapse of the banks.\u2019 how far do you  agree with this statement? explain your answer.  [10]",
+            "8": "8 0470/11/o/n/20 \u00a9 ucles 2020 depth study e: china, c.1930\u2013c.1990 17 mao made great changes to china\u2019s economy and society.  (a) describe the aims of mao\u2019s five-year plans.  [4]  (b) why did the great leap forward fail?  [6]  (c) \u2018reforming education was the most important social change introduced by mao.\u2019 how far do  you agree with this statement? explain your answer.  [10] 18 mao created a lasting impact on china.  (a) what was mao\u2019s impact on art and culture in china?  [4]  (b) why was there a power struggle after mao\u2019s death?  [6]  (c)  how far do you agree that chinese society became more free after mao\u2019s death? explain  your answer.  [10]",
+            "9": "9 0470/11/o/n/20 \u00a9 ucles 2020 [turn over depth study f: south africa, c.1940\u2013c.1994 19 the second world war brought change to south africa.  (a) describe developments in manufacturing by 1945.  [4]  (b) why was there a wide gap in living standards between white and non-white south africans by  1945?  [6]  (c) how far did the second world war produce opportunities for non-white south africans?  explain your answer.  [10] 20 by the 1980s it was clear that apartheid was under pressure.  (a) describe botha\u2019s constitutional reforms.  [4]  (b) why did trade union reform lead to an increase in opposition to the government?  [6]  (c) how far do you agree that de klerk abandoned white minority rule because south africa was  facing serious economic problems? explain your answer.  [10]",
+            "10": "10 0470/11/o/n/20 \u00a9 ucles 2020 depth study g: israelis and palestinians since 1945 21 the formation of israel created great tension.  (a) describe the reaction of the jews in palestine to the 1947 un partition plan.  [4]  (b) why did the arabs believe a palestinian homeland would be created at the end of the second  world war?  [6]  (c) \u2018the arabs lost the 1948\u201349 war because of a lack of international support.\u2019 how far do you  agree with this statement? explain your answer.  [10] 22 the palestine liberation organisation (plo) has achieved mixed results.  (a) describe the formation of the plo.  [4]  (b) why were some arab states reluctant to support the plo?  [6]  (c) \u2018the actions of israel were more significant than the work of the plo in winning international  support for the palestinians.\u2019 how far do you agree with this statement? explain your answer.  [10]",
+            "11": "11 0470/11/o/n/20 \u00a9 ucles 2020 blank page",
+            "12": "12 0470/11/o/n/20 \u00a9 ucles 2020 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 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.blank page"
+        },
+        "0470_w20_qp_12.pdf": {
+            "1": "cambridge igcse\u2122this document has 12 pages. blank pages are indicated. *3551898625*history  0470/12 paper 1  october/november  2020  2 hours you must answer on the enclosed answer booklet. you will need:  answer booklet (enclosed) instructions  \u25cf answer three  questions in total: section a (core content): answer two questions. section b (depth studies): answer one question.  \u25cf follow the instructions on the front cover of the answer booklet. if you need additional answer paper,  ask the invigilator for a continuation booklet. information  \u25cf the total mark for this paper is 60.  \u25cf the number of marks for each question or part question is shown in brackets [  ]. dc (cj) 188996/1 \u00a9 ucles 2020  [turn over",
+            "2": "2 0470/12/o/n/20 \u00a9 ucles 2020 section a: core content answer any two questions from this section. 1 1848 was a year of great upheaval in europe.  (a) describe events in sicily in january 1848.  [4]  (b) why did violence erupt in paris in june 1848?  [6]  (c) how far do you agree that the 1848 revolutions were a failure? explain your answer.  [10] 2 the path to italian unification was not smooth.  (a) describe the role of pope pius ix in the 1848\u201349 revolutions.  [4]  (b) why was italy not unified by 1861?  [6]  (c) \u2018france played a more important role than austria in events leading to the unification of italy.\u2019  how far do you agree with this statement? explain your answer.  [10] 3 britain expanded its empire in the nineteenth century.  (a) describe lugard\u2019s ideas about how britain should govern its african colonies.  [4]  (b) why was britain interested in china?  [6]  (c) \u2018natural disasters were the main reason for the boxer rising.\u2019 how far do you agree with this  statement? explain your answer.  [10] 4 the years before 1914 were characterised by tension in europe.  (a) describe germany\u2019s war preparations by 1914.  [4]  (b) why did the alliance system fail to prevent war?  [6]  (c) how far do you agree that morocco was the most important cause of tension before 1914?  explain your answer.  [10]",
+            "3": "3 0470/12/o/n/20 \u00a9 ucles 2020 [turn over 5 the versailles settlement had different consequences for different countries.  (a) what was the purpose of the \u2018war guilt\u2019 clause?  [4]  (b) why were plebiscites included in the peace settlement?  [6]  (c) how far do you agree that clemenceau achieved his aims at versailles? explain your answer.  [10] 6 hitler\u2019s foreign policy involved germany in developments in europe.  (a) describe germany\u2019s involvement in the spanish civil war.  [4]  (b) why was taking control of czechoslovakia important to hitler?  [6]  (c) how surprising was it that britain and france pursued a policy of appeasement? explain your  answer.  [10] 7 the usa and ussr contributed to increased tensions in europe after 1945.  (a) describe the communist takeover of czechoslovakia in 1948.   [4]  (b) why was the berlin blockade lifted in may 1949?  [6]  (c) how far do you agree that truman was to blame for the cold war? explain your answer.  [10] 8 iraq\u2019s involvement in war had many consequences.  (a) what was the impact of the iran-iraq war on iraqi civilians?  [4]  (b) why did saddam hussein\u2019s regime survive the first gulf war?  [6]  (c) \u2018oil was the most important cause of the dispute between iraq and kuwait.\u2019 how far do you  agree with this statement? explain your answer.  [10]",
+            "4": "4 0470/12/o/n/20 \u00a9 ucles 2020 section b: depth studies answer any one question from this section. depth study a: the first world war, 1914\u201318 9 the stalemate on the western front was hard to break.  (a) describe events on the western front on 1 july 1916.  [4]  (b) why were conditions in the trenches unhealthy for soldiers?  [6]  (c) how far do you agree that new technology was used effectively in the first world war?  explain your answer.  [10] 10 germany\u2019s fortunes changed in 1918.  (a) describe the situation facing german forces at the start of 1918.  [4]  (b) why were the mutinies at kiel and wilhelmshaven important?  [6]  (c) \u2018the british naval blockade was the main reason for the defeat of germany.\u2019 how far do you  agree with this statement? explain your answer.  [10]",
+            "5": "5 0470/12/o/n/20 \u00a9 ucles 2020 [turn over depth study b: germany, 1918\u201345 11 many factors contributed to hitler\u2019s rise to power.  (a) what was the 25 point programme?  [4]  (b) why was goebbels important to hitler?  [6]  (c) \u2018electoral success was the most important factor in hitler becoming chancellor.\u2019 how far do  you agree with this statement? explain your answer.  [10] 12 the nazi regime aimed to change society and the economy.  (a) what were the nazis\u2019 views on the role of women in society?  [4]  (b) why did the nazis aim to achieve autarky?  [6]  (c) \u2018the policy of total war had a greater impact on german civilians than any other aspect of  the second world war.\u2019 how far do you agree with this statement? explain your answer.  [10]",
+            "6": "6 0470/12/o/n/20 \u00a9 ucles 2020 depth study c: russia, 1905\u201341 13 the tsar ruled by autocratic means.  (a) what was life like for russian peasants by 1905?  [4]  (b) why was the october manifesto introduced?  [6]  (c) how far would you agree that the tsar was firmly in control of russia at the start of 1914?  explain your answer.  [10] 14 stalin was determined to gain and keep control over the ussr.  (a) what did lenin say about stalin and trotsky in his political testament?  [4]  (b) why was lenin\u2019s funeral important in the power struggle?  [6]  (c) \u2018stalin\u2019s personality cult was his most effective means of control.\u2019 how far do you agree with  this statement? explain your answer.  [10]",
+            "7": "7 0470/12/o/n/20 \u00a9 ucles 2020 [turn over depth study d: the united states, 1919\u201341 15 the 1920s brought changes in american society.  (a) what was a \u2018flapper\u2019?  [4]  (b) why did the 1920s become known as the jazz age?  [6]  (c) \u2018prohibition failed because it encouraged violence.\u2019 how far do you agree with this statement?  explain your answer.  [10] 16 the wall street crash had political and social consequences.  (a) what was the bonus march?  [4]  (b) why did \u2018buying on the margin\u2019 contribute to the wall street crash?  [6]  (c) how surprised are you that hoover was known as the \u2018do nothing\u2019 president? explain your  answer.  [10]",
+            "8": "8 0470/12/o/n/20 \u00a9 ucles 2020 depth study e: china, c.1930\u2013c.1990 17 mao changed the economy and society in china.  (a) describe communist treatment of the landlords.  [4]  (b) why did mao embark on the great leap forward?  [6]  (c) how far do you agree that mao\u2019s attempts at social reform were a success? explain your  answer.  [10] 18 china\u2019s relationships with other countries have fluctuated over the years.  (a) what did china gain from its relationship with the ussr in the 1950s?  [4]  (b) why was there tension between china and india in the 1960s?  [6]  (c) how far do you agree that trade was the main reason for china\u2019s improved foreign relations  in the 1980s? explain your answer.  [10]",
+            "9": "9 0470/12/o/n/20 \u00a9 ucles 2020 [turn over depth study f: south africa, c.1940\u2013c.1994 19 in the 1950s and 1960s the apartheid system was strengthened.  (a) in what ways did afrikaners benefit from apartheid?  [4]  (b) why was the pan africanist congress (pac) formed?  [6]  (c) \u2018the bantu education act (1953) did more to reinforce apartheid than any other legislation.\u2019  how far do you agree with this statement? explain your answer.  [10] 20 the 1990s brought the end of apartheid in south africa.  (a) describe mandela\u2019s aims for south africa on becoming president.  [4]  (b) why did botha\u2019s constitutional reforms fail to improve relations between non-whites and the  government?  [6]  (c) how far did de klerk\u2019s policies to end apartheid have the backing of white south africans?  explain your answer.  [10]",
+            "10": "10 0470/12/o/n/20 \u00a9 ucles 2020 depth study g: israelis and palestinians since 1945 21 external involvement in the middle east has had important consequences.  (a) describe moshe dayan\u2019s role in the six-day war.  [4]  (b) why did the soviet union become involved in the middle east?  [6]  (c) how far do you agree that egypt gained the most from the suez crisis of 1956? explain your  answer.  [10] 22 the united nations (un) faced many challenges in its role in the middle east.  (a) describe the role of the un in lebanon.  [4]  (b) why did some groups working for palestinian liberation become more militant from the  1980s?  [6]  (c) how far do you agree that the un achieved little in its involvement in the middle east? explain  your answer.  [10]",
+            "11": "11 0470/12/o/n/20 \u00a9 ucles 2020 blank page",
+            "12": "12 0470/12/o/n/20 \u00a9 ucles 2020 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 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.blank page"
+        },
+        "0470_w20_qp_13.pdf": {
+            "1": "cambridge igcse\u2122this document has 12 pages. blank pages are indicated.history  0470/13 paper 1  october/november  2020  2 hours you must answer on the enclosed answer booklet. you will need:  answer booklet (enclosed) instructions  \u25cf answer three  questions in total: section a (core content): answer two questions. section b (depth studies): answer one question.  \u25cf follow the instructions on the front cover of the answer booklet. if you need additional answer paper,  ask the invigilator for a continuation booklet. information  \u25cf the total mark for this paper is 60.  \u25cf the number of marks for each question or part question is shown in brackets [  ]. *3193158790* dc (cj) 188998/1 \u00a9 ucles 2020  [turn over",
+            "2": "2 0470/13/o/n/20 \u00a9 ucles 2020 section a: core content answer any two questions from this section. 1 1848 was a year of great upheaval in europe.  (a) what did hungarian revolutionaries hope to achieve in 1848?  [4]  (b) why was the second republic formed in france in 1848?  [6]  (c) \u2018the 1848 revolutions failed because of a lack of popular support.\u2019 how far do you agree with  this statement? explain your answer.  [10] 2 many individuals were influential in the unification of italy.  (a) describe mazzini\u2019s work to unify italy.  [4]  (b) why was the allocution of pope pius ix important?  [6]  (c) \u2018napoleon iii contributed more to italian unification than any other individual.\u2019 how far do you  agree with this statement? explain your answer.  [10] 3 european imperialism met with resistance in some parts of the world.  (a) what changes did the indian mutiny bring to british rule in india?  [4]  (b) why did british intervention in china provoke resistance?  [6]  (c) \u2018french colonial rule brought little benefit to africans in the nineteenth century.\u2019 how far do  you agree with this statement? explain your answer.  [10] 4 relations between european states grew more strained in the early years of the twentieth century.  (a) what was the \u2018naval race\u2019?  [4]  (b) why did the kaiser\u2019s foreign policy increase tension in europe?  [6]  (c) how far do you agree that the alliance system caused the first world war? explain your  answer.  [10]",
+            "3": "3 0470/13/o/n/20 \u00a9 ucles 2020 [turn over 5 some countries gained more than others from the versailles settlement.  (a) what were the \u2018successor states\u2019?  [4]  (b) why did the treaty of versailles make france more secure?  [6]  (c) \u2018hungary was treated more harshly than any other nation in the peace settlement.\u2019 how far do  you agree with this statement? explain your answer.  [10] 6 the league of nations found it difficult to achieve its aims.  (a) describe the league\u2019s attempts to bring about disarmament.  [4]  (b) why were the greeks dissatisfied with the outcome of the corfu crisis?  [6]  (c) \u2018the need to reach unanimous decisions was the main factor preventing effective action by  the league.\u2019 how far do you agree with this statement? explain your answer.  [10] 7 the soviet union met with resistance in eastern europe after 1945.  (a) describe events in berlin and east germany in 1989.  [4]  (b) why did the polish government allow the creation of solidarity in 1980?  [6]  (c) how far were the hungarian uprising (1956) and the prague spring (1968) caused by  economic factors? explain your answer.  [10] 8 there were significant changes within iran in the 1970s.  (a) describe events in tehran in 1978\u201379.  [4]  (b) why was ayatollah khomeini opposed to saddam hussein?  [6]  (c) how far do you agree that inequality was the main reason for the revolution in iran? explain  your answer.  [10]",
+            "4": "4 0470/13/o/n/20 \u00a9 ucles 2020 section b: depth studies answer any one question from this section. depth study a: the first world war, 1914\u201318 9 fighting on the western front caused great loss of life.  (a) in what ways did conditions in the trenches affect the health of the soldiers?  [4]  (b) why were so many allied troops killed on the first day of the battle of the somme?  [6]  (c) \u2018in the fighting on the western front, aircraft were used more effectively than tanks.\u2019 how far  do you agree with this statement? explain your answer.  [10] 10 the war was fought on several fronts.  (a) what was agreed in the treaty of brest-litovsk?  [4]  (b) why did britain suffer food shortages in the first world war?  [6]  (c) \u2018a lack of planning was the main reason for the failure of the gallipoli campaign.\u2019 how far do  you agree with this statement? explain your answer.  [10]",
+            "5": "5 0470/13/o/n/20 \u00a9 ucles 2020 [turn over depth study b: germany, 1918\u201345 11 there was tension and instability in germany in the years following the war.  (a) what was ebert\u2019s role in germany, 1918\u20131919?  [4]  (b)  why did germans dislike the \u2018war guilt\u2019 clause?  [6]  (c) how far do you agree that the weimar republic achieved stability in germany between 1924  and 1929? explain your answer.  [10] 12 german society changed a great deal under the nazis.  (a) what legal restrictions did the nazis place on the jews up to 1939?  [4]  (b) why did the nazis want to control culture and the arts?  [6]  (c) \u2018the use of informers was a more effective way than terror for the nazis to control people.\u2019  how far do you agree with this statement? explain your answer.   [10]",
+            "6": "6 0470/13/o/n/20 \u00a9 ucles 2020 depth study c: russia, 1905\u201341 13 the tsarist regime was not popular with all russians at the start of the twentieth century.  (a)  what was the policy of russification?  [4]  (b)  why was defeat in the war against japan important for russia in 1905?  [6]  (c)  how secure was the tsarist regime at the start of 1914? explain your answer.  [10] 14 stalin was ruthless in enforcing his control.  (a) what happened to the national minorities under stalin?  [4]  (b) why was there a new constitution in 1936?  [6]  (c)  \u2018the main target of the purges was opposition within the communist party.\u2019 how far do you  agree with this statement? explain your answer.  [10]",
+            "7": "7 0470/13/o/n/20 \u00a9 ucles 2020 [turn over depth study d: the united states, 1919\u201341 15 some aspects of american society changed a great deal in the 1920s.  (a) describe developments in popular entertainment in the 1920s.  [4]  (b) why was prohibition repealed?  [6]  (c) how far do you agree that american society was intolerant in the 1920s? explain your answer.  [10] 16 many americans benefited from new deal policies.  (a) describe the ways in which the first new deal helped the unemployed.  [4]  (b) why was the wagner act introduced in 1935?  [6]  (c) \u2018the new deal solved the problems facing american farmers.\u2019 how far do you agree with this  statement? explain your answer.  [10]",
+            "8": "8 0470/13/o/n/20 \u00a9 ucles 2020 depth study e: china, c.1930\u2013c.1990 17 the struggle for power between the communists and the nationalists continued up to 1949.  (a) what was the marco polo bridge incident?  [4]  (b) why did many peasants support the communists?  [6]  (c) \u2018the nationalists were defeated because of the mistakes they made during the second world  war.\u2019 how far do you agree with this statement? explain your answer.  [10] 18 mao\u2019s policies were not always popular.  (a) what happened during the hundred flowers campaign?  [4]  (b) why did mao face opposition in the early 1960s?  [6]  (c)  how far did life change for the chinese people after mao\u2019s death? explain your answer.  [10]",
+            "9": "9 0470/13/o/n/20 \u00a9 ucles 2020 [turn over depth study f: south africa, c.1940\u2013c.1994 19 segregation became increasingly entrenched in the period up to 1948.  (a) in what ways did the government restrict the movement of non-white south africans?  [4]  (b) why was the sauer report important?  [6]  (c) \u2018before 1949, the main challenge facing non-white south africans was a lack of employment  opportunities.\u2019 how far do you agree with this statement? explain your answer.  [10] 20 there were some changes in south africa in the 1970s.  (a) describe developments in the south african economy in the 1970s.  [4]  (b) why did the organisation for african unity (oau) become involved in the struggle against  apartheid?  [6]  (c) how far do you agree that trade union action was the most important internal challenge to  apartheid? explain your answer.  [10]",
+            "10": "10 0470/13/o/n/20 \u00a9 ucles 2020 depth study g: israelis and palestinians since 1945 21 external involvement in the middle east has had a significant impact.  (a) in what ways did the usa support israel in the 1950s?  [4]  (b) why did opec\u2019s importance in the arab-israeli conflicts come to an end?  [6]  (c) \u2018superpower involvement increased the likelihood of war rather than peace in the middle  east.\u2019 how far do you agree with this statement? explain your answer.  [10] 22 the palestinian people have faced many challenges.  (a) describe the work of unrwa (united nations relief and works agency) in the middle east.  [4]  (b) why did the refugee crisis become worse after the six-day war?  [6]  (c) how far would you agree that the palestine liberation organisation (plo) had been  successful in winning international support by the early 1990s? explain your answer.  [10]",
+            "11": "11 0470/13/o/n/20 \u00a9 ucles 2020 blank page",
+            "12": "12 0470/13/o/n/20 \u00a9 ucles 2020 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 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.blank page"
+        },
+        "0470_w20_qp_21.pdf": {
+            "1": "cambridge igcse\u2122this document has 12 pages. blank pages are indicated. dc (st/ct) 190769/3 \u00a9 ucles 2020  [turn overhistory  0470/21 paper 2  october/november  2020  2 hours you must answer on the enclosed answer booklet. you will need:  answer booklet (enclosed) instructions  \u25cf answer all the questions on one option only. option a: nineteenth century topic option b: twentieth century topic  \u25cf follow the instructions on the front cover of the answer booklet. if you need additional answer paper,  ask the invigilator for a continuation booklet. information  \u25cf the total mark for this paper is 50.  \u25cf the number of marks for each question or part question is shown in brackets [  ]. *2577391963*",
+            "2": "2 0470/21/ o/n/20 \u00a9 ucles 2020 option a: nineteenth century topic was john brown a hero or a villain? study the background information and the sources carefully, and then answer all the questions. background information john brown learned his abolitionist views from his father. in 1855 he went to kansas to oppose  pro-slavery forces and in 1856 led an attack on the pro-slavery settlement at pottawatomie creek where five men were hacked to death. in 1859 brown turned his attention to virginia, a slave-owning state. he rented a farmhouse and started  to gather rifles, gunpowder and swords. on 16 october he led a group of armed men in an attack on  the federal arsenal at harpers ferry. he planned to use the twenty thousand weapons in the arsenal to equip slaves who, he hoped, would rise up in rebellion against slavery. brown managed to gain control of the armoury but on 18 october ninety us marines arrived and brown and his men were soon either captured or killed. brown was charged with treason against the state of virginia, tried and hanged. reactions to brown\u2019s actions and execution have often been extreme, both at the time and since. he  has been represented as both a hero and a villain. source a john brown, a mad visionary, hit on a deadly plan. the slaves, he thought, might be persuaded to  rebel against their masters if northern sympathisers would provide them with weapons. he therefore proposed to descend on a suitable spot in the south, launch a revolt and, as the slaves flocked to join him, organise them into an army. it was a ridiculous fantasy, well illustrating brown\u2019s insanity, the abolitionists\u2019 ignorance of the south and their growing tolerance of bloodshed and treason. brown  easily raised money in the north and he and eighteen followers descended on the federal arsenal at  harpers ferry. he was dealt with without difficulty by the us army. brown\u2019s handful of men was soon forced to surrender, and brown himself was taken to richmond, tried and hanged. brown thrilled new england. abolitionist clergy welcomed the slave rebellion which, they thought,  brown\u2019s actions would stimulate. their ravings drowned the numerous northern voices which  condemned brown as a criminal. the impressions made on the south were deep. here at last was the nightmare come true: the abolitionist appeal to the slaves to rebel. john brown\u2019s raid thus marks the point of no return: it began the uncoiling of a terrible chain of events leading to rebellion and war. from a history book published in 1985.",
+            "3": "3 0470/21/ o/n/20 \u00a9 ucles 2020 [turn over source b john brown left a permanent mark on american history. his raid at harpers ferry resulted in both  reverence and revulsion. it was a turning point in american history, away from compromise and towards  war. when brown and his small army of twenty-one men took over the federal arsenal and rifle factory, it was the fulfilment of a pledge to god to increase hostility toward slavery. brown was a religious man who with every drop of his honest blood hated slavery and dedicated himself to eradicating it by any means necessary. to his mind his duty was clear and he never faltered. expecting slaves to join them, brown and his men waited in the armoury while the townspeople  surrounded the building. gunfire was exchanged and eight of brown\u2019s men were killed or captured. brown was wounded in the attack and taken to jail at charlestown. the bravest man and most self-sacrificing soul in american history was hanged at charlestown in december 1859. he set an example of moral courage, and of single-hearted devotion to an ideal, for all men and for all ages. from a recent account of the raid at harpers ferry. source c did john brown draw his sword against slavery and thereby lose his life in vain? to this i answer ten  thousand times, no! no man fails who so grandly gives himself to a righteous cause. no man could possibly fail who, when on his way to be executed, could so forget himself as to stop and kiss a little child, one of the hated race for whom he was to die. did john brown fail? john brown began the war that ended slavery. if we look over places for which  this honour is claimed, we shall find not carolina, but virginia, not fort sumter, but harpers ferry, and the arsenal began the war that ended american slavery and made this free republic. until this blow was struck, the prospect for freedom was dim, shadowy and uncertain. from a speech in harpers ferry by frederick douglass, 30 may 1881.  douglass was an ex-slave and leading abolitionist. source d brown and his bandits made a desperate onslaught on the persons and property of the people of  virginia. it is a matter of great regret that the cowardly villains who sent them on their desperate venture cannot grace the same gallows from which they will swing. we feel angry at the tone of the northern newspapers. are treason, murder and robbery less hateful, would insurrection and house burning have been less dreadful, because, according to the new york times, brown was courageous and convinced of the rightfulness of his acts? this would mean that because brown glories in what he has done,  his life should be spared. is not the new york times ashamed of itself for pandering to the depraved  sympathy of the city in which it is located? brown denies that he planned a slave insurrection. what then were the swords for? did he not intend  the swords and other weapons to be used by the slaves in resistance to the masters? we have come  to the conclusion that if the south is to maintain her rights, her property, and the lives of her citizens,  she must rely upon herself, and not look north for aid or sympathy. from a newspaper, published in richmond, virginia, november 1859.",
+            "4": "4 0470/21/ o/n/20 \u00a9 ucles 2020 source e an illustration called \u2018the last moments of john brown\u2019, published in philadelphia in 1885.  it shows brown leaving jail on his way to his execution. the artist has shown brown kissing a black  child as described at the time in a northern newspaper. however, most accounts say that only  soldiers were present when brown left the jail.",
+            "5": "5 0470/21/ o/n/20 \u00a9 ucles 2020 [turn over source f a mural entitled \u2018tragic prelude\u2019, from the late 1930s. it shows john brown in kansas during the  1850s. the book in his hand is the bible. a prelude is an event that is an introduction to something  more important. source g i deny everything except what i have always admitted, the plan to free the slaves. i intended to act  as i did last winter when i went into missouri, took slaves without the firing of a gun and took them  to canada. i never did intend murder or treason, or the destruction of property or to excite slaves to  rebellion or to make insurrection. had i acted on behalf of the rich and powerful, every man in this court would have deemed it an  act worthy of reward rather than punishment. the bible teaches me to \u2018remember them that are in  bonds.\u2019 i endeavoured to act up to that instruction and on behalf of god\u2019s despised poor. if it is deemed  necessary that i should lose my life for justice and mingle my blood with the blood of millions in this slave country whose rights are disregarded by the wicked, cruel and unjust laws, i submit. john brown\u2019s speech to the court after he had been told his sentence, 2 november 1859.",
+            "6": "6 0470/21/ o/n/20 \u00a9 ucles 2020 source h john brown dies to-day! as republicans, maintaining as we do, that no one in the north has a right to  interfere with slavery, we cannot say that he suffers unlawfully. the man\u2019s heroism which is as great as  a martyr and his constancy to his convictions have led to sympathy on his behalf throughout the north, but nowhere is the opinion supported that he should not be answerable for his act. as long as we are part of the union we cannot join the opposition to the punishment which the infatuated old man will suffer. when the right of a sovereign state to inflict a punishment for breaking its laws is questioned, disunion is being advocated. for that we are not prepared. to our more radical readers these views will be unacceptable. when the fanatical action of the south  dissolves the ties that hold north and south together, then we may have reason to support any means, including force, to emancipate every human being on american soil. until then, we have a firm belief that the execution of brown will hasten the downfall of the accursed system against which he waged  war. from a republican newspaper published in chicago, illinois, 2 december 1859.",
+            "7": "7 0470/21/ o/n/20 \u00a9 ucles 2020 [turn over now answer all the following questions. you may use any of the sources to help you answer the  questions, in addition to those sources which you are told to use. in answering the questions you  should use your knowledge of the topic to help you interpret and evaluate the sources. 1 study sources a and b.  how far do these two sources agree? explain your answer using details of the sources.  [7] 2 study sources c and d.  does source d prove that douglass (source c) was wrong? explain your answer using details of  the sources and your knowledge.  [8] 3 study sources e and f.  how similar are these two illustrations? explain your answer using details of the sources and your  knowledge.  [8] 4 study source g.  how useful would this source be to a historian studying john brown and the raid on harpers  ferry? explain your answer using details of the source and your knowledge.  [7] 5 study source h.  are you surprised by this source? explain your answer using details of the source and your  knowledge.  [8] 6 study all the sources.  how far do these sources provide convincing evidence that john brown was a hero? use the  sources to explain your answer.   [12]",
+            "8": "8 0470/21/ o/n/20 \u00a9 ucles 2020 option b: twentieth century topic how far was khrushchev successful in the cuban missile crisis? study the background information and the sources carefully, and then answer all the questions. background information on 14 october 1962 an american u-2 reconnaissance plane obtained photographic evidence of soviet  missile sites in cuba. this led to the cuban missile crisis. the crisis was resolved at the end of october when khrushchev agreed to remove the missiles and kennedy agreed not to invade cuba. kennedy also secretly agreed to remove american missiles from turkey. did khrushchev achieve what he wanted by placing missiles in cuba? any answer to this question  needs to take into account his motives in putting the missiles there in the first place. was he merely trying to protect cuba from the usa, or was he planning to attack the usa? was it an attempt to strengthen the soviet union\u2019s overall military position in relation to the west? some have suggested the soviet union was trying to defend its position as world leader of communism against its rival china. by the end of the crisis it appeared to many people that khrushchev had backed down and been  humiliated. but was this really the case? source a khrushchev was able to claim a victory over the missile crisis. he argued that kennedy had now  promised not to invade cuba, so the continued existence of a socialist cuba in the soviet sphere of influence was guaranteed. this is clearly significant, especially if you accept the view that this was the main reason that khrushchev put missiles on cuba in the first place. khrushchev must also be given credit for being prepared to back down in the face of nuclear war, especially when so many  saw his handling of the crisis as a humiliation for the soviet union. however, the soviet military were  particularly angry. they had to accept a hasty withdrawal from cuba, as well as the ultimate humiliation of having us officials count the missiles as they were removed. castro was also furious with khrushchev. he was not consulted on the final deal about the missiles or  the withdrawal of soviet bomber planes and troops which had been sent to help the cuban army. in the  following months khrushchev had to rebuild his relations with castro and prevent a chinese-cuban alliance developing. from a history book published in 2008.",
+            "9": "9 0470/21/ o/n/20 \u00a9 ucles 2020 [turn over source b khrushchev backed down because he had information that us bombing of cuba could begin in three  to four days. on 28 october, as us officials prepared to strike on 30 october, khrushchev accepted kennedy\u2019s offer. khrushchev made the decision to withdraw the missiles without consulting castro. he knew that if he did, the cuban leader would not agree. a furious castro therefore refused to allow  un inspectors into his country to observe the missiles\u2019 dismantling, and then at first refused to return  soviet long-range bombers. contrary to what was believed, kennedy did not give absolute assurances that the united states would  not invade cuba. in a letter to khrushchev his no-invasion pledge depended on cuba committing no aggressive acts against any nations in the west. this was a huge loophole. these events angered the chinese and widened the chinese-russian split to the edge of a complete  breakdown. the chinese called khrushchev foolish for putting the missiles into cuba and cowardly for removing them. the crisis had not enhanced the soviet leader\u2019s personal power within the communist bloc. his decline opened new opportunities for the soviet satellites in eastern europe to regain more  autonomy. from a history book published in 1997. source c a cartoon published in an american newspaper, 29 october 1962. the figure on the right represents  khrushchev.",
+            "10": "10 0470/21/ o/n/20 \u00a9 ucles 2020 source d memorandum for the president the speech should point out that our success in cuba does not prove that force can solve everything.  significant steps have been taken to lift the threat of war. this has been made possible by the unity of the american people and by the belated recognition by khrushchev that his adventure was a dangerous miscalculation which was bringing the world close to war. the events of the last weeks have fully exposed castro, and we are confident that the forces of change will take care of his regime  more effectively than invasion could. if we had not acted, we would have allowed a drastic revision of the world balance of power. our use  of force was effective because the communists knew that they were in the wrong and could not justify their actions to the world. from a report written by arthur schlesinger, 29 october 1962. he is advising kennedy on a speech  he was due to make to the american people. schlesinger was a senior adviser to the president. source e the united states\u2019 reactionary forces have been doing everything to overthrow cuba\u2019s revolutionary  government and restore their domination there. revolutionary cuba was compelled to take all measures to strengthen her defence and agreement was reached to station soviet missiles in cuba. our only aim was to defend cuba. all talk that cuba was being converted into a base for an attack on  the usa was a vicious lie. the president of the united states declared that if we agreed to remove these weapons, the united  states would not invade cuba. we had shipped weapons to cuba precisely to prevent such aggression against cuba. which side won? one may say that it was sanity and the cause of peace that won. the soviet union has not only exposed the us imperialist intrigues against cuba but when cuba was  threatened we sent weapons and people ready to fight shoulder to shoulder with the cuban people. from a speech by khrushchev to the supreme soviet (the parliament of the ussr),   12 december 1962.",
+            "11": "11 0470/21/ o/n/20 \u00a9 ucles 2020 [turn over source f a cartoon published in an american newspaper, 30 october 1962. source g the main point about the crisis is that it has guaranteed the existence of a socialist cuba. if cuba had  not undergone this ordeal it is very likely that the americans would have organised an invasion. now  that the climax of the tension has passed and we have exchanged commitments with the american  government, it will be very difficult for them to interfere. if the united states should invade now, the soviet union will have the right to attack. we have secured the existence of a socialist cuba for at least another two years while kennedy is president, and he may be in office for another six years. to make it through six years in this day and age is no small thing. and six years from now the balance of power in the world will have probably shifted \u2013 and shifted in our favour, in favour of socialism! a letter from khrushchev to castro, sent immediately after the crisis.",
+            "12": "12 0470/21/ o/n/20 \u00a9 ucles 2020 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 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.now answer all the following questions. you may use any of the sources to help you answer the  questions, in addition to those sources which you are told to use. in answering the questions you  should use your knowledge of the topic to help you interpret and evaluate the sources. 1 study sources a and b.  how far do these two sources agree? explain your answer using details of the sources.  [7] 2 study source c.  why was this cartoon published on 29 october 1962? explain your answer using details of the  source and your knowledge.  [8] 3 study sources d and e.  how far does source d make source e surprising? explain your answer using details of the  sources and your knowledge.  [8] 4 study source f.  what is the cartoonist\u2019s message? explain your answer using details of the source and your  knowledge.  [8] 5 study source g.  how far does this source prove that khrushchev\u2019s motive in the missile crisis was to protect  cuba? explain your answer using details of the source and your knowledge.  [7] 6 study all the sources.  how far do these sources provide convincing evidence that the cuban missile crisis was a  success for khrushchev? use the sources to explain your answer.   [12]"
+        },
+        "0470_w20_qp_22.pdf": {
+            "1": "this document has 16 pages. blank pages are indicated. dc (tc/cgw) 189976/3 \u00a9 ucles 2020  [turn over *2842753787*cambridge igcse\u2122 history  0470/22 paper 2  october/november  2020  2 hours you must answer on the enclosed answer booklet. you will need:  answer booklet (enclosed) instructions  \u25cf answer all the questions on one option only. option a: nineteenth century topic option b: twentieth century topic  \u25cf follow the instructions on the front cover of the answer booklet. if you need additional answer paper,  ask the invigilator for a continuation booklet. information  \u25cf the total mark for this paper is 50.  \u25cf the number of marks for each question or part question is shown in brackets [  ].",
+            "2": "2 0470/22/o/n/20 \u00a9 ucles 2020 option a: nineteenth century topic was john brown a real threat to the south? study the background information and the sources carefully, and then answer all the questions.  background information on 16 october 1859 john brown led a group of armed men in an attack on the federal arsenal at  harpers ferry. he planned to use the twenty thousand weapons in the arsenal to equip slaves, who,  he hoped, would rise up in rebellion against slavery. brown managed to gain control of the armoury but on 18 october ninety us marines arrived and brown and his men were soon either captured or killed. brown was charged with treason against the state of virginia, tried and hanged.  the raid at harpers ferry caused near hysteria amongst some in the south. they claimed that brown\u2019s  actions were part of a large, well-organised and well-financed insurrection against slave-owning states and the institution of slavery. they feared that slaves were about to rise up against their masters. others, especially in the north, regarded brown as a well-intentioned madman who had little support and had acted alone. was brown a real threat? source a a mural entitled \u2018tragic prelude\u2019, from the late 1930s. it shows john brown in kansas during the  1850s. the book in his hand is the bible. a prelude is an event that is an introduction to something  more important. ",
+            "3": "3 0470/22/o/n/20 \u00a9 ucles 2020 [turn over source b it would be difficult to find anything more absurd than john brown assuming the character of  commander-in-chief of a provisional government and expecting, at the head of an army of seventeen  white men and three negroes, to start a great revolution, and by the bold strike of seizing the arsenal at harpers ferry, to bring about the abolition of slavery. however, in spite of his delusions and the absurdity of his enterprises, he deserves our respect for his display of the noblest qualities of human nature. john brown seems to have infected the people of virginia with delusion. despite brown and his  cooperators being killed or in prison, virginia remains strongly impressed with the idea of a grand army of slave liberators dispersed along her borders, while still another grand army of desperate abolitionists is expected from the north to storm the jail at charlestown, to liberate brown and place him at their head. the burning of two or three barns has been accepted as proof of the approach of this liberating  army. from a new york newspaper, 19 november 1859. source c on friday last, one of the most evil schemes was brought to light. a large body of whites and blacks  took possession of the us arsenal at harpers ferry, murdering and imprisoning the citizens at will. it turned out to be an abolition movement, led by the notorious john brown, who told his fanatical followers that the negroes would join them by their thousands, and that maryland and virginia would  become free states. the rebellion has been put down and the ringleaders shot. the party originally  consisted of 32 persons of whom fifteen are killed. the originator of this insurrection was captain john brown, whose connection with the scenes of  violence in the warfare of kansas made his name notorious to the whole country. in the coat of one of the men killed was found a captain\u2019s commission signed by \u2018john brown, commander-in-chief  of the army of the provisional government of the united states\u2019. this insurrection is the result of the  preachings of the vile families in the north. it is the first step toward carrying out seward\u2019s idea of the \u2018irrepressible conflict which is sooner or later to ensue between the slave and free states\u2019. this damnable plot should awaken the conservative people of the north to the inevitable results of listening to the vile shrieks of the fanatics of the free states. we rejoice that the bloody scheme has been foiled.  may all such movements be crushed just as quickly. from a northern newspaper, 22 october 1859.",
+            "4": "4 0470/22/o/n/20 \u00a9 ucles 2020 source d a print published in new york, 1863. it shows brown leaving jail on his way to his execution.   the artist has shown brown about to kiss a black child as described at the time in a northern  newspaper. however, most accounts say that only soldiers were present when brown left the jail.  behind brown is the flag of the state of virginia. the words on the flag say \u2018thus always to tyrants\u2019.   in the bottom left, is a statue of justice with its arms and scales broken.",
+            "5": "5 0470/22/o/n/20 \u00a9 ucles 2020 [turn over source e a cartoon published in \u2018harper\u2019s weekly\u2019 magazine, 26 november 1859, soon after the raid at harpers  ferry. the magazine was published in new york. it supported the union and took a moderate position  on slavery. john brown is saying, \u2018here! take this, and follow me. my name\u2019s brown.\u2019 the slave  replies, \u2018please god! mr brown, that is impossible. we haven\u2019t finished planting yet at our house.\u2019",
+            "6": "6 0470/22/o/n/20 \u00a9 ucles 2020 source f an illustration published in november 1859 soon after the raid at harpers ferry. it is entitled   \u2018a southern planter arming his slaves to resist invasion\u2019. the artist was a native virginian who  supported slavery. source g why will the newspapers persist in calling the events at harpers ferry an \u2018insurrection\u2019 among negroes?  there was no insurrection, and it is a libel upon the slaves in calling it as such. they had nothing whatever to do with it. the original insurgents consisted of fifteen white men and half a dozen free negroes from the north. most slaves refused to take up arms against their masters \u2013 the only friends they knew. a few were forced into it by threats of death, and even then only a few joined the blood-thirsty, demented fanatics of the north in their treasonable work. we think the slaves in the harpers  ferry region deserve credit for the manner in which they behaved.  of course, as long as we in the south continue to call the affair an insurrection, we will be playing  into the hands of the north. they wanted it to be seen in that light as it makes it appear that slaves are dissatisfied with their way of life and want to change it. they then have an excuse for invading  southern territory. slaves, however, honour and obey their masters. from a southern newspaper, 26 october 1859.",
+            "7": "7 0470/22/o/n/20 \u00a9 ucles 2020 [turn over now answer all the following questions. you may use any of the sources to help you answer the  questions, in addition to those sources which you are told to use. in answering the questions you  should use your knowledge of the topic to help you interpret and evaluate the sources. 1  study source a.  what impressions of john brown does this source give? explain your answer using details of the  source.  [7] 2 study sources b and c.  how far do these two sources agree? explain your answer using details of the sources and your  knowledge.  [8] 3 study source d.  why was this print published at this time? explain your answer using details of the source and  your knowledge.  [8] 4 study sources e and f.  does source e make source f surprising? explain your answer using details of the sources and  your knowledge.  [8] 5 study source g.  how useful is this source to a historian studying the raid at harpers ferry? explain your answer  using details of the source and your knowledge.   [7] 6 study all the sources.  how far do these sources provide convincing evidence that john brown was a real threat to the  south? use the sources to explain your answer.  [12]",
+            "8": "8 0470/22/o/n/20 \u00a9 ucles 2020 option b: twentieth century topic was the usa right to become involved in vietnam? study the background information and the sources carefully, and then answer all the questions.  background information the increasing involvement of the usa in vietnam was gradual. in 1950 president truman sent money,  weapons and a few military officers to help the french. after the division of vietnam in 1954 into  communist north vietnam and capitalist south vietnam, president eisenhower supported president  diem\u2019s regime in south vietnam with over a billion dollars. president kennedy greatly increased  american military involvement, but it was president johnson who in 1965 sent the first american  ground troops. by july 1965 johnson had increased us involvement to 125  000 troops and expanded  the air war against north vietnam. during this period many people criticised america\u2019s increasing involvement. some argued that the  usa would never be able to win a war across the other side of the world and that its vital interests were  not involved. others argued that it was vitally important for america to stop the spread of communism  and that it could succeed if no restrictions were placed on the military commanders. was the usa right to become involved in vietnam? source a we fight this war because we must fight if we are to live in a world where every country can shape  its own future. and only in such a world will a future be safe. we are in vietnam because we have a  promise to keep. since 1954 every american president has offered support to the people of vietnam.  we have helped to build and we have helped to defend. over many years we have made a national  pledge to help south vietnam defend its independence. to dishonour that pledge, to abandon this  small and brave nation to its enemies, and to the terror that must follow, would be an unforgivable  wrong. from a speech by president johnson to the american people, april 1965.",
+            "9": "9 0470/22/o/n/20 \u00a9 ucles 2020 [turn over source b a cartoon published in the united states in may 1964.",
+            "10": "10 0470/22/o/n/20 \u00a9 ucles 2020 source c a cartoon published in an american newspaper in 1965. source d by the time the united states finally left south vietnam in 1973, we had lost over 58  000 men and  women, our economy had been damaged by years of heavy war spending, and the political unity of our  society had been shattered. were such high costs justified? many conclude that without us intervention  in vietnam, communism would have spread farther through south and east asia. i seriously question  such judgements. i question whether either soviet or chinese behaviour and influence in the 1970s  and 1980s would have been different had we not entered the war or had we withdrawn from vietnam  in the early or mid-1960s.  by then it should have been clear that the two conditions underlying president kennedy\u2019s decision to  send military advisers were not being met, and could not be met: political stability did not exist; and  the south vietnamese were incapable of defending themselves. i do not believe that us withdrawal in  1963 would have led west europeans to question our support for nato. on the contrary, it is possible  we would have improved our credibility by withdrawing from vietnam and saving our strength for more  defensible stands elsewhere.  from \u2018in retrospect, the tragedy and lessons of vietnam\u2019 by robert s mcnamara, published in  1995. mcnamara was secretary of defence in the governments of kennedy and johnson from 1961  to 1968 when he resigned over vietnam. ",
+            "11": "11 0470/22/o/n/20 \u00a9 ucles 2020 [turn over source e a cartoon published in an american newspaper, may 1970. the soldier on the right is saying   \u2018y ou see, the reason we are in vietnam is to protect us boys in vietnam.\u2019content removed due to copyright restrictions.",
+            "12": "12 0470/22/o/n/20 \u00a9 ucles 2020 source f despite the long years of support and vast expenditure of lives and funds, the united states in the  end abandoned south vietnam.  many of the errors could be traced to the conduct of  the war from washington. from \u2018a soldier reports\u2019, general westmoreland\u2019s account of his military career, published in 1976.  westmoreland commanded us forces in vietnam from 1964 to 1968. he was replaced in vietnam  because of the tet offensive. source g us involvement in vietnam was a logical development of the policy of containment that americans had  accepted for more than two decades. the us intervention in vietnam was misguided. it can be argued that the containment policy worked in europe, but it was misapplied in vietnam. obsessed with their determination to stop the advance of communism, abysmally ignorant of the vietnamese people and their history, americans misread the nature of the struggle in vietnam. defeat came hard, and it has been fashionable for many americans to argue that victory could have  been achieved if the war had been fought differently. such views are comforting and agree with \u2018the illusion of american omnipotence\u2019. but the lesson of the vietnam war is that power, no matter how great, has its limits. i do not believe that the war could have been won in any meaningful sense or at a moral or financial price americans would \u2013 or should \u2013 have been willing to pay. from a book about the vietnam war published in 2002.  content removed due to copyright restrictions.",
+            "13": "13 0470/22/ o/n/20 \u00a9 ucles 2020 now answer all the following questions. you may use any of the sources to help you answer the  questions, in addition to those sources which you are told to use. in answering the questions you  should use your knowledge of the topic to help you interpret and evaluate the sources. 1 study source a.  how far are you surprised by source a? explain your answer using details of the source and your  knowledge.  [8] 2 study sources b and c.  how far do these two cartoonists agree? explain your answer using details of the sources and  your knowledge.  [7] 3 study source d.  how useful is this source as evidence about american involvement in vietnam? explain your  answer using details of the source and your knowledge.  [7] 4 study source e.  why was this cartoon published in may 1970? explain your answer using details of the source and  your knowledge.  [8] 5 study sources f and g.   does source f prove source g to be wrong? explain your answer using details of the sources  and your knowledge.  [8] 6 study all the sources.  how far do these sources provide convincing evidence that the usa was right to get involved in  vietnam? use the sources to explain your answer.   [12]",
+            "14": "14 0470/22/o/n/20 \u00a9 ucles 2020 blank page",
+            "15": "15 0470/22/ o/n/20 \u00a9 ucles 2020 blank page",
+            "16": "16 0470/22/o/n/20 \u00a9 ucles 2020 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 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.blank page"
+        },
+        "0470_w20_qp_23.pdf": {
+            "1": "cambridge igcse\u2122this document has 12 pages. blank pages are indicated. dc (tc/cgw) 190811/4 \u00a9 ucles 2020  [turn over *6010253699*history  0470/23 paper 2  october/november  2020  2 hours you must answer on the enclosed answer booklet. you will need:  answer booklet (enclosed) instructions  \u25cf answer all the questions on one option only. option a: nineteenth century topic option b: twentieth century topic  \u25cf follow the instructions on the front cover of the answer booklet. if you need additional answer paper,  ask the invigilator for a continuation booklet. information  \u25cf the total mark for this paper is 50.  \u25cf the number of marks for each question or part question is shown in brackets [  ].",
+            "2": "2 0470/23/ o/n/20 \u00a9 ucles 2020 option a: nineteenth century topic who was to blame for the violence in kansas in the 1850s? study the background information and the sources carefully, and then answer all the questions.  background information the crisis in kansas known as \u2018bleeding kansas\u2019 is regarded by some historians as the beginning  of the civil war. the passing of the kansas-nebraska act in 1854 created the possibility of kansas  becoming a slave territory. this set off a race for kansas between pro-slavery and anti-slavery groups  which soon turned into violence.  northern organisations such as the emigrant aid society encouraged people from the north to settle  in kansas. southerners saw this as a plot to \u2018steal\u2019 kansas and \u2018border ruffians\u2019 came over the border  from missouri in armed groups to support slavery. the aim of both sides was to win elections and have  politicians elected who supported their position on slavery. a pro-slavery legislature was elected and in  july 1855 began passing pro-slavery laws, one of which made it a crime to state that people in kansas  did not have the right to own slaves. the free soilers then held their own elections and set up their  own government in topeka. president pierce supported the pro-slavery government and condemned  the topeka government. soon violence was being committed by both sides. who was to blame for  \u2018bleeding kansas\u2019, the pro-slavers or the anti-slavers? source a the day of our enslavement !! worse than the most extreme despotism on earth ! now we do assert and we declare, despite the wicked legislature of kansas, that persons have not the right to hold slaves in this territory and we will emblazon it upon our banner in letters so large and language so plain that the infatuated invaders who elected the kansas legislature, as well as that corrupt and ignorant legislature may understand it the constitution of the united states  guarantees to every citizen the liberty of speech and freedom of the press  an insolent gag law !! a page from a kansas newspaper, published in lawrence, 15 september 1855.   the legislature it mentions is the pro-slavery legislature elected in 1855.",
+            "3": "3 0470/23/ o/n/20 \u00a9 ucles 2020 [turn over source b by the start of 1856 there were two rival governments in kansas; the official pro-slavery government  and the free state government. northern groups sent weapons to help the free-staters. the southern  response was for well-armed missourians to move into kansas. in may 1856 a pro-slavery posse, trying to arrest an armed band of free-staters who had been terrorising pro-slavery settlers, \u2018sacked\u2019 lawrence (a free state town). this event was blown up out of all proportion by northern journalists who invented facts. according to them dozens of free-staters were killed. in reality there were no casualties. nevertheless the pro-slavers did demolish a hotel, two newspaper offices and a few houses and shops. the lawrence raid sparked off more serious violence. the man responsible for this was john brown.  at pottawatomie creek, brown and his sons dragged five young pro-slavery settlers from their cabins and murdered them in cold blood. brown shot some of his victims: others were hacked to pieces with a sword. northern newspapers, suppressing the facts, claimed that brown had acted in self-defence. as  a result of his terrible crime, he became a northern hero. these events led to worsening tension. the  northern press again exaggerated the situation, describing it as civil war. events in kansas \u2013 and the distorted reporting of them \u2013 led to \u2018bleeding kansas\u2019 becoming a rallying cry for northerners. from a history book published in 2002. source c kansas became the battleground of southern extremists and anti-slavery activists. indeed, it could  be said that the civil war started here. when elections came missourians crossed the border and  swamped the polls. the new government expelled any anti-slavers from the legislature and adopted  a slave-code. the anti-slavers drafted a new constitution which banned slaves and elected another government. a congressional committee reported the first elections to be fraudulent, and that the free state government represented the will of the majority. then the fighting began. northern clergymen sent guns. the south moved in guns as well.  in may 1856 a mob of slavers sacked lawrence, blew up the hotel, burned the governor\u2019s house and  tossed the presses of the local newspapers into the river. two days later john brown, his four sons, and some others headed for pottawatomie creek where the doyle family, notorious slave catchers, lived. brown told his men that they were to be taken prisoner, but they attacked the family with swords and killed them. brown did not take part in the actual killings. doyle\u2019s wife and his youngest sons were  left unharmed. by the end of the year over 200 people had been murdered in \u2018bleeding kansas\u2019. from a recent account of \u2018bleeding kansas\u2019.",
+            "4": "4 0470/23/ o/n/20 \u00a9 ucles 2020 source d a cartoon published in \u2018harper\u2019s weekly\u2019, a northern magazine, 1856. the two white men on the  left are stephen a douglas and president franklin pierce. the figures on the right are presidential  nominee james buchanan and democratic senator lewis cass. the words in the speech bubble are  \u2018murder!!! help \u2013 neighbours help, o my poor wife and children.\u2019 source e a mural entitled \u2018tragic prelude\u2019, from the late 1930s. it shows john brown in kansas   during the 1850s. the book in his hand is the bible. a prelude is an event that is an   introduction to something more important.",
+            "5": "5 0470/23/ o/n/20 \u00a9 ucles 2020 [turn over source f the front page of a book published in the north, 1856. the full title of the book was \u2018the reign of  terror in kanzas (kansas): as encouraged by president pierce and carried out by the southern slave  power\u2019.",
+            "6": "6 0470/23/ o/n/20 \u00a9 ucles 2020 source g brown said he wanted me to guide him and his men into the neighbourhood where i lived, and show  them where all the pro-slavery men resided; that he proposed to sweep the creek of all the pro-slavery  men living on it. i refused to do it. he insisted upon it. i then wanted to go home, but he refused to let  me do so. some time after dark we were ordered to march.  the old man doyle and his sons were ordered to come out. they did not immediately obey and henry  thompson threw into the house some balls of hay in which gunpowder had been mixed, setting fire to  them as he threw them in. the old man and his sons came out. john brown drew his revolver and shot  old man doyle in the forehead. brown\u2019s two sons immediately fell upon the younger doyles with their  short two-edged swords. one of the young doyles was quickly killed; the other was pursued a short  distance and cut down also. i thought this was terrible but after time i became satisfied that it resulted  in good to the free state cause, and was especially beneficial to free state settlers on pottawatomie  creek. an account of events at pottawatomie creek on 24 may 1856 by james townsley who was  interviewed by a journalist in 1879 when he made this statement. now answer all the following questions. you may use any of the sources to help you answer the  questions, in addition to those sources which you are told to use. in answering the questions you  should use your knowledge of the topic to help you interpret and evaluate the sources. 1 study source a.  why was this source published in september 1855? explain your answer using details of the  source and your knowledge.  [8] 2 study sources b and c.  how far do these two sources agree? explain your answer using details of the sources.  [7] 3 study source d.  what is the message of the cartoonist? explain your answer using details of the source and your  knowledge.  [8] 4 study sources e and f.  how similar are these two sources? explain your answer using details of the sources and your  knowledge.  [8] 5 study source g.  do you trust this source? explain your answer using details of the source and your knowledge.  [7] 6 study  all the sources.  how far do these sources provide convincing evidence that the anti-slavery groups were  responsible for the violence in kansas? use the sources to explain your answer.   [12]",
+            "7": "7 0470/23/ o/n/20 \u00a9 ucles 2020 [turn over blank page",
+            "8": "8 0470/23/ o/n/20 \u00a9 ucles 2020 option b: twentieth century topic why did khrushchev put missiles into cuba? study the background information and the sources carefully, and then answer all the questions.  background information historians have long disagreed over the puzzle of why khrushchev put missiles into cuba in 1962. at  the time, americans saw his actions as a direct threat to the usa. khrushchev claimed both that he was  simply trying to protect cuba from an american invasion and that he wanted to balance the american missiles surrounding the ussr. the conflicting evidence about why the soviets placed missiles in cuba has led to historians discussing a wide variety of possible soviet motives. what were khrushchev\u2019s real motives? source a historians have stated that the priorities in the minds of the soviet leaders throughout 1962 were  to prevent china from acquiring nuclear weapons, to prevent west germany from acquiring such  weapons, and to sign a german peace treaty which would continue the division of germany. that the operation was undertaken simply to protect cuba is a fantasy. as the chinese pointed out, before the soviet union put weapons into cuba there was no crisis of the usa using nuclear weapons in the caribbean sea and of a nuclear war breaking out. installing missiles in cuba was seen as a way of solving the most difficult issue of soviet foreign  policy. in the west, the china-soviet dispute was overshadowed by the german problem. the berlin crisis continued with incidents and harassment. the soviets never let the issue disappear from the front pages for long. but had the russians been solely interested in berlin, it is clear they could have continued such nerve-wracking tactics indefinitely. the soviets\u2019 other concern was to prevail over  china\u2019s determination to become a nuclear power. the missiles would be something to negotiate with.  the soviets would insist the usa met soviet demands over germany, and that a nuclear-power free zone would be established in the pacific. they would extract a pledge from china not to manufacture atomic weapons. the russians hoped that by their dramatic coup in cuba they would create an atmosphere in which the chinese would have to reconsider. part of the price the americans would pay  for the removal of the soviet missiles could well be the withdrawal of american protection for formosa.  this would be an almost irresistible incentive for the chinese to postpone their atomic ambitions.  from a history book published in 1968.",
+            "9": "9 0470/23/ o/n/20 \u00a9 ucles 2020 [turn over source b the soviets thought that a general improvement in the soviet military position would affect the entire  political context, strengthening their hand for dealing with the whole range of problems facing them.  but even though general rather than specific security goals were the principal motive, the decision over the missiles did offer prospects for specific gains. the soviet leverage on berlin would be improved. nato would be shaken. in latin america, other potential \u2018castros\u2019 would be encouraged. it would also cut the ground from under the chinese communists and convince communists everywhere that soviet leadership was strong. castro clamoured more and more for military protection, magnifying the threat of an american invasion.  installing missiles in cuba would meet castro\u2019s demands, and take advantage of what had become, since castro\u2019s self-proclaimed membership of the communist bloc, the first opportunity to project soviet power into the west. it would also provide a convenient solution to several of their other problems. the  soviet government seems to have decided on putting missiles in cuba as a generalised, strategic  response to a whole set of problems, military, economic and political. from a book by roger hilsman, 1967. hilsman was director of the bureau of intelligence and  research in the american government at the time of the cuban missile crisis.  source c khrushchev and his defence minister, rodion malinovsky, were at khrushchev\u2019s estate on the black  sea. they went for a walk and malinovsky pointed in the direction of turkey and said, \u2018that\u2019s where  the american rockets are pointing at us. they need only 10 minutes to reach our cities, but our rockets  need 25 minutes to reach america.\u2019 khrushchev thought for a while and then said, \u2018why don\u2019t we install rockets in cuba and point them at the americans? then we will need only 10 minutes, too.\u2019  an account by major-general boris surikov, a soviet missiles expert, of a conversation between  khrushchev and his defence minister which took place before the missile crisis. source d we were sure the americans would never reconcile themselves to the existence of castro\u2019s cuba.  one thought kept hammering away at my brain: what would happen if we lose cuba? i knew it would  gravely diminish our stature throughout the world, but especially in latin america. if cuba fell, other latin american countries would reject us. what exactly could we do? the logical answer was missiles. the united states had already surrounded the soviet union with its own missiles. it was during my visit to bulgaria that i had the idea of installing missiles with nuclear warheads in cuba.  i want to make one thing absolutely clear; when we put our missiles in cuba, we had no desire to  start a war. on the contrary, our main aim was only to deter america from starting a war. in addition to protecting cuba, our missiles would have equalised what the west likes to call the \u2018balance of power\u2019. the americans had surrounded our country with military bases and threatened us with nuclear weapons, and now they would learn just what it feels like to have enemy missiles pointing at you. it  was high time america learned what it feels like to have her own land threatened. from khrushchev\u2019s memoirs published in 1970.",
+            "10": "10 0470/23/ o/n/20 \u00a9 ucles 2020 source e a cartoon published in a british newspaper, 24 october 1962. source f a cartoon published in a soviet newspaper, 14 october 1962. the caption reads \u2018cuba is not alone.\u2019",
+            "11": "11 0470/23/ o/n/20 \u00a9 ucles 2020 [turn over source g a canadian cartoon published in october 1962. source h good evening my fellow citizens.within the past week, unmistakable evidence has established that a series of offensive missile sites  is now in preparation on cuba. their purpose can be none other than to provide a nuclear strike  capability against the western hemisphere. each of the missiles is capable of striking washington dc,  cape canaveral, mexico city and any other city in the south-eastern part of the united states. this urgent transformation of cuba into an important strategic base is an explicit threat to the peace and security of all the americas.  only last thursday, the soviet foreign minister told me that soviet assistance to cuba was \u2018pursued  only for the purpose of contributing to the defence capabilities of cuba\u2019, and that \u2018training by soviet specialists of cuban nationals in handling defensive armaments was by no means offensive\u2019. that statement was false. it shall be the policy of this nation to regard any nuclear missile launched from cuba against any nation  in the western hemisphere as an attack by the soviet union on the united states, requiring a full  retaliatory response upon the soviet union. from a speech by president kennedy to the american people, 22 october 1962. ",
+            "12": "12 0470/23/ o/n/20 \u00a9 ucles 2020 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 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.now answer all the following questions. you may use any of the sources to help you answer the  questions, in addition to those sources which you are told to use. in answering the questions you  should use your knowledge of the topic to help you interpret and evaluate the sources. 1 study sources a and b.  how far do these two sources agree? explain your answer using details of the sources.  [7] 2 study sources c and d.  how far does source c prove that khrushchev was not telling the truth in source d? explain your  answer using details of the sources and your knowledge.  [8] 3 study source e.  are you surprised that this cartoon was published in britain at this time? explain your answer  using details of the source and your knowledge.  [8] 4 study sources f and g.  would these two cartoonists have agreed with each other? explain your answer using details of  the sources and your knowledge.  [8] 5 study source h.   how useful is this source as evidence about khrushchev\u2019s motives for placing missiles in cuba?  explain your answer using details of the source and your knowledge.  [7] 6 study  all the sources.  how far do these sources provide convincing evidence that khrushchev placed missiles in cuba  as a balance to american missiles surrounding the soviet union? use the sources to explain your  answer.  [12]"
+        },
+        "0470_w20_qp_41.pdf": {
+            "1": "cambridgeigcse\u2122 0470/41 october/november2020 1hourhistory paper4alternativetocoursework youmustanswerontheenclosedanswerbooklet. youwillneed: answerbooklet(enclosed) instructions \u2022answeronequestionfromyourchosendepthstudy. \u2022followtheinstructionsonthefrontcoveroftheanswerbooklet.ifyouneedadditionalanswerpaper, asktheinvigilatorforacontinuationbooklet. information \u2022thetotalmarkforthispaperis40. \u2022thenumberofmarksforeachquestionorpartquestionisshowninbrackets[ ]. thisdocumenthas 4pages.blankpagesareindicated. [turnover11_0470_41_2020_1.9 \u00a9ucles2020 *5084274139*",
+            "2": "answeronequestionfromyourchosendepthstudy. depthstudya:thefirstworldwar,1914\u201318 howimportantwastheuseofgasweaponsinwarfareonthewesternfront?explainyour answer. [40]1 howsignificantwasthewaratseaindeterminingthenatureofthebritishhomefront?explain youranswer. [40]2 depthstudyb:germany,1918\u201345 howimportantwereeconomicproblemsasacauseofdisorderingermanybetween1918 and1923?explainyouranswer. [40]3 howsignificantwasarmyoppositioninresistingnazirule?explainyouranswer. [40] 4 depthstudyc:russia,1905\u201341 how important was political reform to the survival of the tsarist regime between 1905 and 1914?explainyouranswer. [40]5 howsignificantwasstrongleadershipasareasonwhythebolshevikswereabletoseizepower innovember1917?explainyouranswer. [40]6 depthstudyd:theunitedstates,1919\u201341 howimportantwastheentertainmentindustryinchangingthelivesofwomeninthe1920s? explainyouranswer. [40]7 how significant was the work of the tennessee valley authority (tva) in dealing with the depressionofthe1930s?explainyouranswer. [40]8 depthstudye:china,c.1930\u2013c.1990 how important was the withdrawal of american support in bringing about the defeat of the nationalistsin1949?explainyouranswer. [40]9 howsignificantwasideologyasareasonwhymaolaunchedtheculturalrevolution?explain youranswer. [40]10 11_0470_41_2020_1.9 \u00a9ucles20202",
+            "3": "depthstudyf:southafrica,c.1940\u2013c.1994 howimportantwasthemigrantlaboursysteminshapingthelivesofthenon-whitepopulation insouthafricabefore1948?explainyouranswer. [40]11 how significant were women to the development of opposition against apartheid by 1966? explainyouranswer. [40]12 depthstudyg:israelisandpalestinianssince1945 howimportantwasthejewishcampaignofterrorasareasonforthebritishwithdrawalfrom palestine?explainyouranswer. [40]13 howsignificantwastheusatotheoutcomeofthearab\u2013israeliconflictsbetween1956and 1973?explainyouranswer. [40]14 11_0470_41_2020_1.9 \u00a9ucles20203",
+            "4": "blankpage permissiontoreproduceitemswherethird-partyownedmaterialprotectedbycopyrightisincludedhasbeensoughtandclearedwherepossible.everyreasonable efforthasbeenmadebythepublisher(ucles)totracecopyrightholders,butifanyitemsrequiringclearancehaveunwittinglybeenincluded,thepublisherwill bepleasedtomakeamendsattheearliestpossibleopportunity. toavoidtheissueofdisclosureofanswer-relatedinformationtocandidates,allcopyrightacknowledgementsarereproducedonlineinthecambridgeassessment international education copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download at www.cambridgeinternational.orgaftertheliveexaminationseries. cambridge assessment international education is part of the cambridge assessment group. cambridge assessment is the brand name of the university of cambridgelocalexaminationssyndicate(ucles),whichitselfisadepartmentoftheuniversityofcambridge. 11_0470_41_2020_1.9 \u00a9ucles20204"
+        },
+        "0470_w20_qp_43.pdf": {
+            "1": "cambridgeigcse\u2122 0470/43 october/november2020 1hourhistory paper4alternativetocoursework youmustanswerontheenclosedanswerbooklet. youwillneed: answerbooklet(enclosed) instructions \u2022answeronequestionfromyourchosendepthstudy. \u2022followtheinstructionsonthefrontcoveroftheanswerbooklet.ifyouneedadditionalanswerpaper, asktheinvigilatorforacontinuationbooklet. information \u2022thetotalmarkforthispaperis40. \u2022thenumberofmarksforeachquestionorpartquestionisshowninbrackets[ ]. thisdocumenthas 4pages.blankpagesareindicated. [turnover11_0470_43_2020_1.8 \u00a9ucles2020 *4031513744*",
+            "2": "answeronequestionfromyourchosendepthstudy. depthstudya:thefirstworldwar,1914\u201318 howimportantweretheactionsofhaigtothecourseofthewar?explainyouranswer. [40] 1 howsignificantweredomesticproblemsasacauseofthegermanrevolutioninoctober1918? explainyouranswer. [40]2 depthstudyb:germany,1918\u201345 howimportantwerestresemann\u2019sforeignpolicyachievementsinstabilisingweimargermanyby 1929?explainyouranswer. [40]3 howsignificantwashindenburginhitler\u2019stakeoverofgermanybetween1933and1934?explain youranswer. [40]4 depthstudyc:russia,1905\u201341 howimportantweremilitarydefeatsinweakeningthetsar\u2019scontrolinrussiabymarch1917? explainyouranswer. [40]5 howsignificantwerethefive-yearplansinhelpingstalinincreasehiscontrolofthesovietunion? explainyouranswer. [40]6 depthstudyd:theunitedstates,1919\u201341 howimportantwasthesupportofpoliticiansandindustrialistsasareasonfortheintroductionof prohibitionintheusa?explainyouranswer. [40]7 howsignificantwastherepublicanpartyintheoppositiontothenewdeal?explainyouranswer. [40]8 depthstudye:china,c.1930\u2013c.1990 howimportantwascontrolofthemediainmaintainingmao\u2019sdictatorship?explainyouranswer. [40]9 howsignificantwasthedeathofmaoinbringingchangetothechineseeconomy?explainyour answer. [40]10 11_0470_43_2020_1.8 \u00a9ucles20202",
+            "3": "depthstudyf:southafrica,c.1940\u2013c.1994 howimportantwasgovernmentrepressioninmaintainingwhiteminoritycontrolinsouthafrica after1948?explainyouranswer. [40]11 howsignificantwasunrestinthetownshipsinbringingaboutanendtowhiteminorityruleinsouth africa?explainyouranswer. [40]12 depthstudyg:israelisandpalestinianssince1945 howimportantwasthesix-daywarasacauseoftheyomkippurwar?explainyouranswer. [40]13 howsignificantwashezbollahasareasonforthebreakdownofrelationsbetweenisraelisand palestinians?explainyouranswer. [40]14 11_0470_43_2020_1.8 \u00a9ucles20203",
+            "4": "blankpage permissiontoreproduceitemswherethird-partyownedmaterialprotectedbycopyrightisincludedhasbeensoughtandclearedwherepossible.everyreasonable efforthasbeenmadebythepublisher(ucles)totracecopyrightholders,butifanyitemsrequiringclearancehaveunwittinglybeenincluded,thepublisherwill bepleasedtomakeamendsattheearliestpossibleopportunity. toavoidtheissueofdisclosureofanswer-relatedinformationtocandidates,allcopyrightacknowledgementsarereproducedonlineinthecambridgeassessment international education copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download at www.cambridgeinternational.orgaftertheliveexaminationseries. cambridge assessment international education is part of the cambridge assessment group. cambridge assessment is the brand name of the university of cambridgelocalexaminationssyndicate(ucles),whichitselfisadepartmentoftheuniversityofcambridge. 11_0470_43_2020_1.8 \u00a9ucles20204"
+        }
+    },
+    "2021": {
+        "0470_m21_qp_12.pdf": {
+            "1": "*7759728580* dc (nf) 200117/2 \u00a9 ucles 2021  [turn overthis document has 12 pages. any blank pages are indicated.history  0470/12 paper 1  february/march  2021  2 hours you must answer on the enclosed answer booklet. you will need:  answer booklet (enclosed) instructions  \u25cf answer three  questions in total: section a (core content): answer two questions. section b (depth studies): answer one question.  \u25cf follow the instructions on the front cover of the answer booklet. if you need additional answer paper,  ask the invigilator for a continuation booklet. information  \u25cf the total mark for this paper is 60.  \u25cf the number of marks for each question or part question is shown in brackets [  ].cambridge igcse\u2122",
+            "2": "2 0470/12/ f/m/21 \u00a9 ucles 2021 section a: core content answer any two questions from this section. 1 1848\u201349 was a period of turmoil in europe.  (a) what were the march laws passed in hungary in 1848?  [4]  (b) why were the reform banquets in 1847\u201348 important in france?  [6]  (c) how far was the revolution of february 1848 in france a failure? explain your answer.  [10] 2 there were many decades of struggle before italy was unified.  (a) describe how the unification of italy was completed in 1870\u201371.  [4]  (b) why was austria able to maintain its position in italy in 1848\u201349?  [6]  (c) \u2018garibaldi was the crucial factor in the creation of the kingdom of italy in 1861.\u2019 how far do  you agree with this statement? explain your answer.  [10] 3 the issue of slavery was of great importance in the usa.  (a) describe the work of the freedmen\u2019s bureau.  [4]  (b) why was there support for slavery in the south?   [6]  (c) how important was leadership in the north\u2019s victory in the civil war? explain your answer.  [10] 4 europeans intervened in many parts of the world.  (a) describe direct rule by france in senegal.  [4]  (b) why did the chinese not welcome european intervention in their country?  [6]  (c) how important were greased cartridges in causing the indian mutiny? explain your answer.  [10]",
+            "3": "3 0470/12/ f/m/21 \u00a9 ucles 2021 [turn over 5 few people were happy with the outcome of the paris peace conference.  (a) describe the benefits lloyd george wanted britain to gain from the paris peace conference.  [4]  (b) why did clemenceau not get everything he wanted at the paris peace conference?  [6]  (c) \u2018the main reason why germany hated the treaty of versailles was the reduction made to its  armed forces.\u2019 how far do you agree with this statement? explain your answer.  [10] 6 hitler was able to carry out much of his foreign policy unopposed.  (a) what part did germany\u2019s armed forces play in the spanish civil war?  [4]  (b) why did britain and france do little when germany remilitarised the rhineland?  [6]  (c) are you surprised that chamberlain signed the munich agreement of september 1938?  explain your answer.  [10] 7 the usa resisted communism in various parts of the world.  (a) describe how the fighting in korea came to an end in 1953.  [4]  (b) why was the cuban missile crisis resolved peacefully?  [6]  (c) was it events in vietnam or events in the usa that forced america to withdraw from vietnam?  explain your answer.  [10] 8 there were many threats to soviet control over eastern europe.  (a) describe the activities of \u2018solidarity\u2019 in poland during the 1980s.  [4]  (b) why did gorbachev do little to defend soviet control over eastern europe?  [6]  (c) which was the more serious problem for the ussr: the events in hungary in 1956 or the  events in czechoslovakia in 1968? explain your answer.  [10]",
+            "4": "4 0470/12/ f/m/21 \u00a9 ucles 2021 section b: depth studies answer any one question from this section. depth study a: the first world war, 1914\u201318 9 the war at sea was an important aspect of the first world war.  (a) describe how the convoy system worked.  [4]  (b) why was the german u-boat campaign important?  [6]  (c) \u2018the battle of jutland achieved little for either side.\u2019 how far do you agree with this statement?  explain your answer.  [10] 10 despite victory over russia, germany asked for an armistice in november 1918.  (a) describe the terms of the armistice of 1918.  [4]  (b) why did russia sign the treaty of brest-litovsk in march 1918?  [6]  (c) \u2018germany lost the war because of problems on its home front.\u2019 how far do you agree with  this statement? explain your answer.  [10]",
+            "5": "5 0470/12/ f/m/21 \u00a9 ucles 2021 [turn over depth study b: germany, 1918\u201345 11 the weimar republic had a difficult start.  (a) what were the aims of kapp and the freikorps in the putsch of 1920?  [4]  (b) why did germany experience hyperinflation in the early 1920s?  [6]  (c) \u2018stresemann was unsuccessful in bringing about the recovery of the weimar republic.\u2019 how  far do you agree with this statement? explain your answer.  [10] 12 many groups suffered under nazi rule.  (a) describe nazi persecution of any two minority groups in germany.  [4]  (b) why did some young people oppose the nazi regime?  [6]  (c) \u2018the nazis had consistent policies towards women.\u2019 how far do you agree with this statement?  explain your answer.  [10]",
+            "6": "6 0470/12/ f/m/21 \u00a9 ucles 2021 depth study c: russia, 1905\u201341 13 the bolsheviks faced problems after they had taken power.  (a) describe how the bolsheviks took power on 6\u20138 november 1917.  [4]  (b) why was the new economic policy important to lenin?  [6]  (c) are you surprised that the whites lost the civil war? explain your answer.  [10] 14 stalin demonstrated his ruthlessness in gaining and keeping power.  (a) describe how stalin used his control over art and culture.  [4]  (b) why was the \u2018great terror\u2019 of 1936\u201338 important to stalin?  [6]  (c) are you surprised that stalin, not trotsky, emerged as leader by 1928? explain your answer.  [10]",
+            "7": "7 0470/12/ f/m/21 \u00a9 ucles 2021 [turn over depth study d: the united states, 1919\u201341 15 different groups in 1920s america had very different experiences.  (a) describe the changes in the way americans spent their leisure time in the 1920s.  [4]  (b) why was there support for the introduction of prohibition?  [6]  (c) \u2018black americans were the main victims of intolerance in the 1920s.\u2019 how far do you agree  with this statement? explain your answer.  [10] 16 the wall street crash had important consequences.  (a) describe what it was like to live in a \u2018hooverville\u2019.  [4]  (b) why was the wall street crash important for the usa?  [6]  (c) \u2018hoover\u2019s failings influenced the result of the 1932 presidential election more than roosevelt\u2019s  strengths.\u2019 how far do you agree with this statement? explain your answer.  [10]",
+            "8": "8 0470/12/ f/m/21 \u00a9 ucles 2021 depth study e: china, c.1930\u2013c.1990 17 the nationalists and the communists struggled for control of china.  (a) what was the jiangxi soviet?  [4]  (b) why was the nationalist government reluctant to deal with the japanese invasion of china?  [6]  (c) \u2018once the long march was completed, the communists\u2019 problems were over.\u2019 how far do you  agree with this statement? explain your answer.  [10] 18 mao dominated china\u2019s foreign policy for many years.  (a) what were the main changes in foreign policy introduced by deng xiaoping?  [4]  (b) why was hong kong important to china even though it was under british control?  [6]  (c) \u2018mao\u2019s foreign policy was a success.\u2019 how far do you agree with this statement? explain your  answer.  [10]",
+            "9": "9 0470/12/ f/m/21 \u00a9 ucles 2021 [turn over depth study f: south africa, c.1940\u2013c.1994 19 south africa saw many changes after the second world war.  (a) what was the population registration act of 1950?  [4]  (b) why did the south african government establish an apartheid state in the 1950s?  [6]  (c) \u2018repression by south african governments ensured that there was little opposition to  apartheid between 1950 and 1966.\u2019 how far do you agree with this statement? explain your  answer.  [10] 20 the struggle over apartheid continued into the 1970s.  (a) what were the aims of the black consciousness movement?  [4]  (b) why did the south african government want black south africans to live in bantustans  (homelands)?  [6]  (c) \u2018during the period 1966 to 1980 opposition to the apartheid state from outside south africa  was more effective than opposition from within the country.\u2019 how far do you agree with this  statement? explain your answer.  [10]",
+            "10": "10 0470/12/ f/m/21 \u00a9 ucles 2021 depth study g: israelis and palestinians since 1945 21 the issue of palestinian refugees has been difficult to solve.  (a) describe the events that led to some palestinians becoming refugees in 1948.  [4]  (b) why have some arab states been reluctant to help the palestinian refugees?  [6]  (c) \u2018palestinian refugees have been helped more by the united nations than by the palestine  liberation organisation (plo).\u2019 how far do you agree with this statement? explain your  answer.  [10] 22 finding a peace settlement between the palestinians and the israelis has proved to be difficult.  (a) what is the palestinian authority?  [4]  (b) why was the second intifada important?  [6]  (c) \u2018divisions between palestinians have done more than divisions within israel to hinder the  peace process.\u2019 how far do you agree with this statement? explain your answer.  [10]",
+            "11": "11 0470/12/ f/m/21 \u00a9 ucles 2021 blank page",
+            "12": "12 0470/12/ f/m/21 \u00a9 ucles 2021 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 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.blank page"
+        },
+        "0470_m21_qp_22.pdf": {
+            "1": "this document has 12 pages. any blank pages are indicated. cambridge igcse\u2122 dc (mb) 200127/2 \u00a9 ucles 2021 [turn over *0796294048*history 0470/22 paper 2 february/march 2021 2 hours you must answer on the enclosed answer booklet. you will need: answer booklet (enclosed) instructions \u25cf answer all the questions on one option only. option a: nineteenth century topic option b: twentieth century topic \u25cf follow the instructions on the front cover of the answer booklet. if you need additional answer paper, ask the invigilator for a continuation booklet. information \u25cf the total mark for this paper is 50. \u25cf the number of marks for each question or part question is shown in brackets [ ].",
+            "2": "2 0470/22/f/m/21 \u00a9 ucles 2021 option a: nineteenth century topic how far was prussia\u2019s dominant position in germany by 1867 achieved  through the use of force? study the background information and the sources carefully, and then answer all the questions.  background informationwhen bismarck became chief minister of prussia in 1862 one of his aims was to make prussia the  leading state in germany. two obstacles stood in his way. first, the austrian empire had a population almost twice the size of prussia, and a larger army. second, most german states did not want to be dominated by prussia.  by 1867 bismarck had achieved his aim, but had he always intended to do this purely by force? source a when bismarck took over control of prussian foreign policy there was no dramatic change of direction.  he war of 1866 may appear with hindsight to have been the inevitable and planned result of  bismarck\u2019s policies, but not all the factors which led to the outbreak of hostilities were within bismarck\u2019s  control. from a history book published in 2000. source b when bismarck came to power his thoughts were primarily concerned with problems of foreign policy,  where his opponent, austria, was rather active. hostility between prussia and austria was, in fact, unavoidable. relations between prussia and austria were already strained and became worse after bismarck\u2019s appointment. he rejected austrian proposals to reform the german confederation which would have strengthened the influence of austria and told the austrian government that relations between the two countries were so bad that they would end in war. the only way to avoid a war, he said, was for austria to surrender its position in germany and focus eastwards.  was it bismarck\u2019s intention from the time of the peace with denmark in 1864 to make war against  austria? he certainly never had any concerns about a war of this kind. he might have been willing to do without the war if he could have achieved his aims by diplomatic means and was probably not determined on war from the beginning. however, he was engaged on a policy against austria which made war unavoidable and two important aspects of his actions should be noted: first, in 1865 he rejected every opportunity by which war might be avoided; second, he worked with patience to remove  content removed due to copyright restrictions.",
+            "3": "3 0470/22/f/m/21 \u00a9 ucles 2021 [turn over the obstacles to war. the mistake of the austrian government was that it did not see in time that war  was inevitable, and that military preparations were necessary. but they cannot be blamed for having failed to avoid a war that was in no way avoidable. from a history book published in 1918. source c i shall soon have to lead the prussian government. my first task will be to organise the prussian army.  as soon as it is in a condition to command respect, then i shall take the first opportunity to declare war on austria, dissolve the german confederation, bring the middle and the smaller states under prussian control and give germany a national union under the leadership of prussia. bismarck\u2019s conversation with a british politician in london in 1862, as reported by   count eckstadt, saxony\u2019s ambassador in london.   source d we both owe it to public opinion to carry out our policy completely, to assert our power and influence in  germany, and not to yield to any direct attacks from the lesser states. the idea of austria and prussia together, that they should co-operate in the action against schleswig-holstein, must be accepted by the confederation. the lesser states must learn that if they attempt to subject the european policy of austria and prussia to the control of the majority of the confederation, they will make the continuance  of friendly relations with the confederation impossible for these two powers. a letter from bismarck to the austrian government, 1863. source e in a meeting with the king and the army chiefs i declared it to be my belief that peace must be concluded  on the austrian terms. i was alone in my opinion. i set to work to commit to paper the reasons which i thought spoke for the conclusion of peace and begged the king, in the event of his not accepting my advice, to accept my resignation if the war was continued. we had to avoid wounding austria too severely. we had to avoid leaving behind in austria any  unnecessary bitterness or desire for revenge. we ought to keep the possibility of becoming friends again. if austria were severely injured, it would become the ally of france and of every other opponent of ours.  a description of events in 1866, from bismarck\u2019s memoirs which were published in 1898. source f the only justification the prussian government gives for the seizure of our kingdom, is that which it  claims to find in the right of conquest. but there has never been a war between us and the king of prussia. we protest in the presence of the world against our incorporation into prussia. we pray for the support of all powers who have recognised our independence. the justification given  by prussia would menace the existence of all monarchies. let all those who may be interested be  warned.  a declaration by the king of hanover, 23 september 1866. ",
+            "4": "4 0470/22/f/m/21 \u00a9 ucles 2021 source g a french cartoon of king william i and the princes of northern germany, 1867.",
+            "5": "5 0470/22/f/m/21 \u00a9 ucles 2021 [turn over now answer all the following questions. you may use any of the sources to help you answer the  questions, in addition to those sources which you are told to use. in answering the questions you should use your knowledge of the topic to help you interpret and evaluate the sources. 1 study sources a and b.how far do these two sources agree? explain your answer using details of the sources. [7] 2 study sources c and d.does source c mean that bismarck was lying in source d? explain your answer using details of  the sources and your knowledge. [8] 3 study source e. do you find source e surprising? explain your answer using details of the source and your  knowledge. [7] 4 study source f. why did the king of hanover issue this declaration at that time? explain your answer using details  of the source and your knowledge. [8] 5 study source g. what is the message of the cartoonist? explain your answer using details of the source and your  knowledge. [8] 6 study all the sources. how far do these sources provide convincing evidence that bismarck always intended to achieve  prussian dominance over germany purely by force? use the sources to explain your answer. [12]",
+            "6": "6 0470/22/f/m/21 \u00a9 ucles 2021 option b: twentieth century topic how far was the soviet union responsible for the worsening of relations  with the usa after the second world war? study the background information and the sources carefully, and then answer all the questions. background informationdespite being allies against nazi germany, relations between the usa and the ussr began to  deteriorate before the second world war ended. the differences in ideology between the two countries probably made this inevitable. the americans were also concerned by increasing soviet control over eastern europe, while the soviets feared the us atom bomb. disagreements over germany, churchill\u2019s claim about an \u2018iron curtain\u2019 descending across europe and the truman doctrine of 1947 deepened the divisions between the two sides. was the usa or the ussr responsible for these worsening relations? source a the united states and the soviet union stepped into the vacuum left in europe by the decline of  the european great powers.   the iron curtain that divided europe gave the soviet union security and  condemned eastern europe to decades of soviet domination.  from a history book published in 2015 . source b even if america had accepted the principle of spheres of interest, the contest could only have been  delayed rather than indefinitely postponed. the soviet union wanted more than security. it was ideologically committed to renew the struggle against \u2018western imperialism\u2019. within a year of the end of the war the soviet union accused its former allies of fascist and imperialist aggression. on the other hand, many people in the west felt that the police states established in eastern europe did not represent the liberated europe they had fought for. for stalin, the cold war had begun the moment the second world war ended. however, it took truman longer to realise what was happening. on 12 march 1947, president truman issued his own declaration of cold war. presenting the truman  doctrine to congress, he used the american fear of communism to convince americans they must embark upon a cold war foreign policy. three months later the united states announced the marshall plan. the soviets rejected it, thus demonstrating the division of europe. it became what the americans  content removed due to copyright restrictions.",
+            "7": "7 0470/22/f/m/21 \u00a9 ucles 2021 [turn over had wanted it to be, a revival of the economies of western europe under american guidance and a move  in the policy of containment. despite the cold war being forced on the west, it produced european unity and lasting american involvement in european affairs \u2013 developments highly undesirable from  the soviet point of view. from a recent history book. source c basic features of the soviet view of the world: the ussr still lives in antagonistic \u2018capitalist encirclement\u2019 with which in the long run there can be  no permanent peaceful coexistence. as stated by stalin in 1927 to a delegation of american workers,   \u2018in the course of further development of international revolution there will emerge two centres of world significance: a socialist centre, drawing to itself the countries which tend toward socialism, and a capitalist centre. battle between these two centres for command of the world economy will decide the fate of capitalism and communism in the entire world.\u2019 what deductions do they lead to about soviet policy? everything must be done to advance the relative strength of ussr as a factor in international society.  no opportunity must be missed to reduce the strength and influence of capitalist powers. soviet efforts, and those of russia\u2019s friends abroad, must be directed toward deepening and exploiting differences and conflicts between capitalist powers. if these eventually deepen into an \u2018imperialist\u2019 war, this war  must be turned into revolutionary upheavals within the various capitalist countries. where individual  governments stand in the path of soviet purposes, pressure will be brought for their removal.  from george kennan\u2019s \u2018long telegram\u2019, 22 february 1946. kennan was an american diplomat  based in moscow. he wrote this analysis of soviet foreign policy for the american government. source d us foreign policy has been characterised in the post-war period by a desire for world domination.  this is the real meaning of repeated statements by president truman that the us has a right to world  leadership. all the forces of american diplomacy, the army, navy, and air force, industry, and science  have been placed at the service of this policy.  the enormous relative importance of the ussr in european affairs, the independence of its foreign  policy, and the economic and political aid which it gives neighbouring countries, is leading to a growth in the influence of the soviet union in these countries and a continuing strengthening in them  of democratic trends. such a situation in eastern europe cannot fail to be viewed by the american  imperialists as an obstacle in the path of an expansionist american foreign policy. it ought to be fully realised that american preparations for a future war are being conducted with the  idea of war against the soviet union, which in the eyes of american imperialists is the chief obstacle in  the american path to world domination. a telegram to the soviet leadership from the soviet ambassador in the usa,   27 september 1946.",
+            "8": "8 0470/22/f/m/21 \u00a9 ucles 2021 source e a cartoon published in the soviet union in 1946. the words on the flags held by churchill read,   \u2018an iron curtain is over europe\u2019 and \u2018anglo-saxons must rule the world\u2019. the figures behind churchill  are hitler and goebbels. source f whatever excuses are used to justify american claims to domination in greece, they cannot be  justified by a defence of the freedom and independence of the greek people. american arguments for  giving assistance to turkey are based upon a threat to the integrity of turkish territory, though nothing  threatens turkish integrity. it is all a smokescreen for an american plan of expansion. justifications that the usa is called upon to \u2018save\u2019 greece and turkey from expansion by the so-called \u2018totalitarian\u2019 states are not new. hitler also referred to the communists when he wanted to open the road to conquests. the leading article in the soviet newspaper \u2018izvestia\u2019, 17 march 1947.",
+            "9": "9 0470/22/f/m/21 \u00a9 ucles 2021 [turn over source g a cartoon published in the usa, 1947. the figures on the left represent the usa, britain and france.",
+            "10": "10 0470/22/f/m/21 \u00a9 ucles 2021 now answer all the following questions. you may use any of the sources to help you answer the  questions, in addition to those sources which you are told to use. in answering the questions you should use your knowledge of the topic to help you interpret and evaluate the sources. 1 study sources a and b.how far do these two sources agree? explain your answer using details of the sources. [7] 2 study sources c and d.how far does source c prove that source d was wrong? explain your answer using details of the  sources and your knowledge. [8] 3 study source e. do you find this source surprising? explain your answer using details of the source and your  knowledge. [7] 4 study source f. why was this source published in march 1947? explain your answer using details of the source  and your knowledge. [8] 5 study source g. what is the cartoonist\u2019s message? explain your answer using details of the source and your  knowledge. [8] 6 study all the sources. how far do these sources provide convincing evidence that the soviet union was responsible for  the worsening of relations with the west? use the sources to explain your answer. [12]",
+            "11": "11 0470/22/ f/m/21 \u00a9 ucles 2021 blank page",
+            "12": "12 0470/22/f/m/21 \u00a9 ucles 2021 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 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.blank page"
+        },
+        "0470_m21_qp_42.pdf": {
+            "1": "cambridgeigcse\u2122 0470/42 february/march2021 1hourhistory paper4alternativetocoursework youmustanswerontheenclosedanswerbooklet. youwillneed: answerbooklet(enclosed) instructions \u2022answeronequestionfromyourchosendepthstudy. \u2022followtheinstructionsonthefrontcoveroftheanswerbooklet.ifyouneedadditionalanswerpaper, asktheinvigilatorforacontinuationbooklet. information \u2022thetotalmarkforthispaperis40. \u2022thenumberofmarksforeachquestionorpartquestionisshowninbrackets[ ]. thisdocumenthas 4pages.anyblankpagesareindicated. [turnover03_0470_42_2021_1.6 \u00a9ucles2021 *2058681171*",
+            "2": "answeronequestionfromyourchosendepthstudy. depthstudya:thefirstworldwar,1914\u201318 howimportantwasthebattleofjutland(1916)inthewaratsea?explainyouranswer. [40] 1 howsignificantwasthehindenburglinetothecourseofthewaronthewesternfront?explain youranswer. [40]2 depthstudyb:germany,1918\u201345 howimportantwerethemilitaryrestrictionsinthetreatyofversaillesasacauseofinstabilityin germany,1919\u201323?explainyouranswer. [40]3 howsignificantwastheenablingact(1933)inallowinghitlertoestablishadictatorshipingermany by1934?explainyouranswer. [40]4 depthstudyc:russia,1905\u201341 howimportantwasstolypininbringingaboutstabilityinrussiaafterthe1905revolution?explain youranswer. [40]5 howsignificantwasthekronstadtrisinginensuringthecontinuanceofbolshevikruleafter1921? explainyouranswer. [40]6 depthstudyd:theunitedstates,1919\u201341 howimportantwasthescopes\u2018monkeytrial\u2019asanaspectofintoleranceintheusainthe1920s? explainyouranswer. [40]7 howsignificantwashueylonginoppositiontothenewdealafter1933?explainyouranswer. [40]8 depthstudye:china,c.1930\u2013c.1990 howimportantwastheshanghaimassacre(1927)tothedevelopmentofthechinesecommunist party?explainyouranswer. [40]9 howsignificantwaspropagandainshapingthelivesofthechinesepeopleafter1949?explain youranswer. [40]10 03_0470_42_2021_1.6 \u00a9ucles20212",
+            "3": "depthstudyf:southafrica,c.1940\u2013c.1994 howimportantwererestrictionsonpoliticalrightsasanaspectofracialdiscriminationbefore1948? explainyouranswer. [40]11 howsignificantwassupportfromafrikanerstothemaintenanceofapartheidafter1948?explain youranswer. [40]12 depthstudyg:israelisandpalestinianssince1945 howimportantwerejewishresistancemovementsinpalestinetothecreationofisraelin1948? explainyouranswer. [40]13 how significant was the creation of the palestinian authority (1994) in the arab\u2013israeli peace process?explainyouranswer. [40]14 03_0470_42_2021_1.6 \u00a9ucles20213",
+            "4": "blankpage permissiontoreproduceitemswherethird-partyownedmaterialprotectedbycopyrightisincludedhasbeensoughtandclearedwherepossible.everyreasonable efforthasbeenmadebythepublisher(ucles)totracecopyrightholders,butifanyitemsrequiringclearancehaveunwittinglybeenincluded,thepublisherwill bepleasedtomakeamendsattheearliestpossibleopportunity. toavoidtheissueofdisclosureofanswer-relatedinformationtocandidates,allcopyrightacknowledgementsarereproducedonlineinthecambridgeassessment international education copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download at www.cambridgeinternational.orgaftertheliveexaminationseries. cambridge assessment international education is part of the cambridge assessment group. cambridge assessment is the brand name of the university of cambridgelocalexaminationssyndicate(ucles),whichitselfisadepartmentoftheuniversityofcambridge. 03_0470_42_2021_1.6 \u00a9ucles20214"
+        },
+        "0470_s21_qp_11.pdf": {
+            "1": "this document has 12 pages. any blank pages are indicated. cambridge igcse\u2122 *0897488180* dc (mb) 200095/4 \u00a9 ucles 2021  [turn overhistory  0470/11 paper 1  may/june  2021  2 hours you must answer on the enclosed answer booklet. you will need:  answer booklet (enclosed) instructions  \u25cf answer three  questions in total: section a (core content): answer two questions. section b (depth studies): answer one question.  \u25cf follow the instructions on the front cover of the answer booklet. if you need additional answer paper,  ask the invigilator for a continuation booklet. information  \u25cf the total mark for this paper is 60.  \u25cf the number of marks for each question or part question is shown in brackets [  ].",
+            "2": "2 0470/11/m/j/21 \u00a9 ucles 2021 section a: core content answer any two questions from this section. 1 ideas and individuals were important in the events of 1848\u201349.    (a) describe the revolutionary events in prussia from march to may 1848.  [4]    (b) why were charles albert\u2019s actions in 1848\u201349 important for italy?  [6]    (c) \u2018liberalism was more important than nationalism in causing the 1848 revolutions.\u2019 how far  do you agree with this statement? explain your answer.  [10] 2 a range of factors contributed to german unification.  (a) describe the main events of the austro-prussian war of 1866.  [4]  (b) why was the war with france important to bismarck\u2019s plans?  [6]  (c) \u2018the frankfurt parliament of 1848\u201349 never had a chance of succeeding.\u2019 how far do you  agree with this statement? explain your answer.  [10] 3 european imperialism took many different forms.  (a) describe how faidherbe governed senegal.  [4]  (b) why did britain deal harshly with the indian mutiny?  [6]  (c) was european imperialism driven mainly by economic or by strategic motives? explain your  answer.  [10] 4 the first world war was caused by both immediate and longer-term factors.    (a) describe german interventions in morocco.  [4]    (b) why was the austrian ultimatum to serbia in july 1914 important?  [6]    (c) \u2018the alliance system was more important than the arms race in bringing about the first world  war.\u2019 how far do you agree with this statement? explain your answer.  [10]",
+            "3": "3 0470/11/m/j/21 \u00a9 ucles 2021 [turn over 5 the league of nations was more effective in the 1920s than in the 1930s.  (a) describe the work of the league of nations in the areas of health and refugees.  [4]  (b) why did the league of nations have some success in dealing with international disputes in  the 1920s?  [6]  (c) \u2018britain and france were justified in not supporting strong action by the league against italy  over its actions in abyssinia.\u2019 how far do you agree with this statement? explain your answer.  [10] 6 hitler\u2019s foreign policy dominated europe in the 1930s.  (a) describe the main aims of hitler\u2019s foreign policy.  [4]  (b) why was the remilitarisation of the rhineland important to hitler?  [6]  (c) how surprising was the signing of the nazi-soviet pact? explain your answer.  [10] 7 the usa was involved in both cuba and vietnam.  (a) describe what happened during the tet offensive.  [4]  (b) why was the bay of pigs incident important?  [6]  (c) \u2018us involvement in vietnam was an error from the beginning.\u2019 how far do you agree with this  statement? explain your answer.  [10] 8 events in the gulf region were important to the west.  (a) describe saddam hussein\u2019s rule in iraq.  [4]  (b) why was the iranian revolution of 1979 important to the west?  [6]  (c) are you surprised that saddam hussein was willing to fight the first gulf war? explain your  answer.  [10]",
+            "4": "4 0470/11/m/j/21 \u00a9 ucles 2021 section b: depth studies answer any one question from this section. depth study a: the first world war, 1914\u201318 9 most of the fighting on the western front was trench warfare.  (a) describe \u2018no man\u2019s land\u2019.  [4]  (b) why was the battle of the somme important?  [6]  (c) \u2018the use of tanks and aircraft had little impact on the course of the war.\u2019 how far do you agree  with this statement? explain your answer.  [10] 10 the entente powers had mixed fortunes on the other fronts in the first world war.  (a) describe the events leading to russia\u2019s withdrawal from the first world war.  [4]  (b) why did the gallipoli campaign end in disaster for the entente powers?  [6]  (c) \u2018defeating the german u-boat campaign was more important for britain than the battle of  jutland.\u2019 how far do you agree with this statement? explain your answer.  [10]",
+            "5": "5 0470/11/m/j/21 \u00a9 ucles 2021 [turn over depth study b: germany, 1918\u201345 11 after a difficult beginning the weimar republic did recover to some extent.  (a) describe the german reaction to the occupation of the ruhr by belgian and french troops.  [4]  (b) why had the weimar republic made some recovery by 1928?  [6]  (c) who posed the greater threat to the weimar republic, the spartacists or the freikorps?  explain your answer.  [10] 12 the nazi regime made many changes in germany.  (a) describe the roles of women in nazi germany during the war years of 1939\u201345.  [4]  (b) why did hitler introduce the four-year plan in 1936?  [6]  (c) \u2018nazi policies towards young people were successful.\u2019 how far do you agree with this  statement? explain your answer.  [10]",
+            "6": "6 0470/11/m/j/21 \u00a9 ucles 2021 depth study c: russia, 1905\u201341 13 the bolsheviks seized power in 1917 but then faced a civil war.  (a) what were the main features of war communism?  [4]  (b) why did the attempted uprising by kornilov fail?  [6]  (c) \u2018trotsky was the most important factor in the bolshevik seizure of power in november 1917.\u2019  how far do you agree with this statement? explain your answer.  [10] 14 stalin\u2019s policies affected everybody in the soviet union.  (a) describe how women\u2019s lives were changed under stalin.  [4]  (b) why was the campaign against the kulaks important to stalin?  [6]  (c) \u2018stalin\u2019s industrial policies did more harm than good.\u2019 how far do you agree with this  statement? explain your answer.  [10]",
+            "7": "7 0470/11/m/j/21 \u00a9 ucles 2021 [turn over depth study d: the united states, 1919\u201341 15 the 1920s was a period of rapid change for the usa.  (a) describe republican economic policies during the 1920s.  [4]  (b) why did the prices us farmers received for their produce drop during the 1920s?  [6]  (c) \u2018american industry boomed in the 1920s.\u2019 how far do you agree with this statement? explain  your answer.  [10] 16 the new deal split opinion in the usa.  (a) describe how the emergency banking act helped the situation in 1933.  [4]  (b) why was the agricultural adjustment act (aaa) an important part of the new deal?  [6]  (c) \u2018the main critics of the new deal were republicans.\u2019 how far do you agree with this  statement? explain your answer.  [10]",
+            "8": "8 0470/11/m/j/21 \u00a9 ucles 2021 depth study e: china, c.1930\u2013c.1990 17 mao changed china beyond all recognition during the 1950s and 1960s.  (a) describe mao\u2019s health reforms.  [4]  (b) why did mao reform the lives of women in china?  [6]  (c) \u2018mao\u2019s agricultural policies were more successful than his industrial policies during the 1950s  and 1960s.\u2019 how far do you agree with this statement? explain your answer.  [10] 18 mao\u2019s rule produced much change in china.  (a) describe the power struggle after mao\u2019s death.  [4]  (b) why did the cultural revolution have an enormous impact on china?  [6]  (c) are you surprised that mao launched the hundred flowers campaign? explain your answer.  [10]",
+            "9": "9 0470/11/m/j/21 \u00a9 ucles 2021 [turn over depth study f: south africa, c.1940\u2013c.1994 19 south africa was a divided society long before the 1950s.  (a) describe the aims and activities of the broederbond.  [4]  (b) why did the second world war have important consequences for south africa?  [6]  (c) how far was south africa an \u2018apartheid state\u2019 before the second world war? explain your  answer.  [10] 20 white minority rule was finally ended in south africa in the 1990s.  (a) what happened in the 1994 election?  [4]  (b) why was the interim constitution introduced in 1993?  [6]  (c) was it surprising that de klerk helped to end white minority rule? explain your answer.  [10]",
+            "10": "10 0470/11/m/j/21 \u00a9 ucles 2021 depth study g: israelis and palestinians since 1945 21 violence broke out over palestine after the end of the second world war.  (a) describe the activities of lehi (the stern gang).  [4]  (b) why did the arab countries lose the war of 1948\u201349?  [6]  (c) was it surprising that the arabs rejected the united nations partition plan for palestine?  explain your answer.  [10] 22 the international community has failed to deal with the issue of palestinian refugees.  (a) describe the development of the palestine liberation organisation (plo) up to 1971.  [4]  (b) why did the issue of palestinian refugees remain important after 1948?  [6]  (c) did the palestine liberation organisation (plo) help or hinder the palestinians? explain your  answer.  [10]",
+            "11": "11 0470/11/m/j/21 \u00a9 ucles 2021 blank page",
+            "12": "12 0470/11/m/j/21 \u00a9 ucles 2021 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 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.blank page"
+        },
+        "0470_s21_qp_12.pdf": {
+            "1": "this document has 12 pages. any blank pages are indicated. cambridge igcse\u2122 *0179049545* dc (mb) 200094/3 \u00a9 ucles 2021  [turn overhistory  0470/12 paper 1  may/june  2021  2 hours you must answer on the enclosed answer booklet. you will need:  answer booklet (enclosed) instructions  \u25cf answer three  questions in total: section a (core content): answer two questions. section b (depth studies): answer one question.  \u25cf follow the instructions on the front cover of the answer booklet. if you need additional answer paper,  ask the invigilator for a continuation booklet. information  \u25cf the total mark for this paper is 60.  \u25cf the number of marks for each question or part question is shown in brackets [  ].",
+            "2": "2 0470/12/ m/j/21 \u00a9 ucles 2021 section a: core content answer any two questions from this section. 1 in 1848 there was unrest across much of europe.  (a) describe how frederick william iv reacted to unrest in berlin in 1848.  [4]  (b) why were there challenges to the existing regimes in italy in 1848?  [6]  (c) how important were the revolutions of 1848? explain your answer.  [10] 2 the usa faced problems both before and after the civil war.  (a) describe what happened at harpers ferry in 1859.  [4]  (b) why was reconstruction not successful?  [6]  (c) how important was slavery as a cause of the civil war? explain your answer.  [10] 3 in the nineteenth century european countries were active in africa, china and india.  (a) what were the beliefs of the boxers?  [4]  (b) why was the congo important to leopold ii?  [6]  (c) \u2018the indian mutiny achieved little.\u2019 how far do you agree with this statement? explain your  answer.  [10] 4 tensions in europe grew worse in the years before 1914.  (a) describe german colonial policy in the period 1890 to 1914.  [4]  (b) why were events in the balkans in 1912\u201313 important?  [6]  (c) \u2018germany was reluctant to go to war in 1914.\u2019 how far do you agree with this statement?  explain your answer.  [10]",
+            "3": "3 0470/12/ m/j/21 \u00a9 ucles 2021 [turn over 5 the league of nations failed to live up to expectations.   (a) describe how the assembly and the council of the league were meant to work.  [4]  (b) why was the league\u2019s failure over corfu important?  [6]  (c) \u2018the league\u2019s lack of an army explains its failure in the 1930s.\u2019 how far do you agree with this  statement? explain your answer.  [10] 6 germany grew in strength during the 1930s.  (a) describe what happened in the saar in 1935.  [4]  (b) why was anschluss important to hitler?  [6]  (c) are you surprised that britain and france declared war on germany in september 1939?  explain your answer.  [10] 7 the usa had an interventionist foreign policy in the 1950s and 1960s.  (a) describe the tactics used by the vietcong.  [4]  (b) why was the tet offensive important for the usa?  [6]  (c) which was more important for the usa, its involvement in korea or the cuban missile crisis?  explain your answer.  [10] 8 after decades of problems in parts of eastern europe, soviet control finally collapsed.  (a) describe how the soviet union responded to the uprising in hungary in 1956.  [4]  (b) why was it important for the soviet union to stop dub\u010dek\u2019s reform programme in  czechoslovakia?  [6]  (c) are you surprised that gorbachev made little effort to defend soviet power in eastern europe?  explain your answer.  [10]",
+            "4": "4 0470/12/ m/j/21 \u00a9 ucles 2021 section b: depth studies answer any one question from this section. depth study a: the first world war, 1914\u201318 9 there were important developments in the first year of the war.  (a) describe events in belgium in 1914.  [4]  (b) why did trench warfare present both sides with difficulties?  [6]  (c) \u2018the battle of mons was more important than the first battle of the marne.\u2019 how far do you  agree with this statement? explain your answer.  [10] 10 events in 1917\u201318 determined the outcome of the war.   (a) describe the events that led to the usa entering the war.  [4]  (b) why did mutiny break out at kiel and wilhelmshaven in 1918?  [6]  (c) are you surprised that the germans launched the ludendorff offensive in 1918? explain your  answer.  [10]",
+            "5": "5 0470/12/ m/j/21 \u00a9 ucles 2021 [turn over depth study b: germany, 1918\u201345 11 hitler\u2019s rise to power was caused by several factors.  (a) describe how hitler took advantage of the reichstag fire.  [4]  (b) why was the depression important to the nazis?  [6]  (c) \u2018the munich putsch was a disaster for the nazis.\u2019 how far do you agree with this statement?  explain your answer.  [10] 12 the nazis did as much as they could to try and ensure they faced little opposition.  (a) describe how the nazis used the mass media.  [4]  (b) why was kristallnacht important?  [6]  (c) \u2018there was no effective opposition to the nazi regime.\u2019 how far do you agree with this  statement? explain your answer.  [10]",
+            "6": "6 0470/12/ m/j/21 \u00a9 ucles 2021 depth study c: russia, 1905\u201341 13 nicholas ii survived as tsar in 1905, but not in 1917.  (a) what problems faced the tsar\u2019s government at the beginning of the twentieth century?  [4]  (b) why did the tsar abdicate in march 1917?  [6]  (c) \u2018the tsar survived the 1905 revolution because of his repressive policies.\u2019 how far do you  agree with this statement? explain your answer.  [10] 14 stalin was determined to modernise russia.  (a) describe the experiences of ethnic minorities under stalin.  [4]  (b) why was developing heavy industry important for stalin\u2019s plans?  [6]  (c) \u2018the kulaks suffered the most from stalin\u2019s economic policies.\u2019 how far do you agree with this  statement? explain your answer.  [10]",
+            "7": "7 0470/12/ m/j/21 \u00a9 ucles 2021 [turn over depth study d: the united states, 1919\u201341 15 not everyone prospered in the usa during the 1920s.  (a) describe the experiences of american farmers during the 1920s.  [4]  (b) why did traditional industries struggle in the 1920s?  [6]  (c) \u2018republican governments were responsible for the boom in america in the 1920s.\u2019 how far do  you agree with this statement? explain your answer.  [10] 16 the usa went through some very difficult times in the 1920s and 1930s.  (a) describe the campaign run by roosevelt in the 1932 presidential election.  [4]  (b) why did many people blame hoover for the hardship caused by the depression?  [6]  (c) \u2018it was long-term weaknesses in the american economy that led to the wall street crash.\u2019  how far do you agree with this statement? explain your answer.  [10]",
+            "8": "8 0470/12/ m/j/21 \u00a9 ucles 2021 depth study e: china, c.1930\u2013c.1990 17 the 1950s and 1960s were periods of great change for china.  (a) describe how the communists tried to destroy the traditional culture of china.  [4]  (b) why were communes introduced by the communists?  [6]  (c) \u2018mao\u2019s social reforms were more important to the people of china than his industrial reforms.\u2019  how far do you agree with this statement? explain your answer.  [10] 18 china\u2019s external relations were unpredictable.  (a) describe relations between china and india during the period 1950 to 1970.  [4]  (b) why did china not recognise taiwan as an independent state?  [6]  (c) \u2018china\u2019s relations with the usa were better than those with the ussr during the period 1950  to 1976.\u2019 how far do you agree with this statement? explain your answer.  [10]",
+            "9": "9 0470/12/ m/j/21 \u00a9 ucles 2021 [turn over depth study f: south africa, c.1940\u2013c.1994 19 both the enforcement of apartheid and resistance to it increased in the years up to 1966.  (a) what happened in the 1948 election?  [4]  (b) why was the bantu education act of 1953 passed?  [6]  (c) \u2018the african national congress (anc) was effective as a resistance organisation up to 1966.\u2019  how far do you agree with this statement? explain your answer.  [10] 20 it took a long time for south african politicians of different parties to work together.  (a) describe the activities of the inkatha freedom party in the early 1990s.  [4]  (b) why were the policies of p w botha not successful?  [6]  (c) \u2018after his release from prison mandela was successful in getting white south africans to work  with him.\u2019 how far do you agree with this statement? explain your answer.  [10]",
+            "10": "10 0470/12/ m/j/21 \u00a9 ucles 2021 depth study g: israelis and palestinians since 1945 21 wars and their consequences dominated the middle east.  (a) what happened in the suez crisis of 1956?  [4]  (b) why were the consequences of the war of 1967 important?  [6]  (c) who gained most from the yom kippur war of 1973? explain your answer.  [10] 22 attempts to find a permanent peace in the middle east have always failed.  (a) describe likud\u2019s attitude towards the creation of a palestinian state.  [4]  (b) why did hamas grow in importance after 1987?  [6]  (c) \u2018the camp david meetings of 1978 achieved more than the oslo accords of 1993 and 1995.\u2019  how far do you agree with this statement? explain your answer.  [10]",
+            "11": "11 0470/12/ m/j/21 \u00a9 ucles 2021 blank page",
+            "12": "12 0470/12/ m/j/21 \u00a9 ucles 2021 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 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.blank page"
+        },
+        "0470_s21_qp_13.pdf": {
+            "1": "this document has 12 pages. any blank pages are indicated. cambridge igcse\u2122 *1861128151* dc (mb) 216022/7 r \u00a9 ucles 2021  [turn overhistory  0470/13 paper 1  may/june  2021  2 hours you must answer on the enclosed answer booklet. you will need:  answer booklet (enclosed) instructions  \u25cf answer three  questions in total: section a (core content): answer two questions. section b (depth studies): answer one question.  \u25cf follow the instructions on the front cover of the answer booklet. if you need additional answer paper,  ask the invigilator for a continuation booklet. information  \u25cf the total mark for this paper is 60.  \u25cf the number of marks for each question or part question is shown in brackets [  ].",
+            "2": "2 0470/13/ m/j/21 \u00a9 ucles 2021 section a: core content answer any two questions from this section. 1 europe witnessed several struggles for power in 1848\u201349.  (a) describe the part played by garibaldi in italy in the years 1848\u201349.  [4]  (b) why was there much support for liberalism in europe in 1848?  [6]  (c) who were the stronger in france in 1848, conservatives or radicals? explain your answer.  [10] 2 german unification was finally achieved in 1871.  (a) what was the zollverein?  [4]  (b) why was the frankfurt parliament set up in 1848?  [6]  (c) how far was german unification brought about by the policies of bismarck? explain your  answer.  [10] 3 there was much hatred and fear in the usa in the period 1850 to 1877.  (a) describe the events between 1854 and 1861 known as \u2018bleeding kansas\u2019.  [4]  (b) why was the ku klux klan founded soon after the civil war ended?  [6]  (c) how far was lincoln to blame for the fact that he was hated and feared in the south? explain  your answer.  [10] 4 little more than a month after the assassination of franz ferdinand, most of europe was at war.  (a) what was the austrian ultimatum to serbia in july 1914?  [4]  (b) why did britain go to war in august 1914?  [6]  (c) who was more to blame for the outbreak of war in 1914, germany or russia? explain your  answer.  [10]",
+            "3": "3 0470/13/ m/j/21 \u00a9 ucles 2021 [turn over 5 the league of nations often struggled to carry out its peacekeeping duties effectively.  (a) describe how the league dealt with the dispute over the aaland (aland) islands.  [4]  (b) why were some major powers not members of the league?  [6]  (c) \u2018britain was responsible for the failure of the league in the 1930s.\u2019 how far do you agree with  this statement? explain your answer.  [10] 6 hitler\u2019s foreign policy involved taking risks.  (a) describe the reactions of britain and france to the remilitarisation of the rhineland in 1936.  [4]  (b) why were the failures of the league of nations in the 1930s important to hitler?  [6]  (c) are you surprised that germany invaded poland in september 1939? explain your answer.  [10] 7 the usa and the ussr both wanted to influence developments in europe after the second  world war.  (a) what was the purpose of the north atlantic treaty organization (nato)?  [4]  (b) why did the ussr and the west disagree about what to do with germany after the end of the  second world war?  [6]  (c) \u2018the usa offered the marshall plan to european countries to help its own economy.\u2019 how far  do you agree with this statement? explain your answer.  [10] 8 iran and iraq were rivals in the gulf region.  (a) describe saddam hussein\u2019s rise to power in the 1970s.  [4]  (b) why was the iran-iraq war important to the west?  [6]  (c) how surprising was the establishment of an islamic republic in iran by april 1979? explain  your answer.  [10]",
+            "4": "4 0470/13/ m/j/21 \u00a9 ucles 2021 section b: depth studies answer any one question from this section. depth study a: the first world war, 1914\u201318 9 for most of the first world war there was little movement.  (a) describe conditions in the trenches.  [4]  (b) why were tanks important in the first world war?  [6]  (c) \u2018the battle of verdun was more important than the battle of the somme.\u2019 how far do you  agree with this statement? explain your answer.  [10] 10 there were several important fronts in the first world war.  (a) describe what happened at the battle of jutland.  [4]  (b) why were the home fronts in britain and germany important in the first world war?  [6]  (c) how important was the failure of the gallipoli campaign in the first world war? explain your  answer.  [10]",
+            "5": "5 0470/13/ m/j/21 \u00a9 ucles 2021 [turn over depth study b: germany, 1918\u201345 11 after a long struggle to get into power, hitler was quick to consolidate his position.  (a) describe the events of 1932\u201333 that led to hitler becoming chancellor.  [4]  (b) why did the nazis fail to win much support between 1924 and 1929?  [6]  (c) \u2018the reichstag fire was more important to hitler than the night of the long knives.\u2019 how far  do you agree with this statement? explain your answer.  [10] 12 many, but not all, germans supported the nazis.   (a) describe what happened at the nuremberg rallies.  [4]  (b) why did some young people rebel against the hitler youth?  [6]  (c) \u2018the nazis managed to stay in power because they had popular support.\u2019 how far do you  agree with this statement? explain your answer.  [10]",
+            "6": "6 0470/13/ m/j/21 \u00a9 ucles 2021 depth study c: russia, 1905\u201341 13 tsar nicholas ii faced many problems.  (a) what were the consequences for russia of the russo-japanese war?  [4]  (b) why was bloody sunday important?  [6]  (c) are you surprised that the tsar managed to remain in power until 1917? explain your answer.  [10] 14 stalin attempted to change the soviet union in many ways.  (a) describe the impact of stalin\u2019s rule on ethnic minorities in the soviet union.  [4]  (b) why did stalin think it was necessary to reform soviet industry?  [6]  (c) \u2018collectivisation did more harm than good.\u2019 how far do you agree with this statement? explain  your answer.  [10]",
+            "7": "7 0470/13/ m/j/21 \u00a9 ucles 2021 [turn over depth study d: the united states, 1919\u201341 15 many people benefited from the economic boom of the 1920s.  (a) what new products did advertising promote during the 1920s?  [4]  (b) why did prohibition fail?  [6]  (c) \u2018the lives led by rural and urban americans in the 1920s were more similar than they were  different.\u2019 how far do you agree with this statement? explain your answer.  [10] 16 the new deal promised much to the american people.  (a) what were the supreme court\u2019s objections to the new deal?  [4]  (b) why did the promises roosevelt made in the 1932 presidential election appeal to the  american people?  [6]  (c) \u2018the fact that roosevelt introduced the second new deal in 1935\u201336 shows that the first  new deal had failed.\u2019 how far do you agree with this statement? explain your answer.  [10]",
+            "8": "8 0470/13/ m/j/21 \u00a9 ucles 2021 depth study e: china, c.1930\u2013c.1990 17 the struggle between the nationalists and the communists went on for a long time.  (a) what happened during the shanghai massacre of 1927?  [4]  (b) why did chiang kai-shek think that the five extermination campaigns were necessary?  [6]  (c) \u2018leadership was the main factor that determined the outcome of the civil war.\u2019 how far do  you agree with this statement? explain your answer.  [10] 18 china experienced many changes.  (a) what was the policy adopted by china from 1979 in relation to population growth?  [4]  (b) why was china able to achieve economic growth from the late 1970s?  [6]  (c) \u2018economic development in china in the period 1980 to 1990 produced much change.\u2019 how  far do you agree with this statement? explain your answer.  [10]",
+            "9": "9 0470/13/ m/j/21 \u00a9 ucles 2021 [turn over depth study f: south africa, c.1940\u2013c.1994 19 support for segregationist policies gradually increased amongst white south africans.  (a) what was the migrant labour system?  [4]  (b) why was the natives land act of 1913 unpopular with black south africans?  [6]  (c) how far was the victory of the national party in the 1948 election caused by the failings of the  united party? explain your answer.  [10] 20 opposition to apartheid grew in the 1960s and 1970s.  (a) describe what it was like living in a bantustan (homeland).  [4]  (b) why was there opposition to apartheid from outside south africa?  [6]  (c) \u2018the soweto uprising in 1976 was a turning point in the opposition to the apartheid state.\u2019  how far do you agree with this statement? explain your answer.  [10]",
+            "10": "10 0470/13/ m/j/21 \u00a9 ucles 2021 depth study g: israelis and palestinians since 1945 21 wars have done little to improve the situation in the middle east.  (a) describe the role of britain in the suez crisis of 1956.  [4]  (b) why were the consequences of the yom kippur war of 1973 important?  [6]  (c) \u2018the six-day war of 1967 solved israel\u2019s problems.\u2019 how far do you agree with this statement?  explain your answer.  [10] 22 there have been many obstacles to peace in the middle east.  (a) what is the gaza strip?  [4]  (b) why has hezbollah been a problem for israel?  [6]  (c) \u2018jewish settlements have been a more important obstacle to peace than demands for a  palestinian state.\u2019 how far do you agree with this statement? explain your answer.  [10]",
+            "11": "11 0470/13/ m/j/21 \u00a9 ucles 2021 blank page",
+            "12": "12 0470/13/ m/j/21 \u00a9 ucles 2021 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 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.blank page"
+        },
+        "0470_s21_qp_21.pdf": {
+            "1": "this document has 16 pages. any blank pages are indicated. cambridge igcse\u2122 dc (pq/ct) 200449/3 \u00a9 ucles 2021  [turn overhistory  0470/21 paper 2  may/june  2021  2 hours you must answer on the enclosed answer booklet. you will need:  answer booklet (enclosed) instructions  \u25cf answer all the questions on one option only. option a: nineteenth century topic option b: twentieth century topic  \u25cf follow the instructions on the front cover of the answer booklet. if you need additional answer paper,  ask the invigilator for a continuation booklet. information  \u25cf the total mark for this paper is 50.  \u25cf the number of marks for each question or part question is shown in brackets [  ]. *1604953403*",
+            "2": "2 0470/21/ m/j/21 \u00a9 ucles 2021 option a: nineteenth century topic was italian unification a triumph? study the background information and the sources carefully, and then answer all the questions.  background informationthe kingdom of italy came into existence in march 1861, although most historians take the view  that unification was not complete until venetia and rome were added to the new kingdom. this was  achieved in 1866 and in 1870 respectively. however, opinion about the new italy was sharply divided. most middle-class liberals thought the new kingdom was a great achievement, while radicals such as those who had supported garibaldi and mazzini were not so happy. they had hoped for a republic, not a monarchy. they were also unhappy that the piedmont constitution and legal system were simply  imposed on the rest of italy. there were also enormous differences between piedmont and southern  italy. rural discontent and the activities of bandits soon led to a breakdown in law and order in the south. many in the north regarded neapolitans as barbarians and the piedmontese army brutally suppressed the disorder. was italian unification really a triumph? source a the creation of the kingdom of italy was a disappointment in many ways. the failure immediately to  include venetia and rome within the new state seemed a sign of national weakness. venetia was won  from the austrians in 1866 only after a humiliating defeat by the austrians had served to emphasise italy\u2019s lack of independence and military power. other italian regions remained part of the austrian empire until after the first world war. rome was a powerful symbol of italian unity and strength, and its absence from italy was felt very strongly. rome only became part of the italian kingdom in 1870, when defeat in the franco-prussian war obliged napoleon iii to withdraw from rome. pope pius ix  henceforth withdrew as a self-proclaimed \u2018prisoner\u2019 into the vatican, and threatened catholics with  excommunication if they participated in italian politics.   italy experienced other difficulties. the explosion of rural banditry in the south, and urban riots in  turin and milan, created public-order crises throughout the 1860s. during the war against austria in  1866, anti-government rebels occupied palermo, while in the 1870s central and southern italy became  strongholds of anarchist activity. these problems should be seen against the background of a financial crisis and slow economic growth.  political life in italy was also a cause of dissatisfaction. the unified state failed to embody a national unity, to establish political consensus or to join the wealthy, urban north to an impoverished, rural  south. mazzinians and radicals argued that italy\u2019s \u2018resurrection\u2019 had been betrayed. from a history book published in 2009.",
+            "3": "3 0470/21/ m/j/21 \u00a9 ucles 2021 [turn over source b although many people were unhappy about the outcome, the forging of national unity had been a great  achievement. the risorgimento had been a series of civil wars as much as of national wars against  austria but before long the result was to alter everyone\u2019s lives in a positive way. the skill and ambitions of a few brave men, and a sudden wave of enthusiasm which equated unity with everything that was noble and profitable, combined to turn mazzini\u2019s dream into practical politics. mazzini himself was utterly disillusioned and forced out into the bitterness of exile.  the south, with its lack of industry, suffered most from early economic difficulties. sometimes mutual  incomprehension between north and south was total. cavour\u2019s representative in naples claimed there were less than a hundred believers in italian unity out of seven million inhabitants. there was general agreement that the main political problem to be solved was the absence from the new italy of venice and rome. venice became part of italy in 1866 as a result of the third italian war of independence  and a plebiscite that showed 99.99 per cent of venetians wanted annexation by italy. without rome,  italy was not complete, and in 1870 the defeat of france by prussia allowed the italian army to march into the holy city. what metternich had called a \u2018geographical expression\u2019 had come to life. with the acquisition of rome, the risorgimento seemed to be complete. from a history book published in 1971.",
+            "4": "4 0470/21/ m/j/21 \u00a9 ucles 2021 source c an italian drawing from 1910 of garibaldi announcing from a balcony in naples the annexation   of the kingdom of the two sicilies to italy in september 1860.",
+            "5": "5 0470/21/ m/j/21 \u00a9 ucles 2021 [turn over source d civilised peoples of the world, you who have listened to hypocritical regrets about an enslaved italy and  who now expected to see it saved and happy, be aware of your deception. it is sad that this destruction  of our beautiful country should be called a \u2018risorgimento\u2019; that this misery should be called \u2018liberty\u2019; that this servitude to piedmont should be called \u2018independence\u2019. this boasted unity, achieved in such a manner, is a lie. of course, it proclaims \u2018away with the foreigner\u2019, yet it enables another foreigner to penetrate into the heart of our lands. piedmont does not want to make italy, it wants to eat italy. they say we are the enemies of italy, as if our homeland of naples was not the ideal italy. from a book published in 1862 by a neapolitan historian. source e that strange hatred that makes people criticise the monarchy and its supporters must be ended. there  must be no more angry protests about the monarchy and cavour and their liberation of the southern provinces. have we not carried out our honest duty by recognising the eternal glory of garibaldi and his heroic comrades and by noting that even the mazzinians played some part in the liberating expeditions of sicily?  so you cannot forbid us giving the thanks demanded by the achievements of our national risorgimento  to cavour who raised us all out of slavery. to achieve this supreme end he preserved the authority of the king. if he had given way to the plots of garibaldi, the house of savoy would have been forced down that slippery path which leads to disaster. from a biography of cavour published in 1863 by a piedmontese liberal. source f this is only the ghost of italy, it is an illusion, a lie. our natural frontiers with france and austria are in  the hands of foreigners. it is a corpse without a truly living soul inside it. italy has been put together piece by piece, and the battles for this cause have been won on our behalf by foreigners who were fighting for their own interests and who should have been hated as our common enemies. southern italy was won by volunteers and a real movement of the people, but then it gave in to a government  which still refuses to give italy a new national constitution. we can therefore have no real national  existence of our own. written by mazzini in 1871 after he was not allowed to take the seat in the italian parliament   to which he had been elected.",
+            "6": "6 0470/21/ m/j/21 \u00a9 ucles 2021 source g a cartoon published in a liberal northern magazine in 1861. it shows the spirit of italy leading bandits  from the south out of the kingdom of italy. the figures escaping on horseback are francis ii,   king of the two sicilies, and pope pius ix. the spirit of italy is saying to the bandits,   \u2018away from here, wretches! your masters trot along on one side and you on the other side,   both you and they no longer have the right to call yourselves sons of italy!\u2019",
+            "7": "7 0470/21/ m/j/21 \u00a9 ucles 2021 [turn over now answer all the following questions. you may use any of the sources to help you answer the  questions, in addition to those sources which you are told to use. in answering the questions you  should use your knowledge of the topic to help you interpret and evaluate the sources. 1 study sources a and b.  how far do these two sources agree? explain your answer using details of the sources.  [7] 2  study source c.  this source was not drawn until 1910. does this mean it cannot provide any useful evidence  about italian unification? explain your answer using details of the source and your knowledge.  [7] 3 study sources d and e.  how far does source d prove that source e was wrong? explain your answer using details of the  sources and your knowledge.  [8] 4 study source f.  are you surprised by this source? explain your answer using details of the source and your  knowledge.  [8] 5 study source g.   what is the cartoonist\u2019s message? explain your answer using details of the source and your  knowledge.  [8] 6 study all the sources.  how far do these sources provide convincing evidence that italian unification was a triumph? use  the sources to explain your answer.  [12]",
+            "8": "8 0470/21/ m/j/21 \u00a9 ucles 2021 option b: twentieth century topic could the treaty of versailles have been justified at the time? study the background information and the sources carefully, and then answer all the questions.  background information the treaty of versailles signed in paris on 28 june 1919 and the reparations fixed in april 1921 have  been the source of much debate. events that happened later in the 1920s and 1930s have often been  used to criticise the treaty of versailles and the size of the reparations. it has been argued that, given the circumstances of 1918\u201319, the treaty and the size of the reparations made a lot of sense at the time. this has been challenged by some historians who explain that the treaty was being criticised as early as 1919\u201321.  could the treaty of versailles have been justified at the time? source a german objections to the treaty reinforced growing feelings, particularly amongst the british, that it was  too harsh. there was a last minute attempt by the british delegation for modifications. the demand for a plebiscite in upper silesia was accepted but the treaty which the germans signed was only a slight modification of the original version.  attempts to carry out the military and reparations sections of the treaty aroused storms of protest in  germany. yet the treaty of versailles was not excessively harsh on germany, either territorially or economically. it deprived it of only about 13% of its territory, only about 13% of its economic productivity, and only about 10% of its population. however, the german people were expecting victory and not defeat. it was the acknowledgement of defeat, as much as the treaty terms, which they found so hard to accept. by the time the reparations commission started its work, it had become clear that germany would  not pay the sums originally demanded by the french. even the sum of \u00a36600 million established in 1921 was reduced again and again to ease germany\u2019s burden. it should also be remembered that the treaty made germany potentially more powerful than it had ever been before or since. the creation of  an independent poland meant there was now a buffer between russia and germany that removed the  need for germany to fight on two fronts.  the peace treaties cannot be blamed for the failure of a lasting peace in europe. those who negotiated  the terms did their best to construct a durable settlement. the significant defect was to be found with those that applied the settlement in later years.  from a history book published in 1984.",
+            "9": "9 0470/21/ m/j/21 \u00a9 ucles 2021 [turn over source b it can be argued that everything that went wrong in the 1920s and 1930s was due to the actions of the  statesmen of those decades and not the fault of the treaty of versailles. however, the peacemakers  had solved few of the problems that faced them, especially the problem of the german question which would trouble europe for years afterwards. the treaty would provide plenty of ammunition for germans like hitler.  many aspects of the treaty were simply vindictive. the treaty contrasted strongly with the fourteen  points. there was the contrast between the idea of open diplomacy and the refusal to negotiate, the  contrast between self-determination and the ban on anschluss and the contrast between the call for disarmament and the refusal of the allies to disarm while german armed forces were crippled. when the draft peace terms were presented to the germans on 7 may 1919, they demanded a number of concessions but the only one that was granted was to allow a plebiscite in upper silesia.  the new german republic faced tremendous difficulties as a result of the treaty of versailles. germany  lost land to france, belgium, denmark and poland - a serious blow to german pride and its economy. the cutting off of east prussia was a further punishment, while reparations proved to be an enormous burden creating economic and political difficulties. by 1923, a serious lack of money led to germany stopping paying reparations and printing extra money which led to hyperinflation with germany close to  collapse. however, the deepest flaw of versailles was that it was too harsh for much of british opinion.  this raised the likelihood that it would have to be revised at some time in the future.  from a recent history book.",
+            "10": "10 0470/21/ m/j/21 \u00a9 ucles 2021 source c a cartoon entitled \u2018consolation\u2019 published in a german magazine, 24 june 1919.   the mother is saying to her child, \u2018when we have paid 100,000,000,000 marks,   then i shall be able to give you something to eat.\u2019 source d i want to say that i did not find any of my colleagues in paris reluctant to do justice to germany. but  i hear that this treaty is very hard on germany. when a country has committed a criminal act, the  punishment is hard, but the punishment is not unjust. germany permitted itself, through an unscrupulous  government, to commit a criminal act against mankind, and it is to undergo the punishment, not more than it can endure but up to the point where it can pay it.  but the terms of this treaty will not be fully carried out if any one of the great influences that brought  that result about is withheld from its implementation. every great fighting nation in the world is on the  list of those who are to constitute the league of nations. i say every great nation, because america is  going to be included among them, and the only choice, my fellow citizens, is whether we will go in now or come in later with germany. from a speech by president wilson during a tour across the usa, 8 september 1919.",
+            "11": "11 0470/21/ m/j/21 \u00a9 ucles 2021 [turn over source e a cartoon about reparations published in a british newspaper, january 1921.   lloyd george is saying to briand, \u2018perhaps it would go better if we let it touch earth.\u2019",
+            "12": "12 0470/21/ m/j/21 \u00a9 ucles 2021 source f a cartoon published in an american newspaper, 1921. germany is saying, \u2018let\u2019s see you collect it.\u2019",
+            "13": "13 0470/21/ m/j/21 \u00a9 ucles 2021 [turn over source g i think clemenceau\u2019s view of things would be more uncompromising than it was in 1919. he would say  that germany had behaved exactly as he had anticipated; that it had pretended to be crippled in 1919  in order to deceive the allies. as for the contents of the treaty of versailles, he would blame himself for giving in to wilson and myself on the question of the rhineland. but he would also be very critical of the feebleness, amounting to treachery, displayed by his successors over german re-armament and the annexation of austria. he would say that they had dishonoured his promises over disarmament and had therefore given germany a moral justification for breaking the treaty. had the terms of the peace treaties been faithfully and honestly fulfilled, the dark military and economic  menace hanging over us now would have been avoided. the league of nations would have been an effective instrument for restraining national greed. huge armaments would have been gradually reduced. where there has been failure it has been due to two causes. the first is the way in which  the victorious nations have broken promises they gave when the treaties were signed. for example,  they have failed to come to the aid of weak countries threatened by aggression. second, the refusal of the united states to join the league of nations, or take any responsibility for maintaining the treaty, seriously crippled the influence and authority of the league. lloyd george writing in his book \u2018the truth about the peace treaties\u2019, which was published in 1938.  lloyd george was writing about what clemenceau would have thought of the treaty of versailles   if he had still been alive.",
+            "14": "14 0470/21/ m/j/21 \u00a9 ucles 2021 now answer all the following questions. you may use any of the sources to help you answer the  questions, in addition to those sources which you are told to use. in answering the questions you  should use your knowledge of the topic to help you interpret and evaluate the sources. 1 study sources a and b.   how far do these two sources agree? explain your answer using details of the sources.  [7] 2  study source c.  how useful is this source as evidence about the treaty of versailles? explain your answer using  details of the source and your knowledge.  [8] 3 study source d.   are you surprised by this source? explain your answer using details of the source and your  knowledge.  [7] 4 study sources e and f.  how far would these two cartoonists have agreed? explain your answer using details of the  sources and your knowledge.  [8] 5 study source g.   why did lloyd george write this book at this time? explain your answer using details of the source  and your knowledge.  [8] 6 study all the sources.  how far do these sources provide convincing evidence that the treaty of versailles could have  been justified in the period from 1919 to 1921? use the sources to explain your answer.  [12]",
+            "15": "15 0470/21/ m/j/21 \u00a9 ucles 2021 blank page",
+            "16": "16 0470/21/ m/j/21 \u00a9 ucles 2021 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 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.blank page"
+        },
+        "0470_s21_qp_22.pdf": {
+            "1": "cambridge igcse\u2122this document has 12 pages. *6807791344* dc (leg/cgw) 200215/3 \u00a9 ucles 2021  [turn overhistory  0470/22 paper 2  may/june  2021  2 hours you must answer on the enclosed answer booklet. you will need:  answer booklet (enclosed) instructions  \u25cf answer all the questions on one option only. option a: nineteenth century topic option b: twentieth century topic  \u25cf follow the instructions on the front cover of the answer booklet. if you need additional answer paper,  ask the invigilator for a continuation booklet. information  \u25cf the total mark for this paper is 50.  \u25cf the number of marks for each question or part question is shown in brackets [  ].",
+            "2": "2 0470/22/ m/j/21 \u00a9 ucles 2021 option a: nineteenth century topic was austria the most important obstacle to italian unification? study the background information and the sources carefully, and then answer all the questions.  background informationthere were many obstacles to italian unification. austria, which directly governed parts of italy, and  had influence over the rest, was ready to fight to retain its position in the country. however, there were  other important obstacles. few people in italy felt \u2018italian\u2019. their loyalties were more local. italians in the north and south had little in common and actually felt contempt for each other. there were many differences even among the small number who wanted unification. for example, some were republicans, while others wanted a constitutional monarchy. some wanted complete unification while  others would have been happy with a federation. the papacy was another obstacle. and then there  were foreign powers, such as france under napoleon iii, which were always ready to meddle in italian affairs, not always to the advantage of the cause of unification. so, how important was austria as an obstacle to italian unification?  source a foreign rule, perhaps because it was remote and relatively free from involvement in local rivalries,  found a positive welcome among many people in italy. the main obstruction in the way of the patriotic  movement was not foreign government but the slowness of the great bulk of italians to accept or even  understand the idea of italy. the individual regions of the peninsula kept their own distinct character and no one region could aim for a leading position without the others reacting against it. also, the papal states stretched from one side of the peninsula to the other, an apparent obstacle to any political union of north and south italy. because local forces were so weak, foreign help was needed to bring italians together. only when  one or more european powers developed a serious interest in creating a strong italy would a political risorgimento become possible in practice. however, the settlement of 1815 left austria so much in command all over italy that none of the local rulers had any influence over it. most of them felt that without austrian support they might well lose their thrones. only when france was stronger would the  nationalists of italy have a possible ally against austria.  from a history book published in 1968.",
+            "3": "3 0470/22/ m/j/21 \u00a9 ucles 2021 [turn over source b mazzini was one of the first major figures to take up the idea of national unity but his ideas only made  progress with a small group of well-educated revolutionaries. for a time pope pius ix appeared as a  possible leader of a federation of italian states but the papacy presented italian patriots with a huge problem. because of its universal character it could appeal for foreign support against any threat. the papacy blocked the development of any national concept and encouraged italian principalities in their rivalries and enmities. regional traditions and loyalties were an enormous obstacle to common action. only 2.5% of people in italy actually spoke italian. the vast majority were peasants who were  largely illiterate and had no understanding of political ideas. local loyalties were more important to  most italians than ideas of national unity. it was true to say there were no italians; only neapolitans, piedmontese, tuscans and the rest. however, austria remained as the most important barrier to unification. it was in austria\u2019s interest to  keep control of much of italy and to keep it as a group of separate states, as it provided a large  proportion of its taxes. austrian troops put down rebellions in italy in 1821, 1831\u20132 and 1848\u20139. there was no coordination between the revolts but they did all show dislike of austrian rule. the role of foreign powers in a future unification was constantly discussed by revolutionaries and nationalists. however, for many there was a major problem in substituting one foreign master for another by appealing for french aid to help get rid of the hated austrians. from a recent history book. source c we, out of love for our common race and supported by public opinion, hasten to associate ourselves  with the admiration italy feels for you. peoples of lombardy and venetia, our forces, which were concentrating on your frontier when you liberated your glorious milan from the austrians, are now coming to offer you the help which a brother expects from a brother. in order to show more openly our feelings of italian brotherhood, we have ordered our troops as they move into lombardy and venice to  carry the cross of savoy imposed on the tricolour flag of italy.  a proclamation issued by charles albert to the people of lombardy and venice, march 1848.",
+            "4": "4 0470/22/ m/j/21 \u00a9 ucles 2021 source d charles albert had not been impatiently waiting to attack austria. his army was entirely unprepared.  it had no plans, and most of its strength was posted on the french frontier as a defence against the  menace of republicanism. four days were wasted at turin deciding whether or not to fight. then, with greatly superior forces, a slow advance took place which did nothing to trouble radetzky. garibaldi\u2019s offer of help was turned down by charles albert on the grounds that to accept support from mere volunteers would be dishonourable to the army. the situation was made worse by political differences. instead of trying to get support from the  popular elements who had chiefly manned the barricades in milan, charles albert preferred the small aristocratic element of lombardy. instead of concentrating on the war he held a plebiscite to achieve a political union of lombardy and venice with piedmont. this aroused suspicions of piedmontese expansion in naples, tuscany and rome where many wanted a new union of italy. republicans and  nationalists broke away from what looked like a royalist anti-revolutionary war. from a book by gabrio casati published in 1885. during the uprising in milan, casati was one of  the aristocrats who took control to prevent the republicans gaining power. he was ready to accept  truce proposals from radetzky while at the same time asking charles albert to intervene to expel the  austrians from lombardy and to stop the radicals proclaiming a republican democracy. source e i do not respect the italians. i knew that they would promise money to you and me, but would not give  any; that they would promise to act but would do nothing. can\u2019t you see that they are prepared to be  defeated one by one? can\u2019t you see that if they were real men they would have acted en masse, at least in the papal states, when muratori was at the gates of bologna with his armed band? i have no respect for my compatriots. a letter from giuseppe mazzini to nicola fabrizi, november 1848. fabrizi was a member of the young  italy movement and was involved in expeditions with both garibaldi and mazzini.",
+            "5": "5 0470/22/ m/j/21 \u00a9 ucles 2021 [turn over source f an illustration published in a british magazine, september 1856. it is entitled  \u2018liberty files the austrian bars of italy.\u2019 \u2018files\u2019 means cuts away.",
+            "6": "6 0470/22/ m/j/21 \u00a9 ucles 2021 source g a cartoon published in a british magazine in july 1859. the figures represent (left to right) austria,  italy and napoleon iii. italy is wearing the papal crown. ",
+            "7": "7 0470/22/ m/j/21 \u00a9 ucles 2021 [turn over source h the pope explained to me that the childishness of the italian people made self-government impossible  and that the present movement in italy could never succeed. he said that italy must be ruled by strong  armies and a firm hand. i replied that when his holiness had followed a national policy at the beginning of his reign the people  of italy had been at his feet and he had been a national idol. but since then he has allowed foreign  bayonets to stand between himself and his people. they have turned to the only italian power left \u2013 piedmont \u2013 which offered italy independence, freedom and unity. \u2018but unity is impossible,\u2019 the pope  replied. i said that if he extends his hand to piedmont then the people will bless the name of pius ix and the  great work will be accomplished. \u2018no it will not,\u2019 the pope exclaimed.  the official british representative in rome writing to the british government, january 1861. now answer all the following questions. you may use any of the sources to help you answer the  questions, in addition to those sources which you are told to use. in answering the questions you  should use your knowledge of the topic to help you interpret and evaluate the sources. 1 study sources a and b.  how far do these two sources agree? explain your answer using details of the sources.  [7] 2  study sources c and d.  how far does source d prove that charles albert was lying in source c? explain your answer  using details of the sources and your knowledge.  [8] 3 study source e.  why did mazzini write this letter at this time? explain your answer using details of the source and  your knowledge.  [8] 4 study sources f and g.  how similar are these two cartoons? explain your answer using details of the sources and your  knowledge.  [8] 5 study source h.   are you surprised by this source? explain your answer using details of the source and your  knowledge.  [7] 6 study all the sources.  how far do these sources provide convincing evidence that austria was the most important  obstacle to italian unification? use the sources to explain your answer.  [12]",
+            "8": "8 0470/22/ m/j/21 \u00a9 ucles 2021 option b: twentieth century topic was germany treated unfairly in the treaty of versailles? study the background information and the sources carefully, and then answer all the questions.  background information the treaty of versailles was signed in the hall of mirrors in the palace of versailles on 28 june 1919.  some observers at the time thought the treaty was too harsh on germany. they argued that this would  cause problems in the future. however, many recent historians have argued that the treaty was not responsible for the rise of hitler or the second world war. they argue that the peacemakers treated germany fairly and did the best they could in very difficult circumstances. was germany treated harshly by the treaty of versailles? source a it was not a wilson peace nor a clemenceau peace. although it was highly distasteful to germany,  it was by no means fatal. there was enough of wilson to provoke contempt, enough of clemenceau  to inspire hatred. these two elements were contradictory and cancelled each other out. either of the basic elements, applied alone, might have produced a lasting settlement. this was not how it seemed to the liberals in the british delegation. to them it was \u2018this reactionary  peace\u2019. whatever its faults, it was not that. germany had lost territory, but it was not partitioned.  indeed, with the splintering of the austrian and russian empires, it remained not only the dominant european power but potentially stronger than before. for all the french hopes of breaking germany up, german sovereignty was not greatly harmed. the payment of reparations would depend on german cooperation because they could only be enforced by an army of occupation in the heart of germany. however, military occupation of germany was confined to the rhine valley.  most of this was hidden from the british liberals. for keynes the treaty was \u2018outrageous and  impossible\u2019. as much as any of the actual terms of the treaty, it was the appearance, the atmosphere and the circumstances of versailles that left such a bad taste \u2013 the awful gloating in the hall of mirrors and the solemn tone. the treaty itself made little difference to the power of germany. it was potentially  stronger than in 1914. the trophies like the war guilt clause were essentially symbolic. yet a british  liberal wrote, \u2018we are all so disgusted with the peace.\u2019 here was the deepest flaw of versailles. it was too harsh for much of british opinion. from a history book published in 1985.",
+            "9": "9 0470/22/ m/j/21 \u00a9 ucles 2021 [turn over source b german objections to the treaty reinforced growing feelings, particularly amongst the british, that it was  too harsh. there was a last-minute attempt by the british delegation for modifications. the demand for  a plebiscite in upper silesia was accepted but the treaty which the germans signed was only a slight modification of the original version.  attempts to carry out the military and reparations sections of the treaty aroused storms of protest in  germany. yet the treaty of versailles was not excessively harsh on germany, either territorially or  economically. it deprived it of only about 13% of its territory, only about 13% of its economic productivity,  and only about 10% of its population. however, the german people were expecting victory and not defeat. it was the acknowledgement of defeat, as much as the treaty terms, which they found so hard to accept. by the time the reparations commission started its work, it had become clear that germany would  not pay the sums originally demanded by the french. even the sum of \u00a36600 million established in 1921 was reduced again and again to ease germany\u2019s burden. it should also be remembered that the treaty made germany potentially more powerful than it had ever been before or since. the creation of an independent poland meant there was now a buffer between russia and germany that removed the need for germany to fight on two fronts.  the peace treaties cannot be blamed for the failure of a lasting peace in europe. those who negotiated  the terms did their best to construct a durable settlement. the significant defect was to be found with those that applied the settlement in later years.  from a history book published in 1984. source c a cartoon published in a british magazine, june 1919. the words on the plank say \u2018peace discussions\u2019.",
+            "10": "10 0470/22/ m/j/21 \u00a9 ucles 2021 source d treaty better than germany deserves war makers must be made to suffer germany is beginning to suffer the consequences of her actions in the first world  war, and it is making a terrible fuss about it. that was expected, but it will not help  germany much. if germany had the punishment it deserves, there would be no germany left to bear any burden at all. it would be wiped off the map. stern justice would demand for germany a punishment ten times harder than it will have to bear. the feeling in the country is not that germany is being too harshly dealt with, but that  it is being let off too lightly. from a british newspaper, may 1919. source e vengeance! german nation! today in the hall of mirrors at versailles, a disgraceful treaty is being signed. never  forget it! on that spot where, in the glorious year of 1871, the german empire in all its glory began, today german honour is dragged to the grave. never forget it! the german people with unceasing effort will push forward to reconquer that place among nations to which they are entitled. then there will be vengeance for the shame  of 1919. from the front page of a german newspaper, 28 june 1919. source f we have organised reparations where damage and injury have been inflicted, and we have established  guarantees and securities against the repetition of those crimes and horrors from which the world is just emerging. we have disarmed; we have punished. we have demonstrated that you cannot trample on national rights and liberties. this is the task we set ourselves, and i claim that this treaty will be a  lighthouse, warning nations against the perils on which the german empire shattered itself. lloyd george, the british prime minister, speaking in parliament, july 1919.",
+            "11": "11 0470/22/ m/j/21 \u00a9 ucles 2021 [turn over source g a cartoon entitled \u2018their turn next\u2019, published in a british newspaper, may 1919. ",
+            "12": "12 0470/22/ m/j/21 \u00a9 ucles 2021 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 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.now answer all the following questions. you may use any of the sources to help you answer the  questions, in addition to those sources which you are told to use. in answering the questions you  should use your knowledge of the topic to help you interpret and evaluate the sources. 1 study sources a and b.  how far do these two sources agree? explain your answer using details of the sources.  [7] 2 study source c.  what is the cartoonist\u2019s message? explain your answer using details of the source and your  knowledge.  [7] 3 study sources d and e.  does source d make source e surprising? explain your answer using details of the sources and  your knowledge.  [8] 4 study source f.  why did lloyd george make this speech at this time? explain your answer using details of the  source and your knowledge.  [8] 5 study source g.  how useful would this cartoon be to a historian studying the peace treaties? explain your answer  using details of the source and your knowledge.  [8] 6 study all the sources.  how far do these sources provide convincing evidence that germany was treated unfairly in the  treaty of versailles? use the sources to explain your answer.  [12]"
+        },
+        "0470_s21_qp_23.pdf": {
+            "1": "this document has 12 pages. any blank pages are indicated. cambridge igcse\u2122 dc (mb/cgw) 200214/3 \u00a9 ucles 2021  [turn over *3383742824*history  0470/23 paper 2  may/june  2021  2 hours you must answer on the enclosed answer booklet. you will need:  answer booklet (enclosed)   instructions  \u25cf answer all the questions on one option only. option a: nineteenth century topic option b: twentieth century topic  \u25cf follow the instructions on the front cover of the answer booklet. if you need additional answer paper,  ask the invigilator for a continuation booklet. information  \u25cf the total mark for this paper is 50.  \u25cf the number of marks for each question or part question is shown in brackets [  ].",
+            "2": "2 0470/23/ m/j/21 \u00a9 ucles 2021 option a: nineteenth century topic how far did austria and france hinder the process of italian unification?  study the background information and the sources carefully, and then answer all the questions.  background information many factors had an impact on the process of italian unification. many of these were internal to  italy and included the well-known exploits of men like mazzini and garibaldi who helped drive the  risorgimento. the diplomacy and politics of cavour were also important. however, some historians have emphasised the important impact of the policies and actions of other european countries such as austria and france. how far did the actions of austria and france hinder italian unification? source a in my opinion this wealthy land can only be punished most severely by the removal of those means  which have led it to such disobedience. for what is exile to the rich when they can take their money  with them and continue to cause trouble? to humble the disloyal rich and protect the loyal citizen should be the principle on which from now on the government of lombardy-venice should be based. the aim of my letter is to beg your excellency to not give the ringleaders any mercy and to let justice run its course completely. a letter from field marshal radetzky to the foreign minister of the austrian empire, 1849. radetzky  was in charge of the austrian army in northern italy.  source b napoleon iii said \u2018he would like to do something for italy\u2019. by the 1850s he was alleged to have long  been in sympathy with the italian cause, but had actually done little to help. in fact quite the opposite, because in 1849 he had sent the french army to crush the roman republic which they did, remaining afterwards to garrison the city and protect the pope. at the secret meeting with cavour at plombi\u00e8res in  july 1858 napoleon\u2019s aim seems to have been not to unite italy but to keep it divided into a federation  of comparatively powerless separate states. as the war of 1859 began napoleon proclaimed that his aims were not conquest but \u2018to restore italy to the italians\u2019. but after two bloody battles, he returned to france. austria surrendered lombardy to piedmont but kept venetia. victor emmanuel ii and cavour felt napoleon had betrayed them by going home before he had done what he had promised, which was to free italy. napoleon made some amends in 1866 when he came into possession of venetia  and handed it over to the kingdom of italy. italians were also angry that he refused to withdraw the  occupying french troops from rome until forced to do so by france\u2019s war with prussia in 1870. from a history book published in 2001.",
+            "3": "3 0470/23/ m/j/21 \u00a9 ucles 2021 [turn over source c in 1858 neither napoleon iii nor cavour wanted or expected italian unification. the achievement of an  italian kingdom was something which, though it happened partly because of napoleon iii and cavour,  happened to a considerable degree in spite of both of them. it is certain that napoleon\u2019s phrase about \u2018doing something for italy\u2019 was not intended to involve anything more than the expulsion of the austrians from the northern part of italy, and that it did not at all involve italy\u2019s unification.  it is incorrect to think of napoleon as venturing into italy because he was blinded by a romantic  attachment to the cause of italian nationalism. he took the action he did because he thought it would  help to extend french influence in italy. at plombi\u00e8res he planned to expel austrian influence from the north and centre of italy and to create a kingdom of italy large enough to be a useful french client state. the two sicilies could perhaps be persuaded to become another french client state. the pope would be persuaded to accept the whole process by being made president of an italian federation to  which the new italian states would belong.  however, to minimise the help napoleon gave to italy is to ignore the facts. the work of cavour in the  north and the centre up to april 1860 depended completely on napoleon.  from a history book published in 1956. source d the aim of statesmen must be to avoid, as much as possible, all the causes of dispute that still exist  in europe. the country which is the greatest threat to european peace is italy, because its political  structure does not please anybody. to alter its structure either a revolution or a war is needed. these are extreme solutions and who would be powerful enough to impose his will on so many divided countries and to unite so many states and give them a common purpose? nonetheless i believe that one might try something that might satisfy nearly everybody. an italian  confederation might be set up with the pope as its figurehead, without any change to territorial  boundaries. austria, by reason of its lombard territories, would be a member. some notes written by napoleon iii for himself and his foreign minister, 1856.  source e as soon as i entered the emperor\u2019s study he began by saying that he had decided to support piedmont  with all his power in a war against austria. he agreed that it was necessary to drive the austrians out of italy. but how was italy to be organised after that? after a long discussion we agreed the following  principles. there would be a kingdom of upper italy under the house of savoy. the rest of the papal  states, together with tuscany, would form a kingdom of central italy. the neapolitan frontier would be left unchanged. these italian states would form a confederation, the presidency of which would be given to the pope. this arrangement seems to me fully acceptable. your majesty would be sovereign of the richest and most powerful half of italy, and so would dominate the whole of italy. from a report by cavour to victor emmanuel about his meeting at plombi\u00e8res with napoleon iii,   july 1858.",
+            "4": "4 0470/23/ m/j/21 \u00a9 ucles 2021 source f do not forget the gratitude we owe to napoleon iii and the french army, so many of whose brave  soldiers have been killed for the cause of italy. written by garibaldi after the peace of villafranca in august 1859. source g a cartoon published in a british magazine in july 1859. the figures represent (left to right)   austria, italy and napoleon iii. italy is wearing the papal crown. ",
+            "5": "5 0470/23/ m/j/21 \u00a9 ucles 2021 [turn over now answer all the following questions. you may use any of the sources to help you answer the  questions, in addition to those sources which you are told to use. in answering the questions you  should use your knowledge of the topic to help you interpret and evaluate the sources. 1 study source a.  why did radetzky send this letter in 1849? explain your answer using details of the source and  your knowledge.  [7] 2  study sources b and c.  how far do these two sources agree? explain your answer using details of the sources.  [7] 3 study sources d and e.  why do these two accounts of napoleon\u2019s plans for italy differ? explain your answer using details  of the sources and your knowledge.  [8] 4 study source f.  are you surprised by this source? explain your answer using details of the source and your  knowledge.  [8] 5 study source g.  what is the cartoonist\u2019s message? explain your answer using details of the source and your  knowledge.  [8] 6 study all the sources.  how far do these sources provide convincing evidence that austria and france hindered the  process of italian unification? use the sources to explain your answer.  [12]",
+            "6": "6 0470/23/ m/j/21 \u00a9 ucles 2021 option b: twentieth century topic did france get what it wanted at the paris peace conference? study the background information and the sources carefully, and then answer all the questions.  background information during the first world war france suffered great damage to its industry, land and people. understandably,  at the paris peace conference, the french wanted to punish germany for the damage it had inflicted  on france, and to weaken germany to ensure that it could not threaten france again. france tried to achieve these aims by demanding the following: disarming germany, imposing a high level of reparations, the rhineland to become an independent state and alsace-lorraine and the saar basin to be transferred to france.  how far did france succeed in getting germany harshly punished? source a it was a popular idea that clemenceau was personally responsible for the damage the treaty did to  the ideals of wilson. it was believed that he had influenced the french press and parliament to support his extreme demands. this is wrong. in paris during 1919 it would have been difficult to find another french politician as moderate, and open to negotiation and compromise, as clemenceau. what was not understood at first was the degree to which the dominant french political forces combined to press  their fears and hatreds upon him.  by january 1920, clemenceau was out of power. the main reason why clemenceau was thought to  have betrayed france was by his alleged softness at the time of the treaty negotiations. clemenceau devoted the last nine years of his life to defending himself against these charges. he wrote a rambling book, which is nothing more than an attempt to prove that he had done all that he could to bring about  a peace favourable to france. it was not well received. he had dreamt of being elected as president of  france after the war. but after the events of the peace conference his election was unthinkable. from a history book published in 1969.",
+            "7": "7 0470/23/ m/j/21 \u00a9 ucles 2021 [turn over source b a british cartoon entitled \u2018the reckoning\u2019, published in april 1919. germany is saying,   \u2018monstrous, i call it. why, it\u2019s fully a quarter of what we should have made them pay,   if we\u2019d won.\u2019 \u2018indemnity demands\u2019 refers to the reparations.",
+            "8": "8 0470/23/ m/j/21 \u00a9 ucles 2021 source c we came to versailles hoping for the peace of justice which had been promised. we were shocked  when we read the demands, the victorious violence of our enemies. the more deeply we penetrate  into the spirit of this treaty, the more convinced we become of the impossibility of carrying it out. the demands of this treaty are more than the german people can bear. germany must declare itself ready to bear all the war expenses of its enemies, which would exceed many times over the total amount of german assets. meanwhile its enemies also demand reparations for damage suffered by their civil population.  the reconstruction of our economic life is made impossible. we must renounce the realisation of all  our aims in the spheres of politics, economics and ideas. the german people are excluded from the league of nations, to which is entrusted all work of common interest to the world. thus must a whole people sign its own death sentence. count von brockdorff-rantzau\u2019s response when shown the proposed terms of the treaty of versailles,  may 1919. he was the leader of the german delegation at the paris peace conference.  source d the allied powers have given the most careful consideration to the observations of the german  delegation. the protest of the german delegation shows that they fail to understand the position in which germany stands today. they seem to think that germany has only to make sacrifices in order to attain peace, as if this were simply the end of some mere struggle for territory and power. in the view of  the allied powers this war was the greatest crime against humanity ever committed. justice, therefore, is the only possible basis for the settlement of this terrible war. that is why the  allied powers have insisted that germany must undertake to make reparation. reparation for wrongs inflicted is the essence of justice. that, too, is why germany must submit to special punishments. the allies therefore believe that the peace is fundamentally a peace of justice. the german delegation appears to have seriously misinterpreted the economic and financial  conditions. there is no intention on the part of the allies to strangle germany or to prevent it from taking its proper place in international trade and commerce. provided that germany keeps to the terms of the treaty and abandons its aggressive traditions, it shall have fair treatment in the purchase of raw  materials and the sale of goods. clemenceau\u2019s letter replying to the objections of the german delegation, may 1919. clemenceau was  replying on behalf of all the peacemakers.",
+            "9": "9 0470/23/ m/j/21 \u00a9 ucles 2021 [turn over source e terms of treaty better than germany deserves war makers must be made to suffer germany is beginning to suffer the consequences   of her actions in the first world war, and it is making  a terrible fuss about it. that was expected, but it will not help germany much. if germany had the  punishment it deserves, there would be no germany left to bear any burden at all. it would be wiped off  the map. stern justice would demand for germany a punishment ten times harder than it will have to  bear.  the feeling in the country is not that germany is being too harshly dealt with, but that it is being let off  too lightly.  from a british newspaper, may 1919. source f a cartoon published in a norwegian magazine in august 1919. norway was neutral in the first world  war. clemenceau is introducing the german delegates to the terms of the treaty of versailles and is  saying to them, \u2018take your seats, gentlemen!\u2019",
+            "10": "10 0470/23/ m/j/21 \u00a9 ucles 2021 now answer all the following questions. you may use any of the sources to help you answer the  questions, in addition to those sources which you are told to use. in answering the questions you  should use your knowledge of the topic to help you interpret and evaluate the sources. 1 study source a.  what impressions does this source give of clemenceau? explain your answer using details of the  source.  [6] 2 study source b.  why was this source published at this time? explain your answer using details of the source and  your knowledge.  [8] 3 study sources c and d.  how far does source c make source d surprising? explain your answer using details of the  sources and your knowledge.  [8] 4 study source e.  how useful is this source to a historian studying the treaty of versailles? explain your answer  using details of the source and your knowledge.  [8] 5 study source f.  what is the cartoonist\u2019s message? explain your answer using details of the source and your  knowledge.  [8] 6 study all the sources.  how far do these sources provide convincing evidence that germany was punished as much as  the french wanted? use the sources to explain your answer.  [12]",
+            "11": "11 0470/23/ m/j/21 \u00a9 ucles 2021 blank page",
+            "12": "12 0470/23/ m/j/21 \u00a9 ucles 2021 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 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.blank page"
+        },
+        "0470_s21_qp_41.pdf": {
+            "1": "cambridgeigcse\u2122 0470/41 may/june2021 1hourhistory paper4alternativetocoursework youmustanswerontheenclosedanswerbooklet. youwillneed: answerbooklet(enclosed) instructions \u2022answeronequestionfromyourchosendepthstudy. \u2022followtheinstructionsonthefrontcoveroftheanswerbooklet.ifyouneedadditionalanswerpaper, asktheinvigilatorforacontinuationbooklet. information \u2022thetotalmarkforthispaperis40. \u2022thenumberofmarksforeachquestionorpartquestionisshowninbrackets[ ]. thisdocumenthas 4pages.anyblankpagesareindicated. [turnover06_0470_41_2021_1.8 \u00a9ucles2021 *7968167723*",
+            "2": "answeronequestionfromyourchosendepthstudy. depthstudya:thefirstworldwar,1914\u201318 howimportantwasthefailureoftheschlieffenplanasareasonwhythewarwasnotoverbythe endof1914?explainyouranswer. [40]1 howsignificantwastheimpactofgermansubmarinewarfareonbritain\u2019sabilitytocontinuewaging war?explainyouranswer. [40]2 depthstudyb:germany,1918\u201345 howimportantwerethesocialandeconomiceffectsofthefirstworldwarinshapingthelivesof thegermanpeople,1919\u201323?explainyouranswer. [40]3 howsignificantwasjosephgoebbelsinwinningsupportforthenazis,1930\u201333?explainyour answer. [40]4 depthstudyc:russia,1905\u201341 howimportantwasleninincausingthedownfalloftheprovisionalgovernment?explainyour answer. [40]5 howsignificantwerethefive-yearplansinchanginglifeinthesovietunionafter1928?explain youranswer. [40]6 depthstudyd:theunitedstates,1919\u201341 howimportantwasassembly-lineproductionasareasonforincreasingprosperityintheusain the1920s?explainyouranswer. [40]7 howsignificantwashomelessnessintheimpactofthedepressionafter1929?explainyouranswer. [40]8 depthstudye:china,c.1930\u2013c.1990 howimportantwaslandreformasanaspectofcommunistruleinthe1950sand1960s?explain youranswer. [40]9 howsignificantwaspoliticalreforminchangesmadeinchinaafter1976?explainyouranswer. [40]10 06_0470_41_2021_1.8 \u00a9ucles20212",
+            "3": "depthstudyf:southafrica,c.1940\u2013c.1994 howimportantwasthebantuself-governmentactinchanginglifeforblacksouthafricansafter 1948?explainyouranswer. [40]11 howsignificantwerethegovernment\u2019ssecuritymeasuresinmaintainingwhiteminorityrulebetween 1966and1980?explainyouranswer. [40]12 depthstudyg:israelisandpalestinianssince1945 howimportantwasthearableagueasacauseofincreasedtensioninpalestineby1948?explain youranswer. [40]13 howsignificantwastherefugeecrisisingaininginternationalattentionforthepalestiniancause after1948?explainyouranswer. [40]14 06_0470_41_2021_1.8 \u00a9ucles20213",
+            "4": "blankpage permissiontoreproduceitemswherethird-partyownedmaterialprotectedbycopyrightisincludedhasbeensoughtandclearedwherepossible.everyreasonable efforthasbeenmadebythepublisher(ucles)totracecopyrightholders,butifanyitemsrequiringclearancehaveunwittinglybeenincluded,thepublisherwill bepleasedtomakeamendsattheearliestpossibleopportunity. toavoidtheissueofdisclosureofanswer-relatedinformationtocandidates,allcopyrightacknowledgementsarereproducedonlineinthecambridgeassessment international education copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download at www.cambridgeinternational.orgaftertheliveexaminationseries. cambridge assessment international education is part of the cambridge assessment group. cambridge assessment is the brand name of the university of cambridgelocalexaminationssyndicate(ucles),whichitselfisadepartmentoftheuniversityofcambridge. 06_0470_41_2021_1.8 \u00a9ucles20214"
+        },
+        "0470_s21_qp_42.pdf": {
+            "1": "cambridgeigcse\u2122 0470/42 may/june2021 1hourhistory paper4alternativetocoursework youmustanswerontheenclosedanswerbooklet. youwillneed: answerbooklet(enclosed) instructions \u2022answeronequestionfromyourchosendepthstudy. \u2022followtheinstructionsonthefrontcoveroftheanswerbooklet.ifyouneedadditionalanswerpaper, asktheinvigilatorforacontinuationbooklet. information \u2022thetotalmarkforthispaperis40. \u2022thenumberofmarksforeachquestionorpartquestionisshowninbrackets[ ]. thisdocumenthas 4pages.anyblankpagesareindicated. [turnover06_0470_42_2021_1.7 \u00a9ucles2021 *3440327366*",
+            "2": "answeronequestionfromyourchosendepthstudy. depthstudya:thefirstworldwar,1914\u201318 howimportanttothefailureoftheschlieffenplanwasrussia\u2019smobilisationin1914?explainyour answer. [40]1 howsignificantwastheimpactofconscriptioninshapingcivilianlifeonthebritishhomefront? explainyouranswer. [40]2 depthstudyb:germany,1918\u201345 howimportantwastheweimarconstitutionincreatinginstabilityingermany,1919\u201333?explain youranswer. [40]3 howsignificantwerethechurchesintheoppositiontonaziruleafter1933?explainyouranswer. [40]4 depthstudyc:russia,1905\u201341 how important was agriculture as a cause of russia\u2019s problems by march 1917? explain your answer. [40]5 howsignificantwaswarcommunismintheconsolidationofbolshevikruleto1924?explainyour answer. [40]6 depthstudyd:theunitedstates,1919\u201341 howimportantwastheavailabilityofelectricityasareasonforeconomicgrowthintheusainthe 1920s?explainyouranswer. [40]7 howsignificantwasprohibitioninchangingthelivesoftheamericanpeople,1919\u201333?explain youranswer. [40]8 depthstudye:china,c.1930\u2013c.1990 howimportantwastheyenansovietinincreasingsupportforthechinesecommunistpartyby 1949?explainyouranswer. [40]9 howsignificantwereimprovedrelationswiththeusainestablishingchinaasasuperpowerby thetimeofmao\u2019sdeath?explainyouranswer. [40]10 06_0470_42_2021_1.7 \u00a9ucles20212",
+            "3": "depthstudyf:southafrica,c.1940\u2013c.1994 howimportantwerethelandactsinshapingthelivesofthenon-whitepopulationinsouthafrica before1948?explainyouranswer. [40]11 how significant was anti-communism as a motive for the government\u2019s repression of political opponentsinsouthafricato1966?explainyouranswer. [40]12 depthstudyg:israelisandpalestinianssince1945 how important was the yom kippur war (1973) in shaping arab\u2013israeli relations up to 1996? explainyouranswer. [40]13 howsignificanthasthepeacekeepinganddiplomacyoftheunitednationsbeeninattemptsto resolvethearab\u2013israeliconflict?explainyouranswer. [40]14 06_0470_42_2021_1.7 \u00a9ucles20213",
+            "4": "blankpage permissiontoreproduceitemswherethird-partyownedmaterialprotectedbycopyrightisincludedhasbeensoughtandclearedwherepossible.everyreasonable efforthasbeenmadebythepublisher(ucles)totracecopyrightholders,butifanyitemsrequiringclearancehaveunwittinglybeenincluded,thepublisherwill bepleasedtomakeamendsattheearliestpossibleopportunity. toavoidtheissueofdisclosureofanswer-relatedinformationtocandidates,allcopyrightacknowledgementsarereproducedonlineinthecambridgeassessment international education copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download at www.cambridgeinternational.orgaftertheliveexaminationseries. cambridge assessment international education is part of the cambridge assessment group. cambridge assessment is the brand name of the university of cambridgelocalexaminationssyndicate(ucles),whichitselfisadepartmentoftheuniversityofcambridge. 06_0470_42_2021_1.7 \u00a9ucles20214"
+        },
+        "0470_s21_qp_43.pdf": {
+            "1": "cambridgeigcse\u2122 0470/43 may/june2021 1hourhistory paper4alternativetocoursework youmustanswerontheenclosedanswerbooklet. youwillneed: answerbooklet(enclosed) instructions \u2022answeronequestionfromyourchosendepthstudy. \u2022followtheinstructionsonthefrontcoveroftheanswerbooklet.ifyouneedadditionalanswerpaper, asktheinvigilatorforacontinuationbooklet. information \u2022thetotalmarkforthispaperis40. \u2022thenumberofmarksforeachquestionorpartquestionisshowninbrackets[ ]. thisdocumenthas 4pages.anyblankpagesareindicated. [turnover06_0470_43_2021_1.8 \u00a9ucles2021 *5130284152*",
+            "2": "answeronequestionfromyourchosendepthstudy. depthstudya:thefirstworldwar,1914\u201318 howimportantwerenewweaponsasacauseoftrenchwarfareonthewesternfront?explain youranswer. [40]1 how significant was germany\u2019s two-front war as a reason for its defeat in 1918? explain your answer. [40]2 depthstudyb:germany,1918\u201345 howimportantwereleft-winguprisingsingermany\u2019sproblems,1919\u201323?explainyouranswer. [40]3 howsignificantwasthepersecutionofminoritiesasanaspectofnazipolicy,1933\u201345?explain youranswer. [40]4 depthstudyc:russia,1905\u201341 howimportantwasrussia\u2019sautocraticpoliticalsystemasareasonfortheregime\u2019scollapseby march1917?explainyouranswer. [40]5 howsignificantwerestalin\u2019spurgesinthecreationofatotalitarianstateinthesovietunionafter 1928?explainyouranswer. [40]6 depthstudyd:theunitedstates,1919\u201341 howimportantwasthemovieindustryinchangingthelivesoftheamericanpeopleinthe1920s? explainyouranswer. [40]7 howsignificantwasfinancialspeculationasacauseofthewallstreetcrashin1929?explain youranswer. [40]8 depthstudye:china,c.1930\u2013c.1990 howimportantwerehealthreformsinchangingthelivesofchinesepeasantsby1960?explain youranswer. [40]9 howsignificantwereeconomicreformsinchangingthelivesofthechinesepeopleintheperiod 1976\u2013c.1990?explainyouranswer. [40]10 06_0470_43_2021_1.8 \u00a9ucles20212",
+            "3": "depthstudyf:southafrica,c.1940\u2013c.1994 howimportantwerethepoliciesoftheunitedpartyasareasonforthesuccessofthenational partyin1948?explainyouranswer. [40]11 howsignificantwastherivoniatrial(1963\u201364)inpreventingorganisedoppositiontoapartheid? explainyouranswer. [40]12 depthstudyg:israelisandpalestinianssince1945 how important was british policy as a cause of tension in palestine up to 1948? explain your answer. [40]13 howsignificantweretheosloaccordsindealingwiththecausesoftensionbetweenisraelisand palestinians?explainyouranswer. [40]14 06_0470_43_2021_1.8 \u00a9ucles20213",
+            "4": "blankpage permissiontoreproduceitemswherethird-partyownedmaterialprotectedbycopyrightisincludedhasbeensoughtandclearedwherepossible.everyreasonable efforthasbeenmadebythepublisher(ucles)totracecopyrightholders,butifanyitemsrequiringclearancehaveunwittinglybeenincluded,thepublisherwill bepleasedtomakeamendsattheearliestpossibleopportunity. toavoidtheissueofdisclosureofanswer-relatedinformationtocandidates,allcopyrightacknowledgementsarereproducedonlineinthecambridgeassessment international education copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download at www.cambridgeinternational.orgaftertheliveexaminationseries. cambridge assessment international education is part of the cambridge assessment group. cambridge assessment is the brand name of the university of cambridgelocalexaminationssyndicate(ucles),whichitselfisadepartmentoftheuniversityofcambridge. 06_0470_43_2021_1.8 \u00a9ucles20214"
+        },
+        "0470_w21_qp_11.pdf": {
+            "1": "this document has 12 pages. any blank pages are indicated. cambridge igcse\u2122 *5933383423* dc (mb) 202584/2 \u00a9 ucles 2021  [turn overhistory  0470/11 paper 1  october/november  2021  2 hours you must answer on the enclosed answer booklet. you will need:  answer booklet (enclosed) instructions  \u25cf answer three  questions in total: section a (core content): answer two questions. section b (depth studies): answer one question.  \u25cf follow the instructions on the front cover of the answer booklet. if you need additional answer paper,  ask the invigilator for a continuation booklet. information  \u25cf the total mark for this paper is 60.  \u25cf the number of marks for each question or part question is shown in brackets [  ].",
+            "2": "2 0470/11/o/n/21 \u00a9 ucles 2021 section a: core content answer any two questions from this section. 1 1848 was a year of great upheaval in europe.  (a) describe kossuth\u2019s role in the revolution in hungary in 1848\u201349.  [4]  (b) why did the frankfurt parliament fail?  [6]  (c) \u2018liberal ideas were the main cause of the 1848 revolutions.\u2019 how far do you agree with this  statement? explain your answer.  [10] 2 the path to italian unification was not smooth.  (a) what happened at plombi\u00e8res in 1858?  [4]  (b) why did mazzini fail to unify italy?  [6]  (c) is it surprising that it took until 1870\u201371 to unify italy? explain your answer.  [10] 3 tension increased between north and south before the american civil war.  (a) what was the dred scott case?  [4]  (b) why did lincoln win the 1860 election?  [6]  (c) \u2018the civil war was fought over the issue of slavery.\u2019 how far do you agree with this statement?  explain your answer.  [10] 4 the growth of european empires was not trouble free.   (a) what was the indian mutiny?  [4]  (b) why was the opium trade damaging to china?  [6]  (c) \u2018european powers ruled harshly over their african colonies.\u2019 how far do you agree with this  statement? explain your answer.  [10]",
+            "3": "3 0470/11/o/n/21 \u00a9 ucles 2021 [turn over 5 the versailles settlement had mixed consequences.  (a) what were clemenceau\u2019s aims at versailles?  [4]  (b) why was wilson\u2019s belief in self-determination important?  [6]  (c) \u2018loss of territory was the most serious consequence of the versailles settlement for germany.\u2019  how far do you agree with this statement? explain your answer.  [10] 6 the 1930s saw an increase in aggression from some states.  (a) what did hitler do to break the terms of the treaty of versailles?  [4]  (b) why did britain adopt a policy of appeasement?  [6]  (c) \u2018the increase in aggression from some states in the 1930s was caused by economic factors.\u2019  how far do you agree with this statement? explain your answer.  [10] 7 us involvement in the cold war was not always popular.  (a) what was the gulf of tonkin incident?  [4]  (b) why did us public opinion turn against the vietnam war?  [6]  (c)  how far do you agree that the us failed to contain the spread of communism? explain your  answer.  [10] 8 the ussr faced challenges to its control over eastern europe.  (a) describe events in hungary in 1956.  [4]  (b) why was czechoslovakia invaded in 1968?  [6]  (c) how far do you agree that gorbachev was to blame for the collapse of soviet power in  eastern europe? explain your answer.  [10]",
+            "4": "4 0470/11/o/n/21 \u00a9 ucles 2021 section b: depth studies answer any one question from this section. depth study a: the first world war, 1914\u201318 9 it was difficult to advance on the western front.  (a) describe the use of tanks on the western front.  [4]  (b) why was the battle of verdun important for the allies?  [6]  (c) who achieved more from the battle of the somme, the allies or the germans? explain your  answer.  [10] 10 the first world war was fought on many fronts.  (a) describe german use of u-boats in the first world war.  [4]  (b) why did germany experience food shortages?  [6]  (c) \u2018poor leadership was more important than food shortages in russia\u2019s decision to leave the  war.\u2019 how far do you agree with this statement? explain your answer.  [10]",
+            "5": "5 0470/11/o/n/21 \u00a9 ucles 2021 [turn over depth study b: germany, 1918\u201345 11 many factors contributed to the nazi takeover of germany.  (a) what happened on the night of the long knives?  [4]  (b) why did the nazi party have little success before 1930?  [6]  (c) \u2018the reichstag fire was the most important event in hitler\u2019s consolidation of power during  1933.\u2019 how far do you agree with this statement? explain your answer.  [10] 12 the nazis attempted to control german society in many ways.  (a) describe actions taken by the nazis against jewish businesses in 1933.  [4]  (b) why were mass rallies important to the nazis?  [6]  (c) how far do you agree that the nazis had control over german society? explain your answer.  [10]",
+            "6": "6 0470/11/o/n/21 \u00a9 ucles 2021 depth study c: russia, 1905\u201341 13 the tsar faced many challenges.  (a) describe the work of stolypin.  [4]  (b) why was there discontent with the russian government by 1905?  [6]  (c) how surprising is it that the tsar fell from power in 1917? explain your answer.  [10] 14 life in the soviet union changed under stalin\u2019s rule.  (a) how did life in the countryside change under stalin?  [4]  (b) why was industry brought under government control?  [6]  (c) how far do you agree that women benefited from stalin\u2019s rule? explain your answer.  [10]",
+            "7": "7 0470/11/o/n/21 \u00a9 ucles 2021 [turn over depth study d: the united states, 1919\u201341 15 the 1920s brought changes to life in the usa.  (a) what was the sacco and vanzetti case?  [4]  (b) why were the 1920s known as the \u2018roaring twenties\u2019?  [6]  (c) how far do you agree that prohibition failed because it was unpopular? explain your answer.  [10] 16 there were mixed reactions to the new deal.  (a) what did roosevelt mean by a \u2018new deal\u2019?  [4]  (b) why was the agricultural adjustment act (aaa) introduced?  [6]  (c) \u2018the most serious opposition to the new deal came from business leaders.\u2019 how far do you  agree with this statement? explain your answer.  [10]",
+            "8": "8 0470/11/o/n/21 \u00a9 ucles 2021 depth study e: china, c.1930\u2013c.1990 17 many changes occurred in china in the 1950s.  (a) describe the changes made to education in china in the 1950s.  [4]  (b) why were the \u2018barefoot doctors\u2019 important?  [6]  (c) \u2018the main reason for the introduction of communes in 1958 was to improve agricultural  production.\u2019 how far do you agree with this statement? explain your answer.  [10] 18 china\u2019s relationship with foreign powers changed over time.  (a) describe china\u2019s relationship with india up to 1965.  [4]  (b) why did china\u2019s relationship with vietnam change in the 1970s?  [6]  (c) \u2018differences over ideology caused the change in relations between china and the ussr.\u2019  how far do you agree with this statement? explain your answer.  [10]",
+            "9": "9 0470/11/o/n/21 \u00a9 ucles 2021 [turn over depth study f: south africa, c.1940\u2013c.1994 19 apartheid was established during the 1950s and 1960s.  (a) what was the group areas act of 1950?  [4]  (b) why was the bantu self-government act introduced?  [6]  (c) \u2018the sharpeville massacre was more important than the defiance campaign in the resistance  to apartheid.\u2019 how far do you agree with this statement? explain your answer.  [10] 20 the south african government introduced radical measures to maintain apartheid.   (a) what happened in soweto in 1976?  [4]  (b) why did the introduction of the homelands policy make life worse for black south africans?  [6]  (c) \u2018increased security measures were more important than government censorship in  maintaining apartheid.\u2019 how far do you agree with this statement? explain your answer.  [10]",
+            "10": "10 0470/11/o/n/21 \u00a9 ucles 2021 depth study g: israelis and palestinians since 1945 21 after 1945 there was a struggle over the future of palestine.  (a) what were the aims of the zionists after 1945?  [4]  (b) why did israel win the 1948\u201349 war?  [6]  (c) \u2018us pressure was the main reason for the change in british policy towards palestine.\u2019 how far  do you agree with this statement? explain your answer.  [10] 22 bringing peace to the middle east has proved challenging.  (a) describe the differences in views between labor and likud towards the peace process.  [4]  (b) why did the palestinian conflict become more intense after 1988?  [6]  (c) how successful has the un been in its efforts to deal with the palestinian issue? explain your  answer.  [10]",
+            "11": "11 0470/11/o/n/21 \u00a9 ucles 2021 blank page",
+            "12": "12 0470/11/o/n/21 \u00a9 ucles 2021 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 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.blank page"
+        },
+        "0470_w21_qp_12.pdf": {
+            "1": "this document has 12 pages. any blank pages are indicated. cambridge igcse\u2122 dc (dh) 202583/5 \u00a9 ucles 2021  [turn over *4979230293*history  0470/12 paper 1  october/november  2021  2 hours you must answer on the enclosed answer booklet. you will need:  answer booklet (enclosed) instructions  \u25cf answer three  questions in total: section a (core content): answer two questions. section b (depth studies): answer one question.  \u25cf follow the instructions on the front cover of the answer booklet. if you need additional answer paper,  ask the invigilator for a continuation booklet. information  \u25cf the total mark for this paper is 60.  \u25cf the number of marks for each question or part question is shown in brackets [  ].",
+            "2": "2 0470/12/ o/n/21 \u00a9 ucles 2021 section a: core content answer any two questions from this section. 1 individuals were important in the outcomes of the 1848 revolutions.  (a) describe frederick william iv\u2019s response to the 1848 revolution in prussia.  [4]  (b) why did pope pius ix turn against the 1848 revolutions in italy?  [6]  (c) how far did the 1848 revolution in france fail? explain your answer.  [10] 2 the civil war brought changes to the united states.  (a) what were \u2018scalawags\u2019 and \u2018carpetbaggers\u2019?  [4]  (b) why were johnson\u2019s plans for reconstruction opposed by congress?  [6]  (c) how far do you agree that the position of black americans improved as a result of  reconstruction? explain your answer.  [10] 3 imperialism had mixed results for the colonised peoples.  (a) describe the impact of faidherbe\u2019s rule over senegal.  [4]  (b) why did leopold ii\u2019s control over the congo cause hatred among the local population?  [6]  (c) \u2018the changes to british rule resulting from the indian mutiny were beneficial to indians.\u2019 how  far do you agree with this statement? explain your answer.  [10] 4 relationships between european powers were important in the build-up to the first world war.  (a) what was the triple alliance?  [4]  (b) why did the balkan wars (1912\u201313) lead to tension between russia and austria?  [6]  (c) \u2018colonial rivalry was a greater cause of tension between germany and britain than the naval  race.\u2019 how far do you agree with this statement? explain your answer.  [10]",
+            "3": "3 0470/12/ o/n/21 \u00a9 ucles 2021 [turn over 5 agreeing a peace settlement at the end of the first world war was challenging.  (a) describe how austria was treated in the peace settlement.  [4]  (b) why was danzig important in the negotiations for a peace settlement?  [6]  (c) who had the harder task in achieving their aims for the peace settlement, lloyd george or  wilson? explain your answer.  [10] 6 hitler\u2019s foreign policy involved germany in the affairs of many countries.  (a) what was the anglo-german naval agreement of 1935?  [4]  (b) why did hitler want to achieve anschluss?  [6]  (c) \u2018german involvement in the spanish civil war was more important for hitler than the takeover  of czechoslovakia.\u2019 how far do you agree with this statement? explain your answer.  [10] 7 the usa and ussr had different aims in europe after 1945.  (a) describe the berlin blockade.  [4]  (b) why did stalin want control over the government of poland?  [6]  (c) \u2018marshall aid did more to strengthen the americans than benefit the europeans.\u2019 how far do  you agree with this statement? explain your answer.  [10] 8 tension between iran and iraq led to war in 1980.  (a) describe western involvement in the iran\u2013iraq war.  [4]  (b) why was the shatt al-arab waterway a cause of tension between iran and iraq?  [6]  (c) \u2018damage to the economies of iran and iraq was the most important consequence of the  iran\u2013iraq war.\u2019 how far do you agree with this statement? explain your answer.  [10]",
+            "4": "4 0470/12/ o/n/21 \u00a9 ucles 2021 section b: depth studies answer any one question from this section. depth study a: the first world war, 1914\u201318 9 there was great loss of life on the western front.  (a) describe the use of machine guns in trench warfare.  [4]  (b) why were tanks ineffective on the western front before 1918?  [6]  (c) how far do you agree that haig deserved his reputation as \u2018butcher of the somme\u2019? explain  your answer.  [10] 10 the war had many impacts on civilians.  (a) describe the methods used by the british government to recruit soldiers.  [4]  (b) why did britain introduce food rationing?  [6]  (c) \u2018food shortages were a more important factor than military failings in russia\u2019s decision to  leave the war.\u2019 how far do you agree with this statement? explain your answer.  [10]",
+            "5": "5 0470/12/ o/n/21 \u00a9 ucles 2021 [turn over depth study b: germany, 1918\u201345 11 germany faced challenges in the years following the first world war.  (a) describe the spartacist uprising.  [4]  (b) why was there a crisis in the ruhr in 1923?  [6]  (c) how far did stresemann restore germany\u2019s strength between 1924 and 1929? explain your  answer.  [10] 12 the nazis controlled many aspects of life in germany.  (a) describe how the nazis used the radio.  [4]  (b) why was the gestapo feared by germans?  [6]  (c) how far did hitler\u2019s policies towards the jews between 1933 and 1938 have popular support?  explain your answer.  [10]",
+            "6": "6 0470/12/ o/n/21 \u00a9 ucles 2021 depth study c: russia, 1905\u201341 13 1917 brought great changes to russia.  (a) describe the activities of the petrograd soviet in 1917.  [4]  (b) why was there a mutiny at kronstadt in 1921?  [6]  (c) \u2018white weakness rather than bolshevik strength determined the outcome of the civil war.\u2019  how far do you agree with this statement? explain your answer.  [10] 14 stalin was determined to consolidate and maintain power.  (a) what was stalin\u2019s \u2018cult of personality\u2019?  [4]  (b) why was trotsky a leading candidate to succeed lenin?  [6]  (c) how far do you agree that stalin carried out the purges to remove trotsky\u2019s supporters?  explain your answer.  [10]",
+            "7": "7 0470/12/ o/n/21 \u00a9 ucles 2021 [turn over depth study d: the united states, 1919\u201341 15 the 1920s saw a boom in the us economy.  (a) describe how mass production worked.  [4]  (b) why was the development of advertising important to the boom?  [6]  (c) \u2018americans benefited from the boom.\u2019 how far do you agree with this statement? explain your  answer.  [10] 16 the wall street crash had a great impact on the usa.  (a) what was a hooverville?  [4]  (b) why did many people face unemployment after the wall street crash?  [6]  (c) how surprising was the wall street crash? explain your answer.  [10]",
+            "8": "8 0470/12/ o/n/21 \u00a9 ucles 2021 depth study e: china, c.1930\u2013c.1990 17 the nationalists failed to secure their hold over china.  (a) describe chiang kai-shek\u2019s treatment of the communists in the early 1930s.  [4]  (b) why did support for the communists increase during the second world war?  [6]  (c) \u2018the weaknesses of the nationalists determined the outcome of the civil war.\u2019 how far do  you agree with this statement? explain your answer.  [10] 18 china\u2019s relationships with other powers changed over time.  (a) describe china\u2019s relationship with vietnam in the 1970s.  [4]  (b) why were there changes in the relationship between india and china in the 1960s?  [6]  (c) \u2018the main reason for the improvement in china\u2019s relations with the usa after 1970 was the  establishment of trade between the two of them.\u2019 how far do you agree with this statement?  explain your answer.  [10]",
+            "9": "9 0470/12/ o/n/21 \u00a9 ucles 2021 [turn over depth study f: south africa, c.1940\u2013c.1994 19 segregation became established in the period up to 1948.  (a) what was the sauer commission?  [4]  (b) why did south african gold mining flourish in the period up to 1945?  [6]  (c) \u2018the natives land act had a more serious impact on non-white south africans than the  native urban areas act in the period to 1948.\u2019 how far do you agree with this statement?  explain your answer.  [10] 20 by the 1980s it was clear that apartheid was under pressure.  (a) describe botha\u2019s reform of the pass laws.  [4]  (b) why was oliver tambo important in the struggle against apartheid?  [6]  (c) how far do you agree that internal unrest was more important than economic problems in  encouraging de klerk to end white minority rule? explain your answer.  [10]",
+            "10": "10 0470/12/ o/n/21 \u00a9 ucles 2021 depth study g: israelis and palestinians since 1945 21 the late 1940s was a period of escalating violence.  (a) what was the palestine mandate?  [4]  (b) why did the un draw up a partition plan?  [6]  (c) how surprising was it that israel won the 1948\u201349 war? explain your answer.  [10] 22 the palestinians have faced many challenges.  (a) describe the activities of fatah in the 1960s.  [4]  (b) why did jordan withdraw support for the palestine liberation organization (plo) in the  1970s?  [6]  (c) \u2018the palestinians were successful in winning international support by the 1990s.\u2019 how far do  you agree with this statement? explain your answer.  [10]",
+            "11": "11 0470/12/ o/n/21 \u00a9 ucles 2021 blank page",
+            "12": "12 0470/12/ o/n/21 \u00a9 ucles 2021 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 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.blank page"
+        },
+        "0470_w21_qp_13.pdf": {
+            "1": "this document has 12 pages. any blank pages are indicated. cambridge igcse\u2122 *4614949276*history  0470/13 paper 1  october/november  2021  2 hours you must answer on the enclosed answer booklet. you will need:  answer booklet (enclosed) instructions  \u25cf answer three  questions in total: section a (core content): answer two questions. section b (depth studies): answer one question.  \u25cf follow the instructions on the front cover of the answer booklet. if you need additional answer paper,  ask the invigilator for a continuation booklet. information  \u25cf the total mark for this paper is 60.  \u25cf the number of marks for each question or part question is shown in brackets [  ]. dc (cj) 202582/3 \u00a9 ucles 2021  [turn over",
+            "2": "2 0470/13/ o/n/21 \u00a9 ucles 2021 section a: core content answer any two questions from this section. 1 revolutions broke out in many european states in 1848.  (a) what were the demands of the revolutionaries in prussia in 1848?  [4]  (b) why did the 1848 revolutions bring little change to germany?  [6]  (c) \u2018nationalism was more important than economic grievances in the outbreak of the 1848  revolutions.\u2019 how far do you agree with this statement? explain your answer.  [10] 2 tensions ran high in the united states before the civil war.  (a) what was the \u2018underground railroad\u2019?  [4]  (b) why was the missouri compromise important?  [6]  (c) \u2018economic factors were more important than military leadership in the north\u2019s victory in the  civil war.\u2019 how far do you agree with this statement? explain your answer.  [10] 3 the spread of imperialism had mixed causes and results.  (a) what happened at lucknow in 1857?  [4]  (b) why did european powers \u2018scramble for africa\u2019?  [6]  (c) \u2018european rule had a negative impact on africans.\u2019 how far do you agree with this statement?  explain your answer.  [10] 4 relationships between european powers were important in the build-up to the first world war.  (a) what was the entente cordiale?  [4]  (b) why was there tension in the balkans?  [6]  (c) \u2018austria was more responsible than germany for the outbreak of the first world war.\u2019 how far  do you agree with this statement? explain your answer.  [10]",
+            "3": "3 0470/13/ o/n/21 \u00a9 ucles 2021 [turn over 5 agreeing a peace settlement at the end of the first world war was challenging.  (a) describe how bulgaria was treated in the peace settlement.  [4]  (b) why did negotiations at versailles present difficulties for lloyd george?  [6]  (c) which was punished more harshly, germany or turkey? explain your answer.  [10] 6 hitler\u2019s actions increased international tensions in the 1930s.  (a) describe hitler\u2019s takeover of austria in 1938.  [4]  (b) why did hitler remilitarise the rhineland in 1936?  [6]  (c) \u2018appeasement was a sensible policy.\u2019 how far do you agree with this statement? explain your  answer.  [10] 7 hostility between the usa and ussr increased after the end of the second world war.  (a) what was agreed at the yalta conference?  [4]  (b) why did the ussr oppose marshall aid?  [6]  (c) \u2018disagreements over the future of germany were the main cause of the cold war.\u2019 how far do  you agree with this statement? explain your answer.  [10] 8 saddam hussein controlled iraq in many ways.   (a) describe the july revolution of 1958 in iraq.  [4]  (b) why was it important to saddam hussein to establish a personality cult?  [6]  (c) \u2018terror was more important than economic development in maintaining saddam hussein\u2019s  rule in iraq.\u2019 how far do you agree with this statement? explain your answer.  [10]",
+            "4": "4 0470/13/ o/n/21 \u00a9 ucles 2021 section b: depth studies answer any one question from this section. depth study a: the first world war, 1914\u201318 9 the first world war lasted longer than many expected.  (a) what was the british expeditionary force?  [4]  (b) why were the germans confident the schlieffen plan would succeed?  [6]  (c)  \u2018the development of trench warfare was the main reason the war was not over by christmas  1914.\u2019 how far do you agree with this statement? explain your answer.  [10] 10 germany faced difficulties in 1918.  (a) what was the zimmermann telegram?  [4]  (b) why did the ludendorff offensive fail?  [6]  (c) \u2018fear of invasion, rather than widespread discontent, caused germany to agree to the  armistice.\u2019 how far do you agree with this statement? explain your answer.  [10]",
+            "5": "5 0470/13/ o/n/21 \u00a9 ucles 2021 [turn over depth study b: germany, 1918\u201345 11 germany faced difficulties in the years following the war.  (a) what was the ruhr crisis  of 1923?  [4]  (b) why did the spartacist uprising fail?  [6]  (c) how far was the period 1924 to 1929 a \u2018golden age\u2019 for germany? explain your answer.  [10] 12 the nazis controlled life in germany in many ways.  (a) describe goebbels\u2019 role in nazi germany.  [4]  (b) why did the nazis organise a boycott of jewish businesses in april 1933?  [6]  (c) \u2018economic policies were more important than the gestapo in limiting opposition to the nazis.\u2019  how far do you agree with this statement? explain your answer.  [10]",
+            "6": "6 0470/13/ o/n/21 \u00a9 ucles 2021 depth study c: russia, 1905\u201341 13 the bolsheviks faced challenges after the revolution.  (a) describe lenin\u2019s actions on his return to russia in april 1917.  [4]  (b) why was trotsky important to the outcome of the civil war?  [6]  (c) \u2018war communism was a failure.\u2019 how far do you agree with this statement? explain your  answer.  [10] 14 stalin was determined to achieve and maintain power.  (a) describe the different political ideas of stalin and trotsky.  [4]  (b) why did stalin survive lenin\u2019s criticism in his political testament?  [6]  (c) \u2018stalin was more loved than feared in the ussr up to 1941.\u2019 how far do you agree with this  statement? explain your answer.  [10]",
+            "7": "7 0470/13/ o/n/21 \u00a9 ucles 2021 [turn over depth study d: the united states, 1919\u201341 15 american society changed in the 1920s.  (a) describe the activities of gangsters in the 1920s.  [4]  (b) why was the sacco and vanzetti case important?  [6]  (c) \u2018the 1920s brought increased freedom for american women.\u2019 how far do you agree with this  statement? explain your answer.  [10] 16 the american economy was in difficulty by 1929.  (a) what happened on wall street in october 1929?  [4]  (b) why did overproduction contribute to the problems facing the american economy?  [6]  (c) how far do you agree that the most serious consequence of the depression was the rise in  unemployment? explain your answer.  [10]",
+            "8": "8 0470/13/ o/n/21 \u00a9 ucles 2021 depth study e: china, c.1930\u2013c.1990 17 china changed a great deal in the 1950s.  (a) what was the \u2018speak bitterness\u2019 campaign?  [4]  (b) why did industry develop rapidly in china in the 1950s?  [6]  (c) \u2018the most important impact of mao\u2019s social reforms was the increase in literacy in china.\u2019  how far do you agree with this statement? explain your answer.  [10] 18 mao\u2019s rule brought continuous change to china.  (a) what was the impact of the cultural revolution on education in china?  [4]  (b) why did mao launch the cultural revolution?  [6]  (c) how similar were the ways in which mao and deng ruled over china? explain your answer.  [10]",
+            "9": "9 0470/13/ o/n/21 \u00a9 ucles 2021 [turn over depth study f: south africa, c.1940\u2013c.1994 19 there were many attempts to oppose apartheid.  (a) what happened at sharpeville in 1960?  [4]  (b) why was the public safety act introduced in 1953?  [6]  (c) how far do you agree that resistance to apartheid had little impact before 1966? explain your  answer.  [10] 20 apartheid was opposed within and outside south africa.  (a) describe the terms of the bantu homelands constitution act of 1971.  [4]  (b) why were economic sanctions not effective in the 1970s?  [6]  (c) how far do you agree that the soweto uprising was the main reason for increased opposition  to apartheid up to 1980? explain your answer.  [10]",
+            "10": "10 0470/13/ o/n/21 \u00a9 ucles 2021 depth study g: israelis and palestinians since 1945 21 relations between israel and the arab states were often hostile.   (a) what happened in the yom kippur war in 1973?  [4]  (b) why was there a crisis over suez in 1956?  [6]  (c) \u2018problems between israel and its neighbours had been solved by the early 1990s.\u2019 how far do  you agree with this statement? explain your answer.  [10] 22 efforts to secure peace in the middle east have faced many difficulties.  (a) what is hamas?  [4]  (b) why have divisions between israeli politicians hindered the peace process?  [6]  (c) \u2018the united states has been the most important factor in promoting peace in the middle  east.\u2019 how far do you agree with this statement? explain your answer.  [10]",
+            "11": "11 0470/13/ o/n/21 \u00a9 ucles 2021 blank page",
+            "12": "12 0470/13/ o/n/21 \u00a9 ucles 2021 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 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.blank page"
+        },
+        "0470_w21_qp_21.pdf": {
+            "1": "this document has 12 pages. any blank pages are indicated. cambridge igcse\u2122 dc (ms/ct) 201391/3 \u00a9 ucles 2021  [turn overhistory  0470/21 paper 2  october/november  2021  2 hours you must answer on the enclosed answer booklet. you will need:  answer booklet (enclosed) instructions  \u25cf answer all the questions on one option only. option a: nineteenth century topic option b: twentieth century topic  \u25cf follow the instructions on the front cover of the answer booklet. if you need additional answer paper,  ask the invigilator for a continuation booklet. information  \u25cf the total mark for this paper is 50.  \u25cf the number of marks for each question or part question is shown in brackets [  ]. *9423136020*",
+            "2": "2 0470/21/ o/n/21 \u00a9 ucles 2021 option a: nineteenth century topic how important was king william i of prussia? study the background information and the sources carefully, and then answer all the questions. background information in 1849 the future william i had written, \u2018it is clear from our whole history that prussia is destined to  be at the head of germany, but the question is \u2013 when and how?\u2019 william became king of prussia in 1861, and in 1871 he fulfilled his prophecy by becoming emperor of a united germany. how far was this due to bismarck, his minister-president, and how far did william have any importance in this period? the usual story told by historians is that bismarck decided policy and william simply agreed.  his contemporaries describe him as polite, gentlemanly and considerate but having little influence over  policy. was it as simple as that? did william have much significance? source a bismarck gained and held power by the brilliance of his personality, but he always depended on the  goodwill of his king. if william i had decided to dismiss bismarck after the \u2018blood and iron\u2019 speech, which most educated people in germany condemned, bismarck would have disappeared from history.  during his years in power bismarck forced the king again and again by temper tantrums and threats to  do things william disliked. bismarck\u2019s career rested on his personal relations with the king. the desperate struggle to control an  emotional old man who actually held power wore bismarck\u2019s nerves to shreds and his rages arose from this powerlessness. the king would not always give in to bismarck\u2019s demands. he felt, as a  decent man, real loyalty to his ministers and could not allow them to be brutally discarded by bismarck.  the king\u2019s kindness for others enraged bismarck. if the king wrote or spoke sharply to him, bismarck collapsed into bed and was sometimes ill for weeks. william could not have shown bismarck more love and attention, yet bismarck had the nerve to complain of the horrible conduct of his king. from a history book published in 2011. source b it was not an easy task to persuade the king to stay away from frankfurt. i thought i had persuaded my  master, but he did not find it easy to resist. he thought over and over again, \u2018thirty reigning princes!\u2019  besides, he loved and honoured the king of saxony who had invited him. not until midnight did i succeed in obtaining the king\u2019s refusal to the invitation. when i left my master, both he and i were ill and exhausted by the nervous tension of the situation. on the return journey to berlin, the king passed so near to frankfurt that his decision not to take part became known to everyone. the majority of the  princes felt uncomfortable when they thought of austria\u2019s scheme of reform, which, if prussia stayed  away, left them standing alone with austria in a position where they got no protection from the rivalry of the two great powers. from bismarck\u2019s memoirs written in his retirement in the 1890s. in 1863 austria had called a  conference of german princes in frankfurt, with the aim of reforming the german confederation in a  way that would increase austria\u2019s power in germany.",
+            "3": "3 0470/21/ o/n/21 \u00a9 ucles 2021 [turn over source c i declared it to be my belief that peace must be concluded on the austrian terms but remained alone  in my opinion; the king supported the military majority. my nerves could not stand the strain and i got  up, walked into my bedchamber and was overcome with tears. i set out the next day to explain to the king and said we had to avoid wounding austria too severely to avoid leaving any desire for revenge. to this the king raised no objection but said the actual peace terms were inadequate and that austria could not be allowed to escape unpunished. under the impression that my opinion was rejected, i left the room. i then met the crown prince who said to me, \u2018if you are persuaded that peace must now be  concluded, i am ready to defend your opinion with my father.\u2019 he returned after half an hour with the  words, \u2018my father has consented.\u2019 the main memory i have is of the violent agitation into which i had been obliged to put my master in order to obtain what i considered essential to the interests of the country. bismarck\u2019s account of meetings with king william, his chief ministers and senior  generals in july 1866 about whether to make peace with austria.  william wanted to march on vienna. source d bismarck gave hints that the war must decisively achieve the rounding off of prussian territory. that  caused the crown prince to ask the question whether there was an intention to annex territory. the king answered angrily that there is no question of war yet and still less of deposing german princes. he wants peace. bismarck was by far the clearest and sharpest. i became convinced that he had  brought about the whole situation in order to encourage the king to be more warlike. as we came out  the crown prince said, \u2018the king will not; bismarck will.\u2019 an account by a senior army officer, who served under the crown prince, of the  grand war council in may 1866. the king, bismarck, senior politicians and army  officers were present.",
+            "4": "4 0470/21/ o/n/21 \u00a9 ucles 2021 source e a french cartoon published in early 1867. it is entitled \u2018the giant german ogre\u2019.  it shows william and some small figures which represent the princes of north germany.",
+            "5": "5 0470/21/ o/n/21 \u00a9 ucles 2021 [turn over source f a cartoon published in an american magazine, 7 january 1871. bismarck is in the background.  william\u2019s prussian crown lies in the waste bin.",
+            "6": "6 0470/21/ o/n/21 \u00a9 ucles 2021 now answer all the following questions. you may use any of the sources to help you answer the  questions, in addition to those sources which you are told to use. in answering the questions you  should use your knowledge of the topic to help you interpret and evaluate the sources. 1 study source a.  what impressions does source a give of the relationship between william and bismarck? explain  your answer using details of the source.  [7] 2 study sources b and c.  does source b make source c surprising? explain your answer using details of the sources and  your knowledge.  [8] 3 study source d.  how useful is this source as evidence about the prussian decision to go to war with austria?  explain your answer using details of the source and your knowledge.  [7] 4 study source e.  why was this cartoon published in france at that time? explain your answer using details of the  source and your knowledge.  [8] 5 study source f.  what is the message of the cartoonist? explain your answer using details of the source and your  knowledge.  [8] 6 study all the sources.  how far do these sources provide convincing evidence that bismarck dominated william? use the  sources to explain your answer.  [12]",
+            "7": "7 0470/21/ o/n/21 \u00a9 ucles 2021 [turn over blank page",
+            "8": "8 0470/21/ o/n/21 \u00a9 ucles 2021 option b: twentieth century topic how important was the usa\u2019s decision not to join the league of nations? study the background information and the sources carefully, and then answer all the questions. background information in november 1919 the us senate voted to reject the treaty of versailles and this was confirmed by  another vote in march 1920. an important part of the treaty was the creation of the league of nations. the usa\u2019s rejection of the treaty meant that it would not be joining the league of nations. when the league of nations was established in 1919 many people had high hopes of it but by the late  1930s it was clear that it was a failure. many reasons have been suggested to explain this including  the lack of an army, the self-interest of powers such as britain and france, and slow decision-making. however, some historians have argued that the failure of the usa to join the league was a fatal blow. how far was the refusal of the usa to join the league responsible for its failure? source a on 19 november 1919, the us senate rejected the treaty of versailles, thus destroying any chance  of american membership of the league. britain faced the alarming prospect of league membership  without the economic power and naval strength of the united states. these events cast a long shadow  over the future of the league, especially with the increasingly bitter arguments between britain and france. as early as the 1920s the corfu crisis had clearly demonstrated that while the threat of sanctions  might be effective against small powers, it was unlikely to work effectively against great powers.  furthermore, unless the great powers, and especially britain and france, were willing to work closely  together to resolve disputes and to take joint economic and, if necessary, military action, the league could not exercise its authority in an effective way. however, in the late 1920s, public opinion across europe thought that the league was becoming  strong enough to prevent future conflicts. both britain and france publicly accepted the importance  of their league obligations. but in private, ministers and their officials were uncomfortably aware of the limitations of the league, and of how little it could actually achieve in terms of economic or military action against a major power, particularly in the absence of clear french-british agreement about how it should operate. the onset of the depression only served to further weaken the league\u2019s capacity for effective action. from a history book published in 1984.",
+            "9": "9 0470/21/ o/n/21 \u00a9 ucles 2021 [turn over source b the league was very popular with war-wearied public opinion \u2013 surely quarrels between states  could be settled by reasonable men sitting around a table in geneva. but the league had important  weaknesses: russia and germany were not members, the league had no way of imposing its decisions and it was heavily dependent on britain and france acting together. most crucially of all, in november 1919, the united states, the most powerful country in the world, refused to join. this final weakness mattered most when major powers such as japan and italy needed to be dealt with in the 1930s. despite these problems and incidents such as mussolini\u2019s flouting of the league\u2019s authority over corfu,  the league could have worked. by the late 1920s, the actions of the league, the revival of prosperity and the settling of french-german differences seemed to suggest that peace had come to stay. but it was not long before the absence of the usa really mattered. in the 1930s devastating financial and  industrial collapse led to nationalist regimes winning power and harmony being destroyed. it was not  surprising that the league, without the support of the usa, could not cope with the dangerous and complex situation that developed. from a recent history book. source c a cartoon published in a british magazine, december 1919. the keystone is the stone that locks the  structure together.",
+            "10": "10 0470/21/ o/n/21 \u00a9 ucles 2021 source d it was almost impossible to follow the proceedings of the league at geneva without becoming cynical  about it. the delegates acted in what they believed to be the interests of their own countries without  the smallest regard for the general interests of the world. the journalists in geneva were nearly all opposed to the weak behaviour of the league and the british and french governments. this was particularly true of the americans. the british government was one of the most shortsighted. what foolishness its persistent opposition to any form of collective security is now seen to have been. from 1930 french policy was dictated from london, and after 1936 the subservience of france to england  was complete. this meant france allowed itself to be dragged into policies opposed to the general  interest of europe with disastrous consequences. the soviet delegation was one of the most faithful to the principles of the league. from a book entitled \u2018the geneva racket, 1920\u20131939\u2019, published in 1941 by a british socialist and  anti-fascist journalist. he lived in geneva and reported on the league in the 1920s and 1930s. source e the development of the league of nations is a central principle of our foreign policy. with america  out of the league, sanctions are a mistake. the very people who have made us disarm, and quite  right too, are now urging us forward to take action. but where will action lead us to? if you enforce an economic boycott you\u2019ll have war declared by japan and japan will seize singapore and hong kong, and we cannot stop this. you\u2019ll get nothing out of america but big words. we cannot be going along one road, outside the league, with america, and also claim loyalty to the league. stanley baldwin, speaking to a friend in february 1932, as recorded in the friend\u2019s diary. baldwin was a member of the british government at this time. source f a cartoon published in britain, january 1933. it is entitled \u2018the doormat\u2019. the text on the left reads  \u2018honour of nations\u2019. the text on the box on the right reads \u2018face-saving outfit\u2019 . the figure on the right  is a member of the british government.",
+            "11": "11 0470/21/ o/n/21 \u00a9 ucles 2021 [turn over source g a cartoon published in 1932. the two figures fighting represent japan and china. source h america\u2019s commitment to the preservation of world peace was not just a matter of ethical attitudes; it  reflected concern about the negative effects of war on america\u2019s world trade. despite its refusal to join the league of nations, there were strong economic reasons why the usa could not turn its back on the wider world. when italy attacked abyssinia in 1935, roosevelt, in advance of the league of nations, promptly  declared a state of war to exist between italy and abyssinia and imposed an arms embargo which he knew would affect italy more than abyssinia. although he dared not align the usa openly with the league of nations in applying sanctions, he urged businessmen not to trade with either side. when  italian purchases of raw materials from the usa rose sharply he threatened to publish the names of  us exporters. this moral embargo was effective and trade fell back. it was britain and france who let the league down by their surrender to mussolini\u2019s demands. from a history book published in 1985.",
+            "12": "12 0470/21/ o/n/21 \u00a9 ucles 2021 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 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.now answer all the following questions. you may use any of the sources to help you answer the  questions, in addition to those sources which you are told to use. in answering the questions you  should use your knowledge of the topic to help you interpret and evaluate the sources. 1 study sources a and b.  how far do these two sources agree? explain your answer using details of the sources.  [7] 2 study source c.  why was this cartoon published in december 1919? explain your answer using details of the  source and your knowledge.  [8] 3 study sources d and e.  how far does source d make source e surprising? explain your answer using details of the  sources and your knowledge.  [8] 4 study sources f and g.  how far do these two cartoons agree? explain your answer using details of the sources and your  knowledge.  [8] 5 study source h.  what impressions does this source give of the usa\u2019s attitude towards international affairs? explain  your answer using details of the source.  [7] 6 study all the sources.  how far do these sources provide convincing evidence that the league failed because the usa  was not a member? use the sources to explain your answer.  [12]"
+        },
+        "0470_w21_qp_22.pdf": {
+            "1": "this document has 12 pages. any blank pages are indicated. dc (jp/sg) 201639/4 \u00a9 ucles 2021  [turn over *5827486609*cambridge igcse\u2122 history  0470/22 paper 2  october/november  2021  2 hours you must answer on the enclosed answer booklet. you will need:  answer booklet (enclosed) instructions  \u25cf answer all the questions on one option only. option a: nineteenth century topic option b: twentieth century topic  \u25cf follow the instructions on the front cover of the answer booklet. if you need additional answer paper,  ask the invigilator for a continuation booklet. information  \u25cf the total mark for this paper is 50.  \u25cf the number of marks for each question or part question is shown in brackets [  ].",
+            "2": "2 0470/22/ o/n/21 \u00a9 ucles 2021 option a: nineteenth century topic was france or prussia more to blame for the outbreak of war in 1870? study the background information and the sources carefully, and then answer all the questions.  background informationsome historians have for some time argued that bismarck believed a war against france was a vital  step in bringing about the unification of germany. they claim that he required it to be a defensive war  and that he needed some time to bring this about.  bismarck\u2019s memoirs, written in the 1890s during his retirement, suggest that he had long planned  german unification and that he brought about the war with france to help this process. however, there  are also good reasons for suggesting that napoleon iii was responsible for the war. he was under a  great deal of pressure in france to put prussia in its place and to achieve a glorious victory for his country. who was more to blame for the war, bismarck or napoleon? source a the founding of the north german confederation appeared to be the last great achievement of the  policy of \u2018blood and iron\u2019. after 1866 admiration for the achievements of prussia began to cool. the  loudest criticism of bismarck was in the south of germany. many there regarded the outcome of the  prussian victory over austria as a threat to their political independence. only some unexpected crisis threatening germany could revive the feeling of nationalism which had been declining. the incompetence of the french made possible what prussia could not achieve. the dispute over  the throne of spain led to an armed conflict which most germans considered a just war in defence  of the fatherland. although bismarck deliberately invited hostilities, the french were mainly at  fault. the government of napoleon iii, discredited by a series of failures, was desperate for some brilliant diplomatic or military success. the result was that a disagreement developed into a crisis for which there seemed no peaceful solution. while each side sought war for reasons of its own, berlin manoeuvred france into the position of the aggressor but french blundering revived the feeling of  nationalism in germany. even people in south germany thought that william i had been provoked by  french arrogance. german honour was at stake. the military victory over france allowed bismarck to complete the political unification of germany that had proved to be impossible by diplomatic methods.  from a book published in 1973.",
+            "3": "3 0470/22/ o/n/21 \u00a9 ucles 2021 [turn over source b the evidence that bismarck after 1866 regarded a war with france as inevitable and desirable is  overwhelming. the political task was to isolate france and then crush it. without war, unification  was only possible by pulling the north confederation to pieces and reconstructing it to suit the anti- prussian feeling of the south. only war would smash the obstacles to a prussian solution for germany. so long as france was there, the south would be reinforced in its stubborn reluctance to enter the confederation.  by the spring of 1870 bismarck had isolated france. this, however, was not enough. france must also  be lured into declaring war. the war could then be proclaimed a defensive one for german honour  so that the south would be brought in, fired with enthusiasm for \u2018germany in danger\u2019. bismarck was determined the dispute over the spanish throne would end in war. he was determined to force the unification of germany and win for himself the glory. without bismarck, war between france and germany would have not taken place. napoleon iii wanted peace, but with a weak will; bismarck  wanted war, with a strong will. the mistakes of napoleon iii were not the decisive cause of the war.  the only man who has the glory or the shame (whichever the future may judge it to be) of causing the war was bismarck and his iron will. anyone who thinks bismarck planned the hohenzollern candidacy without a suspicion that war would be inevitable would be crazy. bismarck devised the plot because it was the only way of causing the war which he had to have to achieve the unity of germany. from a book published in 1918. source c a cartoon published in france in 1866. the figure in the centre represents bismarck. the caption which was below the cartoon read \u2018it is one thing to know how to use a needle. but it is a skill that should not  be abused.\u2019 the \u2018needle\u2019 is a reference to the mass-produced needle gun used by the prussian army.",
+            "4": "4 0470/22/ o/n/21 \u00a9 ucles 2021 source d germany is made! but this germany in process of formation, of unification upon our frontier \u2013 is it a  threat to us? do we have the right to interfere in this formation of a great people upon our frontier?  should, or can, france prevent germany from being united? to this question, we reply without hesitation, \u2018no\u2019. france should not. france must not be false to its democratic and liberal ideals. from a pamphlet published in paris in 1867. napoleon iii was responsible for the pamphlet being published. source e the unification of germany under prussia is still in progress. the zollverein parliament is a step  further to the absorption of southern germany. where is this to end? what limit is to be placed on the germany of the future \u2013 or, rather, to prussia? the entry of the southern states is inevitable. can  france \u2013 can europe \u2013 look quietly on and watch this process without some guarantee as to the limits  of what germany shall be? you british withdraw yourselves from europe, but this is a great misfortune  for europe. it may be said that germany is not an aggressive power, but who can say? it may some day reclaim  alsace and lorraine. if southern germany is to follow, germany will have an additional eight million  people. i say, let it be so. but what concessions will germany be prepared to make in return for this  enlargement? let the limits of germany be fixed. if in a war with prussia we should be victorious, we can make peace by compensating ourselves. we shall not use our blood and wealth for nothing. an account by the british ambassador in berlin of what prince napoleon told him in a conversation in  1868. prince napoleon was a close advisor of his cousin, napoleon iii. source fi was convinced that a united germany was only a question of time, that the north german  confederation was only the first step in its formation. i did not doubt that a franco-german war must  take place before the construction of a united germany could be achieved. i was preoccupied with  the idea of delaying the outbreak of this war until our fighting strength should be increased. i at no time regarded a war with france as a simple matter and my efforts to postpone the outbreak of war  until our military training could be fully developed in all parts of the confederation were therefore quite  reasonable. i took it for granted that we could count on russian support against any coalition france might form. from england we could not rely on any active support and the events of 1870 have shown  i was correct.  from bismarck\u2019s memoirs, written in the 1890s during his retirement.  source g after dinner as we sat around smoking cigars, field marshal roon arrived. later count moltke arrived.  bismarck welcomed them warmly and said, \u2018the last time we three sat together was on 13 july  1870. what a stroke of luck it was that the french went so far! how hard it would have been to find  another equally favourable opportunity! we never altered the telegram, but shortened it in such a way as to show the french arrogance. we had surrendered everything with respect to the hohenzollern  candidacy and had the french not insisted that we promise never to do so again we might have given  up even more. i asked you both, \u201care we ready?\u201d you both said, \u201cwe are ready\u201d.\u2019 an account of a meeting in 1877 between bismarck, roon and moltke by lucius von ballhausen who  was present. ballhausen was a member of the reichstag, and a close friend of bismarck\u2019s. in 1870  roon had been minister of war and moltke had been head of the army.",
+            "5": "5 0470/22/ o/n/21 \u00a9 ucles 2021 [turn over now answer all the following questions. you may use any of the sources to help you answer the  questions, in addition to those sources which you are told to use. in answering the questions you  should use your knowledge of the topic to help you interpret and evaluate the sources. 1 study sources a and b.  how far do these two sources agree? explain your answer using details of the sources.  [7] 2 study source c.  why was this source published in france in 1866? explain your answer using details of the source  and your knowledge.  [8] 3 study sources d and e.  how far does source d make source e surprising? explain your answer using details of the  sources and your knowledge.  [8] 4 study source f.  how reliable is this source? explain your answer using details of the source and your knowledge.    [8] 5 study source g.  how useful is this source as evidence about events before the outbreak of war? explain your  answer using details of the source and your knowledge.  [7] 6 study all the sources.  how far do these sources provide convincing evidence that france was more responsible than  prussia for war breaking out in 1870? use the sources to explain your answer.  [12]",
+            "6": "6 0470/22/ o/n/21 \u00a9 ucles 2021 option b: twentieth century topic who was mainly to blame for the league\u2019s failure over abyssinia? study the background information and the sources carefully, and then answer all the questions.  background information as the two leading members of the league of nations, britain and france are often blamed for the  league\u2019s failure to deal with the italian invasion of abyssinia. it has been argued that both were more  interested in having italy as an ally against the greater threat from germany.  was britain or france more to blame for the failure of the league to act against italy? source a france\u2019s policy was in line with french national interests. hitler\u2019s germany was the potential enemy.  therefore italy must be made an ally. in 1940 baldwin claimed that laval had been bought by mussolini, but laval would have followed the same policy without being bribed. in the face of the german danger,  a british alliance would be of more value to france than an italian one. but could it be obtained?  it seemed strange to the french that the british should suddenly take seriously their obligations to the league over abyssinia while not taking seriously their obligations to the league in relation to the german menace to france. it seemed clear in france, and indeed was the case, that britain still hoped for a settlement with germany and was not ready to fulfil its obligations under the covenant.  the disastrous hoare-laval pact of december 1935 was a result of hoare being concerned about the  german menace, anxious to retain italian friendship and reluctant to take collective action. the british government justified its limited actions in defence of abyssinia by claiming that it was  expected to take the lead and that it was the only country to take effective action. however, britain was the leading european power so of course it was expected to take the lead. many league members did  enforce sanctions at a high economic price to themselves. one suspects that this criticism of \u2018others\u2019  was a way of saying that france would not play its part. however, chamberlain said at the time, \u2018we had from france the most loyal assurances that they would come to our aid if we were attacked by italy.\u2019 in reality britain did not think the league could enforce international law and order. it thought of national safety as being dependent on alliances and the balance of power. the result was failure for  the league.  from a history book published in 1974.",
+            "7": "7 0470/22/ o/n/21 \u00a9 ucles 2021 [turn over source b british and french policies were a futile escape from world responsibilities. they agreed about nothing.  britain saw the league as a way of revising the harsh terms of the peace treaties of 1919 while france  wanted to use it to enforce the treaties. when the assembly met in september 1935, the british foreign secretary, hoare, strongly supported collective action against italy. it seemed that britain was prepared to uphold the league\u2019s authority even at the cost of war. in spite of its attempts to weaken the league\u2019s authority behind the scenes, france used the same language. however, privately it was pressing britain to not support any sanctions which could make war inevitable. france was reluctant to apply oil  sanctions, although these would have been fatal for italy. three days after the italian invasion, the council of the league formally declared italy to have broken  the covenant. unfortunately, french policy weakened the strength of the british stand. laval strove to prevent the league deciding whether to cut off italy\u2019s oil. by the beginning of december he had used  hoare\u2019s fears of a military clash with italy to obtain agreement over the hoare-laval pact which made  nonsense of the league\u2019s stand. as the two great powers, britain and france had to take the lead. but they also saw italy as a potential  ally against germany. neither wanted to alienate mussolini, although this was more of a worry for france. britain was more concerned about germany. despite these complications, it is difficult to  envisage any outcome worse than that which actually resulted. the league was fatally damaged.  from a recent history book. source c a cartoon published in britain in february 1935. the figures on the left represent britain and france.",
+            "8": "8 0470/22/ o/n/21 \u00a9 ucles 2021 source d sir samuel hoare has told us of the determination of britain to keep to the system of collective security.  france receives these words with great satisfaction. i rejoice with all my country, for my country fully  understands the need for close collaboration with britain for the defence of the peace of europe. the solidarity in all circumstances which is implied by such a declaration constitutes a great date in the history of the league. france is loyal to the covenant. the covenant is our international law. our obligations are inscribed in the covenant. france will not evade them. laval speaking to the assembly of the league, september 1935. source e on 10 september i had conversations with sir samuel hoare and mr eden. we discussed, in that spirit  of close co-operation that is always the case with british and french statesmen, the grave situation of the italian\u2013abyssinian war. we found ourselves in instant agreement about ruling out military sanctions, not adopting a naval blockade and never considering the closure of the suez canal. we agreed to rule out anything that might lead to war. we also agreed that other measures such as an embargo on arms should first be submitted to a committee which had not yet been set up, and then that other measures  such as refusal to buy from or sell to italy might be adopted. laval speaking to the french parliament, 28 december 1935. he is reporting about an agreement he  made with britain on 10 september 1935 that had been kept secret until this speech. hoare was in  charge of british foreign policy but had to resign on 18 december 1935 and was succeeded by eden. source f a cartoon published in britain in august 1935. the british prime minister baldwin is speaking to laval,  the french prime minister.",
+            "9": "9 0470/22/ o/n/21 \u00a9 ucles 2021 [turn over source g the talks with laval had taken place in an atmosphere of threatened war in which all the member  states appeared to be opposed to military action. it was a moment when anglo-french co-operation  was essential if there was to be no breach at geneva. our proposals were the only basis upon which it was even remotely likely that we could start a peace discussion with italy. they were certainly the minimum upon which the french were prepared to proceed. i felt dangers of the continuance of war were so serious it was worth making an attempt. we alone have taken military precautions. there is a british fleet in the mediterranean; there are british  reinforcements in egypt and malta. not a ship, not a man has been moved by any other member state. if every member state will by action prove that it is determined to take its full part in resistance to an aggressive action, then it will be possible to have peace. remember, the aggressor has his forces mobilised and is ready to strike. that makes it necessary that all member states make themselves  ready now. i say this because i believe that unless these facts are faced, either the league will break  up, or a most unsatisfactory peace will result from the conflict that is now taking place. from hoare\u2019s resignation speech to the british parliament on 19 december 1935.",
+            "10": "10 0470/22/ o/n/21 \u00a9 ucles 2021 now answer all the following questions. you may use any of the sources to help you answer the  questions, in addition to those sources which you are told to use. in answering the questions you  should use your knowledge of the topic to help you interpret and evaluate the sources. 1 study sources a and b.  how far do these two sources agree? explain your answer using details of the sources.  [7] 2 study source c.  what is the message of the cartoonist? explain your answer using details of the source and your  knowledge.  [8] 3 study sources d and e.  how far does source e mean that laval was lying in source d? explain your answer using details  of the sources and your knowledge.  [8] 4 study source f.  why was this cartoon published at that time? explain your answer using details of the source and  your knowledge.  [8] 5 study source g.   do you believe hoare? explain your answer using details of the source and your knowledge.  [7] 6 study all the sources.  how far do these sources provide convincing evidence that britain and france were equally  to blame for the league doing little about the italian invasion of abyssinia? use the sources to  explain your answer.  [12]",
+            "11": "11 0470/22/ o/n/21 \u00a9 ucles 2021 blank page",
+            "12": "12 0470/22/ o/n/21 \u00a9 ucles 2021 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 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.blank page"
+        },
+        "0470_w21_qp_23.pdf": {
+            "1": "this document has 12 pages. any blank pages are indicated. cambridge igcse\u2122 dc (ms/ct) 201390/2 \u00a9 ucles 2021  [turn overhistory  0470/23 paper 2  october/november  2021  2 hours you must answer on the enclosed answer booklet. you will need:  answer booklet (enclosed) instructions  \u25cf answer all the questions on one option only. option a: nineteenth century topic option b: twentieth century topic  \u25cf follow the instructions on the front cover of the answer booklet. if you need additional answer paper,  ask the invigilator for a continuation booklet. information  \u25cf the total mark for this paper is 50.  \u25cf the number of marks for each question or part question is shown in brackets [  ]. *8692692148*",
+            "2": "2 0470/23/ o/n/21 \u00a9 ucles 2021 option a: nineteenth century topic was bismarck or napoleon iii more to blame for the war in 1870? study the background information and the sources carefully, and then answer all the questions.  background information on 19 july 1870 france declared war on prussia. both bismarck and napoleon iii had reasons to go  to war. a war with france could persuade the southern german states to support the north german  confederation in defending german honour. this could be the final step towards a unified germany. meanwhile, napoleon was unpopular in france and was under pressure to revive france\u2019s glorious past. according to bismarck\u2019s memoirs, written in the 1890s during his retirement, he had long planned german unification and he brought about the war with france to help this process. was france or prussia more to blame for the war? source a bismarck had no clear aim after the victories of 1866. he was content to leave the south german  states in their independent existence. there was no danger of a threat from austria and so the german problem had been settled. france and prussia had no reason for conflict. bismarck wrote in 1866, \u2018i have always regarded an alliance with france as the natural expression of the shared interests of our two countries.\u2019 napoleon iii thought exactly the same. bismarck rightly thought that napoleon was a  man of peace but he failed to understand that napoleon did not control the french and that he was  constantly urged by the french to go to war and restore france\u2019s prestige. there is not a scrap of evidence that bismarck worked deliberately for a war with france. on the  contrary, he made repeated gestures of friendship towards napoleon. he certainly did not foresee the crisis that blew up in july 1870 over the spanish throne. the edited \u2018ems telegram\u2019 was not the cause  of war. france was already preparing for war. once the war became inevitable bismarck wanted to  present himself as the creator of germany, not as a man mastered by events. therefore, against all his previous statements, the war with france had to appear long-planned by the master statesman. in truth, the french had blundered into a war which was not unwelcome to them; and bismarck, though taken by surprise, turned their blunder to his advantage. from a book published in 1955.",
+            "3": "3 0470/23/ o/n/21 \u00a9 ucles 2021 [turn over source b after 1866 bismarck intended to unify germany and rearrange europe on a new system, the main  feature of which would be a powerful germany controlled by prussia. it is certain that he regarded  union between south and north as the culmination of his efforts. however, bismarck never took risks and he knew there was much anti-prussian feeling in the south. everything therefore pointed to delay. bismarck\u2019s strategy over the next three years was masterly. his handling of the affair over luxembourg was an insult to napoleon and the french were angered by such a humiliation. there were many in france who wanted a glorious war with the germans. france was being steadily enclosed by prussia  in a way that only war could break \u2013 but bismarck was not yet ready. by 1870 the armed forces of  the confederation were reorganised and mobilisation could be completed within three weeks. france swarmed with german spies. the war with france was being remorselessly prepared. the edited version of the ems telegram in july 1870 was brutal and provocative. a french misjudgement had enabled bismarck to represent france as insulted. france had to either accept the insult or force a war  to defend french honour. on 15 july king william ordered a general mobilisation of the army. on 19  july france declared war. bismarck had won.  from a book published in 1918. source c    a cartoon published in an american magazine, august 1870.  death is saying, \u2018who goes there?\u2019 and napoleon iii replies, \u2018a friend\u2019. around napoleon are the  words \u2018war\u2019, \u2018fire\u2019, \u2018ruin\u2019, \u2018famine\u2019, \u2018desolation\u2019, \u2018death\u2019, \u2018blood\u2019.",
+            "4": "4 0470/23/ o/n/21 \u00a9 ucles 2021 source d i shall never consent to a war that is avoidable, much less seek it. but this war with france will surely  come. it will be forced upon us by the french emperor. his security depends on his personal prestige.  he has lost much of this because he has permitted prussia to become so great without obtaining some \u2018compensation\u2019. it was well known that he wanted compensation but was manoeuvred out of it by me. such a loss of prestige is dangerous to his position as emperor. he will, as soon as his army is in good fighting condition, make an effort to recover that prestige by using some excuse to pick a quarrel with us. bismarck speaking to an american politician in 1867. this conversation was remembered by the  politician in his memoirs, published in 1908. source e the first cause of the war of 1870 is to be found in the year 1866 when napoleon allowed prussia to  become a great power and a threat to us. napoleon became the tool of prussia in the hope of a reward. he should have supported others, like russia, who were trying to stop the conquests of prussia. he certainly should not have encouraged prussia but that is what he did and he demanded a reward for  that encouragement. prussia showed no gratitude to napoleon and broke the promise it had made in  the treaty of prague to slow its expansion. it also made treaties of alliance, thus contributing to the military unity of germany which was the only form of unity dangerous to us. i devoted my efforts in international matters to friendly cooperation between france and germany  and would have achieved it if i had had more influence. but there was one man who wanted war \u2013  bismarck, who made truth an instrument of falsehood and who thought that anything that contributed to his success was legitimate. from emile ollivier\u2019s book \u2018the franco-prussian war and its hidden causes\u2019, 1912.  ollivier was prime minister of napoleon\u2019s government, 1869\u201370. he was forced to resign because of  the defeat by prussia.",
+            "5": "5 0470/23/ o/n/21 \u00a9 ucles 2021 [turn over source f a cartoon published in france in 1867. the french soldier is saying to the german soldier, \u2018now you  are big enough. you must not get any bigger. i\u2019m telling you this for your own health.\u2019 source g i was convinced that a united germany was only a question of time, that the north german  confederation was only the first step in its formation. i did not doubt that a franco-german war must take place before the construction of a united germany could be achieved. i was preoccupied with  the idea of delaying the outbreak of this war until our fighting strength should be increased. i at no  time regarded a war with france as a simple matter and my efforts to postpone the outbreak of war until our military training could be fully developed in all parts of the confederation were therefore quite reasonable. i took it for granted that we could count on russian support against any coalition france might form. from england we could not rely on any active support and the events of 1870 have shown  i was correct. from bismarck\u2019s memoirs written in the 1890s during his retirement.",
+            "6": "6 0470/23/ o/n/21 \u00a9 ucles 2021 now answer all the following questions. you may use any of the sources to help you answer the  questions, in addition to those sources which you are told to use. in answering the questions you  should use your knowledge of the topic to help you interpret and evaluate the sources. 1 study sources a and b.  how far do these two sources agree? explain your answer using details of the sources.  [7] 2 study source c.  what is the cartoonist\u2019s message? explain your answer using details of the source and your  knowledge.  [8] 3 study sources d and e.  how far does source d make source e surprising? explain your answer using details of the  sources and your knowledge.  [8] 4 study source f.  why was this source published in france in 1867? explain your answer using details of the source  and your knowledge.  [8] 5 study source g.  how useful is this source as evidence about the franco-prussian war of 1870? explain your  answer using details of the source and your knowledge.  [7] 6 study all the sources.  how far do these sources provide convincing evidence that france was to blame for the war with  prussia in 1870? use the sources to explain your answer.  [12]",
+            "7": "7 0470/23/ o/n/21 \u00a9 ucles 2021 [turn over blank page",
+            "8": "8 0470/23/ o/n/21 \u00a9 ucles 2021 option b: twentieth century topic was the league justified in doing little about the japanese  invasion of manchuria? study the background information and the sources carefully, and then answer all the questions. background information the issue of the japanese invasion of manchuria was not a straightforward one for the league. eastern  parts of manchuria were already under the control of japan and the japanese army had the right to guard a zone around the south manchurian railway. it was in this zone that a bomb exploded on 18 september 1931. however, the explosion was probably staged by the japanese army to provoke a crisis from which they could benefit. the japanese army quickly ventured beyond the zone to  \u2018guarantee order\u2019 and eventually conquered all of manchuria. as a member of the league, the chinese  immediately appealed to the league. in 1932 japan set up a puppet state called manchukuo. japanese settlers, many of them farmers,  flocked there. the japanese transformed the economy and it even became a holiday destination for japanese tourists. in japanese eyes this further justified their taking over the area. did the league have good reasons for doing little about the japanese invasion of manchuria? source a the outbreak of hostilities in manchuria caused much confusion at geneva. little reliable information  was available given the slowness of communications. as there was a general reluctance to act, much emphasis was placed on china\u2019s lack of control in manchuria, on japan\u2019s treaty right to station troops there and on the argument that events in manchuria did not constitute the invasion of one sovereign state by another. armed with hindsight, history has condemned japan for the conquest. at the time, however, there  was substantial sympathy for japan as the representative of the civilised west in the barbarous east. the chinese economy was indeed chaotic and the political situation turbulent, so much so that some doubted whether china constituted a sovereign state. what could the league do? it could not condemn or expel japan, as japan would veto such attempts.  even the act of sending a commission of inquiry might inflame japanese nationalism. world opinion was divided and, anyway, japan was indifferent to it. realists recognised that only military force could stop japan, but who could supply it? for most countries the league\u2019s idea of collective security rested on the assumption that somebody else would supply the security. the only league members with the  remotest prospect of action were britain and france, but in reality neither could act. after years of  shrinking armies and naval disarmament, neither had the military power to embark on such a course of action. in america the prevailing mood was overwhelmingly isolationist and hostile to the league. in the circumstances it is not surprising that nothing was done. from a history book published in 1976.",
+            "9": "9 0470/23/ o/n/21 \u00a9 ucles 2021 [turn over source b within days china brought the issue to the attention of the council of the league. it was a complicated  situation because japanese troops had a right to be in manchuria, although not as extensively as  they were. britain was not keen on sending troops, regarding japan as a longstanding friend who was supporting capitalism in the far east, and beyond the league, the usa did not support measures against japan. however, a large area of chinese territory had been put under japanese occupation illegally, and small states were particularly angry. as a finnish delegate told the assembly, the league had to prove what it was made of. was it just \u2018a debating body\u2019? the league had been approached for help by a member state that was the victim of aggression, but  it did little. it should have done more. the scale of aggression was greater than in previous crises the league had faced and the consequences were more significant. this was the first major crisis of the league. the covenant was under attack, and the league had failed. japan\u2019s action was generally  seen as a threat to the international community as a whole. historians have called it a turning point  in the history of the league. determined leadership had been lacking and this was noted around the world. small states had their confidence in the league shaken, and dictators were encouraged. from a recent history book. source c an american cartoon published in 1931. the nine-power treaty of 1922 recognised  the territorial integrity of china.",
+            "10": "10 0470/23/ o/n/21 \u00a9 ucles 2021 source d japan has created a flourishing oasis in a desert of chinese misrule. the japanese army, after its  initial well-prepared invasion, has become a well-equipped police force in a disordered part of china  where the chinese government has little authority. from the times newspaper, published in britain, 21 september 1931. source e the fundamental issue at stake is really of vital importance to future international relations. are threats  and force going to rule relations between sovereign states, or arbitration and judicial settlement? that is the fundamental question. the answer will be of immense importance to the future stability of the  world. that consideration must be regarded as more important than the merits of the dispute itself.  from the times newspaper, published in britain, 16 october 1931.",
+            "11": "11 0470/23/ o/n/21 \u00a9 ucles 2021 [turn over source f a poster published by the japanese government in 1936 to celebrate the fifth anniversary of the  mukden incident. it shows japanese settlers in manchukuo. source g the japanese aggression in manchuria violated the covenant of the league. the authority of the  league in dealing with major powers was tested. it failed utterly in dealing with this gross breach of the covenant. the council attempted to apply peaceful methods but when these failed it did not use  force. the commercial and political interests of the major powers in the council, together with the likely  military consequences, led them to withhold from the league the power necessary to force effective action. the smaller powers in the assembly wanted to apply economic sanctions through a world-wide boycott of japan but they discovered that the major european powers would not follow. this failure could not be blamed on lack of american cooperation because it consistently supported the league  throughout. from a book by us ex-president hoover, published in 1942.",
+            "12": "12 0470/23/ o/n/21 \u00a9 ucles 2021 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 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.now answer all the following questions. you may use any of the sources to help you answer the  questions, in addition to those sources which you are told to use. in answering the questions you  should use your knowledge of the topic to help you interpret and evaluate the sources. 1 study sources a and b.  how far do these two sources agree? explain your answer using details of the sources.  [7] 2 study source c.  what is the message of the cartoonist? explain your answer using details of the source and your  knowledge.  [8] 3 study sources d and e.  how far does source d mean that source e cannot be trusted? explain your answer using details  of the sources and your knowledge.  [8] 4 study source f.  how useful is this source as evidence about the japanese in manchukuo? explain your answer  using details of the source and your knowledge.  [7] 5 study source g.  do you find this source surprising? explain your answer using details of the source and your  knowledge.  [8] 6 study all the sources.  how far do these sources provide convincing evidence that the league was justified in doing little  about the japanese invasion of manchuria? use the sources to explain your answer.  [12]"
+        },
+        "0470_w21_qp_41.pdf": {
+            "1": "cambridgeigcse\u2122 0470/41 october/november2021 1hourhistory paper4alternativetocoursework youmustanswerontheenclosedanswerbooklet. youwillneed: answerbooklet(enclosed) instructions \u2022answeronequestionfromyourchosendepthstudy. \u2022followtheinstructionsonthefrontcoveroftheanswerbooklet.ifyouneedadditionalanswerpaper, asktheinvigilatorforacontinuationbooklet. information \u2022thetotalmarkforthispaperis40. \u2022thenumberofmarksforeachquestionorpartquestionisshowninbrackets[ ]. thisdocumenthas 4pages.anyblankpagesareindicated. [turnover11_0470_41_2021_1.6 \u00a9ucles2021 *1947640068*",
+            "2": "answeronequestionfromyourchosendepthstudy. depthstudya:thefirstworldwar,1914\u201318 howimportantwasbritishandfrenchresistanceasafactorinthefailureoftheschlieffenplan? explainyouranswer. [40]1 howsignificantwasthemachinegunasacauseofthestalemateonthewesternfront?explain youranswer. [40]2 depthstudyb:germany,1918\u201345 how important was the occupation of the ruhr amongst the social and economic problems in weimargermany,1919\u201324?explainyouranswer. [40]3 howsignificantwasthesecondworldwarindeterminingnazipoliciestowardsthejews?explain youranswer. [40]4 depthstudyc:russia,1905\u201341 howimportantwasthe1905revolutioninweakeningthetsaristsystemofgovernmentto1914? explainyouranswer. [40]5 howsignificantwerepoliciestowardswomenamongstthesocialchangesinstalin\u2019srussiaafter 1928?explainyouranswer. [40]6 depthstudyd:theunitedstates,1919\u201341 howimportantwasthelossofforeignmarketsasareasonwhyusagriculturedidnotprosperin the1920s?explainyouranswer. [40]7 howsignificantwastheredscareasanaspectofintoleranceinussocietyinthe1920s?explain youranswer. [40]8 depthstudye:china,c.1930\u2013c.1990 howimportantwasthesecondworldwarintherivalrybetweenthenationalistgovernmentand thechinesecommunistparty?explainyouranswer. [40]9 howsignificantwasthegreatleapforwardinmao'smodernisationofchina?explainyouranswer. [40]10 11_0470_41_2021_1.6 \u00a9ucles20212",
+            "3": "depthstudyf:southafrica,c.1940\u2013c.1994 howimportantwaseconomicgrowthinshapingthelivesofsouthafricansbefore1948?explain youranswer. [40]11 howsignificantintheresistancetoapartheidwasthesouthafricanstudents'organisation(saso)? explainyouranswer. [40]12 depthstudyg:israelisandpalestinianssince1945 howimportantwaspresidentnasserasacauseofthesuezwarin1956?explainyouranswer. [40]13 how significant were palestinian militants as a factor shaping the palestinian peace process? explainyouranswer. [40]14 11_0470_41_2021_1.6 \u00a9ucles20213",
+            "4": "blankpage permissiontoreproduceitemswherethird-partyownedmaterialprotectedbycopyrightisincludedhasbeensoughtandclearedwherepossible.everyreasonable efforthasbeenmadebythepublisher(ucles)totracecopyrightholders,butifanyitemsrequiringclearancehaveunwittinglybeenincluded,thepublisherwill bepleasedtomakeamendsattheearliestpossibleopportunity. toavoidtheissueofdisclosureofanswer-relatedinformationtocandidates,allcopyrightacknowledgementsarereproducedonlineinthecambridgeassessment international education copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download at www.cambridgeinternational.orgaftertheliveexaminationseries. cambridge assessment international education is part of the cambridge assessment group. cambridge assessment is the brand name of the university of cambridgelocalexaminationssyndicate(ucles),whichitselfisadepartmentoftheuniversityofcambridge. 11_0470_41_2021_1.6 \u00a9ucles20214"
+        },
+        "0470_w21_qp_42.pdf": {
+            "1": "cambridgeigcse\u2122 0470/42 october/november2021 1hourhistory paper4alternativetocoursework youmustanswerontheenclosedanswerbooklet. youwillneed: answerbooklet(enclosed) instructions \u2022answeronequestionfromyourchosendepthstudy. \u2022followtheinstructionsonthefrontcoveroftheanswerbooklet.ifyouneedadditionalanswerpaper, asktheinvigilatorforacontinuationbooklet. information \u2022thetotalmarkforthispaperis40. \u2022thenumberofmarksforeachquestionorpartquestionisshowninbrackets[ ]. thisdocumenthas 4pages.anyblankpagesareindicated. [turnover11_0470_42_2021_1.8 \u00a9ucles2021 *4372305116*",
+            "2": "answeronequestionfromyourchosendepthstudy. depthstudya:thefirstworldwar,1914\u201318 howimportantwasartilleryasareasonforthehighcasualtiesonthewesternfront?explainyour answer. [40]1 howsignificantwasthekielmutinyasareasonfortheoutbreakofrevolutioningermanyin1918? explainyouranswer. [40]2 depthstudyb:germany,1918\u201345 howimportantwashitlertotheelectoralsuccessofthenazisby1932?explainyouranswer. [40]3 howsignificantwasrearmamentinthenazis\u2019ruleovergermany,1933\u201339?explainyouranswer. [40]4 depthstudyc:russia,1905\u201341 how important were social and economic problems in russia in the collapse of tsarist rule by march1917?explainyouranswer. [40]5 howsignificantwascollectivisationinstalin\u2019sruleoverthesovietunionafter1928?explainyour answer. [40]6 depthstudyd:theunitedstates,1919\u201341 how important were new methods of production in causing the economic boom in the 1920s? explainyouranswer. [40]7 howsignificantwasroosevelt\u2019selectioncampaignasareasonforhisvictoryinthepresidential electionof1932?explainyouranswer. [40]8 depthstudye:china,c.1930\u2013c.1990 howimportantweremilitarytacticsindeterminingtheoutcomeofthecivilwarinchina?explain youranswer. [40]9 how significant for china\u2019s economic development were changes in agriculture in the 1950s? explainyouranswer. [40]10 11_0470_42_2021_1.8 \u00a9ucles20212",
+            "3": "depthstudyf:southafrica,c.1940\u2013c.1994 howimportanttothedevelopmentofapartheidwasgovernmentrepressionafter1948?explain youranswer. [40]11 howsignificantwaspresidentdeklerkinthetransitiontomajorityrule?explainyouranswer. [40]12 depthstudyg:israelisandpalestinianssince1945 howimportantwerethesuperiorresourcesofthejewisharmedforcesasareasonforisrael\u2019s victoryinthe1948\u201349war?explainyouranswer. [40]13 howsignificantwasbegininthedevelopmentofrelationsbetweenisraelanditsneighboursby 1996?explainyouranswer. [40]14 11_0470_42_2021_1.8 \u00a9ucles20213",
+            "4": "blankpage permissiontoreproduceitemswherethird-partyownedmaterialprotectedbycopyrightisincludedhasbeensoughtandclearedwherepossible.everyreasonable efforthasbeenmadebythepublisher(ucles)totracecopyrightholders,butifanyitemsrequiringclearancehaveunwittinglybeenincluded,thepublisherwill bepleasedtomakeamendsattheearliestpossibleopportunity. toavoidtheissueofdisclosureofanswer-relatedinformationtocandidates,allcopyrightacknowledgementsarereproducedonlineinthecambridgeassessment international education copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download at www.cambridgeinternational.orgaftertheliveexaminationseries. cambridge assessment international education is part of the cambridge assessment group. cambridge assessment is the brand name of the university of cambridgelocalexaminationssyndicate(ucles),whichitselfisadepartmentoftheuniversityofcambridge. 11_0470_42_2021_1.8 \u00a9ucles20214"
+        },
+        "0470_w21_qp_43.pdf": {
+            "1": "cambridgeigcse\u2122 0470/43 october/november2021 1hourhistory paper4alternativetocoursework youmustanswerontheenclosedanswerbooklet. youwillneed: answerbooklet(enclosed) instructions \u2022answeronequestionfromyourchosendepthstudy. \u2022followtheinstructionsonthefrontcoveroftheanswerbooklet.ifyouneedadditionalanswerpaper, asktheinvigilatorforacontinuationbooklet. information \u2022thetotalmarkforthispaperis40. \u2022thenumberofmarksforeachquestionorpartquestionisshowninbrackets[ ]. thisdocumenthas 4pages.anyblankpagesareindicated. [turnover11_0470_43_2021_1.7 \u00a9ucles2021 *8472845855*",
+            "2": "answeronequestionfromyourchosendepthstudy. depthstudya:thefirstworldwar,1914\u201318 howimportantwasdiseaseinthelivesofsoldiersfightinginthetrenches?explainyouranswer. [40]1 howsignificantwasthepartplayedbytheunitedstatesasareasonforalliedvictoryin1918? explainyouranswer. [40]2 depthstudyb:germany,1918\u201345 howimportantwasstresemanninthedevelopmentoftheweimarrepublicto1929?explainyour answer. [40]3 howsignificantwerepoliciestowardsyoungpeopleinbringingaboutthenazificationofgermany after1933?explainyouranswer. [40]4 depthstudyc:russia,1905\u201341 howimportantwasthepetrogradsovietinweakeningtheprovisionalgovernmentbetweenmarch andnovember1917?explainyouranswer. [40]5 howsignificantwasthedesiretoincreaseproductionasareasonforlenin\u2019sintroductionofthe neweconomicpolicy(nep)in1921?explainyouranswer. [40]6 depthstudyd:theunitedstates,1919\u201341 howimportantwereproblemsinagricultureinshapingthelivesofblackamericansinthe1920s? explainyouranswer. [40]7 howsignificantwasroosevelt\u2019sreformofthebankingsystemindealingwiththeproblemscaused bythegreatdepression?explainyouranswer. [40]8 depthstudye:china,c.1930\u2013c.1990 howimportantwasimprovingthelivesofthepeasantsinmaintainingcommunistruleinchina after1949?explainyouranswer. [40]9 howsignificantwasthesovietuniontothedevelopmentofthechineseeconomyafter1949? explainyouranswer. [40]10 11_0470_43_2021_1.7 \u00a9ucles20212",
+            "3": "depthstudyf:southafrica,c.1940\u2013c.1994 howimportantwerethepasslawstothedevelopmentofoppositionagainstapartheidby1966? explainyouranswer. [40]11 howsignificantwerepoliticalreformsafter1978inendingwhiteminorityrule?explainyouranswer. [40]12 depthstudyg:israelisandpalestinianssince1945 howimportantwasthepalestineliberationorganisation(plo)intheincreasingtensionbetween israelandarabstatesafter1964?explainyouranswer. [40]13 howsignificanthasbeentheroleplayedbytheunitednationsinthearab-israeliconflict?explain youranswer. [40]14 11_0470_43_2021_1.7 \u00a9ucles20213",
+            "4": "blankpage permissiontoreproduceitemswherethird-partyownedmaterialprotectedbycopyrightisincludedhasbeensoughtandclearedwherepossible.everyreasonable efforthasbeenmadebythepublisher(ucles)totracecopyrightholders,butifanyitemsrequiringclearancehaveunwittinglybeenincluded,thepublisherwill bepleasedtomakeamendsattheearliestpossibleopportunity. toavoidtheissueofdisclosureofanswer-relatedinformationtocandidates,allcopyrightacknowledgementsarereproducedonlineinthecambridgeassessment international education copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download at www.cambridgeinternational.orgaftertheliveexaminationseries. cambridge assessment international education is part of the cambridge assessment group. cambridge assessment is the brand name of the university of cambridgelocalexaminationssyndicate(ucles),whichitselfisadepartmentoftheuniversityofcambridge. 11_0470_43_2021_1.7 \u00a9ucles20214"
+        }
+    },
+    "2022": {
+        "0470_m22_qp_12.pdf": {
+            "1": "this document has 12 pages. any blank pages are indicated.  [turn overcambridge igcse\u2122history  0470/12 paper 1  february/march  2022  2 hours you must answer on the enclosed answer booklet. you will need:  answer booklet (enclosed) instructions  \u25cf answer three  questions in total: section a (core content): answer two questions. section b (depth studies): answer one question.  \u25cf follow the instructions on the front cover of the answer booklet. if you need additional answer paper,  ask the invigilator for a continuation booklet. information  \u25cf the total mark for this paper is 60.  \u25cf the number of marks for each question or part question is shown in brackets [  ]. dc (lk) 304753/2 \u00a9 ucles 2022 *6733739145*",
+            "2": "2 0470/12/ f/m/22 \u00a9 ucles 2022 section a: core content answer any two questions from this section. 1 the authorities were eventually able to deal with the 1848 revolutions.  (a) what happened during the uprising in vienna in october 1848?  [4]  (b) why did the \u2018june days\u2019 take place?  [6]  (c) \u2018the european revolutions of 1848\u201349 achieved very little.\u2019 how far do you agree with this  statement? explain your answer.  [10] 2 during the 1860s bismarck was the key figure in prussia.  (a) describe how bismarck became minister-president in 1862.  [4]  (b) why was the issue of the spanish succession important?  [6]  (c) \u2018bismarck planned the war with austria.\u2019 how far do you agree with this statement? explain  your answer.  [10] 3 tensions between north and south continued for decades in the usa.  (a) describe the activities of the ku klux klan.  [4]  (b) why were carpetbaggers unpopular in the south during the reconstruction period?  [6]  (c) \u2018the kansas-nebraska act of 1854 was the most important cause of the civil war.\u2019 how far  do you agree with this statement? explain your answer.  [10] 4 a variety of different factors helped lead to the first world war.  (a) what were dreadnoughts?  [4]  (b) why was the bosnian crisis of 1908\u201309 important?  [6]  (c) which of the two moroccan crises was more of a danger to international peace? explain your  answer.  [10]",
+            "3": "3 0470/12/ f/m/22 \u00a9 ucles 2022 [turn over 5 the league of nations faced many challenges.  (a) what was the hoare-laval pact of 1935?  [4]  (b) why was the depression important for the league of nations?  [6]  (c) \u2018the response of the league of nations to japanese actions in manchuria was surprising.\u2019  how far do you agree with this statement? explain your answer.  [10] 6 a number of factors in the 1930s made war increasingly likely.  (a) describe the increasing militarism of japan in the 1930s.  [4]    (b) why was the treaty of versailles important for hitler\u2019s foreign policy?  [6]    (c) is it surprising that britain and france went to war over poland, but not over czechoslovakia?  explain your answer.  [10] 7 during the cold war problems for the soviets broke out across much of eastern europe.  (a) describe the events that led to the revolt in hungary in 1956.  [4]  (b) why did many germans dislike the berlin wall?  [6]  (c) \u2018the authorities in poland dealt effectively with solidarity.\u2019 how far do you agree with this  statement? explain your answer.  [10] 8 from 1979 to 1991 much attention was focused on iran and iraq.  (a) describe the rule of ayatollah khomeini in iran.  [4]  (b) why did the usa react in the way that it did to iraq\u2019s invasion of kuwait?  [6]  (c) \u2018iran and iraq suffered equally from the iran-iraq war.\u2019 how far do you agree with this  statement? explain your answer.  [10]",
+            "4": "4 0470/12/ f/m/22 \u00a9 ucles 2022 section b: depth studies answer any one question from this section. depth study a: the first world war, 1914\u201318 9 in the first few months, the first world war was a war of movement.  (a) describe the actions of the british expeditionary force (bef) in the first month of the war.  [4]  (b) why were the changes made to the schlieffen plan important?  [6]  (c) \u2018the first battle of ypres was the most important battle on the western front in 1914.\u2019 how far  do you agree with this statement? explain your answer.  [10] 10 much of the fighting on the western front was conducted in trenches.  (a) what was \u2018trench foot\u2019?  [4]  (b) why was the battle of verdun important to the allies?  [6]  (c) \u2018new types of weapons had little impact in the trench warfare of the western front.\u2019 how far  do you agree with this statement? explain your answer.  [10]",
+            "5": "5 0470/12/ f/m/22 \u00a9 ucles 2022 [turn over depth study b: germany, 1918\u201345 11 there were many factors that helped the nazis rise to power.  (a) describe the role of goebbels in the nazi party during the 1920s.  [4]  (b) why did the economy of the weimar republic collapse so quickly after 1929?  [6]  (c) \u2018the enabling act was the most important reason why hitler was able to consolidate his  power by 1934.\u2019 how far do you agree with this statement? explain your answer.  [10] 12 the nazi government tried to control every part of german society.  (a) describe nazi policies towards the churches in germany.  [4]  (b) why did the nazi master race theory lead to the persecution of certain groups in german  society?  [6]  (c) how successful was the nazi government in controlling the german people? explain your  answer.  [10]",
+            "6": "6 0470/12/ f/m/22 \u00a9 ucles 2022 depth study c: russia, 1905\u201341 13 tsar nicholas ii was not a popular ruler.  (a) what were the features of the tsar\u2019s russification policy?  [4]  (b) why was the 1905 revolution important?  [6]  (c) \u2018by 1916 the main reason for the tsar\u2019s unpopularity was rasputin.\u2019 how far do you agree  with this statement? explain your answer.  [10] 14 when he came to power stalin was determined to make important changes.  (a) describe what replaced the new economic policy (nep) in the late 1920s.  [4]  (b) why did stalin\u2019s policies bring about changes in the lives of soviet women?  [6]  (c) \u2018stalin changed soviet agriculture for political rather than economic reasons.\u2019 how far do you  agree with this statement? explain your answer.  [10]",
+            "7": "7 0470/12/ f/m/22 \u00a9 ucles 2022 [turn over depth study d: the united states, 1919\u201341 15 some people did well in the 1920s, others did not.  (a) what were sharecroppers?  [4]  (b) why were many american farmers in the 1920s producing more than they could sell?  [6]  (c) how far was the car industry responsible for america\u2019s economic boom of the 1920s? explain  your answer.  [10] 16 the new deal was not a complete success.  (a) who was huey long?  [4]  (b) why was unemployment still high at the end of the 1930s?  [6]  (c) \u2018the first and second new deals were very different.\u2019 how far do you agree with this  statement? explain your answer.  [10]",
+            "8": "8 0470/12/ f/m/22 \u00a9 ucles 2022 depth study e: china, c.1930\u2013c.1990 17 there were reforms in china in the 1950s.  (a) what were collective farms?  [4]  (b) why did mao introduce social reforms in the 1950s?  [6]  (c) how far were the difficulties of the great leap forward due to the introduction of backyard  furnaces? explain your answer.  [10] 18 china experienced much change over the years.  (a) describe what happened to the education system in china during the cultural revolution.  [4]  (b) why did people in china feel the way they did about the gang of four?  [6]  (c) how different was china under deng compared with china under mao? explain your answer.  [10]",
+            "9": "9 0470/12/ f/m/22 \u00a9 ucles 2022 [turn over depth study f: south africa, c.1940\u2013c.1994 19 before 1948 the lives of black south africans were very restricted.  (a) describe how the pass system worked in south africa before 1948.  [4]  (b) why did many black south africans work in the migrant labour system?  [6]  (c) \u2018between 1919 and 1945 the south african economy depended on gold mining.\u2019 how far do  you agree with this statement? explain your answer.  [10] 20 by the mid-1980s apartheid was coming to an end.  (a) describe the contribution made by oliver tambo to the fall of apartheid.  [4]  (b) why did mandela face opposition from some black south africans during his discussions with  de klerk in the early 1990s?  [6]  (c) how far did the state of emergency called by botha in 1985 help the government to stay in  control? explain your answer.  [10]",
+            "10": "10 0470/12/ f/m/22 \u00a9 ucles 2022 depth study g: israelis and palestinians since 1945 21 palestine saw much violence after the second world war.  (a) who was david ben-gurion?  [4]  (b) why was there a jewish insurgency in palestine between 1944 and 1948?  [6]  (c) how surprising was the defeat of the arab states in the war of 1948\u201349? explain your answer.  [10] 22 israel and the arab states found it difficult to live together peacefully.  (a) who was moshe dayan?  [4]  (b) why did president sadat decide to go to war against israel in 1973?  [6]  (c) who benefited most from the war of 1956? explain your answer.  [10]",
+            "11": "11 0470/12/ f/m/22 \u00a9 ucles 2022 blank page",
+            "12": "12 0470/12/ f/m/22 \u00a9 ucles 2022 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.blank page"
+        },
+        "0470_m22_qp_22.pdf": {
+            "1": "this document has 12 pages. any blank pages are indicated.  [turn overcambridge igcse\u2122 history  0470/22 paper 2  february/march  2022  2 hours you must answer on the enclosed answer booklet. you will need:  answer booklet (enclosed) instructions  \u25cf answer all the questions on one option only. option a: nineteenth century topic option b: twentieth century topic  \u25cf follow the instructions on the front cover of the answer booklet. if you need additional answer paper,  ask the invigilator for a continuation booklet. information  \u25cf the total mark for this paper is 50.  \u25cf the number of marks for each question or part question is shown in brackets [  ]. *2649841250* dc (lk/ct) 304906/2 \u00a9 ucles 2022",
+            "2": "2 0470/22/ f/m/22 \u00a9 ucles 2022 option a: nineteenth century topic how important was victor emmanuel ii? study the background information and the sources carefully, and then answer all the questions. background information victor emmanuel ii became king of piedmont-sardinia in 1849 when his father, charles albert,  abdicated. by 1861 he had become the first king of a united italy. how much of this achievement was due to victor emmanuel is a matter of debate. some historians  who question his significance argue that he was led by cavour, his prime minister. they say that it  was cavour who involved piedmont in the crimean war to help gain the support of france for italian  independence, and that the fall of the kingdom of the two sicilies was mostly due to the actions of garibaldi.  how far was victor emmanuel a leading figure in the unification of italy? source a it was victor emmanuel who was most enthusiastic about piedmont taking part in the crimean war.  this was not because he hoped it would lead to a future war with austria and to italian unification.  instead, he wanted to go to war to gain a glorious reputation as a military power for his country and  recognition as a great general for himself. he wanted to lead his forces personally, and even offered his services to the british and french as commander-in-chief of all the forces. they turned him down. so, while cavour was in careful negotiations with the french and british over territorial gains from  austria, victor emmanuel was telling the french that piedmont would be joining the war. if that meant  sacking cavour it would be even better \u2013 this would be the excuse he needed to do it. cavour was  therefore forced to support entry into the war or lose his job. his careful attempts to gain more for piedmont out of the war had been destroyed by the king\u2019s hasty promises to the french of piedmont\u2019s participation. from a book published in 2015. source b victor emmanuel, though he sometimes criticised garibaldi\u2019s military abilities and was jealous of  garibaldi\u2019s huge military success and popularity, had much more idea than cavour of how to deal with  this difficult but indispensable guerrilla general. the king swore on his word of honour that he had nothing to do with the thousand. yet on the other hand he let it be known that he had given a large sum of money to help reinforcements reach garibaldi in sicily. it is safe to assume that he was ready either to gain from garibaldi\u2019s success or to disown him if he failed. unlike cavour he was ready to  keep friendly with revolutionaries in case they should win. contrary to cavour\u2019s expectation, garibaldi turned out to be a loyal monarchist whose chief aim was to  make victor emmanuel king of a united italy. the king was thus reinforced in his resistance to cavour. he established means of communication with garibaldi which were entirely outside cavour\u2019s control. written messages were marked for return to the king only. garibaldi was told to trust the king and no  one else and to let the king know if he planned a new move. ",
+            "3": "3 0470/22/ f/m/22 \u00a9 ucles 2022 [turn over some people have suggested that victor emmanuel had personally guided the main stages of  garibaldi\u2019s revolution. he certainly showed courage and good judgement but his passion for war, his incompetence as a military commander and his opposition to his prime ministers were unfortunate  aspects. however, he probably did as much as cavour to shape a united italy. from a book published in 1971. source c a british cartoon published in june 1859. it shows napoleon iii and victor   emmanuel during the battle of magenta.",
+            "4": "4 0470/22/ f/m/22 \u00a9 ucles 2022 source d  cavour rejected the idea of peace except under the condition of the liberation of northern italy as  agreed with napoleon iii. he said the peace contradicted the principle of italian unity which guided his whole policy. he said promises were promises and should be kept. cavour, as a last resort, wanted us to carry on the war alone. as military men we declined. it would have been madness. victor emmanuel  refused to risk our certain gains of lombardy and the duchies. he said they increased the chances of  ultimately liberating venice and uniting tuscany with parts of the papal states. but cavour would not listen and resigned. from an account written at the time by the head of the piedmontese army about events   immediately after austria and france signed an armistice at villafranca in july 1859. source e his majesty said, \u2018the advantage of an armistice was all on our side. had the fighting gone on we  should have had to fight another battle with our diminished forces, while a month\u2019s delay would enable  me to strengthen our army.\u2019 his majesty talked of count cavour\u2019s resignation. i think he was much disturbed by it, although he  claimed it was of no importance. he said, \u2018cavour is a muddle-head who is always pushing me into trouble. he is mad. but he is finished now.\u2019 to my statement that count cavour would be back in office soon, the king gave a serious denial. an englishman\u2019s account of a conversation he had with victor emmanuel shortly   after the signing of the armistice of villafranca. source f having already written officially as king to you, i suggest that you reply to me in these terms. say that  you are full of devotion for the king and that you would wish to follow his advice. however, your duties towards italy will not allow you to refuse to help the people of naples when they call you to free them from a government which no loyal italian can trust. say that you cannot follow the king\u2019s wishes as you want to keep your freedom of action. a secret letter from victor emmanuel to garibaldi, 23 july 1860. it was delivered to   garibaldi at the same time as another letter from the king that asked garibaldi not to   sail from sicily to the mainland. source g garibaldi is planning the wildest schemes. he is putting off the day when sicily will demand annexation  to piedmont, for he wants to keep his dictatorial powers which will enable him to raise an army to conquer naples, then rome, and in the end venice. the government here has no influence over him.  from a letter by cavour to a leading piedmontese diplomat, 12 july 1860. source h the shining helmets had attracted all the peasants of the area, who welcomed garibaldi with their  usual enthusiasm. garibaldi desperately tried to divert attention from himself to the king. keeping his horse a few paces behind, he cried, \u2018this is victor emmanuel, your king, the king of italy.\u2019 the peasants stared and listened and then not understanding again shouted, \u2018long live garibaldi!\u2019 a description by one of garibaldi\u2019s soldiers of the meeting between garibaldi and   victor emmanuel on 26 october 1860.",
+            "5": "5 0470/22/ f/m/22 \u00a9 ucles 2022 [turn over now answer all the following questions. you may use any of the sources to help you answer the  questions, in addition to those sources which you are told to use. in answering the questions you  should use your knowledge of the topic to help you interpret and evaluate the sources. 1  study sources a and b.  how far do these two sources agree about victor emmanuel? explain your answer using details of  the sources.  [7] 2 study source c.  what is the cartoonist\u2019s message? explain your answer using details of the source and your  knowledge.  [8] 3 study sources d and e.  how far does source d prove that what source e claims about the armistice of villafranca is  wrong? explain your answer using details of the sources and your knowledge.  [7] 4 study sources f and g.  why did victor emmanuel send the secret letter (source f)? explain your answer using details of  the sources and your knowledge.  [8] 5 study source h.  how surprised are you by this source? explain your answer using details of the source and your  knowledge.  [8] 6 study all the sources.  how far do these sources provide convincing evidence that victor emmanuel was the main figure  in the achievement of italian unification? use the sources to explain your answer.  [12]",
+            "6": "6 0470/22/ f/m/22 \u00a9 ucles 2022 option b: twentieth century topic did wilson fail in the paris peace talks? study the background information and the sources carefully, and then answer all the questions.  background information textbooks often describe president wilson as an idealist very unlike clemenceau and lloyd george. it  is often written that they were only interested in benefiting their own countries, while wilson wanted to achieve something good for the whole of the world.  at the paris peace talks, how far was wilson able to achieve his aims? source a us president woodrow wilson, in a speech in january 1918, explained his vision for the postwar world.  his fourteen points were the basis of his plan for a comprehensive overhaul of international relations.  he called for, amongst other things, an immediate end to the war, the establishment of an international  peacekeeping organisation and international disarmament. wilson\u2019s fourteen points were hugely influential in shaping the postwar world and in spreading the language of peace and democracy around the world. he was also responsible for establishing the league of nations international peacekeeping organisation, tasked with resolving international disputes without resorting to military force. he was  also able to fulfil his promise of self-government through the creation of poland, yugoslavia and  czechoslovakia. one of the most controversial terms of the treaty of versailles was the war guilt clause, which blamed  germany for the war. germany was also forced to disarm, to make territorial concessions, and to pay reparations to the allied powers. although us president woodrow wilson was opposed to such harsh  terms, he was outmanoeuvred by french prime minister georges clemenceau. germany was appalled  by these terms. although the treaty reflected wilson\u2019s vision for the postwar world, isolationists in the us congress made sure that it was not ratified and that the united states never became a member of the league of nations. however, wilson\u2019s vision shaped much of the postwar world, and for his peacemaking efforts he was awarded the 1919 nobel peace prize. from a website about american history. source b wilson had called for a \u2018peace without victory\u2019 and had set out his fourteen points as a basis for a  treaty. unfortunately, these points were largely forgotten in the peace negotiations. however, a key point was to create a league of nations as the basis for a new international order to prevent future wars. the treaty did create the league of nations, but wilson did not achieve \u2018peace without victory\u2019 as many of the treaty\u2019s terms punished germany harshly. aside from the establishment of the league of nations, a main aim of wilson\u2019s was to establish a  lasting peace but he conceded many controversial points to the other powers present at the conference. germany was required to pay war reparations and subjected to military occupation in the rhineland. additionally, the treaty specifically named germany as responsible for the war. germany hated these terms which contributed little to the chance of lasting peace in europe.",
+            "7": "7 0470/22/ f/m/22 \u00a9 ucles 2022 [turn over wilson\u2019s other main aim at the paris peace conference was to use self-determination as the primary  basis of international borders. despite this, he agreed to the creation of mandates in former german and ottoman territories, allowing the european powers and japan to establish colonies in the middle east,  africa, and asia, undermining his promise of self-government. the conference finished negotiations in  may 1919, at which point german leaders viewed the treaty for the first time. they were shocked by its terms and immediately rejected it.  from a recent history book. source c i am leaving paris, after eight fateful months, with conflicting emotions. looking at the conference in  retrospect, there is much to approve and yet much to regret. it is easy to say what should have been  done, but more difficult to have found a way of doing it. to those who are saying that the treaty is bad  and should never have been made and that it will involve europe in difficulties in its enforcement, i feel like admitting it. but i would also say in reply that empires cannot be shattered, and new states raised upon their ruins, without disturbance. to create new boundaries is to create new troubles. the one follows the other. while i should have preferred a different peace, i doubt very much whether it could have been made, for the ingredients required for such a peace were lacking at paris. from the diary of edward house, june 1919. house was wilson\u2019s chief advisor at   the peace negotiations. in march 1919 the two men argued, with wilson unhappy with the  compromises house was ready to make in the negotiations.  source d this nation went into this war to see it through to the end, and the end has not yet come. this is the  beginning of the processes which are going to make another war like this impossible. the peace treaty is a great treaty; it is a treaty of justice. the usa was formed to give the world liberty and justice. now  we are called upon to deliver that promise. from a speech by wilson in missouri, usa, 5 september 1919.",
+            "8": "8 0470/22/ f/m/22 \u00a9 ucles 2022 source e a cartoon published in a british newspaper, 13 may 1919.",
+            "9": "9 0470/22/ f/m/22 \u00a9 ucles 2022 [turn over source f a cartoon published in a british newspaper, july 1920. lloyd george is saying to germany,   \u2018off with the spiked hat! what do you think we fought for if not to abolish militarism?\u2019 source g an american cartoon published in 1919. the writing in the bottom right of the cartoon says \u2018war\u2019.",
+            "10": "10 0470/22/ f/m/22 \u00a9 ucles 2022 source h it is with hesitation that i agree to give my views on woodrow wilson, because my relationship with him  may persuade some to say that i am not an impartial observer. i do not agree with those who hastily judge the president\u2019s work at the peace conference a failure.  whatever the imperfections of the treaty from a political or economic standpoint, he did not fail. the outstanding thing for which he fought was the permanent peace of the world. wilson laid the foundations of world peace and a new order in the treaty. this is his greatest work. the fact that  the crowning structure has not yet reached completion, that it has been halted by the selfishness of  politicians and the greed of national interests, has not destroyed these foundations. america will lead humanity and civilisation to brotherhood and world order. this will not come immediately, but it will come inevitably in the slow process of time. from a statement to the press by a leading member of wilson\u2019s government.   it was issued as wilson left office on 4 march 1921.",
+            "11": "11 0470/22/ f/m/22 \u00a9 ucles 2022 now answer all the following questions. you may use any of the sources to help you answer the  questions, in addition to those sources which you are told to use. in answering the questions you  should use your knowledge of the topic to help you interpret and evaluate the sources. 1 study sources a and b.  how far do these two sources agree? explain your answer using details of the sources.  [7] 2 study sources c and d.  how far does source c prove that wilson was lying in source d? explain your answer using  details of the sources and your knowledge.  [8] 3 study sources e and f.  how similar are these two cartoons? explain your answer using details of the sources and your  knowledge.  [8] 4 study source g.  what is the cartoonist\u2019s message? explain your answer using details of the source and your  knowledge.  [7] 5 study source h.   do you find this source surprising? explain your answer using details of the source and your  knowledge.  [8] 6 study all the sources.  how far do these sources provide convincing evidence that wilson achieved his aims in the treaty  of versailles? use the sources to explain your answer.  [12]",
+            "12": "12 0470/22/ f/m/22 \u00a9 ucles 2022 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.blank page"
+        },
+        "0470_m22_qp_42.pdf": {
+            "1": "cambridgeigcse\u2122 0470/42 february/march2022 1hourhistory paper4alternativetocoursework youmustanswerontheenclosedanswerbooklet. youwillneed: answerbooklet(enclosed) instructions \u2022answeronequestionfromyourchosendepthstudy. \u2022followtheinstructionsonthefrontcoveroftheanswerbooklet.ifyouneedadditionalanswerpaper, asktheinvigilatorforacontinuationbooklet. information \u2022thetotalmarkforthispaperis40. \u2022thenumberofmarksforeachquestionorpartquestionisshowninbrackets[ ]. thisdocumenthas 4pages.anyblankpagesareindicated. [turnover03_0470_42_2022_1.7 \u00a9ucles2022 *1626021349*",
+            "2": "answeronequestionfromyourchosendepthstudy. depthstudya:thefirstworldwar,1914\u201318 howimportantwasthemachineguninthedevelopmentoftrenchwarfareduringthefirstworld war?explainyouranswer. [40]1 howsignificantweretherolescarriedoutbywomenasanaspectofthealliedwareffort?explain youranswer. [40]2 depthstudyb:germany,1918\u201345 howimportantwaseconomicrecoveryafter1923asareasonforthelackofnazielectoralsuccess by1928?explainyouranswer. [40]3 how significant was the hitler youth in the development of nazi rule after 1933? explain your answer. [40]4 depthstudyc:russia,1905\u201341 howimportantwasthefirstworldwarasacauseofthemarchrevolutionin1917?explainyour answer. [40]5 how significant was the introduction of the new economic policy (nep) to the survival of the bolshevikdictatorship,1917-24?explainyouranswer. [40]6 depthstudyd:theunitedstates,1919\u201341 howimportantwasthefirstworldwarasareasonwhyprohibitionwasintroducedintheusa? explainyouranswer. [40]7 howsignificantwerethe\u2018hundreddays\u2019indealingwiththeeconomicproblemsintheusaduring thedepression?explainyouranswer. [40]8 depthstudye:china,c.1930\u2013c.1990 howimportantwasindustrytothesocialandeconomicdevelopmentofcommunistchinaby1960? explainyouranswer. [40]9 howsignificantwererelationswithforeigncountriestotheeconomicprogressofcommunistchina upto1976?explainyouranswer. [40]10 03_0470_42_2022_1.7 \u00a9ucles20222",
+            "3": "depthstudyf:southafrica,c.1940\u2013c.1994 howimportantwasafrikanernationalismasareasonforthedefeatoftheunitedpartyin1948? explainyouranswer. [40]11 howsignificantwaspwbothainweakeningwhiteminorityruleinsouthafricaafter1978?explain youranswer. [40]12 depthstudyg:israelisandpalestinianssince1945 howimportantwassuperpowerinvolvementinshapingarab-israelirelationsafter1948?explain youranswer. [40]13 how significant were the camp david meetings in the development of the peace process after 1973?explainyouranswer. [40]14 03_0470_42_2022_1.7 \u00a9ucles20223",
+            "4": "blankpage permissiontoreproduceitemswherethird-partyownedmaterialprotectedbycopyrightisincludedhasbeensoughtandclearedwherepossible.everyreasonable efforthasbeenmadebythepublisher(ucles)totracecopyrightholders,butifanyitemsrequiringclearancehaveunwittinglybeenincluded,thepublisherwill bepleasedtomakeamendsattheearliestpossibleopportunity. toavoidtheissueofdisclosureofanswer-relatedinformationtocandidates,allcopyrightacknowledgementsarereproducedonlineinthecambridgeassessment international education copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download at www.cambridgeinternational.orgaftertheliveexaminationseries. cambridgeassessmentinternationaleducationispartofcambridgeassessment.cambridgeassessmentisthebrandnameoftheuniversityofcambridgelocal examinationssyndicate(ucles),whichisadepartmentoftheuniversityofcambridge. 03_0470_42_2022_1.7 \u00a9ucles20224"
+        },
+        "0470_s22_qp_11.pdf": {
+            "1": "this document has 12 pages. any blank pages are indicated.  [turn overcambridge igcse\u2122 dc (ce) 304135/3 \u00a9 ucles 2022history  0470/11 paper 1  may/june  2022  2 hours you must answer on the enclosed answer booklet. you will need:  answer booklet (enclosed) instructions  \u25cf answer three  questions in total: section a (core content): answer two questions. section b (depth studies): answer one question.  \u25cf follow the instructions on the front cover of the answer booklet. if you need additional answer paper,  ask the invigilator for a continuation booklet. information  \u25cf the total mark for this paper is 60.  \u25cf the number of marks for each question or part question is shown in brackets [  ]. *8371745403*",
+            "2": "2 0470/11/m/j/22 \u00a9 ucles 2022 section a: core content answer any two questions from this section. 1 the struggle for italian unification led to the declaration of the kingdom of italy in 1861.  (a) describe the activities of the young italy movement.  [4]  (b) why was cavour suspicious of garibaldi?  [6]  (c) \u2018garibaldi\u2019s success in sicily was the turning point in the winning of italian unification.\u2019 how  far do you agree with this statement? explain your answer.  [10] 2 both war and diplomacy contributed to the achievement of german unification.  (a) describe how the zollverein worked.  [4]  (b) why did the schleswig-holstein question present bismarck with opportunities?  [6]  (c) \u2018the franco-prussian war was more important than the austro-prussian war in bringing  about german unification.\u2019 how far do you agree with this statement? explain your answer.  [10] 3 european imperialism impacted the local populations in different ways.  (a) describe the work of missionaries in nineteenth-century africa.  [4]  (b) why was the boxer rising important for china?  [6]  (c) which was more beneficial for the local population, indirect rule in nigeria or assimilation in  senegal? explain your answer.  [10] 4 before the first world war austria-hungary and germany were two of the great european powers.  (a) what was \u2018weltpolitik\u2019?  [4]  (b) why was austria-hungary interested in events in the balkans?  [6]  (c) which was more to blame for the arms race, britain or germany? explain your answer.  [10]",
+            "3": "3 0470/11/m/j/22 \u00a9 ucles 2022 [turn over 5 the peace treaties of 1919 had to deal with many different issues.  (a) what territorial demands did clemenceau make during the paris peace conference?  [4]  (b) why was the break-up of the austro-hungarian empire confirmed in the treaty of st germain?  [6]  (c) who had to compromise more during the peace negotiations in paris, clemenceau or lloyd  george? explain your answer.  [10] 6 hitler\u2019s policies brought war closer.  (a) describe the events in february and march of 1938 that led to anschluss.  [4]  (b) why was involvement in the spanish civil war of benefit to hitler?  [6]  (c) \u2018hitler agreed the nazi-soviet pact in order to avoid war against the soviet union.\u2019 how far do  you agree with this statement? explain your answer.  [10] 7 after the second world war the united states was concerned about the threat of communism in  europe.  (a) what was the truman doctrine?  [4]  (b) why was the failure of the berlin blockade important?  [6]  (c) was it surprising that britain and the united states agreed at yalta that eastern europe  should be a soviet sphere of influence? explain your answer.  [10] 8 the united states was faced with challenges in various parts of the world.  (a) describe macarthur\u2019s role in the korean war.  [4]  (b) why did kennedy go ahead with the bay of pigs invasion in 1961?  [6]  (c) \u2018it was the united states\u2019 strategy and tactics that led to its failure in vietnam.\u2019 how far do you  agree with this statement? explain your answer.  [10]",
+            "4": "4 0470/11/m/j/22 \u00a9 ucles 2022 section b: depth studies answer any one question from this section. depth study a: the first world war, 1914\u201318 9 events in the first few months of the war meant that it would not be over by christmas.  (a) describe the conduct of the german army as it advanced through belgium.  [4]  (b) why did the introduction of trenches by both sides ensure the war would not be over quickly?  [6]  (c) how far did the british expeditionary force (bef) succeed in achieving its aims? explain  your answer.  [10] 10 the tide of the war began to turn against germany in 1917.  (a) what was the hindenburg line?  [4]  (b) why was a republic declared in germany in november 1918?  [6]  (c) how decisive was the american entry into the war in 1917? explain your answer.  [10]",
+            "5": "5 0470/11/m/j/22 \u00a9 ucles 2022 [turn over depth study b: germany, 1918\u201345 11 it took some time for the nazi party to win popular support.  (a) describe the role of the sa in the nazi party during the 1920s.  [4]  (b) why was the nazi party able to attract increasing support in the early 1930s?  [6]  (c) \u2018hitler showed little leadership quality during the munich putsch.\u2019 how far do you agree with  this statement? explain your answer.  [10] 12 the nazi regime used a range of different methods to control germany.  (a) describe how the ss controlled german society.  [4]  (b) why was there some opposition to nazi rule?  [6]  (c) \u2018the nazis\u2019 economic policies were more effective than their use of the mass media in winning  the support of the german people.\u2019 how far do you agree with this statement? explain your  answer.  [10]",
+            "6": "6 0470/11/m/j/22 \u00a9 ucles 2022 depth study c: russia, 1905\u201341 13 the years after 1905 were crucial ones for the tsar and for russia.  (a) what was bloody sunday?  [4]  (b) why was the tsar\u2019s decision in 1915 to take personal command of the russian army  important?  [6]  (c) \u2018the 1905 revolution led to a period of significant reform.\u2019 how far do you agree with this  statement? explain your answer.  [10] 14 stalin was determined to achieve power, and then to hold on to it.  (a) what were the \u2018gulags\u2019?  [4]  (b) why did stalin introduce the great purges in the mid-1930s?  [6]  (c) \u2018stalin\u2019s policy ideas explain why he, and not trotsky, emerged as leader of the ussr in the  mid-1920s.\u2019 how far do you agree with this statement? explain your answer.  [10]",
+            "7": "7 0470/11/m/j/22 \u00a9 ucles 2022 [turn over depth study d: the united states, 1919\u201341 15 during the 1920s there were many examples of intolerance.  (a) who were sacco and vanzetti?  [4]  (b) why did many americans disapprove of the \u2018roaring twenties\u2019?  [6]  (c) \u2018prohibition was introduced because some people believed drinking alcohol caused poverty  and neglect of families.\u2019 how far do you agree with this statement? explain your answer.  [10] 16 the depression changed everything in the united states.  (a) what were the \u2018okies\u2019?  [4]  (b) why was roosevelt able to win over many voters during his 1932 election campaign?  [6]  (c) how far were speculators on the stock market responsible for the depression? explain your  answer.  [10]",
+            "8": "8 0470/11/m/j/22 \u00a9 ucles 2022 depth study e: china, c.1930\u2013c.1990 17 between 1930 and 1949 the nationalists gradually became weaker.  (a) what actions by the nationalists lost them support during the second world war?  [4]  (b) why were the communists able to survive the five extermination campaigns by the  nationalists?  [6]  (c) \u2018the communists won the civil war because of their tactics.\u2019 how far do you agree with this  statement? explain your answer.  [10] 18 as china\u2019s power grew, its relations with other countries became more important.  (a) describe the improvement in relations between china and the united states in the early  1970s.  [4]  (b) why did china sign the panchsheel agreement of 1954?  [6]  (c) which has been more important to china, taiwan or vietnam? explain your answer.  [10]",
+            "9": "9 0470/11/m/j/22 \u00a9 ucles 2022 [turn over depth study f: south africa, c.1940\u2013c.1994 19 apartheid was introduced and consolidated during the 1950s and 1960s.  (a) what was the sabotage act of 1962?  [4]  (b) why did the south african government introduce the group areas act of 1950?  [6]  (c) \u2018the sharpeville massacre was a turning point for south africa.\u2019 how far do you agree with  this statement? explain your answer.  [10] 20 in the period 1966 to 1980 the south african government used a range of methods to support  apartheid.  (a) what was the bureau of state security (boss)?  [4]  (b) why, from 1976, did the south african government claim to be giving independence to the  bantustans?  [6]  (c) how effective were the government\u2019s methods of suppression in the period 1966 to 1980?  explain your answer.  [10]",
+            "10": "10 0470/11/m/j/22 \u00a9 ucles 2022 depth study g: israelis and palestinians since 1945 21 war broke out between arab states and israel in 1967 and 1973.  (a) describe the usa\u2019s role in the yom kippur war.  [4]  (b) why was the yom kippur war important to the arabs?  [6]  (c) \u2018the arab states were to blame for the six-day war.\u2019 how far do you agree with this statement?  explain your answer.  [10] 22 it has been impossible to resolve the issue of palestine and the palestinians.  (a) what is the west bank?  [4]  (b) why did the emergence of hamas make a peace settlement with israel less likely?  [6]  (c) how far have the likud and labor parties agreed over palestine? explain your answer.  [10]",
+            "11": "11 0470/11/m/j/22 \u00a9 ucles 2022 blank page",
+            "12": "12 0470/11/m/j/22 \u00a9 ucles 2022 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.blank page"
+        },
+        "0470_s22_qp_12.pdf": {
+            "1": "this document has 12 pages. any blank pages are indicated.  [turn overcambridge igcse\u2122 dc (ce) 315984/5 r \u00a9 ucles 2022 *9596345124*history  0470/12 paper 1  may/june  2022  2 hours you must answer on the enclosed answer booklet. you will need:  answer booklet (enclosed) instructions  \u25cf answer three  questions in total: section a (core content): answer two questions. section b (depth studies): answer one question.  \u25cf follow the instructions on the front cover of the answer booklet. if you need additional answer paper,  ask the invigilator for a continuation booklet. information  \u25cf the total mark for this paper is 60.  \u25cf the number of marks for each question or part question is shown in brackets [  ].",
+            "2": "2 0470/12/ m/j/22 \u00a9 ucles 2022 section a: core content answer any two questions from this section. 1 several individuals contributed to italian unification.  (a) what was pope pius ix\u2019s allocution of 1848?  [4]  (b) why was napoleon iii important to italian unification?  [6]  (c) who contributed more to italian unification, mazzini or garibaldi? explain your answer.  [10] 2 prussia and austria were rivals in germany.  (a) describe what happened in the frankfurt parliament in 1848\u201349.  [4]  (b) why did frederick william iv react as he did to the disturbances in berlin in march 1848?  [6]  (c) how surprising was it that prussia emerged as the dominant power in germany? explain  your answer.  [10] 3 british imperialism affected local people in different ways.  (a) what did lugard achieve in nigeria?  [4]  (b) why did the chinese try to resist the british in the opium wars?  [6]  (c) \u2018the british response to the indian mutiny was justified.\u2019 how far do you agree with this  statement? explain your answer.  [10] 4 the first world war had both long-term and short-term causes.  (a) what was the triple entente?  [4]  (b) why was the launching of the first dreadnought in 1906 important?  [6]  (c) \u2018the austrian ultimatum to serbia was more important than franz ferdinand\u2019s assassination  in bringing about the first world war.\u2019 how far do you agree with this statement? explain your  answer.  [10]",
+            "3": "3 0470/12/ m/j/22 \u00a9 ucles 2022 [turn over 5 nobody got everything they wanted from the peace treaties of 1919.  (a) what were the territorial terms of the treaty of st germain?  [4]  (b) why did lloyd george not want to punish germany harshly?  [6]  (c) who had to compromise more during the peace negotiations in paris, clemenceau or wilson?  explain your answer.  [10] 6 the league of nations struggled to react effectively to major crises.  (a) describe germany\u2019s relationship with the league of nations during the period 1920 to 1939.  [4]  (b) why did haile selassie speak to the assembly of the league of nations in june 1936?  [6]  (c) \u2018the league of nations did as much as it could in relation to the japanese invasion of  manchuria.\u2019 how far do you agree with this statement? explain your answer.  [10] 7 immediately after the second world war relations between the soviet union and the united states  were very difficult.  (a) what were the main disagreements at the potsdam conference?  [4]  (b) why did the blockade of berlin fail?  [6]  (c) \u2018stalin\u2019s policies in eastern europe in the period 1945\u201349 were defensive.\u2019 how far do you  agree with this statement? explain your answer.  [10] 8 iran and iraq were not friendly neighbours.  (a) describe the opposition to the shah in iran.  [4]  (b) why did iraq invade iran in 1980?  [6]  (c) was saddam hussein\u2019s invasion of kuwait in 1990 surprising? explain your answer.  [10]",
+            "4": "4 0470/12/ m/j/22 \u00a9 ucles 2022 section b: depth studies answer any one question from this section. depth study a: the first world war, 1914\u201318 9 trench warfare dominated the western front for much of the war.  (a) what was \u2018shell shock\u2019?  [4]  (b) why did trench warfare last so long?  [6]  (c) \u2018gas was the most important new weapon used in the first world war.\u2019 how far do you agree  with this statement? explain your answer.  [10] 10 the first world war was fought on several fronts.  (a) describe the impact of the war on civilian populations.  [4]  (b) why was the war at sea important?  [6]  (c) \u2018the eastern front was more important than the western front in the first world war.\u2019 how  far do you agree with this statement? explain your answer.  [10]",
+            "5": "5 0470/12/ m/j/22 \u00a9 ucles 2022 [turn over depth study b: germany, 1918\u201345 11 german recovery after the first world war was at first slow.  (a) what was the dawes plan?  [4]  (b) why did germany introduce a new currency in 1923?  [6]  (c) \u2018the revolution of 1918 was more important for germany than the reaction of the people to  the treaty of versailles.\u2019 how far do you agree with this statement? explain your answer.  [10] 12 the nazis used different policies towards different groups of people.  (a) what was the league of german maidens (bdm)?  [4]  (b) why did the nazis make changes to the school curriculum?  [6]  (c) \u2018racial theories explain why minorities were persecuted in nazi germany.\u2019 how far do you  agree with this statement? explain your answer.  [10]",
+            "6": "6 0470/12/ m/j/22 \u00a9 ucles 2022 depth study c: russia, 1905\u201341 13 from 1917 there were rapid changes in russia.  (a) describe how trotsky contributed to the communist victory in the civil war.  [4]  (b) why was the new economic policy (nep) important?  [6]  (c) \u2018the provisional government failed because of the petrograd soviet.\u2019 how far do you agree  with this statement? explain your answer.  [10] 14 stalin was ruthless in achieving and keeping power.  (a) what weaknesses of trotsky helped stalin become leader of the ussr?  [4]  (b) why was stalin\u2019s \u2018cult of personality\u2019 important?  [6]  (c) \u2018the purges were a disaster for stalin and the soviet union.\u2019 how far do you agree with this  statement? explain your answer.  [10]",
+            "7": "7 0470/12/ m/j/22 \u00a9 ucles 2022 [turn over depth study d: the united states, 1919\u201341 15 the 1920s were not an easy time for many americans.  (a) describe ways in which the lives of many young women in cities changed during the 1920s.  [4]  (b) why were restrictions on immigration introduced in the 1920s?  [6]  (c) \u2018the main problem caused by prohibition was corruption among the police and judges.\u2019 how  far do you agree with this statement? explain your answer.  [10] 16 the new deal had to address many problems.  (a) describe how the new deal helped farmers.  [4]  (b) why was the banking system one of the first things roosevelt focused on during the hundred  days?  [6]  (c) \u2018the new deal was opposed because it increased the power of government.\u2019 how far do you  agree with this statement? explain your answer.  [10]",
+            "8": "8 0470/12/ m/j/22 \u00a9 ucles 2022 depth study e: china, c.1930\u2013c.1990 17 from the late 1920s the communists and nationalists had differing views on the future of china.  (a) what happened at the marco polo bridge in july 1937?  [4]  (b) why did the communists go on the long march?  [6]  (c) \u2018it was the second world war that brought about the communist victory in the civil war.\u2019 how  far do you agree with this statement? explain your answer.  [10] 18 different policies were introduced in china.  (a) how did the chinese people respond to the hundred flowers campaign?  [4]  (b) why did deng xiaoping think change was necessary in china?  [6]  (c) how far was the cultural revolution a success? explain your answer.  [10]",
+            "9": "9 0470/12/ m/j/22 \u00a9 ucles 2022 [turn over depth study f: south africa, c.1940\u2013c.1994 19 many white south africans benefited from the country\u2019s economic development.  (a) describe the growth of manufacturing industries in south africa up to 1945.  [4]  (b) why did the south african government support agriculture in the 1930s?  [6]  (c) \u2018land ownership was the most important issue facing black south africans up to 1945.\u2019 how  far do you agree with this statement? explain your answer.  [10] 20 south africans had a variety of experiences in the period 1966 to 1980.  (a) what new steps did the south african government take to tighten security in the period 1966  to 1980?  [4]  (b) why did the economic improvements of 1966 to 1980 not benefit all sections of south african  society?  [6]  (c) \u2018black consciousness was the most important part of the anti-apartheid movement in the  period 1966 to 1980.\u2019 how far do you agree with this statement? explain your answer.  [10]",
+            "10": "10 0470/12/ m/j/22 \u00a9 ucles 2022 depth study g: israelis and palestinians since 1945 21 jews and arabs both had claims over palestine.  (a) what were the jewish objections to the united nations\u2019 partition plan for palestine?  [4]  (b) why was the future of palestine important for arabs at the end of the second world war?  [6]  (c) \u2018it was the jewish insurgency in palestine that persuaded britain to withdraw.\u2019 how far do you  agree with this statement? explain your answer.  [10] 22 the issue of palestinian refugees was affected by several different factors.  (a) describe the impact of the 1967 war on the issue of palestinian refugees.  [4]  (b) why did the palestine liberation organisation (plo) use violent tactics?  [6]  (c) \u2018the palestinian refugee crisis of 1948\u201349 was caused by israel expelling palestinians.\u2019 how  far do you agree with this statement? explain your answer.  [10]",
+            "11": "11 0470/12/ m/j/22 \u00a9 ucles 2022 blank page",
+            "12": "12 0470/12/ m/j/22 \u00a9 ucles 2022 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.blank page"
+        },
+        "0470_s22_qp_13.pdf": {
+            "1": "this document has 12 pages. any blank pages are indicated.  [turn overcambridge igcse\u2122history  0470/13 paper 1  may/june  2022  2 hours you must answer on the enclosed answer booklet. you will need:  answer booklet (enclosed) instructions  \u25cf answer three  questions in total: section a (core content): answer two questions. section b (depth studies): answer one question.  \u25cf follow the instructions on the front cover of the answer booklet. if you need additional answer paper,  ask the invigilator for a continuation booklet. information  \u25cf the total mark for this paper is 60.  \u25cf the number of marks for each question or part question is shown in brackets [  ]. dc (mb) 303421/3 \u00a9 ucles 2022 *8643034017*",
+            "2": "2 0470/13/ m/j/22 \u00a9 ucles 2022 section a: core content answer any two questions from this section. 1 several different factors contributed to italian unification.  (a) describe what happened in sicily in 1860.  [4]  (b) why was cavour important to the achievement of italian unification?  [6]  (c) \u2018rome was central to the italian struggle for unification.\u2019 how far do you agree with this  statement? explain your answer.  [10] 2 the road to german unification was not always a smooth one.  (a) what was the convention of gastein?  [4]  (b) why did frederick william iv reject the offer by the frankfurt parliament of the position of  emperor of germany?  [6]  (c) \u2018bismarck\u2019s approach to foreign policy in the period 1862\u201371 was to react to opportunities as  they arose.\u2019 how far do you agree with this statement? explain your answer.  [10] 3 european imperialism was rarely welcomed by the local people.  (a) what happened to the british ship \u2018arrow\u2019 and its crew in october 1856?  [4]  (b) why did the french use a policy of assimilation in senegal?  [6]  (c) \u2018the boxers achieved little.\u2019 how far do you agree with this statement? explain your answer.  [10] 4 events after 1900 gradually took europe closer to war.  (a) what was the result of the algeciras conference of 1906?  [4]  (b) why were serbian victories in the balkans in 1912 and 1913 important?  [6]  (c) \u2018german colonial ambitions were more important than the naval race as a cause of the first  world war.\u2019 how far do you agree with this statement? explain your answer.  [10]",
+            "3": "3 0470/13/ m/j/22 \u00a9 ucles 2022 [turn over 5 the victors of the war dominated the peace talks of 1919\u201320.  (a) what happened to germany\u2019s colonies in the treaty of versailles?  [4]  (b) why was turkey treated harshly in the treaty of s\u00e8vres?  [6]  (c) who did wilson find more difficult to deal with during the peace negotiations, clemenceau or  lloyd george? explain your answer.  [10] 6 in the 1930s there was increasing instability.  (a) describe the increasing militarism of italy in the 1930s.  [4]  (b) why was the spanish civil war important to hitler?  [6]  (c) which was more to blame for war breaking out in september 1939, germany or britain?  explain your answer.  [10] 7 the united states reacted to communism in different parts of the world.  (a) describe how eisenhower reacted to the cuban revolution of 1959.  [4]  (b) why did the american policy of \u2018search and destroy\u2019 in vietnam create problems?  [6]  (c) was the korean war a defeat for north korea? explain your answer.  [10] 8 both iran and iraq faced difficulties during the 1970s and 1980s.  (a) describe the consequences for iraq of the iran-iraq war.  [4]  (b) why did the kurds in iraq resist the rule of saddam hussein?  [6]  (c) \u2018the revolution of 1979 in iran was motivated by religion.\u2019 how far do you agree with this  statement? explain your answer.  [10]",
+            "4": "4 0470/13/ m/j/22 \u00a9 ucles 2022 section b: depth studies answer any one question from this section. depth study a: the first world war, 1914\u200a\u201318 9 both conventional and new weapons were used in the first world war.  (a) describe the use and impact of gas on the western front.  [4]  (b) why were aircraft important on the western front?  [6]  (c) \u2018the criticisms of haig\u2019s leadership in the battle of the somme are justified.\u2019 how far do you  agree with this statement? explain your answer.  [10] 10 in the last years of the war, events began to go against germany.   (a) describe the events in november 1918 that led to the kaiser\u2019s abdication.  [4]  (b) why was the german introduction of unrestricted submarine warfare in 1917 important?  [6]  (c) \u2018it was the allies\u2019 use of new tactics that led to the german failure on the battlefield in 1918.\u2019  how far do you agree with this statement? explain your answer.  [10]",
+            "5": "5 0470/13/ m/j/22 \u00a9 ucles 2022 [turn over depth study b: germany, 1918\u201345 11 after an unsteady start, the weimar republic recovered.  (a) who was rosa luxemburg?  [4]  (b) why did germans in the ruhr begin passive resistance in 1923?  [6]  (c) how important was stresemann to the recovery of the weimar republic? explain your answer.  [10] 12 despite all the efforts of the nazis they still faced some opposition.  (a) describe nazi use of censorship.  [4]  (b) why was the gestapo important in nazi germany?  [6]  (c) \u2018the most important opposition to the nazi regime came from young people.\u2019 how far do you  agree with this statement? explain your answer.  [10]",
+            "6": "6 0470/13/ m/j/22 \u00a9 ucles 2022 depth study c: russia, 1905\u201341 13 after the abdication of the tsar, the future of russia hung in the balance.  (a) who was kerensky?  [4]  (b) why was the mutiny at the kronstadt naval base in 1921 important?  [6]  (c) \u2018trotsky was the main reason the bolsheviks won the civil war.\u2019 how far do you agree with  this statement? explain your answer.  [10] 14 stalin\u2019s ideas and policies were different from lenin\u2019s.  (a) what did stalin mean by \u2018socialism in one country\u2019?  [4]  (b) why was lenin\u2019s political testament not published in the soviet union at the time of his  death?  [6]  (c) \u2018it was the purges that gave stalin control of the ussr.\u2019 how far do you agree with this  statement? explain your answer.  [10]",
+            "7": "7 0470/13/ m/j/22 \u00a9 ucles 2022 [turn over depth study d: the united states, 1919\u201341 15 the 1920s were a good time for many americans.  (a) describe the problems faced by the coal industry in the 1920s.  [4]  (b) why was the motor car important in 1920s america?  [6]  (c) \u2018farmers benefited from the economic boom of the 1920s.\u2019 how far do you agree with this  statement? explain your answer.  [10] 16 the 1932 presidential election followed a period of crisis in america.  (a) what did roosevelt promise the voters in the 1932 presidential election campaign?  [4]  (b) why did wall street crash in october 1929?  [6]  (c) \u2018the reason why the depression had such an impact on people\u2019s lives was hoover\u2019s failure to  deal with it.\u2019 how far do you agree with this statement? explain your answer.  [10]",
+            "8": "8 0470/13/ m/j/22 \u00a9 ucles 2022 depth study e: china, c.1930\u2013c.1990 17 the 1950s were years of change in china.  (a) what were people\u2019s courts?  [4]  (b) why was the first five-year plan successful?  [6]  (c) \u2018the social reforms of the 1950s were more important than the introduction of communes.\u2019  how far do you agree with this statement? explain your answer.  [10] 18 china\u2019s relations with other parts of the world changed frequently.  (a) what were the results of kissinger\u2019s visit to china in july 1971?  [4]  (b) why was india important to china from the 1950s onwards?  [6]  (c) \u2018relations between china and the ussr were good in the period 1950 to 1976.\u2019 how far do  you agree with this statement? explain your answer.  [10]",
+            "9": "9 0470/13/ m/j/22 \u00a9 ucles 2022 [turn over depth study f: south africa, c.1940\u2013c.1994 19 the introduction of apartheid led to protest movements.  (a) describe the part played by women in the anti-apartheid protests.  [4]  (b) why was mandela put on trial for treason in 1963\u201364?  [6]  (c) \u2018few south africans benefited from the introduction of apartheid.\u2019 how far do you agree with  this statement? explain your answer.  [10] 20 the end of apartheid came only after a long struggle.  (a) describe the part played by archbishop tutu in the ending of apartheid.  [4]  (b) why did de klerk face opposition from some white south africans during his discussions with  mandela in the early 1990s?  [6]  (c) how far was botha\u2019s policy of \u2018total strategy\u2019 in the 1980s a success? explain your answer.  [10]",
+            "10": "10 0470/13/ m/j/22 \u00a9 ucles 2022 depth study g: israelis and palestinians since 1945 21 once the second world war had ended, the issue of palestine had to be dealt with.  (a) what were the arab objections to the united nations\u2019 partition plan for palestine?  [4]  (b) why was palestine important for the jews at the end of the second world war?  [6]  (c) how far were british actions to blame for the crisis in palestine after the second world war?  explain your answer.  [10] 22 attempts to address the issue of palestinian refugees have not been very effective.  (a) describe the impact on the palestinians of jewish west bank settlements.  [4]  (b) why has the united nations failed to solve the issue of palestinian refugees?  [6]  (c) how far have arab states supported the palestine liberation organisation (plo)?   explain your answer.  [10]",
+            "11": "11 0470/13/ m/j/22 \u00a9 ucles 2022 blank page",
+            "12": "12 0470/13/ m/j/22 \u00a9 ucles 2022 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.blank page"
+        },
+        "0470_s22_qp_21.pdf": {
+            "1": "this document has 12 pages. any blank pages are indicated.  [turn overdc (jp/ct) 304185/2 \u00a9 ucles 2022 *7863317625*cambridge igcse\u2122 history  0470/21 paper 2  may/june  2022  2 hours you must answer on the enclosed answer booklet. you will need:  answer booklet (enclosed) instructions  \u25cf answer all the questions on one option only. option a: nineteenth century topic option b: twentieth century topic  \u25cf follow the instructions on the front cover of the answer booklet. if you need additional answer paper,  ask the invigilator for a continuation booklet. information  \u25cf the total mark for this paper is 50.  \u25cf the number of marks for each question or part question is shown in brackets [  ].",
+            "2": "2 0470/21/ m/j/22 \u00a9 ucles 2022 option a: nineteenth century topic was the ku klux klan\u2019s main purpose to defeat the republican party? study the background information and the sources carefully, and then answer all the questions.  background information there has been much discussion of the main aims of the ku klux klan. some contemporaries and  historians have emphasised that it wanted to intimidate voters who supported the republican party. it wanted to defeat the republicans in elections and achieve conservative democratic control of the southern states. however, few democrats were willing to admit the klan\u2019s political character and purpose. others have argued that its main aim was to oppose reconstruction and that it was a reaction  to poor government, crime and chaos during that period. some have suggested that the emergence of  the klan was based on a deep fear of black people and their newly gained rights. they have pointed to a desire to destroy the cultural, economic and social independence that ex-slaves had gained with emancipation. how far was the ku klux klan\u2019s main purpose a party political one \u2013 to defeat republicans? source a in 1866 general nathan bedford forrest founded the ku klux klan in tennessee as a \u2018social club\u2019. by  1868 it had evolved into a hooded terrorist organisation that its members called \u2018the invisible empire  of the south\u2019. forrest was its first leader or \u2018grand wizard\u2019. white southerners from all classes joined the klan\u2019s ranks. in the name of preserving law and order in a white-dominated society, klansmen punished newly freed ex-slaves for a variety of reasons, including behaving in an \u2018impudent\u2019 manner towards white people. they whipped the teachers of freedmen\u2019s schools and burnt their schoolhouses. but first and foremost, the klan sought to do away with republican influence in the south by terrorising  and murdering its party leaders and all those who voted for it. in the time leading up to the 1868  presidential election, the klan\u2019s activities picked up in speed and brutality. in 1871 congress passed the ku klux klan act, which allowed the government to act against terrorist organisations. but with the overwhelming support for the klan in the south, convictions were difficult to obtain. from a recent history book. source b the klan, a white supremacist group, was founded by confederate army veterans in pulaski,  tennessee in december 1865. dressed up in scary costumes with hoods, they rode about at night  threatening and frightening black people. they demanded that black people either vote democrat or not at all. the klan loved weird titles, and a former confederate general, nathan bedford forrest, is said to have been for a time the klan\u2019s leader as grand wizard. the klan\u2019s main aim was to keep black people down and white supremacy intact, and it committed dreadful crimes against them. it also  worked to restrict the black labouring class by attacking their attempts to be economically independent.  any white people who purchased cotton from black farmers were threatened, beaten and killed. black churches, as well as schools established by the freedmen\u2019s bureau, were also attacked. the klan faded away in the 1870s after the federal government had taken action. from a recent history book.",
+            "3": "3 0470/21/ m/j/22 \u00a9 ucles 2022 [turn over source c a cartoon that appeared in the independent monitor newspaper of tuscaloosa,   alabama, 1 september 1868. the caption read, \u2018hang dogs hang! stand fast, to   their hanging! the above represents the fate in store for those great pests of   southern society \u2013 the carpet-bagger and the scalawag \u2013 if found in dixie\u2019s land   after the break of day on 4th of march.\u2019 4 march 1869 was the day democrats   hoped horatio seymour would become president. dixie was a nickname for the south. source d the main cause of the existence of the ku klux klan is the union leagues. these were composed of  black men, with a sprinkling of white people. they had political and criminal aims. they were organised for the purpose of committing crimes upon white people. during the process of reconstruction there were no courts in the state of alabama. everything was chaotic. the ku klux klan was organised  to counteract the aims and acts of the union leagues, and to punish crime where the laws failed  to provide justice. under the reconstruction measures there were a great many men who were not capable of being judges or prosecutors. they were unfit to administer the laws. r b lindsay, governor of alabama, giving evidence to a congressional committee   investigating the ku klux klan, 1871. lindsay was a democrat. union leagues were   men\u2019s clubs set up to promote loyalty to the union and support the republican party. source e there were numerous organisations of the democratic party known as the ku klux klans whose aims  were to intimidate republicans and prevent them from voting. these organisations were armed and patrolled night and day, committing murders and outrages on republicans. they produced such terror among freedmen and others belonging to the republican party that it was unsafe to hold meetings. a  great many freedmen who desired to vote republican were forced to vote democrat by violence, fraud  and intimidation.  a republican supporter giving evidence to a congressional committee   investigating the ku klux klan, 1871.",
+            "4": "4 0470/21/ m/j/22 \u00a9 ucles 2022 source f a cartoon published in an american magazine, october 1874. source g character and aims of the orderthis is an institution of chivalry, humanity, mercy and patriotism.to protect the weak, the innocent and the defenceless, from the wrongs and outrages of the lawless,  the violent and the brutal. questions to be asked of candidates wanting to join the ku klux klan.did you belong to the federal army during the late war? are you opposed to black equality? are you in favour of a white man\u2019s government in this country? are you in favour of constitutional liberty, and a government of fair laws instead of violence and oppression? are you in favour of the return of the southern people to all their rights, civil and political? from the \u2018organisation and principles of the ku klux klan\u2019, 1868.",
+            "5": "5 0470/21/ m/j/22 \u00a9 ucles 2022 [turn over source h the klan came to my brother\u2019s door and spoke in an outlandish tone, which i had heard they generally  used at a black man\u2019s house. they said, \u2018where\u2019s elias?\u2019 my brother\u2019s wife said, \u2018he lives across  the yard.\u2019 they carried me into the yard and said, \u2018who burned our houses?\u2019 i told them it was not  me. i could not burn houses. they said, \u2018haven\u2019t you been preaching against the ku klux? doesn\u2019t  a republican party newspaper come to your house?\u2019 one had a horsewhip and he struck me eight  times on my hip bone. one of them took a strap and buckled it around my neck and said, \u2018let\u2019s take  him to the river and drown him.\u2019 one of them told my sister-in-law to pick me up. as she stooped down  one of them struck her with a strap. then they said, \u2018will you put a card in the paper to renounce all  republicanism?\u2019 they said if i did not they would come back the next week and kill me. evidence given by elias hill to a committee of the senate that was investigating the   situation in north carolina, 1871. hill was an ex-slave and was crippled in both   legs and arms. he taught black children to read and write and was a leading figure   in the local black community. now answer all the following questions. you may use any of the sources to help you answer the  questions, in addition to those sources which you are told to use. in answering the questions you  should use your knowledge of the topic to help you interpret and evaluate the sources. 1 study sources a and b.  how far do these two sources agree? explain your answer using details of the sources.  [7] 2 study source c.  why was this cartoon published in 1868? explain your answer using details of the source and  your knowledge.  [8] 3 study sources d and e.  does source d mean that source e cannot be believed? explain your answer using details of the  sources and your knowledge.  [8] 4 study source f.  what is the cartoonist\u2019s message? explain your answer using details of the source and your  knowledge.  [8] 5 study sources g and h.   does source g make source h surprising? explain your answer using details of the sources and  your knowledge.  [7] 6 study all the sources.  how far do these sources provide convincing evidence that the ku klux klan\u2019s main purpose was  to ensure the defeat of the republicans? use the sources to explain your answer.  [12]",
+            "6": "6 0470/21/ m/j/22 \u00a9 ucles 2022 option b: twentieth century topic could the soviet union rely on the polish authorities to deal with the  protests and strikes in 1980-81? study the background information and the sources carefully, and then answer all the questions. background information when the solidarity movement emerged in poland from the strikes and protests of 1980, the soviet  union had to decide whether or not to intervene. on previous occasions, such as the hungarian revolution of 1956 and the prague spring in 1968, the soviet union had used armed forces. the soviet union clearly wanted solidarity to be suppressed, but could it depend on the polish leadership to do this? in september 1980, edward gierek was replaced as leader of poland by stanislaw kania.  however, under pressure from the soviet union, kania was replaced by general jaruzelski in october  1981. all three leaders promised to deal with poland\u2019s problems and to suppress the protests. could the soviet union rely on the polish leadership to deal with the situation? source a  the soviet union is postponing as long as possible the agonising decision of whether or not to invade  poland. to disguise their dilemma, however, the soviets are stepping up the psychological pressure on poland. parallels between poland in 1981 and czechoslovakia in 1968 were drawn this week by  brezhnev. the military preparations have included mobilisation of warsaw pact forces on the polish  borders and three-week-long warsaw pact manoeuvres in and around poland. meanwhile, soviet diplomatic moves toward the west include the first indication of an interest in  reductions in medium-range weapons. this can be interpreted in different ways. the soviets may be hiding their true intent of invading poland behind a false arms-control smoke screen. the kremlin  failed to stem democratisation in poland last september. since then solidarity has become a mass  patriotic movement. the hard-line polish communists, whom moscow might have used, have become demoralised. the soviet union cannot now depend on the polish security forces and army to suppress a polish strike but would have to do the job itself.  from an article by an american journalist, 8 april 1981. source b  we asked kania whether the party had a plan for an emergency situation in which an open threat  would arise to the people\u2019s rule. he said that there is such a plan, and that they know who should be  arrested and how to use the army. we achieved complete understanding in evaluating the reasons for the crisis and the seriousness of the counter-revolutionary threat. kania carefully took down everything we said. as far as kania is concerned, he made a good impression on me and on other comrades who took part in the negotiations. he is a serious and thoughtful person. it\u2019s clear that he is a good political  leader; we will judge him only by his deeds. brezhnev reporting to the soviet politburo about a meeting with the polish   leadership, 31 october 1980. the politburo was the main policy-making body in the   soviet union.",
+            "7": "7 0470/21/ m/j/22 \u00a9 ucles 2022 [turn over source c for a long time developments in poland have caused anxiety and concern. kania has failed to take  measures. when he took office we emphasised that it was necessary to launch a decisive attack on  counter-revolution. he agreed but then followed a policy of compromise. kania has been the main hindrance in the struggle for socialism. the question arose of restoring the leadership to a sound position. the poles put forward jaruzelski. change in the leadership is a positive fact. the party approved the actions of the politburo relating to the crisis in poland. an evaluation of the situation in poland by brezhnev, given to the congress of the   soviet communist party, october 1981. source dcitizens of the people\u2019s republic of poland! today i address myself to you as a soldier and as the head  of the polish government. i address you concerning extraordinarily important questions. our homeland is on the verge of collapse. the state structures no longer work. our struggling economy is given more shocks every day. strikes and protests have become normal. it cannot be said that we didn\u2019t  show moderation and patience \u2013 sometimes too much. we created a chance to deepen the system of  democracy and to widen the reforms but there was no leadership from solidarity. party members, you must oppose propaganda which states that martial law was imposed from the outside. this offends us. we made this decision, we accomplished it, and we are responsible for it. jaruzelski speaking on state radio and tv in the morning of 13 december 1981. source e a cartoon published in britain, 14 december 1981. it shows walesa, leader of solidarity. ",
+            "8": "8 0470/21/ m/j/22 \u00a9 ucles 2022 source f martial law in poland has lasted a month. as jaruzelski says, the counter-revolution is now crushed.  relative stability has been introduced into the country. jaruzelski can now take advantage of martial law  to carry out a sweeping purge of the polish communist party. this might yield good results. one gets the impression that jaruzelski is very strong and is able, on most occasions, to find proper solutions. it is good that he is studying the hungarian experience in struggling against counter-revolution. brezhnev speaking at a meeting of the soviet politburo, 14 january 1982.  source g a cartoon published in the usa, 1982. the figure in the cartoon is jaruzelski.",
+            "9": "9 0470/21/ m/j/22 \u00a9 ucles 2022 now answer all the following questions. you may use any of the sources to help you answer the  questions, in addition to those sources which you are told to use. in answering the questions you  should use your knowledge of the topic to help you interpret and evaluate the sources. 1 study source a.  what impressions does this source give of the soviets? explain your answer using details of the  source.  [7] 2 study sources b and c.  does source b make source c surprising? explain your answer using details of the sources and  your knowledge.  [8] 3 study source d.  why did jaruzelski make this speech in december 1981? explain your answer using details of the  source and your knowledge.  [8] 4 study source e.  what is the cartoonist\u2019s message? explain your answer using details of the source and your  knowledge.  [8] 5 study sources f and g.  how far does source g prove that brezhnev (source f) was right? explain your answer using  details of the sources and your knowledge.  [7] 6 study all the sources.  how far do these sources provide convincing evidence that the polish leadership was able to deal  with the problems in poland? use the sources to explain your answer.  [12]",
+            "10": "10 0470/21/ m/j/22 \u00a9 ucles 2022 blank page",
+            "11": "11 0470/21/ m/j/22 \u00a9 ucles 2022 blank page",
+            "12": "12 0470/21/ m/j/22 \u00a9 ucles 2022 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.blank page"
+        },
+        "0470_s22_qp_22.pdf": {
+            "1": " [turn overdc (nf/ct) 304186/2 \u00a9 ucles 2022this document has 12 pages. any blank pages are indicated. *0175816203*history  0470/22 paper 2  may/june  2022  2 hours you must answer on the enclosed answer booklet. you will need:  answer booklet (enclosed) instructions  \u25cf answer all the questions on one option only. option a: nineteenth century topic option b: twentieth century topic  \u25cf follow the instructions on the front cover of the answer booklet. if you need additional answer paper,  ask the invigilator for a continuation booklet. information  \u25cf the total mark for this paper is 50.  \u25cf the number of marks for each question or part question is shown in brackets [  ].cambridge igcse\u2122",
+            "2": "2 0470/22/m/j/22 \u00a9 ucles 2022 option a: nineteenth century topic how far was the ku klux klan supported? study the background information and the sources carefully, and then answer all the questions. background information the first ku klux klan appeared right at the end of 1865 and by the early 1870s had been suppressed  after the us government passed laws against it. its aims were to restore white supremacy and oppose  what it saw as the corruption and incompetence of the republican governments that appeared in the south during reconstruction. however, it actually conducted a reign of terror against black people and republicans, committing thousands of murders and beatings. for some people in the south it stood for something important. but did it really have much support? source a in 1866, the klan was much talked about in the south. its mysteriousness created much interest. every  issue of the local paper contained some reference to it. these notices were copied into other papers,  and in this manner the way was prepared for its rapid growth which was helped by the common belief that the klan had some great and important mission. one great concern of the time was the transition of ex-slaves to citizenship. they not only had no self- control, but many of them regarded themselves as free, not only from bondage to former masters, but  from the laws of the state. the enforcement of the law had been only partially re-established and there was much disorder. but the klan had organisation \u2013 through grand wizards, written constitutions and co-ordinated actions. those who know the facts will know that the klan was of immense service at this period of southern history. without it, in many sections of the south, life would have been intolerable for decent people. for a while the robberies ceased and the lawless behaved well. from a book published in 1884. the author was a member of the ku klux klan.",
+            "3": "3 0470/22/ m/j/22 \u00a9 ucles 2022 [turn over source b although the klan\u2019s membership was often exaggerated, it was large and it exerted a vast, terrifying  power. however, its influence was never dependent on its membership but on the mystery in which its  members surrounded themselves. it is an error to suppose that a majority of the male population of the south were ku klux. klan supporters exaggerated claims about the klan\u2019s size and strength. there were attempts to organise the klan, but most klan groups emerged where no one had organised them and developed no connection to any broader organisation. accounts from the time are full of examples of the klan controlling lightning bolts and being the ghosts of confederate soldiers. these ridiculous  claims made it seem more powerful than it really was. in their desire to describe the oppression of  black southerners and their allies, northerners helped create the popular image of the klan. but why care about the bizarre aspects of the klan? what mattered about it was the pain and oppression that it inflicted. many people did attribute great good to the klan and remembered with gratitude the protection it gave  them in the most dangerous period of their history. white southerners shared a widespread belief that their former slaves would overpower them and demand their resources and rights. however, from 1866 through to 1871 the klan killed hundreds of black southerners and their white supporters and it drove thousands of black families from their homes and from their political rights and dignity. it inflicted real pain, injury and death. from a recent history book. source c a cartoon published in an american magazine, october 1874.",
+            "4": "4 0470/22/m/j/22 \u00a9 ucles 2022 source d there is plenty of evidence of a secret organisation in many parts of this state, of men who, under the  cover of masks, armed with knives and other deadly weapons, do appear at night to commit violence  on peaceable citizens, robbing and murdering them, inflicting on them the most cruel treatment. this  organisation has become a widespread and alarming evil in this state, defying all law. any person away from his home, wearing a mask, or disguised in costume, shall be held guilty of a  high crime. from a law outlawing the ku klux klan, passed by the alabama legislature, 1868. source e movements of the mystic klan a reliable correspondent writes: about a week ago the ku klux came into town to regulate matters.  they were here from eleven p.m. to three o\u2019clock a.m.  \u2014 five hundred in all. they shot one very bad  black man. they also hanged three or four black men nearly dead, and whipped others severely in  order to make them tell them about their nightly meetings. the strongest thing about them was that  they did not hesitate to unmask themselves when asked to do so. everyone who saw them says their  horses were more beautiful than any in the country round about. they spoke little but always to a  purpose. they did not disturb anyone else, nor did they take anything except a few enfield rifles which  were found in possession of some very bad black men. they called on the tax officer. what was said is  not known, but it has made a great improvement in his behaviour. the visitors\u2019 arrival has been to the  benefit of the community. from a tennessee newspaper, december 1868. source f in 1868 there occurred six bloody and terrible massacres. over two thousand persons were killed or  wounded within a few weeks of the presidential election. half of louisiana was overrun by violence,  raids, murder and riot to keep the people in constant terror until the republicans surrendered all claims  and the election was won by the democratic party. one of the bloodiest riots on record occurred in the  parish of saint landy, louisiana. the ku klux klan killed and wounded over two hundred republicans,  hunting and chasing them for two days and nights, through fields and swamps. thirteen captives were  taken from the jail and shot. a pile of twenty-five dead bodies was found half-buried in the woods.  having conquered the republicans, killed and driven off their white leaders, the ku klux klan captured  the masses, led them to the polls and made them vote democrat. from a report by a committee of the us house of representatives, 1875.",
+            "5": "5 0470/22/ m/j/22 \u00a9 ucles 2022 [turn over source g i have never recognised the present government in tennessee. if the militia are called out and do not  interfere with anyone, i do not think there will be any fight. if they commit outrages upon the people,  they and the governor, mr brownlow, and his government will be swept out of existence; not a radical  will be left alive. if the militia are called out, we will see it as a declaration of war because mr brownlow  has already issued his order directing them to shoot down the ku klux klan, and he calls all southern  men ku klux klan. there is such an organisation all over the south with about 550  000 men. i intend to  kill radicals and if trouble should break out, not one of them will be left alive. from an interview between general forrest and a journalist, august 1868. twice, forrest denied saying most of what is in this interview \u2013 when it was published, and  in 1871 during his testimony to the ku klux klan hearings in washington. forrest  was the first \u2018grand wizard\u2019 of the ku klux klan. now answer all the following questions. you may use any of the sources to help you answer the  questions, in addition to those sources which you are told to use. in answering the questions you  should use your knowledge of the topic to help you interpret and evaluate the sources. 1 study sources a and b.  how far do these two sources agree? explain your answer using details of the sources.  [7] 2 study source c.  how useful is this source to a historian studying this period? explain your answer using details of  the source and your knowledge.  [7] 3 study source d.  are you surprised by source d? explain your answer using details of the source and your  knowledge.  [8] 4 study sources e and f.  how far does source f make you doubt the account in source e? explain your answer using  details of the sources and your knowledge.  [8] 5 study source g.  why do you think forrest denied saying what was reported in source g? explain your answer  using details of the source and your knowledge.  [8] 6 study all the sources.  how far do these sources provide convincing evidence that people supported the ku klux klan?  use the sources to explain your answer.  [12]",
+            "6": "6 0470/22/m/j/22 \u00a9 ucles 2022 option b: twentieth century topic was the soviet union willing to intervene militarily in poland in 1980\u201381? study the background information and the sources carefully, and then answer all the questions. background information in the summer of 1980 poland was facing an economic crisis. basic goods were rationed, prices were  high and there was much poverty. unrest grew and solidarity, a trade union led by lech walesa,  organised strikes and demonstrations. by 1981 ten million people had joined the trade union. the soviet union was worried about communist rule in poland being overthrown and had to decide whether to intervene militarily. in 1981 general jaruzelski was put in charge of poland to deal more firmly with solidarity and the protests. on 13 december 1981 he introduced martial law, solidarity was suppressed  and thousands of people were imprisoned. at the time jaruzelski said he introduced martial law to deal  with solidarity. however, later he claimed he was trying to prevent an invasion by the soviet union, although it denied it had plans to invade. was the soviet union willing to intervene militarily in poland? source a contrary to reports by us intelligence, no preparations were under way for soviet military intervention.  the soviet union was reluctant to intervene because of its economic problems, the war in afghanistan  and fears that it would lead to a national uprising in poland. kania, the polish leader, was overheard  criticising the soviet leadership and jaruzelski was appointed to replace him. he was under pressure by the soviets to deal with the protests more decisively but he demanded military intervention by them if he ran into trouble while imposing martial law. as late as december 1981, jaruzelski was begging for soviet intervention but it was not forthcoming. after a meeting of warsaw pact defence ministers on 4   december 1981 he complained \u2018our allies left us on our own. they do not want to shoulder any of the responsibility.\u2019 despite this, martial law was introduced on 13 december. ever since, jaruzelski has denied that he invited soviet troops in and insisted that martial law was aimed at preventing a soviet  military intervention. the soviets have insisted that an invasion was never seriously considered. from a recent history book. source b as early as december 1980 soviet leaders ordered a warsaw pact military exercise as a cover for a  warsaw pact intervention but kania, leader of the polish workers\u2019 party, managed to persuade them to call off the intervention. jaruzelski replaced kania to deal with the protests more forcefully. he claimed in his memoirs, written ten years later, that in december 1981 he requested only soviet moral backing  for martial law which he introduced to prevent a soviet intervention. on 4 december 1981, a meeting  of warsaw pact defence ministers drafted statements referring to \u2018the fulfilment of alliance obligations by the armed forces of the warsaw pact member states\u2019 and declaring that \u2018the polish nation can rely completely on the support of the socialist states\u2019. in his speech on 13 december 1981 announcing the imposition of martial law, jaruzelski blamed solidarity for refusing to cooperate with the government. he has since defended martial law as a \u2018tragic necessity\u2019 to prevent a soviet-led warsaw pact invasion. from a recent history book.",
+            "7": "7 0470/22/ m/j/22 \u00a9 ucles 2022 [turn over source c a cartoon published in britain, 5 december 1980. the figure on the right represents  brezhnev. source d a cartoon published in the netherlands, 12 december 1980. brezhnev is saying to  walesa, \u2018i would never interfere in poland\u2019s domestic affairs!\u2019",
+            "8": "8 0470/22/m/j/22 \u00a9 ucles 2022 source e we can\u2019t risk such a step.  that is our main concern. andropov speaking at a politburo meeting, 10 december 1981. andropov was a  leading member of the soviet government and succeeded brezhnev as leader in  1982. the politburo was the highest policy-making body in the ussr. source f very urgent! at a meeting of the top officers of the ussr armed forces plans were agreed to send into poland  the soviet army, national people\u2019s army of east germany and the czechoslovak people\u2019s army. at present, representatives from these armies dressed in civilian clothing are undertaking reconnaissance on invasion routes. the plans include the intervening armies to move to all major polish army bases to conduct manoeuvres with live ammunition. then, depending on how things develop, all major cities, especially industrial cities, are to be sealed off. finally, i very much regret to say that everyone in the polish army who has seen the plans is depressed,  and no one is contemplating putting up active resistance to the warsaw pact action. there are even those who say the presence of such enormous military forces may calm the nation. jack strong a report from jack strong to the american intelligence service (cia), early  december 1981. jack strong was the codename for ryszard kuklinski, an officer in  the polish army. he started spying for the usa after the brutal repression of polish  protests in 1970. the americans got him out of poland and to the usa just before  martial law was imposed on 13 december 1981. content removed due to copyright restrictions. ",
+            "9": "9 0470/22/ m/j/22 \u00a9 ucles 2022 [turn over source g a cartoon published in the netherlands, 1981. brezhnev, leader of the soviet union,  is saying, \u2018whatever you do, don\u2019t look at him!\u2019 source h at first the soviets gave us an ultimatum: either bring the situation under control or we will cut off  supplies of oil, gas and other raw materials. i was summoned three times to the soviet union. on the last occasion, in september 1981, i was shown army manoeuvres all along the polish border. the  soviet army leader, marshal ustinov, informed me that what was happening in poland was intolerable.  we had to convince our allies that we would not undermine the warsaw pact or allow the state to be undermined. the introduction of martial law allowed us to avoid military intervention. general jaruzelski speaking in 1995 in an interview with a western author.",
+            "10": "10 0470/22/m/j/22 \u00a9 ucles 2022 now answer all the following questions. you may use any of the sources to help you answer the  questions, in addition to those sources which you are told to use. in answering the questions you  should use your knowledge of the topic to help you interpret and evaluate the sources. 1 study sources a and b.  how far do these two sources agree? explain your answer using details of the sources.  [7] 2 study sources c and d.  how far would these two cartoonists have agreed? explain your answer using details of the  sources and your knowledge.  [8] 3 study sources e and f.  does source f prove that andropov was lying in source e? explain your answer using details of  the sources and your knowledge.  [8] 4 study source g.  what is the cartoonist\u2019s message? explain your answer using details of the source and your  knowledge.  [7] 5 study source h.  are you surprised by this source? explain your answer using details of the source and your  knowledge.  [8] 6 study all the sources.  how far do these sources provide convincing evidence that the soviet union was willing to send  armed forces into poland? use the sources to explain your answer.  [12]",
+            "11": "11 0470/22/ m/j/22 \u00a9 ucles 2022 blank page",
+            "12": "12 0470/22/m/j/22 \u00a9 ucles 2022 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.blank page"
+        },
+        "0470_s22_qp_23.pdf": {
+            "1": "this document has 12 pages. any blank pages are indicated.  [turn overcambridge igcse\u2122history  0470/23 paper 2  may/june  2022  2 hours you must answer on the enclosed answer booklet. you will need:  answer booklet (enclosed) instructions  \u25cf answer all the questions on one option only. option a: nineteenth century topic option b: twentieth century topic  \u25cf follow the instructions on the front cover of the answer booklet. if you need additional answer paper,  ask the invigilator for a continuation booklet. information  \u25cf the total mark for this paper is 50.  \u25cf the number of marks for each question or part question is shown in brackets [  ]. *0590549648* dc (lk/ct) 213972/1 \u00a9 ucles 2022",
+            "2": "2 0470/23/m/j/22 \u00a9 ucles 2022 option a: nineteenth century topic how far was lincoln responsible for causing the split between   north and south in 1860\u201361? study the background information and the sources carefully, and then answer all the questions.  background information between december 1860 and june 1861 eleven states, starting with south carolina, seceded from the  usa. these secessions were an important factor in bringing about the civil war which began in april 1861 shortly after lincoln had begun his time as president. some historians argue that it was lincoln himself who was responsible for the decision of some  southern states to secede \u2013 he was hated and feared by many people in the south. however, relations  between north and south had worsened long before lincoln became president, especially over the issue of slavery.  how far did lincoln cause the split with the south? source a  a cartoon published during the 1860 presidential election campaign.   the candidates are (left to right) lincoln, douglas, breckinridge and bell.   bell is applying glue from a very small pot.",
+            "3": "3 0470/23/ m/j/22 \u00a9 ucles 2022 [turn over source b a cartoon published in a british magazine, november 1856. source c what will be the consequences of acceptance by the southern states of the rule of abolitionism at  washington, in the person of lincoln?  the first consequence must be a powerful consolidation of the strength of the abolition party of the  north. if after all the threats of resistance and disunion, the southern states submit, the demoralisation  of the south will be complete. immediate danger will be brought to slavery in all frontier states and the underground railroad will become an overground railroad. before lincoln can be installed in washington the southern states can dissolve peaceably their  union with the north. if we do not dissolve our union with the north, we make the triumph of our abolition enemies complete. if the south accepts the rule of abolitionists, there is an end of all peaceful  separation of the union. we can then only escape by war. the ruin of the south will be the loss of  liberty, property, home, country \u2013 everything that makes life worth having. from the \u2018charleston mercury\u2019 newspaper, 16 october 1860. charleston is in south carolina.",
+            "4": "4 0470/23/m/j/22 \u00a9 ucles 2022 source d i am of the opinion that it would be unwise for the southern states to secede, if lincoln were to be  elected. i believe that in the union we would still be able to resist aggressions against the equal rights  of the people of the southern states. we would still have a majority in the us senate opposed to the  abolitionists. without the consent of that body no law could be passed. we have also the us supreme  court, whose opinions are favourable to the equality, both of persons and of property. we also have a  majority of the united states opposed to the faction of which lincoln is the head. from a published letter by a breckinridge supporter, kentucky, october 1860. source e do not consider any compromise in regard to the extension of slavery. the instant you do, they have  us beaten; all our labour is lost, and sooner or later will have to be done all over again. douglas is sure  to be again trying to bring in his \u2018popular sovereignty\u2019. have none of it. the conflict has to come and  better now than later. you know i think the fugitive slave clause of the constitution ought to be enforced  \u2013 or at least it ought not to be resisted. a letter from lincoln to william kellogg, 11 december 1860. kellogg, a republican   congressman, had proposed a compromise including an extension to the missouri   compromise line. source f the people of georgia have dissolved their political connection with the government of the united  states of america. for the last ten years we have had numerous causes of complaint against non- slave-holding states. they have endeavoured to weaken our security, to disturb our domestic peace  and tranquillity. the federal government has tried to deprive us of an equal enjoyment of the common  territories of the republic. this hostile policy has placed the two sections of the union for many years  in the condition of virtual civil war. recent events have fully demonstrated the necessity of separation. northern states have by a large majority committed the government of the united states into the hands  of the party of lincoln, called the republican party, which under its present name and organisation, is  openly an anti-slavery party. while it supports waste and corruption in the administration of government,  anti-slavery is its mission and its purpose. from georgia\u2019s declaration of secession, 29 january 1861.  ",
+            "5": "5 0470/23/ m/j/22 \u00a9 ucles 2022 [turn over now answer all the following questions. you may use any of the sources to help you answer the  questions, in addition to those sources which you are told to use. in answering the questions you  should use your knowledge of the topic to help you interpret and evaluate the sources. 1 study source a.  what impressions does this cartoon give of the presidential candidates? explain your answer  using details of the source.  [6] 2 study source b.  what is the cartoonist\u2019s message? explain your answer using details of the source and your  knowledge.  [8] 3 study sources c and d.  how far does source d prove that the author of source c was wrong? explain your answer using  details of the sources and your knowledge.  [8] 4 study source e.  are you surprised that this was lincoln\u2019s position in december 1860? explain your answer using  details of the source and your knowledge.  [8] 5 study source f.  why was this source issued in january 1861? explain your answer using details of the source and  your knowledge.  [8] 6 study all the sources.  how far do these sources provide convincing evidence that it was lincoln who split the south from  the north in 1860-61? use the sources to explain your answer.  [12]",
+            "6": "6 0470/23/m/j/22 \u00a9 ucles 2022 option b: twentieth century topic  how far was jaruzelski in control in poland in 1981? study the background information and the sources carefully, and then answer all the questions.  background informationjaruzelski became leader of poland on 18 october 1981 because the soviet union had become  dissatisfied with the actions of kania in dealing with solidarity and the strikes and protests that were occurring across poland. however, under jaruzelski, these continued, and even got worse. on 13 december jaruzelski announced to the polish people that he was imposing martial law. some historians claim he was pressurised to do this by the soviet union, while others claim he was trying to avoid a soviet military invasion. how strong a leader was jaruzelski? was he being told what to do by the soviet union or was he in  control? source a the front cover of the american \u2018time\u2019 magazine, 28 december 1981.content removed due to copyright restrictions.",
+            "7": "7 0470/23/ m/j/22 \u00a9 ucles 2022 [turn over source b i wanted to congratulate you on your election to the post of first secretary of the polish communist  party. there is no other individual in the polish workers\u2019 party whose authority is equal to yours.  we are convinced that you will cope with the very difficult tasks before you and will do everything to overcome the severe problems facing your country. it is important, without wasting time, to take the decisive measures you intend against the counter-revolution. we hope everyone will sense that things in poland will move along differently. brezhnev speaking on the telephone to jaruzelski, 19 october 1981. source c we greeted your election as first secretary of the polish communist party with great hopes. we  were aware that earlier in the struggle against anti-socialist forces you were held back by the political indecisiveness of the party leadership. now this obstacle has been eliminated. we had hoped that people in poland would sense that things in poland were finally on a different course. we spoke on the phone about the need for a turnabout in the situation. however, one gets the impression that this has not been achieved. the anti-socialist forces are continuing to spread their influence among ever-wider  segments of the population. it seems to me that you must mobilise the entire party in the struggle to  win the hearts and minds of people. i would like to mention another matter. a lot has been written about your meeting with walesa and the  agreement to set up a \u2018front of national accord\u2019. how far can you go with such agreements without  losing control over the situation? agreements must not make concessions to the enemies of socialism.  we know there are still people in the leadership of your party who want to continue the bankrupt course of kania. a message from brezhnev to jaruzelski, 21 november 1981. source d a cartoon published in the netherlands, 12 december 1980. brezhnev is saying to   walesa, \u2018i would never interfere in poland\u2019s domestic affairs!\u2019",
+            "8": "8 0470/23/  m  / j  /22 \u00a9 ucles 2022source e a cartoon published in the netherlands, 16 december 1981. the two men shown  are jaruzelski and brezhnev. source f  a cartoon published in poland. it was published immediately after the imposition of  martial law in december 1981.",
+            "9": "9 0470/23/ m/j/22 \u00a9 ucles 2022 [turn over source g the rigours of martial law have complicated everyday life. but these restrictions are a lesser evil than  the invasion which has so long threatened us. the introduction of martial law has saved poland from  a danger whose real character and seriousness are still not comprehended in full everywhere. on 13 december there was no other way of avoiding the disintegration of the state. where was poland going? how long could the country, torn by strikes, aflame with tensions and sinking in a climate of artificially created hatred, have continued to survive? there is still room in poland for responsible, independent unions and the democratisation begun last year will continue. i state that the reports of alleged tens  or hundreds of fatal casualties, of thousands arrested, held in the freezing conditions, beaten up and  tortured, are a lie. one cannot hide the truth about poland in poland. sooner or later, it will be known to the whole world. jaruzelski speaking to the polish people on the radio, 25 december 1981. ",
+            "10": "10 0470/23/m/j/22 \u00a9 ucles 2022 now answer all the following questions. you may use any of the sources to help you answer the  questions, in addition to those sources which you are told to use. in answering the questions you  should use your knowledge of the topic to help you interpret and evaluate the sources. 1 study source a.  what impressions does this source give of jaruzelski? explain your answer using details of the  source.  [7] 2 study sources b and c.  how far does source b make source c surprising? explain your answer using details of the  sources and your knowledge.  [8] 3 study sources d and e.  these two cartoons are by the same cartoonist. had he changed his opinion between drawing the  two cartoons? explain your answer using details of the sources and your knowledge.  [8] 4 study source f.  what is the cartoonist\u2019s message? explain your answer using details of the source and your  knowledge.  [7] 5 study source g.  why did jaruzelski make this announcement to the polish people on 25 december 1981? explain  your answer using details of the source and your knowledge.  [8] 6 study all the sources.  how far do these sources provide convincing evidence that jaruzelski was in control in poland?  use the sources to explain your answer.  [12]",
+            "11": "11 0470/23/ m/j/22 \u00a9 ucles 2022 blank page",
+            "12": "12 0470/23/m/j/22 \u00a9 ucles 2022 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.blank page"
+        },
+        "0470_s22_qp_41.pdf": {
+            "1": "cambridgeigcse\u2122 0470/41 may/june2022 1hourhistory paper4alternativetocoursework youmustanswerontheenclosedanswerbooklet. youwillneed: answerbooklet(enclosed) instructions \u2022answeronequestionfromyourchosendepthstudy. \u2022followtheinstructionsonthefrontcoveroftheanswerbooklet.ifyouneedadditionalanswerpaper, asktheinvigilatorforacontinuationbooklet. information \u2022thetotalmarkforthispaperis40. \u2022thenumberofmarksforeachquestionorpartquestionisshowninbrackets[ ]. thisdocumenthas 4pages.anyblankpagesareindicated. [turnover06_0470_41_2022_1.7 \u00a9ucles2022 *2034020211*",
+            "2": "answeronequestionfromyourchosendepthstudy. depthstudya:thefirstworldwar,1914\u201318 howimportantwasthebritishexpeditionaryforce(bef)intheearlystagesofthewaronthe westernfront?explainyouranswer. [40]1 howsignificantwerebritishnavaloperationstotheoutcomeofthewar?explainyouranswer. [40]2 depthstudyb:germany,1918\u201345 howimportantwasthekappputschinthedevelopmentofweimargermanyto1923?explain youranswer. [40]3 howsignificantwastheuseofconcentrationcampsindealingwithoppositiontonaziruleafter 1933?explainyouranswer. [40]4 depthstudyc:russia,1905\u201341 howimportantwasrussificationasanaspectoftsaristruleinrussiaupto1914?explainyour answer. [40]5 howsignificantwerefactionsinthecommunistpartyasareasonforstalin\u2019spurgesinthe1930s? explainyouranswer. [40]6 depthstudyd:theunitedstates,1919\u201341 howimportantwasoverproductionasareasonfortheproblemsfacedbyagricultureandolder industriesintheusainthe1920s?explainyouranswer. [40]7 howsignificantwerebriberyandcorruptionasreasonswhyprohibitionfailedby1933?explain youranswer. [40]8 depthstudye:china,c.1930\u2013c.1990 howimportantwasmao\u2019sleadershipasareasonforthecommunistvictoryin1949?explainyour answer. [40]9 howsignificantwaspropagandainenablingmaotoestablishcommunistruleinchinaafter1949? explainyouranswer. [40]10 06_0470_41_2022_1.7 \u00a9ucles20222",
+            "3": "depthstudyf:southafrica,c.1940\u2013c.1994 howimportantweregovernmentlimitationsontravelinmaintainingsegregationbetweentheraces insouthafricabefore1948?explainyouranswer. [40]11 howsignificantwasthegrowthinblackconsciousnessinweakeningthesystemofapartheidin southafrica?explainyouranswer. [40]12 depthstudyg:israelisandpalestinianssince1945 how important was the british mandate as a factor that shaped events in palestine, 1945-49? explainyouranswer. [40]13 howsignificantwashamasinincreasingtensionsbetweenisraelisandpalestinians?explainyour answer. [40]14 06_0470_41_2022_1.7 \u00a9ucles20223",
+            "4": "blankpage permissiontoreproduceitemswherethird-partyownedmaterialprotectedbycopyrightisincludedhasbeensoughtandclearedwherepossible.everyreasonable efforthasbeenmadebythepublisher(ucles)totracecopyrightholders,butifanyitemsrequiringclearancehaveunwittinglybeenincluded,thepublisherwill bepleasedtomakeamendsattheearliestpossibleopportunity. toavoidtheissueofdisclosureofanswer-relatedinformationtocandidates,allcopyrightacknowledgementsarereproducedonlineinthecambridgeassessment international education copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download at www.cambridgeinternational.orgaftertheliveexaminationseries. cambridgeassessmentinternationaleducationispartofcambridgeassessment.cambridgeassessmentisthebrandnameoftheuniversityofcambridgelocal examinationssyndicate(ucles),whichisadepartmentoftheuniversityofcambridge. 06_0470_41_2022_1.7 \u00a9ucles20224"
+        },
+        "0470_s22_qp_42.pdf": {
+            "1": "cambridgeigcse\u2122 0470/42 may/june2022 1hourhistory paper4alternativetocoursework youmustanswerontheenclosedanswerbooklet. youwillneed: answerbooklet(enclosed) instructions \u2022answeronequestionfromyourchosendepthstudy. \u2022followtheinstructionsonthefrontcoveroftheanswerbooklet.ifyouneedadditionalanswerpaper, asktheinvigilatorforacontinuationbooklet. information \u2022thetotalmarkforthispaperis40. \u2022thenumberofmarksforeachquestionorpartquestionisshowninbrackets[ ]. thisdocumenthas 4pages.anyblankpagesareindicated. [turnover06_0470_42_2022_1.6 \u00a9ucles2022 *6313332978*",
+            "2": "answeronequestionfromyourchosendepthstudy. depthstudya:thefirstworldwar,1914\u201318 howimportantwerenewandimprovedweaponsinthedevelopmentofawarofattritiononthe westernfront?explainyouranswer. [40]1 how significantwas turkish resistance as a reason for alliedfailure in the gallipolicampaign? explainyouranswer. [40]2 depthstudyb:germany,1918\u201345 how important were stresemann\u2019s economic policies to the stability of the weimar republic, 1923-29?explainyouranswer. [40]3 howsignificantwereresistancegroupsintheoppositiontonazirule?explainyouranswer. [40] 4 depthstudyc:russia,1905\u201341 howimportantwasrussia\u2019scontinuedinvolvementinthefirstworldwarasareasonforincreased supportforthebolsheviksbetweenmarchandnovember1917?explainyouranswer. [40]5 howsignificantweregulagstostalin\u2019ssystemofcontrolinthesovietunionafter1928?explain youranswer. [40]6 depthstudyd:theunitedstates,1919\u201341 howimportantwasgovernmenteconomicpolicyasacauseofprosperityintheusainthe1920s? explainyouranswer. [40]7 howsignificantwereproblemsinagricultureasanaspectofthegreatdepressionintheusa? explainyouranswer. [40]8 depthstudye:china,c.1930\u2013c.1990 how important was the japanese invasion of china as a reason for increased support for the chinesecommunistpartybefore1949?explainyouranswer. [40]9 howsignificantwasthetreatmentoflandlordsasanaspectofmao\u2019slandreformsinthe1950s? explainyouranswer. [40]10 06_0470_42_2022_1.6 \u00a9ucles20222",
+            "3": "depthstudyf:southafrica,c.1940\u2013c.1994 howimportantwasthepacindeterminingthenatureofresistancetoapartheidinthe1950sand 1960s?explainyouranswer. [40]11 how significant was desmond tutu in ending white minority rule in south africa? explain your answer. [40]12 depthstudyg:israelisandpalestinianssince1945 howimportantwasjewishimmigrationasacauseoftensioninthemiddleeastby1948?explain youranswer. [40]13 how significant were israeli military tactics in determining the outcome of the yom kippur war, 1973?explainyouranswer. [40]14 06_0470_42_2022_1.6 \u00a9ucles20223",
+            "4": "blankpage permissiontoreproduceitemswherethird-partyownedmaterialprotectedbycopyrightisincludedhasbeensoughtandclearedwherepossible.everyreasonable efforthasbeenmadebythepublisher(ucles)totracecopyrightholders,butifanyitemsrequiringclearancehaveunwittinglybeenincluded,thepublisherwill bepleasedtomakeamendsattheearliestpossibleopportunity. toavoidtheissueofdisclosureofanswer-relatedinformationtocandidates,allcopyrightacknowledgementsarereproducedonlineinthecambridgeassessment international education copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download at www.cambridgeinternational.orgaftertheliveexaminationseries. cambridgeassessmentinternationaleducationispartofcambridgeassessment.cambridgeassessmentisthebrandnameoftheuniversityofcambridgelocal examinationssyndicate(ucles),whichisadepartmentoftheuniversityofcambridge. 06_0470_42_2022_1.6 \u00a9ucles20224"
+        },
+        "0470_s22_qp_43.pdf": {
+            "1": "cambridgeigcse\u2122 0470/43 may/june2022 1hourhistory paper4alternativetocoursework youmustanswerontheenclosedanswerbooklet. youwillneed: answerbooklet(enclosed) instructions \u2022answeronequestionfromyourchosendepthstudy. \u2022followtheinstructionsonthefrontcoveroftheanswerbooklet.ifyouneedadditionalanswerpaper, asktheinvigilatorforacontinuationbooklet. information \u2022thetotalmarkforthispaperis40. \u2022thenumberofmarksforeachquestionorpartquestionisshowninbrackets[ ]. thisdocumenthas 4pages.anyblankpagesareindicated. [turnover06_0470_43_2022_1.7 \u00a9ucles2022 *2330040299*",
+            "2": "answeronequestionfromyourchosendepthstudy. depthstudya:thefirstworldwar,1914\u201318 howimportantwasthebattleofthemarnetothenatureofthefightingonthewesternfrontby theendof1914?explainyouranswer. [40]1 howsignificantwerethemilitarycampaignsontheeasternfronttotheoutcomeofthewar?explain youranswer. [40]2 depthstudyb:germany,1918\u201345 howimportantwasthemunichputschtonazipartysupportandmembershipby1930?explain youranswer. [40]3 howsignificantwasracialpolicyinbringingaboutthekindofsocietythenaziswantedafter1933? explainyouranswer. [40]4 depthstudyc:russia,1905\u201341 how important was the secret police (okhrana) in the maintenance of tsarist rule up to 1914? explainyouranswer. [40]5 howsignificantwasstalin\u2019scontrolofreligionandcultureincreatingatotalitarianstateinthesoviet unionafter1928?explainyouranswer. [40]6 depthstudyd:theunitedstates,1919\u201341 how importantwas the entertainmentindustry as an aspect of the \u2018roaring twenties\u2019? explain youranswer. [40]7 howsignificantapartofthenewdealwerethealphabetagencies?explainyouranswer. [40] 8 depthstudye:china,c.1930\u2013c.1990 howimportantwereimprovedrelationswiththeusainchina\u2019sforeignpolicyafter1970?explain youranswer. [40]9 howsignificantwerechangesineducationtothedevelopmentofchinaafter1949?explainyour answer. [40]10 06_0470_43_2022_1.7 \u00a9ucles20222",
+            "3": "depthstudyf:southafrica,c.1940\u2013c.1994 howimportantwasgoldmininginshapingtheeconomicdevelopmentofsouthafricaby1948? explainyouranswer. [40]11 howsignificantwasinternationaloppositioninchallengingapartheid?explainyouranswer. [40] 12 depthstudyg:israelisandpalestinianssince1945 howimportantwaspressurefromtheusaasareasonforthebritishwithdrawalfrompalestine in1948?explainyouranswer. [40]13 howsignificantwasjordaninarab-israelirelationsafter1948?explainyouranswer. [40] 14 06_0470_43_2022_1.7 \u00a9ucles20223",
+            "4": "blankpage permissiontoreproduceitemswherethird-partyownedmaterialprotectedbycopyrightisincludedhasbeensoughtandclearedwherepossible.everyreasonable efforthasbeenmadebythepublisher(ucles)totracecopyrightholders,butifanyitemsrequiringclearancehaveunwittinglybeenincluded,thepublisherwill bepleasedtomakeamendsattheearliestpossibleopportunity. toavoidtheissueofdisclosureofanswer-relatedinformationtocandidates,allcopyrightacknowledgementsarereproducedonlineinthecambridgeassessment international education copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download at www.cambridgeinternational.orgaftertheliveexaminationseries. cambridgeassessmentinternationaleducationispartofcambridgeassessment.cambridgeassessmentisthebrandnameoftheuniversityofcambridgelocal examinationssyndicate(ucles),whichisadepartmentoftheuniversityofcambridge. 06_0470_43_2022_1.7 \u00a9ucles20224"
+        }
+    }
+}
\ No newline at end of file
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+++ b/0478.json
@@ -0,0 +1,1544 @@
+{
+    "2015": {
+        "0478_s15_qp_11.pdf": {
+            "1": "this document consists of 15 printed pages and 1 blank page. dc (rw/cgw) 101511/2 \u00a9 ucles 2015 [turn overcambridge international examinations cambridge international general certificate of secondary education *5619870491* computer science  0478/11 paper 1  theory may/june 2015  1 hour 45 minutes candidates answer on the question paper. no additional materials are required. no calculators allowed. read these instructions first write your centre number, candidate number and name in the spaces at the top of this page. write in dark blue or black pen. y ou may use an hb pencil for any diagrams, graphs or rough working. do not use staples, paper clips, glue or correction fluid. do not write in any barcodes. answer all questions. no marks will be awarded for using brand names of software packages or hardware. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [ ] at the end of each question or part question. the maximum number of marks is 75.",
+            "2": "2 0478/11/m/j/15 \u00a9 ucles 20151 (a) state what is meant by the terms: parallel data transmission  ... ..  .. .  .. . serial data transmission  . ..  .. .  .. .  [2]  (b) give one benefit of each type of data transmission.   parallel data transmission benefit ...   .. .   serial data transmission benefit ...   .. .  [2]  (c) give one application of each type of data transmission. each application must be different.   parallel data transmission application  .. ..  .. .   serial data transmission application  .. ..  .. .  [2]",
+            "3": "3 0478/11/m/j/15 \u00a9 ucles 2015 [turn over2 (a) state what is meant by the term usb.  .. .  .. .  [1]  (b) describe two benefits of using usb connections between a computer and a device. 1     .. .  .. . 2     .. .  .. .  [2]",
+            "4": "4 0478/11/m/j/15 \u00a9 ucles 20153 (a) complete the truth table for the following logic circuit: a b cx abcworkspace x 000 001 010 011 100 101 110 111  [4]",
+            "5": "5 0478/11/m/j/15 \u00a9 ucles 2015 [turn over (b) draw a logic circuit which corresponds to the following logic statement: x = 1 if ((a is  not  1  or  b is 1)   and   c is 1)  or  (b is  not  1  and   c is 1) a b x c  [3]  (c) write a logic statement which corresponds to the following logic circuit: a b cx  .. .  .. .  .. .  [3]",
+            "6": "6 0478/11/m/j/15 \u00a9 ucles 20154 choose six correct terms from the following list to complete the spaces in the paragraphs below:  \u0081 encryption  \u0081 file name  \u0081 firewall  \u0081 html tags/text  \u0081 ip address  \u0081 protocol  \u0081 proxy server  \u0081 ssl certificate  \u0081 web server name  a user enters a url. the web browser breaks up the url into  three  components: 1  2  3    the web server returns the selected web page.  the web browser reads the  from the selected page and  shows the correctly formatted page on the user\u2019s screen.  a  is used between the user\u2019s computer and the network to  examine the data traffic to make sure it meets certain criteria.  to speed up the access to the web pages next time, a  is  used between the computer and web server; this device uses a cache to store the website home page after it has been accessed for the first time.  [6]",
+            "7": "7 0478/11/m/j/15 \u00a9 ucles 2015 [turn over5 five storage devices are described in the table below.  in column 2, name the storage device being described.  in columns 3, 4, or 5, tick ( \uf0fc) to show the appropriate category of storage. 1 2 345 description of storage devicename of  storage devicecategory of storage primary secondary off-line optical media which use one spiral  track; red lasers are used to read and write data on the media surface; makes use of dual-layering technology to increase the storage capacity non-volatile memory chip; contents of  the chip cannot be altered; it is often used to store the start up routines in a computer (e.g. the bios) optical media which use concentric  tracks to store the data; this allows read and write operations to be carried out at the same time non-volatile memory device which  uses nand flash memories (which consist of millions of transistors wired in series on single circuit boards) optical media which use blue laser  technology to read and write data on the media surface; it uses a single 1.1 mm polycarbonate disc  [10]",
+            "8": "8 0478/11/m/j/15 \u00a9 ucles 20156 (a) viruses, pharming and phishing are all examples of potential internet security issues.   explain what is meant by each of these three  terms. virus   .  .. .  .. .  .. . pharming  . .  .. .  .. .  .. . phishing  . ...  .. .  .. .  .. .  [6]  (b) an online bank requires a client to supply an 8-digit code each time they wish to access their  account on the bank\u2019s website.   rather than ask the client to use a keyboard, they are requested  to use an on-screen keypad (shown on the right) to input the 8-digit code.   the position of the digits on the keypad can change each time  the website is visited.  2   5   1 6   8   39   0   4 7   the client uses a mouse or touch screen to select each of the  8 digits.   (i) explain why the bank has chosen to use this method of entering the 8 digits.  .. .  .. .  .. .  .. .  [2]",
+            "9": "9 0478/11/m/j/15 \u00a9 ucles 2015 [turn over  (ii) name and describe another  measure that the bank could introduce to improve the  security of their website. name  .  description  .. ..  .. .  .. .  .. .  [2]",
+            "10": "10 0478/11/m/j/15 \u00a9 ucles 20157 (a) one of the key features of von neumann computer architecture is the use of buses.   three buses and three descriptions are shown below.   draw a line to connect each bus to its correct description. bus description address busthis bus carries signals used  to coordinate the computer\u2019s activities control busthis bi-directional bus is used  to exchange data between processor, memory and input/output devices data busthis uni-directional bus carries  signals relating to memory addresses between processor and memory  [2]",
+            "11": "11 0478/11/m/j/15 \u00a9 ucles 2015 [turn over (b) the seven stages in a von neumann fetch-execute cycle are shown in the table below.   put each stage in the correct sequence by writing the numbers 1 to 7 in the right hand column.  the first one has been done for you. stagesequence  number the instruction is then copied from the memory location contained  in the mar (memory address register) and is placed in the mdr (memory data register) the instruction is finally decoded and is then executed the pc (program counter) contains the address of the next instruction  to be fetched1 the entire instruction is then copied from the mdr (memory data register) and placed in the cir (current instruction register) the address contained in the pc (program counter) is copied to the  mar (memory address register) via the address bus the address part of the instruction, if any, is placed in the mar  (memory address register) the value in the pc (program counter) is then incremented so that it  points to the next instruction to be fetched  [6]",
+            "12": "12 0478/11/m/j/15 \u00a9 ucles 20158 an alarm clock is controlled by a microprocessor. it uses the 24 hour clock. the hour is represented  by an 8-bit register, a, and the number of minutes is represented by another 8-bit register, b.  (a) identify what time is represented by the following two 8-bit registers. ab 1 2 8 6 4 3 2 1 6 8421 1 2 8 6 4 3 2 1 6 8421 00010010:00110101 hours   minutes  .  [2]  (b) an alarm has been set for 07:30. two 8-bit registers,  c and d, are used to represent the  hours and minutes of the alarm time.   show how 07:30 would be represented by these two registers: cd : hours minutes  [2]  (c) describe how the microprocessor can determine when to sound the clock alarm.  .. .  .. .  .. .  .. .  .. .  .. .[3]",
+            "13": "13 0478/11/m/j/15 \u00a9 ucles 2015 [turn over (d) the lcd (liquid crystal display) on the clock face is back-lit using blue leds (light emitting  diodes). the brightness of the clock face is determined by the level of light in the room. the amount of light given out by the leds is controlled by a control circuit.   describe how the sensor, microprocessor and leds are used to maintain the correct  brightness of the clock face.  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .[3]  (e) modern lcd monitors and televisions use led back-lit technology.   give two advantages of using this new technology compared to the older cold cathode  fluorescent lamp (ccfl) method. 1     .. .  .. . 2     .. .  .. .  [2]",
+            "14": "14 0478/11/m/j/15 \u00a9 ucles 20159 draw a line to connect each question to the correct answer. question answer what is the denary (base 10)  equivalent to the hexadecimal digit e? 8 if 1 gb = 2x then what is the  value of x? 12 how many bits are there in one byte?14 if the broadband data download rate is 40 megabits per second, how many seconds will it take to download a 60 mb file? 19 what is the denary (base 10) value of the binary number 0 0 1 0 0 1 0 0 ?30 what hexadecimal value is obtained when the two hexadecimal digits c and d  are added together?36  [5]",
+            "15": "15 0478/11/m/j/15 \u00a9 ucles 201510 five statements about interpreters and compilers are shown in the table below.  study each statement.  tick (\uf0fc) to show whether the statement refers to an interpreter or to a compiler. statement interpreter compiler takes one statement at a time and executes itgenerates an error report at the end of translation of the  whole program stops the translation process as soon as the first error is  encountered slow speed of execution of program loops translates the entire program in one go  [5]",
+            "16": "16 0478/11/m/j/15 \u00a9 ucles 2015permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here 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 onl ine in the cambridge international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to do wnload at www.cie.org.uk after  the live examination series. cambridge international examinations is part of the cambridge assessment group. cambridge assessment is the brand name of unive rsity of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge.blank page"
+        },
+        "0478_s15_qp_12.pdf": {
+            "1": "this document consists of 14 printed pages and 2 blank pages. dc (st/fd) 101512/1 \u00a9 ucles 2015 [turn overcambridge international examinations cambridge international general certificate of secondary education *7518664861* computer science  0478/12 paper 1  theory may/june 2015  1 hour 45 minutes candidates answer on the question paper. no additional materials are required. no calculators allowed. read these instructions first write your centre number, candidate number and name in the spaces at the top of this page. write in dark blue or black pen. y ou may use an hb pencil for any diagrams, graphs or rough working. do not use staples, paper clips, glue or correction fluid. do not write in any barcodes. answer all questions. no marks will be awarded for using brand names of software packages or hardware. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [ ] at the end of each question or part question. the maximum number of marks is 75.",
+            "2": "2 0478/12/m/j/15 \u00a9 ucles 20151 (a) four statements about cookies are shown in the table below.    study each statement.     tick (\u2713) to show whether the statement is true or false. statement true false they are a form of spywarethey are used only in advertisingthey are used to track browser usethey act in the same way as a virus [4]   (b) five descriptions and five security issues are shown below.    draw a line to connect each description to the correct security issue.  description security issue malicious code installed on the hard drive of a  user\u2019s computer or on the web server; this code will re-direct user to a fake web site without their consenthacking software that gathers information by monitoring  key presses on a user\u2019s computer and relays the information back to the person who sent the softwarepharming program or code that replicates itself and is  designed to amend, delete or copy data and files  on a user\u2019s computer without their consentphishing the act of gaining illegal access to a computer  system without the owner\u2019s consentspyware creator of code sends out a legitimate-looking  email in the hope of gathering personal and financial data; it requires the recipient to follow a link in the email or open an attachmentvirus  [4]",
+            "3": "3 0478/12/m/j/15 \u00a9 ucles 2015 [turn over2 the majority of mobile phones use touch screens. three common technologies are used by  different mobile phone manufacturers.   choose one of the following mobile phone technologies: \u0081 resistive  \u0081 capacitive \u0081 infrared chosen technology   ..  (i) describe how your chosen technology works to allow a user to make selections by touching  the screen.  .. .  .. .  .. .  .. .  .. .[2]  (ii) give one benefit and one drawback of your chosen technology when used on mobile phone  touch screens. benefit .. .  .. . drawback .. .  .. .  [2]",
+            "4": "4 0478/12/m/j/15 \u00a9 ucles 20153 four input devices, four descriptions and four applications are shown below.  draw a line to connect each input device to its correct description. then connect each description  to its correct application.  input device description application barcode readercopies paper documents and  converts the text and pictures  into a computer-readable formvoice  recognition microphone  reads labels containing parallel  dark and light lines using laser  light or leds; the width of each  line represents a binary codereading  passports ph sensordetects changes in acidity  levels; data is often in  analogue formautomatic stock  control scannerdevice that allows audio  signals to be converted into  electric signals; these can be  interpreted by a computer after  being converted into digital formmonitor soil in a  greenhouse  [6]  ",
+            "5": "5 0478/12/m/j/15 \u00a9 ucles 2015 [turn over4 (a) state what is meant by the term ssl.  .. .  .. .  .. .[1]  (b) the following stages take place when a user wishes to access a secure website.    put each stage in sequence by writing the numbers 1 to 6 in the column on the right. the first  one has been done for you. stagesequence number the encrypted data is then shared securely between the web browser  and the web server the web browser attempts to connect to a website which is secured by  ssl 1 the web server sends the web browser a copy of its ssl certificate the web browser requests the web server to identify itself the web server will then send back some form of acknowledgement to  allow the ssl encrypted session to begin the web browser checks whether the ssl certificate is trustworthy; if it  is, then the web browser sends a message back to the web server [5]  ",
+            "6": "6 0478/12/m/j/15 \u00a9 ucles 20155 parity checks are often used to check for errors that may occur during data transmission.  (a) a system uses even parity .    tick (\u2713) to show whether the following three bytes have been transmitted correctly or  incorrectly. received byte byte transmitted correctly byte transmitted incorrectly 1 1 0 0 1 0 0 0 0 1 1 1 1 1 0 00 1 1 0 1 0 0 1 [3]  (b) a parity byte is used to identify which bit has been transmitted incorrectly in a block of data.   the word \u201cf l o w c h a r t\u201d was transmitted using nine bytes of data (one byte per  character). a tenth byte, the parity byte, was also transmitted.   the following block of data shows all ten bytes received after transmission. the system uses  even parity  and column 1 is the parity bit. letter column  1column  2column  3column  4column  5column  6column  7column  8 byte 1 f10100110 byte 2 l10101100 byte 3 o10101111 byte 4 w 10110111 byte 5 c10100011 byte 6 h00101000 byte 7 a00100101 byte 8 r10110010 byte 9 t10110100 parity  byte10111110   (i) one  of the bits has been transmitted incorrectly.     write the byte number and column number of this bit: byte number  ..  column number   .  [2] ",
+            "7": "7 0478/12/m/j/15 \u00a9 ucles 2015 [turn over  (ii) explain how you arrived at your answer for part (b)(i) .  .. .  .. .  .. .  .. .[2]  (c) give the denary (base 10) value of the byte: 1 0 1 1 1 1 1 0  .. .  .. .[1]  (d) a parity check may not identify that a bit has been transmitted incorrectly.   describe one situation in which this could occur.  .. .  .. .  .. .[1]",
+            "8": "8 0478/12/m/j/15 \u00a9 ucles 20156 a gas fire has a safety circuit made up of logic gates. it generates an alarm (x = 1) in response to  certain conditions. input descriptionbinary  valueconditions g gas pressure1 gas pressure is correct 0 gas pressure is too high c carbon monoxide level1 carbon monoxide level is correct 0 carbon monoxide level is too high l gas leak detection1 no gas leak is detected 0 gas leak is detected  the output x = 1 is generated under the following conditions: gas pressure is correct and  carbon monoxide level is too high or carbon monoxide level is correct and  gas leak is detected  (a) draw a logic circuit for this safety system. * &; / [5]",
+            "9": "9 0478/12/m/j/15 \u00a9 ucles 2015 [turn over (b) complete the truth table for the safety system. gclworkspace x 000 001010011100101110111 [4]  (c) complete the truth table for the xor gate: abc 00 011011  [1]  ",
+            "10": "10 0478/12/m/j/15 \u00a9 ucles 20157 (a) street lighting is controlled automatically. a light sensor and a microprocessor are used to  decide when to switch each street light on or off.   describe how the sensor, microprocessor and light interact to switch the street light on or off.   include in your answer how the microprocessor stops the street lights being frequently  switched on and off due to brief changes in the light intensity.  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .[5]  (b) name three  different sensors (other than light and ph) and describe an application for each  of these sensors.   a different application is needed for each sensor. sensor 1  . .. application  .. ..  .. . sensor 2  . .. application  .. ..  .. . sensor 3  . .. application  .. ..  .. . [6]",
+            "11": "11 0478/12/m/j/15 \u00a9 ucles 2015 [turn over8 five computing terms are described below.   write the name of the term being described. software that anyone can download for free from the internet  and then use without having to pay any fees. the usual copyright laws apply and a user license is important.   software that gives the user the chance to try it out free of  charge before actually buying it. the software is subject to the usual copyright laws. as a rule, not all the features found in the full version are available at this stage.   software where users have freedom to run, copy, change and  adapt it. this is an issue of liberty and not of price since the software guarantees freedom and the right to study and modify the software by having access to the actual source code.   set of principles that regulates the use of computers in  everyday life. this covers intellectual property rights, privacy issues and the effects of computers on society in general.   the taking of somebody\u2019s idea or software and claim that the  idea or software code were created by the \u201ctaker\u201d.   [5]  ",
+            "12": "12 0478/12/m/j/15 \u00a9 ucles 20159 (a) five statements about interpreters and compilers are shown in the table below.    study each statement.    tick (\u2713) to show whether the statement refers to an interpreter or to a compiler. statement interpreter compiler creates an executable file that runs directly on the  computer more likely to crash the computer since the machine  code produced runs directly on the processor easier to debug since each line of code is analysed  and checked before being executed slow speed of execution of program loopsit is more difficult to modify the executable code,  since it is in machine code format  [5]  (b) state why a compiler or an interpreter is needed when running a high-level program on a  computer.  .. .  .. .  .. .[1]  (c) give one benefit of writing a program in a high-level language.  .. .  .. .  .. .[1]  (d) give one benefit of writing a program in a low-level language.  .. .  .. .  .. .[1]  ",
+            "13": "13 0478/12/m/j/15 \u00a9 ucles 2015 [turn over (e) study the following three sections of code.   a: 1 0 1 0 1 1 0 1    1 1 0 0 1 1 1 0   1 0 1 1 0 1 1 1    b:  lda x    inc x   sta y   c:  for x \u2190 1 to 10       read n   endfor   identify, using the letters a, b or c, which of the above codes is an example of assembly  code, high-level language code or machine code: assembly code   . high-level language code  .  machine code  . .. [2]",
+            "14": "14 0478/12/m/j/15 \u00a9 ucles 201510 letters from the alphabet are represented in a computer by the following denary (base 10) values:  a = 97  g  =  103 i =  105 l =  108 n  =  110  the word \u201c a l i g n \u201d is stored as: 97 108 105 103 110  (a) convert each of the five values to binary. the first one has been done for you. letter denary value a (97): 01100001 l (108): i (105): g (103): n (110):  [2]  (b) an encryption system works by shifting the binary value for a letter one place to the left. \u201ca\u201d  then becomes:  11000010   this binary value is then converted to hexadecimal; the hexadecimal value for \u201ca\u201d will be: c 2   for the two letters \u201cl \u201d and \u201cg\u201d, shift the binary values one place to the left and convert these  values into hexadecimal: hexadecimal l:. g:.  [4]",
+            "15": "15 0478/12/m/j/15 \u00a9 ucles 2015blank page",
+            "16": "16 0478/12/m/j/15 \u00a9 ucles 2015permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here 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 onl ine in the cambridge international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to do wnload at www.cie.org.uk after  the live examination series. cambridge international examinations is part of the cambridge assessment group. cambridge assessment is the brand name of unive rsity of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge.blank page"
+        },
+        "0478_s15_qp_13.pdf": {
+            "1": "this document consists of 15 printed pages and 1 blank page. dc (leg/cgw) 111632 \u00a9 ucles 2015 [turn overcambridge international examinations cambridge international general certificate of secondary education *0320288079* computer science  0478/13 paper 1  theory may/june 2015  1 hour 45 minutes candidates answer on the question paper. no additional materials are required. no calculators allowed. read these instructions first write your centre number, candidate number and name in the spaces at the top of this page. write in dark blue or black pen. y ou may use an hb pencil for any diagrams, graphs or rough working. do not use staples, paper clips, glue or correction fluid. do not write in any barcodes. answer all questions. no marks will be awarded for using brand names of software packages or hardware. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [ ] at the end of each question or part question. the maximum number of marks is 75.",
+            "2": "2 0478/13/m/j/15 \u00a9 ucles 20151 (a) state what is meant by the terms: parallel data transmission  ... ..  .. .  .. . serial data transmission  . ..  .. .  .. .  [2]  (b) give one benefit of each type of data transmission.   parallel data transmission benefit ...   .. .   serial data transmission benefit ...   .. .  [2]  (c) give one application of each type of data transmission. each application must be different.   parallel data transmission application  .. ..  .. .   serial data transmission application  .. ..  .. .  [2]",
+            "3": "3 0478/13/m/j/15 \u00a9 ucles 2015 [turn over2 (a) state what is meant by the term usb.  .. .  .. .  [1]  (b) describe two benefits of using usb connections between a computer and a device. 1     .. .  .. . 2     .. .  .. .  [2]",
+            "4": "4 0478/13/m/j/15 \u00a9 ucles 20153 (a) complete the truth table for the following logic circuit: a b cx abcworkspace x 000 001 010 011 100 101 110 111  [4]",
+            "5": "5 0478/13/m/j/15 \u00a9 ucles 2015 [turn over (b) draw a logic circuit which corresponds to the following logic statement: x = 1 if ((a is  not  1  or  b is 1)   and   c is 1)  or  (b is  not  1  and   c is 1) a b x c  [3]  (c) write a logic statement which corresponds to the following logic circuit: a b cx  .. .  .. .  .. .  [3]",
+            "6": "6 0478/13/m/j/15 \u00a9 ucles 20154 choose six correct terms from the following list to complete the spaces in the paragraphs below:  \u0081 encryption  \u0081 file name  \u0081 firewall  \u0081 html tags/text  \u0081 ip address  \u0081 protocol  \u0081 proxy server  \u0081 ssl certificate  \u0081 web server name  a user enters a url. the web browser breaks up the url into  three  components: 1  2  3    the web server returns the selected web page.  the web browser reads the  from the selected page and  shows the correctly formatted page on the user\u2019s screen.  a  is used between the user\u2019s computer and the network to  examine the data traffic to make sure it meets certain criteria.  to speed up the access to the web pages next time, a  is  used between the computer and web server; this device uses a cache to store the website home page after it has been accessed for the first time.  [6]",
+            "7": "7 0478/13/m/j/15 \u00a9 ucles 2015 [turn over5 five storage devices are described in the table below.  in column 2, name the storage device being described.  in columns 3, 4, or 5, tick ( \uf0fc) to show the appropriate category of storage. 1 2 345 description of storage devicename of  storage devicecategory of storage primary secondary off-line optical media which use one spiral  track; red lasers are used to read and write data on the media surface; makes use of dual-layering technology to increase the storage capacity non-volatile memory chip; contents of  the chip cannot be altered; it is often used to store the start up routines in a computer (e.g. the bios) optical media which use concentric  tracks to store the data; this allows read and write operations to be carried out at the same time non-volatile memory device which  uses nand flash memories (which consist of millions of transistors wired in series on single circuit boards) optical media which use blue laser  technology to read and write data on the media surface; it uses a single 1.1 mm polycarbonate disc  [10]",
+            "8": "8 0478/13/m/j/15 \u00a9 ucles 20156 (a) viruses, pharming and phishing are all examples of potential internet security issues.   explain what is meant by each of these three  terms. virus   .  .. .  .. .  .. . pharming  . .  .. .  .. .  .. . phishing  . ...  .. .  .. .  .. .  [6]  (b) an online bank requires a client to supply an 8-digit code each time they wish to access their  account on the bank\u2019s website.   rather than ask the client to use a keyboard, they are requested  to use an on-screen keypad (shown on the right) to input the 8-digit code.   the position of the digits on the keypad can change each time  the website is visited.  2   5   1 6   8   39   0   4 7   the client uses a mouse or touch screen to select each of the  8 digits.   (i) explain why the bank has chosen to use this method of entering the 8 digits.  .. .  .. .  .. .  .. .  [2]",
+            "9": "9 0478/13/m/j/15 \u00a9 ucles 2015 [turn over  (ii) name and describe another  measure that the bank could introduce to improve the  security of their website. name  .  description  .. ..  .. .  .. .  .. .  [2]",
+            "10": "10 0478/13/m/j/15 \u00a9 ucles 20157 (a) one of the key features of von neumann computer architecture is the use of buses.   three buses and three descriptions are shown below.   draw a line to connect each bus to its correct description. bus description address busthis bus carries signals used  to coordinate the computer\u2019s activities control busthis bi-directional bus is used  to exchange data between processor, memory and input/output devices data busthis uni-directional bus carries  signals relating to memory addresses between processor and memory  [2]",
+            "11": "11 0478/13/m/j/15 \u00a9 ucles 2015 [turn over (b) the seven stages in a von neumann fetch-execute cycle are shown in the table below.   put each stage in the correct sequence by writing the numbers 1 to 7 in the right hand column.  the first one has been done for you. stagesequence  number the instruction is then copied from the memory location contained  in the mar (memory address register) and is placed in the mdr (memory data register) the instruction is finally decoded and is then executed the pc (program counter) contains the address of the next instruction  to be fetched1 the entire instruction is then copied from the mdr (memory data register) and placed in the cir (current instruction register) the address contained in the pc (program counter) is copied to the  mar (memory address register) via the address bus the address part of the instruction, if any, is placed in the mar  (memory address register) the value in the pc (program counter) is then incremented so that it  points to the next instruction to be fetched  [6]",
+            "12": "12 0478/13/m/j/15 \u00a9 ucles 20158 an alarm clock is controlled by a microprocessor. it uses the 24 hour clock. the hour is represented  by an 8-bit register, a, and the number of minutes is represented by another 8-bit register, b.  (a) identify what time is represented by the following two 8-bit registers. ab 1 2 8 6 4 3 2 1 6 8421 1 2 8 6 4 3 2 1 6 8421 00010010:00110101 hours   minutes  .  [2]  (b) an alarm has been set for 07:30. two 8-bit registers,  c and d, are used to represent the  hours and minutes of the alarm time.   show how 07:30 would be represented by these two registers: cd : hours minutes  [2]  (c) describe how the microprocessor can determine when to sound the clock alarm.  .. .  .. .  .. .  .. .  .. .  .. .[3]",
+            "13": "13 0478/13/m/j/15 \u00a9 ucles 2015 [turn over (d) the lcd (liquid crystal display) on the clock face is back-lit using blue leds (light emitting  diodes). the brightness of the clock face is determined by the level of light in the room. the amount of light given out by the leds is controlled by a control circuit.   describe how the sensor, microprocessor and leds are used to maintain the correct  brightness of the clock face.  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .[3]  (e) modern lcd monitors and televisions use led back-lit technology.   give two advantages of using this new technology compared to the older cold cathode  fluorescent lamp (ccfl) method. 1     .. .  .. . 2     .. .  .. .  [2]",
+            "14": "14 0478/13/m/j/15 \u00a9 ucles 20159 draw a line to connect each question to the correct answer. question answer what is the denary (base 10)  equivalent to the hexadecimal digit e? 8 if 1 gb = 2x then what is the  value of x? 12 how many bits are there in one byte?14 if the broadband data download rate is 40 megabits per second, how many seconds will it take to download a 60 mb file? 19 what is the denary (base 10) value of the binary number 0 0 1 0 0 1 0 0 ?30 what hexadecimal value is obtained when the two hexadecimal digits c and d  are added together?36  [5]",
+            "15": "15 0478/13/m/j/15 \u00a9 ucles 201510 five statements about interpreters and compilers are shown in the table below.  study each statement.  tick (\uf0fc) to show whether the statement refers to an interpreter or to a compiler. statement interpreter compiler takes one statement at a time and executes itgenerates an error report at the end of translation of the  whole program stops the translation process as soon as the first error is  encountered slow speed of execution of program loops translates the entire program in one go  [5]",
+            "16": "16 0478/13/m/j/15 \u00a9 ucles 2015permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here 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 onl ine in the cambridge international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to do wnload at www.cie.org.uk after  the live examination series. cambridge international examinations is part of the cambridge assessment group. cambridge assessment is the brand name of unive rsity of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge.blank page"
+        },
+        "0478_s15_qp_21.pdf": {
+            "1": "this document consists of 11 printed pages and 1 blank page. dc (cw/cgw) 95070/2 \u00a9 ucles 2015 [turn overcambridge international examinations cambridge international general certificate of secondary education *1228833815* computer science  0478/21 paper 2 problem-solving and programming may/june 2015  1 hour 45 minutes candidates answer on the question paper. no additional materials are required. no calculators allowed. read these instructions first write your centre number, candidate number and name in the spaces at the top of this page. write in dark blue or black pen. y ou may use an hb pencil for any diagrams, graphs or rough working. do not use staples, paper clips, glue or correction fluid. do not write in any barcodes. answer all questions. do not attempt tasks 1, 2 and 3  in the pre-release material; these are for information only. y ou are advised to spend no more than 40 minutes  on section a  (question 1). no marks will be awarded for using brand names of software packages or hardware. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question. the maximum number of marks is 50.",
+            "2": "2 0478/21/m/j/15 \u00a9 ucles 2015section a you are advised to spend no longer than 40 minutes answering this section.here is a copy of the pre-release material.do not  attempt tasks 1, 2 and 3 now. use the pre-release material and your experience from attempting the tasks before the examination to  answer question 1. pre-release material write and test a program to complete the three  tasks.  task 1a data logger records the temperature on the roof of a school twice a day, at midday and midnight.  input and store the temperatures recorded for a month. y ou must store the temperatures in two one-dimensional arrays, one for the midday temperatures and one for the midnight temperatures. all the temperatures must be validated on entry and any invalid temperatures rejected. y ou must decide your own validation rules. y ou may assume that there are 30 days in a month. task 2calculate the average temperature for midday and the average temperature for midnight. output  these averages with a suitable message for each one. task 3select the day with the highest midday temperature and the day with the lowest midnight temperature.   then output each of these temperatures, the corresponding day and a suitable message. y our program must include appropriate prompts for the entry of data. error messages and other  outputs need to be set out clearly and understandably. all variables, constants and other identifiers must have meaningful names. each task must be fully tested.",
+            "3": "3 0478/21/m/j/15 \u00a9 ucles 2015 [turn over1 (a) all variables, constants and other identifiers should have meaningful names.   (i) in task 1 , you had to store the midday temperatures and midnight temperatures in  arrays.    write suitable declarations for these two arrays.  .. .  .. .[2]   (ii) it has been decided to record the temperatures for one week rather than one month.    write the new array declarations that you would use.  .. .  .. .[1]   (iii) declare two other variables that you have used and state what you used each one for. variable 1  ... use ... .. variable 2  ... use ... ..[4]",
+            "4": "4 0478/21/m/j/15 \u00a9 ucles 2015 (b) write an algorithm to complete task 2 , using either pseudocode, programming statements  or a flowchart. use temperatures for one week  only. y ou should assume that task 1 has  already been completed.  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .[5]",
+            "5": "5 0478/21/m/j/15 \u00a9 ucles 2015 [turn over (c) give a set of midday temperature data, for a week, that could be used to check your validation  rules for task 1 . explain why you chose this data set. data set .. ...  .. . reason for choice . .  .. .  .. .[2]  (d) explain how you select the day with the highest midday temperature (part of task 3 ). y ou may  include pseudocode or programming statements as part of your explanation.  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .[6]",
+            "6": "6 0478/21/m/j/15 \u00a9 ucles 2015section b 2 read this section of program code that should input 10 positive numbers and then output the  smallest number input.  1 small = 0 2 counter = 0 3 repeat 4   input num 5   if num < small then num = small 6   counter = counter + 1 7   print small 8 until counter < 10 there are four errors in this code.  locate these errors and suggest a corrected piece of code for each error. 1   ...  ..  2   ...  ..  3   ...  ..  4   ...  .. [4]",
+            "7": "7 0478/21/m/j/15 \u00a9 ucles 2015 [turn overquestion 3 begins on page 8.",
+            "8": "8 0478/21/m/j/15 \u00a9 ucles 20153 the flowchart below inputs the weight of a number of parcels in kilograms. parcels weighing more  than 25 kilograms are rejected. a value of \u20131 stops the input.  the following information is output: the total weight of the parcels accepted and number of parcels  rejected. start input weight is weight = \u20131?output total, reject is weight > 25?7rwdo\u0003\u0138\u0003\u0013 5hmhfw\u0003\u0138\u0003\u0013 7rwdo\u0003\u0138\u00037rwdo\u0003\u000e\u0003:hljkw5hmhfw\u0003\u0138\u00035hmhfw\u0003\u000e\u0003\u0014yes yesno noend",
+            "9": "9 0478/21/m/j/15 \u00a9 ucles 2015 [turn overcomplete the trace table for the input data: 1.8, 26.0, 7.0, 11.3, 10.0, 2.5, 25.2, 5.0, 19.8, 29.3, \u20131 total reject weight output [5] 4 five data types and five data samples are shown below.  draw a line to link each data type to the correct data sample. data type data sample integer 'a' real 2 char 2.0 string true boolean \"twelve\" [4]",
+            "10": "10 0478/21/m/j/15 \u00a9 ucles 20155 explain the difference between a variable and a constant in a program.  ..   ..   ..   .. [2] 6 identify three  different loop structures that you can use when writing pseudocode. 1   ...  ..  2   ...  ..  3   ...  .. [3] 7 a database, property , was set up to show the prices of properties for sale and the features of  each property. part of the database is shown below. property typebrochure  nonumber of  bedroomsnumber of  bathroomsgarden garageprice  in $ bungalow b17 7 4 y es y es 750,000apartment a09 2 1 no no 100,000house h10 4 2 y es no 450,000house h13 3 2 y es no 399,000apartment a01 2 2 no y es  95,000apartment a16 1 1 no no 150,000house h23 3 1 no y es 250,000house h46 2 1 y es y es 175,000  (a) give the number of fields that are in each record.  .. .[1]",
+            "11": "11 0478/21/m/j/15 \u00a9 ucles 2015 (b) state which field you would choose for the primary key.  .. .   give a reason for choosing this field.   .. .  .. .[2]  (c) state the data type you would choose for each of the following fields. garage   .  number of bedrooms   . price in $   . .[3]  (d) the query-by-example grid below selects all houses with more than 1 bathroom and more  than 2 bedrooms. field: property typenumber of  bedroomsnumber of  bathroomsprice in $ brochure no table: property property property property property sort: ascending show: \uf0fc \uf0fc criteria: = 'house' >2 >1 or:   show what would be output.  .. .  .. .[2]  (e) complete the query-by-example grid below to select and show the brochure number, property  type and price of all properties with a garage below $200,000. field: table: sort: show: criteria: or: [4]",
+            "12": "12 0478/21/m/j/15 \u00a9 ucles 2015blank page permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here 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 onl ine in the cambridge international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to do wnload at www.cie.org.uk after  the live examination series. cambridge international examinations is part of the cambridge assessment group. cambridge assessment is the brand name of unive rsity of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge."
+        },
+        "0478_s15_qp_22.pdf": {
+            "1": "this document consists of 11 printed pages and 1 blank page. dc (cw/cgw) 95074/2 \u00a9 ucles 2015 [turn overcambridge international examinations cambridge international general certificate of secondary education *6651977550* computer science  0478/22 paper 2 problem-solving and programming may/june 2015  1 hour 45 minutes candidates answer on the question paper. no additional materials are required. no calculators allowed. read these instructions first write your centre number, candidate number and name in the spaces at the top of this page. write in dark blue or black pen. y ou may use an hb pencil for any diagrams, graphs or rough working. do not use staples, paper clips, glue or correction fluid. do not write in any barcodes. answer all questions. do not attempt tasks 1, 2 and 3  in the pre-release material; these are for information only. y ou are advised to spend no more than 40 minutes  on section a  (question 1). no marks will be awarded for using brand names of software packages or hardware. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [   ] at the end of each question or part question. the maximum number of marks is 50.",
+            "2": "2 0478/22/m/j/15 \u00a9 ucles 2015section a you are advised to spend no longer than 40 minutes answering this section.here is a copy of the pre-release material.do not  attempt tasks 1, 2 and 3 now. use the pre-release material and your experience from attempting the tasks before the examination to  answer question 1. pre-release material write and test a program to complete the three  tasks.  task 1a school keeps records of the weights of each pupil. the weight, in kilograms, of each pupil is  recorded on the first day of term. input and store the weights and names recorded for a class of 30 pupils. y ou must store the weights in a one-dimensional array and the names in another one-dimensional array. all the weights must be validated on entry and any invalid weights rejected. y ou must decide your own validation rules. y ou may assume that the pupils\u2019 names are unique. output the names and weights of the pupils in the class. task 2the weight, in kilograms, of each pupil is recorded again on the last day of term. calculate and store  the difference in weight for each pupil. task 3for those pupils who have a difference in weight of more than 2.5 kilograms, output, with a suitable  message, the pupil\u2019s name, the difference in weight and whether this is a rise or a fall. y our program must include appropriate prompts for the entry of data. error messages and other  outputs need to be set out clearly and understandably. all variables, constants and other identifiers must have meaningful names. each task must be fully tested.",
+            "3": "3 0478/22/m/j/15 \u00a9 ucles 2015 [turn over1 (a) all variables, constants and other identifiers should have meaningful names.   (i) declare the array to store the pupils\u2019 names.  .. .[1]   (ii) declare the array to store the pupils\u2019 weights.  .. .[1]   (iii) it has been decided to record the weights for the whole school of 600 pupils rather than  one class.    write suitable new declarations for these two arrays.  .. .  .. .[1]  (b) write an algorithm to complete task 2 , using either pseudocode, programming statements  or a flowchart. use weights for the whole school . y ou should assume that task 1 has already  been completed.  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .[5]",
+            "4": "4 0478/22/m/j/15 \u00a9 ucles 2015 (c) (i) describe suitable validation rules for task 1 .  .. .  .. .  .. .  .. .[2]   (ii) give two pupil weights that you could use to check the validation used in task 1 . explain  why you chose each weight. weight 1  . ... reason for choice   .  .. . weight 2  . ... reason for choice   .  .. .[4]  (d) explain how you select the pupils with a fall in weight of more than 2.5 kilograms (part of  task 3 ). y ou may include pseudocode or programming statements as part of your explanation.  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .[6]",
+            "5": "5 0478/22/m/j/15 \u00a9 ucles 2015 [turn oversection b 2 read this section of program code that should input 30 positive numbers and then output the  largest number input.  1 large = 9999 2 counter = 0 3 while counter > 30 4 do 5   input num 6   if num < large then large = num 7   counter = counter - 1 8 endwhile 9 print large there are four errors in this code.  locate these errors and suggest a corrected piece of code for each error. 1   ...  ..  2   ...  ..  3   ...  ..  4   ...  .. [4]",
+            "6": "6 0478/22/m/j/15 \u00a9 ucles 20153 (a) the flowchart below inputs six single digit numbers.  the predefined function mod gives the  value of the remainder, for example, y \u2190 10 mod 3  gives the value y = 1 start input a, b, c, d, e, f output 'reject'output  'accept'is check = f?check @ total mod 11 yes nototal @ a*1 + b*2 + c*3 + d*4 + e*5  end",
+            "7": "7 0478/22/m/j/15 \u00a9 ucles 2015 [turn overcomplete a trace table for each of the two sets of input data. set 1 5, 2, 4, 3, 1, 5set 2 3, 2, 1, 0, 7, 3trace table set 1    5, 2, 4, 3, 1, 5 a b c d e f total check output trace table set 2    3, 2, 1, 0, 7, 3 a b c d e f total check output [4]  (b) state the purpose of the flowchart in part (a) .  .. .  .. .[1]  (c) identify a problem with this flowchart and explain how to correct it. problem  .. ..  .. . solution  .   .. .  .. .  .. .[3]",
+            "8": "8 0478/22/m/j/15 \u00a9 ucles 20154 four programming concepts and four examples of programming code are shown below.  draw a line to link each programming concept to the correct example of programming code. programming  conceptexample of programming code counting sum = sum + value[n] repetition if value = 10 then print 'x' selection for counter = 1 to 10 totalling amount = amount + 1 sum = num1 + num2 [4] 5 (a) write an algorithm, using pseudocode and a for \u2026 to \u2026 next  loop structure, to input  1000 numbers into an array.  .. .  .. .  .. .  .. .  .. .  .. .[2]  (b) rewrite your algorithm using another loop structure.  .. .  .. .  .. .  .. .  .. .  .. .  .. .[4]",
+            "9": "9 0478/22/m/j/15 \u00a9 ucles 2015 [turn overquestion 6 begins on page 10.",
+            "10": "10 0478/22/m/j/15 \u00a9 ucles 20156 a database, marks, was set up to record the test results for a class of students. part of the  database is shown below. student name class id maths english science history geography paul smith 0017 70 55 65 62 59ravi gupta 0009 29 34 38 41 44chin hwee 0010 43 47 50 45 52john jones 0013 37 67 21 28 35diana abur 0001 92 88 95 89 78rosanna king 0016 21 13 11 27 15  (a) give the number of fields that are in each record.  .. .[1]  (b) state which field you would choose for the primary key.  .. .   give a reason for choosing this field.  .. .  .. .[2]  (c) the query-by-example grid below selects all students with more than 60 marks in history or  more than 60 marks in geography. field: student name history geography table: marks marks marks sort: ascending show: \u2713 criteria: >60 or: >60   show what would be output.  .. .  .. .[2]",
+            "11": "11 0478/22/m/j/15 \u00a9 ucles 2015 (d) complete the query-by-example grid below to select and show the student names only of all  students with less than 40 marks in both maths and english. field: table: sort: show: criteria: or: [3]",
+            "12": "12 0478/22/m/j/15 \u00a9 ucles 2015blank page permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here 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 onl ine in the cambridge international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to do wnload at www.cie.org.uk after  the live examination series. cambridge international examinations is part of the cambridge assessment group. cambridge assessment is the brand name of unive rsity of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge."
+        },
+        "0478_s15_qp_23.pdf": {
+            "1": "this document consists of 11 printed pages and 1 blank page. dc (slm) 108498 \u00a9 ucles 2015 [turn overcambridge international examinations cambridge international general certificate of secondary education *0816194257* computer science  0478/23 paper 2 problem-solving and programming may/june 2015  1 hour 45 minutes candidates answer on the question paper. no additional materials are required. no calculators allowed. read these instructions first write your centre number, candidate number and name in the spaces at the top of this page. write in dark blue or black pen. y ou may use an hb pencil for any diagrams, graphs or rough working. do not use staples, paper clips, glue or correction fluid. do not write in any barcodes. answer all questions. do not attempt tasks 1, 2 and 3  in the pre-release material; these are for information only. y ou are advised to spend no more than 40 minutes  on section a  (question 1). no marks will be awarded for using brand names of software packages or hardware. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question. the maximum number of marks is 50.",
+            "2": "2 0478/23/m/j/15 \u00a9 ucles 2015section a you are advised to spend no longer than 40 minutes answering this section.here is a copy of the pre-release material.do not  attempt tasks 1, 2 and 3 now. use the pre-release material and your experience from attempting the tasks before the examination to  answer question 1. pre-release material write and test a program to complete the three  tasks.  task 1a data logger records the temperature on the roof of a school twice a day, at midday and midnight.  input and store the temperatures recorded for a month. y ou must store the temperatures in two one-dimensional arrays, one for the midday temperatures and one for the midnight temperatures. all the temperatures must be validated on entry and any invalid temperatures rejected. y ou must decide your own validation rules. y ou may assume that there are 30 days in a month. task 2calculate the average temperature for midday and the average temperature for midnight. output  these averages with a suitable message for each one. task 3select the day with the highest midday temperature and the day with the lowest midnight temperature.   then output each of these temperatures, the corresponding day and a suitable message. y our program must include appropriate prompts for the entry of data. error messages and other  outputs need to be set out clearly and understandably. all variables, constants and other identifiers must have meaningful names. each task must be fully tested.",
+            "3": "3 0478/23/m/j/15 \u00a9 ucles 2015 [turn over1 (a) all variables, constants and other identifiers should have meaningful names.   (i) in task 1 , you had to store the midday temperatures and midnight temperatures in  arrays.    write suitable declarations for these two arrays.  .. .  .. .[2]   (ii) it has been decided to record the temperatures for one week rather than one month.    write the new array declarations that you would use.  .. .  .. .[1]   (iii) declare two other variables that you have used and state what you used each one for. variable 1  ... use ... .. variable 2  ... use ... ..[4]",
+            "4": "4 0478/23/m/j/15 \u00a9 ucles 2015 (b) write an algorithm to complete task 2 , using either pseudocode, programming statements  or a flowchart. use temperatures for one week  only. y ou should assume that task 1 has  already been completed.  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .[5]",
+            "5": "5 0478/23/m/j/15 \u00a9 ucles 2015 [turn over (c) give a set of midday temperature data, for a week, that could be used to check your validation  rules for task 1 . explain why you chose this data set. data set .. ...  .. . reason for choice . .  .. .  .. .[2]  (d) explain how you select the day with the highest midday temperature (part of task 3 ). y ou may  include pseudocode or programming statements as part of your explanation.  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .[6]",
+            "6": "6 0478/23/m/j/15 \u00a9 ucles 2015section b 2 read this section of program code that should input 10 positive numbers and then output the  smallest number input.  1 small = 0 2 counter = 0 3 repeat 4   input num 5   if num < small then num = small 6   counter = counter + 1 7   print small 8 until counter < 10 there are four errors in this code.  locate these errors and suggest a corrected piece of code for each error. 1   ...  ..  2   ...  ..  3   ...  ..  4   ...  .. [4]",
+            "7": "7 0478/23/m/j/15 \u00a9 ucles 2015 [turn overquestion 3 begins on page 8.",
+            "8": "8 0478/23/m/j/15 \u00a9 ucles 20153 the flowchart below inputs the weight of a number of parcels in kilograms. parcels weighing more  than 25 kilograms are rejected. a value of \u20131 stops the input.  the following information is output: the total weight of the parcels accepted and number of parcels  rejected. start input weight is weight = \u20131?output total, reject is weight > 25?7rwdo\u0003\u0138\u0003\u0013 5hmhfw\u0003\u0138\u0003\u0013 7rwdo\u0003\u0138\u00037rwdo\u0003\u000e\u0003:hljkw5hmhfw\u0003\u0138\u00035hmhfw\u0003\u000e\u0003\u0014yes yesno noend",
+            "9": "9 0478/23/m/j/15 \u00a9 ucles 2015 [turn overcomplete the trace table for the input data: 1.8, 26.0, 7.0, 11.3, 10.0, 2.5, 25.2, 5.0, 19.8, 29.3, \u20131 total reject weight output [5] 4 five data types and five data samples are shown below.  draw a line to link each data type to the correct data sample. data type data sample integer 'a' real 2 char 2.0 string true boolean \"twelve\" [4]",
+            "10": "10 0478/23/m/j/15 \u00a9 ucles 20155 explain the difference between a variable and a constant in a program.  ..   ..   ..   .. [2] 6 identify three  different loop structures that you can use when writing pseudocode. 1   ...  ..  2   ...  ..  3   ...  .. [3] 7 a database, property , was set up to show the prices of properties for sale and the features of  each property. part of the database is shown below. property typebrochure  nonumber of  bedroomsnumber of  bathroomsgarden garageprice  in $ bungalow b17 7 4 y es y es 750,000apartment a09 2 1 no no 100,000house h10 4 2 y es no 450,000house h13 3 2 y es no 399,000apartment a01 2 2 no y es  95,000apartment a16 1 1 no no 150,000house h23 3 1 no y es 250,000house h46 2 1 y es y es 175,000  (a) give the number of fields that are in each record.  .. .[1]",
+            "11": "11 0478/23/m/j/15 \u00a9 ucles 2015 (b) state which field you would choose for the primary key.  .. .   give a reason for choosing this field.   .. .  .. .[2]  (c) state the data type you would choose for each of the following fields. garage   .  number of bedrooms   . price in $   . .[3]  (d) the query-by-example grid below selects all houses with more than 1 bathroom and more  than 2 bedrooms. field: property typenumber of  bedroomsnumber of  bathroomsprice in $ brochure no table: property property property property property sort: ascending show: \uf0fc \uf0fc criteria: = 'house' >2 >1 or:   show what would be output.  .. .  .. .[2]  (e) complete the query-by-example grid below to select and show the brochure number, property  type and price of all properties with a garage below $200,000. field: table: sort: show: criteria: or: [4]",
+            "12": "12 0478/23/m/j/15 \u00a9 ucles 2015blank page permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here 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 onl ine in the cambridge international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to do wnload at www.cie.org.uk after  the live examination series. cambridge international examinations is part of the cambridge assessment group. cambridge assessment is the brand name of unive rsity of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge."
+        },
+        "0478_w15_qp_11.pdf": {
+            "1": "this document consists of 11 printed pages and 1 blank page. dc (sjf/cgw) 101515/5 \u00a9 ucles 2015 [turn overcambridge international examinations cambridge international general certificate of secondary education *9942271244* computer science  0478/11 paper 1  theory october/november 2015  1 hour 45 minutes candidates answer on the question paper.no additional materials are required.no calculators allowed. read these instructions first write your centre number, candidate number and name in the spaces at the top of this page. write in dark blue or black pen.you may use an hb pencil for any diagrams, graphs or rough working.do not use staples, paper clips, glue or correction fluid.do not  write in any barcodes. answer all questions. no marks will be awarded for using brand names of software packages or hardware. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [ ] at the end of each question or part question. the maximum number of marks is 75.",
+            "2": "2 0478/11/o/n/15 \u00a9 ucles 20151 (a) four hardware items are shown in the table below.    for each hardware item: \u2022 name a suitable application\u2022 state how it is used in the application   give a different application in each case. hardware  itemapplicationhow the hardware  item is used barcode  reader.. ..  microphone.. ..  touch  screen.. ..  infrared  sensor.. ..  [8]",
+            "3": "3 0478/11/o/n/15 \u00a9 ucles 2015 [turn over (b) describe two differences between blu-ray discs and dvds. 1     .. . 2     .. . [2]  (c) describe two differences between dvd-r and dvd-ram. 1     .. . 2     .. . [2] 2 (a) convert the hexadecimal number b5 into binary:  .. .   convert the binary number 1 1 1 1 0 1 1 0 into hexadecimal:  .. .  [2]  (b) give two examples where hexadecimal numbers are used in computer science. 1     .. . 2     .. . [2]  (c) state two benefits of using hexadecimal numbers in computer science. 1     .. . 2     .. .    [2]",
+            "4": "4 0478/11/o/n/15 \u00a9 ucles 20153 (a) three statements about cookies are shown below.    study each statement.   tick (9) to show whether the statement is true or false. statement true false cookies can destroy or modify data in a computer  without the user\u2019s knowledge cookies generate website pop-upscookies allow a website to detect whether a viewer  has viewed specific web pages [3]  (b) two features of von neumann architecture are the use of registers and the use of buses.    give the names of two registers and two buses.   registers 1     .. . 2     .. . buses1     .. . 2     .. . [4]",
+            "5": "5 0478/11/o/n/15 \u00a9 ucles 2015 [turn over4 six computer terms and six descriptions are shown below.  draw a line to link each term to its appropriate description. term description browsersignal sent to a processor which may cause  a break in execution of the current routine, according to priorities htmlcompany that provides individual\u2019s access to  the internet and other services such as web hosting and emails internet service  providersoftware application used to locate, retrieve  and display content on the world wide web e.g. web pages, videos and other files interrupthardware identification number that uniquely  identifies each device on a network; it is manufactured into every network card and cannot be altered ip addressauthoring language used to create documents  on the world wide web; uses tags and attributes mac addresslocation of a given computer/device on a  network; can be a static or dynamic value  [5]  ",
+            "6": "6 0478/11/o/n/15 \u00a9 ucles 20155 (a) inkjet printers and laser printers are two common types of printer.   describe the features and principles of operation of each type of printer.   (i) inkjet printer  .. .  .. .  .. .  .. .  .. .  .. .  .. .  ..  [4]   (ii) laser printer  .. .  .. .  .. .  .. .  .. .  .. .  .. .  ..  [4]  (b) another type of printer is the 3d printer.   describe 3d printing.  .. .  .. .  .. .  .. .  .. .  ..  [3]",
+            "7": "7 0478/11/o/n/15 \u00a9 ucles 2015 [turn over6 (a) state what is meant by encryption.  .. .  ..  [1]  (b) state what is meant by symmetric encryption.  .. .  ..  [1]  (c) complete the diagram: plain textencryption  algorithm  [1]",
+            "8": "8 0478/11/o/n/15 \u00a9 ucles 20157 (a) describe what is meant by lossy and lossless compression when applied to files. lossy     .. .  .. . lossless  . ...  .. .  .. . [2]  (b) name and describe one type of file that uses lossy compression. name  . ... description  .. ..  .. .  .. .    [2]  (c) a company advertises its backup memory device as having 500 gb of storage.    a customer wishes to know how many 8 mb files could be stored on the device.    the company claimed that up to 62 500 files (assuming each file is 8 mb) could be stored.  the customer calculated that 64 000 files could be stored.  explain the difference between these two storage values. show any calculations you use in  your explanation.  .. .  .. .  .. .  .. .  .. .  .. .  ..  [3]",
+            "9": "9 0478/11/o/n/15 \u00a9 ucles 2015 [turn over8 state three  features of a typical operating system. 1   ...  ..  2   ...  ..  3   ...  ..    [3] 9 (a) nicolae made the following statement:   \u201cdata input is validated by typing it in twice\u201d   state why this statement is incorrect.  .. .  ..  [1]  (b) nicolae needs to send 30 photos to a friend and he chooses to send all 30 together as a  single email attachment. each photo is 1.8 mb in size, but the maximum possible attachment size is only 20 mb.   state how nicolae can solve this problem.  .. .  ..  [1]",
+            "10": "10 0478/11/o/n/15 \u00a9 ucles 201510 characters can be represented in a computer by a numerical code.  the following list shows 16 characters with their numerical codes in denary:   a = 97 e = 101 k = 107 t = 116 b = 98 g = 103 m = 109 u = 117c = 99 h = 104 o = 111 w = 119d = 100 i = 105 r = 114 . = 46 (code for the full stop)  web addresses can be written using hexadecimal rather than denary. hexadecimal codes are  preceded by a % sign. for example, the word \u201c c a g e \u201d is written as:   either 99 97 103 101 (in denary)   or  %63 %61 %67 %65 (in hexadecimal)  (a) complete the conversion of the following web address into hexadecimal: w w w.cie.org.u k %77 %77 %77   [3]  (b) complete the web address from the given hexadecimal codes: %77 %77 %77 %2e %72 %6f %63 %6b %69 %63 %74 %2e %63 %6f %6d www   [3] 11 a passenger logs onto an airline website and types in the reference number for their flight. once  the passenger accesses their account they can choose their seat and also print out a boarding pass which contains a unique barcode. this barcode is scanned at the airport check-in desk.  name one input and one output device found at the check-in desk and give a reason for your  choice. input device  . . reason  ... ..  ..  output device   ... reason  ... ..  ..    [4]",
+            "11": "11 0478/11/o/n/15 \u00a9 ucles 201512 parity checks are used to check for errors during data transmission. a system uses odd parity.  (a) complete the following two bytes of data so that they both have odd parity: 1111000 0000111    [2]  (b) name and describe another method which can be used to check whether data has been  correctly transmitted. name of method  ...  description  .. ..  .. .  .. .    [2] 13 identify which five computer terms are being described below.  (a) a system designed to prevent unauthorised access to or from a private network or intranet; it  examines all data traffic to and from the network and filters out anything that does not meet certain criteria.  ..  [1]  (b) software that can be used on a trial basis before buying the full version; it often does not  include all the features of the full version or has a time limit before it stops working.  .. .[1]  (c) a protocol for transmitting private documents via the internet; it uses two keys to encrypt the  data \u2013 a public key and a private key.  .. .[1]  (d) a standard adopted by the electronic music industry for controlling devices that produce  music, such as synthesisers and sound cards.  .. .[1]  (e) a device that allows audio signals to be converted into electrical signals which can be  interpreted by a computer after being converted into digital signals.  .. .[1]",
+            "12": "12 0478/11/o/n/15 \u00a9 ucles 2015permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here 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 onl ine in the cambridge international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to do wnload at www.cie.org.uk after  the live examination series. cambridge international examinations is part of the cambridge assessment group. cambridge assessment is the brand name of unive rsity of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge.blank page"
+        },
+        "0478_w15_qp_12.pdf": {
+            "1": "this document consists of 12 printed pages. dc (ac/cgw) 101516/3 \u00a9 ucles 2015 [turn overcambridge international examinations cambridge international general certificate of secondary education *5949952513* computer science  0478/12 paper 1 theory october/november 2015  1 hour 45 minutes candidates answer on the question paper. no additional materials are required.no calculators allowed. read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen.you may use an hb pencil for any diagrams, graphs or rough working.do not use staples, paper clips, glue or correction fluid.do not  write in any barcodes. answer all questions. no marks will be awarded for using brand names of software packages or hardware. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question. the maximum number of marks is 75.",
+            "2": "2 0478/12/o/n/15 \u00a9 ucles 20151 there are a number of security risks associated with using the internet.  name three  of these risks. for each, state why it is a risk and describe how the risk can be  minimised. security risk 1 ...  why it is a risk  . .  ..   ..  how to minimise the risk  . .  ..   ..  security risk 2 ...  why it is a risk .. .  ..   ..  how to minimise the risk  . .  ..   ..  security risk 3 ...  why it is a risk  . .  ..   ..  how to minimise the risk  . .  ..   ..    [9]",
+            "3": "3 0478/12/o/n/15 \u00a9 ucles 2015 [turn over2 seven computer terms and seven descriptions are shown below.  draw a line to link each computer term to its most appropriate description. computer term description interfacereduction of file size by permanently removing  some redundant information from the file interruptfile compression format designed to make photo files smaller in size for storage and for transmission jpegfile compression system for music which does not noticeably affect the quality of the sound lossless  compressionhardware component that allows the user to communicate with a computer or operating system lossy  compressionthe file is reduced in size for transmission and storage; it is then put back together again later producing a file identical to the original midisignal sent to a processor which may cause  a break in execution of the current routine, according to priorities mp3 formatstandard adopted by the electronic music  industry for controlling devices such as synthesisers and sound cards   [6]",
+            "4": "4 0478/12/o/n/15 \u00a9 ucles 20153 the flowchart on the opposite page shows what happens when the barcode on a product is  scanned at the checkout in a supermarket. the barcodes are used in an automatic stock control  system.  several of the statements in the flowchart are missing.  using item number only from the list below, complete the flowchart.   item  numberstatement 1 add flag to product record to indicate re-order made 2 any more barcodes to scan? 3 has the scanned barcode been found in the file? 4 has the re-order flag already been added to the product record? 5 is number of product in stock <= re-order level? 6 number of product in stock is reduced by 1 7 output an error message 8 automatically send out order for new product",
+            "5": "5 0478/12/o/n/15 \u00a9 ucles 2015 [turn overstart barcode on product is scanned barcode is looked up in stock database any more barcodes to scan?yes yes yesyesyes nonono no no endend [4]",
+            "6": "6 0478/12/o/n/15 \u00a9 ucles 20154 (a) (i) convert the following two hexadecimal numbers into binary: f a 7 d 3 e f a 7 d 3 e  [4]     (ii) now perform the and (logic) operation on each corresponding pair of binary bits in the two numbers from part (i) .  [2]   (iii) convert your answer in part (ii) into hexadecimal.  .. .  .. .  [2]",
+            "7": "7 0478/12/o/n/15 \u00a9 ucles 2015 [turn over (b) (i) the following code shows html \u2018tag\u2019 pairs on either side of the text stating the colour  that each creates.    <font color \u201c # f f 0 0 0 0 \u201c > red </font>    <font color \u201c # 0 0 f f 0 0 \u201c > green </font>   <font color \u201c # 0 0 0 0 f f \u201c > blue </font>    <font color \u201c #      x      \u201c > yellow </font>    <font color \u201c #      y      \u201c > magenta </font>    <font color \u201c #      z      \u201c > cyan </font>    yellow is a combination of red and green, magenta a combination of red and blue and  cyan a combination of green and blue.       state what 6-digit hexadecimal values should replace x, y and z in the above code. x    y    z      [3]   (ii) describe how other colours, such as a darker shade of blue, are created.  .. .  .. .  .. .   [2]  (c) 1a \u2013 16 \u2013 c5 \u2013 22 \u2013 ff \u2013 ff is an example of a mac address.   (i) identify what the first six and last six hexadecimal digits represent. first six digits  . ...  .. .  .. . last six digits  .. ...  .. .  .. .   [2]   (ii) state why mac addresses are used. .. .  .. .  [1]",
+            "8": "8 0478/12/o/n/15 \u00a9 ucles 20155 a security system uses sensors, a camera and a microprocessor to capture images of each person  entering a large shopping mall.  (a) describe how the sensors, camera and microprocessor interact to identify certain people entering the mall.  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .   [5]  (b) each image taken requires 1 mb of storage. if the camera captures an image every 5 seconds  over a 24 hour period, how much storage is required?    give your answer in gigabytes  and show all your working.   .. .  .. .  .. .  .. .   [2]  (c) the shopping mall has over 100 cameras. at the end of each day all these cameras send their images, captured over the last 24 hours, to a central computer.   explain why the mall uses dedicated fibre optic cable rather than transmitting the data over the local broadband network.  .. .  .. .  .. .  .. .   [2]",
+            "9": "9 0478/12/o/n/15 \u00a9 ucles 2015 [turn over6 (a) explain what is meant by html.      .. .  .. .  .. .  .. .  .. .  ..  [3]  (b) html uses both structure and presentation.   describe what is meant by the two terms.   structure . ...  .. .  .. .   presentation ..   .. .  .. . [2]  (c) explain the function of a web browser.   .. .  .. .    .. .  .. .    .. .  .. .[3]        ",
+            "10": "10 0478/12/o/n/15 \u00a9 ucles 20157 (a) check digits are used to ensure the accuracy of input data.   a 7-digit code number has an extra digit on the right, called the check digit. digit position 12345678 digit \u2013\u2013\u2013\u2013\u2013\u2013\u2013\u2013   the check digit is calculated as follows:   \u2022 each digit in the number is multiplied by its digit position   \u2022 the seven results are then added together  \u2022 this total is divided by 11  \u2022 the remainder gives the check digit (if the remainder = 10, the check digit is x)   (i) calculate the check digit for the following code number. show all your working. 4241508 \u2026     .. .  .. .  .. . check digit  .. ..   [2]   (ii) an operator has just keyed in the following code number: 3240045x      has the operator correctly keyed in the code number?   .. .    give a reason for your answer.  .. .  .. .  .. .  .. .   [3]",
+            "11": "11 0478/12/o/n/15 \u00a9 ucles 2015 [turn over (b) when data are transmitted from one device to another, a parity check is often carried out on  each byte of data. the parity bit is often the leftmost bit in the byte.   (i) if a system uses even parity, give the parity bit for each of the following bytes: parity bit 1100110 parity bit 0000001   [2]     (ii) a parity check can often detect corruption of a byte.    describe a situation in which it cannot  detect corruption of a byte.  .. .  .. .  .. .[1] 8 the steps to print a document using a laser printer are shown in the table below.  put each step in the correct order. the first step has been done for you. step order as the printing drum rotates, a laser scans across it; this removes the  positive charge in certain areas the printing drum is coated in positively-charged toner; this then sticks to the  negatively-charged parts of the printing drum the paper goes through a fuser which melts the toner so it fixes permanently  to the paper the printer driver ensures that the data is in a format that the laser printer  can understand1 a negatively-charged sheet of paper is then rolled over the printing drum data is then sent to the laser printer and stored temporarily in the printer  buffer the toner on the printing drum is now transferred to the paper to reproduce  the required text and images the printing drum is given a positive chargenegatively-charged areas are then produced on the printing drum; these  match exactly with the text and images to be printed [8]",
+            "12": "12 0478/12/o/n/15 \u00a9 ucles 20159 a remote-controlled model car contains ram, rom and a solid state drive. the car receives  radio signals from its remote control. it can only receive radio signals of a certain frequency. the manufacturer sets this frequency and the owner cannot change it. the owner of the model car can input their own sequence of movements from an interface underneath the car.  (a) describe the purpose of each of the three types of memory supplied with the car. ram  ..   .. . rom  .. ...  .. . solid state drive     .. .   [3]  (b) the owner needs to be able to enter their own sequence of movements for the model car.   name a suitable input device. input device  . .  .. . give a reason for your choice of device. .. .  .. .  .. .   [2]  (c) explain why the model car uses a solid state drive rather than another type of secondary  storage.  .. .  .. .  .. .  .. .   [2] permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here 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 onl ine in the cambridge international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to do wnload at www.cie.org.uk after  the live examination series.cambridge international examinations is part of the cambridge assessment group. cambridge assessment is the brand name of unive rsity of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge."
+        },
+        "0478_w15_qp_13.pdf": {
+            "1": "this document consists of 15 printed pages and 1 blank page. dc (kn/cgw) 101517/5 \u00a9 ucles 2015 [turn overcambridge international examinations cambridge international general certificate of secondary education *4939788765* computer science  0478/13 paper 1 theory october/november 2015  1 hour 45 minutes candidates answer on the question paper.no additional materials are required.no calculators allowed. read these instructions first write your centre number, candidate number and name in the spaces at the top of this page. write in dark blue or black pen.you may use an hb pencil for any diagrams, graphs or rough working.do not use staples, paper clips, glue or correction fluid.do not  write in any barcodes. answer all questions. no marks will be awarded for using brand names of software packages or hardware. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question. the maximum number of marks is 75.",
+            "2": "2 0478/13/o/n/15 \u00a9 ucles 20151 (a) name an application which makes use of the following sensors. a different application should  be used in each case. temperature  .. ...  .. . magnetic field  ...   .. . motion  ...   .. .    [3]  (b) the flowchart on the opposite page shows how a light sensor and microprocessor are used  to switch a street lamp on or off. when the sensor reading is <= 50 light units, the lamp is turned on automatically.   several of the instructions have been omitted from the flowchart.   using  item numbers only from the list below, complete the flowchart: item  numberinstruction 1 count down in minutes 2 is light reading <= 50? 3 is street lamp already on? 4 is time = 0? 5 the microprocessor compares the sensor reading with stored values 6 the sensor reading is sent to the microprocessor 7 switch the street lamp off 8 switch street lamp on 9 time set to 10 minutes    [5]",
+            "3": "3 0478/13/o/n/15 \u00a9 ucles 2015 [turn overstart read light sensor is street light already off?yes yes yes yes yesno nono no nocount down in minutestime set to 10 minutes is time = 0?",
+            "4": "4 0478/13/o/n/15 \u00a9 ucles 20152 sensors and a microprocessor monitor a car exhaust for high temperature and high carbon  monoxide (co) levels.  (a) describe how the sensors and microprocessor are used to monitor the temperature and co  levels and warn the driver if either is out of range.  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .[5]  (b) the information from seven sensors is sent to an engine management system in the car. the  status of each sensor is stored in an 8-bit register; a value of 1 indicates a fault condition: parity bit co level too high temperature too highfuel pressure too lowoil pressure too lowbrake pads too thinvoltage too lowairbag fault   for example, a register showing  0 1 0 1 1 0 0 0   indicates:   \u2022 temperature too high   \u2022 fuel pressure too low  \u2022 voltage too low",
+            "5": "5 0478/13/o/n/15 \u00a9 ucles 2015 [turn over  (i) identify the fault condition(s) that the following register indicates:  00100101  .. .  .. .  .. .[2]   (ii) the system uses odd parity.    write the correct parity bit in each register. 1110010 0001110    [2]   (iii) a car has a faulty airbag and the co level is too high.      write what should be contained in the 8-bit register.     [2]   (iv) give the hexadecimal value of the binary number shown in part (iii) .  .. .  .. .[1]",
+            "6": "6 0478/13/o/n/15 \u00a9 ucles 20153 a section of computer memory is shown below: address contents 1000 0000 0110 11101000 0001 0101 00011000 0010 1000 1101 1000 0011 1000 1100 1000 11001000 1101 1000 1110 1000 1111  (a) (i) the contents of memory location 1000 0001 are to be read.    show the contents of the memory address register (mar) and the memory data  register (mdr) during this read operation: mar mdr     [2]   (ii) the value 0111 1001 is to be written into memory location 1000 1110.    show the contents of the mar and mdr during this write operation: mar mdr    [2]",
+            "7": "7 0478/13/o/n/15 \u00a9 ucles 2015 [turn over  (iii) show any changes to the computer memory following the read and write operations in  part (a)(i)  and part (a)(ii) . address contents 1000 0000 0110 11101000 0001 0101 00011000 0010 1000 1101 1000 0011 1000 1100 1000 11001000 1101 1000 1110 1000 1111   [1]  (b) name three  other registers used in computers. 1    2    3     [3]  (c) the control unit is part of a computer system.   what is the function of the control unit?  .. .  .. .  .. .  .. .  .. .  ..  [3]",
+            "8": "8 0478/13/o/n/15 \u00a9 ucles 20154 (a) computer ethics involves a number of different topics.     (i) a student made the following statement on an examination paper:      \u201cit allows a user to have the freedom to run, copy, change and adapt the software and  then pass it on to a colleague, friend or family member.\u201d    identify which computer term the student was describing.   ..  [1]   (ii) explain what is meant by computer ethics.  .. .  .. .  .. .  .. .  .. .  ..  [3]  (b) the four statements below refer to firewalls and proxy servers.   study each statement.   tick ( 9) the appropriate column(s) to indicate whether the statement refers to a firewall  and/or a proxy server. statement firewall proxy server speeds up access of information from a web server by  using a cache filters all internet traffic coming into and out from a  user\u2019s computer, intranet or private network helps to prevent malware, including viruses, from  entering a user\u2019s computer keeps a list of undesirable websites and ip addresses  [4]",
+            "9": "9 0478/13/o/n/15 \u00a9 ucles 2015 [turn over (c) explain three  ways of preventing accidental  loss or corruption of data. 1     .. .  .. .  .. . 2     .. .  .. .  .. . 3     .. .  .. .  .. .    [6]",
+            "10": "10 0478/13/o/n/15 \u00a9 ucles 20155 a security system records video footage. one minute of video requires 180 mb of storage. the  recording system can store several hours of video footage.  (a) name and describe a suitable storage device for this recording system.  .. .  .. .  .. .  ..  [2]  (b) calculate how much storage would be needed for 2 hours of video footage.   show your working and give the answer in gigabytes (gb).  .. .  .. .  .. .  ..  [2]",
+            "11": "11 0478/13/o/n/15 \u00a9 ucles 2015 [turn over6 passengers fly into an airport from other countries. the airport has a security system that uses:  \u2022 computers  \u2022 scanners \u2022 digital cameras  to gain entry to the country, each passenger must have a passport or identification (id) card. this  must contain a recent photograph and other personal data. the passenger must:  \u2022 place their passport or id card on a scanner that reads machine-readable characters and  scans the photograph  \u2022 look towards a camera that takes an image of the passenger\u2019s face  describe how a computer checks whether the image just taken by the camera matches the  scanned photograph.  ..   ..   ..   .. [2]",
+            "12": "12 0478/13/o/n/15 \u00a9 ucles 20157 name a suitable output device for each of the following applications. a different device should be  used for each application. application suitable output device production of one-off photographs of  very good quality .. high volume colour printing of  advertising flyers .. production of an object, which is built up  layer by layer; used in cad applications .. converting electrical signals into sound.. showing enlarged computer output on a  wall or large screen ..   [5]",
+            "13": "13 0478/13/o/n/15 \u00a9 ucles 2015 [turn over8 four input devices are shown in the table below.  give an application which makes use of each device and state a reason why the device is  appropriate for that application.  your application must be different in each case. input device application and reason light sensorapplication  . reason  .. keyboardapplication  . reason  .. barcode readerapplication  . reason  .. touch screenapplication  . reason  ..  [8]",
+            "14": "14 0478/13/o/n/15 \u00a9 ucles 20159 mp3 file compression reduces the size of a music file by 90%.  (a) a music track is 80 mb in size.   calculate the file size after compression.  .. .   how many mp3 files of the size calculated above could be stored on an 800 mb cd?  .. .    [2]  (b) (i) explain how mp3 files retain most of the original music quality.  .. .  .. .  .. .  .. .  ..  [2]   (ii) state the type of file compression used in mp3 files.  ..  [1]   (iii) name another file compression format.  ..  [1]",
+            "15": "15 0478/13/o/n/15 \u00a9 ucles 201510 choose five correct terms from the following list to complete the spaces in the sentences below:  \u2022 cypher text  \u2022 encryption algorithm  \u2022 encryption key  \u2022 firewall  \u2022 plain text  \u2022 proxy server  \u2022 symmetric encryption   ...  is a security system.  it uses the same  ...  to encrypt and decrypt a message.  before encryption, the message is called  . . .  the  . processes the original message.  the output is known as  ...  . [5]",
+            "16": "16 0478/13/o/n/15 \u00a9 ucles 2015permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here 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 onl ine in the cambridge international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to do wnload at www.cie.org.uk after  the live examination series. cambridge international examinations is part of the cambridge assessment group. cambridge assessment is the brand name of unive rsity of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge.blank page"
+        },
+        "0478_w15_qp_21.pdf": {
+            "1": "this document consists of 11 printed pages and 1 blank page. dc (cw/cgw) 95072/2 \u00a9 ucles 2015 [turn overcambridge international examinations cambridge international general certificate of secondary education *6873526426* computer science  0478/21 paper 2 problem-solving and programming october/november 2015  1 hour 45 minutes candidates answer on the question paper. no additional materials are required. no calculators allowed. read these instructions first write your centre number, candidate number and name in the spaces at the top of this page. write in dark blue or black pen. y ou may use an hb pencil for any diagrams, graphs or rough working. do not use staples, paper clips, glue or correction fluid. do not write in any barcodes. answer all questions. do not attempt tasks 1, 2 and 3  in the pre-release material; these are for information only. y ou are advised to spend no more than 40 minutes  on section a  (question 1). no marks will be awarded for using brand names of software packages or hardware. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question. the maximum number of marks is 50.",
+            "2": "2 0478/21/o/n/15 \u00a9 ucles 2015section a you are advised to spend no longer than 40 minutes answering this section.here is a copy of the pre-release material.do not  attempt tasks 1, 2 and 3 now. use the pre-release material and your experience from attempting the tasks before the examination to  answer question 1. pre-release material write and test a program to complete the three  tasks. a new born baby is kept in a cot in a hospital; the temperature of the baby is monitored every  10 minutes. the temperature of the baby is recorded in degrees celsius to one decimal place and must be within the range 36.0\u00b0c to 37.5\u00b0c. task 1to simulate the monitoring required, write a routine that allows entry of the baby\u2019s temperature in  degrees celsius. the routine should check whether the temperature is within the acceptable range, too high or too low and output a suitable message in each case. task 2write another routine that stores the temperatures taken over a three hour period in an array. this  routine should output the highest and lowest temperatures and calculate the difference between these temperatures. task 3for a baby who has a temperature difference of more than one degree celsius, and/or has been  outside the acceptable range more than twice in the three hour period, output a suitable message giving a summary of the problem. y our program must include appropriate prompts for the entry of data. error messages and other  outputs need to be set out clearly and understandably. all variables, constants and other identifiers must have meaningful names. each task must be fully tested.",
+            "3": "3 0478/21/o/n/15 \u00a9 ucles 2015 [turn over1 (a) all variables, constants and other identifiers should have meaningful names.   (i) when you performed the tasks, you used variables.    write suitable declarations for two of these.    state what you used each one for. variable 1  ... ... use  .. .. variable 2  ... ... use  .. ..[4]   (ii) when you performed the tasks, you may have used constants.    write suitable declarations for two of these.    state what you used each one for. constant 1  ... .. use  .. ..  .. . constant 2  ... .. use  .. ..  .. .[4]",
+            "4": "4 0478/21/o/n/15 \u00a9 ucles 2015 (b) write an algorithm to complete task 1 , using either  pseudocode, programming statements  or a flowchart.  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .[5]",
+            "5": "5 0478/21/o/n/15 \u00a9 ucles 2015 [turn over (c) (i) explain how you completed task 3 . y ou can include pseudocode or programming  statements as part of your explanation. y ou should assume that task 2 has been completed.  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .[5]   (ii) comment on the efficiency of your design for task 3 .  .. .  .. .  .. .  .. .[2]",
+            "6": "6 0478/21/o/n/15 \u00a9 ucles 2015section b 2 read this section of program code that should input 50 numbers and then output the average.  1 total = 0 2 for counter = 1 to 50 3   input num 4   total = total + 1 5   counter = counter + 1 6   average = total/counter 7 next counter 8 print average there are four errors in this code.  locate these errors and suggest  code corrections to remove each error. 1   ...  ..  2   ...  ..  3   ...  ..  4   ...  .. [4]",
+            "7": "7 0478/21/o/n/15 \u00a9 ucles 2015 [turn overquestion 3 begins on page 8.",
+            "8": "8 0478/21/o/n/15 \u00a9 ucles 20153 (a) the flowchart inputs an integer. the predefined function div gives the integer result of the  division, e.g. y  10 div 3  gives the value y = 3 . the predefined function mod gives the  value of the remainder, e.g. y  10 mod 3  gives the value y = 1 . start input x output newis t1 >= 2?posn  @ 1 new @ 0 t1 @ x div 2 t2 @ x mod 2 new @\u0003new\u0003+\u0003t2 * posn posn @\u0003posn * 10 new @\u0003new\u0003+\u0003t1 * posnx @\u0003t1 yes no end",
+            "9": "9 0478/21/o/n/15 \u00a9 ucles 2015 [turn overcomplete a trace table for each of the two input values 5 and 12. trace table for input value 5 x posn new t1 t2 output trace table for input value 12 x posn new t1 t2 output  [6]  (b) state the purpose of the flowchart in part (a) .  .. .[1]",
+            "10": "10 0478/21/o/n/15 \u00a9 ucles 20154 a routine checks the weight of melons to be sold in a supermarket. melons weighing under  0.5 kilograms are rejected and melons weighing over 2 kilograms are also rejected.  give an example of each type of test data for this routine. normal  ... .. extreme  .. .. abnormal  . .[3] 5 identify two different conditional statements that you can use when writing pseudocode. 1   ... 2   ...[2] 6 a picture gallery owner has decided to set up a database to keep information about the pictures  he has for sale. the database table, picture, will contain the following fields:  title; artist; description; catalogue number; size (area in square centimetres); price; arrived (date  picture arrived at gallery); sold (whether picture is already sold)  (a) (i) state what data type you would choose for each field. title   ... artist  ... ... description  .. .. catalogue number  size  . .. price   .. arrived  .. . sold  . ..[4]   (ii) state which field you would choose for the primary key.  .. .[1]",
+            "11": "11 0478/21/o/n/15 \u00a9 ucles 2015 (b) give a validation check that you can perform on each of these fields. each validation check  must be different. catalogue number .. .. size  . .. price   . arrived  .. [4]  (c) complete the query-by-example grid below to select and show the catalogue number, title  and price of all unsold pictures by the artist \u2018twister\u2019. field: table: sort: show: criteria: or: [5]",
+            "12": "12 0478/21/o/n/15 \u00a9 ucles 2015blank page permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here 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 onl ine in the cambridge international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to do wnload at www.cie.org.uk after  the live examination series. cambridge international examinations is part of the cambridge assessment group. cambridge assessment is the brand name of unive rsity of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge."
+        },
+        "0478_w15_qp_22.pdf": {
+            "1": "this document consists of 11 printed pages and 1 blank page. dc (st/cgw) 113107 \u00a9 ucles 2015 [turn overcambridge international examinations cambridge international general certificate of secondary education *7177149254* computer science  0478/22 paper 2 problem-solving and programming october/november 2015  1 hour 45 minutes candidates answer on the question paper. no additional materials are required. no calculators allowed. read these instructions first write your centre number, candidate number and name in the spaces at the top of this page. write in dark blue or black pen. y ou may use an hb pencil for any diagrams, graphs or rough working. do not use staples, paper clips, glue or correction fluid. do not write in any barcodes. answer all questions. do not attempt tasks 1, 2 and 3  in the pre-release material; these are for information only. y ou are advised to spend no more than 40 minutes  on section a  (question 1). no marks will be awarded for using brand names of software packages or hardware. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question. the maximum number of marks is 50.",
+            "2": "2 0478/22/o/n/15 \u00a9 ucles 2015section a you are advised to spend no longer than 40 minutes answering this section.here is a copy of the pre-release material.do not  attempt tasks 1, 2 and 3 now. use the pre-release material and your experience from attempting the tasks before the examination to  answer question 1. pre-release material write and test a program to complete the three  tasks. a new born baby is kept in a cot in a hospital; the temperature of the baby is monitored every  10 minutes. the temperature of the baby is recorded in degrees celsius to one decimal place and must be within the range 36.0\u00b0c to 37.5\u00b0c. task 1to simulate the monitoring required, write a routine that allows entry of the baby\u2019s temperature in  degrees celsius. the routine should check whether the temperature is within the acceptable range, too high or too low and output a suitable message in each case. task 2write another routine that stores the temperatures taken over a three hour period in an array. this  routine should output the highest and lowest temperatures and calculate the difference between these temperatures. task 3for a baby who has a temperature difference of more than one degree celsius, and/or has been  outside the acceptable range more than twice in the three hour period, output a suitable message giving a summary of the problem. y our program must include appropriate prompts for the entry of data. error messages and other  outputs need to be set out clearly and understandably. all variables, constants and other identifiers must have meaningful names. each task must be fully tested.",
+            "3": "3 0478/22/o/n/15 \u00a9 ucles 2015 [turn over1 (a) all variables, constants and other identifiers should have meaningful names.   (i) when you performed the tasks, you used variables.    write suitable declarations for two of these.    state what you used each one for. variable 1  ... ... use  .. .. variable 2  ... ... use  .. ..[4]   (ii) when you performed the tasks, you may have used constants.    write suitable declarations for two of these.    state what you used each one for. constant 1  ... .. use  .. ..  .. . constant 2  ... .. use  .. ..  .. .[4]",
+            "4": "4 0478/22/o/n/15 \u00a9 ucles 2015 (b) write an algorithm to complete task 1 , using either  pseudocode, programming statements  or a flowchart.  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .[5]",
+            "5": "5 0478/22/o/n/15 \u00a9 ucles 2015 [turn over (c) (i) explain how you completed task 3 . y ou can include pseudocode or programming  statements as part of your explanation. y ou should assume that task 2 has been completed.  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .[5]   (ii) comment on the efficiency of your design for task 3 .  .. .  .. .  .. .  .. .[2]",
+            "6": "6 0478/22/o/n/15 \u00a9 ucles 2015section b 2 read this section of program code that should input 50 numbers and then output the average.  1 total = 0 2 for counter = 1 to 50 3   input num 4   total = total + 1 5   counter = counter + 1 6   average = total/counter 7 next counter 8 print average there are four errors in this code.  locate these errors and suggest  code corrections to remove each error. 1   ...  ..  2   ...  ..  3   ...  ..  4   ...  .. [4]",
+            "7": "7 0478/22/o/n/15 \u00a9 ucles 2015 [turn overquestion 3 begins on page 8.",
+            "8": "8 0478/22/o/n/15 \u00a9 ucles 20153 (a) the flowchart inputs an integer. the predefined function div gives the integer result of the  division, e.g. y  10 div 3  gives the value y = 3 . the predefined function mod gives the  value of the remainder, e.g. y  10 mod 3  gives the value y = 1 . start input x output newis t1 >= 2?posn  @ 1 new @ 0 t1 @ x div 2 t2 @ x mod 2 new @\u0003new\u0003+\u0003t2 * posn posn @\u0003posn * 10 new @\u0003new\u0003+\u0003t1 * posnx @\u0003t1 yes no end",
+            "9": "9 0478/22/o/n/15 \u00a9 ucles 2015 [turn overcomplete a trace table for each of the two input values 5 and 12. trace table for input value 5 x posn new t1 t2 output trace table for input value 12 x posn new t1 t2 output  [6]  (b) state the purpose of the flowchart in part (a) .  .. .[1]",
+            "10": "10 0478/22/o/n/15 \u00a9 ucles 20154 a routine checks the weight of melons to be sold in a supermarket. melons weighing under  0.5 kilograms are rejected and melons weighing over 2 kilograms are also rejected.  give an example of each type of test data for this routine. normal  ... .. extreme  .. .. abnormal  . .[3] 5 identify two different conditional statements that you can use when writing pseudocode. 1   ... 2   ...[2] 6 a picture gallery owner has decided to set up a database to keep information about the pictures  he has for sale. the database table, picture, will contain the following fields:  title; artist; description; catalogue number; size (area in square centimetres); price; arrived (date  picture arrived at gallery); sold (whether picture is already sold)  (a) (i) state what data type you would choose for each field. title   ... artist  ... ... description  .. .. catalogue number  size  . .. price   .. arrived  .. . sold  . ..[4]   (ii) state which field you would choose for the primary key.  .. .[1]",
+            "11": "11 0478/22/o/n/15 \u00a9 ucles 2015 (b) give a validation check that you can perform on each of these fields. each validation check  must be different. catalogue number .. .. size  . .. price   . arrived  .. [4]  (c) complete the query-by-example grid below to select and show the catalogue number, title  and price of all unsold pictures by the artist \u2018twister\u2019. field: table: sort: show: criteria: or: [5]",
+            "12": "12 0478/22/o/n/15 \u00a9 ucles 2015blank page permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here 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 onl ine in the cambridge international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to do wnload at www.cie.org.uk after  the live examination series. cambridge international examinations is part of the cambridge assessment group. cambridge assessment is the brand name of unive rsity of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge."
+        },
+        "0478_w15_qp_23.pdf": {
+            "1": "this document consists of 11 printed pages and 1 blank page. dc (cw) 95077/3 \u00a9 ucles 2015 [turn overcambridge international examinations cambridge international general certificate of secondary education *3838796992* computer science  0478/23 paper 2 problem-solving and programming october/november 2015  1 hour 45 minutes candidates answer on the question paper. no additional materials are required. no calculators allowed. read these instructions first write your centre number, candidate number and name in the spaces at the top of this page. write in dark blue or black pen. y ou may use an hb pencil for any diagrams, graphs or rough working. do not use staples, paper clips, glue or correction fluid. do not write in any barcodes. answer all questions. do not attempt tasks 1, 2 and 3  in the pre-release material; these are for information only. y ou are advised to spend no more than 40 minutes  on section a  (question 1). no marks will be awarded for using brand names of software packages or hardware. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question. the maximum number of marks is 50.",
+            "2": "2 0478/23/o/n/15 \u00a9 ucles 2015section a you are advised to spend no longer than 40 minutes answering this section.here is a copy of the pre-release material.do not  attempt tasks 1, 2 and 3 now. use the pre-release material and your experience from attempting the tasks before the examination to  answer question 1. pre-release material write and test a program to complete the three  tasks.  the temperature in an apartment needs to be kept between 22\u00b0c and 24\u00b0c. this is done by the use  of an automatically controlled air-conditioning system, which monitors the temperature every five minutes. the temperature of the apartment is recorded, to one decimal place, in degrees celsius. the cooling is activated when the temperature reaches 24.5\u00b0c and the heating is activated when the temperature reaches 21.5\u00b0c. task 1to simulate the monitoring required, write a routine that allows entry of the apartment\u2019s temperature  in degrees celsius. the routine checks whether the temperature is within the acceptable range, too high or too low and outputs a suitable message in each case. task 2write another routine that stores, in an array, the temperatures taken over a period of five hours.  this routine calculates the difference between the highest temperature and the lowest temperature. then it outputs the highest temperature, the lowest temperature, and the difference between these temperatures. task 3write a routine to find out how often the temperature was out of the acceptable range during the five  hours and whether the temperature was too high or too low; output a suitable message showing a summary of the problem. y our program must include appropriate prompts for the entry of data. error messages and other  outputs need to be set out clearly and understandably. all variables, constants and other identifiers must have meaningful names. each task must be fully tested.",
+            "3": "3 0478/23/o/n/15 \u00a9 ucles 2015 [turn over1 (a) all variables, constants and other identifiers should have meaningful names.   (i) when you performed the tasks, you used variables.    write suitable declarations for two of these.    state what you used each one for. variable 1  ... ... use  .. ..  .. . variable 2  ... ... use  .. ..  .. .[4]   (ii) when you performed the tasks, you may have used constants.    write suitable declarations for two of these.    state what you used each one for. constant 1  ... .. use  .. ..  .. . constant 2  ... .. use  .. ..  .. .[4]",
+            "4": "4 0478/23/o/n/15 \u00a9 ucles 2015 (b) write an algorithm to complete task 2 , using either  pseudocode, programming statements  or a flowchart. y ou should assume that the temperatures taken over the five hours are already  stored in an array.  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .[5]",
+            "5": "5 0478/23/o/n/15 \u00a9 ucles 2015 [turn over (c) (i) explain how you completed task 3 . y ou should assume that task 2 has been completed.  y ou can include pseudocode or programming statements as part of your explanation.  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .[6]   (ii) comment on the efficiency of your design for task 3 .  .. .  .. .  .. .[1]",
+            "6": "6 0478/23/o/n/15 \u00a9 ucles 2015section b 2 read this section of program code that should input 50 numbers and then output the average of  the positive numbers only.  1 total = 0 2 poscount = 0 3 for counter = 1 to 50 4   input num 5   if num < 0 then total = total + num 6   if num > 0 then counter = counter + 1 7   average = total/poscount 8 next counter 9 print num there are four errors in this code.  locate these errors and suggest code corrections to remove each error. 1   ...  ..  2   ...  ..  3   ...  ..  4   ...  .. [4]",
+            "7": "7 0478/23/o/n/15 \u00a9 ucles 2015 [turn overquestion 3 begins on page 8.",
+            "8": "8 0478/23/o/n/15 \u00a9 ucles 20153 (a) this pseudocode inputs an integer. the predefined function div gives the value of the  division, e.g. y  10 div 3  gives the value y = 3 . the predefined function mod gives the  value of the remainder, e.g. y  10 mod 3  gives the value y = 1 .   input x   while x > 15    do    t1   x div 16     t2  x mod 16     case t2 of      10:output a      11:output b      12:output c      13:output d      14:output e      15:output f      otherwise output t2    endcase    x   t1   endwhile  case x of    10:output a    11:output b    12:output c    13:output d    14:output e    15:output f    otherwise output x  endcase",
+            "9": "9 0478/23/o/n/15 \u00a9 ucles 2015 [turn overcomplete a trace table for each of the two input values 37 and 191. trace table for input value 37 x t1 t2 output trace table for input value 191 x t1 t2 output  [4]  (b) state the purpose of the pseudocode in part (a) .  .. .  .. .[2]",
+            "10": "10 0478/23/o/n/15 \u00a9 ucles 20154 a routine checks the age and height of children who are allowed to enter a play area. the children  must be less than 5 years of age and under 1 metre in height.  (a) the first set of test data used is age 3 and height 0.82 metres.   state what type of test data this is.  .. .   give a reason for using this test data.   .. .  .. .[2]  (b) provide two additional sets of test data. for each, give    \u0081 the type of each set of test data    \u0081 the reason why it is used   each type of test data and reason for use must be different. set 1   . type  . . reason  ... ..  .. .  .. . set 2   . type  . . reason  ... ..  .. .  .. .[6]",
+            "11": "11 0478/23/o/n/15 \u00a9 ucles 20155 a motor boat hire company decides to set up a database to keep information about boats that are  available for hire. the database table, boat, will contain the following fields:  boat name; model; engine power (in hp); number of seats; life raft (whether there is a life raft  kept on the boat); day price (price for a day\u2019s hire).  (a) give the data type you would choose for each field.  boat name    model    engine power   number of seats  .. . life raft    day price   ..[3]  (b) state a validation check that you can perform on each of these fields. each validation check  must be different. boat name    model    number of seats  .. . day price   ..[4]  (c) complete the query-by-example grid below to select and show the boat name, model and  day price of a day\u2019s hire for all boats with 4 seats and an engine power of more than 100 hp. field: table: sort: show: criteria: or: [5]",
+            "12": "12 0478/23/o/n/15 \u00a9 ucles 2015blank page permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here 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 onl ine in the cambridge international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to do wnload at www.cie.org.uk after  the live examination series. cambridge international examinations is part of the cambridge assessment group. cambridge assessment is the brand name of unive rsity of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge."
+        }
+    },
+    "2016": {
+        "0478_s16_qp_11.pdf": {
+            "1": "this document consists of 13 printed pages and 3 blank pages. dc (nf/cgw) 119032/4 \u00a9 ucles 2016 [turn overcambridge international examinations cambridge international general certificate of secondary education *3507276805* computer science  0478/11 paper 1 theory may/june 2016  1 hour 45 minutes candidates answer on the question paper. no additional materials are required. no calculators allowed. read these instructions first write your centre number, candidate number and name in the spaces at the top of this page. write in dark blue or black pen. y ou may use an hb pencil for any diagrams, graphs or rough working. do not use staples, paper clips, glue or correction fluid. do not write in any barcodes. answer all questions. no marks will be awarded for using brand names of software packages or hardware. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [ ] at the end of each question or part question. the maximum number of marks is 75. the syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificat e.",
+            "2": "2 0478/11/m/j/16 \u00a9 ucles 20161 some software can be described as free, freeware or shareware.  tick (\u2713) the appropriate boxes in the table below to show which features apply to these three  types of software. software feature free freeware shareware software source code can be freely accessed and  modified as required all the features of the full version of the software  are not made available; the full version needs to be purchased first the original software is subject to all copyright laws it is possible to distribute modified versions or  copies of the software to friends and family [3] 2 hexadecimal codes are used in mac addresses.  (a) state what is meant by the term mac.  .. .[1]  (b) explain what the hexadecimal code in a mac address represents.  .. .  .. .  .. .  .. .  .. .  .. .[3]",
+            "3": "3 0478/11/m/j/16 \u00a9 ucles 2016 [turn over3 (a) five sensors and five applications are shown below.   draw a line to link each sensor to its most appropriate application.  sensor application light  sensormonitor the pollution levels in a river moisture  sensorcontrol the switching off and on of street lights gas  sensordetect intruders breaking into a building ph  sensormonitor the amount of water left in clothes in a dryer pressure  sensormonitor acidity levels in the soil in a greenhouse [4]  (b) automatic doors in a building are controlled by the use of infrared sensors and a  microprocessor.   describe how the sensors and the microprocessor are used to automatically open a door as  a person approaches.  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .[4]",
+            "4": "4 0478/11/m/j/16 \u00a9 ucles 20164 (a) nikita wishes to print out some documents and connects her printer to the computer using  one of the usb ports.   (i) identify what type of data transmission is being used.  .. .[1]   (ii) give three  reasons for using a usb port. 1   ...  .. . 2   ...  .. . 3   ...  .. .  [3]   (iii) the printer runs out of paper while it is printing the documents. a signal is sent to the  processor to request that the problem is dealt with.    name this type of signal.  .. .[1]  (b) state one suitable application for each  printer below. a different application must be given for  each printer. inkjet printer  ... ...  .. . 3d printer  ... ...  .. .  [2]",
+            "5": "5 0478/11/m/j/16 \u00a9 ucles 2016 [turn over (c) name another type of printer and describe one way in which it is different from the printers  named in part (b) .   give an application for this printer.  type of printer  .. . description  .. ..  .. .  .. . application  .. ..  .. . [3]",
+            "6": "6 0478/11/m/j/16 \u00a9 ucles 20165 a computer-controlled machine produces plastic sheets. the thickness of each sheet must be  within a certain tolerance. the sheets are kept below 50 \u00b0c as they move over rollers at 10 metres  per second.  three parameters need to be monitored all the time. parameter descriptionbinary  valueconditions d sheet thickness1 thickness of sheet in tolerance 0 thickness of sheet out of tolerance s roller speed1 roller speed = 10 metres/second 0 roller speed <> 10 metres/second t temperature1 temperature < 50 \u00b0c 0 temperature >= 50 \u00b0c  an alarm, x, will sound if: thickness is in tolerance and (roller speed <> 10 metres/second or temperature >= 50 \u00b0c) or roller speed = 10 metres/second and temperature >= 50 \u00b0c  (a) draw a logic circuit to represent the above monitoring system. d s x t [6]",
+            "7": "7 0478/11/m/j/16 \u00a9 ucles 2016 [turn over (b) complete the truth table for the monitoring system. dstworking spacex 000 001010011100101110111 [4] 6 secure socket layer (ssl) is used in the security of information on internet websites.  (a) state how it is possible for a user to know that a website is secure by looking at the web  address.  .. .  .. .[1]  (b) describe three of the stages a web browser goes through to detect whether a website is  secure. 1   ...  .. .  .. . 2   ...  .. .  .. . 3   ...  .. .  .. . [3]",
+            "8": "8 0478/11/m/j/16 \u00a9 ucles 20167 each seat on a flight is uniquely identified on an lcd above the seat. for example, seat 035c is  shown as:  the first three characters are digits that represent the row.  the fourth character is the seat position in that row. this is a single letter, a to f , that is stored as a  hexadecimal value.  each of the four display characters can be stored in a 4-bit register. for example, 0 and c would  be represented as: 0000 c:11008421 0:  (a) show how the 4-bit registers would store the remaining two characters, 3 and 5. 3 5 [2]  (b) identify which seat is stored in the following 4-bit registers. 1110010010010001 [2]",
+            "9": "9 0478/11/m/j/16 \u00a9 ucles 2016 [turn over8 a bank offers an online service to its customers. the bank has developed a \u201c safetouse \u201d system  that asks each customer to enter four randomly chosen characters from their password each time they log in.  the customer selects these four characters from drop-down boxes. for example:  please select the 2 nd character    5th character   6th character   8th character  (a) (i) explain why it is more secure to use drop-down boxes rather than entering characters  using a keyboard.  .. .  .. .  .. .  .. .[2]   (ii) give a reason why the system asks for four characters chosen at random.  .. .  .. .[1]  (b) biometrics is an additional form of security.   give two examples of biometrics. 1   ... 2   ... [2]",
+            "10": "10 0478/11/m/j/16 \u00a9 ucles 20169 check digits are used to ensure the accuracy of entered data.  a 7-digit number has an extra digit on the right, called the check digit. digit position: 12345678 digit: \u2013\u2013\u2013\u2013\u2013\u2013\u2013\u2013    check digit  the check digit is calculated as follows: \u0081 each digit in the number is multiplied by its digit position \u0081 the seven results are then added together\u0081 this total is divided by 11\u0081 the remainder gives the check digit (if the remainder = 10, the check digit is x)  (a) calculate the check digit for the following number. show all your working. 4      2      4      1      5      0      8      \u2026  .. .  .. .  .. . check digit  .. .. [2]  (b) an operator has just keyed in the following number: 3      2      4      0      0      4      5      x   circle below correct  if the check digit is correct or incorrect  if the check digit is incorrect. correct             incorrect   explain your answer.  .. .  .. .  .. .  .. . [3]",
+            "11": "11 0478/11/m/j/16 \u00a9 ucles 2016 [turn over10 six  security issues and six descriptions are shown below.  draw a line to link each security issue to its correct description. security issue description illegal access to a computer system  without the owner\u2019s consent or  knowledge software that gathers information by  monitoring key presses on a user\u2019s  keyboard; the data is sent back to the  originator of the software malicious code installed on the hard  drive of a user\u2019s computer or on a web  server; this code will re-direct the user  to a fake website without the user\u2019s  knowledge creator of code sends out a  legitimate-looking email in the hope  of gathering personal and financial  information from the recipient; it  requires the user to click on the link in  the email or attachment a message given to a web browser by  a web server; it is stored in a text file;  the message is then sent back to the  server each time the browser requests  a page from the server program or code that replicates itself;  designed to amend, delete or copy  data or files on a user\u2019s computer;  often causes the computer to crash or  run slowlypharming phishing viruses hacking spyware cookies [5]",
+            "12": "12 0478/11/m/j/16 \u00a9 ucles 201611 (a) four examples of optical storage media are: \u0081 dvd-rw \u0081 dvd-ram\u0081 cd-rom\u0081 blu-ray disc   the table below shows four features of optical storage media.   tick ( \u2713) the appropriate boxes in the table to indicate which of the features apply to each  example of optical storage media. single trackmany  concentric  tracksblue laser  used to read/  write datared laser  used to read/  write data dvd-rw dvd-ramcd-romblu-ray disc [4]  (b) solid state drives (ssd) are replacing hard disc drives (hdd) in some computers.   (i) give three  reasons why this is happening. 1   ...  .. . 2   ...  .. . 3   ...  .. . [3]   (ii) explain why many web servers still use hard disc drive (hdd) technology.  .. .  .. .  .. .  .. .  .. .[2]",
+            "13": "13 0478/11/m/j/16 \u00a9 ucles 201612 (a) name the following type of barcode:  .. .[1]  (b) the barcode in part (a)  contains the denary value   2 6 4 0   convert this value to hexadecimal.  .. .  .. .   write the value as a 12-bit binary number. [4]  (c) an airport uses the type of  barcode shown in part (a)  to advertise local places of interest.   describe how a visitor landing at the airport could use these barcodes to help plan their visit.  .. .  .. .  .. .  .. .  .. .  .. .  .. .[3]",
+            "14": "14 0478/11/m/j/16 \u00a9 ucles 2016blank page",
+            "15": "15 0478/11/m/j/16 \u00a9 ucles 2016blank page",
+            "16": "16 0478/11/m/j/16 \u00a9 ucles 2016permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here 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 onl ine in the cambridge international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to do wnload at www.cie.org.uk after  the live examination series. cambridge international examinations is part of the cambridge assessment group. cambridge assessment is the brand name of unive rsity of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge.blank page"
+        },
+        "0478_s16_qp_12.pdf": {
+            "1": "this document consists of 14 printed pages and 2 blank pages. dc (nh/jg) 118886/3 \u00a9 ucles 2016 [turn over *3304382220* computer science  0478/12 paper 1 theory may/june 2016  1 hour 45 minutes candidates answer on the question paper. no additional materials are required. no calculators allowed. read these instructions first write your centre number, candidate number and name in the spaces at the top of this page. write in dark blue or black pen. y ou may use an hb pencil for any diagrams, graphs or rough working. do not use staples, paper clips, glue or correction fluid. do not write in any barcodes. answer all questions. no marks will be awarded for using brand names of software packages or hardware. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [ ] at the end of each question or part question. the maximum number of marks is 75. the syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificat e.cambridge international examinations cambridge international general certificate of secondary education",
+            "2": "2 0478/12/m/j/16 \u00a9 ucles 20161 complete the following by writing either compiler , interpreter  or assembler  in the spaces  provided.  . \u2013 translates source code into object code. .. \u2013  translates low-level language into machine code.  .. \u2013  stops the execution of a program as soon as it  encounters an error.  [3] 2 motion sensors are used in a security system to detect intruders.  name  three  other sensors that could be used in the following applications.  give a different type of sensor for each application. application sensor controlling street lights monitoring a river for pollutioncontrolling traffic lights  [3]",
+            "3": "3 0478/12/m/j/16 \u00a9 ucles 2016 [turn over3 (a) convert the following hexadecimal number into 12-bit binary: 4 a f  [3]  (b) the 2016 olympic games will be held in rio de janeiro. a timer that counts down to the  opening of the games is shown on a microprocessor-controlled display.   the number of hours, minutes and seconds until the games open are held in three 8-bit  registers.   the present register values are: 01101001 105 hours 00100000 32 minutes 00010100 20 seconds   the timer will count down  in seconds.   (i) show the values in each 8-bit register 30 seconds  after the time shown above: hours minutesseconds  [3]   (ii) write the hexadecimal value of the minutes  register from part (b)(i) .  .. .[1]",
+            "4": "4 0478/12/m/j/16 \u00a9 ucles 20164 nigel wants to send a large text file electronically to mashuda.  (a) describe how the size of the text file can be reduced.  .. .  .. .  .. .  .. .  .. .  .. .  .. .[3]  (b) this file will be transmitted to mashuda as an email attachment. mashuda then stores it on  her computer.   explain how checksums can be used to verify that the file has not been corrupted during  transmission or data storage.  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .[4]",
+            "5": "5 0478/12/m/j/16 \u00a9 ucles 2016 [turn over5 six  descriptions and six devices are shown below.  draw a line to link each description to the correct device. allows a user to write on a surface  using a pen; text and drawings are  then captured electronically and  stored for later use. interactive whiteboarddescription converts sound into an electrical  signal/voltage. uses thermal bubble and piezoelectric  technology to produce a hard copy. uses a bright white light source and  micro mirrors (on a chip) to produce  an image to be shone onto a wall or  screen. converts a hard copy document into  an electronic form to be stored as a  file on a computer. uses negatively charged images on a  rotating drum and positively charged  toner to output a hard copy.inkjet printerdigital light projector laser printer microphone scanner (2d)device  [5]",
+            "6": "6 0478/12/m/j/16 \u00a9 ucles 20166 (a) three  descriptions of data transmission are given below.   tick (\u2713) the appropriate box in each table to show the:    \u0081 type of transmission    \u0081 method of transmission description 1: data is transmitted several bits at  a time down several wires in both directions simultaneously.typetick  (\u2713)methodtick  (\u2713) simplex serial half-duplex parallelfull-duplex description 2: data is transmitted in one direction  only, one bit at a time, down a single wire.typetick  (\u2713)methodtick  (\u2713) simplex serial half-duplex parallelfull-duplex description 3: data is transmitted one bit at a  time down a single wire; the data is transmitted in both directions  but not at the same time.typetick  (\u2713)methodtick  (\u2713) simplex serial half-duplex parallelfull-duplex  [6]  (b) give two reasons why serial transmission, rather than parallel transmission, is used to  connect devices to a computer. 1     .. . 2     .. . [2]",
+            "7": "7 0478/12/m/j/16 \u00a9 ucles 2016 [turn over7 (a) $ % &;   complete the truth table for this logic circuit. abc working space x 000 001 010 011 100 101 110 1 11  [4]",
+            "8": "8 0478/12/m/j/16 \u00a9 ucles 2016 (b) draw a logic circuit corresponding to the following logic statement:   x = 1 if ( ( a is 1 or b is 1 ) and ( a is 1 and b is 1 ) ) or ( c is not 1 ) $ % &;  [5]",
+            "9": "9 0478/12/m/j/16 \u00a9 ucles 2016 [turn over (c) re-draw the following logic circuit using nand gates only. $ % &;   logic circuit re-drawn: $ % &;  [4]",
+            "10": "10 0478/12/m/j/16 \u00a9 ucles 20168 (a) five  statements and three  types of software are shown below.   draw lines to connect each statement with the correct type of software. free software freeware sharewaretype of software users have the freedom to pass on  the software to friends and family as  they wish. users can download this software free  of charge, but they cannot modify the  source code in any way. users are allowed to try out the  software for a trial period only before  being charged. users can study the software source  code and modify it, where necessary,  to meet their own needs, without  breaking copyright laws. users can obtain a free trial version  of the software, but this often does  not contain all the features of the full  version.statement  [3]",
+            "11": "11 0478/12/m/j/16 \u00a9 ucles 2016 [turn over (b) describe  three  ethical issues that should be considered when using computers. 1     .. .  .. . 2     .. .  .. . 3     .. .  .. . [3]  (c) security of data is very important.   three  security issues are viruses, pharming and spyware.   explain what is meant by each issue. viruses:  .   .. .  .. .  .. . pharming:   .  .. .  .. .  .. . spyware:  . ..  .. .  .. .  .. .  [6]",
+            "12": "12 0478/12/m/j/16 \u00a9 ucles 2016 (d) describe three  tasks carried out by a firewall. 1     .. .  .. . 2     .. .  .. . 3     .. .  .. . [3] 9 in the following barcode, each binary number is made up of seven bars.  each bar is black or grey.  a black bar is interpreted as a \u201c1\u201d and a grey bar is interpreted as a \u201c0\u201d.  (a) write the binary numbers that would be produced from this barcode: %lqdu\\\u0003qxpehu\u0003$ %lqdu\\\u0003qxpehu\u0003% binary number a: binary number b:  [2]  (b) this barcode system uses odd parity.   write the parity bit for each of the binary numbers in part (a) :      parity bit      binary number a:       binary number b:   [2]",
+            "13": "13 0478/12/m/j/16 \u00a9 ucles 2016 [turn over10 there are six descriptions in the table below.  complete the table below by writing the correct storage device or media in the box next to each   description. description storage device or media non-volatile memory that can only be read from and not  written to. optical storage media that allows very high storage capacity  by using blue/violet laser technology. volatile memory that stores data, programs and the parts of  the operating system that are currently in use. optical storage media that uses a single spiral track and uses  dual layer technology, allowing high data storage capacity. device that stores data by controlling the movement of  electrons within a microchip; there are no moving parts. optical storage media that uses concentric tracks allowing  writing and reading to take place at the same time.  [6]",
+            "14": "14 0478/12/m/j/16 \u00a9 ucles 201611 describe the use of structure and presentation in a html document.  ..   ..   ..   ..   ..   ..   ..   .. [4]",
+            "15": "15 0478/12/m/j/16 \u00a9 ucles 2016blank page",
+            "16": "16 0478/12/m/j/16 \u00a9 ucles 2016permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here 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 onl ine in the cambridge international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to do wnload at www.cie.org.uk after  the live examination series. cambridge international examinations is part of the cambridge assessment group. cambridge assessment is the brand name of unive rsity of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge.blank page"
+        },
+        "0478_s16_qp_13.pdf": {
+            "1": "this document consists of 13 printed pages and 3 blank pages. dc (st/cgw) 126906 \u00a9 ucles 2016 [turn overcambridge international examinations cambridge international general certificate of secondary education *0733674375* computer science  0478/13 paper 1 theory may/june 2016  1 hour 45 minutes candidates answer on the question paper. no additional materials are required. no calculators allowed. read these instructions first write your centre number, candidate number and name in the spaces at the top of this page. write in dark blue or black pen. y ou may use an hb pencil for any diagrams, graphs or rough working. do not use staples, paper clips, glue or correction fluid. do not write in any barcodes. answer all questions. no marks will be awarded for using brand names of software packages or hardware. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [ ] at the end of each question or part question. the maximum number of marks is 75. the syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificat e.",
+            "2": "2 0478/13/m/j/16 \u00a9 ucles 20161 some software can be described as free, freeware or shareware.  tick (\u2713) the appropriate boxes in the table below to show which features apply to these three  types of software. software feature free freeware shareware software source code can be freely accessed and  modified as required all the features of the full version of the software  are not made available; the full version needs to be purchased first the original software is subject to all copyright laws it is possible to distribute modified versions or  copies of the software to friends and family [3] 2 hexadecimal codes are used in mac addresses.  (a) state what is meant by the term mac.  .. .[1]  (b) explain what the hexadecimal code in a mac address represents.  .. .  .. .  .. .  .. .  .. .  .. .[3]",
+            "3": "3 0478/13/m/j/16 \u00a9 ucles 2016 [turn over3 (a) five sensors and five applications are shown below.   draw a line to link each sensor to its most appropriate application.  sensor application light  sensormonitor the pollution levels in a river moisture  sensorcontrol the switching off and on of street lights gas  sensordetect intruders breaking into a building ph  sensormonitor the amount of water left in clothes in a dryer pressure  sensormonitor acidity levels in the soil in a greenhouse [4]  (b) automatic doors in a building are controlled by the use of infrared sensors and a  microprocessor.   describe how the sensors and the microprocessor are used to automatically open a door as  a person approaches.  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .[4]",
+            "4": "4 0478/13/m/j/16 \u00a9 ucles 20164 (a) nikita wishes to print out some documents and connects her printer to the computer using  one of the usb ports.   (i) identify what type of data transmission is being used.  .. .[1]   (ii) give three  reasons for using a usb port. 1   ...  .. . 2   ...  .. . 3   ...  .. .  [3]   (iii) the printer runs out of paper while it is printing the documents. a signal is sent to the  processor to request that the problem is dealt with.    name this type of signal.  .. .[1]  (b) state one suitable application for each  printer below. a different application must be given for  each printer. inkjet printer  ... ...  .. . 3d printer  ... ...  .. .  [2]",
+            "5": "5 0478/13/m/j/16 \u00a9 ucles 2016 [turn over (c) name another type of printer and describe one way in which it is different from the printers  named in part (b) .   give an application for this printer.  type of printer  .. . description  .. ..  .. .  .. . application  .. ..  .. . [3]",
+            "6": "6 0478/13/m/j/16 \u00a9 ucles 20165 a computer-controlled machine produces plastic sheets. the thickness of each sheet must be  within a certain tolerance. the sheets are kept below 50 \u00b0c as they move over rollers at 10 metres  per second.  three parameters need to be monitored all the time. parameter descriptionbinary  valueconditions d sheet thickness1 thickness of sheet in tolerance 0 thickness of sheet out of tolerance s roller speed1 roller speed = 10 metres/second 0 roller speed <> 10 metres/second t temperature1 temperature < 50 \u00b0c 0 temperature >= 50 \u00b0c  an alarm, x, will sound if: thickness is in tolerance and (roller speed <> 10 metres/second or temperature >= 50 \u00b0c) or roller speed = 10 metres/second and temperature >= 50 \u00b0c  (a) draw a logic circuit to represent the above monitoring system. d s x t [6]",
+            "7": "7 0478/13/m/j/16 \u00a9 ucles 2016 [turn over (b) complete the truth table for the monitoring system. dstworking spacex 000 001010011100101110111 [4] 6 secure socket layer (ssl) is used in the security of information on internet websites.  (a) state how it is possible for a user to know that a website is secure by looking at the web  address.  .. .  .. .[1]  (b) describe three of the stages a web browser goes through to detect whether a website is  secure. 1   ...  .. .  .. . 2   ...  .. .  .. . 3   ...  .. .  .. . [3]",
+            "8": "8 0478/13/m/j/16 \u00a9 ucles 20167 each seat on a flight is uniquely identified on an lcd above the seat. for example, seat 035c is  shown as:  the first three characters are digits that represent the row.  the fourth character is the seat position in that row. this is a single letter, a to f , that is stored as a  hexadecimal value.  each of the four display characters can be stored in a 4-bit register. for example, 0 and c would  be represented as: 0000 c:11008421 0:  (a) show how the 4-bit registers would store the remaining two characters, 3 and 5. 3 5 [2]  (b) identify which seat is stored in the following 4-bit registers. 1110010010010001 [2]",
+            "9": "9 0478/13/m/j/16 \u00a9 ucles 2016 [turn over8 a bank offers an online service to its customers. the bank has developed a \u201c safetouse \u201d system  that asks each customer to enter four randomly chosen characters from their password each time they log in.  the customer selects these four characters from drop-down boxes. for example:  please select the 2 nd character    5th character   6th character   8th character  (a) (i) explain why it is more secure to use drop-down boxes rather than entering characters  using a keyboard.  .. .  .. .  .. .  .. .[2]   (ii) give a reason why the system asks for four characters chosen at random.  .. .  .. .[1]  (b) biometrics is an additional form of security.   give two examples of biometrics. 1   ... 2   ... [2]",
+            "10": "10 0478/13/m/j/16 \u00a9 ucles 20169 check digits are used to ensure the accuracy of entered data.  a 7-digit number has an extra digit on the right, called the check digit. digit position: 12345678 digit: \u2013\u2013\u2013\u2013\u2013\u2013\u2013\u2013    check digit  the check digit is calculated as follows: \u0081 each digit in the number is multiplied by its digit position \u0081 the seven results are then added together\u0081 this total is divided by 11\u0081 the remainder gives the check digit (if the remainder = 10, the check digit is x)  (a) calculate the check digit for the following number. show all your working. 4      2      4      1      5      0      8      \u2026  .. .  .. .  .. . check digit  .. .. [2]  (b) an operator has just keyed in the following number: 3      2      4      0      0      4      5      x   circle below correct  if the check digit is correct or incorrect  if the check digit is incorrect. correct             incorrect   explain your answer.  .. .  .. .  .. .  .. . [3]",
+            "11": "11 0478/13/m/j/16 \u00a9 ucles 2016 [turn over10 six  security issues and six descriptions are shown below.  draw a line to link each security issue to its correct description. security issue description illegal access to a computer system  without the owner\u2019s consent or  knowledge software that gathers information by  monitoring key presses on a user\u2019s  keyboard; the data is sent back to the  originator of the software malicious code installed on the hard  drive of a user\u2019s computer or on a web  server; this code will re-direct the user  to a fake website without the user\u2019s  knowledge creator of code sends out a  legitimate-looking email in the hope  of gathering personal and financial  information from the recipient; it  requires the user to click on the link in  the email or attachment a message given to a web browser by  a web server; it is stored in a text file;  the message is then sent back to the  server each time the browser requests  a page from the server program or code that replicates itself;  designed to amend, delete or copy  data or files on a user\u2019s computer;  often causes the computer to crash or  run slowlypharming phishing viruses hacking spyware cookies [5]",
+            "12": "12 0478/13/m/j/16 \u00a9 ucles 201611 (a) four examples of optical storage media are: \u0081 dvd-rw \u0081 dvd-ram\u0081 cd-rom\u0081 blu-ray disc   the table below shows four features of optical storage media.   tick ( \u2713) the appropriate boxes in the table to indicate which of the features apply to each  example of optical storage media. single trackmany  concentric  tracksblue laser  used to read/  write datared laser  used to read/  write data dvd-rw dvd-ramcd-romblu-ray disc [4]  (b) solid state drives (ssd) are replacing hard disc drives (hdd) in some computers.   (i) give three  reasons why this is happening. 1   ...  .. . 2   ...  .. . 3   ...  .. . [3]   (ii) explain why many web servers still use hard disc drive (hdd) technology.  .. .  .. .  .. .  .. .  .. .[2]",
+            "13": "13 0478/13/m/j/16 \u00a9 ucles 201612 (a) name the following type of barcode:  .. .[1]  (b) the barcode in part (a)  contains the denary value   2 6 4 0   convert this value to hexadecimal.  .. .  .. .   write the value as a 12-bit binary number. [4]  (c) an airport uses the type of  barcode shown in part (a)  to advertise local places of interest.   describe how a visitor landing at the airport could use these barcodes to help plan their visit.  .. .  .. .  .. .  .. .  .. .  .. .  .. .[3]",
+            "14": "14 0478/13/m/j/16 \u00a9 ucles 2016blank page",
+            "15": "15 0478/13/m/j/16 \u00a9 ucles 2016blank page",
+            "16": "16 0478/13/m/j/16 \u00a9 ucles 2016permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here 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 onl ine in the cambridge international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to do wnload at www.cie.org.uk after  the live examination series. cambridge international examinations is part of the cambridge assessment group. cambridge assessment is the brand name of unive rsity of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge.blank page"
+        },
+        "0478_s16_qp_21.pdf": {
+            "1": "this document consists of 11 printed pages and 1 blank page. dc (leg/sw) 106771/3 \u00a9 ucles 2016 [turn overcambridge international examinations cambridge international general certificate of secondary education *7831699925* computer science  0478/21 paper 2 problem-solving and programming may/june 2016  1 hour 45 minutes candidates answer on the question paper. no additional materials are required. no calculators allowed. read these instructions first write your centre number, candidate number and name in the spaces at the top of this page. write in dark blue or black pen. y ou may use an hb pencil for any diagrams, graphs or rough working. do not use staples, paper clips, glue or correction fluid. do not write in any barcodes. answer all questions. do not attempt tasks 1, 2 and 3  in the pre-release material; these are for information only. y ou are advised to spend no more than 40 minutes  on section a  (question 1). no marks will be awarded for using brand names of software packages or hardware. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question. the maximum number of marks is 50. the syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificat e.",
+            "2": "2 0478/21/m/j/16 \u00a9 ucles 2016section a you are advised to spend no longer than 40 minutes answering this section.here is a copy of the pre-release material.do not  attempt tasks 1, 2 and 3 now. use the pre-release material and your experience from attempting the tasks before the examination to  answer question 1. pre-release material the manager of a parcel delivery service needs a program to check the size and weight of parcels  to determine which parcels can be accepted for delivery.   write and test a program for the manager.  \u0081 y our program must include appropriate prompts for the entry of data.  \u0081 error messages and other output need to be set out clearly. \u0081 all variables, constants and other identifiers must have meaningful names.  y ou will need to complete these three  tasks. each task must be fully tested. task 1 \u2013 check the size and weight of a single parceleach parcel must obey the following rules to be accepted for delivery: \u0081 each dimension must be no more than 80 cm\u0081 the sum of the three dimensions must be no more than 200 cm\u0081 the weight of the parcel must be between one and ten kilograms inclusive input and store the weight and dimensions for one parcel. all the dimensions and the weight must  be validated on entry and an unsuitable parcel rejected.  output if the parcel is accepted or rejected. if rejected, output all the reasons why the parcel was  rejected. task 2 \u2013 check a customer\u2019s consignment of parcelsinput and store the number of parcels in the consignment. calculate the number of parcels accepted  and the total weight of the parcels accepted. for each parcel that was rejected, output all the  reasons why that parcel was rejected. output the number of parcels accepted and the total weight of parcels accepted.  output the number of parcels rejected. task 3 \u2013 calculate the price for a customer\u2019s consignment of parcelsextend task 2 to also calculate the price for each parcel, using the following rules: \u0081 1 kg to 5 kg inclusive costs $10\u0081 each 100 grams over 5 kg, up to 10 kg, costs an extra $0.10 y our output should also include the price for each parcel accepted and the total price of the  consignment.",
+            "3": "3 0478/21/m/j/16 \u00a9 ucles 2016 [turn over1 (a) all variables, constants and other identifiers should have meaningful names.   (i) for each of the variables that you have used to record dimensions of the parcels in task 1 , state the name, type and its use. variable 1 name ... .. type .. .. use ... .. variable 2 name ... .. type .. .. use ... .. variable 3 name ... .. type .. .. use ... ..[3]   (ii) state two constants that you could have used for task 1 . give the value that would be  assigned to each one. constant 1 name ... . value 1 ...  constant 2 name ... . value 2 ... [2]",
+            "4": "4 0478/21/m/j/16 \u00a9 ucles 2016 (b) write an algorithm to complete task 1 , using either  pseudocode, programming statements  or a flowchart.  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .   . .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .[5]",
+            "5": "5 0478/21/m/j/16 \u00a9 ucles 2016 [turn over (c) give three  different data sets that could be used to check your validation rules for task 1 .   explain why you chose each data set. data set 1  .. reason for choice . .  .. . data set 2  .. reason for choice . .  .. . data set 3  .. reason for choice . .  .. .[6]  (d) explain how your program calculates the price for a consignment (part of task 3 ). y ou may  include programming statements as part of your explanation.  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .[4]",
+            "6": "6 0478/21/m/j/16 \u00a9 ucles 2016section b 2 read this section of  program code that inputs 10 positive numbers and then outputs the smallest  number input.  1 small = 1000  2 counter = 0 3 repeat 4   input num 5   if num < small then small = num 6   counter = counter + 1 7 until counter = 10 8 print small   (i) identify three  changes you would need to make to find the largest number input instead  of the smallest number. 1 .   .. . 2 .   .. . 3 .   .. .[3]   (ii) rewrite the program code with your changes.  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .[3]",
+            "7": "7 0478/21/m/j/16 \u00a9 ucles 2016 [turn over3 a program will be written to store information about members of a swimming club.  the following membership details will be recorded:  \u0081 name  \u0081 gender  \u0081 status:   \u0081 senior   \u0081 junior  \u0081 fee  \u0081 team member (y es or no)   (i) choose a suitable data type for each of the membership details to be recorded. membership details data type name  genderstatus fee team member   [5]   (ii) the swimming club has 50 members.    state the data structure that would be most suitable to use and give a reason for your  choice. data structure  . reason  ...  .. .[2]",
+            "8": "8 0478/21/m/j/16 \u00a9 ucles 20164 the flowchart below inputs the height of children who want to ride on a rollercoaster. children  under 1.2 metres are rejected. the ride starts when eight children have been accepted. ,1387 +hljkw 287387  5hdg\\\u0003wr\u0003jr\u0003 \u000f\u00035hmhfw,v +hljkw \u001f\u0003\u0014\u0011\u0015\" 5lghuv  \u0003\u001b\"5lghuv\u0003\u0003\u0003\u0013 5hmhfw\u0003\u0003\u0003\u0013 5lghuv\u0003\u0003\u00035lghuv\u0003\u000e\u0003\u001467$57 5hmhfw\u0003\u0003\u00035hmhfw\u0003\u000e\u0003\u0014 1r1r<hv <hv (1'",
+            "9": "9 0478/21/m/j/16 \u00a9 ucles 2016 [turn over complete the trace table for the input data:  1.4, 1.3, 1.1, 1.3, 1.0, 1.5, 1.2, 1.3, 1.4, 1.3, 0.9, 1.5, 1.6, 1.0 riders reject height output  [4]",
+            "10": "10 0478/21/m/j/16 \u00a9 ucles 20165 repeat ... until is one type of loop structure.   identify and describe two other types of loop structure that you could use when writing  pseudocode. loop structure 1 .. ... description ... ..  .. . loop structure 2 .. ... description ... ..  .. .[4]",
+            "11": "11 0478/21/m/j/16 \u00a9 ucles 20166 a database, staffphone, was set up to show the telephone extension numbers for members of  staff working in a department store. name department extension number jane smith toys 129sue wong books 124david chow toys 129amy tang household 123joe higgs books 124jane smith shoes 125adel abur shoes 125peter patel toys 129  (a) explain why none of the fields in the database can be used as a primary key.  .. .  .. .  .. .[2]  (b) state a field that could be added as a primary key.  .. .   give a reason for choosing this field.   .. .  .. .[2]  (c) use the query-by-example grid below to provide a list of all members of staff, in alphabetical  order, grouped by department. field: table: sort: show: criteria: or:  [5]",
+            "12": "12 0478/21/m/j/16 \u00a9 ucles 2016permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here 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 onl ine in the cambridge international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to do wnload at www.cie.org.uk after  the live examination series. cambridge international examinations is part of the cambridge assessment group. cambridge assessment is the brand name of unive rsity of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge.blank page"
+        },
+        "0478_s16_qp_22.pdf": {
+            "1": "this document consists of 11 printed pages and 1 blank page. dc (lk/sw) 106762/3 \u00a9 ucles 2016 [turn overcambridge international examinations cambridge international general certificate of secondary education *9620128549* computer science  0478/22 paper 2 problem-solving and programming may/june 2016  1 hour 45 minutes candidates answer on the question paper. no additional materials are required. no calculators allowed. read these instructions first write your centre number, candidate number and name in the spaces at the top of this page. write in dark blue or black pen. y ou may use an hb pencil for any diagrams, graphs or rough working. do not use staples, paper clips, glue or correction fluid. do not write in any barcodes. answer all questions. do not attempt tasks 1, 2 and 3  in the pre-release material; these are for information only. y ou are advised to spend no more than 40 minutes  on section a  (question 1). no marks will be awarded for using brand names of software packages or hardware. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question. the maximum number of marks is 50. the syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificat e.",
+            "2": "2 0478/22/m/j/16 \u00a9 ucles 2016section a you are advised to spend no longer than 40 minutes answering this section. here is a copy of the pre-release material.do not  attempt tasks 1, 2 and 3 now. use the pre-release material and your experience from attempting the tasks before the examination to answer question 1. pre-release material the manager of a building materials delivery service needs a program to check the contents and  weight of sacks to ensure that correct orders are made up for delivery. a price for the order will be calculated.  write and test a program for the manager.\u0081 y our program must include appropriate prompts for the entry of data.  \u0081 error messages and other output need to be set out clearly. \u0081 all variables, constants and other identifiers must have meaningful names.  y ou will need to complete these three  tasks. each task must be fully tested. task 1 \u2013 check the contents and weight of a single sackeach sack must obey the following rules to be accepted:\u0081 contain cement, gravel or sand, with a letter on the side for easy identification o c - cement o g - gravel o s - sand \u0081 sand or gravel must weigh over 49.9 and under 50.1 kilograms\u0081 cement must weigh over 24.9 and under 25.1 kilograms input and store the weight and contents for one sack. the contents must be checked and an incorrect  sack rejected. the weight must be validated on entry and an overweight or underweight sack rejected.  output the contents and weight of an accepted sack. if  a sack is rejected, output the reason(s). task 2 \u2013 check a customer\u2019s order for deliveryinput and store the number of sacks of each type required for the order. use task 1 to check the  contents and weight of each sack. ensure that the delivery contains the correct number and type of sacks for the order. output the total weight of the order. output the number of sacks rejected from the order. task 3 \u2013 calculate the price for a customer\u2019s orderextend task 2 to calculate a price for an order. prices for the sacks are as follows:\u0081 regular price for each sack o cement, $3  o gravel, $2 o sand, $2 \u0081  discount price for a special pack containing 1 sack of cement, 2 sacks of sand and 2 sacks of  gravel, $10 calculate and output the regular price for the order. check how many special packs are in the order. if  a discount price applies then output the new price for the order and the amount saved.",
+            "3": "3 0478/22/m/j/16 \u00a9 ucles 2016 [turn over1 (a) all variables, constants and other identifiers should have meaningful names.   (i)  for three  of the variables that you have used in task 2 , state the name, type and its use.  variable 1 name  .. .. type  . .. use  .. .. variable 2 name  .. .. type  . .. use  .. .. variable 3 name  .. .. type  . .. use  .. ..[3]   (ii) state three  constants that you could have used for task 1 . give the value that would be   assigned to each one. constant 1 name  .. . value 1  ..  constant 2 name  .. . value 2  ..  constant 3 name  .. . value 3  .. [3]",
+            "4": "4 0478/22/m/j/16 \u00a9 ucles 2016 (b) write an algorithm to complete task 2 , using either  pseudocode, programming statements  or a flowchart.  y ou can assume that the weight and contents have already been checked and  accepted in task 1.  y ou do not need to output the number of sacks rejected.  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .[5]",
+            "5": "5 0478/22/m/j/16 \u00a9 ucles 2016 [turn over (c) (i) give two different data values that could be used to check your validation rules for sand  in task 1 . explain why you chose each value. sand data value 1   . reason for choice   .  .. . sand data value 2   . reason for choice   .  .. .[2]   (ii) give two different data values that could be used to check your validation rules for  cement in task 1 . explain why you chose each value. cement data value 1 ..reason for choice . .  .. . cement data value 2 ..reason for choice . .  .. .[2]  (d) explain how your program calculates the price for an order ( task 3 ). y ou may include  programming statements as part of your explanation.  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .[5]",
+            "6": "6 0478/22/m/j/16 \u00a9 ucles 2016section b 2 read this section of program code that inputs 10 positive numbers and then outputs the total.  1  total = 0  2  counter = 0 3  repeat 4    input num 5    total = total + num 6    print total  7    counter = counter + 1 8  until counter = 10  this code works, but it is inefficient.  (i) suggest three  improvements that could be made. 1 .   .. . 2 .   .. . 3 .   .. .[3]  (ii) rewrite the program code with your improvements.  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .[3]",
+            "7": "7 0478/22/m/j/16 \u00a9 ucles 2016 [turn over3 the flowchart below calculates the number of tins of paint required to paint walls. the flowchart  inputs the height and width of a wall in metres, the number of doors and the number of windows.   a value of \u20131 for the height stops the input.  input height, width, doors, windowsarea   0 tins   0start endoutput tinsis height = \u20131? area   area + height * width \u2013 doors * 1.5 \u2013 windowsnoyes tins   int(area/10 + 0.5)  complete the trace table for the input data:  3, 5, 1, 0, 3, 7, 0, 0, 3, 5, 0, 3, 3, 7, 1, 1, \u20131, 0, 0, 0 area tins height width doors windows  [4]",
+            "8": "8 0478/22/m/j/16 \u00a9 ucles 20164 four statement types and four examples are shown below.  draw a line to connect each statement type to the correct example. statement type example assignment for x  1 to 10 iteration read x input print x output x  y + z  [3] 5 a programmer writes a program to store a patient\u2019s temperature every hour for a day.  state the data structure that would be most suitable to use and give the reason for your choice. data structure  ... reason  ..  .. [2] 6 identify two different selection statements that you can use when writing pseudocode. 1 . ...  ..  2 . ...  .. [2]",
+            "9": "9 0478/22/m/j/16 \u00a9 ucles 2016 [turn overquestion 7 begins on page 10.",
+            "10": "10 0478/22/m/j/16 \u00a9 ucles 20167 a database, sofaselect, was set up to show the prices of suites, sofas and chairs for sale from  an online furniture warehouse. part of the database is shown below. descriptionbrochure  numbernumber  of seatsnumber  of piecesmaterial colour price in $ sofa sf17 2 1 leather red 950 sofa sf19 3 1 vinyl black 1,000suite su10 4 3 velvet green 1,500suite su23 5 3 leather brown 950recliner chair rc01 1 1 leather cream 600chair ch16 1 1 vinyl red 250recliner sofa rs23 4 1 leather cream 1,200chair ch10 1 1 velvet red 175  (a) how many fields are in each record?  .. .[1]  (b) state which field you would choose for the primary key.  .. .   give a reason for choosing this field.  .. .  .. .[2]  (c) state the data type you would choose for each of the following fields. number of seats  . price in $   . .[2]",
+            "11": "11 0478/22/m/j/16 \u00a9 ucles 2016 (d)  the query-by-example grid below selects all the furniture in cream leather. field: description material colour price in $ brochure number table: sofaselect sofaselect sofaselect sofaselect sofaselect sort: descending show: \uf0fc \uf0fc \uf0fc criteria: = \u2018leather\u2019 = \u2018cream\u2019 or:   show the output from the query-by-example.   .. .  .. .[3]  (e) complete the query-by-example grid below to select and show the brochure number, material,  colour and price of all the furniture with 3 or more seats. field: table: sort: show: criteria: or:  [5]",
+            "12": "12 0478/22/m/j/16 \u00a9 ucles 2016permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here 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 onl ine in the cambridge international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to do wnload at www.cie.org.uk after  the live examination series. cambridge international examinations is part of the cambridge assessment group. cambridge assessment is the brand name of unive rsity of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge.blank page"
+        },
+        "0478_s16_qp_23.pdf": {
+            "1": "this document consists of 11 printed pages and 1 blank page. dc (lk/sw) 124305 \u00a9 ucles 2016 [turn overcambridge international examinations cambridge international general certificate of secondary education *2632110456* computer science  0478/23 paper 2 problem-solving and programming may/june 2016  1 hour 45 minutes candidates answer on the question paper. no additional materials are required. no calculators allowed. read these instructions first write your centre number, candidate number and name in the spaces at the top of this page. write in dark blue or black pen. y ou may use an hb pencil for any diagrams, graphs or rough working. do not use staples, paper clips, glue or correction fluid. do not write in any barcodes. answer all questions. do not attempt tasks 1, 2 and 3  in the pre-release material; these are for information only. y ou are advised to spend no more than 40 minutes  on section a  (question 1). no marks will be awarded for using brand names of software packages or hardware. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question. the maximum number of marks is 50. the syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificat e.",
+            "2": "2 0478/23/m/j/16 \u00a9 ucles 2016section a you are advised to spend no longer than 40 minutes answering this section.here is a copy of the pre-release material.do not  attempt tasks 1, 2 and 3 now. use the pre-release material and your experience from attempting the tasks before the examination to  answer question 1. pre-release material the manager of a parcel delivery service needs a program to check the size and weight of parcels  to determine which parcels can be accepted for delivery.   write and test a program for the manager.  \u0081 y our program must include appropriate prompts for the entry of data.  \u0081 error messages and other output need to be set out clearly. \u0081 all variables, constants and other identifiers must have meaningful names.  y ou will need to complete these three  tasks. each task must be fully tested. task 1 \u2013 check the size and weight of a single parceleach parcel must obey the following rules to be accepted for delivery: \u0081 each dimension must be no more than 80 cm\u0081 the sum of the three dimensions must be no more than 200 cm\u0081 the weight of the parcel must be between one and ten kilograms inclusive input and store the weight and dimensions for one parcel. all the dimensions and the weight must  be validated on entry and an unsuitable parcel rejected.  output if the parcel is accepted or rejected. if rejected, output all the reasons why the parcel was  rejected. task 2 \u2013 check a customer\u2019s consignment of parcelsinput and store the number of parcels in the consignment. calculate the number of parcels accepted  and the total weight of the parcels accepted. for each parcel that was rejected, output all the  reasons why that parcel was rejected. output the number of parcels accepted and the total weight of parcels accepted.  output the number of parcels rejected. task 3 \u2013 calculate the price for a customer\u2019s consignment of parcelsextend task 2 to also calculate the price for each parcel, using the following rules: \u0081 1 kg to 5 kg inclusive costs $10\u0081 each 100 grams over 5 kg, up to 10 kg, costs an extra $0.10 y our output should also include the price for each parcel accepted and the total price of the  consignment.",
+            "3": "3 0478/23/m/j/16 \u00a9 ucles 2016 [turn over1 (a) all variables, constants and other identifiers should have meaningful names.   (i) for each of the variables that you have used to record dimensions of the parcels in task 1 , state the name, type and its use. variable 1 name ... .. type .. .. use ... .. variable 2 name ... .. type .. .. use ... .. variable 3 name ... .. type .. .. use ... ..[3]   (ii) state two constants that you could have used for task 1 . give the value that would be  assigned to each one. constant 1 name ... . value 1 ...  constant 2 name ... . value 2 ... [2]",
+            "4": "4 0478/23/m/j/16 \u00a9 ucles 2016 (b) write an algorithm to complete task 1 , using either  pseudocode, programming statements  or a flowchart.  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .   . .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .[5]",
+            "5": "5 0478/23/m/j/16 \u00a9 ucles 2016 [turn over (c) give three  different data sets that could be used to check your validation rules for task 1 .   explain why you chose each data set. data set 1  .. reason for choice . .  .. . data set 2  .. reason for choice . .  .. . data set 3  .. reason for choice . .  .. .[6]  (d) explain how your program calculates the price for a consignment (part of task 3 ). y ou may  include programming statements as part of your explanation.  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .[4]",
+            "6": "6 0478/23/m/j/16 \u00a9 ucles 2016section b 2 read this section of  program code that inputs 10 positive numbers and then outputs the smallest  number input.  1 small = 1000  2 counter = 0 3 repeat 4   input num 5   if num < small then small = num 6   counter = counter + 1 7 until counter = 10 8 print small   (i) identify three  changes you would need to make to find the largest number input instead  of the smallest number. 1 .   .. . 2 .   .. . 3 .   .. .[3]   (ii) rewrite the program code with your changes.  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .[3]",
+            "7": "7 0478/23/m/j/16 \u00a9 ucles 2016 [turn over3 a program will be written to store information about members of a swimming club.  the following membership details will be recorded:  \u0081 name  \u0081 gender  \u0081 status:   \u0081 senior   \u0081 junior  \u0081 fee  \u0081 team member (y es or no)   (i) choose a suitable data type for each of the membership details to be recorded. membership details data type name  genderstatus fee team member   [5]   (ii) the swimming club has 50 members.    state the data structure that would be most suitable to use and give a reason for your  choice. data structure  . reason  ...  .. .[2]",
+            "8": "8 0478/23/m/j/16 \u00a9 ucles 20164 the flowchart below inputs the height of children who want to ride on a rollercoaster. children  under 1.2 metres are rejected. the ride starts when eight children have been accepted. ,1387 +hljkw 287387  5hdg\\\u0003wr\u0003jr\u0003 \u000f\u00035hmhfw,v +hljkw \u001f\u0003\u0014\u0011\u0015\" 5lghuv  \u0003\u001b\"5lghuv\u0003\u0003\u0003\u0013 5hmhfw\u0003\u0003\u0003\u0013 5lghuv\u0003\u0003\u00035lghuv\u0003\u000e\u0003\u001467$57 5hmhfw\u0003\u0003\u00035hmhfw\u0003\u000e\u0003\u0014 1r1r<hv <hv (1'",
+            "9": "9 0478/23/m/j/16 \u00a9 ucles 2016 [turn over complete the trace table for the input data:  1.4, 1.3, 1.1, 1.3, 1.0, 1.5, 1.2, 1.3, 1.4, 1.3, 0.9, 1.5, 1.6, 1.0 riders reject height output  [4]",
+            "10": "10 0478/23/m/j/16 \u00a9 ucles 20165 repeat ... until is one type of loop structure.   identify and describe two other types of loop structure that you could use when writing  pseudocode. loop structure 1 .. ... description ... ..  .. . loop structure 2 .. ... description ... ..  .. .[4]",
+            "11": "11 0478/23/m/j/16 \u00a9 ucles 20166 a database, staffphone, was set up to show the telephone extension numbers for members of  staff working in a department store. name department extension number jane smith toys 129sue wong books 124david chow toys 129amy tang household 123joe higgs books 124jane smith shoes 125adel abur shoes 125peter patel toys 129  (a) explain why none of the fields in the database can be used as a primary key.  .. .  .. .  .. .[2]  (b) state a field that could be added as a primary key.  .. .   give a reason for choosing this field.   .. .  .. .[2]  (c) use the query-by-example grid below to provide a list of all members of staff, in alphabetical  order, grouped by department. field: table: sort: show: criteria: or:  [5]",
+            "12": "12 0478/23/m/j/16 \u00a9 ucles 2016permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here 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 onl ine in the cambridge international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to do wnload at www.cie.org.uk after  the live examination series. cambridge international examinations is part of the cambridge assessment group. cambridge assessment is the brand name of unive rsity of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge.blank page"
+        },
+        "0478_w16_qp_11.pdf": {
+            "1": "this document consists of 14 printed pages and 2 blank pages. dc (nh/jg) 118885/4 \u00a9 ucles 2016  [turn over *4170308148* computer science  0478/11 paper 1  theory  october/november 2016  1 hour 45 minutes candidates answer on the question paper. no additional materials are required. no calculators allowed. read these instructions first write your centre number, candidate number and name in the spaces at the top of this page. write in dark blue or black pen. you may use an hb pencil for any diagrams, graphs or rough working. do not use staples, paper clips, glue or correction fluid. do not  write in any barcodes. answer all questions. no marks will be awarded for using brand names of software packages or hardware. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question. the maximum number of marks is 75. the syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificate.cambridge international examinations cambridge international general certificate of secondary education",
+            "2": "2 0478/11/o/n/16 \u00a9 ucles 2016 1 to process an instruction, a central processing unit (cpu) goes through a cycle that has three  main stages.  name each stage in this cycle.  stage 1   stage 2   stage 3   [3] 2 name each of the potential security issues described in the five statements below: statement security issue the act of gaining unauthorised access to  a computer system .. program code that can replicate itself with  the intention of deleting or corrupting files  stored in a computer .. a small file sent by a web server to a web  browser; every time the user visits the  website, data about user preferences is  collected .. the act of illegally changing the source  code of a program so that it can be  exploited for another use .. malicious code installed on a user\u2019s hard  drive or a web server which redirects  the user to a fake website without their  knowledge ..  [5]",
+            "3": "3 0478/11/o/n/16 \u00a9 ucles 2016 [turn over 3 five computer terms and seven descriptions are shown below.  draw a line to connect each computer term to its correct description. an error detection method that uses  response and time out when transmitting  data; if a response is not sent back to  the sender in an agreed amount of time,  then the data is re-sentseveral bits of data sent down several  wires, in both directions, but not at the  same time serial, simplex data  transmissiondescription computer term several bits of data sent down several  wires, in both directions, at the same  time an even or odd number of bits set to 1  in a byte, used to check if the byte has  been transmitted correctly one bit sent at a time, over a single wire  in one direction only an additional digit placed at the end of a  number to check if the number has been  entered correctly a value transmitted at the end of a block  of data; it is calculated using the other  elements in the data stream and is used  to check for transmission errorsparallel, half-duplex  data transmission parity check automatic repeat  request (arq) checksum  [5]",
+            "4": "4 0478/11/o/n/16 \u00a9 ucles 2016 4 the henslows diner is a local restaurant.  (a) staff currently use a keyboard to input a customer food order into a computer. the food order  is then sent to the kitchen.   state two disadvantages of using a keyboard to input a customer food order. 1    ... 2    ...  [2]  (b) a concept keyboard has a flat surface that is overlaid with images of food items available  from the restaurant menu. staff can click on an image to add the food item to a customer food  order.   the henslows diner wants to change to a concept keyboard to input customer food orders.   explain two benefits of making this change. 1    ...  ...  ... 2    ...  ...  ...  [4]",
+            "5": "5 0478/11/o/n/16 \u00a9 ucles 2016 [turn over  (c) the henslows diner stores personal data on a computer. this computer is connected to the  internet to allow the data to be backed up.   there is currently one security method in place to protect the data on the computer from  unauthorised access. this is a password.   give two other security methods that could be added to improve the security of the data.  describe how each method will keep the data safe. security method 1  . description    ...  ... security method 2  . description    ...  ...  [4]",
+            "6": "6 0478/11/o/n/16 \u00a9 ucles 2016 5 three switches, a, b and c, each send values of 0 or 1 to a logic circuit. value x is output from the  logic circuit. switch a switch b output x switch clogic circuit  output x has a value of 1 depending on the following conditions: switch a sends value 1 and switch b sends value 0 or switch b sends value 1 and switch c sends value 0  (a) draw a logic circuit to represent the conditions above. a b cx  [5]",
+            "7": "7 0478/11/o/n/16 \u00a9 ucles 2016 [turn over  (b) complete the truth table for the conditions given at the start of question 5. a b cworking space x 0 0 0 0 0 1 0 1 0 0 1 1 1 0 0 1 0 1 1 1 0 1 1 1  [4]  (c) a microprocessor regularly samples the output, x. each sample value is stored in an 8-bit  register as shown below. one bit of this register is reserved as a parity bit.   five consecutive output values of 1 indicate a fault condition.   identify which of the following registers shows a fault condition. parity bit 11111001 register y 01011111 register z  register .[1]",
+            "8": "8 0478/11/o/n/16 \u00a9 ucles 2016  (d) when eight bytes of data have been collected, they are transmitted to a computer 100  km  away. parity checks are carried out to identify if the data has been transmitted correctly. the  system uses even parity and column 1 is the parity bit.   the eight bytes of data are sent together with a ninth parity byte: parity  bitcolumn  2column  3column  4column  5column  6column  7column  8 byte 1 1 0 0 0 0 1 0 0 byte 2 1 1 1 1 0 0 1 1 byte 3 0 1 0 0 1 0 0 0 byte 4 0 1 1 1 0 0 0 1 byte 5 1 0 0 0 1 1 1 1 byte 6 0 0 0 0 0 0 0 0 byte 7 1 1 1 0 1 0 0 0 byte 8 1 0 0 0 1 1 1 0 parity  byte1 0 1 1 0 1 1 1   (i) identify which of the eight bytes contains an error. byte  ... [1]   (ii) identify which column contains an error. column  ... [1]   (iii) the incorrect bit is indicated where the byte number and column cross.    give the corrected byte. [1]   (iv) calculate the denary value of the corrected byte.  ...  ... [1]   (v) considering the fault condition given in part (c) , explain why it is very important that the  incorrect bit is located and corrected.  ...  ...  ...  ... [2]",
+            "9": "9 0478/11/o/n/16 \u00a9 ucles 2016 [turn over 6 high-level or low-level languages can be used when writing a computer program.  state two advantages of using a high-level language and two advantages of using a low-level  language. high-level language advantage 1    .. high-level language advantage 2    .. low-level language advantage 1  .  .. low-level language advantage 2  .  ..  [4] 7 modern liquid crystal display (lcd) monitors use light-emitting diode (led) backlit technology.   give four benefits of using led technology. 1  ...  ..  .. 2  ...  ..  .. 3  ...  ..  .. 4  ...  ..  ..  [4]",
+            "10": "10 0478/11/o/n/16 \u00a9 ucles 2016 8 four  descriptions about compilers and interpreters are shown below.  draw lines to indicate which descriptions refer to a compiler and which descriptions refer to an  interpreter. it is more difficult to debug  the  code since one error can  produce many other associated  errors. compilerdescription the speed of execution of  program loops is slower. it produces fast, executable  code that runs directly on the  processor. it is easier to debug the code  since an error is displayed as  soon as it is found.interpreter  [4]",
+            "11": "11 0478/11/o/n/16 \u00a9 ucles 2016 [turn over 9 a security light is controlled by sensors and a microprocessor.  describe how the sensors and microprocessor interact to switch on the security light when an  intruder is detected.  ..  ..  ..  ..  ..  ..  ..  ..  ..  ..  ..  ..  ..  ..  ..  ..  ..  .. [6]",
+            "12": "12 0478/11/o/n/16 \u00a9 ucles 2016 10 (a) a manufacturer of aeroplane engines assigns a denary identification number (id) to each  engine.   one engine has the id:  0431   (i) convert this denary number to a 12-bit binary format.  [2]   (ii) show how this number would be represented in hexadecimal.  ...  ...  [3]  (b) the current status of the engine is sent to a computer in the aeroplane.   each piece of data collected is 8 bytes in size. data collection occurs every 30 seconds.   calculate the number of kilobytes that would be needed to store the data collected during a  10-hour flight. show your working.  ...  ...  ...  ...   .  kilobytes  [3]",
+            "13": "13 0478/11/o/n/16 \u00a9 ucles 2016 [turn over  (c) at the end of the flight, all of the data are sent to the aeroplane engine manufacturer using the  internet.   the computer in the aeroplane has a mac address and an ip address.   state what is meant by these two terms. mac address    ...  ... ip address  .  ...  ...  [2]  (d) when sending this data, security is very important. data are sent over the internet using  transport layer security (tls) protocol.   name the two layers that make up tls. 1   2      [2]",
+            "14": "14 0478/11/o/n/16 \u00a9 ucles 2016 11 explain why ethics are important when using computers.  ..  ..  ..  ..  ..  ..  ..  ..  ..  ..  ..  ..  ..  ..  ..  ..  ..  .. [6]",
+            "15": "15 0478/11/o/n/16 \u00a9 ucles 2016 blank page",
+            "16": "16 0478/11/o/n/16 \u00a9 ucles 2016 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 international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download at www.cie.org.uk after  the live examination series. 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.blank page"
+        },
+        "0478_w16_qp_12.pdf": {
+            "1": "this document consists of 12 printed pages. dc (nh/sw) 122184/3 \u00a9 ucles 2016  [turn over *0720829747* computer science  0478/12 paper 1 theory  october/november 2016  1 hour 45 minutes candidates answer on the question paper. no additional materials are required. no calculators allowed. read these instructions first write your centre number, candidate number and name in the spaces at the top of this page. write in dark blue or black pen. you may use an hb pencil for any diagrams, graphs or rough working. do not use staples, paper clips, glue or correction fluid. do not  write in any barcodes. answer all questions. no marks will be awarded for using brand names of software packages or hardware. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question. the maximum number of marks is 75.cambridge international examinations cambridge international general certificate of secondary education the syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificate.",
+            "2": "2 0478/12/o/n/16 \u00a9 ucles 2016 1 (a) give two reasons why a programmer would choose to write code in a low-level language. 1    ...  ... 2    ...  ...  [2]  (b) high-level languages require either an interpreter or a compiler to translate the program.   the table below lists a number of statements about language translators.   tick (3) to show which statements refer to interpreters and which refer to compilers. statements interpreter ( 3) compiler ( 3) translates the source code into machine code  all at once produces an executable file in machine code executes a high-level language program one  instruction at a time once translated, the translator does not need to  be present for the program to run an executable file is produced   [5] 2 state  four  functions of an operating system. 1  ... 2  ... 3  ... 4  ...  [4]",
+            "3": "3 0478/12/o/n/16 \u00a9 ucles 2016 [turn over 3 (a) explain what is meant by:   (i) serial data transmission  ...  ...  ...  ... [2]   (ii) parallel data transmission  ...  ...  ...  ... [2]  (b) a computer in a factory is connected to a printer. the printer is located in an office 1  km away  from the factory.   identify which data transmission method would be most suitable for this connection.  ...   give two reasons for your choice. 1    ...  ... 2    ...  ...  [3]",
+            "4": "4 0478/12/o/n/16 \u00a9 ucles 2016 4 nine bytes of data are transmitted from one computer to another. even parity is used. an additional  parity byte is also sent.  the ten bytes arrive at the destination computer as follows: parity bit bit 2 bit 3 bit 4 bit 5 bit 6 bit 7 bit 8 byte 1 1 1 1 0 1 1 1 0 byte 2 0 0 0 0 0 1 0 1 byte 3 0 1 1 1 1 0 0 0 byte 4 1 1 0 0 0 0 0 0 byte 5 1 0 1 1 1 1 1 0 byte 6 0 1 0 1 1 0 0 1 byte 7 0 1 1 1 0 0 1 1 byte 8 0 0 1 1 0 1 1 0 byte 9 1 1 0 0 0 0 1 1 parity byte 0 0 1 0 0 0 1 0  one of the bits was corrupted during the data transmission.  (a) circle  the corrupt bit in the corrupt byte in the table above . [1]  (b) explain how the corrupted bit was found.  ...  ...  ...  ...  ...  ... [2]",
+            "5": "5 0478/12/o/n/16 \u00a9 ucles 2016 [turn over 5 a computer uses an 8-bit register.  the 8-bit register contains binary integers.  (a) write the denary (base 10) value represented by: 0 1 1 1 0 0 0 0128 32 16 8 4 2 1 64  ... [1]  (b) all the bits in the register are shifted one place to the right  as shown below . 0 1 1 1 0 0 0 0 0 0 1 1 1 0 0 0   write the denary number that is represented after this shift.  ... [1]  (c) state the effect the shift to the right had on the original denary number from part (a) .  ... [1]  (d) the original number  in part (a)  is shifted three  places to the right .   (i) show the new binary number:   [1]   (ii) write the equivalent denary number.  ... [1]",
+            "6": "6 0478/12/o/n/16 \u00a9 ucles 2016  (e) describe the problems that could be caused if the original binary number in part (a)  is shifted  five places to the right .  ...  ...  ...  ...  ... [2] 6 four  computer terms and eight  descriptions are shown below.  draw lines to connect each computer term to the correct description(s).    computer term  description   arithmetic and logic  unit (alu) control unit random access  memory (ram) read only memory  (rom)  data can be read but not altered carries out operations such as  addition and multiplication stores bootstrap loader and bios fetches each instruction in turn carries out operations such as  and, or, not stores part of the operating system  currently in use stores data currently in use manages execution of each  instruction     [4] ",
+            "7": "7 0478/12/o/n/16 \u00a9 ucles 2016 [turn over 7 (a) complete the truth tables and name the single logic gate that could replace each logic circuit:   (i) a bxa bworking spacex 0 0 0 1 1 0 1 1 single logic gate   [3]   (ii) a bxa bworking spacex 0 0 0 1 1 0 1 1 single logic gate   [3]",
+            "8": "8 0478/12/o/n/16 \u00a9 ucles 2016  (b) (i) draw a logic circuit to represent the following logic statement: x = 1 if  (a = 1 and  b = 1)  or ( (b = not 1)  and  c = 1) a b cx  [4]   (ii) complete the truth table for the logic statement in part (b)(i) . a b cworking spacex 0 0 0 0 0 1 0 1 0 0 1 1 1 0 0 1 0 1 1 1 0 1 1 1  [4]",
+            "9": "9 0478/12/o/n/16 \u00a9 ucles 2016 [turn over 8 identify whether the four statements about file compression are correct by writing true or false  in the following table. statement true or false midi files store the actual music notes in a compressed format jpeg files are examples of lossless file compression mp3 files are, on average, 90% smaller than the music files  stored on a cd mp4 files are examples of lossy file compression [4] 9 (a) explain what is meant by a denial of service attack.  ...  ...  ...  ... [2]  (b) name and describe two other potential security threats when using the internet. security threat 1  ... description    ...  ... security threat 2  ... description    ...  ...  [4]",
+            "10": "10 0478/12/o/n/16 \u00a9 ucles 2016 10 (a) describe what is meant by html.  ...  ...  ...  ...  ...  ... [3]  (b) the following url is typed in: http://www.cie.org.uk/computersciencepapers   this url is composed of three parts.   state the part of this url that is the: file name  .. protocol   web server name  . [3]",
+            "11": "11 0478/12/o/n/16 \u00a9 ucles 2016 [turn over 11 a security system is installed in a house. a hexadecimal number is entered to activate or deactivate  the alarm.  (a) the alarm code is set to hexadecimal number 2 a f   show how this number would be stored in a 12-bit binary register. [3]  (b) identify two sensors that the security system could use to detect intruders.   describe how each sensor could be used in the security system. sensor 1  ... description    ...  ...  ... sensor 2  ... description    ...  ...  ...  [6]",
+            "12": "12 0478/12/o/n/16 \u00a9 ucles 2016 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 international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download at www.cie.org.uk after  the live examination series. 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.12 explain the differences between freeware  and free software .  ..  ..  ..  ..  ..  ..  ..  ..  ..  .. [4]"
+        },
+        "0478_w16_qp_13.pdf": {
+            "1": "this document consists of 14 printed pages and 2 blank pages. dc (slm) 135990 \u00a9 ucles 2016  [turn over *0058708227* computer science  0478/13 paper 1  theory  october/november 2016  1 hour 45 minutes candidates answer on the question paper. no additional materials are required. no calculators allowed. read these instructions first write your centre number, candidate number and name in the spaces at the top of this page. write in dark blue or black pen. you may use an hb pencil for any diagrams, graphs or rough working. do not use staples, paper clips, glue or correction fluid. do not  write in any barcodes. answer all questions. no marks will be awarded for using brand names of software packages or hardware. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question. the maximum number of marks is 75. the syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificate.cambridge international examinations cambridge international general certificate of secondary education",
+            "2": "2 0478/13/o/n/16 \u00a9 ucles 2016 1 to process an instruction, a central processing unit (cpu) goes through a cycle that has three  main stages.  name each stage in this cycle.  stage 1   stage 2   stage 3   [3] 2 name each of the potential security issues described in the five statements below: statement security issue the act of gaining unauthorised access to  a computer system .. program code that can replicate itself with  the intention of deleting or corrupting files  stored in a computer .. a small file sent by a web server to a web  browser; every time the user visits the  website, data about user preferences is  collected .. the act of illegally changing the source  code of a program so that it can be  exploited for another use .. malicious code installed on a user\u2019s hard  drive or a web server which redirects  the user to a fake website without their  knowledge ..  [5]",
+            "3": "3 0478/13/o/n/16 \u00a9 ucles 2016 [turn over 3 five computer terms and seven descriptions are shown below.  draw a line to connect each computer term to its correct description. an error detection method that uses  response and time out when transmitting  data; if a response is not sent back to  the sender in an agreed amount of time,  then the data is re-sentseveral bits of data sent down several  wires, in both directions, but not at the  same time serial, simplex data  transmissiondescription computer term several bits of data sent down several  wires, in both directions, at the same  time an even or odd number of bits set to 1  in a byte, used to check if the byte has  been transmitted correctly one bit sent at a time, over a single wire  in one direction only an additional digit placed at the end of a  number to check if the number has been  entered correctly a value transmitted at the end of a block  of data; it is calculated using the other  elements in the data stream and is used  to check for transmission errorsparallel, half-duplex  data transmission parity check automatic repeat  request (arq) checksum  [5]",
+            "4": "4 0478/13/o/n/16 \u00a9 ucles 2016 4 the henslows diner is a local restaurant.  (a) staff currently use a keyboard to input a customer food order into a computer. the food order  is then sent to the kitchen.   state two disadvantages of using a keyboard to input a customer food order. 1    ... 2    ...  [2]  (b) a concept keyboard has a flat surface that is overlaid with images of food items available  from the restaurant menu. staff can click on an image to add the food item to a customer food  order.   the henslows diner wants to change to a concept keyboard to input customer food orders.   explain two benefits of making this change. 1    ...  ...  ... 2    ...  ...  ...  [4]",
+            "5": "5 0478/13/o/n/16 \u00a9 ucles 2016 [turn over  (c) the henslows diner stores personal data on a computer. this computer is connected to the  internet to allow the data to be backed up.   there is currently one security method in place to protect the data on the computer from  unauthorised access. this is a password.   give two other security methods that could be added to improve the security of the data.  describe how each method will keep the data safe. security method 1  . description    ...  ... security method 2  . description    ...  ...  [4]",
+            "6": "6 0478/13/o/n/16 \u00a9 ucles 2016 5 three switches, a, b and c, each send values of 0 or 1 to a logic circuit. value x is output from the  logic circuit. switch a switch b output x switch clogic circuit  output x has a value of 1 depending on the following conditions: switch a sends value 1 and switch b sends value 0 or switch b sends value 1 and switch c sends value 0  (a) draw a logic circuit to represent the conditions above. a b cx  [5]",
+            "7": "7 0478/13/o/n/16 \u00a9 ucles 2016 [turn over  (b) complete the truth table for the conditions given at the start of question 5. a b cworking space x 0 0 0 0 0 1 0 1 0 0 1 1 1 0 0 1 0 1 1 1 0 1 1 1  [4]  (c) a microprocessor regularly samples the output, x. each sample value is stored in an 8-bit  register as shown below. one bit of this register is reserved as a parity bit.   five consecutive output values of 1 indicate a fault condition.   identify which of the following registers shows a fault condition. parity bit 11111001 register y 01011111 register z  register .[1]",
+            "8": "8 0478/13/o/n/16 \u00a9 ucles 2016  (d) when eight bytes of data have been collected, they are transmitted to a computer 100  km  away. parity checks are carried out to identify if the data has been transmitted correctly. the  system uses even parity and column 1 is the parity bit.   the eight bytes of data are sent together with a ninth parity byte: parity  bitcolumn  2column  3column  4column  5column  6column  7column  8 byte 1 1 0 0 0 0 1 0 0 byte 2 1 1 1 1 0 0 1 1 byte 3 0 1 0 0 1 0 0 0 byte 4 0 1 1 1 0 0 0 1 byte 5 1 0 0 0 1 1 1 1 byte 6 0 0 0 0 0 0 0 0 byte 7 1 1 1 0 1 0 0 0 byte 8 1 0 0 0 1 1 1 0 parity  byte1 0 1 1 0 1 1 1   (i) identify which of the eight bytes contains an error. byte  ... [1]   (ii) identify which column contains an error. column  ... [1]   (iii) the incorrect bit is indicated where the byte number and column cross.    give the corrected byte. [1]   (iv) calculate the denary value of the corrected byte.  ...  ... [1]   (v) considering the fault condition given in part (c) , explain why it is very important that the  incorrect bit is located and corrected.  ...  ...  ...  ... [2]",
+            "9": "9 0478/13/o/n/16 \u00a9 ucles 2016 [turn over 6 high-level or low-level languages can be used when writing a computer program.  state two advantages of using a high-level language and two advantages of using a low-level  language. high-level language advantage 1    .. high-level language advantage 2    .. low-level language advantage 1  .  .. low-level language advantage 2  .  ..  [4] 7 modern liquid crystal display (lcd) monitors use light-emitting diode (led) backlit technology.   give four benefits of using led technology. 1  ...  ..  .. 2  ...  ..  .. 3  ...  ..  .. 4  ...  ..  ..  [4]",
+            "10": "10 0478/13/o/n/16 \u00a9 ucles 2016 8 four  descriptions about compilers and interpreters are shown below.  draw lines to indicate which descriptions refer to a compiler and which descriptions refer to an  interpreter. it is more difficult to debug  the  code since one error can  produce many other associated  errors. compilerdescription the speed of execution of  program loops is slower. it produces fast, executable  code that runs directly on the  processor. it is easier to debug the code  since an error is displayed as  soon as it is found.interpreter  [4]",
+            "11": "11 0478/13/o/n/16 \u00a9 ucles 2016 [turn over 9 a security light is controlled by sensors and a microprocessor.  describe how the sensors and microprocessor interact to switch on the security light when an  intruder is detected.  ..  ..  ..  ..  ..  ..  ..  ..  ..  ..  ..  ..  ..  ..  ..  ..  ..  .. [6]",
+            "12": "12 0478/13/o/n/16 \u00a9 ucles 2016 10 (a) a manufacturer of aeroplane engines assigns a denary identification number (id) to each  engine.   one engine has the id:  0431   (i) convert this denary number to a 12-bit binary format.  [2]   (ii) show how this number would be represented in hexadecimal.  ...  ...  [3]  (b) the current status of the engine is sent to a computer in the aeroplane.   each piece of data collected is 8 bytes in size. data collection occurs every 30 seconds.   calculate the number of kilobytes that would be needed to store the data collected during a  10-hour flight. show your working.  ...  ...  ...  ...   .  kilobytes  [3]",
+            "13": "13 0478/13/o/n/16 \u00a9 ucles 2016 [turn over  (c) at the end of the flight, all of the data are sent to the aeroplane engine manufacturer using the  internet.   the computer in the aeroplane has a mac address and an ip address.   state what is meant by these two terms. mac address    ...  ... ip address  .  ...  ...  [2]  (d) when sending this data, security is very important. data are sent over the internet using  transport layer security (tls) protocol.   name the two layers that make up tls. 1   2      [2]",
+            "14": "14 0478/13/o/n/16 \u00a9 ucles 2016 11 explain why ethics are important when using computers.  ..  ..  ..  ..  ..  ..  ..  ..  ..  ..  ..  ..  ..  ..  ..  ..  ..  .. [6]",
+            "15": "15 0478/13/o/n/16 \u00a9 ucles 2016 blank page",
+            "16": "16 0478/13/o/n/16 \u00a9 ucles 2016 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 international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download at www.cie.org.uk after  the live examination series. 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.blank page"
+        },
+        "0478_w16_qp_21.pdf": {
+            "1": "this document consists of 11 printed pages and 1 blank page. dc (leg/sw) 106619/4 \u00a9 ucles 2016 [turn overcambridge international examinations cambridge international general certificate of secondary education *1916401020* computer science  0478/21 paper 2 problem-solving and programming october/november 2016  1 hour 45 minutes candidates answer on the question paper. no additional materials are required. no calculators allowed. read these instructions first write your centre number, candidate number and name in the spaces at the top of this page. write in dark blue or black pen. y ou may use an hb pencil for any diagrams, graphs or rough working. do not use staples, paper clips, glue or correction fluid. do not write in any barcodes. answer all questions. do not attempt tasks 1, 2 and 3  in the pre-release material; these are for information only. y ou are advised to spend no more than 40 minutes  on section a  (question 1). no marks will be awarded for using brand names of software packages or hardware. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question. the maximum number of marks is 50. the syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificat e.",
+            "2": "2 0478/21/o/n/16 \u00a9 ucles 2016section a you are advised to spend no longer than 40 minutes answering this section.here is a copy of the pre-release material.do not  attempt tasks 1, 2 and 3 now. use the pre-release material and your experience from attempting the tasks before the examination to  answer question 1. pre-release material the headteacher of a school needs a program to record and count the votes for a class captain.  each student in the class will be allowed one vote. there can be up to 30 students in a class. write and test a program for the headteacher.\u0081 y our program must include appropriate prompts for the entry of data.  \u0081 error messages and other output need to be set out clearly. \u0081 all variables, constants and other identifiers must have meaningful names.  y ou will need to complete these three  tasks. each task must be fully tested. task 1 \u2013 set up the voting each class can choose from up to four different students as candidates for their class captain.  set  up a routine that allows: \u0081 between two and four different candidate names to be input and stored \u0081 the candidate names to be displayed with a number (1, 2, 3 or 4) beside each name\u0081 a choice of 1, 2, 3 or 4 to be entered to record a vote; all other entries are rejected\u0081 up to four totals set to zero ready to record the votes\u0081 a maximum of 30 votes to be cast task 2 \u2013 record and count each vote input a number 1, 2, 3 or 4; add 1 to the appropriate total. output the name of the candidate voted for or output \u2018invalid vote\u2019 if a vote is rejected. task 3 \u2013 show the result when all the votes have been cast, display the candidates\u2019 names with their totals in descending  order of totals.  if there is a clear winner, display the candidate\u2019s name with the words \u2018new class captain\u2019 beside it; otherwise display \u2018no overall winner\u2019.",
+            "3": "3 0478/21/o/n/16 \u00a9 ucles 2016 [turn over1 (a) all variables, constants and other identifiers should have meaningful names.   for four of the variables, constants or arrays that you used in task 1,  state the name, data  structure, data type and its use. name 1  .. data structure   data type . .. use ... . name 2  .. data structure   data type . .. use ... . name 3  .. data structure   data type . .. use ... . name 4  .. data structure   data type . .. use ... .[8]",
+            "4": "4 0478/21/o/n/16 \u00a9 ucles 2016 (b) write an algorithm to complete task 2 , using either  pseudocode, programming statements  or a flowchart . y ou can assume that task 1 has been completed and that there are three  candidates for class captain.  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .   . .  .. .  .. .  .. .  .. .  .. .  .. .[4]",
+            "5": "5 0478/21/o/n/16 \u00a9 ucles 2016 [turn over (c) explain how you show the result ( task 3 ). y ou may include programming statements as part  of your explanation.  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .[6]  (d) explain how you could extend your solution to deal with the case of \u2018no overall winner\u2019.  .. .  .. .  .. .  .. .[2]",
+            "6": "6 0478/21/o/n/16 \u00a9 ucles 2016section b 2 read this section of program code that:  \u0081 inputs 10 numbers   \u0081 checks whether each number is within a specified range \u0081 totals the numbers within the range and outside the range  1 inrange = 0  2 outrange = 1000 3 for count = 1 to 10 4    input num 5    if num > 10 and num < 20 then inrange = inrange + 1 6      else outrange = outrange - 1 7 count = count + 1 8 next x 9 print inrange, outrange  (a) there are four errors in this code.   locate these errors and suggest a correction to remove each error. error 1 ... . correction  ..  .. . error 2 ... . correction  ..  .. . error 3 ... . correction  ..  .. . error 4 ... . correction  ..  .. .[4]",
+            "7": "7 0478/21/o/n/16 \u00a9 ucles 2016 [turn over (b) decide, with reasons, whether the numbers 10 and 20 are within or outside the range. numberwithin  range (\u2713)outside  range (\u2713)reason 10 \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026.. \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026.. 20 \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026.. \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026..  [4]",
+            "8": "8 0478/21/o/n/16 \u00a9 ucles 20163 the flowchart below inputs the price of an item under $10. the change from a $10 note is output.  any amount less than 5 cents is rounded up to 5 cents.  the predefined function int rounds a number down to the nearest whole number; for example  z \u2190 int(5.7)  gives the value z = 5 start input price is change >= 1?yes yes nono noyeschange   10 \u2013 price endoutput tencents, \" ten cent coins\"is change >= 0.5? is change*10 \u2013 tencents > 0?dollars   int(change) change   change \u2013 0.5change   change \u2013 int(change) tencents   int(change * 10 + 0.5)output dollars, \" dollars\" output \"one 50 cent coin\" output \"one 5 cent coin\"",
+            "9": "9 0478/21/o/n/16 \u00a9 ucles 2016 [turn over complete the trace table for the input data: 6.29 price change dollars tencents output  [5] 4 four validation checks and four descriptions are shown below.  draw a line to link each validation check to the correct description. validation check description presence checknumbers between two given values are accepted range checkdata is of a particular  specified type type checkdata contains an exact  number of characters length checkensures that some data have been entered  [3]",
+            "10": "10 0478/21/o/n/16 \u00a9 ucles 20165 repeat ... until   and   while ... do ... endwhile are two different loop  structures you can use when writing pseudocode.  explain, using examples, why you would choose to use each type of loop. example 1 .   ..   ..   ..  reason for choice .   ..   ..  example 2 .   ..   ..   ..  reason for choice .   ..   .. [6]",
+            "11": "11 0478/21/o/n/16 \u00a9 ucles 20166 a database, theatretours, was set up to show the tour dates, towns, number of seats and  prices in local currency for a shakespeare play. town tour date number of seats price local currency wigan 18/08/2016 120 15.00dumfries 20/08/2016 160 12.50turin 25/08/2016 200 17.00macon 27/08/2016   75 18.00bordeaux 29/08/2016 170 20.00algiers 01/09/2016 125           1350.00windhoek 05/09/2016   65 90.00windhoek 06/09/2016   65 90.00port elizabeth 10/09/2016 200             110.00  (a) explain why none of the fields in the database can be used as a primary key.  .. .  .. .  .. .[2]  (b) state a field that could be added as a primary key.  .. .   give a reason for choosing this field.  .. .  .. .[2]  (c) use the query-by-example grid below to provide a list of tour dates and seat prices in  alphabetical order of town. field: table: sort: show: criteria: or:  [4]",
+            "12": "12 0478/21/o/n/16 \u00a9 ucles 2016permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here 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 onl ine in the cambridge international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to do wnload at www.cie.org.uk after  the live examination series. cambridge international examinations is part of the cambridge assessment group. cambridge assessment is the brand name of unive rsity of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge.blank page"
+        },
+        "0478_w16_qp_22.pdf": {
+            "1": "this document consists of 11 printed pages and 1 blank page. dc (nf/fd) 126910/4 r \u00a9 ucles 2016 [turn overcambridge international examinations cambridge international general certificate of secondary education *1035112342* computer science  0478/22 paper 2 problem-solving and programming october/november 2016  1 hour 45 minutes candidates answer on the question paper. no additional materials are required. no calculators allowed. read these instructions first write your centre number, candidate number and name in the spaces at the top of this page. write in dark blue or black pen. y ou may use an hb pencil for any diagrams, graphs or rough working. do not use staples, paper clips, glue or correction fluid. do not write in any barcodes. answer all questions. do not attempt tasks 1, 2 and 3  in the pre-release material; these are for information only. y ou are advised to spend no more than 40 minutes  on section a  (question 1). no marks will be awarded for using brand names of software packages or hardware. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [ ] at the end of each question or part question. the maximum number of marks is 50. the syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificat e.",
+            "2": "2 0478/22/o/n/16 \u00a9 ucles 2016section a you are advised to spend no longer than 40 minutes answering this section.here is a copy of the pre-release material.do not  attempt tasks 1, 2 and 3 now. use the pre-release material and your experience from attempting the tasks before the examination to  answer question 1. pre-release material the manager of a supermarket needs a program to record donations to charity. each customer has  the choice of three charities to donate to, and 1% of the ir shopping bill will be donated to the chosen  charity. write and test a program for the manager.\u0081 y our program must include appropriate prompts for the entry of data. \u0081 error messages and other output need to be set out clearly.\u0081 all variables, constants and other identifiers must have meaningful names. y ou will need to complete these three  tasks. each task must be fully tested. task 1 \u2013 set up the donation systemset up a routine that allows: \u0081 the names of three charities to be input and stored\u0081 the charity names to be displayed with a number (1, 2 or 3) beside each name\u0081 a choice of 1, 2 or 3 to be entered to choose the charity, all other entries rejected\u0081 the value of a customer\u2019s shopping bill to be entered\u0081 the donation to be calculated\u0081 three totals to be set to zero ready to total each charity donation task 2 \u2013 record and total each donation for a customer\u2019s shopping bill: \u0081 input a charity choice of 1, 2 or 3\u0081 input the value of a customer\u2019s shopping bill\u0081 calculate the donation\u0081 add the donation to the appropriate total output the name of the charity and the amount donated.task 3 \u2013 show the totals so farextend task 2 to accept: \u0081 donations from more customers\u0081 a charity choice of -1 to show the totals so far display the charities\u2019 names and the totals in descending order of totals. calculate a grand total of all three totals.output \u2018grand total donated to charity\u2019 and the amount of the grand total.",
+            "3": "3 0478/22/o/n/16 \u00a9 ucles 2016 [turn over1 (a) all variables, constants and other identifiers should have meaningful names.   (i) for three  of the variables that you have used in task 1 , state the name, type and its use. variable 1 name  .. .. type  . .. use  .. .. variable 2 name  .. .. type  . .. use  .. .. variable 3 name  .. .. type  . .. use  .. . [3]   (ii) name and describe the data structure(s) that you have used to store the donation totals  for each charity. explain why you chose your data structure(s). name of data structure(s)  .description  .. ..  .. . reason  ... ...  ..  [3]",
+            "4": "4 0478/22/o/n/16 \u00a9 ucles 2016 (b) write an algorithm to complete task 2 , using either  pseudocode, programming statements  or a flowchart. y ou can assume that task 1 has been completed.  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  ..  [5]",
+            "5": "5 0478/22/o/n/16 \u00a9 ucles 2016 [turn over (c) explain how you show the totals so far ( task 3 ). y ou may include programming statements as  part of your explanation.  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  ..  [6]  (d) explain how you would change your solution for task 1 to allow the number of charities to be  set to two, three or four by the manager.  .. .  .. .  .. .  .. .  .. .  .. .  ..  [3]",
+            "6": "6 0478/22/o/n/16 \u00a9 ucles 2016section b 2 read this section of program code that inputs positive numbers, discards any negative numbers  and then outputs the average. an input of zero ends the process.  1  total = 0  2  counter = 100 3  repeat 4    repeat 5      input num 6    until num < 0 7    total = total + 1 8    counter = counter + num 9  until num = 0 10 average = total / (counter - 1) 11 print average  there are four errors in this code. locate these errors and suggest a correction to remove each error. error 1  ..  correction  .  ..  error 2  ..  correction  .  ..  error 3  ..  correction  .  ..  error 4  ..  correction  .  .. ... [8]",
+            "7": "7 0478/22/o/n/16 \u00a9 ucles 2016 [turn over3 the flowchart below inputs an integer. the predefined function div gives the value of the division,  for example z \u2190 11 div 3  gives the value z = 3 . the predefined function mod gives the value  of the remainder, for example z \u2190 11 mod 3  gives the value z = 2 . 67$57 ,1387\u0003; 287387\u0003% (1'<hv1r 287387\u0003; ;$,v\u0003;\u0003! \u001b\" $ %;\u0003',9\u0003\u001b ;\u000302'\u0003\u001b  complete a trace table for each of the two input values 33 and 75.  trace table for input value 33 x a b output  trace table for input value 75 x a b output [4]",
+            "8": "8 0478/22/o/n/16 \u00a9 ucles 20164 if ... then ... else ... endif  and case ... of ... otherwise ... endcase  are two different conditional statements that you can use when writing pseudocode.  explain, using examples, why you would choose to use each conditional statement. example 1     ..   ..   ..   ..   ..  reason for choice     ..   ..  example 2     ..   ..   ..   ..   ..  reason for choice     ..   .. ... [6]",
+            "9": "9 0478/22/o/n/16 \u00a9 ucles 2016 [turn overquestion 5 begins on page 10.",
+            "10": "10 0478/22/o/n/16 \u00a9 ucles 20165 a database, playproduction, was set up to show the performance dates, prices and number  of seats available at a theatre specialising in shakespeare productions. playperformance  datenumber  seats stallsnumber  seats  circleprice stalls  seats $price circle  seats $ as y ou like it 01/07/2016 120  90 20.00 30.00 as y ou like it 02/07/2016  85  45 30.00 40.00as y ou like it 09/07/2016  31   4 30.00 40.00macbeth 14/07/2016 101  56 25.00 35.00macbeth 15/07/2016  50  34 25.00 35.00macbeth 16/07/2016  12   5 35.00 50.00julius caesar 22/07/2016  67 111 20.00 20.00julius caesar 23/07/2016  21  24 15.00 15.00a comedy of errors 30/07/2016  45  36 35.00 45.00  (a) give the number of fields that are in each record.  ..  [1]  (b) state the data type you would choose for each of the following fields. play  . . number seats stalls  ... price stalls seats $   [3]  (c) the query-by-example grid below selects all the productions with more than 100 seats left in  either the stalls or the circle. field: play performance date number seats stalls number seats circle table: playproduction playproduction playproduction playproduction sort: ascending show: \uf0fc \uf0fc criteria:  > 100 or: > 100   show what would be output from the query-by-example.  .. .  .. .  ..  [3]",
+            "11": "11 0478/22/o/n/16 \u00a9 ucles 2016 (d) complete the query-by-example grid below to select all the productions with at least six seats  left in the circle and show the play, performance date and price circle seats $ in performance date order. field: table: sort: show: criteria: or: [5]",
+            "12": "12 0478/22/o/n/16 \u00a9 ucles 2016blank page permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here 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 onl ine in the cambridge international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to do wnload at www.cie.org.uk after  the live examination series. cambridge international examinations is part of the cambridge assessment group. cambridge assessment is the brand name of unive rsity of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge."
+        },
+        "0478_w16_qp_23.pdf": {
+            "1": "this document consists of 11 printed pages and 1 blank page. dc (lk/sw) 125705/1 \u00a9 ucles 2016 [turn overcambridge international examinations cambridge international general certificate of secondary education *8464466718* computer science  0478/23 paper 2 problem-solving and programming october/november 2016  1 hour 45 minutes candidates answer on the question paper. no additional materials are required. no calculators allowed. read these instructions first write your centre number, candidate number and name in the spaces at the top of this page. write in dark blue or black pen. y ou may use an hb pencil for any diagrams, graphs or rough working. do not use staples, paper clips, glue or correction fluid. do not write in any barcodes. answer all questions. do not attempt tasks 1, 2 and 3  in the pre-release material; these are for information only. y ou are advised to spend no more than 40 minutes  on section a  (question 1). no marks will be awarded for using brand names of software packages or hardware. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question. the maximum number of marks is 50. the syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificat e.",
+            "2": "2 0478/23/o/n/16 \u00a9 ucles 2016section a you are advised to spend no longer than 40 minutes answering this section.here is a copy of the pre-release material.do not  attempt tasks 1, 2 and 3 now. use the pre-release material and your experience from attempting the tasks before the examination to  answer question 1. pre-release material the headteacher of a school needs a program to record and count the votes for a class captain.  each student in the class will be allowed one vote. there can be up to 30 students in a class. write and test a program for the headteacher.\u0081 y our program must include appropriate prompts for the entry of data.  \u0081 error messages and other output need to be set out clearly. \u0081 all variables, constants and other identifiers must have meaningful names.  y ou will need to complete these three  tasks. each task must be fully tested. task 1 \u2013 set up the voting each class can choose from up to four different students as candidates for their class captain.  set  up a routine that allows: \u0081 between two and four different candidate names to be input and stored \u0081 the candidate names to be displayed with a number (1, 2, 3 or 4) beside each name\u0081 a choice of 1, 2, 3 or 4 to be entered to record a vote; all other entries are rejected\u0081 up to four totals set to zero ready to record the votes\u0081 a maximum of 30 votes to be cast task 2 \u2013 record and count each vote input a number 1, 2, 3 or 4; add 1 to the appropriate total. output the name of the candidate voted for or output \u2018invalid vote\u2019 if a vote is rejected. task 3 \u2013 show the result when all the votes have been cast, display the candidates\u2019 names with their totals in descending  order of totals.  if there is a clear winner, display the candidate\u2019s name with the words \u2018new class captain\u2019 beside it; otherwise display \u2018no overall winner\u2019.",
+            "3": "3 0478/23/o/n/16 \u00a9 ucles 2016 [turn over1 (a) all variables, constants and other identifiers should have meaningful names.   for four of the variables, constants or arrays that you used in task 1 , state the name, data  structure, data type and its use. name 1  .. data structure   data type . .. use ... . name 2  .. data structure   data type . .. use ... . name 3  .. data structure   data type . .. use ... . name 4  .. data structure   data type . .. use ... .[8]",
+            "4": "4 0478/23/o/n/16 \u00a9 ucles 2016 (b) write an algorithm to complete task 2 , using either  pseudocode, programming statements  or a flowchart . y ou can assume that task 1 has been completed and that there are three  candidates for class captain.  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .   . .  .. .  .. .  .. .  .. .  .. .  .. .[4]",
+            "5": "5 0478/23/o/n/16 \u00a9 ucles 2016 [turn over (c) explain how you show the result ( task 3 ). y ou may include programming statements as part  of your explanation.  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .[6]  (d) explain how you could extend your solution to deal with the case of \u2018no overall winner\u2019.  .. .  .. .  .. .  .. .[2]",
+            "6": "6 0478/23/o/n/16 \u00a9 ucles 2016section b 2 read this section of program code that:  \u0081 inputs 10 numbers   \u0081 checks whether each number is within a specified range \u0081 totals the numbers within the range and outside the range  1 inrange = 0  2 outrange = 1000 3 for count = 1 to 10 4    input num 5    if num > 10 and num < 20 then inrange = inrange + 1 6      else outrange = outrange - 1 7 count = count + 1 8 next x 9 print inrange, outrange  (a) there are four errors in this code.   locate these errors and suggest a correction to remove each error. error 1 ... . correction  ..  .. . error 2 ... . correction  ..  .. . error 3 ... . correction  ..  .. . error 4 ... . correction  ..  .. .[4]",
+            "7": "7 0478/23/o/n/16 \u00a9 ucles 2016 [turn over (b) decide, with reasons, whether the numbers 10 and 20 are within or outside the range. numberwithin  range (\u2713)outside  range (\u2713)reason 10 \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026.. \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026.. 20 \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026.. \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026..  [4]",
+            "8": "8 0478/23/o/n/16 \u00a9 ucles 20163 the flowchart below inputs the price of an item under $10. the change from a $10 note is output.  any amount less than 5 cents is rounded up to 5 cents.  the predefined function int rounds a number down to the nearest whole number; for example  z \u2190 int(5.7)  gives the value z = 5 start input price is change >= 1?yes yes nono noyeschange   10 \u2013 price endoutput tencents, \" ten cent coins\"is change >= 0.5? is change*10 \u2013 tencents > 0?dollars   int(change) change   change \u2013 0.5change   change \u2013 int(change) tencents   int(change * 10 + 0.5)output dollars, \" dollars\" output \"one 50 cent coin\" output \"one 5 cent coin\"",
+            "9": "9 0478/23/o/n/16 \u00a9 ucles 2016 [turn over complete the trace table for the input data: 6.29 price change dollars tencents output  [5] 4 four validation checks and four descriptions are shown below.  draw a line to link each validation check to the correct description. validation check description presence checknumbers between two given values are accepted range checkdata is of a particular  specified type type checkdata contains an exact  number of characters length checkensures that some data have been entered  [3]",
+            "10": "10 0478/23/o/n/16 \u00a9 ucles 20165 repeat ... until   and   while ... do ... endwhile are two different loop  structures you can use when writing pseudocode.  explain, using examples, why you would choose to use each type of loop. example 1 .   ..   ..   ..  reason for choice .   ..   ..  example 2 .   ..   ..   ..  reason for choice .   ..   .. [6]",
+            "11": "11 0478/23/o/n/16 \u00a9 ucles 20166 a database, theatretours, was set up to show the tour dates, towns, number of seats and  prices in local currency for a shakespeare play. town tour date number of seats price local currency wigan 18/08/2016 120 15.00dumfries 20/08/2016 160 12.50turin 25/08/2016 200 17.00macon 27/08/2016   75 18.00bordeaux 29/08/2016 170 20.00algiers 01/09/2016 125           1350.00windhoek 05/09/2016   65 90.00windhoek 06/09/2016   65 90.00port elizabeth 10/09/2016 200             110.00  (a) explain why none of the fields in the database can be used as a primary key.  .. .  .. .  .. .[2]  (b) state a field that could be added as a primary key.  .. .   give a reason for choosing this field.  .. .  .. .[2]  (c) use the query-by-example grid below to provide a list of tour dates and seat prices in  alphabetical order of town. field: table: sort: show: criteria: or:  [4]",
+            "12": "12 0478/23/o/n/16 \u00a9 ucles 2016permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here 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 onl ine in the cambridge international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to do wnload at www.cie.org.uk after  the live examination series. cambridge international examinations is part of the cambridge assessment group. cambridge assessment is the brand name of unive rsity of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge.blank page"
+        }
+    },
+    "2017": {
+        "0478_m17_qp_12.pdf": {
+            "1": "*2603247663* this document consists of 11 printed pages and 1 blank page. dc (cw/jg) 134132/3 \u00a9 ucles 2017  [turn overcomputer science  0478/12 paper 1  theory  february/march 2017  1 hour 45 minutes candidates answer on the question paper. no additional materials are required. no calculators allowed. read these instructions first write your centre number, candidate number and name in the spaces at the top of this page. write in dark blue or black pen. you may use an hb pencil for any diagrams, graphs or rough working. do not use staples, paper clips, glue or correction fluid. do not  write in any barcodes. answer all questions. no marks will be awarded for using brand names of software packages or hardware. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question. the maximum number of marks is 75.cambridge international examinations cambridge international general certificate of secondary education the syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificate.",
+            "2": "2 0478/12/f/m/17 \u00a9 ucles 2017 1 name three  different sensors. sensor 1  ... sensor 2  ... sensor 3  ...  [3] 2 the diagram below shows five logic gate symbols and five names.  draw a line between each logic gate symbol and its correct name. andlogic gate symbol name not nor xor nand  [4]",
+            "3": "3 0478/12/f/m/17 \u00a9 ucles 2017 [turn over 3 a company has a number of offices on one site. data are transmitted, using a wired network, from  one office and stored at another office.  (a) state, with reasons, which data transmission, serial or parallel, should be used. type  .. reasons  ...  ...  ... [3]  (b) the two registers\u2019 contents shown include parity bits.  parity  bit 1 0 0 1 0 1 1 1 register 1 1 0 0 0 0 1 1 1 register 2   state which type of parity each register is using. register 1  . register 2  . [2]  (c) give one method, other than parity checking, that could be used for checking for errors in the  transmission of data. method  ..  ... [1]",
+            "4": "4 0478/12/f/m/17 \u00a9 ucles 2017 4 a simple symmetric encryption system is used to encrypt messages. each letter of the alphabet is  substituted by another letter.  plain text abcdefghijklmnopqrstuvwxyz  cypher text vpnaqbruzscoykwfxiemdjtlhg  (a) convert the following plain text to cypher text.   plain text:  d a t a  s e c u r i t y cypher text:  .. [2]  (b) a new cypher text is created by shifting each letter of the alphabet five places to the right.   show the new cypher text below.   plain text abcdefghijklmnopqrstuvwxyz   new cypher text [2]  (c) state, giving a reason, which cypher text would be more secure.  ...  ...  ...  ... [2] 5 give the meaning of the following terms. html   ...  .. http  ..  ..   https     .. [3]",
+            "5": "5 0478/12/f/m/17 \u00a9 ucles 2017 [turn over 6 the diagram shows five operating system functions and five descriptions.  draw a line between each operating system function and its description.  function  description  interrupt  many processes appear to run simultaneously  utility  data are temporarily held in a buffer waiting for an  output device to access it  memory  management  a signal that causes the operating system to take  a specified action  spooling  a program that performs a specific task required  for the operation of a computer system  multitasking  a process of assigning blocks of memory to  programs running in a computer  [4] 7 a high definition video and a large text file are to be sent as email attachments. both files are  compressed before sending. each file is compressed using a different type of data compression  algorithm.  explain, with reasons, which type of data compression algorithm should be chosen for each file.  ..  ..  ..  ..  ..  ..  .. [4]",
+            "6": "6 0478/12/f/m/17 \u00a9 ucles 2017 8 a register in a computer contains binary digits. 0 0 1 1 0 1 1 1  (a) the contents of the register could represent a binary integer.   convert the binary integer to denary and hexadecimal. denary  .. hexadecimal  . [2]  (b) the contents of the register could represent the ascii value for the single denary digit \u20187\u2019.  write down the ascii value for \u20189\u2019 in binary, denary and hexadecimal. binary  ... denary  .. hexadecimal  . [3]  (c) write in register x the binary number you would use with and gates to convert the ascii  value of \u20187\u2019 to its binary integer value. 0 0 1 1 0 1 1 1 ascii register x [1] 9 passwords are used to keep data safe.  explain the differences between a text-based password  and a biometric password .  ..  ..  ..  ..  ..  ..  .. [4]",
+            "7": "7 0478/12/f/m/17 \u00a9 ucles 2017 [turn over 10 describe the differences between a barcode and a quick response (qr) code.  ..  ..  ..  ..  ..  .. [3] 11 three programmers are working on different projects:  \u2022alice is developing a program written in a low-level language  \u2022akbar is developing a program written in a high-level language  \u2022alex is preparing a program written in a high-level language for sale  state, with reasons, which type of translator each programmer should use. each programmer  should be using a different type of translator. alice  .  ..  ..  .. akbar   ...  ..  ..  .. alex  ..  ..  ..  .. [6]",
+            "8": "8 0478/12/f/m/17 \u00a9 ucles 2017 12 (a) identify three  uses for hexadecimal and for each one give an example of hexadecimal that  matches the use. use 1    ... example   use 2    ... example   use 3    ... example   [6]  (b) explain why hexadecimal is used to represent binary numbers.  ...  ...  ...  ...  ...  ... [2]",
+            "9": "9 0478/12/f/m/17 \u00a9 ucles 2017 [turn over 13 (a) explain what is meant by primary, secondary and off-line storage. give an example of each. primary storage    ...  ... example   secondary storage  ...  ...  ... example   off-line storage  .  ...  ... example   [6]  (b) a set of photographs has been taken for a wedding. all the guests are to be sent digitally  stored copies through the ordinary postal service. there are fifty photographs and each  photograph is between 1.8 and 2.5 megabytes in size.   work out the maximum storage space required for a set of photographs. state, with a reason,  a suitable medium to use for the copies to be sent to the guests. maximum storage space  ..  ... medium  . reason  .  ...  ... [3]",
+            "10": "10 0478/12/f/m/17 \u00a9 ucles 2017 14 a system controls the flow of vehicles through a barrier based on three lights, a, b and c.   when a light is red, the signal is zero. when a light is green, the signal is one.  the barrier will open when the output x is one.  the barrier opens if either:  \u2022light a is red and lights b and c are both green    or  \u2022light a is green and lights b and c are both red  (a) design a logic circuit for the system. a b cx  [5]",
+            "11": "11 0478/12/f/m/17 \u00a9 ucles 2017  (b) complete the truth table for the system given at the start of question 14. a b cworking spacex 0 0 0 0 0 1 0 1 0 0 1 1 1 0 0 1 0 1 1 1 0 1 1 1  [4]",
+            "12": "12 0478/12/f/m/17 \u00a9 ucles 2017 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 international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download at www.cie.org.uk after  the live examination series. 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.blank page"
+        },
+        "0478_m17_qp_22.pdf": {
+            "1": "*7734263801* this document consists of 10 printed pages and 2 blank pages. dc (slm/sw) 134136/3 \u00a9 ucles 2017  [turn overcambridge international examinations cambridge international general certificate of secondary education computer science  0478/22 paper 2  problem-solving and programming  february/march 2017  1 hour 45 minutes candidates answer on the question paper. no additional materials are required. no calculators allowed. read these instructions first write your centre number, candidate number and name in the spaces at the top of this page. write in dark blue or black pen. you may use an hb pencil for any diagrams, graphs or rough working. do not use staples, paper clips, glue or correction fluid. do not  write in any barcodes. answer all questions. do not attempt tasks 1, 2 and 3  in the pre-release material; these are for information only. you are advised to spend no more than 40 minutes  on section a  (question 1). no marks will be awarded for using brand names of software packages or hardware. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question. the maximum number of marks is 50. the syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificate.",
+            "2": "2 0478/22/f/m/17 \u00a9 ucles 2017 section a you are advised to spend no longer than 40 minutes answering this section. here is a copy of the pre-release material. do not  attempt tasks 1, 2 and 3 now. use the pre-release material and your experience from attempting the tasks before the examination to  answer question  1. pre-release material an experiment has taken place which measures the reaction speeds of students. each student is  aged from 12 to 16, and belongs to a school house (saturn or mars). a program is required to store  the age, school house and reaction time of each student in the school. there are 650 students in the  school. the program should be able to output the reaction times of different student groups. write and test a program for the school.  \u2022 your program must include appropriate prompts for the entry of data.  \u2022 error messages and other output need to be set out clearly.  \u2022 all variables, constants and other identifiers must have meaningful names.  you will need to complete these three  tasks. each task must be fully tested. task 1 \u2013  set up arrays and store records set up one-dimensional arrays for the whole school to store the following data: \u2022 the age of each student in whole years \u2022 the school house of each student \u2022 the reaction time of each student input and store the records for an appropriate sample  of students. inputs must be validated on  entry and any invalid inputs rejected. task 2 \u2013  output school house based statistics using your sample, calculate and output the average reaction times for students in saturn and  students in mars.  task 3 \u2013  output statistics based on user input extend your program to prompt users to input a specific age and school house. using only records  that match the criteria input, the program should identify, calculate and output: \u2022 the average reaction time \u2022 the slowest reaction time the output should include a suitable message for each of the reaction times identified.",
+            "3": "3 0478/22/f/m/17 \u00a9 ucles 2017 [turn over 1  (a) all variables and other identifiers should have meaningful names.   (i)  declare the array used to store the reaction times for the whole school.  ... [1]   (ii)  change this declaration so the array can only hold records for a sample of 50  students.  ... [1]   (iii)  explain why an array is an effective data structure for storing the reaction time records.  ...  ...  ...  ... [2]  (b) write an algorithm to complete task  1 for the whole school, using either pseudocode,  programming statements or a flowchart. do not include any validation routines.  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ... [3]",
+            "4": "4 0478/22/f/m/17 \u00a9 ucles 2017  (c) identify three  different types of test data you used to test the validation checks on the age  input in task  1. for each type, give an example of appropriate data. type of test data example data  [6]  (d) explain how you calculated and outputted the average reaction time based on the user  inputs of age and school house, as part of task  3. any programming statements used in your  answer must be fully explained.  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ... [5]",
+            "5": "5 0478/22/f/m/17 \u00a9 ucles 2017 [turn over  (e) explain how you would change your solution to task  3 to output the age of the student with  the fastest reaction time.  ...  ...  ...  ...  ...  ...  ...  ...  ...  ... [2]",
+            "6": "6 0478/22/f/m/17 \u00a9 ucles 2017 section b 2 read this section of code that inputs the ages of people entering an event. the input sequence is  ended by inputting a negative value for age. the code outputs the number of people at the event  over the age of 18. 01 num18 = 0 02 input age 03 while age >= 0 do 04     if age >= 18 then 05         num18 = num18 + age 06     endif 07 endwhile 08 print num18 - age   there are four errors in this code.  locate these errors and suggest code correction to remove each error. error 1  ... correction ..  .. error 2  ... correction ..  .. error 3  ... correction ..  .. error 4  ... correction ..  ..  [4]",
+            "7": "7 0478/22/f/m/17 \u00a9 ucles 2017 [turn over 3  there is a program that stores the following data: \u2022 employeeid, an employee id which must be two letters followed by 4 numbers, e.g. ty4587 \u2022 manager, whether the employee is a manager or not \u2022 annualholiday, number of whole days\u2019 annual holiday \u2022 paygrade, the employee\u2019s pay grade which must be a single letter a\u2013f  complete the following table to identify: \u2022 the most  appropriate data type for each variable \u2022 an appropriate validation check for each variable. you must use a different validation check  for each variable.  variable data type appropriate validation check   employeeid  manager annualholiday paygrade  [8]",
+            "8": "8 0478/22/f/m/17 \u00a9 ucles 2017 4 study the flowchart.   start endis a > 0 ? is c <= 1 ?input a b   a c   ab   b + a c   c \u2013 1output b output 'exit'no noyes yes  complete the trace table for the input values 4, 3, \u22121: a b c output  [4]",
+            "9": "9 0478/22/f/m/17 \u00a9 ucles 2017 [turn over 5 (a) rewrite the following pseudocode algorithm using a while \u2026 do \u2026 endwhile  loop.  input num for counter \u2190 1 to 12  num \u2190 num * counter  a[counter] \u2190 num next  ...  ...  ...  ...  ...  ...  ...  ...  ...  ... [4]  (b) explain the differences between a while \u2026 do \u2026 endwhile  and a repeat \u2026 until   loop.   ...  ...  ...  ...  ...  ...  ...  ... [4]",
+            "10": "10 0478/22/f/m/17 \u00a9 ucles 2017 6 a database table, device, has been set up to record the electronic equipment used in a small  business. device id device type user purchase  datepurchase  price ($)portable 3 desktop alan swales 14/02/2017 1350.00 n 4 laptop chantel law 01/02/2016 1460.00 y 5 tablet abdula saud 31/12/2016 1000.00 y 6 desktop abdula saud 14/03/2017 1000.00 n 7 laptop alan swales 15/03/2016 1700.00 y 8 tablet taona jaji 16/12/2016 470.00 y  (a) the query-by-example grid below selects certain records. field: user portable purchase price ($) table: device device device sort: ascending show: 3 criteria: y >1000 or:   show what would be the output from the query-by-example.   ...  ...  ... [2]  (b) complete the query-by-example grid below to select all desktop devices that were either  purchased before 31/12/2016 or cost under $1000. only show the device id and device  type.    field: table: sort: show: criteria: or:  [4]",
+            "11": "11 0478/22/f/m/17 \u00a9 ucles 2017 blank page",
+            "12": "12 0478/22/f/m/17 \u00a9 ucles 2017 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 international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download at www.cie.org.uk after  the live examination series. 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.blank page"
+        },
+        "0478_s17_qp_11.pdf": {
+            "1": "this document consists of 12 printed pages. dc (lk/sg) 125857/3 \u00a9 ucles 2017  [turn overcambridge international examinations cambridge international general certificate of secondary education *3771200479* computer science  0478/11 paper 1  theory  may/june 2017  1 hour 45 minutes candidates answer on the question paper. no additional materials are required. no calculators allowed. read these instructions first write your centre number, candidate number and name in the spaces at the top of this page. write in dark blue or black pen. you may use an hb pencil for any diagrams, graphs or rough working. do not use staples, paper clips, glue or correction fluid. do not  write in any barcodes. answer all questions. no marks will be awarded for using brand names of software packages or hardware. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question. the maximum number of marks is 75. the syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificate.",
+            "2": "2 0478/11/m/j/17 \u00a9 ucles 2017 1 the memory of a computer contains data and instructions in binary.  the following instruction is stored in a location of the memory. 0 0 1 0 1 0 0 1 1 1 1 1 1 1 0 0  (a) convert the instruction into hexadecimal.  ...  ...  ...  [2]  (b) explain why a programmer might prefer to read the instruction in hexadecimal rather than in  binary.  ...  ...  ...  ...  [2]  (c) give two other uses of hexadecimal. use 1    ... use 2    ...  [2] 2 programmers can use a high-level language to write a computer program.  (a) explain what is meant by the term \u2018high-level language\u2019.  ...  ...  ...  ...  [2]",
+            "3": "3 0478/11/m/j/17 \u00a9 ucles 2017 [turn over  (b) a program written in a high-level language is translated into machine code. this is so that it  can be processed by a computer.   name one type of translator that can be used.  ..  [1]  (c) describe how your answer to part (b)  translates this program.  ...  ...  ...  ...  ...  ...  ..  [3] 3 steffi has a number of files of different sizes that contain her work.   tick (3) to show whether each statement is true or false . statementtrue (3)false (3) 47kb is larger than 10mb. 250bytes is smaller than 0.5mb. 50gb is larger than 100mb. 1tb is smaller than 4gb.  [4]",
+            "4": "4 0478/11/m/j/17 \u00a9 ucles 2017 4 five statements about serial half-duplex  data transmission are shown in the table below.  tick (3) to show whether each statement is true or false . statementtrue (3)false (3) data is transmitted in one direction only, one bit at a time. data is transmitted in both directions, multiple bits at a time. data is transmitted in one direction only, multiple bits at a time. data is transmitted in both directions, but only one direction at a  time. data is transmitted one bit at a time. data is transmitted in both directions, but only one direction at a  time. data is transmitted multiple bits at a time.  [5]",
+            "5": "5 0478/11/m/j/17 \u00a9 ucles 2017 [turn over 5 (a) parity checks are often used to detect errors that may occur during data transmission.   the received bytes in the table below were transmitted using odd parity .   tick (3) to show whether each byte has been corrupted during transmission  or not  corrupted during transmission . received bytecorrupted  during  transmission (3)not corrupted  during  transmission (3) 10110100 01101101 10000001  [3]  (b) another method of error detection is automatic repeat request (arq).   explain how arq is used in error detection.  ...  ...  ...  ...  ...  ...  ...  ...  ...  ..  [4]",
+            "6": "6 0478/11/m/j/17 \u00a9 ucles 2017 6 signals are sent to and from the components of a processor using buses.  identify and describe the purpose of two different buses.  bus 1  purpose    ..  ..  ..  ..  ..  bus 2  purpose    ..  ..  ..  ..  ..  [6]",
+            "7": "7 0478/11/m/j/17 \u00a9 ucles 2017 [turn over 7 six security terms and six statements are listed below.  draw a line to match the security term with the most appropriate statement. scrambles data for secure transmission.provides a secure connection between  web browsers and websites allowing  secure transmission of private data.encryptionstatement security term computer that acts as an intermediary  between a web browser and the  internet. legitimate-looking email is sent in the  hope of gathering personal information;  it requires the user to click on a link in  the email. uses rules and criteria, set by the user,  to help protect a network or system from  unauthorised access. malicious code installed on the hard  drive of a user\u2019s computer; this code  will redirect the user to a fake website  without the user\u2019s knowledge.secure socket  layer (ssl) pharming phishing firewall proxy server  [5]",
+            "8": "8 0478/11/m/j/17 \u00a9 ucles 2017 8 complete the paragraph by choosing six correct terms from the list. \u2022 optical \u2022 on-line \u2022 ram \u2022 hdd \u2022 primary \u2022 ssd \u2022 secondary \u2022 rom \u2022 off-line  a computer has two different types of memory.  memory is not directly  accessed by the cpu, but it allows a user to store data that can easily be accessed by applications.   two examples of this type of memory are  and   . the  second type of memory is  memory. this memory is directly accessed by  the cpu. it allows the processor to access data and instructions that are stored in this memory.  two examples of this memory are  and   .  [6]",
+            "9": "9 0478/11/m/j/17 \u00a9 ucles 2017 [turn over 9 a supermarket has a system that allows customers to check out their own shopping.   identify and describe the purpose of two input devices and one output device used in this system. input device 1  ... purpose    ..  .. input device 2  ... purpose    ..  .. output device 1   purpose    ..  ..  [6] 10 (a)  complete the truth table for the nor gate. a bx a b output (x) 0 0 0 1 1 0 1 1 [1]  ",
+            "10": "10 0478/11/m/j/17 \u00a9 ucles 2017  (b) write a logic statement that corresponds with the following logic circuit. a b cx x  =   .  [3] 11 state three  functions provided by an operating system. function 1    ..  .. function 2    ..  .. function 3    ..  ..  [3]",
+            "11": "11 0478/11/m/j/17 \u00a9 ucles 2017 [turn over 12 the processes in a chemical factory are monitored by sensors connected to a microprocessor.   (a) identify two different sensors used in this application. give an example of how each sensor  could be used in the chemical factory. sensor 1  ... use  ...  ... sensor 2  ... use  ...  ...  [4]  (b) describe how the sensors and a microprocessor are used to monitor a process.  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ..  [5]",
+            "12": "12 0478/11/m/j/17 \u00a9 ucles 2017 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 international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download at www.cie.org.uk after  the live examination series. 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.13 (a) gurdeep wants to send a large file to jennifer over the internet.     state two benefits of compressing the file to send it. benefit 1  ...  ...  ... benefit 2  ...  ...  ...  [2]  (b) two types of compression are lossy and lossless.   choose the most suitable type of compression for the following and explain your choice.     (i) downloading the code for a computer program: type of compression  . explanation  ...  ...  ...  ... [3]   (ii) streaming a video file: type of compression  . explanation  ...  ...  ...  ... [3]"
+        },
+        "0478_s17_qp_12.pdf": {
+            "1": "*4572477158* this document consists of 12 printed pages. dc (cw/jg) 134134/3 \u00a9 ucles 2017 [turn overcomputer science 0478/12 paper 1 theory may/june 2017  1 hour 45 minutes candidates answer on the question paper. no additional materials are required.no calculators allowed. read these instructions first write your centre number, candidate number and name in the spaces at the top of this page. write in dark blue or black pen.you may use an hb pencil for any diagrams, graphs or rough working.do not use staples, paper clips, glue or correction fluid.do not write in any barcodes. answer all questions. no marks will be awarded for using brand names of software packages or hardware. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [ ] at the end of each question or part question. the maximum number of marks is 75.cambridge international examinations cambridge international general certificate of secondary education the syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificate.",
+            "2": "2 0478/12/m/j/17 \u00a9 ucles 2017 1 name three different buses that are used in the fetch-execute cycle. bus 1   bus 2   bus 3   [3] 2 give two examples of primary, secondary and off-line storage.  primary example 1  example 2    secondary example 1  example 2    off-line example 1  example 2   [6]",
+            "3": "3 0478/12/m/j/17 \u00a9 ucles 2017 [turn over 3 the diagram shows five output devices and five descriptions.  draw a line between each output device and its description.  output device description  inkjet printer  flat panel display that uses the light modulating  properties of liquid crystals.  lcd screen  flat panel display that uses an array of  light\u2011emitting diodes as pixels.  2d cutter  droplets of ink are propelled onto paper.  led screen  electrically charged powdered ink is transferred  onto paper.  laser printer  high powered laser that uses the x\u2011y plane.  [4]",
+            "4": "4 0478/12/m/j/17 \u00a9 ucles 2017 4 there are various methods used to detect errors that can occur during data transmission and  storage.  describe each of the following error detection methods. parity check ..  ..  ..  ..check digit  ...  .. .. .. checksum    ..  ..  ..automatic repeat request (arq)    .. .. .. [8]",
+            "5": "5 0478/12/m/j/17 \u00a9 ucles 2017 [turn over 5 (a) the denary number 57 is to be stored in two different computer registers.    convert 57 from denary to binary and show your working.  ...  ... ...  ... [2]  (b) show the binary number from part (a) as it would be stored in the following registers. register 1 register 2 [2]  (c) a binary number stored in a register can have many different uses, for example an address in  main memory.   give two other uses for a binary number stored in a register. use 1   use 2   [2]  (d) a register in a computer contains binary digits. 0 0 1 1 1 0 1 0   the contents of the register represent a binary integer.   convert the binary integer to hexadecimal. ...  ... [1]",
+            "6": "6 0478/12/m/j/17 \u00a9 ucles 2017 6 airline boarding passes can be read from a smartphone instead of a printout. back boarding pass passenger boarding group flight  683 date thursday, november 10, 2016 8.15 pmc4departs gate time, gate and terminals may change - check monitorsjfk \u2013 laxboarding positionwebb  / alan fly rewards fly rewards# 12345678 conf# bc123db 15a tsa pre  identify what type of barcode a is an example of. explain how the data stored in this type of  barcode is read.  ..  .. ..  ..  .. ..  ..  .. [4]",
+            "7": "7 0478/12/m/j/17 \u00a9 ucles 2017 [turn over 7 computer a is communicating with computer b.  (a) draw an arrow or arrows to show simplex, duplex and half-duplex data transmission. the  direction of the data transmission must be fully labelled. simplex data transmission computer a             computer b duplex data transmission computer a             computer b half-duplex data transmission computer a             computer b  [6]  (b) state a use for the following data transmission methods. the use must be different for each  data transmission method. simplex  . ... duplex  ..  ... [2]",
+            "8": "8 0478/12/m/j/17 \u00a9 ucles 2017  (c) a computer includes an integrated circuit (ic) and a universal serial bus (usb) for data  transmission.   describe how the computer uses these for data transmission, including the type of data transmission used. ic  .. ...  ...  ... usb  ..  ... ...  ... [4]",
+            "9": "9 0478/12/m/j/17 \u00a9 ucles 2017 [turn over 8 a company has a number of offices around the world.   (a) data is transmitted between the offices over the internet. in order to keep the data safe the  company is using secure socket layer (ssl) protocol and a firewall at each office.   explain how ssl protocol and a firewall will keep the company\u2019s data safe. ssl protocol  .  ...  ...firewall  .  ... ... [4]  (b) a company stores personal details of its customers on a computer system behind a firewall.   explain, with reasons, what else the company should do to keep this data safe. ...  ...  ... ...  ...  ...  ...  ... ...  ...  ... [6]",
+            "10": "10 0478/12/m/j/17 \u00a9 ucles 2017 9 a cold store is kept at a constant low temperature using a sensor, a microprocessor and a cooling  unit.  explain how the sensor and microprocessor will maintain a constant low temperature.  .. ..  ..  .. ..  ..  .. ..  ..  ..  ..  .. [6]",
+            "11": "11 0478/12/m/j/17 \u00a9 ucles 2017 [turn over 10 for this logic statement: x = 1 if (( a is 1 and b is 1 ) or ( b is 1 and c is not 1 ))  (a) draw the logic circuit. a b x c [4]  (b) complete the truth table for the given logic statement. a b cworking spacex 0 0 0 0 0 1 0 1 0 0 1 1 1 0 0 1 0 1 1 1 0 1 1 1  [4]",
+            "12": "12 0478/12/m/j/17 \u00a9 ucles 2017 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 international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download at www.cie.org.uk after  the live examination series. 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.11 a company sells smartphones over the internet.  explain how the information stored on the company\u2019s website is requested by the customer, sent  to the customer\u2019s computer and displayed on the screen.  .. ..  ..  .. ..  ..  .. ..  ..  ..  ..  .. ..  .. [7]"
+        },
+        "0478_s17_qp_13.pdf": {
+            "1": "this document consists of 12 printed pages. dc (kn/sg) 144781 \u00a9 ucles 2017  [turn overcambridge international examinations cambridge international general certificate of secondary education *2499620558* computer science  0478/13 paper 1  theory  may/june 2017  1 hour 45 minutes candidates answer on the question paper. no additional materials are required. no calculators allowed. read these instructions first write your centre number, candidate number and name in the spaces at the top of this page. write in dark blue or black pen. you may use an hb pencil for any diagrams, graphs or rough working. do not use staples, paper clips, glue or correction fluid. do not  write in any barcodes. answer all questions. no marks will be awarded for using brand names of software packages or hardware. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question. the maximum number of marks is 75. the syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificate.",
+            "2": "2 0478/13/m/j/17 \u00a9 ucles 2017 1 the memory of a computer contains data and instructions in binary.  the following instruction is stored in a location of the memory. 0 0 1 0 1 0 0 1 1 1 1 1 1 1 0 0  (a) convert the instruction into hexadecimal.  ...  ...  ...  [2]  (b) explain why a programmer might prefer to read the instruction in hexadecimal rather than in  binary.  ...  ...  ...  ...  [2]  (c) give two other uses of hexadecimal. use 1    ... use 2    ...  [2] 2 programmers can use a high-level language to write a computer program.  (a) explain what is meant by the term \u2018high-level language\u2019.  ...  ...  ...  ...  [2]",
+            "3": "3 0478/13/m/j/17 \u00a9 ucles 2017 [turn over  (b) a program written in a high-level language is translated into machine code. this is so that it  can be processed by a computer.   name one type of translator that can be used.  ..  [1]  (c) describe how your answer to part (b)  translates this program.  ...  ...  ...  ...  ...  ...  ..  [3] 3 steffi has a number of files of different sizes that contain her work.   tick (3) to show whether each statement is true or false . statementtrue (3)false (3) 47kb is larger than 10mb. 250bytes is smaller than 0.5mb. 50gb is larger than 100mb. 1tb is smaller than 4gb.  [4]",
+            "4": "4 0478/13/m/j/17 \u00a9 ucles 2017 4 five statements about serial half-duplex  data transmission are shown in the table below.  tick (3) to show whether each statement is true or false . statementtrue (3)false (3) data is transmitted in one direction only, one bit at a time. data is transmitted in both directions, multiple bits at a time. data is transmitted in one direction only, multiple bits at a time. data is transmitted in both directions, but only one direction at a  time. data is transmitted one bit at a time. data is transmitted in both directions, but only one direction at a  time. data is transmitted multiple bits at a time.  [5]",
+            "5": "5 0478/13/m/j/17 \u00a9 ucles 2017 [turn over 5 (a) parity checks are often used to detect errors that may occur during data transmission.   the received bytes in the table below were transmitted using odd parity .   tick (3) to show whether each byte has been corrupted during transmission  or not  corrupted during transmission . received bytecorrupted  during  transmission (3)not corrupted  during  transmission (3) 10110100 01101101 10000001  [3]  (b) another method of error detection is automatic repeat request (arq).   explain how arq is used in error detection.  ...  ...  ...  ...  ...  ...  ...  ...  ...  ..  [4]",
+            "6": "6 0478/13/m/j/17 \u00a9 ucles 2017 6 signals are sent to and from the components of a processor using buses.  identify and describe the purpose of two different buses.  bus 1  purpose    ..  ..  ..  ..  ..  bus 2  purpose    ..  ..  ..  ..  ..  [6]",
+            "7": "7 0478/13/m/j/17 \u00a9 ucles 2017 [turn over 7 six security terms and six statements are listed below.  draw a line to match the security term with the most appropriate statement. scrambles data for secure transmission.provides a secure connection between  web browsers and websites allowing  secure transmission of private data.encryptionstatement security term computer that acts as an intermediary  between a web browser and the  internet. legitimate-looking email is sent in the  hope of gathering personal information;  it requires the user to click on a link in  the email. uses rules and criteria, set by the user,  to help protect a network or system from  unauthorised access. malicious code installed on the hard  drive of a user\u2019s computer; this code  will redirect the user to a fake website  without the user\u2019s knowledge.secure socket  layer (ssl) pharming phishing firewall proxy server  [5]",
+            "8": "8 0478/13/m/j/17 \u00a9 ucles 2017 8 complete the paragraph by choosing six correct terms from the list. \u2022 optical \u2022 on-line \u2022 ram \u2022 hdd \u2022 primary \u2022 ssd \u2022 secondary \u2022 rom \u2022 off-line  a computer has two different types of memory.  memory is not directly  accessed by the cpu, but it allows a user to store data that can easily be accessed by applications.   two examples of this type of memory are  and   . the  second type of memory is  memory. this memory is directly accessed by  the cpu. it allows the processor to access data and instructions that are stored in this memory.  two examples of this memory are  and   .  [6]",
+            "9": "9 0478/13/m/j/17 \u00a9 ucles 2017 [turn over 9 a supermarket has a system that allows customers to check out their own shopping.   identify and describe the purpose of two input devices and one output device used in this system. input device 1  ... purpose    ..  .. input device 2  ... purpose    ..  .. output device 1   purpose    ..  ..  [6] 10 (a)  complete the truth table for the nor gate. a bx a b output (x) 0 0 0 1 1 0 1 1 [1]  ",
+            "10": "10 0478/13/m/j/17 \u00a9 ucles 2017  (b) write a logic statement that corresponds with the following logic circuit. a b cx x  =   .  [3] 11 state three  functions provided by an operating system. function 1    ..  .. function 2    ..  .. function 3    ..  ..  [3]",
+            "11": "11 0478/13/m/j/17 \u00a9 ucles 2017 [turn over 12 the processes in a chemical factory are monitored by sensors connected to a microprocessor.   (a) identify two different sensors used in this application. give an example of how each sensor  could be used in the chemical factory. sensor 1  ... use  ...  ... sensor 2  ... use  ...  ...  [4]  (b) describe how the sensors and a microprocessor are used to monitor a process.  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ..  [5]",
+            "12": "12 0478/13/m/j/17 \u00a9 ucles 2017 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 international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download at www.cie.org.uk after  the live examination series. 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.13 (a) gurdeep wants to send a large file to jennifer over the internet.     state two benefits of compressing the file to send it. benefit 1  ...  ...  ... benefit 2  ...  ...  ...  [2]  (b) two types of compression are lossy and lossless.   choose the most suitable type of compression for the following and explain your choice.     (i) downloading the code for a computer program: type of compression  . explanation  ...  ...  ...  ... [3]   (ii) streaming a video file: type of compression  . explanation  ...  ...  ...  ... [3]"
+        },
+        "0478_s17_qp_21.pdf": {
+            "1": "*3811432581* this document consists of 14 printed pages and 2 blank pages. dc (cw/sw) 131977/3 \u00a9 ucles 2017  [turn overcambridge international examinations cambridge international general certificate of secondary education computer science  0478/21 paper 2  problem-solving and programming  may/june 2017  1 hour 45 minutes candidates answer on the question paper. no additional materials are required. no calculators allowed. read these instructions first write your centre number, candidate number and name in the spaces at the top of this page. write in dark blue or black pen. you may use an hb pencil for any diagrams, graphs or rough working. do not use staples, paper clips, glue or correction fluid. do not  write in any barcodes. answer all questions. do not attempt tasks 1, 2 and 3  in the pre-release material; these are for information only. you are advised to spend no more than 40 minutes  on section a  (question 1). no marks will be awarded for using brand names of software packages or hardware. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question. the maximum number of marks is 50. the syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificate.",
+            "2": "2 0478/21/m/j/17 \u00a9 ucles 2017 section a you are advised to spend no longer than 40 minutes answering this section. here is a copy of the pre-release material. do not  attempt tasks 1, 2 and 3 now. use the pre-release material and your experience from attempting the tasks before the examination to  answer question 1. pre-release material a teacher is planning a school trip to a theme park at the end of term. you have been asked to write  a program to work out the cost per student, to record those who are going and whether they have  paid. the maximum number of students who can go on the trip is 45. write and test a program for the teacher. \u2022 your program must include appropriate prompts for the entry of data. \u2022 error messages and other output need to be set out clearly. \u2022 all variables, constants and other identifiers must have meaningful names. you will need to complete these three  tasks. each task must be fully tested. task 1 \u2013 work out the cost. the cost of the trip for each student is a share of the cost of a coach plus the cost of entry to the  theme park. the total cost of the coach will be $550. the entry cost to the park is $30 for each  student. the theme park gives one free ticket for every ten that are bought, which must be taken into  consideration. set up a program that: \u2022 stores the cost of the coach \u2022 stores the cost of an entry ticket \u2022  inputs the estimated number of students taking part, this must be validated on entry and an  unsuitable entry rejected \u2022  calculates and outputs the recommended cost per student to ensure the trip does not make a  loss. task 2 \u2013 record the students who are going and whether they have paid. input and store the names of the students who have asked to go on the trip up to the maximum  number allowed. input and store whether each student has paid. enable printouts to be produced to  show students who have not paid and those who have paid. task 3 \u2013 work out final costs. not all students will end up going on the trip, for example they might not have paid. modify the  program so that it gives overall totals for the costs charged and the amount of money collected.  output whether the school trip has made a profit or loss, or has broken even, and the amount of the  final balance.",
+            "3": "3 0478/21/m/j/17 \u00a9 ucles 2017 [turn over 1 (a) all variables, constants and other identifiers should have meaningful names.   (i) name two constants you used for task 1  and state the value of each one. constant 1  . value  . constant 2  . value  . [2]   (ii) name two arrays you used for task 2  and state the purpose of each one. array 1  ... purpose  .  ... array 2  ... purpose  .  ... [2]",
+            "4": "4 0478/21/m/j/17 \u00a9 ucles 2017  (b) write an algorithm to complete task 1 , using either  pseudocode, programming statements  or a flowchart.  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...",
+            "5": "5 0478/21/m/j/17 \u00a9 ucles 2017 [turn over  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ... [5]",
+            "6": "6 0478/21/m/j/17 \u00a9 ucles 2017  (c) (i) name and describe one suitable validation check you used for task 1 , and one suitable  validation check for task 2 . each check must be different. task 1 name  . description    ...  ... task 2 name  . description    ...  ... [4]   (ii) for each validation check in part (c)(i) , give an example of suitable test data and explain  why you chose the test data. test data for (c)(i) task 1   .. reason for choice  .  ...  ... test data for (c)(i) task 2   .. reason for choice  .  ...  ... [4]",
+            "7": "7 0478/21/m/j/17 \u00a9 ucles 2017 [turn over  (d) explain how your program calculates whether or not you have made a profit ( task 3 ). any  programming statements used in your answer must be fully explained.  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ... [3]",
+            "8": "8 0478/21/m/j/17 \u00a9 ucles 2017 blank page",
+            "9": "9 0478/21/m/j/17 \u00a9 ucles 2017 [turn over section b 2 this section of program code asks for 50 numbers to be entered. the total and average of the  numbers are calculated.  1  total = 0  2  counter = 50 \t 3\t\tprint\t\u2032when\tprompted, \tenter\t50\tnumbers, \tone\tat\ta\ttime\u2032  4  repeat \t 5\t\t\t\tprint\t\u2032enter\ta\tnumber\u2032 \t 6\t\t\t\tinput\tnumber \t 7\t\t\t\ttotal\t+\tnumber\t=\ttotal \t 8\t\t\t\tnumber\t=\tnumber\t+\t1  9  until counter = 50 \t 10\taverage \t=\tnumber\t*\tcounter \t 11\t\t print\t\u2032the\taverage\tof\tthe\tnumbers\tyou\tentered\tis\t\u2032,\taverage  there are four errors in this code.  state the line number for each error and write the correct code for that line.  error 1 line number . correct code .  error 2 line number . correct code .  error 3 line number . correct code .  error 4 line number . correct code .  [4]",
+            "10": "10 0478/21/m/j/17 \u00a9 ucles 2017 3 a satellite navigation system works using destination details entered by the user, either a new  destination or chosen from previously saved destinations. the satellite navigation system will then  output directions to the destination in the form of either a visual map or a list of directions.  a satellite navigation system is an example of a computer system that is made up of sub-systems.  this structure diagram shows some of its sub-systems.  complete the diagram by filling in the empty boxes. satellite navigation system input destination map list  [2] 4 for each of the four statements in the table, place a tick in the correct column to show whether it  is an example of validation  or verification . statements validation verification to automatically check the accuracy of a bar code to check if the data input is sensible to check if the data input matches the data that has been  supplied to automatically check that all required data fields have been  completed  [4]",
+            "11": "11 0478/21/m/j/17 \u00a9 ucles 2017 [turn over 5 (a) describe the purpose of each statement in this algorithm.   for i  1 to 300 \t \t\t\tinput\tname[i]   next i  ...  ...  ...  ...  ... [2]  (b) identify, using pseudocode, another loop structure that the algorithm in part (a)  could have  used.  ...  ... [1]  (c) write an algorithm, using pseudocode, to input a number between 0 and 100 inclusive. the  algorithm should prompt for the input and output an error message if the number is outside  this range.  ...  ...  ...  ...  ...  ...  ...  ...  ...  ... [3]",
+            "12": "12 0478/21/m/j/17 \u00a9 ucles 2017 6 this flowchart inputs a range of temperatures in degrees fahrenheit.  as each temperature is input, it is compared with the previous highest temperature. if it is higher  than the current highest, it replaces the previous highest temperature and then it is converted to  degrees celsius.  for ease of calculation, the final step of the fahrenheit to celsius conversion has been  approximated as division by 2.  when \u20131 is entered, the input process stops and the highest temperature (in both fahrenheit and  celsius) is output. is tempf = -1?is tempf > highf?no no yes yes endhighf    -100 highc    -100 input tempf output 'the highest temperature is, ', highf, ' fahrenheit , ', highc, ' celsius. 'start highf    tempf highc    (tempf-32)/2",
+            "13": "13 0478/21/m/j/17 \u00a9 ucles 2017 [turn over complete the trace table for the input data: 68, 46, 50, 86, 65, 50, 40, 30, \u20131 highf highc tempf output  [5]",
+            "14": "14 0478/21/m/j/17 \u00a9 ucles 2017 7 a television (tv) store has a database table, tvstock, for its new range of televisions. the table  stores the screen size of each tv, whether it will show 3d, whether the screen is curved or flat,  if the internet is available on the tv, if it has a built-in hard disk drive and the price. part of the  database table is shown below. tvid screensize 3d curvedflat internet hdd price tv80cvint 80 yes cv yes yes $7,000.00 tv65cvint 65 yes cv yes yes $5,000.00 tv60cvint 60 yes cv yes yes $4,500.00 tv60ftint 60 yes ft yes yes $4,000.00 tv55cvint 55 yes cv yes no $3,000.00 tv55ftint 55 yes ft yes no $3,500.00 tv55ftnin 55 yes ft no no $3,000.00 tv50cvint 50 yes cv yes no $2,500.00 tv50ftint 50 yes ft yes no $2,000.00 tv50ftnin 50 yes ft no no $1,750.00 tv42ftint 42 yes ft yes no $1,500.00 tv37ftint 37 no ft yes no $1,200.00 tv20ftnin 20 no ft no no    $800.00 tv15ftnin 15 no ft no no    $400.00  (a) state the type of the field tvid  and give a reason for your choice.  ...  ...  ... [1]  (b) complete the table with the most appropriate data type for each field. field name data type screensize 3d curvedflat internet hdd price  [3]",
+            "15": "15 0478/21/m/j/17 \u00a9 ucles 2017  (c) use the query-by-example grid below to provide a list of all of the curved screen tvs that  have a built-in hard disk drive. make sure the list only displays the tvid, the price and the  screen size in ascending order of price. field: table: sort: show: criteria: or:  [5]",
+            "16": "16 0478/21/m/j/17 \u00a9 ucles 2017 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 international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download at www.cie.org.uk after  the live examination series. 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.blank page"
+        },
+        "0478_s17_qp_22.pdf": {
+            "1": "this document consists of 11 printed pages and 1 blank page. dc (rw/cgw) 132150/3 \u00a9 ucles 2017  [turn overcambridge international examinations cambridge international general certificate of secondary education *5416103031* computer science  0478/22 paper 2  problem-solving and programming  may/june 2017  1 hour 45 minutes candidates answer on the question paper. no additional materials are required. no calculators allowed. read these instructions first write your centre number, candidate number and name in the spaces at the top of this page. write in dark blue or black pen. you may use an hb pencil for any diagrams, graphs or rough working. do not use staples, paper clips, glue or correction fluid. do not  write in any barcodes. answer all questions. do not attempt tasks 1, 2 and 3  in the pre-release material; these are for information only. you are advised to spend no more than 40 minutes  on section a  (question 1). no marks will be awarded for using brand names of software packages or hardware. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question. the maximum number of marks is 50. the syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificate.",
+            "2": "2 0478/22/m/j/17 \u00a9 ucles 2017 section a you are advised to spend no longer than 40 minutes answering this section. here is a copy of the pre-release material. do not  attempt tasks 1, 2 and 3 now. use the pre-release material and your experience from attempting the tasks before the examination to  answer question  1. pre-release material the organiser of a senior citizens\u2019 club arranges outings for the members. for each of these  outings a coach is hired, meals at a restaurant are reserved and tickets for the theatre are booked.  a program  is required to work out the costs and provide a printed list showing everyone on the outing. write and test a program for the club organiser. \u2022 your program must include appropriate prompts for the entry of data. \u2022 error messages and other output need to be set out clearly. \u2022 all variables, constants and other identifiers must have meaningful names. you will need to complete these three  tasks. each task must be fully tested. task 1 \u2013 work out the total cost of the outing. the organiser finds out how many senior citizens would be interested in the outing. the program for  task  1 works out the cost from this information. number of people hire of coach ($) cost of a meal ($) cost of a theatre ticket ($) 12\u201316 150 14.00 21.00 17\u201326 190 13.50 20.00 27\u201339 225 13.00 19.00 the minimum number of senior citizens needed for the outing to go ahead is 10; there cannot be  more than 36 senior citizens on the outing. a minimum of two carers must go on the outing, with an  additional carer needed if more than 24 senior citizens go on the outing. carers do not have to pay  anything for the outing. work out the total cost and the cost per person for the senior citizens. task 2 \u2013 record who is going on the outing and how much has been paid. using your results from task  1, record the names of the people on the outing and the amount they  have paid; include the carers on the outing. if there are spare places on the coach then extra people  can be added; they are charged the same price as other senior citizens. calculate the total amount  of money collected. print out a list of the people on the outing. task 3 \u2013 identify the break-even point or profit that will be made on the outing. show whether the outing has made a profit or has broken even using the estimated cost from task  1  and the money collected from task  2.",
+            "3": "3 0478/22/m/j/17 \u00a9 ucles 2017 [turn over 1 (a) all variables, constants and other identifiers should have meaningful names.   (i) for a variable that you have used to record information about the cost of the outing in  task  1, state the name, data type and its use. variable name   data type   use .  [3]   (ii) state two constants that you could have used for task  1. give the value that would be  assigned to each one and explain what it is used for. constant 1 name   value 1  ... use 1  .. constant 2 name   value 2  ... use 2  ..  [6]  (b) explain how you would need to change your calculation in task  1 if each carer were paid  $20.00 for coming on the outing.  ...  ...  ...  ...  ...  ... [2]",
+            "4": "4 0478/22/m/j/17 \u00a9 ucles 2017  (c) write an algorithm to complete task  2, using either  pseudocode, programming statements  or a flowchart. you can assume that task  1 has been completed. you do not need to produce  the list of people on the outing.  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...",
+            "5": "5 0478/22/m/j/17 \u00a9 ucles 2017 [turn over  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ... [5]",
+            "6": "6 0478/22/m/j/17 \u00a9 ucles 2017  (d) explain how your program completes task  3. any programming statements used in your  answer must be fully explained.  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ... [4]",
+            "7": "7 0478/22/m/j/17 \u00a9 ucles 2017 [turn over section b 2 (a) write an algorithm to input three different numbers, and then output the largest number. use  either  pseudocode or a flowchart.  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ... [4]  (b) give two sets of test data to use with your algorithm in part (a) and explain why you chose  each set. test data set 1  ... reason  ..  ...  ... test data set 2  ... reason  ..  ...  ...  [4]",
+            "8": "8 0478/22/m/j/17 \u00a9 ucles 2017 3 this flowchart inputs the weight of items in kilograms to be loaded on a trailer. any item over  25 kilograms is rejected. the trailer can take up to 100  kilograms. input weighttotalweight   0 reject   0start endoutput 'weight of items '   totalweight, ' number of\u2019  items rejected ',rejectis weight \u02c3 25? is totalweight \u02c3 100?totalweight   totalweight + weight totalweight   totalweight \u2013 weightyes yesno noreject   reject + 1",
+            "9": "9 0478/22/m/j/17 \u00a9 ucles 2017 [turn over  complete the trace table for the input data:  13, 17, 26, 25, 5, 10, 15, 35, 20, 15 weight reject totalweight output  [5]",
+            "10": "10 0478/22/m/j/17 \u00a9 ucles 2017 4 an algorithm has been written in pseudocode to input 100 numbers and print out the sum.  a repeat \u2026 until  loop has been used. \t \t \t count \t\u2190\t0 \t \t \t sum \t\u2190\t0    repeat      input number \t \t \t \t\tsum\t\u2190\tsum\t+\tnumber \t \t \t \t\tcount\t\u2190\tcount\t+\t1    until count > 100    print sum  (a) find the error in the pseudocode and suggest a correction. error  ... correction  .  ...  [2]  (b) rewrite the correct algorithm using a more suitable loop structure.  ...  ...  ...  ...  ...  ...  ... [3]",
+            "11": "11 0478/22/m/j/17 \u00a9 ucles 2017 5 a database table, sheep, is used to keep a record of the sheep on a farm. each sheep has a  unique ear tag, earnnnn; n is a single digit. the farmer keeps a record of the date of birth, the  gender and the current weight of each sheep in kilograms.  (a) identify the four fields required for the database. give each field a suitable name and data  type. provide a sample of data that you could expect to see in the field. field 1 name  .. data type  ... data sample  .. field 2 name  .. data type  ... data sample  .. field 3 name  .. data type  ... data sample  .. field 4 name  .. data type  ... data sample  ..  [8]  (b) state the field that you would choose as the primary key.  ... [1]  (c) using the query-by-example grid below, write a query to identify the ear tags of all male  sheep weighing over 10  kilograms. only display the ear tags. field: table: sort: show: criteria: or:  [3]",
+            "12": "12 0478/22/m/j/17 \u00a9 ucles 2017 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 international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download at www.cie.org.uk after  the live examination series. 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.blank page"
+        },
+        "0478_s17_qp_23.pdf": {
+            "1": "*0767296414* this document consists of 14 printed pages and 2 blank pages. dc (st/sw) 143869 \u00a9 ucles 2017  [turn overcambridge international examinations cambridge international general certificate of secondary education computer science  0478/23 paper 2  problem-solving and programming  may/june 2017  1 hour 45 minutes candidates answer on the question paper. no additional materials are required. no calculators allowed. read these instructions first write your centre number, candidate number and name in the spaces at the top of this page. write in dark blue or black pen. you may use an hb pencil for any diagrams, graphs or rough working. do not use staples, paper clips, glue or correction fluid. do not  write in any barcodes. answer all questions. do not attempt tasks 1, 2 and 3  in the pre-release material; these are for information only. you are advised to spend no more than 40 minutes  on section a  (question 1). no marks will be awarded for using brand names of software packages or hardware. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question. the maximum number of marks is 50. the syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificate.",
+            "2": "2 0478/23/m/j/17 \u00a9 ucles 2017 section a you are advised to spend no longer than 40 minutes answering this section. here is a copy of the pre-release material. do not  attempt tasks 1, 2 and 3 now. use the pre-release material and your experience from attempting the tasks before the examination to  answer question 1. pre-release material a teacher is planning a school trip to a theme park at the end of term. you have been asked to write  a program to work out the cost per student, to record those who are going and whether they have  paid. the maximum number of students who can go on the trip is 45. write and test a program for the teacher. \u2022 your program must include appropriate prompts for the entry of data. \u2022 error messages and other output need to be set out clearly. \u2022 all variables, constants and other identifiers must have meaningful names. you will need to complete these three  tasks. each task must be fully tested. task 1 \u2013 work out the cost. the cost of the trip for each student is a share of the cost of a coach plus the cost of entry to the  theme park. the total cost of the coach will be $550. the entry cost to the park is $30 for each  student. the theme park gives one free ticket for every ten that are bought, which must be taken into  consideration. set up a program that: \u2022 stores the cost of the coach \u2022 stores the cost of an entry ticket \u2022  inputs the estimated number of students taking part, this must be validated on entry and an  unsuitable entry rejected \u2022  calculates and outputs the recommended cost per student to ensure the trip does not make a  loss. task 2 \u2013 record the students who are going and whether they have paid. input and store the names of the students who have asked to go on the trip up to the maximum  number allowed. input and store whether each student has paid. enable printouts to be produced to  show students who have not paid and those who have paid. task 3 \u2013 work out final costs. not all students will end up going on the trip, for example they might not have paid. modify the  program so that it gives overall totals for the costs charged and the amount of money collected.  output whether the school trip has made a profit or loss, or has broken even, and the amount of the  final balance.",
+            "3": "3 0478/23/m/j/17 \u00a9 ucles 2017 [turn over 1 (a) all variables, constants and other identifiers should have meaningful names.   (i) name two constants you used for task 1  and state the value of each one. constant 1  . value  . constant 2  . value  . [2]   (ii) name two arrays you used for task 2  and state the purpose of each one. array 1  ... purpose  .  ... array 2  ... purpose  .  ... [2]",
+            "4": "4 0478/23/m/j/17 \u00a9 ucles 2017  (b) write an algorithm to complete task 1 , using either  pseudocode, programming statements  or a flowchart.  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...",
+            "5": "5 0478/23/m/j/17 \u00a9 ucles 2017 [turn over  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ... [5]",
+            "6": "6 0478/23/m/j/17 \u00a9 ucles 2017  (c) (i) name and describe one suitable validation check you used for task 1 , and one suitable  validation check for task 2 . each check must be different. task 1 name  . description    ...  ... task 2 name  . description    ...  ... [4]   (ii) for each validation check in part (c)(i) , give an example of suitable test data and explain  why you chose the test data. test data for (c)(i) task 1   .. reason for choice  .  ...  ... test data for (c)(i) task 2   .. reason for choice  .  ...  ... [4]",
+            "7": "7 0478/23/m/j/17 \u00a9 ucles 2017 [turn over  (d) explain how your program calculates whether or not you have made a profit ( task 3 ). any  programming statements used in your answer must be fully explained.  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ... [3]",
+            "8": "8 0478/23/m/j/17 \u00a9 ucles 2017 blank page",
+            "9": "9 0478/23/m/j/17 \u00a9 ucles 2017 [turn over section b 2 this section of program code asks for 50 numbers to be entered. the total and average of the  numbers are calculated.  1  total = 0  2  counter = 50 \t 3\t\tprint\t\u2032when\tprompted, \tenter\t50\tnumbers, \tone\tat\ta\ttime\u2032  4  repeat \t 5\t\t\t\tprint\t\u2032enter\ta\tnumber\u2032 \t 6\t\t\t\tinput\tnumber \t 7\t\t\t\ttotal\t+\tnumber\t=\ttotal \t 8\t\t\t\tnumber\t=\tnumber\t+\t1  9  until counter = 50 \t 10\taverage \t=\tnumber\t*\tcounter \t 11\t\t print\t\u2032the\taverage\tof\tthe\tnumbers\tyou\tentered\tis\t\u2032,\taverage  there are four errors in this code.  state the line number for each error and write the correct code for that line.  error 1 line number . correct code .  error 2 line number . correct code .  error 3 line number . correct code .  error 4 line number . correct code .  [4]",
+            "10": "10 0478/23/m/j/17 \u00a9 ucles 2017 3 a satellite navigation system works using destination details entered by the user, either a new  destination or chosen from previously saved destinations. the satellite navigation system will then  output directions to the destination in the form of either a visual map or a list of directions.  a satellite navigation system is an example of a computer system that is made up of sub-systems.  this structure diagram shows some of its sub-systems.  complete the diagram by filling in the empty boxes. satellite navigation system input destination map list  [2] 4 for each of the four statements in the table, place a tick in the correct column to show whether it  is an example of validation  or verification . statements validation verification to automatically check the accuracy of a bar code to check if the data input is sensible to check if the data input matches the data that has been  supplied to automatically check that all required data fields have been  completed  [4]",
+            "11": "11 0478/23/m/j/17 \u00a9 ucles 2017 [turn over 5 (a) describe the purpose of each statement in this algorithm.   for i  1 to 300 \t \t\t\tinput\tname[i]   next i  ...  ...  ...  ...  ... [2]  (b) identify, using pseudocode, another loop structure that the algorithm in part (a)  could have  used.  ...  ... [1]  (c) write an algorithm, using pseudocode, to input a number between 0 and 100 inclusive. the  algorithm should prompt for the input and output an error message if the number is outside  this range.  ...  ...  ...  ...  ...  ...  ...  ...  ...  ... [3]",
+            "12": "12 0478/23/m/j/17 \u00a9 ucles 2017 6 this flowchart inputs a range of temperatures in degrees fahrenheit.  as each temperature is input, it is compared with the previous highest temperature. if it is higher  than the current highest, it replaces the previous highest temperature and then it is converted to  degrees celsius.  for ease of calculation, the final step of the fahrenheit to celsius conversion has been  approximated as division by 2.  when \u20131 is entered, the input process stops and the highest temperature (in both fahrenheit and  celsius) is output. is tempf = -1?is tempf > highf?no no yes yes endhighf    -100 highc    -100 input tempf output 'the highest temperature is, ', highf, ' fahrenheit , ', highc, ' celsius. 'start highf    tempf highc    (tempf-32)/2",
+            "13": "13 0478/23/m/j/17 \u00a9 ucles 2017 [turn over complete the trace table for the input data: 68, 46, 50, 86, 65, 50, 40, 30, \u20131 highf highc tempf output  [5]",
+            "14": "14 0478/23/m/j/17 \u00a9 ucles 2017 7 a television (tv) store has a database table, tvstock, for its new range of televisions. the table  stores the screen size of each tv, whether it will show 3d, whether the screen is curved or flat,  if the internet is available on the tv, if it has a built-in hard disk drive and the price. part of the  database table is shown below. tvid screensize 3d curvedflat internet hdd price tv80cvint 80 yes cv yes yes $7,000.00 tv65cvint 65 yes cv yes yes $5,000.00 tv60cvint 60 yes cv yes yes $4,500.00 tv60ftint 60 yes ft yes yes $4,000.00 tv55cvint 55 yes cv yes no $3,000.00 tv55ftint 55 yes ft yes no $3,500.00 tv55ftnin 55 yes ft no no $3,000.00 tv50cvint 50 yes cv yes no $2,500.00 tv50ftint 50 yes ft yes no $2,000.00 tv50ftnin 50 yes ft no no $1,750.00 tv42ftint 42 yes ft yes no $1,500.00 tv37ftint 37 no ft yes no $1,200.00 tv20ftnin 20 no ft no no    $800.00 tv15ftnin 15 no ft no no    $400.00  (a) state the type of the field tvid  and give a reason for your choice.  ...  ...  ... [1]  (b) complete the table with the most appropriate data type for each field. field name data type screensize 3d curvedflat internet hdd price  [3]",
+            "15": "15 0478/23/m/j/17 \u00a9 ucles 2017  (c) use the query-by-example grid below to provide a list of all of the curved screen tvs that  have a built-in hard disk drive. make sure the list only displays the tvid, the price and the  screen size in ascending order of price. field: table: sort: show: criteria: or:  [5]",
+            "16": "16 0478/23/m/j/17 \u00a9 ucles 2017 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 international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download at www.cie.org.uk after  the live examination series. 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.blank page"
+        },
+        "0478_w17_qp_11.pdf": {
+            "1": "this document consists of 11 printed pages and 1 blank page. dc (nh/sw) 134256/4 \u00a9 ucles 2017  [turn over *1320964509* computer science  0478/11 paper 1 theory  october/november 2017  1 hour 45 minutes candidates answer on the question paper. no additional materials are required. no calculators allowed. read these instructions first write your centre number, candidate number and name in the spaces at the top of this page. write in dark blue or black pen. you may use an hb pencil for any diagrams, graphs or rough working. do not use staples, paper clips, glue or correction fluid. do not  write in any barcodes. answer all questions. no marks will be awarded for using brand names of software packages or hardware. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question. the maximum number of marks is 75.cambridge international examinations cambridge international general certificate of secondary education the syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificate.",
+            "2": "2 0478/11/o/n/17 \u00a9 ucles 2017 1 a washing machine has a small display screen built into it.  one use of the display screen is to show an error code when a problem has occurred with a  washing cycle.  (a) state whether the display screen is an input , output  or storage device .  ... [1]  (b) the display screen shows a hexadecimal error code: e04   this error code means that the water will not empty out of the washing machine.   convert this error code to binary. [3]  (c) state why hexadecimal is used to display the error code.  ...  ...  ...  ... [1]  (d) identify three  sensors that could be used in the washing machine.   state what each sensor could be used for. sensor 1  ... use  ...  ... sensor 2  ... use  ...  ... sensor 3  ... use  ...  ...  [6]",
+            "3": "3 0478/11/o/n/17 \u00a9 ucles 2017 [turn over 2 data files are stored in different file formats.  complete the table by providing a suitable file format for each file type. the first one has been  done for you. file type file format pictures .jpeg text sound video  [3] 3 (a) an example of a uniform resource locator (url) is: http://www.cie.org.uk/index.htm part 1 part 2 part 3   identify the three  parts that make up this url. part 1   part 2   part 3    [3]  (b) describe what is meant by an internet protocol (ip) address.  ...  ...  ...  ...  ...  ...  ...  ... [4]",
+            "4": "4 0478/11/o/n/17 \u00a9 ucles 2017 4 six components of a computer system and six descriptions are shown.  draw a line to match each component with the most suitable description.    component  description    arithmetic logic  unit (alu) buses control unit (cu) immediate access  store (ias) input/output registers  used to connect together  the internal components  of the cpu. used to carry out  calculations on data. used to temporarily hold  data and instructions  during processing. used to allow interaction  with the computer. used to hold data and  instructions before they  are processed. used to manage the flow  of data through the cpu.  [5]",
+            "5": "5 0478/11/o/n/17 \u00a9 ucles 2017 [turn over 5 (a) draw a logic circuit for the logic statement:   x = 1 if ((a is 1 and b is 1) or (a is not 1 and c is 1)) a b x c  [4]",
+            "6": "6 0478/11/o/n/17 \u00a9 ucles 2017  (b) draw the symbol for an xor  gate and explain the function of this logic gate. explanation  ...  ...  ...  ...  ...  ... [5] 6 describe the operation of a 2d scanner and a 3d scanner. 2d .  ..  ..  ..  ..  .. 3d .  ..  ..  ..  ..  ..  [6]",
+            "7": "7 0478/11/o/n/17 \u00a9 ucles 2017 [turn over 7 six statements about firewalls are shown.  tick (3) to show whether each statement is true or false . statement true (3)false (3) firewalls can monitor incoming and  outgoing traffic. firewalls operate by checking traffic against  a set of rules. firewalls cannot block access to a certain  website. firewalls can be software and hardware. firewalls can act as intermediary servers. firewalls can block unauthorised traffic.  [6]",
+            "8": "8 0478/11/o/n/17 \u00a9 ucles 2017 8 (a) data is valuable. it needs to be kept secure and it can easily be damaged.   give three  different ways that data can be accidentally damaged. 1    ... 2    ... 3    ...  [3]  (b) the secure socket layer (ssl) protocol can be used to securely transmit data in online  banking.   state three  other different applications that use ssl. application 1  . application 2  . application 3  .  [3]",
+            "9": "9 0478/11/o/n/17 \u00a9 ucles 2017 [turn over  (c) online banking is increasing in popularity.   online banking can be a risk as it can raise a number of security issues. ssl can be used as  a security method to make online banking safer.   identify and describe three  other security methods that could be used to make online banking  safer. security method 1  .  ...  ...  ... security method 2  .  ...  ...  ... security method 3  .  ...  ...  ...  [6]",
+            "10": "10 0478/11/o/n/17 \u00a9 ucles 2017 9 (a) optical storage media can be used to store data.   describe how the data is read from a compact disc (cd).  ...  ...  ...  ...  ...  ...  ...  ... [4]  (b) kamil wants to store a 16-bit colour image file. the image size is 1000 pixels.   calculate the size of the file.   give your answer in bytes . show your working. working  .  ...  ...  ... answer ... bytes  [2]  (c) describe the differences between primary and secondary storage.  ...  ...  ...  ...  ...  ...  ...  ... [4]",
+            "11": "11 0478/11/o/n/17 \u00a9 ucles 2017 10 six statements about assembly language are shown.  tick (3) whether the statement is true or false . statement true (3)false (3) assembly language uses mnemonic codes. assembly language programs do not need  a translator to be executed. assembly language is a low-level  programming language. assembly language is specific to the  computer hardware. assembly language is machine code. assembly language is often used to create  drivers for hardware.  [6]",
+            "12": "12 0478/11/o/n/17 \u00a9 ucles 2017 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 international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download at www.cie.org.uk after  the live examination series. 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.blank page"
+        },
+        "0478_w17_qp_12.pdf": {
+            "1": "this document consists of 12 printed pages. dc (nh/sw) 138025/2 \u00a9 ucles 2017  [turn over *0049796571* computer science  0478/12 paper 1 theory  october/november 2017  1 hour 45 minutes candidates answer on the question paper. no additional materials are required. no calculators allowed. read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen. you may use an hb pencil for any diagrams, graphs or rough working. do not use staples, paper clips, glue or correction fluid. do not  write in any barcodes. answer all questions. no marks will be awarded for using brand names of software packages or hardware. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question. the maximum number of marks is 75.cambridge international examinations cambridge international general certificate of secondary education the syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificate.",
+            "2": "2 0478/12/o/n/17 \u00a9 ucles 2017 1 a robot arm in a factory is programmed to move products.   the binary instructions to operate the robot arm are: operation binary instruction up 1 1 1 1 down 0 0 0 1 left 1 0 0 1 right 0 1 1 0 open 1 1 0 0 close 0 0 1 1  the instructions are entered as hexadecimal values.  an operator enters the values:     9   1   c   3   f  convert the values and write down the operation (e.g. right) carried out by the robot arm.  9  .  1  .  c  .  3  .  f  .  [5]",
+            "3": "3 0478/12/o/n/17 \u00a9 ucles 2017 [turn over 2 storage devices and storage media can be categorised as primary, secondary or off-line.  write primary , secondary  or off-line  next to each storage device or medium to indicate its most  suitable category.  hdd     ram     rom     cd-rom     ssd    dvd-ram    [6] 3 (a) explain the differences between the binary number system and the denary number system.  ...  ...  ...  ...  ...  ...  ...  ... [4]    (b) explain the process of converting the binary number 1010 into a denary number.  ...  ...  ...  ...  ...  ...  ...  ...  ...  ... [5]",
+            "4": "4 0478/12/o/n/17 \u00a9 ucles 2017 4 a file server is used as a central data store for a network of computers.  rory sends data from his computer to a file server that is approximately 100 metres away.  it is important that the data is transmitted accurately. rory needs to be able to read data from and  write data to the file server at the same time.  (a) (i) use ticks ( 3) to identify the most suitable data transmission methods for this application. method 1 tick  (3)method 2 tick  (3) serial simplex parallel half-duplex duplex  [2]   (ii) explain why your answer to part (a)(i)  is the most suitable data transmission.  ...  ...  ...  ...  ...  ...  ...  ... [4]",
+            "5": "5 0478/12/o/n/17 \u00a9 ucles 2017 [turn over  (b) identify and describe two methods of error checking that can be used to make sure that the  data stored after transmission is accurate. method 1  ...  ...  ...  ...  ...  ...  ...  ... method 2  ...  ...  ...  ...  ...  ...  ...  ... [6]",
+            "6": "6 0478/12/o/n/17 \u00a9 ucles 2017 5 raj is using the internet to do some online shopping. he visits a website that tells him that it uses  cookies.  (a) explain what is meant by the term cookies .  ...  ...  ...  ...  ...  ...  ...  ... [4]  (b)  give two examples of the use of cookies. example 1  .  ...  ... example 2  .  ...  ...  [2]",
+            "7": "7 0478/12/o/n/17 \u00a9 ucles 2017 [turn over 6 selma writes the following four answers in her computer science examination.  state which computer terms she is describing.  \u201cit is a signal. when the signal is received it tells the operating system that an event has occurred.\u201d selma is describing  ..  \u201cit takes source code written in a high level language and translates it into machine code.  it  translates the whole of the source code at once.\u201d selma is describing  ..  \u201cthe part of the central processing unit (cpu) that carries out calculations.\u201d selma is describing  ..  \u201cwhen data is transmitted, if an error is detected in the data received a signal is sent to ask for the  data to be retransmitted. this continues until the data received is correct.\u201d selma is describing  .. [4]",
+            "8": "8 0478/12/o/n/17 \u00a9 ucles 2017 7 draw a logic circuit to represent the logic statement:  x = 1 if (a is not 1 and b is 1) and (a is not 1 and c is not 1) or (b is 1 and c is 1) a b x c  [7]",
+            "9": "9 0478/12/o/n/17 \u00a9 ucles 2017 [turn over 8 (a) a computer has 2048  mb of ram.   how many gb of ram does the computer have?   show your working.  ...  ...  ...   ..gb  [2]  (b) describe one item that is stored in ram.  ...  ...  ... [2]  (c) explain three  ways that ram is different to rom. 1    ...  ... 2    ...  ... 3    ...  ... [3]",
+            "10": "10 0478/12/o/n/17 \u00a9 ucles 2017 9 anna has a farm that grows fruit.  she has a system that monitors the conditions for growing the fruit.  sensors are used in this system.  (a) explain what is meant by the term sensor .  ...  ...  ...  ... [2]  (b) state two sensors that could be used in this system and describe how they could be used. sensor 1  ... use  ...  ...  ...  ...  ... sensor 2  ... use  ...  ...  ...  ...  ...  [6]",
+            "11": "11 0478/12/o/n/17 \u00a9 ucles 2017 [turn over 10 (a) describe what is meant by transport layer security (tls).  ...  ...  ...  ...  ...  ... [3]  (b) name three  different applications of tls. 1   2   3    [3]",
+            "12": "12 0478/12/o/n/17 \u00a9 ucles 2017 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 international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download at www.cie.org.uk after  the live examination series. 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.11 complete the paragraphs choosing the correct five terms from the list. each term can only be  used once: \u2022 ethics \u2022 freeware \u2022 free software \u2022 hacking \u2022 malware \u2022 plagiarism \u2022 shareware \u2022 virus  taking another person\u2019s work from the internet and claiming it as your own is called   .  . it is possible to protect your work online with copyright.  one product that people may want to protect is software. . does allow  a person to share, copy and change software freely, but . does not  allow a person to do this legally. software that has a licence allowing free use for a trial period  is called   . the name given to this area of computer science is  .  . [5]"
+        },
+        "0478_w17_qp_13.pdf": {
+            "1": "this document consists of 11 printed pages and 1 blank page. dc (ce/sw) 152857 \u00a9 ucles 2017  [turn over *3002984728* computer science  0478/13 paper 1 theory  october/november 2017  1 hour 45 minutes candidates answer on the question paper. no additional materials are required. no calculators allowed. read these instructions first write your centre number, candidate number and name in the spaces at the top of this page. write in dark blue or black pen. you may use an hb pencil for any diagrams, graphs or rough working. do not use staples, paper clips, glue or correction fluid. do not  write in any barcodes. answer all questions. no marks will be awarded for using brand names of software packages or hardware. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question. the maximum number of marks is 75.cambridge international examinations cambridge international general certificate of secondary education the syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificate.",
+            "2": "2 0478/13/o/n/17 \u00a9 ucles 2017 1 a washing machine has a small display screen built into it.  one use of the display screen is to show an error code when a problem has occurred with a  washing cycle.  (a) state whether the display screen is an input , output  or storage device .  ... [1]  (b) the display screen shows a hexadecimal error code: e04   this error code means that the water will not empty out of the washing machine.   convert this error code to binary. [3]  (c) state why hexadecimal is used to display the error code.  ...  ...  ...  ... [1]  (d) identify three  sensors that could be used in the washing machine.   state what each sensor could be used for. sensor 1  ... use  ...  ... sensor 2  ... use  ...  ... sensor 3  ... use  ...  ...  [6]",
+            "3": "3 0478/13/o/n/17 \u00a9 ucles 2017 [turn over 2 data files are stored in different file formats.  complete the table by providing a suitable file format for each file type. the first one has been  done for you. file type file format pictures .jpeg text sound video  [3] 3 (a) an example of a uniform resource locator (url) is: http://www.cie.org.uk/index.htm part 1 part 2 part 3   identify the three  parts that make up this url. part 1   part 2   part 3    [3]  (b) describe what is meant by an internet protocol (ip) address.  ...  ...  ...  ...  ...  ...  ...  ... [4]",
+            "4": "4 0478/13/o/n/17 \u00a9 ucles 2017 4 six components of a computer system and six descriptions are shown.  draw a line to match each component with the most suitable description.    component  description    arithmetic logic  unit (alu) buses control unit (cu) immediate access  store (ias) input/output registers  used to connect together  the internal components  of the cpu. used to carry out  calculations on data. used to temporarily hold  data and instructions  during processing. used to allow interaction  with the computer. used to hold data and  instructions before they  are processed. used to manage the flow  of data through the cpu.  [5]",
+            "5": "5 0478/13/o/n/17 \u00a9 ucles 2017 [turn over 5 (a) draw a logic circuit for the logic statement:   x = 1 if ((a is 1 and b is 1) or (a is not 1 and c is 1)) a b x c  [4]",
+            "6": "6 0478/13/o/n/17 \u00a9 ucles 2017  (b) draw the symbol for an xor  gate and explain the function of this logic gate. explanation  ...  ...  ...  ...  ...  ... [5] 6 describe the operation of a 2d scanner and a 3d scanner. 2d .  ..  ..  ..  ..  .. 3d .  ..  ..  ..  ..  ..  [6]",
+            "7": "7 0478/13/o/n/17 \u00a9 ucles 2017 [turn over 7 six statements about firewalls are shown.  tick (3) to show whether each statement is true or false . statement true (3)false (3) firewalls can monitor incoming and  outgoing traffic. firewalls operate by checking traffic against  a set of rules. firewalls cannot block access to a certain  website. firewalls can be software and hardware. firewalls can act as intermediary servers. firewalls can block unauthorised traffic.  [6]",
+            "8": "8 0478/13/o/n/17 \u00a9 ucles 2017 8 (a) data is valuable. it needs to be kept secure and it can easily be damaged.   give three  different ways that data can be accidentally damaged. 1    ... 2    ... 3    ...  [3]  (b) the secure socket layer (ssl) protocol can be used to securely transmit data in online  banking.   state three  other different applications that use ssl. application 1  . application 2  . application 3  .  [3]",
+            "9": "9 0478/13/o/n/17 \u00a9 ucles 2017 [turn over  (c) online banking is increasing in popularity.   online banking can be a risk as it can raise a number of security issues. ssl can be used as  a security method to make online banking safer.   identify and describe three  other security methods that could be used to make online banking  safer. security method 1  .  ...  ...  ... security method 2  .  ...  ...  ... security method 3  .  ...  ...  ...  [6]",
+            "10": "10 0478/13/o/n/17 \u00a9 ucles 2017 9 (a) optical storage media can be used to store data.   describe how the data is read from a compact disc (cd).  ...  ...  ...  ...  ...  ...  ...  ... [4]  (b) kamil wants to store a 16-bit colour image file. the image size is 1000 pixels.   calculate the size of the file.   give your answer in bytes . show your working. working  .  ...  ...  ... answer ... bytes  [2]  (c) describe the differences between primary and secondary storage.  ...  ...  ...  ...  ...  ...  ...  ... [4]",
+            "11": "11 0478/13/o/n/17 \u00a9 ucles 2017 10 six statements about assembly language are shown.  tick (3) whether the statement is true or false . statement true (3)false (3) assembly language uses mnemonic codes. assembly language programs do not need  a translator to be executed. assembly language is a low-level  programming language. assembly language is specific to the  computer hardware. assembly language is machine code. assembly language is often used to create  drivers for hardware.  [6]",
+            "12": "12 0478/13/o/n/17 \u00a9 ucles 2017 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 international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download at www.cie.org.uk after  the live examination series. 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.blank page"
+        },
+        "0478_w17_qp_21.pdf": {
+            "1": "*9777315973* this document consists of 12 printed pages. dc (cw/sw) 131978/2 \u00a9 ucles 2017  [turn overcambridge international examinations cambridge international general certificate of secondary education computer science  0478/21 paper 2  problem-solving and programming  october/november 2017  1 hour 45 minutes candidates answer on the question paper. no additional materials are required. no calculators allowed. read these instructions first write your centre number, candidate number and name in the spaces at the top of this page. write in dark blue or black pen. you may use an hb pencil for any diagrams, graphs or rough working. do not use staples, paper clips, glue or correction fluid. do not  write in any barcodes. answer all questions. do not attempt tasks 1, 2 and 3  in the pre-release material; these are for information only. you are advised to spend no more than 40 minutes  on section a  (question 1). no marks will be awarded for using brand names of software packages or hardware. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question. the maximum number of marks is 50. the syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificate.",
+            "2": "2 0478/21/o/n/17 \u00a9 ucles 2017 section a you are advised to spend no longer than 40 minutes answering this section. here is a copy of the pre-release material. do not  attempt tasks 1, 2 and 3 now. use the pre-release material and your experience from attempting the tasks before the examination to  answer question 1. pre-release material a small airfield operates a flying club where people can take a short flight to see if they would like  flying lessons. the owner of the airfield has asked you to write a program to organise the flight  bookings. the airfield operates three different planes and offers either a 30 minute or a 60 minute  flight. the following table shows the tariff: length of flight 2 seater plane 4 seater plane historic plane 30 minutes $100 $120 $300 60 minutes $150 $200 $500 after each flight, 30 minutes must be allowed for refuelling and safety checks before the next flight  can take off. all planes offer both 30 minute and 60 minute flights, but, for the purpose of this activity,  they will not be mixed on a given day, e.g. the 2 seater will offer 30 minute flights only on one day  and 60 minute flights only on another day.  write and test a program for the owner of the airfield. \u2022 your program must include appropriate prompts for the entry of data. \u2022 error messages and other output need to be set out clearly and understandably. \u2022 all variables, constants and other identifiers must have meaningful names. you will need to complete these three tasks. each task must be fully tested. task 1 \u2013 work out the maximum income. assume that the flights take place between 08:00 and 18:00. write a program that will work out the  maximum income that can be generated by each plane in a day for each type of flight. the program  should allow you to: \u2022 input the type of plane \u2022 input the length of flight \u2022 calculate the maximum number of flights in a day \u2022 output the total possible income per day for the choice of plane and length of flight task 2 \u2013 record bookings. write a program to store bookings for each plane and to allow you to find which planes are available  at a given time slot during the day. the program should calculate the actual number of flights taken  by each plane in that day. task 3 \u2013 work out income. modify task 2 so that it will calculate the total amount of money taken in a day for each plane, as  well as the overall daily total for all three planes, and output the results.",
+            "3": "3 0478/21/o/n/17 \u00a9 ucles 2017 [turn over 1 (a) all variables, constants and other identifiers should have meaningful names.   (i) declare suitable arrays for each of the planes to store time slots booked.  ...  ...  ... [3]   (ii) name one variable and one constant you used for task 1  and state the purpose of each  one. variable  . purpose  .  ... constant   purpose  .  ...  [4]",
+            "4": "4 0478/21/o/n/17 \u00a9 ucles 2017  (b) write an algorithm to complete task 1 , using either  pseudocode, programming statements  or a flowchart.  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...",
+            "5": "5 0478/21/o/n/17 \u00a9 ucles 2017 [turn over  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ... [5]",
+            "6": "6 0478/21/o/n/17 \u00a9 ucles 2017  (c) describe how you could validate and test the inputs for task 1 .  ...  ...  ...  ...  ...  ...  ...  ... [4]  (d) explain how your program checks and displays whether any of the planes are available at a  given time of the day ( task 2 ). any programming statements used must be fully explained.  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ... [4]",
+            "7": "7 0478/21/o/n/17 \u00a9 ucles 2017 [turn over section b 2 this section of program code asks for 80 numbers between 100 and 1000 to be entered. it checks  that the numbers are in the correct range, and stores them in an array. it counts how many of the  numbers are larger than 500 and then outputs the result when the program is finished.  1 count = 0  2 for index = 1 to 80  3   input 'enter a number between 100 and 1000', number  4   while number = 99 and number = 1001  5     input 'this is incorrect, please try again', number  6   endwhile  7   num[80] = number  8   if number > 500 then count = count + 1  9  until index = 80  10 print index  11 print ' numbers were larger than 500'  there are four lines of code that contain errors.  state the line number for each error and write the correct code for that line.  error 1 line number . correct code    error 2 line number . correct code    error 3 line number . correct code    error 4 line number . correct code    [4]  ",
+            "8": "8 0478/21/o/n/17 \u00a9 ucles 2017 3 (a) explain the difference between a validation check and a verification check.  ...  ...  ... [2]  (b) describe, using an example, how data could be verified on data entry.  ...  ...  ... [2]  (c) explain what is meant by the term library routine.  ...  ...  ... [2] 4 (a) four  pseudocode descriptions and five pseudocode statements are shown. draw one line to  link each pseudocode description to the correct pseudocode statement. not all pseudocode  statements will be used.  pseudocode description  pseudocode statement  a loop that will iterate at least  once.  a conditional statement to deal  with many possible outcomes.  a loop that will iterate a set  number of times.  a conditional statement with  different outcomes for true  and false.   for\u2026to\u2026next if\u2026then\u2026else\u2026endif while\u2026do\u2026endwhile case\u2026of\u2026otherwise\u2026endcase repeat\u2026until  [4]",
+            "9": "9 0478/21/o/n/17 \u00a9 ucles 2017 [turn over  (b) write an algorithm in pseudocode, using a single loop, to print 50 names that have been  stored in an array.  ...  ...  ...  ...  ...  ...  ...  ...  ...  ... [3]",
+            "10": "10 0478/21/o/n/17 \u00a9 ucles 2017 5 the flowchart below represents a program routine. flag   0 count   1start endis name[count] > name[count + 1]? is count = 4? is flag = 0?no nonoyes yes yestemp    name[count] name[count]    name[count + 1] name[count + 1]    temp flag    1 count    count + 1",
+            "11": "11 0478/21/o/n/17 \u00a9 ucles 2017 [turn over  (a) the array used in the flowchart contains the following data: name[1] name[2] name[3] name[4] jamal amir eve tara   complete the trace table using the data given in the array. flag count name[1] name[2] name[3] name[4] temp jamal amir eve tara  [5]  (b) describe what the algorithm represented by the flowchart is doing.  ...  ... [2] question 6 begins on page 12. 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 international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download at www.cie.org.uk after  the live examination series. 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.",
+            "12": "12 0478/21/o/n/17 \u00a9 ucles 2017 6 a wildlife park has a database table, called livestock, to classify and record its animal species.  part of the database table is shown. species classification diet legs giraffe mammal herbivore 4 elephant mammal herbivore 4 crocodile reptile carnivore 4 ostrich bird omnivore 2 gorilla mammal herbivore 2 bear mammal omnivore 4 rhinoceros mammal herbivore 4 hippopotamus mammal herbivore 4 flamingo bird omnivore 2 lion mammal carnivore 4 turtle reptile omnivore 4 penguin bird carnivore 2  (a) suggest another appropriate field that could be added to this database by stating its name  and data type. state its purpose and give an example of the data it could contain. field name   data type  . purpose    ... example of data    [2]  (b) use the query-by-example grid below to provide a list of all four legged mammals that are  herbivores, sorted alphabetically by species, with only the species displayed. field: table: sort: show: criteria: or:  [4]"
+        },
+        "0478_w17_qp_22.pdf": {
+            "1": "*3781982019* this document consists of 10 printed pages and 2 blank pages. dc (cw/fd) 132152/3 \u00a9 ucles 2017  [turn overcambridge international examinations cambridge international general certificate of secondary education computer science  0478/22 paper 2  problem-solving and programming  october/november 2017  1 hour 45 minutes candidates answer on the question paper. no additional materials are required. no calculators allowed. read these instructions first write your centre number, candidate number and name in the spaces at the top of this page. write in dark blue or black pen. you may use an hb pencil for any diagrams, graphs or rough working. do not use staples, paper clips, glue or correction fluid. do not  write in any barcodes. answer all questions. do not attempt tasks 1, 2 and 3  in the pre-release material; these are for information only. you are advised to spend no more than 40 minutes  on section a  (question 1). no marks will be awarded for using brand names of software packages or hardware. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question. the maximum number of marks is 50. the syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificate.",
+            "2": "2 0478/22/o/n/17 \u00a9 ucles 2017 section a you are advised to spend no longer than 40 minutes answering this section. here is a copy of the pre-release material. do not  attempt tasks 1, 2 and 3 now. use the pre-release material and your experience from attempting the tasks before the examination to  answer question 1. pre-release material the owner of a river boat hire company wants to calculate the daily profits from hiring out 10 rowing  boats on the river. boats are numbered 1 to 10. boats can be hired for use between 10:00 and 17:00  every day. write and test a program for the owner.  \u2022 your program must include appropriate prompts for the entry of data.  \u2022 error messages and other output need to be set out clearly and understandably.  \u2022 all variables, constants and other identifiers must have meaningful names.  you will need to complete these three  tasks. each task must be fully tested. task 1 \u2013 calculate the money taken in a day for one boat. the cost of hiring a boat is $20 for one hour or $12 for half an hour. when a boat is hired the payment  is added to the money taken for the day. the running total of hours hired that day is updated and the  time when the boat must be returned is stored. at the end of the day the money taken and the total  hours hired is output. no boat can be hired before 10:00 or returned after 17:00. task 2 \u2013 find the next boat available. extend task 1 to work for all 10 rowing boats. use the data stored for each boat to find out how  many boats are available for hire at the current time. if no boats are available show the earliest time  that a boat will be available for hire.  task 3 \u2013 calculate the money taken for all the boats at the end of the day. at the end of the day use the data stored for each boat to calculate the total amount of money taken  and the total number of hours boats were hired that day. find out how many boats were not used  that day and which boat was used the most. provide a report for the owner to show this information.",
+            "3": "3 0478/22/o/n/17 \u00a9 ucles 2017 [turn over 1  (a) all variables, constants and other identifiers should have meaningful names.   (i)  for one variable that you have used to record the information about a single boat in  task  1, state the name, data type and its use. variable name  ... data type  ... use   [3]   (ii) state one constant and its value that you could have used for  task 1 . constant name  .. value  . [2]  (b) give two different validation checks you could have used for data entry in task  1. for each  check explain why it could be used and provide a set of data for testing. validation check 1  .  ... reason for choice  .  ... set of test data  .  ... validation check 2  .  ... reason for choice  .  ... set of test data  .  ... [6]",
+            "4": "4 0478/22/o/n/17 \u00a9 ucles 2017  (c) write an algorithm to complete task 3 , using either  pseudocode, programming statements  or a flowchart. you may assume task 2 has been completed.  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ... [5]",
+            "5": "5 0478/22/o/n/17 \u00a9 ucles 2017 [turn over  (d) explain how your program finds out how many boats are available for hire ( task 2 ).   any programming statements used must be fully explained.  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ... [4]",
+            "6": "6 0478/22/o/n/17 \u00a9 ucles 2017 section b 2 write an algorithm using either  pseudocode or a flowchart, to:  \u2022 input a positive integer  \u2022 use this value to set up how many other numbers are to be input  \u2022 input these numbers  \u2022 calculate and output the total and the average of these numbers.  ..  ..  ..  ..  ..  ..  ..  ..  ..  ..  ..  ..  ..  ..  ..  ..  ..  ..  ..  ..  ..  ..  .. [6]",
+            "7": "7 0478/22/o/n/17 \u00a9 ucles 2017 [turn over 3 the following diagram shows four data structures and four descriptions.  draw a line to connect each data structure to the correct description.   data structure  description constant       a collection of related data array       a value that can change whilst a  program is running table       a value that never changes whilst a  program is running variable       a series of elements of the same  data type  [3] 4 if \u2026 then \u2026 else \u2026 endif is one type of conditional statement used when writing  pseudocode.   identify and describe another  type of conditional statement that you could use when writing  pseudocode. give a reason why you would use this type of conditional statement. conditional statement  ..  ..  ..  .. description  ...  ..  ..  .. reason  .  ..  [4]",
+            "8": "8 0478/22/o/n/17 \u00a9 ucles 2017 5 (a) this flowchart checks a batch of 10 rice sacks for weight. sacks should weigh 50 kilograms  each. sacks weighing over 50.5 kilograms or less than 49.5 kilograms are rejected. the  number of sacks accepted and the number of sacks rejected is output. start accept reject count is count = 10?yes yes yesno no noinput sackcount count + 1accept + 10 0 0 endaccept reject reject + 1output accept, reject is sack < 49.5? is sack > 50.5?",
+            "9": "9 0478/22/o/n/17 \u00a9 ucles 2017 [turn over complete the trace table for the input data: 50.4, 50.3, 49.1, 50.3, 50.0, 49.5, 50.2, 50.3, 50.5, 50.6 accept reject count sack output [5]  (b) the size of the batch has increased to 50 sacks. it has been decided to only reject sacks that  are underweight.   state the changes that need to be made to the flowchart.  ...  ...  ...  ... [2]",
+            "10": "10 0478/22/o/n/17 \u00a9 ucles 2017 6 a database table, train, is to be set up for a railway company to keep a record of the engines  available for use. each engine has a unique number made up of 5 digits, nnnnn. the engines  are classified as freight (f) or passenger (p) together with a power classification that is a whole  number between 0 and 9, for example f8. the railway company keeps a record of the date of the  last service for each engine.   (a) identify the three  fields required for the database. give each field a suitable name and data  type. provide a sample of data that you could expect to see in the field. field 1 name   data type  .. data sample  . field 2 name   data type  .. data sample  . field 3 name   data type  .. data sample  . [6]  (b) state the field that you should choose as the primary key.  ... [1]  (c) using the query-by-example grid below, write a query to identify all passenger engines that  have not been serviced in the past 12 months. only display the engine  numbers. field: table: sort: show: criteria: or:  [3]",
+            "11": "11 0478/22/o/n/17 \u00a9 ucles 2017 blank page",
+            "12": "12 0478/22/o/n/17 \u00a9 ucles 2017 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 international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download at www.cie.org.uk after  the live examination series. 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.blank page"
+        },
+        "0478_w17_qp_23.pdf": {
+            "1": "*0495102828* this document consists of 12 printed pages. dc (lk) 150377 \u00a9 ucles 2017  [turn overcambridge international examinations cambridge international general certificate of secondary education computer science  0478/23 paper 2  problem-solving and programming  october/november 2017  1 hour 45 minutes candidates answer on the question paper. no additional materials are required. no calculators allowed. read these instructions first write your centre number, candidate number and name in the spaces at the top of this page. write in dark blue or black pen. you may use an hb pencil for any diagrams, graphs or rough working. do not use staples, paper clips, glue or correction fluid. do not  write in any barcodes. answer all questions. do not attempt tasks 1, 2 and 3  in the pre-release material; these are for information only. you are advised to spend no more than 40 minutes  on section a  (question 1). no marks will be awarded for using brand names of software packages or hardware. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question. the maximum number of marks is 50. the syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificate.",
+            "2": "2 0478/23/o/n/17 \u00a9 ucles 2017 section a you are advised to spend no longer than 40 minutes answering this section. here is a copy of the pre-release material. do not  attempt tasks 1, 2 and 3 now. use the pre-release material and your experience from attempting the tasks before the examination to  answer question 1. pre-release material a small airfield operates a flying club where people can take a short flight to see if they would like  flying lessons. the owner of the airfield has asked you to write a program to organise the flight  bookings. the airfield operates three different planes and offers either a 30 minute or a 60 minute  flight. the following table shows the tariff: length of flight 2 seater plane 4 seater plane historic plane 30 minutes $100 $120 $300 60 minutes $150 $200 $500 after each flight, 30 minutes must be allowed for refuelling and safety checks before the next flight  can take off. all planes offer both 30 minute and 60 minute flights, but, for the purpose of this activity,  they will not be mixed on a given day, e.g. the 2 seater will offer 30 minute flights only on one day  and 60 minute flights only on another day.  write and test a program for the owner of the airfield. \u2022 your program must include appropriate prompts for the entry of data. \u2022 error messages and other output need to be set out clearly and understandably. \u2022 all variables, constants and other identifiers must have meaningful names. you will need to complete these three tasks. each task must be fully tested. task 1 \u2013 work out the maximum income. assume that the flights take place between 08:00 and 18:00. write a program that will work out the  maximum income that can be generated by each plane in a day for each type of flight. the program  should allow you to: \u2022 input the type of plane \u2022 input the length of flight \u2022 calculate the maximum number of flights in a day \u2022 output the total possible income per day for the choice of plane and length of flight task 2 \u2013 record bookings. write a program to store bookings for each plane and to allow you to find which planes are available  at a given time slot during the day. the program should calculate the actual number of flights taken  by each plane in that day. task 3 \u2013 work out income. modify task 2 so that it will calculate the total amount of money taken in a day for each plane, as  well as the overall daily total for all three planes, and output the results.",
+            "3": "3 0478/23/o/n/17 \u00a9 ucles 2017 [turn over 1 (a) all variables, constants and other identifiers should have meaningful names.   (i) declare suitable arrays for each of the planes to store time slots booked.  ...  ...  ... [3]   (ii) name one variable and one constant you used for task 1  and state the purpose of each  one. variable  . purpose  .  ... constant   purpose  .  ...  [4]",
+            "4": "4 0478/23/o/n/17 \u00a9 ucles 2017  (b) write an algorithm to complete task 1 , using either  pseudocode, programming statements  or a flowchart.  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...",
+            "5": "5 0478/23/o/n/17 \u00a9 ucles 2017 [turn over  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ... [5]",
+            "6": "6 0478/23/o/n/17 \u00a9 ucles 2017  (c) describe how you could validate and test the inputs for task 1 .  ...  ...  ...  ...  ...  ...  ...  ... [4]  (d) explain how your program checks and displays whether any of the planes are available at a  given time of the day ( task 2 ). any programming statements used must be fully explained.  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ... [4]",
+            "7": "7 0478/23/o/n/17 \u00a9 ucles 2017 [turn over section b 2 this section of program code asks for 80 numbers between 100 and 1000 to be entered. it checks  that the numbers are in the correct range, and stores them in an array. it counts how many of the  numbers are larger than 500 and then outputs the result when the program is finished.  1 count = 0  2 for index = 1 to 80  3   input 'enter a number between 100 and 1000', number  4   while number = 99 and number = 1001  5     input 'this is incorrect, please try again', number  6   endwhile  7   num[80] = number  8   if number > 500 then count = count + 1  9  until index = 80  10 print index  11 print ' numbers were larger than 500'  there are four lines of code that contain errors.  state the line number for each error and write the correct code for that line.  error 1 line number . correct code    error 2 line number . correct code    error 3 line number . correct code    error 4 line number . correct code    [4]  ",
+            "8": "8 0478/23/o/n/17 \u00a9 ucles 2017 3 (a) explain the difference between a validation check and a verification check.  ...  ...  ... [2]  (b) describe, using an example, how data could be verified on data entry.  ...  ...  ... [2]  (c) explain what is meant by the term library routine.  ...  ...  ... [2] 4 (a) four  pseudocode descriptions and five pseudocode statements are shown. draw one line to  link each pseudocode description to the correct pseudocode statement. not all pseudocode  statements will be used.  pseudocode description  pseudocode statement  a loop that will iterate at least  once.  a conditional statement to deal  with many possible outcomes.  a loop that will iterate a set  number of times.  a conditional statement with  different outcomes for true  and false.   for\u2026to\u2026next if\u2026then\u2026else\u2026endif while\u2026do\u2026endwhile case\u2026of\u2026otherwise\u2026endcase repeat\u2026until  [4]",
+            "9": "9 0478/23/o/n/17 \u00a9 ucles 2017 [turn over  (b) write an algorithm in pseudocode, using a single loop, to print 50 names that have been  stored in an array.  ...  ...  ...  ...  ...  ...  ...  ...  ...  ... [3]",
+            "10": "10 0478/23/o/n/17 \u00a9 ucles 2017 5 the flowchart below represents a program routine. flag   0 count   1start endis name[count] > name[count + 1]? is count = 4? is flag = 0?no nonoyes yes yestemp    name[count] name[count]    name[count + 1] name[count + 1]    temp flag    1 count    count + 1",
+            "11": "11 0478/23/o/n/17 \u00a9 ucles 2017 [turn over  (a) the array used in the flowchart contains the following data: name[1] name[2] name[3] name[4] jamal amir eve tara   complete the trace table using the data given in the array. flag count name[1] name[2] name[3] name[4] temp jamal amir eve tara  [5]  (b) describe what the algorithm represented by the flowchart is doing.  ...  ... [2] question 6 begins on page 12. 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 international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download at www.cie.org.uk after  the live examination series. 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.",
+            "12": "12 0478/23/o/n/17 \u00a9 ucles 2017 6 a wildlife park has a database table, called livestock, to classify and record its animal species.  part of the database table is shown. species classification diet legs giraffe mammal herbivore 4 elephant mammal herbivore 4 crocodile reptile carnivore 4 ostrich bird omnivore 2 gorilla mammal herbivore 2 bear mammal omnivore 4 rhinoceros mammal herbivore 4 hippopotamus mammal herbivore 4 flamingo bird omnivore 2 lion mammal carnivore 4 turtle reptile omnivore 4 penguin bird carnivore 2  (a) suggest another appropriate field that could be added to this database by stating its name  and data type. state its purpose and give an example of the data it could contain. field name   data type  . purpose    ... example of data    [2]  (b) use the query-by-example grid below to provide a list of all four legged mammals that are  herbivores, sorted alphabetically by species, with only the species displayed. field: table: sort: show: criteria: or:  [4]"
+        }
+    },
+    "2018": {
+        "0478_m18_qp_12.pdf": {
+            "1": "*7599895984* this document consists of 12 printed pages. dc (lk/cgw) 161583/3 r \u00a9 ucles 2018  [turn overcomputer science  0478/12 paper 1  theory  february/march 2018  1 hour 45 minutes candidates answer on the question paper. no additional materials are required. no calculators allowed. read these instructions first write your centre number, candidate number and name in the spaces at the top of this page. write in dark blue or black pen. you may use an hb pencil for any diagrams, graphs or rough working. do not use staples, paper clips, glue or correction fluid. do not  write in any barcodes. answer all questions. no marks will be awarded for using brand names of software packages or hardware. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question. the maximum number of marks is 75.cambridge international examinations cambridge international general certificate of secondary education this syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificate.",
+            "2": "2 0478/12/f/m/18 \u00a9 ucles 2018 1 some types of software can be described as free software or freeware.  draw lines to link each description to a correct type of software. a description can be linked to  more than one type of software.  description type of software free to download free software code can be  modified and  redistributed freeware subject to copyright  legislation [2] 2 david has installed anti-virus software on his computer.  (a) state three  tasks carried out by anti-virus software. task 1  ...  ... task 2  ...  ... task 3  ...  ...  [3]",
+            "3": "3 0478/12/f/m/18 \u00a9 ucles 2018 [turn over  (b) david is still concerned that his computer might get infected by a computer virus.   state three  other ways in which david can reduce the risk of his computer getting a computer  virus. 1    ... 2    ... 3    ...  [3] 3 parity checks can be used to check for errors during data transmission.  one of the bytes has been transmitted incorrectly.  byte 1 byte 2 byte 3 byte 4 10110011 10101000 10110100 10110101  (a) state which byte was incorrectly transmitted.  ... [1]  (b) explain how you identified the incorrectly transmitted byte.  ...  ...  ...  ...  ...  ... [3]",
+            "4": "4 0478/12/f/m/18 \u00a9 ucles 2018 4 an air conditioning system is used to control the temperature in a hospital.   the air conditioning system uses temperature sensors and a microprocessor.  the temperature must remain between 21  \u00b0c and 24  \u00b0c.  describe how the sensors and the microprocessor are used to control the temperature of the  hospital.  ..  ..  ..  ..  ..  ..  ..  ..  ..  .. [6] 5 the ip address of a computer is stored as a set of four 8-bit binary numbers.  the network administrator converts each binary number into hexadecimal.  (a) complete the table to show the hexadecimal equivalent of the binary ip address.   the first number has already been converted.   binary ip address 11000100 00010000 11111110 00001001   hexadecimal  c4  [3]  (b) explain why the network administrator uses hexadecimal.  ...  ...  ...  ... [2] ",
+            "5": "5 0478/12/f/m/18 \u00a9 ucles 2018 [turn over 6 primary, secondary and off-line are types of storage.   give an example of each type of storage.  for each example state how it is used.  primary storage example  ... use  ...  ..  secondary storage example  ... use  ...  ..  off-line storage example  ... use  ...  ..  [6]",
+            "6": "6 0478/12/f/m/18 \u00a9 ucles 2018 7 (a) for this logic circuit: a bx c   complete the truth table. a b cworking spacex 0 0 0 0 0 1 0 1 0 0 1 1 1 0 0 1 0 1 1 1 0 1 1 1 [4]",
+            "7": "7 0478/12/f/m/18 \u00a9 ucles 2018 [turn over  (b) for this logic statement: x = 1 if (b is 1 or c is not 1) and ((a is not 1) and (b is 1 or c is 1))   draw a logic circuit. a b cx [6]  (c) complete the truth table for the logic statement given in part (b) . a b cworking spacex 0 0 0 0 0 1 0 1 0 0 1 1 1 0 0 1 0 1 1 1 0 1 1 1 [4]",
+            "8": "8 0478/12/f/m/18 \u00a9 ucles 2018 8 (a) three  descriptions and two methods of data transmission are given.   tick (\uf0fc) the correct box to show the method  of data transmission for each description. description method serial parallel multiple bits are sent  and received at the  same time. bits are sent one  at a time in a single  direction. bits are sent using a  single wire. data can  be sent or received, but  not at the same time. [3]  (b) three  descriptions and three  types of data transmission are given.   tick (\uf0fc) the correct box to show the type  of data transmission for each description. description type simplex half-duplex duplex multiple bits are sent  and received at the  same time. bits are sent one  at a time in a single  direction. bits are sent using a  single wire. data can  be sent or received, but  not at the same time. [3]",
+            "9": "9 0478/12/f/m/18 \u00a9 ucles 2018 [turn over 9 a 32-second sound clip will be recorded. the sound will be sampled 16000 times a second.  each sample will be stored using 8 bits.  calculate the file size in kilobytes. you must show all of your working.  file size . kb [3] 10 the table shows a segment of primary memory from a von neumann model computer. address contents 10001 11001101 10010 11110001 10011 10101111 10100 10000110 10101 00011001 10110 10101100  the program counter contains the data 10010.  (a) (i) state the data that will be placed in the memory address register (mar).  ... [1]   (ii) state the data that will be placed in the memory data register (mdr).  ... [1]",
+            "10": "10 0478/12/f/m/18 \u00a9 ucles 2018  (b) describe the stored program concept when applied to the von neumann model.  ...  ...  ...  ...  ...  ...  ...  ... [4] 11 miriam needs to use a large high-resolution photo as a thumbnail image on a website.   she will use lossy compression to reduce the file size of the photo to create the thumbnail image.  (a) state why a smaller file size is appropriate for this situation.  ...  ... [1]  (b) explain how lossy compression reduces the file size.  ...  ...  ...  ...  ...  ...  ...  ... [4]",
+            "11": "11 0478/12/f/m/18 \u00a9 ucles 2018 [turn over 12 a hospital stores the results of medical tests on a computer system. each patient is given a  wristband containing a unique barcode. the barcode is used every time the patient has a medical  test.  (a) explain two benefits of using barcodes in this situation. benefit 1  ...  ...  ...  ... benefit 2  ...  ...  ...  ... [4]  (b) describe how the barcode is read.  ...  ...  ...  ...  ...  ...  ...  ... [4]",
+            "12": "12 0478/12/f/m/18 \u00a9 ucles 2018 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 international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download at www.cie.org.uk after  the live examination series. 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.13 state four functions of an operating system. function 1    .. function 2    .. function 3    .. function 4    .. [4]"
+        },
+        "0478_m18_qp_22.pdf": {
+            "1": "*4259785415* this document consists of 11 printed pages and 1 blank page. dc (lk/cgw) 148974/2 \u00a9 ucles 2018  [turn overcambridge international examinations cambridge international general certificate of secondary education computer science  0478/22 paper 2  problem-solving and programming  february/march 2018  1 hour 45 minutes candidates answer on the question paper. no additional materials are required. no calculators allowed. read these instructions first write your centre number, candidate number and name in the spaces at the top of this page. write in dark blue or black pen. you may use an hb pencil for any diagrams, graphs or rough working. do not use staples, paper clips, glue or correction fluid. do not  write in any barcodes. answer all questions. do not attempt tasks 1, 2 and 3  in the pre-release material; these are for information only. you are advised to spend no more than 40 minutes  on section a  (question 1). no marks will be awarded for using brand names of software packages or hardware. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question. the maximum number of marks is 50. this syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificate.",
+            "2": "2 0478/22/f/m/18 \u00a9 ucles 2018 section a you are advised to spend no longer than 40 minutes answering this section. here is a copy of the pre-release material. do not  attempt tasks 1, 2 and 3 now. use the pre-release material and your experience from attempting the tasks before the examination to  answer question 1. pre-release material students in a school are allowed to choose extra subjects each year. students provide the school  administrator with their names and their subject choices. places in subject groups are allocated on a  \u2018first come, first served\u2019 basis. there are two classes of 30 students and they can each choose two  extra subjects from: \u2022 physics \u2022 chemistry \u2022 history \u2022 geography \u2022 computer science the maximum group size for each subject choice is 20 students and the minimum group size is 10  students. if more than 20 students choose a subject then that subject can be split into two groups.  each subject can have no more than two groups. if less than 10 students choose a subject then it  is not available that year. a program is required to show a summary of the number of students who  have chosen each subject, identify subject group sizes, produce subject group lists and identify  problems. write and test a program or programs for the school administrator.  \u2022 your program or programs must include appropriate prompts for the entry of data.  \u2022 error messages and other output need to be set out clearly and understandably.  \u2022 all variables, constants and other identifiers must have meaningful names.  you will need to complete these three  tasks. each task must be fully tested. task 1 \u2013 data entry and number of students who have chosen each subject. the school administrator enters the data for each student. write a program for task 1 to store this  data then calculate and output the number of students who have chosen each subject. task 2 \u2013 output subject group lists and identify problems. using your results from task 1, allocate students to subject groups. print out list(s) of student  names for each viable subject group. identify any subjects that are over or undersubscribed, identify  the students who have been allocated to one subject group only and those who have not been  allocated to any group. print out this information. task 3 \u2013 identify spare places in subject groups. using your results from task 2, print out the number of spare places for each subject. any group  that has fewer than 20 students has spare places. calculate the total number of spare places and  the total number of unallocated student choices. show whether the number of spare places available  is enough to cover the unallocated choices.",
+            "3": "3 0478/22/f/m/18 \u00a9 ucles 2018 [turn over 1 (a) all identifiers should have meaningful names.   (i)  state the name and data structure that you have used to record student names in task  1.  name  . data structure    [2]   (ii) state the name of one constant and the name of one variable that you could have used  in your programmed solution.    state the value that would be assigned to the constant. state the data type for the  variable. explain what each one would be used for in your programmed solution. constant name  .. value  . use    ... variable name  ... data type  ... use    ...  [6]  (b) explain how you would change your program for task 2  if the maximum group size for each  subject is increased to 25.  ...  ...  ...  ...  ...  ... [2]",
+            "4": "4 0478/22/f/m/18 \u00a9 ucles 2018  (c) write an algorithm to complete task 1 , using either  pseudocode, programming statements  or a flowchart.  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...",
+            "5": "5 0478/22/f/m/18 \u00a9 ucles 2018 [turn over  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ... [5]",
+            "6": "6 0478/22/f/m/18 \u00a9 ucles 2018  (d) explain how your program calculates the total number of spare places in task 3 . any  programming statements shown in your answer must be fully explained.  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ... [5]",
+            "7": "7 0478/22/f/m/18 \u00a9 ucles 2018 [turn over section b 2 an algorithm has been written in pseudocode to input some numbers and print out any numbers  that are greater than or equal to 100. the number 999 stops the algorithm.   input number   while numbers <> 999 do     if number > 100 then print number endif   endwhile   print number  (a) find the  four  errors in the pseudocode and suggest corrections. error 1  ... correction  .  ... error 2  ... correction  .  ... error 3  ... correction  .  ... error 4  ... correction  .  ...  [4]  (b) show, using pseudocode, how you would change the corrected algorithm to print out any  numbers between 100 and 200 inclusive.  ...  ...  ...  ...  ...  ...  ...  ... [2]",
+            "8": "8 0478/22/f/m/18 \u00a9 ucles 2018 3 this flowchart inputs the weight in kilograms of a passenger stepping into a lift. the lift can take a  maximum of eight passengers or a maximum weight of 640 kilograms. start endis totalweight > 640? is totalnumber > 8?input weighttotalweight  0 totalnumber  0 output 'lift overload , step out'nonoyes yestotalweight  totalweight + weight totalnumber  totalnumber + 1",
+            "9": "9 0478/22/f/m/18 \u00a9 ucles 2018 [turn over  complete the trace table for the passenger input data:  50, 70, 65, 100, 95, 50, 55, 85, 70, 75 weight totalweight totalnumber output  [4]",
+            "10": "10 0478/22/f/m/18 \u00a9 ucles 2018 4 a program checks if the weight of a baby is at least 2 kilograms.  give, with reasons, two different values of test data that could be used for the baby\u2019s weight.   each reason must be different. value 1  . reason  .  .. value 2  . reason  .  ..  [4] 5 explain the difference between the programming concepts of sequence  and selection . include  an example of a programming statement for each concept in your explanation.  ..  ..  ..  ..  ..  ..  ..  ..  .. [4]",
+            "11": "11 0478/22/f/m/18 \u00a9 ucles 2018 6 a database table, jewel, is used to keep a record of jewellery for sale in a shop. each item of  jewellery can be made of silver, platinum or gold metal. the shop stocks rings, bracelets and  necklaces. the number in stock and the price is also stored.  (a) identify the four fields required for the database. give each field a suitable name and data  type. explain why you chose the data type for each field. field 1 name    data type  . explanation  ...  ... field 2 name    data type  . explanation  ...  ... field 3 name    data type  . explanation  ...  ... field 4 name    data type  . explanation  ...  ...  [8]  (b) explain why none of these fields could be used as a primary key.  ...  ... [1]  (c) using the query-by-example grid below, write a query to identify the silver bracelets. only  display the number in stock and the price. field: table: sort: show: criteria: or:  [3]",
+            "12": "12 0478/22/f/m/18 \u00a9 ucles 2018 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 international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download at www.cie.org.uk after  the live examination series. 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.blank page"
+        },
+        "0478_s18_qp_11.pdf": {
+            "1": "*2772106825* this document consists of 11 printed pages and 1 blank page. dc (sr/sw) 163639/3 r \u00a9 ucles 2018  [turn overcomputer science  0478/11 paper 1  theory  may/june 2018  1 hour 45 minutes candidates answer on the question paper. no additional materials are required. no calculators allowed. read these instructions first write your centre number, candidate number and name in the spaces at the top of this page. write in dark blue or black pen. you may use an hb pencil for any diagrams, graphs or rough working. do not use staples, paper clips, glue or correction fluid. do not  write in any barcodes. answer all questions. no marks will be awarded for using brand names of software packages or hardware. any businesses described in this paper are entirely fictitious. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question. the maximum number of marks is 75. this syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificate.cambridge international examinations cambridge international general certificate of secondary education",
+            "2": "2 0478/11/m/j/18 \u00a9 ucles 2018 1 jane answers an examination question about computers and data correctly.   six different words or numbers have been removed from her answer.  complete the sentences in jane\u2019s answer, using the list given. not all items in the list need to be  used. \u2022 2 \u2022 10 \u2022 16 \u2022 analogue \u2022 binary \u2022 denary \u2022 digital \u2022 hexadecimal  as humans, we process \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026 data, but a computer cannot  process this type of data. for a computer to be able to process data it needs to be   converted to \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026 data.    as humans, we mostly use a \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026 number system;  this is a base \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026 number system.  computers use a \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026 number system;  this is a base \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026 number system.  [6] 2 dheeraj identifies three  hexadecimal numbers.  write the denary  number for each of the three hexadecimal numbers: 2a   101  ... 21e  ..  [3] working space  ..  ..  ..  ..  ..",
+            "3": "3 0478/11/m/j/18 \u00a9 ucles 2018 [turn over 3 the three binary numbers in the registers a, b and c have been transmitted from one computer to  another. parity bit register a 1 0 0 1 1 0 0 0 register b 0 1 1 0 0 1 1 1 register c 1 0 0 1 1 0 0 1  one binary number has been transmitted incorrectly. this is identified through the use of a parity  bit.  identify which register contains the binary number that has been transmitted incorrectly . explain  the reason for your choice. the binary number that has been transmitted incorrectly is in register  .. explanation  ..  ..  ..  ..  ..  ..  [4]",
+            "4": "4 0478/11/m/j/18 \u00a9 ucles 2018 4 michele wants to email a file to elsa. the file is too large so it must be compressed.  (a) name two types of compression that michele could use. compression type 1  .. compression type 2  ..  [2]  (b) the file michele is sending contains the source code for a large computer program.    identify which type of compression would be most suitable for michele to use.    explain your choice. compression type  .. explanation    ...  ...  ...  ...  ...  [4]",
+            "5": "5 0478/11/m/j/18 \u00a9 ucles 2018 [turn over 5 six components of the von neumann model for a computer system and six descriptions are  given.  draw a line to match each component to the most suitable description. component immediate  access store  (ias) register accumulator  (acc) buscontrol unit  (cu) arithmetic logic  unit (alu)description holds data and instructions when they are  loaded from main memory and are waiting  to be processed. holds data temporarily that is currently  being used in a calculation. manages the flow of data and interaction  between the components of the processor. pathway for transmitting data and  instructions.holds data or instructions temporarily  when they are being processed. carries out the calculations on data.  [5]",
+            "6": "6 0478/11/m/j/18 \u00a9 ucles 2018 6 consider the logic statement:  x = 1 if ((a is not 1 or b is 1) nor c is 1) nand ((a is 1 and c is 1) nor b is 1)  (a) draw a logic circuit to represent the given logic statement. a b cx  [6]  (b) complete the truth table for the given logic statement. a b cworking space x 0 0 0 0 0 1 0 1 0 0 1 1 1 0 0 1 0 1 1 1 0 1 1 1  [4]",
+            "7": "7 0478/11/m/j/18 \u00a9 ucles 2018 [turn over 7 translators, such as a compiler and an interpreter, are used when writing and running computer  programs.  describe how a compiler and an interpreter translates a computer program. compiler  ...  ..  ..  ..  ..  .. interpreter .  ..  ..  ..  ..  ..  [6]",
+            "8": "8 0478/11/m/j/18 \u00a9 ucles 2018 8 a supermarket uses a barcode scanner to read the barcodes on its products.  (a) describe how the barcode scanner reads the barcode.  ...  ...  ...  ...  ...  ...  ...  ...  [4]  (b) explain how the barcode system could help the supermarket manage its stock.  ...  ...  ...  ...  ...  ...  [3]  (c) an infrared touch screen is used to view and navigate the supermarket stock system.   explain how the infrared touch screen detects a user\u2019s touch.  ...  ...  ...  ...  ...  ...  ...  ...  [4]",
+            "9": "9 0478/11/m/j/18 \u00a9 ucles 2018 [turn over  (d) the supermarket uses secondary storage and off-line storage to store data about its stock.   explain what is meant by secondary storage and off-line storage. secondary storage  ...  ...  ...  ... off-line storage  .  ...  ...  ...  [4] 9 a business wants to use a biometric security system to control entry to the office.   the system will use a biometric device and a microprocessor.  explain how the biometric security system will make use of the biometric device and the  microprocessor to control entry to the office.  ..  ..  ..  ..  ..  ..  ..  ..  ..  ..  ..  ..  [6]",
+            "10": "10 0478/11/m/j/18 \u00a9 ucles 2018 10 rockict is a music business that has a website to allow customers to view and buy the products  it sells.  the website consists of web pages.  (a) describe what is meant by html structure and presentation for a web page.  ...  ...  ...  ...  ...  ...  ...  ... [4]  (b) the url for the music company\u2019s website is: https://www.rockict.net/index.htm part 2 part 1   (i) identify what part 1  and part 2 represent in this url. part 1    part 2     [2]   (ii) describe what is meant by https .  ...  ...  ...  ... [2]",
+            "11": "11 0478/11/m/j/18 \u00a9 ucles 2018  (c) when a customer enters the website, a message is displayed:   \u201crockict makes use of cookies. by continuing to browse you are agreeing to our use of  cookies.\u201d   explain why the music company uses cookies.  ...  ...  ...  ...  [2]  (d) the music company is concerned about the security of its website.    the company uses a proxy server as part of its security system.   describe the role of a proxy server in the security system.  ...  ...  ...  ...  ...  ...  ...  ...  [4]",
+            "12": "12 0478/11/m/j/18 \u00a9 ucles 2018 blank page permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the  publisher will be pleased to make amends at the earliest possible opportunity. to avoid the issue of disclosure of answer-related information to candidates, all copyright acknowledgements are reproduced online in the cambridge international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download at www.cie.org.uk after  the live examination series. 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."
+        },
+        "0478_s18_qp_12.pdf": {
+            "1": "*8003295921* this document consists of 11 printed pages and 1 blank page. dc (sc/sw) 150229/2 \u00a9 ucles 2018  [turn overcomputer science  0478/12 paper 1  theory  may/june 2018  1 hour 45 minutes candidates answer on the question paper. no additional materials are required. no calculators allowed. read these instructions first write your centre number, candidate number and name in the spaces at the top of this page. write in dark blue or black pen. you may use an hb pencil for any diagrams, graphs or rough working. do not use staples, paper clips, glue or correction fluid. do not  write in any barcodes. answer all questions. no marks will be awarded for using brand names of software packages or hardware. any businesses described in this paper are entirely fictitious. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question. the maximum number of marks is 75.cambridge international examinations cambridge international general certificate of secondary education this syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificate.",
+            "2": "2 0478/12/m/j/18 \u00a9 ucles 2018 1 different units of data can be used to represent the size of a file, as it changes in size.  fill in the missing units of data, using the list given: \u2022 byte \u2022 gigabyte (gb) \u2022 megabyte (mb) \u2022 nibble  the units of data increase in size from smallest to largest. smallest bit \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026.. \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026.. kilobyte (kb) \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026.. \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026.. largest terabyte (tb)  [4] 2 (a) nancy has captured images of her holiday with her camera. the captured images are stored  as digital photo files on her camera.   explain how the captured images are converted to digital photo files.  ...  ...  ...  ...  ...  ...  ...  ..  [4]",
+            "3": "3 0478/12/m/j/18 \u00a9 ucles 2018 [turn over  (b) nancy wants to email the photos to nadia.   many of the photos are very large files, so nancy needs to reduce their file size as much as  possible.   identify which type of compression would be most suitable for nancy to use. explain your  choice. compression type  . explanation  ...  ...  ...  ...  ...  ...  [4] 3 a stopwatch uses six digits to display hours, minutes and seconds.  the stopwatch is stopped at: 0 23 15 8 hours minutes seconds  an 8-bit register is used to store each pair of digits.  (a) write the 8-bit binary numbers that are currently stored for the hours , minutes  and seconds . hours minutes seconds  [3]",
+            "4": "4 0478/12/m/j/18 \u00a9 ucles 2018  (b) the stopwatch is started again and then stopped.   when the watch is stopped, the 8-bit binary registers show: hours 0 0 0 0 0 1 0 1 minutes 0 0 0 1 1 0 1 0 seconds 0 0 1 1 0 1 1 1   write the denary values that will now be shown on the stopwatch. hours minutes seconds  [3] 4 jafar is using the internet when he gets the message: \u201cd03, page is not available\u201d  jafar remembers that hexadecimal is often used to represent binary values in error codes.  convert the hexadecimal number in the error message into 12-bit binary.  [3]",
+            "5": "5 0478/12/m/j/18 \u00a9 ucles 2018 [turn over 5 the three binary numbers in the registers x, y and z have been transmitted from one computer to  another. parity bit register x 1 0 0 1 0 0 1 0 register y 1 1 1 0 0 1 1 1 register z 1 1 1 0 1 0 0 1  only one binary number has been transmitted correctly. this is identified through the use of a  parity bit.  identify which register contains the binary number that has been transmitted correctly . explain  the reason for your choice. the binary number that has been transmitted correctly is in register    explanation  ..  ..  ..  ..  ..  ..  [4]",
+            "6": "6 0478/12/m/j/18 \u00a9 ucles 2018 6 kelvin correctly answers an examination question about the von neumann model.  eight  different terms have been removed from his answer.  complete the sentences in kelvin\u2019s answer, using the list given.  not all items in the list need to be used. \u2022 accumulator (acc) \u2022 address bus \u2022 arithmetic logic unit (alu) \u2022 control unit (cu) \u2022 data bus \u2022 executed \u2022 fetches \u2022 immediate access store (ias) \u2022 memory address register (mar) \u2022 memory data register (mdr) \u2022 program counter (pc) \u2022 saved \u2022 transmits the central processing unit (cpu)   the data and instructions needed and stores them in the     to wait to be processed.  the    holds the address of the next instruction. this address is sent to the    . the data from this address is sent to the    .  the instruction can then be decoded and    . any calculations that are carried out on the data are done by the    . during calculations, the data is temporarily held in a register called the    .  [8]",
+            "7": "7 0478/12/m/j/18 \u00a9 ucles 2018 [turn over 7 consider the logic statement: x = 1 if ((a is 1 and b is not 1) nand c is 1) xor ((a is 1 and c is 1) or b is 1)  (a) draw a logic circuit to represent the given logic statement. a b x c  [6]  (b) complete the truth table for the given logic statement. a b cworking spacex 0 0 0 0 0 1 0 1 0 0 1 1 1 0 0 1 0 1 1 1 0 1 1 1  [4]",
+            "8": "8 0478/12/m/j/18 \u00a9 ucles 2018 8 dimitri is writing a computer program in a high-level language.  he needs to send just the machine code for the program to his friend, electronically.  it is important that the program is executed as quickly as possible.  identify which translator will be most suitable for dimitri to use. explain your choice. type of translator  . explanation  ..  ..  ..  ..  ..  ..  [4] 9 an advertisement in a magazine displays this barcode:  (a) identify this type of barcode.  ..  [1]  (b) explain how the data stored in this barcode is read.  ...  ...  ...  ...  ...  ...  ...  ..  [4]",
+            "9": "9 0478/12/m/j/18 \u00a9 ucles 2018 [turn over 10 alexandra has a new mobile device.  it has a touch screen that uses capacitive technology.  (a) describe how a capacitive touch screen registers alexandra\u2019s touch.  ...  ...  ...  ...  ...  ...  ...  ..  [4]  (b) alexandra is wearing gloves because it is cold.   she presses an icon on her touch screen but her action is not registered.   (i) explain why the touch screen will not register her touch.  ...  ...  ...  ..  [2]   (ii) alexandra does not want to remove her gloves.    explain how alexandra could use her mobile device whilst still wearing gloves.  ...  ...  ...  ..  [2]",
+            "10": "10 0478/12/m/j/18 \u00a9 ucles 2018 11 a factory uses a security system to control a security light. the system uses a sensor and a  microprocessor.  explain how the security system makes use of the sensor and the microprocessor to control the  security light.  ..  ..  ..  ..  ..  ..  ..  ..  ..  ..  ..  .  [6]",
+            "11": "11 0478/12/m/j/18 \u00a9 ucles 2018 12 (a) selma has some important personal information that she needs to email to her employer.   she wants to make sure that if the personal information is intercepted, it cannot be understood.   (i) state how selma could email her personal data more securely.  ..  [1]   (ii) describe how your chosen solution works.  ...  ...  ...  ...  ...  ...  ...  ...  ...  ..  [5]  (b) selma wants to make sure that the information received is correct.   a parity check can be used to detect errors.   describe another error detection method that can be used to check the information received  is correct. error detection method  . description    ...  ...  ...  [3]",
+            "12": "12 0478/12/m/j/18 \u00a9 ucles 2018 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 international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download at www.cie.org.uk after  the live examination series. 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.blank page"
+        },
+        "0478_s18_qp_13.pdf": {
+            "1": "*0557422193* this syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificate. this document consists of 11 printed pages and 1 blank page. dc (sc/cgw) 148529/3 \u00a9 ucles 2018  [turn overcambridge international examinations cambridge international general certificate of secondary education computer science  0478/13 paper 1  theory  may/june 2018  1 hour 45 minutes candidates answer on the question paper. no additional materials are required. no calculators allowed. read these instructions first write your centre number, candidate number and name in the spaces at the top of this page. write in dark blue or black pen. you may use an hb pencil for any diagrams, graphs or rough working. do not use staples, paper clips, glue or correction fluid. do not  write in any barcodes. answer all questions. no marks will be awarded for using brand names of software packages or hardware. any businesses described in this paper are entirely fictitious. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question. the maximum number of marks is 75.",
+            "2": "2 0478/13/m/j/18 \u00a9 ucles 2018 1 state five sensors that could be used in the following applications.  give a different  type of sensor for each application. application sensor weighing a baby in a hospital turning off a kettle when the water boils controlling an automatic door monitoring the air quality in an  aeroplane counting cars crossing a bridge  [5] 2 draw a line to connect each term to the correct application.  term  application  a telephone that can receive and transmit audio  signals simultaneously. a two-way radio (walkie-talkie) that can receive  and transmit messages, but not at the same time. simplex duplex half-duplexa microphone that transmits data to a midi  system.  [2]",
+            "3": "3 0478/13/m/j/18 \u00a9 ucles 2018 [turn over 3 three security issues that could affect users online are phishing , pharming  and spam .  explain what is meant by each security issue. phishing  ...  ..  ..  .. pharming  ..  ..  ..  .. spam    ..  ..  ..  [6]",
+            "4": "4 0478/13/m/j/18 \u00a9 ucles 2018 4 a company transmits data to external storage at the end of each day.  (a) parity checks can be used to check for errors during data transmission.   the system uses odd parity .   (i) tick (\u2713) to show for each of the received bytes whether they have been transmitted  correctly  or transmitted incorrectly . received byte transmitted  correctly (\u2713)transmitted  incorrectly (\u2713) 10001011 10101110 01011101 00100101  [4]   (ii) state one other method that could be used to check for transmission errors.  ..  [1]  (b) data can be transferred using parallel or serial data transmission.   (i) describe what is meant by parallel data transmission.  ...  ...  ...  ..  [2]   (ii) give one application of parallel data transmission.  ...  ..  [1]",
+            "5": "5 0478/13/m/j/18 \u00a9 ucles 2018 [turn over   (iii) explain why serial data transmission is normally used for transferring data over a long  distance.  ...  ...  ...  ..  [2]  (c) data transferred over a network is encrypted to improve data security.   the system uses 64-bit symmetric encryption.   (i) explain how encryption improves data security.  ...  ...  ...  ..  [2]   (ii) explain one method that could be used to increase the level of security provided by the  encryption.  ...  ...  ...  ..  [2]",
+            "6": "6 0478/13/m/j/18 \u00a9 ucles 2018 5 (a) convert the denary number 107 to binary.  ..  [1]  (b) represent the denary number 300 as it would be stored in a 12-bit binary register.  ..  [2]  (c) convert the denary number 179 to hexadecimal.  ..  [2] 6 one of the roles of an operating system is to deal with interrupts.  (a) explain the term interrupt.  ...  ...  ...  ..  [2]  (b) identify three  devices that make use of interrupts. device 1   device 2   device 3    [3]",
+            "7": "7 0478/13/m/j/18 \u00a9 ucles 2018 [turn over 7 a train station uses large touch screens to allow passengers to search for train information and  buy tickets.  (a) state three  benefits of using a touch screen in the train station. benefit 1  ...  ... benefit 2  ...  ... benefit 3  ...  ...  [3]  (b) the touch screens at the station use resistive touch technology.   describe how resistive touch technology works.  ...  ...  ...  ...  ...  ...  ...  ..  [4]",
+            "8": "8 0478/13/m/j/18 \u00a9 ucles 2018 8 a logic circuit is shown below. a xb c  (a) complete the truth table for the given logic circuit. a b cworking spacex 0 0 0 0 0 1 0 1 0 0 1 1 1 0 0 1 0 1 1 1 0 1 1 1  [4]",
+            "9": "9 0478/13/m/j/18 \u00a9 ucles 2018 [turn over  (b) draw a logic circuit corresponding to this logic statement: x = 1 if (a is not 1) or ((b is 1 or c is 1) and (b is not 1 or a is not 1)) a b cx  [6] 9 three types of translators are assemblers , compilers  and interpreters .  tick (\u2713) the appropriate boxes to show which statements apply to each type of translator. statementassembler (\u2713)compiler (\u2713)interpreter (\u2713) translates high- level language into  machine code provides error  diagnostics   translates whole  program to object  code in one  operation translates and  executes one line  of code at a time   [3]",
+            "10": "10 0478/13/m/j/18 \u00a9 ucles 2018 10 explain how an instruction is fetched in a computer based on the von neumann model.  ..  ..  ..  ..  ..  ..  ..  ..  ..  ..  ..  .  [6] 11 identify three  similarities between cds and dvds. 1  ...  .. 2  ...  .. 3  ...  ..  [3]",
+            "11": "11 0478/13/m/j/18 \u00a9 ucles 2018 12 an image is to be stored electronically.  the image is 256 pixels high by 200 pixels wide with a 16-bit colour depth.  calculate the file size of the image. you must show all of your working.  file size  .  kb [3] 13 describe the role of an internet service provider (isp).  ..  ..  ..  ..  ..  ..  ..  ..  ..  ..  ..  .  [6]",
+            "12": "12 0478/13/m/j/18 \u00a9 ucles 2018 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 international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download at www.cie.org.uk after  the live examination series. 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.blank page"
+        },
+        "0478_s18_qp_21.pdf": {
+            "1": "*1819492409* this document consists of 11 printed pages and 1 blank page. dc (nf) 148543/2 \u00a9 ucles 2018  [turn overcambridge international examinations cambridge international general certificate of secondary education computer science  0478/21 paper 2  problem-solving and programming  may/june 2018  1 hour 45 minutes candidates answer on the question paper. no additional materials are required. no calculators allowed. read these instructions first write your centre number, candidate number and name in the spaces at the top of this page. write in dark blue or black pen. you may use an hb pencil for any diagrams, graphs or rough working. do not use staples, paper clips, glue or correction fluid. do not  write in any barcodes. answer all questions. do not attempt tasks 1, 2 and 3  in the pre-release material; these are for information only. you are advised to spend no more than 40 minutes  on section a  (question 1). no marks will be awarded for using brand names of software packages or hardware. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question. the maximum number of marks is 50. this syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificate.",
+            "2": "2 0478/21/m/j/18 \u00a9 ucles 2018 section a you are advised to spend no longer than 40 minutes answering this section. here is a copy of the pre-release material. do not  attempt tasks 1, 2 and 3 now. use the pre-release material and your experience from attempting the tasks before the examination to  answer question 1. pre-release material a computer shop will build a computer from components to meet a customer\u2019s requirements. for  each request for a computer to be built, an estimate of the cost is produced. the component stock  level is checked; if all the components are in stock, a firm order to build the computer can be placed.  a program is required to work out the cost of the computer, update the stock levels and provide a  daily summary of orders for the shop owner. write and test a program or programs for the computer shop owner. \u2022 your program or programs must include appropriate prompts for the entry of data. \u2022 error messages and other output need to be set out clearly and understandably. \u2022 all variables, constants and other identifiers must have meaningful names. you will need to complete these three  tasks. each task must be fully tested. task 1 \u2013 produce an estimate. write a program for task 1 to calculate the cost of building a computer using these components. component choices prices in $ processor p3 / p5 / p7 100 / 120 / 200 ram 16 gb / 32  gb 75 / 150 storage 1 tb / 2  tb 50 / 100 screen 19\" / 23\" 65 / 120 case mini tower / midi tower 40 / 70 usb ports 2 ports / 4 ports 10 / 20 the customer makes a choice for each component and an estimate is produced. the estimate must  show a unique estimate number, the components chosen and the price of each component. the  estimate must also show the total cost of the computer, which is calculated as the sum of the cost of  the components chosen plus  20%. task 2 \u2013 place an order. using your estimate from task 1, check if the components required are in stock. if all the  components are in stock then update the stock levels. add the unique estimate number to the list  of order numbers. add the customer\u2019s details and today\u2019s date to the estimate details to finalise the  order. print two copies of the order, one for the customer and one for the shop. task 3 \u2013 summarise the day\u2019s orders. extend task 2 to provide an end of day summary showing the number of orders made, the total  number of each component sold and the value of the orders.",
+            "3": "3 0478/21/m/j/18 \u00a9 ucles 2018 [turn over 1 (a) all variables, constants and other identifiers should have meaningful names.   (i) you recorded information for the estimate of the cost of building a computer in task 1 .  give a data structure that you created for task 1 , its name, data type and use. data structure   name  . data type  ... use    ... [4]   (ii) describe the data structures that you have used in task 2 to record the customer details.  include sample data in the description.  ...  ...  ...  ...  ...  ...  ...  ..  [4]  (b) explain how your program for task 1  produces a unique estimate number.  ...  ...  ...  ..  [2]",
+            "4": "4 0478/21/m/j/18 \u00a9 ucles 2018  (c) write an algorithm for part of task 2 to check that the chosen processor  and chosen ram   are in stock, using either  pseudocode, programming statements or a flowchart. assume that   task  1 has been completed.  do not check the other components or produce the order.  ...  ...  ...  ...  ...  ...  ...  ...    ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ..  [5]",
+            "5": "5 0478/21/m/j/18 \u00a9 ucles 2018 [turn over  (d) explain how your program completes task 3 . any programming statements used in your  answer must be fully explained.  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ..  [5]",
+            "6": "6 0478/21/m/j/18 \u00a9 ucles 2018 section b 2 (a) write an algorithm to input 1000 numbers. count how many numbers are positive and how  many numbers are zero. then output the results. use either  pseudocode or a flowchart.  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ..  [6]",
+            "7": "7 0478/21/m/j/18 \u00a9 ucles 2018 [turn over  (b) give one change you could make to your algorithm to ensure initial testing is more  manageable.  ...  ..  [1] question 3 starts on page 8.",
+            "8": "8 0478/21/m/j/18 \u00a9 ucles 2018 3 the global trade item number (gtin-8) barcode has seven digits and a check digit.  this pseudocode algorithm inputs seven digits and calculates the eighth digit, then outputs the  gtin-8.  div(x,y) , finds the number of divides in division for example div(23,10)  is 2.  mod(x,y) , finds the remainder in division for example mod(23,10)  is 3.    for count  1 to 7       input number       digit(count)  number    next    sum  (digit(1)+digit(3)+digit(5)+digit(7))*3+digit(2)+digit(4)+digit(6)    if mod(sum,10) <> 0       then digit(8)  div(sum,10)*10 + 10 - sum       else digit(8)  0    endif    output \"gtin-8\"    for count  1 to 8       output digit(count)    next  (a) complete the trace table for the input data: 5, 7, 0, 1, 2, 3, 4 digit(1) digit(2) digit(3) digit(4) digit(5) digit(6) digit(7) digit(8) sum output   complete the trace table for the input data: 4, 3, 1, 0, 2, 3, 1 digit(1) digit(2) digit(3) digit(4) digit(5) digit(6) digit(7) digit(8) sum output [5]",
+            "9": "9 0478/21/m/j/18 \u00a9 ucles 2018 [turn over  (b) explain how you would change the algorithm to input eight digits (seven digits and the check  digit) and output if the check digit entered is correct or not.  ...  ...  ...  ...  ...  ...  ..  [3] question 4 starts on page 10.",
+            "10": "10 0478/21/m/j/18 \u00a9 ucles 2018 4 a programmer has written a routine to check that prices are below $10.00. these values are used  as test data.   10.00                 9.99                 ten  explain why each value was chosen. 10.00    ..  .. 9.99  ..  ..  .. ten    ..  .. [3] 5 explain the difference between the programming concepts of counting  and totalling .  include an example of a programming statement for each concept in your explanation.  ..  ..  ..  ..  ..  ..  ..  ..  .  [4]",
+            "11": "11 0478/21/m/j/18 \u00a9 ucles 2018 6 a database table, performance, is used to keep a record of the performances at a local  theatre. show number type title date sold out sn091 comedy an evening at home 01 sept yes sn102 drama old places 02 oct no sn113 jazz acoustic evening 03 nov no sn124 classical mozart evening 04 dec yes sn021 classical bach favourites 01 feb yes sn032 jazz 30 years of jazz 02 mar yes sn043 comedy street night 03 apr no sn054 comedy hoot 04 may no  (a) state the number of fields and records in the table. fields   records   [2]  (b) give two validation checks that could be performed on the show number  field. validation check 1  .  ... validation check 2  .  ... [2]  (c) using the query-by-example grid, write a query to identify jazz performances that are not sold  out. only display the date and the title. field: table: sort: show: criteria: or: [4]",
+            "12": "12 0478/21/m/j/18 \u00a9 ucles 2018 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 international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download at www.cie.org.uk after  the live examination series. 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.blank page"
+        },
+        "0478_s18_qp_22.pdf": {
+            "1": "this document consists of 11 printed pages and 1 blank page. dc (nh) 148633/2 \u00a9 ucles 2018  [turn over *7115246253* computer science  0478/22 paper 2  problem-solving and programming  may/june 2018  1 hour 45 minutes candidates answer on the question paper. no additional materials are required. no calculators allowed. read these instructions first write your centre number, candidate number and name in the spaces at the top of this page. write in dark blue or black pen. you may use an hb pencil for any diagrams, graphs or rough working. do not use staples, paper clips, glue or correction fluid. do not  write in any barcodes. answer all questions. do not attempt tasks 1, 2 and 3  in the pre-release material; these are for information only. you are advised to spend no more than 40 minutes  on section a  (question 1). no marks will be awarded for using brand names of software packages or hardware. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question. the maximum number of marks is 50. this syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificate.cambridge international examinations cambridge international general certificate of secondary education",
+            "2": "2 0478/22/m/j/18 \u00a9 ucles 2018 section a you are advised to spend no longer than 40 minutes answering this section. here is a copy of the pre-release material. do not  attempt tasks 1, 2 and 3 now. use the pre-release material and your experience from attempting the tasks before the examination to  answer question 1. pre-release material a farmer records the milk production of a herd of cows. every cow has a unique 3-digit identity  code. each cow can be milked twice a day, seven days a week. the volume of milk from each cow  is recorded in litres correct to one decimal place (yield) every time the cow is milked. the size of the  herd is fixed. at the end of the week the total and the average yield for each cow for that week is  calculated. the farmer identifies the cow that has produced the most milk that week. the farmer also identifies  any cows that have produced less than 12 litres of milk on four or more days that week. a program is required to record the yield for each cow every time it is milked, calculate the total  weekly volume of milk for the herd and the average yield per cow in a week. the program must also  identify the cow with the best yield that week and identify any cows with a yield of less than 12 litres  of milk for four or more days that week. write and test a program or programs for the farmer. \u2022 your program or programs must include appropriate prompts for the entry of data. \u2022 error messages and other output need to be set out clearly and understandably. \u2022 all variables, constants and other identifiers must have meaningful names. you will need to complete these three  tasks. each task must be fully tested. task 1 \u2013 record the yield. write a program for task 1 to record the milk yields for a week. the program records and stores the  identity code number and the yield every time a cow is milked. task 2 \u2013 calculate the statistics. using your recorded data from task 1, calculate and display the total weekly volume of milk for  the herd to the nearest whole litre. calculate and display the average yield per cow in a week to the  nearest whole litre. task 3 \u2013 identify the most productive cow and cows that are producing a low volume of milk. extend task 2 to identify and display the identity code number and weekly yield of the cow that has  produced the most milk. also identify and display the identity code numbers of any cows with a yield  of less than 12 litres of milk for four days or more in the week.",
+            "3": "3 0478/22/m/j/18 \u00a9 ucles 2018 [turn over 1 (a) all variables, constants and other identifiers should have meaningful names.   (i) state the name, the data type and the use of two variables that you have used in task 2 .  variable 1 name   data type  ... use   variable 2 name   data type  ... use    [2]   (ii) describe, with the aid of some sample data, the data structures that you have used to  record the data for the cows in task 1 .  ...  ...  ...  ...  ...  ...  ...  ... [4]  (b) explain how your program for task 1  ensures that each 3-digit identity code is unique.  ...  ...  ...  ... [2]",
+            "4": "4 0478/22/m/j/18 \u00a9 ucles 2018  (c) write an algorithm for task 2 , using either  pseudocode, programming statements or a  flowchart . assume that  task 1 has been completed.  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ... [5]",
+            "5": "5 0478/22/m/j/18 \u00a9 ucles 2018 [turn over  (d) (i) explain how your program for task 3 finds the cows with a daily yield of less than  12 litres of milk for four days or more in the week. any programming statements used in  your answer must be fully explained.  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ... [5]   (ii) explain how you would extend your program for task 3 to store  the identity code  number(s) of those cows with a yield of less than 12 litres of milk for four days or more in  the week.   ...  ...  ...  ...  ...  ... [2]",
+            "6": "6 0478/22/m/j/18 \u00a9 ucles 2018 section b 2 (a) draw a flowchart for an algorithm to input numbers. reject any numbers that are negative  and count how many numbers are positive. when the number zero is input, the process ends  and the count of positive numbers is output.  [6]",
+            "7": "7 0478/22/m/j/18 \u00a9 ucles 2018 [turn over  (b) explain the changes you will make to your algorithm to also count the negative numbers.  ...  ...  ...  ... [2] question 3 starts on page 8.",
+            "8": "8 0478/22/m/j/18 \u00a9 ucles 2018 3 this pseudocode algorithm inputs two non-zero numbers and a sign, and then performs the  calculation shown by the sign. an input of zero for the first number terminates the process.     input number1, number2, sign     while number1 <> 0        if sign = '+' then answer  number1 + number2 endif        if sign = '-' then answer  number1 - number2 endif        if sign = '*' then answer  number1 * number2 endif        if sign = '/' then answer  number1 / number2 endif        if sign <> '/' and sign <> '*' and sign <> '-' and sign <> '+'           then answer  0        endif        if answer <> 0 then output answer endif        input number1, number2, sign     endwhile  (a) complete the trace table for the input data:   5, 7, +, 6, 2, \u2013, 4, 3, *, 7, 8, ?, 0, 0, / number1 number2 sign answer output  [3]  (b) show how you could improve the algorithm written in pseudocode by writing an alternative  type of conditional statement in pseudocode.  ...  ...  ...  ...  ...  ...  ...  ...  ...  ... [3]",
+            "9": "9 0478/22/m/j/18 \u00a9 ucles 2018 [turn over 4 a programmer has written a routine to store the name, email address and password of a contributor  to a website\u2019s discussion group.  (a) the programmer has chosen to verify the name, email address and password.   explain why verification was chosen and describe how the programmer would verify this data.  ...  ...  ...  ...  ...  ...  ...  ...  ... [4]  (b) the programmer has also decided to validate the email address and the password.   describe validation checks that could be used. email address    ...  ... password  ..  ...  ...  [2]",
+            "10": "10 0478/22/m/j/18 \u00a9 ucles 2018 5 a program checks that the weight of a basket of fruit is over 1.00  kilograms and under  1.10 kilograms. weights are recorded to an accuracy of two decimal places and any weight not in  this form has already been rejected.  give three  weights as test data and for each weight state a reason for choosing it. all your reasons  must be different. weight 1   reason  ..  .. weight 2   reason  ..  .. weight 3   reason  ..  ..  [3]",
+            "11": "11 0478/22/m/j/18 \u00a9 ucles 2018 6 a database table, trees, is used to keep a record of the trees in a park. each tree is given a  unique number and is examined to see if it is at risk of dying. there are over 900 trees; part of the  database table is shown. tree number type map position age in years at risk tn091 acacia a7 250 y tn172 olive c5 110 n tn913 cedar b9 8 n tn824 banyan a3 50 y tn021 pine d5 560 y tn532 teak c8 76 y tn043 yew b1 340 n tn354 spruce d4 65 n tn731 elm b10 22 y tn869 oak c9 13 n tn954 pine e11 3 n  (a) state the number of fields in the table.  ... [1]  (b) the tree numbering system uses tn followed by three digits. the numbering system will not  work if there are over 1000 trees.   describe, with the aid of an example, how you could change the tree numbering system to  allow for over 1000 trees. existing tree numbers must not be changed.  ...  ...  ...  ... [2]  (c) using the query-by-example grid, write a query to identify at risk trees over 100 years old.  display only the type and the position on the map. field: table: sort: show: criteria: or:  [4]",
+            "12": "12 0478/22/m/j/18 \u00a9 ucles 2018 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 international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download at www.cie.org.uk after  the live examination series. 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.blank page"
+        },
+        "0478_s18_qp_23.pdf": {
+            "1": "this document consists of 11 printed pages and 1 blank page. dc (nh/fc) 148635/3 \u00a9 ucles 2018  [turn over *0574821219* computer science  0478/23 paper 2  problem-solving and programming  may/june 2018  1 hour 45 minutes candidates answer on the question paper. no additional materials are required. no calculators allowed. read these instructions first write your centre number, candidate number and name in the spaces at the top of this page. write in dark blue or black pen. you may use an hb pencil for any diagrams, graphs or rough working. do not use staples, paper clips, glue or correction fluid. do not  write in any barcodes. answer all questions. do not attempt tasks 1, 2 and 3  in the pre-release material; these are for information only. you are advised to spend no more than 40 minutes  on section a  (question 1). no marks will be awarded for using brand names of software packages or hardware. any businesses described in this paper are entirely fictitious. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question. the maximum number of marks is 50. this syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificate.cambridge international examinations cambridge international general certificate of secondary education",
+            "2": "2 0478/23/m/j/18 \u00a9 ucles 2018 section a you are advised to spend no longer than 40 minutes answering this section. here is a copy of the pre-release material. do not attempt tasks 1, 2 and 3 now. use the pre-release material and your experience from attempting the tasks before the examination to  answer question 1. pre-release material a car park has space for 100 cars and a barrier entrance and exit system. there is a display at the  entrance to show how many spaces are empty. cars are issued a ticket with a unique number on entry  and the time of issue is stored. the car park charges $1.50 per hour and the fee is paid at a machine  before leaving the car park. at the machine, the ticket number and departure time are entered; the fee is  calculated by the machine and the amount due is paid by the ticket holder. cars cannot stay overnight; the  system is reset at midnight. write and test a program or programs for the car park manager.  \u2022 your program or programs must include appropriate prompts for the entry of data.  \u2022 error messages and other output need to be set out clearly and understandably.  \u2022 all variables, constants and other identifiers must have meaningful names.  you will need to complete these three  tasks. each task must be fully tested. task 1 \u2013 operating the car park. the system is reset at midnight every day. set up a system using arrays and with suitable prompts that will carry out the following as cars enter or  leave the car park: on entry: \u2022 display the number of empty car park spaces \u2022 issue the next available ticket number \u2022 store the current time and the ticket number \u2022 display the updated number of empty car park spaces. on exit: \u2022 input a ticket number and departure time \u2022 output the amount of time the car stayed at the car park \u2022 delete the ticket number from the array \u2022 display the updated number of empty car park spaces. task 2 \u2013 working out the cost and daily takings. amend the program so that it will calculate the amount to be paid using a charge of $1.50 per hour, or  part of an hour (i.e. any amount of time into the next hour is charged for a whole hour). the amount to be  paid is displayed and is added to a running total for the day, before the ticket number is deleted from the  array. at the end of the day, the following information is displayed: \u2022 total daily takings \u2022 number of cars that have used the car park \u2022 average charge per car \u2022 average length of stay per car. task 3 \u2013 introducing parking restrictions. the car park manager decides to restrict the length of stay to a maximum of eight hours, and will charge  an extra $100 if a car overstays. modify your program to implement this change and ensure the driver is  aware of this extra charge. output the number of cars that have overstayed in a day.",
+            "3": "3 0478/23/m/j/18 \u00a9 ucles 2018 [turn over 1 (a) all variables, constants and other identifiers should have meaningful names.   (i) state the name, data type and use of two arrays you created for task 1 . array 1 name  . data type  ... use    ... array 2 name  . data type  ... use    ...  [4]   (ii) state the name, value and use of two constants you could have created for task 3 . constant 1 name   value  . use    ... constant 2 name   value  . use    ... [4]",
+            "4": "4 0478/23/m/j/18 \u00a9 ucles 2018  (b)  write an algorithm to perform the set up and \u2018on entry\u2019 part of task 1 , using either  pseudocode,  programming statements or a flowchart.  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ... [6]",
+            "5": "5 0478/23/m/j/18 \u00a9 ucles 2018 [turn over  (c) explain how your program calculates if a car has overstayed the permitted parking time and  how the charge is calculated and output (part of task 3 ). any programming statements you  use in your answer must be fully explained.  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ... [4]  (d) one of the inputs required \u2018on exit\u2019 in task 1  is ticket number. state two items of suitable test  data you could use to test your input validation and state why you chose them. test data 1   reason  .  ... test data 2   reason  .  ...  [2]",
+            "6": "6 0478/23/m/j/18 \u00a9 ucles 2018 section b 2 describe, using an example, the purpose of the following checks during data entry.  (a) validation check  ...  ...  ... [2]  (b) verification check  ...  ...  ... [2] 3 this section of program code reads the contents of the array, totals the numbers and prints out the  sum and average of the numbers. assume the array is full.  complete the four missing items by writing them in the spaces provided in this code.  1 numbers[1:30]  2 total = 0  3 ..  = 0  4 for count = 1 to .  5 number = numbers[count]  6 total = .  + number  7 counter = counter + 1  8 ..  count \t 9\t print \t\u2032the\tsum\tof\tthe\tnumbers \tyou\tentered \tis\t\u2032,\tnumber \t 10\t print \t\u2032the\taverage \tof\tthe\tnumbers \tyou\tentered \tis\t\u2032,\tnumber\t/\tcounter  [4]",
+            "7": "7 0478/23/m/j/18 \u00a9 ucles 2018 [turn over 4 an algorithm is written in pseudocode:     input number     if number > 100 \t\t\t\t\t\t\tthen\toutput\t\u2033the\tnumber\tis\ttoo\tlarge\u2033 \t\t\t\t\t\t\telse\toutput\t\u2033the\tnumber\tis\tacceptable\u2033     endif  (a) describe the purpose of the algorithm.  ...  ...  ...  ...  ... [2]  (b) (i) the algorithm only allows one attempt at inputting an acceptable value.    state how you would change the algorithm so that it continues until a suitable input is  supplied.  ...  ... [1]   (ii) re-write the algorithm in full, using pseudocode, to implement your answer to part (b)(i).  ...  ...  ...  ...  ...  ...  ...  ...  ...  ... [3]",
+            "8": "8 0478/23/m/j/18 \u00a9 ucles 2018 5 the flowchart allows a set of 10 numbers to be entered; it finds and outputs the largest of these  numbers. start counter counter is counter < 10 ? output max end+ 1input num is num > max ?yes yesmaxnumno nomax\u20131000.00 counter 0",
+            "9": "9 0478/23/m/j/18 \u00a9 ucles 2018 [turn over  (a) complete the trace table for the input data:   6.30, 18.62, 50.01, 3.13, 2.05, 50.10, 40.35, 30.69, 0.85, 17.30 max counter num output  [3]  (b) describe two different changes you should make to the flowchart to find the smallest number  instead of the largest number. change 1  ...  ... change 2  ...  ...  [2]",
+            "10": "10 0478/23/m/j/18 \u00a9 ucles 2018 6 a shop that sells copies of movies to the public has set up a new database table called 2018mov  to store some new releases. part of this table is given, showing the catalogue number, title, genres  and available formats (blu-ray, dvd or streaming) of each movie. catno title genre 1 genre 2 blu-ray dvd stream 18m01 battery rangers adventure fantasy yes no yes 18m02 golfwatch comedy drama yes no yes 18m03 chair 27 comedy drama yes yes no 18m04 wander woman action fantasy yes no yes 18m05 justine league action fantasy yes yes yes 18m06 that horror thriller yes yes no 18m07 insect dude action fantasy no yes no 18m08 dover beach action history no yes no 18m12 slow 25 action thriller no yes no 18m15 kongkers adventure fantasy no yes no 18m16 transducers: the last night action sci-fi yes yes yes 18m17 the pale tower fantasy sci-fi yes yes no 18m19 bea and the bute fantasy romance yes yes yes 18m21 the daddy action fantasy no no yes 18m22 planet wars: episode x sci-fi action yes no yes 18m23 guardians of the milky way action sci-fi yes yes yes 18m26 odin horror sci-fi no yes yes 18m27 that fantasy sci-fi no no yes 18m30 underneath action horror yes no no 18m31 debatable me animation action yes yes no  (a) state the number of records in this part of the table.  ... [1]  (b) (i) give the name of the field that should be used for the primary key.  ... [1]   (ii) state the reason for choosing this field for the primary key.  ...  ... [1]",
+            "11": "11 0478/23/m/j/18 \u00a9 ucles 2018  (c) complete the table to show the most appropriate data type for each field based on the data  shown in the table at the start of question 6. field data type catno title genre 1 stream  [2]  (d) list the output that would be given by this query-by-example. field: catno title genre 1 blu-ray dvd stream table: 2018mov 2018mov 2018mov 2018mov 2018mov 2018mov sort: show: 3 3 3 3 3 criteria: =\u201ccomedy\u201d or:  ...  ...  ...  ... [2] (e) using the query-by-example grid, write a query to identify all the movies that are categorised  as sci-fi and available to stream. only display the catalogue number and title of the film, with  the titles listed in alphabetical order. field: table: sort: show: criteria: or:  [4]",
+            "12": "12 0478/23/m/j/18 \u00a9 ucles 2018 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 international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download at www.cie.org.uk after  the live examination series. 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.blank page"
+        },
+        "0478_w18_qp_11.pdf": {
+            "1": "*6495622596* this document consists of 11 printed pages and 1 blank page. dc (nf/sw) 150228/3 \u00a9 ucles 2018  [turn overcomputer science  0478/11 paper 1  theory  october/november 2018  1 hour 45 minutes candidates answer on the question paper. no additional materials are required. no calculators allowed. read these instructions first write your centre number, candidate number and name in the spaces at the top of this page. write in dark blue or black pen. you may use an hb pencil for any diagrams, graphs or rough working. do not use staples, paper clips, glue or correction fluid. do not  write in any barcodes. answer all questions. no marks will be awarded for using brand names of software packages or hardware. any businesses described in this paper are entirely fictitious. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question. the maximum number of marks is 75. this syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificate.cambridge international examinations cambridge international general certificate of secondary education",
+            "2": "2 0478/11/o/n/18 \u00a9 ucles 2018 1 (a) computer files can be saved in different file formats.    four  file formats and four file types are given.   draw a line to match each file format to the most suitable file type.   .jpeg text file .mp3 .mp4 .txtimage file audio file video filefile format file type [3]  (b) jamelia wants to store an image file. the image has an 8-bit resolution and is 150 pixels by  100 pixels in size.   calculate the file size of the image. give your answer in kilobytes (kb). show all of your  working.  ...  ...  ...  ...  ...  ...   file size ...  kb [3]",
+            "3": "3 0478/11/o/n/18 \u00a9 ucles 2018 [turn over  (c) large files can be compressed to reduce their file size.   two types of compression that can be used are lossy and lossless.   explain how a file is compressed using lossless compression.  ...  ...  ...  ...  ...  ..  [3]  (d) the table contains four different file formats that use compression.   tick (\uf0fc) to show whether each file format uses lossy  or lossless  compression. file formatlossy (\uf0fc)lossless (\uf0fc) .jpeg .mp3 .mp4 .zip [4]",
+            "4": "4 0478/11/o/n/18 \u00a9 ucles 2018 2 (a) six binary or hexadecimal numbers and  six denary conversions are given.   draw a line to connect each binary or hexadecimal number to the correct denary conversion.   01001011 75binary or hexadecimal denary 4e 11011010 10011101 a7 1978 157 167 25 218 [5]  (b) hexadecimal is often used by computer programmers to represent binary values.   explain why computer programmers may choose to use hexadecimal.  ...  ...  ...  ..  [2]",
+            "5": "5 0478/11/o/n/18 \u00a9 ucles 2018 [turn over 3 a logic circuit is shown: a bx c  (a) complete the truth table for the given logic circuit. a b cworking spacex 0 0 0 0 0 1 0 1 0 0 1 1 1 0 0 1 0 1 1 1 0 1 1 1 [4]  (b) explain the difference between the functions of an and gate and an or gate.  ...  ...  ...  ...  ...  ..  [3]",
+            "6": "6 0478/11/o/n/18 \u00a9 ucles 2018 4 phishing and pharming are two examples of online security threats to a computer system.  (a) explain what is meant by phishing and pharming. phishing    ...  ...  ... pharming  ..  ...  ...  ... [4]  (b) identify two other online security threats to a computer system. security threat 1  ... security threat 2  ... [2]  (c) give two security measures that can help to protect a computer system from online security  threats. security measure 1  ... security measure 2  ... [2]",
+            "7": "7 0478/11/o/n/18 \u00a9 ucles 2018 [turn over 5 (a) five storage devices or media are listed in the table.   tick (\uf0fc) to show whether each storage device or media is an example of primary , secondary   or off-line  storage. storage device or mediaprimary (\uf0fc)secondary (\uf0fc)off-line (\uf0fc) external hdd ram internal ssd rom dvd [5]  (b) users can store their data on optical storage media.   explain how data is written to optical storage media.  ...  ...  ...  ...  ...  ...  ...  ..  [4]",
+            "8": "8 0478/11/o/n/18 \u00a9 ucles 2018  (c) a sports events company uses a digital camera attached to a drone (small flying system), to  video their events from the sky.   the video is stored as it is captured, on a device that is attached to the drone.   (i) circle the most suitable type of storage to store the video.    optical                                             magnetic                                             solid state [1]   (ii) explain the reasons for your choice in part (c)(i) .  ...  ...  ...  ..  [2] 6 two examples of output devices are a 3d printer and a 3d cutter.  (a) the table contains four statements about 3d printers and 3d cutters.   tick (\uf0fc) to show which statements apply to each output device, some statements may apply  to both output devices. statement3d printer (\uf0fc)3d cutter (\uf0fc) outputs a physical 3d product uses a high powered laser to create the output creates 3d prototypes uses layers of material to create the output [4]  (b) identify the software used to create the computerised designs for 3d printing.  ..  [1]",
+            "9": "9 0478/11/o/n/18 \u00a9 ucles 2018 [turn over  (c)  a digital light projector (dlp) is another example of an output device.   describe how a dlp displays an image.  ...  ...  ...  ...  ...  ..  [3] 7 computers can use different methods of transmission to send data from one computer to another.  parallel data transmission is one method that can be used.  (a) explain what is meant by parallel data transmission.  ...  ...  ...  ..  [2]  (b) give one  benefit and one drawback of parallel data transmission, compared to serial data  transmission, over short distances. benefit  ..  ...  ... drawback  ..  ...  ... [2]  (c) give one example where parallel data transmission is used.  ..  [1]",
+            "10": "10 0478/11/o/n/18 \u00a9 ucles 2018 8 kamil correctly answers an examination question about a number of internet terms.  six different terms have been removed from kamil\u2019s answer.  complete the sentences in kamil\u2019s answer, using the list given. not all terms in the list need to be  used. \u2022 browser \u2022 connection \u2022 domain name server (dns) \u2022 internet \u2022 internet service provider (isp) \u2022 ip address \u2022 mac address \u2022 network \u2022 protocol \u2022 uniform resource locator (url) \u2022 webpages \u2022 hypertext mark-up language (html)  a .. is a program that allows a user   to view ..  .  an .. is a company that provides a   connection to access the ..  .  the main .. that governs the   transmission of data using the internet is http.  the .. is provided by the network,   and given to each device on the network. [6]",
+            "11": "11 0478/11/o/n/18 \u00a9 ucles 2018 9 a sports stadium uses a pressure sensor and a microprocessor to monitor the number of people  entering the sports stadium. for the counter to increment the weight on the pressure sensor must  exceed 5  kg.  explain how the system uses the pressure sensor and the microprocessor to monitor the number  of people entering.  ..  ..  ..  ..  ..  ..  ..  ..  ..  .  [5] 10 personal computers (pcs) use an operating system.  explain why this type of computer needs an operating system.  ..  ..  ..  ..  ..  ..  ..  .  [4]",
+            "12": "12 0478/11/o/n/18 \u00a9 ucles 2018 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 international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download at www.cie.org.uk after  the live examination series. 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.blank page"
+        },
+        "0478_w18_qp_12.pdf": {
+            "1": "this document consists of 11 printed pages and 1 blank page. dc (leg/sw) 150227/2 \u00a9 ucles 2018  [turn overcambridge international examinations cambridge international general certificate of secondary education *6295625451* computer science  0478/12 paper 1 theory  october/november 2018  1 hour 45 minutes candidates answer on the question paper. no additional materials are required. no calculators allowed. read these instructions first write your centre number, candidate number and name in the spaces at the top of this page. write in dark blue or black pen. you may use an hb pencil for any diagrams, graphs or rough working. do not use staples, paper clips, glue or correction fluid. do not  write in any barcodes. answer all questions. no marks will be awarded for using brand names of software packages or hardware. any businesses described in this paper are entirely fictitious. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question. the maximum number of marks is 75. this syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificate.",
+            "2": "2 0478/12/o/n/18 \u00a9 ucles 2018 1 computers use a character set to convert text into binary.  one character set that can be used is ascii.  each letter in ascii can also be represented as a denary value.  (a) the word bus has the denary values: b u s 66 85 83   convert the denary values into 8-bit binary. 66 85 83  [3]  (b) each letter in ascii can also be represented as a hexadecimal value.   the word key has the 8-bit binary values: k e y 01001011 01000101 01011001   (i) convert the three 8-bit binary values into hexadecimal.    01001011  ...    01000101  ...    01011001  ...  [3]",
+            "3": "3 0478/12/o/n/18 \u00a9 ucles 2018 [turn over   (ii) give three  other uses of hexadecimal notation in computer science. 1 . 2 . 3 .  [3]   (iii) state two benefits of using hexadecimal notation to represent binary values. benefit 1    ... benefit 2    ...  [2] 2 a computer uses ram and rom to store data.  (a) the table contains three statements about ram or rom.   tick (\u2713) to show whether each statement describes ram  or rom . statementram (\u2713)rom (\u2713) stores the programs and data that are currently in use used to boot up the computer when power is turned on contents are retained when power is turned off  [3]  (b) circle the storage category that includes both ram and rom. primary                                             secondary                                              off-line  [1]  (c) explain what is meant by off-line storage.  ...  ...  ...  ... [2]",
+            "4": "4 0478/12/o/n/18 \u00a9 ucles 2018 3 a greenhouse uses a system to monitor the conditions that plants need to grow.  the inputs to the system are: inputbinary  valuecondition w1 window is open 0 window is closed t1 temperature >=26  \u00b0c 0 temperature <26  \u00b0c h1 humidity >=50% 0 humidity <50%  the system will sound an alarm when certain conditions are detected.  alarm (x) will sound (=1) when: window is closed and temperature >=26  \u00b0c or temperature <26  \u00b0c and humidity >=50%  draw a logic circuit to represent the system. w t x h  [5]",
+            "5": "5 0478/12/o/n/18 \u00a9 ucles 2018 [turn over 4 (a) identify three  security issues that can put a computer system at risk. security issue 1   security issue 2   security issue 3    [3]  (b) explain how a firewall can help to protect a computer system from security issues.  ...  ...  ...  ...  ...  ...  ...  ... [4] 5 (a) karina is taking her computer science examination. she has three  questions to answer  about output devices.   (i) for the first question she writes the answer:    \u201cit is a high powered laser that cuts materials such as thin metals or wood.\u201d    identify the output device that karina is describing.  ... [1]   (ii) for the second question she writes the answer:    \u201cthe screen is made up of blocks of red, green and blue pixels. the screen uses layers  of different types of liquid.\u201d    identify the output device that karina is describing.  ... [1]   (iii) for the third question she writes the answer:    \u201cit is responsible for powering and moving a motor in machinery, such as a robot arm in  a factory.\u201d    identify the output device that karina is describing.  ... [1]",
+            "6": "6 0478/12/o/n/18 \u00a9 ucles 2018  (b) karina correctly answers another examination question about some more output devices.    five different terms have been removed from her answer.   complete the sentences in karina\u2019s answer, using the list given. not all terms in the list need  to be used.   \u2022 3d   \u2022 digital light projector   \u2022 inkjet   \u2022 interactive whiteboard   \u2022 laser   \u2022 rotating   \u2022 scanning   \u2022 sliding   \u2022 speaker   \u2022 thermal bubble   an ... allows a user to write on a     surface using a pen, the text and drawings can then be captured and stored for later use.     an ... printer produces a hard     copy of a document using ... and     piezoelectric technology. a ...     printer uses a .. drum, and positive     and negative charges, to produce a hard copy of a document.  [5]",
+            "7": "7 0478/12/o/n/18 \u00a9 ucles 2018 [turn over 6 (a) many programmers write computer programs in high-level languages. the programs need to  be translated into machine code to be read by the computer.   state two types of translator that can be used. translator 1  ... translator 2  ...  [2]  (b) explain two reasons why a computer programmer may choose to write a program in a high- level language, rather than a low-level language. reason 1  ..  ...  ...  ... reason 2  ..  ...  ...  ...  [4]  (c) three  examples of computer code are given in the table.   tick (\u2713) to show whether each example of computer code is high-level language , assembly  language  or machine code . computer codehigh-level  language (\u2713)assembly  language (\u2713)machine  code (\u2713) 10110111 11001100 01011100 for x = 1 to 10 print x next x inp x sta x lda y  [3]",
+            "8": "8 0478/12/o/n/18 \u00a9 ucles 2018 7 six internet terms and six definitions are listed.  draw a line to connect each term to a correct definition.  internet term  definition browser internet service provider  (isp) hyper text transfer protocol  (http) uniform resource locator  (url) mac address ip addressa program that allows a user to view   webpages the main protocol that governs the   transmission of data using the internet the website address that is typed into the  address bar an address given to each device on a network.   it is provided by the network a unique address given to a device on a   network. it is provided by the manufacturer a company that provides a connection to   access the internet  [5] 8 describe the purpose of an interrupt in a computer system.  ..  ..  ..  ..  ..  ..  ..  .. [4]",
+            "9": "9 0478/12/o/n/18 \u00a9 ucles 2018 [turn over 9 (a) computers can transmit data using different methods.   describe the three  data transmission methods given.   (i) serial data transmission  ...  ...  ...  ... [2]   (ii) parallel data transmission  ...  ...  ...  ... [2]   (iii) duplex data transmission  ...  ...  ...  ... [2]",
+            "10": "10 0478/12/o/n/18 \u00a9 ucles 2018  (b) data can sometimes be corrupted when it is transmitted from one computer to another,  causing errors to be present in the data.   identify and describe three  methods of error detection that could be used to see if an error  has occurred. error detection method 1  .. description    ...  ...  ... error detection method 2  .. description    ...  ...  ... error detection method 3  .. description  .  ...  ...  ...  [9]",
+            "11": "11 0478/12/o/n/18 \u00a9 ucles 2018 10 a system uses ph sensors and a microprocessor to help monitor pollution in a river.   the ph of the water should be between 6 and 8. the system outputs an alert if the ph of the water  is not in this range.  explain how the system uses the ph sensors and the microprocessor to help monitor the pollution.  ..  ..  ..  ..  ..  ..  ..  ..  ..  .. [5]",
+            "12": "12 0478/12/o/n/18 \u00a9 ucles 2018 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 international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download at www.cie.org.uk after  the live examination series. 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.blank page"
+        },
+        "0478_w18_qp_13.pdf": {
+            "1": "*9632126149* this document consists of 11 printed pages and 1 blank page. dc (kn/sw) 150225/2 \u00a9 ucles 2018  [turn overcomputer science  0478/13 paper 1  theory  october/november 2018  1 hour 45 minutes candidates answer on the question paper. no additional materials are required. no calculators allowed. read these instructions first write your centre number, candidate number and name in the spaces at the top of this page. write in dark blue or black pen. you may use an hb pencil for any diagrams, graphs or rough working. do not use staples, paper clips, glue or correction fluid. do not  write in any barcodes. answer all questions. no marks will be awarded for using brand names of software packages or hardware. any businesses described in this paper are entirely fictitious. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question. the maximum number of marks is 75. this syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificate.cambridge international examinations cambridge international general certificate of secondary education",
+            "2": "2 0478/13/o/n/18 \u00a9 ucles 2018 1 there are six output devices and six descriptions shown.  draw a line to connect each output device to the most appropriate description. uses a high-intensity beam  of light shone through three layers  of changing pixels laser printerdescription device uses millions of micro mirrors to  reflect light through a lens uses plastic, resin or  powdered metal to generate a  physical output uses a static electric charge  on a rotating drum to  generate a physical output uses liquid ink to generate  a physical output uses a high-power laser to  generate a physical outputlcd projector digital light projector (dlp) inkjet printer 3d printer 2d cutter  [5]",
+            "3": "3 0478/13/o/n/18 \u00a9 ucles 2018 [turn over 2 parity checks and automatic repeat requests (arq) can be used to check for errors during data  transmission and storage.  (a) a system uses even parity . write the appropriate parity bit for each byte. parity bit 1 0 1 0 0 1 1 1 0 1 1 1 1 1 1 0 1 0 0 0 1 [2]  (b) explain how automatic repeat requests (arq) are used in data transmission and storage.  ...  ...  ...  ... [2]  (c) state one other method that could be used to check for transmission errors.    ... [1] 3 an elevator (lift) has a maximum weight limit of 2400  kg. the weight carried is monitored by a  sensor and a microprocessor.  describe how the sensor and the microprocessor are used to make sure the maximum weight  limit is not exceeded.  ..  ..  ..  ..  ..  ..  ..  ..  ..  ..  ..  .. [6]",
+            "4": "4 0478/13/o/n/18 \u00a9 ucles 2018 4 the mac address of a device is represented using hexadecimal.  a section of a mac address is shown. each pair of hexadecimal digits is stored using 8-bit binary.  (a) complete the table to show the 8-bit binary equivalents for the section of mac address. the  first number has already been converted. 6a ff 08 93 01101010 [3]  (b) explain why data is stored as binary in computers.   ...  ...  ...  ... [2] 5 data can be transferred using half-duplex serial transmission.  (a) describe serial transmission.  ...  ...  ...  ... [2]  (b) give one application of serial data transmission.  ...  ... [1]  (c) describe half-duplex data transmission.   ...  ...  ...  ... [2]",
+            "5": "5 0478/13/o/n/18 \u00a9 ucles 2018 [turn over 6 sarah stores data electronically.   describe three  methods that she could use to avoid loss of stored data. method 1  ..  ..  ..  .. method 2  ..  ..  ..  .. method 3  ..  ..  ..  ..  [6]",
+            "6": "6 0478/13/o/n/18 \u00a9 ucles 2018 7 david is writing a program using a high-level language. the program will be published and sold for  profit.  (a) david uses an interpreter when creating the computer program.   state three  features of an interpreter.  feature 1  ..  ... feature 2  ..  ... feature 3  ..  ...  [3]  (b) david compiles the program when he has completed it.   explain two benefits of compiling the program. benefit 1  ...  ...  ...  ... benefit 2  ...  ...  ...  ... [4]",
+            "7": "7 0478/13/o/n/18 \u00a9 ucles 2018 [turn over  (c) david needs to send a large section of the programming code as an email attachment.    he uses lossless compression to reduce the file size.   explain how the file size is reduced.  ...  ...  ...  ...  ...  ... [3]",
+            "8": "8 0478/13/o/n/18 \u00a9 ucles 2018 8 alice enters a url into a web browser to access a webpage.  (a) state what url represents.   u ...  r ...  l ...  [1]  (b) explain how the web browser uses the url to access the webpage.  ...  ...  ...  ...  ...  ...  ...  ... [4] 9 describe two differences between read only memory (rom) and random access memory  (ram). difference 1  ...  ..  ..  .. difference 2  ..  ..  ..  .. [4]",
+            "9": "9 0478/13/o/n/18 \u00a9 ucles 2018 [turn over 10 a logic circuit is shown: xa b c  (a) complete the truth table for the given logic circuit. a b cworking spacex 0 0 0 0 0 1 0 1 0 0 1 1 1 0 0 1 0 1 1 1 0 1 1 1 [4]",
+            "10": "10 0478/13/o/n/18 \u00a9 ucles 2018  (b) draw a logic circuit corresponding to the logic statement: x = 1 if ((a is 1 and b is 1) and (a is 1 or c is not 1)) or (b is 1 and c is not 1) a b x c    [6] 11 the fetch-execute cycle make use of registers.  (a) describe the role of the program counter (pc).   ...  ...  ...  ... [2]  (b) describe the role of the memory data register (mdr).   ...  ...  ...  ... [2]",
+            "11": "11 0478/13/o/n/18 \u00a9 ucles 2018 12 explain the difference between a musical instrument digital interface (midi) file and a mp3 file.  ..  ..  ..  ..  ..  ..  ..  .. [4] 13 state which types of storage device or media would be most suitable for these scenarios.  for each device or media, justify your choice.  (a) creating a backup of 150  gb of data.  ... justification  ...  ...    [2]  (b) storing applications on a tablet device.  ... justification  ...  ...    [2]  (c) storing a 1200  mb high-definition promotional movie about a new car. the movie is to be  given to people who are interested in buying a new car.  ... justification  ...  ...    [2]",
+            "12": "12 0478/13/o/n/18 \u00a9 ucles 2018 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 international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download at www.cie.org.uk after  the live examination series. 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.blank page"
+        },
+        "0478_w18_qp_21.pdf": {
+            "1": "*1687970821* this document consists of 14 printed pages and 2 blank pages. dc (sr/sg) 150262/3 \u00a9 ucles 2018  [turn overcambridge international examinations cambridge international general certificate of secondary education computer science  0478/21 paper 2  problem-solving and programming  october/november 2018  1 hour 45 minutes candidates answer on the question paper. no additional materials are required. no calculators allowed. read these instructions first write your centre number, candidate number and name in the spaces at the top of this page. write in dark blue or black pen. you may use an hb pencil for any diagrams, graphs or rough working. do not use staples, paper clips, glue or correction fluid. do not  write in any barcodes. answer all questions. do not attempt tasks 1, 2 and 3  in the pre-release material; these are for information only. you are advised to spend no more than 40 minutes  on section a  (question 1). no marks will be awarded for using brand names of software packages or hardware. any businesses described in this paper are entirely fictitious. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question. the maximum number of marks is 50. this syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificate.",
+            "2": "2 0478/21/o/n/18 \u00a9 ucles 2018 section a you are advised to spend no longer than 40 minutes answering this section. here is a copy of the pre-release material. do not  attempt tasks 1, 2 and 3 now. use the pre-release material and your experience from attempting the tasks before the examination to  answer question 1. pre-release material you are working at a local take-away shop and you have decided to write a program to track daily  takings and profit. here is the menu: menu item price french fries $2.00 1/4 pound burger $5.00 1/4 pound cheeseburger $5.55 1/2 pound burger $7.00 1/2 pound cheeseburger $7.50 medium pizza $9.00 medium pizza with extra toppings $11.00 large pizza $12.00 large pizza with extra toppings $14.50 garlic bread $4.50 write and test a program or programs. \u2022 your program or programs must include appropriate prompts for the entry of data.  \u2022 error messages and other output need to be set out clearly and understandably.  \u2022 all variables, constants and other identifiers must have meaningful names. you will need to complete these three  tasks. each task must be fully tested. task 1 \u2013 setting up the menu. set up a series of arrays to store the menu items and the prices, using the data supplied in the  menu. devise an item code for each menu item and store these in another array. output a new  menu including the item codes so that customers can place an order using the item codes. task 2 \u2013 placing an order. extend the program so that when a customer places their order from the menu you enter each item  code and the quantity. when the order is completely entered, a unique order code is generated.  display the order ensuring that the unique order code, menu items and quantities are shown, along  with the item prices and the total cost of the order. set up arrays for the day to store the unique order  code and the total cost of each order. task 3 \u2013 calculating daily takings and profit. 10% of the takings are profit. extend the program to display the total daily takings and profit. modify your program to allow you to enter the percentage of the takings that are profit. output the  total daily takings, the profit and the percentage used in the calculation.",
+            "3": "3 0478/21/o/n/18 \u00a9 ucles 2018 [turn over 1 (a) all arrays, variables, constants and other identifiers should have meaningful names.   (i) state the name, data type and use of two arrays you created for task 1 . array 1 name  .. data type   use .  ... array 2 name  .. data type   use .  ...  [4]   (ii) state the name, data type and use of two variables you have created for task 2 . variable 1 name  . data type   use .  ... variable 2 name  . data type   use .  ...  [4]",
+            "4": "4 0478/21/o/n/18 \u00a9 ucles 2018  (b)  write an algorithm to enter each item code and quantity. then when the order is completely  entered, generate a unique order code (part of task 2 ), using either  pseudocode,  programming statements or a flowchart. you should assume that task 1  has already been  completed.  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...",
+            "5": "5 0478/21/o/n/18 \u00a9 ucles 2018 [turn over  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ... [5]",
+            "6": "6 0478/21/o/n/18 \u00a9 ucles 2018  (c) explain how your program calculates the profit using your input (last part of task 3 ) with  variable profit percentage and outputs the results. any programming statements you use in  your answer must be fully explained.  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ... [4]",
+            "7": "7 0478/21/o/n/18 \u00a9 ucles 2018 [turn over  (d) state three  items of test data you could use in task 3 to test the input of the percentage profit  value and explain why you chose them.   your reasons must be different for each item of test data. test data 1  . reason  ..  ... test data 2  . reason  ..  ... test data 3  . reason  ..  ...  [3]",
+            "8": "8 0478/21/o/n/18 \u00a9 ucles 2018 section b 2 six terms associated with programming and six descriptions are listed.  draw a line to link each term with its most appropriate description.  term  description  top-down design  pre-written code to include in  your own program to carry out  a common task.  structure diagram  shows the steps representing  an algorithm using various  shapes of boxes.  flowchart  shows the hierarchy of the  different components which  make up a system.  pseudocode  shows the values of variables  as you manually test your  program.  library routine  breaks down a system into  successively smaller pieces.  trace table  describes a program using a  simplified high-level notation.  [5]",
+            "9": "9 0478/21/o/n/18 \u00a9 ucles 2018 [turn over 3 describe, giving a different example for each, the purpose of these validation checks used in  programming. range check    ..  .. example    ..  .. length check    ..  .. example    ..  .. type check  ...  ..  .. example    ..  ..  [6]",
+            "10": "10 0478/21/o/n/18 \u00a9 ucles 2018 4 an algorithm is written in pseudocode: total  0 for count  1 to 50   input num   total  total + num next count output total  (a) describe the purpose of the algorithm.  ...  ...  ...  ...  ...  ... [3]  (b) re-write the algorithm in pseudocode using a different type of loop.   ...  ...  ...  ...  ...  ...  ...  ...  ...  ... [3]  (c) describe how you could modify the original algorithm shown at the start of question 4, to  allow any number of inputs.  ...  ...  ...  ... [2]",
+            "11": "11 0478/21/o/n/18 \u00a9 ucles 2018 [turn over question 5 starts on page 12.",
+            "12": "12 0478/21/o/n/18 \u00a9 ucles 2018 5 the flowchart performs a mathematical process on a number input called testnum    div is used to represent integer division  e.g. 7 div 3 = 2 start endinput testnum output testnumis num = 1 ? is testnum / num = testnum div num  ? is flag = true ?flag true flag falsenum testnum \u2013 1 num num \u2013 1yes no yes yesno no  ",
+            "13": "13 0478/21/o/n/18 \u00a9 ucles 2018 [turn over  (a) complete the trace table for the input data: 7 flag testnum num output  [2]  (b) complete the trace table for the input data: 6 flag testnum num output  [2]  (c) state the purpose of the algorithm in the flowchart.  ...  ... [1]",
+            "14": "14 0478/21/o/n/18 \u00a9 ucles 2018 6 the database table, pcstock, is a part of the database in an electronics shop, showing some of  the desktop (dt), tablet (tb) and laptop (lt) computers they have in stock.  pcid screensize ram type hdd(gb) price dt303240 30 32 dt 4000 $5000.00 dt303220 30 32 dt 2000 $4500.00 dt301620 30 16 dt 2000 $4000.00 dt231610 23 16 dt 1000 $3000.00 lt191620 19 16 lt 2000 $3000.00 lt171610 17 16 lt 1000 $2500.00 dt230820 23 8 dt 2000 $2000.00 dt190810 19 8 dt 1000 $1500.00 lt190810 19 8 lt 1000 $1500.00 lt170805 17 8 lt 500 $1200.00 dt230420 23 4 dt 2000 $1000.00 dt190410 19 4 dt 1000 $750.00 lt190410 19 4 lt 1000 $950.00 tb100206 10 2 tb 64 $200.00  (a) complete the table to show the most appropriate data type for each field based on the data  shown in the table at the start of question 6. field data type pcid screensize type price   [2]    (b) using the query-by-example grid, write a query to identify all the desktop computers with a  hard drive larger than 1000  gb. all fields in the table should be shown, sorted in descending  order by price. field: table: sort: show: criteria: or:  [4]",
+            "15": "15 0478/21/o/n/18 \u00a9 ucles 2018 blank page",
+            "16": "16 0478/21/o/n/18 \u00a9 ucles 2018 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 international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download at www.cie.org.uk after  the live examination series. 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.blank page"
+        },
+        "0478_w18_qp_22.pdf": {
+            "1": "*0823014951* this document consists of 11 printed pages and 1 blank page. dc (nf/sg) 150276/4 \u00a9 ucles 2018  [turn overcambridge international examinations cambridge international general certificate of secondary education computer science  0478/22 paper 2  problem-solving and programming  october/november 2018  1 hour 45 minutes candidates answer on the question paper. no additional materials are required. no calculators allowed. read these instructions first write your centre number, candidate number and name in the spaces at the top of this page. write in dark blue or black pen. you may use an hb pencil for any diagrams, graphs or rough working. do not use staples, paper clips, glue or correction fluid. do not  write in any barcodes. answer all questions. do not attempt tasks 1, 2 and 3  in the pre-release material; these are for information only. you are advised to spend no more than 40 minutes  on section a  (question 1). no marks will be awarded for using brand names of software packages or hardware. any businesses described in this paper are entirely fictitious. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question. the maximum number of marks is 50. this syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificate.",
+            "2": "2 0478/22/o/n/18 \u00a9 ucles 2018 section a you are advised to spend no longer than 40 minutes answering this section. here is a copy of the pre-release material. do not attempt tasks 1, 2 and 3 now. use the pre-release material and your experience from attempting the tasks before the examination to  answer question 1. pre-release material a junior park run event is held every week on a saturday morning in a local park over a distance of  two kilometres. children between the ages of 4 and 14 inclusive can register to take part. children  register with their name and age. when they register, they are allocated a unique identification  number of four digits; the last digit is a check digit. once registered a child can take part in junior  park run events for a year. for each event, the organisers record the time each child takes to run two kilometres. their time is  stored for every event they complete and the number of runs they have completed is updated by  one. if their time is faster than their personal best (pb) time, their pb time is updated. when a child  has completed 11 runs, they are awarded a half-marathon wristband. when a child has completed  22 runs, they are awarded a full-marathon wristband. a program is required to update the children\u2019s data, update pb times if necessary, and decide if a  wristband is to be awarded. the program also needs to identify the fastest child at this event for  each of the age ranges: 4 to 6, 7 to 10 and 11 to 14. write and test a program or programs for the park run organiser. \u2022 your program or programs must include appropriate prompts for the entry of data. \u2022 error messages and other output need to be set out clearly and be understandable. \u2022 all variables, arrays, constants and other identifiers must have meaningful names. you will need to complete these three  tasks. each task must be fully tested. task 1 \u2013 registering to take part. write a program to set up arrays to store the data for 20 children. on registration, each child must  be allocated a unique identification number of four digits; the last digit is a check digit. the unique  identification number, age in years and name for each child is recorded and stored on registration.  the pb time and the number of runs are initialised to zero and these values stored on registration.  their pb time is stored as minutes correct to two  decimal places. task 2 \u2013 recording the times. extend your program to record the unique identification number and to input the start time and finish  time for every child completing the junior park run event. calculate and store the time each child  took to complete the run. a registered child does not have to compete in each event. only one time  per child is recorded during an event. task 3 \u2013 updating the children\u2019s data and identifying the fastest child for each age range. extend your program to update the number of runs and the pb time if necessary for every child  completing the junior park run event. check if any half- or full-marathon wristbands need to be  awarded. output the names and the type of wristbands. output the names and the times of the  fastest child at this event for each of the age ranges 4 to 6, 7 to 10 and 11 to 14.",
+            "3": "3 0478/22/o/n/18 \u00a9 ucles 2018 [turn over 1 (a) all variables, arrays, constants and other identifiers should have meaningful names.   (i) state the name of one variable you have used for task 3 .    give the data type for the variable. state what it is used for. variable name  ... data type  ... use   [3]   (ii) describe the arrays that you have used to store the data for the children in task 1 .    include the name, data type and its use for each array.  ...  ...  ...  ...  ...  ...  ...  ...  ...  ..  [5]  (b) explain how you ensured that each identification number entered in task 1  was unique and  included a correct check digit.  ...  ...  ...  ...  ...  ...  ...  ..  [4]",
+            "4": "4 0478/22/o/n/18 \u00a9 ucles 2018  (c) write an algorithm for task 2 , using either  pseudocode, programming statements or a  flowchart. you should assume that task 1  has already been completed.  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...",
+            "5": "5 0478/22/o/n/18 \u00a9 ucles 2018 [turn over  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ..  [4]",
+            "6": "6 0478/22/o/n/18 \u00a9 ucles 2018  (d) explain how your program identifies and outputs the names and times of the fastest runner  for each age range in task 3 . any programming statements used in your answer must be  fully explained. do not  include the wristband check or pb time update.  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ..  [4]",
+            "7": "7 0478/22/o/n/18 \u00a9 ucles 2018 [turn over section b 2 (a) write an algorithm, using pseudocode, to input three different numbers, multiply the two  larger numbers together and output the result . use the variables: number1 , number2  and  number3  for your numbers and answer  for your result.  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ..  [5]  (b) give two sets of test data to use with your algorithm in part (a)  and explain why you chose  each set. test data set 1  .. reason  .  ... test data set 2  .. reason  .  ... [4]",
+            "8": "8 0478/22/o/n/18 \u00a9 ucles 2018 3 four  programming concepts and four descriptions are shown.  draw a line to connect each programming concept to the most appropriate description. functionprocedurestructure  diagramlibrary routinea subroutine that does not  have to return a value. a standard subroutine that is  available for immediate use. a subroutine that always  returns a value. an overview of a program or  subroutine.programming concept description [3] 4 a programmer wants to test that the readings from 2000 electricity meters are greater than 400  units and less than 900 units. the programmer uses selection and repetition statements as part of  the program.  explain, using programming statements, how selection and repetition could be used in this  program. selection  ..  ..  ..  ..  .. repetition  .  ..  ..  ..  ..  ..  ..  .. [4]",
+            "9": "9 0478/22/o/n/18 \u00a9 ucles 2018 [turn over blank page question 5 starts on page 10.",
+            "10": "10 0478/22/o/n/18 \u00a9 ucles 2018 5 the flowchart checks the level of chlorine and the depth of water compared to the height of the  swimming pool. error messages are output if a problem is found. no no no no yesyes yes yes yes nooutput \"too little chlorine add more chlorine\"output \"too much chlorine add more water\"output \"water too shallow\"output \"water too deep\"input height, depth, chlorine output \"pool ok to use\"start endis depth < height/3  ? is chlorine >3 ? is chlorine <1 ? is ok = true  ?is depth > height/2  ?oktrue okfalse",
+            "11": "11 0478/22/o/n/18 \u00a9 ucles 2018 [turn over  (a) complete the trace tables for each set of input data.   input data: 6, 2.5, 2 height depth chlorine ok output   input data: 4, 3, 1.5 height depth chlorine ok output   input data: 6, 3.5, 4 height depth chlorine ok output [6]  (b) identify a problem with the algorithm that the flowchart represents.  ...  ..  [1]",
+            "12": "12 0478/22/o/n/18 \u00a9 ucles 2018 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 international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download at www.cie.org.uk after  the live examination series. 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.6 a database table, portrait, is used to keep a record of the portraits available from a photographic  studio. each portrait has a unique reference number picnnn, where n is a single digit, for example  pic123. the studio keeps a record of the size (for example 20  \u00d7 15), the type (black and white or  colour), and the price in dollars.  (a) complete the table to show the most appropriate data type for each of the fields. field data type reference number size type price in $ [4]  (b) the results from the query-by-example grid should show the reference number, price, type  and size of all portraits under $50. identify the  three  errors in the query-by-example grid. field: reference no price in $ type size table: portrait portrait portrait portrait sort: show: \uf0fc \uf0fc \uf0fc criteria: >50.00 or: error 1  ...  ... error 2  ...  ... error 3  ...  ... [3]"
+        },
+        "0478_w18_qp_23.pdf": {
+            "1": "*1214679873* this document consists of 11 printed pages and 1 blank page. dc (ce) 150280/3 \u00a9 ucles 2018  [turn overcambridge international examinations cambridge international general certificate of secondary education computer science  0478/23 paper 2  problem-solving and programming  october/november 2018  1 hour 45 minutes candidates answer on the question paper. no additional materials are required. no calculators allowed. read these instructions first write your centre number, candidate number and name in the spaces at the top of this page. write in dark blue or black pen. you may use an hb pencil for any diagrams, graphs or rough working. do not use staples, paper clips, glue or correction fluid. do not  write in any barcodes. answer all questions. do not attempt tasks 1, 2 and 3  in the pre-release material; these are for information only. you are advised to spend no more than 40 minutes  on section a  (question 1). no marks will be awarded for using brand names of software packages or hardware. any businesses described in this paper are entirely fictitious. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question. the maximum number of marks is 50. this syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificate.",
+            "2": "2 0478/23/o/n/18 \u00a9 ucles 2018 section a you are advised to spend no longer than 40 minutes answering this section. here is a copy of the pre-release material. do not  attempt tasks 1, 2 and 3 now. use the pre-release material and your experience from attempting the tasks before the examination to  answer question 1. pre-release material a holiday park has a number of log cabins that it rents by the week as shown in the table: name capacity peak off-peak hetty  4 $400.00 $250.00 poppy  4 $400.00 $250.00 blue skies  4 $500.00 $350.00 bay view  6 $650.00 $500.00 happy days  6 $695.00 $550.00 summer joy  6 $800.00 $600.00 walkers\u2019 rest  8 $950.00 $750.00 bertie  8 $1050.00 $850.00 green forest lodge 10 $1200.00 $950.00 coppice lodge 10 $1500.00 $1150.00 the capacity represents the maximum number of occupants for each log cabin. a program is needed  to record and store bookings. log cabins can only be booked from weeks labelled on the calendar  as weeks 23 to 39, inclusive. peak rates operate for weeks 27 to 35, inclusive, and off-peak rates  apply for weeks 23 to 26 and weeks 36 to 39, inclusive.  write and test a program or programs. \u2022 your program or programs must include appropriate prompts for the entry of data.  \u2022 error messages and other output need to be set out clearly and understandably.  \u2022 all arrays, variables, constants and other identifiers must have meaningful names.  you will need to complete these three  tasks. each task must be fully tested. task 1 \u2013 setting up the bookings system. write a program, using arrays, to identify each log cabin, its capacity, cost and whether or not it has  been booked for each week. identify each week by a number ranging from week 23 to 39.  task 2 \u2013 taking a booking. extend the program to: \u2022 identify and display which weeks are available for each log cabin, and its capacity. \u2022 input the log cabin, number of weeks and start week for the booking. \u2022 generate a unique booking code for the week(s) and log cabin chosen. \u2022 store the unique booking code in your array   (multiple week bookings will need the booking code stored multiple times).  \u2022 calculate and output the cost of the booking. task 3 \u2013 applying a special offer. amend the program to apply a 10% discount to any booking of three weeks or more. output the  original cost and the discounted cost of the booking.",
+            "3": "3 0478/23/o/n/18 \u00a9 ucles 2018 [turn over 1 (a) all arrays, variables, constants and other identifiers should have meaningful names.   (i) state the name, data type and use of three  arrays you have created for task 1 . array 1 name  . data type  ... use    ... array 2 name  . data type  ... use    ... array 3 name  . data type  ... use    ...  [6]   (ii) state the name, data type and use for one variable you used in task 2 . variable name  ... data type  ... use    ... [2]",
+            "4": "4 0478/23/o/n/18 \u00a9 ucles 2018  (b) write an algorithm to show how your program finds and displays the weeks available for  each log cabin and its capacity (part of task 2 ), using either  pseudocode, programming  statements or a flowchart.   ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...",
+            "5": "5 0478/23/o/n/18 \u00a9 ucles 2018 [turn over  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ... [4]",
+            "6": "6 0478/23/o/n/18 \u00a9 ucles 2018  (c) describe how you could validate the input to identify a log cabin in task 2 . state one valid  and one invalid item of data to test your validation method. validation method  .  ...  ...  ...  ...  ... valid test data  ... invalid test data   [4]  (d) explain how your program performs task 3 . any programming statements used in your  answer must be fully explained.  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ... [4]",
+            "7": "7 0478/23/o/n/18 \u00a9 ucles 2018 [turn over section b 2 describe, giving an example for each, the following data types used in programming.  integer description    .. example    string description    .. example   [4] 3 give an example of a pseudocode statement or statements to perform each of the following  functions. a condition controlled loop  ...  ..  .. a conditional statement    ..  .. totalling    ..  .. [3]",
+            "8": "8 0478/23/o/n/18 \u00a9 ucles 2018 4 this is a section of program code.   1 total = 100.00 \t \t 2 \t\tprint\t\u2032enter\tthe\theight\tof\teach\tmember\tof\tyour\tclass,\tone\tat\ta\t time,\twhen\tprompted\u2032 \t \t 3 \tfor\tcount\t=\t1\tto\t30 \t \t 4 \t\t\tprint\t\u2032enter\ta\theight\tin\tmetres\u2032 \t \t 5 \t\t\tinput\theight \t \t 6 \t\t\ttotal\t=\ttotal\t+\theight   7   print total / 30 \t \t 8 \t\t\tcount\t=\tcount\t+\t1 \t \t 9 \tnext\tcount  (a) there are three  errors in this code.   state the line numbers that contain the errors and describe how to correct each error. error 1  ...  ...  ... error 2  ...  ...  ... error 3  ...  ...  ... [3]  (b) state the purpose of this program.  ...  ...  ... [1]",
+            "9": "9 0478/23/o/n/18 \u00a9 ucles 2018 [turn over 5 the algorithm allows a number to be entered. it then calculates and outputs the next number in  the mathematical series. \t \t fib \t 1 \t \t prev2 \t 0 \t \t prev1 \t 1 \t \t input \tnumber \t \t if \tnumber\t=\t0\t \t \t\t\t\t\tthen\tfib\t 0 \t \t endif \t \t while \tnumber\t>\t2 \t \t\t\t\t\tfib\t\tprev2\t+\tprev1 \t \t\t\t\t\tprev2\t\tprev1 \t \t\t\t\t\tprev1\t\tfib \t \t\t\t\t\tnumber\t\tnumber\t-\t1 \t \t endwhile \t \t output \tfib  (a) complete the trace table for the input data:  7 fib prev2 prev1 number output [4]  (b) complete the trace table for the input data:  2 fib prev2 prev1 number output [2]",
+            "10": "10 0478/23/o/n/18 \u00a9 ucles 2018 6 an online fruit tree specialist sells fruit trees in various sizes. a database table, treetab, shows  the tree type and, for each size, the price and whether they are in stock. tree type size1 size1 in size2 size2 in size3 size3 in apple 10.95 yes 14.95 yes 29.95 yes apple 12.95 yes 14.95 yes 29.95 yes cherry 24.95 no 34.95 no 59.95 yes fig 19.95 yes 29.95 no 49.95 yes guava 19.95 no 29.95 no 59.95 no nectarine  8.50 yes 11.95 yes 19.95 yes olive 19.95 no 39.95 yes 59.95 yes peach  9.25 no 11.95 yes 19.95 yes pear 10.95 yes 14.95 yes 29.95 yes plum  8.95 yes 11.95 yes 19.95 yes pomegranate 12.95 no 18.95 yes 34.95 no quince 34.95 yes 44.95 yes 84.95 no  (a) state whether any of the fields shown would be suitable as a primary key.  ... explain your answer  .  ...  ... [2]  (b) complete the table to show the most appropriate data type for each of the fields based on the  data shown in the table at the start of question 6. field data type tree type size3 size2 in [3]",
+            "11": "11 0478/23/o/n/18 \u00a9 ucles 2018  (c) show the output that would be given by this query-by-example. field: tree type size1 size1 in table: treetab treetab treetab sort: descending show: \uf0fc \uf0fc \uf0fc criteria: <10.00 or:  ...  ...  ...  ... [4]  (d) using the following query-by-example grid, write a query to identify all types of the fruit trees  that are out of stock for all three sizes. make sure the type of the tree and the various \u2018in  stock\u2019 fields are shown. the trees should be listed in alphabetical order by type. field: table: sort: show: criteria: or: [4]",
+            "12": "12 0478/23/o/n/18 \u00a9 ucles 2018 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 international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download at www.cie.org.uk after  the live examination series. 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.blank page"
+        }
+    },
+    "2019": {
+        "0478_m19_qp_12.pdf": {
+            "1": "this document consists of 11 printed pages and 1 blank page. dc (kn/fc) 168931/3 \u00a9 ucles 2019  [turn over *6677532764* computer science  0478/12 paper 1  theory  february/march 2019  1 hour 45 minutes candidates answer on the question paper. no additional materials are required. no calculators allowed. read these instructions first write your centre number, candidate number and name in the spaces at the top of this page. write in dark blue or black pen. you may use an hb pencil for any diagrams, graphs or rough working. do not use staples, paper clips, glue or correction fluid. do not  write in any barcodes. answer all questions. no marks will be awarded for using brand names of software packages or hardware. any businesses described in this paper are entirely fictitious. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question. the maximum number of marks is 75.cambridge assessment international education cambridge international general certificate of secondary education this syllabus is regulated for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificate.",
+            "2": "2 0478/12/f/m/19 \u00a9 ucles 2019 1 (a) elle has a file stored on her computer that is 20  mb in size. jordan has a file that is 10  gb in  size.   tick (3) to show which is the larger  file. file sizetick  (3) 20 mb 10 gb  [1]  (b) bob has a file stored on his computer that is 3500  kb in size. gerty has a file that is 3  mb in  size.   tick (3) to show which is the larger  file. file sizetick  (3) 3500  kb 3 mb  [1] 2 many computer systems have an input device and an output device.  (a) (i) state what is meant by an input device.  ...  .  [1]   (ii) give an example of an input device.  .  [1]  (b) (i) state what is meant by an output device.   ...  .  [1]   (ii) give an example of an output device.  .  [1]",
+            "3": "3 0478/12/f/m/19 \u00a9 ucles 2019 [turn over 3 (a) a long distance running race uses an electronic counter that counts each competitor who  finishes the race.   the count is stored as binary in a 12-bit  register.   a denary value of the count is displayed on a screen above the finish line.   (i) the screen currently displays: 0 0 3 9    state the binary value that is currently stored to display the count shown.  ...  .  [2]   (ii) more competitors cross the finish line and the screen now displays: 0 3 5 0    state the binary value that is currently stored to display the count shown.  ...  .  [2]   (iii) at the end of the race the binary value stored is: 011011000111    give the denary value that would be displayed on the screen at the end of the race.    show your working.  ...  ...  ...  ... screen display:   [2]",
+            "4": "4 0478/12/f/m/19 \u00a9 ucles 2019  (b) sensors are used at the finish line to identify the number of competitors who finish the race.   (i) identify two different sensors that could be used to identify the number of competitors. sensor 1  . sensor 2  .  [2]   (ii) the sensors are used with a microprocessor to count how many competitors finish the  race.    explain how the sensor and the microprocessor are used.  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  .  [6]",
+            "5": "5 0478/12/f/m/19 \u00a9 ucles 2019 [turn over 4 darius is writing a computer program that allows binary values to be calculated.  darius chooses to write the program in a high-level language rather than a low-level language.  (a) explain why darius chooses to write the program in a high-level language.  ...  ...  ...  .  [2]  (b) darius will use a translator to translate the program. he could use a compiler or an interpreter.   five statements are given about compilers and interpreters.   tick (3) to show if the statement applies to a compiler  or an interpreter . statements may  apply to both. statementcompiler (3)interpreter (3) a report of errors is produced at the end of translation. the program is translated one line at a time. the program is translated from high-level language into  machine code. an executable file is produced. the program will not run at all if an error is detected.  [5]",
+            "6": "6 0478/12/f/m/19 \u00a9 ucles 2019  darius is sending several programs that he has created to his friend selma.  (c) he wants to compress the files to send them as he needs to attach them to an email.   darius tells selma he is going to use lossy compression. selma tells him that he should use  lossless instead.   explain why selma tells darius to use lossless compression instead of lossy.  ...  ...  ...  ...  ...  ...  ...  .  [4]  (d) errors can occur when data is transmitted, stored or entered into a system.   darius could use an error detection method to find whether errors have occurred.   one error detection method he could use is a checksum.   (i) describe how a checksum detects errors.  ...  ...  ...  ...  ...  ...  ...  ...  ...  .  [5]",
+            "7": "7 0478/12/f/m/19 \u00a9 ucles 2019 [turn over   (ii) state three  other error detection methods that darius could use. method 1   method 2   method 3    [3]",
+            "8": "8 0478/12/f/m/19 \u00a9 ucles 2019 5 consider the following logic statement:    x = 1 if ((a is 1 nand c is 1) nor a is not 1) or (b is 1 and c is not 1)  (a) draw a logic circuit that represents the given logic statement. your logic gates must have a  maximum of two inputs. do not simplify the logic statement. a b cx  [6]  (b) complete the truth table for the given logic statement. a b cworking spacex 0 0 0 0 0 1 0 1 0 0 1 1 1 0 0 1 0 1 1 1 0 1 1 1  [4]",
+            "9": "9 0478/12/f/m/19 \u00a9 ucles 2019 [turn over 6 nadia purchases a printer to print out her homework.  she connects the printer to her computer using usb.  (a) explain what is meant by usb.  ...  ...  ...  ...  ...  .  [3]  (b) nadia\u2019s printer uses powdered toner rather than liquid ink.   (i) state the type of printer nadia has purchased.  .  [1]   (ii) give two benefits of using this type of printer. benefit 1  .  ... benefit 2  .  .. .  [2]   (iii) give one drawback of using this type of printer. drawback 1    .  [1]",
+            "10": "10 0478/12/f/m/19 \u00a9 ucles 2019  (c) nadia uses several types of computer storage for her homework and other projects.   (i) five examples of computer storage are given.    tick (3) to show if the computer storage is primary , secondary  or off-line . storage exampleprimary (3)secondary (3)off-line (3) solid state drive (ssd) blu-ray disc usb flash memory random access memory (ram) read only memory (rom)  [5]   (ii) nadia is considering purchasing a magnetic storage device.    describe how a magnetic storage device stores data.  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  .  [6]",
+            "11": "11 0478/12/f/m/19 \u00a9 ucles 2019   (iii) give two advantages of using a magnetic storage device rather than a solid state storage  device. advantage 1  ...  ... advantage 2  ...  ...  [2] 7 arya regularly uses the internet as a research tool for her school projects.  identify and describe three  risks to arya\u2019s computer when she is using the internet for research. risk 1   description    ..  .. risk 2   description    ..  .. risk 3   description    ..  ..  [6]",
+            "12": "12 0478/12/f/m/19 \u00a9 ucles 2019 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 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.blank page"
+        },
+        "0478_m19_qp_22.pdf": {
+            "1": "this document consists of 14 printed pages and 2 blank pages. dc (lk/cb) 162269/1 \u00a9 ucles 2019  [turn overcambridge assessment international education cambridge international general certificate of secondary education *1551726642* computer science  0478/22 paper 2  problem-solving and programming  february/march 2019  1 hour 45 minutes candidates answer on the question paper. no additional materials are required. no calculators allowed. read these instructions first write your centre number, candidate number and name in the spaces at the top of this page. write in dark blue or black pen. you may use an hb pencil for any diagrams, graphs or rough working. do not use staples, paper clips, glue or correction fluid. do not  write in any barcodes. answer all questions. do not attempt tasks 1, 2 and 3  in the pre-release material; these are for information only. you are advised to spend no more than 40 minutes  on section a  (question 1). no marks will be awarded for using brand names of software packages or hardware. any businesses described in this paper are entirely fictitious. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question. the maximum number of marks is 50. this syllabus is regulated for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificate.",
+            "2": "2 0478/22/f/m/19 \u00a9 ucles 2019 section a you are advised to spend no longer than 40 minutes answering this section. here is a copy of the pre-release material. do not attempt tasks 1, 2 and 3 now. use the pre-release material and your experience from attempting the tasks before the examination to  answer question 1. pre-release material a pizza ordering service allows customers to design their own pizza. there are three sizes: small,  medium and large. a pizza can have a thick or thin base. all pizzas come with tomato and cheese  toppings as standard and there are six additional types of topping available: \u2022 pepperoni \u2022 chicken \u2022 extra cheese \u2022 mushrooms \u2022 spinach \u2022 olives pizzas always come with tomato and cheese toppings as standard, and can have up to three  additional toppings. customers need to be able to design their own pizza and then confirm or  change it. records are kept showing the number of pizzas sold for each base and size. the number  of sales for each additional topping is also recorded. write and test a program or programs for the pizza ordering service.  \u2022 your program or programs must include appropriate prompts for the entry of data.  \u2022 error messages and other output need to be set out clearly and understandably.  \u2022 all variables, constants and other identifiers must have meaningful names.  you will need to complete these three  tasks. each task must be fully tested. task 1 \u2013 design your pizza. the customer is given choices of size, base and additional toppings (number and type) as stated  above. only valid choices can be accepted. the customer is asked to confirm their order or alter  their choices or not proceed. if the customer confirms their order they are given a unique order  number. task 2 \u2013 record the choices. extend task 1 to record totals for the choices made for ordered pizzas only and calculate the total  number of pizzas ordered. task 3 \u2013 find the most and least popular additional pizza toppings. using your results from task 2, display the most popular and least popular additional toppings as a  percentage of the total number of additional toppings ordered.",
+            "3": "3 0478/22/f/m/19 \u00a9 ucles 2019 [turn over 1 (a) all variables, constants and other identifiers should have meaningful names.   state one constant and one variable that you could have used for task 1 . give the value that  would be assigned to the constant. give the data type for the variable. explain what each one  could be used for. constant name  . value  . use  ...  ... variable name  ... data type  .. use  ...  ...  [6]  (b) explain how you would need to change your program for task 1  if there were three bases to  choose from (thick, thin and extra crispy).  ...  ...  ...  .  [2]",
+            "4": "4 0478/22/f/m/19 \u00a9 ucles 2019  (c) (i) write an algorithm for choosing the additional toppings in task 1 , using either   pseudocode, programming statements or a flowchart. your algorithm must only include  this part of task 1 .  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...",
+            "5": "5 0478/22/f/m/19 \u00a9 ucles 2019 [turn over  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  .  [5]",
+            "6": "6 0478/22/f/m/19 \u00a9 ucles 2019   (ii) explain how your algorithm in part (c)(i)  only allowed valid choices for the additional  pizza toppings.  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  .  [3]",
+            "7": "7 0478/22/f/m/19 \u00a9 ucles 2019 [turn over  (d)  explain how your program completed task 3 . any programming statements used in your  answer must be fully explained.  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  .  [4]",
+            "8": "8 0478/22/f/m/19 \u00a9 ucles 2019 section b 2 (a) an algorithm has been written in pseudocode to input 50 numbers and total only the positive  numbers.      count \u2190 1      total \u2190 count      repeat         input number        if number <> 0         then           total \u2190 total + count        endif        count \u2190 count + 1      until count < 50      print total   find the four errors in the pseudocode and suggest a correction for each error. error 1  ... correction  .  ... error 2  ... correction  .  ... error 3  ... correction  .  ... error 4  ... correction  .  ...  [4]  (b) show how you would change the corrected algorithm to only total numbers greater than 0  and less than 20.  ...  ...  .  [2]",
+            "9": "9 0478/22/f/m/19 \u00a9 ucles 2019 [turn over question 3 starts on page 10.",
+            "10": "10 0478/22/f/m/19 \u00a9 ucles 2019 3 this flowchart inputs the type of passenger for a survey: s for senior, a for adult, c for child. all  other values are ignored, apart from z which ends the process.  start endsenior   0 adult   0 child   0 senior   senior  + 1input type output \"seniors \", senior output \"adults \", adult output \"children \", childis type = \"s\" ? noyes adult   adult  + 1is type = \"a\" ? noyes child   child  + 1is type = \"c\" ? no noyes is type = \"z\" ? yes",
+            "11": "11 0478/22/f/m/19 \u00a9 ucles 2019 [turn over  complete the trace table for the passenger input data:   s, s, s, a, c, c, c, a, a, a, a, w, s, s, d, c, z, d, s senior adult child type output  [5]",
+            "12": "12 0478/22/f/m/19 \u00a9 ucles 2019 4 for each of the four groups of statements in the table, place a tick in the correct column to show  whether it is an example of selection  or repetition . statements selection repetition for x \u2190 1 to 10   sum \u2190 sum + 1 next x while x > 10 do   sum \u2190 sum + 1   x \u2190 x - 1 endwhile if x > 10 then    sum \u2190 sum + 1   x \u2190 x - 1 endif repeat   sum \u2190 sum + 1   x \u2190 x - 1 until x > 10  [4]",
+            "13": "13 0478/22/f/m/19 \u00a9 ucles 2019 [turn over 5 a programmer restricts input values to less than 90 and greater than 60.  (a) state whether this is called validation or verification.  ...   name the check that needs to be used.  ...  [2]  (b) state three  different types of test data the programmer would need to use. give an example  of each type and the reason that the programmer chose that test data. type 1  ... example   reason  .  ... type 2  ... example   reason  .  ... type 3  ... example   reason  .  ...  [9]",
+            "14": "14 0478/22/f/m/19 \u00a9 ucles 2019 6 a database table, biketyres, is used to keep a record of tyres for sale in a cycle shop.  tyres are categorised by width and diameter in millimetres, whether they have an inner tube and  the type of terrain for which they are designed. tyre code width diameter tube terrain stock level sltt 23 700 yes asphalt 18 mlnt 24 700 no asphalt 23 llnt 28 700 no asphalt 19 sltm 23 700 yes mixed 22 mltm 24 700 yes mixed 14 lltm 28 700 yes mixed 12 slth 23 700 yes hard 10 mlth 24 700 yes hard 5 llnh 28 700 no hard 7 slnm 23 700 no mixed 12 mlnm 24 700 no mixed 22 llnm 28 700 no mixed 18 ssnt 23 650 no asphalt 10 msnt 24 650 no asphalt 8 sstm 23 650 yes mixed 5 msnm 24 650 no mixed 4  the query-by-example grid below displays the tyre code and the stock level of all 28  mm width  tyres suitable for mixed terrain. field: tyre code stock level width terrain table: biketyres biketyres biketyres biketyres sort: show: 3 3 criteria: = 28 = 'mixed' or:  alter the query to show the tyre code and stock level in ascending order of stock level for all  24 mm asphalt terrain tyres. write the new query in the following query-by-example grid. field: table: sort: show: criteria: or:  [4]",
+            "15": "15 0478/22/f/m/19 \u00a9 ucles 2019 blank page",
+            "16": "16 0478/22/f/m/19 \u00a9 ucles 2019 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 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.blank page"
+        },
+        "0478_s19_qp_11.pdf": {
+            "1": "this document consists of 11 printed pages and 1 blank page. dc (lk) 172696/2 \u00a9 ucles 2019  [turn over *8226468011* computer science  0478/11 paper 1  theory  may/june 2019  1 hour 45 minutes candidates answer on the question paper. no additional materials are required. no calculators allowed. read these instructions first write your centre number, candidate number and name in the spaces at the top of this page. write in dark blue or black pen. you may use an hb pencil for any diagrams, graphs or rough working. do not use staples, paper clips, glue or correction fluid. do not  write in any barcodes. answer all questions. no marks will be awarded for using brand names of software packages or hardware. any businesses described in this paper are entirely fictitious. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question. the maximum number of marks is 75.cambridge assessment international education cambridge international general certificate of secondary education this syllabus is regulated for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificate.",
+            "2": "2 0478/11/m/j/19 \u00a9 ucles 2019 1 hexadecimal is used for mac addresses.  part of a mac address is given: 97 \u2013 5c \u2013 e1  each pair of digits is stored as binary in an 8-bit register.  (a) show what the binary register stores for each pair of the given digits. 97 5c e1  [6]  (b) explain what is meant by a mac address.  ...  ...  ...  ...  ...  ...  ...  .  [4]  (c) give two other examples where hexadecimal can be used. example 1  .  ... example 2  .  ...  [2]",
+            "3": "3 0478/11/m/j/19 \u00a9 ucles 2019 [turn over 2 rajesh creates a logic circuit.  he uses three different logic gates in his circuit. each logic gate has a maximum of two inputs.  he describes the logic of each gate.  (a) \u201cthe only time the output will be 1 is when both inputs are 1.\u201d   state the single logic gate ...   draw the single logic gate:       [2]  (b) \u201cthe only time the output will be 1 is when both inputs are 0.\u201d   state the single logic gate ...    draw the single logic gate:       [2]  (c) \u201cthe only time the output will be 0 is when both inputs are 1.\u201d   state the single logic gate ...   draw the single logic gate:       [2]",
+            "4": "4 0478/11/m/j/19 \u00a9 ucles 2019 3 five descriptions of different input or output devices are given in the table.  complete the table by stating the name  of each input or output device. description name of device this is an input device that works by shining a light  onto the surface of a document. the light source is  automatically moved across the document and the  reflected light is captured by mirrors and lenses this is an input device where a laser or a light source is  moved across an object. the width, height and depth of  the object are measured to allow a model to be created this is a large input device that is usually fixed to a  wall. a user can calibrate the device to make sure the  sensors align with a projected image. the user can use  either their finger or a special pen to make selections this is an output device that uses many small mirrors to  reflect light towards a lens. this will display an image. ... this is an output device that creates an object by  building layer upon layer of material. ...  [5]",
+            "5": "5 0478/11/m/j/19 \u00a9 ucles 2019 [turn over 4 (a) lola is concerned about the risks to her computer when using the internet.   she wants to use some security methods to help protect her computer from the risks.   identify a security method she could use for each of the following risks. each security method  must be different.   describe how each security method will help protect lola\u2019s computer.    (i) computer virus security method   description    ...  ...  ...  [3]   (ii) hacking security method   description    ...  ...  ...  [3]   (iii) spyware security method   description    ...  ...  ...  [3]",
+            "6": "6 0478/11/m/j/19 \u00a9 ucles 2019  (b) lola is also concerned that the data she stores could be subject to accidental damage or  accidental loss.   (i) state three  ways that the data lola stores could be accidentally damaged or accidentally  lost. 1    ... 2    ... 3    ...  [3]   (ii) give two methods that lola could use to help keep her data safe from accidental damage  or accidental loss. 1    ... 2    ...  [2]",
+            "7": "7 0478/11/m/j/19 \u00a9 ucles 2019 [turn over 5 the following text is stored as a text file: she sells sea shells on the seashore. the shells that she sells are sea shells i am sure.  explain how lossless compression would compress this file.  ..  ..  ..  ..  ..  ..  ..  ..  ..    [5]",
+            "8": "8 0478/11/m/j/19 \u00a9 ucles 2019 6 a law company holds a lot of sensitive data about its clients.  (a) it currently requires employees to enter a username and a password to log-in to an account.  each password must be 8 letters.   the company wants to increase the security of the log-in system.   identify two improvements the company could use to make the log-in system more secure.    explain how each improvement increases security. improvement 1  ..  ... explanation  ...  ...  ... improvement 2  ..  ... explanation  ...  ...  ...  [4]  (b) the law company wants to purchase a new file server.   the company can purchase a server with either solid state storage or magnetic storage. after  discussion, it decides to purchase a file server with magnetic storage.   explain why the company chose magnetic storage rather than solid state storage.  ...  ...  ...  ...  ...  ...  ...  .  [4]",
+            "9": "9 0478/11/m/j/19 \u00a9 ucles 2019 [turn over  (c) the law company also uses optical storage.   give three  different examples of optical storage. 1   2   3    [3] 7 annie writes a paragraph of text as an answer to an examination question about programming  languages.  using the list given, complete annie\u2019s answer by inserting the correct six missing terms. not all  terms will be used. \u2022 assembly \u2022 converter \u2022 denary \u2022 hexadecimal \u2022 high-level language \u2022 low-level language \u2022 machine code  \u2022 source code \u2022 syntax \u2022 translator  the structure of language statements in a computer program is called the     ...  . a programming language that uses natural     language statements is called a ...  . when programs     are written in this type of language they need a ... to     convert them into ...  .  a programming language that is written using mnemonic codes is called a     ...  . an example of this type of language is     ... language.  [6]",
+            "10": "10 0478/11/m/j/19 \u00a9 ucles 2019 8 an art gallery has a website that is used to display and sell art.  (a) the gallery uses secure socket layer (ssl) to provide a secure connection when selling art.   describe the process of ssl and how it provides a secure connection.  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  .  [6]  (b) the art gallery also uses a firewall.   six statements are given about firewalls.   tick (3) to show if the statement is true  or false . statementtrue (3)false (3) firewalls are only available as hardware devices firewalls allow a user to set rules for network traffic firewalls will automatically stop all malicious traffic firewalls only examine traffic entering a network firewalls encrypt all data that is transmitted around a network firewalls can be used to block access to certain websites  [6]",
+            "11": "11 0478/11/m/j/19 \u00a9 ucles 2019  (c) the art gallery is concerned about computer ethics relating to its website.   explain what is meant by computer ethics and why the art gallery is concerned about  computer ethics.  ...  ...  ...  ...  ...  ...  ...  .  [4]",
+            "12": "12 0478/11/m/j/19 \u00a9 ucles 2019 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 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.blank page"
+        },
+        "0478_s19_qp_12.pdf": {
+            "1": "this document consists of 11 printed pages and 1 blank page. dc (ks/cb) 172695/2 \u00a9 ucles 2019  [turn over *5135683263*cambridge assessment international education cambridge international general certificate of secondary education this syllabus is regulated for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificate.computer science  0478/12 paper 1  theory  may/june 2019  1 hour 45 minutes candidates answer on the question paper. no additional materials are required. no calculators allowed. read these instructions first write your centre number, candidate number and name in the spaces at the top of this page. write in dark blue or black pen. you may use an hb pencil for any diagrams, graphs or rough working. do not use staples, paper clips, glue or correction fluid. do not  write in any barcodes. answer all questions. no marks will be awarded for using brand names of software packages or hardware. any businesses described in this paper are entirely fictitious. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question. the maximum number of marks is 75.",
+            "2": "2 0478/12/m/j/19 \u00a9 ucles 2019 1 input and output devices are often connected to a personal computer.  (a) identify three  input devices that can be connected to a personal computer. 1   2   3    [3]  (b) identify three  output devices that can be connected to a personal computer. 1   2   3    [3] 2 a finance company uses off-line storage to archive their accounts.  (a) explain what is meant by off-line storage.  ...  ...  ...  .  [2]  (b) the computers in the finance company use both primary and secondary storage.   (i) give one example of primary storage.  .  [1]   (ii) give two examples of secondary storage. 1   2    [2]",
+            "3": "3 0478/12/m/j/19 \u00a9 ucles 2019 [turn over 3 vanessa writes a paragraph as an answer to an examination question about the central processing  unit (cpu).  use the list given to complete vanessa\u2019s answer by inserting the correct six missing terms.   not all terms will be used. \u2022 components \u2022 data \u2022 decoded \u2022 executed \u2022 fetched \u2022 instructions \u2022 ram \u2022 rom \u2022 secondary storage  the cpu processes  and  .  an instruction is  from   into the cpu where it is then  . once this has taken place the  instruction is then  .   [6]",
+            "4": "4 0478/12/m/j/19 \u00a9 ucles 2019 4 (a) marley wants to store a video he has created for his school project.   he considers using a dvd or a blu-ray to store the video.   explain two differences between a dvd and a blu-ray. 1    ...  ...  ... 2    ...  ...  ...  [2]  (b) (i) marley also needs to store ten 8-bit colour images in a file for his project.    each image is 500 pixels wide and 300 pixels high.    calculate the total file size in megabytes (mb) for all marley\u2019s images.     show all your working.  ...  ...  ...  ...  ...  ...  ... file size   ...  mb  [3]",
+            "5": "5 0478/12/m/j/19 \u00a9 ucles 2019 [turn over   (ii) marley prints the images for his project using an inkjet printer.    describe how the inkjet printer prints an image.  ...  ...  ...  ...  ...  ...  ...  .  [4] 5 a music company wants to send a new music file to many radio stations. it will send the music file  the day before the release date so that the radio stations can store the file ready for release.   the music company does not want the radio stations to be able to open the music file until 09:00  on the release date.  identify two security measures and describe how each measure can be used to make sure the  music file cannot be opened until the release date.  security measure 1  .. description  ...  ..  .. security measure 2  .. description  ...  ..  ..  [4]",
+            "6": "6 0478/12/m/j/19 \u00a9 ucles 2019 6 priya creates a website to sell her old comic books and superhero figures.  (a) she uses html to create her website. the html she produces has both structure and  presentation.   explain what is meant by html structure  and presentation . include an example  of each. structure  ...  ...  ...  ... presentation  .  ...  ...  ...  [4]  (b) priya uses cookies in her website.   five statements are given about cookies.   tick (\u2713) to show if the statement is true  or false .  statementtrue (\u2713)false (\u2713) cookies can be used to store a customer\u2019s credit card details cookies can be used to track the items a customer has viewed on a website cookies will corrupt the data on a customer\u2019s computer cookies are downloaded onto a customer\u2019s computer cookies can be deleted from a customer\u2019s computer  [5]",
+            "7": "7 0478/12/m/j/19 \u00a9 ucles 2019 [turn over  (c) priya stores her website on a webserver.   to transmit the website data to the webserver she uses parallel duplex data transmission.   describe how data is transmitted using parallel duplex data transmission.  ...  ...  ...  ...  ...  ...  ...  .  [4]  (d) priya has a url for her website.   state what is meant by a url.  ...  .  [1]  (e) priya is concerned about a denial of service attack (dos) occurring on her webserver.   (i) explain what is meant by a denial of service attack.  ...  ...  ...  ...  ...  ...  ...  .  [4]   (ii) give one security device that can be used to help prevent a denial of service attack.  .  [1]",
+            "8": "8 0478/12/m/j/19 \u00a9 ucles 2019 7 (a) an office has an automated lighting system. when movement is detected in the office the  lights are switched on. if movement is not detected for a period of 2 minutes the lights are  switched off. the system uses a sensor and a microprocessor.   describe how the automated lighting system uses a sensor and a microprocessor.  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  .  [6]  (b) a microprocessor uses rom.   explain what is meant by rom.  ...  ...  ...  ...  ...  .  [3]",
+            "9": "9 0478/12/m/j/19 \u00a9 ucles 2019 [turn over 8 consider the logic statement: x = 1 if ((a is 1 nor c is 1) and (b is not 1 nor c is 1)) or (a is 1 and b is 1)  (a) draw a logic circuit to match the given logic statement. each logic gate used must have a  maximum of two inputs. do not attempt to simplify the logic statement. a b cx  [6]  (b) complete the truth table for the given logic statement. a b cworking spacex 0 0 0 0 0 1 0 1 0 0 1 1 1 0 0 1 0 1 1 1 0 1 1 1  [4]",
+            "10": "10 0478/12/m/j/19 \u00a9 ucles 2019 9 the contents of three binary registers have been transmitted from one computer to another. even  parity  has been used as an error detection method.  the outcome after transmission is:  register a  and register c  have been transmitted correctly .   register b  has been transmitted incorrectly .  complete the parity bit  for each register to show the given outcome. parity bit register a 0 1 0 0 1 0 1 register b 1 0 0 0 0 0 1 register c 1 0 0 0 0 1 1  [3]",
+            "11": "11 0478/12/m/j/19 \u00a9 ucles 2019 10 remy has a mobile device that has a capacitive touch screen.  describe how the capacitive touch screen registers remy\u2019s touch.  ..  ..  ..  ..  ..  ..  ..    [4]",
+            "12": "12 0478/12/m/j/19 \u00a9 ucles 2019 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 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.blank page"
+        },
+        "0478_s19_qp_13.pdf": {
+            "1": "this document consists of 11 printed pages and 1 blank page. dc (rw/cb) 172694/3 \u00a9 ucles 2019  [turn over *0858620473* computer science  0478/13 paper 1  theory  may/june 2019  1 hour 45 minutes candidates answer on the question paper. no additional materials are required. no calculators allowed. read these instructions first write your centre number, candidate number and name in the spaces at the top of this page. write in dark blue or black pen. you may use an hb pencil for any diagrams, graphs or rough working. do not use staples, paper clips, glue or correction fluid. do not  write in any barcodes. answer all questions. no marks will be awarded for using brand names of software packages or hardware. any businesses described in this paper are entirely fictitious. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question. the maximum number of marks is 75.cambridge assessment international education cambridge international general certificate of secondary education this syllabus is regulated for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificate.",
+            "2": "2 0478/13/m/j/19 \u00a9 ucles 2019 1 victoria is building a website for her cake design business.  (a) she uses the hexadecimal colour code #d2e3f5 as the background colour for her website.   the colour code is stored in two 12\u2011bit binary registers.   show how the code would be stored in the registers. d2e 3f5  [6]  (b) victoria uses html to create her website.   state what is meant by html.  ...  .  [1]  (c) the html victoria writes has both structure and presentation.   five examples are given of structure and presentation.   tick (\u2713) to show which example is structure  and which is presentation . examplestructure (\u2713)presentation (\u2713) the colour applied to a text heading on a web page the font style applied to a paragraph of text on a web page the placement of a paragraph of text on a web page the size that an image is set to be displayed at on a web page the placement of an image next to a paragraph of text on a web page  [5]",
+            "3": "3 0478/13/m/j/19 \u00a9 ucles 2019 [turn over  (d) customers will use a web browser to access victoria\u2019s website.   victoria writes a paragraph of text to explain how the website will be displayed on a customer\u2019s  computer.   use the list given to complete victoria\u2019s paragraph by inserting the correct six missing terms.  not all terms will be used. \u2022 browser \u2022 domain name \u2022 firewall \u2022 hexadecimal \u2022 html \u2022 https \u2022 mac address \u2022 search engine \u2022 uniform resource locator (url) \u2022 web server   the user enters the website .. into the address bar.  the protocol that is used is ..  . the url contains  the .. for the website. this is used to look up the  ip address of the company. a dns server stores an index of ip  addresses.   the browser sends a request to the .. as this is  where the files for the website are stored. the files are sent back to the   .. as .. files.  this is interpreted by the browser and the web page is displayed.  [6]",
+            "4": "4 0478/13/m/j/19 \u00a9 ucles 2019  (e) when customers access victoria\u2019s website they will be given the message: this website uses cookies. an explanation of their purpose can be found in our cookies policy.   (i) explain what is meant by cookies.  ...  ...  ...  .  [2]   (ii) explain why victoria would use cookies as part of her website.  ...  ...  ...  ...  ...  ...  ...  .  [4] 2 (a) a computer can have both a mac address and an ip address.   four  statements are given about mac addresses and ip addresses.   tick (\u2713) to show whether each statement is true  or false . statementtrue (\u2713)false (\u2713) a mac address is unique to a computer on a network once an ip address has been set it cannot be changed a mac address is made up of the computer\u2019s serial number and  the ip address if a computer does not have an ip address it cannot communicate  with another device using the internet  [4]",
+            "5": "5 0478/13/m/j/19 \u00a9 ucles 2019 [turn over  (b) a computer uses the von neumann model and the stored program concept.   (i) explain what is meant by the stored program concept.  ...  ...  ...  .  [2]   (ii) the von neumann model has several components that are used in the fetch \u2011execute  cycle.    one component is the arithmetic logic unit (alu).    describe the role of the alu.  ...  ...  ...  ...  ...  ...  ...  .  [4]  (c) the computer has an operating system.   (i) a signal causes the operating system to stop and assess what to do next.    identify the name of this signal.  .  [1]   (ii) state two functions of an operating system. 1   2    [2]",
+            "6": "6 0478/13/m/j/19 \u00a9 ucles 2019 3 a finance company is concerned that its employees are being distracted by using gaming websites  at work.  (a) explain how a firewall could help prevent this distraction.  ...  ...  ...  ...  ...  ...  ...  .  [4]  (b) the finance company is also worried about the security of the data stored on its servers.   the company has decided to encrypt the data to improve the security.   describe how the data are encrypted.  ...  ...  ...  ...  ...  ...  ...  .  [4]",
+            "7": "7 0478/13/m/j/19 \u00a9 ucles 2019 [turn over  (c) the finance company realises that its computer systems have been hacked.   the company thinks that spyware was used to obtain a user\u2019s password.   explain how spyware could have been used to obtain the user\u2019s password.  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  .  [6]",
+            "8": "8 0478/13/m/j/19 \u00a9 ucles 2019 4 consider the given logic circuit: a b x c  (a) redraw the logic circuit using only 4 logic gates. each logic gate used must have a maximum  of two inputs. a b cx  [4]",
+            "9": "9 0478/13/m/j/19 \u00a9 ucles 2019 [turn over  (b) complete the truth table for the given  logic circuit. a b cworking spacex 0 0 0 0 0 1 0 1 0 0 1 1 1 0 0 1 0 1 1 1 0 1 1 1  [4]  (c) describe the purpose of a logic gate in a logic circuit.  ...  ...  ...  .  [2]",
+            "10": "10 0478/13/m/j/19 \u00a9 ucles 2019 5 the three binary numbers in the registers given have been transmitted from one computer to  another.  one binary number has been transmitted incorrectly. this can be identified by the use of a parity   bit.  identify the binary number that has been transmitted incorrectly . explain how you identified the  incorrect binary number. parity bit register a 1 0 1 1 1 0 0 1 register b 1 1 1 0 0 1 1 1 register c 1 0 0 1 1 0 1 1  the binary number that has been transmitted incorrectly is in register   explanation  ..  ..  ..  ..  ..    [4]",
+            "11": "11 0478/13/m/j/19 \u00a9 ucles 2019 6 a museum has an information point.  visitors to the museum can use the information point to plan their visit to the museum.  the information point allows visitors to access the information using a resistive touch screen.  visitors can either listen to the information or read it on the screen. they can also select to output  a paper copy of the information they require.  (a) describe how the resistive touch screen registers the visitor\u2019s touch.  ...  ...  ...  ...  ...  ...  ...  .  [4]  (b) the information point has a screen to allow visitors to read information.   identify two other output devices that are present in the information point. output device 1   output device 2    [2]  (c) the information point uses both primary and secondary storage.   explain what is meant by primary and secondary storage. primary  .  ...  ...  ... secondary    ...  ...  ...  [4]",
+            "12": "12 0478/13/m/j/19 \u00a9 ucles 2019 permission to reproduce items where third \u2011party 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 \u2011related 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 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.blank page"
+        },
+        "0478_s19_qp_21.pdf": {
+            "1": "this document consists of 13 printed pages and 3 blank pages. dc (sc) 162367/3 \u00a9 ucles 2019  [turn overcambridge assessment international education cambridge international general certificate of secondary education *2509236395* computer science  0478/21 paper 2  problem-solving and programming  may/june 2019  1 hour 45 minutes candidates answer on the question paper. no additional materials are required. no calculators allowed. read these instructions first write your centre number, candidate number and name in the spaces at the top of this page. write in dark blue or black pen. you may use an hb pencil for any diagrams, graphs or rough working. do not use staples, paper clips, glue or correction fluid. do not  write in any barcodes. answer all questions. do not attempt tasks 1, 2 and 3  in the pre-release material; these are for information only. you are advised to spend no more than 40 minutes  on section a  (question 1). no marks will be awarded for using brand names of software packages or hardware. any businesses described in this paper are entirely fictitious. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question. the maximum number of marks is 50. this syllabus is regulated for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificate.",
+            "2": "2 0478/21/m/j/19 \u00a9 ucles 2019 section a you are advised to spend no longer than 40 minutes answering this section. here is a copy of the pre-release material. do not  attempt tasks 1, 2 and 3 now. use the pre-release material and your experience from attempting the tasks before the examination to  answer question 1. pre-release material the local high school uses buses to transport students to school. there are six bus routes labelled a to f. you have  conducted a survey to analyse the punctuality statistics of these buses over a four-week period. the data from the  survey are shown in the table: punctuality table day bus a bus b bus c bus d bus e bus f mon1 0 0 2 1 \u22121 0 tue1 0 1 0 0 \u22121 \u22125 wed1 0 0 \u22121 0 \u22121 \u22125 thu1 2 0 \u22121 0 \u22122 \u22125 fri1 2 1 \u22122 0 \u22124 \u22124 mon2 4 2 \u22122 0 \u221210 \u22123 tue2 0 0 \u22123 0 \u22122 \u22125 wed2 3 0 \u22121 0 0 0 thu2 4 0 0 0 0 0 fri2 \u22122 0 0 0 0 0 mon3 \u22125 1 \u22122 2 0 0 tue3 0 0 0 0 1 \u22122 wed3 0 0 1 0 2 \u22123 thu3 3 0 1 0 \u22123 1 fri3 4 2 1 0 1 1 mon4 \u22121 0 1 0 1 1 tue4 8 0 \u22121 0 3 0 wed4 1 1 \u22121 0 \u22121 0 thu4 1 0 2 0 0 \u22122 fri4 \u22122 0 \u22122 0 0 \u22125 positive numbers represent minutes early, negative numbers represent minutes late and 0 represents the bus having  been on time. write and test a program or programs for the local high school.  \u2022 your program or programs must include appropriate prompts for the entry of data; data must be validated on  entry.  \u2022 error messages and other output need to be set out clearly and understandably.  \u2022 all variables, constants and other identifiers must have meaningful names.  you will need to complete these three  tasks. each task must be fully tested. task 1  \u2013 setting up the data storage. using arrays set up a system to enable data for each bus route to be entered covering each day of a four-week  period. it must be possible to enter the data supplied or your own set of data, using suitable prompts as necessary. task 2  \u2013 working out the statistics. extend your program so that the following statistics for the four-week period may be calculated and output: \u2022 the number of late arrivals for each bus route \u2022 the average number of minutes late for each bus route \u2022 the bus route with the highest number of days on which it was late \u2022 the average number of minutes late for each bus route, using only data from days on which it was late all the results should be displayed with appropriate annotation. task 3  \u2013 checking specific days. extend the program as follows: \u2022 allow the user to input a specific day, for example fri3, to be used for analysis of data. \u2022 find and display how many buses were late on this particular day. \u2022 for each late bus, display the route label and how late the bus was on this particular day.",
+            "3": "3 0478/21/m/j/19 \u00a9 ucles 2019 [turn over 1 (a) all variables, constants and other identifiers must have meaningful names.   (i) state one array you used for task 1 . state the data type and purpose of this array. array  .. data type  ... purpose  .  ...  ...  [3]   (ii) state one variable you used for task 2  and one variable you used for task 3 . in each  case, state the data type and purpose of the variable. task 2  variable name   data type  ... purpose  .  ...  ... task 3  variable name   data type  ... purpose  .  ...  ...  [6]",
+            "4": "4 0478/21/m/j/19 \u00a9 ucles 2019  (b) write an algorithm to show how you calculated and output the number of late arrivals and the  average number of minutes late for each bus route (part of task 2 ), using either  pseudocode,  programming statements or a flowchart.  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...",
+            "5": "5 0478/21/m/j/19 \u00a9 ucles 2019 [turn over  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  .  [6]",
+            "6": "6 0478/21/m/j/19 \u00a9 ucles 2019  (c) explain how your program uses the input in task 3  to only find the data for that specific day  (part of task 3). any programming statements used in your answer must be fully explained.  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  .  [3]",
+            "7": "7 0478/21/m/j/19 \u00a9 ucles 2019 [turn over  (d) explain how you would alter your program in task 1  to allow you to choose the number of  weeks to enter data on bus arrival times.  ...  ...  ...  ...  ...  ...  ...  ...  ...  .  [2]",
+            "8": "8 0478/21/m/j/19 \u00a9 ucles 2019 section b 2 describe each of the following data types used in programming. in each case, give an example of  a piece of data to illustrate your answer. each example must be different.  char  ...  ...  ...  string  ...  ...  ...  boolean  ...  ...  ...  [6] 3 (a) give an example of a conditional statement using pseudocode.  ...  ...  ...  ...  .  [2]  (b) describe the purpose of a conditional statement.    ...  ...  ...  .  [2]",
+            "9": "9 0478/21/m/j/19 \u00a9 ucles 2019 [turn over question 4 starts on page 10.",
+            "10": "10 0478/21/m/j/19 \u00a9 ucles 2019 4 this section of program code may be used as a validation check.  1 print \"input a value between 0 and 100 inclusive\"  2 input value  3 while value < 0 or value > 100  4  print \"invalid value, try again\"  5  input value  6 endwhile  7 print \"accepted: \", value  (a) give a name for this type of validation check.  .  [1]  (b) describe what is happening in this validation check.  ...  ...  ...  ...  ...  ...  ...  .  [2]  (c) complete the trace table for this program code using the test data:  200, 300, \u20131, 50, 60 value output  [3]",
+            "11": "11 0478/21/m/j/19 \u00a9 ucles 2019 [turn over  (d) draw a flowchart to represent this section of program code.  [5]",
+            "12": "12 0478/21/m/j/19 \u00a9 ucles 2019 5 the table, beverages, shows the number of calories in 100  ml of a range of popular beverages.  it also shows the availability of these drinks in a can, a small bottle and a large bottle. bevno bevname calories can small bottle large bottle bev01 cola 40 yes yes yes bev02 lime 45 yes no yes bev03 energy drink 1 52 yes yes no bev04 energy drink 2 43 yes no no bev05 mango 47 yes no yes bev06 lemon iced tea 38 yes no yes bev07 lemonade 58 yes yes yes bev08 orange juice 46 yes yes no bev12 apple juice 50 yes yes no bev15 chocolate milk 83 yes yes no  (a) give a reason for choosing bevno as the primary key for this table.  ...  .  [1]  (b) state the number of records shown in the table beverages.  .  [1]",
+            "13": "13 0478/21/m/j/19 \u00a9 ucles 2019  (c) list the output that would be given by this query-by-example. field: bevno bevname can small bottle large bottle table: beverages beverages beverages beverages beverages sort: descending show: \u00fc \u00fc criteria: = \"yes\" = \"yes\" = \"yes\" or:  ...  ...  ...  .  [3]  (d) complete the query-by-example grid to output a list showing just the names and primary keys  of all the beverages with a calorie count greater than 45. the list should be in alphabetical  order of names. field: table: sort: show: criteria: or:  [4]",
+            "14": "14 0478/21/m/j/19 \u00a9 ucles 2019 blank page",
+            "15": "15 0478/21/m/j/19 \u00a9 ucles 2019 blank page",
+            "16": "16 0478/21/m/j/19 \u00a9 ucles 2019 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 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.blank page"
+        },
+        "0478_s19_qp_22.pdf": {
+            "1": "this document consists of 13 printed pages and 3 blank pages. dc (lt/jg) 162368/2 \u00a9 ucles 2019  [turn overcambridge assessment international education cambridge international general certificate of secondary education *2526751721* computer science  0478/22 paper 2  problem-solving and programming  may/june 2019  1 hour 45 minutes candidates answer on the question paper. no additional materials are required. no calculators allowed. read these instructions first write your centre number, candidate number and name in the spaces at the top of this page. write in dark blue or black pen. you may use an hb pencil for any diagrams, graphs or rough working. do not use staples, paper clips, glue or correction fluid. do not  write in any barcodes. answer all questions. do not attempt tasks 1, 2 and 3  in the pre-release material; these are for information only. you are advised to spend no more than 40 minutes  on section a  (question 1). no marks will be awarded for using brand names of software packages or hardware. any businesses described in this paper are entirely fictitious. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question. the maximum number of marks is 50. this syllabus is regulated for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificate.",
+            "2": "2 0478/22/m/j/19 \u00a9 ucles 2019 section a you are advised to spend no longer than 40 minutes answering this section. here is a copy of the pre-release material. do not  attempt tasks 1, 2 and 3 now. use the pre-release material and your experience from attempting the tasks before the examination to  answer question 1. pre-release material an auction company has an interactive auction board at their sale rooms, which allows buyers to  place bids at any time during the auction. before the auction starts, the sellers place their items  in the sale room with a unique number attached to each item (item number). the following details  about each item need to be set up on the interactive auction board system: item number, number of  bids, description and reserve price. the number of bids is initially set to zero. during the auction, buyers can look at the items in the sale room and then place a bid on the  interactive auction board at the sale room. each buyer is given a unique number for identification  (buyer number). all the buyer needs to do is enter their buyer number, the item number and their bid.  their bid must be greater than any existing bids. at the end of the auction, the company checks all the items and marks those that have bids greater  than the reserve as sold. any items sold will incur a fee of 10% of the final bid to be paid to the  auction company. write and test a program or programs for the auction company.  \u2022 your program or programs must include appropriate prompts for the entry of data, data must be  validated on entry. \u2022 error messages and other output need to be set out clearly and understandably. \u2022 all variables, constants and other identifiers must have meaningful names. you will need to complete these three  tasks. each task must be fully tested. task 1 \u2013 auction set up. for every item in the auction the item number, description and the reserve price should be recorded.  the number of bids is set to zero. there must be at least 10 items in the auction. task 2  \u2013 buyer bids. a buyer should be able to find an item and view the item number, description and the current highest  bid. a buyer can then enter their buyer number and bid, which must be higher than any previously  recorded bids. every time a new bid is recorded the number of bids for that item is increased by one.  buyers can bid for an item many times and they can bid for many items.  task 3 \u2013 at the end of the auction. using the results from task 2, identify items that have reached their reserve price, mark them as  sold, calculate 10% of the final bid as the auction company fee and add this to the total fee for all  sold items. display this total fee. display the item number and final bid for all the items with bids that  have not reached their reserve price. display the item number of any items that have received no  bids. display the number of items sold, the number of items that did not meet the reserve price and  the number of items with no bids.",
+            "3": "3 0478/22/m/j/19 \u00a9 ucles 2019 [turn over 1 (a) all variables, constants and other identifiers must have meaningful names.   describe the data structures you have used in task 1  to record the items for sale. include  some sample data for each data structure you have described.  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  .  [5]  (b) explain how your program for task 1  ensures the item number is unique.  ...  ...  ...  .  [2]",
+            "4": "4 0478/22/m/j/19 \u00a9 ucles 2019  (c) write an algorithm for the part of task 2  that allows the buyer to add a new bid, using  either  pseudocode, programming statements or a flowchart. assume that task 1  has been  completed and that the item details have already been found.  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...",
+            "5": "5 0478/22/m/j/19 \u00a9 ucles 2019 [turn over  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  .  [5]",
+            "6": "6 0478/22/m/j/19 \u00a9 ucles 2019  (d) explain how your program for task 2  checks that a new bid is higher than previous bids for  an item.  ...  ...  ...  ...  ...  .  [3]",
+            "7": "7 0478/22/m/j/19 \u00a9 ucles 2019 [turn over  (e) explain how your program identifies the items that have reached their reserve price, then  calculates and displays the total auction company fee for all sold items as part of task 3 . any  programming statements used in your answer must be fully explained.  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  .  [5]",
+            "8": "8 0478/22/m/j/19 \u00a9 ucles 2019 section b 2 (a) an algorithm has been written in pseudocode to input 100 numbers, select and print the  largest number and smallest number.    count  1    input number    high  number    low  count    repeat       input number      if number > high         then           high  number       endif      if number > low         then           low  number       endif      count  count + 1    until count > 99    print \"largest number is \", number    print \"smallest number is \", low   find the four errors in the pseudocode and suggest a correction for each error. error 1   correction  .  ... error 2   correction  .  ... error 3   correction  .  ... error 4   correction  .  ...  [4]",
+            "9": "9 0478/22/m/j/19 \u00a9 ucles 2019 [turn over  (b) show how you would change the corrected algorithm  to total the numbers and print the total.   use a variable total .  ...  ...  ...  ...  ...  ...  ...  .  [4]",
+            "10": "10 0478/22/m/j/19 \u00a9 ucles 2019 3 this flowchart inputs the marks gained in an examination. an input of \u20131 ends the routine. output \"number of distinctions \", distinction output \"average mark \" total/countstart endis mark = \u20131 ? is mark >= 80 ?input marktotal   0 count   0 distinction   0 nonoyes yestotal   total + mark count   count + 1 distinction distinction + 1  complete the trace table for the mark input data: 50, 70, 65, 30, 95, 50, 55, 85, 65, 35, \u20131, 45 total count distinction mark output [4]",
+            "11": "11 0478/22/m/j/19 \u00a9 ucles 2019 [turn over 4 for each of the four groups of statements in the table, place a tick in the correct column to show  whether it is an example of selection  or repetition . statements selection repetition for a  1 to 100   b  b + 1 next a case a of   100: b  a   200: c  a endcase if a > 100 then    b  a endif repeat   a  b * 10 until a > 100  [4] 5 explain what is meant by validation  and verification .  give an example for each one. validation  ..  ..  ..  .. example  ...  ..  .. verification   ..  ..  .. example  ...  ..  .. [6]",
+            "12": "12 0478/22/m/j/19 \u00a9 ucles 2019 6 a database table, flight, is used to keep a record of flights from a small airfield. planes can  carry passengers, freight or both. some flights are marked as private and only carry passengers. flight number plane notes departure time passengers fn101 caravan 1 private passenger flight 08:00 y cn101 caravan 2 freight only 08:30 n cn102 piper 1 freight only 09:00 n fn104 piper 2 passengers only 09:20 y fn105 piper 1 freight and passengers 10:00 y fn106 caravan 1 passengers only 10:30 y cn108 caravan 2 freight only 08:00 n cn110 lear private passenger flight 08:00 y  (a) state the field that could have a boolean data type. field    [1]",
+            "13": "13 0478/22/m/j/19 \u00a9 ucles 2019  (b) a query-by-example has been written to display just the flight numbers of all planes leaving  after 10:00 that only carry passengers. field: flight number passengers departure time table: flight flight flight sort: show: 3 criteria: = y = 10:00 or:   explain why the query-by-example is incorrect, and write a correct query-by-example. explanation  ...  ...  ...  ...  ... field: table: sort: show: criteria: or: [7]",
+            "14": "14 0478/22/m/j/19 \u00a9 ucles 2019 blank page",
+            "15": "15 0478/22/m/j/19 \u00a9 ucles 2019 blank page",
+            "16": "16 0478/22/m/j/19 \u00a9 ucles 2019 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 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.blank page"
+        },
+        "0478_s19_qp_23.pdf": {
+            "1": "this document consists of 15 printed pages and 1 blank page. dc (st/st) 162394/4 \u00a9 ucles 2019  [turn overcambridge assessment international education cambridge international general certificate of secondary education *6885163701* computer science  0478/23 paper 2  problem-solving and programming  may/june 2019  1 hour 45 minutes candidates answer on the question paper. no additional materials are required. no calculators allowed. read these instructions first write your centre number, candidate number and name in the spaces at the top of this page. write in dark blue or black pen. you may use an hb pencil for any diagrams, graphs or rough working. do not use staples, paper clips, glue or correction fluid. do not  write in any barcodes. answer all questions. do not attempt tasks 1, 2 and 3  in the pre-release material; these are for information only. you are advised to spend no more than 40 minutes  on section a  (question 1). no marks will be awarded for using brand names of software packages or hardware. any businesses described in this paper are entirely fictitious. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question. the maximum number of marks is 50. this syllabus is regulated for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificate.",
+            "2": "2 0478/23/m/j/19 \u00a9 ucles 2019 section a you are advised to spend no longer than 40 minutes answering this section. here is a copy of the pre-release material. do not  attempt tasks 1, 2 and 3 now. use the pre-release material and your experience from attempting the tasks before the examination to  answer question 1. pre-release material a discount stationery store sells items in bulk at a discount to its customers. customers can order from  a small range of items available on that day. the greater the quantity of an item they buy in one order,  the greater the discount for that item. quantity of an item discount 10 5% 20 10% 50 25% 100 35% 500 50% in addition to this, new customers can use a $10 voucher, provided their order comes to more than  $50. also, returning customers are given a discount voucher with a monetary value. write and test a program or programs for the discount stationery store. \u2022  your program or programs must include appropriate prompts for the entry of data; data must be  validated on entry. \u2022 error messages and other output need to be set out clearly and understandably. \u2022 all variables, constants and other identifiers must have meaningful names.  you will need to complete these three  tasks. each task must be fully tested. task 1  \u2013 stationery available on the day. using arrays, set up a list of at least 10 different items available that day. for every item include: item  code, description, price and the amount in stock. all item codes must be different. display the item  code, description, price and the amount in stock on the screen. task 2  \u2013 customer places an order. the customer chooses an item code from the list of currently available items. any items that are out of  stock are not displayed and any items that have low stock of 10 or fewer are highlighted. the customer  enters the number they wish to purchase. if there are not enough items in stock the number is rejected.  the price to pay and any discount is shown on the screen. when the order is complete, any customer  discount voucher is applied and the total price is shown. if the customer confirms the order, the stock  numbers are then updated. task 3  \u2013 at the end of the day. list the item codes of any items that have sold out. display the item code of any items of which none  have been sold. display the item code and description of the item of which the greatest quantity have  been sold today.",
+            "3": "3 0478/23/m/j/19 \u00a9 ucles 2019 [turn over 1 (a)  all variables, constants and other identifiers must have meaningful names.   describe the data structures you have used in  task 1  to record the items available that day.  include some sample data for each data structure you have described.  ...  ...  ...  ...  ...  ...  ...  ...  ...  .  [5]  (b) explain how your program for task 1  ensures all the item codes are different.  ...  ...  ...  .  [2]  (c) explain how your program for  task 2  highlights items where the stock level is low.  ...  ...  ...  ...  ...  .  [3]",
+            "4": "4 0478/23/m/j/19 \u00a9 ucles 2019  (d) write an algorithm for task 2  using either  pseudocode, programming statements or a  flowchart. assume that task 1  has been completed and the list of items currently available  has already been displayed.  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...",
+            "5": "5 0478/23/m/j/19 \u00a9 ucles 2019 [turn over  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  .  [5]",
+            "6": "6 0478/23/m/j/19 \u00a9 ucles 2019  (e) explain how your program completes task 3 . any programming statements used in your  answer must be fully explained.  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  .  [5]",
+            "7": "7 0478/23/m/j/19 \u00a9 ucles 2019 [turn over question 2 begins on page 8.",
+            "8": "8 0478/23/m/j/19 \u00a9 ucles 2019 section b 2 (a) an algorithm has been written in pseudocode to input the weight of 500 items and reject any  that are over-weight or under-weight, then print the percentage rejected.    count  1    reject  0    over  62    under  58    repeat       input itemweight      if itemweight > over and itemweight < under        then          reject  reject - 1      endif      count  count + 1    until count > = 500    reject  reject / 100    print \"percentage rejected is \", reject   find the four errors in the pseudocode and suggest a correction for each error. error 1  ...  ... correction  .  ... error 2  ...  ... correction  .  ... error 3  ...  ... correction  .  ... error 4  ...  ... correction  .  ... [4]",
+            "9": "9 0478/23/m/j/19 \u00a9 ucles 2019 [turn over  (b) describe how you would change the corrected algorithm to calculate the number accepted  instead of rejected, using a variable accept , and print a warning if fewer than 50% are  accepted.  ...  ...  ...  ...  ...  ...  ...  .  [4]",
+            "10": "10 0478/23/m/j/19 \u00a9 ucles 2019 3 this flowchart inputs the tread depth of five tyres, four on the car and a spare tyre. any tread  depth of 1.6  mm or less is rejected. to be potentially roadworthy, a car must have four tyres with a  tread depth greater than 1.6  mm.    start endis count = 6? is treadreject <= 1? is depth <= 1.6?input depthtreadreject  0 count  1 nono noyes yes yesoutput \"car is not roadworthy\" output \"car is potentially roadworthy\"count  count + 1 treadreject  treadreject + 1",
+            "11": "11 0478/23/m/j/19 \u00a9 ucles 2019 [turn over  complete trace table 1 for the tread depth input data:   1.7, 1.9, 1.4, 1.8, 2.0  treadreject count depth output trace table 1  complete trace table 2 for the tread depth input data:   1.2, 1.9, 1.4, 1.8, 2.4  treadreject count depth output trace table 2 [4]",
+            "12": "12 0478/23/m/j/19 \u00a9 ucles 2019 4 for each of the four checks in the table, place a tick in the correct column to show whether it is an  example of a validation  or verification  check. statements validation verification range check double entry check digit presence check  [4] 5 identify and describe three  loop structures that are available in pseudocode. loop structure 1  ...  .. description  ...  ..  .. loop structure 2  ...  .. description  ...  ..  .. loop structure 3  ...  .. description  ...  ..  .. [6]",
+            "13": "13 0478/23/m/j/19 \u00a9 ucles 2019 [turn over question 6 begins on page 14.",
+            "14": "14 0478/23/m/j/19 \u00a9 ucles 2019 6 a database table, train, is used to keep a record of train departures from a station.  train number platform destination departure time status 1a37 1 newtown 08:00 on time 2x19 2 anytown 08:10 late 1a29 1 bigcity 08:15 on time 1a28 2 anytown 08:30 cancelled 1a67 3 gardenvillage 08:45 on time 1a37 1 newtown 08:50 on time 1a24 2 charter train 09:00 late 1a67 3 gardenvillage 09:15 on time  (a) explain why the field train number  could not be used as a primary key.  ...  .  [1]",
+            "15": "15 0478/23/m/j/19 \u00a9 ucles 2019  (b) a query-by-example has been written to display only the train numbers and platforms of all  trains leaving after 08:30 that are late.  field: train number platform departure time status table: train train train train sort: show: 3 criteria: = y < 08:30 or: = \"late\"   explain why the query-by-example is incorrect, and write a correct query-by-example.  explanation  ...  ...  ...  ...  ... field: table: sort: show: criteria: or: [7]",
+            "16": "16 0478/23/m/j/19 \u00a9 ucles 2019 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 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.blank page"
+        },
+        "0478_w19_qp_11.pdf": {
+            "1": "this document consists of 12 printed pages. dc (sc/sg) 163095/2 \u00a9 ucles 2019  [turn overcambridge assessment international education cambridge international general certificate of secondary education *3343675457* computer science  0478/11 paper 1  theory  october/november 2019  1 hour 45 minutes candidates answer on the question paper. no additional materials are required. no calculators allowed. read these instructions first write your centre number, candidate number and name in the spaces at the top of this page. write in dark blue or black pen. you may use an hb pencil for any diagrams, graphs or rough working. do not use staples, paper clips, glue or correction fluid. do not  write in any barcodes. answer all questions. no marks will be awarded for using brand names of software packages or hardware. any businesses described in this paper are entirely fictitious. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question. the maximum number of marks is 75. this syllabus is regulated for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificate.",
+            "2": "2 0478/11/o/n/19 \u00a9 ucles 2019 1 andrew wants to produce advertising material for his company.  (a) andrew can use an inkjet printer  or a laser printer .   draw lines to connect each printer to a correct statement. more than one line may be used to  connect to each printer or statement.  printer  statement uses a charged drum to  create the printed itemcan print in colour uses powdered toner creates output line by line  using a print headinkjet printer laser printer  [2]  (b) andrew wants to print a single page a4 leaflet. he wants to print 10  000 copies.    state whether he should use an inkjet or a laser printer.  .  [1]  (c) andrew wants to produce small 3d models of the company logo.   explain how a 3d cutter could be used to produce the models.  ...  ...  ...  .  [2]",
+            "3": "3 0478/11/o/n/19 \u00a9 ucles 2019 [turn over 2 an electronic guessing game compares denary integer values input by a user with pre-stored  values. the pre-stored values are held in 10-bit binary format.  (a) convert the binary values in the table to denary. binary denary 0001001110 0110110111 1000000001  [3]  (b) when planning the game, the designer decided to use hexadecimal notation to represent the  binary values.   explain why the designer used hexadecimal notation.  ...  ...  ...  .  [2]  (c) state the hexadecimal equivalent of the binary value 1010110101  .  [3] 3 a company has several offices. it uses the internet to transfer data between offices. the company  also makes payments to staff and suppliers using online banking.  the company are concerned about spyware and other security aspects of using the internet.   (a) explain what is meant by spyware and how it is used to obtain data.  ...  ...  ...  ...  ...  .  [3]",
+            "4": "4 0478/11/o/n/19 \u00a9 ucles 2019  (b) the company uses a web page to log on to the online bank.   identify one method that could be used by the online bank to reduce the impact of spyware  when logging on.   state how the method prevents the use of spyware.  ...  ...  ...  .  [2]  (c) the company has installed a firewall as part of its data security.   describe how a firewall can help protect against unauthorised access to data.  ...  ...  ...  ...  ...  ...  ...  .  [4]  (d) state two other methods the company could use to help prevent unauthorised access to  data. method 1  ... method 2  ...  [2]",
+            "5": "5 0478/11/o/n/19 \u00a9 ucles 2019 [turn over 4 a zoo has an information point. \u2022 visitors use a menu to select information about animals. \u2022 the menu includes 500 different animals.  \u2022 the information is provided only using high definition video with an audio track.   (a) state one input device that could be used for the information point.  .  [1]  (b) the output is shown on a monitor.   state one other output device that could be used for the information point.  .  [1]  (c) the video files are stored at the information point.   state one secondary storage device that could be used.  .  [1]  (d) the zoo decides to introduce quick response codes in different places in the zoo. these  provide further information about the animals.   describe how customers obtain the information from the quick response codes.  ...  ...  ...  ...  ...  ...  ...  .  [4]",
+            "6": "6 0478/11/o/n/19 \u00a9 ucles 2019 5 sonia shares files with her friends. the method of data transmission she uses is half-duplex serial  transmission.  (a) describe how data is transmitted using half-duplex serial data transmission.  ...  ...  ...  ...  ...  ...  ...  .  [4]  (b) the system uses parity bits to check for errors during data transmission.    the outcome of four bytes after transmission is: byte 1 byte 2 byte 3 byte 4 00110011 01010100 10110100 01110111   one of the bytes has been transmitted incorrectly.   identify the byte that was transmitted incorrectly.   byte ...   explain how you identified the byte that was transmitted incorrectly.   ...  ...  ...  ...  [4]",
+            "7": "7 0478/11/o/n/19 \u00a9 ucles 2019 [turn over 6 ishan is a member of a software community that develops computer games. he has programmed  a new feature for one of the community\u2019s existing games.  (a) ishan compiles the program before he issues it to the community.   (i) explain one benefit of ishan compiling the program.  ...  .  [1]   (ii) explain one drawback of ishan compiling the program.  ...  .  [1]  (b) ishan shares the program with community members over the internet, using secure socket  layer (ssl).   (i) explain how ishan will know he is on a secure website.  ...  .  [1]   (ii) describe how an ssl connection is established.  ...  ...  ...  ...  ...  ...  ...  ...  ...  .  [5]",
+            "8": "8 0478/11/o/n/19 \u00a9 ucles 2019  (c) the community publishes completed games on the internet as freeware.   describe what is meant by freeware.  ...  ...  ...  ...  ...  ...  ...  .  [4]  (d) the program files for the games are compressed before they are published on the internet.   (i) describe one benefit of compressing the program files.  ...  ...  ...  .  [2]   (ii) state whether lossy  or lossless  compression should be used.  .  [1]",
+            "9": "9 0478/11/o/n/19 \u00a9 ucles 2019 [turn over 7 a factory manufactures plastic pipes. it uses logic circuits to control the manufacturing process.   (a) consider the logic gate:   input a input boutput   complete the truth table for this logic gate. input a input b output 0 0 0 1 1 0 1 1  [1]  (b) consider the truth table: input a input b output 0 0 0 0 1 1 1 0 1 1 1 0   state the single  logic gate that produces the given output.  .  [1]",
+            "10": "10 0478/11/o/n/19 \u00a9 ucles 2019  (c) plastic pipes of various sizes are manufactured by heating the plastic and using pressure.   the manufacturing system uses sensors to measure the pressure (p), temperature (t) and  speed (s) of production.    the inputs to the manufacturing system are: input binary value condition p1 pressure is > 5 bar 0 pressure is <= 5 bar t1 temperature is > 200 degrees celsius 0 temperature is <= 200 degrees celsius s1 speed is > 1 metre per second 0 speed is <= 1 metre per second   the system will sound an alarm ( x) when certain conditions are detected.   the alarm will sound when: temperature is > 200 degrees celsius and the pressure is <= 5 bar or speed is > 1 metre per second and temperature is <= 200 degrees celsius   draw a logic circuit to represent the above alarm system.   logic gates used must have a maximum of two inputs. p t sx  [5]",
+            "11": "11 0478/11/o/n/19 \u00a9 ucles 2019 [turn over  (d) give two benefits of using sensors to monitor the manufacture of plastic pipes. 1    ... 2    ...  [2] 8 explain how an instruction is fetched in a von neumann model computer.  ..  ..  ..  ..  ..  ..  ..  ..    [6] 9 html can be used to create the structure and the presentation of web pages.  (a) describe what is meant by html structure.  ...  ...  ...  ...  .  [2]",
+            "12": "12 0478/11/o/n/19 \u00a9 ucles 2019 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 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. (b) gloria writes a paragraph as an answer to an examination question about accessing a  website.   use the list given to complete gloria\u2019s answer by inserting the correct four missing terms. not  all terms will be used. \u2022 browser \u2022 cookies \u2022 hypertext markup language (html) \u2022 hypertext transfer protocol (http) \u2022 hypertext transfer protocol secure (https) \u2022 internet protocol address (ip address) \u2022 media access control address (mac address) \u2022 web server   the user enters the url of the website. the ... uses     the dns server to look up the ... of the website.   the browser sends a request to the ... to obtain the     website files. the website files are sent as ... that is     interpreted by the browser.   [4]"
+        },
+        "0478_w19_qp_12.pdf": {
+            "1": "this document consists of 10 printed pages and 2 blank pages. dc (sc/tp) 201739/3 \u00a9 ucles 2019  [turn over *3491654171* computer science  0478/12 paper 1  theory  october/november 2019  1 hour 45 minutes candidates answer on the question paper. no additional materials are required. no calculators allowed. read these instructions first write your centre number, candidate number and name in the spaces at the top of this page. write in dark blue or black pen. you may use an hb pencil for any diagrams, graphs or rough working. do not use staples, paper clips, glue or correction fluid. do not  write in any barcodes. answer all questions. no marks will be awarded for using brand names of software packages or hardware. any businesses described in this paper are entirely fictitious. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question. the maximum number of marks is 75.cambridge assessment international education cambridge international general certificate of secondary education this syllabus is regulated for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificate.",
+            "2": "2 0478/12/o/n/19 \u00a9 ucles 2019 1 computer memory size is measured in multiples of bytes.  four  statements about computer memory sizes are given in the table.  tick (\u2713) to show if the statement is true  or false . statementtrue (\u2713)false (\u2713) 25 kb is larger than 100  mb 999 mb is larger than 50  gb 3500  kb is smaller than 2  gb 2350  bytes is smaller than 2  kb  [4] 2 the von neumann model for a computer system uses several components in the fetch-execute  cycle. one component that is used is the control unit (cu).  identify four other components that are used in the von neumann model for a computer system. 1  ... 2  ... 3  ... 4  ...  [4] 3 the data from a sensor must be converted from analogue to digital to be processed by a computer.  (a) state what is meant by analogue data.  ...  .  [1]  (b) state what is meant by digital data.  ...  .  [1]",
+            "3": "3 0478/12/o/n/19 \u00a9 ucles 2019 [turn over 4 an 8-bit binary register contains the value: 0 0 1 1 0 1 0 0  (a) convert the binary value to denary.  ...  .  [1]  (b) the contents of the register shifted one place to the right would give the result: 0 0 0 1 1 0 1 0   the contents of the register shown at the start of question 4 are shifted two places to the left.   show the contents of the register after this shift has taken place.  [1]  (c) state the effect this shift has on the denary value in part (a) .  ...  .  [1] 5 audrey wants to send a sound file to nico using email.  the file is too large to attach to an email so audrey decides to compress the file.  she uses lossy compression to reduce the size of the sound file.  (a) describe how lossy compression reduces the size of the sound file.  ...  ...  ...  ...  ...  ...  ...  .  [4]",
+            "4": "4 0478/12/o/n/19 \u00a9 ucles 2019  (b) nico asks audrey why she used lossy compression rather than lossless.   (i) state one advantage audrey could give of using lossy rather than lossless to compress  the sound file.  ...  .  [1]   (ii) state one disadvantage nico could give of using lossy rather than lossless to compress  the sound file.  ...  .  [1]  (c) audrey sometimes records midi files.   (i) explain what is meant by a midi file.  ...  ...  ...  ...  ...  ...  ...  .  [4]   (ii) midi uses serial data transmission.    explain two advantages of using serial transmission rather than parallel transmission. advantage 1  ..  ...  ...  ... advantage 2  ..  ...  ...  ...  [4]",
+            "5": "5 0478/12/o/n/19 \u00a9 ucles 2019 [turn over 6 touch screen technologies can be described as resistive or capacitive.  six statements are given about resistive and capacitive technology.  tick (\u2713) to show if the statement applies to resistive  or capacitive  technology. statementresistive (\u2713)capacitive (\u2713) this touch screen has multi-touch capabilities this touch screen cannot be used whilst wearing gloves this touch screen is made up of two layers with a small  space in between this touch screen uses the electrical properties of the  human body this touch screen is normally cheaper to manufacture this touch screen has a quicker response time  [6] 7 gerald uses a keyboard to enter a website address into the address bar of his browser.  (a) describe how gerald\u2019s key presses on his keyboard are processed by the computer.  ...  ...  ...  ...  ...  ...  ...  .  [4]",
+            "6": "6 0478/12/o/n/19 \u00a9 ucles 2019  (b) state three  functions of a browser. 1    ... 2    ... 3    ...  [3]  (c) the website gerald visits uses https.   explain what is meant by https.  ...  ...  ...  ...  ...  .  [3]",
+            "7": "7 0478/12/o/n/19 \u00a9 ucles 2019 [turn over 8 consider the logic circuit: a b cx  (a) write a logic statement to match the given logic circuit.  .  [3]  (b) complete the truth table for the given logic circuit. a b cworking spacex 0 0 0 0 0 1 0 1 0 0 1 1 1 0 0 1 0 1 1 1 0 1 1 1  [4]",
+            "8": "8 0478/12/o/n/19 \u00a9 ucles 2019 9 maisey purchases a new router and attaches it to her computer. the connection she sets up uses  duplex data transmission.  (a) five statements are given about duplex data transmission.   tick (\u2713) to show if the statement is true  or false . statementtrue (\u2713)false (\u2713) duplex data transmission can be either serial or  parallel duplex data transmission is when data is transmitted  both ways, but only one way at a time duplex data transmission is always used to connect  a device to a computer duplex data transmission is when data is transmitted  both ways at the same time duplex data transmission automatically detects any  errors in data  [5]  (b) maisey\u2019s computer uses an integrated circuit (ic) for data transmission that sends multiple  bits at the same time.   state whether the ic uses serial  or parallel  data transmission.  .  [1]  (c) maisey purchases a new printer and connects it to her computer using the usb port.   explain two benefits of using a usb connection. benefit 1  ...  ...  ...  ... benefit 2  ...  ...  ...  ...  [4]",
+            "9": "9 0478/12/o/n/19 \u00a9 ucles 2019 [turn over 10 data is valuable to a company.  (a) companies use error detection methods to make sure that data is accurate.   one error detection method is the use of a check digit.   explain what is meant by a check digit and how it is used to detect errors.  ...  ...  ...  ...  ...  ...  ...  .  [4]  (b) companies can use a range of security methods to keep their data secure.   identify two security methods that a company can use to keep their data secure and explain  how each method can keep the data secure. security method 1  .  ...  ...  ...  ...  ... security method 2  .  ...  ...  ...  ...  ...  [6]",
+            "10": "10 0478/12/o/n/19 \u00a9 ucles 2019 11 robert has a mobile device that uses ram, rom and an ssd.  (a) state what the ram, rom and ssd are used for. ram  ..  ... rom  .  ... ssd  ..  ...  [3]  (b) give two reasons why an ssd, rather than a hdd, is used in the mobile device. reason 1  ..  ... reason 2  ..  ...  [2]",
+            "11": "11 0478/12/o/n/19 \u00a9 ucles 2019 blank page",
+            "12": "12 0478/12/o/n/19 \u00a9 ucles 2019 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 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.blank page"
+        },
+        "0478_w19_qp_13.pdf": {
+            "1": "this document consists of 12 printed pages. dc (pq/tp) 173648/2 \u00a9 ucles 2019  [turn over *2059267920* computer science  0478/13 paper 1  theory  october/november 2019  1 hour 45 minutes candidates answer on the question paper. no additional materials are required. no calculators allowed. read these instructions first write your centre number, candidate number and name in the spaces at the top of this page. write in dark blue or black pen. you may use an hb pencil for any diagrams, graphs or rough working. do not use staples, paper clips, glue or correction fluid. do not  write in any barcodes. answer all questions. no marks will be awarded for using brand names of software packages or hardware. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question. the maximum number of marks is 75.cambridge assessment international education cambridge international general certificate of secondary education this syllabus is regulated for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificate.",
+            "2": "2 0478/13/o/n/19 \u00a9 ucles 2019 1 a library has a system that allows customers to check out the books that they want to borrow.   each book has a barcode that can be used to identify the book.  (a) (i) identify two input devices that may be used in the library\u2019s system. input device 1   input device 2    [2]   (ii) identify two storage devices that may be used in the library\u2019s system. storage device 1  ... storage device 2  ...  [2]   (iii) identify two output devices that may be used in the library\u2019s system. output device 1  . output device 2  .  [2]  (b) the data stored by the library is archived at the end of each day. the archive is held on a  server in the library office.   the data is encrypted with an 8-bit key. as some of the data is confidential, the library wants  to make the encryption more secure.    (i) state how the library could make the encryption more secure.  ...  .  [1]   (ii) the term used to describe data before it is encrypted is plain text.    state the term used to describe encrypted data.  .  [1]",
+            "3": "3 0478/13/o/n/19 \u00a9 ucles 2019 [turn over   (iii) the library\u2019s archive system uses an error detection and correction system that combines  a parity check with an automatic repeat request (arq).     describe how this system uses the parity check and arq.  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  .  [6]  (c) the library has a website that customers can use to search for a book.   (i) the website has a background colour with the hexadecimal colour code #f92a10     the colour code is stored in two 12-bit binary registers.    show how the colour code would be stored in the registers. f92 a10  [6]",
+            "4": "4 0478/13/o/n/19 \u00a9 ucles 2019   (ii) videos on the library website show customers which books the library will soon have  in stock.    the library wants the file size of a video to be as small as possible.    identify and describe a method the library could use to reduce the file size of a video as  much as possible.  ...  ...  ...  ...  ...  ...  ...  .  [4]  (d) the library often holds events that introduce new authors.   at the events, the library has a liquid crystal display (lcd) screen that displays data,  including an image and information about the author.   describe how an lcd screen operates to display this data.  ...  ...  ...  ...  ...  ...  ...  ...  ...  .  [5]",
+            "5": "5 0478/13/o/n/19 \u00a9 ucles 2019 [turn over 2 a programmer uses a high-level language to write a computer program.  (a) four  statements are given about high-level programming languages.   tick (3) to show if each statement is true  or false . statementtrue (3)false (3) high-level languages need to be translated into machine code to run on a  computer high-level languages are written using mnemonic codes high-level languages are specific to the computer\u2019s hardware high-level languages are portable languages  [4]  (b) tick (3) to show which of the following is an example of a high-level language program. example programtick (3) 1011100000110000 0000011011100010 inp sta one inp sta two add one a = input() b = input() if a == b:        print(\"correct\") else:        print(\"incorrect\")  [1]",
+            "6": "6 0478/13/o/n/19 \u00a9 ucles 2019 3 blair writes a paragraph about data transmission in her computer science examination.  use the list given to complete blair\u2019s paragraph by inserting the correct five missing terms. not all  terms will be used. terms can be used more than once. \u2022 duplex \u2022 half-duplex \u2022 parallel \u2022 serial  \u2022 simplex  ... data transmission is when data is transmitted a  single bit at a time. ... data transmission is when  multiple bits of data are sent all at once. if a user wants to transmit data over a long distance, with  the highest chance of accuracy, ... data transmission  should be used.  if data needs to be transmitted in one direction only, for example from a computer  to a printer, ... data transmission should be used. if a  user has a large amount of data to transmit and this needs to be done as quickly as possible  ...  data transmission should be used.   [5]",
+            "7": "7 0478/13/o/n/19 \u00a9 ucles 2019 [turn over question 4 starts on page 8.",
+            "8": "8 0478/13/o/n/19 \u00a9 ucles 2019 4 a factory that manufactures cleaning products has a system that monitors conditions throughout  the manufacturing process.  the inputs to the system are: input binary value condition a1 ph > 7 0 ph < = 7 t1 temperature < 35  \u00b0c  0 temperature > = 35  \u00b0c p1 pressure > = 80  % 0 pressure < 80  %  (a) the system will sound an alarm ( x) when certain conditions are detected.   the alarm will sound when: \u2022 the pressure > = 80  % and the temperature > = 35  \u00b0c or \u2022 the temperature < 35  \u00b0c and the ph > 7    draw a logic circuit to represent the alarm system in the factory. each logic gate must have a  maximum of two inputs. a tx p [4]",
+            "9": "9 0478/13/o/n/19 \u00a9 ucles 2019 [turn over (b) complete the truth table for the given logic problem. a t pworking spacex 0 0 0 0 0 1 0 1 0 0 1 1 1 0 0 1 0 1 1 1 0 1 1 1  [4]  (c) a sensor and a microprocessor are used to monitor the ph of the cleaning products. the  system records each reading that is taken. if the reading is greater than 7 a warning message  is displayed on a monitor.    explain how the sensor and microprocessor are used in the system.  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  .  [6]",
+            "10": "10 0478/13/o/n/19 \u00a9 ucles 2019 5 the contents of three binary registers have been transmitted from one computer to another. odd  parity  has been used as an error detection method.  the outcome after transmission is: \u2022 register a  and register b have been transmitted correctly .  \u2022 register c  has been transmitted incorrectly .  write the appropriate parity bit  for each register to show the given outcome. parity  bit register a 0 1 0 0 0 1 1 register b 0 0 0 0 1 1 1 register c 0 0 0 0 0 1 1  [3] 6 jesse is taking his computer science examination. he answers five questions about ethics.  (a) for the first question, he writes the answer:   \u201cthis type of software can be copied and shared without the permission of the owner.\u201d   state what jesse is describing.  .  [1]  (b) for the second question, he writes the answer:   \u201cwith this type of software, the owner still retains the copyright for the software, but he gives  away copies of it for free.\u201d   state what jesse is describing.  .  [1]  (c) for the third question, he writes the answer:   \u201cthis type of software is often a trial version of the full software. to use the full version the  user normally needs to pay a fee.\u201d   state what jesse is describing.  .  [1]",
+            "11": "11 0478/13/o/n/19 \u00a9 ucles 2019  (d) for the fourth question, he writes the answer:   \u201cthis is when a person copies another person\u2019s computer program and tries to claim it as his  own.\u201d   state what jesse is describing.  .  [1]  (e) for the fifth question, he writes the answer:   \u201cthis is the legal protection that a person can obtain, to provide protection against his work  being stolen.\u201d   state what jesse is describing.  .  [1] 7 the von neumann model for a computer system has several components that are used in the  fetch-execute cycle.   (a) one component is main memory.   (i) describe what is meant by main memory and how it is used in the von neumann model  for a computer system.  ...  ...  ...  ...  ...  .  [3]   (ii) state two other components in the von neumann model for a computer system. 1   2    [2] [turn over",
+            "12": "12 0478/13/o/n/19 \u00a9 ucles 2019 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 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. (b) computer systems often use interrupts.   five statements are given about interrupts.   tick (3) to show if each statement is true  or false . statementtrue (3)false (3) interrupts can be hardware based or software based interrupts are handled by the operating system interrupts allow a computer to multitask interrupts work out which program to give priority to interrupts are vital to a computer and it cannot function without them  [5] 8 a company discovers malware on its network.  explain two ways that the malware could have been introduced to the company\u2019s network.  ..  ..  ..  ..  ..  ..  ..    [4]"
+        },
+        "0478_w19_qp_21.pdf": {
+            "1": "this document consists of 11 printed pages and 1 blank page. dc (nh) 162395/3 \u00a9 ucles 2019  [turn overcambridge assessment international education cambridge international general certificate of secondary education *8649838361* computer science  0478/21 paper 2  problem-solving and programming  october/november 2019  1 hour 45 minutes candidates answer on the question paper. no additional materials are required. no calculators allowed. read these instructions first write your centre number, candidate number and name in the spaces at the top of this page. write in dark blue or black pen. you may use an hb pencil for any diagrams, graphs or rough working. do not use staples, paper clips, glue or correction fluid. do not  write in any barcodes. answer all questions. do not attempt tasks 1, 2 and 3  in the pre-release material; these are for information only. you are advised to spend no more than 40 minutes  on section a  (question 1). no marks will be awarded for using brand names of software packages or hardware. any businesses described in this paper are entirely fictitious. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question. the maximum number of marks is 50. this syllabus is regulated for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificate.",
+            "2": "2 0478/21/o/n/19 \u00a9 ucles 2019 section a you are advised to spend no longer than 40 minutes answering this section. here is a copy of the pre-release material. do not  attempt tasks 1, 2 and 3 now. use the pre-release material and your experience from attempting the tasks before the examination to  answer question 1. pre-release material you have been asked to write a program to calculate the area of a patio and the cost of the stone slabs  needed to cover it. the program should work for any patio that can be represented as a rectangle, or  group of rectangles that are joined together, and only one type of stone slab may be used. type of stone slab price per square metre dover $30.00 exeter $35.00 london $42.00 portland $49.50 shaftesbury $55.00 york $62.75 write and test a program or programs to calculate the cost of the stone slabs for a patio. \u2022 your program or programs must include appropriate prompts for the entry of data; data must be  validated on entry.  \u2022 error messages and other output need to be set out clearly and understandably.  \u2022 all variables, constants and other identifiers must have meaningful names.  you will need to complete these three tasks. each task must be fully tested. task 1  \u2013 setting up the system for a simple rectangular patio. set up your program to: \u2022 store the type and price per square metre of the stone slabs using a suitable programming technique. \u2022 prompt and allow the user to input the length and width of their patio and the type of stone slab they  would like.  \u2022 calculate and display the number of square metres of stone slabs required, rounded up to the next  whole square metre, and the total cost of the stone slabs. task 2  \u2013 working on more complex shapes. assuming that a patio can be made up of a group of rectangles, extend your program to: \u2022 enter the number of rectangles making up the patio and the type of stone slab to be used.  \u2022 allow the dimensions for each rectangle to be entered. \u2022 calculate and display the total area of the patio rounded up to the next whole square metre. \u2022 calculate and display the total cost of the stone slabs. task 3  \u2013 allowing for waste. it is likely that some of the stone will not be useable, so it is sensible to allow a percentage for wastage,  for example, 10%. alter your program to allow the user to input a percentage to calculate wastage and  add this to the number of square metres of stone slabs to be purchased, rounded up to the next whole  square metre. display the revised total area and cost.",
+            "3": "3 0478/21/o/n/19 \u00a9 ucles 2019 [turn over 1 (a) all variables, constants and other identifiers must have meaningful names.   name two variables that you could have used for task 1 . state the data type and purpose of  each variable. variable 1 name   data type  .. purpose    ... variable 2 name   data type  .. purpose    ...  [6]  (b) describe how arrays could be used to store the data about the types and price per square  metre of the stone slabs for task 1 .  ...  ...  ...  ...  ...  ...  ... [2]",
+            "4": "4 0478/21/o/n/19 \u00a9 ucles 2019  (c) write an algorithm to complete task 2 , using either  pseudocode, programming statements  or a flowchart. assume task 1  has been completed.  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...",
+            "5": "5 0478/21/o/n/19 \u00a9 ucles 2019 [turn over  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ... [5]",
+            "6": "6 0478/21/o/n/19 \u00a9 ucles 2019  (d) explain how your program completes task 3 . any programming statements you use in your  answer must be fully explained.  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ... [3]",
+            "7": "7 0478/21/o/n/19 \u00a9 ucles 2019 [turn over  (e) name two validation checks that could be used when entering patio dimensions in task 1  or  task 2  and describe their purpose. validation check 1  . purpose    ...  ...  ... validation check 2  . purpose    ...  ...  ...  [4]",
+            "8": "8 0478/21/o/n/19 \u00a9 ucles 2019 section b 2 for each of the four descriptions in the table, place a tick in the correct column to show whether it  describes a structure diagram , a flowchart  or library routines . descriptionstructure  diagram flowchartlibrary  routines a modelling tool used to show the hierarchy of a  system. a collection of standard programs available for  immediate use. a graphical representation used to represent an  algorithm. a graphical representation to show how a system is  broken into sub-systems.  [4] 3 examine the following pseudocode:   input a   input b   input c   input d   input e   input f   input g   input h   input i   input j   input k   input l   t  a + b + c + d + e + f + g + h + i + j + k + l   output \"the average equals \", t  / 12  (a) describe what happens in this pseudocode.  ...  ...  ...  ...  ...  ... [3]",
+            "9": "9 0478/21/o/n/19 \u00a9 ucles 2019 [turn over  (b) describe how this pseudocode could be altered to allow any number of values to be input.   ...  ...  ...  ...  ...  ...  ...  ... [3]  (c) re-write the given pseudocode to allow any number of values to be input.  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ... [5]",
+            "10": "10 0478/21/o/n/19 \u00a9 ucles 2019 4 (a) complete the trace table for this algorithm using the given input data.    index  0   for count  0 to 7     input value     if value > 50       then         passmarks[index]  value         index  index + 1     endif   next count   print \"number passed \", index   input data: 58, 40, 67, 85, 12, 13, 75, 82 index count valuepassmarks output [0] [1] [2] [3] [4] [5] [6] [7]  [6]  (b) give the purpose of the algorithm shown in part (a) .  ...  ...  ... [1]",
+            "11": "11 0478/21/o/n/19 \u00a9 ucles 2019 5 a car manufacturer makes a range of car models named pegasus, apollo and cupid. it keeps a  database to store the records of its range and the different options for each car model. within the  table car_range, the following data needs to be stored:  1. car model  2. body style \u2013 saloon, hatchback or estate  3. how many doors it has  4. whether it uses petrol, diesel or batteries as fuel  5. an identifier for a specific car.  (a) complete the table to show suitable field names and an example of appropriate data for each  field in the database table car_range. field name example of data  [3]  (b) state which of your fields would be most appropriate for a primary key and give a reason for  your choice.  ...  ...  ... [2]  (c) complete the query-by-example grid to provide a list of car models using petrol and the  number of doors these cars have, in alphabetical order of car model. display only the car  models and the number of doors. field: table: sort: show: criteria: or:  [3]",
+            "12": "12 0478/21/o/n/19 \u00a9 ucles 2019 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 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.blank page"
+        },
+        "0478_w19_qp_22.pdf": {
+            "1": "this document consists of 13 printed pages and 3 blank pages. dc (st/ct) 162455/3 \u00a9 ucles 2019  [turn overcambridge assessment international education cambridge international general certificate of secondary education *1951238022* computer science  0478/22 paper 2  problem-solving and programming  october/november 2019  1 hour 45 minutes candidates answer on the question paper. no additional materials are required. no calculators allowed. read these instructions first write your centre number, candidate number and name in the spaces at the top of this page. write in dark blue or black pen. you may use an hb pencil for any diagrams, graphs or rough working. do not use staples, paper clips, glue or correction fluid. do not  write in any barcodes. answer all questions. do not attempt tasks 1, 2 and 3  in the pre-release material; these are for information only. you are advised to spend no more than 40 minutes  on section a  (question 1). no marks will be awarded for using brand names of software packages or hardware. any businesses described in this paper are entirely fictitious. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question. the maximum number of marks is 50. this syllabus is regulated for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificate.",
+            "2": "2 0478/22/o/n/19 \u00a9 ucles 2019 section a you are advised to spend no longer than 40 minutes answering this section. here is a copy of the pre-release material. do not attempt tasks 1, 2 and 3 now. use the pre-release material and your experience from attempting the tasks before the examination to  answer question 1. pre-release material a company supplies concrete slabs for paving. the slabs are made to order in batches of 20;  all slabs in a batch are identical. customers can order from a small range of standard sizes and  colours. all measurements are given in millimetres. the price is calculated at $0.05 for a volume of  100 000 mm3 of grey concrete; red and green concrete are charged at 10 % more. customers can  choose their own colours; a custom colour has an initial set up cost of $5 then 15 % more than the  price for grey.  colour of  slabdepth of  slabshapes sizes for each shape grey 38 square 600 \u00d7 600 or 450 \u00d7 450 red 45 rectangular 600 \u00d7 700 or 600 \u00d7 450 green round diameter 300 or 450 custom write and test a program or programs for the concrete slab company. \u2022  your program or programs must include appropriate prompts for the entry of data; data must  be validated on entry. \u2022 error messages and other output need to be set out clearly and understandably. \u2022 all variables, constants and other identifiers must have meaningful names. you will need to complete these three  tasks. each task must be fully tested. task 1  \u2013 price for a batch of 20 slabs using the information above set up a routine that allows a customer to choose the concrete slab  they require and calculate a price for a batch of 20 slabs. the details of the slab chosen and the  price for a batch of 20 should be displayed on the screen. task 2  \u2013 customer places an order using the information from task 1, the customer places an order for the number of slabs they  require. orders for fewer than 20 slabs or more than 100 slabs are not accepted; orders that are  not a multiple of 20 are rounded up to the next multiple of 20 slabs. display the order price and the  number of slabs to be produced. task 3  \u2013 flexible pricing the cost of concrete is variable. the cost for 100  000 mm3 of grey concrete can be input and two  grades are available; basic at the cost input and best at 7 % more. use a copy of your program for  task 1 to develop task 3 to input the cost and grade of concrete before calculating the price for  20 slabs.",
+            "3": "3 0478/22/o/n/19 \u00a9 ucles 2019 [turn over 1  (a) all variables, constants and other identifiers must have meaningful names.   (i)  describe the data structures that you have used to store the data for the concrete slabs  in task 1 , include the name, data type and use for each data structure.   ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  .  [5]   (ii) state one variable that you have used in task 3 .    give the data type for the variable. state what it is used for. variable name  ... data type  ... use    ... [3]  (b) explain how you calculated the volume of a concrete slab in task 1 .  ...  ...  ...  ...  ...  .  [3]",
+            "4": "4 0478/22/o/n/19 \u00a9 ucles 2019  (c) write an algorithm for task 2 , using either  pseudocode, programming statements or a  flowchart. assume that task 1  has been completed.   ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...",
+            "5": "5 0478/22/o/n/19 \u00a9 ucles 2019 [turn over  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  .  [5]",
+            "6": "6 0478/22/o/n/19 \u00a9 ucles 2019  (d) explain how you changed your program for task 1  to meet the requirements for task 3 .  include and fully explain any altered or additional programming statements.  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  .  [4]",
+            "7": "7 0478/22/o/n/19 \u00a9 ucles 2019 [turn over section b 2 an algorithm has been written in pseudocode to select a random number using the function  randint(n) , which returns a whole number between 1 and the argument n. the algorithm then  allows the user to guess the number.     number  randint(100)     totaltry  1     repeat       print \"enter your guess now, it must be a whole number\"       input guess       if totaltry > number          then            print \"too large try again\"        endif       if guess > number          then            print \"too small try again\"        endif       totaltry  guess + 1     until guess <> number     totaltry  totaltry - 1     print \"number of guesses \", totaltry  find the four errors in the pseudocode and suggest a correction to remove each error. error 1  .. correction .  .. error 2  .. correction .  .. error 3  .. correction .  .. error 4  .. correction .  .. [4] ",
+            "8": "8 0478/22/o/n/19 \u00a9 ucles 2019 3  (a) the flowchart checks the lengths of a batch of 10 ropes. for the batch to be accepted 90% of  the lengths need to be between 24.9 and 25.1 metres.    start endis count = 10 ? is reject <= 1 ? is length < 25.1 and length > 24.9  ?input lengthreject    0 count    0 output \"batch accepted\"output \"batch rejected\"no nonoyes yes yescount   count + 1 reject   reject + 1",
+            "9": "9 0478/22/o/n/19 \u00a9 ucles 2019 [turn over   complete the trace table for the input data:   24.88, 25.01, 24.98, 25.00, 25.05, 24.99, 24.97, 25.04, 25.19, 25.07 reject count length output  [4]  (b) (i) it has been decided to only reject batches of rope that contain ropes that are too short.    state the change required to the algorithm.  ...  .  [1]   (ii) explain how the algorithm to reject batches could be improved to make it more effective.  ...  ...  ...  .  [2]",
+            "10": "10 0478/22/o/n/19 \u00a9 ucles 2019 4 four  validation checks and four descriptions are shown.  draw a line to connect each validation check to the correct description.  validation check  description  range check  checks that some data is entered.  presence check  checks for a maximum number of characters  in the data entered.  length check  checks that the characters entered are all  numbers.  type check  checks that the value entered is between an  upper value and a lower value.  [3] 5 a programmer writes a program to weigh baskets of fruit in grams, keeping a total of the weight  and counting the number of baskets. the total weight is stored in a variable total  and the number  of baskets is stored in a variable basketcount .   explain, including examples of programming statements, how totalling and counting could be used  in this program. totalling  .  ..  ..  ..  ..  .. counting  ...  ..  ..  ..  ..  ..  [4]",
+            "11": "11 0478/22/o/n/19 \u00a9 ucles 2019 [turn over 6 explain why constants, variables and arrays are used in programming. constants  .  ..  ..  .. variables  ..  ..  ..  .. arrays  ...  ..  ..  .. [6]",
+            "12": "12 0478/22/o/n/19 \u00a9 ucles 2019 7 a database table, sales, is used to keep a record of items made and sold by a furniture maker. item number order number notes amount status ch001 1921 smith \u2013 six dining chairs 6 delivered tb003 1921 smith \u2013 large table 1 in progress ch001 1924 hue \u2013 extra chairs 4 in progress ch003 1925 for stock 2 cancelled bn001 1927 patel \u2013 replacement bench 1 not started st002 1931 sola \u2013 small table 1 delivered ch003 1927 patel \u2013 eight dining chairs with arms 8 not started tb003 1927 patel \u2013 large table 1 not started  (a) explain why the field item number  could not be used as a primary key.  ...  .  [1]",
+            "13": "13 0478/22/o/n/19 \u00a9 ucles 2019  (b) a query-by-example has been written to display only the order number and item numbers of  any items in progress or not started. field: item number order number amount status table: sales sales sales sales sort: show: 3 3 criteria: not like \"delivered\" or:   explain why the query-by-example is incorrect, and write a correct query-by-example.  explanation  ...  ...  ...  ...  ... field: table: sort: show: criteria: or: [5]",
+            "14": "14 0478/22/o/n/19 \u00a9 ucles 2019 blank page",
+            "15": "15 0478/22/o/n/19 \u00a9 ucles 2019 blank page",
+            "16": "16 0478/22/o/n/19 \u00a9 ucles 2019 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 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.blank page"
+        },
+        "0478_w19_qp_23.pdf": {
+            "1": "this document consists of 12 printed pages. dc (sc) 162458/3 \u00a9 ucles 2019  [turn overcambridge assessment international education cambridge international general certificate of secondary education *5687755292* computer science  0478/23 paper 2  problem-solving and programming  october/november 2019  1 hour 45 minutes candidates answer on the question paper. no additional materials are required. no calculators allowed. read these instructions first write your centre number, candidate number and name in the spaces at the top of this page. write in dark blue or black pen. you may use an hb pencil for any diagrams, graphs or rough working. do not use staples, paper clips, glue or correction fluid. do not  write in any barcodes. answer all questions. do not attempt tasks 1, 2 and 3  in the pre-release material; these are for information only. you are advised to spend no more than 40 minutes  on section a  (question 1). no marks will be awarded for using brand names of software packages or hardware. any businesses described in this paper are entirely fictitious. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question. the maximum number of marks is 50. this syllabus is regulated for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificate.",
+            "2": "2 0478/23/o/n/19 \u00a9 ucles 2019 section a you are advised to spend no longer than 40 minutes answering this section. here is a copy of the pre-release material. do not  attempt tasks 1, 2 and 3 now. use the pre-release material and your experience from attempting the tasks before the examination to  answer question 1. pre-release material you have been asked to write a program to calculate the area of a wall and the cost of the tiles  needed to cover it. the program should work for any room with up to four walls being tiled. tiles are  sold in boxes; each box covers one square metre. tile description price per box small black granite $19.50 small grey marble $25.95 small powder blue $35.75 medium sunset yellow $12.50 medium berry red $11.00 medium glitter purple $52.95 large oak wood effect $65.00 large black granite $58.98 large bamboo effect $85.00 extra-large white marble $62.75 write and test a program or programs to calculate the area of the walls and the cost of tiles needed  to tile a room. \u2022 your program or programs must include appropriate prompts for the entry of data; data must be  validated on entry. \u2022 error messages and other output need to be set out clearly and understandably. \u2022 all arrays, variables, constants and other identifiers must have meaningful names. you will need to complete these three  tasks. each task must be fully tested. task 1  \u2013 setting up and using the system for a single wall. set up your program to: \u2022 store the tile description, price per box and an identification code using a suitable programming  technique. \u2022 display the list of tiles including the identification code, description and price per box. \u2022 prompt the user to input the height and width of the wall, and the identification code of the tiles  they would like. \u2022 calculate and display the area of the wall, the number of boxes of tiles required (tiles are sold in  boxes of complete square metres) and the total cost of the tiles. task 2  \u2013 adding additional walls. extend your program to: \u2022 enter the number of walls to be tiled and the identification code of the tiles to be used. only one  identification code to be used for all walls. \u2022 enter the dimensions for each wall to be tiled. \u2022 calculate and display the total area of all walls, the number of boxes of tiles required (tiles are  sold in boxes of complete square metres) and the total cost of the tiles. task 3  \u2013 allowing for waste. it is likely that some of the tiles will not be useable so it is sensible to allow a percentage for wastage,  for example 10 %. alter your program to allow the user to input a percentage to calculate wastage  and add this to the total area to be tiled. calculate and display the revised number of boxes of tiles  to be purchased (tiles are sold in boxes of complete square metres) and the total cost of the tiles.",
+            "3": "3 0478/23/o/n/19 \u00a9 ucles 2019 [turn over 1 (a) all variables, constants and other identifiers must have meaningful names.   name two arrays you could use for task 1 . state the data type and purpose of each one. array 1  .. data type 1  ... purpose    ... array 2  .. data type 2  ... purpose    ...  [4]  (b) name a variable that you used for task 2 . state the data type and purpose of this variable.  explain why you chose to use a variable rather than a constant. variable  . data type  .. purpose    ...  ... reason for use of a variable  .  ...  ...  [4]",
+            "4": "4 0478/23/o/n/19 \u00a9 ucles 2019  (c) write an algorithm for task 1 , using either  pseudocode, programming statements or a  flowchart. assume that the first part of task 1 , the storage and display of tile descriptions,  prices per box and identification codes has already been done.  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...",
+            "5": "5 0478/23/o/n/19 \u00a9 ucles 2019 [turn over  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  .  [6]",
+            "6": "6 0478/23/o/n/19 \u00a9 ucles 2019  (d) explain how you extended your program to complete task 2 . any programming statements  you use in your answer must be fully explained.  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  .  [3]",
+            "7": "7 0478/23/o/n/19 \u00a9 ucles 2019 [turn over  (e) explain how you could validate the input for percentage waste allowance in task 3 .  ...  ...  ...  ...  ...  ...  ...  ...  .  [3]",
+            "8": "8 0478/23/o/n/19 \u00a9 ucles 2019 section b 2 describe the use of a subroutine in a program.  ..  ..  ..  ..    [2] 3 name the three  types of loop structure used in pseudocode.  ..  ..  ..  ..  ..    [3]",
+            "9": "9 0478/23/o/n/19 \u00a9 ucles 2019 [turn over 4 the following pseudocode algorithm uses nested if statements.   if response = 1     then        x  x + y     else       if response = 2         then            x  x \u2013 y         else           if response = 3             then                x  x * y             else               if response = 4                 then                   x  x / y                 else                   output \"no response\"               endif           endif       endif   endif  (a) name the type of statement demonstrated by the use of if \u2026 then \u2026 else \u2026 endif  ...  .  [1]  (b) re-write the pseudocode algorithm using a case  statement.  ...  ...  ...  ...  ...  ...  ...  ...  ...  .  [4]",
+            "10": "10 0478/23/o/n/19 \u00a9 ucles 2019 5 the algorithm performs an operation on the array named mydata  div means integer division, so only the whole number part of the result is returned  e.g. 7 div 2  returns a value of 3   first  0   last  16   found  false   input userin   while (first <= last) and (found = false) do     middle  (first + last) div 2     if mydata[middle] = userin       then         found  true       else         if userin < mydata[middle]           then             last  middle - 1           else             first  middle + 1         endif     endif   endwhile   output found  this table shows the contents of the array:  mydata e.g. mydata[2] stores the value  5 mydata index [0] [1] [2] [3] [4] [5] [6] [7] [8] [9] [10] [11] [12] [13] [14] [15] [16] value 23568101213141618202527293436  (a) complete the trace table for the input data: 10 first last userin middle found output  [6]  (b) describe the function being performed by the algorithm.  ...  ...  ...  .  [2]",
+            "11": "11 0478/23/o/n/19 \u00a9 ucles 2019 [turn over 6 draw four different flowchart symbols and describe how they are used in a program flowchart. flowchart symbol description of use   [4]",
+            "12": "12 0478/23/o/n/19 \u00a9 ucles 2019 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 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.7 a teacher has decided to use a database table as her mark book for her computer science class,  which she has called markbook. for each student, the following data will be recorded: first  name, last name, their year 10 test score and their year 11 test score. the class has 32 students.  (a) state the number of fields and records required for this database. number of fields  .. number of records  ..  [2]  (b) the data in markbook is stored under category headings: lastname, firstname,  y10testscore and y11testscore.   state, with a reason, whether any of these headings would be suitable as a primary key.  ...  ...  ...  .  [2]  (c) complete the query-by-example grid to only display the first name, last name and year 10  test score of each student who achieved 50 or more in their year 10 test. the output should  be in test score order with the highest marks at the top of the list. field: table: sort: show: criteria: or:  [4]"
+        }
+    },
+    "2020": {
+        "0478_m20_qp_12.pdf": {
+            "1": "cambridge igcse\u2122this document has 12 pages. blank pages are indicated. *6089416953* dc (cj/cb) 186307/3 \u00a9 ucles 2020  [turn overcomputer science  0478/12 paper 1 theory  february/march  2020  1 hour 45 minutes you must answer on the question paper. no additional materials are needed. instructions  \u25cf answer all questions.  \u25cf use a black or dark blue pen. you may use an hb pencil for any diagrams or graphs.  \u25cf write your name, centre number and candidate number in the boxes at the top of the page.  \u25cf write your answer to each question in the space provided.  \u25cf do not use an erasable pen or correction fluid.  \u25cf do not write on any bar codes.  \u25cf calculators must not be used in this paper. information  \u25cf the total mark for this paper is 75.  \u25cf the number of marks for each question or part question is shown in brackets [  ].  \u25cf no marks will be awarded for using brand names of software packages or hardware.",
+            "2": "2 0478/12/f/m/20 \u00a9 ucles 2020 1 the von neumann model for a computer system uses components, such as registers and buses,  in the fetch-execute cycle.  (a) draw a line to connect each component to its correct description. component description control busincrements to point to the address of  the next instruction to be fetched program counter (pc)holds the result of a calculation. it is  located within the arithmetic logic  unit (alu) memory data register  (mdr)carries signals to synchronise the   fetch-execute cycle  accumulator (acc)temporary storage between the  central processing unit (cpu) and  primary memory  [3]  (b) state two buses, other than the control bus, used in the von neumann model for a computer  system. 1   2    [2] 2 a school network is used to transmit and store data about students.   (a) different types and methods of transmission can be used to send data across the network.   three  descriptions about data transmission are given.   tick (3) one method  and tick ( 3) one type  for each description. descriptionmethod type serial (3)parallel (3)simplex (3)half- duplex (3)duplex (3) data is sent down a single wire in a  single direction only.  data is sent down multiple wires in  both directions, at the same time. data is sent down a single wire in  both directions, but never at the  same time.  [3]",
+            "3": "3 0478/12/f/m/20 \u00a9 ucles 2020 [turn over  (b) parity bits are used to help detect errors in data transmission. a parity bit is added to each  binary value before transmission.    three  binary values are to be transmitted using even  parity.   (i) complete the parity bit that would be added to each binary value for even parity. binary value parity bit 1 1 0 0 1 1 1 1 0 1 0 1 0 1 0 1 1 0 1 0 0  [3]   (ii) a number of errors occurred during data transmission.    state why a parity check may not detect transmission errors.  ...  .  [1]  (c) data is encrypted using 128-bit symmetric encryption before it is transmitted.   (i) explain what is meant by encryption.   ...  ...  ...  .  [2]   (ii) state how the strength of the encryption can be improved.  ...  .  [1]",
+            "4": "4 0478/12/f/m/20 \u00a9 ucles 2020  (d) describe how the school could prevent the loss of stored data.  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  .  [6] 3 priya studies music at school. she is buying a new computer to complete her school work at home.  (a) priya has a choice between an internal hard disk drive (hdd) and an internal solid state  drive (ssd) to store data.   (i) give one similarity between an hdd and an ssd.  ...  .  [1]   (ii) explain three  differences between an hdd and an ssd. 1    ...  ... 2    ...  ... 3    ...  ...   [3]",
+            "5": "5 0478/12/f/m/20 \u00a9 ucles 2020 [turn over  (b) priya needs to transfer files between the school and her home computer.   identify one off-line storage device she could use to transport the files.     .  [1]  (c) priya is using sound editing software to record and edit different music tracks.   (i) identify two input devices she would use for this task. device 1   device 2    [2]   (ii) identify two output devices she would use for this task. device 1   device 2    [2]  (d) priya shares her sound files with other students. before sharing the sound files, she  compresses the files using lossless compression.   describe how lossless compression reduces the size of a sound file.  ...  ...  ...  .  [2]  (e) priya currently uses midi files to store her music. priya\u2019s friends have asked her if they can  have an mp3 version of the file.   (i) give two features of a midi file. 1    ... 2    ...    [2]",
+            "6": "6 0478/12/f/m/20 \u00a9 ucles 2020   (ii) give two features of an mp3 file. 1    ... 2    ...  [2] 4 assemblers, compilers and interpreters are types of translators.   tick (3) to show which statements apply to each translator. each statement may apply to more  than one type of translator. statementassembler (3)compiler (3)interpreter (3) translates low-level language to machine code translates high-level language to machine code produces error messages  translates high-level language one line at a time produces an executable file  [5] 5 programmers can use denary and hexadecimal values. these values are stored in a computer  system using binary.  (a) explain why binary is used to store data in a computer system.  ...  ...  ...  .  [2] ",
+            "7": "7 0478/12/f/m/20 \u00a9 ucles 2020 [turn over  (b) complete the table to show how the denary value would be stored as binary in an 8-bit  register. denary value 8-bit register 129 56  [2]   working space  ...  ...  ...  ...  ...  (c) complete the table to show how the hexadecimal value 3a9 would be stored as binary in a  12-bit register.  [3]  (d) identify two uses of hexadecimal values in computer science. 1   2    [2]",
+            "8": "8 0478/12/f/m/20 \u00a9 ucles 2020 6 (a) complete the truth table for the given logic circuit.   do not attempt to simplify the logic circuit.   a b x c a b cworking spacex 0 0 0 0 0 1 0 1 0 0 1 1 1 0 0 1 0 1 1 1 0 1 1 1  [4]  ",
+            "9": "9 0478/12/f/m/20 \u00a9 ucles 2020 [turn over  (b) a water control system uses a switch and two pressure sensors.   the outputs of the switch and sensors are shown in the table. sensor or switch output of 1 output of 0 switch (s1)on off pressure sensor (p1)>= 3 < 3 pressure sensor (p2)>= 3 < 3   create a logic circuit that will produce an output ( x) of 1 when: the switch s1 is on and either  p1 is less than 3 or p2 is less than 3, but not both .   all logic gates used must have a maximum of two inputs.   s1 p1 p2x  [4]",
+            "10": "10 0478/12/f/m/20 \u00a9 ucles 2020 7 a room has an automatic lighting system. electric lights are automatically turned on when a person  enters the room and the natural light level in the room is 10 or less.  explain how sensors and a microprocessor are used to control the electric lights in the room.  ..  ..  ..  ..  ..  ..  ..  ..  ..  ..  ..  ..  ..    [7] ",
+            "11": "11 0478/12/f/m/20 \u00a9 ucles 2020 8 a student website provides research support and software downloads.   (a) students use a browser to access the web pages. explain the role of a browser in this process.   ...  ...  ...  ...  ...  ...  ...  ...  ...  .  [5]  (b) the website owners are worried about a denial of service (dos) attack.   explain the term denial of service attack.  ...  ...  ...  ...  ...  .  [3]  (c) the website owners are also concerned about the ethical issues of copyright and plagiarism.    (i) state what is meant by the term copyright.  ...  .  [1]   (ii) state what is meant by the term plagiarism.  ...  .  [1]",
+            "12": "12 0478/12/f/m/20 \u00a9 ucles 2020 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 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.blank page"
+        },
+        "0478_m20_qp_22.pdf": {
+            "1": "cambridge igcse\u2122*4643399244* this document has 16 pages. blank pages are indicated. dc (cj/fc) 184904/3 \u00a9 ucles 2020  [turn overcomputer science  0478/22 paper 2 problem-solving and programming  february/march  2020  1 hour 45 minutes you must answer on the question paper. no additional materials are needed. instructions  \u25cf answer all questions.  \u25cf do not attempt tasks 1, 2 and 3 in the copy of the pre-release material on page 2; these are for  information only.  \u25cf use a black or dark blue pen. you may use an hb pencil for any diagrams or graphs.  \u25cf write your name, centre number and candidate number in the boxes at the top of the page.  \u25cf write your answer to each question in the space provided.  \u25cf do not use an erasable pen or correction fluid.  \u25cf do not write on any bar codes.  \u25cf calculators must not be used in this paper. information  \u25cf the total mark for this paper is 50.  \u25cf the number of marks for each question or part question is shown in brackets [  ].  \u25cf no marks will be awarded for using brand names of software packages or hardware.",
+            "2": "2 0478/22/f/m/20 \u00a9 ucles 2020 section a you are advised to spend no longer than 40 minutes answering this section. here is a copy of the pre-release material. do not  attempt tasks 1, 2 and 3 now. use the pre-release material and your experience from attempting the tasks before the examination to  answer question 1. pre-release material a car buying service helps customers calculate the price of buying a new car from snazzy autos.  there are three models of car available: hatchback, saloon and estate. a car can be bought with  optional extras. model price optional extra price hatchback rs 5.35 lakh set of luxury seats rs 45000 saloon rs 4.95 lakh satellite navigation rs 5500 estate rs 6.25 lakh parking sensors rs 10000 bluetooth connectivity rs 350 sound system rs 1000 snazzy autos customers buying a new car can trade in an old car. offers from rs 10000 to  rs 1.00 lakh can be made for an old car. if an old car is not traded in, then a discount of 5% is taken  off the price of the new car and any optional extras. in addition, repeat customers are offered a  discount of 10% off any optional extras and 10% off the price of the new car before trade-in.  customers can either pay for the new car in full or make monthly payments over several years.  write and test a program or programs for the car buying service.  \u2022 your program or programs must include appropriate prompts for the entry of data; data must be  validated on entry.  \u2022 error messages and other output need to be set out clearly and understandably.  \u2022 all variables, constants and other identifiers must have meaningful names.  you will need to complete these three  tasks. each task must be fully tested. task 1  \u2013 calculate the price customers choose the model of car and select any optional extras required. only valid choices can  be accepted for the model and the extras. the customer is asked if they are an existing customer and  if they have an old car to trade in. if the customer trades in an old car the amount offered by snazzy  autos is entered. the price of the new car including model and extras is displayed. any discount or  trade-in amounts are displayed and the total price to pay is calculated and displayed.  task 2  \u2013 calculate the payment(s) extend task 1  to display these payment methods: \u2022 full amount paid now customer receives cashback of 1% on the total price \u2022 equal monthly payments are made over four years with no extra charge \u2022 the total price is increased by 5%; equal monthly payments are made over seven years.  for each payment method display: the total amount to pay, the amount of each payment, the number  of payments and cashback where appropriate. task 3  \u2013 new full amount payment offer extend task 2  to offer customers who decide to pay the full amount now either the 1% cashback or  the chosen optional extras free. customers are shown the offer that is the best value first and the  other as an alternative. details of each offer must be displayed in full.",
+            "3": "3 0478/22/f/m/20 \u00a9 ucles 2020 [turn over 1  all variables, constants and other identifiers must have meaningful names.  (a) state the name of one constant that you could have used for  task 1 . give the value that  would be assigned to the constant. state the use of this constant. constant name  . value  . use  ...  ...  [3]  (b) state the name of the variable that you used to store the amount offered for the trade-in of  an old car in task 1 . give the most appropriate data type for this variable. explain how your  program ensured that any data entered for the trade-in offer was valid. variable name  ... data type  .. validation  ..  ...  ...  ...  [4]",
+            "4": "4 0478/22/f/m/20 \u00a9 ucles 2020  (c) snazzy autos has decided to add another model to the cars available in task 1 . the new  model is a  convertible, price rs 6.75 lakh. explain the changes required to your program for  task 1 .   ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  .  [4]",
+            "5": "5 0478/22/f/m/20 \u00a9 ucles 2020 [turn over  (d) write an algorithm for task 2 , using either  pseudocode, programming statements or a  flowchart. assume that task 1  has been completed.  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  .  [5]",
+            "6": "6 0478/22/f/m/20 \u00a9 ucles 2020  (e) explain how your program completed task 3 . assume that task 2  has been completed.   any programming statements used in your answer must be fully explained.  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  .  [4]",
+            "7": "7 0478/22/f/m/20 \u00a9 ucles 2020 [turn over section b starts on page 8.",
+            "8": "8 0478/22/f/m/20 \u00a9 ucles 2020 section b 2 (a) an algorithm has been written in pseudocode to input 50 numbers. positive numbers are  stored in the array posnum[ ] . negative numbers are stored in the array negnum[ ] .   zeros are not included in the positive and negative counts. count \u2190 0 poscount \u2190 count negcount \u2190 count repeat      input number     if number > 0        then          poscount \u2190 poscount + 1         posnum[poscount] \u2190 number       else         negcount \u2190 negcount + 1         negnum[negcount] \u2190 number     endif     count \u2190 count + 1 until count >= 50 output \"there are \", poscount,\" positive numbers\" output \"there are \", negcount,\" negative numbers\"   describe the error in the pseudocode and write the correction for this error. error  ..  ...  ...  ... correction  .  ...  ...  ...  [4]",
+            "9": "9 0478/22/f/m/20 \u00a9 ucles 2020 [turn over  (b) the algorithm needs to be changed so there is no limit to how many numbers can be input.  when the number 9999 is input, the algorithm stops more numbers being input and outputs  the results. the number 9999 is not to be stored nor counted as a positive number.    explain how you would change the algorithm.  ...  ...  ...  ...  ...  ...  ...  ...  ...  .  [4]",
+            "10": "10 0478/22/f/m/20 \u00a9 ucles 2020 3 this flowchart inputs student percentage marks for three examinations. if the average of these  marks is 80% or over then a distinction grade is awarded. if the average of these marks is less  than 40% then a fail grade is awarded. otherwise a pass grade is awarded.  start input mark1,mark2,mark3 endoutput \"pass\"output \"distinction\" output \"fail\"total   mark1 + mark2 + mark3 is average >= 80 ? is average < 40 ?average   total / 3 yes no noyes",
+            "11": "11 0478/22/f/m/20 \u00a9 ucles 2020 [turn over  (a) complete a trace table for each set of input data:    set 1:  88, 74, 60 mark1 mark2 mark3 total average output   set 2:  20, 33, 67 mark1 mark2 mark3 total average output   set 3:  79, 91, 70 mark1 mark2 mark3 total average output  [5]  (b) it has been decided to include an extra grade of merit when the average of the marks is 60%  or more, and less than 80%. describe the changes that will need to be made to the flowchart.   ...  ...  ...  ...  ...  ...  ...  .  [3]",
+            "12": "12 0478/22/f/m/20 \u00a9 ucles 2020 4 explain why validation and verification checks are needed when data is input.   include an example of each type of check in your answer.  ..  ..  ..  ..  ..  ..  ..  ..    [4]",
+            "13": "13 0478/22/f/m/20 \u00a9 ucles 2020 [turn over question 5 starts on page 14.",
+            "14": "14 0478/22/f/m/20 \u00a9 ucles 2020 5 a database table, box, is used to keep a record of boxes made and sold by a craftsman. boxes  are categorised by: \u2022 size \u2013 small, medium or large \u2022 shape \u2013 brief description for example \u2018star shaped\u2019 \u2022 wood \u2013 maple, beech, walnut or ebony \u2022 price \u2013 price in $ \u2022 sold \u2013 whether the box is sold or not.   a database management system uses these data types: text   number    currency    boolean  (a) select the most appropriate data type for each field from the four types shown. state the  reason why you chose the data type. size data type  .. reason  .  ... shape data type  .. reason  .  ... wood data type  .. reason  .  ... price data type  ... reason  .  ... sold data type   reason  .  ...    [5]",
+            "15": "15 0478/22/f/m/20 \u00a9 ucles 2020  (b) (i) complete the query-by-example grid below to only display the price of small walnut  boxes. field: table: sort: show: criteria: or:  [3]   (ii) the query-by-example grid from part (b)(i)  needs to be changed to show both walnut  and beech boxes and display the wood used. only one column needs to be changed.   write the changed column. field: table: sort: show: criteria: or:  [2]",
+            "16": "16 0478/22/f/m/20 \u00a9 ucles 2020 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 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.blank page"
+        },
+        "0478_s20_qp_12.pdf": {
+            "1": "cambridge igcse\u2122this document has 12 pages. blank pages are indicated. dc (ce/sw) 189019/3 \u00a9 ucles 2020  [turn overcomputer science  0478/12 paper 1 theory  may/june  2020  1 hour 45 minutes you must answer on the question paper. no additional materials are needed. instructions  \u25cf answer all questions.  \u25cf use a black or dark blue pen. you may use an hb pencil for any diagrams or graphs.  \u25cf write your name, centre number and candidate number in the boxes at the top of the page.  \u25cf write your answer to each question in the space provided.  \u25cf do not use an erasable pen or correction fluid.  \u25cf do not write on any bar codes.  \u25cf calculators must not be used in this paper. information  \u25cf the total mark for this paper is 75.  \u25cf the number of marks for each question or part question is shown in brackets [  ].  \u25cf no marks will be awarded for using brand names of software packages or hardware. *9119758238*",
+            "2": "2 0478/12/m/j/20 \u00a9 ucles 2020 1 a von neumann model for a computer system has a central processing unit (cpu) that makes  use of registers.  (a) identify three  registers that may be used. register 1  . register 2  . register 3  . [3]  (b) the cpu is responsible for processing instructions.    one stage of processing instructions is the decode stage.   (i) identify the two other  stages of processing instructions. stage 1  .. stage 2  .. [2]   (ii) identify the component of the cpu that is responsible for decoding instructions.  .  [1] 2 both an interpreter and a compiler can be used when writing a program in a high-level language.  (a) explain why a programmer would make use of both an interpreter and a compiler.  ...  ...  ...  ...  ...  ...  ...  .  [4]",
+            "3": "3 0478/12/m/j/20 \u00a9 ucles 2020 [turn over  (b) give three  reasons why a programmer would choose to write a program in a high-level  language, instead of a low-level language. reason 1  ..  ... reason 2  ..  ... reason 3  ..  ... [3] 3 a company collects and stores data about its customers. the data is stored on a server in the  company\u2019s office.   the data is transmitted to cloud storage to create a back-up.  the data is encrypted using symmetric encryption before it is sent to the cloud storage.   (a) describe how the data is encrypted.  ...  ...  ...  ...  ...  ...  ...  .  [4]  (b) give three other methods that can be used to secure the data in the office. method 1  ...  ... method 2  ...  ... method 3  ...  ... [3]",
+            "4": "4 0478/12/m/j/20 \u00a9 ucles 2020 4 (a) identify the name and draw the single  logic gate that can replace the given logic circuits.   (i)  a bx    name of gate: \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026   drawing of gate:   [2]   (ii)  a bx    name of gate: \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026   drawing of gate:   [2]  (b) complete the truth table for the given logic statement: x = ((( a or c) and (not a and not c)) xor b) a b cworking spacex 0 0 0 0 0 1 0 1 0 0 1 1 1 0 0 1 0 1 1 1 0 1 1 1  [4]",
+            "5": "5 0478/12/m/j/20 \u00a9 ucles 2020 [turn over 5 meena uses a browser to research information for her business.  (a) give three  functions of a browser. 1   2   3   [3]  (b) meena buys products for her business using the internet.   the transport layer security (tls) protocol is used for transferring data when she buys  products.   one layer of the tls protocol is the handshake layer.   (i) describe the purpose of the handshake layer.  ...  ...  ...  .  [2]   (ii) identify the other layer of the tls protocol.  .  [1]   (iii) identify another protocol that can be used to transfer data securely.  .  [1]  (c) meena visits a website to buy products for her business.   the browser uses a small file to store the details of the products she views. this allows the  website to display advertisements for other products she may like.    the small file also stores her log-in details.   give the name of this type of file.  .  [1]",
+            "6": "6 0478/12/m/j/20 \u00a9 ucles 2020 6 six statements are given about touch screen technology.  tick (3) to show if the statement applies to capacitive  or resistive  touch screen technology. statementcapacitive (3)resistive (3) needs pressure to be applied to create a circuit may not register a touch if the user is wearing gloves more commonly used in smartphones more responsive to a touch needs an electrical field to be changed to register a touch cheaper to manufacture  [6]",
+            "7": "7 0478/12/m/j/20 \u00a9 ucles 2020 [turn over 7 (a) give the denary  value of each of the three 12-bit binary values.   (i) 000000001100  .  [1]   (ii) 000011000110  .  [1]   (iii) 010011000001  .  [1]   working space  ...  ...  ...  ...  ...  ...  ...  (b) 12-bit binary values can also be represented as hexadecimal values.   give the hexadecimal  value of the 12-bit binary value.   000011101001  .  [3]",
+            "8": "8 0478/12/m/j/20 \u00a9 ucles 2020 8 leonard has a new laser printer to print letters for his business.  leonard connects his printer to his computer using the usb port.  (a) give three  benefits of using the usb port to connect the printer to the computer. benefit 1  ...  ... benefit 2  ...  ... benefit 3  ...  ... [3]  (b) state two benefits and one drawback of leonard using a laser printer, instead of an inkjet  printer, to print the letters. benefit 1  ...  ... benefit 2  ...  ... drawback  ..  ... [3]  (c) an interrupt signal is sent from the printer to the computer.    (i) give two examples of when a printer would generate an interrupt signal. example 1  . example 2  . [2]   (ii) many devices send interrupt signals.    identify the software in the computer that will receive and manage all interrupt signals.  .  [1]",
+            "9": "9 0478/12/m/j/20 \u00a9 ucles 2020 [turn over 9 (a) six statements are given about storage devices.   tick (3) to show if the statement applies to hard disk drive ( hdd ) storage or    solid state drive ( ssd) storage.   some statements can apply to both. statementhdd (3)ssd (3) it has a limited number of read/write cycles it uses magnetic properties to store data it has moving parts it is non-volatile storage it can be used as an external storage device to back up data it uses flash memory to store data  [6]  (b) optical storage is another type of storage.   give two examples of optical storage. example 1  . example 2  . [2]",
+            "10": "10 0478/12/m/j/20 \u00a9 ucles 2020 10 uma is concerned about risks that she may encounter when using the internet.   two of the risks she is concerned about are phishing and pharming.  (a) give one similarity and two differences between phishing and pharming. similarity  ...  ...  ... difference 1  ..  ...  ... difference 2  ..  ...  ... [3]  (b) identify two other risks that uma could encounter when using the internet. risk 1   risk 2   [2]",
+            "11": "11 0478/12/m/j/20 \u00a9 ucles 2020  (c) uma uses a firewall to secure the data on her computer.   (i) uma tells her friend that a firewall can only be software-based.    tick (3) to show whether uma is correct  or incorrect .     correct     incorrect   [1]   (ii) describe how the firewall helps to keep uma\u2019s data secure.  ...  ...  ...  ...  ...  ...  ...  .  [4]",
+            "12": "12 0478/12/m/j/20 \u00a9 ucles 2020 blank page permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the  publisher will be pleased to make amends at the earliest possible opportunity. 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 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."
+        },
+        "0478_s20_qp_13.pdf": {
+            "1": "cambridge igcse\u2122dc (jc/ct) 186484/3 \u00a9 ucles 2020  [turn overthis document has 12 pages. blank pages are indicated. *4124551037* computer science  0478/13 paper 1 theory  may/june  2020  1 hour 45 minutes you must answer on the question paper. no additional materials are needed. instructions  \u25cf answer all questions.  \u25cf use a black or dark blue pen. you may use an hb pencil for any diagrams or graphs.  \u25cf write your name, centre number and candidate number in the boxes at the top of the page.  \u25cf write your answer to each question in the space provided.  \u25cf do not use an erasable pen or correction fluid.  \u25cf do not write on any bar codes.  \u25cf calculators must not be used in this paper. information  \u25cf the total mark for this paper is 75.  \u25cf the number of marks for each question or part question is shown in brackets [  ].  \u25cf no marks will be awarded for using brand names of software packages or hardware.",
+            "2": "2 0478/13/m/j/20 \u00a9 ucles 2020 1 pradeep is reading hexadecimal values for a project he is working on.   (a) the first three hexadecimal values he reads are 15, 102 and a9.   give the denary  values for the three hexadecimal values. 15  .. 102   a9  .  [3]   working space  ...  ...  ...  ...  (b) pradeep has two 8-bit binary values that he needs to convert to hexadecimal values for his  project.   give the hexadecimal  values for the two 8-bit binary values. 01010000  .. 00111101  ..  [4]",
+            "3": "3 0478/13/m/j/20 \u00a9 ucles 2020 [turn over 2 (a) six hardware devices are shown.   tick (\u2713) to show if each hardware device is an input , output  or storage  device. hardware deviceinput (\u2713)output (\u2713)storage (\u2713) solid state drive (ssd) sensor headphones microphone usb flash drive actuator  [6]  (b) genevieve writes a paragraph about a barcode reader.   using the list given, complete the paragraph. not all terms in the list need to be used. \u2022 actuators \u2022 binary \u2022 black \u2022 input \u2022 microprocessors \u2022 output \u2022 sensors \u2022 storage \u2022 white   a barcode reader is an ... device. it shines a light at the barcode     and the light is reflected back. the ... bars in the barcode reflect     less light than the ... bars.    ... are used to capture the amount of reflected light and the     different reflections are converted to ... values.  [5]",
+            "4": "4 0478/13/m/j/20 \u00a9 ucles 2020 3 thomas has an online business that sells homemade furniture. he has a web server that hosts his  website for his business.   (a) describe the role of a web browser in requesting and displaying the web pages for the  website.  ...  ...  ...  ...  ...  .  [3]  (b) thomas is worried about a denial of service (dos) attack on his web server.   describe what happens in a denial of service attack.  ...  ...  ...  ...  ...  .  [3]",
+            "5": "5 0478/13/m/j/20 \u00a9 ucles 2020 [turn over 4 the table shows four definitions.  complete the table giving the missing term  for each definition. term definition a data transmission method that sends data  one bit at a time, down a single wire an address given to a device on a network.  the address is assigned by the network the software used to render html and display  a web page an address given to a device at the  manufacturing stage that can be used to  identify the device on a network  [4]",
+            "6": "6 0478/13/m/j/20 \u00a9 ucles 2020 5 (a) a clothing shop uses a barcode reader at the checkout.    the checkout is linked to a stock control system. the system monitors stock levels and  automatically keeps them above a minimum level.   explain how the stock control system automatically keeps the stock levels above a minimum  level.  ...  ...  ...  ...  ...  ...  ...  .  [4]  (b) the software for the stock control system is stored on a central computer. the computer uses  random access memory (ram), read only memory (rom) and a hard disk drive (hdd).   the computer is a von neumann model computer system with a central processing  unit (cpu).   (i) state the purpose of the ram, rom and hdd in the central computer. ram  ..  ... rom  ..  ... hdd  ..  ...  [3]   (ii) identify four components that are part of the cpu. component 1  . component 2  . component 3  . component 4  .  [4]",
+            "7": "7 0478/13/m/j/20 \u00a9 ucles 2020 [turn over 6 consider the given logic statement:     x = ((( a xor b) and c) or not c)  (a) draw a logic circuit to match the given logic statement.   all logic gates must have a maximum of two inputs. do not attempt to simplify the logic  statement. a b x c  [4]  (b) complete the truth table for the given logic statement. a b cworking spacex 0 0 0 0 0 1 0 1 0 0 1 1 1 0 0 1 0 1 1 1 0 1 1 1  [4]",
+            "8": "8 0478/13/m/j/20 \u00a9 ucles 2020 7 edie uses a firewall to help prevent her children from accessing websites that she does not want  them to see.  (a) describe how the firewall helps prevent her children from accessing these websites.  ...  ...  ...  ...  ...  ...  ...  .  [4]  (b) edie is concerned that her children may download a virus when accessing websites.   state what is meant by a virus  and explain what could happen if a virus was downloaded.  ...  ...  ...  ...  ...  .  [3]  (c) edie explains to her children how to identify if a website is secure.   (i)  give two ways that her children can identify if a website is secure. 1   2    [2]",
+            "9": "9 0478/13/m/j/20 \u00a9 ucles 2020 [turn over   (ii) describe how a browser checks that a website is secure.  ...  ...  ...  ...  ...  ...  ...  .  [4] 8 six statements are given about printers.  tick (\u2713) to show whether the statement applies to a 3d printer, an inkjet  printer or a laser  printer.   some statements apply to more than one printer. statement3d (\u2713)inkjet (\u2713)laser (\u2713) uses a moving print head uses liquid ink produces output using materials such as plastic and resin uses piezoelectric or thermal technology uses a rotating drum to transfer the image to the paper uses layer upon layer of material to create the output  [6]",
+            "10": "10 0478/13/m/j/20 \u00a9 ucles 2020 9 four 7-bit binary values are being transmitted from one computer to another. an odd parity check  is being used to check for errors in the binary values.  write the correct parity bit  for each 7-bit binary value  to make sure it meets odd parity.   parity bit  7-bit binary value   .  0000011   .  1000000   .  0111111   .  1010101  [4] 10 clive has a laptop computer that he uses for his business. he enters a username and password to  log in to his laptop.  clive is worried about spyware being used to find out his username and password.  (a)  describe how spyware could be used to find out clive\u2019s username and password.  ...  ...  ...  ...  ...  ...  ...  .  [4]  (b) the threat of spyware makes clive concerned about typing a password to log in to his laptop.    give an example of how clive could log in securely without typing a password.  .  [1]",
+            "11": "11 0478/13/m/j/20 \u00a9 ucles 2020 blank page",
+            "12": "12 0478/13/m/j/20 \u00a9 ucles 2020 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 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.blank page"
+        },
+        "0478_s20_qp_21.pdf": {
+            "1": "cambridge igcse\u2122computer science  0478/21 paper 2 problem-solving and programming  may/june  2020  1 hour 45 minutes you must answer on the question paper. no additional materials are needed. instructions  \u25cf answer all questions.  \u25cf do not attempt tasks 1, 2 and 3 in the copy of the pre-release material on page 2; these are for  information only.  \u25cf use a black or dark blue pen. you may use an hb pencil for any diagrams or graphs.  \u25cf write your name, centre number and candidate number in the boxes at the top of the page.  \u25cf write your answer to each question in the space provided.  \u25cf do not use an erasable pen or correction fluid.  \u25cf do not write on any bar codes.  \u25cf calculators must not be used in this paper. information  \u25cf the total mark for this paper is 50.  \u25cf the number of marks for each question or part question is shown in brackets [  ].  \u25cf no marks will be awarded for using brand names of software packages or hardware. *1480262651* this document has 16 pages. blank pages are indicated. dc (cj/cb) 185166/3 \u00a9 ucles 2020  [turn over",
+            "2": "2 0478/21/m/j/20 \u00a9 ucles 2020 section a you are advised to spend no longer than 40 minutes answering this section. here is a copy of the pre-release material. do not attempt tasks 1, 2 and 3 now. use the pre-release material and your experience from attempting the tasks before the examination to  answer question 1. pre-release material a shop sells a range of mobile devices, sim cards and accessories as shown in the table: category item code description price ($) phone bpcm compact 29.99 phone bpsh clam shell 49.99 phone rpss robophone \u2013 5-inch screen and 64  gb memory 199.99 phone rpll robophone \u2013 6-inch screen and 256  gb memory 499.99 phone ypls y-phone standard \u2013 6-inch screen and 64  gb memory 549.99 phone ypll y-phone deluxe \u2013 6-inch screen and 256  gb memory 649.99 tablet rtms robotab \u2013 8-inch screen and 64  gb memory 149.99 tablet rtlm robotab \u2013 10-inch screen and 128  gb memory 299.99 tablet ytlm y-tab standard \u2013 10-inch screen and 128  gb memory 499.99 tablet ytll y-tab deluxe \u2013 10-inch screen and 256  gb memory 599.99 sim card smno sim free (no sim card purchased) 0.00 sim card smpg pay as you go (sim card purchased) 9.99 case csst standard 0.00 case cslx luxury 50.00 charger cgcr car 19.99 charger cghm home 15.99 write and test a program or programs for this shop. \u2022 your program or programs must include appropriate prompts for the entry of data; data must be  validated on entry. \u2022 error messages and other output need to be set out clearly and understandably. \u2022 all arrays, variables, constants and other identifiers must have meaningful names. you will need to complete these three tasks. each task must be fully tested. task 1  \u2013 setting up the system. write a program to: \u2022 use appropriate data structures to store the item code, description and price information for the  mobile devices, sim cards and accessories \u2022 allow the customer to choose a specific phone or tablet \u2022 allow phone customers to choose whether the phone will be sim free or pay as you go \u2022 allow the customer to choose a standard or luxury case \u2022 allow the customer to choose the chargers required (none, one or both may be purchased) \u2022 calculate the total price of this transaction \u2022 output a list of the items purchased and the total price. task 2  \u2013 allow a customer to order multiple mobile devices. extend task 1  to: \u2022 offer the customer the opportunity to purchase an additional mobile device \u2022 if required, perform bulleted steps 2 to 7 of task 1  for each additional mobile device and  calculate a running total for the customer \u2022 once no further devices are required, output the total the customer will need to pay. task 3  \u2013 offering discounts. extend the program to allow a discount of 10% off the price of every additional phone or tablet  purchased. output the new total the customer will need to pay and the amount of money saved.",
+            "3": "3 0478/21/m/j/20 \u00a9 ucles 2020 [turn over 1 all variables, constants and other identifiers must have meaningful names.  (a) (i) identify two arrays you could have used for task 1  and, in each case, state its purpose. array 1  ... purpose  .  ...  ... array 2  ... purpose  .  ...  ...  [4]   (ii) identify two variables you could have used for task 1  and, in each case, state its  purpose. variable 1  .. purpose  .    ...  ... variable 2  .. purpose  .    ...  ...  [4]  (b)  explain why the item code data could not be stored as a real data type and identify the most  suitable data type for the item code data.  ...  ...  ...  ...  ...  .  [2]",
+            "4": "4 0478/21/m/j/20 \u00a9 ucles 2020  (c)  write an algorithm to show how you input your choice of mobile device and sim card (part of  task 1 ), using either  pseudocode, programming statements or a flowchart. it is not necessary  to show initialisation or setting up of arrays containing product details.  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...",
+            "5": "5 0478/21/m/j/20 \u00a9 ucles 2020 [turn over  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  .  [5]",
+            "6": "6 0478/21/m/j/20 \u00a9 ucles 2020  (d) explain how your program completes task 3 . any programming statements used in your  answer must be fully explained.  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  .  [5]",
+            "7": "7 0478/21/m/j/20 \u00a9 ucles 2020 [turn over section b starts on page 8.",
+            "8": "8 0478/21/m/j/20 \u00a9 ucles 2020 section b 2 tick (\u00fc) one box in each row to identify if the statement about structure diagrams is true or false. statementtrue (\u00fc)false (\u00fc) a structure diagram is a piece of code that is available throughout the  structure of a program. a structure diagram shows the hierarchy of a system. a structure diagram is another name for an array. a structure diagram shows the relationship between different components  of a system.   [2] 3 programs can perform validation and verification checks when data is entered.    (a) give the names of two different validation checks and state the purpose of each one. check 1  . purpose  .  ...  ... check 2  . purpose  .  ...  ...  [4]  (b) give the name of one verification check.   .  [1]  (c) describe the difference between validation and verification.  ...  ...  ...  .  [2]",
+            "9": "9 0478/21/m/j/20 \u00a9 ucles 2020 [turn over 4 the pseudocode algorithm shown should allow numbers to be entered and should allow  50 numbers to be stored in an array.   count \u2190 0   repeat      input values[count]      count \u2190 count + 1   until count = 0     (a) explain why the algorithm will never end.  ...  ...  ...  ...  .  [2]  (b)  re-write the original pseudocode so that it terminates correctly and also prevents numbers  below 100 from being stored in the array values[ ]  ...  ...  ...  ...  ...  ...  ...  ...  ...  .  [4]  (c) describe how you could change your pseudocode in part (b)  so that it prevents numbers  below 100 and above 200 from being stored in the array values[ ]  ...  ...  ...  .  [2]",
+            "10": "10 0478/21/m/j/20 \u00a9 ucles 2020 5 the flowchart represents an algorithm.  the predefined function div gives the value of the result of integer division,   for example, y \u2190 9 div 4  gives y a value of 2  an input value of \u20131 ends the algorithm. start input value yes yesno nois value = -1 ? calc1   value div 2 endno output valueis calc1 = value / 2  ? is calc2 = value / 3  ?calc2   value div 3 yes",
+            "11": "11 0478/21/m/j/20 \u00a9 ucles 2020 [turn over  (a) complete the trace table for the input data:   50, 33, 18, 15, 30, \u20131, 45, 12, 90, 6 value calc1 calc2 output   [4]  (b) describe the purpose of the algorithm.  ...  ...  .  [2]",
+            "12": "12 0478/21/m/j/20 \u00a9 ucles 2020 6 a garden centre sells garden tools and stores details of these in a database table named tools.  code  is the primary key in the tools table. code description price ($) quantity_stock quantity_ordered gflg garden fork 50.00 1 50 gslg garden spade 50.00 11 0 ghlg garden hoe 45.00 8 0 hfsm hand fork 9.99 42 0 hssm hand spade 9.99 40 0 hwsm hand weeder 9.99 11 0 hs20 hose (20 metres) 45.00 10 0 hs35 hose (35 metres) 60.00 2 0 hs50 hose (50 metres) 75.00 20 60 yblg yard brush 24.99 100 0 lmhd lawn mower 99.99 5 0 lmbt lawn mower (battery) 249.99 7 0 lmpt lawn mower (petrol) 349.99 10 25 trbt edge trimmer (battery) 79.99 15 0 trpt edge trimmer (petrol) 59.99 20 0 shsm shears 40.00 40 0 hcsm hedge clippers 40.00 45 0  (a) state the purpose of the primary key in the tools table.  ...  ...  .  [1]",
+            "13": "13 0478/21/m/j/20 \u00a9 ucles 2020  (b) list the output from the data shown in the table tools that would be given by this query-by- example. field: code description price ($) quantity_stock quantity_ordered table: tools tools tools tools tools sort: descending show: \u00fc \u00fc \u00fc criteria: >40 >0 >0 or:     ...  ...  ...  ...  ...  .  [3]   (c) complete the query-by-example grid to output the tools where the quantity in stock is below  25. only show the code, description and quantity_stock fields in ascending order of code. field: table: sort: show: criteria: or:  [3]",
+            "14": "14 0478/21/m/j/20 \u00a9 ucles 2020 blank page",
+            "15": "15 0478/21/m/j/20 \u00a9 ucles 2020 blank page",
+            "16": "16 0478/21/m/j/20 \u00a9 ucles 2020 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 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.blank page"
+        },
+        "0478_s20_qp_22.pdf": {
+            "1": "cambridge igcse\u2122computer science  0478/22 paper 2 problem-solving and programming  may/june  2020  1 hour 45 minutes you must answer on the question paper. no additional materials are needed. instructions  \u25cf answer all questions.  \u25cf do not attempt tasks 1, 2 and 3  in the copy of the pre-release material on page 2; these are for  information only.  \u25cf use a black or dark blue pen. you may use an hb pencil for any diagrams or graphs.  \u25cf write your name, centre number and candidate number in the boxes at the top of the page.  \u25cf write your answer to each question in the space provided.  \u25cf do not use an erasable pen or correction fluid.  \u25cf do not write on any bar codes.  \u25cf calculators must not be used in this paper. information  \u25cf the total mark for this paper is 50.  \u25cf the number of marks for each question or part question is shown in brackets [  ].  \u25cf no marks will be awarded for using brand names of software packages or hardware. this document has 16 pages. blank pages are indicated. *2035392705* dc (cj/fc) 184928/3 \u00a9 ucles 2020  [turn over",
+            "2": "2 0478/22/m/j/20 \u00a9 ucles 2020 section a you are advised to spend no longer than 40 minutes answering this section. here is a copy of the pre-release material. do not  attempt tasks 1, 2 and 3 now. use the pre-release material and your experience from attempting the tasks before the examination to  answer question 1. pre-release material a car park payment system allows customers to select the number of hours to leave their car in the  car park. the customer will get a discount if they enter their frequent parking number correctly. the  system calculates and displays the amount the customer must pay. the price of parking, the number  of hours the customer can enter, and any discount depend upon the day of the week and the arrival  time. the number of hours entered is a whole number. the price per hour is calculated using the  price in force at the arrival time. no parking is allowed between midnight and 08:00. day of the weekarrival time from 08:00 to 15:59 from 16:00 to midnight max stay in hours price per hour hours price sunday 8 2.00 up to midnight 2.00 monday 2 10.00 up to midnight 2.00 tuesday 2 10.00 up to midnight 2.00 wednesday 2 10.00 up to midnight 2.00 thursday 2 10.00 up to midnight 2.00 friday 2 10.00 up to midnight 2.00 saturday 4 3.00 up to midnight 2.00 a frequent parking number can be entered for discounted parking. this number consists of 4 digits  and a check digit that is calculated using a modulo 11 check digit calculation. a discount of 50% is  available for arrival times from 16:00 to midnight; the discount is 10% at all other arrival times. write and test a program or programs to simulate the car park payment system.  \u2022 your program or programs must include appropriate prompts for the entry of data; data must be  validated on entry.  \u2022 error messages and other output need to be set out clearly and understandably.  \u2022 all variables, constants and other identifiers must have meaningful names.  you will need to complete these three  tasks. each task must be fully tested. task 1  \u2013 calculating the price to park. a customer inputs the day, the hour of arrival excluding minutes (for example 15:45 would be 15),  the number of hours to leave their car, and a frequent parking number if available. if the frequent  parking number has an incorrect check digit, then no discount can be applied. the price to park,  based on the day, the hour of arrival, the number of hours of parking required and any discount  available, is calculated and displayed. task 2  \u2013 keeping a total of the payments. extend task 1  to keep a daily total of payments made for parking. the daily total is zeroed at the  start of the day. for the simulation, each customer inputs the amount paid, this must be greater than  or equal to the amount displayed. there is no change given so the amount input may exceed the  amount displayed. each customer payment is added to the daily total, and this total is displayed at  the end of the day. task 3 \u2013 making payments fairer. customers have complained that sometimes they are being charged too much if they arrive before  16:00 and depart after 16:00. extend task 1  to calculate the price before 16:00, then add the  evening charge. for example, a customer arriving at 14:45 on a sunday and parking for five hours  was previously charged 10.00 and would now be charged 6.00",
+            "3": "3 0478/22/m/j/20 \u00a9 ucles 2020 [turn over 1  all variables, constants and other identifiers must have meaningful names.  (a) identify two variables that you could have used for task 1 . give the data type and state the  use of each variable. variable 1  .. data type  .. use  ...  ... variable 2  .. data type  .. use  ...  ...  [4]  (b) data input by a customer for task 1  includes the day and the hour of arrival.    identify one suitable validation check for each input and justify your choice. your validation  checks must be different.  day of arrival \u2013 validation check  ...  ... justification  ...  ...  ...  ... hour of arrival \u2013 validation check  .  ... justification  ...  ...  ...  ...  [4]",
+            "4": "4 0478/22/m/j/20 \u00a9 ucles 2020  (c) explain how your program for task 1  ensured that the frequent parking number entered by  the customer had a valid check digit.  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  .  [4]  (d)  write an algorithm for part of task 2  that simulates customer payment and calculating total  payments using either  pseudocode, programming statements or a flowchart. assume that  task 1 has been completed.  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...",
+            "5": "5 0478/22/m/j/20 \u00a9 ucles 2020 [turn over  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  .  [4]",
+            "6": "6 0478/22/m/j/20 \u00a9 ucles 2020  (e) explain how your program completed task 3 . assume that task 2  has been completed. any  programming statements used in your answer must be fully explained.  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  .  [4]",
+            "7": "7 0478/22/m/j/20 \u00a9 ucles 2020 [turn over section b 2 most programming languages include basic data types. ahmad is describing the basic data types  he has used.   state the data type that ahmad is describing in each sentence.   choose the data type from this list of programming terms. array    boolean    char    constant    function    integer iteration    procedure    real    string    variable a number with a fractional part that can be positive or negative and used in calculations data type  .. a whole number that can be positive, negative or zero and used in calculations data type  .. a single number, symbol or letter data type  .. a sequence of characters data type  .. a data type with two values, true or false data type  ..  [5]",
+            "8": "8 0478/22/m/j/20 \u00a9 ucles 2020 3 (a) an algorithm has been written in pseudocode to input the names and marks of 35 students.  the algorithm stores the names and marks in two arrays name[ ] and mark[ ]. the highest  mark awarded is found and the number of students with that mark is counted. both of these  values are output. 01  highestmark \u2190 100 02  highestmarkstudents \u2190 0 03  for count \u2190 1 to 35 04      output \"please enter student name\" 05      input name[count] 06      output \"please enter student mark\" 07      input mark[counter] 08      if mark[count] = highestmark  09        then  10          highestmarkstudents \u2190 highestmarkstudents \u2013 1 11      endif 12      if mark[count] > highestmark  13        then  14          mark[count] \u2190 highestmark  15          highestmarkstudents \u2190 1 16      endif 17  next count 18  output \"there are \", highestmarkstudents,\" with the highest mark of \",       highestmark   give line numbers where the four errors are to be found in the pseudocode. suggest a  correction for each error. error 1 line number  ... correction  .  ... error 2 line number  ... correction  .  ... error 3 line number  ... correction  .  ... error 4 line number  ... correction  .  ...  [4]    ",
+            "9": "9 0478/22/m/j/20 \u00a9 ucles 2020 [turn over  (b) explain how you could extend the algorithm to also find the lowest mark awarded, count the  number of students with that mark, and output both these values.  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  .  [6]",
+            "10": "10 0478/22/m/j/20 \u00a9 ucles 2020 4 this flowchart inputs the points won and the points lost when playing a game. the difference  between the points won and lost is calculated and depending on the result the player can: move  up to the next level, stay at the same level, or move down to the previous level. the flowchart  finishes when the input for points won is \u20131. start input pointswon, pointslost endyes yes yesno no no output \"keep on trying\"output \"sorry move down\"difference      pointswon  - pointslostis pointswon  = \u20131 ? is difference >  = 1000  ? is difference < 0  ?output \"well done move up\"",
+            "11": "11 0478/22/m/j/20 \u00a9 ucles 2020 [turn over  (a) complete a trace table for this set of input data:    5000, 4474, 6055, 2000, 7900, 9800, 3000, 2150, \u20131, 6700, 7615 pointswon pointslost difference output  [3]  (b) the flowchart needs to be changed. when the difference is more than 5000 the output  message is \u2018fantastic leap up two levels\u2019.    describe the changes that will need to be made to the flowchart.  ...  ...  ...  ...  ...  ...  ...  .  [3]",
+            "12": "12 0478/22/m/j/20 \u00a9 ucles 2020 5 arrays are data structures used in programming. explain what is meant by the terms dimension  and index in an array. use examples of arrays in your explanations. dimension    ..  ..  ..  .. index    ..  ..  ..  ..  [3]",
+            "13": "13 0478/22/m/j/20 \u00a9 ucles 2020 6 a database table, juice, is used to keep a record of cartons of fresh fruit juice available for sale.  juice code fruit 1 fruit 2 size volume (ml) stock level lmo10 mango orange large 1000 18 moo05 orange orange medium 500 8 sam02 apple mango small 200 25 saa02 apple apple small 200 50 spp02 pineapple pineapple small 200 10 mmm05 mango mango medium 500 12 lmm10 mango mango large 1000 5 mgg05 guava guava medium 500 5 smo02 mango orange small 200 7 mop05 orange pineapple medium 500 12 laa10 apple apple large 1000 32 sgo02 guava orange small 200 10 lpp10 pineapple pineapple large 1000 3 loo10 orange orange large 1000 25 soo02 orange orange small 200 40  (a) identify a suitable field to use as the primary key. state a reason for your choice. field  .. reason  ..  ...  [2]  (b)  complete the query-by-example grid to display only the stock level and size of all cartons  containing only apple juice. field: table: sort: show: criteria: or:  [4]",
+            "14": "14 0478/22/m/j/20 \u00a9 ucles 2020 blank page",
+            "15": "15 0478/22/m/j/20 \u00a9 ucles 2020 blank page",
+            "16": "16 0478/22/m/j/20 \u00a9 ucles 2020 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 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.blank page"
+        },
+        "0478_s20_qp_23.pdf": {
+            "1": "cambridge igcse\u2122*0633505533* computer science  0478/23 paper 2 problem-solving and programming  may/june  2020  1 hour 45 minutes you must answer on the question paper. no additional materials are needed. instructions  \u25cf answer all questions.  \u25cf do not attempt tasks 1, 2 and 3  in the copy of the pre-release material on page 2; these are for  information only.  \u25cf use a black or dark blue pen. you may use an hb pencil for any diagrams or graphs.  \u25cf write your name, centre number and candidate number in the boxes at the top of the page.  \u25cf write your answer to each question in the space provided.  \u25cf do not use an erasable pen or correction fluid.  \u25cf do not write on any bar codes.  \u25cf calculators must not be used in this paper. information  \u25cf the total mark for this paper is 50.  \u25cf the number of marks for each question or part question is shown in brackets [  ].  \u25cf no marks will be awarded for using brand names of software packages or hardware. dc (cj) 184934/3 \u00a9 ucles 2020  [turn overthis document has 12 pages. blank pages are indicated.",
+            "2": "2 0478/23/m/j/20 \u00a9 ucles 2020 section a you are advised to spend no longer than 40 minutes answering this section. here is a copy of the pre-release material. do not attempt tasks 1, 2 and 3 now. use the pre-release material and your experience from attempting the tasks before the examination to  answer question 1. pre-release material a school snack shop sells the following items: category item code description price ($) healthy? fruit fr1 apple 1.00 yes fruit fr2 banana 1.25 yes fruit fr3 orange 1.00 yes fruit fr4 peach 1.30 yes sandwich sn1 cheese 1.75 yes sandwich sn2 cheese and tomato 2.20 yes sandwich sn3 chicken 2.00 yes sandwich sn4 chicken salad 2.35 yes sandwich sn5 salad (vegetarian) 2.00 yes crisps cr1 salted 1.00 no crisps cr2 cheese and onion 1.00 no crisps cr3 barbecue 1.00 no crisps cr4 prawn cocktail 1.00 no confectionery cn1 biscuits 0.95 no confectionery cn2 chocolate bar 1.05 no confectionery cn3 toffee and chocolate bar 1.25 no confectionery cn4 chocolate wafers 1.30 no drink dr1 cola 1.20 no drink dr2 lemon and lime soda 1.20 no drink dr3 orange soda 1.20 no drink dr4 orange juice 1.50 yes drink dr5 apple juice 1.50 yes write and test a program or programs for this snack shop. \u2022 your program or programs must include appropriate prompts for the entry of data; data must be  validated on entry. \u2022 error messages and other output need to be set out clearly and understandably. \u2022 all arrays, variables, constants and other identifiers must have meaningful names. you will need to complete these three tasks. each task must be fully tested. task 1  \u2013 setting up the system to show the items for sale and to allow items to be selected write a program to: \u2022 use arrays to store the item code, description, price and whether or not the item is healthy \u2022 allow a customer to choose an item to purchase \u2022 output the description of each chosen item, its price and whether or not it is healthy \u2022 allow the customer to choose additional items until they decide to stop \u2022 calculate and output the total price of the chosen items. task 2  \u2013 specifying quantities and introducing restrictions extend task 1  to: \u2022 allow the customer to input the quantity of each item they would like to purchase \u2022 count the number of healthy and unhealthy items chosen by the customer. for example, two  apples and a peach count as three healthy items \u2022 check that the customer has chosen at least one healthy item for every two unhealthy items.  if so, allow the customer to make the purchase. otherwise, the purchase cannot proceed, a  message is output to say the purchase is cancelled and the customer has to start again. task 3  \u2013 offering discounts extend the program to: \u2022 either  apply a 10% discount to the total price, when purchasing both healthy and unhealthy  items, only if the number of healthy items matches or exceeds the number of unhealthy items \u2022 or apply a 20% discount to the total price if all the items purchased are healthy items \u2022 calculate then output the new total price and the amount of money saved.",
+            "3": "3 0478/23/m/j/20 \u00a9 ucles 2020 [turn over 1 all variables, constants and other identifiers must have meaningful names.  (a) (i) identify one array you could have used for task 1  and state its purpose. array  .. purpose  .  ...  ...    [2]   (ii) identify one variable you could have used for task 2  and state its purpose. variable  . purpose  .    ...  ...  [2]   (iii) identify one constant you could have used for task 3  and state its purpose. constant   purpose  .    ...  ...  [2]  (b)  explain why a student would be advised not to store the healthy? data as a real data type  and identify the most suitable data type for the healthy? data.  ...  ...  ...  ...  ...  .  [2]  ",
+            "4": "4 0478/23/m/j/20 \u00a9 ucles 2020  (c)  write an algorithm for task 1  using either  pseudocode, programming statements or a  flowchart. it is not necessary to show initialisation or setting up of arrays.   ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...",
+            "5": "5 0478/23/m/j/20 \u00a9 ucles 2020 [turn over  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  .  [6]",
+            "6": "6 0478/23/m/j/20 \u00a9 ucles 2020  (d) explain how your program completes task 3 . assume task 1  and task 2  have been  completed. any programming statements used in your answer must be fully explained.  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  .  [4]",
+            "7": "7 0478/23/m/j/20 \u00a9 ucles 2020 [turn over  (e) describe how you could alter your program to restrict the maximum number of items  purchased by a customer to six.  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  .  [2]",
+            "8": "8 0478/23/m/j/20 \u00a9 ucles 2020 section b 2 draw a line to connect each description  to the most appropriate pseudocode  example . description pseudocode example a loop that will iterate   at least oncecase \u2026 of \u2026 otherwise \u2026 endcase a loop that will not be   executed on the first test   if the condition is falsenumber  number + 1 a conditional statement while \u2026 do \u2026 endwhile totalling sum  sum + newvalue counting repeat \u2026 until  [4]",
+            "9": "9 0478/23/m/j/20 \u00a9 ucles 2020 [turn over 3 this section of pseudocode is to be used as a validation check that will continue until a number  between 0 and 499 inclusive is entered.    1      print \"input a number from 0 to 499 inclusive\"  2      for number  1 to 10      3        input number    4        if number < 0 and number > 499   5          then   6            print \"invalid number, please try again\"  7        endif  8      until number = 0 or number = 499  9      print number, \" is within the correct range\"   there are three  lines in this pseudocode that contain errors. in each case, state the line number  to identify the incorrect line and write out the corrected line in full. error 1 line number  .. correction .  .. error 2 line number  .. correction .  .. error 3 line number  .. correction .  ..  [6]",
+            "10": "10 0478/23/m/j/20 \u00a9 ucles 2020 4 a code must take the form ll9 9ll where l is a letter and 9 is a digit.   (a) a presence check has already been used to ensure data has been entered. name two other  types of validation check that can be used to test the code is valid. check 1  . check 2  .  [2]  (b) give one example of invalid test data for each of the validation checks you have named in   part (a) and in each case, give a reason why it fails the check. each example of test data  must be different.    check 1 invalid test data  .  ... reason  .  ...  ...  ... check 2 invalid test data  .  ... reason  .  ...  ...  ...  [4]",
+            "11": "11 0478/23/m/j/20 \u00a9 ucles 2020 [turn over 5 this algorithm finds prime numbers.   the pre-defined function div gives the value of the result of integer division,   for example, y  9 div 4  gives y a value of 2   flag  false   input number     while number <> 0     divisor  2     while divisor <= number / 2         value  number div divisor       if number / divisor = value         then           flag  true       endif       divisor  divisor + 1     endwhile     if flag = false       then         output number, \" is prime\"     endif   input number   flag  false   endwhile  complete the trace table for the algorithm using the input data:  5, 6, 8, 0, 11, 13 flag number divisor value output  [5]",
+            "12": "12 0478/23/m/j/20 \u00a9 ucles 2020 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 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.6 draw the flowchart symbol for decision  and the flowchart symbol for process . decision process  [2] 7 a convenience store which sells general groceries wants to set up a database table called  stock. the table will contain fields including a description of the item, the price of the item  and the number in stock for each item. the stock table also has a fourth field to be used as a  primary key.  (a) complete the table to suggest a suitable field name for each of the four fields in the table  stock. give the purpose of the data to be stored in each field. field name purpose of field contents  [4]  (b) complete the query-by-example grid to output stock items where the quantity in stock has  fallen below 20. only show the primary key and description of the items. field: table: sort: show: criteria: or:  [3]"
+        },
+        "0478_w20_qp_11.pdf": {
+            "1": "cambridge igcse\u2122this document has 12 pages. blank pages are indicated. dc (lk) 186555/3 \u00a9 ucles 2020  [turn overcomputer science  0478/11 paper 1 theory  october/november  2020  1 hour 45 minutes you must answer on the question paper. no additional materials are needed. instructions  \u25cf answer all questions.  \u25cf use a black or dark blue pen. you may use an hb pencil for any diagrams or graphs.  \u25cf write your name, centre number and candidate number in the boxes at the top of the page.  \u25cf write your answer to each question in the space provided.  \u25cf do not use an erasable pen or correction fluid.  \u25cf do not write on any bar codes.  \u25cf calculators must not be used in this paper. information  \u25cf the total mark for this paper is 75.  \u25cf the number of marks for each question or part question is shown in brackets [  ].  \u25cf no marks will be awarded for using brand names of software packages or hardware. *4192404433*",
+            "2": "2 0478/11/o/n/20 \u00a9 ucles 2020 1 six devices are shown.  tick (3) to show if each device is an input , output  or storage  device. deviceinput (3)output (3)storage (3) keyboard sensor 3d cutter 2d scanner microphone hard disk drive (hdd)  [6] 2 ron is attending a music concert. he has bought three tickets.  each ticket number is displayed as a hexadecimal number.   (a) complete the table to show the 12-bit binary  values and the denary  values for each  hexadecimal ticket number. hexadecimal  ticket number12-bit binary value denary value 028 1a9 20c  [6]  working space  ..  ..  ..  ..  ..",
+            "3": "3 0478/11/o/n/20 \u00a9 ucles 2020 [turn over  (b) each ticket also has a qr code. the qr code is scanned at the entrance to the venue.   a person can only enter the venue with a valid qr code that allows entry.   when a person enters, a count is incremented to show how many people have entered the  venue.   explain how the system scans the qr code, checks if a person can enter and counts how  many people have entered.  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  .  [7] 3 transport layer security (tls) protocol is used to secure the transmission of data over the  internet.   (a) identify the two layers in the tls protocol. layer 1  .. layer 2  ..    [2]",
+            "4": "4 0478/11/o/n/20 \u00a9 ucles 2020  (b) the following paragraph explains how data is sent securely using the tls protocol.   use the terms to complete the paragraph. not all terms may need to be used. \u2022 authentic \u2022 binary \u2022 browser \u2022 certificate \u2022 internet service provider \u2022 signal \u2022 web page \u2022 web server \u2022 website   the browser requests the  to identify itself     by providing its   . this is sent and a check     is performed to see if it is   . if it is, the     ... sends a ...     back to the web server and data transmission begins.  [5]  (c) identify one other protocol that can be used to secure data transmission over the internet.  .  [1]",
+            "5": "5 0478/11/o/n/20 \u00a9 ucles 2020 [turn over question 4 starts on page 6.",
+            "6": "6 0478/11/o/n/20 \u00a9 ucles 2020 4 consider the given logic statement: x = ((not ( a nand b)) or ( b nor c))  (a) draw a logic circuit to represent the given logic statement.   all logic gates must have a maximum of two inputs. do not attempt to simplify the logic  statement. a b x c  [4]  (b) complete the truth table for the given logic statement. a b cworking spacex 0 0 0 0 0 1 0 1 0 0 1 1 1 0 0 1 0 1 1 1 0 1 1 1  [4]",
+            "7": "7 0478/11/o/n/20 \u00a9 ucles 2020 [turn over  (c) the logic statement given has four different logic gates.   identify two other  logic gates and complete a truth table for each. logic gate truth table ..a b x 0 0 0 1 1 0 1 1 logic gate truth table ..a b x 0 0 0 1 1 0 1 1  [4] 5 luke is creating a website for his t-shirt design business.  (a) he is using html to create the website. html can be separated into structure and  presentation.   (i) give two examples of html structure. example 1  .   example 2  .  [2]   (ii) give two examples of html presentation. example 1  . example 2  .  [2]",
+            "8": "8 0478/11/o/n/20 \u00a9 ucles 2020  (b) luke is concerned that his web server may be hacked or subjected to a denial of service  (dos) attack.   state two security methods that luke could use to help protect the web server from hacking  or a dos attack. method 1  ... method 2  ...  [2] 6 a von neumann model for a computer system contains several integrated circuits (ic).  (a) parallel data transmission is used in an ic.   (i) describe how data is transmitted using parallel data transmission.  ...  ...  ...  .  [2]   (ii) give one benefit of using parallel, rather than serial, data transmission.  ...  .  [1]  (b) the computer has a central processing unit (cpu).   (i) identify the bus that carries signals around the cpu to control the components.  .  [1]   (ii) identify the register built into the arithmetic logic unit (alu).  .  [1]",
+            "9": "9 0478/11/o/n/20 \u00a9 ucles 2020 [turn over   (iii) four statements about a von neumann model for a computer system are shown.    tick (3) to show if each statement is true  or false . statementtrue (3)false (3) data and instructions are stored in the same memory unit the control unit manages operations within the cpu data and instructions can be fetched into the cpu at the same time the control unit is responsible for decoding an instruction  [4] 7 nina is recording some music tracks that she has written. she is researching whether she should  record them in midi or mp3 format.  explain what is meant by midi and mp3 format. midi ..  ..  ..  .. mp3  ..  ..  ..  ..  [4]",
+            "10": "10 0478/11/o/n/20 \u00a9 ucles 2020 8 matthew is buying a new television with a display that uses led technology.  (a) explain what is meant by led technology.  ...  ...  ...  ...  ...  .  [3]  (b) state three  benefits of led technology. benefit 1  ...  ... benefit 2  ...  ... benefit 3  ...  ...  [3]  (c) identify one other  technology that could have been used for the display.  .  [1] 9 victoria is entering data into a computer system. the data will be transmitted to cloud storage.  (a) an even parity check is used to check for errors in the binary values after transmission.   for each of the 7-bit binary values , write the parity bit  that makes sure even  parity is met.     7-bit binary value  parity bit     1100010  ..     1001011  ..     0100010  ..     0010111  ..  [4]",
+            "11": "11 0478/11/o/n/20 \u00a9 ucles 2020  (b) identify two other error checking methods that could be used to check the binary values are  correct after transmission. method 1  ... method 2  ...  [2]  (c) a check digit is used to check whether data is correct when entered into the system.   describe how a check digit can be used to make sure the data entered is correct.  ...  ...  ...  ...  ...  ...  ...  .  [4]",
+            "12": "12 0478/11/o/n/20 \u00a9 ucles 2020 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 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.blank page"
+        },
+        "0478_w20_qp_12.pdf": {
+            "1": "cambridge igcse\u2122this document has 12 pages. blank pages are indicated. dc (lk) 186556/2 \u00a9 ucles 2020  [turn overcomputer science  0478/12 paper 1 theory  october/november  2020  1 hour 45 minutes you must answer on the question paper. no additional materials are needed. instructions  \u25cf answer all questions.  \u25cf use a black or dark blue pen. you may use an hb pencil for any diagrams or graphs.  \u25cf write your name, centre number and candidate number in the boxes at the top of the page.  \u25cf write your answer to each question in the space provided.  \u25cf do not use an erasable pen or correction fluid.  \u25cf do not write on any bar codes.  \u25cf calculators must not be used in this paper. information  \u25cf the total mark for this paper is 75.  \u25cf the number of marks for each question or part question is shown in brackets [  ].  \u25cf no marks will be awarded for using brand names of software packages or hardware. *1868618815*",
+            "2": "2 0478/12/o/n/20 \u00a9 ucles 2020 1 tina is creating a website for charity events. she uses html to create the website.  (a) state what is meant by html.  ...  .  [1]  (b) she uses the hexadecimal colour code #43b7f0 as the background colour for her website.   (i) state whether background colour is an example of structure  or presentation , in the  website.  .  [1]   (ii) the hexadecimal colour code # 43b7f0  is stored in three 8-bit  registers.    give the 8-bit binary  values for each part of the hexadecimal code. 43 b7 f0  [6]  (c) tina uses a microphone to record a welcome message for her website.   (i) state whether the microphone is an input  or output  device.  .  [1]",
+            "3": "3 0478/12/o/n/20 \u00a9 ucles 2020 [turn over   (ii) she wants to compress the recording to make sure that the file is as small as possible  for the website.    identify which type of compression she should use and describe how this would compress  the file for the website. type of compression  . description  ...  ...  ...  ...  ...  ...  ...  .  [4]   (iii) give two benefits of compressing the file for the website. benefit 1    ... benefit 2    ...  [2]",
+            "4": "4 0478/12/o/n/20 \u00a9 ucles 2020  (d) tina will use the tls protocol in her website when selling tickets to people for different charity  events. this makes sure that their personal data is transmitted securely.   (i) identify the two layers that are present in the tls protocol. layer 1  .. layer 2  ..  [2]   (ii) explain how data is sent securely using the tls protocol.  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  .  [6]",
+            "5": "5 0478/12/o/n/20 \u00a9 ucles 2020 [turn over  (e) tina is concerned about security threats to her web server.   (i) identify three  security threats to her web server that tina might be concerned about. 1   2   3    [3]   (ii) tina installs a proxy server to help protect her website from security threats.    describe how the proxy server will help protect the website.  ...  ...  ...  ...  ...  ...  ...  .  [4] 2 four  7-bit binary values are transmitted from one computer to another. a parity bit was added  to each binary value creating 8-bit binary values. all the binary values have been transmitted  correctly.  (a) tick (\u2713) to show whether an even  or an odd parity check has been used for each binary  value. 8-bit binary valueeven (\u2713)odd (\u2713) 11111111 01100110 01111011 10000000  [4]",
+            "6": "6 0478/12/o/n/20 \u00a9 ucles 2020  (b) the data will also be checked using a checksum.   describe how a checksum can be used to check that the data has been transmitted correctly.  ...  ...  ...  ...  ...  ...  ...  ...  ...  .  [5] 3 alessandro has some important data stored on his computer.  he is concerned about accidental damage to his data.  (a) (i) identify three  ways that the data could be accidentally damaged. 1   2   3    [3]   (ii) state what alessandro could do to make sure that he can retrieve his data if it is  accidentally damaged.  .  [1]",
+            "7": "7 0478/12/o/n/20 \u00a9 ucles 2020 [turn over  (b) alessandro uses an ssd to store his data.   describe what is meant by an ssd and how it operates to store data.  ...  ...  ...  ...  ...  ...  ...  .  [4]  (c) alessandro also uses off-line storage to store his data.   three examples of off-line storage are blu-ray, cd and dvd.   six statements are given about off-line storage.   tick (\u2713) to show if each statement applies to blu-ray , cd, or dvd .   some statements apply to more than one example of off-line storage. statementblu-ray (\u2713)cd (\u2713)dvd (\u2713) a type of optical storage has the largest storage capacity can be dual layer read using a red laser has the smallest storage capacity stores data in a spiral track  [6]",
+            "8": "8 0478/12/o/n/20 \u00a9 ucles 2020 4 consider the logic statement: x = ((( a nand b) nor ( b and c)) or c)  (a) draw a logic circuit to match the given logic statement.    all logic gates must have a maximum of two inputs. do not attempt to simplify the logic  statement. a b x c  [4]  (b) complete the truth table for the given logic statement. a b cworking spacex 0 0 0 0 0 1 0 1 0 0 1 1 1 0 0 1 0 1 1 1 0 1 1 1  [4]",
+            "9": "9 0478/12/o/n/20 \u00a9 ucles 2020 [turn over 5 tammy is buying a new computer that has an led display.  (a) five statements about led displays are given.   tick (\u2713) to show if each statement is true  or false . statementtrue (\u2713)false (\u2713) it is a flat panel display it creates images using red, green and blue diodes it is not very energy efficient and gives off heat it can be used in mobile devices such as smartphones and tablets it is a front-lit display  [5]",
+            "10": "10 0478/12/o/n/20 \u00a9 ucles 2020  (b) tammy connects the computer to her home network. the computer has a mac address and  an ip address.   a paragraph is given about mac addresses and ip addresses.   complete the paragraph using the list of terms given. not all terms need to be used. \u2022 compiled \u2022 computer \u2022 control \u2022 dynamic \u2022 identify \u2022 packet \u2022 principal \u2022 protocol \u2022 similar \u2022 unique   a mac address is a media access \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026.. address.   a network device has a \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026 mac address that    can help \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026. the device in the network. an ip address    is an internet \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026 address. an ip address can be static or    \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026  .  [5]  (c) tammy uses a browser when accessing the internet.   describe the role of the browser.  ...  ...  ...  ...  ...  ...  ...  .  [4]",
+            "11": "11 0478/12/o/n/20 \u00a9 ucles 2020 blank page",
+            "12": "12 0478/12/o/n/20 \u00a9 ucles 2020 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 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.blank page"
+        },
+        "0478_w20_qp_13.pdf": {
+            "1": "cambridge igcse\u2122*6353612904* dc (pq) 186557/2 \u00a9 ucles 2020  [turn overthis document has 12 pages. blank pages are indicated.computer science  0478/13 paper 1 theory  october/november  2020  1 hour 45 minutes you must answer on the question paper. no additional materials are needed. instructions  \u25cf answer all questions.  \u25cf use a black or dark blue pen. you may use an hb pencil for any diagrams or graphs.  \u25cf write your name, centre number and candidate number in the boxes at the top of the page.  \u25cf write your answer to each question in the space provided.  \u25cf do not use an erasable pen or correction fluid.  \u25cf do not write on any bar codes.  \u25cf calculators must not be used in this paper. information  \u25cf the total mark for this paper is 75.  \u25cf the number of marks for each question or part question is shown in brackets [  ].  \u25cf no marks will be awarded for using brand names of software packages or hardware.",
+            "2": "2 0478/13/o/n/20 \u00a9 ucles 2020 1 five hardware devices are given.  tick (3) to show if each device is an input , output  or storage  device. deviceinput  (3)output  (3)storage  (3) solid state drive (ssd) headphones 2d cutter lcd projector microphone  [5] 2 paige has a computer that has a central processing unit (cpu) based on the von neumann model  for a computer system.  (a) identify the component within the cpu that controls the flow of data.  .  [1]  (b) identify the component within the cpu where calculations are carried out.  .  [1]  (c) identify the component within the cpu that stores the address of the next instruction to be  processed.  .  [1]  (d) identify the register within the cpu that holds an instruction that has been fetched from  memory.  .  [1]  (e) identify the register within the cpu that holds data that has been fetched from memory.  .  [1]",
+            "3": "3 0478/13/o/n/20 \u00a9 ucles 2020 [turn over 3 (a) four  denary to 8-bit binary conversions are given.   tick (3) to show if each denary to 8-bit binary conversion is correct  or incorrect . denary binary conversioncorrect  (3)incorrect  (3) 145 10010001 179 10110101  11 00010011 100 01100010  [4]  (b) convert the 12-bit binary number into hexadecimal. 1 1 0 0 0 1 0 0 0 0 0 0  .  [3] 4 eugene has a web server that stores his online shopping website.  customers access the website using a browser.  (a) describe how the webpages are requested and displayed on the customer\u2019s computer.  ...  ...  ...  ...  ...  ...  ...  .  [4]  (b) state three  online security threats to eugene\u2019s web server. threat 1   threat 2   threat 3    [3]",
+            "4": "4 0478/13/o/n/20 \u00a9 ucles 2020 5 arjun uses a scanner to create digital versions of some printed documents.   the scanner is attached to his computer using a usb connection.  (a) tick (3) to show if the usb connection uses parallel  or serial  data transmission.   describe your chosen method of data transmission.   parallel     serial       description  ...  ...  ...  ...  [3]  (b) give three  benefits of a usb connection. benefit 1  ...  ... benefit 2  ...  ... benefit 3  ...  ...  [3]  (c) arjun uses the internet to send the digital documents to his friend. he wants to make sure the  documents are sent securely.   identify two protocols that can be used to transfer data securely. protocol 1  . protocol 2  .  [2]",
+            "5": "5 0478/13/o/n/20 \u00a9 ucles 2020 [turn over 6 elsa writes a paragraph in an examination about encryption.  there are several terms missing from the paragraph.  complete the paragraph using the list of given terms. not all terms may need to be used.  some terms may be used more than once. \u2022 algorithm \u2022 alphanumeric \u2022 cookie \u2022 cypher \u2022 key \u2022 padlock \u2022 plain \u2022 word processed  the data is encrypted using a ... . this is an  ... that is used to scramble the data. the data before  encryption is known as ... text. when the data has been  encrypted it is known as ... text. to read the encrypted  data it needs to be decrypted using a ... .  [5]",
+            "6": "6 0478/13/o/n/20 \u00a9 ucles 2020 7  four  7-bit binary values are transmitted from one computer to another. a parity bit was added  to each binary value creating 8-bit binary values. all the binary values have been transmitted  correctly.  (a) tick (3) to show whether an even  or an odd parity check has been used for each binary  value. 8-bit binary valueeven  (3)odd  (3) 10000001 10000010 00101001 00101000  [4]  (b) a parity check may not always detect errors that have occurred in data transmission.   state why a parity check may not detect data transmission errors.  .  [1]  (c) give one other error checking method that could be used to check for errors in data  transmission.  .  [1]",
+            "7": "7 0478/13/o/n/20 \u00a9 ucles 2020 [turn over 8 edith is buying a new computer monitor that displays images using lcd technology.  (a) explain what is meant by lcd technology.  ...  ...  ...  ...  ...  .  [3]  (b) state three  benefits of lcd technology. benefit 1  ...  ... benefit 2  ...  ... benefit 3  ...  ...  [3] 9 elle uses both cds and dvds to store her school projects.  (a) give three  similarities between a cd and a dvd. 1    ... 2    ... 3    ...  [3]  (b)  state one difference between a cd and a dvd.  ...  .  [1]",
+            "8": "8 0478/13/o/n/20 \u00a9 ucles 2020 10 consider the following logic statement: x = ((b and not a) xor ( a or c))  (a) draw a logic circuit to match the given logic statement.   all logic gates must have a maximum of two inputs. do not attempt to simplify the logic  statement. a bx c [4]  (b) complete the truth table for the given logic statement. a b cworking spacex 0 0 0 0 0 1 0 1 0 0 1 1 1 0 0 1 0 1 1 1 0 1 1 1  [4]",
+            "9": "9 0478/13/o/n/20 \u00a9 ucles 2020 [turn over 11 a theme park has a game where a player tries to run from the start to the finish without getting wet.  the system for the game uses sensors and a microprocessor to spray water at a player as they  run past each sensor.  describe how the sensors and the microprocessor are used in this system.  ..  ..  ..  ..  ..  ..  ..  ..  ..  ..  ..    [6] 12 warner says that he has a very good internet service provider (isp) that provides several services.  five statements about isps are given.   tick (3) to show if each statement is true  or false . statementtrue  (3)false  (3) provides access to the internet for customers can determine the maximum bandwidth available for customers monitors the volume of data downloaded by customers can provide an ip address for the customer stores the content for all web pages available on the internet  [5]",
+            "10": "10 0478/13/o/n/20 \u00a9 ucles 2020 13 phishing and pharming are two security issues a user should be aware of when using the internet.    (a)  state one similarity between phishing and pharming.  ...  .  [1]  (b) explain two differences between phishing and pharming. difference 1  ...  ...  ... difference 2  ..  ...  ...  [2]",
+            "11": "11 0478/13/o/n/20 \u00a9 ucles 2020 blank page",
+            "12": "12 0478/13/o/n/20 \u00a9 ucles 2020 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 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.blank page"
+        },
+        "0478_w20_qp_21.pdf": {
+            "1": "cambridge igcse\u2122dc (st/ct) 185129/2 \u00a9 ucles 2020  [turn overthis document has 16 pages. blank pages are indicated.computer science  0478/21 paper 2 problem-solving and programming  october/november  2020  1 hour 45 minutes you must answer on the question paper. no additional materials are needed. instructions  \u25cf answer all questions.  \u25cf do not attempt tasks 1, 2 and 3  in the copy of the pre-release material on page 2; these are for  information only.  \u25cf use a black or dark blue pen. you may use an hb pencil for any diagrams or graphs.  \u25cf write your name, centre number and candidate number in the boxes at the top of the page.  \u25cf write your answer to each question in the space provided.  \u25cf do not use an erasable pen or correction fluid.  \u25cf do not write on any bar codes.  \u25cf calculators must not be used in this paper. information  \u25cf the total mark for this paper is 50.  \u25cf the number of marks for each question or part question is shown in brackets [  ].  \u25cf no marks will be awarded for using brand names of software packages or hardware. *5278605583*",
+            "2": "2 0478/21/o/n/20 \u00a9 ucles 2020 section a you are advised to spend no longer than 40 minutes answering this section. here is a copy of the pre-release material. do not attempt tasks 1, 2 and 3 now. use the pre-release material and your experience from attempting the tasks before the examination to  answer question 1. pre-release material a car insurance system allows customers to check how much it would cost to buy insurance for a car for  twelve months. the starting price of the car insurance is $500. the actual price a customer pays for the car  insurance changes depending upon this information: \u2022 engine size of car \u2022 value of car \u2022 where car is kept overnight \u2022 number of kilometres (km) driven a year \u2022 age of driver \u2022 years insured without an insurance claim engine  size in  litresprice  changevalue in  $1000price  changekept  over- nightprice  change1000  km  driven a  yearprice  changeage of  driverprice  changeyears  without  claimprice  change <=0.5 \u20135% <0.5 \u20135% garage \u20135% <5 \u20135% 18\u201320 +100% 1 \u201310% >0.5 to 1.0 0% 0.5 to 2 0% drive 0% 5 to 20 0% 21\u201325 +50% 2 \u201320% >1.0 to 2.5 +5% >2 to 10 +5% street +5% >20 +5% 26\u201330 +25% 3 \u201330% >2.5 +10% >10 to 20 +10% 31\u201370 0% 4 \u201340% >20 +15% 71\u201380 +10% 5 \u201350% >80 +20% 6 \u201360% >6 \u201370% table 1 table 2 the actual price is calculated by: \u2022 finding the total of the percentage changes for the customer using table 1 \u2022 applying this total percentage change to the starting price of the car insurance \u2022 applying the years without claim discount percentage for the customer using table 2. write and test a program or programs to calculate the price for a customer to insure a car. \u2022  your program or programs must include appropriate prompts for the entry of data; data must be  validated on entry. \u2022 error messages and other output need to be set out clearly and understandably. \u2022 all variables, constants and other identifiers must have meaningful names. you will need to complete these three  tasks. each task must be fully tested. task 1 \u2013 calculate the price to insure a car. write a program to obtain the required information from a customer and calculate the price to insure the car.  display the price to insure the car. display the total percentage change calculated from table 1, and the  years without claim discount percentage from table 2 separately. task 2 \u2013 new customer discount. extend task 1  to include an additional discount of 10% off the price to any new customer who is aged  between 26 and 70 inclusive, who also has 2 or more years without a claim. display the amount of money  this would save and the new price. task 3 \u2013 adding an extra driver. customers can add one extra driver. the age of the extra driver may increase the price. the new price is  calculated by applying the percentage price change for the age of the extra driver from table 1 to the price.  extend task 2  to calculate and display the new price including an extra driver if required.",
+            "3": "3 0478/21/o/n/20 \u00a9 ucles 2020 [turn over 1 all variables, constants and other identifiers must have meaningful names.  (a) identify one array that you could have used for task 1 . give the data type and state the use  of the array. array  . data type  .. use  ...  ...  ... [3]  (b) data entered by a customer includes the age of the driver in task 1 .   identify two different validation checks you could use for the age of the driver.    justify your choice for each one. validation check 1  .  ... justification  ...  ...  ...  ... validation check 2  .  ... justification  ...  ...  ...  ... [4]",
+            "4": "4 0478/21/o/n/20 \u00a9 ucles 2020  (c) write an algorithm for task 2 , using either  pseudocode, programming statements or a  flowchart. assume that task 1  has been completed.  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  .  [6]",
+            "5": "5 0478/21/o/n/20 \u00a9 ucles 2020 [turn over  (d) (i) explain how your program completed task 3 . assume that task 2  has been completed.    any programming statements used in your answer must be fully explained.  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  .  [4]",
+            "6": "6 0478/21/o/n/20 \u00a9 ucles 2020   (ii) the car insurance system needs updating to record the percentage of customers who  bought car insurance after obtaining a price to insure a car. describe the changes  required to your program.  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  .  [3]",
+            "7": "7 0478/21/o/n/20 \u00a9 ucles 2020 [turn over section b 2 describe the purpose of variables and constants. use an example of each in your answer.  ..  ..  ..  ..  ..  ..  ..  ..    [4]",
+            "8": "8 0478/21/o/n/20 \u00a9 ucles 2020 3 this pseudocode algorithm calculates the weight and number of bags in a load of firewood. the  weight in kilograms of each bag is input. the algorithm finishes when either 50 bags have been  weighed, or as soon as the total weight exceeds 1000 kilograms. only then are the total weight  and the number of bags in the load output.  01  totalweight \u2190 1000  02  bagcount \u2190 0  03  maxbag \u2190 50  04  maxweight \u2190 1000  05  repeat  06      output \"please enter weight of bag\"  07      input weight  08      totalweight \u2190 totalweight + weight  09      bagcount \u2190 bagcount + 1  10      output \"number of bags in the load is \", bagcount  11  until totalweight > maxweight and bagcount >= maxbag  12  output \"total weight of the load is \", maxweight  (a) give the line number(s) from the algorithm of: an assignment statement  . a loop   a counting statement   a totalling statement  . [4]  (b) give the line numbers of the four errors in this pseudocode. suggest a correction for each  error. error 1 line number  ... correction  .  ... error 2 line number  ... correction  .  ... error 3 line number  ... correction  .  ... error 4 line number  ... correction  .  ... [4]",
+            "9": "9 0478/21/o/n/20 \u00a9 ucles 2020 [turn over  (c) explain how you could extend the algorithm to calculate and display the average weight of a  bag of firewood in the load.  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  .  [4]",
+            "10": "10 0478/21/o/n/20 \u00a9 ucles 2020 4 this flowchart inputs five numbers and performs a calculation.  the predefined function mod finds the remainder from integer division for example  r \u2190 25 mod 11  gives r a value of 3 start endis v = 0 ? is b = z ?a \u2190 v*2 + w*3 + x*4 + y*5input v,w,x,y,z output \"invalid \"output \"valid\"no noyes yesb \u2190 a mod 11",
+            "11": "11 0478/21/o/n/20 \u00a9 ucles 2020 [turn over  (a) complete the trace table for this set of input data:   5, 4, 6, 2, 1, 9, 3, 2, 1, 6, 7, 6, 1, 5, 1, 0, 0, 0, 0, 0 v w x y z a b output [4]  (b) describe the purpose of this flowchart.  ...  ...  ...  .  [2]",
+            "12": "12 0478/21/o/n/20 \u00a9 ucles 2020 5 a database table, airline, stores data used to compare airlines. code airline namenumber of  employeesnumber of  countrieshead office share price fj fastjet 60000 30 europe 514.50 ma murphyair 35000 8 europe 152.67 js jetseven 45000 22 asia 257.44 k3 koala3 22000 11 australia 501.21 ns northstate 30000 4 america 108.22 ss southstate 30000 4 america 126.35 bj bluejet 15000 7 africa 215.45 sk skyking 32000 27 europe 506.12 pf pandafly 50000 35 asia 317.88  (a) state how many fields and how many records are shown in the airline table. number of fields  .. number of records  .. [2]  (b) show the output that would be given by this query-by-example. field: airline name number of employees head office share price table: airline airline airline airline sort: show: 3 3 criteria: < 35000 > 500.00 or:  ...  ...  .  [2]",
+            "13": "13 0478/21/o/n/20 \u00a9 ucles 2020  (c) complete the query-by-example grid to find every airline with a head office in asia or africa,  and number of countries greater than 4. only show the airline name and number of countries. field: table: sort: show: criteria: or: [4]",
+            "14": "14 0478/21/o/n/20 \u00a9 ucles 2020 blank page",
+            "15": "15 0478/21/o/n/20 \u00a9 ucles 2020 blank page",
+            "16": "16 0478/21/o/n/20 \u00a9 ucles 2020 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 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.blank page"
+        },
+        "0478_w20_qp_22.pdf": {
+            "1": "cambridge igcse\u2122computer science  0478/22 paper 2 problem-solving and programming  october/november  2020  1 hour 45 minutes you must answer on the question paper. no additional materials are needed. instructions  \u25cf answer all questions.  \u25cf do not attempt tasks 1, 2 and 3  in the copy of the pre-release material on page 2; these are for  information only.  \u25cf use a black or dark blue pen. you may use an hb pencil for any diagrams or graphs.  \u25cf write your name, centre number and candidate number in the boxes at the top of the page.  \u25cf write your answer to each question in the space provided.  \u25cf do not use an erasable pen or correction fluid.  \u25cf do not write on any bar codes.  \u25cf calculators must not be used in this paper. information  \u25cf the total mark for this paper is 50.  \u25cf the number of marks for each question or part question is shown in brackets [  ].  \u25cf no marks will be awarded for using brand names of software packages or hardware. this document has 12 pages. blank pages are indicated. dc (st) 185711/3 \u00a9 ucles 2020  [turn over *1129138452*",
+            "2": "2 0478/22/o/n/20 \u00a9 ucles 2020 section a you are advised to spend no longer than 40 minutes answering this section. here is a copy of the pre-release material. do not attempt tasks 1, 2 and 3 now. use the pre-release material and your experience from attempting the tasks before the examination to  answer question 1. pre-release material an online computer shop sells customised personal computers. every computer sold includes a basic set of  components costing $200 and additional items can be added from the table: category item code description price ($) case a1 compact 75.00 case a2 tower 150.00 ram b1 8 gb 79.99 ram b2 16 gb 149.99 ram b3 32 gb 299.99 main hard disk drive c1 1 tb hdd 49.99 main hard disk drive c2 2 tb hdd 89.99 main hard disk drive c3 4 tb hdd 129.99 solid state drive d1 240 gb ssd 59.99 solid state drive d2 480 gb ssd 119.99 second hard disk drive e1 1 tb hdd 49.99 second hard disk drive e2 2 tb hdd 89.99 second hard disk drive e3 4 tb hdd 129.99 optical drive f1 dvd/blu-ray player 50.00 optical drive f2 dvd/blu-ray re-writer 100.00 operating system g1 standard version 100.00 operating system g2 professional version 175.00 as well as the basic set of components every computer must include one case, one ram and one main hard  disk drive from the table. a computer is supplied with or without an operating system. write and test a program or programs for the online computer shop. \u2022  your program or programs must include appropriate prompts for the entry of data; data must be validated  on entry. \u2022  error messages and other output need to be set out clearly and understandably. \u2022 all arrays, variables, constants and other identifiers must have meaningful names. you will need to complete these three  tasks. each task must be fully tested. task 1  \u2013 setting up the system and ordering the main items. write a program to: \u2022 use arrays to store the item code, description and price \u2022 allow a customer to choose one case, one ram and one main hard disk drive \u2022 calculate the price of the computer using the cost of the chosen items and the basic set of components \u2022 store and output the chosen items and the price of the computer. task 2  \u2013 ordering additional items. extend task 1  to: \u2022  allow a customer to choose whether to purchase any items from the other categories \u2013 if so, which  item(s) \u2022 update the price of the computer \u2022 store and output the additional items and the new price of the computer. task 3  \u2013 offering discounts. extend task 2  to: \u2022 apply a 5% discount to the price of the computer if the customer has bought only one additional item \u2022  apply a 10% discount to the price of the computer if the customer has bought two or more additional  items \u2022 output the amount of money saved and the new price of the computer after the discount.",
+            "3": "3 0478/22/o/n/20 \u00a9 ucles 2020 [turn over 1 all variables, constants and other identifiers must have meaningful names.  (a) (i) identify one array you could have used for task 1  and state its purpose. array  .. purpose  .  ...  ... [2]   (ii) identify one variable you could have used for task 2  and state its purpose. variable  . purpose  .  ...  ... [2]   (iii) identify one constant you could have used for task 3  and state its purpose. constant   purpose  .  ...  ... [2]  (b)  explain the benefits of storing price as a real data type.  ...  ...  ...  ...  ...  ...  .  [2]",
+            "4": "4 0478/22/o/n/20 \u00a9 ucles 2020  (c)  write an algorithm to show how you completed task 1 , using either  pseudocode,  programming statements or a flowchart. it is not necessary to show initialisation or setting up  of arrays in your answer.  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...",
+            "5": "5 0478/22/o/n/20 \u00a9 ucles 2020 [turn over  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  .  [6]",
+            "6": "6 0478/22/o/n/20 \u00a9 ucles 2020  (d) explain how your program completes task 3 . any programming statements used in your  answer must be fully explained.  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  .  [4]",
+            "7": "7 0478/22/o/n/20 \u00a9 ucles 2020 [turn over  (e) describe how you could alter your program to allow more than one computer to be bought.  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  .  [2]",
+            "8": "8 0478/22/o/n/20 \u00a9 ucles 2020 section b 2 tick (3) one box in each row to identify if the statement about subroutines is true or false . statementtrue (3)false (3) a subroutine is called from within a program. a subroutine is not a complete program. a subroutine is a self-contained piece of code. a subroutine must return a value to the code from which it was called. [2] 3 this pseudocode algorithm is used as a validation check.  print \"input a number from 1 to 5000\"  repeat    input number    if number < 1 or number > 5000      then        print \"invalid number, please try again\"    endif  until number >= 1 and number <= 5000  print number, \" is within the correct range\"  identify three  different types of test data. for each type, give an example of the test data you  would use to test this algorithm and state a reason for your choice of test. type of test data 1  ... test data ... reason  .  .. type of test data 2  ... test data ... reason  .  .. type of test data 3  ... test data ... reason  .  .. [6]",
+            "9": "9 0478/22/o/n/20 \u00a9 ucles 2020 [turn over 4 this pseudocode algorithm allows 5000 numbers to be entered and stored in an array called  number .   for count  1 to 5000     input number[count]   next count  extend and re-write the algorithm using pseudocode to also count and output how many of the  numbers stored in the array are greater than 500, using the variable higher . only output higher   once with an appropriate message.  ..  ..  ..  ..  ..  ..  ..  ..  ..  ..  ..  ..  ..  ..  ..  ..  ..  ..  ..  ..  ..  ..    [6]",
+            "10": "10 0478/22/o/n/20 \u00a9 ucles 2020 5 this pseudocode represents an algorithm.    repeat      flag  0      for count  0 to 3        if num[count] < num[count + 1]          then            store  num[count]            num[count]  num[count + 1]            num[count + 1]  store            flag  1        endif      next count    until flag = 0  (a) the contents of the array at the start of the algorithm are: num[0] num[1] num[2] num[3] num[4] 45 56 30 12 15   complete the trace table for the algorithm using the data given in the array. flag count num[0] num[1] num[2] num[3] num[4] store 45 56 30 12 15 [5]  (b) describe the purpose of the algorithm.  ...  ...  ...  .  [2]",
+            "11": "11 0478/22/o/n/20 \u00a9 ucles 2020 [turn over 6 draw a flowchart symbol to represent each of the following: input/output decision [2] question 7 starts on page 12. 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 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.",
+            "12": "12 0478/22/o/n/20 \u00a9 ucles 2020 7 the table audioparts stores the part number, description, cost and quantity in stock of the  items sold by a music shop. partnum description cost quantity a01 compact amplifier case 50.00 15 a02 deluxe amplifier case 75.00 1 a03 amplifier standard 79.99 48 a04 amplifier midrange 149.99 50 a05 amplifier megablaster 299.99 48 s01 tweeter 59.99 10 s02 midrange woofer 99.99 0 s03 subwoofer 139.99 16 s04 tower speaker basic 159.99 25 s05 tower speaker skyscraper 219.99 9 s06 centre speaker 149.99 25 s07 soundbar 89.99 2 s20 soundbar 129.99 0 s21 ceiling surround speaker 75.00 15 s22 ceiling full range speaker 100.00 1 s25 surround speaker 100.00 60 t19 speaker stands (pair) 75.00 60  (a) state the number of records in the table audioparts  .  [1]  (b) identify the field that is most suitable to be a primary key and give a reason for your choice. fieldname  . reason  .  ...  ... [2]  (c) complete the query-by-example grid to show the items where the quantity in stock is fewer  than 10. show all the fields from the database table in descending order of cost. field: table: sort: show: criteria: or: [4]"
+        },
+        "0478_w20_qp_23.pdf": {
+            "1": "cambridge igcse\u2122this document has 16 pages. blank pages are indicated.computer science  0478/23 paper 2 problem-solving and programming  october/november  2020  1 hour 45 minutes you must answer on the question paper. no additional materials are needed. instructions  \u25cf answer all questions.   \u25cf do not attempt tasks 1, 2 and 3  in the copy of the pre-release material on page 2; these are for  information only.  \u25cf use a black or dark blue pen. you may use an hb pencil for any diagrams or graphs.  \u25cf write your name, centre number and candidate number in the boxes at the top of the page.  \u25cf write your answer to each question in the space provided.  \u25cf do not use an erasable pen or correction fluid.  \u25cf do not write on any bar codes.  \u25cf calculators must not be used in this paper. information  \u25cf the total mark for this paper is 50.  \u25cf the number of marks for each question or part question is shown in brackets [  ].  \u25cf no marks will be awarded for using brand names of software packages or hardware. *0405086665* dc (st/jg) 185347/3 \u00a9 ucles 2020  [turn over",
+            "2": "2 0478/23/o/n/20 \u00a9 ucles 2020 section a you are advised to spend no longer than 40 minutes answering this section. here is a copy of the pre-release material. do not attempt tasks 1, 2 and 3 now. use the pre-release material and your experience from attempting the tasks before the examination to  answer question 1. pre-release material a baguette ordering service allows customers to order filled baguettes. there are two sizes of  baguette: 30  cm and 15  cm. baguettes are available as white, brown or seeded bread. baguettes  have one filling and can have up to three salad items added. filling and salad choices are: filling salad beef chicken cheese egg tuna turkeylettuce tomato sweetcorn cucumber peppers customers choose their baguette options. they then confirm their order, alter their choices or choose  not to proceed. each day the ordering service calculates the number of each: \u2022 size of baguette sold \u2022 type of bread (white, brown or seeded) sold \u2022 filling sold. write and test a program or programs for the baguette ordering service. \u2022 your program or programs must include appropriate prompts for the entry of data; data must be  validated on entry. \u2022 error messages and other output need to be set out clearly and understandably. \u2022 all variables, constants and other identifiers must have meaningful names. you will need to complete these three  tasks. each task must be fully tested. task 1  \u2013 ordering. customers are given choices on size, type of bread, filling and salad items as shown. only valid  choices can be accepted. the customer is asked to confirm their order, alter their choices or choose  not to proceed. if the customer confirms their order they are given a unique order number. display  the baguette ordered and the order number. task 2  \u2013 recording the choices. extend task 1  to record totals for the size, types of bread and fillings sold that day and calculate  the total number of baguettes sold that day. task 3 \u2013 finding the most and least popular baguette fillings. using your results from task 2 , display the most popular and least popular fillings as a percentage  of the total number of baguettes sold that day.",
+            "3": "3 0478/23/o/n/20 \u00a9 ucles 2020 [turn over 1  all variables, constants and other identifiers must have meaningful names.  (a) identify one constant and identify one variable that you could have used for task 1 . give the  value that would be assigned to the constant. give the data type for the variable. state what  each one could be used for. constant  ... value  . use  ...  ... variable  . data type  .. use  ...  ... [6]  (b) (i) write an algorithm to allow a customer to choose the filling and salad items for their  baguette (part of task 1 ), using either  pseudocode, programming statements or a  flowchart. your algorithm must only include this part of task 1 .  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...",
+            "4": "4 0478/23/o/n/20 \u00a9 ucles 2020  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...",
+            "5": "5 0478/23/o/n/20 \u00a9 ucles 2020 [turn over  ...  ...  ...  ...  ...  ...  ...  .  [5]   (ii) explain how your algorithm in part (b)(i)  ensured that only valid choices were accepted  for the filling.  ...  ...  ...  ...  ...  ...  .  [3]  (c) explain how you would need to change your program for task 1  if there were three sizes of  baguette to choose from (15  cm, 20  cm and 30  cm).  ...  ...  ...  .  [2]",
+            "6": "6 0478/23/o/n/20 \u00a9 ucles 2020  (d) explain how your program completed task 3 . assume that task 2  has been completed.   any programming statements used in your answer must be fully explained.  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  .  [4]",
+            "7": "7 0478/23/o/n/20 \u00a9 ucles 2020 [turn over section b starts on page 8.",
+            "8": "8 0478/23/o/n/20 \u00a9 ucles 2020 section b 2  an algorithm has been written in pseudocode to check the temperature readings taken from a  freezer are within the range \u201318 degrees to \u201325 degrees inclusive.  the algorithm counts the number of times that the temperature reading is below \u201325 degrees and  the number of times that the temperature reading is above \u201318 degrees.   an engineer is called if there are more than 10 temperature readings below \u201325 degrees.  an alarm sounds if there are more than 5 temperature readings above \u201318 degrees.  01  toohot  0  02  toocold  1000  03  repeat  04      output \"please enter temperature\"  05      input temperature  06      if temperature < -25  07        then  08          toocold  toocold \u2013 1  09      endif  10      if temperature > -18  11        then  12          toohot  toohot + 1  13      endif  14  until toohot > 5 or toocold > 10  15  if toohot < 5  16    then  17      input \"alarm!!\"  18  endif  19  if toocold > 10  20    then  21      output \"call the engineer\"  22  endif  (a) give the line number(s) from the algorithm of: an assignment statement  . a loop   a counting statement   a selection statement   [4]",
+            "9": "9 0478/23/o/n/20 \u00a9 ucles 2020 [turn over  (b) give line numbers where the four errors are to be found in the pseudocode. suggest a  correction for each error. error 1 line number  ... correction  .  ... error 2 line number  ... correction  .  ... error 3 line number  ... correction  .  ... error 4 line number  ... correction  .  ... [4]  (c) explain how you could extend the algorithm to count the number of times the temperature  readings are within the range \u201318 degrees to \u201325 degrees inclusive.  ...  ...  ...  ...  ...  ...  ...  ...  ...  .  [4]",
+            "10": "10 0478/23/o/n/20 \u00a9 ucles 2020 3 four programming concepts and five descriptions are shown.  draw a line to connect each programming concept  to its correct description . not all descriptions  will be connected to a programming concept.  programming concept  description validationa subroutine that does not have to  return a value an automatic check to ensure that data  input is reasonable and sensible a subroutine that always returns  a value an overview of a program or subroutine a check to ensure that data input  matches the originalverification procedure  function [4]",
+            "11": "11 0478/23/o/n/20 \u00a9 ucles 2020 [turn over question 4 starts on page 12.",
+            "12": "12 0478/23/o/n/20 \u00a9 ucles 2020 4 this flowchart represents an algorithm that allows the input of two numbers and performs a  calculation.   the predefined function mod finds the remainder from integer division for example x  8 mod 5   gives x a value of 3. start a   y mod zendis y = 0 ? is y > z ? is a = 0 ?a   z mod yinput y,z output \"invalid \"output \"valid\"no no noyes yes yes",
+            "13": "13 0478/23/o/n/20 \u00a9 ucles 2020 [turn over  (a) complete a trace table for this set of input data:   11, 4, 6, 2, 3, 9, 3, 2, 2, 6, 0, 0, 1, 1 y z a output [4]  (b) explain the purpose of this algorithm.  ...  ...  ...  .  [2]",
+            "14": "14 0478/23/o/n/20 \u00a9 ucles 2020 5 a marine wildlife rescue centre uses a database table, marine, to keep records of its creatures. creature class quantity ready for release offspring manta ray fish 3 y n short-tailed albatross bird 4 y n emperor penguin bird 50 y y bluefin tuna fish 2 n n manatee mammal 4 y n hawksbill turtle reptile 10 y y hammerhead shark fish 3 y n yellow-eyed penguin bird 4 y n kemp\u2019s ridley sea turtle reptile 1 y n  (a) state how many fields and how many records are shown in this table. number of fields  ... number of records   [2]  (b) show the output that would be given by this query-by-example. field: creature class ready for release table: marine marine marine sort: show: 3 3 criteria: =\"bird\" or:  ...  ...  .  [2]",
+            "15": "15 0478/23/o/n/20 \u00a9 ucles 2020  (c) complete the query-by-example grid to display the creatures, in ascending order of quantity,  that have no offspring and are ready for release. display only the creature field. field: table: sort: show: criteria: or: [4]",
+            "16": "16 0478/23/o/n/20 \u00a9 ucles 2020 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 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.blank page"
+        }
+    },
+    "2021": {
+        "0478_m21_qp_12.pdf": {
+            "1": "this document has 16 pages. any blank pages are indicated. cambridge igcse\u2122 dc (pq/sg) 202679/4 \u00a9 ucles 2021  [turn over *0803728940* computer science  0478/12 paper 1 theory  february/march  2021  1 hour 45 minutes you must answer on the question paper. no additional materials are needed. instructions  \u25cf answer all questions.  \u25cf use a black or dark blue pen. you may use an hb pencil for any diagrams or graphs.  \u25cf write your name, centre number and candidate number in the boxes at the top of the page.  \u25cf write your answer to each question in the space provided.  \u25cf do not use an erasable pen or correction fluid.  \u25cf do not write on any bar codes.  \u25cf calculators must not be used in this paper. information  \u25cf the total mark for this paper is 75.  \u25cf the number of marks for each question or part question is shown in brackets [  ].  \u25cf no marks will be awarded for using brand names of software packages or hardware.",
+            "2": "2 0478/12/ f/m/21 \u00a9 ucles 2021 1 a hockey club records the number of people that watch each match. an 8-bit binary register is  used to store this value.  (a) 46 people watch the first match and 171 people watch the second match.   show how the registers would store these denary values as 8-bit binary.  denary  value8-bit binary 46 171  [2]   working space  ...  ...  ...  ...  (b) give the largest denary value that can be stored in the 8-bit binary register.   .  [1]  (c) the hockey club wants to increase the number of people that can watch each match to 2000.  the 8-bit binary register may no longer be able to store the value.   give the smallest number of bits that can be used to store the denary value 2000.  .  [1]   working space  ...  ...  ...  ...",
+            "3": "3 0478/12/ f/m/21 \u00a9 ucles 2021 [turn over  (d) electronic data about the final score for the match is transmitted to a central computer  30 kilometres away, using serial transmission.   (i) explain why serial transmission is more appropriate than parallel transmission in this  scenario.   ...  ...  ...  ...  ...  .  [3]   (ii) the data transmission is also half-duplex.    describe half-duplex data transmission.   ...  ...  ...  .  [2]   (iii) the data transmission uses checksums.    describe how checksums are used to detect errors in data transmission.   ...  ...  ...  ...  ...  .  [3]",
+            "4": "4 0478/12/ f/m/21 \u00a9 ucles 2021 2 gurdeep takes high definition photographs using a digital camera. she has set up a website where  users can view thumbnails of her photographs. a thumbnail is a small version of the high definition  photograph.   (a) gurdeep compresses the high definition photographs to create the thumbnails. she uses  lossy compression.     describe how lossy compression creates the thumbnails.   ...  ...  ...  ...  ...  .  [3]  (b) gurdeep sets up a web server to host her website. she reads about an internet protocol (ip)  address, a media access control (mac) address and a uniform resource locator (url).   draw a line to connect each term to the correct example.  term example ip address 192.168.0.255  mac address https:// www.cambridgeinternational.org url 00:15:e9:2b:99:3c   [2]",
+            "5": "5 0478/12/ f/m/21 \u00a9 ucles 2021 [turn over  (c) users can buy the high definition photographs from the website. when a user buys a high  definition photograph, a secure socket layer (ssl) connection is created.   (i) give one benefit of using an ssl connection.   ...  .  [1]   (ii) explain how the ssl connection is created.   ...  ...  ...  ...  ...  ...  ...  .  [4]",
+            "6": "6 0478/12/ f/m/21 \u00a9 ucles 2021 3 the given table shows the name or description of four devices. the table is incomplete.     complete the missing device names and descriptions.  device name description ... uses either thermal bubble or piezoelectric technology actuator... ... ... ... ...uses thousands of tiny mirrors that can move very quickly to  create an image mouse... ... ... ...  [4]",
+            "7": "7 0478/12/ f/m/21 \u00a9 ucles 2021 [turn over 4 a supermarket sells many products. each product has a barcode.  (a) explain how the barcode is read at the supermarket checkout and how the price of the product  is found.  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  .  [6]  (b) the supermarket stores data using a solid state drive (ssd).   (i) explain how an ssd stores data.  ...  ...  ...  ...  ...  .  [3]   (ii) one advantage of an ssd rather than a hard disk drive (hdd) is that it has no moving  parts, so it is more durable.    state one other advantage of the supermarket using ssd rather than hdd.  ...  .  [1]",
+            "8": "8 0478/12/ f/m/21 \u00a9 ucles 2021 5 computers use logic gates.  (a) state the single  logic gate that produces each truth table.  truth table logic gate a b output 0 0 1 0 1 1 1 0 1 1 1 0... a b output 0 0 0 0 1 1 1 0 1 1 1 0... a b output 0 0 1 0 1 0 1 0 0 1 1 0...  [3]  (b) an aeroplane has a warning system that monitors the height of the aeroplane above the  ground, whether the aeroplane is ascending or descending, and the speed of the aeroplane.  input binary value condition height (h)1 height is less than 500 metres 0 height is greater than or equal to 500 metres ascending or  descending (a)1 aeroplane is ascending or in level flight 0 aeroplane is descending speed (s)1 speed is less than or equal to 470 knots 0 speed is greater than 470 knots",
+            "9": "9 0478/12/ f/m/21 \u00a9 ucles 2021 [turn over   the warning system will produce an output of 1 that will sound an alarm (w) when either of  these conditions apply:  height is less than 500 metres and the aeroplane is descending or the aeroplane is descending and speed is greater than 470 knots   draw a logic circuit to represent the warning system.  w ah s  [5]",
+            "10": "10 0478/12/ f/m/21 \u00a9 ucles 2021 6 hacking is one type of internet risk used to obtain personal data that is stored on a computer.  (a) explain how a firewall can help prevent hacking.   ...  ...  ...  ...  ...  ...  ...  .  [4]  (b) identify and describe two other types of internet risk that are used to obtain personal data.  internet risk 1   description    ...  ...  ... internet risk 2   description    ...  ...  ...  [6]",
+            "11": "11 0478/12/ f/m/21 \u00a9 ucles 2021 [turn over 7 adeel has used a high-level language to program a mobile application.  (a) describe what is meant by a high-level language.   ...  ...  ...  .  [2]  (b) adeel uses an interpreter while developing and testing the application.    adeel uses a compiler when the application is ready to be shared with others.    compare the features of interpreters and compilers.  ...  ...  ...  ...  ...  ...  ...  .  [4]  (c) adeel is considering distributing his application as free software or shareware.   explain the difference between free software and shareware.   ...  ...  ...  ...  ...  ...  ...  ...  ...  .  [5]",
+            "12": "12 0478/12/ f/m/21 \u00a9 ucles 2021  (d) adeel is concerned about his application being plagiarised.   define the term plagiarism.  ...  .  [1]  (e) adeel copyrights his application.   state why adeel copyrights his application.    ...  .  [1]",
+            "13": "13 0478/12/ f/m/21 \u00a9 ucles 2021 8 the von neumann model, for a computer system, uses the stored program concept.   (a) describe what is meant by the stored program concept.   ...  ...  ...  .  [2]  (b) the fetch-execute cycle of a von neumann model, for a computer system, uses registers and  buses.    (i) describe the role of the program counter.  ...  ...  ...  .  [2]   (ii) describe the role of the control bus.    ...  ...  ...  .  [2]  (c) computers based on the von neumann model, for a computer system, use interrupts.    explain why interrupts are needed.  ...  ...  ...  .  [2]",
+            "14": "14 0478/12/ f/m/21 \u00a9 ucles 2021 blank page",
+            "15": "15 0478/12/ f/m/21 \u00a9 ucles 2021 blank page",
+            "16": "16 0478/12/ f/m/21 \u00a9 ucles 2021 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 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.blank page"
+        },
+        "0478_m21_qp_22.pdf": {
+            "1": "this document has 2 pages. cambridge igcse\u2122 dc (ce) 202749/1 \u00a9 ucles 2021  [turn over *5921674856*computer science  0478/22 paper 2 problem-solving and programming  february/march  2021 pre-release material no additional materials are needed. this material should be given to the relevant teachers and candidates as soon as it has been  received at the centre. instructions  \u25cf you should use this material in preparation for the examination.  \u25cf you should attempt the practical programming tasks using your chosen high-level, procedural  programming language.",
+            "2": "2 0478/22/pre/ f/m/21 \u00a9 ucles 2021 your preparation for the examination should include attempting the following practical tasks by writing  and testing a program or programs . a program is needed for a quiz to help younger students to practise their multiplication tables. there  needs to be two ways of using the quiz; testing and learning. testing: the student is given one attempt at answering each question and the score is calculated for  the whole test. learning: the student is given up to three  attempts to get their answer to each question correct. there  is no scoring. a student can choose which multiplication table, from 2 to 12, to use for the quiz. there are five  questions in each quiz, each question must use the chosen multiplication table and a different whole  number (from 1 to 12) as the multiplier. write and test a program or programs for a multiplication tables quiz. \u2022 your program or programs must include appropriate prompts for the entry of data; data must be  validated on entry.  \u2022 error messages and other output need to be set out clearly and understandably.  \u2022 all variables, constants and other identifiers must have meaningful names.  you will need to complete these three  tasks. each task must be fully tested. task 1  \u2013 testing a student students enter their name and choice of multiplication table. each question is displayed on the screen  one at a time, for example: question 1 2 x 7 =  students enter their answer and move on to the next question. a running total of correct answers  (score) is kept.  at the end of the quiz the student\u2019s name and score are displayed with a personalised  message related to the score, for example: aarav your score is 5/5 well done full marks    diya  your score is 3/5 have another practice task 2  \u2013 student learning students enter their name and choice of multiplication table. each question is displayed on the screen  as in task 1 . if an answer is correct, a personalised message containing the student\u2019s name confirms  this, the quiz then moves to the next question. if an answer is incorrect, a personalised message  containing the student\u2019s name and a hint is displayed, for example: aarav your answer is too large up to three attempts are offered to get each answer correct. after the third incorrect attempt, the correct  answer is displayed and the quiz moves on to the next question. task 3  \u2013 varying the quiz modify task 1  to allow students to choose how many questions they would like in the test and if they  would like a \u2018mixed\u2019 set of questions. a \u2018mixed\u2019 set means that each question can be from a different  multiplication table; from 2 to 12. 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 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."
+        },
+        "0478_s21_qp_11.pdf": {
+            "1": "this document has 16 pages. any blank pages are indicated. cambridge igcse\u2122 dc (lk/sg) 202678/4 \u00a9 ucles 2021  [turn overcomputer science  0478/11 paper 1 theory  may/june  2021  1 hour 45 minutes you must answer on the question paper. no additional materials are needed. instructions  \u25cf answer all questions.  \u25cf use a black or dark blue pen. you may use an hb pencil for any diagrams or graphs.  \u25cf write your name, centre number and candidate number in the boxes at the top of the page.  \u25cf write your answer to each question in the space provided.  \u25cf do not use an erasable pen or correction fluid.  \u25cf do not write on any bar codes.  \u25cf calculators must not be used in this paper. information  \u25cf the total mark for this paper is 75.  \u25cf the number of marks for each question or part question is shown in brackets [  ].  \u25cf no marks will be awarded for using brand names of software packages or hardware. *3051991395*",
+            "2": "2 0478/11/m/j/21 \u00a9 ucles 2021 1 benedict has a computer that is assigned an internet protocol (ip) address. the ip address is: 198.167.214.0  the ip address is represented as denary values.  (a) convert the denary values 167 and 214 from the ip address to 8-bit binary. 167 214   working space  ...  ...  ...  ...  [2]  (b) benedict\u2019s computer is also assigned a media access control (mac) address.   (i) identify one similarity between an ip address and a mac address.  ...  .  [1]   (ii) identify two differences between an ip address and a mac address. difference 1  ...  ...  ... difference 2  ...  ...  ...  [2]",
+            "3": "3 0478/11/m/j/21 \u00a9 ucles 2021 [turn over 2 julia inputs personal data into her computer.  she stores three copies of the data using a hard disk drive (hdd), a solid state drive (ssd) and a  usb flash memory drive.  (a) identify three  devices julia can use to input personal data into her computer. device 1   device 2   device 3    [3]  (b) six statements are shown about hdds, ssds and usb flash memory drives.   tick (\u2713) to show which statements apply to each type of storage. some statements can apply  to more than one type of storage. statementhdd (\u2713)ssd (\u2713)usb flash  memory  drive (\u2713) it has no moving parts it is non-volatile it can use nand gates to store data it uses magnetic properties to store data it has the smallest physical size it has the slowest read/write speeds   [6]",
+            "4": "4 0478/11/m/j/21 \u00a9 ucles 2021  (c) julia uses a usb connection to transfer data onto her usb flash memory drive.   (i) one benefit of using a usb connection is that it is a universal connection.    state two other benefits of using a usb connection. benefit 1    ... benefit 2    ...  [2]   (ii) identify the type of data transmission used in a usb connection.  .  [1]",
+            "5": "5 0478/11/m/j/21 \u00a9 ucles 2021 [turn over 3 a firewall can be used to help keep the data secure that is stored on a computer.  (a) the given paragraph describes how the firewall operates to help keep the data secure.   complete the paragraph using the most appropriate terms from the given list. not all of the  terms on the list need to be used. \u2022 accept \u2022 criteria \u2022 hacking \u2022 input \u2022 network \u2022 outgoing \u2022 output \u2022 processor \u2022 reject \u2022 software \u2022 store \u2022 storage   a firewall can be  or hardware based. it monitors traffic between     the computer and the  the user sets      for the traffic. the firewall will .. or      the traffic based on this. it can help prevent  and malicious     software that could be a threat to the security of the data.  [6]  (b) identify three  other methods that could be used to keep the data secure. method 1  ... method 2  ... method 3  ...  [3]",
+            "6": "6 0478/11/m/j/21 \u00a9 ucles 2021 4 two internet risks are phishing and pharming.  describe what is meant by phishing and pharming. phishing  ...  ..  ..  ..  ..  .. pharming  ..  ..  ..  ..  ..  ..  [6]",
+            "7": "7 0478/11/m/j/21 \u00a9 ucles 2021 [turn over 5 jamelia has a greenhouse that she uses to grow fruit and vegetables. she needs to make sure  the temperature in the greenhouse stays between 25  \u00b0c and 30  \u00b0c (inclusive).  a system that has a temperature sensor and a microprocessor is used to maintain the temperature  in the greenhouse. the system will: \u2022 open a window and turn a heater off if it gets too hot \u2022 close a window and turn a heater on if it gets too cold.  describe how the system uses the temperature sensor and the microprocessor to maintain the  temperature in the greenhouse.  ..  ..  ..  ..  ..  ..  ..  ..  ..  ..  ..  ..  ..    [8]",
+            "8": "8 0478/11/m/j/21 \u00a9 ucles 2021 6 consider the logic statement: x = ((( a and b) or ( c and not b)) xor not c)  (a) draw a logic circuit to represent the given logic statement.    do not attempt to simplify the statement. all logic gates must have a maximum of two inputs. x ba c  [6]",
+            "9": "9 0478/11/m/j/21 \u00a9 ucles 2021 [turn over  (b) consider the completed truth table for the given logic statement. row  numbera b cworking spacex 1 0 0 0 0 2 0 0 1 1 3 0 1 0 0 4 0 1 1 1 5 1 0 0 0 6 1 0 1 1 7 1 1 0 0 8 1 1 1 1   there are four errors in the truth table in the output (x) column.   identify the four incorrect outputs.   write the row number to identify each incorrect output.   row    row    row    row   [4]",
+            "10": "10 0478/11/m/j/21 \u00a9 ucles 2021 7 a music company has a website that allows users to stream music. the music is stored in sound  files.  (a) the sound files are compressed using lossless compression.   (i) describe how the sound files are compressed using lossless compression.  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  .  [4]   (ii) state one reason why the music company would compress the sound files using  lossless, rather than lossy, compression.  ...  .  [1]   (iii) give one benefit, to the user, of the music company compressing the sound files.  ...  .  [1]   (iv) give one drawback of the music company using lossless, rather than lossy, compression  for the sound files.  ...  .  [2]",
+            "11": "11 0478/11/m/j/21 \u00a9 ucles 2021 [turn over  (b) describe how the web pages for the website are requested and displayed on a user\u2019s  computer.  ...  ...  ...  ...  ...  ...  ...  .  [4]  (c) the web server that hosts the website suffers a denial of service (dos) attack.   explain why this will prevent users from accessing the website.  ...  ...  ...  .  [2]",
+            "12": "12 0478/11/m/j/21 \u00a9 ucles 2021 8 four 7-bit binary values are transmitted from one computer to another. a parity bit is added to  each binary value creating 8-bit binary values. all the binary values are transmitted and received  correctly.  (a) identify whether each 8-bit binary value has been sent using odd or even parity by writing odd  or even in the type of parity column. 8-bit binary value type of parity 01100100 10010001 00000011 10110010  [4]  (b) an error may not be detected when using a parity check.   identify why an error may not be detected.  ...  .  [1]  (c) the data is sent using parallel half-duplex data transmission.   (i) describe how data is sent using parallel half-duplex data transmission.  ...  ...  ...  ...  ...  ...  ...  .  [4]   (ii) state two drawbacks of using parallel data transmission. drawback 1  ...  ... drawback 2  ...  ...  [2]",
+            "13": "13 0478/11/m/j/21 \u00a9 ucles 2021 blank page",
+            "14": "14 0478/11/m/j/21 \u00a9 ucles 2021 blank page",
+            "15": "15 0478/11/m/j/21 \u00a9 ucles 2021 blank page",
+            "16": "16 0478/11/m/j/21 \u00a9 ucles 2021 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 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.blank page"
+        },
+        "0478_s21_qp_12.pdf": {
+            "1": "this document has 12 pages. any blank pages are indicated. cambridge igcse\u2122 dc (dh/sg) 202677/4 \u00a9 ucles 2021  [turn over *1875991136* computer science  0478/12 paper 1 theory  may/june  2021  1 hour 45 minutes you must answer on the question paper. no additional materials are needed. instructions  \u25cf answer all questions.  \u25cf use a black or dark blue pen. you may use an hb pencil for any diagrams or graphs.  \u25cf write your name, centre number and candidate number in the boxes at the top of the page.  \u25cf write your answer to each question in the space provided.  \u25cf do not use an erasable pen or correction fluid.  \u25cf do not write on any bar codes.  \u25cf calculators must not be used in this paper. information  \u25cf the total mark for this paper is 75.  \u25cf the number of marks for each question or part question is shown in brackets [  ].  \u25cf no marks will be awarded for using brand names of software packages or hardware.",
+            "2": "2 0478/12/ m/j/21 \u00a9 ucles 2021 1 a denary value can be converted into hexadecimal and binary.  (a) complete the table to show the hexadecimal and 8-bit binary values of the given denary  values. denary hexadecimal  8-bit binary 49 123 200  [6]   working space  ...  ...  ...  ...  ...  (b) give two benefits, to users, of converting binary values to hexadecimal. benefit 1    ... benefit 2    ...  [2]  (c) hexadecimal is used to represent hypertext markup language (html) colour codes in  computer science.   identify three  other ways that hexadecimal is used in computer science. 1   2   3    [3]",
+            "3": "3 0478/12/ m/j/21 \u00a9 ucles 2021 [turn over 2 data storage can be magnetic, solid state or optical.  (a) six statements are given about data storage.   tick (3) to show if the statement applies to magnetic, solid state or optical storage. some  statements may apply to more than one type of storage. statementmagnetic (3)solid  state (3)optical (3) no moving parts are used to store data pits and lands are used to store data data is stored on platters flash memory is used to store data parts are rotated to store data data can be stored permanently  [6]  (b) (i) give one example of magnetic storage.  .  [1]   (ii) give one example of optical storage.  .  [1]   (iii) identify which type of storage would be the most suitable for use in a web server and  justify your choice. type of storage  .. justification    ...  ...  ...  [3]  (c) describe the operation of usb flash memory and how it stores data.  ...  ...  ...  ...  ...  .  [3]",
+            "4": "4 0478/12/ m/j/21 \u00a9 ucles 2021 3 consider the logic statement: x = ((((not a and b) or c) and b) nor ( b or c))  (a) draw a logic circuit to represent the given logic statement.   do not attempt to simplify the statement. all logic gates must have a maximum of two inputs. x ba c  [6]",
+            "5": "5 0478/12/ m/j/21 \u00a9 ucles 2021 [turn over  (b) consider the completed truth table for the given logic statement. row   numbera b cworking spacex 1 0 0 0 1 2 0 0 1 1 3 0 1 0 1 4 0 1 1 0 5 1 0 0 1 6 1 0 1 0 7 1 1 0 1 8 1 1 1 1   there are four errors in the truth table in the output (x) column.   identify the four incorrect outputs.   write the row number to identify each incorrect output.   row ...   row ...   row ...   row ...  [4]",
+            "6": "6 0478/12/ m/j/21 \u00a9 ucles 2021 4 three types of internet security risk are virus, spyware and denial of service (dos) attack.  (a) six statements are given about internet security risks.   tick (3) to show whether the statement applies to virus, spyware or denial of service. some  statements may apply to more than one internet security risk. statement virus (3)spyware (3)denial  of  service (3) captures all data entered using a keyboard can be installed onto a web server prevents access to a website is malicious code on a computer is self-replicating damages the files on a user\u2019s hard drive  [6]  (b) identify three  other types of internet security risks. 1   2   3    [3]  (c) some internet security risks can maliciously damage data. data can also be damaged  accidentally.   state three  ways that data could be accidentally damaged. 1   2   3    [3]",
+            "7": "7 0478/12/ m/j/21 \u00a9 ucles 2021 [turn over 5 a security light system is used by a factory. the light only comes on when it is dark and when  movement is detected. the light will stay on for 1 minute before switching off.  sensors and a microprocessor are used to control the security light system.  (a) identify two sensors that would be used in the security light system. sensor 1  ... sensor 2  ...  [2]  (b) describe how the sensors and the microprocessor control the security light system.  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  .  [8]",
+            "8": "8 0478/12/ m/j/21 \u00a9 ucles 2021 6 cookies can be used to store a user\u2019s personal data and online browsing habits.  (a) a cookie could be used to automatically enter a user\u2019s payment details when the user makes  a purchase online.   describe how cookies can be used to store and automatically enter a user\u2019s payment details.  ...  ...  ...  ...  ...  .  [3]  (b) explain why a user may be concerned about their personal data and online browsing habits  being stored in cookies.  ...  ...  ...  ...  ...  ...  ...  .  [4]",
+            "9": "9 0478/12/ m/j/21 \u00a9 ucles 2021 7 jolene uses html to create a website. she separates the html into structure and presentation.  (a) (i) give one example of html structure.  .  [1]   (ii) give two examples of html presentation. 1   2    [2]  (b) explain why jolene separates the html into structure and presentation.  ...  ...  ...  .  [2] 8 a keyboard is a type of input device that can be used to enter data into a computer.  complete the paragraph that describes one method of operation for a keyboard, using the most  appropriate terms from the given list. not all terms in the list need to be used. \u2022 binary \u2022 breaks \u2022 calculated \u2022 character \u2022 circuit \u2022 current \u2022 information \u2022 network \u2022 press \u2022 processor \u2022 signal \u2022 switch  a keyboard has a key matrix underneath the keys. when a key is pressed, it presses a  . that completes a . . this allows  . to flow. the location of the key pressed is   . . the location of the key pressed is compared to a  . map to find the . value for the key that  has been pressed.  [6]",
+            "10": "10 0478/12/ m/j/21 \u00a9 ucles 2021 blank page",
+            "11": "11 0478/12/ m/j/21 \u00a9 ucles 2021 blank page",
+            "12": "12 0478/12/ m/j/21 \u00a9 ucles 2021 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 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.blank page"
+        },
+        "0478_s21_qp_13.pdf": {
+            "1": "this document has 16 pages. any blank pages are indicated. cambridge igcse\u2122 dc (dh/sg) 202681/5 \u00a9 ucles 2021  [turn over *3088777224* computer science  0478/13 paper 1 theory  may/june  2021  1 hour 45 minutes you must answer on the question paper. no additional materials are needed. instructions  \u25cf answer all questions.  \u25cf use a black or dark blue pen. you may use an hb pencil for any diagrams or graphs.  \u25cf write your name, centre number and candidate number in the boxes at the top of the page.  \u25cf write your answer to each question in the space provided.  \u25cf do not use an erasable pen or correction fluid.  \u25cf do not write on any bar codes.  \u25cf calculators must not be used in this paper. information  \u25cf the total mark for this paper is 75.  \u25cf the number of marks for each question or part question is shown in brackets [  ].  \u25cf no marks will be awarded for using brand names of software packages or hardware.",
+            "2": "2 0478/13/ m/j/21 \u00a9 ucles 2021 1 greta has a computer that she uses for schoolwork and leisure.  (a) the computer has the media access control (mac) address: 00:a0:c9:14:c8:29   (i) tick (3) to show whether the mac address is initially assigned to the computer by the  network, the manufacturer or the user.       tick (3)     network       manufacturer       user    [1]   (ii) the values in the mac address are hexadecimal values.    convert the three  given hexadecimal values into 8-bit binary. 14  .. a0  .. c9  ..  [3]    working space  ...  ...  ...   (iii) convert the two given hexadecimal values into denary. 29  .. c8  ..  [2]    working space  ...  ...  ...",
+            "3": "3 0478/13/ m/j/21 \u00a9 ucles 2021 [turn over  (b) greta stores data on several off-line storage devices, including an external hard disk drive  (hdd), a usb flash memory drive and a compact disc (cd).   (i) identify the type of storage for each device. external hdd   usb flash memory drive  ... cd  .  [3]   (ii) describe the operation of a hdd and how it stores data.  ...  ...  ...  ...  ...  ...  ...  .  [4]",
+            "4": "4 0478/13/ m/j/21 \u00a9 ucles 2021 2 jolene displays videos on her website. she uses lossy compression to reduce the file size of the  videos.  (a) describe how lossy compression reduces the file size of the videos.  ...  ...  ...  ...  ...  .  [3]  (b) state two reasons why jolene would use lossy rather than lossless compression for the  videos. reason 1  ..  ... reason 2  ..  ...  [2]",
+            "5": "5 0478/13/ m/j/21 \u00a9 ucles 2021 [turn over 3 an optical mouse is a type of input device that can be used to input data into a computer system.  (a) complete the paragraph about the operation of an optical mouse, using the most appropriate  terms from the given list. not all terms need to be used. \u2022 ball \u2022 battery \u2022 lcd \u2022 led \u2022 lens \u2022 magnifies \u2022 matrix \u2022 microswitch \u2022 photoelectric \u2022 photographic \u2022 reduces \u2022 usb   an optical mouse shines an  from the bottom of the mouse onto a  surface. light bounces straight back from the surface into a  cell.  this has a  that  the reflected light to    allow detection of smaller movements. when a button on the mouse is clicked, a   is pressed. a  connection is used to  carry the data to the computer.  [6]  (b) identify two other input devices that can be used to enter data into a computer. 1   2    [2]",
+            "6": "6 0478/13/ m/j/21 \u00a9 ucles 2021 4 spencer finds out that his online music account has been accessed by an unauthorised person.  he believes his personal details for the account were obtained using phishing.  (a) explain how the personal details could have been obtained using phishing.  ...  ...  ...  ...  ...  .  [3]  (b) give two other internet security risks that could have been used to obtain the personal  details. 1   2    [2]",
+            "7": "7 0478/13/ m/j/21 \u00a9 ucles 2021 [turn over 5 six statements are given about programming languages.  tick (3) to show whether each statement applies to high-level language, assembly language or  machine code. some statements may apply to more than one type of programming language. statementhigh-level  language (3)assembly  language (3)machine  code (3) it requires a translator to be processed by a  computer it is an example of low-level language it uses mnemonics it uses english-like statements it can be used to directly manipulate hardware in  the computer it is portable  [6]",
+            "8": "8 0478/13/ m/j/21 \u00a9 ucles 2021 6 four 7-bit binary values are transmitted from one computer to another. a parity bit is added to  each binary value creating 8-bit binary values. all the binary values are transmitted and received  correctly.  (a) identify whether each 8-bit binary value has been sent using odd or even parity by writing odd  or even in the type of parity  column. 8-bit binary value type of parity 01111100 10010000 10011001 00101001  [4]  (b) the 8-bit binary value 10110001 is transmitted and received as 10110010   a parity check does not identify any errors in the binary value received.   state why the parity check does not identify any errors.  ...  .  [1]  (c) the data is sent using serial duplex data transmission.   (i) describe how data is sent using serial duplex data transmission.  ...  ...  ...  ...  ...  ...  ...  .  [4]   (ii) state one drawback of using serial data transmission, rather than parallel data  transmission.  ...  .  [1]",
+            "9": "9 0478/13/ m/j/21 \u00a9 ucles 2021 [turn over 7 marco uses his computer for work. the data he uses on a daily basis is valuable to his business.  marco is concerned about his data being accidentally damaged. human error, such as incorrectly  removing external storage devices, is one way that the data can be accidentally damaged.  (a) identify two other ways that data can be accidentally damaged. 1   2    [2]  (b) removing storage devices correctly from the computer can help prevent data being  accidentally damaged.   give two other ways that accidental damage to data can be prevented. 1    ... 2    ...  [2]",
+            "10": "10 0478/13/ m/j/21 \u00a9 ucles 2021 8 consider the following logic circuit: a b cx  (a) two not  gates are used in the given logic circuit.   identify three  other logic gates that are used in the given logic circuit. 1   2   3    [3]",
+            "11": "11 0478/13/ m/j/21 \u00a9 ucles 2021 [turn over  (b) consider the completed truth table for the given logic circuit. row  numbera b cworking spacex 1 0 0 0 0 2 0 0 1 1 3 0 1 0 0 4 0 1 1 0 5 1 0 0 1 6 1 0 1 1 7 1 1 0 0 8 1 1 1 1   there are four errors in the truth table in the output (x) column.   identify the four incorrect outputs.   write the row number to identify each incorrect output.   row ...   row ...   row ...   row ...  [4]",
+            "12": "12 0478/13/ m/j/21 \u00a9 ucles 2021 9 an underground car park has a system that checks the height of vehicles. a vehicle can be no  higher than 1.8 metres to enter the car park.  the system also counts the number of vehicles that have entered the car park, so that it can  display how many parking spaces are still available.  each parking space has a red and a green light above it. if a car is parked in the parking space  only the red light is on, otherwise only the green light is on.  sensors and a microprocessor are used to control the system.  (a) complete the table to identify a suitable sensor for each part of the system. task sensor check if a vehicle is too high count the vehicles entering the car park check if a vehicle is parked in a parking space  [3]  (b) describe how the sensor and the microprocessor are used to display the red or green light  above the parking space.  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  .  [6]",
+            "13": "13 0478/13/ m/j/21 \u00a9 ucles 2021 10 several components are involved in processing an instruction in a von neumann model for a  computer system.  three of these components are the arithmetic logic unit (alu), control unit (cu) and random  access memory (ram).  (a) six statements are given about the components.   tick (3) to show if each statement applies to the alu, cu or the ram. some statements may  apply to more than one component. statementalu (3)cu (3)ram (3) stores data and instructions before they enter the central  processing unit (cpu) contains a register called the accumulator manages the transmission of data and instructions to the  correct components contained within the cpu uses the data bus to send data into or out of the cpu carries out calculations on data  [6]  (b) the accumulator is a register that is part of the von neumann model.   give two other registers that are part of the von neumann model. 1   2    [2]",
+            "14": "14 0478/13/ m/j/21 \u00a9 ucles 2021 blank page",
+            "15": "15 0478/13/ m/j/21 \u00a9 ucles 2021 blank page",
+            "16": "16 0478/13/ m/j/21 \u00a9 ucles 2021 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 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.blank page"
+        },
+        "0478_s21_qp_21.pdf": {
+            "1": "this document has 16 pages. any blank pages are indicated. cambridge igcse\u2122computer science  0478/21 paper 2 problem-solving and programming  may/june  2021  1 hour 45 minutes you must answer on the question paper. no additional materials are needed. instructions  \u25cf answer all questions.  \u25cf do not attempt tasks 1, 2 and 3 in the copy of the pre-release material on page 2; these are for  information only.  \u25cf use a black or dark blue pen. you may use an hb pencil for any diagrams or graphs.  \u25cf write your name, centre number and candidate number in the boxes at the top of the page.  \u25cf write your answer to each question in the space provided.  \u25cf do not use an erasable pen or correction fluid.  \u25cf do not write on any bar codes.  \u25cf calculators must not be used in this paper. information  \u25cf the total mark for this paper is 50.  \u25cf the number of marks for each question or part question is shown in brackets [  ].  \u25cf no marks will be awarded for using brand names of software packages or hardware. *8129320638* dc (cj/ar) 202720/2 \u00a9 ucles 2021  [turn over",
+            "2": "2 0478/21/ m/j/21 \u00a9 ucles 2021 section a  you are advised to spend no longer than 40 minutes answering this section. here is a copy of the pre-release material. do not  attempt tasks 1, 2 and 3 now. use the pre-release material and your experience from attempting the tasks before the examination to  answer question 1. pre-release material a system is required to record and count votes for candidates in school council elections. the voting  system will allow for one representative to be elected from a tutor group. the school has between  28 and 35 students in each tutor group, five year groups named year 7 to year 11, and there are six  tutor groups in each year group. tutor group names are their year group followed by a single letter  e.g. 7a, 7b, etc. all students are allowed to vote in the system. each student may only vote once for a representative  from their tutor group in the election. write and test a program or programs for the voting system.  \u2022 your program or programs must include appropriate prompts for the entry of data; data must be  validated on entry.  \u2022 error messages and other output need to be set out clearly and understandably.  \u2022 all variables, constants and other identifiers must have meaningful names.  you will need to complete these three  tasks. each task must be fully tested. task 1  \u2013 setting up the voting system to allow a tutor group to elect a representative. write a program to: \u2022 allow the tutor to enter the name of the tutor group \u2022 allow the tutor to enter the number of students in the tutor group \u2022 allow the tutor to enter the number of candidates in the election; maximum of four candidates \u2022 allow the tutor to enter the names of the candidates and store them in a suitable data structure \u2022 allow each student to input their vote or to abstain \u2022 count the votes for each candidate and student abstentions. when all students have voted, display the name of the tutor group, the votes for each candidate  and the name of the candidate who has won the election. if there is a tie for first place, display all  candidates with the equal highest number of votes. task 2  \u2013 checking that students only vote once. each student is given a unique voter number by their teacher. extend task 1  to achieve the following: \u2022 allow students to enter their unique voter number before casting their vote. \u2022 check whether the student has already voted:  \u2013if so, supply a suitable message and do not allow them to vote.  \u2013if not, store the unique voter number, but not their vote, in a suitable data structure, and  add their vote to the relevant candidate count or abstention. task 3  \u2013 showing statistics and dealing with a tie. extend task 2  to achieve the following: \u2022 calculate the percentage of the votes that each candidate received from the number of votes  cast, excluding abstentions. \u2022 display the name of each candidate, the number of votes and the percentage of votes they  received from the number of votes cast, excluding abstentions. \u2022 display the total number of votes cast in the election and the number of abstentions.  \u2022 in the event of a tie, allow the election to be immediately run again, with only the tied candidates  as candidates, and all the students from the tutor group voting again.",
+            "3": "3 0478/21/ m/j/21 \u00a9 ucles 2021 [turn over 1 (a) all variables, constants and other identifiers must have meaningful names.   (i) identify one constant you could have used for  task 1 , give the value that would be  assigned to it and its use. constant   value  . use    ...  ...  [3]   (ii) identify one variable and one array you could have used for task 1 .     explain the use of each one. variable  . use    ...  ... array  .. use    ...  ...  [4]  (b) explain how you should change your program in task 1  to allow a tutor to enter up to eight  candidates for the election.  ...  ...  ...  ...  ...  ...  ...  .  [4]",
+            "4": "4 0478/21/ m/j/21 \u00a9 ucles 2021  (c) write an algorithm using pseudocode, programming statements or a flowchart to show how  your program completes these parts of task 2 : \u2022 allows students to enter their unique voter number before casting their vote. \u2022 checks whether the student has already voted:  \u2013if so, supplies a suitable message and does not allow them to vote.  \u2013if not, stores the unique voter number, but not their vote, in a suitable data structure.   it is not necessary to show parts completed in  task 1 , including counting of votes for each  candidate.  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...",
+            "5": "5 0478/21/ m/j/21 \u00a9 ucles 2021 [turn over  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  .  [5]",
+            "6": "6 0478/21/ m/j/21 \u00a9 ucles 2021  (d) explain how your program completes these parts of task 3 : \u2022 calculate the percentage of the votes that each candidate received from the number of  votes cast, excluding abstentions. \u2022 display the name of each candidate, the number of votes and the percentage of votes  they received from the number of votes cast, excluding abstentions. \u2022 display the total number of votes cast in the election and the number of abstentions.    any programming statements used in your answer must be fully explained.  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  .  [4]",
+            "7": "7 0478/21/ m/j/21 \u00a9 ucles 2021 [turn over section b 2 tick (\u00fc) one box in each row to identify if the statement is about validation , verification  or both . statementvalidation   (\u00fc)verification   (\u00fc)both   (\u00fc) entering the data twice to check if both entries are  the same. automatically checking that only numeric data has  been entered. checking data entered into a computer system  before it is stored or processed. visually checking that no errors have been  introduced during data entry.  [3] 3 name and describe the most appropriate programming data type for each of the examples of data  given. each data type must be different.  data: 37 data type name   data type description  ...  ..  ..  data: cambridge2021 data type name   data type description  ...  ..  ..  data: 47.86 data type name   data type description  ...  ..  ..  [6]",
+            "8": "8 0478/21/ m/j/21 \u00a9 ucles 2021 4 the pseudocode algorithm shown has been written by a teacher to enter marks for the students in  her class and then to apply some simple processing.   count \u2190 0   repeat      input score[count]     if score[count] >= 70       then         grade[count] \u2190 \"a\"       else         if score[count] >= 60           then             grade[count] \u2190 \"b\"           else             if score[count] >= 50               then                 grade[count] \u2190 \"c\"               else                 if score[count] >= 40                   then                     grade[count] \u2190 \"d\"                   else                     if score[count] >= 30                       then                         grade[count] \u2190 \"e\"                       else                         grade[count] \u2190 \"f\"                     endif                 endif             endif         endif      endif     count \u2190 count + 1   until count = 30  (a) describe what happens in this algorithm.  ...  ...  ...  ...  ...  ...  ...  .  [3]",
+            "9": "9 0478/21/ m/j/21 \u00a9 ucles 2021 [turn over  (b)  write the pseudocode to output the contents of the arrays score[]  and grade[]  along with  suitable messages.  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  .  [3]  (c) describe how you could change the algorithm to allow teachers to use it with any size of  class.  ...  ...  ...  ...  ...  ...  .  [3]",
+            "10": "10 0478/21/ m/j/21 \u00a9 ucles 2021 5 the flowchart represents an algorithm.  the algorithm will terminate if \u20131 is entered. start input value end output \"accept: normal \" output \"accept: extreme\"diff1   100 \u2013 value diff2   value \u2013 50 nois diff1 < 1 or diff2 < 1  ?is value = \u20131 ? output \"reject: abnormal \" nonoyes yes yesis value >= 50 and value <= 100  ?",
+            "11": "11 0478/21/ m/j/21 \u00a9 ucles 2021 [turn over  (a) complete the trace table for the input data:   50, 75, 99, 28, 82, 150, \u20131, 672, 80   value diff1 diff2 output  [4]  (b) describe the purpose of the algorithm.  ...  ...  ...  .  [2]",
+            "12": "12 0478/21/ m/j/21 \u00a9 ucles 2021 6 a library uses a database table, genre, to keep a record of the number of books it has in each  genre. id genrename total available loaned overdue abi autobiography 500 250 250 20 bio biography 650 400 250 0 edu education 20200 10000 10200 1250 fan fantasy 1575 500 1075 13 gfi general fiction 35253 23520 11733 0 gnf general non-fiction 25200 12020 13180 0 hfi historical fiction 6300 3500 2800 0 hnf historical non-fiction 8000 1523 6477 0 hum humour 13500 9580 3920 46 mys mystery 26000 13269 12731 0 pfi political fiction 23561 10523 13038 500 pnf political non-fiction 1823 750 1073 23 ref reference 374 374 0 0 rom romance 18269 16800 1469 0 sat satirical 23567 12500 11067 0 scf science fiction 36025 25000 11025 0 spo sport 45720 32687 13033 3256 thr thriller 86000 46859 39141 0  (a) state the reason id could be used as a primary key in the table genre.  ...  .  [1]  (b) state the number of records in the table genre.  ...  .  [1]",
+            "13": "13 0478/21/ m/j/21 \u00a9 ucles 2021  (c) complete the query-by-example grid to display any genres with overdue books. only display  the id, genrename and overdue fields in order of the number of books overdue from largest  to smallest. field: table: sort: show: criteria: or:  [4]",
+            "14": "14 0478/21/ m/j/21 \u00a9 ucles 2021 blank page",
+            "15": "15 0478/21/ m/j/21 \u00a9 ucles 2021 blank page",
+            "16": "16 0478/21/ m/j/21 \u00a9 ucles 2021 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 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.blank page"
+        },
+        "0478_s21_qp_22.pdf": {
+            "1": "this document has 16 pages. any blank pages are indicated. cambridge igcse\u2122computer science  0478/22 paper 2 problem-solving and programming  may/june  2021  1 hour 45 minutes you must answer on the question paper. no additional materials are needed. instructions  \u25cf answer all questions.  \u25cf do not attempt tasks 1, 2 and 3  in the copy of the pre-release material on page 2; these are for  information only.  \u25cf use a black or dark blue pen. you may use an hb pencil for any diagrams or graphs.  \u25cf write your name, centre number and candidate number in the boxes at the top of the page.  \u25cf write your answer to each question in the space provided.  \u25cf do not use an erasable pen or correction fluid.  \u25cf do not write on any bar codes.  \u25cf calculators must not be used in this paper. information  \u25cf the total mark for this paper is 50.  \u25cf the number of marks for each question or part question is shown in brackets [  ].  \u25cf no marks will be awarded for using brand names of software packages or hardware. *0337186959* dc (lk) 202758/1 \u00a9 ucles 2021  [turn over",
+            "2": "2 0478/22/ m/j/21 \u00a9 ucles 2021 section a you are advised to spend no longer than 40 minutes answering this section. here is a copy of the pre-release material. do not  attempt tasks 1, 2 and 3 now. use the pre-release material and your experience from attempting the tasks before the examination to  answer question 1. pre-release material an electric mountain railway makes four return trips every day. in each trip the train goes up the  mountain and back down. the train leaves from the foot of the mountain at 09:00, 11:00, 13:00 and  15:00. the train returns from the top of the mountain at 10:00, 12:00, 14:00 and 16:00. each train  has six coaches with eighty seats available in each coach. passengers can only purchase a return  ticket; all tickets must be purchased on the day of travel. the cost is $25 for the journey up and  $25 for the journey down. groups of between ten and eighty passengers inclusive get a free ticket  for every tenth passenger, provided they all travel together (every tenth passenger travels free).   passengers must book their return train journey, as well as the departure train journey, when they  purchase their ticket. passengers can return on the next train down the mountain or a later train.  the last train from the top of the mountain has two extra coaches on it. the train times are displayed on a large screen, together with the number of tickets still available  for each train. every time a ticket is booked the display is updated. when a train is full, the word  \u2018closed\u2019 is displayed instead of the number of tickets available. write and test a program or programs for the electric mountain railway.  \u2022 your program or programs must include appropriate prompts for the entry of data; data must  be validated on entry.  \u2022 error messages and other output need to be set out clearly and understandably.  \u2022 all variables, constants and other identifiers must have meaningful names.  you will need to complete these three  tasks. each task must be fully tested. task 1  \u2013 start of the day. write a program to set up the screen display for the start of the day. initialise suitable data structure(s)  to total passengers for each train journey and total the money taken for each train journey. each  train journey must be totalled separately. there are four journeys up and four journeys down every  day.  task 2  \u2013 purchasing tickets. tickets can be purchased for a single passenger or a group. when making a purchase, check  that the number of tickets for the required train journeys up and down the mountain is available. if  the tickets are available, calculate the total price including any group discount. update the screen  display and the data for the totals.  task 3  \u2013 end of the day. display the number of passengers that travelled on each train journey and the total money taken  for each train journey. calculate and display the total number of passengers and the total amount  of money taken for the day. find and display the train journey with the most passengers that day.",
+            "3": "3 0478/22/ m/j/21 \u00a9 ucles 2021 [turn over 1 all variables, constants and other identifiers must have meaningful names.  (a) identify and give the data type and use of one array that you could have used for task 1 . array  . data type  .. use  ...  [3]  (b) describe two validation checks that could be used when inputting the number of tickets to  buy for task 2 . for each validation check give one example of normal data and one example  of erroneous data. validation check 1  .  ...  ... normal data  .. erroneous data  . validation check 2  .  ...  ... normal data  .. erroneous data  .    [6]",
+            "4": "4 0478/22/ m/j/21 \u00a9 ucles 2021  (c) write an algorithm for the part of task 2  that inputs the tickets required, calculates the total  price for the ticket(s) purchased by a passenger including a group discount (if applicable) and  updates the data structures used for the totals.   use either  pseudocode, programming statements or a flowchart.  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...",
+            "5": "5 0478/22/ m/j/21 \u00a9 ucles 2021 [turn over  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  .  [6]",
+            "6": "6 0478/22/ m/j/21 \u00a9 ucles 2021  (d) explain how your program completed task 3 . include any programming statements that you  have used and fully explain the purpose of each statement.  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  .  [5]",
+            "7": "7 0478/22/ m/j/21 \u00a9 ucles 2021 [turn over section b starts on page 8",
+            "8": "8 0478/22/ m/j/21 \u00a9 ucles 2021 section b 2 (a) write an algorithm in pseudocode to input 500 positive whole numbers. each number input  must be less than 1000. find and output the largest number input, the smallest number input  and the range (difference between the largest number and smallest number).   ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  .  [6]",
+            "9": "9 0478/22/ m/j/21 \u00a9 ucles 2021 [turn over  (b) describe how the algorithm could be changed to make testing less time-consuming.  ...  ...  ...  .  [2] 3 (a) draw the most appropriate flowchart symbol for each pseudocode statement. pseudocode statement flowchart symbol if number = 20 print number number \u2190 number + 1  [3]  (b) state the type of each pseudocode statement. for example, x \u2190 x + y  is totalling. if number = 20   ... print number    number \u2190 number + 1   ..  [3]",
+            "10": "10 0478/22/ m/j/21 \u00a9 ucles 2021 4 this algorithm checks passwords. \u2022 each password must be 8 or more characters in length; the predefined function length   returns the number of characters. \u2022 each password is entered twice, and the two entries must match. \u2022 either accept  or reject  is output. \u2022 an input of 999 stops the process.     repeat       output \"please enter password\"       input password       if length(password) >= 8         then           input passwordrepeat           if password <> passwordrepeat             then                output \"reject\"             else               output \"accept\"           endif         else            output \"reject\"       endif     until password = 999  (a) complete the trace table for the algorithm using this input data:    secret, secret, verysecret, verysecret, pa55word, pa55word, 999, 888  password passwordrepeat output  [3]",
+            "11": "11 0478/22/ m/j/21 \u00a9 ucles 2021 [turn over  (b) explain how the algorithm could be extended to allow three attempts at inputting the matching  password. any pseudocode statements used in your answer must be fully explained.  ...  ...  ...  ...  ...  ...  ...     [4] 5 a one-dimensional array dataarray[1:20]  needs each element set to zero.  (a) write a pseudocode routine that sets each element to zero. use the most suitable loop  structure.  ...  ...  ...  ...  ...  ...  ...  .  [3]  (b) explain why you chose this loop structure.  ...  .  [1]",
+            "12": "12 0478/22/ m/j/21 \u00a9 ucles 2021 6 a database table, plant, is used to keep a record of plants sold by a nursery. the table has these  fields: \u2022 name \u2013 name of plant \u2022 flower \u2013 whether the plant flowers (true) or not (false) \u2022 position \u2013 shade, partial shade or sun \u2022 size \u2013 small, medium or large \u2022 price \u2013 price in $ \u2022 numbersold \u2013 how many sold  a query-by-example grid has been completed to display only the price, name and number sold of  small plants that do not flower. field: name price numbersold size flower position table: plant sort: show: 3 3 3 criteria: = \"shade\" or:   identify the errors in the query-by-example grid.  ...  ...  ...  ...  ...  ...   rewrite the corrected query-by-example grid. field: table: sort: show: criteria: or:  [5]",
+            "13": "13 0478/22/ m/j/21 \u00a9 ucles 2021 blank page",
+            "14": "14 0478/22/ m/j/21 \u00a9 ucles 2021 blank page",
+            "15": "15 0478/22/ m/j/21 \u00a9 ucles 2021 blank page",
+            "16": "16 0478/22/ m/j/21 \u00a9 ucles 2021 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 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.blank page"
+        },
+        "0478_s21_qp_23.pdf": {
+            "1": "this document has 12 pages. cambridge igcse\u2122 dc (kn/sg) 202761/2 \u00a9 ucles 2021  [turn over *9060960772* computer science  0478/23 paper 2 problem-solving and programming  may/june  2021  1 hour 45 minutes you must answer on the question paper. no additional materials are needed. instructions  \u25cf answer all questions.  \u25cf do not attempt tasks 1, 2 and 3  in the copy of the pre-release material on page 2; these are for  information only.  \u25cf use a black or dark blue pen. you may use an hb pencil for any diagrams or graphs.  \u25cf write your name, centre number and candidate number in the boxes at the top of the page.  \u25cf write your answer to each question in the space provided.  \u25cf do not use an erasable pen or correction fluid.  \u25cf do not write on any bar codes.  \u25cf calculators must not be used in this paper. information  \u25cf the total mark for this paper is 50.  \u25cf the number of marks for each question or part question is shown in brackets [  ].  \u25cf no marks will be awarded for using brand names of software packages or hardware.",
+            "2": "2 0478/23/ m/j/21 \u00a9 ucles 2021 section a you are advised to spend no longer than 40 minutes answering this section. here is a copy of the pre-release material. do not attempt tasks 1, 2 and 3 now. use the pre-release material and your experience from attempting the tasks before the examination to  answer question 1. pre-release material a school would like a system to allow students and staff to show their preference on matters relating  to the school, such as a proposal for changing the start and finish times of the school day. option proposed start and finish times of the school day a start: 08:00 \u2013 finish: 15:00 b start: 08:20 \u2013 finish: 15:20 c start: 08:40 \u2013 finish: 15:40 d start: 09:00 \u2013 finish: 16:00 e start: 09:30 \u2013 finish: 16:30 the school has 150 students and 20 members of staff. the system is required to accept preferences,  and count and report the results to show student preferences, staff preferences and overall results. write and test a program or programs for the system.  \u2022 your program or programs must include appropriate prompts for the entry of data; data must be  validated on entry.  \u2022 error messages and other output need to be set out clearly and understandably.  \u2022 all variables, constants and other identifiers must have meaningful names.  you will need to complete these three  tasks. each task must be fully tested. task 1  \u2013 setting up the system and recording preferences. set up a system to allow preferences to be recorded for each of five different options, labelled a to e. \u2022 allow a description for each option to be entered. \u2022 allow students and staff to enter their unique number before their preferences can be entered  (everyone is given a unique number by the school).  \u2022 check if the unique number has already been used:  \u25cbif so, supply a suitable message and do not allow preferences to be entered  \u25cbif not: \u2022 record that the entered unique number has been used  \u2022 allow preferences from 1 to 5 to be entered for each option (1 is \u2018strongly agree\u2019 and   5 is \u2018strongly disagree\u2019) \u2022 store the preferences in suitable data structures, keeping student and staff preferences  separate.  task 2  \u2013 totalling the preferences and reporting the results. extend task 1  to achieve the following: \u2022 allow the preferences for each of the options to be totalled, keeping student and staff  preferences separate. \u2022 display the results as a list of the options, with the totals given for each one as:  \u25cbstudent results  \u25cbstaff results  \u25cbcombined results.  task 3 \u2013 changing the program to include a counting method. extend task 2  to achieve the following: \u2022 count the number of times the preference 1, \u2018strongly agree\u2019, was given for each option,  counting student and staff preferences separately. \u2022 display the results as a list of the options, with the number of times preference 1 was given for  each option as:  \u25cbstudent results  \u25cbstaff results  \u25cbcombined results.",
+            "3": "3 0478/23/ m/j/21 \u00a9 ucles 2021 [turn over 1 (a) all variables, constants and other identifiers must have meaningful names.   (i) identify one constant you could have used for task 1.  give the value that would be  assigned to the constant and explain its use. constant   value  . use    ...  ...    [3]   (ii) identify one variable you could have used for task 1  and explain its use. variable  . use    ...  ...  [2]   (iii) describe one array you could have used for task 1 . include the name, data type, length,  sample data and use for that array.  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  .  [4]",
+            "4": "4 0478/23/ m/j/21 \u00a9 ucles 2021  (b) write an algorithm for task 2 , using pseudocode, programming statements or a flowchart. it  is not necessary to show details completed in task 1 .  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...",
+            "5": "5 0478/23/ m/j/21 \u00a9 ucles 2021 [turn over  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  .  [6]",
+            "6": "6 0478/23/ m/j/21 \u00a9 ucles 2021  (c) explain how you could change your program in task 1 to allow the number of options  available to be increased to six.  ...  ...  ...  ...  ...  .  [2]  (d) explain how your program counts the number of times students enter preference 1 (\u2018strongly  agree\u2019) for each option (a to e), part of task 3 . any programming statements used in your  answer must be fully explained.  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  .  [3]",
+            "7": "7 0478/23/ m/j/21 \u00a9 ucles 2021 [turn over section b 2 draw a line to connect each data type  to the most appropriate description . realdata type must be a whole numberdescription string must be one of two values integer may be any number boolean may contain any combination of characters  [3] 3 identify a suitable validation check that could be used for each piece of normal test data and  describe how it would be used. each validation check must be different.  test data for entering an email address: id27@cambridgeuniversity.com validation check name  . description of use    ..  ..  test data for entering a year: 2021 validation check name  . description of use    ..  ..  test data for entering a name: ericson-bower validation check name  . description of use    ..  ..  [6]",
+            "8": "8 0478/23/ m/j/21 \u00a9 ucles 2021 4 the pseudocode algorithm should allow a user to input the number of scores to be entered and  then enter the scores. the scores are totalled, the total is output and the option to enter another  set of scores is offered.  1 count \u2190 0  2 repeat   3   fullscore \u2190 20  4   input number  5   for storeloop \u2190 1 to number   6     input score   7     fullscore \u2190 fullscore  8   until storeloop = number  9   output \"the full score is \", fullscore  10   output \"another set of scores (y or n)?\"  11   output another  12   if another = \"n\"  13     then  14       count \u2190 1  15   endif  16 until count = 1  (a) identify the four errors in the pseudocode and suggest a correction for each error. error 1  ... correction  .  ... error 2  ... correction  .  ... error 3  ... correction  .  ... error 4  ... correction  .  ...  [4]",
+            "9": "9 0478/23/ m/j/21 \u00a9 ucles 2021 [turn over  (b)  show how you could change the algorithm to store the individual scores in the array  scorearray[] , then find and print the average score once the scores have all been entered.  ...  ...  ...  ...  ...  ...  ...  ...  ...  .  [4]",
+            "10": "10 0478/23/ m/j/21 \u00a9 ucles 2021 5 the flowchart represents an algorithm.  the algorithm will terminate if 0 is entered at the op input. start input op endyes yes yes yes yesno no no no noinput value1 input value2 output \"input error\"is op = 0  ? is op = 1  ? is op = 2  ? is op = 3  ? is op = 4  ?ans   value1 + value2 ans   value1 - value2 ans   value1 * value2 ans   value1 / value2",
+            "11": "11 0478/23/ m/j/21 \u00a9 ucles 2021 [turn over  (a) complete the trace table for the algorithm using this input data:   1, 87, 14, 3, 2, 30, 5, 10, 6, 4, 10, 2, 0, 2, 90, 6 op value1 value2 ans output  [5]  (b) state the purpose of the algorithm.  ...  ...  ...  .  [1]  (c) suggest an addition that could be made to the algorithm to make it more useful.  ...  ...  .  [1]",
+            "12": "12 0478/23/ m/j/21 \u00a9 ucles 2021 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 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.6 a car hire company uses a database table, tread, to store details of the cars. the table has  fields to represent each car\u2019s licence number, mileage, and the tread depth of each of its four  tyres.  (a) suggest suitable names for each of the fields described. field name  [2]   (b) complete the query-by-example grid to display cars where all four tyres have a tread depth  of less than 2. display all the fields, using the field names you created in part (a) . the output  should be sorted by licence number. field: table: sort: show: o o o o o o criteria: or:  [4]"
+        },
+        "0478_w21_qp_11.pdf": {
+            "1": "cambridge igcse\u2122this document has 12 pages. any blank pages are indicated. dc (leg/ar) 202712/4 \u00a9 ucles 2021  [turn over *0063325412* computer science  0478/11 paper 1 theory  october/november  2021  1 hour 45 minutes you must answer on the question paper. no additional materials are needed. instructions  \u25cf answer all questions.  \u25cf use a black or dark blue pen. you may use an hb pencil for any diagrams or graphs.  \u25cf write your name, centre number and candidate number in the boxes at the top of the page.  \u25cf write your answer to each question in the space provided.  \u25cf do not use an erasable pen or correction fluid.  \u25cf do not write on any bar codes.  \u25cf calculators must not be used in this paper. information  \u25cf the total mark for this paper is 75.  \u25cf the number of marks for each question or part question is shown in brackets [  ].  \u25cf no marks will be awarded for using brand names of software packages or hardware.",
+            "2": "2 0478/11/o/n/21 \u00a9 ucles 2021 1 binary is a number system that is used by computers.  (a) tick (3) one box to show whether binary is a base-2, base-10 or base-16 number system.   tick (3)     base-2     base-10     base-16  [1]  (b) hexadecimal and denary are number systems that can be used by programmers.   convert these four hexadecimal values into denary values.   09 ...   10 ...   28 ...   a1 ...  [4]   working space  ...  ...  ...  ...  ...",
+            "3": "3 0478/11/o/n/21 \u00a9 ucles 2021 [turn over 2 magda has a mobile telephone.   she uses the touch screen on her telephone to send emails to her customers. the touch screen  breaks, stopping magda from using it to type her emails.  (a) identify one other input device that would be built into the mobile telephone that magda could  use to send an email to her customers.  .  [1]  (b) the touch screen operates by using the conductive properties of the object that is used to  touch the screen.   state whether the touch screen is a resistive, capacitive or infra-red touch screen.  .  [1]  (c) magda is listening to music on her mobile telephone when she receives a telephone call. a  signal is sent within the telephone to stop the music and output that a call has been received.   give the name of this type of signal.  .  [1]",
+            "4": "4 0478/11/o/n/21 \u00a9 ucles 2021 3 five statements are given about the error-checking methods checksum, check digit and parity  check.  (a) tick (3) to show whether each statement applies to checksum, check digit or parity check.  some statements may apply to more than one error-checking method. statement checksum (3)check  digit (3)parity  check (3) uses an additional bit to create an odd or even number  of 1s checks for errors on data entry compares two calculated values to see if an error has  occurred will not detect transposition errors sends additional values when data is transmitted from a  computer to another  [5]  (b) identify one other error-checking method.  .  [1] 4 georgia is a wedding photographer. she wants to store 10 photographs on a usb flash memory  drive for a customer. each photograph is 100 pixels wide and 50 pixels high.  the photographs are 8-bit colour photographs.  (a) calculate the total file size, in kilobytes (kb), of all the photographs. for this calculation, you  may use the unit of measurement of 1024 or 1000.   show all your working.  ...  ...  ...  ...  ...  ...  ... answer    kb  [3]",
+            "5": "5 0478/11/o/n/21 \u00a9 ucles 2021 [turn over  (b) georgia compresses photographs to store them on the usb flash memory drive. it is  important that the compression does not affect the quality of the photographs in any way.   state which type of compression is the most suitable. justify your choice. compression type  . justification  ...  ...  ...  ...  [3]  (c) georgia uses a digital camera. the digital camera takes a photograph that is then converted  into a digital image.   complete the paragraph about the operation of a digital camera, using the most appropriate  terms from the list. not all terms in the list need to be used. \u2022 analogue-to-digital \u2022 binary \u2022 charge-coupled \u2022 digital-to-analogue \u2022 lens \u2022 light \u2022 mirror \u2022 pixel \u2022 reflection \u2022 sensor \u2022 storage   when georgia pushes the button to take a photograph, an aperture opens at the front of     the camera to allow ... to stream in through     the ... . this is captured by a sensor called a     ... device. the ...     converter then converts each ... into a digital value.  [5]",
+            "6": "6 0478/11/o/n/21 \u00a9 ucles 2021 5 tamaz stores confidential data on his computer.   he uses the internet regularly and is concerned about his data being viewed by unauthorised  people. he currently has one software method to stop his data being viewed, which is a password.  he wants to add other software methods to stop his data being viewed by unauthorised people.  (a) state two other software methods that tamaz could use to stop his data being viewed by  unauthorised people. 1   2    [2]  (b) tamaz\u2019s computer has an operating system. two functions of the operating system are file  management and memory management.   state two other functions of the operating system. 1   2    [2] 6  six statements are given about the role of components in the central processing unit (cpu).  (a) tick (3) to show whether each statement applies to the memory address register (mar),  memory data register (mdr) or program counter (pc).    some statements may apply to more than one component. statementmar (3)mdr (3)pc (3) it is a register in the cpu it holds the address of the next instruction to be processed it holds the address of the data that is about to be fetched  from memory it holds the data that has been fetched from memory it receives signals from the control unit it uses the address bus to send an address to another  component  [6]  (b) identify the component in the cpu that carries out calculations.  .  [1]",
+            "7": "7 0478/11/o/n/21 \u00a9 ucles 2021 [turn over 7 (a) tick (3) one box to identify if an internal solid state drive (ssd) is an example of primary,  secondary or off-line storage. justify your choice.   tick (3)     primary     secondary     off-line justification  ...  ...  ...  ...  [3]  (b) describe the operation of an ssd and how it stores data.  ...  ...  ...  ...  ...  ...  ...  .  [4]",
+            "8": "8 0478/11/o/n/21 \u00a9 ucles 2021 8 victoria develops a computer game to sell on a gaming website. she writes her program using  english-like statements.  (a) state which type of programming language victoria is using.  .  [1]  (b) victoria uses two different types of translator when creating the program for the computer  game.   state which translator is the most suitable for the given tasks.    give the benefits of using that translator for the task.   you must choose a different translator for each task.   (i) to translate the code during development of the game. translator  .. benefits  .  ...  ...  ...  ...  ...  [3]   (ii) to translate the final program and upload to the website for distribution, without the  source code. translator  .. benefits  .  ...  ...  ...  ...  ...  [3]",
+            "9": "9 0478/11/o/n/21 \u00a9 ucles 2021 [turn over 9 a washing machine uses sensors and a microprocessor to control the washing cycle of clothes.  (a) a sensor is used in each of the given tasks.   identify one suitable sensor that would be used for each task.   each sensor given must be different. task sensor checking the water is 30  \u00b0c checking the water acidity level after detergent is added checking the weight of the clothes to make sure that the machine is  not overloaded  [3]  (b) describe how the sensor and the microprocessor are used to make sure the water remains  at 30 \u00b0c.  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  .  [6]",
+            "10": "10 0478/11/o/n/21 \u00a9 ucles 2021 10 consider the following logic statement: x = ((( a or b) or (not ( b xor c))) and c)  (a) draw a logic circuit to represent the given logic statement.    do not attempt to simplify the logic statement. all logic gates must have a maximum of two  inputs. a b cx  [5]  (b) state the name of a logic gate that does not appear in the logic statement and draw the  symbol for the logic gate.   name of logic gate ...  logic gate symbol:    [2]",
+            "11": "11 0478/11/o/n/21 \u00a9 ucles 2021  (c) complete the truth table for the given logic statement. a b cworking spacex 0 0 0 0 0 1 0 1 0 0 1 1 1 0 0 1 0 1 1 1 0 1 1 1  [4] 11 the table contains descriptions relating to web pages and the internet.  complete the table with the correct terms for the given descriptions. term description the language used to create a web page the type of software application used to display a web page an address given to a computer, by a network, to allow the  computer to be uniquely identified a text file sent by a web server to collect data about a user\u2019s  browsing habits the company that provides a connection to the internet  [5]",
+            "12": "12 0478/11/o/n/21 \u00a9 ucles 2021 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 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.blank page"
+        },
+        "0478_w21_qp_12.pdf": {
+            "1": "this document has 12 pages. any blank pages are indicated. cambridge igcse\u2122 dc (ks/fc) 202713/4 \u00a9 ucles 2021  [turn overcomputer science  0478/12 paper 1 theory  october/november  2021  1 hour 45 minutes you must answer on the question paper. no additional materials are needed. instructions  \u25cf answer all questions.  \u25cf use a black or dark blue pen. you may use an hb pencil for any diagrams or graphs.  \u25cf write your name, centre number and candidate number in the boxes at the top of the page.  \u25cf write your answer to each question in the space provided.  \u25cf do not use an erasable pen or correction fluid.  \u25cf do not write on any bar codes.  \u25cf calculators must not be used in this paper. information  \u25cf the total mark for this paper is 75.  \u25cf the number of marks for each question or part question is shown in brackets [  ].  \u25cf no marks will be awarded for using brand names of software packages or hardware. *9388869528*",
+            "2": "2 0478/12/ o/n/21 \u00a9 ucles 2021 1 (a) denary is a number system that is used by programmers.   tick (\u2713) one box to show whether denary is a base-2, base-10 or base-16 number system.   tick     (\u2713)     base-2     base-10     base-16  [1]  (b) hexadecimal values can be used to represent denary values.   convert these four hexadecimal values into denary values. 05     .. 20     .. 1a    .. ab    ..  [4]   working space  ...  ...  ...  ...  ...",
+            "3": "3 0478/12/ o/n/21 \u00a9 ucles 2021 [turn over  (c) hexadecimal values can also be converted to binary values.   tick (\u2713) one box to show the correct 8-bit binary value for each hexadecimal value.   (i) hexadecimal value 25    tick      (\u2713)      00011001      00100101      10100001  [1]   (ii) hexadecimal value  1b    tick      (\u2713)      00011011      10110001      00011010  [1]  (d) (i) give one way that hexadecimal is used in website development.  .  [1]   (ii) give one way that hexadecimal is used in low-level programming.  .  [1] 2 a train company wants to install a self-service ticket machine system for its train stations. when  the customer has purchased their tickets, the machine will provide a paper ticket.  (a) one output device that is used in the ticket machine is a display screen.   identify one other output device that is used in the ticket machine system.  .  [1]  (b) the train company does not want users to use a keyboard or a mouse to enter their data,  when buying a ticket. the company is worried that they may be stolen or get too dirty.   identify one other input device that would be suitable for use in the ticket machine system, to  allow users to enter their data.  .  [1]",
+            "4": "4 0478/12/ o/n/21 \u00a9 ucles 2021 3  (a) six statements are given about methods of data transmission.    tick (\u2713) to show if each statement applies to serial simplex, parallel simplex, parallel  half-duplex or serial duplex data transmission. some statements may apply to more than one  data transmission method. statementserial  simplex (\u2713)parallel  simplex (\u2713)parallel  half-duplex (\u2713)serial duplex (\u2713) bits are transmitted along a single wire data is transmitted in both directions it is only suitable for distances less  than 5 metres bits from the same byte are  transmitted one after the other data may not arrive in the correct  sequence data is transmitted in both directions,  but only one direction at a time  [6]  (b) a universal serial bus (usb) connection can be used to transmit data from a mobile device  to a computer.   give three  benefits of using a usb connection for this purpose. benefit 1  ...  ... benefit 2  ...  ... benefit 3  ...  ...  [3]",
+            "5": "5 0478/12/ o/n/21 \u00a9 ucles 2021 [turn over 4 the paragraph explains the operation of different touch screen technologies.  complete the paragraph using the list of terms. not all terms in the list need to be used. \u2022 capacitive \u2022 change \u2022 circuit \u2022 conductive \u2022 coordinates \u2022 grid \u2022 heat \u2022 infra-red \u2022 insulating \u2022 light \u2022 manufacture  \u2022 pressure \u2022 resistive  in  touch screen technology, an electrostatic field     is present on the surface of the touch screen. the      properties of a user cause a  in the field. the      of the user\u2019s touch can be calculated.  in  touch screen technology, a user pushes the     top layer of the screen and makes it connect with the bottom layer to complete a      .  this type of touch screen is cheaper to  .  [7]",
+            "6": "6 0478/12/ o/n/21 \u00a9 ucles 2021 5 sammi works for a finance company and has a laptop that he uses for his work. he has confidential  data about his customers stored on his laptop.  sammi does not connect the laptop to any networks.  (a) sammi is concerned about his customers\u2019 confidential data being viewed by other people in  his office.   one method he uses to prevent others viewing the data is encryption.   identify three  other methods sammi could use to prevent his customers\u2019 confidential data  being viewed. 1   2   3    [3]  (b) sammi creates videos for the finance company website that give customers advice about  their finances.   he uses lossy compression to reduce the file size of the videos for the website.   (i) give three  ways that lossy compression can reduce the file size of the videos. 1    ... 2    ... 3    ...  [3]   (ii) give one drawback of using lossy compression to reduce the file size of the videos.  ...  .  [1]",
+            "7": "7 0478/12/ o/n/21 \u00a9 ucles 2021 [turn over  (c) sammi could have used lossless compression to compress the videos for the website.    (i) give one reason why he would use lossless compression, rather than lossy compression,  for the videos.  ...  .  [1]   (ii) give two disadvantages of sammi using lossless compression, rather than lossy  compression, for the videos. disadvantage 1  .  ... disadvantage 2  .  ...  [2] 6 a programmer can use translators, such as an interpreter and a compiler, when developing a  computer program.  (a) give one similarity between a compiler and an interpreter.  ...  .  [1]  (b) describe two differences between a compiler and an interpreter. difference 1  ..  ...  ...  ... difference 2  ..  ...  ...  ...  [4]  (c) identify one other type of translator.  .  [1]",
+            "8": "8 0478/12/ o/n/21 \u00a9 ucles 2021 7 five statements are given about devices.  tick (\u2713) to show if each statement applies to a 3d scanner, barcode reader or a quick response  (qr) code reader. some statements may apply to more than one type of device. statement3d  scanner  (\u2713)barcode  reader  (\u2713)qr code  reader  (\u2713) uses position and alignment markers for orientation  when scanning scans the shape and appearance of an object uses reflected light from a laser to convert  a black-and-white pattern into binary can often be built into an electronic point of sale  (epos) terminal, for example, a supermarket checkout it is an example of an input device  [5] 8 an electronic game has three  square mats that are coloured red, green and blue.  the player will see a colour displayed on a screen and has 1 second to hit the mat that matches  the colour. if the player hits the correct mat, within 1 second, a counter is incremented. when a  player hits an incorrect mat, the game ends.  the game uses sensors and a microprocessor to determine if the player hits the correct mat within  1 second.  explain how the game uses sensors and a microprocessor to count the number of times a player  hits a correct mat within 1 second.  ..  ..  ..  ..  ..  ..  ..  ..  ..  ..  ..",
+            "9": "9 0478/12/ o/n/21 \u00a9 ucles 2021 [turn over  ..  ..    [7] 9 padma opens an application on her computer.  an interrupt is generated to inform the central processing unit (cpu) that the application has  been opened.  (a) give three  other examples of when an interrupt signal could be generated. 1   2   3    [3]  (b) state what would happen if interrupt signals were not used in a computer.  ...  .  [1] 10 jermain uses the secure socket layer (ssl) protocol for secure transmission when sending data  using the internet.  (a) explain how the ssl protocol secures the data for transmission.  ...  ...  ...  .  [2]  (b) identify an alternative protocol that could be used for secure transmission of data using the  internet.  .  [1]  (c) give two ways that a user can identify if a website uses secure data transmission. 1    ... 2    ...  [2]",
+            "10": "10 0478/12/ o/n/21 \u00a9 ucles 2021 11 consider the following logic statement: x = ((( a and b) or (not ( b or c))) nand c)  (a) draw a logic circuit to represent the given logic statement.   do not attempt to simplify the logic statement. all logic gates must have a maximum of two  inputs. a b x c  [5]",
+            "11": "11 0478/12/ o/n/21 \u00a9 ucles 2021  (b) complete the truth table for the given logic statement. a b cworking spacex 0 0 0 0 0 1 0 1 0 0 1 1 1 0 0 1 0 1 1 1 0 1 1 1  [4]  (c) identify two logic gates that are not included in the given logic statement. logic gate 1  ... logic gate 2  ..  [2]",
+            "12": "12 0478/12/ o/n/21 \u00a9 ucles 2021 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 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.blank page"
+        },
+        "0478_w21_qp_13.pdf": {
+            "1": "this document has 12 pages. cambridge igcse\u2122 dc (pq/fc) 202714/5 \u00a9 ucles 2021  [turn over *1617936764* computer science  0478/13 paper 1 theory  october/november  2021  1 hour 45 minutes you must answer on the question paper. no additional materials are needed. instructions  \u25cf answer all questions.  \u25cf use a black or dark blue pen. you may use an hb pencil for any diagrams or graphs.  \u25cf write your name, centre number and candidate number in the boxes at the top of the page.  \u25cf write your answer to each question in the space provided.  \u25cf do not use an erasable pen or correction fluid.  \u25cf do not write on any bar codes.  \u25cf calculators must not be used in this paper. information  \u25cf the total mark for this paper is 75.  \u25cf the number of marks for each question or part question is shown in brackets [  ].  \u25cf no marks will be awarded for using brand names of software packages or hardware.",
+            "2": "2 0478/13/ o/n/21 \u00a9 ucles 2021 1  (a) xia has three  files stored on her computer.    tick (3) one box to show which is the largest file size. file sizetick (\u2714) 999 kb 1 mb 850 000 bytes  [1]  (b) denise has three  files stored on her computer.    tick (3) one box to show which is the smallest file size. file sizetick (\u2714) 4000  mb 2 gb 2 500 000 kb  [1]",
+            "3": "3 0478/13/ o/n/21 \u00a9 ucles 2021 [turn over 2  a sports stadium has an electronic counter that counts each person that enters the stadium.  the count is stored as binary in a 16-bit register.  a denary value of the count is displayed on a screen at the entrance.  (a) the screen currently displays: 0  0  7  1   give the binary value that is stored in the register to display the count shown. binary value:  .   working space  ...  ...  ...  [2]  (b) more people enter the sports stadium and the screen now displays: 0  2  5  7   give the binary value that is stored in the register to display the count shown. binary value:  .   working space  ...  ...  ...  [2]",
+            "4": "4 0478/13/ o/n/21 \u00a9 ucles 2021  (c) after everyone has entered the stadium, the register stores the binary value: 0000001000000100   show what the screen will display when this binary value is stored.   display:         [1]   working space  ...  ...  ...  ...  (d) sensors are used at the entrance to count the number of people entering the stadium.   (i) identify two sensors that could be used to count the number of people entering the  stadium. sensor 1   sensor 2    [2]   (ii) tick (3) one box to show if a sensor is an example of an input device, storage device or  output  device. devicetick (\u2714) input storage output  [1]",
+            "5": "5 0478/13/ o/n/21 \u00a9 ucles 2021 [turn over 3 five statements are given about error-checking methods.  (a) tick (3) to show whether each statement applies to automatic repeat request (arq), check  digit or checksum. some statements may apply to more than one error-checking method. statementarq (\u2714)check digit (\u2714)checksum (\u2714) checks for errors on data entry uses a process of acknowledgement and  timeout compares two calculated values to see if an  error has occurred may resend data until it is confirmed as  received checks for errors in data after transmission  from a computer to another  [5]  (b) identify one other error-checking method.  .  [1]",
+            "6": "6 0478/13/ o/n/21 \u00a9 ucles 2021 4  frederick prints a document that he has typed.   the printer begins to print the document, but then a message is displayed on frederick\u2019s computer  to say that the paper has jammed.  (a) describe the role of an interrupt in generating a message on the computer that the paper has  jammed.  ...  ...  ...  ...  ...  ...  ...  .  [4]  (b) give two other examples of when an interrupt signal could be generated. 1   2    [2]  (c) the type of data transmission between the computer and the printer is serial half-duplex data  transmission.   (i) describe how data is transmitted using serial half-duplex data transmission.  ...  ...  ...  ...  ...  ...  ...  .  [4]",
+            "7": "7 0478/13/ o/n/21 \u00a9 ucles 2021 [turn over   (ii) explain why the data transmission needs to be half-duplex rather than simplex.  ...  ...  ...  .  [2] 5  in a von neumann model for a computer system, a central processing unit (cpu) contains a  number of different components.  the table contains the name of a component or a description of their role in the fetch-execute  cycle.  complete the table with the missing component names and descriptions. component name description memory address  register (mar)   program counter (pc)   ..this is a register that is built into the arithmetic logic unit. it  temporarily holds the result of a calculation. ..this is a register that holds data or an instruction that has been  fetched from memory. control unit (cu)   .. this carries addresses around the cpu.  [6]",
+            "8": "8 0478/13/ o/n/21 \u00a9 ucles 2021 6  the paragraph describes an mp3 file, mp4 file and a midi file.   complete the paragraph using the list of terms. not all terms in the list need to be used. \u2022 can  \u2022 cannot \u2022 compressed \u2022 image \u2022 microphone \u2022 midi \u2022 mp3 \u2022 mp4 \u2022 notes \u2022 pixels \u2022 speaker \u2022 should \u2022 uncompressed  .  files are a multimedia format that stores video and audio.  .  files are only used as a digital recording of sound; they  are created using a .  and recording software. the data in  the file is .  .  .  files contain instructions on how to create the    sound. they are created using digital instruments. the file stores individual   . , each one .  be   changed in this type of file.  [7]",
+            "9": "9 0478/13/ o/n/21 \u00a9 ucles 2021 [turn over 7  julius creates a computer application that calculates how many years it will take to pay for a  house.  (a) julius uploads his application to his website for people to download. before he uploads the  application, he translates the code using a compiler.   explain why julius uses a compiler, rather than an interpreter, to do this.  ...  ...  ...  ...  ...  ...  ...  .  [4]    (b) julius also creates videos to explain how to use the application that he has created. he  reduces the file size of the videos using lossless compression.   (i) describe how lossless compression reduces the file size of the video.  ...  ...  ...  ...  ...  .  [3]   (ii) state why julius uses lossless compression, rather than lossy compression.  ...  .  [1]",
+            "10": "10 0478/13/ o/n/21 \u00a9 ucles 2021  (c) julius wants to distribute his application to a wider audience. he is considering distributing it  as freeware or free software.   (i) describe freeware and free software. freeware  ...  ...  ...  ... free software    ...  ...  ...  [4]   (ii) julius also considers distributing a trial version of the application.    identify the type of software he could use to distribute his application as a trial version.  .  [1]  (d) julius makes sure that all data transmission to and from his website is secure.   one way a user can check if his website uses secure data transmission is to check its  certificate.   give two other ways that a user can identify if his website uses secure data transmission. 1    ... 2    ...  [2]",
+            "11": "11 0478/13/ o/n/21 \u00a9 ucles 2021 [turn over 8  consider the following logic statement: x = ((( a or b) and (not( b xor c))) or not c)  (a) draw a logic circuit to represent the given logic statement.    do not attempt to simplify the logic statement. all logic gates must have a maximum of two  inputs. a b x c  [6]  (b) complete the truth table for the given logic statement. a b cworking spacex 0 0 0 0 0 1 0 1 0 0 1 1 1 0 0 1 0 1 1 1 0 1 1 1  [4]",
+            "12": "12 0478/13/ o/n/21 \u00a9 ucles 2021 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 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.9  a parity check is used to check for errors after transmission on the four given binary values.  all four values are transmitted and received correctly.  identify whether each 8-bit binary value has been sent using odd or even parity by writing odd or  even in the type of parity column. binary value type of parity 10011001  01111110 11100000 00111001  [4] 10  (a) a denial of service (dos) attack is a type of internet security risk.   state the purpose of a denial of service attack.  ...  .  [1]    (b) phishing and pharming are also types of internet security risk. they have the same purpose.   state the purpose of phishing and pharming.  ...  .  [1]  (c) identify three  other types of internet security risk. 1   2   3    [3]"
+        },
+        "0478_w21_qp_21.pdf": {
+            "1": "this document has 16 pages. any blank pages are indicated. dc (rw/ar) 202716/5 \u00a9 ucles 2021  [turn over *0671157253* computer science  0478/21 paper 2 problem-solving and programming  october/november  2021  1 hour 45 minutes you must answer on the question paper. no additional materials are needed. instructions  \u25cf answer all questions.  \u25cf do not attempt tasks 1, 2 and 3  in the copy of the pre-release material on page 2; these are for  information only.  \u25cf use a black or dark blue pen. you may use an hb pencil for any diagrams or graphs.  \u25cf write your name, centre number and candidate number in the boxes at the top of the page.  \u25cf write your answer to each question in the space provided.  \u25cf do not use an erasable pen or correction fluid.  \u25cf do not write on any bar codes.  \u25cf calculators must not be used in this paper. information  \u25cf the total mark for this paper is 50.  \u25cf the number of marks for each question or part question is shown in brackets [  ].  \u25cf no marks will be awarded for using brand names of software packages or hardware.cambridge igcse\u2122",
+            "2": "2 0478/21/ o/n/21 \u00a9 ucles 2021 section a you are advised to spend no longer than 40  minutes answering this section. here is a copy of the pre-release material. do not  attempt tasks 1, 2 and 3 now. use the pre -release material and your experience from attempting the following tasks before the  examination to answer question  1. pre-release material a holiday park has eight squash courts that can be booked for an hour at a time. the first booking  is from 08:00 to 09:00 and the last booking is from 17:00 to 18:00. all bookings start on the hour  and bookings can only be made on the same day that the squash court is used. a screen displays  today\u2019s date and how many squash courts are available for each hour. when a booking is made, the name of the guest is recorded together with their mobile phone number.  once the squash court is booked, the guest is shown the court number together with a unique 4 -digit  code that can be used to unlock the squash court. each booking is for one squash court for one  hour. the 4 -digit code must be different for each booking. write and test a program or programs for a computer system to manage the daily squash court  bookings. \u2022 your program or programs must include appropriate prompts for the entry of data; data must be  validated on entry. \u2022 error messages and other output need to be set out clearly and understandably. \u2022 all variables, constants and other identifiers must have meaningful names. you will need to complete these three  tasks. each task must be fully tested. task 1  \u2013 at the start of the day write a program to set up arrays to record the following for each hour: \u2022 whether a squash court is booked or available \u2022 the name of the guest \u2022 the mobile phone number of the guest \u2022 the unique 4 -digit code for the booking. set up a screen to display the court availability at the start of the day. task 2  \u2013 making a squash court booking check if there is a squash court available at the time requested. if a squash court is available,  record the guest\u2019s name and mobile phone number. mark the squash court as booked for that hour.  generate and record the unique 4 -digit code for the booking. display the mobile phone number for  the guest to check, display the court number and the 4 -digit code for the guest to remember. display  the updated court availability, showing an hour as fully booked if all the squash courts are now  booked for that hour. task 3  \u2013 at the end of the day calculate the total number of squash court bookings. find the hour(s) and court(s) with the most  bookings. display this information.",
+            "3": "3 0478/21/ o/n/21 \u00a9 ucles 2021 [turn over 1 all variables, constants and other identifiers must have meaningful names.  (a) identify one constant that you could have used for task  1. give the value that would be  assigned to this constant. state the use of this constant. constant  ... value  . use  ...  ...  [3]  (b) describe the arrays that you have set up in task  1 to record today\u2019s data about the squash  courts.  ...  ...  ...  ...  ...  ...  ...  .  [4]  (c) explain how your program generates a unique 4 -digit code for each booking.  ...  ...  ...  ...  ...  .  [3]",
+            "4": "4 0478/21/ o/n/21 \u00a9 ucles 2021  (d) write an algorithm for task  2. you do not need to display updated court availability. use  either pseudocode, programming statements or a flowchart. assume that task  1 has been  completed.  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...",
+            "5": "5 0478/21/ o/n/21 \u00a9 ucles 2021 [turn over  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  .  [6]",
+            "6": "6 0478/21/ o/n/21 \u00a9 ucles 2021  (e) explain how your program completed the part of task  3 which calculates the total number of  squash court bookings, finds the court(s) with the most bookings and displays this information.  include any programming statements that you have used and fully explain the purpose of  each statement.  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  .  [4]",
+            "7": "7 0478/21/ o/n/21 \u00a9 ucles 2021 [turn over section b starts on page 8",
+            "8": "8 0478/21/ o/n/21 \u00a9 ucles 2021 section b 2 an algorithm has been written in pseudocode to generate 50 positive random integers with values  less than or equal to 100. these random integers are stored in the array randnum[ ]  the function rand(x, y)  generates a random integer greater than or equal to x and less than y.  for example, rand(1, 4)  generates 1 or 2 or 3.    1 count  0    2 repeat    3     randnum[counter]  rand(1, 100)    4     count  count + 2    5 until count <= 50  (a) find the four errors in the pseudocode and write a correction for each error. error 1  ... correction  .  ... error 2  ... correction  .  ... error 3  ... correction  .  ... error 4  ... correction  .  ...  ...  [4]",
+            "9": "9 0478/21/ o/n/21 \u00a9 ucles 2021 [turn over  (b) the pseudocode for this algorithm could be shortened by the use of a for \u2026 next  loop.   rewrite the algorithm using a for \u2026 next  loop.  ...  ...  ...  .  [3]  (c) identify another loop structure available in pseudocode.  .  [1] 3 a program has been written to check the value of a measurement. the measurement must be a  positive number and given to three decimal places, for example, 3.982  (a) (i) state suitable examples of normal and erroneous test data that could be used to test this  program. for each example give the reason for your choice of test data. normal test data example  . reason  ..  ... erroneous test data example   reason  ..  ...  [4]   (ii) explain why two pieces of boundary test data are required for this program.    give an example of each piece of boundary test data.  ...  ...  ...  ...  .  [3]",
+            "10": "10 0478/21/ o/n/21 \u00a9 ucles 2021  (b) explain why verification is needed and how verification could be performed by this program.  ...  ...  ...  ...  ...  .  [3]",
+            "11": "11 0478/21/ o/n/21 \u00a9 ucles 2021 [turn over question 4 starts on page 12",
+            "12": "12 0478/21/ o/n/21 \u00a9 ucles 2021 4 the algorithm shown by this flowchart allows the input of examination marks for a class of students.  a mark of \u20131 ends the process. if a mark is 80 or over then a distinction grade is awarded. the  number of distinctions for the whole class is calculated. if this is over 50% of the class, the class is  awarded a highly commended certificate. start end yesis mark = \u20131?input markcounter \u2190 0 distinction \u2190 0 counter \u2190 counter + 1output \"highly commended\" is mark >= 80?is award > 0.5? distinction \u2190 distinction + 1no nonoyes yesaward \u2190 distinction/counter",
+            "13": "13 0478/21/ o/n/21 \u00a9 ucles 2021 [turn over  complete a trace table for the algorithm using this input data:  88, 74, 60, 90, 84, 87, 95, 72, 84, 66, \u20131 counter distinction mark award output  [5]",
+            "14": "14 0478/21/ o/n/21 \u00a9 ucles 2021 5 a database table, appliance, is used to keep a record of kitchen appliances available for sale.  the following data is stored for each appliance: \u2022 category \u2013 washer, dishwasher, fridge or freezer \u2022 economyrating \u2013 a, b, c or d \u2022 manufacturer \u2013 baku or abc \u2022 price \u2013 price in $ \u2022 code \u2013 a unique code allocated by the manufacturer e.g. b982 \u2022 stock \u2013 number in stock.  the database management system uses these data types: text        number        currency        boolean  the economyrating field and manufacturer field have a data type of text.  (a) identify the most appropriate data type for each field from the four types shown. state the  reason why you chose each data type. category data type  .. reason  .  ... price data type  ... reason  .  ... code data type  ... reason  .  ... stock data type  .. reason  .  ...  [4]",
+            "15": "15 0478/21/ o/n/21 \u00a9 ucles 2021  (b) complete the query-by-example grid to display only the category, manufacturer and code of  the appliances with an economy rating of a. field: table: sort: show: criteria: or:  [3]",
+            "16": "16 0478/21/ o/n/21 \u00a9 ucles 2021 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 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.blank page"
+        },
+        "0478_w21_qp_22.pdf": {
+            "1": "this document has 12 pages. cambridge igcse\u2122computer science  0478/22 paper 2 problem-solving and programming  october/november  2021  1 hour 45 minutes you must answer on the question paper. no additional materials are needed. instructions  \u25cf answer all questions.  \u25cf do not attempt tasks 1, 2 and 3  in the copy of the pre-release material on page 2; these are for  information only.  \u25cf use a black or dark blue pen. you may use an hb pencil for any diagrams or graphs.  \u25cf write your name, centre number and candidate number in the boxes at the top of the page.  \u25cf write your answer to each question in the space provided.  \u25cf do not use an erasable pen or correction fluid.  \u25cf do not write on any bar codes.  \u25cf calculators must not be used in this paper. information  \u25cf the total mark for this paper is 50.  \u25cf the number of marks for each question or part question is shown in brackets [  ].  \u25cf no marks will be awarded for using brand names of software packages or hardware. dc (lk/fc) 202711/3 \u00a9 ucles 2021  [turn over *8130505114*",
+            "2": "2 0478/22/ o/n/21 \u00a9 ucles 2021 section a you are advised to spend no longer than 40 minutes answering this section. here is a copy of the pre-release material. do not  attempt tasks 1, 2 and 3 now. use the pre-release material and your experience from attempting the following tasks before the  examination to answer question 1. pre-release material an integrated transport system has been designed to reduce the need for privately owned vehicles.  a vehicle is booked to take a passenger from home to a start station, from where they will travel to  an end station. a vehicle at the end station will take the passenger to their destination. each stage  of the journey has a price code to represent the distance travelled. the prices for each stage are  shown: home to start  stationstart station to end  stationend station to  destination code price ($) code price ($) code price ($) c1 1.50 m1 5.75 f1 1.50 c2 3.00 m2 12.50 f2 3.00 c3 4.50 m3 22.25 f3 4.50 c4 6.00 m4 34.50 f4 6.00 c5 8.00 m5 45.00 f5 8.00 to book a journey, a passenger will enter a code for each stage and the start time of their journey.  the total price is calculated by adding together the price for each of the three stages. the total  price will be reduced by 40% when the start time of the journey is after 10:00.  write and test a program or programs for the integrated transport booking system.  \u2022 your program or programs must include appropriate prompts for the entry of data; data must  be validated on entry.  \u2022 error messages and other output need to be set out clearly and understandably.  \u2022 all variables, constants and other identifiers must have meaningful names.  you will need to complete these three  tasks. each task must be fully tested. task 1  \u2013 setting up the booking system write a program to set up arrays to record the following: \u2022 codes and prices for each of the three stages \u2022 passenger accounts that include a unique passenger account number and name \u2022 bookings that include a unique passenger account number, a start time of the journey, a code  for each stage of the journey, and a unique booking number for the journey. store the data for the code and price for each stage.  task 2  \u2013 using the booking system extend task 1  to achieve the following: \u2022 allow passengers to open an account by generating a unique passenger account number and  storing it along with their name in the arrays. \u2022 allow passengers to make a booking by first entering their unique passenger account number,  the start time of their journey, and a code for each stage of their journey. check if the passenger  account number already exists. \u2022 generate a unique booking number for the journey. \u2022 calculate the total price of the journey, without any discount, and store the journey details. task 3  \u2013 applying a discount and checking the entry extend task 2  to check the start time of the journey and if it is after 10:00, apply a 40% discount to  the total price. display the total price and booking details for the passenger to check, and allow them to either  confirm the details are correct or start again.",
+            "3": "3 0478/22/ o/n/21 \u00a9 ucles 2021 [turn over 1 all variables, constants and other identifiers must have meaningful names.  (a) (i) identify one variable you could have used for task 2  and state its use. variable  . use    ...  ...  [2]   (ii) describe the arrays you could have used in task 1 . include the name, data type, use  and sample data for each array.  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  .  [5]  (b) describe how you could validate the data entry for the input of the codes for the different  stages of the journey in task 2 .   ...  ...  ...  ...  ...  .  [3]",
+            "4": "4 0478/22/ o/n/21 \u00a9 ucles 2021  (c) write an algorithm to show how your program carries out task 3 , using either pseudocode,  programming statements or a flowchart. assume tasks 1  and 2 have already been completed.   ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...",
+            "5": "5 0478/22/ o/n/21 \u00a9 ucles 2021 [turn over  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  .  [6]",
+            "6": "6 0478/22/ o/n/21 \u00a9 ucles 2021  (d) explain how your program could be changed to count and store the number of bookings  made by each passenger. then, after ten bookings have been made by a passenger, apply  an additional 10% discount to every future booking. any programming statements used in  your answer must be fully explained.  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  .  [4]",
+            "7": "7 0478/22/ o/n/21 \u00a9 ucles 2021 [turn over section b 2 tick (3) one box in each row to identify if the statement is about validation, verification or neither. statementvalidation (3)verification (3)neither  (3) a check where data is re-entered to make sure no  errors have been introduced during data entry an automatic check to make sure the data entered  has the correct number of characters a check to make sure the data entered is sensible a check to make sure the data entered is correct  [3] 3 a program checks that the data entered is between 1 and 100 inclusive.  identify one piece of normal, extreme and erroneous test data for this program, and give a reason  for each.  normal test data  ... reason  .  ..  .. extreme test data  . reason  .  ..  .. erroneous test data  .. reason  .  ..  ..  [6]",
+            "8": "8 0478/22/ o/n/21 \u00a9 ucles 2021 4 the pseudocode algorithm should work as a calculator and output the result.  1 continue  1  2 while continue = 0   3   output \"enter 1 for +, 2 for -, 3 for * or 4 for /\"  4   input operator  5   output \"enter the first value\"  6   input value1  7   output \"enter the second value\"   8   output value2   9   if operator  10     1: answer  value1 + value2  11     2: answer  value1 - value2  12     3: answer  value1 * value2  13     4: answer  value1 / value2  14   endcase  15   output \"the answer is \", value1  16   output \"do you wish to enter more values (yes or no)?\"  17   input morevalues  18   if morevalues = \"no\"  19     then  20       continue  1  21   endif  22 until continue = 0  (a) find the five errors in the pseudocode and suggest a correction for each error. error 1  ... correction  .  ... error 2  ... correction  .  ... error 3  ... correction  .  ... error 4  ... correction  .  ... error 5  ... correction  .  ...  [5]",
+            "9": "9 0478/22/ o/n/21 \u00a9 ucles 2021 [turn over  (b) the algorithm needs changing to allow only the numbers 1, 2, 3, or 4 to be entered for the  input variable operator .    write the pseudocode to perform this task and state where in the algorithm it would be  located. pseudocode  ..  ...  ...  ...  ...  ...  ...  ...  ...  ...  ... location in algorithm    ...  ...  [5]",
+            "10": "10 0478/22/ o/n/21 \u00a9 ucles 2021 5 the flowchart represents an algorithm.  the algorithm will terminate if \u20131 is entered at the list  input. start list1 \u2190 0 list2 \u2190 0 endinput list yes no no no noyes yes yesinput value output \"input error\"output \"list 1 = \", list1 output \"list 2 = \", list2is list = \u20131  ? is list = 1  ? is list = 2  ? output \"list 2 is greatest\"output \"list 1 is greatest\"is list1 > list2  ?list2 \u2190 list2 + valuelist1 \u2190 list1 + value",
+            "11": "11 0478/22/ o/n/21 \u00a9 ucles 2021 [turn over  complete the trace table for the algorithm using this input data:  2, 77, 2, 16, 1, 35, 2, \u20137, 5, 18, 1, 11, 1, 12, 2, 20, \u20131, 18 list value list1 list2 output  [5]",
+            "12": "12 0478/22/ o/n/21 \u00a9 ucles 2021 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 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.6 a pet supplier uses the database table, stock, to keep records of its products for pets.  the fields are: field name description productid code to identify the product productname name of product productdescription information about the product animal type of animal the product is for, e.g. cat, bird, horse producttype type of product, e.g. food, toy, medicine instock whether the product is in stock or not  (a) (i) identify the field that could have a boolean data type.  .  [1]   (ii) identify the field that should be used as the primary key.  .  [1]  (b) complete the query-by-example grid to output the products intended for a cat that are in  stock. display only the primary key and the name of the products. the output should be  sorted by the primary key. field: table: sort: show: criteria: or:  [4]"
+        },
+        "0478_w21_qp_23.pdf": {
+            "1": "this document has 16 pages. any blank pages are indicated. cambridge igcse\u2122computer science  0478/23 paper 2 problem-solving and programming  october/november  2021  1 hour 45 minutes you must answer on the question paper. no additional materials are needed. instructions  \u25cf answer all questions.   \u25cf do not attempt tasks 1, 2 and 3  in the copy of the pre-release material on page 2; these are for  information only.  \u25cf use a black or dark blue pen. you may use an hb pencil for any diagrams or graphs.  \u25cf write your name, centre number and candidate number in the boxes at the top of the page.  \u25cf write your answer to each question in the space provided.  \u25cf do not use an erasable pen or correction fluid.  \u25cf do not write on any bar codes.  \u25cf calculators must not be used in this paper. information  \u25cf the total mark for this paper is 50.  \u25cf the number of marks for each question or part question is shown in brackets [  ].  \u25cf no marks will be awarded for using brand names of software packages or hardware. *4657181087* dc (cj/sg) 202718/4 \u00a9 ucles 2021  [turn over",
+            "2": "2 0478/23/ o/n/21 \u00a9 ucles 2021 section a you are advised to spend no longer than 40 minutes answering this section. here is a copy of the pre-release material. do not  attempt tasks 1, 2 and 3 now. use the pre-release material and your experience from attempting the following tasks before the  examination to answer question 1. pre-release material a cruise ship has a speciality restaurant where tables can be booked for any of the three sessions:  lunch, early dinner or late dinner. a booking for a table can only be made on the day. there are  twenty tables available to book in the restaurant. today\u2019s date and how many tables are available for  lunch, early dinner and late dinner are displayed on a screen at the entrance to the restaurant. only one table can be booked at a time. when a booking is made, the name of the passenger making  the booking is recorded, together with their cabin number and any special dietary requirements.  write and test a program or programs for a computer system to manage the daily restaurant bookings. \u2022 your program or programs must include appropriate prompts for the entry of data; data must be  validated on entry.  \u2022 error messages and other output need to be set out clearly and understandably.  \u2022 all variables, constants and other identifiers must have meaningful names.  you will need to complete these three  tasks. each task must be fully tested. task 1  \u2013 at the start of the day write a program to set up the screen display at the start of the day showing the date and how many  tables are available for lunch, early dinner and late dinner. bookings are to be stored in three separate  arrays: lunch, early dinner and late dinner. initialise further arrays to record for each table booked: the  name of the passenger making the booking, their cabin number and any special dietary requirements. task 2  \u2013 making a table booking at the restaurant check if there is a table available for the session requested. if a table is available, record the  passenger\u2019s name, cabin number and any special dietary requirements. mark the table as booked  for that session. display the name and cabin number for the passenger to check. update the screen  display and mark a session as fully booked if all the tables are now booked. task 3  \u2013 special dietary requirements the recording of special dietary requirements is confusing the restaurant staff. it has been decided  to use fixed options instead of a description. only one option can be chosen for each booking. the options are: \u2022 gluten-free \u2022 vegetarian \u2022 vegan \u2022 diabetic \u2022 none. update task 2  to allow for this. update task 2  to count and display how many tables have vegetarian or vegan diners during the  day.",
+            "3": "3 0478/23/ o/n/21 \u00a9 ucles 2021 [turn over 1 all variables, constants and other identifiers must have meaningful names.  (a) identify one constant that you could have used for task 1 . give the value that would be  assigned to this constant. state the use of this constant. constant  ... value  . use  ...  ...  [3]  (b) describe the arrays that you have set up in task 1 to record today\u2019s data about the restaurant  tables.  ...  ...  ...  ...  ...  ...  ...  .  [4]",
+            "4": "4 0478/23/ o/n/21 \u00a9 ucles 2021  (c) sometimes the restaurant has fewer tables available for a session.    explain how you would change your task 1  program to allow input of the number of tables  available for a session.   ...  ...  ...  ...  ...  .  [3]  (d) part of task 2  is to check if a table is available. write an algorithm to do this, using either  pseudocode, programming statements or a flowchart. assume that task 1  has been  completed.  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...",
+            "5": "5 0478/23/ o/n/21 \u00a9 ucles 2021 [turn over  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  .  [6]",
+            "6": "6 0478/23/ o/n/21 \u00a9 ucles 2021  (e) explain how your program for task 3  updated task 2 .    include any programming statements used and fully explain the purpose of each statement.  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  .  [4]",
+            "7": "7 0478/23/ o/n/21 \u00a9 ucles 2021 [turn over section b starts on page 8.",
+            "8": "8 0478/23/ o/n/21 \u00a9 ucles 2021 section b 2 an algorithm has been written in pseudocode to generate 50 positive random integers with values  less than or equal to 100. these numbers are stored in the array numrand[]    the function randup(x,y)  generates a random integer greater than x and less than or equal to y  for example, randup(1,4)  generates 2 or 3 or 4    1 count  0    2 while counter > 50 do    3     numrand[counter]  randup(1,100)    4     counter  counter \u2212 2      5 endwhile  (a) find the four errors in the pseudocode and write a correction for each error. error 1  ... correction  .  ... error 2  ... correction  .  ... error 3  ... correction  .  ... error 4  ... correction  .  ...  ...  [4]  (b) the pseudocode for this algorithm could be shortened by the use of a for \u2026 next  loop.    rewrite the algorithm using a for \u2026 next  loop.  ...  ...  ...  .  [3]",
+            "9": "9 0478/23/ o/n/21 \u00a9 ucles 2021 [turn over 3 a program has been written to check the length and content of a password. the password must be  eight or more characters long and contain at least one special character, for example, secret!*!    (a) (i) state suitable examples of normal and erroneous test data that could be used to test this  program. for each example give the reason for your choice of test data. normal test data example  . reason  ..  ... erroneous test data example   reason  ..  ...  [4]   (ii) explain why two pieces of boundary test data are required for this program.      give an example of each piece of boundary test data.  ...  ...  ...  ...  .  [3]  (b) describe two methods of verification that could be used to verify this data as it is input. method 1  ...  ...  ... method 2  ...  ...  ...  [4]",
+            "10": "10 0478/23/ o/n/21 \u00a9 ucles 2021 4 the algorithm, shown by this flowchart, allows the input of examination marks for a class of  students. a mark of 999 ends the process. if a mark is 40 or over then a pass grade is awarded.  the number of pass grades is calculated for the whole class. if this is under 50% of the class, the  class is offered extra help. start input mark is mark = 999  ?counter   0 pass   0 endyes yes yesno nonooutput \"extra help\"is help < 0.5  ? counter   counter + 1 pass   pass + 1is mark >= 40  ?help   pass  / counter",
+            "11": "11 0478/23/ o/n/21 \u00a9 ucles 2021 [turn over  complete a trace table for the algorithm using this input data:   88, 24, 60, 30, 44, 17, 25, 22, 54, 6, 999, \u22121 counter pass mark help output  [5] ",
+            "12": "12 0478/23/ o/n/21 \u00a9 ucles 2021 5 a database table, computer, is used to keep a record of computers available for sale.    the following data is stored for each computer: \u2022 category \u2013 desktop, laptop or tablet \u2022 weight \u2013 weight in kilograms \u2022 manufacturer \u2013 icn, linoldo, pear or joesing  \u2022 price \u2013 price in $ \u2022 code \u2013 a unique code allocated by the manufacturer, e.g. p771 \u2022 stock \u2013 quantity in stock.  a database management system uses these data types: text        number        currency        boolean  the category field and manufacturer field have a data type of text.  (a) select the most appropriate data type for each field from the four types shown. state the  reason why you chose the data type. weight data type   reason  .  ... price data type  ... reason  .  ... code data type  ... reason  .  ... stock data type  .. reason  .  ...  [4]",
+            "13": "13 0478/23/ o/n/21 \u00a9 ucles 2021  (b) complete the query-by-example grid to display only the category, manufacturer, price and  code of the computers with weight of less than 2.5 kilograms. field: table: sort: show: criteria: or:  [3]",
+            "14": "14 0478/23/ o/n/21 \u00a9 ucles 2021 blank page",
+            "15": "15 0478/23/ o/n/21 \u00a9 ucles 2021 blank page",
+            "16": "16 0478/23/ o/n/21 \u00a9 ucles 2021 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 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.blank page"
+        }
+    },
+    "2022": {
+        "0478_m22_qp_12.pdf": {
+            "1": "this document has 12 pages. any blank pages are indicated.  [turn overcambridge igcse\u2122computer science  0478/12 paper 1 theory  february/march  2022  1 hour 45 minutes you must answer on the question paper. no additional materials are needed. instructions  \u25cf answer all questions.  \u25cf use a black or dark blue pen. you may use an hb pencil for any diagrams or graphs.  \u25cf write your name, centre number and candidate number in the boxes at the top of the page.  \u25cf write your answer to each question in the space provided.  \u25cf do not use an erasable pen or correction fluid.  \u25cf do not write on any bar codes.  \u25cf calculators must not be used in this paper. information  \u25cf the total mark for this paper is 75.  \u25cf the number of marks for each question or part question is shown in brackets [  ].  \u25cf no marks will be awarded for using brand names of software packages or hardware. *1428246498* dc (lk) 303935/2 \u00a9 ucles 2022",
+            "2": "2 0478/12/ f/m/22 \u00a9 ucles 2022 1 a computer stores data in binary form. binary numbers can be represented as hexadecimal and  denary numbers.  (a) convert the 8-bit binary number 01010101 to denary.  .  [1]   working space  ...  ...  ...  (b) convert the binary number 11000000 to hexadecimal.  .  [1]   working space  ...  ...  ...  (c) convert the hexadecimal number 1a to denary.  .  [1]   working space  ...  ...  ...  (d) binary numbers can be stored as bytes.   state how many bits are in two bytes.  .  [1]",
+            "3": "3 0478/12/ f/m/22 \u00a9 ucles 2022 [turn over 2 nadia creates a digital image for a school project.  (a) give one example of an image format.  .  [1]  (b) describe how a digital image file is stored by a computer.  ...  ...  ...  ...  ...  .  [3]  (c) nadia compresses the digital image file before emailing it to a friend.   (i) state what is meant by data compression.  ...  .  [1]   (ii) explain why nadia compresses the digital image file before emailing it.  ...  ...  ...  .  [2]",
+            "4": "4 0478/12/ f/m/22 \u00a9 ucles 2022   (iii) nadia\u2019s email service uses parity bits as a method of error detection during the  transmission of data.    describe how the parity bits are used to detect errors.  ...  ...  ...  ...  ...  ...  ...  ...  ...  .  [5]   (iv) identify and describe one other method of error detection used during the transmission  of data. method  .. description    ...  ...  ...  ...  ...  [4]",
+            "5": "5 0478/12/ f/m/22 \u00a9 ucles 2022 [turn over 3 (a) tick (3) to show which logic gates will give an output of 1 for the given inputs a and b. inputs and or nand nor xor a = 1 b = 1 a = 0 b = 0 a = 1 b = 0  [3]  (b) draw the logic circuit for the given logic statement: x = (a xor b) and ( b or not c)   do not attempt to simplify the logic statement. all logic gates must have a maximum of two  inputs. x ba c  [4]",
+            "6": "6 0478/12/ f/m/22 \u00a9 ucles 2022 4 pradeep uses his personal computer to complete work at home.  (a) pradeep uses a mouse and a keyboard to control the computer.   (i) complete the descriptions of the principles of operation of a mouse and a keyboard  using the most appropriate terms from the list. not all terms in the list need to be used. \u2022 absorbs \u2022 ball \u2022 biometric \u2022 circuit \u2022 colour \u2022 digital \u2022 direction \u2022 light-emitting diode (led)  \u2022 liquid crystal display (lcd) \u2022 reflects \u2022 speed \u2022 switch \u2022 transparency    an optical mouse shines a red light from a ... underneath     the mouse. the light .. back from a surface through a     lens in the mouse and is converted to a value. this value is transmitted to the     computer. the computer then determines the ... and     ... of the movement.    when the user presses a key on a keyboard, the key pushes the     ... on the circuit board. this completes a     ... . signals are sent to the computer. the computer uses     the data to calculate which key was pressed.  [6]   (ii) identify two other input devices pradeep could use with his personal computer. input device 1   input device 2    [2]",
+            "7": "7 0478/12/ f/m/22 \u00a9 ucles 2022 [turn over  (b) pradeep uses a projector attached to the ceiling at his home to watch high-definition (hd)  films.   the projector has broken. he wants to buy a replacement. he needs to choose between an  lcd projector and a digital light projector (dlp).   explain why an lcd projector would be more appropriate for pradeep.  ...  ...  ...  ...  ...  .  [3]  (c) pradeep stores his collection of films and his work files on his personal computer.   pradeep wants to save a copy of all his films and files onto a single storage device.   identify and justify an appropriate storage device to store the copies. storage device  .. justification  ...  ...  ...  ...  ...  ...  [4]  ",
+            "8": "8 0478/12/ f/m/22 \u00a9 ucles 2022 5 a holiday company has a website where customers can create accounts and can book and pay for  holidays.  (a) the website is written in hypertext markup language (html).   give two examples of html structure and two examples of html presentation. structure 1   structure 2   presentation 1  .. presentation 2  ..  [4]  (b) the website is stored on a web server. customers use their own computers to access the  website.   uniform resource locator (url), internet protocol (ip) and media access control (mac) are  three types of address used by computers when accessing the internet.   give two features of each type of address in the table. type of  addressfeatures url    ip    mac     [6]",
+            "9": "9 0478/12/ f/m/22 \u00a9 ucles 2022 [turn over  (c) the company is concerned about threats to its web server.   complete the table by identifying: \u2022 two potential threats to its web server \u2022 the impact each threat could have on the company \u2022 software the company can use to help to limit each threat.   each impact must be different. threat impact on company software  . . . ... ..  . . . ... ..  [6]",
+            "10": "10 0478/12/ f/m/22 \u00a9 ucles 2022 6 a business uses a closed-circuit television (cctv) system that starts recording when motion is  detected. it stops recording after two minutes if no further motion is detected. the system uses a  motion sensor and a microprocessor.  describe how the motion sensor and microprocessor work together to control the cctv system.  ..  ..  ..  ..  ..  ..  ..  ..  ..  ..  ..  ..  ..  ..  ..    [7]",
+            "11": "11 0478/12/ f/m/22 \u00a9 ucles 2022 7 ishani is a software developer who is creating a new computer game.  (a) ishani uses an interpreter and a compiler at different stages of the game creation.   (i) explain when it is most appropriate for ishani to use an interpreter.   ...  ...  ...  ...  ...  .  [3]     (ii) explain when it is most appropriate for ishani to use a compiler.  ...  ...  ...  ...  ...  .  [3]  (b) ishani has to decide between releasing her game as freeware or free software.   describe freeware and free software. freeware  ..  ...  ...  ... free software    ...  ...  ...  [4]",
+            "12": "12 0478/12/ f/m/22 \u00a9 ucles 2022 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.blank page"
+        },
+        "0478_m22_qp_22.pdf": {
+            "1": "this document has 16 pages. any blank pages are indicated.  [turn overcambridge igcse\u2122computer science  0478/22 paper 2 problem-solving and programming  february/march  2022  1 hour 45 minutes you must answer on the question paper. no additional materials are needed. instructions  \u25cf answer all questions.  \u25cf do not attempt tasks 1, 2 and 3  in the copy of the pre-release material on page 2; these are for  information only.   \u25cf use a black or dark blue pen. you may use an hb pencil for any diagrams or graphs.  \u25cf write your name, centre number and candidate number in the boxes at the top of the page.  \u25cf write your answer to each question in the space provided.  \u25cf do not use an erasable pen or correction fluid.  \u25cf do not write on any bar codes.  \u25cf calculators must not be used in this paper. information  \u25cf the total mark for this paper is 50.  \u25cf the number of marks for each question or part question is shown in brackets [  ].  \u25cf no marks will be awarded for using brand names of software packages or hardware. *7816195114* dc (cj) 303924/3 \u00a9 ucles 2022",
+            "2": "2 0478/22/ f/m/22 \u00a9 ucles 2022 section a you are advised to spend no longer than 40 minutes answering this section. here is a copy of the pre-release material. do not attempt tasks 1, 2 and 3 now. use the pre-release material and your experience from attempting the following tasks before the  examination to answer question 1. pre-release material a program is needed to record the number of strokes played by each player in a round of golf and  decide who is the winning player. the object of the game of golf is to hit a small ball into a series of small holes using a golf club.  a score is kept of the number of times a player needs to hit the ball to get it in a hole; this is the  number of strokes for the hole. the total score for a round of golf is the total number of strokes taken  for each hole. the player with the least number of strokes is the winner.  a golf course consists of 9 or 18 holes. a round of golf is completed when all the holes have been  played. there can be 2, 3 or 4 players taking part in a round of golf. the number of strokes that  an experienced golfer would take to complete a round is called par. the scores for the round are  displayed in relation to the par score. for example, if par for an 18-hole course was 72, a score of 80  would be 8 over par and a score of 70 would be 2 under par. write and test a program or programs to score a round of golf:  \u2022 your program or programs must include appropriate prompts for the entry of data. data must be  validated on entry. \u2022 all outputs, including error messages, need to be set out clearly and understandably. \u2022 all variables, constants and other identifiers must have meaningful names.  you will need to complete these three  tasks. each task must be fully tested. task 1  \u2013 setting up the round each player\u2019s scores for the round are to be stored in an array with a separate score for each hole.  the scores in these arrays are to be set to zero before a round starts. the following data is to be input and stored: \u2022 the number of players taking part in the round \u2022 the names of the players \u2022 the number of holes to be played: 9 or 18 \u2022 the par for the course. the number of players, their names, the number of holes to be played and the par for the course are  all displayed to be checked before the round starts so that any errors seen can be corrected. task 2  \u2013 scoring the round for each hole played, each player\u2019s name is displayed on the screen and they are asked to enter  the number of strokes they played for that hole. each player must enter the number of strokes twice  to verify their score. a player can choose to see the total number of strokes that they have played so  far in the round.  task 3 \u2013 deciding the winning player at the end of the round, display the name and final score for each player relative to par. the winner  is identified; display their name and the winning score. there are also options that display: \u2022 every player\u2019s score for each hole \u2022 the player\u2019s name and hole number of any score of one for a hole (hole-in-one) \u2022 the average score for the round \u2022 the average score for a hole.",
+            "3": "3 0478/22/ f/m/22 \u00a9 ucles 2022 [turn over 1 all variables, constants and other identifiers must have meaningful names.  (a)  state one constant and one variable that you could have used for task 1 . give the value  that would be assigned to the constant. give the data type for the variable. explain why the  constant was used rather than a variable and explain why the variable was used rather than a  constant. constant name  . value  . why a constant was used  .  ...  ... variable name  ... data type  .. why a variable was used  ..  ...  ...  [6]  (b) describe how your program set the scores to zero before each round for  task 1 .  ...  ...  ...  ...  ...  ...  ...  .  [4]",
+            "4": "4 0478/22/ f/m/22 \u00a9 ucles 2022  (c) write an algorithm for task 2 , using pseudocode, programming statements or a flowchart.  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...",
+            "5": "5 0478/22/ f/m/22 \u00a9 ucles 2022 [turn over  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  .  [6]",
+            "6": "6 0478/22/ f/m/22 \u00a9 ucles 2022  (d) explain how your program completed part of task 3  to identify the winner and to display their  name and the winning score relative to par. all programming statements that you include  must be fully explained.  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  .  [4]",
+            "7": "7 0478/22/ f/m/22 \u00a9 ucles 2022 [turn over section b starts on page 8",
+            "8": "8 0478/22/ f/m/22 \u00a9 ucles 2022 section b 2 an algorithm has been written to:  \u2022 input the ages of 100 students \u2022 count and output the number of students aged 7 and under 12 \u2022 count and output the number of students aged 12 and under 18 \u2022 count and output the number of students aged 18 and over.  (a) complete the pseudocode algorithm:  01  count7to12 \u2190 0  02  count12to18 \u2190 0  03  countover18 \u2190 0  04  for student \u2190 1 to   05      output \"please enter student's age in years \"  06      input age  07      if age >= 7   08        then  09          count7to12 \u2190 count7to12 + 1  10      endif  11      if age >= 12 and age < 18  12        then  13          count12to18 \u2190 .  14      endif  15      if age >= 18  16        then  17          countover18 \u2190 countover18 + 1  18      endif  19  next student  20  output \"there are \", count7to12, \" students aged 7 and under 12.\"  21  output \"there are \", count12to18, \" students aged 12 and under 18.\"  22   output \"there are \", ., \" students aged 18 and over.\"  [4]  (b) write the extra pseudocode statements that are needed to count and output the number of  students under the age of 7. use the variable countunder7 ; assume countunder7  has  already been set to zero.  ...  ...  ...  ...  ...  ...  .  [4]",
+            "9": "9 0478/22/ f/m/22 \u00a9 ucles 2022 [turn over 3 four  validation checks and five descriptions are shown.  draw a line from each validation check to the most appropriate description.    validation check  description checks that the data input is  between two values length check checks that the data input is   an integer check digit checks that the data input has  three digits range check checks that the data has   been input type check checks that the data input has  the correct digits  [4]",
+            "10": "10 0478/22/ f/m/22 \u00a9 ucles 2022 4 this flowchart inputs a whole number. the function int returns the integer value of a number. for  example, int (7.5)  is 7   an input of -1 ends the routine. start end is int(number/d) = number/d? is c = 0? output cis number = \u20131?input number d   int(number/2)c   0 d   d \u2013 1c   c + 1noyes yes no no noyes yesis d = 1?",
+            "11": "11 0478/22/ f/m/22 \u00a9 ucles 2022 [turn over  (a) complete the trace table for the given algorithm using this input data:    7, 6, 5, 4, \u20131, 12, 34 number c d output  [6]  (b) describe the purpose of this algorithm.  ...  ...  ...  .  [2]  (c) (i) describe the problem that occurs if a whole number smaller than 4 and not equal to \u20131  is input.  ...  ...  ...  .  [2]   (ii) explain how to change the flowchart to prevent this problem occurring.  ...  ...  ...  .  [2]",
+            "12": "12 0478/22/ f/m/22 \u00a9 ucles 2022 5 a database table, flower, is used to keep a record of the type of flowers available to make up a  bouquet. flowerid type colour style fragrance cn001 carnation pink stem y cn002 carnation red stem n cn103 carnation white stem n cn104 carnation yellow stem y cn105 carnation pink spray y cn106 carnation red spray n cn107 carnation white spray n cn108 carnation yellow spray y re101 rose pink stem y re102 rose red stem y re103 rose white stem n re104 rose yellow stem y re105 rose orange spray y re106 rose peach spray n ly101 lily white spray y",
+            "13": "13 0478/22/ f/m/22 \u00a9 ucles 2022  a query-by-example has been written to display just the type, style and colour of all flowers that  have no fragrance. field: flowerid fragrance style colour table: flower flower flower flower sort: show: 3 3 3 3 criteria: = y or:  explain why the query-by-example is incorrect and write a correct query-by-example.   explanation  ..  ..  ..  ..  .. field: table: sort: show: criteria: or:  [6]",
+            "14": "14 0478/22/ f/m/22 \u00a9 ucles 2022 blank page",
+            "15": "15 0478/22/ f/m/22 \u00a9 ucles 2022 blank page",
+            "16": "16 0478/22/ f/m/22 \u00a9 ucles 2022 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.blank page"
+        },
+        "0478_s22_qp_11.pdf": {
+            "1": "this document has 12 pages. any blank pages are indicated.  [turn overcambridge igcse\u2122 *7233005583* dc (pq) 303750/3 \u00a9 ucles 2022computer science  0478/11 paper 1 theory  may/june  2022  1 hour 45 minutes you must answer on the question paper. no additional materials are needed. instructions  \u25cf answer all questions.  \u25cf use a black or dark blue pen. you may use an hb pencil for any diagrams or graphs.  \u25cf write your name, centre number and candidate number in the boxes at the top of the page.  \u25cf write your answer to each question in the space provided.  \u25cf do not use an erasable pen or correction fluid.  \u25cf do not write on any bar codes.  \u25cf calculators must not be used in this paper. information  \u25cf the total mark for this paper is 75.  \u25cf the number of marks for each question or part question is shown in brackets [  ].  \u25cf no marks will be awarded for using brand names of software packages or hardware.",
+            "2": "2 0478/11/m/j/22 \u00a9 ucles 2022 1 jack has an mp3 file stored on his computer.  (a) (i) tick (3) to show which type of data is stored in an mp3 file.  tick (3)    video       sound       image     [1]   (ii) tick (3) to show whether the mp3 file is a lossy compressed file or a lossless compressed  file or not a compressed file.  tick (3)    lossy compressed file       lossless compressed file       not a compressed file     [1] 2 a computer is designed using the von neumann model for a computer system.  the computer has a central processing unit (cpu).   (a) data is fetched from primary storage into the cpu to be processed.   (i) state the name of the primary storage from where data is fetched.  .  [1]   (ii) the cpu performs a cycle to process data. fetch is the first stage in this cycle.     state the names of the second and third stages in the cycle. second stage   third stage    [2]   (iii) identify two components within the cpu that are used in the fetch stage of the cycle. component 1  . component 2  .  [2]",
+            "3": "3 0478/11/m/j/22 \u00a9 ucles 2022 [turn over 3 three types of storage media are magnetic, optical and solid state.  (a) one example of solid\u2011state storage is a solid state drive (ssd).   identify one other example of solid\u2011state storage.  .  [1]  (b) optical storage uses a laser to store and read data from a disk.   explain how the laser is used to store and read data from the disk.  ...  ...  ...  .. .  ...  .  [3]  (c) a business is creating a new mobile device that has an ssd as secondary storage.   (i) give three  reasons why an ssd is the most suitable secondary storage for their mobile  device. reason 1  ...  ... reason 2  ...  ... reason 3  ...  ...  [3]   (ii) identify two examples of software that can be stored on the ssd. example 1  . example 2  .  [2]",
+            "4": "4 0478/11/m/j/22 \u00a9 ucles 2022 4 all data needs to be converted to binary data so that it can be processed by a computer.  (a) explain why a computer can only process binary data.  ...  ...  ...  .  [2]  (b) the denary values 64, 101 and 242 are converted to 8 \u2011bit binary values.   give the 8 \u2011bit binary value for each denary value. 64  .. 101   242    [3]   working space  ...  ...  ...  ...  ...  (c) the hexadecimal values 42 and ce are converted to binary.   give the binary value for each hexadecimal value. 42  .. ce  .  [4]   working space  ...  ...  ...  ...",
+            "5": "5 0478/11/m/j/22 \u00a9 ucles 2022 [turn over 5 an image is stored on a computer. the image is 16 \u2011bit colour and is 100 pixels high and  150 pixels  wide.  calculate the file size of the image in bytes. show all your working.  ..  ..  ..  ..  ..  answer  bytes  [3] 6 a compiler and an interpreter are two different types of translator.  (a) one similarity between a compiler and an interpreter is that they both translate high \u2011level  language into machine code.   (i) give one other similarity between a compiler and an interpreter.  ...  .  [1]   (ii) explain  two differences between a compiler and an interpreter.  ...  ...  ...  ...  ...  ...  ...  .  [4]",
+            "6": "6 0478/11/m/j/22 \u00a9 ucles 2022 7 adele chooses to set a biometric password for her mobile device, instead of a  personal  identification  number  (pin).  (a) state what is meant by a biometric password.  ...  .  [1]  (b) give two reasons why a biometric password is more secure than a pin. reason 1  ..  ... reason 2  ..  ...  [2]  (c) adele has a software \u2011based firewall installed on her mobile device.   the firewall gathers data about the traffic coming into and going out of her mobile device.   explain how the firewall uses the gathered data to keep the mobile device more secure.  ...  ...  ...  ...  ...  .  [3]  (d) adele also encrypts the data on her mobile device to keep it more secure.   state how encryption will keep the data more secure.  ...  .  [1]",
+            "7": "7 0478/11/m/j/22 \u00a9 ucles 2022 [turn over blank page",
+            "8": "8 0478/11/m/j/22 \u00a9 ucles 2022 8 consider the following logic statement: x = ((( a and not b) or (not ( b nor c))) and c)  (a) draw a logic circuit to represent the given logic statement.    do not attempt to simplify the logic statement. all logic gates must have a maximum of two  inputs. x ba c  [6]",
+            "9": "9 0478/11/m/j/22 \u00a9 ucles 2022 [turn over  (b) complete the truth table for the given logic statement. a b cworking spacex 0 0 0 0 0 1 0 1 0 0 1 1 1 0 0 1 0 1 1 1 0 1 1 1  [4]",
+            "10": "10 0478/11/m/j/22 \u00a9 ucles 2022 9 three internet terms are browser, internet protocol (ip) address and   uniform resource locator (url).  five statements are given about the internet terms.   tick (3) to show which statements apply to each internet term. some statements may apply to  more than one internet term. statementbrowser (3)ip address (3)url  (3) it contains the domain name it is a type of software it converts hypertext markup language (html)  to display web pages it is a type of address it stores cookies  [5] 10 many devices have a media access control (mac) address.  give three  features of a mac address. feature 1  ..  .. feature 2  ..  .. feature 3  ..  ..  [3]",
+            "11": "11 0478/11/m/j/22 \u00a9 ucles 2022 [turn over 11 (a) the paragraph describes the process of printing a document using an inkjet printer.   complete the paragraph using the most appropriate terms from the list. not all of the terms in  the list need to be used. \u2022 binary \u2022 buffer \u2022 drum \u2022 information \u2022 interrupt \u2022 laser \u2022 liquid \u2022 nozzles \u2022 operating system \u2022 powder \u2022 thermal bubble \u2022 toner   data is sent from the computer to the printer. the data is held in a print    that is temporary storage until the data is  processed to be printed.   inkjet printers operate by having a print head that moves     side to side across the page. these    spray  ink droplets onto the page. these ink  droplets can be created using piezoelectric or   technology.    if the paper jams in the printing process, the printing stops and an    is sent to the computer.  [5]  (b) a printer is one example of an output device.   give three  other examples of output devices. example 1  . example 2  . example 3  .  [3]  (c) give three examples of input devices. example 1  . example 2  . example 3  .  [3]",
+            "12": "12 0478/11/m/j/22 \u00a9 ucles 2022 permission to reproduce items where third \u2011party 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 \u2011related 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.12  computer ethics are a concern for any users of the internet.  identify and describe  three  ethical issues that could be a concern when using the internet.  ..  ..  ..  ..  ..  ..  ..  ..  ..  ..  ..    [6]"
+        },
+        "0478_s22_qp_12.pdf": {
+            "1": "this document has 12 pages.  [turn overdc (rw) 303775/2 \u00a9 ucles 2022 *4914290235* computer science  0478/12 paper 1 theory  may/june  2022  1 hour 45 minutes you must answer on the question paper. no additional materials are needed. instructions  \u25cf answer all questions.  \u25cf use a black or dark blue pen. you may use an hb pencil for any diagrams or graphs.  \u25cf write your name, centre number and candidate number in the boxes at the top of the page.  \u25cf write your answer to each question in the space provided.  \u25cf do not use an erasable pen or correction fluid.  \u25cf do not write on any bar codes.  \u25cf calculators must not be used in this paper. information  \u25cf the total mark for this paper is 75.  \u25cf the number of marks for each question or part question is shown in brackets [  ].  \u25cf no marks will be awarded for using brand names of software packages or hardware.cambridge igcse\u2122",
+            "2": "2 0478/12/ m/j/22 \u00a9 ucles 2022 1 (a) denary values are converted to binary values to be processed by a computer.   draw one line from each denary value to the correctly converted 8\u2011bit binary value.  denary  8-bit binary 41 174 8610100110 10000110 0101011000100001 00101001 10101110  [3]   working space  ...  ...  ...  ...  ...  (b) binary values can also be converted to denary values.   give the correct denary value for the 12\u2011bit binary value 000101010111   show all your working.  ...  ...  ...  ...   denary value ..  [2]",
+            "3": "3 0478/12/ m/j/22 \u00a9 ucles 2022 [turn over 2 hexadecimal is used for hypertext markup language (html) colour codes.  an html colour code is: #2f15d6  each pair of digits is stored as binary in an 8\u2011bit register.  (a) give the 8 \u2011bit binary value that would be stored for each pair of hexadecimal digits. 2f 15 d6  [6]   working space  ...  ...  ...  ...  ...  (b) html colour codes and media access control (mac) addresses are two examples of where  hexadecimal is used in computer science.   give two other examples of where hexadecimal can be used in computer science. example 1  . example 2  .  [2]",
+            "4": "4 0478/12/ m/j/22 \u00a9 ucles 2022  (c) websites can be created using html structure and presentation.   state what is meant by html structure and presentation.   give an example of each in your answer. structure  ...  ...  ...  ... presentation  .  ...  ...  ...  [4]  (d) explain why presentation is often separated from structure when creating a web page.  ...  ...  ...  .  [2]",
+            "5": "5 0478/12/ m/j/22 \u00a9 ucles 2022 [turn over 3 joelle is a student who uses the internet.  (a) the table contains five terms or definitions that relate to the internet.   complete the table by writing each missing term or definition. term definition browser   ...this is the company that provides a user with a  connection to the internet ...this is a protocol that is used to send data for web  pages across the internet uniform resource locator (url)   cookie    [5]",
+            "6": "6 0478/12/ m/j/22 \u00a9 ucles 2022  (b) joelle uses a firewall to keep her data safe when she uses the internet.   tick (3) to show which statement about firewalls is true.     tick (3)   firewalls can only be hardware \u2011based     firewalls can only be software \u2011based     firewalls can be hardware \u2011based or software \u2011based    [1]  (c) joelle\u2019s parent also uses the firewall to limit the websites that joelle can access.   explain how the firewall is used to limit the websites that joelle can access.  ...  ...  ...  ...  ...  ...  ...  .  [4]",
+            "7": "7 0478/12/ m/j/22 \u00a9 ucles 2022 [turn over 4 jason is a programmer who writes computer programs in a high\u2011level language.  (a) describe what is meant by a high\u2011level language.  ...  ...  ...  ...  ...  .  [3]  (b) jason wants to distribute a computer program he has written. he is considering distributing it  to users as freeware or free software.   (i) explain one drawback to a user if the program is distributed as freeware.  ...  ...  ...  .  [2]   (ii) explain one benefit to a user if the program is distributed as free software.  ...  ...  ...  .  [2]",
+            "8": "8 0478/12/ m/j/22 \u00a9 ucles 2022 5 consider the following logic statement: x = ((a or b) and (not ( b xor c)) and c)  (a) draw a logic circuit to represent the given logic statement.   do not attempt to simplify the logic statement. all logic gates must have a maximum of two  inputs. x ba c  [5]",
+            "9": "9 0478/12/ m/j/22 \u00a9 ucles 2022 [turn over  (b) complete the truth table for the given logic statement. a b cworking spacex 0 0 0 0 0 1 0 1 0 0 1 1 1 0 0 1 0 1 1 1 0 1 1 1  [4] 6 millions of emails are sent between users on a daily basis.  (a) identify two online security attacks that can be carried out using email.    describe how email is used to enable the attack. online security attack 1   description    ...  ...  ...  ... online security attack 2   description    ...  ...  ...  ...  [6]",
+            "10": "10 0478/12/ m/j/22 \u00a9 ucles 2022  (b) online security attacks can maliciously damage data.   one security method to keep data safe from online attacks is a firewall.   identify two other security methods that keep data safe from online attacks. security method 1  . security method 2  .  [2]  (c) data can also be damaged accidentally.   one example of how data can be damaged accidentally is by shutting down a computer  before saving data. to prevent this from happening, a user should make sure they have  saved all data before shutting down a computer.   complete the table by giving three  other examples of how data can be damaged accidentally.    give a method of prevention for each example. example method of prevention .. ..  .. .. .. .. ..  .. .. .. .. ..  .. .. ..  [6]",
+            "11": "11 0478/12/ m/j/22 \u00a9 ucles 2022 [turn over 7 cassie stores data for her business every day. she stores the data using optical data storage.  (a) identify three  examples of optical data storage. example 1  . example 2  . example 3  .  [3]  (b) six statements are given about the operation of three different types of storage.   tick (3) to show which statements apply to each type of storage. some statements may  apply to more than one type of storage. type of storage statementmagnetic (3)optical (3)solid state (3) this storage has no moving parts this storage uses a laser to read and write data this storage uses a read/write head this storage burns pits onto a reflective surface this storage uses nand and nor technology this storage stores data in tracks and sectors  [6]",
+            "12": "12 0478/12/ m/j/22 \u00a9 ucles 2022 permission to reproduce items where third \u2011party 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 \u2011related 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.8 sam develops a software application. he distributes a version of the software as shareware.  (a) describe what is meant by shareware.  ...  ...  ...  ...  ...  ...  ...  .  [4]  (b) identify three  ethical issues that may need to be considered when developing and distributing  software. ethical issue 1  .. ethical issue 2  .. ethical issue 3  ..  [3]"
+        },
+        "0478_s22_qp_13.pdf": {
+            "1": "this document has 12 pages. any blank pages are indicated.  [turn overcambridge igcse\u2122computer science  0478/13 paper 1 theory  may/june  2022  1 hour 45 minutes you must answer on the question paper. no additional materials are needed. instructions  \u25cf answer all questions.  \u25cf use a black or dark blue pen. you may use an hb pencil for any diagrams or graphs.  \u25cf write your name, centre number and candidate number in the boxes at the top of the page.  \u25cf write your answer to each question in the space provided.  \u25cf do not use an erasable pen or correction fluid.  \u25cf do not write on any bar codes.  \u25cf calculators must not be used in this paper. information  \u25cf the total mark for this paper is 75.  \u25cf the number of marks for each question or part question is shown in brackets [  ].  \u25cf no marks will be awarded for using brand names of software packages or hardware. *3536262792* dc (cj) 303905/4 \u00a9 ucles 2022",
+            "2": "2 0478/13/ m/j/22 \u00a9 ucles 2022 1 (a) the table lists five devices.   tick (3) to show if each device is an example of an input device, an output device or a  storage device. deviceinput (3)output (3)storage (3) keyboard microphone headphones hard disk drive (hdd) actuator  [5]  (b) there are three different types of storage device. one type is magnetic.   state the other two types of storage device. type 1  ... type 2  ...  [2]",
+            "3": "3 0478/13/ m/j/22 \u00a9 ucles 2022 [turn over 2 an aeroplane has a small display screen above each seat, to display the seat number.   (a) the seat number is a hexadecimal value. a 12-bit binary register is used to store the data to  display each seat number.   three  seat numbers, 05a, 18c and 29f, are allocated to passengers.   give the 12-bit binary value that would be stored for each hexadecimal seat number. 05a  ... 18c  ... 29f  ...  [6]   working space  ...  ...  ...  ...  (b) the display screen used above each seat is a light-emitting diode (led) display screen.    give two reasons why an led display screen has been used. reason 1  ..  ... reason 2  ..  ...  [2]  (c) two of the registers store the values 010000001101 and 000001111110   give the hexadecimal seat number that would be displayed on the screen for each of these  binary values. 010000001101   000001111110    [4]   working space  ...  ...  ...  ...",
+            "4": "4 0478/13/ m/j/22 \u00a9 ucles 2022 3 and, or and xor are three examples of logic gates.  (a) four  statements are given about these logic gates.   tick (3) to show which statements apply to each logic gate. some statements may apply to  more than one logic gate. statementand (3)or (3)xor (3) if both inputs are 0, the output is 0 if both inputs are different, the output is 1 if both inputs are 1, the output is 1 if both inputs are the same, the output is always 0  [4]  (b) not, and, or and xor are all examples of logic gates.   state the name of two other logic gates and complete a truth table for each.   logic gate 1   truth table: a b output 0 0 0 1 1 0 1 1   logic gate 2   truth table: a b output 0 0 0 1 1 0 1 1  [4]",
+            "5": "5 0478/13/ m/j/22 \u00a9 ucles 2022 [turn over 4 freddie types a uniform resource locator (url) into the address bar of his browser.  (a) a url is a text-based version of a website address. it is made up of several different parts.   state the names of three  different parts of a url. part 1   part 2   part 3    [3]  (b) explain how the url is converted into an internet protocol (ip) address for the website.  ...  ...  ...  .  [2]  (c) a protocol is used to securely transmit the data for the website to the browser.   (i) state the name of this protocol.  .  [1]   (ii) identify how this protocol changes the data to transmit the data securely.  .  [1]",
+            "6": "6 0478/13/ m/j/22 \u00a9 ucles 2022 5 harriet has a computer that is based on a von neumann model for a computer system.  the computer has a central processing unit (cpu).  (a) explain the purpose of the cpu.    identify the three  stages of the cycle performed by the cpu in your answer.  ...  ...  ...  ...  ...  ...  ...  ...  ...  .  [5]  (b) the memory address register (mar) is one component built into the cpu.   (i) identify four other components that are built into the cpu. component 1  . component 2  . component 3  . component 4  .  [4]   (ii) describe the purpose of the mar in the cpu.  ...  ...  ...  .  [2]",
+            "7": "7 0478/13/ m/j/22 \u00a9 ucles 2022 [turn over  (c) harriet\u2019s computer has both primary and secondary storage.   (i) explain what is meant by primary storage.     give three  examples of what is stored in primary storage in your answer.  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  .  [7]   (ii) the secondary storage in harriet\u2019s computer is damaged, so it is removed for repair.  this means the computer will no longer work.    explain why the secondary storage is needed for the computer to work.  ...  ...  ...  .  [2]",
+            "8": "8 0478/13/ m/j/22 \u00a9 ucles 2022 6 frida has a jpeg file stored on her computer.  (a) tick (3) to show which type of data is stored in a jpeg file.      tick (3)   video     sound     image    [1]  (b) compression can be used to reduce the size of a file.   tick (3) to show whether the jpeg file is a lossy compressed file or a lossless compressed  file or not a compressed file.      tick (3)   lossy compressed file     lossless compressed file     not a compressed file    [1]  (c) frida scans a text document into her computer so that she can store a digital version. she  uses a 2d scanner to do this.   describe how the text document is scanned by the 2d scanner to create the digital version.  ...  ...  ...  ...  ...  ...  ...  .  [4]",
+            "9": "9 0478/13/ m/j/22 \u00a9 ucles 2022 [turn over  (d) frida compresses the document for storage.   the compression algorithm she uses recognises repeating patterns in the data and indexes  these patterns. no data is permanently removed.   identify the type of compression frida has used.  .  [1]",
+            "10": "10 0478/13/ m/j/22 \u00a9 ucles 2022 7 umar is a manager in an office. the data that he uses on a daily basis is stored on a file server  close to his computer.  data is sent from his computer to the file server using parallel simplex data transmission.  (a) describe how the data is sent using parallel simplex data transmission.  ...  ...  ...  ...  ...  .  [3]  (b) the file server is moved to another building that is 1  km away.   explain why the parallel simplex data transmission method that umar uses is no longer  suitable.  ...  ...  ...  .  [2]  (c) checksum and automatic repeat request (arq) are both used when transmitting the data  from a computer to the file server.   explain why checksum and arq are both used.  ...  ...  ...  ...  ...  .  [3]",
+            "11": "11 0478/13/ m/j/22 \u00a9 ucles 2022 8 the paragraph provides information about translators.  complete the paragraph using the most appropriate terms from the list. not all terms in the list  need to be used. \u2022 all at once \u2022 assembler \u2022 assembly language \u2022 binary \u2022 commenting \u2022 compiling \u2022 debugging \u2022 executable file \u2022 high-level language \u2022 interpreted \u2022 is not required \u2022 is required \u2022 line by line \u2022 low-level language  a compiler and an interpreter translate ..  into machine   code. an interpreter does this by translating and executing the code  .. and a compiler does this by translating and executing  the code .. .  one benefit of a compiler is that it creates an .. , which  means that a translator .. each time to run the file.  .. is easier to do with an interpreter because it stops  translating and reports an error at the place where it occurs in the code.  [6]",
+            "12": "12 0478/13/ m/j/22 \u00a9 ucles 2022 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.blank page"
+        },
+        "0478_s22_qp_21.pdf": {
+            "1": "this document has 12 pages.  [turn overcambridge igcse\u2122 dc (kn) 303743/3 \u00a9 ucles 2022 *3062879696* computer science  0478/21 paper 2 problem-solving and programming  may/june  2022  1 hour 45 minutes you must answer on the question paper. no additional materials are needed. instructions  \u25cf answer all questions.  \u25cf do not attempt tasks 1, 2 and 3 in the copy of the pre-release material on page 2; these are for  information only.  \u25cf use a black or dark blue pen. you may use an hb pencil for any diagrams or graphs.  \u25cf write your name, centre number and candidate number in the boxes at the top of the page.  \u25cf write your answer to each question in the space provided.  \u25cf do not use an erasable pen or correction fluid.  \u25cf do not write on any bar codes.  \u25cf calculators must not be used in this paper. information  \u25cf the total mark for this paper is 50.  \u25cf the number of marks for each question or part question is shown in brackets [  ].  \u25cf no marks will be awarded for using brand names of software packages or hardware.",
+            "2": "2 0478/21/ m/j/22 \u00a9 ucles 2022 section a you are advised to spend no longer than 40 minutes answering this section. here is a copy of the pre-release material. do not attempt tasks 1, 2 and 3 now. use the pre-release material and your experience from attempting the following tasks before the  examination to answer question 1. pre-release material friends of seaview pier is an organisation devoted to the restoration and upkeep of a pier in the  town. a pier is a wooden structure that provides a walkway over the sea. the pier requires regular  maintenance and the friends of the pier need to raise money for this purpose.  members of friends of seaview pier each pay $75 per year, as a contribution to the pier\u2019s running costs.  this entitles them to free admission to the pier throughout the year. they can also volunteer to help run  the pier, by working at the pier entrance gate, working in the gift shop, or painting and decorating.  to provide additional income, the pier\u2019s wooden planks can be sponsored. a brass plaque, which  contains a short message of the sponsor\u2019s choice, is fitted to a plank on the pier, for a donation of  $200.  write and test a program or programs for the friends of seaview pier: \u2022 your program or programs must include appropriate prompts for the entry of data. data must be  validated on entry. \u2022 all outputs, including error messages, need to be set out clearly and understandably.  \u2022 all variables, constants and other identifiers must have meaningful names.  you will need to complete these three  tasks. each task must be fully tested. task 1  \u2013 becoming a member of friends of seaview pier set up a system to enable people to become members of friends of seaview pier and for each new  member enter: \u2022 their first name and last name \u2022 whether or not they wish to work as a volunteer   \u25cbif they choose to volunteer, identify the area from:  \u2013the pier entrance gate  \u2013the gift shop  \u2013painting and decorating   \u2022 the date of joining \u2022 whether or not they have paid the $75 fee.  all of this information needs to be stored using suitable data structures. task 2  \u2013 using the membership data extend the program in task 1  so that a list of the first and last names of members can be output in  any of the following categories: \u2022 members who have chosen to work as volunteers. \u2022 volunteers who would like to work at the pier entrance gate. \u2022 volunteers who would like to work in the gift shop. \u2022 volunteers who would like to help with painting and decorating tasks. \u2022 members whose membership has expired (they have not re-joined this year). \u2022 members who have not yet paid their $75 fee. task 3  \u2013 sponsoring a wooden plank add an additional option to the program in task 1  to enable the pier\u2019s wooden planks to be  sponsored. separate data structures should be used to store the names of the individuals and  the short messages they would like to have written on their brass plaque. an output would display  everything that was input for the sponsor to confirm. if errors are found, the program should allow  data to be re-entered. once complete, the data is stored and the sponsor is charged $200.",
+            "3": "3 0478/21/ m/j/22 \u00a9 ucles 2022 [turn over 1 (a) describe the data structures you could have used in task 1 . your description should include  types of data structure, names used for data structures, their uses and examples of sample  data.  ...  ...  ...  ...  ...  ...  ...  ...  ...  .  [5]  (b) explain how you could change your program in  task 1  to total all the money collected from  new members who have paid.  ...  ...  ...  ...  ...  .  [3]  (c)  describe how data input in task 1  could be validated to find out if a new member wants to  work as a volunteer.  ...  ...  ...  ...  ...  .  [3]",
+            "4": "4 0478/21/ m/j/22 \u00a9 ucles 2022  (d) write an algorithm to show how your program completes task 3  assuming the option to  sponsor a wooden plank has been chosen, using pseudocode, programming statements or a  flowchart. details completed in task 1  are not required.  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...",
+            "5": "5 0478/21/ m/j/22 \u00a9 ucles 2022 [turn over  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  .  [5]",
+            "6": "6 0478/21/ m/j/22 \u00a9 ucles 2022  (e) explain how your program allows any one of the member or volunteer lists to be selected and  displayed (part of task 2 ). any programming statements used in your answer must be fully  explained.  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  .  [4]",
+            "7": "7 0478/21/ m/j/22 \u00a9 ucles 2022 [turn over section b 2 tick (\u00fc) one box in each row to identify the most appropriate data type for each description. only  one tick (\u00fc) per column. descriptiondata type boolean char integer real string a single character from the keyboard multiple characters from the keyboard only one of two possible values only whole numbers any number    [4] 3 give one piece of normal test data and one piece of erroneous test data that could be used to  validate the input of an email address.  state the reason for your choice in each case. normal test data  ...  .. reason  .  ..  ..  .. erroneous test data  ..  .. reason  .  ..  ..  ..  [4]",
+            "8": "8 0478/21/ m/j/22 \u00a9 ucles 2022 4 the flowchart shows an algorithm that should allow 60 test results to be entered into the variable  score . each test result is checked to see if it is 50 or more. if it is, the test result is assigned to the  pass  array. otherwise, it is assigned to the fail  array.   (a) complete this flowchart: start passcount 0 endyesfailcount 0 count 0 count count + 1yes nono   [6]",
+            "9": "9 0478/21/ m/j/22 \u00a9 ucles 2022 [turn over  (b) write a pseudocode routine that will check that each test result entered into the algorithm is  between 0 and 100 inclusive.  ...  ...  ...  ...  ...  ...  ...  ...  ...  .  [4]  ",
+            "10": "10 0478/21/ m/j/22 \u00a9 ucles 2022 5 the pseudocode represents an algorithm.  the pre-defined function div gives the value of the result of integer division.   for example, y = 9 div 4  gives the value y = 2    the pre-defined function mod gives the value of the remainder of integer division.   for example,  r = 9 mod 4  gives the value r = 1     first \u2190 0   last \u2190 0   input limit   for counter \u2190 1 to limit     input value     if value >= 100       then         if value < 1000           then             first \u2190 value div 100             last \u2190 value mod 10               if first = last                 then                   output value               endif         endif     endif   next counter  (a) complete the trace table for the algorithm using this input data:   8, 66, 606, 6226, 8448, 642, 747, 77, 121 counter value first last limit output  [5]",
+            "11": "11 0478/21/ m/j/22 \u00a9 ucles 2022 [turn over  (b) describe the purpose of the algorithm.   ...  ...  ...  .  [2]",
+            "12": "12 0478/21/ m/j/22 \u00a9 ucles 2022 6 a computer game shop records its stock levels in a database table called games. the fields used  in the stock table are shown. name description gameid primary key gamename the name of each game agerestriction the minimum age at which a person is allowed to play each game gameprice the selling price for each game numberstock the quantity of each game currently in stock onorder whether or not each game is on order from the suppliers datelastordered the date the most recent order for each game was placed  gamedescription a summary of the contents and purpose of each game  (a) state the number of fields that are in the table games.   .  [1]  (b) state one important fact that must be true for a field to be a primary key.  ...  .  [1]  (c) complete the query-by-example grid to output all the games that have no stock and that are  on order with the supplier. display only the gameid, gamename and gameprice fields in  alphabetical order of the name of the game. field: table: sort: show: criteria: or:  [3] 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."
+        },
+        "0478_s22_qp_22.pdf": {
+            "1": "this document has 12 pages.  [turn overcambridge igcse\u2122 dc (pq) 303914/4 \u00a9 ucles 2022 *6568118850* computer science  0478/22 paper 2 problem-solving and programming  may/june  2022  1 hour 45 minutes you must answer on the question paper. no additional materials are needed. instructions  \u25cf answer all questions.  \u25cf do not attempt tasks 1, 2 and 3  in the copy of the pre-release material on page 2; these are for  information only.  \u25cf use a black or dark blue pen. you may use an hb pencil for any diagrams or graphs.  \u25cf write your name, centre number and candidate number in the boxes at the top of the page.  \u25cf write your answer to each question in the space provided.  \u25cf do not use an erasable pen or correction fluid.  \u25cf do not write on any bar codes.  \u25cf calculators must not be used in this paper. information  \u25cf the total mark for this paper is 50.  \u25cf the number of marks for each question or part question is shown in brackets [  ].  \u25cf no marks will be awarded for using brand names of software packages or hardware.",
+            "2": "2 0478/22/ m/j/22 \u00a9 ucles 2022 section a you are advised to spend no longer than 40 minutes answering this section. here is a copy of the pre-release material. do not  attempt tasks 1, 2 and 3 now. use the pre-release material and your experience from attempting the following tasks before the  examination to answer question 1. pre-release material a program is needed to allow a wildlife park to sell tickets. a booking consists of one or more tickets for  the same day(s) and can be made up to a week in advance. a booking can be made for a visit of one day  or two consecutive days. a booking can have extra attractions included. a booking will be valid for the  day(s) chosen only. ticket type cost for one day cost for two days one adult $20.00 $30.00 one child (an adult may bring up to two children) $12.00 $18.00 one senior $16.00 $24.00 family ticket (up to two adults or seniors, and three children) $60.00 $90.00 groups of six people or more, price per person $15.00 $22.50 extra attraction cost per person lion feeding $2.50 penguin feeding $2.00 evening barbecue (two-day tickets only) $5.00 write and test a program or programs for the wildlife park:  \u2022 your program or programs must include appropriate prompts for the entry of data. data must be  validated on entry.  \u2022 all outputs, including error messages, need to be set out clearly and understandably. \u2022 all variables, constants and other identifiers must have meaningful names.  you will need to complete these  three  tasks. each task must be fully tested. task 1  \u2013 displaying the ticket options and the extra attractions available set up your program to: \u2022 display the options, attractions and prices for one-day tickets \u2022 display the options, attractions and prices for two-day tickets \u2022 show the days available for booking; assume that there are tickets available for any valid day. task 2  \u2013 process a booking extend your program for task 1  to: \u2022 input the tickets and extra attractions required, then calculate the total cost of the booking \u2022 allocate a unique booking number \u2022 display the booking details, including the total cost and the unique booking number \u2022 repeat as required. task 3  \u2013 ensuring each booking is the best value check that the total for each booking gives the best value and offer an alternative if this is not the case.  for example, buying two family tickets is better than a group ticket for a group of 10 that includes  four adults and six children.",
+            "3": "3 0478/22/ m/j/22 \u00a9 ucles 2022 [turn over 1  all variables, constants and other identifiers must have meaningful names.  (a) (i) identify one constant that you could have used for task 1 .    give the value and use of the constant. constant   value  . use    ...  [3]   (ii) identify one variable that you could have used for task 2 .    give the data type and use of the variable. variable  . data type  ... use    ...  [3]  (b) explain how your program showed the days available for booking in task 1 .  ...  ...  ...  ...  ...  .  [3]  (c) explain how your program made sure that each booking number allocated in task 2  was  unique.  ...  ...  ...  .  [2]",
+            "4": "4 0478/22/ m/j/22 \u00a9 ucles 2022  (d) write an algorithm for the part of task 2  that inputs the tickets and extra attractions required  then calculates the total cost of the booking.   assume that the booking is for a single day.    use pseudocode, programming statements or a flowchart.    ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...",
+            "5": "5 0478/22/ m/j/22 \u00a9 ucles 2022 [turn over  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  .  [6]",
+            "6": "6 0478/22/ m/j/22 \u00a9 ucles 2022  (e) explain how your program decides when a family ticket is better value in task 3 .     any programming statements that you include in your answer must be fully explained.  ...  ...  ...  ...  ...  ...  ...  ...  ...  .  [3]",
+            "7": "7 0478/22/ m/j/22 \u00a9 ucles 2022 [turn over section b starts on page 8",
+            "8": "8 0478/22/ m/j/22 \u00a9 ucles 2022 section b 2  an algorithm allows a user to input their password and checks that there are at least eight  characters in the password. then, the user is asked to re-input the password to check that both  inputs are the same. the user is allowed three attempts at inputting a password of the correct  length and a matching pair of passwords. the pre-defined function len(x)  returns the number of  characters in the string, x  01  attempt \u2190 0  02  repeat  03    passcheck \u2190 true  04    output \"please enter your password \"  05    input password  06    if len(password) < 8  07      then  08        passcheck \u2190 true  09      else  10        output \"please re-enter your password \"  11        input password2  12        if password <> password  13           then  14           passcheck \u2190 false  15        endif  16    endif  17    attempt \u2190 attempt + 1  18  until passcheck or attempt <> 3  19  if passcheck  20    then  21     output \"password success\"  22    else  23      output \"password fail\"  24  endif  (a) identify the three  errors in the pseudocode and suggest a correction to remove each error. error 1  ... correction  . error 2  ... correction  . error 3  ... correction  .  [3]",
+            "9": "9 0478/22/ m/j/22 \u00a9 ucles 2022 [turn over  (b) the algorithm includes two types of check on the data input.   identify and describe each type of check. type of check 1   description    ... type of check 2   description    ...  [4]  (c)  give two sets of test data for this algorithm and a reason for choosing each set.   each set of test data and its reason must be different. set 1  . reason  .  ... set 2  . reason  .  ...  [4] 3 (a) describe a one-dimensional array. include an example of an array declaration.  ...  ...  ...  ...  ...  .  [3]  (b) explain how indexing could be used to search for a value stored in a one-dimensional array.  ...  ...  ...  .  [2]",
+            "10": "10 0478/22/ m/j/22 \u00a9 ucles 2022 4 this algorithm checks the temperature of hot food being served to customers.    start counter 0 counter counter + 1error    ((hot + cold) / counter) * 100error hot0 cold0 serve 0 serve serve + 1input temp output error output \"too cold\"output \"too hot\"is temp = \u20131? is temp > 86? is temp < 63? endhothot + 1 coldcold + 1yes no no noyes yes",
+            "11": "11 0478/22/ m/j/22 \u00a9 ucles 2022 [turn over  (a) complete the trace table for the algorithm using this input data:    75, 78, 84, 87, 91, 80, 75, 70, 65, 62, \u20131, 20  counter hot cold serve temp error output  [7]  (b) state how the final output from the algorithm could be improved.   ...  .  [1]  (c) identify the process in the algorithm that is not required.  ...  .  [1]",
+            "12": "12 0478/22/ m/j/22 \u00a9 ucles 2022 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.5 a database table, nurse, is used to keep a record of disposable items worn by veterinary nurses.    this is part of the table: itemnumber description singleuse uses stocklevel reorderlevel dig1 glove (pair) y 1 500 800 dia1 apron y 1 700 800 dim5 hair net y 1 650 500 dia2 apron n 5  25 100 dis4 suit n 3  70  50 div9 shoe cover (pair) y 1 400 250  (a) complete this query-by-example grid to display only the item number and the description of  single use items, where the stock level is below the reorder level. field: table: sort: show: criteria: or:  [4]  (b) give a reason why the field singleuse is not required in the table nurse.  ...  .  [1]"
+        },
+        "0478_s22_qp_23.pdf": {
+            "1": "this document has 12 pages. any blank pages are indicated.  [turn overcambridge igcse\u2122computer science  0478/23 paper 2 problem-solving and programming  may/june  2022  1 hour 45 minutes you must answer on the question paper. no additional materials are needed. instructions  \u25cf answer all questions.  \u25cf do not attempt tasks 1, 2 and 3  in the copy of the pre-release material on page 2; these are for  information only.   \u25cf use a black or dark blue pen. you may use an hb pencil for any diagrams or graphs.  \u25cf write your name, centre number and candidate number in the boxes at the top of the page.  \u25cf write your answer to each question in the space provided.  \u25cf do not use an erasable pen or correction fluid.  \u25cf do not write on any bar codes.  \u25cf calculators must not be used in this paper. information  \u25cf the total mark for this paper is 50.  \u25cf the number of marks for each question or part question is shown in brackets [  ].  \u25cf no marks will be awarded for using brand names of software packages or hardware. *8113932485* dc (cj) 303921/2 \u00a9 ucles 2022",
+            "2": "2 0478/23/ m/j/22 \u00a9 ucles 2022 section a you are advised to spend no longer than 40 minutes answering this section. here is a copy of the pre-release material. do not  attempt tasks 1, 2 and 3 now. use the pre-release material and your experience from attempting the following tasks before the  examination to answer question 1. pre-release material seaview castle visitor centre is open seven days a week. it offers a range of facilities and activities  including meeting rooms, a permanent fossil exhibition, supervised walks along the cliff tops and an  old stone quarry.   there are three meeting rooms, which can each be booked separately. there is one large room  that can be used for a variety of activities such as showing films, holding presentations, displaying  exhibitions or wedding receptions. there are also two smaller meeting rooms. each room can be  booked by the day according to the following tariff: room cost per day large $295 small 1 $175 small 2 $150 write and test a program or programs to arrange meeting room bookings:  \u2022 your program or programs must include appropriate prompts for the entry of data. data must be  validated on entry.  \u2022 all outputs, including error messages, need to be set out clearly and understandably.  \u2022 all variables, constants and other identifiers must have meaningful names.  you will need to complete these three  tasks. each task must be fully tested. task 1  \u2013 setting up a booking system structure for the meeting rooms set up suitable data structures for each of the three meeting rooms to store: \u2022 when it is booked during a fixed eight-week period \u2022 the client\u2019s name (the person making the booking) \u2022 a unique booking code \u2022 the cost of the booking.   task 2  \u2013 booking a meeting room extend the program in task 1  to enable bookings to be made so that the client enters their name,  the meeting room required and the day of the booking. after the data has been entered, the program  should check if the requested day is available for the required meeting room and if not, the client  should be allowed to enter an alternative day or exit the program. if the requested day is available, the booking details and cost of the booking should be output for  the client to confirm. once confirmed, a unique booking code should be generated and stored in  both the appropriate meeting room data structure and the unique booking code data structure. the  client\u2019s name and cost of the booking should be stored in the appropriate data structures set up in  task 1 .  bookings of more than one day must be entered as separate single day bookings.  task 3  \u2013 using the booking data extend the program in task 1  and task 2  to make use of the data that is available, to: \u2022 select a meeting room and output the days when it is free \u2022 total and output the amount of money currently taken for all three meeting rooms \u2022 check the bookings for a specific client.",
+            "3": "3 0478/23/ m/j/22 \u00a9 ucles 2022 [turn over 1 all variables, constants and other identifiers must have meaningful names.  (a) identify one variable and one array you could have used for task 1  or task 2 .    give the use for the variable and array. variable  . use  ...  ... array  . use  ...  .  [4]  (b)  describe how you could test if the validation of the input to choose a meeting room works  (task 2 ).  ...  ...  ...  .  [2]  (c) explain how your program in  task 2  could be altered to allow a 30% discount on bookings for  the same meeting room of two to six days, inclusive.     ...  ...  ...  ...  ...  ...  ...  .  [4]",
+            "4": "4 0478/23/ m/j/22 \u00a9 ucles 2022  (d) write an algorithm to show how your program completes the following parts of task 2 :  \u2022 output the booking details and cost of the booking \u2022 take confirmation from the client \u2022 generate a unique booking code \u2022 store the booking details.    assume that task 1 and the first part of task 2  have been completed.    assume that the booking is for a single day and that the requested booking day is available.    use pseudocode, programming statements or a flowchart.  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...",
+            "5": "5 0478/23/ m/j/22 \u00a9 ucles 2022 [turn over  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  .  [6]",
+            "6": "6 0478/23/ m/j/22 \u00a9 ucles 2022  (e) explain how your program selects a meeting room, finds and then outputs the days when it  is available (part of task 3 ). any programming statements used in your answer must be fully  explained.  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  .  [4]",
+            "7": "7 0478/23/ m/j/22 \u00a9 ucles 2022 [turn over section b 2 tick (3) one or more boxes in each row to match the type(s) of test data to each description.  descriptiontypes of test data boundaryerroneous  /  abnormalextreme normal test data that is always on the limit of  acceptability test data that is either on the limit of  acceptability or test data that is just  outside the limit of acceptability test data that will always be rejected test data that is within the limits of  acceptability  [4] 3 describe what is meant by the terms variable and constant and give an example of each in your  answer.   variable    ..  ..  .. constant  ...  ..  ..  ..  [4]",
+            "8": "8 0478/23/ m/j/22 \u00a9 ucles 2022 4 the pseudocode represents an algorithm.  the pre-defined function div gives the value of the result of integer division.   for example, y = 11 div 4  gives the value y = 2     count \u2190 0   input limit   for in \u2190 1 to limit     logic \u2190 true     test \u2190 2     input number     repeat       if number / test = number div test          then           logic \u2190 false         else           test \u2190 test + 1       endif     until not logic or test >= number div 2     if logic       then         store[count] \u2190 number         count \u2190 count + 1     endif   next in   for out \u2190 0 to count - 1     output store[out]   next out  (a) complete the trace table for the algorithm using this input data:   5, 9, 5, 8, 10, 7 in logic test numberstore [count]count limit out output  [7]",
+            "9": "9 0478/23/ m/j/22 \u00a9 ucles 2022 [turn over  (b) state the purpose of this algorithm.  ...  ...  ...  .  [2]  (c) this algorithm only works for numbers that are 3 or greater.   describe how you could change this algorithm to make sure that only numbers that are  3 or greater are entered. any pseudocode statements used in your answer must be fully  described.  ...  ...  ...  ...  ...  ...  ...  ...  ...  .  [3]",
+            "10": "10 0478/23/ m/j/22 \u00a9 ucles 2022 5 the flowchart shows an algorithm that should: \u2022 allow 100 numbers to be entered into the variable number \u2022 total the numbers as they are entered \u2022 output the total and average of the numbers after they have all been entered.  complete this flowchart:    start total 0 endcounter 0 yesno  [6]",
+            "11": "11 0478/23/ m/j/22 \u00a9 ucles 2022 6 data about planets in the solar system is stored in a database table called planets. the fields  used in the table are shown. name of field contents of field planetname the name of the planet planetmass the planet\u2019s mass in kilograms larger whether or not the planet has a greater mass than earth maxdistance the maximum distance the planet is from earth in kilometres mindistance the minimum distance the planet is from earth in kilometres yearlength the length of time it takes for the planet to orbit the sun in earth days  (a) state the name of the field that could contain boolean data.  .  [1]  (b) complete the query-by-example grid to output the planets with a longer year length and  greater mass than earth. assume earth\u2019s year length is 365 days.    display only the name of the planets sorted in alphabetical order. field: table: sort: show: o o o o o criteria: or:  [3]",
+            "12": "12 0478/23/ m/j/22 \u00a9 ucles 2022 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.blank page"
+        }
+    },
+    "Other Resources": {},
+    "Specimen Papers": {}
+}
\ No newline at end of file
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--- /dev/null
+++ b/0486.json
@@ -0,0 +1,2724 @@
+{
+    "2014": {
+        "0486_s14_qp_11.pdf": {
+            "1": "this document consists of 26 printed pages, 2 blank pages and 1 insert. dc (st) 103129 \u00a9 ucles 2014 [turn overcambridge international examinations cambridge international general certificate of secondary education * 2 2 1 1 5 3 9 4 6 5 *literature (english)  0486/11 paper 1 may/june 2014  2 hours 15 minutes texts studied should be taken into the examination. read these instructions first an answer booklet is provided inside this question paper. y ou should follow the instructions on the front cover  of the answer booklet. if you need additional answer paper ask the invigilator for a continuation booklet. answer three  questions: one question from section a, one question from section b, and one question from  section c. answer at least one passage-based question (marked *) and at least one essay question (marked \u2020). all questions in this paper carry equal marks.",
+            "2": "2 0486/11/m/j/14 \u00a9 ucles 2014blank page",
+            "3": "3 0486/11/m/j/14 \u00a9 ucles 2014 [turn overcontents section a: drama text\t question \t numbers\t page[s] arthur miller: all my sons        *1, \u20202, 3 pages 4\u20135 wiliiam shakespeare: julius caesar        *4, \u20205, 6 pages 6\u20137 wiliiam shakespeare: the tempest        *7, \u20208, 9 pages 8\u20139 oscar wilde: the importance of being earnest  *10, \u202011, 12 pages 10\u201311 section b: poetry text\t question \t numbers\t page[s] thomas hardy: selected  poems  *13, \u202014, \u202015 pages 12\u201313 songs of ourselves : from part 4 *16, \u202017, \u202018 pages 14\u201315 section c: prose text\t question \t numbers\t page[s] tsitsi dangarembga: nervous conditions  *19, \u202020, 21 pages 16\u201317 anita desai: fasting, feasting  *22, \u202023, 24 pages 18\u201319 kiran desai: hullabaloo in the guava orchard  *25, \u202026, 27 pages 20\u201321 george eliot: silas marner  *28, \u202029, 30 pages 22\u201323 susan hill: i\u2019m the king of the castle  *31, \u202032, 33 pages 24\u201325 from stories of ourselves  *34, \u202035, 36 pages 26\u201327",
+            "4": "4 0486/11/m/j/14 \u00a9 ucles 2014section a: drama arthur miller: all\tmy\tsons either *1 read this extract, and then answer the question that follows it: ann: y ou\u2019re not so dumb, joe. content removed due to copyright restrictions.",
+            "5": "5 0486/11/m/j/14 \u00a9 ucles 2014 [turn overkeller:  right again.  [from act 2 ]   explore the ways in which miller reveals the thoughts of the characters at this moment in  the play so dramatically. or \u20202 how far do you think miller suggests that kate keller is a bad mother and a bad wife?  support your ideas with details from the writing. or 3 y ou are chris. ann deever is coming to stay.   write your thoughts.content removed due to copyright restrictions.",
+            "6": "6 0486/11/m/j/14 \u00a9 ucles 20145 10 15 20 25 30 35 40 45william shakespeare:  julius\tcaesar either *4 read this extract, and then answer the question that follows it: cassius:  why, now, blow wind, swell billow, and swim bark!  the storm is up, and all is on the hazard. brutus:  ho, lucilius! hark, a word with you. lucilius:  my lord.  [brutus and lucilius converse apart . cassius:  messala. messala:   what says my general? cassius:   messala,  this is my birth-day; as this very day  was cassius born. give me thy hand messala,  be thou my witness that against my will,  as pompey was, am i compell\u2019d to set  upon one battle all our liberties.  y ou know that i held epicurus strong,  and his opinion; now i change my mind,  and partly credit things that do presage.  coming from sardis, on our former ensign  two mighty eagles fell; and there they perch\u2019d,  gorging and feeding from our soldiers\u2019 hands,  who to philippi here consorted us.  this morning are they fled away and gone,  and in their steads do ravens, crows, and kites,  fly o\u2019er our heads and downward look on us  as we were sickly prey. their shadows seem  a canopy most fatal, under which  our army lies, ready to give up the ghost. messala:  believe not so. cassius:   i but believe it partly;  for i am fresh of spirit and resolv\u2019d  to meet all perils very constantly. brutus:  even so, lucilius. cassius:   now, most noble brutus,  the gods to-day stand friendly, that we may,  lovers in peace, lead on our days to age!  but, since the affairs of men rest still in-certain,  let\u2019s reason with the worst that may befall.  if we do lose this battle, then is this  the very last time we shall speak together.  what are you then determined to do? brutus:  even by the rule of that philosophy  by which i did blame cato for the death  which he did give himself \u2013 i know not how,  but i do find it cowardly and vile,  for fear of what might fall, so to prevent  the time of life \u2013 arming myself with patience  to stay the providence of some high powers  that govern us below. cassius:   then, if we lose this battle,",
+            "7": "7 0486/11/m/j/14 \u00a9 ucles 2014 [turn over50 55 60 65 y ou are contented to be led in triumph  thorough the streets of rome? brutus:  no, cassius, no. think not, thou noble roman,  that ever brutus will go bound to rome;  he bears too great a mind. but this same day  must end that work the ides of march begun,  and whether we shall meet again i know not.  therefore our everlasting farewell take:  for ever and for ever farewell, cassius!  if we do meet again, why, we shall smile;  if not, why then this parting was well made. cassius:  for ever and for ever farewell, brutus!  if we do meet again, we\u2019ll smile indeed;  if not, \u2019tis true this parting was well made. brutus:  why then, lead on. o that a man might know  the end of this day\u2019s business ere it come!  but it sufficeth that the day will end,  and then the end is known. come, ho! away!  [exeunt .   [from act 5 scene 1 ]   how does shakespeare create sympathy for cassius at this moment in the play? or \u20205 brutus says \u2018antony is but a limb of caesar\u2019. how does shakespeare make it clear to you  that there is more to antony than brutus thinks? support your ideas with details from the  play. or 6 y ou are portia. y ou have just sent lucius to the capitol to find out what is happening.   write your thoughts.",
+            "8": "8 0486/11/m/j/14 \u00a9 ucles 20145 10 15 20 25 30 35 40 45william shakespeare: \tthe\ttempes t either *7 read this extract, and then answer the question that follows it: ferdinand:  where should this music be? i\u2019th\u2019 air or th\u2019earth?  it sounds no more; and sure it waits upon  some god o\u2019th\u2019 island. sitting on a bank,  weeping again the king my father\u2019s wreck,  this music crept by me upon the waters,  allaying both their fury and my passion  with its sweet air. thence i have followed it\u2014  or it hath drawn me rather. but \u2019tis gone.  no, it begins again. song ariel:   full fathom five thy father lies.    of his bones are coral made;   those are pearls that were his eyes;    nothing of him that doth fade   but doth suffer a sea-change   into something rich and strange.    sea-nymphs hourly ring his knell: spirits:  [within ] ding dong. ariel:  hark, now i hear them. spirits:  [within ] ding-dong bell. [ etc.] ferdinand:  the ditty does remember my drowned father.  this is no mortal business, nor no sound  that the earth owes.  [music ]   i hear it now above me. prospero:  [to miranda ]  the fring\u00e8d curtains of thine eye advance,  and say what thou seest yon. miranda:   what is\u2019t? a spirit?  lord, how it looks about! believe me, sir,  it carries a brave form. but \u2019tis a spirit. prospero:  no, wench, it eats and sleeps, and hath such senses  as we have, such. this gallant which thou seest  was in the wreck, and but he\u2019s something stained  with grief, that\u2019s beauty\u2019s canker, thou mightst call him  a goodly person. he hath lost his fellows,  and strays about to find \u2019em. miranda:   i might call him  a thing divine, for nothing natural  i ever saw so noble. prospero:  [aside ] it goes on, i see,  as my soul prompts it. [ to ariel ] spirit, fine spirit, i\u2019ll free thee  within two days for this. ferdinand:  [aside ] most sure the goddess  on whom these airs attend. [ to miranda ] vouchsafe my prayer  may know if you remain upon this island,  and that you will some good instruction give",
+            "9": "9 0486/11/m/j/14 \u00a9 ucles 2014 [turn over50 55 60 65 70 how i may bear me here. my prime request,  which i do last pronounce, is\u2014o you wonder\u2014  if you be maid or no? miranda:    no wonder, sir; but certainly a maid. ferdinand:    my language? heavens! i am the best of them that speak this speech,   were i but where \u2019tis spoken. prospero:    how? the best? what wert thou, if the king of naples heard thee? ferdinand:  a single thing, as i am now that wonders  to hear thee speak of naples. he does hear me,  and that he does i weep. myself am naples,  who with mine eyes, never since at ebb, beheld  the king my father wrecked. miranda:   alack, for mercy! ferdinand:  y es, faith, and all his lords, the duke of milan  and his brave son being twain. prospero:  [aside ] the duke of milan  and his more braver daughter could control thee,  if now \u2019twere fit to do\u2019t. at the first sight  they have changed eyes.\u2014delicate ariel,  i\u2019ll set thee free for this. [ to ferdinand  ] a word, good sir.  i fear you have done yourself some wrong. a word. [from act 1 scene 2 ]   explore the ways in which shakespeare makes this such a dramatic and moving moment  in the play. or \u20208 do you feel that justice has been done by the end of the play? support your ideas with  details from shakespeare\u2019s writing. or 9 y ou are trinculo. caliban has been persuading you and stephano to kill prospero and  take over the island. y ou hear some mysterious music, and set off to try and find where it  is coming from.   write your thoughts.",
+            "10": "10 0486/11/m/j/14 \u00a9 ucles 20145 10 15 20 25 30 35 40oscar wilde: the\timportance\tof\tbeing\tearnest either *10 read this extract, and then answer the question that follows it: merriman:  the dog-cart is at the door, sir.   [algernon looks appealingly at cecily . cecily:  it can wait, merriman \u2026 for \u2026 five minutes. merriman:  y es, miss.  [exit merriman . algernon:  i hope, cecily, i shall not offend you if i state quite frankly and openly that  you seem to me to be in every way the visible personification of absolute  perfection. cecily:  i think your frankness does you great credit, ernest. if you will allow me, i  will copy your remarks into my diary.   [goes over to table and begins writing in diary. algernon:  do you really keep a diary? i\u2019d give anything to look at it. may i? cecily:  oh, no! [ puts her hand over it .] y ou see, it is simply a very young girl\u2019s  record of her own thoughts and impressions and consequently meant for  publication. when it appears in volume form i hope you will order a copy.  but pray, ernest, don\u2019t stop. i delight in taking down from dictation. i have  reached \u201cabsolute perfection.\u201d y ou can go on. i am quite ready for more. algernon:  [somewhat taken aback .] ahem! ahem! cecily:  oh, don\u2019t cough, ernest. when one is dictating one should speak fluently  and not cough. besides, i don\u2019t know how to spell a cough.   [writes as algernon speaks. algernon:  [speaking very rapidly .] cecily, ever since i first looked upon your wonderful  and incomparable beauty, i have dared to love you wildly, passionately,  devotedly, hopelessly. cecily:  i don\u2019t think that you should tell me that you love me wildly, passionately,  devotedly, hopelessly. hopelessly doesn\u2019t seem to make much sense,  does it? algernon:  cecily!  [enter merriman .] merriman:  the dog-cart is waiting, sir. algernon:  tell it to come round next week, at the same hour. merriman:  [looks at cecily, who makes no sign .] y es, sir.   [merriman retires . cecily:  uncle jack would be very much annoyed if he knew you were staying on  till next week, at the same hour. algernon:  oh, i don\u2019t care about jack. i don\u2019t care for anybody in the whole world but  you. i love you, cecily. y ou will marry me, won\u2019t you? cecily:  y ou silly boy! of course! why, we have been engaged for the last three  months. algernon:  for the last three months? cecily:  y es, it will be exactly three months on thursday. algernon:  but how did we become engaged? cecily:  well, ever since dear uncle jack first confessed to us that he had a  younger brother who was very wicked and bad, you of course have formed ",
+            "11": "11 0486/11/m/j/14 \u00a9 ucles 2014 [turn overthe chief topic of conversation between myself and miss prism. and of  course a man who is much talked about is always very attractive. one feels  there must be something in him, after all. i dare say it was foolish of me,  but i fell in love with you, ernest. algernon:  darling! and when was the engagement actually settled? cecily:  on the 14th of february last. worn out by your entire ignorance of my  existence, i determined to end the matter one way or the other, and after a  long struggle with myself i accepted you under this dear old tree here. the  next day i bought this little ring in your name, and this is the little bangle  with the true lover\u2019s knot i promised you always to wear. algernon:  did i give you this? it\u2019s very pretty, isn\u2019t it? cecily:  y es, you\u2019ve wonderfully good taste, ernest. it\u2019s the excuse i\u2019ve always  given for your leading such a bad life. and this is the box in which i keep all  your dear letters.  [kneels at table, opens box, and produces letters tied up with blue ribbon . algernon:  my letters! but, my own sweet cecily, i have never written you any letters. cecily:  y ou need hardly remind me of that, ernest. i remember only too well that i  was forced to write your letters for you. i wrote always three times a week,  and sometimes oftener. algernon:  oh, do let me read them, cecily! cecily:  oh, i couldn\u2019t possibly. they would make you far too conceited. [ replaces  box.] the three you wrote me after i had broken off the engagement are  so beautiful, and so badly spelled, that even now i can hardly read them  without crying a little. algernon:  but was our engagement ever broken off? cecily:  of course it was. on the 22nd of last march. y ou can see the entry if you  like. [ shows diary .] \u201cto-day i broke off my engagement with ernest. i feel it  is better do so. the weather still continues charming.\u201d algernon:  but why on earth did you break it off? what had i done? i had done  nothing at all. cecily, i am very much hurt indeed to hear you broke it off.  particularly when the weather was so charming. cecily:  it would hardly have been a really serious engagement if it hadn\u2019t been  broken off at least once. but i forgave you before the week was out. algernon:  [crossing to her, and kneeling .] what a perfect angel you are, cecily! [from act 2 ]   how does wilde make this proposal of marriage such a hilarious moment in the play? or \u202011 how does wilde make the way jack worthing has to live his life so comically complicated?  support your ideas with details from the writing. or 12 y ou are gwendolen. y ou are being taken home by your mother after she has rejected  jack worthing as a possible son- in-law.   write your thoughts.45 50 55 60 65 70 75",
+            "12": "12 0486/11/m/j/14 \u00a9 ucles 20145 10 15 20 25section b: poetry thomas hardy:  selected\tpoems either *13 read this poem, and then answer the question that follows it: the convergence of the twain (lines on the loss of the \u2018titanic\u2019  ) i     in a solitude of the sea     deep from human vanity, and the pride of life that planned her, stilly couches she. ii     steel chambers, late the pyres     of her salamandrine fires, cold currents thrid, and turn to rhythmic tidal lyres. iii     over the mirrors meant     to glass the opulent the sea-worm crawls \u2013 grotesque, slimed, dumb, indifferent. iv     jewels in joy designed     to ravish the sensuous mind lie lightless, all their sparkles bleared and black and blind. v     dim moon-eyed fishes near     gaze at the gilded gear and query: \u2018what does this vaingloriousness down here?\u2019 \u2026 vi     well: while was fashioning     this creature of cleaving wing, the immanent will that stirs and urges everything vii     prepared a sinister mate     for her \u2013 so gaily great \u2013 a shape of ice, for the time far and dissociate. viii     and as the smart ship grew     in stature, grace, and hue, in shadowy silent distance grew the iceberg too. ix     alien they seemed to be:     no mortal eye could see the intimate welding of their later history,",
+            "13": "13 0486/11/m/j/14 \u00a9 ucles 2014 [turn over30x     or sign that they were bent     by paths coincident on being anon twin halves of one august event, xi     till the spinner of the y ears     said \u2018now!\u2019 and each one hears, and consummation comes, and jars two hemispheres.   how does hardy make this poem so powerfully dramatic? or \u202014 explore the ways in which hardy portrays hopeless love in the pine planters . or \u202015 how does hardy make the situations of either  drummer hodge in drummer hodge  or  the people in no buyers: a street scene  so moving  ?",
+            "14": "14 0486/11/m/j/14 \u00a9 ucles 20145 10 15 20 25 30 35songs\tof\tourselves:  from part 4 either *16 read this poem, and then answer the question that follows it: the city planners cruising these residential sunday streets in dry august sunlight: what offends us is the sanities: the houses in pedantic rows, the planted sanitary trees, assert levelness of surface like a rebuke to the dent in our car door. no shouting here, or shatter of glass; nothing more abrupt than the rational whine of a power mower cutting a straight swath in the discouraged grass. but though the driveways neatly sidestep hysteria by being even, the roofs all display the same slant of avoidance to the hot sky, certain things: the smell of spilt oil a faint sickness lingering in the garages, a splash of paint on brick surprising as a bruise, a plastic hose poised in a vicious coil; even the too-fixed stare of the wide windows give momentary access to the landscape behind or under the future cracks in the plaster when the houses, capsized, will slide obliquely into the clay seas, gradual as glaciers that right now nobody notices. that is where the city planners with the insane faces of political conspirators are scattered over unsurveyed territories, concealed from each other, each in his own private blizzard; guessing directions, they sketch transitory lines rigid as wooden borders on a wall in the white vanishing air tracing the panic of suburb order in a bland madness of snows. (by margaret atwood )",
+            "15": "15 0486/11/m/j/14 \u00a9 ucles 2014 [turn over  explore how atwood makes this poem so disturbing. or \u202017 how does edwin muir vividly convey memories of childhood in horses ? or \u202018 explore the ways in which the poets use words and phrases to create striking effects in  pied beauty  (by gerard manley hopkins) and a birthday  (by christina rossetti).",
+            "16": "16 0486/11/m/j/14 \u00a9 ucles 20145 10 15 20 25 30 35 40section c: prose tsitsi dangarembga:  nervous\tconditions either *19 read this extract, and then answer the question that follows it: y es, i was very irritable on that occasion, the occasion of my uncle\u2019s  return, which should have been for me, as it was for everyone else, a  sublime occasion. it was spoiled for me because i could not help thinking  that had i been allowed, had i been able to welcome babamukuru at  the airport, i would have been there too, with nhamo and my cousins,  rejoicing, re-establishing the relationship that had been cut off when my  cousins went away. not going to the airport, not being able to resume my  relationships with my cousins, these events coalesced formlessly in my  mind to an incipient understanding of the burdens my mother had talked  of. whereas before i had believed with childish confidence that burdens  were only burdens in so far as you chose to bear them, now i began to  see that the disappointing events surrounding babamukuru\u2019s return were  serious consequences of the same general laws that had almost brought  my education to an abrupt, predictable end. it was frightening. i did not  want my life to be predicted by such improper relations. i decided i would  just have to make up my mind not to let it happen. curling my lip at nhamo  and my cousins, i departed, flouncing surlily, pointedly, out of the house  to the kitchen; there, thrusting a log into the hearth so viciously that the  three-legged pot that on normal days contained sadza , but today was full  of meat, splashed half its juices into the embers. a piece of meat fell out too. i picked it out of the ashes and ate it, and  then felt sick because i was still thinking about nhamo and the cousins,  and being cross with nhamo for excluding me from their circle in spite of  the fact that i did not approve of any of them. i considered the situation.  had i approved of my cousins before they went to england? most definitely  i had; i had loved them. when they visited the homestead we had played  long, exciting games. why did i no longer like them? i could not be sure.  did i like anybody? what about babamukuru? had the change to do with  me or had it to do with them? these were complex, dangerous thoughts  that i was stirring up, not the kind that you can ponder safely but the kind  that become autonomous and malignant if you let them. if i continued in  this way, i would soon be itching to beat nhamo up because his smirking  had brought the matter to a head. but i could not have the satisfaction  of indulging my frustration in this way. nhamo and i had stopped beating  each other up a long time ago, at the time that i went back to school, more  because we had developed so differently that we no longer had enough  common ground in which to fight, than out of mutual respect or affection.  besides, i was reluctantly aware that beating up nhamo would not help;  my discontent had to do with more than my brother\u2019s annoying manners.  sensing how unwise it was to think too deeply about these things in case  i manoeuvred myself into a blind alley at the end of which i would have to  confront unconfrontable issues, i busied myself with housework. [from chapter 3 ]",
+            "17": "17 0486/11/m/j/14 \u00a9 ucles 2014 [turn over  explore the ways in which dangarembga vividly conveys tambu\u2019s conflicting feelings at  this moment in the novel. or \u202020 how does dangarembga vividly convey similarities between tambu and nyasha?  support your ideas with details from the writing. or 21 y ou are jeremiah. babamukuru has just praised you for mending the thatch over the  kitchen.   write your thoughts.",
+            "18": "18 0486/11/m/j/14 \u00a9 ucles 2014anita desai:  fasting, \tfeasting either *22 read this extract, and then answer the question that follows it: then mother agnes came round the corner and down the passage,  walking in long, rustling strides towards her.  content removed due to copyright restrictions.",
+            "19": "19 0486/11/m/j/14 \u00a9 ucles 2014 [turn over i always said don\u2019t send them to a convent school. keep them  at home, i said \u2013 but who listened? and now \u2013 !\u2019 [from chapter 3 ]   how does desai make you sympathise with uma at this moment in the novel? or \u202023 explore the ways in which desai makes any two moments in the novel particularly  amusing for you. (do not use the extract printed in question 22 in answering this  question.) or 24 y ou are mrs patton. arun has just left to go back to the dorm.   write your thoughts.content removed due to copyright restrictions.",
+            "20": "20 0486/11/m/j/14 \u00a9 ucles 2014kiran desai:  hullabaloo\tin\tthe\tguava\torchard either *25 read this extract, and then answer the question that follows it: at this everyone nodded their heads.  the spy thought late into the night. [from chapter 10 ]content removed due to copyright restrictions.",
+            "21": "21 0486/11/m/j/14 \u00a9 ucles 2014 [turn over  in what ways does desai make this moment in the novel both magical and ridiculous?  support your ideas with details from the writing. or \u202026 how do you think desai makes sampath so likeable even though he is so useless and  lazy? support your ideas with details from the writing. or 27 y ou are pinky. y ou have just heard about sampath\u2019s behaviour at the wedding party.   write your thoughts.",
+            "22": "22 0486/11/m/j/14 \u00a9 ucles 20145 10 15 20 25 30 35 40 45 50george eliot: \tsilas\tmarner either *28 read this extract, and then answer the question that follows it: when marner\u2019s sensibility returned, he continued the action which  had been arrested, and closed his door, unaware of the chasm in his  consciousness, unaware of any intermediate change, except that the light  had grown dim, and that he was chilled and faint. he thought he had been  too long standing at the door and looking out. turning towards the hearth,  where the two logs had fallen apart, and sent forth only a red uncertain  glimmer, he seated himself on his fireside chair, and was stooping to push  his logs together, when, to his blurred vision, it seemed as if there were  gold on the floor in front of the hearth. gold!\u2014his own gold\u2014brought  back to him as mysteriously as it had been taken away! he felt his heart  begin to beat violently, and for a few moments he was unable to stretch  out his hand and grasp the restored treasure. the heap of gold seemed  to glow and get larger beneath his agitated gaze. he leaned forward at  last, and stretched forth his hand; but instead of the hard coin with the  familiar resisting outline, his fingers encountered soft warm curls. in utter  amazement, silas fell on his knees and bent his head low to examine the  marvel: it was a sleeping child\u2014a round, fair thing, with soft yellow rings all  over its head. could this be his little sister come back to him in a dream\u2014 his little sister whom he had carried about in his arms for a year before she  died, when he was a small boy without shoes or stockings? that was the  first thought that darted across silas\u2019s blank wonderment. was it a dream?  he rose to his feet again, pushed his logs together, and, throwing on some  dried leaves and sticks, raised a flame; but the flame did not disperse the  vision\u2014it only lit up more distinctly the little round form of the child and  its shabby clothing. it was very much like his little sister. silas sank into  his chair powerless, under the double presence of an inexplicable surprise  and a hurrying influx of memories. how and when had the child come in  without his knowledge? he had never been beyond the door. but along  with that question, and almost thrusting it away, there was a vision of the  old home and the old streets leading to lantern y ard\u2014and within that  vision another, of the thoughts which had been present with him in those  far-off scenes. the thoughts were strange to him now, like old friendships  impossible to revive; and yet he had a dreamy feeling that this child was  somehow a message come to him from that far-off life: it stirred fibres  that had never been moved in raveloe\u2014old quiverings of tenderness\u2014 old impressions of awe at the presentiment of some power presiding over  his life; for his imagination had not yet extricated itself from the sense of  mystery in the child\u2019s sudden presence, and had formed no conjectures of  ordinary natural means by which the event could have been brought about. but there was a cry on the hearth: the child had awaked, and marner  stooped to lift it on his knee. it clung round his neck, and burst louder and  louder into that mingling of inarticulate cries with \u2018mammy\u2019 by which little  children express the bewilderment of waking. silas pressed it to him, and  almost unconsciously uttered sounds of hushing tenderness, while he  bethought himself that some of his porridge, which had got cool by the  dying fire, would do to feed the child with if it were only warmed up a little. he had plenty to do through the next hour. the porridge, sweetened  with some dry brown sugar from an old store which he had refrained from  using for himself, stopped the cries of the little one, and made her lift her  blue eyes with a wide gaze at silas, as he put the spoon into her mouth.  presently she slipped from his knee and began to toddle about, but with a ",
+            "23": "23 0486/11/m/j/14 \u00a9 ucles 2014 [turn over55 60pretty stagger that made silas jump up and follow her lest she should fall  against anything that would hurt her. but she only fell in a sitting posture  on the ground, and began to pull at her boots, looking up at him with a  crying face as if the boots hurt her. he took her on his knee again, but it  was some time before it occurred to silas\u2019s dull bachelor mind that the  wet boots were the grievance, pressing on her warm ankles. he got them  off with difficulty, and baby was at once happily occupied with the primary  mystery of her own toes, inviting silas, with much chuckling, to consider  the mystery too. [from chapter 12 ]   how does eliot make this passage so moving? or \u202029 \u2018i don\u2019t pretend to be a good fellow \u2026 but i\u2019m not a scoundrel.\u2019   how far does eliot make you agree with godfrey\u2019s opinion of himself? support your ideas  with details from the novel. or 30 y ou are dolly. y ou are on your way home after your first visit to silas with aaron and the  lard-cakes.   write your thoughts.",
+            "24": "24 0486/11/m/j/14 \u00a9 ucles 20145 10 15 20 25 30 35 40susan hill: \ti\u2019m\tthe\tking\tof\tthe\tcastle either *31 read this extract, and then answer the question that follows it: kingshaw stood on the gate for a long time, looking up the ploughed  field ahead. but there was nothing happening, nothing to see. it was too  hot, as well. he decided to go inside the church, partly because of that,  and also because he had never seen it, it was something to do. the edges of the grass were clipped very short and neat around  the gravestones, and the hedge was straight. there were gargoyles on  the tower, opening their cold stone mouths at him. kingshaw stuck out  his tongue, craning back his head. he would not be afraid of them in the  daylight. inside the church, it smelled as though no living, breathing person  had ever been there, the air was damp and musty and dead. kingshaw  walked slowly down between the pews. the hymn books were in two piles  on a chair, with some of the spines and backs hanging off. his footsteps  rang on the stone, and then were muffled as he came on to the red carpet  by the altar rail. he thought, this is church, this is god and jesus and the holy ghost.  after a moment, he dared himself to go and stand on the uneven tiles just  inside the chancel. on either side of him, the wood smelled of oldness and  polish. he remembered what he had thought and said about hooper, how  he had wished him to be dead. now, he was afraid of what would happen,  because of that. things came back on you. y ou were never safe. there  were the warts, still on his left hand. he knelt down, abruptly, where he was, and began to say, o god, i  didn\u2019t mean it \u2013 yes, i did, i did mean it, only now i don\u2019t mean it, i want to  take it back and never to have thought and said it, and if i\u2019m sorry, make  nothing happen to me, make it all be forgotten about. i am trying to be  sorry. but he did not think it likely that he could ever be believed, nothing  could change, because he had meant what he thought and said about  hooper, and still meant it. it was only being afraid of this empty church, and  of the white marble warrior lying on his tombstone in the side chapel, that  made him kneel down and tell lies. it was no good. he had wanted hooper  to be dead, because then things would have been better. his punishment  was that hooper was not dead, that everything was the same, and the  thought of that was worse than anything. he acknowledged that he feared  hooper more than he feared anything in the world. please make nothing happen, please make it all right and i will never,  never want anything else again, o god \u2026 his knees were hurting from the hard tiles. he wanted to get out into  the sunlight. \u2018what\u2019s the matter with you?\u2019 kingshaw spun round in alarm, and at once began to struggle to his  feet. \u2018y ou\u2019re not supposed to go inside those railings.\u2019 [from chapter 14 ]",
+            "25": "25 0486/11/m/j/14 \u00a9 ucles 2014 [turn over  explore the ways in which hill makes kingshaw\u2019s situation at this moment in the novel  seem so distressing. support your ideas with details from the writing. or \u202032 how do you think warings contributes to the power of the novel? support your ideas with  details from hill\u2019s writing. or 33 y ou are hooper after your first encounter with kingshaw.   write your thoughts.",
+            "26": "26 0486/11/m/j/14 \u00a9 ucles 20145 10 15 20 25 30 35 40 45 50from \tstories\tof\tourselves either *34 read this extract from sandpiper  (by ahdaf soueif ), and then answer the question that  follows it: y es, i am sick \u2013 but not just for home. i am sick for a time, a time that  was and that i can never have again. a lover i had and can never have  again. i watched him vanish \u2013 well, not vanish, slip away, recede. he did  not want to go. he did not go quietly. he asked me to hold him, but he  couldn\u2019t tell me how. a fairy godmother, robbed for an instant of our belief  in her magic, turns into a sad old woman, her wand into a useless stick.  i suppose i should have seen it coming. my foreignness, which had been  so charming, began to irritate him. my inability to remember names, or  follow the minutiae of politics, my struggles with his language, my need to  be protected from the sun, the mosquitoes, the salads, the drinking water.  he was back home, and he needed someone he could be at home with,  at home. it took perhaps a year. his heart was broken in two, mine was  simply broken. i never see my lover now. sometimes, as he romps with lucy on the  beach, or bends over her grazed elbow, or sits across our long table from  me at a dinner-party, i see a man i could yet fall in love with, and i turn  away. i told him too about my first mirage, the one i saw on that long road  to maiduguri. and on the desert road to alexandria the first summer, i saw  it again. \u2018it\u2019s hard to believe it isn\u2019t there when i can see it so clearly,\u2019 i  complained. \u2018y ou only think you see it,\u2019 he said. \u2018isn\u2019t that the same thing?\u2019 i asked. \u2018my brain tells me there\u2019s water  there. isn\u2019t that enough?\u2019 \u2018y es,\u2019 he said, and shrugged. \u2018if all you want to do is sit in the car and  see it. but if you want to go and put your hands in it and drink, then it isn\u2019t  enough, surely?\u2019 he gave me a sidelong glance and smiled. soon, i should hear lucy\u2019s high, clear voice, chattering to her father as  they walk hand in hand up the gravel drive to the back door. behind them  will come the heavy tread of um sabir. i will go out smiling to meet them  and he will deliver a wet, sandy lucy into my care, and ask if i\u2019m ok with a  slightly anxious look. i will take lucy into my bathroom while he goes into  his. later, when the rest of the family have all drifted back and showered  and changed, everyone will sit around the barbecue and eat and drink and  talk politics and crack jokes of hopeless, helpless irony and laugh. i should  take up embroidery and start on those aubusson  tapestries we all, at the  moment, imagine will be necessary for lucy\u2019s trousseau. y esterday when i had dressed her after the shower she examined  herself intently in my mirror and asked for a french plait. i sat behind her  at the dressing-table blow-drying her black hair, brushing it and plaiting  it. when lucy was born um sabir covered all the mirrors. his sister said,  \u2018they say if a baby looks in the mirror she will see her own grave.\u2019 we  laughed but we did not remove the covers; they stayed in place till she was  one. i looked at lucy\u2019s serious face in the mirror. i had seen my grave once,  or thought i had. that was part of my africa story. the plane out of nigeria  circled cairo airport. three times i heard the landing-gear come down,  and three times it was raised again. sitting next to me were two finnish  businessmen. when the announcement came that we were re-routing to ",
+            "27": "27 0486/11/m/j/14 \u00a9 ucles 201455 60 65luxor they shook their heads and ordered another drink. at dawn, above  luxor airport, we were told there was trouble with the undercarriage and  that the pilot was going to attempt a crash-landing. i thought, so this is why  they\u2019ve sent us to luxor, to burn up discreetly and not clog cairo airport.  we were asked to fasten our seat belts, take off our shoes and watches,  put the cushions from the backs of our seats on our laps and bend double  over them with our arms around our heads. i slung my handbag with my  passport, tickets and money around my neck and shoulder before i did  these things. my finnish neighbours formally shook each other\u2019s hands.  on the plane there was perfect silence as we dropped out of the sky. and  then a terrible, agonised, protracted screeching of machinery as we hit the  tarmac. and in that moment, not only my head, but all of me, my whole  being, seemed to tilt into a blank, an empty radiance, but lucid. then three  giant thoughts. one was of him \u2013 his name, over and over again. the other  was of the children i would never have. the third was that the pattern was  now complete: this is what my life amounted to.   what striking impressions of the narrator does soueif create for you at this moment in  the story? or \u202035 explore how the writers make the endings of her first ball  (by katherine mansfield) and  at hiruhamara  (by penelope fitzgerald) so effective for you. or 36 y ou are muni in a horse and two goats . y ou are on your way home to tell your wife that  you have sold your goats to the american.   write your thoughts.",
+            "28": "28 0486/11/m/j/14 \u00a9 ucles 2014copyright acknowledgements: question 1 \u00a9  all my sons.  \u00a9  1947, arthur miller.  reproduced by permission.  all rights reserved. question 16  \u00a9  margaret atwood;  the city planners , in songs of ourselves ;  cambridge university press;  reprinted by permission of time warner books  group uk. question 19 \u00a9  tsitsi dangarembga;  nervous conditions ;  ayebia publishing;  1988. question 22 \u00a9  anita desai;  fasting, feasting ; reproduced by permission of the author c/o rogers, coleridge & white ltd., 20 powis mews, london w11 1jn. question 25 \u00a9  kiran desai;  hullabaloo in the guava orchard ;  faber & faber ltd;  1998. question 31 \u00a9  susan hill;  i\u2019m the king of the castle ;  penguin books ltd;  1989. question 34  \u00a9  ahdaf soueif;  sandpiper , in stories of ourselves ;  cambridge university press;  2008.  permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the  publisher will be pleased to make amends at the earliest possible opportunity. cambridge international examinations is part of the cambridge assessment group. cambridge assessment is the brand name of university of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge.blank page"
+        },
+        "0486_s14_qp_12.pdf": {
+            "1": "this document consists of 26 printed pages, 2 blank pages and 1 insert. dc (rw) 103130 \u00a9 ucles 2014 [turn overcambridge international examinations cambridge international general certificate of secondary education * 4 3 1 4 0 7 4 9 5 5 *literature (english)  0486/12 paper 1 may/june 2014  2 hours 15 minutes texts studied should be taken into the examination. read these instructions first an answer booklet is provided inside this question paper. y ou should follow the instructions on the front cover  of the answer booklet. if you need additional answer paper ask the invigilator for a continuation booklet. answer three  questions: one question from section a, one question from section b, and one question from  section c. answer at least one passage-based question (marked *) and at least one essay question (marked \u2020). all questions in this paper carry equal marks.",
+            "2": "2 0486/12/m/j/14 \u00a9 ucles 2014blank page",
+            "3": "3 0486/12/m/j/14 \u00a9 ucles 2014 [turn overcontents section a: drama text\t question \t numbers\t page[s] arthur miller: all my sons        *1, \u20202, 3 pages 4\u20135 william shakespeare: julius caesar        *4, \u20205, 6 pages 6\u20137 william shakespeare: the tempest        *7, \u20208, 9 pages 8\u20139 oscar wilde: the importance of being earnest  *10, \u202011, 12 pages 10\u201311 section b: poetry text\t question \t numbers\t page[s] thomas hardy: selected  poems  *13, \u202014, \u202015 pages 12\u201313 songs of ourselves: from part 4  *16, \u202017, \u202018 page  14 section c: prose text\t question \t numbers\t page[s] tsitsi dangarembga: nervous conditions  *19, \u202020, 21 pages 16\u201317 anita desai: fasting, feasting  *22, \u202023, 24 pages 18\u201319 kiran desai: hullabaloo in the guava orchard  *25, \u202026, 27 pages 20\u201321 george eliot: silas marner  *28, \u202029, 30 pages 22\u201323 susan hill: i\u2019m the king of the castle  *31, \u202032, 33 pages 24\u201325 from stories of ourselves  *34, \u202035, 36 pages 26\u201327",
+            "4": "4 0486/12/m/j/14 \u00a9 ucles 2014section a: drama arthur miller: all\tmy\tsons either *1 read this extract, and then answer the question that follows it: chris:  i know all about the world. i know the whole crap story.  content removed due to copyright restrictions.",
+            "5": "5 0486/12/m/j/14 \u00a9 ucles 2014 [turn over shhh \u2026 [as she reaches porch  steps she begins sobbing .] curtain  [from act 3 ]   how does miller make this such a powerful ending to the play? or \u20202 the setting of miller\u2019s play is \u2018the back yard of the keller home in the outskirts of an  american town\u2019. what do you think this setting contributes to the power of the drama?  support your ideas with details from the writing. or 3 y ou are kate keller. y ou have just heard that ann deever is coming to visit.   write your thoughts.content removed due to copyright restrictions.",
+            "6": "6 0486/12/m/j/14 \u00a9 ucles 2014william shakespeare:  julius\tcaesar either *4 read this extract, and then answer the question that follows it: casca:  y ou pull\u2019d me by the cloak. would you speak with me? brutus:  ay, casca; tell us what hath chanc\u2019d to-day,  that caesar looks so sad? casca:  why, you were with him, were you not? brutus:  i should not then ask casca what had chanc\u2019d. casca:  why, there was a crown offer\u2019d him; and being offer\u2019d him, he  put it by with the back of his hand, thus; and then the people  fell a-shouting. brutus:  what was the second noise for? casca:  why, for that too. cassius:  they shouted thrice; what was the last cry for? casca:  why, for that too. brutus:  was the crown offer\u2019d him thrice? casca:  ay, marry, was\u2019t, and he put it by thrice, every time gentler than  other; and at every putting by mine honest neighbours shouted. cassius:  who offer\u2019d him the crown? casca:  why, antony. brutus:  tell us the manner of it, gentle casca. casca:  i can as well be hang\u2019d as tell the manner of it: it was mere  foolery; i did not mark it. i saw mark antony offer him a crown \u2013  yet \u2019twas not a crown neither, \u2019twas one of these coronets  \u2013  and, as i told you, he put it by once; but for all that, to my  thinking, he would fain have had it. then he offered it to him  again; then he put it by again; but to my thinking, he was very  loath to lay his fingers off it. and then he offered it the third  time; he put it the third time by; and still as he refus\u2019d it, the  rabblement hooted, and clapp\u2019d their chopt hands, and threw  up their sweaty night-caps, and uttered such a deal of stinking  breath because caesar refus\u2019d the crown, that it had almost  choked caesar; for he swooned and fell down at it. and for  mine own part i durst not laugh, for fear of opening my lips and  receiving the bad air. cassius:  but soft, i pray you. what, did caesar swoon? casca:  he fell down in the market-place, and foam\u2019d at mouth, and  was speechless. brutus:  \u2019tis very like. he hath the falling sickness. cassius:  no, caesar hath it not; but you, and i,  and honest casca, we have the falling sickness. casca:  i know not what you mean by that, but i am sure caesar fell  down. if the tag-rag people did not clap him and hiss him,  according as he pleas\u2019d and displeas\u2019d them, as they use to do  the players in the theatre, i am no true man. brutus:  what said he when he came unto himself? casca:  marry, before he fell down, when he perceiv\u2019d the common herd  was glad he refus\u2019d the crown, he pluckt me ope his doublet, 5 10 15 20 25 30 35 40 45",
+            "7": "7 0486/12/m/j/14 \u00a9 ucles 2014 [turn overand offer\u2019d them his throat to cut. an i had been a man of any  occupation, if i would not have taken him at a word, i would i  might go to hell among the rogues. and so he fell. when he  came to himself again, he said, if he had done or said anything  amiss, he desir\u2019d their worships to think it was his infirmity.  three or four wenches, where i stood, cried \u2018alas, good soul!\u2019  and forgave him with all their hearts. but there\u2019s no heed to be  taken of them; if caesar had stabb\u2019d their mothers, they would  have done no less. brutus:  and after that, he came thus sad away? casca:  ay. cassius:  did cicero say anything? casca:  ay, he spoke greek. cassius:  to what effect? casca:  nay, an i tell you that, i\u2019ll ne\u2019er look you i\u2019 th\u2019 face again. but  those that understood him smil\u2019d at one another, and shook  their heads; but for mine own part, it was greek to me. i could  tell you more news too: marullus and flavius, for pulling scarfs  off caesar\u2019s images, are put to silence. fare you well. there  was more foolery yet, if i could remember it. cassius:  will you sup with me to-night, casca? casca:  no, i am promis\u2019d forth. cassius:  will you dine with me to-morrow? casca:  ay, if i be alive, and your mind hold, and your dinner worth the  eating. cassius:  good; i will expect you. casca:  do so. farewell, both.  [exit.   [from act 1 scene 2 ]   in what ways does shakespeare vividly convey the atmosphere in rome at this moment  in the play? or \u20205 how does shakespeare make calphurnia and portia so significant in the play? support  your ideas with details from the play. or 6 y ou are brutus in your tent the night before the battle at philippi. y ou have seen caesar\u2019s  ghost.   write your thoughts.50 55 60 65 70",
+            "8": "8 0486/12/m/j/14 \u00a9 ucles 2014william shakespeare: \tthe\ttempes t either *7 read this extract, and then answer the question that follows it: ferdinand:   o, if a virgin,  and your affection not gone forth, i\u2019ll make you  the queen of naples. prospero:   soft, sir! one word more.  [aside ] they are both in either\u2019s pow\u2019rs; but this swift business  i must uneasy make, lest too light winning  make the prize light. [ to ferdinand ] one word more; i charge thee  that thou attend me; thou dost here usurp  the name thou ow\u2019st not; and hast put thyself  upon this island as a spy, to win it  from me, the lord on\u2019t. ferdinand:   no, as i am a man. miranda:  there\u2019s nothing ill can dwell in such a temple.  if the ill spirit have so fair a house,  good things will strive to dwell with\u2019t. prospero:   follow me.  speak not you for him; he\u2019s a traitor. come,  i\u2019ll manacle thy neck and feet together.  sea-water shalt thou drink; thy food shall be  the fresh-brook mussels, wither\u2019d roots, and husks  wherein the acorn cradled. follow. ferdinand:   no;  i will resist such entertainment till  mine enemy has more power.   [he draws, and is charmed from moving . miranda:   o dear father,  make not too rash a trial of him, for  he\u2019s gentle, and not fearful. prospero:   what, i say,  my foot my tutor? put thy sword up, traitor;  who mak\u2019st a show but dar\u2019st not strike, thy conscience  is so possess\u2019d with guilt. come from thy ward;  for i can here disarm thee with this stick  and make thy weapon drop. miranda:   beseech you, father! prospero:  hence! hang not on my garments. miranda:   sir, have pity;  i\u2019ll be his surety. prospero:   silence! one word more  shall make me chide thee, if not hate thee. what!  an advocate for an impostor! hush!  thou think\u2019st there is no more such shapes as he,  having seen but him and caliban. foolish wench!  to th\u2019 most of men this is a caliban,  and they to him are angels.5 10 15 20 25 30 35 40 45",
+            "9": "9 0486/12/m/j/14 \u00a9 ucles 2014 [turn overmiranda:   my affections  are then most humble; i have no ambition  to see a goodlier man. prospero:   come on; obey.  thy nerves are in their infancy again,  and have no vigour in them. ferdinand:   so they are;  my spirits, as in a dream, are all bound up.  my father\u2019s loss, the weakness which i feel,  the wreck of all my friends, nor this man\u2019s threats  to whom i am subdu\u2019d, are but light to me,  might i but through my prison once a day  behold this maid. all corners else o\u2019 th\u2019 earth  let liberty make use of; space enough  have i in such a prison. prospero:  [aside ] it works. [ to ferdinand ] come on. \u2013  thou hast done well, fine ariel! [ to ferdinand  ] follow me.  [to ariel ] hark what thou else shalt do me. miranda:   be of comfort;  my father\u2019s of a better nature, sir,  than he appears by speech; this is unwonted  which now came from him. prospero:  [to ariel ] thou shalt be as free  as mountain winds; but then exactly do  all points of my command. ariel:   to th\u2019 syllable. prospero:  [to ferdinand ] come, follow.  [to miranda ] speak not for him.  [exeunt.  [from act 1 scene 2 ]   explore the ways in which shakespeare makes prospero\u2019s behaviour at this moment in  the play so dramatic. or \u20208 how does shakespeare make sebastian and antonio such memorable villains? support  your ideas with details from the play. or 9 y ou are stephano. caliban has just suggested the plot to overthrow prospero.   write your thoughts.50 55 60 65 70",
+            "10": "10 0486/12/m/j/14 \u00a9 ucles 2014oscar wilde: the\timportance\tof\tbeing\tearnest either *10 read this extract, and then answer the question that follows it: jack:  how can you sit there, calmly eating muffins when we are in  this horrible trouble, i can\u2019t make out. y ou seem to me to be  perfectly heartless. algernon:  well, i can\u2019t eat muffins in an agitated manner. the butter  would probably get on my cuffs. one should always eat  muffins quite calmly. it is the only way to eat them. jack:  i say it\u2019s perfectly heartless your eating muffins at all, under  the circumstances. algernon:  when i am in trouble, eating is the only thing that consoles  me. indeed, when i am in really great trouble, as any one who  knows me intimately will tell you, i refuse everything except  food and drink. at the present moment i am eating muffins  because i am unhappy. besides, i am particularly fond of  muffins.  [rising . jack:  [rising .] well, that is no reason why you should eat them all in  that greedy way.  [takes muffins from algernon . algernon:  [offering tea-cake .] i wish you would have tea-cake instead. i  don\u2019t like tea-cake. jack:  good heavens! i suppose a man may eat his own muffins in  his own garden. algernon:  but you have just said it was perfectly heartless to eat muffins. jack:  i said it was perfectly heartless of you, under the  circumstances. that is a very different thing. algernon:  that may be. but the muffins are the same.   [he seizes the muffin-dish from jack . jack:  algy, i wish to goodness you would go. algernon:  y ou can\u2019t possibly ask me to go without having some dinner.  it\u2019s absurd. i never go without my dinner. no one ever does,  except vegetarians and people like that. besides i have just  made arrangements with dr. chasuble to be christened at a  quarter to six under the name of ernest. jack:  my dear fellow, the sooner you give up that nonsense the  better. i made arrangements this morning with dr. chasuble  to be christened myself at 5.30, and i naturally will take the  name of ernest. gwendolen would wish it. we can\u2019t both be  christened ernest. it\u2019s absurd. besides, i have a perfect right  to be christened if i like. there is no evidence at all that i have  ever been christened by anybody. i should think it extremely  probable i never was, and so does dr. chasuble. it is entirely  different in your case. y ou have been christened already. algernon:  y es, but i have not been christened for years. jack:  y es, but you have been christened. that is the important thing. algernon:  quite so. so i know my constitution can stand it. if you are not  quite sure about your ever having been christened, i must say  i think it rather dangerous your venturing on it now. it might  make you very unwell. y ou can hardly have forgotten that 5 10 15 20 25 30 35 40 45",
+            "11": "11 0486/12/m/j/14 \u00a9 ucles 2014 [turn oversome one very closely connected with you was very nearly  carried off this week in paris by a severe chill. jack:  y es, but you said yourself that a severe chill was not hereditary. algernon:  it usen\u2019t to be, i know\u2014but i dare say it is now. science is  always making wonderful improvements in things. jack:  [picking up the muffin-dish .] oh, that is nonsense; you are  always talking nonsense. algernon:  jack, you are at the muffins again! i wish you wouldn\u2019t. there  are only two left. [ takes them .] i told you i was particularly  fond of muffins. jack:  but i hate tea-cake. algernon:  why on earth then do you allow tea-cake to be served up for  your guests? what ideas you have of hospitality! jack:  algernon! i have already told you to go. i don\u2019t want you here.  why don\u2019t you go! algernon:  i haven\u2019t quite finished my tea yet! and there is still one muffin  left.   [jack groans, and sinks into a chair. algernon still  continues eating .]  [from act 2 ]   how does wilde make this such an amusing ending to act 2? or \u202011 explore the ways in which wilde makes cecily such an amusing character. support your  ideas with details from the writing. or 12 y ou are miss prism. y ou are returning from the vestry where you have been waiting for  dr. chasuble. y ou are on your way to the room where everyone is assembled.   write your thoughts.50 55 60 65",
+            "12": "12 0486/12/m/j/14 \u00a9 ucles 2014section b:  poetry thomas hardy:  selected\tpoems either *13 read this poem, and then answer the question that follows it: the going why did you give no hint that night that quickly after the morrow\u2019s dawn, and calmly, as if indifferent quite, y ou would close your term here, up and be gone where i could not follow with wing of swallow to gain one glimpse of you ever anon! never to bid good-bye, or lip me the softest call, or utter a wish for a word, while i saw morning harden upon the wall, unmoved, unknowing that your great going had place that moment, and altered all. why do you make me leave the house and think for a breath it is you i see at the end of the alley of bending boughs where so often at dusk you used to be; till in darkening dankness the yawning blankness of the perspective sickens me! y ou were she who abode by those red-veined rocks far west, y ou were the swan-necked one who rode along the beetling beeny crest, and, reining nigh me, would muse and eye me, while life unrolled us its very best. why, then, latterly did we not speak, did we not think of those days long dead, and ere your vanishing strive to seek that time\u2019s renewal? we might have said, \u2018in this bright spring weather we\u2019ll visit together those places that once we visited.\u20195 10 15 20 25 30 35",
+            "13": "13 0486/12/m/j/14 \u00a9 ucles 2014 [turn overwell, well! all\u2019s past amend, unchangeable. it must go. i seem but a dead man held on end to sink down soon \u2026 o you could not know that such swift fleeing no soul foreseeing \u2013 not even i \u2013 would undo me so!   how does hardy make this such a moving portrayal of despair? or \u202014 explore the ways in which hardy memorably conveys feelings about the passage of time  in in time of \u2018the breaking of nations\u2019 . or \u202015 how does hardy powerfully convey feelings about growing old in either  \u2018i look into my  glass\u2019  or during wind and rain ?40",
+            "14": "14 0486/12/m/j/14 \u00a9 ucles 2014songs\tof\tourselves: \tfrom\tpart\t4 either *16 read this poem, and then answer the question that follows it: a birthday my heart is like a singing bird    whose nest is in a watered shoot; my heart is like an apple-tree    whose boughs are bent with thickset fruit; my heart is like a rainbow shell    that paddles in a halcyon sea; my heart is gladder than all these    because my love is come to me. raise me a dais of silk and down;    hang it with vair and purple dyes; carve it in doves and pomegranates,    and peacocks with a hundred eyes; work it in gold and silver grapes,    in leaves and silver fleurs-de-lys; because the birthday of my life    is come, my love is come to me. (by christina rossetti )   how does rossetti vividly convey a sense of happiness here? or \u202017 explore the ways in which judith wright conveys her admiration of the snake in hunting  snake . or \u202018 how do the poets communicate a vivid sense of the past to you in both  horses  (by  edwin muir) and the planners  (by boey kim cheng)?5 10 15",
+            "15": "15 0486/12/m/j/14 \u00a9 ucles 2014 [turn overturn over for section c.",
+            "16": "16 0486/12/m/j/14 \u00a9 ucles 2014section c:  prose tsitsi dangarembga:  nervous\tconditions either *19 read this extract, and then answer the question that follows it: seeing my father cry, seeing my mother moan and rock in maiguru\u2019s  arms, hearing netsai cry in fear as well as in grief, and rambanai, waking,  whimper and whine, a little of my armour cracked. i was sad for them rather  than anguished over any loss of mine, because my brother had become a   stranger to me. i was not sorry that he had died, but i was sorry for him  because, according to his standards, his life had been thoroughly worth living. \u2018there is nothing to be done,\u2019 my aunt was saying to my mother, \u2018except  to bear the pain until it passes. y ou must endure the pain of his passing as  you endured the pain of his coming.\u2019 \u2018i cannot endure it,\u2019 my mother moaned. \u2018maiguru, hold me. i too am  going to die.\u2019  the body was fetched the next day from the mission and buried in the  family burial ground beside my grandmother and other ancestors. after a  decent length of time had passed, babamukuru again raised the question  of the emancipation of my father\u2019s branch of the family. \u2018it is unfortunate\u2019, he  said, \u2018that there is no male child to take this duty, to take this job of raising  the family from hunger and need, jeremiah.\u2019 \u2018it is as you say,\u2019 my father agreed. \u2018tambudzai\u2019s sharpness with her  books is no use because in the end it will benefit strangers.\u2019 \u2018y ou are correct, jeremiah\u2019, observed my uncle, \u2018but i will not feel that  i have done my duty if i neglect the family for that reason. er \u2013 this girl \u2013  heyo, tambudzai \u2013 must be given the opportunity to do what she can for the  family before she goes into her husband\u2019s home.\u2019 \u2018exactly!\u2019 agreed my father. \u2018she must be given the opportunity.\u2019 my mother was grief stricken when my father told her what he and  babamukuru had decided. \u2018y ou, jeremiah,\u2019 she said, and she called him jeremiah infrequently.  \u2018y ou, jeremiah, are you mad? have you eaten some wild shrub that has  gone to your head? i think so, otherwise how could you stand there and tell  me to send my child to a place of death, the place where my first living child  died! today you are raving! she will not go. unless you want me to die too.  the anxiety will kill me. i will not let her go.\u2019 \u2018but what will she do?\u2019 persuaded my father. \u2018she has finished her  standard three. tell me, is there a standard four at rutivi? kuedza is too  far to walk. where will she do her standard four?\u2019 \u2018don\u2019t try to make a fool out of me,\u2019 my mother retorted. \u2018do you think i  haven\u2019t heard that they are starting the standard four at that school? enrol  her at rutivi, jeremiah, because i am telling you, i will not let her go.\u2019 my father did not pursue the matter, but i went to the mission all the  same. my mother\u2019s anxiety was real. in the week before i left she ate hardly  anything, not for lack of trying, and when she was able to swallow something  it lay heavy in her stomach. by the time i left she was so haggard and gaunt  she could hardly walk to the fields, let alone work in them. \u2018is mother ill?\u2019 whispered netsai, frightened. \u2018is she going to die too?\u2019 netsai was frightened. i, i was triumphant. babamukuru had approved  of my direction. i was vindicated! [from chapter 3 ]5 10 15 20 25 30 35 40 45",
+            "17": "17 0486/12/m/j/14 \u00a9 ucles 2014 [turn over  how does dangarembga make this moment so sad and yet so hopeful at the same  time? or \u202020 which of the male characters in the book do you find most admirable? support your  answer with details from dangarembga\u2019s writing. or 21 y ou are tambu\u2019s mother. babamukuru has just driven you back to your home after the  birth of your son dambudzo.   write your thoughts.",
+            "18": "18 0486/12/m/j/14 \u00a9 ucles 2014anita desai:  fasting, \tfeasting either *22 read this extract, and then answer the question that follows it: there  followed an embarrassing scene, but it did not have to do with the  shade:  content removed due to copyright restrictions.",
+            "19": "19 0486/12/m/j/14 \u00a9 ucles 2014 [turn over\u2018oh, oh,\u2019 he tried to laugh. \u2018oh no, mrs patton, you don\u2019t have to do  that \u2013\u2019 [from chapter 18 ]   what does desai make you feel towards mrs patton at this moment in the novel?  or \u202023 \u2018useless parents.\u2019   do you think this is a fair comment about mamapapa? support your ideas with details  from desai\u2019s writing. or 24 y ou are uma. y ou have just said goodbye to aruna and her children aisha and dinesh  after their visit.   write your thoughts.content removed due to copyright restrictions.",
+            "20": "20 0486/12/m/j/14 \u00a9 ucles 2014kiran desai:  hullabaloo\tin\tthe\tguava\torchard either *25 read this extract, and then answer the question that follows it: in desperation, the family called upon dr banerjee from the clinic in   the bazaar,  content removed due to copyright restrictions.",
+            "21": "21 0486/12/m/j/14 \u00a9 ucles 2014 [turn over\u2018arrange a marriage for him. then you can rest in peace. y ou will have  no further problems.\u2019 [from chapter 7  ]   how does desai make the \u2018experts\u2019 consulted by the family seem so ridiculous?  or \u202026 explore the ways in which desai makes fun of mr. chawla. support your ideas with  details from the novel. or 27 y ou are sampath. y our father has just attempted \u2013 and failed \u2013 to introduce you to the girl  he wants you to marry.   write your thoughts.",
+            "22": "22 0486/12/m/j/14 \u00a9 ucles 2014george eliot: \tsilas\tmarner either *28 read this extract, and then answer the question that follows it: the squire had laid down his knife and fork, and was staring at his son  in amazement, not being sufficiently quick of brain to form a probable guess  as to what could have caused so strange an inversion of the paternal and  filial relations as this proposition of his son to pay him a hundred pounds. \u2018the truth is, sir\u2014i\u2019m very sorry\u2014i was quite to blame,\u2019 said godfrey.  \u2018fowler did pay that hundred pounds. he paid it to me, when i was over  there one day last month. and dunsey bothered me for the money, and i  let him have it, because i hoped i should be able to pay it you before this.\u2019 the squire was purple with anger before his son had done speaking,  and found utterance difficult. \u2018y ou let dunsey have it, sir? and how long  have you been so thick with dunsey that you must collogue  with him to  embezzle my money? are you turning out a scamp? i tell you, i won\u2019t  have it. i\u2019ll turn the whole pack of you out of the house together, and marry  again. i\u2019d have you to remember, sir, my property\u2019s got no entail on it;\u2014 since my grandfather\u2019s time the casses can do as they like with their land.  remember that, sir. let dunsey have the money! why should you let  dunsey have the money? there\u2019s some lie at the bottom of it.\u2019 \u2018there\u2019s no lie, sir,\u2019 said godfrey. \u2018i wouldn\u2019t have spent the money  myself, but dunsey bothered me, and i was a fool and let him have it. but i  meant to pay it, whether he did or not. that\u2019s the whole story. i never meant  to embezzle money, and i\u2019m not the man to do it. y ou never knew me do a  dishonest trick, sir.\u2019 \u2018where\u2019s dunsey, then? what do you stand talking there for? go and  fetch dunsey, as i tell you, and let him give account of what he wanted the  money for, and what he\u2019s done with it. he shall repent it. i\u2019ll turn him out. i  said i would, and i\u2019ll do it. he shan\u2019t brave me. go and fetch him.\u2019 \u2018dunsey isn\u2019t come back, sir.\u2019 \u2018what! did he break his own neck then?\u2019 said the squire, with some  disgust at the idea that, in that case, he could not fulfil his threat. \u2018no, he wasn\u2019t hurt, i believe, for the horse was found dead, and  dunsey must have walked off. i daresay we shall see him again by and by.  i don\u2019t know where he is.\u2019 \u2018and what must you be letting him have my money for? answer me  that,\u2019 said the squire, attacking godfrey again, since dunsey was not within  reach. \u2018well, sir, i don\u2019t know,\u2019 said godfrey, hesitatingly. that was a feeble  evasion, but godfrey was not fond of lying, and not being sufficiently  aware that no sort of duplicity can long flourish without the help of vocal  falsehoods, he was quite unprepared with invented motives. \u2018y ou don\u2019t know? i tell you what it is, sir. y ou\u2019ve been up to some trick,  and you\u2019ve been bribing him not to tell,\u2019 said the squire, with a sudden  acuteness which startled godfrey, who felt his heart beat violently at the  nearness of his father\u2019s guess. the sudden alarm pushed him on to take  the next step\u2014a very slight impulse suffices for that on a downward road. \u2018why, sir,\u2019 he said, trying to speak with careless ease, \u2018it was a little  affair between me and dunsey; it\u2019s no matter to anybody else. it\u2019s hardly  worth while to pry into young men\u2019s fooleries: it wouldn\u2019t have made any  difference to you, sir, if i\u2019d not had the bad luck to lose wildfire. i should  have paid you the money.\u2019 \u2018fooleries! pshaw! it\u2019s time you\u2019d done with fooleries. and i\u2019d have  you know, sir, you must  ha\u2019 done with \u2019em,\u2019 said the squire, frowning and 5 10 15 20 25 30 35 40 45 50",
+            "23": "23 0486/12/m/j/14 \u00a9 ucles 2014 [turn overcasting an angry glance at his son. \u2018y our goings-on are not what i shall find  money for any longer. there\u2019s my grandfather had his stables full o\u2019 horses,  and kept a good house too, and in worse times, by what i can make out;  and so might i, if i hadn\u2019t four good-for-nothing fellows to hang on me like  horse-leeches. i\u2019ve been too good a father to you all\u2014that\u2019s what it is. but  i shall pull up, sir.\u2019 [from chapter 9 ]   how does eliot vividly reveal the relationship between squire cass and his sons here? or \u202029 how does eliot make dolly winthrop so memorable for you? support your ideas with  details from the novel. or 30 y ou are nancy cass. y ou are on your way to see silas about adopting eppie.   write your thoughts.55",
+            "24": "24 0486/12/m/j/14 \u00a9 ucles 2014susan hill: \ti\u2019m\tthe\tking\tof\tthe\tcastle either *31 read this extract, and then answer the question that follows it: kingshaw leaped up, maddened by hooper\u2019s voice, going on and on.  he stood over him, yelling. \u2018shut up, hooper, shut up . i\u2019ll kick you, i\u2019ll bash  your head in, if you don\u2019t shut up, you needn\u2019t think i won\u2019t.\u2019 hooper cringed back suddenly, caught by surprise. he half got to his  knees, trying to move away. kingshaw straddled him. \u2018are you going to shut up now?\u2019 \u2018y es. i \u2026\u2019 \u2018if you say anything else at all, i\u2019ll kick you. i could hurt you because  you\u2019re ill, i\u2019d win easily. now shut up.\u2019 \u2018y ou won\u2019t, you mustn\u2019t \u2026\u2019 hooper began to cry again, loudly, out of  fear. kingshaw watched him for a second, wanting to beat him. then,  abruptly, he turned and walked away. he was frightened by what he had  done, and of the voice that had come out of himself. he had been ready  to kick and punch hooper, anything to stop him from whining and nagging  and blaming. his own violence astounded him. he wandered off a little way into the clearing, kicking his feet against  the tree roots, stirring up the leaves. not far away, some animal grunted,  and then yelped out a warning. after a bit, he went slowly back and lay down again beside the fire,  staring into its red heart until his eyes smarted. he felt oddly numb, but  himself again, calm. he wouldn\u2019t touch hooper now. the fire sputtered and  glowed. he felt safe with it. that and the water. he wasn\u2019t comfortable,  though, because he\u2019d given hooper all the extra clothes, and twigs and dry  bits of leaf were sticking into him, through his shirt and jeans. he said, \u2018hooper?\u2019 silence. \u2018are you o.k.?\u2019 \u2018shut up.\u2019 kingshaw hesitated. he was ashamed of himself. he remembered  how hooper had screamed out \u2018mummy, mummy\u2019. that had surprised him  more than anything. \u2018i wouldn\u2019t really have hit you.\u2019 he knew he was letting whatever advantage he might have won  leak away again, playing back into hooper\u2019s hands. but he thought that  whatever happened he had something, an inner strength or resolution that  hooper lacked. it would carry him through things. he felt that he no longer  needed to run away, at least as far as hooper was concerned. their roles  had not been reversed, but still, something had changed. kingshaw felt  aware of himself, and of his own resources. aloud, he said, \u2018look, you needn\u2019t worry, hooper, we\u2019ve both got to  stay here till they come for us.\u20195 10 15 20 25 30 35 40",
+            "25": "25 0486/12/m/j/14 \u00a9 ucles 2014 [turn overhooper lay absolutely still, beyond him in the darkness. but kingshaw  could feel him, listening.  he tried not to think what would happen if nobody did come for them. [from chapter 8 ]   in what ways do you think hill makes this such a dramatic moment in the novel? or \u202032 how does hill make hooper such a terrifying figure in the novel? support your ideas with  details from the writing. or 33 y ou are fielding on the evening after you have shown hooper the farm.   write your thoughts.45",
+            "26": "26 0486/12/m/j/14 \u00a9 ucles 2014from \tstories\tof\tourselves either *34 read this extract from my greatest ambition  (by morris lurie), and then answer the  question that follows it: now let me properly introduce my father, a great scoffer. in those pre- television days, he had absolutely nothing to do in the evening but to walk  past my room and look in and say, \u2018nu? they sent you the money yet?\u2019  fifty times a night, at least. and when the letter came from boy magazine ,  did he change his tune? not one bit. \u2018i don\u2019t see a cheque,\u2019 he said. \u2018of course  there\u2019s no cheque,\u2019 i said. \u2018how can there be? we haven\u2019t  even discussed it yet. maybe i\u2019ll decide not to sell it to them. which i will, if  their price isn\u2019t right.\u2019 \u2018show me again the letter,\u2019 my father said, \u2018ha, listen, listen. \u201cwe are  very interested in your comic and would like you to phone miss gordon to  make an appointment to see the editor.\u201d an appointment? that means they  don\u2019t want it. if they wanted it, believe me, there\u2019d be a cheque.\u2019 it serves no purpose to put down the rest of this pointless conversation,  which included such lines as \u2018how many comics have you sold in your  life?\u2019 and, \u2018who paid for the paper? the ink?\u2019 other than to say that i made  the phone call to miss gordon from a public phone and not from home. i  wasn\u2019t going to have my father listening to every word. my voice, when i was thirteen, and standing on tiptoe and talking into  a public phone, was, i must admit, unnecessarily loud, but miss gordon  didn\u2019t say anything about it. \u2018and what day will be most convenient for you,  mr lurie?\u2019 she asked. \u2018oh, any day at all!\u2019 i shouted. \u2018any day will suit me  fine!\u2019 \u2018a week from thursday then?\u2019 she asked. \u2018perfect!\u2019 i yelled, trying  to get a piece of paper and a pencil out of my trouser pocket to write it  down, and at the same time listening like mad in case miss gordon said  something else. and she did. \u2018ten o\u2019clock?\u2019 \u2018i\u2019ll be there!\u2019 i shouted, and  hung up with a crash. it hadn\u2019t occurred to me to mention to miss gordon that i was thirteen  and at school and would have to take a day off to come and see the editor.  i didn\u2019t think these things were relevant to our business. but my mother did.  a day missed from school could never be caught up, that was her attitude.  my father\u2019s attitude you know. a cheque or not a cheque. was i rich or  was i a fool? (no, that\u2019s wrong. was i a poor fool or a rich fool? y es, that\u2019s  better.) but my problem was something else. what to wear? my school suit was out of the question because i wore it every day  and i was sick of it and it just wasn\u2019t right for a business appointment.  anyway, it had ink stains round the pocket where my fountain pen leaked  (a real fountain, ha ha), and the seat of the trousers shone like a piece of  tin. and my good suit was a year old and too short in the leg. i tried it on  in front of the mirror, just to make sure, and i was right. it was ludicrous. my  father offered to lend me one of his suits. he hadn\u2019t bought a new suit since  1934. there was enough material in the lapels alone to make three suits  and have enough left over for a couple of caps. not only that, but my father  was shorter than me and twice the weight. so i thanked him and said that  i had decided to wear my good suit after all. i would wear dark socks and  the shortness of trousers would hardly be noticed. also, i would wear my  eye-dazzling pure silk corn yellow tie, which, with the proper windsor knot,  would so ruthlessly rivet attention that no one would even look to see if i  was wearing shoes. \u2018a prince,\u2019 my father said.5 10 15 20 25 30 35 40 45 50",
+            "27": "27 0486/12/m/j/14 \u00a9 ucles 2014now, as the day of my appointment drew nearer and nearer, a great  question had to be answered, a momentous decision made. for my father  had been right. if all they wanted to do was to buy my comic, they would  have sent a cheque. so there was something else. a full-time career as a  comic-strip artist on the permanent staff of boy magazine ! it had to be that.  but that would mean giving up school and was i prepared to do that? \u2018y es,\u2019 i said with great calmness and great authority to my face in the  bathroom mirror. \u2018y es.\u2019 there were three days to go. then there occurred one of those things that must happen every day  in the world of big business, but when you\u2019re thirteen it knocks you for a  loop. boy magazine  sent me a telegram. it was the first telegram i had ever  received in my life, and about the third that had ever come to our house.  my mother opened it straight away. she told everyone in our street about  it. she phoned uncles, aunts, sisters, brothers, and finally, when i came  home from school, she told me. i was furious. i shouted, \u2018i told you never under any circumstances to  open my mail!\u2019 \u2018but a telegram,\u2019 my mother said. \u2018a telegram is mail,\u2019 i said. \u2018and mail is a personal, private thing. where  is it?\u2019 my mother had folded it four times and put it in her purse and her  purse in her bag and her bag in her wardrobe which she had locked. she  stood by my side and watched me while i read it. \u2018nu?\u2019 she said. \u2018it\u2019s nothing,\u2019 i said. and it wasn\u2019t. miss gordon had suddenly discovered that the editor  was going to be out of town on my appointment day, and would i kindly  phone and make another appointment? i did, standing on tiptoe and shouting as before.   explore the ways in which lurie makes this extract so amusing. or \u202035 what makes the rain horse  (by ted hughes) so shocking? support your ideas with  details from the writing. or 36 y ou are lord emsworth in the custody of the pumpkin . y ou have just finished talking  with mr donaldson of donaldson\u2019s dog-biscuits.   write your thoughts.55 60 65 70 75 80",
+            "28": "28 0486/12/m/j/14 \u00a9 ucles 2014copyright acknowledgements: question 1 \u00a9  all my sons.  \u00a9  1947, arthur miller.  reproduced by permission.  all rights reserved. question 19 \u00a9  nervous conditions ;  \u00a9  1988, tsitsi dangarembga;  reproduced by permission of ayebia clarke publishing.  question 22  \u00a9  fasting, feasting ; \u00a9  1999, anita desai;  reproduced by permission of the author c/o rogers, coleridge & white ltd., 20 powis mews,  london w11 1jn, from vintage. reprinted by permission of the random house group ltd. question 25 \u00a9  hullabaloo in the guava orchard ;  \u00a9  1998, kiran desai;  faber & faber ltd. question 31 \u00a9  susan hill;  i\u2019m the king of the castle ;  penguin books ltd;  1973. question 34  \u00a9  morris lurie;  my greatest ambition , in stories of ourselves ;  cambridge university press;  2008. permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the  publisher will be pleased to make amends at the earliest possible opportunity. cambridge international examinations is part of the cambridge assessment group. cambridge assessment is the brand name of university of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge.blank page"
+        },
+        "0486_s14_qp_13.pdf": {
+            "1": "this document consists of 24 printed pages, 4 blank pages and 1 insert. dc (st) 103136 \u00a9 ucles 2014 [turn overcambridge international examinations cambridge international general certificate of secondary education * 5 9 7 1 7 9 0 9 1 0 *literature (english)  0486/13 paper 1 may/june 2014  2 hours 15 minutes texts studied should be taken into the examination. read these instructions first an answer booklet is provided inside this question paper. y ou should follow the instructions on the front cover  of the answer booklet. if you need additional answer paper ask the invigilator for a continuation booklet. answer three  questions: one question from section a, one question from section b, and one question from  section c. answer at least one passage-based question (marked *) and at least one essay question (marked \u2020). all questions in this paper carry equal marks.",
+            "2": "2 0486/13/m/j/14 \u00a9 ucles 2014blank page",
+            "3": "3 0486/13/m/j/14 \u00a9 ucles 2014 [turn overcontents section a: drama text\t question \t numbers\t page[s] arthur miller: all my sons        *1, \u20202, 3 pages 4\u20135 wiliiam shakespeare: julius caesar        *4, \u20205, 6 pages 6\u20137 wiliiam shakespeare: the tempest        *7, \u20208, 9 pages 8\u20139 oscar wilde: the importance of being earnest  *10, \u202011, 12 pages 10\u201311 section b: poetry text\t question \t numbers\t page[s] thomas hardy: selected poems  *13, \u202014, \u202015 page 12 songs of ourselves : from part 4 *16, \u202017, \u202018 page 13 section c: prose text\t question \t numbers\t page[s] tsitsi dangarembga: nervous conditions  *19, \u202020, 21 pages 14\u201315 anita desai: fasting, feasting  *22, \u202023, 24 pages 16\u201317 kiran desai: hullabaloo in the guava orchard  *25, \u202026, 27 pages 18\u201319 george eliot: silas marner  *28, \u202029, 30 pages 20\u201321 susan hill: i\u2019m the king of the castle  *31, \u202032, 33 pages 22\u201323 from stories of ourselves  *34, \u202035, 36 pages 24\u201325",
+            "4": "4 0486/13/m/j/14 \u00a9 ucles 2014section a: drama arthur miller: all\tmy\tsons either *1 read this extract, and then answer the question that follows it: jim: where\u2019s your tobacco? content removed due to copyright restrictions.",
+            "5": "5 0486/13/m/j/14 \u00a9 ucles 2014 [turn overkeller:  how can you make him a horoscope? that\u2019s for the future, ain\u2019t  it? [from act 1 ]   how do you think miller makes this such an effective beginning to the play? or \u20202 how does miller make ann deever such a moving character in the play? support your  ideas with details from the writing. or 3 y ou are jim bayliss. y ou have arrived with george deever at the kellers\u2019 house. y ou have  left the car and you are walking up the driveway.   write your thoughts.content removed due to copyright restrictions.",
+            "6": "6 0486/13/m/j/14 \u00a9 ucles 2014william shakespeare: \tjulius\tcaesar either *4 read this extract, and then answer the question that follows it:  enter brutus  in his orchard. brutus : what, lucius, ho!  i cannot by the progress of the stars  give guess how near to day. lucius, i say!  i would it were my fault to sleep so soundly.  when, lucius, when? awake, i say! what, lucius!  enter  lucius . lucius:  call\u2019d you, my lord? brutus:  get me a taper in my study, lucius;  when it is lighted, come and call me here. lucius:  i will, my lord.  [exit. brutus:  it must be by his death; and for my part,  i know no personal cause to spurn at him,  but for the general: he would be crown\u2019d.  how that might change his nature, there\u2019s the question.  it is the bright day that brings forth the adder,  and that craves wary walking. crown him \u2013 that!  and then, i grant, we put a sting in him  that at his will he may do danger with.  th\u2019 abuse of greatness is, when it disjoins  remorse from power; and to speak truth of caesar,  i have not known when his affections sway\u2019d  more than his reason. but \u2019tis a common proof  that lowliness is young ambition\u2019s ladder,  whereto the climber-upward turns his face;  but when he once attains the upmost round,  he then unto the ladder turns his back,  looks in the clouds, scorning the base degrees  by which he did ascend. so caesar may.  then, lest he may, prevent. and since the quarrel  will bear no colour for the thing he is,  fashion it thus \u2013 that what he is, augmented,  would run to these and these extremities;  and therefore think him as a serpent\u2019s egg,  which, hatch\u2019d, would as his kind grow mischievous,  and kill him in the shell.  re-enter lucius . lucius:  the taper burneth in your closet, sir.  searching the window for a flint, i found  this paper, thus seal\u2019d up; and i am sure  it did not lie there when i went to bed.   [giving him a letter. brutus:  get you to bed again, it is not day.  is not to-morrow, boy, the ides of march? lucius:  i know not, sir. brutus:  look in the  calender, and bring me word. lucius:  i will, sir.  [exit.5 10 15 20 25 30 35 40 45",
+            "7": "7 0486/13/m/j/14 \u00a9 ucles 2014 [turn overbrutus:  the exhalations, whizzing in the air,  give so much light that i may read by them.   [opens the letter and reads.  \u2018brutus, thou sleep\u2019st. awake, and see thyself.  shall rome, etc. speak, strike, redress!  brutus thou sleep\u2019st; awake.\u2019  such instigations have been often dropp\u2019d  where i have took them up.  \u2018shall rome, etc.\u2019 thus must i piece it out:  shall rome stand under one man\u2019s awe? what, rome?  my ancestors did from the streets of rome  the tarquin drive, when he was call\u2019d a king.  \u2018speak, strike, redress!\u2019 am i entreated  to speak and strike? o rome, i make thee promise,  if the redress will follow, thou receivest  thy full petition at the hand of brutus!  re-enter  lucius . lucius:  sir, march is wasted fifteen days.   [knocking within. brutus:  \u2019tis good. go to the gate; somebody knocks.  [exit lucius.  since cassius first did whet me against caesar,   i have not slept.  between the acting of a dreadful thing  and the first motion all the interim is  like a phantasma or a hideous dream.  the genius and the mortal instruments  are then in council; and the state of man,  like to a little kingdom, suffers then  the nature of an insurrection. [from act 2 scene 1 ]   how does shakespeare dramatically reveal brutus\u2019s state of mind at this moment in the  play? or \u20205 \u2018a peevish schoolboy \u2026 join\u2019d with a masker and a reveller!\u2019   do you think that cassius is right when he says this about octavius and antony? support  your ideas with details from the play. or 6 y ou are cassius. y ou have just left brutus\u2019s house after the meeting with the other  conspirators.   write your thoughts.50 55 60 65 70 75",
+            "8": "8 0486/13/m/j/14 \u00a9 ucles 2014william shakespeare: the\ttempest either *7 read this extract, and then answer the question that follows it: prospero:  [aside ] i had forgot that foul conspiracy  of the beast caliban and his confederates  against my life; the minute of their plot  is almost come. [ to the spirits ] well done; avoid; no more! ferdinand:  this is strange: your father\u2019s in some passion  that works him strongly. miranda:   never till this day  saw i him touch\u2019d with anger so distemper\u2019d. prospero:  y ou do look,  my son, in a mov\u2019d sort,  as if you were dismay\u2019d; be cheerful, sir.  our revels now are ended. these our actors,  as i foretold you, were all spirits, and  are melted into air, into  thin air;  and, like the baseless fabric of this vision,  the cloud-capp\u2019d towers,  the gorgeous palaces,  the solemn temples, the great globe itself,  y ea, all which it inherit, shall dissolve,  and, like this insubstantial pageant faded,  leave not a rack behind. we are such stuff  as dreams are made on; and our little life  is rounded with a sleep. sir, i am vex\u2019d;  bear with my weakness; my old brain is troubled;  be not disturb\u2019d with my infirmity.  if you be pleas\u2019d, retire into my cell  and there repose; a turn or two i\u2019ll walk  to still my beating mind. ferdinand, miranda :\t we wish your peace.  [exeunt. prospero:  come, with a thought. i thank thee, ariel; come.  enter ariel . ariel:  thy thoughts i cleave to. what\u2019s thy pleasure? prospero:   spirit,  we must prepare to meet with caliban. ariel:  ay, my commander. when i presented \u2018ceres\u2019,  i thought to have told thee of it; but i fear\u2019d  lest i might anger thee. prospero:  say again, where didst thou leave these varlets? ariel:  i told you, sir they were red-hot with drinking;  so full of valour that they smote the air  for breathing in their faces; beat the ground  for kissing of their feet; yet always bending  towards their project. then i beat my tabor,  at which like unback\u2019d colts they prick\u2019d their ears,  advanc\u2019d their eyelids, lifted up their noses  as they smelt music; so i charm\u2019d their ears,  that calf-like they my lowing follow\u2019d through  tooth\u2019d briers, sharp furzes, pricking goss, and thorns,5 10 15 20 25 30 35 40 45",
+            "9": "9 0486/13/m/j/14 \u00a9 ucles 2014 [turn over which ent\u2019red their frail shins. at last i left them  i\u2019 th\u2019 filthy mantled pool beyond your cell,  there dancing up to th\u2019 chins, that the foul lake  o\u2019erstunk their feet. prospero:   this was well done, my bird.  thy shape invisible retain thou still.  the trumpery in my house, go bring it hither  for stale to catch these thieves. ariel:   i go, i go.  [exit. prospero:  a devil, a born devil, on whose nature  nurture can never stick; on whom my pains,  humanely taken, all, all lost, quite lost;  and as with age his body uglier grows,  so his mind cankers. i will plague them all,  even to roaring. [from act 4 scene 1 ]   how does shakespeare make this moment in the play so dramatic and revealing? or \u20208 how moving do you find shakespeare\u2019s portrayal of the relationship between ferdinand  and miranda? support your ideas with details from the play. or 9 y ou are alonso. y ou have just landed on the island following the shipwreck.   write your thoughts.50 55 60",
+            "10": "10 0486/13/m/j/14 \u00a9 ucles 2014oscar wilde: the\timportance\tof\tbeing\tearnest either *10 read this extract, and then answer the question that follows it: cecily:  i keep a diary in order to enter the wonderful secrets of my  life. if i didn\u2019t write them down, i should probably forget all  about them. miss prism:  memory, my dear cecily, is the diary that we all carry about  with us. cecily:  y es, but it usually chronicles the things that have never  happened, and couldn\u2019t possibly have happened. i believe  that memory is responsible for nearly all the three-volume  novels that mudie sends us. miss prism:  do not speak slightingly of the three-volume novel, cecily. i  wrote one myself in earlier days. cecily:  did you really, miss prism? how wonderfully clever you  are! i hope it did not end happily? i don\u2019t like novels that  end happily. they depress me so much. miss prism:  the good ended happily, and the bad unhappily. that is  what fiction means. cecily:  i suppose so. but it seems very unfair. and was your novel  ever published? miss prism:  alas! no. the manuscript unfortunately was abandoned.  [cecily  starts. ] i use the word in the sense of lost or mislaid.  to your work, child; these speculations are profitless. cecily:  [smiling. ] but i see dear mr. chasuble coming up through  the garden. miss prism:  [rising and advancing. ] dr. chasuble! this is indeed a  pleasure. enter canon chasuble . chasuble:  and how are we this morning? miss prism, you are, i trust,  well? cecily:  miss prism has just been complaining of a slight headache.  i think it would do her so much good to have a short stroll  with you in the park, dr. chasuble. miss prism:  cecily, i have not mentioned anything about a headache. cecily:  no, dear miss prism, i know that, but i felt instinctively that  you had a headache. indeed i was thinking about that, and  not about my german lesson, when the rector came in. chasuble:  i hope, cecily, you are not inattentive. cecily:  oh, i am afraid i am. chasuble:  that is strange. were i fortunate enough to be miss prism\u2019s  pupil, i would hang upon her lips. [ miss prism glares. ] i  spoke metaphorically.\u2014my metaphor was drawn from  bees. ahem! mr. worthing, i suppose, has not returned  from town yet? miss prism:  we do not expect him till monday afternoon. chasuble:  ah yes, he usually likes to spend his sunday in london. he  is not one of those whose sole aim is enjoyment, as, by all 5 10 15 20 25 30 35 40 45",
+            "11": "11 0486/13/m/j/14 \u00a9 ucles 2014 [turn overaccounts, that unfortunate young man his brother seems to  be. but i must not disturb egeria and her pupil any longer. miss prism:  egeria? my name is l\u00e6titia, doctor. chasuble:  [bowing. ] a classical allusion merely, drawn from the pagan  authors. i shall see you both no doubt at evensong? miss prism:  i think, dear doctor, i will have a stroll with you. i find i have  a headache after all, and a walk might do it good. chasuble:  with pleasure, miss prism, with pleasure. we might go as  far as the schools and back. miss prism:  that would be delightful. cecily, you will read your political  economy in my absence. the chapter on the fall of the  rupee you may omit. it is somewhat too sensational. even  these metallic problems have their melodramatic side.   [goes down the garden with dr. chasuble . cecily:  [picks up books and throws them back on table. ] horrid  political economy! horrid geography! horrid, horrid  german! [from act 2 ]   how does wilde amusingly reveal the thoughts of the characters here? or \u202011 explore in detail two moments in the play which wilde makes particularly amusing for  you. (do not use the extract printed in question 10 in answering this question.) or 12 y ou are algernon at the end of the play.   write your thoughts.50 55 60",
+            "12": "12 0486/13/m/j/14 \u00a9 ucles 2014section b: poetry thomas hardy: selected\tpoems either *13 read this poem, and then answer the question that follows it: on the departure platform we kissed at the barrier; and passing through she left me, and moment by moment got smaller and smaller, until to my view     she was but a spot; a wee white spot of muslin fluff that down the diminishing platform bore through hustling crowds of gentle and rough     to the carriage door. under the lamplight\u2019s fitful glowers, behind dark groups from far and near, whose interests were apart from ours,     she would disappear, then show again, till i ceased to see that flexible form, that nebulous white; and she who was more than my life to me     had vanished quite \u2026 we have penned new plans since that fair fond day, and in season she will appear again \u2013 perhaps in the same soft white array \u2013     but never as then! \u2013 \u2018and why, young man, must eternally fly a joy you\u2019ll repeat, if you love her well?\u2019 \u2013 o friend, nought happens twice thus; why,     i cannot tell!   how does hardy movingly reveal the feelings of the speaker in this poem? or \u202014 how does hardy memorably convey the effect on his mood of the thrush's song in the  darkling thrush ? or \u202015 explore the ways in which hardy makes you strongly sympathise with the speaker in  either  neutral tones or at the word \u2018farewell\u2019 .5 10 15 20",
+            "13": "13 0486/13/m/j/14 \u00a9 ucles 2014 [turn oversongs\tof\tourselves:  from part 4 either *16 read this poem, and then answer the question that follows it: the cockroach i watched a giant cockroach start to pace, skirting a ball of dust that rode the floor. at first he seemed quite satisfied to trace a path between the wainscot and the door, but soon he turned to jog in crooked rings, circling the rusty table leg and back, and flipping right over to scratch his wings \u2013 as if the victim of a mild attack of restlessness that worsened over time. after a while, he climbed an open shelf and stopped. he looked uncertain where to go. was this due payment for some vicious crime a former life had led to? i don\u2019t know, except i thought i recognised myself. (by kevin halligan )   explore the ways in which kevin halligan comments on human behaviour in this poem. or \u202017 in what ways does allen curnow memorably convey the speaker\u2019s thoughts and feelings  in continuum ? or \u202018 how does dante gabriel rossetti powerfully communicate feelings of grief in the  woodspurge ?5 10",
+            "14": "14 0486/13/m/j/14 \u00a9 ucles 2014section c: prose tsitsi dangarembga: nervous\tconditions either *19 read this extract, and then answer the question that follows it: lifting a round spoon-shaped object from the tray, maiguru poured my tea. \u2018what has amused you, sisi tambu?\u2019 she asked, seeing a smile hover  over my mouth. \u2018that little sieve, maiguru. is it really just for sifting tea?\u2019 \u2018the tea-strainer?\u2019 my aunt replied. \u2018haven\u2019t you seen one before? the  tea wouldn\u2019t be drinkable without it. it would be all tea-leaves.\u2019 so this tea-strainer was another necessity i had managed without up  until now. maiguru seemed to think it was absolutely vital to have one. i  would hardly have described it like that. interesting, yes, but vital? and  imagine spending money on a sieve so small it could only be used for  sifting tea! when i went home i would see whether tea really was less  pleasant to drink without the strainer. there was food too, lots of it. lots of biscuits and cakes and jam  sandwiches. maiguru was offering me the food, but it was difficult to decide  what to take because everything looked so appetising. we did not often  have cake at home. in fact, i remembered having cake only at christmas  time or at easter. at those times babamukuru brought a great zambezi  slab home with him and cut it up in front of our eager eyes, all the children  waiting for him to distribute it. this he did one piece each at a time so that  for days on end, long after the confectionery had lost its freshness, we  would be enraptured. we would spend many blissful moments picking off  and nibbling, first the white coconut and then the pink icing and last the  delicious golden cake itself, nibbling so slowly such little pieces at a time  that we could hardly taste them, but could gloat when everyone else had  finished that we still had some left. biscuits were as much of a treat as  cake, especially when they were dainty, dessert biscuits with cream in the  middle or chocolate on top. jam was another delicacy that appeared only  on festive occasions. maiguru must have guessed my thoughts from the expression on my  face and the way i hesitated to help myself. cordially she invited me to eat  as much as i liked of anything i liked, even if that meant everything. not  wanting my aunt to think me greedy, i had to be more restrained than usual  after that, so i chose one small biscuit that did not even have cream in the  middle and bit into it slowly so that i would not be obliged to take anything  else. this made maiguru anxious. my sweet little aunt, who liked to please,  interpreted my diffidence as her own shortcoming. \u2018did you want mazoe, sisi tambu? or fanta? ginger ale maybe? it is all  there. just say what you want.\u2019 i hastened to reassure her by taking a great gulp of tea. being used to  enamel mugs which warned you when the tea was too hot by burning your  lips before you let the liquid reach your mouth, the boiling tea scalded my  tongue. i was in agony. my eyes watered and my nose too. choking and  spluttering, i deposited my cup shakily back in its saucer. \u2018what are you doing to her, mum? she looks about to burst into tears,\u2019  asked nyasha, bouncing into the living-room, all flour and rich baking  smells. \u2018go and clean yourself up, nyasha. say hello to your cousin,\u2019 instructed  maiguru.5 10 15 20 25 30 35 40 45",
+            "15": "15 0486/13/m/j/14 \u00a9 ucles 2014 [turn over\u2018hello,\u2019 my cousin said cheerfully, half-way across the room. \u2018nyasha!\u2019 maiguru insisted. \u2018i have said hello, before you came out,\u2019 nyasha called, passing out of  the living-room into the depths of the house. \u2018anyway\u2019, she added pointedly,  \u2018i\u2019m going to clean myself up.\u2019 [from chapter 4 ]   explore the ways in which dangarembga makes this moment so amusing and revealing. or \u202020 how does dangarembga movingly portray babamukuru\u2019s generosity and its varying  effects? support your ideas with details from the novel. or 21 y ou are babamukuru. y ou are driving back to umtali having left nyasha in the clinic.   write your thoughts.50",
+            "16": "16 0486/13/m/j/14 \u00a9 ucles 2014anita desai: fasting, \tfeasting either *22 read this extract, and then answer the question that follows it: the ceremony wound on at its own ponderous pace.  he nodded and mumbled something like, \u2018in meerut,\u2019 and disappeared. [from chapter 8 ]   how does desai make this seem such a depressing beginning to uma\u2019s married life?content removed due to copyright restrictions.",
+            "17": "17 0486/13/m/j/14 \u00a9 ucles 2014 [turn overor \u202023 how does desai vividly convey arun\u2019s loneliness when he is in the usa? support your  ideas with details from the novel. or 24 y ou are melanie patton. arun has just found you covered in dirt and vomit lying on the  ground by the swimming hole.   write your thoughts.",
+            "18": "18 0486/13/m/j/14 \u00a9 ucles 2014kiran desai: hullabaloo\tin\tthe\tguava\torchard either *25 read this extract, and then answer the question that follows it: mr chawla ran to sampath\u2019s tree to bring him down. he should really have  been made to descend earlier.   the crowd stood panting in the orchard. [from chapter 25 ]content removed due to copyright restrictions.",
+            "19": "19 0486/13/m/j/14 \u00a9 ucles 2014 [turn over  in what ways does desai make this moment so mysterious and amusing? support your  ideas with details from the writing. or \u202026 \u2018dreadful and chaotic\u2019   \u2018colourful and lively\u2019   in your opinion, which of these is the more accurate description of desai\u2019s portrayal of  shahkot? support your ideas with details from desai\u2019s writing. or 27 y ou are hungry hop. y ou are sitting at home, waiting for the milkman to deliver another  note from pinky.   write your thoughts.",
+            "20": "20 0486/13/m/j/14 \u00a9 ucles 2014george eliot: silas\tmarner either *28 read this extract, and then answer the question that follows it: so, year after year, silas marner had lived in this solitude, his guineas  rising in the iron pot, and his life narrowing and hardening itself more  and more into a mere pulsation of desire and satisfaction that had no  relation to any other being. his life had reduced itself to the mere functions  of weaving and hoarding, without any contemplation of an end towards  which the functions tended. the same sort of process has perhaps  been undergone by wiser men, when they have been cut off from faith  and love\u2014only, instead of a loom and a heap of guineas, they have had  some erudite research, some ingenious project, or some well-knit theory.  strangely marner\u2019s face and figure shrank and bent themselves into a  constant mechanical relation to the objects of his life, so that he produced  the same sort of impression as a handle or a crooked tube, which has  no meaning standing apart. the prominent eyes that used to look trusting  and dreamy, now looked as if they had been made to see only one kind of  thing that was very small, like tiny grain, for which they hunted everywhere:  and he was so withered and yellow, that, though he was not yet forty, the  children always called him \u2018old master marner.\u2019 y et even in this stage of withering a little incident happened, which  showed that the sap of affection was not all gone. it was one of his daily  tasks to fetch his water from a well a couple of fields off, and for this  purpose, ever since he came to raveloe, he had had a brown earthenware  pot, which he held as his most precious utensil, among the very few  conveniences he had granted himself. it had been his companion for  twelve years, always standing on the same spot, always lending its handle  to him in the early morning, so that its form had an expression for him  of willing helpfulness, and the impress of its handle on his palm gave a  satisfaction mingled with that of having the fresh clear water. one day as  he was returning from the well, he stumbled against the step of the stile,  and his brown pot, falling with force against the stones that overarched the  ditch below him, was broken in three pieces. silas picked up the pieces  and carried them home with grief in his heart. the brown pot could never  be of use to him any more, but he stuck the bits together and propped the  ruin in its old place for a memorial. this is the history of silas marner until the fifteenth year after he came  to raveloe. the livelong day he sat in his loom, his ear filled with its  monotony, his eyes bent close down on the slow growth of sameness in  the brownish web, his muscles moving with such even repetition that their  pause seemed almost as much a constraint as the holding of his breath.  but at night came his revelry: at night he closed his shutters, and made  fast his doors, and drew out his gold. long ago the heap of coins had  become too large for the iron pot to hold them, and he had made for them  two thick leather bags, which wasted no room in their resting-place, but  lent themselves flexibly to every corner. how the guineas shone as they  came pouring out of the dark leather mouths! the silver bore no large  proportion in amount to the gold, because the long pieces of linen which  formed his chief work were always partly paid for in gold, and out of the  silver he supplied his own bodily wants, choosing always the shillings and  sixpences to spend in this way. he loved the guineas best, but he would  not change the silver\u2014the crowns and half-crowns that were his own  earnings, begotten by his labour; he loved them all. he spread them out in  heaps and bathed his hands in them; then he counted them and set them 5 10 15 20 25 30 35 40 45 50",
+            "21": "21 0486/13/m/j/14 \u00a9 ucles 2014 [turn overup in regular piles, and felt their rounded outline between his thumb and  fingers, and thought fondly of the guineas that were only half-earned by  the work in his loom, as if they had been unborn children\u2014thought of the  guineas that were coming slowly through the coming years, through all his  life, which spread far away before him, the end quite hidden by countless  days of weaving. no wonder his thoughts were still with his loom and his  money when he made his journeys through the fields and the lanes to  fetch and carry home his work, so that his steps never wandered to the  hedge-banks and the lane-side in search of the once familiar herbs: these  too belonged to the past, from which his life had shrunk away, like a rivulet  that has sunk far down from the grassy fringe of its old breadth into a little  shivering thread, that cuts a groove for itself in the barren sand. [from chapter 2 ]   how does eliot make you feel sorry for silas here? or \u202029 how does eliot make the people of raveloe village come to life for you at two moments  in the novel? support your ideas with details from the writing. (do not use the extract  printed in question 28 in answering this question.) or 30 y ou are godfrey cass. y our brother dunstan\u2019s body has been found in the drained stone- pit.   write your thoughts.55 60",
+            "22": "22 0486/13/m/j/14 \u00a9 ucles 2014susan hill: \ti\u2019m\tthe\tking\tof\tthe\tcastle either *31 read this extract, and then answer the question that follows it: sweat was running down his forehead and into his eyes. he looked up.  the crow kept on coming. he ran. but it wasn\u2019t easy to run down this field, either, because of the tractor  ruts. he began to leap wildly from side to side of them, his legs stretched  as wide as they could go, and for a short time, it seemed that he did go  faster. the crow dived again, and, as it rose, kingshaw felt the tip of its  black wing, beating against his face. he gave a sudden, dry sob. then, his  left foot caught in one of the ruts and he keeled over, going down straight  forwards. he lay with his face in the coarse grass, panting and sobbing by turns,  with the sound of his own blood pumping through his ears. he felt the sun  on the back of his neck, and his ankle was wrenched. but he would be  able to get up. he raised his head, and wiped two fingers across his face.  a streak of blood came off, from where a thistle had scratched him. he got  unsteadily to his feet, taking in deep, desperate breaths of the close air. he  could not see the crow. but when he began to walk forwards again, it rose up from the grass a  little way off, and began to circle and swoop. kingshaw broke into a run,  sobbing and wiping the damp mess of tears and sweat off his face with  one hand. there was a blister on his ankle, rubbed raw by the sandal strap.  the crow was still quite high, soaring easily, to keep pace with him. now,  he had scrambled over the third gate, and he was in the field next to the  one that belonged to warings. he could see the back of the house. he  began to run much faster. this time, he fell and lay completely winded. through the runnels of  sweat and the sticky tufts of his own hair, he could see a figure, looking  down at him from one of the top windows of the house. then, there was a single screech, and the terrible beating of wings, and  the crow swooped down and landed in the middle of his back. kingshaw thought that, in the end, it must have been his screaming that  frightened it off, for he dared not move. he lay and closed his eyes and  felt the claws of the bird, digging into his skin, through the thin shirt, and  began to scream in a queer, gasping sort of way. after a moment or two,  the bird rose. he had expected it to begin pecking at him with his beak,  remembering terrible stories about vultures that went for living people\u2019s  eyes. he could not believe in his own escape. he scrambled up, and ran on, and this time, the crow only hovered  above, though not very high up, and still following him, but silently, and no  longer attempting to swoop down. kingshaw felt his legs go weak beneath  him, as he climbed the last fence, and stood in the place from which he  had started out on his walk, by the edge of the copse. he looked back  fearfully. the crow circled a few times, and then dived into the thick foliage  of the beech trees. kingshaw wiped his face with the back of his hand again. he wanted  to go to his mother. he was trembling all over. but he never did go to her,  he made himself cope alone, he would not go because of a stupid bird.  then his eye caught a quick movement. he looked up. hooper stood in the  window of his bedroom. he watched and watched. [from chapter 3 ]5 10 15 20 25 30 35 40 45",
+            "23": "23 0486/13/m/j/14 \u00a9 ucles 2014 [turn over  explore the ways in which hill vividly conveys kingshaw\u2019s terror here. or \u202032 to what extent does hill make you feel sympathy for mrs kingshaw? support your ideas  with details from the writing. or 33 y ou are kingshaw as you travel to warings for the first time.   write your thoughts.",
+            "24": "24 0486/13/m/j/14 \u00a9 ucles 2014from \tstories\tof\tourselves either *34 read this extract from her first ball (by katherine mansfield), and then answer the  question that follows it: leila put two fingers on laura\u2019s pink velvet cloak, and they were  somehow lifted past the big golden lantern, carried along the passage, and  pushed into the little room marked \u2018ladies\u2019. here the crowd was so great  there was hardly space to take off their things; the noise was deafening.  two benches on either side were stacked high with wraps. two old women  in white aprons ran up and down tossing fresh armfuls. and everybody  was pressing forward trying to get at the little dressing-table and mirror at  the far end. a great quivering jet of gas lighted the ladies\u2019 room. it couldn\u2019t wait; it  was dancing already. when the door opened again and there came a burst  of tuning from the drill hall, it leaped almost to the ceiling. dark girls, fair girls were patting their hair, tying ribbons again, tucking  handkerchiefs down the fronts of their bodies, smoothing marble-white  gloves. and because they were all laughing it seemed to leila that they  were all lovely. \u2018aren\u2019t there any invisible hairpins?\u2019 cried a voice. \u2018how most  extraordinary! i can\u2019t see a single invisible hairpin.\u2019 \u2018powder my back, there\u2019s a darling,\u2019 cried someone else. \u2018but i must have a needle and cotton. i\u2019ve torn simply miles and miles of  the frill,\u2019 wailed a third. then, \u2018pass them along, pass them along!\u2019 the straw basket of  programmes was tossed from arm to arm. darling little pink-and-silver  programmes, with pink pencils and fluffy tassels. leila\u2019s fingers shook as  she took one out of the basket. she wanted to ask someone, \u2018am i meant  to have one too?\u2019 but she had just time to read: \u2018waltz 3. two, two in a  canoe . polka 4. making the feathers fly \u2019, when meg cried, \u2018ready, leila?\u2019  and they pressed their way through the crush in the passage towards the  big double doors of the drill hall. dancing had not begun yet, but the band had stopped tuning, and the  noise was so great it seemed that when it did begin to play it would never  be heard. leila, pressing close to meg, looking over meg\u2019s shoulder, felt  that even the little quivering coloured flags strung across the ceiling were  talking. she quite forgot to be shy; she forgot how in the middle of dressing  she had sat down on the bed with one shoe off and one shoe on and  begged her mother to ring up her cousins and say she couldn\u2019t go after all.  and the rush of longing she had had to be sitting on the veranda of their  forsaken up-country home, listening to the baby owls crying \u2018more pork\u2019  in the moonlight, was changed to a rush of joy so sweet that it was hard  to bear alone. she clutched her fan, and, gazing at the gleaming, golden  floor, the azaleas, the lanterns, the stage at one end with its red carpet  and gilt chairs and the band in a corner, she thought breathlessly, \u2018how  heavenly; how simply heavenly!\u2019 all the girls stood grouped together at one side of the doors, the men  at the other, and the chaperones in dark dresses, smiling rather foolishly,  walked with little careful steps over the polished floor towards the stage. \u2018this is my little country cousin leila. be nice to her. find her partners;  she\u2019s under my wing,\u2019 said meg, going up to one girl after another. strange faces smiled at leila \u2013 sweetly, vaguely. strange voices  answered, \u2018of course, my dear.\u2019 but leila felt the girls didn\u2019t really see her.  they were looking towards the men. why didn\u2019t the men begin? what were 5 10 15 20 25 30 35 40 45 50",
+            "25": "25 0486/13/m/j/14 \u00a9 ucles 2014they waiting for? there they stood, smoothing their gloves, patting their  glossy hair and smiling among themselves. then, quite suddenly, as if  they had only just made up their minds that that was what they had to do,  the men came gliding over the parquet. there was a joyful flutter among  the girls. a tall, fair man flew up to meg, seized her programme, scribbled  something; meg passed him on to leila. \u2018may i have the pleasure?\u2019 he  ducked and smiled. there came a dark man wearing an eyeglass, then  cousin laurie with a friend, and laura with a little freckled fellow whose tie  was crooked. then quite an old man \u2013 fat, with a big bald patch on his head  \u2013 took her programme and murmured, \u2018let me see, let me see!\u2019 and he was  a long time comparing his programme, which looked black with names,  with hers. it seemed to give him so much trouble that leila was ashamed.  \u2018oh, please don\u2019t bother,\u2019 she said eagerly. but instead of replying the fat  man wrote something, glanced at her again. \u2018do i remember this bright  little face?\u2019 he said softly. \u2018is it known to me of yore?\u2019 at that moment the  band began playing; the fat man disappeared. he was tossed away on a  great wave of music that came flying over the gleaming floor, breaking the  groups up into couples, scattering them, sending them spinning \u2026   how does mansfield vividly capture the excitement of the ball here? or \u202035 what does graham greene make you feel about t. in the destructors ? support your  ideas with details from the story. or 36 y ou are sam in the son\u2019s veto . y ou  have just watched sophy\u2019s funeral procession go  past your shop.   write your thoughts.55 60 65",
+            "26": "26 0486/13/m/j/14 \u00a9 ucles 2014blank page",
+            "27": "27 0486/13/m/j/14 \u00a9 ucles 2014blank page",
+            "28": "28 0486/13/m/j/14 \u00a9 ucles 2014blank page copyright acknowledgements: question 1  \u00a9 all my sons. \u00a9 1947, arthur miller. reproduced by permission. all rights reserved. question 16  \u00a9 kevin halligan; the cockroach,  in songs of ourselves ; cambridge university press; 2007. question 19  \u00a9 tsitsi dangarembga; nervous conditions ; ayebia publishing; 1988. question 22  \u00a9 anita desai; fasting, feasting ; reproduced by permission of the author c/o rogers, coleridge & white ltd., 20 powis mews, london w11 1jn. question 25  \u00a9 kiran desai; hullabaloo in the guava orchard ; faber & faber ltd; 1998. question 31  \u00a9 susan hill; i\u2019m the king of the castle ; penguin books ltd; 1989. permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the  publisher will be pleased to make amends at the earliest possible opportunity. cambridge international examinations is part of the cambridge assessment group. cambridge assessment is the brand name of university of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge."
+        },
+        "0486_s14_qp_31.pdf": {
+            "1": "this document consists of 5 printed pages, 3 blank pages and 1 insert. dc (rcl (jda)) 81692/5 \u00a9 ucles 2014 [turn overcambridge international examinations cambridge international general certificate of secondary education *4988566430*literature (english)  0486/31 paper 3 unseen may/june 2014  1 hour 15 minutes no additional materials are required. read these instructions first an answer booklet is provided inside this question paper. y ou should follow the instructions on the front cover  of the answer booklet. if you need additional answer paper ask the invigilator for a continuation booklet. answer either question 1 or question 2. y ou are advised to spend about 20 minutes reading the question paper and planning your answer. both questions in this paper carry equal marks.",
+            "2": "2 0486/31/m/j/14 \u00a9 ucles 2014answer either  question 1 or question 2. either 1 read carefully the poem opposite in which the poet expresses his views on elite athletes, such as  those who compete in the olympic games.  how does the poet make his thoughts and feelings about the athletes so memorable for  you?  to help you answer this question, you might consider:  \u0081 how the poet contrasts the athletes and ordinary people  \u0081 how he conveys our fascination with the athletes  \u0081 how his thoughts develop in the final stanza.",
+            "3": "3 0486/31/m/j/14 \u00a9 ucles 2014 [turn overdignified on grim estates1 at dawn, on college tracks, in rings, in wheelchairs, velodromes2 and pools, while we snore on towards our heart attacks,they will outstrip the bullet and the fax, 3 they will rewrite the body and its rules. athletes who amazed zeus and apollo,4 rivalling their supernatural ease, must make do nowadays with us, who follow,breathless, on a billion tvs.should we believe it\u2019s us they aim to please? the purpose stays essentially the same: to do what\u2019s difficult because they can,to sign in gold an ordinary nameacross the air from georgia to japan, 5 to change the world by mastering a game. the rest of us, left waiting at the start, still celebrate, as those the gods adoretoday stake everybody\u2019s claims for moreby showing life itself becoming art,applauded by a planetary roar \u2014 the gun, the clock, the lens, all testify that those who win take liberties with time:the sprinter\u2019s bow, the vaulter\u2019s farewell climb,the swimmer who escapes her wake, denywhat all the gods insist on, that we die. 1 estates : housing developments 2 velodromes : arenas with tracks for bicycle racing 3 fax : electronic message 4 zeus and apollo : greek gods 5 georgia \u2026 japan : places where the olympic games have been held",
+            "4": "4 0486/31/m/j/14 \u00a9 ucles 2014or 2 read carefully the following extract from a short story about a man, julian, meeting a woman  called julia.  how does the writing vividly convey to you the impact of the meeting on julian? to help you answer this question, you might consider:  \u0081 the way the writer describes the setting and julia  \u0081 the way the writer describes the hawk and julian\u2019s reactions to it  \u0081 the ways in which she conveys to you the intensity of julian\u2019s feelings. there wasn\u2019t a part of him that didn\u2019t leap the instant his eyes first alighted on julia. it was as though she had sprung fully formed from his forehead: julia standing  on the crest of the downs with three counties 1 falling away behind her and her long  hair flying. just moments before he had been dreaming her up, this very woman, as he climbed the chalk path, a little breathless from the gin-soaked night before. he\u2019d summoned her from the depths of his hangover. ta-da! wished her into being. she was everything he desired: her stance, her attitude, everything, right down to the muscular brown calves that emerged from her cut-off blue jeans. the wind came in chaotic gusts that bowled him along the grassy ridge. she  was walking backwards into the wind, staring towards the trees, and she didn\u2019t notice him coming until he was close enough to make her jump. \u201chi,\u201d he called out and as she turned with startled brows he saw that her face  was just as he\u2019d dreamed it, neatly featured and out of a tan skin and dark lashes her eyes an astonishing siamese cat blue. \u201cwhoa, it\u2019s blowy,\u201d he said, amazed he could speak. she nodded and gestured:  \u201clook out,\u201d and as she raised her left arm he noticed her leather gauntlet and he followed her eyes skyward to the bird that was falling, turning and turning, like a heart that had leapt free. it fell, this falcon, and he was transfixed, his was the raptor\u2019s 2 gaze; he was hurling himself straight at her from the heavens. the beat of  its wings was the beat of his blood as it landed on her outstretched arm, claiming her, snatching her wrist with its yellow and black feet, jealously shielding the meat that she gave it beneath a mantle of wing and tail feathers. julian realised that he was out of breath. she laughed at his astonishment. \u201cmanners, lucifer,\u201d she said as it tore the  meat from her. \u201che\u2019s a harris hawk,\u201d she said when he asked. the hawk regarded her with psychopathic eyes. \u201cdon\u2019t be so greedy you rude thing,\u201d she scolded, and julian noticed her shirt  billowing, the sheen of her skin. \u201cand if you don\u2019t hurry up i\u2019ll be late for work.\u201d she held a second morsel, pink and stringy, in the gauntlet. a leather tassel hung from her wrist: the way the hawk stripped the meat made  it jerk about and swing. \u201cwhat\u2019s that you\u2019re feeding him?\u201d\u201cdon\u2019t ask,\u201d she wrinkled her nose in a way that made his heart tender.  perhaps he was dreaming? another mischievous gust revealed a leather belt and above it the momentary distraction of a long narrow stomach, smooth as new brown paper. \u201call the way up here to fly him, and it\u2019s perfect this wind, but he hasn\u2019t caught a  thing to eat for himself this morning.\u201d he listened for clues to her exotic looks in her accent but found none. she  pulled a face at the hawk and it took the cue to fly from her, imperious 3 feathers  rustled, reeling away to the trees. \u201coff we go again,\u201d she said and julian watched the swing of her walk as she ",
+            "5": "5 0486/31/m/j/14 \u00a9 ucles 2014headed for the copse, the loose folds of white shirt gathering at her waist and the  hawk circling overhead. from her belt hung a pouch from which she\u2019d taken the bits of meat. the bag bounced against her hip, the gauntlet was comically large at the end of her slender arm. the hawk landed in a tree and julian found he was holding his breath, arms  stretched out at his sides, waiting for it to fly to her, his every muscle tensed. but julia marched on, and started to lollop 4 and then to jog. as she reached the corner  it hit him as suddenly as waking to the click of fingers. he panicked, unable to think of a thing to shout. he patted his pockets  impotently. all he had on him was the key to his bike lock and a wrap of tobacco. was there nothing he could pretend she\u2019d lost? he watched her disappear around the edge of the trees, hands helplessly hanging at his sides. he ran to the copse, across mounds of grass that left him stumbling, but there was no sign of her. time seemed to slow until he felt like a sleepwalker wending through the undergrowth, brambles snatching, unable to find his way through the trees. the wind dropped and the branches stilled. he stopped, leaned against a tree trunk; through the leaves he could see only crows circling, their callous 5 shouts echoing around the downs. 1 downs with three counties : open, high land with a wide view of the countryside 2 raptor\u2019s : of a bird of prey 3 imperious : arrogant 4 lollop : to walk or run with a clumsy bouncing movement 5 callous : cruel or insensitive",
+            "6": "6 0486/31/m/j/14 \u00a9 ucles 2014blank page",
+            "7": "7 0486/31/m/j/14 \u00a9 ucles 2014blank page",
+            "8": "8 0486/31/m/j/14 \u00a9 ucles 2014copyright acknowledgements: question 1 \u00a9  sean o\u2019brien;  dignified , from sports pages  in not just a game:  sporting poetry ;  five leaves;  2006. question 2  \u00a9  polly sampson;  the man who fell , from the guardian review book of short stories ;  guardian news & media ltd;  2011.      permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the  publisher will be pleased to make amends at the earliest possible opportunity. cambridge international examinations is part of the cambridge assessment group. cambridge assessment is the brand name of unive rsity of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge.blank page"
+        },
+        "0486_s14_qp_32.pdf": {
+            "1": "this document consists of 5 printed pages and 3 blank pages and 1 insert. dc rcl (km) 81694/4 \u00a9 ucles 2014 [turn overcambridge international examinations cambridge international general certificate of secondary education *7763145062*literature (english)  0486/32 paper 3  unseen may/june 2014  1 hour 15 minutes no additional materials are required. read these instructions first an answer booklet is provided inside this question paper. y ou should follow the instructions on the front cover  of the answer booklet. if you need additional answer paper ask the invigilator for a continuation booklet. answer either question 1 or question 2. y ou are advised to spend about 20 minutes reading the question paper and planning your answer. both questions in this paper carry equal marks.",
+            "2": "2 0486/32/m/j/14 \u00a9 ucles 2014answer either  question 1 or question 2. either 1 read carefully the poem opposite about the building and lighting of a bonfire. (a bonfire is a large  open-air fire built to destroy rubbish and garden waste.)  how does the poet convey to you such vivid impressions of the bonfire? to help you answer this question, you might consider: \u0081 how the poet portrays the difficulties of lighting the bonfire  \u0081 how he describes the changes in the bonfire  \u0081 how he creates such disturbing images of the fire in the final stanza.",
+            "3": "3 0486/32/m/j/14 \u00a9 ucles 2014 [turn overthe bonfire day by day, day after day, we fed it with straw, mown grass, shavings, shaken weeds,the huge flat leaves of umbrella plants, old spoilleft by the builders, combustible; yet itcoughed fitfully at the touch of a match,flared briefly, spat flame through a few dry seedslike a chain of fireworks, then slumped back to the soilsmouldering and smoky, leaving us to watch only a heavy grey mantle without fire. this glum construction seemed choked at heart,the coils of newspaper burrowed into its hulkled our small flames into the middle of nowhere,never touching its centre, sodden with rot.ritual petrol 1 sprinklings wouldn\u2019t make it start but swerved and vanished over its squat brown bulk,still heavily sullen, grimly determined not to do away with itself. a whiff of smoke hung over it as over a volcano.until one night, late, when we heard outsidea crackling roar, and saw the far field looklike a gehenna 2 claiming its due dead. the beacon beckoned, fierily aglowwith days of waiting, hiding deep insideits bided time, ravenous to be fed. 1 petrol : gasoline, a type of fuel 2 gehenna : fiery biblical hell",
+            "4": "4 0486/32/m/j/14 \u00a9 ucles 2014or 2 read carefully the following extract from a short story about a canadian teenager, miriam, eating  her breakfast and observing passers-by while her parents are still in bed.  what do you find entertaining about the ways in which the writing portrays miriam? to help you answer this question, you might consider:  \u0081 how the writer portrays miriam\u2019s attitude towards her parents  \u0081 how she makes miriam\u2019s reported conversations with them so revealing  \u0081 how she makes miriam\u2019s thoughts and feelings so amusing. miriam sits in her favourite spot, the breakfast nook overlooking the ravine. her dad\u2019s  birdwatching binoculars are nearby in case anything interesting happens, but so far today it\u2019s only the usual. joggers go past; there\u2019s an old man asleep under a bush. dogs scrabble in the leaves. miriam likes to get up before everyone else and have her breakfast early, so  she can think in peace. so she doesn\u2019t have to listen to her parents dumping on her with their version of how she should spend her day. is your math done yet? what  about your french? isn\u2019t that the third movie you\u2019ve been to this week? why can\u2019t marjilane come over here to do her homework, why does it have to be the kaffay nwar 1 at two-fifty for a lousy cappucino? well, if that\u2019s how you want to waste your  allowance2 i suppose it\u2019s your own business. each one of them has a long list of the chores their own parents made them do  when they were her age. not that she believes they ever were her age. they were born exactly the way they are now, dad bald at the top and mom into the hide-your-grey rinses, and both of them with bad feet. at your age i used to dust the whole  house, top to bottom. and i mowed the lawn. but mom, bettina does the dusting and green pastures mows the lawn, so what do you want from me? maybe i could scrub the sidewalk? hey, i know, give me some matches and i can be the little match girl and be really virtuous and freeze to death! that\u2019s enough out of you, young lady, at your age i would have been sent to my  room for talking back in that snippy way. oh cool, snippy! oh, i am devastated! i am boulevers\u00e9e, 3 i am ecras\u00e9e! 4 call  me a geek, call me a turkey, but don\u2019t call me snippy! how about calling me louche? 5  at least it has a certain je ne sais quoi, n\u2019est-ce pas, mon petit crapaud? 6 fred, what\u2019s she saying?serves us right for sending her to that snotty school. an arm and a leg and  what do you get? a kid you can\u2019t understand! these conversations don\u2019t usually take place out loud. miriam can just hear  them going on and on, inside everybody\u2019s head. sometimes she thinks her parents aren\u2019t her real parents at all. sometimes she thinks her mother was impregnated by aliens but can\u2019t remember anything about it because she was unconscious at the time. miriam saw a movie like that once. she\u2019s eating her favourite breakfast, a big piece of the apple pie she made last  night. she likes making pies; it\u2019s kind of a creative process. she taught herself to do it out of her grandmother\u2019s old cookbook, because the only recipe her mother knows is let\u2019s go out for italian . that\u2019s one thing her mother approves of anyway  \u2013 miri am\u2019s pies. or she sort of approves of them. look at the mess in this kitchen,  who\u2019s going to clean it up, and let me tell you in advance that bettina is not the answer . though she doesn\u2019t approve of miriam eating the pies for breakfast. when  i was your age i had to eat a proper breakfast . oatmeal porridge, every day. even in  summer . miriam happens to believe that this is a lie; even in the past, nobody could  be that gross.",
+            "5": "5 0486/32/m/j/14 \u00a9 ucles 2014she thinks maybe she\u2019ll get a tattoo, like her friend marjilane. a tattoo, or else a  belly-button ring. she\u2019s saving up. down in the ravine the joggers go past; pathetic, most of them. middle-aged  guys with earbuds7 stuck in their ears, they think they\u2019re so cool. trying to work off  the flab. at least her dad doesn\u2019t do that. make a spectacle of himself in those lime- green spandex bicycle shorts, it\u2019s almost the same as walking around naked, all the bulgy parts showing. she\u2019d die of embarrassment. 1 kaffay nwar : exaggerated french pronunciation of \u2018caf\u00e9 noir\u2019 2 allowance : pocket money 3 boulevers\u00e9e : astounded (french) 4 ecras\u00e9e : crushed (french) 5 louche : disreputable, shifty (french) 6  je ne sais quoi, n\u2019est-ce pas, mon petit crapaud? : indefinable  something, hasn\u2019t it, my little toad? (french) 7  earbuds : in-ear headphones",
+            "6": "6 0486/32/m/j/14 \u00a9 ucles 2014blank page",
+            "7": "7 0486/32/m/j/14 \u00a9 ucles 2014blank page",
+            "8": "8 0486/32/m/j/14 \u00a9 ucles 2014copyright acknowledgements: question 1 \u00a9  anthony thwaite;  the bonfire , from ed. m t p benton;  poetry workshop  ;  hodder & stoughton;  1975.      question 2  \u00a9  margaret attwood;  underbrush man , in guardian review book of short stories ;  guardian news & media ltd;  2011.  permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the  publisher will be pleased to make amends at the earliest possible opportunity. cambridge international examinations is part of the cambridge assessment group. cambridge assessment is the brand name of unive rsity of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge.blank page"
+        },
+        "0486_s14_qp_33.pdf": {
+            "1": "this document consists of 5 printed pages, 3 blank pages and 1 insert. dc rcl (km) 81697/3 \u00a9 ucles 2014 [turn overcambridge international examinations cambridge international general certificate of secondary education *6067447758*literature (english)  0486/33 paper 3  unseen may/june 2014  1 hour 15 minutes no additional materials are required. read these instructions first an answer booklet is provided inside this question paper. y ou should follow the instructions on the front cover  of the answer booklet. if you need additional answer paper ask the invigilator for a continuation booklet. answer either question 1 or question 2. y ou are advised to spend about 20 minutes reading the question paper and planning your answer. both questions in this paper carry equal marks.",
+            "2": "2 0486/33/m/j/14 \u00a9 ucles 2014answer either  question 1 or question 2. either 1 read carefully the poem opposite. the poet remembers a place by a river and a time which was  special to her.  how does the writing make the scene so vivid for you? to help you answer this question, you might consider:  \u0081 the images of the scene the poet creates  \u0081 how she conveys the impact of the place upon her  \u0081 how her thoughts and feelings develop.",
+            "3": "3 0486/33/m/j/14 \u00a9 ucles 2014 [turn overat blake\u2019s lock 1 i had forgotten the river, its sound and its waterfall,the green of it; forgotten the launching of birds, the heron\u2019s   2 plastic watchfulness, its only movement an eye, a feather-flick; forgotten the reachof trees, their branch-dipping offerings and tang of pillow-soft leaves;forgotten the sun\u2019s marbling, its mirror-darts of quiet, secret dreams; forgottenthe scoop of oars, glide and scull 3 of boats; how we closed our eyes,white-blinded by the sky, but could still see; how time rested on a blade edge,unblemished, cloud-light. at blake\u2019s lock i remembered these weir  4-real things, and the rush of them, and you. 1 lock  : gated section of a river 2 heron  : wading bird that hunts fish 3 scull : being rowed with small oars 4 weir : low dam across a river",
+            "4": "4 0486/33/m/j/14 \u00a9 ucles 2014or 2 read carefully the following extract from a short story. alfred, a teenager, has been caught stealing  from his employer, sam carr. his mother has just persuaded mr carr not to call the police.  how does the writing make this such a powerful and significant moment for alfred? to help you answer this question, you might consider:  \u0081 how the writer conveys the mother\u2019s feelings  \u0081 how he portrays alfred\u2019s changing response to his mother  \u0081 how the writing conveys the overall impact of the experience on alfred. the mother and son walked along the street together, and the mother was  taking a long, firm stride as she looked ahead with her stern face full of worry. alfred was afraid to speak to her, he was afraid of the silence that was between them, so he only looked ahead too, for the excitement and relief was still pretty strong in him; but in a little while, going along like that in silence made him terribly aware of the strength and the sternness in her; he began to wonder what she was thinking of as she stared ahead so grimly; she seemed to have forgotten that he walked beside her; so when they were passing under the sixth avenue elevated 1 and the rumble of  the train seemed to break the silence, he said in his old, blustering way, \u2018thank god it turned out like that. i certainly won\u2019t get in a jam like that again.\u2019 \u2018be quiet. don\u2019t speak to me. y ou\u2019ve disgraced me again and again,\u2019 she said  bitterly. \u2018that\u2019s the last time. that\u2019s all i\u2019m saying.\u2019\u2018have the decency to be quiet,\u2019 she snapped. they kept on their way, looking  straight ahead. when they were at home and his mother took off her coat, alfred saw that she  was really only half-dressed, and she made him feel afraid again when she said, without even looking at him, \u2018y ou\u2019re a bad lot. god forgive you. it\u2019s one thing after another and always has been. why do you stand there stupidly? go to bed, why don\u2019t you?\u2019 when he was going, she said, \u2018i\u2019m going to make myself a cup of tea. mind, now, not a word about tonight to your father.\u2019 while alfred was undressing in his bedroom, he heard his mother moving  around the kitchen. she filled the kettle and put it on the stove. she moved a chair. and as he listened there was no shame in him, just wonder and a kind of admiration of her strength and repose. he could still see sam carr nodding his head encouragingly to her; he could hear her talking simply and earnestly, and as he sat on his bed he felt a pride in her strength. \u2018she certainly was smooth,\u2019 he thought. \u2018gee, i\u2019d like to tell her she sounded swell.\u2019 and at last he got up and went along to the kitchen, and when he was at the  door he saw his mother pouring herself a cup of tea. he watched and he didn\u2019t move. her face, as she sat there, was a frightened, broken face utterly unlike the face of the woman who had been so assured a little while ago in the drugstore. 2  when she reached out and lifted the kettle to pour hot water in her cup, her hand trembled and the water splashed on the stove. leaning back in the chair, she sighed and lifted the cup to her lips, and her lips were groping loosely as if they would never reach the cup. she swallowed the hot tea eagerly, and then she straightened up in relief, though her hand holding the cup still trembled. she looked very old. it seemed to alfred that this was the way it had been every time he had been  in trouble before, that this trembling had really been in her as she hurried out half-dressed to the drugstore. now he felt all that his mother had been thinking of as they walked along the street together a little while ago. he watched his mother, and he never spoke, but at that moment his youth seemed to be over; he knew all the years ",
+            "5": "5 0486/33/m/j/14 \u00a9 ucles 2014of her life by the way her hand trembled as she raised the cup to her lips. it seemed  to him that this was the first time he had ever looked upon his mother. 1  sixth avenue elevated  : a railway line in new y ork which runs above street level 2 drugstore  : a chemist\u2019s and general store",
+            "6": "6 0486/33/m/j/14 \u00a9 ucles 2014blank page",
+            "7": "7 0486/33/m/j/14 \u00a9 ucles 2014blank page",
+            "8": "8 0486/33/m/j/14 \u00a9 ucles 2014copyright acknowledgements: question 1 \u00a9  claire dyer;  at blake\u2019s lock , from reading poetry, an anthology ;  two rivers press;  2011. question 2   \u00a9  ed. angela macmillan;  morley callaghan;  all the y ears of her life , from a little aloud  ;  published by chatto & windus.  reprinted by permission  of the random house group ltd;  2010.      permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the  publisher will be pleased to make amends at the earliest possible opportunity. cambridge international examinations is part of the cambridge assessment group. cambridge assessment is the brand name of unive rsity of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge.blank page"
+        },
+        "0486_s14_qp_41.pdf": {
+            "1": "this document consists of 26 printed pages, 2 blank pages and 1 insert. dc (st) 103137 \u00a9 ucles 2014 [turn overcambridge international examinations cambridge international general certificate of secondary education * 6 2 7 9 5 6 2 9 2 3 *literature (english)  0486/41 paper 4 may/june 2014  2 hours 15 minutes no additional materials are required. read these instructions first an answer booklet is provided inside this question paper. y ou should follow the instructions on the front cover  of the answer booklet. if you need additional answer paper ask the invigilator for a continuation booklet. answer three  questions: one question from section a, one question from section b, and one question from  section c. answer at least one passage-based question (marked *) and at least one essay question (marked \u2020). all questions in this paper carry equal marks.",
+            "2": "2 0486/41/m/j/14 \u00a9 ucles 2014blank page",
+            "3": "3 0486/41/m/j/14 \u00a9 ucles 2014 [turn overcontents section a: drama text\t question \t numbers\t page[s] arthur miller: all my sons        *1, \u20202, 3 pages 4\u20135 wiliiam shakespeare: julius caesar        *4, \u20205, 6 pages 6\u20137 wiliiam shakespeare: the tempest        *7, \u20208, 9 pages 8\u20139 oscar wilde: the importance of being earnest  *10, \u202011, 12 pages 10\u201311 section b: poetry text\t question \t numbers\t page[s] thomas hardy: selected  poems  *13, \u202014, \u202015 pages 12\u201313 songs of ourselves : from part 4 *16, \u202017, \u202018 pages 14\u201315 section c: prose text\t question \t numbers\t page[s] tsitsi dangarembga: nervous conditions  *19, \u202020, 21 pages 16\u201317 anita desai: fasting, feasting  *22, \u202023, 24 pages 18\u201319 kiran desai: hullabaloo in the guava orchard  *25, \u202026, 27 pages 20\u201321 george eliot: silas marner  *28, \u202029, 30 pages 22\u201323 susan hill: i\u2019m the king of the castle  *31, \u202032, 33 pages 24\u201325 from stories of ourselves  *34, \u202035, 36 pages 26\u201327",
+            "4": "4 0486/41/m/j/14 \u00a9 ucles 2014section a: drama arthur miller: all\tmy\tsons either *1 read this extract, and then answer the question that follows it: ann: y ou\u2019re not so dumb, joe. content removed due to copyright restrictions.",
+            "5": "5 0486/41/m/j/14 \u00a9 ucles 2014 [turn overkeller:  right again.  [from act 2 ]   explore the ways in which miller reveals the thoughts of the characters at this moment in  the play so dramatically. or \u20202 how far do you think miller suggests that kate keller is a bad mother and a bad wife?  support your ideas with details from the writing. or 3 y ou are chris. ann deever is coming to stay.   write your thoughts.content removed due to copyright restrictions.",
+            "6": "6 0486/41/m/j/14 \u00a9 ucles 20145 10 15 20 25 30 35 40 45william shakespeare:  julius\tcaesar either *4 read this extract, and then answer the question that follows it: cassius:  why, now, blow wind, swell billow, and swim bark!  the storm is up, and all is on the hazard. brutus:  ho, lucilius! hark, a word with you. lucilius:  my lord.  [brutus and lucilius converse apart . cassius:  messala. messala:   what says my general? cassius:   messala,  this is my birth-day; as this very day  was cassius born. give me thy hand messala,  be thou my witness that against my will,  as pompey was, am i compell\u2019d to set  upon one battle all our liberties.  y ou know that i held epicurus strong,  and his opinion; now i change my mind,  and partly credit things that do presage.  coming from sardis, on our former ensign  two mighty eagles fell; and there they perch\u2019d,  gorging and feeding from our soldiers\u2019 hands,  who to philippi here consorted us.  this morning are they fled away and gone,  and in their steads do ravens, crows, and kites,  fly o\u2019er our heads and downward look on us  as we were sickly prey. their shadows seem  a canopy most fatal, under which  our army lies, ready to give up the ghost. messala:  believe not so. cassius:   i but believe it partly;  for i am fresh of spirit and resolv\u2019d  to meet all perils very constantly. brutus:  even so, lucilius. cassius:   now, most noble brutus,  the gods to-day stand friendly, that we may,  lovers in peace, lead on our days to age!  but, since the affairs of men rest still in-certain,  let\u2019s reason with the worst that may befall.  if we do lose this battle, then is this  the very last time we shall speak together.  what are you then determined to do? brutus:  even by the rule of that philosophy  by which i did blame cato for the death  which he did give himself \u2013 i know not how,  but i do find it cowardly and vile,  for fear of what might fall, so to prevent  the time of life \u2013 arming myself with patience  to stay the providence of some high powers  that govern us below. cassius:   then, if we lose this battle,",
+            "7": "7 0486/41/m/j/14 \u00a9 ucles 2014 [turn over50 55 60 65 y ou are contented to be led in triumph  thorough the streets of rome? brutus:  no, cassius, no. think not, thou noble roman,  that ever brutus will go bound to rome;  he bears too great a mind. but this same day  must end that work the ides of march begun,  and whether we shall meet again i know not.  therefore our everlasting farewell take:  for ever and for ever farewell, cassius!  if we do meet again, why, we shall smile;  if not, why then this parting was well made. cassius:  for ever and for ever farewell, brutus!  if we do meet again, we\u2019ll smile indeed;  if not, \u2019tis true this parting was well made. brutus:  why then, lead on. o that a man might know  the end of this day\u2019s business ere it come!  but it sufficeth that the day will end,  and then the end is known. come, ho! away!  [exeunt .   [from act 5 scene 1 ]   how does shakespeare create sympathy for cassius at this moment in the play? or \u20205 brutus says \u2018antony is but a limb of caesar\u2019. how does shakespeare make it clear to you  that there is more to antony than brutus thinks? support your ideas with details from the  play. or 6 y ou are portia. y ou have just sent lucius to the capitol to find out what is happening.   write your thoughts.",
+            "8": "8 0486/41/m/j/14 \u00a9 ucles 20145 10 15 20 25 30 35 40 45william shakespeare: \tthe\ttempes t either *7 read this extract, and then answer the question that follows it: ferdinand:  where should this music be? i\u2019th\u2019 air or th\u2019earth?  it sounds no more; and sure it waits upon  some god o\u2019th\u2019 island. sitting on a bank,  weeping again the king my father\u2019s wreck,  this music crept by me upon the waters,  allaying both their fury and my passion  with its sweet air. thence i have followed it\u2014  or it hath drawn me rather. but \u2019tis gone.  no, it begins again. song ariel:   full fathom five thy father lies.    of his bones are coral made;   those are pearls that were his eyes;    nothing of him that doth fade   but doth suffer a sea-change   into something rich and strange.    sea-nymphs hourly ring his knell: spirits:  [within ] ding dong. ariel:  hark, now i hear them. spirits:  [within ] ding-dong bell. [ etc.] ferdinand:  the ditty does remember my drowned father.  this is no mortal business, nor no sound  that the earth owes.  [music ]   i hear it now above me. prospero:  [to miranda ]  the fring\u00e8d curtains of thine eye advance,  and say what thou seest yon. miranda:   what is\u2019t? a spirit?  lord, how it looks about! believe me, sir,  it carries a brave form. but \u2019tis a spirit. prospero:  no, wench, it eats and sleeps, and hath such senses  as we have, such. this gallant which thou seest  was in the wreck, and but he\u2019s something stained  with grief, that\u2019s beauty\u2019s canker, thou mightst call him  a goodly person. he hath lost his fellows,  and strays about to find \u2019em. miranda:   i might call him  a thing divine, for nothing natural  i ever saw so noble. prospero:  [aside ] it goes on, i see,  as my soul prompts it. [ to ariel ] spirit, fine spirit, i\u2019ll free thee  within two days for this. ferdinand:  [aside ] most sure the goddess  on whom these airs attend. [ to miranda ] vouchsafe my prayer  may know if you remain upon this island,  and that you will some good instruction give",
+            "9": "9 0486/41/m/j/14 \u00a9 ucles 2014 [turn over50 55 60 65 70 how i may bear me here. my prime request,  which i do last pronounce, is\u2014o you wonder\u2014  if you be maid or no? miranda:    no wonder, sir; but certainly a maid. ferdinand:    my language? heavens! i am the best of them that speak this speech,   were i but where \u2019tis spoken. prospero:    how? the best? what wert thou, if the king of naples heard thee? ferdinand:  a single thing, as i am now that wonders  to hear thee speak of naples. he does hear me,  and that he does i weep. myself am naples,  who with mine eyes, never since at ebb, beheld  the king my father wrecked. miranda:   alack, for mercy! ferdinand:  y es, faith, and all his lords, the duke of milan  and his brave son being twain. prospero:  [aside ] the duke of milan  and his more braver daughter could control thee,  if now \u2019twere fit to do\u2019t. at the first sight  they have changed eyes.\u2014delicate ariel,  i\u2019ll set thee free for this. [ to ferdinand  ] a word, good sir.  i fear you have done yourself some wrong. a word. [from act 1 scene 2 ]   explore the ways in which shakespeare makes this such a dramatic and moving moment  in the play. or \u20208 do you feel that justice has been done by the end of the play? support your ideas with  details from shakespeare\u2019s writing. or 9 y ou are trinculo. caliban has been persuading you and stephano to kill prospero and  take over the island. y ou hear some mysterious music, and set off to try and find where it  is coming from.   write your thoughts.",
+            "10": "10 0486/41/m/j/14 \u00a9 ucles 20145 10 15 20 25 30 35 40oscar wilde: the\timportance\tof\tbeing\tearnest either *10 read this extract, and then answer the question that follows it: merriman:  the dog-cart is at the door, sir.   [algernon looks appealingly at cecily . cecily:  it can wait, merriman \u2026 for \u2026 five minutes. merriman:  y es, miss.  [exit merriman . algernon:  i hope, cecily, i shall not offend you if i state quite frankly and openly that  you seem to me to be in every way the visible personification of absolute  perfection. cecily:  i think your frankness does you great credit, ernest. if you will allow me, i  will copy your remarks into my diary.   [goes over to table and begins writing in diary. algernon:  do you really keep a diary? i\u2019d give anything to look at it. may i? cecily:  oh, no! [ puts her hand over it .] y ou see, it is simply a very young girl\u2019s  record of her own thoughts and impressions and consequently meant for  publication. when it appears in volume form i hope you will order a copy.  but pray, ernest, don\u2019t stop. i delight in taking down from dictation. i have  reached \u201cabsolute perfection.\u201d y ou can go on. i am quite ready for more. algernon:  [somewhat taken aback .] ahem! ahem! cecily:  oh, don\u2019t cough, ernest. when one is dictating one should speak fluently  and not cough. besides, i don\u2019t know how to spell a cough.   [writes as algernon speaks. algernon:  [speaking very rapidly .] cecily, ever since i first looked upon your wonderful  and incomparable beauty, i have dared to love you wildly, passionately,  devotedly, hopelessly. cecily:  i don\u2019t think that you should tell me that you love me wildly, passionately,  devotedly, hopelessly. hopelessly doesn\u2019t seem to make much sense,  does it? algernon:  cecily!  [enter merriman .] merriman:  the dog-cart is waiting, sir. algernon:  tell it to come round next week, at the same hour. merriman:  [looks at cecily, who makes no sign .] y es, sir.   [merriman retires . cecily:  uncle jack would be very much annoyed if he knew you were staying on  till next week, at the same hour. algernon:  oh, i don\u2019t care about jack. i don\u2019t care for anybody in the whole world but  you. i love you, cecily. y ou will marry me, won\u2019t you? cecily:  y ou silly boy! of course! why, we have been engaged for the last three  months. algernon:  for the last three months? cecily:  y es, it will be exactly three months on thursday. algernon:  but how did we become engaged? cecily:  well, ever since dear uncle jack first confessed to us that he had a  younger brother who was very wicked and bad, you of course have formed ",
+            "11": "11 0486/41/m/j/14 \u00a9 ucles 2014 [turn overthe chief topic of conversation between myself and miss prism. and of  course a man who is much talked about is always very attractive. one feels  there must be something in him, after all. i dare say it was foolish of me,  but i fell in love with you, ernest. algernon:  darling! and when was the engagement actually settled? cecily:  on the 14th of february last. worn out by your entire ignorance of my  existence, i determined to end the matter one way or the other, and after a  long struggle with myself i accepted you under this dear old tree here. the  next day i bought this little ring in your name, and this is the little bangle  with the true lover\u2019s knot i promised you always to wear. algernon:  did i give you this? it\u2019s very pretty, isn\u2019t it? cecily:  y es, you\u2019ve wonderfully good taste, ernest. it\u2019s the excuse i\u2019ve always  given for your leading such a bad life. and this is the box in which i keep all  your dear letters.  [kneels at table, opens box, and produces letters tied up with blue ribbon . algernon:  my letters! but, my own sweet cecily, i have never written you any letters. cecily:  y ou need hardly remind me of that, ernest. i remember only too well that i  was forced to write your letters for you. i wrote always three times a week,  and sometimes oftener. algernon:  oh, do let me read them, cecily! cecily:  oh, i couldn\u2019t possibly. they would make you far too conceited. [ replaces  box.] the three you wrote me after i had broken off the engagement are  so beautiful, and so badly spelled, that even now i can hardly read them  without crying a little. algernon:  but was our engagement ever broken off? cecily:  of course it was. on the 22nd of last march. y ou can see the entry if you  like. [ shows diary .] \u201cto-day i broke off my engagement with ernest. i feel it  is better do so. the weather still continues charming.\u201d algernon:  but why on earth did you break it off? what had i done? i had done  nothing at all. cecily, i am very much hurt indeed to hear you broke it off.  particularly when the weather was so charming. cecily:  it would hardly have been a really serious engagement if it hadn\u2019t been  broken off at least once. but i forgave you before the week was out. algernon:  [crossing to her, and kneeling .] what a perfect angel you are, cecily! [from act 2 ]   how does wilde make this proposal of marriage such a hilarious moment in the play? or \u202011 how does wilde make the way jack worthing has to live his life so comically complicated?  support your ideas with details from the writing. or 12 y ou are gwendolen. y ou are being taken home by your mother after she has rejected  jack worthing as a possible son- in-law.   write your thoughts.45 50 55 60 65 70 75",
+            "12": "12 0486/41/m/j/14 \u00a9 ucles 20145 10 15 20 25section b: poetry thomas hardy:  selected\tpoems either *13 read this poem, and then answer the question that follows it: the convergence of the twain (lines on the loss of the \u2018titanic\u2019  ) i     in a solitude of the sea     deep from human vanity, and the pride of life that planned her, stilly couches she. ii     steel chambers, late the pyres     of her salamandrine fires, cold currents thrid, and turn to rhythmic tidal lyres. iii     over the mirrors meant     to glass the opulent the sea-worm crawls \u2013 grotesque, slimed, dumb, indifferent. iv     jewels in joy designed     to ravish the sensuous mind lie lightless, all their sparkles bleared and black and blind. v     dim moon-eyed fishes near     gaze at the gilded gear and query: \u2018what does this vaingloriousness down here?\u2019 \u2026 vi     well: while was fashioning     this creature of cleaving wing, the immanent will that stirs and urges everything vii     prepared a sinister mate     for her \u2013 so gaily great \u2013 a shape of ice, for the time far and dissociate. viii     and as the smart ship grew     in stature, grace, and hue, in shadowy silent distance grew the iceberg too. ix     alien they seemed to be:     no mortal eye could see the intimate welding of their later history,",
+            "13": "13 0486/41/m/j/14 \u00a9 ucles 2014 [turn over30x     or sign that they were bent     by paths coincident on being anon twin halves of one august event, xi     till the spinner of the y ears     said \u2018now!\u2019 and each one hears, and consummation comes, and jars two hemispheres.   how does hardy make this poem so powerfully dramatic? or \u202014 explore the ways in which hardy portrays hopeless love in the pine planters . or \u202015 how does hardy make the situations of either  drummer hodge in drummer hodge  or  the people in no buyers: a street scene  so moving  ?",
+            "14": "14 0486/41/m/j/14 \u00a9 ucles 20145 10 15 20 25 30 35songs\tof\tourselves:  from part 4 either *16 read this poem, and then answer the question that follows it: the city planners cruising these residential sunday streets in dry august sunlight: what offends us is the sanities: the houses in pedantic rows, the planted sanitary trees, assert levelness of surface like a rebuke to the dent in our car door. no shouting here, or shatter of glass; nothing more abrupt than the rational whine of a power mower cutting a straight swath in the discouraged grass. but though the driveways neatly sidestep hysteria by being even, the roofs all display the same slant of avoidance to the hot sky, certain things: the smell of spilt oil a faint sickness lingering in the garages, a splash of paint on brick surprising as a bruise, a plastic hose poised in a vicious coil; even the too-fixed stare of the wide windows give momentary access to the landscape behind or under the future cracks in the plaster when the houses, capsized, will slide obliquely into the clay seas, gradual as glaciers that right now nobody notices. that is where the city planners with the insane faces of political conspirators are scattered over unsurveyed territories, concealed from each other, each in his own private blizzard; guessing directions, they sketch transitory lines rigid as wooden borders on a wall in the white vanishing air tracing the panic of suburb order in a bland madness of snows. (by margaret atwood )",
+            "15": "15 0486/41/m/j/14 \u00a9 ucles 2014 [turn over  explore how atwood makes this poem so disturbing. or \u202017 how does edwin muir vividly convey memories of childhood in horses ? or \u202018 explore the ways in which the poets use words and phrases to create striking effects in  pied beauty  (by gerard manley hopkins) and a birthday  (by christina rossetti).",
+            "16": "16 0486/41/m/j/14 \u00a9 ucles 20145 10 15 20 25 30 35 40section c: prose tsitsi dangarembga:  nervous\tconditions either *19 read this extract, and then answer the question that follows it: y es, i was very irritable on that occasion, the occasion of my uncle\u2019s  return, which should have been for me, as it was for everyone else, a  sublime occasion. it was spoiled for me because i could not help thinking  that had i been allowed, had i been able to welcome babamukuru at  the airport, i would have been there too, with nhamo and my cousins,  rejoicing, re-establishing the relationship that had been cut off when my  cousins went away. not going to the airport, not being able to resume my  relationships with my cousins, these events coalesced formlessly in my  mind to an incipient understanding of the burdens my mother had talked  of. whereas before i had believed with childish confidence that burdens  were only burdens in so far as you chose to bear them, now i began to  see that the disappointing events surrounding babamukuru\u2019s return were  serious consequences of the same general laws that had almost brought  my education to an abrupt, predictable end. it was frightening. i did not  want my life to be predicted by such improper relations. i decided i would  just have to make up my mind not to let it happen. curling my lip at nhamo  and my cousins, i departed, flouncing surlily, pointedly, out of the house  to the kitchen; there, thrusting a log into the hearth so viciously that the  three-legged pot that on normal days contained sadza , but today was full  of meat, splashed half its juices into the embers. a piece of meat fell out too. i picked it out of the ashes and ate it, and  then felt sick because i was still thinking about nhamo and the cousins,  and being cross with nhamo for excluding me from their circle in spite of  the fact that i did not approve of any of them. i considered the situation.  had i approved of my cousins before they went to england? most definitely  i had; i had loved them. when they visited the homestead we had played  long, exciting games. why did i no longer like them? i could not be sure.  did i like anybody? what about babamukuru? had the change to do with  me or had it to do with them? these were complex, dangerous thoughts  that i was stirring up, not the kind that you can ponder safely but the kind  that become autonomous and malignant if you let them. if i continued in  this way, i would soon be itching to beat nhamo up because his smirking  had brought the matter to a head. but i could not have the satisfaction  of indulging my frustration in this way. nhamo and i had stopped beating  each other up a long time ago, at the time that i went back to school, more  because we had developed so differently that we no longer had enough  common ground in which to fight, than out of mutual respect or affection.  besides, i was reluctantly aware that beating up nhamo would not help;  my discontent had to do with more than my brother\u2019s annoying manners.  sensing how unwise it was to think too deeply about these things in case  i manoeuvred myself into a blind alley at the end of which i would have to  confront unconfrontable issues, i busied myself with housework. [from chapter 3 ]",
+            "17": "17 0486/41/m/j/14 \u00a9 ucles 2014 [turn over  explore the ways in which dangarembga vividly conveys tambu\u2019s conflicting feelings at  this moment in the novel. or \u202020 how does dangarembga vividly convey similarities between tambu and nyasha?  support your ideas with details from the writing. or 21 y ou are jeremiah. babamukuru has just praised you for mending the thatch over the  kitchen.   write your thoughts.",
+            "18": "18 0486/41/m/j/14 \u00a9 ucles 2014anita desai:  fasting, \tfeasting either *22 read this extract, and then answer the question that follows it: then mother agnes came round the corner and down the passage,  walking in long, rustling strides towards her.  content removed due to copyright restrictions.",
+            "19": "19 0486/41/m/j/14 \u00a9 ucles 2014 [turn overi always said don\u2019t send them to a convent school. keep them  at home, i said \u2013 but who listened? and now \u2013 !\u2019 [from chapter 3 ]   how does desai make you sympathise with uma at this moment in the novel? or \u202023 explore the ways in which desai makes any two moments in the novel particularly  amusing for you. (do not use the extract printed in question 22 in answering this  question.) or 24 y ou are mrs patton. arun has just left to go back to the dorm.   write your thoughts.content removed due to copyright restrictions.",
+            "20": "20 0486/41/m/j/14 \u00a9 ucles 2014kiran desai:  hullabaloo\tin\tthe\tguava\torchard either *25 read this extract, and then answer the question that follows it: at this everyone nodded their heads.  the spy thought late into the night. [from chapter 10 ]content removed due to copyright restrictions.",
+            "21": "21 0486/41/m/j/14 \u00a9 ucles 2014 [turn over  in what ways does desai make this moment in the novel both magical and ridiculous?  support your ideas with details from the writing. or \u202026 how do you think desai makes sampath so likeable even though he is so useless and  lazy? support your ideas with details from the writing. or 27 y ou are pinky. y ou have just heard about sampath\u2019s behaviour at the wedding party.   write your thoughts.",
+            "22": "22 0486/41/m/j/14 \u00a9 ucles 20145 10 15 20 25 30 35 40 45 50george eliot: \tsilas\tmarner either *28 read this extract, and then answer the question that follows it: when marner\u2019s sensibility returned, he continued the action which  had been arrested, and closed his door, unaware of the chasm in his  consciousness, unaware of any intermediate change, except that the light  had grown dim, and that he was chilled and faint. he thought he had been  too long standing at the door and looking out. turning towards the hearth,  where the two logs had fallen apart, and sent forth only a red uncertain  glimmer, he seated himself on his fireside chair, and was stooping to push  his logs together, when, to his blurred vision, it seemed as if there were  gold on the floor in front of the hearth. gold!\u2014his own gold\u2014brought  back to him as mysteriously as it had been taken away! he felt his heart  begin to beat violently, and for a few moments he was unable to stretch  out his hand and grasp the restored treasure. the heap of gold seemed  to glow and get larger beneath his agitated gaze. he leaned forward at  last, and stretched forth his hand; but instead of the hard coin with the  familiar resisting outline, his fingers encountered soft warm curls. in utter  amazement, silas fell on his knees and bent his head low to examine the  marvel: it was a sleeping child\u2014a round, fair thing, with soft yellow rings all  over its head. could this be his little sister come back to him in a dream\u2014 his little sister whom he had carried about in his arms for a year before she  died, when he was a small boy without shoes or stockings? that was the  first thought that darted across silas\u2019s blank wonderment. was it a dream?  he rose to his feet again, pushed his logs together, and, throwing on some  dried leaves and sticks, raised a flame; but the flame did not disperse the  vision\u2014it only lit up more distinctly the little round form of the child and  its shabby clothing. it was very much like his little sister. silas sank into  his chair powerless, under the double presence of an inexplicable surprise  and a hurrying influx of memories. how and when had the child come in  without his knowledge? he had never been beyond the door. but along  with that question, and almost thrusting it away, there was a vision of the  old home and the old streets leading to lantern y ard\u2014and within that  vision another, of the thoughts which had been present with him in those  far-off scenes. the thoughts were strange to him now, like old friendships  impossible to revive; and yet he had a dreamy feeling that this child was  somehow a message come to him from that far-off life: it stirred fibres  that had never been moved in raveloe\u2014old quiverings of tenderness\u2014 old impressions of awe at the presentiment of some power presiding over  his life; for his imagination had not yet extricated itself from the sense of  mystery in the child\u2019s sudden presence, and had formed no conjectures of  ordinary natural means by which the event could have been brought about. but there was a cry on the hearth: the child had awaked, and marner  stooped to lift it on his knee. it clung round his neck, and burst louder and  louder into that mingling of inarticulate cries with \u2018mammy\u2019 by which little  children express the bewilderment of waking. silas pressed it to him, and  almost unconsciously uttered sounds of hushing tenderness, while he  bethought himself that some of his porridge, which had got cool by the  dying fire, would do to feed the child with if it were only warmed up a little. he had plenty to do through the next hour. the porridge, sweetened  with some dry brown sugar from an old store which he had refrained from  using for himself, stopped the cries of the little one, and made her lift her  blue eyes with a wide gaze at silas, as he put the spoon into her mouth.  presently she slipped from his knee and began to toddle about, but with a ",
+            "23": "23 0486/41/m/j/14 \u00a9 ucles 2014 [turn over55 60pretty stagger that made silas jump up and follow her lest she should fall  against anything that would hurt her. but she only fell in a sitting posture  on the ground, and began to pull at her boots, looking up at him with a  crying face as if the boots hurt her. he took her on his knee again, but it  was some time before it occurred to silas\u2019s dull bachelor mind that the  wet boots were the grievance, pressing on her warm ankles. he got them  off with difficulty, and baby was at once happily occupied with the primary  mystery of her own toes, inviting silas, with much chuckling, to consider  the mystery too. [from chapter 12 ]   how does eliot make this passage so moving? or \u202029 \u2018i don\u2019t pretend to be a good fellow \u2026 but i\u2019m not a scoundrel.\u2019   how far does eliot make you agree with godfrey\u2019s opinion of himself? support your ideas  with details from the novel. or 30 y ou are dolly. y ou are on your way home after your first visit to silas with aaron and the  lard-cakes.   write your thoughts.",
+            "24": "24 0486/41/m/j/14 \u00a9 ucles 20145 10 15 20 25 30 35 40susan hill: \ti\u2019m\tthe\tking\tof\tthe\tcastle either *31 read this extract, and then answer the question that follows it: kingshaw stood on the gate for a long time, looking up the ploughed  field ahead. but there was nothing happening, nothing to see. it was too  hot, as well. he decided to go inside the church, partly because of that,  and also because he had never seen it, it was something to do. the edges of the grass were clipped very short and neat around  the gravestones, and the hedge was straight. there were gargoyles on  the tower, opening their cold stone mouths at him. kingshaw stuck out  his tongue, craning back his head. he would not be afraid of them in the  daylight. inside the church, it smelled as though no living, breathing person  had ever been there, the air was damp and musty and dead. kingshaw  walked slowly down between the pews. the hymn books were in two piles  on a chair, with some of the spines and backs hanging off. his footsteps  rang on the stone, and then were muffled as he came on to the red carpet  by the altar rail. he thought, this is church, this is god and jesus and the holy ghost.  after a moment, he dared himself to go and stand on the uneven tiles just  inside the chancel. on either side of him, the wood smelled of oldness and  polish. he remembered what he had thought and said about hooper, how  he had wished him to be dead. now, he was afraid of what would happen,  because of that. things came back on you. y ou were never safe. there  were the warts, still on his left hand. he knelt down, abruptly, where he was, and began to say, o god, i  didn\u2019t mean it \u2013 yes, i did, i did mean it, only now i don\u2019t mean it, i want to  take it back and never to have thought and said it, and if i\u2019m sorry, make  nothing happen to me, make it all be forgotten about. i am trying to be  sorry. but he did not think it likely that he could ever be believed, nothing  could change, because he had meant what he thought and said about  hooper, and still meant it. it was only being afraid of this empty church, and  of the white marble warrior lying on his tombstone in the side chapel, that  made him kneel down and tell lies. it was no good. he had wanted hooper  to be dead, because then things would have been better. his punishment  was that hooper was not dead, that everything was the same, and the  thought of that was worse than anything. he acknowledged that he feared  hooper more than he feared anything in the world. please make nothing happen, please make it all right and i will never,  never want anything else again, o god \u2026 his knees were hurting from the hard tiles. he wanted to get out into  the sunlight. \u2018what\u2019s the matter with you?\u2019 kingshaw spun round in alarm, and at once began to struggle to his  feet. \u2018y ou\u2019re not supposed to go inside those railings.\u2019 [from chapter 14 ]",
+            "25": "25 0486/41/m/j/14 \u00a9 ucles 2014 [turn over  explore the ways in which hill makes kingshaw\u2019s situation at this moment in the novel  seem so distressing. support your ideas with details from the writing. or \u202032 how do you think warings contributes to the power of the novel? support your ideas with  details from hill\u2019s writing. or 33 y ou are hooper after your first encounter with kingshaw.   write your thoughts.",
+            "26": "26 0486/41/m/j/14 \u00a9 ucles 20145 10 15 20 25 30 35 40 45 50from \tstories\tof\tourselves either *34 read this extract from sandpiper  (by ahdaf soueif ), and then answer the question that  follows it: y es, i am sick \u2013 but not just for home. i am sick for a time, a time that  was and that i can never have again. a lover i had and can never have  again. i watched him vanish \u2013 well, not vanish, slip away, recede. he did  not want to go. he did not go quietly. he asked me to hold him, but he  couldn\u2019t tell me how. a fairy godmother, robbed for an instant of our belief  in her magic, turns into a sad old woman, her wand into a useless stick.  i suppose i should have seen it coming. my foreignness, which had been  so charming, began to irritate him. my inability to remember names, or  follow the minutiae of politics, my struggles with his language, my need to  be protected from the sun, the mosquitoes, the salads, the drinking water.  he was back home, and he needed someone he could be at home with,  at home. it took perhaps a year. his heart was broken in two, mine was  simply broken. i never see my lover now. sometimes, as he romps with lucy on the  beach, or bends over her grazed elbow, or sits across our long table from  me at a dinner-party, i see a man i could yet fall in love with, and i turn  away. i told him too about my first mirage, the one i saw on that long road  to maiduguri. and on the desert road to alexandria the first summer, i saw  it again. \u2018it\u2019s hard to believe it isn\u2019t there when i can see it so clearly,\u2019 i  complained. \u2018y ou only think you see it,\u2019 he said. \u2018isn\u2019t that the same thing?\u2019 i asked. \u2018my brain tells me there\u2019s water  there. isn\u2019t that enough?\u2019 \u2018y es,\u2019 he said, and shrugged. \u2018if all you want to do is sit in the car and  see it. but if you want to go and put your hands in it and drink, then it isn\u2019t  enough, surely?\u2019 he gave me a sidelong glance and smiled. soon, i should hear lucy\u2019s high, clear voice, chattering to her father as  they walk hand in hand up the gravel drive to the back door. behind them  will come the heavy tread of um sabir. i will go out smiling to meet them  and he will deliver a wet, sandy lucy into my care, and ask if i\u2019m ok with a  slightly anxious look. i will take lucy into my bathroom while he goes into  his. later, when the rest of the family have all drifted back and showered  and changed, everyone will sit around the barbecue and eat and drink and  talk politics and crack jokes of hopeless, helpless irony and laugh. i should  take up embroidery and start on those aubusson  tapestries we all, at the  moment, imagine will be necessary for lucy\u2019s trousseau. y esterday when i had dressed her after the shower she examined  herself intently in my mirror and asked for a french plait. i sat behind her  at the dressing-table blow-drying her black hair, brushing it and plaiting  it. when lucy was born um sabir covered all the mirrors. his sister said,  \u2018they say if a baby looks in the mirror she will see her own grave.\u2019 we  laughed but we did not remove the covers; they stayed in place till she was  one. i looked at lucy\u2019s serious face in the mirror. i had seen my grave once,  or thought i had. that was part of my africa story. the plane out of nigeria  circled cairo airport. three times i heard the landing-gear come down,  and three times it was raised again. sitting next to me were two finnish  businessmen. when the announcement came that we were re-routing to ",
+            "27": "27 0486/41/m/j/14 \u00a9 ucles 201455 60 65luxor they shook their heads and ordered another drink. at dawn, above  luxor airport, we were told there was trouble with the undercarriage and  that the pilot was going to attempt a crash-landing. i thought, so this is why  they\u2019ve sent us to luxor, to burn up discreetly and not clog cairo airport.  we were asked to fasten our seat belts, take off our shoes and watches,  put the cushions from the backs of our seats on our laps and bend double  over them with our arms around our heads. i slung my handbag with my  passport, tickets and money around my neck and shoulder before i did  these things. my finnish neighbours formally shook each other\u2019s hands.  on the plane there was perfect silence as we dropped out of the sky. and  then a terrible, agonised, protracted screeching of machinery as we hit the  tarmac. and in that moment, not only my head, but all of me, my whole  being, seemed to tilt into a blank, an empty radiance, but lucid. then three  giant thoughts. one was of him \u2013 his name, over and over again. the other  was of the children i would never have. the third was that the pattern was  now complete: this is what my life amounted to.   what striking impressions of the narrator does soueif create for you at this moment in  the story? or \u202035 explore how the writers make the endings of her first ball  (by katherine mansfield) and  at hiruhamara  (by penelope fitzgerald) so effective for you. or 36 y ou are muni in a horse and two goats . y ou are on your way home to tell your wife that  you have sold your goats to the american.   write your thoughts.",
+            "28": "28 0486/41/m/j/14 \u00a9 ucles 2014copyright acknowledgements: question 1 \u00a9  all my sons.  \u00a9  1947, arthur miller.  reproduced by permission.  all rights reserved. question 16  \u00a9  margaret atwood;  the city planners , in songs of ourselves ;  cambridge university press;  reprinted by permission of time warner books  group uk. question 19 \u00a9  tsitsi dangarembga;  nervous conditions ;  ayebia publishing;  1988. question 22 \u00a9  anita desai;  fasting, feasting ; reproduced by permission of the author c/o rogers, coleridge & white ltd., 20 powis mews, london w11 1jn. question 25 \u00a9  kiran desai;  hullabaloo in the guava orchard ;  faber & faber ltd;  1998. question 31 \u00a9  susan hill;  i\u2019m the king of the castle ;  penguin books ltd;  1989. question 34  \u00a9  ahdaf soueif;  sandpiper , in stories of ourselves ;  cambridge university press;  2008.  permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the  publisher will be pleased to make amends at the earliest possible opportunity. cambridge international examinations is part of the cambridge assessment group. cambridge assessment is the brand name of university of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge.blank page"
+        },
+        "0486_s14_qp_42.pdf": {
+            "1": "this document consists of 26 printed pages, 2 blank pages and 1 insert. dc (ac) 103139 \u00a9 ucles 2014 [turn overcambridge international examinations cambridge international general certificate of secondary education * 7 8 1 7 1 9 6 4 3 6 *literature (english) 0486/42 paper 4 may/june 2014  2 hours 15 minutes no additional materials are required. read these instructions first an answer booklet is provided inside this question paper. y ou should follow the instructions on the front cover  of the answer booklet. if you need additional answer paper ask the invigilator for a continuation booklet. answer three questions: one question from section a, one question from section b, and one question from  section c. answer at least one passage-based question (marked *) and at least one essay question (marked \u2020). all questions in this paper carry equal marks.",
+            "2": "2 0486/42/m/j/14 \u00a9 ucles 2014blank page",
+            "3": "3 0486/42/m/j/14 \u00a9 ucles 2014 [turn overcontents section a: drama text\t question \t numbers\t page[s] arthur miller: all my sons       *1, \u20202, 3 pages 4\u20135 william shakespeare: julius caesar       *4, \u20205, 6 pages 6\u20137 william shakespeare: the tempest       *7, \u20208, 9 pages 8\u20139 oscar wilde: the importance of being earnest *10, \u202011, 12 pages 10\u201311 section b: poetry text\t question \t numbers\t page[s] thomas hardy: selected poems *13, \u202014, \u202015 pages 12\u201313 songs of ourselves: from part 4 *16, \u202017, \u202018 page  14 section c: prose text\t question \t numbers\t page[s] tsitsi dangarembga: nervous conditions *19, \u202020, 21 pages 16\u201317 anita desai: fasting, feasting *22, \u202023, 24 pages 18\u201319 kiran desai: hullabaloo in the guava orchard *25, \u202026, 27 pages 20\u201321 george eliot: silas marner *28, \u202029, 30 pages 22\u201323 susan hill: i\u2019m the king of the castle *31, \u202032, 33 pages 24\u201325 from stories of ourselves *34, \u202035, 36 pages 26\u201327",
+            "4": "4 0486/42/m/j/14 \u00a9 ucles 2014section a: drama arthur miller: all\tmy\tsons either *1 read this extract, and then answer the question that follows it: chris:  i know all about the world. i know the whole crap story.  content removed due to copyright restrictions.",
+            "5": "5 0486/42/m/j/14 \u00a9 ucles 2014 [turn overshhh \u2026 [as she reaches porch  steps she begins sobbing.] curtain  [from act 3 ]   how does miller make this such a powerful ending to the play? or \u20202 the setting of miller\u2019s play is \u2018the back yard of the keller home in the outskirts of an  american town\u2019. what do you think this setting contributes to the power of the drama? support your ideas with details from the writing. or 3 y ou are kate keller. y ou have just heard that ann deever is coming to visit.   write your thoughts.content removed due to copyright restrictions.",
+            "6": "6 0486/42/m/j/14 \u00a9 ucles 2014william shakespeare: julius\tcaesar either *4 read this extract, and then answer the question that follows it: casca:  y ou pull\u2019d me by the cloak. would you speak with me? brutus:  ay, casca; tell us what hath chanc\u2019d to-day,  that caesar looks so sad? casca:  why, you were with him, were you not? brutus:  i should not then ask casca what had chanc\u2019d. casca:  why, there was a crown offer\u2019d him; and being offer\u2019d him, he  put it by with the back of his hand, thus; and then the people  fell a-shouting. brutus:  what was the second noise for? casca:  why, for that too. cassius:  they shouted thrice; what was the last cry for? casca:  why, for that too. brutus:  was the crown offer\u2019d him thrice? casca:  ay, marry, was\u2019t, and he put it by thrice, every time gentler than other; and at every putting by mine honest neighbours shouted. cassius:  who offer\u2019d him the crown? casca:  why, antony. brutus:  tell us the manner of it, gentle casca. casca:  i can as well be hang\u2019d as tell the manner of it: it was mere foolery; i did not mark it. i saw mark antony offer him a crown \u2013 yet \u2019twas not a crown neither, \u2019twas one of these coronets  \u2013  and, as i told you, he put it by once; but for all that, to my  thinking, he would fain have had it. then he offered it to him  again; then he put it by again; but to my thinking, he was very loath to lay his fingers off it. and then he offered it the third time; he put it the third time by; and still as he refus\u2019d it, the rabblement hooted, and clapp\u2019d their chopt hands, and threw  up their sweaty night-caps, and uttered such a deal of stinking  breath because caesar refus\u2019d the crown, that it had almost choked caesar; for he swooned and fell down at it. and for mine own part i durst not laugh, for fear of opening my lips and  receiving the bad air. cassius:  but soft, i pray you. what, did caesar swoon? casca:  he fell down in the market-place, and foam\u2019d at mouth, and  was speechless. brutus:  \u2019tis very like. he hath the falling sickness. cassius:  no, caesar hath it not; but you, and i,  and honest casca, we have the falling sickness. casca:  i know not what you mean by that, but i am sure caesar fell down. if the tag-rag people did not clap him and hiss him, according as he pleas\u2019d and displeas\u2019d them, as they use to do  the players in the theatre, i am no true man. brutus:  what said he when he came unto himself? casca:  marry, before he fell down, when he perceiv\u2019d the common herd  was glad he refus\u2019d the crown, he pluckt me ope his doublet, 5 10 15 20 2530 35 40 45",
+            "7": "7 0486/42/m/j/14 \u00a9 ucles 2014 [turn overand offer\u2019d them his throat to cut. an i had been a man of any  occupation, if i would not have taken him at a word, i would i might go to hell among the rogues. and so he fell. when he came to himself again, he said, if he had done or said anything amiss, he desir\u2019d their worships to think it was his infirmity.  three or four wenches, where i stood, cried \u2018alas, good soul!\u2019  and forgave him with all their hearts. but there\u2019s no heed to be taken of them; if caesar had stabb\u2019d their mothers, they would have done no less. brutus:  and after that, he came thus sad away? casca:  ay. cassius:  did cicero say anything? casca:  ay, he spoke greek. cassius:  to what effect? casca:  nay, an i tell you that, i\u2019ll ne\u2019er look you i\u2019 th\u2019 face again. but those that understood him smil\u2019d at one another, and shook  their heads; but for mine own part, it was greek to me. i could  tell you more news too: marullus and flavius, for pulling scarfs off caesar\u2019s images, are put to silence. fare you well. there was more foolery yet, if i could remember it. cassius:  will you sup with me to-night, casca? casca:  no, i am promis\u2019d forth. cassius:  will you dine with me to-morrow? casca:  ay, if i be alive, and your mind hold, and your dinner worth the eating. cassius:  good; i will expect you. casca:  d o so. farewell, both.  [exit.   [from act 1 scene 2 ]   in what ways does shakespeare vividly convey the atmosphere in rome at this moment in the play? or \u20205 how does shakespeare make calphurnia and portia so significant in the play? support  your ideas with details from the play. or 6 y ou are brutus in your tent the night before the battle at philippi. y ou have seen caesar\u2019s ghost.   write your thoughts.50 55 60 65 70",
+            "8": "8 0486/42/m/j/14 \u00a9 ucles 2014william shakespeare:\t the\ttempest either *7 read this extract, and then answer the question that follows it: ferdinand:   o, if a virgin,  and your affection not gone forth, i\u2019ll make you  the queen of naples. prospero:   soft, sir! one word more.  [aside] they are both in either\u2019s pow\u2019rs; but this swift business  i must uneasy make, lest too light winning  make the prize light. [to ferdinand ] one word more; i charge thee  that thou attend me; thou dost here usurp  the name thou ow\u2019st not; and hast put thyself  upon this island as a spy, to win it  from me, the lord on\u2019t. ferdinand:   no, as i am a man. miranda:  there\u2019s nothing ill can dwell in such a temple.  if the ill spirit have so fair a house,  good things will strive to dwell with\u2019t. prospero:   follow me.  speak not you for him; he\u2019s a traitor. come,  i\u2019ll manacle thy neck and feet together.  sea-water shalt thou drink; thy food shall be  the fresh-brook mussels, wither\u2019d roots, and husks  wherein the acorn cradled. follow. ferdinand:   no;  i will resist such entertainment till  mine enemy has more power.   [he draws, and is charmed from moving. miranda:   o dear father,  make not too rash a trial of him, for  he\u2019s gentle, and not fearful. prospero:   what, i say,  my foot my tutor? put thy sword up, traitor;  who mak\u2019st a show but dar\u2019st not strike, thy conscience  is so possess\u2019d with guilt. come from thy ward;  for i can here disarm thee with this stick  and make thy weapon drop. miranda:   beseech you, father! prospero:  hence! hang not on my garments. miranda:   sir, have pity;  i\u2019ll be his surety. prospero:   silence! one word more  shall make me chide thee, if not hate thee. what!  an advocate for an impostor! hush!  thou think\u2019st there is no more such shapes as he,  having seen but him and caliban. foolish wench!  to th\u2019 most of men this is a caliban,  and they to him are angels.5 10 15 2025 30 35 40 45",
+            "9": "9 0486/42/m/j/14 \u00a9 ucles 2014 [turn overmiranda:   my affections  are then most humble; i have no ambition  to see a goodlier man. prospero:   come on; obey.  thy nerves are in their infancy again,  and have no vigour in them. ferdinand:   so they are;  my spirits, as in a dream, are all bound up.  my father\u2019s loss, the weakness which i feel,  the wreck of all my friends, nor this man\u2019s threats  to whom i am subdu\u2019d, are but light to me,  might i but through my prison once a day  behold this maid. all corners else o\u2019 th\u2019 earth  let liberty make use of; space enough  have i in such a prison. prospero:  [aside] it works. [to ferdinand ] come on. \u2013  thou hast done well, fine ariel! [to ferdinand ] follow me.  [to ariel ] hark what thou else shalt do me. miranda:   be of comfort;  my father\u2019s of a better nature, sir,  than he appears by speech; this is unwonted  which now came from him. prospero:  [to ariel ] thou shalt be as free  as mountain winds; but then exactly do  all points of my command. ariel:   to th\u2019 syllable. prospero:  [to ferdinand ] come, follow.  [to miranda] speak not for him.  [exeunt.  [from act 1 scene 2 ]   explore the ways in which shakespeare makes prospero\u2019s behaviour at this moment in  the play so dramatic. or \u20208 how does shakespeare make sebastian and antonio such memorable villains? support your ideas with details from the play. or 9 y ou are stephano. caliban has just suggested the plot to overthrow prospero.   write your thoughts.50 55 60 65 70",
+            "10": "10 0486/42/m/j/14 \u00a9 ucles 2014oscar wilde: the\timportance\tof\tbeing\tearnest either *10 read this extract, and then answer the question that follows it: jack:  how can you sit there, calmly eating muffins when we are in  this horrible trouble, i can\u2019t make out. y ou seem to me to be perfectly heartless. algernon:  well, i can\u2019t eat muffins in an agitated manner. the butter would probably get on my cuffs. one should always eat  muffins quite calmly. it is the only way to eat them. jack:  i say it\u2019s perfectly heartless your eating muffins at all, under  the circumstances. algernon:  when i am in trouble, eating is the only thing that consoles  me. indeed, when i am in really great trouble, as any one who  knows me intimately will tell you, i refuse everything except food and drink. at the present moment i am eating muffins because i am unhappy. besides, i am particularly fond of muffins.  [rising. jack:  [rising.] well, that is no reason why you should eat them all in that greedy way.  [takes muffins from algernon. algernon:  [offering tea-cake.] i wish you would have tea-cake instead. i  don\u2019t like tea-cake. jack:  good heavens! i suppose a man may eat his own muffins in  his own garden. algernon:  but you have just said it was perfectly heartless to eat muffins. jack:  i said it was perfectly heartless of you, under the circumstances. that is a very different thing. algernon:  that may be. but the muffins are the same.   [he seizes the muffin-dish from jack. jack:  algy, i wish to goodness you would go. algernon:  y ou can\u2019t possibly ask me to go without having some dinner. it\u2019s absurd. i never go without my dinner. no one ever does, except vegetarians and people like that. besides i have just made arrangements with dr. chasuble to be christened at a quarter to six under the name of ernest. jack:  my dear fellow, the sooner you give up that nonsense the better. i made arrangements this morning with dr. chasuble  to be christened myself at 5.30, and i naturally will take the  name of ernest. gwendolen would wish it. we can\u2019t both be christened ernest. it\u2019s absurd. besides, i have a perfect right to be christened if i like. there is no evidence at all that i have ever been christened by anybody. i should think it extremely  probable i never was, and so does dr. chasuble. it is entirely  different in your case. y ou have been christened already. algernon:  y es, but i have not been christened for years. jack:  y es, but you have been christened. that is the important thing. algernon:  quite so. so i know my constitution can stand it. if you are not quite sure about your ever having been christened, i must say  i think it rather dangerous your venturing on it now. it might  make you very unwell. y ou can hardly have forgotten that 5 10 15 20 25 30 35 40 45",
+            "11": "11 0486/42/m/j/14 \u00a9 ucles 2014 [turn oversome one very closely connected with you was very nearly  carried off this week in paris by a severe chill. jack:  y es, but you said yourself that a severe chill was not hereditary. algernon:  it usen\u2019t to be, i know\u2014but i dare say it is now. science is always making wonderful improvements in things. jack:  [picking up the muffin-dish.] oh, that is nonsense; you are always talking nonsense. algernon:  jack, you are at the muffins again! i wish you wouldn\u2019t. there are only two left. [takes them.] i told you i was particularly fond of muffins. jack:  but i hate tea-cake. algernon:  why on earth then do you allow tea-cake to be served up for your guests? what ideas you have of hospitality! jack:  algernon! i have already told you to go. i don\u2019t want you here. why don\u2019t you go! algernon:  i haven\u2019t quite finished my tea yet! and there is still one muffin left.   [jack groans, and sinks into a chair. algernon still  continues eating.]  [from act 2 ]   how does wilde make this such an amusing ending to act 2? or \u202011 explore the ways in which wilde makes cecily such an amusing character. support your ideas with details from the writing. or 12 y ou are miss prism. y ou are returning from the vestry where you have been waiting for dr. chasuble. y ou are on your way to the room where everyone is assembled.   write your thoughts.50 55 60 65",
+            "12": "12 0486/42/m/j/14 \u00a9 ucles 2014section b: poetry thomas hardy: selected\tpoems either *13 read this poem, and then answer the question that follows it: the going why did you give no hint that night that quickly after the morrow\u2019s dawn, and calmly, as if indifferent quite, y ou would close your term here, up and be gone where i could not followwith wing of swallow to gain one glimpse of you ever anon! never to bid good-bye,or lip me the softest call, or utter a wish for a word, while i saw morning harden upon the wall, unmoved, unknowing that your great going had place that moment, and altered all. why do you make me leave the house and think for a breath it is you i see at the end of the alley of bending boughs where so often at dusk you used to be; till in darkening dankness the yawning blankness of the perspective sickens me! y ou were she who abode by those red-veined rocks far west, y ou were the swan-necked one who rodealong the beetling beeny crest, and, reining nigh me, would muse and eye me, while life unrolled us its very best. why, then, latterly did we not speak, did we not think of those days long dead, and ere your vanishing strive to seekthat time\u2019s renewal? we might have said, \u2018in this bright spring weatherwe\u2019ll visit together those places that once we visited.\u20195 10 15 20 2530 35",
+            "13": "13 0486/42/m/j/14 \u00a9 ucles 2014 [turn overwell, well! all\u2019s past amend, unchangeable. it must go. i seem but a dead man held on end to sink down soon \u2026 o you could not know that such swift fleeingno soul foreseeing \u2013 not even i \u2013 would undo me so!   how does hardy make this such a moving portrayal of despair? or \u202014 explore the ways in which hardy memorably conveys feelings about the passage of time  in in time of \u2018the breaking of nations\u2019. or \u202015 how does hardy powerfully convey feelings about growing old in either \u2018i look into my  glass\u2019 or during wind and rain ?40",
+            "14": "14 0486/42/m/j/14 \u00a9 ucles 2014songs\tof\tourselves: \tfrom\tpart\t4 either *16 read this poem, and then answer the question that follows it: a birthday my heart is like a singing bird    whose nest is in a watered shoot; my heart is like an apple-tree   whose boughs are bent with thickset fruit; my heart is like a rainbow shell   that paddles in a halcyon sea; my heart is gladder than all these    because my love is come to me. raise me a dais of silk and down;    hang it with vair and purple dyes; carve it in doves and pomegranates,   and peacocks with a hundred eyes; work it in gold and silver grapes,   in leaves and silver fleurs-de-lys; because the birthday of my life   is come, my love is come to me. (by christina rossetti )   how does rossetti vividly convey a sense of happiness here? or \u202017 explore the ways in which judith wright conveys her admiration of the snake in hunting  snake. or \u202018 how do the poets communicate a vivid sense of the past to you in both horses (by  edwin muir) and the planners (by boey kim cheng)?5 10 15",
+            "15": "15 0486/42/m/j/14 \u00a9 ucles 2014 [turn overturn over for section c.",
+            "16": "16 0486/42/m/j/14 \u00a9 ucles 2014section c: prose tsitsi dangarembga: nervous\tconditions either *19 read this extract, and then answer the question that follows it: seeing my father cry, seeing my mother moan and rock in maiguru\u2019s  arms, hearing netsai cry in fear as well as in grief, and rambanai, waking,  whimper and whine, a little of my armour cracked. i was sad for them rather than anguished over any loss of mine, because my brother had become a   stranger to me. i was not sorry that he had died, but i was sorry for him because, according to his standards, his life had been thoroughly worth living. \u2018there is nothing to be done,\u2019 my aunt was saying to my mother, \u2018except  to bear the pain until it passes. y ou must endure the pain of his passing as you endured the pain of his coming.\u2019 \u2018i cannot endure it,\u2019 my mother moaned. \u2018maiguru, hold me. i too am  going to die.\u2019  the body was fetched the next day from the mission and buried in the  family burial ground beside my grandmother and other ancestors. after a  decent length of time had passed, babamukuru again raised the question  of the emancipation of my father\u2019s branch of the family. \u2018it is unfortunate\u2019, he said, \u2018that there is no male child to take this duty, to take this job of raising the family from hunger and need, jeremiah.\u2019 \u2018it is as you say,\u2019 my father agreed. \u2018tambudzai\u2019s sharpness with her  books is no use because in the end it will benefit strangers.\u2019 \u2018y ou are correct, jeremiah\u2019, observed my uncle, \u2018but i will not feel that  i have done my duty if i neglect the family for that reason. er \u2013 this girl \u2013 heyo, tambudzai \u2013 must be given the opportunity to do what she can for the family before she goes into her husband\u2019s home.\u2019 \u2018exactly!\u2019 agreed my father. \u2018she must be given the opportunity.\u2019 my mother was grief stricken when my father told her what he and  babamukuru had decided. \u2018y ou, jeremiah,\u2019 she said, and she called him jeremiah infrequently.  \u2018y ou, jeremiah, are you mad? have you eaten some wild shrub that has  gone to your head? i think so, otherwise how could you stand there and tell me to send my child to a place of death, the place where my first living child  died! today you are raving! she will not go. unless you want me to die too.  the anxiety will kill me. i will not let her go.\u2019 \u2018but what will she do?\u2019 persuaded my father. \u2018she has finished her  standard three. tell me, is there a standard four at rutivi? kuedza is too  far to walk. where will she do her standard four?\u2019 \u2018don\u2019t try to make a fool out of me,\u2019 my mother retorted. \u2018do you think i  haven\u2019t heard that they are starting the standard four at that school? enrol  her at rutivi, jeremiah, because i am telling you, i will not let her go.\u2019 my father did not pursue the matter, but i went to the mission all the  same. my mother\u2019s anxiety was real. in the week before i left she ate hardly anything, not for lack of trying, and when she was able to swallow something it lay heavy in her stomach. by the time i left she was so haggard and gaunt she could hardly walk to the fields, let alone work in them. \u2018is mother ill?\u2019 whispered netsai, frightened. \u2018is she going to die too?\u2019netsai was frightened. i, i was triumphant. babamukuru had approved  of my direction. i was vindicated! [from chapter 3 ]5 10 15202530354045",
+            "17": "17 0486/42/m/j/14 \u00a9 ucles 2014 [turn over  how does dangarembga make this moment so sad and yet so hopeful at the same  time? or \u202020 which of the male characters in the book do you find most admirable? support your  answer with details from dangarembga\u2019s writing. or 21 y ou are tambu\u2019s mother. babamukuru has just driven you back to your home after the  birth of your son dambudzo.   write your thoughts.",
+            "18": "18 0486/42/m/j/14 \u00a9 ucles 2014anita desai: fasting, \tfeasting either *22 read this extract, and then answer the question that follows it: there followed an embarrassing scene, but it did not have to do with the  shade: content removed due to copyright restrictions.",
+            "19": "19 0486/42/m/j/14 \u00a9 ucles 2014 [turn over\u2018oh, oh,\u2019 he tried to laugh. \u2018oh no, mrs patton, you don\u2019t have to do  that \u2013\u2019 [from chapter 18 ]   what does desai make you feel towards mrs patton at this moment in the novel?  or \u202023 \u2018useless parents.\u2019   do you think this is a fair comment about mamapapa? support your ideas with details  from desai\u2019s writing. or 24 y ou are uma. y ou have just said goodbye to aruna and her children aisha and dinesh after their visit.   write your thoughts.content removed due to copyright restrictions.",
+            "20": "20 0486/42/m/j/14 \u00a9 ucles 2014kiran desai: hullabaloo\tin\tthe\tguava\torchard either *25 read this extract, and then answer the question that follows it: in desperation, the family called upon dr banerjee from the clinic in   the bazaar, content removed due to copyright restrictions.",
+            "21": "21 0486/42/m/j/14 \u00a9 ucles 2014 [turn over\u2018arrange a marriage for him. then you can rest in peace. y ou will have  no further problems.\u2019 [from chapter 7  ]   how does desai make the \u2018experts\u2019 consulted by the family seem so ridiculous?  or \u202026 explore the ways in which desai makes fun of mr. chawla. support your ideas with  details from the novel. or 27 y ou are sampath. y our father has just attempted \u2013 and failed \u2013 to introduce you to the girl he wants you to marry.   write your thoughts.",
+            "22": "22 0486/42/m/j/14 \u00a9 ucles 2014george eliot:\tsilas\tmarner either *28 read this extract, and then answer the question that follows it: the squire had laid down his knife and fork, and was staring at his son  in amazement, not being sufficiently quick of brain to form a probable guess  as to what could have caused so strange an inversion of the paternal and filial relations as this proposition of his son to pay him a hundred pounds. \u2018the truth is, sir\u2014i\u2019m very sorry\u2014i was quite to blame,\u2019 said godfrey.  \u2018fowler did pay that hundred pounds. he paid it to me, when i was over there one day last month. and dunsey bothered me for the money, and i let him have it, because i hoped i should be able to pay it you before this.\u2019 the squire was purple with anger before his son had done speaking,  and found utterance difficult. \u2018y ou let dunsey have it, sir? and how long have you been so thick with dunsey that you must collogue with him to  embezzle my money? are you turning out a scamp? i tell you, i won\u2019t have it. i\u2019ll turn the whole pack of you out of the house together, and marry again. i\u2019d have you to remember, sir, my property\u2019s got no entail on it;\u2014since my grandfather\u2019s time the casses can do as they like with their land.  remember that, sir. let dunsey have the money! why should you let  dunsey have the money? there\u2019s some lie at the bottom of it.\u2019 \u2018there\u2019s no lie, sir,\u2019 said godfrey. \u2018i wouldn\u2019t have spent the money  myself, but dunsey bothered me, and i was a fool and let him have it. but i  meant to pay it, whether he did or not. that\u2019s the whole story. i never meant  to embezzle money, and i\u2019m not the man to do it. y ou never knew me do a dishonest trick, sir.\u2019 \u2018where\u2019s dunsey, then? what do you stand talking there for? go and  fetch dunsey, as i tell you, and let him give account of what he wanted the  money for, and what he\u2019s done with it. he shall repent it. i\u2019ll turn him out. i  said i would, and i\u2019ll do it. he shan\u2019t brave me. go and fetch him.\u2019 \u2018dunsey isn\u2019t come back, sir.\u2019\u2018what! did he break his own neck then?\u2019 said the squire, with some  disgust at the idea that, in that case, he could not fulfil his threat. \u2018no, he wasn\u2019t hurt, i believe, for the horse was found dead, and  dunsey must have walked off. i daresay we shall see him again by and by. i don\u2019t know where he is.\u2019 \u2018and what must you be letting him have my money for? answer me  that,\u2019 said the squire, attacking godfrey again, since dunsey was not within reach. \u2018well, sir, i don\u2019t know,\u2019 said godfrey, hesitatingly. that was a feeble  evasion, but godfrey was not fond of lying, and not being sufficiently  aware that no sort of duplicity can long flourish without the help of vocal  falsehoods, he was quite unprepared with invented motives. \u2018y ou don\u2019t know? i tell you what it is, sir. y ou\u2019ve been up to some trick,  and you\u2019ve been bribing him not to tell,\u2019 said the squire, with a sudden acuteness which startled godfrey, who felt his heart beat violently at the  nearness of his father\u2019s guess. the sudden alarm pushed him on to take  the next step\u2014a very slight impulse suffices for that on a downward road. \u2018why, sir,\u2019 he said, trying to speak with careless ease, \u2018it was a little  affair between me and dunsey; it\u2019s no matter to anybody else. it\u2019s hardly worth while to pry into young men\u2019s fooleries: it wouldn\u2019t have made any difference to you, sir, if i\u2019d not had the bad luck to lose wildfire. i should  have paid you the money.\u2019 \u2018fooleries! pshaw! it\u2019s time you\u2019d done with fooleries. and i\u2019d have  you know, sir, you must ha\u2019 done with \u2019em,\u2019 said the squire, frowning and 5 10 15 20 253035404550",
+            "23": "23 0486/42/m/j/14 \u00a9 ucles 2014 [turn overcasting an angry glance at his son. \u2018y our goings-on are not what i shall find  money for any longer. there\u2019s my grandfather had his stables full o\u2019 horses, and kept a good house too, and in worse times, by what i can make out; and so might i, if i hadn\u2019t four good-for-nothing fellows to hang on me like horse-leeches. i\u2019ve been too good a father to you all\u2014that\u2019s what it is. but  i shall pull up, sir.\u2019 [from chapter 9 ]   how does eliot vividly reveal the relationship between squire cass and his sons here? or \u202029 how does eliot make dolly winthrop so memorable for you? support your ideas with  details from the novel. or 30 y ou are nancy cass. y ou are on your way to see silas about adopting eppie.   write your thoughts.55",
+            "24": "24 0486/42/m/j/14 \u00a9 ucles 2014susan hill:\ti\u2019m\tthe\tking\tof\tthe\tcastle either *31 read this extract, and then answer the question that follows it: kingshaw leaped up, maddened by hooper\u2019s voice, going on and on.  he stood over him, yelling. \u2018shut up, hooper, shut up. i\u2019ll kick you, i\u2019ll bash  your head in, if you don\u2019t shut up, you needn\u2019t think i won\u2019t.\u2019 hooper cringed back suddenly, caught by surprise. he half got to his  knees, trying to move away. kingshaw straddled him. \u2018are you going to shut up now?\u2019 \u2018y es. i \u2026\u2019\u2018if you say anything else at all, i\u2019ll kick you. i could hurt you because  you\u2019re ill, i\u2019d win easily. now shut up.\u2019 \u2018y ou won\u2019t, you mustn\u2019t \u2026\u2019 hooper began to cry again, loudly, out of  fear. kingshaw watched him for a second, wanting to beat him. then,  abruptly, he turned and walked away. he was frightened by what he had done, and of the voice that had come out of himself. he had been ready to kick and punch hooper, anything to stop him from whining and nagging  and blaming. his own violence astounded him. he wandered off a little way into the clearing, kicking his feet against  the tree roots, stirring up the leaves. not far away, some animal grunted,  and then yelped out a warning. after a bit, he went slowly back and lay down again beside the fire,  staring into its red heart until his eyes smarted. he felt oddly numb, but himself again, calm. he wouldn\u2019t touch hooper now. the fire sputtered and glowed. he felt safe with it. that and the water. he wasn\u2019t comfortable, though, because he\u2019d given hooper all the extra clothes, and twigs and dry  bits of leaf were sticking into him, through his shirt and jeans. he said, \u2018hooper?\u2019 silence.\u2018are you o.k.?\u2019\u2018shut up.\u2019kingshaw hesitated. he was ashamed of himself. he remembered  how hooper had screamed out \u2018mummy, mummy\u2019. that had surprised him more than anything. \u2018i wouldn\u2019t really have hit you.\u2019he knew he was letting whatever advantage he might have won  leak away again, playing back into hooper\u2019s hands. but he thought that whatever happened he had something, an inner strength or resolution that hooper lacked. it would carry him through things. he felt that he no longer  needed to run away, at least as far as hooper was concerned. their roles  had not been reversed, but still, something had changed. kingshaw felt aware of himself, and of his own resources. aloud, he said, \u2018look, you needn\u2019t worry, hooper, we\u2019ve both got to  stay here till they come for us.\u20195 10 15 20 25303540",
+            "25": "25 0486/42/m/j/14 \u00a9 ucles 2014 [turn overhooper lay absolutely still, beyond him in the darkness. but kingshaw  could feel him, listening.  he tried not to think what would happen if nobody did come for them. [from chapter 8 ]   in what ways do you think hill makes this such a dramatic moment in the novel? or \u202032 how does hill make hooper such a terrifying figure in the novel? support your ideas with  details from the writing. or 33 y ou are fielding on the evening after you have shown hooper the farm.   write your thoughts.45",
+            "26": "26 0486/42/m/j/14 \u00a9 ucles 2014from\tstories\tof\tourselves either *34 read this extract from my greatest ambition (by morris lurie), and then answer the  question that follows it: now let me properly introduce my father, a great scoffer. in those pre- television days, he had absolutely nothing to do in the evening but to walk  past my room and look in and say, \u2018nu? they sent you the money yet?\u2019  fifty times a night, at least. and when the letter came from boy magazine,  did he change his tune? not one bit. \u2018i don\u2019t see a cheque,\u2019 he said. \u2018of course there\u2019s no cheque,\u2019 i said. \u2018how can there be? we haven\u2019t  even discussed it yet. maybe i\u2019ll decide not to sell it to them. which i will, if  their price isn\u2019t right.\u2019 \u2018show me again the letter,\u2019 my father said, \u2018ha, listen, listen. \u201cwe are  very interested in your comic and would like you to phone miss gordon to  make an appointment to see the editor.\u201d an appointment? that means they don\u2019t want it. if they wanted it, believe me, there\u2019d be a cheque.\u2019 it serves no purpose to put down the rest of this pointless conversation,  which included such lines as \u2018how many comics have you sold in your  life?\u2019 and, \u2018who paid for the paper? the ink?\u2019 other than to say that i made the phone call to miss gordon from a public phone and not from home. i wasn\u2019t going to have my father listening to every word. my voice, when i was thirteen, and standing on tiptoe and talking into  a public phone, was, i must admit, unnecessarily loud, but miss gordon didn\u2019t say anything about it. \u2018and what day will be most convenient for you, mr lurie?\u2019 she asked. \u2018oh, any day at all!\u2019 i shouted. \u2018any day will suit me fine!\u2019 \u2018a week from thursday then?\u2019 she asked. \u2018perfect!\u2019 i yelled, trying  to get a piece of paper and a pencil out of my trouser pocket to write it  down, and at the same time listening like mad in case miss gordon said something else. and she did. \u2018ten o\u2019clock?\u2019 \u2018i\u2019ll be there!\u2019 i shouted, and hung up with a crash. it hadn\u2019t occurred to me to mention to miss gordon that i was thirteen  and at school and would have to take a day off to come and see the editor.  i didn\u2019t think these things were relevant to our business. but my mother did.  a day missed from school could never be caught up, that was her attitude. my father\u2019s attitude you know. a cheque or not a cheque. was i rich or was i a fool? (no, that\u2019s wrong. was i a poor fool or a rich fool? y es, that\u2019s better.) but my problem was something else. what to wear? my school suit was out of the question because i wore it every day  and i was sick of it and it just wasn\u2019t right for a business appointment.  anyway, it had ink stains round the pocket where my fountain pen leaked  (a real fountain, ha ha), and the seat of the trousers shone like a piece of tin. and my good suit was a year old and too short in the leg. i tried it on in front of the mirror, just to make sure, and i was right. it was ludicrous. my father offered to lend me one of his suits. he hadn\u2019t bought a new suit since  1934. there was enough material in the lapels alone to make three suits  and have enough left over for a couple of caps. not only that, but my father was shorter than me and twice the weight. so i thanked him and said that i had decided to wear my good suit after all. i would wear dark socks and the shortness of trousers would hardly be noticed. also, i would wear my eye-dazzling pure silk corn yellow tie, which, with the proper windsor knot,  would so ruthlessly rivet attention that no one would even look to see if i  was wearing shoes. \u2018a prince,\u2019 my father said.5 10 15 20253035404550",
+            "27": "27 0486/42/m/j/14 \u00a9 ucles 2014now, as the day of my appointment drew nearer and nearer, a great  question had to be answered, a momentous decision made. for my father  had been right. if all they wanted to do was to buy my comic, they would  have sent a cheque. so there was something else. a full-time career as a  comic-strip artist on the permanent staff of boy magazine! it had to be that.  but that would mean giving up school and was i prepared to do that? \u2018y es,\u2019 i said with great calmness and great authority to my face in the  bathroom mirror. \u2018y es.\u2019 there were three days to go. then there occurred one of those things that must happen every day  in the world of big business, but when you\u2019re thirteen it knocks you for a  loop. boy magazine sent me a telegram. it was the first telegram i had ever  received in my life, and about the third that had ever come to our house. my mother opened it straight away. she told everyone in our street about  it. she phoned uncles, aunts, sisters, brothers, and finally, when i came  home from school, she told me. i was furious. i shouted, \u2018i told you never under any circumstances to  open my mail!\u2019 \u2018but a telegram,\u2019 my mother said.\u2018a telegram is mail,\u2019 i said. \u2018and mail is a personal, private thing. where  is it?\u2019 my mother had folded it four times and put it in her purse and her  purse in her bag and her bag in her wardrobe which she had locked. she stood by my side and watched me while i read it. \u2018nu?\u2019 she said.\u2018it\u2019s nothing,\u2019 i said.and it wasn\u2019t. miss gordon had suddenly discovered that the editor  was going to be out of town on my appointment day, and would i kindly phone and make another appointment? i did, standing on tiptoe and shouting as before.   explore the ways in which lurie makes this extract so amusing. or \u202035 what makes the rain horse (by ted hughes) so shocking? support your ideas with  details from the writing. or 36 y ou are lord emsworth in the custody of the pumpkin. y ou have just finished talking  with mr donaldson of donaldson\u2019s dog-biscuits.   write your thoughts.55 6065 70 7580",
+            "28": "28 0486/42/m/j/14 \u00a9 ucles 2014copyright acknowledgements: question 1 \u00a9  all my sons.  \u00a9  1947, arthur miller.  reproduced by permission.  all rights reserved. question 19 \u00a9  nervous conditions;  \u00a9  1988, tsitsi dangarembga;  reproduced by permission of ayebia clarke publishing.  question 22  \u00a9  fasting, feasting; \u00a9  1999, anita desai;  reproduced by permission of the author c/o rogers, coleridge & white ltd., 20 powis mews,  london w11 1jn, from vintage. reprinted by permission of the random house group ltd. question 25 \u00a9  hullabaloo in the guava orchard;  \u00a9  1998, kiran desai;  faber & faber ltd. question 31 \u00a9  susan hill;  i\u2019m the king of the castle;  penguin books ltd;  1973. question 34  \u00a9  morris lurie;  my greatest ambition, in stories of ourselves;  cambridge university press;  2008. permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the  publisher will be pleased to make amends at the earliest possible opportunity. cambridge international examinations is part of the cambridge assessment group. cambridge assessment is the brand name of university of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge.blank page"
+        },
+        "0486_s14_qp_43.pdf": {
+            "1": "this document consists of 24 printed pages, 4 blank pages and 1 insert. dc (st) 103131 \u00a9 ucles 2014 [turn overcambridge international examinations cambridge international general certificate of secondary education * 2 3 4 2 4 8 7 1 4 7 *literature (english)  0486/43 paper 4 may/june 2014  2 hours 15 minutes no additional materials required. read these instructions first an answer booklet is provided inside this question paper. y ou should follow the instructions on the front cover  of the answer booklet. if you need additional answer paper ask the invigilator for a continuation booklet. answer three  questions: one question from section a, one question from section b, and one question from  section c. answer at least one passage-based question (marked *) and at least one essay question (marked \u2020). all questions in this paper carry equal marks.",
+            "2": "2 0486/43/m/j/14 \u00a9 ucles 2014blank page",
+            "3": "3 0486/43/m/j/14 \u00a9 ucles 2014 [turn overcontents section a: drama text\t question \t numbers\t page[s] arthur miller: all my sons        *1, \u20202, 3 pages 4\u20135 wiliiam shakespeare: julius caesar        *4, \u20205, 6 pages 6\u20137 wiliiam shakespeare: the tempest        *7, \u20208, 9 pages 8\u20139 oscar wilde: the importance of being earnest  *10, \u202011, 12 pages 10\u201311 section b: poetry text\t question \t numbers\t page[s] thomas hardy: selected poems  *13, \u202014, \u202015 page 12 songs of ourselves : from part 4 *16, \u202017, \u202018 page 13 section c: prose text\t question \t numbers\t page[s] tsitsi dangarembga: nervous conditions  *19, \u202020, 21 pages 14\u201315 anita desai: fasting, feasting  *22, \u202023, 24 pages 16\u201317 kiran desai: hullabaloo in the guava orchard  *25, \u202026, 27 pages 18\u201319 george eliot: silas marner  *28, \u202029, 30 pages 20\u201321 susan hill: i\u2019m the king of the castle  *31, \u202032, 33 pages 22\u201323 from stories of ourselves  *34, \u202035, 36 pages 24\u201325",
+            "4": "4 0486/43/m/j/14 \u00a9 ucles 2014section a: drama arthur miller: all\tmy\tsons either *1 read this extract, and then answer the question that follows it: jim: where\u2019s your tobacco? content removed due to copyright restrictions.",
+            "5": "5 0486/43/m/j/14 \u00a9 ucles 2014 [turn overkeller:  how can you make him a horoscope? that\u2019s for the future, ain\u2019t  it? [from act 1 ]   how do you think miller makes this such an effective beginning to the play? or \u20202 how does miller make ann deever such a moving character in the play? support your  ideas with details from the writing. or 3 y ou are jim bayliss. y ou have arrived with george deever at the kellers\u2019 house. y ou have  left the car and you are walking up the driveway.   write your thoughts.content removed due to copyright restrictions.",
+            "6": "6 0486/43/m/j/14 \u00a9 ucles 2014william shakespeare: \tjulius\tcaesar either *4 read this extract, and then answer the question that follows it:  enter brutus  in his orchard. brutus : what, lucius, ho!  i cannot by the progress of the stars  give guess how near to day. lucius, i say!  i would it were my fault to sleep so soundly.  when, lucius, when? awake, i say! what, lucius!  enter  lucius . lucius:  call\u2019d you, my lord? brutus:  get me a taper in my study, lucius;  when it is lighted, come and call me here. lucius:  i will, my lord.  [exit. brutus:  it must be by his death; and for my part,  i know no personal cause to spurn at him,  but for the general: he would be crown\u2019d.  how that might change his nature, there\u2019s the question.  it is the bright day that brings forth the adder,  and that craves wary walking. crown him \u2013 that!  and then, i grant, we put a sting in him  that at his will he may do danger with.  th\u2019 abuse of greatness is, when it disjoins  remorse from power; and to speak truth of caesar,  i have not known when his affections sway\u2019d  more than his reason. but \u2019tis a common proof  that lowliness is young ambition\u2019s ladder,  whereto the climber-upward turns his face;  but when he once attains the upmost round,  he then unto the ladder turns his back,  looks in the clouds, scorning the base degrees  by which he did ascend. so caesar may.  then, lest he may, prevent. and since the quarrel  will bear no colour for the thing he is,  fashion it thus \u2013 that what he is, augmented,  would run to these and these extremities;  and therefore think him as a serpent\u2019s egg,  which, hatch\u2019d, would as his kind grow mischievous,  and kill him in the shell.  re-enter lucius . lucius:  the taper burneth in your closet, sir.  searching the window for a flint, i found  this paper, thus seal\u2019d up; and i am sure  it did not lie there when i went to bed.   [giving him a letter. brutus:  get you to bed again, it is not day.  is not to-morrow, boy, the ides of march? lucius:  i know not, sir. brutus:  look in the  calender, and bring me word. lucius:  i will, sir.  [exit.5 10 15 20 25 30 35 40 45",
+            "7": "7 0486/43/m/j/14 \u00a9 ucles 2014 [turn overbrutus:  the exhalations, whizzing in the air,  give so much light that i may read by them.   [opens the letter and reads.  \u2018brutus, thou sleep\u2019st. awake, and see thyself.  shall rome, etc. speak, strike, redress!  brutus thou sleep\u2019st; awake.\u2019  such instigations have been often dropp\u2019d  where i have took them up.  \u2018shall rome, etc.\u2019 thus must i piece it out:  shall rome stand under one man\u2019s awe? what, rome?  my ancestors did from the streets of rome  the tarquin drive, when he was call\u2019d a king.  \u2018speak, strike, redress!\u2019 am i entreated  to speak and strike? o rome, i make thee promise,  if the redress will follow, thou receivest  thy full petition at the hand of brutus!  re-enter  lucius . lucius:  sir, march is wasted fifteen days.   [knocking within. brutus:  \u2019tis good. go to the gate; somebody knocks.  [exit lucius.  since cassius first did whet me against caesar,   i have not slept.  between the acting of a dreadful thing  and the first motion all the interim is  like a phantasma or a hideous dream.  the genius and the mortal instruments  are then in council; and the state of man,  like to a little kingdom, suffers then  the nature of an insurrection. [from act 2 scene 1 ]   how does shakespeare dramatically reveal brutus\u2019s state of mind at this moment in the  play? or \u20205 \u2018a peevish schoolboy \u2026 join\u2019d with a masker and a reveller!\u2019   do you think that cassius is right when he says this about octavius and antony? support  your ideas with details from the play. or 6 y ou are cassius. y ou have just left brutus\u2019s house after the meeting with the other  conspirators.   write your thoughts.50 55 60 65 70 75",
+            "8": "8 0486/43/m/j/14 \u00a9 ucles 2014william shakespeare: the\ttempest either *7 read this extract, and then answer the question that follows it: prospero:  [aside ] i had forgot that foul conspiracy  of the beast caliban and his confederates  against my life; the minute of their plot  is almost come. [ to the spirits ] well done; avoid; no more! ferdinand:  this is strange: your father\u2019s in some passion  that works him strongly. miranda:   never till this day  saw i him touch\u2019d with anger so distemper\u2019d. prospero:  y ou do look,  my son, in a mov\u2019d sort,  as if you were dismay\u2019d; be cheerful, sir.  our revels now are ended. these our actors,  as i foretold you, were all spirits, and  are melted into air, into  thin air;  and, like the baseless fabric of this vision,  the cloud-capp\u2019d towers,  the gorgeous palaces,  the solemn temples, the great globe itself,  y ea, all which it inherit, shall dissolve,  and, like this insubstantial pageant faded,  leave not a rack behind. we are such stuff  as dreams are made on; and our little life  is rounded with a sleep. sir, i am vex\u2019d;  bear with my weakness; my old brain is troubled;  be not disturb\u2019d with my infirmity.  if you be pleas\u2019d, retire into my cell  and there repose; a turn or two i\u2019ll walk  to still my beating mind. ferdinand, miranda :\t we wish your peace.  [exeunt. prospero:  come, with a thought. i thank thee, ariel; come.  enter ariel . ariel:  thy thoughts i cleave to. what\u2019s thy pleasure? prospero:   spirit,  we must prepare to meet with caliban. ariel:  ay, my commander. when i presented \u2018ceres\u2019,  i thought to have told thee of it; but i fear\u2019d  lest i might anger thee. prospero:  say again, where didst thou leave these varlets? ariel:  i told you, sir they were red-hot with drinking;  so full of valour that they smote the air  for breathing in their faces; beat the ground  for kissing of their feet; yet always bending  towards their project. then i beat my tabor,  at which like unback\u2019d colts they prick\u2019d their ears,  advanc\u2019d their eyelids, lifted up their noses  as they smelt music; so i charm\u2019d their ears,  that calf-like they my lowing follow\u2019d through  tooth\u2019d briers, sharp furzes, pricking goss, and thorns,5 10 15 20 25 30 35 40 45",
+            "9": "9 0486/43/m/j/14 \u00a9 ucles 2014 [turn over which ent\u2019red their frail shins. at last i left them  i\u2019 th\u2019 filthy mantled pool beyond your cell,  there dancing up to th\u2019 chins, that the foul lake  o\u2019erstunk their feet. prospero:   this was well done, my bird.  thy shape invisible retain thou still.  the trumpery in my house, go bring it hither  for stale to catch these thieves. ariel:   i go, i go.  [exit. prospero:  a devil, a born devil, on whose nature  nurture can never stick; on whom my pains,  humanely taken, all, all lost, quite lost;  and as with age his body uglier grows,  so his mind cankers. i will plague them all,  even to roaring. [from act 4 scene 1 ]   how does shakespeare make this moment in the play so dramatic and revealing? or \u20208 how moving do you find shakespeare\u2019s portrayal of the relationship between ferdinand  and miranda? support your ideas with details from the play. or 9 y ou are alonso. y ou have just landed on the island following the shipwreck.   write your thoughts.50 55 60",
+            "10": "10 0486/43/m/j/14 \u00a9 ucles 2014oscar wilde: the\timportance\tof\tbeing\tearnest either *10 read this extract, and then answer the question that follows it: cecily:  i keep a diary in order to enter the wonderful secrets of my  life. if i didn\u2019t write them down, i should probably forget all  about them. miss prism:  memory, my dear cecily, is the diary that we all carry about  with us. cecily:  y es, but it usually chronicles the things that have never  happened, and couldn\u2019t possibly have happened. i believe  that memory is responsible for nearly all the three-volume  novels that mudie sends us. miss prism:  do not speak slightingly of the three-volume novel, cecily. i  wrote one myself in earlier days. cecily:  did you really, miss prism? how wonderfully clever you  are! i hope it did not end happily? i don\u2019t like novels that  end happily. they depress me so much. miss prism:  the good ended happily, and the bad unhappily. that is  what fiction means. cecily:  i suppose so. but it seems very unfair. and was your novel  ever published? miss prism:  alas! no. the manuscript unfortunately was abandoned.  [cecily  starts. ] i use the word in the sense of lost or mislaid.  to your work, child; these speculations are profitless. cecily:  [smiling. ] but i see dear mr. chasuble coming up through  the garden. miss prism:  [rising and advancing. ] dr. chasuble! this is indeed a  pleasure. enter canon chasuble . chasuble:  and how are we this morning? miss prism, you are, i trust,  well? cecily:  miss prism has just been complaining of a slight headache.  i think it would do her so much good to have a short stroll  with you in the park, dr. chasuble. miss prism:  cecily, i have not mentioned anything about a headache. cecily:  no, dear miss prism, i know that, but i felt instinctively that  you had a headache. indeed i was thinking about that, and  not about my german lesson, when the rector came in. chasuble:  i hope, cecily, you are not inattentive. cecily:  oh, i am afraid i am. chasuble:  that is strange. were i fortunate enough to be miss prism\u2019s  pupil, i would hang upon her lips. [ miss prism glares. ] i  spoke metaphorically.\u2014my metaphor was drawn from  bees. ahem! mr. worthing, i suppose, has not returned  from town yet? miss prism:  we do not expect him till monday afternoon. chasuble:  ah yes, he usually likes to spend his sunday in london. he  is not one of those whose sole aim is enjoyment, as, by all 5 10 15 20 25 30 35 40 45",
+            "11": "11 0486/43/m/j/14 \u00a9 ucles 2014 [turn overaccounts, that unfortunate young man his brother seems to  be. but i must not disturb egeria and her pupil any longer. miss prism:  egeria? my name is l\u00e6titia, doctor. chasuble:  [bowing. ] a classical allusion merely, drawn from the pagan  authors. i shall see you both no doubt at evensong? miss prism:  i think, dear doctor, i will have a stroll with you. i find i have  a headache after all, and a walk might do it good. chasuble:  with pleasure, miss prism, with pleasure. we might go as  far as the schools and back. miss prism:  that would be delightful. cecily, you will read your political  economy in my absence. the chapter on the fall of the  rupee you may omit. it is somewhat too sensational. even  these metallic problems have their melodramatic side.   [goes down the garden with dr. chasuble . cecily:  [picks up books and throws them back on table. ] horrid  political economy! horrid geography! horrid, horrid  german! [from act 2 ]   how does wilde amusingly reveal the thoughts of the characters here? or \u202011 explore in detail two moments in the play which wilde makes particularly amusing for  you. do not use the passage above in answering this question. or 12 y ou are algernon at the end of the play.   write your thoughts.50 55 60",
+            "12": "12 0486/43/m/j/14 \u00a9 ucles 2014section b: poetry thomas hardy: selected\tpoems either *13 read this poem, and then answer the question that follows it: on the departure platform we kissed at the barrier; and passing through she left me, and moment by moment got smaller and smaller, until to my view     she was but a spot; a wee white spot of muslin fluff that down the diminishing platform bore through hustling crowds of gentle and rough     to the carriage door. under the lamplight\u2019s fitful glowers, behind dark groups from far and near, whose interests were apart from ours,     she would disappear, then show again, till i ceased to see that flexible form, that nebulous white; and she who was more than my life to me     had vanished quite \u2026 we have penned new plans since that fair fond day, and in season she will appear again \u2013 perhaps in the same soft white array \u2013     but never as then! \u2013 \u2018and why, young man, must eternally fly a joy you\u2019ll repeat, if you love her well?\u2019 \u2013 o friend, nought happens twice thus; why,     i cannot tell!   how does hardy movingly reveal the feelings of the speaker in this poem? or \u202014 how does hardy memorably convey the effect on his mood of the thrush's song in the  darkling thrush ? or \u202015 explore the ways in which hardy makes you strongly sympathise with the speaker in  either  neutral tones or at the word \u2018farewell\u2019 .5 10 15 20",
+            "13": "13 0486/43/m/j/14 \u00a9 ucles 2014 [turn oversongs\tof\tourselves:  from part 4 either *16 read this poem, and then answer the question that follows it: the cockroach i watched a giant cockroach start to pace, skirting a ball of dust that rode the floor. at first he seemed quite satisfied to trace a path between the wainscot and the door, but soon he turned to jog in crooked rings, circling the rusty table leg and back, and flipping right over to scratch his wings \u2013 as if the victim of a mild attack of restlessness that worsened over time. after a while, he climbed an open shelf and stopped. he looked uncertain where to go. was this due payment for some vicious crime a former life had led to? i don\u2019t know, except i thought i recognised myself. (by kevin halligan )   explore the ways in which kevin halligan comments on human behaviour in this poem. or \u202017 in what ways does allen curnow memorably convey the speaker\u2019s thoughts and feelings  in continuum ? or \u202018 how does dante gabriel rossetti powerfully communicate feelings of grief in the  woodspurge ?5 10",
+            "14": "14 0486/43/m/j/14 \u00a9 ucles 2014section c: prose tsitsi dangarembga: nervous\tconditions either *19 read this extract, and then answer the question that follows it: lifting a round spoon-shaped object from the tray, maiguru poured my tea. \u2018what has amused you, sisi tambu?\u2019 she asked, seeing a smile hover  over my mouth. \u2018that little sieve, maiguru. is it really just for sifting tea?\u2019 \u2018the tea-strainer?\u2019 my aunt replied. \u2018haven\u2019t you seen one before? the  tea wouldn\u2019t be drinkable without it. it would be all tea-leaves.\u2019 so this tea-strainer was another necessity i had managed without up  until now. maiguru seemed to think it was absolutely vital to have one. i  would hardly have described it like that. interesting, yes, but vital? and  imagine spending money on a sieve so small it could only be used for  sifting tea! when i went home i would see whether tea really was less  pleasant to drink without the strainer. there was food too, lots of it. lots of biscuits and cakes and jam  sandwiches. maiguru was offering me the food, but it was difficult to decide  what to take because everything looked so appetising. we did not often  have cake at home. in fact, i remembered having cake only at christmas  time or at easter. at those times babamukuru brought a great zambezi  slab home with him and cut it up in front of our eager eyes, all the children  waiting for him to distribute it. this he did one piece each at a time so that  for days on end, long after the confectionery had lost its freshness, we  would be enraptured. we would spend many blissful moments picking off  and nibbling, first the white coconut and then the pink icing and last the  delicious golden cake itself, nibbling so slowly such little pieces at a time  that we could hardly taste them, but could gloat when everyone else had  finished that we still had some left. biscuits were as much of a treat as  cake, especially when they were dainty, dessert biscuits with cream in the  middle or chocolate on top. jam was another delicacy that appeared only  on festive occasions. maiguru must have guessed my thoughts from the expression on my  face and the way i hesitated to help myself. cordially she invited me to eat  as much as i liked of anything i liked, even if that meant everything. not  wanting my aunt to think me greedy, i had to be more restrained than usual  after that, so i chose one small biscuit that did not even have cream in the  middle and bit into it slowly so that i would not be obliged to take anything  else. this made maiguru anxious. my sweet little aunt, who liked to please,  interpreted my diffidence as her own shortcoming. \u2018did you want mazoe, sisi tambu? or fanta? ginger ale maybe? it is all  there. just say what you want.\u2019 i hastened to reassure her by taking a great gulp of tea. being used to  enamel mugs which warned you when the tea was too hot by burning your  lips before you let the liquid reach your mouth, the boiling tea scalded my  tongue. i was in agony. my eyes watered and my nose too. choking and  spluttering, i deposited my cup shakily back in its saucer. \u2018what are you doing to her, mum? she looks about to burst into tears,\u2019  asked nyasha, bouncing into the living-room, all flour and rich baking  smells. \u2018go and clean yourself up, nyasha. say hello to your cousin,\u2019 instructed  maiguru.5 10 15 20 25 30 35 40 45",
+            "15": "15 0486/43/m/j/14 \u00a9 ucles 2014 [turn over\u2018hello,\u2019 my cousin said cheerfully, half-way across the room. \u2018nyasha!\u2019 maiguru insisted. \u2018i have said hello, before you came out,\u2019 nyasha called, passing out of  the living-room into the depths of the house. \u2018anyway\u2019, she added pointedly,  \u2018i\u2019m going to clean myself up.\u2019 [from chapter 4 ]   explore the ways in which dangarembga makes this moment so amusing and revealing. or \u202020 how does dangarembga movingly portray babamukuru\u2019s generosity and its varying  effects? support your ideas with details from the novel. or 21 y ou are babamukuru. y ou are driving back to umtali having left nyasha in the clinic.   write your thoughts.50",
+            "16": "16 0486/43/m/j/14 \u00a9 ucles 2014anita desai: fasting, \tfeasting either *22 read this extract, and then answer the question that follows it: the ceremony wound on at its own ponderous pace.  he nodded and mumbled something like, \u2018in meerut,\u2019 and disappeared. [from chapter 8 ]   how does desai make this seem such a depressing beginning to uma\u2019s married life?content removed due to copyright restrictions.",
+            "17": "17 0486/43/m/j/14 \u00a9 ucles 2014 [turn overor \u202023 how does desai vividly convey arun\u2019s loneliness when he is in the usa? support your  ideas with details from the novel. or 24 y ou are melanie patton. arun has just found you covered in dirt and vomit lying on the  ground by the swimming hole.   write your thoughts.",
+            "18": "18 0486/43/m/j/14 \u00a9 ucles 2014kiran desai: hullabaloo\tin\tthe\tguava\torchard either *25 read this extract, and then answer the question that follows it: mr chawla ran to sampath\u2019s tree to bring him down. he should really have  been made to descend earlier.  the crowd stood panting in the orchard. [from chapter 25 ]content removed due to copyright restrictions.",
+            "19": "19 0486/43/m/j/14 \u00a9 ucles 2014 [turn over  in what ways does desai make this moment so mysterious and amusing? support your  ideas with details from the writing. or \u202026 \u2018dreadful and chaotic\u2019   \u2018colourful and lively\u2019   in your opinion, which of these is the more accurate description of desai\u2019s portrayal of  shahkot? support your ideas with details from desai\u2019s writing. or 27 y ou are hungry hop. y ou are sitting at home, waiting for the milkman to deliver another  note from pinky.   write your thoughts.",
+            "20": "20 0486/43/m/j/14 \u00a9 ucles 2014george eliot: silas\tmarner either *28 read this extract, and then answer the question that follows it: so, year after year, silas marner had lived in this solitude, his guineas  rising in the iron pot, and his life narrowing and hardening itself more  and more into a mere pulsation of desire and satisfaction that had no  relation to any other being. his life had reduced itself to the mere functions  of weaving and hoarding, without any contemplation of an end towards  which the functions tended. the same sort of process has perhaps  been undergone by wiser men, when they have been cut off from faith  and love\u2014only, instead of a loom and a heap of guineas, they have had  some erudite research, some ingenious project, or some well-knit theory.  strangely marner\u2019s face and figure shrank and bent themselves into a  constant mechanical relation to the objects of his life, so that he produced  the same sort of impression as a handle or a crooked tube, which has  no meaning standing apart. the prominent eyes that used to look trusting  and dreamy, now looked as if they had been made to see only one kind of  thing that was very small, like tiny grain, for which they hunted everywhere:  and he was so withered and yellow, that, though he was not yet forty, the  children always called him \u2018old master marner.\u2019 y et even in this stage of withering a little incident happened, which  showed that the sap of affection was not all gone. it was one of his daily  tasks to fetch his water from a well a couple of fields off, and for this  purpose, ever since he came to raveloe, he had had a brown earthenware  pot, which he held as his most precious utensil, among the very few  conveniences he had granted himself. it had been his companion for  twelve years, always standing on the same spot, always lending its handle  to him in the early morning, so that its form had an expression for him  of willing helpfulness, and the impress of its handle on his palm gave a  satisfaction mingled with that of having the fresh clear water. one day as  he was returning from the well, he stumbled against the step of the stile,  and his brown pot, falling with force against the stones that overarched the  ditch below him, was broken in three pieces. silas picked up the pieces  and carried them home with grief in his heart. the brown pot could never  be of use to him any more, but he stuck the bits together and propped the  ruin in its old place for a memorial. this is the history of silas marner until the fifteenth year after he came  to raveloe. the livelong day he sat in his loom, his ear filled with its  monotony, his eyes bent close down on the slow growth of sameness in  the brownish web, his muscles moving with such even repetition that their  pause seemed almost as much a constraint as the holding of his breath.  but at night came his revelry: at night he closed his shutters, and made  fast his doors, and drew out his gold. long ago the heap of coins had  become too large for the iron pot to hold them, and he had made for them  two thick leather bags, which wasted no room in their resting-place, but  lent themselves flexibly to every corner. how the guineas shone as they  came pouring out of the dark leather mouths! the silver bore no large  proportion in amount to the gold, because the long pieces of linen which  formed his chief work were always partly paid for in gold, and out of the  silver he supplied his own bodily wants, choosing always the shillings and  sixpences to spend in this way. he loved the guineas best, but he would  not change the silver\u2014the crowns and half-crowns that were his own  earnings, begotten by his labour; he loved them all. he spread them out in  heaps and bathed his hands in them; then he counted them and set them 5 10 15 20 25 30 35 40 45 50",
+            "21": "21 0486/43/m/j/14 \u00a9 ucles 2014 [turn overup in regular piles, and felt their rounded outline between his thumb and  fingers, and thought fondly of the guineas that were only half-earned by  the work in his loom, as if they had been unborn children\u2014thought of the  guineas that were coming slowly through the coming years, through all his  life, which spread far away before him, the end quite hidden by countless  days of weaving. no wonder his thoughts were still with his loom and his  money when he made his journeys through the fields and the lanes to  fetch and carry home his work, so that his steps never wandered to the  hedge-banks and the lane-side in search of the once familiar herbs: these  too belonged to the past, from which his life had shrunk away, like a rivulet  that has sunk far down from the grassy fringe of its old breadth into a little  shivering thread, that cuts a groove for itself in the barren sand. [from chapter 2 ]   how does eliot make you feel sorry for silas here? or \u202029 how does eliot make the people of raveloe village come to life for you at two moments  in the novel? support your ideas with details from the writing. (do not use the extract  printed in question 28 in answering this question.) or 30 y ou are godfrey cass. y our brother dunstan\u2019s body has been found in the drained stone- pit.   write your thoughts.55 60",
+            "22": "22 0486/43/m/j/14 \u00a9 ucles 2014susan hill: \ti\u2019m\tthe\tking\tof\tthe\tcastle either *31 read this extract, and then answer the question that follows it: sweat was running down his forehead and into his eyes. he looked up.  the crow kept on coming. he ran. but it wasn\u2019t easy to run down this field, either, because of the tractor  ruts. he began to leap wildly from side to side of them, his legs stretched  as wide as they could go, and for a short time, it seemed that he did go  faster. the crow dived again, and, as it rose, kingshaw felt the tip of its  black wing, beating against his face. he gave a sudden, dry sob. then, his  left foot caught in one of the ruts and he keeled over, going down straight  forwards. he lay with his face in the coarse grass, panting and sobbing by turns,  with the sound of his own blood pumping through his ears. he felt the sun  on the back of his neck, and his ankle was wrenched. but he would be  able to get up. he raised his head, and wiped two fingers across his face.  a streak of blood came off, from where a thistle had scratched him. he got  unsteadily to his feet, taking in deep, desperate breaths of the close air. he  could not see the crow. but when he began to walk forwards again, it rose up from the grass a  little way off, and began to circle and swoop. kingshaw broke into a run,  sobbing and wiping the damp mess of tears and sweat off his face with  one hand. there was a blister on his ankle, rubbed raw by the sandal strap.  the crow was still quite high, soaring easily, to keep pace with him. now,  he had scrambled over the third gate, and he was in the field next to the  one that belonged to warings. he could see the back of the house. he  began to run much faster. this time, he fell and lay completely winded. through the runnels of  sweat and the sticky tufts of his own hair, he could see a figure, looking  down at him from one of the top windows of the house. then, there was a single screech, and the terrible beating of wings, and  the crow swooped down and landed in the middle of his back. kingshaw thought that, in the end, it must have been his screaming that  frightened it off, for he dared not move. he lay and closed his eyes and  felt the claws of the bird, digging into his skin, through the thin shirt, and  began to scream in a queer, gasping sort of way. after a moment or two,  the bird rose. he had expected it to begin pecking at him with his beak,  remembering terrible stories about vultures that went for living people\u2019s  eyes. he could not believe in his own escape. he scrambled up, and ran on, and this time, the crow only hovered  above, though not very high up, and still following him, but silently, and no  longer attempting to swoop down. kingshaw felt his legs go weak beneath  him, as he climbed the last fence, and stood in the place from which he  had started out on his walk, by the edge of the copse. he looked back  fearfully. the crow circled a few times, and then dived into the thick foliage  of the beech trees. kingshaw wiped his face with the back of his hand again. he wanted  to go to his mother. he was trembling all over. but he never did go to her,  he made himself cope alone, he would not go because of a stupid bird.  then his eye caught a quick movement. he looked up. hooper stood in the  window of his bedroom. he watched and watched. [from chapter 3 ]5 10 15 20 25 30 35 40 45",
+            "23": "23 0486/43/m/j/14 \u00a9 ucles 2014 [turn over  explore the ways in which hill vividly conveys kingshaw\u2019s terror here. or \u202032 to what extent does hill make you feel sympathy for mrs kingshaw? support your ideas  with details from the writing. or 33 y ou are kingshaw as you travel to warings for the first time.   write your thoughts.",
+            "24": "24 0486/43/m/j/14 \u00a9 ucles 2014from \tstories\tof\tourselves either *34 read this extract from her first ball (by katherine mansfield), and then answer the  question that follows it: leila put two fingers on laura\u2019s pink velvet cloak, and they were  somehow lifted past the big golden lantern, carried along the passage, and  pushed into the little room marked \u2018ladies\u2019. here the crowd was so great  there was hardly space to take off their things; the noise was deafening.  two benches on either side were stacked high with wraps. two old women  in white aprons ran up and down tossing fresh armfuls. and everybody  was pressing forward trying to get at the little dressing-table and mirror at  the far end. a great quivering jet of gas lighted the ladies\u2019 room. it couldn\u2019t wait; it  was dancing already. when the door opened again and there came a burst  of tuning from the drill hall, it leaped almost to the ceiling. dark girls, fair girls were patting their hair, tying ribbons again, tucking  handkerchiefs down the fronts of their bodies, smoothing marble-white  gloves. and because they were all laughing it seemed to leila that they  were all lovely. \u2018aren\u2019t there any invisible hairpins?\u2019 cried a voice. \u2018how most  extraordinary! i can\u2019t see a single invisible hairpin.\u2019 \u2018powder my back, there\u2019s a darling,\u2019 cried someone else. \u2018but i must have a needle and cotton. i\u2019ve torn simply miles and miles of  the frill,\u2019 wailed a third. then, \u2018pass them along, pass them along!\u2019 the straw basket of  programmes was tossed from arm to arm. darling little pink-and-silver  programmes, with pink pencils and fluffy tassels. leila\u2019s fingers shook as  she took one out of the basket. she wanted to ask someone, \u2018am i meant  to have one too?\u2019 but she had just time to read: \u2018waltz 3. two, two in a  canoe . polka 4. making the feathers fly \u2019, when meg cried, \u2018ready, leila?\u2019  and they pressed their way through the crush in the passage towards the  big double doors of the drill hall. dancing had not begun yet, but the band had stopped tuning, and the  noise was so great it seemed that when it did begin to play it would never  be heard. leila, pressing close to meg, looking over meg\u2019s shoulder, felt  that even the little quivering coloured flags strung across the ceiling were  talking. she quite forgot to be shy; she forgot how in the middle of dressing  she had sat down on the bed with one shoe off and one shoe on and  begged her mother to ring up her cousins and say she couldn\u2019t go after all.  and the rush of longing she had had to be sitting on the veranda of their  forsaken up-country home, listening to the baby owls crying \u2018more pork\u2019  in the moonlight, was changed to a rush of joy so sweet that it was hard  to bear alone. she clutched her fan, and, gazing at the gleaming, golden  floor, the azaleas, the lanterns, the stage at one end with its red carpet  and gilt chairs and the band in a corner, she thought breathlessly, \u2018how  heavenly; how simply heavenly!\u2019 all the girls stood grouped together at one side of the doors, the men  at the other, and the chaperones in dark dresses, smiling rather foolishly,  walked with little careful steps over the polished floor towards the stage. \u2018this is my little country cousin leila. be nice to her. find her partners;  she\u2019s under my wing,\u2019 said meg, going up to one girl after another. strange faces smiled at leila \u2013 sweetly, vaguely. strange voices  answered, \u2018of course, my dear.\u2019 but leila felt the girls didn\u2019t really see her.  they were looking towards the men. why didn\u2019t the men begin? what were 5 10 15 20 25 30 35 40 45 50",
+            "25": "25 0486/43/m/j/14 \u00a9 ucles 2014they waiting for? there they stood, smoothing their gloves, patting their  glossy hair and smiling among themselves. then, quite suddenly, as if  they had only just made up their minds that that was what they had to do,  the men came gliding over the parquet. there was a joyful flutter among  the girls. a tall, fair man flew up to meg, seized her programme, scribbled  something; meg passed him on to leila. \u2018may i have the pleasure?\u2019 he  ducked and smiled. there came a dark man wearing an eyeglass, then  cousin laurie with a friend, and laura with a little freckled fellow whose tie  was crooked. then quite an old man \u2013 fat, with a big bald patch on his head  \u2013 took her programme and murmured, \u2018let me see, let me see!\u2019 and he was  a long time comparing his programme, which looked black with names,  with hers. it seemed to give him so much trouble that leila was ashamed.  \u2018oh, please don\u2019t bother,\u2019 she said eagerly. but instead of replying the fat  man wrote something, glanced at her again. \u2018do i remember this bright  little face?\u2019 he said softly. \u2018is it known to me of yore?\u2019 at that moment the  band began playing; the fat man disappeared. he was tossed away on a  great wave of music that came flying over the gleaming floor, breaking the  groups up into couples, scattering them, sending them spinning \u2026   how does mansfield vividly capture the excitement of the ball here? or \u202035 what does graham greene make you feel about t. in the destructors ? support your  ideas with details from the story. or 36 y ou are sam in the son\u2019s veto . y ou  have just watched sophy\u2019s funeral procession go  past your shop.   write your thoughts.55 60 65",
+            "26": "26 0486/43/m/j/14 \u00a9 ucles 2014blank page",
+            "27": "27 0486/43/m/j/14 \u00a9 ucles 2014blank page",
+            "28": "28 0486/43/m/j/14 \u00a9 ucles 2014blank page copyright acknowledgements: question 1  \u00a9 all my sons. \u00a9 1947, arthur miller. reproduced by permission. all rights reserved. question 16  \u00a9 kevin halligan; the cockroach,  in songs of ourselves ; cambridge university press; 2007. question 19  \u00a9 tsitsi dangarembga; nervous conditions ; ayebia publishing; 1988. question 22  \u00a9 anita desai; fasting, feasting ; reproduced by permission of the author c/o rogers, coleridge & white ltd., 20 powis mews, london w11 1jn. question 25  \u00a9 kiran desai; hullabaloo in the guava orchard ; faber & faber ltd; 1998. question 31  \u00a9 susan hill; i\u2019m the king of the castle ; penguin books ltd; 1989. permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the  publisher will be pleased to make amends at the earliest possible opportunity. cambridge international examinations is part of the cambridge assessment group. cambridge assessment is the brand name of university of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge."
+        },
+        "0486_s14_qp_51.pdf": {
+            "1": "this document consists of 13 printed pages, 3 blank pages and 1 insert. dc (st) 103132 \u00a9 ucles 2014 [turn overcambridge international examinations cambridge international general certificate of secondary education * 9 4 0 9 3 1 6 1 7 4 *literature (english)  0486/51 paper 5 may/june 2014  45 minutes no additional materials are required. read these instructions first an answer booklet is provided inside this question paper. y ou should follow the instructions on the front cover  of the answer booklet. if you need additional answer paper ask the invigilator for a continuation booklet. answer one question. all questions in this paper carry equal marks.",
+            "2": "2 0486/51/m/j/14 \u00a9 ucles 2014answer one question on any text. jane austen: northanger abbey either 1 read this extract, and then answer the question that follows it: they met by appointment; and as isabella had arrived nearly five  minutes before her friend, her first address naturally was \u2013 \u2018my dearest  creature, what can have made you so late? i have been waiting for you at  least this age!\u2019 \u2018have you, indeed! \u2013 i am very sorry for it; but really i thought i  was in very good time. it is but just one. i hope you have not been here   long?\u2019 \u2018oh! these ten ages at least. i am sure i have been here this half hour.  but now, let us go and sit down at the other end of the room, and enjoy  ourselves. i have an hundred things to say to you. in the first place, i was  so afraid it would rain this morning, just as i wanted to set off; it looked  very showery, and that would have thrown me into agonies! do you know,  i saw the prettiest hat you can imagine, in a shop window in milsom street  just now \u2013 very like yours, only with coquelicot ribbons instead of green; i  quite longed for it. but, my dearest catherine, what have you been doing  with yourself all this morning? \u2013 have you gone on with udolpho?\u2019 \u2018y es, i have been reading it ever since i woke; and i am got to the  black veil.\u2019 \u2018are you, indeed? how delightful! oh! i would not tell you what is  behind the black veil for the world! are not you wild to know?\u2019 \u2018oh! yes, quite; what can it be? \u2013 but do not tell me \u2013 i would not  be told upon any account. i know it must be a skeleton, i am sure it is  laurentina\u2019s skeleton. oh! i am delighted with the book! i should like to  spend my whole life in reading it. i assure you, if it had not been to meet  you, i would not have come away from it for all the world.\u2019 \u2018dear creature! how much i am obliged to you; and when you have  finished udolpho, we will read the italian together; and i have made out a  list of ten or twelve more of the same kind for you.\u2019 \u2018have you, indeed! how glad i am! \u2013 what are they all?\u2019 \u2018i will read you their names directly; here they are, in my pocket-book.  castle of wolfenbach, clermont, mysterious warnings, necromancer  of the black forest, midnight bell, orphan of the rhine, and horrid  mysteries. those will last us some time.\u2019 \u2018y es, pretty well; but are they all horrid, are you sure they are all  horrid?\u2019 \u2018y es, quite sure; for a particular friend of mine, a miss andrews, a  sweet girl, one of the sweetest creatures in the world, has read every one  of them. i wish you knew miss andrews, you would be delighted with her.  she is netting herself the sweetest cloak you can conceive. i think her as  beautiful as an angel, and i am so vexed with the men for not admiring  her! \u2013 i scold them all amazingly about it.\u2019 \u2018scold them! do you scold them for not admiring her?\u2019 \u2018y es, that i do. there is nothing i would not do for those who are  really my friends. i have no notion of loving people by halves, it is not my  nature. my attachments are always excessively strong. i told capt. hunt  at one of our assemblies this winter, that if he was to tease me all night, i  would not dance with him, unless he would allow miss andrews to be as  beautiful as an angel. the men think us incapable of real friendship you  know, and i am determined to show them the difference. now, if i were to 5 10 15 20 25 30 35 40 45",
+            "3": "3 0486/51/m/j/14 \u00a9 ucles 2014 [turn overhear anybody speak slightingly of you, i should fire up in a moment: \u2013 but  that is not at all likely, for you are just the kind of girl to be a great favourite  with the men.\u2019 \u2018oh! dear,\u2019 cried catherine, colouring, \u2018how can you say so?\u2019 \u2018i know you very well; you have so much animation, which is  exactly what miss andrews wants, for i must confess there is something  amazingly insipid about her.\u2019  [from chapter 6 ]   how does austen\u2019s writing make this moment so entertaining? or 2 explore two moments in the novel where austen makes one character\u2019s misunderstanding  of another amusing for you. or 3 y ou are henry tilney. y ou have just found out that your father has sent catherine away  from northanger abbey.   write your thoughts.50 55",
+            "4": "4 0486/51/m/j/14 \u00a9 ucles 2014carol ann duffy: selected poems either 4 read this poem, and then answer the question that follows it: miles away i want you and you are not here. i pause into memory. the stars are filming us for no one.   how does duffy\u2019s writing create a vivid impression of missing a loved one in this poem? or 5 how does duffy create very different impressions of teachers in head of english  and  the good teachers ? or 6 in what ways does duffy reveal the more unpleasant side of human nature in stealing ?content removed due to copyright restrictions.",
+            "5": "5 0486/51/m/j/14 \u00a9 ucles 2014 [turn overhelen dunmore: the siege either 7 read this extract, and then answer the question that follows it: anna has always loved the first snowfall of winter. she knows as soon as  dawn comes that it\u2019ll be today.  the russian winter defeated napoleon, people say to one  another. perhaps it will defeat hitler, too.  [from chapter 17 ]   how does dunmore\u2019s writing vividly convey anna\u2019s feelings about the first snowfall here? or 8 to what extent does dunmore make you sympathise with mikhail? support your ideas  with details from the novel. or 9 y ou are andrei after your first meeting with anna.   write your thoughts.content removed due to copyright restrictions.",
+            "6": "6 0486/51/m/j/14 \u00a9 ucles 2014from jo phillips ed.: poems deep & dangerous either 10 read this poem, and then answer the question that follows it: laundrette we sit nebulous in steam. it calms the air and makes the windows stream rippling the hinterland\u2019s big houses to a blur of bedsits \u2013 not a patch on what they were before. we stuff the tub, jam money in the slot, sit back on rickle chairs not reading. the paperbacks in our pockets curl. our eyes are riveted. our own colours whirl. we pour in smithereens of soap. the machine sobs through its cycle. the rhythm throbs and changes. suds drool and slobber in the churn. our duds don\u2019t know which way to turn. the dark shoves one man in, lugging a bundle like a wandering jew. linen washed in public here. we let out of the bag who we are. this young wife has a fine stack of sheets, each pair a present. she admires their clean cut air of colourschemes and being chosen. are the dyes fast? this christening lather will be the first test. this woman is deadpan before the rinse and sluice of the family in a bagwash. let them stew in their juice to a final fankle, twisted, wrung out into rope, hard to unravel. she sees a kaleidoscope for her to narrow her eyes and blow smoke at, his overalls and pants ballooning, tangling with her smalls and the teeshirts skinned from her wriggling son. she has a weather eye for what might shrink or run. this dour man does for himself. before him, half lost, his small possessions swim. cast off, random they nose and nudge the porthole glass like flotsam. (by liz lochhead )   in what striking ways does lochhead bring to life the laundrette and the people in it?5 10 15 20 25 30",
+            "7": "7 0486/51/m/j/14 \u00a9 ucles 2014 [turn overor 11 explore the ways in which rossetti memorably conveys feelings of regret in sonnet: i  wish i could remember that first day . or 12 how do the poets make vivid use of imagery in either  football after school (by patricia  mccarthy) or shall i compare thee .  . .? (by william shakespeare)?",
+            "8": "8 0486/51/m/j/14 \u00a9 ucles 2014william shakespeare: a midsummer night\u2019s dream either 13 read this extract, and then answer the question that follows it: helena:  o, teach me how you look, and with what art  y ou sway the motion of demetrius\u2019 heart! hermia:  i frown upon him, yet he loves me still. helena:  o that your frowns would teach my smiles such skill! hermia:  i give him curses, yet he gives me love. helena:  o that my prayers could such affection move! hermia:  the more i hate, the more he follows me. helena:  the more i love, the more he hateth me. hermia:  his folly, helena, is no fault of mine. helena:  none, but your beauty; would that fault were mine! hermia:  take comfort: he no more shall see my face;  lysander and myself will fly this place.  before the time i did lysander see,  seem\u2019d athens as a paradise to me.  o, then, what graces in my love do dwell,  that he hath turn\u2019d a heaven unto a hell! lysander:  helen, to you our minds we will unfold:  to-morrow night, when phoebe doth behold  her silver visage in the wat\u2019ry glass,  decking with liquid pearl the bladed grass,  a time that lovers\u2019 flights doth still conceal,  through athens\u2019 gates have we devis\u2019d to steal. hermia:  and in the wood where often you and i  upon faint primrose beds were wont to lie,  emptying our bosoms of their counsel sweet,  there my lysander and myself shall meet;  and thence from athens turn away our eyes,  to seek new friends and stranger companies.  farewell, sweet playfellow; pray thou for us,  and good luck grant thee thy demetrius!  keep word, lysander; we must starve our sight  from lovers\u2019 food till morrow deep midnight. lysander:  i will, my hermia. [exit hermia.  helena adieu;  as you on him, demetrius dote on you! [exit lysander. helena:  how happy some o\u2019er other some can be!  through athens i am thought as fair as she.  but what of that? demetrius thinks not so;  he will not know what all but he do know.  and as he errs, doting on hermia\u2019s eyes,  so i, admiring of his qualities.  things base and vile, holding no quantity,  love can transpose to form and dignity.  love looks not with the eyes, but with the mind;  and therefore is wing\u2019d cupid painted blind.5 10 15 20 25 30 35 40 45",
+            "9": "9 0486/51/m/j/14 \u00a9 ucles 2014 [turn over nor hath love\u2019s mind of any judgment taste;  wings and no eyes figure unheedy haste;  and therefore is love said to be a child,  because in choice he is so oft beguil\u2019d.  as waggish boys in game themselves forswear,  so the boy love is perjur\u2019d everywhere;  for ere demetrius look\u2019d on hermia\u2019s eyne,  he hail\u2019d down oaths that he was only mine;  and when this hail some heat from hermia felt,  so he dissolv\u2019d, and show\u2019rs of oaths did melt.  i will go tell him of fair hermia\u2019s flight;  then to the wood will he to-morrow night  pursue her; and for this intelligence  if i have thanks, it is a dear expense.  but herein mean i to enrich my pain,  to have his sight thither and back again. [exit.  [from act 1 scene 1 ]   in what ways does shakespeare dramatically convey the thoughts and feelings of the  characters at this moment in the play? or 14 how does shakespeare strikingly portray oberon\u2019s feelings towards titania? support  your ideas with details from the play. or 15 y ou are bottom. y our play \u2018pyramus and thisbe\u2019 has just finished.   write your thoughts.50 55 60",
+            "10": "10 0486/51/m/j/14 \u00a9 ucles 2014robert louis stevenson: the strange case of dr jekyll and mr hyde either 16 read this extract, and then answer the question that follows it: \u2018well, it was this way,\u2019 returned mr enfield: \u2018i was coming home from  some place at the end of the world, about three o\u2019clock of a black winter  morning, and my way lay through a part of town where there was literally  nothing to be seen but lamps. street after street, and all the folks asleep\u2014 street after street, all lighted up as if for a procession and all as empty  as a church\u2014till at last i got into that state of mind when a man listens  and listens and begins to long for the sight of a policeman. all at once, i  saw two figures: one a little man who was stumping along eastward at a  good walk, and the other a girl of maybe eight or ten who was running as  hard as she was able down a cross street. well, sir, the two ran into one  another naturally enough at the corner; and then came the horrible part  of the thing; for the man trampled calmly over the child\u2019s body and left her  screaming on the ground. it sounds nothing to hear, but it was hellish to  see. it wasn\u2019t like a man; it was like some damned juggernaut. i gave a  view halloa, took to my heels, collared my gentleman, and brought him  back to where there was already quite a group about the screaming child.  he was perfectly cool and made no resistance, but gave me one look,  so ugly that it brought out the sweat on me like running. the people who  had turned out were the girl\u2019s own family; and pretty soon, the doctor,  for whom she had been sent, put in his appearance. well, the child was  not much the worse, more frightened, according to the sawbones; and  there you might have supposed would be an end to it. but there was one  curious circumstance. i had taken a loathing to my gentleman at first  sight. so had the child\u2019s family, which was only natural. but the doctor\u2019s  case was what struck me. he was the usual cut and dry apothecary, of no  particular age and colour, with a strong edinburgh accent, and about as  emotional as a bagpipe. well, sir, he was like the rest of us; every time he  looked at my prisoner, i saw that sawbones turn sick and white with the  desire to kill him. i knew what was in his mind, just as he knew what was  in mine; and killing being out of the question, we did the next best. we told  the man we could and would make such a scandal out of this, as should  make his name stink from one end of london to the other. if he had any  friends or any credit, we undertook that he should lose them. and all the  time, as we were pitching it in red hot, we were keeping the women off  him as best we could, for they were as wild as harpies. i never saw a  circle of such hateful faces; and there was the man in the middle, with a  kind of black, sneering coolness\u2014frightened too, i could see that\u2014but  carrying it off, sir, really like satan. \u2018if you choose to make capital out of  this accident,\u2019 said he, \u2018i am naturally helpless. no gentleman but wishes  to avoid a scene,\u2019 says he. \u2018name your figure.\u2019 well, we screwed him up  to a hundred pounds for the child\u2019s family; he would have clearly liked to  stick out; but there was something about the lot of us that meant mischief,  and at last he struck. the next thing was to get the money; and where do  you think he carried us but to that place with the door?\u2014whipped out a  key, went in, and presently came back with the matter of ten pounds in  gold and a cheque for the balance on coutts\u2019s, drawn payable to bearer  and signed with a name that i can\u2019t mention, though it\u2019s one of the points  of my story, but it was a name at least very well known and often printed.  the figure was stiff; but the signature was good for more than that, if it  was only genuine. i took the liberty of pointing out to my gentleman that  the whole business looked apocryphal, and that a man does not, in real  life, walk into a cellar door at four in the morning and come out of it with 5 10 15 20 25 30 35 40 45 50",
+            "11": "11 0486/51/m/j/14 \u00a9 ucles 2014 [turn overanother man\u2019s cheque for close upon a hundred pounds. but he was quite  easy and sneering. \u2018set your mind at rest,\u2019 says he, \u2018i will stay with you till  the banks open and cash the cheque myself.\u2019 so we all set off, the doctor,  and the child\u2019s father, and our friend and myself, and passed the rest of  the night in my chambers; and next day, when we had breakfasted, went  in a body to the bank. i gave in the cheque myself, and said i had every  reason to believe it was a forgery. not a bit of it. the cheque was genuine.\u2019  [from chapter 1 , \u2018story of the door\u2019  ]   how does stevenson\u2019s writing make this such a striking moment in the novel? or 17 in what ways does stevenson make dr lanyon\u2019s relationship with dr jekyll such a  memorable part of the novel? or 18 y ou are mr utterson. y ou have just dined with dr jekyll. he has made you promise to help  mr hyde in the event of his death.   write your thoughts.55",
+            "12": "12 0486/51/m/j/14 \u00a9 ucles 2014tennessee williams: cat on a hot tin roof either  19 read this extract, and then answer the question that follows it: big mama:  this is the biggest birthday big daddy\u2019s ever had, a  hundred presents and bushels of telegrams from \u2013 content removed due to copyright restrictions.",
+            "13": "13 0486/51/m/j/14 \u00a9 ucles 2014brick:  that\u2019s what they told me, too.  [from act 2 ]   in what ways does williams vividly convey the tension at this moment in the play? or 20 how far do you think williams makes it possible to like maggie? support your ideas with  details from the play. or 21 y ou are big daddy, just before your birthday party begins.   write your thoughts.content removed due to copyright restrictions.",
+            "14": "14 0486/51/m/j/14 \u00a9 ucles 2014blank page",
+            "15": "15 0486/51/m/j/14 \u00a9 ucles 2014blank page",
+            "16": "16 0486/51/m/j/14 \u00a9 ucles 2014copyright acknowledgements: question 4 \u00a9  carol ann duffy;  miles away , in selected poems ;  penguin books ltd;  1994. question 7 \u00a9  helen dunmore;  the siege ;  penguin books ltd;  2002. question 10 \u00a9  liz lochhead;  laundrette , in poems deep and dangerous ;  cambridge university press;  1995. question 19   \u00a9  cat on a hot tin roof   by tennessee williams.  copyright \u00a9  1954, 1955, by the university of the south, renewed 1982, 1983 the university of  the south.  reprinted by permission of new directions publishing corp and georges borchardt, inc. for the estate of tennessee williams.  permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the  publisher will be pleased to make amends at the earliest possible opportunity. cambridge international examinations is part of the cambridge assessment group. cambridge assessment is the brand name of university of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge.blank page"
+        },
+        "0486_s14_qp_52.pdf": {
+            "1": "this document consists of 15 printed pages, 1 blank page and  1 insert. dc (st) 103133 \u00a9 ucles 2014 [turn overcambridge international examinations cambridge international general certificate of secondary education * 0 3 7 2 1 1 2 2 7 5 *literature (english)  0486/52 paper 5 may/june 2014  45 minutes no additional materials are required. read these instructions first an answer booklet is provided inside this question paper. y ou should follow the instructions on the front cover  of the answer booklet. if you need additional answer paper ask the invigilator for a continuation booklet. answer one question. all questions in this paper carry equal marks.",
+            "2": "2 0486/52/m/j/14 \u00a9 ucles 2014answer one question on any text. jane austen: northanger abbey either 1 read this extract, and then answer the question that follows it: catherine\u2019s heart beat quick, but her courage did not fail her. with  a cheek flushed by hope, and an eye straining with curiosity, her fingers  grasped the handle of a drawer and drew it forth. it was entirely empty.  with less alarm and greater eagerness she seized a second, a third, a  fourth; each was equally empty. not one was left unsearched, and in not  one was anything found. well read in the art of concealing a treasure,  the possibility of false linings to the drawers did not escape her, and she  felt round each with anxious acuteness in vain. the place in the middle  alone remained now unexplored; and though she had \u2018never from the first  had the smallest idea of finding anything in any part of the cabinet, and  was not in the least disappointed at her ill success thus far, it would be  foolish not to examine it thoroughly while she was about it.\u2019 it was some  time however before she could unfasten the door, the same difficulty  occurring in the management of this inner lock as of the outer; but at  length it did open; and not vain, as hitherto, was her search; her quick  eyes directly fell on a roll of paper pushed back into the further part of the  cavity, apparently for concealment, and her feelings at that moment were  indescribable. her heart fluttered, her knees trembled, and her cheeks  grew pale. she seized, with an unsteady hand, the precious manuscript,  for half a glance sufficed to ascertain written characters; and while she  acknowledged with awful sensations this striking exemplification of what  henry had foretold, resolved instantly to peruse every line before she  attempted to rest. the dimness of the light her candle emitted made her turn to it  with alarm; but there was no danger of its sudden extinction, it had yet  some hours to burn; and that she might not have any greater difficulty  in distinguishing the writing than what its ancient date might occasion,  she hastily snuffed it. alas! it was snuffed and extinguished in one.  a lamp could not have expired with more awful effect. catherine, for a  few moments, was motionless with horror. it was done completely; not  a remnant of light in the wick could give hope to the rekindling breath.  darkness impenetrable and immoveable filled the room. a violent gust  of wind, rising with sudden fury, added fresh horror to the moment.  catherine trembled from head to foot. in the pause which succeeded,   a sound like receding footsteps and the closing of a distant door struck  on her affrighted ear. human nature could support no more. a cold sweat  stood on her forehead, the manuscript fell from her hand, and groping her  way to the bed, she jumped hastily in, and sought some suspension of  agony by creeping far underneath the clothes. to close her eyes in sleep  that night, she felt must be entirely out of the question. with a curiosity so  justly awakened, and feelings in every way so agitated, repose must be  absolutely impossible. the storm too abroad so dreadful! \u2013 she had not  been used to feel alarm from wind, but now every blast seemed fraught  with awful intelligence.  [from chapter 21 ] how does austen\u2019s writing make this passage so amusing?5 10 15 20 25 30 35 40",
+            "3": "3 0486/52/m/j/14 \u00a9 ucles 2014 [turn overor 2 does austen make you feel that catherine and henry tilney will have a happy marriage?  support your ideas with details from the novel. or 3 y ou are general tilney. john thorpe has just told you that catherine is not going to  inherit great wealth as he had led you to believe.   write your thoughts.",
+            "4": "4 0486/52/m/j/14 \u00a9 ucles 2014carol ann duffy:  selected poems either 4 read this poem, and then answer the question that follows it: originally we came from our own country in a red room strangers ask. originally? and i hesitate.   how does duffy vividly convey the speaker\u2019s thoughts and feelings in this poem? or 5 explore how duffy movingly conveys the situation of the dolphins in the dolphins . or 6 how does duffy\u2019s writing make the poem foreign particularly powerful for you?content removed due to copyright restrictions.",
+            "5": "5 0486/52/m/j/14 \u00a9 ucles 2014 [turn overturn to page 6 for question 7.",
+            "6": "6 0486/52/m/j/14 \u00a9 ucles 2014helen dunmore:  the siege either  7 read this extract, and then answer the question that follows it: \u2018i\u2019m off, then,\u2019 says anna. the roubles, sugar, lard and bread are in a  cotton bag tied around her waist.  \u2018no, i won\u2019t forget.\u2019content removed due to copyright restrictions.",
+            "7": "7 0486/52/m/j/14 \u00a9 ucles 2014 [turn over [from chapter 17 ]   how does dunmore\u2019s writing reveal the desperate struggle for survival at this moment in  the novel? or 8 how does dunmore memorably contrast the characters and attitudes of anna and  elizaveta antonovna in the novel? or 9 y ou are fedya at the end of the novel.   write your thoughts.",
+            "8": "8 0486/52/m/j/14 \u00a9 ucles 2014from jo phillips ed.:  poems deep & dangerous either  10 read this poem, and then answer the question that follows it: first love i ne\u2019er was struck before that hour  with love so sudden and so sweet. her face it bloomed like a sweet flower  and stole my heart away complete. my face turned pale as deadly pale,  my legs refused to walk away, and when she looked \u2018what could i ail?\u2019  my life and all seemed turned to clay. and then my blood rushed to my face  and took my sight away. the trees and bushes round the place  seemed midnight at noonday. i could not see a single thing,  words from my eyes did start; they spoke as chords do from the string  and blood burnt round my heart. are flowers the winter\u2019s choice?  is love\u2019s bed always snow? she seemed to hear my silent voice  and love\u2019s appeal to know. i never saw so sweet a face  as that i stood before: my heart has left its dwelling-place  and can return no more. (by john clare )   how does clare powerfully portray first love here? or 11 how does banks vividly capture the thoughts and feelings of the mother in the gift ? or 12 how do the poets appeal to your senses in laundrette (by liz lochhead) and people  etcetera  (by elma mitchell)?5 10 15 20",
+            "9": "9 0486/52/m/j/14 \u00a9 ucles 2014 [turn overturn to page 10 for question 13.",
+            "10": "10 0486/52/m/j/14 \u00a9 ucles 2014william shakespeare:  a midsummer night\u2019s dream either 13 read this extract, and then answer the question that follows it: hermia:  i would my father look\u2019d but with my eyes. theseus:  rather your eyes must with his judgment look. hermia:  i do entreat your grace to pardon me.   i know not by what power i am made bold,   nor how it may concern my modesty   in such a presence here to plead my thoughts;   but i beseech your grace that i may know   the worst that may befall me in this case,   if i refuse to wed demetrius. theseus:  either to die the death, or to abjure   for ever the society of men.   therefore, fair hermia, question your desires,   know of your youth, examine well your blood,   whether, if you yield not to your father\u2019s choice,   y ou can endure the livery of a nun,   for aye to be in shady cloister mew\u2019d,   to live a barren sister all your life,   chanting faint hymns to the cold fruitless moon.   thrice-blessed they that master so their blood   to undergo such maiden pilgrimage;   but earthlier happy is the rose distill\u2019d   than that which withering on the virgin thorn   grows, lives, and dies, in single blessedness. hermia:  so will i grow, so live, so die, my lord,   ere i will yield my virgin patent up   unto his lordship, whose unwished yoke   my soul consents not to give sovereignty. theseus:  take time to pause; and by the next new moon \u2013   the sealing-day betwixt my love and me   for everlasting bond of fellowship \u2013   upon that day either prepare to die   for disobedience to your father\u2019s will,   or else to wed demetrius, as he would,   or on diana\u2019s altar to protest   for aye austerity and single life. demetrius:  relent, sweet hermia; and, lysander, yield   thy crazed title to my certain right. lysander:  y ou have her father\u2019s love, demetrius;   let me have hermia\u2019s; do you marry him. egeus:  scornful lysander, true, he hath my love;   and what is mine my love shall render him;   and she is mine; and all my right of her   i do estate unto demetrius. lysander:  i am, my lord, as well deriv\u2019d as he,   as well possess\u2019d; my love is more than his;   my fortunes every way as fairly rank\u2019d,   if not with vantage, as demetrius\u2019;   and, which is more than all these boasts can be,   i am belov\u2019d of beauteous hermia.5 10 15 20 25 30 35 40 45",
+            "11": "11 0486/52/m/j/14 \u00a9 ucles 2014 [turn over  why should not i then prosecute my right?   demetrius, i\u2019ll avouch it to his head,   made love to nedar\u2019s daughter, helena,   and won her soul; and she, sweet lady, dotes,   devoutly dotes, dotes in idolatry,   upon this spotted and inconstant man. theseus:  i must confess that i have heard so much,   and with demetrius thought to have spoke thereof;   but, being over-full of self-affairs,   my mind did lose it. but, demetrius, come;   and come, egeus; you shall go with me;   i have some private schooling for you both.   for you, fair hermia, look you arm yourself   to fit your fancies to your father\u2019s will,   or else the law of athens yields you up \u2013   which by no means we may extenuate \u2013   to death, or to a vow of single life.   come, my hippolyta; what cheer, my love?   demetrius, and egeus, go along;   i must employ you in some business   against our nuptial, and confer with you   of something nearly that concerns yourselves. egeus:  with duty and desire we follow you.  [from act 1 scene 1 ]   how does shakespeare make this such a dramatic and significant moment in the play? or 14 how does shakespeare amusingly convey titania\u2019s love for bottom? or 15 y ou are demetrius. y ou are on the way to the temple to be married.   write your thoughts.50 55 60 65 70",
+            "12": "12 0486/52/m/j/14 \u00a9 ucles 2014robert louis stevenson:  the strange case of dr jekyll and mr hyde either 16 read this extract, and then answer the question that follows it: it was late in the afternoon, when mr utterson found his way to dr jekyll\u2019s  door, where he was at once admitted by poole, and carried down by the  kitchen offices and across a yard which had once been a garden, to the  building which was indifferently known as the laboratory or the dissecting  rooms. the doctor had bought the house from the heirs of a celebrated  surgeon; and his own tastes being rather chemical than anatomical, had  changed the destination of the block at the bottom of the garden. it was  the first time that the lawyer had been received in that part of his friend\u2019s  quarters; and he eyed the dingy windowless structure with curiosity, and  gazed round with a distasteful sense of strangeness as he crossed the  theatre, once crowded with eager students now lying gaunt and silent,  the tables laden with chemical apparatus, the floor strewn with crates and  littered with packing straw, and the light falling dimly through the foggy  cupola. at the further end, a flight of stairs mounted to a door covered  with red baize; and through this mr utterson was at last received into  the doctor\u2019s cabinet. it was a large room, fitted round with glass presses,  furnished, among other things, with a cheval-glass and a business table,  and looking out upon the court by three dusty windows barred with iron.  the fire burned in the grate; a lamp was set lighted on the chimney shelf,  for even in the houses the fog began to lie thickly; and there, close up  to the warmth, sat dr jekyll, looking deadly sick. he did not rise to meet  his visitor, but held out a cold hand and bade him welcome in a changed  voice. \u2018and now,\u2019 said mr utterson, as soon as poole had left them, \u2018you  have heard the news?\u2019 the doctor shuddered. \u2018they were crying it in the square,\u2019 he said.   \u2018i heard them in my dining room.\u2019 \u2018one word,\u2019 said the lawyer. \u2018carew was my client, but so are you,  and i want to know what i am doing. y ou have not been mad enough to  hide this fellow?\u2019 \u2018utterson, i swear to god,\u2019 cried the doctor, \u2018i swear to god i will never  set eyes on him again. i bind my honour to you that i am done with him in  this world. it is all at an end. and indeed he does not want my help; you  do not know him as i do; he is safe, he is quite safe; mark my words, he  will never more be heard of.\u2019 the lawyer listened gloomily; he did not like his friend\u2019s feverish  manner. \u2018y ou seem pretty sure of him,\u2019 said he; \u2018and for your sake, i hope  you may be right. if it came to a trial, your name might appear.\u2019 \u2018i am quite sure of him,\u2019 replied jekyll; \u2018i have grounds for certainty  that i cannot share with anyone. but there is one thing on which you   may advise me. i have \u2014 i have received a letter; and i am at a loss  whether i should show it to the police. i should like to leave it in your  hands, utterson; you would judge wisely i am sure; i have so great a trust  in you.\u2019 \u2018y ou fear, i suppose, that it might lead to his detection?\u2019 asked the  lawyer. \u2018no,\u2019 said the other. \u2018i cannot say that i care what becomes of hyde;  i am quite done with him. i was thinking of my own character, which this  hateful business has rather exposed.\u2019 utterson ruminated awhile; he was surprised at his friend\u2019s  selfishness, and yet relieved by it. \u2018well,\u2019 said he, at last, \u2018let me see the  letter.\u20195 10 15 20 25 30 35 40 45 50",
+            "13": "13 0486/52/m/j/14 \u00a9 ucles 2014 [turn overthe letter was written in an odd, upright hand and signed \u2018edward  hyde\u2019: and it signified, briefly enough, that the writer\u2019s benefactor, dr  jekyll, whom he had long so unworthily repaid for a thousand generosities,  need labour under no alarm for his safety as he had means of escape  on which he placed a sure dependence. the lawyer liked this letter well  enough; it put a better colour on the intimacy than he had looked for; and  he blamed himself for some of his past suspicions.  [from chapter 5, \u2018incident of the letter\u2019   ]   in what ways do you think stevenson makes this passage so significant to the story as a  whole? or 17 explore two moments in the novel where stevenson\u2019s writing creates a striking  atmosphere of horror for you. support your ideas with details from stevenson\u2019s writing. or 18 y ou are dr lanyon. y ou have just witnessed mr hyde turning into dr jekyll. y ou are now  alone.   write your thoughts.55",
+            "14": "14 0486/52/m/j/14 \u00a9 ucles 2014tennessee williams:  cat on a hot tin roof either 19 read this extract, and then answer the question that follows it: brick: \t what makes you think that big daddy has a lech for you,  maggie? content removed due to copyright restrictions.",
+            "15": "15 0486/52/m/j/14 \u00a9 ucles 2014amused?  shocked? contemptuous? \u2013 part of those and part  of something  else. ]  [from act 1 ]   explore the ways in which williams makes maggie such a dramatically powerful character  at this moment in the play. or 20 in what ways do you think williams makes the relationship between mae and gooper  such a memorable part of the play? or 21 y ou are big mama. it is just after the conversation in which big daddy has told you that  he is back in charge.   write your thoughts.content removed due to copyright restrictions.",
+            "16": "16 0486/52/m/j/14 \u00a9 ucles 2014blank page copyright acknowledgements: question 4 \u00a9  carol ann duffy;  originally , in selected poems ;  penguin books ltd;  1994.  question 7 \u00a9  helen dunmore;  the siege ;  penguin books ltd;  2002.  reproduced by permission of a p watt at united agents on behalf of helen dunmore. question 19   \u00a9  cat on a hot tin roof   by tennessee williams.  copyright \u00a9  1954, 1955, by the university of the south, renewed 1982, 1983 the university  of the south.  reprinted by permission of new directions publishing corp and georges borchardt, inc. for the estate of tennessee williams.   permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the  publisher will be pleased to make amends at the earliest possible opportunity. cambridge international examinations is part of the cambridge assessment group. cambridge assessment is the brand name of university of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge."
+        },
+        "0486_s14_qp_53.pdf": {
+            "1": "this document consists of 13 printed pages, 3 blank pages and 1 insert. dc (st) 103134 \u00a9 ucles 2014 [turn overcambridge international examinations cambridge international general certificate of secondary education * 7 0 7 5 1 6 6 2 4 7 *literature (english)  0486/53 paper 5 may/june 2014  45 minutes no additional materials are required. read these instructions first an answer booklet is provided inside this question paper. y ou should follow the instructions on the front cover  of the answer booklet. if you need additional answer paper ask the invigilator for a continuation booklet. answer one question. all questions in this paper carry equal marks.",
+            "2": "2 0486/53/m/j/14 \u00a9 ucles 2014answer one question on any text. jane austen: northanger abbey either 1 read this extract, and then answer the question that follows it: they met by appointment; and as isabella had arrived nearly five  minutes before her friend, her first address naturally was \u2013 \u2018my dearest  creature, what can have made you so late? i have been waiting for you at  least this age!\u2019 \u2018have you, indeed! \u2013 i am very sorry for it; but really i thought i  was in very good time. it is but just one. i hope you have not been here   long?\u2019 \u2018oh! these ten ages at least. i am sure i have been here this half hour.  but now, let us go and sit down at the other end of the room, and enjoy  ourselves. i have an hundred things to say to you. in the first place, i was  so afraid it would rain this morning, just as i wanted to set off; it looked  very showery, and that would have thrown me into agonies! do you know,  i saw the prettiest hat you can imagine, in a shop window in milsom street  just now \u2013 very like yours, only with coquelicot ribbons instead of green; i  quite longed for it. but, my dearest catherine, what have you been doing  with yourself all this morning? \u2013 have you gone on with udolpho?\u2019 \u2018y es, i have been reading it ever since i woke; and i am got to the  black veil.\u2019 \u2018are you, indeed? how delightful! oh! i would not tell you what is  behind the black veil for the world! are not you wild to know?\u2019 \u2018oh! yes, quite; what can it be? \u2013 but do not tell me \u2013 i would not  be told upon any account. i know it must be a skeleton, i am sure it is  laurentina\u2019s skeleton. oh! i am delighted with the book! i should like to  spend my whole life in reading it. i assure you, if it had not been to meet  you, i would not have come away from it for all the world.\u2019 \u2018dear creature! how much i am obliged to you; and when you have  finished udolpho, we will read the italian together; and i have made out a  list of ten or twelve more of the same kind for you.\u2019 \u2018have you, indeed! how glad i am! \u2013 what are they all?\u2019 \u2018i will read you their names directly; here they are, in my pocket-book.  castle of wolfenbach, clermont, mysterious warnings, necromancer  of the black forest, midnight bell, orphan of the rhine, and horrid  mysteries. those will last us some time.\u2019 \u2018y es, pretty well; but are they all horrid, are you sure they are all  horrid?\u2019 \u2018y es, quite sure; for a particular friend of mine, a miss andrews, a  sweet girl, one of the sweetest creatures in the world, has read every one  of them. i wish you knew miss andrews, you would be delighted with her.  she is netting herself the sweetest cloak you can conceive. i think her as  beautiful as an angel, and i am so vexed with the men for not admiring  her! \u2013 i scold them all amazingly about it.\u2019 \u2018scold them! do you scold them for not admiring her?\u2019 \u2018y es, that i do. there is nothing i would not do for those who are  really my friends. i have no notion of loving people by halves, it is not my  nature. my attachments are always excessively strong. i told capt. hunt  at one of our assemblies this winter, that if he was to tease me all night, i  would not dance with him, unless he would allow miss andrews to be as  beautiful as an angel. the men think us incapable of real friendship you  know, and i am determined to show them the difference. now, if i were to 5 10 15 20 25 30 35 40 45",
+            "3": "3 0486/53/m/j/14 \u00a9 ucles 2014 [turn overhear anybody speak slightingly of you, i should fire up in a moment: \u2013 but  that is not at all likely, for you are just the kind of girl to be a great favourite  with the men.\u2019 \u2018oh! dear,\u2019 cried catherine, colouring, \u2018how can you say so?\u2019 \u2018i know you very well; you have so much animation, which is  exactly what miss andrews wants, for i must confess there is something  amazingly insipid about her.\u2019  [from chapter 6 ]   how does austen\u2019s writing make this moment so entertaining? or 2 explore two moments in the novel where austen makes one character\u2019s misunderstanding  of another amusing for you. or 3 y ou are henry tilney. y ou have just found out that your father has sent catherine away  from northanger abbey.   write your thoughts.50 55",
+            "4": "4 0486/53/m/j/14 \u00a9 ucles 2014carol ann duffy: selected poems either 4 read this poem, and then answer the question that follows it: miles away i want you and you are not here. i pause into memory. the stars are filming us for no one.   how does duffy\u2019s writing create a vivid impression of missing a loved one in this poem? or 5 how does duffy create very different impressions of teachers in head of english  and  the good teachers ? or 6 in what ways does duffy reveal the more unpleasant side of human nature in stealing ?content removed due to copyright restrictions.",
+            "5": "5 0486/53/m/j/14 \u00a9 ucles 2014 [turn overhelen dunmore: the siege either 7 read this extract, and then answer the question that follows it: anna has always loved the first snowfall of winter. she knows as soon as  dawn comes that it\u2019ll be today.   the russian winter defeated napoleon, people say to one  another. perhaps it will defeat hitler, too.  [from chapter 17 ]   how does dunmore\u2019s writing vividly convey anna\u2019s feelings about the first snowfall here? or 8 to what extent does dunmore make you sympathise with mikhail? support your ideas  with details from the novel. or 9 y ou are andrei after your first meeting with anna.   write your thoughts.content removed due to copyright restrictions.",
+            "6": "6 0486/53/m/j/14 \u00a9 ucles 2014from jo phillips ed.: poems deep & dangerous either 10 read this poem, and then answer the question that follows it: laundrette we sit nebulous in steam. it calms the air and makes the windows stream rippling the hinterland\u2019s big houses to a blur of bedsits \u2013 not a patch on what they were before. we stuff the tub, jam money in the slot, sit back on rickle chairs not reading. the paperbacks in our pockets curl. our eyes are riveted. our own colours whirl. we pour in smithereens of soap. the machine sobs through its cycle. the rhythm throbs and changes. suds drool and slobber in the churn. our duds don\u2019t know which way to turn. the dark shoves one man in, lugging a bundle like a wandering jew. linen washed in public here. we let out of the bag who we are. this young wife has a fine stack of sheets, each pair a present. she admires their clean cut air of colourschemes and being chosen. are the dyes fast? this christening lather will be the first test. this woman is deadpan before the rinse and sluice of the family in a bagwash. let them stew in their juice to a final fankle, twisted, wrung out into rope, hard to unravel. she sees a kaleidoscope for her to narrow her eyes and blow smoke at, his overalls and pants ballooning, tangling with her smalls and the teeshirts skinned from her wriggling son. she has a weather eye for what might shrink or run. this dour man does for himself. before him, half lost, his small possessions swim. cast off, random they nose and nudge the porthole glass like flotsam. (by liz lochhead )   in what striking ways does lochhead bring to life the laundrette and the people in it?5 10 15 20 25 30",
+            "7": "7 0486/53/m/j/14 \u00a9 ucles 2014 [turn overor 11 explore the ways in which rossetti memorably conveys feelings of regret in sonnet: i  wish i could remember that first day . or 12 how do the poets make vivid use of imagery in either  football after school (by patricia  mccarthy) or shall i compare thee .  . .? (by william shakespeare)?",
+            "8": "8 0486/53/m/j/14 \u00a9 ucles 2014william shakespeare: a midsummer night\u2019s dream either 13 read this extract, and then answer the question that follows it: helena:  o, teach me how you look, and with what art  y ou sway the motion of demetrius\u2019 heart! hermia:  i frown upon him, yet he loves me still. helena:  o that your frowns would teach my smiles such skill! hermia:  i give him curses, yet he gives me love. helena:  o that my prayers could such affection move! hermia:  the more i hate, the more he follows me. helena:  the more i love, the more he hateth me. hermia:  his folly, helena, is no fault of mine. helena:  none, but your beauty; would that fault were mine! hermia:  take comfort: he no more shall see my face;  lysander and myself will fly this place.  before the time i did lysander see,  seem\u2019d athens as a paradise to me.  o, then, what graces in my love do dwell,  that he hath turn\u2019d a heaven unto a hell! lysander:  helen, to you our minds we will unfold:  to-morrow night, when phoebe doth behold  her silver visage in the wat\u2019ry glass,  decking with liquid pearl the bladed grass,  a time that lovers\u2019 flights doth still conceal,  through athens\u2019 gates have we devis\u2019d to steal. hermia:  and in the wood where often you and i  upon faint primrose beds were wont to lie,  emptying our bosoms of their counsel sweet,  there my lysander and myself shall meet;  and thence from athens turn away our eyes,  to seek new friends and stranger companies.  farewell, sweet playfellow; pray thou for us,  and good luck grant thee thy demetrius!  keep word, lysander; we must starve our sight  from lovers\u2019 food till morrow deep midnight. lysander:  i will, my hermia. [exit hermia.  helena adieu;  as you on him, demetrius dote on you! [exit lysander. helena:  how happy some o\u2019er other some can be!  through athens i am thought as fair as she.  but what of that? demetrius thinks not so;  he will not know what all but he do know.  and as he errs, doting on hermia\u2019s eyes,  so i, admiring of his qualities.  things base and vile, holding no quantity,  love can transpose to form and dignity.  love looks not with the eyes, but with the mind;  and therefore is wing\u2019d cupid painted blind.5 10 15 20 25 30 35 40 45",
+            "9": "9 0486/53/m/j/14 \u00a9 ucles 2014 [turn over nor hath love\u2019s mind of any judgment taste;  wings and no eyes figure unheedy haste;  and therefore is love said to be a child,  because in choice he is so oft beguil\u2019d.  as waggish boys in game themselves forswear,  so the boy love is perjur\u2019d everywhere;  for ere demetrius look\u2019d on hermia\u2019s eyne,  he hail\u2019d down oaths that he was only mine;  and when this hail some heat from hermia felt,  so he dissolv\u2019d, and show\u2019rs of oaths did melt.  i will go tell him of fair hermia\u2019s flight;  then to the wood will he to-morrow night  pursue her; and for this intelligence  if i have thanks, it is a dear expense.  but herein mean i to enrich my pain,  to have his sight thither and back again. [exit.  [from act 1 scene 1 ]   in what ways does shakespeare dramatically convey the thoughts and feelings of the  characters at this moment in the play? or 14 how does shakespeare strikingly portray oberon\u2019s feelings towards titania? support  your ideas with details from the play. or 15 y ou are bottom. y our play \u2018pyramus and thisbe\u2019 has just finished.   write your thoughts.50 55 60",
+            "10": "10 0486/53/m/j/14 \u00a9 ucles 2014robert louis stevenson: the strange case of dr jekyll and mr hyde either 16 read this extract, and then answer the question that follows it: \u2018well, it was this way,\u2019 returned mr enfield: \u2018i was coming home from  some place at the end of the world, about three o\u2019clock of a black winter  morning, and my way lay through a part of town where there was literally  nothing to be seen but lamps. street after street, and all the folks asleep\u2014 street after street, all lighted up as if for a procession and all as empty  as a church\u2014till at last i got into that state of mind when a man listens  and listens and begins to long for the sight of a policeman. all at once, i  saw two figures: one a little man who was stumping along eastward at a  good walk, and the other a girl of maybe eight or ten who was running as  hard as she was able down a cross street. well, sir, the two ran into one  another naturally enough at the corner; and then came the horrible part  of the thing; for the man trampled calmly over the child\u2019s body and left her  screaming on the ground. it sounds nothing to hear, but it was hellish to  see. it wasn\u2019t like a man; it was like some damned juggernaut. i gave a  view halloa, took to my heels, collared my gentleman, and brought him  back to where there was already quite a group about the screaming child.  he was perfectly cool and made no resistance, but gave me one look,  so ugly that it brought out the sweat on me like running. the people who  had turned out were the girl\u2019s own family; and pretty soon, the doctor,  for whom she had been sent, put in his appearance. well, the child was  not much the worse, more frightened, according to the sawbones; and  there you might have supposed would be an end to it. but there was one  curious circumstance. i had taken a loathing to my gentleman at first  sight. so had the child\u2019s family, which was only natural. but the doctor\u2019s  case was what struck me. he was the usual cut and dry apothecary, of no  particular age and colour, with a strong edinburgh accent, and about as  emotional as a bagpipe. well, sir, he was like the rest of us; every time he  looked at my prisoner, i saw that sawbones turn sick and white with the  desire to kill him. i knew what was in his mind, just as he knew what was  in mine; and killing being out of the question, we did the next best. we told  the man we could and would make such a scandal out of this, as should  make his name stink from one end of london to the other. if he had any  friends or any credit, we undertook that he should lose them. and all the  time, as we were pitching it in red hot, we were keeping the women off  him as best we could, for they were as wild as harpies. i never saw a  circle of such hateful faces; and there was the man in the middle, with a  kind of black, sneering coolness\u2014frightened too, i could see that\u2014but  carrying it off, sir, really like satan. \u2018if you choose to make capital out of  this accident,\u2019 said he, \u2018i am naturally helpless. no gentleman but wishes  to avoid a scene,\u2019 says he. \u2018name your figure.\u2019 well, we screwed him up  to a hundred pounds for the child\u2019s family; he would have clearly liked to  stick out; but there was something about the lot of us that meant mischief,  and at last he struck. the next thing was to get the money; and where do  you think he carried us but to that place with the door?\u2014whipped out a  key, went in, and presently came back with the matter of ten pounds in  gold and a cheque for the balance on coutts\u2019s, drawn payable to bearer  and signed with a name that i can\u2019t mention, though it\u2019s one of the points  of my story, but it was a name at least very well known and often printed.  the figure was stiff; but the signature was good for more than that, if it  was only genuine. i took the liberty of pointing out to my gentleman that  the whole business looked apocryphal, and that a man does not, in real  life, walk into a cellar door at four in the morning and come out of it with 5 10 15 20 25 30 35 40 45 50",
+            "11": "11 0486/53/m/j/14 \u00a9 ucles 2014 [turn overanother man\u2019s cheque for close upon a hundred pounds. but he was quite  easy and sneering. \u2018set your mind at rest,\u2019 says he, \u2018i will stay with you till  the banks open and cash the cheque myself.\u2019 so we all set off, the doctor,  and the child\u2019s father, and our friend and myself, and passed the rest of  the night in my chambers; and next day, when we had breakfasted, went  in a body to the bank. i gave in the cheque myself, and said i had every  reason to believe it was a forgery. not a bit of it. the cheque was genuine.\u2019  [from chapter 1 , \u2018story of the door\u2019  ]   how does stevenson\u2019s writing make this such a striking moment in the novel? or 17 in what ways does stevenson make dr lanyon\u2019s relationship with dr jekyll such a  memorable part of the novel? or 18 y ou are mr utterson. y ou have just dined with dr jekyll. he has made you promise to help  mr hyde in the event of his death.   write your thoughts.55",
+            "12": "12 0486/53/m/j/14 \u00a9 ucles 2014tennessee williams: cat on a hot tin roof either  19 read this extract, and then answer the question that follows it: big mama:  this is the biggest birthday big daddy\u2019s ever had, a  hundred presents and bushels of telegrams from \u2013 content removed due to copyright restrictions.",
+            "13": "13 0486/53/m/j/14 \u00a9 ucles 2014brick:  that\u2019s what they told me, too.  [from act 2 ]   in what ways does williams vividly convey the tension at this moment in the play? or 20 how far do you think williams makes it possible to like maggie? support your ideas with  details from the play. or 21 y ou are big daddy, just before your birthday party begins.   write your thoughts.content removed due to copyright restrictions.",
+            "14": "14 0486/53/m/j/14 \u00a9 ucles 2014blank page",
+            "15": "15 0486/53/m/j/14 \u00a9 ucles 2014blank page",
+            "16": "16 0486/53/m/j/14 \u00a9 ucles 2014copyright acknowledgements: question 4 \u00a9  carol ann duffy;  miles away , in selected poems ;  penguin books ltd;  1994. question 7 \u00a9  helen dunmore;  the siege ;  penguin books ltd;  2002. question 10 \u00a9  liz lochhead;  laundrette , in poems deep and dangerous ;  cambridge university press;  1995. question 19   \u00a9  cat on a hot tin roof   by tennessee williams.  copyright \u00a9  1954, 1955, by the university of the south, renewed 1982, 1983 the university of  the south.  reprinted by permission of new directions publishing corp and georges borchardt, inc. for the estate of tennessee williams.  permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the  publisher will be pleased to make amends at the earliest possible opportunity. cambridge international examinations is part of the cambridge assessment group. cambridge assessment is the brand name of university of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge.blank page"
+        },
+        "0486_w14_qp_11.pdf": {
+            "1": "this document consists of 24 printed pages, 4 blank pages and 1 insert. dc (st) 108654 \u00a9 ucles 2014  [turn overcambridge international examinations cambridge international general certificate of secondary education * 6 4 9 8 8 6 7 5 3 8 *literature (english)  0486/11 paper 1  october/november 2014  2 hours 15 minutes texts studied should be taken into the examination. read these instructions first an answer booklet is provided inside this question paper. y ou should follow the instructions on the front cover  of the answer booklet. if you need additional answer paper ask the invigilator for a continuation booklet. answer three  questions: one question from section a, one question from section b, and one question from  section c. answer at least one passage-based question (marked *) and at least one essay question (marked \u2020). all questions in this paper carry equal marks.",
+            "2": "2 0486/11/o/n/14 \u00a9 ucles 2014blank page",
+            "3": "3 0486/11/o/n/14 \u00a9 ucles 2014 [turn overcontents section a: drama text\t question \t numbers\t page[s] arthur miller: all my sons        *1, \u20202, 3  pages 4\u20135 wiliiam shakespeare: julius caesar        *4, \u20205, 6  pages 6\u20137 wiliiam shakespeare: the tempest        *7, \u20208, 9  pages 8\u20139 oscar wilde: the importance of being earnest  *10, \u202011, 12  pages 10\u201311 section b: poetry text\t question \t numbers\t page[s] thomas hardy: selected poems  *13, \u202014, \u202015  page 12 songs of ourselves : from part 4  *16, \u202017, \u202018  page 13 section c: prose text\t question \t numbers\t page[s] tsitsi dangarembga: nervous conditions  *19, \u202020, 21  pages 14\u201315 anita desai: fasting, feasting  *22, \u202023, 24  pages 16\u201317 kiran desai: hullabaloo in the guava orchard  *25, \u202026, 27  pages 18\u201319 george eliot: silas marner  *28, \u202029, 30  pages 20\u201321 susan hill: i\u2019m the king of the castle  *31, \u202032, 33  pages 22\u201323 from stories of ourselves  *34, \u202035, 36  pages 24\u201325",
+            "4": "4 0486/11/o/n/14 \u00a9 ucles 2014section a: drama arthur miller: all\tmy\tsons either  *1 read this extract, and then answer the question that follows it: chris:  [calling after him ] drink your tea, casanova. [ he turns  to ann .] isn\u2019t he a great guy? content removed due to copyright restrictions.",
+            "5": "5 0486/11/o/n/14 \u00a9 ucles 2014 [turn overchris:  [speaks quietly, factually at first ] it\u2019s all mixed up with so  many other things. \u2026  [from act 1 ]    in what ways do you think miller makes this such a moving moment in the play? or \u20202 does miller make you despise or sympathise with joe keller? support your ideas with  details from the writing.  or  3 y ou are george deever. y ou have just finished talking to your father in the prison.     write your thoughts.content removed due to copyright restrictions.",
+            "6": "6 0486/11/o/n/14 \u00a9 ucles 2014william shakespeare: julius \tcaesar either  *4 read this extract, and then answer the question that follows it: antony:  these many, then, shall die; their names are prick\u2019d. octavius:  y our brother too must die. consent you, lepidus? lepidus:  i do consent. octavius:    prick him down, antony. lepidus:  upon condition publius shall not live,  who is your sister\u2019s son, mark antony. antony:  he shall not live; look, with a spot i damn him.  but, lepidus, go you to caesar\u2019s house;   fetch the will hither, and we shall determine   how to cut off some charge in legacies. lepidus:  what, shall i find you here? octavius:  or here or at the capitol.  [exit lepidus. antony:  this is a slight unmeritable man, meet to be sent on errands. is it fit,   the threefold world divided, he should stand   one of the three to share it? octavius:    so you thought him, and took his voice who should be prick\u2019d to die   in our black sentence and proscription. antony:  octavius, i have seen more days than you; and though we lay these honours on this man,   to ease ourselves of divers sland\u2019rous loads,   he shall but bear them as the ass bears gold,   the groan and sweat under the business,   either led or driven as we point the way;   and having brought our treasure where we will,   then take we down his load, and turn him off,   like to the empty ass, to shake his ears   and graze in commons. octavius:    y ou may do your will; but he\u2019s a tried and valiant soldier. antony:  so is my horse, octavius, and for that i do appoint him store of provender.   it is a creature that i teach to fight,   to wind, to stop, to run directly on,   his corporal motion govern\u2019d by my spirit.   and, in some taste, is lepidus but so:   he must be taught, and train\u2019d, and bid go forth;   a barren-spirited fellow; one that feeds   on abjects, orts, and imitations,   which, out of use and stal\u2019d by other men,   begin his fashion. do not talk of him   but as a property. and now, octavius,   listen great things: brutus and cassius   are levying powers; we must straight make head;    5 10 15 20 25 30 35 40 45",
+            "7": "7 0486/11/o/n/14 \u00a9 ucles 2014 [turn overtherefore let our alliance be combin\u2019d,   our best friends made, our means stretch\u2019d;   and let us presently go sit in council   how covert matters may be best disclos\u2019d,   and open perils surest answered. octavius:  let us do so; for we are at the stake, and bay\u2019d about with many enemies;   and some that smile have in their hearts, i fear,   millions of mischiefs.  [from  act 4 scene 1 ]   how does shakespeare make this such a dramatic moment in the play? or \u20205 \u2018the noblest man that ever lived .\u2019   \u2018a man of such a feeble temper .\u2019   how far does shakespeare make you believe both  these views of caesar? support your  ideas with details from the play. or  6 y ou are lucius. y ou are on your way to the capitol to report on brutus and caesar for  portia.   write your thoughts.50 55",
+            "8": "8 0486/11/o/n/14 \u00a9 ucles 2014william shakespeare: the\ttempest either  *7 read this extract, and then answer the question that follows it: re-enter ariel, driving in caliban, stephano, and trinculo, in their  stolen apparel. stephano:  every man shift for all the rest, and let no man take care  for himself; for all is but fortune. coragio, bully-monster,  coragio! trinculo:  if these be true spies which i wear in my head, here\u2019s a  goodly sight. caliban:  o setebos, these be brave spirits indeed! how fine my master is! i am afraid   he will chastise me. sebastian:  ha, ha! what things are these, my lord antonio?   will money buy \u2019em? antonio:    very like; one of them is a plain fish, and no doubt marketable. prospero:  mark but the badges of these men, my lords, then say if they be true. this mis-shapen knave \u2013   his mother was a witch, and one so strong   that could control the moon, make flows and ebbs,   and deal in her command without her power.   these three have robb\u2019d me; and this demi-devil \u2013   for he\u2019s a bastard one \u2013 had plotted with them   to take my life. two of these fellows you   must know and own; this thing of darkness i   acknowledge mine. caliban:    i shall be pinch\u2019d to death. alonso:  is not this stephano, my drunken butler? sebastian:  he is drunk now; where had he wine? alonso:  and trinculo is reeling ripe; where should they find this grand liquor that hath gilded \u2019em?   how cam\u2019st thou in this pickle? trinculo:  i have been in such a pickle since i saw you last that,  i fear me, will never out of my bones. i shall not fear  flyblowing. sebastian:  why, how now, stephano! stephano:  o, touch me not; i am not stephano, but a cramp. prospero:  y ou\u2019d be king \u2018o the isle, sirrah? stephano:  i should have been a sore one, then. alonso:  [pointing to caliban ] this is as strange a thing as e\u2019er i  look\u2019d on. prospero:  he is as disproportion\u2019d in his manners as in his shape. go, sirrah, to my cell;   take with you your companions; as you look   to have my pardon, trim it handsomely.5 10 15 20 25 30 35 40",
+            "9": "9 0486/11/o/n/14 \u00a9 ucles 2014 [turn overcaliban:  ay, that i will; and i\u2019ll be wise hereafter, and seek for grace. what a thrice-double ass   was i to take this drunkard for a god,   and worship this dull fool! prospero:    go to; away! alonso:  hence, and bestow your luggage where you found it. sebastian:  or stole it, rather.  [exeunt caliban, stephano, and trinculo. prospero:  sir, i invite your highness and your train to my poor cell, where you shall take your rest   for this one night; which, part of it, i\u2019ll waste   with such discourse as, i not doubt, shall make it   go quick away \u2013 the story of my life,   and the particular accidents gone by   since i came to this isle. and in the morn   i\u2019ll bring you to your ship, and so to naples,   where i have hope to see the nuptial   of these our dear-belov\u2019d solemnized,   and thence retire me to my milan, where   every third thought shall be my grave. alonso:     i long to hear the story of your life, which must   take the ear strangely. prospero:    i\u2019ll deliver all; and promise you calm seas, auspicious gales,   and sail so expeditious that shall catch   y our royal fleet far off. [ aside to ariel ] my ariel, chick, that is thy charge. then to the elements   be free, and fare thou well! \u2013 please you, draw near.  [from act 5 scene 1 ]   how does shakespeare make this such a satisfying conclusion to the play? or \u20208 does shakespeare make you think that caliban is more of a victim than a villain? support  your ideas with details from the play. or  9 y ou are gonzalo just after ariel\u2019s appearance as the harpy. antonio and sebastian have  just left.      write your thoughts.45 50 55 60 65 70",
+            "10": "10 0486/11/o/n/14 \u00a9 ucles 2014oscar wilde: the\timportance \tof\tbeing \tearnest either  *10 read this extract, and then answer the question that follows it: lady bracknell:  [sitting down .] y ou can take a seat, mr. worthing.   [looks in her pocket for note-book and pencil. ] jack:  thank you, lady bracknell, i prefer standing. lady bracknell:  [pencil and note-book in hand .] i feel bound to tell you  that you are not down on my list of eligible young men,  although i have the same list as the dear duchess of  bolton has. we work together, in fact. however, i am  quite ready to enter your name, should your answers  be what a really affectionate mother requires. do you  smoke? jack:  well, yes, i must admit i smoke. lady bracknell:  i am glad to hear it. a man should always have an  occupation of some kind. there are far too many idle  men in london as it is. how old are you? jack:  twenty-nine. lady bracknell:  a very good age to be married at. i have always been  of opinion that a man who desires to get married  should know either everything or nothing. which do  you know? jack:  [after some hesitation .] i know nothing, lady bracknell. lady bracknell:  i am pleased to hear it. i do not approve of anything  that tampers with natural ignorance. ignorance is like  a delicate exotic fruit; touch it and the bloom is gone.  the whole theory of modern education is radically  unsound. fortunately in england, at any rate, education  produces no effect whatsoever. if it did, it would prove  a serious danger to the upper classes, and probably  lead to acts of violence in grosvenor square. what is  your income? jack:  between seven and eight thousand a year. lady bracknell:  [makes a note in her book. ] in land, or in investments? jack:  in investments, chiefly. lady bracknell:  that is satisfactory. what between the duties expected  of one during one\u2019s lifetime, and the duties exacted  from one after one\u2019s death, land has ceased to be  either a profit or a pleasure. it gives one position, and  prevents one from keeping it up. that\u2019s all that can be  said about land. jack:  i have a country house with some land, of course,  attached to it, about fifteen hundred acres, i believe;  but i don\u2019t depend on that for my real income. in fact,  as far as i can make out, the poachers are the only  people who make anything out of it.5 10 15 20 25 30 35 40",
+            "11": "11 0486/11/o/n/14 \u00a9 ucles 2014 [turn overlady bracknell:  a country house! how many bedrooms? well, that  point can be cleared up afterwards. y ou have a town  house, i hope? a girl with a simple, unspoiled nature,  like gwendolen, could hardly be expected to reside in  the country. jack:  well, i own a house in belgrave square, but it is let by  the year to lady bloxham. of course, i can get it back  whenever i like, at six months\u2019 notice. lady bracknell:  lady bloxham? i don\u2019t know her. jack:  oh, she goes about very little. she is a lady  considerably advanced in years. lady bracknell:  ah, nowadays that is no guarantee of respectability of  character. what number in belgrave square? jack:  149. lady bracknell:  [shaking her head. ] the unfashionable side. i thought  there was something. however, that could easily be  altered. jack:  do you mean the fashion, or the side? lady bracknell:  [sternly. ] both, if necessary, i presume. what are your  politics? jack:  well, i am afraid i really have none. i am a liberal  unionist. lady bracknell:  oh, they count as tories. they dine with us. or come  in the evening, at any rate. now to minor matters. are  your parents living? jack:  i have lost both my parents. lady bracknell:  to lose one parent, mr. worthing, may be regarded as  a misfortune; to lose both looks like carelessness. who  was your father? he was evidently a man of some  wealth. was he born in what the radical papers call  the purple of commerce, or did he rise from the ranks  of the aristocracy? jack:  i am afraid i really don\u2019t know.  [from act 1 ]   how does wilde at this moment in the play ridicule the ways in which the upper class   arranges the marriages of its daughters?   support your ideas with details from the writing. or \u202011 explore two moments in the play in which wilde makes the audience laugh at the absurd  ways in which people can behave. support your ideas with details from the writing. (do  not use the extract in question 10 in answering this question.) or 12 y ou are jack worthing. y ou have left the room after you have heard miss prism\u2019s story of  the handbag.    write your thoughts.45 50 55 60 65 70 75",
+            "12": "12 0486/11/o/n/14 \u00a9 ucles 2014section b: poetry thomas hardy: selected \tpoems either  *13 read this poem, and then answer the question that follows it: drummer hodge i  they throw in drummer hodge, to rest   uncoffined \u2013 just as found:  his landmark is a kopje-crest   that breaks the veldt around;  and foreign constellations west   each night above his mound. ii  y oung hodge the drummer never knew \u2013   fresh from his wessex home \u2013  the meaning of the broad karoo,   the bush, the dusty loam,  and why uprose to nightly view   strange stars amid the gloam. iii  y et portion of that unknown plain   will hodge for ever be;  his homely northern breast and brain   grow to some southern tree,  and strange-eyed constellations reign   his stars eternally.   how does hardy make this poem so powerful?  or \u202014 explore the ways in which hardy strikingly creates feelings of loneliness in the voice . or \u202015 explore the ways in which hardy creates vivid images in either  the darkling thrush  or  during wind and rain .5 10 15",
+            "13": "13 0486/11/o/n/14 \u00a9 ucles 2014 [turn oversongs \tof\tourselves: \tfrom part 4 either  *16 read this poem, and then answer the question that follows it: where i come from  people are made of places. they carry with them  hints of jungles or mountains, a tropic grace  or the cool eyes of sea-gazers. atmosphere of cities  how different drops from them, like the smell of smog  or the almost-not-smell of tulips in the spring,  nature tidily plotted in little squares  with a fountain in the centre; museum smell,  art also tidily plotted with a guidebook;  or the smell of work, glue factories maybe,  chromium-plated offices; smell of subways  crowded at rush hours.       where i come from, people  carry woods in their minds, acres of pine woods;  blueberry patches in the burned-out bush;  wooden farmhouses, old, in need of paint,  with yards where hens and chickens circle about,  clucking aimlessly; battered schoolhouses  behind which violets grow. spring and winter  are the mind\u2019s chief seasons: ice and the breaking of ice.  a door in the mind blows open, and there blows  a frosty wind from fields of snow.  (by elizabeth brewster)   explore how brewster vividly conveys the atmospheres of different places in this poem. or \u202017 explore the effect of humour in either  continuum  (by allen curnow) or the cockroach  (by kevin halligan). or \u202018 how do the poet\u2019s words capture the beauty of the natural world in either  pied beauty  (by gerard manley hopkins) or summer farm  (by norman maccaig)?5 10 15 20",
+            "14": "14 0486/11/o/n/14 \u00a9 ucles 2014section c: prose tsitsi dangarembga: nervous \tconditions either  *19 read this extract, and then answer the question that follows it: nyasha remained stern for some time after maiguru left us. the creases  of concentration furrowed her brow ever more deeply. there was nothing  for me to do \u2013 my bed had been made, my clothes were neatly packed in  my suitcase. i sat on my bed and waited, not daring to speak to nyasha,  whose detachment, when she was not disarming you with the full force  of her precocious charm, was very intimidating. fortunately, it was not in  her nature to remain detached for long. she could not resist eyeing me  quickly and cautiously when she thought i wasn\u2019t looking, and i was able to  catch her at it because of course i was doing the same. our eyes met and  nyasha burst out laughing. \u2018we shall have to speak to each other sooner or later,\u2019 she laughed. \u2018and  anyway, it\u2019s not you i\u2019m cross with.\u2019 she was, it seemed, well-disposed towards me. there followed the usual  pleasantries about how the situation was at home and my eager questions  about school at the mission. what time did lessons start in the morning?  what time did they end? were those buildings i had seen through the  living-room window the classrooms? the siren, that was the bell, wasn\u2019t it?  and what about the teachers, were they harsh or kind? \u2018i\u2019m glad,\u2019 said nyasha when we began to talk seriously, \u2018that we have  to share this room. it means we\u2019ll be friends. but you curled your lip at us  when we came back from england, so i didn\u2019t know what was going to  happen when you came. i just said to myself, i\u2019ll try to be nice, i\u2019ll try to be  friendly and we\u2019ll see what happens.\u2019 \u2018but i did not sneer at you,\u2019 i protested, speaking in shona. our  conversation was laboured and clumsy because when nyasha spoke  seriously her thoughts came in english, whereas with me, the little english  i had disappeared when i dropped my vigilance to speak of things that  mattered. \u2018y ou know what happened? i was so disappointed when you  wouldn\u2019t speak to me, you and chido. not a word! y ou didn\u2019t even greet  me. just nhamo \u2013 he was your favourite.\u2019 \u2018actually,\u2019 confessed nyasha with unusual diffidence, so that if i had not  heard her speak before i would have said she was shy, \u2018actually we were  frightened that day. and confused. y ou know, it\u2019s easy to forget things when  you\u2019re that young. we had forgotten what home was like. i mean really  forgotten \u2013 what it looked like, what it smelt like, all the things to do and  say and not to do and say. it was all strange and new. not like anything we  were used to. it was a real shock!\u2019 looking back, i see that that is how our friendship began. in fact it  was more than friendship that developed between nyasha and myself.  the conversation that followed was a long, involved conversation, full of  guileless openings up and intricate lettings out and lettings in. it was the  sort of conversation that young girls have with their best friends, that lovers  have under the influence of the novelty and uniqueness of their love, the  kind of conversation that cousins have when they realise that they like  each other in spite of not wanting to. y ou could say that my relationship  with nyasha was my first love-affair, the first time that i grew to be fond of  someone of whom i did not wholeheartedly approve.  [from chapter 5 ]5 10 15 20 25 30 35 40 45",
+            "15": "15 0486/11/o/n/14 \u00a9 ucles 2014 [turn over  how does dangarembga make this such a moving and revealing moment in the novel? or \u202020 how far does dangarembga make your feelings about tambu\u2019s mother change as you  read the novel? support your ideas with details from the writing. or 21 y ou are chido. babamukuru and nyasha have just fought after the dance.   write your thoughts.  ",
+            "16": "16 0486/11/o/n/14 \u00a9 ucles 2014anita desai: fasting, \tfeasting either  *22 read this extract, and then answer the question that follows it: it was during the sad aftermath of anamika\u2019s marriage that all the  relatives received letters from papa to say,  content removed due to copyright restrictions.",
+            "17": "17 0486/11/o/n/14 \u00a9 ucles 2014 [turn overshe could not help worrying how she would pull it  off after the tea party was over.  [from chapter 7  ]   what does desai make you feel for mama at this point in the novel? support your answer  with details from the writing. or  \u202023 \u2018desai creates a rich variety of characters .\u2019     explore the ways in which she makes any two characters come to life for you. (do not  use the extract printed in question 22 in your answer.) or 24 y ou are mrs patton. y ou have just received a letter from your sister mrs o\u2019henry telling  you of the arrival of arun in the usa.    write your thoughts.content removed due to copyright restrictions.",
+            "18": "18 0486/11/o/n/14 \u00a9 ucles 2014kiran desai: hullabaloo \tin\tthe\tguava \torchard either  *25 read this extract, and then answer the question that follows it: sampath lifted the ruddy globe of fruit to get a better view of its long- snouted face when,  sampath, working at the back desk in the shahkot post office, however,  did not consider himself to be so terribly lucky.  [from chapter 3  ]content removed due to copyright restrictions.",
+            "19": "19 0486/11/o/n/14 \u00a9 ucles 2014 [turn over  how does desai make fun of both mr chawla and \u2018government service\u2019 at this moment  in the novel? support your ideas with details from the writing.  or \u202026 in what ways does desai make kulfi a mysterious and fascinating character as the novel  progresses? support your ideas with details from the writing.  or 27 y ou are the district collector on your first night in shahkot. y ou are in your room.    write your thoughts. ",
+            "20": "20 0486/11/o/n/14 \u00a9 ucles 2014george eliot: silas \tmarner either  *28 read this extract, and then answer the question that follows it:  godfrey felt an irritation inevitable to almost all of us when we encounter  an unexpected obstacle. he had been full of his own penitence and  resolution to retrieve his error as far as the time was left to him; he  was possessed with all-important feelings, that were to lead to a pre- determined course of action which he had fixed on as the right, and he  was not prepared to enter with lively appreciation into other people\u2019s  feelings counteracting his virtuous resolves. the agitation with which he  spoke again was not quite unmixed with anger. \u2018but i have a claim on you, eppie  \u2014the strongest of all claims. it is my  duty, marner, to own eppie as my child, and provide for her. she is my own  child\u2014her mother was my wife. i have a natural claim on her that must  stand before every other.\u2019 eppie had given a violent start, and turned quite pale. silas, on the  contrary, who had been relieved, by eppie\u2019s answer, from the dread  lest his mind should be in opposition to hers, felt the spirit of resistance  in him set free, not without a touch of parental fierceness. \u2018then, sir,\u2019 he  answered, with an accent of bitterness that had been silent in him since  the memorable day when his youthful hope had perished\u2014\u2018then, sir, why  didn\u2019t you say so sixteen years ago, and claim her before i\u2019d come to love  her, i\u2019stead o\u2019 coming to take her from me now, when you might as well  take the heart out o\u2019 my body? god gave her to me because you turned  your back upon her, and he looks upon her as mine: you\u2019ve no right to her!  when a man turns a blessing from his door, it falls to them as take it in.\u2019 \u2018i know that, marner. i was wrong. i\u2019ve repented of my conduct in that  matter,\u2019 said godfrey, who could not help feeling the edge of silas\u2019s words. \u2018i\u2019m glad to hear it, sir,\u2019 said marner, with gathering excitement; \u2018but  repentance doesn\u2019t alter what\u2019s been going on for sixteen year. y our  coming now and saying \u201ci\u2019m her father\u201d doesn\u2019t alter the feelings inside us.  it\u2019s me she\u2019s been calling her father ever since she could say the word.\u2019 \u2018but i think you might look at the thing more reasonably, marner,\u2019 said  godfrey, unexpectedly awed by the weaver\u2019s direct truth-speaking. \u2018it isn\u2019t  as if she was to be taken quite away from you, so that you\u2019d never see her  again. she\u2019ll be very near you, and come to see you very often. she\u2019ll feel  just the same towards you.\u2019 \u2018just the same?\u2019 said marner, more bitterly than ever. \u2018how\u2019ll she feel  just the same for me as she does now, when we eat o\u2019 the same bit, and  drink o\u2019 the same cup, and think o\u2019 the same things from one day\u2019s end to  another? just the same? that\u2019s idle talk. y ou\u2019d cut us i\u2019 two.\u2019 godfrey, unqualified by experience to discern the pregnancy of marner\u2019s  simple words, felt rather angry again. it seemed to him that the weaver was  very selfish (a judgment readily passed by those who have never tested  their own power of sacrifice) to oppose what was undoubtedly for eppie\u2019s  welfare; and he felt himself called upon, for her sake, to assert his authority. \u2018i should have thought, marner,\u2019 he said, severely\u2014\u2018i should have  thought your affection for eppie would have made you rejoice in what was  for her good, even if it did call upon you to give up something. y ou ought  to remember that your own life is uncertain, and that she\u2019s at an age now  when her lot may soon be fixed in a way very different from what it would  be in her father\u2019s home: she may marry some low working man, and then,  whatever i might do for her, i couldn\u2019t make her well-off. y ou\u2019re putting 5 10 15 20 25 30 35 40 45 50",
+            "21": "21 0486/11/o/n/14 \u00a9 ucles 2014 [turn overyourself in the way of her welfare; and though i\u2019m sorry to hurt you after  what you\u2019ve done, and what i\u2019ve left undone, i feel now it\u2019s my duty to insist  on taking care of my own daughter. i want to do my duty.\u2019  [from chapter 19  ]   does eliot make you sympathise with godfrey here \u2013 or despise him? or \u202029 how does eliot vividly convey the effect of the lantern y ard experience on silas\u2019s life?  support your ideas with details from the novel. or 30 y ou are dolly. y ou are about to see your son aaron marry eppie.   write your thoughts.",
+            "22": "22 0486/11/o/n/14 \u00a9 ucles 2014susan hill: i\u2019m\tthe\tking \tof\tthe\tcastle either  *31 read this extract, and then answer the question that follows it: kingshaw\u2019s eyes pricked, he thought of each bird, as it saw the others  going before it down the line towards the knife. he wanted to open the  cages and take each one out, hold it between his hands, he wanted them  all to fly away. fielding saw his face. he stopped, by a pile of logs. \u2018look,  they don\u2019t know anything about it,\u2019 he said, \u2018it\u2019s very quick. it\u2019s not cruel .\u2019 \u2018no.\u2019 \u2018do you want to see my hamster?\u2019 kingshaw nodded, numb before this battery of experience, bewildered  by so many sights and smells and terrible truths, but still willing to be led  by fielding, to be shown everything at once. later, he would be by himself,  he would think about all of it. they went through a wash-house, and into a kitchen. \u2018this is kingshaw. he lives at warings, you know. can he stay to dinner?\u2019 \u2018if he likes.\u2019 fielding went to the window-ledge and lifted up a blue-painted cage. \u2018oh, look, he\u2019s messed all that new bed stuff up again.\u2019 the woman was quite tall and wore trousers. she said, \u2018he has his bed  the way he wants, not the way you want.\u2019 \u2018i know. but it\u2019s annoying. look, kingshaw.\u2019 kingshaw was still watching fielding\u2019s mother. her hair was very  straight. she smiled at him, and then looked away again, peeling potatoes.  he thought, that is how you ought to be. \u2018don\u2019t you want to see it?\u2019 he was still standing just inside the doorway, unsure of things. now, he  went slowly into the room. fielding had put the cage on the table and taken  off the wire front. \u2018y ou can hold him.\u2019 kingshaw felt the small bones through the hamster\u2019s soft, pale body, and  thin claws pressing into his hand. he didn\u2019t know whether he liked it or not. \u2018are you going  to stay to dinner?\u2019 \u2018i \u2013 i don\u2019t know. i\u2019d have to ask mrs boland.\u2019 \u2018oh, i know her. where\u2019s your mother?\u2019 \u2018at the hospital with hooper. he\u2019s hurt, he fell off a wall.\u2019 fielding did not seem interested. \u2018y ou can just go and ask her now, then,  you can take my bike if you want, it\u2019ll be quickest.\u2019 kingshaw stroked his finger along the plushy back of the hamster. its  eyes were like jet beads. he thought, this is my place, mine, it will never  have anything to do with hooper. fielding is my friend, mine. this is all  right. beyond the window, there was a long garden, with fruit trees at the  bottom. the colours and shapes of everything were very sharp and clear  and bright, in the sun. \u2018my bike\u2019s in the shed, i\u2019ll show you.\u2019 fielding took the hamster and dumped it back inside the blue cage. \u2018come on.\u2019  [from chapter 14  ]  5 10 15 20 25 30 35 40",
+            "23": "23 0486/11/o/n/14 \u00a9 ucles 2014 [turn over  how do you think hill makes this moment in the novel so moving?  or \u202032 in what ways does hill make you feel that kingshaw\u2019s death is inevitable? support your  ideas with details from the writing.  or 33 y ou are mr hooper on the night of your son\u2019s accident. y ou have returned from the  hospital.    write your thoughts.",
+            "24": "24 0486/11/o/n/14 \u00a9 ucles 2014from stories \tof\tourselves either  *34 read this extract from the son\u2019s veto  (by thomas hardy), and then answer the question  that follows it: the vicar just left a widower was at this time a man about forty years of  age, of good family, and childless. he had led a secluded existence in this  college living, partly because there were no resident landowners; and his  loss now intensified his habit of withdrawal from outward observation. he  was seen still less than heretofore, kept himself still less in time with the  rhythm and racket of the movements called progress in the world without.  for many months after his wife\u2019s decease the economy of his household  remained as before; the cook, the housemaid, the parlour-maid, and  the man out-of-doors performed their duties or left them undone, just as  nature prompted them \u2013 the vicar knew not which. it was then represented  to him that his servants seemed to have nothing to do in his small family  of one. he was struck with the truth of this representation, and decided to  cut down his establishment. but he was forestalled by sophy, the parlour- maid, who said one evening that she wished to leave him. \u2018and why?\u2019 said the parson. \u2018sam hobson has asked me to marry him, sir.\u2019 \u2018well \u2013 do you want to marry?\u2019 \u2018not much. but it would be a home for me. and we have heard that one  of us will have to leave.\u2019 a day or two after she said: \u2018i don\u2019t want to leave just yet, sir, if you don\u2019t  wish it. sam and i have quarrelled.\u2019 he looked up at her. he had hardly ever observed her before, though  he had been frequently conscious of her soft presence in the room. what  a kitten-like, flexuous, tender creature she was! she was the only one of  the servants with whom he came into immediate and continuous relation.  what should he do if sophy were gone? sophy did not go, but one of the others did, and things went on quietly  again. when mr twycott, the vicar, was ill, sophy brought up his meals to him,  and she had no sooner left the room one day than he heard a noise on the  stairs. she had slipped down with the tray, and so twisted her foot that she  could not stand. the village surgeon was called in; the vicar got better, but  sophy was incapacitated for a long time; and she was informed that she  must never again walk much or engage in any occupation which required  her to stand long on her feet. as soon as she was comparatively well she  spoke to him alone. since she was forbidden to walk and bustle about,  and, indeed, could not do so, it became her duty to leave. she could very  well work at something sitting down, and she had an aunt a seamstress. the parson had been very greatly moved by what she had suffered on  his account, and he exclaimed, \u2018no, sophy; lame or not lame, i cannot let  you go. y ou must never leave me again!\u2019 he came close to her, and, though she could never exactly tell how it  happened, she became conscious of his lips upon her cheek. he then  asked her to marry him. sophy did not exactly love him, but she had a  respect for him which almost amounted to veneration. even if she had  wished to get away from him she hardly dared refuse a personage so  reverend and august in her eyes, and she assented forthwith to be his wife. thus it happened that one fine morning, when the doors of the church  were naturally open for ventilation, and the singing birds fluttered in  and alighted on the tie-beams of the roof, there was a marriage-service 5 10 15 20 25 30 35 40 45 50",
+            "25": "25 0486/11/o/n/14 \u00a9 ucles 2014at the communion-rails, which hardly a soul knew of. the parson and  a neighbouring curate had entered at one door, and sophy at another,  followed by two necessary persons, whereupon in a short time there  emerged a newly-made husband and wife. mr twycott knew perfectly well that he had committed social suicide  by this step, despite sophy\u2019s spotless character, and he had taken his  measures accordingly. an exchange of livings had been arranged with an  acquaintance who was incumbent of a church in the south of london, and  as soon as possible the couple removed thither, abandoning their pretty  country home, with trees and shrubs and glebe, for a narrow, dusty house  in a long, straight street, and their fine peal of bells for the wretchedest  one-tongued clangour that ever tortured mortal ears. it was all on her  account. they were, however, away from every one who had known her  former position; and also under less observation from without than they  would have had to put up with in any country parish. sophy the woman was as charming a partner as a man could possess,  though sophy the lady had her deficiencies. she showed a natural aptitude  for little domestic refinements, so far as related to things and manners; but  in what is called culture she was less intuitive. she had now been married  more than fourteen years, and her husband had taken much trouble with  her education; but she still held confused ideas on the use of \u2018was\u2019 and  \u2018were\u2019, which did not beget a respect for her among the few acquaintances  she made. her great grief in this relation was that her only child, on whose  education no expense had been and would be spared, was now old  enough to perceive these deficiencies in his mother, and not only to see  them but to feel irritated at their existence.   how does hardy make you feel sympathetic towards sophy here? or  \u202035 how does the writer make the narrator so memorable in either  my greatest ambition  (by  morris lurie) or sandpiper  (by ahdaf soueif)? support your ideas with details from the  story you have chosen. or  36 y ou are mcallister in the custody of the pumpkin . lord emsworth has just offered to  double your salary and begged you to come back to blandings castle.     write your thoughts. 55 60 65 70 75",
+            "26": "26 0486/11/o/n/14 \u00a9 ucles 2014blank page",
+            "27": "27 0486/11/o/n/14 \u00a9 ucles 2014blank page",
+            "28": "28 0486/11/o/n/14 \u00a9 ucles 2014copyright acknowledgements: question 1  \u00a9 all my sons. \u00a9 1947, arthur miller. reproduced by permission of the wylie agency. all rights reserved. question 16   \u00a9 elizabeth brewster; where i come from , in songs of ourselves ; reprinted by permission of oberon press, ottawa, canada. question 19   nervous conditions . \u00a9 1988, tsitsi dangarembga. reproduced by permission of ayebia clarke publishing. question 22   fasting, feasting . \u00a9 1999, anita desai. reproduced by permission of the author c/o rogers, coleridge & white ltd., 20 powis mews, london  w11 1jn, from vintage. reprinted by permission of the random house group ltd. question 25  \u00a9 hullabaloo in the guava orchard ; \u00a9 1998, kiran desai; faber & faber ltd. question 31  \u00a9 susan hill; i\u2019m the king of the castle ; penguin books ltd; 2010. permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the  publisher will be pleased to make amends at the earliest possible opportunity. cambridge international examinations is part of the cambridge assessment group. cambridge assessment is the brand name of university of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge.blank page"
+        },
+        "0486_w14_qp_12.pdf": {
+            "1": "this document consists of 24 printed pages, 4 blank pages and 1 insert. dc (leg) 108729 \u00a9 ucles 2014  [turn overcambridge international examinations cambridge international general certificate of secondary education * 6 1 1 7 7 7 4 1 4 8 *literature (english)  0486/12 paper 1  october/november 2014  2 hours 15 minutes texts studied should be taken into the examination. read these instructions first an answer booklet is provided inside this question paper. y ou should follow the instructions on the front cover  of the answer booklet. if you need additional answer paper ask the invigilator for a continuation booklet. answer three  questions: one question from section a, one question from section b, and one question from  section c. answer at least one passage-based question (marked *) and at least one essay question (marked \u2020). all questions in this paper carry equal marks.",
+            "2": "2 0486/12/o/n/14 \u00a9 ucles 2014blank page",
+            "3": "3 0486/12/o/n/14 \u00a9 ucles 2014 [turn overcontents section a:  drama text\t question \t numbers\t page[s] arthur miller: all my sons  *1, \u20202, 3  pages      4\u20135 william shakespeare: julius caesar  *4, \u20205, 6  pages  6\u20137 william shakespeare: the tempest  *7, \u20208, 9  pages  8\u20139 oscar wilde: the importance of being earnest  *10, \u202011, 12  pages  10\u201311 section b:  poetry text\t question \t numbers\t page[s] thomas hardy: selected  poems  *13, \u202014, \u202015  page  12 songs of ourselves : from part 4  *16, \u202017, \u202018  page  13 section c:  prose text\t question \t numbers\t page[s] tsitsi dangarembga: nervous conditions  *19, \u202020, 21  pages  14\u201315 anita desai: fasting, feasting  *22, \u202023, 24  pages  16\u201317 kiran desai: hullabaloo in the guava orchard  *25, \u202026, 27  pages  18\u201319 george eliot: silas marner  *28, \u202029, 30  pages  20\u201321 susan hill: i\u2019m the king of the castle  *31, \u202032, 33  pages  22\u201323 from stories of ourselves  *34, \u202035, 36  pages  24\u201325",
+            "4": "4 0486/12/o/n/14 \u00a9 ucles 2014section a:  drama arthur miller:  all\tmy\tsons either  *1  read this extract, and then answer the question that follows it:  mother:  and you? y ou [ shakes her head negatively  ] go out much? [ slight  pause .] content removed due to copyright restrictions.",
+            "5": "5 0486/12/o/n/14 \u00a9 ucles 2014 [turn overcontent removed due to copyright restrictions. mother:  i have to have some tea. [from act 1 ]      how does miller make this moment in the play so full of tension? support your ideas with  details from the writing. or  \u20202 what do you think miller\u2019s portrayal of jim bayliss contributes to the power of the play?  support your ideas with details from the writing. or  3 y ou are joe keller. chris has left after you have admitted your guilt. y ou are in your room.    write your thoughts.",
+            "6": "6 0486/12/o/n/14 \u00a9 ucles 2014william shakespeare: \tjulius \tcaesar either  *4 read this extract, and then answer the question that follows it: caesar:  mark antony shall say i am not well; and for thy humour i will stay at home.  enter decius .  here\u2019s decius brutus, he shall tell them so. decius:  caesar, all hail! good morrow, worthy caesar. i come to fetch you to the senate house. caesar:  and you are come in very happy time, to bear my greeting to the senators   and tell them that i will not come to-day.   cannot, is false; and that i dare not, falser;   i will not come to-day. tell them so, decius. calphurnia:  say he is sick. caesar:   shall caesar send a lie? have i in conquest stretch\u2019d mine arm so far,   to be afeard to tell greybeards the truth?   decius, go tell them, caesar will not come. decius:  most mighty caesar, let me know some cause, lest i be laugh\u2019d at when i tell them so. caesar:  the cause is in my will: i will not come. that is enough to satisfy the senate.   but for your private satisfaction,   because i love you, i will let you know:   calphurnia here, my wife, stays me at home.   she dreamt to-night she saw my statue,   which, like a fountain with an hundred spouts,   did run pure blood; and many lusty romans   came smiling and did bathe their hands in it.   and these does she apply for warnings and portents   and evils imminent, and on her knee   hath begg\u2019d that i will stay at home to-day. decius:  this dream is all amiss interpreted; it was a vision fair and fortunate.   y our statue spouting blood in many pipes,   in which so many smiling romans bath\u2019d,   signifies that from you great rome shall suck   reviving blood, and that great men shall press   for tinctures, stains, relics, and cognizance.   this by calphurnia\u2019s dream is signified. caesar:  and this way have you well expounded it. decius:  i have, when you have heard what i can say \u2013 and know it now: the senate have concluded   to give this day a crown to mighty caesar.   if you shall send them word you will not come,   their minds may change. besides, it were a mock   apt to be render\u2019d, for some one to say   \u2018break up the senate till another time,   when caesar\u2019s wife shall meet with better dreams\u2019.  5 10 15 20 25 30 35 40 45",
+            "7": "7 0486/12/o/n/14 \u00a9 ucles 2014 [turn over if caesar hide himself, shall they not whisper \u2018lo, caesar is afraid\u2019?   pardon me, caesar; for my dear dear love   to your proceeding bids me tell you this,   and reason to my love is liable. caesar:  how foolish do your fears seem now, calphurnia! i am ashamed i did yield to them.   give me my robe, for i will go. enter brutus, ligarius, metellus, casca,   trebonius, cinna, and publius.  and look where publius is come to fetch me. publius:  good morrow, caesar. caesar:   welcome, publius. what, brutus, are you stirr\u2019d so early too?   good morrow, casca. caius ligarius,   caesar was ne\u2019er so much your enemy   as that same ague which hath made you lean.   what is\u2019t o\u2019clock? brutus:   caesar, \u2019tis strucken eight. caesar:  i thank you for your pains and courtesy. enter antony .  see! antony, that revels long o\u2019 nights, is notwithstanding up. good morrow, antony. antony:  so to most noble caesar. caesar:   bid them prepare within. i am to blame to be thus waited for.   now, cinna. now, metellus. what, trebonius!   i have an hour\u2019s talk in store for you.   remember that you call on me to-day;   be near me, that i may remember you. trebonius:  caesar, i will. [ aside  ] and so near will i be, that your best friends shall wish i had been further. caesar:  good friends, go in and taste some wine with me; and we, like friends, will straightway go together. brutus  [aside  ]: that every like is not the same, o caesar, the heart of brutus earns to think upon! [exeunt. [from act 2 scene 2  ]   how does shakespeare make this moment in the play so revealing of the character of  caesar? or  \u20205  to what extent does shakespeare change your view of brutus during the play? support  your ideas with details from the text. or  6 y ou are octavius. y ou have just left the meeting with antony and lepidus.    write your thoughts.50 55 60 65 70 75 80",
+            "8": "8 0486/12/o/n/14 \u00a9 ucles 2014william shakespeare: the\ttempest either  *7 read this extract, and then answer the question that follows it: stephano:  moon-calf, speak once in thy life, if thou beest a good  moon-calf. caliban:  how does thy honour? let me lick thy shoe. i\u2019ll not serve him; he is not valiant. trinculo:  thou liest, most ignorant monster: i am in case to justle a  constable. why, thou debosh\u2019d fish, thou, was there ever  man a coward that hath drunk so much sack as i to-day?  wilt thou tell a monstrous lie, being but half a fish and half a  monster? caliban:  lo, how he mocks me! wilt thou let him, my lord? trinculo:  \u2018lord\u2019 quoth he! that a monster should be such a natural! caliban:  lo, lo again! bite him to death, i prithee. stephano:  trinculo, keep a good tongue in your head; if you prove a  mutineer \u2013 the next tree! the poor monster\u2019s my subject,  and he shall not suffer indignity. caliban:  i thank my noble lord. wilt thou be pleas\u2019d to hearken once  again to the suit i made to thee? stephano:  marry will i; kneel and repeat it; i will stand, and so shall  trinculo. enter ariel, invisible. caliban:  as i told thee before, i am subject to a tyrant, a sorcerer,  that by his cunning hath cheated me of the island. ariel:  thou liest. caliban:  thou liest, thou jesting monkey, thou; i would my valiant  master would destroy thee. i do not lie. stephano:  trinculo, if you trouble him any more in\u2019s tale, by this hand,  i will supplant some of your teeth. trinculo:  why, i said nothing. stephano:  mum, then, and no more. proceed. caliban:  i say, by sorcery he got this isle; from me he got it. if thy greatness will   revenge it on him \u2013 for i know thou dar\u2019st,   but this thing dare not \u2013 stephano:  that\u2019s most certain. caliban:  thou shalt be lord of it, and i\u2019ll serve thee. stephano:  how now shall this be compass\u2019d? canst thou bring me to the party? caliban:  y ea, yea my lord; i\u2019ll yield him thee asleep, where thou mayst knock a nail into his head. ariel:  thou liest; thou canst not. caliban:  what a pied ninny\u2019s this! thou scurvy patch! i do beseech thy greatness, give him blows,   and take his bottle from him. when that\u2019s gone   he shall drink nought but brine; for i\u2019ll not show him  5 10 15 20 25 30 35 40",
+            "9": "9 0486/12/o/n/14 \u00a9 ucles 2014 [turn overwhere the quick freshes are. stephano:  trinculo, run into no further danger; interrupt the monster  one word further and, by this hand, i\u2019ll turn my mercy out o\u2019  doors, and make a stock-fish of thee. trinculo:  why, what did i? i did nothing. i\u2019ll go farther off. stephano:  didst thou not say he lied? ariel:  thou liest. stephano:  do i so? take thou that. [ beats him  ] as you like this, give me the lie another time. trinculo:  i did not give the lie. out o\u2019 your wits and hearing too? a  pox o\u2019 your bottle! this can sack and drinking do. a murrain  on your monster, and the devil take your fingers! caliban:  ha, ha, ha! stephano:  now, forward with your tale. \u2013 prithee stand further off.  caliban:  beat him enough; after a little time, i\u2019ll beat him too. [from act 3 scene 2  ]      explore the ways in which shakespeare makes this such an entertaining moment in the  play. or  \u20208 to what extent does shakespeare make you admire prospero? support your ideas with  details from the play. or 9 y ou are sebastian at the end of the play.    write your thoughts.45 50 55 60",
+            "10": "10 0486/12/o/n/14 \u00a9 ucles 2014oscar wilde: the\timportance \tof\tbeing \tearnest either  *10 read this extract, and then answer the question that follows it: cecily:  may i offer you some tea, miss fairfax? gwendolen:  [with elaborate politeness .] thank you. [ aside .] detestable  girl! but i require tea! cecily:  [sweetly .] sugar? gwendolen  [superciliously .] no, thank you. sugar is not fashionable  any more.  [cecily  looks angrily at her, takes up the tongs and puts  four lumps of sugar into the cup. cecily:  [severely .] cake or bread and butter? gwendolen:  [in a bored manner. ] bread and butter, please. cake is  rarely seen at the best houses nowadays. cecily:  [cuts a very large slice of cake and puts it on the tray .]  hand that to miss fairfax.  [merriman  does so, and goes out with footman.  gwendolen  drinks the tea and makes a grimace. puts  down cup at once, reaches out her hand to the bread and  butter, looks at it, and finds it is cake. rises in indignation. gwendolen:  y ou have filled my tea with lumps of sugar, and though i  asked most distinctly for bread and butter, you have given  me cake. i am known for the gentleness of my disposition,  and the extraordinary sweetness of my nature, but i warn  you, miss cardew, you may go too far. cecily:  [rising ] to save my poor, innocent, trusting boy from the  machinations of any other girl there are no lengths to which  i would not go. gwendolen:  from the moment i saw you i distrusted you. i felt that  you were false and deceitful. i am never deceived in such  matters. my first impressions of people are invariably right. cecily:  it seems to me, miss fairfax, that i am trespassing on your  valuable time. no doubt you have many other calls of a  similar character to make in the neighbourhood. [enter jack. gwendolen:  [catching sight of him .] ernest! my own ernest!  jack:  gwendolen! darling!  [offers to kiss her. gwendolen:  [drawing back .] a moment! may i ask if you are engaged to  be married to this young lady? [points to cecily. jack:  [laughing .] to dear little cecily! of course not! what could  have put such an idea into your pretty little head? gwendolen:  thank you. y ou may!  [offers her cheek . cecily:  [very  sweetly .] i knew there must be some  misunderstanding, miss fairfax. the gentleman whose arm  is at present round your waist is my guardian, mr. john  worthing.5 10 15 20 25 30 35 40",
+            "11": "11 0486/12/o/n/14 \u00a9 ucles 2014 [turn overgwendolen:  i beg your pardon? cecily:  this is uncle jack. gwendolen:  [receding. ] jack! oh! enter algernon cecily:  here is ernest. algernon:  [goes straight over to  cecily  without noticing any one else .]  my own love!  [offers to kiss her .] cecily:  [drawing back .] a moment, ernest! may i ask you\u2014are you  engaged to be married to this young lady? algernon:  [looking round .] to what young lady? good heavens!  gwendolen! cecily:  y es! to good heavens, gwendolen, i mean to gwendolen. algernon:  [laughing .] of course not! what could have put such an  idea into your pretty little head? cecily:  thank you. [ presenting her cheek to be kissed .] y ou may.  [algernon  kisses her. gwendolen:  i felt there was some slight error, miss cardew. the  gentleman who is now embracing you is my cousin, mr.  algernon moncrieff. cecily:  [breaking away from  algernon .] algernon moncrieff! oh!   [the two girls move towards each other and put their arms  round each other\u2019s waists as if for protection. cecily:  are you called algernon? algernon:  i cannot deny it. cecily:  oh! gwendolen:  is your name really john? jack:  [standing rather proudly. ] i could deny it if i liked. i could  deny anything if i liked. but my name certainly is john. it  has been john for years. cecily:  [to gwendolen ] a gross deception has been practised on  both of us. gwendolen:  my poor wounded cecily! cecily:  my sweet wronged gwendolen! gwendolen:  [slowly and seriously .] y ou will call me sister, will you not?  [they embrace. jack  and algernon  groan and walk up and  down .] [from act 2  ]   explore the ways in which wilde makes the various misunderstandings and their effects  so hilarious at this moment in the play.  or \u202011 how do you think wilde makes dr. chasuble such an amusing character in the play?  support your views with details from wilde\u2019s writing.  or 12 y ou are lady bracknell. y ou are just about to arrive with gwendolen to have tea with  algernon.    write your thoughts. 45 50 55 60 65 70 75 80",
+            "12": "12 0486/12/o/n/14 \u00a9 ucles 2014section b: poetry thomas hardy: selected \tpoems either  *13  read this poem, and then answer the question that follows it: nobody comes  tree-leaves labour up and down,   and through them the fainting light   succumbs to the crawl of night.  outside in the road the telegraph wire   to the town from the darkening land intones to travellers like a spectral lyre   swept by a spectral hand.  a car comes up, with lamps full-glare,   that flash upon a tree:   it has nothing to do with me,  and whangs along in a world of its own,   leaving a blacker air; and mute by the gate i stand again alone,   and nobody pulls up there.   how does hardy make the feelings of the speaker so vivid in this poem? or  \u202014 how does hardy make in time of \u2018the breaking of nations\u2019 so memorable for you? or  \u202015 explore the ways in which hardy writes vividly about the past in either  on the departure  platform or the going.5 10",
+            "13": "13 0486/12/o/n/14 \u00a9 ucles 2014 [turn oversongs of ourselves: from \tpart\t4 either  *16 read this poem, and then answer the question that follows it: a different history great pan is not dead; he simply emigrated  to india. here, the gods roam freely, disguised as snakes or monkeys; every tree is sacred and it is a sin to be rude to a book. it is a sin to shove a book aside   with your foot, a sin to slam books down  hard on a table, a sin to toss one carelessly  across a room. y ou must learn how to turn the pages gently without disturbing sarasvati, without offending the tree from whose wood the paper was made.  which language  has not been the oppressor\u2019s tongue?  which language  truly meant to murder someone?  and how does it happen  that after the torture,  after the soul has been cropped  with a long scythe swooping out  of the conqueror\u2019s face \u2013  the unborn grandchildren  grow to love that strange language. (by sujata bhatt  )   explore the ways in which bhatt vividly conveys her feelings about different cultures in  this poem. or  \u202017 how does ted hughes powerfully convey his feelings about nature to you in pike? or  \u202018 explore one poem in this selection in which the poet communicates strong reactions to  aspects of city life.5 10 15 20 25",
+            "14": "14 0486/12/o/n/14 \u00a9 ucles 2014section c: prose tsitsi dangarembga: nervous \tconditions either  *19 read this extract, and then answer the question that follows it: i like to think nyasha really believed that the confrontation had taken  a conciliatory turn. she smiled that the number of her male acquaintances  was the one thing that should put her father at ease. \u2018y ou know me,\u2019 she told him, but of course she was mistaken. \u2018y ou\u2019ve  taught me how i should behave. i don\u2019t worry about what people think so  there\u2019s no need for you to.\u2019 she did not know her father either, because  anyone who did would have retreated at that stage. \u2018don\u2019t push me too far,\u2019 babamukuru pleaded. mustering up his  courage, chido tried to help. \u2018they were only talking for a few minutes,  dad,\u2019 he said, and was ordered to be silent. \u2018y ou, chido, keep quiet,\u2019 babamukuru snapped. \u2018y ou let your sister  behave like a whore without saying anything. keep quiet.\u2019 \u2018babawa chido,\u2019 began maiguru, but was silenced immediately. nyasha grew uncharacteristically calm at times like this. \u2018now why,\u2019  she enquired of no particular person, \u2018should i worry about what people  say when my own father calls me a whore?\u2019 she looked at him with murder  in her eyes. \u2018nyasha, be quiet,\u2019 chido advised. \u2018chido, i have told you to keep out of this,\u2019 reminded babamukuru,  gathering himself within himself so that his whole weight was behind the  blow he dealt nyasha\u2019s face. \u2018never,\u2019 he hissed, \u2018never,\u2019 he repeated, striking  her other cheek with the back of his hand, \u2018speak to me like that.\u2019 nyasha fell on to the bed, her minuscule skirt riding up her bottom.  babamukuru stood over her, distending his nostrils to take in enough air. \u2018today i am going to teach you a lesson,\u2019 he told her. \u2018how can you go  about disgracing me? me! like that! no, you cannot do it. i am respected  at this mission. i cannot have a daughter who behaves like a whore.\u2019 nyasha was capable of pointing out that by his own definition that  was exactly what he had, but she did not. \u2018don\u2019t hit me, daddy,\u2019 she said  backing away from him. \u2018i wasn\u2019t doing anything wrong. don\u2019t hit me.\u2019 \u2018yuwi, yuwi, yuwi!\u2019 maiguru moaned. \u2018babawa chido, do you want to  kill me with your anger? she is only a child, babawa chido, a child.\u2019 \u2018y ou must learn to be obedient,\u2019 babamukuru told nyasha and struck  her again. \u2018i told you not to hit me,\u2019 said nyasha, punching him in the eye. babamukuru bellowed and snorted that if nyasha was going to behave  like a man, then by his mother who was at rest in her grave he would  fight her like one. they went down on to the floor, babamukuru alternately  punching nyasha\u2019s head and banging it against the floor, screaming or  trying to scream but only squeaking, because his throat had seized up with  fury, that he would kill her with his bare hands; nyasha, screaming and  wriggling and doing what damage she could. maiguru and chido could not  stay out of it any longer. they had to hold him. [from chapter 6  ]   explore the ways in which dangarembga makes this moment in the novel so shocking  and surprising.5 10 15 20 25 30 35 40",
+            "15": "15 0486/12/o/n/14 \u00a9 ucles 2014 [turn overor  \u202020 to what extent does dangarembga present tambu\u2019s father, jeremiah, as a weak man?  support your ideas with details from the novel. or 21 y ou are babamukuru. maiguru has just left your home following the quarrel over tambu\u2019s  punishment.   write your thoughts.",
+            "16": "16 0486/12/o/n/14 \u00a9 ucles 2014anita desai: fasting, \tfeasting either  *22 read this extract, and then answer the question that follows it: she fumbles her way back to the veranda and the swing and sits with  mamapapa, staring into the dark.  content removed due to copyright restrictions.",
+            "17": "17 0486/12/o/n/14 \u00a9 ucles 2014 [turn overwhat anamika\u2019s family said was that it was fate, god had willed it and  it was anamika\u2019s destiny. what uma said was nothing. [from chapter 13  ]   how does desai make this such a disturbing moment in the novel? or  \u202023 \u2018a life full of disappointment\u2019.    do you think this is a fair description of uma\u2019s life? support your answer with details from  desai\u2019s writing. or  24 y ou are arun. y ou are on your way back to the dorm at the end of the novel.    write your thoughts.",
+            "18": "18 0486/12/o/n/14 \u00a9 ucles 2014kiran desai: hullabaloo \tin\tthe\tguava \torchard either  *25 read this extract, and then answer the question that follows it: at precisely this time in the army cantonment area, the lights were  blazing from the barracks  content removed due to copyright restrictions. \u2018damn!\u2019 the brigadier smashed his fist down upon his palm. \u2018damn,  damn, damn.\u2019 it was a bad omen. [from chapter 24  ]   how does desai surprise you with her portrayal of the brigadier here? support your  ideas with details from the writing. ",
+            "19": "19 0486/12/o/n/14 \u00a9 ucles 2014 [turn overor \u202026 explore in detail two moments in the novel where for you desai most effectively makes  self-important people seem ridiculous. (do not use the extract printed in question 25 in  answering this question.) or 27  y ou are sampath. y ou have just been thrown out of mr. d.p .s.\u2019s house after your striptease.    write your thoughts.  ",
+            "20": "20 0486/12/o/n/14 \u00a9 ucles 2014george eliot: silas \tmarner either  *28 read this extract, and then answer the question that follows it:  the door opened, and a thick-set, heavy-looking young man entered,  with the flushed face and the gratuitously elated bearing which mark the  first stage of intoxication. it was dunsey, and at the sight of him godfrey\u2019s  face parted with some of the gloom to take on the more active expression  of hatred. the handsome brown spaniel that lay on the hearth retreated  under the chair in the chimney-corner. \u2018well, master godfrey, what do you want with me?\u2019 said dunsey, in a  mocking tone. \u2018y ou\u2019re my elders and betters, you know; i was obliged to  come when you sent for me.\u2019 \u2018why, this is what i want\u2014and just shake yourself sober and listen,  will you?\u2019 said godfrey, savagely. he had himself been drinking more than  was good for him, trying to turn his gloom into uncalculating anger. \u2018i want  to tell you, i must hand over that rent of fowler\u2019s to the squire, or else tell  him i gave it you; for he\u2019s threatening to distrain for it, and it\u2019ll all be out  soon, whether i tell him or not. he said, just now, before he went out, he  should send word to cox to distrain, if fowler didn\u2019t come and pay up his  arrears this week. the squire\u2019s short o\u2019 cash, and in no humour to stand  any nonsense; and you know what he threatened, if ever he found you  making away with his money again. so, see and get the money, and pretty  quickly, will you?\u2019 \u2018oh!\u2019 said dunsey, sneeringly, coming nearer to his brother and  looking in his face. \u2018suppose, now, you get the money yourself, and save  me the trouble, eh? since you was so kind as to hand it over to me, you\u2019ll  not refuse me the kindness to pay it back for me: it was your brotherly love  made you do it, you know.\u2019 godfrey bit his lips and clenched his fist. \u2018don\u2019t come near me with  that look, else i\u2019ll knock you down.\u2019 \u2018oh, no, you won\u2019t,\u2019 said dunsey, turning away on his heel, however.  \u2018because i\u2019m such a good-natured brother, you know. i might get you  turned out of house and home, and cut off with a shilling any day. i might  tell the squire how his handsome son was married to that nice young  woman, molly farren, and was very unhappy because he couldn\u2019t live with  his drunken wife, and i should slip into your place as comfortable as could  be. but, you see, i don\u2019t do it\u2014i\u2019m so easy and good-natured. y ou\u2019ll take  any trouble for me. y ou\u2019ll get the hundred pounds for me\u2014i know you will.\u2019 \u2018how can i get the money?\u2019 said godfrey, quivering. \u2018i haven\u2019t a shilling  to bless myself with. and it\u2019s a lie that you\u2019d slip into my place: you\u2019d get  yourself turned out too, that\u2019s all. for if you begin telling tales, i\u2019ll follow.  bob\u2019s my father\u2019s favourite\u2014you know that very well. he\u2019d only think  himself well rid of you.\u2019 \u2018never mind,\u2019 said dunsey, nodding his head sideways as he looked  out of the window. \u2018it \u2019ud be very pleasant to me to go in your company\u2014 you\u2019re such a handsome brother, and we\u2019ve always been so fond of  quarrelling with one another, i shouldn\u2019t know what to do without you. but  you\u2019d like better for us both to stay at home together; i know you would.  so you\u2019ll manage to get that little sum o\u2019 money, and i\u2019ll bid you good-bye,  though i\u2019m sorry to part.\u2019 dunstan was moving off, but godfrey rushed after him and seized him  by the arm, saying, with an oath. \u2018i tell you, i have no money: i can get no money.\u2019 \u2018borrow off old kimble.\u20195 10 15 20 25 30 35 40 45 50",
+            "21": "21 0486/12/o/n/14 \u00a9 ucles 2014 [turn over\u2018i tell you, he won\u2019t lend me any more, and i shan\u2019t ask him.\u2019 \u2018well then, sell wildfire.\u2019 \u2018y es, that\u2019s easy talking. i must have the money directly.\u2019 \u2018well, you\u2019ve only got to ride him to the hunt to-morrow. there\u2019ll be  bryce and keating there, for sure. y ou\u2019ll get more bids than one.\u2019 \u2018i daresay, and get back home at eight o\u2019clock, splashed up to the  chin. i\u2019m going to mrs. osgood\u2019s birthday dance.\u2019 \u2018oho!\u2019 said dunsey, turning his head on one side, and trying to speak  in a small mincing treble. \u2018and there\u2019s sweet miss nancy coming; and we  shall dance with her, and promise never to be naughty again, and be taken  into favour, and\u2014\u2019 \u2018hold your tongue about miss nancy, you fool,\u2019 said godfrey, turning  red, \u2018else i\u2019ll throttle you.\u2019 \u2018what for?\u2019 said dunsey, still in an artificial tone, but taking a whip from  the table and beating the butt-end of it on his palm. \u2018y ou\u2019ve a very good  chance. i\u2019d advise you to creep up her sleeve again: it \u2019ud be saving time  if molly should happen to take a drop too much laudanum some day, and  make a widower of you. miss nancy wouldn\u2019t mind being a second, if she  didn\u2019t know it. and you\u2019ve got a good-natured brother, who\u2019ll keep your  secret well, because you\u2019ll be so very obliging to him.\u2019 [from chapter 3  ]   how does eliot memorably convey dunsey\u2019s unpleasantness here? or  \u202029  explore two moments in the novel which eliot makes particularly amusing for you. or  30  y ou are nancy. y ou are preparing for bed after the party at the red house.    write your thoughts.55 60 65 70",
+            "22": "22 0486/12/o/n/14 \u00a9 ucles 2014susan hill: i\u2019m\tthe\tking \tof\tthe\tcastle either  *31  read this extract, and then answer the question that follows it: \u2018i\u2019m going to swim,\u2019 he said later. they had eaten tomatoes and biscuits  for breakfast. hooper was lying flat on the ground in a lozenge of sunlight.  his clothes looked crumpled. just ahead of him, below a bush, a thrush  was banging a snail down on to a flat stone to smash the shell. hooper  watched it intently. \u2018y ou\u2019d better not come in the water, though. y ou might have got a cold  from yesterday.\u2019 \u2018i\u2019m all right.\u2019 \u2018well \u2026\u2019 \u2018anyway, i don\u2019t feel like swimming. in a minute, i\u2019m going to get a  biscuit and see if this bird\u2019ll come for crumbs.\u2019 \u2018it won\u2019t.\u2019 \u2018why won\u2019t it?\u2019 \u2018because it\u2019s wild. not like in the garden.\u2019 \u2018don\u2019t be stupid. all birds are wild, they\u2019re all the same.\u2019 \u2018it won\u2019t come nearer if you\u2019re there.\u2019 \u2018we\u2019ll see.\u2019 \u2018it\u2019s a waste of food. we need to save it all.\u2019 \u2018i\u2019m only giving it crumbs. anyway, you mind your own business,  kingshaw.\u2019 but hooper spoke mildly, his attention fixed on the bird. kingshaw took off his clothes, and went and lay down in the shallowest  part of the stream. the stones were cold against his buttocks and  shoulders, but not sharp. the water moved over and over him, parting and  coming together again. he opened his legs wide and then closed them,  like scissors. the sunlight was limey-yellow, coming through the leaves  above. they fidgeted gently the whole time. a black and white bird flew up,  parting them, going off into the open sky. kingshaw closed his eyes. he didn\u2019t want to swim, not to move at all.  he thought, this is all right, this is all right. hooper was still watching the  thrush. it had got the snail out of the broken shell, now. all round them, the wood pigeons called. it was then that he heard the first shout. a dog barked. it was far  away, at first, but they got nearer very quickly. none of it seemed to take  long. crash, crash, crash they came, through the undergrowth. someone  shouted again. they were almost in the clearing, but kingshaw couldn\u2019t tell  what any of them had said. the dog barked again. he opened his eyes, and saw hooper, sitting up, looking at him. \u2018someone\u2019s coming.\u2019 kingshaw did not answer, did not move, only closed his eyes again  and lay, letting the water sift over his naked body. he thought, i don\u2019t want  them to come, i don\u2019t want them to find us. not now. this is all right. i want  to stay here. he didn\u2019t even mind hooper, now. not in the wood. it was another  world. if they couldn\u2019t have found their way out, then they would either die,  or survive. but this was what he had wanted. to get away, change things.  now, someone was coming, they would be taken back to the house. for a second, he dreaded it. then, he remembered everything that  had happened with hooper, since yesterday morning. things had changed.  perhaps it would be all right.5 10 15 20 25 30 35 40 45 50",
+            "23": "23 0486/12/o/n/14 \u00a9 ucles 2014 [turn overthere was another shout. when he opened his eyes again, his view of  the tree-tops and the sunlight was blocked, by a man\u2019s head. [from chapter 9  ]   how does hill at this moment in the novel powerfully convey kingshaw\u2019s feeling that he  has escaped, but also suggest that he has not?  or \u202032 what does hill make you feel about mr hooper\u2019s attitudes towards his son and towards  kingshaw? support your ideas with details from the writing.  or 33 y ou are hooper. from your window you are watching kingshaw early in the morning  attempting to run away.    write your thoughts. ",
+            "24": "24 0486/12/o/n/14 \u00a9 ucles 2014from stories \tof\tourselves either  *34 read this extract from the rain horse (by ted hughes),  and then answer the question  that follows it: over to his right a thin, black horse was running across the ploughland  towards the hill, its head down, neck stretched out. it seemed to be running  on its toes like a cat, like a dog up to no good. from the high point on which he stood the hill dipped slightly and rose  to another crested point fringed with the tops of trees, three hundred yards  to his right. as he watched it, the horse ran up that crest, showed against  the sky \u2013 for a moment like a nightmarish leopard \u2013 and disappeared over  the other side. for several seconds he stared at the skyline, stunned by the  unpleasantly strange impression the horse had made on him. then the  plastering beat of icy rain on his bare skull brought him to himself. the  distance had vanished in a wall of grey. all around him the fields were  jumping and streaming. holding his collar close and tucking his chin down into it he ran back  over the hilltop towards the town-side, the lee-side, his feet sucking and  splashing, at every stride plunging to the ankle. this hill was shaped like a wave, a gently rounded back lifting out  of the valley to a sharply crested, almost concave front hanging over the  river meadows towards the town. down this front, from the crest, hung two  small woods separated by a fallow field. the near wood was nothing more  than a quarry, circular, full of stones and bracken, with a few thorns and  nondescript saplings, foxholes and rabbit holes. the other was rectangular,  mainly a planting of scrub oak trees. beyond the river smouldered the town  like a great heap of blue cinders. he ran along the top of the first wood and finding no shelter but the  thin, leafless thorns of the hedge, dipped below the crest out of the wind  and jogged along through thick grass to the wood of oaks. in blinding rain  he lunged through the barricade of brambles at the wood\u2019s edge. the little  crippled trees were small choice in the way of shelter, but at a sudden  fierce thickening of the rain he took one at random and crouched down  under the leaning trunk. still panting from his run, drawing his knees up tightly, he watched  the bleak lines of rain, grey as hail, slanting through the boughs into the  clumps of bracken and bramble. he felt hidden and safe. the sound of the  rain as it rushed and lulled in the wood seemed to seal him in. soon the  chilly sheet lead of his suit became a tight, warm mould, and gradually he  sank into a state of comfort that was all but trance, though the rain beat  steadily on his exposed shoulders and trickled down the oak trunk on to  his neck. all around him the boughs angled down, glistening, black as iron.  from their tips and elbows the drops hurried steadily, and the channels of  the bark pulsed and gleamed. for a time he amused himself calculating  the variation in the rainfall by the variations in a dribble of water from a  trembling twig-end two feet in front of his nose. he studied the twig,  bringing dwarfs and continents and animals out of its scurfy bark. beyond  the boughs the blue shoal of the town was rising and falling, and darkening  and fading again, in the pale, swaying backdrop of rain. he wanted this rain to go on for ever. whenever it seemed to be  drawing off he listened anxiously until it closed in again. as long as it  lasted he was suspended from life and time. he didn\u2019t want to return to his 5 10 15 20 25 30 35 40 45 50",
+            "25": "25 0486/12/o/n/14 \u00a9 ucles 2014sodden shoes and his possibly ruined suit and the walk back over that land  of mud. all at once he shivered. he hugged his knees to squeeze out the cold  and found himself thinking of the horse. the hair on the nape of his neck  prickled slightly. he remembered how it had run up to the crest and showed  against the sky. he tried to dismiss the thought. horses wander about the countryside  often enough. but the image of the horse as it had appeared against the  sky stuck in his mind. it must have come over the crest just above the  wood in which he was now sitting. to clear his mind, he twisted around and  looked up the wood between the tree stems, to his left. at the wood top, with the silvered grey light coming in behind it, the  black horse was standing under the oaks, its head high and alert, its ears  pricked, watching him.   how does hughes make this such a powerful moment in the story?  or  \u202035 how does the writer vividly convey what it is like for someone to live in a completely  unfamiliar country in either at hiruharama \t(by penelope fitzgerald) \tor\tsandpiper (by  ahdaf soueif)? or  36 y ou are randolph in the son\u2019s veto. y our mother has just died.    write your thoughts.55 60",
+            "26": "26 0486/12/o/n/14 \u00a9 ucles 2014blank page",
+            "27": "27 0486/12/o/n/14 \u00a9 ucles 2014blank page",
+            "28": "28 0486/12/o/n/14 \u00a9 ucles 2014copyright acknowledgements: question 1 question 16 question 19 question 22 question 25 question 31 question 34\u00a9  all my sons .  \u00a9  1947, arthur miller.  reproduced by permission of the wylie agency.  all rights reserved. \u00a9  sujata bhatt;  a different history  from brunzinem  in songs of ourselves ;  foundation press;  2005. \u00a9  nervous conditions .  \u00a9  1988, tsitsi dangarembga.  reproduced by permission of ayebia clarke publishing. \u00a9  fasting, feasting .  \u00a9  1999, anita desai.  reproduced by permission of the author c/o rogers, coleridge & white ltd., 20 powis mews,  london w11 1jn, from vintage.  reprinted by permission of the random house group ltd. \u00a9  hullabaloo in the guava orchard ;  \u00a9  1998, kiran desai;  faber & faber ltd. \u00a9  susan hill;  i\u2019m the king of the castle ;  penguin books ltd;  1973. \u00a9  ted hughes;  the rain horse in stories of ourselves ;  cambridge university press;  2008. permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the  publisher will be pleased to make amends at the earliest possible opportunity. cambridge international examinations is part of the cambridge assessment group. cambridge assessment is the brand name of university of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge.blank page"
+        },
+        "0486_w14_qp_13.pdf": {
+            "1": "this document consists of 24 printed pages and 4 blank pages and 1 insert. dc (lk) 108667 \u00a9 ucles 2014  [turn overcambridge international examinations cambridge international general certificate of secondary education * 9 0 0 5 0 4 8 9 0 8 *literature (english)  0486/13 paper 1  october/november 2014  2 hours 15 minutes texts studied should be taken into the examination. read these instructions first an answer booklet is provided inside this question paper. y ou should follow the instructions on the front cover  of the answer booklet. if you need additional answer paper ask the invigilator for a continuation booklet. answer three  questions: one question from section a, one question from section b, and one question from  section c. answer at least one passage-based question (marked *) and at least one essay question (marked \u2020). all questions in this paper carry equal marks.",
+            "2": "2 0486/13/o/n/14 \u00a9 ucles 2014blank page",
+            "3": "3 0486/13/o/n/14 \u00a9 ucles 2014 [turn overcontents section a:  drama text\t question \t numbers\t page[s] arthur miller: all my sons  *1, \u20202, 3  pages 4\u20135 william shakespeare: julius caesar  *4, \u20205, 6  pages 6\u20137 william shakespeare: the tempest  *7, \u20208, 9  pages 8\u20139 oscar wilde: the importance of being earnest  *10, \u202011, 12  pages 10\u201311 section b:  poetry text\t question \t numbers\t page[s] thomas hardy: selected  poems  *13, \u202014, \u202015  page 12 songs of ourselves : from part 4  *16, \u202017, \u202018  page 13 section c:  prose text\t question \t numbers\t page[s] tsitsi dangarembga: nervous conditions  *19, \u202020, 21  pages 14\u201315 anita desai: fasting, feasting  *22, \u202023, 24  pages 16\u201317 kiran desai: hullabaloo in the guava orchard  *25, \u202026, 27  pages 18\u201319 george eliot: silas marner  *28, \u202029, 30  pages 20\u201321 susan hill: i\u2019m the king of the castle  *31, \u202032, 33  page  22 from stories of ourselves  *34, \u202035, 36  pages 24\u201325",
+            "4": "4 0486/13/o/n/14 \u00a9 ucles 2014section a: drama arthur miller: all\tmy\tsons either  *1 read this extract, and then answer the question that follows it: george:  [breathlessly ] my life turned upside down since then. i couldn\u2019t  go back to work when you left.  content removed due to copyright restrictions.",
+            "5": "5 0486/13/o/n/14 \u00a9 ucles 2014 [turn overgeorge:  [turning to chris , with deliberation ] i\u2019ll ask you something, and  look me in the eye when you answer me. [from act 2   ]   how does miller so powerfully convey george\u2019s mixture of guilt and anger here? or \u20202 how does miller vividly convey his dislike of joe keller\u2019s greed and dishonesty? support  your ideas with details from the writing. or 3 y ou are kate keller. y ou have just consoled chris at the end of the play.   write your thoughts.content removed due to copyright restrictions.",
+            "6": "6 0486/13/o/n/14 \u00a9 ucles 2014william shakespeare: julius \tcaesar either  *4 read this extract, and then answer the question that follows it: brutus:  boy! lucius! fast asleep? it is no matter; enjoy the honey-heavy dew of slumber.   thou hast no figures nor no fantasies   which busy care draws in the brains of men;   therefore thou sleep\u2019st so sound.  enter  portia . portia:  brutus, my lord! brutus:  portia, what mean you? wherefore rise you now? it is not for your health thus to commit   y our weak condition to the raw cold morning. portia:  nor for yours neither. y\u2019have ungently, brutus, stole from my bed; and yesternight at supper   y ou suddenly arose and walk\u2019d about,   musing and sighing, with your arms across;   and when i ask\u2019d you what the matter was,   y ou star\u2019d upon me with ungentle looks.   i urg\u2019d you further; then you scratch\u2019d your head   and too impatiently stamp\u2019d with your foot.   y et i insisted; yet you answer\u2019d not,   but with an angry wafture of your hand   give sign for me to leave you. so i did,   fearing to strengthen that impatience   which seem\u2019d too much enkindled; and withal   hoping it was but an effect of humour,   which sometimes hath his hour with every man.   it will not let you eat, nor talk, nor sleep;   and, could it work so much upon your shape   as it hath much prevail\u2019d on your condition,   i should not know you brutus. dear my lord,   make me acquainted with your cause of grief. brutus:  i am not well in health, and that is all. portia:  brutus is wise, and, were he not in health, he would embrace the means to come by it. brutus:  why, so i do. good portia, go to bed. portia:  is brutus sick, and is it physical to walk unbraced and suck up the humours   of the dank morning? what, is brutus sick,   and will he steal out of his wholesome bed,   to dare the vile contagion of the night,   and tempt the rheumy and unpurged air   to add unto his sickness? no, my brutus;   y ou have some sick offence within your mind,   which by the right and virtue of my place   i ought to know of; and upon my knees   i charm you, by my once-commended beauty,   by all your vows of love, and that great vow   which did incorporate and make us one,   that you unfold to me, your self, your half,   why you are heavy \u2013 and what men to-night   have had resort to you; for here have been5 10 15 20 25 30 35 40 45 50",
+            "7": "7 0486/13/o/n/14 \u00a9 ucles 2014 [turn over some six or seven, who did hide their faces even from darkness. brutus:           kneel not, gentle portia. portia:  i should not need, if you were gentle brutus. within the bond of marriage, tell me, brutus,   is it excepted i should know no secrets   that appertain to you? am i your self   but, as it were, in sort or limitation?   to keep with you at meals, comfort your bed,   and talk to you sometimes? dwell i but in the suburbs   of your good pleasure? if it be no more,   portia is brutus\u2019 harlot, not his wife. brutus:  y ou are my true and honourable wife, as dear to me as are the ruddy drops   that visit my sad heart. portia:  if this were true, then should i know this secret. i grant i am a woman; but withal   a woman that lord brutus took to wife.   i grant i am a woman; but withal   a woman well reputed, cato\u2019s daughter.   think you i am no stronger than my sex,   being so father\u2019d and so husbanded?   tell me your counsels, i will not disclose \u2019em.   i have made strong proof of my constancy,   giving myself a voluntary wound   here, in the thigh. can i bear that with patience,   and not my husband\u2019s secrets? brutus:                o ye gods, render me worthy of this noble wife! [knocking within.  hark, hark! one knocks. portia, go in awhile, and by and by thy bosom shall partake   the secrets of my heart.   all my engagements i will construe to thee,   all the charactery of my sad brows.   leave me with haste.  [exit portia. [from act 2 scene 1 ]   how does shakespeare make this moment in the play so moving? or \u20205 explore the ways in which shakespeare makes omens and the supernatural such a  dramatic part of the play. or 6 y ou are antony. y ou are fleeing to your house just after the murder of caesar.   write your thoughts.55 60 65 70 75 80 85",
+            "8": "8 0486/13/o/n/14 \u00a9 ucles 2014william shakespeare: the\ttempest either  *7 read this extract, and then answer the question that follows it: prospero:  if i have too austerely punish\u2019d you, y our compensation makes amends; for i   have given you here a third of mine own life,   or that for which i live; who once again   i tender to thy hand. all thy vexations   were but my trials of thy love, and thou   hast strangely stood the test; here, afore heaven,   i ratify this my rich gift. o ferdinand!   do not smile at me that i boast her off,   for thou shalt find she will outstrip all praise,   and make it halt behind her. ferdinand:               i do believe it against an oracle. prospero:  then, as my gift, and thine own acquisition worthily purchas\u2019d, take my daughter. but   if thou dost break her virgin-knot before   all sanctimonious ceremonies may   with full and holy rite be minist\u2019red,   no sweet aspersion shall the heavens let fall   to make this contract grow; but barren hate,   sour-ey\u2019d disdain, and discord, shall bestrew   the union of your bed with weeds so loathly   that you shall hate it both. therefore take heed,   as hymen\u2019s lamps shall light you. ferdinand:                 as i hope for quiet days, fair issue, and long life,   with such love as \u2019tis now, the murkiest den,   the most opportune place, the strong\u2019st suggestion   our worser genius can, shall never melt   mine honour into lust, to take away   the edge of that day\u2019s celebration,   when i shall think or phoebus\u2019 steeds are founder\u2019d   or night kept chain\u2019d below. prospero:               fairly spoke. sit, then, and talk with her; she is thine own.   what, ariel! my industrious servant, ariel! enter ariel . ariel:  what would my potent master? here i am. prospero:  thou and thy meaner fellows your last service did worthily perform; and i must use you   in such another trick. go bring the rabble,   o\u2019er whom i give thee pow\u2019r, here to this place.   incite them to quick motion; for i must   bestow upon the eyes of this young couple   some vanity of mine art; it is my promise,   and they expect it from me. ariel:              presently? prospero:  ay, with a twink.5 10 15 20 25 30 35 40 45",
+            "9": "9 0486/13/o/n/14 \u00a9 ucles 2014 [turn overariel:  before you can say \u2018come\u2019 and \u2018go\u2019, and breathe twice, and cry \u2018so, so\u2019,   each one, tripping on his toe,   will be here with mop and mow.   do you love me, master? no? prospero:  dearly, my delicate ariel. do not approach till thou dost hear me call. ariel:              well! i conceive.  [exit. prospero:  look thou be true; do not give dalliance too much the rein; the strongest oaths are straw   to th\u2019 fire i\u2019 th\u2019 blood. be more abstemious,   or else good night your vow! ferdinand:               i warrant you, sir, the white cold virgin snow upon my heart   abates the ardour of my liver. prospero:               well! now come, my ariel, bring a corollary,   rather than want a spirit; appear, and pertly.   no tongue! all eyes! be silent.  [soft music . [from act 4 scene 1 ]   how does shakespeare make this moment in the play so dramatic and satisfying? or \u20208 how does shakespeare make trinculo and stephano so entertaining? support your  answer with details from shakespeare\u2019s writing.   or 9 y ou are gonzalo. prospero has just revealed his identity to you towards the end of the  play.    write your thoughts.50 55 60 65",
+            "10": "10 0486/13/o/n/14 \u00a9 ucles 2014oscar wilde: the\timportance \tof\tbeing \tearnest either  *10 read this extract, and then answer the question that follows it: algernon:  i think that is rather mean of you, ernest, i must say. [ opens  case and examines it. ] however, it makes no matter, for, now  that i look at the inscription inside, i find that the thing isn\u2019t  yours after all. jack:  of course it\u2019s mine. [ moving to him. ] y ou have seen me with  it a hundred times, and you have no right whatsoever to read  what is written inside. it is a very ungentlemanly thing to read a  private cigarette case. algernon:  oh! it is absurd to have a hard and fast rule about what one  should read and what one shouldn\u2019t. more than half of modern  culture depends on what one shouldn\u2019t read. jack:  i am quite aware of the fact, and i don\u2019t propose to discuss  modern culture. it isn\u2019t the sort of thing one should talk of in  private. i simply want my cigarette case back. algernon:  y es; but this isn\u2019t your cigarette case. this cigarette case is a  present from someone of the name of cecily, and you said you  didn\u2019t know anyone of that name. jack:  well, if you want to know, cecily happens to be my aunt. algernon:  y our aunt! jack:  y es. charming old lady she is, too. lives at tunbridge wells.  just give it back to me, algy. algernon:  [retreating to back of sofa .] but why does she call herself  little cecily if she is your aunt and lives at tunbridge wells?  [reading. ] \u201cfrom little cecily with her fondest love.\u201d jack:  [moving to sofa and kneeling upon it. ] my dear fellow, what  on earth is there in that? some aunts are tall, some aunts are  not tall. that is a matter that surely an aunt may be allowed to  decide for herself. y ou seem to think that every aunt should be  exactly like your aunt! that is absurd. for heaven\u2019s sake give  me back my cigarette case. [follows algernon round the room. algernon:  y es. but why does your aunt call you her uncle? \u201cfrom little  cecily, with her fondest love to her dear uncle jack.\u201d there is  no objection, i admit, to an aunt being a small aunt, but why  an aunt, no matter what her size may be, should call her own  nephew her uncle, i can\u2019t quite make out. besides, your name  isn\u2019t jack at all; it is ernest. jack:  it isn\u2019t ernest; it\u2019s jack. algernon:  y ou have always told me it was ernest. i have introduced you  to every one as ernest. y ou answer to the name of ernest. y ou  look as if your name was ernest. y ou are the most earnest- looking person i ever saw in my life. it is perfectly absurd your  saying that your name isn\u2019t ernest. it\u2019s on your cards. here is  one of them. [ taking it from case. ] \u201cmr. ernest worthing, b.  4, the albany.\u201d i\u2019ll keep this as a proof that your name is ernest  if ever you attempt to deny it to me, or to gwendolen, or to any  one else.  [puts the card in his pocket .5 10 15 20 25 30 35 40 45",
+            "11": "11 0486/13/o/n/14 \u00a9 ucles 2014 [turn overjack:  well, my name is ernest in town and jack in the country, and  the cigarette case was given to me in the country. algernon:  y es, but that does not account for the fact that your small aunt  cecily, who lives at tunbridge wells, calls you her dear uncle.  come, old boy, you had much better have the thing out at once. jack:  my dear algy, you talk exactly as if you were a dentist. it is very  vulgar to talk like a dentist when one isn\u2019t a dentist. it produces  a false impression. algernon:  well, that is exactly what dentists always do. now, go on! tell  me the whole thing. i may mention that i have always suspected  you of being a confirmed and secret bunburyist; and i am quite  sure of it now. jack:  bunburyist? what on earth do you mean by a bunburyist? algernon:  i\u2019ll reveal to you the meaning of that incomparable expression  as soon as you are kind enough to inform me why you are  ernest in town and jack in the country. jack:  well, produce my cigarette case first. algernon:  here it is. [ hands cigarette case. ] now produce your  explanation, and pray make it improbable.  [sits on sofa. [from act 1  ]   explore how wilde engages the interest of the audience in this early moment in the play.  or \u202011 how far does wilde\u2019s portrayal of gwendolen suggest that jack worthing is a lucky man  to be marrying her? support your views with details from wilde\u2019s writing. or 12 y ou are cecily at the end of the play.   write your thoughts.50 55 60 65",
+            "12": "12 0486/13/o/n/14 \u00a9 ucles 2014section b: poetry thomas hardy: selected \tpoems either  *13 read this poem, and then answer the question that follows it: neutral tones we stood by a pond that winter day, and the sun was white, as though chidden of god, and a few leaves lay on the starving sod;  \u2013 they had fallen from an ash, and were gray. y our eyes on me were as eyes that rove over tedious riddles of years ago; and some words played between us to and fro  on which lost the more by our love. the smile on your mouth was the deadest thing alive enough to have strength to die; and a grin of bitterness swept thereby  like an ominous bird a-wing \u2026 since then, keen lessons that love deceives, and wrings with wrong, have shaped to me y our face, and the god-curst sun, and a tree,  and a pond edged with grayish leaves.   how does hardy make this such a powerful portrayal of disappointment in love? or \u202014  explore the ways in which hardy memorably responds to the sinking of the titanic  in the  convergence of the twain . or \u202015 in what ways does hardy make the people come vividly to life for you in either  the pine  planters  or no buyers: a street scene ?5 10 15",
+            "13": "13 0486/13/o/n/14 \u00a9 ucles 2014 [turn oversongs \tof\tourselves : from part 4 either  *16 read this poem, and then answer the question that follows it: the planners they plan. they build. all spaces are gridded, filled with permutations of possibilities. the buildings are in alignment with the roads which meet at desired points linked by bridges all hang in the grace of mathematics. they build and will not stop. even the sea draws back and the skies surrender. they erase the flaws, the blemishes of the past, knock off useless blocks with dental dexterity. all gaps are plugged with gleaming gold. the country wears perfect rows of shining teeth. anaesthesia, amnesia, hypnosis. they have the means. they have it all so it will not hurt, so history is new again. the piling will not stop. the drilling goes right through the fossils of last century. but my heart would not bleed poetry. not a single drop to stain the blueprint of our past\u2019s tomorrow. (by boey kim cheng)   how does boey powerfully convey strong feelings about modern life? or \u202017 how does the poet memorably bring to life a particular moment in either  summer farm   (by norman maccaig) or horses  (by edwin muir)? or \u202018 explore how the poet portrays creatures in ways which surprise you in either  pike (by  ted hughes) or hunting snake  (by judith wright).5 10 15 20 25",
+            "14": "14 0486/13/o/n/14 \u00a9 ucles 2014section c: prose tsitsi dangarembga: nervous \tconditions either  *19 read this extract, and then answer the question that follows it: it was on new y ear\u2019s eve that my uncle and my father discussed my  future. the discussion took place in the house. i was obliged to eavesdrop. \u2018it may change her character for the worse \u2026 these whites, you know \u2026  you never know,\u2019 mused babamukuru. \u2018no,\u2019 agreed my father. \u2018how could you know with these ones? y ou never  know. with whites! no. y ou never know.\u2019 \u2018on the other hand,\u2019 continued my uncle, \u2018she would receive a first-class  education.\u2019 \u2018ah, ya, mukoma, first class. first class,\u2019 my father enthused. \u2018i did not want her to go to that school \u2026\u2019 said babamukuru. \u2018what for, mukoma? why should she go there? y our mission is first  class.\u2019 \u2018\u2026 because of the reasons i have told you,\u2019 continued my uncle. \u2018but then,  considering that this is a fine opportunity for the girl to receive the finest  education in rhodesia, i think she must not be denied the opportunity. i  have decided to let her go.\u2019 my father went down on one knee. bo-bo-bo. \u2018we thank you, chirandu,  we thank you, muera bonga, chihwa\u2019 he intoned. \u2018truly, we would not  survive without you. our children would not survive without you. head of  the family, princeling, we thank you.\u2019 this is how it was settled. i was to take another step upwards in the  direction of my freedom. another step away from the flies, the smells,  the fields and the rags; from stomachs which were seldom full, from dirt  and disease, from my father\u2019s abject obeisance to babamukuru and my  mother\u2019s chronic lethargy. also from nyamarira that i loved. the prospect of this freedom and its possible price made me dizzy. i  had to sit down, there on the steps that led up to the house. then i felt  numb; then i felt better. the cost would balance. what i needed i would  take with me, the rest i would discard. it would be worth it to dress my  sisters in pretty clothes, feed my mother until she was plump and energetic  again, stop my father making a fool of himself every time he came into  babamukuru\u2019s presence. money would do all this for me. with the ticket i  would acquire attending the convent, i would earn lots of it. \u2018no,\u2019 babamukuru was saying, his face beaming to compete with the  paraffin flame, \u2018do not thank me. it is tambudzai who worked hard for that  scholarship.\u2019 [from chapter 9   ]   how does dangarembga make this such an amusing and satisfying moment?5 10 15 20 25 30 35",
+            "15": "15 0486/13/o/n/14 \u00a9 ucles 2014 [turn overor \u202020 explore the ways in which dangarembga makes one of the female characters memorably  rebellious. support your ideas with details from dangarembga\u2019s writing. or 21 y ou are jeremiah. babamukuru has just informed you that you are to have a church  wedding.   write your thoughts.",
+            "16": "16 0486/13/o/n/14 \u00a9 ucles 2014anita desai: fasting, \tfeasting either  *22 read this extract, and then answer the question that follows it: proper attention. it was with a steely determination that mama turned  this upon her son as if making sure no one could accuse her of any lapse  in his care or recall the reluctance with which she had borne him.  content removed due to copyright restrictions.",
+            "17": "17 0486/13/o/n/14 \u00a9 ucles 2014 [turn over and  accepted the fact that he would not touch the meat papa insisted he should  eat: arun was a vegetarian. [from chapter 3   ]   explore the ways in which desai vividly conveys mamapapa\u2019s reactions to arun\u2019s birth  here. or \u202023 how does desai strikingly convey the problems within the patton family? support your  ideas with details from the novel. or 24 y ou are uma. y ou have just said goodbye to arun as he leaves for the usa.   write your thoughts.content removed due to copyright restrictions.",
+            "18": "18 0486/13/o/n/14 \u00a9 ucles 2014kiran desai: hullabaloo \tin\tthe\tguava \torchard either  *25 read this extract, and then answer the question that follows it: now, this newspaper deliverer was somebody who prided himself on  his perfect aim and,   it was ridiculous for him to be the cmo when he himself was sick. [from chapter 15  ]   how far does desai make you sympathise with the chief medical officer here \u2013 and how  far does she make you laugh at him?content removed due to copyright restrictions.",
+            "19": "19 0486/13/o/n/14 \u00a9 ucles 2014 [turn overor \u202026 how does desai make the clash of personalities between pinky and sampath so  amusing? support your ideas with details from the writing.  or 27 y ou are mr. chawla. y our attempt to arrange a marriage for your son has been a huge  public failure.   write your thoughts.",
+            "20": "20 0486/13/o/n/14 \u00a9 ucles 2014george eliot: silas \tmarner either  *28 read this extract, and then answer the question that follows it:  they had to knock loudly before silas heard them; but when he did  come to the door, he showed no impatience, as he would once have done,  at a visit that had been unasked for and unexpected. formerly, his heart  had been as a locked casket with its treasure inside; but now the casket  was empty, and the lock was broken. left groping in darkness, with his  prop utterly gone, silas had inevitably a sense, though a dull and half- despairing one, that if any help came to him it must come from without;  and there was a slight stirring of expectation at the sight of his fellow-men,  a faint consciousness of dependence on their goodwill. he opened the  door wide to admit dolly, but without otherwise returning her greeting than  by moving the arm-chair a few inches as a sign that she was to sit down in  it. dolly, as soon as she was seated, removed the white cloth that covered  her lard-cakes, and said in her gravest way\u2014 \u2018i\u2019d a baking yisterday, master marner, and the lard-cakes turned out  better nor common, and i\u2019d ha\u2019 asked you to accept some, if you\u2019d thought  well. i don\u2019t eat such things myself, for a bit o\u2019 bread\u2019s what i like from one  year\u2019s end to the other; but men\u2019s stomichs are made so comical, they  want a change\u2014they do, i know, god help \u2019em.\u2019 dolly sighed gently as she held out the cakes to silas, who thanked her  kindly, and looked very close at them, absently, being accustomed to look  so at everything he took into his hand\u2014eyed all the while by the wondering  bright orbs of the small aaron, who had made an outwork of his mother\u2019s  chair, and was peeping round from behind it. \u2018there\u2019s letters pricked on \u2019em,\u2019 said dolly. \u2018i can\u2019t read \u2019em myself, and  there\u2019s nobody, not mr. macey himself, rightly knows what they mean; but  they\u2019ve a good meaning, for they\u2019re the same as is on the pulpit-cloth at  church. what are they, aaron, my dear?\u2019 aaron retreated completely behind his outwork. \u2018oh, go, that\u2019s naughty,\u2019 said his mother, mildly. \u2018well, whativer the letters  are, they\u2019ve a good meaning; and it\u2019s a stamp as has been in our house,  ben says, ever since he was a little un, and his mother used to put it on the  cakes, and i\u2019ve allays put it on too; for if there\u2019s any good, we\u2019ve need of it  i\u2019 this world.\u2019 \u2018it\u2019s i. h. s.\u2019 said silas, at which proof of learning aaron peeped round the  chair again. \u2018well, to be sure, you can read \u2019em off,\u2019 said dolly. \u2018ben\u2019s read \u2019em to me  many and many a time, but they slip out o\u2019 my mind again; the more\u2019s the  pity, for they\u2019re good letters, else they wouldn\u2019t be in the church; and so i  prick \u2019em on all the loaves and all the cakes, though sometimes they won\u2019t  hold, because o\u2019 the rising  \u2014for, as i said, if there\u2019s any good to be got,  we\u2019ve need on it i\u2019 this world\u2014that we have; and i hope they\u2019ll bring good  to you, master marner, for it\u2019s wi\u2019 that will i brought you the cakes; and you  see the letters have held better nor common.\u2019 silas was as unable to interpret the letters as dolly, but there was no  possibility of misunderstanding the desire to give comfort that made itself  heard in her quiet tones. he said, with more feeling than before\u2014\u2018thank  you\u2014thank you kindly.\u2019 but he laid down the cake and seated himself  absently\u2014 drearily unconscious of any distinct benefit towards which the  cake and the letters, or even dolly\u2019s kindness, could tend for him. \u2018ah, if there\u2019s good anywhere, we\u2019ve need of it,\u2019 repeated dolly, who did  not lightly forsake a serviceable phrase. she looked at silas pityingly as 5 10 15 20 25 30 35 40 45 50",
+            "21": "21 0486/13/o/n/14 \u00a9 ucles 2014 [turn overshe went on. \u2018but you didn\u2019t hear the church-bells this morning, master  marner. i doubt you didn\u2019t know it was sunday. living so lone here, you  lose your count, i daresay; and then, when your loom makes a noise, you  can\u2019t hear the bells, more partic\u2019lar now the frost kills the sound.\u2019 \u2018y es, i did; i heard \u2019em,\u2019 said silas, to whom sunday bells were a mere  accident of the day, and not part of its sacredness. there had been no  bells in lantern y ard. [from chapter 10   ]   how does eliot make this moment in the novel so moving? or \u202029 how does eliot make nancy cass such an impressive character for you? support your  ideas with details from the novel. or 30 y ou are eppie. y ou have just returned from the visit to lantern y ard with silas.   write your thoughts.55",
+            "22": "22 0486/13/o/n/14 \u00a9 ucles 2014susan hill: i\u2019m\tthe\tking \tof\tthe\tcastle either  *31 read this extract, and then answer the question that follows it: on the train from london, joseph hooper said, \u2018i hope you are friendly  with young charles kingshaw, now. i have not seen you about the place  together very much.\u2019 hooper looked up from the scourge of the marsh monster . \u2018i can\u2019t help it if he locks himself up, can i? \u2018in his room?\u2019 \u2018somewhere. in some room or other. i don\u2019t know.\u2019 \u2018that sounds to me a very strange way of going on. what is this all in aid  of, what does he do?\u2019 hooper shrugged. \u2018slowly, remorselessly, the huge feet carried the hulking beast forward.  the stench of the marshes hung about it and the mud on its scaly hide  was mud formed at the dawn of history. the blood and death it now sought  were\u2026\u2019 \u2018i suppose that i must speak to his mother.\u2019 the trained crossed over some points. \u2018but then, i daresay he is a little shy. y ou will have to be understanding  about that, edmund, there must always be a little give and take in this sort  of friendship. that is a lesson i hope that you will learn in life very quickly.  he has no father, when all is said and done.\u2019 hooper looked up briefly, raising his eyebrows. mr. hooper coughed, turned his face away, and shifted a little in his seat.  there is no telling, he thought, perhaps he does remember something of  his mother, after all. we cannot fathom the minds of young children. he  was discomforted by his own lack of insight. he tried to find some clue, in  his son\u2019s facial expression, as to what might be going on in his mind, but  there was only a blank. he could recall nothing of himself at the same age  except that he had loathed his own father. but i came through, he said to himself now, i daresay that i am normal  enough, that there is nothing so much wrong with me, in spite of it all. i  shall not allow myself to feel guilty about it. edmund will be like any other  healthy boy. i am not to blame. he watched the darkening countryside and then, after a time, returned  to his magazine, more settled in his mind. he felt exonerated. [from chapter 4   ]   what do you think hill reveals about the father and son \u2013 and their relationship \u2013 at this  moment in the novel? support your ideas with details from the writing. or \u202032 explore two moments in the novel where you think hill\u2019s portrayal of the english  countryside is particularly powerful. support your views with details from the writing. or 33 y ou are mrs kingshaw. y ou have accepted mr. hooper\u2019s proposal of marriage.    write your thoughts.5 10 15 20 25 30",
+            "23": "23 0486/13/o/n/14 \u00a9 ucles 2014 [turn overturn to page 24 for question 34.",
+            "24": "24 0486/13/o/n/14 \u00a9 ucles 2014from stories \tof\tourselves either  *34 read this extract from the destructors  (by graham greene), and then answer the  question that follows it: mike had gone home to bed, but the rest stayed. the question of  leadership no longer concerned the gang. with nails, chisels, screwdrivers,  anything that was sharp and penetrating they moved around the inner  walls worrying at the mortar between the bricks. they started too high, and  it was blackie who hit on the damp course and realised the work could be  halved if they weakened the joints immediately above. it was a long, tiring,  unamusing job, but at last it was finished. the gutted house stood there  balanced on a few inches of mortar between the damp course and the  bricks. there remained the most dangerous task of all, out in the open at the  edge of the bomb-site. summers was sent to watch the road for passers  by, and mr thomas, sitting on the loo, heard clearly now the sound of  sawing. it no longer came from his house, and that a little reassured him.  he felt less concerned. perhaps the other noises too had no significance. a voice spoke to him through the hole. \u2018mr thomas.\u2019 \u2018let me out,\u2019 mr thomas said sternly. \u2018here\u2019s a blanket,\u2019 the voice said, and a long grey sausage was worked  through the hole and fell in swathes over mr thomas\u2019s head. \u2018there\u2019s nothing personal,\u2019 the voice said. \u2018we want you to be comfortable  tonight.\u2019 \u2018tonight,\u2019 mr thomas repeated incredulously. \u2018catch,\u2019 the voice said. \u2018penny buns \u2013 we\u2019ve buttered them, and sausage- rolls. we don\u2019t want you to starve, mr thomas.\u2019 mr thomas pleaded desperately. \u2018a joke\u2019s a joke, boy. let me out and i  won\u2019t say a thing. i\u2019ve got rheumatics. i got to sleep comfortable.\u2019 \u2018y ou wouldn\u2019t be comfortable, not in your house, you wouldn\u2019t. not now.\u2019 \u2018what do you mean, boy?\u2019 but the footsteps receded. there was only the  silence of night: no sound of sawing. mr thomas tried one more yell, but  he was daunted and rebuked by the silence \u2013 a long way off an owl hooted  and made away again on its muffled flight through the soundless world. at seven next morning the driver came to fetch his lorry. he climbed into  the seat and tried to start the engine. he was vaguely aware of a voice  shouting, but it didn\u2019t concern him. at last the engine responded and he  backed the lorry until it touched the great wooden shore that supported  mr thomas\u2019s house. that way he could drive right out and down the street  without reversing. the lorry moved forward, was momentarily checked as  though something were pulling it from behind, and then went on to the  sound of a long rumbling crash. the driver was astonished to see bricks  bouncing ahead of him, while stones hit the roof of his cab. he put on his  brakes. when he climbed out the whole landscape had suddenly altered.  there was no house beside the car-park, only a hill of rubble. he went  round and examined the back of his car for damage, and found a rope tied  there that was still twisted at the other end round part of a wooden strut. the driver again became aware of somebody shouting. it came from the  wooden erection which was the nearest thing to a house in that desolation  of broken brick. the driver climbed the smashed wall and unlocked the  door. mr thomas came out of the loo. he was wearing a grey blanket to  which flakes of pastry adhered. he gave a sobbing cry. \u2018my house,\u2019 he said.  \u2018where\u2019s my house?\u20195 10 15 20 25 30 35 40 45",
+            "25": "25 0486/13/o/n/14 \u00a9 ucles 2014\u2018search me,\u2019 the driver said. his eye lit on the remains of a bath and what  had once been a dresser and he began to laugh. there wasn\u2019t anything  left anywhere. \u2018how dare you laugh,\u2019 mr thomas said. \u2018it was my house. my house.\u2019 \u2018i\u2019m sorry,\u2019 the driver said, making heroic efforts, but when he  remembered the sudden check to his lorry, the crash of bricks falling, he  became convulsed again. one moment the house had stood there with  such dignity between the bomb-sites like a man in a top hat, and then,  bang, crash, there wasn\u2019t anything left \u2013 not anything. he said, \u2018i\u2019m sorry. i  can\u2019t help it, mr thomas. there\u2019s nothing personal, but you got to admit it\u2019s  funny.\u2019   how does greene make this such an effective ending to the story? or \u202035 how does v. s. pritchett make harold\u2019s father in the fly in the ointment  particularly  unpleasant for you? support your ideas with details from the story. or 36 y ou are mr donaldson in the custody of the pumpkin . y ou have just met lord emsworth  and told him of your daughter\u2019s marriage to freddie and of their departure to the usa.   write your thoughts.50 55 60",
+            "26": "26 0486/13/o/n/14 \u00a9 ucles 2014blank page",
+            "27": "27 0486/13/o/n/14 \u00a9 ucles 2014blank page",
+            "28": "28 0486/13/o/n/14 \u00a9 ucles 2014blank page copyright acknowledgements: question 1  \u00a9 all my sons . \u00a9 1947, arthur miller. reproduced by permission of the wylie agency. all rights reserved. question 16   \u00a9 boey kim cheng; the planners  from another place  in songs of ourselves ; cambridge university press; reprinted by permission of marshall  cavendish international (asia) pte ltd; 2004. question 19  \u00a9 nervous conditions. \u00a9 1988, tsitsi dangarembga. reproduced by permission of ayebia clarke publishing. question 22   \u00a9 fasting, feasting . \u00a9 1999, anita desai. reproduced by permission of the author c/o rogers, coleridge & white ltd., 20 powis mews, london  w11 1jn, from vintage. reprinted by permission of the random house group ltd. question 25  \u00a9 hullabaloo in the guava orchard ; \u00a9 1998, kiran desai; faber & faber ltd. question 31  \u00a9 susan hill; i\u2019m the king of the castle ; penguin books ltd; 1973. question 34  \u00a9 graham greene; the destructors  in stories of ourselves ; cambridge university press; 2008. permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the  publisher will be pleased to make amends at the earliest possible opportunity. cambridge international examinations is part of the cambridge assessment group. cambridge assessment is the brand name of university of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge."
+        },
+        "0486_w14_qp_31.pdf": {
+            "1": "this document consists of 5 printed pages, 3 blank pages and 1 insert. dc (cw) 108668 \u00a9 ucles 2014  [turn overcambridge international examinations cambridge international general certificate of secondary education * 3 7 2 8 8 9 0 9 1 4 *literature (english)  0486/31 paper 3  unseen  october/november 2014  1 hour 15 minutes no additional materials are required. read these instructions first an answer booklet is provided inside this question paper. y ou should follow the instructions on the front cover  of the answer booklet. if you need additional answer paper ask the invigilator for a continuation booklet. answer either  question 1 or question 2. y ou are advised to spend about 20 minutes reading the question paper and planning your answer. both questions in this paper carry equal marks.",
+            "2": "2 0486/31/o/n/14 \u00a9 ucles 2014answer either  question 1 or question 2. either 1 read carefully the poem opposite. the poet describes returning to work in an office after the birth  of her daughter.  how does the writing vividly convey the poet\u2019s feelings to you?  to help you answer this question, you might consider:  \u2022 how she reveals her feelings about the return to work  \u2022 how she portrays her baby at home  \u2022 the effects of the contrast between the two halves of the poem.",
+            "3": "3 0486/31/o/n/14 \u00a9 ucles 2014 [turn overback to work the world enters my body, runs its vast red buses through my stomach, swerves into my heart causing havoc. inside, telephones ring, typewriters1 ram their sharp metal keys into my mind. there is dust on the windows, on the desks, on the piling paperwork. even the sunshine here is made of grey and nothing is as it should be. meanwhile, my darling girl sleeps and smiles and laughs, her face so full of curiosity and magic that i know the world was made in her honour. she looks around her and as she looks she renews all she sees. the leaves rustle excitedly, the curtains dance by the window, the shadow moves beside her as she turns and she turns and she turns, ocean eyes, taking it all in. 1typewriters:  machines with keys for typing",
+            "4": "4 0486/31/o/n/14 \u00a9 ucles 2014or 2 read carefully the following extract from a novel about two boys, arthur and his younger brother  jake.  what do you find striking about the writer\u2019s portrayal of the brothers and their relationship?  to help you answer this question, you might consider:  \u2022 how the writer portrays their different attitudes to school  \u2022 how she reveals arthur\u2019s feelings towards jake  \u2022 how she conveys the tensions in their relationship. it was school jake lived for. school and all the goings-on there, triumphs and  disasters, friends and enemies. especially enemies. content removed due to copyright restrictions.",
+            "5": "5 0486/31/o/n/14 \u00a9 ucles 2014it was impossible, of course. jake was right about that. to tell on someone was  the one unforgivable sin. 1struan:  the town where the boys live.content removed due to copyright restrictions.",
+            "6": "6 0486/31/o/n/14 \u00a9 ucles 2014blank page",
+            "7": "7 0486/31/o/n/14 \u00a9 ucles 2014blank page",
+            "8": "8 0486/31/o/n/14 \u00a9 ucles 2014copyright acknowledgements: question 1   \u00a9  sally emerson;  back to work , in ed. goodwin;  101 poems to keep y ou sane ;  reproduced by permission of harpercollins publishers;  2001. question 2  \u00a9  mary lawson;  the other side of the bridge ;  published by chatto & windus.  reprinted by permission of the random house group ltd;  2006.  permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the  publisher will be pleased to make amends at the earliest possible opportunity. cambridge international examinations is part of the cambridge assessment group. cambridge assessment is the brand name of university of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge.blank page"
+        },
+        "0486_w14_qp_32.pdf": {
+            "1": "this document consists of 4 printed pages and 4 blank pages and 1 insert. dc (leg) 108720 \u00a9 ucles 2014  [turn overcambridge international examinations cambridge international general certificate of secondary education * 4 4 5 0 2 2 1 7 6 7 *literature (english)  0486/32 paper 3  unseen  october/november 2014  1 hour 15 minutes no additional materials are required. read these instructions first an answer booklet is provided inside this question paper. y ou should follow the instructions on the front cover  of the answer booklet. if you need additional answer paper ask the invigilator for a continuation booklet. answer either question 1 or question 2 . y ou are advised to spend about 20 minutes reading the question paper and planning your answer. both questions in this paper carry equal marks.",
+            "2": "2 0486/32/o/n/14 \u00a9 ucles 2014answer either  question 1 or question 2. either 1 read carefully the poem opposite. the poet describes catching a trout (a freshwater fish) with his  bare hands.  how does the poet give you a sense of what is both fascinating and disturbing about this  experience?  to help you answer this question, you might consider:  \u2022 how the poet describes the process of preparing to catch the trout  \u2022 how the writing conveys the excitement of catching the trout  \u2022 how the poet communicates his thoughts and feelings to you.",
+            "3": "3 0486/32/o/n/14 \u00a9 ucles 2014 [turn over\u2003 \u2003 \u2003 the \u2003trout flat on the bank i parted content removed due to copyright restrictions. taste his terror on my hands. 1 tendril:  a slender, flexible plant stem 2 preternaturally:  more than naturally 3 stipple:  spotted markings on the fish",
+            "4": "4 0486/32/o/n/14 \u00a9 ucles 2014or 2 read carefully this extract from a novel. tsotsi, a street gangster, is following a beggar without  legs called morris tshabalala. tsotsi is intending to rob him. he has done this kind of thing many  times before.  how does the writing bring to life tsotsi\u2019s changing feelings?  to help you answer this question, you might consider:  \u2022 how the writing communicates suspense as tsotsi follows his intended victim  \u2022 how tsotsi comes to understand why he did not rob him  \u2022 the impact of this scene and the effect that the writer\u2019s language has on you. tsotsi knew that something was happening to him. but when he discovered the  real nature of the feeling it had gone so far it was too late to do anything about it. they had stopped again. it was obvious why. but maybe even if that dark little  side street hadn\u2019t been there the cripple would still have stopped, because he  needed the rest. he looked even more like a dog when he was out of breath. his  body had the same rhythmic up and down movement as when it panted. at that  distance \u2013 tsotsi was still on the opposite side \u2013 the light sometimes played tricks  on his eyes and he imagined he saw a long tongue lolling out of the bent head.  when he looked up, either to see down the side street or at tsotsi across the road,  or back over his shoulder, you thought he was going to howl, the way dogs did in the  townships, sitting on their haunches in the empty streets when the moon was bright.  one short and dark side street, and the cripple too frightened to crawl into it. he was  right of course, tsotsi knew that. if the cripple moved down it, the time would have  come to act. while he watched the cripple and waited, tsotsi kept saying to himself: i don\u2019t  know you, not from nowhere, so what do i care. just you make a move. i don\u2019t care  a damn thing for you. it had never been necessary to say this to himself before. he  had to now, and it was because of the feeling. tsotsi had a growing presentiment1 of  its nature, but it was not yet fully revealed. at that moment he still knew it only by its  hidden working in his body. it was there as a lethargy2 in his legs that should have  been stiff and ready to run when the moment came, as a tiredness in his fingers that  would have to be even quicker if he was forced to use his knife. above all else it was  there as a desire \u2013 and even that in its way was dull and only half-formed \u2013 that it  would be better if the cripple didn\u2019t move, if neither of them moved at all, and all of  the time to come rushed past like the motor cars, leaving him against the wall and  the cripple on his corner. the full truth of what had happened to him came when the old car stalled and  was pushed to the corner and he saw his man escape in its wake. he did care.  regardless of what he had been saying to himself a few minutes ago, he did care.  there was no possibility of doubt or of arguing it away. when morris tshabalala  crawled off behind the car, tsotsi experienced a spasm of relief. he couldn\u2019t believe  it of himself. he shook his head the way donkeys do to dislodge a troublesome  swarm of flies. he cleared his throat and spat onto the pavement as if there were  a galling taste in his mouth. he even closed his eyes and dropped his head back  against the wall as if he had decided to sleep and forget the episode. the truth  persisted. his man had escaped into a few more hours of troubled living and he  was desperately glad. it was obvious now what had been happening to him as he  followed morris tshabalala down the main street. he was also right in thinking it had  never happened before. he had felt for his victim. 1 presentiment:  anticipation of a future event 2 lethargy:  tiredness",
+            "5": "5 0486/32/o/n/14 \u00a9 ucles 2014blank page",
+            "6": "6 0486/32/o/n/14 \u00a9 ucles 2014blank page",
+            "7": "7 0486/32/o/n/14 \u00a9 ucles 2014blank page",
+            "8": "8 0486/32/o/n/14 \u00a9 ucles 2014copyright \u2003acknowledgements: question 1  \u00a9  john montague;  the\u2003trout  in ed. n astley;  staying \u2003alive ;  bloodaxe books;  1995.   question 2  \u00a9  athol fugard;  tsotsi ;  canongate books ltd;  2009.  permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the  publisher will be pleased to make amends at the earliest possible opportunity. cambridge international examinations is part of the cambridge assessment group. cambridge assessment is the brand name of university of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge.blank page"
+        },
+        "0486_w14_qp_33.pdf": {
+            "1": "this document consists of 5 printed pages, 3 blank pages and 1 insert. dc (rcl (km)) 83365/5 \u00a9 ucles 2014 [turn overcambridge international examinations cambridge international general certificate of secondary education *8794074044*literature (english)  0486/33 paper 3 unseen october/november 2014  1 hour 15 minutes no additional materials are required. read these instructions first an answer booklet is provided inside this question paper. y ou should follow the instructions on the front cover  of the answer booklet. if you need additional answer paper ask the invigilator for a continuation booklet. answer either question 1 or question 2. y ou are advised to spend about 20 minutes reading the question paper and planning your answer. both questions in this paper carry equal marks.",
+            "2": "2 0486/33/o/n/14 \u00a9 ucles 2014answer either  question 1 or question 2. either1 read carefully the poem opposite, which describes a lone skater skating along a frozen pond in  winter.  how does the poet\u2019s writing create a striking image of the skater? to help you answer this question, you might consider: \u0081 how the poet describes the skater\u2019s preparations  \u0081 the effect of the skater\u2019s movements on those who watch him  \u0081 the possible meaning of the image of him skating out to sea.",
+            "3": "3 0486/33/o/n/14 \u00a9 ucles 2014 [turn overthe sea skater a skater comes to this blue pond, his worn canadian skatesheld by the straps. he sits on the grass lacing stiff bootsinto a wreath of effort and breath. he tugs at the straps and they sound as ice does when weight troubles itand cracks bloom around stones creaking in quiet mid-winter mid-afternoons: a fine time for a skater.he knows it and gauges the sunto see how long it will be safe to skate. now he hisses and spins in jumps while powder ice clings to the airbut by trade he\u2019s a long-haul skater. little villages, stick-like in the cold, offer a child or a farm-workergoing his round. these watch himgo beating onward between iced aldersseawards, and so they picture himalways smoothly facing forward, foodless and waterless,mounting the crusted waves on his skates.",
+            "4": "4 0486/33/o/n/14 \u00a9 ucles 2014or 2 read carefully this extract from a novel. jim is looking back and telling the story of his boyhood as  an orphan living on a remote farm with his grandparents in nebraska, usa, towards the end of the nineteenth century. \u00e1ntonia (or \u2018tony\u2019) is part of a bohemian immigrant family, and speaks broken english with a heavy accent. both children are about eleven years old. the passage describes the killing of a large and poisonous rattlesnake.  how does the writer make jim\u2019s encounter with the snake both dramatic and significant for  the boy?  to help you answer this question, you might consider:  \u0081 the way the writer portrays jim\u2019s initial response to the snake, and how he kills it  \u0081 how she shows \u00e1ntonia\u2019s influence on jim\u2019s feelings about the snake  \u0081  how the writer shows how jim\u2019s feelings have changed when he looks back at what happened. we were examining a big hole with two entrances. the burrow sloped into the  ground at a gentle angle, so that we could see where the two corridors united, and the floor was dusty from use, like a little highway over which much travel went. i was walking backward, in a crouching position, when i heard \u00e1ntonia scream. she was standing opposite me, pointing behind me and shouting something in bohemian 1. i  whirled round, and there, on one of those dry gravel beds, was the biggest snake i had ever seen. he was sunning himself, after the cold night, and he must have been asleep when \u00e1ntonia screamed. when i turned, he was lying in long loose waves, like a letter \u2018w\u2019. he twitched and began to coil slowly. he was not merely a big snake, i thought \u2013 he was a circus monstrosity. his abominable muscularity, his loathsome, fluid motion, somehow made me sick. he was as thick as my leg, and looked as if millstones couldn\u2019t crush the disgusting vitality out of him. he lifted his hideous little head, and rattled. i didn\u2019t run because i didn\u2019t think of it \u2013 if my back had been against a stone wall i couldn\u2019t have felt more cornered. i saw his coils tighten \u2013 now he would spring, spring his length, i remembered. i ran up and drove at his head with my spade, struck him fairly across the neck, and in a minute he was all about my feet in wavy loops. i struck now from hate. \u00e1ntonia, barefooted as she was, ran up behind me. even after i had pounded his ugly head flat, his body kept on coiling and winding, doubling and falling back on itself. i walked away and turned my back. i felt seasick. \u00e1ntonia came after me, crying, \u2018o jimmy, he not bite you? y ou sure? why you  not run when i say?\u2019 \u2018what did you jabber bohunk 2 for? y ou might have told me there was a snake  behind me!\u2019 i said petulantly. \u2018i know i am just awful, jim, i was so scared.\u2019 she took my handkerchief from my  pocket and tried to wipe my face with it, but i snatched it away from her. i suppose i looked as sick as i felt. \u2018i never know you was so brave, jim,\u2019 she went on comfortingly. \u2018y ou is just like  big mans; you wait for him lift his head and then you go for him. ain\u2019t you feel scared a bit? now we take that snake home and show everybody. nobody ain\u2019t seen in this kawn-tree 3 so big snake like you kill.\u2019 she went on in this strain until i began to think that i had longed for this  opportunity, and had hailed it with joy. cautiously we went back to the snake; he was still groping with his tail, turning up his ugly belly in the light. a faint, fetid smell came from him, and a thread of green liquid oozed from his crushed head. \u2018look, tony, that\u2019s his poison,\u2019 i said.i took a long piece of string from my pocket, and she lifted his head with the  spade while i tied a noose around it. we pulled him out straight and measured him ",
+            "5": "5 0486/33/o/n/14 \u00a9 ucles 2014by my riding-quirt4; he was about five and a half feet long. he had twelve rattles,  but they were broken off before they began to taper, so i insisted that he must once have had twenty-four. i explained to \u00e1ntonia how this meant that he was twenty-four years old, that he must have been there when white men first came, left on from buffalo and indian times 5. as i turned him over, i began to feel proud of him,  to have a kind of respect for his age and size. he seemed like the ancient, eldest evil. certainly his kind have left horrible unconscious memories in all warm-blooded life. when we dragged him down into the draw 6, dude7 sprang off to the end of his  tether and shivered all over \u2013 wouldn\u2019t let us come near him. we decided that \u00e1ntonia should ride dude home, and i would walk. as she rode  along slowly, her bare legs swinging against the pony\u2019s sides, she kept shouting back to me about how astonished everybody would be. i followed with the spade over my shoulder, dragging my snake. her exultation was contagious. the great land had never looked to me so big and free. if the red grass were full of rattlers, i was equal to them all. nevertheless, i stole furtive glances behind me now and then to see that no avenging mate, older and bigger than my quarry, was racing up from the rear. we hung him up to the windmill, and when i went down to the kitchen, i found  \u00e1ntonia standing in the middle of the floor, telling the story with a great deal of colour. subsequent experiences with rattlesnakes taught me that my first encounter  was fortunate in circumstance. my big rattler was old, and had led too easy a life; there was not much fight in him. he had probably lived there for years, with a fat prairie-dog 8 for breakfast whenever he felt like it, a sheltered home, even an owl- feather bed, perhaps, and he had forgot that the world doesn\u2019t owe rattlers a living. a snake of his size, in fighting trim, would be more than any boy could handle. so in reality it was a mock adventure; the game was fixed for me by chance, as it probably was for many a dragon-slayer. i had been adequately armed; the snake was old and lazy; and i had \u00e1ntonia beside me, to appreciate and admire. that snake hung on our corral 9 fence for several days; some of the neighbours  came to see it and agreed that it was the biggest rattler ever killed in those parts. this was enough for \u00e1ntonia. she liked me better from that time on, and she never took a supercilious 10 air with me again. i had killed a big snake \u2013 i was now a big  fellow. 1bohemian:  from bohemia, now part of the czech republic 2bohunk  (slang) : in bohemian language (in czech) 3kawn-tree:  \u2018country\u2019 (in \u00e1ntonia\u2019s heavily accented english) 4riding-quirt:  a leather whip 5indian times:  when nebraska was still largely populated by native americans 6the draw:  a dry stream bed 7dude:  the name of jim\u2019s horse 8prairie-dog:  a large rodent 9corral:  enclosure for keeping livestock 10supercilious:  superior",
+            "6": "6 0486/33/o/n/14 \u00a9 ucles 2014blank page",
+            "7": "7 0486/33/o/n/14 \u00a9 ucles 2014blank page",
+            "8": "8 0486/33/o/n/14 \u00a9 ucles 2014blank page copyright acknowledgements: question 1 \u00a9 helen dunmore; short days, long nights; new & selected poems ; bloodaxe books ltd; 1991. permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the  publisher will be pleased to make amends at the earliest possible opportunity. cambridge international examinations is part of the cambridge assessment group. cambridge assessment is the brand name of unive rsity of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge."
+        },
+        "0486_w14_qp_41.pdf": {
+            "1": "this document consists of 24 printed pages and 4 blank pages and 1 insert. dc (st) 108669 \u00a9 ucles 2014  [turn overcambridge international examinations cambridge international general certificate of secondary education * 1 1 3 6 7 0 8 1 6 2 *literature (english)  0486/41 paper 4  october/november 2014  2 hours 15 minutes no additional materials are required. read these instructions first an answer booklet is provided inside this question paper. y ou should follow the instructions on the front cover  of the answer booklet. if you need additional answer paper ask the invigilator for a continuation booklet. answer three  questions: one question from section a, one question from section b, and one question from  section c. answer at least one passage-based question (marked *) and at least one essay question (marked \u2020). all questions in this paper carry equal marks.",
+            "2": "2 0486/41/o/n/14 \u00a9 ucles 2014blank page",
+            "3": "3 0486/41/o/n/14 \u00a9 ucles 2014 [turn overcontents section a: drama text\t question \t numbers\t page[s] arthur miller: all my sons        *1, \u20202, 3  pages 4\u20135 wiliiam shakespeare: julius caesar        *4, \u20205, 6  pages 6\u20137 wiliiam shakespeare: the tempest        *7, \u20208, 9  pages 8\u20139 oscar wilde: the importance of being earnest  *10, \u202011, 12  pages 10\u201311 section b: poetry text\t question \t numbers\t page[s] thomas hardy: selected poems  *13, \u202014, \u202015  page 12 songs of ourselves : from part 4  *16, \u202017, \u202018  page 13 section c: prose text\t question \t numbers\t page[s] tsitsi dangarembga: nervous conditions  *19, \u202020, 21  pages 14\u201315 anita desai: fasting, feasting  *22, \u202023, 24  pages 16\u201317 kiran desai: hullabaloo in the guava orchard  *25, \u202026, 27  pages 18\u201319 george eliot: silas marner  *28, \u202029, 30  pages 20\u201321 susan hill: i\u2019m the king of the castle  *31, \u202032, 33  pages 22\u201323 from stories of ourselves  *34, \u202035, 36  pages 24\u201325",
+            "4": "4 0486/41/o/n/14 \u00a9 ucles 2014section a: drama arthur miller: all\tmy\tsons either  *1 read this extract, and then answer the question that follows it: chris:  [calling after him ] drink your tea, casanova. [ he turns  to ann .] isn\u2019t he a great guy? content removed due to copyright restrictions.",
+            "5": "5 0486/41/o/n/14 \u00a9 ucles 2014 [turn overchris:  [speaks quietly, factually at first ] it\u2019s all mixed up with so  many other things. \u2026  [from act 1 ]    in what ways do you think miller makes this such a moving moment in the play? or \u20202 does miller make you despise or sympathise with joe keller? support your ideas with  details from the writing.  or  3 y ou are george deever. y ou have just finished talking to your father in the prison.     write your thoughts.content removed due to copyright restrictions.",
+            "6": "6 0486/41/o/n/14 \u00a9 ucles 2014william shakespeare: julius \tcaesar either  *4 read this extract, and then answer the question that follows it: antony:  these many, then, shall die; their names are prick\u2019d. octavius:  y our brother too must die. consent you, lepidus? lepidus:  i do consent. octavius:    prick him down, antony. lepidus:  upon condition publius shall not live,  who is your sister\u2019s son, mark antony. antony:  he shall not live; look, with a spot i damn him.  but, lepidus, go you to caesar\u2019s house;   fetch the will hither, and we shall determine   how to cut off some charge in legacies. lepidus:  what, shall i find you here? octavius:  or here or at the capitol.  [exit lepidus. antony:  this is a slight unmeritable man, meet to be sent on errands. is it fit,   the threefold world divided, he should stand   one of the three to share it? octavius:    so you thought him, and took his voice who should be prick\u2019d to die   in our black sentence and proscription. antony:  octavius, i have seen more days than you; and though we lay these honours on this man,   to ease ourselves of divers sland\u2019rous loads,   he shall but bear them as the ass bears gold,   the groan and sweat under the business,   either led or driven as we point the way;   and having brought our treasure where we will,   then take we down his load, and turn him off,   like to the empty ass, to shake his ears   and graze in commons. octavius:    y ou may do your will; but he\u2019s a tried and valiant soldier. antony:  so is my horse, octavius, and for that i do appoint him store of provender.   it is a creature that i teach to fight,   to wind, to stop, to run directly on,   his corporal motion govern\u2019d by my spirit.   and, in some taste, is lepidus but so:   he must be taught, and train\u2019d, and bid go forth;   a barren-spirited fellow; one that feeds   on abjects, orts, and imitations,   which, out of use and stal\u2019d by other men,   begin his fashion. do not talk of him   but as a property. and now, octavius,   listen great things: brutus and cassius   are levying powers; we must straight make head;    5 10 15 20 25 30 35 40 45",
+            "7": "7 0486/41/o/n/14 \u00a9 ucles 2014 [turn overtherefore let our alliance be combin\u2019d,   our best friends made, our means stretch\u2019d;   and let us presently go sit in council   how covert matters may be best disclos\u2019d,   and open perils surest answered. octavius:  let us do so; for we are at the stake, and bay\u2019d about with many enemies;   and some that smile have in their hearts, i fear,   millions of mischiefs.  [from  act 4 scene 1 ]   how does shakespeare make this such a dramatic moment in the play? or \u20205 \u2018the noblest man that ever lived .\u2019   \u2018a man of such a feeble temper .\u2019   how far does shakespeare make you believe both  these views of caesar? support your  ideas with details from the play. or  6 y ou are lucius. y ou are on your way to the capitol to report on brutus and caesar for  portia.   write your thoughts.50 55",
+            "8": "8 0486/41/o/n/14 \u00a9 ucles 2014william shakespeare: the\ttempest either  *7 read this extract, and then answer the question that follows it: re-enter ariel, driving in caliban, stephano, and trinculo, in their  stolen apparel. stephano:  every man shift for all the rest, and let no man take care  for himself; for all is but fortune. coragio, bully-monster,  coragio! trinculo:  if these be true spies which i wear in my head, here\u2019s a  goodly sight. caliban:  o setebos, these be brave spirits indeed! how fine my master is! i am afraid   he will chastise me. sebastian:  ha, ha! what things are these, my lord antonio?   will money buy \u2019em? antonio:    very like; one of them is a plain fish, and no doubt marketable. prospero:  mark but the badges of these men, my lords, then say if they be true. this mis-shapen knave \u2013   his mother was a witch, and one so strong   that could control the moon, make flows and ebbs,   and deal in her command without her power.   these three have robb\u2019d me; and this demi-devil \u2013   for he\u2019s a bastard one \u2013 had plotted with them   to take my life. two of these fellows you   must know and own; this thing of darkness i   acknowledge mine. caliban:    i shall be pinch\u2019d to death. alonso:  is not this stephano, my drunken butler? sebastian:  he is drunk now; where had he wine? alonso:  and trinculo is reeling ripe; where should they find this grand liquor that hath gilded \u2019em?   how cam\u2019st thou in this pickle? trinculo:  i have been in such a pickle since i saw you last that,  i fear me, will never out of my bones. i shall not fear  flyblowing. sebastian:  why, how now, stephano! stephano:  o, touch me not; i am not stephano, but a cramp. prospero:  y ou\u2019d be king \u2018o the isle, sirrah? stephano:  i should have been a sore one, then. alonso:  [pointing to caliban ] this is as strange a thing as e\u2019er i  look\u2019d on. prospero:  he is as disproportion\u2019d in his manners as in his shape. go, sirrah, to my cell;   take with you your companions; as you look   to have my pardon, trim it handsomely.5 10 15 20 25 30 35 40",
+            "9": "9 0486/41/o/n/14 \u00a9 ucles 2014 [turn overcaliban:  ay, that i will; and i\u2019ll be wise hereafter, and seek for grace. what a thrice-double ass   was i to take this drunkard for a god,   and worship this dull fool! prospero:    go to; away! alonso:  hence, and bestow your luggage where you found it. sebastian:  or stole it, rather.  [exeunt caliban, stephano, and trinculo. prospero:  sir, i invite your highness and your train to my poor cell, where you shall take your rest   for this one night; which, part of it, i\u2019ll waste   with such discourse as, i not doubt, shall make it   go quick away \u2013 the story of my life,   and the particular accidents gone by   since i came to this isle. and in the morn   i\u2019ll bring you to your ship, and so to naples,   where i have hope to see the nuptial   of these our dear-belov\u2019d solemnized,   and thence retire me to my milan, where   every third thought shall be my grave. alonso:     i long to hear the story of your life, which must   take the ear strangely. prospero:    i\u2019ll deliver all; and promise you calm seas, auspicious gales,   and sail so expeditious that shall catch   y our royal fleet far off. [ aside to ariel ] my ariel, chick, that is thy charge. then to the elements   be free, and fare thou well! \u2013 please you, draw near.  [from act 5 scene 1 ]   how does shakespeare make this such a satisfying conclusion to the play? or \u20208 does shakespeare make you think that caliban is more of a victim than a villain? support  your ideas with details from the play. or  9 y ou are gonzalo just after ariel\u2019s appearance as the harpy. antonio and sebastian have  just left.      write your thoughts.45 50 55 60 65 70",
+            "10": "10 0486/41/o/n/14 \u00a9 ucles 2014oscar wilde: the\timportance \tof\tbeing \tearnest either  *10 read this extract, and then answer the question that follows it: lady bracknell:  [sitting down .] y ou can take a seat, mr. worthing.   [looks in her pocket for note-book and pencil. ] jack:  thank you, lady bracknell, i prefer standing. lady bracknell:  [pencil and note-book in hand .] i feel bound to tell you  that you are not down on my list of eligible young men,  although i have the same list as the dear duchess of  bolton has. we work together, in fact. however, i am  quite ready to enter your name, should your answers  be what a really affectionate mother requires. do you  smoke? jack:  well, yes, i must admit i smoke. lady bracknell:  i am glad to hear it. a man should always have an  occupation of some kind. there are far too many idle  men in london as it is. how old are you? jack:  twenty-nine. lady bracknell:  a very good age to be married at. i have always been  of opinion that a man who desires to get married  should know either everything or nothing. which do  you know? jack:  [after some hesitation .] i know nothing, lady bracknell. lady bracknell:  i am pleased to hear it. i do not approve of anything  that tampers with natural ignorance. ignorance is like  a delicate exotic fruit; touch it and the bloom is gone.  the whole theory of modern education is radically  unsound. fortunately in england, at any rate, education  produces no effect whatsoever. if it did, it would prove  a serious danger to the upper classes, and probably  lead to acts of violence in grosvenor square. what is  your income? jack:  between seven and eight thousand a year. lady bracknell:  [makes a note in her book. ] in land, or in investments? jack:  in investments, chiefly. lady bracknell:  that is satisfactory. what between the duties expected  of one during one\u2019s lifetime, and the duties exacted  from one after one\u2019s death, land has ceased to be  either a profit or a pleasure. it gives one position, and  prevents one from keeping it up. that\u2019s all that can be  said about land. jack:  i have a country house with some land, of course,  attached to it, about fifteen hundred acres, i believe;  but i don\u2019t depend on that for my real income. in fact,  as far as i can make out, the poachers are the only  people who make anything out of it.5 10 15 20 25 30 35 40",
+            "11": "11 0486/41/o/n/14 \u00a9 ucles 2014 [turn overlady bracknell:  a country house! how many bedrooms? well, that  point can be cleared up afterwards. y ou have a town  house, i hope? a girl with a simple, unspoiled nature,  like gwendolen, could hardly be expected to reside in  the country. jack:  well, i own a house in belgrave square, but it is let by  the year to lady bloxham. of course, i can get it back  whenever i like, at six months\u2019 notice. lady bracknell:  lady bloxham? i don\u2019t know her. jack:  oh, she goes about very little. she is a lady  considerably advanced in years. lady bracknell:  ah, nowadays that is no guarantee of respectability of  character. what number in belgrave square? jack:  149. lady bracknell:  [shaking her head. ] the unfashionable side. i thought  there was something. however, that could easily be  altered. jack:  do you mean the fashion, or the side? lady bracknell:  [sternly. ] both, if necessary, i presume. what are your  politics? jack:  well, i am afraid i really have none. i am a liberal  unionist. lady bracknell:  oh, they count as tories. they dine with us. or come  in the evening, at any rate. now to minor matters. are  your parents living? jack:  i have lost both my parents. lady bracknell:  to lose one parent, mr. worthing, may be regarded as  a misfortune; to lose both looks like carelessness. who  was your father? he was evidently a man of some  wealth. was he born in what the radical papers call  the purple of commerce, or did he rise from the ranks  of the aristocracy? jack:  i am afraid i really don\u2019t know.  [from act 1 ]   how does wilde at this moment in the play ridicule the ways in which the upper class   arranges the marriages of its daughters?   support your ideas with details from the writing. or \u202011 explore two moments in the play in which wilde makes the audience laugh at the absurd  ways in which people can behave. support your ideas with details from the writing. (do  not use the extract in question 10 in answering this question.) or 12 y ou are jack worthing. y ou have left the room after you have heard miss prism\u2019s story of  the handbag.    write your thoughts.45 50 55 60 65 70 75",
+            "12": "12 0486/41/o/n/14 \u00a9 ucles 2014section b: poetry thomas hardy: selected \tpoems either  *13 read this poem, and then answer the question that follows it: drummer hodge i  they throw in drummer hodge, to rest   uncoffined \u2013 just as found:  his landmark is a kopje-crest   that breaks the veldt around;  and foreign constellations west   each night above his mound. ii  y oung hodge the drummer never knew \u2013   fresh from his wessex home \u2013  the meaning of the broad karoo,   the bush, the dusty loam,  and why uprose to nightly view   strange stars amid the gloam. iii  y et portion of that unknown plain   will hodge for ever be;  his homely northern breast and brain   grow to some southern tree,  and strange-eyed constellations reign   his stars eternally.   how does hardy make this poem so powerful?  or \u202014 explore the ways in which hardy strikingly creates feelings of loneliness in the voice . or \u202015 explore the ways in which hardy creates vivid images in either  the darkling thrush  or  during wind and rain .5 10 15",
+            "13": "13 0486/41/o/n/14 \u00a9 ucles 2014 [turn oversongs \tof\tourselves: \tfrom part 4 either  *16 read this poem, and then answer the question that follows it: where i come from  people are made of places. they carry with them  hints of jungles or mountains, a tropic grace  or the cool eyes of sea-gazers. atmosphere of cities  how different drops from them, like the smell of smog  or the almost-not-smell of tulips in the spring,  nature tidily plotted in little squares  with a fountain in the centre; museum smell,  art also tidily plotted with a guidebook;  or the smell of work, glue factories maybe,  chromium-plated offices; smell of subways  crowded at rush hours.       where i come from, people  carry woods in their minds, acres of pine woods;  blueberry patches in the burned-out bush;  wooden farmhouses, old, in need of paint,  with yards where hens and chickens circle about,  clucking aimlessly; battered schoolhouses  behind which violets grow. spring and winter  are the mind\u2019s chief seasons: ice and the breaking of ice.  a door in the mind blows open, and there blows  a frosty wind from fields of snow.  (by elizabeth brewster)   explore how brewster vividly conveys the atmospheres of different places in this poem. or \u202017 explore the effect of humour in either  continuum  (by allen curnow) or the cockroach  (by kevin halligan). or \u202018 how do the poet\u2019s words capture the beauty of the natural world in either  pied beauty  (by gerard manley hopkins) or summer farm  (by norman maccaig)?5 10 15 20",
+            "14": "14 0486/41/o/n/14 \u00a9 ucles 2014section c: prose tsitsi dangarembga: nervous \tconditions either  *19 read this extract, and then answer the question that follows it: nyasha remained stern for some time after maiguru left us. the creases  of concentration furrowed her brow ever more deeply. there was nothing  for me to do \u2013 my bed had been made, my clothes were neatly packed in  my suitcase. i sat on my bed and waited, not daring to speak to nyasha,  whose detachment, when she was not disarming you with the full force  of her precocious charm, was very intimidating. fortunately, it was not in  her nature to remain detached for long. she could not resist eyeing me  quickly and cautiously when she thought i wasn\u2019t looking, and i was able to  catch her at it because of course i was doing the same. our eyes met and  nyasha burst out laughing. \u2018we shall have to speak to each other sooner or later,\u2019 she laughed. \u2018and  anyway, it\u2019s not you i\u2019m cross with.\u2019 she was, it seemed, well-disposed towards me. there followed the usual  pleasantries about how the situation was at home and my eager questions  about school at the mission. what time did lessons start in the morning?  what time did they end? were those buildings i had seen through the  living-room window the classrooms? the siren, that was the bell, wasn\u2019t it?  and what about the teachers, were they harsh or kind? \u2018i\u2019m glad,\u2019 said nyasha when we began to talk seriously, \u2018that we have  to share this room. it means we\u2019ll be friends. but you curled your lip at us  when we came back from england, so i didn\u2019t know what was going to  happen when you came. i just said to myself, i\u2019ll try to be nice, i\u2019ll try to be  friendly and we\u2019ll see what happens.\u2019 \u2018but i did not sneer at you,\u2019 i protested, speaking in shona. our  conversation was laboured and clumsy because when nyasha spoke  seriously her thoughts came in english, whereas with me, the little english  i had disappeared when i dropped my vigilance to speak of things that  mattered. \u2018y ou know what happened? i was so disappointed when you  wouldn\u2019t speak to me, you and chido. not a word! y ou didn\u2019t even greet  me. just nhamo \u2013 he was your favourite.\u2019 \u2018actually,\u2019 confessed nyasha with unusual diffidence, so that if i had not  heard her speak before i would have said she was shy, \u2018actually we were  frightened that day. and confused. y ou know, it\u2019s easy to forget things when  you\u2019re that young. we had forgotten what home was like. i mean really  forgotten \u2013 what it looked like, what it smelt like, all the things to do and  say and not to do and say. it was all strange and new. not like anything we  were used to. it was a real shock!\u2019 looking back, i see that that is how our friendship began. in fact it  was more than friendship that developed between nyasha and myself.  the conversation that followed was a long, involved conversation, full of  guileless openings up and intricate lettings out and lettings in. it was the  sort of conversation that young girls have with their best friends, that lovers  have under the influence of the novelty and uniqueness of their love, the  kind of conversation that cousins have when they realise that they like  each other in spite of not wanting to. y ou could say that my relationship  with nyasha was my first love-affair, the first time that i grew to be fond of  someone of whom i did not wholeheartedly approve.  [from chapter 5 ]5 10 15 20 25 30 35 40 45",
+            "15": "15 0486/41/o/n/14 \u00a9 ucles 2014 [turn over  how does dangarembga make this such a moving and revealing moment in the novel? or \u202020 how far does dangarembga make your feelings about tambu\u2019s mother change as you  read the novel? support your ideas with details from the writing. or 21 y ou are chido. babamukuru and nyasha have just fought after the dance.   write your thoughts.  ",
+            "16": "16 0486/41/o/n/14 \u00a9 ucles 2014anita desai: fasting, \tfeasting either  *22 read this extract, and then answer the question that follows it: it was during the sad aftermath of anamika\u2019s marriage that all the  relatives received letters from papa to say,  content removed due to copyright restrictions.",
+            "17": "17 0486/41/o/n/14 \u00a9 ucles 2014 [turn overshe could not help worrying how she would pull it  off after the tea party was over.  [from chapter 7  ]   what does desai make you feel for mama at this point in the novel? support your answer  with details from the writing. or  \u202023 \u2018desai creates a rich variety of characters .\u2019     explore the ways in which she makes any two characters come to life for you. (do not  use the extract printed in question 22 in your answer.) or 24 y ou are mrs patton. y ou have just received a letter from your sister mrs o\u2019henry telling  you of the arrival of arun in the usa.    write your thoughts.content removed due to copyright restrictions.",
+            "18": "18 0486/41/o/n/14 \u00a9 ucles 2014kiran desai: hullabaloo \tin\tthe\tguava \torchard either  *25 read this extract, and then answer the question that follows it: sampath lifted the ruddy globe of fruit to get a better view of its long- snouted face when,  sampath, working at the back desk in the shahkot post office, however,  did not consider himself to be so terribly lucky.  [from chapter 3  ]content removed due to copyright restrictions.",
+            "19": "19 0486/41/o/n/14 \u00a9 ucles 2014 [turn over  how does desai make fun of both mr chawla and \u2018government service\u2019 at this moment  in the novel? support your ideas with details from the writing.  or \u202026 in what ways does desai make kulfi a mysterious and fascinating character as the novel  progresses? support your ideas with details from the writing.  or 27 y ou are the district collector on your first night in shahkot. y ou are in your room.    write your thoughts. ",
+            "20": "20 0486/41/o/n/14 \u00a9 ucles 2014george eliot: silas \tmarner either  *28 read this extract, and then answer the question that follows it:  godfrey felt an irritation inevitable to almost all of us when we encounter  an unexpected obstacle. he had been full of his own penitence and  resolution to retrieve his error as far as the time was left to him; he  was possessed with all-important feelings, that were to lead to a pre- determined course of action which he had fixed on as the right, and he  was not prepared to enter with lively appreciation into other people\u2019s  feelings counteracting his virtuous resolves. the agitation with which he  spoke again was not quite unmixed with anger. \u2018but i have a claim on you, eppie  \u2014the strongest of all claims. it is my  duty, marner, to own eppie as my child, and provide for her. she is my own  child\u2014her mother was my wife. i have a natural claim on her that must  stand before every other.\u2019 eppie had given a violent start, and turned quite pale. silas, on the  contrary, who had been relieved, by eppie\u2019s answer, from the dread  lest his mind should be in opposition to hers, felt the spirit of resistance  in him set free, not without a touch of parental fierceness. \u2018then, sir,\u2019 he  answered, with an accent of bitterness that had been silent in him since  the memorable day when his youthful hope had perished\u2014\u2018then, sir, why  didn\u2019t you say so sixteen years ago, and claim her before i\u2019d come to love  her, i\u2019stead o\u2019 coming to take her from me now, when you might as well  take the heart out o\u2019 my body? god gave her to me because you turned  your back upon her, and he looks upon her as mine: you\u2019ve no right to her!  when a man turns a blessing from his door, it falls to them as take it in.\u2019 \u2018i know that, marner. i was wrong. i\u2019ve repented of my conduct in that  matter,\u2019 said godfrey, who could not help feeling the edge of silas\u2019s words. \u2018i\u2019m glad to hear it, sir,\u2019 said marner, with gathering excitement; \u2018but  repentance doesn\u2019t alter what\u2019s been going on for sixteen year. y our  coming now and saying \u201ci\u2019m her father\u201d doesn\u2019t alter the feelings inside us.  it\u2019s me she\u2019s been calling her father ever since she could say the word.\u2019 \u2018but i think you might look at the thing more reasonably, marner,\u2019 said  godfrey, unexpectedly awed by the weaver\u2019s direct truth-speaking. \u2018it isn\u2019t  as if she was to be taken quite away from you, so that you\u2019d never see her  again. she\u2019ll be very near you, and come to see you very often. she\u2019ll feel  just the same towards you.\u2019 \u2018just the same?\u2019 said marner, more bitterly than ever. \u2018how\u2019ll she feel  just the same for me as she does now, when we eat o\u2019 the same bit, and  drink o\u2019 the same cup, and think o\u2019 the same things from one day\u2019s end to  another? just the same? that\u2019s idle talk. y ou\u2019d cut us i\u2019 two.\u2019 godfrey, unqualified by experience to discern the pregnancy of marner\u2019s  simple words, felt rather angry again. it seemed to him that the weaver was  very selfish (a judgment readily passed by those who have never tested  their own power of sacrifice) to oppose what was undoubtedly for eppie\u2019s  welfare; and he felt himself called upon, for her sake, to assert his authority. \u2018i should have thought, marner,\u2019 he said, severely\u2014\u2018i should have  thought your affection for eppie would have made you rejoice in what was  for her good, even if it did call upon you to give up something. y ou ought  to remember that your own life is uncertain, and that she\u2019s at an age now  when her lot may soon be fixed in a way very different from what it would  be in her father\u2019s home: she may marry some low working man, and then,  whatever i might do for her, i couldn\u2019t make her well-off. y ou\u2019re putting 5 10 15 20 25 30 35 40 45 50",
+            "21": "21 0486/41/o/n/14 \u00a9 ucles 2014 [turn overyourself in the way of her welfare; and though i\u2019m sorry to hurt you after  what you\u2019ve done, and what i\u2019ve left undone, i feel now it\u2019s my duty to insist  on taking care of my own daughter. i want to do my duty.\u2019  [from chapter 19  ]   does eliot make you sympathise with godfrey here \u2013 or despise him? or \u202029 how does eliot vividly convey the effect of the lantern y ard experience on silas\u2019s life?  support your ideas with details from the novel. or 30 y ou are dolly. y ou are about to see your son aaron marry eppie.   write your thoughts.",
+            "22": "22 0486/41/o/n/14 \u00a9 ucles 2014susan hill: i\u2019m\tthe\tking \tof\tthe\tcastle either  *31 read this extract, and then answer the question that follows it: kingshaw\u2019s eyes pricked, he thought of each bird, as it saw the others  going before it down the line towards the knife. he wanted to open the  cages and take each one out, hold it between his hands, he wanted them  all to fly away. fielding saw his face. he stopped, by a pile of logs. \u2018look,  they don\u2019t know anything about it,\u2019 he said, \u2018it\u2019s very quick. it\u2019s not cruel .\u2019 \u2018no.\u2019 \u2018do you want to see my hamster?\u2019 kingshaw nodded, numb before this battery of experience, bewildered  by so many sights and smells and terrible truths, but still willing to be led  by fielding, to be shown everything at once. later, he would be by himself,  he would think about all of it. they went through a wash-house, and into a kitchen. \u2018this is kingshaw. he lives at warings, you know. can he stay to dinner?\u2019 \u2018if he likes.\u2019 fielding went to the window-ledge and lifted up a blue-painted cage. \u2018oh, look, he\u2019s messed all that new bed stuff up again.\u2019 the woman was quite tall and wore trousers. she said, \u2018he has his bed  the way he wants, not the way you want.\u2019 \u2018i know. but it\u2019s annoying. look, kingshaw.\u2019 kingshaw was still watching fielding\u2019s mother. her hair was very  straight. she smiled at him, and then looked away again, peeling potatoes.  he thought, that is how you ought to be. \u2018don\u2019t you want to see it?\u2019 he was still standing just inside the doorway, unsure of things. now, he  went slowly into the room. fielding had put the cage on the table and taken  off the wire front. \u2018y ou can hold him.\u2019 kingshaw felt the small bones through the hamster\u2019s soft, pale body, and  thin claws pressing into his hand. he didn\u2019t know whether he liked it or not. \u2018are you going  to stay to dinner?\u2019 \u2018i \u2013 i don\u2019t know. i\u2019d have to ask mrs boland.\u2019 \u2018oh, i know her. where\u2019s your mother?\u2019 \u2018at the hospital with hooper. he\u2019s hurt, he fell off a wall.\u2019 fielding did not seem interested. \u2018y ou can just go and ask her now, then,  you can take my bike if you want, it\u2019ll be quickest.\u2019 kingshaw stroked his finger along the plushy back of the hamster. its  eyes were like jet beads. he thought, this is my place, mine, it will never  have anything to do with hooper. fielding is my friend, mine. this is all  right. beyond the window, there was a long garden, with fruit trees at the  bottom. the colours and shapes of everything were very sharp and clear  and bright, in the sun. \u2018my bike\u2019s in the shed, i\u2019ll show you.\u2019 fielding took the hamster and dumped it back inside the blue cage. \u2018come on.\u2019  [from chapter 14  ]  5 10 15 20 25 30 35 40",
+            "23": "23 0486/41/o/n/14 \u00a9 ucles 2014 [turn over  how do you think hill makes this moment in the novel so moving?  or \u202032 in what ways does hill make you feel that kingshaw\u2019s death is inevitable? support your  ideas with details from the writing.  or 33 y ou are mr hooper on the night of your son\u2019s accident. y ou have returned from the  hospital.    write your thoughts.",
+            "24": "24 0486/41/o/n/14 \u00a9 ucles 2014from stories \tof\tourselves either  *34 read this extract from the son\u2019s veto  (by thomas hardy), and then answer the question  that follows it: the vicar just left a widower was at this time a man about forty years of  age, of good family, and childless. he had led a secluded existence in this  college living, partly because there were no resident landowners; and his  loss now intensified his habit of withdrawal from outward observation. he  was seen still less than heretofore, kept himself still less in time with the  rhythm and racket of the movements called progress in the world without.  for many months after his wife\u2019s decease the economy of his household  remained as before; the cook, the housemaid, the parlour-maid, and  the man out-of-doors performed their duties or left them undone, just as  nature prompted them \u2013 the vicar knew not which. it was then represented  to him that his servants seemed to have nothing to do in his small family  of one. he was struck with the truth of this representation, and decided to  cut down his establishment. but he was forestalled by sophy, the parlour- maid, who said one evening that she wished to leave him. \u2018and why?\u2019 said the parson. \u2018sam hobson has asked me to marry him, sir.\u2019 \u2018well \u2013 do you want to marry?\u2019 \u2018not much. but it would be a home for me. and we have heard that one  of us will have to leave.\u2019 a day or two after she said: \u2018i don\u2019t want to leave just yet, sir, if you don\u2019t  wish it. sam and i have quarrelled.\u2019 he looked up at her. he had hardly ever observed her before, though  he had been frequently conscious of her soft presence in the room. what  a kitten-like, flexuous, tender creature she was! she was the only one of  the servants with whom he came into immediate and continuous relation.  what should he do if sophy were gone? sophy did not go, but one of the others did, and things went on quietly  again. when mr twycott, the vicar, was ill, sophy brought up his meals to him,  and she had no sooner left the room one day than he heard a noise on the  stairs. she had slipped down with the tray, and so twisted her foot that she  could not stand. the village surgeon was called in; the vicar got better, but  sophy was incapacitated for a long time; and she was informed that she  must never again walk much or engage in any occupation which required  her to stand long on her feet. as soon as she was comparatively well she  spoke to him alone. since she was forbidden to walk and bustle about,  and, indeed, could not do so, it became her duty to leave. she could very  well work at something sitting down, and she had an aunt a seamstress. the parson had been very greatly moved by what she had suffered on  his account, and he exclaimed, \u2018no, sophy; lame or not lame, i cannot let  you go. y ou must never leave me again!\u2019 he came close to her, and, though she could never exactly tell how it  happened, she became conscious of his lips upon her cheek. he then  asked her to marry him. sophy did not exactly love him, but she had a  respect for him which almost amounted to veneration. even if she had  wished to get away from him she hardly dared refuse a personage so  reverend and august in her eyes, and she assented forthwith to be his wife. thus it happened that one fine morning, when the doors of the church  were naturally open for ventilation, and the singing birds fluttered in  and alighted on the tie-beams of the roof, there was a marriage-service 5 10 15 20 25 30 35 40 45 50",
+            "25": "25 0486/41/o/n/14 \u00a9 ucles 2014at the communion-rails, which hardly a soul knew of. the parson and  a neighbouring curate had entered at one door, and sophy at another,  followed by two necessary persons, whereupon in a short time there  emerged a newly-made husband and wife. mr twycott knew perfectly well that he had committed social suicide  by this step, despite sophy\u2019s spotless character, and he had taken his  measures accordingly. an exchange of livings had been arranged with an  acquaintance who was incumbent of a church in the south of london, and  as soon as possible the couple removed thither, abandoning their pretty  country home, with trees and shrubs and glebe, for a narrow, dusty house  in a long, straight street, and their fine peal of bells for the wretchedest  one-tongued clangour that ever tortured mortal ears. it was all on her  account. they were, however, away from every one who had known her  former position; and also under less observation from without than they  would have had to put up with in any country parish. sophy the woman was as charming a partner as a man could possess,  though sophy the lady had her deficiencies. she showed a natural aptitude  for little domestic refinements, so far as related to things and manners; but  in what is called culture she was less intuitive. she had now been married  more than fourteen years, and her husband had taken much trouble with  her education; but she still held confused ideas on the use of \u2018was\u2019 and  \u2018were\u2019, which did not beget a respect for her among the few acquaintances  she made. her great grief in this relation was that her only child, on whose  education no expense had been and would be spared, was now old  enough to perceive these deficiencies in his mother, and not only to see  them but to feel irritated at their existence.   how does hardy make you feel sympathetic towards sophy here? or  \u202035 how does the writer make the narrator so memorable in either  my greatest ambition  (by  morris lurie) or sandpiper  (by ahdaf soueif)? support your ideas with details from the  story you have chosen. or  36 y ou are mcallister in the custody of the pumpkin . lord emsworth has just offered to  double your salary and begged you to come back to blandings castle.     write your thoughts. 55 60 65 70 75",
+            "26": "26 0486/41/o/n/14 \u00a9 ucles 2014blank page",
+            "27": "27 0486/41/o/n/14 \u00a9 ucles 2014blank page",
+            "28": "28 0486/41/o/n/14 \u00a9 ucles 2014copyright acknowledgements: question 1  \u00a9 all my sons. \u00a9 1947, arthur miller. reproduced by permission of the wylie agency. all rights reserved. question 16   \u00a9 elizabeth brewster; where i come from , in songs of ourselves ; reprinted by permission of oberon press, ottawa, canada. question 19   nervous conditions . \u00a9 1988, tsitsi dangarembga. reproduced by permission of ayebia clarke publishing. question 22   fasting, feasting . \u00a9 1999, anita desai. reproduced by permission of the author c/o rogers, coleridge & white ltd., 20 powis mews, london  w11 1jn, from vintage. reprinted by permission of the random house group ltd. question 25  \u00a9 hullabaloo in the guava orchard ; \u00a9 1998, kiran desai; faber & faber ltd. question 31  \u00a9 susan hill; i\u2019m the king of the castle ; penguin books ltd; 2010. permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the  publisher will be pleased to make amends at the earliest possible opportunity. cambridge international examinations is part of the cambridge assessment group. cambridge assessment is the brand name of university of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge.blank page"
+        },
+        "0486_w14_qp_42.pdf": {
+            "1": "this document consists of 24 printed pages, 4 blank pages and 1 insert. dc (st) 108673 \u00a9 ucles 2014  [turn overcambridge international examinations cambridge international general certificate of secondary education * 3 9 2 9 4 1 6 9 0 3 *literature (english)  0486/42 paper 4  october/november 2014  2 hours 15 minutes no additional materials are required. read these instructions first an answer booklet is provided inside this question paper. y ou should follow the instructions on the front cover  of the answer booklet. if you need additional answer paper ask the invigilator for a continuation booklet. answer three  questions: one question from section a, one question from section b, and one question from  section c. answer at least one passage-based question (marked *) and at least one essay question (marked \u2020). all questions in this paper carry equal marks.",
+            "2": "2 0486/42/o/n/14 \u00a9 ucles 2014blank page",
+            "3": "3 0486/42/o/n/14 \u00a9 ucles 2014 [turn overcontents section a:  drama text\t question \t numbers\t page[s] arthur miller: all my sons  *1, \u20202, 3  pages      4\u20135 william shakespeare: julius caesar  *4, \u20205, 6  pages  6\u20137 william shakespeare: the tempest  *7, \u20208, 9  pages  8\u20139 oscar wilde: the importance of being earnest  *10, \u202011, 12  pages  10\u201311 section b:  poetry text\t question \t numbers\t page[s] thomas hardy: selected  poems  *13, \u202014, \u202015  page  12 songs of ourselves : from part 4  *16, \u202017, \u202018  page  13 section c:  prose text\t question \t numbers\t page[s] tsitsi dangarembga: nervous conditions  *19, \u202020, 21  pages  14\u201315 anita desai: fasting, feasting  *22, \u202023, 24  pages  16\u201317 kiran desai: hullabaloo in the guava orchard  *25, \u202026, 27  pages  18\u201319 george eliot: silas marner  *28, \u202029, 30  pages  20\u201321 susan hill: i\u2019m the king of the castle  *31, \u202032, 33  pages  22\u201323 from stories of ourselves  *34, \u202035, 36  pages  24\u201325",
+            "4": "4 0486/42/o/n/14 \u00a9 ucles 2014section a:  drama arthur miller:  all\tmy\tsons either  *1  read this extract, and then answer the question that follows it:  mother:  and you? y ou [ shakes her head negatively  ] go out much? [ slight  pause .] content removed due to copyright restrictions.",
+            "5": "5 0486/42/o/n/14 \u00a9 ucles 2014 [turn overmother:  i have to have some tea. [from act 1 ]      how does miller make this moment in the play so full of tension? support your ideas with  details from the writing. or  \u20202 what do you think miller\u2019s portrayal of jim bayliss contributes to the power of the play?  support your ideas with details from the writing. or  3 y ou are joe keller. chris has left after you have admitted your guilt. y ou are in your room.    write your thoughts.content removed due to copyright restrictions.",
+            "6": "6 0486/42/o/n/14 \u00a9 ucles 2014william shakespeare: \tjulius \tcaesar either  *4 read this extract, and then answer the question that follows it: caesar:  mark antony shall say i am not well; and for thy humour i will stay at home.  enter decius .  here\u2019s decius brutus, he shall tell them so. decius:  caesar, all hail! good morrow, worthy caesar. i come to fetch you to the senate house. caesar:  and you are come in very happy time, to bear my greeting to the senators   and tell them that i will not come to-day.   cannot, is false; and that i dare not, falser;   i will not come to-day. tell them so, decius. calphurnia:  say he is sick. caesar:   shall caesar send a lie? have i in conquest stretch\u2019d mine arm so far,   to be afeard to tell greybeards the truth?   decius, go tell them, caesar will not come. decius:  most mighty caesar, let me know some cause, lest i be laugh\u2019d at when i tell them so. caesar:  the cause is in my will: i will not come. that is enough to satisfy the senate.   but for your private satisfaction,   because i love you, i will let you know:   calphurnia here, my wife, stays me at home.   she dreamt to-night she saw my statue,   which, like a fountain with an hundred spouts,   did run pure blood; and many lusty romans   came smiling and did bathe their hands in it.   and these does she apply for warnings and portents   and evils imminent, and on her knee   hath begg\u2019d that i will stay at home to-day. decius:  this dream is all amiss interpreted; it was a vision fair and fortunate.   y our statue spouting blood in many pipes,   in which so many smiling romans bath\u2019d,   signifies that from you great rome shall suck   reviving blood, and that great men shall press   for tinctures, stains, relics, and cognizance.   this by calphurnia\u2019s dream is signified. caesar:  and this way have you well expounded it. decius:  i have, when you have heard what i can say \u2013 and know it now: the senate have concluded   to give this day a crown to mighty caesar.   if you shall send them word you will not come,   their minds may change. besides, it were a mock   apt to be render\u2019d, for some one to say   \u2018break up the senate till another time,   when caesar\u2019s wife shall meet with better dreams\u2019.  5 10 15 20 25 30 35 40 45",
+            "7": "7 0486/42/o/n/14 \u00a9 ucles 2014 [turn over if caesar hide himself, shall they not whisper \u2018lo, caesar is afraid\u2019?   pardon me, caesar; for my dear dear love   to your proceeding bids me tell you this,   and reason to my love is liable. caesar:  how foolish do your fears seem now, calphurnia! i am ashamed i did yield to them.   give me my robe, for i will go. enter brutus, ligarius, metellus, casca,   trebonius, cinna, and publius.  and look where publius is come to fetch me. publius:  good morrow, caesar. caesar:   welcome, publius. what, brutus, are you stirr\u2019d so early too?   good morrow, casca. caius ligarius,   caesar was ne\u2019er so much your enemy   as that same ague which hath made you lean.   what is\u2019t o\u2019clock? brutus:   caesar, \u2019tis strucken eight. caesar:  i thank you for your pains and courtesy. enter antony .  see! antony, that revels long o\u2019 nights, is notwithstanding up. good morrow, antony. antony:  so to most noble caesar. caesar:   bid them prepare within. i am to blame to be thus waited for.   now, cinna. now, metellus. what, trebonius!   i have an hour\u2019s talk in store for you.   remember that you call on me to-day;   be near me, that i may remember you. trebonius:  caesar, i will. [ aside  ] and so near will i be, that your best friends shall wish i had been further. caesar:  good friends, go in and taste some wine with me; and we, like friends, will straightway go together. brutus  [aside  ]: that every like is not the same, o caesar, the heart of brutus earns to think upon! [exeunt. [from act 2 scene 2  ]   how does shakespeare make this moment in the play so revealing of the character of  caesar? or  \u20205  to what extent does shakespeare change your view of brutus during the play? support  your ideas with details from the text. or  6 y ou are octavius. y ou have just left the meeting with antony and lepidus.    write your thoughts.50 55 60 65 70 75 80",
+            "8": "8 0486/42/o/n/14 \u00a9 ucles 2014william shakespeare: the\ttempest either  *7 read this extract, and then answer the question that follows it: stephano:  moon-calf, speak once in thy life, if thou beest a good  moon-calf. caliban:  how does thy honour? let me lick thy shoe. i\u2019ll not serve him; he is not valiant. trinculo:  thou liest, most ignorant monster: i am in case to justle a  constable. why, thou debosh\u2019d fish, thou, was there ever  man a coward that hath drunk so much sack as i to-day?  wilt thou tell a monstrous lie, being but half a fish and half a  monster? caliban:  lo, how he mocks me! wilt thou let him, my lord? trinculo:  \u2018lord\u2019 quoth he! that a monster should be such a natural! caliban:  lo, lo again! bite him to death, i prithee. stephano:  trinculo, keep a good tongue in your head; if you prove a  mutineer \u2013 the next tree! the poor monster\u2019s my subject,  and he shall not suffer indignity. caliban:  i thank my noble lord. wilt thou be pleas\u2019d to hearken once  again to the suit i made to thee? stephano:  marry will i; kneel and repeat it; i will stand, and so shall  trinculo. enter ariel, invisible. caliban:  as i told thee before, i am subject to a tyrant, a sorcerer,  that by his cunning hath cheated me of the island. ariel:  thou liest. caliban:  thou liest, thou jesting monkey, thou; i would my valiant  master would destroy thee. i do not lie. stephano:  trinculo, if you trouble him any more in\u2019s tale, by this hand,  i will supplant some of your teeth. trinculo:  why, i said nothing. stephano:  mum, then, and no more. proceed. caliban:  i say, by sorcery he got this isle; from me he got it. if thy greatness will   revenge it on him \u2013 for i know thou dar\u2019st,   but this thing dare not \u2013 stephano:  that\u2019s most certain. caliban:  thou shalt be lord of it, and i\u2019ll serve thee. stephano:  how now shall this be compass\u2019d? canst thou bring me to the party? caliban:  y ea, yea my lord; i\u2019ll yield him thee asleep, where thou mayst knock a nail into his head. ariel:  thou liest; thou canst not. caliban:  what a pied ninny\u2019s this! thou scurvy patch! i do beseech thy greatness, give him blows,   and take his bottle from him. when that\u2019s gone   he shall drink nought but brine; for i\u2019ll not show him  5 10 15 20 25 30 35 40",
+            "9": "9 0486/42/o/n/14 \u00a9 ucles 2014 [turn overwhere the quick freshes are. stephano:  trinculo, run into no further danger; interrupt the monster  one word further and, by this hand, i\u2019ll turn my mercy out o\u2019  doors, and make a stock-fish of thee. trinculo:  why, what did i? i did nothing. i\u2019ll go farther off. stephano:  didst thou not say he lied? ariel:  thou liest. stephano:  do i so? take thou that. [ beats him  ] as you like this, give me the lie another time. trinculo:  i did not give the lie. out o\u2019 your wits and hearing too? a  pox o\u2019 your bottle! this can sack and drinking do. a murrain  on your monster, and the devil take your fingers! caliban:  ha, ha, ha! stephano:  now, forward with your tale. \u2013 prithee stand further off.  caliban:  beat him enough; after a little time, i\u2019ll beat him too. [from act 3 scene 2  ]      explore the ways in which shakespeare makes this such an entertaining moment in the  play. or  \u20208 to what extent does shakespeare make you admire prospero? support your ideas with  details from the play. or 9 y ou are sebastian at the end of the play.    write your thoughts.45 50 55 60",
+            "10": "10 0486/42/o/n/14 \u00a9 ucles 2014oscar wilde: the\timportance \tof\tbeing \tearnest either  *10 read this extract, and then answer the question that follows it: cecily:  may i offer you some tea, miss fairfax? gwendolen:  [with elaborate politeness .] thank you. [ aside .] detestable  girl! but i require tea! cecily:  [sweetly .] sugar? gwendolen  [superciliously .] no, thank you. sugar is not fashionable  any more.  [cecily  looks angrily at her, takes up the tongs and puts  four lumps of sugar into the cup. cecily:  [severely .] cake or bread and butter? gwendolen:  [in a bored manner. ] bread and butter, please. cake is  rarely seen at the best houses nowadays. cecily:  [cuts a very large slice of cake and puts it on the tray .]  hand that to miss fairfax.  [merriman  does so, and goes out with footman.  gwendolen  drinks the tea and makes a grimace. puts  down cup at once, reaches out her hand to the bread and  butter, looks at it, and finds it is cake. rises in indignation. gwendolen:  y ou have filled my tea with lumps of sugar, and though i  asked most distinctly for bread and butter, you have given  me cake. i am known for the gentleness of my disposition,  and the extraordinary sweetness of my nature, but i warn  you, miss cardew, you may go too far. cecily:  [rising ] to save my poor, innocent, trusting boy from the  machinations of any other girl there are no lengths to which  i would not go. gwendolen:  from the moment i saw you i distrusted you. i felt that  you were false and deceitful. i am never deceived in such  matters. my first impressions of people are invariably right. cecily:  it seems to me, miss fairfax, that i am trespassing on your  valuable time. no doubt you have many other calls of a  similar character to make in the neighbourhood. [enter jack. gwendolen:  [catching sight of him .] ernest! my own ernest!  jack:  gwendolen! darling!  [offers to kiss her. gwendolen:  [drawing back .] a moment! may i ask if you are engaged to  be married to this young lady? [points to cecily. jack:  [laughing .] to dear little cecily! of course not! what could  have put such an idea into your pretty little head? gwendolen:  thank you. y ou may!  [offers her cheek . cecily:  [very  sweetly .] i knew there must be some  misunderstanding, miss fairfax. the gentleman whose arm  is at present round your waist is my guardian, mr. john  worthing.5 10 15 20 25 30 35 40",
+            "11": "11 0486/42/o/n/14 \u00a9 ucles 2014 [turn overgwendolen:  i beg your pardon? cecily:  this is uncle jack. gwendolen:  [receding. ] jack! oh! enter algernon cecily:  here is ernest. algernon:  [goes straight over to  cecily  without noticing any one else .]  my own love!  [offers to kiss her .] cecily:  [drawing back .] a moment, ernest! may i ask you\u2014are you  engaged to be married to this young lady? algernon:  [looking round .] to what young lady? good heavens!  gwendolen! cecily:  y es! to good heavens, gwendolen, i mean to gwendolen. algernon:  [laughing .] of course not! what could have put such an  idea into your pretty little head? cecily:  thank you. [ presenting her cheek to be kissed .] y ou may.  [algernon  kisses her. gwendolen:  i felt there was some slight error, miss cardew. the  gentleman who is now embracing you is my cousin, mr.  algernon moncrieff. cecily:  [breaking away from  algernon .] algernon moncrieff! oh!   [the two girls move towards each other and put their arms  round each other\u2019s waists as if for protection. cecily:  are you called algernon? algernon:  i cannot deny it. cecily:  oh! gwendolen:  is your name really john? jack:  [standing rather proudly. ] i could deny it if i liked. i could  deny anything if i liked. but my name certainly is john. it  has been john for years. cecily:  [to gwendolen ] a gross deception has been practised on  both of us. gwendolen:  my poor wounded cecily! cecily:  my sweet wronged gwendolen! gwendolen:  [slowly and seriously .] y ou will call me sister, will you not?  [they embrace. jack  and algernon  groan and walk up and  down .] [from act 2  ]   explore the ways in which wilde makes the various misunderstandings and their effects  so hilarious at this moment in the play.  or \u202011 how do you think wilde makes dr. chasuble such an amusing character in the play?  support your views with details from wilde\u2019s writing.  or 12 y ou are lady bracknell. y ou are just about to arrive with gwendolen to have tea with  algernon.    write your thoughts. 45 50 55 60 65 70 75 80",
+            "12": "12 0486/42/o/n/14 \u00a9 ucles 2014section b: poetry thomas hardy: selected \tpoems either  *13  read this poem, and then answer the question that follows it: nobody comes  tree-leaves labour up and down,   and through them the fainting light   succumbs to the crawl of night.  outside in the road the telegraph wire   to the town from the darkening land intones to travellers like a spectral lyre   swept by a spectral hand.  a car comes up, with lamps full-glare,   that flash upon a tree:   it has nothing to do with me,  and whangs along in a world of its own,   leaving a blacker air; and mute by the gate i stand again alone,   and nobody pulls up there.   how does hardy make the feelings of the speaker so vivid in this poem? or  \u202014 how does hardy make in time of \u2018the breaking of nations\u2019 so memorable for you? or  \u202015 explore the ways in which hardy writes vividly about the past in either  on the departure  platform or the going.5 10",
+            "13": "13 0486/42/o/n/14 \u00a9 ucles 2014 [turn oversongs of ourselves: from \tpart\t4 either  *16 read this poem, and then answer the question that follows it: a different history great pan is not dead; he simply emigrated  to india. here, the gods roam freely, disguised as snakes or monkeys; every tree is sacred and it is a sin to be rude to a book. it is a sin to shove a book aside   with your foot, a sin to slam books down  hard on a table, a sin to toss one carelessly  across a room. y ou must learn how to turn the pages gently without disturbing sarasvati, without offending the tree from whose wood the paper was made.  which language  has not been the oppressor\u2019s tongue?  which language  truly meant to murder someone?  and how does it happen  that after the torture,  after the soul has been cropped  with a long scythe swooping out  of the conqueror\u2019s face \u2013  the unborn grandchildren  grow to love that strange language. (by sujata bhatt  )   explore the ways in which bhatt vividly conveys her feelings about different cultures in  this poem. or  \u202017 how does ted hughes powerfully convey his feelings about nature to you in pike? or  \u202018 explore one poem in this selection in which the poet communicates strong reactions to  aspects of city life.5 10 15 20 25",
+            "14": "14 0486/42/o/n/14 \u00a9 ucles 2014section c: prose tsitsi dangarembga: nervous \tconditions either  *19 read this extract, and then answer the question that follows it: i like to think nyasha really believed that the confrontation had taken  a conciliatory turn. she smiled that the number of her male acquaintances  was the one thing that should put her father at ease. \u2018y ou know me,\u2019 she told him, but of course she was mistaken. \u2018y ou\u2019ve  taught me how i should behave. i don\u2019t worry about what people think so  there\u2019s no need for you to.\u2019 she did not know her father either, because  anyone who did would have retreated at that stage. \u2018don\u2019t push me too far,\u2019 babamukuru pleaded. mustering up his  courage, chido tried to help. \u2018they were only talking for a few minutes,  dad,\u2019 he said, and was ordered to be silent. \u2018y ou, chido, keep quiet,\u2019 babamukuru snapped. \u2018y ou let your sister  behave like a whore without saying anything. keep quiet.\u2019 \u2018babawa chido,\u2019 began maiguru, but was silenced immediately. nyasha grew uncharacteristically calm at times like this. \u2018now why,\u2019  she enquired of no particular person, \u2018should i worry about what people  say when my own father calls me a whore?\u2019 she looked at him with murder  in her eyes. \u2018nyasha, be quiet,\u2019 chido advised. \u2018chido, i have told you to keep out of this,\u2019 reminded babamukuru,  gathering himself within himself so that his whole weight was behind the  blow he dealt nyasha\u2019s face. \u2018never,\u2019 he hissed, \u2018never,\u2019 he repeated, striking  her other cheek with the back of his hand, \u2018speak to me like that.\u2019 nyasha fell on to the bed, her minuscule skirt riding up her bottom.  babamukuru stood over her, distending his nostrils to take in enough air. \u2018today i am going to teach you a lesson,\u2019 he told her. \u2018how can you go  about disgracing me? me! like that! no, you cannot do it. i am respected  at this mission. i cannot have a daughter who behaves like a whore.\u2019 nyasha was capable of pointing out that by his own definition that  was exactly what he had, but she did not. \u2018don\u2019t hit me, daddy,\u2019 she said  backing away from him. \u2018i wasn\u2019t doing anything wrong. don\u2019t hit me.\u2019 \u2018yuwi, yuwi, yuwi!\u2019 maiguru moaned. \u2018babawa chido, do you want to  kill me with your anger? she is only a child, babawa chido, a child.\u2019 \u2018y ou must learn to be obedient,\u2019 babamukuru told nyasha and struck  her again. \u2018i told you not to hit me,\u2019 said nyasha, punching him in the eye. babamukuru bellowed and snorted that if nyasha was going to behave  like a man, then by his mother who was at rest in her grave he would  fight her like one. they went down on to the floor, babamukuru alternately  punching nyasha\u2019s head and banging it against the floor, screaming or  trying to scream but only squeaking, because his throat had seized up with  fury, that he would kill her with his bare hands; nyasha, screaming and  wriggling and doing what damage she could. maiguru and chido could not  stay out of it any longer. they had to hold him. [from chapter 6  ]   explore the ways in which dangarembga makes this moment in the novel so shocking  and surprising.5 10 15 20 25 30 35 40",
+            "15": "15 0486/42/o/n/14 \u00a9 ucles 2014 [turn overor  \u202020 to what extent does dangarembga present tambu\u2019s father, jeremiah, as a weak man?  support your ideas with details from the novel. or 21 y ou are babamukuru. maiguru has just left your home following the quarrel over tambu\u2019s  punishment.   write your thoughts.",
+            "16": "16 0486/42/o/n/14 \u00a9 ucles 2014anita desai: fasting, \tfeasting either  *22 read this extract, and then answer the question that follows it: she fumbles her way back to the veranda and the swing and sits with  mamapapa, staring into the dark.  content removed due to copyright restrictions.",
+            "17": "17 0486/42/o/n/14 \u00a9 ucles 2014 [turn overwhat uma said was nothing. [from chapter 13  ]   how does desai make this such a disturbing moment in the novel? or  \u202023 \u2018a life full of disappointment\u2019.    do you think this is a fair description of uma\u2019s life? support your answer with details from  desai\u2019s writing. or  24 y ou are arun. y ou are on your way back to the dorm at the end of the novel.    write your thoughts.content removed due to copyright restrictions.",
+            "18": "18 0486/42/o/n/14 \u00a9 ucles 2014kiran desai: hullabaloo \tin\tthe\tguava \torchard either  *25 read this extract, and then answer the question that follows it: at precisely this time in the army cantonment area, the lights were  blazing from the barracks and men, already dressed in khaki uniforms,  were gathering about the flag pole.  \u2018damn!\u2019 the brigadier smashed his fist down upon his palm. \u2018damn,  damn, damn.\u2019 it was a bad omen. [from chapter 24  ]   how does desai surprise you with her portrayal of the brigadier here? support your  ideas with details from the writing. content removed due to copyright restrictions.",
+            "19": "19 0486/42/o/n/14 \u00a9 ucles 2014 [turn overor \u202026 explore in detail two moments in the novel where for you desai most effectively makes  self-important people seem ridiculous. (do not use the extract printed in question 25 in  answering this question.) or 27  y ou are sampath. y ou have just been thrown out of mr. d.p .s.\u2019s house after your striptease.    write your thoughts.  ",
+            "20": "20 0486/42/o/n/14 \u00a9 ucles 2014george eliot: silas \tmarner either  *28 read this extract, and then answer the question that follows it:  the door opened, and a thick-set, heavy-looking young man entered,  with the flushed face and the gratuitously elated bearing which mark the  first stage of intoxication. it was dunsey, and at the sight of him godfrey\u2019s  face parted with some of the gloom to take on the more active expression  of hatred. the handsome brown spaniel that lay on the hearth retreated  under the chair in the chimney-corner. \u2018well, master godfrey, what do you want with me?\u2019 said dunsey, in a  mocking tone. \u2018y ou\u2019re my elders and betters, you know; i was obliged to  come when you sent for me.\u2019 \u2018why, this is what i want\u2014and just shake yourself sober and listen,  will you?\u2019 said godfrey, savagely. he had himself been drinking more than  was good for him, trying to turn his gloom into uncalculating anger. \u2018i want  to tell you, i must hand over that rent of fowler\u2019s to the squire, or else tell  him i gave it you; for he\u2019s threatening to distrain for it, and it\u2019ll all be out  soon, whether i tell him or not. he said, just now, before he went out, he  should send word to cox to distrain, if fowler didn\u2019t come and pay up his  arrears this week. the squire\u2019s short o\u2019 cash, and in no humour to stand  any nonsense; and you know what he threatened, if ever he found you  making away with his money again. so, see and get the money, and pretty  quickly, will you?\u2019 \u2018oh!\u2019 said dunsey, sneeringly, coming nearer to his brother and  looking in his face. \u2018suppose, now, you get the money yourself, and save  me the trouble, eh? since you was so kind as to hand it over to me, you\u2019ll  not refuse me the kindness to pay it back for me: it was your brotherly love  made you do it, you know.\u2019 godfrey bit his lips and clenched his fist. \u2018don\u2019t come near me with  that look, else i\u2019ll knock you down.\u2019 \u2018oh, no, you won\u2019t,\u2019 said dunsey, turning away on his heel, however.  \u2018because i\u2019m such a good-natured brother, you know. i might get you  turned out of house and home, and cut off with a shilling any day. i might  tell the squire how his handsome son was married to that nice young  woman, molly farren, and was very unhappy because he couldn\u2019t live with  his drunken wife, and i should slip into your place as comfortable as could  be. but, you see, i don\u2019t do it\u2014i\u2019m so easy and good-natured. y ou\u2019ll take  any trouble for me. y ou\u2019ll get the hundred pounds for me\u2014i know you will.\u2019 \u2018how can i get the money?\u2019 said godfrey, quivering. \u2018i haven\u2019t a shilling  to bless myself with. and it\u2019s a lie that you\u2019d slip into my place: you\u2019d get  yourself turned out too, that\u2019s all. for if you begin telling tales, i\u2019ll follow.  bob\u2019s my father\u2019s favourite\u2014you know that very well. he\u2019d only think  himself well rid of you.\u2019 \u2018never mind,\u2019 said dunsey, nodding his head sideways as he looked  out of the window. \u2018it \u2019ud be very pleasant to me to go in your company\u2014 you\u2019re such a handsome brother, and we\u2019ve always been so fond of  quarrelling with one another, i shouldn\u2019t know what to do without you. but  you\u2019d like better for us both to stay at home together; i know you would.  so you\u2019ll manage to get that little sum o\u2019 money, and i\u2019ll bid you good-bye,  though i\u2019m sorry to part.\u2019 dunstan was moving off, but godfrey rushed after him and seized him  by the arm, saying, with an oath. \u2018i tell you, i have no money: i can get no money.\u2019 \u2018borrow off old kimble.\u20195 10 15 20 25 30 35 40 45 50",
+            "21": "21 0486/42/o/n/14 \u00a9 ucles 2014 [turn over\u2018i tell you, he won\u2019t lend me any more, and i shan\u2019t ask him.\u2019 \u2018well then, sell wildfire.\u2019 \u2018y es, that\u2019s easy talking. i must have the money directly.\u2019 \u2018well, you\u2019ve only got to ride him to the hunt to-morrow. there\u2019ll be  bryce and keating there, for sure. y ou\u2019ll get more bids than one.\u2019 \u2018i daresay, and get back home at eight o\u2019clock, splashed up to the  chin. i\u2019m going to mrs. osgood\u2019s birthday dance.\u2019 \u2018oho!\u2019 said dunsey, turning his head on one side, and trying to speak  in a small mincing treble. \u2018and there\u2019s sweet miss nancy coming; and we  shall dance with her, and promise never to be naughty again, and be taken  into favour, and\u2014\u2019 \u2018hold your tongue about miss nancy, you fool,\u2019 said godfrey, turning  red, \u2018else i\u2019ll throttle you.\u2019 \u2018what for?\u2019 said dunsey, still in an artificial tone, but taking a whip from  the table and beating the butt-end of it on his palm. \u2018y ou\u2019ve a very good  chance. i\u2019d advise you to creep up her sleeve again: it \u2019ud be saving time  if molly should happen to take a drop too much laudanum some day, and  make a widower of you. miss nancy wouldn\u2019t mind being a second, if she  didn\u2019t know it. and you\u2019ve got a good-natured brother, who\u2019ll keep your  secret well, because you\u2019ll be so very obliging to him.\u2019 [from chapter 3  ]   how does eliot memorably convey dunsey\u2019s unpleasantness here? or  \u202029  explore two moments in the novel which eliot makes particularly amusing for you. or  30  y ou are nancy. y ou are preparing for bed after the party at the red house.    write your thoughts.55 60 65 70",
+            "22": "22 0486/42/o/n/14 \u00a9 ucles 2014susan hill: i\u2019m\tthe\tking \tof\tthe\tcastle either  *31  read this extract, and then answer the question that follows it: \u2018i\u2019m going to swim,\u2019 he said later. they had eaten tomatoes and biscuits  for breakfast. hooper was lying flat on the ground in a lozenge of sunlight.  his clothes looked crumpled. just ahead of him, below a bush, a thrush  was banging a snail down on to a flat stone to smash the shell. hooper  watched it intently. \u2018y ou\u2019d better not come in the water, though. y ou might have got a cold  from yesterday.\u2019 \u2018i\u2019m all right.\u2019 \u2018well \u2026\u2019 \u2018anyway, i don\u2019t feel like swimming. in a minute, i\u2019m going to get a  biscuit and see if this bird\u2019ll come for crumbs.\u2019 \u2018it won\u2019t.\u2019 \u2018why won\u2019t it?\u2019 \u2018because it\u2019s wild. not like in the garden.\u2019 \u2018don\u2019t be stupid. all birds are wild, they\u2019re all the same.\u2019 \u2018it won\u2019t come nearer if you\u2019re there.\u2019 \u2018we\u2019ll see.\u2019 \u2018it\u2019s a waste of food. we need to save it all.\u2019 \u2018i\u2019m only giving it crumbs. anyway, you mind your own business,  kingshaw.\u2019 but hooper spoke mildly, his attention fixed on the bird. kingshaw took off his clothes, and went and lay down in the shallowest  part of the stream. the stones were cold against his buttocks and  shoulders, but not sharp. the water moved over and over him, parting and  coming together again. he opened his legs wide and then closed them,  like scissors. the sunlight was limey-yellow, coming through the leaves  above. they fidgeted gently the whole time. a black and white bird flew up,  parting them, going off into the open sky. kingshaw closed his eyes. he didn\u2019t want to swim, not to move at all.  he thought, this is all right, this is all right. hooper was still watching the  thrush. it had got the snail out of the broken shell, now. all round them, the wood pigeons called. it was then that he heard the first shout. a dog barked. it was far  away, at first, but they got nearer very quickly. none of it seemed to take  long. crash, crash, crash they came, through the undergrowth. someone  shouted again. they were almost in the clearing, but kingshaw couldn\u2019t tell  what any of them had said. the dog barked again. he opened his eyes, and saw hooper, sitting up, looking at him. \u2018someone\u2019s coming.\u2019 kingshaw did not answer, did not move, only closed his eyes again  and lay, letting the water sift over his naked body. he thought, i don\u2019t want  them to come, i don\u2019t want them to find us. not now. this is all right. i want  to stay here. he didn\u2019t even mind hooper, now. not in the wood. it was another  world. if they couldn\u2019t have found their way out, then they would either die,  or survive. but this was what he had wanted. to get away, change things.  now, someone was coming, they would be taken back to the house. for a second, he dreaded it. then, he remembered everything that  had happened with hooper, since yesterday morning. things had changed.  perhaps it would be all right.5 10 15 20 25 30 35 40 45 50",
+            "23": "23 0486/42/o/n/14 \u00a9 ucles 2014 [turn overthere was another shout. when he opened his eyes again, his view of  the tree-tops and the sunlight was blocked, by a man\u2019s head. [from chapter 9  ]   how does hill at this moment in the novel powerfully convey kingshaw\u2019s feeling that he  has escaped, but also suggest that he has not?  or \u202032 what does hill make you feel about mr hooper\u2019s attitudes towards his son and towards  kingshaw? support your ideas with details from the writing.  or 33 y ou are hooper. from your window you are watching kingshaw early in the morning  attempting to run away.    write your thoughts. ",
+            "24": "24 0486/42/o/n/14 \u00a9 ucles 2014from stories \tof\tourselves either  *34 read this extract from the rain horse (by ted hughes),  and then answer the question  that follows it: over to his right a thin, black horse was running across the ploughland  towards the hill, its head down, neck stretched out. it seemed to be running  on its toes like a cat, like a dog up to no good. from the high point on which he stood the hill dipped slightly and rose  to another crested point fringed with the tops of trees, three hundred yards  to his right. as he watched it, the horse ran up that crest, showed against  the sky \u2013 for a moment like a nightmarish leopard \u2013 and disappeared over  the other side. for several seconds he stared at the skyline, stunned by the  unpleasantly strange impression the horse had made on him. then the  plastering beat of icy rain on his bare skull brought him to himself. the  distance had vanished in a wall of grey. all around him the fields were  jumping and streaming. holding his collar close and tucking his chin down into it he ran back  over the hilltop towards the town-side, the lee-side, his feet sucking and  splashing, at every stride plunging to the ankle. this hill was shaped like a wave, a gently rounded back lifting out  of the valley to a sharply crested, almost concave front hanging over the  river meadows towards the town. down this front, from the crest, hung two  small woods separated by a fallow field. the near wood was nothing more  than a quarry, circular, full of stones and bracken, with a few thorns and  nondescript saplings, foxholes and rabbit holes. the other was rectangular,  mainly a planting of scrub oak trees. beyond the river smouldered the town  like a great heap of blue cinders. he ran along the top of the first wood and finding no shelter but the  thin, leafless thorns of the hedge, dipped below the crest out of the wind  and jogged along through thick grass to the wood of oaks. in blinding rain  he lunged through the barricade of brambles at the wood\u2019s edge. the little  crippled trees were small choice in the way of shelter, but at a sudden  fierce thickening of the rain he took one at random and crouched down  under the leaning trunk. still panting from his run, drawing his knees up tightly, he watched  the bleak lines of rain, grey as hail, slanting through the boughs into the  clumps of bracken and bramble. he felt hidden and safe. the sound of the  rain as it rushed and lulled in the wood seemed to seal him in. soon the  chilly sheet lead of his suit became a tight, warm mould, and gradually he  sank into a state of comfort that was all but trance, though the rain beat  steadily on his exposed shoulders and trickled down the oak trunk on to  his neck. all around him the boughs angled down, glistening, black as iron.  from their tips and elbows the drops hurried steadily, and the channels of  the bark pulsed and gleamed. for a time he amused himself calculating  the variation in the rainfall by the variations in a dribble of water from a  trembling twig-end two feet in front of his nose. he studied the twig,  bringing dwarfs and continents and animals out of its scurfy bark. beyond  the boughs the blue shoal of the town was rising and falling, and darkening  and fading again, in the pale, swaying backdrop of rain. he wanted this rain to go on for ever. whenever it seemed to be  drawing off he listened anxiously until it closed in again. as long as it  lasted he was suspended from life and time. he didn\u2019t want to return to his 5 10 15 20 25 30 35 40 45 50",
+            "25": "25 0486/42/o/n/14 \u00a9 ucles 2014sodden shoes and his possibly ruined suit and the walk back over that land  of mud. all at once he shivered. he hugged his knees to squeeze out the cold  and found himself thinking of the horse. the hair on the nape of his neck  prickled slightly. he remembered how it had run up to the crest and showed  against the sky. he tried to dismiss the thought. horses wander about the countryside  often enough. but the image of the horse as it had appeared against the  sky stuck in his mind. it must have come over the crest just above the  wood in which he was now sitting. to clear his mind, he twisted around and  looked up the wood between the tree stems, to his left. at the wood top, with the silvered grey light coming in behind it, the  black horse was standing under the oaks, its head high and alert, its ears  pricked, watching him.   how does hughes make this such a powerful moment in the story?  or  \u202035 how does the writer vividly convey what it is like for someone to live in a completely  unfamiliar country in either at hiruharama \t(by penelope fitzgerald) \tor\tsandpiper (by  ahdaf soueif)? or  36 y ou are randolph in the son\u2019s veto. y our mother has just died.    write your thoughts.55 60",
+            "26": "26 0486/42/o/n/14 \u00a9 ucles 2014blank page",
+            "27": "27 0486/42/o/n/14 \u00a9 ucles 2014blank page",
+            "28": "28 0486/42/o/n/14 \u00a9 ucles 2014copyright acknowledgements: question 1 question 16 question 19 question 22 question 25 question 31 question 34\u00a9  all my sons .  \u00a9  1947, arthur miller.  reproduced by permission of the wylie agency.  all rights reserved. \u00a9  sujata bhatt;  a different history  from brunzinem  in songs of ourselves ;  foundation press;  2005. \u00a9  nervous conditions .  \u00a9  1988, tsitsi dangarembga.  reproduced by permission of ayebia clarke publishing. \u00a9  fasting, feasting .  \u00a9  1999, anita desai.  reproduced by permission of the author c/o rogers, coleridge & white ltd., 20 powis mews,  london w11 1jn, from vintage.  reprinted by permission of the random house group ltd. \u00a9  hullabaloo in the guava orchard ;  \u00a9  1998, kiran desai;  faber & faber ltd. \u00a9  susan hill;  i\u2019m the king of the castle ;  penguin books ltd;  1973. \u00a9  ted hughes;  the rain horse in stories of ourselves ;  cambridge university press;  2008. permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the  publisher will be pleased to make amends at the earliest possible opportunity. cambridge international examinations is part of the cambridge assessment group. cambridge assessment is the brand name of university of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge.blank page"
+        },
+        "0486_w14_qp_43.pdf": {
+            "1": "this document consists of 24 printed pages and 4 blank pages and 1 insert. dc (st) 108675 \u00a9 ucles 2014  [turn overcambridge international examinations cambridge international general certificate of secondary education * 7 3 6 0 9 9 3 1 8 8 *literature (english)  0486/43 paper 4  october/november 2014  2 hours 15 minutes no additional materials are required. read these instructions first an answer booklet is provided inside this question paper. y ou should follow the instructions on the front cover  of the answer booklet. if you need additional answer paper ask the invigilator for a continuation booklet. answer three  questions: one question from section a, one question from section b, and one question from  section c. answer at least one passage-based question (marked *) and at least one essay question (marked \u2020). all questions in this paper carry equal marks.",
+            "2": "2 0486/43/o/n/14 \u00a9 ucles 2014blank page",
+            "3": "3 0486/43/o/n/14 \u00a9 ucles 2014 [turn overcontents section a:  drama text\t question \t numbers\t page[s] arthur miller: all my sons  *1, \u20202, 3  pages 4\u20135 william shakespeare: julius caesar  *4, \u20205, 6  pages 6\u20137 william shakespeare: the tempest  *7, \u20208, 9  pages 8\u20139 oscar wilde: the importance of being earnest  *10, \u202011, 12  pages 10\u201311 section b:  poetry text\t question \t numbers\t page[s] thomas hardy: selected  poems  *13, \u202014, \u202015  page 12 songs of ourselves : from part 4  *16, \u202017, \u202018  page 13 section c:  prose text\t question \t numbers\t page[s] tsitsi dangarembga: nervous conditions  *19, \u202020, 21  pages 14\u201315 anita desai: fasting, feasting  *22, \u202023, 24  pages 16\u201317 kiran desai: hullabaloo in the guava orchard  *25, \u202026, 27  pages 18\u201319 george eliot: silas marner  *28, \u202029, 30  pages 20\u201321 susan hill: i\u2019m the king of the castle  *31, \u202032, 33  page  22 from stories of ourselves  *34, \u202035, 36  pages 24\u201325",
+            "4": "4 0486/43/o/n/14 \u00a9 ucles 2014section a: drama arthur miller: all\tmy\tsons either  *1 read this extract, and then answer the question that follows it: george:  [breathlessly ] my life turned upside down since then. i couldn\u2019t  go back to work when you left.  content removed due to copyright restrictions.",
+            "5": "5 0486/43/o/n/14 \u00a9 ucles 2014 [turn overgeorge:  [turning to chris , with deliberation ] i\u2019ll ask you something, and  look me in the eye when you answer me. [from act 2   ]   how does miller so powerfully convey george\u2019s mixture of guilt and anger here? or \u20202 how does miller vividly convey his dislike of joe keller\u2019s greed and dishonesty? support  your ideas with details from the writing. or 3 y ou are kate keller. y ou have just consoled chris at the end of the play.   write your thoughts.content removed due to copyright restrictions.",
+            "6": "6 0486/43/o/n/14 \u00a9 ucles 2014william shakespeare: julius \tcaesar either  *4 read this extract, and then answer the question that follows it: brutus:  boy! lucius! fast asleep? it is no matter; enjoy the honey-heavy dew of slumber.   thou hast no figures nor no fantasies   which busy care draws in the brains of men;   therefore thou sleep\u2019st so sound.  enter  portia . portia:  brutus, my lord! brutus:  portia, what mean you? wherefore rise you now? it is not for your health thus to commit   y our weak condition to the raw cold morning. portia:  nor for yours neither. y\u2019have ungently, brutus, stole from my bed; and yesternight at supper   y ou suddenly arose and walk\u2019d about,   musing and sighing, with your arms across;   and when i ask\u2019d you what the matter was,   y ou star\u2019d upon me with ungentle looks.   i urg\u2019d you further; then you scratch\u2019d your head   and too impatiently stamp\u2019d with your foot.   y et i insisted; yet you answer\u2019d not,   but with an angry wafture of your hand   give sign for me to leave you. so i did,   fearing to strengthen that impatience   which seem\u2019d too much enkindled; and withal   hoping it was but an effect of humour,   which sometimes hath his hour with every man.   it will not let you eat, nor talk, nor sleep;   and, could it work so much upon your shape   as it hath much prevail\u2019d on your condition,   i should not know you brutus. dear my lord,   make me acquainted with your cause of grief. brutus:  i am not well in health, and that is all. portia:  brutus is wise, and, were he not in health, he would embrace the means to come by it. brutus:  why, so i do. good portia, go to bed. portia:  is brutus sick, and is it physical to walk unbraced and suck up the humours   of the dank morning? what, is brutus sick,   and will he steal out of his wholesome bed,   to dare the vile contagion of the night,   and tempt the rheumy and unpurged air   to add unto his sickness? no, my brutus;   y ou have some sick offence within your mind,   which by the right and virtue of my place   i ought to know of; and upon my knees   i charm you, by my once-commended beauty,   by all your vows of love, and that great vow   which did incorporate and make us one,   that you unfold to me, your self, your half,   why you are heavy \u2013 and what men to-night   have had resort to you; for here have been5 10 15 20 25 30 35 40 45 50",
+            "7": "7 0486/43/o/n/14 \u00a9 ucles 2014 [turn over some six or seven, who did hide their faces even from darkness. brutus:           kneel not, gentle portia. portia:  i should not need, if you were gentle brutus. within the bond of marriage, tell me, brutus,   is it excepted i should know no secrets   that appertain to you? am i your self   but, as it were, in sort or limitation?   to keep with you at meals, comfort your bed,   and talk to you sometimes? dwell i but in the suburbs   of your good pleasure? if it be no more,   portia is brutus\u2019 harlot, not his wife. brutus:  y ou are my true and honourable wife, as dear to me as are the ruddy drops   that visit my sad heart. portia:  if this were true, then should i know this secret. i grant i am a woman; but withal   a woman that lord brutus took to wife.   i grant i am a woman; but withal   a woman well reputed, cato\u2019s daughter.   think you i am no stronger than my sex,   being so father\u2019d and so husbanded?   tell me your counsels, i will not disclose \u2019em.   i have made strong proof of my constancy,   giving myself a voluntary wound   here, in the thigh. can i bear that with patience,   and not my husband\u2019s secrets? brutus:                o ye gods, render me worthy of this noble wife! [knocking within.  hark, hark! one knocks. portia, go in awhile, and by and by thy bosom shall partake   the secrets of my heart.   all my engagements i will construe to thee,   all the charactery of my sad brows.   leave me with haste.  [exit portia. [from act 2 scene 1 ]   how does shakespeare make this moment in the play so moving? or \u20205 explore the ways in which shakespeare makes omens and the supernatural such a  dramatic part of the play. or 6 y ou are antony. y ou are fleeing to your house just after the murder of caesar.   write your thoughts.55 60 65 70 75 80 85",
+            "8": "8 0486/43/o/n/14 \u00a9 ucles 2014william shakespeare: the\ttempest either  *7 read this extract, and then answer the question that follows it: prospero:  if i have too austerely punish\u2019d you, y our compensation makes amends; for i   have given you here a third of mine own life,   or that for which i live; who once again   i tender to thy hand. all thy vexations   were but my trials of thy love, and thou   hast strangely stood the test; here, afore heaven,   i ratify this my rich gift. o ferdinand!   do not smile at me that i boast her off,   for thou shalt find she will outstrip all praise,   and make it halt behind her. ferdinand:               i do believe it against an oracle. prospero:  then, as my gift, and thine own acquisition worthily purchas\u2019d, take my daughter. but   if thou dost break her virgin-knot before   all sanctimonious ceremonies may   with full and holy rite be minist\u2019red,   no sweet aspersion shall the heavens let fall   to make this contract grow; but barren hate,   sour-ey\u2019d disdain, and discord, shall bestrew   the union of your bed with weeds so loathly   that you shall hate it both. therefore take heed,   as hymen\u2019s lamps shall light you. ferdinand:                 as i hope for quiet days, fair issue, and long life,   with such love as \u2019tis now, the murkiest den,   the most opportune place, the strong\u2019st suggestion   our worser genius can, shall never melt   mine honour into lust, to take away   the edge of that day\u2019s celebration,   when i shall think or phoebus\u2019 steeds are founder\u2019d   or night kept chain\u2019d below. prospero:               fairly spoke. sit, then, and talk with her; she is thine own.   what, ariel! my industrious servant, ariel! enter ariel . ariel:  what would my potent master? here i am. prospero:  thou and thy meaner fellows your last service did worthily perform; and i must use you   in such another trick. go bring the rabble,   o\u2019er whom i give thee pow\u2019r, here to this place.   incite them to quick motion; for i must   bestow upon the eyes of this young couple   some vanity of mine art; it is my promise,   and they expect it from me. ariel:              presently? prospero:  ay, with a twink.5 10 15 20 25 30 35 40 45",
+            "9": "9 0486/43/o/n/14 \u00a9 ucles 2014 [turn overariel:  before you can say \u2018come\u2019 and \u2018go\u2019, and breathe twice, and cry \u2018so, so\u2019,   each one, tripping on his toe,   will be here with mop and mow.   do you love me, master? no? prospero:  dearly, my delicate ariel. do not approach till thou dost hear me call. ariel:              well! i conceive.  [exit. prospero:  look thou be true; do not give dalliance too much the rein; the strongest oaths are straw   to th\u2019 fire i\u2019 th\u2019 blood. be more abstemious,   or else good night your vow! ferdinand:               i warrant you, sir, the white cold virgin snow upon my heart   abates the ardour of my liver. prospero:               well! now come, my ariel, bring a corollary,   rather than want a spirit; appear, and pertly.   no tongue! all eyes! be silent.  [soft music . [from act 4 scene 1 ]   how does shakespeare make this moment in the play so dramatic and satisfying? or \u20208 how does shakespeare make trinculo and stephano so entertaining? support your  answer with details from shakespeare\u2019s writing.   or 9 y ou are gonzalo. prospero has just revealed his identity to you towards the end of the  play.    write your thoughts.50 55 60 65",
+            "10": "10 0486/43/o/n/14 \u00a9 ucles 2014oscar wilde: the\timportance \tof\tbeing \tearnest either  *10 read this extract, and then answer the question that follows it: algernon:  i think that is rather mean of you, ernest, i must say. [ opens  case and examines it. ] however, it makes no matter, for, now  that i look at the inscription inside, i find that the thing isn\u2019t  yours after all. jack:  of course it\u2019s mine. [ moving to him. ] y ou have seen me with  it a hundred times, and you have no right whatsoever to read  what is written inside. it is a very ungentlemanly thing to read a  private cigarette case. algernon:  oh! it is absurd to have a hard and fast rule about what one  should read and what one shouldn\u2019t. more than half of modern  culture depends on what one shouldn\u2019t read. jack:  i am quite aware of the fact, and i don\u2019t propose to discuss  modern culture. it isn\u2019t the sort of thing one should talk of in  private. i simply want my cigarette case back. algernon:  y es; but this isn\u2019t your cigarette case. this cigarette case is a  present from someone of the name of cecily, and you said you  didn\u2019t know anyone of that name. jack:  well, if you want to know, cecily happens to be my aunt. algernon:  y our aunt! jack:  y es. charming old lady she is, too. lives at tunbridge wells.  just give it back to me, algy. algernon:  [retreating to back of sofa .] but why does she call herself  little cecily if she is your aunt and lives at tunbridge wells?  [reading. ] \u201cfrom little cecily with her fondest love.\u201d jack:  [moving to sofa and kneeling upon it. ] my dear fellow, what  on earth is there in that? some aunts are tall, some aunts are  not tall. that is a matter that surely an aunt may be allowed to  decide for herself. y ou seem to think that every aunt should be  exactly like your aunt! that is absurd. for heaven\u2019s sake give  me back my cigarette case. [follows algernon round the room. algernon:  y es. but why does your aunt call you her uncle? \u201cfrom little  cecily, with her fondest love to her dear uncle jack.\u201d there is  no objection, i admit, to an aunt being a small aunt, but why  an aunt, no matter what her size may be, should call her own  nephew her uncle, i can\u2019t quite make out. besides, your name  isn\u2019t jack at all; it is ernest. jack:  it isn\u2019t ernest; it\u2019s jack. algernon:  y ou have always told me it was ernest. i have introduced you  to every one as ernest. y ou answer to the name of ernest. y ou  look as if your name was ernest. y ou are the most earnest- looking person i ever saw in my life. it is perfectly absurd your  saying that your name isn\u2019t ernest. it\u2019s on your cards. here is  one of them. [ taking it from case. ] \u201cmr. ernest worthing, b.  4, the albany.\u201d i\u2019ll keep this as a proof that your name is ernest  if ever you attempt to deny it to me, or to gwendolen, or to any  one else.  [puts the card in his pocket .5 10 15 20 25 30 35 40 45",
+            "11": "11 0486/43/o/n/14 \u00a9 ucles 2014 [turn overjack:  well, my name is ernest in town and jack in the country, and  the cigarette case was given to me in the country. algernon:  y es, but that does not account for the fact that your small aunt  cecily, who lives at tunbridge wells, calls you her dear uncle.  come, old boy, you had much better have the thing out at once. jack:  my dear algy, you talk exactly as if you were a dentist. it is very  vulgar to talk like a dentist when one isn\u2019t a dentist. it produces  a false impression. algernon:  well, that is exactly what dentists always do. now, go on! tell  me the whole thing. i may mention that i have always suspected  you of being a confirmed and secret bunburyist; and i am quite  sure of it now. jack:  bunburyist? what on earth do you mean by a bunburyist? algernon:  i\u2019ll reveal to you the meaning of that incomparable expression  as soon as you are kind enough to inform me why you are  ernest in town and jack in the country. jack:  well, produce my cigarette case first. algernon:  here it is. [ hands cigarette case. ] now produce your  explanation, and pray make it improbable.  [sits on sofa. [from act 1  ]   explore how wilde engages the interest of the audience in this early moment in the play.  or \u202011 how far does wilde\u2019s portrayal of gwendolen suggest that jack worthing is a lucky man  to be marrying her? support your views with details from wilde\u2019s writing. or 12 y ou are cecily at the end of the play.   write your thoughts.50 55 60 65",
+            "12": "12 0486/43/o/n/14 \u00a9 ucles 2014section b: poetry thomas hardy: selected \tpoems either  *13 read this poem, and then answer the question that follows it: neutral tones we stood by a pond that winter day, and the sun was white, as though chidden of god, and a few leaves lay on the starving sod;  \u2013 they had fallen from an ash, and were gray. y our eyes on me were as eyes that rove over tedious riddles of years ago; and some words played between us to and fro  on which lost the more by our love. the smile on your mouth was the deadest thing alive enough to have strength to die; and a grin of bitterness swept thereby  like an ominous bird a-wing \u2026 since then, keen lessons that love deceives, and wrings with wrong, have shaped to me y our face, and the god-curst sun, and a tree,  and a pond edged with grayish leaves.   how does hardy make this such a powerful portrayal of disappointment in love? or \u202014  explore the ways in which hardy memorably responds to the sinking of the titanic  in the  convergence of the twain . or \u202015 in what ways does hardy make the people come vividly to life for you in either  the pine  planters  or no buyers: a street scene ?5 10 15",
+            "13": "13 0486/43/o/n/14 \u00a9 ucles 2014 [turn oversongs \tof\tourselves : from part 4 either  *16 read this poem, and then answer the question that follows it: the planners they plan. they build. all spaces are gridded, filled with permutations of possibilities. the buildings are in alignment with the roads which meet at desired points linked by bridges all hang in the grace of mathematics. they build and will not stop. even the sea draws back and the skies surrender. they erase the flaws, the blemishes of the past, knock off useless blocks with dental dexterity. all gaps are plugged with gleaming gold. the country wears perfect rows of shining teeth. anaesthesia, amnesia, hypnosis. they have the means. they have it all so it will not hurt, so history is new again. the piling will not stop. the drilling goes right through the fossils of last century. but my heart would not bleed poetry. not a single drop to stain the blueprint of our past\u2019s tomorrow. (by boey kim cheng)   how does boey powerfully convey strong feelings about modern life? or \u202017 how does the poet memorably bring to life a particular moment in either  summer farm   (by norman maccaig) or horses  (by edwin muir)? or \u202018 explore how the poet portrays creatures in ways which surprise you in either  pike (by  ted hughes) or hunting snake  (by judith wright).5 10 15 20 25",
+            "14": "14 0486/43/o/n/14 \u00a9 ucles 2014section c: prose tsitsi dangarembga: nervous \tconditions either  *19 read this extract, and then answer the question that follows it: it was on new y ear\u2019s eve that my uncle and my father discussed my  future. the discussion took place in the house. i was obliged to eavesdrop. \u2018it may change her character for the worse \u2026 these whites, you know \u2026  you never know,\u2019 mused babamukuru. \u2018no,\u2019 agreed my father. \u2018how could you know with these ones? y ou never  know. with whites! no. y ou never know.\u2019 \u2018on the other hand,\u2019 continued my uncle, \u2018she would receive a first-class  education.\u2019 \u2018ah, ya, mukoma, first class. first class,\u2019 my father enthused. \u2018i did not want her to go to that school \u2026\u2019 said babamukuru. \u2018what for, mukoma? why should she go there? y our mission is first  class.\u2019 \u2018\u2026 because of the reasons i have told you,\u2019 continued my uncle. \u2018but then,  considering that this is a fine opportunity for the girl to receive the finest  education in rhodesia, i think she must not be denied the opportunity. i  have decided to let her go.\u2019 my father went down on one knee. bo-bo-bo. \u2018we thank you, chirandu,  we thank you, muera bonga, chihwa\u2019 he intoned. \u2018truly, we would not  survive without you. our children would not survive without you. head of  the family, princeling, we thank you.\u2019 this is how it was settled. i was to take another step upwards in the  direction of my freedom. another step away from the flies, the smells,  the fields and the rags; from stomachs which were seldom full, from dirt  and disease, from my father\u2019s abject obeisance to babamukuru and my  mother\u2019s chronic lethargy. also from nyamarira that i loved. the prospect of this freedom and its possible price made me dizzy. i  had to sit down, there on the steps that led up to the house. then i felt  numb; then i felt better. the cost would balance. what i needed i would  take with me, the rest i would discard. it would be worth it to dress my  sisters in pretty clothes, feed my mother until she was plump and energetic  again, stop my father making a fool of himself every time he came into  babamukuru\u2019s presence. money would do all this for me. with the ticket i  would acquire attending the convent, i would earn lots of it. \u2018no,\u2019 babamukuru was saying, his face beaming to compete with the  paraffin flame, \u2018do not thank me. it is tambudzai who worked hard for that  scholarship.\u2019 [from chapter 9   ]   how does dangarembga make this such an amusing and satisfying moment?5 10 15 20 25 30 35",
+            "15": "15 0486/43/o/n/14 \u00a9 ucles 2014 [turn overor \u202020 explore the ways in which dangarembga makes one of the female characters memorably  rebellious. support your ideas with details from dangarembga\u2019s writing. or 21 y ou are jeremiah. babamukuru has just informed you that you are to have a church  wedding.   write your thoughts.",
+            "16": "16 0486/43/o/n/14 \u00a9 ucles 2014anita desai: fasting, \tfeasting either  *22 read this extract, and then answer the question that follows it: proper attention. it was with a steely determination that mama turned  this upon her son as if making sure no one could accuse her of any lapse  in his care or recall the reluctance with which she had borne him.  content removed due to copyright restrictions.",
+            "17": "17 0486/43/o/n/14 \u00a9 ucles 2014 [turn overit was years before they understood what arun\u2019s tastes were, and  accepted the fact that he would not touch the meat papa insisted he should  eat: arun was a vegetarian. [from chapter 3   ]   explore the ways in which desai vividly conveys mamapapa\u2019s reactions to arun\u2019s birth  here. or \u202023 how does desai strikingly convey the problems within the patton family? support your  ideas with details from the novel. or 24 y ou are uma. y ou have just said goodbye to arun as he leaves for the usa.   write your thoughts.content removed due to copyright restrictions.",
+            "18": "18 0486/43/o/n/14 \u00a9 ucles 2014kiran desai: hullabaloo \tin\tthe\tguava \torchard either  *25 read this extract, and then answer the question that follows it: now, this newspaper deliverer was somebody who prided himself on  his perfect aim and, seeing the cmo sitting quietly there on the veranda,  he attempted to deliver the paper right at his feet.  it was ridiculous for him to be the cmo when he himself was sick. [from chapter 15  ]   how far does desai make you sympathise with the chief medical officer here \u2013 and how  far does she make you laugh at him?content removed due to copyright restrictions.",
+            "19": "19 0486/43/o/n/14 \u00a9 ucles 2014 [turn overor \u202026 how does desai make the clash of personalities between pinky and sampath so  amusing? support your ideas with details from the writing.  or 27 y ou are mr. chawla. y our attempt to arrange a marriage for your son has been a huge  public failure.   write your thoughts.",
+            "20": "20 0486/43/o/n/14 \u00a9 ucles 2014george eliot: silas \tmarner either  *28 read this extract, and then answer the question that follows it:  they had to knock loudly before silas heard them; but when he did  come to the door, he showed no impatience, as he would once have done,  at a visit that had been unasked for and unexpected. formerly, his heart  had been as a locked casket with its treasure inside; but now the casket  was empty, and the lock was broken. left groping in darkness, with his  prop utterly gone, silas had inevitably a sense, though a dull and half- despairing one, that if any help came to him it must come from without;  and there was a slight stirring of expectation at the sight of his fellow-men,  a faint consciousness of dependence on their goodwill. he opened the  door wide to admit dolly, but without otherwise returning her greeting than  by moving the arm-chair a few inches as a sign that she was to sit down in  it. dolly, as soon as she was seated, removed the white cloth that covered  her lard-cakes, and said in her gravest way\u2014 \u2018i\u2019d a baking yisterday, master marner, and the lard-cakes turned out  better nor common, and i\u2019d ha\u2019 asked you to accept some, if you\u2019d thought  well. i don\u2019t eat such things myself, for a bit o\u2019 bread\u2019s what i like from one  year\u2019s end to the other; but men\u2019s stomichs are made so comical, they  want a change\u2014they do, i know, god help \u2019em.\u2019 dolly sighed gently as she held out the cakes to silas, who thanked her  kindly, and looked very close at them, absently, being accustomed to look  so at everything he took into his hand\u2014eyed all the while by the wondering  bright orbs of the small aaron, who had made an outwork of his mother\u2019s  chair, and was peeping round from behind it. \u2018there\u2019s letters pricked on \u2019em,\u2019 said dolly. \u2018i can\u2019t read \u2019em myself, and  there\u2019s nobody, not mr. macey himself, rightly knows what they mean; but  they\u2019ve a good meaning, for they\u2019re the same as is on the pulpit-cloth at  church. what are they, aaron, my dear?\u2019 aaron retreated completely behind his outwork. \u2018oh, go, that\u2019s naughty,\u2019 said his mother, mildly. \u2018well, whativer the letters  are, they\u2019ve a good meaning; and it\u2019s a stamp as has been in our house,  ben says, ever since he was a little un, and his mother used to put it on the  cakes, and i\u2019ve allays put it on too; for if there\u2019s any good, we\u2019ve need of it  i\u2019 this world.\u2019 \u2018it\u2019s i. h. s.\u2019 said silas, at which proof of learning aaron peeped round the  chair again. \u2018well, to be sure, you can read \u2019em off,\u2019 said dolly. \u2018ben\u2019s read \u2019em to me  many and many a time, but they slip out o\u2019 my mind again; the more\u2019s the  pity, for they\u2019re good letters, else they wouldn\u2019t be in the church; and so i  prick \u2019em on all the loaves and all the cakes, though sometimes they won\u2019t  hold, because o\u2019 the rising  \u2014for, as i said, if there\u2019s any good to be got,  we\u2019ve need on it i\u2019 this world\u2014that we have; and i hope they\u2019ll bring good  to you, master marner, for it\u2019s wi\u2019 that will i brought you the cakes; and you  see the letters have held better nor common.\u2019 silas was as unable to interpret the letters as dolly, but there was no  possibility of misunderstanding the desire to give comfort that made itself  heard in her quiet tones. he said, with more feeling than before\u2014\u2018thank  you\u2014thank you kindly.\u2019 but he laid down the cake and seated himself  absently\u2014 drearily unconscious of any distinct benefit towards which the  cake and the letters, or even dolly\u2019s kindness, could tend for him. \u2018ah, if there\u2019s good anywhere, we\u2019ve need of it,\u2019 repeated dolly, who did  not lightly forsake a serviceable phrase. she looked at silas pityingly as 5 10 15 20 25 30 35 40 45 50",
+            "21": "21 0486/43/o/n/14 \u00a9 ucles 2014 [turn overshe went on. \u2018but you didn\u2019t hear the church-bells this morning, master  marner. i doubt you didn\u2019t know it was sunday. living so lone here, you  lose your count, i daresay; and then, when your loom makes a noise, you  can\u2019t hear the bells, more partic\u2019lar now the frost kills the sound.\u2019 \u2018y es, i did; i heard \u2019em,\u2019 said silas, to whom sunday bells were a mere  accident of the day, and not part of its sacredness. there had been no  bells in lantern y ard. [from chapter 10   ]   how does eliot make this moment in the novel so moving? or \u202029 how does eliot make nancy cass such an impressive character for you? support your  ideas with details from the novel. or 30 y ou are eppie. y ou have just returned from the visit to lantern y ard with silas.   write your thoughts.55",
+            "22": "22 0486/43/o/n/14 \u00a9 ucles 2014susan hill: i\u2019m\tthe\tking \tof\tthe\tcastle either  *31 read this extract, and then answer the question that follows it: on the train from london, joseph hooper said, \u2018i hope you are friendly  with young charles kingshaw, now. i have not seen you about the place  together very much.\u2019 hooper looked up from the scourge of the marsh monster . \u2018i can\u2019t help it if he locks himself up, can i? \u2018in his room?\u2019 \u2018somewhere. in some room or other. i don\u2019t know.\u2019 \u2018that sounds to me a very strange way of going on. what is this all in aid  of, what does he do?\u2019 hooper shrugged. \u2018slowly, remorselessly, the huge feet carried the hulking beast forward.  the stench of the marshes hung about it and the mud on its scaly hide  was mud formed at the dawn of history. the blood and death it now sought  were\u2026\u2019 \u2018i suppose that i must speak to his mother.\u2019 the trained crossed over some points. \u2018but then, i daresay he is a little shy. y ou will have to be understanding  about that, edmund, there must always be a little give and take in this sort  of friendship. that is a lesson i hope that you will learn in life very quickly.  he has no father, when all is said and done.\u2019 hooper looked up briefly, raising his eyebrows. mr. hooper coughed, turned his face away, and shifted a little in his seat.  there is no telling, he thought, perhaps he does remember something of  his mother, after all. we cannot fathom the minds of young children. he  was discomforted by his own lack of insight. he tried to find some clue, in  his son\u2019s facial expression, as to what might be going on in his mind, but  there was only a blank. he could recall nothing of himself at the same age  except that he had loathed his own father. but i came through, he said to himself now, i daresay that i am normal  enough, that there is nothing so much wrong with me, in spite of it all. i  shall not allow myself to feel guilty about it. edmund will be like any other  healthy boy. i am not to blame. he watched the darkening countryside and then, after a time, returned  to his magazine, more settled in his mind. he felt exonerated. [from chapter 4   ]   what do you think hill reveals about the father and son \u2013 and their relationship \u2013 at this  moment in the novel? support your ideas with details from the writing. or \u202032 explore two moments in the novel where you think hill\u2019s portrayal of the english  countryside is particularly powerful. support your views with details from the writing. or 33 y ou are mrs kingshaw. y ou have accepted mr. hooper\u2019s proposal of marriage.    write your thoughts.5 10 15 20 25 30",
+            "23": "23 0486/43/o/n/14 \u00a9 ucles 2014 [turn overturn to page 24 for question 34.",
+            "24": "24 0486/43/o/n/14 \u00a9 ucles 2014from stories \tof\tourselves either  *34 read this extract from the destructors  (by graham greene), and then answer the  question that follows it: mike had gone home to bed, but the rest stayed. the question of  leadership no longer concerned the gang. with nails, chisels, screwdrivers,  anything that was sharp and penetrating they moved around the inner  walls worrying at the mortar between the bricks. they started too high, and  it was blackie who hit on the damp course and realised the work could be  halved if they weakened the joints immediately above. it was a long, tiring,  unamusing job, but at last it was finished. the gutted house stood there  balanced on a few inches of mortar between the damp course and the  bricks. there remained the most dangerous task of all, out in the open at the  edge of the bomb-site. summers was sent to watch the road for passers  by, and mr thomas, sitting on the loo, heard clearly now the sound of  sawing. it no longer came from his house, and that a little reassured him.  he felt less concerned. perhaps the other noises too had no significance. a voice spoke to him through the hole. \u2018mr thomas.\u2019 \u2018let me out,\u2019 mr thomas said sternly. \u2018here\u2019s a blanket,\u2019 the voice said, and a long grey sausage was worked  through the hole and fell in swathes over mr thomas\u2019s head. \u2018there\u2019s nothing personal,\u2019 the voice said. \u2018we want you to be comfortable  tonight.\u2019 \u2018tonight,\u2019 mr thomas repeated incredulously. \u2018catch,\u2019 the voice said. \u2018penny buns \u2013 we\u2019ve buttered them, and sausage- rolls. we don\u2019t want you to starve, mr thomas.\u2019 mr thomas pleaded desperately. \u2018a joke\u2019s a joke, boy. let me out and i  won\u2019t say a thing. i\u2019ve got rheumatics. i got to sleep comfortable.\u2019 \u2018y ou wouldn\u2019t be comfortable, not in your house, you wouldn\u2019t. not now.\u2019 \u2018what do you mean, boy?\u2019 but the footsteps receded. there was only the  silence of night: no sound of sawing. mr thomas tried one more yell, but  he was daunted and rebuked by the silence \u2013 a long way off an owl hooted  and made away again on its muffled flight through the soundless world. at seven next morning the driver came to fetch his lorry. he climbed into  the seat and tried to start the engine. he was vaguely aware of a voice  shouting, but it didn\u2019t concern him. at last the engine responded and he  backed the lorry until it touched the great wooden shore that supported  mr thomas\u2019s house. that way he could drive right out and down the street  without reversing. the lorry moved forward, was momentarily checked as  though something were pulling it from behind, and then went on to the  sound of a long rumbling crash. the driver was astonished to see bricks  bouncing ahead of him, while stones hit the roof of his cab. he put on his  brakes. when he climbed out the whole landscape had suddenly altered.  there was no house beside the car-park, only a hill of rubble. he went  round and examined the back of his car for damage, and found a rope tied  there that was still twisted at the other end round part of a wooden strut. the driver again became aware of somebody shouting. it came from the  wooden erection which was the nearest thing to a house in that desolation  of broken brick. the driver climbed the smashed wall and unlocked the  door. mr thomas came out of the loo. he was wearing a grey blanket to  which flakes of pastry adhered. he gave a sobbing cry. \u2018my house,\u2019 he said.  \u2018where\u2019s my house?\u20195 10 15 20 25 30 35 40 45",
+            "25": "25 0486/43/o/n/14 \u00a9 ucles 2014\u2018search me,\u2019 the driver said. his eye lit on the remains of a bath and what  had once been a dresser and he began to laugh. there wasn\u2019t anything  left anywhere. \u2018how dare you laugh,\u2019 mr thomas said. \u2018it was my house. my house.\u2019 \u2018i\u2019m sorry,\u2019 the driver said, making heroic efforts, but when he  remembered the sudden check to his lorry, the crash of bricks falling, he  became convulsed again. one moment the house had stood there with  such dignity between the bomb-sites like a man in a top hat, and then,  bang, crash, there wasn\u2019t anything left \u2013 not anything. he said, \u2018i\u2019m sorry. i  can\u2019t help it, mr thomas. there\u2019s nothing personal, but you got to admit it\u2019s  funny.\u2019   how does greene make this such an effective ending to the story? or \u202035 how does v. s. pritchett make harold\u2019s father in the fly in the ointment  particularly  unpleasant for you? support your ideas with details from the story. or 36 y ou are mr donaldson in the custody of the pumpkin . y ou have just met lord emsworth  and told him of your daughter\u2019s marriage to freddie and of their departure to the usa.   write your thoughts.50 55 60",
+            "26": "26 0486/43/o/n/14 \u00a9 ucles 2014blank page",
+            "27": "27 0486/43/o/n/14 \u00a9 ucles 2014blank page",
+            "28": "28 0486/43/o/n/14 \u00a9 ucles 2014blank page copyright acknowledgements: question 1  \u00a9 all my sons . \u00a9 1947, arthur miller. reproduced by permission of the wylie agency. all rights reserved. question 16   \u00a9 boey kim cheng; the planners  from another place  in songs of ourselves ; cambridge university press; reprinted by permission of marshall  cavendish international (asia) pte ltd; 2004. question 19  \u00a9 nervous conditions. \u00a9 1988, tsitsi dangarembga. reproduced by permission of ayebia clarke publishing. question 22   \u00a9 fasting, feasting . \u00a9 1999, anita desai. reproduced by permission of the author c/o rogers, coleridge & white ltd., 20 powis mews, london  w11 1jn, from vintage. reprinted by permission of the random house group ltd. question 25  \u00a9 hullabaloo in the guava orchard ; \u00a9 1998, kiran desai; faber & faber ltd. question 31  \u00a9 susan hill; i\u2019m the king of the castle ; penguin books ltd; 1973. question 34  \u00a9 graham greene; the destructors  in stories of ourselves ; cambridge university press; 2008. permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the  publisher will be pleased to make amends at the earliest possible opportunity. cambridge international examinations is part of the cambridge assessment group. cambridge assessment is the brand name of university of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge."
+        },
+        "0486_w14_qp_51.pdf": {
+            "1": "this document consists of 15 printed pages, 1 blank page and 1 insert. dc (st) 108676 \u00a9 ucles 2014  [turn overcambridge international examinations cambridge international general certificate of secondary education * 1 8 4 8 6 2 7 9 1 2 *literature (english)  0486/51 paper 5  october/november 2014  45 minutes no additional materials are required. read these instructions first an answer booklet is provided inside this question paper. y ou should follow the instructions on the front cover  of the answer booklet. if you need additional answer paper ask the invigilator for a continuation booklet. answer one question. all questions in this paper carry equal marks.",
+            "2": "2 0486/51/o/n/14 \u00a9 ucles 2014answer one question on any text. jane austen : northanger abbey either  1 read this extract, and then answer the question that follows it: \u2018northanger is not more than half my home; i have an establishment  at my own house in woodston, which is nearly twenty miles from my  father\u2019s, and some of my time is necessarily spent there.\u2019 \u2018how sorry you must be for that!\u2019 \u2018i am always sorry to leave eleanor.\u2019 \u2018y es; but besides your affection for her, you must be so fond of the  abbey! \u2013 after being used to such a home as the abbey, an ordinary  parsonage-house must be very disagreeable.\u2019 he smiled, and said, \u2018y ou have formed a very favourable idea of the  abbey.\u2019 \u2018to be sure i have. is not it a fine old place, just like what one reads  about?\u2019 \u2018and are you prepared to encounter all the horrors that a building  such as \u201cwhat one reads about\u201d may produce? \u2013 have you a stout heart?  \u2013 nerves fit for sliding panels and tapestry?\u2019 \u2018oh! y es \u2013 i do not think i should be easily frightened, because there  would be so many people in the house \u2013 and besides, it has never been  uninhabited and left deserted for years, and then the family come back to  it unawares, without giving any notice, as generally happens.\u2019 \u2018no, certainly \u2013 we shall not have to explore our way into a hall dimly  lighted by the expiring embers of a wood fire \u2013 nor be obliged to spread  our beds on the floor of a room without windows, doors, or furniture.  but you must be aware that when a young lady is (by whatever means)  introduced into a dwelling of this kind, she is always lodged apart from the  rest of the family. while they snugly repair to their own end of the house,  she is formally conducted by dorothy the ancient housekeeper up a  different staircase, and along many gloomy passages, into an apartment  never used since some cousin or kin died in it about twenty years before.  can you stand such a ceremony as this? will not your mind misgive you,  when you find yourself in this gloomy chamber \u2013 too lofty and extensive  for you, with only the feeble rays of a single lamp to take in its size \u2013 its  walls hung with tapestry exhibiting figures as large as life, and the bed, of  dark green stuff or purple velvet, presenting even a funeral appearance.  will not your heart sink within you?\u2019 \u2018oh! but this will not happen to me, i am sure.\u2019 \u2018how fearfully will you examine the furniture of your apartment! \u2013 and  what will you discern? \u2013 not tables, toilettes, wardrobes, or drawers, but on  one side perhaps the remains of a broken lute, on the other a ponderous  chest which no efforts can open, and over the fireplace the portrait of  some handsome warrior, whose features will so incomprehensibly strike  you, that you will not be able to withdraw your eyes from it. dorothy  meanwhile, no less struck by your appearance, gazes on you in great  agitation, and drops a few unintelligible hints. to raise your spirits,  moreover, she gives you reason to suppose that the part of the abbey you  inhabit is undoubtedly haunted, and informs you that you will not have a  single domestic within call. with this parting cordial she curtseys off \u2013 you  listen to the sound of her receding footsteps as long as the last echo can  reach you \u2013 and when, with fainting spirits, you attempt to fasten your  door, you discover, with increased alarm, that it has no lock.\u20195 10 15 20 25 30 35 40 45",
+            "3": "3 0486/51/o/n/14 \u00a9 ucles 2014 [turn over\u2018oh! mr tilney, how frightful! \u2013 this is just like a book! \u2013 but it cannot  really happen to me.\u2019  [from chapter 20  ]   in what ways does austen\u2019s writing make this passage so entertaining? or 2 how does austen make you feel about isabella thorpe? support your ideas with details  from the novel. or 3 y ou are john thorpe. y ou have just heard that catherine morland and henry tilney are  engaged to be married.   write your thoughts.50",
+            "4": "4 0486/51/o/n/14 \u00a9 ucles 2014carol ann duffy: selected poems either  4 read this poem, and then answer the question that follows it: moments of grace i dream through a wordless, familiar place. the small boat of the day sails into morning, past the postman with his modest haul, the full trees which sound like the sea, leaving my hands free to remember. moments of grace. like this. shaken by first love and kissing a wall. of course. the dried ink on the palms then ran suddenly wet, a glistening blue name in each fist. i sit now in a kind of sly trance, hoping i will not feel me breathing too close across time. a face to the name.  gone. the chimes of mothers calling in children at dusk. y es. it seems we live in those staggering years only to haunt them; the vanishing scents and colours of infinite hours like a melting balloon in earlier hands. the boredom since. memory\u2019s caged bird won\u2019t fly. these days we are adjectives, nouns. in moments of grace we were verbs, the secret of poems, talented. a thin skin lies on the language. we stare deep in the eyes of strangers, look for the doing words. now i smell you peeling an orange in the other room. now i take off my watch, let a minute unravel in my hands, listen and look as i do so, and mild loss opens my lips like no. passing, you kiss the back of my neck. a blessing.   explore how duffy movingly portrays feelings about the past in this poem. or 5 in what ways does duffy vividly convey the speaker\u2019s worries about a loved one in who  loves y ou ? or 6 how does duffy entertainingly portray the speaker in the good teachers ?5 10 15 20 25",
+            "5": "5 0486/51/o/n/14 \u00a9 ucles 2014 [turn overturn to page 6 for question 7.",
+            "6": "6 0486/51/o/n/14 \u00a9 ucles 2014helen dunmore:  the siege either  7 read this extract, and then answer the question that follows it: in all the city it seems that she\u2019s the only one moving, creeping forward  with her load of wood. content removed due to copyright restrictions.",
+            "7": "7 0486/51/o/n/14 \u00a9 ucles 2014 [turn over\u2018\u2019cos if you did, i\u2019d have your clothes off you as well.\u2019  [from chapter 25  ]   in what ways does dunmore make this moment in the novel so disturbing? or 8 how does dunmore make evgenia such a compelling character in the novel? support  your ideas with details from the novel. or 9 y ou are marina petrovna. anna has just drawn a picture of the dead mikhail for you.   write your thoughts.content removed due to copyright restrictions.",
+            "8": "8 0486/51/o/n/14 \u00a9 ucles 2014from jo phillips ed.:  poems deep & dangerous either  10 read this poem, and then answer the question that follows it: the marriage of true minds let me not to the marriage of true minds admit impediments. love is not love which alters when it alteration finds, or bends with the remover to remove: o, no! it is an ever-fix\u00e8d mark, that looks on tempests and is never shaken; it is the star to every wandering bark, whose worth\u2019s unknown, although his height be taken. love\u2019s not time\u2019s fool, though rosy lips and cheeks within his bending sickle\u2019s compass come; love alters not with his brief hours and weeks, but bears it out even to the edge of doom. if this be error, and upon me prov\u2019d, i never writ, nor no man ever lov\u2019d. (by william shakespeare )   explore the ways in which shakespeare powerfully captures the speaker\u2019s thoughts and  feelings here. or 11 in football  after school , how does mccarthy vividly convey a mother\u2019s concerns for her  son as he grows up? or 12 explore the ways in which the poet movingly portrays relationships in either  in our tenth  y ear  (by simon armitage) or one flesh (by elizabeth jennings).5 10",
+            "9": "9 0486/51/o/n/14 \u00a9 ucles 2014 [turn overturn to page 10 for question 13.",
+            "10": "10 0486/51/o/n/14 \u00a9 ucles 2014william shakespeare:  a midsummer night\u2019s dream either  13 read this extract, and then answer the question that follows it: lysander:  why should you think that i should woo in scorn?   scorn and derision never come in tears.   look when i vow, i weep; and vows so born,   in their nativity all truth appears.   how can these things in me seem scorn to you,   bearing the badge of faith, to prove them true? helena:  y ou do advance your cunning more and more.   when truth kills truth, o devilish-holy fray!   these vows are hermia\u2019s. will you give her o\u2019er?   weigh oath with oath, and you will nothing weigh:   y our vows to her and me, put in two scales,   will even weigh; and both as light as tales. lysander:  i had no judgment when to her i swore. helena:  nor none, in my mind, now you give her o\u2019er. lysander:  demetrius loves her, and he loves not you. demetrius  [awaking ]: o helen, goddess, nymph, perfect, divine!   to what, my love, shall i compare thine eyne?   crystal is muddy. o, how ripe in show   thy lips, those kissing cherries, tempting grow!   that pure congealed white, high taurus\u2019 snow,   fann\u2019d with the eastern wind, turns to a crow   when thou hold\u2019st up thy hand. o, let me kiss   this princess of pure white, this seal of bliss! helena:  o spite! o hell! i see you all are bent   to set against me for your merriment.   if you were civil and knew courtesy,   y ou would not do me thus much injury.   can you not hate me, as i know you do,   but you must join in souls to mock me too?   if you were men, as men you are in show,   y ou would not use a gentle lady so:   to vow, and swear, and superpraise my parts,   when i am sure you hate me with your hearts.   y ou both are rivals, and love hermia;   and now both rivals, to mock helena.   a trim exploit, a manly enterprise,   to conjure tears up in a poor maid\u2019s eyes   with your derision! none of noble sort   would so offend a virgin, and extort   a poor soul\u2019s patience, all to make you sport. lysander:  y ou are unkind, demetrius; be not so;   for you love hermia. this you know i know;   and here, with all good will, with all my heart,   in hermia\u2019s love i yield you up my part;   and yours of helena to me bequeath,   whom i do love and will do till my death. helena:  never did mockers waste more idle breath. demetrius:  lysander, keep thy hermia; i will none.   if e\u2019er i lov\u2019d her, all that love is gone.   my heart to her but as guest-wise sojourn\u2019d,   and now to helen is it home return\u2019d,   there to remain.5 10 15 20 25 30 35 40 45 50",
+            "11": "11 0486/51/o/n/14 \u00a9 ucles 2014 [turn overlysander:    helen, it is not so. demetrius:  disparage not the faith thou dost not know,   lest, to thy peril, thou aby it dear.   look where thy love comes; yonder is thy dear.  [from act 3 scene 2  ]   explore the ways in which shakespeare makes this such a comic moment in the play. or 14 how does shakespeare make bottom and the mechanicals so entertaining? or 15 y ou are theseus. y ou have just given your blessing to the young lovers to marry.   write your thoughts.55",
+            "12": "12 0486/51/o/n/14 \u00a9 ucles 2014robert louis stevenson:  the strange case of dr jekyll and mr hyde either  16 read this extract, and then answer the question that follows it: mr utterson was sitting by his fireside one evening after dinner, when  he was surprised to receive a visit from poole. \u2018bless me, poole, what brings you here?\u2019 he cried; and then taking a  second look at him, \u2018what ails you?\u2019 he added, \u2018is the doctor ill?\u2019 \u2018mr utterson,\u2019 said the man, \u2018there is something wrong.\u2019 \u2018take a seat, and here is a glass of wine for you,\u2019 said the lawyer.  \u2018now, take your time, and tell me plainly what you want.\u2019 \u2018y ou know the doctor\u2019s ways, sir,\u2019 replied poole, \u2018and how he shuts  himself up. well, he\u2019s shut up again in the cabinet; and i don\u2019t like it, sir\u2014   i wish i may die if i like it. mr utterson, sir, i\u2019m afraid.\u2019 \u2018now, my good man,\u2019 said the lawyer, \u2018be explicit. what are you afraid  of?\u2019 \u2018i\u2019ve been afraid for about a week,\u2019 returned poole, doggedly  disregarding the question; \u2018and i can bear it no more.\u2019 the man\u2019s appearance amply bore out his words; his manner was  altered for the worse; and except for the moment when he had first  announced his terror, he had not once looked the lawyer in the face. even  now, he sat with the glass of wine untasted on his knee, and his eyes  directed to a corner of the floor. \u2018i can bear it no more,\u2019 he repeated. \u2018come,\u2019 said the lawyer, \u2018i see you have some good reason, poole;   i see there is something seriously amiss. try to tell me what it is.\u2019 \u2018i think there\u2019s been foul play,\u2019 said poole, hoarsely. \u2018foul play!\u2019 cried the lawyer, a good deal frightened and rather  inclined to be irritated in consequence. \u2018what foul play? what does the  man mean?\u2019 \u2018i daren\u2019t say, sir,\u2019 was the answer; \u2018but will you come along with me  and see for yourself?\u2019 mr utterson\u2019s only answer was to rise and get his hat and great coat;  but he observed with wonder the greatness of the relief that appeared  upon the butler\u2019s face, and perhaps with no less, that the wine was still  untasted when he set it down to follow. it was a wild, cold, seasonable night of march, with a pale moon,  lying on her back as though the wind had tilted her, and a flying wrack of  the most diaphanous and lawny texture. the wind made talking difficult,  and flecked the blood into the face. it seemed to have swept the streets  unusually bare of passengers, besides; for mr utterson thought he had  never seen that part of london so deserted. he could have wished it  otherwise; never in his life had he been conscious of so sharp a wish to  see and touch his fellow-creatures; for struggle as he might, there was  borne in upon his mind a crushing anticipation of calamity. the square,  when they got there, was all full of wind and dust, and the thin trees in  the garden were lashing themselves along the railing. poole, who had  kept all the way a pace or two ahead, now pulled up in the middle of  the pavement, and in spite of the biting weather, took off his hat and  mopped his brow with a red pocket-handkerchief. but for all the hurry of  his coming, these were not the dews of exertion that he wiped away, but  the moisture of some strangling anguish; for his face was white and his  voice, when he spoke, harsh and broken. \u2018well, sir,\u2019 he said, \u2018here we are, and god grant there be nothing  wrong.\u2019 \u2018amen, poole,\u2019 said the lawyer. thereupon the servant knocked in a very guarded manner; the door 5 10 15 20 25 30 35 40 45 50",
+            "13": "13 0486/51/o/n/14 \u00a9 ucles 2014 [turn overwas opened on the chain; and a voice asked from within, \u2018is that you,  poole?\u2019 \u2018it\u2019s all right,\u2019 said poole. \u2018open the door.\u2019 the hall, when they entered it, was brightly lighted up; the fire was  built high; and about the hearth the whole of the servants, men and  women, stood huddled together like a flock of sheep. at the sight of mr  utterson, the housemaid broke into hysterical whimpering; and the cook,  crying out \u2018bless god! it\u2019s mr utterson,\u2019 ran forward as if to take him in   her arms.  [from chapter 8, \u2018the last night\u2019  ]   in what ways do you think stevenson creates tension at this moment in the novel? or 17 to what extent does stevenson\u2019s writing enable you to sympathise with dr jekyll? or 18 y ou are poole. y ou and mr utterson have just found mr hyde dead. mr utterson has left  to read dr jekyll\u2019s letters.   write your thoughts.55 60",
+            "14": "14 0486/51/o/n/14 \u00a9 ucles 2014tennessee williams:  cat on a hot tin roof either  19 read this extract, and then answer  the question that follows it: brick: \t y ou\tcould leave me, maggie.   [he resumes whistle. she wheels about to glare at him. ] content removed due to copyright restrictions.",
+            "15": "15 0486/51/o/n/14 \u00a9 ucles 2014margaret :\ty es, i do.  [from act 1  ]   how does williams make this such a dramatic and revealing moment in the play? or 20 what does williams make you feel about big daddy? support your answer with details  from the play. or 21 y ou are brick. y ou are on your way to the high school athletic ground on the night you  injure your ankle.   write your thoughts.content removed due to copyright restrictions.",
+            "16": "16 0486/51/o/n/14 \u00a9 ucles 2014blank page copyright acknowledgements: question 4  \u00a9  carol ann duffy;  moments of grace , in selected poems ;  penguin books ltd;  1994. question 7  \u00a9  helen dunmore;  the siege ;  penguin books ltd;  2002;  reproduced by permission of a p watt at united agents on behalf of helen dunmore.   question 19   cat on a hot tin roof  by tennessee williams.  copyright \u00a9  1954, 1955, by the university of the south, renewed 1982, 1983 the university of the  south.  reprinted by permission of new directions publishing corp and georges borchardt, inc. for the estate of tennessee williams.  permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the  publisher will be pleased to make amends at the earliest possible opportunity. cambridge international examinations is part of the cambridge assessment group. cambridge assessment is the brand name of university of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge."
+        },
+        "0486_w14_qp_52.pdf": {
+            "1": "this document consists of 15 printed pages, 1 blank page and  1 insert. dc (st) 108677 \u00a9 ucles 2014  [turn overcambridge international examinations cambridge international general certificate of secondary education * 0 7 4 0 7 5 6 1 6 3 *literature (english)  0486/52 paper 5  october/november 2014  45 minutes no additional materials are required. read these instructions first an answer booklet is provided inside this question paper. y ou should follow the instructions on the front cover  of the answer booklet. if you need additional answer paper ask the invigilator for a continuation booklet. answer one question. all questions in this paper carry equal marks.",
+            "2": "2 0486/52/o/n/14 \u00a9 ucles 2014answer one question on any text. jane austen: northanger abbey either  1  read this extract, and then answer the question that follows it: catherine was too wretched to be fearful. the journey in itself had no  terrors for her; and she began it without either dreading its length, or  feeling its solitariness. leaning back in one corner of the carriage, in a  violent burst of tears, she was conveyed some miles beyond the walls of  the abbey before she raised her head; and the highest point of ground  within the park was almost closed from her view before she was capable  of turning her eyes towards it. unfortunately, the road she now travelled  was the same which only ten days ago she had so happily passed along  in going to and from woodston; and, for fourteen miles, every bitter feeling  was rendered more severe by the review of objects on which she had  first looked under impressions so different. every mile, as it brought her  nearer woodston, added to her sufferings, and when within the distance  of five, she passed the turning which led to it, and thought of henry, so  near, yet so unconscious, her grief and agitation were excessive. the day which she had spent at that place had been one of the  happiest of her life. it was there, it was on that day that the general had  made use of such expressions with regard to henry and herself, had so  spoken and so looked as to give her the most positive conviction of his  actually wishing their marriage. y es, only ten days ago had he elated her  by his pointed regard \u2013 had he even confused her by his too significant  reference! and now \u2013 what had she done, or what had she omitted to do,  to merit such a change? the only offence against him of which she could accuse herself, had  been such as was scarcely possible to reach his knowledge. henry and  her own heart only were privy to the shocking suspicions which she had  so idly entertained; and equally safe did she believe her secret with each.  designedly, at least, henry could not have betrayed her. if, indeed, by any  strange mischance his father should have gained intelligence of what she  had dared to think and look for, of her causeless fancies and injurious  examinations, she could not wonder at any degree of his indignation. if  aware of her having viewed him as a murderer, she could not wonder at  his even turning her from his house. but a justification so full of torture to  herself, she trusted would not be in his power. anxious as were all her conjectures on this point, it was not,  however, the one on which she dwelt most. there was a thought yet  nearer, a more prevailing, more impetuous concern. how henry would  think, and feel, and look, when he returned on the morrow to northanger  and heard of her being gone, was a question of force and interest to rise  over every other, to be never ceasing, alternately irritating and soothing; it  sometimes suggested the dread of his calm acquiescence, and at others  was answered by the sweetest confidence in his regret and resentment.  to the general, of course, he would not dare to speak; but to eleanor \u2013  what might he not say to eleanor about her?  [from chapter 29]    how does austen\u2019s writing make you feel sorry for catherine at this moment in the novel?5 10 15 20 25 30 35 40",
+            "3": "3 0486/52/o/n/14 \u00a9 ucles 2014 [turn overor  2  how does austen make eleanor tilney such a likeable character? support your ideas  with details from the novel. or  3  y ou are isabella thorpe. y ou have just ended your engagement to james morland.     write your thoughts.",
+            "4": "4 0486/52/o/n/14 \u00a9 ucles 2014carol ann duffy:  selected poems either  4   read this poem, and then answer the question that follows it: prayer some days, although we cannot pray, a prayer utters itself. so, a woman will lift her head from the sieve of her hands and stare at the minims sung by a tree, a sudden gift. some nights, although we are faithless, the truth enters our hearts, that small familiar pain; then a man will stand stock-still, hearing his youth in the distant latin chanting of a train. pray for us now. grade i piano scales console the lodger looking out across a midlands town. then dusk, and someone calls a child\u2019s name as though they named their loss. darkness outside. inside, the radio\u2019s prayer \u2013 rockall. malin. dogger. finisterre.     in what ways does duffy\u2019s writing make this poem memorable for you? or  5 how does duffy strikingly convey the speaker\u2019s thoughts and feelings in valentine ? or  6 how does duffy\u2019s writing make stealing  such a disturbing poem?5 10",
+            "5": "5 0486/52/o/n/14 \u00a9 ucles 2014 [turn overturn to page 6 for question 7.",
+            "6": "6 0486/52/o/n/14 \u00a9 ucles 2014helen dunmore:  the siege either  7  read this extract, and then answer the question that follows it: \u2018what\u2019s that, andryusha?\u2019 \u2018y es,\u2019 says kolya, but uncertainly.  [from chapter 21]content removed due to copyright restrictions.",
+            "7": "7 0486/52/o/n/14 \u00a9 ucles 2014 [turn overhow does dunmore strikingly convey desperation for food at this moment in the  novel? or  8 explore the ways in which dunmore makes the relationship between anna and  andrei so moving. support your ideas with details from the novel. or  9 y ou are anna. y ou have just left the apartment of evgenia and her mother.    write your thoughts.",
+            "8": "8 0486/52/o/n/14 \u00a9 ucles 2014from jo phillips ed.: poems deep & dangerous either  10  read this poem, and then answer the question that follows it: follower my father worked with a horse-plough, behind me, and will not go away. (by seamus heaney )    what vivid impressions of the father and son does heaney create for you as you  read this poem? or  11 how does arnold memorably present feelings of loneliness and despair in to  marguerite ? or  12 explore the ways in which the poet memorably conveys the thoughts and feelings of  the speaker in one of the following sonnets:     i wish i could remember that first day  (by christina rossetti)     shall i compare thee \u2026? (by william shakespeare)content removed due to copyright restrictions.",
+            "9": "9 0486/52/o/n/14 \u00a9 ucles 2014 [turn overturn to page 10 for question 13.",
+            "10": "10 0486/52/o/n/14 \u00a9 ucles 2014william shakespeare:  a midsummer night\u2019s dream either  13  read this extract, and then answer the question that follows it: bottom:  masters, you ought to consider with yourself to bring  in \u2013 god shield us! \u2013 a lion among ladies is a most  dreadful thing; for there is not a more fearful wild-fowl  than your lion living; and we ought to look to\u2019t. snout:  therefore another prologue must tell he is not a lion. bottom:  nay, you must name his name, and half his face must  be seen through the lion\u2019s neck; and he himself must  speak through, saying thus, or to the same defect:  \u2018ladies,\u2019 or \u2018fair ladies, i would wish you\u2019 or \u2018i would  request you\u2019 or \u2018i would entreat you not to fear, not to  tremble. my life for yours! if you think i come hither as a  lion, it were pity of my life. no, i am no such thing; i am a  man as other men are\u2019. and there, indeed, let him name  his name, and tell them plainly he is snug the joiner. quince:  well, it shall be so. but there is two hard things \u2013 that  is, to bring the moonlight into a chamber; for, you know,  pyramus and thisby meet by moonlight. snout:  doth the moon shine that night we play our play? bottom:  a calendar, a calendar! look in the almanack; find out  moonshine, find out moonshine. quince:  y es, it doth shine that night. bottom:  why, then may you leave a casement of the great  chamber window, where we play, open; and the moon  may shine in at the casement. quince:  ay; or else one must come in with a bush of thorns and  a lantern, and say he comes to disfigure or to present  the person of moonshine. then there is another thing:  we must have a wall in the great chamber; for pyramus  and thisby, says the story, did talk through the chink of  a wall. snout:  y ou can never bring in a wall. what say you, bottom? bottom:  some man or other must present wall; and let him have  some plaster, or some loam, or some rough-cast about  him, to signify wall; and let him hold his fingers thus, and  through that cranny shall pyramus and thisby whisper. quince:  if that may be, then all is well. come, sit down, every  mother\u2019s son, and rehearse your parts. pyramus, you  begin; when you have spoken your speech, enter into  that brake; and so every one according to his cue.  enter puck  behind. puck:  what hempen homespuns have we swagg\u2019ring here,  so near the cradle of the fairy queen?  what, a play toward! i\u2019ll be an auditor;  an actor too perhaps, if i see cause. quince:  speak, pyramus. thisby, stand forth. bottom:  thisby, the flowers of odious savours sweet \u2013 quince:  \u2018odious\u2019 \u2013 odorous! bottom:  \u2014 odours savours sweet;  so hath thy breath, my dearest thisby dear.  but hark, a voice! stay thou but here awhile,  and by and by i will to thee appear.  [exit.5 10 15 20 25 30 35 40 45 50",
+            "11": "11 0486/52/o/n/14 \u00a9 ucles 2014 [turn overpuck:  a stranger pyramus than e\u2019er played here!  [exit. flute:  must i speak now? quince:  ay, marry, must you; for you must understand he goes  but to see a noise that he heard, and is to come again. flute:  most radiant pyramus, most lily-white of hue,  of colour like the red rose on triumphant brier,  most brisky juvenal, and eke most lovely jew,  as true as truest horse, that yet would never tire,  i\u2019ll meet thee, pyramus, at ninny\u2019s tomb. quince:  \u2018ninus\u2019 tomb\u2019, man! why, you must not speak that yet;  that you answer to pyramus. y ou speak all your part at  once, cues and all. pyramus enter: your cue is past; it is  \u2018never tire\u2019. flute:  o \u2013 as true as truest horse, that yet would never tire .  re-enter puck , and bottom  with an ass\u2019s head. bottom:  if i were fair, thisby, i were only thine. quince:  o monstrous! o strange! we are haunted. pray master!  fly, masters! help! [exeunt all but bottom  and puck. puck:  i\u2019ll follow you; i\u2019ll lead you about a round,  through bog, through bush, through brake, through  brier;  sometime a horse i\u2019ll be, sometime a hound,  a hog, a headless bear, sometime a fire;  and neigh, and bark, and grunt, and roar, and burn,  like horse, hound, hog, bear, fire, at every turn.  [exit.  [from act 3 scene 1]     explore the ways in which shakespeare makes this moment so funny. or  14 what do you find memorable about the way shakespeare portrays the changing  fortunes of helena and hermia? support your ideas with details from the play. or  15 y ou are puck, just after transforming bottom\u2019s head into an ass\u2019s head.    write your thoughts.55 60 65 70 75 80",
+            "12": "12 0486/52/o/n/14 \u00a9 ucles 2014robert louis stevenson: the strange case of dr jekyll and mr hyde either  16  read this extract, and then answer the question that follows it: \u2018is dr jekyll at home, poole?\u2019 asked the lawyer. \u2018i will see, mr utterson,\u2019 said poole, admitting the visitor, as he spoke,  into a large, low-roofed, comfortable hall, paved with flags, warmed (after  the fashion of a country house) by a bright, open fire, and furnished with  costly cabinets of oak. \u2018will you wait here by the fire, sir? or shall i give  you a light in the dining-room?\u2019 \u2018here, thank you,\u2019 said the lawyer, and he drew near and leaned on  the tall fender. this hall, in which he was now left alone, was a pet fancy  of his friend the doctor\u2019s; and utterson himself was wont to speak of it as  the pleasantest room in london. but to-night there was a shudder in his  blood; the face of hyde sat heavy on his memory; he felt (what was rare  with him) a nausea and distaste of life; and in the gloom of his spirits, he  seemed to read a menace in the flickering of the firelight on the polished  cabinets and the uneasy starting of the shadow on the roof. he was  ashamed of his relief, when poole presently returned to announce that dr  jekyll was gone out. \u2018i saw mr hyde go in by the old dissecting room door, poole,\u2019 he said.  \u2018is that right, when dr jekyll is from home?\u2019 \u2018quite right, mr utterson, sir,\u2019 replied the servant. \u2018mr hyde has a key.\u2019 \u2018y our master seems to repose a great deal of trust in that young man,  poole,\u2019 resumed the other musingly. \u2018y es, sir, he do indeed,\u2019 said poole. \u2018we have all orders to obey him.\u2019 \u2018i do not think i ever met mr hyde?\u2019 asked utterson. \u2018o, dear no, sir. he never dines  here,\u2019 replied the butler. \u2018indeed we  see very little of him on this side of the house; he mostly comes and goes  by the laboratory.\u2019 \u2018well, good night, poole.\u2019 \u2018good night, mr utterson.\u2019 and the lawyer set out homeward with a very heavy heart. \u2018poor harry  jekyll,\u2019 he thought, \u2018my mind misgives me he is in deep waters! he was wild  when he was young; a long while ago to be sure; but in the law of god, there  is no statute of limitations. ay, it must be that; the ghost of some old sin,  the cancer of some concealed disgrace; punishment coming, pede claudo ,  years after memory has forgotten and self-love condoned the fault.\u2019 and the  lawyer, scared by the thought, brooded awhile on his own past, groping in  all the corners of memory, lest by chance some jack-in-the-box of an old  iniquity should leap to light there. his past was fairly blameless; few men  could read the rolls of their life with less apprehension; yet he was humbled  to the dust by the many ill things he had done, and raised up again into a  sober and fearful gratitude by the many that he had come so near to doing,  yet avoided. and then by a return on his former subject, he conceived a  spark of hope. \u2018this master hyde, if he were studied,\u2019 thought he, \u2018must have  secrets of his own: black secrets, by the look of him; secrets compared to  which poor jekyll\u2019s worst would be like sunshine. things cannot continue  as they are. it turns me cold to think of this creature stealing like a thief  to harry\u2019s bedside; poor harry, what a wakening! and the danger of it; for  if this hyde suspects the existence of the will, he may grow impatient to  inherit. ay, i must put my shoulder to the wheel\u2014if jekyll will but let me,\u2019 he  added, \u2018if jekyll will only let me.\u2019 for once more he saw before his mind\u2019s  eye, as clear as a transparency, the strange clauses of the will.  [from chapter 2, \u2018search for mr hyde\u2019]5 10 15 20 25 30 35 40 45 50",
+            "13": "13 0486/52/o/n/14 \u00a9 ucles 2014 [turn over   explore the ways in which stevenson vividly reveals the impact mr hyde has made  on mr utterson at this moment in the novel. or  17 \u2018mr hyde is a far more compelling character than dr jekyll.\u2019 do you agree? support  your ideas with details of stevenson\u2019s presentation of both characters. or  18 y ou are dr jekyll. mr utterson has just left your dinner party, having expressed his  concerns about your relationship with mr hyde.    write your thoughts.",
+            "14": "14 0486/52/o/n/14 \u00a9 ucles 2014tennessee williams: cat on a hot tin roof either  19  read this extract, and then answer the question that follows it: big daddy:  i got a surprise for those women. i\u2019m not gonna let  it go for a long time yet if that\u2019s what they\u2019re waiting  for. content removed due to copyright restrictions.",
+            "15": "15 0486/52/o/n/14 \u00a9 ucles 2014brick:  y es, sir, yes, i know.  [from act 2]    in what ways does williams make this such a dramatic and significant moment in  the play? or  20 how does williams strikingly portray maggie\u2019s feelings on two different occasions in  the play? or  21 y ou are mae, as the birthday party for big daddy is about to begin.    write your thoughts.content removed due to copyright restrictions.",
+            "16": "16 0486/52/o/n/14 \u00a9 ucles 2014blank page copyright acknowledgements: question 4  \u00a9 carol ann duffy; prayer , in selected poems ; penguin books ltd; 1994. question 7  \u00a9 helen dunmore; the siege ; penguin books ltd; 2002. question 10  \u00a9 seamus heaney; follower , in ed. jo phillips; poems deep and dangerous ; cambridge university press; 1995. question 19   \u00a9 cat on a hot tin roof  by tennessee williams. copyright \u00a9 1954, 1955, by the university of the south, renewed 1982, 1983 the university of the  south. reprinted by permission of new directions publishing corp and georges borchardt, inc. for the estate of tennessee williams. permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the  publisher will be pleased to make amends at the earliest possible opportunity. cambridge international examinations is part of the cambridge assessment group. cambridge assessment is the brand name of university of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge."
+        },
+        "0486_w14_qp_53.pdf": {
+            "1": "this document consists of 15 printed pages, 1 blank page and 1 insert. dc (st) 108678 \u00a9 ucles 2014  [turn overcambridge international examinations cambridge international general certificate of secondary education * 2 2 9 7 4 5 3 2 9 4 *literature (english)  0486/53 paper 5  october/november 2014  45 minutes no additional materials are required. read these instructions first an answer booklet is provided inside this question paper. y ou should follow the instructions on the front cover  of the answer booklet. if you need additional answer paper ask the invigilator for a continuation booklet. answer one question. all questions in this paper carry equal marks.",
+            "2": "2 0486/53/o/n/14 \u00a9 ucles 2014answer  one question on any text. jane austen: northanger abbey either  1 read this extract, and then answer the question that follows it: no one who had ever seen catherine morland in her infancy, would have  supposed her born to be an heroine. her situation in life, the character of  her father and mother, her own person and disposition, were all equally  against her. her father was a clergyman, without being neglected, or poor,  and a very respectable man, though his name was richard \u2013 and he had  never been handsome. he had a considerable independence, besides  two good livings \u2013 and he was not in the least addicted to locking up his  daughters. her mother was a woman of useful plain sense, with a good  temper, and, what is more remarkable, with a good constitution. she had  three sons before catherine was born; and instead of dying in bringing  the latter into the world, as anybody might expect,  she still lived on \u2013  lived to have six children more \u2013 to see them growing up around her, and  to enjoy excellent health herself. a family of ten children will be always  called a fine family, where there are heads and arms and legs enough for  the number; but the morlands had little other right to the word, for they  were in general very plain, and catherine, for many years of her life, as  plain as any. she had a thin awkward figure, a sallow skin without colour,  dark lank hair, and strong features; \u2013 so much for her person; \u2013 and not  less unpropitious for heroism seemed her mind. she was fond of all boys\u2019  plays, and greatly preferred cricket not merely to dolls, but to the more  heroic enjoyments of infancy, nursing a dormouse, feeding a canary-bird,  or watering a rose-bush. indeed she had no taste for a garden; and if she  gathered flowers at all, it was chiefly for the pleasure of mischief \u2013 at least  so it was conjectured from her always preferring those which she was  forbidden to take. \u2013 such were her propensities \u2013 her abilities were quite  as extraordinary. she never could learn or understand anything before she  was taught; and sometimes not even then, for she was often inattentive,  and occasionally stupid. her mother was three months in teaching her  only to repeat the \u2018beggar\u2019s petition\u2019, and after all, her next sister, sally,  could say it better than she did. not that catherine was always stupid,  \u2013 by no means; she learnt the fable of \u2018the hare and many friends\u2019, as  quickly as any girl in england. her mother wished her to learn music; and  catherine was sure she should like it, for she was very fond of tinkling the  keys of the old forlorn spinet; so, at eight years old she began. she learnt  a year, and could not bear it; \u2013 and mrs morland, who did not insist on her  daughters being accomplished in spite of incapacity or distaste, allowed  her to leave off. the day which dismissed the music-master was one of  the happiest of catherine\u2019s life. [from chapter 1]   how does austen\u2019s writing make this such an entertaining opening to the novel?5 10 15 20 25 30 35",
+            "3": "3 0486/53/o/n/14 \u00a9 ucles 2014 [turn overor 2 explore how austen makes catherine\u2019s expulsion from northanger abbey by general  tilney such a dramatic part of the novel. or 3 y ou are catherine morland, having returned from your trip to blaize castle. y ou have just  discovered that the tilneys did call on you that morning for the planned walk.   write your thoughts.",
+            "4": "4 0486/53/o/n/14 \u00a9 ucles 2014carol ann duffy: selected poems either  4 read this poem, and then answer the question that follows it: mean time the clocks slid back an hour and stole light from my life as i walked through the wrong part of town, mourning our love. and, of course, unmendable rain fell to the bleak streets where i felt my heart gnaw at all our mistakes. if the darkening sky could lift more than one hour from this day there are words i would never have said nor have heard you say. but we will be dead, as we know, beyond all light. these are the shortened days and the endless nights.   explore how duffy\u2019s writing creates such a powerfully gloomy atmosphere in this poem. or 5 how does duffy\u2019s writing vividly recreate the atmosphere of a school in either  in mrs  tilscher\u2019s class  or the good teachers ? or 6 how does duffy movingly convey love in miles away  ?5 10 15",
+            "5": "5 0486/53/o/n/14 \u00a9 ucles 2014 [turn overturn to page 6 for question 7.",
+            "6": "6 0486/53/o/n/14 \u00a9 ucles 2014helen dunmore: the siege either  7 read this extract, and then answer the question that follows it: home. that\u2019s what they both call it now. home isn\u2019t the apartment, or  even the room warmed by the burzhuika.  but now he doesn\u2019t remember the words. she points to them. \u2018what does  that say, kolya? can you remember? and that one?\u2019 [from chapter 21]   in what ways does dunmore\u2019s writing make this passage so moving?content removed due to copyright restrictions.",
+            "7": "7 0486/53/o/n/14 \u00a9 ucles 2014 [turn overor 8 how does dunmore strikingly portray anna\u2019s instinct for survival? support your ideas  with details from the novel. or 9 y ou are elizaveta antonovna. y ou have just finished the evacuation of the children from  leningrad.    write your thoughts.",
+            "8": "8 0486/53/o/n/14 \u00a9 ucles 2014from jo phillips ed.: poems deep & dangerous either  10 read this poem, and then answer the question that follows it: one flesh lying apart now, each in a separate bed, he with a book, keeping the light on late, she like a girl dreaming of childhood, all men elsewhere \u2013 it is as if they wait some new event: the book he holds unread, her eyes fixed on the shadows overhead. tossed up like flotsam from a former passion, how cool they lie. they hardly ever touch, or if they do it is like a confession of having little feeling \u2013 or too much. chastity faces them, a destination for which their whole lives were a preparation. strangely apart, yet strangely close together, silence between them like a thread to hold and not wind in. and time itself\u2019s a feather touching them gently. do they know they\u2019re old, these two who are my father and my mother whose fire from which i came, has now grown cold? (by elizabeth jennings )   how does jennings make this poem so moving? or 11 how does laskey memorably convey the speaker\u2019s feelings in registers ? or 12 explore the ways in which the poet memorably depicts the relationship between a parent  and child in one of the following poems:   follower  (by seamus heaney)   the gift  (by chris banks)5 10 15",
+            "9": "9 0486/53/o/n/14 \u00a9 ucles 2014 [turn overturn to page 10 for question 13.",
+            "10": "10 0486/53/o/n/14 \u00a9 ucles 2014william shakespeare:  a midsummer night\u2019s dream either  13 read this extract, and then answer the question that follows it:   enter oberon  at one door, with his train, and titania ,  at another, with hers. oberon:  ill met by moonlight, proud titania. titania: \t what, jealous oberon! fairies, skip hence;   i have forsworn his bed and company. oberon: \t tarry, rash wanton; am not i thy lord? titania: \t then i must be thy lady; but i know   when thou hast stolen away from fairy land,   and in the shape of corin sat all day,   playing on pipes of corn, and versing love   to amorous phillida. why art thou here,   come from the farthest steep of india,   but that, forsooth, the bouncing amazon,   y our buskin\u2019d mistress and your warrior love,   to theseus must be wedded, and you come   to give their bed joy and prosperity? oberon: \t how canst thou thus, for shame, titania,   glance at my credit with hippolyta,   knowing i know thy love to theseus?   didst not thou lead him through the glimmering night   from perigouna, whom he ravished?   and make him with fair \u00e6gles break his faith,   with ariadne and antiopa? titania: \t these are the forgeries of jealousy;   and never, since the middle summer\u2019s spring,   met we on hill, in dale, forest, or mead,   by paved fountain, or by rushy brook,   or in the beached margent of the sea,   to dance our ringlets to the whistling wind,   but with thy brawls thou hast disturb\u2019d our sport.   therefore the winds, piping to us in vain,   as in revenge, have suck\u2019d up from the sea   contagious fogs; which, falling in the land,   hath every pelting river made so proud   that they have overborne their continents.   the ox hath therefore stretch\u2019d his yoke in vain,   the ploughman lost his sweat, and the green corn   hath rotted ere his youth attain\u2019d a beard;   the fold stands empty in the drowned field,   and crows are fatted with the murrion flock;   the nine men\u2019s morris is fill\u2019d up with mud,   and the quaint mazes in the wanton green,   for lack of tread, are undistinguishable.   the human mortals want their winter here;   no night is now with hymn or carol blest;   therefore the moon, the governess of floods,   pale in her anger, washes all the air,   that rheumatic diseases do abound.   and thorough this distemperature we see   the seasons alter: hoary-headed frosts5 10 15 20 25 30 35 40 45 50",
+            "11": "11 0486/53/o/n/14 \u00a9 ucles 2014 [turn over  fall in the fresh lap of the crimson rose;   and on old hiems\u2019 thin and icy crown   an odorous chaplet of sweet summer buds   is, as in mockery, set. the spring, the summer,   the childing autumn, angry winter, change   their wonted liveries; and the mazed world,   by their increase, now knows not which is which.   and this same progeny of evils comes   from our debate, from our dissension;   we are their parents and original. oberon: \t do you amend it, then; it lies in you.   why should titania cross her oberon?   i do but beg a little changeling boy   to be my henchman. titania:   set your heart at rest;   the fairy land buys not the child of me. [from act 2 scene 1]   in what ways does shakespeare dramatically convey the conflict between oberon and  titania at this moment in the play? or 14 select two moments from the play which you find particularly amusing, and explore  how shakespeare makes them so amusing. (do not use the passage in question 13 in  answering this question.) or 15 y ou are helena. y ou are about to be married to demetrius.   write your thoughts.55 60 65",
+            "12": "12 0486/53/o/n/14 \u00a9 ucles 2014robert louis stevenson:  the strange case of dr jekyll and mr hyde either  16 read this extract, and then answer the question that follows it: nearly a year later, in the month of october 18\u2014, london was startled  by a crime of singular ferocity and rendered all the more notable by  the high position of the victim. the details were few and startling.   a maid servant living alone in a house not far from the river, had gone  upstairs to bed about eleven. although a fog rolled over the city in the  small hours, the early part of the night was cloudless, and the lane, which  the maid\u2019s window overlooked, was brilliantly lit by the full moon. it seems  she was romantically given, for she sat down upon her box, which stood  immediately under the window, and fell into a dream of musing. never (she  used to say, with streaming tears, when she narrated that experience)  never had she felt more at peace with all men or thought more kindly of  the world. and as she so sat she became aware of an aged and beautiful  gentleman with white hair, drawing near along the lane; and advancing to  meet him, another and very small gentleman, to whom at first she paid  less attention. when they had come within speech (which was just under  the maid\u2019s eyes) the older man bowed and accosted the other with a  very pretty manner of politeness. it did not seem as if the subject of his  address were of great importance; indeed, from his pointing, it sometimes  appeared as if he were only inquiring his way; but the moon shone on  his face as he spoke, and the girl was pleased to watch it, it seemed  to breathe such an innocent and old-world kindness of disposition, yet  with something high too, as of a well-founded self-content. presently her  eye wandered to the other, and she was surprised to recognise in him  a certain mr hyde, who had once visited her master and for whom she  had conceived a dislike. he had in his hand a heavy cane, with which he  was trifling; but he answered never a word, and seemed to listen with an  ill-contained impatience. and then all of a sudden he broke out in a great  flame of anger, stamping with his foot, brandishing the cane, and carrying  on (as the maid described it) like a madman. the old gentleman took a  step back, with the air of one very much surprised and a trifle hurt; and at  that mr hyde broke out of all bounds and clubbed him to the earth. and  next moment, with ape-like fury, he was trampling his victim under foot,  and hailing down a storm of blows, under which the bones were audibly  shattered and the body jumped upon the roadway. at the horror of these  sights and sounds, the maid fainted. it was two o\u2019clock when she came to herself and called for the police.  the murderer was gone long ago; but there lay his victim in the middle  of the lane, incredibly mangled. the stick with which the deed had been  done, although it was of some rare and very tough and heavy wood, had  broken in the middle under the stress of this insensate cruelty; and one  splintered half had rolled in the neighbouring gutter\u2014the other, without  doubt, had been carried away by the murderer. a purse and a gold watch  were found upon the victim; but no cards or papers, except a sealed and  stamped envelope, which he had been probably carrying to the post,   and which bore the name and address of mr utterson. [from chapter 4, \u2018the carew murder case\u2019]   how does stevenson\u2019s writing vividly convey mr hyde\u2019s evil nature at this moment in   the novel?5 10 15 20 25 30 35 40 45",
+            "13": "13 0486/53/o/n/14 \u00a9 ucles 2014 [turn overor 17 in what ways does stevenson vividly portray dr jekyll\u2019s torment at being two people  in one? support your ideas with details from the novel. or 18 y ou are mr utterson. y ou have just read \u2018\u2018henry jekyll\u2019s full statement of the case\u2019\u2019.   write your thoughts.",
+            "14": "14 0486/53/o/n/14 \u00a9 ucles 2014tennessee williams:  cat on a hot tin roof either  19 read this extract, and then answer the question that follows it:   [big daddy  goes over and touches brick\u2019s  shoulder. ] big daddy:  y es, son. brick, boy. \u2013 i\u2019m \u2013 happy! i\u2019m happy, son, i\u2019m happy!    content removed due to copyright restrictions.",
+            "15": "15 0486/53/o/n/14 \u00a9 ucles 2014big daddy: \tnaw, it won\u2019t. y ou\u2019re my son, and i\u2019m going to straighten you  out; now that i\u2019m straightened out, i\u2019m going to straighten  you out! [from act 2]   how does williams make this moment in the play so moving and revealing? or 20 explore the ways in which williams vividly depicts the husband-wife relationship of one  of the married couples in the play. or 21 y ou are big mama. y ou have just heard that there is nothing seriously wrong with big  daddy.   write your thoughts.content removed due to copyright restrictions.",
+            "16": "16 0486/53/o/n/14 \u00a9 ucles 2014copyright acknowledgements: question 4  \u00a9  carol ann duffy;  mean time , in selected poems ;  penguin books ltd;  1994. question 7  \u00a9  helen dunmore;  the siege ;  penguin books ltd;  2002. question 10  \u00a9  elizabeth jennings;  one flesh , in ed. jo phillips;  poems deep and dangerous ;  cambridge university press;  1995. question 19  \u00a9  cat on a hot tin roof   by tennessee williams.  copyright \u00a9  1954, 1955, by the university of the south, renewed 1982, 1983   the university of the south.  reprinted by permission of new directions publishing corp and georges borchardt, inc. for the estate     of tennessee williams.  permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the  publisher will be pleased to make amends at the earliest possible opportunity. cambridge international examinations is part of the cambridge assessment group. cambridge assessment is the brand name of university of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge.blank page"
+        }
+    },
+    "2015": {
+        "0486_m15_qp_12.pdf": {
+            "1": "this document consists of 26 printed pages, 2 blank pages and 1 insert. dc rcl (jda) 93979/4 \u00a9 ucles 2015 [turn overcambridge international examinations cambridge international general certificate of secondary education *3984384698*literature (english)  0486/12 paper 1 poetry and prose february/march 2015  1 hour 30 minutes no additional materials are required. read these instructions first an answer booklet is provided inside this question paper. y ou should follow the instructions on the front cover  of the answer booklet. if you need additional answer paper ask the invigilator for a continuation booklet. answer two questions: one question from section a and one question from section b. all questions in this paper carry equal marks. the syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificat e.",
+            "2": "2 0486/12/f/m/15 \u00a9 ucles 2015blank page",
+            "3": "3 0486/12/f/m/15 \u00a9 ucles 2015 [turn overcontents section a: poetry text question  numbers page[s] thomas hardy:  selected poems   1, 2 pages 4\u20136 from jo phillips ed: poems deep & dangerous   3, 4 pages 8\u20139 songs of ourselves: from part 4   5, 6 pages  10\u201311 section b: prose text question  numbers page[s] jane austen: northanger abbey   7, 8 pages 12\u201313 tsitsi dangarembga: nervous conditions   9, 10 pages 14\u201315 anita desai: fasting, feasting 11, 12  pages 16\u201317 helen dunmore: the siege 13, 14 pages 18\u201319 george eliot: silas marner 15, 16 pages 20\u201321 susan hill: i\u2019m the king of the castle 17, 18 pages 22\u201323 robert louis stevenson: the strange case of dr jekyll and mr hyde  19, 20 pages 24\u201325 from stories of ourselves 21, 22 pages 26\u201327",
+            "4": "4 0486/12/f/m/15 \u00a9 ucles 2015section a: poetry answer one question from this section. thomas hardy:  selected poems remember to support your ideas with details from the writing. either 1 explore the ways in which hardy creates a vivid picture of the natural world in either   the darkling thrush  or the convergence of the twain . the darkling thrush i leant upon a coppice gate  when frost was spectre-gray,and winter\u2019s dregs made desolate the weakening eye of day.the tangled bine-stems scored the sky like strings of broken lyres,and all mankind that haunted nigh had sought their household fires. the land\u2019s sharp features seemed to be  the century\u2019s corpse outleant,his crypt the cloudy canopy, the wind his death-lament.the ancient pulse of germ and birth was shrunken hard and dry,and every spirit upon earth seemed fervourless as i. at once a voice arose among  the bleak twigs overheadin a full-hearted evensong of joy illimited;an aged thrush, frail, gaunt, and small, in blast-beruffled plume,had chosen thus to fling his soul upon the growing gloom. so little cause for carolings  of such ecstatic soundwas written on terrestrial things afar or nigh around,that i could think there trembled through his happy good-night airsome blessed hope, whereof he knew and i was unaware.5 10 15 2025 30",
+            "5": "5 0486/12/f/m/15 \u00a9 ucles 2015 [turn overthe convergence of the twain (lines on the loss of the \u2018titanic\u2019  ) i in a solitude of the seadeep from human vanity, and the pride of life that planned her, stilly couches she. ii steel chambers, late the pyresof her salamandrine fires, cold currents thrid, and turn to rhythmic tidal lyres. iii over the mirrors meantto glass the opulent the sea-worm crawls \u2013 grotesque, slimed, dumb, indifferent. iv jewels in joy designedto ravish the sensuous mind lie lightless, all their sparkles bleared and black and blind. v dim moon-eyed fishes neargaze at the gilded gear and query: \u2018what does this vaingloriousness down here?\u2019 \u2026 vi well: while was fashioningthis creature of cleaving wing, the immanent will that stirs and urges everything vii prepared a sinister matefor her \u2013 so gaily great \u2013 a shape of ice, for the time far and dissociate. viii and as the smart ship grewin stature, grace, and hue, in shadowy silent distance grew the iceberg too. ix alien they seemed to be:no mortal eye could see the intimate welding of their later history, x or sign that they were bentby paths coincident on being anon twin halves of one august event, xi till the spinner of the y earssaid \u2018now!\u2019 and each one hears, and consummation comes, and jars two hemispheres.5 10 15 20 25 30",
+            "6": "6 0486/12/f/m/15 \u00a9 ucles 2015or 2 read this poem, and then answer the question that follows it: neutral tones we stood by a pond that winter day, and the sun was white, as though chidden of god,and a few leaves lay on the starving sod; \u2013 they had fallen from an ash, and were gray. y our eyes on me were as eyes that rove over tedious riddles of years ago;and some words played between us to and fro on which lost the more by our love. the smile on your mouth was the deadest thing alive enough to have strength to die;and a grin of bitterness swept thereby like an ominous bird a-wing \u2026 since then, keen lessons that love deceives, and wrings with wrong, have shaped to mey our face, and the god-curst sun, and a tree, and a pond edged with grayish leaves.   how do hardy\u2019s words and images make the poem neutral tones  so sad?5 1015",
+            "7": "7 0486/12/f/m/15 \u00a9 ucles 2015 [turn overturn over for question 3.",
+            "8": "8 0486/12/f/m/15 \u00a9 ucles 2015from jo phillips ed: poems deep & dangerous remember to support your ideas with details from the writing. either 3 read this poem, and then answer the question that follows it: poem for my sister my little sister likes to try my shoes, to strut in them,admire her spindle-thin twelve-year-old legsin this season\u2019s styles.she says they fit her perfectly,but wobbleson their high heels, they\u2019rehard to balance. i like to watch my little sister playing hopscotch, admire the neat hops-and-skips of her,their quick peck,never-missing their mark, notover-stepping the line.she is competent at peever. i try to warn my little sister about unsuitable shoes,point out my own distorted feet, the callouses,odd patches of hard skin.i should not like to see herin my shoes.i wish she could staysure footed, sensibly shod. (liz lochhead)   how does lochhead vividly convey her feelings about her sister in  poem for my sister ?5 1015 20",
+            "9": "9 0486/12/f/m/15 \u00a9 ucles 2015 [turn overor 4 in what ways does shakespeare powerfully portray ideas about love in the marriage of  true minds ? the marriage of true minds let me not to the marriage of true minds admit impediments. love is not lovewhich alters when it alteration finds,or bends with the remover to remove:o, no! it is an ever-fix\u00e8d mark,that looks on tempests and is never shaken;it is the star to every wandering bark,whose worth\u2019s unknown, although his height be taken.love\u2019s not time\u2019s fool, though rosy lips and cheekswithin his bending sickle\u2019s compass come;love alters not with his brief hours and weeks,but bears it out even to the edge of doom.if this be error, and upon me prov\u2019d,i never writ, nor no man ever lov\u2019d.  ( william shakespeare )5 10",
+            "10": "10 0486/12/f/m/15 \u00a9 ucles 2015songs of ourselves:  from part 4 remember to support your ideas with details from the writing. either 5  read this poem, and then answer the question that follows it: a different history great pan is not dead; he simply emigrated   to india.here, the gods roam freely,disguised as snakes or monkeys;every tree is sacredand it is a sinto be rude to a book.it is a sin to shove a book aside      with your foot,a sin to slam books down   hard on a table,a sin to toss one carelessly   across a room.y ou must learn how to turn the pages gentlywithout disturbing sarasvati,without offending the treefrom whose wood the paper was made.    which language    has not been the oppressor\u2019s tongue?   which language   truly meant to murder someone?   and how does it happen   that after the torture,   after the soul has been cropped   with a long scythe swooping out   of the conqueror\u2019s face \u2013   the unborn grandchildren   grow to love that strange language.  ( sujata bhatt )   explore the ways in which bhatt vividly conveys feelings about oppression in a different  history .5 1015 20 25",
+            "11": "11 0486/12/f/m/15 \u00a9 ucles 2015 [turn overor 6 how does rossetti strikingly express the speaker\u2019s state of mind in the poem  the woodspurge ? the woodspurge the wind flapped loose, the wind was still, shaken out dead from tree and hill:i had walked on at the wind\u2019s will, \u2013i sat now, for the wind was still. between my knees my forehead was, \u2013 my lips, drawn in, said not alas!my hair was over in the grass,my naked ears heard the day pass. my eyes, wide open, had the run of some ten weeds to fix upon;among those few, out of the sun,the woodspurge flowered, three cups in one. from perfect grief there need not be wisdom or even memory:one thing then learnt remains to me, \u2013the woodspurge has a cup of three.  ( dante gabriel rossetti  )5 1015",
+            "12": "12 0486/12/f/m/15 \u00a9 ucles 2015section b: prose answer one question from this section. jane austen: northanger abbey remember to support your ideas with details from the writing. either 7 read this extract, and then answer the question that follows it: \u201chave you ever read udolpho, mr. thorpe?\u201d \u201cudolpho! oh, lord! not i; i never read novels; i have some thing else  to do.\u201d catherine, humbled and ashamed, was going to apologise for her  question, but he prevented her by saying, \u201cnovels are all so full of nonsense and stuff; there has not been a tolerably decent one come out since tom jones, except the monk; i read that t\u2019other day; but as for all the others, they are the stupidest things in creation.\u201d \u201ci think you must like udolpho, if you were to read it; it is so very  interesting.\u201d \u201cnot i, faith! no, if i read any it shall be mrs. radcliff\u2019s; her novels  are amusing enough; they are worth reading; some fun and nature in them .\u201d \u201cudolpho was written by mrs. radcliff,\u201d said catherine, with some  hesitation, from the fear of mortifying him. \u201cno sure; was it? aye, i remember, so it was; i was thinking of that  other stupid book, written by that woman they make such a fuss about, she who married the french emigrant.\u201d \u201ci suppose you mean camilla?\u201d\u201cy es, that\u2019s the book; such unnatural stuff!\u2014an old man playing at  see-saw! i took up the first volume once and looked it over, but i soon found it would not do; indeed i guessed what sort of stuff it must be before i saw it: as soon as i heard she had married an emigrant, i was sure i should never be able to get through it.\u201d \u201ci have never read it.\u201d\u201cy ou had no loss i assure you; it is the horridest nonsense you  can imagine; there is nothing in the world in it but an old man\u2019s playing at see-saw and learning latin; upon my soul there is not.\u201d this critique, the justness of which was unfortunately lost on poor  catherine, brought them to the door of mrs. thorpe\u2019s lodgings, and the feelings of the discerning and unprejudiced reader of camilla gave way to the feelings of the dutiful and affectionate son, as they met mrs. thorpe, who had descried them from above, in the passage. \u201cah, mother! how do you do?\u201d said he, giving her a hearty shake of the hand: \u201cwhere did you get that quiz of a hat, it makes you look like an old witch? here is morland and i come to stay a few days with you, so you must look out for a couple of good beds some where near.\u201d and this address seemed to satisfy all the fondest wishes of the mother\u2019s heart, for she received him with the most delighted and exulting affection. on his two younger sisters he then bestowed an equal portion of his fraternal tenderness, for he asked each of them how they did, and observed that they both looked very ugly.  [ from chapter 7 ]5 10152025303540",
+            "13": "13 0486/12/f/m/15 \u00a9 ucles 2015 [turn over  how does austen\u2019s writing entertainingly portray john thorpe at this moment in the  novel? or 8 to what extent does austen\u2019s writing persuade you that catherine deserves to marry  henry tilney?",
+            "14": "14 0486/12/f/m/15 \u00a9 ucles 2015tsitsi dangarembga: nervous conditions remember to support your ideas with details from the writing. either 9 read this extract, and then answer the question that follows it: \u2018but, mother,\u2019 i protested mildly, wanting to stop the conversation  because nyasha was with us. \u2018but mother, maiguru was only speaking plainly, telling us what she thinks.\u2019 \u2018and why does she think differently from the rest of us? she thinks  she is different. she thinks she\u2019s perfect so she can do what she likes. first she kills my son \u2013\u2019 \u2018mother!\u2019 i gasped and turned to nyasha before i could stop myself,  and wished i hadn\u2019t, because i did not want nyasha to see the shame in my eyes. nor did i want to see the pain and confusion in hers. \u2018sisi!\u2019 remonstrated lucia, \u2018contain yourself! why do you want to hurt  yourself by saying such painful things? especially when you know they are not true!\u2019 but my mother was in a bad way and there was no holding her. the  things that were coming out had been germinating and taking root in her mind for a long time. \u2018ha! y ou!\u2019 mocked my mother, raving at her sister. \u2018y ou think you  can tell me to contain myself, you! he-he-e-e! now this is something to make a woman laugh! when, lucia, just tell me, when, did you ever contain yourself? do you even know what it means, you who were in the blankets with my husband the moment you arrived? and with takesure. y ou were probably there, the three of you together, jeremiah having his ride, enjoying himself, and then takesure, and so it carried on. so don\u2019t tell me about containing myself. y ou know nothing about it.\u2019 we thought she had finished, but she was only pausing to breathe. \u2018and anyway,\u2019 she continued, \u2018in what way am i not restraining myself? i am only saying what i think, just like she did. she did tell us, didn\u2019t she, what she thinks, and did anyone say anything! no. why not? because maiguru is educated. that\u2019s why you all kept quiet. because she\u2019s rich and comes here and flashes her money around, so you listen to her as though you want to eat the words that come out of her mouth. but me, i\u2019m not educated, am i? i\u2019m just poor and ignorant, so you want me to keep quiet, you say i mustn\u2019t talk. ehe! i am poor and ignorant, that\u2019s me, but i have a mouth and it will keep on talking, it won\u2019t keep quiet. today i have said it and i am saying it again: she is a witch, a witch. have you heard me properly? she-is-a-witch. she steals other women\u2019s children because she could only produce two of her own, and you can\u2019t call those two people. they\u2019re a disgrace to decent parents, except that maiguru is not decent because first she killed my son and now she has taken tambudzai away from me. oh, yes, tambudzai. do you think i haven\u2019t seen the way you follow her around,\u2019 she spat at me fiercely, \u2018doing all her dirty work for her, anything she says? y ou think your mother is so stupid she won\u2019t see maiguru has turned you against me with her money and her white ways? y ou think i am dirt now, me, your mother. just the other day you told me that my toilet is dirty. \u201cit disgusts me,\u201d that\u2019s what you said. if it is meat you want that i cannot provide for you, if you are so greedy you would betray your own mother for meat, then go to your maiguru. she will give you meat. i will survive on vegetables as we all used to do. and we have survived, so what more do you want? y ou have your life. go to your maiguru and 5 1015202530354045",
+            "15": "15 0486/12/f/m/15 \u00a9 ucles 2015 [turn overeat sausage.\u2019 and she sat there with her arms tightly folded across  her chest, her mouth thrust out in a defiant pout, defying us to change her mind.  [ from chapter 7 ]   how does dangarembga make this a powerful moment in the novel? or 10 explore the ways in which dangarembga strikingly presents nervous conditions in two  characters in the novel.50",
+            "16": "16 0486/12/f/m/15 \u00a9 ucles 2015anita desai: fasting, feasting remember to support your ideas with details from the writing. either 11 read this extract, and then answer the question that follows it: \u2018come, come,\u2019 uma cries. \u2018come up here. mama, papa, look who has  come!\u2019 mama and papa are looking, but with such pinched expressions, such  tight-lipped disapproval, that it is clear they do not share uma\u2019s delight in seeing the black sheep of the family who has the bad manners to turn up without notice. both the parents draw their feet together as if to avoid a gutter that runs too close. but ramu beams at them as if he does not recognise the signs of a  cold welcome, or is entirely used to them and accepting of them. he has a club foot and wears an orthopaedic boot to steady him so he clomps across the terrace towards them. the bag weighs him down at one arm so his progress is slow. uma rushes to take it from him. \u2018no, no,\u2019 he says, slapping her hand away. \u2018ladies cannot carry bags  for gents.\u2019 she titters with pleasure: ladies! gents! \u2018shall i get some tea?\u2019 she  asks eagerly. \u2018we have just finished tea,\u2019 mama says, unsticking her lips with some  difficulty. \u2018y ou will have to order more.\u2019 \u2018i will get it,\u2019 uma volunteers cheerfully, and lifts the teapot by its  handle, swinging it so that she nearly knocks the spout off against the swing. \u2018be careful , uma,\u2019 mama snaps. when she leaves, there is silence for a bit because both parents seem  to have decided to use silence as a weapon against an unwelcome guest and insufficiently respectful nephew. in that silence, ramu lowers himself into a creaking basket chair and spreads out his legs and throws back his head. a mynah on the neem tree that overhangs the terrace is watching his movements and lets out a series of whistles as if in comment upon them. ramu-bhai returns a whistle to it. \u2018thirty-six hours on the train \u2013 third class,\u2019 he tells them. \u2018i feel i\u2019m  made of soot.\u2019 he slaps at his thighs and shoulders to show them what he means. then he stamps his orthopaedic boot and more dust flies. the mynah takes off with a squawk of alarm. mama looks as if she would like to do so too. her lips have narrowed  till they almost disappear into her chin. \u2018and where are you coming from?\u2019 she asks. \u2018bombay?\u2019 \u2018oh no, i have been travelling all over. i went to trivandrum with a  friend. his guru lives there and was having a birthday celebration at his ashram, but the food was so awful , i left him to it and went on my own to  cochin. it was much better \u2013 a port, sailors coming off the boats, everyone having a whale of a time. then i took the boat to goa where i ran into \u2013\u2019 \u2018y ou need a bath,\u2019 mama interrupts.\u2018oh, i need a long, hot bath. in good time. but first tea, please, tea!\u2019uma is hurrying back with a refilled pot. she is humming. \u2018i\u2019ve told  cook to heat some bath water,\u2019 she cries, \u2018and he is going to make puris for breakfast.\u2019 \u2018puris for breakfast?\u2019 papa exclaims, breaking his silence. \u2018puris?  puris? did you say puris?\u2019 the words explode from him with both 5 1015202530354045",
+            "17": "17 0486/12/f/m/15 \u00a9 ucles 2015 [turn overexcitement and horror: it is what they have on special occasions. uma  must be out of her mind if she thinks this is one. uma looks at him, then at mama. \u2018we haven\u2019t had any for so long,\u2019 she  says apologetically. \u2018ramu has come after such a long time \u2013\u2019 ramu beams at her as she bends to pour his tea. \u2018y es, but i will stay a  long time to make up for that,\u2019 he assures her and, in the manner in which he glances at his elderly relatives, it is hard not to detect a certain mischief. certainly they believe it is out of mischief that he uses up all the hot  water in the hamam for his bath, then asks if there aren\u2019t any chops or cutlets for breakfast in addition to the puris, and insists on telling them ribald stories about respected aunts and uncles that neither mama or papa want to hear, till he falls asleep on the divan in the drawing room and lies there all morning without thought for the guests that might drop in \u2013 even if they do not. in the evening, instead of settling down on the veranda to play a game of cards with his uncle and aunt, he shows a restlessness that is almost like a physical itch. he clumps up and down the terrace in his heavy boots, with a tense air, clasping and unclasping his hands behind his back, now and then running his fingers through his hair and making it stand on end, wiry and streaked with premature grey.  [ from chapter 5 ]   how does desai make this moment in the novel so amusing? or 12 explore two moments in the novel in which desai most vividly conveys to you some of  the difficulties of family life.   (do not use the extract printed in question 11 in answering this question.)50 556065",
+            "18": "18 0486/12/f/m/15 \u00a9 ucles 2015helen dunmore: the siege remember to support your ideas with details from the writing. either 13 read this extract, and then answer the question that follows it: the sacks of flour are tightly packed, but even so they judder as the trucks  judder. these are not sacks of flour, but days of life. if a truck rolls into a  crevasse, this number of people will die. if a truck gets through, this number will live. kolya will grab his bread. anna will give it to him bit by bit, to make sure that he chews it properly instead of swallowing it like a dog. he must chew, in order to extract every morsel of goodness from the bread. she will smear it with a few drops of the sunflower oil she bartered for her mother\u2019s sheepskin coat. kolya\u2019s whole life is in his mouth. the bread queue surges. it\u2019s arrived, the bread which is still called  bread even when it\u2019s mostly cellulose and warehouse sweepings. the smell of it drifts out as if from the lips of heaven. in front of anna the woman in the fox-furs begins to cry and laugh, crossing herself over and over. she had believed there would be no bread today. that today the ration would simply cease to be. it would disappear, like the last little circle of water that a wild duck struggles to keep open in winter, by constantly swimming round and round in the same spot. anna shuffles forward, feeling for the ration cards where they lie in the  secret pocket she has sewn into the lining of her coat. she won\u2019t take the cards out until the moment when she\u2019s at the head of the queue. ration cards are not like gold: they are so far above gold that you can\u2019t even make the comparison. before she even picks up her bread, she\u2019ll hide the cards again. if there are thieves about, better lose one day\u2019s ration than the cards. y ou can survive a day without bread, just about, but you can\u2019t survive without ration cards until the end of the month. she and marina have discussed over and over again the risks of anna collecting the rations for the whole family. what if she fainted, and was robbed of the cards? it would be safer if she and marina went together. but someone must stay with her father, and kolya. and although anna doesn\u2019t say it, she knows she is now the only one with the strength for the daily walk to the bakery, and for hours of queuing. marina\u2019s cough is bad. anna prepares for her daily walk to the bakery as carefully as a  marathon runner. she eats the quarter-slice of bread she has saved from her ration, and tucks another quarter-slice into her pocket to eat if she begins to feel dizzy. she drinks a glass of hot water with a pinch of salt. she warms her jacket, coat, gloves and scarf at the burzhuika   before putting them on. she heats foot-cloths, wraps them around her feet, and then puts on her father\u2019s felt boots. she does everything slowly, according to a set pattern. whenever her heart beats too fast, she stops, and rests. she always takes her father\u2019s cherry-wood walking-stick to the bread  queue. if she slipped on the uncleared ice and snow, she might never be able to get up again. and besides, the solidity of the stick in her hand is good. if someone tried to rob her, she would hit them with it. she\u2019s seen people grappling in the snow, fighting in slow-motion over a crust of bread.  [ from chapter 20  ]5 1015202530354045",
+            "19": "19 0486/12/f/m/15 \u00a9 ucles 2015 [turn over  how does dunmore\u2019s writing convey vivid impressions of life in siege conditions at this  moment in the novel? or 14 explore how dunmore powerfully portrays love in one relationship in the novel.",
+            "20": "20 0486/12/f/m/15 \u00a9 ucles 2015george eliot: silas marner remember to support your ideas with details from the writing. either 15 read this extract, and then answer the question that follows it: \u2018y ou won\u2019t be giving me away, father,\u2019 she had said before they went to  church; \u2018you\u2019ll only be taking aaron to be a son to you.\u2019 dolly winthrop walked behind with her husband; and there ended the  little bridal procession. there were many eyes to look at it, and miss priscilla lammeter was  glad that she and her father had happened to drive up to the door of the red house just in time to see this pretty sight. they had come to keep nancy company today, because mr cass had had to go away to lytherley, for special reasons. that seemed to be a pity, for otherwise he might have gone, as mr crackenthorp and mr osgood certainly would, to look on at the wedding-feast which he had ordered at the rainbow, naturally feeling a great interest in the weaver who had been wronged by one of his own family. \u2018i could ha\u2019 wished nancy had had the luck to find a child like that and  bring her up,\u2019 said priscilla to her father, as they sat in the gig; \u2018i should ha\u2019 had something young to think of then, besides the lambs and the calves.\u2019 \u2018y es, my dear, yes,\u2019 said mr lammeter; \u2018one feels that as one gets  older. things look dim to old folks: they\u2019d need have some young eyes about \u2019em, to let \u2019em know the world\u2019s the same as it used to be.\u2019 nancy came out now to welcome her father and sister; and the  wedding group had passed on beyond the red house to the humbler part of the village. dolly winthrop was the first to divine that old mr macey, who had been  set in his armchair outside his own door, would expect some special notice as they passed, since he was too old to be at the wedding feast. \u2018mr macey\u2019s looking for a word from us,\u2019 said dolly; \u2018he\u2019ll be hurt if we  pass him and say nothing \u2013 and him so racked with rheumatiz.\u2019 so they turned aside to shake hands with the old man. he had looked  forward to the occasion, and had his premeditated speech. \u2018well, master marner,\u2019 he said, in a voice that quavered a good deal,  \u2018i\u2019ve lived to see my words come true. i was the first to say there was no harm in you, though your looks might be again\u2019 you; and i was the first to say you\u2019d get your money back. and it\u2019s nothing but rightful as you should. and i\u2019d ha\u2019 said the \u201camens,\u201d and willing, at the holy matrimony; but tookey\u2019s done it a good while now, and i hope you\u2019ll have none the worse luck.\u2019 in the open yard before the rainbow, the party of guests were already  assembled, though it was still nearly an hour before the appointed feast-time. but by this means they could not only enjoy the slow advent of their pleasure; they had also ample leisure to talk of silas marner\u2019s strange history, and arrive by due degrees at the conclusion that he had brought a blessing on himself by acting like a father to a lone motherless child. even the farrier did not negative this sentiment: on the contrary, he took it up as peculiarly his own, and invited any hardy person present to contradict him. but he met with no contradiction; and all differences among the company were merged in a general agreement with mr snell\u2019s sentiment, that when a man had deserved his good luck, it was the part of his neighbours to wish him joy.5 1015202530354045",
+            "21": "21 0486/12/f/m/15 \u00a9 ucles 2015 [turn overas the bridal group approached, a hearty cheer was raised in  the rainbow yard; and ben winthrop, whose jokes had retained their acceptable flavour, found it agreeable to turn in there and receive congratulations; not requiring the proposed interval of quiet at the stone-pits before joining the company. eppie had a larger garden than she had ever expected there now;  and in other ways there had been alterations at the expense of mr cass, the landlord, to suit silas\u2019s larger family. for he and eppie had declared that they would rather stay at the stone-pits than go to any new home. the garden was fenced with stones on two sides, but in front there was an open fence, through which the flowers shone with answering gladness, as the four united people came within sight of them. \u2018o father,\u2019 said eppie, \u2018what a pretty home ours is! i think nobody could  be happier than we are.\u2019  [ from \u2018conclusion\u2019  ]   how does eliot\u2019s writing make this such a satisfying ending to the novel? or 16 to what extent does eliot\u2019s writing encourage you to sympathise with godfrey cass?50 5560",
+            "22": "22 0486/12/f/m/15 \u00a9 ucles 2015susan hill: i\u2019m the king of the castle remember to support your ideas with details from the writing. either 17 read this extract, and then answer the question that follows it: \u2018do you want to see something else now?\u2019 \u2018y es.\u2019\u2018something i bet you\u2019ve never seen before.\u2019\u2018o.k.\u2019\u2018y ou might not like it, though.\u2019\u2018why?\u2019\u2018y ou might be scared.\u2019fielding looked surprised. he said, \u2018i\u2019m not frightened of much.\u2019  hooper paused, looking into his face, trying to make up his mind if this was the truth. he had not yet got the measure of fielding, had not met anyone so honest about himself, and able to say and do anything at all. \u2018kingshaw\u2019s scared of them.\u2019at once, fielding turned back. \u2018we won\u2019t go then, if you don\u2019t want to.  it\u2019s o.k.\u2019 kingshaw stood apart from them, hands in his pockets, proud and at  the same time scornful of fielding\u2019s kindness. \u2018i don\u2019t care what you do.\u2019\u2018is it something alive?\u2019\u2018no,\u2019 hooper said, \u2018they\u2019re dead things.\u2019\u2018oh, well, i don\u2019t mind that. i don\u2019t mind anything much. only \u2026\u2019 \u2018look, i\u2019ve said i don\u2019t care, haven\u2019t i? it doesn\u2019t bother me what you  do with him,\u2019 kingshaw spoke furiously, resenting everything about the way fielding was, with hooper. inside the red room, fielding said, \u2018hey \u2013 it\u2019s butterflies! great!\u2019\u2018moths,\u2019 hooper said, \u2018moths are different. they\u2019re better than  butterflies.\u2019 fielding was peering down eagerly into the first case. \u2018i can see them  properly, now. i can see all the hairs on their bodies.\u2019 kingshaw stiffened.\u2018my grandfather collected these. he was world-famous, he wrote  books and things about them. they\u2019re worth thousands of pounds.\u2019 \u2018liar.\u2019hooper turned on kingshaw. \u2018y ou just stuff it, scaredy. y ou don\u2019t know  anything.\u2019 at once, fielding glanced round, anxiously. kingshaw re fused to meet  his eye. hooper was moving over to the display cases, looking closely at fielding\u2019s face again. \u2018dare you touch  one?\u2019 fielding looked puzzled. \u2018y es. they\u2019re only dead things. they can\u2019t  hurt you.\u2019 \u2018go on then.\u2019\u2018it\u2019s locked, though.\u2019\u2018no, it isn\u2019t, you can lift the lid up.\u2019\u2018wouldn\u2019t they get damaged? we might get into trouble.\u2019\u2018i dare touch one. i lifted one out, once.\u2019 \u2018oh.\u2019fielding had walked to the next case. from the doorway, watching  them, kingshaw thought, hooper believes him, he isn\u2019t going to make him open the case and put his hand on one, he isn\u2019t going to make him 5 1015202530354045",
+            "23": "23 0486/12/f/m/15 \u00a9 ucles 2015 [turn overprove it, he just believes him. that\u2019s the way fielding is, that\u2019s the way you  should be. it had been different with him. hooper had known, from the very first  moment he had looked into fielding\u2019s face, that it would all be easy, that he would always be able to make him afraid. why, thought kingshaw, why ?  his eyes suddenly pricked with tears, at the unfairness of it. why?  [ from chapter 16  ]   how does hill\u2019s writing make the changing relationship between the boys so compelling  at this moment in the novel? or 18 explore some of the ways in which hill makes dead creatures significant in i\u2019m the king  of the castle .   (do not use the extract printed in question 17 in answering this question.)50",
+            "24": "24 0486/12/f/m/15 \u00a9 ucles 2015robert louis stevenson: the strange case of dr jekyll and mr hyde remember to support your ideas with details from the writing. either 19 read this extract, and then answer the question that follows it: this person (who had thus, from the first moment of his entrance,  struck in me what i can only describe as a disgustful curiosity) was dressed in a fashion that would have made an ordinary person laughable: his clothes, that is to say, although they were of rich and sober fabric, were enormously too large for him in every measurement\u2013\u2013 the trousers hanging on his legs and rolled up to keep them from the ground, the waist of the coat below his haunches, and the collar sprawling wide upon his shoulders. strange to relate, this ludicrous accoutrement was far from moving me to laughter. rather, as there was something abnormal and misbegotten in the very essence of the creature that now faced me\u2013\u2013something seizing, surprising and revolting\u2013\u2013this fresh disparity seemed but to fit in with and to reinforce it; so that to my interest in the man\u2019s nature and character, there was added a curiosity as to his origin, his life, his fortune and status in the world. these observations, though they have taken so great a space to be  set down in, were yet the work of a few seconds. my visitor was, indeed, on fire with sombre excitement. \u2018have you got it?\u2019 he cried. \u2018have you got it?\u2019 and so lively was his  impatience that he even laid his hand upon my arm and sought to shake me. i put him back, conscious at his touch of a certain icy pang along my  blood. \u2018come, sir,\u2019 said i. \u2018y ou forget that i have not yet the pleasure of your acquaintance. be seated, if you please.\u2019 and i showed him an example, and sat down myself in my customary seat and with as fair an imitation of my ordinary manner to a patient, as the lateness of the hour, the nature of my preoccupations, and the horror i had of my visitor, would suffer me to muster. \u2018i beg your pardon, dr lanyon,\u2019 he replied civilly enough. \u2018what you  say is very well founded; and my impatience has shown its heels to my politeness. i come here at the instance of your colleague, dr henry jekyll, on a piece of business of some moment; and i understood ...\u2019 he paused and put his hand to his throat, and i could see, in spite of his collected manner, that he was wrestling against the approaches of the hysteria\u2013\u2013\u2018i understood, a drawer ...\u2019 but here i took pity on my visitor\u2019s suspense, and some perhaps on  my own growing curiosity. \u2018there it is, sir,\u2019 said i, pointing to the drawer, where it lay on the floor  behind a table and still covered with the sheet. he sprang to it, and then paused, and laid his hand upon his heart;  i could hear his teeth grate with the convulsive action of his jaws; and his face was so ghastly to see that i grew alarmed both for his life and reason. \u2018compose yourself,\u2019 said i.he turned a dreadful smile to me, and as if with the decision of  despair, plucked away the sheet. at sight of the contents, he uttered one loud sob of such immense relief that i sat petrified. and the next moment, in a voice that was already fairly well under control, \u2018have you a graduated glass?\u2019 he asked.  [ from chapter 9, \u2018dr lanyon\u2019s narrative\u2019  ]5 1015202530354045",
+            "25": "25 0486/12/f/m/15 \u00a9 ucles 2015 [turn over  in what ways does stevenson make this such a dramatic moment in the novel? or 20 how does stevenson make the contrast between the characters of dr jekyll and  mr hyde so powerful?",
+            "26": "26 0486/12/f/m/15 \u00a9 ucles 2015from stories of ourselves remember to support your ideas with details from the writing. either 21 read this extract from sandpiper  (by ahdaf soueif), and then answer the question that  follows it: outside, there is a path. a path of beaten white stone bordered by a white  wall \u2013 low but not low enough for me to see over it from here. white sands drift across the path. from my window, i used to see patterns in their drift. on my way to the beach i would try to place my foot, just the ball of my foot, for there never was much room, on those white spaces that glinted flat and free of sand. i had an idea that the patterns on the stone should be made by nature alone; i did not want one grain of sand, blown by a breeze i could not feel, to change its course because of me. what point would there be in trying to decipher a pattern that i had caused? it was not easy. balancing, the toes of one bare foot on the hot stone, looking for the next clear space to set the other foot down. it took a long time to reach the end of the path. and then the stretch of beach. and then the sea. i used to sit where the water rolled in, rolled in, its frilled white edge  nibbling at the sand, withdrawing to leave great damp half moons of a darker, more brownish-beige. i would sit inside one of these curves, at the very midpoint, fitting my body to its contour, and wait. the sea unceasingly shifts and stirs and sends out fingers, paws, tongues to probe the shore. each wave coming in is different. it separates itself from the vast, moving blue, rises and surges forward with a low growl, lightening as it approaches to a pale green, then turns over to display the white frill that slides like a thousand snakes down upon itself, breaks and skitters up the sandbank. i used to sit very still. sometimes the wave would barely touch my feet, sometimes it would swirl around me then pull back, sifting yet another layer of sand from under me, leaving me wet to the waist. my heels rested in twin hollows that filled, emptied and refilled without a break. and subtle as the shadow of a passing cloud, my half moon would slip down the bank \u2013 only to be overtaken and swamped by the next leap of foaming white. i used to sit in the curve and dig my fingers into the grainy, compact  sand and feel it grow wetter as my fingers went deeper and deeper till the next rippling, frothing rush of white came and smudged the edges of the little burrow i had made. its walls collapsed and i removed my hand, covered in wet clay, soon to revert to dry grains that i would easily brush away. i lean against the wall of my room and count: twelve years ago, i met  him. eight years ago, i married him. six years ago, i gave birth to his child. for eight summers we have been coming here; to the beach-house  west of alexandria. the first summer had not been a time of reflection; my occupation then had been to love my husband in this \u2013 to me \u2013 new and different place. to love him as he walked towards my parasol, shaking the water from his black hair, his feet sinking into the warm, hospitable sand. to love him as he carried his nephew on his shoulders into the sea, threw him in, caught him and hoisted him up again; a colossus bestriding the waves. to love him as he played backgammon with his father in the evening, the slam of counters and the clatter of dice resounding on the patio while, at the dining-room table, his sister showed me how to draw their ornate, circular script. to love this new him, who had been hinted at but never revealed when we lived in my northern land, and who after a long 5 1015202530354045",
+            "27": "27 0486/12/f/m/15 \u00a9 ucles 2015absence, had found his way back into the heart of his country, taking me  along with him. we walked in the sunset along the water\u2019s edge, kicking at the spray, my sun-hat fallen on my back, my hand, pale bronze in his burnt brown, my face no doubt mirroring his: aglow with health and love; a young couple in a glitzy commercial for life insurance or a two-week break in the sun. my second summer here was the sixth summer of our love \u2013 and the  last of our happiness. carrying my child and loving her father, i sat on the beach, dug holes in the sand and let my thoughts wander. i thought about our life in my country, before we were married: four years in the cosy flat, precarious on top of a roof in a georgian square, him meeting me at the bus-stop when i came back from work, sundays when it did not rain and we sat in the park with our newspapers, late nights at the movies. i thought of those things and missed them \u2013 but with no great sense of loss. it was as though they were all there, to be called upon, to be lived again whenever we wanted. i looked out to sea and, now i realise, i was trying to work out my  co-ordinates. i thought a lot about the water and the sand as i sat there watching them meet and flirt and touch. i tried to understand that i was on the edge, the very edge of africa; that the vastness ahead was nothing compared to what lay behind me. but \u2013 even though i\u2019d been there and seen for myself its never-ending dusty green interior, its mountains, the big sky, my mind could not grasp a world that was not present to my senses \u2013 i could see the beach, the waves, the blue beyond, and cradling them all, my baby.   how does soueif make this such a striking opening to the story? or 22 in what ways does the writer make the central character so likeable in either  her first  ball (by katherine mansfield) or my greatest ambition  (by morris lurie)?50 55606570",
+            "28": "28 0486/12/f/m/15 \u00a9 ucles 2015blank page permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here 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 onl ine in the cambridge international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to do wnload at www.cie.org.uk after  the live examination series. cambridge international examinations is part of the cambridge assessment group. cambridge assessment is the brand name of unive rsity of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge."
+        },
+        "0486_m15_qp_22.pdf": {
+            "1": "this document consists of 13 printed pages, 3 blank pages and 1 insert. dc (ac) 93081/4 \u00a9 ucles 2015 [turn overcambridge international examinations cambridge international general certificate of secondary education *9997883080*literature (english)  0486/22 paper 2 drama february/march 2015  1 hour 30 minutes no additional materials are required. read these instructions first an answer booklet is provided inside this question paper. y ou should follow the instructions on the front cover  of the answer booklet. if you need additional answer paper ask the invigilator for a continuation booklet. answer two questions. y ou must answer one passage-based question (marked *) and one essay question (marked \u2020). y our questions must be on two different plays. all questions in this paper carry equal marks. the syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificat e.",
+            "2": "2 0486/22/f/m/15 \u00a9 ucles 2015arthur miller: all my sons remember to support your ideas with details from the writing. either *1  read this passage carefully, and then answer the question that follows it: mother [with an accusing undertone ]: why did he invite her here? keller: why does that bother you? mother: she\u2019s been in new y ork three and a half years, why all of a sudden \u2013 ? keller: well, maybe \u2013 maybe he just wanted to see her. mother: nobody comes seven hundred miles \u2018just to see\u2019. keller:  what do you mean? he lived next door to the girl all his life, why  shouldn\u2019t he want to see her again? [mother looks at him critically .]  don\u2019t look at me like that, he didn\u2019t tell me any more than he told you. mother [\u2013 a warning and a question ]: he\u2019s not going to marry her. keller: how do you know he\u2019s even thinking of it? mother: it\u2019s got that about it. keller [sharply watching her reaction ]: well? so what? mother [alarmed ]: what\u2019s going on here, joe? keller: now listen, kid \u2013 mother [avoiding contact with him ]: she\u2019s not his girl, joe; she knows she\u2019s not. keller: y ou can\u2019t read her mind. mother:  then why is she still single? new y ork is full of men, why isn\u2019t she  married? [ pause .] probably a hundred people told her she\u2019s foolish, but  she\u2019s waited. keller: how do you know why she waited? mother:  she knows what i know, that\u2019s why. she\u2019s faithful as a rock. in my worst  moments, i think of her waiting, and i know again that i\u2019m right. keller:  look, it\u2019s a nice day. what are we arguing for? mother  [warningly ]: nobody in this house dast take her faith away, joe.  strangers might. but not his father, not his brother. keller [exasperated ]: what do you want me to do? what do you want? mother:  i want you to act like he\u2019s coming back. both of you. don\u2019t think i haven\u2019t  noticed you since chris invited her. i won\u2019t stand for any nonsense. keller: but, kate \u2013 mother:  because if he\u2019s not coming back, then i\u2019ll kill myself! laugh. laugh at  me. [ she points to tree .] but why did that happen the very night she  came back? laugh, but there are meanings in such things. she goes to sleep in his room and his memorial breaks in pieces. look at it; look. [she sits on bench .] joe \u2013 keller: calm yourself. mother: believe with me, joe. i can\u2019t stand all alone. keller: calm yourself. mother:  only last week a man turned up in detroit, missing longer than larry.  y ou read it yourself. keller: all right, all right, calm yourself. mother: y ou above all have got to believe, you \u20135 10 15 2025 30 35 40",
+            "3": "3 0486/22/f/m/15 \u00a9 ucles 2015 [turn overkeller [rising ]: why me above all? mother: just don\u2019t stop believing. keller: what does that mean, me above all?  [bert  comes rushing on .] bert:  mr keller! say, mr keller \u2026 [ pointing up driveway ] tommy just said it  again! keller [not remembering any of it ]: said what? who? bert: the dirty word. keller: oh. well \u2013 bert: gee, aren\u2019t you going to arrest him? i warned him. mother:  [with suddenness ]: stop that, bert. go home. [bert backs up, as she  advances .] there\u2019s no jail here. keller [as though to say, \u2018oh-what-the-hell-let-him-believe-there-is\u2019  ]: kate \u2013 mother  [turning on  keller furiously ]: there\u2019s no jail here! i want you to stop  that jail business! [ he turns, shamed, but peeved .] bert [past her to keller]: he\u2019s right across the street. mother:  go home, bert. [bert turns around and goes up driveway. she is  shaken. her speech is bitten off, extremely urgent .] i want you to stop  that, joe. that whole jail business! keller [alarmed, therefore angered ]: look at you, look at you shaking. mother  [trying to control herself, moving about clasping her hands ]: i can\u2019t  help it. keller: what have i got to hide? what the hell is the matter with you, kate? mother:  i didn\u2019t say you had anything to hide, i\u2019m just telling you to stop it! now  stop it!  [from act 1]   what does miller make you feel towards kate at this moment in the play? or \u20202  explore the ways in which miller makes larry such a powerful part of the play despite   the fact that he never appears on stage.   45 5055 60 65",
+            "4": "4 0486/22/f/m/15 \u00a9 ucles 2015j. b. priestley: an inspector calls remember to support your ideas with details from the writing. either *3 read this passage carefully, and then answer the question that follows it: edna  enters. edna:  please, sir, an inspector\u2019s called. birling: an inspector? what kind of inspector? edna: a police inspector. he says his name\u2019s inspector goole. birling: don\u2019t know him. does he want to see me? edna: y es, sir. he says it\u2019s important. birling: all right, edna. show him in here. give us some more light.  edna  does, then goes out.  i\u2019m still on the bench. it may be something about a warrant. gerald  [lightly ]: sure to be. unless eric\u2019s been up to something. [ nodding  confidentially to birling.] and that would be awkward, wouldn\u2019t it? birling [humorously ]: very. eric [who is uneasy, sharply ]: here, what do you mean? gerald  [lightly ]: only something we were talking about when you were out. a  joke really. eric [still uneasy ]: well, i don\u2019t think it\u2019s very funny. birling [sharply, staring at him ]: what\u2019s the matter with you? eric [defiantly ]: nothing. edna [opening door, and announcing ]: inspector goole.   the inspector  enters, and edna  goes, closing door after her.  the inspector  need not be a big man but he creates at once an  impression of massiveness, solidity and purposefulness. he is a man in his fifties, dressed in a plain darkish suit of the period. he speaks carefully, weightily, and has a disconcerting habit of looking hard at the person he addresses before actually speaking. inspector: mr birling? birling: y es. sit down, inspector. inspector [sitting ]: thank you, sir. birling: have a glass of port \u2013 or a little whisky? inspector: no, thank you, mr birling. i\u2019m on duty. birling: y ou\u2019re new, aren\u2019t you? inspector: y es, sir. only recently transferred. birling:  i thought you must be. i was an alderman for years \u2013 and lord mayor  two years ago \u2013 and i\u2019m still on the bench \u2013 so i know the brumley police officers pretty well \u2013 and i thought i\u2019d never seen you before. inspector: quite so. birling: well, what can i do for you? some trouble about a warrant? inspector: no, mr birling. birling [after a pause, with a touch of impatience ]: well, what is it then? inspector:   i\u2019d like some information, if you don\u2019t mind, mr birling. two hours ago  a young woman died in the infirmary. she\u2019d been taken there this 5 10 15 20 25 30 35 40",
+            "5": "5 0486/22/f/m/15 \u00a9 ucles 2015 [turn overafternoon because she\u2019d swallowed a lot of strong disinfectant. burnt  her inside out, of course. eric [involuntarily ]: my god! inspector:  y es, she was in great agony. they did everything they could for her at  the infirmary, but she died. suicide, of course. birling  [rather impatiently ]: y es, yes. horrible business. but i don\u2019t understand  why you should come here, inspector\u2014 inspector  [cutting through, massively ]: i\u2019ve been round to the room she had, and  she\u2019d left a letter there and a sort of diary. like a lot of these young women who get into various kinds of trouble, she\u2019d used more than one name. but her original name \u2013 her real name \u2013 was eva smith. birling [thoughtfully ]: eva smith? inspector: do you remember her, mr birling? birling  [slowly ]: no \u2013 i seem to remember hearing that name \u2013 eva smith  \u2013 somewhere. but it doesn\u2019t convey anything to me. and i don\u2019t see where i come into this.  [from act 1]   how does priestley make this such a strikingly dramatic moment in the play? or   \u20204 in what ways does priestley make mrs birling so dislikeable?45 50 55",
+            "6": "6 0486/22/f/m/15 \u00a9 ucles 2015william shakespeare: the merchant of venice remember to support your ideas with details from the writing. either *5 read this passage carefully, and then answer the question that follows it: portia: by my troth, nerissa, my little body is aweary of this great world. nerissa:  y ou would be, sweet madam, if your miseries were in the same  abundance as your good fortunes are; and yet, for aught i see, they are as sick that surfeit with too much as they that starve with nothing. it is no mean happiness, therefore, to be seated in the mean: superfluity comes sooner by white hairs, but competency lives longer. portia: good sentences, and well pronounc\u2019d. nerissa: they would be better, if well followed. portia:  if to do were as easy as to know what were good to do, chapels had  been churches, and poor men\u2019s cottages princes\u2019 palaces. it is a good divine that follows his own instructions; i can easier teach twenty what were good to be done than to be one of the twenty to follow mine own teaching. the brain may devise laws for the blood, but a hot temper leaps o\u2019er a cold decree; such a hare is madness the youth, to skip o\u2019er the meshes of good counsel the cripple. but this reasoning is not in the fashion to choose me a husband. o me, the word \u2018choose\u2019! i may neither choose who i would nor refuse who i dislike; so is the will of a living daughter curb\u2019d by the will of a dead father. is it not hard, nerissa, that i cannot choose one, nor refuse none? nerissa:  y our father was ever virtuous, and holy men at their death have good  inspirations; therefore the lott\u2019ry that he hath devised in these three chests, of gold, silver, and lead \u2013 whereof who chooses his meaning chooses you \u2013 will no doubt never be chosen by any rightly but one who you shall rightly love. but what warmth is there in your affection towards any of these princely suitors that are already come? portia:  i pray thee over-name them; and as thou namest them, i will describe  them; and according to my description, level at my affection. nerissa: first, there is the neapolitan prince. portia:  ay, that\u2019s a colt indeed, for he doth nothing but talk of his horse; and he  makes it a great appropriation to his own good parts that he can shoe him himself; i am much afear\u2019d my lady his mother play\u2019d false with a smith. nerissa: then is there the county palatine. portia:  he doth nothing but frown, as who should say \u2018an you will not have me,  choose\u2019. he hears merry tales and smiles not. i fear he will prove the weeping philosopher when he grows old, being so full of unmannerly sadness in his youth. i had rather be married to a death\u2019s-head with a bone in his mouth than to either of these. god defend me from these two! nerissa: how say you by the french lord, monsieur le bon? portia:  god made him, and therefore let him pass for a man. in truth, i know it  is a sin to be a mocker, but he \u2013 why, he hath a horse better than the neapolitan\u2019s, a better bad habit of frowning than the count palatine; he is every man in no man. if a throstle sing he falls straight a-cap\u2019ring; he will fence with his own shadow; if i should marry him, i should marry 5 10 15 2025 3035 4045",
+            "7": "7 0486/22/f/m/15 \u00a9 ucles 2015 [turn overtwenty husbands. if he would despise me, i would forgive him; for if he  love me to madness, i shall never requite him.  [from act 1 scene 2] in what ways does shakespeare make this such a striking introduction to portia?  or \u20206  explore the ways in which shakespeare  makes the relationship between jessica and  lorenzo so memorable and significant. ",
+            "8": "8 0486/22/f/m/15 \u00a9 ucles 2015william shakespeare: a midsummer night\u2019s dream remember to support your ideas with details from the writing. either *7  read this passage carefully, and then answer the question that follows it: hermia: dark night, that from the eye his function takes,    the ear more quick of apprehension makes; wherein it doth impair the seeing sense,it pays the hearing double recompense.thou art not by mine eye, lysander, found;mine ear, i thank it, brought me to thy sound.but why unkindly didst thou leave me so? lysander: why should he stay whom love doth press to go? hermia: what love could press lysander from my side? lysander: lysander\u2019s love, that would not let him bide \u2013    fair helena, who more engilds the night than all yon fiery oes and eyes of light.why seek\u2019st thou me? could not this make thee knowthe hate i bare thee made me leave thee so? hermia: y ou speak not as you think; it cannot be. helena: lo, she is one of this confederacy!    now i perceive they have conjoin\u2019d all three to fashion this false sport in spite of me.injurious hermia! most ungrateful maid!have you conspir\u2019d, have you with these contriv\u2019d,to bait me with this foul derision?is all the counsel that we two have shar\u2019d,the sisters\u2019 vows, the hours that we have spent,when we have chid the hasty-footed timefor parting us \u2013 o, is all forgot?all school-days\u2019 friendship, childhood innocence?we, hermia, like two artificial gods,have with our needles created both one flower,both on one sampler, sitting on one cushion,both warbling of one song, both in one key;as if our hands, our sides, voices, and minds,had been incorporate. so we grew together,like to a double cherry, seeming parted,but yet an union in partition,two lovely berries moulded on one stem;so, with two seeming bodies, but one heart;two of the first, like coats in heraldry,due but to one, and crowned with one crest.and will you rent our ancient love asunder,to join with men in scorning your poor friend?it is not friendly, \u2019tis not maidenly;our sex, as well as i, may chide you for it,though i alone do feel the injury. hermia:  i am amazed at your passionate words;  i scorn you not; it seems that you scorn me. helena:  have you not set lysander, as in scorn, to follow me and praise my eyes and face?and made your other love, demetrius,5 10 1520 25303540 45",
+            "9": "9 0486/22/f/m/15 \u00a9 ucles 2015 [turn overwho even but now did spurn me with his foot, to call me goddess, nymph, divine, and rare,precious, celestial? wherefore speaks he thisto her he hates? and wherefore doth lysanderdeny your love, so rich within his soul,and tender me, forsooth, affection,but by your setting on, by your consent?what though i be not so in grace as you,so hung upon with love, so fortunate,but miserable most, to love unlov\u2019d?this you should pity rather than despise. hermia: i understand not what you mean by this. helena:  ay, do \u2013 persever, counterfeit sad looks, make mouths upon me when i turn my back,wink each at other; hold the sweet jest up;this sport, well carried, shall be chronicled.if you have any pity, grace, or manners,y ou would not make me such an argument.but fare ye well; \u2019tis partly my own fault,which death, or absence, soon shall remedy.  [from act 3 scene 2]   how does shakespeare make this such a powerful moment in the play?  or  \u20208  explore the ways in which shakespeare makes the relationship between titania and   oberon such a memorable part of the play. 50 55 6065",
+            "10": "10 0486/22/f/m/15 \u00a9 ucles 2015william shakespeare: the tempest remember to support your ideas with details from the writing. either *9 read this passage carefully, and then answer the question that follows it: prospero:                  thy false uncle \u2013    dost thou attend me? miranda:                  sir, most heedfully. prospero:  being once perfected how to grant suits,  how to deny them, who t\u2019 advance, and whoto trash for over-topping, new createdthe creatures that were mine, i say, or chang\u2019d \u2019em,or else new form\u2019d \u2019em; having both the keyof officer and office, set all hearts i\u2019 th\u2019 stateto what tune pleas\u2019d his ear; that now he was the ivy which had hid my princely trunkand suck\u2019d my verdure out on\u2019t. thou attend\u2019st not. miranda: o, good sir, i do! prospero:        i pray thee, mark me.    i thus neglecting worldly ends, all dedicated to closeness and the bettering of my mindwith that which, but by being so retir\u2019d,o\u2019er-priz\u2019d all popular rate, in my false brotherawak\u2019d an evil nature; and my trust,like a good parent, did beget of hima falsehood, in its contrary as greatas my trust was; which had indeed no limit,a confidence sans bound. he being thus lorded,not only with what my revenue yielded,but what my power might else exact, like onewho having into truth, by telling of it,made such a sinner of his memory,to credit his own lie \u2013 he did believehe was indeed the duke; out o\u2019 th\u2019 substitution,and executing th\u2019 outward face of royaltywith all prerogative. hence his ambition growing \u2013dost thou hear? miranda: y our tale, sir, would cure deafness. prospero:  to have no screen between this part he play\u2019d and him he play\u2019d it for, he needs will beabsolute milan. me, poor man \u2013 my librarywas dukedom large enough \u2013 of temporal royaltieshe thinks me now incapable; confederates,so dry he was for sway, wi\u2019 th\u2019 king of naples,to give him annual tribute, do him homage,subject his coronet to his crown, and bendthe dukedom, yet unbow\u2019d \u2013 alas, poor milan! \u2013to most ignoble stooping. miranda:             o the heavens! prospero:  mark his condition, and th\u2019 event, then tell me if this might be a brother. miranda:             i should sin5 10 15 202530 35 40 45",
+            "11": "11 0486/22/f/m/15 \u00a9 ucles 2015 [turn overto think but nobly of my grandmother: good wombs have borne bad sons. prospero:                 now the condition: this king of naples, being an enemyto me inveterate, hearkens my brother\u2019s suit;which was, that he, in lieu o\u2019 th\u2019 premises,of homage, and i know not how much tribute,should presently extirpate me and mineout of the dukedom, and confer fair milanwith all the honours on my brother. whereon,a treacherous army levied, one midnightfated to th\u2019 purpose, did antonio openthe gates of milan; and, i\u2019 th\u2019 dead of darkness,the ministers for th\u2019 purpose hurried thenceme and thy crying self. miranda:            alack, for pity! i, not rememb\u2019ring how i cried out then,will cry it o\u2019er again; it is a hintthat wrings mine eyes to\u2019t. prospero:              hear a little further, and then i\u2019ll bring thee to the present businesswhich now\u2019s upon \u2019s; without the which this storywere most impertinent. miranda:             wherefore did they not that hour destroy us? prospero:            well demanded, wench! my tale provokes that question. dear, they durst not,so dear the love my people bore me; nor seta mark so bloody on the business; butwith colours fairer painted their foul ends.in few, they hurried us aboard a bark;bore us some leagues to sea, where they prepareda rotten carcass of a butt, not rigg\u2019d,nor tackle, sail, nor mast; the very ratsinstinctively have quit it. there they hoist us,to cry to th\u2019 sea, that roar\u2019d to us; to sighto th\u2019 winds, whose pity, sighing back again,did us but loving wrong. miranda:             alack, what trouble was i then to you! prospero:          o, a cherubin thou wast that did preserve me!  [from act 1 scene 2]   how does shakespeare make you sympathise with prospero at this moment in the play? or  \u202010  explore the ways in which  shakespeare portrays stephano and trinculo as ridiculous and  yet also disturbing.50 5560 65 70 75 80 85",
+            "12": "12 0486/22/f/m/15 \u00a9 ucles 2015oscar wilde: the importance of being earnest remember to support your ideas with details from the  writing . either *11  read this passage carefully, and then answer the question that follows it:   [enter dr chasuble.] chasuble: everything is quite ready for the christenings. lady bracknell: the christenings, sir! is not that somewhat premature? chasuble  [looking rather puzzled, and pointing to  jack and algernon]:  both these gentlemen have expressed a desire for immediate baptism. lady bracknell:  at their age? the idea is grotesque and irreligious! algernon, i  forbid you to be baptized. i will not hear of such excesses. lord bracknell would be highly displeased if he learned that that was the way in which you wasted your time and money. chasuble:  am i to understand then that there are to be no christenings at all  this afternoon? jack:   i don\u2019t think that, as things are now, it would be of much practical  value to either of us, dr chasuble. chasuble:  i am grieved to hear such sentiments from you, mr worthing. they  savour of the heretical views of the anabaptists, views that i have completely refuted in four of my unpublished sermons. however, as your present mood seems to be one peculiarly secular, i will return to the church at once. indeed, i have just been informed by the pew-opener that for the last hour and a half miss prism has been waiting for me in the vestry. lady bracknell [starting ]: miss prism! did i hear you mention a miss prism? chasuble: y es, lady bracknell. i am on my way to join her. lady bracknell:  pray allow me to detain you for a moment. this matter may prove  to be one of vital importance to lord bracknell and myself. is this miss prism a female of repellent aspect, remotely connected with education? chasuble  [somewhat indignantly ]: she is the most cultivated of ladies, and  the very picture of respectability. lady bracknell:  it is obviously the same person. may i ask what position she holds  in your household? chasuble [severely ]: i am a celibate, madam. jack   [interposing ]: miss prism, lady bracknell, has been for the last  three years miss cardew\u2019s esteemed governess and valued companion. lady bracknell:  in spite of what i hear of her, i must see her at once. let her be  sent for. chasuble [looking off ]: she approaches; she is nigh. [enter miss prism  hurriedly. ] miss prism:  i was told you expected me in the vestry, dear canon. i have been  waiting for you there for an hour and three-quarters. [ catches  sight of  lady bracknell, who has fixed her with a stony glare.   miss prism grows pale and quails. she looks anxiously round  as if desirous to escape .]5 10 15 20 25 3035 40",
+            "13": "13 0486/22/f/m/15 \u00a9 ucles 2015lady bracknell  [in a severe, judicial voice ]: prism! [miss prism bows her  head in shame .] come here, prism! [miss prism approaches  in a humble manner .] prism! where is that baby? [ general  consternation. the canon starts back in horror . algernon  and jack  pretend to be anxious to shield  cecil y and  gwendolen from hearing the details of a terrible public  scandal .] twenty-eight years ago, prism, you left lord bracknell\u2019s  house, number 104, upper grosvenor square, in charge of a perambulator that contained a baby of the male sex. y ou never returned. a few weeks later, through the elaborate investigations of the metropolitan police, the perambulator was discovered at midnight standing by itself in a remote corner of bayswater. it contained the manuscript of a three-volume novel of more than usually revolting sentimentality. [miss prism starts in involuntary  indignation .] but the baby was not there. [ every one looks at  miss  prism.] prism! where is that baby? [ a pause .] miss prism:  lady bracknell, i admit with shame that i do not know. i only wish  i did. the plain facts of the case are these. on the morning of the day you mention, a day that is for ever branded on my memory, i prepared as usual to take the baby out in its perambulator. i had also with me a somewhat old, but capacious handbag in which i had intended to place the manuscript of a work of fiction that i had written during my few unoccupied hours. in a moment of mental abstraction, for which i can never forgive myself, i deposited the manuscript in the bassinette and placed the baby in the hand-bag. jack   [who had been listening attentively ]: but where did you deposit  the hand-bag? miss prism: do not ask me, mr worthing. jack:   miss prism, this is a matter of no small importance to me. i insist  on knowing where you deposited the hand-bag that contained that infant. miss prism:  i left it in the cloak-room of one of the larger railway stations in  london. jack:  what railway station? miss prism [quite crushed ]: victoria. the brighton line. [ sinks into a chair .] jack:   i must retire to my room for a moment. gwendolen, wait here for me. gwendolen:  if you are not too long, i will wait here for you all my life. [ exit  jack in great excitement .] chasuble: what do you think this means, lady bracknell? lady bracknell:  i dare not even suspect, dr chasuble. i need hardly tell you that  in families of high position strange coincidences are not supposed to occur. they are hardly considered the thing. [noises heard overhead as if some one was throwing trunks about. every one  looks up. ]  [from act 3]    how does wilde make this such an entertaining moment in the play? or  \u202012 \u2018wilde makes you feel affection for algernon despite his foolishness.\u2019   to what extent do you agree with this comment about algernon?45 505560 6570 75 80 85",
+            "14": "14 0486/22/f/m/15 \u00a9 ucles 2015blank page",
+            "15": "15 0486/22/f/m/15 \u00a9 ucles 2015blank page",
+            "16": "16 0486/22/f/m/15 \u00a9 ucles 2015blank page permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here 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 onl ine in the cambridge international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to do wnload at www.cie.org.uk after  the live examination series. cambridge international examinations is part of the cambridge assessment group. cambridge assessment is the brand name of unive rsity of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge."
+        },
+        "0486_m15_qp_32.pdf": {
+            "1": "this document consists of 13 printed pages, 3 blank pages and 1 insert. dc (st) 104109/1 \u00a9 ucles 2015 [turn overcambridge international examinations cambridge international general certificate of secondary education *4755540173*literature (english)  0486/32 paper 3 drama (open text) february/march 2015  45 minutes texts studied should be taken into the examination. read these instructions first an answer booklet is provided inside this question paper. y ou should follow the instructions on the front cover  of the answer booklet. if you need additional answer paper ask the invigilator for a continuation booklet. answer one question. all questions in this paper carry equal marks. the syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificat e.",
+            "2": "2 0486/32/f/m/15 \u00a9 ucles 2015arthur miller: all my sons remember to support your ideas with details from the writing. either 1  read this passage carefully, and then answer the question that follows it: mother [with an accusing undertone ]: why did he invite her here? keller: why does that bother you? mother: she\u2019s been in new y ork three and a half years, why all of a sudden \u2013 ? keller: well, maybe \u2013 maybe he just wanted to see her. mother: nobody comes seven hundred miles \u2018just to see\u2019. keller:  what do you mean? he lived next door to the girl all his life, why  shouldn\u2019t he want to see her again? [mother looks at him critically .]  don\u2019t look at me like that, he didn\u2019t tell me any more than he told you. mother [\u2013 a warning and a question ]: he\u2019s not going to marry her. keller: how do you know he\u2019s even thinking of it? mother: it\u2019s got that about it. keller [sharply watching her reaction ]: well? so what? mother [alarmed ]: what\u2019s going on here, joe? keller: now listen, kid \u2013 mother [avoiding contact with him ]: she\u2019s not his girl, joe; she knows she\u2019s not. keller: y ou can\u2019t read her mind. mother:  then why is she still single? new y ork is full of men, why isn\u2019t she  married? [ pause .] probably a hundred people told her she\u2019s foolish, but  she\u2019s waited. keller: how do you know why she waited? mother:  she knows what i know, that\u2019s why. she\u2019s faithful as a rock. in my worst  moments, i think of her waiting, and i know again that i\u2019m right. keller:  look, it\u2019s a nice day. what are we arguing for? mother  [warningly ]: nobody in this house dast take her faith away, joe.  strangers might. but not his father, not his brother. keller [exasperated ]: what do you want me to do? what do you want? mother:  i want you to act like he\u2019s coming back. both of you. don\u2019t think i haven\u2019t  noticed you since chris invited her. i won\u2019t stand for any nonsense. keller: but, kate \u2013 mother:  because if he\u2019s not coming back, then i\u2019ll kill myself! laugh. laugh at  me. [ she points to tree .] but why did that happen the very night she  came back? laugh, but there are meanings in such things. she goes to sleep in his room and his memorial breaks in pieces. look at it; look. [she sits on bench .] joe \u2013 keller: calm yourself. mother: believe with me, joe. i can\u2019t stand all alone. keller: calm yourself. mother:  only last week a man turned up in detroit, missing longer than larry.  y ou read it yourself. keller: all right, all right, calm yourself. mother: y ou above all have got to believe, you \u20135 10 15 2025 30 35 40",
+            "3": "3 0486/32/f/m/15 \u00a9 ucles 2015 [turn overkeller [rising ]: why me above all? mother: just don\u2019t stop believing. keller: what does that mean, me above all?  [bert  comes rushing on .] bert:  mr keller! say, mr keller \u2026 [ pointing up driveway ] tommy just said it  again! keller [not remembering any of it ]: said what? who? bert: the dirty word. keller: oh. well \u2013 bert: gee, aren\u2019t you going to arrest him? i warned him. mother:  [with suddenness ]: stop that, bert. go home. [bert backs up, as she  advances .] there\u2019s no jail here. keller [as though to say, \u2018oh-what-the-hell-let-him-believe-there-is\u2019  ]: kate \u2013 mother  [turning on  keller furiously ]: there\u2019s no jail here! i want you to stop  that jail business! [ he turns, shamed, but peeved .] bert [past her to keller]: he\u2019s right across the street. mother:  go home, bert. [bert turns around and goes up driveway. she is  shaken. her speech is bitten off, extremely urgent .] i want you to stop  that, joe. that whole jail business! keller [alarmed, therefore angered ]: look at you, look at you shaking. mother  [trying to control herself, moving about clasping her hands ]: i can\u2019t  help it. keller: what have i got to hide? what the hell is the matter with you, kate? mother:  i didn\u2019t say you had anything to hide, i\u2019m just telling you to stop it! now  stop it!  [from act 1]   what does miller make you feel towards kate at this moment in the play? or 2  explore the ways in which miller makes larry such a powerful part of the play despite   the fact that he never appears on stage.   45 5055 60 65",
+            "4": "4 0486/32/f/m/15 \u00a9 ucles 2015j. b. priestley: an inspector calls remember to support your ideas with details from the writing. either 3 read this passage carefully, and then answer the question that follows it: edna  enters. edna:  please, sir, an inspector\u2019s called. birling: an inspector? what kind of inspector? edna: a police inspector. he says his name\u2019s inspector goole. birling: don\u2019t know him. does he want to see me? edna: y es, sir. he says it\u2019s important. birling: all right, edna. show him in here. give us some more light.  edna  does, then goes out.  i\u2019m still on the bench. it may be something about a warrant. gerald  [lightly ]: sure to be. unless eric\u2019s been up to something. [ nodding  confidentially to birling.] and that would be awkward, wouldn\u2019t it? birling [humorously ]: very. eric [who is uneasy, sharply ]: here, what do you mean? gerald  [lightly ]: only something we were talking about when you were out. a  joke really. eric [still uneasy ]: well, i don\u2019t think it\u2019s very funny. birling [sharply, staring at him ]: what\u2019s the matter with you? eric [defiantly ]: nothing. edna [opening door, and announcing ]: inspector goole.   the inspector  enters, and edna  goes, closing door after her.  the inspector  need not be a big man but he creates at once an  impression of massiveness, solidity and purposefulness. he is a man in his fifties, dressed in a plain darkish suit of the period. he speaks carefully, weightily, and has a disconcerting habit of looking hard at the person he addresses before actually speaking. inspector: mr birling? birling: y es. sit down, inspector. inspector [sitting ]: thank you, sir. birling: have a glass of port \u2013 or a little whisky? inspector: no, thank you, mr birling. i\u2019m on duty. birling: y ou\u2019re new, aren\u2019t you? inspector: y es, sir. only recently transferred. birling:  i thought you must be. i was an alderman for years \u2013 and lord mayor  two years ago \u2013 and i\u2019m still on the bench \u2013 so i know the brumley police officers pretty well \u2013 and i thought i\u2019d never seen you before. inspector: quite so. birling: well, what can i do for you? some trouble about a warrant? inspector: no, mr birling. birling [after a pause, with a touch of impatience ]: well, what is it then? inspector:   i\u2019d like some information, if you don\u2019t mind, mr birling. two hours ago  a young woman died in the infirmary. she\u2019d been taken there this 5 10 15 20 25 30 35 40",
+            "5": "5 0486/32/f/m/15 \u00a9 ucles 2015 [turn overafternoon because she\u2019d swallowed a lot of strong disinfectant. burnt  her inside out, of course. eric [involuntarily ]: my god! inspector:  y es, she was in great agony. they did everything they could for her at  the infirmary, but she died. suicide, of course. birling  [rather impatiently ]: y es, yes. horrible business. but i don\u2019t understand  why you should come here, inspector\u2014 inspector  [cutting through, massively ]: i\u2019ve been round to the room she had, and  she\u2019d left a letter there and a sort of diary. like a lot of these young women who get into various kinds of trouble, she\u2019d used more than one name. but her original name \u2013 her real name \u2013 was eva smith. birling [thoughtfully ]: eva smith? inspector: do you remember her, mr birling? birling  [slowly ]: no \u2013 i seem to remember hearing that name \u2013 eva smith  \u2013 somewhere. but it doesn\u2019t convey anything to me. and i don\u2019t see where i come into this.  [from act 1]   how does priestley make this such a strikingly dramatic moment in the play? or  4 in what ways does priestley make mrs birling so dislikeable?45 50 55",
+            "6": "6 0486/32/f/m/15 \u00a9 ucles 2015william shakespeare: the merchant of venice remember to support your ideas with details from the writing. either 5 read this passage carefully, and then answer the question that follows it: portia: by my troth, nerissa, my little body is aweary of this great world. nerissa:  y ou would be, sweet madam, if your miseries were in the same  abundance as your good fortunes are; and yet, for aught i see, they are as sick that surfeit with too much as they that starve with nothing. it is no mean happiness, therefore, to be seated in the mean: superfluity comes sooner by white hairs, but competency lives longer. portia: good sentences, and well pronounc\u2019d. nerissa: they would be better, if well followed. portia:  if to do were as easy as to know what were good to do, chapels had  been churches, and poor men\u2019s cottages princes\u2019 palaces. it is a good divine that follows his own instructions; i can easier teach twenty what were good to be done than to be one of the twenty to follow mine own teaching. the brain may devise laws for the blood, but a hot temper leaps o\u2019er a cold decree; such a hare is madness the youth, to skip o\u2019er the meshes of good counsel the cripple. but this reasoning is not in the fashion to choose me a husband. o me, the word \u2018choose\u2019! i may neither choose who i would nor refuse who i dislike; so is the will of a living daughter curb\u2019d by the will of a dead father. is it not hard, nerissa, that i cannot choose one, nor refuse none? nerissa:  y our father was ever virtuous, and holy men at their death have good  inspirations; therefore the lott\u2019ry that he hath devised in these three chests, of gold, silver, and lead \u2013 whereof who chooses his meaning chooses you \u2013 will no doubt never be chosen by any rightly but one who you shall rightly love. but what warmth is there in your affection towards any of these princely suitors that are already come? portia:  i pray thee over-name them; and as thou namest them, i will describe  them; and according to my description, level at my affection. nerissa: first, there is the neapolitan prince. portia:  ay, that\u2019s a colt indeed, for he doth nothing but talk of his horse; and he  makes it a great appropriation to his own good parts that he can shoe him himself; i am much afear\u2019d my lady his mother play\u2019d false with a smith. nerissa: then is there the county palatine. portia:  he doth nothing but frown, as who should say \u2018an you will not have me,  choose\u2019. he hears merry tales and smiles not. i fear he will prove the weeping philosopher when he grows old, being so full of unmannerly sadness in his youth. i had rather be married to a death\u2019s-head with a bone in his mouth than to either of these. god defend me from these two! nerissa: how say you by the french lord, monsieur le bon? portia:  god made him, and therefore let him pass for a man. in truth, i know it  is a sin to be a mocker, but he \u2013 why, he hath a horse better than the neapolitan\u2019s, a better bad habit of frowning than the count palatine; he is every man in no man. if a throstle sing he falls straight a-cap\u2019ring; he will fence with his own shadow; if i should marry him, i should marry 5 10 15 2025 3035 4045",
+            "7": "7 0486/32/f/m/15 \u00a9 ucles 2015 [turn overtwenty husbands. if he would despise me, i would forgive him; for if he  love me to madness, i shall never requite him.  [from act 1 scene 2] in what ways does shakespeare make this such a striking introduction to portia?  or 6  explore the ways in which shakespeare  makes the relationship between jessica and  lorenzo so memorable and significant. ",
+            "8": "8 0486/32/f/m/15 \u00a9 ucles 2015william shakespeare: a midsummer night\u2019s dream remember to support your ideas with details from the writing. either 7  read this passage carefully, and then answer the question that follows it: hermia: dark night, that from the eye his function takes,    the ear more quick of apprehension makes; wherein it doth impair the seeing sense,it pays the hearing double recompense.thou art not by mine eye, lysander, found;mine ear, i thank it, brought me to thy sound.but why unkindly didst thou leave me so? lysander: why should he stay whom love doth press to go? hermia: what love could press lysander from my side? lysander: lysander\u2019s love, that would not let him bide \u2013    fair helena, who more engilds the night than all yon fiery oes and eyes of light.why seek\u2019st thou me? could not this make thee knowthe hate i bare thee made me leave thee so? hermia: y ou speak not as you think; it cannot be. helena: lo, she is one of this confederacy!    now i perceive they have conjoin\u2019d all three to fashion this false sport in spite of me.injurious hermia! most ungrateful maid!have you conspir\u2019d, have you with these contriv\u2019d,to bait me with this foul derision?is all the counsel that we two have shar\u2019d,the sisters\u2019 vows, the hours that we have spent,when we have chid the hasty-footed timefor parting us \u2013 o, is all forgot?all school-days\u2019 friendship, childhood innocence?we, hermia, like two artificial gods,have with our needles created both one flower,both on one sampler, sitting on one cushion,both warbling of one song, both in one key;as if our hands, our sides, voices, and minds,had been incorporate. so we grew together,like to a double cherry, seeming parted,but yet an union in partition,two lovely berries moulded on one stem;so, with two seeming bodies, but one heart;two of the first, like coats in heraldry,due but to one, and crowned with one crest.and will you rent our ancient love asunder,to join with men in scorning your poor friend?it is not friendly, \u2019tis not maidenly;our sex, as well as i, may chide you for it,though i alone do feel the injury. hermia:  i am amazed at your passionate words;  i scorn you not; it seems that you scorn me. helena:  have you not set lysander, as in scorn, to follow me and praise my eyes and face?and made your other love, demetrius,5 10 1520 25303540 45",
+            "9": "9 0486/32/f/m/15 \u00a9 ucles 2015 [turn overwho even but now did spurn me with his foot, to call me goddess, nymph, divine, and rare,precious, celestial? wherefore speaks he thisto her he hates? and wherefore doth lysanderdeny your love, so rich within his soul,and tender me, forsooth, affection,but by your setting on, by your consent?what though i be not so in grace as you,so hung upon with love, so fortunate,but miserable most, to love unlov\u2019d?this you should pity rather than despise. hermia: i understand not what you mean by this. helena:  ay, do \u2013 persever, counterfeit sad looks, make mouths upon me when i turn my back,wink each at other; hold the sweet jest up;this sport, well carried, shall be chronicled.if you have any pity, grace, or manners,y ou would not make me such an argument.but fare ye well; \u2019tis partly my own fault,which death, or absence, soon shall remedy.  [from act 3 scene 2]   how does shakespeare make this such a powerful moment in the play?  or 8  explore the ways in which shakespeare makes the relationship between titania and  oberon such a memorable part of the play. 50 55 6065",
+            "10": "10 0486/32/f/m/15 \u00a9 ucles 2015william shakespeare: the tempest remember to support your ideas with details from the writing. either 9 read this passage carefully, and then answer the question that follows it: prospero:  thy false uncle \u2013    dost thou attend me? miranda:  sir, most heedfully. prospero:  being once perfected how to grant suits,  how to deny them, who t\u2019 advance, and whoto trash for over-topping, new createdthe creatures that were mine, i say, or chang\u2019d \u2019em,or else new form\u2019d \u2019em; having both the keyof officer and office, set all hearts i\u2019 th\u2019 stateto what tune pleas\u2019d his ear; that now he was the ivy which had hid my princely trunkand suck\u2019d my verdure out on\u2019t. thou attend\u2019st not. miranda: o, good sir, i do! prospero:        i pray thee, mark me.    i thus neglecting worldly ends, all dedicated to closeness and the bettering of my mindwith that which, but by being so retir\u2019d,o\u2019er-priz\u2019d all popular rate, in my false brotherawak\u2019d an evil nature; and my trust,like a good parent, did beget of hima falsehood, in its contrary as greatas my trust was; which had indeed no limit,a confidence sans bound. he being thus lorded,not only with what my revenue yielded,but what my power might else exact, like onewho having into truth, by telling of it,made such a sinner of his memory,to credit his own lie \u2013 he did believehe was indeed the duke; out o\u2019 th\u2019 substitution,and executing th\u2019 outward face of royaltywith all prerogative. hence his ambition growing \u2013dost thou hear? miranda: y our tale, sir, would cure deafness. prospero:  to have no screen between this part he play\u2019d and him he play\u2019d it for, he needs will beabsolute milan. me, poor man \u2013 my librarywas dukedom large enough \u2013 of temporal royaltieshe thinks me now incapable; confederates,so dry he was for sway, wi\u2019 th\u2019 king of naples,to give him annual tribute, do him homage,subject his coronet to his crown, and bendthe dukedom, yet unbow\u2019d \u2013 alas, poor milan! \u2013to most ignoble stooping. miranda:             o the heavens! prospero:  mark his condition, and th\u2019 event, then tell me if this might be a brother. miranda:             i should sin5 10 15 202530 35 40 45",
+            "11": "11 0486/32/f/m/15 \u00a9 ucles 2015 [turn overto think but nobly of my grandmother: good wombs have borne bad sons. prospero:                 now the condition: this king of naples, being an enemyto me inveterate, hearkens my brother\u2019s suit;which was, that he, in lieu o\u2019 th\u2019 premises,of homage, and i know not how much tribute,should presently extirpate me and mineout of the dukedom, and confer fair milanwith all the honours on my brother. whereon,a treacherous army levied, one midnightfated to th\u2019 purpose, did antonio openthe gates of milan; and, i\u2019 th\u2019 dead of darkness,the ministers for th\u2019 purpose hurried thenceme and thy crying self. miranda:            alack, for pity! i, not rememb\u2019ring how i cried out then,will cry it o\u2019er again; it is a hintthat wrings mine eyes to\u2019t. prospero:              hear a little further, and then i\u2019ll bring thee to the present businesswhich now\u2019s upon \u2019s; without the which this storywere most impertinent. miranda:             wherefore did they not that hour destroy us? prospero:            well demanded, wench! my tale provokes that question. dear, they durst not,so dear the love my people bore me; nor seta mark so bloody on the business; butwith colours fairer painted their foul ends.in few, they hurried us aboard a bark;bore us some leagues to sea, where they prepareda rotten carcass of a butt, not rigg\u2019d,nor tackle, sail, nor mast; the very ratsinstinctively have quit it. there they hoist us,to cry to th\u2019 sea, that roar\u2019d to us; to sighto th\u2019 winds, whose pity, sighing back again,did us but loving wrong. miranda:             alack, what trouble was i then to you! prospero:          o, a cherubin thou wast that did preserve me!  [from act 1 scene 2]   how does shakespeare make you sympathise with prospero at this moment in the play? or 10  explore the ways in which  shakespeare portrays stephano and trinculo as ridiculous and  yet also disturbing.50 5560 65 70 75 80 85",
+            "12": "12 0486/32/f/m/15 \u00a9 ucles 2015oscar wilde: the importance of being earnest remember to support your ideas with details from the  writing . either 11  read this passage carefully, and then answer the question that follows it:   [enter dr chasuble.] chasuble: everything is quite ready for the christenings. lady bracknell: the christenings, sir! is not that somewhat premature? chasuble  [looking rather puzzled, and pointing to  jack and algernon]:  both these gentlemen have expressed a desire for immediate baptism. lady bracknell:  at their age? the idea is grotesque and irreligious! algernon, i  forbid you to be baptized. i will not hear of such excesses. lord bracknell would be highly displeased if he learned that that was the way in which you wasted your time and money. chasuble:  am i to understand then that there are to be no christenings at all  this afternoon? jack:   i don\u2019t think that, as things are now, it would be of much practical  value to either of us, dr chasuble. chasuble:  i am grieved to hear such sentiments from you, mr worthing. they  savour of the heretical views of the anabaptists, views that i have completely refuted in four of my unpublished sermons. however, as your present mood seems to be one peculiarly secular, i will return to the church at once. indeed, i have just been informed by the pew-opener that for the last hour and a half miss prism has been waiting for me in the vestry. lady bracknell [starting ]: miss prism! did i hear you mention a miss prism? chasuble: y es, lady bracknell. i am on my way to join her. lady bracknell:  pray allow me to detain you for a moment. this matter may prove  to be one of vital importance to lord bracknell and myself. is this miss prism a female of repellent aspect, remotely connected with education? chasuble  [somewhat indignantly ]: she is the most cultivated of ladies, and  the very picture of respectability. lady bracknell:  it is obviously the same person. may i ask what position she holds  in your household? chasuble [severely ]: i am a celibate, madam. jack   [interposing ]: miss prism, lady bracknell, has been for the last  three years miss cardew\u2019s esteemed governess and valued companion. lady bracknell:  in spite of what i hear of her, i must see her at once. let her be  sent for. chasuble [looking off ]: she approaches; she is nigh. [enter miss prism  hurriedly. ] miss prism:  i was told you expected me in the vestry, dear canon. i have been  waiting for you there for an hour and three-quarters. [ catches  sight of  lady bracknell, who has fixed her with a stony glare.   miss prism grows pale and quails. she looks anxiously round  as if desirous to escape .]5 10 15 20 25 3035 40",
+            "13": "13 0486/32/f/m/15 \u00a9 ucles 2015lady bracknell  [in a severe, judicial voice ]: prism! [miss prism bows her  head in shame .] come here, prism! [miss prism approaches  in a humble manner .] prism! where is that baby? [ general  consternation. the canon starts back in horror . algernon  and jack  pretend to be anxious to shield  cecil y and  gwendolen from hearing the details of a terrible public  scandal .] twenty-eight years ago, prism, you left lord bracknell\u2019s  house, number 104, upper grosvenor square, in charge of a perambulator that contained a baby of the male sex. y ou never returned. a few weeks later, through the elaborate investigations of the metropolitan police, the perambulator was discovered at midnight standing by itself in a remote corner of bayswater. it contained the manuscript of a three-volume novel of more than usually revolting sentimentality. [miss prism starts in involuntary  indignation .] but the baby was not there. [ every one looks at  miss  prism.] prism! where is that baby? [ a pause .] miss prism:  lady bracknell, i admit with shame that i do not know. i only wish  i did. the plain facts of the case are these. on the morning of the day you mention, a day that is for ever branded on my memory, i prepared as usual to take the baby out in its perambulator. i had also with me a somewhat old, but capacious handbag in which i had intended to place the manuscript of a work of fiction that i had written during my few unoccupied hours. in a moment of mental abstraction, for which i can never forgive myself, i deposited the manuscript in the bassinette and placed the baby in the hand-bag. jack   [who had been listening attentively ]: but where did you deposit  the hand-bag? miss prism: do not ask me, mr worthing. jack:   miss prism, this is a matter of no small importance to me. i insist  on knowing where you deposited the hand-bag that contained that infant. miss prism:  i left it in the cloak-room of one of the larger railway stations in  london. jack:  what railway station? miss prism [quite crushed ]: victoria. the brighton line. [ sinks into a chair .] jack:   i must retire to my room for a moment. gwendolen, wait here for me. gwendolen:  if you are not too long, i will wait here for you all my life. [ exit  jack in great excitement .] chasuble: what do you think this means, lady bracknell? lady bracknell:  i dare not even suspect, dr chasuble. i need hardly tell you that  in families of high position strange coincidences are not supposed to occur. they are hardly considered the thing. [noises heard overhead as if some one was throwing trunks about. every one  looks up. ]  [from act 3]    how does wilde make this such an entertaining moment in the play? or 12 \u2018wilde makes you feel affection for algernon despite his foolishness.\u2019   to what extent do you agree with this comment about algernon?45 505560 6570 75 80 85",
+            "14": "14 0486/32/f/m/15 \u00a9 ucles 2015blank page",
+            "15": "15 0486/32/f/m/15 \u00a9 ucles 2015blank page",
+            "16": "16 0486/32/f/m/15 \u00a9 ucles 2015blank page permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here 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 onl ine in the cambridge international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to do wnload at www.cie.org.uk after  the live examination series. cambridge international examinations is part of the cambridge assessment group. cambridge assessment is the brand name of unive rsity of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge."
+        },
+        "0486_m15_qp_42.pdf": {
+            "1": "this document consists of 5 printed pages, 3 blank pages and 1 insert. dc (nh) 95996/3 \u00a9 ucles 2015 [turn over *3680645528*literature (english)  0486/42 paper 4 unseen february/march 2015  1 hour 15 minutes no additional materials are required. read these instructions first an answer booklet is provided inside this question paper. y ou should follow the instructions on the front cover  of the answer booklet. if you need additional answer paper ask the invigilator for a continuation booklet. answer either  question 1 or question 2. y ou are advised to spend about 20 minutes reading the question paper and planning your answer. both questions in this paper carry equal marks.cambridge international examinations cambridge international general certificate of secondary education the syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificat e.",
+            "2": "2 0486/42/f/m/15 \u00a9 ucles 2015answer either question 1 or question 2. either1 read carefully the following poem. it is written from the point of view of a dormant volcano, one  which has not erupted for years but may do so in the future. krakatoa and vesuvius (\u2018vesuvian\u2019), mentioned in the poem, are volcanoes which erupted in the past causing major destruction.  how does the poet powerfully portray the volcano? to help you answer this question, you might consider:   \u0081 how the volcano describes itself    \u0081 the effect of the poet comparing this volcano to krakatoa   \u0081 the impact on you of the final six lines of the poem. ",
+            "3": "3 0486/42/f/m/15 \u00a9 ucles 2015 [turn overvolcano when i speak now there are no urgent rumblings in my voiceno scarlet vapour issues from my lipsi spit no lava:but i am a volcanoan incandescent 1 cone of angry flesh black brimstone2 broils within the craters of my being.when i speak nowno one can hear methe thunder lies too deep too deepfor violent cataclysm: 3 my heatis nothing but a memory now:my crya terror of the long forgotten:time heaps high snow upon my passive flanksand i stand muted with my furnace cagedtoo chilled for agitation.but mark me wellfor i am still volcanoi may disown my nature, my vesuvian blood,so did my cousin krakatoafor centuries locked his fist within the earthand only shook it when his wrath was fulland died to rock the world.so, mark me wellpray that my silence shall outlive my wrathfor if this vomit ventures to my lips againold orthodoxies 4 villaged on my flanks shall face the molten magma5 of my wrath submerge and perish. 1 incandescent  : white-hot 2 brimstone : sulphur 3 cataclysm : destructive upheaval 4 orthodoxies : opinions, beliefs, traditions 5 magma : hot liquid rock inside the volcano",
+            "4": "4 0486/42/f/m/15 \u00a9 ucles 2015or 2 read carefully the following extract from a novel. after a very long journey lev, an eastern  european, has just arrived in london. lev\u2019s wife has recently died and he has left his daughter, maya, in his home country with his mother, ina, in order to find work in england.  how does the writer vividly convey to you lev\u2019s thoughts and feelings at this moment? to help you answer this question, you might consider:   \u0081 the way the writer describes lev\u2019s feelings about the tourists and the joggers   \u0081 how she portrays his thoughts about his mother and daughter   \u0081 how she conveys his feelings of being in a strange country in the passage as a whole. reaching the river, lev set down his bag and extracted one twenty-pound note from  his wallet. he bought two hot dogs and a can of coca-cola from a stall and a hoard of change was put into his hand. he felt proud of this transaction. he leaned on the embankment wall, and looked at london. the food felt rich  and burning, the cola seemed to pinch at his teeth. though the sky was blue, the river remained an opalescent 1 grey-green and lev wondered whether this was always  true of city rivers \u2013 that they were incapable of reflecting the sky because of all the centuries of dark mud beneath. travelling on the water, going in both directions, were cumbersome tourist boats, with carefree people clustered into seating on the top deck, taking photographs in the sun. lev\u2019s eye was held by these people. he envied them their ease and their  summer shorts and the way the voices of the tour guides echoed out across the wavelets, naming the buildings in three or four different languages, so that those on the boats would never feel confused or lost. lev noted, too, that this journey of theirs was finite \u2013 upriver a few miles, past the giant white wheel 2 turning slowly on its too- fragile stem, then back to where they\u2019d started from \u2013 whereas his own journey in england had barely begun; it was infinite, with no known ending or destination, and yet already, as the moments passed, confusion and worry were sending pains to his head. at lev\u2019s back, joggers kept passing, and the scuff and squeak of their trainers,  their rapid breathing, were like a reproach to lev, who stood without moving, bathing his teeth in cola, devoid of any plan, while these runners had purpose and strength and a tenacious little goal of self-improvement. lev finished the cola and lit a cigarette. he was sure his \u2018self\u2019 needed improving,  too. for a long time now, he\u2019d been moody, melancholy and short-tempered. even with maya. for days on end, he\u2019d sat on ina\u2019s porch without moving, or lain in an old grey hammock, smoking and staring at the sky. many times he\u2019d refused to play with his daughter, or help her with her reading, left everything to ina. and this was unfair, he knew. ina kept the family alive with her jewellery-making. she also cooked their meals and cleaned the house and hoed the vegetable patch and fed the animals \u2013 while lev lay and looked at clouds. it was more than unfair; it was lamentable. but at last he\u2019d been able to tell his mother he was going to make amends. by learning english and then by migrating to england, he was going to save them. two years from now, he would be a man-of-the-world. he would own an expensive watch. he would put ina and maya aboard a tourist boat and show them the famous buildings. they would have no need of a tourist guide because he, lev, would know the names of everything in london by heart \u2026 reproaching himself for his laziness, his thoughtlessness toward ina, lev  walked in the direction of a riverside stall selling souvenirs and cards. the stall was shaded by the pillars of a tall bridge and lev felt suddenly cold as he moved out of the sunlight. he stared at the flags, toys, models, mugs and linen towels, wondering ",
+            "5": "5 0486/42/f/m/15 \u00a9 ucles 2015what to buy for his mother. the stall-holder watched him lazily from his corner in  the shadows. lev knew that ina would like the towels \u2013 the linen felt thick and hard-wearing \u2013 but the price on them was \u00a35.99, so he moved away. slowly, he turned the rack of postcards, and scenes from life in london revolved  obediently in front of him. then he saw the thing he knew he would have to buy: it was a greetings card in the shape of princess diana\u2019s 3 head. on her face was her  famous, heartbreaking smile and in her blonde hair nestled a diamond tiara and the blue of her eyes was startling and sad. buying the diana card exhausted lev. as he slouched back into the sunshine,  he felt spent, lame, at the end of what he could endure that day. he had to find a bed somewhere and lie down. 1 opalescent : changing colour 2 the giant white wheel : \u2018the london eye\u2019, a famous ferris wheel and tourist attraction 3 princess diana : a member of the british royal family",
+            "6": "6 0486/42/f/m/15 \u00a9 ucles 2015blank page",
+            "7": "7 0486/42/f/m/15 \u00a9 ucles 2015blank page",
+            "8": "8 0486/42/f/m/15 \u00a9 ucles 2015blank page permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here 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 onl ine in the cambridge international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to do wnload at www.cie.org.uk after  the live examination series. cambridge international examinations is part of the cambridge assessment group. cambridge assessment is the brand name of unive rsity of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge."
+        },
+        "0486_s15_qp_11.pdf": {
+            "1": "this document consists of 24 printed pages, 4 blank pages and 1 insert. dc (rcl/km) 91057/2 \u00a9 ucles 2015 [turn overcambridge international examinations cambridge international general certificate of secondary education *3083167168*literature (english)  0486/11 paper 1 poetry and prose may/june 2015  1 hour 30 minutes no additional materials are required. read these instructions first an answer booklet is provided inside this question paper. y ou should follow the instructions on the front cover  of the answer booklet. if you need additional answer paper ask the invigilator for a continuation booklet. answer two questions: one question from section a and one question from section b. all questions in this paper carry equal marks. the syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificat e.",
+            "2": "2 0486/11/m/j/15 \u00a9 ucles 2015blank page",
+            "3": "3 0486/11/m/j/15 \u00a9 ucles 2015 [turn overcontents section a: poetry text question  numbers page[s] thomas hardy:  from selected poems   1, 2 pages 4\u20135 from jo phillips ed: poems deep & dangerous   3, 4 pages 6\u20137 songs of ourselves : from part 4  5, 6 pages 8\u20139 section b: prose text question  numbers page[s] jane austen: northanger abbey   7, 8 pages 10\u201311 tsitsi dangarembga: nervous conditions   9, 10 pages 12\u201313 anita desai: fasting, feasting 11, 12  pages 14\u201315 helen dunmore: the siege 13, 14 pages 16\u201317 george eliot: silas marner 15, 16 pages 18\u201319 susan hill: i\u2019m the king of the castle 17, 18 pages 20\u201321 robert louis stevenson: the strange case of dr jekyll and mr hyde  19, 20 pages 22\u201323 from stories of ourselves 21, 22 pages 24\u201325",
+            "4": "4 0486/11/m/j/15 \u00a9 ucles 2015 section a: poetry answer one question from this section. thomas hardy:  from  selected poems remember to support your ideas with details from the writing. either 1 read this poem, and then answer the question that follows it: the darkling thrush i leant upon a coppice gate  when frost was spectre-gray,and winter\u2019s dregs made desolate the weakening eye of day.the tangled bine-stems scored the sky like strings of broken lyres,and all mankind that haunted nigh had sought their household fires. the land\u2019s sharp features seemed to be  the century\u2019s corpse outleant,his crypt the cloudy canopy, the wind his death-lament.the ancient pulse of germ and birth was shrunken hard and dry,and every spirit upon earth seemed fervourless as i. at once a voice arose among  the bleak twigs overheadin a full-hearted evensong of joy illimited;an aged thrush, frail, gaunt, and small, in blast-beruffled plume,had chosen thus to fling his soul upon the growing gloom. so little cause for carolings  of such ecstatic soundwas written on terrestrial things afar or nigh around,that i could think there trembled through his happy good-night airsome blessed hope, whereof he knew and i was unaware.   explore the ways in which hardy\u2019s words and images create feelings of sadness in the  darkling thrush.5 10 15 2025 30",
+            "5": "5 0486/11/m/j/15 \u00a9 ucles 2015 [turn overor 2 how does hardy make memories so vivid in the going ? the going why did you give no hint that night that quickly after the morrow\u2019s dawn,and calmly, as if indifferent quite,y ou would close your term here, up and be gone where i could not follow with wing of swallowto gain one glimpse of you ever anon!  never to bid good-bye,  or lip me the softest call,or utter a wish for a word, while isaw morning harden upon the wall, unmoved, unknowing that your great goinghad place that moment, and altered all. why do you make me leave the house and think for a breath it is you i seeat the end of the alley of bending boughswhere so often at dusk you used to be; till in darkening dankness the yawning blanknessof the perspective sickens me!  y ou were she who abode  by those red-veined rocks far west,y ou were the swan-necked one who rodealong the beetling beeny crest, and, reining nigh me, would muse and eye me,while life unrolled us its very best. why, then, latterly did we not speak, did we not think of those days long dead,and ere your vanishing strive to seekthat time\u2019s renewal? we might have said, \u2018in this bright spring weather we\u2019ll visit togetherthose places that once we visited.\u2019  well, well! all\u2019s past amend,  unchangeable. it must go.i seem but a dead man held on endto sink down soon \u2026 o you could not know that such swift fleeing no soul foreseeing \u2013not even i \u2013 would undo me so!5 1015 20 2530 35 40",
+            "6": "6 0486/11/m/j/15 \u00a9 ucles 2015from jo phillips ed: poems deep & dangerous remember to support your ideas with details from the writing. either 3 read this poem, and then answer the question that follows it:  shall i compare thee \u2026? shall i compare thee to a summer\u2019s day? thou art more lovely and more temperate:rough winds do shake the darling buds of may,and summer\u2019s lease hath all too short a date:sometime too hot the eye of heaven shines,and often is his gold complexion dimm\u2019d;and every fair from fair sometime declines,by chance, or nature\u2019s changing course, untrimm\u2019d;but thy eternal summer shall not fade,nor lose possession of that fair thou owest;nor shall death brag thou wander\u2019st in his shade,when in eternal lines to time thou growest; so long as men can breathe, or eyes can see, so long lives this, and this gives life to thee. (william shakespeare )   in what ways does shakespeare\u2019s writing make shall i compare thee \u2026?  such a  powerful love poem?5 10",
+            "7": "7 0486/11/m/j/15 \u00a9 ucles 2015 [turn overor 4 how does heaney make this memory of childhood in follower  so vivid for you? follower my father worked with a horse-plough, his shoulders globed like a full sail strungbetween the shafts and the furrow.the horses strained at his clicking tongue. an expert. he would set the wing and fit the bright steel-pointed sock.the sod rolled over without breaking.at the headrig, with a single pluck of reins, the sweating team turned round and back into the land. his eyenarrowed and angled at the ground,mapping the furrow exactly. i stumbled in his hob-nailed wake, fell sometimes on the polished sod;sometimes he rode me on his backdipping and rising to his plod. i wanted to grow up and plough, to close one eye, stiffen my arm.all i ever did was followin his broad shadow round the farm. i was a nuisance, tripping, falling, y apping always. but todayit is my father who keeps stumblingbehind me, and will not go away. (seamus heaney )5 101520",
+            "8": "8 0486/11/m/j/15 \u00a9 ucles 2015songs of ourselves : from part 4 remember to support your ideas with details from the writing. either 5 read this poem, and then answer the question that follows it:  horses those lumbering horses in the steady plough, on the bare field \u2013 i wonder why, just now,they seemed terrible, so wild and strange,like magic power on the stony grange. perhaps some childish hour has come again, when i watched fearful, through the blackening rain,their hooves like pistons in an ancient millmove up and down, yet seem as standing still. their conquering hooves which trod the stubble down were ritual that turned the field to brown,and their great hulks were seraphim of gold,or mute ecstatic monsters on the mould. and oh the rapture, when, one furrow done, they marched broad-breasted to the sinking sun!the light flowed off their bossy sides in flakes;the furrows rolled behind like struggling snakes. but when at dusk with steaming nostrils home they came, they seemed gigantic in the gloam,and warm and glowing with mysterious firethat lit their smouldering bodies in the mire. their eyes as brilliant and as wide as night gleamed with a cruel apocalyptic light.their manes the leaping ire of the windlifted with rage invisible and blind. ah, now it fades! it fades! and i must pine again for that dread country crystalline,where the black field and the still-standing treewere bright and fearful presences to me. (edwin muir )   explore the ways in which muir vividly conveys a sense of mystery in horses .5 101520 25",
+            "9": "9 0486/11/m/j/15 \u00a9 ucles 2015 [turn overor 6 how does rossetti strikingly create a sense of wonder in a birthday ? a birthday my heart is like a singing bird  whose nest is in a watered shoot;my heart is like an apple-tree whose boughs are bent with thickset fruit;my heart is like a rainbow shell that paddles in a halcyon sea;my heart is gladder than all these because my love is come to me. raise me a dais of silk and down;  hang it with vair and purple dyes;carve it in doves and pomegranates, and peacocks with a hundred eyes;work it in gold and silver grapes, in leaves and silver fleurs-de-lys;because the birthday of my life is come, my love is come to me. (christina rossetti )5 10 15",
+            "10": "10 0486/11/m/j/15 \u00a9 ucles 2015section b: prose answer one question from this section. jane austen: northanger abbey remember to support your ideas with details from the writing. either 7 read this extract, and then answer the question that follows it: this was the first time of her brother\u2019s openly siding against her, and  anxious to avoid his displeasure, she proposed a compromise. if they would only put off their scheme till tuesday, which they might easily do, as it depended only on themselves, she could go with them, and everybody might then be satisfied. but \u2018no, no, no!\u2019 was the immediate answer; \u2018that could not be, for thorpe did not know that he might not go to town on tuesday.\u2019 catherine was sorry, but could do no more; and a short silence ensued, which was broken by isabella; who in a voice of cold resentment said, \u2018very well, then there is an end of the party. if catherine does not go, i cannot. i cannot be the only woman. i would not, upon any account in the world, do so improper a thing.\u2019 \u2018catherine, you must go,\u2019 said james.\u2018but why cannot mr thorpe drive one of his other sisters? i dare say  either of them would like to go.\u2019 \u2018thank ye,\u2019 cried thorpe, \u2018but i did not come to bath to drive my sisters  about, and look like a fool. no, if you do not go, d\u2014 me if i do. i only go for the sake of driving you.\u2019 \u2018that is a compliment which gives me no pleasure.\u2019 but her words were  lost on thorpe, who had turned abruptly away. the three others still continued together, walking in a most uncomfortable  manner to poor catherine; sometimes not a word was said, sometimes she was again attacked with supplications or reproaches, and her arm was still linked within isabella\u2019s, though their hearts were at war. at one moment she was softened, at another irritated; always distressed, but always steady. \u2018i did not think you had been so obstinate, catherine,\u2019 said james; \u2018you  were not used to be so hard to persuade; you once were the kindest, best-tempered of my sisters.\u2019 \u2018i hope i am not less so now,\u2019 she replied, very feelingly; \u2018but indeed i  cannot go. if i am wrong, i am doing what i believe to be right.\u2019 \u2018i suspect,\u2019 said isabella, in a low voice, \u2018there is no great struggle.\u2019catherine\u2019s heart swelled; she drew away her arm, and isabella made  no opposition. thus passed a long ten minutes, till they were again joined by thorpe, who coming to them with a gayer look, said, \u2018well, i have settled the matter, and now we may all go tomorrow with a safe conscience. i have been to miss tilney, and made your excuses.\u2019 \u2018y ou have not!\u2019 cried catherine.\u2018i have, upon my soul. left her this moment. told her you had sent me  to say, that having just recollected a prior engagement of going to clifton with us tomorrow, you could not have the pleasure of walking with her till tuesday. she said very well, tuesday was just as convenient to her; so there is an end of all our difficulties. \u2013 a pretty good thought of mine \u2013 hey?\u2019 isabella\u2019s countenance was once more all smiles and good-humour, and  james too looked happy again.  [from chapter 13]5 10152025303540",
+            "11": "11 0486/11/m/j/15 \u00a9 ucles 2015 [turn over  how does austen make you feel about the way james, isabella and john behave towards  catherine at this moment in the novel? or 8 in what ways does austen strikingly portray the desire for wealth in the novel?",
+            "12": "12 0486/11/m/j/15 \u00a9 ucles 2015tsitsi dangarembga: nervous conditions remember to support your ideas with details from the writing. either 9 read this extract, and then answer the question that follows it: slowly the cavalcade progressed towards the yard, which by now was  full of rejoicing relatives. my father jumped out of babamukuru\u2019s car and, brandishing a staff like a victory spear, bounded over the bumpy road, leaping into the air and landing on one knee, to get up and leap again and pose like a warrior inflicting a death wound. \u2018 hezvo !\u2019 he cried \u2018do you  see him? our returning prince. do you see him? observe him well. he has returned. our father and benefactor has returned appeased, having devoured english letters with a ferocious appetite! did you think degrees were indigestible? if so, look at my brother. he has digested them! if you want to see an educated man, look at my brother, big brother to us all!\u2019 the spear aimed high and low, thrust to the right, to the left. all was conquered. the cars rolled to a stop beneath the mango trees. tete gladys  disembarked with difficulty, with false starts and strenuous breathing; because she was so large, it was not altogether clear how she had managed to insert herself into her car in the first place. but her mass was not frivolous. it had a ponderous presence which rendered any situation, even her attempts to remove herself from her car, weighty and serious. we did not giggle, did not think of it. on her feet at last, tete straightened herself, planted herself firmly, feet astride, in the dust. clenched fists settling on hips, elbows jutting aggressively, she defied any contradiction of my father\u2019s eulogy. \u2018do you hear?\u2019 she demanded, \u2018what jeremiah is saying? if you have not heard, listen well. it is the truth he is speaking! truly our prince has returned today! full of knowledge. knowledge that will benefit us all! purururu!\u2019 she ululated, shuffling with small gracious jumps to embrace my mother. \u2018purururu!\u2019 they ululated. \u2018he has returned. our prince has returned!\u2019 babamukuru stepped out of his car, paused behind its open door,  removed his hat to smile graciously, joyfully, at us all. indeed, my babamukuru had returned. i saw him only for a moment. the next minute he was drowned in a sea of bodies belonging to uncles, aunts and nephews; grandmothers, grandfathers and nieces; brothers and sisters of the womb and not of the womb. the clan had gathered to welcome its returning hero. his hand was shaken, his head was rubbed, his legs were embraced. i was there too, wanting to touch babamukuru, to talk, to tell him i was glad that he had returned. babamukuru made his fair-sized form as expansive as possible, holding his arms out and bending low so that we all could be embraced, could embrace him. he was happy. he was smiling. \u2018y es, yes,\u2019 he kept saying. \u2018it is good, it is good.\u2019 we moved, dancing and ululating and kicking up a fine dust-storm from our stamping feet, to the house. babamukuru stepped inside, followed by a retinue of grandfathers,  uncles and brothers. various paternal aunts, who could join them by virtue of their patriarchal status and were not too shy to do so, mingled with the men. behind them danced female relatives of the lower strata. maiguru entered last and alone, except for her two children, smiling quietly and inconspicuously. dressed in flat brown shoes and a pleated polyester dress very much like the one babamukuru bought for my mother the christmas before he left, she did not look as though she had been to england. my cousin nyasha, pretty bright nyasha, on the other hand, obviously had. 5 1015202530354045",
+            "13": "13 0486/11/m/j/15 \u00a9 ucles 2015 [turn overthere was no other explanation for the tiny little dress she wore, hardly  enough of it to cover her thighs. she was self-conscious though, constantly clasping her hands behind her buttocks to prevent her dress from riding up, and observing everybody through veiled vigilant eyes to see what we were thinking. catching me examining her, she smiled slightly and shrugged. \u2018i shouldn\u2019t have worn it,\u2019 her eyes seemed to say. unfortunately, she had worn it. i could not condone her lack of decorum. i would not give my approval. i turned away.  [from chapter 3]   how does dangarembga make this an amusing and revealing moment in the novel? or 10 explore the ways in which dangarembga shows the importance of food in the novel.50 55",
+            "14": "14 0486/11/m/j/15 \u00a9 ucles 2015anita desai: fasting, feasting remember to support your ideas with details from the writing. either 11 read this extract, and then answer the question that follows it: it is summer. arun makes his way slowly through the abundant green of  edge hill as if he were moving cautiously through massed waves of water under which unknown objects lurked. greenness hangs, drips and sways from every branch and twig and frond in the surging luxuriance of july. in such profusion, the houses seem as lost, as stranded, as they might have been when this was primeval forest. white clapboard is most prominent but there are houses painted dark with red oxide, some a military grey with white trim, and a few have yellow doors and shutters, or blue. these touches of colour seem both brave and forlorn, picturebook dreams pitted against the wilderness, without conviction. outside many of them the starred and striped american flag flies on a  post with all the bravado of a new frontier. in direct contradiction, there are the more domestic signs of habitation that imply settlement by generations \u2013 the rubber paddling pools left outdoors by children who have gone in, moulded plastic tricycles and steel bicycles, go-carts and skateboards. there is garden furniture and garden statuary \u2013 pink plastic flamingoes poised beside a birdbath, spotted deer or hatted gnomes crouched amongst the rhododendrons like decoys set out by homesteaders, conveying some message to the threatening hinterland. arun keeps his chin lowered, as nervous as someone venturing alone  across the border, but his eyes glance from side to side into all the windows. none of them are curtained. most are very large. he can look in directly at the kitchen sinks, the pots of busily flowering busy-lizzies, the lamps and the dangling glass decorations. there are so many objects, so rarely any people. only occasionally a woman crosses one of these illuminated rooms, withdraws. there seems to be more happening in the darkened rooms where the uncertain light of television sets flickers. here he might see undefined shapes huddled upon a couch, sprawled on the floor. and there is the multicoloured life of the screen, jigging and jumping with a mechanical animation that has no natural equivalent. the windows are shut, he cannot hear a sound. now and then a car turns into the road, very slowly because it is a  residential area and there are mountainous speedbreakers, then turns into its assigned driveway. a garage door slides up with an obedient, even obsequious murmur, and the car disappears. where? arun knows nothing. he peers around him for footprints, for signs, for  markers. he studies the mailboxes that line the drive, leaning into each other, for some indications or evidence. he notes which ones have names written upon them, which ones only numbers. if the mail has not been collected, he squints to find the name on the newspapers and the mail order catalogues stuffed into them. shambling along, he notes which house has a large clutter of children\u2019s  toys \u2013 spades, buckets, bats, balls \u2013 and which have carefully constructed gardens: the small beds of bright flowers, stone-edged and stranded in huge stretches of immaculate lawn, the clipped hedges, the bird-feeders watched over by murderously patient cats that seem painted onto the scene in black and white. tucking his chin into his collar, he ponders these omens and indicators.5 1015202530354045",
+            "15": "15 0486/11/m/j/15 \u00a9 ucles 2015 [turn overa car drives up suddenly behind him, very close, as if with intention. he  climbs hastily onto a grass verge. it passes. why had it done that? are pedestrians against the law in this land of the four-wheeled? he turns into bayberry lane and walks past more trimmed lawns, more  swept drives, till the road slopes down to the last house in the lane, on the edge of the woods below the hill. here, too, a red-white-and-blue flag flies upon its pole, its rope slack in the summer stillness, and the mailbox holds its measure of junk mail, too voluminous to merit collection. here, too, the big picture-windows are lit, and the rooms empty, like stage sets before the play begins: is there or is there not to be a play? he walks around to the side of the house where a basketball hoop holds  its ring over his head in speechless invitation to play. as he slouches past the manicured shrubs, he glances into the kitchen window and sees the aluminium sink, the wall cupboards, the tea towels on their rack. mrs patton is there. [from chapter 14]   how does desai vividly convey arun\u2019s thoughts and feelings to you at this moment in the  novel? or 12 how does desai make the suffering of women in their marriages so vivid in the indian  part (part one) of the novel?50 5560",
+            "16": "16 0486/11/m/j/15 \u00a9 ucles 2015helen dunmore: the siege remember to support your ideas with details from the writing. either 13 read this extract, and then answer the question that follows it: anna takes the two children by the hands. girls aged three and five, they  were pushed into her arms by their mother. \u2018i can\u2019t go with them, i\u2019m an essential worker. here, take them.  remember, nyusha, keep a hold of her hand, don\u2019t let her run around or gobble up all her sandwiches before you even get on the train. do what the lady tells you and you\u2019ll soon be back home again. quick now.\u2019 y ou would have thought she felt nothing, but for the staring pallor of her  face. the children, too, seemed numb. they were stuffed into their winter coats, as round as little cabbages. the little one held a bit of grey cloth, and stroked its silky edge against her face. \u2018put that back in your pocket. only when you\u2019re in bed , remember, or  they\u2019ll take it off you.\u2019 the little girl whipped the cloth into her pocket, and huddled against  nyusha. \u2018what\u2019s this lady going to think of you, carrying round a bit of dirty old  rag?\u2019 the mother spat on her handkerchief, bent down, and briskly polished  her daughters\u2019 faces. \u2018there. there\u2019s good girls. now then \u2013\u2019 but as she straightened up, anna saw her face, tight with anguish.she whispered, \u2018is it true what they say, that they\u2019re bombing the railways  the kids are going on?\u2019 \u2018i don\u2019t know. we haven\u2019t heard anything.\u2019\u2018but our kids\u2019ll get out safe, won\u2019t they? i mean, you won\u2019t be sending  them anywhere there\u2019s bombs?\u2019 \u2018they\u2019ll be safer out of the city, away from air-raids.\u2019the mother nodded convulsively, putting her hand up to her throat.\u2018please, don\u2019t worry. we\u2019ll look after them.\u2019the mother seemed about to speak again, but instead she made  a gesture with her hand, as if pushing something away, grabbed both children in a clumsy hug that knocked their heads together, then turned and rushed out of the room. the little one began to wail. her sister scrabbled in the child\u2019s pocket,  and fetched out the rag. flushing, she explained to anna, \u2018mum lets her have it when she cries.\u2019 \u2018it\u2019s the best thing, nyusha. y our mother wouldn\u2019t want her to be crying  all the time. give her the rag whenever she wants it.\u2019 the little girl had stopped crying. she was rubbing the silky edge  rhythmically over her lips, slipping away into safety, her eyes wide, dark and unfocused. \u2018now, let\u2019s get you two sorted out. y ou\u2019ll be going into that room first, with  all the others, so you can be divided into groups for the journey. we\u2019ll make sure you stay together. y ou\u2019ll be going on a train, you know that, and we\u2019re sending plenty of food with you, so you don\u2019t need to worry.\u2019 \u2018mum\u2019s made our sandwiches.\u2019\u2018i know. but maybe there are children who haven\u2019t brought anything. we  have to look after everyone. what\u2019s your little sister\u2019s name?\u2019 \u2018olenka. she doesn\u2019t talk.\u20195 1015202530354045",
+            "17": "17 0486/11/m/j/15 \u00a9 ucles 2015 [turn over\u2018but you can tell when she\u2019s hungry and when she wants to go to the  toilet?\u2019 nyusha nods importantly. \u2018y eah, i can tell. she sort of pulls me when she  wants things.\u2019 \u2018that\u2019s good. now, in here, just wait on these benches and we\u2019ll be as  quick as we can. move up a bit, the rest of you, there are two more here who want to sit down.\u2019  [from chapter 11]   how does dunmore\u2019s writing make this moment in the novel so sad? or 14 how, in your view, does dunmore make andrei such an admirable character?50",
+            "18": "18 0486/11/m/j/15 \u00a9 ucles 2015george eliot: silas marner remember to support your ideas with details from the writing. either 15 read this extract, and then answer the question that follows it: dunstan cass, setting off in the raw morning, at the judiciously quiet pace  of a man who is obliged to ride to cover on his hunter, had to take his way along the lane, which, at its farther extremity, passed by the piece of unenclosed ground called the stonepit, where stood the cottage, once a stone-cutter\u2019s shed, now for fifteen years inhabited by silas marner. the spot looked very dreary at this season, with the moist trodden clay about it, and the red, muddy water high up in the deserted quarry. that was dunstan\u2019s first thought as he approached it; the second was, that the old fool of a weaver, whose loom he heard rattling already, had a great deal of money hidden somewhere. how was it that he, dunstan cass, who had often heard talk of marner\u2019s miserliness, had never thought of suggesting to godfrey that he should frighten or persuade the old fellow into lending the money on the excellent security of the young squire\u2019s prospects? the resource occurred to him now as so easy and agreeable, especially as marner\u2019s hoard was likely to be large enough to leave godfrey a handsome surplus beyond his immediate needs, and enable him to accommodate his faithful brother, that he had almost turned the horse\u2019s head towards home again. godfrey would be ready enough to accept the suggestion: he would snatch eagerly at a plan that might save him from parting with wildfire. but when dunstan\u2019s meditation reached this point, the inclination to go on grew strong and prevailed. he didn\u2019t want to give godfrey that pleasure: he preferred that master godfrey should be vexed. moreover, dunstan enjoyed the self-important consciousness of having a horse to sell, and the opportunity of driving a bargain, swaggering, and, possibly, taking somebody in. he might have all the satisfaction attendant on selling his brother\u2019s horse, and not the less have the further satisfaction of setting godfrey to borrow marner\u2019s money. so he rode on to cover. bryce and keating were there, as dunstan was quite sure they would be  \u2013 he was such a lucky fellow. \u2018hey-day,\u2019 said bryce, who had long had his eye on wildfire, \u2018you\u2019re on  your brother\u2019s horse today: how\u2019s that?\u2019 \u2018o, i\u2019ve swopped with him,\u2019 said dunstan, whose delight in lying, grandly  independent of utility, was not to be diminished by the likelihood that his hearer would not believe him \u2013 \u2018wildfire\u2019s mine now.\u2019 \u2018what! has he swopped with you for that big-boned hack of yours?\u2019 said  bryce, quite aware that he should get another lie in answer. \u2018o, there was a little account between us,\u2019 said dunsey, carelessly, \u2018and  wildfire made it even. i accommodated him by taking the horse, though it was against my will, for i\u2019d got an itch for a mare o\u2019 jortin\u2019s \u2013 as rare a bit o\u2019 blood as ever you threw your leg across. but i shall keep wildfire, now i\u2019ve got him; though i\u2019d a bid of a hundred and fifty for him the other day, from a man over at flitton \u2013 he\u2019s buying for lord cromleck \u2013 a fellow with a cast in his eye, and a green waistcoat. but i mean to stick to wildfire: i shan\u2019t get a better at a fence in a hurry. the mare\u2019s got more blood, but she\u2019s a bit too weak in the hind-quarters.\u2019 bryce of course divined that dunstan wanted to sell the horse, and  dunstan knew that he divined it (horse-dealing is only one of many human transactions carried on in this ingenious manner); and they both considered 5 1015202530354045",
+            "19": "19 0486/11/m/j/15 \u00a9 ucles 2015 [turn overthat the bargain was in its first stage, when bryce replied ironically \u2013  \u2018i wonder at that now; i wonder you mean to keep him; for i never heard of a man who didn\u2019t want to sell his horse getting a bid of half as much again as the horse was worth. y ou\u2019ll be lucky if you get a hundred.\u2019 keating rode up now, and the transaction became more complicated.  it ended in the purchase of the horse by bryce for a hundred and twenty, to be paid on the delivery of wildfire, safe and sound, at the batherley stables. it did occur to dunsey that it might be wise for him to give up the day\u2019s hunting, proceed at once to batherley, and, having waited for bryce\u2019s return, hire a horse to carry him home with the money in his pocket. but the inclination for a run, encouraged by confidence in his luck, and by a draught of brandy from his pocket-pistol at the conclusion of the bargain, was not easy to overcome, especially with a horse under him that would take the fences to the admiration of the field.  [from chapter 4]   how does eliot vividly reveal dunstan\u2019s character to you at this moment in the novel? or 16 explore two moments in the novel which eliot\u2019s writing makes particularly moving for  you.50 5560",
+            "20": "20 0486/11/m/j/15 \u00a9 ucles 2015susan hill: i\u2019m the king of the castle remember to support your ideas with details from the writing. either 17 read this extract, and then answer the question that follows it: hooper was standing a couple of yards away, scraping at the leaf mould  with his toe. \u2018come on, kingshaw.\u2019 \u2018i don\u2019t want to play this game now.\u2019hooper\u2019s face puckered with scorn. \u2018what game ? we\u2019re tracking deer,  aren\u2019t we? i am, anyway. y ou can do what you like.\u2019 \u2018i want to go. it\u2019s about time i was getting out.\u2019\u2018out where?\u2019\u2018of here. i\u2019m going through the fields behind the wood, and then \u2026\u2019\u2018then what?\u2019\u2018never mind. nowhere. y ou\u2019ll have to go back, though.\u2019hooper shook his head.\u2018i\u2019m off.\u2019kingshaw had stuffed his sweater inside the satchel. behind him were  the bushes, through which they had just come. he went straight on. \u2018where are you going?\u2019\u2018i told you, i\u2019ve got to go out of here now.\u2019\u2018home?\u2019\u2018mind your own business. no.\u2019\u2018out the other side of the wood, then?\u2019\u2018y es.\u2019\u2018that\u2019s not the way.\u2019\u2018it is.\u2019\u2018it\u2019s not, we were over there. we turned round.\u2019kingshaw hesitated. there were clumps of undergrowth all round. he  tried to get his bearings. if he went into that clearing to his left, then he would be heading out of hang wood. he must be almost on the edge, by now. he walked on, for some way. after a bit, he heard hooper coming behind him. the clearing narrowed, but there were none of the tangled bushes here,  it was possible to walk upright. the branches of the trees locked closely together, overhead. it was very dim. kingshaw stopped. it went on being dark for as far as he could see. if it were near the edge of the wood, it would be getting light. he turned round slowly. but it was the same. everywhere looked the  same. \u2018what\u2019s the matter now?\u2019kingshaw heard, for the first time, a note of fear in hooper\u2019s voice, and  knew that he was leader, again, now. \u2018what have you stopped for?\u2019very deliberately, kingshaw inserted his forefingers under the string,  and pulled the satchel off his back. he untied his anorak from it, and spread it out on the ground, and then sat down. hooper stood above him, his eyes flicking about nervously, his face as pale as his limbs in the dim light. kingshaw said, \u2018we\u2019re lost. we\u2019d better stay here and think what to do.\u2019hooper crumpled. he knelt down on the ground some way off, and  began to poke restlessly about among the foliage, his head bent. \u2018it\u2019s your 5 1015202530354045",
+            "21": "21 0486/11/m/j/15 \u00a9 ucles 2015 [turn overfault,\u2019 he said, \u2018your bloody stupid fault, kingshaw. y ou should have done  what i said.\u2019 \u2018oh, shut up.\u2019there was a sudden screeching cry, and a great flapping of wings,  like wooden clappers. kingshaw looked up. two jays came flying straight through the wood, their wings whirring on the air. when they had gone, it went very still again at once, and it seemed darker, too. then, a faint breeze came through the wood towards them, and passed, just stirring the warm air. silence again. a blackbird began to sing, a loud, bright, warning song. hooper looked up in alarm. from somewhere, far away, came the first rumble of thunder.  [from chapter 6]   how does hill strikingly convey the emotions of the two boys at this moment in the novel? or 18 explore the ways in which hill shows how the relationship between mr hooper and mrs  kingshaw makes matters worse for charles kingshaw.50 55",
+            "22": "22 0486/11/m/j/15 \u00a9 ucles 2015robert louis stevenson: the strange case of dr jekyll and mr hyde remember to support your ideas with details from the writing. either 19 read this extract, and then answer the question that follows it: on the 8th of january utterson had dined at the doctor\u2019s with a small  party; lanyon had been there; and the face of the host had looked from one to the other as in the old days when the trio were inseparable friends. on the 12th, and again on the 14th, the door was shut against the lawyer. \u2018the doctor was confined to the house,\u2019 poole said, \u2018and saw no one.\u2019 on the 15th, he tried again, and was again refused; and having now been used for the last two months to see his friend almost daily, he found this return of solitude to weigh upon his spirits. the fifth night, he had in guest to dine with him; and the sixth he betook himself to doctor lanyon\u2019s. there at least he was not denied admittance; but when he came in,  he was shocked at the change which had taken place in the doctor\u2019s appearance. he had his death-warrant written legibly upon his face. the rosy man had grown pale; his flesh had fallen away; he was visibly balder and older; and yet it was not so much these tokens of a swift physical decay that arrested the lawyer\u2019s notice, as a look in the eye and quality of manner that seemed to testify to some deep-seated terror of the mind. it was unlikely that the doctor should fear death; and yet that was what utterson was tempted to suspect. \u2018y es,\u2019 he thought; \u2018he is a doctor, he must know his own state and that his days are counted; and the knowledge is more than he can bear.\u2019 and yet when utterson remarked on his ill-looks, it was with an air of great firmness that lanyon declared himself a doomed man. \u2018i have had a shock,\u2019 he said, \u2018and i shall never recover. it is a question  of weeks. well, life has been pleasant; i liked it; yes, sir, i used to like it. i sometimes think if we knew all, we should be more glad to get away.\u2019 \u2018jekyll is ill, too,\u2019 observed utterson. \u2018have you seen him?\u2019but lanyon\u2019s face changed, and he held up a trembling hand. \u2018i wish to  see or hear no more of doctor jekyll,\u2019 he said in a loud, unsteady voice. \u2018i am quite done with that person; and i beg that you will spare me any allusion to one whom i regard as dead.\u2019 \u2018tut-tut,\u2019 said mr utterson; and then after a considerable pause, \u2018can\u2019t i  do anything?\u2019 he inquired. \u2018we are three very old friends, lanyon; we shall not live to make others.\u2019 \u2018nothing can be done,\u2019 returned lanyon; \u2018ask himself.\u2019\u2018he will not see me,\u2019 said the lawyer.\u2018i am not surprised at that,\u2019 was the reply. \u2018some day, utterson, after i  am dead, you may perhaps come to learn the right and wrong of this. i cannot tell you. and in the meantime, if you can sit and talk with me of other things, for god\u2019s sake, stay and do so; but if you cannot keep clear of this accursed topic, then, in god\u2019s name, go, for i cannot bear it.\u2019 as soon as he got home, utterson sat down and wrote to jekyll,  complaining of his exclusion from the house, and asking the cause of this unhappy break with lanyon; and the next day brought him a long answer, often very pathetically worded, and sometimes darkly mysterious in drift. the quarrel with lanyon was incurable. \u2018i do not blame our old friend,\u2019 jekyll wrote, \u2018but i share his view that we must never meet. i mean from henceforth to lead a life of extreme seclusion; you must not be surprised, nor must you doubt my friendship, if my door is often shut even to you. 5 1015202530354045",
+            "23": "23 0486/11/m/j/15 \u00a9 ucles 2015 [turn overy ou must suffer me to go my own dark way. i have brought on myself a  punishment and a danger that i cannot name. if i am the chief of sinners, i am the chief of sufferers also. i could not think that this earth contained a place for sufferings and terrors so unmanning; and you can do but one thing, utterson, to lighten this destiny, and that is to respect my silence.\u2019  [from chapter 6, \u2018remarkable incident of doctor lanyon\u2019]   how does stevenson\u2019s writing create suspense here? or 20 explore the ways in which stevenson\u2019s writing makes two violent moments in the novel  particularly gripping.50",
+            "24": "24 0486/11/m/j/15 \u00a9 ucles 2015from  stories of ourselves remember to support your ideas with details from the writing. either 21 read this extract from the destructors  (by graham greene), and then answer the  question that follows it: \u2018at old misery\u2019s?\u2019 blackie said. there was nothing in the rules against  it, but he had a sensation that t. was treading on dangerous ground. he asked hopefully, \u2018did you break in?\u2019 \u2018no. i rang the bell.\u2019\u2018and what did you say?\u2019\u2018i said i wanted to see his house.\u2019\u2018what did he do?\u2019\u2018he showed it me.\u2019\u2018pinch anything?\u2019\u2018no.\u2019\u2018what did you do it for then?\u2019the gang had gathered round: it was as though an impromptu court  were about to form and to try some case of deviation. t. said, \u2018it\u2019s a beautiful house,\u2019 and still watching the ground, meeting no one\u2019s eyes, he licked his lips first one way, then the other. \u2018what do you mean, a beautiful house?\u2019 blackie asked with scorn.\u2018it\u2019s got a staircase two hundred years old like a corkscrew. nothing  holds it up.\u2019 \u2018what do you mean, nothing holds it up. does it float?\u2019\u2018it\u2019s to do with opposite forces, old misery said.\u2019\u2018what else?\u2019\u2018there\u2019s panelling.\u2019\u2018like in the blue boar?\u2019\u2018two hundred years old.\u2019\u2018is old misery two hundred years old?\u2019mike laughed suddenly and then was quiet again. the meeting was in  a serious mood. for the first time since t. had strolled into the car-park on the first day of the holidays his position was in danger. it only needed a single use of his real name and the gang would be at his heels. \u2018what did you do it for?\u2019 blackie asked. he was just, he had no jealousy,  he was anxious to retain t. in the gang if he could. it was the word \u2018beautiful\u2019 that worried him \u2013 that belonged to a class world that you could still see parodied at the wormsley common empire by a man wearing a top hat and a monocle, with a haw-haw accent. he was tempted to say, \u2018my dear trevor, old chap,\u2019 and unleash his hell hounds. \u2018if you\u2019d broken in,\u2019 he said sadly \u2013 that indeed would have been an exploit worthy of the gang. \u2018this was better,\u2019 t. said, \u2018i found out things.\u2019 he continued to stare at his  feet, not meeting anybody\u2019s eye, as though he were absorbed in some dream he was unwilling \u2013 or ashamed \u2013 to share. \u2018what things?\u2019\u2018old misery\u2019s going to be away all tomorrow and bank holiday.\u2019blackie said with relief, \u2018y ou mean we could break in?\u2019\u2018and pinch things?\u2019 somebody asked.blackie said, \u2018nobody\u2019s going to pinch things. breaking in \u2013 that\u2019s good  enough, isn\u2019t it? we don\u2019t want any court stuff.\u2019 \u2018i don\u2019t want to pinch anything,\u2019 t. said. \u2018i\u2019ve got a better idea.\u20195 1015202530354045",
+            "25": "25 0486/11/m/j/15 \u00a9 ucles 2015\u2018what is it?\u2019 t. raised eyes, as grey and disturbed as the drab august day. \u2018we\u2019ll pull it  down,\u2019 he said. \u2018we\u2019ll destroy it.\u2019 blackie gave a single hoot of laughter and then, like mike, fell quiet,  daunted by the serious implacable gaze. \u2018what\u2019d the police be doing all the time?\u2019 he said. \u2018they\u2019d never know. we\u2019d do it from inside. i\u2019ve found a way in.\u2019 he said  with a sort of intensity, \u2018we\u2019d be like worms, don\u2019t you see, in an apple.\u2019   how does greene make t. such a compelling character at this moment in the story? or 22 explore the ways in which the writer makes either  my greatest ambition  (by morris  lurie) or a horse and two goats  (by r. k. narayan) so entertaining.50 55",
+            "26": "26 0486/11/m/j/15 \u00a9 ucles 2015blank page",
+            "27": "27 0486/11/m/j/15 \u00a9 ucles 2015blank page",
+            "28": "28 0486/11/m/j/15 \u00a9 ucles 2015blank page permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here 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 onl ine in the cambridge international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to do wnload at www.cie.org.uk after  the live examination series. cambridge international examinations is part of the cambridge assessment group. cambridge assessment is the brand name of unive rsity of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge."
+        },
+        "0486_s15_qp_12.pdf": {
+            "1": "this document consists of 26 printed pages, 2 blank pages and 1 insert. dc (rcl/km) 91056/3 \u00a9 ucles 2015 [turn overcambridge international examinations cambridge international general certificate of secondary education *6634497062*literature (english)  0486/12 paper 1 poetry and prose may/june 2015  1 hour 30 minutes no additional materials are required. read these instructions first an answer booklet is provided inside this question paper. y ou should follow the instructions on the front cover  of the answer booklet. if you need additional answer paper ask the invigilator for a continuation booklet. answer two questions: one question from section a and one question from section b. all questions in this paper carry equal marks. the syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificat e.",
+            "2": "2 0486/12/m/j/15 \u00a9 ucles 2015blank page",
+            "3": "3 0486/12/m/j/15 \u00a9 ucles 2015 [turn overcontents section a: poetry text question  numbers page[s] thomas hardy:  from selected poems   1, 2 pages 4\u20136 from jo phillips ed: poems deep & dangerous   3, 4 pages 8\u20139 songs of ourselves : from part 4  5, 6 pages 10\u201311 section b: prose text question  numbers page[s] jane austen: northanger abbey   7, 8 pages 12\u201313 tsitsi dangarembga:  nervous conditions   9, 10 pages 14\u201315 anita desai:  fasting, feasting  11, 12 pages 16\u201317 helen dunmore:  the siege  13, 14 pages 18\u201319 george eliot:  silas marner  15, 16 pages 20\u201321 susan hill:  i\u2019m the king of the castle  17, 18 pages 22\u201323 robert louis stevenson:  the strange case of dr jekyll and mr hyde  19, 20 page  24 from stories of ourselves  21, 22 pages 26\u201327",
+            "4": "4 0486/12/m/j/15 \u00a9 ucles 2015section a: poetry   answer one question from this section. thomas hardy: from selected poems remember to support your ideas with details from the writing. either 1 read this poem, and then answer the question that follows it: the pine planters (marty south\u2019s reverie ) i we work here together in blast and breeze;he fills the earth in, i hold the trees. he does not notice  that what i dokeeps me from moving and chills me through. he has seen one fairer  i feel by his eye,which skims me as though i were not by. and since she passed here  he scarce has knownbut that the woodland holds him alone. i have worked here with him  since morning shine,he busy with his thoughts and i with mine. i have helped him so many,  so many days,but never win any small word of praise! shall i not sigh to him  that i work onglad to be nigh to him though hope is gone? nay, though he never  knew love like mine,i\u2019ll bear it ever and make no sign!5 101520 25 30",
+            "5": "5 0486/12/m/j/15 \u00a9 ucles 2015 [turn overii from the bundle at hand here i take each tree,and set it to stand, here always to be;when, in a second, as if from fearof life unreckoned beginning here,it starts a sighing through day and night,though while there lying \u2019twas voiceless quite. it will sigh in the morning,  will sigh at noon,at the winter\u2019s warning, in wafts of june;grieving that never kind fate decreedit should for ever remain a seed,and shun the welter of things without,unneeding shelter from storm and drought. thus, all unknowing  for whom or whatwe set it growing in this bleak spot,it still will grieve here throughout its time,unable to leave here, or change its clime;or tell the story of us to-daywhen, halt and hoary, we pass away.   explore the ways in which hardy creates such moving impressions of marty south and  the man she loves in the pine planters .35 40 45 5055 60 65",
+            "6": "6 0486/12/m/j/15 \u00a9 ucles 2015or 2 how do hardy\u2019s words and images make a memorable moment so vivid in neutral  tones ? neutral tones we stood by a pond that winter day, and the sun was white, as though chidden of god,and a few leaves lay on the starving sod; \u2013 they had fallen from an ash, and were gray. y our eyes on me were as eyes that rove over tedious riddles of years ago;and some words played between us to and fro on which lost the more by our love. the smile on your mouth was the deadest thing alive enough to have strength to die;and a grin of bitterness swept thereby like an ominous bird a-wing \u2026 since then, keen lessons that love deceives, and wrings with wrong, have shaped to mey our face, and the god-curst sun, and a tree, and a pond edged with grayish leaves.5 1015",
+            "7": "7 0486/12/m/j/15 \u00a9 ucles 2015 [turn overturn to page 8 for question 3.",
+            "8": "8 0486/12/m/j/15 \u00a9 ucles 2015from jo phillips ed: poems deep & dangerous remember to support your ideas with details from the writing. either 3  read this poem, and then answer the question that follows it: registers out of the warm primordial cave of our conversations, jack\u2019s gone.no more chit-chat under the blanketspegged over chairs and nipped in drawers. throughout his first five years an ear always open, at worst ajar,i catch myself still listening outfor sounds of him in the sensible house where nothing stirs but the washing machine which clicks and churns. i\u2019m loosening his armsclasped round my neck, detaching myselffrom his soft protracted kiss goodbye. good boy, diminishing down the long corridors into the huge unknownassembly hall, each word strange,even his name on miss cracknell\u2019s tongue. (michael laskey )   how does laskey make registers  so moving?5 1015",
+            "9": "9 0486/12/m/j/15 \u00a9 ucles 2015 [turn overor 4 in what ways does clare convey to you the powerful emotions of the speaker in first  love ? first love i ne\u2019er was struck before that hour  with love so sudden and so sweet.her face it bloomed like a sweet flower and stole my heart away complete.my face turned pale as deadly pale, my legs refused to walk away,and when she looked \u2018what could i ail?\u2019 my life and all seemed turned to clay. and then my blood rushed to my face  and took my sight away.the trees and bushes round the place seemed midnight at noonday.i could not see a single thing, words from my eyes did start;they spoke as chords do from the string and blood burnt round my heart. are flowers the winter\u2019s choice?  is love\u2019s bed always snow?she seemed to hear my silent voice and love\u2019s appeal to know.i never saw so sweet a face as that i stood before:my heart has left its dwelling-place and can return no more. (john clare )5 10 15 20",
+            "10": "10 0486/12/m/j/15 \u00a9 ucles 2015songs of ourselves : from part 4 remember to support your ideas with details from the writing. either 5 read this poem, and then answer the question that follows it: the city planners cruising these residential sunday streets in dry august sunlight:what offends us isthe sanities:the houses in pedantic rows, the plantedsanitary trees, assertlevelness of surface like a rebuketo the dent in our car door.no shouting here, orshatter of glass; nothing more abruptthan the rational whine of a power mowercutting a straight swath in the discouraged grass. but though the driveways neatly sidestep hysteriaby being even, the roofs all displaythe same slant of avoidance to the hot sky,certain things:the smell of spilt oil a faintsickness lingering in the garages,a splash of paint on brick surprising as a bruise,a plastic hose poised in a viciouscoil; even the too-fixed stare of the wide windows give momentary access to the landscape behind or underthe future cracks in the plasterwhen the houses, capsized, will slideobliquely into the clay seas, gradual as glaciersthat right now nobody notices. that is where the city planners with the insane faces of political conspiratorsare scattered over unsurveyedterritories, concealed from each other,each in his own private blizzard; guessing directions, they sketch transitory lines rigid as wooden borderson a wall in the white vanishing air tracing the panic of suburb order in a bland madness of snows. (margaret atwood )   to what extent does atwood make you feel that human activities are pointless in the city  planners ?5 10 15 20 253035",
+            "11": "11 0486/12/m/j/15 \u00a9 ucles 2015 [turn overor 6 how does rossetti create a sense of extreme emotion in the woodspurge ? the woodspurge the wind flapped loose, the wind was still, shaken out dead from tree and hill:i had walked on at the wind\u2019s will, \u2013i sat now, for the wind was still. between my knees my forehead was, \u2013 my lips, drawn in, said not alas!my hair was over in the grass,my naked ears heard the day pass. my eyes, wide open, had the run of some ten weeds to fix upon;among those few, out of the sun,the woodspurge flowered, three cups in one. from perfect grief there need not be wisdom or even memory:one thing then learnt remains to me, \u2013the woodspurge has a cup of three. (dante gabriel rossetti )5 1015",
+            "12": "12 0486/12/m/j/15 \u00a9 ucles 2015section b: prose answer one question from this section. jane austen: northanger abbey remember to support your ideas with details from the writing. either 7 read this extract, and then answer the question that follows it: the marriage of eleanor tilney, her removal from all the evils of such a  home as northanger had been made by henry\u2019s banishment, to the home of her choice and the man of her choice, is an event which i expect to give general satisfaction among all her acquaintance. my own joy on the occasion is very sincere. i know no one more entitled, by unpretending merit, or better prepared by habitual suffering, to receive and enjoy felicity. her partiality for this gentleman was not of recent origin; and he had been long withheld only by inferiority of situation from addressing her. his unexpected accession to title and fortune had removed all his difficulties; and never had the general loved his daughter so well in all her hours of companionship, utility, and patient endurance, as when he first hailed her, \u2018y our ladyship!\u2019 her husband was really deserving of her; independent of his peerage, his wealth, and his attachment, being to a precision the most charming young man in the world. any further definition of his merits must be unnecessary; the most charming young man in the world is instantly before the imagination of us all. concerning the one in question therefore i have only to add \u2013 (aware that the rules of composition forbid the introduction of a character not connected with my fable) \u2013 that this was the very gentleman whose negligent servant left behind him that collection of washing-bills, resulting from a long visit at northanger, by which my heroine was involved in one of her most alarming adventures. the influence of the viscount and viscountess in their brother\u2019s behalf  was assisted by that right understanding of mr morland\u2019s circumstances which, as soon as the general would allow himself to be informed, they were qualified to give. it taught him that he had been scarcely more misled by thorpe\u2019s first boast of the family wealth, than by his subsequent malicious overthrow of it; that in no sense of the word were they necessitous or poor, and that catherine would have three thousand pounds. this was so material an amendment of his late expectations, that it greatly contributed to smooth the descent of his pride; and by no means without its effect was the private intelligence, which he was at some pains to procure, that the fullerton estate, being entirely at the disposal of its present proprietor, was consequently open to every greedy speculation. on the strength of this, the general, soon after eleanor\u2019s marriage,  permitted his son to return to northanger, and thence made him the bearer of his consent, very courteously worded in a page full of empty professions to mr morland. the event which it authorised soon followed: henry and catherine were married, the bells rang and everybody smiled; and, as this took place within a twelve-month from the first day of their meeting, it will not appear, after all the dreadful delays occasioned by the general\u2019s cruelty, that they were essentially hurt by it. to begin perfect happiness at the respective ages of twenty-six and eighteen, is to do pretty well; and professing myself moreover convinced, that the general\u2019s unjust interference, so far from being really injurious to their felicity, was perhaps 5 10152025303540",
+            "13": "13 0486/12/m/j/15 \u00a9 ucles 2015 [turn overrather conducive to it, by improving their knowledge of each other, and  adding strength to their attachment, i leave it to be settled by whomsoever it may concern, whether the tendency of this work be altogether to recommend parental tyranny, or reward filial disobedience.  [from chapter 31]   how does austen\u2019s writing make this ending of the novel satisfying for you? or 8 in what ways does austen strikingly contrast john thorpe and henry tilney?45",
+            "14": "14 0486/12/m/j/15 \u00a9 ucles 2015tsitsi dangarembga: nervous conditions remember to support your ideas with details from the writing. either 9 read this extract, and then answer the question that follows it: \u2018maiguru,\u2019 my mother asked, suckling my little brother, \u2018do you think we  will go home tonight?\u2019 \u2018how should i know what you and your babamukuru have planned?\u2019  laughed maiguru. \u2018we shall see when he comes.\u2019 babamukuru did not come until we had all gone to bed. he did not take  my mother home that day, or the next, or the next. \u2018mainini has been wondering when they will go home,\u2019 maiguru probed  on the fourth day. \u2018oh yes! i said i would take them,\u2019 remembered my uncle.at lunchtime the day after he came home looking very pleased with  himself. something very wonderful indeed must have happened for us to be able to see it, because babamukuru\u2019s face did not usually reflect his moods. so we waited and hoped he would share the occasion with us. \u2018have you packed, mainini?\u2019 he asked my mother when we were half- way into the meal. \u2018i think i can take you home this afternoon.\u2019 \u2018but what about the shopping?\u2019 objected maiguru. \u2018will there be time to  do both?\u2019 \u2018we\u2019ll see to that later,\u2019 babamukuru dismissed my aunt, and he told my  mother to get ready since he wanted to leave straight after lunch. but when lucia rose too, babamukuru stopped her. \u2018lucia,\u2019 he said indifferently, \u2018er \u2013 if you are going to help mainini, that is  all right. but you yourself will not be going. i have found something for you to do. not much. a little job. at the girls\u2019 hostel. y ou will help to cook the food there at the hostel. i will take you there today.\u2019 \u2018purururu!\u2019 ululated lucia loud and long, although i do not know how  she managed it with such a broad grin on her face. \u2018purururu!\u2019 she shrilled, her hand to her mouth. \u2018did you hear that, sisi, did you hear that, sisi?\u2019 she crowed at my mother with a little jump to emphasise each word. \u2018babamukuru has found me a job. he has found me a job!\u2019 she knelt in front of babamukuru, energetically clapping her hands. \u2018thank you, samusha, thank you, chihwa. y ou have done a great deed. truly, we could not survive without you. those foreign places, those places you went, did not make you forget us. no! they enabled you to come back and perform miracles!\u2019 my mother came hurrying with her own shrill ululations. \u2018that is why they  say education is life,\u2019 she cried. \u2018aren\u2019t we all benefiting from babamukuru\u2019s education?\u2019 and she knelt worshipping beside lucia. then it was maiguru\u2019s turn to take her place on the floor. \u2018thank you, baba, thank you for finding mainini lucia a job.\u2019it was an intoxicating occasion. my first instinct was to join the adoring  women \u2013 my mouth had already pursed itself for a loud ululation. \u2018don\u2019t you dare,\u2019 nyasha hissed, kicking me under the table. i unpursed  my mouth, but the urge to extol babamukuru\u2019s magnanimity was implacable. \u2018thank you, babamukuru,\u2019 i said as calmly as i could so as not to  disappoint nyasha, \u2018for finding lucia a job.\u2019 i was mesmerised by the sleight of hand that had lifted lucia out of her  misery, and even more seductive was the power that this sleight of hand 5 1015202530354045",
+            "15": "15 0486/12/m/j/15 \u00a9 ucles 2015 [turn overrepresented. with the crescendos of praise, babamukuru grew modest  and egalitarian. \u2018stand up, stand up. do not thank me. lucia is the one who will be doing  the work!\u2019 he exclaimed. so lucia never went back to the homestead to live, although she did go  with my mother that afternoon to collect her spare dress and her few other possessions. in the excitement, my mother left behind at the mission a lime-green bonnet and a bright pink bootee which she had received at my brother\u2019s birth.  [from chapter 8]   how does dangarembga vividly convey the reactions of the characters at this moment in  the novel? or 10 \u2018babamukuru has his family\u2019s best interests at heart.\u2019    how far does dangarembga\u2019s writing persuade you that this is true?    d o  not use the extract printed in question 9 in your answer.50 55",
+            "16": "16 0486/12/m/j/15 \u00a9 ucles 2015anita desai: fasting, feasting remember to support your ideas with details from the writing. either 11 read this extract, and then answer the question that follows it: arun stands looking at his shoes, dusty from the long walk out of town,  and carefully refrains from informing him that melanie is indoors, gorging on peanuts. he waits for the dreaded moment when he will have to confess what he wishes he did not have to confess \u2013 again. will mrs patton make the confession for him? will mrs patton be brave and make it unnecessary for him to speak, publicly reveal himself as unworthy, unfit to take the wafer upon his tongue, the wine into his throat? \u2018come on, bring me your plates,\u2019 mr patton tells his foot-dragging  communicants, trying to sound jovial and only managing to sound impatient. mrs patton advances, holding her plate before her. she stands very  upright before the grill, trying not to flinch but evidently fully aware of the gravity of the ceremony. \u2018thank you, dear,\u2019 she says as she receives the slab of charred meat on her plate, making it dip a little with its weight so that grease and blood run across it and spread. \u2018and now you, aaroon,\u2019 commands mr patton, sliding the spatula under  another slab that is blackening upon the coals. \u2018this here should be just right for you, red,\u2019 he jollies the nervous newcomer to his congregation, not yet saved but surely on his way. arun has made the mistake of telling the pattons once that his name means \u2018red\u2019 in hindi, and mr patton has seized upon this as a good joke, particularly in conjunction with his son\u2019s name, rod. fortunately arun has not elaborated that it means, specifically, the red sky at sunrise or mr patton might now be calling him \u2018dawn\u2019. instinctively, then, arun steps backwards and even puts his hands behind  his back. some stubborn adherence to his own tribe asserts itself and prevents him from converting. \u2018oh, i\u2019ll just have the \u2013 the bun and \u2013 then salad,\u2019 he stammers and his hair falls over his forehead in embarrassment. mr patton raises an eyebrow \u2013 slowly, significantly \u2013 holding the spatula  in the air while the steak sputters in indignation at this denial. mrs patton rushes in hurriedly, but too late. \u2018ahroon\u2019s a vegetarian,  dear \u2013\u2019 and then her voice drops to a whisper \u2018\u2013 like me.\u2019 mr patton either does not hear the whisper, or does but ignores it. he  responds only to the first half of the statement. \u2018okay, now i remember,\u2019 he says at last. \u2018y eah, you told me once. just can\u2019t see how anyone would refuse a good piece of meat, that\u2019s all. it\u2019s not natural. and it costs \u2013\u2019 mrs patton begins to play the role of a distracting decoy. she flutters  about the patio, helping herself to bread and mustard, pattering rapidly, \u2018ahroon explained it all to us, dear \u2013 you know, about the hindoo religion, and the cows \u2013\u2019 mr patton gives his head a shake, sadly disappointed in such moral  feebleness, and turns the slab of meat over and over. \u2018y eah, how they let them out on the streets because they can\u2019t kill \u2019em and don\u2019t know what to do with \u2019em. i could show \u2019em. a cow is a cow, and good red meat as far as i\u2019m concerned.\u2019 \u2018y es, dear,\u2019 mrs patton coos consolingly.\u2018and here it\u2019s all turning to coal,\u2019 mr patton mourns, patting the scorched  slice. arun follows mrs patton to a table set with platters and bowls of lettuce 5 1015202530354045",
+            "17": "17 0486/12/m/j/15 \u00a9 ucles 2015 [turn overand rolls. sadly he resigns himself to the despised foods, wondering once  again how he has let himself be drawn into this repetitious farce \u2013 the ceremonies of other tribes must seem either farcical or outrageous always \u2013 as bad as anything he remembers at home. thinking of his father\u2019s stolid face and frown at the table, grave and disapproving, he feels he must assure mrs patton as he would his mother, \u2018i will eat the bun and salad.\u2019 mr patton says nothing. he is prying the scorched shreds of meat off the  grill with his spatula and scraping them onto his plate, grievously aware of the failure of this summer night\u2019s sacrament. mrs patton settles onto a canvas chair and pantomimes the eating of a  meal while playing with it with her fork. \u2018mmm, it\u2019s real good,\u2019 she murmurs. \u2018rod and melanie just don\u2019t know what they\u2019re missing.\u2019  [from chapter 15]   how does desai make this such a memorable moment in the novel? or 12 explore the ways in which desai persuades you that there are similarities between papa  and mr patton.50 5560",
+            "18": "18 0486/12/m/j/15 \u00a9 ucles 2015helen dunmore: the siege remember to support your ideas with details from the writing. either 13 read this extract, and then answer the question that follows it: anna and the sledge. little anna on her sledge, long ago. mammy loved  sledging as much as anna did. they would go out, the two of them, while anna\u2019s father worked. he would have liked to come with them but he had a deadline to meet. walking through snow, with the red sledge bumping along behind them,  anna wished that everyone she knew was there to see what a beautiful sledge she had. there were curls of green and gold on the smart, bright red. the rope was new and anna was allowed to pull the sledge herself. her mother swooped down to pick up anna when snow went over the top of her boots. when she set her down again, anna took up the thick, new rope. a bit farther on, near the park, someone stopped them. she stood so close that anna smelt her smoky perfume. her boots had shiny silver buckles on the side, and anna wanted to touch them. \u2018hasn\u2019t she grown! how are you all, vera?\u2019\u2018we\u2019re well,\u2019 said vera. her hand squeezed anna\u2019s tightly. there was a  silence, but vera didn\u2019t put any more words into it. \u2018i haven\u2019t seen misha for weeks \u2013 he\u2019s not ill, i hope?\u2019her mother\u2019s voice was steady. \u2018he\u2019s perfectly well, marina petrovna. we  are all perfectly well. and now, if you\u2019ll excuse me, anna mustn\u2019t stand in the cold \u2026\u2019 \u2018of course \u2013\u2019when anna looked back she was still standing there. she didn\u2019t move,  and no one said goodbye. when they had turned the corner, her mother stopped and placed anna  carefully on the sledge. she wrapped the shawl around anna in the usual way, making sure that her chest was covered. but suddenly she changed and did something new. she dropped on her  knees in the snow in front of the sledge. she grasped anna and pulled her close. she pressed her tight, tight, so that anna felt the cold of her mother\u2019s cheeks burning her. \u2018mammy, you\u2019re hurting me.\u2019her mother moved back. anna saw her face close-up.\u2018mammy, are you all right?\u2019her mother stood up, brushing snow off her coat. \u2018i\u2019m fine. don\u2019t worry,  anna.\u2019 anna said nothing. carefully, she tucked in the ends of the shawl which  her mother had forgotten. she looked up and she saw that her mother\u2019s face was stiff with anger. she was drumming her fingers on the rope, staring up the street as if she\u2019d forgotten about anna. \u2018mammy?\u2019\u2018what?\u2019\u2018can we go?\u2019\u2018y ou want to go back home?\u2019\u2018i\u2019m cold, mammy.\u2019\u2018i\u2019m sorry. i was thinking about some things at work. let\u2019s go. hold on  tight now, anna.\u2019 how old was she then? five, six? all through that spring and summer  there was trouble hanging in the air like thunder. at night anna woke up 5 1015202530354045",
+            "19": "19 0486/12/m/j/15 \u00a9 ucles 2015 [turn overand there were voices slashing the dark. when holiday time came her  mother took anna away to the dacha, but her father didn\u2019t come with them. he had things to do in leningrad. \u2018too much work to do, anna. i want to come, but \u2013\u2019  [from chapter 1]   how does dunmore\u2019s writing make this such a dramatic and significant moment in the  novel? or 14 explore two memorable moments in the novel where dunmore portrays the impact of  war on people\u2019s lives.50",
+            "20": "20 0486/12/m/j/15 \u00a9 ucles 2015george eliot: silas marner remember to support your ideas with details from the writing. either 15 read this extract, and then answer the question that follows it: while godfrey cass was taking draughts of forgetfulness from the sweet  presence of nancy, willingly losing all sense of that hidden bond which at other moments galled and fretted him so as to mingle irritation with the very sunshine, godfrey\u2019s wife was walking with slow uncertain steps through the snow-covered raveloe lanes, carrying her child in her arms. this journey on new y ear\u2019s eve was a pre-meditated act of vengeance  which she had kept in her heart ever since godfrey, in a fit of passion, had told her he would sooner die than acknowledge her as his wife. there would be a great party at the red house on new y ear\u2019s eve, she knew: her husband would be smiling and smiled upon, hiding her existence  in the darkest corner of his heart. but she would mar his pleasure: she would go in her dingy rags, with her faded face, once as handsome as the best, with her little child that had its father\u2019s hair and eyes, and disclose herself to the squire as his eldest son\u2019s wife. it is seldom that the miserable can help regarding their misery as a wrong inflicted by those who are less miserable. molly knew that the cause of her dingy rags was not her husband\u2019s neglect, but the demon opium to whom she was enslaved, body and soul, except in the lingering mother\u2019s tenderness that refused to give him her hungry child. she knew this well; and yet, in the moments of wretched unbenumbed consciousness, the sense of her want and degradation transformed itself continually into bitterness towards godfrey. he was well off; and if she had her rights she would be well off too. the  belief that he repented his marriage, and suffered from it, only aggravated her vindictiveness. just and self-reproving thoughts do not come to us too thickly, even in the purest air, and with the best lessons of heaven and earth; how should those white-winged delicate messengers make their way to molly\u2019s poisoned chamber, inhabited by no higher memories than those of a bar-maid\u2019s paradise of pink ribbons and gentlemen\u2019s jokes? she had set out at an early hour, but had lingered on the road, inclined  by her indolence to believe that if she waited under a warm shed the snow would cease to fall. she had waited longer than she knew, and now that she found herself belated in the snow-hidden ruggedness of the long lanes, even the animation of a vindictive purpose could not keep her spirit from failing. it was seven o\u2019clock, and by this time she was not very far from raveloe, but she was not familiar enough with those monotonous lanes to know how near she was to her journey\u2019s end. she needed comfort, and she knew but one comforter \u2013 the familiar demon in her bosom; but she hesitated a moment, after drawing out the black remnant, before she raised it to her lips. in that moment the mother\u2019s love pleaded for painful consciousness rather than oblivion \u2013 pleaded to be left in aching weariness, rather than to have the encircling arms benumbed so that they could not feel the dear burden. in another moment molly had flung something away, but it was not the black remnant \u2013 it was an empty phial. and she walked on again under the breaking cloud, from which there came now and then the light of a quickly-veiled star, for a freezing wind had sprung up since the snowing had ceased. but she walked always more and more drowsily, and clutched more and more automatically the sleeping child at her bosom.  [from chapter 12]5 1015202530354045",
+            "21": "21 0486/12/m/j/15 \u00a9 ucles 2015 [turn over  how does eliot make this moment in the novel so disturbing? or 16 to what extent does eliot\u2019s writing make you feel sympathy for nancy?",
+            "22": "22 0486/12/m/j/15 \u00a9 ucles 2015susan hill: i\u2019m the king of the castle remember to support your ideas with details from the writing. either 17 read this extract, and then answer the question that follows it: kingshaw ignored him. he picked up the rabbit cautiously. it felt quite  heavy, and rather loose, as though there were nothing holding its limbs together, inside. \u2018haven\u2019t you ever touched a dead thing before?\u2019\u2018no. well \u2013 only birds. nothing big.\u2019\u2018that isn\u2019t big!\u2019\u2018it is. i mean, i\u2019ve never touched an animal  that was dead.\u2019 \u2018haven\u2019t you ever seen a dead person, either?\u2019kingshaw looked up nervously. \u2018no.\u2019\u2018not even your father? didn\u2019t they take you to look at him in his coffin?\u2019\u2018no.\u2019\u2018i saw my grandfather dead. that wasn\u2019t long ago.\u2019\u2018oh.\u2019 kingshaw had no way of telling if this were true. he moved his  fingers about in the rabbit\u2019s wet fur. \u2018oh, chuck it away, kingshaw.\u2019but he was reluctant. he liked the feel of it. he had not known how it  would be to hold a dead thing. now he knew. he nursed it to him. hooper said, \u2018it\u2019s only dead. dead things are finished, they don\u2019t matter.\u2019 \u2018y es, they do. well \u2013 dead people do, anyway.\u2019\u2018of course they don\u2019t. there\u2019s no difference.\u2019\u2018there is, there is.\u2019\u2018how is there?\u2019 \u2018because \u2026 because it\u2019s human bodies.\u2019\u2018humans are only animals.\u2019\u2018y es \u2013 only \u2026 only they\u2019re not. they\u2019re different.\u2019hooper sighed. \u2018look, when you\u2019re breathing, you\u2019re alive aren\u2019t you?  everything is. and when you stop breathing, your heart stops, and then you\u2019re dead.\u2019 kingshaw hesitated, worried about it, uncertain how to argue. hooper\u2019s  eyes opened very wide. \u2018i suppose you don\u2019t believe all that guff about souls and ghosts and everything, do you?\u2019 \u2018not ghosts \u2026\u2019\u2018when you\u2019re dead you\u2019re dead, you\u2019re finished.\u2019\u2018no.\u2019\u2018look \u2026 you can see.\u2019 hooper poked his finger at the rabbit. its head  flopped heavily sideways. \u2018it\u2019s dead,\u2019 he said.kingshaw stared at it miserably. he could not think clearly. what hooper  said must be true, and yet he knew that it was not true. \u2018if you believe all that about souls, you believe in ghosts and spooks.\u2019\u2018no, i don\u2019t.\u2019\u2018ghosts are supposed to be people, after they\u2019re dead, aren\u2019t they?\u2019\u2018i don\u2019t know.\u2019\u2018well, they are.\u2019\u2018y ou just said that when you were dead you were finished.\u2019\u2018oh, i don\u2019t believe in any old ghosts. but you do. y ou\u2019ve got to, if you  believe that other.\u20195 1015202530354045",
+            "23": "23 0486/12/m/j/15 \u00a9 ucles 2015 [turn overkingshaw said nothing. but he was still anxious about it. \u2018so you\u2019d better watch out, hadn\u2019t you? but it\u2019s all guff, really.\u2019  [from chapter 7]   how does hill\u2019s writing make this moment in the novel revealing and significant? or 18 explore the ways in which hill memorably presents kingshaw\u2019s relationship with fielding.",
+            "24": "24 0486/12/m/j/15 \u00a9 ucles 2015robert louis stevenson: the strange case of dr jekyll and mr hyde remember to support your ideas with details from the writing. either 19 read this extract, and then answer the question that follows it: \u2018did you ever come across a prot\u00e9g\u00e9 of his\u2014one hyde?\u2019 he asked. \u2018hyde?\u2019 repeated lanyon. \u2018no. never heard of him. since my time.\u2019that was the amount of information that the lawyer carried back with  him to the great, dark bed on which he tossed to and fro, until the small hours of the morning began to grow large. it was a night of little ease to his toiling mind, toiling in mere darkness and besieged by questions. six o\u2019clock struck on the bells of the church that was so conveniently near  to mr utterson\u2019s dwelling, and still he was digging at the problem. hitherto it had touched him on the intellectual side alone; but now his imagination also was engaged or rather enslaved; and as he lay and tossed in the gross darkness of the night and the curtained room, mr enfield\u2019s tale went by before his mind in a scroll of lighted pictures. he would be aware of the great field of lamps of a nocturnal city; then of the figure of a man walking swiftly; then of a child running from the doctor\u2019s; and then these met, and that human juggernaut trod the child down and passed on regardless of her screams. or else he would see a room in a rich house, where his friend lay asleep, dreaming and smiling at his dreams; and then the door of that room would be opened, the curtains of the bed plucked apart, the sleeper recalled, and lo! there would stand by his side a figure to whom power was given, and even at that dead hour, he must rise and do its bidding. the figure in these two phases haunted the lawyer all night; and if at any time he dozed over, it was but to see it glide more stealthily through sleeping houses, or move the more swiftly and still the more swiftly, even to dizziness, through wider labyrinths of lamplighted city, and at every street corner crush a child and leave her screaming. and still the figure had no face by which he might know it; even in his dreams, it had no face, or one that baffled him and melted before his eyes; and thus it was that there sprang up and grew apace in the lawyer\u2019s mind a singularly strong, almost an inordinate, curiosity to behold the features of the real mr hyde. if he could but once set eyes on him, he thought the mystery would lighten and perhaps roll altogether away, as was the habit of mysterious things when well examined. he might see a reason for his friend\u2019s strange preference or bondage (call it which you please) and even for the startling clauses of the will. and at least it would be a face worth seeing: the face of a man who was without bowels of mercy: a face which had but to show itself to raise up, in the mind of the unimpressionable enfield, a spirit of enduring hatred. from that time forward, mr utterson began to haunt the door in the  by-street of shops. in the morning before office hours, at noon when business was plenty and time scarce, at night under the face of the fogged city moon, by all lights and at all hours of solitude or concourse, the lawyer was to be found on his chosen post.  [from chapter 2, \u2018search for mr hyde\u2019]   in what ways does stevenson\u2019s writing vividly convey mr utterson\u2019s disturbed state of  mind at this moment in the novel? or 20 how does stevenson make dr jekyll\u2019s relationship with mr hyde so fascinating?5 10152025303540",
+            "25": "25 0486/12/m/j/15 \u00a9 ucles 2015 [turn overturn to page 26 for question 21.",
+            "26": "26 0486/12/m/j/15 \u00a9 ucles 2015from stories of ourselves remember to support your ideas with details from the writing. either 21 read this extract from the fly in the ointment  (by v. s. pritchett), and then answer the  question that follows it: the old man turned his head away. he actually wiped a tear from his  eye. a glow of sympathy transported the younger man. he felt as though a sun had risen. \u2018y ou know \u2013\u2019 the father said uneasily, flitting a glance at the fly on the  ceiling as if he wanted the fly as well as his son to listen to what he was going to say \u2013 \u2018you know,\u2019 he said, \u2018the world\u2019s all wrong. i\u2019ve made my mistakes. i was thinking about it before you came. y ou know where i went wrong? y ou know where i made my mistake?\u2019 the son\u2019s heart started to a panic of embarrassment. for heaven\u2019s sake,  he wanted to shout, don\u2019t! don\u2019t stir up the whole business. don\u2019t humiliate yourself before me. don\u2019t start telling the truth. don\u2019t oblige me to say we know all about it, that we have known for years the mess you\u2019ve been in, that we\u2019ve seen through the plausible stories you\u2019ve spread, that we\u2019ve known the people you\u2019ve swindled. \u2018money\u2019s been my trouble,\u2019 said the old man. \u2018i thought i needed money.  that\u2019s one thing it\u2019s taught me. i\u2019ve done with money. absolutely done and finished with it. i never want to see another penny as long as i live. i don\u2019t want to see or hear of it. if you came in now and offered me a thousand pounds i should laugh at you. we deceive ourselves. we don\u2019t want the stuff. all i want now is just to go to a nice little cottage by the sea,\u2019 the old man said. \u2018i feel i need air, sun, life.\u2019 the son was appalled.\u2018y ou want money even for that,\u2019 the son said irritably. \u2018y ou want quite a lot  of money to do that.\u2019 \u2018don\u2019t say i want money,\u2019 the old man said vehemently. \u2018don\u2019t say it. when  i walk out of this place tonight i\u2019m going to walk into freedom. i am not going to think of money. y ou never know where it will come from. y ou may see something. y ou may meet a man. y ou never know. did the children of israel worry about money? no, they just went out and collected the manna. that\u2019s what i want to do.\u2019 the son was about to speak. the father stopped him.\u2018money,\u2019 the father said, \u2018isn\u2019t necessary at all.\u2019now, like the harvest moon in full glow, the father\u2019s face shone up at his  son. \u2018what i came round about was this,\u2019 said the son awkwardly and dryly.  \u2018i\u2019m not rich. none of us is. in fact, with things as they are we\u2019re all pretty shaky and we can\u2019t do anything. i wish i could, but i can\u2019t. but\u2019 \u2013 after the assured beginning he began to stammer and to crinkle his eyes timidly \u2013 \u2018but the idea of your being \u2013 you know, well short of some immediate necessity, i mean \u2013 well, if it is ever a question of \u2013 well, to be frank, cash ,  i\u2019d raise it somehow.\u2019 he coloured. he hated to admit his own poverty, he hated to offer charity  to his father. he hated to sit there knowing the things he knew about him. he was ashamed to think how he, how they all dreaded having the gregarious, optimistic, extravagant, uncontrollable, disingenuous old man on their hands. the son hated to feel he was being in some peculiar way which he could not understand, mean, cowardly and dishonest.5 1015202530354045",
+            "27": "27 0486/12/m/j/15 \u00a9 ucles 2015the father\u2019s sailing eyes came down and looked at his son\u2019s nervous,  frowning face and slowly the dreaming look went from the father\u2019s face. slowly the harvest moon came down from its rosy voyage. the little face suddenly became dominant within the outer folds of skin like a fox looking out of a hole of clay. he leaned forward brusquely on the table and somehow a silver-topped pencil was in his hand preparing to note something briskly on a writing-pad. \u2018raise it?\u2019 said the old man sharply. \u2018why didn\u2019t you tell me before you  could raise money? how can you raise it? where? by when?\u2019   how does pritchett make this such a powerful ending to the story? or 22 explore the ways in which the writer makes either  the custody of the pumpkin   (by p .g. wodehouse) or at hiruharama  (by penelope fitzgerald) particularly amusing.50 55",
+            "28": "28 0486/12/m/j/15 \u00a9 ucles 2015blank page permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here 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 onl ine in the cambridge international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to do wnload at www.cie.org.uk after  the live examination series. cambridge international examinations is part of the cambridge assessment group. cambridge assessment is the brand name of unive rsity of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge."
+        },
+        "0486_s15_qp_13.pdf": {
+            "1": "this document consists of 24 printed pages, 4 blank pages and 1 insert. dc (rcl/km) 91055/2 \u00a9 ucles 2015 [turn overcambridge international examinations cambridge international general certificate of secondary education *6698120226*literature (english)  0486/13 paper 1 poetry and prose may/june 2015  1 hour 30 minutes no additional materials are required. read these instructions first an answer booklet is provided inside this question paper. y ou should follow the instructions on the front cover  of the answer booklet. if you need additional paper ask the invigilator for a continuation booklet. answer two questions: one question from section a and one question from section b. all questions in this paper carry equal marks. the syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificat e.",
+            "2": "2 0486/13/m/j/15 \u00a9 ucles 2015blank page",
+            "3": "3 0486/13/m/j/15 \u00a9 ucles 2015 [turn overcontents section a: poetry   text question numbers page[s] thomas hardy: from  selected poems   1, 2 pages 4\u20135 from jo phillips ed:  poems deep & dangerous   3, 4 pages 6\u20137 songs of ourselves : from part 4  5, 6 pages 8\u20139 section b:  prose text question  numbers page[s] jane austen: northanger abbey   7, 8 pages 10\u201311 tsitsi dangarembga: nervous conditions   9, 10 pages 12\u201313 anita desai: fasting, feasting  11, 12 pages 14\u201315 helen dunmore: the siege  13, 14 pages 16\u201317 george eliot: silas marner  15, 16 pages 18\u201319 susan hill: i\u2019m the king of the castle 17, 18 pages 20\u201321 robert louis stevenson: the strange case of dr jekyll and mr hyde 19, 20 pages 22\u201323 from stories of ourselves 21, 22 pages 24\u201325",
+            "4": "4 0486/13/m/j/15 \u00a9 ucles 2015 section a: poetry answer one question from this section. thomas hardy: from  selected poems remember to support your ideas with details from the writing. either 1 read this poem, and then answer the question that follows it: during wind and rain they sing their dearest songs \u2013 he, she, all of them \u2013 yea,treble and tenor and bass, and one to play; with the candles mooning each face \u2026 ah, no; the years o! how the sick leaves reel down in throngs! they clear the creeping moss \u2013 elders and juniors \u2013 aye,making the pathways neat and the garden gay; and they build a shady seat \u2026 ah, no; the years, the years; see, the white storm-birds wing across! they are blithely breakfasting all \u2013 men and maidens \u2013 yea,under the summer tree, with a glimpse of the bay, while pet fowl come to the knee \u2026 ah, no; the years o! and the rotten rose is ript from the wall. they change to a high new house, he, she, all of them \u2013 aye,clocks and carpets and chairs on the lawn all day, and brightest things that are theirs \u2026 ah, no; the years, the years; down their carved names the rain-drop ploughs.   how do hardy\u2019s words create strong feelings about the passage of time in during wind  and rain ?5 1015 20 25",
+            "5": "5 0486/13/m/j/15 \u00a9 ucles 2015 [turn overor 2 explore the ways in which hardy makes the poem drummer hodge  so moving for you. drummer hodge i they throw in drummer hodge, to rest uncoffined \u2013 just as found:his landmark is a kopje-crest that breaks the veldt around;and foreign constellations west each night above his mound. ii y oung hodge the drummer never knew \u2013 fresh from his wessex home \u2013the meaning of the broad karoo, the bush, the dusty loam,and why uprose to nightly view strange stars amid the gloam. iii y et portion of that unknown plain will hodge for ever be;his homely northern breast and brain grow to some southern tree,and strange-eyed constellations reign his stars eternally.5 1015",
+            "6": "6 0486/13/m/j/15 \u00a9 ucles 2015from jo phillips ed: poems deep & dangerous remember to support your ideas with details from the writing. either 3 read this poem, and then answer the question that follows it: the gift after the accident, the hospital, they brought me aching homemouth pumped up like a tyreblack stitches tracking the woundover my lip, the red slit signallingthe broken place. and my sonmy tall, cool son of sixteenkissed the top of my headand over the curve of my shoulderlaid his arm, like the broad wingof a mother bird guarding its young. anyone who has known tenderness thrown like a lifeline into the heart of painanyone who has known pain bleed into tendernessknows how the power of the two combine.and if i am a fool to give thanksfor pain as well as tendernessand even if, as some would saythere are no accidents \u2013 still. i am grateful for the gift. (chris banks )   how does banks movingly convey the effect of her accident on both herself and her son  in the gift ?5 10 1520",
+            "7": "7 0486/13/m/j/15 \u00a9 ucles 2015 [turn overor 4 how does lochhead use words and images to striking effect in laundrette ? laundrette we sit nebulous in steam. it calms the air and makes the windows streamrippling the hinterland\u2019s big houses to a blurof bedsits \u2013 not a patch on what they were before. we stuff the tub, jam money in the slot, sit back on rickle chairs notreading. the paperbacks in our pockets curl.our eyes are riveted. our own colours whirl. we pour in smithereens of soap. the machine sobs through its cycle. the rhythm throbsand changes. suds drool and slobber in the churn.our duds don\u2019t know which way to turn. the dark shoves one man in, lugging a bundle like a wandering jew. linenwashed in public here.we let out of the bag who we are. this youngwife has a fine stack of sheets, each pair a present. she admires their clean cut airof colourschemes and being chosen. are the dyes fast?this christening lather will be the first test. this woman is deadpan before the rinse and sluice of the family in a bagwash. let them stew in their juiceto a final fankle, twisted, wrung out into rope,hard to unravel. she sees a kaleidoscope for her to narrow her eyes and blow smoke at, his overalls and pants ballooning, tangling with her smallsand the teeshirts skinned from her wriggling son.she has a weather eye for what might shrink or run. this dour man does for himself. before him, half lost, his small possessions swim.cast off, randomthey nose and nudge the porthole glass like flotsam. (liz lochhead )5 101520 25 30",
+            "8": "8 0486/13/m/j/15 \u00a9 ucles 2015songs of ourselves : from part 4 remember to support your ideas with details from the writing. either 5 read this poem, and then answer the question that follows it:  a different history great pan is not dead; he simply emigrated to india.here, the gods roam freely,disguised as snakes or monkeys;every tree is sacredand it is a sinto be rude to a book.it is a sin to shove a book aside  with your foot,a sin to slam books down hard on a table,a sin to toss one carelessly across a room.y ou must learn how to turn the pages gentlywithout disturbing sarasvati,without offending the treefrom whose wood the paper was made.  which language  has not been the oppressor\u2019s tongue? which language truly meant to murder someone? and how does it happen that after the torture, after the soul has been cropped with a long scythe swooping out of the conqueror\u2019s face \u2013 the unborn grandchildren grow to love that strange language. (sujata bhatt )   explore the ways in which bhatt uses powerful words and images in a different history.5 1015 20 25",
+            "9": "9 0486/13/m/j/15 \u00a9 ucles 2015 [turn overor 6 how does maccaig create a sense of the unexpected in summer farm ? summer farm straws like tame lightnings lie about the grass and hang zigzag on hedges. green as glassthe water in the horse-trough shines.nine ducks go wobbling by in two straight lines. a hen stares at nothing with one eye, then picks it up. out of an empty skya swallow falls and, flickering throughthe barn, dives up again into the dizzy blue. i lie, not thinking, in the cool, soft grass, afraid of where a thought might take me \u2013 asthis grasshopper with plated faceunfolds his legs and finds himself in space. self under self, a pile of selves i stand threaded on time, and with metaphysic handlift the farm like a lid and seefarm within farm, and in the centre, me. (norman maccaig )5 1015",
+            "10": "10 0486/13/m/j/15 \u00a9 ucles 2015section b: prose answer one question from this section. jane austen: northanger abbey remember to support your ideas with details from the writing. either 7 read this extract, and then answer the question that follows it: the dancing began within a few minutes after they were seated;  and james, who had been engaged quite as long as his sister, was very importunate with isabella to stand up; but john was gone into the cardroom to speak to a friend, and nothing, she declared, should induce her to join the set before her dear catherine could join it too: \u2018i assure you,\u2019 said she, \u2018i would not stand up without your dear sister for all the world; for if i did we should certainly be separated the whole evening.\u2019 catherine accepted this kindness with gratitude, and they continued as they were for three minutes longer, when isabella, who had been talking to james on the other side of her, turned again to his sister and whispered, \u2018my dear creature, i am afraid i must leave you, your brother is so amazingly impatient to begin; i know you will not mind my going away, and i dare say john will be back in a moment, and then you may easily find me out.\u2019 catherine, though a little disappointed, had too much good-nature to make any opposition, and the others rising up, isabella had only time to press her friend\u2019s hand and say, \u2018good-bye, my dear love,\u2019 before they hurried off. the younger miss thorpes being also dancing, catherine was left to the mercy of mrs thorpe and mrs allen, between whom she now remained. she could not help being vexed at the non-appearance of mr thorpe, for she not only longed to be dancing, but was likewise aware that, as the real dignity of her situation could not be known, she was sharing with the scores of other young ladies still sitting down all the discredit of wanting a partner. to be disgraced in the eye of the world, to wear the appearance of infamy while her heart is all purity, her actions all innocence, and the misconduct of another the true source of her debasement, is one of those circumstances which peculiarly belong to the heroine\u2019s life, and her fortitude under it what particularly dignifies her character. catherine had fortitude too; she suffered, but no murmur passed her lips. from this state of humiliation, she was roused, at the end of ten  minutes, to a pleasanter feeling, by seeing, not mr thorpe, but mr tilney, within three yards of the place where they sat; he seemed to be moving that way, but he did not see her, and therefore the smile and the blush, which his sudden reappearance raised in catherine, passed away without sullying her heroic importance. he looked as handsome and as lively as ever, and was talking with interest to a fashionable and pleasing-looking young woman, who leant on his arm, and whom catherine immediately guessed to be his sister; thus unthinkingly throwing away a fair opportunity of considering him lost to her for ever, by being married already. but guided only by what was simple and probable, it had never entered her head that mr tilney could be married; he had not behaved, he had not talked, like the married men to whom she had been used; he had never mentioned a wife, and he had acknowledged a sister. from these circumstances sprang the instant conclusion of his sister\u2019s now being by his side; and therefore, instead of turning of a death-like paleness, and falling in a fit on mrs allen\u2019s 5 10152025303540",
+            "11": "11 0486/13/m/j/15 \u00a9 ucles 2015 [turn overbosom, catherine sat erect, in the perfect use of her senses, and with  cheeks only a little redder than usual.  [from chapter 8]   in what ways does austen make this moment in the novel so entertaining? or 8 mr and mrs allen are supposed to be looking after catherine in bath. to what extent  does austen\u2019s writing persuade you that they do this successfully?45",
+            "12": "12 0486/13/m/j/15 \u00a9 ucles 2015tsitsi dangarembga: nervous conditions remember to support your ideas with details from the writing. either 9 read this extract, and then answer the question that follows it: \u2018switch the light off when you\u2019ve finished, tambu,\u2019 nyasha told me  sleepily. she was in the mood for bedtime talk, telling me that she could not sleep with the light on but had left it on for me so that i would not bump my toe against a bed-leg or some other piece of furniture in the unfamiliar room. i was not impressed with her light-induced insomnia, which i thought was only to be expected in a person as frivolous and shallow as my anglicised cousin. nor was i impressed with her consideration for me, steeped as i was in the greater virtue that i believed was mine; a virtue which her behaviour had instigated and which babamukuru\u2019s homily had nourished. i pulled off my dress and jumped into bed in silence. \u2018what about the light?\u2019 nyasha reminded me.what about the light? where was the switch and how did you work it?  should i admit my ignorance to nyasha, to whom i was feeling so superior, or should i ignore her? it was good to be feeling superior for a change, for the first time since i entered my uncle\u2019s house, so i ignored my cousin. nyasha climbed out of bed, advising me to make an effort to stop being a peasant, which distressed me no end. i knew what the word meant because we had come across it one day in a poem in an english lesson and our teacher had explained that a peasant was a land-fowl which looked something like a guinea fowl. nyasha must have been very annoyed, i thought, to be so rude and i was on the verge of apologising and confessing my ignorance, but stopped myself by remembering that she was always rude, if not to me then to her parents. i decided she expected too much of people so i kept quiet. i would have liked to have turned to the wall to emphasise my disapproval, but since i could not confess my ignorance about the lights, i had to watch nyasha closely. nyasha was perceptive. i had admired this about her when we talked  earlier that evening, but now it annoyed me, made me feel silly. \u2018this is it,\u2019 she said, pointing to a black patch in the wall beside the door.  \u2018it\u2019s down now, which means it\u2019s on. it\u2019s off when it\u2019s up.\u2019 she switched the light off and on again to demonstrate. \u2018switch it off,\u2019 i told her nastily, \u2018otherwise you won\u2019t sleep.\u2019she switched the light off and climbed back into bed. typically she had  the last word: \u2018y ou haven\u2019t put your bedclothes on. y ou\u2019ll have to do it in the dark.\u2019 i did not ask what bedclothes were since we were quarrelling. instead the  smug determination that babamukuru\u2019s talk had instilled in me evaporated. i began to feel inferior again. i was a bit masochistic at that age, wallowing in my imagined inadequacy until i was in real danger of feeling sorry for myself. then i reprimanded myself for this self-indulgence by thinking of my mother, who suffered from being female and poor and uneducated and black so stoically that i was ashamed of my weakness in succumbing so flabbily to the strangeness of my new circumstances. this gave me the fine lash of guilt to whip myself on with. i reaffirmed my vow to use the opportunity my uncle had given me to maximum advantage. a lot of my reactions were of this complicated kind in those days,  requiring a lot of thought to sort them out into organised parts. but the activity and excitement of that day\u2019s events had exhausted me: i fell asleep 5 1015202530354045",
+            "13": "13 0486/13/m/j/15 \u00a9 ucles 2015 [turn overbefore i could order my thoughts neatly. i think this is why i dreamt of my  brother.  [from chapter 5]   how does dangarembga make this such an amusing and revealing moment in the novel? or 10 does dangarembga\u2019s writing make you feel respect or pity for nyasha \u2013 or both?50",
+            "14": "14 0486/13/m/j/15 \u00a9 ucles 2015anita desai: fasting, feasting remember to support your ideas with details from the writing. either 11 read this extract, and then answer the question that follows it: \u2018didn\u2019t you hear? didn\u2019t you hear what dr dutt was saying?\u2019 papa asked  irritably. \u2018no,\u2019 said uma, and dr dutt again rattled through the sequence of events  that had left the medical institute with a new dormitory and new nurses and no one to take care of them while they were in training. \u2018so, you see, i thought of you, uma. a young woman with no employment,  who has been running the house for her parents for so long. i feel sure you would be right for the job.\u2019 \u2018job?\u2019 gulped uma, never having aspired so high in her life, and found  the idea as novel as that of being launched into space. papa looked incredulous and mama outraged. dr dutt still clasped  uma\u2019s arm. \u2018don\u2019t look so frightened,\u2019 she urged. \u2018i know how well you look after your parents. i know how much you helped mrs o\u2019henry with her work. i am confident you can do it.\u2019 but uma was not confident. \u2018i have no degree,\u2019 she faltered, \u2018or training.\u2019\u2018this kind of work does not require training, uma,\u2019 dr dutt assured her,  \u2018or degrees. just leave that to me. i will deal with it if the authorities ask. y ou will agree, sir?\u2019 she turned to papa, smiling, as if she knew how much he adored being called sir. but papa did not appear to have noticed the honour this time. he was  locking his face up into a frown of great degree. the frown was filled with everything he thought of working women, of women who dared presume to step into the world he occupied. uma knew that, and cringed. \u2018papa,\u2019 she said pleadingly.it was mama who spoke, however. as usual, for papa. very clearly and  decisively. \u2018our daughter does not need to go out to work, dr dutt,\u2019 she said. \u2018as long as we are here to provide for her, she will never need to go to work.\u2019 \u2018but she works all the time!\u2019 dr dutt exclaimed on a rather sharp note. \u2018at  home. now you must give her a chance to work outside \u2013\u2019 \u2018there is no need,\u2019 papa supported mama\u2019s view. in double strength, it  grew formidable. \u2018where is the need?\u2019 dr dutt persisted. \u2018shouldn\u2019t we ask uma for her view? perhaps she  would like to go out and work? after all, it is at my own institute, in a women\u2019s dormitory, with other women. i can vouch for the conditions, they are perfectly decent, sir. y ou may come and inspect the dormitory, meet the nurses, see for yourself. would you like to pay us a visit, uma?\u2019 uma bobbed her head rapidly up and down. she worked hard at  controlling her expression; she knew her face was twitching in every direction. she knew her parents were watching. she tried to say yes, please, yes please, yespleaseyes \u2013 \u2018go and take the tray away,\u2019 mama said.uma\u2019s head was bobbing, her lips were fluttering: yes, yespleaseyes.\u2018uma,\u2019 mama repeated, and her voice brought uma to her feet. she  took up the tray and went into the kitchen. she stood there, wrapping her hands into her sari, saying into the corner behind the ice-box: pleasepleaseplease \u2013 then she went back to the veranda \u2013 warily, warily. dr dutt was sitting 5 1015202530354045",
+            "15": "15 0486/13/m/j/15 \u00a9 ucles 2015 [turn oververy upright in her basket chair. she looked directly at uma. \u2018i am sorry,\u2019  she said, \u2018i am very sorry to hear that.\u2019 hear what? what?mama was getting to her feet. she walked dr dutt down the veranda  steps to her waiting bicycle. \u2018isn\u2019t it difficult to cycle in a sari?\u2019 she asked with a little laugh, and looked pointedly at the frayed and oily hem of dr dutt\u2019s sari. dr dutt did not answer but tucked it up at her waist and stood steadying  the bicycle. she did not look back at uma but uma heard her say to mama, \u2018if you have that problem, you must come to the hospital for tests. if you need the hysterectomy, it is better to get it done soon. there is no need to live like an invalid.\u2019 she mounted the small, hard leather seat and bicycled away, the wheels crushing the gravel and making it spurt up in a reddish spray. uma stopped twitching her hands in a fold of her sari and looked towards  mama. hysterectomy \u2013 what was that? mama came up the steps and linked arms with uma, giving her an  affectionate little squeeze. \u2018and so my madcap wanted to run away and leave her mama? what will my madcap do next?\u2019  [from chapter 12]   how does desai make you strongly sympathise with uma at this moment in the novel? or 12 explore the ways in which desai makes mira-masi a memorable character.50 556065",
+            "16": "16 0486/13/m/j/15 \u00a9 ucles 2015helen dunmore: the siege remember to support your ideas with details from the writing. either 13 read this extract, and then answer the question that follows it: kolya\u2019s birth was easy, and immediately afterwards everything seemed  fine. he was a big baby, a strong, fine child they said to her, slapping the soles of his feet to make him cry. vera sat up and took the baby. a nurse told anna about it afterwards. \u2018i want to know everything that happened,\u2019  said anna.  \u2018don\u2019t leave  anything out because you think it will upset me.\u2019 the nurse looked at her, frightened.\u2018what is it?\u2019\u2018it\u2019s only \u2013 it\u2019s just that you sound exactly like your mother.\u2019anna brushed that away. don\u2019t think of it now, think of it later.\u2018go on, please. tell me what happened.\u2019the delivery of the placenta was difficult. immediately afterwards, before  vera\u2019s uterus had contracted fully, there was an emergency in the next ward. a prolapsed cord, it was. they had to leave vera alone for a few minutes,  \u2018it was only a few minutes, anna mikhailovna, no more than  seven. i swear it.\u2019 vera would not have been frightened when she lifted her sheet and saw  blood, even though she\u2019d have known what the bleeding meant. this was her world, the hospital world. she\u2019d have guessed what had happened. part of the placenta had not been expelled. now she would continue to haemorrhage until it could be removed. the situation was urgent, but not yet dangerous. she rang a bell beside the bed. a nurse came. vera said calmly, \u2018i think  i\u2019m bleeding.\u2019 \u2018is that exactly what she said?\u2019\u2018y es, it was me who came, you see. those were her words.\u2019so vera was frightened. she said \u2018i think\u2019 when she knew. or perhaps  she didn\u2019t want to frighten the nurse. the nurse lifted the sheet. she looked and then she said, \u2018it\u2019s all right. y ou\u2019re fine,\u2019 and then she ran, her feet striking the hard floor all the way down the ward. next, there was a metal trolley and porters lifting vera on to it. the nurse ran alongside the trolley as it clattered down the corridor to the lift. vera said she felt faint, then closed her eyes. and then what? then the clean, shabby hospital wall, and the shut door.  anna can\u2019t go any farther with her mother. and then there was her father, kneeling by vera\u2019s bed with his hands over his face. anna touched her mother\u2019s soft, warm cheek, but the gaping face belonged to someone else. all the sense had gone out of it. vera was forty-one.\u2018there\u2019s always a greater risk, you understand,\u2019  someone said. but how could it be vera who had died in this way? it wasn\u2019t like her at all.  she knew about bodies, and hospitals. she understood the limits of what should happen to people. health was her job and her life. she knew what anna should eat, and how many hours she should study. she\u2019d talked to anna about her periods before they started, telling her just enough and not too much. \u2018when you have children,\u2019 she\u2019d said. not \u2018when i have children.\u2019 vera\u2019s days of children were over, it went without saying. she had anna. but she died at forty-one. she left her child to anna. in the end, instead 5 1015202530354045",
+            "17": "17 0486/13/m/j/15 \u00a9 ucles 2015 [turn overof freeing her daughter, she put a child into her arms. that red, squirming  thing they were swaddling in the next room. kolya.  [from chapter 1]   how does dunmore\u2019s writing movingly portray vera\u2019s death in this passage? or 14 explore the ways in which dunmore vividly conveys to you the importance of food in the  novel.50",
+            "18": "18 0486/13/m/j/15 \u00a9 ucles 2015george eliot: silas marner remember to support your ideas with details from the writing. either 15 read this extract, and then answer the question that follows it: the landlord forced marner to take off his coat, and then to sit down on a  chair aloof from every one else, in the centre of the circle, and in the direct rays of the fire. the weaver, too feeble to have any distinct purpose beyond that of getting help to recover his money, submitted unresistingly. the transient fears of the company were now forgotten in their strong curiosity, and all faces were turned towards silas, when the landlord, having seated himself again, said; \u2018now then, master marner, what\u2019s this you\u2019ve got to say, as you\u2019ve been robbed? speak out.\u2019 \u2018he\u2019d better not say again as it was me robbed him,\u2019 cried jem rodney,  hastily. \u2018what could i ha\u2019 done with his money? i could as easy steal the parson\u2019s surplice, and wear it.\u2019 \u2018hold your tongue, jem, and let\u2019s hear what he\u2019s got to say,\u2019 said the  landlord. \u2018now then, master marner.\u2019 silas now told his story under frequent questioning, as the mysterious  character of the robbery became evident. this strangely novel situation of opening his trouble to his raveloe  neighbours, of sitting in the warmth of a hearth not his own, and feeling the presence of faces and voices which were his nearest promise of help, had doubtless its influence on marner, in spite of his passionate preoccupation with his loss. our consciousness rarely registers the beginning of a growth within us any more than without us: there have been many circulations of the sap before we detect the smallest sign of the bud. the slight suspicion with which his hearers at first listened to him,  gradually melted away before the convincing simplicity of his distress: it was impossible for the neighbours to doubt that marner was telling the truth, not because they were capable of arguing at once from the nature of his statements to the absence of any motive for making them falsely, but because, as mr macey observed, \u2018folks as had the devil to back \u2019em were not likely to be so mushed\u2019 as poor silas was. rather, from the strange fact that the robber had left no traces, and had happened to know the nick of time, utterly incalculable by mortal agents, when silas would go away from home without locking his door, the more probable conclusion seemed to be, that his disreputable intimacy in that quarter, if it ever existed, had been broken up, and that, in consequence, this ill turn had been done to marner by somebody it was quite in vain to set the constable after. why this preternatural felon should be obliged to wait till the door was left unlocked, was a question which did not present itself. \u2018it isn\u2019t jem rodney as has done this work, master marner,\u2019 said the  landlord. \u2018y ou mustn\u2019t be a-casting your eye at poor jem. there may be a bit of a reckoning against jem for the matter of a hare or so, if anybody was bound to keep their eyes staring open, and niver to wink \u2013 but jem\u2019s been a-sitting here drinking his can, like the decentest man i\u2019 the parish, since before you left your house, master marner, by your own account.\u2019 \u2018ay, ay,\u2019 said mr macey; \u2018let\u2019s have no accusing o\u2019 the innicent. that isn\u2019t  the law. there must be folks to swear again\u2019 a man before he can be ta\u2019en up. let\u2019s have no accusing o\u2019 the innicent, master marner.\u2019 memory was not so utterly torpid in silas that it could not be wakened  by these words. with a movement of compunction, as new and strange to 5 1015202530354045",
+            "19": "19 0486/13/m/j/15 \u00a9 ucles 2015 [turn overhim as everything else within the last hour, he started from his chair and  went close up to jem, looking at him as if he wanted to assure himself of the expression in his face. \u2018i was wrong,\u2019 he said \u2013 \u2018yes, yes \u2013 i ought to have thought. there\u2019s  nothing to witness against you, jem. only you\u2019d been into my house oftener than anybody else, and so you came into my head. i don\u2019t accuse you \u2013 i won\u2019t accuse anybody \u2013 only,\u2019 he added, lifting up his hands to his head, and turning away with bewildered misery, \u2018i try \u2013 i try to think where my money can be.\u2019  [from chapter 7]   how does eliot vividly convey to you the significance of this moment for silas? or 16 how does eliot\u2019s writing make dunstan (dunsey) cass such a dislikeable character?50 55",
+            "20": "20 0486/13/m/j/15 \u00a9 ucles 2015susan hill:  i\u2019m the king of the castle remember to support your ideas with details from the writing. either 17 read this extract, and then answer the question that follows it: mr hooper said, \u2018this is the strand, this is trafalgar square, this is the  mall, there is buckingham palace \u2026\u2019 \u2018i know.\u2019but the taxi skidded in and out of the traffic, and mr hooper did not  listen, he recited the names of streets and buildings because of his belief in the usefulness and fascination of such facts. kingshaw said, \u2018we lived in london.\u2019 \u2018ah, yes! now that is st george\u2019s hospital \u2026\u2019he did not like being here with mr hooper. it was like being with a  stranger, one of the masters from school, perhaps, it felt odd. he could think of nothing at all to say, except in answer to questions. they walked very quietly across the grey carpets of the department store, towards school outfitting, and the rooms smelled of perfume and new cloth. he thought, i could run away. i could get into the lift and go down the other staircase, and out into the street, i would be lost. but he would not do it. it would be worse, alone in the city streets,  full of strange people, than it had been alone in hang wood. the noise confused him, the way everybody pushed about. he had forgotten london. mr hooper said, \u2018well, now \u2026\u2019 there was a man with striped trousers and a tape-measure. kingshaw had never been shopping with anyone except his mother. he was measured and pushed in and out of the sleeves of blazers and the legs of shorts, and mr hooper and the man talked about him over the top of his head, he felt as though he was not really here, not really himself. he said nothing. but when he looked in the tall glass, and saw himself like hooper, in the black and gold uniform, looked into his own eyes, he knew that there was no more hope for him, that it had all begun. hooper was playing with the silver cardboard model of the fort, rolling  the marble down and letting it drop through the chute, over and over again. kingshaw watched him for a moment, his fury rising, and then began to run, down the corridor and the staircase, across the hall and into the sitting room, clenching and unclenching his hands. mr hooper was pouring out two glasses of sherry from a bottle. the  windows of the sitting room were open onto the silent lawn. kingshaw shouted, \u2018it\u2019s my model, you gave him my model, the one i  made, and you didn\u2019t even ask. i didn\u2019t want him to have that, you shouldn\u2019t give him any of my things.\u2019 he saw the look that passed between his mother and mr hooper, knew  what they were thinking of him, and it made him want to strike out at them, in rage, he felt misjudged by them. he thought, they don\u2019t want me, they don\u2019t want anything to do with me here, they want themselves and hooper, there is no place for me. \u2018y ou\u2019ve got to make him give it back. he\u2019s got plenty of things, he\u2019s got  everything. he\u2019s got to give me back my model.\u2019 \u2018charles \u2026\u2019\u2018it\u2019s mine, mine, mine , he isn\u2019t to have anything  of mine.\u2019 when mr hooper stepped forward quickly, and struck him across  the cheek, he heard the sound of it sharply, through his own head, and 5 10152025 30 354045",
+            "21": "21 0486/13/m/j/15 \u00a9 ucles 2015 [turn overout in the room, too, saw his mother\u2019s face, full of relief and shock, and  mr hooper\u2019s, as he stood over him. and then the silence. none of them moved. silence and silence. the telephone rang. mr hooper went out of the door and into the hall.\u2018i think you had better go quietly upstairs, charles. i\u2019m sure you can  understand why. and perhaps you will also try and understand how very much you have upset me.\u2019 he did not look at her.  [from chapter 15]   how does hill vividly convey the unfairness which charles kingshaw experiences at this  point in the novel? or 18 does hill\u2019s writing make it possible for you to feel any sympathy for hooper?50 55",
+            "22": "22 0486/13/m/j/15 \u00a9 ucles 2015robert louis stevenson: the strange case of dr jekyll and mr hyde remember to support your ideas with details from the writing. either 19 read this extract, and then answer the question that follows it: mr utterson reflected; and then, raising his head, \u2018if you will come with  me in my cab,\u2019 he said, \u2018i think i can take you to his house.\u2019 it was by this time about nine in the morning, and the first fog of the  season. a great chocolate-coloured pall lowered over heaven, but the wind was continually charging and routing these embattled vapours; so that as the cab crawled from street to street, mr utterson beheld a marvellous number of degrees and hues of twilight; for here it would be dark like the back-end of evening; and there would be a glow of a rich, lurid brown, like the light of some strange conflagration; and here, for a moment, the fog would be quite broken up, and a haggard shaft of daylight would glance in between the swirling wreaths. the dismal quarter of soho seen under these changing glimpses, with its muddy ways, and slatternly passengers, and its lamps, which had never been extinguished or had been kindled afresh to combat this mournful reinvasion of darkness, seemed, in the lawyer\u2019s eyes, like a district of some city in a nightmare. the thoughts of his mind, besides, were of the gloomiest dye; and when he glanced at the companion of his drive, he was conscious of some touch of that terror of the law and the law\u2019s officers, which may at times assail the most honest. as the cab drew up before the address indicated, the fog lifted a little  and showed him a dingy street, a gin palace, a low french eating house, a shop for the retail of penny numbers and twopenny salads, many ragged children huddled in the doorways, and many women of many different nationalities passing out, key in hand, to have a morning glass; and the next moment the fog settled down again upon that part, as brown as umber, and cut him off from his blackguardly surroundings. this was the home of henry jekyll\u2019s favourite; of a man who was heir to a quarter of a million sterling. an ivory-faced and silvery-haired old woman opened the door. she had  an evil face, smoothed by hypocrisy; but her manners were excellent. y es, she said, this was mr hyde\u2019s, but he was not at home; he had been in that night very late, but had gone away again in less than an hour; there was nothing strange in that; his habits were very irregular, and he was often absent; for instance, it was nearly two months since she had seen him till yesterday. \u2018very well then, we wish to see his rooms,\u2019 said the lawyer; and when the  woman began to declare it was impossible, \u2018i had better tell you who this person is,\u2019 he added. \u2018this is inspector newcomen of scotland y ard.\u2019 a flash of odious joy appeared upon the woman\u2019s face. \u2018ah!\u2019 said she, \u2018he  is in trouble! what has he done?\u2019 mr utterson and the inspector exchanged glances. \u2018he don\u2019t seem a  very popular character,\u2019 observed the latter. \u2018and now, my good woman, just let me and this gentleman have a look about us.\u2019  [from chapter 4, \u2018the carew murder case\u2019]   in what ways does stevenson\u2019s writing make this moment in the novel so disturbing?5 10152025303540",
+            "23": "23 0486/13/m/j/15 \u00a9 ucles 2015 [turn overor 20 how does stevenson strikingly portray the friendship between mr utterson and dr jekyll  in the novel?",
+            "24": "24 0486/13/m/j/15 \u00a9 ucles 2015from  stories of ourselves remember to support your ideas with details from the writing. either 21 read this extract from the rain horse  (by ted hughes), and then answer the question  that follows it: he came out at the woodside, in open battle now, still searching for the  right stones. there were plenty here, piled and scattered where they had been ploughed out of the field. he selected two, then straightened and saw the horse twenty yards off in the middle of the steep field, watching him calmly. they looked at each other. \u2018out of it!\u2019 he shouted, brandishing his arm. \u2018out of it! go on!\u2019 the horse  twitched its pricked ears. with all his force he threw. the stone soared and landed beyond with a soft thud. he re-armed and threw again. for several minutes he kept up his bombardment without a single hit, working himself up into a despair and throwing more and more wildly, till his arm began to ache with the unaccustomed exercise. throughout the performance the horse watched him fixedly. finally he had to stop and ease his shoulder muscles. as if the horse had been waiting for just this, it dipped its head twice and came at him. he snatched up two stones and roaring with all his strength flung the  one in his right hand. he was astonished at the crack of the impact. it was as if he had struck a tile \u2013 and the horse actually stumbled. with another roar he jumped forward and hurled his other stone. his aim seemed to be under superior guidance. the stone struck and rebounded straight up into the air, spinning fiercely, as the horse swirled away and went careering down towards the far bottom corner of the field, at first with great, swinging leaps, then at a canter, leaving deep churned holes in the soil. it turned up the far side of the field, climbing till it was level with him. he  felt a little surprise of pity to see it shaking its head, and once it paused to lower its head and paw over its ear with its forehoof as a cat does. \u2018y ou stay there!\u2019 he shouted. \u2018keep your distance and you\u2019ll not get hurt.\u2019and indeed the horse did stop at that moment, almost obediently. it  watched him as he climbed to the crest. the rain swept into his face and he realised that he was freezing, as if  his very flesh were sodden. the farm seemed miles away over the dreary fields. without another glance at the horse \u2013 he felt too exhausted to care now what it did \u2013 he loaded the crook of his left arm with stones and plunged out on to the waste of mud. he was halfway to the first hedge before the horse appeared, silhouetted  against the sky at the corner of the wood, head high and attentive, watching his laborious retreat over the three fields. the ankle-deep clay dragged at him. every stride was a separate,  deliberate effort, forcing him up and out of the sucking earth, burdened as he was by his sogged clothes and load of stones and limbs that seemed themselves to be turning to mud. he fought to keep his breathing even, two strides in, two strides out, the air ripping his lungs. in the middle of the last field he stopped and looked around. the horse, tiny on the skyline, had not moved. at the corner of the field he unlocked his clasped arms and dumped  the stones by the gatepost, then leaned on the gate. the farm was in front of him. he became conscious of the rain again and suddenly longed to stretch out full-length under it, to take the cooling, healing drops all over 5 1015202530354045",
+            "25": "25 0486/13/m/j/15 \u00a9 ucles 2015his body and forget himself in the last wretchedness of the mud. making an  effort, he heaved his weight over the gate-top. he leaned again, looking up at the hill. rain was dissolving land and sky together like a wet watercolour as  the afternoon darkened. he concentrated, raising his head, searching the skyline from end to end. the horse had vanished. the hill looked lifeless and desolate, an island lifting out of the sea, awash with every tide. under the long shed where the tractors, plough, binders and the rest  were drawn up, waiting for their seasons, he sat on a sack thrown over a petrol drum, trembling, his lungs heaving. the mingled smell of paraffin, creosote, fertiliser, dust \u2013 all was exactly as he had left it twelve years ago. the ragged swallows\u2019 nests were still there tucked in the angles of the rafters. he remembered three dead foxes hanging in a row from one of the  beams, their teeth bloody. the ordeal with the horse had already sunk from reality. it hung under  the surface of his mind, an obscure confusion of fright and shame, as after a narrowly escaped street accident. there was a solid pain in his chest, like a spike of bone stabbing, that made him wonder if he had strained his heart on that last stupid burdened run. piece by piece he began to take off his clothes, wringing the grey water out of them, but soon he stopped that and just sat staring at the ground, as if some important part had been cut out of his brain.   how does hughes make this such a powerful ending to the story? or 22 what does the writer make you feel about either  mr twycott in  the son\u2019s veto  (by  thomas hardy) or the husband in sandpiper  (by ahdaf soueif)?50 556065",
+            "26": "26 0486/13/m/j/15 \u00a9 ucles 2015blank page",
+            "27": "27 0486/13/m/j/15 \u00a9 ucles 2015blank page",
+            "28": "28 0486/13/m/j/15 \u00a9 ucles 2015blank page permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here 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 onl ine in the cambridge international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to do wnload at www.cie.org.uk after  the live examination series. cambridge international examinations is part of the cambridge assessment group. cambridge assessment is the brand name of unive rsity of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge."
+        },
+        "0486_s15_qp_21.pdf": {
+            "1": "cambridge international examinations cambridge international general certificate of secondary education 0486/21 literature (english) may/june 2015paper 2 drama 1 hour 30 minutes additional materials: answer booklet/paper read these instructions first an answer booklet is provided inside this question paper. you should follow the instructions on the front cover of the answer booklet. if you need additional answer paper ask the invigilator for a continuation booklet. answer  two questions. you must  answer  one passage -based  question  (marked  *) and one essay  question  (marked  \u2020).  your questions  must  be on two different  plays. all questions in this paper carry equal marks. the syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificate. this document consists of 13printed pages and 3blank pages. [turn /g82ver06_0486_21_2015_1.13   \u00a9 ucles  2015 *3560420035*",
+            "2": "06_0486_21_2015_1.13 \u00a9 ucles 20152 arthur miller: all my sons remember to support your ideas with details from the text. either * 1read this passage, and then answer the question that follows it: sue: is my husband \u2013 ? content removed due to copyright restrictions",
+            "3": "06_0486_21_2015_1.13 \u00a9 ucles 2015 [turn over3  he meets a man and makes a statue out of him. explore the ways in which miller makes this such a dramatic and revealing moment in the play.or \u2020 2 how does miller make kate\u2019s self-deception such a memorable feature of the play?",
+            "4": "3530252015105j. b. priestley: an inspector calls remember to support your ideas with details from the text. either * 3 read this passage, and then answer the question that follows it: how could i know what would happen afterwards? if she\u2019d been some miserable plain little creature, i don\u2019t suppose i\u2019d have done it. but she was very pretty and looked asif she could take care of herself. i couldn\u2019t be sorry for her.sheila: in fact, in a kind of way, you might be said to have been jealous of her. inspector: yes, i suppose so. sheila: and so you used the power you had, as a daughter of a good customer and also of a man well-known in the town, to punish the girl just because she made you feel likethat?inspector: yes, but it didn\u2019t seem to be anything very terrible at the time. don\u2019t you understand? and if i could help her now, i would \u2013sheila: [harshly ] yes, but you can\u2019t. it\u2019s too late. she\u2019s dead. inspector: my god, it\u2019s a bit thick, when you come to think of it \u2013 eric: [stormily ] oh shut up, eric. i know, i know. it\u2019s the only time i\u2019ve ever done anything like that, and i\u2019ll never, never do it again to anybody. i\u2019ve noticed them giving me asheila: sort of look sometimes at milwards \u2013 i noticed it even this afternoon \u2013 and i suppose some of them remember. i feel now i can never go there again. oh \u2013 why had this tohappen? [sternly ] that\u2019s what i asked myself tonight when i was looking at that dead girl. and then i said to myself: \u2018well, we\u2019ll try to understand why it had to happen?\u2019 and that\u2019sinspector: why i\u2019m here, and why i\u2019m not going until i know allthat happened. eva smith lost her job with birling and company because the strike failed and they were determined notto have another one. at last she found another job \u2013 under what name i don\u2019t know\u2013 in a big shop, and had to leave there because you were annoyed with yourself andpassed the annoyance on to her. now she had to try something else. so first shechanged her name to daisy renton \u2013 [startled ] what? gerald: [steadily ] i said she changed her name to daisy renton. inspector: [pulling himself together ] d\u2019you mind if i give myself a drink, sheila? gerald: sheila merely nods, still staring at him, and he goes across to the tantalus on the sideboard for a whisky. where is your father, miss birling? inspector: he went into the drawing-room, to tell my mother what was happening here. eric, take the inspector along to the drawing-room.sheila: as eric moves, the inspector looks from sheila to gerald, then goes out with eric. well, gerald? [trying to smile ] well what, sheila? gerald: how did you come to know this girl \u2013 eva smith? sheila: 06_0486_21_2015_1.13 \u00a9 ucles 20154",
+            "5": "656055504540i didn\u2019t. gerald: daisy renton then \u2013 it\u2019s the same thing. sheila: why should i have known her? gerald: oh don\u2019t be stupid. we haven\u2019t much time. you gave yourself away as soon as he mentioned her other name.sheila: all right, i knew her. let\u2019s leave it at that. gerald: we can\u2019t leave it at that. sheila: [approaching he r] now listen, darling \u2013 gerald: no, that\u2019s no use. you not only knew her but you knew her very well. otherwise, you wouldn\u2019t look so guilty about it. when did you first get to know her?sheila: he does not reply. was it after she left milwards? when she changed her name, as he said, and began to lead a different sort of life? were you seeing her last spring and summer, duringthat time when you hardly came near me and said you were so busy? were you? he does not reply but looks at her. yes, of course you were.i\u2019m sorry, sheila. but it was all over and done with, last summer. i hadn\u2019t set eyes on the girl for at least six months. i don\u2019t come into this suicide business.gerald: i thought i didn\u2019t, half an hour ago. sheila: you don\u2019t. neither of us does. so \u2013 for god\u2019s sake \u2013 don\u2019t say anything to the inspector. gerald: about you and this girl? sheila: yes. we can keep it from him. gerald: [laughs rather hysterically ] why \u2013 you fool \u2013 he know s.of course he knows. and i hate to think how much he knows that we don\u2019t know yet. you\u2019ll see, you\u2019ll see.sheila: she looks at him almost in triumph. he looks crushed. the door slowly opens and the inspector appears, looking steadily and searchingly at them. well? inspector: end of act one [from act 1 ] how does priestley make this such a powerful ending to act 1? or \u2020 4 mrs birling says that eric is \u2018only a boy\u2019. to what extent does priestley make you agree with her? [turn /g82ver06_0486_21_2015_1.13 \u00a9 ucles 20155",
+            "6": "403530252015105william shakespeare: the merchant of venice remember to support your ideas with details from the text. either * 5read this passage, and then answer the question that follows it: make room, and let him stand before our face. shylock, the world thinks, and i think so too,that thou but leadest this fashion of thy maliceto the last hour of act; and then, \u2019tis thought,thou\u2019lt show thy mercy and remorse, more strangethan is thy strange apparent cruelty;and where thou now exacts the penalty,which is a pound of this poor merchant\u2019s flesh,thou wilt not only loose the forfeiture,but, touch\u2019d with human gentleness and love,forgive a moiety of the principal,glancing an eye of pity on his losses,that have of late so huddled on his back \u2013enow to press a royal merchant down,and pluck commiseration of his statefrom brassy bosoms and rough hearts of flint,from stubborn turks and tartars, never train\u2019dto offices of tender courtesy.we all expect a gentle answer, jew.duke: i have  possess\u2019d  your grace  of what  i purpose,   and by our holy sabbath  have  i sworn to have  the due and forfeit  of my bond. if you deny  it, let the danger  light upon  your charter  and your city\u2019s  freedom.   you\u2019ll  ask me why i  rather  choose  to have a weight  of carrion  flesh  than to receive three  thousand  ducats.  i\u2019ll not answer  that,  but say it is my humour  \u2013 is it answer\u2019d? what  if my house  be troubled  with a rat, and i be pleas\u2019d  to give ten thousand  ducats   to have  it ban\u2019d?  what,  are you answer\u2019d  yet? some  men there  are love not a gaping  pig;  some  that are mad if they behold  a cat; and others,  when  the bagpipe  sings  i\u2019 th\u2019 nose,   cannot  contain  their urine;  for affection,   mistress  of passion,  sways  it to the mood of what  it likes or loathes.  now,  for your answer:   as there  is no firm reason  to be rend\u2019red why he cannot  abide  a gaping  pig; why he, a harmless  necessary  cat; why he, a woollen  bagpipe,  but of force must  yield to such  inevitable  shame as to offend,  himself  being  offended;shylock: 06_0486_21_2015_1.13 \u00a9 ucles 20156",
+            "7": "5045so can i give no reason, nor i will not, more than a lodg\u2019d hate and a certain loathingi bear antonio, that i follow thusa losing suit against him. are you answered? this is no answer, thou unfeeling man, to excuse the current of thy cruelty.bassanio: i am not bound to please thee with my answers. shylock: do all men kill the things they do not love? bassanio: hates any man the thing he would not kill? shylock: every offence is not a hate at first. bassanio: what, wouldst thou have a serpent sting thee twice? shylock: [from act 4 scene 1 ] does shakespeare make it possible for you to have any sympathy for shylock at this moment in the play? or \u2020 6 explore the ways in which shakespeare makes you admire portia. [turn /g82ver 06_0486_21_2015_1.13 \u00a9 ucles 20157",
+            "8": "3530252015105william shakespeare: a/g3midsummer /g3night /g182s/g3dream /g3 remember to support your ideas with details from the text. either * 7read this passage, and then answer the question that follows it: enter quince, snug, bottom, flute, snout and starveling . is all our company here? quince: you were best to call them generally, man by man, according to the scrip. bottom: here is the scroll of every man\u2019s name which is thought fit, through all athens, to play in our interlude before the duke and the duchess on his wedding-day at night.quince: first, good peter quince, say what the play treats on; then read the names of the actors; and so grow to a point.bottom: marry, our play is \u2018the most lamentable comedy and most cruel death of pyramus and thisby\u2019.quince: a very good piece of work, i assure you, and a merry. now, good peter quince, call forth your actors by the scroll. masters, spread yourselves.bottom: answer, as i call you. nick bottom, the weaver. quince: ready. name what part i am for, and proceed. bottom: you, nick bottom, are set down for pyramus. quince: what is pyramus? a lover, or a tyrant? bottom: a lover, that kills himself most gallant for love. quince: that will ask some tears in the true performing of it. if i do it, let the audience look to their eyes; i will move storms; i will condole in some measure. to the rest \u2013 yet mybottom: chief humour is for a tyrant. i could play ercles rarely, or a part to tear a cat in, to make all split. \u2018the raging rocksand shivering shocksshall break the locks of prison gates; and phibbus\u2019 carshall shine from far,and make and mar the foolish fates.\u2019 this was lofty. now name the rest of the players. this is ercles\u2019 vein, a tyrant\u2019s vein:a lover is more condoling. francis flute, the bellows-mender. quince: here, peter quince. flute: flute, you must take thisby on you. quince: what is thisby? a wand\u2019ring knight? flute: it is the lady that pyramus must love. quince: nay, faith, let not me play a woman; i have a beard coming. flute: that\u2019s all one; you shall play it in a mask, and you may speak as small as you will. quince: 06_0486_21_2015_1.13 \u00a9 ucles 20158",
+            "9": "55504540an i may hide my face, let me play thisby too. i\u2019ll speak in a monstrous little voice: \u2018thisne, thisne!\u2019 [ then speaking small ] \u2018ah pyramus, my lover dear! thy thisby dear, and lady dear!\u2019bottom: no, no, you must play pyramus; and, flute, you thisby. quince: well; proceed. bottom: robin starveling, the tailor. quince: here, peter quince. starveling: robin starveling, you must play thisby\u2019s mother. tom snout, the tinker. quince: here, peter quince. snout: you, pyramus\u2019 father; myself, thisby\u2019s father; snug, the joiner, you, the lion\u2019s part. and, i hope, here is a play fitted.quince: have you the lion\u2019s part written? pray you, if it be, give it me, for i am slow of study. snug: you may do it extempore, for it is nothing but roaring. quince: let me play the lion too. i will roar that i will do any man\u2019s heart good to hear me; i will roar that i will make the duke say \u2018let him roar again, let him roar again\u2019.bottom: an you should do it too terribly, you would fright the duchess and the ladies, that they would shriek; and that were enough to hang us all.quince: that would hang us, every mother\u2019s son. all: [from act 1 scene  2/g64  how does  shakespeare  make  this such  an entertaining  introduction  to bottom  and the mechanicals? or \u2020 8 puck  says \u2018what  fools  these  mortals  be\u2019. to what  extent  does  shakespeare  make  you share  puck/g182s  view of human  characters  in the play? [turn /g82ver06_0486_21_2015_1.13 \u00a9 ucles 20159",
+            "10": "403530252015105william shakespeare: the tempest remember to support your ideas with details from the text. either * 9read this passage, and then answer the question that follows it: if by your art, my dearest father, you have put the wild waters in this roar, allay them.the sky, it seems, would pour down stinking pitch,but that the sea, mounting to th\u2019 welkin\u2019s cheek,dashes the fire out. o, i have sufferedwith those that i saw suffer! a brave vessel,who had no doubt some noble creature in her,dash\u2019d all to pieces! o, the cry did knockagainst my very heart! poor souls, they perish\u2019d.had i been any god of power, i wouldhave sunk the sea within the earth or ereit should the good ship so have swallow\u2019d andthe fraughting souls within her.miranda: be collected; no more amazement; tell your piteous heartthere\u2019s no harm done.prospero: o, woe the day! miranda: no harm. i have done nothing but in care of thee,of thee, my dear one, thee, my daughter, whoart ignorant of what thou art, nought knowingof whence i am, nor that i am more betterthan prospero, master of a full poor cell,and thy no greater father.prospero: more to know did never meddle with my thoughts.miranda: /g182tis time i should  inform  thee farther.  lend  thy hand, and pluck  my magic  garment  from me. so, /g62lays  down  his mantle /g64  lie there  my art. wipe  thou thine  eyes;  have  comfort. the direful  spectacle  of the wreck,   which  touch\u2019d the very virtue  of compassion  in thee, i have  with such  provision  in mine  art so safely  ordered  that there  is no soul \u2013 no, not so much  perdition  as an hair betid  to any creature  in the vessel which  thou heard\u2019st  cry, which  thou saw\u2019st  sink. sit down, for thou must  now know  farther.prospero: you have often begun to tell me what i am; but stopp\u2019d,and left me to a bootless inquisition,concluding \u2018stay; not yet\u2019.miranda: 06_0486_21_2015_1.13 \u00a9 ucles 201510",
+            "11": "75706560555045the hour\u2019s now come; the very minute bids thee ope thine ear.obey, and be attentive. canst thou remembera time before we came unto this cell?i do not think thou canst; for then thou wast notout three years old.prospero: certainly, sir, i can. miranda: by what? by any other house, or person? of any thing the image, tell me, thathath kept with thy remembrance?prospero: \u2019tis far off, and rather like a dream than an assurancethat my remembrance warrants. had i notfour, or five, women once, that tended me?miranda: thou hadst, and more, miranda. but how is it that this lives in thy mind? what seest thou elsein the dark backward and abysm of time?if thou rememb\u2019rest aught, ere thou cam\u2019st here,how thou cam\u2019st here thou mayst.prospero: but that i do not. miranda: twelve year since, miranda, twelve year since, thy father was the duke of milan, anda prince of power.prospero: sir, are not you my father? miranda: thy mother was a piece of virtue, and she said thou wast my daughter; and thy fatherwas duke of milan, and his only heirand princess no worse issued.prospero: o, the heavens! what foul play had we that we came from thence?or blessed was\u2019t we did?miranda: both, both, my girl. by foul play, as thou say\u2019st, were we heav\u2019d thence;but blessedly holp hither.prospero: o, my heart bleeds to think o\u2019 th\u2019 teen that i have turn\u2019d you to,which is from my remembrance.miranda: [from act 1 scene 2 ] how does shakespeare make this such a striking introduction to prospero and miranda? or \u2020 10 to what extent do you think shakespeare suggests that antonio gets what he deserves at the end of the play? [turn /g82ver 06_0486_21_2015_1.13 \u00a9 ucles 201511",
+            "12": "3530252015105oscar wilde: the importance of being earnest remember to support your ideas with details from the text. either * 11read this passage, and then answer the question that follows it: cecily cardew? [ moving to her and shaking hands .] what a very sweet name! something tells me that we are going to be great friends. i like you already morethan i can say. my first impressions of people are never wrong.gwendolen: how nice of you to like me so much after we have known each other such a comparatively short time. pray sit down.cecily: [still standing up ]: i may call you cecily, may i not? gwendolen with pleasure! cecily: and you will always call me gwendolen, won\u2019t you? gwendolen: if you wish. cecily: then that is all quite settled, is it not? gwendolen: i hope so. [ a pause. they both sit down together. ] cecily: perhaps this might be a favourable opportunity for my mentioning who i am. my father is lord bracknell. you have never heard of papa, i suppose?gwendolen: i don\u2019t think so. cecily: outside the family circle, papa, i am glad to say, is entirely unknown. i think that is quite as it should be. the home seems to me to be the proper sphere for the man.gwendolen: and certainly once a man begins to neglect his domestic duties he becomes painfully effeminate, does he not? and i don\u2019t like that. it makes men so very attractive.cecily, mamma, whose views on education are remarkably strict, has brought meup to be extremely short-sighted; it is part of her system; so do you mind my lookingat you through my glasses? oh! not at all, gwendolen. i am very fond of being looked at. cecily: [after examining cecily carefully through a lorgnette ]:you are here on a short visit, i suppose.gwendolen oh no! i live here. cecily: [severely ]: really? your mother, no doubt, or some female relative of advanced years, resides here also?gwendolen oh no! i have no mother, nor, in fact, any relations. cecily: indeed? gwendolen: my dear guardian, with the assistance of miss prism, has the arduous task of looking after me.cecily: your guardian? gwendolen: yes, i am mr worthing\u2019s ward. cecily: oh! it is strange he never mentioned to me that he had a ward. how secretive of him! he grows more interesting hourly. i am not sure, however, that the news inspiresgwendolen: me with feelings of unmixed delight. [ rising and going to her. ] i am very fond of you, cecily; i have liked you ever since i met you! but i am bound to state that now 06_0486_21_2015_1.13 \u00a9 ucles 201512",
+            "13": "6055504540that i know that you are mr worthing\u2019s ward, i cannot help expressing a wish you were \u2013 well, just a little older than you seem to be \u2013 and not quite so very alluringin appearance. in fact, if i may speak candidly \u2013 pray do! i think that whenever one has anything unpleasant to say, one should always be quite candid.cecily: well, to speak with perfect candour, cecily, i wish that you were fully forty-two, and more than usually plain for your age. ernest has a strong upright nature. he is thegwendolen: very soul of truth and honour. disloyalty would be as impossible to him as deception. but even men of the noblest possible moral character are extremely susceptible tothe influence of the physical charms of others. modern, no less than ancient history,supplies us with many most painful examples of what i refer to. if it were not so,indeed, history would be quite unreadable. i beg your pardon, gwendolen, did you say ernest? cecily: yes. gwendolen: oh, but it is not mr ernest worthing who is my guardian. it is his brother \u2013 his elder brother.cecily: [sitting down again ]: ernest never mentioned to me that he had a brother. gwendolen i am very sorry to say they have not been on good terms for a long time. cecily: ah! that accounts for it. and now that i think of it i have never heard any man mention his brother. the subject seems distasteful to most men. cecily, you havegwendolen: lifted a load from my mind. i was growing almost anxious. it would have been terrible if any cloud had come across a friendship like ours, would it not? of course you arequite, quite sure that it is not mr ernest worthing who is your guardian? quite sure. [ ap a u s e .] in fact, i am going to be his. cecily: [from act 2 ] how does wilde make this such an entertaining moment in the play? or \u2020 12 in what ways do you think wilde is making criticisms of society through the comedy of the play? 06_0486_21_2015_1.13 \u00a9 ucles 201513",
+            "14": "blank page 06_0486_21_2015_1.13 \u00a9 ucles 201514",
+            "15": "blank page 06_0486_21_2015_1.13 \u00a9 ucles 201515",
+            "16": "blank page permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. every reasonable effort has been made by the publisher (ucles) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the pub lisher 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 cambridg e international examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download at www .cie.org.uk after the live examination series. cambridge international examinations is part of the cambridge assessment group. cambridge assessment is the brand name of university of cambridge l ocal examinations syndicate (ucles), which is itself a department of the university of cambridge. 06_0486_21_2015_1.13 \u00a9 ucles 201516"
+        },
+        "0486_s15_qp_22.pdf": {
+            "1": "cambridge international examinations cambridge international general certificate of secondary education 0486/22 literature (english) may/june 2015paper 2 drama 1 hour 30 minutes additional materials: answer booklet/paper read these instructions first an answer booklet is provided inside this question paper. you should follow the instructions on the front cover of the answer booklet. if you need additional answer paper ask the invigilator for a continuation booklet. answer twoquestions. you must answer onepassage-based question (marked *) and oneessay question (marked \u2020). your questions must be on twodifferent plays. all questions in this paper carry equal marks. the syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificate. this document consists of 13printed pages and 3blank pages. [turn /g3/g82ver06_0486_22_2015_1.1/g21/g3 \u00a9/g3ucles/g3201/g24 *5359377494*",
+            "2": "06_0486_22_2015_1.12 \u00a9 ucles 20152 arthur miller: all my sons remember to support your ideas with details from the text. either * 1read this passage, and then answer the question that follows it: [ jim bayliss rounds corner of driveway, walking rapidly. content removed due to copyright restrictions",
+            "3": "06_0486_22_2015_1.12 \u00a9 ucles 2015 [turn over3 george:  why, afraid you\u2019ll forget him? how does miller make this such a powerfully dramatic moment in the play?or \u2020 2 the stage directions at the beginning of act 1 describe joe keller as \u2018a man amoung men\u2019.how far does miller make you agree with this description of joe?",
+            "4": "403530252015105j. b. priestley: an inspector calls remember to support your ideas with details from the text. either * 3read this passage, and then answer the question that follows it: [who has put ring on, admiringly ] i think it\u2019s perfect. now i really feel engaged. sheila: so you ought, darling. it\u2019s a lovely ring. be careful with it. mrs birling: careful! i\u2019ll never let it out of my sight for an instant. sheila: [smiling ] well, it came just at the right moment. that was clever of you, gerald. now, arthur, if you\u2019ve got no more to say, i think sheila and i had better go in thedrawing-room and leave you men \u2013mrs birling: [rather heavily ] i just want to say this. [ noticing that sheila is still admiring her ring. ] are you listening, sheila? this concerns you too. and after all i don\u2019t often makespeeches at you \u2013birling: i\u2019m sorry, daddy. actually i was listening. sheila: she looks attentive, as they all do. he holds them for a moment before continuing. i\u2019m delighted about this engagement and i hope it won\u2019t be too long before you\u2019re married. and i want to say this. there\u2019s a good deal of silly talk about these days \u2013birling: but\u2013 and i speak as a hard-headed business man, who has to take risks and know what he\u2019s about \u2013 i say, you can ignore all this silly pessimistic talk. when you marry,you\u2019ll be marrying at a very good time. yes, a very good time \u2013 and soon it\u2019ll be aneven better time. last month, just because the miners came out on strike, there\u2019s alot of wild talk about possible labour trouble in the near future. don\u2019t worry. we\u2019vepassed the worst of it. we employers at last are coming together to see that ourinterests \u2013 and the interests of capital \u2013 are properly protected. and we\u2019re in for atime of steadily increasing prosperity. i believe you\u2019re right, sir. gerald: what about war? eric: glad you mentioned it, eric. i\u2019m coming to that. just because the kaiser makes a speech or two, or a few german officers have too much to drink and begin talkingbirling: nonsense, you\u2019ll hear some people say that war\u2019s inevitable. and to that i say \u2013 fiddlesticks! the germans don\u2019t want war. nobody wants war, except somehalf-civilised folks in the balkans. and why? there\u2019s too much at stake these days.everything to lose and nothing to gain by war. yes, i know \u2013 but still \u2013 eric: just let me finish, eric. you\u2019ve a lot to learn yet. and i\u2019m talking as a hard-headed, practical man of business. and i say there isn\u2019t a chance of war. the world\u2019sbirling: developing so fast that it\u2019ll make war impossible. look at the progress we\u2019re making. in a year or two we\u2019ll have aeroplanes that will be able to go anywhere. and look atthe way the automobile\u2019s making headway \u2013 bigger and faster all the time. and then ships. why, a friend of mine went over this new liner last week \u2013 the titanic \u2013s h e sails next week \u2013 forty-six thousand eight hundred tons \u2013 forty-six thousand eighthundred tons \u2013 new york in five days \u2013 and every luxury \u2013 and unsinkable, absolutelyunsinkable. that\u2019s what you\u2019ve got to keep your eye on, facts like that, progress likethat \u2013 and not a few german officers talking nonsense and a few scaremongers here 06_0486_22_2015_1.1/g21 \u00a9/g3ucles/g3201/g244",
+            "5": "555045making a fuss about nothing. now you three young people, just listen to this \u2013 and remember what i\u2019m telling you now. in twenty or thirty years\u2019 time \u2013 let\u2019s say, in 1940\u2013 you may be giving a little party like this \u2013 your son or daughter might be gettingengaged \u2013 and i tell you, by that time you\u2019ll be living in a world that\u2019ll have forgottenall these capital versus labour agitations and all these silly little war scares. there\u2019llbe peace and prosperity and rapid progress everywhere \u2013 except of course in russia,which will always be behindhand naturally. arthur! mrs birling: as mrs birling shows signs of interrupting. yes, my dear, i know \u2013 i\u2019m talking too much. but you youngsters just remember what i said. we can\u2019t let these bernard shaws and h.g. wellses do all the talking. webirling: hard-headed practical business men must say something sometime. and we don\u2019t guess \u2013 we\u2019ve had experience \u2013 and we know . [rising. the others rise ] yes, of course, dear. well \u2013 don\u2019t keep gerald in here too long. eric \u2013 i want you a minute.mrs birling: [from act 1 ] how does priestley strikingly portray mr birling at this moment in the play? or \u2020 4 explore the ways in which priestley makes the inspector such a memorably mysterious figure. [turn /g3/g82ver 06_0486_22_2015_1.1/g21 \u00a9/g3ucles/g3201/g245",
+            "6": "403530252015105william shakespeare: the merchant of venice remember to support your ideas with details from the text. either * 5read this passage, and then answer the question that follows it: i pray you tarry; pause a day or two before/g3you/g3hazard;/g3for,/g3in/g3choosing/g3wrong,i/g3lose/g3your/g3company;/g3therefore/g3forbear/g3awhile./g3there/g182s/g3something/g3tells/g3me/g3\u2013/g3but/g3it/g3is/g3not/g3love/g3\u2013i/g3would/g3not/g3lose/g3you;/g3and/g3you/g3know/g3yourself/g3hate/g3counsels/g3not/g3in/g3such/g3a/g3quality.but/g3lest/g3you/g3should/g3not/g3understand/g3me/g3well/g3\u2013and/g3yet/g3a/g3maiden/g3hath/g3no/g3tongue/g3but/g3thought/g3\u2013i/g3would/g3detain/g3you/g3here/g3some/g3month/g3or/g3two/g3before/g3you/g3venture/g3for/g3me./g3i/g3could/g3teach/g3you/g3how/g3to/g3choose/g3right,/g3but/g3then/g3i/g3am/g3forsworn;/g3so/g3will/g3i/g3never/g3be;/g3so/g3may/g3you/g3miss/g3me;but/g3if/g3you/g3do,/g3you'll/g3make/g3me/g3wish/g3a/g3sin,that/g3i/g3had/g3been/g3forsworn./g3beshrew/g3your/g3eyes!they/g3have/g3o/g182erlook/g182d/g3me/g3and/g3divided/g3me;/g3one/g3half/g3of/g3me/g3is/g3yours,/g3the/g3other/g3half/g3yours/g3\u2013mine/g3own,/g3i/g3would/g3say;/g3but/g3if/g3mine,/g3then/g3yours,/g3and/g3so/g3all/g3yours./g3o!/g3these/g3naughty/g3times/g3puts/g3bars/g3between/g3the/g3owners/g3and/g3their/g3rights;/g3and/g3so,/g3though/g3yours,/g3not/g3yours./g3prove/g3it/g3so,/g3let/g3fortune/g3go/g3to/g3hell/g3for/g3it,/g3not/g3i.i/g3speak/g3too/g3long,/g3but/g3/g182tis/g3to/g3peize/g3the/g3time,to/g3eke/g3it,/g3and/g3to/g3draw/g3it/g3out/g3in/g3length,to/g3stay/g3you/g3from/g3election.portia: let me choose; for as i am, i live upon the rack.bassanio: upon the rack, bassanio? then confess what treason there is mingled with your love.portia: none/g3but/g3that/g3ugly/g3treason/g3of/g3mistrust,/g3 which/g3makes/g3me/g3fear/g3th\u2019/g3enjoying/g3of/g3my/g3love;/g3there/g3may/g3as/g3well/g3be/g3amity/g3and/g3life/g182tween/g3snow/g3and/g3fire/g3as/g3treason/g3and/g3my/g3love.bassanio: ay, but i fear you speak upon the rack, where men enforced do speak anything.portia: bassanio: /g3promise/g3me/g3life,/g3and/g3i/g182ll/g3confess/g3the/g3truth. well then, confess and live. portia: /g181confess/g182/g3and/g3/g181love/g182/g3 had/g3been/g3the/g3very/g3sum/g3of/g3my/g3confession.o/g3happy/g3torment,/g3when/g3my/g3torturerdoth/g3teach/g3me/g3answers/g3for/g3deliverance!but/g3let/g3me/g3to/g3my/g3fortune/g3and/g3the/g3caskets.bassanio: 06_0486_22_2015_1.1/g21 \u00a9/g3ucles/g3201/g246",
+            "7": "60555045away,/g3then;/g3i/g3am/g3lock/g182d/g3in/g3one/g3of/g3them. if/g3you/g3do/g3love/g3me,/g3you/g3will/g3find/g3me/g3out.nerissa/g3and/g3the/g3rest,/g3stand/g3all/g3aloof;let/g3music/g3sound/g3while/g3he/g3doth/g3make/g3his/g3choice;/g3then,/g3if/g3he/g3lose,/g3he/g3makes/g3a/g3swan-like/g3end,/g3fading/g3in/g3music./g3that/g3the/g3comparisonmay/g3stand/g3more/g3proper,/g3my/g3eye/g3shall/g3be/g3the/g3stream/g3and/g3wat/g182ry/g3death-bed/g3for/g3him./g3he/g3may/g3win;and/g3what/g3is/g3music/g3then?/g3then/g3music/g3iseven/g3as/g3the/g3flourish/g3when/g3true/g3subjects/g3bowto/g3a/g3new-crowned/g3monarch;/g3such/g3it/g3isas/g3are/g3those/g3dulcet/g3sounds/g3in/g3break/g3of/g3daythat/g3creep/g3into/g3the/g3dreaming/g3bridegroom/g182s/g3ear,/g3and/g3summon/g3him/g3to/g3marriage./g3now/g3he/g3goes,/g3with/g3no/g3less/g3presence,/g3but/g3with/g3much/g3more/g3love,/g3than/g3young/g3alcides,/g3when/g3he/g3did/g3redeemthe/g3virgin/g3tribute/g3paid/g3by/g3howling/g3troyto/g3the/g3sea-monster./g3i/g3stand/g3for/g3sacrifice;the/g3rest/g3aloof/g3are/g3the/g3dardanian/g3wives,with/g3bleared/g3visages/g3come/g3forth/g3to/g3viewthe/g3issue/g3of/g3th\u2019/g3exploit./g3go,/g3hercules!live/g3thou,/g3i/g3live./g3with/g3much/g3much/g3more/g3dismayi/g3view/g3the/g3fight/g3than/g3thou/g3that/g3mak\u2019st/g3the/g3fray.portia: [from act 3 scene 2 ] how does shakespeare make this such a memorably dramatic moment in the play? or \u2020 6 how far does shakespeare persuade you that shylock deserves his punishment? [turn /g3/g82ver 06_0486_22_2015_1.1/g21 \u00a9/g3ucles/g3201/g247",
+            "8": "403530252015105william /g3shakespeare: /g3a/g3midsummer /g3night /g182s/g3dream /g3 remember /g3to/g3support /g3your /g3ideas /g3with /g3details /g3from /g3the/g3text. either * 7read this passage, and then answer the question that follows it: this falls out better than i could devise. but hast thou yet latch\u2019d the athenian\u2019s eyeswith the love-juice, as i did bid thee do?oberon: i took him sleeping \u2013 that is finish\u2019d too \u2013 and the athenian woman by his side;that, when he wak\u2019d, of force she must be ey\u2019d.puck: enter demetrius and hermia. stand close; this is the same athenian. oberon: this is the woman, but not this the man. puck: o, why rebuke you him that loves you so? lay breath so bitter on your bitter foe.demetrius: now i but chide, but i should use thee worse, for thou, i fear, hast given me cause to curse.if thou hast slain lysander in his sleep,being o\u2019er shoes in blood, plunge in the deep,and kill me too.the sun was not so true unto the dayas he to me. would he have stolen awayfrom sleeping hermia? i\u2019ll believe as soonthis whole earth may be bor\u2019d and that the moonmay through the centre creep and so displeaseher brother\u2019s noontide with th\u2019 antipodes.it cannot be but thou hast murd\u2019red him;so should a murderer look \u2013 so dead, so grim.hermia: so should the murdered look; and so should i, pierc\u2019d through the heart with your stern cruelty;yet you, the murderer, look as bright, as clear,as yonder venus in her glimmering sphere.demetrius: what\u2019s this to my lysander? where is he? ah, good demetrius, wilt thou give him me?hermia: i had rather give his carcass to my hounds. demetrius: out, dog! out, cur! thou driv\u2019st me past the bounds of maiden\u2019s patience. hast thou slain him, then?henceforth be never numb\u2019red among men!o, once tell true; tell true, even for my sake!durst thou have look\u2019d upon him being awake,and hast thou kill\u2019d him sleeping? o brave touch!could not a worm, an adder, do so much?an adder did it; for with doubler tonguethan thine, thou serpent, never adder stung.hermia: 06_0486_22_2015_1.1/g21 \u00a9/g3ucles/g3201/g248",
+            "9": "555045you spend your passion on a mispris\u2019d mood: i am not guilty of lysander\u2019s blood;nor is he dead, for aught that i can tell.demetrius: i pray thee, tell me then that he is well. hermia: and if i could, what should i get therefore? demetrius: a privilege never to see me more. and from thy hated presence part i so;see me no more whether he be dead or no.hermia: /g62exit. there is no following her in this fierce vein; here, therefore, for a while i will remain.so sorrow\u2019s heaviness doth heavier growfor debt that bankrupt sleep doth sorrow owe;which now in some slight measure it will pay,if for his tender here i make some stay.demetrius: /g62lies /g3down. what hast thou done? oberon: [from act 3 scene 2 ] how/g3does/g3shakespeare/g182s/g3writing/g3make/g3this/g3moment/g3in/g3the/g3play/g3so/g3dramatic? or/g3\u2020/g38 explore/g3the/g3ways/g3in/g3which/g3shakespeare/g3makes/g3 two /g3moments/g3in/g3the/g3play/g3 a/g3midsummer /g3night /g182s/g3dream /g3 disturbing/g3for/g3you. [turn /g3/g82ver 06_0486_22_2015_1.1/g21 \u00a9/g3ucles/g3201/g249",
+            "10": "3530252015105william shakespeare: the tempest remember to support your ideas with details from the text. either * 9read this passage, and then answer the question that follows it: here prospero discovers ferdinand and miranda playing at chess. sweet lord, you play me false. miranda: no, my dearest love, i would not for the world.ferdinand: yes, for a score of kingdoms you should wrangle, and i would call it fair play.miranda: if this prove a vision of the island, one dear sonshall i twice lose.alonso: a most high miracle! sebastian: though the seas threaten, they are merciful; i have curs\u2019d them without cause. [kneels]ferdinand: now all the blessings of a glad father compass thee about!arise, and say how thou cam\u2019st here.alonso: o, wonder! how many goodly creatures are there here!how beauteous mankind is! o brave new worldthat has such people in\u2019t!miranda: \u2019tis new to thee. prospero: what is this maid with whom thou wast at play? your eld\u2019st acquaintance cannot be three hours;is she the goddess that hath sever\u2019d us,and brought us thus together?alonso: sir, she is mortal; but by immortal providence she\u2019s mine.i chose her when i could not ask my fatherfor his advice, nor thought i had one. sheis daughter to this famous duke of milan,of whom so often i have heard renownbut never saw before; of whom i havereceiv\u2019d a second life; and second fatherthis lady makes him to me.ferdinand: i am hers. but, o, how oddly will it sound that imust ask my child forgiveness!alonso: there, sir, stop; let us not burden our remembrances witha heaviness that\u2019s gone.prospero: 06_0486_22_2015_1.1/g21 \u00a9/g3ucles/g3201/g2410 [kneels ]",
+            "11": "656055504540 i have inly wept, or should have spoke ere this. look down, you gods,and on this couple drop a blessed crown;for it is you that have chalk\u2019d forth the waywhich brought us hither.gonzalo: i say, amen, gonzalo! alonso: was milan thrust from milan, that his issue should become kings of naples? o, rejoicebeyond a common joy, and set it downwith gold on lasting pillars: in one voyagedid claribel her husband find at tunis;and ferdinand, her brother, found a wifewhere he himself was lost; prospero his dukedomin a poor isle; and all of us ourselveswhen no man was his own.gonzalo: /g62to/g3f/g40/g53/g39/g44/g49/g36/g49/g39/g3 and/g3m/g44/g53/g36/g49/g39/g36 /g64/g3give /g3me /g3your /g3hands. /g3 let /g3grief /g3and /g3sorrow /g3still /g3embrace /g3his /g3heart /g3 that /g3doth /g3not /g3wish /g3you /g3joy.alonso: be it so. amen! gonzalo: re-enter ariel, with the master and boatswain amazedly following. o look, sir; look, sir! here is more of us! i prophesied, if a gallows were on land,this fellow could not drown. now, blasphemy,that swear\u2019st grace o\u2019erboard, not an oath on shore?hast thou no mouth by land? what is the news? the best news is that we have safely found our king and company; the next, our ship \u2013which but three glasses since we gave out split \u2013is tight and yare, and bravely rigg\u2019d, as whenwe first put out to sea.boatswain: [from act 5 scene 1 ] how does shakespeare make this such a moving and dramatic moment in the play? or \u2020 10 how does shakespeare make magic so memorable and significant in the play? [turn /g3/g82ver 06_0486_22_2015_1.1/g21 \u00a9/g3ucles/g3201/g2411",
+            "12": "3530252015105oscar wilde: the importance of being earnest remember to support your ideas with details from the text. either * 11read this passage, and then answer the question that follows it: algernon :/g3[raising /g3his/g3hat]/g3you /g3are /g3my /g3little /g3cousin /g3cecily, /g3i\u2019m /g3sure /g17 you are under some strange mistake. i am not little. in fact, i believe i am more than usually tall for my age. [ algernon is rather taken aback .] but i am your cousincecily: cecily. you, i see from your card, are uncle jack\u2019s brother, my cousin ernest, my wicked cousin ernest. oh! i am not really wicked at all, cousin cecily. you mustn\u2019t think that i am wicked. algernon : if you are not, then you have certainly been deceiving us all in a very inexcusable manner. i hope you have not been leading a double life, pretending to be wicked andbeing really good all the time. that would be hypocrisy.cecily: [looks at her in amazement ] oh! of course i have been rather reckless. algernon : i am glad to hear it. cecily: in fact, now you mention the subject, i have been very bad in my own small way. algernon : i don\u2019t think you should be so proud of that, though i am sure it must have been very pleasant.cecily: it is much pleasanter being here with you. algernon : i can\u2019t understand how you are here at all. uncle jack won\u2019t be back till monday afternoon.cecily: that is a great disappointment. i am obliged to go up by the first train on monday morning. i have a business appointment that i am anxious\u2026.to miss!algernon : couldn\u2019t you miss it anywhere but in london? cecily: no: the appointment is in london. algernon : well, i know, of course, how important it is not to keep a business engagement, if one wants to retain any sense of the beauty of life, but i still think you had better wait tilluncle jack arrives. i know he wants to speak to you about your emigrating.cecily: about my what? algernon: your emigrating. he has gone up to buy your outfit. cecily: i certainly wouldn\u2019t let jack buy my outfit. he has no taste in neckties at all. algernon : i don\u2019t think you will require neckties. uncle jack is sending you to australia. cecily: australia! i\u2019d sooner die. algernon : well, he said at dinner on wednesday night, that you would have to choose between this world, the next world, and australia.cecily: oh, well! the accounts i have received of australia and the next world are not particularly encouraging. this world is good enough for me, cousin cecily.algernon : yes, but are you good enough for it? cecily: i\u2019m afraid i\u2019m not that. that is why i want you to reform me. you might make that your mission, if you don\u2019t mind, cousin cecily.algernon : 06_0486_22_2015_1.1/g21 \u00a9/g3ucles/g3201/g2412",
+            "13": "55504540i\u2019m afraid i\u2019ve no time, this afternoon. cecily: well, would you mind my reforming myself this afternoon? algernon : it is rather quixotic of you. but i think you should try. cecily: i will. i feel better already. algernon : you are looking a little worse. cecily: that is because i am hungry. algernon : how thoughtless of me. i should have remembered that when one is going to lead an entirely new life, one requires regular and wholesome meals. won\u2019t you come in?cecily: thank you. might i have a buttonhole first? i have never any appetite unless i have a buttonhole first.algernon : a mar\u00e9chal niel? [ picks up scissors. ] cecily: no, i\u2019d sooner have a pink rose. algernon : why? [ cuts a flower. ] cecily: because you are like a pink rose, cousin cecily. algernon : i don\u2019t think it can be right for you to talk to me like that. miss prism never says such things to me.cecily: then miss prism is a short-sighted old lady. [ cecily puts the rose in his buttonhole .] you are the prettiest girl i ever saw.algernon : miss prism says that all good looks are a snare. cecily: they are a snare that every sensible man would like to be caught in. algernon : oh, i don\u2019t think i would care to catch a sensible man. i shouldn\u2019t know what to talk to him about.cecily: [from act 2 ] how does wilde make this first meeting between algernon and cecily so entertaining? or /g3\u2020/g312 \u2018a/g3girl /g3with /g3a/g3simple, /g3unspoilt /g3nature /g17\u2019 how /g3does /g3wilde /g3vividly /g3convey /g3to/g3you /g3that /g3this /g3is/g3not/g3an /g3accurate /g3view /g3of/g3gwendolen? 06_0486_22_2015_1.1/g21 \u00a9/g3ucles/g3201/g2413",
+            "14": "blank page 06_0486_22_2015_1.1/g21 \u00a9/g3ucles/g3201/g2414",
+            "15": "blank page 06_0486_22_2015_1.1/g21 \u00a9/g3ucles/g3201/g2415",
+            "16": "blank page permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. every reasonable effort has been made by the publisher (ucles) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the pub lisher 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 cambridg e international examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download at www .cie.org.uk after the live examination series. cambridge international examinations is part of the cambridge assessment group. cambridge assessment is the brand name of university of cambridge l ocal examinations syndicate (ucles), which is itself a department of the university of cambridge. 06_0486_22_2015_1.1/g21 \u00a9/g3ucles/g3201/g2416"
+        },
+        "0486_s15_qp_23.pdf": {
+            "1": "cambridge international examinations cambridge international general certificate of secondary education 0486/23 literature (english) may/june 2015paper 2 drama 1 hour 30 minutes additional materials: answer booklet/paper read these instructions first an answer  booklet  is provided  inside  this question  paper.  you should  follow  the instructions  on the front cover   of the answer  booklet.  if you need  additional  answer  paper  ask the invigilator  for a continuation  booklet. answer twoquestions. you must answer onepassage-based question (marked *) and oneessay question (marked \u2020). your questions must be on twodifferent plays. all questions in this paper carry equal marks. the syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificate. this document consists of 13printed pages and 3blank pages. [turn over06_0486_23_2015_1.13   \u00a9 ucles  2015 *8919178229*",
+            "2": "06_0486_23_2015_1.13 \u00a9 ucles 20152 arthur miller: all my sons remember to support your ideas with details from the text. either * 1read this passage, and then answer the question that follows it:keller:  what\u2019s she going to say? maybe we ought to tell her before she sees it. content removed due to copyright restrictions",
+            "3": "06_0486_23_2015_1.13 \u00a9 ucles 2015 [turn over3 chris:   sometimes you infuriate me, you know that? isn\u2019t it your business, too, if i tell this to  mother and she throws a fit about it? you have such a talent for ignoring things. how does miller vividly reveal the tensions in the keller family at this moment in the play.or \u2020 2 to what extent does miller make keller\u2019s suicide shocking for you?",
+            "4": "3530252015105j. b. priestley: an inspector calls remember to support your ideas with details from the text. either * 3read this passage, and then answer the question that follows it: [coolly ] at the end of january, last year, this girl eva smith had to leave milwards, because miss birling compelled them to discharge her, and then she stopped beinginspector: eva smith, looking for a job, and became daisy renton, with other ideas. [ sharply turning on him. ] mr croft, when did you first get to know her? an exclamation  of surprise  from birling and mrs birling .  where  did you get the idea that i did know  her? gerald: it\u2019s no use, gerald. you\u2019re wasting time. sheila: as soon as i mentioned the name daisy renton, it was obvious you\u2019d known her. you gave yourself away at once.inspector: [bitterly ] of course he did. sheila: and anyhow i knew already. when and where did you first meet her? inspector: all right, if you must have it. i met her first, sometime in march last year, in the stalls bar at the palace. i mean the palace music hall here in brumley \u2013gerald: well, we didn\u2019t think you meant buckingham palace. sheila: [to sheila ] thanks. you\u2019re going to be a great help, i can see. you\u2019ve said your piece, and you\u2019re obviously going to hate this, so why on earth don\u2019t you leave usto it?gerald: nothing would induce me. i want to understand exactly what happens when a man says he\u2019s so busy at the works that he can hardly ever find time to come and seethe girl he\u2019s supposed to be in love with. i wouldn\u2019t miss it for worlds \u2013sheila: [with authority ] yes, mr croft \u2013 in the stalls bar at the palace variety theatre \u2026 inspector: i happened to look in, one night, after a rather long dull day, and as the show wasn\u2019t very bright, i went down into the bar for a drink. it\u2019s a favourite haunt of women ofthe town \u2013gerald: women of the town? mrs birling: yes, yes. but i see no point in mentioning the subject \u2013 especially \u2013 [ indicating sheila .]birling: it would be much better if sheila didn\u2019t listen to this story at all. mrs birling: but you\u2019re forgetting i\u2019m supposed to be engaged to the hero of it. go on, gerald. you went down into the bar, which is a favourite haunt of women of the town.sheila: i\u2019m glad i amuse you \u2013 gerald: [sharply ] come along, mr croft. what happened? inspector: i didn\u2019t propose to stay long down there. i hate those hard-eyed dough-faced women. but then i noticed a girl who looked quite different. she was very pretty \u2013 soft brown hair and big dark eyes \u2013 [ breaks off ]. my god!gerald: what\u2019s the matter? inspector: 06_0486_23_2015_1.13 \u00a9 ucles 20154",
+            "5": "55504540[distressed ] sorry \u2013 i \u2013 well, i\u2019ve suddenly realized \u2013 taken it in properly \u2013 that she\u2019s dead \u2013gerald: [harshly ] yes, she\u2019s dead. inspector: and probably between us we killed her. sheila: [sharply ] sheila, don\u2019t talk nonsense. mrs birling: you wait, mother. sheila: [to gerald ]g oo n . inspector: she looked young and fresh and charming and altogether out of place down there. and obviously she wasn\u2019t enjoying herself. old joe meggarty, half-drunk andgoggle-eyed, had wedged her into a corner with that obscene fat carcase of his \u2013gerald: [cutting in ] there\u2019s no need to be disgusting. and surely you don\u2019t mean alderman meggarty?mrs birling: of course i do. he\u2019s a notorious womanizer as well as being one of the worst sots and rogues in brumley \u2013gerald: quite right. inspector: [staggered ] well, really! alderman meggarty! i must say, we arelearning something tonight.mrs birling: [coolly ] of course we are. but everybody knows about that horrible old meggarty. a girl i know had to see him at the town hall one afternoon and she only escaped witha torn blouse \u2013sheila: [sharply, shocked ] sheila! birling: [from act 2 ] how does priestley make this such a tense and dramatic moment in the play? o r\u20204 how far does priestley convince you that, by the end of the play, mr and mrs birling have learnt anything? [turn over 06_0486_23_2015_1.13 \u00a9 ucles 20155",
+            "6": "3530252015105william shakespeare: the merchant of venice remember to support your ideas with details from the text. either * 5read this passage, and then answer the question that follows it: [to nerissa ] by yonder moon i swear you do me wrong; in faith, i gave it to the judge\u2019s clerk.would he were gelt that had it, for my part,since you do take it, love, so much at heart.gratiano: a quarrel, ho, already! what\u2019s the matter? portia: about a hoop of gold, a paltry ring that she did give me, whose posy wasfor all the world like cutler\u2019s poetryupon a knife, \u2018love me, and leave me not\u2019.gratiano: what talk you of the posy or the value? you swore to me, when i did give it you,that you would wear it till your hour of death,and that it should lie with you in your grave;though not for me, yet for your vehement oaths,you should have been respective and have kept it.gave it a judge\u2019s clerk! no, god\u2019s my judge,the clerk will ne\u2019er wear hair on\u2019s face that had it.nerissa: he will, an if he live to be a man. gratiano: ay, if a woman live to be a man. nerissa: now by this hand i gave it to a youth, a kind of boy, a little scrubbed boyno higher than thyself, the judge\u2019s clerk;a prating boy that begg\u2019d it as a fee;i could not for my heart deny it him.gratiano: you were  to blame,  i must  be plain  with you,  to part so slightly  with your wife\u2019s  first gift, a thing  stuck  on with oaths  upon  your finger   and so riveted  with faith unto your flesh. i  gave  my love a ring, and made  him swear   never  to part with it, and here he stands; i dare be sworn  for him he would  not leave  it  nor pluck  it from his finger  for the wealth   that the world  masters.  now,  in faith gratiano,   you give your wife too unkind  a cause  of grief;   an \u2019twere  to me, i should  be mad at it.portia: [aside ] why, i were best to cut my left hand off, and swear i lost the ring defending it.bassanio: 06_0486_23_2015_1.13 \u00a9 ucles 20156",
+            "7": "70656055504540my lord bassanio gave his ring away unto the judge that begg\u2019d it, and indeeddeserv\u2019d it too; and then the boy, his clerk,that took some pains in writing, he begg\u2019d mine;and neither man nor master would take aughtbut the two rings.gratiano: what ring gave you, my lord? not that, i hope, which you receiv\u2019d of me.portia: if i could add a lie unto a fault, i would deny it; but you see my fingerhath not the ring upon it; it is gone.bassanio: even so void is your false heart of truth; by heaven, i will ne\u2019er come in your beduntil i see the ring.portia: nor i in yours till i again see mine.nerissa: sweet portia, if you did know to whom i gave the ring,if you did know for whom i gave the ring,and would conceive for what i gave the ring,and how unwillingly i left the ring.when nought would be accepted but the ring,you would abate the strength of your displeasure.bassanio: if you had known the virtue of the ring, or half her worthiness that gave the ring,or your own honour to contain the ring,you would not then have parted with the ring,what man is there so much unreasonable,if you had pleas\u2019d to have defended itwith any terms of zeal, wanted the modestyto urge the thing held as a ceremony?nerissa teaches me what to believe:i\u2019ll die for\u2019t but some woman had the ring.portia: [from act 5 scene1 ] how does shakespeare make this such an entertaining and satisfying moment in the play? or \u2020 6 \u2018a kinder  gentleman  treads  not the earth. \u2019 to what  extent  does  shakespeare \u2019s portrayal  of antonio  persuade  you that this opinion  of him is true? [turn over 06_0486_23_2015_1.13 \u00a9 ucles 20157",
+            "8": "403530252015105william shakespeare: a midsummer  night \u2019s dream   remember to support your ideas with details from the text . either * 7read this passage, and then answer the question that follows it: dark night, that from the eye his function takes, the ear more quick of apprehension makes;wherein it doth impair the seeing sense,it pays the hearing double recompense.thou art not by mine eye, lysander, found;mine ear, i thank it, brought me to thy sound.but why unkindly didst thou leave me so?hermia: why should he stay whom love doth press to go? lysander: what love could press lysander from my side? hermia: lysander\u2019s love, that would not let him bide \u2013 fair helena, who more engilds the nightthan all yon fiery oes and eyes of light.why seek\u2019st thou me? could not this make thee knowthe hate i bare thee made me leave thee so?lysander: you speak not as you think; it cannot be. hermia: lo, she is one of this confederacy! now i perceive they have conjoin\u2019d all threeto fashion this false sport in spite of me.injurious hermia! most ungrateful maid!have you conspir\u2019d, have you with these contriv\u2019d,to bait me with this foul derision?is all the counsel that we two have shar\u2019d,the sisters\u2019 vows, the hours that we have spent,when we have chid the hasty-footed timefor parting us \u2013 o, is all forgot?all school-days\u2019 friendship, childhood innocence?we, hermia, like two artificial gods,have with our needles created both one flower,both on one sampler, sitting on one cushion,both warbling of one song, both in one key;as if our hands, our sides, voices, and minds,had been incorporate. so we grew together.like to a double cherry, seeming parted,but yet an union in partition,two lovely berries moulded on one stem;so, with two seeming bodies, but one heart;two of the first, like coats in heraldry,due but to one, and crowned with one crest.and will you rent our ancient love asunder,to join with men in scorning your poor friend?it is not friendly,\u2019tis not maidenly;our sex, as well as i, may chide you for it,though i alone do feel the injury.helena: 06_0486_23_2015_1.13 \u00a9 ucles 20158",
+            "9": "706560555045i am amazed at your passionate words; i scorn you not; it seems that you scorn me.hermia: have you not set lysander, as in scorn, to follow me and praise my eyes and face?and made your other love, demetrius,who even but now did spurn me with his foot,to call me goddess, nymph, divine, and rare,precious, celestial? wherefore speaks he thisto her he hates? and wherefore doth lysanderdeny your love, so rich within his soul,and tender me, forsooth, affection,but by your setting on, by your consent?what though i be not so in grace as you,so hung upon with love, so fortunate,but miserable most, to love unlov\u2019d?this you should pity rather than despise.helena: i understand not what you mean by this. hermia: ay, do \u2013 persever, counterfeit sad looks, make mouths upon me when i turn my back,wink each at other; hold the sweet jest up;this sport, well carried, shall be chronicled.if you have any pity, grace, or manners,you would not make me such an argument.but fare ye well; \u2019tis partly my own fault,which death, or absence, soon shall remedy.helena: stay, gentle helena; hear my excuse; my love, my life, my soul, fair helena!lysander: o excellent! helena: [from act 3 scene 2 ] in what ways does shakespeare make this such an emotional and dramatic moment in the play? o r\u20208 to what extent do you think that shakespeare suggests that \u2018love is blind\u2019 in the play? [turn over 06_0486_23_2015_1.13 \u00a9 ucles 20159",
+            "10": "3530252015105william shakespeare: the tempest remember to support your ideas with details from the text. either * 9read this passage, and then answer the question that follows it: prospero and ariel remain, invisible. enter caliban, stephano, and trinculo, all wet. pray you, tread softly, that the blind mole may not hear a foot fall; we now are near his cell.caliban: monster, your fairy, which you say is a harmless fairy, has done little better than play\u2019d the jack with us.stephano: monster, i do smell all horse-piss at which my nose is in great indignation. trinculo : so is mine. do you hear, monster? if i should take a displeasure against you, look you \u2013stephano: thou wert but a lost monster. trinculo: good my lord, give me thy favour still. be patient, for the prize i\u2019ll bring thee toshall hoodwink this mischance; therefore speak softly.all\u2019s hush\u2019d as midnight yet.caliban: ay, but to lose our bottles in the pool! trinculo : there is not only disgrace and dishonour in that, monster, but an infinite loss. stephano: that\u2019s more to me than my wetting; yet this is your harmless fairy, monster. trinculo: stephano:  i will fetch  off my bottle,  though  i be o\u2019er ears for my labour. prithee, my king, be quiet. seest thou here, this is the mouth o\u2019 th\u2019 cell; no noise, and enter.do that good mischief which may make this island,thine own for ever, and i, thy caliban,for aye thy foot-licker.caliban: give me thy hand. i do begin to have bloody thoughts. stephano: o king stephano! o peer! o worthy stephano! look what a wardrobe here is for thee! trinculo: let it alone, thou fool; it is but trash. caliban: o, ho, monster; we know what belongs to a frippery. o king stephano! trinculo : put off that gown, trinculo; by this hand, i\u2019ll have that gown. stephano: thy grace shall have it. trinculo : the dropsy drown this fool! what do you mean to dote thus on such luggage? let\u2019t alone,and do the murder first. if he awakefrom toe to crown he\u2019ll fill our skins with pinches;make us strange stuff.caliban: be you quiet, monster. mistress line, is not this my jerkin? now is the jerkin under the line; now, jerkin, you are like to lose your hair, and prove a bald jerkin.stephano: do, do. we steal by line and level, an\u2019t like your grace. trinculo: 06_0486_23_2015_1.13 \u00a9 ucles 201510",
+            "11": "6055504540i thank thee for that jest; here\u2019s a garment for\u2019t. wit shall not go unrewarded while i am king of this country. \u2018steal by line and level\u2019 is an excellent pass of pate; there\u2019sanother garment for\u2019t.stephano: monster, come, put some lime upon your fingers, and away with the rest. trinculo : i will have none on\u2019t. we shall lose our time, and all be turn\u2019d to barnacles, or to apeswith foreheads villainous low.caliban: monster, lay-to your fingers; help to bear this away where my hogshead of wine is, or i\u2019ll turn you out of my kingdom. go to, carry this.stephano: and this. trinculo : ay, and this. stephano: a noise of hunters heard. enter divers spirits, in shape of dogs and hounds, hunting them about; prospero and ariel setting them on. hey, mountain, hey! prospero: silver! there it goes, silver! ariel: fury, fury! there, tyrant, there! hark, hark! [caliban, stephano, and trinculo are driven out ] go charge my goblins that they grind their jointswith dry convulsions, shorten up their sinewswith aged cramps, and more pinch-spotted make themthan pard or cat o\u2019 mountain.prospero: hark, they roar. ariel: let them be hunted soundly. at this hour lies at my mercy all mine enemies.shortly shall all my labours end, and thoushalt have the air at freedom; for a littlefollow, and do me service.prospero: [from act 4 scene 1 ] how does shakespeare make this moment in the play so entertaining and yet serious at the same time? o r\u20201 0 explore the ways in which shakespeare memorably portrays the relationship between prospero and ariel. [turn over 06_0486_23_2015_1.13 \u00a9 ucles 201511",
+            "12": "3530252015105oscar wilde: the importance of being earnest remember to support your ideas with details from the text. either * 11read this passage, and then answer the question that follows it: charming day it has been, miss fairfax. jack: pray don\u2019t talk to me about the weather, mr worthing. whenever people talk to me about the weather, i always feel quite certain that they mean something else. andthat makes me so nervous.gwendolen: i do mean something else. jack: i thought so. in fact, i am never wrong. gwendolen: and i would like to be allowed to take advantage of lady bracknell\u2019s temporary absence. . . .jack: i would certainly advise you to do so. mamma has a way of coming back suddenly into a room that i have often had to speak to her about.gwendolen: [nervously ] miss fairfax, ever since i met you i have admired you more than any g i r l...i have ever met sinc e...im e t you.jack: yes, i am quite well aware of the fact. and i often wish that in public, at any rate, you had been more demonstrative. for me you have always had an irresistiblegwendolen: fascination. even before i met you i was far from indifferent to you. [jack looks at her in amazement .] we live, as i hope you know, mr worthing, in an age of ideals. the fact is constantly mentioned in the more expensive monthly magazines, andhas reached the provincial pulpits, i am told; and my ideal has always been to lovesomeone of the name of ernest. there is something in that name that inspiresabsolute confidence. the moment algernon first mentioned to me that he had afriend called ernest, i knew i was destined to love you. you really love me, gwendolen? jack: passionately! gwendolen: darling! you don\u2019t know how happy you\u2019ve made me. jack: my own ernest! gwendolen: but you don\u2019t really mean to say that you couldn\u2019t love me if my name wasn\u2019t ernest? jack: but your name is ernest. gwendolen: yes, i know it is. but supposing it was something else? do you mean to say you couldn\u2019t love me then?jack: [glibly ] ah! that is clearly a metaphysical speculation, and like most metaphysical speculations has very little reference at all to the actual facts of real life, as we knowthem.gwendolen: personally, darling, to speak quite candidly, i don\u2019t much care about the name of e r n e s t i don\u2019t think the name suits me at all.jack: it suits you perfectly. it is a divine name. it has music of its own. it produces vibrations.gwendolen: well, really, gwendolen, i must say that i think there are lots of other much nicer names. i think jack, for instance, a charming name.jack: 06_0486_23_2015_1.13 \u00a9 ucles 201512",
+            "13": "656055504540jack? . . . no, there is very little music in the name jack, if any at all, indeed. it does not thrill. it produces absolutely no vibrations. ...i have known several jacks, andgwendolen: they all, without exception, were more than usually plain. besides, jack is a notorious domesticity for john! and i pity any woman who is married to a man called john.she would probably never be allowed to know the entrancing pleasure of a singlemoment\u2019s solitude. the only really safe name is ernest. gwendolen, i must get christened at once \u2013 i mean we must get married at once. there is no time to be lost.jack: married, mr worthing? gwendolen: [astounded ]w e l l...s u r e l y .y o uk n o wt h a til o v ey o u ,a n dy o ul e dm et o believe, miss fairfax, that you were not absolutely indifferent to me.jack: i adore you. but you haven\u2019t proposed to me yet. nothing has been said at all about marriage. the subject has not even been touched on.gwendolen: w e l l...m a yip r opose to you now? jack: i think it would be an admirable opportunity. and to spare you any possible disappointment, mr worthing, i think it only fair to tell you quite frankly beforehandthat i am fully determined to accept you.gwendolen: gwendolen! jack: yes, mr worthing, what have you got to say to me? gwendolen: you know what i have got to say to you. jack: yes, but you don\u2019t say it. gwendolen: gwendolen, will you marry me? [ goes on his knees. ] jack: of course i will, darling. how long you have been about it! i am afraid you have had very little experience in how to propose.gwendolen: my own one, i have never loved anyone in the world but you. jack: yes, but men often propose for practice. i know my brother gerald does. all my girl-friends tell me so. what wonderfully blue eyes you have, ernest! they are quite,gwendolen: quite blue. i hope you will always look at me just like that, especially when there are other people present. [from act 1 ] how does wilde amusingly make it clear to you at this moment in the play that gwendolen is the more powerful partner in her relationship with jack? o r\u20201 2 jack describes lady bracknell as \u2018a monster\u2019. how far does wilde convince you that this is a fair description of her? 06_0486_23_2015_1.13 \u00a9 ucles 201513",
+            "14": "blank page 06_0486_23_2015_1.13 \u00a9 ucles 201514",
+            "15": "blank page 06_0486_23_2015_1.13 \u00a9 ucles 201515",
+            "16": "blank page permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. every reasonable effort has been made by the publisher (ucles) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the pub lisher 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 cambridg e international examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download at www.cie.o rg.uk after the live examination series. cambridge international examinations is part of the cambridge assessment group. cambridge assessment is the brand name of university of cambridge l ocal examinations syndicate (ucles), which is itself a department of the university of cambridge. 06_0486_23_2015_1.13 \u00a9 ucles 201516"
+        },
+        "0486_s15_qp_31.pdf": {
+            "1": "th/g72 syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificate.  this document consists of 13 printed pages, 3 blank pages and 1 insert.  06_0486_31_2015_1. 2   \u00a9 ucles 2015 [turn over *7010296440*cambridge international examinations  cambridge international general certificate of secondary education  literature (english) 0486/31    paper 3 drama (open text) may/june 2015 45 minutes  texts studied should be taken into the examination.  read these instructions first  an answer booklet is provided inside this question paper. you should follow the instructions on the front  cover of the answer booklet. if you need additional answer paper ask the invigilator for a continuation booklet.  answer one question.  all questions in this paper carry equal marks. ",
+            "2": "06_0486_31_2015_1.2 \u00a9 ucles 20152 arthur miller: all my sons remember to support your ideas with details from the text. either 1read this passage, and then answer the question that follows it:sue: is my husband \u2013 ? content removed due to copyright restrictions",
+            "3": "06_0486_31_2015_1.2 \u00a9 ucles 2015 [turn over3  he meets a man and makes a statue out of him. explore the ways in which miller makes this such a dramatic and revealing moment in the play.or 2 how does miller make kate\u2019s self-deception such a memorable feature of the play?",
+            "4": "3530252015105j. b. priestley: an inspector calls remember to support your ideas with details from the text. either  3 read  this passage,  and then  answer  the question  that follows  it: how could i know what would happen afterwards? if she\u2019d been some miserable plain little creature, i don\u2019t suppose i\u2019d have done it. but she was very pretty and looked asif she could take care of herself. i couldn\u2019t be sorry for her.sheila: in fact, in a kind of way, you might be said to have been jealous of her. inspector: yes, i suppose so. sheila: and so you used the power you had, as a daughter of a good customer and also of a man well-known in the town, to punish the girl just because she made you feel likethat?inspector: yes, but it didn\u2019t seem to be anything very terrible at the time. don\u2019t you understand? and if i could help her now, i would \u2013sheila: [harshly ] yes, but you can\u2019t. it\u2019s too late. she\u2019s dead. inspector: my god, it\u2019s a bit thick, when you come to think of it \u2013 eric: [stormily ] oh shut up, eric. i know, i know. it\u2019s the only time i\u2019ve ever done anything like that, and i\u2019ll never, never do it again to anybody. i\u2019ve noticed them giving me asheila: sort of look sometimes at milwards \u2013 i noticed it even this afternoon \u2013 and i suppose some of them remember. i feel now i can never go there again. oh \u2013 why had this tohappen? [sternly ] that\u2019s what i asked myself tonight when i was looking at that dead girl. and then i said to myself: \u2018well, we\u2019ll try to understand why it had to happen?\u2019 and that\u2019sinspector: why i\u2019m here, and why i\u2019m not going until i know allthat happened. eva smith lost her job with birling and company because the strike failed and they were determined notto have another one. at last she found another job \u2013 under what name i don\u2019t know\u2013 in a big shop, and had to leave there because you were annoyed with yourself andpassed the annoyance on to her. now she had to try something else. so first shechanged her name to daisy renton \u2013 [startled ] what? gerald: [steadily ] i said she changed her name to daisy renton. inspector: [pulling himself together ] d\u2019you mind if i give myself a drink, sheila? gerald: sheila merely nods, still staring at him, and he goes across to the tantalus on the sideboard for a whisky. where is your father, miss birling? inspector: he went into the drawing-room, to tell my mother what was happening here. eric, take the inspector along to the drawing-room.sheila: as eric moves, the inspector looks from sheila to gerald, then goes out with eric. well, gerald? [trying to smile ] well what, sheila? gerald: how did you come to know this girl \u2013 eva smith? sheila: 06_0486_ 31_2015_1. 2 \u00a9 ucles 20154",
+            "5": "656055504540i didn\u2019t. gerald: daisy renton then \u2013 it\u2019s the same thing. sheila: why should i have known her? gerald: oh don\u2019t be stupid. we haven\u2019t much time. you gave yourself away as soon as he mentioned her other name.sheila: all right, i knew her. let\u2019s leave it at that. gerald: we can\u2019t leave it at that. sheila: [approaching he r] now listen, darling \u2013 gerald: no, that\u2019s no use. you not only knew her but you knew her very well. otherwise, you wouldn\u2019t look so guilty about it. when did you first get to know her?sheila: he does not reply. was it after she left milwards? when she changed her name, as he said, and began to lead a different sort of life? were you seeing her last spring and summer, duringthat time when you hardly came near me and said you were so busy? were you? he does not reply but looks at her. yes, of course you were.i\u2019m sorry, sheila. but it was all over and done with, last summer. i hadn\u2019t set eyes on the girl for at least six months. i don\u2019t come into this suicide business.gerald: i thought i didn\u2019t, half an hour ago. sheila: you don\u2019t. neither of us does. so \u2013 for god\u2019s sake \u2013 don\u2019t say anything to the inspector. gerald: about you and this girl? sheila: yes. we can keep it from him. gerald: [laughs rather hysterically ] why \u2013 you fool \u2013 he know s.of course he knows. and i hate to think how much he knows that we don\u2019t know yet. you\u2019ll see, you\u2019ll see.sheila: she looks at him almost in triumph. he looks crushed. the door slowly opens and the inspector appears, looking steadily and searchingly at them. well? inspector: end of act one [from act 1 ] how does priestley make this such a powerful ending to act 1? or 4 mrs birling  says  that eric  is \u2018only  a boy\u2019. to what  extent  does  priestley  make  you agree  with  her? [turn  /g82ver06_0486_ 31_2015_1. 2 \u00a9 ucles 20155",
+            "6": "403530252015105william shakespeare: the merchant of venice remember to support your ideas with details from the text. either  5 read this passage, and then answer the question that follows it: make room, and let him stand before our face. shylock, the world thinks, and i think so too,that thou but leadest this fashion of thy maliceto the last hour of act; and then, \u2019tis thought,thou\u2019lt show thy mercy and remorse, more strangethan is thy strange apparent cruelty;and where thou now exacts the penalty,which is a pound of this poor merchant\u2019s flesh,thou wilt not only loose the forfeiture,but, touch\u2019d with human gentleness and love,forgive a moiety of the principal,glancing an eye of pity on his losses,that have of late so huddled on his back \u2013enow to press a royal merchant down,and pluck commiseration of his statefrom brassy bosoms and rough hearts of flint,from stubborn turks and tartars, never train\u2019dto offices of tender courtesy.we all expect a gentle answer, jew.duke: i have  possess\u2019d  your grace  of what  i purpose,   and by our holy sabbath  have  i sworn to have  the due and forfeit  of my bond. if you deny  it, let the danger  light upon  your charter  and your city\u2019s  freedom.   you\u2019ll  ask me why  i rather  choose  to have a weight  of carrion  flesh  than to receive three  thousand  ducats.  i\u2019ll not answer  that,  but say it is my humour  \u2013 is it answer\u2019d? what  if my house  be troubled  with a rat, and i be pleas\u2019d  to give ten thousand  ducats   to have  it ban\u2019d?  what,  are you answer\u2019d  yet? some  men there  are love not a gaping  pig;  some  that are mad if they behold  a cat; and others,  when  the bagpipe  sings  i\u2019 th\u2019 nose,   cannot  contain  their urine;  for affection,   mistress  of passion,  sways  it to the mood of what  it likes or loathes.  now,  for your answer:   as there  is no firm reason  to be rend\u2019red why he cannot  abide  a gaping  pig; why he, a harmless  necessary  cat; why he, a woollen  bagpipe,  but of force must  yield to such  inevitable  shame as to offend,  himself  being  offended;shylock: 06_0486_ 31_2015_1. 2 \u00a9 ucles 20156",
+            "7": "5045so can i give no reason, nor i will not, more than a lodg\u2019d hate and a certain loathingi bear antonio, that i follow thusa losing suit against him. are you answered? this is no answer, thou unfeeling man, to excuse the current of thy cruelty.bassanio: i am not bound to please thee with my answers. shylock: do all men kill the things they do not love? bassanio: hates any man the thing he would not kill? shylock: every offence is not a hate at first. bassanio: what, wouldst thou have a serpent sting thee twice? shylock: [from act 4 scene 1 ] does shakespeare make it possible for you to have any sympathy for shylock at this moment in the play? or 6 explore  the ways  in which  shakespeare  makes  you admire  portia. [turn  /g82ver 06_0486_ 31_2015_1. 2 \u00a9 ucles 20157",
+            "8": "3530252015105william  shakespeare:  a/g3midsummer /g3night /g182s/g3dream /g3 remember  to support  your  ideas  with details  from  the text. either  7 read this passage, and then answer the question that follows it: enter quince, snug, bottom, flute, snout and starveling . is all our company here? quince: you were best to call them generally, man by man, according to the scrip. bottom: here is the scroll of every man\u2019s name which is thought fit, through all athens, to play in our interlude before the duke and the duchess on his wedding-day at night.quince: first, good peter quince, say what the play treats on; then read the names of the actors; and so grow to a point.bottom: marry, our play is \u2018the most lamentable comedy and most cruel death of pyramus and thisby\u2019.quince: a very good piece of work, i assure you, and a merry. now, good peter quince, call forth your actors by the scroll. masters, spread yourselves.bottom: answer, as i call you. nick bottom, the weaver. quince: ready. name what part i am for, and proceed. bottom: you, nick bottom, are set down for pyramus. quince: what is pyramus? a lover, or a tyrant? bottom: a lover, that kills himself most gallant for love. quince: that will ask some tears in the true performing of it. if i do it, let the audience look to their eyes; i will move storms; i will condole in some measure. to the rest \u2013 yet mybottom: chief humour is for a tyrant. i could play ercles rarely, or a part to tear a cat in, to make all split. \u2018the raging rocksand shivering shocksshall break the locks of prison gates; and phibbus\u2019 carshall shine from far,and make and mar the foolish fates.\u2019 this was lofty. now name the rest of the players. this is ercles\u2019 vein, a tyrant\u2019s vein:a lover is more condoling. francis flute, the bellows-mender. quince: here, peter quince. flute: flute, you must take thisby on you. quince: what is thisby? a wand\u2019ring knight? flute: it is the lady that pyramus must love. quince: nay, faith, let not me play a woman; i have a beard coming. flute: that\u2019s all one; you shall play it in a mask, and you may speak as small as you will. quince: 06_0486_ 31_2015_1. 2 \u00a9 ucles 20158",
+            "9": "55504540an i may hide my face, let me play thisby too. i\u2019ll speak in a monstrous little voice: \u2018thisne, thisne!\u2019 [ then speaking small ] \u2018ah pyramus, my lover dear! thy thisby dear, and lady dear!\u2019bottom: no, no, you must play pyramus; and, flute, you thisby. quince: well; proceed. bottom: robin starveling, the tailor. quince: here, peter quince. starveling: robin starveling, you must play thisby\u2019s mother. tom snout, the tinker. quince: here, peter quince. snout: you, pyramus\u2019 father; myself, thisby\u2019s father; snug, the joiner, you, the lion\u2019s part. and, i hope, here is a play fitted.quince: have you the lion\u2019s part written? pray you, if it be, give it me, for i am slow of study. snug: you may do it extempore, for it is nothing but roaring. quince: let me play the lion too. i will roar that i will do any man\u2019s heart good to hear me; i will roar that i will make the duke say \u2018let him roar again, let him roar again\u2019.bottom: an you should do it too terribly, you would fright the duchess and the ladies, that they would shriek; and that were enough to hang us all.quince: that would hang us, every mother\u2019s son. all: [from act 1 scene  2/g64  how does  shakespeare  make  this such  an entertaining  introduction  to bottom  and the mechanicals? or 8 puck  says \u2018what  fools  these  mortals  be\u2019. to what  extent  does  shakespeare  make  you share  puck /g182s view of human  characters  in the play? [turn  /g82ver06_0486_ 31_2015_1. 2 \u00a9 ucles 20159",
+            "10": "403530252015105william shakespeare: the tempest remember to support your ideas with details from the text. either  9 read  this passage,  and then  answer  the question  that follows  it: if by your art, my dearest father, you have put the wild waters in this roar, allay them.the sky, it seems, would pour down stinking pitch,but that the sea, mounting to th\u2019 welkin\u2019s cheek,dashes the fire out. o, i have sufferedwith those that i saw suffer! a brave vessel,who had no doubt some noble creature in her,dash\u2019d all to pieces! o, the cry did knockagainst my very heart! poor souls, they perish\u2019d.had i been any god of power, i wouldhave sunk the sea within the earth or ereit should the good ship so have swallow\u2019d andthe fraughting souls within her.miranda: be collected; no more amazement; tell your piteous heartthere\u2019s no harm done.prospero: o, woe the day! miranda: no harm. i have done nothing but in care of thee,of thee, my dear one, thee, my daughter, whoart ignorant of what thou art, nought knowingof whence i am, nor that i am more betterthan prospero, master of a full poor cell,and thy no greater father.prospero: more to know did never meddle with my thoughts.miranda: /g182tis time i should  inform  thee farther.  lend  thy hand, and pluck  my magic  garment  from me. so, /g62lays  down  his mantle /g64  lie there  my art. wipe  thou thine  eyes;  have  comfort. the direful  spectacle  of the wreck,  which  touch\u2019d the very virtue  of compassion  in thee, i have  with such  provision  in mine  art so safely  ordered  that there  is no soul \u2013 no, not so much  perdition  as an hair betid  to any creature  in the vessel which  thou heard\u2019st  cry, which  thou saw\u2019st  sink. sit down, for thou must  now know  farther.prospero: you have often begun to tell me what i am; but stopp\u2019d,and left me to a bootless inquisition,concluding \u2018stay; not yet\u2019.miranda: 06_0486_ 31_2015_1. 2 \u00a9 ucles 201510",
+            "11": "75706560555045the hour\u2019s now come; the very minute bids thee ope thine ear.obey, and be attentive. canst thou remembera time before we came unto this cell?i do not think thou canst; for then thou wast notout three years old.prospero: certainly, sir, i can. miranda: by what? by any other house, or person? of any thing the image, tell me, thathath kept with thy remembrance?prospero: \u2019tis far off, and rather like a dream than an assurancethat my remembrance warrants. had i notfour, or five, women once, that tended me?miranda: thou hadst, and more, miranda. but how is it that this lives in thy mind? what seest thou elsein the dark backward and abysm of time?if thou rememb\u2019rest aught, ere thou cam\u2019st here,how thou cam\u2019st here thou mayst.prospero: but that i do not. miranda: twelve year since, miranda, twelve year since, thy father was the duke of milan, anda prince of power.prospero: sir, are not you my father? miranda: thy mother was a piece of virtue, and she said thou wast my daughter; and thy fatherwas duke of milan, and his only heirand princess no worse issued.prospero: o, the heavens! what foul play had we that we came from thence?or blessed was\u2019t we did?miranda: both, both, my girl. by foul play, as thou say\u2019st, were we heav\u2019d thence;but blessedly holp hither.prospero: o, my heart bleeds to think o\u2019 th\u2019 teen that i have turn\u2019d you to,which is from my remembrance.miranda: [from act 1 scene 2 ] how does shakespeare make this such a striking introduction to prospero and miranda? or 10 to what  extent  do you think  shakespeare  suggests  that antonio  gets  what  he deserves  at the end of  the play? [turn  /g82ver 06_0486_ 31_2015_1. 2 \u00a9 ucles 201511",
+            "12": "3530252015105oscar wilde: the importance of being earnest remember to support your ideas with details from the text. either  11 read  this passage,  and then  answer  the question  that follows  it: cecily cardew? [ moving to her and shaking hands .] what a very sweet name! something tells me that we are going to be great friends. i like you already morethan i can say. my first impressions of people are never wrong.gwendolen: how nice of you to like me so much after we have known each other such a comparatively short time. pray sit down.cecily: [still standing up ]: i may call you cecily, may i not? gwendolen with pleasure! cecily: and you will always call me gwendolen, won\u2019t you? gwendolen: if you wish. cecily: then that is all quite settled, is it not? gwendolen: i hope so. [ a pause. they both sit down together. ] cecily: perhaps this might be a favourable opportunity for my mentioning who i am. my father is lord bracknell. you have never heard of papa, i suppose?gwendolen: i don\u2019t think so. cecily: outside the family circle, papa, i am glad to say, is entirely unknown. i think that is quite as it should be. the home seems to me to be the proper sphere for the man.gwendolen: and certainly once a man begins to neglect his domestic duties he becomes painfully effeminate, does he not? and i don\u2019t like that. it makes men so very attractive.cecily, mamma, whose views on education are remarkably strict, has brought meup to be extremely short-sighted; it is part of her system; so do you mind my lookingat you through my glasses? oh! not at all, gwendolen. i am very fond of being looked at. cecily: [after examining cecily carefully through a lorgnette ]:you are here on a short visit, i suppose.gwendolen oh no! i live here. cecily: [severely ]: really? your mother, no doubt, or some female relative of advanced years, resides here also?gwendolen oh no! i have no mother, nor, in fact, any relations. cecily: indeed? gwendolen: my dear guardian, with the assistance of miss prism, has the arduous task of looking after me.cecily: your guardian? gwendolen: yes, i am mr worthing\u2019s ward. cecily: oh! it is strange he never mentioned to me that he had a ward. how secretive of him! he grows more interesting hourly. i am not sure, however, that the news inspiresgwendolen: me with feelings of unmixed delight. [ rising and going to her. ]ia mv e r yf o n do f you, cecily; i have liked you ever since i met you! but i am bound to state that now 06_0486_ 31_2015_1. 2 \u00a9 ucles 201512",
+            "13": "6055504540that i know that you are mr worthing\u2019s ward, i cannot help expressing a wish you were \u2013 well, just a little older than you seem to be \u2013 and not quite so very alluringin appearance. in fact, if i may speak candidly \u2013 pray do! i think that whenever one has anything unpleasant to say, one should always be quite candid.cecily: well, to speak with perfect candour, cecily, i wish that you were fully forty-two, and more than usually plain for your age. ernest has a strong upright nature. he is thegwendolen: very soul of truth and honour. disloyalty would be as impossible to him as deception. but even men of the noblest possible moral character are extremely susceptible tothe influence of the physical charms of others. modern, no less than ancient history,supplies us with many most painful examples of what i refer to. if it were not so,indeed, history would be quite unreadable. i beg your pardon, gwendolen, did you say ernest? cecily: yes. gwendolen: oh, but it is not mr ernest worthing who is my guardian. it is his brother \u2013 his elder brother.cecily: [sitting down again ]: ernest never mentioned to me that he had a brother. gwendolen i am very sorry to say they have not been on good terms for a long time. cecily: ah! that accounts for it. and now that i think of it i have never heard any man mention his brother. the subject seems distasteful to most men. cecily, you havegwendolen: lifted a load from my mind. i was growing almost anxious. it would have been terrible if any cloud had come across a friendship like ours, would it not? of course you arequite, quite sure that it is not mr ernest worthing who is your guardian? quite sure. [ ap a u s e .] in fact, i am going to be his. cecily: [from act 2 ] how does wilde make this such an entertaining moment in the play? or 12 in what  ways  do you think  wilde  is making  criticisms  of society  through  the comedy  of the play? 06_0486_ 31_2015_1. 2 \u00a9 ucles 201513",
+            "14": "blank page 06_0486_ 31_2015_1. 2 \u00a9 ucles 201514",
+            "15": "blank page 06_0486_ 31_2015_1. 2 \u00a9 ucles 201515",
+            "16": "blank page permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. every reasonable effort has been made by the publisher (ucles) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the pub lisher 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 cambridg e international examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download at www .cie.org.uk after the live examination series. cambridge international examinations is part of the cambridge assessment group. cambridge assessment is the brand name of university of cambridge l ocal examinations syndicate (ucles), which is itself a department of the university of cambridge. 06_0486_ 31_2015_1. 2 \u00a9 ucles 201516"
+        },
+        "0486_s15_qp_32.pdf": {
+            "1": "th/g72 syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificate.  this document consists of 13 printed pages, 3 blank pages and 1 insert.  06_0486_32_2015_1. 2   \u00a9 ucles 2015 [turn over *4940784481*cambridge international examinations  cambridge international general certificate of secondary education  literature (english) 0486/32    paper 3 drama (open text) may/june 2015 45 minutes  texts studied should be taken into the examination.  read these instructions first  an answer booklet is provided inside this question paper. you should follow the instructions on the front  cover of the answer booklet. if you need additional answer paper ask the invigilator for a continuation booklet.  answer one question.  all questions in this paper carry equal marks. ",
+            "2": "06_0486_32_2015_1.2 \u00a9 ucles 20152 arthur miller: all my sons remember to support your ideas with details from the text. either 1read this passage, and then answer the question that follows it: [ jim bayliss rounds corner of driveway, walking rapidly. content removed due to copyright restrictions",
+            "3": "06_0486_32_2015_1.2 \u00a9 ucles 2015 [turn over3 george:  why, afraid you\u2019ll forget him? how does miller make this such a powerfully dramatic moment in the play?or 2 the stage directions at the beginning of act 1 describe joe keller as \u2018a man amoung men\u2019.how far does miller make you agree with this description of joe?",
+            "4": "403530252015105j. b. priestley: an inspector calls remember to support your ideas with details from the text. either  3 read this passage, and then answer the question that follows it: [who has put ring on, admiringly ] i think it\u2019s perfect. now i really feel engaged. sheila: so you ought, darling. it\u2019s a lovely ring. be careful with it. mrs birling: careful! i\u2019ll never let it out of my sight for an instant. sheila: [smiling ] well, it came just at the right moment. that was clever of you, gerald. now, arthur, if you\u2019ve got no more to say, i think sheila and i had better go in thedrawing-room and leave you men \u2013mrs birling: [rather heavily ] i just want to say this. [ noticing that sheila is still admiring her ring. ] are you listening, sheila? this concerns you too. and after all i don\u2019t often makespeeches at you \u2013birling: i\u2019m sorry, daddy. actually i was listening. sheila: she looks attentive, as they all do. he holds them for a moment before continuing. i\u2019m delighted about this engagement and i hope it won\u2019t be too long before you\u2019re married. and i want to say this. there\u2019s a good deal of silly talk about these days \u2013birling: but\u2013 and i speak as a hard-headed business man, who has to take risks and know what he\u2019s about \u2013 i say, you can ignore all this silly pessimistic talk. when you marry,you\u2019ll be marrying at a very good time. yes, a very good time \u2013 and soon it\u2019ll be aneven better time. last month, just because the miners came out on strike, there\u2019s alot of wild talk about possible labour trouble in the near future. don\u2019t worry. we\u2019vepassed the worst of it. we employers at last are coming together to see that ourinterests \u2013 and the interests of capital \u2013 are properly protected. and we\u2019re in for atime of steadily increasing prosperity. i believe you\u2019re right, sir. gerald: what about war? eric: glad you mentioned it, eric. i\u2019m coming to that. just because the kaiser makes a speech or two, or a few german officers have too much to drink and begin talkingbirling: nonsense, you\u2019ll hear some people say that war\u2019s inevitable. and to that i say \u2013 fiddlesticks! the germans don\u2019t want war. nobody wants war, except somehalf-civilised folks in the balkans. and why? there\u2019s too much at stake these days.everything to lose and nothing to gain by war. yes, i know \u2013 but still \u2013 eric: just let me finish, eric. you\u2019ve a lot to learn yet. and i\u2019m talking as a hard-headed, practical man of business. and i say there isn\u2019t a chance of war. the world\u2019sbirling: developing so fast that it\u2019ll make war impossible. look at the progress we\u2019re making. in a year or two we\u2019ll have aeroplanes that will be able to go anywhere. and look atthe way the automobile\u2019s making headway \u2013 bigger and faster all the time. and then ships. why, a friend of mine went over this new liner last week \u2013 the titanic \u2013s h e sails next week \u2013 forty-six thousand eight hundred tons \u2013 forty-six thousand eighthundred tons \u2013 new york in five days \u2013 and every luxury \u2013 and unsinkable, absolutelyunsinkable. that\u2019s what you\u2019ve got to keep your eye on, facts like that, progress likethat \u2013 and not a few german officers talking nonsense and a few scaremongers here 06_0486_ 32_2015_1. 2 \u00a9/g3ucles /g3201/g244",
+            "5": "555045making a fuss about nothing. now you three young people, just listen to this \u2013 and remember what i\u2019m telling you now. in twenty or thirty years\u2019 time \u2013 let\u2019s say, in 1940\u2013 you may be giving a little party like this \u2013 your son or daughter might be gettingengaged \u2013 and i tell you, by that time you\u2019ll be living in a world that\u2019ll have forgottenall these capital versus labour agitations and all these silly little war scares. there\u2019llbe peace and prosperity and rapid progress everywhere \u2013 except of course in russia,which will always be behindhand naturally. arthur! mrs birling: as mrs birling shows signs of interrupting. yes, my dear, i know \u2013 i\u2019m talking too much. but you youngsters just remember what i said. we can\u2019t let these bernard shaws and h.g. wellses do all the talking. webirling: hard-headed practical business men must say something sometime. and we don\u2019t guess \u2013 we\u2019ve had experience \u2013 and we know. [rising. the others rise ] yes, of course, dear. well \u2013 don\u2019t keep gerald in here too long. eric \u2013 i want you a minute.mrs birling: [from act 1 ] how does priestley strikingly portray mr birling at this moment in the play? or 4 explore  the ways  in which  priestley  makes  the inspector  such  a memorably  mysterious  figure. [turn /g3/g82ver 06_0486_ 32_2015_1. 2 \u00a9/g3ucles /g3201/g245",
+            "6": "403530252015105william shakespeare: the merchant of venice remember to support your ideas with details from the text. either  5 read  this passage,  and then  answer  the question  that follows  it: i pray you tarry; pause a day or two before /g3you/g3hazard; /g3for,/g3in/g3choosing /g3wrong, i/g3lose/g3your/g3company; /g3therefore /g3forbear /g3awhile. /g3 there /g182s/g3something /g3tells/g3me/g3\u2013/g3but/g3it/g3is/g3not/g3love/g3\u2013 i/g3would /g3not/g3lose/g3you;/g3and/g3you/g3know /g3yourself/g3 hate /g3counsels /g3not/g3in/g3such /g3a/g3quality. but/g3lest/g3you/g3should /g3not/g3understand /g3me/g3well/g3\u2013 and/g3yet/g3a/g3maiden /g3hath/g3no/g3tongue /g3but/g3thought /g3\u2013 i/g3would /g3detain /g3you/g3here/g3some /g3month /g3or/g3two/g3 before /g3you/g3venture /g3for/g3me./g3i/g3could /g3teach /g3you/g3 how/g3to/g3choose /g3right, /g3but/g3then/g3i/g3am/g3forsworn; /g3 so/g3will/g3i/g3never /g3be;/g3so/g3may/g3you/g3miss/g3me; but/g3if/g3you/g3do,/g3you'll /g3make /g3me/g3wish/g3a/g3sin, that/g3i/g3had/g3been /g3forsworn. /g3beshrew /g3your/g3eyes! they /g3have /g3o/g182erlook /g182d/g3me/g3and/g3divided /g3me;/g3 one/g3half/g3of/g3me/g3is/g3yours, /g3the/g3other /g3half/g3yours /g3\u2013 mine /g3own, /g3i/g3would /g3say;/g3but/g3if/g3mine, /g3then/g3yours, /g3 and/g3so/g3all/g3yours. /g3o!/g3these /g3naughty /g3times /g3 puts/g3bars/g3between /g3the/g3owners /g3and/g3their/g3rights; /g3 and/g3so,/g3though /g3yours, /g3not/g3yours. /g3prove /g3it/g3so,/g3 let/g3fortune /g3go/g3to/g3hell/g3for/g3it,/g3not/g3i. i/g3speak /g3too/g3long, /g3but/g3/g182tis/g3to/g3peize /g3the/g3time, to/g3eke/g3it,/g3and/g3to/g3draw /g3it/g3out/g3in/g3length, to/g3stay/g3you/g3from/g3election.portia: let me choose; for as i am, i live upon the rack.bassanio: upon the rack, bassanio? then confess what treason there is mingled with your love.portia: none /g3but/g3that/g3ugly/g3treason /g3of/g3mistrust, /g3 which /g3makes /g3me/g3fear/g3th\u2019/g3enjoying /g3of/g3my/g3love; /g3 there /g3may/g3as/g3well/g3be/g3amity /g3and/g3life /g182tween /g3snow /g3and/g3fire/g3as/g3treason /g3and/g3my/g3love.bassanio: ay, but i fear you speak upon the rack, where men enforced do speak anything.portia: bassanio:/g3promise /g3me/g3life,/g3and/g3i/g182ll/g3confess /g3the/g3truth. well then, confess and live. portia: /g181confess /g182/g3and/g3/g181love/g182/g3 had/g3been /g3the/g3very/g3sum/g3of/g3my/g3confession. o/g3happy /g3torment, /g3when /g3my/g3torturer doth /g3teach /g3me/g3answers /g3for/g3deliverance! but/g3let/g3me/g3to/g3my/g3fortune /g3and/g3the/g3caskets.bassanio: 06_0486_ 32_2015_1. 2 \u00a9/g3ucles /g3201/g246",
+            "7": "60555045away, /g3then; /g3i/g3am/g3lock/g182d/g3in/g3one/g3of/g3them. if/g3you/g3do/g3love/g3me,/g3you/g3will/g3find/g3me/g3out. nerissa /g3and/g3the/g3rest,/g3stand /g3all/g3aloof; let/g3music /g3sound /g3while /g3he/g3doth/g3make /g3his/g3choice; /g3 then, /g3if/g3he/g3lose, /g3he/g3makes /g3a/g3swan-like /g3end,/g3 fading /g3in/g3music. /g3that/g3the/g3comparison may/g3stand /g3more /g3proper, /g3my/g3eye/g3shall/g3be/g3the/g3stream /g3 and/g3wat/g182ry/g3death-bed /g3for/g3him./g3he/g3may/g3win; and/g3what /g3is/g3music /g3then? /g3then /g3music /g3is even /g3as/g3the/g3flourish /g3when /g3true/g3subjects /g3bow to/g3a/g3new-crowned /g3monarch; /g3such /g3it/g3is as/g3are/g3those /g3dulcet /g3sounds /g3in/g3break /g3of/g3day that/g3creep /g3into/g3the/g3dreaming /g3bridegroom /g182s/g3ear,/g3 and/g3summon /g3him/g3to/g3marriage. /g3now/g3he/g3goes, /g3 with/g3no/g3less/g3presence, /g3but/g3with/g3much /g3more /g3love, /g3 than /g3young /g3alcides, /g3when /g3he/g3did/g3redeem the/g3virgin /g3tribute /g3paid/g3by/g3howling /g3troy to/g3the/g3sea-monster. /g3i/g3stand /g3for/g3sacrifice; the/g3rest/g3aloof /g3are/g3the/g3dardanian /g3wives, with/g3bleared /g3visages /g3come /g3forth/g3to/g3view the/g3issue /g3of/g3th\u2019/g3exploit. /g3go,/g3hercules! live/g3thou, /g3i/g3live./g3with/g3much /g3much /g3more /g3dismay i/g3view/g3the/g3fight/g3than/g3thou/g3that/g3mak\u2019st /g3the/g3fray.portia: [from act 3 scene 2 ] how does shakespeare make this such a memorably dramatic moment in the play? or 6 how  far does  shakespeare  persuade  you that shylock  deserves  his punishment? [turn /g3/g82ver06_0486_ 32_2015_1. 2 \u00a9/g3ucles /g3201/g247",
+            "8": "403530252015105william /g3shakespeare: /g3a/g3midsummer /g3night /g182s/g3dream /g3 remember /g3to/g3support /g3your /g3ideas /g3with /g3details /g3from /g3the/g3text. either  7 read  this passage,  and then  answer  the question  that follows  it: this falls out better than i could devise. but hast thou yet latch\u2019d the athenian\u2019s eyeswith the love-juice, as i did bid thee do?oberon: i took him sleeping \u2013 that is finish\u2019d too \u2013 and the athenian woman by his side;that, when he wak\u2019d, of force she must be ey\u2019d.puck: enter demetrius and hermia. stand close; this is the same athenian. oberon: this is the woman, but not this the man. puck: o, why rebuke you him that loves you so? lay breath so bitter on your bitter foe.demetrius: now i but chide, but i should use thee worse, for thou, i fear, hast given me cause to curse.if thou hast slain lysander in his sleep,being o\u2019er shoes in blood, plunge in the deep,and kill me too.the sun was not so true unto the dayas he to me. would he have stolen awayfrom sleeping hermia? i\u2019ll believe as soonthis whole earth may be bor\u2019d and that the moonmay through the centre creep and so displeaseher brother\u2019s noontide with th\u2019 antipodes.it cannot be but thou hast murd\u2019red him;so should a murderer look \u2013 so dead, so grim.hermia: so should the murdered look; and so should i, pierc\u2019d through the heart with your stern cruelty;yet you, the murderer, look as bright, as clear,as yonder venus in her glimmering sphere.demetrius: what\u2019s this to my lysander? where is he? ah, good demetrius, wilt thou give him me?hermia: i had rather give his carcass to my hounds. demetrius: out, dog! out, cur! thou driv\u2019st me past the bounds of maiden\u2019s patience. hast thou slain him, then?henceforth be never numb\u2019red among men!o, once tell true; tell true, even for my sake!durst thou have look\u2019d upon him being awake,and hast thou kill\u2019d him sleeping? o brave touch!could not a worm, an adder, do so much?an adder did it; for with doubler tonguethan thine, thou serpent, never adder stung.hermia: 06_0486_ 32_2015_1. 2 \u00a9/g3ucles /g3201/g248",
+            "9": "555045you spend your passion on a mispris\u2019d mood: i am not guilty of lysander\u2019s blood;nor is he dead, for aught that i can tell.demetrius: i pray thee, tell me then that he is well. hermia: and if i could, what should i get therefore? demetrius: a privilege never to see me more. and from thy hated presence part i so;see me no more whether he be dead or no.hermia: /g62exit. there is no following her in this fierce vein; here, therefore, for a while i will remain.so sorrow\u2019s heaviness doth heavier growfor debt that bankrupt sleep doth sorrow owe;which now in some slight measure it will pay,if for his tender here i make some stay.demetrius: /g62lies/g3down. what hast thou done? oberon: [from act 3 scene 2 ] how/g3does /g3shakespeare /g182s/g3writing /g3make /g3this/g3moment /g3in/g3the/g3play/g3so/g3dramatic? or/g38 explore /g3the/g3ways /g3in/g3which /g3shakespeare /g3makes /g3two /g3moments /g3in/g3the/g3play/g3a/g3midsummer/g3night/g182s/g3dream/g3  disturbing /g3for/g3you. [turn /g3/g82ver 06_0486_ 32_2015_1. 2 \u00a9/g3ucles /g3201/g249",
+            "10": "3530252015105william shakespeare: the tempest remember to support your ideas with details from the text. either  9 read  this passage,  and then  answer  the question  that follows  it: here prospero discovers ferdinand and miranda playing at chess. sweet lord, you play me false. miranda: no, my dearest love, i would not for the world.ferdinand: yes, for a score of kingdoms you should wrangle, and i would call it fair play.miranda: if this prove a vision of the island, one dear sonshall i twice lose.alonso: a most high miracle! sebastian: though the seas threaten, they are merciful; i have curs\u2019d them without cause. [kneels]ferdinand: now all the blessings of a glad father compass thee about!arise, and say how thou cam\u2019st here.alonso: o, wonder! how many goodly creatures are there here!how beauteous mankind is! o brave new worldthat has such people in\u2019t!miranda: \u2019tis new to thee. prospero: what is this maid with whom thou wast at play? your eld\u2019st acquaintance cannot be three hours;is she the goddess that hath sever\u2019d us,and brought us thus together?alonso: sir, she is mortal; but by immortal providence she\u2019s mine.i chose her when i could not ask my fatherfor his advice, nor thought i had one. sheis daughter to this famous duke of milan,of whom so often i have heard renownbut never saw before; of whom i havereceiv\u2019d a second life; and second fatherthis lady makes him to me.ferdinand: i am hers. but, o, how oddly will it sound that imust ask my child forgiveness!alonso: there, sir, stop; let us not burden our remembrances witha heaviness that\u2019s gone.prospero: 06_0486_ 32_2015_1. 2 \u00a9/g3ucles /g3201/g2410 [kneels ]",
+            "11": "656055504540 i have inly wept, or should have spoke ere this. look down, you gods,and on this couple drop a blessed crown;for it is you that have chalk\u2019d forth the waywhich brought us hither.gonzalo: i say, amen, gonzalo! alonso: was milan thrust from milan, that his issue should become kings of naples? o, rejoicebeyond a common joy, and set it downwith gold on lasting pillars: in one voyagedid claribel her husband find at tunis;and ferdinand, her brother, found a wifewhere he himself was lost; prospero his dukedomin a poor isle; and all of us ourselveswhen no man was his own.gonzalo: [to/g3f/g40/g53/g39/g44/g49/g36/g49/g39/g3 and/g3m/g44/g53/g36/g49/g39/g36 ]/g3give/g3me/g3your/g3hands. /g3 let/g3grief/g3and/g3sorrow /g3still/g3embrace /g3his/g3heart /g3 that/g3doth/g3not/g3wish/g3you/g3joy.alonso: be it so. amen! gonzalo: re-enter ariel, with the master and boatswain amazedly following. o look, sir; look, sir! here is more of us! i prophesied, if a gallows were on land,this fellow could not drown. now, blasphemy,that swear\u2019st grace o\u2019erboard, not an oath on shore?hast thou no mouth by land? what is the news? the best news is that we have safely found our king and company; the next, our ship \u2013which but three glasses since we gave out split \u2013is tight and yare, and bravely rigg\u2019d, as whenwe first put out to sea.boatswain: [from act 5 scene 1 ] how does shakespeare make this such a moving and dramatic moment in the play? or 10 how  does  shakespeare  make  magic  so memorable  and significant  in the play? [turn /g3/g82ver 06_0486_ 32_2015_1. 2 \u00a9/g3ucles /g3201/g2411",
+            "12": "3530252015105oscar wilde: the importance of being earnest remember to support your ideas with details from the text. either  11 read  this passage,  and then  answer  the question  that follows  it: algernon :/g3[raising/g3his/g3hat]/g3you/g3are/g3my/g3little/g3cousin /g3cecily, /g3i\u2019m/g3sure/g17 you are under some strange mistake. i am not little. in fact, i believe i am more than usually tall for my age. [ algernon is rather taken aback .] but i am your cousincecily: cecily. you, i see from your card, are uncle jack\u2019s brother, my cousin ernest, my wicked cousin ernest. oh! i am not really wicked at all, cousin cecily. you mustn\u2019t think that i am wicked. algernon : if you are not, then you have certainly been deceiving us all in a very inexcusable manner. i hope you have not been leading a double life, pretending to be wicked andbeing really good all the time. that would be hypocrisy.cecily: [looks at her in amazement ] oh! of course i have been rather reckless. algernon : i am glad to hear it. cecily: in fact, now you mention the subject, i have been very bad in my own small way. algernon : i don\u2019t think you should be so proud of that, though i am sure it must have been very pleasant.cecily: it is much pleasanter being here with you. algernon : i can\u2019t understand how you are here at all. uncle jack won\u2019t be back till monday afternoon.cecily: that is a great disappointment. i am obliged to go up by the first train on monday morning. i have a business appointment that i am anxious\u2026.to miss!algernon : couldn\u2019t you miss it anywhere but in london? cecily: no: the appointment is in london. algernon : well, i know, of course, how important it is not to keep a business engagement, if one wants to retain any sense of the beauty of life, but i still think you had better wait tilluncle jack arrives. i know he wants to speak to you about your emigrating.cecily: about my what? algernon: your emigrating. he has gone up to buy your outfit. cecily: i certainly wouldn\u2019t let jack buy my outfit. he has no taste in neckties at all. algernon : i don\u2019t think you will require neckties. uncle jack is sending you to australia. cecily: australia! i\u2019d sooner die. algernon : well, he said at dinner on wednesday night, that you would have to choose between this world, the next world, and australia.cecily: oh, well! the accounts i have received of australia and the next world are not particularly encouraging. this world is good enough for me, cousin cecily.algernon : yes, but are you good enough for it? cecily: i\u2019m afraid i\u2019m not that. that is why i want you to reform me. you might make that your mission, if you don\u2019t mind, cousin cecily.algernon : 06_0486_ 32_2015_1. 2 \u00a9/g3ucles /g3201/g2412",
+            "13": "55504540i\u2019m afraid i\u2019ve no time, this afternoon. cecily: well, would you mind my reforming myself this afternoon? algernon : it is rather quixotic of you. but i think you should try. cecily: i will. i feel better already. algernon : you are looking a little worse. cecily: that is because i am hungry. algernon : how thoughtless of me. i should have remembered that when one is going to lead an entirely new life, one requires regular and wholesome meals. won\u2019t you come in?cecily: thank you. might i have a buttonhole first? i have never any appetite unless i have a buttonhole first.algernon : a mar\u00e9chal niel? [ picks up scissors. ] cecily: no, i\u2019d sooner have a pink rose. algernon : why? [ cuts a flower. ] cecily: because you are like a pink rose, cousin cecily. algernon : i don\u2019t think it can be right for you to talk to me like that. miss prism never says such things to me.cecily: then miss prism is a short-sighted old lady. [ cecily puts the rose in his buttonhole .] you are the prettiest girl i ever saw.algernon : miss prism says that all good looks are a snare. cecily: they are a snare that every sensible man would like to be caught in. algernon : oh, i don\u2019t think i would care to catch a sensible man. i shouldn\u2019t know what to talk to him about.cecily: [from act 2 ] how does wilde make this first meeting between algernon and cecily so entertaining? or/g312 \u2018a/g3girl/g3with/g3a/g3simple, /g3unspoilt /g3nature /g17\u2019 how/g3does /g3wilde /g3vividly /g3convey /g3to/g3you/g3that/g3this/g3is/g3not/g3an/g3accurate /g3view/g3of/g3gwendolen? 06_0486_ 32_2015_1. 2 \u00a9/g3ucles /g3201/g2413",
+            "14": "blank page 06_0486_ 32_2015_1. 2 \u00a9/g3ucles /g3201/g2414",
+            "15": "blank page 06_0486_ 32_2015_1. 2 \u00a9/g3ucles /g3201/g2415",
+            "16": "blank page permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. every reasonable effort has been made by the publisher (ucles) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the pub lisher 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 cambridg e international examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download at www .cie.org.uk after the live examination series. cambridge international examinations is part of the cambridge assessment group. cambridge assessment is the brand name of university of cambridge l ocal examinations syndicate (ucles), which is itself a department of the university of cambridge. 06_0486_ 32_2015_1. 2 \u00a9/g3ucles /g3201/g2416"
+        },
+        "0486_s15_qp_33.pdf": {
+            "1": "th/g72 syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificate.  this document consists of 13 printed pages, 3 blank pages and 1 insert.  06_0486_33_2015_1. 2   \u00a9 ucles 2015 [turn over *2825410216*cambridge international examinations  cambridge international general certificate of secondary education  literature (english) 0486/33    paper 3 drama (open text) may/june 2015 45 minutes  texts studied should be taken into the examination.  read these instructions first  an answer booklet is provided inside this question paper. you should follow the instructions on the front  cover of the answer booklet. if you need additional answer paper ask the invigilator for a continuation booklet.  answer one question.  all questions in this paper carry equal marks. ",
+            "2": "06_0486_33_2015_1.2 \u00a9 ucles 20152 arthur miller: all my sons remember to support your ideas with details from the text. either 1read this passage, and then answer the question that follows it:keller:  what\u2019s she going to say? maybe we ought to tell her before she sees it. content removed due to copyright restrictions",
+            "3": "06_0486_33_2015_1.2 \u00a9 ucles 2015 [turn over3 chris:   sometimes you infuriate me, you know that? isn\u2019t it your business, too, if i tell this to  mother and she throws a fit about it? you have such a talent for ignoring things. how does miller vividly reveal the tensions in the keller family at this moment in the play.or 2 to what extent does miller make keller\u2019s suicide shocking for you?",
+            "4": "3530252015105j. b. priestley: an inspector calls remember to support your ideas with details from the text. either  3 read  this passage,  and then  answer  the question  that follows  it: [coolly ] at the end of january, last year, this girl eva smith had to leave milwards, because miss birling compelled them to discharge her, and then she stopped beinginspector: eva smith, looking for a job, and became daisy renton, with other ideas. [ sharply turning on him. ] mr croft, when did you first get to know her? an exclamation  of surprise  from birling and mrs birling .  where  did you get the idea that i did know  her? gerald: it\u2019s no use, gerald. you\u2019re wasting time. sheila: as soon as i mentioned the name daisy renton, it was obvious you\u2019d known her. you gave yourself away at once.inspector: [bitterly ] of course he did. sheila: and anyhow i knew already. when and where did you first meet her? inspector: all right, if you must have it. i met her first, sometime in march last year, in the stalls bar at the palace. i mean the palace music hall here in brumley \u2013gerald: well, we didn\u2019t think you meant buckingham palace. sheila: [to sheila ] thanks. you\u2019re going to be a great help, i can see. you\u2019ve said your piece, and you\u2019re obviously going to hate this, so why on earth don\u2019t you leave usto it?gerald: nothing would induce me. i want to understand exactly what happens when a man says he\u2019s so busy at the works that he can hardly ever find time to come and seethe girl he\u2019s supposed to be in love with. i wouldn\u2019t miss it for worlds \u2013sheila: [with authority ] yes, mr croft \u2013 in the stalls bar at the palace variety theatre \u2026 inspector: i happened to look in, one night, after a rather long dull day, and as the show wasn\u2019t very bright, i went down into the bar for a drink. it\u2019s a favourite haunt of women ofthe town \u2013gerald: women of the town? mrs birling: yes, yes. but i see no point in mentioning the subject \u2013 especially \u2013 [ indicating sheila .]birling: it would be much better if sheila didn\u2019t listen to this story at all. mrs birling: but you\u2019re forgetting i\u2019m supposed to be engaged to the hero of it. go on, gerald. you went down into the bar, which is a favourite haunt of women of the town.sheila: i\u2019m glad i amuse you \u2013 gerald: [sharply ] come along, mr croft. what happened? inspector: i didn\u2019t propose to stay long down there. i hate those hard-eyed dough-faced women. but then i noticed a girl who looked quite different. she was very pretty \u2013 soft brown hair and big dark eyes \u2013 [ breaks off ]. my god!gerald: what\u2019s the matter? inspector: 06_0486_ 33_2015_1. 2 \u00a9 ucles 20154",
+            "5": "55504540[distressed ] sorry \u2013 i \u2013 well, i\u2019ve suddenly realized \u2013 taken it in properly \u2013 that she\u2019s dead \u2013gerald: [harshly ] yes, she\u2019s dead. inspector: and probably between us we killed her. sheila: [sharply ] sheila, don\u2019t talk nonsense. mrs birling: you wait, mother. sheila: [to gerald ] go on. inspector: she looked young and fresh and charming and altogether out of place down there. and obviously she wasn\u2019t enjoying herself. old joe meggarty, half-drunk andgoggle-eyed, had wedged her into a corner with that obscene fat carcase of his \u2013gerald: [cutting in ] there\u2019s no need to be disgusting. and surely you don\u2019t mean alderman meggarty?mrs birling: of course i do. he\u2019s a notorious womanizer as well as being one of the worst sots and rogues in brumley \u2013gerald: quite right. inspector: [staggered ] well, really! alderman meggarty! i must say, we arelearning something tonight.mrs birling: [coolly ] of course we are. but everybody knows about that horrible old meggarty. a girl i know had to see him at the town hall one afternoon and she only escaped witha torn blouse \u2013sheila: [sharply, shocked ] sheila! birling: [from act 2 ] how does priestley make this such a tense and dramatic moment in the play? or 4 how  far does  priestley  convince  you that,  by the end of the play,  mr and mrs birling  have  learnt  anything? [turn  over06_0486_ 33_2015_1. 2 \u00a9 ucles 20155",
+            "6": "3530252015105william shakespeare: the merchant of venice remember to support your ideas with details from the text. either  5 read  this passage,  and then  answer  the question  that follows  it: [to nerissa ] by yonder moon i swear you do me wrong; in faith, i gave it to the judge\u2019s clerk.would he were gelt that had it, for my part,since you do take it, love, so much at heart.gratiano: a quarrel, ho, already! what\u2019s the matter? portia: about a hoop of gold, a paltry ring that she did give me, whose posy wasfor all the world like cutler\u2019s poetryupon a knife, \u2018love me, and leave me not\u2019.gratiano: what talk you of the posy or the value? you swore to me, when i did give it you,that you would wear it till your hour of death,and that it should lie with you in your grave;though not for me, yet for your vehement oaths,you should have been respective and have kept it.gave it a judge\u2019s clerk! no, god\u2019s my judge,the clerk will ne\u2019er wear hair on\u2019s face that had it.nerissa: he will, an if he live to be a man. gratiano: ay, if a woman live to be a man. nerissa: now by this hand i gave it to a youth, a kind of boy, a little scrubbed boyno higher than thyself, the judge\u2019s clerk;a prating boy that begg\u2019d it as a fee;i could not for my heart deny it him.gratiano: you were  to blame,  i must  be plain  with you,  to part so slightly  with your wife\u2019s  first gift, a thing  stuck  on with oaths  upon  your finger   and so riveted  with faith unto your flesh. i gave  my love a ring, and made  him swear   never  to part with it, and here he stands; i dare be sworn  for him he would  not leave  it  nor pluck  it from his finger  for the wealth   that the world  masters.  now,  in faith gratiano,   you give your wife too unkind  a cause  of grief;   an \u2019twere  to me, i should  be mad at it.portia: [aside ] why, i were best to cut my left hand off, and swear i lost the ring defending it.bassanio: 06_0486_ 33_2015_1. 2 \u00a9 ucles 20156",
+            "7": "70656055504540my lord bassanio gave his ring away unto the judge that begg\u2019d it, and indeeddeserv\u2019d it too; and then the boy, his clerk,that took some pains in writing, he begg\u2019d mine;and neither man nor master would take aughtbut the two rings.gratiano: what ring gave you, my lord? not that, i hope, which you receiv\u2019d of me.portia: if i could add a lie unto a fault, i would deny it; but you see my fingerhath not the ring upon it; it is gone.bassanio: even so void is your false heart of truth; by heaven, i will ne\u2019er come in your beduntil i see the ring.portia: nor i in yours till i again see mine.nerissa: sweet portia, if you did know to whom i gave the ring,if you did know for whom i gave the ring,and would conceive for what i gave the ring,and how unwillingly i left the ring.when nought would be accepted but the ring,you would abate the strength of your displeasure.bassanio: if you had known the virtue of the ring, or half her worthiness that gave the ring,or your own honour to contain the ring,you would not then have parted with the ring,what man is there so much unreasonable,if you had pleas\u2019d to have defended itwith any terms of zeal, wanted the modestyto urge the thing held as a ceremony?nerissa teaches me what to believe:i\u2019ll die for\u2019t but some woman had the ring.portia: [from act 5 scene1 ] how does shakespeare make this such an entertaining and satisfying moment in the play? or 6 \u2018a kinder  gentleman  treads  not the earth. \u2019 to what  extent  does  shakespeare \u2019s portrayal  of antonio  persuade  you that this opinion  of him is true? [turn  over 06_0486_ 33_2015_1. 2 \u00a9 ucles 20157",
+            "8": "403530252015105william  shakespeare:  a midsummer  night \u2019s dream   remember  to support  your  ideas  with details  from  the text. either  7 read  this passage,  and then  answer  the question  that follows  it: dark night, that from the eye his function takes, the ear more quick of apprehension makes;wherein it doth impair the seeing sense,it pays the hearing double recompense.thou art not by mine eye, lysander, found;mine ear, i thank it, brought me to thy sound.but why unkindly didst thou leave me so?hermia: why should he stay whom love doth press to go? lysander: what love could press lysander from my side? hermia: lysander\u2019s love, that would not let him bide \u2013 fair helena, who more engilds the nightthan all yon fiery oes and eyes of light.why seek\u2019st thou me? could not this make thee knowthe hate i bare thee made me leave thee so?lysander: you speak not as you think; it cannot be. hermia: lo, she is one of this confederacy! now i perceive they have conjoin\u2019d all threeto fashion this false sport in spite of me.injurious hermia! most ungrateful maid!have you conspir\u2019d, have you with these contriv\u2019d,to bait me with this foul derision?is all the counsel that we two have shar\u2019d,the sisters\u2019 vows, the hours that we have spent,when we have chid the hasty-footed timefor parting us \u2013 o, is all forgot?all school-days\u2019 friendship, childhood innocence?we, hermia, like two artificial gods,have with our needles created both one flower,both on one sampler, sitting on one cushion,both warbling of one song, both in one key;as if our hands, our sides, voices, and minds,had been incorporate. so we grew together.like to a double cherry, seeming parted,but yet an union in partition,two lovely berries moulded on one stem;so, with two seeming bodies, but one heart;two of the first, like coats in heraldry,due but to one, and crowned with one crest.and will you rent our ancient love asunder,to join with men in scorning your poor friend?it is not friendly,\u2019tis not maidenly;our sex, as well as i, may chide you for it,though i alone do feel the injury.helena: 06_0486_ 33_2015_1. 2 \u00a9 ucles 20158",
+            "9": "706560555045i am amazed at your passionate words; i scorn you not; it seems that you scorn me.hermia: have you not set lysander, as in scorn, to follow me and praise my eyes and face?and made your other love, demetrius,who even but now did spurn me with his foot,to call me goddess, nymph, divine, and rare,precious, celestial? wherefore speaks he thisto her he hates? and wherefore doth lysanderdeny your love, so rich within his soul,and tender me, forsooth, affection,but by your setting on, by your consent?what though i be not so in grace as you,so hung upon with love, so fortunate,but miserable most, to love unlov\u2019d?this you should pity rather than despise.helena: i understand not what you mean by this. hermia: ay, do \u2013 persever, counterfeit sad looks, make mouths upon me when i turn my back,wink each at other; hold the sweet jest up;this sport, well carried, shall be chronicled.if you have any pity, grace, or manners,you would not make me such an argument.but fare ye well; \u2019tis partly my own fault,which death, or absence, soon shall remedy.helena: stay, gentle helena; hear my excuse; my love, my life, my soul, fair helena!lysander: o excellent! helena: [from act 3 scene 2 ] in what ways does shakespeare make this such an emotional and dramatic moment in the play? or 8 to what  extent  do you think  that shakespeare  suggests  that \u2018love  is blind\u2019  in the play? [turn  over 06_0486_ 33_2015_1. 2 \u00a9 ucles 20159",
+            "10": "3530252015105william shakespeare: the tempest remember to support your ideas with details from the text. either  9 read this passage, and then answer the question that follows it: prospero and ariel remain, invisible. enter caliban, stephano, and trinculo, all wet. pray you, tread softly, that the blind mole may not hear a foot fall; we now are near his cell.caliban: monster, your fairy, which you say is a harmless fairy, has done little better than play\u2019d the jack with us.stephano: monster, i do smell all horse-piss at which my nose is in great indignation. trinculo : so is mine. do you hear, monster? if i should take a displeasure against you, look you \u2013stephano: thou wert but a lost monster. trinculo: good my lord, give me thy favour still. be patient, for the prize i\u2019ll bring thee toshall hoodwink this mischance; therefore speak softly.all\u2019s hush\u2019d as midnight yet.caliban: ay, but to lose our bottles in the pool! trinculo : there is not only disgrace and dishonour in that, monster, but an infinite loss. stephano: that\u2019s more to me than my wetting; yet this is your harmless fairy, monster. trinculo: stephano:  i will fetch  off my bottle,  though  i be o\u2019er ears for my labour. prithee, my king, be quiet. seest thou here, this is the mouth o\u2019 th\u2019 cell; no noise, and enter.do that good mischief which may make this island,thine own for ever, and i, thy caliban,for aye thy foot-licker.caliban: give me thy hand. i do begin to have bloody thoughts. stephano: o king stephano! o peer! o worthy stephano! look what a wardrobe here is for thee! trinculo: let it alone, thou fool; it is but trash. caliban: o, ho, monster; we know what belongs to a frippery. o king stephano! trinculo : put off that gown, trinculo; by this hand, i\u2019ll have that gown. stephano: thy grace shall have it. trinculo : the dropsy drown this fool! what do you mean to dote thus on such luggage? let\u2019t alone,and do the murder first. if he awakefrom toe to crown he\u2019ll fill our skins with pinches;make us strange stuff.caliban: be you quiet, monster. mistress line, is not this my jerkin? now is the jerkin under the line; now, jerkin, you are like to lose your hair, and prove a bald jerkin.stephano: do, do. we steal by line and level, an\u2019t like your grace. trinculo: 06_0486_ 33_2015_1. 2 \u00a9 ucles 201510",
+            "11": "6055504540i thank thee for that jest; here\u2019s a garment for\u2019t. wit shall not go unrewarded while i am king of this country. \u2018steal by line and level\u2019 is an excellent pass of pate; there\u2019sanother garment for\u2019t.stephano: monster, come, put some lime upon your fingers, and away with the rest. trinculo : i will have none on\u2019t. we shall lose our time, and all be turn\u2019d to barnacles, or to apeswith foreheads villainous low.caliban: monster, lay-to your fingers; help to bear this away where my hogshead of wine is, or i\u2019ll turn you out of my kingdom. go to, carry this.stephano: and this. trinculo : ay, and this. stephano: a noise of hunters heard. enter divers spirits, in shape of dogs and hounds, hunting them about; prospero and ariel setting them on. hey, mountain, hey! prospero: silver! there it goes, silver! ariel: fury, fury! there, tyrant, there! hark, hark! [caliban, stephano, and trinculo are driven out ] go charge my goblins that they grind their jointswith dry convulsions, shorten up their sinewswith aged cramps, and more pinch-spotted make themthan pard or cat o\u2019 mountain.prospero: hark, they roar. ariel: let them be hunted soundly. at this hour lies at my mercy all mine enemies.shortly shall all my labours end, and thoushalt have the air at freedom; for a littlefollow, and do me service.prospero: [from act 4 scene 1 ] how does shakespeare make this moment in the play so entertaining and yet serious at the same time? or 10 explore  the ways  in which  shakespeare  memorably  portrays  the relationship  between  prospero  and  ariel. [turn  over 06_0486_ 33_2015_1. 2 \u00a9 ucles 201511",
+            "12": "3530252015105oscar wilde: the importance of being earnest remember to support your ideas with details from the text. either  11 read  this passage,  and then  answer  the question  that follows  it: charming day it has been, miss fairfax. jack: pray don\u2019t talk to me about the weather, mr worthing. whenever people talk to me about the weather, i always feel quite certain that they mean something else. andthat makes me so nervous.gwendolen: i do mean something else. jack: i thought so. in fact, i am never wrong. gwendolen: and i would like to be allowed to take advantage of lady bracknell\u2019s temporary absence. . . .jack: i would certainly advise you to do so. mamma has a way of coming back suddenly into a room that i have often had to speak to her about.gwendolen: [nervously ] miss fairfax, ever since i met you i have admired you more than any g i r l...ih a v ee v e rm e ts i n c e...im e ty o u .jack: yes, i am quite well aware of the fact. and i often wish that in public, at any rate, you had been more demonstrative. for me you have always had an irresistiblegwendolen: fascination. even before i met you i was far from indifferent to you. [jack looks at her in amazement .] we live, as i hope you know, mr worthing, in an age of ideals. the fact is constantly mentioned in the more expensive monthly magazines, andhas reached the provincial pulpits, i am told; and my ideal has always been to lovesomeone of the name of ernest. there is something in that name that inspiresabsolute confidence. the moment algernon first mentioned to me that he had afriend called ernest, i knew i was destined to love you. you really love me, gwendolen? jack: passionately! gwendolen: darling! you don\u2019t know how happy you\u2019ve made me. jack: my own ernest! gwendolen: but you don\u2019t really mean to say that you couldn\u2019t love me if my name wasn\u2019t ernest? jack: but your name is ernest. gwendolen: yes, i know it is. but supposing it was something else? do you mean to say you couldn\u2019t love me then?jack: [glibly] ah! that is clearly a metaphysical speculation, and like most metaphysical speculations has very little reference at all to the actual facts of real life, as we knowthem.gwendolen: personally, darling, to speak quite candidly, i don\u2019t much care about the name of e r n e s t i don\u2019t think the name suits me at all.jack: it suits you perfectly. it is a divine name. it has music of its own. it produces vibrations.gwendolen: well, really, gwendolen, i must say that i think there are lots of other much nicer names. i think jack, for instance, a charming name.jack: 06_0486_ 33_2015_1. 2 \u00a9 ucles 201512",
+            "13": "656055504540jack? . . . no, there is very little music in the name jack, if any at all, indeed. it does not thrill. it produces absolutely no vibrations. ...ih a v ek nown several jacks, andgwendolen: they all, without exception, were more than usually plain. besides, jack is a notorious domesticity for john! and i pity any woman who is married to a man called john.she would probably never be allowed to know the entrancing pleasure of a singlemoment\u2019s solitude. the only really safe name is ernest. gwendolen, i must get christened at once \u2013 i mean we must get married at once. there is no time to be lost.jack: married, mr worthing? gwendolen: [astounded ]w e l l...s u r e l y .y o uk n o wt h a til o v ey o u ,a n dy o ul e dm et ob elieve, miss fairfax, that you were not absolutely indifferent to me.jack: i adore you. but you haven\u2019t proposed to me yet. nothing has been said at all about marriage. the subject has not even been touched on.gwendolen: w e l l...m a yip r opose to you now? jack: i think it would be an admirable opportunity. and to spare you any possible disappointment, mr worthing, i think it only fair to tell you quite frankly beforehandthat i am fully determined to accept you.gwendolen: gwendolen! jack: yes, mr worthing, what have you got to say to me? gwendolen: you know what i have got to say to you. jack: yes, but you don\u2019t say it. gwendolen: gwendolen, will you marry me? [ goes on his knees. ] jack: of course i will, darling. how long you have been about it! i am afraid you have had very little experience in how to propose.gwendolen: my own one, i have never loved anyone in the world but you. jack: yes, but men often propose for practice. i know my brother gerald does. all my girl-friends tell me so. what wonderfully blue eyes you have, ernest! they are quite,gwendolen: quite blue. i hope you will always look at me just like that, especially when there are other people present. [from act 1 ] how does wilde amusingly make it clear to you at this moment in the play that gwendolen is the more powerful partner in her relationship with jack? or 12 jack  describes  lady  bracknell  as \u2018a monster\u2019. how  far does  wilde  convince  you that this is a fair description   of her? 06_0486_ 33_2015_1. 2 \u00a9 ucles 201513",
+            "14": "blank page 06_0486_ 33_2015_1. 2 \u00a9 ucles 201514",
+            "15": "blank page 06_0486_ 33_2015_1. 2 \u00a9 ucles 201515",
+            "16": "blank page permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. every reasonable effort has been made by the publisher (ucles) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the pub lisher 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 cambridg e international examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download at www.cie.o rg.uk after the live examination series. cambridge international examinations is part of the cambridge assessment group. cambridge assessment is the brand name of university of cambridge l ocal examinations syndicate (ucles), which is itself a department of the university of cambridge. 06_0486_ 33_2015_1. 2 \u00a9 ucles 201516"
+        },
+        "0486_s15_qp_41.pdf": {
+            "1": "this document consists of 5 printed pages, 3 blank pages, and 1 insert. dc rcl (km) 96900/2 \u00a9 ucles 2015 [turn overcambridge international examinations cambridge international general certificate of secondary education *9280964180*literature (english)  0486/41 paper 4 unseen may/june 2015  1 hour 15 minutes no additional materials are required. read these instructions first an answer booklet is provided inside this question paper. y ou should follow the instructions on the front cover  of the answer booklet. if you need additional answer paper ask the invigilator for a continuation booklet. answer either  question 1 or question 2. y ou are advised to spend about 20 minutes reading the question paper and planning your answer. both questions in this paper carry equal marks. the syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificat e.",
+            "2": "2 0486/41/m/j/15 \u00a9 ucles 2015answer either question 1 or question 2. either1 read carefully the following poem. the poet is explaining to his young son why he stays up late at  night writing his poems.  how does the poet\u2019s writing make his thoughts and feelings so vivid for you? to help you answer this question, you might consider:  \u0081 how the poet describes his son\u2019s experiences at the rockpool  \u0081 how he explains to his son his experience of writing  \u0081 how he connects the nature of the two experiences.",
+            "3": "3 0486/41/m/j/15 \u00a9 ucles 2015 [turn overwhy do y ou stay up so late? i\u2019ll tell you, if you really want to know: remember that day you lost two years agoat the rockpool where you sat and played the jewellerwith all those stones you\u2019d stolen from the shore?most of them went dark and nothing more,but sometimes one would blink the secret colourit had locked up somewhere in its stony sleep.this is how you knew the ones to keep. so i collect the dull things of the day in which i see some possibilitybut which are dead and which have the surprisei don\u2019t know, and i\u2019ve no pool to help me tell \u2013so i look at them and look at them untilone thing makes a mirror in my eyesthen i paint it with the tear to make it bright.this is why i sit up through the night.",
+            "4": "4 0486/41/m/j/15 \u00a9 ucles 2015or 2 read carefully the following extract from a short story. before this extract, walter henderson, an  office worker in new y ork, has been worried that he might lose his job. his boss, george crowell, calls him into his office.  how does the writer make this moment so memorable for you? to help you answer this question, you might consider:  \u0081 how the writer builds tension between walter and crowell  \u0081 how he describes walter\u2019s return to his desk  \u0081 how he strikingly reveals walter\u2019s feelings. \u201cpull up a chair, walt,\u201d he said. \u201csmoke?\u201d \u201cno thanks.\u201d walter sat down and laced his fingers tight between his  knees. crowell shut the cigarette box without taking one for himself, pushed  it aside and leaned forward, both hands spread flat on the plate-glass top of the desk. \u201cwalt, i might as well give you this straight from the shoulder,\u201d he said, and the last shred of hope slipped away. the funny part was that it came as a shock, even so. \u201cmr. harvey and i have felt for some time that you haven\u2019t quite caught on to the work here, and we\u2019ve both very reluctantly come to the conclusion that the best thing to do, in your own best interests as well as ours, is to let you go. now,\u201d he added quickly, \u201cthis is no reflection on you personally, walt. we do a highly specialized kind of work here and we can\u2019t expect everybody to stay on top of the job. in your case particularly, we really feel you\u2019d be happier in some organization better suited to your\u2014abilities.\u201d crowell leaned back, and when he raised his hands their moisture left  two gray, perfect prints on the glass, like the hands of a skeleton. walter stared at them, fascinated, while they shriveled and disappeared. \u201cwell,\u201d he said, and looked up. \u201cy ou put that very nicely, george.  thanks.\u201d crowell\u2019s lips worked into an apologetic, regular guy\u2019s smile. \u201cawfully  sorry,\u201d he said. \u201cthese things just happen.\u201d and he began to fumble with the knobs of his desk drawers, visibly relieved that the worst was over. \u201cnow,\u201d he said, \u201cwe\u2019ve made out a check here covering your salary through the end of next month. that\u2019ll give you something in the way of\u2014severance pay, so to speak\u2014to tide you over until you find something.\u201d he held out a long envelope. \u201cthat\u2019s very generous,\u201d walter said. then there was a silence, and  walter realized it was up to him to break it. he got to his feet. \u201call right, george. i won\u2019t keep you.\u201d crowell got up quickly and came around the desk with both hands  held out\u2014one to shake walter\u2019s hand, the other to put on his shoulder as they walked to the door. the gesture, at once friendly and humiliating, brought a quick rush of blood to walter\u2019s throat, and for a terrible second he thought he might be going to cry. \u201cwell, boy,\u201d crowell said, \u201cgood luck to you.\u201d \u201cthanks,\u201d he said, and he was so relieved to find his voice steady that  he said it again, smiling. \u201cthanks. so long, george.\u201d there was a distance of some fifty feet to be crossed on the way back  to his cubicle, and walter henderson accomplished it with style. he was aware of how trim and straight his departing shoulders looked to crowell; ",
+            "5": "5 0486/41/m/j/15 \u00a9 ucles 2015he was aware too, as he threaded his way among desks whose occupants  either glanced up shyly at him or looked as if they\u2019d like to, of every subtle play of well-controlled emotion in his face. it was as if the whole thing were a scene in a movie. the camera had opened the action from crowell\u2019s viewpoint and dollied back 1 to take the entire office as a frame for walter\u2019s  figure in lonely, stately passage; now it came in for a long-held close-up of walter\u2019s face, switched to other brief views of his colleagues\u2019 turning heads (joe collins looking worried, fred holmes trying to keep from looking pleased), and switched again to walter\u2019s viewpoint as it discovered the plain, unsuspecting face of mary, his secretary, who was waiting for him at his desk with a report he had given her to type. \u201ci hope this is all right, mr. henderson.\u201dwalter took it and dropped it on the desk. \u201cforget it, mary,\u201d he said.  \u201clook, you might as well take the rest of the day off, and go see the personnel manager in the morning. y ou\u2019ll be getting a new job. i\u2019ve just been fired.\u201d 1 dollied back : moved along a track (cinema term)",
+            "6": "6 0486/41/m/j/15 \u00a9 ucles 2015blank page",
+            "7": "7 0486/41/m/j/15 \u00a9 ucles 2015blank page",
+            "8": "8 0486/41/m/j/15 \u00a9 ucles 2015permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here 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 onl ine in the cambridge international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to do wnload at www.cie.org.uk after  the live examination series. cambridge international examinations is part of the cambridge assessment group. cambridge assessment is the brand name of unive rsity of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge.blank page"
+        },
+        "0486_s15_qp_42.pdf": {
+            "1": "this document consists of 5 printed pages, 3 blank pages, and 1 insert. dc (rcl (km)) 96905/2 \u00a9 ucles 2015 [turn overcambridge international examinations cambridge international general certificate of secondary education *9240781196*literature (english)  0486/42 paper 4 unseen may/june 2015  1 hour 15 minutes no additional materials are required. read these instructions first an answer booklet is provided inside this question paper. y ou should follow the instructions on the front cover  of the answer booklet. if you need additional paper ask the invigilator for a continuation booklet. answer either  question 1 or question 2. y ou are advised to spend about 20 minutes reading the question paper and planning your answer. both questions in this paper carry equal marks. the syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificat e.",
+            "2": "2 0486/42/m/j/15 \u00a9 ucles 2015answer either question 1 or question 2. either1 read carefully the following poem. at first the poet seems to be waiting for a postal delivery, but as  the poem continues he reflects on the whole experience of waiting.  how does the poet memorably portray his experience of waiting? to help you answer this question, you might consider:  \u0081 how the poet creates a sense of time passing  \u0081 the ways in which he portrays his frustration  \u0081 how his thoughts and feelings develop in the final seven lines.",
+            "3": "3 0486/42/m/j/15 \u00a9 ucles 2015 [turn overwaiting in they promised to deliver. so i wait all day, and listen for the bell. the hoursgo by from morning until noon, and lateinto the afternoon. nothing arrives.the time drifts off in bits like vanished lives.the windows show dark clouds like distant towers. a bruised june sky. my birthday came and went. now i wait in, have nothing else to doexcept to wait and let the time be spentin counting minutes, restless, fidgeting,unable to get on with anything,watching the traffic down the avenue. now it\u2019s too late. nothing will come today. a waste of time, a whole day gone like this,emptily, with such trivial delaynagging at age and irritation. wheni draw the heavy curtains, restless, thenthe waiting-in slips into sleeplessness, and a whole day of waiting starts again.",
+            "4": "4 0486/42/m/j/15 \u00a9 ucles 2015or 2 read carefully the following extract from a novel. a farmer, brangwen, takes his young daughter to  see the cattle feeding at night. he does this to distract the child who has been crying hysterically. tilly is the family\u2019s servant.  how does the writer strikingly convey to you the atmosphere of this moment?  to help you answer this question, you might consider:  \u0081 how the writer contrasts the night outside with the atmosphere inside the barn  \u0081 how he portrays the child\u2019s responses  \u0081 the effect of this moment on the farmer\u2019s thoughts and feelings. he took a big shawl, folded her round, and went out into the kitchen  for a lantern. \u201cy ou\u2019re never taking the child out, of a night like this,\u201d said tilly.\u201cay 1, it\u2019ll quieten her,\u201d he answered. it was raining. the child was suddenly still, shocked, finding the rain  on its face, the darkness. \u201cwe\u2019ll just give the cows their something-to-eat, afore2 they go to bed,\u201d  brangwen was saying to her, holding her close and sure. there was a trickling of water into the butt, a burst of rain-drops  sputtering on to her shawl, and the light of the lantern swinging, flashing on a wet pavement and the base of a wet wall. otherwise it was black darkness: one breathed darkness. he opened the doors, upper and lower, and they entered into the high,  dry barn, that smelled warm even if it were not warm. he hung the lantern on the nail and shut the door. they were in another world now. the light shed softly on the timbered barn, on the whitewashed walls,  and the great heap of hay; instruments cast their shadows largely, a ladder rose to the dark arch of a loft. outside there was the driving rain, inside, the softly-illuminated stillness and calmness of the barn. holding the child on one arm, he set about preparing the food for the  cows, filling a pan with chopped hay and brewer\u2019s grains and a little meal. the child, all wonder, watched what he did. a new being was created in her for the new conditions. sometimes, a little spasm, eddying from the bygone storm of sobbing, shook her small body. her eyes were wide and wondering, pathetic. she was silent, quite still. in a sort of dream, his heart sunk to the bottom, leaving the surface of  him still, quite still, he rose with the panful of food, carefully balancing the child on one arm, the pan in the other hand. the silky fringe of the shawl swayed softly, grains and hay trickled to the floor; he went along a dimly-lit passage behind the mangers 3, where the horns of the cows pricked out  of the obscurity. the child shrank, he balanced stiffly, rested the pan on the manger wall, and tipped out the food, half to this cow, half to the next. there was a noise of chains running, as the cows lifted or dropped their heads sharply; then a contented, soothing sound, a long snuffing as the beasts ate in silence. the journey had to be performed several times. there was the  rhythmic sound of the shovel in the barn, then the man returned walking stiffly between the two weights, the face of the child peering out from the shawl. then the next time, as he stooped, she freed her arm and put it round his neck, clinging soft and warm, making all easier.",
+            "5": "5 0486/42/m/j/15 \u00a9 ucles 2015the beasts fed, he dropped the pan and sat down on a box, to arrange  the child. \u201cwill the cows go to sleep now?\u201d she said, catching her breath as she  spoke. \u201cy es.\u201d\u201cwill they eat all their stuff up first?\u201d\u201cy es. hark at them 4.\u201d and the two sat still listening to the snuffing and breathing of cows  feeding in the sheds communicating with this small barn. the lantern shed a soft, steady light from one wall. all outside was still in the rain. he looked down at the silky folds of the paisley shawl 5. it reminded him of his mother.  she used to go to church in it. he was back again in the old irresponsibility and security, a boy at home. the two sat very quiet. his mind, in a sort of trance, seemed to  become more and more vague. he held the child close to him. a quivering little shudder, re-echoing from her sobbing, went down her limbs. he held her closer. gradually she relaxed, the eyelids began to sink over her dark, watchful eyes. as she sank to sleep, his mind became blank. 1 ay : yes (dialect) 2 afore : before (dialect) 3 mangers : feeding troughs 4 hark at them : listen to them 5 paisley shawl : soft wool shawl with bright design",
+            "6": "6 0486/42/m/j/15 \u00a9 ucles 2015blank page",
+            "7": "7 0486/42/m/j/15 \u00a9 ucles 2015blank page",
+            "8": "8 0486/42/m/j/15 \u00a9 ucles 2015blank page permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here 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 onl ine in the cambridge international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to do wnload at www.cie.org.uk after  the live examination series. cambridge international examinations is part of the cambridge assessment group. cambridge assessment is the brand name of unive rsity of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge."
+        },
+        "0486_s15_qp_43.pdf": {
+            "1": "this document consists of 5 printed pages, 3 blank pages, and 1 insert. dc (km) 96907/2 \u00a9 ucles 2015 [turn overcambridge international examinations cambridge international general certificate of secondary education *1844555085*literature (english)  0486/43 paper 4 unseen may/june 2015  1 hour 15 minutes no additional materials required. read these instructions first an answer booklet is provided inside this question paper. y ou should follow the instructions on the front cover  of the answer booklet. if you need additional answer paper ask the invigilator for a continuation booklet. answer either  question 1 or question 2. y ou are advised to spend about 20 minutes reading the question paper and planning your answer. both questions in this paper carry equal marks. the syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificat e.",
+            "2": "2 0486/43/m/j/15 \u00a9 ucles 2015answer either question 1 or question 2. either1 read carefully the following poem. in it the poet writes about an albino blackbird a friend had seen.  blackbirds are usually black birds with yellow beaks and yellow rings round their eyes. \u201calbino\u201d means abnormally white.  how does the poet\u2019s writing convey to you her fascination with the albino blackbird? to help you answer this question, you might consider:  \u0081 how the poet imagines the bird at first  \u0081 how her images of the bird change and develop \u0081 the overall impact the bird makes on her.",
+            "3": "3 0486/43/m/j/15 \u00a9 ucles 2015 [turn overalbino the truth is, it was only part white; the albino blackbird that came to your gardentwo winters ago \u2013 but into my headcomes this ghost of a bird, shadowless,a white absence, blind negative 1 in the snow. no reflection glidesover the lake where he flies, light and boneless,no sound from his throat. and though you say they never survive; the rare or different, destroyed by their own kindi see how he speeds out of the distance,gathers weight, and darkens, over the milestill he meets his own blackness, grows into lustre; blackbryd, ouzel, merle 2 who quickens the heart as he sings each night from our gate-post;his mouth\u2019s open crocus 3, his eye ringed with gold. 1  negative : photographic image in which black and  white are reversed 2  blackbryd, ouzel, merle : all old names for a  blackbird 3 crocus : small beak-shaped flower",
+            "4": "4 0486/43/m/j/15 \u00a9 ucles 2015or 2 read carefully the following extract  from an autobiography. the writer describes a boyhood trip  with his father to the local park. the father swims in the lake, while the boy, who is afraid of water, watches him.  how does the writer vividly convey to you his feelings about this event? to help you answer this question, you might consider:  \u0081 the writer\u2019s descriptions of the lake and the swans  \u0081 his descriptions of his father swimming  \u0081 how his thoughts and feelings about his father develop. instead of walking in the direction of the waterworks, we walked quietly  towards the lake in the centre of the park. swimming here was forbidden. the lake was surrounded by a low iron fence which was only three feet high. so it was not meant to keep people away from the deep water, only to emphasise the prohibition. i had never seen anyone swim here, except a family of swans. i had heard that the lake was maybe forty feet deep. the banks down to the water\u2019s edge were steep and overgrown with tall weeds. one reason i think dad liked this park was its informality. it was more like the countryside than the term \u2018park\u2019 suggested. \u2018y ou wait here and mind this stuff. i won\u2019t be long,\u2019 he said without  looking at me. i was immediately relieved and immediately apprehensive. the edges of the lake had swathes of water reed growing and beyond that a film of algae that looked like green confetti 1. only at the centre could  you see the still black sheen of unmoving water. it looked pretty at first glance, especially when the swans moved across it. but the thought of it was ominous, and the swans scared me. they were not like the birds in the reservoir lakes who were used to the proximity of people with their toy boats and the fishermen and families who often fed them bait or breadcrumbs. the lake swans never got close to human beings because of the fence, the bank and the reeds. the lake was their home and they patrolled it with austere 2 assurance. dad stepped over the fence with the rolled-up towel and swimming  trunks he had brought in the small haversack3. within minutes, he had  changed and was descending the bank. \u2018daddy, daddy, what about the swans?\u2019 i asked, becoming more fearful by the second. i had seen the waterworks swans hissing and charging at dogs they thought were too near their nests. i had watched them stand up and spread their wings, flapping furiously. \u2018the swans won\u2019t come near me,\u2019 dad assured me calmly as he slid down through the waist-high weeds and entered the water like a sea snake. he breasted the reeds and the water without a sound. a few water hens scurried out and skimmed to the far side of the lake. other birds called out their warning at his alien presence in the water. everywhere else around us was complete silence. but dad was no alien here. he swam on through the algae into the  middle of the lake. i saw his head and face crusted with the green scum and his black shiny hair sitting on top of the water. he looked like a seal that had suddenly emerged out of the black depths. then he disappeared again, only to reappear a few seconds later. i watched him intensely and felt lonely and afraid. he moved across the water as if his head was fixed to a submerged stick and an invisible hand was moving it under the surface. he wasn\u2019t himself. there were no signs of movement of a body beneath ",
+            "5": "5 0486/43/m/j/15 \u00a9 ucles 2015the dull water. for a moment i hardly recognised the thing in the water. all  i knew was an overwhelming sense of distance between him and me. his hand came up out of the water and made a slight wave. and then he was swallowed up by the lake again. i knew the wave was an encouragement for me to be unafraid; but it was a passing gesture, as if he was only half conscious of me or anything else. there in the middle of the lake he hardly made a splash or a ripple. he seemed so content. water was his element and he melted into it. i didn\u2019t know him. i only knew the man who made aeroplanes and who brought home animals. this aquatic beast who looked back at me like a ponderous seal, rolled languorously 4 as a beaver, shook  his wet hair and snorted like a water buffalo, was from another world. 1 confetti : small pieces of coloured paper thrown in celebration 2 austere : stern or severe 3 haversack : backpack or rucksack 4 languorously : lazily and gracefully",
+            "6": "6 0486/43/m/j/15 \u00a9 ucles 2015blank page",
+            "7": "7 0486/43/m/j/15 \u00a9 ucles 2015blank page",
+            "8": "8 0486/43/m/j/15 \u00a9 ucles 2015blank page permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here 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 onl ine in the cambridge international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to do wnload at www.cie.org.uk after  the live examination series. cambridge international examinations is part of the cambridge assessment group. cambridge assessment is the brand name of unive rsity of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge."
+        },
+        "0486_w15_qp_11.pdf": {
+            "1": "this document consists of 26 printed pages, 2 blank pages and 1 insert. dc rcl (km) 91533/2 \u00a9 ucles 2015 [turn overcambridge international examinations cambridge international general certificate of secondary education *4652211804*literature (english)  0486/11 paper 1 poetry and prose october/november 2015  1 hour 30 minutes no additional materials are required. read these instructions first an answer booklet is provided inside this question paper. y ou should follow the instructions on the front cover  of the answer booklet. if you need additional answer paper ask the invigilator for a continuation booklet. answer two questions: one question from section a and one question from section b. all questions in this paper carry equal marks. the syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificat e.",
+            "2": "2 0486/11/o/n/15 \u00a9 ucles 2015blank page",
+            "3": "3 0486/11/o/n/15 \u00a9 ucles 2015 [turn overcontents section a: poetry text question  numbers page[s] thomas hardy: from  selected poems   1, 2 pages 4\u20136 from jo phillips ed: poems deep & dangerous   3, 4 pages 8\u20139 songs of ourselves : from part 4  5, 6 pages 10\u201311 section b: prose text question  numbers page[s] jane austen: northanger abbey   7, 8 pages 12\u201313 tsitsi dangarembga: nervous conditions   9, 10 pages 14\u201315 anita desai: fasting, feasting 11, 12 pages 16\u201317 helen dunmore: the siege  13, 14 pages 18\u201319 george eliot: silas marner  15, 16 pages 20\u201321 susan hill: i\u2019m the king of the castle  17, 18 pages 22\u201323 robert louis stevenson: the strange case of dr jekyll and mr hyde  19, 20 pages 24\u201325 from stories of ourselves  21, 22 pages 26\u201327",
+            "4": "4 0486/11/o/n/15 \u00a9 ucles 2015section a: poetry thomas hardy: from selected poems remember to support your ideas with details from the writing. either 1 explore the ways in which hardy creates a vivid sense that some things do not change  despite the passage of time in both  in time of \u2018the breaking of nations\u2019 and part two of  the pine planters . in time of \u2018the breaking of nations\u2019 i only a man harrowing clods in a slow silent walkwith an old horse that stumbles and nods half asleep as they stalk. ii only thin smoke without flame from the heaps of couch-grass;y et this will go onward the same though dynasties pass. iii y onder a maid and her wight come whispering by:war\u2019s annals will cloud into night ere their story die. from the pine planters (marty south\u2019s reverie ) ii from the bundle at hand here i take each tree,and set it to stand, here always to be;when, in a second, as if from fearof life unreckoned beginning here,it starts a sighing through day and night,though while there lying \u2019twas voiceless quite. it will sigh in the morning,  will sigh at noon,at the winter\u2019s warning,5 10 5 10 15",
+            "5": "5 0486/11/o/n/15 \u00a9 ucles 2015 [turn over in wafts of june; grieving that never kind fate decreedit should for ever remain a seed,and shun the welter of things without,unneeding shelter from storm and drought. thus, all unknowing  for whom or whatwe set it growing in this bleak spot,it still will grieve here throughout its time,unable to leave here, or change its clime;or tell the story of us to-daywhen, halt and hoary, we pass away.20 25 3035",
+            "6": "6 0486/11/o/n/15 \u00a9 ucles 2015or 2 read this poem, and then answer the question that follows it: at the word \u2018farewell\u2019 she looked like a bird from a cloud  on the clammy lawn,moving alone, bare-browed in the dim of dawn.the candles alight in the room for my parting mealmade all things withoutdoors loom strange, ghostly, unreal. the hour itself was a ghost,  and it seemed to me thenas of chances the chance furthermost i should see her again.i beheld not where all was so fleet that a plan of the pastwhich had ruled us from birthtime to meet was in working at last: no prelude did i there perceive  to a drama at all,or foreshadow what fortune might weave from beginnings so small;but i rose as if quicked by a spur i was bound to obey,and stepped through the casement to her still alone in the gray. \u2018i am leaving you \u2026 farewell!\u2019 i said  as i followed her onby an alley bare boughs overspread; \u2018i soon must be gone!\u2019even then the scale might have been turned against love by a feather,\u2013 but crimson one cheek of hers burned when we came in together.    how do hardy\u2019s words and images make at the word \u2018farewell\u2019 so moving?5 10 15 2025 30",
+            "7": "7 0486/11/o/n/15 \u00a9 ucles 2015 [turn overturn to page 8 for question 3",
+            "8": "8 0486/11/o/n/15 \u00a9 ucles 2015from jo phillips ed: poems deep & dangerous remember to support your ideas with details from the writing. either 3 read this poem, and then answer the question that follows it:    sonnet i wish i could remember that first day, first hour, first moment of your meeting me,if bright or dim the season, it might besummer or winter for aught i can say;so unrecorded did it slip away,so blind was i to see and to foresee,so dull to mark the budding of my treethat would not blossom yet for many a may.if only i could recollect it, sucha day of days! i let it come and goas traceless as a thaw of bygone snow;it seemed to mean so little, meant so much;if only now i could recall that touch,first touch of hand in hand \u2013 did one but know! (by christina rossetti )   how does rossetti vividly convey the speaker\u2019s desire to revisit the past in sonnet: i wish  i could remember that first day ?5 10",
+            "9": "9 0486/11/o/n/15 \u00a9 ucles 2015 [turn overor 4 how does mccarthy strikingly imagine her son\u2019s teenage years in football after school ? football after school (to kerry ) y ou\u2019ll be one of them in a few years, warpaint slicked over your face \u2013your common language jeers,dribbling the sun about the placewith the premature swaggerof manhood, butting it with your head:your school tie a stiff striped dagger. y es, soon you\u2019ll be picking scabs of kisses off your skin as each kickmakes you dwarf a tree, and staba flower; the unset homeworkbetween margins of this makeshift pitchteaching you more than a textbookhow to survive any monster\u2019s switch. y et as i look at your porcelain skin, their granite jowls, i wonder if you\u2019ll everknow how to dodge bruises on your shinsfrom studded boots, be cleverenough to tackle fouls with somethingmore than inkstained fists and feet. perhapsyou\u2019ll be too vulnerable for living \u2013 not hooligan enough to trample into the sod your shadow that growstwice as fast as yourself, to samplepunches below the belt from one you knowwithout flinching. i can\u2019t preventcrossbones on your kneesturn bullies into cement \u2013 or confiscate the sun they\u2019ll puncture and put out.in their robust world i\u2019m no amazon.i can only scream inside without a shoutfor you not to inherit my fragility:never to love too much or be agedas i was by youth\u2019s anxiety. (by patricia mccarthy )5 1015 20 2530 35",
+            "10": "10 0486/11/o/n/15 \u00a9 ucles 2015songs of ourselves : from part 4 remember to support your ideas with details from the writing. either 5 read this poem, and then answer the question that follows it: sonnet: composed upon westminster bridge earth has not anything to show more fair: dull would he be of soul who could pass bya sight so touching in its majesty:this city now doth like a garment wearthe beauty of the morning; silent, bare,ships, towers, domes, theatres, and temples lieopen unto the fields, and to the sky;all bright and glittering in the smokeless air.never did sun more beautifully steepin his first splendour, valley, rock, or hill;ne\u2019er saw i, never felt, a calm so deep!the river glideth at his own sweet will:dear god! the very houses seem asleep;and all that mighty heart is lying still! (by william wordsworth )    how does wordsworth powerfully convey his feelings on looking at london in his poem   sonnet: composed upon westminster bridge ?5 10",
+            "11": "11 0486/11/o/n/15 \u00a9 ucles 2015 [turn overor 6 explore the ways in which wright vividly recreates the experience described in hunting  snake . hunting snake sun-warmed in this late season\u2019s grace under the autumn\u2019s gentlest skywe walked, and froze half-through a pace.the great black snake went reeling by. head-down, tongue flickering on the trail he quested through the parting grass;sun glazed his curves of diamond scale,and we lost breath to watch him pass. what track he followed, what small food fled living from his fierce intent,we scarcely thought; still as we stoodour eyes went with him as he went. cold, dark and splendid he was gone into the grass that hid his prey.we took a deeper breath of day,looked at each other, and went on. (by judith wright )5 1015",
+            "12": "12 0486/11/o/n/15 \u00a9 ucles 2015section b: prose jane austen: northanger abbey remember to support your ideas with details from the writing. either 7 read this extract, and then answer the question that follows it: catherine\u2019s feelings, as she got into the carriage, were in a very  unsettled state; divided between regret for the loss of one great pleasure, and the hope of soon enjoying another, almost its equal in degree, however unlike in kind. she could not think the tilneys had acted quite well by her, in so readily giving up their engagement, without sending her any message of excuse. it was now but an hour later than the time fixed on for the beginning of their walk; and, in spite of what she had heard of the prodigious accumulation of dirt in the course of that hour, she could not from her own observation help thinking, that they might have gone with very little inconvenience. to feel herself slighted by them was very painful. on the other hand, the delight of exploring an edifice like udolpho, as her fancy represented blaize castle to be, was such a counterpoise of good, as might console her for almost anything. they passed briskly down pulteney street, and through laura place,  without the exchange of many words. thorpe talked to his horse, and she meditated, by turns, on broken promises and broken arches, phaetons and false hangings, tilneys and trap-doors. as they entered argyle buildings, however, she was roused by this address from her companion, \u2018who is that girl who looked at you so hard as she went by?\u2019 \u2018who? \u2013 where?\u2019\u2018on the right-hand pavement \u2013 she must be almost out of sight now.\u2019  catherine looked round and saw miss tilney leaning on her brother\u2019s arm, walking slowly down the street. she saw them both looking back at her. \u2018stop, stop, mr thorpe,\u2019 she impatiently cried, \u2018it is miss tilney; it is indeed. \u2013 how could you tell me they were gone? \u2013 stop, stop, i will get out this moment and go to them.\u2019 but to what purpose did she speak? \u2013 thorpe only lashed his horse into a brisker trot; the tilneys, who had soon ceased to look after her, were in a moment out of sight round the corner of laura place, and in another moment she was herself whisked into the market place. still, however, and during the length of another street, she entreated him to stop. \u2018pray, pray stop, mr thorpe. \u2013 i cannot go on. \u2013 i will not go on. \u2013 i must go back to miss tilney.\u2019 but mr thorpe only laughed, smacked his whip, encouraged his horse, made odd noises, and drove on; and catherine, angry and vexed as she was, having no power of getting away, was obliged to give up the point and submit. her reproaches, however, were not spared. \u2018how could you deceive me so, mr thorpe? \u2013 how could you say, that you saw them driving up the lansdown road? \u2013 i would not have had it happen so for the world. \u2013 they must think it so strange; so rude of me! to go by them, too, without saying a word! y ou do not know how vexed i am. \u2013 i shall have no pleasure at clifton, nor in anything else. i had rather, ten thousand times rather get out now, and walk back to them. how could you say, you saw them driving out in a phaeton?\u2019 thorpe defended himself very stoutly, declared he had never seen two men so much alike in his life, and would hardly give up the point of its having been tilney himself. [from chapter 11]5 10152025303540",
+            "13": "13 0486/11/o/n/15 \u00a9 ucles 2015 [turn over  how does austen make this moment in the novel so dramatic? or 8 to what extent does austen\u2019s writing persuade you that catherine grows up because of  her experiences?  ",
+            "14": "14 0486/11/o/n/15 \u00a9 ucles 2015tsitsi dangarembga: nervous conditions remember to support your ideas with details from the writing. either 9 read this extract, and then answer the question that follows it: nyasha gave me the impression of moving, always moving and striving  towards some state that she had seen and accepted a long time ago. apprehensive as i was, vague as i was about the nature of her destination, i wanted to go with her. i did not want to be left behind. and being so young, time measured in hours and half hours was important, so i did not want to spend three whole weeks away from my cousin. knowing i would be at a loss without her, i was tempted to ask  babamukuru whether i could go with them to the mission, but in the end i decided not to because i knew he would refuse and be justified in doing so. there was much work to be done in the fields, in the garden, in the home. and, of course, i could not leave my mother, who was not well. we all gathered in the yard, my father, my mother, takesure, lucia,  my little sisters and myself, to wave them off, with everybody laughing and talking, saying my uncle must be sure to come back soon, bringing maiguru, nyasha and chido as well with him. and then my relatives were in the car, rolling out of the yard and out of sight. a sigh escaped from us and we all felt oddly relieved. \u2018whew! it was good to have mukoma  here, it was good,\u2019 observed my  father, \u2018but it puts a weight on your shoulders, a great weight on your shoulders!\u2019 \u2018it\u2019s true,\u2019 nodded takesure, leering lasciviously at lucia. \u2018dhiya! there\u2019s  nothing to be afraid of any more. won\u2019t you come back to the hozi tonight?\u2019 \u2018maybe if you cut my hands off,\u2019 retorted lucia. \u2018then you might be  useful.\u2019 \u2018but you have the hands and you are still here. so you are waiting, aren\u2019t  you? just waiting to come back into the hozi.\u2019 lucia was careful not to be provoked. \u2018y ou know why i\u2019m waiting? for my  sister, isn\u2019t it? as soon as my sister makes up her mind what she wants, you won\u2019t see me here any more.\u2019 my father and takesure found this amusing. they had a good laugh at  lucia\u2019s expense. \u2018now what is this i am hearing!\u2019 gurgled takesure. \u2018the woman thinks  she can go away. just like that. now, lucia, where do you say you will go? aren\u2019t you waiting for me to take you to my home?\u2019 those men! they never realised that lucia was a serious person. her  laughter, like her temper, was hearty and quick but never superficial. and she thought a lot, did lucia; although she laughed at herself, thinking was a slow painful process for her because her mind had not been trained by schooling to do it quickly. in the days after the dare she had thought a lot  about whether to leave, but she knew that her actions had consequences and was not frightened by the fact. so she waited for my mother to make up her mind whether she would go as well or not. since for most of her life my mother\u2019s mind, belonging first to her father and then to her husband, had not been hers to make up, she was finding it difficult to come to a decision. [from chapter 8]   how does dangarembga make this such a significant moment in the novel?5 1015202530354045",
+            "15": "15 0486/11/o/n/15 \u00a9 ucles 2015 [turn overor 10 explore the ways in which dangarembga powerfully shows that women are not always  dominated by men in the society of nervous conditions .",
+            "16": "16 0486/11/o/n/15 \u00a9 ucles 2015anita desai: fasting, feasting remember to support your ideas with details from the writing. either 11 read this extract, and then answer the question that follows it: then one day papa arrived at the house. uma\u2019s mouth fell open with  shock and alarm when she saw him storming in at the door, and hurried towards him, afraid that he had brought bad news. it was bad, but it was not anything she had expected: papa had learnt that they had been duped. harish was married already, had a wife and four children in meerut where he ran an ailing pharmaceutical factory to save which he had needed another dowry which had led him to marry again. the scene that followed was surely a unique and memorable one but  uma\u2019s response to it was to shut not only her eyes and ears to it \u2013 she had gone into her room, shut the door and sat on the bed, wrapping her sari over her head, around her ears and mouth and eyes, till it was all over \u2013 but even her mind, so as to block out a memory she could not have lived with. it consisted of papa raving and ranting at one end, the mother-in-law screaming and screeching at the other, the brothers shouting and threatening in between, and the sisters-in-law clustering together to watch all the parties in a kind of bitter satisfaction. so uma went home with papa. by doing the same journey on a day train,  it was as if the entire process was being reversed. the compartment was crowded this time with strangers, but papa had so lost control of himself, was so beside himself, as not to behave normally or sanely: he beat his head with his fists, and moaned aloud about the dowry and the wedding expenses while everyone, all of them strangers \u2013 women with babies and baskets of food, men reading papers or playing cards or discussing business \u2013 turned to listen with the keenest of interest, throwing significant looks at uma who kept her head wrapped up in her sari in an effort to screen her shame. by the time they reached their own station, everyone along the way knew of her humiliation and her ruin. it was fortunate that none of them were the lawyers and magistrates papa ordinarily met: he would not have cared so to lose control of himself and betray his gullibility before them. it was necessary to get himself under control by the time he returned to his own circle and his normal round. stepping out at the station that looked so large, so orderly and civilised by comparison with the others they had passed \u2013 electric fans hung from the high ceiling, magazines and paperbacks were arrayed on the shelves of wheeler\u2019s stall \u2013 he fell silent and resumed his ordinarily grim appearance. uma was relieved; the disintegration of papa\u2019s personality had pained her as much as that of her marriage. at home mama opened every one of the trunks papa had insisted  uma pack and bring with her, and checked every item in them. papa had managed to retrieve her jewellery by threatening the family with legal action \u2013 oh, what a mistake they had made by choosing a bride from a legal family, an educated family! \u2013 but it had been too demeaning to fight for every pot and pan they had contributed to the kitchen, and there was a great deal, mama lamented, that was lost. while these scenes were being played out in the centre, the heart of the family and household, arun withdrew to its outermost limits, hiding in his room under a blanket of comic books. if anyone were to look in, arun was not to be found; in his place were captain marvel, superman and phantom.5 1015202530354045",
+            "17": "17 0486/11/o/n/15 \u00a9 ucles 2015 [turn overat night, in the dark and the silence, aruna whispered to her sister,  \u2018uma. uma. did \u2013 did he touch you, uma?\u2019 making uma bury her head in her pillow and howl \u2018no! no!\u2019 so that aruna fell back with a little sigh of disappointment. next day she reported it to ayah who reported it to mama. mama and ayah appeared relieved, as if a great weight had been lifted from them. the marriage was somehow cancelled, annulled. [from chapter 8]   in what ways does desai make this such a dramatic moment in the novel? or 12 who do you think desai\u2019s writing suggests is a better mother \u2013 mama or mrs patton?50 55",
+            "18": "18 0486/11/o/n/15 \u00a9 ucles 2015helen dunmore: the siege remember to support your ideas with details from the writing. either 13 read this extract, and then answer the question that follows it: the dacha is only thirty kilometres from the centre of leningrad, but  it might as well be three thousand. no one is invited there, and no one goes. marina petrovna doesn\u2019t push her luck. she went to ground, and they seem to have forgotten about her. but they could remember her at any time. y ou have to look straight ahead. don\u2019t look round at the black vans, or  the men who climb out of them, mount the stairs with heavy boots, and stand in silence for thirty seconds before the chosen door. then they raise their fists, and knock. people tell themselves that the worst is over. and it\u2019s true that it\u2019s  better now than in the worst of the y ezhov terror. y ou have to believe in something. even in the y ezhov years, people still trusted in an unbroken record of party membership, or hoped that influence and contacts would protect them. or pretended to themselves that they still hoped and trusted. sometimes they were released while further evidence was gathered.  fish with hooks in their mouths, waiting to be jerked out of the water, like olya. she\u2019d been one of vera\u2019s colleagues. one day in the bread queue, someone tapped anna on the back. anna turned, stared, but did not recognize the woman. \u2018it\u2019s me. olya. don\u2019t you remember me? i used to work with your mother.\u2019\u2018oh yes, yes, of course \u2013\u2019\u2018don\u2019t pretend. y ou didn\u2019t recognize me, did you?\u2019\u2018i\u2019m sorry.\u2019\u2018don\u2019t be sorry. would your mother recognize me, do you think?  sometimes i think vera had all the luck. she got away in time. no one betrayed her, and she didn\u2019t betray anybody.\u2019 of course. olya. one of her mother\u2019s prot\u00e9g\u00e9es. she was twenty-two  when she joined the radiology department, but she\u2019d looked eighteen, even sixteen. she had very short, wildly curly brown hair that everyone made excuses to touch. she was brilliantly intelligent, and had been the best student of her year. \u2018we won\u2019t keep our olya for long,\u2019 vera had predicted. \u2018she\u2019ll go on to  great things.\u2019 \u2018i lost my job,\u2019 whispered olya in the bread queue.\u2018what are you doing?\u2019\u2018nothing. just waiting. they\u2019ve chucked me out of the party as well. y ou  know, anna, work was everything to me. my colleagues were my family.\u2019 she glanced behind her, scanning the street. \u2018i shouldn\u2019t talk to you. it might be dangerous for you.\u2019 \u2018olya \u2013\u2019\u2018no. i\u2019ve got to go.\u2019all over leningrad they lie frozen in the hours before dawn, listening  for the knock that comes to other doors, but never, surely never, to your own. not to you, with your next promotion on its way, and the holiday in the crimea planned, and little mitya\u2019s fourth birthday next week. even anna\u2019s boss, that perfect supplier of statistics and ever-ready  follower of party directives, even elizaveta antonovna was grey with terror that february four years ago, after stalin\u2019s speech to the central 5 1015202530354045",
+            "19": "19 0486/11/o/n/15 \u00a9 ucles 2015 [turn overcommittee. wreckers, traitors, enemies and saboteurs were not only to  be found in the opposition. they had infiltrated the party itself, and were among its \u00e9lite, masking themselves as irreproachable party activists and committee members. but how could you ever prove it wasn\u2019t a mask, anna wonders. only by ripping off your own flesh \u2026 [from chapter 2]   how does dunmore\u2019s writing make this moment in the novel so disturbing? or 14 in what ways does dunmore memorably contrast vera and marina petrovna in the novel?50",
+            "20": "20 0486/11/o/n/15 \u00a9 ucles 2015george eliot: silas marner remember to support your ideas with details from the writing. either 15 read this extract, and then answer the question that follows it: \u2018the squire\u2019s pretty springe, considering his weight,\u2019 said mr macey, \u2018and  he stamps uncommon well. but mr lammeter beats \u2019em all for shapes: you see, he holds his head like a sodger, and he isn\u2019t so cushiony as most o\u2019 the oldish gentlefolks \u2013 they run fat in general; and he\u2019s got a fine leg. the parson\u2019s nimble enough, but he hasn\u2019t got much of a leg: it\u2019s a bit too thick down\u2019ard, and his knees might be a bit nearer wi\u2019out damage; but he might do worse, he might do worse. though he hasn\u2019t that grand way o\u2019 waving his hand as the squire has.\u2019 \u2018talk o\u2019 nimbleness, look at mrs osgood,\u2019 said ben winthrop, who was  holding his son aaron between his knees. \u2018she trips along with her little steps, so as nobody can see how she goes \u2013 it\u2019s like as if she had little wheels to her feet. she doesn\u2019t look a day older nor last year: she\u2019s the finest-made woman as is, let the next be where she will.\u2019 \u2018i don\u2019t heed how the women are made,\u2019 said mr macey, with some  contempt. \u2018they wear nayther coat nor breeches: you can\u2019t make much out o\u2019 their shapes.\u2019 \u2018fayder,\u2019 said aaron, whose feet were busy beating out the tune, \u2018how  does that big cock\u2019s-feather stick in mrs crackenthorp\u2019s yead? is there a little hole for it, like in my shuttlecock?\u2019 \u2018hush, lad, hush; that\u2019s the way the ladies dress theirselves, that is,\u2019 said  the father, adding, however, in an under-tone to mr macey, \u2018it does make her look funny, though \u2013 partly like a short-necked bottle wi\u2019 a long quill in it. hey, by jingo, there\u2019s the young squire leading off now, wi\u2019 miss nancy for partners. there\u2019s a lass for you! \u2013 like a pink-and-white posy \u2013 there\u2019s nobody \u2019ud think as anybody could be so pritty. i shouldn\u2019t wonder if she\u2019s madam cass some day, arter all \u2013 and nobody more rightfuller, for they\u2019d make a fine match. y ou can find nothing against master godfrey\u2019s shapes, macey,  i \u2019ll bet a penny.\u2019 mr macey screwed up his mouth, leaned his head further on one side,  and twirled his thumbs with a presto movement as his eyes followed godfrey up the dance. at last he summed up his opinion. \u2018pretty well down\u2019ard, but a bit too round i\u2019 the shoulder-blades. and as  for them coats as he gets from the flitton tailor, they\u2019re a poor cut to pay double money for.\u2019 \u2018ah, mr macey, you and me are two folks,\u2019 said ben, slightly indignant at  this carping. \u2018when i\u2019ve got a pot o\u2019 good ale, i like to swaller it, and do my inside good, i\u2019stead o\u2019 smelling and staring at it to see if i can\u2019t find faut wi\u2019 the brewing. i should like you to pick me out a finer-limbed young fellow nor master godfrey \u2013 one as \u2019ud knock you down easier, or\u2019s more pleasanter-looksed when he\u2019s piert and merry.\u2019 \u2018tchuh!\u2019 said mr macey, provoked to increased severity, \u2018he isn\u2019t come to  his right colour yet: he\u2019s partly like a slack-baked pie. and i doubt he\u2019s got a soft place in his head, else why should he be turned round the finger by that offal dunsey as nobody\u2019s seen o\u2019 late, and let him kill that fine hunting hoss as was the talk o\u2019 the country? and one while he was allays after miss nancy, and then it all went off again, like a smell o\u2019 hot porridge, as i may say. that wasn\u2019t my way, when i went a-coorting.\u20195 1015202530354045",
+            "21": "21 0486/11/o/n/15 \u00a9 ucles 2015 [turn over\u2018ah, but mayhap miss nancy hung off, like, and your lass didn\u2019t,\u2019 said  ben. \u2018i should say she didn\u2019t,\u2019 said mr macey, significantly. \u2018before i said \u201csniff\u201d,  i took care to know as she\u2019d say \u201csnaff\u201d, and pretty quick too. i wasn\u2019t a-going to open my mouth, like a dog at a fly, and snap it to again, wi\u2019  nothing to swaller.\u2019 \u2018well, i think miss nancy\u2019s a-coming round again,\u2019 said ben, \u2018for master  godfrey doesn\u2019t look so down-hearted tonight. and i see he\u2019s for taking her away to sit down, now they\u2019re at the end o\u2019 the dance: that looks like sweethearting, that does.\u2019 [from chapter 11]   how does eliot make this conversation between mr macey and ben winthrop so  amusing? or 16 what does eliot\u2019s writing make you feel about the community at lantern y ard?50 55",
+            "22": "22 0486/11/o/n/15 \u00a9 ucles 2015susan hill: i\u2019m the king of the castle remember to support your ideas with details from the writing. either 17 read this extract, and then answer the question that follows it: he had two other things to take along to the room with the dolls. he  waited until after lunch. and he had to think of something to put them all in, too. he looked about him carefully, on the landing and up the first flight of  stairs. there was nobody. anyway, if hooper already knew about the room, it scarcely mattered now. all the doors up here were painted brown, and after the first landing,  there was no carpet. kingshaw thought, i hate this house, i hate it, it is the very worst of all the places we have lived in. from the first moment he had looked at it, out of the car window, he had hated it. it didn\u2019t seem much for hooper to be so proud of. he walked along a little, dark passage-way, and turned into the corridor.  then he saw hooper. he was sitting on the floor, with his back against the door of the room and his legs stretched out. kingshaw stopped dead. \u2018going somewhere?\u2019\u2018get lost, hooper.\u2019\u2018where\u2019s the key? look, this isn\u2019t your house, you know, who do you  think you are, going around locking doors?\u2019 \u2018stuff it.\u2019\u2018y ou can\u2019t come in here any more unless i say so.\u2019kingshaw put down the small box he was carrying, wearily. hooper was  very childish. \u2018y ou needn\u2019t think i\u2019m going away, either. i can stay here all day. all night  as well, if i like. i can stay here for ever. this is my house.\u2019 \u2018why don\u2019t you grow up?\u2019\u2018i want to know what\u2019s in here.\u2019\u2018nothing.\u2019\u2018that means something. y ou\u2019d better tell me.\u2019\u2018shut up.\u2019\u2018i want to know what you keep coming up here for. y ou needn\u2019t think i  don\u2019t know where you go to, i\u2019ve known for weeks, all the time, i\u2019ve known.\u2019 kingshaw was silent. he stood some way back from hooper, his face  in the shadows. there was the sound of rain on the roof. he might as well let hooper in. he\u2019d get in, anyway, fight, or else just stick it out for hours on end. he had no good opinion of his own chances, against hooper. or against anyone. he was not cowardly. just realistic, hopeless. he did not give in to people, he only went, from the beginning, with the assurance that he would be beaten. it meant that there was no surprise, and no disappointment, about anything. so he might as well let hooper into the room now, and get it over with.  if he was going to find out, he might as well find out because kingshaw chose to let him. it kept the initiative in his hands, somehow, and he cared about that. hooper always won. kingshaw reached slowly into the back pocket of his jeans, and fetched  out the key. [from chapter 4]5 1015202530354045",
+            "23": "23 0486/11/o/n/15 \u00a9 ucles 2015 [turn over  what impressions of the two boys does hill\u2019s writing create for you at this moment in the  novel? or 18 how far does hill show that charles kingshaw\u2019s sense of duty contributes to his death?",
+            "24": "24 0486/11/o/n/15 \u00a9 ucles 2015robert louis stevenson: the strange case of dr jekyll and mr hyde remember to support your ideas with details from the writing. either 19 read this extract, and then answer the question that follows it: mr utterson stepped out and touched him on the shoulder as he passed.  \u2018mr hyde, i think?\u2019 mr hyde shrank back with a hissing intake of the breath. but his fear  was only momentary; and though he did not look the lawyer in the face, he answered coolly enough: \u2018that is my name. what do you want?\u2019 \u2018i see you are going in,\u2019 returned the lawyer. \u2018i am an old friend of dr  jekyll\u2019s\u2014mr utterson of gaunt street\u2014you must have heard my name; and meeting you so conveniently, i thought you might admit me.\u2019 \u2018y ou will not find dr jekyll; he is from home,\u2019 replied mr hyde, blowing in  the key. and then suddenly, but still without looking up, \u2018how did you know me?\u2019 he asked. \u2018on your side,\u2019 said mr utterson, \u2018will you do me a favour?\u2019\u2018with pleasure,\u2019 replied the other. \u2018what shall it be?\u2019\u2018will you let me see your face?\u2019 asked the lawyer.mr hyde appeared to hesitate, and then, as if upon some sudden  reflection, fronted about with an air of defiance; and the pair stared at each other pretty fixedly for a few seconds. \u2018now i shall know you again,\u2019 said mr utterson. \u2018it may be useful.\u2019 \u2018y es,\u2019 returned mr hyde, \u2018it is as well we have met; and \u00e0 propos , you  should have my address.\u2019 and he gave a number of a street in soho. \u2018good god!\u2019 thought mr utterson, \u2018can he too have been thinking  of the will?\u2019 but he kept his feelings to himself and only grunted in acknowledgement of the address. \u2018and now,\u2019 said the other, \u2018how did you know me?\u2019\u2018by description,\u2019 was the reply.\u2018whose description?\u2019\u2018we have common friends,\u2019 said mr utterson.\u2018common friends?\u2019 echoed mr hyde, a little hoarsely. \u2018who are they?\u2019\u2018jekyll, for instance,\u2019 said the lawyer.\u2018he never told you,\u2019 cried mr hyde, with a flush of anger. \u2018i did not think  you would have lied.\u2019 \u2018come,\u2019 said mr utterson, \u2018that is not fitting language.\u2019the other snarled aloud into a savage laugh; and the next moment, with  extraordinary quickness, he had unlocked the door and disappeared into the house. the lawyer stood awhile when mr hyde had left him, the picture of  disquietude. then he began slowly to mount the street, pausing every step or two and putting his hand to his brow like a man in mental perplexity. the problem he was thus debating as he walked, was one of a class that is rarely solved. mr hyde was pale and dwarfish, he gave an impression of deformity without any nameable malformation, he had a displeasing smile, he had borne himself to the lawyer with a sort of murderous mixture of timidity and boldness, and he spoke with a husky, whispering and somewhat broken voice; all these were points against him, but not all of these together could explain the hitherto unknown disgust, loathing and fear with which mr utterson regarded him. \u2018there must be something else,\u2019 said the perplexed gentleman. \u2018there is something more, if i could find  a name for it. god bless me, the man seems hardly human! something 5 1015202530354045",
+            "25": "25 0486/11/o/n/15 \u00a9 ucles 2015 [turn overtroglodytic, shall we say? or can it be the old story of dr fell? or is it the  mere radiance of a foul soul that thus transpires through, and transfigures, its clay continent? the last, i think; for o my poor old harry jekyll, if ever i read satan\u2019s signature upon a face, it is on that of your new friend.\u2019 [from chapter 2, \u2018search for mr hyde\u2019]   how does stevenson make this first meeting between mr utterson and mr hyde so  dramatic? or 20 in what ways does stevenson memorably depict the conflict between good and evil in the  novel?50",
+            "26": "26 0486/11/o/n/15 \u00a9 ucles 2015from stories of ourselves remember to support your ideas with details from the writing. either 21 read this extract from at hiruharama  (by penelope fitzgerald), and then answer the  question that follows it: like most people who live on their own brinkman continued with the  course of his thoughts, which were more real to him than the outside world\u2019s commotion. walking straight into the front room he stopped in front of the piece of mirror-glass tacked over the sink and looked fixedly into it. \u2018i\u2019ll tell you something, tanner, i thought i caught sight of my first grey  hairs this morning.\u2019 \u2018i\u2019m sorry to hear that.\u2019brinkman looked round. \u2018i see the table isn\u2019t set.\u2019\u2018i don\u2019t want you to feel that you\u2019re not welcome,\u2019 said tanner, \u2018but kitty\u2019s  not well. she told me to be sure that you came in and rested a while, but she\u2019s not well. truth is, she\u2019s in labour.\u2019 \u2018then she won\u2019t be cooking dinner this evening, then?\u2019\u2018y ou mean you were counting on having it here?\u2019\u2018my half-yearly dinner with you and mrs tanner, yis, that\u2019s about it.\u2019\u2018what day is it, then?\u2019 asked tanner, somewhat at random. it was almost  too much for him at that moment to realise that brinkman existed. he seemed like a stranger, perhaps from a foreign country, not understanding how ordinary things were done or said. brinkman made no attempt to leave, but said; \u2018last time i came here  we started with canned toheroas. y our wife set them in front of me. i\u2019m not sure that they had an entirely good effect on the intestines. then we had fried eggs and excellent jellied beetroot, a choice between tea or bovo, bread and butter and unlimited quantities of treacle. i have a note of all this in my daily journal. that\u2019s not to say, however, that i came over here simply to take dinner with you. it wasn\u2019t for the drive, either, although i\u2019m always glad to have the opportunity of a change of scene and to read a little in nature\u2019s book. no, i\u2019ve come today, as i came formerly, for the sake of hearing a woman\u2019s voice.\u2019 had tanner noticed, he went on, that there were no native songbirds in  the territory? at that moment there was a crying, or a calling, from the next room such as tanner had never heard before, not in a shipwreck \u2013 and he had been in a wreck \u2013 not in a slaughterhouse. \u2018don\u2019t put yourself out on my account,\u2019 said brinkman. \u2018i\u2019m going to sit  here until you come back and have a quiet smoko.\u2019 the doctor drove up bringing with him his wife\u2019s widowed sister, who lived  with them and was a nurse, or had been a nurse. tanner came out of the bedroom covered with blood, something like a butcher. he told the doctor he\u2019d managed to deliver the child, a girl, in fact he\u2019d wrapped it in a towel and tucked it up in the washbasket. the doctor took him back into the bedroom and made him sit down. the nurse put down the things she\u2019d brought with her and looked round for the tea-tin. brinkman sat there, as solid as his chair. \u2018y ou may be wondering who i am,\u2019 he said. \u2018i\u2019m a neighbour, come over for dinner. i think of myself as one of the perpetually welcome.\u2019 \u2018suit yourself,\u2019 said the sister-in-law. the doctor emerged, moving rather faster than he usually did. \u2018please to go in there and wash the patient. i\u2019m going to take a look at the afterbirth. the father put it out with the waste.\u20195 1015202530 35 4045",
+            "27": "27 0486/11/o/n/15 \u00a9 ucles 2015there tanner had made his one oversight. it wasn\u2019t the afterbirth, it was a  second daughter, smaller, but a twin. \u2013 but how come, if both of them were girls, that mr tanner himself still had the name of tanner? well, the tanners went on to have nine more children, some of them boys, and one of those boys was mr tanner\u2019s father. that evening, when the doctor came in from the yard with the messy scrap, he squeezed it as though he was wringing it out to dry, and it opened its mouth and the colder air of the kitchen rushed in and she\u2019d got her start in life. after that the tanners always had one of those tinplate mottoes hung up on the wall \u2013 throw nothing away. y ou could get them then at the hardware store. \u2013 and this was the point that mr tanner had been wanting to make all along \u2013 whereas the first daughter never got to be anything in particular, this second little girl grew up to be a lawyer with a firm in wellington, and she did very well. all the time brinkman continued to sit there by the table and smoke his  pipe. two more women born into the world! it must have seemed to him that if this sort of thing went on there should be a good chance, in the end, for him to acquire one for himself. meanwhile, they would have to serve dinner sometime.   how does fitzgerald make this account of the events at the time of the birth of tanner\u2019s  daughters so memorable? or 22 explore the ways in which ted hughes makes nature such a powerful force in the rain  horse .50 5560",
+            "28": "28 0486/11/o/n/15 \u00a9 ucles 2015blank page permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here 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 onl ine in the cambridge international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to do wnload at www.cie.org.uk after  the live examination series. cambridge international examinations is part of the cambridge assessment group. cambridge assessment is the brand name of unive rsity of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge."
+        },
+        "0486_w15_qp_12.pdf": {
+            "1": "this document consists of 26 printed pages, 2 blank pages and 1 insert. dc rcl (jda) 91537/3 \u00a9 ucles 2015 [turn overcambridge international examinations cambridge international general certificate of secondary education *2204995661*literature (english)  0486/12 paper 1 poetry and prose october/november 2015  1 hour 30 minutes no additional materials are required. read these instructions first an answer booklet is provided inside this question paper. y ou should follow the instructions on the front cover  of the answer booklet. if you need additional answer paper ask the invigilator for a continuation booklet. answer two questions: one question from section a and one question from section b. all questions in this paper carry equal marks. the syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificat e.",
+            "2": "2 0486/12/o/n/15 \u00a9 ucles 2015blank page",
+            "3": "3 0486/12/o/n/15 \u00a9 ucles 2015 [turn overcontents section a: poetry text question  numbers page[s] thomas hardy: from  selected poems   1, 2 pages 4\u20136 from jo phillips ed: poems deep & dangerous   3, 4 pages 8\u20139 songs of ourselves : from part 4  5, 6 pages 10\u201311 section b: prose text question  numbers page[s] jane austen: northanger abbey   7, 8 pages 12\u201313 tsitsi dangarembga: nervous conditions   9, 10 pages 14\u201315 anita desai: fasting, feasting 11, 12  pages 16\u201317 helen dunmore: the siege 13, 14 pages 18\u201319 george eliot: silas marner 15, 16 pages 20\u201321 susan hill: i\u2019m the king of the castle 17, 18 pages 22\u201323 robert louis stevenson: the strange case of dr jekyll and mr hyde  19, 20 pages 24\u201325 from stories of ourselves 21, 22 pages 26\u201327",
+            "4": "4 0486/12/o/n/15 \u00a9 ucles 2015section a: poetry thomas hardy: from selected poems remember to support your ideas with details from the writing. either 1  explore the ways in which hardy creates strong feelings of loneliness in both  the  darkling thrush  and drummer hodge. the darkling thrush i leant upon a coppice gate  when frost was spectre-gray,and winter\u2019s dregs made desolate the weakening eye of day.the tangled bine-stems scored the sky like strings of broken lyres,and all mankind that haunted nigh had sought their household fires. the land\u2019s sharp features seemed to be  the century\u2019s corpse outleant,his crypt the cloudy canopy, the wind his death-lament.the ancient pulse of germ and birth was shrunken hard and dry,and every spirit upon earth seemed fervourless as i. at once a voice arose among  the bleak twigs overheadin a full-hearted evensong of joy illimited;an aged thrush, frail, gaunt, and small, in blast-beruffled plume,had chosen thus to fling his soul upon the growing gloom. so little cause for carolings  of such ecstatic soundwas written on terrestrial things afar or nigh around,that i could think there trembled through his happy good-night airsome blessed hope, whereof he knew and i was unaware.5 10 15 2025 30",
+            "5": "5 0486/12/o/n/15 \u00a9 ucles 2015 [turn overdrummer hodge i they throw in drummer hodge, to rest uncoffined \u2013 just as found:his landmark is a kopje-crest that breaks the veldt around;and foreign constellations west each night above his mound. ii y oung hodge the drummer never knew \u2013 fresh from his wessex home \u2013the meaning of the broad karoo, the bush, the dusty loam,and why uprose to nightly view strange stars amid the gloam. iii y et portion of that unknown plain will hodge for ever be;his homely northern breast and brain grow to some southern tree,and strange-eyed constellations reign his stars eternally.5 1015",
+            "6": "6 0486/12/o/n/15 \u00a9 ucles 2015or 2 read this poem, and then answer the question that follows it: no buyers a street scene a load of brushes and baskets and cradles and chairs labours along the street in the rain: with it a man, a woman, a pony with whiteybrown hairs. \u2013 the man foots in front of the horse with a shambling sway at a slower tread than a funeral train, while to a dirge-like tune he chants his wares,swinging a turk\u2019s-head brush (in a drum-major\u2019s way when the bandsmen march and play). a yard from the back of the man is the whiteybrown pony\u2019s nose: he mirrors his master in every item of pace and pose: he stops when the man stops, without being told, and seems to be eased by a pause; too plainly he\u2019s old, indeed, not strength enough shows to steer the disjointed waggon straight, which wriggles left and right in a rambling line,deflected thus by its own warp and weight,and pushing the pony with it in each incline. the woman walks on the pavement verge, parallel to the man: she wears an apron white and wide in span, and carries a like turk\u2019s-head, but more in nursing-wise: now and then she joins in his dirge,but as if her thoughts were on distant things.the rain clams her apron till it clings. \u2013 so, step by step, they move with their merchandize, and nobody buys.   explore the ways in which hardy creates such a sad picture in no buyers: a street  scene .5 10 15 20 25",
+            "7": "7 0486/12/o/n/15 \u00a9 ucles 2015 [turn overturn to page 8 for question 3.",
+            "8": "8 0486/12/o/n/15 \u00a9 ucles 2015from jo phillips ed: poems deep & dangerous remember to support your ideas with details from the writing. either 3 read this poem, and then answer the question that follows it: in our tenth y ear this book, this page, this harebell laid to rest between these sheets, these leaves, if pressed still bleedsa watercolour of the way we were. those years: the fuss of such and such a day, that disagreement and its final word,your inventory of names and dates and times,my infantries of tall, dark, handsome lies. a decade on, now we astound ourselves; still two, still twinned but doubled now with loveand for a single night apart, alone,how sure we are, each of the other half. this harebell holds its own. let\u2019s give it now in air, in light, the chance to fade, to fold.here, take it from my hand. now, let it go. (simon armitage )   in what ways does armitage memorably portray the speaker\u2019s feelings in in our tenth  y ear ?5 10",
+            "9": "9 0486/12/o/n/15 \u00a9 ucles 2015 [turn overor 4 how does jennings movingly convey her feelings about her parents to you in one flesh ? one flesh lying apart now, each in a separate bed, he with a book, keeping the light on late,she like a girl dreaming of childhood,all men elsewhere \u2013 it is as if they waitsome new event: the book he holds unread,her eyes fixed on the shadows overhead. tossed up like flotsam from a former passion, how cool they lie. they hardly ever touch,or if they do it is like a confessionof having little feeling \u2013 or too much.chastity faces them, a destinationfor which their whole lives were a preparation. strangely apart, yet strangely close together, silence between them like a thread to holdand not wind in. and time itself\u2019s a feathertouching them gently. do they know they\u2019re old,these two who are my father and my motherwhose fire from which i came, has now grown cold? (elizabeth jennings )5 1015",
+            "10": "10 0486/12/o/n/15 \u00a9 ucles 2015songs of ourselves : from part 4 remember to support your ideas with details from the writing. either 5 read this poem, and then answer the question that follows it:  where i come from people are made of places. they carry with them hints of jungles or mountains, a tropic graceor the cool eyes of sea-gazers. atmosphere of citieshow different drops from them, like the smell of smogor the almost-not-smell of tulips in the spring,nature tidily plotted in little squareswith a fountain in the centre; museum smell,art also tidily plotted with a guidebook;or the smell of work, glue factories maybe,chromium-plated offices; smell of subwayscrowded at rush hours. where i come from, people carry woods in their minds, acres of pine woods;blueberry patches in the burned-out bush;wooden farmhouses, old, in need of paint,with yards where hens and chickens circle about,clucking aimlessly; battered schoolhousesbehind which violets grow. spring and winterare the mind\u2019s chief seasons: ice and the breaking of ice. a door in the mind blows open, and there blows a frosty wind from fields of snow. (elizabeth brewster  )   how does brewster vividly convey a sense of different places in where i come from ?5 10 1520",
+            "11": "11 0486/12/o/n/15 \u00a9 ucles 2015 [turn overor 6 explore the ways in which halligan uses words and images vividly in the cockroach . the cockroach i watched a giant cockroach start to pace, skirting a ball of dust that rode the floor.at first he seemed quite satisfied to tracea path between the wainscot and the door,but soon he turned to jog in crooked rings,circling the rusty table leg and back,and flipping right over to scratch his wings \u2013as if the victim of a mild attackof restlessness that worsened over time.after a while, he climbed an open shelfand stopped. he looked uncertain where to go.was this due payment for some vicious crimea former life had led to? i don\u2019t know,except i thought i recognised myself. (kevin halligan )5 10",
+            "12": "12 0486/12/o/n/15 \u00a9 ucles 2015section b: prose jane austen: northanger abbey remember to support your ideas with details from the writing. either 7 read this extract, and then answer the question that follows it: \u2018y es, yes,\u2019 (with a blush) \u2018there are more ways than one of our being  sisters. \u2013 but where am i wandering to? \u2013 well, my dear catherine, the case seems to be, that you are determined against poor john \u2013 is not it so?\u2019 \u2018i certainly cannot return his affection, and as certainly never meant to  encourage it.\u2019 \u2018since that is the case, i am sure i shall not tease you any further. john  desired me to speak to you on the subject, and therefore i have. but i confess, as soon as i read his letter, i thought it a very foolish, imprudent business, and not likely to promote the good of either; for what were you to live upon, supposing you came together? y ou have both of you something to be sure, but it is not a trifle that will support a family now-a-days; and after all that romancers may say, there is no doing without money. i only wonder john could think of it; he could not have received my last.\u2019 \u2018y ou do acquit me then of anything wrong? \u2013 y ou are convinced that i  never meant to deceive your brother, never suspected him of liking me till this moment?\u2019 \u2018oh! as to that,\u2019 answered isabella laughingly, \u2018i do not pretend to  determine what your thoughts and designs in time past may have been. all that is best known to yourself. a little harmless flirtation or so will occur, and one is often drawn on to give more encouragement than one wishes to stand by. but you may be assured that i am the last person in the world to judge you severely. all those things should be allowed for in youth and high spirits. what one means one day, you know, one may not mean the next. circumstances change, opinions alter.\u2019 \u2018but my opinion of your brother never did alter; it was always the same.  y ou are describing what never happened.\u2019 \u2018my dearest catherine,\u2019 continued the other without at all listening to  her, \u2018i would not for all the world be the means of hurrying you into an engagement before you knew what you were about. i do not think anything would justify me in wishing you to sacrifice all your happiness merely to oblige my brother, because he is my brother, and who perhaps after all, you know, might be just as happy without you, for people seldom know what they would be at, young men especially, they are so amazingly changeable and inconstant. what i say is, why should a brother\u2019s happiness be dearer to me than a friend\u2019s? y ou know i carry my notions of friendship pretty high. but, above all things, my dear catherine, do not be in a hurry. take my word for it, that if you are in too great a hurry, you will certainly live to repent it. tilney says, there is nothing people are so often deceived in, as the state of their own affections, and i believe he is very right. ah! here he comes; never mind, he will not see us, i am sure.\u2019 catherine, looking up, perceived captain tilney; and isabella, earnestly  fixing her eye on him as she spoke, soon caught his notice. he approached immediately, and took the seat to which her movements invited him. his first address made catherine start. though spoken low, she could distinguish, 5 1015202530354045",
+            "13": "13 0486/12/o/n/15 \u00a9 ucles 2015 [turn over\u2018what! always to be watched, in person or by proxy!\u2019 \u2018psha, nonsense!\u2019 was isabella\u2019s answer in the same half whisper. \u2018why  do you put such things into my head? if i could believe it \u2013 my spirit, you know, is pretty independent.\u2019 \u2018i wish your heart were independent. that would be enough for me.\u2019\u2018my heart, indeed! what can you have to do with hearts? y ou men have  none of you any hearts.\u2019 \u2018if we have not hearts, we have eyes; and they give us torment enough.\u2019\u2018do they? i am sorry for it; i am sorry they find anything so disagreeable  in me. i will look another way. i hope this pleases you, (turning her back on him,) i hope your eyes are not tormented now.\u2019 \u2018never more so; for the edge of a blooming cheek is still in view \u2013 at  once too much and too little.\u2019 catherine heard all this, and quite out of countenance could listen no  longer.  [from chapter 18]   in what ways does austen make this such a revealing and significant moment in the  novel? or 8 who does austen\u2019s writing persuade you is the villain of the novel \u2013 and why?50 5560",
+            "14": "14 0486/12/o/n/15 \u00a9 ucles 2015tsitsi dangarembga: nervous conditions remember to support your ideas with details from the writing. either 9 read the following extract, and then answer the question that follows it: babamukuru was of the opinion that enough chances had come my way,  and on another level he agreed with nyasha that the experience would not be good for me. from his armchair opposite the fireplace he told me why i could not go to the convent. \u2018it is not a question of money,\u2019 he assured me. \u2018although there would still  be a lot of expense on my part, you have your scholarship, so the major financial burden would be lifted. but i feel that even that little money could be better used. for one thing, there is now the small boy at home. every month i put away a little bit, a very little bit, a very little bit every month, so that when he is of school-going age everything will be provided for. as you know, he is the only boy in your family, so he must be provided for. as for you, we think we are providing for you quite well. by the time you have finished your form four you will be able to take your course, whatever it is that you choose. in time you will be earning money. y ou will be in a position to be married by a decent man and set up a decent home. in all that we are doing for you, we are preparing you for this future life of yours, and i have observed from my own daughter\u2019s behaviour that it is not a good thing for a young girl to associate too much with these white people, to have too much freedom. i have seen that girls who do that do not develop into decent women.\u2019 marriage. i had nothing against it in principle. in an abstract way i thought  it was a very good idea. but it was irritating the way it always cropped up in one form or another, stretching its tentacles back to bind me before i had even begun to think about it seriously, threatening to disrupt my life before i could even call it my own. babamukuru had lost me with his talk of marriage. i inspected my dressing-gown for fluff, waiting for the session to end. \u2018this,\u2019 continued my uncle, \u2018is what i shall tell your father: if he wishes to send you there to that school, he may do so if he can find the money. myself, i would not consider it money well spent. mai,\u2019 he concluded, turning to my aunt, \u2018is there anything that you would wish to say?\u2019 \u2018y es, baba,\u2019 maiguru spoke up softly from the sofa. my inspection came  to an abrupt end. i listened incredulously. \u2018y ou do!\u2019 exclaimed babamukuru and, recovering himself, invited her to  continue. \u2018speak freely, mai. say whatever you are thinking.\u2019 there was a pause during which maiguru folded her arms and leant back  in the sofa. \u2018i don\u2019t think,\u2019 she began easily in her soft, soothing voice, \u2018that tambudzai will be corrupted by going to that school. don\u2019t you remember, when we went to south africa everybody was saying that we, the women, were loose.\u2019 babamukuru winced at this explicitness. maiguru continued. \u2018it wasn\u2019t a question of associating with this race or that race at that time. people were prejudiced against educated women. prejudiced. that\u2019s why they said we weren\u2019t decent. that was in the fifties. now we are into the seventies. i am disappointed that people still believe the same things. after all this time and when we have seen nothing to say it is true. i don\u2019t know what people mean by a loose woman \u2013 sometimes she is someone who walks the streets, sometimes she is an educated woman, sometimes she is a successful man\u2019s daughter or she is simply beautiful. loose or decent, i don\u2019t know. all i know is that if our daughter tambudzai is not a decent 5 1015202530354045",
+            "15": "15 0486/12/o/n/15 \u00a9 ucles 2015 [turn overperson now, she never will be, no matter where she goes to school. and if  she is decent, then this convent should not change her. as for money, you have said yourself that she has a full scholarship. it is possible that you have other reasons why she should not go there, babawa chido, but these \u2013 the question of decency and the question of money \u2013 are the ones i have heard and so these are the ones i have talked of.\u2019 there was another pause during which maiguru unfolded her arms and  clasped her hands in her lap. babamukuru cleared his throat. \u2018er, tambudzai,\u2019 he asked tentatively, \u2018do  you have anything to say?\u2019  [from chapter 9]   explore the ways in which dangarembga makes this a memorable and significant  moment in the novel. or 10 to what extent does dangarembga\u2019s writing make you feel that tambu loses something  of value by trying to gain an education?50 55",
+            "16": "16 0486/12/o/n/15 \u00a9 ucles 2015anita desai: fasting, feasting remember to support your ideas with details from the writing. either 11 read this extract, and then answer the question that follows it: at thirteen, aruna still had thin brown legs and wore her hair plaited and  tied in loops over her ears with large ribbons. even though she had to dress in the faded blue cotton slip ordained by the convent, and white not coloured ribbons, there was already something about the way she tossed her head when she saw a man looking at her, with a sidelong look of both scorn and laughter, and the way her foot tapped and her legs changed position, that might have alerted the family to what it could expect. even if mama was indignant in refusing, she was impressed too, and \u2013 uma saw \u2013 respectful of this display of her younger daughter\u2019s power of attraction. by the time aruna was fourteen she was rebelling against the blue  cotton tunic and the white hair ribbons. at every opportunity she would shed them and change into flowered silk salwars. \u2018silk!\u2019 uma would exclaim, and papa would sit up and take notice, frowning, but mama was inclined to indulge aruna and perhaps realised, instinctively, that if she did, there would be rewards to reap. so aruna fluttered about in flowered silk, and the hair ribbons were replaced with little shiny plastic clips and clasps, and flowers that she picked from the dusty shrubs and hedges. when uma was still watching to see that arun did not crawl off the veranda and break his neck or put knitting needles or naphthalene balls in his mouth, aruna was already climbing into bicycle rickshaws and going off to the cinema \u2013 with girl friends from school, she said. that was quite true, but she did not mention the young men who took the seats behind them, or even beside them, tempestuously throwing out a knee, an elbow, or even a hand at times, and contriving to touch the little, flustered, excited creatures, then followed them home on their bicycles, weaving through the traffic and singing ardently along the way. while mama searched energetically for a husband for uma, families were  already \u2018making enquiries\u2019 about aruna. y et nothing could be done about them; it was imperative that uma marry first. that was the only decent, the only respectable line of behaviour. that also explained why mamapapa responded so eagerly to an advertisement in a sunday newspaper placed by \u2018a decent family\u2019 in search of a bride for their only son. mamapapa went together to meet them and found it was a cloth merchant\u2019s family from the bazaar which had recently begun to prosper and was building a new house on the outskirts of the city. they had purchased a large piece of land in what had formerly been a swamp but was being reclaimed by the municipality by filling it in with city refuse; it was now marked into plots and even had some gates and walls coming up to show the beginnings of urbanisation. the merchant\u2019s family had laid the foundation of what would clearly be a palatial dwelling compared to the cramped quarters they had occupied for generations in the city. but, the father explained \u2013 disarmingly \u2013 they could not proceed until they came into some money, and here the dowry mentioned by papa would come in useful. he was being frank with papa, but then it was papa\u2019s daughter who would come to his house as a bride. papa looked dubious at this confession, but mama was so delighted by the sight of prospective prosperity that she could not be restrained. they themselves owned no house; papa had always refused to move out of their rented one with which he was perfectly content, leaving mama 5 1015202530354045",
+            "17": "17 0486/12/o/n/15 \u00a9 ucles 2015 [turn overwith an enormous, unfulfilled desire for property. why should uma not fulfil  it if she could not? a negotiated sum was made over as dowry, and the engagement ceremony arranged simultaneously.  [from chapter 7]   what does desai\u2019s writing make you feel about mama and papa at this moment in the  novel? or 12 how does desai\u2019s writing make anamika so memorable and significant in the novel?50",
+            "18": "18 0486/12/o/n/15 \u00a9 ucles 2015helen dunmore: the siege remember to support your ideas with details from the writing. either 13 read this extract, and then answer the question that follows it: but the terrible thing about coming back to life is that you can\u2019t be at  peace any more. there are a thousand things to torment you. before, i didn\u2019t mind what happened. i could let it all slip away. i didn\u2019t listen to the radio, even though marina has it on all the time. but now i\u2019m afraid, just like everyone else. when marina takes the boy down to the air-raid shelter, i\u2019m afraid that i\u2019ll never see them again. i lie here: that\u2019s all i can do. i listen to the anti-aircraft guns and sometimes i can hear planes. they aren\u2019t our fighters. they drum above the roof and i find myself praying, even though i never pray. always the same words: if it falls, let it be a bomb, not an incendiary. the sheets stick to me with sweat. i am not afraid of bombs. but if an incendiary took hold here, i wouldn\u2019t  be able to get away. i\u2019m afraid of that. last night i dreamed of marina and the child. they were trying to wade  towards me through a river which was full of fire instead of water. but he slipped and went down and then he floated away, slowly at first then faster and faster, with the fire lapping around his head. marina kept on looking at me. i knew she wanted to tell me why she hadn\u2019t rescued him. it was because it was too late for him. he would suffer too much if he was brought up into the air again. when i woke up i was wet with sweat and the guns were still crackling.  they drop phosphorus bombs. water can\u2019t put out phosphorus: it burns and burns. last night there was a terrible screaming that went on and on, and i think it was that which made me dream about kolya, and the fire. marina says they weren\u2019t human screams. a bomb hit the zoo and the animals were wounded. some of the cages were blown open and the animals were running up and down the streets. i suppose they had to be shot in the end. marina says they\u2019re not selling any food off the rations now. the  restaurants are closed. she sits on my bed and tells me how many potatoes we\u2019ve got left, how many onions, how many grammes of lard. she counts them over aloud, then counts them again. we both enjoy it. if she stops, i ask her more questions. \u2018how many potatoes did you say exactly, marina?\u2019 kolya loves peeping into the store-cupboard and seeing how many  jars there are. he doesn\u2019t try to touch anything. he stares solemnly for a while, and then he says, \u2018we\u2019ve got lots of food, haven\u2019t we, marina?\u2019 she answers, \u2018y es, we\u2019re very fortunate,\u2019 and he nods, satisfied, and goes back to his game. there\u2019s been further bombing of food stocks, but no one knows exactly  where. now we know that they don\u2019t just want to defeat us. they want to destroy us. nothing in leningrad matters to them at all. not a stone, or a child. carthage must be destroyed. but there\u2019s freedom in knowing it. we can\u2019t make deals with them any  more. so much for our pact. we have no choice left. we have to resist.  [from chapter 15]   how does dunmore vividly convey mikhail\u2019s thoughts and feelings to you at this moment  in the novel?5 10152025303540",
+            "19": "19 0486/12/o/n/15 \u00a9 ucles 2015 [turn overor 14 what does dunmore\u2019s writing make you feel about the way the russian government  affects the lives of two of the following characters in the novel?   elizaveta antonovna   fedya   marina petrovna",
+            "20": "20 0486/12/o/n/15 \u00a9 ucles 2015george eliot:  silas marner remember to support your ideas with details from the writing. either 15 read this extract, and then answer the question that follows it: \u2018is she dead?\u2019 said the voice that predominated over every other within  him. \u2018if she is, i may marry nancy; and then i shall be a good fellow in future, and have no secrets, and the child \u2013 shall be taken care of somehow.\u2019 but across that vision came the other possibility \u2013 \u2018she may live, and then it\u2019s all up with me.\u2019 godfrey never knew how long it was before the door of the cottage  opened and mr kimble came out. he went forward to meet his uncle, prepared to suppress the agitation he must feel, whatever news he was to hear. \u2018i waited for you, as i\u2019d come so far,\u2019 he said, speaking first.\u2018pooh, it was nonsense for you to come out: why didn\u2019t you send one  of the men? there\u2019s nothing to be done. she\u2019s dead \u2013 has been dead for hours, i should say.\u2019 \u2018what sort of woman is she?\u2019 said godfrey, feeling the blood rush to his  face. \u2018a young woman, but emaciated, with long black hair. some vagrant \u2013  quite in rags. she\u2019s got a wedding-ring on, however. they must fetch her away to the workhouse tomorrow. come, come along.\u2019 \u2018i want to look at her,\u2019 said godfrey. \u2018i think i saw such a woman yesterday.  i\u2019ll overtake you in a minute or two.\u2019 mr kimble went on, and godfrey turned back to the cottage. he cast  only one glance at the dead face on the pillow, which dolly had smoothed with decent care; but he remembered that last look at his unhappy hated wife so well, that at the end of sixteen years every line in the worn face was present to him when he told the full story of this night. he turned immediately towards the hearth where silas marner sat lulling  the child. she was perfectly quiet now, but not asleep \u2013 only soothed by sweet porridge and warmth into that wide-gazing calm which makes us older human beings, with our inward turmoil, feel a certain awe in the presence of a little child, such as we feel before some quiet majesty or beauty in the earth or sky \u2013 before a steady-glowing planet, or a full-flowered eglantine, or the bending trees over a silent pathway. the wide-open blue eyes looked up at godfrey\u2019s without any uneasiness or sign of recognition: the child could make no visible audible claim on its father; and the father felt a strange mixture of feelings, a conflict of regret and joy, that the pulse of that little heart had no response for the half-jealous yearning in his own, when the blue eyes turned away from him slowly, and fixed themselves on the weaver\u2019s queer face, which was bent low down to look at them, while the small hand began to pull marner\u2019s withered cheek with loving disfiguration. \u2018y ou\u2019ll take the child to the parish tomorrow?\u2019 asked godfrey, speaking  as indifferently as he could. \u2018who says so?\u2019 said marner, sharply. \u2018will they make me take her?\u2019\u2018why, you wouldn\u2019t like to keep her, should you \u2013 an old bachelor like you?\u2019\u2018till anybody shows they\u2019ve a right to take her away from me,\u2019 said  marner. \u2018the mother\u2019s dead, and i reckon it\u2019s got no father: it\u2019s a lone thing \u2013 and i\u2019m a lone thing. my money\u2019s gone, i don\u2019t know where \u2013 and this is come from i don\u2019t know where. i know nothing \u2013 i\u2019m partly mazed.\u20195 1015202530354045",
+            "21": "21 0486/12/o/n/15 \u00a9 ucles 2015 [turn over\u2018poor little thing!\u2019 said godfrey. \u2018let me give something towards finding it  clothes.\u2019 he had put his hand in his pocket and found half-a-guinea, and, thrusting  it into silas\u2019s hand, he hurried out of the cottage to overtake mr kimble. \u2018ah, i see it\u2019s not the same woman i saw,\u2019 he said, as he came up. \u2018it\u2019s a  pretty little child: the old fellow seems to want to keep it; that\u2019s strange for a miser like him. but i gave him a trifle to help him out: the parish isn\u2019t likely to quarrel with him for the right to keep the child.\u2019  [from chapter 13]   in what ways does eliot make this such a striking and significant moment in the novel? or 16 how does eliot vividly portray silas\u2019s loneliness before eppie comes into his life?50",
+            "22": "22 0486/12/o/n/15 \u00a9 ucles 2015susan hill: i\u2019m the king of the castle remember to support your ideas with details from the writing. either 17 read this extract, and then answer the question that follows it: \u2018what are you going to do?\u2019 kingshaw looked down at him coldly.\u2018climb,\u2019 he said.they were inside the ruin. the outer walls reached up very high, and  there were odd bits of stone staircase, ending abruptly, so that you could step off into air, or on to parapets, and the remains of pillars, flat-topped like stepping stones. the surface was the colour of damp sand, rough and grainy to the touch, except where bits of moss and lichen grew out of the cracks. \u2018i bet you won\u2019t dare go up far.\u2019kingshaw smiled to himself. he moved steadily from stone to stone,  along the edge of one wall. he wanted to get as high as he could, up beside the tower. hooper watched him from below.\u2018y ou\u2019ll fall off.\u2019kingshaw ignored him. he was sure-footed and unhurried, not afraid of  any height. he looked down. hooper was immediately below him. kingshaw waved an arm. \u2018why don\u2019t you come up as well?\u2019his voice echoed round the castle walls. hooper had got his penknife  out and was digging his initials into a slab of stone. \u2018y ou\u2019ll  catch it if anyone sees you. y ou\u2019re not supposed to do that. they  can put you in prison for doing it.\u2019 hooper went on scratching.the walls were narrower here. kingshaw went down on all fours, and  made sure of the surface with his hands, as he went along, moving very slowly forwards. they had put new mortar between the spaces, though, so that there were no loose stones. now the wall went up about a foot, on to the next level. he manoeuvred  the step, and then stood upright, carefully, and looked around. outside of the castle, he could see the flat grass and the lake, and his mother and mr hooper, sitting on their bench at the far side. he felt high above them, very tall and strong, and safe, too, nobody could touch him. he thought, this is  all right, i don\u2019t care about any of them here, they can\u2019t do anything at all to me, i don\u2019t care, i don\u2019t care. he felt light-headed, exulting in the freedom of it. if he reached his arm up, he might touch the sky. but even up here, it was warm and airless.he shouted down to hooper, \u2018i\u2019m a bowman, i\u2019m the head warrior of this  castle. if i shoot an arrow, i can kill you.\u2019 hooper looked up.\u2018i\u2019m the king of the castle!\u2019 kingshaw began to wave his arms about,  and to prance a little, delicately, on top of the wall. if he walked forwards a few yards farther, he would come to a gap. if he could jump it, he would be out on the parapet, leading to the tower.  [from chapter 12]   what does hill\u2019s writing make you feel at this moment in the novel?5 10152025303540",
+            "23": "23 0486/12/o/n/15 \u00a9 ucles 2015 [turn overor 18 how does hill\u2019s writing powerfully show that kingshaw is an easy target for hooper\u2019s  tormenting?",
+            "24": "24 0486/12/o/n/15 \u00a9 ucles 2015robert louis stevenson: the strange case of dr jekyll and mr hyde remember to support your ideas with details from the writing. either 19 read this extract, and then answer the question that follows it: \u2018hold your tongue!\u2019 poole said to her, with a ferocity of accent that  testified to his own jangled nerves; and indeed, when the girl had so suddenly raised the note of her lamentation, they had all started and turned towards the inner door with faces of dreadful expectation. \u2018and now,\u2019 continued the butler, addressing the knife-boy, \u2018reach me a candle, and we\u2019ll get this through hands at once.\u2019 and then he begged mr utterson to follow him, and led the way to the back garden. \u2018now, sir,\u2019 said he, \u2018you come as gently as you can. i want you to hear,  and i don\u2019t want you to be heard. and see here, sir, if by any chance he was to ask you in, don\u2019t go.\u2019 mr utterson\u2019s nerves, at this unlooked-for termination, gave a jerk that  nearly threw him from his balance; but he recollected his courage and followed the butler into the laboratory building and through the surgical theatre, with its lumber of crates and bottles, to the foot of the stair. here poole motioned him to stand on one side and listen; while he himself, setting down the candle and making a great and obvious call on his resolution, mounted the steps and knocked with a somewhat uncertain hand on the red baize of the cabinet door. \u2018mr utterson, sir, asking to see you,\u2019 he called; and even as he did so,  once more violently signed to the lawyer to give ear. a voice answered from within: \u2018tell him i cannot see anyone,\u2019 it said  complainingly. \u2018thank you, sir,\u2019 said poole, with a note of something like triumph in his  voice; and taking up his candle, he led mr utterson back across the yard and into the great kitchen, where the fire was out and the beetles were leaping on the floor. \u2018sir,\u2019 he said, looking mr utterson in the eyes, \u2018was that my master\u2019s  voice?\u2019 \u2018it seems much changed,\u2019 replied the lawyer, very pale, but giving look  for look. \u2018changed? well, yes, i think so,\u2019 said the butler. \u2018have i been twenty  years in this man\u2019s house, to be deceived about his voice? no, sir; master\u2019s made away with; he was made away with, eight days ago, when we heard him cry out upon the name of god: and who\u2019s  in there instead of him, and  why it stays there, is a thing that cries to heaven, mr utterson!\u2019 \u2018this is a very strange tale, poole; this is rather a wild tale, my man,\u2019 said  mr utterson, biting his finger. \u2018suppose it were as you suppose, supposing dr jekyll to have been\u2014well, murdered, what could induce the murderer to stay? that won\u2019t hold water; it doesn\u2019t commend itself to reason.\u2019 \u2018well, mr utterson, you are a hard man to satisfy, but i\u2019ll do it yet,\u2019 said  poole. \u2018all this last week (you must know) him, or it, or whatever it is that lives in that cabinet, has been crying night and day for some sort of medicine and cannot get it to his mind. it was sometimes his way\u2014the master\u2019s, that is\u2014to write his orders on a sheet of paper and throw it on the stair. we\u2019ve had nothing else this week back; nothing but papers, and a closed door, and the very meals left there to be smuggled in when nobody was looking. well, sir, every day, ay, and twice and thrice in the same day, there have been orders and complaints, and i have been sent flying to all 5 1015202530354045",
+            "25": "25 0486/12/o/n/15 \u00a9 ucles 2015 [turn overthe wholesale chemists in town. every time i brought the stuff back, there  would be another paper telling me to return it, because it was not pure, and another order to a different firm. this drug is wanted bitter bad, sir, whatever for.\u2019  [from chapter 8, \u2018the last night\u2019]   how does stevenson make this moment in the novel so tense? or 20 explore one moment in the novel where stevenson\u2019s writing makes you feel particularly  shocked.    do not use the extract printed in question 19 in your answer.50",
+            "26": "26 0486/12/o/n/15 \u00a9 ucles 2015from stories of ourselves remember to support your ideas with details from the writing. either 21 read this extract from my greatest ambition  (by morris lurie), and then answer the  question that follows it: \u2018i have an appointment to see the editor of boy magazine ,\u2019 i said. \u2018oh,\u2019 she said.\u2018at ten o\u2019clock,\u2019 i said. \u2018i think i\u2019m early.\u2019 it was half past nine.\u2018just one minute,\u2019 she said, and picked up a telephone. while she was  talking i looked around the foyer, in which there was nothing to look at, but i don\u2019t like eavesdropping on people talking on the phone. then she put down the phone and said to me, \u2018won\u2019t be long. would you  like to take a seat?\u2019 for some reason that caught me unawares and i flashed her a blinding  smile and kept standing there, wondering what was going to happen next, and then i realised what she had said and i smiled again and turned around and bumped into a chair and sat down and crossed my legs and looked around and then remembered the shortness of my trousers and quickly uncrossed my legs and sat perfectly straight and still, except for looking at my watch ten times in the next thirty seconds. i don\u2019t know how long i sat there. it was either five minutes or an hour,  it\u2019s hard to say. the lady at the desk didn\u2019t seem to have anything to do, and i didn\u2019t like looking at her, but from time to time our eyes met, and i would smile \u2013 or was that smile stretched across my face from the second i came in? i used to do things like that when i was thirteen. finally a door opened and another lady appeared. she seemed, for  some reason, quite surprised when she saw me sitting there, as though i had three eyes or was wearing a red suit, but i must say this for her, she had poise, she pulled herself together very quickly, hardly dropped a stitch, as it were, and holding open the door through which she had come, she said, \u2018won\u2019t you come this way?\u2019 and i did. i was shown into an office that was filled with men in grey suits. actually,  there were only three of them, but they all stood up when i came in, and the effect was overpowering. i think i might even have taken a half-step back. but my blinding smile stayed firm. the only name i remember is randell and maybe i have that wrong.  there was a lot of handshaking and smiling and saying of names. and when all that was done, no one seemed to know what to do. we just stood there, all uncomfortably smiling. finally, the man whose name might have been randell said, \u2018oh, please,  please, sit down,\u2019 and everyone did. \u2018well,\u2019 mr randell said. \u2018y ou\u2019re a young man to be drawing comics, i must  say.\u2019 \u2018i\u2019ve been interested in comics all my life.\u2019 i said.\u2018well, we like your comic very much,\u2019 he said. \u2018and we\u2019d like to make you  an offer for it. ah, fifteen pounds?\u2019 \u2018i accept,\u2019 i said.i don\u2019t think mr randell was used to receiving quick decisions, for he  then said something that seemed to me enormously ridiculous. \u2018that\u2019s, ah, two pounds ten a page,\u2019 he said, and looked at me with his eyes wide open and one eyebrow higher than the other. \u2018y es, that\u2019s right,\u2019 i said. \u2018six two-and-a-halfs are fifteen. exactly.\u20195 1015202530354045",
+            "27": "27 0486/12/o/n/15 \u00a9 ucles 2015that made his eyes open even wider, and suddenly he shut them  altogether and looked down at the floor. one of the other men coughed. no one seemed to know what to do. i leaned back in my chair and crossed my legs and just generally smiled at everyone. i knew what was coming. a job. and i knew what i was going to say then, too. and then mr randell collected himself, as though he had just thought of  something very important (what an actor, i thought) and he said, \u2018oh, there is one other thing, though. jim, do we have mr lurie\u2019s comic here?\u2019 \u2018right here,\u2019 said jim, and whipped it out from under a pile of things on  a desk. \u2018some of the, ah, spelling,\u2019 mr randell said.\u2018oh?\u2019 i said.\u2018well, yes, there are, ah, certain things,\u2019 he said, turning over the pages  of my comic, \u2018not, ah, big mistakes, but, here, see? y ou\u2019ve spelt it as  \u201cjungel\u201d which is not, ah, common usage.\u2019 \u2018y ou\u2019re absolutely right,\u2019 i said, flashing out my fountain pen all ready to  make the correction. \u2018oh, no no no,\u2019 mr randell said. \u2018don\u2019t you worry about it. we\u2019ll, ah, make  the corrections. if you approve, that is.\u2019 \u2018of course,\u2019 i said.\u2018we\u2019ll, ah, post you our cheque for, ah, fifteen pounds,\u2019 he said. \u2018in the  mail,\u2019 he added, rather lamely, it seemed to me. \u2018oh, there\u2019s no great hurry about that,\u2019 i said. \u2018any old time at all will do.\u2019\u2018y es,\u2019 he said.then we fell into another of these silences with which this appointment  seemed to be plagued. mr randell scratched his neck. a truck just outside the window started with a roar and then began to whine and grind. it\u2019s reversing, i thought. my face felt stiff from smiling, but somehow i couldn\u2019t let it go.   how does lurie make the narrator such a likeable character here? or 22 explore the ways in which graham greene makes the story the destructors  both  disturbing and amusing for you.50 5560657075",
+            "28": "28 0486/12/o/n/15 \u00a9 ucles 2015blank page permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here 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 onl ine in the cambridge international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to do wnload at www.cie.org.uk after  the live examination series. cambridge international examinations is part of the cambridge assessment group. cambridge assessment is the brand name of unive rsity of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge."
+        },
+        "0486_w15_qp_13.pdf": {
+            "1": "this document consists of 26 printed pages, 2 blank pages and 1 insert. dc (st) 128459 \u00a9 ucles 2015  [turn overcambridge international examinations cambridge international general certificate of secondary education * 2 3 6 8 5 3 6 0 6 9 *literature (english)  0486/13 paper 1  poetry and prose  october/november 2015  1 hour 30 minutes no additional materials are required. read these instructions first an answer booklet is provided inside this question paper. y ou should follow the instructions on the front cover  of the answer booklet. if you need additional answer paper ask the invigilator for a continuation booklet. answer two questions: one question from section a and one question from section b. all questions in this paper carry equal marks. the syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificate.",
+            "2": "2 0486/13/o/n/15 \u00a9 ucles 2015blank page",
+            "3": "3 0486/13/o/n/15 \u00a9 ucles 2015 [turn overcontents section a: poetry text\t question \t numbers\t page[s] thomas hardy: \tfrom selected poems   1, 2 pages  4\u20136 from jo phillips ed: poems deep & dangerous \t  3, 4 pages  8\u20139 songs of ourselves : from part 4   5, 6 pages  10\u201311 section b: prose text\t question \t numbers\t page[s] jane austen: northanger abbey   7, 8 pages  12\u201313 tsitsi dangarembga: nervous conditions   9, 10  pages  14\u201315 anita desai: fasting, feasting  11, 12  pages  16\u201317 helen dunmore: the siege  13, 14  page  18 george eliot: silas marner  15, 16  pages  20\u201321 susan hill: i\u2019m the king of the castle  17, 18  pages  22\u201323 robert louis stevenson: the strange case of dr jekyll and mr hyde  19, 20  pages  24\u201325 from stories of ourselves  21, 22  pages  26\u201327",
+            "4": "4 0486/13/o/n/15 \u00a9 ucles 2015section a: poetry answer one question from this section. thomas hardy: from \tselected \tpoems remember to support your ideas with details from the writing. either  1 explore the ways in which hardy vividly conveys the pain of separation in either  on the  departure platform or the going . on the departure platform we kissed at the barrier; and passing through she left me, and moment by moment got smaller and smaller, until to my view     she was but a spot; a wee white spot of muslin fluff that down the diminishing platform bore through hustling crowds of gentle and rough     to the carriage door. under the lamplight\u2019s fitful glowers, behind dark groups from far and near, whose interests were apart from ours,     she would disappear, then show again, till i ceased to see that flexible form, that nebulous white; and she who was more than my life to me     had vanished quite ... we have penned new plans since that fair fond day, and in season she will appear again \u2013 perhaps in the same soft white array \u2013     but never as then! \u2013 \u2018and why, young man, must eternally fly a joy you\u2019ll repeat, if you love her well?\u2019 \u2013 o friend, nought happens twice thus; why,     i cannot tell!5 10 15 20",
+            "5": "5 0486/13/o/n/15 \u00a9 ucles 2015 [turn overthe going why did you give no hint that night that quickly after the morrow\u2019s dawn, and calmly, as if indifferent quite, y ou would close your term here, up and be gone     where i could not follow     with wing of swallow to gain one glimpse of you ever anon!     never to bid good-bye,     or lip me the softest call, or utter a wish for a word, while i saw morning harden upon the wall,     unmoved, unknowing     that your great going had place that moment, and altered all. why do you make me leave the house and think for a breath it is you i see at the end of the alley of bending boughs where so often at dusk you used to be;     till in darkening dankness     the yawning blankness of the perspective sickens me!     y ou were she who abode     by those red-veined rocks far west, y ou were the swan-necked one who rode along the beetling beeny crest,     and, reining nigh me,     would muse and eye me, while life unrolled us its very best. why, then, latterly did we not speak, did we not think of those days long dead, and ere your vanishing strive to seek that time\u2019s renewal? we might have said,     \u2018in this bright spring weather     we\u2019ll visit together those places that once we visited.\u2019     well, well! all\u2019s past amend,     unchangeable. it must go. i seem but a dead man held on end to sink down soon ... o you could not know     that such swift fleeing     no soul foreseeing \u2013 not even i \u2013 would undo me so!5 10 15 20 25 30 35 40",
+            "6": "6 0486/13/o/n/15 \u00a9 ucles 2015or 2 read this poem, and then answer the question that follows it: the voice woman much missed, how you call to me, call to me, saying that now you are not as you were when you had changed from the one who was all to me, but as at first, when our day was fair. can it be you that i hear? let me view you, then, standing as when i drew near to the town where you would wait for me: yes, as i knew you then, even to the original air-blue gown! or is it only the breeze, in its listlessness travelling across the wet mead to me here, y ou being ever dissolved to wan wistlessness, heard no more again far or near? thus i; faltering forward, leaves around me falling, wind oozing thin through the thorn from norward, and the woman calling.   how does hardy movingly create sympathy for the speaker in the voice  ?5 10 15",
+            "7": "7 0486/13/o/n/15 \u00a9 ucles 2015 [turn overturn to page 8 for question 3.",
+            "8": "8 0486/13/o/n/15 \u00a9 ucles 2015from jo phillips ed: poems \tdeep \t&\tdangerous remember to support your ideas with details from the writing. either  3 read this poem, and then answer the question that follows it: to marguerite y es! in the sea of life enisled, with echoing straits between us thrown, dotting the shoreless watery wild, we mortal millions live alone . the islands feel the enclasping flow, and then their endless bounds they know. but when the moon their hollows lights, and they are swept by balms of spring, and in their glens, on starry nights, the nightingales divinely sing; and lovely notes, from shore to shore, across the sounds and channels pour \u2013 oh! then a longing like despair is to their farthest caverns sent; for surely once, they feel, we were parts of a single continent! now round us spreads the watery plain \u2013 oh might our marges meet again! who order\u2019d, that their longing\u2019s fire should be, as soon as kindled, cool\u2019d? who renders vain their deep desire? \u2013 a god, a god their severance ruled; and bade betwixt their shores to be the unplumb\u2019d, salt, estranging sea. (matthew arnold  )   in what ways does arnold use imagery to striking effect in to marguerite  ?5 10 15 20",
+            "9": "9 0486/13/o/n/15 \u00a9 ucles 2015 [turn overor 4 how does mitchell\u2019s writing make her portrayal of people so vivid and entertaining for  you in people etcetera ? people etcetera people are lovely to touch \u2013 a nice warm sloppy tilting belly happy in its hollow of pelvis like a bowl of porridge. people are fun to notice \u2013 their eyes taking off like birds away from their words to settle on breasts and ankles irreverent as pigeons. people are good to smell \u2013 leathery, heathery, culinary or chanel, lamb\u2019s-wool, sea-salt, linen dried in the wind, skin fresh out of a shower. people are delicious to taste \u2013 crisp and soft and tepid as new-made bread, tangy as blackberries, luscious as avocado, native as milk, acrid as truth. people are irresistible to draw \u2013 hand following hand, eye outstaring eye, every curve an experience of self, felt weight of flesh, tension of muscle and all the geology of an elderly face. and people are easy to write about? don\u2019t say it. what are these shadows vanishing round the corner? (elma mitchell  )5 10 15 20 25 30",
+            "10": "10 0486/13/o/n/15 \u00a9 ucles 2015songs \tof\tourselves: \tfrom part 4 remember to support your ideas with details from the writing. either  5 read this poem, and then answer the question that follows it:  pike pike, three inches long, perfect content removed due to copyright restrictions.",
+            "11": "11 0486/13/o/n/15 \u00a9 ucles 2015 [turn overthat rose slowly towards me, watching. (ted hughes  )   explore the ways in which hughes creates feelings of fear in pike. or 6 how does rossetti strikingly use words and images in a birthday  ? a birthday my heart is like a singing bird whose nest is in a watered shoot; my heart is like an apple-tree whose boughs are bent with thickset fruit; my heart is like a rainbow shell that paddles in a halcyon sea; my heart is gladder than all these because my love is come to me. raise me a dais of silk and down; hang it with vair and purple dyes; carve it in doves and pomegranates, and peacocks with a hundred eyes; work it in gold and silver grapes, in leaves and silver fleurs-de-lys; because the birthday of my life is come, my love is come to me. (christina rossetti  )5 10 15content removed due to copyright restrictions.",
+            "12": "12 0486/13/o/n/15 \u00a9 ucles 2015section b: prose answer one question from this section. jane austen: northanger \tabbey remember to support your ideas with details from the writing. either  7 read this extract, and then answer the question that follows it: catherine blushed for her friend, and said, \u2018isabella is wrong. but i am  sure she cannot mean to torment, for she is very much attached to my  brother. she has been in love with him ever since they first met, and while  my father\u2019s consent was uncertain, she fretted herself almost into a fever.  y ou know she must be attached to him.\u2019 \u2018i understand: she is in love with james, and flirts with frederick.\u2019 \u2018oh! no, not flirts. a woman in love with one man cannot flirt with another.\u2019 \u2018it is probable that she will neither love so well, nor flirt so well, as she  might do either singly. the gentlemen must each give up a little.\u2019 after a short pause, catherine resumed with \u2018then you do not believe  isabella so very much attached to my brother?\u2019 \u2018i can have no opinion on that subject.\u2019 \u2018but what can your brother mean? if he knows her engagement, what  can he mean by his behaviour?\u2019 \u2018y ou are a very close questioner.\u2019 \u2018am i? \u2013 i only ask what i want to be told.\u2019 \u2018but do you only ask what i can be expected to tell?\u2019 \u2018y es, i think so; for you must know your brother\u2019s heart.\u2019 \u2018my brother\u2019s heart, as you term it, on the present occasion, i assure you  i can only guess at.\u2019 \u2018well?\u2019 \u2018well! \u2013 nay, if it is to be guess-work, let us all guess for ourselves. to  be guided by second-hand conjecture is pitiful. the premises are before  you. my brother is a lively, and perhaps sometimes a thoughtless young  man; he has had about a week\u2019s acquaintance with your friend, and he has  known her engagement almost as long as he has known her.\u2019 \u2018well,\u2019 said catherine, after some moments\u2019 consideration, \u2018 you may  be able to guess at your brother\u2019s intentions from all this; but i am sure i  cannot. but is not your father uncomfortable about it? \u2013 does not he want  captain tilney to go away? \u2013 sure, if your father were to speak to him, he  would go.\u2019 \u2018my dear miss morland,\u2019 said henry, \u2018in this amiable solicitude for your  brother\u2019s comfort, may you not be a little mistaken? are you not carried  a little too far? would he thank you, either on his own account or miss  thorpe\u2019s, for supposing that her affection, or at least her good-behaviour,  is only to be secured by her seeing nothing of captain tilney? is he safe  only in solitude? \u2013 or, is her heart constant to him only when unsolicited   by anyone else? \u2013 he cannot think this \u2013 and you may be sure that he  would not have you think it. i will not say, \u201cdo not be uneasy,\u201d because i  know that you are so, at this moment; but be as little uneasy as you can.  y ou have no doubt of the mutual attachment of your brother and your  friend; depend upon it therefore, that real jealousy never can exist between  them; depend upon it that no disagreement between them can be of any  duration. their hearts are open to each other, as neither heart can be to 5 10 15 20 25 30 35 40",
+            "13": "13 0486/13/o/n/15 \u00a9 ucles 2015 [turn overyou; they know exactly what is required and what can be borne; and you  may be certain, that one will never tease the other beyond what is known  to be pleasant.\u2019 perceiving her still to look doubtful and grave, he added, \u2018though  frederick does not leave bath with us, he will probably remain but a very  short time, perhaps only a few days behind us. his leave of absence will  soon expire, and he must return to his regiment. \u2013 and what will then be  their acquaintance? \u2013 the mess-room will drink isabella thorpe for a  fortnight, and she will laugh with your brother over poor tilney\u2019s passion  for a month.\u2019 catherine would contend no longer against comfort. she had resisted  its approaches during the whole length of a speech, but it now carried her  captive. henry tilney must know best. she blamed herself for the extent  of her fears, and resolved never to think so seriously on the subject again. [from chapter 19]   how does austen make this conversation between catherine and henry tilney at this  moment in the novel so fascinating? or 8 explore how austen vividly portrays a character behaving badly at one moment in the  novel.45 50 55",
+            "14": "14 0486/13/o/n/15 \u00a9 ucles 2015tsitsi dangarembga: nervous \tconditions remember to support your ideas with details from the writing. either  9 read this extract, and then answer the question that follows it: maiguru reached the house just as takesure was explaining that lucia had  refused to leave her sister. \u2018y es,\u2019 he was saying, \u2018it\u2019s lucia\u2019s fault. ehe! that\u2019s what she did, that  lucia of yours. she refused, absolutely refused, to leave. she knew she  had taken this pregnancy of hers, but she just refused to leave.\u2019 \u2018may i pass?\u2019 asked maiguru at the door, curtseying and bringing her  hands together in a respectful, soundless clap. \u2018ma\u2019chido,\u2019 reprimanded babamukuru sternly, \u2018we are listening to a very  important case here. sit down and listen with us.\u2019 \u2018could it be that important?\u2019 demurred maiguru, passing through the  room with a deferential stoop of her back. \u2018we did not know anything about  it.\u2019 \u2018ma\u2019chido,\u2019 babamukuru insisted, his voice breaking ever so slightly,   \u2018i have invited you to sit down and listen to this case.\u2019 \u2018very well, baba,\u2019 acquiesced maiguru, subsiding to the floor and folding  her legs up under her. \u2018i am sure it is not necessary,\u2019 adjudged tete, the female patriarch.  \u2018maiguru works very hard all day. maybe it is best for her to sleep.\u2019 \u2018if she is tired, why doesn\u2019t she say so?\u2019 babamukuru enquired irritably  of tete, and to maiguru he graciously gave permission to leave. maiguru  accepted the permission and passed on to the bedroom. the men looked  after her. \u2018shame,\u2019 sympathised babamunini thomas. \u2018she is so tired, too tired  even to sit and listen. but it is true. maiguru works hard. y a, she really  works hard to keep things comfortable here.\u2019 and babamukuru was  pleased enough to let the matter pass. the rest of us stood whispering outside, listening to these goings on and  peering in at the window when the talking was intense and we thought no  one would notice. \u2018finish what you were telling us, takesure,\u2019 ordered babamukuru. \u2018y es,\u2019 continued takesure, darting pleading glances at my father, who  remained patriarchally impervious and stern. \u2018y es,\u2019 takesure quivered,  \u2018this is what i was saying. she just refused to go with me. ehe! i told her,  mukoma  said we must go, and she laughed! she just laughed and said she  could go with mukoma if mukoma asked because he is her mwaramu, but  she would not go with me. ehe! that is what she said, mukoma, i swear by  my grandmother who died in 1959! that is what she said.\u2019 \u2018i see,\u2019 said babamukuru magnanimously, while lucia in the shadowy  moonlight choked on chuckles that would not be suppressed. \u2018what you  say is not surprising,\u2019 went on babamukuru. \u2018it is understandable, because  it is well known that she is an immodest woman. but why did you not report  the matter?\u2019 \u2018i was afraid, mukoma , truly afraid,\u2019 takesure quavered. \u2018y ou know what  is said of her, that she walks in the night?\u2019 this allegation was takesure\u2019s  undoing. babamukuru cleared his throat and fixed his cousin with an  uncompromising eye. takesure had lost his advantage but he blustered   on. \u2018she threatened terrible things. and we know what she is like. she  would do them. ehe! she would do them. she\u2019s probably the one 5 10 15 20 25 30 35 40 45",
+            "15": "15 0486/13/o/n/15 \u00a9 ucles 2015 [turn overbewitching mukoma  jeremiah\u2019s children, so that he will marry her. she  wants jeremiah, not me!\u2019 [from chapter 7]   how does dangarembga make this such an entertaining and revealing moment in the  novel? or 10 tambu refers to chido\u2019s \u2018usual lovable self\u2019. how far does dangarembga\u2019s writing  convince you that chido is lovable?50",
+            "16": "16 0486/13/o/n/15 \u00a9 ucles 2015anita desai: fasting, \tfeasting remember to support your ideas with details from the writing. either  11 read this extract, and then answer the question that follows it: then why, at that moment, when triumph should have reached its apogee,  did everything change? and all good fortune veer around and plunge  shockingly downwards? in a way, it was anamika\u2019s scholarship that had summoned him up,  brought him to her parents\u2019 attention out of the swarm of other suitors,  because he had qualifications equal to hers; he too had degrees, had   won medals and certificates, and it seemed clear he would be a match for  her. uma, aruna and all the other girl cousins crowded around to see the  match when he came, a bridegroom, to the wedding, and they fell back  when they saw him, in dismay. he was so much older than anamika, so  grim-faced and conscious of his own superiority to everyone else present:  those very degrees and medals had made him insufferably proud and kept  everyone at a distance. the children saw that straight away: there would  be no bridegroom jokes played at this wedding, no little gifts and bribes  from him to them. in fact, he barely noticed them; he barely seemed to  notice anamika. the children saw that too \u2013 that she was marrying the  one person who was totally impervious to anamika\u2019s beauty and grace  and distinction. he was too occupied with maintaining his superiority. he  raised his chin and his nose \u2013 which was as long and sharp as a needle  \u2013 and seemed to look over the top of her head as they exchanged heavy  garlands of rose and jasmine, then sat before the ceremonial fire. the  children twisted and squirmed to see what it was that he was staring at:  was there a mirror hanging a little above the bride\u2019s head in which he could  see himself? y es, in a way there was: it was the face of his mother, as sharp-nosed  and grim-featured as he, gazing steadily back at him with an expression of  fortitude in the face of calamity. they were to find out that this was how it  was \u2013 it was the relationship central to his life, leaving room for no other.  anamika was simply an interloper, someone brought in because it was the  custom and because she would, by marrying him, enhance his superiority  to other men. so they had to tolerate her. only they did not tolerate her. no one said so openly, but uma and  aruna heard gossip, over the next year or two, whispers and low voices  that dropped even lower when they were within earshot. when they did  pick up some hints, some information, it was deeply troubling: anamika  had been beaten, anamika was beaten regularly by her mother-in-law  while her husband stood by and approved \u2013 or, at least, did not object.  anamika spent her entire time in the kitchen, cooking for his family which  was large so that meals were eaten in shifts \u2013 first the men, then the  children, finally the women. she herself ate the remains in the pots before  scouring them (or did uma and aruna imagine this last detail?). if the pots  were not properly scoured, so they heard, her mother-in-law threw them  on the ground and made her do them all over again. when anamika was  not scrubbing or cooking, she was in her mother-in-law\u2019s room, either  massaging that lady\u2019s feet or folding and tidying her clothes. she never  went out of the house except to the temple with other women. anamika  had never once been out alone with her husband. aruna wondered what 5 10 15 20 25 30 35 40 45",
+            "17": "17 0486/13/o/n/15 \u00a9 ucles 2015 [turn overshe did with all the fine clothes and jewellery she had been given at her  wedding. then the news came that anamika had had to go to the hospital. she  had had a miscarriage at home, it was said, after a beating. it was said she  could not bear more children. now anamika was flawed, she was damaged  goods. she was no longer perfect. would she be sent back to her family?  everyone waited to hear. [from chapter 6]   how does desai make this moment in the novel so disturbing? or 12 how does desai vividly convey how difficult it is for arun to feel at home in the usa?50 55",
+            "18": "18 0486/13/o/n/15 \u00a9 ucles 2015helen dunmore: the\tsiege remember to support your ideas with details from the writing. either  13 read this extract, and then answer the question that follows it: general winter stood in his greatcoat of snow, and greeted general  hunger, as all great generals greet one another, once enough of their  people have died and they can open their talks. general hunger, on the other hand, was not what you would expect.  his cheeks were rosy, his hair sprang from his head, and his eyes were  moist and bright. he was in his element. the two generals sat down on  their chairs, planted their tall polished boots in front of them and leaned  towards one another. they began to boast of what they could do to their  enemies. \u2018this is what i can do,\u2019 said general hunger. \u2018i make their skin flake and  crack at the corners of their mouths. i make sores break out on their lips.  they screw up their eyes and try to focus, but they never see me. they  don\u2019t realize that it\u2019s i who have changed their eyesight. \u2018i whittle most of them down to skeletons, but with some i play a trick  and fill their bodies with liquid that keeps them pinned to their beds.  what i like best is a big, strong, well-muscled lad of eighteen, who burns  up food like a stove. y ou should come back and see him after i\u2019ve been  keeping him company for a few weeks. he melts faster than a candle, in  my hands. his muscles waste away. all those big strong bones stand out.  i can turn him into an old man, i can make his eyes weak and watering, i  can loosen his teeth in his gums until a crust of bread will pull them out.  no one eats himself up quicker than a fit young man. \u2018i turn old men into children whimpering for food, and i turn five-year- olds into old men. it\u2019s all the same to me if they\u2019re young or old, ugly or  beautiful, and i make them all the same. i\u2019ve seen a lovely young woman  of twenty-five shrink back from the sight of herself in a mirror after she\u2019s  been living with me for a month or two. \u2018if i can\u2019t finish them off on my own, i groom them for my friends. a little  cold that wouldn\u2019t keep them in bed for half a day soon proves fatal when  it visits them after i\u2019ve been staying. \u2018i strip them of their thoughts. i take away their feelings. i get into their  blood. i am closer to them than they are to themselves. they can think of  no one else. \u2018my dear cousin, you have got to admit defeat.\u2019 [from chapter 5]   how does dunmore\u2019s writing portray hunger so powerfully at this moment in the novel? or 14 to what extent do you think dunmore portrays the women in the novel as more admirable  than the men?5 10 15 20 25 30",
+            "19": "19 0486/13/o/n/15 \u00a9 ucles 2015 [turn overturn to page 20 for question 15.",
+            "20": "20 0486/13/o/n/15 \u00a9 ucles 2015george eliot: silas \tmarner remember to support your ideas with details from the writing. either  15 read this extract, and then answer the question that follows it: baby was christened, the rector deciding that a double baptism was the  lesser risk to incur; and on this occasion silas, making himself as clean and  tidy as he could, appeared for the first time within the church, and shared  in the observances held sacred by his neighbours. he was quite unable, by  means of anything he heard or saw, to identify the raveloe religion with his  old faith: if he could at any time in his previous life have done so, it must have  been by the aid of a strong feeling ready to vibrate with sympathy, rather  than by a comparison of phrases and ideas; and now for long years that  feeling had been dormant. he had no distinct idea about the baptism and  the church-going, except that dolly had said it was for the good of the child;  and in this way, as the weeks grew to months, the child created fresh and  fresh links between his life and the lives from which he had hitherto shrunk  continually into narrower isolation. unlike the gold which needed nothing,  and must be worshipped in close-locked solitude \u2013 which was hidden away  from the daylight, was deaf to the song of birds, and started to no human  tones \u2013 eppie was a creature of endless claims and ever-growing desires,  seeking and loving sunshine, and living sounds, and living movements;  making trial of everything, with trust in new joy, and stirring the human  kindness in all eyes that looked on her. the gold had kept his thoughts in  an ever-repeated circle, leading to nothing beyond itself; but eppie was an  object compacted of changes and hopes that forced his thoughts onward,  and carried them far away from their old eager pacing towards the same  blank limit \u2013 carried them away to the new things that would come with  the coming years, when eppie would have learned to understand how her  father silas cared for her; and made him look for images of that time in   the ties and charities that bound together the families of his neighbours.  the gold had asked that he should sit weaving longer and longer, deafened  and blinded more and more to all things except the monotony of his loom  and the repetition of his web; but eppie called him away from his weaving, and  made him think all its pauses a holiday, reawakening his senses with her  fresh life, even to the old winter-flies that came crawling forth in the early  spring sunshine, and warming him into joy because she had joy. and when the sunshine grew strong and lasting, so that the buttercups  were thick in the meadows, silas might be seen in the sunny mid-day,  or in the late afternoon when the shadows were lengthening under the  hedgerows, strolling out with uncovered head to carry eppie beyond the  stone-pits to where the flowers grew, till they reached some favourite bank  where he could sit down, while eppie toddled to pluck the flowers, and  make remarks to the winged things that murmured happily above the bright  petals, calling \u2018dad-dad\u2019s\u2019 attention continually by bringing him the flowers.  then she would turn her ear to some sudden bird-note, and silas learned  to please her by making signs of hushed stillness, that they might listen for  the note to come again: so that when it came, she set up her small back  and laughed with gurgling triumph. sitting on the banks in this way, silas  began to look for the once familiar herbs again; and as the leaves, with  their unchanged outline and markings, lay on his palm, there was a sense  of crowding remembrances from which he turned away timidly, taking  refuge in eppie\u2019s little world, that lay lightly on his enfeebled spirit. [from chapter 14]5 10 15 20 25 30 35 40 45",
+            "21": "21 0486/13/o/n/15 \u00a9 ucles 2015 [turn over  how does eliot\u2019s writing movingly convey the impact of eppie on silas\u2019s life at this  moment in the novel? or 16 in what ways does eliot make the relationship between godfrey and nancy so  compelling?",
+            "22": "22 0486/13/o/n/15 \u00a9 ucles 2015susan hill:  i\u2019m\tthe\tking \tof\tthe\tcastle remember to support your ideas with details from the writing. either  17 read this extract, and then answer the question that follows it: kingshaw woke. the room was quite silent. he had dreamed it, then. he lay on his back, keeping his eyes tightly closed, and thinking about  why hooper might have disappeared for the rest of that day. he had been  waiting for him to come and say, \u2018y ou\u2019ve got to go into the copse, now, i  shall come to the window and watch you, you\u2019ve got to go right in, and if  you don\u2019t \u2026\u2019 but hooper had not come near. what kingshaw thought was, hooper is not very used to being a bully.  he is trying it out, he is just learning. because he was not like the usual  bullies he had known at school. he could cope with them, they had simple,  and transparent minds. in any case, they rarely bothered him, now. he had  ways of dealing with them. but hooper was unpredictable. clever. inventive. there was a sound outside on the landing, a sort of shuffle. but warings  was that sort of house, it moved and creaked all the time, it was old and  the doors and windows did not shut properly. kingshaw turned his head and then opened his eyes, to look at the  clock. he never liked to open his eyes in this room, at night, he could not  stop himself thinking about hooper\u2019s grandfather, lying dead. what he saw first was not the clock. there was a thin beam of moonlight  coming into the room, and a shape upon his bed, about half way down. he  could not at all make out what it was. he listened. somebody had been in  his room, but there was no sound, now, from outside the door. he thought, make me put the light on, i mustn\u2019t be too scared to put the  light on, i\u2019ve got to see. but he dared not reach out his hand, he lay stiff, his  eyes wide open. nothing moved. he did not move. but he had to see, had to know. make me, make me put on the light \u2026 he reached out his left hand swiftly, and found the switch and pressed it  before he could stop himself. he looked. he knew at once that the crow was not real, that it was stuffed and dead.  somehow, that only made it so much worse. its claws were gripping the  sheet. it was very big. kingshaw lay stiff, and did not scream, did not make any sound at all.  he was dry and faint with fear of the thing, though his brain still worked,  he knew who had brought it, he knew that hooper was still waiting out in  the corridor, must have seen the light go on. hooper wanted him to be  frightened, to scream and cry and shout for his mother. he would not do  that. there was nothing, nothing at all, that he could do to help himself.  he wanted to lift up his leg quickly, and topple the terrible bird on to the  floor, out of sight, not to have it there, pressing down on his thigh. but if  he moved at all, it might fall the wrong way \u2013 forwards, nearer to him. he  would not be able to touch it with his hand. he must put out the light. hooper was still waiting, listening. he managed  it, eventually, but he dared not draw his hand back into the bed. he lay with  his eyes squeezed shut, and a burning pain in his bladder. he was afraid  of wetting the bed. he wished to be dead, he wished hooper dead. but  there was nothing, nothing he could do. in the end, towards morning, he  half-slept. when he woke again, it was just after six o\u2019clock. the crow looked even  less real, now, but much larger. he lay and waited for the beak to open so 5 10 15 20 25 30 35 40 45",
+            "23": "23 0486/13/o/n/15 \u00a9 ucles 2015 [turn overthat he would see the scarlet inside of its mouth, for it to rise up and swoop  down at him, making for his eyes. he thought, it\u2019s stupid, it\u2019s stupid, it\u2019s only  a stupid, rotten bird. he took one deep breath, and then closed his eyes  and rolled over, out of bed on to the floor. then, ran. he sat for a long time  on the lavatory. the house was quite silent. he wondered what he could do with the thing, how he could possibly get  rid of it. now it was daylight, he would be even more afraid of touching it  with his bare hands, but he wouldn\u2019t tell anyone about its presence in his  room. it would have to stay there, then, lie on the floor beside his bed, night  after night, until mrs boland came to clean and took it away. but when he got back, the crow had gone. [from chapter 3]   how effectively does hill\u2019s writing create a sense of terror at this moment in the novel? or 18 to what extent does hill make the adults in the novel difficult to admire?50 55",
+            "24": "24 0486/13/o/n/15 \u00a9 ucles 2015robert louis stevenson: the\tstrange \tcase \tof\tdr\tjekyll \tand\tmr\thyde remember to support your ideas with details from the writing. either  19 read this extract, and then answer the question that follows it:  \u201810th december, 18\u2014 \u2018dear lanyon,\u2014y ou are one of my oldest friends; and although we may  have differed at times on scientific questions, i cannot remember, at least  on my side, any break in our affection. there was never a day when, if you  had said to me, \u201cjekyll, my life, my honour, my reason, depend upon you,\u201d  i would not have sacrificed my fortune or my left hand to help you. lanyon,  my life, my honour, my reason, are all at your mercy; if you fail me to-night,  i am lost. y ou might suppose, after this preface, that i am going to ask you  for something dishonourable to grant. judge for yourself. \u2018i want you to postpone all other engagements for to-night\u2014ay, even if  you were summoned to the bedside of an emperor; to take a cab, unless  your carriage should be actually at the door; and with this letter in your  hand for consultation, to drive straight to my house. poole, my butler, has  his orders; you will find him waiting your arrival with a locksmith. the door  of my cabinet is then to be forced; and you are to go in alone; to open the  glazed press (letter e) on the left hand, breaking the lock if it be shut; and  to draw out, with all its contents as they stand , the fourth drawer from the  top or (which is the same thing) the third from the bottom. in my extreme  distress of mind, i have a morbid fear of misdirecting you; but even if i am  in error, you may know the right drawer by its contents: some powders, a  phial and a paper book. this drawer i beg of you to carry back with you to  cavendish square exactly as it stands. \u2018that is the first part of the service: now for the second. y ou should be  back, if you set out at once on the receipt of this, long before midnight; but  i will leave you that amount of margin, not only in the fear of one of those  obstacles that can neither be prevented nor foreseen, but because an hour  when your servants are in bed is to be preferred for what will then remain  to do. at midnight, then, i have to ask you to be alone in your consulting  room, to admit with your own hand into the house a man who will present  himself in my name, and to place in his hands the drawer that you will have  brought with you from my cabinet. then you will have played your part  and earned my gratitude completely. five minutes, afterwards, if you insist  upon an explanation, you will have understood that these arrangements  are of capital importance; and that by the neglect of one of them, fantastic  as they must appear, you might have charged your conscience with my  death or the shipwreck of my reason. \u2018confident as i am that you will not trifle with this appeal, my heart sinks  and my hand trembles at the bare thought of such a possibility. think of me  at this hour, in a strange place, labouring under a blackness of distress that  no fancy can exaggerate, and yet well aware that, if you will but punctually  serve me, my troubles will roll away like a story that is told. serve me, my  dear lanyon, and save  \u2018y our friend,  \u2018h. j. \u2018p .s. i had already sealed this up when a fresh terror struck upon my  soul. it is possible that the post office may fail me, and this letter not come  into your hands until to-morrow morning. in that case, dear lanyon, do my 5 10 15 20 25 30 35 40 45",
+            "25": "25 0486/13/o/n/15 \u00a9 ucles 2015 [turn overerrand when it shall be most convenient for you in the course of the day;  and once more expect my messenger at midnight. it may then already be  too late; and if that passes without event, you will know that you have seen  the last of henry jekyll.\u2019 [from chapter 9, \u2018dr lanyon\u2019s narrative\u2019 ]   how does stevenson\u2019s writing vividly convey jekyll\u2019s desperation to you at this moment  in the novel? or 20 explore the ways in which stevenson makes the final night and death of dr jekyll  /  mr hyde so dramatic.50",
+            "26": "26 0486/13/o/n/15 \u00a9 ucles 2015from  stories \tof\tourselves remember to support your ideas with details from the writing. either  21 read this extract from sandpiper  (by ahdaf soueif), and then answer the question that  follows it: i lean against the wall of my room and count: twelve years ago, i met  him. eight years ago, i married him. six years ago, i gave birth to his child. for eight summers we have been coming here; to the beach-house  west of alexandria. the first summer had not been a time of reflection;  my occupation then had been to love my husband in this \u2013 to me \u2013 new  and different place. to love him as he walked towards my parasol, shaking  the water from his black hair, his feet sinking into the warm, hospitable  sand. to love him as he carried his nephew on his shoulders into the sea,  threw him in, caught him and hoisted him up again; a colossus bestriding  the waves. to love him as he played backgammon with his father in the  evening, the slam of counters and the clatter of dice resounding on the  patio while, at the dining-room table, his sister showed me how to draw  their ornate, circular script. to love this new him, who had been hinted at  but never revealed when we lived in my northern land, and who after a long  absence, had found his way back into the heart of his country, taking me  along with him. we walked in the sunset along the water\u2019s edge, kicking at  the spray, my sun-hat fallen on my back, my hand, pale bronze in his burnt  brown, my face no doubt mirroring his: aglow with health and love; a young  couple in a glitzy commercial for life insurance or a two-week break in the  sun. my second summer here was the sixth summer of our love \u2013 and the  last of our happiness. carrying my child and loving her father, i sat on  the beach, dug holes in the sand and let my thoughts wander. i thought  about our life in my country, before we were married: four years in the cosy  flat, precarious on top of a roof in a georgian square, him meeting me at  the bus-stop when i came back from work, sundays when it did not rain  and we sat in the park with our newspapers, late nights at the movies. i  thought of those things and missed them \u2013 but with no great sense of loss.  it was as though they were all there, to be called upon, to be lived again  whenever we wanted. i looked out to sea and, now i realise, i was trying to work out my  co-ordinates. i thought a lot about the water and the sand as i sat there  watching them meet and flirt and touch. i tried to understand that i was  on the edge, the very edge of africa; that the vastness ahead was nothing  compared to what lay behind me. but \u2013 even though i\u2019d been there and  seen for myself its never-ending dusty green interior, its mountains, the big  sky, my mind could not grasp a world that was not present to my senses \u2013 i  could see the beach, the waves, the blue beyond, and cradling them all,  my baby. i sat with my hand on my belly and waited for the tiny eruptions, the small  flutterings, that told me how she lay and what she was feeling. gradually,  we came to talk to each other. she would curl into a tight ball in one corner  of my body until, lopsided and uncomfortable, i coaxed and prodded her  back into a more centred, relaxed position. i slowly rubbed one corner  of my belly until there , aimed straight at my hand, i felt a gentle punch. i  tapped and she punched again. i was twenty-nine. for seventeen years my  body had waited to conceive, and now my heart and mind had caught up 5 10 15 20 25 30 35 40 45",
+            "27": "27 0486/13/o/n/15 \u00a9 ucles 2015with it. nature had worked admirably; i had wanted the child through my  love for her father and how i loved her father that summer. my body could  not get enough of him. his baby was snug inside me and i wanted him  there too. from where i stand now, all i can see is dry, solid white. the white glare,  the white wall, and the white path, narrowing in the distance. i should have gone. no longer a serrating thought but familiar and dull.  i should have gone. on that swirl of amazed and wounded anger when,  knowing him as i did, i first sensed that he was pulling away from me, i  should have gone. i should have turned, picked up my child and gone.   how does soueif make this passage so moving? or 22 what makes the writer\u2019s portrayal of a young person so memorable in either  her first  ball (by katherine mansfield) or the son\u2019s veto  (by thomas hardy)?50 55",
+            "28": "28 0486/13/o/n/15 \u00a9 ucles 2015blank page permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. every reasonable  effort has been made by the publisher (ucles) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the publisher will  be pleased to make amends at the earliest possible opportunity. to avoid the issue of disclosure of answer-related information to candidates, all copyright acknowledgements are reproduced online in the cambridge international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download at www.cie.org.uk after  the live examination series. 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."
+        },
+        "0486_w15_qp_21.pdf": {
+            "1": "this document consists of 13 printed pages, 3 blank pages and 1 insert. dc (st) 128458 \u00a9 ucles 2015  [turn over * 0 3 1 4 9 7 4 4 6 7 *literature (english)  0486/21 paper 2  drama  october/november 2015  1 hour 30 minutes no additional materials are required. read these instructions first an answer booklet is provided inside this question paper. y ou should follow the instructions on the front cover  of the answer booklet. if you need additional answer paper ask the invigilator for a continuation booklet. answer two questions. y ou must answer one passage-based question (marked *) and one essay question (marked \u2020). y our questions must be on two different plays. all questions in this paper carry equal marks. the syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificate.cambridge international examinations cambridge international general certificate of secondary education",
+            "2": "2 0486/21/o/n/15 \u00a9 ucles 2015arthur miller: all my sons remember to support your ideas with details from the text. either  *1 read this passage, and then answer the question that follows it: keller:\t george \u2013 hey, you kissed it out of my head \u2013 your brother\u2019s on  the phone. ann\t [surprised \t \t]: my brother? keller:\t y eah, george. long distance. ann:\t what\u2019s the matter, is anything wrong? keller:\t i don\u2019t know, kate\u2019s talking to him. hurry up, she\u2019ll cost him  five dollars. ann\t [takes \ta\tstep\tupstage, \tthen\tcomes \tdown \ttowards \tchris]: i  wonder if we ought to tell your mother yet? i mean i\u2019m not very  good in an argument. chris:\t we\u2019ll wait till tonight. after dinner. now don\u2019t get tense, just  leave it to me. keller:\t what\u2019re you telling her? chris:\t go ahead, ann. [ with\tmisgivings,  ann goes \tup\tand\t into\thouse. ] we\u2019re getting married, dad. [keller nods \t indecisively. ] well, don\u2019t you say anything? keller\t [distracted \t \t]: i\u2019m glad, chris, i\u2019m just \u2013 george is calling from  columbus. chris:\t columbus! keller:\t did annie tell you he was going to see his father today? chris:\t no, i don\u2019t think she knew anything about it. keller\t [asking \tuncomfortably ]: chris! y ou \u2013 you think you know her  pretty good? chris\t [hurt\tand\tapprehensive ]: what kind of a question? keller:\t i\u2019m just wondering. all these years george don\u2019t go to see his  father. suddenly he goes \u2026 and she comes here. chris:\t well, what about it? keller:\t it\u2019s crazy, but it comes to my mind. she don\u2019t hold nothin\u2019  against me, does she? chris\t [angry ]: i don\u2019t know what you\u2019re talking about. keller\t [a\tlittle\tmore \tcombatively ]: i\u2019m just talkin\u2019. to his last day in  court the man blamed it all on me; and this is his daughter. i  mean if she was sent here to find out something? chris\t [angered ]: why? what is there to find out? ann\t [on\tphone, \toffstage ]: why are you so excited, george? what  happened there? keller:\t i mean if they want to open up the case again, for the nuisance  value, to hurt us?5 10 15 20 25 30 35",
+            "3": "3 0486/21/o/n/15 \u00a9 ucles 2015 [turn overchris:\t dad \u2026 how could you think that of her? ann\t [still\ton\tphone ]: but what did he say to you, for god\u2019s sake?   together keller:\t it couldn\u2019t be, heh. y ou know. chris:\t dad, you amaze me \u2026 keller\t [breaking \tin]: all right, forget it, forget it. [ with\tgreat \tforce, \t moving \tabout \t \t] i want a clean start for you, chris. i want a new  sign over the plant \u2013 christopher keller, incorporated. chris\t [a\tlittle\tuneasily ]: j. o. keller is good enough. keller:\t we\u2019ll talk about it. i\u2019m going to build you a house, stone, with  a driveway from the road. i want you to spread out, chris, i  want you to use what i made for you. [ he\tis\tclose \tto\thim\tnow. ]  i mean, with joy, chris, without shame \u2026 with joy. chris\t [touched \t \t]: i will, dad. keller\t [with\tdeep \temotion ]: say it to me. chris:\t why? keller:\t because sometimes i think you\u2019re \u2026ashamed of the money. chris:\t no, don\u2019t feel that. keller:\t because it\u2019s good money, there\u2019s nothing wrong with that  money. chris\t [a\tlittle\tfrightened \t \t]: dad, you don\u2019t have to tell me this. keller\t [\u2013\twith\toverriding \taffection \tand\tself-confidence \tnow.\the\tgrips \t chris by\tthe\tback \tof\tthe\tneck, \tand\twith\tlaughter \tbetween \t his\tdetermined \tjaws ]: look, chris, i\u2019ll go to work on mother  for you. we\u2019ll get her so drunk tonight we\u2019ll all get married!  [steps \taway, \twith\ta\twide \tgesture \tof\this\tarm. ] there\u2019s gonna  be a wedding, kid, like there never was seen! champagne,  tuxedos \u2013 ! \t   [he\tbreaks \toff\tas\tann\u2019s \tvoice \tcomes \tout\tloud\tfrom\tthe\t house \twhere \tshe\tis\tstill\ttalking \ton\tphone. ] ann:\t simply because when you get excited you don\u2019t control  yourself. \u2026 [mother comes \tout\tof\thouse .] well, what did he  tell you for god\u2019s sake? [ pause. ] all right, come then. [ pause. ]  y es, they\u2019ll all be here. nobody\u2019s running away from you. and  try to get hold of yourself, will you? [ pause. ] all right, all right.  good-bye. [ there \tis\ta\tbrief\tpause \tas\tann \thangs \tup\treceiver, \t then\tcomes \tout\tof\tkitchen. ] [from\tact\t1]     explore the ways in which miller makes this such a dramatic and significant moment in  the play. or  \u20202  in what ways does miller memorably convey the relationship between joe keller and his  son chris?40 45 50 55 60 65 70 75",
+            "4": "4 0486/21/o/n/15 \u00a9 ucles 2015j. b. priestley: an inspector calls remember to support your ideas with details from the text. either  *3 read this passage, and then answer the question that follows it: inspector:\t mrs birling, you\u2019re a member \u2013 a prominent member \u2013 of the  brumley women\u2019s charity organization, aren\u2019t you? content removed due to copyright restrictions.",
+            "5": "5 0486/21/o/n/15 \u00a9 ucles 2015 [turn overmrs\tbirling\t [stung ]: y es, it was. i didn\u2019t like her manner.  [from\tact\t2]    in what ways does priestley make this moment in the play so dramatic and revealing? or  \u20204 does priestley\u2019s writing make it possible for you to have any sympathy for sheila?content removed due to copyright restrictions.",
+            "6": "6 0486/21/o/n/15 \u00a9 ucles 2015william shakespeare: the merchant of venice remember to support your ideas with details from the text. either  *5 read this passage, and then answer the question that follows it: portia:\t          why then, thus it is: y ou must prepare your bosom for his knife. shylock:\t o noble judge! o excellent young man! portia:\t for the intent and purpose of the law hath full relation to the penalty,   which here appeareth due upon the bond. shylock:\t \u2019tis very true. o wise and upright judge, how much more elder art thou than thy looks! portia:\t therefore, lay bare your bosom. shylock:\t               ay, his breast \u2013 so says the bond; doth it not, noble judge?   \u2018nearest his heart\u2019, those are the very words. portia:\t it is so. are there balance here to weigh  the flesh? shylock:\t  i have them ready. portia:\t have by some surgeon, shylock, on your charge, to stop his wounds, lest he do bleed to death. shylock:\t is it so nominated in the bond? portia:\t it is not so express\u2019d, but what of that? \u2019twere good you do so much for charity. shylock:\t i cannot find it; \u2019tis not in the bond. portia:\t y ou, merchant, have you anything to say? antonio:\t but little: i am arm\u2019d and well prepar\u2019d. give me your hand bassanio; fare you well.   grieve not that i am fall\u2019n to this for you,   for herein fortune shows herself more kind   than is her custom. it is still her use   to let the wretched man outlive his wealth,   to view with hollow eye and wrinkled brow   an age of poverty; from which ling\u2019ring penance   of such misery doth she cut me off.   commend me to your honourable wife;   tell her the process of antonio\u2019s end;   say how i lov\u2019d you; speak me fair in death;   and, when the tale is told, bid her be judge   whether bassanio had not once a love.   repent but you that you shall lose your friend,   and he repents not that he pays your debt;   for if the jew do cut but deep enough,   i\u2019ll pay it instantly with all my heart. bassanio:\t antonio, i am married to a wife which is as dear to me as life itself;   but life itself, my wife, and all the world,   are not with me esteem\u2019d above thy life;   i would lose all, ay, sacrifice them all   here to this devil, to deliver you.5 10 15 20 25 30 35 40 45",
+            "7": "7 0486/21/o/n/15 \u00a9 ucles 2015 [turn overportia:\t y our wife would give you little thanks for that, if she were by to hear you make the offer, gratiano:\t i have a wife who i protest i love; i would she were in heaven, so she could   entreat some power to change this currish jew. nerissa:\t \u2019tis well you offer it behind her back; the wish would make else an unquiet house. shylock:\t [aside ]: these be the christian husbands! i have a daughter \u2013 would any of the stock of barrabas   had been her husband, rather than a christian! \u2013   we trifle time; i pray thee pursue sentence. portia:\t a pound of that same merchant\u2019s flesh is thine. the court awards it and the law doth give it.  [from\tact\t4\tscene \t1]    how does shakespeare make this such a powerful and memorable moment in the play? or  \u20206 how far does shakespeare\u2019s writing convince you that bassanio deserves portia?50 55",
+            "8": "8 0486/21/o/n/15 \u00a9 ucles 2015william shakespeare: a midsummer night\u2019s dream remember to support your ideas with details from the text. either  *7 read this passage, and then answer the question that follows it: helena:\t good hermia, do not be so bitter with me. i evermore did love you, hermia,   did ever keep your counsels, never wrong\u2019d you;   save that, in love unto demetrius,   i told him of your stealth unto this wood.   he followed you; for love i followed him;   but he hath chid me hence, and threat\u2019ned me   to strike me, spurn me, nay, to kill me too;   and now, so you will let me quiet go,   to athens will i bear my folly back,   and follow you no further. let me go.   y ou see how simple and how fond i am. hermia:\t why, get you gone! who is\u2019t that hinders you? helena:\t a foolish heart that i leave here behind. hermia:\t what! with lysander? helena:\t           with demetrius. lysander:\t be not afraid; she shall not harm thee, helena. demetrius:\t no, sir, she shall not, though you take her part. helena:\t o, when she is angry, she is keen and shrewd; she was a vixen when she went to school;   and, though she be but little, she is fierce. hermia:\t \u2018little\u2019 again! nothing but \u2018low\u2019 and \u2018little\u2019! why will you suffer her to flout me thus?   let me come to her. lysander:\t          get you gone, you dwarf; y ou minimus, of hind\u2019ring knot-grass made;   y ou bead, you acorn. demetrius:\t          y ou are too officious in her behalf that scorns your services.   let her alone; speak not of helena;   take not her part; for if thou dost intend   never so little show of love to her,   thou shalt aby it. lysander:\t        now she holds me not. now follow, if thou dar\u2019st, to try whose right,   of thine or mine, is most in helena. demetrius:\t follow! nay, i\u2019ll go with thee, cheek by jowl. \t  [exeunt \tl ysander \tand\tdemetrius . hermia:\t y ou, mistress, all this coil is long of you. nay, go not back. helena:\t         i will not trust you, i; nor longer stay in your crust company.   y our hands than mine are quicker for a fray;   my legs are longer though, to run away. \t           [exit.5 10 15 20 25 30 35 40 45",
+            "9": "9 0486/21/o/n/15 \u00a9 ucles 2015 [turn overhermia:\t i am amaz\u2019d, and know not what to say.   [exit. oberon:\t this is thy negligence. still thou mistak\u2019st, or else committ\u2019st thy knaveries wilfully. puck:\t believe me, king of shadows, i mistook. did not you tell me i should know the man   by the athenian garments he had on?   and so far blameless proves my enterprise   that i have \u2019nointed an athenian\u2019s eyes;   and so far am i glad it so did sort,   as this their jangling i esteem a sport. oberon:\t thou seest these lovers seek a place to fight. hie therefore, robin, overcast the night;   the starry welkin cover thou anon   with drooping fog as black as acheron,   and lead these testy rivals so astray   as one come not within another\u2019s way.   like to lysander sometime frame thy tongue,   then stir demetrius up with bitter wrong;   and sometime rail thou like demetrius;   and from each other look thou lead them thus,   till o\u2019er their brows death-counterfeiting sleep   with leaden legs and batty wings doth creep.   then crush this herb into lysander\u2019s eye;   whose liquor hath this virtuous property,   to take from hence all error with his might   and make his eyeballs roll with wonted sight.   when they next wake, all this derision   shall seem a dream and fruitless vision;   and back to athens shall the lovers wend   with league whose date till death shall never end.   whiles i in this affair do thee employ,   i\u2019ll to my queen, and beg her indian boy;   and then i will her charmed eye release   from monster\u2019s view, and all things shall be peace.  [from\tact\t3\tscene \t2]     in what ways does shakespeare make this such a dramatic and significant moment in  the play? or  \u20208  explore the ways in which shakespeare makes the wood such a memorable setting in  a\tmidsummer \tnight\u2019s \tdream .50 55 60 65 70 75 80",
+            "10": "10 0486/21/o/n/15 \u00a9 ucles 2015william shakespeare: the tempest remember to support your ideas with details from the text. either  *9 read this passage, and then answer the question that follows it: \t enter  caliban ,\twith\ta\tburden \tof\twood. \t a\tnoise \tof\tthunder \theard. caliban:\t all the infections that the sun sucks up from bogs, fens, flats, on prosper fall, and make him   by inch-meal a disease! his spirits hear me,   and yet i needs must curse. but they\u2019ll nor pinch,   fright me with urchin-shows, pitch me i\u2019 th\u2019 mire,   nor lead me, like a firebrand, in the dark   out of my way, unless he bid \u2019em; but   for every trifle are they set upon me;   sometime like apes that mow and chatter at me,   and after bite me; then like hedgehogs which   lie tumbling in my barefoot way, and mount   their pricks at my footfall; sometime am i   all wound with adders, who with cloven tongues   do hiss me into madness. enter \ttrinculo . \t             lo, now, lo! here comes a spirit of his, and to torment me   for bringing wood in slowly. i\u2019ll fall flat;   perchance he will not mind me. trinculo:\t here\u2019s neither bush nor shrub to bear off any weather at all,  and another storm brewing; i hear it sing i\u2019 th\u2019 wind.   y ond same black cloud, yond huge one, looks like a foul  bombard that would shed his liquor. if it should thunder as  it did before, i know not where to hide my head. y ond same  cloud cannot choose but fall by pailfuls. what have we here?  a man or a fish? dead or alive? a fish: he smells like a fish; a  very ancient and fish-like smell; a kind of not-of-the-newest  poor-john. a strange fish! were i in england now, as once i  was, and had but this fish painted, not a holiday fool there but  would give a piece of silver. there would this monster make  a man; any strange beast there makes a man; when they will  not give a doit to relieve a lame beggar, they will lay out ten to  see a dead indian. legg\u2019d like a man, and his fins like arms!  warm, o\u2019 my troth! i do now let loose my opinion; hold it no  longer: this is no fish, but an islander, that hath lately suffered  by a thunderbolt. \t [thunder ] alas, the storm is come again! my best way  is to creep under his gaberdine; there is no other shelter  hereabout. misery acquaints a man with strange bedfellows. i  will here shroud till the dregs of the storm be past. enter \tstephano \tsinging; \ta\tbottle \tin\this\thand. stephano:\t i shall no more to sea, to sea, here shall i die ashore \u2013   this is a very scurvy tune to sing at a man\u2019s funeral; well,  here\u2019s my comfort.  [drinks .5 10 15 20 25 30 35 40 45",
+            "11": "11 0486/21/o/n/15 \u00a9 ucles 2015 [turn over\t  the master, the swabber, the boatswain, and i,  the gunner, and his mate,    lov\u2019d mall, meg, and marian, and margery,    but none of us car\u2019d for kate;    for she had a tongue with a tang,    would cry to a sailor \u2018go hang!\u2019    she lov\u2019d not the savour of tar nor of pitch,    y et a tailor might scratch her where\u2019er she did itch.    then to sea, boys, and let her go hang! \t this is a scurvy tune too; but here\u2019s my comfort.  [drinks . caliban:\t do not torment me. o! stephano:\t what\u2019s the matter? have we devils here? do you put tricks  upon\u2019s with savages and men of ind? ha! i have not scap\u2019d  drowning to be afeard now of your four legs; for it hath been  said: as proper a man as ever went on four legs cannot make  him give ground; and it shall be said so again, while stephano  breathes at nostrils. caliban:\t the spirit torments me. o! stephano:\t this is some monster of the isle with four legs, who hath got,  as i take it, an ague. where the devil should he learn our  language? i will give him some relief, if it be but for that. if i  can recover him, and keep him tame, and get to naples with  him, he\u2019s a present for any emperor that ever trod on neat\u2019s  leather. caliban:\t do not torment me, prithee; i\u2019ll bring my wood home faster. stephano:\t he\u2019s in his fit now, and does not talk after the wisest. he shall  taste of my bottle; if he have never drunk wine afore, it will  go near to remove his fit. if i can recover him, and keep him  tame, i will not take too much for him; he shall pay for him that  hath him, and that soundly. caliban:\t thou dost me yet but little hurt; thou wilt anon, i know it by thy  trembling; now prosper works upon thee.  [from\tact\t2\tscene \t2]    how does shakespeare make this such a memorable moment in the play? or  \u202010 to what extent do you think that shakespeare portrays prospero as a cruel master?50 55 60 65 70 75",
+            "12": "12 0486/21/o/n/15 \u00a9 ucles 2015oscar wilde: the importance of being earnest remember to support your ideas with details from the text. either  *11 read this passage, and then answer the question that follows it: cecily:\t uncle jack! oh, i am pleased to see you back. but what horrid  clothes you have got on. do go and change them. miss \tprism:\t cecily! chasuble:\t my child! my child. [cecil y goes \ttowards  jack; \the\tkisses \ther\t brow \tin\ta\tmelancholy \tmanner. ] cecily:\t what is the matter, uncle jack? do look happy! y ou look as  if you had toothache, and i have got such a surprise for you.  who do you think is in the dining-room? y our brother! jack:\t who? cecily:\t y our brother ernest. he arrived about half an hour ago. jack:\t what nonsense! i haven\u2019t got a brother. cecily:\t oh, don\u2019t say that. however badly he may have behaved  to you in the past he is still your brother. y ou couldn\u2019t be so  heartless as to disown him. i\u2019ll tell him to come out. and you  will shake hands with him, won\u2019t you, uncle jack? [ runs \tback \t into\tthe\thouse. ] chasuble:\t these are very joyful tidings. miss \tprism:\t after we had all been resigned to his loss, his sudden return  seems to me peculiarly distressing. jack:\t my brother is in the dining-room? i don\u2019t know what it all  means. i think it is perfectly absurd. \t [enter \talgernon \tand\tcecil y \thand \tin\thand. \tthey \tcome \t slowly \tup\tto\tjack .] jack:\t good heavens! [ motions  algernon away .] algernon:\t brother john, i have come down from town to tell you that i  am very sorry for all the trouble i have given you, and that i  intend to lead a better life in the future. [jack glares \tat\thim\t and\tdoes \tnot\ttake\this\thand. ] cecily:\t uncle jack, you are not going to refuse your own brother\u2019s  hand? jack:\t nothing will induce me to take his hand. i think his coming  down here disgraceful. he knows perfectly well why. cecily:\t uncle jack, do be nice. there is some good in everyone.  ernest has just been telling me about his poor invalid friend  mr bunbury whom he goes to visit so often. and surely there  must be much good in one who is kind to an invalid, and  leaves the pleasures of london to sit by a bed of pain. jack:\t oh! he has been talking about bunbury, has he? cecily:\t y es, he has told me all about poor mr bunbury, and his terrible  state of health. jack:\t bunbury! well, i won\u2019t have him talk to you about bunbury or  about anything else. it is enough to drive one perfectly frantic. algernon:\t of course i admit that the faults were all on my side. but i must  say that i think that brother john\u2019s coldness to me is peculiarly 5 10 15 20 25 30 35 40",
+            "13": "13 0486/21/o/n/15 \u00a9 ucles 2015painful. i expected a more enthusiastic welcome especially  considering it is the first time i have come here. cecily:\t uncle jack, if you don\u2019t shake hands with ernest i will never  forgive you. jack:\t never forgive me? cecily:\t never, never, never! jack:\t well, this is the last time i shall ever do it. [ shakes \thands \twith\t algernon \tand\tglares. ] chasuble:\t it\u2019s pleasant, is it not, to see so perfect a reconciliation? i think  we might leave the two brothers together. miss \tprism:\t cecily, you will come with us. cecily:\t certainly, miss prism. my little task of reconciliation is over. chasuble:\t y ou have done a beautiful action today, dear child. miss \tprism:\t we must not be premature in our judgements. cecily:\t i feel very happy. [ they \tall\tgo\toff\texcept \tjack \tand\t algernon .] jack:\t y ou young scoundrel, algy, you must get out of this place as  soon as possible. i don\u2019t allow any bunburying here. \t [enter  merriman.] merriman:\t i have put mr ernest\u2019s things in the room next to yours, sir. i  suppose that is all right? jack:\t what? merriman:\t mr ernest\u2019s luggage, sir. i have unpacked it and put it in the  room next to your own. jack:\t his luggage? merriman:\t y es, sir. three portmanteaus, a dressing-case, two hat-boxes,  and a large luncheon-basket. algernon:\t i am afraid i can\u2019t stay more than a week this time.  [from\tact\t2]    how does wilde make this moment in the play so entertaining? or  \u202012  explore the ways in which wilde makes the relationship between dr chasuble and  miss  prism so delightfully amusing.45 50 55 60 65 70",
+            "14": "14 0486/21/o/n/15 \u00a9 ucles 2015blank page",
+            "15": "15 0486/21/o/n/15 \u00a9 ucles 2015blank page",
+            "16": "16 0486/21/o/n/15 \u00a9 ucles 2015blank page permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. every reasonable  effort has been made by the publisher (ucles) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the publisher will  be pleased to make amends at the earliest possible opportunity. to avoid the issue of disclosure of answer-related information to candidates, all copyright acknowledgements are reproduced online in the cambridge international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download at www.cie.org.uk after  the live examination series. 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."
+        },
+        "0486_w15_qp_22.pdf": {
+            "1": "this document consists of 13 printed pages and 3 blank pages, and 1 insert. dc (st) 128457 \u00a9 ucles 2015  [turn overcambridge international examinations cambridge international general certificate of secondary education * 2 8 3 8 1 8 0 3 2 0 *literature (english)  0486/22 paper 2  drama  october/november 2015  1 hour 30 minutes no additional materials are required. read these instructions first an answer booklet is provided inside this question paper. y ou should follow the instructions on the front cover  of the answer booklet. if you need additional answer paper ask the invigilator for a continuation booklet. answer two questions. y ou must answer one passage-based question (marked *) and one essay question (marked \u2020). y our questions must be on two different plays. all questions in this paper carry equal marks. the syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificate.",
+            "2": "2 0486/22/o/n/15 \u00a9 ucles 2015arthur miller: all my sons remember to support your ideas with details from the text. either  *1 read this extract, and then answer the question that follows it: \t [mother comes \tout.\tshe\tcarries \ta\tpot\tof\tstring \tbeans .] mother:\t it\u2019s her day off, what are you crabbing about? chris\t [to mother]: isn \u2019t annie finished eating? mother\t [looking \taround \tpreoccupiedly \tat\tyard]: she \u2019ll be right  out. [ moves .] that wind did some job on this place. [ of\t the\ttree.] so much for that, thank god. keller\t [indicating \tchair \tbeside \thim]: sit down, take it easy. mother  [pressing \ther\thand \tto\ttop\tof\ther\thead ]: i\u2019ve got such a  funny pain on the top of my head. chris:  can i get you an aspirin?  [mother picks \ta\tfew\tpetals \toff\tground, \tstands \tthere \t smelling \tthem \tin\ther\thand, \tthen\tsprinkles \tthem \tover\t plants .] mother:  no more roses. it \u2019s so funny ... everything decides to  happen at the same time. this month is his birthday;  his tree blows down, annie comes. everything that  happened seems to be coming back. i was just down  the cellar, and what do i stumble over? his baseball  glove. i haven \u2019t seen it in a century. chris:  don\u2019t you think annie looks well? mother:  fine. there \u2019s no question about it. she \u2019s a beauty. ... i  still don \u2019t know what brought her here. not that i \u2019m not  glad to see her, but \u2013 chris:  i just thought we \u2019d all like to see each other again.  [mother just\tlooks \tat\thim,\tnodding \tever\tso\tslightly \t\u2013 almost \tas\tthough \tadmitting \tsomething .] and i wanted to  see her myself. mother  [as\ther\tnods \thalt,\tto keller]: the only thing is i think  her nose got longer. but i \u2019ll always love that girl. she \u2019s  one that didn \u2019t jump into bed with somebody else as  soon as it happened with her fella. keller\t [as\tthough \tthat\twere \timpossible \tfor\tannie ]: oh, what \u2019re  you \u2013 ? mother:  never mind. most of them didn \u2019t wait till the telegrams  were opened. i \u2019m just glad she came, so you can see  i\u2019m not completely  out of my mind. [ sits,\tand\trapidly \t breaks \tstring \tbeans \tin\tthe\tpot.] chris:  just because she isn \u2019t married doesn\u2019t mean she\u2019s  been mourning larry. mother  [with\tan\tundercurrent \tof\tobservation ]: why then isn \u2019t  she? chris  [a\tlittle\tflustered ]: well ... it could \u2019ve been any number of  things. mother  [directly \tat\thim]: like what, for instance? chris  [embarrassed, \tbut\tstanding \this\tground ]: i don \u2019t know.  whatever it is. can i get you an aspirin?  [mother puts\ther\thand \tto\ther\thead. \tshe\tgets\tup\tand\t goes \taimlessly \ttowards \tthe\ttrees \ton\trising .] mother:  it\u2019s not like a headache.5 10 15 20 25 30 35 40 45",
+            "3": "3 0486/22/o/n/15 \u00a9 ucles 2015 [turn overkeller:\t y ou don \u2019t sleep, that \u2019s why. she \u2019s wearing out more  bedroom slippers than shoes. mother:  i had a terrible night. [ she\tstops \tmoving .] i never had a  night like that. chris  [looking \tat\tkeller ]: what was it, mom? did you  dream? mother:  more, more than a dream. chris  [hesitantly ]: about larry? mother:  i was fast asleep, and \u2013 [ raising \ther\tarm\tover\tthe\t audience .] remember the way he used to fly low past  the house when he was in training? when we used to  see his face in the cockpit going by? that \u2019s the way i  saw him. only high up. way, way up, where the clouds  are. he was so real i could reach out and touch him. and  suddenly he started to fall. and crying, crying to me  ...  mom, mom! i could hear him like he was in the room.  mom! ... it was his voice! if i could touch him i knew i  could stop him, if i could only \u2013 [ breaks \toff,\tallowing \ther\t outstretched \thand \tto\tfall.] i woke up and it was so funny  \u2013 the wind  ... it was like the roaring of his engine. i came  out here  ... i must \u2019ve still been half asleep. i could hear  that roaring like he was going by. the tree snapped right  in front of me \u2013 and i like \u2013 came awake. [ she\tis\tlooking \t at\ttree.\tshe\tsuddenly \trealizes \tsomething, \tturns \twith\ta\t reprimanding \tfinger \tshaking \tslightly \tat keller.] see?  we should never have planted that tree. i said so in the  first place; it was too soon to plant a tree for him.  [from \tact\t1]    how does miller make this such a striking introduction to kate? or  \u20202  what makes miller\u2019s portrayal of the relationship between steve and george deever  such a powerful part of the play?50 55 60 65 70 75",
+            "4": "4 0486/22/o/n/15 \u00a9 ucles 2015j.b. priestley: an inspector calls remember to support your ideas with details from the text. either  *3 read this extract, and then answer the question that follows it: inspector\t [taking \tcharge, \tmasterfully ]: stop! \t content removed due to copyright restrictions.",
+            "5": "5 0486/22/o/n/15 \u00a9 ucles 2015 [turn oversheila:\t but that\u2019s not what i\u2019m talking about. i don\u2019t care  about that. the point is, you don\u2019t seem to have learnt  anything.  [from \tact\t3]    in what ways does priestley make this such a powerfully dramatic moment in the play? or  \u20204  explore the ways in which priestley creates such a memorable portrait of eva smith,  despite the fact that she never appears in the play.    do not use the extract printed in question 3 in your answer.content removed due to copyright restrictions.",
+            "6": "6 0486/22/o/n/15 \u00a9 ucles 2015william shakespeare: the merchant of venice remember to support your ideas with details from the text. either  *5  read this extract, and then answer the question that follows it: shylock:\t \t three thousand ducats \u2013 well. bassanio:\t ay, sir, for three months. shylock:\t \t for three months \u2013 well. bassanio:\t for the which, as i told you, antonio shall be bound. shylock:\t \t antonio shall become bound \u2013 well. bassanio:\t \tmay you stead me? will you pleasure me? shall i  know your answer? shylock:\t \t \tthree thousand ducats for three months, and  antonio bound. bassanio:\t y our answer to that. shylock:\t \t antonio is a good man. bassanio:\t have you heard any imputation to the contrary? shylock:\t \t \tho, no, no, no, no; my meaning in saying he is a  good man is to have you understand me that he is  sufficient; yet his means are in supposition: he hath  an argosy bound to tripolis, another to the indies;  i understand, moreover, upon the rialto, he hath  a third at mexico, a fourth for england \u2013 and other  ventures he hath, squand \u2019red abroad. but ships are  but boards, sailors but men; there be land-rats and  water-rats, water-thieves and land-thieves \u2013 i mean  pirates; and then there is the peril of waters, winds,  and rocks. the man is, notwithstanding, sufficient.  three thousand ducats \u2013 i think i may take his bond. bassanio:\t be assur \u2019d you may. shylock:\t \t \ti will be assur \u2019d i may; and, that i may be assured, i  will bethink me. may i speak with antonio? bassanio:\t if it please you to dine with us. shylock:\t \t \ty es, to smell pork, to eat of the habitation which  your prophet, the nazarite, conjured the devil into!  i will buy with you, sell with you, talk with you, walk  with you, and so following; but i will not eat with you,  drink with you, nor pray with you. what news on the  rialto? who is he comes here?   enter  antonio bassanio:\t this is signior antonio. shylock\t \t \t[aside ]: how like a fawning publican he looks! i hate him for he is a christian;   but more for that in low simplicity   he lends out money gratis, and brings down   the rate of usance here with us in venice.   if i can catch him once upon the hip,   i will feed fat the ancient grudge i bear him.   he hates our sacred nation; and he rails,   even there where merchants most do congregate,   on me, my bargains, and my well-won thrift,   which he calls interest. cursed be my tribe   if i forgive him! bassanio:\t \t \t \t shylock, do you hear? shylock:\t \t \ti am debating of my present store,5 10 15 20 25 30 35 40 45 50",
+            "7": "7 0486/22/o/n/15 \u00a9 ucles 2015 [turn overand, by the near guess of my memory,   i cannot instantly raise up the gross   of full three thousand ducats. what of that?   tubal, a wealthy hebrew of my tribe,   will furnish me. but soft! how many months   do you desire? [ to\tantonio ] rest you fair, good  signior;   y our worship was the last man in our mouths. antonio :   shylock, albeit i neither lend nor borrow by taking nor by giving of excess,   y et, to supply the ripe wants of my friend,   i\u2019ll break a custom. [ to\tbassanio ] is he yet  possess \u2019d how much ye would? shylock:\t \t \t\t \t ay, ay, three thousand ducats. antonio :  and for three months. shylock:\t \t \ti had forgot \u2013 three months; you told me so. well then, your bond; and, let me see \u2013 but hear    you,  methoughts you said you neither lend nor borrow   upon advantage. antonio :    i do never use it.  [from \tact\t1\tscene \t3] how does shakespeare make you have mixed feelings about shylock at this  moment in the play? or  \u20206 explore the ways in which shakespeare makes false appearances so significant in  the play.55 60 65 70",
+            "8": "8 0486/22/o/n/15 \u00a9 ucles 2015william shakespeare: a midsummer night\u2019s dream remember to support your ideas with details from the text. either  *7  read this extract, and then answer the question that follows it: \t \t enter  quince as\tthe prologue. prologue:\t if \twe\toffend, \tit\tis\twith\tour\tgood \twill. \t \t that \tyou\tshould \tthink, \twe\tcome \tnot\tto\toffend, \t \t but \twith\tgood \twill.\tto\tshow \tour\tsimple \tskill, \t \t that \tis\tthe\ttrue\tbeginning \tof\tour\tend. \t \t consider \tthen, \twe\tcome \tbut\tin\tdespite. \t \t we \tdo\tnot\tcome, \tas\tminding \tto\tcontent \tyou, \t \t our \ttrue\tintent \tis.\tall\tfor\tyour\tdelight \t \t we \tare\tnot\there. \tthat \tyou\tshould \there \trepent \tyou, \t \t the \tactors \tare\tat\thand; \tand,\tby\ttheir\tshow, \t \t y ou \tshall \tknow \tall,\tthat\tyou\tare\tlike\tto\tknow. theseus:\t \t this fellow doth not stand upon points. lysander:\t \the hath rid his prologue like a rough colt; he knows  not the stop. a good moral my lord: it is not enough  to speak, but to speak true. hippolyta:\t \tindeed he hath play \u2019d on this prologue like a child on  a recorder \u2013 a sound, but not in government. theseus:\t \t \this speech was like a tangled chain; nothing  impaired, but all disordered. who is next?   \tenter, \twith\ta\ttrumpet \tbefore \tthem, \tas\tin\tdumb \tshow,   pyramus and thisby , wall, moonshine, and  lion. prologue:\t gentles, \tperchance \tyou\twonder \tat\tthis\tshow; \t \t but \twonder \ton,\ttill\ttruth \tmake \tall\tthings \tplain. \t \t this \tman\tis\tpyramus, \tif\tyou\twould \tknow; \t \t this \tbeauteous \tlady\tthisby \tis\tcertain. \t \t this \tman, \twith\tlime\tand\trough-cast, \tdoth\tpresent \t \t wall, \tthat\tvile\twall\twhich \tdid\tthese \tlovers \tsunder; \t \t \tand\tthrough \twall\u2019s \tchink, \tpoor \tsouls, \tthey\tare\t \tcontent \t \t to \twhisper. \tat\tthe\twhich \tlet\tno\tman\twonder. \t \t this \tman, \twith\tlanthorn, \tdog,\tand\tbush \tof\tthorn, \t \t presenteth \tmoonshine; \tfor,\tif\tyou\twill\tknow, \t \t by \tmoonshine \tdid\tthese \tlovers \tthink \tno\tscorn \t \t to \tmeet \tat\tninus\u2019 \ttomb, \tthere, \tthere \tto\twoo. \t \t this \tgrisly \tbeast, \twhich \tlion\thight \tby\tname, \t \t the \ttrusty \tthisby, \tcoming \tfirst\tby\tnight, \t \t did \tscare \taway, \tor\trather \tdid\taffright; \t \t and \tas\tshe\tfled,\ther\tmantle \tshe\tdid\tfall; \t \t which \tlion\tvile\twith\tbloody \tmouth \tdid\tstain. \t \t anon \tcomes \tpyramus, \tsweet \tyouth \tand\ttall, \t \t and \tfinds \this\ttrusty \tthisby\u2019s \tmantle \tslain; \t \t whereat \twith\tblade, \twith\tbloody \tblameful \tblade, \t \t he \tbravely \tbroach\u2019d \this\tboiling \tbloody \tbreast; \t \t and \tthisby, \ttarrying \tin\tmulberry \tshade, \t \t his \tdagger \tdrew, \tand\tdied. \tfor\tall\tthe\trest, \t \t let \tlion, \tmoonshine, \twall, \tand\tlovers \ttwain, \t \t at \tlarge \tdiscourse \twhile \there \tthey\tdo\tremain. \t \t \t \t[exeunt \tprologue ,\tpyramus ,\tthisby ,\t lion ,\tand\tmoonshine .5 10 15 20 25 30 35 40 45 50",
+            "9": "9 0486/22/o/n/15 \u00a9 ucles 2015 [turn overtheseus:\t \t i wonder if the lion be to speak. demetrius:   no wonder, my lord: one lion may, when many asses  do. wall:   \tin\tthis\tsame \tinterlude \tit\tdoth\tbefall \t \t that \ti,\tone\tsnout \tby\tname, \tpresent \ta\twall; \t \t and \tsuch \ta\twall\tas\ti\twould \thave \tyou\tthink \t \t that \thad\tin\tit\ta\tcrannied \thole\tor\tchink, \t \t through \twhich \tthe\tlovers, \tpyramus \tand\tthisby, \t \t did \twhisper \toften \tvery\tsecretly. \t \t \tthis\tloam, \tthis\trough-cast, \tand\tthis\tstone, \tdoth\t \tshow \t \t that \ti\tam\tthat\tsame \twall;\tthe\ttruth \tis\tso; \t \t and \tthis\tthe\tcranny \tis,\tright\tand\tsinister, \t \t through \twhich \tthe\tfearful \tlovers \tare\tto\twhisper. theseus:\t \t would you desire lime and hair to speak better? demetrius:   it is the wittiest partition that ever i heard discourse,  my lord.   enter  pyramus. theseus:\t \t pyramus draws near the wall; silence. pyramus:  o\tgrim-look\u2019d \tnight! \to\tnight \twith\thue\tso\tblack! \t \t o \tnight, \twhich \tever\tart\twhen \tday\tis\tnot! \t \t o \tnight, \to\tnight, \talack, \talack, \talack, \t \t i \tfear\tmy\tthisby\u2019s \tpromise \tis\tforgot! \t \t and \tthou, \to\twall, \to\tsweet, \to\tlovely \twall, \t \t that \tstand\u2019st \tbetween \ther\tfather\u2019s \tground \tand\tmine; \t \t thou \twall, \to\twall, \to\tsweet \tand\tlovely \twall, \t \t show \tme\tthy\tchink, \tto\tblink \tthrough \twith\tmine \teyne. [ wall \tholds \tup\this\tfingers. \t \t \tthanks, \tcourteous \twall.\tjove \tshield \tthee\twell\tfor\t \tthis!\t \t \t but \twhat \tsee\ti?\tno\tthisby \tdo\ti\tsee. \t \t o \twicked \twall, \tthrough \twhom \ti\tsee\tno\tbliss; \t \t curs\u2019d \tbe\tthy\tstones \tfor\tthus\tdeceiving \tme! theseus:\t \t \tthe wall, methinks, being sensible, should curse  again. pyramus:   no, in truth, sir, he should not. deceiving \tme is  thisby \u2019s cue. she is to enter now, and i am to spy  her through the wall. y ou shall see it will fall pat as i  told you; yonder she comes.  [from \tact\t5\tscene \t1] how does shakespeare make this such an enjoyable moment in the play? or  \u20208 explore the ways in which shakespeare strikingly portrays similarities between  oberon and theseus.55 60 65 70 75 80 85",
+            "10": "10 0486/22/o/n/15 \u00a9 ucles 2015william shakespeare:  the tempest remember to support your ideas with details from the text. either  *9  read this extract, and then answer the question that follows it: gonzalo:\t\t beseech you, sir, be merry; you have cause, \t  so have we all, of joy; for our escape \t  is much beyond our loss. our hint of woe \t  is common; every day, some sailor\u2019s wife, \t  the masters of some merchant, and the merchant, \t  have just our theme of woe; but for the miracle, \t  i mean our preservation, few in millions \t  can speak like us. then wisely, good sir, weigh \t  our sorrow with our comfort. alonso:\t \t prithee, peace. sebastian:\t he receives comfort like cold porridge. antonio:\t \t the visitor will not give him o \u2019er so. sebastian:\t \tlook, he \u2019s winding up the watch of his wit; by and by  it will strike. gonzalo:\t\t sir \u2013 sebastian:\t one \u2013 tell. gonzalo:\t\t when every grief is entertain\u2019d that\u2019s offer\u2019d, \t  comes to th\u2019 entertainer \u2013 sebastian:\t a dollar. gonzalo:\t\t \tdolour comes to him, indeed; you have spoken truer  than you purpos\u2019d. sebastian:\t y ou have taken it wiselier than i meant you should. gonzalo:\t\t therefore, my lord \u2013 antonio:\t \t fie, what a spendthrift is he of his tongue! alonso:\t \t i prithee, spare. gonzalo:\t\t well, i have done; but yet \u2013 sebastian:\t he will be talking. antonio:\t \t \twhich, of he or adrian, for a good wager, first begins  to crow? sebastian:\t the old cock. antonio:\t \t the cock \u2019rel. sebastian:\t done. the wager? antonio:\t \t a laughter. sebastian:\t a match! adrian:\t \t though this island seem to be desert \u2013 antonio:\t \t ha, ha, ha! sebastian:\t so, you \u2019re paid. adrian:\t \t uninhabitable, and almost inaccessible \u2013 sebastian:\t y et \u2013 adrian:\t \t y et \u2013 antonio:\t \t he could not miss \u2019t. adrian:\t \t \tit must needs be of subtle, tender, and delicate  temperance. antonio:\t \t temperance was a delicate wench. sebastian:\t ay, and a subtle; as he most learnedly deliver \u2019d. adrian:\t \t the air breathes upon us here most sweetly. sebastian:\t as if it had lungs, and rotten ones. antonio:\t \t or, as \u2019twere perfum\u2019 d by a fen. gonzalo:\t\t here is everything advantageous to life. antonio:\t \t true; save means to live.5 10 15 20 25 30 35 40 45 50",
+            "11": "11 0486/22/o/n/15 \u00a9 ucles 2015 [turn oversebastian:\t of that there \u2019s none, or little. gonzalo:\t\t how lush and lusty the grass looks! how green! antonio:\t \t the ground indeed is tawny. sebastian:\t with an eye of green in \u2019t. antonio:\t \t he misses not much. sebastian:\t no; he doth but mistake the truth totally. gonzalo:\t\t \tbut the rarity of it is, which is indeed almost beyond  credit \u2013 sebastian:\t as many vouch \u2019d rarities are. gonzalo:\t\t \tthat our garments, being, as they were, drench \u2019d in  the sea, hold, notwithstanding, their freshness and  glosses, being rather newdy \u2019d, than stain \u2019d with salt  water. antonio:\t \t \tif but one of his pockets could speak, would it not  say he lies? sebastian:\t ay, or very falsely pocket up his report. gonzalo:\t\t \tmethinks our garments are now as fresh as when  we put them on first in afric, at the marriage of the  king \u2019s fair daughter claribel to the king of tunis. sebastian:\t \t\u2019twas a sweet marriage, and we prosper well in our  return. adrian:\t \t \ttunis was never grac \u2019d before with such a paragon  to their queen. gonzalo:\t\t not since widow dido \u2019s time.  [from \tact\t2\tscene \t1]     how does shakespeare create striking impressions of the characters on stage at  this moment in the play? or  \u202010 \u2018in the\ttempest \tgood clearly triumphs over evil.\u2019 explore the ways in which  shakespeare vividly conveys this to you.55 60 65 70",
+            "12": "12 0486/22/o/n/15 \u00a9 ucles 2015oscar wilde: the importance of being earnest remember to support your ideas with details from the text. either  *11  read this extract, and then answer the question that follows it: \t [enter \tjack \tslowly \tfrom \tthe\tback \tof\tthe\tgarden. \t he\tis\tdressed \tin\tthe\tdeepest \tmourning, \twith\tcr\u00eape \t hatband \tand\tblack \tgloves. ] miss \tprism:\t mr worthing! chasuble:\t mr worthing? miss \tprism:\t this is indeed a surprise. we did not look for you till  monday afternoon. jack\t [shakes  miss prism\u2019 s hand \tin\ta\ttragic \tmanner ]: i  have returned sooner than i expected. dr chasuble,  i hope you are well? chasuble:\t dear mr worthing, i trust this garb of woe does not  betoken some terrible calamity? jack:\t my brother. miss \tprism:\t more shameful debts and extravagance? chasuble:\t still leading his life of pleasure? jack\t [shaking \this\thead ]: dead! chasuble:\t y our brother ernest dead? jack:\t quite dead. miss \tprism:\t what a lesson for him! i trust he will profit by it. chasuble:\t mr worthing, i offer you my sincere condolence.  y ou have at least the consolation of knowing that  you are always the most generous and forgiving of  brothers. jack:\t poor ernest! he had many faults, but it is a sad,  sad blow. chasuble:\t very sad indeed. were you with him at the end? jack:\t no. he died abroad; in paris, in fact. i had a  telegram last night from the manager of the grand  hotel. chasuble:\t was the cause of death mentioned? jack:\t a severe chill, it seems. miss \tprism:\t as a man sows, so shall he reap. chasuble\t [raising \this\thand ]: charity, dear miss prism, charity!  none of us are perfect. i myself am peculiarly  susceptible to draughts. will the interment take  place here? jack:\t no. he seems to have expressed a desire to be  buried in paris. chasuble:\t in paris! [ shakes \this\thead .] i fear that hardly  points to any very serious state of mind at the  last. y ou would no doubt wish me to make some  slight allusion to this tragic domestic affliction next  sunday. [jack presses \this\thand \tconvulsively .]  my sermon on the meaning of the manna in the  wilderness can be adapted to almost any occasion,  joyful, or, as in the present case, distressing. [ all\t sigh.] i have preached it at harvest celebrations,  christenings, confirmations, on days of humiliation  and festal days. the last time i delivered it was in  the cathedral, as a charity sermon on behalf of the 5 10 15 20 25 30 35 40 45 50",
+            "13": "13 0486/22/o/n/15 \u00a9 ucles 2015society for the prevention of discontent among the  upper orders. the bishop, who was present, was  much struck by some of the analogies i drew. jack:\t ah! that reminds me, you mentioned christenings  i think, dr chasuble? i suppose you know how  to christen all right? [dr chasuble looks \t astounded .] i mean, of course, you are continually  christening, aren\u2019t you? miss \tprism:\t it is, i regret to say, one of the rector\u2019s most  constant duties in this parish. i have often spoken  to the poorer classes on the subject. but they don\u2019t  seem to know what thrift is. chasuble:\t but is there any particular infant in whom you  are interested, mr worthing? y our brother was, i  believe, unmarried, was he not? jack:\t oh yes. miss \tprism\t [bitterly ]: people who live entirely for pleasure  usually are. jack:\t but it is not for any child, dear doctor. i am very  fond of children. no! the fact is, i would like to  be christened myself, this afternoon, if you have  nothing better to do. chasuble:\t but surely, mr worthing, you have been christened  already? jack:\t i don\u2019t remember anything about it. chasuble:\t but have you any grave doubts on the subject? jack:\t i certainly intend to have. of course i don\u2019t know  if the thing would bother you in any way, or if you  think i am a little too old now. chasuble:\t not at all. the sprinkling, and, indeed, the immersion of adults is a perfectly canonical practice. jack:\t immersion! \t [from \tact\t2]    how does wilde make this such an entertaining moment in the play? or  \u202012 cecily is described as \u2018a sweet, simple, innocent girl\u2019 by jack. how far does wilde  make you agree with this description?55 60 65 70 75 80",
+            "14": "14 0486/22/o/n/15 \u00a9 ucles 2015blank page",
+            "15": "15 0486/22/o/n/15 \u00a9 ucles 2015blank page",
+            "16": "16 0486/22/o/n/15 \u00a9 ucles 2015blank page permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. every reasonable  effort has been made by the publisher (ucles) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the publisher will  be pleased to make amends at the earliest possible opportunity. to avoid the issue of disclosure of answer-related information to candidates, all copyright acknowledgements are reproduced online in the cambridge international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download at www.cie.org.uk after  the live examination series. 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."
+        },
+        "0486_w15_qp_23.pdf": {
+            "1": "this document consists of 13 printed pages, 3 blank pages and 1 insert. dc (st) 128456 \u00a9 ucles 2015 [turn overcambridge international examinations cambridge international general certificate of secondary education * 4 9 8 7 5 3 1 3 1 6 *literature (english) 0486/23 paper 2  drama october/november 2015  1 hour 30 minutes no additional materials are required. read these instructions first an answer booklet is provided inside the question paper. y ou should follow the instructions on the front cover  of the answer booklet. if you need additional answer paper ask the invigilator for a continuation booklet. answer two questions. y ou must answer one passage-based question (marked *) and one essay question (marked \u2020).y our questions must be on two different plays. all questions in this paper carry equal marks. the syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificate.",
+            "2": "2 0486/23/o/n/15 \u00a9 ucles 2015arthur miller: all my sons remember to support your ideas with details from the text. either *1 read this passage, and then answer the question that follows it: chris\t [quietly, incredibly]: how could you do that? how? keller:\t what\u2019s the matter with you! chris: dad \u2026 dad, you killed twenty-one men! keller: what, killed? chris: y ou killed them, you murdered them. keller [as though throwing his whole nature open before chris]:  how could i kill anybody? chris: dad! dad! keller [trying to hush him]: i didn\u2019t kill anybody! chris: then explain it to me. what did you do? explain it to me or  i\u2019ll tear you to pieces! keller [horrified at his overwhelming fury ]: don\u2019t, chris, don\u2019t \u2013 chris: i want to know what you did, now what did you do? y ou had  a hundred and twenty cracked engine-heads, now what did  you do? keller: if you\u2019re going to hang me then i \u2013 chris: i\u2019m listening. god almighty, i\u2019m listening! keller [ \u2013 their movements now are those of subtle pursuit and  escape. keller keeps a step out of chris\u2019s range as he  talks.]: y ou\u2019re a boy, what could i do! i\u2019m in business, a man is in business; a hundred and twenty cracked, you\u2019re out of  business; you got a process, the process don\u2019t work you\u2019re  out of business; you don\u2019t know how to operate, your stuff is no good; they close you up, they tear up your contracts, what the hell\u2019s it to them? y ou lay forty years into a business and they knock you out in five minutes, what could i do, let them take forty years, let them take my life away? [his voice  cracking] i never thought they\u2019d install them. i swear to god. i  thought they\u2019d stop \u2019em before anybody took off. chris: then why\u2019d you ship them out? keller: by the time they could spot them i thought i\u2019d have the process going again, and i could show them they needed me and they\u2019d let it go by. but weeks passed and i got no kick-back, so i was going to tell them. chris: then why didn\u2019t you tell them? keller: it was too late. the paper, it was all over the front page, twenty-one went down, it was too late. they came with handcuffs into the shop, what could i do? [he sits on bench.] chris \u2026 chris, i did it for you, it was a chance and i took it  for you. i\u2019m sixty-one years old, when would i have another  chance to make something for you? sixty-one years old you don\u2019t get another chance, do ya? chris: y ou even knew they wouldn\u2019t hold up in the air. keller: i didn\u2019t say that.5 10 15 20 25 30 35 40",
+            "3": "3 0486/23/o/n/15 \u00a9 ucles 2015 [turn overchris: but you were going to warn them not to use them \u2013  keller: but that don\u2019t mean \u2013  chris:  it means you knew they\u2019d crash. keller:  it don\u2019t mean that. chris: then you thought they\u2019d crash. keller: i was afraid maybe \u2013  chris: y ou were afraid maybe! god in heaven, what kind of man  are you? kids were hanging in the air by those heads. y ou knew that! keller: for you, a business for you! chris [with burning fury]: for me! where do you live, where have you come from? for me! \u2013 i was dying every day and you  were killing my boys and you did it for me? what the hell do  you think i was thinking of, the goddam business? is that as far as your mind can see, the business? what is that, the world \u2013 the business? what the hell do you mean, you did it for me? don\u2019t you have a country? don\u2019t you live in the  world? what the hell are you? y ou\u2019re not even an animal, no  animal kills his own, what are you? what must i do to you? i ought to tear the tongue out of your mouth, what must i do? [with his fist he pounds down upon his father\u2019s shoulder. he stumbles away, covering his face as he weeps.] what must i do, jesus god, what must i do? keller: chris \u2026 my chris \u2026   curtain [from act 2 ]    how does miller make this such a powerfully dramatic ending to act 2? or \u20202 how do you think the portrayal of the two couples \u2013 sue and jim bayliss and frank and  lydia lubey \u2013 contributes to the power of miller\u2019s play?45 50 55 6065",
+            "4": "4 0486/23/o/n/15 \u00a9 ucles 2015j. b. priestley: an inspector calls remember to support your ideas with details from the text. either *3 read this passage, and then answer the question that follows it: birling [somewhat impatiently ]: look \u2013 there\u2019s nothing mysterious \u2013  content removed due to copyright restrictions.",
+            "5": "5 0486/23/o/n/15 \u00a9 ucles 2015 [turn overinspector: they might. but after all it\u2019s better to ask for the earth than to  take it. [from act 1]     in what ways does priestley make this such a dramatic and significant moment  in the play? or \u20204 explore the ways in which priestley vividly depicts the conflict between mrs birling and  sheila in two moments in the play.content removed due to copyright restrictions.",
+            "6": "6 0486/23/o/n/15 \u00a9 ucles 2015william shakespeare: the merchant of venice remember to support your ideas with details from the text. either *5 read this passage, and then answer the question that follows it: antonio:  is that anything now? bassanio:\t gratiano speaks an infinite deal of nothing, more than  any man in all venice. his reasons are as two grains of wheat hid in two bushels of chaff: you shall seek all day ere you find them, and when you have them they are not worth the search. antonio:\t well; tell me now what lady is the sameto whom you swore a secret pilgrimage,  that you to-day promis\u2019d to tell me of? bassanio:\t \u2019tis not unknown to you, antonio, how much i have disabled mine estate   by something showing a more swelling port   than my faint means would grant continuance;   nor do i now make moan to be abridg\u2019d from such a noble rate; but my chief care  is to come fairly off from the great debts  wherein my time, something too prodigal,  hath left me gag\u2019d. to you, antonio, i owe the most, in money and in love;   and from your love i have a warranty  to unburden all my plots and purposes how to get clear of all the debts i owe. antonio: i pray you, good bassanio, let me know it;and if it stand, as you yourself still do,  within the eye of honour, be assur\u2019d  my purse, my person, my extremest means,   lie all unlock\u2019d to your occasions. bassanio: in my school-days, when i had lost one shaft,i shot his fellow of the self-same flight the self-same way, with more advised watch,   to find the other forth; and by adventuring both  i oft found both. i urge this childhood proof, because what follows is pure innocence.   i owe you much; and, like a wilful youth, that which i owe is lost; but if you please to shoot another arrow that self way which you did shoot the first, i do not doubt,  as i will watch the aim, or to find both,  or bring your latter hazard back again  and thankfully rest debtor for the first. antonio: y ou know me well, and herein spend but timeto wind about my love with circumstance;  and out of doubt you do me now more wrong in making question of my uttermost  than if you had made waste of all i have.   then do but say to me what i should do  that in your knowledge may by me be done, and i am prest unto it; therefore, speak.5     10         15         20      25        30         35        40        45  ",
+            "7": "7 0486/23/o/n/15 \u00a9 ucles 2015 [turn overbassanio: in belmont is a lady richly left, and she is fair and, fairer than that word, of wondrous virtues. sometimes from her eyes i did receive fair speechless messages.   her name is portia \u2013 nothing undervalu\u2019d  to cato\u2019s daughter, brutus\u2019 portia.   nor is the wide world ignorant of her worth;   for the four winds blow in from every coast  renowned suitors, and her sunny locks hang on her temples like a golden fleece,  which makes her seat of belmont colchos\u2019 strond,  and many jasons come in quest of her.   o my antonio, had i but the means to hold a rival place with one of them, i have a mind presages me such thrift that i should questionless be fortunate. antonio: thou know\u2019st that all my fortunes are at sea;neither have i money nor commodity to raise a present sum; therefore go forth, try what my credit can in venice do;   that shall be rack\u2019d, even to the uttermost, to furnish thee to belmont to fair portia.   go presently inquire, and so will i, where money is; and i no question make to have it of my trust or for my sake.  [exeunt. [from act 1 scene 1 ]     how does shakespeare create vivid impressions of bassanio and his friendship with antonio at this moment in the play? or \u20206 what does shakespeare\u2019s writing make you feel about jessica and lorenzo?  50        55         60        65        70   ",
+            "8": "8 0486/23/o/n/15 \u00a9 ucles 2015william shakespeare: a midsummer night\u2019s dream remember to support your ideas with details from the text. either *7 read this passage, and then answer the question that follows it: oberon:  i wonder if titania be awak\u2019d; then, what it was that next came in her eye,  which she must dote on in extremity.   enter puck.   here comes my messenger. how now, mad spirit!  what night-rule now about this haunted grove? puck:\t my mistress with a monster is in love. near to her close and consecrated bower, while she was in her dull and sleeping hour, a crew of patches, rude mechanicals, that work for bread upon athenian stalls,  were met together to rehearse a play  intended for great theseus\u2019 nuptial day.   the shallowest thickskin of that barren sort, who pyramus presented, in their sport forsook his scene and ent\u2019red in a brake;   when i did him at this advantage take, an ass\u2019s nole i fixed on his head.   anon his thisby must be answered, and forth my mimic comes. when they him spy, as wild geese that the creeping fowler eye, or russet-pated choughs, many in sort,  rising and cawing at the gun\u2019s report,  sever themselves and madly sweep the sky, so at his sight away his fellows fly;   and at our stamp here, o\u2019er and o\u2019er one falls;   he murder cries, and help from athens calls.   their sense thus weak, lost with their fears thus strong, made senseless things begin to do them wrong, for briers and thorns at their apparel snatch;   some sleeves, some hats, from yielders all things catch.   i led them on in this distracted fear, and left sweet pyramus translated there;   when in that moment, so it came to pass, titania wak\u2019d, and straightway lov\u2019d an ass. oberon:\t this falls out better than i could devise. but hast thou yet latch\u2019d the athenian\u2019s eyes   with the love-juice, as i did bid thee do? puck:\t i took him sleeping \u2013 that is finish\u2019d too \u2013  and the athenian woman by his side;   that, when he wak\u2019d, of force she must be ey\u2019d.   enter demetrius and hermia. oberon:\t stand close; this is the same athenian. puck:\t this is the woman, but not this the man. demetrius:\t o, why rebuke you him that loves you so?lay breath so bitter on your bitter foe.5        10         15         20         25        30       35       40         45",
+            "9": "9 0486/23/o/n/15 \u00a9 ucles 2015 [turn overhermia: now i but chide, but i should use thee worse, for thou, i fear, hast given me cause to curse.   if thou hast slain lysander in his sleep, being o\u2019er shoes in blood, plunge in the deep,  and kill me too.   the sun was not so true unto the day as he to me. would he have stolen away from sleeping hermia? i\u2019ll believe as soon  this whole earth may be bor\u2019d, and that the moon may through the centre creep and so displease  her brother\u2019s noontide with th\u2019 antipodes.   it cannot be but thou hast murd\u2019red him;   so should a murderer look \u2013 so dead, so grim. demetrius:\t so should the murdered look; and so should i, pierc\u2019d through the heart with your stern cruelty;   y et you, the murderer, look as bright, as clear, as yonder venus in her glimmering sphere. hermia: what\u2019s this to my lysander? where is he?ah, good demetrius, wilt thou give him me? demetrius:\t i had rather give his carcass to my hounds. [from act 3 scene 2 ]     how does shakespeare make this such a dramatic moment in the play? or \u20208 to what extent do you think that shakespeare portrays hermia and helena as victims?    50         55        60        65  ",
+            "10": "10 0486/23/o/n/15 \u00a9 ucles 2015william shakespeare: the tempest remember to support your ideas with details from the text. either *9 read this passage, and then answer the question that follows it: prospero:  thou poisonous slave, got by the devil himself upon thy wicked dam, come forth!   enter caliban. caliban:\t as wicked dew as e\u2019er my mother brush\u2019dwith raven\u2019s feather from unwholesome fen drop on you both! a south-west blow on ye   and blister you all o\u2019er! prospero: for this, be sure, to-night thou shalt have cramps, side-stitches that shall pen thy breath up; urchins shall, for that vast of night that they may work, all exercise on thee; thou shalt be pinch\u2019d  as thick as honeycomb, each pinch more stinging  than bees that made \u2019em. caliban:\t \t \t \ti must eat my dinner. this island\u2019s mine, by sycorax my mother, which thou tak\u2019st from me. when thou cam\u2019st first, thou strok\u2019st me and made much of me, wouldst   give me  water with berries in\u2019t, and teach me how   to name the bigger light, and how the less,  that burn by day and night; and then i lov\u2019d thee, and show\u2019d thee all the qualities o\u2019 th\u2019 isle, the fresh springs, brine-pits, barren place and fertile.   curs\u2019d be i that did so! all the charms of sycorax, toads, beetles, bats, light on you!  for i am all the subjects that you have,  which first was mine own king; and here you sty me in this hard rock, whiles you do keep from me the rest o\u2019 th\u2019 island. prospero:    thou most lying slave, whom stripes may move, not kindness! i have   us\u2019d thee,  filth as thou art, with human care, and lodg\u2019d thee in mine own cell, till thou didst seek to violate the honour of my child. caliban:\t o ho, o ho! would\u2019t had been done.thou didst prevent me; i had peopl\u2019d else this isle with calibans. miranda:\t \t \t \tabhorred slave, which any print of goodness wilt not take, being capable of all ill! i pitied thee, took pains to make thee speak, taught thee  each hour  one thing or other. when thou didst not, savage, know thine own meaning, but wouldst gabble like a thing most brutish, i endow\u2019d thy purposes with words that made them known. but thy vile race,5      10      15       20   25      30 35       40       45",
+            "11": "11 0486/23/o/n/15 \u00a9 ucles 2015 [turn over  though thou didst learn, had that in\u2019t which    good natures  could not abide to be with; therefore wast thou deservedly confin\u2019d into this rock, who hadst  deserv\u2019d more than a prison. caliban:\t y ou taught me language, and my profit on\u2019tis, i know how to curse. the red plague rid you for learning me your language! prospero:    hag-seed, hence! fetch us in fuel. and be quick, thou\u2019rt best, to answer other business. shrug\u2019st thou, malice? if thou neglect\u2019st, or dost unwillingly what i command, i\u2019ll rack thee with old cramps, fill all thy bones with aches, make thee roar,  that beasts shall tremble at thy din. caliban:\t \t \t \tno, pray thee. [aside ] i must obey. his art is of such pow\u2019r,  it would control my dam\u2019s god, setebos,   and make a vassal of him. prospero:    so, slave; hence!  [exit caliban [from act 1 scene 2 ]     to what extent does shakespeare make it possible for you to feel sympathy for caliban at this moment in the play? or \u202010 \u2018so perfect and so peerless.\u2019 how far does shakespeare make you agree with this view of  miranda?50      55       60    65",
+            "12": "12 0486/23/o/n/15 \u00a9 ucles 2015oscar wilde: the importance of being earnest remember to support your ideas with details from the text. either *11 read this passage, and then answer the question that follows it: gwendolen: ah! that accounts for it. and now that i think of it i have never  heard any man mention his brother. the subject seems  distasteful to most men. cecily, you have lifted a load from  my mind. i was growing almost anxious. it would have been terrible if any cloud had come across a friendship like ours, would it not? of course you are quite, quite sure that it is not mr ernest worthing who is your guardian? cecily: quite sure. [a pause.] in fact, i am going to be his. gwendolen [inquiringly]: i beg your pardon? cecily [rather shy and confidingly]: dearest gwendolen, there is no reason why i should make a secret of it to you. our little  county newspaper is sure to chronicle the fact next week.  mr ernest worthing and i are engaged to be married. gwendolen [quite politely, rising]: my darling cecily, i think there must  be some slight error. mr ernest worthing is engaged to me.   the announcement will appear in the morning post on  saturday at the latest. cecily [very politely, rising]: i am afraid you must be under some  misconception. ernest proposed to me exactly ten minutes  ago. [shows diary.] gwendolen [examines diary through her lorgnette carefully ]: it is very  curious, for he asked me to be his wife yesterday afternoon  at 5.30. if you would care to verify the incident, pray do so.  [produces diary of her own.] i never travel without my diary.  one should always have something sensational to read in the train. i am so sorry, dear cecily, if it is any disappointment to you, but i am afraid i have the prior claim. cecily: it would distress me more than i can tell you, dear gwendolen, if it caused you any mental or physical anguish, but i feel bound to point out that since ernest proposed to you he clearly has changed his mind. gwendolen [meditatively ]: if the poor fellow has been entrapped into any  foolish promise i shall consider it my duty to rescue him at once, and with a firm hand. cecily [thoughtfully and sadly]: whatever unfortunate entanglement my dear boy may have got into, i will never reproach him  with it after we are married. gwendolen:  do you allude to me, miss cardew, as an entanglement? y ou  are presumptuous. on an occasion of this kind it becomes more than a moral duty to speak one\u2019s mind. it becomes a pleasure. cecily: do you suggest, miss fairfax, that i entrapped ernest into an engagement? how dare you? this is no time for wearing the shallow mask of manners. when i see a spade i call it a spade.5    10      15      20       25        30      35      40      45 ",
+            "13": "13 0486/23/o/n/15 \u00a9 ucles 2015gwendolen [satirically]: i am glad to say that i have never seen a spade.  it is obvious that our social spheres have been widely  different.   [enter merriman, followed by the footman. he carries  a salver, table cloth, and plate stand. cecil y is about to  retort. the presence of the servants exercises a restraining influence, under which both girls chafe.] merriman: shall i lay tea here as usual, miss? cecily [sternly, in a calm voice]: y es, as usual. [merriman begins to clear table and lay cloth. a long pause. cecil y and  gwendolen glare at each other.] gwendolen:  are there many interesting walks in the vicinity, miss cardew? cecily: oh! yes! a great many. from the top of one of the hills quite close one can see five counties. gwendolen:  five counties! i don\u2019t think i should like that; i hate crowds. cecily: [sweetly]: i suppose that is why you live in town? [gwendolen bites her lip, and beats her foot nervously  with her parasol.] gwendolen [looking around  ]: quite a well-kept garden this is, miss  cardew. cecily: so glad you like it, miss fairfax. gwendolen:  i had no idea there were any flowers in the country. cecily: oh, flowers are as common here, miss fairfax, as people are in london. gwendolen:  personally i cannot understand how anybody manages to exist in the country, if anybody who is anybody does. the country always bores me to death. cecily: ah! this is what the newspapers call agricultural depression,  is it not? i believe the aristocracy are suffering very much  from it just at present. it is almost an epidemic amongst them, i have been told. may i offer you some tea, miss fairfax? gwendolen [with elaborate politeness]: thank you. [aside.] detestable girl! but i require tea!  [from act 2 ]   how does wilde make this conversation between gwendolen and cecily so entertaining  at this moment in the play? or \u202012 explore the ways in which wilde amusingly portrays the relationship between jack and  algernon.      50     55    60    65     70         75",
+            "14": "14 0486/23/o/n/15 \u00a9 ucles 2015blank page",
+            "15": "15 0486/23/o/n/15 \u00a9 ucles 2015blank page",
+            "16": "16 0486/23/o/n/15 \u00a9 ucles 2015permission 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 international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download at www.cie.org.uk after  the live examination series. 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.blank page"
+        },
+        "0486_w15_qp_31.pdf": {
+            "1": "this document consists of 13 printed pages, 3 blank pages and 1 insert. dc (st) 128455 \u00a9 ucles 2015  [turn over * 1 7 9 1 3 2 7 8 8 0 *literature (english)  0486/31 paper 3  drama (open text)  october/november 2015  45 minutes texts studied should be taken into the examination. read these instructions first an answer booklet is provided inside this question paper. y ou should follow the instructions on the front cover  of the answer booklet. if you need additional answer paper ask the invigilator for a continuation booklet. answer one question. all questions in this paper carry equal marks. the syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificate.cambridge international examinations cambridge international general certificate of secondary education",
+            "2": "2 0486/31/o/n/15 \u00a9 ucles 2015arthur miller: all my sons remember to support your ideas with details from the text. either  1 read this passage, and then answer the question that follows it: keller:\t george \u2013 hey, you kissed it out of my head \u2013 your brother\u2019s on  the phone. ann\t [surprised \t \t]: my brother? keller:\t y eah, george. long distance. ann:\t what\u2019s the matter, is anything wrong? keller:\t i don\u2019t know, kate\u2019s talking to him. hurry up, she\u2019ll cost him  five dollars. ann\t [takes \ta\tstep\tupstage, \tthen\tcomes \tdown \ttowards \tchris]: i  wonder if we ought to tell your mother yet? i mean i\u2019m not very  good in an argument. chris:\t we\u2019ll wait till tonight. after dinner. now don\u2019t get tense, just  leave it to me. keller:\t what\u2019re you telling her? chris:\t go ahead, ann. [ with\tmisgivings,  ann goes \tup\tand\t into\thouse. ] we\u2019re getting married, dad. [keller nods \t indecisively. ] well, don\u2019t you say anything? keller\t [distracted \t \t]: i\u2019m glad, chris, i\u2019m just \u2013 george is calling from  columbus. chris:\t columbus! keller:\t did annie tell you he was going to see his father today? chris:\t no, i don\u2019t think she knew anything about it. keller\t [asking \tuncomfortably ]: chris! y ou \u2013 you think you know her  pretty good? chris\t [hurt\tand\tapprehensive ]: what kind of a question? keller:\t i\u2019m just wondering. all these years george don\u2019t go to see his  father. suddenly he goes \u2026 and she comes here. chris:\t well, what about it? keller:\t it\u2019s crazy, but it comes to my mind. she don\u2019t hold nothin\u2019  against me, does she? chris\t [angry ]: i don\u2019t know what you\u2019re talking about. keller\t [a\tlittle\tmore \tcombatively ]: i\u2019m just talkin\u2019. to his last day in  court the man blamed it all on me; and this is his daughter. i  mean if she was sent here to find out something? chris\t [angered ]: why? what is there to find out? ann\t [on\tphone, \toffstage ]: why are you so excited, george? what  happened there? keller:\t i mean if they want to open up the case again, for the nuisance  value, to hurt us?5 10 15 20 25 30 35",
+            "3": "3 0486/31/o/n/15 \u00a9 ucles 2015 [turn overchris:\t dad \u2026 how could you think that of her? ann\t [still\ton\tphone ]: but what did he say to you, for god\u2019s sake?   together keller:\t it couldn\u2019t be, heh. y ou know. chris:\t dad, you amaze me \u2026 keller\t [breaking \tin]: all right, forget it, forget it. [ with\tgreat \tforce, \t moving \tabout \t \t] i want a clean start for you, chris. i want a new  sign over the plant \u2013 christopher keller, incorporated. chris\t [a\tlittle\tuneasily ]: j. o. keller is good enough. keller:\t we\u2019ll talk about it. i\u2019m going to build you a house, stone, with  a driveway from the road. i want you to spread out, chris, i  want you to use what i made for you. [ he\tis\tclose \tto\thim\tnow. ]  i mean, with joy, chris, without shame \u2026 with joy. chris\t [touched \t \t]: i will, dad. keller\t [with\tdeep \temotion ]: say it to me. chris:\t why? keller:\t because sometimes i think you\u2019re \u2026ashamed of the money. chris:\t no, don\u2019t feel that. keller:\t because it\u2019s good money, there\u2019s nothing wrong with that  money. chris\t [a\tlittle\tfrightened \t \t]: dad, you don\u2019t have to tell me this. keller\t [\u2013\twith\toverriding \taffection \tand\tself-confidence \tnow.\the\tgrips \t chris by\tthe\tback \tof\tthe\tneck, \tand\twith\tlaughter \tbetween \t his\tdetermined \tjaws ]: look, chris, i\u2019ll go to work on mother  for you. we\u2019ll get her so drunk tonight we\u2019ll all get married!  [steps \taway, \twith\ta\twide \tgesture \tof\this\tarm. ] there\u2019s gonna  be a wedding, kid, like there never was seen! champagne,  tuxedos \u2013 ! \t   [he\tbreaks \toff\tas\tann\u2019s \tvoice \tcomes \tout\tloud\tfrom\tthe\t house \twhere \tshe\tis\tstill\ttalking \ton\tphone. ] ann:\t simply because when you get excited you don\u2019t control  yourself. \u2026 [mother comes \tout\tof\thouse .] well, what did he  tell you for god\u2019s sake? [ pause. ] all right, come then. [ pause. ]  y es, they\u2019ll all be here. nobody\u2019s running away from you. and  try to get hold of yourself, will you? [ pause. ] all right, all right.  good-bye. [ there \tis\ta\tbrief\tpause \tas\tann \thangs \tup\treceiver, \t then\tcomes \tout\tof\tkitchen. ] [from\tact\t1]     explore the ways in which miller makes this such a dramatic and significant moment in  the play. or  2  in what ways does miller memorably convey the relationship between joe keller and his  son chris?40 45 50 55 60 65 70 75",
+            "4": "4 0486/31/o/n/15 \u00a9 ucles 2015j. b. priestley: an inspector calls remember to support your ideas with details from the text. either  3 read this passage, and then answer the question that follows it: inspector:\t mrs birling, you\u2019re a member \u2013 a prominent member \u2013 of the  brumley women\u2019s charity organization, aren\u2019t you? \t mrs birling \tdoes \tnot\treply. content removed due to copyright restrictions.",
+            "5": "5 0486/31/o/n/15 \u00a9 ucles 2015 [turn overmrs\tbirling\t [stung ]: y es, it was. i didn\u2019t like her manner.  [from\tact\t2]    in what ways does priestley make this moment in the play so dramatic and revealing? or  4 does priestley\u2019s writing make it possible for you to have any sympathy for sheila?content removed due to copyright restrictions.",
+            "6": "6 0486/31/o/n/15 \u00a9 ucles 2015william shakespeare: the merchant of venice remember to support your ideas with details from the text. either  5 read this passage, and then answer the question that follows it: portia:\t          why then, thus it is: y ou must prepare your bosom for his knife. shylock:\t o noble judge! o excellent young man! portia:\t for the intent and purpose of the law hath full relation to the penalty,   which here appeareth due upon the bond. shylock:\t \u2019tis very true. o wise and upright judge, how much more elder art thou than thy looks! portia:\t therefore, lay bare your bosom. shylock:\t               ay, his breast \u2013 so says the bond; doth it not, noble judge?   \u2018nearest his heart\u2019, those are the very words. portia:\t it is so. are there balance here to weigh  the flesh? shylock:\t  i have them ready. portia:\t have by some surgeon, shylock, on your charge, to stop his wounds, lest he do bleed to death. shylock:\t is it so nominated in the bond? portia:\t it is not so express\u2019d, but what of that? \u2019twere good you do so much for charity. shylock:\t i cannot find it; \u2019tis not in the bond. portia:\t y ou, merchant, have you anything to say? antonio:\t but little: i am arm\u2019d and well prepar\u2019d. give me your hand bassanio; fare you well.   grieve not that i am fall\u2019n to this for you,   for herein fortune shows herself more kind   than is her custom. it is still her use   to let the wretched man outlive his wealth,   to view with hollow eye and wrinkled brow   an age of poverty; from which ling\u2019ring penance   of such misery doth she cut me off.   commend me to your honourable wife;   tell her the process of antonio\u2019s end;   say how i lov\u2019d you; speak me fair in death;   and, when the tale is told, bid her be judge   whether bassanio had not once a love.   repent but you that you shall lose your friend,   and he repents not that he pays your debt;   for if the jew do cut but deep enough,   i\u2019ll pay it instantly with all my heart. bassanio:\t antonio, i am married to a wife which is as dear to me as life itself;   but life itself, my wife, and all the world,   are not with me esteem\u2019d above thy life;   i would lose all, ay, sacrifice them all   here to this devil, to deliver you.5 10 15 20 25 30 35 40 45",
+            "7": "7 0486/31/o/n/15 \u00a9 ucles 2015 [turn overportia:\t y our wife would give you little thanks for that, if she were by to hear you make the offer, gratiano:\t i have a wife who i protest i love; i would she were in heaven, so she could   entreat some power to change this currish jew. nerissa:\t \u2019tis well you offer it behind her back; the wish would make else an unquiet house. shylock:\t [aside ]: these be the christian husbands! i have a daughter \u2013 would any of the stock of barrabas   had been her husband, rather than a christian! \u2013   we trifle time; i pray thee pursue sentence. portia:\t a pound of that same merchant\u2019s flesh is thine. the court awards it and the law doth give it.  [from\tact\t4\tscene \t1]    how does shakespeare make this such a powerful and memorable moment in the play? or  6 how far does shakespeare\u2019s writing convince you that bassanio deserves portia?50 55",
+            "8": "8 0486/31/o/n/15 \u00a9 ucles 2015william shakespeare: a midsummer night\u2019s dream remember to support your ideas with details from the text. either  7 read this passage, and then answer the question that follows it: helena:\t good hermia, do not be so bitter with me. i evermore did love you, hermia,   did ever keep your counsels, never wrong\u2019d you;   save that, in love unto demetrius,   i told him of your stealth unto this wood.   he followed you; for love i followed him;   but he hath chid me hence, and threat\u2019ned me   to strike me, spurn me, nay, to kill me too;   and now, so you will let me quiet go,   to athens will i bear my folly back,   and follow you no further. let me go.   y ou see how simple and how fond i am. hermia:\t why, get you gone! who is\u2019t that hinders you? helena:\t a foolish heart that i leave here behind. hermia:\t what! with lysander? helena:\t           with demetrius. lysander:\t be not afraid; she shall not harm thee, helena. demetrius:\t no, sir, she shall not, though you take her part. helena:\t o, when she is angry, she is keen and shrewd; she was a vixen when she went to school;   and, though she be but little, she is fierce. hermia:\t \u2018little\u2019 again! nothing but \u2018low\u2019 and \u2018little\u2019! why will you suffer her to flout me thus?   let me come to her. lysander:\t          get you gone, you dwarf; y ou minimus, of hind\u2019ring knot-grass made;   y ou bead, you acorn. demetrius:\t          y ou are too officious in her behalf that scorns your services.   let her alone; speak not of helena;   take not her part; for if thou dost intend   never so little show of love to her,   thou shalt aby it. lysander:\t        now she holds me not. now follow, if thou dar\u2019st, to try whose right,   of thine or mine, is most in helena. demetrius:\t follow! nay, i\u2019ll go with thee, cheek by jowl. \t  [exeunt \tl ysander \tand\tdemetrius . hermia:\t y ou, mistress, all this coil is long of you. nay, go not back. helena:\t         i will not trust you, i; nor longer stay in your crust company.   y our hands than mine are quicker for a fray;   my legs are longer though, to run away. \t           [exit.5 10 15 20 25 30 35 40 45",
+            "9": "9 0486/31/o/n/15 \u00a9 ucles 2015 [turn overhermia:\t i am amaz\u2019d, and know not what to say.   [exit. oberon:\t this is thy negligence. still thou mistak\u2019st, or else committ\u2019st thy knaveries wilfully. puck:\t believe me, king of shadows, i mistook. did not you tell me i should know the man   by the athenian garments he had on?   and so far blameless proves my enterprise   that i have \u2019nointed an athenian\u2019s eyes;   and so far am i glad it so did sort,   as this their jangling i esteem a sport. oberon:\t thou seest these lovers seek a place to fight. hie therefore, robin, overcast the night;   the starry welkin cover thou anon   with drooping fog as black as acheron,   and lead these testy rivals so astray   as one come not within another\u2019s way.   like to lysander sometime frame thy tongue,   then stir demetrius up with bitter wrong;   and sometime rail thou like demetrius;   and from each other look thou lead them thus,   till o\u2019er their brows death-counterfeiting sleep   with leaden legs and batty wings doth creep.   then crush this herb into lysander\u2019s eye;   whose liquor hath this virtuous property,   to take from hence all error with his might   and make his eyeballs roll with wonted sight.   when they next wake, all this derision   shall seem a dream and fruitless vision;   and back to athens shall the lovers wend   with league whose date till death shall never end.   whiles i in this affair do thee employ,   i\u2019ll to my queen, and beg her indian boy;   and then i will her charmed eye release   from monster\u2019s view, and all things shall be peace.  [from\tact\t3\tscene \t2]     in what ways does shakespeare make this such a dramatic and significant moment in  the play? or  8  explore the ways in which shakespeare makes the wood such a memorable setting in  a\tmidsummer \tnight\u2019s \tdream .50 55 60 65 70 75 80",
+            "10": "10 0486/31/o/n/15 \u00a9 ucles 2015william shakespeare: the tempest remember to support your ideas with details from the text. either  9 read this passage, and then answer the question that follows it: \t enter  caliban ,\twith\ta\tburden \tof\twood. \t a\tnoise \tof\tthunder \theard. caliban:\t all the infections that the sun sucks up from bogs, fens, flats, on prosper fall, and make him   by inch-meal a disease! his spirits hear me,   and yet i needs must curse. but they\u2019ll nor pinch,   fright me with urchin-shows, pitch me i\u2019 th\u2019 mire,   nor lead me, like a firebrand, in the dark   out of my way, unless he bid \u2019em; but   for every trifle are they set upon me;   sometime like apes that mow and chatter at me,   and after bite me; then like hedgehogs which   lie tumbling in my barefoot way, and mount   their pricks at my footfall; sometime am i   all wound with adders, who with cloven tongues   do hiss me into madness. enter \ttrinculo . \t             lo, now, lo! here comes a spirit of his, and to torment me   for bringing wood in slowly. i\u2019ll fall flat;   perchance he will not mind me. trinculo:\t here\u2019s neither bush nor shrub to bear off any weather at all,  and another storm brewing; i hear it sing i\u2019 th\u2019 wind.   y ond same black cloud, yond huge one, looks like a foul  bombard that would shed his liquor. if it should thunder as  it did before, i know not where to hide my head. y ond same  cloud cannot choose but fall by pailfuls. what have we here?  a man or a fish? dead or alive? a fish: he smells like a fish; a  very ancient and fish-like smell; a kind of not-of-the-newest  poor-john. a strange fish! were i in england now, as once i  was, and had but this fish painted, not a holiday fool there but  would give a piece of silver. there would this monster make  a man; any strange beast there makes a man; when they will  not give a doit to relieve a lame beggar, they will lay out ten to  see a dead indian. legg\u2019d like a man, and his fins like arms!  warm, o\u2019 my troth! i do now let loose my opinion; hold it no  longer: this is no fish, but an islander, that hath lately suffered  by a thunderbolt. \t [thunder ] alas, the storm is come again! my best way  is to creep under his gaberdine; there is no other shelter  hereabout. misery acquaints a man with strange bedfellows. i  will here shroud till the dregs of the storm be past. enter \tstephano \tsinging; \ta\tbottle \tin\this\thand. stephano:\t i shall no more to sea, to sea, here shall i die ashore \u2013   this is a very scurvy tune to sing at a man\u2019s funeral; well,  here\u2019s my comfort.  [drinks .5 10 15 20 25 30 35 40 45",
+            "11": "11 0486/31/o/n/15 \u00a9 ucles 2015 [turn over\t  the master, the swabber, the boatswain, and i,  the gunner, and his mate,    lov\u2019d mall, meg, and marian, and margery,    but none of us car\u2019d for kate;    for she had a tongue with a tang,    would cry to a sailor \u2018go hang!\u2019    she lov\u2019d not the savour of tar nor of pitch,    y et a tailor might scratch her where\u2019er she did itch.    then to sea, boys, and let her go hang! \t this is a scurvy tune too; but here\u2019s my comfort.  [drinks . caliban:\t do not torment me. o! stephano:\t what\u2019s the matter? have we devils here? do you put tricks  upon\u2019s with savages and men of ind? ha! i have not scap\u2019d  drowning to be afeard now of your four legs; for it hath been  said: as proper a man as ever went on four legs cannot make  him give ground; and it shall be said so again, while stephano  breathes at nostrils. caliban:\t the spirit torments me. o! stephano:\t this is some monster of the isle with four legs, who hath got,  as i take it, an ague. where the devil should he learn our  language? i will give him some relief, if it be but for that. if i  can recover him, and keep him tame, and get to naples with  him, he\u2019s a present for any emperor that ever trod on neat\u2019s  leather. caliban:\t do not torment me, prithee; i\u2019ll bring my wood home faster. stephano:\t he\u2019s in his fit now, and does not talk after the wisest. he shall  taste of my bottle; if he have never drunk wine afore, it will  go near to remove his fit. if i can recover him, and keep him  tame, i will not take too much for him; he shall pay for him that  hath him, and that soundly. caliban:\t thou dost me yet but little hurt; thou wilt anon, i know it by thy  trembling; now prosper works upon thee.  [from\tact\t2\tscene \t2]    how does shakespeare make this such a memorable moment in the play? or  10 to what extent do you think that shakespeare portrays prospero as a cruel master?50 55 60 65 70 75",
+            "12": "12 0486/31/o/n/15 \u00a9 ucles 2015oscar wilde: the importance of being earnest remember to support your ideas with details from the text. either  11 read this passage, and then answer the question that follows it: cecily:\t uncle jack! oh, i am pleased to see you back. but what horrid  clothes you have got on. do go and change them. miss \tprism:\t cecily! chasuble:\t my child! my child. [cecil y goes \ttowards  jack; \the\tkisses \ther\t brow \tin\ta\tmelancholy \tmanner. ] cecily:\t what is the matter, uncle jack? do look happy! y ou look as  if you had toothache, and i have got such a surprise for you.  who do you think is in the dining-room? y our brother! jack:\t who? cecily:\t y our brother ernest. he arrived about half an hour ago. jack:\t what nonsense! i haven\u2019t got a brother. cecily:\t oh, don\u2019t say that. however badly he may have behaved  to you in the past he is still your brother. y ou couldn\u2019t be so  heartless as to disown him. i\u2019ll tell him to come out. and you  will shake hands with him, won\u2019t you, uncle jack? [ runs \tback \t into\tthe\thouse. ] chasuble:\t these are very joyful tidings. miss \tprism:\t after we had all been resigned to his loss, his sudden return  seems to me peculiarly distressing. jack:\t my brother is in the dining-room? i don\u2019t know what it all  means. i think it is perfectly absurd. \t [enter \talgernon \tand\tcecil y \thand \tin\thand. \tthey \tcome \t slowly \tup\tto\tjack .] jack:\t good heavens! [ motions  algernon away .] algernon:\t brother john, i have come down from town to tell you that i  am very sorry for all the trouble i have given you, and that i  intend to lead a better life in the future. [jack glares \tat\thim\t and\tdoes \tnot\ttake\this\thand. ] cecily:\t uncle jack, you are not going to refuse your own brother\u2019s  hand? jack:\t nothing will induce me to take his hand. i think his coming  down here disgraceful. he knows perfectly well why. cecily:\t uncle jack, do be nice. there is some good in everyone.  ernest has just been telling me about his poor invalid friend  mr bunbury whom he goes to visit so often. and surely there  must be much good in one who is kind to an invalid, and  leaves the pleasures of london to sit by a bed of pain. jack:\t oh! he has been talking about bunbury, has he? cecily:\t y es, he has told me all about poor mr bunbury, and his terrible  state of health. jack:\t bunbury! well, i won\u2019t have him talk to you about bunbury or  about anything else. it is enough to drive one perfectly frantic. algernon:\t of course i admit that the faults were all on my side. but i must  say that i think that brother john\u2019s coldness to me is peculiarly 5 10 15 20 25 30 35 40",
+            "13": "13 0486/31/o/n/15 \u00a9 ucles 2015painful. i expected a more enthusiastic welcome especially  considering it is the first time i have come here. cecily:\t uncle jack, if you don\u2019t shake hands with ernest i will never  forgive you. jack:\t never forgive me? cecily:\t never, never, never! jack:\t well, this is the last time i shall ever do it. [ shakes \thands \twith\t algernon \tand\tglares. ] chasuble:\t it\u2019s pleasant, is it not, to see so perfect a reconciliation? i think  we might leave the two brothers together. miss \tprism:\t cecily, you will come with us. cecily:\t certainly, miss prism. my little task of reconciliation is over. chasuble:\t y ou have done a beautiful action today, dear child. miss \tprism:\t we must not be premature in our judgements. cecily:\t i feel very happy. [ they \tall\tgo\toff\texcept \tjack \tand\t algernon .] jack:\t y ou young scoundrel, algy, you must get out of this place as  soon as possible. i don\u2019t allow any bunburying here. \t [enter  merriman.] merriman:\t i have put mr ernest\u2019s things in the room next to yours, sir. i  suppose that is all right? jack:\t what? merriman:\t mr ernest\u2019s luggage, sir. i have unpacked it and put it in the  room next to your own. jack:\t his luggage? merriman:\t y es, sir. three portmanteaus, a dressing-case, two hat-boxes,  and a large luncheon-basket. algernon:\t i am afraid i can\u2019t stay more than a week this time.  [from\tact\t2]    how does wilde make this moment in the play so entertaining? or  12  explore the ways in which wilde makes the relationship between dr chasuble and  miss  prism so delightfully amusing.45 50 55 60 65 70",
+            "14": "14 0486/31/o/n/15 \u00a9 ucles 2015blank page",
+            "15": "15 0486/31/o/n/15 \u00a9 ucles 2015blank page",
+            "16": "16 0486/31/o/n/15 \u00a9 ucles 2015blank page permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. every reasonable  effort has been made by the publisher (ucles) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the publisher will  be pleased to make amends at the earliest possible opportunity. to avoid the issue of disclosure of answer-related information to candidates, all copyright acknowledgements are reproduced online in the cambridge international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download at www.cie.org.uk after  the live examination series. 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."
+        },
+        "0486_w15_qp_32.pdf": {
+            "1": "this document consists of 13 printed pages and 3 blank pages, and 1 insert. dc (st) 128454 \u00a9 ucles 2015  [turn overcambridge international examinations cambridge international general certificate of secondary education * 5 2 6 2 2 1 8 4 2 8 *literature (english)  0486/32 paper 3  drama (open text)  october/november 2015  45 minutes texts studied should be taken into the examination. read these instructions first an answer booklet is provided inside this question paper. y ou should follow the instructions on the front cover  of the answer booklet. if you need additional answer paper ask the invigilator for a continuation booklet. answer one question. all questions in this paper carry equal marks. the syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificate.",
+            "2": "2 0486/32/o/n/15 \u00a9 ucles 2015arthur miller: all my sons remember to support your ideas with details from the text. either   1 read this extract, and then answer the question that follows it: \t [mother comes \tout.\tshe\tcarries \ta\tpot\tof\tstring \tbeans .] mother:\t it\u2019s her day off, what are you crabbing about? chris\t [to mother]: isn \u2019t annie finished eating? mother\t [looking \taround \tpreoccupiedly \tat\tyard]: she \u2019ll be right  out. [ moves .] that wind did some job on this place. [ of\t the\ttree.] so much for that, thank god. keller\t [indicating \tchair \tbeside \thim]: sit down, take it easy. mother  [pressing \ther\thand \tto\ttop\tof\ther\thead ]: i\u2019ve got such a  funny pain on the top of my head. chris:  can i get you an aspirin?  [mother picks \ta\tfew\tpetals \toff\tground, \tstands \tthere \t smelling \tthem \tin\ther\thand, \tthen\tsprinkles \tthem \tover\t plants .] mother:  no more roses. it \u2019s so funny ... everything decides to  happen at the same time. this month is his birthday;  his tree blows down, annie comes. everything that  happened seems to be coming back. i was just down  the cellar, and what do i stumble over? his baseball  glove. i haven \u2019t seen it in a century. chris:  don\u2019t you think annie looks well? mother:  fine. there \u2019s no question about it. she \u2019s a beauty. ... i  still don \u2019t know what brought her here. not that i \u2019m not  glad to see her, but \u2013 chris:  i just thought we \u2019d all like to see each other again.  [mother just\tlooks \tat\thim,\tnodding \tever\tso\tslightly \t\u2013 almost \tas\tthough \tadmitting \tsomething .] and i wanted to  see her myself. mother  [as\ther\tnods \thalt,\tto keller]: the only thing is i think  her nose got longer. but i \u2019ll always love that girl. she \u2019s  one that didn \u2019t jump into bed with somebody else as  soon as it happened with her fella. keller\t [as\tthough \tthat\twere \timpossible \tfor\tannie ]: oh, what \u2019re  you \u2013 ? mother:  never mind. most of them didn \u2019t wait till the telegrams  were opened. i \u2019m just glad she came, so you can see  i\u2019m not completely  out of my mind. [ sits,\tand\trapidly \t breaks \tstring \tbeans \tin\tthe\tpot.] chris:  just because she isn \u2019t married doesn\u2019t mean she\u2019s  been mourning larry. mother  [with\tan\tundercurrent \tof\tobservation ]: why then isn \u2019t  she? chris  [a\tlittle\tflustered ]: well ... it could \u2019ve been any number of  things. mother  [directly \tat\thim]: like what, for instance? chris  [embarrassed, \tbut\tstanding \this\tground ]: i don \u2019t know.  whatever it is. can i get you an aspirin?  [mother puts\ther\thand \tto\ther\thead. \tshe\tgets\tup\tand\t goes \taimlessly \ttowards \tthe\ttrees \ton\trising .] mother:  it\u2019s not like a headache.5 10 15 20 25 30 35 40 45",
+            "3": "3 0486/32/o/n/15 \u00a9 ucles 2015 [turn overkeller:\t y ou don \u2019t sleep, that \u2019s why. she \u2019s wearing out more  bedroom slippers than shoes. mother:  i had a terrible night. [ she\tstops \tmoving .] i never had a  night like that. chris  [looking \tat\tkeller ]: what was it, mom? did you  dream? mother:  more, more than a dream. chris  [hesitantly ]: about larry? mother:  i was fast asleep, and \u2013 [ raising \ther\tarm\tover\tthe\t audience .] remember the way he used to fly low past  the house when he was in training? when we used to  see his face in the cockpit going by? that \u2019s the way i  saw him. only high up. way, way up, where the clouds  are. he was so real i could reach out and touch him. and  suddenly he started to fall. and crying, crying to me  ...  mom, mom! i could hear him like he was in the room.  mom! ... it was his voice! if i could touch him i knew i  could stop him, if i could only \u2013 [ breaks \toff,\tallowing \ther\t outstretched \thand \tto\tfall.] i woke up and it was so funny  \u2013 the wind  ... it was like the roaring of his engine. i came  out here  ... i must \u2019ve still been half asleep. i could hear  that roaring like he was going by. the tree snapped right  in front of me \u2013 and i like \u2013 came awake. [ she\tis\tlooking \t at\ttree.\tshe\tsuddenly \trealizes \tsomething, \tturns \twith\ta\t reprimanding \tfinger \tshaking \tslightly \tat keller.] see?  we should never have planted that tree. i said so in the  first place; it was too soon to plant a tree for him.  [from \tact\t1]    how does miller make this such a striking introduction to kate? or   2  what makes miller\u2019s portrayal of the relationship between steve and george deever  such a powerful part of the play?50 55 60 65 70 75",
+            "4": "4 0486/32/o/n/15 \u00a9 ucles 2015j.b. priestley: an inspector calls remember to support your ideas with details from the text. either   3 read this extract, and then answer the question that follows it: inspector\t [taking \tcharge, \tmasterfully ]: stop! \t content removed due to copyright restrictions.",
+            "5": "5 0486/32/o/n/15 \u00a9 ucles 2015 [turn oversheila:\t but that\u2019s not what i\u2019m talking about. i don\u2019t care  about that. the point is, you don\u2019t seem to have learnt  anything.  [from \tact\t3]    in what ways does priestley make this such a powerfully dramatic moment in the play? or   4  explore the ways in which priestley creates such a memorable portrait of eva smith,  despite the fact that she never appears in the play.    do not use the extract printed in question 3 in your answer.content removed due to copyright restrictions.",
+            "6": "6 0486/32/o/n/15 \u00a9 ucles 2015william shakespeare: the merchant of venice remember to support your ideas with details from the text. either   5  read this extract, and then answer the question that follows it: shylock:\t \t three thousand ducats \u2013 well. bassanio:\t ay, sir, for three months. shylock:\t \t for three months \u2013 well. bassanio:\t for the which, as i told you, antonio shall be bound. shylock:\t \t antonio shall become bound \u2013 well. bassanio:\t \tmay you stead me? will you pleasure me? shall i  know your answer? shylock:\t \t \tthree thousand ducats for three months, and  antonio bound. bassanio:\t y our answer to that. shylock:\t \t antonio is a good man. bassanio:\t have you heard any imputation to the contrary? shylock:\t \t \tho, no, no, no, no; my meaning in saying he is a  good man is to have you understand me that he is  sufficient; yet his means are in supposition: he hath  an argosy bound to tripolis, another to the indies;  i understand, moreover, upon the rialto, he hath  a third at mexico, a fourth for england \u2013 and other  ventures he hath, squand \u2019red abroad. but ships are  but boards, sailors but men; there be land-rats and  water-rats, water-thieves and land-thieves \u2013 i mean  pirates; and then there is the peril of waters, winds,  and rocks. the man is, notwithstanding, sufficient.  three thousand ducats \u2013 i think i may take his bond. bassanio:\t be assur \u2019d you may. shylock:\t \t \ti will be assur \u2019d i may; and, that i may be assured, i  will bethink me. may i speak with antonio? bassanio:\t if it please you to dine with us. shylock:\t \t \ty es, to smell pork, to eat of the habitation which  your prophet, the nazarite, conjured the devil into!  i will buy with you, sell with you, talk with you, walk  with you, and so following; but i will not eat with you,  drink with you, nor pray with you. what news on the  rialto? who is he comes here?   enter  antonio bassanio:\t this is signior antonio. shylock\t \t \t[aside ]: how like a fawning publican he looks! i hate him for he is a christian;   but more for that in low simplicity   he lends out money gratis, and brings down   the rate of usance here with us in venice.   if i can catch him once upon the hip,   i will feed fat the ancient grudge i bear him.   he hates our sacred nation; and he rails,   even there where merchants most do congregate,   on me, my bargains, and my well-won thrift,   which he calls interest. cursed be my tribe   if i forgive him! bassanio:\t \t \t \t shylock, do you hear? shylock:\t \t \ti am debating of my present store,5 10 15 20 25 30 35 40 45 50",
+            "7": "7 0486/32/o/n/15 \u00a9 ucles 2015 [turn overand, by the near guess of my memory,   i cannot instantly raise up the gross   of full three thousand ducats. what of that?   tubal, a wealthy hebrew of my tribe,   will furnish me. but soft! how many months   do you desire? [ to\tantonio ] rest you fair, good  signior;   y our worship was the last man in our mouths. antonio :   shylock, albeit i neither lend nor borrow by taking nor by giving of excess,   y et, to supply the ripe wants of my friend,   i\u2019ll break a custom. [ to\tbassanio ] is he yet  possess \u2019d how much ye would? shylock:\t \t \t\t \t ay, ay, three thousand ducats. antonio :  and for three months. shylock:\t \t \ti had forgot \u2013 three months; you told me so. well then, your bond; and, let me see \u2013 but hear    you,  methoughts you said you neither lend nor borrow   upon advantage. antonio :    i do never use it.  [from \tact\t1\tscene \t3] how does shakespeare make you have mixed feelings about shylock at this  moment in the play? or   6 explore the ways in which shakespeare makes false appearances so significant in  the play.55 60 65 70",
+            "8": "8 0486/32/o/n/15 \u00a9 ucles 2015william shakespeare: a midsummer night\u2019s dream remember to support your ideas with details from the text. either   7  read this extract, and then answer the question that follows it: \t \t enter  quince as\tthe prologue. prologue:\t if \twe\toffend, \tit\tis\twith\tour\tgood \twill. \t \t that \tyou\tshould \tthink, \twe\tcome \tnot\tto\toffend, \t \t but \twith\tgood \twill.\tto\tshow \tour\tsimple \tskill, \t \t that \tis\tthe\ttrue\tbeginning \tof\tour\tend. \t \t consider \tthen, \twe\tcome \tbut\tin\tdespite. \t \t we \tdo\tnot\tcome, \tas\tminding \tto\tcontent \tyou, \t \t our \ttrue\tintent \tis.\tall\tfor\tyour\tdelight \t \t we \tare\tnot\there. \tthat \tyou\tshould \there \trepent \tyou, \t \t the \tactors \tare\tat\thand; \tand,\tby\ttheir\tshow, \t \t y ou \tshall \tknow \tall,\tthat\tyou\tare\tlike\tto\tknow. theseus:\t \t this fellow doth not stand upon points. lysander:\t \the hath rid his prologue like a rough colt; he knows  not the stop. a good moral my lord: it is not enough  to speak, but to speak true. hippolyta:\t \tindeed he hath play \u2019d on this prologue like a child on  a recorder \u2013 a sound, but not in government. theseus:\t \t \this speech was like a tangled chain; nothing  impaired, but all disordered. who is next?   \tenter, \twith\ta\ttrumpet \tbefore \tthem, \tas\tin\tdumb \tshow,   pyramus and thisby , wall, moonshine, and  lion. prologue:\t gentles, \tperchance \tyou\twonder \tat\tthis\tshow; \t \t but \twonder \ton,\ttill\ttruth \tmake \tall\tthings \tplain. \t \t this \tman\tis\tpyramus, \tif\tyou\twould \tknow; \t \t this \tbeauteous \tlady\tthisby \tis\tcertain. \t \t this \tman, \twith\tlime\tand\trough-cast, \tdoth\tpresent \t \t wall, \tthat\tvile\twall\twhich \tdid\tthese \tlovers \tsunder; \t \t \tand\tthrough \twall\u2019s \tchink, \tpoor \tsouls, \tthey\tare\t \tcontent \t \t to \twhisper. \tat\tthe\twhich \tlet\tno\tman\twonder. \t \t this \tman, \twith\tlanthorn, \tdog,\tand\tbush \tof\tthorn, \t \t presenteth \tmoonshine; \tfor,\tif\tyou\twill\tknow, \t \t by \tmoonshine \tdid\tthese \tlovers \tthink \tno\tscorn \t \t to \tmeet \tat\tninus\u2019 \ttomb, \tthere, \tthere \tto\twoo. \t \t this \tgrisly \tbeast, \twhich \tlion\thight \tby\tname, \t \t the \ttrusty \tthisby, \tcoming \tfirst\tby\tnight, \t \t did \tscare \taway, \tor\trather \tdid\taffright; \t \t and \tas\tshe\tfled,\ther\tmantle \tshe\tdid\tfall; \t \t which \tlion\tvile\twith\tbloody \tmouth \tdid\tstain. \t \t anon \tcomes \tpyramus, \tsweet \tyouth \tand\ttall, \t \t and \tfinds \this\ttrusty \tthisby\u2019s \tmantle \tslain; \t \t whereat \twith\tblade, \twith\tbloody \tblameful \tblade, \t \t he \tbravely \tbroach\u2019d \this\tboiling \tbloody \tbreast; \t \t and \tthisby, \ttarrying \tin\tmulberry \tshade, \t \t his \tdagger \tdrew, \tand\tdied. \tfor\tall\tthe\trest, \t \t let \tlion, \tmoonshine, \twall, \tand\tlovers \ttwain, \t \t at \tlarge \tdiscourse \twhile \there \tthey\tdo\tremain. \t \t \t \t[exeunt \tprologue ,\tpyramus ,\tthisby ,\t lion ,\tand\tmoonshine .5 10 15 20 25 30 35 40 45 50",
+            "9": "9 0486/32/o/n/15 \u00a9 ucles 2015 [turn overtheseus:\t \t i wonder if the lion be to speak. demetrius:   no wonder, my lord: one lion may, when many asses  do. wall:   \tin\tthis\tsame \tinterlude \tit\tdoth\tbefall \t \t that \ti,\tone\tsnout \tby\tname, \tpresent \ta\twall; \t \t and \tsuch \ta\twall\tas\ti\twould \thave \tyou\tthink \t \t that \thad\tin\tit\ta\tcrannied \thole\tor\tchink, \t \t through \twhich \tthe\tlovers, \tpyramus \tand\tthisby, \t \t did \twhisper \toften \tvery\tsecretly. \t \t \tthis\tloam, \tthis\trough-cast, \tand\tthis\tstone, \tdoth\t \tshow \t \t that \ti\tam\tthat\tsame \twall;\tthe\ttruth \tis\tso; \t \t and \tthis\tthe\tcranny \tis,\tright\tand\tsinister, \t \t through \twhich \tthe\tfearful \tlovers \tare\tto\twhisper. theseus:\t \t would you desire lime and hair to speak better? demetrius:   it is the wittiest partition that ever i heard discourse,  my lord.   enter  pyramus. theseus:\t \t pyramus draws near the wall; silence. pyramus:  o\tgrim-look\u2019d \tnight! \to\tnight \twith\thue\tso\tblack! \t \t o \tnight, \twhich \tever\tart\twhen \tday\tis\tnot! \t \t o \tnight, \to\tnight, \talack, \talack, \talack, \t \t i \tfear\tmy\tthisby\u2019s \tpromise \tis\tforgot! \t \t and \tthou, \to\twall, \to\tsweet, \to\tlovely \twall, \t \t that \tstand\u2019st \tbetween \ther\tfather\u2019s \tground \tand\tmine; \t \t thou \twall, \to\twall, \to\tsweet \tand\tlovely \twall, \t \t show \tme\tthy\tchink, \tto\tblink \tthrough \twith\tmine \teyne. [ wall \tholds \tup\this\tfingers. \t \t \tthanks, \tcourteous \twall.\tjove \tshield \tthee\twell\tfor\t \tthis!\t \t \t but \twhat \tsee\ti?\tno\tthisby \tdo\ti\tsee. \t \t o \twicked \twall, \tthrough \twhom \ti\tsee\tno\tbliss; \t \t curs\u2019d \tbe\tthy\tstones \tfor\tthus\tdeceiving \tme! theseus:\t \t \tthe wall, methinks, being sensible, should curse  again. pyramus:   no, in truth, sir, he should not. deceiving \tme is  thisby \u2019s cue. she is to enter now, and i am to spy  her through the wall. y ou shall see it will fall pat as i  told you; yonder she comes.  [from \tact\t5\tscene \t1] how does shakespeare make this such an enjoyable moment in the play? or   8 explore the ways in which shakespeare strikingly portrays similarities between  oberon and theseus.55 60 65 70 75 80 85",
+            "10": "10 0486/32/o/n/15 \u00a9 ucles 2015william shakespeare:  the tempest remember to support your ideas with details from the text. either   9  read this extract, and then answer the question that follows it: gonzalo:\t\t beseech you, sir, be merry; you have cause, \t  so have we all, of joy; for our escape \t  is much beyond our loss. our hint of woe \t  is common; every day, some sailor\u2019s wife, \t  the masters of some merchant, and the merchant, \t  have just our theme of woe; but for the miracle, \t  i mean our preservation, few in millions \t  can speak like us. then wisely, good sir, weigh \t  our sorrow with our comfort. alonso:\t \t prithee, peace. sebastian:\t he receives comfort like cold porridge. antonio:\t \t the visitor will not give him o \u2019er so. sebastian:\t \tlook, he \u2019s winding up the watch of his wit; by and by  it will strike. gonzalo:\t\t sir \u2013 sebastian:\t one \u2013 tell. gonzalo:\t\t when every grief is entertain\u2019d that\u2019s offer\u2019d, \t  comes to th\u2019 entertainer \u2013 sebastian:\t a dollar. gonzalo:\t\t \tdolour comes to him, indeed; you have spoken truer  than you purpos\u2019d. sebastian:\t y ou have taken it wiselier than i meant you should. gonzalo:\t\t therefore, my lord \u2013 antonio:\t \t fie, what a spendthrift is he of his tongue! alonso:\t \t i prithee, spare. gonzalo:\t\t well, i have done; but yet \u2013 sebastian:\t he will be talking. antonio:\t \t \twhich, of he or adrian, for a good wager, first begins  to crow? sebastian:\t the old cock. antonio:\t \t the cock \u2019rel. sebastian:\t done. the wager? antonio:\t \t a laughter. sebastian:\t a match! adrian:\t \t though this island seem to be desert \u2013 antonio:\t \t ha, ha, ha! sebastian:\t so, you \u2019re paid. adrian:\t \t uninhabitable, and almost inaccessible \u2013 sebastian:\t y et \u2013 adrian:\t \t y et \u2013 antonio:\t \t he could not miss \u2019t. adrian:\t \t \tit must needs be of subtle, tender, and delicate  temperance. antonio:\t \t temperance was a delicate wench. sebastian:\t ay, and a subtle; as he most learnedly deliver \u2019d. adrian:\t \t the air breathes upon us here most sweetly. sebastian:\t as if it had lungs, and rotten ones. antonio:\t \t or, as \u2019twere perfum\u2019 d by a fen. gonzalo:\t\t here is everything advantageous to life. antonio:\t \t true; save means to live.5 10 15 20 25 30 35 40 45 50",
+            "11": "11 0486/32/o/n/15 \u00a9 ucles 2015 [turn oversebastian:\t of that there \u2019s none, or little. gonzalo:\t\t how lush and lusty the grass looks! how green! antonio:\t \t the ground indeed is tawny. sebastian:\t with an eye of green in \u2019t. antonio:\t \t he misses not much. sebastian:\t no; he doth but mistake the truth totally. gonzalo:\t\t \tbut the rarity of it is, which is indeed almost beyond  credit \u2013 sebastian:\t as many vouch \u2019d rarities are. gonzalo:\t\t \tthat our garments, being, as they were, drench \u2019d in  the sea, hold, notwithstanding, their freshness and  glosses, being rather newdy \u2019d, than stain \u2019d with salt  water. antonio:\t \t \tif but one of his pockets could speak, would it not  say he lies? sebastian:\t ay, or very falsely pocket up his report. gonzalo:\t\t \tmethinks our garments are now as fresh as when  we put them on first in afric, at the marriage of the  king \u2019s fair daughter claribel to the king of tunis. sebastian:\t \t\u2019twas a sweet marriage, and we prosper well in our  return. adrian:\t \t \ttunis was never grac \u2019d before with such a paragon  to their queen. gonzalo:\t\t not since widow dido \u2019s time.  [from \tact\t2\tscene \t1]     how does shakespeare create striking impressions of the characters on stage at  this moment in the play? or   10 \u2018in the\ttempest \tgood clearly triumphs over evil.\u2019 explore the ways in which  shakespeare vividly conveys this to you.55 60 65 70",
+            "12": "12 0486/32/o/n/15 \u00a9 ucles 2015oscar wilde: the importance of being earnest remember to support your ideas with details from the text. either   11  read this extract, and then answer the question that follows it: \t [enter \tjack \tslowly \tfrom \tthe\tback \tof\tthe\tgarden. \t he\tis\tdressed \tin\tthe\tdeepest \tmourning, \twith\tcr\u00eape \t hatband \tand\tblack \tgloves. ] miss \tprism:\t mr worthing! chasuble:\t mr worthing? miss \tprism:\t this is indeed a surprise. we did not look for you till  monday afternoon. jack\t [shakes  miss prism\u2019 s hand \tin\ta\ttragic \tmanner ]: i  have returned sooner than i expected. dr chasuble,  i hope you are well? chasuble:\t dear mr worthing, i trust this garb of woe does not  betoken some terrible calamity? jack:\t my brother. miss \tprism:\t more shameful debts and extravagance? chasuble:\t still leading his life of pleasure? jack\t [shaking \this\thead ]: dead! chasuble:\t y our brother ernest dead? jack:\t quite dead. miss \tprism:\t what a lesson for him! i trust he will profit by it. chasuble:\t mr worthing, i offer you my sincere condolence.  y ou have at least the consolation of knowing that  you are always the most generous and forgiving of  brothers. jack:\t poor ernest! he had many faults, but it is a sad,  sad blow. chasuble:\t very sad indeed. were you with him at the end? jack:\t no. he died abroad; in paris, in fact. i had a  telegram last night from the manager of the grand  hotel. chasuble:\t was the cause of death mentioned? jack:\t a severe chill, it seems. miss \tprism:\t as a man sows, so shall he reap. chasuble\t [raising \this\thand ]: charity, dear miss prism, charity!  none of us are perfect. i myself am peculiarly  susceptible to draughts. will the interment take  place here? jack:\t no. he seems to have expressed a desire to be  buried in paris. chasuble:\t in paris! [ shakes \this\thead .] i fear that hardly  points to any very serious state of mind at the  last. y ou would no doubt wish me to make some  slight allusion to this tragic domestic affliction next  sunday. [jack presses \this\thand \tconvulsively .]  my sermon on the meaning of the manna in the  wilderness can be adapted to almost any occasion,  joyful, or, as in the present case, distressing. [ all\t sigh.] i have preached it at harvest celebrations,  christenings, confirmations, on days of humiliation  and festal days. the last time i delivered it was in  the cathedral, as a charity sermon on behalf of the 5 10 15 20 25 30 35 40 45 50",
+            "13": "13 0486/32/o/n/15 \u00a9 ucles 2015society for the prevention of discontent among the  upper orders. the bishop, who was present, was  much struck by some of the analogies i drew. jack:\t ah! that reminds me, you mentioned christenings  i think, dr chasuble? i suppose you know how  to christen all right? [dr chasuble looks \t astounded .] i mean, of course, you are continually  christening, aren\u2019t you? miss \tprism:\t it is, i regret to say, one of the rector\u2019s most  constant duties in this parish. i have often spoken  to the poorer classes on the subject. but they don\u2019t  seem to know what thrift is. chasuble:\t but is there any particular infant in whom you  are interested, mr worthing? y our brother was, i  believe, unmarried, was he not? jack:\t oh yes. miss \tprism\t [bitterly ]: people who live entirely for pleasure  usually are. jack:\t but it is not for any child, dear doctor. i am very  fond of children. no! the fact is, i would like to  be christened myself, this afternoon, if you have  nothing better to do. chasuble:\t but surely, mr worthing, you have been christened  already? jack:\t i don\u2019t remember anything about it. chasuble:\t but have you any grave doubts on the subject? jack:\t i certainly intend to have. of course i don\u2019t know  if the thing would bother you in any way, or if you  think i am a little too old now. chasuble:\t not at all. the sprinkling, and, indeed, the immersion of adults is a perfectly canonical practice. jack:\t immersion! \t [from \tact\t2]    how does wilde make this such an entertaining moment in the play? or   12 cecily is described as \u2018a sweet, simple, innocent girl\u2019 by jack. how far does wilde  make you agree with this description?55 60 65 70 75 80",
+            "14": "14 0486/32/o/n/15 \u00a9 ucles 2015blank page",
+            "15": "15 0486/32/o/n/15 \u00a9 ucles 2015blank page",
+            "16": "16 0486/32/o/n/15 \u00a9 ucles 2015blank page permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. every reasonable  effort has been made by the publisher (ucles) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the publisher will  be pleased to make amends at the earliest possible opportunity. to avoid the issue of disclosure of answer-related information to candidates, all copyright acknowledgements are reproduced online in the cambridge international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download at www.cie.org.uk after  the live examination series. 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."
+        },
+        "0486_w15_qp_33.pdf": {
+            "1": "this document consists of 13 printed pages, 3 blank pages and 1 insert. dc (st) 128453 \u00a9 ucles 2015  [turn overcambridge international examinations cambridge international general certificate of secondary education * 3 5 4 7 5 8 4 6 4 1 *literature (english)  0486/33 paper 3  drama (open text)  october/november 2015  45 minutes texts studied should be taken into the examination. read these instructions first an answer booklet is provided inside the question paper. y ou should follow the instructions on the front cover  of the answer booklet. if you need additional answer paper ask the invigilator for a continuation booklet. answer one question. all questions in this paper carry equal marks. the syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificate.",
+            "2": "2 0486/33/o/n/15 \u00a9 ucles 2015arthur miller : all my sons remember to support your ideas with details from the text. either  1 read this passage, and then answer the question that follows it: chris \t [quietly, incredibly ]: how could you do that? how? keller: \t what\u2019s the matter with you! chris:  dad \u2026 dad, you killed twenty-one men! keller:  what, killed? chris:  y ou killed them, you murdered them. keller  [as though throwing his whole nature open before chris ]:  how could i kill anybody? chris:  dad! dad! keller  [trying to hush him ]: i didn\u2019t kill anybody! chris:  then explain it to me. what did you do? explain it to me or  i\u2019ll tear you to pieces! keller  [horrified at his overwhelming fury  ]: don\u2019t, chris, don\u2019t \u2013 chris:  i want to know what you did, now what did you do? y ou had  a hundred and twenty cracked engine-heads, now what did  you do? keller:  if you\u2019re going to hang me then i \u2013 chris:  i\u2019m listening. god almighty, i\u2019m listening! keller  [ \u2013 their movements now are those of subtle pursuit and  escape. keller  keeps a step out of chris \u2019s range as he  talks. ]: y ou\u2019re a boy, what could i do! i\u2019m in business, a man  is in business; a hundred and twenty cracked, you\u2019re out of  business; you got a process, the process don\u2019t work you\u2019re  out of business; you don\u2019t know how to operate, your stuff  is no good; they close you up, they tear up your contracts,  what the hell\u2019s it to them? y ou lay forty years into a business  and they knock you out in five minutes, what could i do, let  them take forty years, let them take my life away? [ his voice  cracking ] i never thought they\u2019d install them. i swear to god. i  thought they\u2019d stop \u2019em before anybody took off. chris:  then why\u2019d you ship them out? keller:  by the time they could spot them i thought i\u2019d have the  process going again, and i could show them they needed  me and they\u2019d let it go by. but weeks passed and i got no  kick-back, so i was going to tell them. chris:  then why didn\u2019t you tell them? keller:  it was too late. the paper, it was all over the front page,  twenty-one went down, it was too late. they came with  handcuffs into the shop, what could i do? [ he sits on bench .]  chris \u2026 chris, i did it for you, it was a chance and i took it  for you. i\u2019m sixty-one years old, when would i have another  chance to make something for you? sixty-one years old you  don\u2019t get another chance, do ya? chris:  y ou even knew they wouldn\u2019t hold up in the air. keller:  i didn\u2019t say that.5 10 15 20 25 30 35 40",
+            "3": "3 0486/33/o/n/15 \u00a9 ucles 2015 [turn overchris:  but you were going to warn them not to use them \u2013  keller:  but that don\u2019t mean \u2013  chris:  it means you knew they\u2019d crash. keller:  it don\u2019t mean that. chris:  then you thought  they\u2019d crash. keller:  i was afraid maybe \u2013  chris:  y ou were afraid maybe! god in heaven, what kind of man  are you? kids were hanging in the air by those heads. y ou  knew that! keller:  for you, a business for you! chris  [with burning fury ]: for me! where do you live, where have  you come from? for me! \u2013 i was dying every day and you  were killing my boys and you did it for me? what the hell do  you think i was thinking of, the goddam business? is that as  far as your mind can see, the business? what is that, the  world \u2013 the business? what the hell do you mean, you did  it for me? don\u2019t you have a country? don\u2019t you live in the  world? what the hell are you? y ou\u2019re not even an animal, no  animal kills his own, what are you? what must i do to you? i  ought to tear the tongue out of your mouth, what must i do?  [with his fist he pounds down upon his father\u2019s shoulder. he  stumbles away, covering his face as he weeps .] what must i  do, jesus god, what must i do? keller:  chris \u2026 my chris \u2026   curtain [from act 2  ]    how does miller make this such a powerfully dramatic ending to act 2? or 2 how do you think the portrayal of the two couples \u2013 sue and jim bayliss and frank and  lydia lubey \u2013 contributes to the power of miller\u2019s play?45 50 55 60 65",
+            "4": "4 0486/33/o/n/15 \u00a9 ucles 2015j. b. priestley:  an inspector calls remember to support your ideas with details from the text. either  3 read this passage, and then answer the question that follows it: birling  [somewhat impatiently  ]: look \u2013 there\u2019s nothing mysterious \u2013  content removed due to copyright restrictions.",
+            "5": "5 0486/33/o/n/15 \u00a9 ucles 2015 [turn overinspector:  they might. but after all it\u2019s better to ask for the earth than to  take it. [from act 1 ]     in what ways does priestley make this such a dramatic and significant moment  in the play? or 4 explore the ways in which priestley vividly depicts the conflict between mrs birling and  sheila in two moments in the play.content removed due to copyright restrictions.",
+            "6": "6 0486/33/o/n/15 \u00a9 ucles 2015william shakespeare:  the merchant of venice remember to support your ideas with details from the text. either  5 read this passage, and then answer the question that follows it: antonio:  is that anything now? bassanio: \tgratiano speaks an infinite deal of nothing, more than  any man in all venice. his reasons are as two grains  of wheat hid in two bushels of chaff: you shall seek all  day ere you find them, and when you have them they  are not worth the search. antonio: \t well; tell me now what lady is the same to whom you swore a secret pilgrimage,   that you to-day promis\u2019d to tell me of? bassanio: \t\u2019tis not unknown to you, antonio,  how much i have disabled mine estate   by something showing a more swelling port   than my faint means would grant continuance;   nor do i now make moan to be abridg\u2019d   from such a noble rate; but my chief care   is to come fairly off from the great debts   wherein my time, something too prodigal,   hath left me gag\u2019d. to you, antonio,   i owe the most, in money and in love;   and from your love i have a warranty   to unburden all my plots and purposes   how to get clear of all the debts i owe. antonio:  i pray you, good bassanio, let me know it; and if it stand, as you yourself still do,   within the eye of honour, be assur\u2019d   my purse, my person, my extremest means,   lie all unlock\u2019d to your occasions. bassanio:  in my school-days, when i had lost one shaft, i shot his fellow of the self-same flight   the self-same way, with more advised watch,   to find the other forth; and by adventuring both   i oft found both. i urge this childhood proof,   because what follows is pure innocence.   i owe you much; and, like a wilful youth,   that which i owe is lost; but if you please   to shoot another arrow that self way   which you did shoot the first, i do not doubt,   as i will watch the aim, or to find both,   or bring your latter hazard back again   and thankfully rest debtor for the first. antonio:  y ou know me well, and herein spend but time to wind about my love with circumstance;   and out of doubt you do me now more wrong   in making question of my uttermost   than if you had made waste of all i have.   then do but say to me what i should do   that in your knowledge may by me be done,   and i am prest unto it; therefore, speak.5       10          15          20        25         30          35          40         45  ",
+            "7": "7 0486/33/o/n/15 \u00a9 ucles 2015 [turn overbassanio:  in belmont is a lady richly left, and she is fair and, fairer than that word,   of wondrous virtues. sometimes from her eyes   i did receive fair speechless messages.   her name is portia \u2013 nothing undervalu\u2019d   to cato\u2019s daughter, brutus\u2019 portia.   nor is the wide world ignorant of her worth;   for the four winds blow in from every coast   renowned suitors, and her sunny locks   hang on her temples like a golden fleece,   which makes her seat of belmont colchos\u2019 strond,   and many jasons come in quest of her.   o my antonio, had i but the means   to hold a rival place with one of them,   i have a mind presages me such thrift   that i should questionless be fortunate. antonio:  thou know\u2019st that all my fortunes are at sea; neither have i money nor commodity   to raise a present sum; therefore go forth,   try what my credit can in venice do;   that shall be rack\u2019d, even to the uttermost,   to furnish thee to belmont to fair portia.   go presently inquire, and so will i,   where money is; and i no question make   to have it of my trust or for my sake.  [exeunt. [from act 1 scene 1  ]     how does shakespeare create vivid impressions of bassanio and his friendship with  antonio at this moment in the play? or 6 what does shakespeare\u2019s writing make you feel about jessica and lorenzo?  50          55          60        65          70   ",
+            "8": "8 0486/33/o/n/15 \u00a9 ucles 2015william shakespeare:  a midsummer night\u2019s dream remember to support your ideas with details from the text. either  7 read this passage, and then answer the question that follows it: oberon:  i wonder if titania be awak\u2019d; then, what it was that next came in her eye,   which she must dote on in extremity.   enter puck .   here comes my messenger. how now, mad spirit!   what night-rule now about this haunted grove? puck: \t my mistress with a monster is in love.  near to her close and consecrated bower,   while she was in her dull and sleeping hour,   a crew of patches, rude mechanicals,   that work for bread upon athenian stalls,   were met together to rehearse a play   intended for great theseus\u2019 nuptial day.   the shallowest thickskin of that barren sort,   who pyramus presented, in their sport   forsook his scene and ent\u2019red in a brake;   when i did him at this advantage take,   an ass\u2019s nole i fixed on his head.   anon his thisby must be answered,   and forth my mimic comes. when they him spy,   as wild geese that the creeping fowler eye,   or russet-pated choughs, many in sort,   rising and cawing at the gun\u2019s report,   sever themselves and madly sweep the sky,   so at his sight away his fellows fly;   and at our stamp here, o\u2019er and o\u2019er one falls;   he murder cries, and help from athens calls.   their sense thus weak, lost with their fears thus strong,   made senseless things begin to do them wrong,   for briers and thorns at their apparel snatch;   some sleeves, some hats, from yielders all things catch.   i led them on in this distracted fear,   and left sweet pyramus translated there;   when in that moment, so it came to pass,   titania wak\u2019d, and straightway lov\u2019d an ass. oberon: \t this falls out better than i could devise.  but hast thou yet latch\u2019d the athenian\u2019s eyes   with the love-juice, as i did bid thee do? puck: \t i took him sleeping \u2013 that is finish\u2019d too \u2013  and the athenian woman by his side;   that, when he wak\u2019d, of force she must be ey\u2019d.   enter demetrius and hermia . oberon: \t stand close; this is the same athenian. puck: \t this is the woman, but not this the man. demetrius: \to, why rebuke you him that loves you so? lay breath so bitter on your bitter foe.5         10          15          20          25          30          35       40           45",
+            "9": "9 0486/33/o/n/15 \u00a9 ucles 2015 [turn overhermia:  now i but chide, but i should use thee worse, for thou, i fear, hast given me cause to curse.   if thou hast slain lysander in his sleep,   being o\u2019er shoes in blood, plunge in the deep,   and kill me too.   the sun was not so true unto the day   as he to me. would he have stolen away   from sleeping hermia? i\u2019ll believe as soon   this whole earth may be bor\u2019d, and that the moon   may through the centre creep and so displease   her brother\u2019s noontide with th\u2019 antipodes.   it cannot be but thou hast murd\u2019red him;   so should a murderer look \u2013 so dead, so grim. demetrius: \tso should the murdered look; and so should i, pierc\u2019d through the heart with your stern cruelty;   y et you, the murderer, look as bright, as clear,   as yonder venus in her glimmering sphere. hermia:  what\u2019s this to my lysander? where is he? ah, good demetrius, wilt thou give him me? demetrius: \ti had rather give his carcass to my hounds. [from act 3 scene 2  ]     how does shakespeare make this such a dramatic moment in the play? or 8 to what extent do you think that shakespeare portrays hermia and helena as victims?      50          55        60        65  ",
+            "10": "10 0486/33/o/n/15 \u00a9 ucles 2015william shakespeare:  the tempest remember to support your ideas with details from the text. either  9 read this passage, and then answer the question that follows it: prospero:  thou poisonous slave, got by the devil himself upon thy wicked dam, come forth!   enter caliban . caliban: \t as wicked dew as e\u2019er my mother brush\u2019d with raven\u2019s feather from unwholesome fen   drop on you both! a south-west blow on ye   and blister you all o\u2019er! prospero:  for this, be sure, to-night thou shalt have cramps, side-stitches that shall pen thy breath up; urchins   shall, for that vast of night that they may work,   all exercise on thee; thou shalt be pinch\u2019d   as thick as honeycomb, each pinch more stinging   than bees that made \u2019em. caliban: \t \t \t \ti must eat my dinner. this island\u2019s mine, by sycorax my mother,   which thou tak\u2019st from me. when thou cam\u2019st first,   thou strok\u2019st me and made much of me, wouldst    give me   water with berries in\u2019t, and teach me how   to name the bigger light, and how the less,   that burn by day and night; and then i lov\u2019d thee,   and show\u2019d thee all the qualities o\u2019 th\u2019 isle,   the fresh springs, brine-pits, barren place and fertile.   curs\u2019d be i that did so! all the charms   of sycorax, toads, beetles, bats, light on you!   for i am all the subjects that you have,   which first was mine own king; and here you sty me   in this hard rock, whiles you do keep from me   the rest o\u2019 th\u2019 island. prospero:     thou most lying slave, whom stripes may move, not kindness! i have    us\u2019d thee,   filth as thou art, with human care, and lodg\u2019d thee   in mine own cell, till thou didst seek to violate   the honour of my child. caliban: \t o ho, o ho! would\u2019t had been done. thou didst prevent me; i had peopl\u2019d else   this isle with calibans. miranda: \t \t \t \tabhorred slave, which any print of goodness wilt not take,   being capable of all ill! i pitied thee,   took pains to make thee speak, taught thee    each hour   one thing or other. when thou didst not, savage,   know thine own meaning, but wouldst gabble like   a thing most brutish, i endow\u2019d thy purposes   with words that made them known. but thy vile race,5         10         15          20   25        30 35       40         45",
+            "11": "11 0486/33/o/n/15 \u00a9 ucles 2015 [turn over  though thou didst learn, had that in\u2019t which    good natures   could not abide to be with; therefore wast thou   deservedly confin\u2019d into this rock, who hadst   deserv\u2019d more than a prison. caliban: \t y ou taught me language, and my profit on\u2019t is, i know how to curse. the red plague rid you   for learning me your language! prospero:     hag-seed, hence! fetch us in fuel. and be quick, thou\u2019rt best,   to answer other business. shrug\u2019st thou, malice?   if thou neglect\u2019st, or dost unwillingly   what i command, i\u2019ll rack thee with old cramps,   fill all thy bones with aches, make thee roar,   that beasts shall tremble at thy din. caliban: \t \t \t \tno, pray thee. [aside  ] i must obey. his art is of such pow\u2019r,  it would control my dam\u2019s god, setebos,   and make a vassal of him. prospero:     so, slave; hence!  [exit caliban [from act 1 scene 2  ]     to what extent  does shakespeare make it possible for you to feel sympathy for caliban  at this moment in the play? or 10 \u2018so perfect and so peerless.\u2019 how far does shakespeare make you agree with this view of  miranda?50        55         60    65",
+            "12": "12 0486/33/o/n/15 \u00a9 ucles 2015oscar wilde:  the importance of being earnest remember to support your ideas with details from the text. either  11 read this passage, and then answer the question that follows it: gwendolen:  ah! that accounts for it. and now that i think of it i have never  heard any man mention his brother. the subject seems  distasteful to most men. cecily, you have lifted a load from  my mind. i was growing almost anxious. it would have been  terrible if any cloud had come across a friendship like ours,  would it not? of course you are quite, quite sure that it is not  mr ernest worthing who is your guardian? cecily:  quite sure. [ a pause. ] in fact, i am going to be his. gwendolen  [inquiringly ]: i beg your pardon? cecily  [rather shy and confidingly ]: dearest gwendolen, there is  no reason why i should make a secret of it to you. our little  county newspaper is sure to chronicle the fact next week.  mr ernest worthing and i are engaged to be married. gwendolen  [quite politely, rising ]: my darling cecily, i think there must  be some slight error. mr ernest worthing is engaged to me.   the announcement will appear in the morning post  on  saturday at the latest. cecily  [very politely, rising ]: i am afraid you must be under some  misconception. ernest proposed to me exactly ten minutes  ago. [ shows diary .] gwendolen  [examines diary through her lorgnette carefully  ]: it is very  curious, for he asked me to be his wife yesterday afternoon  at 5.30. if you would care to verify the incident, pray do so.  [produces diary of her own .] i never travel without my diary.  one should always have something sensational to read in  the train. i am so sorry, dear cecily, if it is any disappointment  to you, but i am afraid i have the prior claim. cecily:  it would distress me more than i can tell you, dear  gwendolen, if it caused you any mental or physical anguish,  but i feel bound to point out that since ernest proposed to  you he clearly has changed his mind. gwendolen  [meditatively  ]: if the poor fellow has been entrapped into any  foolish promise i shall consider it my duty to rescue him at  once, and with a firm hand. cecily  [thoughtfully and sadly ]: whatever unfortunate entanglement  my dear boy may have got into, i will never reproach him  with it after we are married. gwendolen:  do you allude to me, miss cardew, as an entanglement? y ou  are presumptuous. on an occasion of this kind it becomes  more than a moral duty to speak one\u2019s mind. it becomes a  pleasure. cecily:  do you suggest, miss fairfax, that i entrapped ernest into  an engagement? how dare you? this is no time for wearing  the shallow mask of manners. when i see a spade i call it a  spade.5     10         15         20         25         30       35         40         45 ",
+            "13": "13 0486/33/o/n/15 \u00a9 ucles 2015gwendolen  [satirically ]: i am glad to say that i have never seen a spade.  it is obvious that our social spheres have been widely  different.   [enter merriman , followed by the footman. he carries  a salver, table cloth, and plate stand. cecil y  is about to  retort. the presence of the servants exercises a restraining  influence, under which both girls chafe. ] merriman:  shall i lay tea here as usual, miss? cecily  [sternly, in a calm voice ]: y es, as usual. [ merriman  begins  to clear table and lay cloth. a long pause. cecil y  and  gwendolen  glare at each other. ] gwendolen:  are there many interesting walks in the vicinity, miss  cardew? cecily:  oh! yes! a great many. from the top of one of the hills quite  close one can see five counties. gwendolen:  five counties! i don\u2019t think i should like that; i hate crowds. cecily:  [sweetly ]: i suppose that is why you live in town?  [gwendolen bites her lip, and beats her foot nervously  with her parasol .] gwendolen  [looking around  ]: quite a well-kept garden this is, miss  cardew. cecily:  so glad you like it, miss fairfax. gwendolen:  i had no idea there were any flowers in the country. cecily:  oh, flowers are as common here, miss fairfax, as people  are in london. gwendolen:  personally i cannot understand how anybody manages to  exist in the country, if anybody who is anybody does. the  country always bores me to death. cecily:  ah! this is what the newspapers call agricultural depression,  is it not? i believe the aristocracy are suffering very much  from it just at present. it is almost an epidemic amongst them,  i have been told. may i offer you some tea, miss  fairfax? gwendolen  [with elaborate politeness ]: thank you. [ aside .] detestable  girl! but i require tea!  [from act 2  ]   how does wilde make this conversation between gwendolen and cecily so entertaining  at this moment in the play? or 12 explore the ways in which wilde amusingly portrays the relationship between jack and  algernon.      50      55    60    65     70         75",
+            "14": "14 0486/33/o/n/15 \u00a9 ucles 2015blank page",
+            "15": "15 0486/33/o/n/15 \u00a9 ucles 2015blank page",
+            "16": "16 0486/33/o/n/15 \u00a9 ucles 2015permission 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 international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download at www.cie.org.uk after  the live examination series. 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.blank page"
+        },
+        "0486_w15_qp_41.pdf": {
+            "1": "this document consists of 5 printed pages,  3 blank pages and 1 insert. dc (rcl (km)) 97511/3 \u00a9 ucles 2015 [turn overcambridge international examinations cambridge international general certificate of secondary education *1257317573*literature (english)  0486/41 paper 4 unseen october/november 2015  1 hour 15 minutes no additional materials are required. read these instructions first an answer booklet is provided inside this question paper. y ou should follow the instructions on the front cover  of the answer booklet. if you need additional answer paper ask the invigilator for a continuation booklet. answer either  question 1 or question 2. y ou are advised to spend about 20 minutes reading the question paper and planning your answer. both questions in this paper carry equal marks. the syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificat e.",
+            "2": "2 0486/41/o/n/15 \u00a9 ucles 2015answer either  question 1 or question 2. either1 read carefully the following poem. the poet was about to hit his son. his action triggers thoughts  and feelings about his own father.  how does the poet\u2019s writing powerfully convey to you the impact of this experience? to help you answer this question, you might consider:  \u0081 how the poet conveys his first reactions to the incident  \u0081 how he compares his hand to his own father\u2019s hand  \u0081  how the poet\u2019s thoughts and feelings about himself and his father develop in the last seven  lines.",
+            "3": "3 0486/41/o/n/15 \u00a9 ucles 2015 [turn overhit! i raise my hand against my son and all night afterwards re-run a bitter sequence in my head. that hand is not this hand. instead of this hand rising in the light that hand is rough, the knuckles white where skin is tight across the bone. that hand is not this hand. my own. is long and delicate. the fists as skinny as a lazarist\u2019s1, are bony; not so quick, so square. that hand is not this hand but where the fingers probe against the brain i feel again that hurt, that pain of snap rejection. now i know that hand becomes this hand. i grow more like my father. on his grave the ragged grasses misbehave. 1 lazarist\u2019s : belonging to a member of a strict religious order",
+            "4": "4 0486/41/o/n/15 \u00a9 ucles 2015or 2 read carefully this extract from a non-fiction text. the writer and his two friends have sailed out to  a remote island off the coast of wales, where they intend to spend the night.  how does the writer encourage you to share his appreciation of what he sees and feels? to help you answer this question, you might consider:  \u0081 the ways in which he describes his surroundings as the sun goes down  \u0081 his descriptions of the fire and of the water at night  \u0081 how he portrays the powerful sensations he feels when swimming in the water. that afternoon the sun returned, filling the air with low warm light. we  climbed steep cliffs near the cove 1, above deep sea water which would  catch us if we fell, and gathered the rock samphire2 that grew in vertical  fields. we perched in little nooks and sentry holes, facing out to the setting sun, and talked to each other across the cliff, as we chewed on the samphire\u2019s pale green leaves, relishing its saltiness. as dark was finally falling, we returned to the cove off which the boat  was moored. it lay at the mouth of a small steep-sided valley, cut by a stream. the valley\u2019s two banks were thick with small trees \u2013 ash, elder, rowan \u2013 hung with wild honeysuckle, and bindweed 3, whose almond scent  gathered in the air and moved with the wind in currents through the dusk, and whose white trumpet-shaped flowers shone in the fading light. the cove\u2019s beach was formed of hundreds of thousands of stones,  some as smooth as eggs. several old rusted tractors with black plastic bucket seats were pulled up to either side, near the cliffs, ready to haul fishing boats out of the water. where it was sandier, near the water, three wading birds moved forwards together in a line, swinging their beaks from side to side in arcs as they advanced, like a team of metal detectors. we moved boulders to make seats, and sat for a while, watching the sun complete its combustion over the western sea. when it was fully dark, we lit a birchwood fire in a pit of stones  beneath the westernmost cliff edge of the cove, and sat round it, drinking, eating, talking. the orange fire popped bright sun-flares out into the darkness. resin hissed, and wood cracked as it tore itself along its grain. sparks rushed in flocks into the darkness, before passing out of sight. the sea hushed on the shingle. time became measured by the fire\u2019s failing and flaring. later in the evening, i walked across the cove. i looked back through the dark at the fire, to see its orange sway, and the figures, visible only as shadows, moving about it. by two in the morning the fire had dulled down to a pyre of embers,  which pulsed black and orange with the light wind. the night was moonless and tepid. it was then that i saw the glimmering of the water. a line of blinking light \u2013 purple and silver \u2013 rimming the long curve of the beach. i walked down to the edge, squatted, and waved a hand in the water. it blazed purple, orange, yellow and silver. phosphorescence 4! i left my clothes on the stones, and waded into the warm shallows.  where it was undisturbed, the water was still and black. but where it was stirred, it burned with light. every movement i made provoked a brilliant swirl, and everywhere it lapped against a floating body it was struck into colour, so that the few boats moored in the bay were outlined with luminescence, gleaming off their wet sloped sides. glancing back, the cove, the cliffs and the caves all appeared trimmed with light. i found that ",
+            "5": "5 0486/41/o/n/15 \u00a9 ucles 2015i could fling long streaks of fire from my fingertips, sorcerer-style, so i  stood in the shallows for a few happy minutes, pretending to be merlin5,  dispensing magic to right and left. then i walked out into the deeper water, and slipped forward and  swam in a squall of tangerine light. i rolled on to my back, and sculled6  along the line of the shore, looking back at the land, and kicking my legs so that complex drapes of colour were slung outwards. it was dark in the cove, and there was little loose light in the sky,  and i realised that i could not see myself, only the phosphorescence that surrounded me, so that it appeared as though i were not there in the water at all: my body was unclear, defined only as a shape of darkness set against the swirling aqueous 7 light. 1 cove : sheltered bay 2 rock samphire : edible plant which grows on sea cliffs 3 honeysuckle, and bindweed  : types of climbing plant 4 phosphorescence : natural glow produced at night by tiny sea creatures 5 merlin : a legendary welsh magician 6 sculled  : swam with a rowing motion 7 aqueous : watery",
+            "6": "6 0486/41/o/n/15 \u00a9 ucles 2015blank page",
+            "7": "7 0486/41/o/n/15 \u00a9 ucles 2015blank page",
+            "8": "8 0486/41/o/n/15 \u00a9 ucles 2015permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here 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 onl ine in the cambridge international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to do wnload at www.cie.org.uk after  the live examination series. cambridge international examinations is part of the cambridge assessment group. cambridge assessment is the brand name of unive rsity of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge.blank page"
+        },
+        "0486_w15_qp_42.pdf": {
+            "1": "this document consists of 5 printed pages, 3 blank pages and 1 insert. dc (st) 128452 \u00a9 ucles 2015  [turn overcambridge international examinations cambridge international general certificate of secondary education * 7 4 5 5 5 4 0 9 3 9 *literature (english)  0486/42 paper 4 unseen  october/november 2015  1 hour 15 minutes no additional materials are required. read these instructions first an answer booklet is provided inside this question paper. y ou should follow the instructions on the front cover  of the answer booklet. if you need additional answer paper ask the invigilator for a continuation booklet. answer either  question 1 or question 2. y ou are advised to spend about 20 minutes reading the question paper and planning your answer. both questions in this paper carry equal marks. the syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificate.",
+            "2": "2 0486/42/o/n/15 \u00a9 ucles 2015answer either  question 1 or question 2. either 1 read carefully the poem opposite.  how does the poet\u2019s writing make his night wanderings so vivid for you?  to help you answer this question, you might consider:  \u2022 how he describes what he has seen and heard  \u2022 how he conveys his feelings to you  \u2022 the impact of the form and ending of the poem.",
+            "3": "3 0486/42/o/n/15 \u00a9 ucles 2015 [turn overacquainted with the night i have been one acquainted with the night. content removed due to copyright restrictions.",
+            "4": "4 0486/42/o/n/15 \u00a9 ucles 2015or 2 read carefully this extract from a novel set in england in the nineteenth century. jane, a young  orphan girl, has been unfairly punished after she was bullied by her cousin john. she has been  locked in the red room, the room where her uncle mr reed died \u2013 and now night is falling.  how does the writing strikingly convey jane\u2019s growing terror to you?  to help you answer this question, you might consider:  \u2022 the way the writer portrays jane\u2019s changing mood as night falls  \u2022 the way she portrays jane\u2019s fears and imaginings  \u2022 the different reactions to jane\u2019s terror by the servants bessie and abbot. daylight began to forsake the red-room; it was past four o\u2019clock, and  the beclouded afternoon was tending to drear1 twilight. i heard the rain  still beating continuously on the staircase window, and the wind howling  in the grove behind the hall; i grew by degrees cold as a stone, and then  my courage sank. my habitual mood of humiliation, self-doubt, forlorn  depression, fell damp on the embers of my decaying ire2. all said i was  wicked, and perhaps i might be so: what thought had i been but just  conceiving of starving myself to death? that certainly was a crime: and  was i fit to die? or was the vault  3 under the chancel of gateshead church  an inviting bourne4? in such vault i had been told did mr reed lie buried;  and led by this thought to recall his idea, i dwelt on it with gathering dread.  i could not remember him, but i knew that he was my own uncle \u2013 my  mother\u2019s brother \u2013 that he had taken me when a parentless infant to his  house; and that in his last moments he had required a promise of mrs  reed that she would rear and maintain me as one of her own children. mrs  reed probably considered she had kept this promise; and so she had, i  dare say, as well as her nature would permit her: but how could she really  like an interloper, unconnected with her, after her husband\u2019s death, by any  tie? it must have been most irksome to find herself bound by a hard-wrung  pledge to stand in the stead of a parent to a strange child she could not  love, and to see an uncongenial alien permanently intruded on her own  family group. a singular notion dawned upon me. i doubted not \u2013 never doubted \u2013  that if mr reed had been alive he would have treated me kindly; and now,  as i sat looking at the white bed and overshadowed walls \u2013 occasionally  also turning a fascinated eye towards the dimly gleaming mirror \u2013 i began  to recall what i had heard of dead men, troubled in their graves by the  violation of their last wishes, revisiting the earth to punish the perjured5  and avenge the oppressed; and i thought mr reed\u2019s spirit, harassed by the  wrongs of his sister\u2019s child, might quit its abode \u2013 whether in the church  vault or in the unknown world of the departed \u2013 and rise before me in  this chamber. i wiped my tears and hushed my sobs, fearful lest any sign  of violent grief might waken a preternatural6 voice to comfort me, or elicit  from the gloom some haloed face, bending over me with strange pity. this  idea, consolatory7 in theory, i felt would be terrible if realised: with all my  might i endeavoured to stifle it \u2013 i endeavoured to be firm. shaking my hair  from my eyes, i lifted my head and tried to look boldly round the dark room;  at this moment a light gleamed on the wall. was it, i asked myself, a ray  from the moon penetrating some aperture in the blind? no; moonlight was  still, and this stirred; while i gazed, it glided up to the ceiling and quivered  over my head. i can now conjecture8 readily that this streak of light was, in ",
+            "5": "5 0486/42/o/n/15 \u00a9 ucles 2015all likelihood, a gleam from a lantern carried by some one across the lawn;  but then, prepared as my mind was for horror, shaken as my nerves were  by agitation, i thought the swift-darting beam was a herald of some coming  vision from another world. my heart beat thick, my head grew hot; a sound  filled my ears, which i deemed the rushing of wings; something seemed  near me; i was oppressed, suffocated: endurance broke down; i rushed to  the door and shook the lock in desperate effort. steps came running along  the outer passage; the key turned, bessie and abbot entered. \u2018miss eyre, are you ill?\u2019 said bessie. \u2018what a dreadful noise! it went quite through me!\u2019 exclaimed abbot. \u2018take me out! let me go into the nursery!\u2019 was my cry. \u2018what for? are you hurt? have you seen something?\u2019 again demanded  bessie. \u2018oh! i saw a light, and i thought a ghost would come.\u2019 i had now got  hold of bessie\u2019s hand, and she did not snatch it from me. \u2018she has screamed out on purpose,\u2019 declared abbot, in some disgust.  \u2018and what a scream! if she had been in great pain one would have excused  it, but she only wanted to bring us all here; i know her naughty tricks.\u2019 1 drear  : gloomy 2 ire : anger 3 vault  : underground tomb 4 bourne : destination 5 the perjured  : people who break promises 6 preternatural  : supernatural, extraordinary 7 consolatory  : bringing comfort and help 8 conjecture  : guess",
+            "6": "6 0486/42/o/n/15 \u00a9 ucles 2015blank page",
+            "7": "7 0486/42/o/n/15 \u00a9 ucles 2015blank page",
+            "8": "8 0486/42/o/n/15 \u00a9 ucles 2015permission 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 international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download at www.cie.org.uk after  the live examination series. 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.blank page"
+        },
+        "0486_w15_qp_43.pdf": {
+            "1": "this document consists of 5 printed pages, 3 blank pages and 1 insert. dc (st) 128451 \u00a9 ucles 2015  [turn overcambridge international examinations cambridge international general certificate of secondary education * 3 9 9 5 2 8 1 5 1 4 *literature (english)  0486/43 paper 4 unseen  october/november 2015  1 hour 15 minutes no additional materials are required. read these instructions first an answer booklet is provided inside this question paper. y ou should follow the instructions on the front cover  of the answer booklet. if you need additional answer paper ask the invigilator for a continuation booklet. answer either  question 1 or question 2. y ou are advised to spend about 20 minutes reading the question paper and planning your answer. both questions in this paper carry equal marks. the syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificate.",
+            "2": "2 0486/43/o/n/15 \u00a9 ucles 2015answer either  question 1 or question 2. either 1 read carefully the following poem. the poet, revisiting her homeland, describes the darkness of  an evening when the electricity has failed.  how does the poet\u2019s language portray the scene so vividly?  to help you answer this question, you might consider:  \u2022 how the poet describes the behaviour of various people in the darkness  \u2022 the ways in which she contrasts darkness and light  \u2022 how she encourages you to feel about the scene she describes.",
+            "3": "3 0486/43/o/n/15 \u00a9 ucles 2015 [turn overblackout blackout is endemic1 to the land. people have grown sixthsense and sonic ways, like bats, emerging out of the shadows into the light of their own flesh. but the car headlamps coming towards us make it seem we\u2019re in some thirdworld2 movie, throwing up potholes and houses exaggeratedly, the fresh white painted and grey ramshackle blending into snug relief. and inside, the children are still hovering, hopeful moths around \u2013 the flickerless box3, immune to the cloying stench of toilets that can\u2019t be flushed. the children, all waiting on electric-spell to come and trigger a movie, the one featuring america, played out endlessly in their heads. while back outside, coconut vendors decapitate the night, husky heads cutlassed off4 in the medieval glow of bottle lamps. and everywhere there are flittings and things coming into being, in a night where footfall is an act of faith \u2013 a group of young girls huddled in a questionable doorway; the sudden dim horizontal of an alleyway; and the occasional generator-lit big house, obscenely bright \u2013 hurting the soft iris5 of darkness in this worn-out movie, slow reeling under the endless cinema of the skies. 1 endemic\u200a : present everywhere within a country 2 thirdworld\u200a \u200a : of a less economically developed country 3 box\u200a \u200a \u200a: (slang) television 4 cutlassed \u200aoff\u200a \u200a: removed with a large sharp knife 5 iris\u200a \u200a: aperture admitting light into a camera or the eye",
+            "4": "4 0486/43/o/n/15 \u00a9 ucles 2015or 2 read carefully this opening section from a novel. the narrator is on a train crossing the border into  germany. he is sharing a train compartment with a stranger.  how does the writer make the stranger such an intriguing character?  to help you answer this question, you might consider:  \u2022 how the writer describes the stranger\u2019s unusual appearance and movements  \u2022 how he portrays the developing relationship between the narrator and the stranger  \u2022 the stranger\u2019s reaction to the narrator\u2019s final question. my first impression was that the stranger\u2019s eyes were of an unusually  light blue.  content removed due to copyright restrictions.",
+            "5": "5 0486/43/o/n/15 \u00a9 ucles 2015\u2018all these frontiers \u2026 such a horrible nuisance.\u2019content removed due to copyright restrictions.",
+            "6": "6 0486/43/o/n/15 \u00a9 ucles 2015blank page",
+            "7": "7 0486/43/o/n/15 \u00a9 ucles 2015blank page",
+            "8": "8 0486/43/o/n/15 \u00a9 ucles 2015blank page permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. every reasonable  effort has been made by the publisher (ucles) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the publisher will  be pleased to make amends at the earliest possible opportunity. to avoid the issue of disclosure of answer-related information to candidates, all copyright acknowledgements are reproduced online in the cambridge international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download at www.cie.org.uk after  the live examination series. 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."
+        }
+    },
+    "2016": {
+        "0486_M16_qp_42.pdf": {
+            "1": "this document consists of 5 printed pages, 3 blank pages and 1 insert. dc (rcl (km)) 115906/3 \u00a9 ucles 2016 [turn overcambridge international examinations cambridge international general certificate of secondary education *8266505678*literature (english)  0486/42 paper 4 unseen february/march 2016  1 hour 15 minutes no additional materials are required. read these instructions first an answer booklet is provided inside this question paper. y ou should follow the instructions on the front cover  of the answer booklet. if you need additional answer paper ask the invigilator for a continuation booklet. answer either  question 1 or question 2. y ou are advised to spend about 20 minutes reading the question paper and planning your answer. both questions in this paper carry equal marks. the syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificat e.",
+            "2": "2 0486/42/f/m/16 \u00a9 ucles 2016answer either question 1 or question 2. either1 read carefully the poem opposite. the poet remembers how she used to visit her grandmother  and the antiques shop which she owned.  how does the poet strikingly convey her memories of her grandmother to you? to help you answer this question, you might consider:   \u0081 how the poet portrays the grandmother and her relationship with her   \u0081 how she describes her grandmother\u2019s room   \u0081 how she conveys her feelings about her grandmother\u2019s death.",
+            "3": "3 0486/42/f/m/16 \u00a9 ucles 2016 [turn overmy grandmother she kept an antique shop1\u2014or it kept her. among apostle spoons2 and bristol glass, the faded silks, the heavy furniture,she watched her own reflection in the brasssalvers 3 and silver bowls, as if to prove polish was all, there was no need of love. and i remember how i once refused to go out with her, since i was afraid.it was perhaps a wish not to be usedlike antique objects. though she never saidthat she was hurt, i still could feel the guiltof that refusal, guessing how she felt. later, too frail to keep a shop, she put all her best things in one long narrow room.the place smelt old, of things too long kept shut,the smell of absences where shadows comethat can\u2019t be polished. there was nothing thento give her own reflection back again. and when she died i felt no grief at all, only the guilt of what i once refused.i walked into her room among the tallsideboards and cupboards\u2014things she never usedbut needed; and no finger-marks were there,only the new dust falling through the air. 1 antique shop : a place where old, sometimes quite valuable items are sold 2 apostle spoons : spoons with images of christ\u2019s disciples on the handles 3 salvers  : serving trays",
+            "4": "4 0486/42/f/m/16 \u00a9 ucles 2016or 2 read carefully the following extract from a short story. some amateur actors are arriving at a  distant town to perform a play but have gone to the wrong place.  how does the writer create a sense of tension and unease? to help you answer this question, you might consider:   \u0081 how the writer conveys the actors\u2019 problems on the way to the hall   \u0081 the way she describes their encounters with the local and the policeman   \u0081 how the writing conveys the actors\u2019 impressions of the town and its people. they stumbled round the polyclinic 1, humpy in the dark with their props and  costumes. \u2018a drain!\u2019 someone shouted, \u2018look out!\u2019 \u2018drain ahead!\u2019 they were all talking at once. the others waiting in the car stared out at them; the driver leaned over his  window: \u2018all right?\u2019 they gesticulated, called out together.\u2018\u2013 can\u2019t hear. is it ok?\u2019 shouted the driver.peering, chins lifted over bundles, they arrived back at the car again. \u2018there\u2019s  nobody there. it\u2019s all locked up.\u2019 \u2018are you sure it was the polyclinic?\u2019\u2018well, it\u2019s very nice, i must say!\u2019they stood around the car, laughing in the pleasant little adventure of being lost  together. a thin local who had been watching them suspiciously from the dusty-red wash  set afloat upon the night by the one street light, came over and mumbled, \u2018i take you \u2026 y ou want to go inside?\u2019 he looked over his shoulder to the location gates. \u2018get in,\u2019 one young girl nudged the other towards the car. suddenly they all got  in, shut the doors. \u2018i take you,\u2019 said the boy again, his hands deep in his pockets.at that moment a light wavered down the road from the gates, a bicycle  swooped swallow-like upon the car, a fat police-boy in uniform shone a torch. \u2018y ou in any trouble there, sir?\u2019 he roared. his knobkerrie 2 swung from his belt. \u2018no, but we\u2019ve come to the wrong place\u2014\u2019\u2018y ou having any trouble?\u2019 insisted the police-boy. the other shrank away into  the light. he stood hands in pockets, shoulders hunched, looking at the car from the street light. \u2018we\u2019re supposed to be giving a play \u2013 concert \u2013 tonight, and we were told it  would be at the polyclinic. now there\u2019s nobody there,\u2019 the girl called impatiently from the back seat. \u2018concert, sir? it\u2019s in the hall, sir. just follow me.\u2019taken over by officialdom, they went through the gates, saluted and stared at,  and up the rutted street past the beer hall, into the location. only a beer-brazen face, blinking into the car lights as they passed, laughed and called out something half-heard. driving along the narrow, dark streets, they peered white-faced at the windows,  wanting to see what it was like. but, curiously, it seemed that although they might want to see the location, the location didn\u2019t want to see them. the rows of low two-roomed houses with their homemade tin and packing-case lean-tos 3 and beans  growing up the chicken wire, throbbed only here and there with the faint pulse of a candle; no one was to be seen. life seemed always to be in the next street, voices singing far off and shouts, but when the car turned the corner \u2013 again, there was nobody.",
+            "5": "5 0486/42/f/m/16 \u00a9 ucles 2016the bicycle wobbled to a stop in front of them. here was the hall, here were  lights, looking out like sore eyes in the moted4 air, here were people, more part of  the dark than the light, standing about in straggling curiosity. two girls in flowered headscarves stood with their arms crossed leaning against the wall of the building; some men cupped their hands over an inch of cigarette and drew with the intensity of the stub-smoker. the amateur company climbed shrilly out of their car. they nearly hadn\u2019t arrived  at all! what a story to tell! their laughter, their common purpose, their solidarity before the multifarious 5 separateness of the audiences they faced, generated once  again that excitement that so often seized them. what a story to tell! 1 polyclinic  : community clinic 2 knobkerrie : short wooden stick used as a weapon 3 lean-tos : shacks 4 moted : dust-filled 5 multifarious : widely varying",
+            "6": "6 0486/42/f/m/16 \u00a9 ucles 2016blank page",
+            "7": "7 0486/42/f/m/16 \u00a9 ucles 2016blank page",
+            "8": "8 0486/42/f/m/16 \u00a9 ucles 2016blank page permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here 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 onl ine in the cambridge international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to do wnload at www.cie.org.uk after  the live examination series. cambridge international examinations is part of the cambridge assessment group. cambridge assessment is the brand name of unive rsity of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge."
+        },
+        "0486_m16_qp_12.pdf": {
+            "1": "this document consists of 24 printed pages, 4 blank pages and 1 insert. dc (st) 135347 \u00a9 ucles 2016  [turn overcambridge international examinations cambridge international general certificate of secondary education *5691126504*literature (english)  0486/12 paper 1  poetry and prose  february/march 2016  1 hour 30 minutes no additional materials are required. read these instructions first an answer booklet is provided inside this question paper. you should follow the instructions on the front cover  of the answer booklet. if you need additional answer paper ask the invigilator for a continuation booklet. answer two questions: one question from section a and one question from section b. all questions in this paper carry equal marks. the syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificate.",
+            "2": "2 0486/12/f/m/16 \u00a9 ucles 2016 blank page",
+            "3": "3 0486/12/f/m/16 \u00a9 ucles 2016 [turn over contents section a: poetry text question  numbers  page[s] thomas hardy: from  selected poems   1, 2 pages  4\u20135 from jo phillips (ed.): poems deep & dangerous   3, 4 pages  6\u20137 songs of ourselves volume 2\u200a : from part 1   5, 6 pages  8\u20139 section b: prose text question  numbers  page[s] chinua achebe: no longer at ease   7, 8 pages 10\u201311 jane austen: northanger abbey   9, 10  pages 12\u201313 george eliot: silas marner  11, 12  pages 14\u201315 michael frayn: spies  13, 14  pages 16\u201317 susan hill: i\u2019m the king of the castle  15, 16  pages 18\u201319 r. k. narayan: the english teacher  17, 18  pages 20\u201321 robert louis stevenson: the strange case of  dr jekyll and mr hyde  19, 20  pages 22\u201323 from stories of ourselves  21, 22  pages 24\u201325",
+            "4": "4 0486/12/f/m/16 \u00a9 ucles 2016 section a: poetry answer one question from this section. thomas hardy: from selected poems remember to support your ideas with details from the writing. either  1 read this poem, and then answer the question that follows it: drummer hodge i they throw in drummer hodge, to rest  uncoffined \u2013 just as found: his landmark is a kopje-crest  that breaks the veldt around; and foreign constellations west  each night above his mound. ii young hodge the drummer never knew \u2013  fresh from his wessex home \u2013 the meaning of the broad karoo,  the bush, the dusty loam, and why uprose to nightly view  strange stars amid the gloam. iii yet portion of that unknown plain  will hodge for ever be; his homely northern breast and brain  grow to some southern tree, and strange-eyed constellations reign  his stars eternally.   how does hardy so movingly depict the death of an ordinary soldier in drummer hodge ?5 10 15",
+            "5": "5 0486/12/f/m/16 \u00a9 ucles 2016 [turn over or 2 explore the ways in which hardy makes the voice such a sad poem . the voice woman much missed, how you call to me, call to me, saying that now you are not as you were when you had changed from the one who was all to me, but as at first, when our day was fair. can it be you that i hear? let me view you, then, standing as when i drew near to the town where you would wait for me: yes, as i knew you then, even to the original air-blue gown! or is it only the breeze, in its listlessness travelling across the wet mead to me here, you being ever dissolved to wan wistlessness, heard no more again far or near?    thus i; faltering forward,    leaves around me falling, wind oozing thin through the thorn from norward,    and the woman calling.5 10 15",
+            "6": "6 0486/12/f/m/16 \u00a9 ucles 2016 from jo phillips  (ed.):  poems deep & dangerous remember to support your ideas with details from the writing. either  3 read this poem, and then answer the question that follows it: follower my father worked with a horse-plough, behind me, and will not go away. (seamus heaney  )   explore the ways in which heaney vividly conveys his feelings for his father in follower.content removed due to copyright restrictions.",
+            "7": "7 0486/12/f/m/16 \u00a9 ucles 2016 [turn over or 4 explore the ways in which arnold creates a feeling of great sadness in to marguerite. to marguerite yes! in the sea of life enisled, with echoing straits between us thrown, dotting the shoreless watery wild, we mortal millions live alone. the islands feel the enclasping flow, and then their endless bounds they know. but when the moon their hollows lights, and they are swept by balms of spring, and in their glens, on starry nights, the nightingales divinely sing; and lovely notes, from shore to shore, across the sounds and channels pour \u2013 oh! then a longing like despair is to their farthest caverns sent; for surely once, they feel, we were parts of a single continent! now round us spreads the watery plain \u2013 oh might our marges meet again! who order\u2019d, that their longing\u2019s fire should be, as soon as kindled, cool\u2019d? who renders vain their deep desire? \u2013 a god, a god their severance ruled; and bade betwixt their shores to be the unplumb\u2019d, salt, estranging sea. (matthew arnold  )5 10 15 20",
+            "8": "8 0486/12/f/m/16 \u00a9 ucles 2016 songs of ourselves volume 2 : from part 1 remember to support your ideas with details from the writing. either  5 read this poem, and then answer the question that follows it: father returning home my father travels on the late evening train standing among silent commuters in the yellow light suburbs slide past his unseeing eyes his shirt and pants are soggy and his black raincoat stained with mud and his bag stuffed with books is falling apart. his eyes dimmed by age fade homeward through the humid monsoon night. now i can see him getting off the train like a word dropped from a long sentence. he hurries across the length of the grey platform, crosses the railway line, enters the lane, his chappals are sticky with mud, but he hurries onward. home again, i see him drinking weak tea, eating a stale chapati, reading a book. he goes into the toilet to contemplate man\u2019s estrangement from a man-made world. coming out he trembles at the sink, the cold water running over his brown hands, a few droplets cling to the greying hairs on his wrists. his sullen children have often refused to share jokes and secrets with him. he will now go to sleep listening to the static on the radio, dreaming of his ancestors and grandchildren, thinking of nomads entering a subcontinent through a narrow pass. (dilip chitre )   how does chitre create a moving portrait of his father in father returning home ?5 10 15 20",
+            "9": "9 0486/12/f/m/16 \u00a9 ucles 2016 [turn over or 6 in what ways does herbert vividly portray love in love (iii) ? love (iii) love bade me welcome: yet my soul drew back,         guilty of dust and sin. but quick-eyed love, observing me grow slack         from my first entrance in, drew nearer to me, sweetly questioning,         if i lacked anything. a guest, i answered, worthy to be here:         love said, you shall be he. i the unkind, ungrateful? ah my dear,         i cannot look on thee. love took my hand, and smiling did reply,         who made the eyes but i? truth lord, but i have marred them: let my shame         go where it doth deserve. and know you not, says love, who bore the blame?         my dear, then i will serve. you must sit down, says love, and taste my meat:         so i did sit and eat. finis. glory be to god on high, and on earth   peace, good will towards men. (george herbert  )5 10 15 20",
+            "10": "10 0486/12/f/m/16 \u00a9 ucles 2016 section b: prose answer one question from this section. chinua achebe: no longer at ease remember to support your ideas with details from the writing. either  7 read this extract, and then answer the question that follows it: obi was disposed to like the hon. sam okoli from the moment he learnt  that he had no designs on clara. in fact he was getting married shortly to  clara\u2019s best friend and clara had been asked to be chief bridesmaid. \u2018come in, clara. come in, obi,\u2019 he said as if he had known both of  them all his life. \u2018that is a lovely car. how is it behaving? come right in.  you are looking very sweet, clara. we haven\u2019t met, obi, but i know all  about you. i\u2019m happy you are getting married to clara. sit down. anywhere.  and tell me what you will drink. lady first; that is what the white man has  brought. i respect the white man although we want them to go. squash?  god forbid! nobody drinks squash in my house. samson, bring sherry for  miss.\u2019 \u2018yes, sah,\u2019 said samson in immaculate white and brass buttons. \u2018beer? why not try a little whisky?\u2019 \u2018i don\u2019t touch spirits,\u2019 said obi. \u2018many young people from overseas start that way,\u2019 said sam okoli.  \u2018o.k., samson, one beer, whisky and soda for me.\u2019 obi looked round the luxurious sitting-room. he had read the  controversy in the press when the government had decided to build these  ministers\u2019 houses at a cost of thirty-five thousand each. \u2018a very good house this,\u2019 he said. \u2018it\u2019s not too bad,\u2019 said the minister. \u2018what an enormous radiogram!\u2019 obi rose from his seat to go and have  a closer look. \u2018it has a recording machine as well,\u2019 explained the owner. as if he  knew what obi was thinking, he added: \u2018it was not part of the house. i paid  two-seventy-five pounds for it.\u2019 he walked across the room and switched  on the tape-recorder. \u2018how do you like your work on the scholarship board? if you press  this thing down, it begins to record. if you want to stop, you press this one.  this is for playing records and this one is the radio. if i had a vacancy in  my ministry, i would have liked you to come and work there.\u2019 he stopped  the tape-recorder, wound back and then pressed the play-back knob.   \u2018you will hear all our conversation, everything.\u2019 he smiled with satisfaction  as he listened to his own voice, adding an occasional commentary in  pidgin. \u2018white man don go far. we just de shout for nothing,\u2019 he said. then  he  seemed to realize his position. \u2018all the same they must go. this no be  them  country.\u2019 he helped himself to another whisky, switched on the radio and  sat down. \u2018do you have just one assistant secretary in your ministry?\u2019 asked  obi. \u2018yes, at present. i hope to get another one in april. i used to have  a nigerian as my a.s., but he was an idiot. his head was swollen like a 5 10 15 20 25 30 35 40",
+            "11": "11 0486/12/f/m/16 \u00a9 ucles 2016 [turn over soldier ant because he went to ibadan university. now i have a white man  who went to oxford and he says \u201csir\u201d to me. our people have a long way  to go.\u2019 [from chapter 7\u200a]   how does achebe\u2019s writing make this conversation so revealing? or 8 how does achebe memorably convey the significance of the umuofia progressive union  in this novel?45",
+            "12": "12 0486/12/f/m/16 \u00a9 ucles 2016 jane austen: northanger abbey remember to support your ideas with details from the writing. either  9 read this extract, and then answer the question that follows it: catherine cheerfully complied; and being properly equipped, was  more impatient than ever to be at the pump-room, that she might inform  herself of general tilney\u2019s lodgings, for though she believed they were in  milsom-street, she was not certain of the house, and mrs. allen\u2019s wavering  convictions only made it more doubtful. to milsom-street she was directed;  and having made herself perfect in the number, hastened away with eager  steps and a beating heart to pay her visit, explain her conduct, and be  forgiven; tripping lightly through the church-yard, and resolutely turning  away her eyes, that she might not be obliged to see her beloved isabella  and her dear family, who, she had reason to believe, were in a shop hard  by. she reached the house without any impediment, looked at the number,  knocked at the door, and inquired for miss tilney. the man believed miss  tilney to be at home, but was not quite certain. would she be pleased  to send up her name? she gave her card. in a few minutes the servant  returned, and with a look which did not quite confirm his words, said he  had been mistaken, for that miss tilney was walked out. catherine, with  a blush of mortification, left the house. she felt almost persuaded that  miss tilney was at home, and too much offended to admit her; and as  she retired down the street, could not withhold one glance at the drawing- room windows, in expectation of seeing her there, but no one appeared  at them. at the bottom of the street, however, she looked back again,  and then, not at a window, but issuing from the door, she saw miss tilney  herself. she was followed by a gentleman, whom catherine believed to  be her father, and they turned up towards edgar\u2019s-buildings. catherine,  in deep mortification, proceeded on her way. she could almost be angry  herself at such angry incivility; but she checked the resentful sensation;  she remembered her own ignorance. she knew not how such an offence  as her\u2019s might be classed by the laws of worldly politeness, to what a  degree of unforgivingness it might with propriety lead, nor to what rigours  of rudeness in return it might justly make her amenable. dejected and humbled, she had even some thoughts of not going with  the others to the theatre that night; but it must be confessed that they were  not of long continuance: for she soon recollected, in the first place, that  she was without any excuse for staying at home; and, in the second, that  it was a play she wanted very much to see. to the theatre accordingly they  all went; no tilneys appeared to plague or please her; she feared that,  amongst the many perfections of the family, a fondness for plays was not  to be ranked; but perhaps it was because they were habituated to the finer  performances of the london stage, which she knew, on isabella\u2019s authority,  rendered every thing else of the kind \u2018quite horrid.\u2019 she was not deceived  in her own expectation of pleasure; the comedy so well suspended her  care, that no one, observing her during the first four acts, would have  supposed she had any wretchedness about her. on the beginning of the  fifth, however, the sudden view of mr. henry tilney and his father, joining  a party in the opposite box, recalled her to anxiety and distress. the stage  could no longer excite genuine merriment\u2014no longer keep her whole  attention. every other look upon an average was directed towards the  opposite box; and, for the space of two entire scenes, did she thus watch 5 10 15 20 25 30 35 40 45",
+            "13": "13 0486/12/f/m/16 \u00a9 ucles 2016 [turn over henry tilney, without being once able to catch his eye. no longer could  he be suspected of indifference for a play; his notice was never withdrawn  from the stage during two whole scenes. at length, however, he did look  towards her, and he bowed\u2014but such a bow! no smile, no continued  observance attended it; his eyes were immediately returned to their former  direction. catherine was restlessly miserable; she could almost have run  round to the box in which he sat, and forced him to hear her explanation.  feelings rather natural than heroic possessed her; instead of considering  her own dignity injured by this ready condemnation\u2014instead of proudly  resolving, in conscious innocence, to shew her resentment towards him  who could harbour a doubt of it, to leave to him all the trouble of seeking  an explanation, and to enlighten him on the past only by avoiding his  sight, or flirting with somebody else, she took to herself all the shame  of misconduct, or at least of its appearance, and was only eager for an  opportunity of explaining its cause. the play concluded\u2014the curtain fell\u2014henry tilney was no longer to  be seen where he had hitherto sat, but his father remained, and perhaps he  might be now coming round to their box. she was right; in a few minutes he  appeared, and, making his way through the then thinning rows, spoke with  like calm politeness to mrs. allen and her friend.\u2014not with such calmness  was he answered by the latter: \u2018oh! mr. tilney, i have been quite wild to  speak to you, and make my apologies. you must have thought me so rude;  but indeed it was not my own fault,\u2014was it, mrs. allen? did not they tell  me that mr. tilney and his sister were gone out in a phaeton together? and  then what could i do? but i had ten thousand times rather have been with  you; now had not i, mrs. allen?\u2019 [from chapter 12\u200a]   in what ways does austen vividly convey catherine\u2019s feelings at this moment in the  novel? or 10 how does austen vividly portray the greed of isabella and john thorpe?50 55 60 65 70",
+            "14": "14 0486/12/f/m/16 \u00a9 ucles 2016 george eliot: silas marner remember to support your ideas with details from the writing. either  11 read this extract, and then answer the question that follows it: when the sisters were treading the neatly-swept garden-walks,  between the bright turf that contrasted pleasantly with the dark cones and  arches and wall-like hedges of yew, priscilla said \u2013 \u2018i\u2019m as glad as anything at your husband\u2019s making that exchange o\u2019  land with cousin osgood, and beginning the dairying. it\u2019s a thousand pities  you didn\u2019t do it before; for it\u2019ll give you something to fill your mind. there\u2019s  nothing like a dairy if folks want a bit o\u2019 worrit to make the days pass.  for as for rubbing furniture, when you can once see your face in a table  there\u2019s nothing else to look for; but there\u2019s always something fresh with the  dairy; for even in the depths o\u2019 winter there\u2019s some pleasure in conquering  the butter, and making it come whether or no. my dear,\u2019 added priscilla,  pressing her sister\u2019s hand affectionately as they walked side by side, \u2018you\u2019ll  never be low when you\u2019ve got a dairy.\u2019 \u2018ah, priscilla,\u2019 said nancy, returning the pressure with a grateful  glance of her clear eyes, \u2018but it won\u2019t make up to godfrey: a dairy\u2019s not so  much to a man. and it\u2019s only what he cares for that ever makes me low. i\u2019m  contented with the blessings we have, if he could be contented.\u2019 \u2018it drives me past patience,\u2019 said priscilla, impetuously, \u2018that way o\u2019  the men \u2013 always wanting and wanting, and never easy with what they\u2019ve  got: they can\u2019t sit comfortable in their chairs when they\u2019ve neither ache  nor pain, but either they must stick a pipe in their mouths, to make \u2019em  better than well, or else they must be swallowing something strong, though  they\u2019re forced to make haste before the next meal comes in. but joyful  be it  spoken, our father was never that sort o\u2019 man. and if it had pleased god to  make you ugly, like me, so as the men wouldn\u2019t ha\u2019 run after you, we might  have kept to our own family, and had nothing to do with folks as have got  uneasy blood in their veins.\u2019 \u2018oh don\u2019t say so, priscilla,\u2019 said nancy, repenting that she had   called forth this outburst; \u2018nobody has any occasion to find fault with  godfrey. it\u2019s natural he should be disappointed at not having any children:  every man likes to have somebody to work for and lay by for, and he   always counted so on making a fuss with \u2019em when they were little.  there\u2019s many another man \u2019ud hanker more than he does. he\u2019s the best of  husbands.\u2019 \u2018oh, i know,\u2019 said priscilla, smiling sarcastically, \u2018i know the way o\u2019  wives; they set one on to abuse their husbands, and then they turn round  on one and praise \u2019em as if they wanted to sell \u2019em. but father\u2019ll be waiting  for me; we must turn now.\u2019 the large gig with the steady old grey was at the front door, and mr  lammeter was already on the stone steps, passing the time in recalling to  godfrey what very fine points speckle had when his master used to ride  him. \u2018i always would have a good horse, you know,\u2019 said the old gentleman,  not liking that spirited time to be quite effaced from the memory  of his  juniors. \u2018mind you bring nancy to the warrens before the week\u2019s out, mr  cass,\u2019  was priscilla\u2019s parting injunction, as she took the reins, and shook them  gently, by way of friendly incitement to speckle.5 10 15 20 25 30 35 40 45",
+            "15": "15 0486/12/f/m/16 \u00a9 ucles 2016 [turn over \u2018i shall just take a turn to the fields against the stone-pits, nancy, and  look at the draining,\u2019 said godfrey. \u2018you\u2019ll be in again by tea-time, dear?\u2019 \u2018oh yes, i shall be back in an hour.\u2019 it was godfrey\u2019s custom on a sunday afternoon to do a little  contemplative farming in a leisurely walk. nancy seldom accompanied  him; for the women of her generation \u2013 unless, like priscilla, they took to  outdoor management \u2013 were not given to much walking beyond their own  house and garden, finding sufficient exercise in domestic duties. so, when  priscilla was not with her, she usually sat with mant\u2019s bible before her, and  after following the text with her eyes for a little while, she would gradually  permit them to wander as her thoughts had already insisted on wandering. [from chapter 17]   explore the ways in which eliot vividly reveals the characters of priscilla and nancy at  this moment in the novel. or 12 \u2018the novel shows that good always triumphs over evil.\u2019    to what extent does eliot make you agree with this statement?50 55 60",
+            "16": "16 0486/12/f/m/16 \u00a9 ucles 2016 michael frayn: spies remember to support your ideas with details from the writing. either  13 read this extract, and then answer the question that follows it: so, she\u2019s a german spy. content removed due to copyright restrictions.",
+            "17": "17 0486/12/f/m/16 \u00a9 ucles 2016 [turn over she has her eye on all of us. [from chapter 3]   how does frayn strikingly convey stephen\u2019s thoughts and feelings to you here? or 14 what does frayn\u2019s writing make you feel about keith\u2019s father?content removed due to copyright restrictions.",
+            "18": "18 0486/12/f/m/16 \u00a9 ucles 2016 susan hill: i\u2019m the king of the castle remember to support your ideas with details from the writing. either  15 read this extract, and then answer the question that follows it: he had set the alarm for half past five, and then, after some more  thought, moved it forward to five o\u2019clock. it would be light by then, and he  wanted to go as early as he could. he had brought all the things he was  taking, along from the other room, very late the previous evening, while  hooper had been watching \u2018gunlaw\u2019 on the television. now, they were  under his bed. after searching all over the house for days, he had found an old  school  satchel, in a drawer in one of the spare bedrooms. it had no straps, but he  managed to tie it up with lengths of string, so that it would go over his  shoulders. the food had been the most difficult to get. he had taken it from the  kitchen, when his mother was out, and then wondered whether that was  stealing. at school, they said that stealing was one of the worst, worst  things you could ever do, he had been impressed from the very first week  about it. but in the end, he had decided it was not stealing, the food he  was taking would be the food he would have eaten, if he had not been  going away, it was part of what his mother got for working here. he wasn\u2019t  taking very much, in any case. biscuits and two packets of jelly which he  could eat, cube by cube, some potato crisps and half a box of processed  cheeses. he bought chocolate in the village, and some peppermints in a  tube. it looked enough. he had money to buy more, when he got farther  away from derne. water was more difficult. he had nothing to put it in. a glass bottle  would be heavy and might break, and in any case, he couldn\u2019t find one  that  was empty. in the end, he decided to drink a lot before he set out, and then  find a stream, or a shop selling lemonade. he had never been far into the  country before, but he thought there would be streams. besides the food, he packed a torch, and his penknife, some sticking  plaster, a pair of socks and a ball of string. he had not been able to find  a map, only the one mr hooper had in his desk, which he could look at,  but dared not take. there was nothing else he could think of. besides, the  satchel was completely full, though it felt quite light, when he tried it on. he  stood in the room, holding the string straps, thinking, i am going away, i am   going away. there was a queer feeling in his stomach. he woke soon after four o\u2019clock. it was still dark. there was no point  in  going yet. he lay stiffly on his back, eyes open. he was afraid. he had known how it would be. there was no question  of it all being an adventure. that\u2019s what mr hooper would have said.  perhaps other people might do it because of that, for a lark, like peverell  and blakey when they went out and up the mountain, last winter term,  wanting to cause a stir. \u2018adventures are all very well,\u2019 the head had said,  afterwards. but he was the last person to do anything like this unless he had to.  all the time he had been planning the journey, there had been a peculiar  feeling about it, he couldn\u2019t believe it would really happen. he thought,  perhaps hooper will die, or he will have an aunt abroad who will want to  see him, perhaps mr hooper will quarrel with us and we shall be asked  to leave warings, suddenly. they had lived in a house in london for four 5 10 15 20 25 30 35 40 45",
+            "19": "19 0486/12/f/m/16 \u00a9 ucles 2016 [turn over weeks, once, and then left very quickly, because of something his mother  did not like, some unpleasantness. it had been christmas, and they had  gone to live in the hotel. he knew that there was no hope, really, that hooper would stay here  and he would go, and that was all. he did not attract luck to himself, he  attracted un-luck. bad things happened, not good things, and it didn\u2019t  make  any difference what he thought or felt or did. he felt more than afraid. he was dull and numb, with the reality of it,  now that the morning had come. his mind kept turning to all the terrible  possibilities, and he had to think of other things, quickly. he knew that what he ought to care about was his mother. he ought  to care what she would feel, he had a sense of there being something  wrong with him, because he did not care. she had brought him here, and  now, she was going to london with mr hooper, she looked at him, and did  not understand. \u2018charles is settling down so happily,\u2019 she had said, and  kingshaw had been appalled, hearing it, though not really surprised. she  had never known anything about him, he had never wanted it. he liked to  keep things inside himself. people never seemed to see as clearly as he  did, and he had grown used to being left to cope alone. he lay until the darkness in the room thinned just perceptibly to grey.  it was twenty minutes to five. he would not go yet, he dared not go in the  dark. but he could not lie still. he got up and dressed and stood beside the  window, forcing himself to count his breaths up to ten, in and out, waiting  for the alarm to ring. [from chapter 5]   how does hill vividly convey kingshaw\u2019s state of mind at this moment in the novel? or 16 what striking impressions does hill\u2019s writing create of kingshaw\u2019s school life?50 55 60 65 70",
+            "20": "20 0486/12/f/m/16 \u00a9 ucles 2016 r. k. narayan: the english teacher remember to support your ideas with details from the writing. either  17 read this extract, and then answer the question that follows it: it was nearly dark when we came to the northern edge of the estate.  it was ineffably lovely\u2014a small pond with blue lotus; a row of stone steps  leading down to the water. tall casuarina trees swayed and murmured   over the banks. a crescent moon peeped behind the foliage. on the bank  on our side stood a small shrine, its concrete walls green with age, and  its little dome showing cracks; it had a small portal, and a flagstaff at the  entrance. there was a small platform on the threshold of the temple. the temple  was locked. we washed our feet and sat on the platform; it appeared an  enchanting place. we squatted on the platform. \u201cshall i have the temple  opened?\u201d he asked. \u201cno, don\u2019t worry about it now,\u201d i said. \u201cthere is  an old priest who occasionally comes here once a month or  so\u2026 . a very fine man, with whom it is a pleasure to talk. a very learned  man. i\u2019m really afraid of him. he is too good for this place; but comes  here  only out of piety, and he is running some charity institution in the town.  he treats this as an opportunity to worship the goddess\u2026 .\u201d he talked, i  listened to him in silence. my mind was trembling with eagerness. i listened  in tense silence. he asked with a smile: \u201cyou think i\u2019m a bore?\u201d \u201coh, no.\u201d \u201cdoubtless, you want to know all about that letter\u2026 .\u201d \u201cof course i\u2019m very eager,\u201d i said, and added with a pathetic  foolishness: \u201cit was so long ago \u2026\u201d  i stopped abruptly not knowing how to  finish the sentence. \u201cnow listen,\u201d he said: \u201cof late i have got into the habit of spending  more and more of my evenings all alone here on this pyol. this casuarina  and the setting sun and the river create a sort of peace to which i\u2019ve  become more and more addicted. i spend long hours here, and desire  nothing better than to be left here to this peace. it gives one the feeling  that it is a place which belongs to eternity, and that it will not be touched  by  time or disease or decay. one day before starting for this place i felt a  great   urge to bring writing materials with me. since the morning it had hung on  my mind.  i felt that an old sin of my undergraduate days of writing prose- poems was returning, but there was no harm in succumbing to it. i slipped  a pad and a pencil into my pocket when i started out in the evening on my  rounds. i sat down on this pyol with the pencil and pad. for some time i  could write nothing; it seemed that a hundred ideas were clamouring to  express themselves, crowding into my head. it was a lovely sky. i felt i  must   write something of this great beauty in my  lines. let me assure you that  i\u2019m  by no means a poetical-minded fellow. i\u2019m a dead sober farmer \u2026 but  what  was this thing within? i felt a queer change taking place within me. \u201cit was dusk when i sat down with the pad and pencil. before the  light  should be fully gone i wanted to write down my verse or drama or whatever  it was that was troubling me. \u201ci poised the pencil over the paper. presently  the pencil moved\u2026  . i  was struck with the ease with which it  moved. i was pleased. all the  function  my fingers had was to hold the pencil, nothing more\u2026 . \u2018thank you\u2019 began  the page. \u2018here we are, a band of spirits who\u2019ve been working to bridge the 5 10 15 20 25 30 35 40 45",
+            "21": "21 0486/12/f/m/16 \u00a9 ucles 2016 [turn over gulf between life and after-life. we have been looking about for a medium  through whom we could communicate. there is hardly any personality on  earth who does not obstruct our effort. but we\u2019re glad we\u2019ve found you\u2026 .  please, help us, by literally lending us a hand\u2014your hand, and we will do  the rest.\u2019 i replied, \u2018i\u2019m honoured, i will do whatever i can.\u2019 \u201c\u200a\u2018you need do nothing more than sit here one or two evenings of the  week, relax your mind, and think of us.\u2019 \u2018the pleasure is mine,\u2019 i said. and  then my hand wrote: \u2018here is susila, wife of krishna, but as yet she is  unable to communicate by herself. but by and by she will be an adept in it.  will you kindly send the following as coming from her to her husband.\u2019 and  then i received the message i sent you and they also gave me your name  and address!\u201d [from chapter 5]   explore the ways in which narayan\u2019s writing makes this such a mysterious moment in  the novel. or 18 explore the ways in which narayan memorably conveys krishna\u2019s attitude towards the  teaching at his old college.50 55 60",
+            "22": "22 0486/12/f/m/16 \u00a9 ucles 2016 robert louis stevenson: the strange case of  dr jekyll and mr hyde remember to support your ideas with details from the writing. either  19 read this extract, and then answer the question that follows it: there he opened his safe, took from the most private part of it a document  endorsed on the envelope as dr jekyll\u2019s will, and sat down with a clouded  brow to study its contents. the will was holograph; for mr utterson,  though he took charge of it now that it was made, had refused to lend  the least assistance in the making of it; it provided not only that, in case  of the decease of henry jekyll, m.d., d.c.l., ll.d., f.r.s., &c., all his  possessions were to pass into the hands of his \u2018friend and benefactor  edward hyde\u2019; but that in case of dr jekyll\u2019s \u2018disappearance or unexplained  absence for any period exceeding three calendar months,\u2019 the said edward  hyde should step into the said henry jekyll\u2019s shoes without further delay,  and free from any burthen or obligation, beyond the payment of a few  small sums to the members of the doctor\u2019s household. this document  had long been the lawyer\u2019s eyesore. it offended him both as a lawyer and  as a lover of the sane and customary sides of life, to whom the fanciful  was the immodest. and hitherto it was his ignorance of mr hyde that had  swelled his indignation; now, by a sudden turn, it was his knowledge. it  was already bad enough when the name was but a name of which he  could learn no more. it was worse when it began to be clothed upon with  detestable attributes; and out of the shifting, insubstantial mists that had  so  long baffled his eye, there leaped up the sudden, definite presentment of  a fiend. \u2018i thought it was madness,\u2019 he said, as he replaced the obnoxious  paper in the safe; \u2018and now i begin to fear it is disgrace.\u2019 with that he blew out his candle, put on a great-coat, and set forth  in the direction of cavendish square, that citadel of medicine, where his  friend, the great dr lanyon, had his house and received his crowding  patients. \u2018if any one knows, it will be lanyon,\u2019 he had thought. the solemn butler knew and welcomed him; he was subjected to no  stage of delay, but ushered direct from the door to the dining-room, where  dr lanyon sat alone over his wine. this was a hearty, healthy, dapper, red- faced gentleman, with a shock of hair prematurely white, and a boisterous  and decided manner. at sight of mr utterson, he sprang up from his chair  and welcomed him with both hands. the geniality, as was the way of the  man, was somewhat theatrical to the eye; but it reposed on genuine feeling.  for these two were old friends, old mates both at school and college, both  thorough respecters of themselves and of each other, and, what does not  always follow, men who thoroughly enjoyed each other\u2019s company. after a little rambling talk, the lawyer led up to the subject which so  disagreeably preoccupied his mind. \u2018i suppose, lanyon,\u2019 he said, \u2018you and i must be the two oldest friends  that henry jekyll has?\u2019 \u2018i wish the friends were younger,\u2019 chuckled dr lanyon. \u2018but i suppose  we are. and what of that? i see little of him now.\u2019 \u2018indeed!\u2019 said utterson. \u2018i thought you had a bond of common interest.\u2019 \u2018we had,\u2019 was his reply. \u2018but it is more than ten years since henry  jekyll became too fanciful for me. he began to go wrong, wrong in mind;  and though, of course, i continue to take an interest in him for old sake\u2019s  sake as they say, i see and i have seen devilish little of the man. such 5 10 15 20 25 30 35 40 45",
+            "23": "23 0486/12/f/m/16 \u00a9 ucles 2016 [turn over unscientific balderdash,\u2019 added the doctor, flushing suddenly purple,  \u2018would  have estranged damon and pythias.\u2019 this little spirt of temper was somewhat of a relief to mr utterson.  \u2018they have only differed on some point of science,\u2019 he thought; and being  a man of no scientific passions (except in the matter of conveyancing),  he even added: \u2018it is nothing worse than that!\u2019 he gave his friend a few  seconds to recover his composure, and then approached the question he  had come to put. \u2018did you ever come across a prot\u00e9g\u00e9 of his \u2013 one hyde?\u2019 he asked. \u2018hyde?\u2019 repeated lanyon. \u2018no. never heard of him. since my time.\u2019 that was the amount of information that the lawyer carried back with  him to the great, dark bed on which he tossed to and fro until the small  hours of the morning began to grow large. it was a night of little ease to his  toiling mind, toiling in mere darkness and besieged by questions. [from chapter 2, \u2018search for mr hyde\u2019]   how does stevenson vividly convey mr utterson\u2019s disturbed state of mind at this moment  in the novel? or 20 does stevenson make you feel any pity for dr jekyll?50 55 60",
+            "24": "24 0486/12/f/m/16 \u00a9 ucles 2016 from stories of ourselves remember to support your ideas with details from the writing. either  21 read this extract from of white hairs and cricket (by rohinton mistry) , and then answer  the question that follows it: i waited for at least half an hour. content removed due to copyright restrictions.",
+            "25": "25 0486/12/f/m/16 \u00a9 ucles 2016 lost amongst more recent scribbles and abandoned games of  noughts and crosses.   how does mistry make this such a powerful moment in the story? or 22 how does thorpe make the ending of tyres  so sad?content removed due to copyright restrictions.",
+            "26": "26 0486/12/f/m/16 \u00a9 ucles 2016 blank page",
+            "27": "27 0486/12/f/m/16 \u00a9 ucles 2016 blank page",
+            "28": "28 0486/12/f/m/16 \u00a9 ucles 2016 blank page permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the  publisher will be pleased to make amends at the earliest possible opportunity. to avoid the issue of disclosure of answer-related information to candidates, all copyright acknowledgements are reproduced online in the cambridge international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download at www.cie.org.uk after  the live examination series. 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."
+        },
+        "0486_m16_qp_32.pdf": {
+            "1": "this document consists of 11 printed pages, 1 blank page and 1 insert. dc (kn) 124700 \u00a9 ucles 2016  [turn overcambridge international examinations cambridge international general certificate of secondary education * 0 9 6 0 6 9 9 8 3 6 *literature (english)  0486/32 paper 3  drama (open text)  february/march 2016  45 minutes texts studied should be taken into the examination. read these instructions first an answer booklet is provided inside this question paper. y ou should follow the instructions on the front cover  of the answer booklet. if you need additional answer paper ask the invigilator for a continuation booklet. answer one question. all questions in this paper carry equal marks. the syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificate.",
+            "2": "2 0486/32/f/m/16 \u00a9 ucles 2016arthur miller: all my sons remember to support your ideas with details from the writing. either  1 read this passage carefully, and then answer the question that follows it: mother:  y ou can\u2019t bull yourself through this one, joe, you better be smart now.  this thing\u2014this thing is not over yet. keller\t [indicating \tlighted \twindow \tabove ]: and what is she doing up there? she  don\u2019t come out of the room. mother:  i don\u2019t know, what is she doing? sit down, stop being mad. y ou want to  live? y ou better figure out your life. keller:  she don\u2019t know, does she? mother:  she saw chris storming out of here. it\u2019s one and one\u2014she knows how  to add. keller:  maybe i ought to talk to her? mother:  don\u2019t ask me, joe. keller\t [almost \tan\toutburst  ]: then who do i ask? but i don\u2019t think she\u2019ll do  anything about it. mother:  y ou\u2019re asking me again. keller:  i\u2019m askin\u2019 you. what am i, a stranger? i thought i had a family here.  what happened to my family? mother:\t y ou\u2019ve got a family. i\u2019m simply telling you that i have no strength to think  any more. keller:\t y ou have no strength. the minute there\u2019s trouble you have no strength. mother:  joe, you\u2019re doing the same thing again; all your life whenever there\u2019s  trouble you yell at me and you think that settles it. keller:  then what do i do? tell me, talk to me, what do i do? mother:\t joe \u2026 i\u2019ve been thinking this way. if he comes back \u2026 keller:  what do you mean \u201cif\u201d? \u2026 he\u2019s comin\u2019 back! mother:\t i think if you sit him down and you \u2026 explain yourself. i mean you  ought to make it clear to him that you know you did a terrible thing. [ not\t looking \tinto\this\teyes ]\ti mean if he saw that you realize what you did. y ou  see? keller:\t what ice does that cut? mother\t [a\tlittle\tfearfully  ]: i mean if you told him that you want to pay for what you  did. keller\t [sensing \t\u2026\tquietly  ]: how can i pay? mother:\t tell him \u2026 you\u2019re willing to go to prison. [ pause. ] keller\t [struck, \tamazed  ]: i\u2019m willing to \u2026? mother\t [quickly  ]: y ou wouldn\u2019t go, he wouldn\u2019t ask you to go. but if you told him  you wanted to, if he could feel that you wanted to pay, maybe he would  forgive you. keller:  he would forgive me! for what? mother:\t joe, you know what i mean. keller:  i don\u2019t know what you mean! y ou wanted money, so i made money.  what must i be forgiven? y ou wanted money, didn\u2019t you? mother:  i didn\u2019t want it that way.5 10 15 20 25 30 35 40",
+            "3": "3 0486/32/f/m/16 \u00a9 ucles 2016 [turn overkeller:  i didn\u2019t want it that way, either! what difference is it what you want? i  spoiled the both of you. i should\u2019ve put him out when he was ten like i  was put out, and make him earn his keep. then he\u2019d know how a buck  is made in this world. forgiven! i could live on a quarter a day myself,  but i got a family so i \u2026 mother:  joe, joe \u2026 it don\u2019t excuse it that you did it for the family. keller:  it\u2019s got to excuse it! mother:  there\u2019s something bigger than the family to him. keller:\t nothin\u2019 is bigger! mother:\t there is to him. keller:  there\u2019s nothin\u2019 he could do that i wouldn\u2019t forgive. because he\u2019s my son.  because i\u2019m his father and he\u2019s my son. mother:  joe, i tell you \u2026 keller:  nothin\u2019s bigger than that. and you\u2019re goin\u2019 to tell him, you understand?  i\u2019m his father and he\u2019s my son, and if there\u2019s something bigger than that  i\u2019ll put a bullet in my head! mother:  y ou stop that! [from \tact\t3] how does miller make this such a tense and significant moment in the play? or 2  explore the ways in which miller makes george deever contribute so much to the dramatic  impact of the play.45 50 55",
+            "4": "4 0486/32/f/m/16 \u00a9 ucles 2016j. b. priestley: an inspector calls remember to support your ideas with details from the writing. either  3 read this passage carefully, and then answer the question that follows it: inspector\t [sternly \tto\tthem \tboth]: y ou see, we have to share something. if  there\u2019s nothing else, we\u2019ll have to share our guilt. sheila\t [staring \tat\thim ]: y es. that\u2019s true. y ou know. [ she\tgoes \tcloser \tto\thim,\t wonderingly .] i don\u2019t understand about you. inspector\t [calmly  ]: there\u2019s no reason why you should.  [he\tregards \ther\tcalmly \twhile \tshe\tstares \tat\thim\twonderingly \tand\t dubiously. \tnow \tmrs birling enters, \tbriskly \tand\tself-confidently, \t quite \tout\tof\tkey\twith\tthe\tlittle\tscene \tthat\thas\tjust\tpassed. \tsheila  feels \tthis\tat\tonce. ] mrs\tbirling\t [smiling, \tsocial  ]: good evening, inspector. inspector:\t good evening, madam. mrs\tbirling\t [same \teasy \ttone]: i\u2019m mrs birling, y\u2019know. my husband has just  explained why you\u2019re here, and while we\u2019ll be glad to tell you  anything you want to know, i don\u2019t think we can help you much. sheila:\t no, mother \u2013 please! mrs\tbirling\t [affecting \tgreat \tsurprise ]: what\u2019s the matter, sheila? sheila\t [hesitantly  ]: i know it sounds silly \u2013 mrs\tbirling:\t what does? sheila:\t y ou see, i feel you\u2019re beginning all wrong. and i\u2019m afraid you\u2019ll say  something or do something that you\u2019ll be sorry for afterwards. mrs\tbirling: \ti don\u2019t know what you\u2019re talking about, sheila. sheila:\t we all started like that \u2013 so confident, so pleased with ourselves  until he began asking us questions.  [mrs birling looks \tfrom \tsheila to\tthe\tinspector.] mrs\tbirling:  y ou seem to have made a great impression on this child, inspector. inspector  [coolly  ]: we often do on the young ones. they\u2019re more impressionable.  [he\tand\tmrs birling look\tat\teach \tother \tfor\ta\tmoment. \tthen \t mrs birling turns to sheila again. ] mrs\tbirling:  y ou\u2019re looking tired, dear. i think you ought to go to bed \u2013 and forget  about this absurd business. y ou\u2019ll feel better in the morning. sheila:  mother, i couldn\u2019t possibly go. nothing could be worse for me. we\u2019ve  settled all that. i\u2019m staying here until i know why that girl killed  herself. mrs\tbirling:\t nothing but morbid curiosity. sheila:\t no it isn\u2019t. mrs\tbirling:\t please don\u2019t contradict me like that. and in any case i don\u2019t suppose  for a moment that we can understand why the girl committed suicide.  girls of that class \u2013 sheila  [urgently, \tcutting \tin]: mother, don\u2019t \u2013 please don\u2019t. for your own sake,  as well as ours, you mustn\u2019t \u2013 mrs\tbirling\t [annoyed  ]: mustn\u2019t \u2013 what? really, sheila! sheila  [slowly, \tcarefully \tnow]: y ou mustn\u2019t try to build up a kind of wall 5 10 15 20 25 30 35 40",
+            "5": "5 0486/32/f/m/16 \u00a9 ucles 2016 [turn overbetween us and that girl. if you do, then the inspector will just break  it down. and it\u2019ll be all the worse when he does. mrs\tbirling:  i don\u2019t understand you. [ to\tinspector] do you? inspector:\t y es. and she\u2019s right. mrs\tbirling  [haughtily  ]: i beg your pardon! inspector\t [very\tplainly  ]: i said y es \u2013 i do understand her. and she\u2019s right. mrs\tbirling:  that \u2013 i consider \u2013 is a trifle impertinent, inspector. [sheila gives \t short \thysterical \tlaugh. ]\tnow, what is it, sheila? sheila:  i don\u2019t know. perhaps it\u2019s because impertinent \tis such a silly word. [from \tact\t2] explore how priestley vividly conveys the way sheila and mrs birling respond to the  inspector here. or 4 how does priestley make the inspector such a compelling character?45 50",
+            "6": "6 0486/32/f/m/16 \u00a9 ucles 2016william shakespeare: the merchant of venice remember to support your ideas with details from the writing. either  5 read this passage carefully, and then answer the question that follows it: shylock:\t how now, tubal, what news from genoa? hast thou found my  daughter? tubal:\t i often came where i did hear of her, but cannot find her. shylock:\t why there, there, there, there! a diamond gone, cost me two thousand  ducats in frankfort! the curse never fell upon our nation till now; i never  felt it till now. two thousand ducats in that, and other precious, precious  jewels. i would my daughter were dead at my foot, and the jewels in her  ear; would she were hears\u2019d at my foot, and the ducats in her coffin!  no news of them? why, so \u2013 and i know not what\u2019s spent in the search.  why, thou \u2013 loss upon loss! the thief gone with so much, and so much  to find the thief; and no satisfaction, no revenge; nor no ill luck stirring  but what lights o\u2019 my shoulders; no sighs but o\u2019 my breathing; no tears  but o\u2019 my shedding! tubal:\t y es, other men have ill luck too: antonio, as i heard in genoa \u2013 shylock:\t what, what, what? ill luck, ill luck? tubal:\t hath an argosy cast away coming from tripolis. shylock:\t i thank god, i thank god. is it true, is it true? tubal:\t i spoke with some of the sailors that escaped the wreck. shylock:\t i thank thee, good tubal. good news, good news \u2013 ha, ha! \u2013 heard in  genoa. tubal:\t y our daughter spent in genoa, as i heard, one night, fourscore  ducats. shylock:\t thou stick\u2019st a dagger in me \u2013 i shall never see my gold again. fourscore  ducats at a sitting! fourscore ducats! tubal:\t there came divers of antonio\u2019s creditors in my company to venice that  swear he cannot choose but break. shylock:\t i am very glad of it; i\u2019ll plague him, i\u2019ll torture him; i am glad of it. tubal:\t one of them showed me a ring that he had of your daughter for a  monkey. shylock:\t out upon her! thou torturest me, tubal. it was my turquoise; i had it of  leah when i was a bachelor; i would not have given it for a wilderness  of monkeys. tubal:\t but antonio is certainly undone. shylock:\t nay, that\u2019s true; that\u2019s very true. go, tubal, fee me an officer;  bespeak him a fortnight before. i will have the heart of him, if he forfeit;  for, were he out of venice, i can make what merchandise i will. go, tubal,  and meet me at our synagogue; go, good tubal; at our synagogue,  tubal.  [exeunt.  [from \tact\t3\tscene \t1] what does shakespeare\u2019s writing make you feel about shylock at this moment in the play?5 10 15 20 25 30 35",
+            "7": "7 0486/32/f/m/16 \u00a9 ucles 2016 [turn overor 6  what makes shakespeare\u2019s portrayal of the love between gratiano and nerissa such a  memorable part of the play?",
+            "8": "8 0486/32/f/m/16 \u00a9 ucles 2016william shakespeare: henry v remember to support your ideas with details from the writing. either  7 read this passage carefully, and then answer the question that follows it:  the english \tcamp. \t enter \tgloucester ,\tbedford ,\texeter ,\terpingham, with\t all\this\thost; \tsalisbury ,\tand\t\twestmoreland . gloucester:\t where is the king? bedford:\t the king himself is rode to view their battle. westmoreland:\t of fighting men they have full three-score thousand. exeter:\t there\u2019s five to one; besides, they all are fresh. salisbury:\t god\u2019s arm strike with us! \u2019tis a fearful odds.  god bye you, princes all; i\u2019ll to my charge.  if we no more meet till we meet in heaven,  then joyfully, my noble lord of bedford,  my dear lord gloucester, and my good lord exeter,  and my kind kinsman \u2013 warriors all, adieu! bedford:\t farewell, good salisbury; and good luck go with thee! exeter:  farewell, kind lord. fight valiantly to-day;  and yet i do thee wrong to mind thee of it,  for thou art fram\u2019d of the firm truth of valour.  [exit\tsalisbury . bedford:\t he is as full of valour as of kindness;  princely in both. \t enter \tthe\tking . westmoreland:\t \t o that we now had here  but one ten thousand of those men in england  that do no work to-day! king:\t \t what\u2019s he that wishes so?  my cousin westmoreland? no, my fair cousin;  if we are mark\u2019d to die, we are enow  to do our country loss; and if to live,  the fewer men, the greater share of honour.  god\u2019s will! i pray thee, wish not one man more.  by jove, i am not covetous for gold,  nor care i who doth feed upon my cost;  it yearns me not if men my garments wear;  such outward things dwell not in my desires.  but if it be a sin to covet honour,  i am the most offending soul alive.  no, faith, my coz, wish not a man from england.  god\u2019s peace! i would not lose so great an honour  as one man more methinks would share from me  for the best hope i have. o, do not wish one more!  rather proclaim it, westmoreland, through my host,  that he which hath no stomach to this fight,  let him depart; his passport shall be made,  and crowns for convoy put into his purse;5 10 15 20 25 30 35 40",
+            "9": "9 0486/32/f/m/16 \u00a9 ucles 2016 [turn over we would not die in that man\u2019s company  that fears his fellowship to die with us.  [from \tact\t4\tscene \t3] in what ways does shakespeare make this moment in the play so striking? or 8 what does shakespeare\u2019s use of the chorus add to your enjoyment of the play?45",
+            "10": "10 0486/32/f/m/16 \u00a9 ucles 2016j. lawrence & r. e. lee: inherit the wind remember to support your ideas with details from the writing. either  9 read this passage carefully, and then answer the question that follows it: \t \t the \tschoolboy \thoward \tis\ton\tthe\twitness \tstand. \the\tis\twretched \t in\ta\tstarched \tcollar \tand\tsunday \tsuit.\tthe\tweather \tis\tas\trelentlessly \t hot\tas\tbefore. \tbrady \tis\texamining \tthe\tboy,\twho\tis\ta\twitness \tfor\tthe\t prosecution. brady:\t go on, howard. tell them what else mr. cates told you in the  classroom. howard:\t well, he said at first the earth was too hot for any life. then it cooled  off a mite, and cells and things begun to live. brady:\t cells? howard:\t little bugs, like, in the water. after that, the little bugs got to be bigger  bugs, and sprouted legs and crawled up on the land. brady:\t how long did this take, according to mr. cates? howard:\t couple million years. maybe longer. then comes the fishes and the  reptiles and the mammals. man\u2019s a mammal. brady:\t along with the dogs and the cattle in the field: did he say that? howard:\t y es, sir. [d rummond \tis\tabout \tto\tprotest \tagainst \tprompting \tthe\t witness, \tthen\the\tdecides \tit\tisn\u2019t\tworth \tthe\ttrouble. ] brady:\t now, howard, how did man\tcome out of this slimy, mess of bugs  and serpents, according to your \u2014 \u201cprofessor\u201d? howard:\t man was sort of evoluted. from the \u201cold world monkeys.\u201d [b rady \t slaps \this\tthigh. ] brady:\t [crossing \tto\tjury.]\tdid you hear that, my friends? \u201cold world  monkeys\u201d! according to mr. cates, you and i aren\u2019t even descended  from good american monkeys! [ there \tis\tlaughter \tfrom \tspectators. \t brady \tturns \tback \tto\thoward .]\thoward, listen carefully. in all this  talk of bugs and \u201cevil-ution,\u201d of slime and ooze, did mr. cates ever  make any reference to god? howard:\t not as i remember. brady:\t or the miracle he achieved in seven days as described in the  beautiful book of genesis? howard:\t no, sir. [brady \tstretches \tout\this\tarms \tin\tan\tall-embracing \tgesture. ] brady:\t ladies and gentlemen \u2014 drummond:  objection! [ rising. ]\ti\task that the court remind the learned counsel  that this is not a chautauqua tent. he is supposed to be submitting  evidence to a jury. there are no ladies on the jury. [ he\tsits.\tthere \tis\t a\tlow\tmutter \tfrom \tthe\tspectators. ] brady:\t y our honor, i have no intention of making a speech. there is no  need. i am sure that everyone on the jury, everyone within the sound  of this boy\u2019s voice, is moved by this tragic confusion. he has been  taught that he wriggled up like an animal from the filth and the muck  below! [ continuing \tfervently, \tthe\tspirit \tis\tupon \thim.]\ti say that the  bible-haters, these \u201cevil-utionists,\u201d are brewers of poison! and the  legislature of this sovereign state has had the wisdom to demand  that the peddlers of poison \u2014 in bottles \u2014 [ turns \tand\tpoints \tto\t cates .]\tor in books \u2014 clearly label the products they attempt to 5 10 15 20 25 30 35 40 45",
+            "11": "11 0486/32/f/m/16 \u00a9 ucles 2016sell! [ there \tis\tan\tapplause \tfrom \tthe\tspectators. \thoward \tgulps. \t brady \tpoints \tat\tthe\tboy.]\ti tell you, if this law is not upheld, this  boy will become one of a generation, shorn of its faith by the  teachings of godless science! but if the full penalty of the law is  meted out to bertram cates, the faithful the whole world over, who  are watching us here, and listening to our every word, will call this  courtroom blessed! [ applause \tfrom \tthe\tspectators. \teven \tone\tof\tthe\t jury\tmembers \tis\tmoved \tto\tapplaud, \tbut\tis\tstopped \tby\this\tneighbors. \t dramatically, \tbrady \tmoves \tto\this\tchair. \tcondescendingly, \the\twaves \t to\tdrummond .] y our \twitness, sir. [brady \tsits.\tdrummond \trises, \t slouches \ttoward \tthe\twitness \tstand. ] \t [from \tact\t2] in what ways do the writers make this such an effective opening to the scene? or 10  how do the writers make the relationship between henry drummond and matthew harrison  brady such a powerful part of the play?50 55",
+            "12": "12 0486/32/f/m/16 \u00a9 ucles 2016blank page permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. every reasonable  effort has been made by the publisher (ucles) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the publisher will  be pleased to make amends at the earliest possible opportunity. to avoid the issue of disclosure of answer-related information to candidates, all copyright acknowledgements are reproduced online in the cambridge international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download at www.cie.org.uk after  the live examination series. 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."
+        },
+        "0486_s15_qp_11.pdf": {
+            "1": "this document consists of 24 printed pages, 4 blank pages and 1 insert. dc (rcl/km) 91057/2 \u00a9 ucles 2015 [turn overcambridge international examinations cambridge international general certificate of secondary education *3083167168*literature (english)  0486/11 paper 1 poetry and prose may/june 2015  1 hour 30 minutes no additional materials are required. read these instructions first an answer booklet is provided inside this question paper. y ou should follow the instructions on the front cover  of the answer booklet. if you need additional answer paper ask the invigilator for a continuation booklet. answer two questions: one question from section a and one question from section b. all questions in this paper carry equal marks. the syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificat e.",
+            "2": "2 0486/11/m/j/15 \u00a9 ucles 2015blank page",
+            "3": "3 0486/11/m/j/15 \u00a9 ucles 2015 [turn overcontents section a: poetry text question  numbers page[s] thomas hardy:  from selected poems   1, 2 pages 4\u20135 from jo phillips ed: poems deep & dangerous   3, 4 pages 6\u20137 songs of ourselves : from part 4  5, 6 pages 8\u20139 section b: prose text question  numbers page[s] jane austen: northanger abbey   7, 8 pages 10\u201311 tsitsi dangarembga: nervous conditions   9, 10 pages 12\u201313 anita desai: fasting, feasting 11, 12  pages 14\u201315 helen dunmore: the siege 13, 14 pages 16\u201317 george eliot: silas marner 15, 16 pages 18\u201319 susan hill: i\u2019m the king of the castle 17, 18 pages 20\u201321 robert louis stevenson: the strange case of dr jekyll and mr hyde  19, 20 pages 22\u201323 from stories of ourselves 21, 22 pages 24\u201325",
+            "4": "4 0486/11/m/j/15 \u00a9 ucles 2015 section a: poetry answer one question from this section. thomas hardy:  from  selected poems remember to support your ideas with details from the writing. either 1 read this poem, and then answer the question that follows it: the darkling thrush i leant upon a coppice gate  when frost was spectre-gray,and winter\u2019s dregs made desolate the weakening eye of day.the tangled bine-stems scored the sky like strings of broken lyres,and all mankind that haunted nigh had sought their household fires. the land\u2019s sharp features seemed to be  the century\u2019s corpse outleant,his crypt the cloudy canopy, the wind his death-lament.the ancient pulse of germ and birth was shrunken hard and dry,and every spirit upon earth seemed fervourless as i. at once a voice arose among  the bleak twigs overheadin a full-hearted evensong of joy illimited;an aged thrush, frail, gaunt, and small, in blast-beruffled plume,had chosen thus to fling his soul upon the growing gloom. so little cause for carolings  of such ecstatic soundwas written on terrestrial things afar or nigh around,that i could think there trembled through his happy good-night airsome blessed hope, whereof he knew and i was unaware.   explore the ways in which hardy\u2019s words and images create feelings of sadness in the  darkling thrush.5 10 15 2025 30",
+            "5": "5 0486/11/m/j/15 \u00a9 ucles 2015 [turn overor 2 how does hardy make memories so vivid in the going ? the going why did you give no hint that night that quickly after the morrow\u2019s dawn,and calmly, as if indifferent quite,y ou would close your term here, up and be gone where i could not follow with wing of swallowto gain one glimpse of you ever anon!  never to bid good-bye,  or lip me the softest call,or utter a wish for a word, while isaw morning harden upon the wall, unmoved, unknowing that your great goinghad place that moment, and altered all. why do you make me leave the house and think for a breath it is you i seeat the end of the alley of bending boughswhere so often at dusk you used to be; till in darkening dankness the yawning blanknessof the perspective sickens me!  y ou were she who abode  by those red-veined rocks far west,y ou were the swan-necked one who rodealong the beetling beeny crest, and, reining nigh me, would muse and eye me,while life unrolled us its very best. why, then, latterly did we not speak, did we not think of those days long dead,and ere your vanishing strive to seekthat time\u2019s renewal? we might have said, \u2018in this bright spring weather we\u2019ll visit togetherthose places that once we visited.\u2019  well, well! all\u2019s past amend,  unchangeable. it must go.i seem but a dead man held on endto sink down soon \u2026 o you could not know that such swift fleeing no soul foreseeing \u2013not even i \u2013 would undo me so!5 1015 20 2530 35 40",
+            "6": "6 0486/11/m/j/15 \u00a9 ucles 2015from jo phillips ed: poems deep & dangerous remember to support your ideas with details from the writing. either 3 read this poem, and then answer the question that follows it:  shall i compare thee \u2026? shall i compare thee to a summer\u2019s day? thou art more lovely and more temperate:rough winds do shake the darling buds of may,and summer\u2019s lease hath all too short a date:sometime too hot the eye of heaven shines,and often is his gold complexion dimm\u2019d;and every fair from fair sometime declines,by chance, or nature\u2019s changing course, untrimm\u2019d;but thy eternal summer shall not fade,nor lose possession of that fair thou owest;nor shall death brag thou wander\u2019st in his shade,when in eternal lines to time thou growest; so long as men can breathe, or eyes can see, so long lives this, and this gives life to thee. (william shakespeare )   in what ways does shakespeare\u2019s writing make shall i compare thee \u2026?  such a  powerful love poem?5 10",
+            "7": "7 0486/11/m/j/15 \u00a9 ucles 2015 [turn overor 4 how does heaney make this memory of childhood in follower  so vivid for you? follower my father worked with a horse-plough, his shoulders globed like a full sail strungbetween the shafts and the furrow.the horses strained at his clicking tongue. an expert. he would set the wing and fit the bright steel-pointed sock.the sod rolled over without breaking.at the headrig, with a single pluck of reins, the sweating team turned round and back into the land. his eyenarrowed and angled at the ground,mapping the furrow exactly. i stumbled in his hob-nailed wake, fell sometimes on the polished sod;sometimes he rode me on his backdipping and rising to his plod. i wanted to grow up and plough, to close one eye, stiffen my arm.all i ever did was followin his broad shadow round the farm. i was a nuisance, tripping, falling, y apping always. but todayit is my father who keeps stumblingbehind me, and will not go away. (seamus heaney )5 101520",
+            "8": "8 0486/11/m/j/15 \u00a9 ucles 2015songs of ourselves : from part 4 remember to support your ideas with details from the writing. either 5 read this poem, and then answer the question that follows it:  horses those lumbering horses in the steady plough, on the bare field \u2013 i wonder why, just now,they seemed terrible, so wild and strange,like magic power on the stony grange. perhaps some childish hour has come again, when i watched fearful, through the blackening rain,their hooves like pistons in an ancient millmove up and down, yet seem as standing still. their conquering hooves which trod the stubble down were ritual that turned the field to brown,and their great hulks were seraphim of gold,or mute ecstatic monsters on the mould. and oh the rapture, when, one furrow done, they marched broad-breasted to the sinking sun!the light flowed off their bossy sides in flakes;the furrows rolled behind like struggling snakes. but when at dusk with steaming nostrils home they came, they seemed gigantic in the gloam,and warm and glowing with mysterious firethat lit their smouldering bodies in the mire. their eyes as brilliant and as wide as night gleamed with a cruel apocalyptic light.their manes the leaping ire of the windlifted with rage invisible and blind. ah, now it fades! it fades! and i must pine again for that dread country crystalline,where the black field and the still-standing treewere bright and fearful presences to me. (edwin muir )   explore the ways in which muir vividly conveys a sense of mystery in horses .5 101520 25",
+            "9": "9 0486/11/m/j/15 \u00a9 ucles 2015 [turn overor 6 how does rossetti strikingly create a sense of wonder in a birthday ? a birthday my heart is like a singing bird  whose nest is in a watered shoot;my heart is like an apple-tree whose boughs are bent with thickset fruit;my heart is like a rainbow shell that paddles in a halcyon sea;my heart is gladder than all these because my love is come to me. raise me a dais of silk and down;  hang it with vair and purple dyes;carve it in doves and pomegranates, and peacocks with a hundred eyes;work it in gold and silver grapes, in leaves and silver fleurs-de-lys;because the birthday of my life is come, my love is come to me. (christina rossetti )5 10 15",
+            "10": "10 0486/11/m/j/15 \u00a9 ucles 2015section b: prose answer one question from this section. jane austen: northanger abbey remember to support your ideas with details from the writing. either 7 read this extract, and then answer the question that follows it: this was the first time of her brother\u2019s openly siding against her, and  anxious to avoid his displeasure, she proposed a compromise. if they would only put off their scheme till tuesday, which they might easily do, as it depended only on themselves, she could go with them, and everybody might then be satisfied. but \u2018no, no, no!\u2019 was the immediate answer; \u2018that could not be, for thorpe did not know that he might not go to town on tuesday.\u2019 catherine was sorry, but could do no more; and a short silence ensued, which was broken by isabella; who in a voice of cold resentment said, \u2018very well, then there is an end of the party. if catherine does not go, i cannot. i cannot be the only woman. i would not, upon any account in the world, do so improper a thing.\u2019 \u2018catherine, you must go,\u2019 said james.\u2018but why cannot mr thorpe drive one of his other sisters? i dare say  either of them would like to go.\u2019 \u2018thank ye,\u2019 cried thorpe, \u2018but i did not come to bath to drive my sisters  about, and look like a fool. no, if you do not go, d\u2014 me if i do. i only go for the sake of driving you.\u2019 \u2018that is a compliment which gives me no pleasure.\u2019 but her words were  lost on thorpe, who had turned abruptly away. the three others still continued together, walking in a most uncomfortable  manner to poor catherine; sometimes not a word was said, sometimes she was again attacked with supplications or reproaches, and her arm was still linked within isabella\u2019s, though their hearts were at war. at one moment she was softened, at another irritated; always distressed, but always steady. \u2018i did not think you had been so obstinate, catherine,\u2019 said james; \u2018you  were not used to be so hard to persuade; you once were the kindest, best-tempered of my sisters.\u2019 \u2018i hope i am not less so now,\u2019 she replied, very feelingly; \u2018but indeed i  cannot go. if i am wrong, i am doing what i believe to be right.\u2019 \u2018i suspect,\u2019 said isabella, in a low voice, \u2018there is no great struggle.\u2019catherine\u2019s heart swelled; she drew away her arm, and isabella made  no opposition. thus passed a long ten minutes, till they were again joined by thorpe, who coming to them with a gayer look, said, \u2018well, i have settled the matter, and now we may all go tomorrow with a safe conscience. i have been to miss tilney, and made your excuses.\u2019 \u2018y ou have not!\u2019 cried catherine.\u2018i have, upon my soul. left her this moment. told her you had sent me  to say, that having just recollected a prior engagement of going to clifton with us tomorrow, you could not have the pleasure of walking with her till tuesday. she said very well, tuesday was just as convenient to her; so there is an end of all our difficulties. \u2013 a pretty good thought of mine \u2013 hey?\u2019 isabella\u2019s countenance was once more all smiles and good-humour, and  james too looked happy again.  [from chapter 13]5 10152025303540",
+            "11": "11 0486/11/m/j/15 \u00a9 ucles 2015 [turn over  how does austen make you feel about the way james, isabella and john behave towards  catherine at this moment in the novel? or 8 in what ways does austen strikingly portray the desire for wealth in the novel?",
+            "12": "12 0486/11/m/j/15 \u00a9 ucles 2015tsitsi dangarembga: nervous conditions remember to support your ideas with details from the writing. either 9 read this extract, and then answer the question that follows it: slowly the cavalcade progressed towards the yard, which by now was  full of rejoicing relatives. my father jumped out of babamukuru\u2019s car and, brandishing a staff like a victory spear, bounded over the bumpy road, leaping into the air and landing on one knee, to get up and leap again and pose like a warrior inflicting a death wound. \u2018 hezvo !\u2019 he cried \u2018do you  see him? our returning prince. do you see him? observe him well. he has returned. our father and benefactor has returned appeased, having devoured english letters with a ferocious appetite! did you think degrees were indigestible? if so, look at my brother. he has digested them! if you want to see an educated man, look at my brother, big brother to us all!\u2019 the spear aimed high and low, thrust to the right, to the left. all was conquered. the cars rolled to a stop beneath the mango trees. tete gladys  disembarked with difficulty, with false starts and strenuous breathing; because she was so large, it was not altogether clear how she had managed to insert herself into her car in the first place. but her mass was not frivolous. it had a ponderous presence which rendered any situation, even her attempts to remove herself from her car, weighty and serious. we did not giggle, did not think of it. on her feet at last, tete straightened herself, planted herself firmly, feet astride, in the dust. clenched fists settling on hips, elbows jutting aggressively, she defied any contradiction of my father\u2019s eulogy. \u2018do you hear?\u2019 she demanded, \u2018what jeremiah is saying? if you have not heard, listen well. it is the truth he is speaking! truly our prince has returned today! full of knowledge. knowledge that will benefit us all! purururu!\u2019 she ululated, shuffling with small gracious jumps to embrace my mother. \u2018purururu!\u2019 they ululated. \u2018he has returned. our prince has returned!\u2019 babamukuru stepped out of his car, paused behind its open door,  removed his hat to smile graciously, joyfully, at us all. indeed, my babamukuru had returned. i saw him only for a moment. the next minute he was drowned in a sea of bodies belonging to uncles, aunts and nephews; grandmothers, grandfathers and nieces; brothers and sisters of the womb and not of the womb. the clan had gathered to welcome its returning hero. his hand was shaken, his head was rubbed, his legs were embraced. i was there too, wanting to touch babamukuru, to talk, to tell him i was glad that he had returned. babamukuru made his fair-sized form as expansive as possible, holding his arms out and bending low so that we all could be embraced, could embrace him. he was happy. he was smiling. \u2018y es, yes,\u2019 he kept saying. \u2018it is good, it is good.\u2019 we moved, dancing and ululating and kicking up a fine dust-storm from our stamping feet, to the house. babamukuru stepped inside, followed by a retinue of grandfathers,  uncles and brothers. various paternal aunts, who could join them by virtue of their patriarchal status and were not too shy to do so, mingled with the men. behind them danced female relatives of the lower strata. maiguru entered last and alone, except for her two children, smiling quietly and inconspicuously. dressed in flat brown shoes and a pleated polyester dress very much like the one babamukuru bought for my mother the christmas before he left, she did not look as though she had been to england. my cousin nyasha, pretty bright nyasha, on the other hand, obviously had. 5 1015202530354045",
+            "13": "13 0486/11/m/j/15 \u00a9 ucles 2015 [turn overthere was no other explanation for the tiny little dress she wore, hardly  enough of it to cover her thighs. she was self-conscious though, constantly clasping her hands behind her buttocks to prevent her dress from riding up, and observing everybody through veiled vigilant eyes to see what we were thinking. catching me examining her, she smiled slightly and shrugged. \u2018i shouldn\u2019t have worn it,\u2019 her eyes seemed to say. unfortunately, she had worn it. i could not condone her lack of decorum. i would not give my approval. i turned away.  [from chapter 3]   how does dangarembga make this an amusing and revealing moment in the novel? or 10 explore the ways in which dangarembga shows the importance of food in the novel.50 55",
+            "14": "14 0486/11/m/j/15 \u00a9 ucles 2015anita desai: fasting, feasting remember to support your ideas with details from the writing. either 11 read this extract, and then answer the question that follows it: it is summer. arun makes his way slowly through the abundant green of  edge hill as if he were moving cautiously through massed waves of water under which unknown objects lurked. greenness hangs, drips and sways from every branch and twig and frond in the surging luxuriance of july. in such profusion, the houses seem as lost, as stranded, as they might have been when this was primeval forest. white clapboard is most prominent but there are houses painted dark with red oxide, some a military grey with white trim, and a few have yellow doors and shutters, or blue. these touches of colour seem both brave and forlorn, picturebook dreams pitted against the wilderness, without conviction. outside many of them the starred and striped american flag flies on a  post with all the bravado of a new frontier. in direct contradiction, there are the more domestic signs of habitation that imply settlement by generations \u2013 the rubber paddling pools left outdoors by children who have gone in, moulded plastic tricycles and steel bicycles, go-carts and skateboards. there is garden furniture and garden statuary \u2013 pink plastic flamingoes poised beside a birdbath, spotted deer or hatted gnomes crouched amongst the rhododendrons like decoys set out by homesteaders, conveying some message to the threatening hinterland. arun keeps his chin lowered, as nervous as someone venturing alone  across the border, but his eyes glance from side to side into all the windows. none of them are curtained. most are very large. he can look in directly at the kitchen sinks, the pots of busily flowering busy-lizzies, the lamps and the dangling glass decorations. there are so many objects, so rarely any people. only occasionally a woman crosses one of these illuminated rooms, withdraws. there seems to be more happening in the darkened rooms where the uncertain light of television sets flickers. here he might see undefined shapes huddled upon a couch, sprawled on the floor. and there is the multicoloured life of the screen, jigging and jumping with a mechanical animation that has no natural equivalent. the windows are shut, he cannot hear a sound. now and then a car turns into the road, very slowly because it is a  residential area and there are mountainous speedbreakers, then turns into its assigned driveway. a garage door slides up with an obedient, even obsequious murmur, and the car disappears. where? arun knows nothing. he peers around him for footprints, for signs, for  markers. he studies the mailboxes that line the drive, leaning into each other, for some indications or evidence. he notes which ones have names written upon them, which ones only numbers. if the mail has not been collected, he squints to find the name on the newspapers and the mail order catalogues stuffed into them. shambling along, he notes which house has a large clutter of children\u2019s  toys \u2013 spades, buckets, bats, balls \u2013 and which have carefully constructed gardens: the small beds of bright flowers, stone-edged and stranded in huge stretches of immaculate lawn, the clipped hedges, the bird-feeders watched over by murderously patient cats that seem painted onto the scene in black and white. tucking his chin into his collar, he ponders these omens and indicators.5 1015202530354045",
+            "15": "15 0486/11/m/j/15 \u00a9 ucles 2015 [turn overa car drives up suddenly behind him, very close, as if with intention. he  climbs hastily onto a grass verge. it passes. why had it done that? are pedestrians against the law in this land of the four-wheeled? he turns into bayberry lane and walks past more trimmed lawns, more  swept drives, till the road slopes down to the last house in the lane, on the edge of the woods below the hill. here, too, a red-white-and-blue flag flies upon its pole, its rope slack in the summer stillness, and the mailbox holds its measure of junk mail, too voluminous to merit collection. here, too, the big picture-windows are lit, and the rooms empty, like stage sets before the play begins: is there or is there not to be a play? he walks around to the side of the house where a basketball hoop holds  its ring over his head in speechless invitation to play. as he slouches past the manicured shrubs, he glances into the kitchen window and sees the aluminium sink, the wall cupboards, the tea towels on their rack. mrs patton is there. [from chapter 14]   how does desai vividly convey arun\u2019s thoughts and feelings to you at this moment in the  novel? or 12 how does desai make the suffering of women in their marriages so vivid in the indian  part (part one) of the novel?50 5560",
+            "16": "16 0486/11/m/j/15 \u00a9 ucles 2015helen dunmore: the siege remember to support your ideas with details from the writing. either 13 read this extract, and then answer the question that follows it: anna takes the two children by the hands. girls aged three and five, they  were pushed into her arms by their mother. \u2018i can\u2019t go with them, i\u2019m an essential worker. here, take them.  remember, nyusha, keep a hold of her hand, don\u2019t let her run around or gobble up all her sandwiches before you even get on the train. do what the lady tells you and you\u2019ll soon be back home again. quick now.\u2019 y ou would have thought she felt nothing, but for the staring pallor of her  face. the children, too, seemed numb. they were stuffed into their winter coats, as round as little cabbages. the little one held a bit of grey cloth, and stroked its silky edge against her face. \u2018put that back in your pocket. only when you\u2019re in bed , remember, or  they\u2019ll take it off you.\u2019 the little girl whipped the cloth into her pocket, and huddled against  nyusha. \u2018what\u2019s this lady going to think of you, carrying round a bit of dirty old  rag?\u2019 the mother spat on her handkerchief, bent down, and briskly polished  her daughters\u2019 faces. \u2018there. there\u2019s good girls. now then \u2013\u2019 but as she straightened up, anna saw her face, tight with anguish.she whispered, \u2018is it true what they say, that they\u2019re bombing the railways  the kids are going on?\u2019 \u2018i don\u2019t know. we haven\u2019t heard anything.\u2019\u2018but our kids\u2019ll get out safe, won\u2019t they? i mean, you won\u2019t be sending  them anywhere there\u2019s bombs?\u2019 \u2018they\u2019ll be safer out of the city, away from air-raids.\u2019the mother nodded convulsively, putting her hand up to her throat.\u2018please, don\u2019t worry. we\u2019ll look after them.\u2019the mother seemed about to speak again, but instead she made  a gesture with her hand, as if pushing something away, grabbed both children in a clumsy hug that knocked their heads together, then turned and rushed out of the room. the little one began to wail. her sister scrabbled in the child\u2019s pocket,  and fetched out the rag. flushing, she explained to anna, \u2018mum lets her have it when she cries.\u2019 \u2018it\u2019s the best thing, nyusha. y our mother wouldn\u2019t want her to be crying  all the time. give her the rag whenever she wants it.\u2019 the little girl had stopped crying. she was rubbing the silky edge  rhythmically over her lips, slipping away into safety, her eyes wide, dark and unfocused. \u2018now, let\u2019s get you two sorted out. y ou\u2019ll be going into that room first, with  all the others, so you can be divided into groups for the journey. we\u2019ll make sure you stay together. y ou\u2019ll be going on a train, you know that, and we\u2019re sending plenty of food with you, so you don\u2019t need to worry.\u2019 \u2018mum\u2019s made our sandwiches.\u2019\u2018i know. but maybe there are children who haven\u2019t brought anything. we  have to look after everyone. what\u2019s your little sister\u2019s name?\u2019 \u2018olenka. she doesn\u2019t talk.\u20195 1015202530354045",
+            "17": "17 0486/11/m/j/15 \u00a9 ucles 2015 [turn over\u2018but you can tell when she\u2019s hungry and when she wants to go to the  toilet?\u2019 nyusha nods importantly. \u2018y eah, i can tell. she sort of pulls me when she  wants things.\u2019 \u2018that\u2019s good. now, in here, just wait on these benches and we\u2019ll be as  quick as we can. move up a bit, the rest of you, there are two more here who want to sit down.\u2019  [from chapter 11]   how does dunmore\u2019s writing make this moment in the novel so sad? or 14 how, in your view, does dunmore make andrei such an admirable character?50",
+            "18": "18 0486/11/m/j/15 \u00a9 ucles 2015george eliot: silas marner remember to support your ideas with details from the writing. either 15 read this extract, and then answer the question that follows it: dunstan cass, setting off in the raw morning, at the judiciously quiet pace  of a man who is obliged to ride to cover on his hunter, had to take his way along the lane, which, at its farther extremity, passed by the piece of unenclosed ground called the stonepit, where stood the cottage, once a stone-cutter\u2019s shed, now for fifteen years inhabited by silas marner. the spot looked very dreary at this season, with the moist trodden clay about it, and the red, muddy water high up in the deserted quarry. that was dunstan\u2019s first thought as he approached it; the second was, that the old fool of a weaver, whose loom he heard rattling already, had a great deal of money hidden somewhere. how was it that he, dunstan cass, who had often heard talk of marner\u2019s miserliness, had never thought of suggesting to godfrey that he should frighten or persuade the old fellow into lending the money on the excellent security of the young squire\u2019s prospects? the resource occurred to him now as so easy and agreeable, especially as marner\u2019s hoard was likely to be large enough to leave godfrey a handsome surplus beyond his immediate needs, and enable him to accommodate his faithful brother, that he had almost turned the horse\u2019s head towards home again. godfrey would be ready enough to accept the suggestion: he would snatch eagerly at a plan that might save him from parting with wildfire. but when dunstan\u2019s meditation reached this point, the inclination to go on grew strong and prevailed. he didn\u2019t want to give godfrey that pleasure: he preferred that master godfrey should be vexed. moreover, dunstan enjoyed the self-important consciousness of having a horse to sell, and the opportunity of driving a bargain, swaggering, and, possibly, taking somebody in. he might have all the satisfaction attendant on selling his brother\u2019s horse, and not the less have the further satisfaction of setting godfrey to borrow marner\u2019s money. so he rode on to cover. bryce and keating were there, as dunstan was quite sure they would be  \u2013 he was such a lucky fellow. \u2018hey-day,\u2019 said bryce, who had long had his eye on wildfire, \u2018you\u2019re on  your brother\u2019s horse today: how\u2019s that?\u2019 \u2018o, i\u2019ve swopped with him,\u2019 said dunstan, whose delight in lying, grandly  independent of utility, was not to be diminished by the likelihood that his hearer would not believe him \u2013 \u2018wildfire\u2019s mine now.\u2019 \u2018what! has he swopped with you for that big-boned hack of yours?\u2019 said  bryce, quite aware that he should get another lie in answer. \u2018o, there was a little account between us,\u2019 said dunsey, carelessly, \u2018and  wildfire made it even. i accommodated him by taking the horse, though it was against my will, for i\u2019d got an itch for a mare o\u2019 jortin\u2019s \u2013 as rare a bit o\u2019 blood as ever you threw your leg across. but i shall keep wildfire, now i\u2019ve got him; though i\u2019d a bid of a hundred and fifty for him the other day, from a man over at flitton \u2013 he\u2019s buying for lord cromleck \u2013 a fellow with a cast in his eye, and a green waistcoat. but i mean to stick to wildfire: i shan\u2019t get a better at a fence in a hurry. the mare\u2019s got more blood, but she\u2019s a bit too weak in the hind-quarters.\u2019 bryce of course divined that dunstan wanted to sell the horse, and  dunstan knew that he divined it (horse-dealing is only one of many human transactions carried on in this ingenious manner); and they both considered 5 1015202530354045",
+            "19": "19 0486/11/m/j/15 \u00a9 ucles 2015 [turn overthat the bargain was in its first stage, when bryce replied ironically \u2013  \u2018i wonder at that now; i wonder you mean to keep him; for i never heard of a man who didn\u2019t want to sell his horse getting a bid of half as much again as the horse was worth. y ou\u2019ll be lucky if you get a hundred.\u2019 keating rode up now, and the transaction became more complicated.  it ended in the purchase of the horse by bryce for a hundred and twenty, to be paid on the delivery of wildfire, safe and sound, at the batherley stables. it did occur to dunsey that it might be wise for him to give up the day\u2019s hunting, proceed at once to batherley, and, having waited for bryce\u2019s return, hire a horse to carry him home with the money in his pocket. but the inclination for a run, encouraged by confidence in his luck, and by a draught of brandy from his pocket-pistol at the conclusion of the bargain, was not easy to overcome, especially with a horse under him that would take the fences to the admiration of the field.  [from chapter 4]   how does eliot vividly reveal dunstan\u2019s character to you at this moment in the novel? or 16 explore two moments in the novel which eliot\u2019s writing makes particularly moving for  you.50 5560",
+            "20": "20 0486/11/m/j/15 \u00a9 ucles 2015susan hill: i\u2019m the king of the castle remember to support your ideas with details from the writing. either 17 read this extract, and then answer the question that follows it: hooper was standing a couple of yards away, scraping at the leaf mould  with his toe. \u2018come on, kingshaw.\u2019 \u2018i don\u2019t want to play this game now.\u2019hooper\u2019s face puckered with scorn. \u2018what game ? we\u2019re tracking deer,  aren\u2019t we? i am, anyway. y ou can do what you like.\u2019 \u2018i want to go. it\u2019s about time i was getting out.\u2019\u2018out where?\u2019\u2018of here. i\u2019m going through the fields behind the wood, and then \u2026\u2019\u2018then what?\u2019\u2018never mind. nowhere. y ou\u2019ll have to go back, though.\u2019hooper shook his head.\u2018i\u2019m off.\u2019kingshaw had stuffed his sweater inside the satchel. behind him were  the bushes, through which they had just come. he went straight on. \u2018where are you going?\u2019\u2018i told you, i\u2019ve got to go out of here now.\u2019\u2018home?\u2019\u2018mind your own business. no.\u2019\u2018out the other side of the wood, then?\u2019\u2018y es.\u2019\u2018that\u2019s not the way.\u2019\u2018it is.\u2019\u2018it\u2019s not, we were over there. we turned round.\u2019kingshaw hesitated. there were clumps of undergrowth all round. he  tried to get his bearings. if he went into that clearing to his left, then he would be heading out of hang wood. he must be almost on the edge, by now. he walked on, for some way. after a bit, he heard hooper coming behind him. the clearing narrowed, but there were none of the tangled bushes here,  it was possible to walk upright. the branches of the trees locked closely together, overhead. it was very dim. kingshaw stopped. it went on being dark for as far as he could see. if it were near the edge of the wood, it would be getting light. he turned round slowly. but it was the same. everywhere looked the  same. \u2018what\u2019s the matter now?\u2019kingshaw heard, for the first time, a note of fear in hooper\u2019s voice, and  knew that he was leader, again, now. \u2018what have you stopped for?\u2019very deliberately, kingshaw inserted his forefingers under the string,  and pulled the satchel off his back. he untied his anorak from it, and spread it out on the ground, and then sat down. hooper stood above him, his eyes flicking about nervously, his face as pale as his limbs in the dim light. kingshaw said, \u2018we\u2019re lost. we\u2019d better stay here and think what to do.\u2019hooper crumpled. he knelt down on the ground some way off, and  began to poke restlessly about among the foliage, his head bent. \u2018it\u2019s your 5 1015202530354045",
+            "21": "21 0486/11/m/j/15 \u00a9 ucles 2015 [turn overfault,\u2019 he said, \u2018your bloody stupid fault, kingshaw. y ou should have done  what i said.\u2019 \u2018oh, shut up.\u2019there was a sudden screeching cry, and a great flapping of wings,  like wooden clappers. kingshaw looked up. two jays came flying straight through the wood, their wings whirring on the air. when they had gone, it went very still again at once, and it seemed darker, too. then, a faint breeze came through the wood towards them, and passed, just stirring the warm air. silence again. a blackbird began to sing, a loud, bright, warning song. hooper looked up in alarm. from somewhere, far away, came the first rumble of thunder.  [from chapter 6]   how does hill strikingly convey the emotions of the two boys at this moment in the novel? or 18 explore the ways in which hill shows how the relationship between mr hooper and mrs  kingshaw makes matters worse for charles kingshaw.50 55",
+            "22": "22 0486/11/m/j/15 \u00a9 ucles 2015robert louis stevenson: the strange case of dr jekyll and mr hyde remember to support your ideas with details from the writing. either 19 read this extract, and then answer the question that follows it: on the 8th of january utterson had dined at the doctor\u2019s with a small  party; lanyon had been there; and the face of the host had looked from one to the other as in the old days when the trio were inseparable friends. on the 12th, and again on the 14th, the door was shut against the lawyer. \u2018the doctor was confined to the house,\u2019 poole said, \u2018and saw no one.\u2019 on the 15th, he tried again, and was again refused; and having now been used for the last two months to see his friend almost daily, he found this return of solitude to weigh upon his spirits. the fifth night, he had in guest to dine with him; and the sixth he betook himself to doctor lanyon\u2019s. there at least he was not denied admittance; but when he came in,  he was shocked at the change which had taken place in the doctor\u2019s appearance. he had his death-warrant written legibly upon his face. the rosy man had grown pale; his flesh had fallen away; he was visibly balder and older; and yet it was not so much these tokens of a swift physical decay that arrested the lawyer\u2019s notice, as a look in the eye and quality of manner that seemed to testify to some deep-seated terror of the mind. it was unlikely that the doctor should fear death; and yet that was what utterson was tempted to suspect. \u2018y es,\u2019 he thought; \u2018he is a doctor, he must know his own state and that his days are counted; and the knowledge is more than he can bear.\u2019 and yet when utterson remarked on his ill-looks, it was with an air of great firmness that lanyon declared himself a doomed man. \u2018i have had a shock,\u2019 he said, \u2018and i shall never recover. it is a question  of weeks. well, life has been pleasant; i liked it; yes, sir, i used to like it. i sometimes think if we knew all, we should be more glad to get away.\u2019 \u2018jekyll is ill, too,\u2019 observed utterson. \u2018have you seen him?\u2019but lanyon\u2019s face changed, and he held up a trembling hand. \u2018i wish to  see or hear no more of doctor jekyll,\u2019 he said in a loud, unsteady voice. \u2018i am quite done with that person; and i beg that you will spare me any allusion to one whom i regard as dead.\u2019 \u2018tut-tut,\u2019 said mr utterson; and then after a considerable pause, \u2018can\u2019t i  do anything?\u2019 he inquired. \u2018we are three very old friends, lanyon; we shall not live to make others.\u2019 \u2018nothing can be done,\u2019 returned lanyon; \u2018ask himself.\u2019\u2018he will not see me,\u2019 said the lawyer.\u2018i am not surprised at that,\u2019 was the reply. \u2018some day, utterson, after i  am dead, you may perhaps come to learn the right and wrong of this. i cannot tell you. and in the meantime, if you can sit and talk with me of other things, for god\u2019s sake, stay and do so; but if you cannot keep clear of this accursed topic, then, in god\u2019s name, go, for i cannot bear it.\u2019 as soon as he got home, utterson sat down and wrote to jekyll,  complaining of his exclusion from the house, and asking the cause of this unhappy break with lanyon; and the next day brought him a long answer, often very pathetically worded, and sometimes darkly mysterious in drift. the quarrel with lanyon was incurable. \u2018i do not blame our old friend,\u2019 jekyll wrote, \u2018but i share his view that we must never meet. i mean from henceforth to lead a life of extreme seclusion; you must not be surprised, nor must you doubt my friendship, if my door is often shut even to you. 5 1015202530354045",
+            "23": "23 0486/11/m/j/15 \u00a9 ucles 2015 [turn overy ou must suffer me to go my own dark way. i have brought on myself a  punishment and a danger that i cannot name. if i am the chief of sinners, i am the chief of sufferers also. i could not think that this earth contained a place for sufferings and terrors so unmanning; and you can do but one thing, utterson, to lighten this destiny, and that is to respect my silence.\u2019  [from chapter 6, \u2018remarkable incident of doctor lanyon\u2019]   how does stevenson\u2019s writing create suspense here? or 20 explore the ways in which stevenson\u2019s writing makes two violent moments in the novel  particularly gripping.50",
+            "24": "24 0486/11/m/j/15 \u00a9 ucles 2015from  stories of ourselves remember to support your ideas with details from the writing. either 21 read this extract from the destructors  (by graham greene), and then answer the  question that follows it: \u2018at old misery\u2019s?\u2019 blackie said. there was nothing in the rules against  it, but he had a sensation that t. was treading on dangerous ground. he asked hopefully, \u2018did you break in?\u2019 \u2018no. i rang the bell.\u2019\u2018and what did you say?\u2019\u2018i said i wanted to see his house.\u2019\u2018what did he do?\u2019\u2018he showed it me.\u2019\u2018pinch anything?\u2019\u2018no.\u2019\u2018what did you do it for then?\u2019the gang had gathered round: it was as though an impromptu court  were about to form and to try some case of deviation. t. said, \u2018it\u2019s a beautiful house,\u2019 and still watching the ground, meeting no one\u2019s eyes, he licked his lips first one way, then the other. \u2018what do you mean, a beautiful house?\u2019 blackie asked with scorn.\u2018it\u2019s got a staircase two hundred years old like a corkscrew. nothing  holds it up.\u2019 \u2018what do you mean, nothing holds it up. does it float?\u2019\u2018it\u2019s to do with opposite forces, old misery said.\u2019\u2018what else?\u2019\u2018there\u2019s panelling.\u2019\u2018like in the blue boar?\u2019\u2018two hundred years old.\u2019\u2018is old misery two hundred years old?\u2019mike laughed suddenly and then was quiet again. the meeting was in  a serious mood. for the first time since t. had strolled into the car-park on the first day of the holidays his position was in danger. it only needed a single use of his real name and the gang would be at his heels. \u2018what did you do it for?\u2019 blackie asked. he was just, he had no jealousy,  he was anxious to retain t. in the gang if he could. it was the word \u2018beautiful\u2019 that worried him \u2013 that belonged to a class world that you could still see parodied at the wormsley common empire by a man wearing a top hat and a monocle, with a haw-haw accent. he was tempted to say, \u2018my dear trevor, old chap,\u2019 and unleash his hell hounds. \u2018if you\u2019d broken in,\u2019 he said sadly \u2013 that indeed would have been an exploit worthy of the gang. \u2018this was better,\u2019 t. said, \u2018i found out things.\u2019 he continued to stare at his  feet, not meeting anybody\u2019s eye, as though he were absorbed in some dream he was unwilling \u2013 or ashamed \u2013 to share. \u2018what things?\u2019\u2018old misery\u2019s going to be away all tomorrow and bank holiday.\u2019blackie said with relief, \u2018y ou mean we could break in?\u2019\u2018and pinch things?\u2019 somebody asked.blackie said, \u2018nobody\u2019s going to pinch things. breaking in \u2013 that\u2019s good  enough, isn\u2019t it? we don\u2019t want any court stuff.\u2019 \u2018i don\u2019t want to pinch anything,\u2019 t. said. \u2018i\u2019ve got a better idea.\u20195 1015202530354045",
+            "25": "25 0486/11/m/j/15 \u00a9 ucles 2015\u2018what is it?\u2019 t. raised eyes, as grey and disturbed as the drab august day. \u2018we\u2019ll pull it  down,\u2019 he said. \u2018we\u2019ll destroy it.\u2019 blackie gave a single hoot of laughter and then, like mike, fell quiet,  daunted by the serious implacable gaze. \u2018what\u2019d the police be doing all the time?\u2019 he said. \u2018they\u2019d never know. we\u2019d do it from inside. i\u2019ve found a way in.\u2019 he said  with a sort of intensity, \u2018we\u2019d be like worms, don\u2019t you see, in an apple.\u2019   how does greene make t. such a compelling character at this moment in the story? or 22 explore the ways in which the writer makes either  my greatest ambition  (by morris  lurie) or a horse and two goats  (by r. k. narayan) so entertaining.50 55",
+            "26": "26 0486/11/m/j/15 \u00a9 ucles 2015blank page",
+            "27": "27 0486/11/m/j/15 \u00a9 ucles 2015blank page",
+            "28": "28 0486/11/m/j/15 \u00a9 ucles 2015blank page permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here 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 onl ine in the cambridge international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to do wnload at www.cie.org.uk after  the live examination series. cambridge international examinations is part of the cambridge assessment group. cambridge assessment is the brand name of unive rsity of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge."
+        },
+        "0486_s15_qp_12.pdf": {
+            "1": "this document consists of 26 printed pages, 2 blank pages and 1 insert. dc (rcl/km) 91056/3 \u00a9 ucles 2015 [turn overcambridge international examinations cambridge international general certificate of secondary education *6634497062*literature (english)  0486/12 paper 1 poetry and prose may/june 2015  1 hour 30 minutes no additional materials are required. read these instructions first an answer booklet is provided inside this question paper. y ou should follow the instructions on the front cover  of the answer booklet. if you need additional answer paper ask the invigilator for a continuation booklet. answer two questions: one question from section a and one question from section b. all questions in this paper carry equal marks. the syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificat e.",
+            "2": "2 0486/12/m/j/15 \u00a9 ucles 2015blank page",
+            "3": "3 0486/12/m/j/15 \u00a9 ucles 2015 [turn overcontents section a: poetry text question  numbers page[s] thomas hardy:  from selected poems   1, 2 pages 4\u20136 from jo phillips ed: poems deep & dangerous   3, 4 pages 8\u20139 songs of ourselves : from part 4  5, 6 pages 10\u201311 section b: prose text question  numbers page[s] jane austen: northanger abbey   7, 8 pages 12\u201313 tsitsi dangarembga:  nervous conditions   9, 10 pages 14\u201315 anita desai:  fasting, feasting  11, 12 pages 16\u201317 helen dunmore:  the siege  13, 14 pages 18\u201319 george eliot:  silas marner  15, 16 pages 20\u201321 susan hill:  i\u2019m the king of the castle  17, 18 pages 22\u201323 robert louis stevenson:  the strange case of dr jekyll and mr hyde  19, 20 page  24 from stories of ourselves  21, 22 pages 26\u201327",
+            "4": "4 0486/12/m/j/15 \u00a9 ucles 2015section a: poetry   answer one question from this section. thomas hardy: from selected poems remember to support your ideas with details from the writing. either 1 read this poem, and then answer the question that follows it: the pine planters (marty south\u2019s reverie ) i we work here together in blast and breeze;he fills the earth in, i hold the trees. he does not notice  that what i dokeeps me from moving and chills me through. he has seen one fairer  i feel by his eye,which skims me as though i were not by. and since she passed here  he scarce has knownbut that the woodland holds him alone. i have worked here with him  since morning shine,he busy with his thoughts and i with mine. i have helped him so many,  so many days,but never win any small word of praise! shall i not sigh to him  that i work onglad to be nigh to him though hope is gone? nay, though he never  knew love like mine,i\u2019ll bear it ever and make no sign!5 101520 25 30",
+            "5": "5 0486/12/m/j/15 \u00a9 ucles 2015 [turn overii from the bundle at hand here i take each tree,and set it to stand, here always to be;when, in a second, as if from fearof life unreckoned beginning here,it starts a sighing through day and night,though while there lying \u2019twas voiceless quite. it will sigh in the morning,  will sigh at noon,at the winter\u2019s warning, in wafts of june;grieving that never kind fate decreedit should for ever remain a seed,and shun the welter of things without,unneeding shelter from storm and drought. thus, all unknowing  for whom or whatwe set it growing in this bleak spot,it still will grieve here throughout its time,unable to leave here, or change its clime;or tell the story of us to-daywhen, halt and hoary, we pass away.   explore the ways in which hardy creates such moving impressions of marty south and  the man she loves in the pine planters .35 40 45 5055 60 65",
+            "6": "6 0486/12/m/j/15 \u00a9 ucles 2015or 2 how do hardy\u2019s words and images make a memorable moment so vivid in neutral  tones ? neutral tones we stood by a pond that winter day, and the sun was white, as though chidden of god,and a few leaves lay on the starving sod; \u2013 they had fallen from an ash, and were gray. y our eyes on me were as eyes that rove over tedious riddles of years ago;and some words played between us to and fro on which lost the more by our love. the smile on your mouth was the deadest thing alive enough to have strength to die;and a grin of bitterness swept thereby like an ominous bird a-wing \u2026 since then, keen lessons that love deceives, and wrings with wrong, have shaped to mey our face, and the god-curst sun, and a tree, and a pond edged with grayish leaves.5 1015",
+            "7": "7 0486/12/m/j/15 \u00a9 ucles 2015 [turn overturn to page 8 for question 3.",
+            "8": "8 0486/12/m/j/15 \u00a9 ucles 2015from jo phillips ed: poems deep & dangerous remember to support your ideas with details from the writing. either 3  read this poem, and then answer the question that follows it: registers out of the warm primordial cave of our conversations, jack\u2019s gone.no more chit-chat under the blanketspegged over chairs and nipped in drawers. throughout his first five years an ear always open, at worst ajar,i catch myself still listening outfor sounds of him in the sensible house where nothing stirs but the washing machine which clicks and churns. i\u2019m loosening his armsclasped round my neck, detaching myselffrom his soft protracted kiss goodbye. good boy, diminishing down the long corridors into the huge unknownassembly hall, each word strange,even his name on miss cracknell\u2019s tongue. (michael laskey )   how does laskey make registers  so moving?5 1015",
+            "9": "9 0486/12/m/j/15 \u00a9 ucles 2015 [turn overor 4 in what ways does clare convey to you the powerful emotions of the speaker in first  love ? first love i ne\u2019er was struck before that hour  with love so sudden and so sweet.her face it bloomed like a sweet flower and stole my heart away complete.my face turned pale as deadly pale, my legs refused to walk away,and when she looked \u2018what could i ail?\u2019 my life and all seemed turned to clay. and then my blood rushed to my face  and took my sight away.the trees and bushes round the place seemed midnight at noonday.i could not see a single thing, words from my eyes did start;they spoke as chords do from the string and blood burnt round my heart. are flowers the winter\u2019s choice?  is love\u2019s bed always snow?she seemed to hear my silent voice and love\u2019s appeal to know.i never saw so sweet a face as that i stood before:my heart has left its dwelling-place and can return no more. (john clare )5 10 15 20",
+            "10": "10 0486/12/m/j/15 \u00a9 ucles 2015songs of ourselves : from part 4 remember to support your ideas with details from the writing. either 5 read this poem, and then answer the question that follows it: the city planners cruising these residential sunday streets in dry august sunlight:what offends us isthe sanities:the houses in pedantic rows, the plantedsanitary trees, assertlevelness of surface like a rebuketo the dent in our car door.no shouting here, orshatter of glass; nothing more abruptthan the rational whine of a power mowercutting a straight swath in the discouraged grass. but though the driveways neatly sidestep hysteriaby being even, the roofs all displaythe same slant of avoidance to the hot sky,certain things:the smell of spilt oil a faintsickness lingering in the garages,a splash of paint on brick surprising as a bruise,a plastic hose poised in a viciouscoil; even the too-fixed stare of the wide windows give momentary access to the landscape behind or underthe future cracks in the plasterwhen the houses, capsized, will slideobliquely into the clay seas, gradual as glaciersthat right now nobody notices. that is where the city planners with the insane faces of political conspiratorsare scattered over unsurveyedterritories, concealed from each other,each in his own private blizzard; guessing directions, they sketch transitory lines rigid as wooden borderson a wall in the white vanishing air tracing the panic of suburb order in a bland madness of snows. (margaret atwood )   to what extent does atwood make you feel that human activities are pointless in the city  planners ?5 10 15 20 253035",
+            "11": "11 0486/12/m/j/15 \u00a9 ucles 2015 [turn overor 6 how does rossetti create a sense of extreme emotion in the woodspurge ? the woodspurge the wind flapped loose, the wind was still, shaken out dead from tree and hill:i had walked on at the wind\u2019s will, \u2013i sat now, for the wind was still. between my knees my forehead was, \u2013 my lips, drawn in, said not alas!my hair was over in the grass,my naked ears heard the day pass. my eyes, wide open, had the run of some ten weeds to fix upon;among those few, out of the sun,the woodspurge flowered, three cups in one. from perfect grief there need not be wisdom or even memory:one thing then learnt remains to me, \u2013the woodspurge has a cup of three. (dante gabriel rossetti )5 1015",
+            "12": "12 0486/12/m/j/15 \u00a9 ucles 2015section b: prose answer one question from this section. jane austen: northanger abbey remember to support your ideas with details from the writing. either 7 read this extract, and then answer the question that follows it: the marriage of eleanor tilney, her removal from all the evils of such a  home as northanger had been made by henry\u2019s banishment, to the home of her choice and the man of her choice, is an event which i expect to give general satisfaction among all her acquaintance. my own joy on the occasion is very sincere. i know no one more entitled, by unpretending merit, or better prepared by habitual suffering, to receive and enjoy felicity. her partiality for this gentleman was not of recent origin; and he had been long withheld only by inferiority of situation from addressing her. his unexpected accession to title and fortune had removed all his difficulties; and never had the general loved his daughter so well in all her hours of companionship, utility, and patient endurance, as when he first hailed her, \u2018y our ladyship!\u2019 her husband was really deserving of her; independent of his peerage, his wealth, and his attachment, being to a precision the most charming young man in the world. any further definition of his merits must be unnecessary; the most charming young man in the world is instantly before the imagination of us all. concerning the one in question therefore i have only to add \u2013 (aware that the rules of composition forbid the introduction of a character not connected with my fable) \u2013 that this was the very gentleman whose negligent servant left behind him that collection of washing-bills, resulting from a long visit at northanger, by which my heroine was involved in one of her most alarming adventures. the influence of the viscount and viscountess in their brother\u2019s behalf  was assisted by that right understanding of mr morland\u2019s circumstances which, as soon as the general would allow himself to be informed, they were qualified to give. it taught him that he had been scarcely more misled by thorpe\u2019s first boast of the family wealth, than by his subsequent malicious overthrow of it; that in no sense of the word were they necessitous or poor, and that catherine would have three thousand pounds. this was so material an amendment of his late expectations, that it greatly contributed to smooth the descent of his pride; and by no means without its effect was the private intelligence, which he was at some pains to procure, that the fullerton estate, being entirely at the disposal of its present proprietor, was consequently open to every greedy speculation. on the strength of this, the general, soon after eleanor\u2019s marriage,  permitted his son to return to northanger, and thence made him the bearer of his consent, very courteously worded in a page full of empty professions to mr morland. the event which it authorised soon followed: henry and catherine were married, the bells rang and everybody smiled; and, as this took place within a twelve-month from the first day of their meeting, it will not appear, after all the dreadful delays occasioned by the general\u2019s cruelty, that they were essentially hurt by it. to begin perfect happiness at the respective ages of twenty-six and eighteen, is to do pretty well; and professing myself moreover convinced, that the general\u2019s unjust interference, so far from being really injurious to their felicity, was perhaps 5 10152025303540",
+            "13": "13 0486/12/m/j/15 \u00a9 ucles 2015 [turn overrather conducive to it, by improving their knowledge of each other, and  adding strength to their attachment, i leave it to be settled by whomsoever it may concern, whether the tendency of this work be altogether to recommend parental tyranny, or reward filial disobedience.  [from chapter 31]   how does austen\u2019s writing make this ending of the novel satisfying for you? or 8 in what ways does austen strikingly contrast john thorpe and henry tilney?45",
+            "14": "14 0486/12/m/j/15 \u00a9 ucles 2015tsitsi dangarembga: nervous conditions remember to support your ideas with details from the writing. either 9 read this extract, and then answer the question that follows it: \u2018maiguru,\u2019 my mother asked, suckling my little brother, \u2018do you think we  will go home tonight?\u2019 \u2018how should i know what you and your babamukuru have planned?\u2019  laughed maiguru. \u2018we shall see when he comes.\u2019 babamukuru did not come until we had all gone to bed. he did not take  my mother home that day, or the next, or the next. \u2018mainini has been wondering when they will go home,\u2019 maiguru probed  on the fourth day. \u2018oh yes! i said i would take them,\u2019 remembered my uncle.at lunchtime the day after he came home looking very pleased with  himself. something very wonderful indeed must have happened for us to be able to see it, because babamukuru\u2019s face did not usually reflect his moods. so we waited and hoped he would share the occasion with us. \u2018have you packed, mainini?\u2019 he asked my mother when we were half- way into the meal. \u2018i think i can take you home this afternoon.\u2019 \u2018but what about the shopping?\u2019 objected maiguru. \u2018will there be time to  do both?\u2019 \u2018we\u2019ll see to that later,\u2019 babamukuru dismissed my aunt, and he told my  mother to get ready since he wanted to leave straight after lunch. but when lucia rose too, babamukuru stopped her. \u2018lucia,\u2019 he said indifferently, \u2018er \u2013 if you are going to help mainini, that is  all right. but you yourself will not be going. i have found something for you to do. not much. a little job. at the girls\u2019 hostel. y ou will help to cook the food there at the hostel. i will take you there today.\u2019 \u2018purururu!\u2019 ululated lucia loud and long, although i do not know how  she managed it with such a broad grin on her face. \u2018purururu!\u2019 she shrilled, her hand to her mouth. \u2018did you hear that, sisi, did you hear that, sisi?\u2019 she crowed at my mother with a little jump to emphasise each word. \u2018babamukuru has found me a job. he has found me a job!\u2019 she knelt in front of babamukuru, energetically clapping her hands. \u2018thank you, samusha, thank you, chihwa. y ou have done a great deed. truly, we could not survive without you. those foreign places, those places you went, did not make you forget us. no! they enabled you to come back and perform miracles!\u2019 my mother came hurrying with her own shrill ululations. \u2018that is why they  say education is life,\u2019 she cried. \u2018aren\u2019t we all benefiting from babamukuru\u2019s education?\u2019 and she knelt worshipping beside lucia. then it was maiguru\u2019s turn to take her place on the floor. \u2018thank you, baba, thank you for finding mainini lucia a job.\u2019it was an intoxicating occasion. my first instinct was to join the adoring  women \u2013 my mouth had already pursed itself for a loud ululation. \u2018don\u2019t you dare,\u2019 nyasha hissed, kicking me under the table. i unpursed  my mouth, but the urge to extol babamukuru\u2019s magnanimity was implacable. \u2018thank you, babamukuru,\u2019 i said as calmly as i could so as not to  disappoint nyasha, \u2018for finding lucia a job.\u2019 i was mesmerised by the sleight of hand that had lifted lucia out of her  misery, and even more seductive was the power that this sleight of hand 5 1015202530354045",
+            "15": "15 0486/12/m/j/15 \u00a9 ucles 2015 [turn overrepresented. with the crescendos of praise, babamukuru grew modest  and egalitarian. \u2018stand up, stand up. do not thank me. lucia is the one who will be doing  the work!\u2019 he exclaimed. so lucia never went back to the homestead to live, although she did go  with my mother that afternoon to collect her spare dress and her few other possessions. in the excitement, my mother left behind at the mission a lime-green bonnet and a bright pink bootee which she had received at my brother\u2019s birth.  [from chapter 8]   how does dangarembga vividly convey the reactions of the characters at this moment in  the novel? or 10 \u2018babamukuru has his family\u2019s best interests at heart.\u2019    how far does dangarembga\u2019s writing persuade you that this is true?    d o  not use the extract printed in question 9 in your answer.50 55",
+            "16": "16 0486/12/m/j/15 \u00a9 ucles 2015anita desai: fasting, feasting remember to support your ideas with details from the writing. either 11 read this extract, and then answer the question that follows it: arun stands looking at his shoes, dusty from the long walk out of town,  and carefully refrains from informing him that melanie is indoors, gorging on peanuts. he waits for the dreaded moment when he will have to confess what he wishes he did not have to confess \u2013 again. will mrs patton make the confession for him? will mrs patton be brave and make it unnecessary for him to speak, publicly reveal himself as unworthy, unfit to take the wafer upon his tongue, the wine into his throat? \u2018come on, bring me your plates,\u2019 mr patton tells his foot-dragging  communicants, trying to sound jovial and only managing to sound impatient. mrs patton advances, holding her plate before her. she stands very  upright before the grill, trying not to flinch but evidently fully aware of the gravity of the ceremony. \u2018thank you, dear,\u2019 she says as she receives the slab of charred meat on her plate, making it dip a little with its weight so that grease and blood run across it and spread. \u2018and now you, aaroon,\u2019 commands mr patton, sliding the spatula under  another slab that is blackening upon the coals. \u2018this here should be just right for you, red,\u2019 he jollies the nervous newcomer to his congregation, not yet saved but surely on his way. arun has made the mistake of telling the pattons once that his name means \u2018red\u2019 in hindi, and mr patton has seized upon this as a good joke, particularly in conjunction with his son\u2019s name, rod. fortunately arun has not elaborated that it means, specifically, the red sky at sunrise or mr patton might now be calling him \u2018dawn\u2019. instinctively, then, arun steps backwards and even puts his hands behind  his back. some stubborn adherence to his own tribe asserts itself and prevents him from converting. \u2018oh, i\u2019ll just have the \u2013 the bun and \u2013 then salad,\u2019 he stammers and his hair falls over his forehead in embarrassment. mr patton raises an eyebrow \u2013 slowly, significantly \u2013 holding the spatula  in the air while the steak sputters in indignation at this denial. mrs patton rushes in hurriedly, but too late. \u2018ahroon\u2019s a vegetarian,  dear \u2013\u2019 and then her voice drops to a whisper \u2018\u2013 like me.\u2019 mr patton either does not hear the whisper, or does but ignores it. he  responds only to the first half of the statement. \u2018okay, now i remember,\u2019 he says at last. \u2018y eah, you told me once. just can\u2019t see how anyone would refuse a good piece of meat, that\u2019s all. it\u2019s not natural. and it costs \u2013\u2019 mrs patton begins to play the role of a distracting decoy. she flutters  about the patio, helping herself to bread and mustard, pattering rapidly, \u2018ahroon explained it all to us, dear \u2013 you know, about the hindoo religion, and the cows \u2013\u2019 mr patton gives his head a shake, sadly disappointed in such moral  feebleness, and turns the slab of meat over and over. \u2018y eah, how they let them out on the streets because they can\u2019t kill \u2019em and don\u2019t know what to do with \u2019em. i could show \u2019em. a cow is a cow, and good red meat as far as i\u2019m concerned.\u2019 \u2018y es, dear,\u2019 mrs patton coos consolingly.\u2018and here it\u2019s all turning to coal,\u2019 mr patton mourns, patting the scorched  slice. arun follows mrs patton to a table set with platters and bowls of lettuce 5 1015202530354045",
+            "17": "17 0486/12/m/j/15 \u00a9 ucles 2015 [turn overand rolls. sadly he resigns himself to the despised foods, wondering once  again how he has let himself be drawn into this repetitious farce \u2013 the ceremonies of other tribes must seem either farcical or outrageous always \u2013 as bad as anything he remembers at home. thinking of his father\u2019s stolid face and frown at the table, grave and disapproving, he feels he must assure mrs patton as he would his mother, \u2018i will eat the bun and salad.\u2019 mr patton says nothing. he is prying the scorched shreds of meat off the  grill with his spatula and scraping them onto his plate, grievously aware of the failure of this summer night\u2019s sacrament. mrs patton settles onto a canvas chair and pantomimes the eating of a  meal while playing with it with her fork. \u2018mmm, it\u2019s real good,\u2019 she murmurs. \u2018rod and melanie just don\u2019t know what they\u2019re missing.\u2019  [from chapter 15]   how does desai make this such a memorable moment in the novel? or 12 explore the ways in which desai persuades you that there are similarities between papa  and mr patton.50 5560",
+            "18": "18 0486/12/m/j/15 \u00a9 ucles 2015helen dunmore: the siege remember to support your ideas with details from the writing. either 13 read this extract, and then answer the question that follows it: anna and the sledge. little anna on her sledge, long ago. mammy loved  sledging as much as anna did. they would go out, the two of them, while anna\u2019s father worked. he would have liked to come with them but he had a deadline to meet. walking through snow, with the red sledge bumping along behind them,  anna wished that everyone she knew was there to see what a beautiful sledge she had. there were curls of green and gold on the smart, bright red. the rope was new and anna was allowed to pull the sledge herself. her mother swooped down to pick up anna when snow went over the top of her boots. when she set her down again, anna took up the thick, new rope. a bit farther on, near the park, someone stopped them. she stood so close that anna smelt her smoky perfume. her boots had shiny silver buckles on the side, and anna wanted to touch them. \u2018hasn\u2019t she grown! how are you all, vera?\u2019\u2018we\u2019re well,\u2019 said vera. her hand squeezed anna\u2019s tightly. there was a  silence, but vera didn\u2019t put any more words into it. \u2018i haven\u2019t seen misha for weeks \u2013 he\u2019s not ill, i hope?\u2019her mother\u2019s voice was steady. \u2018he\u2019s perfectly well, marina petrovna. we  are all perfectly well. and now, if you\u2019ll excuse me, anna mustn\u2019t stand in the cold \u2026\u2019 \u2018of course \u2013\u2019when anna looked back she was still standing there. she didn\u2019t move,  and no one said goodbye. when they had turned the corner, her mother stopped and placed anna  carefully on the sledge. she wrapped the shawl around anna in the usual way, making sure that her chest was covered. but suddenly she changed and did something new. she dropped on her  knees in the snow in front of the sledge. she grasped anna and pulled her close. she pressed her tight, tight, so that anna felt the cold of her mother\u2019s cheeks burning her. \u2018mammy, you\u2019re hurting me.\u2019her mother moved back. anna saw her face close-up.\u2018mammy, are you all right?\u2019her mother stood up, brushing snow off her coat. \u2018i\u2019m fine. don\u2019t worry,  anna.\u2019 anna said nothing. carefully, she tucked in the ends of the shawl which  her mother had forgotten. she looked up and she saw that her mother\u2019s face was stiff with anger. she was drumming her fingers on the rope, staring up the street as if she\u2019d forgotten about anna. \u2018mammy?\u2019\u2018what?\u2019\u2018can we go?\u2019\u2018y ou want to go back home?\u2019\u2018i\u2019m cold, mammy.\u2019\u2018i\u2019m sorry. i was thinking about some things at work. let\u2019s go. hold on  tight now, anna.\u2019 how old was she then? five, six? all through that spring and summer  there was trouble hanging in the air like thunder. at night anna woke up 5 1015202530354045",
+            "19": "19 0486/12/m/j/15 \u00a9 ucles 2015 [turn overand there were voices slashing the dark. when holiday time came her  mother took anna away to the dacha, but her father didn\u2019t come with them. he had things to do in leningrad. \u2018too much work to do, anna. i want to come, but \u2013\u2019  [from chapter 1]   how does dunmore\u2019s writing make this such a dramatic and significant moment in the  novel? or 14 explore two memorable moments in the novel where dunmore portrays the impact of  war on people\u2019s lives.50",
+            "20": "20 0486/12/m/j/15 \u00a9 ucles 2015george eliot: silas marner remember to support your ideas with details from the writing. either 15 read this extract, and then answer the question that follows it: while godfrey cass was taking draughts of forgetfulness from the sweet  presence of nancy, willingly losing all sense of that hidden bond which at other moments galled and fretted him so as to mingle irritation with the very sunshine, godfrey\u2019s wife was walking with slow uncertain steps through the snow-covered raveloe lanes, carrying her child in her arms. this journey on new y ear\u2019s eve was a pre-meditated act of vengeance  which she had kept in her heart ever since godfrey, in a fit of passion, had told her he would sooner die than acknowledge her as his wife. there would be a great party at the red house on new y ear\u2019s eve, she knew: her husband would be smiling and smiled upon, hiding her existence  in the darkest corner of his heart. but she would mar his pleasure: she would go in her dingy rags, with her faded face, once as handsome as the best, with her little child that had its father\u2019s hair and eyes, and disclose herself to the squire as his eldest son\u2019s wife. it is seldom that the miserable can help regarding their misery as a wrong inflicted by those who are less miserable. molly knew that the cause of her dingy rags was not her husband\u2019s neglect, but the demon opium to whom she was enslaved, body and soul, except in the lingering mother\u2019s tenderness that refused to give him her hungry child. she knew this well; and yet, in the moments of wretched unbenumbed consciousness, the sense of her want and degradation transformed itself continually into bitterness towards godfrey. he was well off; and if she had her rights she would be well off too. the  belief that he repented his marriage, and suffered from it, only aggravated her vindictiveness. just and self-reproving thoughts do not come to us too thickly, even in the purest air, and with the best lessons of heaven and earth; how should those white-winged delicate messengers make their way to molly\u2019s poisoned chamber, inhabited by no higher memories than those of a bar-maid\u2019s paradise of pink ribbons and gentlemen\u2019s jokes? she had set out at an early hour, but had lingered on the road, inclined  by her indolence to believe that if she waited under a warm shed the snow would cease to fall. she had waited longer than she knew, and now that she found herself belated in the snow-hidden ruggedness of the long lanes, even the animation of a vindictive purpose could not keep her spirit from failing. it was seven o\u2019clock, and by this time she was not very far from raveloe, but she was not familiar enough with those monotonous lanes to know how near she was to her journey\u2019s end. she needed comfort, and she knew but one comforter \u2013 the familiar demon in her bosom; but she hesitated a moment, after drawing out the black remnant, before she raised it to her lips. in that moment the mother\u2019s love pleaded for painful consciousness rather than oblivion \u2013 pleaded to be left in aching weariness, rather than to have the encircling arms benumbed so that they could not feel the dear burden. in another moment molly had flung something away, but it was not the black remnant \u2013 it was an empty phial. and she walked on again under the breaking cloud, from which there came now and then the light of a quickly-veiled star, for a freezing wind had sprung up since the snowing had ceased. but she walked always more and more drowsily, and clutched more and more automatically the sleeping child at her bosom.  [from chapter 12]5 1015202530354045",
+            "21": "21 0486/12/m/j/15 \u00a9 ucles 2015 [turn over  how does eliot make this moment in the novel so disturbing? or 16 to what extent does eliot\u2019s writing make you feel sympathy for nancy?",
+            "22": "22 0486/12/m/j/15 \u00a9 ucles 2015susan hill: i\u2019m the king of the castle remember to support your ideas with details from the writing. either 17 read this extract, and then answer the question that follows it: kingshaw ignored him. he picked up the rabbit cautiously. it felt quite  heavy, and rather loose, as though there were nothing holding its limbs together, inside. \u2018haven\u2019t you ever touched a dead thing before?\u2019\u2018no. well \u2013 only birds. nothing big.\u2019\u2018that isn\u2019t big!\u2019\u2018it is. i mean, i\u2019ve never touched an animal  that was dead.\u2019 \u2018haven\u2019t you ever seen a dead person, either?\u2019kingshaw looked up nervously. \u2018no.\u2019\u2018not even your father? didn\u2019t they take you to look at him in his coffin?\u2019\u2018no.\u2019\u2018i saw my grandfather dead. that wasn\u2019t long ago.\u2019\u2018oh.\u2019 kingshaw had no way of telling if this were true. he moved his  fingers about in the rabbit\u2019s wet fur. \u2018oh, chuck it away, kingshaw.\u2019but he was reluctant. he liked the feel of it. he had not known how it  would be to hold a dead thing. now he knew. he nursed it to him. hooper said, \u2018it\u2019s only dead. dead things are finished, they don\u2019t matter.\u2019 \u2018y es, they do. well \u2013 dead people do, anyway.\u2019\u2018of course they don\u2019t. there\u2019s no difference.\u2019\u2018there is, there is.\u2019\u2018how is there?\u2019 \u2018because \u2026 because it\u2019s human bodies.\u2019\u2018humans are only animals.\u2019\u2018y es \u2013 only \u2026 only they\u2019re not. they\u2019re different.\u2019hooper sighed. \u2018look, when you\u2019re breathing, you\u2019re alive aren\u2019t you?  everything is. and when you stop breathing, your heart stops, and then you\u2019re dead.\u2019 kingshaw hesitated, worried about it, uncertain how to argue. hooper\u2019s  eyes opened very wide. \u2018i suppose you don\u2019t believe all that guff about souls and ghosts and everything, do you?\u2019 \u2018not ghosts \u2026\u2019\u2018when you\u2019re dead you\u2019re dead, you\u2019re finished.\u2019\u2018no.\u2019\u2018look \u2026 you can see.\u2019 hooper poked his finger at the rabbit. its head  flopped heavily sideways. \u2018it\u2019s dead,\u2019 he said.kingshaw stared at it miserably. he could not think clearly. what hooper  said must be true, and yet he knew that it was not true. \u2018if you believe all that about souls, you believe in ghosts and spooks.\u2019\u2018no, i don\u2019t.\u2019\u2018ghosts are supposed to be people, after they\u2019re dead, aren\u2019t they?\u2019\u2018i don\u2019t know.\u2019\u2018well, they are.\u2019\u2018y ou just said that when you were dead you were finished.\u2019\u2018oh, i don\u2019t believe in any old ghosts. but you do. y ou\u2019ve got to, if you  believe that other.\u20195 1015202530354045",
+            "23": "23 0486/12/m/j/15 \u00a9 ucles 2015 [turn overkingshaw said nothing. but he was still anxious about it. \u2018so you\u2019d better watch out, hadn\u2019t you? but it\u2019s all guff, really.\u2019  [from chapter 7]   how does hill\u2019s writing make this moment in the novel revealing and significant? or 18 explore the ways in which hill memorably presents kingshaw\u2019s relationship with fielding.",
+            "24": "24 0486/12/m/j/15 \u00a9 ucles 2015robert louis stevenson: the strange case of dr jekyll and mr hyde remember to support your ideas with details from the writing. either 19 read this extract, and then answer the question that follows it: \u2018did you ever come across a prot\u00e9g\u00e9 of his\u2014one hyde?\u2019 he asked. \u2018hyde?\u2019 repeated lanyon. \u2018no. never heard of him. since my time.\u2019that was the amount of information that the lawyer carried back with  him to the great, dark bed on which he tossed to and fro, until the small hours of the morning began to grow large. it was a night of little ease to his toiling mind, toiling in mere darkness and besieged by questions. six o\u2019clock struck on the bells of the church that was so conveniently near  to mr utterson\u2019s dwelling, and still he was digging at the problem. hitherto it had touched him on the intellectual side alone; but now his imagination also was engaged or rather enslaved; and as he lay and tossed in the gross darkness of the night and the curtained room, mr enfield\u2019s tale went by before his mind in a scroll of lighted pictures. he would be aware of the great field of lamps of a nocturnal city; then of the figure of a man walking swiftly; then of a child running from the doctor\u2019s; and then these met, and that human juggernaut trod the child down and passed on regardless of her screams. or else he would see a room in a rich house, where his friend lay asleep, dreaming and smiling at his dreams; and then the door of that room would be opened, the curtains of the bed plucked apart, the sleeper recalled, and lo! there would stand by his side a figure to whom power was given, and even at that dead hour, he must rise and do its bidding. the figure in these two phases haunted the lawyer all night; and if at any time he dozed over, it was but to see it glide more stealthily through sleeping houses, or move the more swiftly and still the more swiftly, even to dizziness, through wider labyrinths of lamplighted city, and at every street corner crush a child and leave her screaming. and still the figure had no face by which he might know it; even in his dreams, it had no face, or one that baffled him and melted before his eyes; and thus it was that there sprang up and grew apace in the lawyer\u2019s mind a singularly strong, almost an inordinate, curiosity to behold the features of the real mr hyde. if he could but once set eyes on him, he thought the mystery would lighten and perhaps roll altogether away, as was the habit of mysterious things when well examined. he might see a reason for his friend\u2019s strange preference or bondage (call it which you please) and even for the startling clauses of the will. and at least it would be a face worth seeing: the face of a man who was without bowels of mercy: a face which had but to show itself to raise up, in the mind of the unimpressionable enfield, a spirit of enduring hatred. from that time forward, mr utterson began to haunt the door in the  by-street of shops. in the morning before office hours, at noon when business was plenty and time scarce, at night under the face of the fogged city moon, by all lights and at all hours of solitude or concourse, the lawyer was to be found on his chosen post.  [from chapter 2, \u2018search for mr hyde\u2019]   in what ways does stevenson\u2019s writing vividly convey mr utterson\u2019s disturbed state of  mind at this moment in the novel? or 20 how does stevenson make dr jekyll\u2019s relationship with mr hyde so fascinating?5 10152025303540",
+            "25": "25 0486/12/m/j/15 \u00a9 ucles 2015 [turn overturn to page 26 for question 21.",
+            "26": "26 0486/12/m/j/15 \u00a9 ucles 2015from stories of ourselves remember to support your ideas with details from the writing. either 21 read this extract from the fly in the ointment  (by v. s. pritchett), and then answer the  question that follows it: the old man turned his head away. he actually wiped a tear from his  eye. a glow of sympathy transported the younger man. he felt as though a sun had risen. \u2018y ou know \u2013\u2019 the father said uneasily, flitting a glance at the fly on the  ceiling as if he wanted the fly as well as his son to listen to what he was going to say \u2013 \u2018you know,\u2019 he said, \u2018the world\u2019s all wrong. i\u2019ve made my mistakes. i was thinking about it before you came. y ou know where i went wrong? y ou know where i made my mistake?\u2019 the son\u2019s heart started to a panic of embarrassment. for heaven\u2019s sake,  he wanted to shout, don\u2019t! don\u2019t stir up the whole business. don\u2019t humiliate yourself before me. don\u2019t start telling the truth. don\u2019t oblige me to say we know all about it, that we have known for years the mess you\u2019ve been in, that we\u2019ve seen through the plausible stories you\u2019ve spread, that we\u2019ve known the people you\u2019ve swindled. \u2018money\u2019s been my trouble,\u2019 said the old man. \u2018i thought i needed money.  that\u2019s one thing it\u2019s taught me. i\u2019ve done with money. absolutely done and finished with it. i never want to see another penny as long as i live. i don\u2019t want to see or hear of it. if you came in now and offered me a thousand pounds i should laugh at you. we deceive ourselves. we don\u2019t want the stuff. all i want now is just to go to a nice little cottage by the sea,\u2019 the old man said. \u2018i feel i need air, sun, life.\u2019 the son was appalled.\u2018y ou want money even for that,\u2019 the son said irritably. \u2018y ou want quite a lot  of money to do that.\u2019 \u2018don\u2019t say i want money,\u2019 the old man said vehemently. \u2018don\u2019t say it. when  i walk out of this place tonight i\u2019m going to walk into freedom. i am not going to think of money. y ou never know where it will come from. y ou may see something. y ou may meet a man. y ou never know. did the children of israel worry about money? no, they just went out and collected the manna. that\u2019s what i want to do.\u2019 the son was about to speak. the father stopped him.\u2018money,\u2019 the father said, \u2018isn\u2019t necessary at all.\u2019now, like the harvest moon in full glow, the father\u2019s face shone up at his  son. \u2018what i came round about was this,\u2019 said the son awkwardly and dryly.  \u2018i\u2019m not rich. none of us is. in fact, with things as they are we\u2019re all pretty shaky and we can\u2019t do anything. i wish i could, but i can\u2019t. but\u2019 \u2013 after the assured beginning he began to stammer and to crinkle his eyes timidly \u2013 \u2018but the idea of your being \u2013 you know, well short of some immediate necessity, i mean \u2013 well, if it is ever a question of \u2013 well, to be frank, cash ,  i\u2019d raise it somehow.\u2019 he coloured. he hated to admit his own poverty, he hated to offer charity  to his father. he hated to sit there knowing the things he knew about him. he was ashamed to think how he, how they all dreaded having the gregarious, optimistic, extravagant, uncontrollable, disingenuous old man on their hands. the son hated to feel he was being in some peculiar way which he could not understand, mean, cowardly and dishonest.5 1015202530354045",
+            "27": "27 0486/12/m/j/15 \u00a9 ucles 2015the father\u2019s sailing eyes came down and looked at his son\u2019s nervous,  frowning face and slowly the dreaming look went from the father\u2019s face. slowly the harvest moon came down from its rosy voyage. the little face suddenly became dominant within the outer folds of skin like a fox looking out of a hole of clay. he leaned forward brusquely on the table and somehow a silver-topped pencil was in his hand preparing to note something briskly on a writing-pad. \u2018raise it?\u2019 said the old man sharply. \u2018why didn\u2019t you tell me before you  could raise money? how can you raise it? where? by when?\u2019   how does pritchett make this such a powerful ending to the story? or 22 explore the ways in which the writer makes either  the custody of the pumpkin   (by p .g. wodehouse) or at hiruharama  (by penelope fitzgerald) particularly amusing.50 55",
+            "28": "28 0486/12/m/j/15 \u00a9 ucles 2015blank page permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here 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 onl ine in the cambridge international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to do wnload at www.cie.org.uk after  the live examination series. cambridge international examinations is part of the cambridge assessment group. cambridge assessment is the brand name of unive rsity of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge."
+        },
+        "0486_s15_qp_13.pdf": {
+            "1": "this document consists of 24 printed pages, 4 blank pages and 1 insert. dc (rcl/km) 91055/2 \u00a9 ucles 2015 [turn overcambridge international examinations cambridge international general certificate of secondary education *6698120226*literature (english)  0486/13 paper 1 poetry and prose may/june 2015  1 hour 30 minutes no additional materials are required. read these instructions first an answer booklet is provided inside this question paper. y ou should follow the instructions on the front cover  of the answer booklet. if you need additional paper ask the invigilator for a continuation booklet. answer two questions: one question from section a and one question from section b. all questions in this paper carry equal marks. the syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificat e.",
+            "2": "2 0486/13/m/j/15 \u00a9 ucles 2015blank page",
+            "3": "3 0486/13/m/j/15 \u00a9 ucles 2015 [turn overcontents section a: poetry   text question numbers page[s] thomas hardy: from  selected poems   1, 2 pages 4\u20135 from jo phillips ed:  poems deep & dangerous   3, 4 pages 6\u20137 songs of ourselves : from part 4  5, 6 pages 8\u20139 section b:  prose text question  numbers page[s] jane austen: northanger abbey   7, 8 pages 10\u201311 tsitsi dangarembga: nervous conditions   9, 10 pages 12\u201313 anita desai: fasting, feasting  11, 12 pages 14\u201315 helen dunmore: the siege  13, 14 pages 16\u201317 george eliot: silas marner  15, 16 pages 18\u201319 susan hill: i\u2019m the king of the castle 17, 18 pages 20\u201321 robert louis stevenson: the strange case of dr jekyll and mr hyde 19, 20 pages 22\u201323 from stories of ourselves 21, 22 pages 24\u201325",
+            "4": "4 0486/13/m/j/15 \u00a9 ucles 2015 section a: poetry answer one question from this section. thomas hardy: from  selected poems remember to support your ideas with details from the writing. either 1 read this poem, and then answer the question that follows it: during wind and rain they sing their dearest songs \u2013 he, she, all of them \u2013 yea,treble and tenor and bass, and one to play; with the candles mooning each face \u2026 ah, no; the years o! how the sick leaves reel down in throngs! they clear the creeping moss \u2013 elders and juniors \u2013 aye,making the pathways neat and the garden gay; and they build a shady seat \u2026 ah, no; the years, the years; see, the white storm-birds wing across! they are blithely breakfasting all \u2013 men and maidens \u2013 yea,under the summer tree, with a glimpse of the bay, while pet fowl come to the knee \u2026 ah, no; the years o! and the rotten rose is ript from the wall. they change to a high new house, he, she, all of them \u2013 aye,clocks and carpets and chairs on the lawn all day, and brightest things that are theirs \u2026 ah, no; the years, the years; down their carved names the rain-drop ploughs.   how do hardy\u2019s words create strong feelings about the passage of time in during wind  and rain ?5 1015 20 25",
+            "5": "5 0486/13/m/j/15 \u00a9 ucles 2015 [turn overor 2 explore the ways in which hardy makes the poem drummer hodge  so moving for you. drummer hodge i they throw in drummer hodge, to rest uncoffined \u2013 just as found:his landmark is a kopje-crest that breaks the veldt around;and foreign constellations west each night above his mound. ii y oung hodge the drummer never knew \u2013 fresh from his wessex home \u2013the meaning of the broad karoo, the bush, the dusty loam,and why uprose to nightly view strange stars amid the gloam. iii y et portion of that unknown plain will hodge for ever be;his homely northern breast and brain grow to some southern tree,and strange-eyed constellations reign his stars eternally.5 1015",
+            "6": "6 0486/13/m/j/15 \u00a9 ucles 2015from jo phillips ed: poems deep & dangerous remember to support your ideas with details from the writing. either 3 read this poem, and then answer the question that follows it: the gift after the accident, the hospital, they brought me aching homemouth pumped up like a tyreblack stitches tracking the woundover my lip, the red slit signallingthe broken place. and my sonmy tall, cool son of sixteenkissed the top of my headand over the curve of my shoulderlaid his arm, like the broad wingof a mother bird guarding its young. anyone who has known tenderness thrown like a lifeline into the heart of painanyone who has known pain bleed into tendernessknows how the power of the two combine.and if i am a fool to give thanksfor pain as well as tendernessand even if, as some would saythere are no accidents \u2013 still. i am grateful for the gift. (chris banks )   how does banks movingly convey the effect of her accident on both herself and her son  in the gift ?5 10 1520",
+            "7": "7 0486/13/m/j/15 \u00a9 ucles 2015 [turn overor 4 how does lochhead use words and images to striking effect in laundrette ? laundrette we sit nebulous in steam. it calms the air and makes the windows streamrippling the hinterland\u2019s big houses to a blurof bedsits \u2013 not a patch on what they were before. we stuff the tub, jam money in the slot, sit back on rickle chairs notreading. the paperbacks in our pockets curl.our eyes are riveted. our own colours whirl. we pour in smithereens of soap. the machine sobs through its cycle. the rhythm throbsand changes. suds drool and slobber in the churn.our duds don\u2019t know which way to turn. the dark shoves one man in, lugging a bundle like a wandering jew. linenwashed in public here.we let out of the bag who we are. this youngwife has a fine stack of sheets, each pair a present. she admires their clean cut airof colourschemes and being chosen. are the dyes fast?this christening lather will be the first test. this woman is deadpan before the rinse and sluice of the family in a bagwash. let them stew in their juiceto a final fankle, twisted, wrung out into rope,hard to unravel. she sees a kaleidoscope for her to narrow her eyes and blow smoke at, his overalls and pants ballooning, tangling with her smallsand the teeshirts skinned from her wriggling son.she has a weather eye for what might shrink or run. this dour man does for himself. before him, half lost, his small possessions swim.cast off, randomthey nose and nudge the porthole glass like flotsam. (liz lochhead )5 101520 25 30",
+            "8": "8 0486/13/m/j/15 \u00a9 ucles 2015songs of ourselves : from part 4 remember to support your ideas with details from the writing. either 5 read this poem, and then answer the question that follows it:  a different history great pan is not dead; he simply emigrated to india.here, the gods roam freely,disguised as snakes or monkeys;every tree is sacredand it is a sinto be rude to a book.it is a sin to shove a book aside  with your foot,a sin to slam books down hard on a table,a sin to toss one carelessly across a room.y ou must learn how to turn the pages gentlywithout disturbing sarasvati,without offending the treefrom whose wood the paper was made.  which language  has not been the oppressor\u2019s tongue? which language truly meant to murder someone? and how does it happen that after the torture, after the soul has been cropped with a long scythe swooping out of the conqueror\u2019s face \u2013 the unborn grandchildren grow to love that strange language. (sujata bhatt )   explore the ways in which bhatt uses powerful words and images in a different history.5 1015 20 25",
+            "9": "9 0486/13/m/j/15 \u00a9 ucles 2015 [turn overor 6 how does maccaig create a sense of the unexpected in summer farm ? summer farm straws like tame lightnings lie about the grass and hang zigzag on hedges. green as glassthe water in the horse-trough shines.nine ducks go wobbling by in two straight lines. a hen stares at nothing with one eye, then picks it up. out of an empty skya swallow falls and, flickering throughthe barn, dives up again into the dizzy blue. i lie, not thinking, in the cool, soft grass, afraid of where a thought might take me \u2013 asthis grasshopper with plated faceunfolds his legs and finds himself in space. self under self, a pile of selves i stand threaded on time, and with metaphysic handlift the farm like a lid and seefarm within farm, and in the centre, me. (norman maccaig )5 1015",
+            "10": "10 0486/13/m/j/15 \u00a9 ucles 2015section b: prose answer one question from this section. jane austen: northanger abbey remember to support your ideas with details from the writing. either 7 read this extract, and then answer the question that follows it: the dancing began within a few minutes after they were seated;  and james, who had been engaged quite as long as his sister, was very importunate with isabella to stand up; but john was gone into the cardroom to speak to a friend, and nothing, she declared, should induce her to join the set before her dear catherine could join it too: \u2018i assure you,\u2019 said she, \u2018i would not stand up without your dear sister for all the world; for if i did we should certainly be separated the whole evening.\u2019 catherine accepted this kindness with gratitude, and they continued as they were for three minutes longer, when isabella, who had been talking to james on the other side of her, turned again to his sister and whispered, \u2018my dear creature, i am afraid i must leave you, your brother is so amazingly impatient to begin; i know you will not mind my going away, and i dare say john will be back in a moment, and then you may easily find me out.\u2019 catherine, though a little disappointed, had too much good-nature to make any opposition, and the others rising up, isabella had only time to press her friend\u2019s hand and say, \u2018good-bye, my dear love,\u2019 before they hurried off. the younger miss thorpes being also dancing, catherine was left to the mercy of mrs thorpe and mrs allen, between whom she now remained. she could not help being vexed at the non-appearance of mr thorpe, for she not only longed to be dancing, but was likewise aware that, as the real dignity of her situation could not be known, she was sharing with the scores of other young ladies still sitting down all the discredit of wanting a partner. to be disgraced in the eye of the world, to wear the appearance of infamy while her heart is all purity, her actions all innocence, and the misconduct of another the true source of her debasement, is one of those circumstances which peculiarly belong to the heroine\u2019s life, and her fortitude under it what particularly dignifies her character. catherine had fortitude too; she suffered, but no murmur passed her lips. from this state of humiliation, she was roused, at the end of ten  minutes, to a pleasanter feeling, by seeing, not mr thorpe, but mr tilney, within three yards of the place where they sat; he seemed to be moving that way, but he did not see her, and therefore the smile and the blush, which his sudden reappearance raised in catherine, passed away without sullying her heroic importance. he looked as handsome and as lively as ever, and was talking with interest to a fashionable and pleasing-looking young woman, who leant on his arm, and whom catherine immediately guessed to be his sister; thus unthinkingly throwing away a fair opportunity of considering him lost to her for ever, by being married already. but guided only by what was simple and probable, it had never entered her head that mr tilney could be married; he had not behaved, he had not talked, like the married men to whom she had been used; he had never mentioned a wife, and he had acknowledged a sister. from these circumstances sprang the instant conclusion of his sister\u2019s now being by his side; and therefore, instead of turning of a death-like paleness, and falling in a fit on mrs allen\u2019s 5 10152025303540",
+            "11": "11 0486/13/m/j/15 \u00a9 ucles 2015 [turn overbosom, catherine sat erect, in the perfect use of her senses, and with  cheeks only a little redder than usual.  [from chapter 8]   in what ways does austen make this moment in the novel so entertaining? or 8 mr and mrs allen are supposed to be looking after catherine in bath. to what extent  does austen\u2019s writing persuade you that they do this successfully?45",
+            "12": "12 0486/13/m/j/15 \u00a9 ucles 2015tsitsi dangarembga: nervous conditions remember to support your ideas with details from the writing. either 9 read this extract, and then answer the question that follows it: \u2018switch the light off when you\u2019ve finished, tambu,\u2019 nyasha told me  sleepily. she was in the mood for bedtime talk, telling me that she could not sleep with the light on but had left it on for me so that i would not bump my toe against a bed-leg or some other piece of furniture in the unfamiliar room. i was not impressed with her light-induced insomnia, which i thought was only to be expected in a person as frivolous and shallow as my anglicised cousin. nor was i impressed with her consideration for me, steeped as i was in the greater virtue that i believed was mine; a virtue which her behaviour had instigated and which babamukuru\u2019s homily had nourished. i pulled off my dress and jumped into bed in silence. \u2018what about the light?\u2019 nyasha reminded me.what about the light? where was the switch and how did you work it?  should i admit my ignorance to nyasha, to whom i was feeling so superior, or should i ignore her? it was good to be feeling superior for a change, for the first time since i entered my uncle\u2019s house, so i ignored my cousin. nyasha climbed out of bed, advising me to make an effort to stop being a peasant, which distressed me no end. i knew what the word meant because we had come across it one day in a poem in an english lesson and our teacher had explained that a peasant was a land-fowl which looked something like a guinea fowl. nyasha must have been very annoyed, i thought, to be so rude and i was on the verge of apologising and confessing my ignorance, but stopped myself by remembering that she was always rude, if not to me then to her parents. i decided she expected too much of people so i kept quiet. i would have liked to have turned to the wall to emphasise my disapproval, but since i could not confess my ignorance about the lights, i had to watch nyasha closely. nyasha was perceptive. i had admired this about her when we talked  earlier that evening, but now it annoyed me, made me feel silly. \u2018this is it,\u2019 she said, pointing to a black patch in the wall beside the door.  \u2018it\u2019s down now, which means it\u2019s on. it\u2019s off when it\u2019s up.\u2019 she switched the light off and on again to demonstrate. \u2018switch it off,\u2019 i told her nastily, \u2018otherwise you won\u2019t sleep.\u2019she switched the light off and climbed back into bed. typically she had  the last word: \u2018y ou haven\u2019t put your bedclothes on. y ou\u2019ll have to do it in the dark.\u2019 i did not ask what bedclothes were since we were quarrelling. instead the  smug determination that babamukuru\u2019s talk had instilled in me evaporated. i began to feel inferior again. i was a bit masochistic at that age, wallowing in my imagined inadequacy until i was in real danger of feeling sorry for myself. then i reprimanded myself for this self-indulgence by thinking of my mother, who suffered from being female and poor and uneducated and black so stoically that i was ashamed of my weakness in succumbing so flabbily to the strangeness of my new circumstances. this gave me the fine lash of guilt to whip myself on with. i reaffirmed my vow to use the opportunity my uncle had given me to maximum advantage. a lot of my reactions were of this complicated kind in those days,  requiring a lot of thought to sort them out into organised parts. but the activity and excitement of that day\u2019s events had exhausted me: i fell asleep 5 1015202530354045",
+            "13": "13 0486/13/m/j/15 \u00a9 ucles 2015 [turn overbefore i could order my thoughts neatly. i think this is why i dreamt of my  brother.  [from chapter 5]   how does dangarembga make this such an amusing and revealing moment in the novel? or 10 does dangarembga\u2019s writing make you feel respect or pity for nyasha \u2013 or both?50",
+            "14": "14 0486/13/m/j/15 \u00a9 ucles 2015anita desai: fasting, feasting remember to support your ideas with details from the writing. either 11 read this extract, and then answer the question that follows it: \u2018didn\u2019t you hear? didn\u2019t you hear what dr dutt was saying?\u2019 papa asked  irritably. \u2018no,\u2019 said uma, and dr dutt again rattled through the sequence of events  that had left the medical institute with a new dormitory and new nurses and no one to take care of them while they were in training. \u2018so, you see, i thought of you, uma. a young woman with no employment,  who has been running the house for her parents for so long. i feel sure you would be right for the job.\u2019 \u2018job?\u2019 gulped uma, never having aspired so high in her life, and found  the idea as novel as that of being launched into space. papa looked incredulous and mama outraged. dr dutt still clasped  uma\u2019s arm. \u2018don\u2019t look so frightened,\u2019 she urged. \u2018i know how well you look after your parents. i know how much you helped mrs o\u2019henry with her work. i am confident you can do it.\u2019 but uma was not confident. \u2018i have no degree,\u2019 she faltered, \u2018or training.\u2019\u2018this kind of work does not require training, uma,\u2019 dr dutt assured her,  \u2018or degrees. just leave that to me. i will deal with it if the authorities ask. y ou will agree, sir?\u2019 she turned to papa, smiling, as if she knew how much he adored being called sir. but papa did not appear to have noticed the honour this time. he was  locking his face up into a frown of great degree. the frown was filled with everything he thought of working women, of women who dared presume to step into the world he occupied. uma knew that, and cringed. \u2018papa,\u2019 she said pleadingly.it was mama who spoke, however. as usual, for papa. very clearly and  decisively. \u2018our daughter does not need to go out to work, dr dutt,\u2019 she said. \u2018as long as we are here to provide for her, she will never need to go to work.\u2019 \u2018but she works all the time!\u2019 dr dutt exclaimed on a rather sharp note. \u2018at  home. now you must give her a chance to work outside \u2013\u2019 \u2018there is no need,\u2019 papa supported mama\u2019s view. in double strength, it  grew formidable. \u2018where is the need?\u2019 dr dutt persisted. \u2018shouldn\u2019t we ask uma for her view? perhaps she  would like to go out and work? after all, it is at my own institute, in a women\u2019s dormitory, with other women. i can vouch for the conditions, they are perfectly decent, sir. y ou may come and inspect the dormitory, meet the nurses, see for yourself. would you like to pay us a visit, uma?\u2019 uma bobbed her head rapidly up and down. she worked hard at  controlling her expression; she knew her face was twitching in every direction. she knew her parents were watching. she tried to say yes, please, yes please, yespleaseyes \u2013 \u2018go and take the tray away,\u2019 mama said.uma\u2019s head was bobbing, her lips were fluttering: yes, yespleaseyes.\u2018uma,\u2019 mama repeated, and her voice brought uma to her feet. she  took up the tray and went into the kitchen. she stood there, wrapping her hands into her sari, saying into the corner behind the ice-box: pleasepleaseplease \u2013 then she went back to the veranda \u2013 warily, warily. dr dutt was sitting 5 1015202530354045",
+            "15": "15 0486/13/m/j/15 \u00a9 ucles 2015 [turn oververy upright in her basket chair. she looked directly at uma. \u2018i am sorry,\u2019  she said, \u2018i am very sorry to hear that.\u2019 hear what? what?mama was getting to her feet. she walked dr dutt down the veranda  steps to her waiting bicycle. \u2018isn\u2019t it difficult to cycle in a sari?\u2019 she asked with a little laugh, and looked pointedly at the frayed and oily hem of dr dutt\u2019s sari. dr dutt did not answer but tucked it up at her waist and stood steadying  the bicycle. she did not look back at uma but uma heard her say to mama, \u2018if you have that problem, you must come to the hospital for tests. if you need the hysterectomy, it is better to get it done soon. there is no need to live like an invalid.\u2019 she mounted the small, hard leather seat and bicycled away, the wheels crushing the gravel and making it spurt up in a reddish spray. uma stopped twitching her hands in a fold of her sari and looked towards  mama. hysterectomy \u2013 what was that? mama came up the steps and linked arms with uma, giving her an  affectionate little squeeze. \u2018and so my madcap wanted to run away and leave her mama? what will my madcap do next?\u2019  [from chapter 12]   how does desai make you strongly sympathise with uma at this moment in the novel? or 12 explore the ways in which desai makes mira-masi a memorable character.50 556065",
+            "16": "16 0486/13/m/j/15 \u00a9 ucles 2015helen dunmore: the siege remember to support your ideas with details from the writing. either 13 read this extract, and then answer the question that follows it: kolya\u2019s birth was easy, and immediately afterwards everything seemed  fine. he was a big baby, a strong, fine child they said to her, slapping the soles of his feet to make him cry. vera sat up and took the baby. a nurse told anna about it afterwards. \u2018i want to know everything that happened,\u2019  said anna.  \u2018don\u2019t leave  anything out because you think it will upset me.\u2019 the nurse looked at her, frightened.\u2018what is it?\u2019\u2018it\u2019s only \u2013 it\u2019s just that you sound exactly like your mother.\u2019anna brushed that away. don\u2019t think of it now, think of it later.\u2018go on, please. tell me what happened.\u2019the delivery of the placenta was difficult. immediately afterwards, before  vera\u2019s uterus had contracted fully, there was an emergency in the next ward. a prolapsed cord, it was. they had to leave vera alone for a few minutes,  \u2018it was only a few minutes, anna mikhailovna, no more than  seven. i swear it.\u2019 vera would not have been frightened when she lifted her sheet and saw  blood, even though she\u2019d have known what the bleeding meant. this was her world, the hospital world. she\u2019d have guessed what had happened. part of the placenta had not been expelled. now she would continue to haemorrhage until it could be removed. the situation was urgent, but not yet dangerous. she rang a bell beside the bed. a nurse came. vera said calmly, \u2018i think  i\u2019m bleeding.\u2019 \u2018is that exactly what she said?\u2019\u2018y es, it was me who came, you see. those were her words.\u2019so vera was frightened. she said \u2018i think\u2019 when she knew. or perhaps  she didn\u2019t want to frighten the nurse. the nurse lifted the sheet. she looked and then she said, \u2018it\u2019s all right. y ou\u2019re fine,\u2019 and then she ran, her feet striking the hard floor all the way down the ward. next, there was a metal trolley and porters lifting vera on to it. the nurse ran alongside the trolley as it clattered down the corridor to the lift. vera said she felt faint, then closed her eyes. and then what? then the clean, shabby hospital wall, and the shut door.  anna can\u2019t go any farther with her mother. and then there was her father, kneeling by vera\u2019s bed with his hands over his face. anna touched her mother\u2019s soft, warm cheek, but the gaping face belonged to someone else. all the sense had gone out of it. vera was forty-one.\u2018there\u2019s always a greater risk, you understand,\u2019  someone said. but how could it be vera who had died in this way? it wasn\u2019t like her at all.  she knew about bodies, and hospitals. she understood the limits of what should happen to people. health was her job and her life. she knew what anna should eat, and how many hours she should study. she\u2019d talked to anna about her periods before they started, telling her just enough and not too much. \u2018when you have children,\u2019 she\u2019d said. not \u2018when i have children.\u2019 vera\u2019s days of children were over, it went without saying. she had anna. but she died at forty-one. she left her child to anna. in the end, instead 5 1015202530354045",
+            "17": "17 0486/13/m/j/15 \u00a9 ucles 2015 [turn overof freeing her daughter, she put a child into her arms. that red, squirming  thing they were swaddling in the next room. kolya.  [from chapter 1]   how does dunmore\u2019s writing movingly portray vera\u2019s death in this passage? or 14 explore the ways in which dunmore vividly conveys to you the importance of food in the  novel.50",
+            "18": "18 0486/13/m/j/15 \u00a9 ucles 2015george eliot: silas marner remember to support your ideas with details from the writing. either 15 read this extract, and then answer the question that follows it: the landlord forced marner to take off his coat, and then to sit down on a  chair aloof from every one else, in the centre of the circle, and in the direct rays of the fire. the weaver, too feeble to have any distinct purpose beyond that of getting help to recover his money, submitted unresistingly. the transient fears of the company were now forgotten in their strong curiosity, and all faces were turned towards silas, when the landlord, having seated himself again, said; \u2018now then, master marner, what\u2019s this you\u2019ve got to say, as you\u2019ve been robbed? speak out.\u2019 \u2018he\u2019d better not say again as it was me robbed him,\u2019 cried jem rodney,  hastily. \u2018what could i ha\u2019 done with his money? i could as easy steal the parson\u2019s surplice, and wear it.\u2019 \u2018hold your tongue, jem, and let\u2019s hear what he\u2019s got to say,\u2019 said the  landlord. \u2018now then, master marner.\u2019 silas now told his story under frequent questioning, as the mysterious  character of the robbery became evident. this strangely novel situation of opening his trouble to his raveloe  neighbours, of sitting in the warmth of a hearth not his own, and feeling the presence of faces and voices which were his nearest promise of help, had doubtless its influence on marner, in spite of his passionate preoccupation with his loss. our consciousness rarely registers the beginning of a growth within us any more than without us: there have been many circulations of the sap before we detect the smallest sign of the bud. the slight suspicion with which his hearers at first listened to him,  gradually melted away before the convincing simplicity of his distress: it was impossible for the neighbours to doubt that marner was telling the truth, not because they were capable of arguing at once from the nature of his statements to the absence of any motive for making them falsely, but because, as mr macey observed, \u2018folks as had the devil to back \u2019em were not likely to be so mushed\u2019 as poor silas was. rather, from the strange fact that the robber had left no traces, and had happened to know the nick of time, utterly incalculable by mortal agents, when silas would go away from home without locking his door, the more probable conclusion seemed to be, that his disreputable intimacy in that quarter, if it ever existed, had been broken up, and that, in consequence, this ill turn had been done to marner by somebody it was quite in vain to set the constable after. why this preternatural felon should be obliged to wait till the door was left unlocked, was a question which did not present itself. \u2018it isn\u2019t jem rodney as has done this work, master marner,\u2019 said the  landlord. \u2018y ou mustn\u2019t be a-casting your eye at poor jem. there may be a bit of a reckoning against jem for the matter of a hare or so, if anybody was bound to keep their eyes staring open, and niver to wink \u2013 but jem\u2019s been a-sitting here drinking his can, like the decentest man i\u2019 the parish, since before you left your house, master marner, by your own account.\u2019 \u2018ay, ay,\u2019 said mr macey; \u2018let\u2019s have no accusing o\u2019 the innicent. that isn\u2019t  the law. there must be folks to swear again\u2019 a man before he can be ta\u2019en up. let\u2019s have no accusing o\u2019 the innicent, master marner.\u2019 memory was not so utterly torpid in silas that it could not be wakened  by these words. with a movement of compunction, as new and strange to 5 1015202530354045",
+            "19": "19 0486/13/m/j/15 \u00a9 ucles 2015 [turn overhim as everything else within the last hour, he started from his chair and  went close up to jem, looking at him as if he wanted to assure himself of the expression in his face. \u2018i was wrong,\u2019 he said \u2013 \u2018yes, yes \u2013 i ought to have thought. there\u2019s  nothing to witness against you, jem. only you\u2019d been into my house oftener than anybody else, and so you came into my head. i don\u2019t accuse you \u2013 i won\u2019t accuse anybody \u2013 only,\u2019 he added, lifting up his hands to his head, and turning away with bewildered misery, \u2018i try \u2013 i try to think where my money can be.\u2019  [from chapter 7]   how does eliot vividly convey to you the significance of this moment for silas? or 16 how does eliot\u2019s writing make dunstan (dunsey) cass such a dislikeable character?50 55",
+            "20": "20 0486/13/m/j/15 \u00a9 ucles 2015susan hill:  i\u2019m the king of the castle remember to support your ideas with details from the writing. either 17 read this extract, and then answer the question that follows it: mr hooper said, \u2018this is the strand, this is trafalgar square, this is the  mall, there is buckingham palace \u2026\u2019 \u2018i know.\u2019but the taxi skidded in and out of the traffic, and mr hooper did not  listen, he recited the names of streets and buildings because of his belief in the usefulness and fascination of such facts. kingshaw said, \u2018we lived in london.\u2019 \u2018ah, yes! now that is st george\u2019s hospital \u2026\u2019he did not like being here with mr hooper. it was like being with a  stranger, one of the masters from school, perhaps, it felt odd. he could think of nothing at all to say, except in answer to questions. they walked very quietly across the grey carpets of the department store, towards school outfitting, and the rooms smelled of perfume and new cloth. he thought, i could run away. i could get into the lift and go down the other staircase, and out into the street, i would be lost. but he would not do it. it would be worse, alone in the city streets,  full of strange people, than it had been alone in hang wood. the noise confused him, the way everybody pushed about. he had forgotten london. mr hooper said, \u2018well, now \u2026\u2019 there was a man with striped trousers and a tape-measure. kingshaw had never been shopping with anyone except his mother. he was measured and pushed in and out of the sleeves of blazers and the legs of shorts, and mr hooper and the man talked about him over the top of his head, he felt as though he was not really here, not really himself. he said nothing. but when he looked in the tall glass, and saw himself like hooper, in the black and gold uniform, looked into his own eyes, he knew that there was no more hope for him, that it had all begun. hooper was playing with the silver cardboard model of the fort, rolling  the marble down and letting it drop through the chute, over and over again. kingshaw watched him for a moment, his fury rising, and then began to run, down the corridor and the staircase, across the hall and into the sitting room, clenching and unclenching his hands. mr hooper was pouring out two glasses of sherry from a bottle. the  windows of the sitting room were open onto the silent lawn. kingshaw shouted, \u2018it\u2019s my model, you gave him my model, the one i  made, and you didn\u2019t even ask. i didn\u2019t want him to have that, you shouldn\u2019t give him any of my things.\u2019 he saw the look that passed between his mother and mr hooper, knew  what they were thinking of him, and it made him want to strike out at them, in rage, he felt misjudged by them. he thought, they don\u2019t want me, they don\u2019t want anything to do with me here, they want themselves and hooper, there is no place for me. \u2018y ou\u2019ve got to make him give it back. he\u2019s got plenty of things, he\u2019s got  everything. he\u2019s got to give me back my model.\u2019 \u2018charles \u2026\u2019\u2018it\u2019s mine, mine, mine , he isn\u2019t to have anything  of mine.\u2019 when mr hooper stepped forward quickly, and struck him across  the cheek, he heard the sound of it sharply, through his own head, and 5 10152025 30 354045",
+            "21": "21 0486/13/m/j/15 \u00a9 ucles 2015 [turn overout in the room, too, saw his mother\u2019s face, full of relief and shock, and  mr hooper\u2019s, as he stood over him. and then the silence. none of them moved. silence and silence. the telephone rang. mr hooper went out of the door and into the hall.\u2018i think you had better go quietly upstairs, charles. i\u2019m sure you can  understand why. and perhaps you will also try and understand how very much you have upset me.\u2019 he did not look at her.  [from chapter 15]   how does hill vividly convey the unfairness which charles kingshaw experiences at this  point in the novel? or 18 does hill\u2019s writing make it possible for you to feel any sympathy for hooper?50 55",
+            "22": "22 0486/13/m/j/15 \u00a9 ucles 2015robert louis stevenson: the strange case of dr jekyll and mr hyde remember to support your ideas with details from the writing. either 19 read this extract, and then answer the question that follows it: mr utterson reflected; and then, raising his head, \u2018if you will come with  me in my cab,\u2019 he said, \u2018i think i can take you to his house.\u2019 it was by this time about nine in the morning, and the first fog of the  season. a great chocolate-coloured pall lowered over heaven, but the wind was continually charging and routing these embattled vapours; so that as the cab crawled from street to street, mr utterson beheld a marvellous number of degrees and hues of twilight; for here it would be dark like the back-end of evening; and there would be a glow of a rich, lurid brown, like the light of some strange conflagration; and here, for a moment, the fog would be quite broken up, and a haggard shaft of daylight would glance in between the swirling wreaths. the dismal quarter of soho seen under these changing glimpses, with its muddy ways, and slatternly passengers, and its lamps, which had never been extinguished or had been kindled afresh to combat this mournful reinvasion of darkness, seemed, in the lawyer\u2019s eyes, like a district of some city in a nightmare. the thoughts of his mind, besides, were of the gloomiest dye; and when he glanced at the companion of his drive, he was conscious of some touch of that terror of the law and the law\u2019s officers, which may at times assail the most honest. as the cab drew up before the address indicated, the fog lifted a little  and showed him a dingy street, a gin palace, a low french eating house, a shop for the retail of penny numbers and twopenny salads, many ragged children huddled in the doorways, and many women of many different nationalities passing out, key in hand, to have a morning glass; and the next moment the fog settled down again upon that part, as brown as umber, and cut him off from his blackguardly surroundings. this was the home of henry jekyll\u2019s favourite; of a man who was heir to a quarter of a million sterling. an ivory-faced and silvery-haired old woman opened the door. she had  an evil face, smoothed by hypocrisy; but her manners were excellent. y es, she said, this was mr hyde\u2019s, but he was not at home; he had been in that night very late, but had gone away again in less than an hour; there was nothing strange in that; his habits were very irregular, and he was often absent; for instance, it was nearly two months since she had seen him till yesterday. \u2018very well then, we wish to see his rooms,\u2019 said the lawyer; and when the  woman began to declare it was impossible, \u2018i had better tell you who this person is,\u2019 he added. \u2018this is inspector newcomen of scotland y ard.\u2019 a flash of odious joy appeared upon the woman\u2019s face. \u2018ah!\u2019 said she, \u2018he  is in trouble! what has he done?\u2019 mr utterson and the inspector exchanged glances. \u2018he don\u2019t seem a  very popular character,\u2019 observed the latter. \u2018and now, my good woman, just let me and this gentleman have a look about us.\u2019  [from chapter 4, \u2018the carew murder case\u2019]   in what ways does stevenson\u2019s writing make this moment in the novel so disturbing?5 10152025303540",
+            "23": "23 0486/13/m/j/15 \u00a9 ucles 2015 [turn overor 20 how does stevenson strikingly portray the friendship between mr utterson and dr jekyll  in the novel?",
+            "24": "24 0486/13/m/j/15 \u00a9 ucles 2015from  stories of ourselves remember to support your ideas with details from the writing. either 21 read this extract from the rain horse  (by ted hughes), and then answer the question  that follows it: he came out at the woodside, in open battle now, still searching for the  right stones. there were plenty here, piled and scattered where they had been ploughed out of the field. he selected two, then straightened and saw the horse twenty yards off in the middle of the steep field, watching him calmly. they looked at each other. \u2018out of it!\u2019 he shouted, brandishing his arm. \u2018out of it! go on!\u2019 the horse  twitched its pricked ears. with all his force he threw. the stone soared and landed beyond with a soft thud. he re-armed and threw again. for several minutes he kept up his bombardment without a single hit, working himself up into a despair and throwing more and more wildly, till his arm began to ache with the unaccustomed exercise. throughout the performance the horse watched him fixedly. finally he had to stop and ease his shoulder muscles. as if the horse had been waiting for just this, it dipped its head twice and came at him. he snatched up two stones and roaring with all his strength flung the  one in his right hand. he was astonished at the crack of the impact. it was as if he had struck a tile \u2013 and the horse actually stumbled. with another roar he jumped forward and hurled his other stone. his aim seemed to be under superior guidance. the stone struck and rebounded straight up into the air, spinning fiercely, as the horse swirled away and went careering down towards the far bottom corner of the field, at first with great, swinging leaps, then at a canter, leaving deep churned holes in the soil. it turned up the far side of the field, climbing till it was level with him. he  felt a little surprise of pity to see it shaking its head, and once it paused to lower its head and paw over its ear with its forehoof as a cat does. \u2018y ou stay there!\u2019 he shouted. \u2018keep your distance and you\u2019ll not get hurt.\u2019and indeed the horse did stop at that moment, almost obediently. it  watched him as he climbed to the crest. the rain swept into his face and he realised that he was freezing, as if  his very flesh were sodden. the farm seemed miles away over the dreary fields. without another glance at the horse \u2013 he felt too exhausted to care now what it did \u2013 he loaded the crook of his left arm with stones and plunged out on to the waste of mud. he was halfway to the first hedge before the horse appeared, silhouetted  against the sky at the corner of the wood, head high and attentive, watching his laborious retreat over the three fields. the ankle-deep clay dragged at him. every stride was a separate,  deliberate effort, forcing him up and out of the sucking earth, burdened as he was by his sogged clothes and load of stones and limbs that seemed themselves to be turning to mud. he fought to keep his breathing even, two strides in, two strides out, the air ripping his lungs. in the middle of the last field he stopped and looked around. the horse, tiny on the skyline, had not moved. at the corner of the field he unlocked his clasped arms and dumped  the stones by the gatepost, then leaned on the gate. the farm was in front of him. he became conscious of the rain again and suddenly longed to stretch out full-length under it, to take the cooling, healing drops all over 5 1015202530354045",
+            "25": "25 0486/13/m/j/15 \u00a9 ucles 2015his body and forget himself in the last wretchedness of the mud. making an  effort, he heaved his weight over the gate-top. he leaned again, looking up at the hill. rain was dissolving land and sky together like a wet watercolour as  the afternoon darkened. he concentrated, raising his head, searching the skyline from end to end. the horse had vanished. the hill looked lifeless and desolate, an island lifting out of the sea, awash with every tide. under the long shed where the tractors, plough, binders and the rest  were drawn up, waiting for their seasons, he sat on a sack thrown over a petrol drum, trembling, his lungs heaving. the mingled smell of paraffin, creosote, fertiliser, dust \u2013 all was exactly as he had left it twelve years ago. the ragged swallows\u2019 nests were still there tucked in the angles of the rafters. he remembered three dead foxes hanging in a row from one of the  beams, their teeth bloody. the ordeal with the horse had already sunk from reality. it hung under  the surface of his mind, an obscure confusion of fright and shame, as after a narrowly escaped street accident. there was a solid pain in his chest, like a spike of bone stabbing, that made him wonder if he had strained his heart on that last stupid burdened run. piece by piece he began to take off his clothes, wringing the grey water out of them, but soon he stopped that and just sat staring at the ground, as if some important part had been cut out of his brain.   how does hughes make this such a powerful ending to the story? or 22 what does the writer make you feel about either  mr twycott in  the son\u2019s veto  (by  thomas hardy) or the husband in sandpiper  (by ahdaf soueif)?50 556065",
+            "26": "26 0486/13/m/j/15 \u00a9 ucles 2015blank page",
+            "27": "27 0486/13/m/j/15 \u00a9 ucles 2015blank page",
+            "28": "28 0486/13/m/j/15 \u00a9 ucles 2015blank page permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here 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 onl ine in the cambridge international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to do wnload at www.cie.org.uk after  the live examination series. cambridge international examinations is part of the cambridge assessment group. cambridge assessment is the brand name of unive rsity of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge."
+        },
+        "0486_s15_qp_21.pdf": {
+            "1": "cambridge international examinations cambridge international general certificate of secondary education 0486/21 literature (english) may/june 2015paper 2 drama 1 hour 30 minutes additional materials: answer booklet/paper read these instructions first an answer booklet is provided inside this question paper. you should follow the instructions on the front cover of the answer booklet. if you need additional answer paper ask the invigilator for a continuation booklet. answer  two questions. you must  answer  one passage -based  question  (marked  *) and one essay  question  (marked  \u2020).  your questions  must  be on two different  plays. all questions in this paper carry equal marks. the syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificate. this document consists of 13printed pages and 3blank pages. [turn /g82ver06_0486_21_2015_1.13   \u00a9 ucles  2015 *3560420035*",
+            "2": "06_0486_21_2015_1.13 \u00a9 ucles 20152 arthur miller: all my sons remember to support your ideas with details from the text. either * 1read this passage, and then answer the question that follows it: sue: is my husband \u2013 ? content removed due to copyright restrictions",
+            "3": "06_0486_21_2015_1.13 \u00a9 ucles 2015 [turn over3  he meets a man and makes a statue out of him. explore the ways in which miller makes this such a dramatic and revealing moment in the play.or \u2020 2 how does miller make kate\u2019s self-deception such a memorable feature of the play?",
+            "4": "3530252015105j. b. priestley: an inspector calls remember to support your ideas with details from the text. either * 3 read this passage, and then answer the question that follows it: how could i know what would happen afterwards? if she\u2019d been some miserable plain little creature, i don\u2019t suppose i\u2019d have done it. but she was very pretty and looked asif she could take care of herself. i couldn\u2019t be sorry for her.sheila: in fact, in a kind of way, you might be said to have been jealous of her. inspector: yes, i suppose so. sheila: and so you used the power you had, as a daughter of a good customer and also of a man well-known in the town, to punish the girl just because she made you feel likethat?inspector: yes, but it didn\u2019t seem to be anything very terrible at the time. don\u2019t you understand? and if i could help her now, i would \u2013sheila: [harshly ] yes, but you can\u2019t. it\u2019s too late. she\u2019s dead. inspector: my god, it\u2019s a bit thick, when you come to think of it \u2013 eric: [stormily ] oh shut up, eric. i know, i know. it\u2019s the only time i\u2019ve ever done anything like that, and i\u2019ll never, never do it again to anybody. i\u2019ve noticed them giving me asheila: sort of look sometimes at milwards \u2013 i noticed it even this afternoon \u2013 and i suppose some of them remember. i feel now i can never go there again. oh \u2013 why had this tohappen? [sternly ] that\u2019s what i asked myself tonight when i was looking at that dead girl. and then i said to myself: \u2018well, we\u2019ll try to understand why it had to happen?\u2019 and that\u2019sinspector: why i\u2019m here, and why i\u2019m not going until i know allthat happened. eva smith lost her job with birling and company because the strike failed and they were determined notto have another one. at last she found another job \u2013 under what name i don\u2019t know\u2013 in a big shop, and had to leave there because you were annoyed with yourself andpassed the annoyance on to her. now she had to try something else. so first shechanged her name to daisy renton \u2013 [startled ] what? gerald: [steadily ] i said she changed her name to daisy renton. inspector: [pulling himself together ] d\u2019you mind if i give myself a drink, sheila? gerald: sheila merely nods, still staring at him, and he goes across to the tantalus on the sideboard for a whisky. where is your father, miss birling? inspector: he went into the drawing-room, to tell my mother what was happening here. eric, take the inspector along to the drawing-room.sheila: as eric moves, the inspector looks from sheila to gerald, then goes out with eric. well, gerald? [trying to smile ] well what, sheila? gerald: how did you come to know this girl \u2013 eva smith? sheila: 06_0486_21_2015_1.13 \u00a9 ucles 20154",
+            "5": "656055504540i didn\u2019t. gerald: daisy renton then \u2013 it\u2019s the same thing. sheila: why should i have known her? gerald: oh don\u2019t be stupid. we haven\u2019t much time. you gave yourself away as soon as he mentioned her other name.sheila: all right, i knew her. let\u2019s leave it at that. gerald: we can\u2019t leave it at that. sheila: [approaching he r] now listen, darling \u2013 gerald: no, that\u2019s no use. you not only knew her but you knew her very well. otherwise, you wouldn\u2019t look so guilty about it. when did you first get to know her?sheila: he does not reply. was it after she left milwards? when she changed her name, as he said, and began to lead a different sort of life? were you seeing her last spring and summer, duringthat time when you hardly came near me and said you were so busy? were you? he does not reply but looks at her. yes, of course you were.i\u2019m sorry, sheila. but it was all over and done with, last summer. i hadn\u2019t set eyes on the girl for at least six months. i don\u2019t come into this suicide business.gerald: i thought i didn\u2019t, half an hour ago. sheila: you don\u2019t. neither of us does. so \u2013 for god\u2019s sake \u2013 don\u2019t say anything to the inspector. gerald: about you and this girl? sheila: yes. we can keep it from him. gerald: [laughs rather hysterically ] why \u2013 you fool \u2013 he know s.of course he knows. and i hate to think how much he knows that we don\u2019t know yet. you\u2019ll see, you\u2019ll see.sheila: she looks at him almost in triumph. he looks crushed. the door slowly opens and the inspector appears, looking steadily and searchingly at them. well? inspector: end of act one [from act 1 ] how does priestley make this such a powerful ending to act 1? or \u2020 4 mrs birling says that eric is \u2018only a boy\u2019. to what extent does priestley make you agree with her? [turn /g82ver06_0486_21_2015_1.13 \u00a9 ucles 20155",
+            "6": "403530252015105william shakespeare: the merchant of venice remember to support your ideas with details from the text. either * 5read this passage, and then answer the question that follows it: make room, and let him stand before our face. shylock, the world thinks, and i think so too,that thou but leadest this fashion of thy maliceto the last hour of act; and then, \u2019tis thought,thou\u2019lt show thy mercy and remorse, more strangethan is thy strange apparent cruelty;and where thou now exacts the penalty,which is a pound of this poor merchant\u2019s flesh,thou wilt not only loose the forfeiture,but, touch\u2019d with human gentleness and love,forgive a moiety of the principal,glancing an eye of pity on his losses,that have of late so huddled on his back \u2013enow to press a royal merchant down,and pluck commiseration of his statefrom brassy bosoms and rough hearts of flint,from stubborn turks and tartars, never train\u2019dto offices of tender courtesy.we all expect a gentle answer, jew.duke: i have  possess\u2019d  your grace  of what  i purpose,   and by our holy sabbath  have  i sworn to have  the due and forfeit  of my bond. if you deny  it, let the danger  light upon  your charter  and your city\u2019s  freedom.   you\u2019ll  ask me why i  rather  choose  to have a weight  of carrion  flesh  than to receive three  thousand  ducats.  i\u2019ll not answer  that,  but say it is my humour  \u2013 is it answer\u2019d? what  if my house  be troubled  with a rat, and i be pleas\u2019d  to give ten thousand  ducats   to have  it ban\u2019d?  what,  are you answer\u2019d  yet? some  men there  are love not a gaping  pig;  some  that are mad if they behold  a cat; and others,  when  the bagpipe  sings  i\u2019 th\u2019 nose,   cannot  contain  their urine;  for affection,   mistress  of passion,  sways  it to the mood of what  it likes or loathes.  now,  for your answer:   as there  is no firm reason  to be rend\u2019red why he cannot  abide  a gaping  pig; why he, a harmless  necessary  cat; why he, a woollen  bagpipe,  but of force must  yield to such  inevitable  shame as to offend,  himself  being  offended;shylock: 06_0486_21_2015_1.13 \u00a9 ucles 20156",
+            "7": "5045so can i give no reason, nor i will not, more than a lodg\u2019d hate and a certain loathingi bear antonio, that i follow thusa losing suit against him. are you answered? this is no answer, thou unfeeling man, to excuse the current of thy cruelty.bassanio: i am not bound to please thee with my answers. shylock: do all men kill the things they do not love? bassanio: hates any man the thing he would not kill? shylock: every offence is not a hate at first. bassanio: what, wouldst thou have a serpent sting thee twice? shylock: [from act 4 scene 1 ] does shakespeare make it possible for you to have any sympathy for shylock at this moment in the play? or \u2020 6 explore the ways in which shakespeare makes you admire portia. [turn /g82ver 06_0486_21_2015_1.13 \u00a9 ucles 20157",
+            "8": "3530252015105william shakespeare: a/g3midsummer /g3night /g182s/g3dream /g3 remember to support your ideas with details from the text. either * 7read this passage, and then answer the question that follows it: enter quince, snug, bottom, flute, snout and starveling . is all our company here? quince: you were best to call them generally, man by man, according to the scrip. bottom: here is the scroll of every man\u2019s name which is thought fit, through all athens, to play in our interlude before the duke and the duchess on his wedding-day at night.quince: first, good peter quince, say what the play treats on; then read the names of the actors; and so grow to a point.bottom: marry, our play is \u2018the most lamentable comedy and most cruel death of pyramus and thisby\u2019.quince: a very good piece of work, i assure you, and a merry. now, good peter quince, call forth your actors by the scroll. masters, spread yourselves.bottom: answer, as i call you. nick bottom, the weaver. quince: ready. name what part i am for, and proceed. bottom: you, nick bottom, are set down for pyramus. quince: what is pyramus? a lover, or a tyrant? bottom: a lover, that kills himself most gallant for love. quince: that will ask some tears in the true performing of it. if i do it, let the audience look to their eyes; i will move storms; i will condole in some measure. to the rest \u2013 yet mybottom: chief humour is for a tyrant. i could play ercles rarely, or a part to tear a cat in, to make all split. \u2018the raging rocksand shivering shocksshall break the locks of prison gates; and phibbus\u2019 carshall shine from far,and make and mar the foolish fates.\u2019 this was lofty. now name the rest of the players. this is ercles\u2019 vein, a tyrant\u2019s vein:a lover is more condoling. francis flute, the bellows-mender. quince: here, peter quince. flute: flute, you must take thisby on you. quince: what is thisby? a wand\u2019ring knight? flute: it is the lady that pyramus must love. quince: nay, faith, let not me play a woman; i have a beard coming. flute: that\u2019s all one; you shall play it in a mask, and you may speak as small as you will. quince: 06_0486_21_2015_1.13 \u00a9 ucles 20158",
+            "9": "55504540an i may hide my face, let me play thisby too. i\u2019ll speak in a monstrous little voice: \u2018thisne, thisne!\u2019 [ then speaking small ] \u2018ah pyramus, my lover dear! thy thisby dear, and lady dear!\u2019bottom: no, no, you must play pyramus; and, flute, you thisby. quince: well; proceed. bottom: robin starveling, the tailor. quince: here, peter quince. starveling: robin starveling, you must play thisby\u2019s mother. tom snout, the tinker. quince: here, peter quince. snout: you, pyramus\u2019 father; myself, thisby\u2019s father; snug, the joiner, you, the lion\u2019s part. and, i hope, here is a play fitted.quince: have you the lion\u2019s part written? pray you, if it be, give it me, for i am slow of study. snug: you may do it extempore, for it is nothing but roaring. quince: let me play the lion too. i will roar that i will do any man\u2019s heart good to hear me; i will roar that i will make the duke say \u2018let him roar again, let him roar again\u2019.bottom: an you should do it too terribly, you would fright the duchess and the ladies, that they would shriek; and that were enough to hang us all.quince: that would hang us, every mother\u2019s son. all: [from act 1 scene  2/g64  how does  shakespeare  make  this such  an entertaining  introduction  to bottom  and the mechanicals? or \u2020 8 puck  says \u2018what  fools  these  mortals  be\u2019. to what  extent  does  shakespeare  make  you share  puck/g182s  view of human  characters  in the play? [turn /g82ver06_0486_21_2015_1.13 \u00a9 ucles 20159",
+            "10": "403530252015105william shakespeare: the tempest remember to support your ideas with details from the text. either * 9read this passage, and then answer the question that follows it: if by your art, my dearest father, you have put the wild waters in this roar, allay them.the sky, it seems, would pour down stinking pitch,but that the sea, mounting to th\u2019 welkin\u2019s cheek,dashes the fire out. o, i have sufferedwith those that i saw suffer! a brave vessel,who had no doubt some noble creature in her,dash\u2019d all to pieces! o, the cry did knockagainst my very heart! poor souls, they perish\u2019d.had i been any god of power, i wouldhave sunk the sea within the earth or ereit should the good ship so have swallow\u2019d andthe fraughting souls within her.miranda: be collected; no more amazement; tell your piteous heartthere\u2019s no harm done.prospero: o, woe the day! miranda: no harm. i have done nothing but in care of thee,of thee, my dear one, thee, my daughter, whoart ignorant of what thou art, nought knowingof whence i am, nor that i am more betterthan prospero, master of a full poor cell,and thy no greater father.prospero: more to know did never meddle with my thoughts.miranda: /g182tis time i should  inform  thee farther.  lend  thy hand, and pluck  my magic  garment  from me. so, /g62lays  down  his mantle /g64  lie there  my art. wipe  thou thine  eyes;  have  comfort. the direful  spectacle  of the wreck,   which  touch\u2019d the very virtue  of compassion  in thee, i have  with such  provision  in mine  art so safely  ordered  that there  is no soul \u2013 no, not so much  perdition  as an hair betid  to any creature  in the vessel which  thou heard\u2019st  cry, which  thou saw\u2019st  sink. sit down, for thou must  now know  farther.prospero: you have often begun to tell me what i am; but stopp\u2019d,and left me to a bootless inquisition,concluding \u2018stay; not yet\u2019.miranda: 06_0486_21_2015_1.13 \u00a9 ucles 201510",
+            "11": "75706560555045the hour\u2019s now come; the very minute bids thee ope thine ear.obey, and be attentive. canst thou remembera time before we came unto this cell?i do not think thou canst; for then thou wast notout three years old.prospero: certainly, sir, i can. miranda: by what? by any other house, or person? of any thing the image, tell me, thathath kept with thy remembrance?prospero: \u2019tis far off, and rather like a dream than an assurancethat my remembrance warrants. had i notfour, or five, women once, that tended me?miranda: thou hadst, and more, miranda. but how is it that this lives in thy mind? what seest thou elsein the dark backward and abysm of time?if thou rememb\u2019rest aught, ere thou cam\u2019st here,how thou cam\u2019st here thou mayst.prospero: but that i do not. miranda: twelve year since, miranda, twelve year since, thy father was the duke of milan, anda prince of power.prospero: sir, are not you my father? miranda: thy mother was a piece of virtue, and she said thou wast my daughter; and thy fatherwas duke of milan, and his only heirand princess no worse issued.prospero: o, the heavens! what foul play had we that we came from thence?or blessed was\u2019t we did?miranda: both, both, my girl. by foul play, as thou say\u2019st, were we heav\u2019d thence;but blessedly holp hither.prospero: o, my heart bleeds to think o\u2019 th\u2019 teen that i have turn\u2019d you to,which is from my remembrance.miranda: [from act 1 scene 2 ] how does shakespeare make this such a striking introduction to prospero and miranda? or \u2020 10 to what extent do you think shakespeare suggests that antonio gets what he deserves at the end of the play? [turn /g82ver 06_0486_21_2015_1.13 \u00a9 ucles 201511",
+            "12": "3530252015105oscar wilde: the importance of being earnest remember to support your ideas with details from the text. either * 11read this passage, and then answer the question that follows it: cecily cardew? [ moving to her and shaking hands .] what a very sweet name! something tells me that we are going to be great friends. i like you already morethan i can say. my first impressions of people are never wrong.gwendolen: how nice of you to like me so much after we have known each other such a comparatively short time. pray sit down.cecily: [still standing up ]: i may call you cecily, may i not? gwendolen with pleasure! cecily: and you will always call me gwendolen, won\u2019t you? gwendolen: if you wish. cecily: then that is all quite settled, is it not? gwendolen: i hope so. [ a pause. they both sit down together. ] cecily: perhaps this might be a favourable opportunity for my mentioning who i am. my father is lord bracknell. you have never heard of papa, i suppose?gwendolen: i don\u2019t think so. cecily: outside the family circle, papa, i am glad to say, is entirely unknown. i think that is quite as it should be. the home seems to me to be the proper sphere for the man.gwendolen: and certainly once a man begins to neglect his domestic duties he becomes painfully effeminate, does he not? and i don\u2019t like that. it makes men so very attractive.cecily, mamma, whose views on education are remarkably strict, has brought meup to be extremely short-sighted; it is part of her system; so do you mind my lookingat you through my glasses? oh! not at all, gwendolen. i am very fond of being looked at. cecily: [after examining cecily carefully through a lorgnette ]:you are here on a short visit, i suppose.gwendolen oh no! i live here. cecily: [severely ]: really? your mother, no doubt, or some female relative of advanced years, resides here also?gwendolen oh no! i have no mother, nor, in fact, any relations. cecily: indeed? gwendolen: my dear guardian, with the assistance of miss prism, has the arduous task of looking after me.cecily: your guardian? gwendolen: yes, i am mr worthing\u2019s ward. cecily: oh! it is strange he never mentioned to me that he had a ward. how secretive of him! he grows more interesting hourly. i am not sure, however, that the news inspiresgwendolen: me with feelings of unmixed delight. [ rising and going to her. ] i am very fond of you, cecily; i have liked you ever since i met you! but i am bound to state that now 06_0486_21_2015_1.13 \u00a9 ucles 201512",
+            "13": "6055504540that i know that you are mr worthing\u2019s ward, i cannot help expressing a wish you were \u2013 well, just a little older than you seem to be \u2013 and not quite so very alluringin appearance. in fact, if i may speak candidly \u2013 pray do! i think that whenever one has anything unpleasant to say, one should always be quite candid.cecily: well, to speak with perfect candour, cecily, i wish that you were fully forty-two, and more than usually plain for your age. ernest has a strong upright nature. he is thegwendolen: very soul of truth and honour. disloyalty would be as impossible to him as deception. but even men of the noblest possible moral character are extremely susceptible tothe influence of the physical charms of others. modern, no less than ancient history,supplies us with many most painful examples of what i refer to. if it were not so,indeed, history would be quite unreadable. i beg your pardon, gwendolen, did you say ernest? cecily: yes. gwendolen: oh, but it is not mr ernest worthing who is my guardian. it is his brother \u2013 his elder brother.cecily: [sitting down again ]: ernest never mentioned to me that he had a brother. gwendolen i am very sorry to say they have not been on good terms for a long time. cecily: ah! that accounts for it. and now that i think of it i have never heard any man mention his brother. the subject seems distasteful to most men. cecily, you havegwendolen: lifted a load from my mind. i was growing almost anxious. it would have been terrible if any cloud had come across a friendship like ours, would it not? of course you arequite, quite sure that it is not mr ernest worthing who is your guardian? quite sure. [ ap a u s e .] in fact, i am going to be his. cecily: [from act 2 ] how does wilde make this such an entertaining moment in the play? or \u2020 12 in what ways do you think wilde is making criticisms of society through the comedy of the play? 06_0486_21_2015_1.13 \u00a9 ucles 201513",
+            "14": "blank page 06_0486_21_2015_1.13 \u00a9 ucles 201514",
+            "15": "blank page 06_0486_21_2015_1.13 \u00a9 ucles 201515",
+            "16": "blank page permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. every reasonable effort has been made by the publisher (ucles) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the pub lisher 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 cambridg e international examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download at www .cie.org.uk after the live examination series. cambridge international examinations is part of the cambridge assessment group. cambridge assessment is the brand name of university of cambridge l ocal examinations syndicate (ucles), which is itself a department of the university of cambridge. 06_0486_21_2015_1.13 \u00a9 ucles 201516"
+        },
+        "0486_s15_qp_22.pdf": {
+            "1": "cambridge international examinations cambridge international general certificate of secondary education 0486/22 literature (english) may/june 2015paper 2 drama 1 hour 30 minutes additional materials: answer booklet/paper read these instructions first an answer booklet is provided inside this question paper. you should follow the instructions on the front cover of the answer booklet. if you need additional answer paper ask the invigilator for a continuation booklet. answer twoquestions. you must answer onepassage-based question (marked *) and oneessay question (marked \u2020). your questions must be on twodifferent plays. all questions in this paper carry equal marks. the syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificate. this document consists of 13printed pages and 3blank pages. [turn /g3/g82ver06_0486_22_2015_1.1/g21/g3 \u00a9/g3ucles/g3201/g24 *5359377494*",
+            "2": "06_0486_22_2015_1.12 \u00a9 ucles 20152 arthur miller: all my sons remember to support your ideas with details from the text. either * 1read this passage, and then answer the question that follows it: [ jim bayliss rounds corner of driveway, walking rapidly. content removed due to copyright restrictions",
+            "3": "06_0486_22_2015_1.12 \u00a9 ucles 2015 [turn over3 george:  why, afraid you\u2019ll forget him? how does miller make this such a powerfully dramatic moment in the play?or \u2020 2 the stage directions at the beginning of act 1 describe joe keller as \u2018a man amoung men\u2019.how far does miller make you agree with this description of joe?",
+            "4": "403530252015105j. b. priestley: an inspector calls remember to support your ideas with details from the text. either * 3read this passage, and then answer the question that follows it: [who has put ring on, admiringly ] i think it\u2019s perfect. now i really feel engaged. sheila: so you ought, darling. it\u2019s a lovely ring. be careful with it. mrs birling: careful! i\u2019ll never let it out of my sight for an instant. sheila: [smiling ] well, it came just at the right moment. that was clever of you, gerald. now, arthur, if you\u2019ve got no more to say, i think sheila and i had better go in thedrawing-room and leave you men \u2013mrs birling: [rather heavily ] i just want to say this. [ noticing that sheila is still admiring her ring. ] are you listening, sheila? this concerns you too. and after all i don\u2019t often makespeeches at you \u2013birling: i\u2019m sorry, daddy. actually i was listening. sheila: she looks attentive, as they all do. he holds them for a moment before continuing. i\u2019m delighted about this engagement and i hope it won\u2019t be too long before you\u2019re married. and i want to say this. there\u2019s a good deal of silly talk about these days \u2013birling: but\u2013 and i speak as a hard-headed business man, who has to take risks and know what he\u2019s about \u2013 i say, you can ignore all this silly pessimistic talk. when you marry,you\u2019ll be marrying at a very good time. yes, a very good time \u2013 and soon it\u2019ll be aneven better time. last month, just because the miners came out on strike, there\u2019s alot of wild talk about possible labour trouble in the near future. don\u2019t worry. we\u2019vepassed the worst of it. we employers at last are coming together to see that ourinterests \u2013 and the interests of capital \u2013 are properly protected. and we\u2019re in for atime of steadily increasing prosperity. i believe you\u2019re right, sir. gerald: what about war? eric: glad you mentioned it, eric. i\u2019m coming to that. just because the kaiser makes a speech or two, or a few german officers have too much to drink and begin talkingbirling: nonsense, you\u2019ll hear some people say that war\u2019s inevitable. and to that i say \u2013 fiddlesticks! the germans don\u2019t want war. nobody wants war, except somehalf-civilised folks in the balkans. and why? there\u2019s too much at stake these days.everything to lose and nothing to gain by war. yes, i know \u2013 but still \u2013 eric: just let me finish, eric. you\u2019ve a lot to learn yet. and i\u2019m talking as a hard-headed, practical man of business. and i say there isn\u2019t a chance of war. the world\u2019sbirling: developing so fast that it\u2019ll make war impossible. look at the progress we\u2019re making. in a year or two we\u2019ll have aeroplanes that will be able to go anywhere. and look atthe way the automobile\u2019s making headway \u2013 bigger and faster all the time. and then ships. why, a friend of mine went over this new liner last week \u2013 the titanic \u2013s h e sails next week \u2013 forty-six thousand eight hundred tons \u2013 forty-six thousand eighthundred tons \u2013 new york in five days \u2013 and every luxury \u2013 and unsinkable, absolutelyunsinkable. that\u2019s what you\u2019ve got to keep your eye on, facts like that, progress likethat \u2013 and not a few german officers talking nonsense and a few scaremongers here 06_0486_22_2015_1.1/g21 \u00a9/g3ucles/g3201/g244",
+            "5": "555045making a fuss about nothing. now you three young people, just listen to this \u2013 and remember what i\u2019m telling you now. in twenty or thirty years\u2019 time \u2013 let\u2019s say, in 1940\u2013 you may be giving a little party like this \u2013 your son or daughter might be gettingengaged \u2013 and i tell you, by that time you\u2019ll be living in a world that\u2019ll have forgottenall these capital versus labour agitations and all these silly little war scares. there\u2019llbe peace and prosperity and rapid progress everywhere \u2013 except of course in russia,which will always be behindhand naturally. arthur! mrs birling: as mrs birling shows signs of interrupting. yes, my dear, i know \u2013 i\u2019m talking too much. but you youngsters just remember what i said. we can\u2019t let these bernard shaws and h.g. wellses do all the talking. webirling: hard-headed practical business men must say something sometime. and we don\u2019t guess \u2013 we\u2019ve had experience \u2013 and we know . [rising. the others rise ] yes, of course, dear. well \u2013 don\u2019t keep gerald in here too long. eric \u2013 i want you a minute.mrs birling: [from act 1 ] how does priestley strikingly portray mr birling at this moment in the play? or \u2020 4 explore the ways in which priestley makes the inspector such a memorably mysterious figure. [turn /g3/g82ver 06_0486_22_2015_1.1/g21 \u00a9/g3ucles/g3201/g245",
+            "6": "403530252015105william shakespeare: the merchant of venice remember to support your ideas with details from the text. either * 5read this passage, and then answer the question that follows it: i pray you tarry; pause a day or two before/g3you/g3hazard;/g3for,/g3in/g3choosing/g3wrong,i/g3lose/g3your/g3company;/g3therefore/g3forbear/g3awhile./g3there/g182s/g3something/g3tells/g3me/g3\u2013/g3but/g3it/g3is/g3not/g3love/g3\u2013i/g3would/g3not/g3lose/g3you;/g3and/g3you/g3know/g3yourself/g3hate/g3counsels/g3not/g3in/g3such/g3a/g3quality.but/g3lest/g3you/g3should/g3not/g3understand/g3me/g3well/g3\u2013and/g3yet/g3a/g3maiden/g3hath/g3no/g3tongue/g3but/g3thought/g3\u2013i/g3would/g3detain/g3you/g3here/g3some/g3month/g3or/g3two/g3before/g3you/g3venture/g3for/g3me./g3i/g3could/g3teach/g3you/g3how/g3to/g3choose/g3right,/g3but/g3then/g3i/g3am/g3forsworn;/g3so/g3will/g3i/g3never/g3be;/g3so/g3may/g3you/g3miss/g3me;but/g3if/g3you/g3do,/g3you'll/g3make/g3me/g3wish/g3a/g3sin,that/g3i/g3had/g3been/g3forsworn./g3beshrew/g3your/g3eyes!they/g3have/g3o/g182erlook/g182d/g3me/g3and/g3divided/g3me;/g3one/g3half/g3of/g3me/g3is/g3yours,/g3the/g3other/g3half/g3yours/g3\u2013mine/g3own,/g3i/g3would/g3say;/g3but/g3if/g3mine,/g3then/g3yours,/g3and/g3so/g3all/g3yours./g3o!/g3these/g3naughty/g3times/g3puts/g3bars/g3between/g3the/g3owners/g3and/g3their/g3rights;/g3and/g3so,/g3though/g3yours,/g3not/g3yours./g3prove/g3it/g3so,/g3let/g3fortune/g3go/g3to/g3hell/g3for/g3it,/g3not/g3i.i/g3speak/g3too/g3long,/g3but/g3/g182tis/g3to/g3peize/g3the/g3time,to/g3eke/g3it,/g3and/g3to/g3draw/g3it/g3out/g3in/g3length,to/g3stay/g3you/g3from/g3election.portia: let me choose; for as i am, i live upon the rack.bassanio: upon the rack, bassanio? then confess what treason there is mingled with your love.portia: none/g3but/g3that/g3ugly/g3treason/g3of/g3mistrust,/g3 which/g3makes/g3me/g3fear/g3th\u2019/g3enjoying/g3of/g3my/g3love;/g3there/g3may/g3as/g3well/g3be/g3amity/g3and/g3life/g182tween/g3snow/g3and/g3fire/g3as/g3treason/g3and/g3my/g3love.bassanio: ay, but i fear you speak upon the rack, where men enforced do speak anything.portia: bassanio: /g3promise/g3me/g3life,/g3and/g3i/g182ll/g3confess/g3the/g3truth. well then, confess and live. portia: /g181confess/g182/g3and/g3/g181love/g182/g3 had/g3been/g3the/g3very/g3sum/g3of/g3my/g3confession.o/g3happy/g3torment,/g3when/g3my/g3torturerdoth/g3teach/g3me/g3answers/g3for/g3deliverance!but/g3let/g3me/g3to/g3my/g3fortune/g3and/g3the/g3caskets.bassanio: 06_0486_22_2015_1.1/g21 \u00a9/g3ucles/g3201/g246",
+            "7": "60555045away,/g3then;/g3i/g3am/g3lock/g182d/g3in/g3one/g3of/g3them. if/g3you/g3do/g3love/g3me,/g3you/g3will/g3find/g3me/g3out.nerissa/g3and/g3the/g3rest,/g3stand/g3all/g3aloof;let/g3music/g3sound/g3while/g3he/g3doth/g3make/g3his/g3choice;/g3then,/g3if/g3he/g3lose,/g3he/g3makes/g3a/g3swan-like/g3end,/g3fading/g3in/g3music./g3that/g3the/g3comparisonmay/g3stand/g3more/g3proper,/g3my/g3eye/g3shall/g3be/g3the/g3stream/g3and/g3wat/g182ry/g3death-bed/g3for/g3him./g3he/g3may/g3win;and/g3what/g3is/g3music/g3then?/g3then/g3music/g3iseven/g3as/g3the/g3flourish/g3when/g3true/g3subjects/g3bowto/g3a/g3new-crowned/g3monarch;/g3such/g3it/g3isas/g3are/g3those/g3dulcet/g3sounds/g3in/g3break/g3of/g3daythat/g3creep/g3into/g3the/g3dreaming/g3bridegroom/g182s/g3ear,/g3and/g3summon/g3him/g3to/g3marriage./g3now/g3he/g3goes,/g3with/g3no/g3less/g3presence,/g3but/g3with/g3much/g3more/g3love,/g3than/g3young/g3alcides,/g3when/g3he/g3did/g3redeemthe/g3virgin/g3tribute/g3paid/g3by/g3howling/g3troyto/g3the/g3sea-monster./g3i/g3stand/g3for/g3sacrifice;the/g3rest/g3aloof/g3are/g3the/g3dardanian/g3wives,with/g3bleared/g3visages/g3come/g3forth/g3to/g3viewthe/g3issue/g3of/g3th\u2019/g3exploit./g3go,/g3hercules!live/g3thou,/g3i/g3live./g3with/g3much/g3much/g3more/g3dismayi/g3view/g3the/g3fight/g3than/g3thou/g3that/g3mak\u2019st/g3the/g3fray.portia: [from act 3 scene 2 ] how does shakespeare make this such a memorably dramatic moment in the play? or \u2020 6 how far does shakespeare persuade you that shylock deserves his punishment? [turn /g3/g82ver 06_0486_22_2015_1.1/g21 \u00a9/g3ucles/g3201/g247",
+            "8": "403530252015105william /g3shakespeare: /g3a/g3midsummer /g3night /g182s/g3dream /g3 remember /g3to/g3support /g3your /g3ideas /g3with /g3details /g3from /g3the/g3text. either * 7read this passage, and then answer the question that follows it: this falls out better than i could devise. but hast thou yet latch\u2019d the athenian\u2019s eyeswith the love-juice, as i did bid thee do?oberon: i took him sleeping \u2013 that is finish\u2019d too \u2013 and the athenian woman by his side;that, when he wak\u2019d, of force she must be ey\u2019d.puck: enter demetrius and hermia. stand close; this is the same athenian. oberon: this is the woman, but not this the man. puck: o, why rebuke you him that loves you so? lay breath so bitter on your bitter foe.demetrius: now i but chide, but i should use thee worse, for thou, i fear, hast given me cause to curse.if thou hast slain lysander in his sleep,being o\u2019er shoes in blood, plunge in the deep,and kill me too.the sun was not so true unto the dayas he to me. would he have stolen awayfrom sleeping hermia? i\u2019ll believe as soonthis whole earth may be bor\u2019d and that the moonmay through the centre creep and so displeaseher brother\u2019s noontide with th\u2019 antipodes.it cannot be but thou hast murd\u2019red him;so should a murderer look \u2013 so dead, so grim.hermia: so should the murdered look; and so should i, pierc\u2019d through the heart with your stern cruelty;yet you, the murderer, look as bright, as clear,as yonder venus in her glimmering sphere.demetrius: what\u2019s this to my lysander? where is he? ah, good demetrius, wilt thou give him me?hermia: i had rather give his carcass to my hounds. demetrius: out, dog! out, cur! thou driv\u2019st me past the bounds of maiden\u2019s patience. hast thou slain him, then?henceforth be never numb\u2019red among men!o, once tell true; tell true, even for my sake!durst thou have look\u2019d upon him being awake,and hast thou kill\u2019d him sleeping? o brave touch!could not a worm, an adder, do so much?an adder did it; for with doubler tonguethan thine, thou serpent, never adder stung.hermia: 06_0486_22_2015_1.1/g21 \u00a9/g3ucles/g3201/g248",
+            "9": "555045you spend your passion on a mispris\u2019d mood: i am not guilty of lysander\u2019s blood;nor is he dead, for aught that i can tell.demetrius: i pray thee, tell me then that he is well. hermia: and if i could, what should i get therefore? demetrius: a privilege never to see me more. and from thy hated presence part i so;see me no more whether he be dead or no.hermia: /g62exit. there is no following her in this fierce vein; here, therefore, for a while i will remain.so sorrow\u2019s heaviness doth heavier growfor debt that bankrupt sleep doth sorrow owe;which now in some slight measure it will pay,if for his tender here i make some stay.demetrius: /g62lies /g3down. what hast thou done? oberon: [from act 3 scene 2 ] how/g3does/g3shakespeare/g182s/g3writing/g3make/g3this/g3moment/g3in/g3the/g3play/g3so/g3dramatic? or/g3\u2020/g38 explore/g3the/g3ways/g3in/g3which/g3shakespeare/g3makes/g3 two /g3moments/g3in/g3the/g3play/g3 a/g3midsummer /g3night /g182s/g3dream /g3 disturbing/g3for/g3you. [turn /g3/g82ver 06_0486_22_2015_1.1/g21 \u00a9/g3ucles/g3201/g249",
+            "10": "3530252015105william shakespeare: the tempest remember to support your ideas with details from the text. either * 9read this passage, and then answer the question that follows it: here prospero discovers ferdinand and miranda playing at chess. sweet lord, you play me false. miranda: no, my dearest love, i would not for the world.ferdinand: yes, for a score of kingdoms you should wrangle, and i would call it fair play.miranda: if this prove a vision of the island, one dear sonshall i twice lose.alonso: a most high miracle! sebastian: though the seas threaten, they are merciful; i have curs\u2019d them without cause. [kneels]ferdinand: now all the blessings of a glad father compass thee about!arise, and say how thou cam\u2019st here.alonso: o, wonder! how many goodly creatures are there here!how beauteous mankind is! o brave new worldthat has such people in\u2019t!miranda: \u2019tis new to thee. prospero: what is this maid with whom thou wast at play? your eld\u2019st acquaintance cannot be three hours;is she the goddess that hath sever\u2019d us,and brought us thus together?alonso: sir, she is mortal; but by immortal providence she\u2019s mine.i chose her when i could not ask my fatherfor his advice, nor thought i had one. sheis daughter to this famous duke of milan,of whom so often i have heard renownbut never saw before; of whom i havereceiv\u2019d a second life; and second fatherthis lady makes him to me.ferdinand: i am hers. but, o, how oddly will it sound that imust ask my child forgiveness!alonso: there, sir, stop; let us not burden our remembrances witha heaviness that\u2019s gone.prospero: 06_0486_22_2015_1.1/g21 \u00a9/g3ucles/g3201/g2410 [kneels ]",
+            "11": "656055504540 i have inly wept, or should have spoke ere this. look down, you gods,and on this couple drop a blessed crown;for it is you that have chalk\u2019d forth the waywhich brought us hither.gonzalo: i say, amen, gonzalo! alonso: was milan thrust from milan, that his issue should become kings of naples? o, rejoicebeyond a common joy, and set it downwith gold on lasting pillars: in one voyagedid claribel her husband find at tunis;and ferdinand, her brother, found a wifewhere he himself was lost; prospero his dukedomin a poor isle; and all of us ourselveswhen no man was his own.gonzalo: /g62to/g3f/g40/g53/g39/g44/g49/g36/g49/g39/g3 and/g3m/g44/g53/g36/g49/g39/g36 /g64/g3give /g3me /g3your /g3hands. /g3 let /g3grief /g3and /g3sorrow /g3still /g3embrace /g3his /g3heart /g3 that /g3doth /g3not /g3wish /g3you /g3joy.alonso: be it so. amen! gonzalo: re-enter ariel, with the master and boatswain amazedly following. o look, sir; look, sir! here is more of us! i prophesied, if a gallows were on land,this fellow could not drown. now, blasphemy,that swear\u2019st grace o\u2019erboard, not an oath on shore?hast thou no mouth by land? what is the news? the best news is that we have safely found our king and company; the next, our ship \u2013which but three glasses since we gave out split \u2013is tight and yare, and bravely rigg\u2019d, as whenwe first put out to sea.boatswain: [from act 5 scene 1 ] how does shakespeare make this such a moving and dramatic moment in the play? or \u2020 10 how does shakespeare make magic so memorable and significant in the play? [turn /g3/g82ver 06_0486_22_2015_1.1/g21 \u00a9/g3ucles/g3201/g2411",
+            "12": "3530252015105oscar wilde: the importance of being earnest remember to support your ideas with details from the text. either * 11read this passage, and then answer the question that follows it: algernon :/g3[raising /g3his/g3hat]/g3you /g3are /g3my /g3little /g3cousin /g3cecily, /g3i\u2019m /g3sure /g17 you are under some strange mistake. i am not little. in fact, i believe i am more than usually tall for my age. [ algernon is rather taken aback .] but i am your cousincecily: cecily. you, i see from your card, are uncle jack\u2019s brother, my cousin ernest, my wicked cousin ernest. oh! i am not really wicked at all, cousin cecily. you mustn\u2019t think that i am wicked. algernon : if you are not, then you have certainly been deceiving us all in a very inexcusable manner. i hope you have not been leading a double life, pretending to be wicked andbeing really good all the time. that would be hypocrisy.cecily: [looks at her in amazement ] oh! of course i have been rather reckless. algernon : i am glad to hear it. cecily: in fact, now you mention the subject, i have been very bad in my own small way. algernon : i don\u2019t think you should be so proud of that, though i am sure it must have been very pleasant.cecily: it is much pleasanter being here with you. algernon : i can\u2019t understand how you are here at all. uncle jack won\u2019t be back till monday afternoon.cecily: that is a great disappointment. i am obliged to go up by the first train on monday morning. i have a business appointment that i am anxious\u2026.to miss!algernon : couldn\u2019t you miss it anywhere but in london? cecily: no: the appointment is in london. algernon : well, i know, of course, how important it is not to keep a business engagement, if one wants to retain any sense of the beauty of life, but i still think you had better wait tilluncle jack arrives. i know he wants to speak to you about your emigrating.cecily: about my what? algernon: your emigrating. he has gone up to buy your outfit. cecily: i certainly wouldn\u2019t let jack buy my outfit. he has no taste in neckties at all. algernon : i don\u2019t think you will require neckties. uncle jack is sending you to australia. cecily: australia! i\u2019d sooner die. algernon : well, he said at dinner on wednesday night, that you would have to choose between this world, the next world, and australia.cecily: oh, well! the accounts i have received of australia and the next world are not particularly encouraging. this world is good enough for me, cousin cecily.algernon : yes, but are you good enough for it? cecily: i\u2019m afraid i\u2019m not that. that is why i want you to reform me. you might make that your mission, if you don\u2019t mind, cousin cecily.algernon : 06_0486_22_2015_1.1/g21 \u00a9/g3ucles/g3201/g2412",
+            "13": "55504540i\u2019m afraid i\u2019ve no time, this afternoon. cecily: well, would you mind my reforming myself this afternoon? algernon : it is rather quixotic of you. but i think you should try. cecily: i will. i feel better already. algernon : you are looking a little worse. cecily: that is because i am hungry. algernon : how thoughtless of me. i should have remembered that when one is going to lead an entirely new life, one requires regular and wholesome meals. won\u2019t you come in?cecily: thank you. might i have a buttonhole first? i have never any appetite unless i have a buttonhole first.algernon : a mar\u00e9chal niel? [ picks up scissors. ] cecily: no, i\u2019d sooner have a pink rose. algernon : why? [ cuts a flower. ] cecily: because you are like a pink rose, cousin cecily. algernon : i don\u2019t think it can be right for you to talk to me like that. miss prism never says such things to me.cecily: then miss prism is a short-sighted old lady. [ cecily puts the rose in his buttonhole .] you are the prettiest girl i ever saw.algernon : miss prism says that all good looks are a snare. cecily: they are a snare that every sensible man would like to be caught in. algernon : oh, i don\u2019t think i would care to catch a sensible man. i shouldn\u2019t know what to talk to him about.cecily: [from act 2 ] how does wilde make this first meeting between algernon and cecily so entertaining? or /g3\u2020/g312 \u2018a/g3girl /g3with /g3a/g3simple, /g3unspoilt /g3nature /g17\u2019 how /g3does /g3wilde /g3vividly /g3convey /g3to/g3you /g3that /g3this /g3is/g3not/g3an /g3accurate /g3view /g3of/g3gwendolen? 06_0486_22_2015_1.1/g21 \u00a9/g3ucles/g3201/g2413",
+            "14": "blank page 06_0486_22_2015_1.1/g21 \u00a9/g3ucles/g3201/g2414",
+            "15": "blank page 06_0486_22_2015_1.1/g21 \u00a9/g3ucles/g3201/g2415",
+            "16": "blank page permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. every reasonable effort has been made by the publisher (ucles) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the pub lisher 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 cambridg e international examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download at www .cie.org.uk after the live examination series. cambridge international examinations is part of the cambridge assessment group. cambridge assessment is the brand name of university of cambridge l ocal examinations syndicate (ucles), which is itself a department of the university of cambridge. 06_0486_22_2015_1.1/g21 \u00a9/g3ucles/g3201/g2416"
+        },
+        "0486_s15_qp_23.pdf": {
+            "1": "cambridge international examinations cambridge international general certificate of secondary education 0486/23 literature (english) may/june 2015paper 2 drama 1 hour 30 minutes additional materials: answer booklet/paper read these instructions first an answer  booklet  is provided  inside  this question  paper.  you should  follow  the instructions  on the front cover   of the answer  booklet.  if you need  additional  answer  paper  ask the invigilator  for a continuation  booklet. answer twoquestions. you must answer onepassage-based question (marked *) and oneessay question (marked \u2020). your questions must be on twodifferent plays. all questions in this paper carry equal marks. the syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificate. this document consists of 13printed pages and 3blank pages. [turn over06_0486_23_2015_1.13   \u00a9 ucles  2015 *8919178229*",
+            "2": "06_0486_23_2015_1.13 \u00a9 ucles 20152 arthur miller: all my sons remember to support your ideas with details from the text. either * 1read this passage, and then answer the question that follows it:keller:  what\u2019s she going to say? maybe we ought to tell her before she sees it. content removed due to copyright restrictions",
+            "3": "06_0486_23_2015_1.13 \u00a9 ucles 2015 [turn over3 chris:   sometimes you infuriate me, you know that? isn\u2019t it your business, too, if i tell this to  mother and she throws a fit about it? you have such a talent for ignoring things. how does miller vividly reveal the tensions in the keller family at this moment in the play.or \u2020 2 to what extent does miller make keller\u2019s suicide shocking for you?",
+            "4": "3530252015105j. b. priestley: an inspector calls remember to support your ideas with details from the text. either * 3read this passage, and then answer the question that follows it: [coolly ] at the end of january, last year, this girl eva smith had to leave milwards, because miss birling compelled them to discharge her, and then she stopped beinginspector: eva smith, looking for a job, and became daisy renton, with other ideas. [ sharply turning on him. ] mr croft, when did you first get to know her? an exclamation  of surprise  from birling and mrs birling .  where  did you get the idea that i did know  her? gerald: it\u2019s no use, gerald. you\u2019re wasting time. sheila: as soon as i mentioned the name daisy renton, it was obvious you\u2019d known her. you gave yourself away at once.inspector: [bitterly ] of course he did. sheila: and anyhow i knew already. when and where did you first meet her? inspector: all right, if you must have it. i met her first, sometime in march last year, in the stalls bar at the palace. i mean the palace music hall here in brumley \u2013gerald: well, we didn\u2019t think you meant buckingham palace. sheila: [to sheila ] thanks. you\u2019re going to be a great help, i can see. you\u2019ve said your piece, and you\u2019re obviously going to hate this, so why on earth don\u2019t you leave usto it?gerald: nothing would induce me. i want to understand exactly what happens when a man says he\u2019s so busy at the works that he can hardly ever find time to come and seethe girl he\u2019s supposed to be in love with. i wouldn\u2019t miss it for worlds \u2013sheila: [with authority ] yes, mr croft \u2013 in the stalls bar at the palace variety theatre \u2026 inspector: i happened to look in, one night, after a rather long dull day, and as the show wasn\u2019t very bright, i went down into the bar for a drink. it\u2019s a favourite haunt of women ofthe town \u2013gerald: women of the town? mrs birling: yes, yes. but i see no point in mentioning the subject \u2013 especially \u2013 [ indicating sheila .]birling: it would be much better if sheila didn\u2019t listen to this story at all. mrs birling: but you\u2019re forgetting i\u2019m supposed to be engaged to the hero of it. go on, gerald. you went down into the bar, which is a favourite haunt of women of the town.sheila: i\u2019m glad i amuse you \u2013 gerald: [sharply ] come along, mr croft. what happened? inspector: i didn\u2019t propose to stay long down there. i hate those hard-eyed dough-faced women. but then i noticed a girl who looked quite different. she was very pretty \u2013 soft brown hair and big dark eyes \u2013 [ breaks off ]. my god!gerald: what\u2019s the matter? inspector: 06_0486_23_2015_1.13 \u00a9 ucles 20154",
+            "5": "55504540[distressed ] sorry \u2013 i \u2013 well, i\u2019ve suddenly realized \u2013 taken it in properly \u2013 that she\u2019s dead \u2013gerald: [harshly ] yes, she\u2019s dead. inspector: and probably between us we killed her. sheila: [sharply ] sheila, don\u2019t talk nonsense. mrs birling: you wait, mother. sheila: [to gerald ]g oo n . inspector: she looked young and fresh and charming and altogether out of place down there. and obviously she wasn\u2019t enjoying herself. old joe meggarty, half-drunk andgoggle-eyed, had wedged her into a corner with that obscene fat carcase of his \u2013gerald: [cutting in ] there\u2019s no need to be disgusting. and surely you don\u2019t mean alderman meggarty?mrs birling: of course i do. he\u2019s a notorious womanizer as well as being one of the worst sots and rogues in brumley \u2013gerald: quite right. inspector: [staggered ] well, really! alderman meggarty! i must say, we arelearning something tonight.mrs birling: [coolly ] of course we are. but everybody knows about that horrible old meggarty. a girl i know had to see him at the town hall one afternoon and she only escaped witha torn blouse \u2013sheila: [sharply, shocked ] sheila! birling: [from act 2 ] how does priestley make this such a tense and dramatic moment in the play? o r\u20204 how far does priestley convince you that, by the end of the play, mr and mrs birling have learnt anything? [turn over 06_0486_23_2015_1.13 \u00a9 ucles 20155",
+            "6": "3530252015105william shakespeare: the merchant of venice remember to support your ideas with details from the text. either * 5read this passage, and then answer the question that follows it: [to nerissa ] by yonder moon i swear you do me wrong; in faith, i gave it to the judge\u2019s clerk.would he were gelt that had it, for my part,since you do take it, love, so much at heart.gratiano: a quarrel, ho, already! what\u2019s the matter? portia: about a hoop of gold, a paltry ring that she did give me, whose posy wasfor all the world like cutler\u2019s poetryupon a knife, \u2018love me, and leave me not\u2019.gratiano: what talk you of the posy or the value? you swore to me, when i did give it you,that you would wear it till your hour of death,and that it should lie with you in your grave;though not for me, yet for your vehement oaths,you should have been respective and have kept it.gave it a judge\u2019s clerk! no, god\u2019s my judge,the clerk will ne\u2019er wear hair on\u2019s face that had it.nerissa: he will, an if he live to be a man. gratiano: ay, if a woman live to be a man. nerissa: now by this hand i gave it to a youth, a kind of boy, a little scrubbed boyno higher than thyself, the judge\u2019s clerk;a prating boy that begg\u2019d it as a fee;i could not for my heart deny it him.gratiano: you were  to blame,  i must  be plain  with you,  to part so slightly  with your wife\u2019s  first gift, a thing  stuck  on with oaths  upon  your finger   and so riveted  with faith unto your flesh. i  gave  my love a ring, and made  him swear   never  to part with it, and here he stands; i dare be sworn  for him he would  not leave  it  nor pluck  it from his finger  for the wealth   that the world  masters.  now,  in faith gratiano,   you give your wife too unkind  a cause  of grief;   an \u2019twere  to me, i should  be mad at it.portia: [aside ] why, i were best to cut my left hand off, and swear i lost the ring defending it.bassanio: 06_0486_23_2015_1.13 \u00a9 ucles 20156",
+            "7": "70656055504540my lord bassanio gave his ring away unto the judge that begg\u2019d it, and indeeddeserv\u2019d it too; and then the boy, his clerk,that took some pains in writing, he begg\u2019d mine;and neither man nor master would take aughtbut the two rings.gratiano: what ring gave you, my lord? not that, i hope, which you receiv\u2019d of me.portia: if i could add a lie unto a fault, i would deny it; but you see my fingerhath not the ring upon it; it is gone.bassanio: even so void is your false heart of truth; by heaven, i will ne\u2019er come in your beduntil i see the ring.portia: nor i in yours till i again see mine.nerissa: sweet portia, if you did know to whom i gave the ring,if you did know for whom i gave the ring,and would conceive for what i gave the ring,and how unwillingly i left the ring.when nought would be accepted but the ring,you would abate the strength of your displeasure.bassanio: if you had known the virtue of the ring, or half her worthiness that gave the ring,or your own honour to contain the ring,you would not then have parted with the ring,what man is there so much unreasonable,if you had pleas\u2019d to have defended itwith any terms of zeal, wanted the modestyto urge the thing held as a ceremony?nerissa teaches me what to believe:i\u2019ll die for\u2019t but some woman had the ring.portia: [from act 5 scene1 ] how does shakespeare make this such an entertaining and satisfying moment in the play? or \u2020 6 \u2018a kinder  gentleman  treads  not the earth. \u2019 to what  extent  does  shakespeare \u2019s portrayal  of antonio  persuade  you that this opinion  of him is true? [turn over 06_0486_23_2015_1.13 \u00a9 ucles 20157",
+            "8": "403530252015105william shakespeare: a midsummer  night \u2019s dream   remember to support your ideas with details from the text . either * 7read this passage, and then answer the question that follows it: dark night, that from the eye his function takes, the ear more quick of apprehension makes;wherein it doth impair the seeing sense,it pays the hearing double recompense.thou art not by mine eye, lysander, found;mine ear, i thank it, brought me to thy sound.but why unkindly didst thou leave me so?hermia: why should he stay whom love doth press to go? lysander: what love could press lysander from my side? hermia: lysander\u2019s love, that would not let him bide \u2013 fair helena, who more engilds the nightthan all yon fiery oes and eyes of light.why seek\u2019st thou me? could not this make thee knowthe hate i bare thee made me leave thee so?lysander: you speak not as you think; it cannot be. hermia: lo, she is one of this confederacy! now i perceive they have conjoin\u2019d all threeto fashion this false sport in spite of me.injurious hermia! most ungrateful maid!have you conspir\u2019d, have you with these contriv\u2019d,to bait me with this foul derision?is all the counsel that we two have shar\u2019d,the sisters\u2019 vows, the hours that we have spent,when we have chid the hasty-footed timefor parting us \u2013 o, is all forgot?all school-days\u2019 friendship, childhood innocence?we, hermia, like two artificial gods,have with our needles created both one flower,both on one sampler, sitting on one cushion,both warbling of one song, both in one key;as if our hands, our sides, voices, and minds,had been incorporate. so we grew together.like to a double cherry, seeming parted,but yet an union in partition,two lovely berries moulded on one stem;so, with two seeming bodies, but one heart;two of the first, like coats in heraldry,due but to one, and crowned with one crest.and will you rent our ancient love asunder,to join with men in scorning your poor friend?it is not friendly,\u2019tis not maidenly;our sex, as well as i, may chide you for it,though i alone do feel the injury.helena: 06_0486_23_2015_1.13 \u00a9 ucles 20158",
+            "9": "706560555045i am amazed at your passionate words; i scorn you not; it seems that you scorn me.hermia: have you not set lysander, as in scorn, to follow me and praise my eyes and face?and made your other love, demetrius,who even but now did spurn me with his foot,to call me goddess, nymph, divine, and rare,precious, celestial? wherefore speaks he thisto her he hates? and wherefore doth lysanderdeny your love, so rich within his soul,and tender me, forsooth, affection,but by your setting on, by your consent?what though i be not so in grace as you,so hung upon with love, so fortunate,but miserable most, to love unlov\u2019d?this you should pity rather than despise.helena: i understand not what you mean by this. hermia: ay, do \u2013 persever, counterfeit sad looks, make mouths upon me when i turn my back,wink each at other; hold the sweet jest up;this sport, well carried, shall be chronicled.if you have any pity, grace, or manners,you would not make me such an argument.but fare ye well; \u2019tis partly my own fault,which death, or absence, soon shall remedy.helena: stay, gentle helena; hear my excuse; my love, my life, my soul, fair helena!lysander: o excellent! helena: [from act 3 scene 2 ] in what ways does shakespeare make this such an emotional and dramatic moment in the play? o r\u20208 to what extent do you think that shakespeare suggests that \u2018love is blind\u2019 in the play? [turn over 06_0486_23_2015_1.13 \u00a9 ucles 20159",
+            "10": "3530252015105william shakespeare: the tempest remember to support your ideas with details from the text. either * 9read this passage, and then answer the question that follows it: prospero and ariel remain, invisible. enter caliban, stephano, and trinculo, all wet. pray you, tread softly, that the blind mole may not hear a foot fall; we now are near his cell.caliban: monster, your fairy, which you say is a harmless fairy, has done little better than play\u2019d the jack with us.stephano: monster, i do smell all horse-piss at which my nose is in great indignation. trinculo : so is mine. do you hear, monster? if i should take a displeasure against you, look you \u2013stephano: thou wert but a lost monster. trinculo: good my lord, give me thy favour still. be patient, for the prize i\u2019ll bring thee toshall hoodwink this mischance; therefore speak softly.all\u2019s hush\u2019d as midnight yet.caliban: ay, but to lose our bottles in the pool! trinculo : there is not only disgrace and dishonour in that, monster, but an infinite loss. stephano: that\u2019s more to me than my wetting; yet this is your harmless fairy, monster. trinculo: stephano:  i will fetch  off my bottle,  though  i be o\u2019er ears for my labour. prithee, my king, be quiet. seest thou here, this is the mouth o\u2019 th\u2019 cell; no noise, and enter.do that good mischief which may make this island,thine own for ever, and i, thy caliban,for aye thy foot-licker.caliban: give me thy hand. i do begin to have bloody thoughts. stephano: o king stephano! o peer! o worthy stephano! look what a wardrobe here is for thee! trinculo: let it alone, thou fool; it is but trash. caliban: o, ho, monster; we know what belongs to a frippery. o king stephano! trinculo : put off that gown, trinculo; by this hand, i\u2019ll have that gown. stephano: thy grace shall have it. trinculo : the dropsy drown this fool! what do you mean to dote thus on such luggage? let\u2019t alone,and do the murder first. if he awakefrom toe to crown he\u2019ll fill our skins with pinches;make us strange stuff.caliban: be you quiet, monster. mistress line, is not this my jerkin? now is the jerkin under the line; now, jerkin, you are like to lose your hair, and prove a bald jerkin.stephano: do, do. we steal by line and level, an\u2019t like your grace. trinculo: 06_0486_23_2015_1.13 \u00a9 ucles 201510",
+            "11": "6055504540i thank thee for that jest; here\u2019s a garment for\u2019t. wit shall not go unrewarded while i am king of this country. \u2018steal by line and level\u2019 is an excellent pass of pate; there\u2019sanother garment for\u2019t.stephano: monster, come, put some lime upon your fingers, and away with the rest. trinculo : i will have none on\u2019t. we shall lose our time, and all be turn\u2019d to barnacles, or to apeswith foreheads villainous low.caliban: monster, lay-to your fingers; help to bear this away where my hogshead of wine is, or i\u2019ll turn you out of my kingdom. go to, carry this.stephano: and this. trinculo : ay, and this. stephano: a noise of hunters heard. enter divers spirits, in shape of dogs and hounds, hunting them about; prospero and ariel setting them on. hey, mountain, hey! prospero: silver! there it goes, silver! ariel: fury, fury! there, tyrant, there! hark, hark! [caliban, stephano, and trinculo are driven out ] go charge my goblins that they grind their jointswith dry convulsions, shorten up their sinewswith aged cramps, and more pinch-spotted make themthan pard or cat o\u2019 mountain.prospero: hark, they roar. ariel: let them be hunted soundly. at this hour lies at my mercy all mine enemies.shortly shall all my labours end, and thoushalt have the air at freedom; for a littlefollow, and do me service.prospero: [from act 4 scene 1 ] how does shakespeare make this moment in the play so entertaining and yet serious at the same time? o r\u20201 0 explore the ways in which shakespeare memorably portrays the relationship between prospero and ariel. [turn over 06_0486_23_2015_1.13 \u00a9 ucles 201511",
+            "12": "3530252015105oscar wilde: the importance of being earnest remember to support your ideas with details from the text. either * 11read this passage, and then answer the question that follows it: charming day it has been, miss fairfax. jack: pray don\u2019t talk to me about the weather, mr worthing. whenever people talk to me about the weather, i always feel quite certain that they mean something else. andthat makes me so nervous.gwendolen: i do mean something else. jack: i thought so. in fact, i am never wrong. gwendolen: and i would like to be allowed to take advantage of lady bracknell\u2019s temporary absence. . . .jack: i would certainly advise you to do so. mamma has a way of coming back suddenly into a room that i have often had to speak to her about.gwendolen: [nervously ] miss fairfax, ever since i met you i have admired you more than any g i r l...i have ever met sinc e...im e t you.jack: yes, i am quite well aware of the fact. and i often wish that in public, at any rate, you had been more demonstrative. for me you have always had an irresistiblegwendolen: fascination. even before i met you i was far from indifferent to you. [jack looks at her in amazement .] we live, as i hope you know, mr worthing, in an age of ideals. the fact is constantly mentioned in the more expensive monthly magazines, andhas reached the provincial pulpits, i am told; and my ideal has always been to lovesomeone of the name of ernest. there is something in that name that inspiresabsolute confidence. the moment algernon first mentioned to me that he had afriend called ernest, i knew i was destined to love you. you really love me, gwendolen? jack: passionately! gwendolen: darling! you don\u2019t know how happy you\u2019ve made me. jack: my own ernest! gwendolen: but you don\u2019t really mean to say that you couldn\u2019t love me if my name wasn\u2019t ernest? jack: but your name is ernest. gwendolen: yes, i know it is. but supposing it was something else? do you mean to say you couldn\u2019t love me then?jack: [glibly ] ah! that is clearly a metaphysical speculation, and like most metaphysical speculations has very little reference at all to the actual facts of real life, as we knowthem.gwendolen: personally, darling, to speak quite candidly, i don\u2019t much care about the name of e r n e s t i don\u2019t think the name suits me at all.jack: it suits you perfectly. it is a divine name. it has music of its own. it produces vibrations.gwendolen: well, really, gwendolen, i must say that i think there are lots of other much nicer names. i think jack, for instance, a charming name.jack: 06_0486_23_2015_1.13 \u00a9 ucles 201512",
+            "13": "656055504540jack? . . . no, there is very little music in the name jack, if any at all, indeed. it does not thrill. it produces absolutely no vibrations. ...i have known several jacks, andgwendolen: they all, without exception, were more than usually plain. besides, jack is a notorious domesticity for john! and i pity any woman who is married to a man called john.she would probably never be allowed to know the entrancing pleasure of a singlemoment\u2019s solitude. the only really safe name is ernest. gwendolen, i must get christened at once \u2013 i mean we must get married at once. there is no time to be lost.jack: married, mr worthing? gwendolen: [astounded ]w e l l...s u r e l y .y o uk n o wt h a til o v ey o u ,a n dy o ul e dm et o believe, miss fairfax, that you were not absolutely indifferent to me.jack: i adore you. but you haven\u2019t proposed to me yet. nothing has been said at all about marriage. the subject has not even been touched on.gwendolen: w e l l...m a yip r opose to you now? jack: i think it would be an admirable opportunity. and to spare you any possible disappointment, mr worthing, i think it only fair to tell you quite frankly beforehandthat i am fully determined to accept you.gwendolen: gwendolen! jack: yes, mr worthing, what have you got to say to me? gwendolen: you know what i have got to say to you. jack: yes, but you don\u2019t say it. gwendolen: gwendolen, will you marry me? [ goes on his knees. ] jack: of course i will, darling. how long you have been about it! i am afraid you have had very little experience in how to propose.gwendolen: my own one, i have never loved anyone in the world but you. jack: yes, but men often propose for practice. i know my brother gerald does. all my girl-friends tell me so. what wonderfully blue eyes you have, ernest! they are quite,gwendolen: quite blue. i hope you will always look at me just like that, especially when there are other people present. [from act 1 ] how does wilde amusingly make it clear to you at this moment in the play that gwendolen is the more powerful partner in her relationship with jack? o r\u20201 2 jack describes lady bracknell as \u2018a monster\u2019. how far does wilde convince you that this is a fair description of her? 06_0486_23_2015_1.13 \u00a9 ucles 201513",
+            "14": "blank page 06_0486_23_2015_1.13 \u00a9 ucles 201514",
+            "15": "blank page 06_0486_23_2015_1.13 \u00a9 ucles 201515",
+            "16": "blank page permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. every reasonable effort has been made by the publisher (ucles) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the pub lisher 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 cambridg e international examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download at www.cie.o rg.uk after the live examination series. cambridge international examinations is part of the cambridge assessment group. cambridge assessment is the brand name of university of cambridge l ocal examinations syndicate (ucles), which is itself a department of the university of cambridge. 06_0486_23_2015_1.13 \u00a9 ucles 201516"
+        },
+        "0486_s15_qp_31.pdf": {
+            "1": "th/g72 syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificate.  this document consists of 13 printed pages, 3 blank pages and 1 insert.  06_0486_31_2015_1. 2   \u00a9 ucles 2015 [turn over *7010296440*cambridge international examinations  cambridge international general certificate of secondary education  literature (english) 0486/31    paper 3 drama (open text) may/june 2015 45 minutes  texts studied should be taken into the examination.  read these instructions first  an answer booklet is provided inside this question paper. you should follow the instructions on the front  cover of the answer booklet. if you need additional answer paper ask the invigilator for a continuation booklet.  answer one question.  all questions in this paper carry equal marks. ",
+            "2": "06_0486_31_2015_1.2 \u00a9 ucles 20152 arthur miller: all my sons remember to support your ideas with details from the text. either 1read this passage, and then answer the question that follows it:sue: is my husband \u2013 ? content removed due to copyright restrictions",
+            "3": "06_0486_31_2015_1.2 \u00a9 ucles 2015 [turn over3  he meets a man and makes a statue out of him. explore the ways in which miller makes this such a dramatic and revealing moment in the play.or 2 how does miller make kate\u2019s self-deception such a memorable feature of the play?",
+            "4": "3530252015105j. b. priestley: an inspector calls remember to support your ideas with details from the text. either  3 read  this passage,  and then  answer  the question  that follows  it: how could i know what would happen afterwards? if she\u2019d been some miserable plain little creature, i don\u2019t suppose i\u2019d have done it. but she was very pretty and looked asif she could take care of herself. i couldn\u2019t be sorry for her.sheila: in fact, in a kind of way, you might be said to have been jealous of her. inspector: yes, i suppose so. sheila: and so you used the power you had, as a daughter of a good customer and also of a man well-known in the town, to punish the girl just because she made you feel likethat?inspector: yes, but it didn\u2019t seem to be anything very terrible at the time. don\u2019t you understand? and if i could help her now, i would \u2013sheila: [harshly ] yes, but you can\u2019t. it\u2019s too late. she\u2019s dead. inspector: my god, it\u2019s a bit thick, when you come to think of it \u2013 eric: [stormily ] oh shut up, eric. i know, i know. it\u2019s the only time i\u2019ve ever done anything like that, and i\u2019ll never, never do it again to anybody. i\u2019ve noticed them giving me asheila: sort of look sometimes at milwards \u2013 i noticed it even this afternoon \u2013 and i suppose some of them remember. i feel now i can never go there again. oh \u2013 why had this tohappen? [sternly ] that\u2019s what i asked myself tonight when i was looking at that dead girl. and then i said to myself: \u2018well, we\u2019ll try to understand why it had to happen?\u2019 and that\u2019sinspector: why i\u2019m here, and why i\u2019m not going until i know allthat happened. eva smith lost her job with birling and company because the strike failed and they were determined notto have another one. at last she found another job \u2013 under what name i don\u2019t know\u2013 in a big shop, and had to leave there because you were annoyed with yourself andpassed the annoyance on to her. now she had to try something else. so first shechanged her name to daisy renton \u2013 [startled ] what? gerald: [steadily ] i said she changed her name to daisy renton. inspector: [pulling himself together ] d\u2019you mind if i give myself a drink, sheila? gerald: sheila merely nods, still staring at him, and he goes across to the tantalus on the sideboard for a whisky. where is your father, miss birling? inspector: he went into the drawing-room, to tell my mother what was happening here. eric, take the inspector along to the drawing-room.sheila: as eric moves, the inspector looks from sheila to gerald, then goes out with eric. well, gerald? [trying to smile ] well what, sheila? gerald: how did you come to know this girl \u2013 eva smith? sheila: 06_0486_ 31_2015_1. 2 \u00a9 ucles 20154",
+            "5": "656055504540i didn\u2019t. gerald: daisy renton then \u2013 it\u2019s the same thing. sheila: why should i have known her? gerald: oh don\u2019t be stupid. we haven\u2019t much time. you gave yourself away as soon as he mentioned her other name.sheila: all right, i knew her. let\u2019s leave it at that. gerald: we can\u2019t leave it at that. sheila: [approaching he r] now listen, darling \u2013 gerald: no, that\u2019s no use. you not only knew her but you knew her very well. otherwise, you wouldn\u2019t look so guilty about it. when did you first get to know her?sheila: he does not reply. was it after she left milwards? when she changed her name, as he said, and began to lead a different sort of life? were you seeing her last spring and summer, duringthat time when you hardly came near me and said you were so busy? were you? he does not reply but looks at her. yes, of course you were.i\u2019m sorry, sheila. but it was all over and done with, last summer. i hadn\u2019t set eyes on the girl for at least six months. i don\u2019t come into this suicide business.gerald: i thought i didn\u2019t, half an hour ago. sheila: you don\u2019t. neither of us does. so \u2013 for god\u2019s sake \u2013 don\u2019t say anything to the inspector. gerald: about you and this girl? sheila: yes. we can keep it from him. gerald: [laughs rather hysterically ] why \u2013 you fool \u2013 he know s.of course he knows. and i hate to think how much he knows that we don\u2019t know yet. you\u2019ll see, you\u2019ll see.sheila: she looks at him almost in triumph. he looks crushed. the door slowly opens and the inspector appears, looking steadily and searchingly at them. well? inspector: end of act one [from act 1 ] how does priestley make this such a powerful ending to act 1? or 4 mrs birling  says  that eric  is \u2018only  a boy\u2019. to what  extent  does  priestley  make  you agree  with  her? [turn  /g82ver06_0486_ 31_2015_1. 2 \u00a9 ucles 20155",
+            "6": "403530252015105william shakespeare: the merchant of venice remember to support your ideas with details from the text. either  5 read this passage, and then answer the question that follows it: make room, and let him stand before our face. shylock, the world thinks, and i think so too,that thou but leadest this fashion of thy maliceto the last hour of act; and then, \u2019tis thought,thou\u2019lt show thy mercy and remorse, more strangethan is thy strange apparent cruelty;and where thou now exacts the penalty,which is a pound of this poor merchant\u2019s flesh,thou wilt not only loose the forfeiture,but, touch\u2019d with human gentleness and love,forgive a moiety of the principal,glancing an eye of pity on his losses,that have of late so huddled on his back \u2013enow to press a royal merchant down,and pluck commiseration of his statefrom brassy bosoms and rough hearts of flint,from stubborn turks and tartars, never train\u2019dto offices of tender courtesy.we all expect a gentle answer, jew.duke: i have  possess\u2019d  your grace  of what  i purpose,   and by our holy sabbath  have  i sworn to have  the due and forfeit  of my bond. if you deny  it, let the danger  light upon  your charter  and your city\u2019s  freedom.   you\u2019ll  ask me why  i rather  choose  to have a weight  of carrion  flesh  than to receive three  thousand  ducats.  i\u2019ll not answer  that,  but say it is my humour  \u2013 is it answer\u2019d? what  if my house  be troubled  with a rat, and i be pleas\u2019d  to give ten thousand  ducats   to have  it ban\u2019d?  what,  are you answer\u2019d  yet? some  men there  are love not a gaping  pig;  some  that are mad if they behold  a cat; and others,  when  the bagpipe  sings  i\u2019 th\u2019 nose,   cannot  contain  their urine;  for affection,   mistress  of passion,  sways  it to the mood of what  it likes or loathes.  now,  for your answer:   as there  is no firm reason  to be rend\u2019red why he cannot  abide  a gaping  pig; why he, a harmless  necessary  cat; why he, a woollen  bagpipe,  but of force must  yield to such  inevitable  shame as to offend,  himself  being  offended;shylock: 06_0486_ 31_2015_1. 2 \u00a9 ucles 20156",
+            "7": "5045so can i give no reason, nor i will not, more than a lodg\u2019d hate and a certain loathingi bear antonio, that i follow thusa losing suit against him. are you answered? this is no answer, thou unfeeling man, to excuse the current of thy cruelty.bassanio: i am not bound to please thee with my answers. shylock: do all men kill the things they do not love? bassanio: hates any man the thing he would not kill? shylock: every offence is not a hate at first. bassanio: what, wouldst thou have a serpent sting thee twice? shylock: [from act 4 scene 1 ] does shakespeare make it possible for you to have any sympathy for shylock at this moment in the play? or 6 explore  the ways  in which  shakespeare  makes  you admire  portia. [turn  /g82ver 06_0486_ 31_2015_1. 2 \u00a9 ucles 20157",
+            "8": "3530252015105william  shakespeare:  a/g3midsummer /g3night /g182s/g3dream /g3 remember  to support  your  ideas  with details  from  the text. either  7 read this passage, and then answer the question that follows it: enter quince, snug, bottom, flute, snout and starveling . is all our company here? quince: you were best to call them generally, man by man, according to the scrip. bottom: here is the scroll of every man\u2019s name which is thought fit, through all athens, to play in our interlude before the duke and the duchess on his wedding-day at night.quince: first, good peter quince, say what the play treats on; then read the names of the actors; and so grow to a point.bottom: marry, our play is \u2018the most lamentable comedy and most cruel death of pyramus and thisby\u2019.quince: a very good piece of work, i assure you, and a merry. now, good peter quince, call forth your actors by the scroll. masters, spread yourselves.bottom: answer, as i call you. nick bottom, the weaver. quince: ready. name what part i am for, and proceed. bottom: you, nick bottom, are set down for pyramus. quince: what is pyramus? a lover, or a tyrant? bottom: a lover, that kills himself most gallant for love. quince: that will ask some tears in the true performing of it. if i do it, let the audience look to their eyes; i will move storms; i will condole in some measure. to the rest \u2013 yet mybottom: chief humour is for a tyrant. i could play ercles rarely, or a part to tear a cat in, to make all split. \u2018the raging rocksand shivering shocksshall break the locks of prison gates; and phibbus\u2019 carshall shine from far,and make and mar the foolish fates.\u2019 this was lofty. now name the rest of the players. this is ercles\u2019 vein, a tyrant\u2019s vein:a lover is more condoling. francis flute, the bellows-mender. quince: here, peter quince. flute: flute, you must take thisby on you. quince: what is thisby? a wand\u2019ring knight? flute: it is the lady that pyramus must love. quince: nay, faith, let not me play a woman; i have a beard coming. flute: that\u2019s all one; you shall play it in a mask, and you may speak as small as you will. quince: 06_0486_ 31_2015_1. 2 \u00a9 ucles 20158",
+            "9": "55504540an i may hide my face, let me play thisby too. i\u2019ll speak in a monstrous little voice: \u2018thisne, thisne!\u2019 [ then speaking small ] \u2018ah pyramus, my lover dear! thy thisby dear, and lady dear!\u2019bottom: no, no, you must play pyramus; and, flute, you thisby. quince: well; proceed. bottom: robin starveling, the tailor. quince: here, peter quince. starveling: robin starveling, you must play thisby\u2019s mother. tom snout, the tinker. quince: here, peter quince. snout: you, pyramus\u2019 father; myself, thisby\u2019s father; snug, the joiner, you, the lion\u2019s part. and, i hope, here is a play fitted.quince: have you the lion\u2019s part written? pray you, if it be, give it me, for i am slow of study. snug: you may do it extempore, for it is nothing but roaring. quince: let me play the lion too. i will roar that i will do any man\u2019s heart good to hear me; i will roar that i will make the duke say \u2018let him roar again, let him roar again\u2019.bottom: an you should do it too terribly, you would fright the duchess and the ladies, that they would shriek; and that were enough to hang us all.quince: that would hang us, every mother\u2019s son. all: [from act 1 scene  2/g64  how does  shakespeare  make  this such  an entertaining  introduction  to bottom  and the mechanicals? or 8 puck  says \u2018what  fools  these  mortals  be\u2019. to what  extent  does  shakespeare  make  you share  puck /g182s view of human  characters  in the play? [turn  /g82ver06_0486_ 31_2015_1. 2 \u00a9 ucles 20159",
+            "10": "403530252015105william shakespeare: the tempest remember to support your ideas with details from the text. either  9 read  this passage,  and then  answer  the question  that follows  it: if by your art, my dearest father, you have put the wild waters in this roar, allay them.the sky, it seems, would pour down stinking pitch,but that the sea, mounting to th\u2019 welkin\u2019s cheek,dashes the fire out. o, i have sufferedwith those that i saw suffer! a brave vessel,who had no doubt some noble creature in her,dash\u2019d all to pieces! o, the cry did knockagainst my very heart! poor souls, they perish\u2019d.had i been any god of power, i wouldhave sunk the sea within the earth or ereit should the good ship so have swallow\u2019d andthe fraughting souls within her.miranda: be collected; no more amazement; tell your piteous heartthere\u2019s no harm done.prospero: o, woe the day! miranda: no harm. i have done nothing but in care of thee,of thee, my dear one, thee, my daughter, whoart ignorant of what thou art, nought knowingof whence i am, nor that i am more betterthan prospero, master of a full poor cell,and thy no greater father.prospero: more to know did never meddle with my thoughts.miranda: /g182tis time i should  inform  thee farther.  lend  thy hand, and pluck  my magic  garment  from me. so, /g62lays  down  his mantle /g64  lie there  my art. wipe  thou thine  eyes;  have  comfort. the direful  spectacle  of the wreck,  which  touch\u2019d the very virtue  of compassion  in thee, i have  with such  provision  in mine  art so safely  ordered  that there  is no soul \u2013 no, not so much  perdition  as an hair betid  to any creature  in the vessel which  thou heard\u2019st  cry, which  thou saw\u2019st  sink. sit down, for thou must  now know  farther.prospero: you have often begun to tell me what i am; but stopp\u2019d,and left me to a bootless inquisition,concluding \u2018stay; not yet\u2019.miranda: 06_0486_ 31_2015_1. 2 \u00a9 ucles 201510",
+            "11": "75706560555045the hour\u2019s now come; the very minute bids thee ope thine ear.obey, and be attentive. canst thou remembera time before we came unto this cell?i do not think thou canst; for then thou wast notout three years old.prospero: certainly, sir, i can. miranda: by what? by any other house, or person? of any thing the image, tell me, thathath kept with thy remembrance?prospero: \u2019tis far off, and rather like a dream than an assurancethat my remembrance warrants. had i notfour, or five, women once, that tended me?miranda: thou hadst, and more, miranda. but how is it that this lives in thy mind? what seest thou elsein the dark backward and abysm of time?if thou rememb\u2019rest aught, ere thou cam\u2019st here,how thou cam\u2019st here thou mayst.prospero: but that i do not. miranda: twelve year since, miranda, twelve year since, thy father was the duke of milan, anda prince of power.prospero: sir, are not you my father? miranda: thy mother was a piece of virtue, and she said thou wast my daughter; and thy fatherwas duke of milan, and his only heirand princess no worse issued.prospero: o, the heavens! what foul play had we that we came from thence?or blessed was\u2019t we did?miranda: both, both, my girl. by foul play, as thou say\u2019st, were we heav\u2019d thence;but blessedly holp hither.prospero: o, my heart bleeds to think o\u2019 th\u2019 teen that i have turn\u2019d you to,which is from my remembrance.miranda: [from act 1 scene 2 ] how does shakespeare make this such a striking introduction to prospero and miranda? or 10 to what  extent  do you think  shakespeare  suggests  that antonio  gets  what  he deserves  at the end of  the play? [turn  /g82ver 06_0486_ 31_2015_1. 2 \u00a9 ucles 201511",
+            "12": "3530252015105oscar wilde: the importance of being earnest remember to support your ideas with details from the text. either  11 read  this passage,  and then  answer  the question  that follows  it: cecily cardew? [ moving to her and shaking hands .] what a very sweet name! something tells me that we are going to be great friends. i like you already morethan i can say. my first impressions of people are never wrong.gwendolen: how nice of you to like me so much after we have known each other such a comparatively short time. pray sit down.cecily: [still standing up ]: i may call you cecily, may i not? gwendolen with pleasure! cecily: and you will always call me gwendolen, won\u2019t you? gwendolen: if you wish. cecily: then that is all quite settled, is it not? gwendolen: i hope so. [ a pause. they both sit down together. ] cecily: perhaps this might be a favourable opportunity for my mentioning who i am. my father is lord bracknell. you have never heard of papa, i suppose?gwendolen: i don\u2019t think so. cecily: outside the family circle, papa, i am glad to say, is entirely unknown. i think that is quite as it should be. the home seems to me to be the proper sphere for the man.gwendolen: and certainly once a man begins to neglect his domestic duties he becomes painfully effeminate, does he not? and i don\u2019t like that. it makes men so very attractive.cecily, mamma, whose views on education are remarkably strict, has brought meup to be extremely short-sighted; it is part of her system; so do you mind my lookingat you through my glasses? oh! not at all, gwendolen. i am very fond of being looked at. cecily: [after examining cecily carefully through a lorgnette ]:you are here on a short visit, i suppose.gwendolen oh no! i live here. cecily: [severely ]: really? your mother, no doubt, or some female relative of advanced years, resides here also?gwendolen oh no! i have no mother, nor, in fact, any relations. cecily: indeed? gwendolen: my dear guardian, with the assistance of miss prism, has the arduous task of looking after me.cecily: your guardian? gwendolen: yes, i am mr worthing\u2019s ward. cecily: oh! it is strange he never mentioned to me that he had a ward. how secretive of him! he grows more interesting hourly. i am not sure, however, that the news inspiresgwendolen: me with feelings of unmixed delight. [ rising and going to her. ]ia mv e r yf o n do f you, cecily; i have liked you ever since i met you! but i am bound to state that now 06_0486_ 31_2015_1. 2 \u00a9 ucles 201512",
+            "13": "6055504540that i know that you are mr worthing\u2019s ward, i cannot help expressing a wish you were \u2013 well, just a little older than you seem to be \u2013 and not quite so very alluringin appearance. in fact, if i may speak candidly \u2013 pray do! i think that whenever one has anything unpleasant to say, one should always be quite candid.cecily: well, to speak with perfect candour, cecily, i wish that you were fully forty-two, and more than usually plain for your age. ernest has a strong upright nature. he is thegwendolen: very soul of truth and honour. disloyalty would be as impossible to him as deception. but even men of the noblest possible moral character are extremely susceptible tothe influence of the physical charms of others. modern, no less than ancient history,supplies us with many most painful examples of what i refer to. if it were not so,indeed, history would be quite unreadable. i beg your pardon, gwendolen, did you say ernest? cecily: yes. gwendolen: oh, but it is not mr ernest worthing who is my guardian. it is his brother \u2013 his elder brother.cecily: [sitting down again ]: ernest never mentioned to me that he had a brother. gwendolen i am very sorry to say they have not been on good terms for a long time. cecily: ah! that accounts for it. and now that i think of it i have never heard any man mention his brother. the subject seems distasteful to most men. cecily, you havegwendolen: lifted a load from my mind. i was growing almost anxious. it would have been terrible if any cloud had come across a friendship like ours, would it not? of course you arequite, quite sure that it is not mr ernest worthing who is your guardian? quite sure. [ ap a u s e .] in fact, i am going to be his. cecily: [from act 2 ] how does wilde make this such an entertaining moment in the play? or 12 in what  ways  do you think  wilde  is making  criticisms  of society  through  the comedy  of the play? 06_0486_ 31_2015_1. 2 \u00a9 ucles 201513",
+            "14": "blank page 06_0486_ 31_2015_1. 2 \u00a9 ucles 201514",
+            "15": "blank page 06_0486_ 31_2015_1. 2 \u00a9 ucles 201515",
+            "16": "blank page permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. every reasonable effort has been made by the publisher (ucles) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the pub lisher 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 cambridg e international examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download at www .cie.org.uk after the live examination series. cambridge international examinations is part of the cambridge assessment group. cambridge assessment is the brand name of university of cambridge l ocal examinations syndicate (ucles), which is itself a department of the university of cambridge. 06_0486_ 31_2015_1. 2 \u00a9 ucles 201516"
+        },
+        "0486_s15_qp_32.pdf": {
+            "1": "th/g72 syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificate.  this document consists of 13 printed pages, 3 blank pages and 1 insert.  06_0486_32_2015_1. 2   \u00a9 ucles 2015 [turn over *4940784481*cambridge international examinations  cambridge international general certificate of secondary education  literature (english) 0486/32    paper 3 drama (open text) may/june 2015 45 minutes  texts studied should be taken into the examination.  read these instructions first  an answer booklet is provided inside this question paper. you should follow the instructions on the front  cover of the answer booklet. if you need additional answer paper ask the invigilator for a continuation booklet.  answer one question.  all questions in this paper carry equal marks. ",
+            "2": "06_0486_32_2015_1.2 \u00a9 ucles 20152 arthur miller: all my sons remember to support your ideas with details from the text. either 1read this passage, and then answer the question that follows it: [ jim bayliss rounds corner of driveway, walking rapidly. content removed due to copyright restrictions",
+            "3": "06_0486_32_2015_1.2 \u00a9 ucles 2015 [turn over3 george:  why, afraid you\u2019ll forget him? how does miller make this such a powerfully dramatic moment in the play?or 2 the stage directions at the beginning of act 1 describe joe keller as \u2018a man amoung men\u2019.how far does miller make you agree with this description of joe?",
+            "4": "403530252015105j. b. priestley: an inspector calls remember to support your ideas with details from the text. either  3 read this passage, and then answer the question that follows it: [who has put ring on, admiringly ] i think it\u2019s perfect. now i really feel engaged. sheila: so you ought, darling. it\u2019s a lovely ring. be careful with it. mrs birling: careful! i\u2019ll never let it out of my sight for an instant. sheila: [smiling ] well, it came just at the right moment. that was clever of you, gerald. now, arthur, if you\u2019ve got no more to say, i think sheila and i had better go in thedrawing-room and leave you men \u2013mrs birling: [rather heavily ] i just want to say this. [ noticing that sheila is still admiring her ring. ] are you listening, sheila? this concerns you too. and after all i don\u2019t often makespeeches at you \u2013birling: i\u2019m sorry, daddy. actually i was listening. sheila: she looks attentive, as they all do. he holds them for a moment before continuing. i\u2019m delighted about this engagement and i hope it won\u2019t be too long before you\u2019re married. and i want to say this. there\u2019s a good deal of silly talk about these days \u2013birling: but\u2013 and i speak as a hard-headed business man, who has to take risks and know what he\u2019s about \u2013 i say, you can ignore all this silly pessimistic talk. when you marry,you\u2019ll be marrying at a very good time. yes, a very good time \u2013 and soon it\u2019ll be aneven better time. last month, just because the miners came out on strike, there\u2019s alot of wild talk about possible labour trouble in the near future. don\u2019t worry. we\u2019vepassed the worst of it. we employers at last are coming together to see that ourinterests \u2013 and the interests of capital \u2013 are properly protected. and we\u2019re in for atime of steadily increasing prosperity. i believe you\u2019re right, sir. gerald: what about war? eric: glad you mentioned it, eric. i\u2019m coming to that. just because the kaiser makes a speech or two, or a few german officers have too much to drink and begin talkingbirling: nonsense, you\u2019ll hear some people say that war\u2019s inevitable. and to that i say \u2013 fiddlesticks! the germans don\u2019t want war. nobody wants war, except somehalf-civilised folks in the balkans. and why? there\u2019s too much at stake these days.everything to lose and nothing to gain by war. yes, i know \u2013 but still \u2013 eric: just let me finish, eric. you\u2019ve a lot to learn yet. and i\u2019m talking as a hard-headed, practical man of business. and i say there isn\u2019t a chance of war. the world\u2019sbirling: developing so fast that it\u2019ll make war impossible. look at the progress we\u2019re making. in a year or two we\u2019ll have aeroplanes that will be able to go anywhere. and look atthe way the automobile\u2019s making headway \u2013 bigger and faster all the time. and then ships. why, a friend of mine went over this new liner last week \u2013 the titanic \u2013s h e sails next week \u2013 forty-six thousand eight hundred tons \u2013 forty-six thousand eighthundred tons \u2013 new york in five days \u2013 and every luxury \u2013 and unsinkable, absolutelyunsinkable. that\u2019s what you\u2019ve got to keep your eye on, facts like that, progress likethat \u2013 and not a few german officers talking nonsense and a few scaremongers here 06_0486_ 32_2015_1. 2 \u00a9/g3ucles /g3201/g244",
+            "5": "555045making a fuss about nothing. now you three young people, just listen to this \u2013 and remember what i\u2019m telling you now. in twenty or thirty years\u2019 time \u2013 let\u2019s say, in 1940\u2013 you may be giving a little party like this \u2013 your son or daughter might be gettingengaged \u2013 and i tell you, by that time you\u2019ll be living in a world that\u2019ll have forgottenall these capital versus labour agitations and all these silly little war scares. there\u2019llbe peace and prosperity and rapid progress everywhere \u2013 except of course in russia,which will always be behindhand naturally. arthur! mrs birling: as mrs birling shows signs of interrupting. yes, my dear, i know \u2013 i\u2019m talking too much. but you youngsters just remember what i said. we can\u2019t let these bernard shaws and h.g. wellses do all the talking. webirling: hard-headed practical business men must say something sometime. and we don\u2019t guess \u2013 we\u2019ve had experience \u2013 and we know. [rising. the others rise ] yes, of course, dear. well \u2013 don\u2019t keep gerald in here too long. eric \u2013 i want you a minute.mrs birling: [from act 1 ] how does priestley strikingly portray mr birling at this moment in the play? or 4 explore  the ways  in which  priestley  makes  the inspector  such  a memorably  mysterious  figure. [turn /g3/g82ver 06_0486_ 32_2015_1. 2 \u00a9/g3ucles /g3201/g245",
+            "6": "403530252015105william shakespeare: the merchant of venice remember to support your ideas with details from the text. either  5 read  this passage,  and then  answer  the question  that follows  it: i pray you tarry; pause a day or two before /g3you/g3hazard; /g3for,/g3in/g3choosing /g3wrong, i/g3lose/g3your/g3company; /g3therefore /g3forbear /g3awhile. /g3 there /g182s/g3something /g3tells/g3me/g3\u2013/g3but/g3it/g3is/g3not/g3love/g3\u2013 i/g3would /g3not/g3lose/g3you;/g3and/g3you/g3know /g3yourself/g3 hate /g3counsels /g3not/g3in/g3such /g3a/g3quality. but/g3lest/g3you/g3should /g3not/g3understand /g3me/g3well/g3\u2013 and/g3yet/g3a/g3maiden /g3hath/g3no/g3tongue /g3but/g3thought /g3\u2013 i/g3would /g3detain /g3you/g3here/g3some /g3month /g3or/g3two/g3 before /g3you/g3venture /g3for/g3me./g3i/g3could /g3teach /g3you/g3 how/g3to/g3choose /g3right, /g3but/g3then/g3i/g3am/g3forsworn; /g3 so/g3will/g3i/g3never /g3be;/g3so/g3may/g3you/g3miss/g3me; but/g3if/g3you/g3do,/g3you'll /g3make /g3me/g3wish/g3a/g3sin, that/g3i/g3had/g3been /g3forsworn. /g3beshrew /g3your/g3eyes! they /g3have /g3o/g182erlook /g182d/g3me/g3and/g3divided /g3me;/g3 one/g3half/g3of/g3me/g3is/g3yours, /g3the/g3other /g3half/g3yours /g3\u2013 mine /g3own, /g3i/g3would /g3say;/g3but/g3if/g3mine, /g3then/g3yours, /g3 and/g3so/g3all/g3yours. /g3o!/g3these /g3naughty /g3times /g3 puts/g3bars/g3between /g3the/g3owners /g3and/g3their/g3rights; /g3 and/g3so,/g3though /g3yours, /g3not/g3yours. /g3prove /g3it/g3so,/g3 let/g3fortune /g3go/g3to/g3hell/g3for/g3it,/g3not/g3i. i/g3speak /g3too/g3long, /g3but/g3/g182tis/g3to/g3peize /g3the/g3time, to/g3eke/g3it,/g3and/g3to/g3draw /g3it/g3out/g3in/g3length, to/g3stay/g3you/g3from/g3election.portia: let me choose; for as i am, i live upon the rack.bassanio: upon the rack, bassanio? then confess what treason there is mingled with your love.portia: none /g3but/g3that/g3ugly/g3treason /g3of/g3mistrust, /g3 which /g3makes /g3me/g3fear/g3th\u2019/g3enjoying /g3of/g3my/g3love; /g3 there /g3may/g3as/g3well/g3be/g3amity /g3and/g3life /g182tween /g3snow /g3and/g3fire/g3as/g3treason /g3and/g3my/g3love.bassanio: ay, but i fear you speak upon the rack, where men enforced do speak anything.portia: bassanio:/g3promise /g3me/g3life,/g3and/g3i/g182ll/g3confess /g3the/g3truth. well then, confess and live. portia: /g181confess /g182/g3and/g3/g181love/g182/g3 had/g3been /g3the/g3very/g3sum/g3of/g3my/g3confession. o/g3happy /g3torment, /g3when /g3my/g3torturer doth /g3teach /g3me/g3answers /g3for/g3deliverance! but/g3let/g3me/g3to/g3my/g3fortune /g3and/g3the/g3caskets.bassanio: 06_0486_ 32_2015_1. 2 \u00a9/g3ucles /g3201/g246",
+            "7": "60555045away, /g3then; /g3i/g3am/g3lock/g182d/g3in/g3one/g3of/g3them. if/g3you/g3do/g3love/g3me,/g3you/g3will/g3find/g3me/g3out. nerissa /g3and/g3the/g3rest,/g3stand /g3all/g3aloof; let/g3music /g3sound /g3while /g3he/g3doth/g3make /g3his/g3choice; /g3 then, /g3if/g3he/g3lose, /g3he/g3makes /g3a/g3swan-like /g3end,/g3 fading /g3in/g3music. /g3that/g3the/g3comparison may/g3stand /g3more /g3proper, /g3my/g3eye/g3shall/g3be/g3the/g3stream /g3 and/g3wat/g182ry/g3death-bed /g3for/g3him./g3he/g3may/g3win; and/g3what /g3is/g3music /g3then? /g3then /g3music /g3is even /g3as/g3the/g3flourish /g3when /g3true/g3subjects /g3bow to/g3a/g3new-crowned /g3monarch; /g3such /g3it/g3is as/g3are/g3those /g3dulcet /g3sounds /g3in/g3break /g3of/g3day that/g3creep /g3into/g3the/g3dreaming /g3bridegroom /g182s/g3ear,/g3 and/g3summon /g3him/g3to/g3marriage. /g3now/g3he/g3goes, /g3 with/g3no/g3less/g3presence, /g3but/g3with/g3much /g3more /g3love, /g3 than /g3young /g3alcides, /g3when /g3he/g3did/g3redeem the/g3virgin /g3tribute /g3paid/g3by/g3howling /g3troy to/g3the/g3sea-monster. /g3i/g3stand /g3for/g3sacrifice; the/g3rest/g3aloof /g3are/g3the/g3dardanian /g3wives, with/g3bleared /g3visages /g3come /g3forth/g3to/g3view the/g3issue /g3of/g3th\u2019/g3exploit. /g3go,/g3hercules! live/g3thou, /g3i/g3live./g3with/g3much /g3much /g3more /g3dismay i/g3view/g3the/g3fight/g3than/g3thou/g3that/g3mak\u2019st /g3the/g3fray.portia: [from act 3 scene 2 ] how does shakespeare make this such a memorably dramatic moment in the play? or 6 how  far does  shakespeare  persuade  you that shylock  deserves  his punishment? [turn /g3/g82ver06_0486_ 32_2015_1. 2 \u00a9/g3ucles /g3201/g247",
+            "8": "403530252015105william /g3shakespeare: /g3a/g3midsummer /g3night /g182s/g3dream /g3 remember /g3to/g3support /g3your /g3ideas /g3with /g3details /g3from /g3the/g3text. either  7 read  this passage,  and then  answer  the question  that follows  it: this falls out better than i could devise. but hast thou yet latch\u2019d the athenian\u2019s eyeswith the love-juice, as i did bid thee do?oberon: i took him sleeping \u2013 that is finish\u2019d too \u2013 and the athenian woman by his side;that, when he wak\u2019d, of force she must be ey\u2019d.puck: enter demetrius and hermia. stand close; this is the same athenian. oberon: this is the woman, but not this the man. puck: o, why rebuke you him that loves you so? lay breath so bitter on your bitter foe.demetrius: now i but chide, but i should use thee worse, for thou, i fear, hast given me cause to curse.if thou hast slain lysander in his sleep,being o\u2019er shoes in blood, plunge in the deep,and kill me too.the sun was not so true unto the dayas he to me. would he have stolen awayfrom sleeping hermia? i\u2019ll believe as soonthis whole earth may be bor\u2019d and that the moonmay through the centre creep and so displeaseher brother\u2019s noontide with th\u2019 antipodes.it cannot be but thou hast murd\u2019red him;so should a murderer look \u2013 so dead, so grim.hermia: so should the murdered look; and so should i, pierc\u2019d through the heart with your stern cruelty;yet you, the murderer, look as bright, as clear,as yonder venus in her glimmering sphere.demetrius: what\u2019s this to my lysander? where is he? ah, good demetrius, wilt thou give him me?hermia: i had rather give his carcass to my hounds. demetrius: out, dog! out, cur! thou driv\u2019st me past the bounds of maiden\u2019s patience. hast thou slain him, then?henceforth be never numb\u2019red among men!o, once tell true; tell true, even for my sake!durst thou have look\u2019d upon him being awake,and hast thou kill\u2019d him sleeping? o brave touch!could not a worm, an adder, do so much?an adder did it; for with doubler tonguethan thine, thou serpent, never adder stung.hermia: 06_0486_ 32_2015_1. 2 \u00a9/g3ucles /g3201/g248",
+            "9": "555045you spend your passion on a mispris\u2019d mood: i am not guilty of lysander\u2019s blood;nor is he dead, for aught that i can tell.demetrius: i pray thee, tell me then that he is well. hermia: and if i could, what should i get therefore? demetrius: a privilege never to see me more. and from thy hated presence part i so;see me no more whether he be dead or no.hermia: /g62exit. there is no following her in this fierce vein; here, therefore, for a while i will remain.so sorrow\u2019s heaviness doth heavier growfor debt that bankrupt sleep doth sorrow owe;which now in some slight measure it will pay,if for his tender here i make some stay.demetrius: /g62lies/g3down. what hast thou done? oberon: [from act 3 scene 2 ] how/g3does /g3shakespeare /g182s/g3writing /g3make /g3this/g3moment /g3in/g3the/g3play/g3so/g3dramatic? or/g38 explore /g3the/g3ways /g3in/g3which /g3shakespeare /g3makes /g3two /g3moments /g3in/g3the/g3play/g3a/g3midsummer/g3night/g182s/g3dream/g3  disturbing /g3for/g3you. [turn /g3/g82ver 06_0486_ 32_2015_1. 2 \u00a9/g3ucles /g3201/g249",
+            "10": "3530252015105william shakespeare: the tempest remember to support your ideas with details from the text. either  9 read  this passage,  and then  answer  the question  that follows  it: here prospero discovers ferdinand and miranda playing at chess. sweet lord, you play me false. miranda: no, my dearest love, i would not for the world.ferdinand: yes, for a score of kingdoms you should wrangle, and i would call it fair play.miranda: if this prove a vision of the island, one dear sonshall i twice lose.alonso: a most high miracle! sebastian: though the seas threaten, they are merciful; i have curs\u2019d them without cause. [kneels]ferdinand: now all the blessings of a glad father compass thee about!arise, and say how thou cam\u2019st here.alonso: o, wonder! how many goodly creatures are there here!how beauteous mankind is! o brave new worldthat has such people in\u2019t!miranda: \u2019tis new to thee. prospero: what is this maid with whom thou wast at play? your eld\u2019st acquaintance cannot be three hours;is she the goddess that hath sever\u2019d us,and brought us thus together?alonso: sir, she is mortal; but by immortal providence she\u2019s mine.i chose her when i could not ask my fatherfor his advice, nor thought i had one. sheis daughter to this famous duke of milan,of whom so often i have heard renownbut never saw before; of whom i havereceiv\u2019d a second life; and second fatherthis lady makes him to me.ferdinand: i am hers. but, o, how oddly will it sound that imust ask my child forgiveness!alonso: there, sir, stop; let us not burden our remembrances witha heaviness that\u2019s gone.prospero: 06_0486_ 32_2015_1. 2 \u00a9/g3ucles /g3201/g2410 [kneels ]",
+            "11": "656055504540 i have inly wept, or should have spoke ere this. look down, you gods,and on this couple drop a blessed crown;for it is you that have chalk\u2019d forth the waywhich brought us hither.gonzalo: i say, amen, gonzalo! alonso: was milan thrust from milan, that his issue should become kings of naples? o, rejoicebeyond a common joy, and set it downwith gold on lasting pillars: in one voyagedid claribel her husband find at tunis;and ferdinand, her brother, found a wifewhere he himself was lost; prospero his dukedomin a poor isle; and all of us ourselveswhen no man was his own.gonzalo: [to/g3f/g40/g53/g39/g44/g49/g36/g49/g39/g3 and/g3m/g44/g53/g36/g49/g39/g36 ]/g3give/g3me/g3your/g3hands. /g3 let/g3grief/g3and/g3sorrow /g3still/g3embrace /g3his/g3heart /g3 that/g3doth/g3not/g3wish/g3you/g3joy.alonso: be it so. amen! gonzalo: re-enter ariel, with the master and boatswain amazedly following. o look, sir; look, sir! here is more of us! i prophesied, if a gallows were on land,this fellow could not drown. now, blasphemy,that swear\u2019st grace o\u2019erboard, not an oath on shore?hast thou no mouth by land? what is the news? the best news is that we have safely found our king and company; the next, our ship \u2013which but three glasses since we gave out split \u2013is tight and yare, and bravely rigg\u2019d, as whenwe first put out to sea.boatswain: [from act 5 scene 1 ] how does shakespeare make this such a moving and dramatic moment in the play? or 10 how  does  shakespeare  make  magic  so memorable  and significant  in the play? [turn /g3/g82ver 06_0486_ 32_2015_1. 2 \u00a9/g3ucles /g3201/g2411",
+            "12": "3530252015105oscar wilde: the importance of being earnest remember to support your ideas with details from the text. either  11 read  this passage,  and then  answer  the question  that follows  it: algernon :/g3[raising/g3his/g3hat]/g3you/g3are/g3my/g3little/g3cousin /g3cecily, /g3i\u2019m/g3sure/g17 you are under some strange mistake. i am not little. in fact, i believe i am more than usually tall for my age. [ algernon is rather taken aback .] but i am your cousincecily: cecily. you, i see from your card, are uncle jack\u2019s brother, my cousin ernest, my wicked cousin ernest. oh! i am not really wicked at all, cousin cecily. you mustn\u2019t think that i am wicked. algernon : if you are not, then you have certainly been deceiving us all in a very inexcusable manner. i hope you have not been leading a double life, pretending to be wicked andbeing really good all the time. that would be hypocrisy.cecily: [looks at her in amazement ] oh! of course i have been rather reckless. algernon : i am glad to hear it. cecily: in fact, now you mention the subject, i have been very bad in my own small way. algernon : i don\u2019t think you should be so proud of that, though i am sure it must have been very pleasant.cecily: it is much pleasanter being here with you. algernon : i can\u2019t understand how you are here at all. uncle jack won\u2019t be back till monday afternoon.cecily: that is a great disappointment. i am obliged to go up by the first train on monday morning. i have a business appointment that i am anxious\u2026.to miss!algernon : couldn\u2019t you miss it anywhere but in london? cecily: no: the appointment is in london. algernon : well, i know, of course, how important it is not to keep a business engagement, if one wants to retain any sense of the beauty of life, but i still think you had better wait tilluncle jack arrives. i know he wants to speak to you about your emigrating.cecily: about my what? algernon: your emigrating. he has gone up to buy your outfit. cecily: i certainly wouldn\u2019t let jack buy my outfit. he has no taste in neckties at all. algernon : i don\u2019t think you will require neckties. uncle jack is sending you to australia. cecily: australia! i\u2019d sooner die. algernon : well, he said at dinner on wednesday night, that you would have to choose between this world, the next world, and australia.cecily: oh, well! the accounts i have received of australia and the next world are not particularly encouraging. this world is good enough for me, cousin cecily.algernon : yes, but are you good enough for it? cecily: i\u2019m afraid i\u2019m not that. that is why i want you to reform me. you might make that your mission, if you don\u2019t mind, cousin cecily.algernon : 06_0486_ 32_2015_1. 2 \u00a9/g3ucles /g3201/g2412",
+            "13": "55504540i\u2019m afraid i\u2019ve no time, this afternoon. cecily: well, would you mind my reforming myself this afternoon? algernon : it is rather quixotic of you. but i think you should try. cecily: i will. i feel better already. algernon : you are looking a little worse. cecily: that is because i am hungry. algernon : how thoughtless of me. i should have remembered that when one is going to lead an entirely new life, one requires regular and wholesome meals. won\u2019t you come in?cecily: thank you. might i have a buttonhole first? i have never any appetite unless i have a buttonhole first.algernon : a mar\u00e9chal niel? [ picks up scissors. ] cecily: no, i\u2019d sooner have a pink rose. algernon : why? [ cuts a flower. ] cecily: because you are like a pink rose, cousin cecily. algernon : i don\u2019t think it can be right for you to talk to me like that. miss prism never says such things to me.cecily: then miss prism is a short-sighted old lady. [ cecily puts the rose in his buttonhole .] you are the prettiest girl i ever saw.algernon : miss prism says that all good looks are a snare. cecily: they are a snare that every sensible man would like to be caught in. algernon : oh, i don\u2019t think i would care to catch a sensible man. i shouldn\u2019t know what to talk to him about.cecily: [from act 2 ] how does wilde make this first meeting between algernon and cecily so entertaining? or/g312 \u2018a/g3girl/g3with/g3a/g3simple, /g3unspoilt /g3nature /g17\u2019 how/g3does /g3wilde /g3vividly /g3convey /g3to/g3you/g3that/g3this/g3is/g3not/g3an/g3accurate /g3view/g3of/g3gwendolen? 06_0486_ 32_2015_1. 2 \u00a9/g3ucles /g3201/g2413",
+            "14": "blank page 06_0486_ 32_2015_1. 2 \u00a9/g3ucles /g3201/g2414",
+            "15": "blank page 06_0486_ 32_2015_1. 2 \u00a9/g3ucles /g3201/g2415",
+            "16": "blank page permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. every reasonable effort has been made by the publisher (ucles) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the pub lisher 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 cambridg e international examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download at www .cie.org.uk after the live examination series. cambridge international examinations is part of the cambridge assessment group. cambridge assessment is the brand name of university of cambridge l ocal examinations syndicate (ucles), which is itself a department of the university of cambridge. 06_0486_ 32_2015_1. 2 \u00a9/g3ucles /g3201/g2416"
+        },
+        "0486_s15_qp_33.pdf": {
+            "1": "th/g72 syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificate.  this document consists of 13 printed pages, 3 blank pages and 1 insert.  06_0486_33_2015_1. 2   \u00a9 ucles 2015 [turn over *2825410216*cambridge international examinations  cambridge international general certificate of secondary education  literature (english) 0486/33    paper 3 drama (open text) may/june 2015 45 minutes  texts studied should be taken into the examination.  read these instructions first  an answer booklet is provided inside this question paper. you should follow the instructions on the front  cover of the answer booklet. if you need additional answer paper ask the invigilator for a continuation booklet.  answer one question.  all questions in this paper carry equal marks. ",
+            "2": "06_0486_33_2015_1.2 \u00a9 ucles 20152 arthur miller: all my sons remember to support your ideas with details from the text. either 1read this passage, and then answer the question that follows it:keller:  what\u2019s she going to say? maybe we ought to tell her before she sees it. content removed due to copyright restrictions",
+            "3": "06_0486_33_2015_1.2 \u00a9 ucles 2015 [turn over3 chris:   sometimes you infuriate me, you know that? isn\u2019t it your business, too, if i tell this to  mother and she throws a fit about it? you have such a talent for ignoring things. how does miller vividly reveal the tensions in the keller family at this moment in the play.or 2 to what extent does miller make keller\u2019s suicide shocking for you?",
+            "4": "3530252015105j. b. priestley: an inspector calls remember to support your ideas with details from the text. either  3 read  this passage,  and then  answer  the question  that follows  it: [coolly ] at the end of january, last year, this girl eva smith had to leave milwards, because miss birling compelled them to discharge her, and then she stopped beinginspector: eva smith, looking for a job, and became daisy renton, with other ideas. [ sharply turning on him. ] mr croft, when did you first get to know her? an exclamation  of surprise  from birling and mrs birling .  where  did you get the idea that i did know  her? gerald: it\u2019s no use, gerald. you\u2019re wasting time. sheila: as soon as i mentioned the name daisy renton, it was obvious you\u2019d known her. you gave yourself away at once.inspector: [bitterly ] of course he did. sheila: and anyhow i knew already. when and where did you first meet her? inspector: all right, if you must have it. i met her first, sometime in march last year, in the stalls bar at the palace. i mean the palace music hall here in brumley \u2013gerald: well, we didn\u2019t think you meant buckingham palace. sheila: [to sheila ] thanks. you\u2019re going to be a great help, i can see. you\u2019ve said your piece, and you\u2019re obviously going to hate this, so why on earth don\u2019t you leave usto it?gerald: nothing would induce me. i want to understand exactly what happens when a man says he\u2019s so busy at the works that he can hardly ever find time to come and seethe girl he\u2019s supposed to be in love with. i wouldn\u2019t miss it for worlds \u2013sheila: [with authority ] yes, mr croft \u2013 in the stalls bar at the palace variety theatre \u2026 inspector: i happened to look in, one night, after a rather long dull day, and as the show wasn\u2019t very bright, i went down into the bar for a drink. it\u2019s a favourite haunt of women ofthe town \u2013gerald: women of the town? mrs birling: yes, yes. but i see no point in mentioning the subject \u2013 especially \u2013 [ indicating sheila .]birling: it would be much better if sheila didn\u2019t listen to this story at all. mrs birling: but you\u2019re forgetting i\u2019m supposed to be engaged to the hero of it. go on, gerald. you went down into the bar, which is a favourite haunt of women of the town.sheila: i\u2019m glad i amuse you \u2013 gerald: [sharply ] come along, mr croft. what happened? inspector: i didn\u2019t propose to stay long down there. i hate those hard-eyed dough-faced women. but then i noticed a girl who looked quite different. she was very pretty \u2013 soft brown hair and big dark eyes \u2013 [ breaks off ]. my god!gerald: what\u2019s the matter? inspector: 06_0486_ 33_2015_1. 2 \u00a9 ucles 20154",
+            "5": "55504540[distressed ] sorry \u2013 i \u2013 well, i\u2019ve suddenly realized \u2013 taken it in properly \u2013 that she\u2019s dead \u2013gerald: [harshly ] yes, she\u2019s dead. inspector: and probably between us we killed her. sheila: [sharply ] sheila, don\u2019t talk nonsense. mrs birling: you wait, mother. sheila: [to gerald ] go on. inspector: she looked young and fresh and charming and altogether out of place down there. and obviously she wasn\u2019t enjoying herself. old joe meggarty, half-drunk andgoggle-eyed, had wedged her into a corner with that obscene fat carcase of his \u2013gerald: [cutting in ] there\u2019s no need to be disgusting. and surely you don\u2019t mean alderman meggarty?mrs birling: of course i do. he\u2019s a notorious womanizer as well as being one of the worst sots and rogues in brumley \u2013gerald: quite right. inspector: [staggered ] well, really! alderman meggarty! i must say, we arelearning something tonight.mrs birling: [coolly ] of course we are. but everybody knows about that horrible old meggarty. a girl i know had to see him at the town hall one afternoon and she only escaped witha torn blouse \u2013sheila: [sharply, shocked ] sheila! birling: [from act 2 ] how does priestley make this such a tense and dramatic moment in the play? or 4 how  far does  priestley  convince  you that,  by the end of the play,  mr and mrs birling  have  learnt  anything? [turn  over06_0486_ 33_2015_1. 2 \u00a9 ucles 20155",
+            "6": "3530252015105william shakespeare: the merchant of venice remember to support your ideas with details from the text. either  5 read  this passage,  and then  answer  the question  that follows  it: [to nerissa ] by yonder moon i swear you do me wrong; in faith, i gave it to the judge\u2019s clerk.would he were gelt that had it, for my part,since you do take it, love, so much at heart.gratiano: a quarrel, ho, already! what\u2019s the matter? portia: about a hoop of gold, a paltry ring that she did give me, whose posy wasfor all the world like cutler\u2019s poetryupon a knife, \u2018love me, and leave me not\u2019.gratiano: what talk you of the posy or the value? you swore to me, when i did give it you,that you would wear it till your hour of death,and that it should lie with you in your grave;though not for me, yet for your vehement oaths,you should have been respective and have kept it.gave it a judge\u2019s clerk! no, god\u2019s my judge,the clerk will ne\u2019er wear hair on\u2019s face that had it.nerissa: he will, an if he live to be a man. gratiano: ay, if a woman live to be a man. nerissa: now by this hand i gave it to a youth, a kind of boy, a little scrubbed boyno higher than thyself, the judge\u2019s clerk;a prating boy that begg\u2019d it as a fee;i could not for my heart deny it him.gratiano: you were  to blame,  i must  be plain  with you,  to part so slightly  with your wife\u2019s  first gift, a thing  stuck  on with oaths  upon  your finger   and so riveted  with faith unto your flesh. i gave  my love a ring, and made  him swear   never  to part with it, and here he stands; i dare be sworn  for him he would  not leave  it  nor pluck  it from his finger  for the wealth   that the world  masters.  now,  in faith gratiano,   you give your wife too unkind  a cause  of grief;   an \u2019twere  to me, i should  be mad at it.portia: [aside ] why, i were best to cut my left hand off, and swear i lost the ring defending it.bassanio: 06_0486_ 33_2015_1. 2 \u00a9 ucles 20156",
+            "7": "70656055504540my lord bassanio gave his ring away unto the judge that begg\u2019d it, and indeeddeserv\u2019d it too; and then the boy, his clerk,that took some pains in writing, he begg\u2019d mine;and neither man nor master would take aughtbut the two rings.gratiano: what ring gave you, my lord? not that, i hope, which you receiv\u2019d of me.portia: if i could add a lie unto a fault, i would deny it; but you see my fingerhath not the ring upon it; it is gone.bassanio: even so void is your false heart of truth; by heaven, i will ne\u2019er come in your beduntil i see the ring.portia: nor i in yours till i again see mine.nerissa: sweet portia, if you did know to whom i gave the ring,if you did know for whom i gave the ring,and would conceive for what i gave the ring,and how unwillingly i left the ring.when nought would be accepted but the ring,you would abate the strength of your displeasure.bassanio: if you had known the virtue of the ring, or half her worthiness that gave the ring,or your own honour to contain the ring,you would not then have parted with the ring,what man is there so much unreasonable,if you had pleas\u2019d to have defended itwith any terms of zeal, wanted the modestyto urge the thing held as a ceremony?nerissa teaches me what to believe:i\u2019ll die for\u2019t but some woman had the ring.portia: [from act 5 scene1 ] how does shakespeare make this such an entertaining and satisfying moment in the play? or 6 \u2018a kinder  gentleman  treads  not the earth. \u2019 to what  extent  does  shakespeare \u2019s portrayal  of antonio  persuade  you that this opinion  of him is true? [turn  over 06_0486_ 33_2015_1. 2 \u00a9 ucles 20157",
+            "8": "403530252015105william  shakespeare:  a midsummer  night \u2019s dream   remember  to support  your  ideas  with details  from  the text. either  7 read  this passage,  and then  answer  the question  that follows  it: dark night, that from the eye his function takes, the ear more quick of apprehension makes;wherein it doth impair the seeing sense,it pays the hearing double recompense.thou art not by mine eye, lysander, found;mine ear, i thank it, brought me to thy sound.but why unkindly didst thou leave me so?hermia: why should he stay whom love doth press to go? lysander: what love could press lysander from my side? hermia: lysander\u2019s love, that would not let him bide \u2013 fair helena, who more engilds the nightthan all yon fiery oes and eyes of light.why seek\u2019st thou me? could not this make thee knowthe hate i bare thee made me leave thee so?lysander: you speak not as you think; it cannot be. hermia: lo, she is one of this confederacy! now i perceive they have conjoin\u2019d all threeto fashion this false sport in spite of me.injurious hermia! most ungrateful maid!have you conspir\u2019d, have you with these contriv\u2019d,to bait me with this foul derision?is all the counsel that we two have shar\u2019d,the sisters\u2019 vows, the hours that we have spent,when we have chid the hasty-footed timefor parting us \u2013 o, is all forgot?all school-days\u2019 friendship, childhood innocence?we, hermia, like two artificial gods,have with our needles created both one flower,both on one sampler, sitting on one cushion,both warbling of one song, both in one key;as if our hands, our sides, voices, and minds,had been incorporate. so we grew together.like to a double cherry, seeming parted,but yet an union in partition,two lovely berries moulded on one stem;so, with two seeming bodies, but one heart;two of the first, like coats in heraldry,due but to one, and crowned with one crest.and will you rent our ancient love asunder,to join with men in scorning your poor friend?it is not friendly,\u2019tis not maidenly;our sex, as well as i, may chide you for it,though i alone do feel the injury.helena: 06_0486_ 33_2015_1. 2 \u00a9 ucles 20158",
+            "9": "706560555045i am amazed at your passionate words; i scorn you not; it seems that you scorn me.hermia: have you not set lysander, as in scorn, to follow me and praise my eyes and face?and made your other love, demetrius,who even but now did spurn me with his foot,to call me goddess, nymph, divine, and rare,precious, celestial? wherefore speaks he thisto her he hates? and wherefore doth lysanderdeny your love, so rich within his soul,and tender me, forsooth, affection,but by your setting on, by your consent?what though i be not so in grace as you,so hung upon with love, so fortunate,but miserable most, to love unlov\u2019d?this you should pity rather than despise.helena: i understand not what you mean by this. hermia: ay, do \u2013 persever, counterfeit sad looks, make mouths upon me when i turn my back,wink each at other; hold the sweet jest up;this sport, well carried, shall be chronicled.if you have any pity, grace, or manners,you would not make me such an argument.but fare ye well; \u2019tis partly my own fault,which death, or absence, soon shall remedy.helena: stay, gentle helena; hear my excuse; my love, my life, my soul, fair helena!lysander: o excellent! helena: [from act 3 scene 2 ] in what ways does shakespeare make this such an emotional and dramatic moment in the play? or 8 to what  extent  do you think  that shakespeare  suggests  that \u2018love  is blind\u2019  in the play? [turn  over 06_0486_ 33_2015_1. 2 \u00a9 ucles 20159",
+            "10": "3530252015105william shakespeare: the tempest remember to support your ideas with details from the text. either  9 read this passage, and then answer the question that follows it: prospero and ariel remain, invisible. enter caliban, stephano, and trinculo, all wet. pray you, tread softly, that the blind mole may not hear a foot fall; we now are near his cell.caliban: monster, your fairy, which you say is a harmless fairy, has done little better than play\u2019d the jack with us.stephano: monster, i do smell all horse-piss at which my nose is in great indignation. trinculo : so is mine. do you hear, monster? if i should take a displeasure against you, look you \u2013stephano: thou wert but a lost monster. trinculo: good my lord, give me thy favour still. be patient, for the prize i\u2019ll bring thee toshall hoodwink this mischance; therefore speak softly.all\u2019s hush\u2019d as midnight yet.caliban: ay, but to lose our bottles in the pool! trinculo : there is not only disgrace and dishonour in that, monster, but an infinite loss. stephano: that\u2019s more to me than my wetting; yet this is your harmless fairy, monster. trinculo: stephano:  i will fetch  off my bottle,  though  i be o\u2019er ears for my labour. prithee, my king, be quiet. seest thou here, this is the mouth o\u2019 th\u2019 cell; no noise, and enter.do that good mischief which may make this island,thine own for ever, and i, thy caliban,for aye thy foot-licker.caliban: give me thy hand. i do begin to have bloody thoughts. stephano: o king stephano! o peer! o worthy stephano! look what a wardrobe here is for thee! trinculo: let it alone, thou fool; it is but trash. caliban: o, ho, monster; we know what belongs to a frippery. o king stephano! trinculo : put off that gown, trinculo; by this hand, i\u2019ll have that gown. stephano: thy grace shall have it. trinculo : the dropsy drown this fool! what do you mean to dote thus on such luggage? let\u2019t alone,and do the murder first. if he awakefrom toe to crown he\u2019ll fill our skins with pinches;make us strange stuff.caliban: be you quiet, monster. mistress line, is not this my jerkin? now is the jerkin under the line; now, jerkin, you are like to lose your hair, and prove a bald jerkin.stephano: do, do. we steal by line and level, an\u2019t like your grace. trinculo: 06_0486_ 33_2015_1. 2 \u00a9 ucles 201510",
+            "11": "6055504540i thank thee for that jest; here\u2019s a garment for\u2019t. wit shall not go unrewarded while i am king of this country. \u2018steal by line and level\u2019 is an excellent pass of pate; there\u2019sanother garment for\u2019t.stephano: monster, come, put some lime upon your fingers, and away with the rest. trinculo : i will have none on\u2019t. we shall lose our time, and all be turn\u2019d to barnacles, or to apeswith foreheads villainous low.caliban: monster, lay-to your fingers; help to bear this away where my hogshead of wine is, or i\u2019ll turn you out of my kingdom. go to, carry this.stephano: and this. trinculo : ay, and this. stephano: a noise of hunters heard. enter divers spirits, in shape of dogs and hounds, hunting them about; prospero and ariel setting them on. hey, mountain, hey! prospero: silver! there it goes, silver! ariel: fury, fury! there, tyrant, there! hark, hark! [caliban, stephano, and trinculo are driven out ] go charge my goblins that they grind their jointswith dry convulsions, shorten up their sinewswith aged cramps, and more pinch-spotted make themthan pard or cat o\u2019 mountain.prospero: hark, they roar. ariel: let them be hunted soundly. at this hour lies at my mercy all mine enemies.shortly shall all my labours end, and thoushalt have the air at freedom; for a littlefollow, and do me service.prospero: [from act 4 scene 1 ] how does shakespeare make this moment in the play so entertaining and yet serious at the same time? or 10 explore  the ways  in which  shakespeare  memorably  portrays  the relationship  between  prospero  and  ariel. [turn  over 06_0486_ 33_2015_1. 2 \u00a9 ucles 201511",
+            "12": "3530252015105oscar wilde: the importance of being earnest remember to support your ideas with details from the text. either  11 read  this passage,  and then  answer  the question  that follows  it: charming day it has been, miss fairfax. jack: pray don\u2019t talk to me about the weather, mr worthing. whenever people talk to me about the weather, i always feel quite certain that they mean something else. andthat makes me so nervous.gwendolen: i do mean something else. jack: i thought so. in fact, i am never wrong. gwendolen: and i would like to be allowed to take advantage of lady bracknell\u2019s temporary absence. . . .jack: i would certainly advise you to do so. mamma has a way of coming back suddenly into a room that i have often had to speak to her about.gwendolen: [nervously ] miss fairfax, ever since i met you i have admired you more than any g i r l...ih a v ee v e rm e ts i n c e...im e ty o u .jack: yes, i am quite well aware of the fact. and i often wish that in public, at any rate, you had been more demonstrative. for me you have always had an irresistiblegwendolen: fascination. even before i met you i was far from indifferent to you. [jack looks at her in amazement .] we live, as i hope you know, mr worthing, in an age of ideals. the fact is constantly mentioned in the more expensive monthly magazines, andhas reached the provincial pulpits, i am told; and my ideal has always been to lovesomeone of the name of ernest. there is something in that name that inspiresabsolute confidence. the moment algernon first mentioned to me that he had afriend called ernest, i knew i was destined to love you. you really love me, gwendolen? jack: passionately! gwendolen: darling! you don\u2019t know how happy you\u2019ve made me. jack: my own ernest! gwendolen: but you don\u2019t really mean to say that you couldn\u2019t love me if my name wasn\u2019t ernest? jack: but your name is ernest. gwendolen: yes, i know it is. but supposing it was something else? do you mean to say you couldn\u2019t love me then?jack: [glibly] ah! that is clearly a metaphysical speculation, and like most metaphysical speculations has very little reference at all to the actual facts of real life, as we knowthem.gwendolen: personally, darling, to speak quite candidly, i don\u2019t much care about the name of e r n e s t i don\u2019t think the name suits me at all.jack: it suits you perfectly. it is a divine name. it has music of its own. it produces vibrations.gwendolen: well, really, gwendolen, i must say that i think there are lots of other much nicer names. i think jack, for instance, a charming name.jack: 06_0486_ 33_2015_1. 2 \u00a9 ucles 201512",
+            "13": "656055504540jack? . . . no, there is very little music in the name jack, if any at all, indeed. it does not thrill. it produces absolutely no vibrations. ...ih a v ek nown several jacks, andgwendolen: they all, without exception, were more than usually plain. besides, jack is a notorious domesticity for john! and i pity any woman who is married to a man called john.she would probably never be allowed to know the entrancing pleasure of a singlemoment\u2019s solitude. the only really safe name is ernest. gwendolen, i must get christened at once \u2013 i mean we must get married at once. there is no time to be lost.jack: married, mr worthing? gwendolen: [astounded ]w e l l...s u r e l y .y o uk n o wt h a til o v ey o u ,a n dy o ul e dm et ob elieve, miss fairfax, that you were not absolutely indifferent to me.jack: i adore you. but you haven\u2019t proposed to me yet. nothing has been said at all about marriage. the subject has not even been touched on.gwendolen: w e l l...m a yip r opose to you now? jack: i think it would be an admirable opportunity. and to spare you any possible disappointment, mr worthing, i think it only fair to tell you quite frankly beforehandthat i am fully determined to accept you.gwendolen: gwendolen! jack: yes, mr worthing, what have you got to say to me? gwendolen: you know what i have got to say to you. jack: yes, but you don\u2019t say it. gwendolen: gwendolen, will you marry me? [ goes on his knees. ] jack: of course i will, darling. how long you have been about it! i am afraid you have had very little experience in how to propose.gwendolen: my own one, i have never loved anyone in the world but you. jack: yes, but men often propose for practice. i know my brother gerald does. all my girl-friends tell me so. what wonderfully blue eyes you have, ernest! they are quite,gwendolen: quite blue. i hope you will always look at me just like that, especially when there are other people present. [from act 1 ] how does wilde amusingly make it clear to you at this moment in the play that gwendolen is the more powerful partner in her relationship with jack? or 12 jack  describes  lady  bracknell  as \u2018a monster\u2019. how  far does  wilde  convince  you that this is a fair description   of her? 06_0486_ 33_2015_1. 2 \u00a9 ucles 201513",
+            "14": "blank page 06_0486_ 33_2015_1. 2 \u00a9 ucles 201514",
+            "15": "blank page 06_0486_ 33_2015_1. 2 \u00a9 ucles 201515",
+            "16": "blank page permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. every reasonable effort has been made by the publisher (ucles) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the pub lisher 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 cambridg e international examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download at www.cie.o rg.uk after the live examination series. cambridge international examinations is part of the cambridge assessment group. cambridge assessment is the brand name of university of cambridge l ocal examinations syndicate (ucles), which is itself a department of the university of cambridge. 06_0486_ 33_2015_1. 2 \u00a9 ucles 201516"
+        },
+        "0486_s15_qp_41.pdf": {
+            "1": "this document consists of 5 printed pages, 3 blank pages, and 1 insert. dc rcl (km) 96900/2 \u00a9 ucles 2015 [turn overcambridge international examinations cambridge international general certificate of secondary education *9280964180*literature (english)  0486/41 paper 4 unseen may/june 2015  1 hour 15 minutes no additional materials are required. read these instructions first an answer booklet is provided inside this question paper. y ou should follow the instructions on the front cover  of the answer booklet. if you need additional answer paper ask the invigilator for a continuation booklet. answer either  question 1 or question 2. y ou are advised to spend about 20 minutes reading the question paper and planning your answer. both questions in this paper carry equal marks. the syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificat e.",
+            "2": "2 0486/41/m/j/15 \u00a9 ucles 2015answer either question 1 or question 2. either1 read carefully the following poem. the poet is explaining to his young son why he stays up late at  night writing his poems.  how does the poet\u2019s writing make his thoughts and feelings so vivid for you? to help you answer this question, you might consider:  \u0081 how the poet describes his son\u2019s experiences at the rockpool  \u0081 how he explains to his son his experience of writing  \u0081 how he connects the nature of the two experiences.",
+            "3": "3 0486/41/m/j/15 \u00a9 ucles 2015 [turn overwhy do y ou stay up so late? i\u2019ll tell you, if you really want to know: remember that day you lost two years agoat the rockpool where you sat and played the jewellerwith all those stones you\u2019d stolen from the shore?most of them went dark and nothing more,but sometimes one would blink the secret colourit had locked up somewhere in its stony sleep.this is how you knew the ones to keep. so i collect the dull things of the day in which i see some possibilitybut which are dead and which have the surprisei don\u2019t know, and i\u2019ve no pool to help me tell \u2013so i look at them and look at them untilone thing makes a mirror in my eyesthen i paint it with the tear to make it bright.this is why i sit up through the night.",
+            "4": "4 0486/41/m/j/15 \u00a9 ucles 2015or 2 read carefully the following extract from a short story. before this extract, walter henderson, an  office worker in new y ork, has been worried that he might lose his job. his boss, george crowell, calls him into his office.  how does the writer make this moment so memorable for you? to help you answer this question, you might consider:  \u0081 how the writer builds tension between walter and crowell  \u0081 how he describes walter\u2019s return to his desk  \u0081 how he strikingly reveals walter\u2019s feelings. \u201cpull up a chair, walt,\u201d he said. \u201csmoke?\u201d \u201cno thanks.\u201d walter sat down and laced his fingers tight between his  knees. crowell shut the cigarette box without taking one for himself, pushed  it aside and leaned forward, both hands spread flat on the plate-glass top of the desk. \u201cwalt, i might as well give you this straight from the shoulder,\u201d he said, and the last shred of hope slipped away. the funny part was that it came as a shock, even so. \u201cmr. harvey and i have felt for some time that you haven\u2019t quite caught on to the work here, and we\u2019ve both very reluctantly come to the conclusion that the best thing to do, in your own best interests as well as ours, is to let you go. now,\u201d he added quickly, \u201cthis is no reflection on you personally, walt. we do a highly specialized kind of work here and we can\u2019t expect everybody to stay on top of the job. in your case particularly, we really feel you\u2019d be happier in some organization better suited to your\u2014abilities.\u201d crowell leaned back, and when he raised his hands their moisture left  two gray, perfect prints on the glass, like the hands of a skeleton. walter stared at them, fascinated, while they shriveled and disappeared. \u201cwell,\u201d he said, and looked up. \u201cy ou put that very nicely, george.  thanks.\u201d crowell\u2019s lips worked into an apologetic, regular guy\u2019s smile. \u201cawfully  sorry,\u201d he said. \u201cthese things just happen.\u201d and he began to fumble with the knobs of his desk drawers, visibly relieved that the worst was over. \u201cnow,\u201d he said, \u201cwe\u2019ve made out a check here covering your salary through the end of next month. that\u2019ll give you something in the way of\u2014severance pay, so to speak\u2014to tide you over until you find something.\u201d he held out a long envelope. \u201cthat\u2019s very generous,\u201d walter said. then there was a silence, and  walter realized it was up to him to break it. he got to his feet. \u201call right, george. i won\u2019t keep you.\u201d crowell got up quickly and came around the desk with both hands  held out\u2014one to shake walter\u2019s hand, the other to put on his shoulder as they walked to the door. the gesture, at once friendly and humiliating, brought a quick rush of blood to walter\u2019s throat, and for a terrible second he thought he might be going to cry. \u201cwell, boy,\u201d crowell said, \u201cgood luck to you.\u201d \u201cthanks,\u201d he said, and he was so relieved to find his voice steady that  he said it again, smiling. \u201cthanks. so long, george.\u201d there was a distance of some fifty feet to be crossed on the way back  to his cubicle, and walter henderson accomplished it with style. he was aware of how trim and straight his departing shoulders looked to crowell; ",
+            "5": "5 0486/41/m/j/15 \u00a9 ucles 2015he was aware too, as he threaded his way among desks whose occupants  either glanced up shyly at him or looked as if they\u2019d like to, of every subtle play of well-controlled emotion in his face. it was as if the whole thing were a scene in a movie. the camera had opened the action from crowell\u2019s viewpoint and dollied back 1 to take the entire office as a frame for walter\u2019s  figure in lonely, stately passage; now it came in for a long-held close-up of walter\u2019s face, switched to other brief views of his colleagues\u2019 turning heads (joe collins looking worried, fred holmes trying to keep from looking pleased), and switched again to walter\u2019s viewpoint as it discovered the plain, unsuspecting face of mary, his secretary, who was waiting for him at his desk with a report he had given her to type. \u201ci hope this is all right, mr. henderson.\u201dwalter took it and dropped it on the desk. \u201cforget it, mary,\u201d he said.  \u201clook, you might as well take the rest of the day off, and go see the personnel manager in the morning. y ou\u2019ll be getting a new job. i\u2019ve just been fired.\u201d 1 dollied back : moved along a track (cinema term)",
+            "6": "6 0486/41/m/j/15 \u00a9 ucles 2015blank page",
+            "7": "7 0486/41/m/j/15 \u00a9 ucles 2015blank page",
+            "8": "8 0486/41/m/j/15 \u00a9 ucles 2015permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here 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 onl ine in the cambridge international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to do wnload at www.cie.org.uk after  the live examination series. cambridge international examinations is part of the cambridge assessment group. cambridge assessment is the brand name of unive rsity of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge.blank page"
+        },
+        "0486_s15_qp_42.pdf": {
+            "1": "this document consists of 5 printed pages, 3 blank pages, and 1 insert. dc (rcl (km)) 96905/2 \u00a9 ucles 2015 [turn overcambridge international examinations cambridge international general certificate of secondary education *9240781196*literature (english)  0486/42 paper 4 unseen may/june 2015  1 hour 15 minutes no additional materials are required. read these instructions first an answer booklet is provided inside this question paper. y ou should follow the instructions on the front cover  of the answer booklet. if you need additional paper ask the invigilator for a continuation booklet. answer either  question 1 or question 2. y ou are advised to spend about 20 minutes reading the question paper and planning your answer. both questions in this paper carry equal marks. the syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificat e.",
+            "2": "2 0486/42/m/j/15 \u00a9 ucles 2015answer either question 1 or question 2. either1 read carefully the following poem. at first the poet seems to be waiting for a postal delivery, but as  the poem continues he reflects on the whole experience of waiting.  how does the poet memorably portray his experience of waiting? to help you answer this question, you might consider:  \u0081 how the poet creates a sense of time passing  \u0081 the ways in which he portrays his frustration  \u0081 how his thoughts and feelings develop in the final seven lines.",
+            "3": "3 0486/42/m/j/15 \u00a9 ucles 2015 [turn overwaiting in they promised to deliver. so i wait all day, and listen for the bell. the hoursgo by from morning until noon, and lateinto the afternoon. nothing arrives.the time drifts off in bits like vanished lives.the windows show dark clouds like distant towers. a bruised june sky. my birthday came and went. now i wait in, have nothing else to doexcept to wait and let the time be spentin counting minutes, restless, fidgeting,unable to get on with anything,watching the traffic down the avenue. now it\u2019s too late. nothing will come today. a waste of time, a whole day gone like this,emptily, with such trivial delaynagging at age and irritation. wheni draw the heavy curtains, restless, thenthe waiting-in slips into sleeplessness, and a whole day of waiting starts again.",
+            "4": "4 0486/42/m/j/15 \u00a9 ucles 2015or 2 read carefully the following extract from a novel. a farmer, brangwen, takes his young daughter to  see the cattle feeding at night. he does this to distract the child who has been crying hysterically. tilly is the family\u2019s servant.  how does the writer strikingly convey to you the atmosphere of this moment?  to help you answer this question, you might consider:  \u0081 how the writer contrasts the night outside with the atmosphere inside the barn  \u0081 how he portrays the child\u2019s responses  \u0081 the effect of this moment on the farmer\u2019s thoughts and feelings. he took a big shawl, folded her round, and went out into the kitchen  for a lantern. \u201cy ou\u2019re never taking the child out, of a night like this,\u201d said tilly.\u201cay 1, it\u2019ll quieten her,\u201d he answered. it was raining. the child was suddenly still, shocked, finding the rain  on its face, the darkness. \u201cwe\u2019ll just give the cows their something-to-eat, afore2 they go to bed,\u201d  brangwen was saying to her, holding her close and sure. there was a trickling of water into the butt, a burst of rain-drops  sputtering on to her shawl, and the light of the lantern swinging, flashing on a wet pavement and the base of a wet wall. otherwise it was black darkness: one breathed darkness. he opened the doors, upper and lower, and they entered into the high,  dry barn, that smelled warm even if it were not warm. he hung the lantern on the nail and shut the door. they were in another world now. the light shed softly on the timbered barn, on the whitewashed walls,  and the great heap of hay; instruments cast their shadows largely, a ladder rose to the dark arch of a loft. outside there was the driving rain, inside, the softly-illuminated stillness and calmness of the barn. holding the child on one arm, he set about preparing the food for the  cows, filling a pan with chopped hay and brewer\u2019s grains and a little meal. the child, all wonder, watched what he did. a new being was created in her for the new conditions. sometimes, a little spasm, eddying from the bygone storm of sobbing, shook her small body. her eyes were wide and wondering, pathetic. she was silent, quite still. in a sort of dream, his heart sunk to the bottom, leaving the surface of  him still, quite still, he rose with the panful of food, carefully balancing the child on one arm, the pan in the other hand. the silky fringe of the shawl swayed softly, grains and hay trickled to the floor; he went along a dimly-lit passage behind the mangers 3, where the horns of the cows pricked out  of the obscurity. the child shrank, he balanced stiffly, rested the pan on the manger wall, and tipped out the food, half to this cow, half to the next. there was a noise of chains running, as the cows lifted or dropped their heads sharply; then a contented, soothing sound, a long snuffing as the beasts ate in silence. the journey had to be performed several times. there was the  rhythmic sound of the shovel in the barn, then the man returned walking stiffly between the two weights, the face of the child peering out from the shawl. then the next time, as he stooped, she freed her arm and put it round his neck, clinging soft and warm, making all easier.",
+            "5": "5 0486/42/m/j/15 \u00a9 ucles 2015the beasts fed, he dropped the pan and sat down on a box, to arrange  the child. \u201cwill the cows go to sleep now?\u201d she said, catching her breath as she  spoke. \u201cy es.\u201d\u201cwill they eat all their stuff up first?\u201d\u201cy es. hark at them 4.\u201d and the two sat still listening to the snuffing and breathing of cows  feeding in the sheds communicating with this small barn. the lantern shed a soft, steady light from one wall. all outside was still in the rain. he looked down at the silky folds of the paisley shawl 5. it reminded him of his mother.  she used to go to church in it. he was back again in the old irresponsibility and security, a boy at home. the two sat very quiet. his mind, in a sort of trance, seemed to  become more and more vague. he held the child close to him. a quivering little shudder, re-echoing from her sobbing, went down her limbs. he held her closer. gradually she relaxed, the eyelids began to sink over her dark, watchful eyes. as she sank to sleep, his mind became blank. 1 ay : yes (dialect) 2 afore : before (dialect) 3 mangers : feeding troughs 4 hark at them : listen to them 5 paisley shawl : soft wool shawl with bright design",
+            "6": "6 0486/42/m/j/15 \u00a9 ucles 2015blank page",
+            "7": "7 0486/42/m/j/15 \u00a9 ucles 2015blank page",
+            "8": "8 0486/42/m/j/15 \u00a9 ucles 2015blank page permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here 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 onl ine in the cambridge international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to do wnload at www.cie.org.uk after  the live examination series. cambridge international examinations is part of the cambridge assessment group. cambridge assessment is the brand name of unive rsity of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge."
+        },
+        "0486_s15_qp_43.pdf": {
+            "1": "this document consists of 5 printed pages, 3 blank pages, and 1 insert. dc (km) 96907/2 \u00a9 ucles 2015 [turn overcambridge international examinations cambridge international general certificate of secondary education *1844555085*literature (english)  0486/43 paper 4 unseen may/june 2015  1 hour 15 minutes no additional materials required. read these instructions first an answer booklet is provided inside this question paper. y ou should follow the instructions on the front cover  of the answer booklet. if you need additional answer paper ask the invigilator for a continuation booklet. answer either  question 1 or question 2. y ou are advised to spend about 20 minutes reading the question paper and planning your answer. both questions in this paper carry equal marks. the syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificat e.",
+            "2": "2 0486/43/m/j/15 \u00a9 ucles 2015answer either question 1 or question 2. either1 read carefully the following poem. in it the poet writes about an albino blackbird a friend had seen.  blackbirds are usually black birds with yellow beaks and yellow rings round their eyes. \u201calbino\u201d means abnormally white.  how does the poet\u2019s writing convey to you her fascination with the albino blackbird? to help you answer this question, you might consider:  \u0081 how the poet imagines the bird at first  \u0081 how her images of the bird change and develop \u0081 the overall impact the bird makes on her.",
+            "3": "3 0486/43/m/j/15 \u00a9 ucles 2015 [turn overalbino the truth is, it was only part white; the albino blackbird that came to your gardentwo winters ago \u2013 but into my headcomes this ghost of a bird, shadowless,a white absence, blind negative 1 in the snow. no reflection glidesover the lake where he flies, light and boneless,no sound from his throat. and though you say they never survive; the rare or different, destroyed by their own kindi see how he speeds out of the distance,gathers weight, and darkens, over the milestill he meets his own blackness, grows into lustre; blackbryd, ouzel, merle 2 who quickens the heart as he sings each night from our gate-post;his mouth\u2019s open crocus 3, his eye ringed with gold. 1  negative : photographic image in which black and  white are reversed 2  blackbryd, ouzel, merle : all old names for a  blackbird 3 crocus : small beak-shaped flower",
+            "4": "4 0486/43/m/j/15 \u00a9 ucles 2015or 2 read carefully the following extract  from an autobiography. the writer describes a boyhood trip  with his father to the local park. the father swims in the lake, while the boy, who is afraid of water, watches him.  how does the writer vividly convey to you his feelings about this event? to help you answer this question, you might consider:  \u0081 the writer\u2019s descriptions of the lake and the swans  \u0081 his descriptions of his father swimming  \u0081 how his thoughts and feelings about his father develop. instead of walking in the direction of the waterworks, we walked quietly  towards the lake in the centre of the park. swimming here was forbidden. the lake was surrounded by a low iron fence which was only three feet high. so it was not meant to keep people away from the deep water, only to emphasise the prohibition. i had never seen anyone swim here, except a family of swans. i had heard that the lake was maybe forty feet deep. the banks down to the water\u2019s edge were steep and overgrown with tall weeds. one reason i think dad liked this park was its informality. it was more like the countryside than the term \u2018park\u2019 suggested. \u2018y ou wait here and mind this stuff. i won\u2019t be long,\u2019 he said without  looking at me. i was immediately relieved and immediately apprehensive. the edges of the lake had swathes of water reed growing and beyond that a film of algae that looked like green confetti 1. only at the centre could  you see the still black sheen of unmoving water. it looked pretty at first glance, especially when the swans moved across it. but the thought of it was ominous, and the swans scared me. they were not like the birds in the reservoir lakes who were used to the proximity of people with their toy boats and the fishermen and families who often fed them bait or breadcrumbs. the lake swans never got close to human beings because of the fence, the bank and the reeds. the lake was their home and they patrolled it with austere 2 assurance. dad stepped over the fence with the rolled-up towel and swimming  trunks he had brought in the small haversack3. within minutes, he had  changed and was descending the bank. \u2018daddy, daddy, what about the swans?\u2019 i asked, becoming more fearful by the second. i had seen the waterworks swans hissing and charging at dogs they thought were too near their nests. i had watched them stand up and spread their wings, flapping furiously. \u2018the swans won\u2019t come near me,\u2019 dad assured me calmly as he slid down through the waist-high weeds and entered the water like a sea snake. he breasted the reeds and the water without a sound. a few water hens scurried out and skimmed to the far side of the lake. other birds called out their warning at his alien presence in the water. everywhere else around us was complete silence. but dad was no alien here. he swam on through the algae into the  middle of the lake. i saw his head and face crusted with the green scum and his black shiny hair sitting on top of the water. he looked like a seal that had suddenly emerged out of the black depths. then he disappeared again, only to reappear a few seconds later. i watched him intensely and felt lonely and afraid. he moved across the water as if his head was fixed to a submerged stick and an invisible hand was moving it under the surface. he wasn\u2019t himself. there were no signs of movement of a body beneath ",
+            "5": "5 0486/43/m/j/15 \u00a9 ucles 2015the dull water. for a moment i hardly recognised the thing in the water. all  i knew was an overwhelming sense of distance between him and me. his hand came up out of the water and made a slight wave. and then he was swallowed up by the lake again. i knew the wave was an encouragement for me to be unafraid; but it was a passing gesture, as if he was only half conscious of me or anything else. there in the middle of the lake he hardly made a splash or a ripple. he seemed so content. water was his element and he melted into it. i didn\u2019t know him. i only knew the man who made aeroplanes and who brought home animals. this aquatic beast who looked back at me like a ponderous seal, rolled languorously 4 as a beaver, shook  his wet hair and snorted like a water buffalo, was from another world. 1 confetti : small pieces of coloured paper thrown in celebration 2 austere : stern or severe 3 haversack : backpack or rucksack 4 languorously : lazily and gracefully",
+            "6": "6 0486/43/m/j/15 \u00a9 ucles 2015blank page",
+            "7": "7 0486/43/m/j/15 \u00a9 ucles 2015blank page",
+            "8": "8 0486/43/m/j/15 \u00a9 ucles 2015blank page permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here 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 onl ine in the cambridge international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to do wnload at www.cie.org.uk after  the live examination series. cambridge international examinations is part of the cambridge assessment group. cambridge assessment is the brand name of unive rsity of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge."
+        },
+        "0486_s16_qp_11.pdf": {
+            "1": "this document consists of 24 printed pages, 4 blank pages and 1 insert. dc (rcl (km)) 113909/4 \u00a9 ucles 2016 [turn overcambridge international examinations cambridge international general certificate of secondary education *3284768983*literature (english)  0486/11 paper 1 poetry and prose may/june 2016  1 hour 30 minutes no additional materials are required. read these instructions first an answer booklet is provided inside this question paper. y ou should follow the instructions on the front cover  of the answer booklet. if you need additional answer paper ask the invigilator for a continuation booklet. answer two questions: one question from section a and one question from section b. all questions in this paper carry equal marks. the syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificat e.",
+            "2": "2 0486/11/m/j/16 \u00a9 ucles 2016blank page",
+            "3": "3 0486/11/m/j/16 \u00a9 ucles 2016 [turn overcontents section a: poetry text question  numbers page[s] thomas hardy:  from selected poems   1, 2 pages 4\u20135 from jo phillips ed: poems deep & dangerous   3, 4 pages 6\u20137 songs of ourselves volume 2  : from part 1  5, 6 pages 8\u20139 section b: prose text question  numbers page[s] chinua achebe: no longer at ease   7, 8 pages 10\u201311 jane austen: northanger abbey   9, 10 pages 12\u201313 george eliot: silas marner 11, 12  pages 14\u201315 michael frayn: spies 13, 14 pages 16\u201317 susan hill: i\u2019m the king of the castle 15, 16 pages 18\u201319 r. k. narayan: the english teacher 17, 18 pages 20\u201321 robert louis stevenson: the strange case of dr jekyll and mr hyde  19, 20 pages 22\u201323 from stories of ourselves 21, 22 pages 24\u201325",
+            "4": "4 0486/11/m/j/16 \u00a9 ucles 2016section a: poetry answer one question from this section. thomas hardy: from selected poems remember to support your ideas with details from the writing. either 1 read this poem, and then answer the question that follows it:  on the departure platform we kissed at the barrier; and passing through she left me, and moment by moment gotsmaller and smaller, until to my view    she was but a spot; a wee white spot of muslin fluff that down the diminishing platform borethrough hustling crowds of gentle and rough    to the carriage door. under the lamplight\u2019s fitful glowers, behind dark groups from far and near,whose interests were apart from ours,    she would disappear, then show again, till i ceased to see that flexible form, that nebulous white;and she who was more than my life to me    had vanished quite \u2026  we have penned new plans since that fair fond day, and in season she will appear again \u2013perhaps in the same soft white array \u2013    but never as then! \u2013 \u2018and why, young man, must eternally fly a joy you\u2019ll repeat, if you love her well?\u2019\u2013 o friend, nought happens twice thus; why,    i cannot tell!   how does hardy movingly capture a moment in time in on the departure platform ?5 101520",
+            "5": "5 0486/11/m/j/16 \u00a9 ucles 2016 [turn overor 2 explore the ways in which hardy vividly conveys the bitter feelings of the speaker in  neutral tones. neutral tones we stood by a pond that winter day, and the sun was white, as though chidden of god,and a few leaves lay on the starving sod; \u2013 they had fallen from an ash, and were gray. y our eyes on me were as eyes that rove over tedious riddles of years ago;and some words played between us to and fro on which lost the more by our love. the smile on your mouth was the deadest thing alive enough to have strength to die;and a grin of bitterness swept thereby like an ominous bird a-wing \u2026  since then, keen lessons that love deceives, and wrings with wrong, have shaped to mey our face, and the god-curst sun, and a tree, and a pond edged with grayish leaves.5 1015",
+            "6": "6 0486/11/m/j/16 \u00a9 ucles 2016from jo phillips  ed: poems deep & dangerous remember to support your ideas with details from the writing. either 3 read this poem, and then answer the question that follows it: first love i ne\u2019er was struck before that hour  with love so sudden and so sweet.her face it bloomed like a sweet flower and stole my heart away complete.my face turned pale as deadly pale, my legs refused to walk away,and when she looked \u2018what could i ail?\u2019 my life and all seemed turned to clay. and then my blood rushed to my face  and took my sight away.the trees and bushes round the place seemed midnight at noonday.i could not see a single thing, words from my eyes did start;they spoke as chords do from the string and blood burnt round my heart. are flowers the winter\u2019s choice?  is love\u2019s bed always snow?she seemed to hear my silent voice and love\u2019s appeal to know.i never saw so sweet a face as that i stood before:my heart has left its dwelling-place and can return no more. (john clare )   how does clare make first love  such a moving poem?5 10 15 20",
+            "7": "7 0486/11/m/j/16 \u00a9 ucles 2016 [turn overor 4 how does laskey vividly convey the feelings of the speaker for his son in registers ? registers out of the warm primordial cave of our conversations, jack\u2019s gone.no more chit-chat under the blanketspegged over chairs and nipped in drawers. throughout his first five years an ear always open, at worst ajar,i catch myself still listening outfor sounds of him in the sensible house where nothing stirs but the washing machine which clicks and churns. i\u2019m loosening his armsclasped round my neck, detaching myselffrom his soft protracted kiss goodbye. good boy, diminishing down the long corridors into the huge unknownassembly hall, each word strange,even his name on miss cracknell\u2019s tongue. (michael laskey )5 1015",
+            "8": "8 0486/11/m/j/16 \u00a9 ucles 2016songs of ourselves volume 2 : from part 1 remember to support your ideas with details from the writing. either 5 read this poem, and then answer the question that follows it: for my grandmother knitting there is no need they say but the needles still movetheir rhythms in the working of your handsas easilyas if your handswere once again those sure and skilful handsof the fisher-girl. y ou are old now and your grasp of things is not so goodbut master of your moments thendeft and swiftyou slit the still-ticking quick silver fish.hard work it was tooof necessity. but now they say there is no need as the needles movein the working of your handsonce the hands of the bridewith the hand-span waistonce the hands of the miner\u2019s wifewho scrubbed his backin a tin bath by the coal fireonce the hands of the motherof six who made do and mendedscraped and slaved slapped sometimeswhen necessary. but now they say there is no need the kids they say grandmahave too much alreadymore than they can weartoo many scarves and cardigans \u2013gran you do too muchthere\u2019s no necessity. (liz lochhead )   how does lochhead create a moving and affectionate portrait of her grandmother in for  my grandmother knitting ?5 1015 2025 30",
+            "9": "9 0486/11/m/j/16 \u00a9 ucles 2016 [turn overor 6 explore the ways in which wordsworth uses imagery to striking effect in \u2018 she was a  phantom of delight\u2019. \u2018she was a phantom of delight\u2019 she was a phantom of delight when first she gleamed upon my sight;a lovely apparition, sentto be a moment\u2019s ornament;her eyes as stars of twilight fair;like twilight\u2019s, too, her dusky hair;but all things else about her drawnfrom may-time and the chearful dawn;a dancing shape, an image gay,to haunt, to startle, and way-lay. i saw her upon nearer view, a spirit, yet a woman too!her household motions light and free,and steps of virgin liberty;a countenance in which did meetsweet records, promises as sweet;a creature not too bright or goodfor human nature\u2019s daily food;for transient sorrows, simple wiles,praise, blame, love, kisses, tears, and smiles. and now i see with eye serene the very pulse of the machine;a being breathing thoughtful breath;a traveller betwixt life and death;the reason firm, the temperate will,endurance, foresight, strength and skill;a perfect woman; nobly planned,to warn, to comfort, and command;and yet a spirit still, and brightwith something of an angel light. (william wordsworth )5 10 15 20 25 30",
+            "10": "10 0486/11/m/j/16 \u00a9 ucles 2016section b: prose answer one question from this section. chinua achebe: no longer at ease remember to support your ideas with details from the writing. either 7 read this extract, and then answer the question that follows it: obi seemed to look over the shoulders of everyone who came out to  welcome him home. \u2018where is mother?\u2019 his eyes kept asking. he did not know whether she  was still in hospital or at home, and he was afraid to ask. \u2018y our mother returned from hospital last week,\u2019 said his father as they  entered the house. \u2018where is she?\u2019\u2018in her room,\u2019 said eunice, his youngest sister.mother\u2019s room was the most distinctive in the whole house, except  perhaps for father\u2019s. the difficulty in deciding arose from the fact that one could not compare incomparable things. mr okonkwo believed utterly and completely in the things of the white man. and the symbol of the white man\u2019s power was the written word, or better still, the printed word. once before he went to england, obi heard his father talk with deep feeling about the mystery of the written word to an illiterate kinsman: \u2018our women made black patterns on their bodies with the juice of the  uli tree. it was beautiful, but it soon faded. if it lasted two market weeks it  lasted a long time. but sometimes our elders spoke about uli that never  faded, although no one had ever seen it. we see it today in the writing of the white man. if you go to the native court and look at the books which clerks wrote twenty years ago or more, they are still as they wrote them. they do not say one thing today and another tomorrow, or one thing this year and another next year. okoye in the book today cannot become okonkwo tomorrow. in the bible pilate said: \u201cwhat is written is written.\u201d it is uli that never fades.\u2019 the kinsman had nodded his head in approval and snapped his fingers.the result of okonkwo\u2019s mystic regard for the written word was that his  room was full of old books and papers \u2013 from blackie\u2019s arithmetic which he used in 1908 to obi\u2019s durrell, from obsolete cockroach-eaten translations of the bible into the onitsha dialect to yellowed scripture union cards of 1920 and earlier. okonkwo never destroyed a piece of paper. he had two boxes full of them. the rest were preserved on top of his enormous cupboard, on tables, on boxes and on one corner of the floor. mother\u2019s room, on the other hand, was full of mundane things. she  had her box of clothes on a stool. on the other side of the room were pots of solid palm-oil with which she made black soap. the palm-oil was separated from the clothes by the whole length of the room, because, as she always said, clothes and oil were not kinsmen, and just as it was the duty of clothes to try and avoid oil it was also the duty of the oil to do everything to avoid clothes. apart from these two, mother\u2019s room also had such things as last year\u2019s  coco yams, kola nuts preserved with banana leaves in empty oil pots, palm-ash preserved in an old cylindrical vessel which, as the older children told obi, had once contained biscuits. in the second stage of its life it had 5 10152025303540",
+            "11": "11 0486/11/m/j/16 \u00a9 ucles 2016 [turn overserved as a water vessel until it sprang about five leaks which had to be  carefully covered with paper before it got its present job. as he looked at his mother on her bed, tears stood in obi\u2019s eyes. she  held out her hand to him and he took it \u2013 all bone and skin like a bat\u2019s wing. \u2018y ou did not see me when i was ill,\u2019 she said. \u2018now i am as healthy as  a young girl.\u2019 she laughed without mirth. \u2018y ou should have seen me three weeks ago. how is your work? are umuofia people in lagos all well? how is joseph? his mother came to see me yesterday and i told her we were expecting you \u2026 \u2019 obi answered: \u2018they are well, yes, yes and yes.\u2019 but his heart all the  while was bursting with grief. [from chapter 13]   how does achebe\u2019s writing make this moment in the novel so moving? or 8 explore the ways in which achebe portrays the relationship between obi and miss marie  tomlinson.45 5055",
+            "12": "12 0486/11/m/j/16 \u00a9 ucles 2016jane austen: northanger abbey remember to support your ideas with details from the writing. either 9 read this extract, and then answer the question that follows it: they passed briskly down pulteney-street, and through laura-place,  without the exchange of many words. thorpe talked to his horse, and she meditated, by turns, on broken promises and broken arches, phaetons and false hangings, tilneys and trap-doors. as they entered argyle-buildings, however, she was roused by this address from her companion, \u2018who is that girl who looked at you so hard as she went by?\u2019 \u2018who?\u2014where?\u2019\u2018on the right-hand pavement\u2014she must be almost out of sight now.\u2019  catherine looked round and saw miss tilney leaning on her brother\u2019s arm, walking slowly down the street. she saw them both looking back at her. \u2018stop, stop, mr. thorpe, she impatiently cried, it is miss tilney; it is indeed.\u2014how could you tell me they were gone?\u2014stop, stop, i will get out this moment and go to them.\u2019 but to what purpose did she speak?\u2014thorpe only lashed his horse into a brisker trot; the tilneys, who had soon ceased to look after her, were in a moment out of sight round the corner of laura-place, and in another moment she was herself whisked into the marketplace. still, however, and during the length of another street, she intreated him to stop. \u2018pray, pray stop, mr. thorpe.\u2014i cannot go on.\u2014i will not go on.\u2014i must go back to miss tilney.\u2019 but mr. thorpe only laughed, smacked his whip, encouraged his horse, made odd noises, and drove on; and catherine, angry and vexed as she was, having no power of getting away, was obliged to give up the point and submit. her reproaches, however, were not spared. \u2018how could you deceive me so, mr. thorpe?\u2014how could you say, that you saw them driving up the lansdown-road?\u2014i would not have had it happen so for the world.\u2014they must think it so strange; so rude of me! to go by them, too, without saying a word! y ou do not know how vexed i am.\u2014i shall have no pleasure at clifton, nor in any thing else. i had rather, ten  thousand times rather get out now, and walk  back to them. how could you say, you saw them driving out in a phaeton?\u2019 thorpe defended himself very stoutly, declared he had never seen two men so much alike in his life, and would hardly give up the point of its having been tilney himself. their drive, even when this subject was over, was not likely to be very  agreeable. catherine\u2019s complaisance was no longer what it had been in their former airing. she listened reluctantly, and her replies were short. blaize castle remained her only comfort; towards that, she still looked  at intervals with pleasure; though rather than be disappointed of the promised walk, and especially rather than be thought ill of by the tilneys, she would willingly have given up all the happiness which its walls could supply\u2014the happiness of a progress through a long suite of lofty rooms, exhibiting the remains of magnificent furniture, though now for many years deserted\u2014the happiness of being stopped in their way along narrow, winding vaults, by a low, grated door; or even of having their lamp, their only lamp, extinguished by a sudden gust of wind, and of being left in total darkness. in the meanwhile, they proceeded on their journey without any mischance; and were within view of the town of keynsham, when a halloo from morland, who was behind them, made his friend pull up, to know what was the matter. the others then came close enough for conversation, and 5 1015202530354045",
+            "13": "13 0486/11/m/j/16 \u00a9 ucles 2016 [turn overmorland said, \u2018we had better go back, thorpe; it is too late to go on to-day;  your sister thinks so as well as i. we have been exactly an hour coming from pulteney-street, very little more than seven miles; and, i suppose, we have at least eight more to go. it will never do. we set out a great deal too late. we had much better put it off till another day, and turn round.\u2019 \u2018it is all one to me,\u2019 replied thorpe rather angrily; and instantly turning his  horse, they were on their way back to bath. \u2018if your brother had not got such a d\u2014\u2014beast to drive,\u2019 said he soon  afterwards, \u2018we might have done it very well. my horse would have trotted to clifton within the hour, if left to himself, and i have almost broke my arm with pulling him in to that cursed broken-winded jade\u2019s pace. morland is a fool for not keeping a horse and gig of his own.\u2019 \u2018no, he is not,\u2019 said catherine warmly, \u2018for i am sure he could not afford  it.\u2019 \u2018and why cannot he afford it?\u2019\u2018because he has not money enough.\u2019\u2018and whose fault is that?\u2019\u2018nobody\u2019s, that i know of.\u2019 thorpe then said something in the loud,  incoherent way to which he had often recourse, about its being a d\u2014\u2014thing to be miserly; and that if people who rolled in money could not afford things, he did not know who could; which catherine did not even endeavour to understand. disappointed of what was to have been the consolation for her first disappointment, she was less and less disposed either to be agreeable herself, or to find her companion so; and they returned to pulteney-street without her speaking twenty words. [from chapter 11]   how does austen make you feel sorry for catherine at this moment in the novel? or 10 does austen make it possible for you to have any respect for general tilney as a father?50 55606570",
+            "14": "14 0486/11/m/j/16 \u00a9 ucles 2016george eliot: silas marner remember to support your ideas with details from the writing. either 11 read this extract, and then answer the question that follows it: \u2018sit down, nancy \u2013 there,\u2019 he said, pointing to a chair opposite him. \u2018i  came back as soon as i could, to hinder anybody\u2019s telling you but me. i\u2019ve had a great shock \u2013 but i care most about the shock it\u2019ll be to you.\u2019 \u2018it isn\u2019t father and priscilla?\u2019 said nancy, with quivering lips, clasping her  hands together tightly on her lap. \u2018no, it\u2019s nobody living,\u2019 said godfrey, unequal to the considerate skill with  which he would have wished to make his revelation. \u2018it\u2019s dunstan \u2013 my brother dunstan, that we lost sight of sixteen years ago. we\u2019ve found him \u2013 found his body \u2013 his skeleton.\u2019 the deep dread godfrey\u2019s look had created in nancy made her feel  these words a relief. she sat in comparative calmness to hear what else he had to tell. he went on: \u2018the stone-pit has gone dry suddenly \u2013 from the draining, i suppose;  and there he lies \u2013 has lain for sixteen years, wedged between two great stones. there\u2019s his watch and seals, and there\u2019s my gold-handled hunting-whip, with my name on: he took it away, without my knowing, the day he went hunting on wildfire, the last time he was seen.\u2019 godfrey paused: it was not so easy to say what came next. \u2018do you think  he drowned himself?\u2019 said nancy, almost wondering that her husband should be so deeply shaken by what had happened all those years ago to an unloved brother, of whom worse things had been augured. \u2018no, he fell in,\u2019 said godfrey, in a low but distinct voice, as if he felt some  deep meaning in the fact. presently he added: \u2018dunstan was the man that robbed silas marner.\u2019 the blood rushed to nancy\u2019s face and neck at this surprise and shame,  for she had been bred up to regard even a distant kinship with crime as a dishonour. \u2018oh godfrey!\u2019 she said, with compassion in her tone, for she had  immediately reflected that the dishonour must be felt still more keenly by her husband. \u2018there was the money in the pit,\u2019 he continued \u2013 \u2018all the weaver\u2019s money.  everything\u2019s been gathered up, and they\u2019re taking the skeleton to the rainbow. but i came back to tell you: there was no hindering it; you must know.\u2019 he was silent, looking on the ground for two long minutes. nancy would  have said some words of comfort under this disgrace, but she refrained, from an instinctive sense that there was something behind \u2013 that godfrey had something else to tell her. presently he lifted his eyes  to her face, and  kept them fixed on her, as he said \u2013 \u2018everything comes to light, nancy, sooner or later. when god almighty  wills it, our secrets are found out. i\u2019ve lived with a secret on my mind, but i\u2019ll keep it from you no longer. i wouldn\u2019t have you know it by somebody else, and not by me \u2013 i wouldn\u2019t have you find it out after i\u2019m dead. i\u2019ll tell you now. it\u2019s been \u201ci will\u201d and \u201ci won\u2019t\u201d with me all my life \u2013 i\u2019ll make sure of myself now.\u2019 nancy\u2019s utmost dread had returned. the eyes of the husband and wife  met with awe in them, as at a crisis which suspended affection.5 1015202530354045",
+            "15": "15 0486/11/m/j/16 \u00a9 ucles 2016 [turn over\u2018nancy,\u2019 said godfrey, slowly, \u2018when i married you, i hid something from  you \u2013 something i ought to have told you. that woman marner found dead in the snow \u2013 eppie\u2019s mother \u2013 that wretched woman \u2013 was my wife: eppie is my child.\u2019 he paused, dreading the effect of his confession. but nancy sat quite  still, only that her eyes dropped and ceased to meet his. she was pale and quiet as a meditative statue, clasping her hands on her lap. \u2018y ou\u2019ll never think the same of me again,\u2019 said godfrey, after a little while,  with some tremor in his voice. she was silent.\u2018i oughtn\u2019t to have left the child unowned: i oughtn\u2019t to have kept it from  you. but i couldn\u2019t bear to give you up, nancy. i was led away into marrying her \u2013 i suffered for it.\u2019 still nancy was silent, looking down; and he almost expected that she  would presently get up and say she would go to her father\u2019s. how could she have any mercy for faults that must seem so black to her, with her simple severe notions? but at last she lifted up her eyes to his again and spoke. there was no  indignation in her voice \u2013 only deep regret. \u2018godfrey, if you had but told me this six years ago, we could have done  some of our duty by the child. do you think i\u2019d have refused to take her in, if i\u2019d known she was yours?\u2019 at that moment godfrey felt all the bitterness of an error that was not  simply futile, but had defeated its own end. he had not measured this wife with whom he had lived so long.  [from chapter 18]   how does eliot make this moment in the novel so powerful? or 12 explore the ways in which eliot makes the relationship between silas and dolly so  moving.50 55606570",
+            "16": "16 0486/11/m/j/16 \u00a9 ucles 2016michael frayn: spies remember to support your ideas with details from the writing. either 13 read this extract, and then answer the question that follows it: the sound of the train has died away.                                                           content removed due to copyright restrictions.",
+            "17": "17 0486/11/m/j/16 \u00a9 ucles 2016 [turn over      we walk on past the mouldering boot, past the nettles and the  little field of dock and sorrel, past the sycamore with the rope hanging from  it, until at last we are out of that skulking, ancient land beyond the tunnel. [from chapter 6]   how does frayn make this such a tense moment in the novel? or 14 how does frayn make barbara such a memorable character? content removed due to copyright restrictions.",
+            "18": "18 0486/11/m/j/16 \u00a9 ucles 2016susan hill: i\u2019m the king of the castle remember to support your ideas with details from the writing. either 15 read this extract, and then answer the question that follows it: at once, kingshaw went to the window, averting his eyes from the moths.  the rain was driving across the lawn now, into the yew trees, battering against the window. it was gone nine o\u2019clock, and already dusk, because of the heavy clouds. the windows were bolted. it took him a long time to ram back the stiff  metal, and he split his thumbnail down one side. the window-ledges were filthy. he dared not turn round and look back into the room, at the stiff, animal bodies and the dead fish, and the rows of outstretched moths underneath their glass lids. he tugged and heaved at both the tall windows, until his arms felt wrenched from their sockets, and his chest ached. he could not move them, nobody had opened them for years. he went on trying, though, long after he knew that it was useless, because, as long as he pulled desperately at the windows, he was not having to turn and face the silent room. but in the end, he let go, and began to cry with frustration. after a time he thought, it\u2019s only about eight o\u2019clock, everybody\u2019s up,  if i shout and shout they\u2019ll come for me. but he knew that he would not shout, he would not do anything to make hooper feel that he had won. eventually, his mother would go up to bed, and then he could bang on the door, someone would come to him. he just had to wait, that was all. he sat on the window ledge. if hooper had come back now, he would  have \u2026 but he could not imagine what he might do. the fight with hooper on the first day had shocked him, though he had not been hurt himself. a burst of rain spattered against the window.looking out onto the lawn, he could see the shadows of the yew trees,  tossing in the wind. he thought suddenly of the figures of men, hiding out there, watching him, lying in wait. the rhododendrons were bunched together in peculiar shapes, on either side of the long drive. he dared not go on looking, he turned his back on the garden and walked forward a little way, into the room. he thought, i ought to switch on the standard lamp and look in the  cupboards for a book to read, i ought not to be a baby. when they come past, i shall call out, that\u2019s all. he would not tell them about hooper. he knew that the lamp would cast shadows, but only in this one small  corner, by the bookcases, the rest of the room would be in darkness. he did not think he would mind, if he sat up close to the books, in the circle of the lamp \u2026  it was very important to stand up to hooper, even if only he himself knew  that he had done so. it was the most important thing of all. kingshaw lifted his arm up to the standard lamp. as the light came on, a  moth emerged from inside the shade, brushing against his hand as it flew, and began to beat about the glow. in the end, they did come, through the hall on their way upstairs, laughing  together. he called out. they opened the door. he said stiffly, \u2018i got locked in.\u2019his mother stood, frowning, looking to mr hooper for guidance. mr  hooper took a few steps nearer to kingshaw. \u2018i\u2019m all right,\u2019 he said. \u2018it\u2019s o.k. i just got locked in. goodnight,\u2019 and raced 5 1015202530354045",
+            "19": "19 0486/11/m/j/16 \u00a9 ucles 2016 [turn overfor the stairs, before the questions could begin. in the lavatory he was  violently sick. hooper said the next morning, \u2018he\u2019s stupid. why didn\u2019t he shout, then? i  didn\u2019t know he was in there, i never know what kingshaw does.\u2019  [from chapter 3]   how does hill\u2019s writing vividly convey kingshaw\u2019s state of mind at this moment in the  novel? or 16 explore the ways in which hill makes the visit to leydell castle so memorable and  significant.50",
+            "20": "20 0486/11/m/j/16 \u00a9 ucles 2016r. k. narayan: the english teacher remember to support your ideas with details from the writing. either 17 read this extract, and then answer the question that follows it: the first thing that woke me in the morning was the cold hands of  my daughter placed on my forehead and the shout \u201cappa\u201d (father), or sometimes she just sat, with her elbows on the ground and her chin between her palms, gazing into my face as i lay asleep. whenever i opened my eyes in  the morning, i saw her face close to mine, and her eyes  scrutinizing my face. i do not know what she found so fascinating there. her eyes looked like a pair of dark butterflies dancing with independent life, at such close quarters. \u201coh, father has woken up!\u201d she cried happily. i looked at her with  suspicion and asked: \u201cwhat have you been trying to do so close to me?\u201d \u201ci only wanted to watch, that is  all. i didn\u2019t wake you up.\u201d \u201cwatch what?\u201d\u201ci wanted to watch if  any ant or fly was going to get into you through your  nose, that is all\u2026 .\u201d \u201cdid any get in?\u201d\u201cno. because i was watching.\u201d there was a hint in her tone as if a sentry  had mounted guard against a formidable enemy. \u201cwhat do you do when you sleep, father?\u201d once again a question that  could not be answered by an adult; perhaps only another child could find an answer for it. \u201ci was saying something close to you and yet you didn\u2019t reply.\u201d \u201cwhat were you saying?\u201d\u201ci said: there is a peppermint, open your mouth!\u201dafter these preambles we left the bed. i rolled her about a little on  the mattress and then she sat up and picked a book from my table and commanded: \u201cread this story.\u201d i had no story book on my table. she usually picked up some heavy critical work and brought it to me. when i put it   back on the table, she brought out her usual catalogue of the calcutta mail order firm, and asked me to read out of it. this happened almost every morning. i had to put away the book gently and say to her: \u201cnot now. we must first wash.\u201d \u201cwhy?\u201d\u201cthat is  how it must be done.\u201d \u201cno. we must first read stories,\u201d she corrected me.\u201cwe must first wash, and then read stories,\u201d i persisted.\u201cwhy?\u201d\u201cbecause it is goddess saraswathi and we must never touch her without  washing.\u201d \u201cwhat will she do if we touch her without washing?\u201d\u201cshe will be very unhappy, and she is the goddess of learning, you see,  and if you please her by washing and being clean, she will make you very learned.\u201d \u201cwhy should i be learned?\u201d\u201cy ou can read a lot of stories yourself without my help.\u201d\u201coh! what will you do then?\u201d she asked, as if pitying a man who would  lose his only employment in life.5 1015202530354045",
+            "21": "21 0486/11/m/j/16 \u00a9 ucles 2016 [turn overit was as a matter of fact my chief occupation in life. i cared for little  else. i felt a thrill of pride whenever i had to work and look after the child. it seemed a noble and exciting occupation\u2014the sole responsibility for a growing creature. [from chapter 4]   explore the ways in which narayan vividly portrays the relationship between father and  daughter at this moment in the novel. or 18 how far does narayan persuade you that the headmaster whose school leela attends is  an admirable character?50",
+            "22": "22 0486/11/m/j/16 \u00a9 ucles 2016robert louis stevenson: the strange case of dr jekyll and mr hyde remember to support your ideas with details from the writing. either 19 read this extract, and then answer the question that follows it: as bradshaw left, the lawyer looked at his watch. \u2018and now, poole, let us  get to ours,\u2019 he said; and taking the poker under his arm, he led the way into the yard. the scud had banked over the moon, and it was now quite dark. the wind, which only broke in puffs and draughts into that deep well of building, tossed the light of the candle to and fro about their steps, until they came into the shelter of the theatre, where they sat down silently to wait. london hummed solemnly all around; but nearer at hand, the stillness was only broken by the sound of a footfall moving to and fro along the cabinet floor. \u2018so it will walk all day, sir,\u2019 whispered poole; \u2018ay, and the better part of the  night. only when a new sample comes from the chemist, there\u2019s a bit of a break. ah, it\u2019s an ill conscience that\u2019s such an enemy to rest! ah, sir, there\u2019s blood foully shed in every step of it! but hark again, a little closer \u2013 put your heart in your ears, mr utterson, and tell me, is that the doctor\u2019s foot?\u2019 the steps fell lightly and oddly, with a certain swing, for all they went  so slowly; it was different indeed from the heavy creaking tread of henry jekyll. utterson sighed. \u2018is there never anything else?\u2019 he asked. poole nodded. \u2018once,\u2019 he said. \u2018once i heard it weeping!\u2019\u2018weeping? how that?\u2019 said the lawyer, conscious of a sudden chill of  horror. \u2018weeping like a woman or a lost soul,\u2019 said the butler. \u2018i came away with  that upon my heart, that i could have wept too.\u2019 but now the ten minutes drew to an end. poole disinterred the axe from  under a stack of packing straw; the candle was set upon the nearest table to light them to the attack; and they drew near with bated breath to where that patient foot was still going up and down, up and down in the quiet of the night. \u2018jekyll,\u2019 cried utterson, with a loud voice, \u2018i demand to see you.\u2019 he  paused a moment, but there came no reply. \u2018i give you fair warning, our suspicions are aroused, and i must and shall see you,\u2019 he resumed; \u2018if not by fair means, then by foul \u2013 if not of your consent, then by brute force!\u2019 \u2018utterson,\u2019 said the voice, \u2018for god\u2019s sake, have mercy!\u2019\u2018ah, that\u2019s not jekyll\u2019s voice \u2013 it\u2019s hyde\u2019s!\u2019 cried utterson. \u2018down with the  door, poole!\u2019 poole swung the axe over his shoulder; the blow shook the building, and  the red baize door leaped against the lock and hinges. a dismal screech, as of mere animal terror, rang from the cabinet. up went the axe again, and again the panels crashed and the frame bounded; four times the blow fell; but the wood was tough and the fittings were of excellent workmanship; and it was not until the fifth that the lock burst in sunder, and the wreck of the door fell inwards on the carpet. the besiegers, appalled by their own riot and the stillness that had  succeeded, stood back a little and peered in. there lay the cabinet before their eyes in the quiet lamplight, a good fire glowing and chattering on the hearth, the kettle singing its thin strain, a drawer or two open, papers neatly set forth on the business table, and nearer the fire, the  things laid  out for tea; the quietest room, you would have said, and, but for the glazed presses full of chemicals, the most commonplace that night in london.5 1015202530354045",
+            "23": "23 0486/11/m/j/16 \u00a9 ucles 2016 [turn overright in the midst there lay the body of a man sorely contorted and still  twitching. they drew near on tiptoe, turned it on its back, and beheld the face of edward hyde. he was dressed in clothes far too large for him, clothes of the doctor\u2019s bigness; the cords of his face still moved with a semblance of life, but life was quite gone; and by the crushed phial in the hand and the strong smell of kernels that hung upon the air, utterson knew that he was looking on the body of a self-destroyer. [from chapter 8, \u2018the last night\u2019]   how does stevenson make this such a powerful moment in the novel? or 20 explore the ways in which stevenson makes hyde such a hateful character.50 55",
+            "24": "24 0486/11/m/j/16 \u00a9 ucles 2016from stories of ourselves remember to support your ideas with details from the writing. either 21 read this extract from the prison (by bernard malamud), and then answer the question  that follows it: he cursed the candy store and rosa, and cursed, from its beginning, his  unhappy life. it was on one of these bad mornings that a ten-year-old girl from around  the block came in and asked for two rolls of colored tissue paper, one red and one yellow. he wanted to tell her to go to hell and stop bothering, but instead went with bad grace to the rear, where rosa, whose bright idea it was to keep the stuff, had put it. he went from force of habit, for the girl had been coming in every monday since the summer for the same thing, because her rock-faced mother, who looked as if she arranged her own widowhood, took care of some small kids after school and gave them the paper to cut out dolls and such things. the girl, whose name he didn\u2019t know, resembled her mother, except her features were not quite so sharp and she had very light skin with dark eyes; but she was a plain kid and would be more so at twenty. he had noticed, when he went to get the paper, that she always hung back as if afraid to go where it was dark, though he kept the comics there and most of the other kids had to be slapped away from them; and that when he brought her the tissue paper her skin seemed to grow whiter and her eyes shone. she always handed him two hot dimes and went out without glancing back. it happened that rosa, who trusted nobody, had just hung a mirror on  the back wall, and as tommy opened the drawer to get the girl her paper this monday morning that he felt so bad, he looked up and saw in the glass something that made it seem as if he were dreaming. the girl had disappeared, but he saw a white hand reach into the candy case for a chocolate bar and for another, then she came forth from behind the counter and stood there, innocently waiting for him. he felt at first like grabbing her by the neck and socking till she threw up, but he had been caught, as he sometimes was, by this thought of how his uncle dom, years ago before he went away, used to take with him tony alone of all the kids, when he went crabbing to sheepshead bay. once they went at night and threw the baited wire traps into the water and after a while pulled them up and they had this green lobster in one, and just then this fat-faced cop came along and said they had to throw it back unless it was nine inches. dom said it was nine inches, but the cop said not to be a wise guy so dom measured it and it was ten, and they laughed about that lobster all night. then he remembered how he had felt after dom was gone, and tears filled his eyes. he found himself thinking about the way his life had turned out, and then about this girl, moved that she was so young and a thief. he felt he ought to do something for her, warn her to cut it out before she got trapped and fouled up her life before it got started. his urge to do this was strong, but when he went forward she looked up frightened because he had taken so long. the fear in her eyes bothered him and he didn\u2019t say anything. she thrust out the dimes, grabbed at the tissue rolls and ran out of the store. he had to sit down. he kept trying to make the desire to speak to her  go away, but it came back stronger than ever. he asked himself what difference does it make if she swipes candy \u2013 so she swipes it; and the role of reformer was strange and distasteful to him, yet he could not convince 5 1015202530354045",
+            "25": "25 0486/11/m/j/16 \u00a9 ucles 2016himself that what he felt he must do was unimportant. but he worried he  would not know what to say to her. always he had trouble speaking right, stumbled over words, especially in new situations. he was afraid he would sound like a jerk and she would not take him seriously. he had to tell her in a sure way so that even if it scared her, she would understand he had done it to set her straight. he mentioned her to no one but often thought about her, always looking around whenever he went outside to raise the awning or wash the window, to see if any of the girls playing in the street was her, but they never were. the following monday, an hour after opening the store he had smoked a full pack of butts. he thought he had found what he wanted to say but was afraid for some reason she wouldn\u2019t come in, or if she did, this time she would be afraid to take the candy. he wasn\u2019t sure he wanted that to happen until he had said what he had to say. but at about eleven, while he was reading the news, she appeared, asking for  the tissue paper, her eyes shining so he had to look away. he knew she meant to steal. going to the rear he slowly opened the drawer, keeping his head lowered as he sneaked a look into the glass and saw her slide behind the counter. his heart beat hard and his feet felt nailed to the floor. he tried to remember what he had intended to do, but his mind was like a dark, empty room so he let her, in the end, slip away and stood tongue-tied, the dimes burning his palm.   in what ways does malamud\u2019s writing make you feel sympathy for tommy here? or 22 how does ballard create such a horrifying vision of the future in billennium ?50 556065",
+            "26": "26 0486/11/m/j/16 \u00a9 ucles 2016blank page",
+            "27": "27 0486/11/m/j/16 \u00a9 ucles 2016blank page",
+            "28": "28 0486/11/m/j/16 \u00a9 ucles 2016blank page permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here 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 onl ine in the cambridge international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to do wnload at www.cie.org.uk after  the live examination series. cambridge international examinations is part of the cambridge assessment group. cambridge assessment is the brand name of unive rsity of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge."
+        },
+        "0486_s16_qp_12.pdf": {
+            "1": "this document consists of 26 printed pages, 2 blank pages and 1 insert. dc (rcl (km)) 113911/4 \u00a9 ucles 2016  [turn overcambridge international examinations cambridge international general certificate of secondary education * 8 9 6 9 3 6 4 9 8 0 *literature (english)  0486/12 paper 1  poetry and prose  may/june 2016  1 hour 30 minutes no additional materials are required. read these instructions first an answer booklet is provided inside this question paper. y ou should follow the instructions on the front cover  of the answer booklet. if you need additional answer paper ask the invigilator for a continuation booklet. answer two questions: one question from section a and one question from section b. all questions in this paper carry equal marks. the syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificate.",
+            "2": "2 0486/12/m/j/16 \u00a9 ucles 2016blank page",
+            "3": "3 0486/12/m/j/16 \u00a9 ucles 2016 [turn overcontents section a: poetry text\t question \t numbers\t page[s] thomas hardy: from  selected poems   1, 2 pages  4\u20135 from jo phillips ed: poems deep & dangerous   3, 4 pages  6\u20137 songs of ourselves volume 2    : from  part 1   5, 6 pages  8\u201310 section b: prose text\t question \t numbers\t page[s] chinua achebe: no longer at ease   7, 8 pages  12\u201313 jane austen:  northanger abbey   9, 10  pages  14\u201315 george eliot:  silas marner  11, 12  pages  16\u201317 michael frayn:  spies  13, 14  pages  18\u201319 susan hill:  i\u2019m the king of the castle  15, 16  pages  20\u201321 r. k. narayan:  the english teacher  17, 18  pages  22\u201323 robert louis stevenson:  the strange case of dr jekyll and mr hyde  19, 20  pages  24\u201325 from stories of ourselves  21, 22  pages  26\u201327",
+            "4": "4 0486/12/m/j/16 \u00a9 ucles 2016section a: poetry answer one question from this section. thomas hardy: from selected \tpoems remember to support your ideas with details from the writing. either  1 read this poem, and then answer the question that follows it:  the darkling thrush i leant upon a coppice gate  when frost was spectre-gray, and winter\u2019s dregs made desolate  the weakening eye of day. the tangled bine-stems scored the sky  like strings of broken lyres, and all mankind that haunted nigh  had sought their household fires. the land\u2019s sharp features seemed to be  the century\u2019s corpse outleant, his crypt the cloudy canopy,  the wind his death-lament. the ancient pulse of germ and birth  was shrunken hard and dry, and every spirit upon earth  seemed fervourless as i. at once a voice arose among  the bleak twigs overhead in a full-hearted evensong  of joy illimited; an aged thrush, frail, gaunt, and small,  in blast-beruffled plume, had chosen thus to fling his soul  upon the growing gloom. so little cause for carolings  of such ecstatic sound was written on terrestrial things  afar or nigh around, that i could think there trembled through  his happy good-night air some blessed hope, whereof he knew  and i was unaware.   how does hardy vividly depict the harshness of winter in the darkling thrush ?5 10 15 20 25 30",
+            "5": "5 0486/12/m/j/16 \u00a9 ucles 2016 [turn overor 2 explore the ways in which hardy movingly conveys the feelings of the speaker in at the  word \u2018farewell\u2019 . at the word \u2018farewell\u2019 she looked like a bird from a cloud    on the clammy lawn, moving alone, bare-browed    in the dim of dawn. the candles alight in the room    for my parting meal made all things withoutdoors loom    strange, ghostly, unreal. the hour itself was a ghost,    and it seemed to me then as of chances the chance furthermost    i should see her again. i beheld not where all was so fleet    that a plan of the past which had ruled us from birthtime to meet    was in working at last: no prelude did i there perceive    to a drama at all, or foreshadow what fortune might weave    from beginnings so small; but i rose as if quicked by a spur    i was bound to obey, and stepped through the casement to her    still alone in the gray. \u2018i am leaving you \u2026 farewell!\u2019 i said    as i followed her on by an alley bare boughs overspread;    \u2018i soon must be gone!\u2019 even then the scale might have been turned    against love by a feather, \u2013 but crimson one cheek of hers burned    when we came in together.5 10 15 20 25 30",
+            "6": "6 0486/12/m/j/16 \u00a9 ucles 2016from jo phillips \ted:\tpoems \tdeep \t&\tdangerous remember to support your ideas with details from the writing. either  3  read this poem, and then answer the question that follows it:  football after school (to kerry ) y ou\u2019ll be one of them in a few years, warpaint slicked over your face \u2013 your common language jeers, dribbling the sun about the place with the premature swagger of manhood, butting it with your head: your school tie a stiff striped dagger. y es, soon you\u2019ll be picking scabs of kisses off your skin as each kick makes you dwarf a tree, and stab a flower; the unset homework between margins of this makeshift pitch teaching you more than a textbook how to survive any monster\u2019s switch. y et as i look at your porcelain skin, their granite jowls, i wonder if you\u2019ll ever know how to dodge bruises on your shins from studded boots, be clever enough to tackle fouls with something more than inkstained fists and feet. perhaps you\u2019ll be too vulnerable for living \u2013 not hooligan enough to trample into the sod your shadow that grows twice as fast as yourself, to sample punches below the belt from one you know without flinching. i can\u2019t prevent crossbones on your knees turn bullies into cement \u2013 or confiscate the sun they\u2019ll puncture and put out. in their robust world i\u2019m no amazon. i can only scream inside without a shout for you not to inherit my fragility: never to love too much or be aged as i was by youth\u2019s anxiety. (patricia mccarthy )   how does mccarthy movingly depict the mother\u2019s feelings for her son in football after  school ?5 10 15 20 25 30 35",
+            "7": "7 0486/12/m/j/16 \u00a9 ucles 2016 [turn overor 4 explore the ways in which shakespeare makes the sonnet the marriage of true minds   such a powerful expression of what love means. the marriage of true minds let me not to the marriage of true minds admit impediments. love is not love which alters when it alteration finds, or bends with the remover to remove: o, no! it is an ever-fix\u00e8d mark, that looks on tempests and is never shaken; it is the star to every wandering bark, whose worth\u2019s unknown, although his height be taken. love\u2019s not time\u2019s fool, though rosy lips and cheeks within his bending sickle\u2019s compass come; love alters not with his brief hours and weeks, but bears it out even to the edge of doom. if this be error, and upon me prov\u2019d, i never writ, nor no man ever lov\u2019d. (william shakespeare )5 10",
+            "8": "8 0486/12/m/j/16 \u00a9 ucles 2016songs \tof\tourselves \tvolume \t2: from part 1 remember to support your ideas with details from the writing. either  5 how do the poets write memorably about love in the clod and the pebble (by william  blake) and song (by lady mary wroth)? the clod and the pebble \u2018love seeketh not itself to please, nor for itself hath any care, but for another gives its ease, and builds a heaven in hell\u2019s despair.\u2019 so sung a little clod of clay trodden with the cattle\u2019s feet, but a pebble of the brook warbled out these metres meet: \u2018love seeketh only self to please, to bind another to its delight, joys in another\u2019s loss of ease, and builds a hell in heaven\u2019s despite.\u2019 (william blake )5 10",
+            "9": "9 0486/12/m/j/16 \u00a9 ucles 2016 [turn oversong love a child is ever crying;  please him, and he straight is flying;  give him he the more is craving,  never satisfied with having. his desires have no measure;  endless folly is his treasure;  what he promiseth he breaketh.  trust not one word that he speaketh. he vows nothing but false matter,  and to cozen you he\u2019ll flatter.  let him gain the hand, he\u2019ll leave you,  and still glory to deceive you. he will triumph in your wailing,  and yet cause be of your failing.  these his virtues are, and slighter  are his gifts, his favours lighter. feathers are as firm in staying,  wolves no fiercer in their preying.  as a child then leave him crying,  nor seek him so given to flying. (lady mary wroth )5 10 15 20",
+            "10": "10 0486/12/m/j/16 \u00a9 ucles 2016or 6 read this poem, and then answer the question that follows it:  tiger in the menagerie no one could say how the tiger got into the menagerie. when the tiger came inside to wait. (emma jones)   explore the ways in which jones creates a sense of mystery in tiger in the menagerie. content removed due to copyright restrictions.",
+            "11": "11 0486/12/m/j/16 \u00a9 ucles 2016 [turn overturn to page 12 for section b.",
+            "12": "12 0486/12/m/j/16 \u00a9 ucles 2016section  b: p rose answer one question from this section. chinua achebe: no\tlonger \tat\tease remember to support your ideas with details from the writing. either  7 read this extract, and then answer the question that follows it: some years later as obi, newly returned from england, stood beside his  car at night in one of the less formidable of lagos slum areas waiting for  clara to take yards of material to her seamstress, his mind went over his  earlier impressions of the city. he had not thought places like this stood  side by side with the cars, electric lights and brightly dressed girls. his car was parked close to a wide-open storm drain from which came a  very strong smell of rotting flesh. it was the remains of a dog which had no  doubt been run over by a taxi. obi used to wonder why so many dogs were  killed by cars in lagos, until one day the driver he had engaged to teach  him driving went out of his way to run over one. in shocked amazement  obi asked why he had done it. \u2018na good luck,\u2019 said the man. \u2018dog bring  good luck for new car. but duck be different. if you kill duck you go get  accident or kill man.\u2019 beyond the storm drain there was a meat-stall. it was quite empty of  meat or meat-sellers. but a man was working a little machine on one   of the tables. it looked like a sewing-machine except that it ground maize.  a woman stood by watching the man turn the machine to grind her   maize. on the other side of the road a little boy wrapped in a cloth was selling  bean cakes or akara under a lamp-post. his bowl of akara was lying in the  dust and he seemed half asleep. but he really wasn\u2019t, for as soon as the  night-soilman passed swinging his broom and hurricane lamp and trailing  clouds of putrefaction the boy quickly sprang to his feet and began calling  him names. the man made for him with his broom but the boy was already  in flight, his bowl of akara on his head. the man grinding maize burst into  laughter, and the woman joined in. the night-soilman smiled and went his  way, having said something very rude about the boy\u2019s mother. here was lagos, thought obi, the real lagos he hadn\u2019t imagined  existed until now. during his first winter in england he had written a callow,  nostalgic poem about nigeria. it wasn\u2019t about lagos in particular, but  lagos was part of the nigeria he had in mind. \u2018how sweet it is to lie beneath a tree at eventime and share the ecstasy of jocund birds and flimsy butterflies; how sweet to leave our earthbound body in its mud, and rise towards the music of the spheres, descending softly with the wind, and the tender glow of the fading sun.\u2019 he recalled this poem, and then turned and looked at the rotting dog in  the storm drain and smiled. \u2018i have tasted putrid flesh in the spoon,\u2019 he said  through clenched teeth. \u2018far more apt.\u2019 at last clara emerged from the side  street and they drove away.5 10 15 20 25 30 35 40",
+            "13": "13 0486/12/m/j/16 \u00a9 ucles 2016 [turn overthey drove for a while in silence through narrow overcrowded streets. \u2018i  can\u2019t understand why you should choose your dressmaker from the slums.\u2019  clara did not reply. instead she started humming \u2018 che sar\u00e0 sar\u00e0. \u2019 the streets were now quite noisy and crowded, which was to be  expected on a saturday night at nine o\u2019clock. every few yards one met bands of dancers often wearing identical dress  or \u2018aso ebi  \u2019. gay temporary sheds were erected in front of derelict houses  and lit with brilliant fluorescent tubes for the celebration of an engagement  or marriage or birth or promotion or success in business or the death of an  old relative. obi slowed down as he approached three drummers and a large  group of young women in damask and velvet swivelling their waists as  effortlessly as oiled ball-bearings. a taxi driver hooted impatiently and  overtook him, leaning out at the same time to shout: \u2018 ori oda, your head  no correct!\u2019 \u2018 ori oda \u2013 bloody fool!\u2019 replied obi. almost immediately a cyclist  crossed the road without looking back or giving any signal. obi jammed  on his brakes and his tyres screamed on the tarmac. clara let out a little  scream and gripped his left arm. the cyclist looked back once and rode  away, his ambition written for all to see on his black bicycle-bag \u2013 future  minister. [from chapter 2]    explore the ways in which achebe creates vivid impressions of life in lagos here. or 8 how does achebe make obi\u2019s meetings with mr mark and his sister so significant?45 50 55 60",
+            "14": "14 0486/12/m/j/16 \u00a9 ucles 2016jane austen: northanger \tabbey remember to support your ideas with details from the writing. either  9 read this extract, and then answer the question that follows it: my mother\u2019s room is very commodious, is it not? large and cheerful- looking, and the dressing closets so well disposed! it always strikes me  as the most comfortable apartment in the house, and i rather wonder  that eleanor should not take it for her own. she sent you to look at it, i  suppose?\u2019 \u2018no.\u2019 \u2018it has been your own doing entirely?\u2019\u2014catherine said nothing\u2014after  a short silence, during which he had closely observed her, he added,  \u2018as there is nothing in the room in itself to raise curiosity, this must have  proceeded from a sentiment of respect for my mother\u2019s character, as  described by eleanor, which does honour to her memory. the world,  i believe, never saw a better woman. but it is not often that virtue can  boast an interest such as this. the domestic, unpretending merits of a  person never known, do not often create that kind of fervent, venerating  tenderness which would prompt a visit like yours. eleanor, i suppose, has  talked of her a great deal?\u2019 \u2018y es, a great deal. that is\u2014no, not much, but what she did say, was  very interesting. her dying so suddenly,\u2019 (slowly, and with hesitation it  was spoken,) \u2018and you\u2014none of you being at home\u2014and your father, i  thought\u2014perhaps had not been very fond of her.\u2019 \u2018and from these circumstances,\u2019 he replied, (his quick eye fixed on  her\u2019s,) \u2018you infer perhaps the probability of some negligence\u2014some\u2014 (involuntarily she shook her head)\u2014or it may be\u2014of something still   less pardonable.\u2019 she raised her eyes towards him more fully than she   had ever done before. \u2018my mother\u2019s illness,\u2019 he continued, \u2018the seizure  which ended in her death was sudden. the malady itself, one from which  she had often suffered, a bilious fever\u2014its cause therefore constitutional.  on the third day, in short as soon as she could be prevailed on, a physician  attended her, a very respectable man, and one in whom she had always  placed great confidence. upon his opinion of her danger, two others were  called in the next day, and remained in almost constant attendance for  four-and-twenty hours. on the fifth day she died. during the progress of  her disorder, frederick and i ( we were both at home) saw her repeatedly;  and from our own observation can bear witness to her having received  every possible attention which could spring from the affection of those  about her, or which her situation in life could command. poor eleanor   was absent, and at such a distance as to return only to see her mother in  her coffin.\u2019 \u2018but your father,\u2019 said catherine, \u2018was he afflicted?\u2019 \u2018for a time, greatly so. y ou have erred in supposing him not attached  to her. he loved her, i am persuaded, as well as it was possible for him  to\u2014we have not all, you know, the same tenderness of disposition\u2014and  i will not pretend to say that while she lived, she might not often have had  much to bear, but though his temper injured her, his judgment never did.  his value of her was sincere; and, if not permanently, he was truly afflicted  by her death.\u2019 \u2018i am very glad of it,\u2019 said catherine, \u2018it would have been very  shocking!\u2019\u2014\u20145 10 15 20 25 30 35 40 45",
+            "15": "15 0486/12/m/j/16 \u00a9 ucles 2016 [turn over\u2018if i understand you rightly, you had formed a surmise of such horror as i  have hardly words to\u2014\u2014dear miss morland, consider the dreadful nature  of the suspicions you have entertained. what have you been judging from?  remember the country and the age in which we live. remember that we  are english, that we are christians. consult your own understanding,  your own sense of the probable, your own observation of what is passing  around you\u2014does our education prepare us for such atrocities? do our  laws connive at them? could they be perpetrated without being known,  in a country like this, where social and literary intercourse is on such a  footing; where every man is surrounded by a neighbourhood of voluntary  spies, and where roads and newspapers lay every thing open? dearest  miss morland, what ideas have you been admitting?\u2019 they had reached the end of the gallery; and with tears of shame she  ran off to her own room. [from chapter 24]   how does austen make this such a dramatic moment in the novel?  or 10 how does austen vividly portray a character behaving foolishly on two occasions in the  novel? it could be the same character or two different ones.    do not use the extract printed in question 9 when answering this question.50 55 60",
+            "16": "16 0486/12/m/j/16 \u00a9 ucles 2016george eliot: silas \tmarner remember to support your ideas with details from the writing. either  11 read this extract, and then answer the question that follows it: \u2018what do you think o\u2019 these gowns, aunt osgood?\u2019 said priscilla, while  nancy helped her to unrobe. \u2018very handsome indeed, niece,\u2019 said mrs osgood, with a slight increase  of formality. she always thought niece priscilla too rough. \u2018i\u2019m obliged to have the same as nancy, you know, for all i\u2019m five years  older, and it makes me look yallow; for she never will have anything without  i have mine just like it, because she wants us to look like sisters. and i   tell her, folks \u2019ull think it\u2019s my weakness makes me fancy as i shall look  pretty in what she looks pretty in. for i am ugly \u2013 there\u2019s no denying that:  i feature my father\u2019s family. but, law! i don\u2019t mind, do you?\u2019 priscilla here  turned to the miss gunns, rattling on in too much preoccupation with the  delight of talking, to notice that her candour was not appreciated. \u2018the  pretty uns do for flycatchers \u2013 they keep the men off us. i\u2019ve no opinion  o\u2019 the men, miss gunn \u2013 i don\u2019t know what you have. and as for fretting  and stewing about what they\u2019ll think of you from morning till night, and  making your life uneasy about what they\u2019re doing when they\u2019re out o\u2019 your  sight \u2013 as i tell nancy, it\u2019s a folly no woman need be guilty of, if she\u2019s got   a good father and a good home: let her leave it to them as have got no  fortin, and can\u2019t help themselves. as i say, mr have-your-own-way is the  best husband, and the only one i\u2019d ever promise to obey. i know it isn\u2019t  pleasant, when you\u2019ve been used to living in a big way, and managing  hogsheads and all that, to go and put your nose in by somebody else\u2019s  fireside, or to sit down by yourself to a scrag or a knuckle; but, thank god!  my father\u2019s a sober man and likely to live; and if you\u2019ve got a man by the  chimney-corner, it doesn\u2019t matter if he\u2019s childish \u2013 the business needn\u2019t be  broke up.\u2019 the delicate process of getting her narrow gown over her head without  injury to her smooth curls, obliged miss priscilla to pause in this rapid  survey of life, and mrs osgood seized the opportunity of rising and   saying \u2013 \u2018well, niece, you\u2019ll follow us. the miss gunns will like to go down.\u2019 \u2018sister,\u2019 said nancy, when they were alone, \u2018you\u2019ve offended the miss  gunns, i\u2019m sure.\u2019 \u2018what have i done, child?\u2019 said priscilla, in some alarm. \u2018why, you asked them if they minded about being ugly \u2013 you\u2019re so very  blunt.\u2019 \u2018law, did i? well, it popped out: it\u2019s a mercy i said no more, for i\u2019m a bad  un to live with folks when they don\u2019t like the truth. but as for being ugly, look  at me, child, in this silver-coloured silk \u2013 i told you how it \u2019ud be \u2013 i look as  yallow as a daffadil. anybody \u2019ud say you wanted to make a mawkin of me.\u2019 \u2018no, priscy, don\u2019t say so. i begged and prayed of you not to let us have  this silk if you\u2019d like another better. i was willing to have your choice, you  know i was,\u2019 said nancy, in anxious self-vindication. \u2018nonsense, child! you know you\u2019d set your heart on this; and reason  good, for you\u2019re the colour o\u2019 cream. it \u2019ud be fine doings for you to dress  yourself to suit my skin. what i find fault with, is that notion o\u2019 yours as  i must dress myself just like you. but you do as you like with me \u2013 you  always did, from when first you begun to walk. if you wanted to go the 5 10 15 20 25 30 35 40 45",
+            "17": "17 0486/12/m/j/16 \u00a9 ucles 2016 [turn overfield\u2019s length, the field\u2019s length you\u2019d go; and there was no whipping you,  for you looked as prim and innicent as a daisy all the while.\u2019 \u2018priscy,\u2019 said nancy, gently, as she fastened a coral necklace, exactly like  her own, round priscilla\u2019s neck, which was very far from being like her own,  \u2018i\u2019m sure i\u2019m  willing to give way as far as is right, but who shouldn\u2019t dress  alike if it isn\u2019t sisters? would you have us go about looking as if we were no  kin to one another \u2013 us that have got no mother and not another sister in  the world? i\u2019d do what was right, if i dressed in a gown dyed with cheese- colouring; and i\u2019d rather you\u2019d choose, and let me wear what pleases you.\u2019 \u2018there you go again! y ou\u2019d come round to the same thing if one talked  to you from saturday night till saturday morning. it\u2019ll be fine fun to see how  you\u2019ll master your husband and never raise your voice above the singing o\u2019  the kettle all the while. i like to see the men mastered!\u2019 \u2018don\u2019t talk so, priscy,\u2019 said nancy, blushing. \u2018y ou know i don\u2019t mean ever  to be married.\u2019 \u2018oh, you never mean a fiddlestick\u2019s end!\u2019 said priscilla, as she arranged  her discarded dress, and closed her bandbox. \u2018who shall i have to work  for when father\u2019s gone, if you are to go and take notions in your head and  be an old maid, because some folks are no better than they should be? i  haven\u2019t a bit o\u2019 patience with you \u2013 sitting on an addled egg for ever, as if  there was never a fresh un in the world. one old maid\u2019s enough out o\u2019 two  sisters; and i shall do credit to a single life, for god a\u2019mighty meant me for  it. come, we can go down now. i\u2019m as ready as a mawkin can be \u2013 there\u2019s  nothing awanting to frighten the crows, now i\u2019ve got my ear-droppers in.\u2019 [from chapter 11]   how does eliot\u2019s writing make priscilla such an entertaining character at this moment in  the novel? or 12 explore the ways in which eliot creates such a striking contrast between godfrey and  dunstan cass.50 55 60 65 70",
+            "18": "18 0486/12/m/j/16 \u00a9 ucles 2016michael frayn: spies remember to support your ideas with details from the writing. either 13 read this extract, and then answer the question that follows it: she\u2019s not carrying a basket, though; she\u2019s holding a plate.                                                              content removed due to copyright restrictions.",
+            "19": "19 0486/12/m/j/16 \u00a9 ucles 2016 [turn over                  simple words like \u2018yes\u2019 and \u2018no\u2019 seem to be  superimposed upon my tongue so that they cancel each other out. [from chapter 5]   how does frayn vividly convey stephen\u2019s feelings at this moment in the novel? or 14 stephen describes his family as \u2018unsatisfactory\u2019. to what extent does frayn make you  agree with stephen? content removed due to copyright restrictions.",
+            "20": "20 0486/12/m/j/16 \u00a9 ucles 2016susan hill: i\u2019m\tthe\tking \tof\tthe\tcastle remember to support your ideas with details from the writing. either  15 read this extract, and then answer the question that follows it: kingshaw stood about in the hall. hooper did not come. perhaps it was  all right, and he had forgotten or changed his mind, perhaps he would not  come. kingshaw turned away. \u2018i\u2019ve got the key now,\u2019 hooper said, coming up behind him. it was very dark inside the red room. beyond the windows, the sky was  steely grey, the rain teemed down. the branches of the yew trees were  bent against them. kingshaw went only a little way into the room, and then stopped. he had  known that it would be like this, that he would not like it. there was a dead  smell and his shoes screeched faintly on the polished wood floor. hooper  stayed beside the doors, the keys in his hand. \u2018go on then,\u2019 he said in a soft voice, \u2018you\u2019ve got to look now. y ou should  just think yourself lucky i\u2019ve brought you. go on.\u2019 kingshaw stiffened and moved slowly towards the first of the glass  cases. he drew in his breath sharply. \u2018moths.\u2019 \u2018y es, every sort of moth in the world.\u2019 \u2018who \u2026 where did they come from?\u2019 \u2018my grandfather. haven\u2019t you ever heard of him? y ou\u2019re thick, aren\u2019t you?  my grandfather was the most famous collector in the whole world. he wrote  all sorts of books about moths.\u2019 kingshaw did not know which were worse, moths alive, with their  whirring, pattering wings, or these moths, flattened and pinned and dead.  y ou could see the way their eyes stuck out, and the thin veins along their  wings. the skin prickled across the back of his neck. since he was very  young, he had been terrified of moths. they used to come into his bedroom  at night, when they lived in their own house and his father had always  made him have a window open, and he had lain in bed, in the darkness,  hearing the soft flap of wings against the walls and the furniture, and then  silence, waiting, dreading that they were coming near him and would land  on his face. moths. hooper came up behind him. \u2018open one of the cases, then,\u2019 he said. \u2018i\u2019ll  let you.\u2019 he held out a small key. \u2018no.\u2019 \u2018why not?\u2019 \u2018i \u2013 i can see them all right, can\u2019t i?\u2019 \u2018y es, but you can\u2019t touch them, can you. y ou\u2019ve got to touch them.\u2019 \u2018no.\u2019 \u2018why not? scaredy-baby, scared of a moth!\u2019 kingshaw was silent. hooper moved forward, inserted the key and  pushed the heavy lid up. \u2018pick one up.\u2019 kingshaw backed away. he could not have touched one for anything,  and he did not want to watch hooper do it. \u2018what\u2019s the matter, baby?\u2019 \u2018nothing. i don\u2019t want to touch one, that\u2019s all.\u2019 \u2018they won\u2019t hurt you.\u2019 \u2018no.\u20195 10 15 20 25 30 35 40 45",
+            "21": "21 0486/12/m/j/16 \u00a9 ucles 2016 [turn over\u2018they\u2019re dead, aren\u2019t they? they\u2019ve been dead for years and years.\u2019 \u2018y es.\u2019 \u2018what are you scared of? are you scared of dead things?\u2019 \u2018no.\u2019 kingshaw went on moving backwards. he only wanted to get out of the  room. if hooper tried to grab him and force his hand down on to one of the  moths, he would fight, he didn\u2019t care how much he fought. \u2018come here and look, kingshaw.\u2019 \u2018i don\u2019t want to.\u2019 \u2018well i dare touch it, i\u2019ll pick one up and hold it. i dare do anything.\u2019 \u2018y ou\u2019d better not.\u2019 \u2018why?\u2019 hooper was peering curiously into his face. \u2018why?\u2019 \u2018y ou might damage it. if they\u2019re valuable you\u2019ll get into trouble, won\u2019t  you?\u2019 he imagined the furry body of the moth against the pads of hooper\u2019s  fingers. he was ashamed of being so afraid, and could not help it, he only  wanted to get out, to stop having to see the terrible moths. hooper watched  him. there was a moment when they both stood, quite still, waiting. then,  hooper whipped around and pushed past kingshaw without warning, he  was out of the door, turning the key sharply in the lock. after a moment, his  footsteps went away down the hall. a door closed somewhere. [from chapter 3]   how does hill\u2019s writing convey kingshaw\u2019s increasing sense of unease here? or 16 how does hill make fielding such a memorable character?50 55 60 65 70",
+            "22": "22 0486/12/m/j/16 \u00a9 ucles 2016r. k. narayan: the\tenglish \tteacher remember to support your ideas with details from the writing. either  17 read this extract, and then answer the question that follows it: it was nearing six. i looked over the wall of our next house, and saw my  child playing with half a dozen children. i asked: \u201ccome on, child, are you  coming out with us for a walk.\u201d she hesitated. her friend suggested: \u201clet us  play here. let father go out and return.\u201d she accepted the advice and said:  \u201ci am not coming, father, you may go.\u201d i and the headmaster walked down to the river bank, sat on the sand,  and watched the sunset. he told me: \u201csome twenty years ago when i  passed my b.a. at the university, they wanted me to take law; and then  wanted to rush me into an office chair, but i resisted. i loved children and  wanted to start the school. how can anyone prevent me from doing what i  want? i had been hustled into a marriage which did not interest me, and i  was not going to be hustled into a profession i did not care for. \u201ci was the only son of my father, but he said such bitter things that i left  home. we had a fine house in lawley extension, you wouldn\u2019t believe it. i  was brought up there, it is the memory of those days which is rankling in  my wife\u2019s heart and has made her so bad and mad. i walked out over the  question of employment; and went back home only on the day he died.  and then my wife thought i would occupy that house after his death, but  not i. i don\u2019t know what he has done with it. he had married a second time  after my mother died and i think she and her children or his brothers must  be fighting for it. i don\u2019t want that house, i have no use for it, i don\u2019t want  any of his money either. but my wife expects me to be fighting for these  rights. i can\u2019t enjoy these rights even if i get them, and i think it is waste of  one\u2019s precious hours of living to be engaged in a contest.\u201d \u201cbut your wife and children could be in better circumstances\u2026 .\u201d \u201cy ou think so? no chance of it, my friend. she will create just those  surroundings for herself even in a palace.\u201d \u201cbut you have not put her in a very happy locality\u2026 .\u201d \u201cperhaps not. but i chose it deliberately. it is where god resides. it is  where we should live. and if we have any worth in us the place will change  through our presence. but my wife does not believe in anything like it. she  thinks my school a fool\u2019s idea; won\u2019t send the children there. i did my best.  but it is no use. she has a right to send them where she likes. i think she  sends them to the gutter and pig-sty: you saw what they are like. she is  an impossible type. but my only hope is that there may be a miraculous  transformation some day and that she may change. we should not despair  for even the worst on earth.\u201d \u201ctill then don\u2019t you think you should concede to her wishes and move to  a better place?\u201d \u201cno. first because it is a duty for me, and secondly because she will  carry the same surroundings wherever she goes. y ou see, the trouble is  not external.\u201d the river flowed on against the night. i listened to him; he appeared to  me a man who had strayed into a wrong world. \u201chow did you get this idea of a school for children?\u201d i asked. \u201cthe memory of my own young days. most of us forget that grand  period. but with me it has always been there. a time at which the colours  of things are different, their depths greater, their magnitude greater, a most 5 10 15 20 25 30 35 40 45",
+            "23": "23 0486/12/m/j/16 \u00a9 ucles 2016 [turn overbalanced and joyous condition of life; there was a natural state of joy over  nothing in particular. and then our own schooling which put blinkers on to  us; which persistently ruined this vision of things and made us into adults.  it has always seemed to me that our teachers helped us to take a wrong  turn. and i have always felt that for the future of mankind we should retain  the original vision, and i\u2019m trying a system of children\u2019s education. just  leave them alone and they will be all right. the leave alone system, which  will make them wholesome human beings, and also help us, those who  work along with them, to work off the curse of adulthood.\u201d he was seized  with a fit of coughing. he recovered from it,  paused, and said: \u201ci will tell you  a secret now. i strictly want to live according to my own plan of living  and  not subordinate it  for anybody\u2019s sake, because the time  at my disposal is  very short. i know exactly when i am going to die. an astrologer, who has  noted down every minute detail of my life, has fixed that for me. i know the  exact hour when i shall be \u2026 that lady will have the surprise of her life,\u201d he  said and chuckled. \u201cthat\u2019s why i\u2019m so patient with her.\u201d we walked back home. i invited him in: \u201cno, no, not fair. but be assured  i shall make myself completely at home whenever i like. i hope you won\u2019t  mind.\u201d \u201cnot at all, i replied. \u201ctreat this as your own home.\u201d \u201cgood lord! no. let it always  be your home,\u201d he said with a smile and  bade me good night. [from chapter 6]   how does narayan\u2019s writing make this conversation between krishna and the headmaster  so revealing? or 18 how does narayan make susila\u2019s illness and death so moving?50 55 60 65 70",
+            "24": "24 0486/12/m/j/16 \u00a9 ucles 2016robert louis stevenson: the\tstrange \tcase \tof\tdr\tjekyll \tand\tmr\thyde remember to support your ideas with details from the writing. either  19 read this extract, and then answer the question that follows it: where  utterson was liked, he was liked well. hosts loved to detain the dry  lawyer, when the light-hearted and the loose-tongued had already their  foot on the threshold; they liked to sit awhile in his unobtrusive company,  practising for solitude, sobering their minds in the man\u2019s rich silence, after  the expense and strain of gaiety. to this rule dr jekyll was no  exception;  and as he now sat on the opposite side of the fire \u2013 a large, well-made,  smooth-faced man of fifty, with something of a slyish cast perhaps, but  every  mark of capacity and kindness \u2013 you could see by his looks that he  cherished for mr utterson a sincere and warm affection. \u2018i have been wanting to speak to you, jekyll,\u2019 began the latter. \u2018y ou know  that will of yours?\u2019 a close observer might have gathered that the topic was distasteful;  but the doctor carried it off gaily. \u2018my poor utterson,\u2019 said he, \u2018you are  unfortunate in such a client. i never saw a man so distressed as you were  by my will; unless it were that hide-bound pedant, lanyon, at what he  called my scientific heresies. o, i know he\u2019s a good fellow \u2013 you needn\u2019t  frown \u2013 an excellent fellow, and i always mean to see more of him; but  a hide-bound pedant for all that; an ignorant, blatant pedant. i was never  more disappointed in any man than lanyon.\u2019 \u2018y ou know i never approved of it,\u2019 pursued utterson, ruthlessly  disregarding the fresh topic. \u2018my will? y es, certainly, i know that,\u2019 said the doctor, a trifle sharply. \u2018y ou  have told me so.\u2019 \u2018well, i tell you so again,\u2019 continued the lawyer. \u2018i have been learning   something of young hyde.\u2019 the large handsome face of dr jekyll grew pale to the very lips, and  there came a blackness about his eyes. \u2018i do not care to hear more,\u2019 said  he. \u2018this is a matter i thought we had agreed to drop.\u2019 \u2018what i heard was abominable,\u2019 said utterson. \u2018it can make no change. y ou do not understand my position,\u2019 returned  the doctor, with a certain incoherency of manner. \u2018i am painfully situated,  utterson; my position is a very strange \u2013 a very strange one. it is one of  those affairs that cannot be mended by talking.\u2019 \u2018jekyll,\u2019 said utterson, \u2018you know me: i am a man to be trusted. make a  clean breast of this in confidence, and i make no doubt i can get you out  of it.\u2019 \u2018my good utterson,\u2019 said the doctor, \u2018this is very good of you, this is  downright good of you, and i cannot find words to thank you in. i believe  you fully; i would trust you before any man alive, ay, before myself, if i could  make the choice; but indeed it isn\u2019t what you fancy; it is not so bad as that;  and just to put your good heart at rest, i will tell you one thing: the moment  i choose, i can be rid of mr hyde. i give you my hand upon that; and i thank  you again and again; and i will just add one little word, utterson, that i\u2019m  sure you\u2019ll take in good part: this is a private matter, and i beg  of you to let  it sleep.\u2019 utterson reflected a little, looking in the fire. \u2018i have no doubt you are perfectly right,\u2019 he said at last, getting to his feet. \u2018well, but since we have touched upon this business, and for the last 5 10 15 20 25 30 35 40 45",
+            "25": "25 0486/12/m/j/16 \u00a9 ucles 2016 [turn overtime, i hope,\u2019 continued the doctor, \u2018there is one point i should like you to  understand. i have really a very great interest in poor hyde. i know you  have seen him; he told me so; and i fear he was rude. but i do sincerely  take a great, a very great interest in that young man; and if i am taken  away, utterson, i wish you to promise me that you will bear with him and  get his rights for him. i think you would, if you knew all; and it would be a  weight off my mind if you would promise.\u2019 \u2018i can\u2019t pretend that i shall ever like him,\u2019 said the lawyer. \u2018i don\u2019t ask that,\u2019 pleaded jekyll, laying his hand upon the other\u2019s arm; \u2018i  only ask for justice; i only ask you to help him for my sake, when i am no  longer here.\u2019 utterson heaved an irrepressible sigh. \u2018well,\u2019 said he, \u2018i promise.\u2019 [from chapter 3, \u2018dr jekyll was quite at ease\u2019]   how does stevenson make this conversation between dr jekyll and mr utterson so  intriguing? or 20 what does stevenson\u2019s writing make you feel towards dr jekyll at the end of the novel?50 55 60",
+            "26": "26 0486/12/m/j/16 \u00a9 ucles 2016from stories \tof\tourselves remember to support your ideas with details from the writing. either  21 read this extract from to da-duh, in memoriam (by paule marshall), and then answer  the question that follows it: all the fight went out of her at that. the hand poised to strike me fell limp  to her side, and as she stared at me, seeing not me but the building that  was taller than the highest hill she knew, the small stubborn light in her  eyes (it was the same amber as the flame in the kerosene lamp she lit at  dusk) began to fail. finally, with a vague gesture that even in the midst of  her defeat still tried to dismiss me and my world, she turned and started  back through the gully, walking slowly, her steps groping and uncertain, as  if she were suddenly no longer sure of the way, while i followed triumphant  yet strangely saddened behind. the next morning i found her dressed for our morning walk but stretched  out on the berbice chair in the tiny drawing room where she sometimes  napped during the afternoon heat, her face turned to the window beside  her. she appeared thinner and suddenly indescribably old. \u2018my da-duh,\u2019 i said. \u2018y es, nuh,\u2019 she said. her voice was listless and the face she slowly turned  my way was, now that i think back on it, like a benin mask, the features  drawn and almost distorted by an ancient abstract sorrow. \u2018don\u2019t you feel well?\u2019 i asked. \u2018girl, i don\u2019t know.\u2019 \u2018my da-duh, i goin\u2019 boil you some bush tea,\u2019 my aunt, da-duh\u2019s youngest  child, who lived with her, called from the shed roof kitchen. \u2018who tell you i need bush tea?\u2019 she cried, her voice assuming for a  moment its old authority. \u2018y ou can\u2019t even rest nowadays without some  malicious person looking for you to be dead. come girl,\u2019 she motioned me  to a place beside her on the old-fashioned lounge chair, \u2018give us a tune.\u2019 i sang for her until breakfast at eleven, all my brash irreverent tin pan  alley songs, and then just before noon we went out into the ground. but it  was a short, dispirited walk. da-duh didn\u2019t even notice that the mangoes  were beginning to ripen and would have to be picked before the village  boys got to them. and when she paused occasionally and looked out  across the canes or up at her trees it wasn\u2019t as if she were seeing them  but something else. some huge, monolithic shape had imposed itself, it  seemed, between her and the land, obstructing her vision. returning to  the house she slept the entire afternoon on the berbice chair. she remained like this until we left, languishing away the mornings  on the chair at the window gazing out at the land as if it  were already  doomed; then, at noon, taking the brief stroll with me through the ground  during which she seldom spoke, and afterwards returning home to sleep  till almost dusk sometimes. on the day of our departure she put on the austere, ankle length white  dress, the black shoes and brown felt hat (her town clothes she called  them), but she did not go with us to town. she saw us off on the road  outside her house and in  the midst of my mother\u2019s tearful protracted  farewell, she leaned down and whispered in my ear, \u2018girl, you\u2019re not to  forget now to send me the picture of that building, you hear.\u2019 by the time i mailed her the large colored picture postcard of the empire  state building she was dead. she died during the famous \u201937 strike which 5 10 15 20 25 30 35 40 45",
+            "27": "27 0486/12/m/j/16 \u00a9 ucles 2016began shortly after we left. on the day of her death england sent planes  flying low over the island in a show of force \u2013 so low, according to my  aunt\u2019s letter, that the downdraft from them shook the ripened mangoes  from the trees in da-duh\u2019s orchard. frightened, everyone in the village fled  into the canes. except da-duh. she remained in the house at the window  so my aunt said, watching as the planes came swooping and screaming  like monstrous birds down over the village, over her house, rattling her  trees and flattening the young canes in her field. it must have seemed to  her lying there that they did not intend pulling out of their dive, but like  the hard-back beetles which hurled themselves with suicidal force against  the walls of the house at night, those menacing silver shapes would hurl  themselves in an ecstasy of self-immolation onto the land, destroying it  utterly. when the planes finally left and the villagers returned they found her  dead on the berbice chair at the window. she died and i lived, but always, to this day even, within the shadow  of her death. for a brief period after i was grown i went to live alone, like  one doing penance, in a loft above a noisy factory in downtown new y ork  and there painted seas of sugar cane and huge swirling van gogh suns  and palm trees striding like brightly plumed tutsi warriors across a tropical  landscape, while the thunderous tread of the machines downstairs jarred  the floor beneath my easel, mocking my efforts.   how does marshall make this such a moving ending to the story? or 22 how does saki make sredni vashtar both amusing and serious at the same time?50 55 60 65",
+            "28": "28 0486/12/m/j/16 \u00a9 ucles 2016blank page permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. every reasonable  effort has been made by the publisher (ucles) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the publisher will  be pleased to make amends at the earliest possible opportunity. to avoid the issue of disclosure of answer-related information to candidates, all copyright acknowledgements are reproduced online in the cambridge international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download at www.cie.org.uk after  the live examination series. 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."
+        },
+        "0486_s16_qp_13.pdf": {
+            "1": "this document consists of 26 printed pages, 2 blank pages and 1 insert. dc (rcl (km)) 114793/3 \u00a9 ucles 2016  [turn overcambridge international examinations cambridge international general certificate of secondary education * 5 2 8 7 8 3 6 0 9 9 *literature (english)  0486/13 paper 1  poetry and prose  may/june 2016  1 hour 30 minutes no additional materials are required. read these instructions first an answer booklet is provided inside this question paper. y ou should follow the instructions on the front cover  of the answer booklet. if you need additional paper ask the invigilator for a continuation booklet. answer two questions: one question from section a and one question from section b. all questions in this paper carry equal marks. the syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificate.",
+            "2": "2 0486/13/m/j/16 \u00a9 ucles 2016blank page",
+            "3": "3 0486/13/m/j/16 \u00a9 ucles 2016 [turn overcontents section a: poetry text\t question \t numbers\t page[s] thomas hardy:  from  selected poems   1, 2 pages  4\u20136 from jo phillips ed: poems deep & dangerous   3, 4 pages  8\u20139 songs of ourselves volume 2: from part 1   5, 6 pages  10\u201311 section b: prose text\t question \t numbers\t page[s] chinua achebe: no longer at ease   7, 8 pages  12\u201313 jane austen: northanger abbey   9, 10  pages  14\u201315 george eliot: silas marner  11, 12  pages  16\u201317 michael frayn: spies  13, 14  pages  18\u201319 susan hill: i\u2019m the king of the castle  15, 16  pages  20\u201321 r. k. narayan: the english teacher  17, 18  pages  22\u201323 robert louis stevenson: the strange case of dr jekyll and mr hyde  19, 20  pages  24\u201325 from stories of ourselves  21, 22  pages  26\u201327",
+            "4": "4 0486/13/m/j/16 \u00a9 ucles 2016section  a: p oetr y answer one question from this section. thomas hard y: selected \tpoems remember to support your ideas with details from the writing. either  1 read this poem, and then answer the question that follows it: the convergence of the twain (lines on the loss of the \u2018titanic\u2019) i     in a solitude of the sea     deep from human vanity, and the pride of life that planned her, stilly couches she. ii     steel chambers, late the pyres     of her salamandrine fires, cold currents thrid, and turn to rhythmic tidal lyres. iii     over the mirrors meant     to glass the opulent the sea-worm crawls \u2013 grotesque, slimed, dumb, indifferent. iv     jewels in joy designed     to ravish the sensuous mind lie lightless, all their sparkles bleared and black and blind. v     dim moon-eyed fishes near     gaze at the gilded gear and query: \u2018what does this vaingloriousness down here?\u2019 \u2026 vi     well: while was fashioning     this creature of cleaving wing, the immanent will that stirs and urges everything vii     prepared a sinister mate     for her \u2013 so gaily great \u2013 a shape of ice, for the time far and dissociate. viii     and as the smart ship grew     in stature, grace, and hue, in shadowy silent distance grew the iceberg too.5 10 15 20",
+            "5": "5 0486/13/m/j/16 \u00a9 ucles 2016 [turn overix     alien they seemed to be:     no mortal eye could see the intimate welding of their later history, x     or sign that they were bent     by paths coincident on being anon twin halves of one august event, xi     till the spinner of the y ears     said \u2018now!\u2019 and each one hears, and consummation comes, and jars two hemispheres.   how does hardy powerfully depict the loss of the titanic  in the convergence of the  twain ?25 30",
+            "6": "6 0486/13/m/j/16 \u00a9 ucles 2016or 2 how does hardy make you feel sympathy for the speakers in \u2018i look into my glass\u2019 and  nobody comes ? \u2018i look into my glass\u2019 i look into my glass, and view my wasting skin, and say, \u2018would god it came to pass my heart had shrunk as thin!\u2019 for then, i, undistrest by hearts grown cold to me, could lonely wait my endless rest with equanimity. but time, to make me grieve, part steals, lets part abide; and shakes this fragile frame at eve with throbbings of noontide. nobody comes   tree-leaves labour up and down,      and through them the fainting light      succumbs to the crawl of night.   outside in the road the telegraph wire      to the town from the darkening land intones to travellers like a spectral lyre      swept by a spectral hand.   a car comes up, with lamps full-glare,      that flash upon a tree:      it has nothing to do with me,   and whangs along in a world of its own,      leaving a blacker air; and mute by the gate i stand again alone,      and nobody pulls up there.5 10 5 10",
+            "7": "7 0486/13/m/j/16 \u00a9 ucles 2016 [turn overturn to page 8 for question 3.",
+            "8": "8 0486/13/m/j/16 \u00a9 ucles 2016from jo phillips\ted: poems\tdeep\t&\tdangerous remember to support your ideas with details from the writing. either 3  read this poem, and then answer the question that follows it: in our tenth y ear this book, this page, this harebell laid to rest here, take it from my hand. now, let it go. (simon armitage)   how does armitage strikingly portray the speaker\u2019s relationship with his wife in in our  tenth y ear ? content removed due to copyright restrictions.",
+            "9": "9 0486/13/m/j/16 \u00a9 ucles 2016 [turn overor 4 how does heaney make follower such a moving poem? follower my father worked with a horse-plough, behind me, and will not go away. (seamus heaney  ) content removed due to copyright restrictions.",
+            "10": "10 0486/13/m/j/16 \u00a9 ucles 2016songs \tof\tourselves \tvolume \t2:\tfrom \tpart 1 remember to support your ideas with details from the writing. either  5  read this poem, and then answer the question that follows it: lion heart y ou came out of the sea, skin dappled scales of sunlight; riding crests, waves of fish in your fists. washed up, your gills snapped shut. water whipped the first breath of your lungs, y our lips\u2019 bud teased by morning mists. y ou conquered the shore, its ivory coast. y our legs still rocked with the memory of waves. sinews of sand ran across your back\u2013 rising runes of your oceanic origins. y our heart thumped\u2013 an animal skin drum heralding the coming of a prince. in the jungle, amid rasping branches, trees loosened their shadows to shroud you. the prince beheld you then, a golden sheen. y our eyes, two flickers; emerald blaze y ou settled back on fluent haunches; the squall of a beast, your roar, your call. in crackling boats, seeds arrived, wind-blown, y ou summoned their colours to the palm of your hand, folded them snugly into loam, watched saplings swaddled in green, as they sunk roots, spawned shade, and embraced the land that embraced them. centuries, by the sea\u2019s pulmonary, a vein throbbing humming bumboats\u2013 your trees rise as skyscrapers. their ankles lost in swilling water, as they heave themselves higher above the mirrored surface. remember your self: your raw lion heart, each beat a stony echo that washes through ribbed vaults of buildings. remember your keris, iron lightning ripping through tentacles of waves, double-edged, curved to a point\u2013 flung high and caught unsheathed, scattering five stars in the red tapestry of your sky. (amanda chong )5 10 15 20 25 30 35",
+            "11": "11 0486/13/m/j/16 \u00a9 ucles 2016 [turn over  explore some of the ways in which chong creates a sense of admiration in this poem. or 6 how does wroth strikingly convey her attitude to love in this poem? song love a child is ever crying;  please him, and he straight is flying;  give him he the more is craving,  never satisfied with having. his desires have no measure;  endless folly is his treasure;  what he promiseth he breaketh.  trust not one word that he speaketh. he vows nothing but false matter,  and to cozen you he\u2019ll flatter.  let him gain the hand, he\u2019ll leave you,  and still glory to deceive you. he will triumph in your wailing,  and yet cause be of your failing.  these his virtues are, and slighter  are his gifts, his favours lighter. feathers are as firm in staying,  wolves no fiercer in their preying.  as a child then leave him crying,  nor seek him so given to flying. (lady mary wroth )5 10 15 20",
+            "12": "12 0486/13/m/j/16 \u00a9 ucles 2016section b: prose answer one question from this section. chinua achebe: no\tlonger \tat\tease remember to support your ideas with details from the writing. either  7 read this extract, and then answer the question that follows it: the telephone rang and miss tomlinson answered it. \u2018mr okonkwo? right. hold on for him. for you, mr okonkwo.\u2019 obi\u2019s telephone was in parallel with hers. he thought it was clara, but it  was only the receptionist downstairs. \u2018a gentleman? send him up, please. he want speak to me there? all  right, i de come down. now now.\u2019 the gentleman was in a three-piece suit and carried a rolled umbrella.  obviously a new arrival from england. \u2018good morning. my name is okonkwo.\u2019 \u2018mark is mine. how do you do?\u2019 they shook hands. \u2018i\u2019ve come to consult you about something \u2013 semi-official and semi- private.\u2019 \u2018let\u2019s go up to my office, shall we?\u2019 \u2018thank you very much.\u2019 obi led the way. \u2018y ou have just come back to nigeria?\u2019 he asked as they mounted the  stairs. \u2018i\u2019ve been back now six months.\u2019 \u2018i see.\u2019 he opened the door. \u2018after you.\u2019 mr mark stepped in, and then pulled up suddenly as if he had seen   a snake across his path. but he recovered quickly enough and walked   in. \u2018good morning,\u2019 he said to miss tomlinson, all smiles. obi dragged  another chair to his table and mr mark sat down. \u2018and what can i do for you?\u2019 to his amazement mr mark replied in ibo: \u2018if you don\u2019t mind, shall we talk in ibo? i didn\u2019t know you had a european  here.\u2019 \u2018just as you like. actually i didn\u2019t think you were ibo. what is your  problem?\u2019 he tried to sound casual. \u2018well, it is like this. i have a sister who has just passed her school  certificate in grade one. she wants to apply for a federal scholarship to  study in england.\u2019 although he spoke in ibo, there were some words that he had to say in  english. words like \u2018school certificate\u2019 and \u2018scholarship\u2019. he lowered his  voice to a whisper when he came to them. \u2018y ou want application forms?\u2019 asked obi. \u2018no, no, no. i have got those. but it is like this. i was told that you are the  secretary of the scholarship commission and i thought that i should see  you. we are both ibos and i cannot hide anything from you. it is all very  well sending in forms, but you know what our country is. unless you see  people \u2026 \u2019 \u2018in this case it is not necessary to see anybody. the only \u2026 \u20195 10 15 20 25 30 35 40",
+            "13": "13 0486/13/m/j/16 \u00a9 ucles 2016 [turn over\u2018i was actually thinking of coming round to your house, but the man who  told me about you did not know where you lived.\u2019 \u2018i\u2019m sorry, mr mark, but i really don\u2019t understand what you are driving at.\u2019  he said this in english, much to mr mark\u2019s consternation. miss tomlinson  pricked up her ears like a dog that is not quite sure whether someone has  mentioned bones. \u2018i\u2019m sorry \u2013 er \u2013 mr okonkwo. but don\u2019t get me wrong. i know this is the  wrong place to \u2013 er \u2026\u2019 \u2018i don\u2019t think there is any point in continuing this discussion,\u2019 obi said  again in english. \u2018if you don\u2019t mind, i\u2019m rather busy.\u2019 he rose to his feet. mr  mark also rose, muttered a few apologies and made for the door. \u2018he\u2019s forgotten his umbrella,\u2019 remarked miss tomlinson as obi returned  to his seat. \u2018oh dear!\u2019 he took the umbrella and rushed out. miss tomlinson was eagerly waiting to hear what he would say when he  came back, but he simply sat down as if nothing had happened and opened  a file. he knew she was watching him, and he wrinkled his forehead in  pretended concentration. \u2018that was short and sweet,\u2019 she said. \u2018oh yes. he is a nuisance.\u2019 he did not look up and the conversation  lapsed. [from chapter 9]   explore the ways in which achebe makes this moment dramatic and revealing. or 8 how does achebe vividly convey obi\u2019s changing feelings towards nigeria in the novel?45 50 55 60 65",
+            "14": "14 0486/13/m/j/16 \u00a9 ucles 2016jane austen: northanger \tabbey remember to support your ideas with details from the writing. either  9 read this extract, and then answer the question that follows it: the next morning brought the following very unexpected letter from  isabella:\u2014 bath, april\u2014\u2014 my dearest catherine, i received your two kind letters with the greatest delight, and have a  thousand apologies to make for not answering them sooner. i really am  quite ashamed of my idleness; but in this horrid place one can find time for  nothing. i have had my pen in my hand to begin a letter to you almost every  day since you left bath, but have always been prevented by some silly  trifler or other. pray write to me soon, and direct to my own home. thank  god! we leave this vile place to-morrow. since you went away, i have had  no pleasure in it\u2014the dust is beyond any thing; and every body one cares  for is gone. i believe if i could see you i should not mind the rest, for you  are dearer to me than any body can conceive. i am quite uneasy about  your dear brother, not having heard from him since he went to oxford; and  am fearful of some misunderstanding. y our kind offices will set all right:\u2014 he is the only man i ever did or could love, and i trust you will convince him  of it. the spring fashions are partly down; and the hats the most frightful  you can imagine. i hope you spend your time pleasantly, but am afraid  you never think of me. i will not say all that i could of the family you are  with, because i would not be ungenerous, or set you against those you  esteem; but it is very difficult to know whom to trust, and young men never  know their minds two days together. i rejoice to say, that the young man  whom, of all others, i particularly abhor, has left bath. y ou will know, from  this description, i must mean captain tilney, who, as you may remember,  was amazingly disposed to follow and tease me, before you went away.  afterwards he got worse, and became quite my shadow. many girls might  have been taken in, for never were such attentions; but i knew the fickle  sex too well. he went away to his regiment two days ago, and i trust i shall  never be plagued with him again. he is the greatest coxcomb i ever saw,  and amazingly disagreeable. the last two days he was always by the side  of charlotte davis: i pitied his taste, but took no notice of him. the last time  we met was in bath-street, and i turned directly into a shop that he might  not speak to me;\u2014i would not even look at him. he went into the pump- room afterwards; but i would not have followed him for all the world. such a  contrast between him and your brother!\u2014pray send me some news of the  latter\u2014i am quite unhappy about him, he seemed so uncomfortable when  he went away, with a cold, or something that affected his spirits. i would  write to him myself, but have mislaid his direction; and, as i hinted above,  am afraid he took something in my conduct amiss. pray explain every thing  to his satisfaction; or, if he still harbours any doubt, a line from himself to  me, or a call at putney when next in town, might set all to rights. i have  not been to the rooms this age, nor to the play, except going in last night  with the hodges\u2019s, for a frolic, at half-price: they teased me into it; and i  was determined they should not say i shut myself up because tilney was  gone. we happened to sit by the mitchells, and they pretended to be quite  surprized to see me out. i knew their spite:\u2014at one time they could not be 5 10 15 20 25 30 35 40 45",
+            "15": "15 0486/13/m/j/16 \u00a9 ucles 2016 [turn overcivil to me, but now they are all friendship; but i am not such a fool as to  be taken in by them. y ou know i have a pretty good spirit of my own. anne  mitchell had tried to put on a turban like mine, as i wore it the week before  at the concert, but made wretched work of it\u2014it happened to become my  odd face i believe, at least tilney told me so at the time, and said every  eye was upon me; but he is the last man whose word i would take. i wear  nothing but purple now: i know i look hideous in it, but no matter\u2014it is  your dear brother\u2019s favourite colour. lose no time, my dearest, sweetest  catherine, in writing to him and to me. who ever am, &c. such a strain of shallow artifice could not impose even upon catherine.  its inconsistencies, contradictions, and falsehood, struck her from the very  first. she was ashamed of isabella, and ashamed of having ever loved her.  her professions of attachment were now as disgusting as her excuses  were empty, and her demands impudent. \u2018write to james on her behalf!\u2014 no, james should never hear isabella\u2019s name mentioned by her again.\u2019 [from chapter 22]   how does austen\u2019s writing make you agree with catherine\u2019s opinion of isabella at this  moment in the novel? or 10 how does austen make the goodness of the morland family vivid for you?50 55 60",
+            "16": "16 0486/13/m/j/16 \u00a9 ucles 2016george eliot: silas \tmarner remember to support your ideas with details from the writing. either  11 read this extract, and then answer the question that follows it: she looked at silas pityingly as she went on. \u2018but you didn\u2019t hear the  church-bells this morning, master marner? i doubt you didn\u2019t know it was  sunday. living so lone here, you lose your count, i daresay; and then,  when your loom makes a noise, you can\u2019t hear the bells, more partic\u2019lar  now the frost kills the sound.\u2019 \u2018y es, i did; i heard \u2019em,\u2019 said silas, to whom sunday bells were a mere  accident of the day, and not part of its sacredness. there had been no  bells in lantern y ard. \u2018dear heart!\u2019 said dolly, pausing before she spoke again. \u2018but what a  pity it is you should work of a sunday, and not clean yourself \u2013 if you didn\u2019t  go to church; for if you\u2019d a roasting bit, it might be as you couldn\u2019t leave  it, being a lone man. but there\u2019s the bakehus, if you could make up your  mind to spend a twopence on the oven now and then, \u2013 not every week,  in course \u2013 i shouldn\u2019t like to do that myself, \u2013 you might carry your bit  o\u2019 dinner there, for it\u2019s nothing but right to have a bit o\u2019 summat hot of a  sunday, and not to make it as you can\u2019t know your dinner from saturday.  but now, upo\u2019 christmas-day, this blessed christmas as is ever coming,  if you was to  take your dinner to the bakehus, and go to church, and see  the holly and the yew, and hear the anthim, and then take the sacramen\u2019,  you\u2019d be a deal the better, and you\u2019d know which end you stood on, and  you could put your trust i\u2019 them as knows better nor we do, seein\u2019 you\u2019d ha\u2019  done what it lies on us all to do.\u2019 dolly\u2019s exhortation, which was an unusually long effort of speech for her,  was uttered in the soothing persuasive tone with which she would have  tried to prevail on a sick man to take his medicine, or a basin of gruel for  which he had no appetite. silas had never before been closely urged on  the point of his absence from church, which had only been thought of as a  part of his general queerness; and he was too direct and simple to evade  dolly\u2019s appeal. \u2018nay, nay,\u2019 he said, \u2018i know nothing o\u2019 church. i\u2019ve never been to church.\u2019 \u2018no!\u2019 said dolly, in a low tone of wonderment. then bethinking herself  of silas\u2019s advent from an unknown country, she said, \u2018could it ha\u2019 been as  they\u2019d no church where you was born?\u2019 \u2018oh yes,\u2019 said silas, meditatively, sitting in his usual posture of leaning  on his knees, and supporting his head. \u2018there was churches \u2013 a many \u2013 it  was a big town. but i knew nothing of \u2019em \u2013 i went to chapel.\u2019 dolly was much puzzled at this new  word, but she was rather afraid of  inquiring further, lest \u2018chapel\u2019 might mean some haunt of wickedness. after  a little thought, she said \u2013 \u2018well, master marner, it\u2019s niver too late to turn over a new leaf, and if  you\u2019ve niver had no church, there\u2019s no telling the good it\u2019ll do you. for i  feel so set up and comfortable as niver was, when i\u2019ve been and heard  the prayers, and the singing to the praise and glory o\u2019 god, as mr macey  gives out \u2013 and mr crackenthorp saying good words, and more partic\u2019lar  on sacramen\u2019 day; and if a bit o\u2019 trouble comes, i feel as i can put up wi\u2019 it,  for i\u2019ve looked for help i\u2019 the right quarter, and gev myself up to them as we  must all give ourselves up to at the last; and if we \u2019n done our part, it isn\u2019t to 5 10 15 20 25 30 35 40 45",
+            "17": "17 0486/13/m/j/16 \u00a9 ucles 2016 [turn overbe believed as them as are above us \u2019ull be worse nor we are, and come  short o\u2019 their\u2019n.\u2019 poor dolly\u2019s exposition of her simple raveloe theology fell rather  unmeaningly on silas\u2019s ears, for there was no word in it that could rouse  a memory of what he had known as religion, and his comprehension was  quite baffled by the plural pronoun, which was no heresy of dolly\u2019s, but  only her way of avoiding a presumptuous familiarity. he remained silent,  not feeling inclined to assent to the part of dolly\u2019s speech which he fully  understood \u2013 her recommendation that he should go to church. indeed,  silas was so unaccustomed to talk beyond the brief questions and answers  necessary for the transaction of his simple business, that words did not  easily come to him without the urgency of a distinct purpose. but now, little aaron, having become used to the weaver\u2019s awful  presence, had advanced to his mother\u2019s side, and silas, seeming to notice  him for the first time, tried to return dolly\u2019s signs of goodwill by offering  the lad a bit of lard-cake. aaron shrank back a little, and rubbed his head  against his mother\u2019s shoulder, but still thought the piece of cake worth the  risk of putting his hand out for it. \u2018oh, for shame, aaron,\u2019 said his mother, taking him on her lap, however;  \u2018why, you don\u2019t want cake again yet awhile. he\u2019s wonderful hearty,\u2019 she  went on, with a little sigh \u2013 \u2018that he is, god knows. he\u2019s my youngest, and  we spoil him sadly, for either me or the father must allays hev him in our  sight \u2013 that we must.\u2019 [from chapter 10  ]   how does eliot make this such a moving portrayal of dolly? or 12 explore the ways in which eliot makes william dane\u2019s betrayal of silas such a powerful  and significant part of the novel.50 55 60 65 70",
+            "18": "18 0486/13/m/j/16 \u00a9 ucles 2016michael frayn: spies remember to support your ideas with details from the writing. either 13 read this extract, and then answer the question that follows it: i\u2019m still looking for the two-colour pencil, though, when i hear the  reassuringly familiar sounds of keith crawling in along the passageway.                                             content removed due to copyright restrictions.",
+            "19": "19 0486/13/m/j/16 \u00a9 ucles 2016 [turn over                  i think  of the sharpened bayonet, locked away inside the trunk beside me, waiting  for keith to draw it across my throat to punish any breach of my oath of secrecy. [from chapter 5 ]   how does frayn make this conversation between stephen and barbara such an amusing moment in the novel? or 14 explore two moments in the novel which frayn makes particularly shocking for you. content removed due to copyright restrictions.",
+            "20": "20 0486/13/m/j/16 \u00a9 ucles 2016susan hill: i\u2019m\tthe\tking \tof\tthe\tcastle remember to support your ideas with details from the writing. either  15 read this extract, and then answer the question that follows it: so he was proud of himself, now, that he had reached the edge of hang  wood, and everything had gone right, proud of the way he had thought  things out, proud of the neatly packed satchel, and of what was inside it. everything was all right, then. but, when he was tying the satchel up again, he noticed a wart on the  back of his middle finger. it hadn\u2019t been there before. his stomach turned  over in fear. it had happened, it was true. they had told him it would. broughton-smith had had the warts, dozens of them, on his knees. they  were so bad, he was being sent to the doctor. casey said, \u2018they inject you.\u2019 \u2018they stick a hot needle into the middle of every one. that\u2019s what they  do.\u2019 \u2018it hurts like hell.\u2019 broughton-smith had stared down miserably at his warty knees. he had  been the one who cried all night, after he\u2019d had a tooth out. fenwick had  laughed at him. in the end, gough had gone to fetch his brother. \u2018y ou won\u2019t  have to have the doctor,\u2019 he said, \u2018because my brother knows about black  magic, there\u2019s something he can do with warts, and then they go away.\u2019 gough\u2019s brother had taken broughton-smith into the fifth form labs,  on corridor two, one evening before supper. the rest of them had waited  outside on the landing, in the dark. nobody said anything, nor even dared  to look through the glass door of the lab. kingshaw remembered the smell  of them all as they stood close together. he had been afraid. anything  might happen. in the end, broughton-smith had come out, smiling a secret smile. \u2018what did he do?\u2019 \u2018what happened?\u2019 \u2018is it a spell?\u2019 \u2018y ou\u2019re not allowed to do black magic, it\u2019s a terrible sin.\u2019 \u2018y ou\u2019ll probably die, now.\u2019 \u2018y es, he\u2019s poisoned you, i bet, you\u2019ll die in the night.\u2019 \u2018let\u2019s have a look.\u2019 but broughton-smith had slipped out of their circle, in the darkness, and  run away down the stone stairs. the prep bell had rung. the next morning, all his warts had turned a brownish-black colour.  broughton-smith had kept moving his knee out from under the desk, to  stare at them. he looked afraid. two days afterwards, they were all gone.  he\u2019d showed them his leg, stretching it out on the bed in dorm, and letting  everyone peer at the puckered, wartless skin of his knees. when the lights  were out, they\u2019d talked about it. it was clarke who had said, \u2018they go on to someone else. it\u2019s part of the  spell. to get them away, you have to wish them on to somebody else.\u2019 \u2018who?\u2019 \u2018anybody?\u2019 \u2018no, you do it to somebody you don\u2019t like.\u2019 kingshaw lay and thought, they will come on to me. it was inevitable.  broughton-smith had never liked him. he told himself he didn\u2019t believe in  any of it, but he had to, because broughton-smith\u2019s warts were gone, and 5 10 15 20 25 30 35 40 45",
+            "21": "21 0486/13/m/j/16 \u00a9 ucles 2016 [turn overbecause the next morning, kingshaw saw him, looking and looking at him.  that was the way things happened. now, he stared down at his wart for a long time. he wondered if he could  make it turn black and go off to somebody else. on to hooper. or whether  he ought to try. but he was afraid, he didn\u2019t like having it on his own hand. by the time he had found the gap, right down at the far end of the wood,  the sun had come right out, the sky was clear. there was a space in the  hedge, and here, the trees were different, a  separate group of them,  inside the main wood. kingshaw thought they were larches. the sun was  shining directly into them, so that he could see for a long way inside. there  was bracken, and curled foliage on the ground, and the light coming out  between the branches was a queer coppery green, like the light under the  sea. it looked all right, he thought. safe. he straddled the ditch for a moment, feeling the sun on his back, though  the air ahead of him was very cold. there was a lot of dew, his jeans were  very wet, now. then, he jumped forward across the ditch, and took a dozen paces  quickly forward, eyes closed. when he opened them, he was inside hang  wood. [from chapter 5  ]   how does hill\u2019s writing vividly convey kingshaw\u2019s thoughts and feelings at this point in  the novel? or 16 who does hill\u2019s writing suggest is most to blame for kingshaw\u2019s death at the end of the  novel?50 55 60 65",
+            "22": "22 0486/13/m/j/16 \u00a9 ucles 2016r. k. nara yan: the\tenglish \tteacher remember to support your ideas with details from the writing. either  17 read this extract, and then answer the question that follows it: on the following friday, i was pacing the little malgudi railway station in  great agitation. i had never known such suspense before. she was certain  to arrive with a lot of luggage, and the little child. how was all this to be  transferred from the train to the platform? and the child must not be hurt.  i made a mental note, \u2018must shout as soon as the train stops: \u201cbe careful  with the baby\u201d.\u2019 this seemed to my fevered imagination the all-important  thing to say on arrival, as otherwise i fancied the child\u2019s head was sure to  be banged against the doorway. \u2026 and how many infants were damaged  and destroyed by careless mothers in the process of coming out of trains!  why couldn\u2019t they make these railway carriages of safer dimensions? it  ought to be done in the interests of baby welfare in india. \u2018mind the baby  and the door\u2019. and then the luggage! susila was sure to bring with her a  huge amount of luggage. she required four trunks for her sarees alone!  women never understood the importance of travelling light. why should  they? as long as there were men to bear all the anxieties and bother and  see them through their travails! it would teach them a lesson to be left to  shift for themselves. then they would know the value of economy in these  matters. i wrung my hands in despair. how was she going to get out with  the child and all that luggage! the train stopped for just seven minutes. i  would help her down first and then throw the things out, and if there were  any boxes left over they would have to be lost with the train, that was all. no  one could help it. i turned to the gnarled blue-uniformed man behind me.  he was known as number five and i had known him for several years now.  whatever had to be done on the railway platform was done with his help. i  had offered him three times his usual wages to help me today. i turned to  him and asked: \u2018can you manage even if there is too much luggage?\u2019 \u2018y es, master, no difficulty. the train stops for seven minutes.\u2019 he seemed  to have a grand notion of seven minutes; a miserable flash it seemed to  me. \u2018we unload whole waggons within that time.\u2019 \u2018i will tell the pointsman to stop it at the outer signal, if necessary,\u2019 he  added. it was a very strength-giving statement to me. i felt relieved. but i  think i lost my head once again. i believe, in this needless anxiety, i became  slightly demented. otherwise i would not have rushed at the stationmaster  the moment i set eyes on him. i saw him come out of his room and move  down the platform to gaze on a far off signal post. i ran behind him, panting:  \u2018good morning stationmaster!\u2019 he bestowed an official smile and moved  off to the end of the platform and looked up. i felt i had a lot of doubts to  clear on railway matters and asked inanely: \u2018looking at the signals?\u2019 \u2018y es,\u2019 he replied, and took his eyes down, and turned to go back to his  room. i asked: \u2018can\u2019t they arrange to stop this train a little longer here?\u2019  \u2018what for? isn\u2019t there enough trouble as it is?\u2019 i laughed sympathetically  and said: \u2018i said so because it may not be possible for passengers to  unload all their trunks.\u2019 \u2018i should like to see a passenger who carries luggage that will take more  than six minutes. i have been here thirty years.\u2019 i said: \u2018my wife is arriving today with the infant. i thought she would  require a lot of time in order to get down carefully. and then she is bound to  have numerous boxes. these women, you know,\u2019 i said laughing artificially, 5 10 15 20 25 30 35 40 45",
+            "23": "23 0486/13/m/j/16 \u00a9 ucles 2016 [turn overseeking his indulgence. he was a good man and laughed with me. \u2018well,  sometimes it has happened that the train was held up for the convenience  of a second-class passenger. are your people travelling second?\u2019 \u2018i can\u2019t  say,\u2019 i said. i knew well she wouldn\u2019t travel second, although i implored  her in every letter to do so. she wrote rather diplomatically: \u2018y es, don\u2019t be  anxious, i and the baby will travel down quite safely.\u2019 i even wrote to my  father-in-law, but that gentleman preserved a discreet silence on the matter.  i knew by temperament he disliked the extravagance of travelling second,  although he could afford it and in other ways had proved himself no miser.  i felt furious at the thought of him and told the stationmaster. \u2018some people  are born niggards \u2026 would put up with any trouble rather than \u2026\u2019 but  before i could finish my sentence a bell rang inside the station office and  the stationmaster ran in, leaving me to face my travail and anguish alone.  i turned and saw my porter standing away from me, borrowing a piece of  tobacco from someone. \u2018here, number five, don\u2019t get lost.\u2019 a small crowd  was gathering unobtrusively on the platform. i feared he might get lost at  the critical moment. a bell sounded. people moved about. we heard the  distant puffing and whistling. the engine appeared around the bend. [from chapter 2]   how does narayan vividly convey krishna\u2019s state of mind at this moment in the novel? or 18 how far does narayan make you sympathise with the headmaster\u2019s wife in the novel?50 55 60 65",
+            "24": "24 0486/13/m/j/16 \u00a9 ucles 2016robert louis stevenson: the\tstrange \tcase \tof\tdr\tjekyll \tand\tmr\thyde remember to support your ideas with details from the writing. either  19 read this extract, and then answer the question that follows it: poole felt in his pocket and handed out a crumpled note, which the  lawyer, bending nearer to the candle, carefully examined. its contents ran  thus: \u2018dr jekyll presents his compliments to messrs. maw. he assures them  that their last sample is impure and quite useless for his present purpose.  in the year 18\u2014, dr j. purchased a somewhat large quantity from messrs.  m. he now begs them to search with the most sedulous care, and should  any of the same quality be left, to forward it to him at once. expense is no  consideration. the importance of this to dr j. can hardly be exaggerated.\u2019  so far the letter had run composedly enough; but here, with a sudden  splutter of the pen, the writer\u2019s emotion had broken loose. \u2018for god\u2019s sake,\u2019  he had added, \u2018find me some of the old.\u2019 \u2018this is a strange note,\u2019 said mr utterson; and then sharply, \u2018how do you  come to have it open?\u2019 \u2018the man at maw\u2019s was main angry, sir, and he threw it back to me like  so much dirt,\u2019 returned poole. \u2018this is unquestionably the doctor\u2019s hand, do you know?\u2019 resumed the  lawyer. \u2018i thought it looked like it,\u2019 said the servant, rather sulkily; and then, with  another voice, \u2018but what matters hand of write?\u2019 he said. \u2018i\u2019ve seen him!\u2019 \u2018seen him?\u2019 repeated mr utterson. \u2018well?\u2019 \u2018that\u2019s it!\u2019 said poole. \u2018it was this way. i came suddenly into the theatre  from the garden. it seems he had slipped out to look for this drug, or  whatever it is; for the cabinet door was open, and there he was at the far  end of the room, digging among the crates. he looked up when i came  in, gave a kind of cry, and whipped upstairs into the cabinet. it was but  for one minute that i saw him, but the hair stood upon my head like quills.  sir, if that was my master, why had he a mask upon his face? if it was my  master, why did he cry out like a rat and run from me? i have served him  long enough. and then \u2026\u2019 the man paused, and passed his hand over his  face. \u2018these are all very strange circumstances,\u2019 said mr utterson, \u2018but i think  i begin to see daylight. y our master, poole, is plainly seized with one of  those maladies that both torture and deform the sufferer; hence, for aught  i know, the alteration of his voice; hence the mask and his avoidance of  his friends; hence his eagerness to find this drug, by means of which the  poor soul retains some hope of ultimate recovery \u2013 god grant that he be  not deceived! there is my explanation; it is sad enough, poole, ay, and  appalling to consider; but it is plain and natural, hangs well together, and  delivers us from all exorbitant alarms.\u2019 \u2018sir,\u2019 said the butler, turning to a sort of mottled pallor, \u2018that thing was not  my master, and there\u2019s the truth. my master\u2019 \u2013 here he looked round him,  and began to whisper \u2013 \u2018is a tall fine build of a man, and this was more of a  dwarf.\u2019 utterson attempted to protest. \u2018o, sir,\u2019 cried poole, \u2018do you think i do  not know my master after twenty years? do you think i do not know where  his head comes to in the cabinet door, where i saw him every morning of  my life? no, sir, that thing in the mask was never dr jekyll \u2013 god knows  what it was, but it was never dr jekyll; and it is the belief of my heart that  there was murder done.\u20195 10 15 20 25 30 35 40 45",
+            "25": "25 0486/13/m/j/16 \u00a9 ucles 2016 [turn over\u2018poole,\u2019 replied the lawyer, \u2018if you say that, it will become my duty to make  certain. much as i desire to spare your master\u2019s feelings, much as i am  puzzled about this note, which seems to prove him to be still alive, i shall  consider it my duty to break in that door.\u2019 \u2018ah, mr utterson, that\u2019s talking!\u2019 cried the butler. \u2018and now comes the second question,\u2019 resumed utterson: \u2018who is going  to do it?\u2019 \u2018why, you and me, sir,\u2019 was the undaunted reply. \u2018that is very well said,\u2019 returned the lawyer; \u2018and whatever comes of it, i  shall make it my business to see you are no loser.\u2019 \u2018there is an axe in the theatre,\u2019 continued poole; \u2018and you might take the  kitchen poker for yourself.\u2019 the lawyer took that rude but weighty instrument into his hand, and  balanced it. \u2018do you know, poole,\u2019 he said, looking up, \u2018that you and i are  about to place ourselves in a position of some peril?\u2019 \u2018y ou may say so, sir, indeed,\u2019 returned the butler. \u2018it is well, then, that we should be frank,\u2019 said the other. \u2018we both think  more than we have said; let us make a clean breast. this masked figure  that you saw, did you recognise it?\u2019 \u2018well, sir, it went so quick, and the creature was so doubled up, that i  could hardly swear to that,\u2019 was the answer. \u2018but if you mean, was it mr  hyde? \u2013 why, yes, i think it was! y ou see, it was much of the same bigness;  and it had the  same quick light way with it; and then who else could have  got in by the laboratory door? y ou have not forgot, sir, that at the time of  the murder he had still the key with him? but that\u2019s not all. i don\u2019t know, mr  utterson, if ever you met this mr hyde?\u2019 \u2018y es,\u2019 said the lawyer, \u2018i once spoke with him.\u2019 \u2018then you must know, as well as the rest of us, that there was something  queer about that gentleman \u2013 something that gave a man a turn \u2013 i don\u2019t  know rightly how to say it, sir beyond this: that you felt it in your marrow \u2013  kind of cold and thin.\u2019 [from chapter 8, \u2018dr lanyon\u2019s narrative\u2019]   how does stevenson make this such a dramatic and significant moment in the novel? or 20 explore the ways in which  stevenson hints that jekyll and hyde are the same person as  the novel progresses.50 55 60 65 70 75",
+            "26": "26 0486/13/m/j/16 \u00a9 ucles 2016from stories \tof\tourselves remember to support your ideas with details from the writing. either  21 read this extract from the people before (by maurice shadbolt), and then answer the  question that follows it: \u2018we\u2019ve come a long way,\u2019 tom said. \u2018nearly a hundred miles, from up the  coast. that\u2019s where we live now.\u2019 \u2018all this way. just so\u2014\u2019 \u2018y es,\u2019 tom said. \u2018that\u2019s right.\u2019 \u2018well,\u2019 said my father. \u2018what do you know? what do you know about  that?\u2019 baffled, he looked at me, at my mother, and even finally at jim. none  of us had anything to say. \u2018i hope we\u2019re not troubling you,\u2019 tom said politely. \u2018we don\u2019t want to be  any trouble. we just want to go across your land, if that\u2019s all right. we got  our own tucker and everything.\u2019 we saw this was true. the two old women had large flax kits of food. \u2018no liquor?\u2019 my father said suspiciously. \u2018i don\u2019t want any drinking round  my place.\u2019 \u2018no,\u2019 tom replied. his face was still patient. \u2018no liquor. we don\u2019t plan on  any drinking.\u2019 the other young men shyly agreed in the background. it was not, they  seemed to say, an occasion for drinking. \u2018well,\u2019 said my father stiffly, \u2018i suppose it\u2019s all right. where are you going  to take him?\u2019 he nodded towards the old sleeping man. \u2018just across your land. and up to the old pa.\u2019 \u2018i didn\u2019t know there used to be any pa round here.\u2019 \u2018well,\u2019 said tom. \u2018it used to be up there.\u2019 he pointed out the largest hill  behind our farm, one that stood well apart and above the others. we called  it craggy hill, because of limestone outcrops. its flanks and summit were  patchy with tall scrub. we seldom went near it, except perhaps when out  shooting; then we circled its steep slopes rather than climbed it. \u2018y ou\u2019d see  the terraces,\u2019 tom said, \u2018if it wasn\u2019t for the scrub. it\u2019s all hidden now.\u2019 now my father looked strangely at tom. \u2018hey,\u2019 he said, \u2018y ou sure you  aren\u2019t having me on? how come you know that hill straight off? y ou ever  been here before?\u2019 \u2018no,\u2019 tom said. his face shone as he sweated with the effort of trying to  explain everything. \u2018i never been here before. i never been in this part of  the country before.\u2019 \u2018then how do you know that\u2019s the hill, eh?\u2019 \u2018because,\u2019 tom said simply, \u2018the old men told me. they described it so  well i could find the place blindfold. all the stories of our tribe are connected  with that hill. that\u2019s where we lived, up there, for hundreds of years.\u2019 \u2018well, i\u2019ll be damned. what do you know about that?\u2019 my father blinked,  and looked up at the hill again. \u2018just up there, eh? and for hundreds of years.\u2019 \u2018that\u2019s right.\u2019 \u2018and i never knew. well, i\u2019ll be damned.\u2019 \u2018there\u2019s lots of stories about that hill,\u2019 tom said. \u2018and a lot of battles  fought round here. over your place.\u2019 \u2018right over my land?\u2019 \u2018that\u2019s right. up and down here, along the river.\u2019 my father was so astonished he forgot to be aloof. he was trying to fit  everything into his mind at once \u2013 the hill where they\u2019d lived hundreds of 5 10 15 20 25 30 35 40 45",
+            "27": "27 0486/13/m/j/16 \u00a9 ucles 2016years, the battles fought across his land \u2013 and it was too much. \u2018the war canoes would come up here,\u2019 tom went on. \u2018i reckon they\u2019d  drag them up somewhere here\u2019 \u2013 he indicated the grassy bank on which  we were standing \u2013 \u2018in the night, and go on up to attack the pa before  sunrise. that\u2019s if we hadn\u2019t sprung a trap for them down here. there\u2019d be a  lot of blood soaked into this soil.\u2019 he kicked at the earth beneath our feet.  \u2018we had to fight a long while to keep this land here, a lot of battles. until  there was a day when it was no use fighting any more. that was when we  left.\u2019 we knew, without him having to say it, what he meant. he meant the day  when the european took the land. so we all stood quietly for a moment.  then my mother spoke. \u2018y ou\u2019d better come up to the house,\u2019 she said. \u2018i\u2019ll make you all a cup of  tea.\u2019 a cup of tea was her solution to most problems. we went up to the house slowly. the young men followed behind,  carrying the litter. they put the old man in the shade of a tree, outside the  house. since it seemed the best thing to do, we all sat around him; there  wouldn\u2019t have been room for everyone in our small kitchen anyway. we  waited for my mother to bring out the tea.   how does shadbolt make this conversation between the narrator\u2019s father and tom so  revealing and significant? or 22 how does townsend warner create such a memorable portrait of an animal in the  phoenix  ?50 55 60 65",
+            "28": "28 0486/13/m/j/16 \u00a9 ucles 2016blank page permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. every reasonable  effort has been made by the publisher (ucles) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the publisher will  be pleased to make amends at the earliest possible opportunity. to avoid the issue of disclosure of answer-related information to candidates, all copyright acknowledgements are reproduced online in the cambridge international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download at www.cie.org.uk after  the live examination series. 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."
+        },
+        "0486_s16_qp_21.pdf": {
+            "1": "cambridge international examinations cambridge international general certificate of secondary education 0486/21 may/june 2016 1 hour 30 minutesliterature (english) paper 2 drama additional materials: answer booklet/paper read these instructions first an answer booklet is provided inside this question paper. you should follow the instructions on the front cover of the answer booklet. if you need additional answer paper ask the invigilator for acontinuation booklet. answer two questions. you must answer one passage-based question (marked *) and one essay question (marked \u2020). your questions must be on two different plays. all questions in this paper carry equal marks. the syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificate. this document consists of 11printed pages and 1blank page. [turn over06_0486_21_2016_1.14 \u00a9 ucles 2016 *5011703713*",
+            "2": "arthur miller: all my sons remember to support your ideas with details from the writing. either * 1read this passage, and then answer the question that follows it: two\u0003o\u2019clock\u0003the\u0003following \u0003morning, \u0003mother \u0003is\u0003discovered \u0003on\u0003the\u0003rise,\u0003rocking\u0003 ceaselessly \u0003in\u0003a\u0003chair,\u0003staring\u0003at\u0003her\u0003thoughts. \u0003 06_0486_21_2016_1.14 \u00a9 ucles 20162 &rqwhqw\u0003uhpryhg\u0003 gxh\u0003wr\u0003frs\\uljkw\u0003 uhvwulfwlrqv\u0011",
+            "3": "jim: i\u2019m\u0003a\u0003good\u0003husband; \u0003chris\u0003is\u0003a\u0003good\u0003son\u0003\u2014\u0003he\u2019ll\u0003come\u0003back. [from act 3 ] explore the ways in which miller makes this such an effective opening to act 3. or \u2020 2 how does miller make steve deever have such an impact in the play despite the fact that he never appears on stage? [turn over06_0486_21_2016_1.14 \u00a9 ucles 20163 &rqwhqw\u0003uhpryhg\u0003 gxh\u0003wr\u0003frs\\uljkw\u0003 uhvwulfwlrqv\u0011",
+            "4": "j. b. priestley: an inspector calls remember to support your ideas with details from the writing. either * 3read this passage, and then answer the question that follows it: birling:\u0003cigar? 06_0486_21_2016_1.14 \u00a9 ucles 20164 &rqwhqw\u0003uhpryhg gxh\u0003wr\u0003frs\\uljkw\u0003 uhvwulfwlrqv\u0011",
+            "5": "gerald\u0003[amused ]:\u0003sounds\u0003a\u0003bit\u0003fishy\u0003to\u0003me. [from act 1 ] how does priestley make this moment in the play so revealing? or \u2020 4 in what ways does priestley make the conflict between the inspector and mrs birling such a striking part of the play? [turn over06_0486_21_2016_1.14 \u00a9 ucles 20165 &rqwhqw\u0003uhpryhg gxh\u0003wr\u0003frs\\uljkw\u0003 uhvwulfwlrqv\u0011",
+            "6": "30252015105william shakespeare: the merchant of venice remember to support your ideas with details from the writing. either * 5read this passage, and then answer the question that follows it: what say you then to falconbridge, the young baron of england? nerissa: you know i say nothing to him, for he understands not me, nor i him: he hath neither latin, french, nor italian, and you will come into the court and swear that i have a poorportia: pennyworth in the english. he is a proper man\u2019s picture; but, alas, who can converse with a dumb-show? how oddly he is suited! i think he bought his doublet in italy, hisround hose in france, his bonnet in germany, and his behaviour everywhere. what think you of the scottish lord, his neighbour? nerissa: that he hath a neighbourly charity in him, for he borrowed a box of the ear of the englishman, and swore he would pay him again when he was able; i think the frenchmanbecame his surety, and seal\u2019d under for another.portia: how like you the young german, the duke of saxony\u2019s nephew? nerissa: very vilely in the morning when he is sober; and most vilely in the afternoon when he is drunk. when he is best, he is a little worse than a man, and when he is worst, he isportia: little better than a beast. an the worst fall that ever fell, i hope i shall make shift to go without him. if he should offer to choose, and choose the right casket, you should refuse to perform your father\u2019s will, if you should refuse to accept him.nerissa: therefore, for fear of the worst, i pray thee set a deep glass of rhenish wine on the contrary casket; for if the devil be within and that temptation without, i know he willchoose it. i will do anything, nerissa, ere i will be married to a sponge.portia: you need not fear, lady, the having any of these lords; they have acquainted me with their determinations, which is indeed to return to their home, and to trouble you with nonerissa: more suit, unless you may be won by some other sort than your father\u2019s imposition, depending on the caskets. if i live to be as old as sibylla, i will die as chaste as diana, unless i be obtained by the manner of my father\u2019s will. i am glad this parcel of wooers are so reasonable; for thereportia: is not one among them but i dote on his very absence, and i pray god grant them a fair departure. do you not remember, lady, in your father\u2019s time, a venetian, a scholar and a soldier, that came hither in company of the marquis of montferrat?nerissa: yes, yes, it was bassanio; as i think, so was he call\u2019d. portia: true, madam; he, of all the men that ever my foolish eyes look\u2019d upon, was the best deserving a fair lady.nerissa: i remember him well, and i remember him worthy of thy praise. portia: [from act 1 scene 2 ] how does shakespeare make this moment in the play so entertaining? 06_0486_21_2016_1.14 \u00a9 ucles 20166",
+            "7": "or \u2020 6 in what ways does shakespeare make the relationship between antonio and bassanio so significant? [turn over06_0486_21_2016_1.14 \u00a9 ucles 20167",
+            "8": "403530252015105william shakespeare: henry v remember to support your ideas with details from the writing. either * 7read this passage, and then answer the question that follows it: what treasure, uncle? king: tennis-balls, my liege. exeter: we are glad the dauphin is so pleasant with us; his present and your pains we thank you for.when we have match\u2019d our rackets to these balls,we will in france, by god\u2019s grace, play a setshall strike his father\u2019s crown into the hazard.tell him he hath made a match with such a wranglerthat all the courts of france will be disturb\u2019dwith chaces. and we understand him well,how he comes o\u2019er us with our wilder days,not measuring what use we made of them.we never valu\u2019d this poor seat of england;and therefore, living hence, did give ourselfto barbarous licence; as \u2019tis ever commonthat men are merriest when they are from home.but tell the dauphin i will keep my state,be like a king, and show my sail of greatness,when i do rouse me in my throne of france;for that i have laid by my majestyand plodded like a man for working-days;but i will rise there with so full a glorythat i will dazzle all the eyes of france,yea, strike the dauphin blind to look on us.and tell the pleasant prince this mock of hishath turn\u2019d his balls to gun-stones, and his soulshall stand sore charged for the wasteful vengeancethat shall fly with them; for many a thousand widowsshall this his mock mock out of their dear husbands;mock mothers from their sons, mock castles down;and some are yet ungotten and unbornthat shall have cause to curse the dauphin\u2019s scorn.but this lies all within the will of god,to whom i do appeal; and in whose name,tell you the dauphin, i am coming on,to venge me as i may and to put forthmy rightful hand in a well-hallow\u2019d cause.so get you hence in peace; and tell the dauphinhis jest will savour but of shallow wit,when thousands weep more than did laugh at it.convey them with safe conduct. fare you well. [exeunt ambassadors ]king: [from act 1 scene 2 ] 06_0486_21_2016_1.14 \u00a9 ucles 20168",
+            "9": "what striking impressions of king henry does shakespeare create for you at this moment in the play? or \u2020 8 to what extent do you think shakespeare portrays war as glorious in henry v ? [turn over06_0486_21_2016_1.14 \u00a9 ucles 20169",
+            "10": "3530252015105j. lawrence & r.e. lee: inherit the wind remember to support your ideas with details from the writing. either * 9read this passage, and then answer the question that follows it: i...s hall...m a k e...m e...a... man!\u201d [the crowd bursts out into an orgy of hosannahs and waving arms. ]brown: glory! hosannah! bless the lord who created us! all: [throwing herself to the ground. shouting out .]: bow down! bow down before the lord!mrs krebs are we good, lord? tell us! are we good? elijah : [answering triumphantly. ]: the lord said, \u201cyea, thou art good! for i have created ye in my image, after my likeness! be fruitful, and multiply, and replenish the earth,and subdue it!\u201dbrown [deep-voiced, singing. ]: the lord made man master of the earth. . .! elijah glory, glory! bless the lord! all: [whipping \u2019em up. ]: do we believe? brown [in chorus. ]: yes! all do we believe the word? brown: [coming back like a whip-crack. ]: yes! all do we believe the truth of the word? brown: yes! all: [pointing a finger toward the jail. ]: do we curse the man who denies the word? brown [crescendo, each answer mightier than the one before. ]: yes! all do we cast out this sinner in our midst? brown: yes! [ each crash of sound from the crowd seems to strike rachel physically, and shake her. the prayer meeting has passed beyond the familiar bounds into an area of orgiastic anger. ]all: do we call down hellfire on the man who has sinned against the word? brown: [roaring. ]: yes! all [deliberately shattering the rhythm, to go into a frenzied prayer, hands clasped together and lifted heavenward. ]: o lord of the tempest and the thunder! o lordbrown of righteousness and wrath! we pray that thou wilt make a sign unto us! strike down this sinner, as thou didst thine enemies of old, in the days of the pharaohs! [all lean forward, almost expecting the heavens to open with a thunderbolt. rachel is white. brady shifts uncomfortably in his chair, this is pretty strong stuff, even for him.] let him feel the terror of thy sword! for all eternity, let his soul writhe in anguish and damnation \u2013 no![she rushes to the platform. ] no, father. don\u2019t pray to destroy bert! [ as she falls to her knees in front of the platform. ] no, no, no . . .!rachel: 06_0486_21_2016_1.14 \u00a9 ucles 201610",
+            "11": "6055504540lord, we call down the same curse on those who ask grace for this sinner \u2013 though they be blood of my blood, and flesh of my flesh!brown: [rising, grasping brown\u2019s arm. ]: reverend brown, i know it is the great zeal of your faith which makes you utter this prayer! but it is possible to be overzealous, tobrady destroy that which you hope to save \u2013 so that nothing is left but emptiness. [brown turns. ] remember the wisdom of solomon in the book of proverbs \u2013 [ softly. ]\u201c h e that troubleth his own house ...s hall inherit the wind.\u201d [ he makes a gesture with his open hand to indicate nothingness: the empty air, the brief and unrememberedwind. brady leads brown to chair on platform and sits him down. brown seems dazed, shaken. benignly, brady turns to the townspeople. ] the bible also tells us that god forgives his children. and we, the children of god, should forgive each other. [rachel s lips off. ] my good friends, return to your homes. the blessings of the lord be with you all. [ slowly the townspeople move off, singing and humming \u201cgo, tell it on the mountain.\u201d when the crowd has almost cleared, rev. brown steps off platform to mrs. brady .brady moves off platform, motions them off. brady anddrummond are left alone on stage. as brady crosses to drummond .] we were good friends once. i was always glad of your support. what happened between us? there used to be a mutuality of understanding and admiration. why is it, my old friend, that you have moved so far away from me? [ a pause. they study each other. ] [slowly. ]: all motion is relative. perhaps it is youwho have moved away \u2013 by standing still. [ the words have a sharp impact on brady . for a moment, he stands still, hisdrummond mouth open, staring at drummond . then he takes two faltering steps backward, looks at drummond again, then moves off. drummond stands alone. slowly the lights fade on the silent man. ] [from act 1 scene 3 ] in what ways do the writers make this such a powerful moment in the play? or \u2020 10 how do the writers make henry drummond such a fascinating character? 06_0486_21_2016_1.14 \u00a9 ucles 201611",
+            "12": "blank page permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. every reasonable effort has been made by the publisher (ucles) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the pub lisher 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 cambridg e international examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download at www.cie.o rg.uk after the live examination series. cambridge international examinations is part of the cambridge assessment group. cambridge assessment is the brand name of university of cambridge l ocal examinations syndicate (ucles), which is itself a department of the university of cambridge. 06_0486_21_2016_1.14 \u00a9 ucles 201612"
+        },
+        "0486_s16_qp_22.pdf": {
+            "1": "cambridge international examinations cambridge international general certificate of secondary education 0486/22 may/june 2016 1 hour 30 minutesliterature (english) paper 2 drama additional materials: answer booklet/paper read these instructions first an answer booklet is provided inside this question paper. you should follow the instructions on the front cover of the answer booklet. if you need additional answer paper ask the invigilator for a continuation booklet. answer two questions. you must answer one passage-based question (marked *) and one essay question (marked \u2020). your questions must be on two different plays. all questions in this paper carry equal marks. the syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificate. this document consists of 11printed pages and 1blank page. [turn over06_0486_22_2016_1.8 \u00a9 ucles 2016 *1872212318*",
+            "2": "arthur miller: all my sons remember to support your ideas with details from the writing. either * 1read this passage, and then answer the question that follows it: [ann\u0003enters\u0003from\u0003house.\u0003they\u0003say\u0003nothing,\u0003waiting\u0003for\u0003her\u0003to\u0003speak. ]\u0003 06_0486_22_2016_1.8 \u00a9 ucles 20162 &rqwhqw\u0003uhpryhg\u0003 gxh\u0003wr\u0003frs\\uljkw\u0003 uhvwulfwlrqv\u0011",
+            "3": "i\u0003told\u0003you\u0003a\u0003hundred\u0003times,\u0003why\u0003wouldn\u2019t\u0003you\u0003believe\u0003me! [from act 3 ] how does miller make this such a powerful moment in the play? or \u2020 2 in what ways does miller make you sympathise with chris keller during the play? [turn over06_0486_22_2016_1.8 \u00a9 ucles 20163 &rqwhqw\u0003uhpryhg\u0003 gxh\u0003wr\u0003frs\\uljkw\u0003 uhvwulfwlrqv\u0011",
+            "4": "j .b. priestley: an inspector calls remember to support your ideas with details from the writing. either * 3read this passage, and then answer the question that follows it: [bursting\u0003out]:\u0003what\u2019s\u0003the\u0003use\u0003of\u0003talking\u0003about\u0003behaving \u0003sensibly? \u0003 eric: 06_0486_22_2016_1.8 \u00a9 ucles 20164 &rqwhqw\u0003uhpryhg\u0003 gxh\u0003wr\u0003frs\\uljkw\u0003 uhvwulfwlrqv\u0011",
+            "5": "but how do you know it\u2019s the same girl? gerald: [from act 3 ] how does priestley vividly convey the characters \u078cresponses here, following the inspector\u2019s departure? or \u2020 4 explore two moments in the play where priestley vividly creates suspense for the audience. [turn over06_0486_22_2016_1.8 \u00a9 ucles 20165 &rqwhqw\u0003uhpryhg\u0003 gxh\u0003wr\u0003frs\\uljkw\u0003 uhvwulfwlrqv\u0011",
+            "6": "3530252015105william shakespeare: the merchant of venice remember to support your ideas with details from the writing. either * 5read this passage, and then answer the question that follows it: enter salerio andsolanio why, man, i saw bassanio under sail; with him is gratiano gone along;and in their ship i am sure lorenzo is not.salerio: the villain jew with outcries rais\u2019d the duke, who went with him to search bassanio\u2019s ship.solanio: he came too late, the ship was under sail; but there the duke was given to understandthat in a gondola were seen togetherlorenzo and his amorous jessica;besides, antonio certified the dukethey were not with bassanio in his ship.salerio: i never heard a passion so confus\u2019d, so strange, outrageous, and so variable,as the dog jew did utter in the streets.\u2018my daughter! o my ducats! o my daughter!fled with a christian! o my christian ducats!justice! the law! my ducats and my daughter!a sealed bag, two sealed bags of ducats,of double ducats, stol\u2019n from me by my daughter!and jewels \u2013 two stones, two rich and precious stones,stol\u2019n by my daughter! justice! find the girl;she hath the stones upon her and the ducats.\u2019solanio: why all the boys in venice follow him, crying, his stones, his daughter, and his ducats.salerio: let good antonio look he keep his day, or he shall pay for this.solanio: marry, well rememb\u2019red; i reason\u2019d with a frenchman yesterday,who told me, in the narrow seas that partthe french and english, there miscarrieda vessel of our country richly fraught.i thought upon antonio when he told me,and wish\u2019d in silence that it were not his.salerio: you were best to tell antonio what you hear; yet do not suddenly, for it may grieve him.solanio: 06_0486_22_2016_1.8 \u00a9 ucles 20166",
+            "7": "55504540a kinder gentleman treads not the earth. i saw bassanio and antonio part.bassanio told him he would make some speedof his return. he answered \u2018do not so;slubber not business for my sake, bassanio,but stay the very riping of the time;and for the jew\u2019s bond which he hath of me,let it not enter in your mind of love;be merry, and employ your chiefest thoughtsto courtship, and such fair ostents of loveas shall conveniently become you there\u2019.and even there, his eye being big with tears,turning his face, he put his hand behind him,and with affection wondrous sensiblehe wrung bassanio\u2019s hand; and so they parted.salerio: i think he only loves the world for him. i pray thee, let us go and find him out,and quicken his embraced heavinesswith some delight or other.solanio: do we so. salerio: [from act 2 scene 8 ] how does shakespeare make this such a dramatic moment in the play? or \u2020 6 in what striking ways does shakespeare make revenge so significant in the play? [turn over 06_0486_22_2016_1.8 \u00a9 ucles 20167",
+            "8": "30252015105william shakespeare: henry v remember to support your ideas with details from the writing. either * 7read this passage, and then answer the question that follows it: enter pistol ,hostess ,nym ,bardolph , and boy . prithee, honey-sweet husband, let me bring thee to staines. hostess: no; for my manly heart doth earn. bardolph, be blithe; nym, rouse thy vaunting veins;boy, bristle thy courage up. for falstaff he is dead,and we must earn therefore.pistol: would i were with him, wheresome\u2019er he is, either in heaven or in hell! bardolph: nay, sure, he \u078cs not in hell: he \u078cs in arthur \u078cs bosom, if ever man went to arthur \u078cs bosom. \u078ca made a finer end, and went away an it had been any christom child; \u078ca parted ev \u078cnhostess: just between twelve and one, ev \u078cn at the turning o \u078cth\u078ctide; for after i saw him fumble with the sheets, and play with flowers, and smile upon his fingers \u078cend, i knew there was but one way; for his nose was as sharp as a pen, and \u078ca babbl\u078cd of green fields. \u2018how now, sir john!\u2019 quoth i \u2018what, man, be o\u2019good cheer.\u2019 so \u2018a cried out \u2019god, god,god!\u2019 three or four times. now i, to comfort him, bid him \u2019a should not think of god; ihop\u2019d there was no need to trouble himself with any such thoughts yet. so \u2019a bade melay more clothes on his feet; i put my hand into the bed and felt them, and they wereas cold as any stone; then i felt to his knees, and so upward and upward, and all wasas cold as any stone. they say he cried out of sack. nym: ay, that\u2019a did. hostess: and of women. bardolph: nay, that \u2019a did not. hostess: yes, that \u2019a did, and said they were devils incarnate. boy: \u2019a could never abide carnation; \u2019twas a colour he never lik\u2019d. hostess: \u2019a said once the devil would have him about women. boy: \u2019a did in some sort, indeed, handle women; but then he was rheumatic, and talk\u2019d of the whore of babylon.hostess: do you not remember \u2019a saw a flea stick upon bardolph\u2019s nose, and \u2019a said it was a black soul burning in hell?boy: well, the fuel is gone that maintain\u2019d that fire: that\u2019s all the riches i got in his service. bardolph: shall we shog? the king will be gone from southampton. nym: 06_0486_22_2016_1.8 \u00a9 ucles 20168",
+            "9": "454035come, let\u2019s away. my love, give me thy lips. look to my chattels and my moveables;let senses rule. the word is \u2018pitch and pay\u2019.trust none;for oaths are straws, men\u2019s faiths are wafer-cakes,and holdfast is the only dog, my duck.therefore, caveto be thy counsellor.go, clear thy crystals. yoke-fellows in arms,let us to france, like horse-leeches, my boys,to suck, to suck, the very blood to suck.pistol: and that\u2019s but unwholesome food, they say. boy: touch her soft mouth and march. pistol: farewell, hostess. [ kissing her. ] bardolph: i cannot kiss, that is the humour of it; but, adieu. nym: let housewifery appear; keep close, i thee command. pistol: farewell; adieu. hostess: [from act 2 scene 3 ] how does shakespeare make this moment in the play both moving and amusing? or \u2020 8 what do you find particularly memorable about shakespeare\u2019s portrayal of the french in the play? [turn over 06_0486_22_2016_1.8 \u00a9 ucles 20169",
+            "10": "3530252015105j. lawrence & r.e. lee: inherit the wind remember to support your ideas with details from the writing. either * 9read this passage, and then answer the question that follows it: [in a shrill, screeching voice. ]: buy a bible! your guidebook to eternal life! [e.k. hornbeck wanders on, carrying a suitcase. he is a newspaperman in his middleelijah thirties, who sneers politely at everything, including himself. his clothes \u2013 those of a sophisticated city-dweller \u2013 contrast sharply with the attire of the townspeople.he uses his \u201cboater\u201d straw-hat throughout as kind of an impertinent prop. stillunnoticed by most of the townspeople, hornbeck looks around with wonderful contempt. ] [tohornbeck .]: want a fan? compliments of maley\u2019s funeral home \u2013 thirty-five cents!mrs mclain i\u2019d die first. hornbeck: [unctuously, to hornbeck .]: you\u2019re a stranger, aren\u2019t you, mister? want a nice clean place to stay?mrs krebs i had a nice clean place to stay, madame. and i left it to come here. hornbeck: [undaunted. ]: you\u2019re gonna need a room. mrs krebs i have a reservation at the mansion house. hornbeck: oh? [ she sniffs. ] that\u2019s all right, i suppose, for them as likes having a privy practically in the bedroom. [ she turns away from him. he tips his straw hat to her .]mrs krebs: the unplumbed and plumbing-less depths. ahhh, hillsboro, heavenly hillsboro, the buckle on the bible belt. [ the hot dog man andelijah converge on hornbeck from opposite sides. ]hornbeck: hot dog? hot dog man: buy a bible? elijah: [up ends his suitcase and sits on it. ]: now that poses a pretty problem. which is hungrier \u2013 my stomach or my soul? [ buys hot dog. ] my stomach. [hot dog man accepts money from hornbeck and moves off. ]hornbeck [miffed .]: what are you? an evolutionist? an infidel? a sinner? elijah [munching on hot dog. ]: the worst kind. i write for a newspaper. [hornbeck offers his hand. ] i\u2019m e.k. hornbeck, baltimore herald . i don\u2019t believe i caught your name.hornbeck [impressively, not taking his hand. ] :t h e yc a l lm e...e lijah. elijah [pleased.]: elijah. yes. why, i had no idea you were still around. i\u2019ve read some of your stuff.hornbeck [haughtily .]: i neither read nor write. elijah oh. excuse me. i must be thinking of another elijah. [ an organ grinder enters, with a live monkey on a string. hornbeck spies the monkey gleefully; he greetshornbeck: the monk with arms outstretched. ] grandpa! [ crosses to the monkey, bends down and shakes the monkey\u2019s hand. ] welcome to hillsboro, sir! have you come to testify for the defense? or for the prosecution? [ the monkey, oddly enough, 06_0486_22_2016_1.8 \u00a9 ucles 201610",
+            "11": "6055504540doesn\u2019t answer .] no comment? that\u2019s fairly safe. but i warn you, sir. you can\u2019t compete with all these monkeyshines. [melinda hands the monkey a penny. ] look! he took my penny! melinda: how could you ask for better proof than that? there\u2019s the father of the human race!hornbeck: [running on breathlessly. ]: train\u2019s coming! i seen the smoke \u2019way up the track! timmy all the members of the bible league, get ready. let us show mr. brady the spirit with which we welcome him to hillsboro! [ the crowd lets out a mighty cheer. mrs. blair blows a note on her pitch-pipe and sings the first line of \u201cmarching to zion.\u201d ]brown: [singing. ]: \u201cwe\u2019re marching to zion\u201d mrs blair [taking up the song. ]: \u2014 beautiful, beautiful zion. [mrs. blair waves the crowd to follow her. the crowd marches off singing .] we\u2019re marching upwards to zion,the beautiful city of god. [hornbeck turns to watch the last of the crowd disappear. even the organ grinder leaves his monkey tied to the hurdy-gurdy and joins the departing crow d.]all amen! [ to the monkey. ] shield your eyes, monk, you are about to meet the mightiest of your descendants. a man who wears a cathedral for a cloak and ahornbeck: church spire for a hat. whose tread has the thunder of the legions of the lion hearted. [from act 1 scene 1 ] how do the writers make this such a striking introduction to hornbeck? or \u2020 10 explore how the writers vividly portray the ways in which rachel changes during the play. 06_0486_22_2016_1.8 \u00a9 ucles 201611",
+            "12": "blank page permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. every reasonable effort has been made by the publisher (ucles) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the pub lisher 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 cambridg e international examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download at www.cie.o rg.uk after the live examination series. cambridge international examinations is part of the cambridge assessment group. cambridge assessment is the brand name of university of cambridge l ocal examinations syndicate (ucles), which is itself a department of the university of cambridge. 06_0486_22_2016_1.8 \u00a9 ucles 201612"
+        },
+        "0486_s16_qp_23.pdf": {
+            "1": "cambridge international examinations cambridge international general certificate of secondary education 0486/23 may/june 2016 1 hour 30 minutesliterature (english) paper 2 drama additional materials: answer booklet/paper read these instructions first an answer booklet is provided inside this question paper. you should follow the instructions on the front cover of the answer booklet. if you need additional answer paper ask the invigilator for a continuation booklet. answer two questions. you must answer one passage-based question (marked *) and one essay question (marked \u2020). your questions must be on two different plays. all questions in this paper carry equal marks. the syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificate. this document consists of 11printed pages and 1blank page. [turn over06_0486_23_2016_1.5 \u00a9 ucles 2016 *8362488802*",
+            "2": "arthur miller: all my sons remember to support your ideas with details from the writing. either * 1read this passage, and then answer the question that follows it: [angering ]:\u0003we\u0003rushed\u0003into\u0003it.\u0003 mother 06_0486_23_2016_1.5 \u00a9 ucles 20162 &rqwhqw\u0003uhpryhg gxh\u0003wr\u0003frs\\uljkw\u0003 uhvwulfwlrqv\u0011",
+            "3": "in\u0003my\u0003worst\u0003moments, \u0003i\u0003think\u0003of\u0003her\u0003waiting,\u0003and\u0003i\u0003know\u0003again\u0003that\u0003i\u2019m\u0003right. [from act 1 ] how does miller strikingly convey the thoughts and feelings of the characters in this scene? or \u2020 2 in what ways does miller make self-deception so significant in the play? [turn over06_0486_23_2016_1.5 \u00a9 ucles 20163",
+            "4": "j. b. priestley: an inspector calls remember to support your ideas with details from the writing. either * 3read this passage, and then answer the question that follows it: inspector: \u0003who\u0003is\u0003to\u0003blame\u0003then? 06_0486_23_2016_1.5 \u00a9 ucles 20164 &rqwhqw\u0003uhpryhg gxh\u0003wr\u0003frs\\uljkw\u0003 uhvwulfwlrqv\u0011",
+            "5": "[inspector holds up a hand. we hear the front door. they wait, looking towards door. eric enters, looking extremely pale and distressed. he meets their inquiring stares. curtain falls quickly. ] e n do fa c tt w o [from act 2 ] how does priestley make this such a striking ending to act 2? or \u2020 4 how does priestley memorably depict the relationship between gerald and sheila? [turn over06_0486_23_2016_1.5 \u00a9 ucles 20165 &rqwhqw\u0003uhpryhg gxh\u0003wr\u0003frs\\uljkw\u0003 uhvwulfwlrqv\u0011",
+            "6": "3530252015105william shakespeare: the merchant of venice remember to support your ideas with details from the writing. either * 5read this passage, and then answer the question that follows it: signior antonio, many a time and oft in the rialto you have rated meabout my moneys and my usances;still have i borne it with a patient shrug,for suff'rance is the badge of all our tribe;you call me misbeliever, cut-throat dog,and spit upon my jewish gaberdine,and all for use of that which is mine own.well then, it now appears you need my help;go to, then; you come to me, and you say\u2018shylock, we would have moneys\u2019. you say so \u2013you that did void your rheum upon my beardand foot me as you spurn a stranger curover your threshold; moneys is your suit.what should i say to you? should i not say\u2018hath a dog money? is it possiblea cur can lend three thousand ducats?\u2019 orshall i bend low and, in a bondman\u2019s key,with bated breath, and whisp\u2019ring humbleness,say this:\u2018fair sir, you spit on me on wednesday last,you spurn'd me such a day; another timeyou call\u2019d me dog; and for these courtesiesi\u2019ll lend you thus much moneys\u2019?shylock: i am as like to call thee so again, to spit on thee again, to spurn thee too.if thou wilt lend this money, lend it notas to thy friends \u2013 for when did friendship takea breed for barren metal of his friend? \u2013but lend it rather to thine enemy,who if he break thou mayst with better faceexact the penalty.antonio: why, look you, how you storm! i would be friends with you, and have your love,forget the shames that you have stain\u2019d me with,supply your present wants, and take no doitof usance for my moneys, and you\u2019ll not hear me.this is kind i offer.shylock: this were kindness. bassanio: 06_0486_23_2016_1.5 \u00a9 ucles 20166",
+            "7": "4540 this kindness will i show. go with me to a notary, seal me thereyour single bond, and, in a merry sport,if you repay me not on such a day,in such a place, such sum or sums as areexpress\u2019d in the condition, let the forfeitbe nominated for an equal poundof your fair flesh, to be cut off and takenin what part of your body pleaseth me.shylock: [from act 1 scene 3 ] what does shakespeare\u2019s writing make you feel about shylock at this moment in the play? or \u2020 6 to what extent does shakespeare persuade you that portia and bassanio will have a happy marriage? [turn over 06_0486_23_2016_1.5 \u00a9 ucles 20167",
+            "8": "403530252015105william shakespeare: henry v remember to support your ideas with details from the writing. either * 7read this passage, and then answer the question that follows it: enter the king of france ,t h e dauphin ,duke of britaine ,t h e constable of france , and others . 'tis certain he hath pass\u2019d the river somme. king of france: and if he be not fought withal, my lord, let us not live in france; let us quit all,and give our vineyards to a barbarous people.constable: o dieu vivant! shall a few sprays of us, the emptying of our fathers\u2019 luxury,our scions, put in wild and savage stock,spirt up so suddenly into the clouds,and overlook their grafters?dauphin: normans, but bastard normans, norman bastards! mort dieu, ma vie! if they march alongunfought withal, but i will sell my dukedomto buy a slobb\u2019ry and a dirty farmin that nook-shotten isle of albion.britaine: dieu de batailles! where have they this mettle? is not their climate foggy, raw, and dull;on whom, as in despite, the sun looks pale,killing their fruit with frowns? can sodden water,a drench for sur-rein'd jades, their barley-broth,decoct their cold blood to such valiant heat?and shall our quick blood, spirited with wine,seem frosty? o, for honour of our land,let us not hang like roping iciclesupon our houses\u2019 thatch, whiles a more frosty peoplesweat drops of gallant youth in our rich fields \u2013poor we call them in their native lords!constable: by faith and honour, our madams mock at us, and plainly sayour mettle is bred out, and they will givetheir bodies to the lust of english youthto new-store france with bastard warriors.dauphin: they bid us to the english dancing-schools and teach lavoltas high and swift corantos,saying our grace is only in our heelsand that we are most lofty runaways.britaine: where is montjoy the herald? speed him hence; let him greet england with our sharp defiance.up, princes, and, with spirit of honour edgedmore sharper than your swords, hie to the field... [from act 3 scene 5 ]king of france: 06_0486_23_2016_1.5 \u00a9 ucles 20168",
+            "9": "in what ways does shakespeare make this a strikingly dramatic moment in the play? or \u2020 8 what do you think shakespeare's portrayal of pistol contributes to the play? [turn over06_0486_23_2016_1.5 \u00a9 ucles 20169",
+            "10": "3530252015105j. lawrence & r.e. lee: inherit the wind remember to support your ideas with details from the writing. either * 9read this passage, and then answer the question that follows it: [as he crosses to meeker over the above. ]: i don\u2019t think i have a correct copy of the indictment. [rachel moves to cates.]drummond lemme see. [drummond hands meeker indictment. ] oh, you have the old one. meeker: well, let me have a new one. drummond: here. [ he gives drummond a new indictment. suddenly, rachel darts to drummond atjudge\u2019s bench. cates opens his mouth to stop her, but she speaks rapidly, with pent-up tension. ]meeker: mr. drummond. you\u2019ve got to call the whole thing off. it\u2019s not too late. bert knows he did wrong. he didn\u2019t mean to. and he\u2019s sorry. now why can\u2019t he just stand uprachel: and say to everybody: \u2018i did wrong. i broke the law. i admit it. i won\u2019t do it again.\u2019 then they\u2019d stop all this fuss, and \u2013 everything would be like it was. [drummondlooks at rachel , not unkindly. ] who are you? drummond: [backing down to brady\u2019s table. ]: i\u2019m \u2013 a friend of bert\u2019s. rachel how about it, boy? getting cold feet? drummond: i never thought it would be like this. like barnum and bailey coming to town. cates: [easily. ]: we can call it off. you want to quit? drummond yes! rachel: people look at me as if i was a murderer. worse than a murderer! that fella from minnesota who killed his wife \u2013 remember, rache? \u2013 half the town turned out tocates: watch \u2019em put him on the train. they just stared at him as if he was a curiosity \u2013 not like they hated him! not like he\u2019d done anything really wrong! just different! there\u2019s nothing very original about murdering your wife. drummond: people i thought were my friends look at me now as if i had horns growing out of my head.cates: you murder a wife, it isn\u2019t nearly as bad as murdering an old wives\u2019 tale. kill one of their fairy-tale notions, and they call down the wrath of god, brady, and the statelegislature.drummond: you make a joke out of everything. you seem to think it\u2019s all so funny! rachel: lady, when you lose your power to laugh, you lose your power to think straight. drummond: mr drummond, i can\u2019t laugh. i\u2019m scared. cates: good. you\u2019d be a damned fool if you weren\u2019t. drummond: [bitterly .]: you\u2019re supposed to be helping bert, and every time you swear you make it worse for him. [ she moves to bert . he comforts her. ]rachel [honestly. ]: i\u2019m sorry if i offend you. but i don\u2019t swear just for the hell of it. you see, i figure that language is a poor enough means of communication as it is. so wedrummond 06_0486_23_2016_1.5 \u00a9 ucles 201610",
+            "11": "55504540ought to use all the words we\u2019ve got. besides, there are damned few words that everybody understands. you don\u2019t care anything about bert! you just want a chance to make speeches against the bible!rachel: i care a great deal about bert. i care a great deal about what bert thinks. drummond: well, i care about what the people in this town think of him. rachel: [quietly. ]: can you buy back his respectability by making him a coward? [ he spades his hands in his hip pockets .] i understand what bert\u2019s going through. it\u2019s the loneliestdrummond feeling in the world \u2013 to find yourself standing up when everybody else is sitting down. to have everybody look at you and say, \u2018what\u2019s the matter with him?\u2019 i know.i know what it feels like. walking down an empty street, listening to the sound ofyour own footsteps. shutters closed, blinds drawn, doors locked against you. andyou aren\u2019t sure whether you\u2019re walking towards something \u2013 or just walking away. . . [he takes a deep breath, then turns abruptly. ] cates, i\u2019ll change your plea and we\u2019ll call off the whole business \u2013 on one condition. if you honestly believe that youcommitted a criminal act against the citizens of this state and the minds of theirchildren. if you honestly believe that you\u2019re wrong and the law\u2019s right. then the hellwith it. i\u2019ll pack my grip and go back to chicago, where it\u2019s a cool hundred in theshade. [from act 1 scene 2 ] explore how the writers make this moment in the play so tense. or \u2020 10 how do the writers make the trial of bert cates both serious and entertaining? 06_0486_23_2016_1.5 \u00a9 ucles 201611",
+            "12": "blank page permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. every reasonable effort has been made by the publisher (ucles) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the pub lisher 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 cambridg e international examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download at www.cie.o rg.uk after the live examination series. cambridge international examinations is part of the cambridge assessment group. cambridge assessment is the brand name of university of cambridge l ocal examinations syndicate (ucles), which is itself a department of the university of cambridge. 06_0486_23_2016_1.5 \u00a9 ucles 201612"
+        },
+        "0486_s16_qp_31.pdf": {
+            "1": "cambridge international examinations cambridge international general certificate of secondary education 0486/31 literature (english) may/june 2016 paper 3 drama (open text) 45 minutes texts studied should be taken into the examination. read these instructions first an answer booklet is provided inside this question paper. you should follow the instructions on the front cover of the answer booklet. if you need additional answer paper ask the invigilator for a continuation booklet. answer one question. all questions in this paper carry equal marks. the syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificate. this document consists of 11printed pages and 1blank page. [turn over06_0486_31_2016_1.5 \u00a9 ucles 2016 *9290506349*",
+            "2": "arthur miller: all my sons remember to support your ideas with details from the writing. either 1read this passage, and then answer the question that follows it: two\u0003o\u2019clock\u0003the\u0003following \u0003morning, \u0003mother \u0003is\u0003discovered \u0003on\u0003the\u0003rise,\u0003rocking\u0003 ceaselessly \u0003in\u0003a\u0003chair,\u0003staring\u0003at\u0003her\u0003thoughts. 06_0486_31_2016_1.5 \u00a9 ucles 20162 &rqwhqw\u0003uhpryhg gxh\u0003wr\u0003frs\\uljkw uhvwulfwlrqv\u0011",
+            "3": "jim: i\u2019m\u0003a\u0003good\u0003husband; \u0003chris\u0003is\u0003a\u0003good\u0003son\u0003\u2014\u0003he\u2019ll\u0003come\u0003back. [from act 3 ] explore the ways in which miller makes this such an effective opening to act 3. or 2 how does miller make steve deever have such an impact in the play despite the fact that he never appears on stage? [turn over06_0486_31_2016_1.5 \u00a9 ucles 20163 &rqwhqw\u0003uhpryhg\u0003 gxh\u0003wr\u0003frs\\uljkw\u0003 uhvwulfwlrqv\u0011",
+            "4": "j. b. priestley: an inspector calls remember to support your ideas with details from the writing. either 3read this passage, and then answer the question that follows it: birling:\u0003cigar? \u2013 06_0486_31_2016_1.5 \u00a9 ucles 20164 &rqwhqw\u0003uhpryhg\u0003 gxh\u0003wr\u0003frs\\uljkw\u0003 uhvwulfwlrqv\u0011",
+            "5": "gerald\u0003[amused ]:\u0003sounds\u0003a\u0003bit\u0003fishy\u0003to\u0003me. [from act 1 ] how does priestley make this moment in the play so revealing? or 4 in what ways does priestley make the conflict between the inspector and mrs birling such a striking part of the play? [turn over06_0486_31_2016_1.5 \u00a9 ucles 20165 &rqwhqw\u0003uhpryhg\u0003 gxh\u0003wr\u0003frs\\uljkw\u0003 uhvwulfwlrqv\u0011",
+            "6": "30252015105william shakespeare: the merchant of venice remember to support your ideas with details from the writing. either 5read this passage, and then answer the question that follows it: what say you then to falconbridge, the young baron of england? nerissa: you know i say nothing to him, for he understands not me, nor i him: he hath neither latin, french, nor italian, and you will come into the court and swear that i have a poorportia: pennyworth in the english. he is a proper man\u2019s picture; but, alas, who can converse with a dumb-show? how oddly he is suited! i think he bought his doublet in italy, hisround hose in france, his bonnet in germany, and his behaviour everywhere. what think you of the scottish lord, his neighbour? nerissa: that he hath a neighbourly charity in him, for he borrowed a box of the ear of the englishman, and swore he would pay him again when he was able; i think the frenchmanbecame his surety, and seal\u2019d under for another.portia: how like you the young german, the duke of saxony\u2019s nephew? nerissa: very vilely in the morning when he is sober; and most vilely in the afternoon when he is drunk. when he is best, he is a little worse than a man, and when he is worst, he isportia: little better than a beast. an the worst fall that ever fell, i hope i shall make shift to go without him. if he should offer to choose, and choose the right casket, you should refuse to perform your father\u2019s will, if you should refuse to accept him.nerissa: therefore, for fear of the worst, i pray thee set a deep glass of rhenish wine on the contrary casket; for if the devil be within and that temptation without, i know he willchoose it. i will do anything, nerissa, ere i will be married to a sponge.portia: you need not fear, lady, the having any of these lords; they have acquainted me with their determinations, which is indeed to return to their home, and to trouble you with nonerissa: more suit, unless you may be won by some other sort than your father\u2019s imposition, depending on the caskets. if i live to be as old as sibylla, i will die as chaste as diana, unless i be obtained by the manner of my father\u2019s will. i am glad this parcel of wooers are so reasonable; for thereportia: is not one among them but i dote on his very absence, and i pray god grant them a fair departure. do you not remember, lady, in your father\u2019s time, a venetian, a scholar and a soldier, that came hither in company of the marquis of montferrat?nerissa: yes, yes, it was bassanio; as i think, so was he call\u2019d. portia: true, madam; he, of all the men that ever my foolish eyes look\u2019d upon, was the best deserving a fair lady.nerissa: i remember him well, and i remember him worthy of thy praise. portia: [from act 1 scene 2 ] how does shakespeare make this moment in the play so entertaining? 06_0486_31_2016_1.5 \u00a9 ucles 20166",
+            "7": "or 6 in what ways does shakespeare make the relationship between antonio and bassanio so significant? [turn over06_0486_31_2016_1.5 \u00a9 ucles 20167",
+            "8": "403530252015105william shakespeare: henry v remember to support your ideas with details from the writing. either 7read this passage, and then answer the question that follows it: what treasure, uncle? king: tennis-balls, my liege. exeter: we are glad the dauphin is so pleasant with us; his present and your pains we thank you for.when we have match\u2019d our rackets to these balls,we will in france, by god\u2019s grace, play a setshall strike his father\u2019s crown into the hazard.tell him he hath made a match with such a wranglerthat all the courts of france will be disturb\u2019dwith chaces. and we understand him well,how he comes o\u2019er us with our wilder days,not measuring what use we made of them.we never valu\u2019d this poor seat of england;and therefore, living hence, did give ourselfto barbarous licence; as \u2019tis ever commonthat men are merriest when they are from home.but tell the dauphin i will keep my state,be like a king, and show my sail of greatness,when i do rouse me in my throne of france;for that i have laid by my majestyand plodded like a man for working-days;but i will rise there with so full a glorythat i will dazzle all the eyes of france,yea, strike the dauphin blind to look on us.and tell the pleasant prince this mock of hishath turn\u2019d his balls to gun-stones, and his soulshall stand sore charged for the wasteful vengeancethat shall fly with them; for many a thousand widowsshall this his mock mock out of their dear husbands;mock mothers from their sons, mock castles down;and some are yet ungotten and unbornthat shall have cause to curse the dauphin\u2019s scorn.but this lies all within the will of god,to whom i do appeal; and in whose name,tell you the dauphin, i am coming on,to venge me as i may and to put forthmy rightful hand in a well-hallow\u2019d cause.so get you hence in peace; and tell the dauphinhis jest will savour but of shallow wit,when thousands weep more than did laugh at it.convey them with safe conduct. fare you well. [exeunt ambassadors ]king: [from act 1 scene 2 ] 06_0486_31_2016_1.5 \u00a9 ucles 20168",
+            "9": "what striking impressions of king henry does shakespeare create for you at this moment in the play? or 8 to what extent do you think shakespeare portrays war as glorious in henry v ? [turn over06_0486_31_2016_1.5 \u00a9 ucles 20169",
+            "10": "3530252015105j. lawrence & r.e. lee: inherit the wind remember to support your ideas with details from the writing. either 9read this passage, and then answer the question that follows it: i...s hall...m a k e...m e...a... man!\u201d [the crowd bursts out into an orgy of hosannahs and waving arms. ]brown: glory! hosannah! bless the lord who created us! all: [throwing herself to the ground. shouting out .]: bow down! bow down before the lord!mrs krebs are we good, lord? tell us! are we good? elijah : [answering triumphantly. ]: the lord said, \u201cyea, thou art good! for i have created ye in my image, after my likeness! be fruitful, and multiply, and replenish the earth,and subdue it!\u201dbrown [deep-voiced, singing. ]: the lord made man master of the earth. . .! elijah glory, glory! bless the lord! all: [whipping \u2019em up. ]: do we believe? brown [in chorus. ]: yes! all do we believe the word? brown: [coming back like a whip-crack. ]: yes! all do we believe the truth of the word? brown: yes! all: [pointing a finger toward the jail. ]: do we curse the man who denies the word? brown [crescendo, each answer mightier than the one before. ]: yes! all do we cast out this sinner in our midst? brown: yes! [ each crash of sound from the crowd seems to strike rachel physically, and shake her. the prayer meeting has passed beyond the familiar bounds into an area of orgiastic anger. ]all: do we call down hellfire on the man who has sinned against the word? brown: [roaring. ]: yes! all [deliberately shattering the rhythm, to go into a frenzied prayer, hands clasped together and lifted heavenward. ]: o lord of the tempest and the thunder! o lordbrown of righteousness and wrath! we pray that thou wilt make a sign unto us! strike down this sinner, as thou didst thine enemies of old, in the days of the pharaohs! [all lean forward, almost expecting the heavens to open with a thunderbolt. rachel is white. brady shifts uncomfortably in his chair, this is pretty strong stuff, even for him.] let him feel the terror of thy sword! for all eternity, let his soul writhe in anguish and damnation \u2013 no![she rushes to the platform. ] no, father. don\u2019t pray to destroy bert! [ as she falls to her knees in front of the platform. ] no, no, no . . .!rachel: 06_0486_31_2016_1.5 \u00a9 ucles 201610",
+            "11": "6055504540lord, we call down the same curse on those who ask grace for this sinner \u2013 though they be blood of my blood, and flesh of my flesh!brown: [rising, grasping brown\u2019s arm. ]: reverend brown, i know it is the great zeal of your faith which makes you utter this prayer! but it is possible to be overzealous, tobrady destroy that which you hope to save \u2013 so that nothing is left but emptiness. [brown turns. ] remember the wisdom of solomon in the book of proverbs \u2013 [ softly. ]\u201c h e that troubleth his own house ...s hall inherit the wind.\u201d [ he makes a gesture with his open hand to indicate nothingness: the empty air, the brief and unrememberedwind. brady leads brown to chair on platform and sits him down. brown seems dazed, shaken. benignly, brady turns to the townspeople. ] the bible also tells us that god forgives his children. and we, the children of god, should forgive each other. [rachel s lips off. ] my good friends, return to your homes. the blessings of the lord be with you all. [ slowly the townspeople move off, singing and humming \u201cgo, tell it on the mountain.\u201d when the crowd has almost cleared, rev. brown steps off platform to mrs. brady .brady moves off platform, motions them off. brady anddrummond are left alone on stage. as brady crosses to drummond .] we were good friends once. i was always glad of your support. what happened between us? there used to be a mutuality of understanding and admiration. why is it, my old friend, that you have moved so far away from me? [ a pause. they study each other. ] [slowly. ]: all motion is relative. perhaps it is youwho have moved away \u2013 by standing still. [ the words have a sharp impact on brady . for a moment, he stands still, hisdrummond mouth open, staring at drummond . then he takes two faltering steps backward, looks at drummond again, then moves off. drummond stands alone. slowly the lights fade on the silent man. ] [from act 1 scene 3 ] in what ways do the writers make this such a powerful moment in the play? or 10 how do the writers make henry drummond such a fascinating character? 06_0486_31_2016_1.5 \u00a9 ucles 201611",
+            "12": "blank page permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. every reasonable effort has been made by the publisher (ucles) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the pub lisher 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 cambridg e international examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download at www.cie.o rg.uk after the live examination series. cambridge international examinations is part of the cambridge assessment group. cambridge assessment is the brand name of university of cambridge l ocal examinations syndicate (ucles), which is itself a department of the university of cambridge. 06_0486_31_2016_1.5 \u00a9 ucles 201612"
+        },
+        "0486_s16_qp_32.pdf": {
+            "1": "cambridge international examinations cambridge international general certificate of secondary education 0486/32 literature (english) may/june 2016 paper 3 drama (open text) 45 minutes texts studied should be taken into the examination. read these instructions first an answer booklet is provided inside this question paper. you should follow the instructions on the front cover of the answer booklet. if you need additional answer paper ask the invigilator for a continuation booklet. answer onequestion. all questions in this paper carry equal marks. the syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificate. this document consists of 11printed pages and 1blank page. [turn over06_0486_32_2016_1.6 \u00a9 ucles 2016 *7173313888*",
+            "2": "arthur miller: all my sons remember to support your ideas with details from the writing. either 1read this passage, and then answer the question that follows it: [ann\u0003enters\u0003from\u0003house.\u0003they\u0003say\u0003nothing,\u0003waiting\u0003for\u0003her\u0003to\u0003speak. ]\u0003 06_0486_32_2016_1.6 \u00a9 ucles 20162 &rqwhqw\u0003uhpryhg gxh\u0003wr\u0003frs\\uljkw uhvwulfwlrqv\u0011",
+            "3": "i\u0003told\u0003you\u0003a\u0003hundred\u0003times,\u0003why\u0003wouldn\u2019t\u0003you\u0003believe\u0003me! [from act 3 ] how does miller make this such a powerful moment in the play? or 2 in what ways does miller make you sympathise with chris keller during the play? [turn over06_0486_32_2016_1.6 \u00a9 ucles 20163 &rqwhqw\u0003uhpryhg gxh\u0003wr\u0003frs\\uljkw uhvwulfwlrqv\u0011",
+            "4": "j. b. priestley: an inspector calls remember to support your ideas with details from the writing. either 3read this passage, and then answer the question that follows it: [bursting\u0003out]:\u0003what\u2019s\u0003the\u0003use\u0003of\u0003talking\u0003about\u0003behaving \u0003sensibly? \u0003 eric: 06_0486_32_2016_1.6 \u00a9 ucles 20164 &rqwhqw\u0003uhpryhg\u0003 gxh\u0003wr\u0003frs\\uljkw\u0003 uhvwulfwlrqv\u0011",
+            "5": "but how do you know it\u2019s the same girl? gerald: [from act 3 ] how does priestley vividly convey the characters\u2019 responses here, following the inspector\u2019s departure? or 4 explore twomoments in the play where priestley vividly creates suspense for the audience. [turn over06_0486_32_2016_1.6 \u00a9 ucles 20165 &rqwhqw\u0003uhpryhg\u0003 gxh\u0003wr\u0003frs\\uljkw\u0003 uhvwulfwlrqv\u0011",
+            "6": "3530252015105william shakespeare: the merchant of venice remember to support your ideas with details from the writing. either 5read this passage, and then answer the question that follows it: enter salerio andsolanio why, man, i saw bassanio under sail; with him is gratiano gone along;and in their ship i am sure lorenzo is not.salerio: the villain jew with outcries rais\u2019d the duke, who went with him to search bassanio\u2019s ship.solanio: he came too late, the ship was under sail; but there the duke was given to understandthat in a gondola were seen togetherlorenzo and his amorous jessica;besides, antonio certified the dukethey were not with bassanio in his ship.salerio: i never heard a passion so confus\u2019d, so strange, outrageous, and so variable,as the dog jew did utter in the streets.\u2018my daughter! o my ducats! o my daughter!fled with a christian! o my christian ducats!justice! the law! my ducats and my daughter!a sealed bag, two sealed bags of ducats,of double ducats, stol\u2019n from me by my daughter!and jewels \u2013 two stones, two rich and precious stones,stol\u2019n by my daughter! justice! find the girl;she hath the stones upon her and the ducats.\u2019solanio: why all the boys in venice follow him, crying, his stones, his daughter, and his ducats.salerio: let good antonio look he keep his day, or he shall pay for this.solanio: marry, well rememb\u2019red; i reason\u2019d with a frenchman yesterday,who told me, in the narrow seas that partthe french and english, there miscarrieda vessel of our country richly fraught.i thought upon antonio when he told me,and wish\u2019d in silence that it were not his.salerio: you were best to tell antonio what you hear; yet do not suddenly, for it may grieve him.solanio: 06_0486_32_2016_1.6 \u00a9 ucles 20166",
+            "7": "55504540a kinder gentleman treads not the earth. i saw bassanio and antonio part.bassanio told him he would make some speedof his return. he answered \u2018do not so;slubber not business for my sake, bassanio,but stay the very riping of the time;and for the jew\u2019s bond which he hath of me,let it not enter in your mind of love;be merry, and employ your chiefest thoughtsto courtship, and such fair ostents of loveas shall conveniently become you there\u2019.and even there, his eye being big with tears,turning his face, he put his hand behind him,and with affection wondrous sensiblehe wrung bassanio\u2019s hand; and so they parted.salerio: i think he only loves the world for him. i pray thee, let us go and find him out,and quicken his embraced heavinesswith some delight or other.solanio: do we so. salerio: [from act 2 scene 8 ] how does shakespeare make this such a dramatic moment in the play? or 6 in what striking ways does shakespeare make revenge so significant in the play? [turn over 06_0486_32_2016_1.6 \u00a9 ucles 20167",
+            "8": "30252015105william shakespeare: henry v remember to support your ideas with details from the writing. either 7read this passage, and then answer the question that follows it: enter pistol ,hostess ,nym ,bardolph , and boy . prithee, honey-sweet husband, let me bring thee to staines. hostess: no; for my manly heart doth earn. bardolph, be blithe; nym, rouse thy vaunting veins;boy, bristle thy courage up. for falstaff he is dead,and we must earn therefore.pistol: would i were with him, wheresome\u2019er he is, either in heaven or in hell! bardolph: nay, sure, he\u2019s not in hell: he\u2019s in arthur\u2019s bosom, if ever man went to arthur\u2019s bosom. \u2019a made a finer end, and went away an it had been any christom child; \u2019a parted ev\u2019nhostess: just between twelve and one, ev\u2019n at the turning o\u2019 th tide; for after i saw him fumble with the sheets, and play with flowers, and smile upon his fingers\u2019 end, i knew therewas but one way; for his nose was as sharp as a pen, and \u2019a babbl\u2019d of green fields.\u2018how now, sir john!\u2019 quoth i \u2018what, man, be o\u2019good cheer.\u2019 so \u2018a cried out \u2019god, god,god!\u2019 three or four times. now i, to comfort him, bid him \u2019a should not think of god; ihop\u2019d there was no need to trouble himself with any such thoughts yet. so \u2019a bade melay more clothes on his feet; i put my hand into the bed and felt them, and they wereas cold as any stone; then i felt to his knees, and so upward and upward, and all wasas cold as any stone. they say he cried out of sack. nym: ay, that\u2019a did. hostess: and of women. bardolph: nay, that \u2019a did not. hostess: yes, that \u2019a did, and said they were devils incarnate. boy: \u2019a could never abide carnation; \u2019twas a colour he never lik\u2019d. hostess: \u2019a said once the devil would have him about women. boy: \u2019a did in some sort, indeed, handle women; but then he was rheumatic, and talk\u2019d of the whore of babylon.hostess: do you not remember \u2019a saw a flea stick upon bardolph\u2019s nose, and \u2019a said it was a black soul burning in hell?boy: well, the fuel is gone that maintain\u2019d that fire: that\u2019s all the riches i got in his service. bardolph: shall we shog? the king will be gone from southampton. nym: 06_0486_32_2016_1.6 \u00a9 ucles 20168",
+            "9": "454035come, let\u2019s away. my love, give me thy lips. look to my chattels and my moveables;let senses rule. the word is \u2018pitch and pay\u2019.trust none;for oaths are straws, men\u2019s faiths are wafer-cakes,and holdfast is the only dog, my duck.therefore, caveto be thy counsellor.go, clear thy crystals. yoke-fellows in arms,let us to france, like horse-leeches, my boys,to suck, to suck, the very blood to suck.pistol: and that\u2019s but unwholesome food, they say. boy: touch her soft mouth and march. pistol: farewell, hostess. [ kissing her. ] bardolph: i cannot kiss, that is the humour of it; but, adieu. nym: let housewifery appear; keep close, i thee command. pistol: farewell; adieu. hostess: [from act 2 scene 3 ] how does shakespeare make this moment in the play both moving and amusing? or 8 what do you find particularly memorable about shakespeare\u2019s portrayal of the french in the play? [turn over 06_0486_32_2016_1.6 \u00a9 ucles 20169",
+            "10": "3530252015105j. lawrence & r.e. lee: inherit the wind remember to support your ideas with details from the writing. either 9read this passage, and then answer the question that follows it: [in a shrill, screeching voice. ]: buy a bible! your guidebook to eternal life! [e.k. hornbeck wanders on, carrying a suitcase. he is a newspaperman in his middleelijah thirties, who sneers politely at everything, including himself. his clothes \u2013 those of a sophisticated city-dweller \u2013 contrast sharply with the attire of the townspeople.he uses his \u201cboater\u201d straw-hat throughout as kind of an impertinent prop. stillunnoticed by most of the townspeople, hornbeck looks around with wonderful contempt. ] [tohornbeck .]: want a fan? compliments of maley\u2019s funeral home \u2013 thirty-five cents!mrs mclain i\u2019d die first. hornbeck: [unctuously, to hornbeck .]: you\u2019re a stranger, aren\u2019t you, mister? want a nice clean place to stay?mrs krebs i had a nice clean place to stay, madame. and i left it to come here. hornbeck: [undaunted. ]: you\u2019re gonna need a room. mrs krebs i have a reservation at the mansion house. hornbeck: oh? [ she sniffs. ] that\u2019s all right, i suppose, for them as likes having a privy practically in the bedroom. [ she turns away from him. he tips his straw hat to her .]mrs krebs: the unplumbed and plumbing-less depths. ahhh, hillsboro, heavenly hillsboro, the buckle on the bible belt. [ thehot dog man andelijah converge on hornbeck from opposite sides. ]hornbeck: hot dog? hot dog man: buy a bible? elijah: [up ends his suitcase and sits on it. ]: now that poses a pretty problem. which is hungrier \u2013 my stomach or my soul? [ buys hot dog. ] my stomach. [hot dog man accepts money from hornbeck and moves off. ]hornbeck [miffed .]: what are you? an evolutionist? an infidel? a sinner? elijah [munching on hot dog. ]: the worst kind. i write for a newspaper. [hornbeck offers his hand. ] i\u2019m e.k. hornbeck, baltimore herald . i don\u2019t believe i caught your name.hornbeck [impressively, not taking his hand. ] :t h e yc a l lm e...e lijah. elijah [pleased.]: elijah. yes. why, i had no idea you were still around. i\u2019ve read some of your stuff.hornbeck [haughtily .]: i neither read nor write. elijah oh. excuse me. i must be thinking of another elijah. [ an organ grinder enters, with a live monkey on a string. hornbeck spies the monkey gleefully; he greetshornbeck: the monk with arms outstretched. ] grandpa! [ crosses to the monkey, bends down and shakes the monkey\u2019s hand. ] welcome to hillsboro, sir! have you come to testify for the defense? or for the prosecution? [ the monkey, oddly enough, 06_0486_32_2016_1.6 \u00a9 ucles 201610",
+            "11": "6055504540doesn\u2019t answer .] no comment? that\u2019s fairly safe. but i warn you, sir. you can\u2019t compete with all these monkeyshines. [melinda hands the monkey a penny. ] look! he took my penny! melinda: how could you ask for better proof than that? there\u2019s the father of the human race!hornbeck: [running on breathlessly. ]: train\u2019s coming! i seen the smoke \u2019way up the track! timmy all the members of the bible league, get ready. let us show mr. brady the spirit with which we welcome him to hillsboro! [ the crowd lets out a mighty cheer. mrs. blair blows a note on her pitch-pipe and sings the first line of \u201cmarching to zion.\u201d ]brown: [singing. ]: \u201cwe\u2019re marching to zion\u201d mrs blair [taking up the song. ]: \u2014 beautiful, beautiful zion. [mrs. blair waves the crowd to follow her. the crowd marches off singing .] we\u2019re marching upwards to zion,the beautiful city of god. [hornbeck turns to watch the last of the crowd disappear. even the organ grinder leaves his monkey tied to the hurdy-gurdy and joins the departing crow d.]all amen! [ to the monkey. ] shield your eyes, monk, you are about to meet the mightiest of your descendants. a man who wears a cathedral for a cloak and ahornbeck: church spire for a hat. whose tread has the thunder of the legions of the lion hearted. [from act 1 scene 1 ] how do the writers make this such a striking introduction to hornbeck? or 10 explore how the writers vividly portray the ways in which rachel changes during the play. 06_0486_32_2016_1.6 \u00a9 ucles 201611",
+            "12": "blank page permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. every reasonable effort has been made by the publisher (ucles) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the pub lisher 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 international examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download at www.cie.o rg.uk after the live examination series. 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. 06_0486_32_2016_1.6 \u00a9 ucles 201612"
+        },
+        "0486_s16_qp_33.pdf": {
+            "1": "cambridge international examinations cambridge international general certificate of secondary education 0486/33 may/june 2016 45 minutesliterature (english) paper 3 drama (open text) texts studied should be taken into the examination. read these instructions first an answer booklet is provided inside this question paper. you should follow the instructions on the front cover of the answer booklet. if you need additional answer paper ask the invigilator for a continuation booklet. answer one question. all questions in this paper carry equal marks. the syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificate. this document consists of 11printed pages and 1blank page. [turn over06_0486_33_2016_1.3 \u00a9 ucles 2016 *2774136312*",
+            "2": "arthur miller: all my sons remember to support your ideas with details from the writing. either 1read this passage, and then answer the question that follows it: [angering ]:\u0003we\u0003rushed\u0003into\u0003it.\u0003 mother 06_0486_33_2016_1.3 \u00a9 ucles 20162 &rqwhqw\u0003uhpryhg\u0003 gxh\u0003wr\u0003frs\\uljkw\u0003 uhvwulfwlrqv\u0011",
+            "3": "in\u0003my\u0003worst\u0003moments, \u0003i\u0003think\u0003of\u0003her\u0003waiting,\u0003and\u0003i\u0003know\u0003again\u0003that\u0003i\u2019m\u0003right. [from act 1 ] how does miller strikingly convey the thoughts and feelings of the characters in this scene? or 2 in what ways does miller make self-deception so significant in the play? [turn over06_0486_33_2016_1.3 \u00a9 ucles 20163",
+            "4": "j. b. priestley: an inspector calls remember to support your ideas with details from the writing. either 3read this passage, and then answer the question that follows it: inspector: \u0003who\u0003is\u0003to\u0003blame\u0003then? 06_0486_33_2016_1.3 \u00a9 ucles 20164 &rqwhqw\u0003uhpryhg\u0003 gxh\u0003wr\u0003frs\\uljkw\u0003 uhvwulfwlrqv\u0011",
+            "5": "[inspector holds up a hand. we hear the front door. they wait, looking towards door. eric enters, looking extremely pale and distressed. he meets their inquiring stares. curtain falls quickly. ] e n do fa c tt w o [from act 2 ] how does priestley make this such a striking ending to act 2? or 4 how does priestley memorably depict the relationship between gerald and sheila? [turn over06_0486_33_2016_1.3 \u00a9 ucles 20165 &rqwhqw\u0003uhpryhg\u0003 gxh\u0003wr\u0003frs\\uljkw\u0003 uhvwulfwlrqv\u0011",
+            "6": "3530252015105william shakespeare: the merchant of venice remember to support your ideas with details from the writing. either 5read this passage, and then answer the question that follows it: signior antonio, many a time and oft in the rialto you have rated meabout my moneys and my usances;still have i borne it with a patient shrug,for suff'rance is the badge of all our tribe;you call me misbeliever, cut-throat dog,and spit upon my jewish gaberdine,and all for use of that which is mine own.well then, it now appears you need my help;go to, then; you come to me, and you say\u2018shylock, we would have moneys\u2019. you say so \u2013you that did void your rheum upon my beardand foot me as you spurn a stranger curover your threshold; moneys is your suit.what should i say to you? should i not say\u2018hath a dog money? is it possiblea cur can lend three thousand ducats?\u2019 orshall i bend low and, in a bondman\u2019s key,with bated breath, and whisp\u2019ring humbleness,say this:\u2018fair sir, you spit on me on wednesday last,you spurn'd me such a day; another timeyou call\u2019d me dog; and for these courtesiesi\u2019ll lend you thus much moneys\u2019?shylock: i am as like to call thee so again, to spit on thee again, to spurn thee too.if thou wilt lend this money, lend it notas to thy friends \u2013 for when did friendship takea breed for barren metal of his friend? \u2013but lend it rather to thine enemy,who if he break thou mayst with better faceexact the penalty.antonio: why, look you, how you storm! i would be friends with you, and have your love,forget the shames that you have stain\u2019d me with,supply your present wants, and take no doitof usance for my moneys, and you\u2019ll not hear me.this is kind i offer.shylock: this were kindness. bassanio: 06_0486_33_2016_1.3 \u00a9 ucles 20166",
+            "7": "4540 this kindness will i show. go with me to a notary, seal me thereyour single bond, and, in a merry sport,if you repay me not on such a day,in such a place, such sum or sums as areexpress\u2019d in the condition, let the forfeitbe nominated for an equal poundof your fair flesh, to be cut off and takenin what part of your body pleaseth me.shylock: [from act 1 scene 3 ] what does shakespeare\u2019s writing make you feel about shylock at this moment in the play? or 6 to what extent does shakespeare persuade you that portia and bassanio will have a happy marriage? [turn over 06_0486_33_2016_1.3 \u00a9 ucles 20167",
+            "8": "403530252015105william shakespeare: henry v remember to support your ideas with details from the writing. either 7read this passage, and then answer the question that follows it: enter the king of france ,t h e dauphin ,duke of britaine ,t h e constable of france , and others . 'tis certain he hath pass\u2019d the river somme. king of france: and if he be not fought withal, my lord, let us not live in france; let us quit all,and give our vineyards to a barbarous people.constable: o dieu vivant! shall a few sprays of us, the emptying of our fathers\u2019 luxury,our scions, put in wild and savage stock,spirt up so suddenly into the clouds,and overlook their grafters?dauphin: normans, but bastard normans, norman bastards! mort dieu, ma vie! if they march alongunfought withal, but i will sell my dukedomto buy a slobb\u2019ry and a dirty farmin that nook-shotten isle of albion.britaine: dieu de batailles! where have they this mettle? is not their climate foggy, raw, and dull;on whom, as in despite, the sun looks pale,killing their fruit with frowns? can sodden water,a drench for sur-rein'd jades, their barley-broth,decoct their cold blood to such valiant heat?and shall our quick blood, spirited with wine,seem frosty? o, for honour of our land,let us not hang like roping iciclesupon our houses\u2019 thatch, whiles a more frosty peoplesweat drops of gallant youth in our rich fields \u2013poor we call them in their native lords!constable: by faith and honour, our madams mock at us, and plainly sayour mettle is bred out, and they will givetheir bodies to the lust of english youthto new-store france with bastard warriors.dauphin: they bid us to the english dancing-schools and teach lavoltas high and swift corantos,saying our grace is only in our heelsand that we are most lofty runaways.britaine: where is montjoy the herald? speed him hence; let him greet england with our sharp defiance.up, princes, and, with spirit of honour edgedmore sharper than your swords, hie to the field... [from act 3 scene 5 ]king of france: 06_0486_33_2016_1.3 \u00a9 ucles 20168",
+            "9": "in what ways does shakespeare make this a strikingly dramatic moment in the play? or 8 what do you think shakespeare's portrayal of pistol contributes to the play? [turn over06_0486_33_2016_1.3 \u00a9 ucles 20169",
+            "10": "3530252015105j. lawrence & r.e. lee: inherit the wind remember to support your ideas with details from the writing. either 9read this passage, and then answer the question that follows it: [as he crosses to meeker over the above. ]: i don\u2019t think i have a correct copy of the indictment. [rachel moves to cates.]drummond lemme see. [drummond hands meeker indictment. ] oh, you have the old one. meeker: well, let me have a new one. drummond: here. [ he gives drummond a new indictment. suddenly, rachel darts to drummond atjudge\u2019s bench. cates opens his mouth to stop her, but she speaks rapidly, with pent-up tension. ]meeker: mr. drummond. you\u2019ve got to call the whole thing off. it\u2019s not too late. bert knows he did wrong. he didn\u2019t mean to. and he\u2019s sorry. now why can\u2019t he just stand uprachel: and say to everybody: \u2018i did wrong. i broke the law. i admit it. i won\u2019t do it again.\u2019 then they\u2019d stop all this fuss, and \u2013 everything would be like it was. [drummondlooks at rachel , not unkindly. ] who are you? drummond: [backing down to brady\u2019s table. ]: i\u2019m \u2013 a friend of bert\u2019s. rachel how about it, boy? getting cold feet? drummond: i never thought it would be like this. like barnum and bailey coming to town. cates: [easily. ]: we can call it off. you want to quit? drummond yes! rachel: people look at me as if i was a murderer. worse than a murderer! that fella from minnesota who killed his wife \u2013 remember, rache? \u2013 half the town turned out tocates: watch \u2019em put him on the train. they just stared at him as if he was a curiosity \u2013 not like they hated him! not like he\u2019d done anything really wrong! just different! there\u2019s nothing very original about murdering your wife. drummond: people i thought were my friends look at me now as if i had horns growing out of my head.cates: you murder a wife, it isn\u2019t nearly as bad as murdering an old wives\u2019 tale. kill one of their fairy-tale notions, and they call down the wrath of god, brady, and the statelegislature.drummond: you make a joke out of everything. you seem to think it\u2019s all so funny! rachel: lady, when you lose your power to laugh, you lose your power to think straight. drummond: mr drummond, i can\u2019t laugh. i\u2019m scared. cates: good. you\u2019d be a damned fool if you weren\u2019t. drummond: [bitterly .]: you\u2019re supposed to be helping bert, and every time you swear you make it worse for him. [ she moves to bert . he comforts her. ]rachel [honestly. ]: i\u2019m sorry if i offend you. but i don\u2019t swear just for the hell of it. you see, i figure that language is a poor enough means of communication as it is. so wedrummond 06_0486_33_2016_1.3 \u00a9 ucles 201610",
+            "11": "55504540ought to use all the words we\u2019ve got. besides, there are damned few words that everybody understands. you don\u2019t care anything about bert! you just want a chance to make speeches against the bible!rachel: i care a great deal about bert. i care a great deal about what bert thinks. drummond: well, i care about what the people in this town think of him. rachel: [quietly. ]: can you buy back his respectability by making him a coward? [ he spades his hands in his hip pockets .] i understand what bert\u2019s going through. it\u2019s the loneliestdrummond feeling in the world \u2013 to find yourself standing up when everybody else is sitting down. to have everybody look at you and say, \u2018what\u2019s the matter with him?\u2019 i know.i know what it feels like. walking down an empty street, listening to the sound ofyour own footsteps. shutters closed, blinds drawn, doors locked against you. andyou aren\u2019t sure whether you\u2019re walking towards something \u2013 or just walking away. . . [he takes a deep breath, then turns abruptly. ] cates, i\u2019ll change your plea and we\u2019ll call off the whole business \u2013 on one condition. if you honestly believe that youcommitted a criminal act against the citizens of this state and the minds of theirchildren. if you honestly believe that you\u2019re wrong and the law\u2019s right. then the hellwith it. i\u2019ll pack my grip and go back to chicago, where it\u2019s a cool hundred in theshade. [from act 1 scene 2 ] explore how the writers make this moment in the play so tense. or 10 how do the writers make the trial of bert cates both serious and entertaining? 06_0486_33_2016_1.3 \u00a9 ucles 201611",
+            "12": "blank page permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. every reasonable effort has been made by the publisher (ucles) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the pub lisher 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 cambridg e international examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download at www.cie.o rg.uk after the live examination series. cambridge international examinations is part of the cambridge assessment group. cambridge assessment is the brand name of university of cambridge l ocal examinations syndicate (ucles), which is itself a department of the university of cambridge. 06_0486_33_2016_1.3 \u00a9 ucles 201612"
+        },
+        "0486_s16_qp_41.pdf": {
+            "1": "this document consists of 5 printed pages, 3 blank pages and 1 insert. dc (rcl (km)) 115910/2 \u00a9 ucles 2016 [turn overcambridge international examinations cambridge international general certificate of secondary education *1885429941*literature (english)  0486/41 paper 4 unseen may/june 2016  1 hour 15 minutes no additional materials are required. read these instructions first an answer booklet is provided inside this question paper. y ou should follow the instructions on the front cover  of the answer booklet. if you need additional answer paper ask the invigilator for a continuation booklet. answer either  question 1 or question 2. y ou are advised to spend about 20 minutes reading the question paper and planning your answer. both questions in this paper carry equal marks. the syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificat e.",
+            "2": "2 0486/41/m/j/16 \u00a9 ucles 2016answer either question 1 or question 2. either1 read carefully the poem opposite. a man, his wife and baby are driving to a new house in the west  of england. on the way they stop in a small town to buy a cooking pan.  how does the poet\u2019s writing make this experience so striking? to help you answer this question, you might consider:   \u0081 the way the poet describes the family\u2019s arrival in the town   \u0081 his descriptions of the man and woman on the pavement  \u0081 the effect of the poem\u2019s ending.",
+            "3": "3 0486/41/m/j/16 \u00a9 ucles 2016 [turn overthe pan when he stopped at last in the long main street and helpless to w ar n them. 1 extricated : removed (with difficulty) 2 the ironmonger\u2019s : a shop selling household items 3 morris traveller  : a family car content removed due to copyright restrictions.",
+            "4": "4 0486/41/m/j/16 \u00a9 ucles 2016or 2 read carefully the extract from a short story opposite. the two girls, penny and primrose, who  have not met before, are being evacuated to the countryside on a steam train. this is to escape the bombing of their city during a war.  how does the writer vividly convey to you the experiences of the girls? to help you answer this question, you might consider:   \u0081 how the writer conveys the girls\u2019 feelings through their conversations   \u0081 how she describes their impressions of the train and the journey   \u0081 how she develops tension and a sense of unease in the passage as a whole.",
+            "5": "5 0486/41/m/j/16 \u00a9 ucles 2016the girls discussed on the train whether it was a sort of holiday or a sort of  punishment, or a bit of both. penny had read a book about boy scouts, but the children on the train did not appear to be brownies or wolf cubs, 1 only a mongrel  battalion of the lost. both little girls had the idea that these were all perhaps not very  good children , possibly being sent away for that reason. they were pleased to be  able to define each other as \u2018nice\u2019. they would stick together, they agreed. try to sit together, and things. the train crawled sluggishly further and further away from the city and their homes.  it was not a clean train \u2013 the upholstery of their carriage had the dank smell of unwashed trousers, and the gusts of hot steam rolling backwards past their windows were full of specks of flimsy ash, and sharp grit, and occasional fiery sparks that pricked face and fingers like hot needles if you opened the window. it was very noisy too, whenever it picked up a little speed. the engine gave great bellowing sighs, and the invisible wheels underneath clicked rhythmically and monotonously, tap-tap-tap-crash, tap-tap-tap-crash. the window-panes were both grimy and misted up. the train stopped frequently, and when it stopped, they used their gloves to wipe rounds, through which they peered out at flooded fields, furrowed hillsides and tiny stations, whose names were carefully blacked out, whose platforms were empty of life. the children did not know that the namelessness was meant to baffle or delude  an invading army. they felt \u2013 they did not think it out, but somewhere inside them the idea sprouted \u2013 that the erasure was because of them, because they were not meant to know where they were going or, like hansel and gretel, 2 to find the way back.  they did not speak to each other of this anxiety, but began the kind of conversation children have about things they really disliked, things that upset, or disgusted, or frightened them. semolina pudding with its grainy texture, mushy peas, fat on roast meat. listening to the stairs and the window-sashes creaking in the dark or the wind. having your head held roughly back over the basin to have your hair washed, with cold water running down inside your liberty bodice. 3 gangs in playgrounds. they felt  the pressure of all the other alien children in all the other carriages as a potential gang. they shared another square of chocolate, and licked their fingers, and looked out at a great white goose flapping its wings beside an inky pond. the sky grew dark grey and in the end the train halted. the children got out, and  lined up in a crocodile, 4 and were led to a mud-coloured bus. penny and primrose  managed to get a seat together, although it was over the wheel, and both of them began to feel sick as the bus bumped along snaking country lanes, under whipping branches, dark leaves on dark wooden arms on a dark sky, with torn strips of thin cloud streaming across a full moon, visible occasionally between them. 1 brownies or wolf cubs : organisations for young children 2 hansel and gretel : lost children from a fairy tale 3 liberty bodice : vest 4 lined up in a crocodile : lined up in pairs",
+            "6": "6 0486/41/m/j/16 \u00a9 ucles 2016blank page",
+            "7": "7 0486/41/m/j/16 \u00a9 ucles 2016blank page",
+            "8": "8 0486/41/m/j/16 \u00a9 ucles 2016blank page permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here 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 onl ine in the cambridge international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to do wnload at www.cie.org.uk after  the live examination series. cambridge international examinations is part of the cambridge assessment group. cambridge assessment is the brand name of unive rsity of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge."
+        },
+        "0486_s16_qp_42.pdf": {
+            "1": "this document consists of 5 printed pages, 3 blank pages and 1 insert. dc (rcl (jda)) 115909/2 \u00a9 ucles 2016 [turn overcambridge international examinations cambridge international general certificate of secondary education *4882494695*literature (english)  0486/42 paper 4 unseen may/june 2016  1 hour 15 minutes no additional materials are required. read these instructions first an answer booklet is provided inside this question paper. y ou should follow the instructions on the front cover  of the answer booklet. if you need additional answer paper ask the invigilator for a continuation booklet. answer either  question 1 or question 2. y ou are advised to spend about 20 minutes reading the question paper and planning your answer. both questions in this paper carry equal marks. the syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificat e.",
+            "2": "2 0486/42/m/j/16 \u00a9 ucles 2016answer either  question 1 or question 2 either1 read carefully the poem opposite in which the poet visits her father\u2019s grave with her daughter.  how does the poet\u2019s writing movingly portray this event? to help you answer this question, you might consider:   \u0081 the way the poet describes her daughter\u2019s preparations   \u0081 her descriptions of what her daughter does at the graveside   \u0081 how she shows their different responses to the visit.",
+            "3": "3 0486/42/m/j/16 \u00a9 ucles 2016 [turn overthe flowers after lunch my daughter picked handfuls of the wild flowersshe knew her grandfather liked bestand piled them in the basket of her bicycle,beside an empty jam-jar and a trowel;then, swaying like a candle-bearer,she rode off to the churchand, like a little dog, i followed her. she cleared the grave of nettles and wild parsley, 1 and dug a shallow hole to put the jam-jar in. she arrangedthe flowers to look their bestand scraped the moss from the stone,so you could see whose graveshe had been caring for.it didn\u2019t take her long \u2013 no longerthan making his bed in the morningwhen he had got too old to help her. not knowing how to leave him, how to say good-bye, i hesitatedby the rounded grave. come on , my daughter said, it\u2019s finished now . and so we got our bicycles and rode homedown the lane, moving apartand coming together again,in and out of the ruts. 1 nettles and wild parsley  : weeds",
+            "4": "4 0486/42/m/j/16 \u00a9 ucles 2016or 2 read carefully the extract opposite which is the beginning of a novel set in the past. peter claire,  a young englishman who plays the lute (a stringed instrument like a guitar), has just arrived in denmark. he has been summoned to play for the king in his palace.  how does the writing vividly convey peter\u2019s thoughts and feelings to you? to help you answer this question, you might consider:   \u0081 how the writer portrays peter\u2019s growing anxiety   \u0081 her descriptions of what peter sees in the darkness   \u0081 what is unusual and disturbing about the scene which develops in the palace.",
+            "5": "5 0486/42/m/j/16 \u00a9 ucles 2016a lamp is lit. until this moment, when the flame of the lamp flares blue, then settles to steady  yellow inside its ornate globe, the young man had been impressed by the profound darkness into which, upon his late-night arrival at the palace of rosenborg, he had suddenly stepped. tired from his long sea journey, his eyes stinging, his walk unsteady, he had been questioning the nature of this darkness. for it seemed to him not merely an external phenomenon, having to do with an actual absence of light, but rather as though it emanated from within him, as if he had finally crossed the threshold of his own absence of hope. now, he is relieved to see the walls of a panelled room take shape around him.  a voice says: \u2018this is the vinterstue . the winter room.\u2019 the lamp is lifted up. held high, it burns more brightly, as though sustained by  purer air, and the young man sees a shadow cast onto the wall. it is a long, slanting shadow and so he knows it is his own. it appears to have a deformity, a hump, occurring along its spine from below the shoulder-blades to just above the waist. but this is the shadow\u2019s trickery. the young man is peter claire, the lutenist, and the curvature on his back is his lute. he is standing near a pair of lions, made of silver. their eyes seem to watch  him in the flickering gloom. beyond them he can see a table and some tall chairs. but peter claire is separate from everything, cannot lean on any object, cannot rest. and now, the lamp moves and he must follow. \u2018it may be\u2019, says a tall gentleman, who hurries on, carrying the light, \u2018that his  majesty, king christian, will command you to play for him tonight. he is not well and his physicians 1 have prescribed music. therefore, members of the royal orchestra  must be ready to perform at all times, day and night. i thought it best to advise you of this straight away.\u2019 peter claire\u2019s feelings of dismay increase. he begins to curse himself, to  berate 2 his own ambition for bringing him here to denmark, for taking him so far  from the places and people he had loved. he is at the end of his journey and yet he feels lost. within this arrival some terrifying departure lies concealed. and suddenly, with peculiar speed, the lamp moves and everything in the room seems to rearrange itself. peter claire sees his shadow on the wall become elongated, stretching upwards for a few seconds towards the ceiling before being swallowed by the darkness, with no trace of it remaining. then the end of a corridor is reached and the gentleman stops before a door.  he knocks and waits, putting a finger to his lips and leaning close against the door to listen for the command from within. it comes at last, a voice deep and slow, and peter claire finds himself, in the next minute, standing before king christian, who is sitting in a chair in his night-shirt. before him, on a small table, is a pair of scales and by these a clutch of silver coins. 1 physicians : doctors 2 berate : scold angrily",
+            "6": "6 0486/42/m/j/16 \u00a9 ucles 2016blank page",
+            "7": "7 0486/42/m/j/16 \u00a9 ucles 2016blank page",
+            "8": "8 0486/42/m/j/16 \u00a9 ucles 2016blank page permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here 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 onl ine in the cambridge international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to do wnload at www.cie.org.uk after  the live examination series. cambridge international examinations is part of the cambridge assessment group. cambridge assessment is the brand name of unive rsity of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge."
+        },
+        "0486_s16_qp_43.pdf": {
+            "1": "this document consists of 5 printed pages, 3 blank pages and 1 insert. dc (rcl/km) 117786/2 \u00a9 ucles 2016  [turn over * 5 8 0 7 4 1 3 9 9 9 *literature (english)  0486/43 paper 4  unseen  may/june 2016  1 hour 15 minutes no additional materials are required. read these instructions first an answer booklet is provided inside this question paper. y ou should follow the instructions on the front cover  of the answer booklet. if you need additional answer paper ask the invigilator for a continuation booklet. answer either  question 1 or question 2. y ou are advised to spend about 20 minutes reading the question paper and planning your answer. both questions in this paper carry equal marks. the syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificate.cambridge international examinations cambridge international general certificate of secondary education",
+            "2": "2 0486/43/m/j/16 \u00a9 ucles 2016answer either question 1 or question 2. either 1 read carefully the poem opposite in which the poet is rowing out at sea. he comes across a  basking shark, a very large but harmless shark which feeds close to the surface.  how does the poet powerfully convey to you the effect of this incident upon him?  to help you answer this question, you might consider:   \u2022 how the poet describes the shark and their meeting   \u2022 how the experience affects his view of himself   \u2022 how he makes the final stanza so memorable.",
+            "3": "3 0486/43/m/j/16 \u00a9 ucles 2016 [turn overbasking shark to stub an oar on a rock where none should be, to have it rise with a slounge1 out of the sea is a thing that happened once (too often) to me. but not too often \u2013 though enough. i count as gain that once i met, on a sea tin-tacked with rain, that roomsized monster with a matchbox brain. he displaced more than water. he shoggled2 me centuries back \u2013 this decadent townee3 shook on a wrong branch of his family tree. swish up the dirt and, when it settles, a spring is all the clearer. i saw me, in one fling, emerging from the slime of everything. so who\u2019s the monster? the thought made me grow pale for twenty seconds while, sail after sail, the tall fin slid away and then the tail. 1 slounge  : scots dialect for slouch 2 shoggled    : scots dialect for shook 3 townee  : town dweller",
+            "4": "4 0486/43/m/j/16 \u00a9 ucles 2016or 2 read carefully the following extract from a novel set in the united states. it is the introduction to  a main character called beloved. beloved appears near house number 124. the residents of the  house are the mother sethe, her partner paul d and sethe\u2019s daughter denver. they have just  returned from a carnival.  how does the writer create such an intriguing introduction to the character of beloved?  to help you answer this question, you might consider:   \u2022 how the writer describes beloved\u2019s arrival and appearance   \u2022 how she portrays the family\u2019s reaction to beloved   \u2022 how the writer makes the character of beloved so mysterious. a fully dressed woman walked out of the water. she barely gained the dry bank of  the stream before she sat down and leaned against a mulberry tree. all day and all  night she sat there, her head resting on the trunk in a position abandoned enough  to crack the brim in her straw hat. everything hurt but her lungs most of all. sopping  wet and breathing shallow she spent those hours trying to negotiate the weight of  her eyelids. the day breeze blew her dress dry; the night wind wrinkled it. nobody  saw her emerge or came accidentally by. if they had, chances are they would have  hesitated before approaching her. not because she was wet, or dozing or had what  sounded like asthma, but because amid all that she was smiling. it took her the  whole of the next morning to lift herself from the ground and make her way through  the woods past a giant temple of boxwood to the field and then the yard of the  slate-gray house. exhausted again, she sat down on the first handy place\u2014a stump  not far from the steps of 124. by then keeping her eyes open was less of an effort.  she could manage it for a full two minutes or more. her neck, its circumference no  wider than a parlor-service saucer, kept bending and her chin brushed the bit of lace  edging her dress. women who drink champagne when there is nothing to celebrate can look like  that: their straw hats with broken brims are often askew; they nod in public places;  their shoes are undone. but their skin is not like that of the woman breathing near  the steps of 124. she had new skin, lineless and smooth, including the knuckles of  her hands. by late afternoon when the carnival was over, and the locals were hitching rides  home if they were lucky\u2014walking if they were not\u2014the woman had fallen asleep  again. the rays of the sun struck her full in the face, so that when sethe, denver and  paul d rounded the curve in the road all they saw was a black dress, two unlaced  shoes below it. \u201clook,\u201d said denver. \u201cwhat is that?\u201d the woman gulped water from a speckled tin cup and held it out for more. four  times denver filled it, and four times the woman drank as though she had crossed a  desert. when she was finished a little water was on her chin, but she did not wipe it  away. instead she gazed at sethe with sleepy eyes. poorly fed, thought sethe, and  younger than her clothes suggested\u2014good lace at the throat, and a rich woman\u2019s  hat. her skin was flawless except for three vertical scratches on her forehead so fine  and thin they seemed at first like hair, baby hair before it bloomed and roped into the  masses of black yarn under her hat. \u201cy ou from around here?\u201d sethe asked her. she shook her head no and reached down to take off her shoes. she pulled her  dress up to the knees and rolled down her stockings. when the hosiery was tucked  into the shoes, sethe saw that her feet were like her hands, soft and new. she must ",
+            "5": "5 0486/43/m/j/16 \u00a9 ucles 2016have hitched a wagon ride, thought sethe. probably one of those west virginia girls  looking for something to beat a life of tobacco and sorghum1. sethe bent to pick up  the shoes. \u201cwhat might your name be?\u201d asked paul d. \u201cbeloved,\u201d she said, and her voice was so low and rough each one looked at  the other two. they heard the voice first\u2014later the name. \u201cbeloved. y ou use a last name, beloved?\u201d paul d asked her. \u201clast?\u201d she seemed puzzled. then \u201cno,\u201d and she spelled it for them, slowly as  though the letters were being formed as she spoke them. \u00b9 sorghum : cheap grain used as animal feed",
+            "6": "6 0486/43/m/j/16 \u00a9 ucles 2016blank page",
+            "7": "7 0486/43/m/j/16 \u00a9 ucles 2016blank page",
+            "8": "8 0486/43/m/j/16 \u00a9 ucles 2016blank page permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. every reasonable  effort has been made by the publisher (ucles) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the publisher will  be pleased to make amends at the earliest possible opportunity. to avoid the issue of disclosure of answer-related information to candidates, all copyright acknowledgements are reproduced online in the cambridge international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download at www.cie.org.uk after  the live examination series. 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."
+        },
+        "0486_w16_qp_11.pdf": {
+            "1": "this document consists of 26 printed pages, 2 blank pages and 1 insert. dc (rcl/km) 113952/4 \u00a9 ucles 2016  [turn overcambridge international examinations cambridge international general certificate of secondary education *8452989183*literature (english)  0486/11 paper 1  poetry and prose  october/november 2016  1 hour 30 minutes no additional materials are required. read these instructions first an answer booklet is provided inside this question paper. you should follow the instructions on the front cover  of the answer booklet. if you need additional answer paper ask the invigilator for a continuation booklet. answer two questions: one question from section a and one question from section b. all questions in this paper carry equal marks. the syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificate.",
+            "2": "2 0486/11/o/n/16 \u00a9 ucles 2016 blank page",
+            "3": "3 0486/11/o/n/16 \u00a9 ucles 2016 [turn over contents section a: poetry text question  numbers  page[s] thomas hardy:  from selected poems   1, 2 pages  4\u20136 from jo phillips ed: poems deep & dangerous   3, 4 pages  7\u20138 songs of ourselves volume 2  : from part 1   5, 6 pages  9\u201310 section b: prose text question  numbers  page[s] chinua achebe: no longer at ease   7, 8 pages 12\u201313 jane austen: northanger abbey   9, 10  pages 14\u201315 george eliot: silas marner  11, 12  pages 16\u201317 michael frayn: spies  13, 14  pages 18\u201319 susan hill: i\u2019m the king of the castle  15, 16  pages 20\u201321 r. k. narayan: the english teacher  17, 18  pages 22\u201323 robert louis stevenson: the strange case of dr jekyll and mr hyde  19, 20  pages 24\u201325 from stories of ourselves  21, 22  pages 26\u201327",
+            "4": "4 0486/11/o/n/16 \u00a9 ucles 2016 section a: poetry answer one question from this section. thomas hardy: selected poems remember to support your ideas with details from the writing. either  1 read this poem, and then answer the question that follows it: the pine planters (marty south\u2019s reverie) i we work here together  in blast and breeze; he fills the earth in,  i hold the trees. he does not notice  that what i do keeps me from moving  and chills me through. he has seen one fairer  i feel by his eye, which skims me as though  i were not by. and since she passed here  he scarce has known but that the woodland  holds him alone. i have worked here with him  since morning shine, he busy with his thoughts  and i with mine. i have helped him so many,  so many days, but never win any  small word of praise! shall i not sigh to him  that i work on glad to be nigh to him  though hope is gone? nay, though he never  knew love like mine, i\u2019ll bear it ever  and make no sign!5 10 15 20 25 30",
+            "5": "5 0486/11/o/n/16 \u00a9 ucles 2016 [turn over ii from the bundle at hand here  i take each tree, and set it to stand, here  always to be; when, in a second,  as if from fear of life unreckoned  beginning here, it starts a sighing  through day and night, though while there lying  \u2019twas voiceless quite. it will sigh in the morning,  will sigh at noon, at the winter\u2019s warning,  in wafts of june; grieving that never  kind fate decreed it should for ever  remain a seed, and shun the welter  of things without, unneeding shelter  from storm and drought. thus, all unknowing  for whom or what we set it growing  in this bleak spot, it still will grieve here  throughout its time, unable to leave here,  or change its clime; or tell the story  of us to-day when, halt and hoary,  we pass away.   explore the ways in which hardy\u2019s writing creates such moving effects in the pine  planters .35 40 45 50 55 60 65",
+            "6": "6 0486/11/o/n/16 \u00a9 ucles 2016 or  2 explore the ways in which hardy makes neutral tones  such a sad poem. neutral tones we stood by a pond that winter day, and the sun was white, as though chidden of god, and a few leaves lay on the starving sod;  \u2013 they had fallen from an ash, and were gray. your eyes on me were as eyes that rove over tedious riddles of years ago; and some words played between us to and fro  on which lost the more by our love. the smile on your mouth was the deadest thing alive enough to have strength to die; and a grin of bitterness swept thereby  like an ominous bird a-wing \u2026 since then, keen lessons that love deceives, and wrings with wrong, have shaped to me your face, and the god-curst sun, and a tree,  and a pond edged with grayish leaves.5 10 15",
+            "7": "7 0486/11/o/n/16 \u00a9 ucles 2016 [turn over from jo phillips  ed: poems deep & dangerous remember to support your ideas with details from the writing. either  3 read this poem, and then answer the question that follows it: poem for my sister my little sister likes to try my shoes, to strut in them, admire her spindle-thin twelve-year-old legs in this season\u2019s styles. she says they fit her perfectly, but wobbles on their high heels, they\u2019re hard to balance. i like to watch my little sister playing hopscotch, admire the neat hops-and-skips of her, their quick peck, never-missing their mark, not over-stepping the line. she is competent at peever. i try to warn my little sister about unsuitable shoes, point out my own distorted feet, the callouses, odd patches of hard skin. i should not like to see her in my shoes. i wish she could stay sure footed,    sensibly shod. (by liz lochhead  )   how does lochhead create vivid impressions of the speaker and her sister in poem for  my sister  ?5 10 15 20",
+            "8": "8 0486/11/o/n/16 \u00a9 ucles 2016 or 4 in what ways does arnold movingly convey the speaker\u2019s sadness in to marguerite ? to marguerite yes! in the sea of life enisled, with echoing straits between us thrown, dotting the shoreless watery wild, we mortal millions live alone . the islands feel the enclasping flow, and then their endless bounds they know. but when the moon their hollows lights, and they are swept by balms of spring, and in their glens, on starry nights, the nightingales divinely sing; and lovely notes, from shore to shore, across the sounds and channels pour \u2013 oh! then a longing like despair is to their farthest caverns sent; for surely once, they feel, we were parts of a single continent! now round us spreads the watery plain \u2013 oh might our marges meet again! who order\u2019d, that their longing\u2019s fire should be, as soon as kindled, cool\u2019d? who renders vain their deep desire? \u2013 a god, a god their severance ruled; and bade betwixt their shores to be the unplumb\u2019d, salt, estranging sea. (by matthew arnold  )5 10 15 20",
+            "9": "9 0486/11/o/n/16 \u00a9 ucles 2016 [turn over songs of ourselves volume 2  : from part 1 remember to support your ideas with details from the writing. either  5 read this poem, and then answer the question that follows it: passion full of desire i lay, the sky wounding me, each cloud a ship without me sailing, each tree possessing what my soul lacked, tranquillity. waiting for the longed-for voice to speak through the mute telephone, my body grew weak with the well-known and mortal death, heartbreak. the language i knew best, my human speech forsook my fingers, and out of reach were homer\u2019s ghosts, the savage conches of the beach. then the sky spoke to me in language clear, familiar as the heart, than love more near. the sky said to my soul, \u2018you have what you desire. \u2018know now that you are born along with these clouds, winds, and stars, and ever-moving seas and forest dwellers. this your nature is. lift up your heart again without fear, sleep in the tomb, or breathe the living air, this world you with the flower and with the tiger share.\u2019 then i saw every visible substance turn into immortal, every cell new born burned with the holy fire of passion. this world i saw as on her judgment day when the war ends, and the sky rolls away, and all is light, love and eternity. (by kathleen raine )   how does raine vividly convey the speaker\u2019s changing feelings in passion ?5 10 15 20",
+            "10": "10 0486/11/o/n/16 \u00a9 ucles 2016 or 6 how does chitre create a moving portrayal of old age in father returning home ? father returning home my father travels on the late evening train standing among silent commuters in the yellow light suburbs slide past his unseeing eyes his shirt and pants are soggy and his black raincoat stained with mud and his bag stuffed with books is falling apart. his eyes dimmed by age fade homeward through the humid monsoon night. now i can see him getting off the train like a word dropped from a long sentence. he hurries across the length of the grey platform, crosses the railway line, enters the lane, his chappals are sticky with mud, but he hurries onward. home again, i see him drinking weak tea, eating a stale chapati, reading a book. he goes into the toilet to contemplate man\u2019s estrangement from a man-made world. coming out he trembles at the sink, the cold water running over his brown hands, a few droplets cling to the greying hairs on his wrists. his sullen children have often refused to share jokes and secrets with him. he will now go to sleep listening to the static on the radio, dreaming of his ancestors and grandchildren, thinking of nomads entering a subcontinent through a narrow pass. (by dilip chitre )5 10 15 20",
+            "11": "11 0486/11/o/n/16 \u00a9 ucles 2016 [turn over turn to page 12 for question 7.",
+            "12": "12 0486/11/o/n/16 \u00a9 ucles 2016 section b: prose answer one question from this section. chinua achebe: no longer at ease remember to support your ideas with details from the writing. either  7 read this extract, and then answer the question that follows it: \u2018please, mr okonkwo, you must help me. i\u2019ll do whatever you ask.\u2019  she avoided his eyes. her voice was a little unsteady, and obi thought he  saw a hint of tears in her eyes. \u2018i\u2019m sorry, terribly sorry, but i don\u2019t see that i can make any promises.\u2019 another car drew up outside with a screech of brakes, and clara  rushed in, as was her fashion, humming a popular song. she stopped  abruptly on seeing the girl. \u2018hello, clara. this is miss mark.\u2019 \u2018how do you do?\u2019 she said stiffly, with a slight nod of the head. she  did not offer her hand. \u2018how did you like the soup?\u2019 she asked obi. \u2018i\u2019m  afraid i prepared it in a hurry.\u2019 in those two short sentences she sought to  establish one or two facts for the benefit of the strange girl. first, by her sophisticated un-nigerian accent she showed that she  was a been-to. you could tell a been-to not only by her phonetics, but  by her walk \u2013 quick, short steps instead of the normal leisurely gait. in  company of her less fortunate sisters she always found an excuse for  saying: \u2018when i was in england \u2026\u2019 secondly, her proprietary air seemed  to tell the girl: \u2018you had better try elsewhere.\u2019 \u2018i thought you were on this afternoon.\u2019 \u2018it was a mistake. i\u2019m off today.\u2019 \u2018why did you have to go away then, after making the soup?\u2019 \u2018oh, i had such a lot of washing to do. aren\u2019t you offering me anything  to drink? o.k., i\u2019ll serve myself.\u2019 \u2018i\u2019m terribly sorry, dear. sit down. i\u2019ll get it for you.\u2019 \u2018no. too late.\u2019 she went to the fridge and took out a bottle of ginger- beer. \u2018what\u2019s happened to the other ginger-beer?\u2019 she asked. \u2018there were  two.\u2019 \u2018i think you had one yesterday.\u2019 \u2018did i? oh yes, i remember.\u2019 she came back and sank heavily into the  sofa beside obi. \u2018gosh, it\u2019s hot!\u2019 \u2018i think i must be going,\u2019 said miss mark. \u2018i\u2019m sorry i can\u2019t promise anything definite,\u2019 said obi, getting up. she  did not answer, only smiled sadly. \u2018how are you getting back to town?\u2019 \u2018perhaps i will see a taxi.\u2019 \u2018i\u2019ll run you down to tinubu square. taxis are very rare here. come  along, clara, let\u2019s take her down to tinubu.\u2019 \u2018i\u2019m sorry i came at such an awkward time,\u2019 said clara as they drove  back to ikoyi from tinubu square. \u2018don\u2019t be ridiculous. what do you mean awkward time?\u2019 \u2018you thought i was on duty.\u2019 she laughed. \u2018i\u2019m sorry about that. who is  she, anyway? i must say she is very good-looking. and i went and poured  sand into your garri. i\u2019m sorry, my dear.\u20195 10 15 20 25 30 35 40",
+            "13": "13 0486/11/o/n/16 \u00a9 ucles 2016 [turn over obi told her not to behave like a silly little girl. \u2018i won\u2019t say another  word to you if you don\u2019t shut up,\u2019 he said. \u2018you needn\u2019t say anything if you don\u2019t want to. shall we call and say  hello to sam?\u2019 the minister was not in when they got to his house. it appeared there  was a cabinet meeting. \u2018wetin master and madam go drink?\u2019 asked his steward. \u2018make you no worry, samson. just tell minister say we call.\u2019 \u2018you go return again?\u2019 asked samson. \u2018not today.\u2019 \u2018you say you no go drink small sometin?\u2019 \u2018no, thank you. we go drink when we come again. bye-bye.\u2019 when they got back to obi\u2019s flat he said: \u2018i had a very interesting  experience today.\u2019 and he told her of mr mark\u2019s visit to his office and gave  her a detailed account of all that transpired between miss mark and himself  before her arrival. when he finished, clara said nothing for a little while. \u2018are you satisfied?\u2019 asked obi. \u2018i think you were too severe on the man,\u2019 she said. \u2018you think i should have encouraged him to talk about bribing me?\u2019 \u2018after all, offering money is not as bad as offering one\u2019s body. and  yet you gave her a drink and a lift back to town.\u2019 she laughed. \u2018na so this  world be.\u2019 obi wondered. [from chapter 9]   how does achebe vividly convey the tensions between the characters at this moment in  the novel? or 8 to what extent does achebe\u2019s writing make you feel that mr green is an admirable  character?45 50 55 60 65",
+            "14": "14 0486/11/o/n/16 \u00a9 ucles 2016 jane austen: northanger abbey remember to support your ideas with details from the writing. either  9 read this extract, and then answer the question that follows it: scarcely had they worked themselves into the quiet possession of  a place, however, when her attention was claimed by john thorpe, who  stood behind her. \u2018hey-day, miss morland!\u2019 said he, \u2018what is the meaning  of this?\u2014i thought you and i were to dance together.\u2019 \u2018i wonder you should think so, for you never asked me.\u2019 \u2018that is a good  one, by jove!\u2014i asked you as soon as i came into the room, and i was  just going to ask you again, but when i turned round, you were gone!\u2014this  is a cursed shabby trick! i only came for the sake of dancing with you,  and i firmly believe you were engaged to me ever since monday. yes; i  remember, i asked you while you were waiting in the lobby for your cloak.  and here have i been telling all my acquaintance that i was going to dance  with the prettiest girl in the room; and when they see you standing up with  somebody else, they will quiz me famously.\u2019 \u2018oh, no; they will never think of me, after such a description as that.\u2019 \u2018by heavens, if they do not, i will kick them out of the room for  blockheads. what chap have you there?\u2019 catherine satisfied his curiosity.  \u2018tilney,\u2019 he repeated, \u2018hum\u2014i do not know him. a good figure of a man;  well put together.\u2014does he want a horse?\u2014here is a friend of mine, sam  fletcher, has got one to sell that would suit any body. a famous clever  animal for the road\u2014only forty guineas. i had fifty minds to buy it myself,  for it is one of my maxims always to buy a good horse when i meet with  one; but it would not answer my purpose, it would not do for the field. i  would give any money for a real good hunter. i have three now, the best  that ever were back\u2019d. i would not take eight hundred guineas for them.  fletcher and i mean to get a house in leicestershire, against the next  season. it is so d\u2014 \u2014 uncomfortable, living at an inn.\u2019 this was the last sentence by which he could weary catherine\u2019s  attention, for he was just then born off by the resistless pressure of a  long string of passing ladies. her partner now drew near, and said, \u2018that  gentleman would have put me out of patience, had he staid with you half a  minute longer. he has no business to withdraw the attention of my partner  from me. we have entered into a contract of mutual agreeableness for the  space of an evening, and all our agreeableness belongs solely to each  other for that time. nobody can fasten themselves on the notice of one,  without injuring the rights of the other. i consider a country-dance as an  emblem of marriage. fidelity and complaisance are the principal duties  of both; and those men who do not chuse to dance or marry themselves,  have no business with the partners or wives of their neighbours.\u2019 \u2018but they are such very different things!\u2014\u2019 \u2018\u2014that you think they cannot be compared together.\u2019 \u2018to be sure not. people that marry can never part, but must go and  keep house together. people that dance, only stand opposite each other in  a long room for half an hour.\u2019 \u2018and such is your definition of matrimony and dancing. taken in  that light certainly, their resemblance is not striking; but i think i could  place them in such a view.\u2014you will allow, that in both, man has the  advantage of choice, woman only the power of refusal; that in both, it is an  engagement between man and woman, formed for the advantage of each; 5 10 15 20 25 30 35 40 45",
+            "15": "15 0486/11/o/n/16 \u00a9 ucles 2016 [turn over and that when once entered into, they belong exclusively to each other till  the moment of its dissolution; that it is their duty, each to endeavour to give  the other no cause for wishing that he or she had bestowed themselves  elsewhere, and their best interest to keep their own imaginations from  wandering towards the perfections of their neighbours, or fancying that  they should have been better off with any one else. you will allow all this?\u2019 \u2018yes, to be sure, as you state it, all this sounds very well; but still they  are so very different.\u2014i cannot look upon them at all in the same light, nor  think the same duties belong to them.\u2019 \u2018in one respect, there certainly is a difference. in marriage, the man  is supposed to provide for the support of the woman; the woman to make  the home agreeable to the man; he is to purvey, and she is to smile.  but in dancing, their duties are exactly changed; the agreeableness, the  compliance are expected from him, while she furnishes the fan and the  lavender water. that, i suppose, was the difference of duties which struck  you, as rendering the conditions incapable of comparison.\u2019 [from chapter 10]   how does austen strikingly portray the contrast between john thorpe and henry tilney  at this moment in the novel? or 10 explore one moment in the novel where austen\u2019s writing makes a character\u2019s actions  particularly shocking for you.50 55 60",
+            "16": "16 0486/11/o/n/16 \u00a9 ucles 2016 george eliot: silas marner remember to support your ideas with details from the writing. either  11 read this extract, and then answer the question that follows it: he reached his door in much satisfaction that his errand was done:  he opened it, and to his short-sighted eyes everything remained as he had  left it, except that the fire sent out a welcome increase of heat. he trod  about the floor while putting by his lantern and throwing aside his hat and  sack, so as to merge the marks of dunstan\u2019s feet on the sand in the marks  of his own nailed boots. then he moved his pork nearer to the fire, and sat  down to the agreeable business of tending the meat and warming himself  at the same time. any one who had looked at him as the red light shone upon his  pale face, strange straining eyes, and meagre form, would perhaps have  understood the mixture of contemptuous pity, dread, and suspicion with  which he was regarded by his neighbours in raveloe. yet few men could  be more harmless than poor marner. in his truthful simple soul, not even  the growing greed and worship of gold could beget any vice directly  injurious to others. the light of his faith quite put out, and his affections  made desolate, he had clung with all the force of his nature to his work  and his money; and like all objects to which a man devotes himself, they  had fashioned him into correspondence with themselves. his loom, as he  wrought in it without ceasing, had in its turn wrought on him, and confirmed  more and more the monotonous craving for its monotonous response. his  gold, as he hung over it and saw it grow, gathered his power of loving  together into a hard isolation like its own. as soon as he was warm he began to think it would be a long while  to wait till after supper before he drew out his guineas, and it would be  pleasant to see them on the table before him as he ate his unwonted feast.  for joy is the best of wine, and silas\u2019s guineas were a golden wine of that  sort. he rose and placed his candle unsuspectingly on the floor near his  loom, swept away the sand without noticing any change, and removed the  bricks. the sight of the empty hole made his heart leap violently, but the  belief that his gold was gone could not come at once \u2013 only terror, and the  eager effort to put an end to the terror. he passed his trembling hand all  about the hole, trying to think it possible that his eyes had deceived him;  then he held the candle in the hole and examined it curiously, trembling  more and more. at last he shook so violently that he let fall the candle, and  lifted his hands to his head, trying to steady himself, that he might think.  had he put his gold somewhere else, by a sudden resolution last night,  and then forgotten it? a man falling into dark waters seeks a momentary  footing even on sliding stones; and silas, by acting as if he believed in  false hopes, warded off the moment of despair. he searched in every  corner, he turned his bed over, and shook it, and kneaded it; he looked  in his brick oven where he laid his sticks. when there was no other place  to be searched, he kneeled down again and felt once more all round the  hole. there was no untried refuge left for a moment\u2019s shelter from the  terrible truth. yes, there was a sort of refuge which always comes with the prostration  of thought under an overpowering passion: it was that expectation of  impossibilities, that belief in contradictory images, which is still distinct  from madness, because it is capable of being dissipated by the external 5 10 15 20 25 30 35 40 45",
+            "17": "17 0486/11/o/n/16 \u00a9 ucles 2016 [turn over fact. silas got up from his knees trembling, and looked round at the table:  didn\u2019t the gold lie there after all? the table was bare. then he turned and  looked behind him \u2013 looked all round his dwelling, seeming to strain his  brown eyes after some possible appearance of the bags where he had  already sought them in vain. he could see every object in his cottage \u2013  and his gold was not there. again he put his trembling hands to his head, and gave a wild  ringing scream, the cry of desolation. for a few moments after, he stood  motionless; but the cry had relieved him from the first maddening pressure  of the truth. he turned, and tottered towards his loom, and got into the seat  where he worked, instinctively seeking this as the strongest assurance of  reality. [from chapter 5]   how does eliot vividly portray silas\u2019s feelings at this moment in the novel? or 12 \u2018too perfect.\u2019   to what extent does eliot make you agree with this description of nancy?50 55 60",
+            "18": "18 0486/11/o/n/16 \u00a9 ucles 2016 michael frayn: spies remember to support your ideas with details from the writing. either  13 read this extract, and then answer the question that follows it: keith\u2019s father, on the other hand, spent the day working. not in some  unseen office, like stephen\u2019s father and everybody else\u2019s father who  wasn\u2019t away in the services, but in the garden and the kitchen garden,  and around the house, for ever digging and dunging, and trimming and  pruning, for ever undercoating and painting, and wiring and rewiring, for  ever making perfection yet more perfect. even the chickens at the bottom  of the garden lived irreproachably elegant lives, parading haughtily about a  spacious kingdom defined by rectilinear walls of gleaming wire mesh, and  retiring to lay clean brown eggs in a hen house where the familiar smells  of feed and droppings mingled tastefully with the scent of fresh creosote  without and fresh whitewash within. the headquarters of keith\u2019s father\u2019s operations, though, were the  garage. the double doors at the front were never opened, but there  was a small door in the side, just across the yard from the kitchen, and  occasionally, standing behind keith when he had to go and ask his father  for permission to walk on the lawn, or lay out railway track on the paths,  stephen would catch a glimpse of the wonderful private kingdom inside.  keith\u2019s father would be intent upon some piece of wood or metal held fast  in the great vice on his workbench, dextrously filing or sawing or planing; or  sharpening his great range of chisels on a rotary grindstone; or searching  in the hundred tidy drawers and pigeonholes above and around the bench  for exactly the right grade of glass paper, exactly the right gauge of screw.  a characteristic scent hung in the air. what was it? sawdust, certainly, and  machine oil. swept concrete, perhaps. and car. the car was another perfection \u2013 a small family saloon with  constellations of chromium-plated fitments glittering in the darkness of  the garage, its bodywork and engine spotlessly maintained in constant  readiness for the end of the war, when there would be petrol to run it again.  sometimes the only part of keith\u2019s father to be seen was his legs, projecting  from a pool of light underneath the car, as he carried out the full regular  schedule of checks and oil changes. all it was missing was its wheels. it  stood in perfect immobility on four carefully carpentered wooden chocks,  to prevent its being commandeered, as keith explained, by invading  germans. the wheels themselves were hung neatly on the wall, alongside  a picnic hamper, tennis rackets in wooden presses, deflated airbeds and  rubber rings \u2013 all the apparatus of a forgotten life of leisure which had been  suspended, like so many things, for the duration, that great overarching  condition shaping all their lives in so many different ways. stephen once plucked up courage to ask keith privately if the  germans, with the evil ingenuity for which they were notorious, might not  take the wheels down from the wall and put them back on the car. keith  explained to him that the wheel nuts which secured them were locked  away in a secret drawer by his father\u2019s bedside, together with the revolver  with which he\u2019d been armed when he was an officer in the great war, and  with which he was going to give any invading germans this time a nasty  surprise. keith\u2019s father worked and worked \u2013 and as he worked he whistled.  he whistled as richly and effortlessly as a songbird, an infinitely complex, 5 10 15 20 25 30 35 40 45",
+            "19": "19 0486/11/o/n/16 \u00a9 ucles 2016 [turn over meandering tune that never reached a resting place any more than his  work did. he rarely found a moment to speak. when he did, the words  were quick and dry and impatient. \u2018door \u2013 paint \u2013 wet,\u2019  he\u2019d inform keith\u2019s  mother. if he was in a good mood he\u2019d address keith as \u2018old chap\u2019.  sometimes this would become \u2018old boy\u2019, which had imperative overtones:  \u2018bike away in the shed, old boy.\u2019 occasionally, though, his lips drew back to  form what appeared to be a smile, and he\u2019d call keith \u2018old bean\u2019. \u2018if that toy  aeroplane of yours touches the greenhouse, old bean,\u2019 he\u2019d smile, \u2018i\u2019ll cane  you.\u2019 keith evidently believed him. so did stephen; there was a selection  of canes waiting among the sticks and umbrellas on the rack in the hall.  stephen he never addressed at all \u2013 never so much as looked at. even if it  was stephen who was threatening the damage to the greenhouse, it was  keith who was \u2018old bean\u2019 and keith who\u2019d get caned, because stephen  didn\u2019t exist. but then stephen never spoke to him either, or even looked  directly at him, whether he was smiling or not; perhaps because he was  too frightened to, or perhaps because if you\u2019re non-existent you can\u2019t. there were other reasons why keith\u2019s father inspired respect. he\u2019d won  a medal in the great war, keith had told stephen, for killing five germans.  he\u2019d run them through with a bayonet, though exactly how his father had  managed to attach a bayonet to the famous revolver stephen didn\u2019t have  the courage to ask. there the bayonet still was, though, chillingly bouncing  on keith\u2019s father\u2019s khaki-trousered buttock every weekend as he marched  off in his home guard uniform; though it wasn\u2019t really the home guard that  he was going to, as keith had explained \u2013 it was to special undercover  work for the secret service. [from chapter 2]   how does frayn create such striking impressions of keith\u2019s father at this moment in the  novel? or 14 \u2018he was the leader and i was the led,\u2019 says stephen.   to what extent does frayn convince you that keith is the leader of the two boys?50 55 60 65 70",
+            "20": "20 0486/11/o/n/16 \u00a9 ucles 2016 susan hill: i\u2019m the king of the castle remember to support your ideas with details from the writing. either  15 read this extract, and then answer the question that follows it: there was a great crash of thunder almost overhead, and a tearing  noise, as though the sky had been ripped open. hooper leaped to his feet,  and looked about him, wild with terror. \u2018come on,\u2019 kingshaw said, matter-of-factly, \u2018we\u2019d better make a  shelter.\u2019 he unzipped his anorak, and carried it over to one of the bushes.  hooper watched it, trembling slightly, rooted where he stood. lightning  came, now, making the tree trunks white as it forked down. kingshaw draped his anorak carefully over the top of the bushes,  spreading it out as much as possible. the bushes were very thick. he got  down and crawled underneath. \u2018come on,\u2019 he said, \u2018it\u2019s all right here, we might stay dry.\u2019 hooper hesitated, and then came in beside him, crawling on his  hands and knees. he went right back into the farthest corner, where it was  dark, and curled up tightly, his hands held up towards his face. when the  thunder boomed through the wood again, he stuffed his fingers in his ears,  and ducked down. \u2018it\u2019s o.k.,\u2019 kingshaw said, \u2018it\u2019s only a din.\u2019 lightning flickered on the eyes of a bird, perched up somewhere in the  branches ahead, and for a second, they shone yellow-green, like torches.  the thunder came right on top of the lightning. \u2018oh god, oh god.\u2019 hooper was completely beside himself, wrapped up in his fear,  oblivious of everything except the storm, and his terror of it. kingshaw  remembered how he himself had been, the day the crow had come after  him. it must feel like that. he had wanted to tear his way out of himself, he  had been so afraid. \u2018look, it won\u2019t last long, it\u2019ll go in a bit,\u2019 he said, in a rush of  embarrassed kindness. but hooper could not hear him, he was hunched  forward, his neck bent over, and his face buried in his knees. the rain came down slowly at first, in great, flat drops on to the leaves.  but then it was a violent downpour, kingshaw felt it coming through the  bush. the anorak covered hardly any space at all. he looked out and saw  the water in a great, silvery sheet, making huge puddles on the floor of the  clearing. after a long time, it began to steady, and fell like needles, but the  thunder and lightning came simultaneously again, so loudly that kingshaw  himself jumped in alarm. it sounded like a bomb landing just behind the  bush, and the whole wood lit up for a long, slow second, in green-white  light. hooper whimpered, and rocked himself a little, backwards and  forwards. kingshaw began to wonder what would happen afterwards, and  whether hooper would be ashamed. he thought, now he won\u2019t be able to  frighten me, he won\u2019t be  leader any more. it seemed a long time before the light came creeping back into the  wood. the thunder continued to roll slowly, on and on, in the distance.  kingshaw put a hand up to his hair. it was very wet. his clothes were wet,  too. then, abruptly, sun filled the clearing, it was like a curtain being drawn 5 10 15 20 25 30 35 40 45",
+            "21": "21 0486/11/o/n/16 \u00a9 ucles 2016 [turn over back in front of a brightly lit stage. fine steam began to rise up from the  sodden ground, and the tree trunks, and the smell of it came thickly into  kingshaw\u2019s nostrils. beads of rain glittered on the bushes. he crawled out and examined the anorak. it was sagging down in the  middle with a great pool of water. he turned it up, and some of the water  spilled through the bushes, on to hooper. \u2018it\u2019s stopped,\u2019 kingshaw said. he walked off a little way. the ground was spongy, and the wet foliage  soaked the bottoms of his jeans again. he stood in the sunlight. high up,  small chinks of blue sky showed between the leaves. \u2018come on, hooper, it\u2019s o.k.\u2019 [from chapter 7]   how does hill make this a surprising and revealing moment in the novel? or 16 what impressions does hill create for you of kingshaw\u2019s life before he moved to  warings?50 55",
+            "22": "22 0486/11/o/n/16 \u00a9 ucles 2016 r. k. narayan: the english teacher remember to support your ideas with details from the writing. either  17 read this extract, and then answer the question that follows it: i walked into brown\u2019s room that afternoon with this envelope in my  hand. he was in a leisurely mood sitting back in his swivel chair, reading a  book. i placed the envelope before him. \u201cwhat is  this? applying for leave?\u201d he said, a smile spreading on  his aged handsome face. \u2026 \u201cbe seated. \u2026\u201d he read the letter. his face  turned slightly red. he looked at me and said: \u201cwhat is the matter?\u201d he lit  a cigarette, blew out a ring of smoke and waited for my answer, looking at  me with his greenish eyes. i merely replied: \u201ci can\u2019t go on with this work  any longer, sir. \u2026\u201d \u201cany special reason?\u201d i remained silent. i didn\u2019t know what to say. i  replied: \u201ci am taking up work in a children\u2019s school.\u201d \u201coh!\u201d he said. \u2026 \u201cbut i  didn\u2019t know you had primary school training. \u2026\u201d he replied. i looked at him  in despair; his western mind, classifying, labelling, departmentalizing.  \u2026  i merely replied: \u201ci am beginning a new experiment in education, with  another friend.\u201d \u201coh, that is interesting,\u201d he replied. \u201cbut look here, must  you resign? couldn\u2019t you keep it on as an extra interest. \u2026 we do want  a lot of experimenting in education, but you could always \u2026\u201d he went on  suggesting it as a hobby. i replied: \u201csir, what i am doing in the college  hardly seems to me work. i mug up and repeat and they mug up and  repeat in examinations. \u2026 this hardly seems to me work, mr. brown. it is  a fraud i am practising for a consideration of a hundred rupees a month. \u2026  it doesn\u2019t please my innermost self. \u2026\u201d thus i rambled on. \u201ci do not know,\u201d he said scratching his head. \u201cit seems to me unfortunate.  however, i wouldn\u2019t make up my mind in a hurry if i were you. \u2026\u201d \u201ci have thought it over deeply, sir.\u201d i replied, \u201cmy mind is made up.\u201d he asked: \u201cwhat does it mean to you financially?\u201d \u201cabout twenty-five rupees a month. \u2026\u201d i replied. \u201cthat means a cutting down. \u2026\u201d \u201cthat is so. i have no use for money. i have no family. my child is  being looked after by others and they have provided for her future too.  i have a few savings. i have no use for a hundred rupees a month. \u2026\u201d  brown looked quite baffled. i added: \u201cof all persons on earth, i can afford  to do what seems to me work, something which satisfies my  innermost  aspiration. i will write poetry and live  and work with children and watch  their minds unfold. \u2026\u201d \u201cquite,\u201d he replied. \u201ca man like you ought to derive equal delight in  teaching literature. you have done admirably as a teacher of literature. \u2026\u201d i shook my head. \u201ci don\u2019t feel i have done anything of the kind. \u2026\u201d \u201cdo you mean to say that all those poets and dramatists have meant  nothing to you?\u201d i was in danger of repeating the letter i had torn up. \u201cit is not that. i  revere them. and i hope to give them to these children for their delight  and enlightenment, but in a different measure and in a different manner.\u201d  i rambled on thus. i could not speak clearly. brown bore with me patiently.  our interview lasted an hour. at the end of it  he said: \u201ctake another week,  if you like, to consider. i do wish you wouldn\u2019t leave us.\u201d he held out his  hand. i gripped his large warm palm, and walked out of the room. [from chapter 8\u200a]5 10 15 20 25 30 35 40 45",
+            "23": "23 0486/11/o/n/16 \u00a9 ucles 2016 [turn over   how does narayan make this conversation so memorable? or 18 what impressions does narayan\u2019s writing give you of the relationship between krishna  and susila before her illness?",
+            "24": "24 0486/11/o/n/16 \u00a9 ucles 2016 robert louis stevenson:  the strange case of dr jekyll and mr hyde remember to support your ideas with details from the writing. either  19 read this extract, and then answer the question that follows it: \u2018have you the envelope?\u2019 he asked. \u2018i burned it,\u2019 replied jekyll, \u2018before i thought what i was about. but it  bore no postmark. the note was handed in.\u2019 \u2018shall i keep this and sleep upon it?\u2019 asked utterson. \u2018i wish you to judge for me entirely,\u2019 was the reply. \u2018i have lost  confidence in myself.\u2019 \u2018well, i shall consider,\u2019 returned the lawyer. \u2018and now one word more:  it was hyde who dictated the terms in your will about that disappearance?\u2019 the doctor seemed seized with a qualm of faintness; he shut his  mouth tight and nodded. \u2018i knew it,\u2019 said utterson. \u2018he meant to murder you. you have had a  fine escape.\u2019 \u2018i have had what is far more to the purpose,\u2019 returned the doctor  solemnly: \u2018i have had a lesson \u2013 o god, utterson, what a lesson i have  had!\u2019 and he covered his face for a moment with his hands. on his way out, the lawyer stopped and had a word or two with poole.  \u2018by the by,\u2019 said he, \u2018there was a letter handed in today: what was the  messenger like?\u2019 but poole was positive nothing had come except by post;  \u2018and only circulars by that,\u2019 he added. this news sent off the visitor with his fears renewed. plainly the letter  had come by the laboratory door; possibly, indeed, it had been written in  the cabinet; and, if that were so, it must be differently judged, and handled  with the more caution. the news-boys, as he went, were crying themselves  hoarse along the footways: \u2018special edition. shocking murder of an m.p.\u2019  that was the funeral oration of one friend and client; and he could not help  a certain apprehension lest the good name of another should be sucked  down in the eddy of the scandal. it was, at least, a ticklish decision that he  had to make; and, self-reliant as he was by habit, he began to cherish a  longing for advice. it was not to be had directly; but perhaps, he thought, it  might be fished for. presently after, he sat on one side of his own hearth, with mr guest,  his head clerk, upon the other, and midway between, at a nicely calculated  distance from the fire, a bottle of a particular old wine that had long dwelt  unsunned in the foundations of his house. the fog still slept on the wing  above the drowned city, where the lamps glimmered like carbuncles; and  through the muffle and smother of these fallen clouds, the procession of  the town\u2019s life was still rolling in through the great arteries with a sound  as of a mighty wind. but the room was gay with firelight. in the bottle the  acids were long ago resolved; the imperial dye had softened with time, as  the colour grows richer in stained windows; and the glow of hot autumn  afternoons on hillside vineyards was ready to be set free and to disperse  the fogs of london. insensibly the lawyer melted. there was no man from  whom he kept fewer secrets than mr guest; and he was not always sure  that he kept as many as he meant. guest had often been on business to  the doctor\u2019s: he knew poole; he could scarce have failed to hear of mr  hyde\u2019s familiarity about the house; he might draw conclusions: was it not  as well, then, that he should see a letter which put that mystery to rights?  and, above all, since guest, being a great student and critic of handwriting, 5 10 15 20 25 30 35 40 45",
+            "25": "25 0486/11/o/n/16 \u00a9 ucles 2016 [turn over would consider the step natural and obliging? the clerk, besides, was  a man of counsel; he would scarce read so strange a document without  dropping a remark; and by that remark mr utterson might shape his future  course. \u2018this is a sad business about sir danvers,\u2019 he said. \u2018yes, sir, indeed. it has elicited a great deal of public feeling,\u2019 returned  guest. \u2018the man, of course, was mad.\u2019 \u2018i should like to hear your views on that,\u2019 replied utterson. \u2018i have a  document here in his handwriting; it is between ourselves, for i scarce  know what to do about it; it is an ugly business at the best. but there it is;  quite in your way: a murderer\u2019s autograph.\u2019 guest\u2019s eyes brightened, and he sat down at once and studied it with  passion. \u2018no, sir,\u2019 he said; \u2018not mad; but it is an odd hand.\u2019 \u2018and by all accounts a very odd writer,\u2019 added the lawyer. just then the servant entered with a note. \u2018is that from dr jekyll, sir?\u2019 inquired the clerk. \u2018i thought i knew the  writing. anything private, mr utterson?\u2019 \u2018only an invitation to dinner. why? do you want to see it?\u2019 \u2018one moment. i thank you, sir\u2019; and the clerk laid the two sheets of  paper alongside and sedulously compared their contents. \u2018thank you, sir,\u2019  he said at last, returning both; \u2018it\u2019s a very interesting autograph.\u2019 there was a pause, during which mr utterson struggled with himself.  \u2018why did you compare them, guest?\u2019 he inquired suddenly. \u2018well, sir,\u2019 returned the clerk, \u2018there\u2019s a rather singular resemblance;  the two hands are in many points identical; only differently sloped.\u2019 \u2018rather quaint,\u2019 said utterson. \u2018it is, as you say, rather quaint,\u2019 returned guest. \u2018i wouldn\u2019t speak of this note, you know,\u2019 said the master. \u2018no, sir,\u2019 said the clerk. \u2018i understand.\u2019 but no sooner was mr utterson alone that night than he locked the  note into his safe, where it reposed from that time forward. \u2018what!\u2019 he  thought. \u2018henry jekyll forge for a murderer!\u2019 and his blood ran cold in his  veins. [from chapter 5, \u2018incident of the letter\u2019]   explore the ways in which stevenson conveys utterson\u2019s changing emotions at this  moment in the novel. or 20 how does stevenson make the effect of hyde on dr lanyon such a powerful part of the  novel?50 55 60 65 70 75 80",
+            "26": "26 0486/11/o/n/16 \u00a9 ucles 2016 from stories of ourselves remember to support your ideas with details from the writing. either  21 read this extract from games at twilight  (by anita desai), and then answer the question  that follows it: the children, too, felt released. they too began tumbling, shoving,  pushing against each other, frantic to start. start what? start their business.  the business of the children\u2019s day which is \u2013 play. \u2018let\u2019s play hide-and-seek.\u2019 \u2018who\u2019ll be it?\u2019 \u2018you be it.\u2019 \u2018why should i? you be\u2014\u2019 \u2018you\u2019re the eldest\u2014\u2019 \u2018that doesn\u2019t mean\u2014\u2019 the shoves became harder. some kicked out. the motherly mira  intervened. she pulled the boys roughly apart. there was a tearing sound  of cloth but it was lost in the heavy panting and angry grumbling and no  one paid attention to the small sleeve hanging loosely off a shoulder. \u2018make a circle, make a circle!\u2019 she shouted, firmly pulling and pushing  till a kind of vague circle was formed. \u2018now clap!\u2019 she roared and, clapping,  they all chanted in melancholy unison: \u2018dip, dip, dip \u2013 my blue ship\u2014\u2019 and  every now and then one or the other saw he was safe by the way his hands  fell at the crucial moment \u2013 palm on palm, or back of hand on palm \u2013 and  dropped out of the circle with a yell and a jump of relief and jubilation. raghu was it. he started to protest, to cry \u2018you cheated \u2013 mira cheated  \u2013 anu cheated\u2014\u2019 but it was too late, the others had all already streaked  away. there was no one to hear when he called out, \u2018only in the veranda \u2013  the porch \u2013 ma said \u2013 ma said to stay in the porch!\u2019 no one had stopped to  listen, all he saw were their brown legs flashing through the dusty shrubs,  scrambling up brick walls, leaping over compost heaps and hedges, and  then the porch stood empty in the purple shade of the bougainvillea and  the garden was as empty as before; even the limp squirrels had whisked  away, leaving everything gleaming, brassy and bare. only small manu suddenly reappeared, as if he had dropped out of an  invisible cloud or from a bird\u2019s claws, and stood for a moment in the centre  of the yellow lawn, chewing his finger and near to tears as he heard raghu  shouting, with his head pressed against the veranda wall, \u2018eighty-three,  eighty-five, eighty-nine, ninety \u2026\u2019 and then made off in a panic, half of him  wanting to fly north, the other half counselling south. raghu turned just in  time to see the flash of his white shorts and the uncertain skittering of his  red sandals, and charged after him with such a blood-curdling yell that  manu stumbled over the hosepipe, fell into its rubber coils and lay there  weeping, \u2018i won\u2019t be it \u2013 you have to find them all \u2013 all \u2013 all!\u2019 \u2018i know i have to, idiot,\u2019 raghu said, superciliously kicking him with his  toe. \u2018you\u2019re dead,\u2019 he said with satisfaction, licking the beads of perspiration  off his upper lip, and then stalked off in search of worthier prey, whistling  spiritedly so that the hiders should hear and tremble. ravi heard the whistling and picked his nose in a panic, trying to find  comfort by burrowing the finger deep-deep into that soft tunnel. he felt  himself too exposed, sitting on an upturned flower pot behind the garage.  where could he burrow? he could run around the garage if he heard  raghu come \u2013 around and around and around \u2013 but he hadn\u2019t much faith 5 10 15 20 25 30 35 40 45",
+            "27": "27 0486/11/o/n/16 \u00a9 ucles 2016 in his short legs when matched against raghu\u2019s long, hefty, hairy footballer  legs. ravi had a frightening glimpse of them as raghu combed the hedge  of crotons and hibiscus, trampling delicate ferns underfoot as he did so.  ravi looked about him desperately, swallowing a small ball of snot in his  fear.   how does desai vividly portray the way in which the children think and behave in this  extract? or 22 explore the ways in which thorpe makes you sympathise with the narrator in tyres.50",
+            "28": "28 0486/11/o/n/16 \u00a9 ucles 2016 blank page permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the  publisher will be pleased to make amends at the earliest possible opportunity. to avoid the issue of disclosure of answer-related information to candidates, all copyright acknowledgements are reproduced online in the cambridge international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download at www.cie.org.uk after  the live examination series. 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."
+        },
+        "0486_w16_qp_12.pdf": {
+            "1": "this document consists of 24 printed pages, 4 blank pages and 1 insert. dc (rcl/km) 114791/4 \u00a9 ucles 2016  [turn overcambridge international examinations cambridge international general certificate of secondary education *2701526495*literature (english)  0486/12 paper 1  poetry and prose  october/november 2016  1 hour 30 minutes no additional materials are required. read these instructions first an answer booklet is provided inside this question paper. you should follow the instructions on the front cover  of the answer booklet. if you need additional answer paper ask the invigilator for a continuation booklet. answer two questions: one question from section a and one question from section b. all questions in this paper carry equal marks. the syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificate.",
+            "2": "2 0486/12/o/n/16 \u00a9 ucles 2016 blank page",
+            "3": "3 0486/12/o/n/16 \u00a9 ucles 2016 [turn over contents section a: poetry text question  numbers  page[s] thomas hardy: from  selected poems   1, 2 pages  4\u20135 from jo phillips ed: poems deep & dangerous   3, 4 pages  6\u20137 songs of ourselves volume 2:  from part 1   5, 6 pages  8\u20139 section b: prose text question  numbers  page[s] chinua achebe: no longer at ease   7, 8 pages  10\u201311 jane austen: northanger abbey   9, 10  pages  12\u201313 george eliot: silas marner  11, 12  pages  14\u201315 michael frayn: spies  13, 14  pages  16\u201317 susan hill: i\u2019m the king of the castle  15, 16  pages  18\u201319 r. k. narayan: the english teacher  17, 18  pages  20\u201321 robert louis stevenson: the strange case of dr jekyll and mr hyde  19, 20  pages  22\u201323 from stories of ourselves  21, 22  pages  24\u201325",
+            "4": "4 0486/12/o/n/16 \u00a9 ucles 2016 section a: poetry answer one question from this section. thomas hardy: from selected poems remember to support your ideas with details from the writing. either  1 read these poems, and then answer the question that follows them: \u2018\u200ai look into my glass\u2019 i look into my glass, and view my wasting skin, and say, \u2018would god it came to pass my heart had shrunk as thin!\u2019 for then, i, undistrest by hearts grown cold to me, could lonely wait my endless rest with equanimity. but time, to make me grieve, part steals, lets part abide; and shakes this fragile frame at eve with throbbings of noontide. nobody comes tree-leaves labour up and down, and through them the fainting light succumbs to the crawl of night. outside in the road the telegraph wire to the town from the darkening land intones to travellers like a spectral lyre swept by a spectral hand. a car comes up, with lamps full-glare, that flash upon a tree: it has nothing to do with me, and whangs along in a world of its own, leaving a blacker air; and mute by the gate i stand again alone, and nobody pulls up there.   how does hardy movingly convey the feelings of the speakers in \u2018i look into my glass\u2019  and nobody comes\u200a ?5 10 5 10",
+            "5": "5 0486/12/o/n/16 \u00a9 ucles 2016 [turn over or 2 explore the ways in which hardy movingly conveys the grief of the speaker in the voice. the voice woman much missed, how you call to me, call to me, saying that now you are not as you were when you had changed from the one who was all to me, but as at first, when our day was fair. can it be you that i hear? let me view you, then, standing as when i drew near to the town where you would wait for me: yes, as i knew you then, even to the original air-blue gown! or is it only the breeze, in its listlessness travelling across the wet mead to me here, you being ever dissolved to wan wistlessness, heard no more again far or near? thus i; faltering forward, leaves around me falling, wind oozing thin through the thorn from norward, and the woman calling.5 10 15",
+            "6": "6 0486/12/o/n/16 \u00a9 ucles 2016 from jo phillips  ed: poems deep & dangerous remember to support your ideas with details from the writing. either  3 read this poem, and then answer the question that follows it: the gift after the accident, the hospital, they brought me aching home mouth pumped up like a tyre black stitches tracking the wound over my lip, the red slit signalling the broken place. and my son my tall, cool son of sixteen kissed the top of my head and over the curve of my shoulder laid his arm, like the broad wing of a mother bird guarding its young. anyone who has known tenderness thrown like a  lifeline into the heart of pain anyone who has known pain bleed into tenderness knows how the power of the two combine. and if i am a fool to give thanks for pain as well as tenderness and even if, as some would say there are no accidents \u2013 still. i am grateful for the gift. (chris banks )   explore the ways in which banks powerfully portrays the relationship between mother  and son in the gift.5 10 15 20",
+            "7": "7 0486/12/o/n/16 \u00a9 ucles 2016 [turn over or 4 how does lochhead vividly depict the atmosphere of the laundrette in laundrette\u200a ? laundrette we sit nebulous in steam. it calms the air and makes the windows stream rippling the hinterland\u2019s big houses to a blur of bedsits \u2013 not a patch on what they were before. we stuff the tub, jam money in the slot, sit back on rickle chairs not reading. the paperbacks in our pockets curl. our eyes are riveted. our own colours whirl. we pour in smithereens of soap. the machine sobs through its cycle. the rhythm throbs and changes. suds drool and slobber in the churn. our duds don\u2019t know which way to turn. the dark shoves one man in, lugging a bundle like a wandering jew. linen washed in public here. we let out of the bag who we are. this youngwife has a fine  stack of sheets, each pair a present. she admires their clean cut air of colourschemes and being chosen. are the dyes fast? this christening lather will be the first test. this woman is deadpan before the rinse and sluice of the family in a bagwash. let them stew in their juice to a final fankle, twisted, wrung out into rope, hard to unravel. she sees a kaleidoscope for her to narrow her eyes and blow smoke at, his overalls and pants ballooning, tangling with her smalls and the teeshirts skinned from her wriggling son. she has a weather eye for what might shrink or run. this dour man does for himself. before him, half lost, his small possessions swim. cast off, random they nose and nudge the porthole glass like flotsam. (liz lochhead  )5 10 15 20 25 30",
+            "8": "8 0486/12/o/n/16 \u00a9 ucles 2016 songs of ourselves volume 2:  from part 1 remember to support your ideas with details from the writing. either  5 read this poem, and then answer the question that follows it: the lost woman\u2026 my mother went with no more warning than a bright voice and a bad pain home from school on a june morning and where the brook goes under the lane i saw the back of a shocking white ambulance drawing away from the gate. she never returned and i never saw her buried. so a romance began. the ivy-mother turned into a tree that still hops away like a rainbow down the avenue as i approach. my tendrils are the ones that clutch. i made a life for her over the years. frustrated no more by a dull marriage she ran a canteen through several wars. the wit of a clich\u00e9-ridden village she met her match at an extra-mural class and the ou summer school. many a hero in his time and every poet has acquired a lost woman to haunt the home, to be compensated and desired, who will not alter, who will not grow a corpse they need never get to know. she is nearly always benign. her habit is not to stride at dead of night. soft and crepuscular in rabbit- light she comes out. hear how they hate themselves for losing her as they did. her country is bland and she does not chide. but my lost woman evermore snaps from somewhere else: \u2018you did not love me. i sacrificed too much perhaps, i showed you the way to rise above me and you took it. you are the ghost with the bat-voice, my dear. i am not lost.\u2019 (patricia beer )   how does beer strikingly convey the complex relationship the speaker has with her  mother in the lost woman\u2026 ?5 10 15 20 25 30 35",
+            "9": "9 0486/12/o/n/16 \u00a9 ucles 2016 [turn over or 6 how does wordsworth vividly communicate feelings of joy in \u2018she was a phantom of  delight\u2019   ? \u2018she was a phantom of delight\u2019 she was a phantom of delight when first she gleamed upon my sight; a lovely apparition, sent to be a moment\u2019s ornament; her eyes as stars of twilight fair; like twilight\u2019s, too, her dusky hair; but all things else about her drawn from may-time and the chearful dawn; a dancing shape, an image gay, to haunt, to startle, and way-lay. i saw her upon nearer view, a spirit, yet a woman too! her household motions light and free, and steps of virgin liberty; a countenance in which did meet sweet records, promises as sweet; a creature not too bright or good for human nature\u2019s daily food; for transient sorrows, simple wiles, praise, blame, love, kisses, tears, and smiles. and now i see with eye serene the very pulse of the machine; a being breathing thoughtful breath; a traveller betwixt life and death; the reason firm, the temperate will, endurance, foresight, strength and skill; a perfect woman; nobly planned, to warn, to comfort, and command; and yet a spirit still, and bright with something of an angel light. (william wordsworth )5 10 15 20 25 30",
+            "10": "10 0486/12/o/n/16 \u00a9 ucles 2016 section b: prose answer one question from this section. chinua achebe: no longer at ease remember to support your ideas with details from the writing. either  7 read this extract, and then answer the question that follows it: the rest of the journey had passed without incident. it was getting dark  when obi arrived in lagos. the big signboard which welcomes motorists  to the federal territory of lagos woke in him a feeling of panic. during the  last night he spent at home he had worked out how he was going to tell  clara. he would not go to his flat first and then return to tell her. it would be  better to stop on his way and take her with him. but when he got to yaba  where she lived he decided that it was better to get home first and then  return. so he passed. he had a wash and changed his clothes. then he sat down on the sofa  and for the first time felt really tired. another thought occurred to him.  christopher might be able to give him useful advice. he got into the car and  drove off, not knowing definitely whether he was going to christopher\u2019s or  clara\u2019s. but in the end it was to clara that he went. on his way he ran into a long procession of men, women and children in  white flowing gowns gathered at the waist with red and yellow sashes. the  women, who were in the majority, wore white head-ties that descended  to their back. they sang and clapped their hands and danced. one of the  men kept beat with a hand-bell. they held up all traffic, for which obi was  inwardly grateful. but impatient taxi-drivers serenaded them with long and  deafening blasts of their horns as they slowly parted for them to pass. in  front two white-clad boys carried a banner which proclaimed the eternal  sacred order of cherubim and seraphim. obi had done his best to make the whole thing sound unimportant. just  a temporary set-back and no more. everything would work out nicely in  the end. his mother\u2019s mind had been affected by her long illness but she  would soon get over it. as for his father, he was as good as won over. \u2018all  we need do is lie quiet for a little while,\u2019 he said. clara had listened in silence, rubbing her engagement ring with her right  fingers. when he stopped talking, she looked up at him and asked if he  had finished. he did not answer. \u2018have you finished?\u2019 she asked again. \u2018finished what?\u2019 \u2018your story.\u2019 obi drew a deep breath by way of answer. \u2018don\u2019t you think \u2026 anyway, it doesn\u2019t matter. there is only one thing i  regret. i should have known better anyway. it doesn\u2019t really matter.\u2019 \u2018what are you talking about, clara? \u2026 oh, don\u2019t be silly,\u2019 he said as she  pulled off her ring and held it out to him. \u2018if you don\u2019t take it, i shall throw it out of the window.\u2019 \u2018please do.\u2019 she didn\u2019t throw it away, but went outside to his car and dropped  it in the glove-box. she came back and, holding out her hand in mock  facetiousness, said: \u2018thank you very much for everything.\u20195 10 15 20 25 30 35 40",
+            "11": "11 0486/12/o/n/16 \u00a9 ucles 2016 [turn over \u2018come and sit down, clara. let\u2019s not be childish. and please don\u2019t make  things more difficult for me.\u2019 \u2018you are making things difficult for yourself. how many times did i tell  you that we were deceiving ourselves? but i was always told i was being  childish. anyway, it doesn\u2019t matter. there is no need for long talk.\u2019 obi sat down again. clara went to lean on the window and look outside.  once obi began to say something, but gave it up after the first three words  or so. after another ten minutes of silence clara asked, hadn\u2019t he better be  going? \u2018yes,\u2019 he said, and got up. \u2018good night.\u2019 she did not turn from her position. she had her back to him. \u2018good night,\u2019 he said. \u2018there was something i wanted to tell you, but it doesn\u2019t matter. i ought  to have been able to take care of myself.\u2019 obi\u2019s heart flew into his mouth. \u2018what is it?\u2019 he asked in great alarm. \u2018oh, nothing. forget about it. i\u2019ll find a way out.\u2019 [from chapter 15]   how does achebe make this moment in the novel so dramatic? or 8 to what extent does achebe\u2019s writing suggest that obi is responsible for his own  downfall?45 50 55",
+            "12": "12 0486/12/o/n/16 \u00a9 ucles 2016 jane austen: northanger abbey remember to support your ideas with details from the writing. either  9 read this extract, and then answer the question that follows it: they made their appearance in the lower rooms; and here fortune  was more favourable to our heroine. the master of the ceremonies  introduced to her a very gentlemanlike young man as a partner;\u2014his  name was tilney. he seemed to be about four or five and twenty, was  rather tall, had a pleasing countenance, a very intelligent and lively eye,  and, if not quite handsome, was very near it. his address was good, and  catherine felt herself in high luck. there was little leisure for speaking  while they danced; but when they were seated at tea, she found him  as agreeable as she had already given him credit for being. he talked  with fluency and spirit\u2014and there was an archness and pleasantry in  his manner which interested, though it was hardly understood by her.  after chatting some time on such matters as naturally arose from the  objects around them, he suddenly addressed her with\u2014\u2018i have hitherto  been very remiss, madam, in the proper attentions of a partner here; i  have not yet asked you how long you have been in bath; whether you  were ever here before; whether you have been at the upper rooms, the  theatre, and the concert; and how you like the place altogether. i have  been very negligent\u2014but are you now at leisure to satisfy me in these  particulars? if you are i will begin directly.\u2019 \u2018you need not give yourself that trouble, sir.\u2019 \u2018no trouble i assure you, madam.\u2019 then forming his features into a set  smile, and affectedly softening his voice, he added, with a simpering air,  \u2018have you been long in bath, madam?\u2019 \u2018about a week, sir,\u2019 replied catherine, trying not to laugh. \u2018really!\u2019 with affected astonishment. \u2018why should you be surprized, sir?\u2019 \u2018why, indeed!\u2019 said he, in his natural tone\u2014\u2018but some emotion must  appear to be raised by your reply, and surprize is more easily assumed,  and not less reasonable than any other.\u2014now let us go on. were you  never here before, madam?\u2019 \u2018never, sir.\u2019 \u2018indeed! have you yet honoured the upper rooms?\u2019 \u2018yes, sir, i was there last monday.\u2019 \u2018have you been to the theatre?\u2019 \u2018yes, sir, i was at the play on tuesday.\u2019 \u2018to the concert?\u2019 \u2018yes, sir, on wednesday.\u2019 \u2018and are you altogether pleased with bath?\u2019 \u2018yes\u2014i like it very well.\u2019 \u2018now i must give one smirk, and then we may be rational again.\u2019 catherine turned away her head, not knowing whether she might  venture to laugh. \u2018i see what you think of me,\u2019 said he gravely\u2014\u2018i shall make but a poor  figure in your journal to-morrow.\u2019 \u2018my journal!\u2019 \u2018yes, i know exactly what you will say: friday, went to the lower rooms;  wore my sprigged muslin robe with blue trimmings\u2014plain black shoes\u2014 appeared to much advantage; but was strangely harassed by a queer,  5 10 15 20 25 30 35 40 45",
+            "13": "13 0486/12/o/n/16 \u00a9 ucles 2016 [turn over half-witted man, who would make me dance with him, and distressed me  by his nonsense.\u2019 \u2018indeed i shall say no such thing.\u2019 \u2018shall i tell you what you ought to say?\u2019 \u2018if you please.\u2019 \u2018i danced with a very agreeable young man, introduced by mr. king;  had a great deal of conversation with him\u2014seems a most extraordinary  genius\u2014hope i may know more of him. that, madam, is what i wish you  to say.\u2019 \u2018but, perhaps, i keep no journal.\u2019 \u2018perhaps you are not sitting in this room, and i am not sitting by you.  these are points in which a doubt is equally possible. not keep a journal! \u2026\u2019 [from chapter 3]   how does austen\u2019s writing make this such an entertaining introduction to henry tilney? or 10 how does austen make catherine\u2019s obsession with gothic novels such a memorable  and significant part of the novel?50 55 60",
+            "14": "14 0486/12/o/n/16 \u00a9 ucles 2016 george eliot: silas marner remember to support your ideas with details from the writing. either  11 read this extract, and then answer the question that follows it: it was clear that eppie, with her short toddling steps, must lead father   silas a pretty dance on any fine morning when circumstances favoured  mischief. for example. he had wisely chosen a broad strip of linen as a means of  fastening her to his loom when he was busy: it made a broad belt round her  waist, and was long enough to allow of her reaching the truckle-bed and  sitting down on it, but not long enough for her to attempt any dangerous  climbing. one bright summer\u2019s morning silas had been more engrossed  than usual in \u2018setting up\u2019 a new piece of work, an occasion on which his  scissors were in requisition. these scissors, owing to an especial warning  of dolly\u2019s, had been kept carefully out of eppie\u2019s reach; but the click of  them had had a peculiar attraction for her ear, and watching the results  of that click, she had derived the philosophic lesson that the same cause  would produce the same effect. silas had seated himself in his loom, and  the noise of weaving had begun; but he had left his scissors on a ledge  which eppie\u2019s arm was long enough to reach; and now, like a small mouse,  watching her opportunity, she stole quietly from her corner, secured the  scissors, and toddled to the bed again, setting up her back as a mode  of concealing the fact. she had a distinct intention as to the use of the  scissors; and having cut the linen strip in a jagged but effectual manner,  in two moments she had run out at the open door where the sunshine  was inviting her, while poor silas believed her to be a better child than  usual. it was not until he happened to need his scissors that the terrible  fact burst upon him: eppie had run out by herself \u2013 had perhaps fallen into  the stone-pit. silas, shaken by the worst fear that could have befallen him,  rushed out, calling \u2018eppie!\u2019 and ran eagerly about the unenclosed space,  exploring the dry cavities into which she might have fallen, and then gazing  with questioning dread at the smooth red surface of the water. the cold  drops stood on his brow. how long had she been out? there was one  hope \u2013 that she had crept through the stile and got into the fields, where  he habitually took her to stroll. but the grass was high in the meadow, and  there was no descrying her, if she were there, except by a close search  that would be a trespass on mr osgood\u2019s crop. still, that misdemeanour  must be committed; and poor silas, after peering all round the hedgerows,  traversed the grass, beginning with perturbed vision to see eppie behind  every group of red sorrel, and to see her moving always farther off as he  approached. the meadow was searched in vain; and he got over the stile  into the next field, looking with dying hope towards a small pond which  was now reduced to its summer shallowness, so as to leave a wide margin  of good adhesive mud. here, however, sat eppie, discoursing cheerfully to  her own small boot, which she was using as a bucket to convey the water  into a deep hoofmark, while her little naked foot was planted comfortably  on a cushion of olive-green mud. a red-headed calf was observing her with  alarmed doubt through the opposite hedge. here was clearly a case of aberration in a christened child which  demanded severe treatment; but silas, overcome with convulsive joy at  finding his treasure again, could do nothing but snatch her up, and cover  her with half-sobbing kisses. it was not until he had carried her home, and 5 10 15 20 25 30 35 40 45",
+            "15": "15 0486/12/o/n/16 \u00a9 ucles 2016 [turn over had begun to think of the necessary washing, that he recollected the need  that he should punish eppie, and \u2018make her remember.\u2019 the idea that she  might run away again and come to harm, gave him unusual resolution,  and for the first time be determined to try the coal-hole \u2013 a small closet  near the hearth. \u2018naughty, naughty eppie,\u2019 he suddenly began, holding her on his knee,  and pointing to her muddy feet and clothes \u2013 \u2018naughty to cut with the  scissors and run away. eppie must go into the coal-hole for being naughty.  daddy must put her in the coal-hole.\u2019 he half-expected that this would be shock enough, and that eppie  would begin to cry. but instead of that, she began to shake herself on his  knee, as if the proposition opened a pleasing novelty. seeing that he must  proceed to extremities, he put her into the coal-hole, and held the door  closed, with a trembling sense that he was using a strong measure. for a  moment there was silence, but then came a little cry, \u2018opy, opy!\u2019 and silas  let her out again, saying, \u2018now eppie \u2019ull never be naughty again, else she  must go in the coal-hole \u2013 a black naughty place.\u2019 the weaving must stand still a long while this morning, for now eppie  must be washed, and have clean clothes on; but it was to be hoped that  this punishment would have a lasting effect, and save time in future \u2013  though, perhaps, it would have been better if eppie had cried more. [from chapter 14]   how does eliot\u2019s writing make this such an entertaining moment in the novel? or\t 12\t \u2018 godfrey deserves to be unhappy.\u2019   to what extent does eliot make you agree with this judgement?50 55 60 65",
+            "16": "16 0486/12/o/n/16 \u00a9 ucles 2016 michael frayn: spies remember to support your ideas with details from the writing. either  13 read this extract, and then answer the question that follows it: he suddenly raises the bayonet, and holds it in front of my face. he looks  straight into my eyes, no longer smiling or nodding. \u2018swear again,\u2019 he says. i place my hand on the flat of the blade as i did before. and as i did  before, i feel in my skin the electric sharpness that surrounds it. \u2018i swear,\u2019  i say. \u2018that i didn\u2019t break the solemn oath i swore never to reveal our secret  things.\u2019 i drop my eyes as i repeat the words. but i didn\u2019t break the oath! i didn\u2019t  reveal our things! \u2018so help me god,\u2019 i repeat after him, still not looking at him. \u2018or cut my  throat and hope to die.\u2019 i manage to raise my eyes at last, and find that he\u2019s taking something  out of the trunk and holding it up for me to see. it\u2019s the flattened players  cigarette packet. his eyes are still fixed on me. my face is burning with the  heat of my shame. \u2018it wasn\u2019t \u2026 i didn\u2019t \u2026\u2019 i stammer. \u2018she must have found the key.\u2019 suddenly his face is just in front of mine, though, smiling again, and i can  feel the point of the bayonet against my throat. \u2018you swore,\u2019 he whispers.  \u2018you double-swore.\u2019 i can\u2019t speak. something, either terror or the pressure of the blade on  my windpipe, seems to be constricting my voice. i try to move my head  back a little. the bayonet follows the movement, and presses harder. \u2018you said, \u201cso help me god,\u201d  \u2019 he whispers. \u2018you said \u201ccut my throat and  hope to die.\u201d\u2019 i can\u2019t speak. i can\u2019t move. all i can do is to remain frozen with fear as  the pressure of the blade against my windpipe gradually increases. he\u2019s  not actually going to cut my throat, i understand that. he\u2019s going to go on  until he breaks the skin, though, and lets the germs on the blade into my  bloodstream. i can\u2019t take my eyes off that smile six inches in front of my  face. it comes slowly closer and closer, as barbara berrill\u2019s face did when  she kissed me. his eyes look into mine. they\u2019re the eyes of a stranger. the blade presses slowly harder. and now suddenly i\u2019m not sure after  all that it is ever going to stop. \u2018and then you showed her,\u2019 he whispers. i know my eyes are filling  with tears of pain and humiliation, and i can feel another little source  of wetness around the point of the bayonet, as the blood wells out and  mingles with the germs. and now i\u2019m beginning to think it\u2019s true, that i did  show her our secret things, though i suddenly wonder if it\u2019s really barbara  berrill he means or if it isn\u2019t perhaps his mother. i have the odd idea that in  some strange way we\u2019re talking about both of them \u2013 that the crime he\u2019s  punishing in me is not mine at all, but one that\u2019s being committed inside  his own house. and even in the extremity of my terror i suddenly realise  where he learnt to practise this particular form of torture with this particular  instrument, and why his mother, in the heat of summer, has taken to  wearing that cravat pinned high around her neck. slowly, slowly the pressure on my throat increases. all i have to do is  take out the scarf and give it him, as i gave his father the basket \u2026 i can\u2019t do it, though. i can\u2019t let keith\u2019s eye fall upon those rawly private 5 10 15 20 25 30 35 40 45",
+            "17": "17 0486/12/o/n/16 \u00a9 ucles 2016 [turn over words, sent on silk by that living ghost in the barns to keith\u2019s own mother.  chemnitz  \u2026 leipzig \u2026  zwickau \u2026 they can\u2019t be revealed! for keith\u2019s  own sake as much as for hers. i can\u2019t show him what spying actually  means \u2013 the fear, the tears, the silken, whispered words.  [from chapter 10]   how does frayn make this such a disturbing moment in the novel? or 14 explore the ways in which frayn makes auntie dee a memorable character in the novel.50",
+            "18": "18 0486/12/o/n/16 \u00a9 ucles 2016 susan hill: i\u2019m the king of the castle remember to support your ideas with details from the writing. either  15 read this extract, and then answer the question that follows it: he made plans for a long time, almost a week. everything was worked  out, except the time. he had to find the right day. but, to begin with, it  was harder than he had anticipated to get the things together. he was a  methodical planner, but he was feeling his way. just because it was not the sort of thing he had ever done before, or  would be expected to do, kingshaw knew that he would be taken seriously.  though he was doing it for himself, only, he did not care what any of the  others thought about it. it did not occur to him that he might fail, though he  failed regularly at other things. for, at the very least, it would be a gesture,  and they would understand it as such. it did not seem to him a strange, or  ridiculous thing to be planning, and certainly not a lark. it was necessary,  that was all. he was neither courageous nor frivolous. when he got hold of the things, he took them along to the room with  the dolls, locking it behind him and removing the key, whenever he left.  though he was certain, now, that hooper had discovered it. it had only  been a question of time. one day, it rained without stopping, and mr hooper caught him, on a  bend in the main staircase. \u2018ah now, i have been looking for you!\u2019 kingshaw stopped. his mother had said, \u2018you should be very, very polite  to mr hooper. he has been so very kind to us already. he is anxious to  take an interest in you, charles, already he has been talking to me about  your schooling and your future.\u2019 her eyes had been very bright, and the  bracelets went sliding up and down her arm. do not spoil everything for  me, she wanted to say, do not take away my chance. kingshaw did not  like this new eagerness and hopefulness about her, now that she was at  warings. she had changed a good deal. \u2018you are to be polite to mr hooper.\u2019 but there was never anything he  could think of to say. \u2018where is edmund?\u2019 \u2018he might \u2026 i don\u2019t know, i haven\u2019t seen him.\u2019 mr hooper stooped a little, and wore a very dark blue suit, and kept  smoothing his hand back over the receding hair. he had a small, pursed  mouth. \u2018now i have found two things for you, this morning. i have found the  draughts and a bagatelle board. the draughts are very unusual ones, very  valuable, they were \u2026 but i daresay you will not be interested in that kind  of thing, you had better find edmund and then i will bring the things to you.  there is a table in the front sitting room, you can go there.\u2019 kingshaw went slowly on, up the stairs. he thought, mr hooper can tell  us to do what he pleases, because my mother is paid to work for him, and  this is not our house. i shall have to go into the sitting room with hooper  and play draughts. \u2018oh, how kind of you! what a good idea!\u2019 said mrs helena kingshaw,  smiling eagerly, in the breakfast room. \u2018that is just right for a rainy morning.  they have been so very unresourceful, these last few days, i cannot think  \u2026 but now they can get together over these games, and then we shall 5 10 15 20 25 30 35 40 45",
+            "19": "19 0486/12/o/n/16 \u00a9 ucles 2016 [turn over really see the friendship cemented. that is a clever suggestion of yours!\u2019 joseph hooper smoothed back the receding hair and felt more than  ever satisfied with mrs helena kingshaw. [from chapter 4]   how does hill vividly portray kingshaw\u2019s relationship with the adults at this moment in  the novel? or 16 to what extent does hill\u2019s writing make you feel that edmund hooper and his father are  similar?50",
+            "20": "20 0486/12/o/n/16 \u00a9 ucles 2016 r. k. narayan: the english teacher remember to support your ideas with details from the writing. either  17 read this extract, and then answer the question that follows it: the eldest asked: \u201chave you had your food?\u201d \u201cyes.\u201d they looked at each other and said: \u201cmother went away thinking that  you wouldn\u2019t have eaten, and that you would come and ask for it.\u201d \u201cnot i,\u201d he said. \u201ci know your mother\u2014well, children you may all go  away now \u2026 or take this baby with you and play with her.\u201d there was  consternation in my daughter\u2019s face and she muttered: \u201cfather, don\u2019t let  them call me.\u201d he saw this and said: \u201cyou don\u2019t want to go with them? then  don\u2019t. now you may all leave us.\u201d with a great shout they ran towards the  street and vanished. i couldn\u2019t help asking: \u201cwhere are they going?\u201d \u201ci don\u2019t know. i can\u2019t say\u2014perhaps to the gutter, or to some low-class  den in the neighbourhood. i\u2019ve no control over them. they are their  mother\u2019s special care, you know.\u201d there was a hint of a  terrible domestic  condition. i did not wish to pursue it. but i blundered into it. \u201cdon\u2019t they  attend your school?\u201d \u201cthey!\u201d he repeated: \u201ci could sooner get the emperor\u2019s children. my  school is for all the children in the world except my own.\u201d \u201cwhere do they study?\u201d \u201cyou may know better\u2026 .\u201d at this point a fat woman of about thirty-five,  with sparse hair tied into a knot at the back of her head, her face shining  with oil and perspiration, strode up the steps of the house. she threw a look  at him and did  not seem in the least to notice me sitting in the passage,  though striding past us. she walked into the house, muttering: \u201cso you  have found the way home after all!\u201d gritting her teeth. he didn\u2019t reply but  merely looked at me sadly. she stood in the doorway of the house and  said: \u201chow long must i keep dinner waiting? do you think i\u2019m made of  stone?\u201d \u201cnobody asked you to wait.\u201d \u201cyou are not to decide who should wait and who should not. you and  your school! you don\u2019t know the way back from your school, i suppose.\u201d \u201cdon\u2019t speak rubbish. here is a cultured visitor, who will laugh at us.\u201d \u201clet him, what do i care? if he is  big, he is a big man to you. he is  not a  big man to me. what do i care? answer me first. where were you all the  time? do you think i\u2019m a paid watch-keeper for this house?\u201d i could not watch this scene any longer. i got up and said: \u201cwe will be  going.\u201d he looked at his wife and said: \u201ci can\u2019t bring a gentleman to visit  me without your driving him away with your fine behaviour.\u201d \u201coh, no, it is not \u2026\u201d i began. she replied: \u201cah, what a fine sermon. i\u2019m not going to be another woman  than myself even if the king is here. what did i do to him?\u201d \u201cdon\u2019t take it \u2026\u201d i began, starting up. my daughter said: \u201cthe cat. he  hasn\u2019t given me the cat.\u201d he said: \u201cright. i never meant to  forget.\u201d he  looked at his wife and asked: \u201cwhere is that kitten? is it inside?\u201d \u201ci don\u2019t know,\u201d the wife said. \u201ci  have too much to do to be keeping count  of the cats and dogs that pass this way.\u201d he smiled at me weakly and said:  \u201ccan\u2019t get a straight answer from her, at any time of the day! there are  people in this world who have rough tongues but who are soft at heart\u2014 but this lady! i look ridiculous, speaking of my wife in this manner. but why 5 10 15 20 25 30 35 40 45",
+            "21": "21 0486/12/o/n/16 \u00a9 ucles 2016 [turn over should i not? children have taught me to speak plainly, without the varnish  of the adult world. i don\u2019t care if it strikes anyone as odd.\u201d my daughter  punctuated his narration with \u201cwhere is the  cat?\u201d i had the feeling that  i ought to run away. so i said: \u201cperhaps it has gone out, he will bring it  when it  comes back home.\u201d he said, \u201cwait,\u201d and went in and looked about  and returned shaking his head. \u201cit used to be in the store behind that tin.  forgive me, baby. i will positively get you a cat soon.\u201d my daughter looked  very disappointed. so  i cheered her up with a joke or two and  walked out.  he followed us back to our house. he seemed to feel more at home in my  house than in his. [from chapter 6]   how does narayan\u2019s writing strikingly portray the home life of the headmaster and his  family at this point in the novel? or 18 how does narayan make dr sankar such a memorable character?50 55",
+            "22": "22 0486/12/o/n/16 \u00a9 ucles 2016 robert louis stevenson: the strange case of dr jekyll and mr hyde remember to support your ideas with details from the writing. either  19 read this extract, and then answer the question that follows it: \u2018i gave in the cheque myself, and said i had every reason to believe it was  a forgery. not a bit of it. the cheque was genuine.\u2019 \u2018tut-tut!\u2019 said mr utterson. \u2018i see you feel as i do,\u2019 said mr enfield. \u2018yes, it\u2019s a bad story. for my man  was a fellow that nobody could have to do with, a really damnable man;  and the person that drew the cheque is the very pink of the proprieties,  celebrated too, and (what makes it worse) one of your fellows who do what  they call good. blackmail, i suppose; an honest man paying through the  nose for some of the capers of his youth. blackmail house is what i call that  place with the door, in consequence. though even that, you know, is far  from explaining all,\u2019 he added; and with the words fell into a vein of musing. from this he was recalled by mr utterson asking rather suddenly: \u2018and  you don\u2019t know if the drawer of the cheque lives there?\u2019 \u2018a likely place, isn\u2019t it?\u2019 returned mr enfield. \u2018but i happen to have noticed  his address; he lives in some square or other.\u2019 \u2018and you never asked about \u2013 the place with the door?\u2019 said mr utterson. \u2018no, sir: i had a delicacy,\u2019 was the reply. \u2018i feel very strongly about putting  questions; it partakes too much of the style of the day of judgment. you  start a question, and it\u2019s like starting a stone. you sit quietly on the top of  a hill; and away the stone goes, starting others; and presently some bland  old bird (the last you would have thought of) is knocked on the head in  his own back garden, and the family have to change their name. no, sir, i  make it a rule of mine: the more it looks like queer street, the less i ask.\u2019 \u2018a very good rule, too,\u2019 said the lawyer. \u2018but i have studied the place for myself,\u2019 continued mr enfield. \u2018it seems  scarcely a house. there is no other door, and nobody goes in or out of  that one, but, once in a great while, the gentleman of my adventure. there  are three windows looking on the court on the first floor; none below; the  windows are always shut, but they\u2019re clean. and then there is a chimney,  which is generally smoking; so somebody must live there. and yet it\u2019s not  so sure; for the buildings are so packed together about that court, that it\u2019s  hard to say where one ends and another begins.\u2019 the pair walked on again for a while in silence; and then \u2013 \u2018enfield,\u2019 said  mr utterson, \u2018that\u2019s a good rule of yours.\u2019 \u2018yes, i think it is,\u2019 returned enfield. \u2018but for all that,\u2019 continued the lawyer, \u2018there\u2019s one point i want to ask: i  want to ask the name of that man who walked over the child.\u2019 \u2018well,\u2019 said mr enfield, \u2018i can\u2019t see what harm it would do. it was a man  of the name of hyde.\u2019 \u2018hm,\u2019 said mr utterson. \u2018what sort of a man is he to see?\u2019 \u2018he is not easy to describe. there is something wrong with his  appearance; something displeasing, something downright detestable. i  never saw a man i so disliked, and yet i scarce know why. he must be  deformed somewhere; he gives a strong feeling of deformity, although i  couldn\u2019t specify the  point. he\u2019s an extraordinary-looking man, and yet i  really can name nothing out of the way. no, sir; i can make no hand of it; i  can\u2019t describe him. and it\u2019s not want of memory; for i declare i can see him  this moment.\u20195 10 15 20 25 30 35 40 45",
+            "23": "23 0486/12/o/n/16 \u00a9 ucles 2016 [turn over mr utterson again walked some way in silence, and obviously under a  weight of consideration. \u2018you are sure he used a key?\u2019 he inquired at last. \u2018my dear sir \u2026\u2019 began enfield, surprised out of himself. \u2018yes, i know,\u2019 said utterson; \u2018i know it must seem strange. the fact is, if i  do not ask you the name of the other party, it is because i know it already.  you see, richard, your tale has gone home. if you have been inexact in  any point, you had better correct it.\u2019 \u2018i think you might have warned me,\u2019 returned the other, with a touch of  sullenness. \u2018but i have been pedantically exact, as you call it. the fellow  had a key; and, what\u2019s more, he has it still. i saw him use it, not a week  ago.\u2019 mr utterson sighed deeply, but said never a word; and the young man  presently resumed. \u2018here is another lesson to say nothing,\u2019 said he. \u2018i am  ashamed of my long tongue. let us make a bargain never to refer to this  again.\u2019 \u2018with all my heart,\u2019 said the lawyer. \u2018i shake hands on that, richard.\u2019 [from chapter 1, \u2018story of the door\u2019]   how does stevenson create a sense of mystery at this early moment in the novel? or 20 explore the ways in which stevenson makes the relationship between dr lanyon and   mr utterson such a significant part of the novel.50 55 60",
+            "24": "24 0486/12/o/n/16 \u00a9 ucles 2016 from stories of ourselves remember to support your ideas with details from the writing. either  21 read this extract from ming\u2019s biggest prey  (by patricia highsmith) , and then answer the  question that follows it: ming took the nearest exit, which was down the outside steps that led to  the garden. the man started down the steps after him. without reflecting, ming  dashed back up the few steps he had come, keeping close to the wall  which was in shadow. the man hadn\u2019t seen him, ming knew. ming leapt to  the terrace parapet, sat down and licked a paw once to recover and collect  himself. his heart beat fast as if he were in the middle of a fight. and hatred  ran in his veins. hatred burned his eyes as he crouched and listened to the  man uncertainly climbing the steps below him. the man came into view. ming tensed himself for a jump, then jumped as hard as he could,  landing with all four feet on the man\u2019s right arm near the shoulder. ming  clung to the cloth of the man\u2019s white jacket, but they were both falling.  the man groaned. ming hung on. branches crackled. ming could not tell  up from down. ming jumped off the man, became aware of direction and  of the earth too late and landed on his side. almost at the same time, he  heard the thud of the man hitting the ground, then of his body rolling a little  way, then there was silence. ming had to breathe fast with his mouth open  until his chest stopped hurting. from the direction of the man, he could  smell drink, cigar, and the sharp odour that meant fear. but the man was  not moving. ming could now see quite well. there was even a bit of moonlight. ming  headed for the steps again, had to go a long way through the bush, over  stones and sand, to where the steps began. then he glided up and arrived  once more upon the terrace. elaine was just coming onto the terrace. \u2018teddie?\u2019 she called. then she went back into the bedroom where she  turned on a lamp. she went into the kitchen. ming followed her. concha  had left the light on, but concha was now in her own room, where the  radio played. elaine opened the front door. the man\u2019s car was still in the driveway, ming saw. now ming\u2019s hip had  begun to hurt, or now he had begun to notice it. it caused him to limp a  little. elaine noticed this, touched his back, and asked him what was the  matter. ming only purred. \u2018teddie? \u2013 where are you?\u2019 elaine called. she took a torch and shone it down into the garden, down among the  great trunks of the avocado trees, among the orchids and the lavender  and pink blossoms of the bougainvilleas. ming, safe beside her on the  terrace parapet, followed the beam of the torch with his eyes and purred  with content. the man was not below here, but below and to the right.  elaine went to the terrace steps and carefully, because there was no rail  here, only broad steps, pointed the beam of the light downward. ming did  not bother looking. he sat on the terrace where the steps began. \u2018teddie!\u2019 she said. \u2018 teddie!  \u2019 then she ran down the steps. ming still did not follow her. he heard her draw in her breath. then she  cried: \u2018concha!  \u20195 10 15 20 25 30 35 40 45",
+            "25": "25 0486/12/o/n/16 \u00a9 ucles 2016 elaine ran back up the steps. concha had come out of her room. elaine spoke to concha. then  concha became excited. elaine went to the telephone, and spoke for a  short while, then she and concha went down the steps together. ming  settled himself with his paws tucked under him on the terrace, which was  still faintly warm from the day\u2019s sun. a car arrived. elaine came up the  steps, and went and opened the front door. ming kept out of the way on  the terrace, in a shadowy corner, as three or four strange men came out  on the terrace and tramped down the steps. there was a great deal of talk  below, noises of feet, breaking of bushes, and then the smell of all of them  mounted the steps, the smell of tobacco, sweat, and the familiar smell of  blood. the man\u2019s blood. ming was pleased, as he was pleased when he  killed a bird and created this smell of blood under his own teeth. this was  big prey. ming, unnoticed by any of the others, stood up to his full height  as the group passed with the corpse, and inhaled the aroma of his victory  with a lifted nose. then suddenly the house was empty. everyone had gone, even  concha. ming drank a little water from his bowl in the kitchen, then went  to his mistress\u2019 bed, curled against the slope of the pillows, and fell fast  asleep. he was awakened by the rr-rr-r of an unfamiliar car. then the front  door opened, and he recognised the step of elaine and then concha. ming  stayed where he was. elaine and concha talked softly for a few minutes.  then elaine came into the bedroom. the lamp was still on. ming watched  her slowly open the box on her dressing-table, and into it she let fall the  white necklace that made a little clatter. then she closed the box. she  began to unbutton her shirt, but before she had finished, she flung herself  on the bed and stroked ming\u2019s head, lifted his left paw and pressed it  gently so that the claws came forth. \u2018oh ming \u2013 ming,\u2019 she said. ming recognised the tones of love.   how does highsmith make this such a satisfying ending to the story? or 22 explore the ways in which malamud makes the prison such an appropriate title for his  story.50 55 60 65 70 75",
+            "26": "26 0486/12/o/n/16 \u00a9 ucles 2016 blank page",
+            "27": "27 0486/12/o/n/16 \u00a9 ucles 2016 blank page",
+            "28": "28 0486/12/o/n/16 \u00a9 ucles 2016 blank page permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the  publisher will be pleased to make amends at the earliest possible opportunity. to avoid the issue of disclosure of answer-related information to candidates, all copyright acknowledgements are reproduced online in the cambridge international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download at www.cie.org.uk after  the live examination series. 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."
+        },
+        "0486_w16_qp_13.pdf": {
+            "1": "this document consists of 25 printed pages, 3 blank pages and 1 insert. dc (rcl (jda)) 114797/4 \u00a9 ucles 2016  [turn overcambridge international examinations cambridge international general certificate of secondary education *8602242636*literature (english)  0486/13 paper 1  poetry and prose  october/november 2016  1 hour 30 minutes no additional materials are required. read these instructions first an answer booklet is provided inside this question paper. you should follow the instructions on the front cover  of the answer booklet. if you need additional answer paper ask the invigilator for a continuation booklet. answer two questions: one question from section a and one question from section b. all questions in this paper carry equal marks.  the syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificate.",
+            "2": "2 0486/13/o/n/16 \u00a9 ucles 2016 blank page",
+            "3": "3 0486/13/o/n/16 \u00a9 ucles 2016 [turn over contents section a: poetry text question  numbers  page[s] thomas hardy:  from selected poems   1, 2 pages  5\u20137 from jo phillips ed: poems deep & dangerous   3, 4 pages  8\u20139 songs of ourselves volume 2  : from part 1   5, 6 pages  10\u201311 section b: prose text question  numbers  page[s] chinua achebe: no longer at ease   7, 8 pages 12\u201313 jane austen: northanger abbey   9, 10  pages 14\u201315 george eliot: silas marner  11, 12  pages 16\u201317 michael frayn: spies  13, 14  pages 18\u201319 susan hill: i\u2019m the king of the castle  15, 16  pages 20\u201321 r. k. narayan: the english teacher  17, 18  pages 22\u201323 robert louis stevenson: the strange case of dr jekyll and mr hyde  19, 20  pages 24\u201325 from stories of ourselves  21, 22  pages 26\u201327",
+            "4": "4 0486/13/o/n/16 \u00a9 ucles 2016 blank page",
+            "5": "5 0486/13/o/n/16 \u00a9 ucles 2016 [turn over section a: poetry answer one question from this section. thomas hardy: from selected poems remember to support your ideas with details from the writing. either  1 read this poem, and then answer the question that follows it: at the word \u2018farewell\u2019 she looked like a bird from a cloud on the clammy lawn, moving alone, bare-browed in the dim of dawn. the candles alight in the room for my parting meal made all things withoutdoors loom strange, ghostly, unreal. the hour itself was a ghost, and it seemed to me then as of chances the chance furthermost i should see her again. i beheld not where all was so fleet that a plan of the past which had ruled us from birthtime to meet was in working at last: no prelude did i there perceive to a drama at all, or foreshadow what fortune might weave from beginnings so small; but i rose as if quicked by a spur i was bound to obey, and stepped through the casement to her still alone in the gray. \u2018i am leaving you \u2026 farewell!\u2019 i said as i followed her on by an alley bare boughs overspread; \u2018i soon must be gone!\u2019 even then the scale might have been turned against love by a feather, \u2013 but crimson one cheek of hers burned when we came in together.   how does hardy vividly convey powerful emotions in at the word \u2018farewell  \u2019 ?5 10 15 20 25 30",
+            "6": "6 0486/13/o/n/16 \u00a9 ucles 2016 or 2 explore the ways in which hardy uses language to create striking effects in the  convergence of the twain . the convergence of the twain (lines on the loss of the \u2018titanic\u2019  ) i in a solitude of the sea deep from human vanity, and the pride of life that planned her, stilly couches she. ii steel chambers, late the pyres of her salamandrine fires, cold currents thrid, and turn to rhythmic tidal lyres. iii over the mirrors meant to glass the opulent the sea-worm crawls \u2013 grotesque, slimed, dumb, indifferent. iv jewels in joy designed to ravish the sensuous mind lie lightless, all their sparkles bleared and black and blind. v dim moon-eyed fishes near gaze at the gilded gear and query: \u2018what does this vaingloriousness down here?\u2019 \u2026 vi well: while was fashioning this creature of cleaving wing, the immanent will that stirs and urges everything vii prepared a sinister mate for her \u2013 so gaily great \u2013 a shape of ice, for the time far and dissociate. viii and as the smart ship grew in stature, grace, and hue, in shadowy silent distance grew the iceberg too. ix alien they seemed to be: no mortal eye could see the intimate welding of their later history,5 10 15 20 25",
+            "7": "7 0486/13/o/n/16 \u00a9 ucles 2016 [turn over x or sign that they were bent by paths coincident on being anon twin halves of one august event, xi till the spinner of the yearssaid \u2018now!\u2019 and each one hears, and consummation comes, and jars two hemispheres.30",
+            "8": "8 0486/13/o/n/16 \u00a9 ucles 2016 from jo phillips  ed: poems deep & dangerous remember to support your ideas with details from the writing. either  3 read this poem, and then answer the question that follows it: shall i compare thee\u2026? shall i compare thee to a summer\u2019s day? thou art more lovely and more temperate: rough winds do shake the darling buds of may, and summer\u2019s lease hath all too short a date: sometime too hot the eye of heaven shines, and often is his gold complexion dimm\u2019d; and every fair from fair sometime declines, by chance, or nature\u2019s changing course, untrimm\u2019d; but thy eternal summer shall not fade, nor lose possession of that fair thou owest; nor shall death brag thou wander\u2019st in his shade, when in eternal lines to time thou growest;  so long as men can breathe, or eyes can see,  so long lives this, and this gives life to thee.  (william shakespeare )   how does shakespeare make the sonnet shall i compare thee\u2026? such a moving  expression of love?5 10",
+            "9": "9 0486/13/o/n/16 \u00a9 ucles 2016 [turn over or 4 explore the ways in which  clare vividly conveys the strength of the speaker\u2019s feelings in  first love . first love i ne\u2019er was struck before that hour  with love so sudden and so sweet. her face it bloomed like a sweet flower  and stole my heart away complete. my face turned pale as deadly pale,  my legs refused to walk away, and when she looked \u2018what could i ail?\u2019  my life and all seemed turned to clay. and then my blood rushed to my face  and took my sight away. the trees and bushes round the place  seemed midnight at noonday. i could not see a single thing,  words from my eyes did start; they spoke as chords do from the string  and blood burnt round my heart. are flowers the winter\u2019s choice?  is love\u2019s bed always snow? she seemed to hear my silent voice  and love\u2019s appeal to know. i never saw so sweet a face  as that i stood before: my heart has left its dwelling-place  and can return no more.  (john clare )5 10 15 20",
+            "10": "10 0486/13/o/n/16 \u00a9 ucles 2016 songs of ourselves volume 2: from part 1 remember to support your ideas with details from the writing. either  5 read this poem, and then answer the question that follows it: lovers\u2019 infiniteness if yet i have not all thy love, dear, i shall never have it all, i cannot breathe one other sigh, to move, nor can entreat one other tear to fall. all my treasure, which should purchase thee, sighs, tears, and oaths, and letters i have spent, yet no more can be due to me, than at the bargain made was meant. if then thy gift of love were partial, that some to me, some should to others fall,  dear, i shall never have thee all. or if then thou gavest me all, all was but all, which thou hadst then; but if in thy heart, since, there be or shall new love created be, by other men, which have their stocks entire, and can in tears, in sighs, in oaths, and letters outbid me, this new love may beget new fears, for, this love was not vowed by thee. and yet it was, thy gift being general, the ground, thy heart is mine; whatever shall  grow there, dear, i should have it all. yet i would not have all yet, he that hath all can have no more, and since my love doth every day admit new growth, thou shouldst have new rewards in store; thou canst not every day give me thy heart, if thou canst give it, then thou never gav\u2019st it: love\u2019s riddles are, that though thy heart depart, it stays at home, and thou with losing sav\u2019st it: but we will have a way more liberal, than changing hearts, to join them, so we shall  be one, and one another\u2019s all.  (john donne )   how does donne strikingly convey the thoughts and feelings of the speaker in lovers\u2019  infiniteness ?5 10 15 20 25 30",
+            "11": "11 0486/13/o/n/16 \u00a9 ucles 2016 [turn over or 6 how does jones create a sense of menace in tiger in the menagerie  ? tiger in the menagerie no one could say how the tiger got into the menagerie. it was too flash, too blue, too much like the painting of a tiger. at night the bars of the cage and the stripes of the tiger looked into each other so long that when it was time for those eyes to rock shut the bars were the lashes of the stripes the stripes were the lashes of the bars and they walked together in their dreams so long through the long colonnade that shed its fretwork to the indian main that when the sun rose they\u2019d gone and the tiger was one clear orange eye that walked into the menagerie. no one could say how the tiger got out in the menagerie. it was too bright, too bare. if the menagerie could, it would say \u2018tiger\u2019. if the aviary could, it would lock its door. its heart began to beat in rows of rising birds when the tiger came inside to wait.  (emma jones\u200a )5 10 15",
+            "12": "12 0486/13/o/n/16 \u00a9 ucles 2016 section b: prose answer one question from this section. chinua achebe: no longer at ease remember to support your ideas with details from the writing. either  7 read this extract, and then answer the question that follows it: if obi had returned by mail-boat, the umuofia progressive union (lagos  branch) would have given him a royal welcome at the harbour. anyhow,  it was decided at their meeting that a big reception should be arranged to  which press reporters and photographers should be invited. an invitation was also sent to the nigerian broadcasting service to cover  the occasion and to record the umuofia ladies\u2019 vocal orchestra which  had been learning a number of new songs. the reception took place on saturday afternoon at 4 p.m. on moloney  street, where the president had two rooms. everybody was properly dressed in agbada or european suit except the  guest of honour, who appeared in his shirtsleeves because of the heat.  that was obi\u2019s mistake number one. everybody expected a young man  from england to be impressively turned out. after prayers the secretary of the union read the welcome address. he  rose, cleared his throat and began to intone from an enormous sheet of  paper. \u2018welcome address presented to michael obi okonkwo, b.a. (hons),  london, by the officers and members of the umuofia progressive union  on the occasion of his return from the united kingdom in quest of the  golden fleece. \u2018sir, we the officers and members of the above-named union present with  humility and gratitude this token of our appreciation of your unprecedented  academic brilliance \u2026\u2019 he spoke of the great honour obi had brought to the ancient town of  umuofia which could now join the comity of other towns in their march  towards political irredentism, social equality and economic emancipation. \u2018the importance of having one of our sons in the vanguard of this march  of progress is nothing short of axiomatic. our people have a saying:  \u201cours is ours, but mine is mine.\u201d every town and village struggles at this  momentous epoch in our political evolution to possess that of which it can  say: \u201cthis is mine.\u201d we are happy that today we have such an invaluable  possession in the person of our illustrious son and guest of honour .\u2019 he traced the history of the umuofia scholarship scheme which had  made it possible for obi to study overseas, and called it an investment  which must yield heavy dividends. he then referred (quite obliquely, of  course) to the arrangement whereby the beneficiary from this scheme was  expected to repay his debt over four years so that \u2018an endless stream of  students will be enabled to drink deep at the pierian spring of knowledge\u2019. needless to say, this address was repeatedly interrupted by cheers  and the clapping of hands. what a sharp young man their secretary  was, all said. he deserved to go to england himself. he wrote the kind  of english they admired if not understood: the kind that filled the mouth,  like the proverbial dry meat. obi\u2019s english, on the other hand, was most  unimpressive.5 10 15 20 25 30 35 40",
+            "13": "13 0486/13/o/n/16 \u00a9 ucles 2016 [turn over he spoke \u2018is\u2019 and \u2018was\u2019. he told them about the value of education.  \u2018education for service, not for white-collar jobs and comfortable salaries.  with our great country on the threshold of independence, we need men  who are prepared to serve her well and truly.\u2019 when he sat down the audience clapped from politeness. mistake  number two. cold beer, minerals, palm-wine and biscuits were then served, and the  women began to sing about umuofia and about obi okonkwo nwa jelu  oyibo \u2013 obi who had been to the land of the whites. the refrain said over  and over again that the power of the leopard resided in its claws. \u2018have they given you a job yet?\u2019 the chairman asked obi over the music.  in nigeria the government was \u2018they\u2019. it had nothing to do with you or me.  it was an alien institution and people\u2019s business was to get as much from it  as they could without getting into trouble. \u2018not yet. i\u2019m attending an interview on monday.\u2019 \u2018of course those of you who know book will not have any difficulty,\u2019 said  the vice-president on obi\u2019s left. \u2018otherwise i would have suggested seeing  some of the men beforehand.\u2019 \u2018it would not be necessary,\u2019 said the president, \u2018since they would be  mostly white men.\u2019 \u2018you think white men don\u2019t eat bribe? come to our department. they eat  more than black men nowadays.\u2019  [from chapter 4]   how does achebe make this moment in the novel so memorable? or 8 to what extent does achebe\u2019s writing make you sympathise with clara?45 50 55 60 65",
+            "14": "14 0486/13/o/n/16 \u00a9 ucles 2016 jane austen: northanger abbey remember to support your ideas with details from the writing. either  9 read this extract, and then answer the question that follows it: the two dances were scarcely concluded before catherine found her  arm gently seized by her faithful isabella, who in great spirits exclaimed\u2014 \u2018at last i have got you. my dearest creature, i have been looking for you  this hour. what could induce you to come into this set, when you knew i  was in the other? i have been quite wretched without you.\u2019 \u2018my dear isabella, how was it possible for me to get at you? i could not  even see where you were.\u2019 \u2018so i told your brother all the time\u2014but he would not believe me. do go  and see for her, mr. morland, said i\u2014but all in vain\u2014he would not stir an  inch. was not it so, mr. morland? but you men are all so immoderately  lazy! i have been scolding him to such a degree, my dear catherine, you  would be quite amazed.\u2014you know i never stand upon ceremony with  such people.\u2019 \u2018look at that young lady with the white beads round her head,\u2019 whispered  catherine, detaching her friend from james\u2014\u2018it is mr. tilney\u2019s sister.\u2019 \u2018oh! heavens! you don\u2019t say so! let me look at her this moment. what a  delightful girl! i never saw any thing half so beautiful! but where is her all- conquering brother? is he in the room? point him out to me this instant, if  he is. i die to see him. mr. morland, you are not to listen. we are not talking  about you.\u2019 \u2018but what is all this whispering about? what is going on?\u2019 \u2018there now, i knew how it would be. you men have such restless  curiosity! talk of the curiosity of women, indeed!\u2014\u2019tis nothing. but be  satisfied, for you are not to know any thing at all of the matter .\u2019 \u2018and is that likely to satisfy me, do you think?\u2019 \u2018well, i declare i never knew any thing like you. what can it signify to  you, what we are talking of? perhaps we are talking about you, therefore i  would advise you not to listen, or you may happen to hear something not  very agreeable.\u2019 in this common-place chatter, which lasted some time, the original  subject seemed entirely forgotten; and though catherine was very well  pleased to have it dropped for a while, she could not avoid a little suspicion  at the total suspension of all isabella\u2019s impatient desire to see mr. tilney.  when the orchestra struck up a fresh dance, james would have led his  fair partner away, but she resisted. \u2018i tell you, mr. morland,\u2019 she cried,   \u2018i would not do such a thing for all the world. how can you be so teasing;  only conceive, my dear catherine, what your brother wants me to do.  he wants me to dance with him again, though i tell him that it is a most  improper thing, and entirely against the rules. it would make us the talk of  the place, if we were not to change partners.\u2019 \u2018upon my honour,\u2019 said james, \u2018in these public assemblies, it is as often  done as not.\u2019 \u2018nonsense, how can you say so? but when you men have a point to  carry, you never stick at any thing. my sweet catherine, do support me,  persuade your brother how impossible it is. tell him, that it would quite  shock you to see me do such a thing; now would not it?\u2019 \u2018no, not at all; but if you think it wrong, you had much better change.\u2019 \u2018there,\u2019 cried isabella, \u2018you hear what your sister says, and yet you  5 10 15 20 25 30 35 40 45",
+            "15": "15 0486/13/o/n/16 \u00a9 ucles 2016 [turn over will not mind her. well, remember that it is not my fault, if we set all the   old ladies in bath in a bustle. come along, my dearest catherine, for  heaven\u2019s sake, and stand by me.\u2019 and off they went, to regain their former  place.  [from chapter 8]   how does austen\u2019s writing give a vivid impression of isabella at this moment in the  novel? or 10 does austen portray john thorpe as a bad man \u2013 or just as a fool?50",
+            "16": "16 0486/13/o/n/16 \u00a9 ucles 2016 george eliot: silas marner remember to support your ideas with details from the writing. either  11 read this extract, and then answer the question that follows it: but when godfrey was lifting his eyes from one of those long glances,  they encountered an object as startling to him at that moment as if it had  been an apparition from the dead. it was an apparition from that hidden  life which lies, like a dark by-street, behind the goodly ornamented fa\u00e7ade  that meets the sunlight and the gaze of respectable admirers. it was his  own child carried in silas marner\u2019s arms. that was his instantaneous  impression, unaccompanied by doubt, though he had not seen the child  for months past; and when the hope was rising that he might possibly  be mistaken, mr crackenthorp and mr lammeter had already advanced  to silas, in astonishment at this strange advent. godfrey joined them  immediately, unable to rest without hearing every word \u2013 trying to control  himself, but conscious that if any one noticed him, they must see that he  was white-lipped and trembling. but now all eyes at that end of the room were bent on silas marner; the  squire himself had risen, and asked angrily, \u2018how\u2019s this? \u2013 what\u2019s this? \u2013  what do you do coming in here in this way?\u2019 \u2018i\u2019m come for the doctor \u2013 i want the doctor,\u2019 silas had said, in the first  moment, to mr crackenthorp. \u2018why, what\u2019s the matter, marner?\u2019 said the rector. \u2018the doctor\u2019s here; but  say quietly what you want him for.\u2019 \u2018it\u2019s a woman,\u2019 said silas, speaking low, and half-breathlessly, just as  godfrey came up. \u2018she\u2019s dead, i think \u2013 dead in the snow at the stone-pits  \u2013 not far from my door.\u2019 godfrey felt a great throb: there was one terror in his mind at that  moment: it was, that the woman might not be dead. that was an evil  terror \u2013 an ugly inmate to have found a nestling-place in godfrey\u2019s kindly  disposition; but no disposition is a security from evil wishes to a man  whose happiness hangs on duplicity. \u2018hush, hush!\u2019 said mr crackenthorp. \u2018go out into the hall there. i\u2019ll fetch  the doctor to you. found a woman in the snow \u2013 and thinks she\u2019s dead,\u2019 he  added, speaking low, to the squire. \u2018better say as little about it as possible:  it will shock the ladies. just tell them a poor woman is ill from cold and  hunger. i\u2019ll go and fetch kimble.\u2019 by this time, however, the ladies had pressed forward, curious to know  what could have brought the solitary linen-weaver there under such strange  circumstances, and interested in the pretty child, who, half alarmed and  half attracted by the brightness and the numerous company, now frowned  and hid her face, now lifted up her head again and looked round placably,  until a touch or a coaxing word brought back the frown, and made her bury  her face with new determination. \u2018what child is it?\u2019 said several ladies at once, and, among the rest,  nancy lammeter, addressing godfrey. \u2018i don\u2019t know \u2013 some poor woman\u2019s who has been found in the snow, i  believe,\u2019 was the answer godfrey wrung from himself with a terrible effort.  (\u2018after all, am i certain?\u2019 he hastened to add, in anticipation of his own  conscience.) \u2018why, you\u2019d better leave the child here, then, master marner,\u2019 said good- natured mrs kimble, hesitating, however, to take those dingy clothes into 5 10 15 20 25 30 35 40 45",
+            "17": "17 0486/13/o/n/16 \u00a9 ucles 2016 [turn over contact with her own ornamented satin boddice. \u2018i\u2019ll tell one o\u2019 the girls to  fetch it.\u2019 \u2018no \u2013 no \u2013 i can\u2019t part with it, i can\u2019t let it go,\u2019 said silas, abruptly. \u2018it\u2019s  come to me \u2013 i\u2019ve a right to keep it.\u2019 the proposition to take the child from him had come to silas quite  unexpectedly, and his speech, uttered under a strong sudden impulse,  was almost like a revelation to himself: a minute before, he had no distinct  intention about the child. \u2018did you ever hear the like?\u2019 said mrs kimble, in mild surprise, to her  neighbour.  [from chapter 13]   how does eliot\u2019s writing make this moment in the novel so dramatic? or 12 how far does eliot portray silas as heroic?50 55",
+            "18": "18 0486/13/o/n/16 \u00a9 ucles 2016 michael frayn: spies remember to support your ideas with details from the writing. either  13 read this extract, and then answer the question that follows it: out of the trunk he takes our most secret and sacred possession \u2013 the  bayonet with which his father killed the five germans. this simple description, though, doesn\u2019t do justice to the metaphysical  complexity of the object that keith\u2019s now holding. it both is and is not the  sacred bayonet, just as the wafer and the wine both are and are not the  body and blood of a being who both is and is not a god. in its physical  nature it\u2019s a long straight carving knife, which we found like so much else  in the ruins of miss durrant\u2019s house. its bone handle is  missing, and keith  has sharpened the blade with the grindstone on his father\u2019s workbench so  that it has an edge at the back as well as the front, and a point like a rapier.  in its inward nature, though, it possesses the identity of the bayonet that  goes off with his father to the secret service every weekend, with all its  sacred attributes. keith holds it out towards me. i place my hand on the flat of the blade,  tinglingly conscious of the sharpness on either side. he looks straight into  my eyes. \u2018i swear,\u2019 he says. \u2018i swear,\u2019 i repeat. \u2018never to reveal anything about all this to anyone, except as and when  allowed.\u2019 \u2018never to reveal anything about all this to anyone, except as and when  allowed,\u2019 i intone solemnly. not solemnly enough though, evidently, to set  keith\u2019s mind completely at rest. he goes on holding out the blade, looking  me straight in the eye. \u2018allowed by me, keith hayward.\u2019 \u2013 \u2018by you, keith hayward.\u2019 \u2018so help me god, or cut my throat and hope to die.\u2019 i recite the words  back to him as best i can, my voice subdued by their seriousness. \u2018stephen wheatley,\u2019 he concludes. \u2018stephen wheatley,\u2019 i  agree. he puts the bayonet carefully down on top of the trunk. \u2018this will be our lookout,\u2019 he announces. \u2018we\u2019ll keep watch on the house  from here, and when we see her go out we\u2019ll follow her. we\u2019ll make a map  of everywhere she goes.\u2019 we prepare for the task by clearing discreet windows in the greenery,  through which we can see everything that goes on in the close, and most  particularly keith\u2019s house, a little further up on the other side of the street. a practical difficulty occurs to me. \u2018what about school?\u2019 i ask. \u2018we\u2019ll do it after school.\u2019 \u2018what about when it\u2019s tea or supper?\u2019 \u2018we can take turns.\u2019 the time we really need to follow her, of course, is in the darkness at the  end of the month, when she goes to her rendezvous. \u2018what if it\u2019s the night?\u2019 i ask him. \u2018we\u2019re not allowed to go out when it\u2019s  night.\u2019 \u2018we\u2019ll hide knotted ropes in our rooms. we\u2019ll climb out of our bedroom  windows and meet here. we\u2019ll get some more candles out of the air-raid  shelter.\u2019 i shiver. already i can feel the rough knots of the rope under my hands  and the eerie chill of the night air. i can see the candles flickering, and the 5 10 15 20 25 30 35 40 45",
+            "19": "19 0486/13/o/n/16 \u00a9 ucles 2016 [turn over deep darkness of the night outside. i  can hear her soft steps ahead of us  as we follow her down towards the shops \u2013 past the station \u2013 through the  bushes above the quarries \u2013 out on to the open fairway \u2026 \u2018but then what are we going to do?\u2019 i ask. at some point, it seems to me,  there will come a moment when this great programme has to lead to some  action by the authorities in the grown-up world. keith silently picks up the bayonet and looks at me. what does he mean? that we\u2019re going to arrest her ourselves at  bayonet point? or that we\u2019re going to follow his father\u2019s example and stick  it into the ribs of the courier she\u2019s meeting? not, presumably, that we\u2019re going to \u2026? not his own mother  \u2026! keith\u2019s eyelids have come down. his face is set and pitiless. he looks  like his father. he looks as his father must have looked one grey dawn in  the great war when he fixed his bayonet to the end of his revolver for the  battle that lay ahead. i shiver again. the dark of the moon \u2026 i can feel it surrounding me,  pressing against my eyes \u2026 keith opens the trunk again. he takes out a plain white bathroom tile that  we found in the rubble of the house, and the stub of the coloured pencil.  with the red end he neatly prints a single word on the tile, and wedges it in  the fork of a bush at the entrance to the passageway. privet, it says. i don\u2019t like to query this, now that he\u2019s written it so neatly and  authoritatively. in any case, the sense of it is plain enough \u2013 that we\u2019re  commencing a long journey on a lonely road where no one else can follow.  [from chapter 3]   how does frayn amusingly convey the way in which the children think and behave at  this moment in the novel? or 14 how does frayn make keith\u2019s mother such a memorable character?50 55 60 65 70",
+            "20": "20 0486/13/o/n/16 \u00a9 ucles 2016 susan hill: i\u2019m the king of the castle remember to support your ideas with details from the writing. either  15 read this extract, and then answer the question that follows it: kingshaw held his breath. there was a continual soughing movement  inside the wood, and the leaves rustled together like silk, directly overhead.  they were very pale green, and almost transparent where the sun shone  through, he could see all the veins. at his feet, in between the creeping  foliage, were dead leaves, rusty-coloured and dry on top, but packed to a  damp mould just below the surface. immediately ahead of him there was the trunk of a fallen tree. he sat  down on it. the bark was covered with greenish-grey moss. it felt like  moleskin under his fingers. there was fungus, too, issuing out of the  cracks, and in the groin of a branch, in weird, spongy shapes. he liked it here. he had never been anywhere like it, and it was not  remotely what he had expected. he liked the smell, and the sense of being  completely hidden. everything around him seemed innocent, and he could  see for some way ahead, it was all quite all right. the sun made even  the dense holly and hawthorn bushes on the edge of the clearing look  harmless. different birds kept on singing, though not very near to him, and   he did not see any of them, except, now and again, a darting brown   shape in the branches. there was a cooing from pigeons, right inside   the wood. he saw a rabbit. it came out of the undergrowth, not far  away from him, with an odd, bumping movement, and then sat down in   a shaft of sunlight, and began to wash itself like a cat. kingshaw held   his breath. they had rabbits at school, in cages, fat, and white, with pink, vacant  eyes. but this was different, it quivered and twitched with life. he watched  it for ages. but when he moved, to unhitch the satchel and get out some  food, the rabbit bumped away. before leaving the house, he had gone down into the kitchen, and  cut one thick slice of bread and butter, and he ate that, now, with one  of the cheese triangles. as soon as he had finished, he wanted a drink.  he had been stupid not to find some sort of bottle. well, there was no  drink, it would be better to try and not think about it. instead, he got up and  crossed to the other side of the clearing. there was a narrow path, but it  was very overgrown. low branches and bushes were spread out on either  side, and he had to climb over and under them, lifting briars and brambles  out of his way. there was a holly bush, too. he stuck the pad of his thumb  accidentally on to a thorn. when he sucked up the great bead of blood, it  tasted sweet, and metallic. then a briar scratched his face. he found he  was having to bend lower and lower. but eventually, there was another  clearing. he stood upright again. it was darker here, he could tell that he had come a good way into the  wood. the leaves locked together more tightly overhead, and the sun  could not get through. he could see birds flitting away in alarm, through  the trees ahead of him. he wiped his arm across his nose and upper lip. then he heard the sound. at once, he knew that it had come before,  seconds ago, but he had taken no notice, mistaking it for a part of the  noise he was making himself. now it came again. it was some distance  back, on the edge of the wood. he heard himself breathing. that was all. 5 10 15 20 25 30 35 40 45",
+            "21": "21 0486/13/o/n/16 \u00a9 ucles 2016 [turn over but the birds had gone quiet. he waited. nothing. still nothing. then, a  soft, slithering noise in the bracken. there was a thick holly bush just beside the path. kingshaw bent down  low and began to creep towards it. he tried to move only on the balls of  his feet, but the leaves made sounds. he had no idea what he was hiding  from. it might be an animal. he didn\u2019t know what there was in here, except  for the rabbit he had seen. and whatever it was had eaten away the corn.  he thought it could not be one of them from the house. they would have  come shouting and shouting across the fields, plunging heavily into the  wood. these sounds were stealthy. perhaps people came shooting here,  or else there was a gamekeeper. he supposed he might be trespassing. he crouched low down behind the holly bush. a small, rust-coloured  insect ran over his feet. the dark inside of the holly bush smelled bitter.  from deep in  the wood, some bird made a screeching sound, and then  again, after a pause. it was like a mad person laughing. then, nothing, not  even the crack of a twig. just as he was going to get up and come out from behind the bush, the  tree branches parted, and there was hooper.  [from chapter 6]   how does hill\u2019s writing create suspense at this moment in the novel? or 16 how far does hill\u2019s portrayal of mrs kingshaw make you feel angry towards her?50 55 60 65",
+            "22": "22 0486/13/o/n/16 \u00a9 ucles 2016 r. k. narayan: the english teacher remember to support your ideas with details from the writing. either  17 read this extract, and then answer the question that follows it: i made my way into the common room, to put away the books in my  locker, pick up my umbrella, and go out. as i was closing my locker, the  servant came up and said: \u201cthere is someone asking for you, master.\u201d   i looked out. he was a stranger, a young boy about fifteen years old. he  was standing on the path below the veranda, a thin young man with a tuft  behind, and wearing a small cap\u2014a poor boy, i felt, by the look of him; out  to ask for a donation for his school fee or something of the kind. \u201cfather  seriously ill, money for his medicines.\u201d one or other of the numerous sad  excuses for begging. of late they were on the increase.\u2026 formerly i used  to investigate and preach to them and so on, but now i felt too weary  to exert myself and paid out change as far as possible. i saw his hand,  bringing out an envelope, and i put my hand in my pocket for my purse.  \u201cthe usual typewritten petition addressed to all whom it may concern,\u201d   i said to myself. \u201cwhat is it?\u201d i asked. \u201care you krishna of the english section?\u201d \u201cyes.\u201d \u201chere is a letter for you.\u201d \u201cfrom whom?\u201d \u201cmy father has sent it.\u2026\u201d \u201cwho is your father?\u201d \u201cyou\u2019ll find it all in that letter,\u201d he replied. it was a bulky envelope. i tore  it open. there was a long sheet of paper, wrapped around which was a  small note on which was written: \u201cdear sir,  \u201ci received this message last evening, while i was busy writing  something else. i didn\u2019t understand what it meant. but the directions,  address and name given in it are clear and so i have sent my son to  find out if the address and name are of a real person, and to deliver it.  if this letter reaches you, (that is, if you are a real person) please read  it, and if it means anything to you keep it. otherwise you may just tear  it up and throw it away; and forgive this intrusion.\u201d he had given his  name and address. i opened the other large sheet. the handwriting on  it seemed to be different. it began: \u201cthis is a message for krishna from  his wife susila who recently passed over.\u2026 she has been seeking all  these months some means of expressing herself to her husband, but  the opportunity has occurred only to-day, when she found the present  gentleman a very suitable medium of expression. through him she is  happy to communicate. she wants her husband to know that she is  quite happy in another region, and wants him also to eradicate the grief  in his mind. we are nearer each other than you understand. and i\u2019m  always watching him and the child.\u2026\u201d it was very baffling. i stared at the boy. i made nothing of it. \u201cboy, what is  this?\u201d \u201ci don\u2019t know, sir. my father has been trying to send that for a week  and could do it only to-day. i was searching everywhere; and i couldn\u2019t get  away from my class,\u2026\u201d \u201coh, stop, stop all that, boy. why has your father sent this letter to me?\u201d5 10 15 20 25 30 35 40 45",
+            "23": "23 0486/13/o/n/16 \u00a9 ucles 2016 [turn over \u201ci don\u2019t know, sir.\u201d i stood there and read it again and again and as my  head cooled i was seized with elation. \u201ctake me to your house,\u201d i cried. \u201cit\u2019s far off, sir. in the village tayur.\u2026\u201d it was on the other side of the  river, a couple of miles off. \u201cno matter, i will come with you. what is your father?\u201d \u201che looks after his garden and lands in the village, sir. i read in the board  high school. i had leave to-day in the last period and so could bring you  this letter.\u201d \u201cgood boy, good boy, take me to your father.\u201d i walked beside him. the  child would be waiting at home. \u201cone minute, will you come with me to my  house? i will give you coffee and sweets. we will go\u2026\u201d  [from chapter 5]   how does narayan\u2019s writing movingly convey krishna\u2019s thoughts and feelings at this  moment in the novel? or 18 in what ways does narayan\u2019s portrayal of leela contribute to your enjoyment of the  novel?50 55",
+            "24": "24 0486/13/o/n/16 \u00a9 ucles 2016 robert louis stevenson: the strange case of dr jekyll and mr hyde remember to support your ideas with details from the writing. either  19 read this extract, and then answer the question that follows it: there at least he was not denied admittance; but when he came in,  he was shocked at the change which had taken place in the doctor\u2019s  appearance. he had his death-warrant written legibly upon his face. the  rosy man had grown pale; his flesh had fallen away; he was visibly balder  and older; and yet it was not so much these tokens of a swift physical  decay that arrested the lawyer\u2019s notice, as a look in the eye and quality  of manner that seemed to testify to some deep-seated terror of the mind.  it was unlikely that the doctor should fear death; and yet that was what  utterson was tempted to suspect. \u2018yes,\u2019 he thought; \u2018he is a doctor, he must  know his own state and that his days are counted; and the knowledge is  more than he can bear.\u2019 and yet when utterson remarked on his ill looks, it  was with an air of great firmness that lanyon declared himself a doomed  man. \u2018i have had a shock,\u2019 he said, \u2018and i shall never recover. it is a question  of weeks. well, life has been pleasant; i liked it; yes, sir, i used to like it.   i sometimes think if we knew all, we should be more glad to get away .\u2019 \u2018jekyll is ill, too,\u2019 observed utterson. \u2018have you seen him?\u2019 but lanyon\u2019s face changed, and he held up a trembling hand. \u2018i wish to  see or hear no more of dr jekyll,\u2019 he said, in a loud, unsteady voice. \u2018i am  quite done with that person; and i beg that you will spare me any allusion  to one whom i regard as dead.\u2019 \u2018tut, tut!\u2019 said mr utterson; and then, after a considerable pause, \u2018can\u2019t i  do anything?\u2019 he inquired. \u2018we are three very old friends, lanyon; we shall  not live to make others.\u2019 \u2018nothing can be done,\u2019 returned lanyon; \u2018ask himself.\u2019 \u2018he will not see me,\u2019 said the lawyer. \u2018i am not surprised at that,\u2019 was the reply. \u2018some day, utterson, after  i am dead, you may perhaps come to learn the right and wrong of this.   i cannot tell you. and in the meantime, if you can sit and talk with me of  other things, for god\u2019s sake, stay and do so; but if you cannot keep clear  of this accursed topic, then, in god\u2019s name, go, for i cannot bear it.\u2019 as soon as he got home, utterson sat down and wrote to jekyll,  complaining of his exclusion from the house, and asking the cause of this  unhappy break with lanyon; and the next day brought him a long answer,  often very pathetically worded, and sometimes darkly mysterious in drift.  the quarrel with lanyon was incurable. \u2018i do not blame our old friend,\u2019  jekyll wrote, \u2018but i share his view that we must never meet. i mean from  henceforth to lead a life of extreme seclusion; you must not be surprised,  nor must you doubt my friendship, if my door is often shut even to you.  you must suffer me to go my own dark way. i have brought on myself a  punishment and a danger that i cannot name. if i am the chief of sinners,  i am the chief of sufferers also. i could not think that this earth contained  a place for sufferings and terrors so unmanning; and you can do but one  thing, utterson, to lighten this destiny, and that is to respect my silence.\u2019  utterson was amazed; the dark influence of hyde had been withdrawn,  the doctor had returned to his old tasks and amities; a week ago, the  prospect had smiled with every promise of a cheerful and an honoured  age; and now in a moment, friendship and peace of mind and the whole 5 10 15 20 25 30 35 40 45",
+            "25": "25 0486/13/o/n/16 \u00a9 ucles 2016 [turn over tenor of his life were wrecked. so great and unprepared a change pointed  to madness; but in view of lanyon\u2019s manner and words, there must lie for  it some deeper ground. a week afterwards dr lanyon took to his bed, and in something less  than a fortnight he was dead.  [from chapter 6, \u2018remarkable incident of dr lanyon\u2019]   in what ways does stevenson make you sympathise with both dr lanyon and mr  utterson  at this moment in the novel? or 20 explore two moments in the novel which stevenson makes particularly shocking for you.50",
+            "26": "26 0486/13/o/n/16 \u00a9 ucles 2016 from stories of ourselves remember to support your ideas with details from the writing. either  21 read this extract from billennium (by j. g. ballard) , and then answer the question that  follows it: all day long, and often into the early hours of the morning, the tramp of  feet sounded up and down the stairs outside ward\u2019s cubicle. built into a  narrow alcove in a bend of the staircase between the fourth and fifth floors,  its plywood walls flexed and creaked with every footstep like the timbers of  a rotting windmill. over a hundred people lived in the top three floors of the  old rooming house, and sometimes ward would lie awake on his narrow  bunk until 2 or 3 a.m., mechanically counting the last residents returning  from the all-night movies in the stadium half a mile away. through the  window he could hear giant fragments of the amplified dialogue booming  among the rooftops. the stadium was never empty. during the day the  huge four-sided screen was raised on its davit and athletics meetings or  football matches ran continuously. for the people in the houses abutting  the stadium the noise must have been unbearable. ward, at least, had a certain degree of privacy. two months earlier,  before he came to live on the staircase, he had shared a room with seven  others on the ground floor of a house in 755th street, and the ceaseless  press of people jostling past the window had reduced him to a state of  exhaustion. the street was always full, an endless clamour of voices and  shuffling feet. by 6.30, when he woke, hurrying to take his place in the  bathroom queue, the crowds already jammed it from sidewalk to sidewalk,  the din punctuated every half minute by the roar of the elevated trains  running over the shops on the opposite side of the road. as soon as he  saw the advertisement describing the staircase cubicle he had left (like  everyone else, he spent most of his spare time scanning the classifieds  in the newspapers, moving his lodgings an average of once every two  months) despite the higher rental. a cubicle on a staircase would almost  certainly be on its own. however, this had its drawbacks. most evenings his friends from the  library would call in, eager to rest their elbows after the bruising crush of  the public reading room. the cubicle was slightly more than four and a  half square metres in floor area, half a square metre over the statutory  maximum for a single person, the carpenters having taken advantage,  illegally, of a recess beside a nearby chimney breast. consequently   ward had been able to fit a small straight-backed chair into the interval  between the bed and the door, so that only one person at a time needed  to sit on the bed \u2013 in most single cubicles host and guest had to sit   side by side on the bed, conversing over their shoulders and changing  places periodically to avoid neck-strain. \u2018you were lucky to find this place,\u2019 rossiter, the most regular visitor,  never tired of telling him. he reclined back on the bed, gesturing at the  cubicle. \u2018it\u2019s enormous, the perspectives really zoom. i\u2019d be surprised if  you haven\u2019t got at least five metres here, perhaps six.\u2019 ward shook his head categorically. rossiter was his closest friend, but  the quest for living space had forged powerful reflexes. \u2018just over four and  a half, i\u2019ve measured it carefully. there\u2019s no doubt about it.\u2019 rossiter lifted one eyebrow. \u2018i\u2019m amazed. it must be the ceiling then.\u20195 10 15 20 25 30 35 40 45",
+            "27": "27 0486/13/o/n/16 \u00a9 ucles 2016 manipulating the ceiling was a favourite trick of unscrupulous landlords \u2013  most assessments of area were made upon the ceiling, out of convenience,  and by tilting back the plywood partitions the rated area of a cubicle could  be either increased, for the benefit of a prospective tenant (many married  couples were thus bamboozled into taking a single cubicle), or decreased  temporarily on the visits of the housing inspectors. ceilings were criss- crossed with pencil marks staking out the rival claims of tenants on  opposite sides of a party wall. someone timid of his rights could be literally  squeezed out of existence \u2013 in fact, the advertisement \u2018quiet clientele\u2019 was  usually a tacit invitation to this sort of piracy. \u2018the wall does tilt a little,\u2019 ward admitted. \u2018actually, it\u2019s about four  degrees out \u2013 i used a plumb-line. but there\u2019s still plenty of room on the  stairs for people to get by.\u2019 rossiter grinned. \u2018of course, john. i\u2019m just envious, that\u2019s all. my room  is driving me crazy.\u2019 like everyone, he used the term \u2018room\u2019 to describe his  tiny cubicle, a hangover from the days fifty years earlier when people had  indeed lived one to a room, sometimes, unbelievably, one to an apartment  or house. the microfilms in the architecture catalogues at the library  showed scenes of museums, concert halls and other public buildings in  what appeared to be everyday settings, often virtually empty, two or three  people wandering down an enormous gallery or staircase. traffic moved  freely along the centre of streets, and in the quieter districts sections of  sidewalk would be deserted for fifty yards or more.   in what ways does ballard make this such a depressing opening to the story? or 22 how does mistry vividly portray the relationships between fathers and sons in of white  hairs and cricket  ?50 55 60 65",
+            "28": "28 0486/13/o/n/16 \u00a9 ucles 2016 blank page permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the  publisher will be pleased to make amends at the earliest possible opportunity. to avoid the issue of disclosure of answer-related information to candidates, all copyright acknowledgements are reproduced online in the cambridge international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download at www.cie.org.uk after  the live examination series. 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."
+        },
+        "0486_w16_qp_21.pdf": {
+            "1": "this document consists of 11 printed pages, 1 blank page and 1 insert. dc (rcl (km)) 114800/4 \u00a9 ucles 2016  [turn overcambridge international examinations cambridge international general certificate of secondary education *5791575479*literature (english)  0486/21 paper 2  drama  october/november 2016  1 hour 30 minutes no additional materials are required. read these instructions first an answer booklet is provided inside this question paper. you should follow the instructions on the front cover  of the answer booklet. if you need additional answer paper ask the invigilator for a continuation booklet. answer two questions. you must answer one passage-based question (marked *) and one essay question (marked \u2020). your questions must be on two different plays. all questions in this paper carry equal marks. the syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificate.",
+            "2": "2 0486/21/o/n/16 \u00a9 ucles 2016 arthur miller: all my sons remember to support your ideas with details from the writing. either *1 read this passage carefully, and then answer the question that follows it: sue: and he\u2019s got money.                                                               content removed due to copyright restrictions.",
+            "3": "3 0486/21/o/n/16 \u00a9 ucles 2016 [turn over                           he\u2019s driving my  husband crazy with that phony idealism of his, and i\u2019m at the  end of my rope on it! [from act 2 ]    how does miller make this moment in the play so tense? or  \u20202 to what extent does miller make you sympathise with kate keller? content removed due to copyright restrictions.",
+            "4": "4 0486/21/o/n/16 \u00a9 ucles 2016 j. b. priestley: an inspector calls remember to support your ideas with details from the writing. either *3 read this passage carefully, and then answer the question that follows it: inspector: there are a lot of young women living that sort of existence  in every city and big town in this country, miss birling.  content removed due to copyright restrictions.",
+            "5": "5 0486/21/o/n/16 \u00a9 ucles 2016 [turn over  a nice little promising life there, i thought, and  a nasty mess somebody\u2019 s made of it. [from act 1\u200a]    how does priestley\u2019s writing create suspense at this moment in the play? or  \u20204  in what ways does priestley use the contrast between the older and younger generations  to dramatic effect in the play? content removed due to copyright restrictions.",
+            "6": "6 0486/21/o/n/16 \u00a9 ucles 2016 william shakespeare: the merchant of venice remember to support your ideas with details from the writing. either  *5 read this passage carefully, and then answer the question that follows it:  belmont. the garden  before portia\u2019s house.  enter lorenzo  and  jessica . lorenzo:  the moon shines bright. in such a night as this,  when the sweet wind did gently kiss the trees,  and they did make no noise \u2013 in such a night,  troilus methinks mounted the troyan walls,  and sigh\u2019d his soul toward the grecian tents,  where cressid lay that night. jessica:   in such a night  did thisby fearfully o\u2019ertrip the dew,  and saw the lion\u2019s shadow ere himself,  and ran dismayed away. lorenzo:   in such a night  stood dido with a willow in her hand  upon the wild sea-banks, and waft her love  to come again to carthage. jessica:   in such a night  medea gathered the enchanted herbs  that did renew old aeson. lorenzo:   in such a night  did jessica steal from the wealthy jew,  and with an unthrift love did run from venice  as far as belmont. jessica:   in such a night  did young lorenzo swear he lov\u2019d her well,  stealing her soul with many vows of faith,  and ne\u2019er a true one. lorenzo:   in such a night  did pretty jessica, like a little shrew,  slander her love, and he forgave it her. jessica:  i would out-night you, did no body come;  but, hark, i hear the footing of a man.  enter stephano . lorenzo:  who comes so fast in silence of the night? stephano:  a friend. lorenzo:  a friend! what friend? your name, i pray you, friend? stephano:  stephano is my name, and i bring word  my mistress will before the break of day  be here at belmont; she doth stray about  by holy crosses, where she kneels and prays  for happy wedlock hours. lorenzo:   who comes with her? stephano:  none but a holy hermit and her maid.  i pray you, is my master yet return\u2019d? lorenzo:  he is not, nor we have not heard from him.5 10 15 20 25 30 35 40 45",
+            "7": "7 0486/21/o/n/16 \u00a9 ucles 2016 [turn over  but go we in, i pray thee, jessica,  and ceremoniously let us prepare  some welcome for the mistress of the house.  enter launcelot . launcelot:  sola, sola! wo ha, ho! sola, sola! lorenzo:  who calls? launcelot:  sola! did you see master lorenzo? master lorenzo! sola,  sola! lorenzo:  leave holloaing, man. here! launcelot:  sola! where, where? lorenzo:  here! launcelot:  tell him there\u2019s a post come from my master with his horn full  of good news; my master will be here ere morning.  [exit. lorenzo:  sweet soul, let\u2019s in, and there expect their coming.  and yet no matter \u2013 why should we go in?  my friend stephano, signify, i pray you,  within the house, your mistress is at hand;  and bring your music forth into the air.   [exit stephano. [from act 5 scene 1 ]    in what ways does shakespeare make this an effective opening to act 5? or   \u20206  how does shakespeare make the testing of portia\u2019s suitors so entertaining and significant  in the play?50 55 60",
+            "8": "8 0486/21/o/n/16 \u00a9 ucles 2016 william shakespeare: henry v remember to support your ideas with details from the writing. either  *7 read this passage carefully, and then answer the question that follows it: orleans:  the dauphin longs for morning. rambures:  he longs to eat the english. constable:  i think he will eat all he kills. orleans:  by the white hand of my lady, he\u2019s a gallant prince. constable:  swear by her foot, that she may tread out the oath. orleans:  he is simply the most active gentleman of france. constable:  doing is activity, and he will still be doing. orleans:  he never did harm that i heard of. constable:  nor will do none to-morrow: he will keep that good name   still. orleans:  i know him to be valiant. constable:  i was told that by one that knows him better than you. orleans:  what\u2019s he? constable:  marry, he told me so himself; and he said he car\u2019d not who  knew it. orleans:  he needs not; it is no hidden virtue in him. constable:  by my faith, sir, but it is; never anybody saw it but his lackey.  \u2019tis a hooded valour, and when it appears it will bate. orleans:  ill-will never said well. constable:  i will cap that proverb with \u2018there is flattery in friendship\u2019. orleans:  and i will take up that with \u2018give the devil his due\u2019. constable:  well plac\u2019d! there stands your friend for the devil; have at  the very eye of that proverb with \u2018a pox of the devil!\u2019 orleans:  you are the better at proverbs by how much \u2018a fool\u2019s bolt is  soon shot\u2019. constable:  you have shot over. orleans:  \u2019tis not the first time you were overshot.  enter a messenger . messenger:  my lord high constable, the english lie within fifteen hundred  paces of your tents. constable:  who hath measur\u2019d the ground? messenger:  the lord grandpr\u00e9. constable:  a valiant and most expert gentleman. would it were day!  alas, poor harry of england! he longs not for the dawning as  we do. orleans:  what a wretched and peevish fellow is this king of england,  to mope with his fat-brain\u2019d followers so far out of his  knowledge! constable:  if the english had any apprehension, they would run away. orleans:  that they lack; for if their heads had any intellectual armour,  they could never wear such heavy head-pieces.5 10 15 20 25 30 35 40",
+            "9": "9 0486/21/o/n/16 \u00a9 ucles 2016 [turn over rambures:  that island of england breeds very valiant creatures; their  mastiffs are of unmatchable courage. orleans:  foolish curs, that run winking into the mouth of a russian  bear, and have their heads crush\u2019d like rotten apples! you  may as well say that\u2019s a valiant flea that dare eat his breakfast  on the lip of a lion. constable:  just, just! and the men do sympathise with the mastiffs in  robustious and rough coming on, leaving their wits with their  wives; and then give them great meals of beef and iron and  steel; they will eat like wolves and fight like devils. orleans:  ay, but these english are shrewdly out of beef. constable:  then shall we find to-morrow they have only stomachs to  eat, and none to fight. now is it time to arm. come, shall we  about it? orleans:  it is now two o\u2019clock; but let me see \u2013 by ten  we shall have each a hundred englishmen.  [exeunt. [from act 3 scene 7  \u200a]   how does shakespeare vividly portray the french lords at this moment in the play? or \u20208 in what ways does shakespeare make the conspiracy to betray henry such a dramatic  part of the play?45 50 55",
+            "10": "10 0486/21/o/n/16 \u00a9 ucles 2016 j. lawrence & r. e. lee: inherit the wind remember to support your ideas with details from the writing. either  *9 read this passage carefully, and then answer the question that follows it: all: [singing ]  it is good enough for brady,  it is good enough for brady,  and it\u2019s good enough for me!  [cheers and applause. brady  seems to carry with him a  built-in spotlight. so mrs. brady \u2500 pretty, fashionably  dressed, a proper \u201csecond lady\u201d to the nation\u2019s \u201csecond  man\u201d \u2500 seems always to be in his shadow. this does  not annoy her. sarah brady  is content that all her  thoughts and emotions should gain the name of action  through her husband. brady  removes his hat and  raises his hand. obediently the  crowd falls to a hushed  anticipatory silence .] brady:  friends \u2500 and i can see most of you are my friends,  from the way you have decked out your beautiful city of  hillsboro. [ there is a pleased reaction, and a spattering  of applause. when brady  speaks, there can be no  doubt of his personal magnetism. even hornbeck,  who slouches contemptuously, is impressed with the  speaker\u2019s power, for here is a man to be reckoned with. ]  mrs. brady and i are delighted to be among you! [ brady   takes his wife\u2019s hand and draws her to his side, then  mops his brow. ] i could only wish one thing: that you had  not given us quite so warm a welcome! [ brady  removes  his alpaca coat. goodfellow takes it. the crowd laughs.  brady  beams. mrs. mclain hands him a frond fan.  brady  takes it. ] bless you. [ he fans himself vigorously. ]  my friends of hillsboro, you know why i have come here.  not merely to prosecute a lawbreaker, an arrogant youth  who has spoken out against the revealed word, but to  defend that which is most precious in the hearts of all  of us: the living truth of the scriptures! [ applause and  cheering. ] photographer  [topping the cheer. ]: mr. brady. a picture, mr. brady? brady:  i shall be happy to oblige! [ to his wife. ] sarah \u2026 mrs. brady  [moving out of camera range. ]: no, matt. just you and  the dignitaries. brady:  you are the mayor, are you not, sir? mayor  [stepping forward, awkwardly. ]: i am, sir. brady  [extending his hand. ]: my name is matthew harrison  brady. mayor:  oh, i know. everybody knows that. i had a little speech of  welcome ready, but somehow it didn\u2019t seem  necessary. brady:  i shall be honored to hear your greeting, sir. [ the mayor   clears his throat and takes his speech from his pocket. ] mayor  [sincerely. ]: mr. matthew harrison brady, this municipality 5 10 15 20 25 30 35 40 45",
+            "11": "11 0486/21/o/n/16 \u00a9 ucles 2016 is proud to have within its city limits the warrior who has  always fought for us ordinary people. the lady folks  of this town wouldn\u2019t have the vote if it wasn\u2019t for you,  fightin\u2019 to give \u2019em all that suffrage. mr. president wilson  wouldn\u2019t never have got to the white house and  won the  war if it wasn\u2019t for you supportin\u2019 him. and, in conclusion,  the governor of our state \u2026 [ his hand is raised. ] photographer:  hold it! [ the camera clicks. ] thank you. [mrs. brady   is disturbed by the informality of the pose. ] mrs. brady:  matt \u2500 you didn\u2019t have your coat on. brady  [to the photographer .]: perhaps we should have a  more formal pose. [ as mrs. brady  helps him on with  his coat. ] who  is the spiritual leader of the community? mayor:  that would be the reverend jeremiah brown.  [reverend brown  steps forward. ] brown:  your servant, and the lord\u2019s. [brady  and brown   shake hands. ] brady:  the reverend at my left, the mayor at my right. [ stiffly,  they face the camera. ] we must look grave, gentlemen,  but not too serious. hopeful, i think is the word. we must  look hopeful. [brady  assumes the familiar oratorical  pose. the camera clicks. unnoticed, howard has stuck  his head, mouth agape, into the picture. the mayor   refers to the last page of his undelivered speech. ] mayor:  in conclusion, the governor of our state has vested in  me the authority to confer upon you a commission as  honorary colonel in the state militia. [ applause. ] brady  [savoring it  ]: \u201ccolonel brady.\u201d i like the sound of that! [from act 1 scene 1 ]    how do the writers make this such a dramatic introduction to matthew harrison brady? or \u202010 \u2018heavenly hillsboro, the buckle on the bible belt.\u2019   how does the writers\u2019 portrayal of the community of hillsboro contribute to the dramatic  impact of the play?50 55 60 65 70",
+            "12": "12 0486/21/o/n/16 \u00a9 ucles 2016 blank page permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the  publisher will be pleased to make amends at the earliest possible opportunity. to avoid the issue of disclosure of answer-related information to candidates, all copyright acknowledgements are reproduced online in the cambridge international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download at www.cie.org.uk after  the live examination series. 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."
+        },
+        "0486_w16_qp_22.pdf": {
+            "1": "this document consists of 11 printed pages, 1 blank page and 1 insert. dc (jda) 113996/3 \u00a9 ucles 2016 [turn overcambridge international examinations cambridge international general certificate of secondary education *6043689914*literature (english)  0486/22 paper 2 drama october/november 2016  1 hour 30 minutes no additional materials are required. read these instructions first an answer booklet is provided inside this question paper. y ou should follow the instructions on the front cover  of the answer booklet. if you need additional answer paper ask the invigilator for a continuation booklet. answer two questions. y ou must answer one passage-based question (marked *) and one essay question (marked \u2020). y our questions must be on two different plays. all questions in this paper carry equal marks. the syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificat e.",
+            "2": "2 0486/22/o/n/16 \u00a9 ucles 2016arthur miller: all my sons remember to support your ideas with details from the writing. either *1 read this passage carefully, and then answer the question that follows it: keller: oh, little of everything.  content removed due to copyright restrictions.",
+            "3": "3 0486/22/o/n/16 \u00a9 ucles 2016 [turn over [they stand facing each other, george  trying to judge him.]  [from act 2] what does miller\u2019s portrayal make you feel about joe at this moment in the play? or  \u20202  in what ways does miller make the relationship between kate and ann such a powerful  part of the play? ",
+            "4": "4 0486/22/o/n/16 \u00a9 ucles 2016j.b. priestley: an inspector calls remember to support your ideas with details from the writing. either *3 read this passage carefully, and then answer the question that follows it: inspector [ to mrs birling]: and you\u2019ve nothing further to tell  me, eh? content removed due to copyright restrictions.",
+            "5": "5 0486/22/o/n/16 \u00a9 ucles 2016 [turn overmrs birling: her story was \u2013 that he\u2019d said something one night,  when he was drunk, that gave her the idea that it wasn\u2019t  his money. [from act 2] how does priestley make the inspector\u2019s questioning of mrs birling here so powerfully dramatic? or  \u20204 what does priestley\u2019s portrayal make you feel about gerald croft? ",
+            "6": "6 0486/22/o/n/16 \u00a9 ucles 2016william shakespeare: the merchant of venice remember to support your ideas with details from the writing. either *5 read this passage carefully, and then answer the question that follows it:  enter shylock , solanio , antonio , and gaoler. shylock: gaoler, look to him. tell not me of mercy \u2013  this is the fool that lent out money gratis. gaoler, look to him.antonio:  hear me yet, good shylock. shylock: i\u2019ll have my bond; speak not against my bond.  i have sworn an oath that i will have my bond. thou call\u2019dst me dog before thou hadst a cause, but, since i am a dog, beware my fangs; the duke shall grant me justice. i do wonder, thou naughty gaoler, that thou art so fond to come abroad with him at his request.antonio: i pray thee hear me speak. shylock: i\u2019ll have my bond. i will not hear thee speak;  i\u2019ll have my bond; and therefore speak no more. i\u2019ll not be made a soft and dull-ey\u2019d fool, to shake the head, relent, and sigh, and yield, to christian intercessors. follow not; i\u2019ll have no speaking; i will have my bond.  [ exit. solanio: it is the most impenetrable cur  that ever kept with men.antonio:   let him alone;  i\u2019ll follow him no more with bootless prayers. he seeks my life; his reason well i know: i oft deliver\u2019d from his forfeitures many that have at times made moan to me; therefore he hates me.solanio:   i am sure the duke  will never grant this forfeiture to hold.antonio: the duke cannot deny the course of law;  for the commodity that strangers have with us in venice, if it be denied, will much impeach the justice of the state, since that the trade and profit of the city consisteth of all nations. therefore, go; these griefs and losses have so bated me that i shall hardly spare a pound of flesh to-morrow to my bloody creditor. well, gaoler, on; pray god bassanio come to see me pay his debt, and then i care not. [from act 3 scene 3]5 10152025303540",
+            "7": "7 0486/22/o/n/16 \u00a9 ucles 2016 [turn overwhat vivid impressions of shylock and antonio does shakespeare create for you at this  point in the play? or  \u20206  explore two moments in the play where you feel shakespeare powerfully creates  suspense.",
+            "8": "8 0486/22/o/n/16 \u00a9 ucles 2016william shakespeare: henry v remember to support your ideas with details from the writing. either *7 read this passage carefully, and then answer the question that follows it: williams: we see yonder the beginning of the day, but i think we  shall never see the end of it. who goes there? king: a friend. williams: under what captain serve you? king: under sir thomas erpingham. williams: a good old commander and a most kind gentleman. i pray  you, what thinks he of our estate? king: even as men wreck\u2019d upon a sand, that look to be wash\u2019d  off the next tide. bates: he hath not told his thought to the king? king: no; nor it is not meet he should. for though i speak  it  to you, i think the king is but a man as i am: the violet smells to him as it doth to me; the element shows to him as it doth to me; all his senses have but human conditions; his ceremonies laid by, in his nakedness he appears but a man; and though his affections are higher mounted than ours, yet, when they stoop, they stoop with the like wing. therefore, when he sees reason of fears, as we do, his fears, out of doubt, be of the same relish as ours are; yet, in reason, no man should possess him with any appearance of fear, lest he, by showing it, should dishearten his army. bates: he may show what outward courage he will; but i believe,  as cold a night as \u2019tis, he could wish himself in thames up to the neck; and so i would he were, and i by him, at all adventures, so we were quit here. king: by my troth, i will speak my conscience of the king: i think  he would not wish himself anywhere but where he is. bates: then i would he were here alone; so should he be sure to  be ransomed, and a many poor men\u2019s lives saved. king: i dare say you love him not so ill to wish him here alone,  howsoever you speak this, to feel other men\u2019s minds; methinks i could not die anywhere so contented as in the king\u2019s company, his cause being just and his quarrel honourable. williams: that\u2019s more than we know. bates: ay, or more than we should seek after; for we know  enough if we know we are the king\u2019s subjects. if his cause be wrong, our obedience to the king wipes the crime of it out of us. williams: but if the cause be not good, the king himself hath a   heavy reckoning to make when all those legs and arms and heads, chopp\u2019d off in a battle, shall join together at the latter day and cry all \u2018we died at such a place\u2019 \u2013 some swearing, some crying for a surgeon, some upon their wives left poor behind them, some upon the debts they owe, some upon their children rawly left. i am afeard there are few die well that die in a battle; for how can they charitably dispose of anything when blood is their argument? now, if these men do not die well, it will be a 5 101520253035404550",
+            "9": "9 0486/22/o/n/16 \u00a9 ucles 2016 [turn overblack matter for the king that led them to it; who to disobey  were against all proportion of subjection. [from act 4 scene 1] in what ways does shakespeare make this moment in the play so striking? or  \u20208 explore the ways in which shakespeare makes princess katherine so entertaining.",
+            "10": "10 0486/22/o/n/16 \u00a9 ucles 2016j. lawrence & r.e. lee: inherit the wind remember to support your ideas with details from the writing. either *9 read this passage carefully, and then answer the question that follows it:  in and around the hillsboro courthouse. the foreground  is the actual courtroom, with jury box, judge\u2019s bench and a scattering of trial-scarred chairs and counsel tables. the back wall of the courtroom is non-existent. on a raked level above it is the courthouse square, the main street and the converging streets of the town. this is not so much a literal view of hillsboro as it is an impression of a sleepy, obscure country town about to be vigorously awakened.  it is important to the concept of the play that the town is  visible always, looming there, as much on trial as the individual defendant. the crowd is equally important throughout, so that the court becomes an arena, with active spectators on all sides of it. it is an hour after dawn on a july day that promises to be a scorcher. howard, a boy of thirteen, wanders onto the courthouse lawn. he is barefoot, wearing a pair of his pa\u2019s cut-down overalls. he carries an improvised fishing pole and a tin can. he studies the ground carefully, searching for something. a young girl\u2019s voice calls from offstage. melinda: [calling sweetly. ] how-ard \u2026! [howard , annoyed, turns  and looks toward the voice. melinda , a healthy pigtailed  girl of twelve, skips on. ] hello, howard. [howard  is  disinterested, continues to search the ground. ] howard: \u2019lo, melinda. melinda:  [making conversation. ] i think it\u2019s gonna be hotter\u2019n  yesterday. that rain last night didn\u2019t do much good. howard: [professionally. ] it brought up the worms. [ suddenly he  spots one in the lawn. swiftly he grabs for it, and holds it up proudly. ] lookit this fat one! [ he chases her. ] melinda: [shivering. ] how can you touch \u2019em? it makes me all goose- bumpy! [howard  dangles it in front of her face. she backs  away, shuddering. ] howard: what\u2019re yuh skeered of? y ou was a worm once! melinda: [shocked. ] i wasn\u2019t neither! howard: y ou was so! when the whole world was covered with water,  there was nuthin\u2019 but worms and blobs of jelly. and you and your whole family was worms! melinda: we was not! howard: blobs of jelly, then. melinda: howard blair, that\u2019s sinful talk! i\u2019m gonna tell my pa and  he\u2019ll make you wash your mouth out with soap! howard: ahhh, your old man\u2019s a monkey! [melinda  gasps. she  turns indignantly and runs off. howard  shrugs in the  manner of a man-of-the-world .] \u2019bye,  lindy. [rachel   enters. she is 22, pretty, but not beautiful. she wears a cotton summer dress. she carries a small composition paper suitcase. there is a tense, distraught air about her. she may have been crying. she looks about nervously, as 5 10 15 20 2530354045",
+            "11": "11 0486/22/o/n/16 \u00a9 ucles 2016if she doesn\u2019t want to be seen. when she sees howard ,  she hesitates, then she scurries downstage into the courthouse area in the hope that the boy will not notice her. but he does see rachel , and watches her with puzzled  curiosity. then as he exits he addresses the worm, dangling it in the air. ] what do you wanta be when you grow up? [ he  goes off. rachel  stands uncertainly in the courthouse  area. unsure, she looks about. ] rachel: [tentatively, calling. ] mr. meeker \u2026? meeker: [a little irritably. from off r.] who is it? [ after a pause,  mr. meeker , the bailiff, enters. there is no collar on his  shirt, his hair is tousled, and there is still a bit of shaving soap on his face, which he is wiping off with a towel as he enters. ] why, hello, rachel. \u2019scuse the way i look. [ he wipes  the soap out of his ear. then he notices her suitcase. ] not  goin\u2019 away are you? excitement\u2019s just startin\u2019. rachel: [earnestly. ] mr. meeker, don\u2019t let my father know i came  here. meeker: [shrugs. ] the reverend don\u2019t tell me his business. don\u2019t  know why i should tell him mine. rachel: i want to see bert cates. is he all right? meeker: don\u2019t know why he shouldn\u2019t be. i always figured the safest  place in the  world is in jail. rachel: can i go down and see him? meeker: ain\u2019t a very proper place for a minister\u2019s daughter. rachel: i only want to see him for a minute. [from act 1 scene 1] how do the writers capture your interest in this opening to the play? or  \u202010  how do the writers make matthew harrison brady\u2019s downfall such a dramatic and  significant part of the play?50 55606570",
+            "12": "12 0486/22/o/n/16 \u00a9 ucles 2016blank page permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here 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 onl ine in the cambridge international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to do wnload at www.cie.org.uk after  the live examination series. cambridge international examinations is part of the cambridge assessment group. cambridge assessment is the brand name of unive rsity of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge."
+        },
+        "0486_w16_qp_23.pdf": {
+            "1": "this document consists of 11 printed pages, 1 blank page and 1 insert. dc (rcl (jda)) 114844/3 \u00a9 ucles 2016  [turn overcambridge international examinations cambridge international general certificate of secondary education * 6 0 8 1 1 4 9 5 2 7 *literature (english)  0486/23 paper 2  drama  october/november 2016  1 hour 30 minutes no additional materials are required. read these instructions first an answer booklet is provided inside the question paper. y ou should follow the instructions on the front cover  of the answer booklet. if you need additional answer paper ask the invigilator for a continuation booklet. answer two questions. y ou must answer one passage-based question (marked *) and one essay question (marked \u2020). y our questions must be on two different plays. all questions in this paper carry equal marks. the syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificate.",
+            "2": "2 0486/23/o/n/16 \u00a9 ucles 2016arthur miller: all my sons remember to support your ideas with details from the writing. either *1 read this passage carefully, and then answer the question that follows it: keller: i ignore what i gotta ignore.  content removed due to copyright restrictions.",
+            "3": "3 0486/23/o/n/16 \u00a9 ucles 2016 [turn overchris: i am thinking that way. [from act 1]   in what ways does miller make this such an intense moment in the play? or \u20202 how does miller make two moments in the play particularly disturbing for you? content removed due to copyright restrictions.",
+            "4": "4 0486/23/o/n/16 \u00a9 ucles 2016j. b. priestley : an inspector calls remember to support your ideas with details from the writing. either *3 read this passage carefully, and then answer the question that follows it: birling [triumphantly ]: there you are!   content removed due to copyright restrictions.",
+            "5": "5 0486/23/o/n/16 \u00a9 ucles 2016 [turn over [as they stare guiltily and dumbfounded, the curtain falls.] end of play [from act 3 ]   in what ways does priestley make this such a powerful ending to the play? or \u20204 what does priestley\u2019s portrayal of the birlings make you feel about them as a family? content removed due to copyright restrictions.",
+            "6": "6 0486/23/o/n/16 \u00a9 ucles 2016william shakespeare: the merchant of venice remember to support your ideas with details from the writing. either  *5 read this passage carefully, and then answer the question that follows it: bassanio:   ere i ope his letter,  i pray you tell me how my good friend doth. salerio:  not sick, my lord, unless it be in mind;  nor well, unless in mind; his letter there  will show you his estate.   [bassanio  opens the letter. gratiano:  nerissa, cheer yond stranger; bid her welcome.  y our hand, salerio. what\u2019s the news from venice?  how doth that royal merchant, good antonio?  i know he will be glad of our success:  we are the jasons, we have won the fleece. salerio:  i would you had won the fleece that he hath lost. portia:  there are some shrewd contents in yond same paper  that steals the colour from bassanio\u2019s cheek:  some dear friend dead, else nothing in the world  could turn so much the constitution  of any constant man. what, worse and worse!  with leave, bassanio: i am half yourself,  and i must freely have the half of anything  that this same paper brings you. bassanio:   o sweet portia,  here are a few of the unpleasant\u2019st words  that ever blotted paper! gentle lady,  when i did first impart my love to you,  i freely told you all the wealth i had  ran in my veins \u2013 i was a gentleman;  and then i told you true. and yet, dear lady,  rating myself at nothing, you shall see  how much i was a braggart. when i told you  my state was nothing, i should then have told you  that i was worse than nothing; for indeed  i have engag\u2019d myself to a dear friend,  engag\u2019d my friend to his mere enemy,  to feed my means. here is a letter, lady,  the paper as the body of my friend,  and every word in it a gaping wound  issuing life-blood. but it is true, salerio?  hath all his ventures fail\u2019d? what, not one hit?  from tripolis, from mexico, and england,  from lisbon, barbary, and india,  and not one vessel scape the dreadful touch  of merchant-marring rocks? salerio:   not, one, my lord.  besides, it should appear that, if he had  the present money to discharge the jew,  he would not take it. never did i know  a creature that did bear the shape of man  so keen and greedy to confound a man.5 10 15 20 25 30 35 40 45",
+            "7": "7 0486/23/o/n/16 \u00a9 ucles 2016 [turn over he plies the duke at morning and at night,  and doth impeach the freedom of the state,  if they deny him justice. twenty merchants,  the duke himself, and the magnificoes  of greatest port, have all persuaded with him;  but none can drive him from the envious plea  of forfeiture, of justice, and his bond. [from act 3 scene 2  ]   how does shakespeare make this such a dramatic moment in the play? or \u20206 how does shakespeare\u2019s portrayal of the two settings, venice and belmont, contribute to  your enjoyment of the play?50 55",
+            "8": "8 0486/23/o/n/16 \u00a9 ucles 2016william shakespeare: henry v remember to support your ideas with details from the writing. either  *7 read this passage carefully, and then answer the question that follows it:  before the gates of harfleur.  enter the governor and some citizens on the walls.  enter the king  and all his train before the gates. king:  how yet resolves the governor of the town?  this is the latest parle we will admit;  therefore to our best mercy give yourselves  or, like to men proud of destruction,  defy us to our worst; for, as i am a soldier,  a name that in my thoughts becomes me best,  if i begin the batt\u2019ry once again,  i will not leave the half-achieved harfleur  till in her ashes she lie buried.  the gates of mercy shall be all shut up,  and the flesh\u2019d soldier, rough and hard of heart,  in liberty of bloody hand shall range  with conscience wide as hell, mowing like grass  y our fresh fair virgins and your flow\u2019ring infants.  what is it then to me if impious war,  array\u2019d in flames, like to the prince of fiends,  do, with his smirch\u2019d complexion, all fell feats  enlink\u2019d to waste and desolation?  what is\u2019t to me when you yourselves are cause,  if your pure maidens fall into the hand  of hot and forcing violation?  what rein can hold licentious wickedness  when down the hill he holds his fierce career?  we may as bootless spend our vain command  upon th\u2019 enraged soldiers in their spoil,  as send precepts to the leviathan  to come ashore. therefore, you men of harfleur,  take pity of your town and of your people  whiles yet my soldiers are in my command;  whiles yet the cool and temperate wind of grace  o\u2019erblows the filthy and contagious clouds  of heady murder, spoil, and villainy.  if not \u2013 why, in a moment look to see  the blind and bloody soldier with foul hand  defile the locks of your shrill-shrieking daughters;  y our fathers taken by the silver beards,  and their most reverend heads dash\u2019d to the walls;  y our naked infants spitted upon pikes,  whiles the mad mothers with their howls confus\u2019d  do break the clouds, as did the wives of jewry  at herod\u2019s bloody-hunting slaughtermen.  what say you? will you yield, and this avoid?  or, guilty in defence, be thus destroy\u2019d? [from act 3 scene 3  ]5 10 15 20 25 30 35 40 45",
+            "9": "9 0486/23/o/n/16 \u00a9 ucles 2016 [turn over  in what ways does shakespeare convey vivid impressions of henry at this moment in the  play? or \u20208 explore two moments in the play which shakespeare makes particularly entertaining for  you.",
+            "10": "10 0486/23/o/n/16 \u00a9 ucles 2016j. lawrence & r. e. lee: inherit the wind remember to support your ideas with details from the writing. either  *9 read this passage carefully, and then answer the question that follows it: drummond:  look, mr. brady. these are the fossil remains of a pre- historic marine creature, which was found in this very   county \u2014 and which lived here millions of years ago, when  these very mountain ranges were submerged in water. brady  : i know. the bible gives me a fine account of the flood. but  your professor is a little mixed up on his dates. that rock is  not more than six thousand years old. drummond:  how do you know? brady  : a fine biblical scholar, bishop usher, has determined for us  the exact date and hour of the creation. it occurred in the  y ear 4004 b.c. drummond:  that\u2019s bishop usher\u2019s opinion. brady  : it is not an opinion. it is literal fact, which the good bishop  arrived at through careful computation of the ages of the  prophets as set down in the old testament. in fact, he  determined that the lord began the creation on the 23rd of  october in the y ear 4004 b.c. at \u2014 uh, 9 a.m.! drummond:  that eastern standard time? [ laughter. ] or rocky  mountain time? [ more laughter. ] it wasn\u2019t daylight-saving  time, was it? because the lord didn\u2019t make the sun until the  fourth day! brady  : [fidgeting. ] that is correct. drummond:  [sharply. ] that first day. was it a twenty-four-hour day? brady  : the bible says it was a day. drummond:  there wasn\u2019t any sun. how do you know how long it was? brady  : [determined. ] the bible says it was a day. drummond:  a normal day, a literal day, a twenty-four-hour day? [ pause.  brady is unsure. ] brady  : i do not know. drummond:  what do you think? brady  : [floundering. ] i do not think about things that \u2026 i do not  think about! drummond:  do you ever think about things that you do think about?  [there is some laughter. but it is dampened by the  awareness, throughout the courtroom, that the trap is about  to be sprung. ] isn\u2019t it possible that first day was twenty-five  hours long? there was no way to measure it, no way to tell!  could it have been twenty-five hours? [ pause. the entire  courtroom seems to lean forward. ] brady  : [hesitates \u2014 then. ] it is \u2026 possible \u2026  [gasp of shock  from spectators. many spring to their feet. drummond \u2019s  got him. and he knows it! this is the turning point. from  here on, the tempo mounts. drummond  is now fully  in the driver\u2019s seat. he pounds his questions faster and  faster. ]5 10 15 20 25 30 35 40 45",
+            "11": "11 0486/23/o/n/16 \u00a9 ucles 2016drummond:  oh. y ou interpret that the first day recorded in the book of  genesis could be of indeterminate length. brady  : [wriggling. ] i mean to state that the day referred to is not  necessarily a twenty-four-hour day. drummond:  it could have been thirty hours! or a month! or a year!  or a hundred years! [ seizing the rock, he brandishes it  underneath brady \u2019s nose. ] or ten million years! [huge  reaction of mixed protest and wonder from spectators.  davenport  is able to restrain himself no longer. he  realizes that drummond  has brady  in his pocket. red- faced, he leaps up. ] davenport:  [shouting through spectator reaction. ] i protest! this is not  only irrelevant, immaterial \u2014 it is illegal! [the courtroom is a  storm of impassioned, arguing voices. the judge pounds for  order, but the emotional tension will not subside. ] i demand  to know the purpose of mr. drummond\u2019s examination! what  is he trying to do? brady  : [rises from the witness chair. ] i\u2019ll tell you what he\u2019s trying to  do. he wants to destroy everybody\u2019s belief in the bible, and  in god! drummond:  y ou know that\u2019s not true. i\u2019m trying to stop you bigots and  ignoramuses from controlling the education of the united  states! and you know it! [from act 2 scene 1  ]   how do the writers make this such a powerful moment in the play? or \u202010 in what ways does the writers\u2019 portrayal of bert cates contribute to the dramatic impact  of the play  ?50 55 60 65",
+            "12": "12 0486/23/o/n/16 \u00a9 ucles 2016blank page permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. every reasonable  effort has been made by the publisher (ucles) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the publisher will  be pleased to make amends at the earliest possible opportunity. to avoid the issue of disclosure of answer-related information to candidates, all copyright acknowledgements are reproduced online in the cambridge international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download at www.cie.org.uk after  the live examination series. 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."
+        },
+        "0486_w16_qp_31.pdf": {
+            "1": "this document consists of 11 printed pages, 1 blank page and 1 insert. dc (al) 135484 \u00a9 ucles 2016  [turn overcambridge international examinations cambridge international general certificate of secondary education *4795612196*literature (english)  0486/31 paper 3  drama (open text)  october/november 2016  45 minutes texts studied should be taken into the examination. read these instructions first an answer booklet is provided inside this question paper. you should follow the instructions on the front cover  of the answer booklet. if you need additional answer paper ask the invigilator for a continuation booklet. answer one question. all questions in this paper carry equal marks. the syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificate.",
+            "2": "2 0486/31/o/n/16 \u00a9 ucles 2016 arthur miller: all my sons remember to support your ideas with details from the writing. either 1 read this passage carefully, and then answer the question that follows it: sue: and he\u2019s got money. content removed due to copyright restrictions.",
+            "3": "3 0486/31/o/n/16 \u00a9 ucles 2016 [turn over  he\u2019s driving my  husband crazy with that phony idealism of his, and i\u2019m at the  end of my rope on it! [from act 2 ]    how does miller make this moment in the play so tense? or  2 to what extent does miller make you sympathise with kate keller? content removed due to copyright restrictions.",
+            "4": "4 0486/31/o/n/16 \u00a9 ucles 2016 j. b. priestley: an inspector calls remember to support your ideas with details from the writing. either 3 read this passage carefully, and then answer the question that follows it: inspector: there are a lot of young women living that sort of existence  in every city and big town in this country, miss birling.  content removed due to copyright restrictions.",
+            "5": "5 0486/31/o/n/16 \u00a9 ucles 2016 [turn over  a nice little promising life there, i thought, and  a nasty mess somebody\u2019s made of it. [from act 1\u200a]    how does priestley\u2019s writing create suspense at this moment in the play? or  4  in what ways does priestley use the contrast between the older and younger generations  to dramatic effect in the play? content removed due to copyright restrictions.",
+            "6": "6 0486/31/o/n/16 \u00a9 ucles 2016 william shakespeare: the merchant of venice remember to support your ideas with details from the writing. either  5 read this passage carefully, and then answer the question that follows it:  belmont. the garden  before portia\u2019s house.  enter lorenzo  and  jessica . lorenzo:  the moon shines bright. in such a night as this,  when the sweet wind did gently kiss the trees,  and they did make no noise \u2013 in such a night,  troilus methinks mounted the troyan walls,  and sigh\u2019d his soul toward the grecian tents,  where cressid lay that night. jessica:   in such a night  did thisby fearfully o\u2019ertrip the dew,  and saw the lion\u2019s shadow ere himself,  and ran dismayed away. lorenzo:   in such a night  stood dido with a willow in her hand  upon the wild sea-banks, and waft her love  to come again to carthage. jessica:   in such a night  medea gathered the enchanted herbs  that did renew old aeson. lorenzo:   in such a night  did jessica steal from the wealthy jew,  and with an unthrift love did run from venice  as far as belmont. jessica:   in such a night  did young lorenzo swear he lov\u2019d her well,  stealing her soul with many vows of faith,  and ne\u2019er a true one. lorenzo:   in such a night  did pretty jessica, like a little shrew,  slander her love, and he forgave it her. jessica:  i would out-night you, did no body come;  but, hark, i hear the footing of a man.  enter stephano . lorenzo:  who comes so fast in silence of the night? stephano:  a friend. lorenzo:  a friend! what friend? your name, i pray you, friend? stephano:  stephano is my name, and i bring word  my mistress will before the break of day  be here at belmont; she doth stray about  by holy crosses, where she kneels and prays  for happy wedlock hours. lorenzo:   who comes with her? stephano:  none but a holy hermit and her maid.  i pray you, is my master yet return\u2019d? lorenzo:  he is not, nor we have not heard from him.5 10 15 20 25 30 35 40 45",
+            "7": "7 0486/31/o/n/16 \u00a9 ucles 2016 [turn over  but go we in, i pray thee, jessica,  and ceremoniously let us prepare  some welcome for the mistress of the house.  enter launcelot . launcelot:  sola, sola! wo ha, ho! sola, sola! lorenzo:  who calls? launcelot:  sola! did you see master lorenzo? master lorenzo! sola,  sola! lorenzo:  leave holloaing, man. here! launcelot:  sola! where, where? lorenzo:  here! launcelot:  tell him there\u2019s a post come from my master with his horn full  of good news; my master will be here ere morning.  [exit. lorenzo:  sweet soul, let\u2019s in, and there expect their coming.  and yet no matter \u2013 why should we go in?  my friend stephano, signify, i pray you,  within the house, your mistress is at hand;  and bring your music forth into the air.   [exit stephano. [from act 5 scene 1 ]    in what ways does shakespeare make this an effective opening to act 5? or   6  how does shakespeare make the testing of portia\u2019s suitors so entertaining and significant  in the play?50 55 60",
+            "8": "8 0486/31/o/n/16 \u00a9 ucles 2016 william shakespeare: henry v remember to support your ideas with details from the writing. either  7 read this passage carefully, and then answer the question that follows it: orleans:  the dauphin longs for morning. rambures:  he longs to eat the english. constable:  i think he will eat all he kills. orleans:  by the white hand of my lady, he\u2019s a gallant prince. constable:  swear by her foot, that she may tread out the oath. orleans:  he is simply the most active gentleman of france. constable:  doing is activity, and he will still be doing. orleans:  he never did harm that i heard of. constable:  nor will do none to-morrow: he will keep that good name   still. orleans:  i know him to be valiant. constable:  i was told that by one that knows him better than you. orleans:  what\u2019s he? constable:  marry, he told me so himself; and he said he car\u2019d not who  knew it. orleans:  he needs not; it is no hidden virtue in him. constable:  by my faith, sir, but it is; never anybody saw it but his lackey.  \u2019tis a hooded valour, and when it appears it will bate. orleans:  ill-will never said well. constable:  i will cap that proverb with \u2018there is flattery in friendship\u2019. orleans:  and i will take up that with \u2018give the devil his due\u2019. constable:  well plac\u2019d! there stands your friend for the devil; have at  the very eye of that proverb with \u2018a pox of the devil!\u2019 orleans:  you are the better at proverbs by how much \u2018a fool\u2019s bolt is  soon shot\u2019. constable:  you have shot over. orleans:  \u2019tis not the first time you were overshot.  enter a messenger . messenger:  my lord high constable, the english lie within fifteen hundred  paces of your tents. constable:  who hath measur\u2019d the ground? messenger:  the lord grandpr\u00e9. constable:  a valiant and most expert gentleman. would it were day!  alas, poor harry of england! he longs not for the dawning as  we do. orleans:  what a wretched and peevish fellow is this king of england,  to mope with his fat-brain\u2019d followers so far out of his  knowledge! constable:  if the english had any apprehension, they would run away. orleans:  that they lack; for if their heads had any intellectual armour,  they could never wear such heavy head-pieces.5 10 15 20 25 30 35 40",
+            "9": "9 0486/31/o/n/16 \u00a9 ucles 2016 [turn over rambures:  that island of england breeds very valiant creatures; their  mastiffs are of unmatchable courage. orleans:  foolish curs, that run winking into the mouth of a russian  bear, and have their heads crush\u2019d like rotten apples! you  may as well say that\u2019s a valiant flea that dare eat his breakfast  on the lip of a lion. constable:  just, just! and the men do sympathise with the mastiffs in  robustious and rough coming on, leaving their wits with their  wives; and then give them great meals of beef and iron and  steel; they will eat like wolves and fight like devils. orleans:  ay, but these english are shrewdly out of beef. constable:  then shall we find to-morrow they have only stomachs to  eat, and none to fight. now is it time to arm. come, shall we  about it? orleans:  it is now two o\u2019clock; but let me see \u2013 by ten  we shall have each a hundred englishmen.  [exeunt. [from act 3 scene 7  \u200a]   how does shakespeare vividly portray the french lords at this moment in the play? or 8 in what ways does shakespeare make the conspiracy to betray henry such a dramatic  part of the play?45 50 55",
+            "10": "10 0486/31/o/n/16 \u00a9 ucles 2016 j. lawrence & r. e. lee: inherit the wind remember to support your ideas with details from the writing. either  9 read this passage carefully, and then answer the question that follows it: all: [singing ]  it is good enough for brady,  it is good enough for brady,  and it\u2019s good enough for me!  [cheers and applause. brady  seems to carry with him a  built-in spotlight. so mrs. brady \u2500 pretty, fashionably  dressed, a proper \u201csecond lady\u201d to the nation\u2019s \u201csecond  man\u201d \u2500 seems always to be in his shadow. this does  not annoy her. sarah brady  is content that all her  thoughts and emotions should gain the name of action  through her husband. brady  removes his hat and  raises his hand. obediently the  crowd falls to a hushed  anticipatory silence .] brady:  friends \u2500 and i can see most of you are my friends,  from the way you have decked out your beautiful city of  hillsboro. [ there is a pleased reaction, and a spattering  of applause. when brady  speaks, there can be no  doubt of his personal magnetism. even hornbeck,  who slouches contemptuously, is impressed with the  speaker\u2019s power, for here is a man to be reckoned with. ]  mrs. brady and i are delighted to be among you! [ brady   takes his wife\u2019s hand and draws her to his side, then  mops his brow. ] i could only wish one thing: that you had  not given us quite so warm a welcome! [ brady  removes  his alpaca coat. goodfellow takes it. the crowd laughs.  brady  beams. mrs. mclain hands him a frond fan.  brady  takes it. ] bless you. [ he fans himself vigorously. ]  my friends of hillsboro, you know why i have come here.  not merely to prosecute a lawbreaker, an arrogant youth  who has spoken out against the revealed word, but to  defend that which is most precious in the hearts of all  of us: the living truth of the scriptures! [ applause and  cheering. ] photographer  [topping the cheer. ]: mr. brady. a picture, mr. brady? brady:  i shall be happy to oblige! [ to his wife. ] sarah \u2026 mrs. brady  [moving out of camera range. ]: no, matt. just you and  the dignitaries. brady:  you are the mayor, are you not, sir? mayor  [stepping forward, awkwardly. ]: i am, sir. brady  [extending his hand. ]: my name is matthew harrison  brady. mayor:  oh, i know. everybody knows that. i had a little speech of  welcome ready, but somehow it didn\u2019t seem  necessary. brady:  i shall be honored to hear your greeting, sir. [ the mayor   clears his throat and takes his speech from his pocket. ] mayor  [sincerely. ]: mr. matthew harrison brady, this municipality 5 10 15 20 25 30 35 40 45",
+            "11": "11 0486/31/o/n/16 \u00a9 ucles 2016 is proud to have within its city limits the warrior who has  always fought for us ordinary people. the lady folks  of this town wouldn\u2019t have the vote if it wasn\u2019t for you,  fightin\u2019 to give \u2019em all that suffrage. mr. president wilson  wouldn\u2019t never have got to the white house and  won the  war if it wasn\u2019t for you supportin\u2019 him. and, in conclusion,  the governor of our state \u2026 [ his hand is raised. ] photographer:  hold it! [ the camera clicks. ] thank you. [mrs. brady   is disturbed by the informality of the pose. ] mrs. brady:  matt \u2500 you didn\u2019t have your coat on. brady  [to the photographer .]: perhaps we should have a  more formal pose. [ as mrs. brady  helps him on with  his coat. ] who  is the spiritual leader of the community? mayor:  that would be the reverend jeremiah brown.  [reverend brown  steps forward. ] brown:  your servant, and the lord\u2019s. [brady  and brown   shake hands. ] brady:  the reverend at my left, the mayor at my right. [ stiffly,  they face the camera. ] we must look grave, gentlemen,  but not too serious. hopeful, i think is the word. we must  look hopeful. [brady  assumes the familiar oratorical  pose. the camera clicks. unnoticed, howard has stuck  his head, mouth agape, into the picture. the mayor   refers to the last page of his undelivered speech. ] mayor:  in conclusion, the governor of our state has vested in  me the authority to confer upon you a commission as  honorary colonel in the state militia. [ applause. ] brady  [savoring it  ]: \u201ccolonel brady.\u201d i like the sound of that! [from act 1 scene 1 ]    how do the writers make this such a dramatic introduction to matthew harrison brady? or 10 \u2018heavenly hillsboro, the buckle on the bible belt.\u2019   how does the writers\u2019 portrayal of the community of hillsboro contribute to the dramatic  impact of the play?50 55 60 65 70",
+            "12": "12 0486/31/o/n/16 \u00a9 ucles 2016 blank page permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the  publisher will be pleased to make amends at the earliest possible opportunity. to avoid the issue of disclosure of answer-related information to candidates, all copyright acknowledgements are reproduced online in the cambridge international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download at www.cie.org.uk after  the live examination series. 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."
+        },
+        "0486_w16_qp_32.pdf": {
+            "1": "this document consists of 11 printed pages, 1 blank page and 1 insert. dc (al) 135425 \u00a9 ucles 2016  [turn overcambridge international examinations cambridge international general certificate of secondary education *1178173246*literature (english)  0486/32 paper 3  drama (open text)  october/november 2016  45 minutes texts studied should be taken into the examination. read these instructions first an answer booklet is provided inside this question paper. you should follow the instructions on the front cover  of the answer booklet. if you need additional answer paper ask the invigilator for a continuation booklet. answer one question. all questions in this paper carry equal marks. the syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificate.",
+            "2": "2 0486/32/o/n/16 \u00a9 ucles 2016 arthur miller: all my sons remember to support your ideas with details from the writing. either 1 read this passage carefully, and then answer the question that follows it: keller: oh, little of everything.   content removed due to copyright restrictions.",
+            "3": "3 0486/32/o/n/16 \u00a9 ucles 2016 [turn over  [they stand facing each other, george  trying to judge him. ]  [from act 2] what does miller\u2019s portrayal make you feel about joe at this moment in the play? or  2  in what ways does miller make the relationship between kate and ann such a powerful  part of the play? ",
+            "4": "4 0486/32/o/n/16 \u00a9 ucles 2016 j.b. priestley: an inspector calls remember to support your ideas with details from the writing. either 3 read this passage carefully, and then answer the question that follows it: inspector [to mrs birling]: and you\u2019ve nothing further to tell  me, eh? content removed due to copyright restrictions.",
+            "5": "5 0486/32/o/n/16 \u00a9 ucles 2016 [turn over mrs birling: her story was \u2013 that he\u2019d said something one night,  when he was drunk, that gave her the idea that it wasn\u2019t  his money. [from act 2] how does priestley make the inspector\u2019s questioning of mrs birling here so powerfully dramatic? or  4 what does priestley\u2019s portrayal make you feel about gerald croft? ",
+            "6": "6 0486/32/o/n/16 \u00a9 ucles 2016 william shakespeare: the merchant of venice remember to support your ideas with details from the writing. either  5 read this passage carefully, and then answer the question that follows it:  enter shylock , solanio , antonio , and gaoler. shylock:  gaoler, look to him. tell not me of mercy \u2013  this is the fool that lent out money gratis.  gaoler, look to him. antonio:   hear me yet, good shylock. shylock:  i\u2019ll have my bond; speak not against my bond.  i have sworn an oath that i will have my bond.  thou call\u2019dst me dog before thou hadst a cause,  but, since i am a dog, beware my fangs;  the duke shall grant me justice. i do wonder,  thou naughty gaoler, that thou art so fond  to come abroad with him at his request. antonio:  i pray thee hear me speak. shylock:  i\u2019ll have my bond. i will not hear thee speak;  i\u2019ll have my bond; and therefore speak no more.  i\u2019ll not be made a soft and dull-ey\u2019d fool,  to shake the head, relent, and sigh, and yield,  to christian intercessors. follow not;  i\u2019ll have no speaking; i will have my bond.   [exit. solanio:  it is the most impenetrable cur  that ever kept with men. antonio:   let him alone;  i\u2019ll follow him no more with bootless prayers.  he seeks my life; his reason well i know:  i oft deliver\u2019d from his forfeitures  many that have at times made moan to me;  therefore he hates me. solanio:   i am sure the duke  will never grant this forfeiture to hold. antonio:  the duke cannot deny the course of law;  for the commodity that strangers have  with us in venice, if it be denied,  will much impeach the justice of the state,  since that the trade and profit of the city  consisteth of all nations. therefore, go;  these griefs and losses have so bated me  that i shall hardly spare a pound of flesh  to-morrow to my bloody creditor.  well, gaoler, on; pray god bassanio come  to see me pay his debt, and then i care not. [from act 3 scene 3]5 10 15 20 25 30 35 40",
+            "7": "7 0486/32/o/n/16 \u00a9 ucles 2016 [turn over what vivid impressions of shylock and antonio does shakespeare create for you at this  point in the play? or  6  explore two moments in the play where you feel shakespeare powerfully creates  suspense.",
+            "8": "8 0486/32/o/n/16 \u00a9 ucles 2016 william shakespeare: henry v remember to support your ideas with details from the writing. either  7 read this passage carefully, and then answer the question that follows it: williams:  we see yonder the beginning of the day, but i think we  shall never see the end of it. who goes there? king:  a friend. williams:  under what captain serve you? king:  under sir thomas erpingham. williams:  a good old commander and a most kind gentleman. i pray  you, what thinks he of our estate? king:  even as men wreck\u2019d upon a sand, that look to be wash\u2019d  off the next tide. bates:  he hath not told his thought to the king? king:  no; nor it is not meet he should. for though i speak  it   to you, i think the king is but a man as i am: the violet  smells to him as it doth to me; the element shows to   him as it doth to me; all his senses have but human  conditions; his ceremonies laid by, in his nakedness he  appears but a man; and though his affections are higher  mounted than ours, yet, when they stoop, they stoop with  the like wing. therefore, when he sees reason of fears,  as we do, his fears, out of doubt, be of the same relish  as ours are; yet, in reason, no man should possess him  with any appearance of fear, lest he, by showing it, should  dishearten his army. bates:  he may show what outward courage he will; but i believe,  as cold a night as \u2019tis, he could wish himself in thames up  to the neck; and so i would he were, and i by him, at all  adventures, so we were quit here. king:  by my troth, i will speak my conscience of the king: i think  he would not wish himself anywhere but where he is. bates:  then i would he were here alone; so should he be sure to  be ransomed, and a many poor men\u2019s lives saved. king:  i dare say you love him not so ill to wish him here alone,  howsoever you speak this, to feel other men\u2019s minds;  methinks i could not die anywhere so contented as in  the king\u2019s company, his cause being just and his quarrel  honourable. williams:  that\u2019s more than we know. bates:  ay, or more than we should seek after; for we know  enough if we know we are the king\u2019s subjects. if his cause  be wrong, our obedience to the king wipes the crime of it  out of us. williams:  but if the cause be not good, the king himself hath a   heavy reckoning to make when all those legs and arms  and heads, chopp\u2019d off in a battle, shall join together  at the latter day and cry all \u2018we died at such a place\u2019 \u2013  some swearing, some crying for a surgeon, some upon  their wives left poor behind them, some upon the debts  they owe, some upon their children rawly left. i am afeard  there are few die well that die in a battle; for how can  they charitably dispose of anything when blood is their  argument? now, if these men do not die well, it will be a 5 10 15 20 25 30 35 40 45 50",
+            "9": "9 0486/32/o/n/16 \u00a9 ucles 2016 [turn over black matter for the king that led them to it; who to disobey  were against all proportion of subjection. [from act 4 scene 1] in what ways does shakespeare make this moment in the play so striking? or  8 explore the ways in which shakespeare makes princess katherine so entertaining.",
+            "10": "10 0486/32/o/n/16 \u00a9 ucles 2016 j. lawrence & r.e. lee: inherit the wind remember to support your ideas with details from the writing. either  9 read this passage carefully, and then answer the question that follows it:  in and around the hillsboro courthouse. the foreground  is the actual courtroom, with jury box, judge\u2019s bench and  a scattering of trial-scarred chairs and counsel tables. the  back wall of the courtroom is non-existent. on a raked level  above it is the courthouse square, the main street and the  converging streets of the town. this is not so much a literal  view of hillsboro as it is an impression of a sleepy, obscure  country town about to be vigorously awakened.  it is important to the concept of the play that the town is  visible always, looming there, as much on trial as the  individual defendant. the crowd is equally important  throughout, so that the court becomes an arena, with active  spectators on all sides of it. it is an hour after dawn on a  july day that promises to be a scorcher. howard, a boy of  thirteen, wanders onto the courthouse lawn. he is barefoot,  wearing a pair of his pa\u2019s cut-down overalls. he carries an  improvised fishing pole and a tin can. he studies the ground  carefully, searching for something. a young girl\u2019s voice calls  from offstage. melinda:  [calling sweetly. ] how-ard \u2026! [howard , annoyed, turns  and looks toward the voice. melinda , a healthy pigtailed  girl of twelve, skips on. ] hello, howard. [howard  is  disinterested, continues to search the ground. ] howard:  \u2019lo, melinda. melinda:  [making conversation. ] i think it\u2019s gonna be hotter\u2019n  yesterday. that rain last night didn\u2019t do much good. howard:  [professionally. ] it brought up the worms. [ suddenly he  spots one in the lawn. swiftly he grabs for it, and holds it up  proudly. ] lookit this fat one! [ he chases her. ] melinda:  [shivering. ] how can you touch \u2019em? it makes me all goose- bumpy! [howard  dangles it in front of her face. she backs  away, shuddering. ] howard:  what\u2019re yuh skeered of? you was a worm once! melinda:  [shocked. ] i wasn\u2019t neither! howard:  you was so! when the whole world was covered with water,  there was nuthin\u2019 but worms and blobs of jelly. and you and  your whole family was worms! melinda:  we was not! howard:  blobs of jelly, then. melinda:  howard blair, that\u2019s sinful talk! i\u2019m gonna tell my pa and  he\u2019ll make you wash your mouth out with soap! howard:  ahhh, your old man\u2019s a monkey! [melinda  gasps. she  turns indignantly and runs off. howard  shrugs in the  manner of a man-of-the-world .] \u2019bye,  lindy. [rachel   enters. she is 22, pretty, but not beautiful. she wears a  cotton summer dress. she carries a small composition  paper suitcase. there is a tense, distraught air about her.  she may have been crying. she looks about nervously, as 5 10 15 20 25 30 35 40 45",
+            "11": "11 0486/32/o/n/16 \u00a9 ucles 2016 if she doesn\u2019t want to be seen. when she sees howard ,  she hesitates, then she scurries downstage into the  courthouse area in the hope that the boy will not notice her.  but he does see rachel , and watches her with puzzled  curiosity. then as he exits he addresses the worm, dangling  it in the air. ] what do you wanta be when you grow up? [ he  goes off. rachel  stands uncertainly in the courthouse  area. unsure, she looks about. ] rachel:  [tentatively, calling. ] mr. meeker \u2026? meeker:  [a little irritably. from off r.] who is it? [ after a pause,   mr. meeker , the bailiff, enters. there is no collar on his  shirt, his hair is tousled, and there is still a bit of shaving  soap on his face, which he is wiping off with a towel as he  enters. ] why, hello, rachel. \u2019scuse the way i look. [ he wipes  the soap out of his ear. then he notices her suitcase. ] not  goin\u2019 away are you? excitement\u2019s just startin\u2019. rachel:  [earnestly. ] mr. meeker, don\u2019t let my father know i came  here. meeker:  [shrugs. ] the reverend don\u2019t tell me his business. don\u2019t  know why i should tell him mine. rachel:  i want to see bert cates. is he all right? meeker:  don\u2019t know why he shouldn\u2019t be. i always figured the safest  place in the  world is in jail. rachel:  can i go down and see him? meeker:  ain\u2019t a very proper place for a minister\u2019s daughter. rachel:  i only want to see him for a minute. [from act 1 scene 1] how do the writers capture your interest in this opening to the play? or  10  how do the writers make matthew harrison brady\u2019s downfall such a dramatic and  significant part of the play?50 55 60 65 70",
+            "12": "12 0486/32/o/n/16 \u00a9 ucles 2016 blank page permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the  publisher will be pleased to make amends at the earliest possible opportunity. to avoid the issue of disclosure of answer-related information to candidates, all copyright acknowledgements are reproduced online in the cambridge international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download at www.cie.org.uk after  the live examination series. 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."
+        },
+        "0486_w16_qp_33.pdf": {
+            "1": "this document consists of 11 printed pages, 1 blank page and 1 insert. dc (al) 133089 \u00a9 ucles 2016  [turn overcambridge international examinations cambridge international general certificate of secondary education * 5 6 7 3 8 1 1 8 4 8 *literature (english)  0486/33 paper 3  drama (open text)  october/november 2016  45 minutes texts studied should be taken into the examination. read these instructions first an answer booklet is provided inside the question paper. y ou should follow the instructions on the front cover  of the answer booklet. if you need additional answer paper ask the invigilator for a continuation booklet. answer one question. all questions in this paper carry equal marks. the syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificate.",
+            "2": "2 0486/33/o/n/16 \u00a9 ucles 2016arthur miller: all my sons remember to support your ideas with details from the writing. either 1 read this passage carefully, and then answer the question that follows it: keller: i ignore what i gotta ignore.  content removed due to copyright restrictions.",
+            "3": "3 0486/33/o/n/16 \u00a9 ucles 2016 [turn overchris: i am thinking that way. [from act 1]   in what ways does miller make this such an intense moment in the play? or 2 how does miller make two moments in the play particularly disturbing for you? content removed due to copyright restrictions.",
+            "4": "4 0486/33/o/n/16 \u00a9 ucles 2016j. b. priestley : an inspector calls remember to support your ideas with details from the writing. either 3 read this passage carefully, and then answer the question that follows it: birling [triumphantly ]: there you are!   content removed due to copyright restrictions.",
+            "5": "5 0486/33/o/n/16 \u00a9 ucles 2016 [turn over [as they stare guiltily and dumbfounded, the curtain falls.] end of play [from act 3 ]   in what ways does priestley make this such a powerful ending to the play? or 4 what does priestley\u2019s portrayal of the birlings make you feel about them as a family? content removed due to copyright restrictions.",
+            "6": "6 0486/33/o/n/16 \u00a9 ucles 2016william shakespeare: the merchant of venice remember to support your ideas with details from the writing. either  5 read this passage carefully, and then answer the question that follows it: bassanio:   ere i ope his letter,  i pray you tell me how my good friend doth. salerio:  not sick, my lord, unless it be in mind;  nor well, unless in mind; his letter there  will show you his estate.   [bassanio  opens the letter. gratiano:  nerissa, cheer yond stranger; bid her welcome.  y our hand, salerio. what\u2019s the news from venice?  how doth that royal merchant, good antonio?  i know he will be glad of our success:  we are the jasons, we have won the fleece. salerio:  i would you had won the fleece that he hath lost. portia:  there are some shrewd contents in yond same paper  that steals the colour from bassanio\u2019s cheek:  some dear friend dead, else nothing in the world  could turn so much the constitution  of any constant man. what, worse and worse!  with leave, bassanio: i am half yourself,  and i must freely have the half of anything  that this same paper brings you. bassanio:   o sweet portia,  here are a few of the unpleasant\u2019st words  that ever blotted paper! gentle lady,  when i did first impart my love to you,  i freely told you all the wealth i had  ran in my veins \u2013 i was a gentleman;  and then i told you true. and yet, dear lady,  rating myself at nothing, you shall see  how much i was a braggart. when i told you  my state was nothing, i should then have told you  that i was worse than nothing; for indeed  i have engag\u2019d myself to a dear friend,  engag\u2019d my friend to his mere enemy,  to feed my means. here is a letter, lady,  the paper as the body of my friend,  and every word in it a gaping wound  issuing life-blood. but it is true, salerio?  hath all his ventures fail\u2019d? what, not one hit?  from tripolis, from mexico, and england,  from lisbon, barbary, and india,  and not one vessel scape the dreadful touch  of merchant-marring rocks? salerio:   not, one, my lord.  besides, it should appear that, if he had  the present money to discharge the jew,  he would not take it. never did i know  a creature that did bear the shape of man  so keen and greedy to confound a man.5 10 15 20 25 30 35 40 45",
+            "7": "7 0486/33/o/n/16 \u00a9 ucles 2016 [turn over he plies the duke at morning and at night,  and doth impeach the freedom of the state,  if they deny him justice. twenty merchants,  the duke himself, and the magnificoes  of greatest port, have all persuaded with him;  but none can drive him from the envious plea  of forfeiture, of justice, and his bond. [from act 3 scene 2  ]   how does shakespeare make this such a dramatic moment in the play? or 6 how does shakespeare\u2019s portrayal of the two settings, venice and belmont, contribute to  your enjoyment of the play?50 55",
+            "8": "8 0486/33/o/n/16 \u00a9 ucles 2016william shakespeare: henry v remember to support your ideas with details from the writing. either  7 read this passage carefully, and then answer the question that follows it:  before the gates of harfleur.  enter the governor and some citizens on the walls.  enter the king  and all his train before the gates. king:  how yet resolves the governor of the town?  this is the latest parle we will admit;  therefore to our best mercy give yourselves  or, like to men proud of destruction,  defy us to our worst; for, as i am a soldier,  a name that in my thoughts becomes me best,  if i begin the batt\u2019ry once again,  i will not leave the half-achieved harfleur  till in her ashes she lie buried.  the gates of mercy shall be all shut up,  and the flesh\u2019d soldier, rough and hard of heart,  in liberty of bloody hand shall range  with conscience wide as hell, mowing like grass  y our fresh fair virgins and your flow\u2019ring infants.  what is it then to me if impious war,  array\u2019d in flames, like to the prince of fiends,  do, with his smirch\u2019d complexion, all fell feats  enlink\u2019d to waste and desolation?  what is\u2019t to me when you yourselves are cause,  if your pure maidens fall into the hand  of hot and forcing violation?  what rein can hold licentious wickedness  when down the hill he holds his fierce career?  we may as bootless spend our vain command  upon th\u2019 enraged soldiers in their spoil,  as send precepts to the leviathan  to come ashore. therefore, you men of harfleur,  take pity of your town and of your people  whiles yet my soldiers are in my command;  whiles yet the cool and temperate wind of grace  o\u2019erblows the filthy and contagious clouds  of heady murder, spoil, and villainy.  if not \u2013 why, in a moment look to see  the blind and bloody soldier with foul hand  defile the locks of your shrill-shrieking daughters;  y our fathers taken by the silver beards,  and their most reverend heads dash\u2019d to the walls;  y our naked infants spitted upon pikes,  whiles the mad mothers with their howls confus\u2019d  do break the clouds, as did the wives of jewry  at herod\u2019s bloody-hunting slaughtermen.  what say you? will you yield, and this avoid?  or, guilty in defence, be thus destroy\u2019d? [from act 3 scene 3  ]5 10 15 20 25 30 35 40 45",
+            "9": "9 0486/33/o/n/16 \u00a9 ucles 2016 [turn over  in what ways does shakespeare convey vivid impressions of henry at this moment in the  play? or 8 explore two moments in the play which shakespeare makes particularly entertaining for  you.",
+            "10": "10 0486/33/o/n/16 \u00a9 ucles 2016j. lawrence & r. e. lee: inherit the wind remember to support your ideas with details from the writing. either  9 read this passage carefully, and then answer the question that follows it: drummond:  look, mr. brady. these are the fossil remains of a pre- historic marine creature, which was found in this very   county \u2014 and which lived here millions of years ago, when  these very mountain ranges were submerged in water. brady  : i know. the bible gives me a fine account of the flood. but  your professor is a little mixed up on his dates. that rock is  not more than six thousand years old. drummond:  how do you know? brady  : a fine biblical scholar, bishop usher, has determined for us  the exact date and hour of the creation. it occurred in the  y ear 4004 b.c. drummond:  that\u2019s bishop usher\u2019s opinion. brady  : it is not an opinion. it is literal fact, which the good bishop  arrived at through careful computation of the ages of the  prophets as set down in the old testament. in fact, he  determined that the lord began the creation on the 23rd of  october in the y ear 4004 b.c. at \u2014 uh, 9 a.m.! drummond:  that eastern standard time? [ laughter. ] or rocky  mountain time? [ more laughter. ] it wasn\u2019t daylight-saving  time, was it? because the lord didn\u2019t make the sun until the  fourth day! brady  : [fidgeting. ] that is correct. drummond:  [sharply. ] that first day. was it a twenty-four-hour day? brady  : the bible says it was a day. drummond:  there wasn\u2019t any sun. how do you know how long it was? brady  : [determined. ] the bible says it was a day. drummond:  a normal day, a literal day, a twenty-four-hour day? [ pause.  brady is unsure. ] brady  : i do not know. drummond:  what do you think? brady  : [floundering. ] i do not think about things that \u2026 i do not  think about! drummond:  do you ever think about things that you do think about?  [there is some laughter. but it is dampened by the  awareness, throughout the courtroom, that the trap is about  to be sprung. ] isn\u2019t it possible that first day was twenty-five  hours long? there was no way to measure it, no way to tell!  could it have been twenty-five hours? [ pause. the entire  courtroom seems to lean forward. ] brady  : [hesitates \u2014 then. ] it is \u2026 possible \u2026  [gasp of shock  from spectators. many spring to their feet. drummond \u2019s  got him. and he knows it! this is the turning point. from  here on, the tempo mounts. drummond  is now fully  in the driver\u2019s seat. he pounds his questions faster and  faster. ]5 10 15 20 25 30 35 40 45",
+            "11": "11 0486/33/o/n/16 \u00a9 ucles 2016drummond:  oh. y ou interpret that the first day recorded in the book of  genesis could be of indeterminate length. brady  : [wriggling. ] i mean to state that the day referred to is not  necessarily a twenty-four-hour day. drummond:  it could have been thirty hours! or a month! or a year!  or a hundred years! [ seizing the rock, he brandishes it  underneath brady \u2019s nose. ] or ten million years! [huge  reaction of mixed protest and wonder from spectators.  davenport  is able to restrain himself no longer. he  realizes that drummond  has brady  in his pocket. red- faced, he leaps up. ] davenport:  [shouting through spectator reaction. ] i protest! this is not  only irrelevant, immaterial \u2014 it is illegal! [the courtroom is a  storm of impassioned, arguing voices. the judge pounds for  order, but the emotional tension will not subside. ] i demand  to know the purpose of mr. drummond\u2019s examination! what  is he trying to do? brady  : [rises from the witness chair. ] i\u2019ll tell you what he\u2019s trying to  do. he wants to destroy everybody\u2019s belief in the bible, and  in god! drummond:  y ou know that\u2019s not true. i\u2019m trying to stop you bigots and  ignoramuses from controlling the education of the united  states! and you know it! [from act 2 scene 1  ]   how do the writers make this such a powerful moment in the play? or 10 in what ways does the writers\u2019 portrayal of bert cates contribute to the dramatic impact  of the play  ?50 55 60 65",
+            "12": "12 0486/33/o/n/16 \u00a9 ucles 2016blank page permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. every reasonable  effort has been made by the publisher (ucles) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the publisher will  be pleased to make amends at the earliest possible opportunity. to avoid the issue of disclosure of answer-related information to candidates, all copyright acknowledgements are reproduced online in the cambridge international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download at www.cie.org.uk after  the live examination series. 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."
+        },
+        "0486_w16_qp_41.pdf": {
+            "1": "this document consists of 5 printed pages, 3 blank pages and 1 insert. dc rcl (km) 115912/2 \u00a9 ucles 2016 [turn overcambridge international examinations cambridge international general certificate of secondary education *7209722218*literature (english)  0486/41 paper 4 unseen october/november 2016  1 hour 15 minutes no additional materials are required. read these instructions first an answer booklet is provided inside this question paper. y ou should follow the instructions on the front cover  of the answer booklet. if you need additional answer paper ask the invigilator for a continuation booklet. answer either  question 1 or question 2. y ou are advised to spend about 20 minutes reading the question paper and planning your answer. both questions in this paper carry equal marks. the syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificat e.",
+            "2": "2 0486/41/o/n/16 \u00a9 ucles 2016answer either  question 1 or question 2. either1 read carefully the poem opposite, in which the poet reacts to being rejected by his \u2018baby\u2019, meaning  his lover.  how does the poet\u2019s writing memorably convey his feelings to you? to help you answer this question, you might consider:   \u0081 how the poet portrays his initial reactions to the rejection   \u0081 how he dramatically changes his mind   \u0081 how the tone and structure of the poem are memorable for you.",
+            "3": "3 0486/41/o/n/16 \u00a9 ucles 2016 [turn overlife is fine i went down to the river, i set1 down on the bank. i tried to think but couldn\u2019t,so i jumped in and sank. i came up once and hollered 2! i came up twice and cried!if that water hadn\u2019t a-been so coldi might\u2019ve sunk and died.   but it was   cold in that water!   it was cold!i took the elevator sixteen floors above the ground.i thought about my babyand thought i would jump down. i stood there and i hollered! i stood there and i cried!if it hadn\u2019t a-been so highi might\u2019ve jumped and died.   but it was   high up there!   it was high!so since i\u2019m still here livin\u2019, i guess i will live on.i could\u2019ve died for love\u2013but for livin\u2019 i was born though you may hear me holler, and you may see me cry\u2013i\u2019ll be dogged 3, sweet baby, if you gonna see me die.   life is fine!   fine as wine!   life is fine! 1 set : (dialect) sat 2 hollered  : (dialect) shouted in pain 3 dogged  : (dialect) damned",
+            "4": "4 0486/41/o/n/16 \u00a9 ucles 2016or 2 read carefully this extract from a novel. the writer\u2019s principal character describes the city she  comes from, and her people.  how does the writing in this passage create a sense of mystery about the city and the  people in it?  to help you answer this question, you might consider:   \u0081 how the writing highlights what is unusual about the city   \u0081 how the narrator uses stories and legends   \u0081 the effect of the last story she tells, and of its final line. there is a city surrounded by water with watery alleys that do for streets and roads  and silted up back ways that only the rats can cross. miss your way, which is easy to do, and you may find yourself staring at a hundred eyes guarding a filthy palace of sacks and bones. find your way, which is easy to do, and you may meet an old woman in a doorway. she will tell your fortune, depending on your face. this is the city of mazes. y ou may set off from the same place to the same  place every day and never go by the same route. if you do so, it will be by mistake. y our bloodhound nose will not serve you here. y our course in compass reading will fail you. y our confident instructions to passers-by will send them to squares they have never heard of, over canals not listed in the notes. although wherever you are going is always in front of you, there is no such thing  as straight ahead. no as the crow flies 1 short cut will help you to reach the caf\u00e9 just  over the water. the short cuts are where the cats go, through the impossible gaps, round corners that seem to take you the opposite way. but here, in this mercurial 2  city, it is required you do awake your faith. with faith, all things are possible.rumour has it that the inhabitants of this city walk on water. that, more bizarre  still, their feet are webbed. not all feet, but the feet of the boatmen whose trade is hereditary. this is the legend.when a boatman\u2019s wife finds herself pregnant she waits until the moon is full  and the night empty of idlers. then she takes her husband\u2019s boat and rows to a terrible island where the dead are buried. she leaves her boat with rosemary 3 in the  bows so that the limbless ones cannot return with her and hurries to the grave of the most recently dead in her family. she has brought her offerings: a flask of wine, a lock of hair from her husband and a silver coin. she must leave the offerings on the grave and beg for a clean heart if her child be a girl and boatman\u2019s feet if her child be a boy. there is no time to lose. she must be home before dawn and the boat must be left for a day and a night covered in salt. in this way, the boatmen keep their secrets and their trade. no newcomer can compete. and no boatman will take off his boots, no matter how you bribe him. i have seen tourists throw diamonds to the fish, but i have never seen a boatman take off his boots. there was once a weak and foolish man whose wife cleaned the boat and sold  the fish and brought up their children and went to the terrible island as she should when her yearly time was due. their house was hot in summer and cold in winter and there was too little food and too many mouths. this boatman, ferrying a tourist from one church to another, happened to fall into conversation with the man and the man brought up the question of the webbed feet. at the same time he drew a purse of gold from his pocket and let it lie quietly in the bottom of the boat. winter was approaching, the boatman was thin and he thought what harm could it do to unlace just one boot and let this visitor see what there was. the next morning, the boat ",
+            "5": "5 0486/41/o/n/16 \u00a9 ucles 2016was picked up by a couple of priests on their way to mass. the tourist was babbling  incoherently and pulling at his toes with his fingers. there was no boatman. they took the tourist to the madhouse, san servelo. for all i know, he\u2019s still there. and the boatman?he was my father. 1 as the crow flies : in a straight line 2 mercurial  : constantly changing 3 rosemary  : an aromatic herb",
+            "6": "6 0486/41/o/n/16 \u00a9 ucles 2016blank page",
+            "7": "7 0486/41/o/n/16 \u00a9 ucles 2016blank page",
+            "8": "8 0486/41/o/n/16 \u00a9 ucles 2016blank page permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here 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 onl ine in the cambridge international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to do wnload at www.cie.org.uk after  the live examination series. cambridge international examinations is part of the cambridge assessment group. cambridge assessment is the brand name of unive rsity of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge."
+        },
+        "0486_w16_qp_42.pdf": {
+            "1": "this document consists of 5 printed pages, 3 blank pages and 1 insert. dc (rcl (km)) 115908/4 \u00a9 ucles 2016  [turn overcambridge international examinations cambridge international general certificate of secondary education *1147575241*literature (english)  0486/42 paper 4  unseen  october/november 2016  1 hour 15 minutes no additional materials are required. read these instructions first an answer booklet is provided inside this question paper. you should follow the instructions on the front cover  of the answer booklet. if you need additional answer paper ask the invigilator for a continuation booklet. answer either  question 1 or question 2. you are advised to spend about 20 minutes reading the question paper and planning your answer. both questions in this paper carry equal marks. the syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificate.",
+            "2": "2 0486/42/o/n/16 \u00a9 ucles 2016 answer either  question 1 or question 2. either 1 read carefully the poem opposite, which describes the poet\u2019s response to moonlight and to  memories of her mother. \t how \tdoes\tthe\tpoet\u2019s\twriting\tcreate\ta\tstriking\timpression \tof\twhat\tthe\tmoon\tmeans\tto\ther?  to help you answer this question, you might consider:   \u2022 how she portrays the effect of moonlight on her room   \u2022 how she imagines the moon as someone who wants to speak to her   \u2022 what the words she addresses to the moon suggest to you.",
+            "3": "3 0486/42/o/n/16 \u00a9 ucles 2016 [turn over moon last night, when the moon slipped into my attic room as an oblong of light, i sensed she\u2019d come to commiserate1. it was august. she traveled with a small valise2 of darkness, and the first few stars returning to the northern sky, and my room, it seemed, had missed her. she pretended an interest in the bookcase while other objects stirred, as in a rock pool, with unexpected life: strings of beads in their green bowl gleamed, the paper-crowded desk; the books, too, appeared inclined to open and confess. being sure the moon harbored some intention, i waited; watched for an age her cool gaze shift first toward a flower sketch pinned on the far wall then glide down to recline along the pinewood floor, before i\u2019d had enough. moon , i said, we\u2019re both scarred now . are they quite beyond you, the simple words of love? say them. you are not my mother; with my mother, i waited unto death. 1 commiserate\u200a : express sympathy 2 valise\u200a : suitcase",
+            "4": "4 0486/42/o/n/16 \u00a9 ucles 2016 or 2 read carefully the following extract from a short story, which is set during war time. charlie stowe  lives with his parents above a tobacconist\u2019s, a shop selling cigarettes, which is owned and run by  his father. \t how \tdoes\tthe\twriting\tbuild\tsuspense \there?  to help you answer this question, you might consider:   \u2022 how the writer uses setting to create tension   \u2022 how he conveys charlie\u2019s thoughts and feelings   \u2022 the impact of charlie\u2019s reaction to the arrival of his father and the strangers. charlie stowe waited until he heard his mother snore before he got out of bed.  even then he moved with caution and tiptoed to the window. the front of the house  was irregular, so that it was possible to see a light burning in his mother\u2019s room. but  now all the windows were dark. a searchlight passed across the sky, lighting the  banks of cloud and probing the dark deep spaces between, seeking enemy airships.  the wind blew from the sea, and charlie stowe could hear behind his mother\u2019s  snores the beating of the waves. a draught through the cracks in the window-frame  stirred his nightshirt. charlie stowe was frightened. but the thought of the tobacconist\u2019s shop which his father kept down a dozen  wooden stairs drew him on. he was twelve years old, and already boys at the  county school mocked him because he had never smoked a cigarette. the packets  were piled twelve deep below, and the little shop lay under a thin haze of stale  smoke which would completely disguise his crime. that it was a crime to steal some  of his father\u2019s stock charlie stowe had no doubt, but he did not love his father; his  father was unreal to him, a wraith, pale, thin, and indefinite, who noticed him only  spasmodically1 and left even punishment to his mother. for his mother he felt a  passionate demonstrative love; her large boisterous presence and her noisy charity  filled the world for him. but his father\u2019s affection and dislike were as indefinite as his  movements. tonight he had said he would be in norwich, and yet you never knew.  charlie stowe had no sense of safety as he crept down the wooden stairs. when  they creaked he clenched his fingers on the collar of his nightshirt. at the bottom of the stairs he came out quite suddenly into the little shop. it  was too dark to see his way, and he did not dare touch the switch. for half a minute  he sat in despair on the bottom step with his chin cupped in his hands. then the  regular movement of the searchlight was reflected through an upper window and  the boy had time to fix in memory the pile of cigarettes, the counter, and the small  hole under it. the footsteps of a policeman on the pavement made him grab the first  packet to his hand and dive for the hole. a light shone along the floor and a hand  tried the door, then the footsteps passed on, and charlie cowered in the darkness. at last he got his courage back by telling himself in his curiously adult way that  if he were caught now there was nothing to be done about it, and he might as well  have his smoke. he put a cigarette in his mouth and then remembered that he had  no matches. for a while he dared not move. three times the searchlight lit the shop,  while he muttered taunts and encouragements. \u201cmay as well be hung for a sheep,\u201d  \u201ccowardy, cowardy custard,\u201d grown-up and childish exhortations oddly mixed. but as he moved he heard footfalls in the street, the sound of several men  walking rapidly. charlie stowe was old enough to feel surprise that anybody was  about. the footsteps came nearer, stopped; a key was turned in the shop door, a  voice said, \u201clet him in,\u201d and then he heard his father, \u201cif you wouldn\u2019t mind being  quiet, gentlemen. i don\u2019t want to wake up the family.\u201d there was a note unfamiliar  to charlie in the undecided voice. a torch flashed and the electric globe2 burst into ",
+            "5": "5 0486/42/o/n/16 \u00a9 ucles 2016 blue light. the boy held his breath; he wondered whether his father would hear his  heart beating, and he clutched his nightshirt tightly and prayed, \u201co god, don\u2019t let me be caught.\u201d through a crack in the counter he could see his father where he stood,  one hand held to his high stiff collar, between two men in bowler hats and belted  mackintoshes 3. they were strangers. 1 only spasmodically\u200a : not very often 2 electric globe\u200a : light bulb 3 mackintoshes\u200a : raincoats",
+            "6": "6 0486/42/o/n/16 \u00a9 ucles 2016 blank page",
+            "7": "7 0486/42/o/n/16 \u00a9 ucles 2016 blank page",
+            "8": "8 0486/42/o/n/16 \u00a9 ucles 2016 blank page permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the  publisher will be pleased to make amends at the earliest possible opportunity. to avoid the issue of disclosure of answer-related information to candidates, all copyright acknowledgements are reproduced online in the cambridge international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download at www.cie.org.uk after  the live examination series. 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."
+        },
+        "0486_w16_qp_43.pdf": {
+            "1": "this document consists of 5 printed pages, 3 blank pages and 1 insert. dc (rcl (jda)) 116111/2 \u00a9 ucles 2016 [turn overcambridge international examinations cambridge international general certificate of secondary education *8511776018*literature (english)  0486/43 paper 4 unseen october/november 2016  1 hour 15 minutes no additional materials are required. read these instructions first an answer booklet is provided inside this question paper. y ou should follow the instructions on the front cover  of the answer booklet. if you need additional answer paper ask the invigilator for a continuation booklet. answer either  question 1 or question 2. y ou are advised to spend about 20 minutes reading the question paper and planning your answer. both questions in this paper carry equal marks. the syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificat e.",
+            "2": "2 0486/43/o/n/16 \u00a9 ucles 2016answer either  question 1 or question 2. either1 read carefully the poem opposite.  how does the poet powerfully convey to you the stories which the immigrant can tell? to help you answer this question, you might consider:   \u0081 how she describes the immigrant\u2019s memories   \u0081 why the immigrant prefers not to remember them in the present   \u0081 the effect created by the return of those memories in the future.",
+            "3": "3 0486/43/o/n/16 \u00a9 ucles 2016 [turn overthe immigrant\u2019s song let us not speak of those days when coffee beans filled the morningwith hope, when our mothers\u2019 headscarveshung like white flags on washing lines.let us not speak of the long arms of skythat used to cradle us at dusk.and the baobabs 1\u2014let us not trace the shape of their leaves in our dreams,or yearn for the noise of those nameless birdsthat sang and died in the church\u2019s eaves 2. let us not speak of men,stolen from their beds at night.let us not say the word disappeared . let us not remember the first smell of rain.instead, let us speak of our lives now\u2014the gates and bridges and stores.and when we break breadin caf\u00e9s and at kitchen tableswith our new brothers,let us not burden them with storiesof war or abandonment.let us not name our old friendswho are unravelling like fairy talesin the forests of the dead.naming them will not bring them back.let us stay here, and wait for the futureto arrive, for grandchildren to speakin forked tongues about the countrywe once came from.tell us about it , they might ask. and you might consider telling themof the sky and the coffee beans,the small white houses and dusty streets.y ou might set your memory afloatlike a paper boat down a river.y ou might pray that the paperwhispers your story to the water,that the water sings it to the trees,that the trees howl and howlit to the leaves. if you keep stilland do not speak, you might hearyour whole life fill the worlduntil the wind is the only word. 1 baobabs  : large african trees 2 eaves  : the bottom edges of a roof",
+            "4": "4 0486/43/o/n/16 \u00a9 ucles 2016or 2 read carefully this extract from a novel. rachel is an artist who has taken her son, petroc, to a  remote beach to swim on his birthday.  how does the writing in this passage vividly portray rachel\u2019s pleasure in working  creatively?  to help you answer this question, you might consider:   \u0081 how the writer describes the details which rachel observes   \u0081 how he shows her transforming what she sees into sketches   \u0081 how he suggests the importance of her work to her life. she settled herself comfortably in the sand with her back against an  especially flat bit of cliff. this was the risky side of the beach to lie because there were great rocks high above, barely contained in the turf and shale around them, but it caught the sun and gave the best view. she tugged her sketchpad and a pencil case out of the picnic bag and began drawing the archway the sea had hollowed out from the cliff on the beach\u2019s shady side. it was an interesting shape but a challenge to capture with only a  pencil and a few coloured crayons as it presented such extremes of light and shade. but then, working on the planes of water, the utterly still, dark pool in the sand beneath the arch and the dazzlingly white-shot blue of the open sea glimpsed beyond, she grasped an idea for a painting or a series of paintings. layers of finely gradated colour could be built up in bands, like a stack of pyrex 1 saucers that had once held her fascinated in  a hospital canteen. she abandoned the sketch then filled page after page with studies, leaning on her drawn-up knees. she was faintly aware of time passing as she worked. some people  came to the beach with a dog and explored the caves, talking loudly about a bird they thought was roosting there, and passed on. petroc padded around her and helped himself to sandwiches and a pork pie and tomatoes and some apple juice. at one point, when she had fallen back to staring at the arch in the cliff \u2013 seeing it yet not seeing it as the pictures formed and rearranged themselves on the canvas in her mind \u2013 a man walked into her vision and distracted her. he was impossibly tall, thin and old, perhaps seventy, like a mervyn peake 2 illustration. she watched as he half-stripped  until he had nothing on but his khaki trousers then darted like a wading bird in and out of the shallow surf, stamping his feet and stooping to catch the foam in his hands before anointing his face and neck and, strangest of all, the small of his back. she saw that petroc, far up the beach among the high tide of pebbles, was watching too and she grinned at him. then they watched the man stamp his feet dry on his jersey, dress and leave again, clambering back up the boulders and clay with surprising agility. his little visit had taken all of six or seven minutes, like a speeded-up re-enactment of childhood joy amid the mature pleasures of a long clifftop walk. she began to draw a quick cartoony drawing of the man stamping  in the surf but was distracted afresh by the light on the water and the entirely unwatery shapes she could see in it if she stared long enough, a kind of network of dish shapes and bending discs. then she remembered that several of the crayons she was using were water soluble so she experimented with a corner of a handkerchief dipped in apple juice and rubbed selectively across what she had drawn. she was playing and she was working and she was entirely absorbed and happy.",
+            "5": "5 0486/43/o/n/16 \u00a9 ucles 2016finally she broke off, when her inability to take the ideas further  without paint and brushes was becoming a kind of pain, and remembered with a spasm of guilt that it was petroc\u2019s birthday and that was why they were there together with no one else. 1 pyrex : brand of glass cookware 2 mervyn peake : a writer and artist well-known for his unusual illustrations",
+            "6": "6 0486/43/o/n/16 \u00a9 ucles 2016blank page",
+            "7": "7 0486/43/o/n/16 \u00a9 ucles 2016blank page",
+            "8": "8 0486/43/o/n/16 \u00a9 ucles 2016blank page permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here 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 onl ine in the cambridge international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to do wnload at www.cie.org.uk after  the live examination series. cambridge international examinations is part of the cambridge assessment group. cambridge assessment is the brand name of unive rsity of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge."
+        }
+    },
+    "2017": {
+        "0486_m17_qp_12.pdf": {
+            "1": "this document consists of 24 printed pages, 4 blank pages and 1 insert. dc (rcl (km)) 133324/2 \u00a9 ucles 2017 [turn overcambridge international examinations cambridge international general certificate of secondary education *1913355996*literature (english) 0486/12 paper 1 poetry and prose february/march 2017 1 hour 30 minutes no additional materials are required. read these instructions first an answer booklet is provided inside this question paper. you should follow the instructions on the front cover  of the answer booklet. if you need additional answer paper ask the invigilator for a continuation booklet. answer two questions: one question from section a and one question from section b.all questions in this paper carry equal marks.",
+            "2": "2 0486/12/f/m/17 \u00a9 ucles 2017 blank page",
+            "3": "3 0486/12/f/m/17 \u00a9 ucles 2017 [turn over contents section a: poetry text question numbers page[s] songs of ourselves volume 1: from part 5 1, 2 pages 4\u20135 songs of ourselves volume 2: from part 1  3, 4 pages 6\u20137 gillian clarke: from collected poems  5, 6 pages  8\u20139 section b: prose text questionnumbers page[s] chinua achebe: no longer at ease  7, 8 pages 10\u201311 jane austen: mansfield park  9, 10 pages 12\u201313 willa cather: my \u00e1ntonia 11, 12 pages 14\u201315 george eliot: silas marner 13, 14 pages 16\u201317 michael frayn: spies 15, 16 pages 18\u201319 kate grenville: the secret river 17, 18 pages 20\u201321 r k narayan: the english teacher  19, 20 pages 22\u201323 from stories of ourselves 21, 22 pages 24\u201325",
+            "4": "4 0486/12/f/m/17 \u00a9 ucles 2017 section a: poetry answer one question from this section. songs of ourselves volume 1: from part 5 remember to support your ideas with details from the writing. either 1 read this poem, and then answer the question that follows it: my parents my parents kept me from children who were rough who threw words like stones and wore torn clothestheir thighs showed through rags. they ran in the streetand climbed cliffs and tripped by the country streams. i feared more than tigers their muscles like iron their jerking hands and their knees tight on my armsi feared the salt coarse pointing of those boyswho copied my lisp behind me on the road. they were lithe, they sprang out behind hedges like dogs to bark at my world. they threw mudwhile i looked the other way, pretending to smile.i longed to forgive them but they never smiled. (stephen spender\u200a )   explore how spender conveys his feelings about his childhood in this poem.5 10",
+            "5": "5 0486/12/f/m/17 \u00a9 ucles 2017 [turn over or 2 how does browning vividly communicate a sense of excitement in meeting at night\u200a\u200a\u200a? meeting at night the grey sea and the long black land; and the yellow half-moon large and low;and the startled little waves that leapin fiery ringlets from their sleep,as i gain the cove with pushing prow,and quench its speed i\u2019 the slushy sand. then a mile of warm sea-scented beach; three fields to cross till a farm appears;a tap at the pane, the quick sharp scratchand blue spurt of a lighted match,and a voice less loud, through its joys and fears,than the two hearts beating each to each! (robert browning )5 10",
+            "6": "6 0486/12/f/m/17 \u00a9 ucles 2017 songs of ourselves volume 2: from part 1 remember to support your ideas with details from the writing. either 3 read this poem, and then answer the question that follows it: for my grandmother knitting there is no need they say but the needles still movetheir rhythms in the working of your handsas easilyas if your handswere once again those sure and skilful handsof the fisher-girl. you are old now and your grasp of things is not so goodbut master of your moments thendeft and swiftyou slit the still-ticking quick silver fish.hard work it was tooof necessity. but now they say there is no need as the needles movein the working of your handsonce the hands of the bridewith the hand-span waistonce the hands of the miner\u2019s wifewho scrubbed his backin a tin bath by the coal fireonce the hands of the motherof six who made do and mendedscraped and slaved slapped sometimeswhen necessary. but now they say there is no need the kids they say grandmahave too much alreadymore than they can weartoo many scarves and cardigans \u2013gran you do too muchthere\u2019s no necessity. (liz lochhead\u200a\u200a\u200a )   how does lochhead\u2019s writing vividly convey her feelings about her grandmother growing old in this poem?5 10 15 2025 30",
+            "7": "7 0486/12/f/m/17 \u00a9 ucles 2017 [turn over or 4 explore the ways in which chong uses vivid images in lion heart . lion heart you came out of the sea, skin dappled scales of sunlight;riding crests, waves of fish in your fists.washed up, your gills snapped shut.water whipped the first breath of your lungs,your lips\u2019 bud teased by morning mists. you conquered the shore, its ivory coast. your legs still rocked with the memory of waves.sinews of sand ran across your back\u2013rising runes of your oceanic origins.your heart thumped\u2013 an animal skin drumheralding the coming of a prince. in the jungle, amid rasping branches, trees loosened their shadows to shroud you.the prince beheld you then, a golden sheen.your eyes, two flickers; emerald blazeyou settled back on fluent haunches;the squall of a beast, your roar, your call. in crackling boats, seeds arrived, wind-blown, you summoned their colours to the palmof your hand, folded them snugly into loam,watched saplings swaddled in green,as they sunk roots, spawned shade,and embraced the land that embraced them. centuries, by the sea\u2019s pulmonary, a vein throbbing humming bumboats\u2013your trees rise as skyscrapers.their ankles lost in swilling water,as they heave themselves higherabove the mirrored surface. remember your self: your raw lion heart, each beat a stony echo that washesthrough ribbed vaults of buildings. remember your keris, iron lightning ripping through tentacles of waves,double-edged, curved to a point\u2013 flung high and caught unsheathed, scattering five stars in the red tapestry of your sky. (amanda chong )5 10 152025 30 35",
+            "8": "8 0486/12/f/m/17 \u00a9 ucles 2017 gillian clarke: from collected poems remember to support your ideas with details from the writing. either  5 read this poem, and then answer the question that follows it: baby-sitting i am sitting in a strange room listening for the wrong baby. i don\u2019t lovethis baby. she is sleeping a snufflyroseate, bubbling sleep; she is fair;she is a perfectly acceptable child.i am afraid of her. if she wakesshe will hate me. she will shouther hot midnight rage, her nosewill stream disgustingly and the perfumeof her breath will fail to enchant me. to her i will represent absolute abandonment. for her it will be worsethan for the lover cold in lonelysheets; worse than for the woman who waitsa moment to collect her dignitybeside the bleached bone in the terminal ward.as she rises sobbing from the monstrous landstretching for milk-familiar comforting,she will find me and between us twoit will not come. it will not come.   how does clarke vividly convey the feelings of the baby-sitter towards the child in this poem?5 10 15 20",
+            "9": "9 0486/12/f/m/17 \u00a9 ucles 2017 [turn over or 6 explore the ways in which clarke strikingly conveys her thoughts about the woman\u2019s  skeleton in lunchtime lecture . lunchtime lecture and this from the second or third millenniumb.c., a female, aged about twenty-two.a white, fine skull, full up with darknessas a shell with sea, drowned in the centuries.small, perfect. the cranium would fit the palmof a man\u2019s hand. some plague or violencedestroyed her, and her whiteness lay safe in a shroudof silence, undisturbed, unrained on, darkfor four thousand years. till a tractor in summerbiting its way through the longcairn for suppliesof stone, broke open the grave and let a crowd of lightstare in at her, and she stared quietly back. as i look at her i feel none of the shock the farmer felt as, unprepared, he found her.here in the museum, like death in hospital,reasons are given, labels, causes, catalogues.the smell of death is done. left, only her bonepurity, the light and shade beauty that her manwas denied sight of, the perfect edge of the placewhere the pieces join, with no mistakes, like boundaries. she\u2019s a tree in winter, stripped white on a black sky, leafless formality, brow, bough in fine relief.i, at some other season, illustrate the treefleshed, with woman\u2019s hair and colours and the rustlingblood, the troubled mind that she has overthrown.we stare at each other, dark into sightlessdark, seeing only ourselves in the black pools,gulping the risen sea that booms in the shell.5 10 15 20 25",
+            "10": "10 0486/12/f/m/17 \u00a9 ucles 2017 section b: prose answer one question from this section. chinua achebe: no longer at ease remember to support your ideas with details from the writing. either 7 read this extract, and then answer the question that follows it: joseph was not very happy when obi told him the story of the  interview.  [from chapter 5]   how does achebe make this a revealing and significant conversation?content removed due to copyright restrictions. \u2018you are not serious,\u2019 said joseph. \u2018unless you are going to be a  reverend father.\u2019",
+            "11": "11 0486/12/f/m/17 \u00a9 ucles 2017 [turn over or 8 does achebe\u2019s depiction of lagos persuade you that it is an attractive city \u2013 or a  dangerous one?",
+            "12": "12 0486/12/f/m/17 \u00a9 ucles 2017 jane austen: mansfield park remember to support your ideas with details from the writing. either 9 read this extract, and then answer the question that follows it: it required a longer time, however, than mrs. norris was inclined  to allow, to reconcile fanny to the novelty of mansfield park, and the  separation from everybody she had been used to. her feelings were very acute, and too little understood to be properly attended to. nobody meant to be unkind, but nobody put themselves out of their way to secure her comfort. the holiday allowed to the miss bertrams the next day on purpose  to afford leisure for getting acquainted with, and entertaining their young cousin, produced little union. they could not but hold her cheap on finding that she had but two sashes, and had never learnt french; and when they perceived her to be little struck with the duet they were so good as to play, they could do no more than make her a generous present of some of their least valued toys, and leave her to herself, while they adjourned to whatever might be the favourite holiday-sport of the moment, making artificial flowers or wasting gold paper. fanny, whether near or from her cousins, whether in the school-room,  the drawing-room, or the shrubbery, was equally forlorn, finding something to fear in every person and place. she was disheartened by lady bertram\u2019s silence, awed by sir thomas\u2019s grave looks, and quite overcome by mrs. norris\u2019s admonitions. her elder cousins mortified her by reflections on her size, and abashed her by noticing her shyness; miss lee wondered at her ignorance, and the maid-servants sneered at her clothes; and when to these sorrows was added the idea of the brothers and sisters among whom she had always been important as play-fellow, instructress, and nurse, the despondence that sunk her little heart was severe. the grandeur of the house astonished but could not console her. the  rooms were too large for her to move in with ease; whatever she touched she expected to injure, and she crept about in constant terror of something or other; often retreating towards her own chamber to cry; and the little girl who was spoken of in the drawing-room when she left it at night, as seeming so desirably sensible of her peculiar good fortune, ended every day\u2019s sorrows by sobbing herself to sleep. a week had passed in this way, and no suspicion of it conveyed by her quiet passive manner, when she was found one morning by her cousin edmund, the youngest of the sons, sitting crying on the attic stairs. \u201cmy dear little cousin,\u201d said he with all the gentleness of an excellent  nature, \u201cwhat can be the matter?\u201d and sitting down by her, was at great pains to overcome her shame in being so surprised, and persuade her to speak openly. \u201cwas she ill? or was any body angry with her? or had she quarrelled with maria and julia? or was she puzzled about any thing in her lesson that he could explain? did she, in short, want any thing he could possibly get her, or do for her?\u201d for a long while no answer could be obtained beyond a \u201cno, no\u2014not at all\u2014no, thank you;\u201d but he still persevered, and no sooner had he begun to revert to her own home, than her increased sobs explained to him where the grievance lay. he tried to console her. [from chapter 2]5 10 15202530354045",
+            "13": "13 0486/12/f/m/17 \u00a9 ucles 2017 [turn over   how does austen vividly convey fanny\u2019s feelings about her surroundings at mansfield  park at this moment in the novel? or 10 to what extent does austen make you pity mr rushworth?",
+            "14": "14 0486/12/f/m/17 \u00a9 ucles 2017 willa cather: my \u00e1ntonia remember to support your ideas with details from the writing. either 11 read this extract, and then answer the question that follows it: we were examining a big hole with two entrances. the burrow sloped  into the ground at a gentle angle, so that we could see where the two  corridors united, and the floor was dusty from use, like a little highway  over which much travel went. i was walking backward, in a crouching position, when i heard \u00e1ntonia scream. she was standing opposite me, pointing behind me and shouting something in bohemian. i whirled round, and there, on one of those dry gravel beds, was the biggest snake i had ever seen. he was sunning himself, after the cold night, and he must have been asleep when \u00e1ntonia screamed. when i turned, he was lying in long loose waves, like a letter \u2018w.\u2019 he twitched and began to coil slowly. he was not merely a big snake, i thought \u2014 he was a circus monstrosity. his abominable muscularity, his loathsome, fluid motion, somehow made me sick. he was as thick as my leg, and looked as if millstones couldn\u2019t crush the disgusting vitality out of him. he lifted his hideous little head, and rattled. i didn\u2019t run because i didn\u2019t think of it \u2014 if my back had been against a stone wall i couldn\u2019t have felt more cornered. i saw his coils tighten \u2014 now he would spring, spring his length, i remembered. i ran up and drove at his head with my spade, struck him fairly across the neck, and in a minute he was all about my feet in wavy loops. i struck now from hate. \u00e1ntonia, barefooted as she was, ran up behind me. even after i had pounded his ugly head flat, his body kept on coiling and winding, doubling and falling back on itself. i walked away and turned my back. i felt seasick. \u00e1ntonia came after me, crying, \u2018o jimmy, he not bite you? you sure?  why you not run when i say?\u2019 \u2018what did you jabber bohunk for? you might have told me there was a  snake behind me!\u2019 i said petulantly. \u2018i know i am just awful, jim, i was so scared.\u2019 she took my handkerchief  from my pocket and tried to wipe my face with it, but i snatched it away from her. i suppose i looked as sick as i felt. \u2018i never know you was so brave, jim,\u2019 she went on comfortingly. \u2018you  is just like big mans; you wait for him lift his head and then you go for him. ain\u2019t you feel scared a bit? now we take that snake home and show everybody. nobody ain\u2019t seen in this kawn-tree so big snake like you kill.\u2019 she went on in this strain until i began to think that i had longed for  this opportunity, and had hailed it with joy. cautiously we went back to the snake; he was still groping with his tail, turning up his ugly belly in the light. a faint, fetid smell came from him, and a thread of green liquid oozed from his crushed head. \u2018look, tony, that\u2019s his poison,\u2019 i said.i took a long piece of string from my pocket, and she lifted his head  with the spade while i tied a noose around it. we pulled him out straight and measured him by my riding-quirt; he was about five and a half feet long. he had twelve rattles, but they were broken off before they began to taper, so i insisted that he must once have had twenty-four. i explained to \u00e1ntonia how this meant that he was twenty-four years old, that he must have been there when white men first came, left on from buffalo and indian times. as i turned him over, i began to feel proud of him, to have a kind of respect for his age and size. he seemed like the ancient, eldest evil. 5 10 15202530354045",
+            "15": "15 0486/12/f/m/17 \u00a9 ucles 2017 [turn over certainly his kind have left horrible unconscious memories in all warm- blooded life. when we dragged him down into the draw, dude sprang off to the end of his tether and shivered all over \u2014 wouldn\u2019t let us come near him. [from book 1 chapter 7]   how does cather make this such a vivid and dramatic moment in the novel? or 12 to what extent do you think cather makes jim\u2019s visit to \u00e1ntonia a satisfying way of ending the novel?50",
+            "16": "16 0486/12/f/m/17 \u00a9 ucles 2017 george eliot: silas marner remember to support your ideas with details from the writing. either 13 read this extract, and then answer the question that follows it: in another moment molly had flung something away, but it was not  the black remnant \u2013 it was an empty phial. and she walked on again under  the breaking cloud, from which there came now and then the light of a quickly veiled star, for a freezing wind had sprung up since the snowing had ceased. but she walked always more and more drowsily, and clutched more and more automatically the sleeping child at her bosom. slowly the demon was working his will, and cold and weariness  were his helpers. soon she felt nothing but a supreme immediate longing that curtained off all futurity \u2013 the longing to lie down and sleep. she had arrived at a spot where her footsteps were no longer checked by a hedgerow, and she had wandered vaguely, unable to distinguish any objects, notwithstanding the wide whiteness around her, and the growing starlight. she sank down against a straggling furze bush, an easy pillow enough; and the bed of snow, too, was soft. she did not feel that the bed was cold, and did not heed whether the child would wake and cry for her. but her arms had not yet relaxed their instinctive clutch; and the little one slumbered on as gently as if it had been rocked in a lace-trimmed cradle. but the complete torpor came at last: the fingers lost their tension, the  arms unbent; then the little head fell away from the bosom, and the blue eyes opened wide on the cold starlight. at first there was a little peevish cry of \u2018mammy,\u2019 and an effort to regain the pillowing arm and bosom; but mammy\u2019s ear was deaf, and the pillow seemed to be slipping away backward. suddenly, as the child rolled downward on its mother\u2019s knees, all wet with snow, its eyes were caught by a bright glancing light on the white ground, and, with the ready transition of infancy, it was immediately absorbed in watching the bright living thing running towards it, yet never arriving. that bright living thing must be caught; and in an instant the child had slipped on all fours, and held out one little hand to catch the gleam. but the gleam would not be caught in that way, and now the head was held up to see where the cunning gleam came from. it came from a very bright place; and the little one, rising on its legs, toddled through the snow, the old grimy shawl in which it was wrapped trailing behind it, and the queer little bonnet dangling at its back \u2013 toddled on to the open door of silas marner\u2019s cottage, and right up to the warm hearth, where there was a bright fire of logs and sticks, which had thoroughly warmed the old sack (silas\u2019s greatcoat) spread out on the bricks to dry. the little one, accustomed to be left to itself for long hours without notice from its mother, squatted down on the sack, and spread its tiny hands towards the blaze, in perfect contentment, gurgling and making many inarticulate communications to the cheerful fire, like a new-hatched gosling beginning to find itself comfortable. but presently the warmth had a lulling effect, and the little golden head sank down on the old sack, and the blue eyes were veiled by their delicate half-transparent lids. but where was silas marner while this strange visitor had come to  his hearth? he was in the cottage, but he did not see the child. during the last few weeks, since he had lost his money, he had contracted the habit of opening his door and looking out from time to time, as if he thought that his money might be somehow coming back to him, or that some trace, 5 10 15202530354045",
+            "17": "17 0486/12/f/m/17 \u00a9 ucles 2017 [turn over some news of it, might be mysteriously on the road, and be caught by  the listening ear or the straining eye. it was chiefly at night, when he was not occupied in his loom, that he fell into this repetition of an act for which he could have assigned no definite purpose, and which can hardly be understood except by those who have undergone a bewildering separation from a supremely loved object. in the evening twilight, and later whenever the night was not dark, silas looked out on that narrow prospect round the stone-pits, listening and gazing, not with hope, but with mere yearning and unrest. [from part 1 chapter 12]   how does eliot make this such a moving moment in the novel? or 14 in what ways does eliot make the theft of his money such a turning point for silas?50 55",
+            "18": "18 0486/12/f/m/17 \u00a9 ucles 2017 michael frayn: spies remember to support your ideas with details from the writing. either 15 read this extract, and then answer the question that follows it: i say nothing. i\u2019m no more prepared to talk to barbara berrill about  keith than i am about bosoms and privets. content removed due to copyright restrictions.",
+            "19": "19 0486/12/f/m/17 \u00a9 ucles 2017 [turn over [from chapter 5] how does frayn make this such an entertaining moment in the novel? or 16 explore the ways in which frayn creates tension in one moment in the novel. do not use the passage printed for question 15 in answering this question.content removed due to copyright restrictions. i\u2019ve been ambushed once again. i\u2019m in the middle of another minefield.",
+            "20": "20 0486/12/f/m/17 \u00a9 ucles 2017 kate grenville: the secret river remember to support your ideas with details from the writing. either 17 read this extract, and then answer the question that follows it: it was dark when he came home, silent and white in the face. the  mixture was safe in his pocket and he did not even take his coat off before  going upstairs to try his wife with a mouthful of it. she smiled her strained smile, lifted her head to take a taste off the spoon, then lay back exhausted and would take no more. sal got him down to the kitchen, got him out of his coat and muffler  at last. he sat passively under her hands, staring into the fire. when she knelt to take off his boots she exclaimed\u2014they were wet through, his feet mottled with the chill of them. he had fallen in a drift of snow, he said, and while he had waited for the apothecary, the snow in them had melted, and stayed melted all the way home. he started to sneeze after supper and next day woke up flushed and  sweating, shivering under four blankets, tossing his head on the pillow. the surgeon came again, for the husband this time. he cupped him and gave him something thick and brown in a small square bottle that made him drift into a kind of sleep from which he called out hoarsely and struggled to escape the bedclothes. in spite of the medicine, the flame of the fever consumed him. his cheeks were scarlet, the skin dry and hot to the touch, his tongue furred and grey, his eyes sunk back into their sockets. within a week he was dead.when they told mrs middleton she cried out once, a terrible hoarse  sound. then she turned her face to the wall and did not speak again. sal sat with her all day and slept at the foot of her bed. the surgeon was called again and again, until the table by the bed bristled with bottles of potions and pills. but mrs middleton\u2019s slide towards death would not be stopped by anything the surgeon could do. with each day that passed she shrank further into the bedclothes, her eyes closed as if she could not bear to see the world any longer, slipping away behind her skin. at last a grey dawn came when she was stiff under the blanket. they  laid her in her box at gilling\u2019s, beside mr middleton\u2019s, waiting for the ground to thaw so they could bury them. it was only after the ice on the river broke up, the hole dug and the  prayers said over the two coffins as they swayed down on the undertaker\u2019s ropes, that the thornhills realised everything was gone. mr middleton had done all that any man could do. he had lived thriftily  and put cash aside. he had put money into well-made boats and kept them in repair, had made sure his apprentice was honest and worked hard. his business had been good, his life cautiously prosperous. but as soon as he was gone it fell into pieces with amazing speed.  in that frozen month his savings were devoured. the surgeon had come every day, and hardly a visit passed when he did not prescribe some new cure that cost a pound the bottle. the uneaten jars of brandied cherries and figs in honey sat on the pantry shelf. even though there was no work for him to do, the apprentice had still to be fed, and with the river frozen, all that coal he had carried up the stairs had cost five pounds the sack. worst of all, the landlord\u2019s man had still come by for the rent every  monday. whether the river was frozen or not, whether a man could work or not, did not matter to the landlord\u2019s man.5 10 15202530354045",
+            "21": "21 0486/12/f/m/17 \u00a9 ucles 2017 [turn over to thornhill, the house on swan lane had always seemed a fortress  against want. surely no harm could come to a man who owned such a  thing as a piece of ground with a dwelling on it. if a man had a roof over his head he could batten down, no matter how hard times were, and wait for them to get better. he had taken a long time to understand that the house had not been  owned, only leased. when he did, it was as if some vital part of himself had dropped away, leaving a void. the house on swan lane, always so warm, so safe, was now as cheerless as any of the tenements of his childhood. the rent was in arrears, and the furniture had to be sold to pay it.  sal and thornhill watched even the bed mrs middleton had died in, which seemed scarcely cold, being carted off. when that was not enough, the bailiffs came after the wherries, first the hope that the apprentice worked,  so he had to go and find another master to serve out his time, and then the second-best one too, that thornhill could not prove was a wedding gift. the river had barely melted, thornhill had done just a week\u2019s work, when he watched them take his wherry in tow. his livelihood disappeared away under blackfriars bridge. from now on he would be a journeyman, rowing other men\u2019s boats and never knowing when he would be told there was no work for him. he sat for a long time on the pier at bull wharf watching the red sails  of the sailor-men bellying out as they tacked from reach to reach. the tide was pushing in from the sea. across the surface of the river, pocked, pitted, rough, ran another kind of roughness, a buckle in the water crossing from one bank to the other. behind it pushed water of a different character, barred and furrowed: the sea. he watched the tide, and thought of how the river would go on doing this dance of advance and fall back, long after  william thornhill and the griefs he carried in his heart were dead and forgotten. what point could there be to hoping, when everything could be broken  so easily? [from part one]   how does grenville make this moment in the novel so sad? or 18 how does grenville vividly depict the thornhill family\u2019s experiences when they first settle at thornhill point?50 5560657075",
+            "22": "22 0486/12/f/m/17 \u00a9 ucles 2017 r k narayan: the english teacher remember to support your ideas with details from the writing. either 19 read this extract, and then answer the question that follows it: after dinner my friends in the neighbouring rooms in the hostel dropped  in as usual for light talk. they were my colleagues. one was rangappa  who taught the boys philosophy, and the other gopal of the mathematics section. gopal was sharp as a knife-edge where mathematical matters were concerned, but, poor fellow, he was very dumb and stupid in other matters. as a matter of fact he paid little attention to anything else. we liked him because he was a genius, and in a vague manner we understood that he was doing brilliant things in mathematics. some day he hoped to contribute a paper on his subject which was going to revolutionize human thought and conceptions. but god knew what it was all about. all that i cared for in him was that he was an agreeable friend, who never contradicted and who patiently listened for hours, though without showing any sign of understanding. to-night the talk was all about english spelling and the conference  we had with brown. i was incensed as usual, much to the amazement of rangappa. \u201cbut my dear fellow, what do you think they pay you for unless it is for dotting the i\u2019s and crossing the t\u2019s?\u201d gopal, who had been listening without putting in a word of his own, suddenly became active. \u201ci don\u2019t follow you,\u201d he said.\u201ci said the english department existed solely for dotting the i\u2019s and  crossing the t\u2019s.\u201d \u201coh!\u201d he said, opening wide his eyes. \u201ci never thought so. why  should you do it?\u201d his precise literal brain refused to move where it had no concrete facts or figures to grip. symbols, if they entered his brain at all, entered only as mathematical symbols. rangappa answered: \u201clook here. gopal. you have come across the  expression \u201craining cats and dogs?\u201d \u201cyes.\u201d\u201chave you actually seen cats and dogs falling down from the sky?\u201d\u201cno, no. why?\u201drangappa would have worried him a little longer, but the college clock  struck ten and i said: \u201cfriends, i must bid you good night.\u201d \u201cgood night,\u201d gopal repeated mechanically and rose to go. not so the ever-questioning philosopher. \u201cwhat has come over you?\u201d he asked, without moving. \u201ci want to cultivate new habits\u2026 .\u201d\u201cwhat\u2019s wrong with the present ones?\u201d he asked and i blinked for an  answer. it was a long story and could not stand narration. rangappa did not even stir from his seat; the other stood ready to depart and waited patiently. \u201canswer me,\u201d rangappa persisted. \u201ci want to be up very early to-morrow,\u201d i said.\u201cwhat time?\u201d\u201csome time before five.\u201d\u201cwhat for?\u201d\u201ci want to see the sunrise, and get some exercise before i start work.\u201d\u201cvery good; wake me up too, i shall also go with you\u2014\u201d said rangappa  rising. i saw them off at the door. i had an alarm clock on which i could sometimes depend for giving the alarm at the set time. i had bought it years before at a junk store in madras. it had a reddening face, and had 5 10 15202530354045",
+            "23": "23 0486/12/f/m/17 \u00a9 ucles 2017 [turn over been oiled and repaired a score of times. it showed the correct time but  was eccentric with regard to its alarm arrangement. it let out a shattering amount of noise, and it sometimes went off by itself and butted into a conversation, or sometimes when i had locked the room and gone out, it started off and went on ringing till exhaustion overcame it. there was no way of stopping it, by pressing a button or a lever. i don\u2019t know if it had ever had such an arrangement. at first i did not know about its trouble, so that i suffered a great shock and did not know how to silence it, short of dashing it down. but one day i learnt by some sort of instinctive experiment that if i placed a heavy book like taine\u2019s history of english literature on its crest, it stopped shrieking. [from chapter 1]   how does narayan effectively convey krishna\u2019s state of mind at this early moment in the novel? or 20 what impressions does narayan\u2019s writing give you of susila before her illness?50 55",
+            "24": "24 0486/12/f/m/17 \u00a9 ucles 2017 from stories of ourselves remember to support your ideas with details from the writing. either 21 read this extract from the phoenix (by sylvia townsend warner), and then answer the  question that follows it: for quite a while mr poldero considered his phoenix a bargain. it was  a civil and obliging bird, and adapted itself readily to its new surroundings.  it did not cost much to feed, it did not mind children; and though it had no tricks, mr poldero supposed it would soon pick up some. the publicity of the strawberry phoenix fund was now most helpful. almost every contributor now saved up another half-crown in order to see the phoenix. others, who had not contributed to the fund, even paid double to look at it on the five-shilling days. but then business slackened. the phoenix was as handsome as  ever, and as amiable; but, as mr poldero said, it hadn\u2019t got allure. even at popular prices the phoenix was not really popular. it was too quiet, too classical. so people went instead to watch the antics of the baboons, or to admire the crocodile who had eaten the woman. one day mr poldero said to his manager, mr ramkin:\u2018how long since any fool paid to look at the phoenix?\u2019\u2018matter of three weeks,\u2019 replied mr ramkin.\u2018eating his head off,\u2019 said mr poldero. \u2018let alone the insurance. seven  shillings a week it costs me to insure that bird, and i might as well insure the archbishop of canterbury.\u2019 \u2018the public don\u2019t like him. he\u2019s too quiet for them, that\u2019s the trouble.  won\u2019t mate nor nothing. and i\u2019ve tried him with no end of pretty pollies, ospreys, and cochin-chinas, and the lord knows what. but he won\u2019t look at them.\u2019 \u2018wonder if we could swap him for a livelier one,\u2019 said mr poldero.\u2018impossible. there\u2019s only one of him at a time.\u2019\u2018go on!\u2019\u2018i mean it. haven\u2019t you ever read what it says on the label?\u2019they went to the phoenix\u2019 cage. it flapped its wings politely, but they  paid no attention. they read: \u2018pansy. phoenix phoenixissima formosissima arabiana. this rare  and fabulous bird is unique. the world\u2019s old bachelor. has no mate and doesn\u2019t want one. when old, sets fire to itself and emerges miraculously reborn. specially imported from the east.\u2019 \u2018i\u2019ve got an idea.\u2019 said mr poldero. \u2018how old do you suppose that bird  is?\u2019 \u2018looks in its prime to me,\u2019 said mr ramkin.\u2018suppose,\u2019 continued mr poldero, \u2018we could somehow get him alight?  we\u2019d advertise it beforehand, of course, work up interest. then we\u2019d have a new bird, and a bird with some romance about it, a bird with a life-story. we could sell a bird like that.\u2019 mr ramkin nodded.\u2018i\u2019ve read about it in a book,\u2019 he said. \u2018you\u2019ve got to give them scented  woods and whatnot, and they build a nest and sit down on it and catch fire spontaneous. but they won\u2019t do it till they\u2019re old. that\u2019s the snag.\u2019 \u2018leave that to me,\u2019 said mr poldero. \u2018you get those scented woods,  and i\u2019ll do the ageing.\u20195 10 15202530354045",
+            "25": "25 0486/12/f/m/17 \u00a9 ucles 2017 it was not easy to age the phoenix. its allowance of food was halved,  and halved again, but though it grew thinner its eyes were undimmed and  its plumage glossy as ever. the heating was turned off; but it puffed out its feathers against the cold, and seemed none the worse. other birds were put into its cage, birds of a peevish and quarrelsome nature. they pecked and chivvied it; but the phoenix was so civil and amiable that after a day or two they lost their animosity. then mr poldero tried alley cats. these could not be won by good manners, but the phoenix darted above their heads and flapped its golden wings in their faces, and daunted them. mr poldero turned to a book on arabia, and read that the climate  was dry. \u2018aha! said he. the phoenix was moved to a small cage that had a sprinkler in the ceiling. every night the sprinkler was turned on. the phoenix began to cough. mr poldero had another good idea. daily he stationed himself in front of the cage to jeer at the bird and abuse it. when spring was come, mr poldero felt justified in beginning a  publicity campaign about the ageing phoenix. the old public favourite, he said, was nearing its end. meanwhile he tested the bird\u2019s reactions every few days by putting a little dirty straw into the cage, to see if it were interested in nesting yet. one day the phoenix began turning over the  straw. mr poldero signed a contract for the film rights.   how does townsend warner amusingly portray human nature here? or 22 how does marshall movingly convey what a life-changing experience the visit to da-duh is for the narrator in to da-duh, in memoriam  (by paule marshall)? 50 556065",
+            "26": "26 0486/12/f/m/17 \u00a9 ucles 2017 blank page",
+            "27": "27 0486/12/f/m/17 \u00a9 ucles 2017 blank page",
+            "28": "28 0486/12/f/m/17 \u00a9 ucles 2017 blank page permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the publisher will be pleased to make amends at the earliest possible opportunity. to avoid the issue of disclosure of answer-related information to candidates, all copyright acknowledgements are reproduced online in the cambridge international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download at www.cie.org.uk after the live examination series. 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."
+        },
+        "0486_m17_qp_22.pdf": {
+            "1": "this document consists of 11 printed pages, 1 blank page and 1 insert. dc (rcl (jda)) 133323/4 \u00a9 ucles 2017  [turn overcambridge international examinations cambridge international general certificate of secondary education *9547779823*literature (english)  0486/22 paper 2  drama  february/march 2017  1 hour 30 minutes no additional materials are required. read these instructions first an answer booklet is provided inside this question paper. you should follow the instructions on the front cover  of the answer booklet. if you need additional answer paper ask the invigilator for a continuation booklet. answer two questions. you must answer one passage-based question (marked *) and one essay question (marked \u2020). your questions must be on two different plays. all questions in this paper carry equal marks.",
+            "2": "2 0486/22/f/m/17 \u00a9 ucles 2017 j lawrence & r e lee: inherit the wind remember to support your ideas with details from the writing. either *1 read this passage carefully, and then answer the question that follows it: brady [red-faced, his larynx taut, roaring stridently.]: as they would look  to the mountains whence cometh our strength.  content removed due to copyright restrictions.",
+            "3": "3 0486/22/f/m/17 \u00a9 ucles 2017 [turn over drummond : you won. [from the final act] how do the writers make this moment towards the end of the play so powerfully dramatic? or \u20202 to what extent do the writers make hornbeck a character who entertains the audience?  do not use the extract printed in question 1 when answering this question.content removed due to copyright restrictions.",
+            "4": "4 0486/22/f/m/17 \u00a9 ucles 2017 arthur miller: a view from the bridge remember to support your ideas with details from the writing. either *3 read this passage carefully, and then answer the question that follows it: eddie: yeah, it\u2019s nice. and what happened to your hair? content removed due to copyright restrictions.",
+            "5": "5 0486/22/f/m/17 \u00a9 ucles 2017 [turn over eddie: her cousins landed. [from act 1] how does miller vividly portray the relationship between eddie and catherine at this early  moment in the play? or \u20204 how far does miller make you sympathise with beatrice?content removed due to copyright restrictions.",
+            "6": "6 0486/22/f/m/17 \u00a9 ucles 2017 j b priestley: an inspector calls remember to support your ideas with details from the writing. either *5 read this passage carefully, and then answer the question that follows it: birling [harshly ]: so you had to go to bed with her? content removed due to copyright restrictions.",
+            "7": "7 0486/22/f/m/17 \u00a9 ucles 2017 [turn over birling [angrily ]: don\u2019t talk to me like that. your trouble is \u2013 you\u2019ve been  spoilt \u2013 [from act 3] in what ways does priestley make this a dramatic and revealing moment in the play? or \u20206  explore two moments in the play that priestley\u2019s writing makes particularly shocking for  you.content removed due to copyright restrictions.",
+            "8": "8 0486/22/f/m/17 \u00a9 ucles 2017 william shakespeare: henry v remember to support your ideas with details from the writing. either  *7 read this passage carefully, and then answer the question that follows it: gower:  how now, captain fluellen! come you from the bridge? fluellen:  i assure you there is very excellent services committed at the bridge. gower:  is the duke of exeter safe? fluellen:  the duke of exeter is as magnanimous as agamemnon; and a man  that i love and honour with my soul, and my heart, and my duty, and  my live, and my living, and my uttermost power. he is not \u2013 god be  praised and blessed! \u2013 any hurt in the world, but keeps the bridge most  valiantly, with excellent discipline. there is an aunchient lieutenant  there at the bridge \u2013 i think in my very conscience he is as valiant a  man as mark antony; and he is a man of no estimation in the world; but  i did see him do as gallant service. gower:  what do you call him? fluellen:  he is call\u2019d aunchient pistol. gower:  i know him not.  enter pistol . fluellen:  here is the man. pistol:  captain, i thee beseech to do me favours.   the duke of exeter doth love thee well. fluellen:  ay, i praise god; and i have merited some love at his hands. pistol:  bardolph, a soldier, firm and sound of heart,  and of buxom valour, hath by cruel fate  and giddy fortune\u2019s furious fickle wheel,  that goddess blind,  that stands upon the rolling restless stone \u2013 fluellen:  by your patience, aunchient pistol. fortune is painted blind, with a  muffler afore her eyes, to signify to you that fortune is blind; and she  is painted also with a wheel, to signify to you, which is the moral of it,  that she is turning, and inconstant, and mutability, and variation; and  her foot, look you, is fixed upon a spherical stone, which rolls, and rolls,  and rolls. in good truth, the poet makes a most excellent description of  it: fortune is an excellent moral. pistol:  fortune is bardolph\u2019s foe, and frowns on him;  for he hath stol\u2019n a pax, and hanged must \u2019a be \u2013  a damned death!  let gallows gape for dog; let man go free,  and let not hemp his windpipe suffocate.  but exeter hath given the doom of death  for pax of little price.  therefore, go speak \u2013 the duke will hear thy voice;  and let not bardolph\u2019s vital thread be cut  with edge of penny cord and vile reproach.  speak, captain, for his life, and i will thee requite. fluellen:  aunchient pistol, i do partly understand your meaning. pistol:  why then, rejoice therefore.5 10 15 20 25 30 35 40",
+            "9": "9 0486/22/f/m/17 \u00a9 ucles 2017 [turn over fluellen:  certainly, aunchient, it is not a thing to rejoice at; for if, look you, he  were my brother, i would desire the duke to use his good pleasure,  and put him to execution; for discipline ought to be used. pistol:  die and be damn\u2019d! and figo for thy friendship! fluellen:  it is well. pistol:  the fig of spain!  [exit. [from act 3 ] explore how shakespeare makes this moment in the play both amusing and serious. or \u20208 the king of france says: \u2018think we king harry strong\u2019. do you agree that shakespeare portrays henry as a strong king?45 50",
+            "10": "10 0486/22/f/m/17 \u00a9 ucles 2017 william shakespeare: the merchant of venice remember to support your ideas with details from the writing. either  *9 read this passage carefully, and then answer the question that follows it: portia:  a pound of that same merchant\u2019s flesh is thine.  the court awards it and the law doth give it. shylock:  most rightful judge! portia:  and you must cut this flesh from off his breast.  the law allows it and the court awards it. shylock:  most learned judge! a sentence! come, prepare. portia:  tarry a little; there is something else.  this bond doth give thee here no jot of blood:  the words expressly are \u2018a pound of flesh\u2019.  take then thy bond, take thou thy pound of flesh;  but, in the cutting it, if thou dost shed  one drop of christian blood, thy lands and goods  are, by the laws of venice, confiscate  unto the state of venice. gratiano:  o upright judge! mark, jew. o learned judge! shylock:  is that the law? portia :  thyself shalt see the act;  for, as thou urgest justice, be assur\u2019d  thou shalt have justice, more than thou desir\u2019st. gratiano:  o learned judge! mark, jew. a learned judge! shylock:  i take this offer then: pay the bond thrice,  and let the christian go. bassanio:   here is the money. portia:  soft!  the jew shall have all justice. soft! no haste.  he shall have nothing but the penalty. gratiano:  o jew! an upright judge, a learned judge! portia:  therefore, prepare thee to cut off the flesh.  shed thou no blood, nor cut thou less nor more  but just a pound of flesh; if thou tak\u2019st more  or less than a just pound \u2013 be it but so much  as makes it light or heavy in the substance,  or the divison of the twentieth part  of one poor scruple; nay, if the scale do turn  but in the estimation of a hair \u2013  thou diest, and all thy goods are confiscate. gratiano:  a second daniel, a daniel, jew!  now, infidel, i have you on the hip. portia:  why doth the jew pause? take thy forfeiture. shylock:  give me my principal, and let me go. bassanio:  i have it ready for thee; here it is. portia:  he hath refus\u2019d it in the open court;  he shall have merely justice, and his bond.5 10 15 20 25 30 35 40",
+            "11": "11 0486/22/f/m/17 \u00a9 ucles 2017 gratiano:  a daniel still say i, a second daniel!  i thank thee, jew, for teaching me that word. shylock:  shall i not have barely my principal? portia:  thou shalt have nothing but the forfeiture  to be so taken at thy peril, jew. shylock:  why, then the devil give him good of it!  i\u2019ll stay no longer question. [from act 4 ] in what ways does shakespeare make this such a memorable moment in the play? or \u202010 do you think shakespeare presents money as more important than love in the play?45 50",
+            "12": "12 0486/22/f/m/17 \u00a9 ucles 2017 blank page permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the  publisher will be pleased to make amends at the earliest possible opportunity. to avoid the issue of disclosure of answer-related information to candidates, all copyright acknowledgements are reproduced online in the cambridge international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download at www.cie.org.uk after  the live examination series. 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."
+        },
+        "0486_m17_qp_32.pdf": {
+            "1": "this document consists of 11 printed pages, 1 blank page and 1 insert. dc (st) 142992/1 \u00a9 ucles 2017  [turn overcambridge international examinations cambridge international general certificate of secondary education *0767478245*literature (english)  0486/32 paper 3  drama (open text)  february/march 2017  45 minutes texts studied should be taken into the examination. read these instructions first an answer booklet is provided inside this question paper. you should follow the instructions on the front cover  of the answer booklet. if you need additional answer paper ask the invigilator for a continuation booklet. answer one question. all questions in this paper carry equal marks.",
+            "2": "2 0486/32/f/m/17 \u00a9 ucles 2017 j lawrence & r e lee: inherit the wind remember to support your ideas with details from the writing. either 1 read this passage carefully, and then answer the question that follows it: brady [red-faced, his larynx taut, roaring stridently.]: as they would look  to the mountains whence cometh our strength.  content removed due to copyright restrictions",
+            "3": "3 0486/32/f/m/17 \u00a9 ucles 2017 [turn over drummond : you won. [from the final act] how do the writers make this moment towards the end of the play so powerfully dramatic? or 2 to what extent do the writers make hornbeck a character who entertains the audience?  do not use the extract printed in question 1 when answering this question.content removed due to copyright restrictions.",
+            "4": "4 0486/32/f/m/17 \u00a9 ucles 2017 arthur miller: a view from the bridge remember to support your ideas with details from the writing. either 3 read this passage carefully, and then answer the question that follows it: eddie: yeah, it\u2019s nice. and what happened to your hair? content removed due to copyright restrictions.",
+            "5": "5 0486/32/f/m/17 \u00a9 ucles 2017 [turn over eddie: her cousins landed. [from act 1] how does miller vividly portray the relationship between eddie and catherine at this early  moment in the play? or 4 how far does miller make you sympathise with beatrice?content removed due to copyright restrictions.",
+            "6": "6 0486/32/f/m/17 \u00a9 ucles 2017 j b priestley: an inspector calls remember to support your ideas with details from the writing. either 5 read this passage carefully, and then answer the question that follows it: birling [harshly ]: so you had to go to bed with her? content removed due to copyright restrictions.",
+            "7": "7 0486/32/f/m/17 \u00a9 ucles 2017 [turn over birling [angrily ]: don\u2019t talk to me like that. your trouble is \u2013 you\u2019ve been  spoilt \u2013 [from act 3] in what ways does priestley make this a dramatic and revealing moment in the play? or 6  explore two moments in the play that priestley\u2019s writing makes particularly shocking for  you.content removed due to copyright restrictions.",
+            "8": "8 0486/32/f/m/17 \u00a9 ucles 2017 william shakespeare: henry v remember to support your ideas with details from the writing. either  7 read this passage carefully, and then answer the question that follows it: gower:  how now, captain fluellen! come you from the bridge? fluellen:  i assure you there is very excellent services committed at the bridge. gower:  is the duke of exeter safe? fluellen:  the duke of exeter is as magnanimous as agamemnon; and a man  that i love and honour with my soul, and my heart, and my duty, and  my live, and my living, and my uttermost power. he is not \u2013 god be  praised and blessed! \u2013 any hurt in the world, but keeps the bridge most  valiantly, with excellent discipline. there is an aunchient lieutenant  there at the bridge \u2013 i think in my very conscience he is as valiant a  man as mark antony; and he is a man of no estimation in the world; but  i did see him do as gallant service. gower:  what do you call him? fluellen:  he is call\u2019d aunchient pistol. gower:  i know him not.  enter pistol . fluellen:  here is the man. pistol:  captain, i thee beseech to do me favours.   the duke of exeter doth love thee well. fluellen:  ay, i praise god; and i have merited some love at his hands. pistol:  bardolph, a soldier, firm and sound of heart,  and of buxom valour, hath by cruel fate  and giddy fortune\u2019s furious fickle wheel,  that goddess blind,  that stands upon the rolling restless stone \u2013 fluellen:  by your patience, aunchient pistol. fortune is painted blind, with a  muffler afore her eyes, to signify to you that fortune is blind; and she  is painted also with a wheel, to signify to you, which is the moral of it,  that she is turning, and inconstant, and mutability, and variation; and  her foot, look you, is fixed upon a spherical stone, which rolls, and rolls,  and rolls. in good truth, the poet makes a most excellent description of  it: fortune is an excellent moral. pistol:  fortune is bardolph\u2019s foe, and frowns on him;  for he hath stol\u2019n a pax, and hanged must \u2019a be \u2013  a damned death!  let gallows gape for dog; let man go free,  and let not hemp his windpipe suffocate.  but exeter hath given the doom of death  for pax of little price.  therefore, go speak \u2013 the duke will hear thy voice;  and let not bardolph\u2019s vital thread be cut  with edge of penny cord and vile reproach.  speak, captain, for his life, and i will thee requite. fluellen:  aunchient pistol, i do partly understand your meaning. pistol:  why then, rejoice therefore.5 10 15 20 25 30 35 40",
+            "9": "9 0486/32/f/m/17 \u00a9 ucles 2017 [turn over fluellen:  certainly, aunchient, it is not a thing to rejoice at; for if, look you, he  were my brother, i would desire the duke to use his good pleasure,  and put him to execution; for discipline ought to be used. pistol:  die and be damn\u2019d! and figo for thy friendship! fluellen:  it is well. pistol:  the fig of spain!  [exit. [from act 3 ] explore how shakespeare makes this moment in the play both amusing and serious. or 8 the king of france says: \u2018think we king harry strong\u2019. do you agree that shakespeare portrays henry as a strong king?45 50",
+            "10": "10 0486/32/f/m/17 \u00a9 ucles 2017 william shakespeare: the merchant of venice remember to support your ideas with details from the writing. either  9 read this passage carefully, and then answer the question that follows it: portia:  a pound of that same merchant\u2019s flesh is thine.  the court awards it and the law doth give it. shylock:  most rightful judge! portia:  and you must cut this flesh from off his breast.  the law allows it and the court awards it. shylock:  most learned judge! a sentence! come, prepare. portia:  tarry a little; there is something else.  this bond doth give thee here no jot of blood:  the words expressly are \u2018a pound of flesh\u2019.  take then thy bond, take thou thy pound of flesh;  but, in the cutting it, if thou dost shed  one drop of christian blood, thy lands and goods  are, by the laws of venice, confiscate  unto the state of venice. gratiano:  o upright judge! mark, jew. o learned judge! shylock:  is that the law? portia :  thyself shalt see the act;  for, as thou urgest justice, be assur\u2019d  thou shalt have justice, more than thou desir\u2019st. gratiano:  o learned judge! mark, jew. a learned judge! shylock:  i take this offer then: pay the bond thrice,  and let the christian go. bassanio:   here is the money. portia:  soft!  the jew shall have all justice. soft! no haste.  he shall have nothing but the penalty. gratiano:  o jew! an upright judge, a learned judge! portia:  therefore, prepare thee to cut off the flesh.  shed thou no blood, nor cut thou less nor more  but just a pound of flesh; if thou tak\u2019st more  or less than a just pound \u2013 be it but so much  as makes it light or heavy in the substance,  or the divison of the twentieth part  of one poor scruple; nay, if the scale do turn  but in the estimation of a hair \u2013  thou diest, and all thy goods are confiscate. gratiano:  a second daniel, a daniel, jew!  now, infidel, i have you on the hip. portia:  why doth the jew pause? take thy forfeiture. shylock:  give me my principal, and let me go. bassanio:  i have it ready for thee; here it is. portia:  he hath refus\u2019d it in the open court;  he shall have merely justice, and his bond.5 10 15 20 25 30 35 40",
+            "11": "11 0486/32/f/m/17 \u00a9 ucles 2017 gratiano:  a daniel still say i, a second daniel!  i thank thee, jew, for teaching me that word. shylock:  shall i not have barely my principal? portia:  thou shalt have nothing but the forfeiture  to be so taken at thy peril, jew. shylock:  why, then the devil give him good of it!  i\u2019ll stay no longer question. [from act 4 ] in what ways does shakespeare make this such a memorable moment in the play? or 10 do you think shakespeare presents money as more important than love in the play?45 50",
+            "12": "12 0486/32/f/m/17 \u00a9 ucles 2017 blank page permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the  publisher will be pleased to make amends at the earliest possible opportunity. to avoid the issue of disclosure of answer-related information to candidates, all copyright acknowledgements are reproduced online in the cambridge international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download at www.cie.org.uk after  the live examination series. 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."
+        },
+        "0486_m17_qp_42.pdf": {
+            "1": "this document consists of 5 printed pages, 3 blank pages and 1 insert. dc (rcl (km)) 133325/3 \u00a9 ucles 2017  [turn overcambridge international examinations cambridge international general certificate of secondary education *5564771176*literature (english)  0486/42 paper 4  unseen  february/march 2017  1 hour 15 minutes no additional materials are required. read these instructions first an answer booklet is provided inside this question paper. you should follow the instructions on the front cover  of the answer booklet. if you need additional answer paper ask the invigilator for a continuation booklet. answer either  question 1 or question 2. you are advised to spend about 20 minutes reading the question paper and planning your answer. both questions in this paper carry equal marks.",
+            "2": "2 0486/42/f/m/17 \u00a9 ucles 2017 answer either  question 1 or question 2. either 1 read carefully the poem opposite. the poet is sitting on the beach waiting for her lover to join her.  how does the poet vividly present her thoughts and feelings?  to help you answer this question, you might consider:   \u2022 how the poet creates the mood and atmosphere of the first nine lines   \u2022 how the poet conveys her state of mind   \u2022 the impact that the language of the last five lines has on you.",
+            "3": "3 0486/42/f/m/17 \u00a9 ucles 2017 [turn over a walk on the beach nothing but quiet air and the settling, breathing sound of millions of tiny crabs, scattered like seed over miles of puddled sand.soon i\u2019ll hear the scuff and flap of your thongs 1 cantering down the long slope to the beach.as you come to find me here, in the heelof the bay, half-submerged in warmth among littered shells and dry, whiskery weed, my blood will rise to meet you like a wave.if afterwards we walk out hand in handto the pale, flickering margin of the sea,don\u2019t talk today \u2013 today at least \u2013 of the pricethat\u2019s paid for such a simple freedom, of how we could never stroll, leisured, well-fed, in our tee-shirts from taiwan, swinging mywoven filipino 2 beach-bag, unless half the world suffered deprivation.don\u2019t say, if no-one\u2019s to go to bed hungry, all this \u2013 what we have, what we are \u2013 must utterly change.no, not today. let\u2019s walk in the soft airhands laced quietly together, our smooth barearms touching. let\u2019s smile in each other\u2019s eyesas the crabs writhe and splinter underfoot in the long, murderous barrage 3 of our tread. 1 thongs: a type of sandals 2 filipino : from the philippines 3 barrage : continuous attack",
+            "4": "4 0486/42/f/m/17 \u00a9 ucles 2017 or 2 read carefully the extract opposite, from a novel set in north africa. port, a tourist, has decided to  go for an evening walk by himself. he finds himself in unfamiliar surroundings at the edge of the  city.  how does the writer convey tension and suspense?  to help you answer this question, you might consider:   \u2022 the effects he creates through the stone throwing incident   \u2022 how the description of port\u2019s surroundings emphasises his isolation   \u2022 how the writer makes the end of the extract so unsettling.",
+            "5": "5 0486/42/f/m/17 \u00a9 ucles 2017  the street lights were very far apart now, and the streets had left off being paved.  still there were children in the gutters, playing with the garbage and screeching. a  small stone suddenly hit him in the back. he wheeled about, but it was too dark to  see where it had come from. a few seconds later another stone, coming from in front  of him, landed against his knee. in the dim light, he saw a group of small children  scattering before him. more stones came from the other direction, this time without  hitting him. when he got beyond, to a point where there was a light, he stopped and  tried to watch the two groups in battle, but they all ran off into the dark, and so he  started up again, his gait as mechanical and rhythmical as before. a wind that was  dry and warm, coming up the street out of the blackness before him, met him head  on. he sniffed at the fragments of mystery in it, and again he felt an unaccustomed  exaltation.  even though the street became constantly less urban, it seemed reluctant to  give up; huts continued to line it on both sides. beyond a certain point there were no  more lights, and the dwellings themselves lay in darkness. the wind, straight from  the south, blew across the barren mountains that were invisible ahead of him, over  the vast flat sebkha1 to the edges of the town, raising curtains of dust that climbed  to the crest of the hill and lost themselves in the air above the harbour. he stood  still. the last possible suburb had been strung on the street\u2019s thread. beyond the  final hut the garbage and rubble floor of the road sloped abruptly downward in three  directions. in the dimness below were shallow, crooked canyon-like formations. port  raised his eyes to the sky: the powdery course of the milky way2 was like a giant  rift across the heavens that let the faint white light through. in the distance he heard  a motor-cycle. when its sound was finally gone, there was nothing to hear but an  occasional cock-crow, like the highest part of a repeated melody whose other notes  were inaudible.  he started down the bank to the right, sliding among the fish skeletons and dust.  once below, he felt out a rock that seemed clean and sat down on it. the stench  was overpowering. he lit a match, saw the ground thick with chicken feathers and  decayed melon rinds. as he rose to his feet he heard steps above him at the end  of the street. a figure stood at the top of the embankment. it did not speak, yet port  was certain that it had seen him, had followed him, and knew he was sitting down  there. it lit a cigarette, and for a moment he saw an arab wearing a chechia3 on his  head. the match, thrown into the air, made a fading parabola, the face disappeared,  and only the red point of the cigarette remained. the cock crowed several times.   finally the man cried out. \t \u2018qu\u2019est-ce \tti\tcherches \tl\u00e0?\u2019\t\u200a4  \u2018here\u2019s where the trouble begins,\u2019 thought port. he did not move. 1 sebkha : area of salt-encrusted land 2 the\tmilky\tway\u200a: band of stars 3 chechia : a type of cap 4 qu\u2019est-ce \tti\tcherches \tl\u00e0?\u200a: french dialect for \u201cwhat are you looking for there?\u201d",
+            "6": "6 0486/42/f/m/17 \u00a9 ucles 2017 blank page",
+            "7": "7 0486/42/f/m/17 \u00a9 ucles 2017 blank page",
+            "8": "8 0486/42/f/m/17 \u00a9 ucles 2017 blank page permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the  publisher will be pleased to make amends at the earliest possible opportunity. to avoid the issue of disclosure of answer-related information to candidates, all copyright acknowledgements are reproduced online in the cambridge international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download at www.cie.org.uk after  the live examination series. 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."
+        },
+        "0486_s17_qp_11.pdf": {
+            "1": "this document consists of 24 printed pages, 4 blank pages and 1 insert. dc (rcl (jda)) 133611/3 \u00a9 ucles 2017 [turn overcambridge international examinations cambridge international general certificate of secondary education *2920073150*literature (english) 0486/11 paper 1  poetry and prose may/june 2017 1 hour 30 minutes no additional materials are required. read these instructions first an answer booklet is provided inside this question paper. you should follow the instructions on the front cover  of the answer booklet. if you need additional answer paper ask the invigilator for a continuation booklet. answer two questions: one question from section a and one question from section b.all questions in this paper carry equal marks.",
+            "2": "2 0486/11/m/j/17 \u00a9 ucles 2017 blank page",
+            "3": "3 0486/11/m/j/17 \u00a9 ucles 2017 [turn over contents section a: poetry text question numbers page[s] songs of ourselves volume 1: from part 5 1, 2 pages 4\u20135 songs of ourselves volume 2\u200a: from part 1 3, 4 pages 6\u20137 gillian clarke: from collected poems  5, 6 pages 8\u20139 section b: prose text questionnumbers page[s] chinua achebe: no longer at ease  7, 8 pages 10\u201311 jane austen: mansfield park 9, 10 pages 12\u201313 willa cather: my \u00e1ntonia 11, 12 pages 14\u201315 george eliot: silas marner  13, 14 pages 16\u201317 michael frayn:  spies 15, 16 pages 18\u201319 kate grenville:  the secret river 17, 18 pages 20\u201321 r k narayan: the english teacher  19, 20 pages 22\u201323 from stories of ourselves 21, 22 pages 24\u201325",
+            "4": "4 0486/11/m/j/17 \u00a9 ucles 2017 section a: poetry answer one question from this section. songs of ourselves volume 1: from part 5 remember to support your ideas with details from the writing. either 1 read this poem, and then answer the question that follows it: one art the art of losing isn\u2019t hard to master; so many things seem filled with the intentto be lost that their loss is no disaster. lose something every day. accept the fluster of lost door keys, the hour badly spent.the art of losing isn\u2019t hard to master. then practice losing farther, losing faster: places, and names, and where it was you meantto travel. none of these will bring disaster. i lost my mother\u2019s watch. and look! my last, or next-to-last, of three loved houses went.the art of losing isn\u2019t hard to master. i lost two cities, lovely ones. and, vaster, some realms i owned, two rivers, a continent.i miss them, but it wasn\u2019t a disaster. \u2013 even losing you (the joking voice, a gesture i love) i shan\u2019t have lied. it\u2019s evidentthe art of losing\u2019s not too hard to masterthough it may look like ( write it!) like disaster. (elizabeth bishop )   how does bishop create a tone that is both serious and amusing in this poem?5 10 15",
+            "5": "5 0486/11/m/j/17 \u00a9 ucles 2017 [turn over or 2 in what ways does nichols use imagery to memorable effect in praise song for my  mother  ? praise song for my mother you were water to me deep and bold and fathoming you were moon\u2019s eye to me pull and grained and mantling you were sunrise to me rise and warm and streaming you were the fishes red gill to me the flame tree\u2019s spread to me the crab\u2019s leg/the fried plantain smell replenishing replenishing go to your wide futures, you said (grace nichols\u200a )5 10 15",
+            "6": "6 0486/11/m/j/17 \u00a9 ucles 2017 songs of ourselves volume 2 : from part 1 remember to support your ideas with details from the writing. either  3 read this poem, and then answer the question that follows it: the clod and the pebble \u2018love seeketh not itself to please, nor for itself hath any care, but for another gives its ease, and builds a heaven in hell\u2019s despair.\u2019 so sung a little clod of clay trodden with the cattle\u2019s feet, but a pebble of the brook warbled out these metres meet: \u2018love seeketh only self to please, to bind another to its delight, joys in another\u2019s loss of ease, and builds a hell in heaven\u2019s despite.\u2019 (william blake )   in what ways does blake powerfully present ideas about love in this poem?5 10",
+            "7": "7 0486/11/m/j/17 \u00a9 ucles 2017 [turn over or 4 explore how jones uses words and images to striking effect in tiger in the menagerie . tiger in the menagerie no one could say how the tiger got into the menagerie. it was too flash, too blue, too much like the painting of a tiger. at night the bars of the cage and the stripes of the tiger looked into each other so long that when it was time for those eyes to rock shut the bars were the lashes of the stripes the stripes were the lashes of the bars and they walked together in their dreams so long through the long colonnade that shed its fretwork to the indian main that when the sun rose they\u2019d gone and the tiger was one clear orange eye that walked into the menagerie. no one could say how the tiger got out in the menagerie. it was too bright, too bare. if the menagerie could, it would say \u2018tiger\u2019. if the aviary could, it would lock its door. its heart began to beat in rows of rising birds when the tiger came inside to wait. (emma jones )5 10 15",
+            "8": "8 0486/11/m/j/17 \u00a9 ucles 2017 gillian clarke: from collected poems remember to support your ideas with details from the writing. either  5 read this poem, and then answer the question that follows it: my box my box is made of golden oak, my lover\u2019s gift to me. he fitted hinges and a lock of brass and a bright key. he made it out of winter nights, sanded and oiled and planed, engraved inside the heavy lid in brass, a golden tree. in my box are twelve black books where i have written down how we have sanded, oiled and planed, planted a garden, built a wall, seen jays and goldcrests, rare red kites, found the wild heartsease, drilled a well, harvested apples and words and days and planted a golden tree. on an open shelf i keep my box. its key is in the lock. i leave it there for you to read, or them, when we are dead, how everything is slowly made, how slowly things made me, a tree, a lover, words, a box, books and a golden tree.   how does clarke\u2019s writing make this poem such a moving expression of love?5 10 15 20",
+            "9": "9 0486/11/m/j/17 \u00a9 ucles 2017 [turn over or 6 explore the ways in which clarke makes friesian bull  such a powerful picture of an  animal. friesian bull he blunders through the last dream of the night. i hear him, waking. a brick and concrete stall, narrow as a heifer\u2019s haunches. steel bars between her trap and his small yard. a froth of slobbered hay droops from the stippled muzzle. in the slow rolling mass of his skull his eyes surface like fish bellies. he is chained while they swill his floor. his stall narrows to rage. he knows the sweet smell of a heifer\u2019s fear. remembered summer haysmells reach him, a trace of the herd\u2019s freedom, clover- loaded winds. the thundering speed blows up the dee breathing of plains, of cattle wading in shallows. his crazy eyes churn with their vision.5 10 15",
+            "10": "10 0486/11/m/j/17 \u00a9 ucles 2017 section b: prose answer one question from this section. chinua achebe: no longer at ease remember to support your ideas with details from the writing. either 7 read this extract, and then answer the question that follows it: there were hundreds of people at obi\u2019s reception.  content removed due to copyright restrictions. ",
+            "11": "11 0486/11/m/j/17 \u00a9 ucles 2017 [turn over \u2018and we shall  break it in the christian way,\u2019  he said as he fished out a kola nut. [from chapter 5]   how does achebe vividly portray the welcome obi receives at this moment in the novel? or 8 explore the ways in which achebe shows characters behaving hypocritically in this novel. ",
+            "12": "12 0486/11/m/j/17 \u00a9 ucles 2017 jane austen: mansfield park remember to support your ideas with details from the writing. either  9 read this extract, and then answer the question that follows it: sir thomas came towards the table where she sat in trembling  wretchedness, and with a good deal of cold sternness, said, \u201cit is of no  use, i perceive, to talk to you. we had better put an end to this most  mortifying conference. mr. crawford must not be kept longer waiting. i  will, therefore, only add, as thinking it my duty to mark my opinion of your  conduct  \u2014 that you have disappointed every expectation i had formed, and  proved yourself of a character the very reverse of what i had supposed.  for i had, fanny, as i think my behaviour must have shewn, formed a  very favourable opinion of you from the period of my return to england.  i had thought you peculiarly free from wilfulness of temper, self-conceit,  and every tendency to that independence of spirit, which prevails so much  in modern days, even in young women, and which in young women is  offensive and disgusting beyond all common offence. but you have now  shewn me that you can be wilful and perverse, that you can and will decide  for yourself, without any consideration or deference for those who have  surely some right to guide you  \u2014 without even asking their advice. you  have shewn yourself very, very different from anything that i had imagined.  the advantage or disadvantage of your family  \u2014 of your parents  \u2014 your  brothers and sisters  \u2014 never seems to have had a moment\u2019s share in your  thoughts on this occasion. how they might be benefited, how they must  rejoice in such an establishment for you  \u2014 is nothing to you. you think only  of yourself; and because you do not feel for mr. crawford exactly what a  young, heated fancy imagines to be necessary for happiness, you resolve  to refuse him at once, without wishing even for a little time to consider of  it \u2014 a little more time for cool consideration, and for really examining your  own inclinations  \u2014 and are, in a wild fit of folly, throwing away from you such  an opportunity of being settled in life, eligibly, honourably, nobly settled, as  will, probably, never occur to you again. here is a young man of sense, of  character, of temper, of manners, and of fortune, exceedingly attached to  you, and seeking your hand in the most handsome and disinterested way;  and let me tell you, fanny, that you may live eighteen years longer in the  world, without being addressed by a man of half mr. crawford\u2019s estate,  or a tenth part of his merits. gladly would i have bestowed either of my  own daughters on him. maria is nobly married  \u2014 but had mr. crawford  sought julia\u2019s hand, i should have given it to him with superior and more  heartfelt satisfaction than i gave maria\u2019s to mr. rushworth.\u201d after half a  moment\u2019s pause  \u2014 \u201cand i should have been very much surprised had  either of my daughters, on receiving a proposal of marriage at any time,  which might carry with it only half the eligibility of this, immediately and  peremptorily, and without paying my opinion or my regard, the compliment  of any consultation, put a decided negative on it. i should have been much  surprised, and much hurt, by such a proceeding. i should have thought it a  gross violation of duty and respect. you are not to be judged by the same  rule. you do not owe me the duty of a child. but fanny, if your heart can  acquit you of ingratitude  \u2014 \u201d he ceased. fanny was by this time crying so bitterly, that angry as he  was, he would not press that article farther. her heart was almost broke  by such a picture of what she appeared to him; by such accusations, so 5 10 15 20 25 30 35 40 45",
+            "13": "13 0486/11/m/j/17 \u00a9 ucles 2017 [turn over heavy, so multiplied, so rising in dreadful gradation! self-willed, obstinate,  selfish, and ungrateful. he thought her all this. she had deceived his  expectations; she had lost his good opinion. what was to become of her? \u201ci am very sorry,\u201d said she inarticulately through her tears, \u201ci am very  sorry indeed.\u201d \u201csorry! yes, i hope you are sorry; and you will probably have reason to  be long sorry for this day\u2019s transactions.\u201d \u201cif it were possible for me to do otherwise,\u201d said she with another strong  effort, \u201cbut i am so perfectly convinced that i could never make him happy,  and that i should be miserable myself.\u201d [from chapter 32]   how does austen make this such a powerful moment in the novel? or 10 in what ways does austen make the visit to sotherton so memorable?50 55",
+            "14": "14 0486/11/m/j/17 \u00a9 ucles 2017 willa cather: my \u00e1ntonia remember to support your ideas with details from the writing. either 11 read this extract, and then answer the question that follows it: when pavel and peter were young men, living at home in russia, they  were asked to be groomsmen for a friend who was to marry the belle of  another village. it was in the dead of winter and the groom\u2019s party went over to the wedding in sledges. peter and pavel drove in the groom\u2019s sledge, and six sledges followed with all his relatives and friends. after the ceremony at the church, the party went to a dinner given by  the parents of the bride. the dinner lasted all afternoon; then it became a supper and continued far into the night. there was much dancing and drinking. at midnight the parents of the bride said good-bye to her and blessed her. the groom took her up in his arms and carried her out to his sledge and tucked her under the blankets. he sprang in beside her, and pavel and peter (our pavel and peter!) took the front seat. pavel drove. the party set out with singing and the jingle of sleigh-bells, the groom\u2019s sledge going first. all the drivers were more or less the worse for merry-making, and the groom was absorbed in his bride. the wolves were bad that winter, and everyone knew it, yet when they  heard the first wolf-cry, the drivers were not much alarmed. they had too much good food and drink inside them. the first howls were taken up and echoed and with quickening repetitions. the wolves were coming together. there was no moon, but the starlight was clear on the snow. a black drove came up over the hill behind the wedding party. the wolves ran like streaks of shadow; they looked no bigger than dogs, but there were hundreds of them. something happened to the hindmost sledge: the driver lost control \u2014  he was probably very drunk \u2014 the horses left the road, the sledge was caught in a clump of trees, and overturned. the occupants rolled out over the snow, and the fleetest of the wolves sprang upon them. the shrieks that followed made everybody sober. the drivers stood up and lashed their horses. the groom had the best team and his sledge was lightest \u2014 all the others carried from six to a dozen people. another driver lost control. the screams of the horses were more terrible  to hear than the cries of the men and women. nothing seemed to check the wolves. it was hard to tell what was happening in the rear; the people who were falling behind shrieked as piteously as those who were already lost. the little bride hid her face on the groom\u2019s shoulder and sobbed. pavel sat still and watched his horses. the road was clear and white, and the groom\u2019s three blacks went like the wind. it was only necessary to be calm and to guide them carefully. at length, as they breasted a long hill, peter rose cautiously and looked  back. \u2018there are only three sledges left,\u2019 he whispered. \u2018and the wolves?\u2019 pavel asked.\u2018enough! enough for all of us.\u2019pavel reached the brow of the hill, but only two sledges followed him  down the other side. in that moment on the hilltop, they saw behind them a whirling black group on the snow. presently the groom screamed. he saw his father\u2019s sledge overturned, with his mother and sisters. he sprang up as if he meant to jump, but the girl shrieked and held him back. it was even then too late. the black ground-shadows were already crowding over 5 10 15202530354045",
+            "15": "15 0486/11/m/j/17 \u00a9 ucles 2017 [turn over the heap in the road, and one horse ran out across the fields, his harness  hanging to him, wolves at his heels. but the groom\u2019s movement had given  pavel an idea. they were within a few miles of their village now. the only sledge left  out of six was not very far behind them, and pavel\u2019s middle horse was  failing. beside a frozen pond something happened to the other sledge;  peter saw it plainly. three big wolves got abreast of the horses, and the  horses went crazy. they tried to jump over each other, got tangled up in  the harness, and overturned the sledge. when the shrieking behind them died away, pavel realized that he was  alone upon the familiar road. \u2018they still come?\u2019 he asked peter. \u2018yes.\u2019 \u2018how many?\u2019 \u2018twenty, thirty  \u2014 enough.\u2019 now his middle horse was being almost dragged by the other two. pavel  gave peter the reins and stepped carefully into the back of the sledge. he  called to the groom that they must lighten  \u2014 and pointed to the bride. the  young man cursed him and held her tighter. pavel tried to drag her away.  in the struggle, the groom rose. pavel knocked him over the side of the  sledge and threw the girl after him. he said he never remembered exactly  how he did it, or what happened afterward. peter, crouching in the front  seat, saw nothing. the first thing either of  them noticed was a new sound  that broke into the clear air, louder than they had ever heard it before\u2014the  bell of the monastery of their own village, ringing for early prayers. pavel and peter drove into the village alone, and they had been alone  ever since. they were run out of their village. pavel\u2019s own mother would  not look at him. they went away to strange towns, but when people  learned where they came from, they were always asked if they knew  the two men who had fed the bride to the wolves. wherever they went,  the story followed them. it took them five years to save money enough  to come to america. they worked in chicago, des moines, fort wayne,  but they were always unfortunate. when pavel\u2019s health grew so bad, they  decided to try farming. [from book 1 chapter 8]   how does cather make this extract such a dramatic part of the novel? or 12 to what extent does cather make you feel disappointed that jim and \u00e1ntonia do not  marry?50 55 60 65 70 75 80",
+            "16": "16 0486/11/m/j/17 \u00a9 ucles 2017 george eliot: silas marner remember to support your ideas with details from the writing. either  13 read this extract, and then answer the question that follows it: with that, dunstan slammed the door behind him, and left godfrey  to that bitter rumination on his personal circumstances which was now  unbroken from day to day save by the excitement of sporting, drinking,  card-playing, or the rarer and less oblivious pleasure of seeing miss  nancy lammeter. the subtle and varied pains springing from the higher  sensibility that accompanies higher culture, are perhaps less pitiable  than that dreary absence of impersonal enjoyment and consolation which  leaves ruder minds to the perpetual urgent companionship of their own  griefs and discontents. the lives of those rural forefathers, whom we are  apt to think very prosaic figures \u2013 men whose only work was to ride round  their land, getting heavier and heavier in their saddles, and who passed  the rest of their days in the half-listless gratification of senses dulled by  monotony \u2013 had a certain pathos in them nevertheless. calamities came  to them too, and their early errors carried hard consequences: perhaps  the love of some sweet maiden, the image of purity, order, and calm, had  opened their eyes  to the vision of a life in which the days would not seem  too long, even without rioting; but the maiden was lost, and the vision  passed away, and then what was left to them, especially when they had  become too heavy for the hunt, or for carrying a gun over the furrows, but  to drink and get merry, or to drink and get angry, so that they might be  independent of variety, and say over again with eager emphasis the things  they had said already any time that twelve-month? assuredly, among  these flushed and dull-eyed men there were some whom \u2013 thanks to their  native human-kindness \u2013 even riot could never drive into brutality; men  who, when their cheeks were fresh, had felt the keen point of sorrow or  remorse, had been pierced by the reeds they leaned on, or had lightly put  their limbs in fetters from which no struggle could loose them; and under  these sad circumstances, common to us all, their thoughts could find no  resting-place outside the ever-trodden round of their own petty history. that, at least, was the condition of godfrey cass in this six-and- twentieth year of his life. a movement of compunction, helped by those  small indefinable influences which every personal relation exerts on a  pliant nature, had urged him into a secret marriage, which was a blight  on his life. it was an ugly story of low passion, delusion, and waking from  delusion, which needs not to be dragged from the privacy of godfrey\u2019s  bitter memory. he had long known that the delusion was partly due to a  trap laid for him by dunstan, who saw in his brother\u2019s degrading marriage  the means of gratifying at once his jealous hate and his cupidity. and if  godfrey could have felt himself simply a victim, the iron bit that destiny  had put into his mouth would have chafed him less intolerably. if the  curses he muttered half aloud when he was alone had had no other object  than dunstan\u2019s diabolical cunning, he might have shrunk less from the  consequences of avowal. but he had something else to curse \u2013 his own  vicious folly, which now seemed as mad and unaccountable to him as  almost all our follies and vices do when their promptings have long passed  away. for four years he had thought of nancy lammeter, and wooed her  with tacit patient worship as the woman who made him think of the future  with joy: she would be his wife, and would make home lovely to him, as his 5 10 15 20 25 30 35 40 45",
+            "17": "17 0486/11/m/j/17 \u00a9 ucles 2017 [turn over father\u2019s home had never been; and it would be easy, when she was always  near, to shake off those foolish habits that were no pleasures, but only a  feverish way of  annulling vacancy. godfrey\u2019s was an essentially domestic  nature, bred up in a home where the hearth had no smiles, and where  the daily habits were not chastised by the presence of household order.  his easy disposition made him fall in unresistingly with the family courses,  but the need of some tender permanent affection, the longing for some  influence that would make the good he preferred easy to pursue, caused  the neatness, purity, and liberal orderliness of the lammeter household,  sunned by the smile of nancy, to seem like those fresh bright hours of  the morning when temptations go to sleep and leave the ear open to the  voice of the good angel, inviting to industry, sobriety, and peace. and yet  the hope of this paradise had not been enough to save him from a course  which shut him out of it for ever. instead of keeping fast hold of the strong  silken rope by which nancy would have drawn him safe to the green banks  where it was easy to step firmly, he had let himself be dragged back into  mud and slime, in which it was useless to struggle. he had made ties for  himself which robbed him of all wholesome motive and were a constant  exasperation. still, there was one position worse than the present: it was the position  he would be in when the ugly secret was disclosed; and the desire that  continually triumphed over every other was that of warding off the evil  day, when he would have to bear the consequences of his father\u2019s violent  resentment for the wound inflicted on his family pride \u2013 would have,  perhaps, to turn his back on that hereditary ease and dignity which, after all,  was a sort of reason for living, and would carry with him the certainty that  he was banished for ever from the sight and esteem of nancy lammeter. [from part 1 chapter 3]   does eliot make you feel any sympathy at all for godfrey at this moment in the novel? or 14 in what ways does eliot make silas\u2019s departure from lantern yard such a powerful part  of the novel?50 55 60 65 70 75",
+            "18": "18 0486/11/m/j/17 \u00a9 ucles 2017 michael frayn: spies remember to support your ideas with details from the writing. either 15 read this extract, and then answer the question that follows it: i\u2019m woken from the depths of a deep and dreamless sleep by the uneasy  feeling that something\u2019s wrong. content removed due to copyright restrictions.",
+            "19": "19 0486/11/m/j/17 \u00a9 ucles 2017 [turn over  and once  again i feel the cold prickling in the nape of my neck. [from chapter 10]   how does frayn\u2019s writing convey stephen\u2019 s fear so vividly at this moment in the novel? or 16 what vivid impressions does frayn create for you of the older stephen? content removed due to copyright restrictions.",
+            "20": "20 0486/11/m/j/17 \u00a9 ucles 2017 kate grenville: the secret river remember to support your ideas with details from the writing. either  17 read this extract, and then answer the question that follows it: the shadow slid up the golden cliffs opposite and turned them to lead. as  darkness fell, the distorted trees went on holding the fraction of light in the  air. the thornhills squatted around the fire listening to the night, feeling its  weight at their backs. beyond the circle of light, the darkness was full of  secretive noises, ticks and creaks, sudden rustlings and snappings, an  insistent tweeting. shafts of cold air like the draught from a window stirred  the trees. from the river the frogs popped and ponked. as the night deepened they hunched closer around the fire, feeding it  so that as soon as it began to die it flamed up again and filled the clearing  with jerky light. willie and dick heaped on armful after armful until the light  danced against the underside of the trees. bub squatted close up to one  side, pushing in twigs that flared brilliantly. they were warm, at least on one side, and the fire made them the  centre of a small warm world. but it made them helpless creatures too. the  blackness beyond the reach of the flames was as absolute as blindness. the trees grew huge, hanging over them as if they had pulled up their  roots and crept closer. their shaggy silhouettes leaned down over the  firelit clearing. the gun lay close to thornhill\u2019s hand. by the last of the daylight, out of  sight of sal, he had loaded it. he had checked the flint, had the powder- horn in his coat pocket. he had thought that having a gun would make him feel safe. why did it  not? the damper was burned from being cooked too fast, but the steamy  fragrance under the charred crust was a comfort. the small noises they  made with their food seemed loud in the night. thornhill could hear his tea  travel down his gullet, and the exclamations of his belly as it came to grips  with the damper. he looked up at where even the light of the fire could not dim the stars.  he looked for the southern cross, which he had learned to steer by, but as  it often did it was playing hide-and-seek. might be they watching us, willie said. waiting, like. there was the start  of panic in his voice. shut your trap, willie, we ain\u2019t got nothing to worry  about, thornhill said. in the tent he felt sal squeezed up against him under the blanket. he  had heated a stone in the fire and wrapped it up in his coat to warm her  feet, but she was shivering. she was panting as quick as an animal. he  held her tight, feeling the cold at his back, until at last her breathing slowed  in sleep. a wind had arisen out of the night. he could hear it up on the ridges,  although down in the valley everything was still. it was like the sound of  surf breaking on the shore, the way it swelled and then travelled around  the ridges, its whisper growing and then fading away. the valley was  dwarfed by the ocean of leaves and wind. to be stretched out to sleep on his own earth, feeling his body lie along  ground that was his\u2014he felt he had been hurrying all his life, and had at  last come to a place where he could stop. he could smell the rich damp air 5 10 15 20 25 30 35 40 45",
+            "21": "21 0486/11/m/j/17 \u00a9 ucles 2017 [turn over coming in the tent-flap. he could feel the shape of the ground through his  back. my own, he kept saying to himself. my place. thornhill\u2019s place. but the wind in the leaves up on the ridge was saying something else  entirely. [from part 3]   how does grenville create a sense of mystery and suspense at this moment in the  novel? or 18 will talks about \u2018the steel\u2019 in sal. how does grenville make this aspect of her personality  so vivid?50",
+            "22": "22 0486/11/m/j/17 \u00a9 ucles 2017 r k narayan: the english teacher remember to support your ideas with details from the writing. either 19 read this extract, and then answer the question that follows it: my parents were unable to come. my father was down with his annual  rheumatic attack, and my mother was unable to leave his side. they wrote  me frantic letters every day, and it was my duty to drop them a card every day. i wrote a number of cards to others too. my brother at hyderabad, my sister at vellore, and the other sister at delhi, wrote me very encouraging letters, and expected me to drop them postcards every day. they wrote, \u201cnothing to fear in typhoid. it is only a question of nursing.\u201d everybody who met me repeated this like a formula, till i began to listen to it mechanically without following its meaning. numerous people\u2014my friends and colleagues\u2014dropped in all day, some standing aloof fearing infection, and some coming quite close reckless and indifferent. i lost touch with the calendar. in doing the same set of things in the  same place, i lost count of days. hours flew with rapidity. the mixture once in three hours, food every two hours, but two hours and three hours passed with such rapidity that you never felt there was any appreciable gap between doses. but i liked it immensely. it kept me so close to my wife that it produced  an immense satisfaction in my mind. throughout i acted as her nurse. this sickness seemed to bind us together more strongly than ever. i sat in the chair and spoke to her of interesting things i saw in the paper. she spoke in whispers as the weeks advanced. she said: \u201cmy father said he would give me five hundred rupees when i got well again. \u2026\u201d \u201cvery good, very good. hurry up and claim your reward.\u201d\u201ceven without it i want to be well again.\u201d there was a deep stillness  reigning in the house but for the voice of the child as she argued with her grandparents or sang to herself. there was an interlude. the contractor and sastri knocked on my door  one day. \u201coh, come in,\u201d i said and took them to my room, but there was no chair or table there. i said apologetically: \u201cno chair. it is in the other room and also the table, because my wife is down with typhoid.\u201d sastri said promptly, \u201coh, we will sit on the floor.\u201d they squatted down on the floor. and then after the preliminaries, sastri said: \u201cit is about that house\u2014 they are keeping it in abeyance. there is another demand for it. \u2026\u201d i remembered my decision was due long ago. \u201ci\u2019m afraid i can\u2019t think of it.  wait a moment please.\u201d i went up to my wife\u2019s bedside and asked: \u201csusila, what shall i say about that house?\u201d she took time to understand. \u201cdo you like it?\u201d she asked. \u201cyes, it is a fine house\u2014if we are buying a house.\u201d\u201cwhy not think of it when all this is over?\u201d she said.\u201cyes, yes,\u201d i agreed. i ran out and told them: \u201ci have no time to bother  about it now. if it is a loss to you waiting for me \u2026\u201d as i spoke i disliked the house. i remembered the shock susila had received in the backyard. they  went away. before going, they said: \u201cnursing is everything.\u201d \u201cyes, yes, i know,\u201d i said.the contractor said: \u201cmay i say a word about it?\u201d\u201cgo on, by all means.\u201d\u201cnever trust these english doctors. my son had typhoid. the doctors  tried to give this and that and forbade him to eat anything; but he never 5 10 15202530354045",
+            "23": "23 0486/11/m/j/17 \u00a9 ucles 2017 [turn over got well though he was in bed  for thirty days. afterwards somebody gave  him a herb, and i gave him whatever he wanted to  eat, and he got well   within two days. the last thing you must heed is  their advice. the english  doctors always try to starve one to death. give the patient plenty of things  to eat and any fever will go down. that is my principle \u2026\u201d [from chapter 3]   how does narayan movingly reveal krishna\u2019s state of mind at this moment in the novel? or 20 how far does narayan\u2019s writing make you approve of mr brown?50",
+            "24": "24 0486/11/m/j/17 \u00a9 ucles 2017 from stories of ourselves remember to support your ideas with details from the writing. either  21 read this passage from of white hairs and cricket  (by rohinton mistry), and then  answer the question that follows it: mummy came in from the kitchen with a plateful of toast fresh off the  criterion: unevenly browned, and charred in spots by the vagaries of its  kerosene wick. she cleared the comics to one side and set the plate down. \u2018listen to this,\u2019 daddy said to her, \u2018just found it in the paper: \u201ca growing  concern seeks dynamic young account executive, self-motivated. four- figure salary and provident fund.\u201d i think it\u2019s perfect.\u2019 he waited for  mummy\u2019s reaction. then: \u2018if i can get it, all our troubles will be over.\u2019 mummy listened to such advertisements week after week: harbingers  of hope that ended in disappointment and frustration. but she always  allowed the initial wave of optimism to lift her, riding it with daddy and me,  higher and higher, making plans and dreaming, until it crashed and left  us stranded, awaiting the next advertisement and the next wave. so her  silence was surprising. daddy reached for a toast and dipped it in the tea, wrinkling his nose.  \u2018smells of kerosene again. when i get this job, first thing will be a proper  toaster. no more making burnt toast on top of the criterion.\u2019 \u2018i cannot smell kerosene,\u2019 said mummy. \u2018smell this then,\u2019 he said, thrusting the tea-soaked piece at her nose,  \u2018smell it and tell me,\u2019 irritated by her ready contradiction. \u2018it\u2019s these useless  wicks. the original criterion ones from england used to be so good. one  trim and you had a fine flame for months.\u2019 he bit queasily into the toast.  \u2018well, when i get the job, a bombay gas company stove and cylinder can  replace it.\u2019 he laughed. \u2018why not? the british left seventeen years ago,  time for their stove to go as well.\u2019 he finished chewing and turned to me. \u2018and one day, you must go, too,  to america. no future here.\u2019 his eyes fixed mine, urgently. \u2018somehow we\u2019ll  get the money to send you. i\u2019ll find a way.\u2019 his face filled with love. i felt suddenly like hugging him, but we never  did except on birthdays, and to get rid of the feeling i looked away and  pretended to myself that he was saying it just to humour me, because he  wanted me to finish pulling his white hairs. fortunately, his jovial optimism  returned. \u2018maybe even a fridge is possible, then we will never have to go upstairs  to that woman. no more obligations, no more favours. you won\u2019t have to  kill any more rats for her.\u2019 daddy waited for us to join in. for his sake i  hoped that mummy would. i did not feel like mustering any enthusiasm. but she said sharply. \u2018all your shaik-chullee thoughts are flying again.  nothing happens when you plan too much. leave it in the hands of god.\u2019 daddy was taken aback. he said, summoning bitterness to retaliate,  \u2018you are thinking i will never get a better job? i\u2019ll show all of you.\u2019 he threw  his piece of toast onto the plate and sat back. but he recovered as quickly,  and made it into a joke. he picked up the newspaper. \u2018well, i\u2019ll just have to  surprise you one day when i throw out the kerosene stoves.\u2019 i liked the kerosene stoves and the formidable fifteen-gallon storage  drum that replenished them. the criterion had a little round glass window  in one corner of its black base, and i would peer into the murky depths,  watching the level rise as kerosene poured through the funnel; it was very 5 10 15 20 25 30 35 40 45",
+            "25": "25 0486/11/m/j/17 \u00a9 ucles 2017 dark and cool and mysterious in there, then the kerosene floated up and  its surface shone under the light bulb. looking inside was like lying on  chaupatty beach at night and gazing at the stars, in the hot season, while  we stayed out after dinner till the breeze could rise and cool off the walls  baking all day in the sun. when the stove was lit and the kitchen dark, the  soft orange glow through its little mica door reminded me of the glow in the  fire-temple afargaan , when there wasn\u2019t a blazing fire because hardly any  sandalwood offerings had been left in the silver thaali ; most people came  only on the holy days. the primus stove was fun, too, pumped up hot  and roaring, the kerosene emerging under pressure and igniting into sharp  blue flames. daddy was the only one who lit it; every year, many women  died in their kitchens because of explosions, and daddy said that though  many of them were not accidents, especially the dowry cases, it was still a  dangerous stove if handled improperly. mummy went back to the kitchen. i did not mind the kerosene smell,  and ate some toast, trying to imagine the kitchen without the stoves, with  squat red gas cylinders sitting under the table instead. i had seen them in  shop windows, and i thought they were ugly. we would get used to them,  though, like everything else. at night, i stood on the veranda sometimes  to look at the stars. but it was not the same as going to chaupatty and  lying on the sand, quietly, with only the sound of the waves in the dark. on  saturday nights, i would make sure that the stoves were filled, because  mummy made a very early breakfast for daddy and me next morning. the  milk and bread would be arriving in the pre-dawn darkness while the kettle  was boiling and we got ready for cricket with the boys of firozsha baag.   how does mistry create such a vivid picture of the narrator\u2019s parents and of his  relationship with them here? or 22 explore the ending of one story which the writer makes particularly surprising for you.50 55 60 65 70",
+            "26": "26 0486/11/m/j/17 \u00a9 ucles 2017 blank page",
+            "27": "27 0486/11/m/j/17 \u00a9 ucles 2017 blank page",
+            "28": "28 0486/11/m/j/17 \u00a9 ucles 2017 blank page permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the  publisher will be pleased to make amends at the earliest possible opportunity. to avoid the issue of disclosure of answer-related information to candidates, all copyright acknowledgements are reproduced online in the cambridge international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download at www.cie.org.uk after  the live examination series. 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."
+        },
+        "0486_s17_qp_12.pdf": {
+            "1": "this document consists of 26 printed pages, 2 blank pages and 1 insert. dc (rcl (km)) 133610/3 \u00a9 ucles 2017 [turn overcambridge international examinations cambridge international general certificate of secondary education *7634458288*literature (english) 0486/12 paper 1  poetry and prose may/june 2017 1 hour 30 minutes no additional materials are required. read these instructions first an answer booklet is provided inside this question paper. you should follow the instructions on the front cover  of the answer booklet. if you need additional answer paper ask the invigilator for a continuation booklet. answer two questions: one question from section a and one question from section b.all questions in this paper carry equal marks.",
+            "2": "2 0486/12/m/j/17 \u00a9 ucles 2017 blank page",
+            "3": "3 0486/12/m/j/17 \u00a9 ucles 2017 [turn over contents section a: poetry text question numbers page[s] songs of ourselves volume 1: from part 5 1, 2 pages 4\u20135 songs of ourselves volume 2: from part 1 3, 4 pages 6\u20137 gillian clarke: from collected poems  5, 6 pages 8\u201310 section b: prose text questionnumbers page[s] chinua achebe: no longer at ease  7, 8 pages 12\u201313 jane austen: mansfield park 9, 10 pages 14\u201315 willa cather: my \u00e1ntonia 11, 12 pages 16\u201317 george eliot: silas marner  13, 14 pages 18\u201319 michael frayn:  spies 15, 16 pages 20\u201321 kate grenville:  the secret river 17, 18 pages 22\u201323 r k narayan: the english teacher  19, 20 pages 24\u201325 from stories of ourselves 21, 22 pages 26\u201327",
+            "4": "4 0486/12/m/j/17 \u00a9 ucles 2017 section a: poetry answer one question from this section. songs of ourselves volume 1 : from part 5 remember to support your ideas with details from the writing. either  1 read this poem, and then answer the question that follows it: for heidi with blue hair when you dyed your hair blue (or, at least, ultramarine for the clipped sides, with a crest of jet-black spikes on top) you were sent home from school because, as the headmistress put it, although dyed hair was not specifically forbidden, yours was, apart from anything else, not done in the school colours. tears in the kitchen, telephone-calls to school from your freedom-loving father: \u2018she\u2019s not a punk in her behaviour; it\u2019s just a style.\u2019 (you wiped your eyes, also not in a school colour.) \u2018she discussed it with me first \u2013 we checked the rules.\u2019 \u2018and anyway, dad, it cost twenty-five dollars. tell them it won\u2019t wash out \u2013 not even if i wanted to try.\u2019 it would have been unfair to mention your mother\u2019s death, but that shimmered behind the arguments. the school had nothing else against you; the teachers twittered and gave in. next day your black friend had hers done in grey, white and flaxen yellow \u2013 the school colours precisely: an act of solidarity, a witty tease. the battle was already won. (fleur adcock )   how does adcock\u2019s writing make this poem both amusing and serious?5 10 15 20 25 30",
+            "5": "5 0486/12/m/j/17 \u00a9 ucles 2017 [turn over or 2 explore the ways in which mew movingly writes about her feelings of loss in the trees  are down . the trees are down \u2013 and he cried with a loud voice:hurt not the earth, neither the sea, nor the trees \u2013 (revelation) they are cutting down the great plane-trees at the end of the garden. for days there has been the grate of the saw, the swish of the   branches as they fall. the crash of trunks, the rustle of trodden leaves,with the \u2018whoops\u2019 and the \u2018whoas\u2019, the loud common talk, the loud common laughs of the men, above it all. i remember one evening of a long past springturning in at a gate, getting out of a cart, and finding a large   dead rat in the mud of the drive. i remember thinking: alive or dead, a rat was a god-forsaken thing,but at least, in may, that even a rat should be alive.the week\u2019s work here is as good as done. there is just one bough on the roped bole, in the fine grey rain,  green and high and lonely against the sky. (down now! \u2013 )  and but for that, if an old dead rat did once, for a moment, unmake the spring, i might never have  thought of him again. it is not for a moment the spring is unmade to-day;these were great trees, it was in them from root to stem:when the men with the \u2018whoops\u2019 and the \u2018whoas\u2019 have carted   the whole of the whispering loveliness away half the spring, for me, will have gone with them. it is going now, and my heart has been struck with the hearts of     the planes; half my life it has beat with these, in the sun, in the rains,   in the march wind, the may breeze, in the great gales that came over to them across the roofs from      the great seas. there was only a quiet rain when they were dying;   they must have heard the sparrows flying, and the small creeping creatures in the earth where they were lying \u2013 but i, all day, i heard an angel crying: \u2018hurt not the trees\u2019. (charlotte mew\u200a\u200a)5 10 1520 2530 35",
+            "6": "6 0486/12/m/j/17 \u00a9 ucles 2017 songs of ourselves volume 2: from part 1 remember to support your ideas with details from the writing. either 3 read this poem, and then answer the question that follows it: last sonnet bright star, would i were steadfast as thou art\u2014  not in lone splendour hung aloft the night,and watching, with eternal lids apart, like nature\u2019s patient sleepless eremite,the moving waters at their priest-like task of pure ablution round earth\u2019s human shores,or gazing on the new soft-fallen mask of snow upon the mountains and the moors\u2014no\u2014yet still steadfast, still unchangeable, pillowed upon my fair love\u2019s ripening breast,to feel for ever its soft fall and swell, awake for ever in a sweet unrest, still, still to hear her tender-taken breath, and so live ever\u2014or else swoon to death. (john keats)   how does keats movingly convey powerful emotions in this poem?5 10",
+            "7": "7 0486/12/m/j/17 \u00a9 ucles 2017 [turn over or 4 explore the ways in which sitwell uses imagery to powerful effect in heart and mind . heart and mind said the lion to the lioness\u2014\u2018when you are amber dust,\u2014 no more a raging fire like the heat of the sun(no liking but all lust)\u2014remember still the flowering of the amber blood and bone,the rippling of bright muscles like a sea,remember the rose-prickles of bright pawsthough we shall mate no moretill the fire of that sun the heart and the moon-cold bone are one.\u2019 said the skeleton lying upon the sands of time\u2014 \u2018the great gold planet that is the mourning heat of the sunis greater than all gold, more powerfulthan the tawny body of a lion that fire consumeslike all that grows or leaps \u2026 so is the heart more powerful than all dust. once i was hercules or samson, strong as the pillars of the seas:but the flames of the heart consumed me, and the mindis but a foolish wind.\u2019 said the sun to the moon\u2014\u2018when you are but a lonely white crone, and i, a dead king in my golden armour somewhere in a dark wood,remember only this of our hopeless lovethat never till time is donewill the fire of the heart and the fire of the mind be one.\u2019 (edith sitwell )5 10 1520",
+            "8": "8 0486/12/m/j/17 \u00a9 ucles 2017 gillian clarke: from collected poems remember to support your ideas with details from the writing. either  5 read this poem, and then answer the question that follows it: miracle on st david\u2019s day \u2018they flash upon that inward eye which is the bliss of solitude\u2019 the daffodils by w. wordsworth an afternoon yellow and open-mouthed with daffodils. the sun treads the path among cedars and enormous oaks. it might be a country house, guests strolling, the rumps of gardeners between nursery shrubs. i am reading poetry to the insane. an old woman, interrupting, offers as many buckets of coal as i need. a beautiful chestnut-haired boy listens entirely absorbed. a schizophrenic on a good day, they tell me later. in a cage of first march sun a woman sits not listening, not seeing, not feeling. in her neat clothes the woman is absent. a big, mild man is tenderly led to his chair. he has never spoken. his labourer\u2019s hands on his knees, he rocks gently to the rhythms of the poems. i read to their presences, absences, to the big, dumb labouring man as he rocks. he is suddenly standing, silently, huge and mild, but i feel afraid. like slow movement of spring water or the first bird of the year in the breaking darkness, the labourer\u2019s voice recites \u2018the daffodils\u2019. the nurses are frozen, alert; the patients seem to listen. he is hoarse but word-perfect. outside the daffodils are still as wax, a thousand, ten thousand, their syllables unspoken, their creams and yellows still.5 10 15 20 25 30",
+            "9": "9 0486/12/m/j/17 \u00a9 ucles 2017 [turn over forty years ago, in a valleys school, the class recited poetry by rote. since the dumbness of misery fell he has remembered there was a music of speech and that once he had something to say. when he\u2019s done, before the applause, we observe the flowers\u2019 silence. a thrush sings and the daffodils are flame.   how does clarke movingly convey the impact of her experience in this poem?35",
+            "10": "10 0486/12/m/j/17 \u00a9 ucles 2017 or 6 explore the ways in which clarke powerfully depicts the nature of the bird in buzzard . buzzard no sutures in the steep brow of this cranium, as in mine or yours. delicate ellipse as smooth as her own egg or the cleft flesh of a fruit. from the plundered bones on the hill, like a fire in its morning ashes, you guess it\u2019s a buzzard\u2019s skull. you carry it gently home, hoping no last day of the birds will demand assembly of her numerous white parts. in the spaces we can\u2019t see on the other side of walls as fine as paper, brain and eye dry out under the gossamers. between the sky and the mouse that moves at the barley field\u2019s spinning perimeter, only a mile of air and the ganging crows, their cries stones at her head. in death, the last stoop, all\u2019s risked. she scorns the scavengers who feed on death, and never feel the lightning flash of heart dropping on heart, warm fur, blood.5 10 15 20 25",
+            "11": "11 0486/12/m/j/17 \u00a9 ucles 2017 [turn over turn to page 12 for section b.",
+            "12": "12 0486/12/m/j/17 \u00a9 ucles 2017 section b: prose answer one question from this section. chinua achebe: no longer at ease remember to support your ideas with details from the writing. either 7 read this extract, and then answer the question that follows it: the doctor counted his wad of notes carefully, folded it and put it in his  pocket.  content removed due to copyright restrictions.",
+            "13": "13 0486/12/m/j/17 \u00a9 ucles 2017 [turn over  women are  very funny creatures, you know.\u2019 [from chapter 16]   in what ways does achebe create tension at this moment in the novel? or 8 the men of umuofia describe obi as foolish. how far does achebe lead you to agree  with this description? ",
+            "14": "14 0486/12/m/j/17 \u00a9 ucles 2017 jane austen: mansfield park remember to support your ideas with details from the writing. either 9 read this extract, and then answer the question that follows it: at last the scene was over, and fanny forced herself to add her praise  to the compliments each was giving the other; and when again alone and able to recall the whole, she was inclined to believe their performance would, indeed, have such nature and feeling in it as must ensure their credit, and make it a very suffering exhibition to herself. whatever might be its effect, however, she must stand the brunt of it again that very day. the first regular rehearsal of the three first acts was certainly to take  place in the evening; mrs. grant and the crawfords were engaged to return for that purpose as soon as they could after dinner; and every one concerned was looking forward with eagerness. there seemed a general diffusion of cheerfulness on the occasion; tom was enjoying such an advance towards the end, edmund was in spirits from the morning\u2019s rehearsal, and little vexations seemed every where smoothed away. all were alert and impatient; the ladies moved soon, the gentlemen soon followed them, and with the exception of lady bertram, mrs. norris, and julia, every body was in the theatre at an early hour, and having lighted it up as well as its unfinished state admitted, were waiting only the arrival of mrs. grant and the crawfords to begin. they did not wait long for the crawfords, but there was no mrs. grant.  she could not come. dr. grant, professing an indisposition, for which he had little credit with his fair sister-in-law, could not spare his wife. \u201cdr. grant is ill,\u201d said she, with mock solemnity. \u201che has been ill ever  since; he did not eat any of the pheasant to day. he fancied it tough\u2014sent away his plate\u2014and has been suffering ever since.\u201d here was disappointment! mrs. grant\u2019s non-attendance was sad indeed.  her pleasant manners and cheerful conformity made her always valuable amongst them\u2014but now she was absolutely necessary. they could not  act, they could not rehearse with any satisfaction without her. the comfort of the whole evening was destroyed. what was to be done? tom, as cottager, was in despair. after a pause of perplexity, some eyes began to be turned towards fanny, and a voice or two, to say, \u201cif miss price would be so good as to read the part.\u201d she was immediately surrounded by  supplications, every body asked it, even edmund said, \u201cdo fanny, if it is not very disagreeable to you.\u201d but fanny still hung back. she could not endure the idea of it. why was  not miss crawford to be applied to as well? or why had not she rather gone to her own room, as she had felt to be safest, instead of attending the rehearsal at all? she had known it would irritate and distress her\u2014she had known it her duty to keep away. she was properly punished. \u201cyou have only to read the part,\u201d said henry crawford, with renewed  intreaty. \u201cand i do believe she can say every word of it,\u201d added maria, \u201cfor she  could put mrs. grant right the other day in twenty places. fanny, i am sure you know the part.\u201d fanny could not say she did not\u2014and as they all persevered\u2014as  edmund repeated his wish, and with a look of even fond dependence on her good nature, she must yield. she would do her best. every body was 5 10 15202530354045",
+            "15": "15 0486/12/m/j/17 \u00a9 ucles 2017 [turn over satisfied\u2014and she was left to the tremors of a most palpitating heart, while  the others prepared to begin. they did begin\u2014and being too much engaged in their own noise, to be  struck by unusual noise in the other part of the house, had proceeded some  way when the door of the room was thrown open, and julia appearing at  it, with a face all aghast, exclaimed, \u201cmy father is come! he is in the hall at  this moment.\u201d [from chapter 18]   how does austen make this such a memorable moment in the novel? or 10 to what extent does austen persuade you that there is anything to admire about lady  bertram?50 55",
+            "16": "16 0486/12/m/j/17 \u00a9 ucles 2017 willa cather: my \u00e1ntonia remember to support your ideas with details from the writing. either  11 read this extract, and then answer the question that follows it: on the morning of the twenty-second i wakened with a start. before i  opened my eyes, i seemed to know that something had happened. i heard  excited voices in the kitchen \u2500 grandmother\u2019s was so shrill that i knew  she must be almost beside herself. i looked forward to any new crisis with  delight. what could it be, i wondered, as i hurried into my clothes. perhaps  the barn had burned; perhaps the cattle had frozen to death; perhaps a  neighbour was lost in the storm. down in the kitchen grandfather was standing before the stove with  his hands behind him. jake and otto had taken off their boots and were  rubbing their woollen socks. their clothes and boots were steaming, and  they both looked exhausted. on the bench behind the stove lay a man,  covered up with a blanket. grandmother motioned me to the dining-room.  i obeyed reluctantly. i watched her as she came and went, carrying dishes.  her lips were tightly compressed and she kept whispering to herself: \u2018oh,  dear saviour!\u2019 \u2018lord, thou knowest!\u2019 presently grandfather came in and spoke to me: \u2018jimmy, we will not  have prayers this morning, because we have a great deal to do. old mr.  shimerda is dead, and his family are in great distress. ambrosch came  over here in the middle of the night, and jake and otto went back with  him. the boys have had a hard night, and you must not bother them with  questions. that is ambrosch, asleep on the bench. come in to breakfast,  boys.\u2019 after jake and otto had swallowed their first cup of coffee, they began  to talk excitedly, disregarding grandmother\u2019s warning glances. i held my  tongue, but i listened with all my ears. \u2018no, sir,\u2019 fuchs said in answer to a question from grandfather, \u2018nobody  heard the gun go off. ambrosch was out with the ox-team, trying to break a  road, and the women-folks was shut up tight in their cave. when ambrosch  come in, it was dark and he didn\u2019t see nothing, but the oxen acted kind of  queer. one of \u2019em ripped around and got away from him \u2500 bolted clean  out of the stable. his hands is blistered where the rope run through. he got  a lantern and went back and found the old man, just as we seen him.\u2019 \u2018poor soul, poor soul!\u2019 grandmother groaned. \u2018i\u2019d like to think he never  done it. he was always considerate and un-wishful to give trouble. how  could he forget himself and bring this on us!\u2019 \u2018i don\u2019t think he was out of his head for a minute, mrs. burden,\u2019 fuchs  declared. \u2018he done everything natural. you know he was always sort of  fixy, and fixy he was to the last. he shaved after dinner, and washed hisself  all over after the girls  had done the dishes. \u00e1ntonia heated the water  for him. then he put on a clean shirt and clean socks, and after he was  dressed he kissed her and the little one and took his gun and said he was  going out to hunt rabbits. he must have gone right down to the barn and  done it then. he layed down on that bunk-bed, close to the ox stalls, where  he always slept. when we found him, everything was decent except\u2019 \u2500  fuchs wrinkled his brow and hesitated \u2500 \u2018except what he couldn\u2019t nowise  foresee. his coat was hung on a peg, and his boots was under the bed.  he\u2019d took off that silk neckcloth he always wore, and folded it smooth and 5 10 15 20 25 30 35 40 45",
+            "17": "17 0486/12/m/j/17 \u00a9 ucles 2017 [turn over stuck his pin through it. he turned back his shirt at the neck and rolled up  his sleeves.\u2019 \u2018i don\u2019t see how he could do it!\u2019 grandmother kept saying. otto misunderstood her. \u2018why, ma\u2019m, it was simple enough; he pulled  the trigger with his big toe. he layed over on his side and put the end of  the barrel in his mouth, then he drew up one foot and felt for the trigger. he  found it all right!\u2019 \u2018maybe he did,\u2019 said jake grimly. \u2018there\u2019s something mighty queer about  it.\u2019 \u2018now what do you mean, jake?\u2019 grandmother asked sharply. \u2018well, ma\u2019m, i found krajiek\u2019s axe under the manger, and i picks it up  and carries it over to the corpse, and i take my oath it just fit the gash  in the front of the old man\u2019s face. that there krajiek had been sneakin\u2019  round, pale and quiet, and when he seen me examinin\u2019 the axe, he begun  whimperin\u2019, \u201cmy god, man, don\u2019t do that!\u201d \u201ci reckon i\u2019m a-goin\u2019 to look into  this,\u201d says i. then he begun to  squeal like a rat and run about wringin\u2019 his  hands. \u201cthey\u2019ll hang me!\u201d says he. \u201cmy god, they\u2019ll hang me sure!\u201d\u2019 fuchs spoke up impatiently. \u2018krajiek\u2019s gone silly, jake, and so have  you. the old man wouldn\u2019t have made all them preparations for krajiek to  murder him, would he? it don\u2019t hang together. the gun was right beside  him when ambrosch found him.\u2019 [from book 1 chapter 14]   how does cather\u2019s writing make this such a powerful moment in the novel? or 12 explore the ways in which cather makes lena lingard such a likeable character.50 55 60 65",
+            "18": "18 0486/12/m/j/17 \u00a9 ucles 2017 george eliot: silas marner remember to support your ideas with details from the writing. either 13 read this extract, and then answer the question that follows it: the search was made, and it ended \u2013 in william dane\u2019s finding the well- known bag, empty, tucked behind the chest of drawers in silas\u2019s chamber!  on this william exhorted his friend to confess, and not to hide his sin any longer. silas turned a look of keen reproach on him, and said, \u2018william, for nine years that we have gone in and out together, have you ever known me tell a lie? but god will clear me.\u2019 \u2018brother,\u2019 said william, \u2018how do i know what you may have done  in the secret chambers of your heart, to give satan an advantage over you?\u2019 silas was still looking at his friend. suddenly a deep flush came over his  face, and he was about to speak impetuously, when he seemed checked again by some inward shock, that sent the flush back and made him tremble. but at last he spoke feebly, looking at william. \u2018i remember now \u2013 the knife wasn\u2019t in my pocket.\u2019william said, \u2018i know nothing of what you mean.\u2019 the other persons  present, however, began to inquire where silas meant to say that the knife was, but he would give no further explanation: he only said, \u2018i am sore stricken; i can say nothing. god will clear me.\u2019 on their return to the vestry there was further deliberation. any resort  to legal measures for ascertaining the culprit was contrary to the principles of the church in lantern yard, according to which prosecution was forbidden to christians, even had the case held less scandal to the community. but the members were bound to take other measures for finding out the truth, and they resolved on praying and drawing lots. this resolution can be a ground of surprise only to those who are unacquainted with that obscure religious life which has gone on in the alleys of our towns. silas knelt with his brethren, relying on his own innocence being certified by immediate divine interference, but feeling that there was sorrow and mourning behind for him even then \u2013 that his trust in man had been cruelly bruised. the lots declared that silas marner was guilty. he was solemnly suspended from church-membership, and called upon to render up the stolen money: only on confession, as the sign of repentance, could he be received once more within the fold of the church. marner listened in silence. at last, when every one rose to depart, he went towards william dane and said, in a voice shaken by agitation \u2013 \u2018the last time i remember using my knife, was when i took it out to cut a  strap for you. i don\u2019t remember putting it in my pocket again. you stole the  money, and you have woven a plot to lay the sin at my door. but you may prosper, for all that: there is no just god that governs the earth righteously, but a god of lies, that bears witness against the innocent.\u20195 10 152025303540",
+            "19": "19 0486/12/m/j/17 \u00a9 ucles 2017 [turn over there was a general shudder at this blasphemy. william said meekly, \u2018i leave our brethren to judge whether this is the  voice of satan or not. i can do nothing but pray for you, silas.\u2019 [from part 1 chapter 1]   how does eliot make william dane\u2019s betrayal of silas so disturbing at this moment in the  novel? or 14 in what ways does eliot movingly portray the challenges silas faces in becoming a father  to eppie?",
+            "20": "20 0486/12/m/j/17 \u00a9 ucles 2017 michael frayn: spies remember to support your ideas with details from the writing. either 15 read this extract, and then answer the question that follows it: and once again i set out on that horrible journey.  content removed due to copyright restrictions.",
+            "21": "21 0486/12/m/j/17 \u00a9 ucles 2017 [turn over  a single quiet word: \u2018stephen?\u2019 [from chapter 9]   how does frayn\u2019 s writing powerfully create tension at this moment in the novel? or 16 how does frayn make keith\u2019s mother such a fascinating person for stephen?content removed due to copyright restrictions. ",
+            "22": "22 0486/12/m/j/17 \u00a9 ucles 2017 kate grenville: the secret river remember to support your ideas with details from the writing. either  17 read this extract, and then answer the question that follows it: as the queen pointed towards the gap between the island and the  headland, thornhill saw that blackwood was tight as a fiddle-string. those  great slow swells, steady enough when they had plenty of sea room,  were being funnelled into a tight neck of water that broke them into an  angry chop and surge. the wind split against the pieces of land, eddying,  veering, buffeting in confusion. the queen seemed absurdly tiny, tossed  like a leaf. blackwood never took his eyes off the water, did not even seem to blink.  his brown fist was closed around the tiller, his eyes half closed against the  spray and wind, his cheeks wet as with tears. he leaned forward to keep  his footing, his solid lighterman\u2019s legs braced against the planks. the queen was a tough little lump, shuddering up and crashing down  into the waves, but thornhill had heard of boats pounded to pieces in  such seas, the planks springing out of the stem, water pouring in. his fear  had gone beyond feeling now, to a numbness where he could only watch  blackwood and hope. he gripped the gunwale and would have prayed, if  he had known any god to pray to. then they were through. the sea was still churning and seething  beneath the boat, but the wind was muted by land on all sides. they had  pushed through into another geography altogether. they call this broken bay, blackwood said. river comes in yonder. he  pointed ahead, where thornhill could see only confusing stretches of water  and thickly forested headlands. best hidden river in the world, blackwood  said with satisfaction. never find your way in nor you\u2019d been shown like i\u2019m  showing you. looking inland, where gusts of wind scraped at the water, thornhill  strained to find that secret river. in every direction, the reaches of broken  bay seemed to end in yet another wall of rock and forest. a man could sail  around for days and never find his way into the hawkesbury. blackwood pointed the boat towards a solid wall of land, a heaped-up  ridge that tumbled down into the water all cliffs and skinny trees that grew  out of the very stones themselves, and what had seemed a dead end slyly  opened up into a stretch of river between cliffs. as the boat glided along  on the tide, the cliffs rose sheer on both sides, mouse-grey except where  the wind had exposed buttery rock, as if the landscape itself was a dark- skinned creature with golden flesh beneath. the rock had been laid down flat, layer after layer piled high like flitches  of timber. as it had worn away, great slabs the size of a house had fallen  off and tumbled all skewiff at the foot of the cliffs. some lay half in the  water, melting away. where the cliff met the water a tangle of snake-like  roots, vines and mangroves knotted around the fallen boulders. this was a place out of a dream, a fierce landscape of chasms and  glowering cliffs and a vast unpredictable sky. everywhere was the same  but everywhere was different. thornhill felt his eyes wide open, straining to  find something they could understand. it seemed the emptiest place in the world, too wild for any man to have  made it his home. then blackwood said, see yonder? and pointed with  his blunt hand at a promontory to port. beyond the fringe of mangroves 5 10 15 20 25 30 35 40 45",
+            "23": "23 0486/12/m/j/17 \u00a9 ucles 2017 [turn over thornhill could see tussocky grass and trees, and a heap of something  pale. oysters, the shells, blackwood said, and watched the promontory fall  behind them. suck the guts out, chuck the shells away. been doing it since  the year dot. he laughed. and fish! my word they get the fish. not putting none by? thornhill said. for tomorrow, like? blackwood  gave him an amused look. aye, he said. not putting none by. he slapped  at a mosquito on his arm. why would they? river ain\u2019t going nowhere. thornhill glanced around. a breeze made leaves shiver and catch the  light, casting shadows that shifted and speckled differently every moment.  where are they, then, he asked. blackwood took his time answering. every- bloody-where, mate, he said, gesturing up ahead. thornhill saw smoke  rising thin into the air, almost lost against the rocks and trees. he turned  and glanced astern and there was another grey column. it might have  been smoke or the light. blackwood did not need to glance. they seen us  all right, he said. now they\u2019re telling the others, up the line. thornhill stared  into the tangle of trees and rocks on the bank. he saw something move: a  man gesturing, or just a branch behaving like a man? blackwood gave thornhill a short judging look. one thing you best know,  only time we see them is when they want us to. [from part two]   how does grenville\u2019s writing powerfully convey the strangeness of will\u2019s experience at  this moment in the novel? or 18 in what ways does grenville strikingly portray the injustices of the english legal system in  the novel?50 55 60 65",
+            "24": "24 0486/12/m/j/17 \u00a9 ucles 2017 r k narayan: the english teacher remember to support your ideas with details from the writing. either 19 read this extract, and then answer the question that follows it: half an hour passed. \u2018what is susila doing with herself so long?\u2019 i  thought. i jumped down, saying: \u2018wait a minute, please,\u2019 and ran round to  the backyard. i noticed as i went along what a lot of space there was for making a small  manageable garden. the fertility of the surrounding fields had affected this place too and there was a growth of pleasant green grass and one or two uncared-for bushes of leucas \u2013 which put forth small, whitish flowers. \u2018this poor plant is the first to be removed whenever a garden is made, because it grows naturally \u2013 but i shall make a point of preserving it.\u2019 i stopped and plucked a flower. i wondered what ideas susila had for the garden, and decided that the bulk of it should be left to her care and management. \u2018i am sure she is thinking of a very grand kitchen garden in the backyard \u2026\u2019 i told myself. i went on to the backyard, where a few young coconut trees threw a sparse shade around. susila was not to be seen. i looked for her and called, \u2018susila! susila!\u2019 she answered from somewhere. i called again, and she cried: \u2018push the door open! i can\u2019t open it from this side.\u2019 i found that her voice came from the other side of a green-painted lavatory door. i gave it a kick and it flew open. out she came \u2013 red and trembling. i looked at her and felt disturbed. \u2018what \u2013 what were you doing here?\u2019 i asked. she was panting with  excitement. she was still shivering. i seated her on a stone slab nearby. \u2018what is the matter? what is the matter?\u2019 \u2018i went in there. the door was so bright and i thought it\u2019d be clean  inside \u2026 but oh!\u2019 she screwed up her face and i shuddered, unable to bear the disgust that came with recollection. i felt agitated. \u2018why did you go there?\u2019 i cried. she didn\u2019t answer. it was a sad anti-climax to a very pleasing morning. i looked at her feet. \u2018you went in barefoot?\u2019 she nodded. \u2018where are your sandals?\u2019\u2018i forgot them at home.\u2019 i shook my head in despair. \u2018i have told you a  hundred times not to come out barefoot. and yet \u2026\u2019 she merely looked at me without replying. her face was beaded with perspiration. her cheeks were flushed. she was still trembling. i melted at the sight of it: \u2018oh, darling, why did you go there?\u2019 \u2018the door was so bright \u2026\u2019 she replied softly. \u2018i thought it\u2019d be clean  inside too \u2026 but i couldn\u2019t come out after i went in \u2013 the door shut by itself with a bang. i thought something terrible had happened \u2026 . ah, the flies and other things there!\u2019 she was convulsed with disgust. \u2018oh, oh \u2026 a fly came and sat on my lip \u2026 .\u2019 she wouldn\u2019t bring her lips together. she kept rubbing them with her fingers in an effort to eradicate the touch of the fly \u2026 . i said: \u2018there is the water tap. rinse your mouth, and wash your feet,you will be all right. don\u2019t think of it any more.\u2019 she jumped up on the stone slab, turned the tap on and washed her hands and feet and mouth, again and again. she rubbed her feet on the stone till they were red and till they smarted. it looked as though she would not stop this operation. i said: 5 10 152025303540",
+            "25": "25 0486/12/m/j/17 \u00a9 ucles 2017 [turn over \u2018you\u2019ll hurt yourself, or you may catch a cold. come away. don\u2019t bother  about it any more. you are all right.\u2019 [from chapter 3]   how does narayan\u2019s writing make this such a powerful moment in the novel? or 20 explore the ways in which narayan vividly conveys the lessons krishna learns from his  daughter and the children in the nursery.45",
+            "26": "26 0486/12/m/j/17 \u00a9 ucles 2017 from stories of ourselves remember to support your ideas with details from the writing. either  21 read this extract from tyres  (by adam thorpe), and then answer the question that   follows it: then the village, one sunday, was crossed with the darkest shadow  of war \u2013 that of blood. we were sitting down to eat when the rumble of  a convoy sounded. \u2018bloody boche,\u2019 murmured my father, followed by  something ruder, in patois. a few minutes later there was shouting, and  sounds of gunfire from the northern end of the village, near the little  crossroads. there was lots of banging on doors, and we were all told to  pay a visit to the mairie. in the larger room, on the big table there used for  the meetings of the conseil municipal, were laid three bodies. their guts  were literally looped and dripping almost to the floor, ripped open by that  brief burst of gunfire. one of them was a local man, the son of the butcher,  a little older than myself. the other two i did not know. they looked  surprised in death, and it was said later that, though all three members  were of the maquis, no one knew why they had taken that road slap-bang  into the german convoy, and then reversed in such panic. i know why:  because, for all their bravery, they were mortals, and felt mortal fear. i was  sick in the gutter, immediately afterwards, to my shame. we all \u2013 the whole  village \u2013 filed past the bodies and came out silent and pale. a few of us  cried. i had never seen anything like it before, the only dead person i had  ever looked at being my poor mother, at peace in her bed. the following  week they looped a rope around the long neck of petit ours, whom they\u2019d  caught in a botched raid on the gendarmerie, and pushed him from the  town bridge \u2013 over which the schoolchildren were forced to walk class by  class in the afternoon, while the body swayed in the wind. the mayor had  to give a speech, thanking the boche for keeping public order and so forth.  the atmosphere was terrible. it crept up the road and cast my father and i,  and most of our clients, into a deep gloom. but some of our clients, of course, were germans. one, in particular,  was a large, friendly man \u2013 and probably the very chap, as an officer of  the gestapo, keeping an eye on things out here, who had ordered the  execution of petit ours. his huge, soft-topped maybach (of which he  was very proud, and with good reason) needed a change of tyre about a  fortnight later: a sharp stone had finally wormed its way in, on his way to  the town. both spare wheels, carried on each side of the bonnet, had been  stolen, but we found the right fit. i remembered the words of the fellow in  the caf\u00e9, and the ripped stomachs of the three good men, and the swaying  body of petit ours, three days after his death, sending foul whiffs of gas up  the river. in a shadowy corner of the shed, out of the bright sunlight, i took  a brand new inner tube and quietly (though my father was in the office,  talking with the fellow) shaved its rubber with a small steel file on a certain  spot, until it looked frayed, but still just airtight. i placed this inner tube in the  new tyre. the officer\u2019s chauffeur and some other armed minion watched  me fit it onto the wheel \u2013 the nearside front one \u2013 but i could scarcely stop  my hands from trembling. in those days we tightened the bolts by hand  with a box spanner, not a gun, so there was no risk of over-tightening, but  i kept dropping the tommy bar with a big clatter. anyway, i was giving the  disk chrome a little polish by the time the big man himself stepped out of  the office. i saw him, in the mirror-finish of the chrome, advance towards 5 10 15 20 25 30 35 40 45",
+            "27": "27 0486/12/m/j/17 \u00a9 ucles 2017 me, all distorted, looming over my shoulder like a big bat, and i composed  my face and stood up. he pumped my hand and boomed at me about the state of the roads, and my father handed him the bill, which startled him. the fellow patted the bonnet and began to discuss the future of the automobile, while the two minions leaned on the sweeping mud-guard and smoked. his black gloves did a little dance while he talked. he must have been some sort of technical engineer before the war, for he was full of this idea that would avoid \u2018grovelling in the road\u2019 with a jack and getting your knees dirty: some sort of crowbar lever that would work a fitting under the bonnet, and put up either set of wheels as desired, and bring the whole car into suspension with a final twist. (a few years later, in about \u201948, a british couple in sunglasses stopped for a puncture-repair in a 1.25 litre mg, and laughed when i searched for the jack. it had exactly the same system as the gestapo officer had described, and i all but burst into tears. they did not understand my upset: they said something about the french having \u2018a different sense of humour\u2019 \u2013 which really means none at all, perhaps.)   in what ways does thorpe make this extract such a shocking depiction of life in   war time? or 22 explore the ways in which one of the writers of the stories in this selection makes a character particularly unpleasant for you. do not use the extract printed above in answering this question.50 5560",
+            "28": "28 0486/12/m/j/17 \u00a9 ucles 2017 blank page permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the  publisher will be pleased to make amends at the earliest possible opportunity. to avoid the issue of disclosure of answer-related information to candidates, all copyright acknowledgements are reproduced online in the cambridge international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download at www.cie.org.uk after  the live examination series. 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."
+        },
+        "0486_s17_qp_13.pdf": {
+            "1": "this document consists of 24 printed pages, 4 blank pages and 1 insert. dc (rcl (jda)) 133608/3 \u00a9 ucles 2017  [turn overcambridge international examinations cambridge international general certificate of secondary education *9562722679*literature (english)  0486/13 paper 1  poetry and prose  may/june 2017  1 hour 30 minutes no additional materials are required. read these instructions first an answer booklet is provided inside this question paper. you should follow the instructions on the front cover  of the answer booklet. if you need additional paper ask the invigilator for a continuation booklet. answer two questions: one question from section a and one question from section b. all questions in this paper carry equal marks.",
+            "2": "2 0486/13/m/j/17 \u00a9 ucles 2017 blank page",
+            "3": "3 0486/13/m/j/17 \u00a9 ucles 2017 [turn over contents section a: poetry text question  numbers  page[s] songs of ourselves volume 1 : from part 5   1, 2 pages  4\u20135 songs of ourselves volume 2\u200a : from part 1   3, 4 pages  6\u20137 gillian clarke: from collected poems   5, 6 pages  8\u20139 section b: prose text question  numbers  page[s] chinua achebe: no longer at ease   7, 8 pages 10\u201311 jane austen: mansfield park   9, 10  pages 12\u201313 willa cather: my \u00e1ntonia  11, 12  pages 14\u201315 george eliot: silas marner  13, 14  pages 16\u201317 michael frayn: spies  15, 16  pages 18\u201319 kate grenville: the secret river  17, 18  pages 20\u201321 r k narayan: the english teacher  19, 20  pages 22\u201323 from stories of ourselves  21, 22  pages 24\u201325",
+            "4": "4 0486/13/m/j/17 \u00a9 ucles 2017 section a: poetry answer one question from this section. songs of ourselves volume 1 : from part 5 remember to support your ideas with details from the writing. either  1 read this poem, and then answer the question that follows it: reservist time again for the annual joust, the regular fanfare, a call to arms, the imperative letters stern as clarion notes, the king\u2019s command, upon the pain of court-martial, to tilt at the old windmills. with creaking bones and suppressed grunts, we battle-weary knights creep to attention, ransack the wardrobes for our rusty armour, tuck the pot bellies with great finesse into the shrinking gear, and with helmets shutting off half our world, report for service. we are again united with sleek weapons we were betrothed to in our active cavalier days. we will keep charging up the same hills, plod through the same forests, till we are too old, too ill-fitted for life\u2019s other territories. the same trails will find us time and again, and we quick to obey, like children placed on carousels they cannot get off from, borne along through somebody\u2019s expensive fantasyland, with an oncoming rush of tedious rituals, masked threats and monsters armed with the same roar. in the end we will perhaps surprise ourselves and emerge unlikely heroes with long years of braving the same horrors pinned on our tunic fronts. we will have proven that sisyphus is not a myth. we will play the game till the monotony sends his lordship to sleep. we will march the same paths till they break onto new trails, our lives stumbling onto the open sea, into daybreak. (boey kim cheng )   how does boey kim cheng powerfully convey his feelings about military service in this poem?5 10 15 20 25 30",
+            "5": "5 0486/13/m/j/17 \u00a9 ucles 2017 [turn over or 2 explore the ways in which dickinson makes because i could not stop for death  such a  disturbing poem. because i could not stop for death because i could not stop for death \u2014 he kindly stopped for me \u2014 the carriage held but just ourselves \u2014 and immortality. we slowly drove \u2014 he knew no haste and i had put away my labor and my leisure too. for his civility \u2014 we passed the school, where children strove at recess \u2014 in the ring \u2014 we passed the fields of gazing grain \u2014 we passed the setting sun \u2014 or rather \u2014 he passed us \u2014 the dews drew quivering and chill \u2014 for only gossamer, my gown \u2014 my tippet \u2014 only tulle \u2014 we paused before a house that seemed a swelling of the ground \u2014 the roof was scarcely visible \u2014 the cornice \u2014 in the ground \u2014 since then \u2014 \u2019tis centuries \u2014 and yet feels shorter than the day i first surmised the horses\u2019 heads were toward eternity \u2014 (emily dickinson )5 10 15 20",
+            "6": "6 0486/13/m/j/17 \u00a9 ucles 2017 songs of ourselves volume 2  : from part 1 remember to support your ideas with details from the writing. either  3 read this poem, and then answer the question that follows it: \u2018she was a phantom of delight\u2019 she was a phantom of delight when first she gleamed upon my sight; a lovely apparition, sent to be a moment\u2019s ornament; her eyes as stars of twilight fair; like twilight\u2019s, too, her dusky hair; but all things else about her drawn from may-time and the chearful dawn; a dancing shape, an image gay, to haunt, to startle, and way-lay. i saw her upon nearer view, a spirit, yet a woman too! her household motions light and free, and steps of virgin liberty; a countenance in which did meet sweet records, promises as sweet; a creature not too bright or good for human nature\u2019s daily food; for transient sorrows, simple wiles, praise, blame, love, kisses, tears, and smiles. and now i see with eye serene the very pulse of the machine; a being breathing thoughtful breath; a traveller betwixt life and death; the reason firm, the temperate will, endurance, foresight, strength and skill; a perfect woman; nobly planned, to warn, to comfort, and command; and yet a spirit still, and bright with something of an angel light. (william wordsworth )   how does wordsworth\u2019s writing convey powerful emotions in this poem?5 10 15 20 25 30",
+            "7": "7 0486/13/m/j/17 \u00a9 ucles 2017 [turn over or 4 explore how sheers creates memorable portraits of his family in coming home . coming home my mother\u2019s hug is awkward, as if the space between her open arms is reserved for a child, not this body of a man. in the kitchen she kneads the dough, flipping it and patting before laying in again. the flour makes her over, dusting the hairs on her cheek, smoothing out wrinkles. \u2217 dad still goes and soaks himself in the rain. up to his elbows in hedge, he works on a hole that reappears every winter, its edges laced with wet wool \u2013 frozen breaths snagged on the blackthorn. when he comes in again his hair is wild, and his pockets are filled with filings of hay. \u2217 all seated, my grandfather pours the wine. his unsteady hand makes the neck of the bottle shiver on the lip of each glass; it is a tune he plays faster each year. (owen sheers )5 10 15",
+            "8": "8 0486/13/m/j/17 \u00a9 ucles 2017 gillian clarke: from collected poems remember to support your ideas with details from the writing. either  5 read this poem, and then answer the question that follows it: heron at port talbot snow falls on the cooling towers delicately settling on cranes. machinery\u2019s old bones whiten; death settles with its rusts, its erosions. warning of winds off the sea the motorway dips to the dock\u2019s edge. my hands tighten on the wheel against the white steel of the wind. then we almost touch, both braking flight, bank on the air and feel that shocking intimacy of near-collision, animal tracks that cross in snow. i see his living eye, his change of mind, feel pressure as we bank, the force of his beauty. we might have died in some terrible conjunction. the steel town\u2019s sulphurs billow like dirty washing. the sky stains with steely inks and fires, chemical rustings, salt-grains, sand under snow. and the bird comes, a surveyor calculating space between old workings and the mountain hinterland, archangel come to re-open the heron-roads, meets me at an inter-section where wind comes flashing off water interrupting the warp of the snow and the broken rhythms of blood.   in what ways does clarke vividly convey the significance of her encounter with the bird in  this poem?5 10 15 20 25",
+            "9": "9 0486/13/m/j/17 \u00a9 ucles 2017 [turn over or 6 how does clarke depict the relationship between mother and child so movingly in  clocks ? clocks for cai we walk the lanes to pick them. \u2018ffwff-ffwffs\u2019. he gives them the name he gives to all flowers. \u2018ffwff! ffwff!\u2019 i teach him to tell the time by dandelion. \u2018one o\u2019 clock. two.\u2019 he blows me a field of gold from the palm of his hand and learns the power of naming. the sun goes down in the sea and the moon\u2019s translucent. he\u2019s wary of waves and sand\u2019s soft treachery underfoot. \u2018what does the sea say?\u2019 i ask. \u2018ffwff! ffwff!\u2019 he answers, then turns his face to the sky and points to the full-blown moon.5 10 15",
+            "10": "10 0486/13/m/j/17 \u00a9 ucles 2017 section b: prose answer one question from this section. chinua achebe: no longer at ease remember to support your ideas with details from the writing. either 7 read this extract, and then answer the question that follows it: christopher and bisi were already waiting for them at the gate.  content removed due to copyright restrictions.",
+            "11": "11 0486/13/m/j/17 \u00a9 ucles 2017 [turn over  no matter how one looked at it, no blame  could  possibly attach to the innocent musician. [from chapter 11] explore the ways in which achebe creates a vivid picture of obi\u2019s life in lagos at this  moment in the novel. or 8 what does achebe\u2019s presentation of mr omo make you feel about him? content removed due to copyright restrictions.",
+            "12": "12 0486/13/m/j/17 \u00a9 ucles 2017 jane austen: mansfield park remember to support your ideas with details from the writing. either 9 read this extract, and then answer the question that follows it: \u201cyour prospects, however, are too fair to justify want of spirits. you have a  very smiling scene before you.\u201d \u201cdo you mean literally or figuratively? literally i conclude. yes, certainly,  the sun shines and the park looks very cheerful. but unluckily that iron gate, that ha-ha, give me a feeling of restraint and hardship. i cannot get out, as the starling said.\u201d as she spoke, and it was with expression, she walked to the gate; he followed her. \u201cmr. rushworth is so long fetching this key!\u201d \u201cand for the world you would not get out without the key and without  mr. rushworth\u2019s authority and protection, or i think you might with little difficulty pass round the edge of the gate, here, with my assistance; i think it might be done, if you really wished to be more at large, and could allow yourself to think it not prohibited.\u201d \u201cprohibited! nonsense! i certainly can get out that way and i will.  mr. rushworth will be here in a moment you know \u2014 we shall not be out of sight.\u201d \u201cor if we are, miss price will be so good as to tell him, that he will find us  near that knoll, the grove of oak on the knoll.\u201d fanny, feeling all this to be wrong, could not help making an effort  to prevent it. \u201cyou will hurt yourself, miss bertram,\u201d she cried, \u201cyou will certainly hurt yourself against those spikes \u2014 you will tear your gown \u2014 you will be in danger of slipping into the ha-ha. you had better not go.\u201d her cousin was safe on the other side, while these words were spoken,  and smiling with all the good-humour of success she said, \u201cthank you, my dear fanny, but i and my gown are alive and well, and so good bye.\u201d fanny was again left to her solitude, and with no increase of pleasant  feelings, for she was sorry for almost all that she had seen and heard, astonished at miss bertram, and angry with mr. crawford. by taking a circuitous, and as it appeared to her, very unreasonable direction to the knoll, they were soon beyond her eye; and for some minutes longer she remained without sight or sound of any companion. she seemed to have the little wood all to herself. she could almost have thought, that edmund and miss crawford had left it, but that it was impossible for edmund to forget her so entirely. she was again roused from disagreeable musings by sudden footsteps,  somebody was coming at a quick pace down the principal walk. she expected mr. rushworth, but it was julia, who hot and out of breath, and with a look of disappointment, cried out on seeing her, \u201cheyday! where are the others? i thought maria and mr. crawford were with you.\u201d fanny explained.\u201ca pretty trick upon my word! i cannot see them any where,\u201d looking  eagerly into the park. \u201cbut they cannot be very far off, and i think i am equal to as much as maria, even without help.\u201d \u201cbut, julia, mr. rushworth will be here in a moment with the key. do wait  for mr. rushworth.\u201d \u201cnot i, indeed. i have had enough of the family for one morning. why  child, i have but this moment escaped from his horrible mother. such a penance as i have been enduring, while you were sitting here so composed 5 10 15202530354045",
+            "13": "13 0486/13/m/j/17 \u00a9 ucles 2017 [turn over and so happy! it might have been as well, perhaps, if you had been in my  place, but you always contrive to keep out of these scrapes.\u201d this was a most unjust reflection, but fanny could allow for it, and let it  pass; julia was vexed, and her temper was hasty, but she felt that it would not last, and therefore taking no notice, only asked her if she had not seen mr. rushworth. [from chapter 10] how does austen make this a revealing and significant moment in the novel? or 10 does austen make it possible for you to feel any sympathy for julia bertram?  do not use the extract printed in question 9 when answering this question.50",
+            "14": "14 0486/13/m/j/17 \u00a9 ucles 2017 willa cather: my \u00e1ntonia remember to support your ideas with details from the writing. either  11 read this extract, and then answer the question that follows it: mrs. harling laughed when she saw us coming. \u2018i expect you left your  dishes on the table to-night, mrs. burden,\u2019 she called. frances shut the  piano and came out to join us. they had liked \u00e1ntonia from their first glimpse of her; felt they knew  exactly what kind of girl she was. as for mrs. shimerda, they found her  very amusing. mrs. harling chuckled whenever she spoke of her. \u2018i expect  i am more at home with that sort of bird than you are, mrs. burden. they\u2019re  a pair, ambrosch and that old woman!\u2019 they had had a long argument with ambrosch about \u00e1ntonia\u2019s allowance  for clothes and pocket-money. it was his plan that every cent of his sister\u2019s  wages should be paid over to him each month, and he would provide  her with such clothing as he thought necessary. when mrs. harling told  him firmly that she would keep fifty dollars a year for \u00e1ntonia\u2019s own use,  he declared they wanted to take his sister to town and dress her up and  make a fool of her. mrs. harling gave us a lively account of ambrosch\u2019s  behaviour throughout the interview; how he kept jumping up and putting  on his cap as if he were through with the whole business, and how his  mother tweaked his coat-tail and prompted him in bohemian. mrs. harling  finally agreed to pay three dollars a week for \u00e1ntonia\u2019s services \u2014 good  wages in those days \u2014 and to keep her in shoes. there had been hot  dispute about the shoes, mrs. shimerda finally saying persuasively that  she would send mrs. harling three fat geese every year to \u2018make even.\u2019  ambrosch was to bring his sister to town next saturday. \u2018she\u2019ll be awkward and rough at first, like enough,\u2019 grandmother said  anxiously, \u2018but unless she\u2019s been spoiled by the hard life she\u2019s led, she has  it in her to be a real helpful girl.\u2019 mrs. harling laughed her quick, decided laugh. \u2018oh, i\u2019m not worrying,  mrs. burden! i can bring something out of that girl. she\u2019s barely seventeen,  not too old to learn new ways. she\u2019s good-looking, too!\u2019 she added warmly. frances turned to grandmother. \u2018oh, yes, mrs. burden, you didn\u2019t tell  us that! she was working in the garden when we got there, barefoot and  ragged. but she has such fine brown legs and arms, and splendid colour in  her cheeks \u2014 like those big dark red plums.\u2019 we were pleased at this praise. grandmother spoke feelingly. \u2018when  she first came to this country, frances, and had that genteel old man to  watch over her, she was as pretty a girl as ever i saw. but, dear me, what  a life she\u2019s led, out in the fields with those rough threshers! things would  have been very different with poor \u00e1ntonia if her father had lived.\u2019 the harlings begged us to tell  them about mr. shimerda\u2019s death and  the big snowstorm.  by the time we saw grandfather coming home from  church, we had told them pretty much all we knew of the shimerdas. \u2018the girl will be happy here, and she\u2019ll forget those things,\u2019 said mrs.   harling confidently, as we rose  to take our leave. [from book 2 chapter 2]5 10 15 20 25 30 35 40",
+            "15": "15 0486/13/m/j/17 \u00a9 ucles 2017 [turn over how does cather make you sympathise with \u00e1ntonia at this moment in the novel? or 12 in what ways does cather vividly portray life on the prairies?",
+            "16": "16 0486/13/m/j/17 \u00a9 ucles 2017 george eliot: silas marner remember to support your ideas with details from the writing. either  13 read this extract, and then answer the question that follows it: nothing at that moment could be much more inviting to dunsey than the  bright fire on the brick hearth: he walked in and seated himself by it at once.  there was something in front of the fire, too, that would have been inviting  to a hungry man, if it had been in a different stage of  cooking. it was a small  bit of pork suspended from the kettle-hanger by a string passed through a  large door-key, in a way known to primitive housekeepers unpossessed of  jacks. but the pork had been hung at the farthest extremity of the hanger,  apparently to prevent the roasting from proceeding too rapidly during the  owner\u2019s absence. the old staring simpleton had hot meat for his supper,  then? thought dunstan. people had always said he lived on mouldy bread,  on purpose to check his appetite. but where could he be at this time, and  on such an evening, leaving his supper in this stage of preparation, and  his door unfastened? dunstan\u2019s own recent difficulty in making his way  suggested to him that the weaver had perhaps gone outside his cottage  to fetch in fuel, or for some such brief purpose, and had slipped into the  stone-pit. that was an interesting idea to dunstan, carrying consequences  of entire novelty. if the weaver was dead, who had a right to his money?  who would know where his money was hidden? who would know that  anybody had come to take it away  ? he went no farther into the subtleties  of evidence: the pressing question, \u2018where is the money?\u2019 now took such  entire possession of him as to make him quite forget that the weaver\u2019s  death was not a certainty. a dull mind, once arriving at an inference that  flatters a desire, is rarely able to retain the impression that the notion from  which the inference started was purely problematic. and dunstan\u2019s mind  was as dull as the mind of a possible felon usually is. there were only  three hiding-places where he had ever heard of cottagers\u2019 hoards being  found: the thatch, the bed, and a hole in the floor. marner\u2019s cottage had  no thatch; and dunstan\u2019s first act, after a train of thought made rapid by  the stimulus of cupidity, was to go up to the bed; but while he did so, his  eyes travelled eagerly over the floor, where the bricks, distinct in the fire- light, were discernible under the sprinkling of sand. but not everywhere;  for there was one spot, and one only, which was quite covered with sand,  and sand showing the marks of fingers, which had apparently been careful  to spread it over a given space. it was near the treddles of the loom. in an  instant dunstan darted to that spot, swept away the sand with his whip,  and, inserting the thin end of the hook between the bricks, found that they  were loose. in haste he lifted up two bricks, and saw what he had no doubt  was the object of his search; for what could there be but money in those  two leathern bags? and, from their weight, they must be filled with guineas.  dunstan felt round the hole, to be certain that it held no more; then hastily  replaced the bricks, and spread the sand over them. hardly more than  five minutes had passed since he entered the cottage, but it seemed  to dunstan like a long while; and though he was without any distinct  recognition of the possibility that marner might be alive, and might re-enter  the cottage at any moment, he felt an undefinable dread laying hold on  him, as he rose to his feet with the bags in his hand. he would hasten out  into the darkness, and then consider what he should do with the bags. he  closed the door behind him immediately, that he might shut in the stream 5 10 15 20 25 30 35 40 45",
+            "17": "17 0486/13/m/j/17 \u00a9 ucles 2017 [turn over of light: a few steps would be enough to carry him beyond betrayal by the  gleams from the shutter-chinks and the latch-hole. the rain and darkness had got thicker, and he was glad of it; though it was awkward walking with both hands filled, so that it was as much as he could do to grasp his whip along with one of the bags. but when he had gone a yard or two, he might take his time. so he stepped forward into the darkness. [from part 1 chapter 4] how does eliot make this such a dramatic moment in the novel? or 14 nancy says godfrey is \u2018the best of husbands\u2019. how far does eliot make you agree with  her?50",
+            "18": "18 0486/13/m/j/17 \u00a9 ucles 2017 michael frayn: spies remember to support your ideas with details from the writing. either 15 read this extract, and then answer the question that follows it: silence from the house.  content removed due to copyright restricitions.",
+            "19": "19 0486/13/m/j/17 \u00a9 ucles 2017 [turn over . \u2018thank you, stephen,\u2019 she says humbly . [from chapter 7] in what ways does frayn make this such a disturbing moment in the novel? or 16 how does frayn\u2019s writing suggest to you that stephen\u2019s father is a much better father  than keith\u2019s?  do not use the extract printed in question 15 when answering this question. content removed due to copyright restricitions.",
+            "20": "20 0486/13/m/j/17 \u00a9 ucles 2017 kate grenville: the secret river remember to support your ideas with details from the writing. either 17 read this extract, and then answer the question that follows it: one afternoon thornhill saw black dick stalking along with a small  kangaroo dead over his shoulder. he felt the tongue shift in his mouth. he  could not remember when he had last eaten fresh meat. they would have a chicken in the pot one day, but not until the few fowls had multiplied. he caught sal\u2019s eye as she came to the door of the hut. she went back inside and had the gun down as he came in. fresh meat, will, she said,  her face alight with the prospect. think of it! thornhill hid himself behind a fallen tree with the gun. the last of  the sun slanted sideways, sending fingers of shadow across the grass. six or seven kangaroos were grazing, a big buck and some females. one had a joey in her pouch that was invisible but for a single long foot sticking out. seen up close, a kangaroo was a creature out of a dream, put together  from different parts: the ears of a dog, the muzzle of a deer, that thick tail like a furred python. something was wrong with the proportions, so the back feet were nearly as long as the tail, while the forepaws were stolen from a child. grazing along the grass they swung themselves forward between forepaws and tail, the tail curving, taking the weight as the animal shifted forward to another tuft. a kangaroo was a freak of nature. but thornhill was discovering that if a  man looked at a kangaroo for long enough, it was the idea of a sheep that became peculiar. he had his eye on the buck. just that tail, as thick as his own forearm,  would fill the pot. he felt the spit gush into his mouth at the thought of it: a savoury brown stew that would fill a man up the way the salt pork he brought back from sydney never did. the buck seemed to be moving closer to where thornhill crouched  behind the tree. he was getting pins and needles in his foot where it was bent under him and had been bitten on the tender flesh between his first two fingers by sharp ants. a mosquito whined at his ear but he would not wave it away. his finger on the trigger became like wood and his eye squinting along the barrel began to swim with tears. he felt invisible and soundless and hardly breathed. he had become part of the log, part of the air, part of the evening itself. the buck was so close now that he could hear the little cropping sound  as it pulled at the grass with its mouth. he could see a fly dancing around its ears and its delicate whiskers, lit up in the last of the sun. he could even see its long eyelashes. he was close, but did not trust himself or the gun to be close enough. the animal was moving up the slope towards him. if he could remain nothing but wood and air for long enough, it would come so close he could not miss. finally he knew that he had to tell that wooden finger of his to pull back  on the trigger, or something in him would break. he made no sound, there was no movement, only the small muscle in his finger, and yet the animal knew. its head lifted from the grass and its ears swivelled around towards him. with one powerful thrust of its tail it sprang away, sailing over the grass, over the rocks, into the forest, and all the others bounded away after it.5 10 15202530354045",
+            "21": "21 0486/13/m/j/17 \u00a9 ucles 2017 [turn over in flight, the way they were constructed made the most perfect sense. he stood up behind the fallen tree, listening to the crashes and thumps  as they leaped up the ridge through the forest and the rocks. the gun hung useless from his hand. sal was standing at the door of the hut when he came down the hill.  she watched while he hung the gun back on its pegs and put the bag of powder on the shelf. he could not trust himself to speak, disappointment a stone in his chest. there was no conversation around the fire that night as they held  their bits of pork on sticks over the coals, catching the drips with the dry cornbread that crumbled into pieces as soon as it was handled. his throat closed against the food, the smell of it in his nostrils made him gag. sal ate, doggedly, beside him, but he could not. she glanced at him, at the food in his hand, but said nothing. dan was the first to smell it, his head turning like an animal\u2019s to where  the scent came up on the evening air all the way from the blacks\u2019 camp: the smell of fresh meat, roasting. thornhill could hear his guts rumble with longing. [from part four] how does grenville make this such a memorable moment in the novel? or 18 in what ways does grenville vividly depict the hardships of the thornhills\u2019 life in london?50 556065",
+            "22": "22 0486/13/m/j/17 \u00a9 ucles 2017 r k narayan: the english teacher remember to support your ideas with details from the writing. either 19 read this extract, and then answer the question that follows it: they shoulder the stretcher. i\u2019m given a pot containing the fire and we  march out, down our street, ellamman street. passers-by stand and look  for a while. but every face looks blurred to me. the heat of the sun is intense. we cut across the sands, ford the river at nallappa\u2019s grove, and on to the other bank of the river, and enter the cremation ground by a small door on its southern wall. the sun is beating down mercilessly, but i don\u2019t feel it. i feel nothing,  and see nothing. all sensations are blurred and vague. they find it necessary to put down the stretcher a couple of times on  the roadside. half a dozen flies are dotting her face. passers-by stand and look on sadly at the smiling face. a madman living in ellamman street comes by, looks at her face and breaks down, and follows us on, muttering vile and obscure curses on fate and its ways. stretcher on the ground. a deep grove of tamarind trees and mangoes,  full of shade and quiet \u2013 an extremely tranquil place. two or three smouldering pyres are ranged about, and bamboos and coirs lie scattered, and another funeral group is at the other end of this grove. \u2018this is a sort of cloakroom, a place where you leave your body behind,\u2019 i reflect as we sit down and wait. somebody appears carrying a large notebook, and writes down name, age, and disease; collects a fee, issues a receipt, and goes away. the half a dozen flies are still having their ride. after weeks, i see her  face in daylight, in the open, and note the devastation of the weeks of fever \u2013 this shrivelling heat has baked her face into a peculiar tinge of pale yellow. the purple cotton saree which i bought her on another day is wound round her and going to burn with her. the priest and the carriers are ceaselessly shouting for someone or  other. basket after basket of dry cowdung fuel is brought and dumped. \u2026 lively discussion over prices and quality goes on. the trappings oftrade do not leave us even here. some hairy man sits under a tree and asks for alms. i am unable to do anything, but quietly watch in numbness. \u2026 i\u2019m an imbecile, incapable of doing anything or answering any questions. i\u2019m incapable of doing anything except what our priest orders me to do. presently i go over, plunge in the river, return, and perform a great many rites and mutter a lot of things which the priest asks me to repeat. they build up a pyre, place her on it, cover her up with layers of fuel. \u2026  leaving only the face and a part of her chest out, four layers deep down. i pour ghee on and drop the fire. we are on our homeward march, a silent and benumbed gang. as we  cross nallappa\u2019s grove once again, i cannot resist the impulse to turn and look back. flames appear over the wall. \u2026 it leaves a curiously dull pain at heart. there are no more surprises and shocks in life, so that i watch the flame without agitation. for me the greatest reality is this and nothing else. \u2026 nothing else will worry or interest me in life hereafter. [from chapter 3]5 10 15202530354045",
+            "23": "23 0486/13/m/j/17 \u00a9 ucles 2017 [turn over how does narayan\u2019s writing make this such a powerfully moving moment in the novel? or 20 what does narayan\u2019s portrayal make you feel about krishna?",
+            "24": "24 0486/13/m/j/17 \u00a9 ucles 2017 from stories of ourselves remember to support your ideas with details from the writing. either  21 read this extract from billennium  (by jg ballard), and then answer the question that  follows it: temporarily, he and rossiter teamed up to rent a double cubicle in a semi- derelict house a hundred yards from the library. the neighbourhood was  seedy and faded, the rooming houses crammed with tenants. most of  them were owned by absentee landlords or by the city corporation, and  the managers employed were of the lowest type, mere rent-collectors who  cared nothing about the way their tenants divided up the living space, and  never ventured beyond the first floors. bottles and empty cans littered the  corridors, and the washrooms looked like sumps. many of the tenants were  old and infirm, sitting about listlessly in their narrow cubicles, wheedling at  each other back to back through the thin partitions. their double cubicle was on the third floor, at the end of a corridor that  ringed the building. its architecture was impossible to follow, rooms letting  off at all angles, and luckily the corridor was a cul-de-sac. the mounds  of cases ended four feet from the end wall and a partition divided off the  cubicle, just wide enough for two beds. a high window overlooked the area  ways of the buildings opposite. possessions loaded on to the shelf above his head, ward lay back on  his bed and moodily surveyed the roof of the library through the afternoon  haze. \u2018it\u2019s not bad here,\u2019 rossiter told him, unpacking his case. \u2018i know there\u2019s  no real privacy and we\u2019ll drive each other insane within a week, but at least  we haven\u2019t got six other people breathing into our ears two feet away .\u2019 the nearest cubicle, a single, was built into the banks of cases half a  dozen steps along the corridor, but the occupant, a man of seventy, was  deaf and bed-ridden. \u2018it\u2019s not bad,\u2019 ward echoed reluctantly. \u2018now tell me what the latest  growth figures are. they might console me.\u2019 rossiter paused, lowering his voice. \u2018four per cent. eight hundred million  extra people in one year \u2013 just less than half the earth\u2019s total population in  1950.\u2019 ward whistled slowly. \u2018so they will revalue. what to? three and a half?\u2019 \u2018three. from the first of next year.\u2019 \u2018three square metres! ward sat up and looked around him. \u2018it\u2019s  unbelievable! the world\u2019s going insane, rossiter. for god\u2019s sake, when  are they going to do something about it? do you realise there soon won\u2019t  be room enough to sit down, let alone lie down?\u2019 exasperated, he punched the wall beside him, on the second blow  knocked in one of the small wooden panels that had been lightly papered  over. \u2018hey! rossiter yelled. \u2018you\u2019re breaking the place down.\u2019 he dived across  the bed to retrieve the panel, which hung downwards supported by a strip  of paper. ward slipped his hand into the dark interval, carefully drew the  panel back on to the bed. \u2018who\u2019s on the other side?\u2019 rossiter whispered. \u2018did they hear?\u2019 ward peered through the interval, eyes searching the dim light. suddenly  he dropped the panel and seized rossiter\u2019s shoulder, pulled him down on  to the bed.5 10 15 20 25 30 35 40 45",
+            "25": "25 0486/13/m/j/17 \u00a9 ucles 2017 \u2018henry! look! directly in front of them, faintly illuminated by a grimy skylight, was a  medium-sized room some fifteen feet square, empty except for the dust silted up against the skirting boards. the floor was bare, a few strips of frayed linoleum running across it, the walls covered with a drab floral design. here and there patches of the paper peeled off and segments of the picture rail had rotted away, but otherwise the room was in habitable condition. breathing slowly, ward closed the open door of the cubicle with his foot,  then turned to rossiter. \u2018henry, do you realise what we\u2019ve found? do you realise it, man?\u2019\u2018shut up. for pete\u2019s sake keep your voice down.\u2019 rossiter examined  the room carefully. \u2018it\u2019s fantastic. i\u2019m trying to see whether anyone\u2019s used it recently.\u2019 \u2018of course they haven\u2019t,\u2019 ward pointed out. \u2018it\u2019s obvious. there\u2019s no door  into the room. we\u2019re looking through it now. they must have panelled over this door years ago and forgotten about it. look at that filth everywhere.\u2019 rossiter was staring into the room, his mind staggered by its vastness.\u2018you\u2019re right,\u2019 he murmured. \u2018now, when do we move in?\u2019 how does ballard make this moment in the story so dramatic? or 22 explore the ways in which desai makes games at twilight  such a sad story.50 556065",
+            "26": "26 0486/13/m/j/17 \u00a9 ucles 2017 blank page",
+            "27": "27 0486/13/m/j/17 \u00a9 ucles 2017 blank page",
+            "28": "28 0486/13/m/j/17 \u00a9 ucles 2017 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 international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download at www.cie.org.uk after  the live examination series. 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.blank page"
+        },
+        "0486_s17_qp_21.pdf": {
+            "1": "cambridge international examinations cambridge international general certificate of secondary education 0486/21 may/june 2017 1 hour 30 minutesliterature (english) paper 2 drama additional materials: answer booklet/paper read these instructions first an answer booklet is provided inside this question paper. you should follow the instructions on the front cover of the answer booklet. if you need additional answer paper ask the invigilator for a continuation booklet. answer two questions. you must answer one passage-based question (marked *) and one essay question (marked \u2020). your questions must be on two different plays. all questions in this paper carry equal marks. this document consists of 11printed pages and 1blank page. [turn over 06_0486_21_2017_1.17 \u00a9 ucles 2017 *1165617200*",
+            "2": "30252015105j lawrence & r e lee: inherit the wind remember to support your ideas with details from the writing. either * 1read this passage carefully, and then answer the question that follows it: sit down rachel. i\u2019ll bring him up. you can talk to him right here in the courtroom. [rachel sits, suitcase on lap. meeker starts out, then pauses .] long as i\u2019ve beenmeeker: bailiff here, we\u2019ve never had nothin\u2019 but drunks, vagrants, couple of chicken thieves. [ a little dreamily. ] our best catch was that fella from minnesota that chopped up his wife; we had to extradite him. [ shakes his head. ] seems kinda queer havin\u2019 a school-teacher in our jail. [ shrugs. ] might improve the writin\u2019 on the walls. [meeker goes out. nervously, rachel rises, puts suitcases down, looks around at the cold, official furnishings of the courtroom. bert cates enters followed by meeker .cates is a pale, thin young man of twenty-four. he is quiet, shy, well-mannered. rachel andcates face each other expressionlessly, without speaking. meeker pauses in the doorway. ] i\u2019ll leave you two alone to talk. don\u2019t run off, bert. [meeker goes out. rachel andcates look at each other. there is tension between them, as if they want to rush into eachother\u2019s arms. ] hello, bert. rachel: rache, i told you not to come here. cates: i couldn\u2019t help it. nobody saw me. mr. meeker won\u2019t tell. [ troubled .] i keep thinking of you, locked up here \u2013rachel: [trying to cheer her up. ]: you know something funny? the food\u2019s better than the boarding house. and you\u2019d better not tell anyone how cool it is down here, or we\u2019ll have a crimewave every summer.cates [indicating suitcase ]: i stopped by your place and picked up some of your things. a clean shirt, your best tie, some handkerchiefs.rachel thanks. cates: [rushing to him. ]: bert, why don\u2019t you tell \u2019em it was all a joke? tell \u2019em you didn\u2019t mean to break the law, and you won\u2019t do it again!rachel [breaking away from her. ]: i suppose everybody\u2019s all steamed up about brady coming. cates he\u2019s coming in on a special train out of chattanooga. pa\u2019s going to the station to meet him. everybody is!rachel: strike up the band. cates: [crossing to him. ]: bert, it\u2019s still not too late. why can\u2019t you just admit you were wrong? if the biggest man in the country \u2013 next to the president, maybe \u2013 if matthew harrisonbrady comes here to tell the whole world how wrong you are \u2013rachel [turning to her .]: you still think i did wrong? cates why did you do it? rachel: 06_0486_21_2017_1.17 \u00a9 ucles 20172",
+            "3": "50454035 you know why i did it. i had the book in my hand, hunter\u2019s civic biology . i opened it up, and read my sophomore science class chapter 17, darwin\u2019s origin of species.cates: [rachel starts to protest. ] all it says is that man wasn\u2019t just stuck here like a geranium in a flower pot; that living comes from a long miracle, it didn\u2019t just happen in seven days. there\u2019s a law against it. rachel: i know that. cates : everybody says what you did is bad. rachel: it isn\u2019t as simple as that. good or bad, black or white, night or day. do you know, at the top of the world the twilight is six months long?cates: but we don\u2019t live at the top of the world. we live in hillsboro, and when the sun goes down, it\u2019s dark. and why do you try to make it different? [ he turns away. rachel gets the shirt, tie, and handkerchiefs from the suitcase. ] here.rachel: thanks, rache. cates: why can\u2019t you be on the right side of things? rachel: your father\u2019s side. [rachel starts to close suitcase preparing to leave. cates stops her.] rache \u2013 love me! [ they embrace. meeker enters with a long-handled broom. ]cates: [clears his throat. ]: i gotta sweep. [rachel breaks away and hurries off. ] meeker [calling, wanting to say \u201ci love you.\u201d ]: thanks for the shirt! [meeker , who has been sweeping impassively, stops and leans on the broom. ]cates [from act 1 ] how do the writers make this such a dramatic and revealing introduction to rachel and bert? or \u2020 2 to what extent does the writers\u2019 portrayal of matthew harrison brady make you feel sympathy for him? [turn over06_0486_21_2017_1.17 \u00a9 ucles 20173",
+            "4": "30252015105arthur miller: a view from the bridge remember to support your ideas with details from the writing. either * 3read this passage carefully, and then answer the question that follows it: no. [ he moves from her, smiling sadly. ] it\u2019s just i used to come home, you was always there. now, i turn around, you\u2019re a big girl. i don\u2019t know how to talk to you.eddie: why? catherine: i don\u2019t know, you\u2019re runnin\u2019, you\u2019re runnin\u2019, katie. i don\u2019t think you listening any more to me.eddie: [going to him ]: ah, eddie, sure i am. what\u2019s the matter? you don\u2019t like him? [ slight pause. ]catherine [turns to her ]:you like him, katie? eddie [with a blush but holding her ground ]: yeah. i like him. catherine [his smile goes ]: you like him. eddie [looking down ]: yeah. [ now she looks at him for the consequences, smiling but tense. he looks at her like a lost boy. ] what\u2019re you got against him? i don\u2019t understand. he only blesses you.catherine [turns away ]: he don\u2019t bless me, katie. eddie he does! you\u2019re like a father to him! catherine: [turns to her ]: katie. eddie what, eddie? catherine: you gonna marry him? eddie: i don\u2019t know. we just been... goin\u2019 around, that\u2019s all. [ turns to him. ] what\u2019re you got against him, eddie? please, tell me. what?catherine: he don\u2019t respect you. eddie: why? catherine: katie... if you wasn\u2019t an orphan, wouldn\u2019t he ask your father\u2019s permission before he run around with you like this?eddie: oh, well, he didn\u2019t think you\u2019d mind. catherine: he knows i mind, but it don\u2019t bother him if i mind, don\u2019t you see that? eddie: no, eddie, he\u2019s got all kinds of respect for me. and you too! we walk across the street he takes my arm \u2013 he almost bows to me! you got him all wrong, eddie; i mean it,you \u2013catherine: katie, he\u2019s only bowin\u2019 to his passport. eddie: his passport! catherine: 06_0486_21_2017_1.17 \u00a9 ucles 20174",
+            "5": "5550454035that\u2019s right. he marries you he\u2019s got the right to be an american citizen. that\u2019s what\u2019s goin\u2019 on here. [ she is puzzled and surprised .] you understand what i\u2019m tellin\u2019 you? the guy is lookin\u2019 for his break, that\u2019s all he\u2019s lookin\u2019 for.eddie: [pained ]: oh, no, eddie, i don\u2019t think so. catherine you don\u2019t think so! katie, you\u2019re gonna make me cry here. is that a workin\u2019 man? what does he do with his first money? a snappy new jacket he buys, records, a pointyeddie: pair new shoes and his brother\u2019s kids are starvin\u2019 over there with tuberculosis? that\u2019s a hit-and-run guy, baby; he\u2019s got bright lights in his head, broadway. them guys don\u2019tthink of nobody but theirself! you marry him and the next time you see him it\u2019ll be fordivorce! [steps toward him ]: eddie, he never said a word about his papers or \u2013 catherine you mean he\u2019s supposed to tell you that? eddie: i don\u2019t think he\u2019s even thinking about it. catherine: what\u2019s better for him to think about! he could be picked up any day here and he\u2019s back pushin\u2019 taxis up the hill!eddie: no, i don\u2019t believe it. catherine: katie, don\u2019t break my heart, listen to me. eddie: i don\u2019t want to hear it. catherine: katie, listen... eddie: he loves me! catherine: [with deep alarm ]: don\u2019t say that, for god\u2019s sake! this is the oldest racket in the country \u2013eddie [desperately, as though he had made his imprint ]: i don\u2019t believe it! [ she rushes to the house. ]catherine [following her ]: they been pullin\u2019 this since the immigration law was put in! they grab a green kid that don\u2019t know nothin\u2019 and they \u2013eddie [sobbing ]: i don\u2019t believe it and i wish to hell you\u2019d stop it! catherine katie! eddie: [from act 1 ] how does miller make this such a striking moment in the play? or \u2020 4 what does miller\u2019s portrayal of him make you feel about rodolpho? [turn over 06_0486_21_2017_1.17 \u00a9 ucles 20175",
+            "6": "30252015105j b priestley: an inspector calls remember to support your ideas with details from the writing. either * 5read this passage carefully, and then answer the question that follows it: don\u2019t i? well, you\u2019re quite wrong there. i\u2019ve learnt plenty tonight. and you don\u2019t want me to tell you what i\u2019ve learnt, i hope. when i look back on tonight \u2013 when i think ofwhat i was feeling when the five of us sat down to dinner at that table \u2014birling: [cutting in ]: yes, and do you remember what you said to gerald and me after dinner, when you were feeling so pleased with yourself? you told us that a man has to makeeric his own way, look after himself and mind his own business, and that we weren\u2019t to take any notice of these cranks who tell us that everybody has to look after everybodyelse, as if we were all mixed up together. do you remember? yes \u2013 and then one of those cranks walked in \u2013 the inspector. [ laughs bitterly .] i didn\u2019t notice you told him that it\u2019s every man for himself. [sharply attentive ]: is that when the inspector came, just after father had said that? sheila yes. what of it? eric: now what\u2019s the matter, sheila? mrs birling: [slowly ]: it\u2019s queer \u2013 very queer \u2013 [ she looks at them reflectively .] sheila [with some excitement ]: i know what you\u2019re going to say. because i\u2019ve been wondering myself.mrs birling it doesn\u2019t much matter now, of course \u2013 but was he really a police inspector? sheila: well, if he wasn\u2019t, it matters a devil of a lot. makes all the difference. birling: no, it doesn\u2019t. sheila: don\u2019t talk rubbish. of course it does. birling: well, it doesn\u2019t to me. and it oughtn\u2019t to you, either. sheila: don\u2019t be childish, sheila. mrs birling: [flaring up ]: i\u2019m not being. if you want to know, it\u2019s you two who are being childish \u2013 trying not to face the facts.sheila i won\u2019t have that sort of talk. any more of that and you leave this room. birling: that\u2019ll be terrible for her, won\u2019t it? eric: i\u2019m going anyhow in a minute or two. but don\u2019t you see, if all that\u2019s come out tonight is true, then it doesn\u2019t much matter who it was who made us confess. and it wassheila: true, wasn\u2019t it? you turned the girl out of one job, and i had her turned out of another. gerald kept her \u2013 at a time when he was supposed to be too busy to see me. eric\u2013 well, we know what eric did. and mother hardened her heart and gave her the finalpush that finished her. that\u2019s what\u2019s important \u2013 and not whether a man is a policeinspector or not. he was our police inspector all right. eric: 06_0486_21_2017_1.17 \u00a9 ucles 20176",
+            "7": "454035 that\u2019s what i mean, eric. but if it\u2019s any comfort to you \u2013 and it isn\u2019t to me \u2013 i have an idea \u2013 and i had it all along vaguely \u2013 that there was something curious abouthim. he never seemed like an ordinary police inspector \u2013sheila: [rather excited ]: you\u2019re right. i felt it too. [ tomrs birling] didn\u2019t you? birling well, i must say his manner was quite extraordinary; so \u2013 so rude \u2013 and assertive \u2013mrs birling: then look at the way he talked to me. telling me to shut up \u2013 and so on. he must have known i was an ex-lord mayor and a magistrate and so forth. besides \u2013 thebirling: way he talked \u2013 you remember. i mean, they don\u2019t talklike that. i\u2019ve had dealings with dozens of them. all right. but it doesn\u2019t make any real difference, y\u2019know. sheila: of course it does. mrs birling: no, sheila\u2019s right. it doesn\u2019t. eric: [from act 3 ] explore the ways in which priestley vividly reveals the growing tensions between the generations at this moment in the play. or \u2020 6 how does priestley make you feel about the way the men in the play treat eva smith? [turn over06_0486_21_2017_1.17 \u00a9 ucles 20177",
+            "8": "3530252015105william shakespeare: henry v remember to support your ideas with details from the writing. either * 7read this passage carefully, and then answer the question that follows it: o pardonnez-moi! french soldier: say\u2019st thou me so? is that a ton of moys? come hither, boy; ask me this slave in frenchwhat is his name.pistol: ecoutez: comment \u00eates-vous appel\u00e9? boy: monsieur le fer. french soldier: he says his name is master fer. boy: master fer! i\u2019ll fer him, and firk him, and ferret him \u2013 discuss the same in french unto him.pistol: i do not know, the french for fer, and ferret, and firk. boy: bid him prepare; for i will cut his throat. pistol: que dit-il, monsieur? french soldier: il me commande \u00e0 vous dire que vous faites vous pr\u00eat; car ce soldat ici est dispos\u00e9 tout \u00e0 cette heure de couper votre gorge.boy: owy, cuppele gorge, permafoy! peasant, unless thou give me crowns, brave crowns;or mangled shalt thou be by this my sword.pistol: o, je vous supplie, pour l\u2019amour de dieu, me pardonner! je suis gentilhomme de bonne maison. gardez ma vie, et je vous donnerai deux cents \u00e9cus.french soldier: what are his words? pistol: he prays you to save his life; he is a gentleman of a good house, and for his ransom he will give you two hundred crowns.boy: tell him my fury shall abate, and i the crowns will take.pistol: petit monsieur, que dit-il? french soldier: encore qu\u2019il est contre son jurement de pardonner aucun prisonnier, n\u00e9anmoins, pour les \u00e9cus que vous l\u2019avez promis, il est content \u00e0 vous donner la libert\u00e9, lefranchisement.boy: sur mes genoux je vous donne mille remerc\u00eemens; et je m\u2019estime heureux que je suis tomb\u00e9 entre les mains d\u2019un chevalier, je pense, le plus brave, vaillant, ettr\u00e8s distingu\u00e9 seigneur d\u2019angleterre.french soldier: expound unto me, boy. pistol: he gives you, upon his knees, a thousand thanks; and he esteems himself happy that he hath fall\u2019n into the hands of one \u2013 as he thinks \u2013 the most brave, valorous,and thrice-worthy signieur of england.boy: 06_0486_21_2017_1.17 \u00a9 ucles 20178",
+            "9": "4540as i suck blood, i will some mercy show. follow me.pistol: [exit.] suivez-vous le grand capitaine. [ exitfrench soldier] i did never know so full a voice issue from so empty a heart; but the saying is true \u2013 the empty vesselboy: makes the greatest sound. bardolph and nym had ten times more valour than this roaring devil i\u2019 th\u2019 old play, that every one may pare his nails with a woodendagger; and they are both hang\u2019d; and so would this be, if he durst steal anythingadventurously. i must stay with the lackeys, with the luggage of ourcamp. the french might have a good prey of us, if he knew of it; for there isnone to guard it but boys. [exit.] [from act 4 ,scene 4 ] in what ways does shakespeare make this moment in the play both amusing and serious? or \u2020 8 what does shakespeare\u2019s portrayal of captain fluellen contribute to the dramatic impact of the play? [turn over 06_0486_21_2017_1.17 \u00a9 ucles 20179",
+            "10": "403530252015105william shakespeare: the merchant of venice remember to support your ideas with details from the writing. either * 9read this passage carefully, and then answer the question that follows it: look on beauty and you shall see \u2019tis purchas\u2019d by the weight,which therein works a miracle in nature,making them lightest that wear most of it;so are those crisped snaky golden lockswhich makes such wanton gambols with the windupon supposed fairness often knownto be the dowry of a second head \u2013the skull that bred them in the sepulchre.thus ornament is but the guiled shoreto a most dangerous sea; the beauteous scarfveiling an indian beauty; in a word,the seeming truth which cunning times put onto entrap the wisest. therefore, thou gaudy gold,hard food for midas, i will none of thee;nor none of thee, thou pale and common drudge\u2019tween man and man; but thou, thou meagre lead,which rather threaten\u2019st than dost promise aught,thy plainness moves me more than eloquence,and here choose i. joy be the consequence!bassanio: [aside ]: how all the other passions fleet to air, as doubtful thoughts, and rash-embrac\u2019d despair,and shudd\u2019ring fear, and green-ey\u2019d jealousy!o love, be moderate, allay thy ecstasy,in measure rain thy joy, scant this excess!i feel too much thy blessing. make it less,for fear i surfeit.portia [opening the leaden casket ]: what find i here? bassanio fair portia\u2019s counterfeit! what demi-god hath come so near creation? move these eyes?or whether riding on the balls of mine,seem they in motion? here are sever\u2019d lips,parted with sugar breath; so sweet a barshould sunder such sweet friends. here in her hairsthe painter plays the spider, and hath wovena golden mesh t\u2019entrap the hearts of menfaster than gnats in cobwebs. but her eyes \u2013how could he see to do them? having made one,methinks it should have power to steal both his,and leave itself unfurnish\u2019d. yet look how farthe substance of my praise doth wrong this shadowin underprizing it, so far this shadowdoth limp behind the substance. here\u2019s the scroll,the continent and summary of my fortune. 06_0486_21_2017_1.17 \u00a9 ucles 201710",
+            "11": "45 \u2018you that choose not by the view, chance as fair and choose as true!\u2019 [from act 3, scene 2 ] in what ways does shakespeare make this such a powerful moment in the play? or \u2020 10 how does shakespeare make the relationship between shylock and antonio so disturbing? 06_0486_21_2017_1.17 \u00a9 ucles 201711",
+            "12": "blank page permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. every reasonable effort has been made by the publisher (ucles) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the pub lisher 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 cambridg e international examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download at www.cie.o rg.uk after the live examination series. cambridge international examinations is part of the cambridge assessment group. cambridge assessment is the brand name of university of cambridge l ocal examinations syndicate (ucles), which is itself a department of the university of cambridge. 06_0486_21_2017_1.17 \u00a9 ucles 201712"
+        },
+        "0486_s17_qp_22.pdf": {
+            "1": "cambridge international examinations cambridge international generalcertificate ofsecondary education 0486/22 literature(english) may/june 2017 paper2drama 1hour30minutes additional materials: answerbooklet/paper readtheseinstructions first ananswerbookletisprovidedinsidethisquestionpaper.youshouldfollowtheinstructions onthefrontcover oftheanswerbooklet.ifyouneedadditional answerpaperasktheinvigilator foracontinuation booklet. answertwoquestions. youmustansweronepassage-based question(marked*)andoneessayquestion(marked\u2020). yourquestions mustbeontwodifferentplays. allquestions inthispapercarryequalmarks. thisdocument consistsof11printedpagesand1blankpage. [turnover06_0486_22_2017_1.1 \u00a9ucles2017 *6402009242*",
+            "2": "3530252015105jlawrence &relee:inheritthewind remember tosupportyourideaswithdetailsfromthewriting. either*1 readthispassagecarefully,andthenanswerthequestionthatfollowsit: thecourtroom, twodayslater. again,outofthedarkness, thelightsbumpuptoagoldenportrait,frozenintime: brightmidday,thetrialisinfullswing. theactionstarts,thefanspump.thejudgeisonthebench;thejury,lawyers, officials,andspectators crowdthecourtroom. threewitnesses areseatedinthefrontrowamongthespectators: thescientists aaronson, keller,andpage.aaronson iseinstein-like. pageholdsa specimen boxinhislap(laterwewillseethatitcontainsarockwhichsplitstoreveal afossil).theschoolboy howardisonthewitnessstand.heiswretchedina starchedcollarandsundaysuit.theweatherisasrelentlessly hotasbefore.brady isexamining theboy,whoisawitnessfortheprosecution. goon,howard.tellthemwhatelsemr.catestoldyouintheclassroom. brady: well,hesaidatfirsttheearthwastoohotforanylife.thenitcooledoffamite,and cellsandthingsbeguntolive.howard: cells? brady: littlebugs,like,inthewater.afterthat,thelittlebugsgottobebiggerbugs,and sproutedlegsandcrawledupontheland.howard: howlongdidthistake,according tomr.cates? brady: couplemillionyears.maybelonger.thencomesthefishesandthereptilesandthe mammals. man\u2019samammal.howard: alongwiththedogsandthecattleinthefield:didhesaythat? brady: yessir.[drummond isabouttoprotestagainstprompting thewitness,thenhe decidesitisn\u2019tworththetrouble.]howard: now,howard,howdidmancomeoutofthisslimymessofbugsandserpents, according toyour\u2013\u201cprofessor\u201d?brady: manwassortofevoluted.fromthe\u201coldworldmonkeys.\u201d [bradyslapshisthigh.] howard: [crossingtojury]:didyouhearthat,myfriends?\u201coldworldmonkeys\u201d! according tomr.cates,youandiaren\u2019tevendescended fromgoodamerican monkeys! [therebrady islaughterfromspectators. bradyturnsbacktohoward.]howard,listencarefully. inallthistalkofbugsand\u201cevil-ution,\u201d ofslimeandooze,didmr.catesevermake anyreference togod? notasiremember . howard: orthemiracleheachievedinsevendaysasdescribed inthebeautifulbookof genesis?brady: no,sir.[bradystretchesouthisarmsinanall-embracing gesture.] howard: ladiesandgentlemen \u2014 brady:06_0486_22_2017_1.1 \u00a9ucles20172",
+            "3": "55504540objection! [rising.]iaskthatthecourtremindthelearnedcounselthatthisisnota chautauqua tent.heissupposed tobesubmitting evidencetoajury.thereareno ladiesonthejury.[hesits.thereisalowmutterfromthespectators. ]drummond : yourhonor,ihavenointentionofmakingaspeech.thereisnoneed.iamsure thateveryone onthejury,everyone withinthesoundofthisboy\u2019svoice,ismovedbrady: byhistragicconfusion. hehasbeentaughtthathewriggleduplikeananimalfrom thefilthandthemuckbelow![continuing fervently,thespiritisuponhim.]isaythat thebible-haters, these\u201cevil-utionists,\u201d arebrewersofpoison!andthelegislature of thissovereign statehashadthewisdomtodemandthatthepeddlersofpoison\u2013 inbottles\u2013[turnsandpointstocates.]orinbooks\u2013clearlylabeltheproducts theyattempttosell![thereisanapplausefromthespectators. howardgulps. bradypointsattheboy.]itellyou,ifthislawisnotupheld,thisboywillbecome oneofageneration, shornofitsfaithbytheteachingofgodlessscience!butifthe fullpenaltyofthelawismetedouttobertramcates,thefaithfulthewholeworld over,whoarewatchingushere,andlisteningtooureveryword,willcallthis courtroom blessed![applause fromthespectators. evenoneofthejurymembers ismovedtoapplaud,butisstoppedbyhisneighbors. dramatically ,bradymoves tohischair.condescendingly ,hewavestodrummond. ]yourwitness,sir.[brady sits.drummond rises,slouchestowardthewitnessstand.] [fromact2] howdothewritersmakeyoufeelaboutbrady\u2019sbehaviour inthecourtroom atthismomentintheplay? or\u20202 inwhatwaysdothewritersmakehornbeck\u2019 sroleintheplaysostriking? [turnover06_0486_22_2017_1.1 \u00a9ucles20173",
+            "4": "3530252015105arthur miller:aviewfromthebridge remember tosupportyourideaswithdetailsfromthewriting. either*3 readthispassagecarefully,andthenanswerthequestionthatfollowsit: eddie,iwantyoutolistentome.[pause.]youknow,sometimes godmixesupthe people.wealllovesomebody ,thewife,thekids\u2013everyman\u2019sgotsomebody thathealfieri: loves,heh?butsometimes ...there\u2019stoomuch.youknow?there\u2019stoomuch,andit goeswhereitmustn\u2019t.amanworkshard,hebringsupachild,sometimes it\u2019saniece, sometimes evenadaughter,andheneverrealizesit,butthroughtheyears\u2013thereis toomuchloveforthedaughter,thereistoomuchlovefortheniece.doyouunderstand whati\u2019msayingtoyou? [sardonically ]:whatdoyoumean,ishouldn\u2019tlookoutforhergood? eddie yes,butthesethingshavetoend,eddie,that\u2019sall.thechildhastogrowupandgo away,andthemanhastolearntoforget.becauseafterall,eddie\u2013whatotherwaycanalfieri: itend?[pause.]lethergo.that\u2019smyadvice.youdidyourjob,nowit\u2019sherlife;wishher luck,andlethergo.[pause].willyoudothat?becausethere\u2019snolaw,eddie;makeup yourmindtoit;thelawisnotinterested inthis. youmeantotellme,evenifhe\u2019sapunk?ifhe\u2019s\u2013 eddie: there\u2019snothingyoucando.[eddiestands.] alfieri: well,allright,thanks.thanksverymuch. eddie: whatareyougoingtodo? alfieri: [withahelplessbutironicgesture]:whatcanido?i\u2019mapatsy,whatcanapatsydo?i workedlikeadogtwentyyearssoapunkcouldhaveher,sothat\u2019swhatidone.imean,eddie intheworsttimes,intheworst,whentherewasn\u2019tashipcomin\u2019intheharbor,ididn\u2019t standaroundlookin\u2019forrelief\u2013ihustled.whentherewasemptypiersinbrooklyniwent tohoboken, statenisland,thewestside,jersey,allover\u2013becauseimadeapromise. itookoutofmyownmouthtogivetoher.itookoutofmywife\u2019smouth.iwalkedhungry plentydaysinthiscity![itbeginstobreakthrough.]andnowigottasitinmyownhouse andlookatason-of-a-bitch punklikethat\u2013whichhecameoutofnowhere! igivehim myhousetosleep!itaketheblanketsoffmybedforhim,andhetakesandputshisdirty filthyhandsonherlikeagoddamthief! [rising]:but,eddie,she\u2019sawomannow. alfieri he\u2019sstealingfromme! eddie: shewantstogetmarried,eddie.shecan\u2019tmarryyou,canshe? alfieri: [furiously]: what\u2019reyoutalkin\u2019about,marryme!idon\u2019tknowwhattheheliyou\u2019retalkin\u2019 about![pause.]eddie igaveyoumyadvice,eddie.that\u2019sit.[eddiegathershimself.apause.] alfieri: well,thanks.thanksverymuch.itjust\u2013it\u2019sbreakin\u2019myheart,y\u2019know.i\u2013 eddie: iunderstand. putitoutofyourmind.canyoudothat? alfieri: i\u2019m\u2013[hefeelsthethreatofsobs,andwithahelplesswave.]i\u2019llseeyouaround.[he goesoutuptherightramp.]eddie: 06_0486_22_2017_1.1 \u00a9ucles20174",
+            "5": "4540[sitsondesk]:therearetimeswhenyouwanttospreadanalarm,butnothinghas happened. iknew,iknewthenandthere\u2013icouldhavefinishedthewholestorythatalfieri afternoon. itwasn\u2019tasthoughtherewasamysterytounravel.icouldseeeverystep coming,stepafterstep,likeadarkfigurewalkingdownahalltowardacertaindoor.i knewwherehewasheadingfor,iknewwherehewasgoingtoend.andisatheremany afternoons askingmyselfwhy,beinganintelligent man,iwassopowerless tostopit.i evenwenttoacertainoldladyintheneighborhood, averywiseoldwoman,anditold her,andsheonlynodded,andsaid,\u2018prayforhim...\u2019andsoi\u2013waitedhere. [fromact1] inwhatwaysdoesmillermakethissuchanemotionally intensemomentintheplay? or\u20204 howdoesmillerpowerfully conveytoyoutheruleseddie\u2019scommunity livesby? [turnover06_0486_22_2017_1.1 \u00a9ucles20175",
+            "6": "3530252015105jbpriestley:aninspector calls remember tosupportyourideaswithdetailsfromthewriting. either*5 readthispassagecarefully,andthenanswerthequestionthatfollowsit: givingustheport,edna?that\u2019sright.[hepushesittowardseric.]yououghtto likethisport,gerald.asamatteroffact,finchleytoldmeit\u2019sexactlythesameport yourfathergetsfromhim.birling: thenit\u2019llbeallright.thegovernorprideshimselfonbeingagoodjudgeofport.i don\u2019tpretendtoknowmuchaboutit.gerald: [gaily,possessively ]:ishouldjollywellthinknot,gerald,i\u2019dhateyoutoknowall aboutport\u2013likeoneofthesepurple-faced oldmen.sheila here,i\u2019mnotapurple-faced oldman. birling: no,notyet.butthenyoudon\u2019tknowallaboutport\u2013doyou? sheila: [noticingthathiswifehasnottakenany]:nowthen,sybil,youmusttakealittle tonight.specialoccasion, y\u2019know,eh?birling yes,goon,mummy.youmustdrinkourhealth. sheila: [smiling]:verywell,then.justalittle,thankyou.[toedna,whoisabouttogo,with tray.]allright,edna.i\u2019llringfromthedrawingroomwhenwewantcoffee.probably inabouthalfanhour.mrsbirling [going]:yes,ma\u2019am. edna [ednagoesout.theynowhavealltheglassesfilled.birlingbeamsatthemand clearlyrelaxes.] well,well\u2013thisisverynice.verynice.gooddinnertoo,sybil.tellcookfromme. birling: [politely]:absolutely first-class. gerald [reproachfully]: arthur,you\u2019renotsupposed tosaysuchthings\u2014 mrsbirling oh\u2013come,come\u2013i\u2019mtreatinggeraldlikeoneofthefamily.andi\u2019msurehewon\u2019t object.birling: [withmockingaggressiveness ]:goon,gerald\u2013justyouobject! sheila [smiling]:wouldn\u2019tdreamofit.infact,iinsistuponbeingoneofthefamilynow.i\u2019ve beentryinglongenough,haven\u2019ti?[asshedoesnotreply,withmoreinsistence ] haven\u2019ti?youknowihave.gerald [smiling]:ofcourseshedoes. mrsbirling [halfserious,halfplayful]:yes\u2013exceptforalllastsummer,whenyounevercame nearme,andiwondered whathadhappened toyou.sheila andi\u2019vetoldyou\u2013iwasawfullybusyattheworksallthattime. gerald: [sametoneasbefore]:yes,that\u2019swhatyousay. sheila now,sheila,don\u2019tteasehim.whenyou\u2019rem arriedyou\u2019llrealizethatmenwith important worktodosometimes havetospendnearlyalltheirtimeandenergyon theirbusiness. you\u2019llhavetogetusedtothat,justasihad.mrsbirling: idon\u2019tbelieveiwill.[halfplayful,halfserious,togerald.] soyoubecareful. sheila: 06_0486_22_2017_1.1 \u00a9ucles20176",
+            "7": "55504540oh\u2013iwill,iwill. gerald: [ericsuddenlyguffaws.hisparentslookathim.] [severely]:now\u2013what\u2019sthejoke? sheila idon\u2019tknow\u2013really.suddenly ifeltijusthadtolaugh. eric: you\u2019resquiffy. sheila: i\u2019mnot. eric: whatanexpression, sheila!reallythethingsyougirlspickupthesedays! mrsbirling: ifyouthinkthat\u2019sthebestshecando\u2014 eric: don\u2019tbeanass,eric. sheila: nowstopit,youtwo.arthur,whataboutthisfamoustoastofyours? mrsbirling: yes,ofcourse.[clearshisthroat.]well,gerald,iknowyouagreedthatweshould onlyhavethisquietlittlefamilyparty.it\u2019sapitysirgeorgeand\u2013er\u2013ladycroftbirling: can\u2019tbewithus,butthey\u2019reabroadandsoitcan\u2019tbehelped.asitoldyou,they sentmeaverynicecable\u2013couldn\u2019tbenicer.i\u2019mnotsorrythatwe\u2019recelebrating quietlylikethis\u2014 muchnicerreally. mrsbirling: iagree. gerald: sodoi,butitmakesspeech-making moredifficult\u2013 birling: [nottoorudely]:well,don\u2019tdoany.we\u2019lldrinktheirhealthandhavedonewithit. eric [fromact1] howdoespriestleymakethissuchastrikingintroduction tothebirlingfamilyandgeraldcroft? or\u20206 inwhatwaysdoespriestleymaketherelationship betweenericbirlingandevasmithsuchapowerfully dramaticpartoftheplay? [turnover06_0486_22_2017_1.1 \u00a9ucles20177",
+            "8": "403530252015105william shakespeare: henryv remember tosupportyourideaswithdetailsfromthewriting. either*7 readthispassagecarefully,andthenanswerthequestionthatfollowsit: herecomeshismajesty. gower: alarum.entertheking,warwick,gloucester ,exeter,andothers,with prisoners. flourish. iwasnotangrysinceicametofrance untilthisinstant.takeatrumpet,herald; ridethouintothehorsemen onyondhill; iftheywillfightwithus,bidthemcomedown, orvoidthefield;theydooffendoursight: ifthey\u2019lldoneither,wewillcometothem, andmakethemskirraway,asswiftasstones enforcedfromtheoldassyrianslings; besides,we\u2019llcutthethroatsofthosewehave, andnotamanofthemthatweshalltake shalltasteourmercy.goandtellthemso.king: entermontjoy . herecomestheheraldofthefrench,myliege. exeter: hiseyesarehumblerthantheyus\u2019dtobe. gloucester: hownow!whatmeansthis,herald?know\u2019stthounot thatihavefin\u2019dthesebonesofmineforransom? com\u2019stthouagainforransom?king: no,greatking: icometotheeforcharitable licence, thatwemaywandero\u2019erthisbloodyfield tobookourdead,andthentoburythem; tosortournoblesfromourcommonmen; formanyofourprinces\u2014woethewhile!\u2014 liedrown\u2019dandsoak\u2019dinmercenary blood; sodoourvulgardrenchtheirpeasantlimbs inbloodofprinces;andtheirwoundedsteeds fretfetlockdeepingoreandwithwildrage yerkouttheirarmedheelsattheirdeadmasters, killingthemtwice.o,giveusleave,greatking, toviewthefieldinsafety,anddispose oftheirdeadbodies!montjoy: itelltheetruly,herald, iknownotifthedaybeoursorno; foryetamanyofyourhorsemen peer andgallopo\u2019erthefield.king: thedayisyours. montjoy: praisedbegod,andnotourstrength,forit! whatisthiscastlecall\u2019dthatstandshardby?king: 06_0486_22_2017_1.1 \u00a9ucles20178",
+            "9": "45theycallitagincourt. montjoy: thencallwethisthefieldofagincourt, foughtonthedayofcrispincrispianus.king: yourgrandfather offamousmemory,an\u2019tpleaseyourmajesty,andyourgreat-uncle edwardtheplackprinceofwales,asihavereadinthechronicles, foughtamost pravepattlehereinfrance.fluellen: theydid,fluellen. king: [fromact4scene7] howdoesshakespeare makethissuchapowerfulmomentintheplay? or\u20208 towhatextentdoesshakespeare portraykinghenry\u2019sarmyasa\u2018bandofbrothers\u2019intheplay? [turnover06_0486_22_2017_1.1 \u00a9ucles20179",
+            "10": "30252015105william shakespeare: themerchant ofvenice remember tosupportyourideaswithdetailsfromthewriting. either*9 readthispassagecarefully,andthenanswerthequestionthatfollowsit: entershylock hownow,shylock!whatnewsamongthemerchants? solanio: youknew,nonesowell,nonesowellasyou,ofmydaughter\u2019sflight. shylock: that\u2019scertain;i,formypart,knewthetailorthatmadethewingssheflewwithal. salerio: andshylock,forhisownpart,knewthebirdwasflidge;andthenitisthecomplexion ofthemalltoleavethedam.solanio: sheisdamn\u2019dforit. shylock: that\u2019scertain,ifthedevilmaybeherjudge. solanio: myownfleshandbloodtorebel! shylock: outuponit,oldcarrion!rebelsitattheseyears? solanio: isay,mydaughterismyfleshandblood. shylock: thereismoredifferencebetweenthyfleshandhersthanbetweenjetandivory;more betweenyourbloodsthanthereisbetweenredwineandrhenish.buttellus,doyou hearwhetherantoniohavehadanylossatseaorno?salerio: thereihaveanotherbadmatch:abankrupt, aprodigal,whodarescarceshowhis headontherialto;abeggar,thatwasusedtocomesosmuguponthemart.lethimshylock: looktohisbond.hewaswonttocallmeusurer;lethimlooktohisbond.hewaswont tolendmoneyforachristiancourtesy;lethimlooktohisbond. why,iamsure,ifheforfeit,thouwiltnottakehisflesh.what\u2019sthatgoodfor? salerio: tobaitfishwithal.ifitwillfeednothingelse,itwillfeedmyrevenge.hehathdisgraced me,andhind\u2019redmehalfamillion;laugh\u2019datmylosses,mock\u2019datmygains,scornedshylock: mynation,thwartedmybargains,cooledmyfriends,heatedmineenemies.andwhat\u2019s hisreason?iamajew.hathnotajeweyes?hathnotajewhands,organs, dimensions, senses,affections,passions, fedwiththesamefood,hurtwiththesame weapons, subjecttothesamediseases, healedbythesamemeans,warmedand cooledbythesamewinterandsummer,asachristianis?ifyouprickus,dowenot bleed?ifyoutickleus,dowenotlaugh?ifyoupoisonus,dowenotdie?andifyou wrongus,shallwenotrevenge? ifwearelikeyouintherest,wewillresemble youin that.ifajewwrongachristian, whatishishumility?revenge. ifachristianwronga jew,whatshouldhissufferancebebychristianexample? why,revenge.thevillainy youteachme,iwillexecute;anditshallgohardbutiwillbettertheinstruction. [fromact3scene1] howdoesshakespeare vividlyconveyshylock\u2019sthoughtsandfeelingsatthismomentintheplay? 06_0486_22_2017_1.1 \u00a9ucles201710",
+            "11": "or\u202010 whatdoesshakespeare\u2019 sportrayaloflauncelot gobbocontribute toyourenjoyment oftheplay? 06_0486_22_2017_1.1 \u00a9ucles201711",
+            "12": "blankpage permission toreproduce itemswherethird-party ownedmaterialprotected bycopyrightisincludedhasbeensoughtandclearedwherepossible.everyreasonable efforthasbeenmadebythepublisher(ucles)totracecopyrightholders,butifanyitemsrequiringclearance haveunwittingly beenincluded,thepublisherwill bepleasedtomakeamendsattheearliestpossibleopportunity . toavoidtheissueofdisclosure ofanswer-related information tocandidates, allcopyrightacknowledgements arereproduced onlineinthecambridgeinternational examinations copyright acknowledgements booklet.thisisproduced foreachseriesofexaminations andisfreelyavailabletodownload atwww.cie.org.ukafter theliveexamination series. cambridge international examinations ispartofthecambridge assessment group.cambridge assessment isthebrandnameofuniversity ofcambridge local examinations syndicate (ucles), whichisitselfadepartment oftheuniversity ofcambridge. 06_0486_22_2017_1.1 \u00a9ucles201712"
+        },
+        "0486_s17_qp_23.pdf": {
+            "1": "cambridge international examinations cambridge international generalcertificate ofsecondary education 0486/23 may/june 2017 1hour30minutesliterature(english) paper2drama additional materials: answerbooklet/paper readtheseinstructions first ananswerbookletisprovidedinsidethisquestionpaper.youshouldfollowtheinstructions onthefrontcover oftheanswerbooklet.ifyouneedadditional answerpaperasktheinvigilator foracontinuation booklet. answertwoquestions. youmustansweronepassage-based question(marked*)andoneessayquestion(marked\u2020). yourquestions mustbeontwodifferentplays. allquestions inthispapercarryequalmarks. thisdocument consistsof11printedpagesand1blankpage. [turnover06_0486_23_2017_1.1 \u00a9ucles2017 *1476935700*",
+            "2": "3530252015105jlawrence &relee:inheritthewind remember tosupportyourideaswithdetailsfromthewriting. either*1 readthispassagecarefully,andthenanswerthequestionthatfollowsit: [askance.]: idon\u2019tknowifthedignityofthecourtcanbeupheldwiththesegalluses i\u2019vegoton.drummond well\u2013we\u2019lltakethatchance,mr.drummond. thosewhowishtoremovetheircoats maydoso.[withrelief,allexceptthejudgetakeofftheircoatsandloosentheirjudge: collarbuttons.drummond removeshiscoat,drapesitoverbackofhischair\u2013as doesbrady.drummond wearswide,lavendersuspenders. thespectators react.] [withaffablesarcasm.]: isthecounselfordefenseshowingusthelatestfashionin thegreatmetropolitan cityofchicago?brady [pleased.]: i\u2019mgladyouaskedmethat.ibroughtthesealongspecial.[hecockshis thumbsinthesuspenders. ]itjustsohappensiboughtthesegallusesatpeabody\u2019sdrummond generalstoreinyourhometown,mr.brady.weepingwater,nebraska. [drummond snapsthesuspenders jauntily.thereisamusedreactionatthis. bradyisnettled:thisishisshow,andhewantsallthelaughs.thejudgepounds fororder.drummond andbradysit.] letusproceedwiththeselectionofthefinaljuror.[dunlap isarugged, righteous-looking man.]judge: stateyournameandoccupation. meeker: jesseh.dunlap.farmerandcabinet-maker . dunlap: doyoubelieveinthebible,mr.dunlap? davenport: [vigorously,almostshouting.]:ibelieveintheholywordofgod.andibelievein matthewharrisonbrady![thereisstrongapplause, andafewscattered \u201camens\u201d fromspectators. ]dunlap [crossingtohistable.]:thismanisacceptable totheprosecution. [hesits.] davenport verywell.mr.drummond? judge: [quietly,withoutrising.]:noquestions, notacceptable. drummond [annoyed, rising.]:doesmr.drummond refusethismanaplaceonthejurysimply becausehebelievesinthebible?brady ifyoucanfindanevolutionist inthistown,youcanrefusehim! drummond: [turningtojudge,angrily.]:yourhonor.iobjectt othedefenseattorneyrejecting aworthycitizenwithoutsomuchasaskinghimaquestion![crowdmuttersangrily.]brady [agreeably .]:allright.i\u2019llaskhimaquestion.[sauntersovertodunlapwith deliberate slowness, stops.]howareyou?drummond [alittlesurprised. ]:kindahot. dunlap soami.excused. [dunlap looksatthejudge,confused, asdrummond crossesbacktohistableandsits.]drummond: 06_0486_23_2017_1.1 \u00a9ucles20172",
+            "3": "55504540youareexcusedfromjuryduty,mr.dunlap.youmaystepdown.[meeker waves dunlapbackandhejoinsthespectators, alittlemiffed.]judge: [risingpiously.]:iobjecttothenoteoflevitywhichthecounselforthedefenseis introducing intotheseproceedings.brady thebenchagreeswithyouinspirit,colonelbrady. judge: [risingangrily.]:andiobjecttoallthisdamned\u201ccolonel\u201dtalk.iamnotfamiliarwith mr.brady\u2019smilitaryrecord.drummond well\u2013hewasmadeanhonorarycolonelinourstatemilitia.thedayhearrivedin hillsboro.judge: theuseofthistitleprejudices thecaseofmyclient:itcallsupapictureofthe prosecution, astrideawhitehorse,ablazeintheuniformofamilitiacolonel,withall theforcesofrightandrighteousness marshalled behindhim.drummond : well,whatarewetodo? judge: breakhim.makehimaprivate.[sits.]ihavenoseriousobjectiontothehonorary titleof\u201cprivatebrady\u201d.[thereisabuzzofreaction.thejudgegesturesforthe mayortocomeoverforahurried,whispered conference. ]drummond: [aftersomewhispering. ]:well,wecan\u2019ttakeitback\u2013![thereisanotherwhispered exchange. thenthemayorstepsgingerlytowarddrummond. ]by\u2013bythemayor authorityof\u2013well,i\u2019msurethegovernorwon\u2019thaveanyobjection\u2013iherebyappoint you,mr.drummond, atemporary honorary colonelinthestatemilitia. [rises,shakinghishead,withmockhumility.]:gentlemen, idon\u2019tknowwhattosay. itisnotofteninaman\u2019slifethatheattainstheexaltedrankof\u201ctemporary honorary colonel.\u201ddrummond [fromact1] explorehowthewritersmakethisanentertaining momentintheplay. or\u20202 howdothewritersmake\u2018therighttothink\u2019somemorable andsignificant intheplay? [turnover06_0486_23_2017_1.1 \u00a9ucles20173",
+            "4": "3530252015105arthur miller:aviewfromthebridge remember tosupportyourideaswithdetailsfromthewriting. either*3 readthispassagecarefully,andthenanswerthequestionthatfollowsit: [tobeatrice]:he\u2019slucky,believeme.[slightpause.helooksaway,thenbackto beatrice.]that\u2019swhythewaterfrontisnoplaceforhim.[theystopdancing.eddie rodolpho turnsoffphonograph.] imeanlikeme\u2013ican\u2019tcook,ican\u2019tsing,ican\u2019t makedresses,soi\u2019monthewaterfront.butificouldcook,ificouldsing,ificould makedresses,iwouldn\u2019tbeonthewaterfront.[hehasbeenunconsciously twisting thenewspaper intoatightroll.theyareallregarding himnow;hesensesheis exposingtheissueandheisdrivenon.]iwouldbesomeplace else.iwouldbelike inadressstore.[hehasbenttherolledpaperanditsuddenlytearsintwo.he suddenlygetsupandpullshispantsupoverhisbellyandgoestomarco.] what doyousay,marco,wegototheboutsnextsaturdaynight.youneverseenafight, didyou? [uneasily]:onlyinthemovingpictures. marco [goingtorodolpho]: i\u2019lltreatyiz.whatdoyousay,danish?youwannacome along?i\u2019llbuythetickets.eddie sure.iliketogo. rodolpho: [goestoeddie;nervously happynow]:i\u2019llmakesomecoffee,allright? catherine goahead,makesome!makeitniceandstrong.[mystified, shesmilesandexitsto kitchen.heisweirdlyelated,rubbinghisfistsintohispalms.hestridestomarco.] youwait,marco,youseesomerealfightshere.youeverdoanyboxing?eddie: no,inever. marco: [torodolpho]: betchayouhavedonesome,heh? eddie no. rodolpho: well,comeon,i\u2019llteachyou. eddie: what\u2019shegottolearnthatfor? beatrice: yacan\u2019ttell,oneathesedayssomebody\u2019 sliabletosteponhisfootorsump\u2019m.come on,rodolpho, ishowyouacoupleapasses.[hestandsbelowtable.]eddie: goahead,rodolpho. he\u2019sagoodboxer,hecouldteachyou. beatrice: [embarrassed ]:well,idon\u2019tknowhowto\u2013[hemovesdowntoeddie.] rodolpho justputyourhandsup.likethis,see?that\u2019sright.that\u2019sverygood,keepyourleft up,becauseyouleadwiththeleft,see,likethis.[hegentlymoveshisleftintoeddie: rodolpho\u2019 sface.]see?nowwhatyougottadoisyougottablockme,sowheni comeinlikethatyou\u2013[rodolpho parrieshisleft].hey,that\u2019sverygood! [rodolpho laughs.]allright,nowcomeintome.comeon. idon\u2019twanttohityou,eddie. rodolpho: don\u2019tpityme,comeon.throwit,i\u2019llshowyouhowtoblockit.[rodolpho jabsat him,laughing.theothersjoin.]\u2019at\u2019sit.comeonagain.forthejawrighthere. [rodolpho jabswithmoreassurance.]ve rygood!eddie: [tomarco]: he\u2019sverygood! beatrice 06_0486_23_2017_1.1 \u00a9ucles20174",
+            "5": "4540[eddiecrossesdirectlyupstageofrodolpho.] sure,he\u2019sgreat!comeon,kid,putsump\u2019mbehindit,youcan\u2019thurtme.[rodolpho , moreseriously,jabsateddie\u2019sjawandgrazesit.]attaboy.eddie: [catherine comesfromthekitchen,watches.] nowi\u2019mgonnahityou,soblockme,see? eddie: [withbeginning alarm]:whataretheydoin\u2019?[theyarelightlyboxingnow.] catherine [shesensesonlythecomradeship initnow]:he\u2019steachin\u2019him;he\u2019sverygood! beatrice sure,he\u2019sterrific!lookathimgo![rodolpho landsablow.]\u2019at\u2019sit!now,watch out,hereicome,danish![hefeintswithhislefthandandlandswithhisright.itmildly staggersrodolpho .marcorises.]eddie: [fromact1] whatdoesmiller\u2019swritingmakeyoufeelabouteddieatthismomentintheplay? or\u20204 howdoesmillermaketwomoments intheplayparticularly movingforyou? donotusethepassageinquestion *3inanswering thisquestion. [turnover06_0486_23_2017_1.1 \u00a9ucles20175",
+            "6": "3530252015105jbpriestley:aninspector calls remember tosupportyourideaswithdetailsfromthewriting. either*5 readthispassagecarefully,andthenanswerthequestionthatfollowsit: exactlyasattheendofacttwo.ericisstandingjustinsidetheroomandthe othersarestaringathim. youknow,don\u2019tyou? eric: [asbefore]:yes,weknow. inspector [ericshutsthedoorandcomesfartherin.] [distressed]: eric,ican\u2019tbelieveit.theremustbesomemistake.youdon\u2019tknow whatwe\u2019vebeensaying.mrsbirling it\u2019sagoodjobforhimhedoesn\u2019t,isn\u2019tit? sheila: why? eric: becausemother\u2019sbeenbusyblamingeverything ontheyoungmanwhogotthis girlintotrouble,andsayingheshouldn\u2019tescapeandshouldbemadeanexample of\u2014sheila: that\u2019senough,sheila. birling: [bitterly]:youhaven\u2019tmadeitanyeasierforme,haveyou,mother? eric butididn\u2019tknowitwasyou\u2013ineverdreamt.besides,you\u2019renotthattype\u2013you don\u2019tgetdrunk\u2014mrsbirling: ofcoursehedoes.itoldyouhedid. sheila: youtoldher.why,youlittlesneak! eric: no,that\u2019snotfair,eric.icouldhavetoldhermonthsago,butofcourseididn\u2019t.i onlytoldhertonightbecauseikneweverything wascomingout\u2013itwassimplysheila: boundtocomeouttonight\u2013soithoughtshemightaswellknowinadvance.don\u2019t forget\u2013i\u2019vealreadybeenthroughit. sheila,isimplydon\u2019tunderstand yourattitude. mrsbirling: neitherdoi.ifyou\u2019dhadanysenseofloyalty\u2014 birling: [cuttingin,smoothly]:justaminute,mrsbirling.there\u2019llbeplentyoftime,when i\u2019vegone,foryoualltoadjustyourfamilyrelationships. butnowimusthearwhatinspector yoursonhastotellme.[sternly,tothethreeofthem]andi\u2019llbeobligedifyou\u2019lllet usgetonwithoutanyfurtherinterruptions. [turningtoeric]nowthen. [miserably]:couldihaveadrinkfirst? eric [explosively ]:no. birling [firmly]:yes.[asbirlinglookslikeinterrupting explosively ]iknow\u2013he\u2019syourson andthisisyourhouse\u2013butlookathim.heneedsadrinknowjusttoseehim through.inspector [toeric]:allright.goon. birling [ericgoesforawhisky.hiswholemannerofhandlingthedecanterandthenthe drinkshowshisfamiliaritywithquickheavydrinking.theotherswatchhimnarrowly.] 06_0486_23_2017_1.1 \u00a9ucles20176",
+            "7": "55504540[bitterly]:iunderstand alotofthingsnowididn\u2019tunderstand before. birling don\u2019tstartonthat.iwanttogeton.[toeric.]whendidyoufirstmeetthisgirl? inspector: onenightlastnovember . eric: wheredidyoumeether? inspector: inthepalacebar.i\u2019dbeenthereanhourorsowithtwoorthreechaps.iwasabit squiffy.eric: whathappened then? inspector: ibegantalkingtoher,andstoodherafewdrinks.iwasratherfargonebythetime wehadtogo.eric: wasshedrunktoo? inspector: shetoldmeafterwards thatshewasabit,chieflybecauseshe\u2019dnothadmuchto eatthatday.eric: whyhadshegonethere\u2014? inspector: shewasn\u2019ttheusualsort.but\u2013well,isupposeshedidn\u2019tknowwhattodo.there wassomewomanwhowantedhertogothere.ineverquiteunderstood aboutthat.eric: youwentwithhertoherlodgingsthatnight? inspector: yes,iinsisted\u2013itseems.i\u2019mnotveryclearaboutit,butafterwards shetoldmeshe didn\u2019twantmetogoinbutthat\u2013well,iwasinthatstatewhenachapeasilyturns nasty\u2013andithreatened tomakearow.eric: sosheletyouin? inspector: yes.andthat\u2019swhenithappened. andididn\u2019tevenremember \u2013that\u2019sthehellish thing.oh\u2013mygod!\u2013howstupiditallis!eric: [withacry]:oh\u2013eric\u2013howcouldyou? mrsbirling [fromact3] inwhatwaysdoespriestleymakethissuchagrippingopeningtoactthreeoftheplay? or\u20206 towhatextentdoyouthinkpriestleyportraysmrarthurbirlingasthevillainoftheplay? [turnover06_0486_23_2017_1.1 \u00a9ucles20177",
+            "8": "3530252015105william shakespeare: henryv remember tosupportyourideaswithdetailsfromthewriting. either*7 readthispassagecarefully,andthenanswerthequestionthatfollowsit: mymostredoubted father, itismostmeetwearmus\u2019gainstthefoe; forpeaceitselfshouldnotsodullakingdom, thoughwarnornoknownquarrelwereinquestion, butthatdefences, musters,preparations, shouldbemaintain\u2019d, assembled andcollected, aswereawarinexpectation. therefore, isay,\u2019tismeetweallgoforth toviewthesickandfeeblepartsoffrance; andletusdoitwithnoshowoffear\u2013 no,withnomorethanifweheardthatengland werebusiedwithawhitsunmorris-dance; for,mygoodliege,sheissoidlyking\u2019d, hersceptresofantastically borne byavain,giddy,shallow,humorous youth, thatfearattendshernot.dauphin: opeace,princedauphin! youaretoomuchmistakeninthisking. questionyourgracethelateambassadors withwhatgreatstateheheardtheirembassy, howwellsuppliedwithnoblecounsellors, howmodestinexception, andwithal howterribleinconstantresolution, andyoushallfindhisvanitiesforespent werebuttheoutsideoftheromanbrutus, coveringdiscretion withacoatoffolly; asgardeners dowithordurehidethoseroots thatshallfirstspringandbemostdelicate.constable: well,\u2019tisnotso,mylordhighconstable; butthoughwethinkitso,itisnomatter. incasesofdefence\u2019tisbesttoweigh theenemymoremightythanheseems; sotheproportions ofdefencearefill\u2019d; whichofaweakorniggardlyprojection dothlikeamiserspoilhiscoatwithscanting alittlecloth.dauphin: 06_0486_23_2017_1.1 \u00a9ucles20178",
+            "9": "504540thinkwekingharrystrong; and,princes,lookyoustronglyarmtomeethim. thekindredofhimhathbeenflesh\u2019duponus; andheisbredoutofthatbloodystrain thathauntedusinourfamiliarpaths. witnessourtoomuchmemorable shame whencressybattlefatallywasstruck, andallourprincescaptiv\u2019dbythehand ofthatblackname,edward,blackprinceofwales; whilesthathismountain sire\u2013onmountain standing, upintheair,crown\u2019dwiththegoldensun\u2013 sawhisheroicalseed,andsmiledtoseehim, mangletheworkofnatureanddeface thepatternsthatbygodandbyfrenchfathers hadtwentyyearsbeenmade.thisisastem ofthatvictorious stock;andletusfear thenativemightiness andfateofhim.kingoffrance: [fromact2,scene4] howdoesshakespeare makethissuchastrikingandsignificant momentintheplay? or\u20208 howfardoesshakespeare makeyouadmirekinghenry? [turnover06_0486_23_2017_1.1 \u00a9ucles20179",
+            "10": "3530252015105william shakespeare: themerchant ofvenice remember tosupportyourideaswithdetailsfromthewriting. either*9 readthispassagecarefully,andthenanswerthequestionthatfollowsit: mostworthygentleman, iandmyfriend havebyyourwisdombeenthisdayacquitted ofgrievouspenalties; inlieuwhereof, threethousand ducats,dueuntothejew, wefreelycopeyourcourteous painswithal.bassanio: andstandindebted, overandabove, inloveandservicetoyouevermore.antonio: heiswellpaidthatiswellsatisfied, andi,delivering you,amsatisfied, andthereindoaccountmyselfwellpaid. mymindwasneveryetmoremercenary . iprayyou,knowmewhenwemeetagain; iwishyouwell,andsoitakemyleave.portia: dearsir,offorceimustattemptyoufurther; takesomeremembrance ofus,asatribute, notasafee.grantmetwothings,iprayyou, nottodenyme,andtopardonme.bassanio: youpressmefar,andthereforeiwillyield. [toantonio]givemeyourgloves,i\u2019llwearthemforyoursake. [tobassanio] and,foryourlove,i\u2019lltakethisringfromyou. donotdrawbackyourhand:i\u2019lltakenomore, andyouinloveshallnotdenymethis.portia: thisring,goodsir\u2013alas,itisatrifle; iwillnotshamemyselftogiveyouthis.bassanio: iwillhavenothingelsebutonlythis; andnow,methinks, ihaveamindtoit.portia: there\u2019smoredependsonthisthanonthevalue. thedearestringinvenicewilligiveyou, andfinditoutbyproclamation; onlyforthis,iprayyou,pardonme.bassanio: isee,sir,youareliberalinoffers; youtaughtmefirsttobeg,andnow,methinks, youteachmehowabeggarshouldbeanswer\u2019d.portia: goodsir,thisringwasgivenmebymywife; and,whensheputiton,shemademevow thatishouldneithersell,norgive,norloseit.bassanio: 06_0486_23_2017_1.1 \u00a9ucles201710",
+            "11": "4540that\u2019scuseservesmanymentosavetheirgifts. anifyourwifebenotamadwoman, andknowhowwellihavedeserved thisring, shewouldnotholdoutenemyforever forgivingittome.well,peacebewithyou!portia: [exeuntportiaandnerissa . mylordbassanio, lethimhavethering. lethisdeservings, andmylovewithal, bevalued\u2019gainstyourwife\u2019scommandment.antonio: go,gratiano, runandovertakehim; givehimthering,andbringhim,ifthoucanst, untoantonio\u2019shouse.away,makehaste.bassanio: [exitgratiano. [fromact4,scene1] inwhatwaysdoesshakespeare makethissuchamemorable momentintheplay? or\u202010 howdoesshakespeare makecharacters takingriskssuchastrikingpartoftheplay? 06_0486_23_2017_1.1 \u00a9ucles201711",
+            "12": "blankpage permission toreproduce itemswherethird-party ownedmaterialprotected bycopyrightisincludedhasbeensoughtandclearedwherepossible.everyreasonable efforthasbeenmadebythepublisher(ucles)totracecopyrightholders,butifanyitemsrequiringclearance haveunwittingly beenincluded,thepublisherwill bepleasedtomakeamendsattheearliestpossibleopportunity . toavoidtheissueofdisclosure ofanswer-related information tocandidates, allcopyrightacknowledgements arereproduced onlineinthecambridgeinternational examinations copyright acknowledgements booklet.thisisproduced foreachseriesofexaminations andisfreelyavailabletodownload atwww.cie.org.ukafter theliveexamination series. cambridge international examinations ispartofthecambridge assessment group.cambridge assessment isthebrandnameofuniversity ofcambridge local examinations syndicate (ucles), whichisitselfadepartment oftheuniversity ofcambridge. 06_0486_23_2017_1.1 \u00a9ucles201712"
+        },
+        "0486_s17_qp_31.pdf": {
+            "1": "cambridge international examinations cambridge international generalcertificate ofsecondary education 0486/31 literature(english) may/june 2017 paper3drama(opentext) 45minutes textsstudiedshouldbetakenintotheexamination. readtheseinstructions first ananswerbookletisprovidedinsidethisquestionpaper.youshouldfollowtheinstructions onthefrontcover oftheanswerbooklet.ifyouneedadditional answerpaperasktheinvigilator foracontinuation booklet. answeronequestion. allquestions inthispapercarryequalmarks. thisdocument consistsof11printedpagesand1blankpage. [turnover06_0486_31_2017_1.2 \u00a9ucles2017 *9795692244*",
+            "2": "30252015105jlawrence &relee:inheritthewind remember tosupportyourideaswithdetailsfromthewriting. either*1 readthispassagecarefully,andthenanswerthequestionthatfollowsit: sitdownrachel.i\u2019llbringhimup.youcantalktohimrighthereinthecourtroom. [rachel sits,suitcaseonlap.meeker startsout,thenpauses.]longasi\u2019vebeenmeeker: bailiffhere,we\u2019veneverhadnothin\u2019butdrunks,vagrants,coupleofchickenthieves.[a littledreamily.]ourbestcatchwasthatfellafromminnesota thatchoppeduphiswife; wehadtoextraditehim.[shakeshishead.]seemskindaqueerhavin\u2019aschool-teacher inourjail.[shrugs.]mightimprovethewritin\u2019onthewalls.[meeker goesout.nervously, rachelrises,putssuitcases down,looksaroundatthecold,officialfurnishings ofthe courtroom. bertcatesentersfollowedbymeeker.catesisapale,thinyoung manoftwenty-four .heisquiet,shy,well-mannered. rachelandcatesfaceeach otherexpressionlessly ,withoutspeaking. meeker pausesinthedoorway.]i\u2019llleave youtwoalonetotalk.don\u2019trunoff,bert.[meeker goesout.rachelandcates lookateachother.thereistensionbetweenthem,asiftheywanttorushintoeach other\u2019sarms.] hello,bert. rachel: rache,itoldyounottocomehere. cates: icouldn\u2019thelpit.nobodysawme.mr.meekerwon\u2019ttell.[troubled.]ikeepthinkingof you,lockeduphere\u2013rachel: [tryingtocheerherup.]:youknowsomething funny?thefood\u2019sbetterthantheboarding house.andyou\u2019dbetternottellanyonehowcoolitisdownhere,orwe\u2019llhaveacrime waveeverysummer.cates [indicating suitcase]:istoppedbyyourplaceandpickedupsomeofyourthings.aclean shirt,yourbesttie,somehandkerchiefs.rachel thanks. cates: [rushingtohim.]:bert,whydon\u2019tyoutell\u2019emitwasallajoke?tell\u2019emyoudidn\u2019tmean tobreakthelaw,andyouwon\u2019tdoitagain!rachel [breakingawayfromher.]:isupposeeverybody\u2019 sallsteamedupaboutbradycoming. cates he\u2019scominginonaspecialtrainoutofchattanooga. pa\u2019sgoingtothestationtomeet him.everybody is!rachel: strikeuptheband. cates: [crossingtohim.]:bert,it\u2019sstillnottoolate.whycan\u2019tyoujustadmityouwerewrong? ifthebiggestmaninthecountry\u2013nexttothepresident, maybe\u2013ifmatthewharrison bradycomesheretotellthewholeworldhowwrongyouare\u2013rachel [turningtoher.]:youstillthinkididwrong? cates whydidyoudoit? rachel: 06_0486_31_2017_1.2 \u00a9ucles20172",
+            "3": "50454035 youknowwhyididit.ihadthebookinmyhand,hunter\u2019scivicbiology.iopenedit up,andreadmysophomore scienceclasschapter17,darwin\u2019soriginofspecies.cates: [rachel startstoprotest.]allitsaysisthatmanwasn\u2019tjuststuckherelikeageranium inaflowerpot;thatlivingcomesfromalongmiracle,itdidn\u2019tjusthappeninsevendays. there\u2019salawagainstit. rachel: iknowthat. cates: everybody sayswhatyoudidisbad. rachel: itisn\u2019tassimpleasthat.goodorbad,blackorwhite,nightorday.doyouknow,atthe topoftheworldthetwilightissixmonthslong?cates: butwedon\u2019tliveatthetopoftheworld.weliveinhillsboro, andwhenthesungoes down,it\u2019sdark.andwhydoyoutrytomakeitdifferent?[heturnsaway.rachelgets theshirt,tie,andhandkerchiefs fromthesuitcase.]here.rachel: thanks,rache. cates: whycan\u2019tyoubeontherightsideofthings? rachel: yourfather\u2019sside.[rachel startstoclosesuitcasepreparing toleave.catesstops her.]rache\u2013loveme![theyembrace. meeker enterswithalong-handled broom.]cates: [clearshisthroat.]:igottasweep.[rachel breaksawayandhurriesoff.] meeker [calling,wantingtosay\u201ciloveyou.\u201d]:thanksfortheshirt![meeker ,whohasbeen sweeping impassively ,stopsandleansonthebroom.]cates [fromact1] howdothewritersmakethissuchadramaticandrevealingintroduction torachelandbert? or\u20202 towhatextentdoesthewriters\u2019portrayalofmatthewharrisonbradymakeyoufeelsympathy forhim? [turnover06_0486_31_2017_1.2 \u00a9ucles20173",
+            "4": "30252015105arthur miller:aviewfromthebridge remember tosupportyourideaswithdetailsfromthewriting. either*3 readthispassagecarefully,andthenanswerthequestionthatfollowsit: no.[hemovesfromher,smilingsadly.]it\u2019sjustiusedtocomehome,youwasalways there.now,iturnaround,you\u2019reabiggirl.idon\u2019tknowhowtotalktoyou.eddie: why? catherine: idon\u2019tknow,you\u2019rerunnin\u2019,you\u2019rerunnin\u2019,katie.idon\u2019tthinkyoulisteninganymore tome.eddie: [goingtohim]:ah,eddie,sureiam.what\u2019sthematter?youdon\u2019tlikehim?[slight pause.]catherine [turnstoher]:youlikehim,katie? eddie [withablushbutholdingherground]:yeah.ilikehim. catherine [hissmilegoes]:youlikehim. eddie [lookingdown]:yeah.[nowshelooksathimfortheconsequences, smilingbuttense. helooksatherlikealostboy.]what\u2019reyougotagainsthim?idon\u2019tunderstand. he onlyblessesyou.catherine [turnsaway]:hedon\u2019tblessme,katie. eddie hedoes!you\u2019relikeafathertohim! catherine: [turnstoher]:katie. eddie what,eddie? catherine: yougonnamarryhim? eddie: idon\u2019tknow.wejustbeen...goin\u2019around,that\u2019sall.[turnstohim.]what\u2019reyougot againsthim,eddie?please,tellme.what?catherine: hedon\u2019trespectyou. eddie: why? catherine: katie...ifyouwasn\u2019tanorphan,wouldn\u2019theaskyourfather\u2019spermission beforehe runaroundwithyoulikethis?eddie: oh,well,hedidn\u2019tthinkyou\u2019dmind. catherine: heknowsimind,butitdon\u2019tbotherhimifimind,don\u2019tyouseethat? eddie: no,eddie,he\u2019sgotallkindsofrespectforme.andyoutoo!wewalkacrossthestreet hetakesmyarm\u2013healmostbowstome!yougothimallwrong,eddie;imeanit, you\u2013catherine: katie,he\u2019sonlybowin\u2019tohispassport. eddie: hispassport! catherine: 06_0486_31_2017_1.2 \u00a9ucles20174",
+            "5": "5550454035that\u2019sright.hemarriesyouhe\u2019sgottherighttobeanamerican citizen.that\u2019swhat\u2019s goin\u2019onhere.[sheispuzzledandsurprised.]youunderstand whati\u2019mtellin\u2019you? theguyislookin\u2019forhisbreak,that\u2019sallhe\u2019slookin\u2019for.eddie: [pained]:oh,no,eddie,idon\u2019tthinkso. catherine youdon\u2019tthinkso!katie,you\u2019regonnamakemecryhere.isthataworkin\u2019man? whatdoeshedowithhisfirstmoney?asnappynewjackethebuys,records,apointyeddie: pairnewshoesandhisbrother\u2019skidsarestarvin\u2019overtherewithtuberculosis? that\u2019s ahit-and-run guy,baby;he\u2019sgotbrightlightsinhishead,broadway.themguysdon\u2019t thinkofnobodybuttheirself!youmarryhimandthenexttimeyouseehimit\u2019llbefor divorce! [stepstowardhim]:eddie,heneversaidawordabouthispapersor\u2013 catherine youmeanhe\u2019ssupposed totellyouthat? eddie: idon\u2019tthinkhe\u2019seventhinkingaboutit. catherine: what\u2019sbetterforhimtothinkabout!hecouldbepickedupanydayhereandhe\u2019s backpushin\u2019taxisupthehill!eddie: no,idon\u2019tbelieveit. catherine: katie,don\u2019tbreakmyheart,listentome. eddie: idon\u2019twanttohearit. catherine: katie,listen... eddie: helovesme! catherine: [withdeepalarm]:don\u2019tsaythat,forgod\u2019ssake!thisistheoldestracketinthe country\u2013eddie [desperately ,asthoughhehadmadehisimprint]:idon\u2019tbelieveit![sherushesto thehouse.]catherine [followingher]:theybeenpullin\u2019thissincetheimmigration lawwasputin!theygrab agreenkidthatdon\u2019tknownothin\u2019andthey\u2013eddie [sobbing]:idon\u2019tbelieveitandiwishtohellyou\u2019dstopit! catherine katie! eddie: [fromact1] howdoesmillermakethissuchastrikingmomentintheplay? or\u20204 whatdoesmiller\u2019sportrayalofhimmakeyoufeelaboutrodolpho? [turnover06_0486_31_2017_1.2 \u00a9ucles20175",
+            "6": "30252015105jbpriestley:aninspector calls remember tosupportyourideaswithdetailsfromthewriting. either*5 readthispassagecarefully,andthenanswerthequestionthatfollowsit: don\u2019ti?well,you\u2019requitewrongthere.i\u2019velearntplentytonight.andyoudon\u2019twant metotellyouwhati\u2019velearnt,ihope.whenilookbackontonight\u2013whenithinkof whatiwasfeelingwhenthefiveofussatdowntodinneratthattable\u2014birling: [cuttingin]:yes,anddoyouremember whatyousaidtogeraldandmeafterdinner, whenyouwerefeelingsopleasedwithyourself?youtoldusthatamanhastomakeeric hisownway,lookafterhimselfandmindhisownbusiness, andthatweweren\u2019tto takeanynoticeofthesecrankswhotellusthateverybody hastolookaftereverybody else,asifwewereallmixeduptogether.doyouremember? yes\u2013andthenone ofthosecrankswalkedin\u2013theinspector.[laughsbitterly.]ididn\u2019tnoticeyoutold himthatit\u2019severymanforhimself. [sharplyattentive]:isthatwhentheinspector came,justafterfatherhadsaidthat? sheila yes.whatofit? eric: nowwhat\u2019sthematter,sheila? mrsbirling: [slowly]:it\u2019squeer\u2013veryqueer\u2013[shelooksatthemreflectively .] sheila [withsomeexcitement]: iknowwhatyou\u2019regoingtosay.becausei\u2019vebeen wondering myself.mrsbirling itdoesn\u2019tmuchmatternow,ofcourse\u2013butwashereallyapoliceinspector? sheila: well,ifhewasn\u2019t,itmattersadevilofalot.makesallthedifference. birling: no,itdoesn\u2019t. sheila: don\u2019ttalkrubbish.ofcourseitdoes. birling: well,itdoesn\u2019ttome.anditoughtn\u2019ttoyou,either. sheila: don\u2019tbechildish,sheila. mrsbirling: [flaringup]:i\u2019mnotbeing.ifyouwanttoknow,it\u2019syoutwowhoarebeingchildish\u2013 tryingnottofacethefacts.sheila iwon\u2019thavethatsortoftalk.anymoreofthatandyouleavethisroom. birling: that\u2019llbeterribleforher,won\u2019tit? eric: i\u2019mgoinganyhowinaminuteortwo.butdon\u2019tyousee,ifallthat\u2019scomeouttonight istrue,thenitdoesn\u2019tmuchmatterwhoitwaswhomadeusconfess.anditwassheila: true,wasn\u2019tit?youturnedthegirloutofonejob,andihadherturnedoutofanother. geraldkepther\u2013atatimewhenhewassupposed tobetoobusytoseeme.eric \u2013well,weknowwhatericdid.andmotherhardened herheartandgaveherthefinal pushthatfinishedher.that\u2019swhat\u2019simportant \u2013andnotwhetheramanisapolice inspectorornot. hewasourpoliceinspectorallright. eric: 06_0486_31_2017_1.2 \u00a9ucles20176",
+            "7": "454035 that\u2019swhatimean,eric.butifit\u2019sanycomforttoyou\u2013anditisn\u2019ttome\u2013ihave anidea\u2013andihaditallalongvaguely\u2013thattherewassomething curiousabout him.heneverseemedlikeanordinarypoliceinspector\u2013sheila: [ratherexcited]:you\u2019reright.ifeltittoo.[tomrsbirling] didn\u2019tyou? birling well,imustsayhismannerwasquiteextraordinary; so\u2013sorude\u2013andassertive \u2013mrsbirling: thenlookatthewayhetalkedtome.tellingmetoshutup\u2013andsoon.hemust haveknowniwasanex-lordmayorandamagistrate andsoforth.besides\u2013thebirling: wayhetalked\u2013youremember .imean,theydon\u2019ttalklikethat.i\u2019vehaddealings withdozensofthem. allright.butitdoesn\u2019tmakeanyrealdifference,y\u2019know. sheila: ofcourseitdoes. mrsbirling: no,sheila\u2019sright.itdoesn\u2019t. eric: [fromact3] explorethewaysinwhichpriestleyvividlyrevealsthegrowingtensionsbetweenthegenerations atthis momentintheplay. or\u20206 howdoespriestleymakeyoufeelaboutthewaythemenintheplaytreatevasmith? [turnover06_0486_31_2017_1.2 \u00a9ucles20177",
+            "8": "3530252015105william shakespeare: henryv remember tosupportyourideaswithdetailsfromthewriting. either*7 readthispassagecarefully,andthenanswerthequestionthatfollowsit: opardonnez-moi! frenchsoldier: say\u2019stthoumeso?isthatatonofmoys? comehither,boy;askmethisslaveinfrench whatishisname.pistol: ecoutez:comment \u00eates-vous appel\u00e9? boy: monsieur lefer. frenchsoldier: hesayshisnameismasterfer. boy: masterfer!i\u2019llferhim,andfirkhim,and ferrethim\u2013discussthesameinfrenchuntohim.pistol: idonotknow,thefrenchforfer,andferret,andfirk. boy: bidhimprepare;foriwillcuthisthroat. pistol: quedit-il,monsieur? frenchsoldier: ilmecommande \u00e0vousdirequevousfaitesvouspr\u00eat;carcesoldaticiest dispos\u00e9tout\u00e0cetteheuredecoupervotregorge.boy: owy,cuppelegorge,permafoy! peasant,unlessthougivemecrowns,bravecrowns; ormangledshaltthoubebythismysword.pistol: o,jevoussupplie,pourl\u2019amourdedieu,mepardonner! jesuisgentilhomme debonnemaison.gardezmavie,etjevousdonneraideuxcents\u00e9cus.frenchsoldier: whatarehiswords? pistol: hepraysyoutosavehislife;heisagentleman ofagoodhouse,andforhis ransomhewillgiveyoutwohundredcrowns.boy: tellhimmyfuryshallabate,andi thecrownswilltake.pistol: petitmonsieur,quedit-il? frenchsoldier: encorequ\u2019ilestcontresonjurementdepardonner aucunprisonnier,n\u00e9anmoins, pourles\u00e9cusquevousl\u2019avezpromis,ilestcontent\u00e0vousdonnerlalibert\u00e9,le franchisement.boy: surmesgenouxjevousdonnemilleremerc\u00eemens; etjem\u2019estimeheureuxque jesuistomb\u00e9entrelesmainsd\u2019unchevalier,jepense,leplusbrave,vaillant,et tr\u00e8sdistingu\u00e9seigneurd\u2019angleterre.frenchsoldier: expounduntome,boy. pistol: hegivesyou,uponhisknees,athousandthanks;andheesteemshimselfhappy thathehathfall\u2019nintothehandsofone\u2013ashethinks\u2013themostbrave,valorous, andthrice-worthy signieurofengland.boy: 06_0486_31_2017_1.2 \u00a9ucles20178",
+            "9": "4540asisuckblood,iwillsomemercyshow. followme.pistol: [exit.] suivez-vous legrandcapitaine. [exitfrench soldier] ididneverknowso fullavoiceissuefromsoemptyaheart;butthesayingistrue\u2013theemptyvesselboy: makesthegreatestsound.bardolphandnymhadtentimesmorevalourthan thisroaringdevili\u2019th\u2019oldplay,thateveryonemayparehisnailswithawooden dagger;andtheyarebothhang\u2019d;andsowouldthisbe,ifhedurststealanything adventurously .imuststaywiththelackeys,withtheluggageofour camp.thefrenchmighthaveagoodpreyofus,ifheknewofit;forthereis nonetoguarditbutboys. [exit.] [fromact4,scene4] inwhatwaysdoesshakespeare makethismomentintheplaybothamusingandserious? or\u20208 whatdoesshakespeare\u2019 sportrayalofcaptainfluellencontribute tothedramaticimpactoftheplay? [turnover06_0486_31_2017_1.2 \u00a9ucles20179",
+            "10": "403530252015105william shakespeare: themerchant ofvenice remember tosupportyourideaswithdetailsfromthewriting. either*9 readthispassagecarefully,andthenanswerthequestionthatfollowsit: lookonbeauty andyoushallsee\u2019tispurchas\u2019d bytheweight, whichthereinworksamiracleinnature, makingthemlightestthatwearmostofit; soarethosecrispedsnakygoldenlocks whichmakessuchwantongambolswiththewind uponsupposed fairnessoftenknown tobethedowryofasecondhead\u2013 theskullthatbredtheminthesepulchre. thusornament isbuttheguiledshore toamostdangerous sea;thebeauteous scarf veilinganindianbeauty;inaword, theseemingtruthwhichcunningtimesputon toentrapthewisest.therefore, thougaudygold, hardfoodformidas,iwillnoneofthee; nornoneofthee,thoupaleandcommondrudge \u2019tweenmanandman;butthou,thoumeagrelead, whichratherthreaten\u2019stthandostpromiseaught, thyplainness movesmemorethaneloquence, andherechoosei.joybetheconsequence!bassanio: [aside]:howalltheotherpassionsfleettoair, asdoubtfulthoughts, andrash-embrac\u2019d despair, andshudd\u2019ring fear,andgreen-ey\u2019d jealousy! olove,bemoderate, allaythyecstasy, inmeasurerainthyjoy,scantthisexcess! ifeeltoomuchthyblessing.makeitless, forfearisurfeit.portia [openingtheleadencasket]:whatfindihere? bassanio fairportia\u2019scounterfeit! whatdemi-god hathcomesonearcreation? movetheseeyes? orwhetherridingontheballsofmine, seemtheyinmotion?herearesever\u2019dlips, partedwithsugarbreath;sosweetabar shouldsundersuchsweetfriends.hereinherhairs thepainterplaysthespider,andhathwoven agoldenmesht\u2019entraptheheartsofmen fasterthangnatsincobwebs. buthereyes\u2013 howcouldheseetodothem?havingmadeone, methinksitshouldhavepowertostealbothhis, andleaveitselfunfurnish\u2019d. yetlookhowfar thesubstance ofmypraisedothwrongthisshadow inunderprizing it,sofarthisshadow dothlimpbehindthesubstance. here\u2019sthescroll, thecontinentandsummary ofmyfortune.06_0486_31_2017_1.2 \u00a9ucles201710",
+            "11": "45 \u2018youthatchoosenotbytheview, chanceasfairandchooseastrue!\u2019 [fromact3,scene2] inwhatwaysdoesshakespeare makethissuchapowerfulmomentintheplay? or\u202010 howdoesshakespeare maketherelationship betweenshylockandantoniosodisturbing? 06_0486_31_2017_1.2 \u00a9ucles201711",
+            "12": "blankpage permission toreproduce itemswherethird-party ownedmaterialprotected bycopyrightisincludedhasbeensoughtandclearedwherepossible.everyreasonable efforthasbeenmadebythepublisher(ucles)totracecopyrightholders,butifanyitemsrequiringclearance haveunwittingly beenincluded,thepublisherwill bepleasedtomakeamendsattheearliestpossibleopportunity . toavoidtheissueofdisclosure ofanswer-related information tocandidates, allcopyrightacknowledgements arereproduced onlineinthecambridgeinternational examinations copyright acknowledgements booklet.thisisproduced foreachseriesofexaminations andisfreelyavailabletodownload atwww.cie.org.ukafter theliveexamination series. cambridge international examinations ispartofthecambridge assessment group.cambridge assessment isthebrandnameofuniversity ofcambridge local examinations syndicate (ucles), whichisitselfadepartment oftheuniversity ofcambridge. 06_0486_31_2017_1.2 \u00a9ucles201712"
+        },
+        "0486_s17_qp_32.pdf": {
+            "1": "cambridge international examinations cambridge international general certificate of secondary education 0486/32 literature (english) may/june 2017 paper 3 drama (open text) 45 minutes texts studied should be taken into the examination. read these instructions first an answer booklet is provided inside this question paper. you should follow the instructions on the front cover of the answer booklet. if you need additional answer paper ask the invigilator for a continuation booklet. answer one question. all questions in this paper carry equal marks. this document consists of 11printed pages and 1blank page. [turn over 06_0486_32_2017_1.6 \u00a9 ucles 2017 *8016765666*",
+            "2": "3530252015105j lawrence & r e lee: inherit the wind remember to support your ideas with details from the writing. either 1read this passage carefully, and then answer the question that follows it: the courtroom, two days later. again, out of the darkness, the lights bump up to a golden portrait, frozen in time: bright midday, the trial is in full swing. the action starts, the fans pump. the judge is on the bench; the jury, lawyers, officials, and spectators crowd the courtroom. three witnesses are seated in the front row among the spectators: the scientists aaronson, keller , and page .aaronson is einstein-like. page holds a specimen box in his lap (later we will see that it contains a rock which splits to reveala fossil). the schoolboy howard is on the witness stand. he is wretched in a starched collar and sunday suit. the weather is as relentlessly hot as before. brady is examining the boy, who is a witness for the prosecution. go on, howard. tell them what else mr. cates told you in the classroom. brady: well, he said at first the earth was too hot for any life. then it cooled off a mite, and cells and things begun to live.howard : cells? brady : little bugs, like, in the water. after that, the little bugs got to be bigger bugs, and sprouted legs and crawled up on the land.howard : how long did this take, according to mr. cates? brady: couple million years. maybe longer. then comes the fishes and the reptiles and the mammals. man\u2019s a mammal.howard : along with the dogs and the cattle in the field: did he say that? brady : yes sir. [drummond is about to protest against prompting the witness, then he decides it isn\u2019t worth the trouble. ]howard : now, howard, how did man come out of this slimy mess of bugs and serpents, according to your \u2013 \u201cprofessor\u201d?brady : man was sort of evoluted. from the \u201cold world monkeys.\u201d [brady slaps his thigh. ] howard : [crossing to jury ]: did you hear that, my friends? \u201cold world monkeys\u201d! according to mr. cates, you and i aren\u2019t even descended from good american monkeys! [ therebrady is laughter from spectators. brady turns back to howard .] howard, listen carefully. in all this talk of bugs and \u201cevil-ution,\u201d of slime and ooze, did mr. cates ever makeany reference to god? not as i remember. howard : or the miracle he achieved in seven days as described in the beautiful book of genesis?brady : no, sir. [brady stretches out his arms in an all-embracing gesture. ] howard : ladies and gentlemen \u2014 brady : 06_0486_32_2017_1.6 \u00a9 ucles 20172",
+            "3": "55504540objection! [ rising. ] i ask that the court remind the learned counsel that this is not a chautauqua tent. he is supposed to be submitting evidence to a jury. there are no ladies on the jury. [ he sits. there is a low mutter from the spectators. ]drummond : your honor, i have no intention of making a speech. there is no need. i am sure that everyone on the jury, everyone within the sound of this boy\u2019s voice, is movedbrady : by his tragic confusion. he has been taught that he wriggled up like an animal from the filth and the muck below! [ continuing fervently, the spirit is upon him. ] i say that the bible-haters, these \u201cevil-utionists,\u201d are brewers of poison! and the legislature ofthis sovereign state has had the wisdom to demand that the peddlers of poison \u2013 in bottles \u2013 [ turns and points to cates.] or in books \u2013 clearly label the products they attempt to sell! [ there is an applause from the spectators. howard gulps. brady points at the boy. ] i tell you, if this law is not upheld, this boy will become one of a generation, shorn of its faith by the teaching of godless science! but if thefull penalty of the law is meted out to bertram cates, the faithful the whole worldover, who are watching us here, and listening to our every word, will call this courtroom blessed! [ applause from the spectators. even one of the jury members is moved to applaud, but is stopped by his neighbors. dramatically, brady moves to his chair. condescendingly, he waves to drummond .] your witness, sir. [brady sits. drummond rises, slouches toward the witness stand. ] [from act 2 ] how do the writers make you feel about brady\u2019s behaviour in the courtroom at this moment in the play? or 2 in what ways do the writers make hornbeck\u2019s role in the play so striking? [turn over 06_0486_32_2017_1.6 \u00a9 ucles 20173",
+            "4": "3530252015105arthur miller: a view from the bridge remember to support your ideas with details from the writing. either 3read this passage carefully, and then answer the question that follows it: eddie, i want you to listen to me. [ pause. ] you know, sometimes god mixes up the people. we all love somebody, the wife, the kids \u2013 every man\u2019s got somebody that healfieri : loves, heh? but sometimes . . . there\u2019s too much. you know? there\u2019s too much, and it goes where it mustn\u2019t. a man works hard, he brings up a child, sometimes it\u2019s a niece,sometimes even a daughter, and he never realizes it, but through the years \u2013 there istoo much love for the daughter, there is too much love for the niece. do you understandwhat i\u2019m saying to you? [sardonically ]: what do you mean, i shouldn\u2019t look out for her good? eddie yes, but these things have to end, eddie, that\u2019s all. the child has to grow up and go away, and the man has to learn to forget. because after all, eddie \u2013 what other way canalfieri : it end? [ pause. ] let her go. that\u2019s my advice. you did your job, now it\u2019s her life; wish her luck, and let her go. [ pause ]. will you do that? because there\u2019s no law, eddie; make up your mind to it; the law is not interested in this. you mean to tell me, even if he\u2019s a punk? if he\u2019s \u2013 eddie : there\u2019s nothing you can do. [eddie stands. ] alfieri : well, all right, thanks. thanks very much. eddie : what are you going to do? alfieri : [with a helpless but ironic gesture ]: what can i do? i\u2019m a patsy, what can a patsy do? i worked like a dog twenty years so a punk could have her, so that\u2019s what i done. i mean,eddie in the worst times, in the worst, when there wasn\u2019t a ship comin\u2019 in the harbor, i didn\u2019t stand around lookin\u2019 for relief \u2013 i hustled. when there was empty piers in brooklyn i wentto hoboken, staten island, the west side, jersey, all over \u2013 because i made a promise.i took out of my own mouth to give to her. i took out of my wife\u2019s mouth. i walked hungry plenty days in this city! [ it begins to break through. ] and now i gotta sit in my own house and look at a son-of-a-bitch punk like that \u2013 which he came out of nowhere! i give himmy house to sleep! i take the blankets off my bed for him, and he takes and puts his dirtyfilthy hands on her like a goddam thief! [rising ]: but, eddie, she\u2019s a woman now. alfieri he\u2019s stealing from me! eddie : she wants to get married, eddie. she can\u2019t marry you, can she? alfieri : [furiously ]: what\u2019re you talkin\u2019 about, marry me! i don\u2019t know what the heli you\u2019re talkin\u2019 about! [ pause. ]eddie i gave you my advice, eddie. that\u2019s it. [eddie gathers himself. a pause. ] alfieri: well, thanks. thanks very much. it just \u2013 it\u2019s breakin\u2019 my heart, y\u2019know. i \u2013 eddie: i understand. put it out of your mind. can you do that? alfieri: i\u2019m \u2013 [ he feels the threat of sobs, and with a helpless wave. ] i\u2019ll see you around. [ he goes out up the right ramp. ]eddie: 06_0486_32_2017_1.6 \u00a9 ucles 20174",
+            "5": "4540[sits on desk ]: there are times when you want to spread an alarm, but nothing has happened. i knew, i knew then and there \u2013 i could have finished the whole story thatalfieri afternoon. it wasn\u2019t as though there was a mystery to unravel. i could see every step coming, step after step, like a dark figure walking down a hall toward a certain door. iknew where he was heading for, i knew where he was going to end. and i sat here manyafternoons asking myself why, being an intelligent man, i was so powerless to stop it. ieven went to a certain old lady in the neighborhood, a very wise old woman, and i toldher, and she only nodded, and said, \u2018pray for him...\u2019 and so i \u2013 waited here. [from act 1 ] in what ways does miller make this such an emotionally intense moment in the play? or 4 how does miller powerfully convey to you the rules eddie\u2019s community lives by? [turn over 06_0486_32_2017_1.6 \u00a9 ucles 20175",
+            "6": "3530252015105j b priestley: an inspector calls remember to support your ideas with details from the writing. either 5read this passage carefully, and then answer the question that follows it: giving us the port, edna? that\u2019s right. [ he pushes it towards eric.] you ought to like this port, gerald. as a matter of fact, finchley told me it\u2019s exactly the same portyour father gets from him.birling: then it\u2019ll be all right. the governor prides himself on being a good judge of port. i don\u2019t pretend to know much about it.gerald : [gaily, possessively ]: i should jolly well think not, gerald, i\u2019d hate you to know all about port \u2013 like one of these purple-faced old men.sheila here, i\u2019m not a purple-faced old man. birling : no, not yet. but then you don\u2019t know all about port \u2013 do you? sheila : [noticing that his wife has not taken any ]: now then, sybil, you must take a little tonight. special occasion, y\u2019know, eh?birling yes, go on, mummy. you must drink our health. sheila : [smiling ]: very well, then. just a little, thank you. [ toedna, who is about to go, with tray.] all right, edna. i\u2019ll ring from the drawing room when we want coffee. probably in about half an hour.mrs birling [going ]: yes, ma\u2019am. edna [edna goes out. they now have all the glasses filled. birling beams at them and clearly relaxes .] well, well \u2013 this is very nice. very nice. good dinner too, sybil. tell cook from me. birling : [politely ]: absolutely first-class. gerald [reproachfully ]: arthur, you\u2019re not supposed to say such things \u2014 mrs birling oh \u2013 come, come \u2013 i\u2019m treating gerald like one of the family. and i\u2019m sure he won\u2019t object.birling : [with mocking aggressiveness ]: go on, gerald \u2013 just you object! sheila [smiling ]: wouldn\u2019t dream of it. in fact, i insist upon being one of the family now. i\u2019ve been trying long enough, haven\u2019t i? [ as she does not reply, with more insistence ] haven\u2019t i? you know i have.gerald [smiling ]: of course she does. mrs birling [half serious, half playful ]: yes \u2013 except for all last summer, when you never came near me, and i wondered what had happened to you.sheila and i\u2019ve told you \u2013 i was awfully busy at the works all that time. gerald : [same tone as before ]: yes, that\u2019s what yousay. sheila now, sheila, don\u2019t tease him. when you\u2019re married you\u2019ll realize that men with important work to do sometimes have to spend nearly all their time and energy ontheir business. you\u2019ll have to get used to that, just as i had.mrs birling: i don\u2019t believe i will. [ half playful, half serious, to gerald.] so you be careful. sheila: 06_0486_32_2017_1.6 \u00a9 ucles 20176",
+            "7": "55504540oh \u2013 i will, i will. gerald: [eric suddenly guffaws. his parents look at him. ] [severely ]: now \u2013 what\u2019s the joke? sheila i don\u2019t know \u2013 really. suddenly i felt i just had to laugh. eric: you\u2019re squiffy. sheila: i\u2019m not. eric: what an expression, sheila! really the things you girls pick up these days! mrs birling: if you think that\u2019s the best she can do \u2014 eric: don\u2019t be an ass, eric. sheila: now stop it, you two. arthur, what about this famous toast of yours? mrs birling: yes, of course. [ clears his throat. ] well, gerald, i know you agreed that we should only have this quiet little family party. it\u2019s a pity sir george and \u2013 er \u2013 lady croftbirling: can\u2019t be with us, but they\u2019re abroad and so it can\u2019t be helped. as i told you, they sent me a very nice cable \u2013 couldn\u2019t be nicer. i\u2019m not sorry that we\u2019re celebratingquietly like this \u2014 much nicer really. mrs birling: i agree. gerald: so do i, but it makes speech-making more difficult \u2013 birling: [not too rudely ]: well, don\u2019t do any. we\u2019ll drink their health and have done with it. eric [from act 1 ] how does priestley make this such a striking introduction to the birling family and gerald croft? or 6 in what ways does priestley make the relationship between eric birling and eva smith such a powerfully dramatic part of the play? [turn over 06_0486_32_2017_1.6 \u00a9 ucles 20177",
+            "8": "403530252015105william shakespeare: henry v remember to support your ideas with details from the writing. either 7read this passage carefully, and then answer the question that follows it: here comes his majesty. gower: alarum. enter the king, warwick ,gloucester ,exeter , and others, with prisoners. flourish . i was not angry since i came to france until this instant. take a trumpet, herald;ride thou into the horsemen on yond hill;if they will fight with us, bid them come down,or void the field; they do offend our sight:if they\u2019ll do neither, we will come to them,and make them skirr away, as swift as stonesenforced from the old assyrian slings;besides, we\u2019ll cut the throats of those we have,and not a man of them that we shall takeshall taste our mercy. go and tell them so.king: enter montjoy . here comes the herald of the french, my liege. exeter: his eyes are humbler than they us\u2019d to be. gloucester: how now! what means this, herald? know\u2019st thou not that i have fin\u2019d these bones of mine for ransom?com\u2019st thou again for ransom?king: no, great king: i come to thee for charitable licence,that we may wander o\u2019er this bloody fieldto book our dead, and then to bury them;to sort our nobles from our common men;for many of our princes \u2014 woe the while! \u2014lie drown\u2019d and soak\u2019d in mercenary blood;so do our vulgar drench their peasant limbsin blood of princes; and their wounded steedsfret fetlock deep in gore and with wild rageyerk out their armed heels at their dead masters,killing them twice. o, give us leave, great king,to view the field in safety, and disposeof their dead bodies!montjoy: i tell thee truly, herald, i know not if the day be ours or no;for yet a many of your horsemen peerand gallop o\u2019er the field.king : the day is yours. montjoy: praised be god, and not our strength, for it! what is this castle call\u2019d that stands hard by?king: 06_0486_32_2017_1.6 \u00a9 ucles 20178",
+            "9": "45they call it agincourt. montjoy: then call we this the field of agincourt, fought on the day of crispin crispianus.king: your grandfather of famous memory, an\u2019t please your majesty, and your great-uncle edward the plack prince of wales, as i have read in the chronicles, fought a mostprave pattle here in france.fluellen: they did, fluellen. king: [from act 4 scene 7 ] how does shakespeare make this such a powerful moment in the play? or 8 to what extent does shakespeare portray king henry\u2019s army as a \u2018band of brothers\u2019 in the play? [turn over 06_0486_32_2017_1.6 \u00a9 ucles 20179",
+            "10": "30252015105william shakespeare: the merchant of venice remember to support your ideas with details from the writing. either 9read this passage carefully, and then answer the question that follows it: enter shylock how now, shylock! what news among the merchants? solanio: you knew, none so well, none so well as you, of my daughter\u2019s flight. shylock: that\u2019s certain; i, for my part, knew the tailor that made the wings she flew withal. salerio: and shylock, for his own part, knew the bird was flidge; and then it is the complexion of them all to leave the dam.solanio: she is damn\u2019d for it. shylock: that\u2019s certain, if the devil may be her judge. solanio: my own flesh and blood to rebel! shylock: out upon it, old carrion! rebels it at these years? solanio: i say, my daughter is my flesh and blood. shylock: there is more difference between thy flesh and hers than between jet and ivory; more between your bloods than there is between red wine and rhenish. but tell us, do youhear whether antonio have had any loss at sea or no?salerio: there i have another bad match: a bankrupt, a prodigal, who dare scarce show his head on the rialto; a beggar, that was used to come so smug upon the mart. let himshylock: look to his bond. he was wont to call me usurer; let him look to his bond. he was wont to lend money for a christian courtesy; let him look to his bond. why, i am sure, if he forfeit, thou wilt not take his flesh. what\u2019s that good for? salerio: to bait fish withal. if it will feed nothing else, it will feed my revenge. he hath disgraced me, and hind\u2019red me half a million; laugh\u2019d at my losses, mock\u2019d at my gains, scornedshylock: my nation, thwarted my bargains, cooled my friends, heated mine enemies. and what\u2019s his reason? i am a jew. hath not a jew eyes? hath not a jew hands, organs,dimensions, senses, affections, passions, fed with the same food, hurt with the sameweapons, subject to the same diseases, healed by the same means, warmed andcooled by the same winter and summer, as a christian is? if you prick us, do we notbleed? if you tickle us, do we not laugh? if you poison us, do we not die? and if youwrong us, shall we not revenge? if we are like you in the rest, we will resemble you inthat. if a jew wrong a christian, what is his humility? revenge. if a christian wrong ajew, what should his sufferance be by christian example? why, revenge. the villainyyou teach me, i will execute; and it shall go hard but i will better the instruction. [from act 3 scene 1 ] how does shakespeare vividly convey shylock\u2019s thoughts and feelings at this moment in the play? 06_0486_32_2017_1.6 \u00a9 ucles 201710",
+            "11": "or 10 what does shakespeare\u2019s portrayal of launcelot gobbo contribute to your enjoyment of the play? 06_0486_32_2017_1.6 \u00a9 ucles 201711",
+            "12": "blank page permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. every reasonable effort has been made by the publisher (ucles) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the pub lisher 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 cambridg e international examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download at www.cie.o rg.uk after the live examination series. cambridge international examinations is part of the cambridge assessment group. cambridge assessment is the brand name of university of cambridge l ocal examinations syndicate (ucles), which is itself a department of the university of cambridge. 06_0486_32_2017_1.6 \u00a9 ucles 201712"
+        },
+        "0486_s17_qp_33.pdf": {
+            "1": "cambridge international examinations cambridge international general certificate of secondary education 0486/33 literature (english) may/june 2017 paper 3 drama (open text) 45 minutes texts studied should be taken into the examination. read these instructions first an answer booklet is provided inside this question paper. you should follow the instructions on the front cover of the answer booklet. if you need additional answer paper ask the invigilator for a continuation booklet. answer one question. all questions in this paper carry equal marks. this document consists of 11printed pages and 1blank page. [turn over 06_0486_33_2017_1.8 \u00a9 ucles 2017 *8972010446*",
+            "2": "3530252015105j lawrence & r e lee: inherit the wind remember to support your ideas with details from the writing. either 1read this passage carefully, and then answer the question that follows it: [askance .]: i don\u2019t know if the dignity of the court can be upheld with these galluses i\u2019ve got on.drummond well \u2013 we\u2019ll take that chance, mr. drummond. those who wish to remove their coats may do so .[with relief, all except the judge take off their coats and loosen theirjudge: collar buttons. drummond removes his coat, drapes it over back of his chair \u2013 as does brady .drummond wears wide, lavender suspenders. the spectators react. ] [with affable sarcasm. ]: is the counsel for defense showing us the latest fashion in the great metropolitan city of chicago?brady [pleased. ]: i\u2019m glad you asked me that. i brought these along special. [ he cocks his thumbs in the suspenders. ] it just so happens i bought these galluses at peabody\u2019sdrummond general store in your home town, mr. brady. weeping water, nebraska. [drummond snaps the suspenders jauntily. there is amused reaction at this. brady is nettled: this is his show, and he wants all the laughs. the judge pounds for order. drummond andbrady sit.] let us proceed with the selection of the final juror. [dunlap is a rugged, righteous-looking man. ]judge: state your name and occupation. meeker: jesse h. dunlap. farmer and cabinet-maker. dunlap: do you believe in the bible, mr. dunlap? davenport: [vigorously, almost shouting. ]: i believe in the holy word of god. and i believe in matthew harrison brady! [ there is strong applause, and a few scattered \u201camens\u201d from spectators. ]dunlap [crossing to his table. ]: this man is acceptable to the prosecution. [ he sits. ] davenport very well. mr. drummond? judge : [quietly, without rising. ]: no questions, not acceptable. drummond [annoyed, rising. ]: does mr. drummond refuse this man a place on the jury simply because he believes in the bible?brady if you can find an evolutionist in this town, you can refuse him! drummond: [ turning to judge , angrily. ]: your honor. i object to the defense attorney rejecting a worthy citizen without so much as asking him a question! [ crowd mutters angrily. ]brady [agreeably. ]: all right. i\u2019ll ask him a question. [ saunters over to dunlap with deliberate slowness, stops. ] how are you?drummond [a little surprised. ]: kinda hot. dunlap so am i. excused. [dunlap looks at the judge , confused, as drummond crosses back to his table and sits. ]drummond: 06_0486_33_2017_1.8 \u00a9 ucles 20172",
+            "3": "55504540you are excused from jury duty, mr. dunlap. you may step down. [meeker waves dunlap back and he joins the spectators, a little miffed. ]judge: [rising piously. ]: i object to the note of levity which the counsel for the defense is introducing into these proceedings.brady the bench agrees with you in spirit, colonel brady. judge: [rising angrily. ]: and iobject to all this damned \u201ccolonel\u201d talk. i am not familiar with mr. brady\u2019s military record.drummond well \u2013 he was made an honorary colonel in our state militia. the day he arrived in hillsboro.judge: the use of this title prejudices the case of my client: it calls up a picture of the prosecution, astride a white horse, ablaze in the uniform of a militia colonel, with allthe forces of right and righteousness marshalled behind him.drummond : well, what are we to do? judge: break him. make him a private. [ sits.] i have no serious objection to the honorary title of \u201cprivate brady\u201d. [ there is a buzz of reaction. the judge gestures for the mayor to come over for a hurried, whispered conference. ]drummond: [after some whispering. ]: well, we can\u2019t take it back \u2013 ! [ there is another whispered exchange. then the mayor steps gingerly toward drummond .] by \u2013 by themayor authority of \u2013 well, i\u2019m sure the governor won\u2019t have any objection \u2013 i hereby appoint you, mr. drummond, a temporary honorary colonel in the state militia. [rises, shaking his head, with mock humility. ]: gentlemen, i don\u2019t know what to say. it is not often in a man\u2019s life that he attains the exalted rank of \u201ctemporary honorarycolonel.\u201ddrummond [from act 1 ] explore how the writers make this an entertaining moment in the play. or 2 how do the writers make \u2018the right to think\u2019 so memorable and significant in the play? [turn over06_0486_33_2017_1.8 \u00a9 ucles 20173",
+            "4": "3530252015105arthur miller: a view from the bridge remember to support your ideas with details from the writing. either 3read this passage carefully, and then answer the question that follows it: [tobeatrice]: he\u2019s lucky, believe me. [ slight pause. he looks away, then back to beatrice.] that\u2019s why the water front is no place for him. [ they stop dancing.eddie rodolpho turns off phonograph. ] i mean like me \u2013 i can\u2019t cook, i can\u2019t sing, i can\u2019t make dresses, so i\u2019m on the water front. but if i could cook, if i could sing, if i could make dresses, i wouldn\u2019t be on the water front. [ he has been unconsciously twisting the newspaper into a tight roll. they are all regarding him now; he senses he isexposing the issue and he is driven on. ] i would be someplace else. i would be like in a dress store. [ he has bent the rolled paper and it suddenly tears in two. he suddenly gets up and pulls his pants up over his belly and goes to marco.] what do you say, marco, we go to the bouts next saturday night. you never seen a fight,did you? [uneasily ]: only in the moving pictures. marco [going to rodolpho]: i\u2019ll treat yiz. what do you say, danish? you wanna come along? i\u2019ll buy the tickets.eddie sure. i like to go. rodolpho: [goes to eddie ; nervously happy now ]: i\u2019ll make some coffee, all right? catherine go ahead, make some! make it nice and strong. [ mystified, she smiles and exits to kitchen. he is weirdly elated, rubbing his fists into his palms. he strides to marco .] you wait, marco, you see some real fights here. you ever do any boxing?eddie: no, i never. marco: [torodolpho]: betcha you have done some, heh? eddie no. rodolpho: well, come on, i\u2019ll teach you. eddie: what\u2019s he got to learn that for? beatrice: ya can\u2019t tell, one a these days somebody\u2019s liable to step on his foot or sump\u2019m. come on, rodolpho, i show you a couple a passes. [ he stands below table .]eddie: go ahead, rodolpho. he\u2019s a good boxer, he could teach you. beatrice: [embarrassed ]: well, i don\u2019t know how to \u2013 [ he moves down to eddie.] rodolpho just put your hands up. like this, see? that\u2019s right. that\u2019s very good, keep your left up, because you lead with the left, see, like this. [ he gently moves his left intoeddie: rodolpho\u2019s face. ] see? now what you gotta do is you gotta block me, so when i come in like that you \u2013 [rodolpho parries his left ].hey, that\u2019s very good! [rodolpho laughs. ] all right, now come into me. come on. i don\u2019t want to hit you, eddie. rodolpho: don\u2019t pity me, come on. throw it, i\u2019ll show you how to block it. [rodolpho jabs at him, laughing. the others join. ] \u2019at\u2019s it. come on again. for the jaw right here. [rodolpho jabs with more assurance .] very good!eddie: [tomarco]: he\u2019s very good! beatrice 06_0486_33_2017_1.8 \u00a9 ucles 20174",
+            "5": "4540[eddie crosses directly upstage of rodolpho.] sure, he\u2019s great! come on, kid, put sump\u2019m behind it, you can\u2019t hurt me. [rodolpho , more seriously, jabs at eddie\u2019s jaw and grazes it. ] attaboy.eddie: [catherine comes from the kitchen, watches. ] now i\u2019m gonna hit you, so block me, see? eddie: [with beginning alarm ]: what are they doin\u2019? [ they are lightly boxing now. ] catherine [she senses only the comradeship in it now ]: he\u2019s teachin\u2019 him; he\u2019s very good! beatrice sure, he\u2019s terrific! look at him go! [rodolpho lands a blow .] \u2019at\u2019s it! now, watch out, here i come, danish! [ he feints with his left hand and lands with his right. it mildly staggers rodolpho .marco rises .]eddie: [from act 1 ] what does miller\u2019s writing make you feel about eddie at this moment in the play? or 4 how does miller make two moments in the play particularly moving for you? do not use the passage in question 3 in answering this question. [turn over06_0486_33_2017_1.8 \u00a9 ucles 20175",
+            "6": "3530252015105j b priestley: an inspector calls remember to support your ideas with details from the writing. either 5read this passage carefully, and then answer the question that follows it: exactly as at the end of act two. eric is standing just inside the room and the others are staring at him . you know, don\u2019t you? eric: [as before ]: yes, we know. inspector [eric shuts the door and comes farther in. ] [distressed ]: eric, i can\u2019t believe it. there must be some mistake. you don\u2019t know what we\u2019ve been saying.mrs birling it\u2019s a good job for him he doesn\u2019t, isn\u2019t it? sheila: why? eric: because mother\u2019s been busy blaming everything on the young man who got this girl into trouble, and saying he shouldn\u2019t escape and should be made an exampleof \u2014sheila: that\u2019s enough, sheila. birling: [bitterly ]: you haven\u2019t made it any easier for me, have you, mother? eric but i didn\u2019t know it was you\u2013 i never dreamt. besides, you\u2019re not that type \u2013 you don\u2019t get drunk \u2014mrs birling: of course he does. i told you he did. sheila: you told her. why, you little sneak! eric: no, that\u2019s not fair, eric. i could have told her months ago, but of course i didn\u2019t. i only told her tonight because i knew everything was coming out \u2013 it was simplysheila: bound to come out tonight \u2013 so i thought she might as well know in advance. don\u2019t forget \u2013 i\u2019ve already been through it. sheila, i simply don\u2019t understand your attitude. mrs birling: neither do i. if you\u2019d had any sense of loyalty \u2014 birling: [cutting in, smoothly ]: just a minute, mrs birling. there\u2019ll be plenty of time, when i\u2019ve gone, for you all to adjust your family relationships. but now i must hear whatinspector your son has to tell me. [ sternly, to the three of them ] and i\u2019ll be obliged if you\u2019ll let us get on without any further interruptions. [ turning to eric] now then. [miserably ]: could i have a drink first? eric [explosively ]: no. birling [firmly ]: yes. [ asbirling looks like interrupting explosively ] i know \u2013 he\u2019s your son and this is your house \u2013 but look at him. he needs a drink now just to see himthrough.inspector [toeric]: all right. go on. birling [eric goes for a whisky. his whole manner of handling the decanter and then the drink shows his familiarity with quick heavy drinking. the others watch him narrowly .] 06_0486_33_2017_1.8 \u00a9 ucles 20176",
+            "7": "55504540[bitterly ]: i understand a lot of things now i didn\u2019t understand before. birling don\u2019t start on that. i want to get on. [ toeric.] when did you first meet this girl? inspector: one night last november. eric: where did you meet her? inspector: in the palace bar. i\u2019d been there an hour or so with two or three chaps. i was a bit squiffy.eric: what happened then? inspector: i began talking to her, and stood her a few drinks. i was rather far gone by the time we had to go.eric: was she drunk too? inspector: she told me afterwards that she was a bit, chiefly because she\u2019d not had much to eat that day.eric: why had she gone there \u2014 ? inspector: she wasn\u2019t the usual sort. but \u2013 well, i suppose she didn\u2019t know what to do. there was some woman who wanted her to go there. i never quite understood about that.eric: you went with her to her lodgings that night? inspector: yes, i insisted \u2013 it seems. i\u2019m not very clear about it, but afterwards she told me she didn\u2019t want me to go in but that \u2013 well, i was in that state when a chap easily turnsnasty \u2013 and i threatened to make a row.eric: so she let you in? inspector: yes. and that\u2019s when it happened. and i didn\u2019t even remember \u2013 that\u2019s the hellish thing. oh \u2013 my god! \u2013 how stupid it all is!eric: [with a cry ]: oh \u2013 eric \u2013 how could you? mrs birling [from act 3 ] in what ways does priestley make this such a gripping opening to act three of the play? or 6 to what extent do you think priestley portrays mr arthur birling as the villain of the play? [turn over 06_0486_33_2017_1.8 \u00a9 ucles 20177",
+            "8": "3530252015105william shakespeare: henry v remember to support your ideas with details from the writing. either 7read this passage carefully, and then answer the question that follows it: my most redoubted father, it is most meet we arm us \u2019gainst the foe;for peace itself should not so dull a kingdom,though war nor no known quarrel were in question,but that defences, musters, preparations,should be maintain\u2019d, assembled and collected,as were a war in expectation.therefore, i say, \u2019tis meet we all go forthto view the sick and feeble parts of france;and let us do it with no show of fear \u2013no, with no more than if we heard that englandwere busied with a whitsun morris-dance;for, my good liege, she is so idly king\u2019d,her sceptre so fantastically borneby a vain, giddy, shallow, humorous youth,that fear attends her not.dauphin: o peace, prince dauphin! you are too much mistaken in this king.question your grace the late ambassadorswith what great state he heard their embassy,how well supplied with noble counsellors,how modest in exception, and withalhow terrible in constant resolution,and you shall find his vanities forespentwere but the outside of the roman brutus,covering discretion with a coat of folly;as gardeners do with ordure hide those rootsthat shall first spring and be most delicate.constable: well, \u2019tis not so, my lord high constable; but though we think it so, it is no matter.in cases of defence \u2019tis best to weighthe enemy more mighty than he seems;so the proportions of defence are fill\u2019d;which of a weak or niggardly projectiondoth like a miser spoil his coat with scantinga little cloth.dauphin: 06_0486_33_2017_1.8 \u00a9 ucles 20178",
+            "9": "504540think we king harry strong; and, princes, look you strongly arm to meet him.the kindred of him hath been flesh\u2019d upon us;and he is bred out of that bloody strainthat haunted us in our familiar paths.witness our too much memorable shamewhen cressy battle fatally was struck,and all our princes captiv\u2019d by the handof that black name, edward, black prince of wales;whiles that his mountain sire \u2013 on mountain standing,up in the air, crown\u2019d with the golden sun \u2013saw his heroical seed, and smiled to see him,mangle the work of nature and defacethe patterns that by god and by french fathershad twenty years been made. this is a stemof that victorious stock; and let us fearthe native mightiness and fate of him.king of france: [from act 2, scene 4 ] how does shakespeare make this such a striking and significant moment in the play? or 8 how far does shakespeare make you admire king henry? [turn over 06_0486_33_2017_1.8 \u00a9 ucles 20179",
+            "10": "3530252015105william shakespeare: the merchant of venice remember to support your ideas with details from the writing. either 9read this passage carefully, and then answer the question that follows it: most worthy gentleman, i and my friend have by your wisdom been this day acquittedof grievous penalties; in lieu whereof,three thousand ducats, due unto the jew,we freely cope your courteous pains withal.bassanio: and stand indebted, over and above, in love and service to you evermore.antonio: he is well paid that is well satisfied, and i, delivering you, am satisfied,and therein do account myself well paid.my mind was never yet more mercenary.i pray you, know me when we meet again;i wish you well, and so i take my leave.portia: dear sir, of force i must attempt you further; take some remembrance of us, as a tribute,not as a fee. grant me two things, i pray you,not to deny me, and to pardon me.bassanio: you press me far, and therefore i will yield. [toantonio] give me your gloves, i\u2019ll wear them for your sake. [tobassanio] and, for your love, i\u2019ll take this ring from you. do not draw back your hand: i\u2019ll take no more,and you in love shall not deny me this.portia: this ring, good sir \u2013 alas, it is a trifle; i will not shame myself to give you this.bassanio: i will have nothing else but only this; and now, methinks, i have a mind to it.portia: there\u2019s more depends on this than on the value. the dearest ring in venice will i give you,and find it out by proclamation;only for this, i pray you, pardon me.bassanio: i see, sir, you are liberal in offers; you taught me first to beg, and now, methinks,you teach me how a beggar should be answer\u2019d.portia: good sir, this ring was given me by my wife; and, when she put it on, she made me vowthat i should neither sell, nor give, nor lose it.bassanio: 06_0486_33_2017_1.8 \u00a9 ucles 201710",
+            "11": "4540that \u2019scuse serves many men to save their gifts. an if your wife be not a mad woman,and know how well i have deserved this ring,she would not hold out enemy for everfor giving it to me. well, peace be with you!portia: [exeunt portia andnerissa . my lord bassanio, let him have the ring. let his deservings, and my love withal,be valued \u2019gainst your wife\u2019s commandment.antonio: go, gratiano, run and overtake him; give him the ring, and bring him, if thou canst,unto antonio\u2019s house. away, make haste.bassanio: [exitgratiano. [from act 4, scene 1 ] in what ways does shakespeare make this such a memorable moment in the play? or 10 how does shakespeare make characters taking risks such a striking part of the play? 06_0486_33_2017_1.8 \u00a9 ucles 201711",
+            "12": "blank page permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. every reasonable effort has been made by the publisher (ucles) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the pub lisher 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 cambridg e international examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download at www.cie.o rg.uk after the live examination series. cambridge international examinations is part of the cambridge assessment group. cambridge assessment is the brand name of university of cambridge l ocal examinations syndicate (ucles), which is itself a department of the university of cambridge. 06_0486_33_2017_1.8 \u00a9 ucles 201712"
+        },
+        "0486_s17_qp_41.pdf": {
+            "1": "this document consists of 5 printed pages, 3 blank pages and 1 insert. dc (rcl (km)) 133605/4 \u00a9 ucles 2017  [turn overcambridge international examinations cambridge international general certificate of secondary education *2927487284*literature (english)  0486/41 paper 4  unseen  may/june 2017  1 hour 15 minutes no additional materials are required. read these instructions first an answer booklet is provided inside this question paper. you should follow the instructions on the front cover  of the answer booklet. if you need additional answer paper ask the invigilator for a continuation booklet. answer either  question 1 or question 2. you are advised to spend about 20 minutes reading the question paper and planning your answer. both questions in this paper carry equal marks.",
+            "2": "2 0486/41/m/j/17 \u00a9 ucles 2017 answer either question 1 or question 2. either 1 read carefully the poem opposite, about a factory which has been closed for some time. \t how \tdoes\tthe\tpoet\u2019s\twriting\tstrikingly \tportray\tthe\tabandoned \tfactory?  to help you answer this question, you might consider:   \u2022 how he portrays the gates and fence that surround the factory   \u2022 how he describes the inside of the building   \u2022  how he explores the relationship between the factory and the people who once worked  there.",
+            "3": "3 0486/41/m/j/17 \u00a9 ucles 2017 [turn over an abandoned factory, detroit the gates are chained, the barbed-wire fencing stands, an iron authority against the snow, and this grey monument to common sense resists the weather. fears of idle hands, of protest, men in league, and of the slow corrosion of their minds, still charge this fence. beyond, through broken windows one can see where the great presses paused between their strokes and thus remain, in air suspended, caught in the sure margin of eternity. the cast-iron wheels have stopped; one counts the spokes which movement blurred, the struts inertia fought, and estimates the loss of human power, experienced and slow, the loss of years, the gradual decay of dignity. men lived within these foundries, hour by hour; nothing they forged outlived the rusted gears which might have served to grind their eulogy.1 1 eulogy\u200a\u200a : a speech of praise, often for someone who has died",
+            "4": "4 0486/41/m/j/17 \u00a9 ucles 2017 or 2 read carefully the extract opposite, from a non-fictional memoir. the writer is buying a bird of  prey, which she intends to train. here she sees the hawk for the first time. \t in\twhat\tways\tdoes\tthe\twriter\tpowerfully \tconvey\tthe\timpact\tthe\thawk\thas\ton\ther?  to help you answer this question, you might consider:   \u2022 how the writer portrays waiting to see the hawk   \u2022 how she describes the hawk and what she imagines it sees   \u2022 how the writer conveys the strength of her feelings about the hawk.",
+            "5": "5 0486/41/m/j/17 \u00a9 ucles 2017 time passed on the scottish quay and brightness moved in from the sea. then  a man was walking towards us, holding two enormous cardboard boxes like a  couple of oversized suitcases. strangely alien suitcases that didn\u2019t seem to obey  the laws of physics, because as he walked they moved unpredictably, in concert  neither with his steps nor with gravity. whatever is in them is moving, i thought with  a little thump of my heart. he set the boxes down, ran his hand through his hair. \u2018i\u2019m  meeting another falconer here in a bit. he\u2019s having the younger bird. yours is the  older. bigger too,\u2019 he said. \u2018so.\u2019 he ran his hand through his hair again, exposing  a long talon scratch across his wrist, angry at its edges and scurfed with dried  blood. \u2018we\u2019ll check the ring numbers against the article 10s,\u2019 he explained, pulling  a sheaf of yellow paper from the rucksack and unfolding two of the official forms  that accompany captive-bred rare birds throughout their lives. \u2018don\u2019t want you going  home with the wrong bird.\u2019 we noted the numbers. we stared down at the boxes, at their parcel-tape  handles, their doors of thin plywood and hinges of carefully tied string. then he  knelt on the concrete, untied a hinge on the smaller box and squinted into its dark  interior. a sudden thump of feathered shoulders and the box shook as if someone  had punched it, hard, from within. \u2018she\u2019s got her hood off,\u2019 he said, and frowned.  that light, leather hood was to keep the hawk from fearful sights. like us. another hinge untied. concentration. infinite caution. daylight irrigating the  box. scratching talons, another thump. and another. thump. the air turned syrupy,  slow, flecked with dust. the last few seconds before a battle. and with the last bow  pulled free, he reached inside, and amidst a whirring, chaotic clatter of wings and  feet and talons and a high-pitched twittering and it\u2019s all happening at once, the man  pulls an enormous, enormous hawk out of the box and in a strange coincidence of  world and deed a great flood of sunlight drenches us and everything is brilliance  and fury. the hawk\u2019s wings, barred and beating, the sharp fingers of her dark-tipped  primaries1 cutting the air, her feathers raised like the scattered quills of a fretful  porpentine2. two enormous eyes. my heart jumps sideways. she is a conjuring  trick. a reptile. a fallen angel. a griffon3 from the pages of an illuminated bestiary4.  something bright and distant, like gold falling through water. a broken marionette5 of  wings, legs and light-splashed feathers. she is wearing jesses6, and the man holds  them. for one awful, long moment she is hanging head-downward, wings open,  like a turkey in a butcher\u2019s shop, only her head is turned right-way-up and she is  seeing more than she has ever seen before in her whole short life. her world was  an aviary7 no larger than a living room. then it was a box. but now it is this; and  she can see everything: the point-source glitter on the waves, a diving cormorant a  hundred yards out; pigment flakes under wax on the lines of parked cars; far hills  and the heather on them and miles and miles of sky where the sun spreads on dust  and water and illegible things moving in it that are white scraps of gulls. everything  startling and new-stamped on her entirely astonished brain. 1 primaries : main flight feathers 2 porpentine : porcupine 3 griffon : mythical creature with the body of a lion and head and wings of an eagle 4 illuminated bestiary : an illustrated book of animals 5 marionette : puppet 6 jesses : straps attached to the hawk\u2019s legs 7 aviary : room or cage where birds are kept",
+            "6": "6 0486/41/m/j/17 \u00a9 ucles 2017 blank page",
+            "7": "7 0486/41/m/j/17 \u00a9 ucles 2017 blank page",
+            "8": "8 0486/41/m/j/17 \u00a9 ucles 2017 blank page permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the  publisher will be pleased to make amends at the earliest possible opportunity. to avoid the issue of disclosure of answer-related information to candidates, all copyright acknowledgements are reproduced online in the cambridge international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download at www.cie.org.uk after  the live examination series. 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."
+        },
+        "0486_s17_qp_42.pdf": {
+            "1": "this document consists of 5 printed pages, 3 blank pages and 1 insert. dc (rcl (jda)) 133604/4 \u00a9 ucles 2017  [turn overcambridge international examinations cambridge international general certificate of secondary education *7799926096*literature (english)  0486/42 paper 4  unseen  may/june 2017  1 hour 15 minutes no additional materials are required. read these instructions first an answer booklet is provided inside this question paper. you should follow the instructions on the front cover  of the answer booklet. if you need additional answer paper ask the invigilator for a continuation booklet. answer either  question 1 or question 2. you are advised to spend about 20 minutes reading the question paper and planning your answer. both questions in this paper carry equal marks.",
+            "2": "2 0486/42/m/j/17 \u00a9 ucles 2017 answer either  question 1 or question 2. either 1 read carefully the following poem. the poet imagines the life of a boy she calls tiresias, after a  mythical figure who was able to see into the future.  how does the poet memorably portray the boy and his life?  to help you answer this question, you might consider:   \u2022 how she describes the boy in the present   \u2022 how she imagines his future   \u2022\t how\tthe\twriting\tinvites\tyou\tto\tfeel\tabout\tthe\tboy\u2019s\tlife. the boy tiresias watch him, kicking a tennis ball, keeping it up, the\tboy\ton\tthe\tstreet\tin\this\tsister\u2019s\told\tjumper. watch him, absorbed in the things that he does. crouched down, observing the worms and the slugs. he\u2019s\tshaping\ttheir\tjourneys placing his leaves in their paths, playing with fate. godcub. sucking on sherbet. riding his bike in the sunlight. filmic.1 perfect. but one day he\u2019ll\tbe\thunch-backed, \triddled\twith\tpain. desperate \tfor\tlove\tbut\ttoo\tweak\tto\tenjoy\tit. mumbling at strangers on trains, how strange that when we have youth we\u2019re so keen to destroy it. we do not choose but follow blindly. we do not own just\tsometimes \tcarry. we do not make. we undertake to be more alive each day we wake. and this is a must. and the days are all dust and the only thing worse than losing the trust of a lover is finding the rust in their kiss.",
+            "3": "3 0486/42/m/j/17 \u00a9 ucles 2017 [turn over he will live longer than all of his passions. but\tfor\tnow,\the\tis\tyoung\tstill,\tand\teverything\u2019s \this. because the boy will grow up makes him no less innocent. watch him, staring\tat\twhat\tdoesn\u2019t\tbore\thim. sun of himself. all things are his moons. he can even now feel his destiny calling. he holds it to his chest, like a dressing to a wound. 1 filmic  : as if in a movie",
+            "4": "4 0486/42/m/j/17 \u00a9 ucles 2017 or 2 read\tcarefully\tthe\tfollowing \textract\tfrom\ta\tnovel.\tkolla,\tthe\tnarrator,\tis\tan\televen-year-old \tboy\t who\thas\trecently\tgone\tto\twork\tas\ta\tservant\tin\tmister\tsalgado\u2019s \thouse.\tjoseph\tis\tan\tadult\tservant\t who has been working there for some time.  how does the writer vividly convey kolla\u2019s thoughts and feelings about joseph?  to help you answer this question, you might consider:   \u2022\t how\tthe\twriter\tdescribes \tjoseph\u2019s \tappearance   \u2022\t how\tkolla\u2019s\tbehaviour \treveals\this\tfeelings\tabout\tjoseph   \u2022 how the writing creates an atmosphere of menace. what i disliked most about joseph was the power he had over me, the power   to make me feel powerless. he was not a big man but he had a long rectangular   head\tshaped\tlike\ta\tdevil-mask. \this\tface\twas\theavy\tand\this\tlower\tjaw\tjutted\tout,\t making his head look detached from his body. a sullen heart compressed the  muscles beneath the skin of his face in a permanent grimace. he had big hands  that would appear out of nowhere. and as i was always trying to avoid him   and never looked up at him, the sight of his hands suddenly on a doorknob  or reaching for a cloth was terrifying. the hands, like the head, always seemed  disembodied. i expected to find them around my throat one day. the nails were   in\tgood\tshape\tthough;\the\ttook\tgood\tcare\tof\this\tnails.\ti\tdon\u2019t\tknow\twhere\the\t  learned to look after them, but maybe he too learned something from our mister  salgado. when the clouds came and i smelled rain loosening in the air, i headed back up  to\tthe\thouse.\ti\tdidn\u2019t\tknow\twhat\telse\tto\tdo:\the\twould\tbe\tthere\tsomewhere, \twaiting,\t gloating. the kitchen was in darkness. the small windows by the sink did not let in  much\tlight,\tand\tbecause \tthe\tplace\twas\tempty\tthe\tother\tdoors\twere\tclosed.\ti\tdidn\u2019t\t want to turn on the lights and attract attention to myself; instead i groped along the  edge\tof\tthe\tside-table \tuntil\ti\tgot\tto\tthe\tcounter\twhere\tlucy- amma1 did her cutting.  underneath i found a small basket of red onions. i quickly bit one open and rubbed  it all over my hands. then i put it inside my shirt for my protection. if he was to come  anywhere near me i would fling it in his face, or smear it all over him. it was not chilli  powder, but it would keep him away. i had to be prepared for anything. i hid in the  back.\tour\tpart\tof\tthe\thouse\u2014the \tkitchen,\tthe\tstoreroom, \tlucy\u2019s\troom,\tjoseph\u2019s \t room,\tthe\tspaces\tbetween \tthe\tservants\u2019 \twarren\tand\tthe\tback\tveranda\u2014was \talways\t full\tof\tjunk:\told\tbattle-worn \tchairs,\tempty\tcargo\tboxes,\ta\tbuckled\tcupboard \tjammed\t against the wall where i hid my few belongings, a blistered chrome refrigerator, bald  brushes\tand\trust-eaten \tdustpans, \ta\tmangled \telectric\tblender,\ta\twireless2 with its  face punched in and a big, blackened iron. all the leftovers of city living washed up  like driftwood. but it was comfortable. the rain fell in small pellets ripping the petals off the flowers in the garden.  i imagined joseph outside, pierced by the drops, drenched to the bone, catching  a chill, pneumonia, something deadly: an illness of the mind. in each needle line  of rain, i saw a message for him from the gods, my gods. i could see them in the  sky crowded on a bamboo raft on a blue lake surrounded by rolling hills, holding  silver\tspears\tand\tpeering\tthrough\tpeep-holes \tin\tthe\tclouds,\tsearching \tfor\tjoseph,\t determined to destroy him. \u2018here,\teat\tthis.\u2019\tjoseph\tthrew\ta\tready-made \tpacket\tof\trice\tand\tcurry\ton\tto\tthe\t chair\tnext\tto\tme.\t\u2018i\twill\tbe\tout\ttonight.\u2019\ti\thad\tnot\theard\thim\tcome\tup\tbehind\tme\t because \tof\tthe\tnoise\tof\tthe\train.\t\u2018i\u2019m\tgoing\twhen\tthe\train\tstops.\tyou\tclose\tthe\tdoors\t and\tkeep\tguard.\tsleep\tinside.\u2019",
+            "5": "5 0486/42/m/j/17 \u00a9 ucles 2017 where\the\thad\tto\tgo\ti\tcould\tnot\timagine, \tbut\ti\twas\toverjoyed. \ti\twished\tthe\train\t would stop immediately: instead it poured down even harder. the sound rose to a  crescendo. water drilling into the ground. the gutters were spilling over and waves  seemed to wash down the sides of the veranda; the drain had turned into a river.  joseph disappeared into his room, and i reversed my prayers; i tried to will the rain  to\tstop.\t\u2018give\tus\ta\tbreak:\tlet\thim\tgo,\tleave\tthe\thouse,\tthen\tcome\tdown\tas\thard\tas\t hard can so he will never ever return. let him drown as he walks slurping in the rain  with\tthat\tspoony\tjaw\tof\this.\u2019 1 lucy-amma : the household cook 2 wireless : a radio set",
+            "6": "6 0486/42/m/j/17 \u00a9 ucles 2017 blank page",
+            "7": "7 0486/42/m/j/17 \u00a9 ucles 2017 blank page",
+            "8": "8 0486/42/m/j/17 \u00a9 ucles 2017 blank page permission \tto\treproduce \titems\twhere\tthird-party \towned\tmaterial\tprotected \tby\tcopyright \tis\tincluded\thas\tbeen\tsought\tand\tcleared\twhere\tpossible. \tevery\t 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\tavoid\tthe\tissue\tof\tdisclosure \tof\tanswer-related \tinformation \tto\tcandidates, \tall\tcopyright \tacknowledgements \tare\treproduced \tonline\tin\tthe\tcambridge \tinternational \t examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download at www.cie.org.uk after  the live examination series. 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."
+        },
+        "0486_s17_qp_43.pdf": {
+            "1": "this document consists of 5 printed pages, 3 blank pages and 1 insert. dc (rcl (jda)) 133594/3 \u00a9 ucles 2017  [turn overcambridge international examinations cambridge international general certificate of secondary education *9758184941*literature (english)  0486/43 paper 4  unseen  may/june 2017  1 hour 15 minutes no additional materials are required. read these instructions first an answer booklet is provided inside this question paper. you should follow the instructions on the front cover  of the answer booklet. if you need additional answer paper ask the invigilator for a continuation booklet. answer either  question 1 or question 2. you are advised to spend about 20 minutes reading the question paper and planning your answer. both questions in this paper carry equal marks.",
+            "2": "2 0486/43/m/j/17 \u00a9 ucles 2017 answer either  question 1 or question 2. either 1 read carefully the poem opposite.  how does the poet vividly portray the woman and the impression she made on him?  to help you answer this question, you might consider:   \u2022 how he describes her life and surroundings   \u2022 how he describes the woman and her attitudes \t \t \u2022\t how \the\tconveys\tthe\timpact\tof\tmeeting\ther\t\u2018face\tto\tface\u2019.",
+            "3": "3 0486/43/m/j/17 \u00a9 ucles 2017 [turn over field of vision i remember this woman who sat for years focused and drawn in by what barred the way. content removed due to copyright restrictions.",
+            "4": "4 0486/43/m/j/17 \u00a9 ucles 2017 or 2 read carefully the following extract from a novel set in the 1940s. harriet is an englishwoman  living\tin\tromania \t(\u2018rumania\u2019) \twith\ther\thusband, \tguy.\tshe\tis\tbuying\tplates\tfrom\ta\tmarket\tin\ta\tpoor\t area of the town.  in what ways does the writer make this passage so disturbing?  to help you answer this question, you might consider: \t \t \u2022\t the \twriter\u2019s\tdescription \tof\tthe\tmarket\tarea   \u2022 her portrayal of the beggars \t \t \u2022\t how \tthe\twriter\tconveys\tharriet\u2019s\tfeelings\tof\tisolation\tand\tfear. when she left the taxi, she walked through the calea1 lipscani, searching for  a stall that sold decorated hungarian plates. the area was primitive, bug-ridden  and brutal. its streets, unlike the fashionable streets, were as crowded in winter as  in summer. the gas-lit windows threw out a greenish glow. the stalls dripped with  gas flares. harriet pushed her way between men and women who, wrapped to the  eyes in woollen scarves, were bulky with frieze, sheep-skin and greasy astrakhan.  the beggars, on home ground, rummaging for food under the stalls, did not usually  trouble to beg here, but the sight of harriet was too much for them. when she stopped at a meat stall to buy veal, she became conscious of a  sickening smell of decay beside her. turning, she saw an ancient female dwarf who  was thrusting the stump of an arm up to her face. she searched hurriedly for a  coin and could find nothing smaller than a hundred- lei 2 note. she knew it was too  much but handed it over. it led, as she feared, to trouble. the woman gave a shrill  cry calling to her a troupe of children, who at once set upon harriet, waving their  deformities and begging with professional and remorseless piteousness. she took the meat she had bought and tried to escape into the crowd. the  children clung like lice. they caught hold of her arms, their faces screwed into the  classical mask of misery while they whined and whimpered in chorus. guy had told her she must try and get used to the beggars. they could be  discouraged by a show of amiable indifference. she had not yet learned the trick  and perhaps never would. their persistence roused her to fury. she reached the stall where the hungarian plates were displayed and paused.  at once the children surrounded her, their eyes gleaming at her annoyance, seeming  to be dancing in triumph. she made off again, almost running, only wanting now to  get away from them. at the end of the road she saw a tr\u02d8 asur\u02d8 a\u20093 and shouted to it.  it stopped. she jumped on board and the children followed her. they clung to the  steps, wailing at her, until the driver struck them off with his whip. as they dropped  down, one by one, her anger subsided. she looked back at them and saw them still  staring after the dispenser of hundred- lei notes \u2013 a collection of wretched, ragged  waifs with limbs as thin as sticks. before she left england, she had read books written by travellers in rumania  who had given a picture of a rollicking, open-hearted, happy, healthy peasantry,  full of music and generous hospitality. they were, it was true, mad about music.  music was their only outlet. they made themselves drunk on it. as for the rest, she  had seen nothing of it. the peasants in this city were starved, frightened figures,  scrawny with pellagra,4 wandering about in a search for work or making a half- hearted attempt to beg. the situation would have been simplified for her could she, like guy, have seen  the peasants not only as victims, but as blameless victims. the truth was, the more  she\tlearnt\tabout\tthem,\tthe\tmore\tshe\twas\tinclined\tto\tshare\tdoamna \tdrucker\u2019s5  loathing of them; but she would not call them beasts. they had not the beauty ",
+            "5": "5 0486/43/m/j/17 \u00a9 ucles 2017 or dignity of beasts. they treated their animals and their women with the simple  brutality of savages. driving now down the long, deserted calea victoriei, it seemed to her she  could smell in the wind those not so distant regions of mountain and fir-forest where  wolves and bears, driven by hunger, haunted the villages in the winter snow-light.  and the wind was harsher than any wind she had ever known. she shivered, feeling  isolated in a country that was to her not only foreign but alien. 1 calea : avenue 2 lei : local currency 3 tr\u02d8 asur\u02d8 a : horse-drawn carriage 4 pellagra : a skin disease caused by malnutrition 5 doamna \u2009drucker : mrs drucker, a friend",
+            "6": "6 0486/43/m/j/17 \u00a9 ucles 2017 blank page",
+            "7": "7 0486/43/m/j/17 \u00a9 ucles 2017 blank page",
+            "8": "8 0486/43/m/j/17 \u00a9 ucles 2017 blank page permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the  publisher will be pleased to make amends at the earliest possible opportunity. to avoid the issue of disclosure of answer-related information to candidates, all copyright acknowledgements are reproduced online in the cambridge international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download at www.cie.org.uk after  the live examination series. 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."
+        }
+    },
+    "2018": {
+        "0486_s18_qp_11.pdf": {
+            "1": "this document consists of 24 printed pages, 4 blank pages and 1 insert. dc (rcl (go)) 148638/3 \u00a9 ucles 2018  [turn overcambridge international examinations cambridge international general certificate of secondary education *7528788753*literature (english)  0486/11 paper 1  poetry and prose  may/june 2018  1 hour 30 minutes no additional materials are required. read these instructions first an answer booklet is provided inside this question paper. you should follow the instructions on the front cover  of the answer booklet. if you need additional answer paper ask the invigilator for a continuation booklet. answer two questions: one question from section a and one question from section b. all questions in this paper carry equal marks.",
+            "2": "2 0486/11/m/j/18 \u00a9 ucles 2018 blank page",
+            "3": "3 0486/11/m/j/18 \u00a9 ucles 2018 [turn over contents section a: poetry text question  numbers  page[s] songs of ourselves volume 1 : from part 5   1, 2 pages  4\u20135 songs of ourselves volume 2\u200a : from part 1   3, 4 pages  6\u20137 gillian clarke: from collected poems   5, 6 pages  8\u20139 section b: prose text question  numbers  page[s] chinua achebe: no longer at ease   7, 8 pages 10\u201311 jane austen: mansfield park   9, 10  pages 12\u201313 willa cather: my \u00e1ntonia  11, 12  pages 14\u201315 charles dickens: hard times  13, 14  pages 16\u201317 michael frayn: spies  15, 16  pages 18\u201319 kate grenville: the secret river  17, 18  pages 20\u201321 r k narayan: the english teacher  19, 20  pages 22\u201323 from stories of ourselves  21, 22  pages 24\u201325",
+            "4": "4 0486/11/m/j/18 \u00a9 ucles 2018 section a: poetry answer one question from this section. songs of ourselves volume 1 : from part 5 remember to support your ideas with details from the writing. either  1 read this poem, and then answer the question that follows it: attack at dawn the ridge emerges massed and dun in the wild purple of the glowering sun, smouldering through spouts of drifting smoke that shroud the menacing scarred slope; and, one by one, tanks creep and topple forward to the wire. the barrage roars and lifts. then, clumsily bowed with bombs and guns and shovels and battle-gear, men jostle and climb to meet the bristling fire. lines of grey, muttering faces, masked with fear, they leave their trenches, going over the top, while time ticks blank and busy on their wrists, and hope, with furtive eyes and grappling fists, flounders in mud. o jesus, make it stop! (siegfried sassoon )   how does sassoon create a profound feeling of anger in this poem?5 10",
+            "5": "5 0486/11/m/j/18 \u00a9 ucles 2018 [turn over or 2  what feelings about nature does mew\u2019s writing convey in the trees are down ? the trees are down   \u2013 and he cried with a loud voice:   hurt not the earth, neither the sea, nor the trees \u2013 (revelation) they are cutting down the great plane-trees at the end of the garden.    for days there has been the grate of the saw, the swish of the         branches as they fall, the crash of trunks, the rustle of trodden leaves, with the \u2018whoops\u2019 and the \u2018whoas\u2019, the loud common talk, the      loud common laughs of the men, above it all. i remember one evening of a long past spring turning in at a gate, getting out of a cart, and finding a large      dead rat in the mud of the drive. i remember thinking: alive or dead, a rat was a god-forsaken thing, but at least, in may, that even a rat should be alive. the week\u2019s work here is as good as done. there is just one bough    on the roped bole, in the fine grey rain,       green and high       and lonely against the sky.         (down now! \u2013)       and but for that,       if an old dead rat did once, for a moment, unmake the spring, i might never have      thought of him again. it is not for a moment the spring is unmade to-day; these were great trees, it was in them from root to stem: when the men with the \u2018whoops\u2019 and the \u2018whoas\u2019 have carted     the whole of the whispering loveliness away half the spring, for me, will have gone with them. it is going now, and my heart has been struck with the hearts of      the planes; half my life it has beat with these, in the sun, in the rains,       in the march wind, the may breeze, in the great gales that came over to them across the roofs from      the great seas.       there was only a quiet rain when they were dying;       they must have heard the sparrows flying, and the small creeping creatures in the earth where they were lying \u2013       but i, all day, i heard an angel crying:         \u2018hurt not the trees\u2019.  (charlotte mew )5 10 15 20 25 30 35",
+            "6": "6 0486/11/m/j/18 \u00a9 ucles 2018 songs of ourselves volume 2: from part 1 remember to support your ideas with details from the writing. either  3 read this poem, and then answer the question that follows it: last sonnet bright star, would i were steadfast as thou art\u2014  not in lone splendour hung aloft the night, and watching, with eternal lids apart,  like nature\u2019s patient sleepless eremite, the moving waters at their priest-like task  of pure ablution round earth\u2019s human shores, or gazing on the new soft-fallen mask  of snow upon the mountains and the moors\u2014 no\u2014yet still steadfast, still unchangeable,  pillowed upon my fair love\u2019s ripening breast, to feel for ever its soft fall and swell,  awake for ever in a sweet unrest,   still, still to hear her tender-taken breath,   and so live ever\u2014or else swoon to death.  (john keats )   how does keats vividly convey a sense of longing in this poem?5 10",
+            "7": "7 0486/11/m/j/18 \u00a9 ucles 2018 [turn over or 4 how does beer strikingly express her feelings about her mother in the lost woman... ? the lost woman... my mother went with no more warning than a bright voice and a bad pain home from school on a june morning and where the brook goes under the lane i saw the back of a shocking white ambulance drawing away from the gate. she never returned and i never saw her buried. so a romance began. the ivy-mother turned into a tree that still hops away like a rainbow down the avenue as i approach. my tendrils are the ones that clutch. i made a life for her over the years. frustrated no more by a dull marriage she ran a canteen through several wars. the wit of a clich\u00e9-ridden village she met her match at an extra-mural class and the ou summer school. many a hero in his time and every poet has acquired a lost woman to haunt the home, to be compensated and desired, who will not alter, who will not grow a corpse they need never get to know. she is nearly always benign. her habit is not to stride at dead of night. soft and crepuscular in rabbit  - light she comes out. hear how they hate themselves for losing her as they did. her country is bland and she does not chide. but my lost woman evermore snaps from somewhere else: \u2018you did not love me. i sacrificed too much perhaps, i showed you the way to rise above me and you took it. you are the ghost with the bat-voice, my dear. i am not lost.\u2019  (patricia beer )5 10 15 20 25 30 35",
+            "8": "8 0486/11/m/j/18 \u00a9 ucles 2018 gillian clarke: from collected poems remember to support your ideas with details from the writing. either  5 read this poem, and then answer the question that follows it: neighbours that spring was late. we watched the sky and studied charts for shouldering isobars. birds were late to pair. crows drank from the lamb\u2019s eye. over finland small birds fell: song-thrushes steering north, smudged signatures on light, migrating warblers, nightingales. wing-beats failed over fjords, each lung a sip of gall. children were warned of their dangerous beauty. milk was spilt in poland. each quarrel the blowback from some old story, a mouthful of bitter air from the ukraine brought by the wind out of its box of sorrows. this spring a lamb sips caesium on a welsh hill. a child, lifting her face to drink the rain, takes into her blood the poisoned arrow. now we are all neighbourly, each little town in europe twinned to chernobyl, each heart with the burnt fireman, the child on the moscow train. in the democracy of the virus and the toxin we wait. we watch for bird migrations, one bird returning with green in its voice, glasnost golau glas, a first break of blue.   explore the ways in which clarke uses words and images to striking effect in this poem.5 10 15 20",
+            "9": "9 0486/11/m/j/18 \u00a9 ucles 2018 [turn over or 6 how does clarke memorably convey how impressive the bird is in buzzard ? buzzard no sutures in the steep brow of this cranium, as in mine or yours. delicate ellipse as smooth as her own egg or the cleft flesh of a fruit. from the plundered bones on the hill, like a fire in its morning ashes, you guess it\u2019s a buzzard\u2019s skull. you carry it gently home, hoping no last day of the birds will demand assembly of her numerous white parts. in the spaces we can\u2019t see on the other side of walls as fine as paper, brain and eye dry out under the gossamers. between the sky and the mouse that moves at the barley field\u2019s spinning perimeter, only a mile of air and the ganging crows, their cries stones at her head. in death, the last stoop, all\u2019s risked. she scorns the scavengers who feed on death, and never feel the lightning flash of heart dropping on heart, warm fur, blood.5 10 15 20 25",
+            "10": "10 0486/11/m/j/18 \u00a9 ucles 2018 section b: prose answer one question from this section. chinua achebe: no longer at ease remember to support your ideas with details from the writing. either 7  read this extract, and then answer the question that follows it: \u2018i knew it was a bad case,\u2019 said the man who had opposed the union\u2019s  intervention from the start.  content removed due to copyright restrictions",
+            "11": "0486/11/m/j/18 \u00a9 ucles 2018 [turn overcontent removed due to copyright restrictions [from chapter 1]   how does achebe\u2019s writing make this meeting of the umuofia progressive union such a  significant moment in the novel? or 8  how far does achebe persuade you that the honourable sam okoli is an admirable  character?      although he would not be a lawyer, he would get a  \u2018european post\u2019 in the civil service.11 ",
+            "12": "12 0486/11/m/j/18 \u00a9 ucles 2018 jane austen: mansfield park remember to support your ideas with details from the writing. either 9 read this extract, and then answer the question that follows it: fanny, whether near or from her cousins, whether in the school-room,  the drawing-room, or the shrubbery, was equally forlorn, finding something  to fear in every person and place. she was disheartened by lady bertram\u2019s silence, awed by sir thomas\u2019s grave looks, and quite overcome by mrs norris\u2019s admonitions. her elder cousins mortified her by reflections on her size, and abashed her by noticing her shyness; miss lee wondered at her ignorance, and the maid-servants sneered at her clothes; and when to these sorrows was added the idea of the brothers and sisters among whom she had always been important as play-fellow, instructress, and nurse, the despondence that sunk her little heart was severe. the grandeur of the house astonished but could not console her. the  rooms were too large for her to move in with ease; whatever she touched she expected to injure, and she crept about in constant terror of something or other; often retreating towards her own chamber to cry; and the little girl who was spoken of in the drawing-room when she left it at night, as seeming so desirably sensible of her peculiar good fortune, ended every day\u2019s sorrows by sobbing herself to sleep. a week had passed in this way, and no suspicion of it conveyed by her quiet passive manner, when she was found one morning by her cousin edmund, the youngest of the sons, sitting crying on the attic stairs. \u2018my dear little cousin,\u2019 said he with all the gentleness of an excellent  nature, \u2018what can be the matter?\u2019 and sitting down by her, was at great pains to overcome her shame in being so surprised, and persuade her to speak openly. \u2018was she ill? or was any body angry with her? or had she quarrelled with maria and julia? or was she puzzled about any thing in her lesson that he could explain? did she, in short, want any thing he could possibly get her, or do for her?\u2019 for a long while no answer could be obtained beyond a \u2018no, no \u2014 not at all \u2014 no, thank you;\u2019 but he still persevered, and no sooner had he begun to revert to her own home, than her increased sobs explained to him where the grievance lay. he tried to console her. \u2018you are sorry to leave mamma, my dear little fanny,\u2019 said he, \u2018which  shews you to be a very good girl; but you must remember that you are with relations and friends, who all love you, and wish to make you happy. let us walk out in the park, and you shall tell me all about your brothers and sisters.\u2019 on pursuing the subject, he found that dear as all these brothers and  sisters generally were, there was one among them who ran more in her thoughts than the rest. it was william whom she talked of most and wanted most to see. william, the eldest, a year older than herself, her constant companion and friend; her advocate with her mother (of whom he was the darling) in every distress. \u2018william did not like she should come away \u2014 he had told her he should miss her very much indeed.\u2019 \u2018but william will write to you, i dare say.\u2019 \u2018yes, he had promised he would, but he had told her to  write first.\u2019 \u2018and when shall you do it?\u2019 she hung her head and answered, hesitatingly, \u2018she did not know; she had not any paper.\u2019 \u2018if that be all your difficulty, i will furnish you with paper and every other  material, and you may write your letter whenever you chuse. would it make you happy to write to william?\u20195 10 15202530354045",
+            "13": "13 0486/11/m/j/18 \u00a9 ucles 2018 [turn over \u2018yes, very.\u2019 \u2018then let it be done now. come with me into the breakfast room, we  shall find every thing there, and be sure of having the room to ourselves.\u2019 \u2018but cousin \u2014 will it go to the post?\u2019 \u2018yes, depend upon me it shall; it shall go with the other letters; and as  your uncle will frank it, it will cost william nothing.\u2019 \u2018my uncle!\u2019 repeated fanny with a frightened look. \u2018yes, when you have written the letter, i will take it to my father to frank.\u2019 fanny thought it a bold measure, but offered no farther resistance; and  they went together into the breakfast-room, where edmund prepared her  paper, and ruled her lines with all the good will that her brother could himself  have felt, and probably with somewhat more exactness. he continued  with her the whole time of her writing, to assist her with his penknife or  his orthography, as either were wanted; and added to these attentions,  which she felt very much, a kindness to her brother, which delighted her  beyond all the rest. he wrote with his own hand his love to his cousin  william, and sent him half a guinea under the seal. fanny\u2019s feelings on the  occasion were such as she believed herself incapable of expressing; but  her countenance and a few artless words fully conveyed all their gratitude  and delight, and her cousin began to find her an interesting object. he  talked to her more, and from all that she said, was convinced of her having  an affectionate heart, and a strong desire of doing right; and he could  perceive her to be farther entitled to attention, by great sensibility of her  situation, and great timidity. he had never knowingly given her pain, but  he now felt that she required more positive kindness, and with that view  endeavoured, in the first place, to lessen her fears of them all, and gave  her especially a great deal of good advice as to playing with maria and  julia, and being as merry as possible. from this day fanny grew more comfortable. [from chapter 2]   how does austen movingly portray the relationship between fanny and edmund at this  moment in the novel? or 10 what impressions of mr yates does austen\u2019s writing create for you?50 55 60 65 70 75",
+            "14": "14 0486/11/m/j/18 \u00a9 ucles 2018 willa cather: my \u00e1ntonia remember to support your ideas with details from the writing. either 11 read this extract, and then answer the question that follows it: \u00e1ntonia\u2019s success at the tent had its consequences. the iceman lingered  too long now, when he came into the covered porch to fill the refrigerator.  the delivery boys hung about the kitchen when they brought the groceries. young farmers who were in town for saturday came tramping through the yard to the back door to engage dances, or to invite tony to parties and picnics. lena and norwegian anna dropped in to help her with her work, so that she could get away early. the boys who brought her home after the dances sometimes laughed at the back gate and wakened mr harling from his first sleep. a crisis was inevitable. one saturday night mr harling had gone down to the cellar for beer. as  he came up the stairs in the dark, he heard scuffling on the back porch, and then the sound of a vigorous slap. he looked out through the side door in time to see a pair of long legs vaulting over the picket fence. \u00e1ntonia was standing there, angry and excited. young harry paine, who was to marry his employer\u2019s daughter on monday, had come to the tent with a crowd of friends and danced all evening. afterward, he begged \u00e1ntonia to let him walk home with her. she said she supposed he was a nice young man, as he was one of miss frances\u2019s friends, and she didn\u2019t mind. on the back porch he tried to kiss her, and when she protested \u2014 because he was going to be married on monday \u2014 he caught her and kissed her until she got one hand free and slapped him. mr harling put his beer-bottles down on the table. \u2018this is what i\u2019ve been  expecting, \u00e1ntonia. you\u2019ve been going with girls who have a reputation for being free and easy, and now you\u2019ve got the same reputation. i won\u2019t have this and that fellow tramping about my back yard all the time. this is the end of it, to-night. it stops, short. you can quit going to these dances, or you can hunt another place. think it over.\u2019 the next morning when mrs harling and frances tried to reason with  \u00e1ntonia, they found her agitated but determined. \u2018stop going to the tent?\u2019 she panted. \u2018i wouldn\u2019t think of it for a minute! my own father couldn\u2019t make me stop! mr harling ain\u2019t my boss outside my work. i won\u2019t give up my friends, either. the boys i go with are nice fellows. i thought mr paine was all right, too, because he used to come here. i guess i gave him a red face for his wedding, all right!\u2019 she blazed out indignantly. \u2018you\u2019ll have to do one thing or the other, \u00e1ntonia,\u2019 mrs harling told her  decidedly. \u2018i can\u2019t go back on what mr harling has said. this is his house.\u2019 \u2018then i\u2019ll just leave, mrs harling. lena\u2019s been wanting me to get a place  closer to her for a long while. mary svoboda\u2019s going away from the cutters\u2019 to work at the hotel, and i can have her place.\u2019 mrs harling rose from her chair. \u2018\u00e1ntonia, if you go to the cutters\u2019 to  work, you cannot come back to this house again. you know what that man is. it will be the ruin of you.\u2019 tony snatched up the tea-kettle and began to pour boiling water over  the glasses, laughing excitedly. \u2018oh, i can take care of myself! i\u2019m a lot stronger than cutter is. they pay four dollars there, and there\u2019s no children. the work\u2019s nothing; i can have every evening, and be out a lot in the afternoons.\u2019 \u2018i thought you liked children. tony, what\u2019s come over you?\u20195 10 15202530354045",
+            "15": "15 0486/11/m/j/18 \u00a9 ucles 2018 [turn over \u2018i don\u2019t know, something has.\u2019 \u00e1ntonia tossed her head and set her jaw.  \u2018a girl like me has got to take her good times when she can. maybe there  won\u2019t be any tent next year. i guess i want to have my fling, like the other girls.\u2019 mrs harling gave a short, harsh laugh. \u2018if you go to work for the cutters,  you\u2019re likely to have a fling that you won\u2019t get up from in a hurry .\u2019 frances said, when she told grandmother and me about this scene, that  every pan and plate and cup on the shelves trembled when her mother walked out of the kitchen. mrs harling declared bitterly that she wished she had never let herself get fond of \u00e1ntonia. [from book 2 chapter 10]   what does cather\u2019s writing make you feel for \u00e1ntonia at this moment in the novel? or 12 to what extent does cather\u2019s portrayal of jim make you feel sympathy for him?50 55",
+            "16": "16 0486/11/m/j/18 \u00a9 ucles 2018 charles dickens: hard times remember to support your ideas with details from the writing. either 13 read this extract, and then answer the question that follows it: \u2018you are a piece of caustic, tom,\u2019 retorted mr james harthouse. there was something so very agreeable in being so intimate with such  a waistcoat; in being called tom, in such an intimate way, by such a voice; in being on such off-hand terms so soon, with such a pair of whiskers; that tom was uncommonly pleased with himself. \u2018oh! i don\u2019t care for old bounderby,\u2019 said he, \u2018if you mean that. i have  always called old bounderby by the same name when i have talked about him, and i have always thought of him in the same way. i am not going to begin to be polite now, about old bounderby. it would be rather late in the day.\u2019 \u2018don\u2019t mind me,\u2019 returned james; \u2018but take care when his wife is by, you  know.\u2019 \u2018his wife?\u2019 said tom. \u2018my sister loo? o yes!\u2019 and he laughed, and took a  little more of the cooling drink. james harthouse continued to lounge in the same place and attitude,  smoking his cigar in his own easy way, and looking pleasantly at the whelp, as if he knew himself to be a kind of agreeable demon who had only to hover over him, and he must give up his whole soul if required. it certainly did seem that the whelp yielded to this influence. he looked at his companion sneakingly, he looked at him admiringly, he looked at him boldly, and put up one leg on the sofa. \u2018my sister loo?\u2019 said tom. \u2018she never cared for old bounderby.\u2019\u2018that\u2019s the past tense, tom,\u2019 returned mr james harthouse, striking  the ash from his cigar with his little finger. \u2018we are in the present tense, now.\u2019 \u2018verb neuter, not to care. indicative mood, present tense. first person  singular, i do not care; second person singular, thou dost not care; third person singular, she does not care,\u2019 returned tom. \u2018good! very quaint!\u2019 said his friend. \u2018though you don\u2019t mean it.\u2019\u2018but i do mean it,\u2019 cried tom. \u2018upon my honour! why, you won\u2019t tell me,  mr harthouse, that you really suppose my sister loo does care for old bounderby.\u2019 \u2018my dear fellow,\u2019 returned the other, \u2018what am i bound to suppose, when  i find two married people living in harmony and happiness?\u2019 tom had by this time got both his legs on the sofa. if his second leg had  not been already there when he was called a dear fellow, he would have put it up at that great stage of the conversation. feeling it necessary to do something then, he stretched himself out at greater length, and, reclining with the back of his head on the end of the sofa, and smoking with an infinite assumption of negligence, turned his common face, and not too sober eyes, towards the face looking down upon him so carelessly yet so potently. \u2018you know our governor, mr harthouse,\u2019 said tom, \u2018and therefore you  needn\u2019t be surprised that loo married old bounderby. she never had a lover, and the governor proposed old bounderby, and she took him.\u2019 \u2018very dutiful in your interesting sister,\u2019 said mr james harthouse.\u2018yes, but she wouldn\u2019t have been as dutiful, and it would not have come  off as easily,\u2019 returned the whelp, \u2018if it hadn\u2019t been for me.\u20195 10 15202530354045",
+            "17": "17 0486/11/m/j/18 \u00a9 ucles 2018 [turn over the tempter merely lifted his eyebrows; but the whelp was obliged to go  on. \u2018i persuaded her,\u2019 he said, with an edifying air of superiority. \u2018i was stuck  into old bounderby\u2019s bank (where i never wanted to be), and i knew i  should get into scrapes there, if she put old bounderby\u2019s pipe out; so i told her my wishes, and she came into them. she would do anything for me. it was very game of her, wasn\u2019t it?\u2019 \u2018it was charming, tom!\u2019 [from book 2 chapter 2]   how does dickens make harthouse\u2019s treatment of tom so disturbing at this moment in  the novel? or 14 how does dickens vividly convey what a miserable place coketown is?50 55",
+            "18": "18 0486/11/m/j/18 \u00a9 ucles 2018 michael frayn: spies remember to support your ideas with details from the writing. either 15 read this extract, and then answer the question that follows it: so her disappearances are quite simple to explain.  content removed due to copyright restrictions",
+            "19": "19 0486/11/m/j/18 \u00a9 ucles 2018 [turn over [from chapter 5]   how does frayn make the boys\u2019  detective work so entertaining here? or 16 explore the ways in which frayn makes the young stephen so likeable.                                    she\u2019s probably got some special place to  hide.\u2019",
+            "20": "20 0486/11/m/j/18 \u00a9 ucles 2018 kate grenville: the secret river remember to support your ideas with details from the writing. either  17 read this extract, and then answer the question that follows it: down at the witness table in the well of the court, mr lucas stared up  at him. even from the prisoner\u2019s bar, thornhill could see the beads of  sweat appearing on yates\u2019s domed forehead. mr knapp insisted,  it being  a moonless night, you cannot make out that you knew him by shape and  make?  thornhill thought, are those little words, shape and make, going to  be the difference between life and death? poor yates, glancing from lucas to thornhill, began to mutter and  stutter. i should be sorry to say anything that is an untruth , he said, but mr  knapp had no mercy, and kept coming on. that was a hasty speech, that  you knew him by shape and make? you mean that you could not?  and  now yates was broken, uncertain of all his words, continually glancing at  mr lucas. i was in the act of closing with this man , he mumbled.  it was  impossible but i must know him from his speaking to me. i knew him by his  voice .  he glanced quickly at thornhill.  i might have hastily spoke about his  shape and make , he said, and then stood stiff as a bit of wood with his hat  squashed under his arm, the wan light from the mirror falling full on his  face, furrowed with misery. the moment where thornhill was allowed to tell his story was upon  him so abruptly that he found the words he had gone over with sal had  evaporated from his mind. he could only think of the start of them, saying  i tied up the lighter meaning to come back to her later , and he knew there  was more, but what was it? he found himself staring at mr lucas as he blurted out, mr lucas knows  there is no lighter on the river can come to her , but even as the words left  his mouth he knew they had nothing to do with the case at hand, and he  called out desperately, i am as innocent as the child unborn , but the words  had no meaning after so much rehearsal. in any case the judge, way up behind his bench, was not listening.  he was shuffling papers together and leaning sideways while someone  whispered in his ear. lucas was not listening either, his hand feeling for  the watch in his pocket. thornhill saw the silver lid spring open, saw lucas  glance at the face of the watch, press it closed again, tweak a nostril  with thumb and forefinger. his own words, which had sounded with such  conviction in newgate yard, fell hollow and were swallowed up. now the judge was fiddling with the black cap, sitting it carelessly on the  long grey wig so it hung over one ear. he began to speak, in a thin high  voice that thornhill could barely hear. down in the body of the court one  of the lounging ushers, a corpulent gent in a bulging dirty white waistcoat,  caught sight of someone he knew across the room and made a mincing  wave and a little smirk. a barrister fiddled with the grubby ruffles at his  neck, another got out his snuff-box and offered it to his neighbour. it seemed the court could scarcely be bothered to listen as william  thornhill, in the time between two heartbeats, was found guilty and  sentenced to be taken from this place and hanged by the neck until you  are dead .5 10 15 20 25 30 35 40 45",
+            "21": "21 0486/11/m/j/18 \u00a9 ucles 2018 [turn over he heard a cry, from the public gallery or from his own mouth he did not  know. he wanted to call out, i beg your pardon, your worship, there has  been some mistake, but now the turnkey was grabbing him by the upper  arm, forcing him down the steps, and through the door into the tunnel  that led back to newgate. he turned his head towards the public gallery.  sal was up there somewhere, but invisible. then he was back in the cell  with the others, but without his story, stripped naked of his tale of injured  innocence, stripped of everything but the knowledge that his moment of  hope had been and gone, and left him now with nothing ahead but death.  [from part 1]   in what ways does grenville make this such a dramatic moment in the novel? or 18 how does grenville make smasher sullivan such a memorable character in the novel?50 55",
+            "22": "22 0486/11/m/j/18 \u00a9 ucles 2018 r k narayan: the english teacher remember to support your ideas with details from the writing. either  19 read this extract, and then answer the question that follows it: \u2018the trouble is i have not enough subjects to write on,\u2019 i confessed. she  drew herself up and asked: \u2018let me see if you can write about me.\u2019 \u2018a beautiful idea,\u2019 i cried. \u2018let me see you.\u2019 i sat up very attentively and  looked at her keenly and fixedly like an artist or a photographer viewing  his subject. i said: \u2018just move a little to your left please. turn your head  right. look at me straight here. that\u2019s right\u2026 now i can write about you.  don\u2019t drop your lovely eyelashes so much. you make me forget my task.  ah, now, don\u2019t grin please. very good, stay as you are and see how i write  now, steady\u2026\u2019 i drew up the notebook, ran the fountain pen hurriedly over  it and filled a whole page beginning:  \u2018she was a phantom of delight  when first she gleamed upon my sight:  a lovely apparition, sent  to be a moment\u2019s ornament.\u2019 it went on for thirty lines ending:  \u2018and yet a spirit still, and bright  with something of an angel-light.\u2019 i constantly paused to look at her while writing, and said: \u2018perfect. thank  you. now listen.\u2019 \u2018oh, how fast you write!\u2019 she said admiringly. \u2018you will also find how well i\u2019ve written. now listen,\u2019 i said, and read as if  to my class, slowly and deliberately, pausing to explain now and then. \u2018i never knew you could write so well.\u2019 \u2018it is a pity that you should have underrated me so long; but now you  know better. keep it up,\u2019 i said. \u2018and if possible don\u2019t look at the pages, say  roughly between 150 and 200, in the golden treasury . because someone  called wordsworth has written similar poems.\u2019 this was an invitation for  her to run in and fetch her copy of the golden treasury  and turn over  precisely the forbidden pages. she scoured every title and first line and  at last pitched upon the original. she read it through, and said: \u2018aren\u2019t you  ashamed to copy?\u2019 \u2018no,\u2019 i replied. \u2018mine is entirely different. he had written about someone  entirely different from my subject.\u2019 \u2018i wouldn\u2019t do such a thing as copying.\u2019 \u2018i should be ashamed to have your memory,\u2019 i said. \u2018you have had the  copy of the golden treasury  for years now, and yet you listened to my  reading with gaping wonder! i wouldn\u2019t give you even two out of a hundred  if you were my student.\u2019 at this point our conversation was interrupted by  my old clock. it burst in upon us all of a sudden. it purred and bleated and  made so much noise that it threw us all into confusion. susila picked it up  and tried to stop it without success, till i snatched taine and smothered it. \u2018now, why did it do it?\u2019 she demanded. i shook my head. \u2018just for  pleasure,\u2019 i replied. she gazed on its brown face and said: \u2018it is not even  showing the correct time. it is showing two o\u2019clock, four hours ahead! why 5 10 15 20 25 30 35 40",
+            "23": "23 0486/11/m/j/18 \u00a9 ucles 2018 [turn over do you keep it on your table?\u2019 i had no answer to give. i merely said: \u2018it has  been with me for years, poor darling!\u2019 \u2018i will give it away this afternoon \u2013 a man comes to buy all old things.\u2019 \u2018no, no, take care, don\u2019t do it \u2026\u2019 i warned. she didn\u2019t answer, but merely  looked at it and mumbled: \u2018this is not the first time. when you are away it  starts bleating after i have rocked the cradle for hours and made the child  sleep, and i don\u2019t know how to stop it. it won\u2019t do for our house. it is a  bother\u2026\u2019 that evening when i returned home from college the first thing i noticed  was that my room looked different. my table had lost its usual quality  and looked tidy, with all books dusted and neatly arranged. it looked like  a savage, suddenly appearing neatly trimmed and groomed. the usual  corner with old newspapers and magazines piled up was clean swept. the  pile was gone. so was the clock on the table. the table looked barren  without it. for years it had been there. with composition books still under  my arm, i searched her out. i found her in the bathroom, washing the  child\u2019s hands: \u2018what have you done with my clock?\u2019 i asked. she looked  up and asked in answer: \u2018how do you like your room? i have cleaned and  tidied it up. what a lot of rubbish you gathered there! hereafter on every  thursday \u2026\u2019 \u2018answer first, where is the clock?\u2019 i said. \u2018please wait, i will finish the child\u2019s business first and then answer.\u2019 [from chapter 2]   how does narayan make this such a memorable moment in the novel? or 20 what impressions does narayan\u2019s writing create for you of life in krishna\u2019s home town,  malgudi?45 50 55 60 65",
+            "24": "24 0486/11/m/j/18 \u00a9 ucles 2018 from stories of ourselves remember to support your ideas with details from the writing. either  21 read this extract from tyres  (by adam thorpe), and then answer the question that  follows it: while the man was boring us stupid with his broken french, booming  from under his glossy peaked cap, his boots as polished as his coachwork,  his jacket and breeches as black, i heard the ticking of a bicycle \u2026 but  it cannot be c\u00e9cile\u2019s, i thought, for there is a grating sound behind it. i  glanced at the road \u2013 and there was, indeed, c\u00e9cile, coming to a halt at  the entrance to the yard. she looked tired and worn, as we all did, after  the events of the last few weeks. when she saw the germans, and the  big car, she made to go \u2013 but thinking only of how suspicious they were,  and unpredictably sensitive and vengeful, i made my apologies and went  over to greet her. \u2018you should be ashamed,\u2019 she murmured. \u2018don\u2019t worry,\u2019  i said. \u2018it\u2019s not as you think.\u2019 her face brightened, and then looked intense  and questioning, and then spotting something over my shoulder, she as  quickly disguised her interest behind a soft laugh. the officer had evidently  been staring at her, for he then boomed his own greeting: \u2018and might a  fellow take a lift on the saddle from a pretty damsel, like a stick of bread?\u2019  \u2013 some such tripe. she shook her head, adding: \u2018no. my chain is loose.\u2019  that explained the grating sound, and i offered immediately to mend it.  we were nearly six kilometres from the town, and more again from her  village. i noticed how sinewy her calves were, to the point of being wasted  by effort and lack of proper food. she shook her head and pedalled away,  without so much as a blown kiss or a wave. \u2018till sunday!\u2019 i shouted after  her, recklessly. \u2018till sunday, c\u00e9cile!\u2019 there was a banging of doors, and the maybach purred like a black,  evil cat out of the yard, and turned to drive towards the town. it was at  that moment that i saw c\u00e9cile, in the distance, apparently shudder to a  stop. her head bent down and i could just make out her hand between  the wheels. clearly, the chain had come off at that moment. i began to run  towards her, my father shouting after me. the maybach got there first. as i  ran, an ominous sense of doom came over me: a kind of terrible chill, that  made my heart slow, though it was pumping hard to keep my speed up.  with a hundred yards to go, i saw the luggage locker opened, and c\u00e9cile\u2019s  bicycle placed in it. she appeared to be in conversation with the officer, for  i spotted his black glove waving through the side window, like a little black  snake\u2019s tongue. the long and the short of it is that she was forced \u2013 i can  only think that the appropriate word \u2013 forced by circumstance (my belief  is that she hoped to extract something useful from the enemy in that brief  drive into the town) to accept his offer of a lift, gallant gentleman that he  pretended to be. (or perhaps was, in another airtight compartment of his  brain.) i was left coughing in a dust-cloud, for they accelerated away at great  speed, as was typical \u2013 dwindling to a dot and out of sight in no time. i had  not even had time to turn on my heel when there was a distant bang and  clatter, as of heavy pots and pans falling off a shelf, and smoke began to  drift above the plane trees. i ran as fast as i could, in the silence, but could  not finally approach the spot for all the uniforms ringing it already, waving  their guns \u2013 like excited kids around the blazing effigy of the petassou .  for myself, though, it was the beginning of winter, not the end. i leave 5 10 15 20 25 30 35 40 45",
+            "25": "25 0486/11/m/j/18 \u00a9 ucles 2018 fresh flowers every year, on the anniversary. the terrible scorch marks  on the trunk have been long rubbed away by the rain and the sun and the  wind, and the dent has grown out. the tree is well again \u2013 for we crop the  branches close, here, as a matter of course. i tried \u2013 i still try \u2013 to explain her presence in the car, but i am not sure,  now, anyone really cares, or even remembers her very much. when my  father \u2018retired\u2019, in \u201969, i did no more than touch up andr\u00e9 paulhan et fils ;  i could not change it, i could not paint it out. well, i have had no sons, of  course, staying unmarried \u2013 and anyway, he still hangs around the yard,  getting in my hair (what little i have of it left to me), and showing clients  what a firm grip he has, at ninety-odd. the road is very busy, of course \u2013  business could not be better. but something went out of the job when it  all went tubeless, to my mind. i don\u2019t suppose i will miss it. you\u2019ll see the  flowers on your way in, to the left, tied to the trunk. when they begin to  fade and wither, i replace them with the plastic type. to be honest, no one  knows the difference \u2013 shooting past as they do, these days.   how does thorpe make this such a powerful ending to the story? or 22 how does highsmith use ming\u2019s thoughts and feelings to make ming\u2019s biggest prey   such a striking story?50 55 60",
+            "26": "26 0486/11/m/j/18 \u00a9 ucles 2018 blank page",
+            "27": "27 0486/11/m/j/18 \u00a9 ucles 2018 blank page",
+            "28": "28 0486/11/m/j/18 \u00a9 ucles 2018 blank page permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the  publisher will be pleased to make amends at the earliest possible opportunity. to avoid the issue of disclosure of answer-related information to candidates, all copyright acknowledgements are reproduced online in the cambridge international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download at www.cie.org.uk after  the live examination series. 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."
+        },
+        "0486_s18_qp_12.pdf": {
+            "1": "this document consists of 24 printed pages, 4 blank pages and 1 insert. dc (rcl (go)) 148639/3 \u00a9 ucles 2018  [turn overcambridge international examinations cambridge international general certificate of secondary education *2951985862*literature (english)  0486/12 paper 1  poetry and prose  may/june 2018  1 hour 30 minutes no additional materials are required. read these instructions first an answer booklet is provided inside this question paper. you should follow the instructions on the front cover  of the answer booklet. if you need additional answer paper ask the invigilator for a continuation booklet. answer two questions: one question from section a and one question from section b. all questions in this paper carry equal marks.",
+            "2": "2 0486/12/m/j/18 \u00a9 ucles 2018 blank page",
+            "3": "3 0486/12/m/j/18 \u00a9 ucles 2018 [turn over contents section a: poetry text question  numbers  page[s] songs of ourselves volume 1 : from part 5   1, 2 pages  4\u20135 songs of ourselves volume 2\u200a : from part 1   3, 4 pages  6\u20137 gillian clarke: from collected poems   5, 6 pages  8\u20139 section b: prose text question  numbers  page[s] chinua achebe: no longer at ease   7, 8 pages 10\u201311 jane austen: mansfield park   9, 10  pages 12\u201313 willa cather: my \u00e1ntonia  11, 12  pages 14\u201315 charles dickens: hard times  13, 14  pages 16\u201317 michael frayn: spies  15, 16  pages 18\u201319 kate grenville: the secret river  17, 18  pages 20\u201321 r k narayan: the english teacher  19, 20  pages 22\u201323 from stories of ourselves  21, 22  pages 24\u201325",
+            "4": "4 0486/12/m/j/18 \u00a9 ucles 2018 section a: poetry answer one question from this section. songs of ourselves volume 1: from part 5 remember to support your ideas with details from the writing. either  1 read this poem, and then answer the question that follows it: the trees the trees are coming into leaf like something almost being said; the recent buds relax and spread, their greenness is a kind of grief. is it that they are born again and we grow old? no, they die too. their yearly trick of looking new is written down in rings of grain. yet still the unresting castles thresh in fullgrown thickness every may. last year is dead, they seem to say, begin afresh, afresh, afresh.  (philip larkin )   how does larkin strikingly convey feelings of uncertainty in this poem?5 10",
+            "5": "5 0486/12/m/j/18 \u00a9 ucles 2018 [turn over or 2  explore the ways in which bront\u00eb vividly expresses feelings of grief in cold in the earth . cold in the earth cold in the earth, and the deep snow piled above thee! far, far removed, cold in the dreary grave! have i forgot, my only love, to love thee, severed at last by time\u2019s all-wearing wave? now, when alone, do my thoughts no longer hover over the mountains on angora\u2019s shore; resting their wings where heath and fern-leaves cover that noble heart for ever, ever more? cold in the earth, and fifteen wild decembers from those brown hills have melted into spring \u2013 faithful indeed is the spirit that remembers after such years of change and suffering! sweet love of youth, forgive if i forget thee while the world\u2019s tide is bearing me along: sterner desires and darker hopes beset me, hopes which obscure but cannot do thee wrong. no other sun has lightened up my heaven; no other star has ever shone for me: all my life\u2019s bliss from thy dear life was given \u2013 all my life\u2019s bliss is in the grave with thee. but when the days of golden dreams had perished and even despair was powerless to destroy, then did i learn how existence could be cherished, strengthened and fed without the aid of joy; then did i check the tears of useless passion, weaned my young soul from yearning after thine; sternly denied its burning wish to hasten down to that tomb already more than mine! and even yet, i dare not let it languish, dare not indulge in memory\u2019s rapturous pain; once drinking deep of that divinest anguish, how could i seek the empty world again?  (emily bront\u00eb )5 10 15 20 25 30",
+            "6": "6 0486/12/m/j/18 \u00a9 ucles 2018 songs of ourselves volume 2: from part 1 remember to support your ideas with details from the writing. either  3 read this poem, and then answer the question that follows it: for my grandmother knitting there is no need they say but the needles still move their rhythms in the working of your hands as easily as if your hands were once again those sure and skilful hands of the fisher-girl. you are old now and your grasp of things is not so good but master of your moments then deft and swift you slit the still-ticking quick silver fish. hard work it was too of necessity. but now they say there is no need as the needles move in the working of your hands once the hands of the bride with the hand-span waist once the hands of the miner\u2019s wife who scrubbed his back in a tin bath by the coal fire once the hands of the mother of six who made do and mended scraped and slaved slapped sometimes when necessary. but now they say there is no need the kids they say grandma have too much already more than they can wear too many scarves and cardigans \u2013 gran you do too much there\u2019s no necessity.  (liz lochhead )   in what ways does lochhead vividly create feelings of sadness in this poem?5 10 15 20 25 30",
+            "7": "7 0486/12/m/j/18 \u00a9 ucles 2018 [turn over or 4 explore the ways in which chong depicts powerful changes in lion heart . lion heart you came out of the sea, skin dappled scales of sunlight; riding crests, waves of fish in your fists. washed up, your gills snapped shut. water whipped the first breath of your lungs, your lips\u2019 bud teased by morning mists. you conquered the shore, its ivory coast. your legs still rocked with the memory of waves. sinews of sand ran across your back\u2014 rising runes of your oceanic origins. your heart thumped\u2014 an animal skin drum heralding the coming of a prince. in the jungle, amid rasping branches, trees loosened their shadows to shroud you. the prince beheld you then, a golden sheen. your eyes, two flickers; emerald blaze you settled back on fluent haunches; the squall of a beast, your roar, your call. in crackling boats, seeds arrived, wind-blown, you summoned their colours to the palm of your hand, folded them snugly into loam, watched saplings swaddled in green, as they sunk roots, spawned shade, and embraced the land that embraced them. centuries, by the sea\u2019s pulmonary, a vein throbbing humming bumboats\u2014 your trees rise as skyscrapers. their ankles lost in swilling water, as they heave themselves higher above the mirrored surface. remember your self: your raw lion heart, each beat a stony echo that washes through ribbed vaults of buildings. remember your keris, iron lightning ripping through tentacles of waves, double-edged, curved to a point\u2014 flung high and caught unsheathed, scattering five stars in the red tapestry of your sky.  (amanda chong )5 10 15 20 25 30 35",
+            "8": "8 0486/12/m/j/18 \u00a9 ucles 2018 gillian clarke: from collected poems   remember to support your ideas with details from the writing. either  5 read this poem, and then answer the question that follows it: pipistrelle dusk unwinds its spool among the stems of plum-trees, subliminal messenger on the screen of evening, a night-glance as day cools on the house-walls. we love what we can\u2019t see, illegible freehand fills every inch of the page. we sit after midnight till the ashes cool and the bottle\u2019s empty. this one, in a box, mouse the size of my thumb in its furs and sepia webs of silk a small foreboding, the psalms of its veins on bible-paper, like a rose i spread once in a book till you could read your future in the fine print.   explore how clarke vividly creates impressions of the bat in this poem.5 10 15 20",
+            "9": "9 0486/12/m/j/18 \u00a9 ucles 2018 [turn over or 6 how does clarke movingly convey feelings about being a mother in catrin ? catrin i can remember you, child, as i stood in a hot, white room at the window watching the people and cars taking turn at the traffic lights. i can remember you, our first fierce confrontation, the tight red rope of love which we both fought over. it was a square environmental blank, disinfected of paintings or toys. i wrote all over the walls with my words, coloured the clean squares with the wild, tender circles of our struggle to become separate. we want, we shouted, to be two, to be ourselves. neither won nor lost the struggle in the glass tank clouded with feelings which changed us both. still i am fighting you off, as you stand there with your straight, strong, long brown hair and your rosy, defiant glare, bringing up from the heart\u2019s pool that old rope, tightening about my life, trailing love and conflict, as you ask may you skate in the dark, for one more hour.5 10 15 20 25",
+            "10": "10 0486/12/m/j/18 \u00a9 ucles 2018 section b: prose answer one question from this section. chinua achebe: no longer at ease remember to support your ideas with details from the writing. either 7  read this extract, and then answer the question that follows it: they had mixed grill, which obi admitted wasn\u2019t too bad.  content removed due to copyright restrictions",
+            "11": "0486/12/m/j/18 \u00a9 ucles 2018 [turn overcontent removed due to copyright restrictions [from chapter 4]   how does achebe make this such a revealing moment in the novel? or 8  explore the ways in which achebe makes obi\u2019s relationship with his father so powerful in  the novel.\u2018good old sam! he doesn\u2019t spare them.\u201911",
+            "12": "12 0486/12/m/j/18 \u00a9 ucles 2018 jane austen: mansfield park remember to support your ideas with details from the writing. either 9 read this extract, and then answer the question that follows it: after some minutes spent in this way, miss bertram observing the iron  gate, expressed a wish of passing through it into the park, that their views  and their plans might be more comprehensive. it was the very thing of all others to be wished, it was the best, it was the only way of proceeding with any advantage, in henry crawford\u2019s opinion; and he directly saw a knoll not half a mile off, which would give them exactly the requisite command of the house. go therefore they must to that knoll, and through that gate; but the gate was locked. mr rushworth wished he had brought the key; he had been very near thinking whether he should not bring the key; he was determined he would never come without the key again; but still this did not remove the present evil. they could not get through, and as miss bertram\u2019s inclination for so doing did by no means lessen, it ended in mr rushworth\u2019s declaring outright that he would go and fetch the key. he set off accordingly. \u2018it is undoubtedly the best thing we can do now, as we are so far from  the house already,\u2019 said mr crawford, when he was gone. \u2018yes, there is nothing else to be done. but now, sincerely, do not you find  the place altogether worse than you expected?\u2019 \u2018no, indeed, far otherwise. i find it better, grander, more complete in  its style, though that style may not be the best. and to tell you the truth,\u2019 speaking rather lower, \u2018i do not think that i shall ever see sotherton again  with so much pleasure as i do now. another summer will hardly improve it to me.\u2019 after a moment\u2019s embarrassment the lady replied, \u2018you are too much a  man of the world not to see with the eyes of the world. if other people think sotherton improved, i have no doubt that you will.\u2019 \u2018i am afraid i am not quite so much the man of the world as might be  good for me in some points. my feelings are not quite so evanescent, nor my memory of the past under such easy dominion as one finds to be the case with men of the world.\u2019 this was followed by a short silence. miss bertram began again. \u2018you  seemed to enjoy your drive here very much this morning. i was glad to see you so well entertained. you and julia were laughing the whole way.\u2019 \u2018were we? yes, i believe we were; but i have not the least recollection  at what. oh! i believe i was relating to her some ridiculous stories of an old irish groom of my uncle\u2019s. your sister loves to laugh.\u2019 \u2018you think her more light-hearted than i am.\u2019\u2018more easily amused,\u2019 he replied, \u2018consequently you know,\u2019 smiling,  \u2018better company. i could not have hoped to entertain you with irish  anecdotes during a ten miles\u2019 drive.\u2019 \u2018naturally, i believe, i am as lively as julia, but i have more to think of  now.\u2019 \u2018you have undoubtedly\u2014and there are situations in which very high  spirits would denote insensibility. your prospects, however, are too fair to justify want of spirits. you have a very smiling scene before you.\u2019 \u2018do you mean literally or figuratively? literally i conclude. yes, certainly,  the sun shines and the park looks very cheerful. but unluckily that iron gate, that ha-ha, give me a feeling of restraint and hardship. i cannot get 5 10 15202530354045",
+            "13": "13 0486/12/m/j/18 \u00a9 ucles 2018 [turn over out, as the starling said.\u2019 as she spoke, and it was with expression, she  walked to the gate; he followed her, \u2018mr rushworth is so long fetching this  key!\u2019 \u2018and for the world you would not get out without the key and without  mr rushworth\u2019s authority and protection, or i think you might with little  difficulty pass round the edge of the gate, here, with my assistance; i think  it might be done, if you really wished to be more at large, and could allow  yourself to think it not prohibited.\u2019 \u2018prohibited! nonsense! i certainly can get out that way and i will. mr  rushworth will be here in a moment you know\u2014we shall not be out of  sight.\u2019 \u2018or if we are, miss price will be so good as to tell him, that he will find us  near that knoll, the grove of oak on the knoll.\u2019 [from chapter 10]   how does austen vividly portray the relationship between maria bertram and henry  crawford at this moment in the novel? or 10 what impressions of sir thomas and lady bertram as parents does austen\u2019s writing  create for you?50 55 60",
+            "14": "14 0486/12/m/j/18 \u00a9 ucles 2018 willa cather: my \u00e1ntonia remember to support your ideas with details from the writing. either 11 read this extract, and then answer the question that follows it: we found the shimerdas working just as if it were a week-day. marek was  cleaning out the stable, and \u00e1ntonia and her mother were making garden,  off across the pond in the draw-head. ambrosch was up on the windmill tower, oiling the wheel. he came down, not very cordially. when jake asked for the collar, he grunted and scratched his head. the collar belonged to grandfather, of course, and jake, feeling responsible for it, flared up. \u2018now, don\u2019t you say you haven\u2019t got it, ambrosch, because i know you  have, and if you ain\u2019t a-going to look for it, i will.\u2019 ambrosch shrugged his shoulders and sauntered down the hill toward  the stable. i could see that it was one of his mean days. presently he returned, carrying a collar that had been badly used \u2014 trampled in the dirt and gnawed by rats until the hair was sticking out of it. \u2018this what you want?\u2019 he asked surlily.jake jumped off his horse. i saw a wave of red come up under the  rough stubble on his face. \u2018that ain\u2019t the piece of harness i loaned you, ambrosch; or, if it is, you\u2019ve used it shameful. i ain\u2019t a-going to carry such a looking thing back to mr burden.\u2019 ambrosch dropped the collar on the ground. \u2018all right,\u2019 he said coolly,  took up his oil-can, and began to climb the mill. jake caught him by the belt of his trousers and yanked him back. ambrosch\u2019s feet had scarcely touched the ground when he lunged out with a vicious kick at jake\u2019s stomach. fortunately, jake was in such a position that he could dodge it. this was not the sort of thing country boys did when they played at fisticuffs, and jake was furious. he landed ambrosch a blow on the head \u2014 it sounded like the crack of an axe on a cow-pumpkin. ambrosch dropped over, stunned. we heard squeals, and looking up saw \u00e1ntonia and her mother coming  on the run. they did not take the path around the pond, but plunged through the muddy water, without even lifting their skirts. they came on, screaming and clawing the air. by this time ambrosch had come to his senses and was sputtering with nosebleed. jake sprang into his saddle. \u2018let\u2019s get out of this, jim,\u2019 he called.mrs shimerda threw her hands over her head and clutched as if she  were going to pull down lightning. \u2018law, law!\u2019 she shrieked after us. \u2018law for knock my ambrosch down!\u2019 \u2018i never like you no more, jake and jim burden,\u2019 \u00e1ntonia panted. \u2018no  friends any more!\u2019 jake stopped and turned his horse for a second. \u2018well, you\u2019re a damned  ungrateful lot, the whole pack of you,\u2019 he shouted back. \u2018i guess the burdens   can get along without you. you\u2019ve been a sight of trouble to them, anyhow!\u2019 we rode away, feeling so outraged that the fine morning was spoiled for  us. i hadn\u2019t a word to say, and poor jake was white as paper and trembling all over. it made him sick to get so angry. [from book 1 chapter 18]   explore the ways in which cather makes this such a tense moment in the novel.5 10 152025303540",
+            "15": "15 0486/12/m/j/18 \u00a9 ucles 2018 [turn over or 12 when he meets her again after a long time, jim says to \u00e1ntonia: \u2018you really are a part   of me.\u2019   how does cather vividly convey the truth of this statement?",
+            "16": "16 0486/12/m/j/18 \u00a9 ucles 2018 charles dickens: hard times remember to support your ideas with details from the writing. either  13 read this extract, and then answer the question that follows it: removing her eyes from him, she sat so long looking silently towards  the town, that he said, at length: \u2018are you consulting the chimneys of the  coketown works, louisa?\u2019 \u2018there seems to be nothing there, but languid and monotonous smoke.  yet when the night comes, fire bursts out, father!\u2019 she answered, turning  quickly. \u2018of course i know that, louisa. i do not see the application of the remark.\u2019  to do him justice he did not, at all. she passed it away with a slight motion of her hand, and concentrating  her attention upon him again, said, \u2018father, i have often thought that life is  very short.\u2019 \u2013 this was so distinctly one of his subjects that he interposed: \u2018it is short, no doubt, my dear. still, the average duration of human life  is proved to have increased of late years. the calculations of various  life assurance and annuity offices, among other figures which cannot go  wrong, have established the fact.\u2019 \u2018i speak of my own life, father.\u2019 \u2018o indeed? still,\u2019 said mr gradgrind, \u2018i need not point out to you, louisa,  that it is governed by the laws which govern lives in the aggregate.\u2019 \u2018while it lasts, i would wish to do the little i can, and the little i am fit for.  what does it matter!\u2019 mr gradgrind seemed rather at a loss to understand the last four words;  replying, \u2018how, matter? what, matter, my dear?\u2019 \u2018mr bounderby,\u2019 she went on in a steady, straight way, without regarding  this, \u2018asks me to marry him. the question i have to ask myself is, shall i  marry him? that is so, father, is it not? you have told me so, father. have  you not?\u2019 \u2018certainly, my dear.\u2019 \u2018let it be so. since mr bounderby likes to take me thus, i am satisfied to  accept his proposal. tell him, father, as soon as you please, that this was  my answer. repeat it, word for word, if you can, because i should wish him  to know what i said.\u2019 \u2018it is quite right, my dear,\u2019 retorted her father, approvingly, \u2018to be exact. i  will observe your very proper request. have you any wish, in reference to  the period of your marriage, my child?\u2019 \u2018none, father. what does it matter!\u2019 mr gradgrind had drawn his chair a little nearer to her, and taken her  hand. but, her repetition of these words seemed to strike with some little  discord on his ear. he paused to look at her, and, still holding her hand,  said: \u2018louisa, i have not considered it essential to ask you one question,  because the possibility implied in it appeared to me to be too remote. but,  perhaps i ought to do so. you have never entertained in secret any other  proposal?\u2019 \u2018father,\u2019 she returned, almost scornfully, \u2018what other proposal can have  been made to me? whom have i seen? where have i been? what are my  heart\u2019s experiences?\u2019 \u2018my dear louisa,\u2019 returned mr gradgrind, reassured and satisfied, \u2018you  correct me justly. i merely wished to discharge my duty.\u20195 10 15 20 25 30 35 40 45",
+            "17": "17 0486/12/m/j/18 \u00a9 ucles 2018 [turn over \u2018what do i know, father,\u2019 said louisa in her quiet manner, \u2018of tastes and  fancies; of aspirations and affections; of all that part of my nature in which  such light things might have been nourished? what escape have i had from problems that could be demonstrated, and realities that could be grasped?\u2019 as she said it, she unconsciously closed her hand, as if upon a solid object, and slowly opened it as though she were releasing dust or ash. [from book 1 chapter 15]   how does dickens make this moment in the novel so disturbing? or 14 does dickens make it possible for you to have any sympathy for young tom gradgrind throughout the novel?50 55",
+            "18": "18 0486/12/m/j/18 \u00a9 ucles 2018 michael frayn: spies remember to support your ideas with details from the writing. either 15 read this extract, and then answer the question that follows it: did stephen understand at last who it was down there in the darkness,  when he heard his own name spoken? content removed due to copyright restrictions",
+            "19": "19 0486/12/m/j/18 \u00a9 ucles 2018 [turn over content removed due to copyright restrictions [from chapter 10]   how does frayn make this such a powerful moment in the novel? or 16 \u2018how adults behave among themselves is a mystery,\u2019 says stephen.   how does frayn vividly convey stephen\u2019s lack of understanding of adults? \u2018it\u2019s  over, then. it\u2019s over.\u2019",
+            "20": "20 0486/12/m/j/18 \u00a9 ucles 2018 kate grenville: the secret river remember to support your ideas with details from the writing. either  17 read this extract, and then answer the question that follows it: the other sort of native was the kind that thornhill had met on that first night,  when they had been on the very edge of civilisation. this sort of native was   invisible to those like sal who confined themselves to the township. they  lived in the forest and in the bays where settlement had not yet reached,  and melted away if any of the new arrivals tried to come close. even in the  few months thornhill had seen the settlement grow, he had watched how  those hidden ones retreated with each new patch of cleared land. they wandered about, naked as worms, sheltering under an overhang  of rock or a sheet of bark. their dwellings were no more substantial than  those of a butterfly resting on a leaf. they caught their feeds of fish,  gathered a few oysters, killed a possum or two, then moved on. the most  thornhill ever saw was a silhouette stalking along a ridge, or bending over  with a fishing spear poised to strike through the water. he might see the  splinter of a canoe, fragile as a dead leaf against the dazzle of the sun on  the water, with a figure sitting in it, knees drawn up to its shoulders, or a  twist of blue smoke rising from some hidden place in the forest. but the  canoe had always gone by the time he rowed over to it, and the smoke  vanished when he looked at it too closely. during the day, if a person kept to the settlement and did not look about  himself too hard, he would see no one out there in the tangled landscape.  he might even imagine that there was no one there at all. but at night, a  man out in a boat on port jackson saw the campfires everywhere, winking  among the trees. sometimes the breeze brought the sound of their singing,  a high hard dirge, and the rhythmic clapping of sticks. there were no signs that the blacks felt the place belonged to them.  they had no fences that said this is mine . no house that said, this is our  home . there were no fields or flocks that said, we have put the labour of  our hands into this place . but sometimes men were speared. word would go round the settlement:  that so-and-so lay at this moment in the hospital with the spear still in him  and the doctor shaking his head. that another had got one in the neck so  the life had pumped out of him in a minute and left him as white as a piece  of veal. thornhill never spoke of those spearings to sal, but she heard of them  from their neighbours, and he had found her more than once poring over  the smudged pages of the sydney gazette , her finger under the words,  mouthing them out to herself. they got him just along the way here , she  said without looking at him. just around in the bay . but there was no point dwelling on the spears of the blacks. they  were like the snakes or the spiders, not something that could be guarded  against. he reminded her that even in london a man might be killed for the  contents of his pocketbook. he meant it as a kind of reassurance, but sal  went silent. he came to dread seeing the gazette  spread out on the table. whatever he said to sal, he was glad to spend his days out on the water.  on land he was always within range of a spear. [from part two]5 10 15 20 25 30 35 40 45",
+            "21": "21 0486/12/m/j/18 \u00a9 ucles 2018 [turn over   how does grenville vividly convey the mysteriousness of the \u2018native\u2019 people to thornhill  at this moment in the novel? or 18 in what ways does grenville portray sal as heroic?",
+            "22": "22 0486/12/m/j/18 \u00a9 ucles 2018 r k narayan: the english teacher remember to support your ideas with details from the writing. either  19 read this extract, and then answer the question that follows it: i stood at the bathroom doorway and grimly waited. she finished the  child\u2019s business and came out bearing her on her arm. while passing  me she seized the child\u2019s hand and tapped me under the chin with it and  passed on without a word to her room. she later met me in my room as i  sat gloomily gazing at the table. \u2018why have you not had your tiffin or wash?\u2019 she asked, coming up  behind and gently touching my shoulder. \u2018i don\u2019t want any tiffin,\u2019 i snapped. \u2018why are you so angry?\u2019 she asked. \u2018who asked you to give away that clock?\u2019 i asked. \u2018i didn\u2019t give it away. that man gave me twelve annas for it\u2014a very high  price indeed.\u2019 \u2018now you are a \u2026\u2019 i began. i looked at the paper corner and wailed:   \u2018you have given away those papers too! there were old answer papers  there\u2026\u2019 \u2018yes, i saw them,\u2019 she said. \u2018they were four years old. why do you want  old papers?\u2019 she asked. i was too angry to answer. \u2018you have no business  to tamper with my things,\u2019 i said. \u2018i don\u2019t want any tiffin or coffee.\u2019 i picked  up my coat, put it on and rushed out of the house, without answering her  question: \u2018where are you going?\u2019 i went straight back to the college. i had no definite plan. there was  no one in the college. i peeped into the debating hall, hoping there might  be somebody there. but the evening was free from all engagements.  i remembered that i hadn\u2019t had my coffee. i walked about the empty  corridors of the college. i saw the servant and asked him to open our  common room. i sent him to fetch me coffee and tiffin from the restaurant.  i opened my locker and took out a few composition books. i sat correcting  them till late at night. i heard the college clock strike nine. i then got up  and retraced my way home. i went about my work with a business-like air.  i took off my coat, went at great speed to the bathroom and washed. i first  took a peep into my wife\u2019s room. i saw her rocking the baby in the cradle. i  went into the kitchen and told the old lady: \u2018have the rest dined?\u2019 the old lady answered: \u2018susila waited till eight-thirty.\u2019 i was not interested in this. her name enraged me. i snapped: \u2018all right,  all right, put up my leaf and serve me. i only wanted to know if the child  had eaten.\u2019 this was to clear any misconception anyone might entertain  that i was interested in susila. i ate in silence. i heard steps approaching, and told myself: \u2018oh, she is  coming.\u2019 i trembled with anxiety, lest she should be going away elsewhere.  i caught a glimpse of her as she came into the dining room. i bowed my  head, and went on with my dinner unconcerned, though fully aware that  she was standing before me, dutifully as ever, to see that i was served  correctly. she moved off to the kitchen, spoke some words to the old  lady, and came out, and softly moved back to her own room. i felt angry:  \u2018doesn\u2019t even care to wait and see me served. she doesn\u2019t care. if she  cared, would she sell my clock? i must teach her a lesson.\u2019 after dinner i was back in my room and sat down at my table. i had  never been so studious at any time in my life. i took out some composition 5 10 15 20 25 30 35 40 45",
+            "23": "23 0486/12/m/j/18 \u00a9 ucles 2018 [turn over books. i noticed on a corner of my table a small paper packet. i found  enclosed in it a few coins. on the paper was written in her handwriting: time-piece     12 annas old paper      1 rupee          \u2014\u2014\u2014\u2014\u2014\u2014\u2014\u2014   total      one rupee and twelve annas. i felt furious at the sight of it. i took the coins and went over to her room.  the light was out there. i stood in the doorway and muttered: \u2018who cares  for this money? i can do without it.\u2019 i flung it on her bed and returned to   my room. later, as i sat in my room working, i heard the silent night punctuated  by sobs. i went to her room and saw her lying with her face to the wall,  sobbing. i was completely shaken. i didn\u2019t bargain for this. i watched her  silently for a moment, and collected myself sufficiently to say: \u2018what is the   use of crying, after committing a serious blunder?\u2019 through her sobs, she  sputtered: \u2018what do you care, what use it is or not. if i had known you cared  more for a dilapidated clock.\u2019 she didn\u2019t finish her sentence, but broke  down and wept bitterly. i was baffled. i was in an anguish myself. i wanted  to take her in my arms and comfort her. but there was a most forbidding  pride within me. i merely said: \u2018if you are going to talk and behave like a  normal human being, i can talk to you. i can\u2019t stand all this nonsense.\u2019 \u2018you go away to your room. why do you come and abuse me at  midnight?\u2019 she said. \u2018stop crying, otherwise people will think a couple of lunatics are living in  this house. \u2026\u2019 [from chapter 2]   how does narayan make this moment in the novel so powerful? or 20 how does narayan\u2019s writing memorably depict the lives of women in malgudi?50 55 60 65 70",
+            "24": "24 0486/12/m/j/18 \u00a9 ucles 2018 from stories of ourselves remember to support your ideas with details from the writing. either  21 read this extract from the people before  (by maurice shadbolt), and then answer the  question that follows it: he had a police party out, a health officer too. they scoured the hills, and  most of the caves they could find. they discovered no trace of a burial,  nor did they find anything in the caves. at one stage someone foolishly  suggested we might have imagined it all. so my father produced the  launchman and people from the township as witnesses to the fact that an  old maori, dying, had actually been brought to our farm. that convinced them. but it didn\u2019t take them anywhere near finding the  body. they traced the remnants of the tribe, living up the coast, and found  that indeed an old man of the tribe was missing. no one denied that there  had been a visit to our farm. but they maintained that they knew nothing  about a body. the old man, they said, had just wandered off into the bush;  they hadn\u2019t found him again. he might, they added, even still be alive. just to be on the safe   side, in case there was any truth in their story, the police put the old   man on the missing persons register, for all the good that might have   done. but we knew. we knew every night we looked up at the hills that he was  there, somewhere. so he was still alive, in a way. certainly it was a long time before he let  us alone. and by then my father had lost all taste for the farm. it seemed the land  itself had heaped some final indignity upon him, made a fool of him. he  never talked again, anyway, about running sheep on the hills. when butter prices rose and land values improved, a year or two  afterwards, he had no hesitation in selling out. we shifted into another part  of the country entirely, for a year or two, and then into another. finally we  found ourselves milking a small herd for town supply, not far from the city.  we\u2019re still on that farm, though there\u2019s talk of the place being purchased  soon for a city sub-division. we think we might sell, but we\u2019ll face the issue  when it arises. now and then jim comes to see us, smart in a city suit, a lecturer at  the university. my father always found it difficult to talk to jim, and very  often now he goes off to bed and leaves us to it. one thing i must say  about jim: he has no objection to helping with the milking. he insists that  he enjoys it; perhaps he does. it\u2019s all flatland round our present farm, with  one farm much like another, green grass and square farmhouses and pine  shelter belts, and it\u2019s not exactly the place to sit out on a summer evening  and watch shadows gathering on the hills. because there aren\u2019t hills within  sight; or shadows either, for that matter. it\u2019s all very tame and quiet, apart  from cars speeding on the highway. i get on reasonably well with jim. we read much the same books, have  much the same opinions on a great many subjects. the city hasn\u2019t made  a great deal of difference to him. we\u2019re both married, with young families.  we also have something else in common: we were both in the war, fighting  in the desert. one evening after milking, when we stood smoking and  yarning in the cool, i remembered something and decided i might put a  question to jim.5 10 15 20 25 30 35 40 45",
+            "25": "25 0486/12/m/j/18 \u00a9 ucles 2018 \u2018you know,\u2019 i began, \u2018they say it\u2019s best, when you\u2019re under fire in the war,  to fix your mind on something remote. so you won\u2019t be afraid. i remember  dad telling me that. i used to try. but it never seemed any good. i couldn\u2019t  think of anything. i was still as scared as hell.\u2019 \u2018i was too. who wasn\u2019t?\u2019 \u2018but, i mean, did you ever think of anything?\u2019 \u2018funny thing,\u2019 he said. \u2018now i come to think of it, i did. i thought of the  old place \u2013 you know, the old place by the river. where,\u2019 he added, and his  face puckered into a grin, \u2018where they buried that old maori. and where  i found those greenstones. i\u2019ve still got it at home, you know, up on the  mantelpiece. i seem to remember trying to give it away once, to those  maoris. now i\u2019m glad i didn\u2019t. it\u2019s my only souvenir from there, the only  thing that makes that place still live for me.\u2019 he paused. \u2018well, anyway,  that\u2019s what i thought about. that old place of ours.\u2019 i had a sharp pain. i felt the dismay of a long-distance runner who,  coasting confidently to victory, imagining himself well ahead of the field,  finds himself overtaken and the tape snapped at the very moment he leans  forward to breast it. for one black moment it seemed i had been robbed of  something which was rightfully mine. i don\u2019t think i\u2019ll ever forgive him.   explore the ways in which shadbolt makes this such a satisfying ending to the story. or 22 explore the ways in which the writer creates a strong sense of place in either  to da-duh,  in memoriam  (by paule marshall) or billennium  (by j g ballard).50 55 60 65",
+            "26": "26 0486/12/m/j/18 \u00a9 ucles 2018 blank page",
+            "27": "27 0486/12/m/j/18 \u00a9 ucles 2018 blank page",
+            "28": "28 0486/12/m/j/18 \u00a9 ucles 2018 blank page permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the  publisher will be pleased to make amends at the earliest possible opportunity. to avoid the issue of disclosure of answer-related information to candidates, all copyright acknowledgements are reproduced online in the cambridge international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download at www.cie.org.uk after  the live examination series. 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."
+        },
+        "0486_s18_qp_13.pdf": {
+            "1": "this document consists of 24 printed pages, 4 blank pages and 1 insert. dc (rcl (go)) 148756/2 \u00a9 ucles 2018 [turn overcambridge international examinations cambridge international general certificate of secondary education *2792214950*literature (english) 0486/13 paper 1 poetry and prose may/june 2018 1 hour 30 minutes no additional materials are required. read these instructions first an answer booklet is provided inside this question paper. you should follow the instructions on the front cover  of the answer booklet. if you need additional paper ask the invigilator for a continuation booklet. answer two questions: one question from section a and one question from section b.all questions in this paper carry equal marks.",
+            "2": "2 0486/13/m/j/18 \u00a9 ucles 2018 blank page",
+            "3": "3 0486/13/m/j/18 \u00a9 ucles 2018 [turn over contents section a: poetry text question  numbers page[s] songs of ourselves volume 1: from part 5  1, 2 pages 4\u20135 songs of ourselves volume 2\u200a: from part 1  3, 4 pages 6\u20137 gillian clarke: from collected poems   5, 6 pages  8\u20139 section b: prose text question numbers page[s] chinua achebe: no longer at ease   7, 8 pages 10\u201311 jane austen: mansfield park   9, 10 pages 12\u201313 willa cather: my \u00e1ntonia 11, 12 pages 14\u201315 charles dickens: hard times 13, 14 pages 16\u201317 michael frayn: spies 15, 16 pages 18\u201319 kate grenville: the secret river 17, 18 pages 20\u201321 r k narayan: the english teacher  19, 20 pages 22\u201323 from stories of ourselves 21, 22 pages 24\u201325",
+            "4": "4 0486/13/m/j/18 \u00a9 ucles 2018 section a: poetry answer one question from this section. songs of ourselves volume 1: from part 5 remember to support your ideas with details from the writing. either 1 read this poem, and then answer the question that follows it: elegy for my father\u2019s father he knew in the hour he died that his heart had never spokenin eighty years of days.o for the tall tower brokenmemorial is denied:and the unchanging cairnthat pipes could set ablazean aaronsrod and blossom.they stood by the gravesidefrom his bitter veins bornand mourned him in their fashion.a chain of sods in a dayhe could slice and buildhigh as the head of a manand a flowering cherry treeon his walking shoulder heldunder the lion sun.when he was old and blindhe sat in a curved chairall day by the kitchen fire.many hours he had seenthe stars in their drunken dancingthrough the burning-glass of his mindand sober knew the greenboughs of heaven foldingthe winter world in their hand.the pride of his heart was dumb.he knew in the hour he diedthat his heart had never spokenin song or bridal bed.and the naked thought fell backto a house by the watersideand the leaves the wind had shakenthen for a child\u2019s sake:to the waves all night awakewith the dark mouths of the dead.the tongues of water spokeand his heart was unafraid.  (james k baxter )   how does baxter convey powerful feelings about his grandfather in this poem?5 10 1520253035",
+            "5": "5 0486/13/m/j/18 \u00a9 ucles 2018 [turn over or 2 what striking impressions of the speaker does spender create for you in my parents ? my parents my parents kept me from children who were rough who threw words like stones and wore torn clothestheir thighs showed through rags. they ran in the streetand climbed cliffs and tripped by the country streams. i feared more than tigers their muscles like iron their jerking hands and their knees tight on my armsi feared the salt coarse pointing of those boyswho copied my lisp behind me on the road. they were lithe, they sprang out behind hedges like dogs to bark at my world. they threw mudwhile i looked the other way, pretending to smile.i longed to forgive them but they never smiled.  (stephen spender )5 10",
+            "6": "6 0486/13/m/j/18 \u00a9 ucles 2018 songs of ourselves volume 2 : from part 1 remember to support your ideas with details from the writing. either 3 read this poem, and then answer the question that follows it: love (iii) love bade me welcome: yet my soul drew back,  guilty of dust and sin. but quick-eyed love, observing me grow slack from my first entrance in, drew nearer to me, sweetly questioning, if i lacked anything. a guest, i answered, worthy to be here: love said, you shall be he. i the unkind, ungrateful? ah my dear, i cannot look on thee. love took my hand, and smiling did reply, who made the eyes but i? truth lord, but i have marred them: let my shame go where it doth deserve. and know you not, says love, who bore the blame? my dear, then i will serve. you must sit down, says love, and taste my meat: so i did sit and eat. finis. glory be to god on high, and on earth peace, good will towards men.  (george herbert )   how does herbert convey a sense of peace in this poem?5 10 15 20",
+            "7": "7 0486/13/m/j/18 \u00a9 ucles 2018 [turn over or 4 explore the ways in which sitwell evokes feelings of regret in heart and mind . heart and mind said the lion to the lioness\u2014\u2018when you are amber dust,\u2014 no more a raging fire like the heat of the sun(no liking but all lust)\u2014remember still the flowering of the amber blood and bone,the rippling of bright muscles like a sea,remember the rose-prickles of bright pawsthough we shall mate no moretill the fire of that sun the heart and the moon-cold bone are one.\u2019 said the skeleton lying upon the sands of time\u2014 \u2018the great gold planet that is the mourning heat of the sunis greater than all gold, more powerfulthan the tawny body of a lion that fire consumeslike all that grows or leaps \u2026 so is the heart more powerful than all dust. once i was hercules or samson, strong as the pillars of the seas:but the flames of the heart consumed me, and the mindis but a foolish wind.\u2019 said the sun to the moon\u2014\u2018when you are but a lonely white crone, and i, a dead king in my golden armour somewhere in a dark wood,remember only this of our hopeless lovethat never till time is donewill the fire of the heart and the fire of the mind be one.\u2019 (edith sitwell )5 10 1520",
+            "8": "8 0486/13/m/j/18 \u00a9 ucles 2018 gillian clarke: from collected poems remember to support your ideas with details from the writing. either  5 read this poem, and then answer the question that follows it: baby-sitting i am sitting in a strange room listening for the wrong baby. i don\u2019t lovethis baby. she is sleeping a snufflyroseate, bubbling sleep; she is fair;she is a perfectly acceptable child.i am afraid of her. if she wakesshe will hate me. she will shouther hot midnight rage, her nosewill stream disgustingly and the perfumeof her breath will fail to enchant me. to her i will represent absolute abandonment. for her it will be worsethan for the lover cold in lonelysheets; worse than for the woman who waitsa moment to collect her dignitybeside the bleached bone in the terminal ward.as she rises sobbing from the monstrous landstretching for milk-familiar comforting,she will find me and between us twoit will not come. it will not come.   explore the ways in which clarke conveys powerful thoughts and feelings in this poem.5 10 15 20",
+            "9": "9 0486/13/m/j/18 \u00a9 ucles 2018 [turn over or 6 in what ways does clarke make an ordinary experience so special in still life ? still life it was good tonight to polish brass with you,our hands slightly grittywith brasso, as they would feelif we\u2019d been in the sea, salty.it was as if we burnishedour friendship, polished ituntil all the light-drowningtarnish of deceitwere stroked away. patternsof incredible honestydelicately grew, revealedquite openly to the pressureof the soft, torn rag.we made a yellow-goldstill-life out of clocks,candlesticks and kettles.my sadness puzzled you.i rubbed the full curveof an indian goblet,feeling its illusoryheat. it cooled beneathmy fingers and i readin the braille formalityof pattern, in the leafand tendril and stylised tree,that essentially eachobject remains cold,separate, only reflectingthe other\u2019s warmth.5 10 15202530",
+            "10": "10 0486/13/m/j/18 \u00a9 ucles 2018 section b: prose answer one question from this section. chinua achebe: no longer at ease remember to support your ideas with details from the writing. either 7 read this extract, and then answer the question that follows it: \u2018you see,\u2019 said christopher as soon as they got back into the car.  content removed due to copyright restrictions",
+            "11": "0486/13/m/j/18 \u00a9 ucles 2018 [turn overcontent removed due to copyright restrictions [from chapter 12] explore the ways in which achebe portrays obi\u2019s thoughts and feelings at this moment in  the novel. or 8 how does achebe make joseph such a memorable character in the novel?    but no sooner had  christopher said good night than obi\u2019s thoughts returned to the letter he  had received from his father.11 ",
+            "12": "12 0486/13/m/j/18 \u00a9 ucles 2018 jane austen: mansfield park remember to support your ideas with details from the writing. either 9 read this extract, and then answer the question that follows it: as her appearance and spirits improved, sir thomas and mrs norris  thought with greater satisfaction of their benevolent plan; and it was pretty  soon decided between them, that though far from clever, she shewed a tractable disposition, and seemed likely to give them little trouble. a mean opinion of her abilities was not confined to them. fanny could read, work,  and write, but she had been taught nothing more; and as her cousins found her ignorant of many things with which they had been long familiar, they thought her prodigiously stupid, and for the first two or three weeks, were continually bringing some fresh report of it into the drawing room. \u2018dear mamma, only think, my cousin cannot put the map of europe together\u2014or my cousin cannot tell the principal rivers in russia\u2014or she never heard of asia minor\u2014or she does not know the difference between water-colours and crayons!\u2014how strange!\u2014did you ever hear any thing so stupid?\u2019 \u2018my dear,\u2019 their considerate aunt would reply; \u2018it is very bad, but you must  not expect every body to be as forward and quick at learning as yourself.\u2019 \u2018but, aunt, she is really so very ignorant!\u2014do you know, we asked her  last night, which way she would go to get to ireland; and she said, she should cross to the isle of wight. she thinks of nothing but the isle of wight, and she calls it the island, as if there were no other island in the  world. i am sure i should have been ashamed of myself, if i had not known better long before i was so old as she is. i cannot remember the time when i did not know a great deal that she has not the least notion of yet. how long ago it is aunt, since we used to repeat the chronological order of the kings of england, with the dates of their accession, and most of the principal events of their reigns.\u2019 \u2018yes,\u2019 added the other; \u2018and of the roman emperors as low as severus;  besides a great deal of the heathen mythology, and all the metals, semi-metals, planets, and distinguished philosophers.\u2019 \u2018very true, indeed, my dears, but you are blessed with wonderful  memories, and your poor cousin has probably none at all. there is a vast deal of difference in memories, as well as in every thing else, and therefore you must make allowance for your cousin, and pity her deficiency. and remember that, if you are ever so forward and clever yourselves, you should always be modest; for, much as you know already, there is a great deal more for you to learn.\u2019 \u2018yes, i know there is, till i am seventeen. but i must tell you another thing  of fanny, so odd and so stupid. do you know, she says she does not want to learn either music or drawing.\u2019 \u2018to be sure, my dear, that is very stupid indeed, and shews a great want  of genius and emulation. but all things considered, i do not know whether it is not as well that it should be so, for, though you know (owing to me) your papa and mamma are so good as to bring her up with you, it is not at all necessary that she should be as accomplished as you are;\u2014on the contrary, it is much more desirable that there should be a difference.\u2019 such were the counsels by which mrs norris assisted to form her  nieces\u2019 minds; and it is not very wonderful that with all their promising talents and early information, they should be entirely deficient in the less common acquirements of self-knowledge, generosity, and humility. in 5 10 15202530354045",
+            "13": "13 0486/13/m/j/18 \u00a9 ucles 2018 [turn over every thing but disposition, they were admirably taught. sir thomas did not  know what was wanting, because, though a truly anxious father, he was not outwardly affectionate, and the reserve of his manner repressed all the flow of their spirits before him. to the education of her daughters, lady bertram paid not the smallest  attention. she had not time for such cares. she was a woman who spent her days in sitting nicely dressed on a sofa, doing some long piece of needle work, of little use and no beauty, thinking more of her pug than her children, but very indulgent to the latter, when it did not put herself to inconvenience, guided in every thing important by sir thomas, and in smaller concerns by her sister. had she possessed greater leisure for the service of her girls, she would probably have supposed it unnecessary, for they were under the care of a governess, with proper masters, and could want nothing more. as for fanny\u2019s being stupid at learning, \u2018she could only say it was very unlucky, but some people were stupid, and fanny must  take more pains; she did not know what else was to be done; and except her being so dull, she must add she saw no harm in the poor little thing\u2014and always found her very handy and quick in carrying messages, and fetching what she wanted.\u2019 [from chapter 2] how does austen make this moment so amusing and revealing? or 10 how does austen vividly convey fanny\u2019s feelings about life in portsmouth?50 556065",
+            "14": "14 0486/13/m/j/18 \u00a9 ucles 2018 willa cather: my \u00e1ntonia remember to support your ideas with details from the writing. either 11 read this extract, and then answer the question that follows it: i ran home to tell grandmother that lena lingard had come to town. we  were glad of it, for she had a hard life on the farm. lena lived in the norwegian settlement west of squaw creek, and she  used to herd her father\u2019s cattle in the open country between his place  and the shimerdas\u2019. whenever we rode over in that direction we saw her out among her cattle, bareheaded and barefooted, scantily dressed in tattered clothing, always knitting as she watched her herd. before i knew lena, i thought of her as something wild, that always lived on the prairie, because i had never seen her under a roof. her yellow hair was burned to a ruddy thatch on her head; but her legs and arms, curiously enough, in spite of constant exposure to the sun, kept a miraculous whiteness which somehow made her seem more undressed than other girls who went scantily clad. the first time i stopped to talk to her, i was astonished at her soft voice and easy, gentle ways. the girls out there usually got rough and mannish after they went to herding. but lena asked jake and me to get off our horses and stay awhile, and behaved exactly as if she were in a house and were accustomed to having visitors. she was not embarrassed by her ragged clothes, and treated us as if we were old acquaintances. even then i noticed the unusual colour of her eyes \u2014 a shade of deep violet \u2014 and their soft, confiding expression. chris lingard was not a very successful farmer, and he had a large  family. lena was always knitting stockings for little brothers and sisters, and even the norwegian women, who disapproved of her, admitted that she was a good daughter to her mother. as tony said, she had been talked about. she was accused of making ole benson lose the little sense he had \u2014 and that at an age when she should still have been in pinafores. ole lived in a leaky dugout somewhere at the edge of the settlement.  he was fat and lazy and discouraged, and bad luck had become a habit with him. after he had had every other kind of misfortune, his wife, \u2018crazy mary,\u2019 tried to set a neighbour\u2019s barn on fire, and was sent to the asylum at lincoln. she was kept there for a few months, then escaped and walked all the way home, nearly two hundred miles, travelling by night and hiding in barns and haystacks by day. when she got back to the norwegian settlement, her poor feet were as hard as hoofs. she promised to be good, and was allowed to stay at home \u2014 though everyone realized she was as crazy as ever, and she still ran about barefooted through the snow, telling her domestic troubles to her neighbours. not long after mary came back from the asylum, i heard a young dane,  who was helping us to thresh, tell jake and otto that chris lingard\u2019s oldest girl had put ole benson out of his head, until he had no more sense than his crazy wife. when ole was cultivating his corn that summer, he used to get discouraged in the field, tie up his team, and wander off to wherever lena lingard was herding. there he would sit down on the draw-side and help her watch her cattle. all the settlement was talking about it. the norwegian preacher\u2019s wife went to lena and told her she ought not to allow this; she begged lena to come to church on sundays. lena said she hadn\u2019t a dress in the world any less ragged than the one on her back. then 5 10 15202530354045",
+            "15": "15 0486/13/m/j/18 \u00a9 ucles 2018 [turn over the minister\u2019s wife went through her old trunks and found some things she  had worn before her marriage. [from book 2 chapter 4] how does cather create such vivid impressions of lena at this moment in the novel? or 12 \u2018it was homesickness that had killed mr shimerda.\u2019 explore the ways in which cather powerfully depicts mr shimerda\u2019s feelings of  homesickness.50",
+            "16": "16 0486/13/m/j/18 \u00a9 ucles 2018 charles dickens:  hard times remember to support your ideas with details from the writing. either 13 read this extract, and then answer the question that follows it: \u2018i am sick of my life, loo. i hate it altogether, and i hate everybody  except you,\u2019 said the unnatural young thomas gradgrind in the hair-cutting  chamber at twilight. \u2018you don\u2019t hate sissy, tom?\u2019\u2018i hate to be obliged to call her jupe. and she hates me,\u2019 said tom  moodily. \u2018no she does not, tom, i am sure.\u2019\u2018she must,\u2019 said tom. \u2018she must just hate and detest the whole set-out  of us. they\u2019ll bother her head off, i think, before they have done with her. already she\u2019s getting as pale as wax, and as heavy as \u2014 i am.\u2019 young thomas expressed these sentiments, sitting astride of a chair  before the fire, with his arms on the back, and his sulky face on his arms. his sister sat in the darker corner by the fireside, now looking at him, now looking at the bright sparks as they dropped upon the hearth. \u2018as to me,\u2019 said tom, tumbling his hair all manner of ways with his sulky  hands, \u2018i am a donkey, that\u2019s what i am. i am as obstinate as one, i am  more stupid than one, i get as much pleasure as one, and i should like to kick like one.\u2019 \u2018not me, i hope, tom?\u2019\u2018no, loo; i wouldn\u2019t hurt you. i made an exception of you at first. i don\u2019t  know what this \u2014 jolly old \u2014 jaundiced jail,\u2019 tom had paused to find a sufficiently complimentary and expressive name for the parental roof, and seemed to relieve his mind for a moment by the strong alliteration of this one, \u2018would be without you.\u2019 \u2018indeed, tom? do you really and truly say so?\u2019\u2018why, of course i do. what\u2019s the use of talking about it!\u2019 returned tom,  chafing his face on his coat-sleeve, as if to mortify his flesh, and have it in unison with his spirit. \u2018because tom,\u2019 said his sister, after silently watching the sparks awhile,  \u2018as i get older, and nearer growing up, i often sit wondering here, and think how unfortunate it is for me that i can\u2019t reconcile you to home better than i am able to do. i don\u2019t know what other girls know. i can\u2019t play to you, or sing to you. i can\u2019t talk to you so as to lighten your mind, for i never see any amusing sights or read any amusing books that it would be a pleasure or a relief to you to talk about, when you are tired.\u2019 \u2018well, no more do i. i am as bad as you in that respect; and i am a  mule too, which you\u2019re not. if father was determined to make me either a prig or a mule, and i am not a prig, why, it stands to reason, i must be a mule. and so i am,\u2019 said tom, desperately. \u2018it\u2019s a great pity,\u2019 said louisa, after another pause, and speaking  thoughtfully out of her dark corner; \u2018it\u2019s a great pity, tom. it\u2019s very unfortunate for both of us.\u2019 \u2018oh! you,\u2019 said tom; \u2018you are a girl, loo, and a girl comes out of it better  than a boy does. i don\u2019t miss anything in you. you are the only pleasure i have \u2014 you can brighten even this place \u2014 and you can always lead me as you like.\u2019 \u2018you are a dear brother, tom; and while you think i can do such things, i  don\u2019t so much mind knowing better. though i do know better, tom, and am 5 10 15202530354045",
+            "17": "17 0486/13/m/j/18 \u00a9 ucles 2018 [turn over very sorry for it.\u2019 she came and kissed him, and went back into her corner  again. \u2018i wish i could collect all the facts we hear so much about,\u2019 said tom,  spitefully setting his teeth, \u2018and all the figures, and all the people who found them out; and i wish i could put a thousand barrels of gunpowder under them, and blow them all up together!\u2019 [from book 1 chapter 8] in what ways does dickens make this such a sad moment in the novel? or 14 what does dickens\u2019s writing make you feel about mrs sparsit?50",
+            "18": "18 0486/13/m/j/18 \u00a9 ucles 2018 michael frayn: spies remember to support your ideas with details from the writing. either 15 read this extract, and then answer the question that follows it: \u2018so will you do it for me, stephen?\u2019 content removed due to copyright restrictions",
+            "19": "0486/13/m/j/18 \u00a9 ucles 2018 [turn overcontent removed due to copyright restrictions [from chapter 9] how does frayn make you feel such sympathy for both stephen and mrs hayward at  this moment in the novel? or 16 explore the ways in which frayn creates suspense in two moments in the novel.   do not use the extract printed for question 15 in answering this question.i\u2019ve ruined everything. \u2018i\u2019m sorry,\u2019 i mutter, \u2018i\u2019m sorry.\u201919  ",
+            "20": "20 0486/13/m/j/18 \u00a9 ucles 2018 kate grenville:  the secret river remember to support your ideas with details from the writing. either 17 read this extract, and then answer the question that follows it: in newgate the people were packed tight in stone cells with hardly enough  room on the dirty pallets to stretch out at night. the walls were blocks of fine-hewn stone, not a chink anywhere, of such a size they needed no mortar. their mass alone was enough to lock them into place, and lock the people in behind them. sal had given up the room in butler\u2019s buildings and had joined lizzie  and mary sewing shrouds. they all came to see him in the cell, pretending good cheer. sal had brought willie, holding fast to his little hand. he was four: old enough to be frightened at what he saw in newgate, but young enough to be damaged by it. thornhill loved to feel the child in his arms, against his chest, but told sal not to bring him again, there was prison fever about. they had brought such food as they could spare: a piece of bread and  some splinters of dried herring. they watched while he took it. he could see the hunger in their eyes, and did his best to eat, to please them, but he could not seem to, his throat already closed up. he tried not to think of their happy days. in newgate that soft hopeful  part of him was hardening over, becoming lifeless like stone or shell. it was a kind of mercy. sal took charge. she had worked it out. the thing that a man needed in  newgate, more than a loaf of bread and a blanket, was a story. there must always be a story, she insisted, no matter how red-handed a man was caught. and a man had to believe it himself, so that when he came to tell it, it felt like god\u2019s sworn truth. he saw that she had gone to the heart of the matter. he had heard a boy  in the yard saying over and over to himself, and to anyone who came near: it is all a lie, it is all for the reward . the boy tried it in different ways, with  different emphasis, a child with broken front teeth who seemed little older than willie. it is all a damned lie, it is all for the damned reward. he was  like those actors thornhill had rowed across the river. when the moment came, in the white glare of the limelight, the line would be there, having replaced all other thoughts by nothing more than repetition. the story had to take on such conviction that bit by bit the fact of the  event\u2014in the boy\u2019s case, some business of stealing a piece of bacon from a shop\u2014was replaced by another one, the way an oyster might grow over a rock. then it became nothing so crude as a lie. a person could tell the new one, in all its vivid reality, with the wide eyes of someone who was speaking the truth. a man had come up to you and given you the coat. you had found the  piece of carpet on the road. a man had said he would give you a penny if you took the box to gosport street. as god was your witness, you were innocent. sal had already worked it out for him. he had made the lighter fast, but  owing to the lowness of the tide he had left it, planning to come back at high water to unload. he had trusted the watchman further up the wharf to keep an eye on the timber, but while he was away some person unknown must have come up on the river side, without the watchman hearing, and removed it.5 10 15202530354045",
+            "21": "21 0486/13/m/j/18 \u00a9 ucles 2018 [turn over it was a sound story, with no gaps or leaks. he loved her for her wit in  seeing it so clear, and giving it the words that made it the truth. you will get  out of this, will, she whispered, embracing him as she left. they ain\u2019t going  to get you, not if i got anything to do with it. her love and her strength gave him heart, were a kind of wealth, he saw,  that others did not have. [from part 1]   how does grenville vividly depict william\u2019s imprisonment in newgate at this moment in  the novel? or 18 explore the ways in which grenville shows that life in australia offers the thornhills more opportunities than life in london.50",
+            "22": "22 0486/13/m/j/18 \u00a9 ucles 2018 r k narayan: the english teacher remember to support your ideas with details from the writing. either 19 read this extract, and then answer the question that follows it: i had a visit from the headmaster at an unusual hour one night. i was  in bed. my child had just gone to sleep. and i was preparing to sit up and attempt my daily experiment. i was about to put out the light, when there was a call for me at the gate, \u2018krishnan, krishnan.\u2019 i didn\u2019t like to be disturbed. so i kept quiet for a moment hoping that the caller might go away and i regretted i had not put out the light a minute earlier. but the call was repeated. i had to get up and go to the gate. there i saw the headmaster. \u2018krishnan,\u2019 he cried on seeing me, \u2018forgive my intrusion at this hour. may i come in and talk to you?\u2019 \u2018yes, yes,\u2019 i said, opening the gate. we sat down on the veranda steps.  a ray of light fell on him from our sleeping room, and i noticed that he looked very agitated. he sat without speaking for a few minutes. a donkey brayed in a neighbouring lane; wind rustled the avenue trees. i waited for him to open his mouth and tell me his business. i felt he might be wanting a loan of money; he must be in terrible straits. \u2018i want to ask you \u2026\u2019 he began. it was at this point that the donkey  brayed into the night. \u2018it is a good omen they say, the braying of a donkey. so my request is well-timed.\u2019 \u2018go on,\u2019 i said, wondering how much he was going to want. \u2018tell me  what you want,\u2019 i said. \u2018i want you to take charge of my school, and see that it does not go to  ruin,\u2019 he said. worry seemed to have done its work on this poor man, i thought. \u2018all right,\u2019 i said, but added, \u2018but i\u2019ve my college \u2026\u2019 \u2018i know it,\u2019 he said. \u2018but do you think you are happy in your work there?\u2019  he asked. i did not reply. it needed no reply. \u2018but who cares for happiness in work? one works for the money \u2026\u2019 said i in my sober cynicism. \u2018true, true,\u2019 he said. \u2018i cannot compel you. please at least keep an eye  on the school, and see that these children are not thrown into a hostile world \u2026\u2019 \u2018all right, all right,\u2019 i said, not wishing to offend a man mentally unsound.  the light from our bedroom illuminated a part of his face. i looked at it. he had the abstraction of a mystic rather than of a maniac. i could not contain myself any longer. and so i cried, \u2018tell me, what is the matter?\u2019 he smiled and said: \u2018this is perhaps my last day. tomorrow, i may be no more.\u2019 his voice fluttered. \u2018you may remember that i had an astrologer\u2019s report with me, and i have also mentioned that my wife would get a big surprise in life; this is it. i never wanted to speak to anyone about it. but i felt i owed it to the children, not to leave the school without any arrangement for it. i hesitated the whole day, and a dozen times came up to your gate and turned away \u2026\u2019 i looked at him greatly puzzled: the man was talking as if he were moving to the next street \u2026 this was too disturbing \u2013 even for me who had been educated to accept and accommodate the idea of death. he spoke on quietly: \u2018my astrologer has written a month-to-month report, and my life has been going on in its details like a time-table. i see it so clearly that nothing ever worries me. i give things just their value \u2013 never unduly disturb my mind over affairs; which include also my wife, who, i find, conducts herself according to the time-table.\u2019 \u2018what is to happen to her?\u2019 i asked, almost involuntarily.5 10 15202530354045",
+            "23": "23 0486/13/m/j/18 \u00a9 ucles 2018 [turn over \u2018god knows. i only hope she won\u2019t start a litigation against my brother,  over their house and property.\u2019 i sat up, thinking it over. it seemed absurd  to be talking thus. \u2018no, no, no,\u2019 i cried. \u2018it can\u2019t be.\u2019 \u2018it is,\u2019 he persisted.\u2018astrologers are not allowed to mention these things \u2026\u2019\u2018not my astrologer. he is not a professional predictor, but a hermit, who  can see past, present, and future as one, and give everything its true value. he doesn\u2019t want you to put your head under the sand, thinking that you are unseen. man must essentially be a creature of strength and truth. you would love him if you met him, but i don\u2019t know where he is. he came one day for alms, took a fancy to me, and sat down and dictated my life to me after a glance at my palm, and took the road again in the evening. i have never seen him since. but the few hours he was with me he charged my mind with new visions, ideas and strength. my life underwent a revolution. it was after that i left my family and home and set up the school. they jeered at us and made fun of me, but i don\u2019t mind. my life has gone on precisely as he predicted.\u2019 [from chapter 7]   explore the ways in which narayan makes this an intriguing moment in the novel. or 20 how does narayan\u2019s writing make children so important in the novel?50 556065",
+            "24": "24 0486/13/m/j/18 \u00a9 ucles 2018 from stories of ourselves remember to support your ideas with details from the writing. either 21 read this extract from to da-duh, in memoriam (by paule marshall), and then answer  the question that follows it: we were in the back of the lorry finally, packed in among the barrels of  ham, flour, cornmeal and rice and the trunks of clothes that my mother had  brought as gifts. we made our way slowly through bridgetown\u2019s clogged streets, part of a funereal procession of cars and open-sided buses, bicycles, and donkey carts. the dim little limestone shops and offices along the way marched with us, at the same mournful pace, toward the same grave ceremony \u2013 as did the people, the women balancing huge baskets on top their heads as if they were no more than hats they wore to shade them from the sun. looking over the edge of the lorry i watched as their feet slurred the dust. i listened, and their voices, raw and loud and dissonant in the heat, seemed to be grappling with each other high overhead. da-duh sat on a trunk in our midst, a monarch amid her court. she still  held my hand, but it was different now. i had suddenly become her anchor, for i felt her fear of the lorry with its asthmatic motor (a fear and distrust, i later learned, she held of all machines) beating like a pulse in her rough palm. as soon as we left bridgetown behind though, she relaxed, and while  the others around us talked she gazed at the canes standing tall on either side of the winding marl road. \u2018c\u2019dear,\u2019 she said softly to herself after a time. \u2018the canes this side are pretty enough.\u2019 they were too much for me. i thought of them as giant weeds that  had overrun the island, leaving scarcely any room for the small tottering houses of sunbleached pine we passed or the people, dark streaks as our lorry hurtled by. i suddenly feared that we were journeying, unaware that we were, toward some dangerous place where the canes, grown as high   and thick as a forest, would close in on us and run us through with their stiletto blades. i longed then for the familiar: for the street in brooklyn where i lived, for my father who had refused to accompany us (\u2018blowing out good money on foolishness,\u2019 he had said of the trip), for a game of tag with my friends under the chestnut tree outside our ageing brownstone house. \u2018yes, but wait till you see st thomas canes,\u2019 da-duh was saying to me.  \u2018they\u2019s canes father, bo,\u2019 she gave a proud arrogant nod. \u2018tomorrow, god willing, i goin\u2019 take you out in the ground and show them to you.\u2019 true to her word da-duh took me with her the following day out into  the ground. it was a fairly large plot adjoining her weathered board and shingle house and consisting of a small orchard, a good-sized canepiece and behind the canes, where the land sloped abruptly down, a gully. she had purchased it with panama money sent her by her eldest son, my uncle joseph, who had died working on the canal. we entered the ground along a trail no wider than her body and as devious and complex as her reasons for showing me her land. da-duh strode briskly ahead, her slight form filled out this morning by the layers of sacking petticoats she wore under her working dress to protect her against the damp. a fresh white cloth, elaborately arranged around her head, added to her height, and lent her a vain, almost roguish air.5 10 15202530354045",
+            "25": "25 0486/13/m/j/18 \u00a9 ucles 2018 her pace slowed once we reached the orchard, and glancing back at  me occasionally over her shoulder, she pointed out the various trees. \u2018this here is a breadfruit,\u2019 she said. \u2018that one yonder is a papaw. here\u2019s  a guava. this is a mango. i know you don\u2019t have anything like these in  new york. here\u2019s a sugar apple.\u2019 (the fruit looked more like artichokes than apples to me.) \u2018this one bears limes \u2026\u2019 she went on for some time, intoning the names of the trees as though they were those of her gods. finally, turning to me, she said, \u2018i know you don\u2019t have anything this nice where you come from.\u2019 then, as i hesitated: \u2018i said i know you don\u2019t have anything this nice where you come from \u2026\u2019 \u2018no,\u2019 i said and my world did seem suddenly lacking.da-duh nodded and passed on. the orchard ended and we were on the  narrow cart road that led through the canepiece, the canes clashing like swords above my cowering head. again she turned and her thin muscular arms spread wide, her dim gaze embracing the small field of canes, she said \u2013 and her voice almost broke under the weight of her pride, \u2018tell me, have you got anything like these in that place where you were born?\u2019 \u2018no.\u2019\u2018i din\u2019 think so. i bet you don\u2019t even know that these canes here and the  sugar you eat is one and the same thing. that they does throw the canes into some damn machine at the factory and squeeze out all the little life   in them to make sugar for you all so in new york to eat. i bet you don\u2019t know that.\u2019   how does marshall vividly convey the narrator\u2019s impressions on arriving in barbados at this moment in the story? or 22 explore the ways in which the writer memorably conveys experiences of childhood in either sredni vashtar (by saki) or of white hairs and cricket (by rohinton mistry).50 55606570",
+            "26": "26 0486/13/m/j/18 \u00a9 ucles 2018 blank page",
+            "27": "27 0486/13/m/j/18 \u00a9 ucles 2018 blank page",
+            "28": "28 0486/13/m/j/18 \u00a9 ucles 2018 blank page permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the publisher will be pleased to make amends at the earliest possible opportunity. to avoid the issue of disclosure of answer-related information to candidates, all copyright acknowledgements are reproduced online in the cambridge international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download at www.cie.org.uk after the live examination series. 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."
+        },
+        "0486_s18_qp_21.pdf": {
+            "1": "cambridge international examinations cambridge international general certificate of secondary education 0486/21 literature (english) may/june 2018 paper 2 drama 1 hour 30 minutes additional materials: answer booklet/paper read these instructions first an answer booklet is provided inside this question paper. you should follow the instructions on the front cover of the answer booklet. if you need additional answer paper ask the invigilator for a continuation booklet. answer two questions. you must answer one passage-based question (marked *) and one essay question (marked \u2020). your questions must be on two different plays. all questions in this paper carry equal marks. this document consists of 11printed pages and 1blank page. [turn over 06_0486_21_2018_1.13 \u00a9 ucles 2018 *3598692723*",
+            "2": "j lawrence & r e lee: inherit the wind remember to support your ideas with details from the writing. either * 1 read this passage carefully, and then answer the question that follows it: tell me, do you have any children, mr sillers? brady: content removed due to copyright restrictions 06_0486_21_2018_1.13 \u00a9 ucles 20182",
+            "3": "content removed due to copyright restrictions all i want is to prevent the clock-stoppers from dumping a load of medieval nonsense into the united states constitution.drummond: [from act 1 scene 2] how do the writers make this moment in the play both serious and entertaining? or \u2020 2 how do the writers memorably portray the strength of religious belief in hillsboro? [turn over06_0486_21_2018_1.13 \u00a9 ucles 20183",
+            "4": "arthur miller : a view from the bridge remember to support your ideas with details from the writing. either * 3 read this passage carefully, and then answer the question that follows it: she\u2019s got other boarders up there? eddie: content removed due to copyright restrictions 06_0486_21_2018_1.13 \u00a9 ucles 20184",
+            "5": "content removed due to copyright restrictions [second officer sweeps  past and, glancing  about, goes into the kitchen.] [from act 2] in what ways does miller make this such a gripping moment in the play? or \u2020 4 what does miller\u2019s portrayal of marco add to the dramatic impact of the play? [turn over06_0486_21_2018_1.13 \u00a9 ucles 20185",
+            "6": "30252015105terence rattigan: the winslow boy remember to support your ideas with details from the writing. either * 5read this passage carefully, and then answer the question that follows it: [taking the glass from arthur]: oh, i didn\u2019t bring it for myself, sir. i brought it for master ronnie \u2013 [ she extends her glass .] miss kate and mr john. [ she takes a sip .]violet you brought an extra glass for master ronnie, violet? arthur: [mistaking his bewilderment ]: well \u2013 i thought you might allow him just a sip, sir. just to drink the toast. he\u2019s that grown-up these days.violet [desmond is staring gloomily into his glass. the others are frozen with apprehension .] master ronnie isn\u2019t due back from osborne until tuesday, violet. arthur: oh no, sir. he\u2019s back already. came back unexpectedly this morning, all by himself. violet: no, violet. that isn\u2019t true. someone has been playing a joke. arthur: well, i saw him in here with my own two eyes, sir, as large as life just before you came in from church \u2013 and then i heard mrs winslow talking to him in his room \u2013violet: grace \u2013 what does this mean? arthur: [instinctively taking charge ]: all right, violet. you can go \u2013 catherine yes, miss. [violet goes out .]violet: [tocatherine]: did youknow ronnie was back? arthur yes. catherine: and you, dickie? arthur: yes, father. dickie: grace? arthur: [helplessly ]: we thought it best you shouldn\u2019t know \u2013 for the time being. only for the time being, arthur.grace [slowly ]: is the boy ill? [no one answers. arthur looks from one face to another in bewilderment. ] answer me, someone! is the boy very ill? why must i be kept in the dark like this?surely i have the right to know. if he\u2019s ill i must be with him \u2013arthur [steadily ]: no, father. he\u2019s not ill. [arthur suddenly realizes the truth from the tone of her voice .]catherine will someone tell me what has happened, please? [grace looks at catherine with helpless enquiry. catherine nods. grace takes the letter from her dress .]arthur: [timidly ]: he brought this letter for you \u2013 arthur. grace read it to me, please \u2013 arthur: arthur \u2013 not in front of \u2013 grace: 06_0486_21_2018_1.13 \u00a9 ucles 20186",
+            "7": "454035 read it to me, please. [grace again looks at catherine for advice, and again receives a nod. arthur is sitting with his head bowed. grace begins to read. ]arthur: \u2018confidential. i am commanded by my lords commissioners of the admiralty to inform you that they have received a communication from the commanding officer of thegrace: royal naval college at osborne, reporting the theft of a five shilling postal order at the college on the 7thinstant, which was afterwards cashed at the post office. investigation of the circumstances of the case leaves no other conclusion possiblethan that the postal order was taken by your son, cadet ronald arthur winslow. mylords deeply regret that they must therefore request you to withdraw your son fromthe college.\u2019 it\u2019s signed by someone \u2013 i can\u2019t quite read his name \u2013 [she turns away quickly to hide her tears. catherine puts a comforting hand on her shoulder. arthur has not changed his attitude. there is a pause. the gong sounds in the hall outside .] [from act 1 ] how does rattigan make this such a tense moment in the play? or \u2020 6 in what ways does rattigan\u2019s portrayal of dickie winslow contribute to your enjoyment of the play? [turn over 06_0486_21_2018_1.13 \u00a9 ucles 20187",
+            "8": "403530252015105william shakespeare: henry v remember to support your ideas with details from the writing. either * 7read this passage carefully, and then answer the question that follows it: call in the messengers sent from the dauphin. king: [exeunt some attendants .] now are we well resolv\u2019d; and, by god\u2019s help and yours, the noble sinews of our power,france being ours, we\u2019ll bend it to our awe,or break it all to pieces; or there we\u2019ll sit,ruling in large and ample emperyo\u2019er france and all her almost kingly dukedoms,or lay these bones in an unworthy urn,tombless, with no remembrance over them.either our history shall with full mouthspeak freely of our acts, or else our grave,like turkish mute, shall have a tongueless mouth,not worshipp\u2019d with a waxen epitaph. [enter ambassadors of france .] now are we well prepar\u2019d to know the pleasure of our fair cousin dauphin; for we hearyour greeting is from him, not from the king. may\u2019t please your majesty to give us leave freely to render what we have in charge;or shall we sparingly show you far offthe dauphin\u2019s meaning and our embassy?1 ambassador: we are no tyrant, but a christian king, unto whose grace our passion is as subjectas are our wretches fett\u2019red in our prisons;therefore with frank and with uncurbed plainnesstell us the dauphin\u2019s mind.king: thus then, in few. your highness, lately sending into france,did claim some certain dukedoms in the rightof your great predecessor, king edward the third.in answer of which claim, the prince our mastersays that you savour too much of your youth,and bids you be advis\u2019d there\u2019s nought in francethat can be with a nimble galliard won;you cannot revel into dukedoms there.he therefore sends you, meeter for your spirit,this tun of treasure; and, in lieu of this,desires you let the dukedoms that you claimhear no more of you. this the dauphin speaks.1 ambassador: [from act 1 scene 2 ] 06_0486_21_2018_1.13 \u00a9 ucles 20188",
+            "9": "how does shakespeare make this such a dramatic moment in the play? or \u2020 8 explore one moment in the play which shakespeare\u2019s writing makes particularly exciting for you. do not use the passage in question *7 in answering this question. [turn over06_0486_21_2018_1.13 \u00a9 ucles 20189",
+            "10": "3530252015105william shakespeare: macbeth remember to support your ideas with details from the writing. either * 9read this passage carefully, and then answer the question that follows it: he has almost supp\u2019d. why have you left the chamber? lady macbeth: hath he ask\u2019d for me? macbeth: know you not he has? lady macbeth: we will proceed no further in this business. he hath honour\u2019d me of late; and i have boughtgolden opinions from all sorts of people,which would be worn now in their newest gloss,not cast aside so soon.macbeth: was the hope drunk wherein you dress\u2019d yourself? hath it slept since,and wakes it now to look so green and paleat what it did so freely? from this timesuch i account thy love. art thou afeardto be the same in thine own act and valouras thou art in desire? wouldst thou have thatwhich thou esteem\u2019st the ornament of life,and live a coward in thine own esteem,letting \u2018i dare not\u2019 wait upon \u2018i would\u2019,like the poor cat i\u2019 th\u2019 adage?lady macbeth: prithee, peace; i dare do all that may become a man;who dares do more is none.macbeth: what beast was\u2019t then that made you break this enterprise to me?when you durst do it, then you were a man;and to be more than what you were, you wouldbe so much more the man. nor time nor placedid then adhere, and yet you would make both;they have made themselves, and that their fitness nowdoes unmake you. i have given suck, and knowhow tender \u2019tis to love the babe that milks me \u2013i would, while it was smiling in my face,have pluck\u2019d my nipple from his boneless gums,and dash\u2019d the brains out, had i so swornas you have done to this.lady macbeth: if we should fail? macbeth: 06_0486_21_2018_1.13 \u00a9 ucles 201810",
+            "11": "504540we fail! but screw your courage to the sticking place,and we\u2019ll not fail. when duncan is asleep \u2013whereto the rather shall his day\u2019s hard journeysoundly invite him \u2013 his two chamberlainswill i with wine and wassail so convincethat memory, the warder of the brain,shall be a fume, and the receipt of reasona limbec only. when in swinish sleeptheir drenched natures lie as in a death,what cannot you and i perform uponth\u2019unguarded duncan? what not put uponhis spongy officers, who shall bear the guiltof our great quell?lady macbeth: bring forth men-children only; for thy undaunted mettle should composenothing but males.macbeth: [from act 1 scene 7 ] how does shakespeare vividly portray the relationship between macbeth and lady macbeth at this moment in the play? or \u2020 10 in what ways does shakespeare\u2019s portrayal of the supernatural contribute to the power of the play? 06_0486_21_2018_1.13 \u00a9 ucles 201811",
+            "12": "blank page permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. every reasonable effort has been made by the publisher (ucles) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the pub lisher 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 cambridg e international examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download at www.cie.o rg.uk after the live examination series. cambridge international examinations is part of the cambridge assessment group. cambridge assessment is the brand name of university of cambridge l ocal examinations syndicate (ucles), which is itself a department of the university of cambridge. 06_0486_21_2018_1.13 \u00a9 ucles 201812"
+        },
+        "0486_s18_qp_22.pdf": {
+            "1": "cambridgeinternationalexaminations cambridgeinternationalgeneralcertificateofsecondaryeducation 0486/22 literature(english) may/june2018 paper2drama 1hour30minutes additionalmaterials: answerbooklet/paper readtheseinstructionsfirst ananswerbookletisprovidedinsidethisquestionpaper.youshouldfollowtheinstructionsonthefrontcover oftheanswerbooklet.ifyouneedadditionalanswerpaperasktheinvigilatorforacontinuationbooklet. answertwoquestions. youmustanswer onepassage-basedquestion(marked*)and oneessayquestion(marked\u2020). yourquestionsmustbeon twodifferentplays. allquestionsinthispapercarryequalmarks. thisdocumentconsistsof 11printedpagesand 1blankpage. [turnover 06_0486_22_2018_1.14 \u00a9ucles2018 *7672654993*",
+            "2": "jlawrence&relee: inheritthewind remembertosupportyourideaswithdetailsfromthewriting. either*1 readthispassagecarefully,andthenanswerthequestionthatfollowsit: thecourthouselawn.thesamenight.theoppressiveheatofthedayhassoftened intoapleasantsummerevening. content removed due to copyright restrictions 06_0486_22_2018_1.14 \u00a9ucles20182",
+            "3": "content removed due to copyright restrictions [fromact1] whatstrikingimpressionsofmatthewharrisonbradydothewriterscreateatthismomentintheplay? or\u20202 towhatextentdoyoufeelthatthewritersbringtheplaytoasatisfyingconclusion? [turnover06_0486_22_2018_1.14 \u00a9ucles20183 this is the squared circle where  he has fought so many bouts with the english language,  and won.]",
+            "4": "arthurmiller :aviewfromthebridge remembertosupportyourideaswithdetailsfromthewriting. either*3 readthispassagecarefully,andthenanswerthequestionthatfollowsit: nowlook,baby,icanseewe\u2019regettin\u2019mixedupagainhere. eddie: content removed due to copyright restrictions 06_0486_22_2018_1.14 \u00a9ucles20184",
+            "5": "content removed due to copyright restrictions okay,iwon\u2019tsayawordtonobody,iswear. catherine: [fromact1] howdoesmillermakethissuchadramaticandsignificantmomentintheplay? or\u20204 towhatextentdoesmillermakeyoufeelthateddieisresponsibleforhisowndeathattheendofthe play? [turnover06_0486_22_2018_1.14 \u00a9ucles20185",
+            "6": "30252015105terencerattigan: thewinslowboy remembertosupportyourideaswithdetailsfromthewriting. either*5 readthispassagecarefully,andthenanswerthequestionthatfollowsit: [sirrobert isamanintheearlyforties;tall,thin,cadaverousandimmensely elegant.hewearsalongovercoatandcarrieshishat.helooksratherafopandhis superciliousexpressionbearsoutthisview. ] [assheenters ]:i\u2019msosorry.iwasexpectingafriend. catherine [sheputsherpossessionsonachair. ] won\u2019tyousitdown ,sirrobert?myfatherwon\u2019tbelong . [sirrobert bowsslightly,andsitsdownonanuprightchair,stillinhisovercoat. ] won\u2019tyousithere?[ sheindicates arthur\u2019schair.]it\u2019sfarmorecomfortable. no,thankyou. sirrobert: [fussing]:sirroberthasamostimportantdinnerengagement,sowecamealittle early.desmond isee. catherine: i\u2019mafraidhecanonlyspareusaveryfewminutesofhismostvaluabletimethis evening.ofcourse,it\u2019salongwayforhimtocome\u2013sofarfromhischambers\u2013and verygoodofhimtodoit,too,ifimaysayso...[ hebowstosirrobert.]desmond: [sirrobert bowsslightlyback. ] iknow.icanassureyouwe\u2019reveryconsciousofit.[sirrobert givesheraquick look,andafaintsmile .]catherine: perhapsihadbetteradviseyourfatherofourpresence\u2013 desmond: yes,do,desmond.you\u2019llfindhiminhisbedroom\u2013havinghislegrubbed. catherine: oh.isee. desmond: [desmond goesout.thereisapause .] isthereanythingicangetyou,sirrobert?awhiskyandsoda,orabrandy? catherine: no,thankyou. sirrobert: willyousmoke? catherine: no,thankyou. sirrobert: [holdinguphercigarette ]:ihopeyoudon\u2019tmindmesmoking? catherine whyshouldi? sirrobert: somepeoplefinditshocking. catherine: [indifferently]:aladyinherownhomeissurelyentitledtobehaveasshewishes. sirrobert [thereisapause .] won\u2019tyoutakeyourcoatoff,sirrobert? catherine: no,thankyou. sirrobert: 06_0486_22_2018_1.14 \u00a9ucles20186",
+            "7": "50454035youfinditcoldinhere?i\u2019msorry. catherine: it\u2019sperfectlyallright. sirrobert: [conversationlanguishesagain .sirrobert looksathiswatch .] whattimeareyoudining? catherine: eighto\u2019clock. sirrobert: farfromhere? catherine: devonshirehouse. sirrobert: oh.then,ofcourse,youmustn\u2019tonanyaccountbelate. catherine: no. sirrobert: [thereisanotherpause .] isupposeyouknowthehistoryofthiscase,doyou,sirrobert? catherine: [examininghisnails ]:ibelieveihaveseenmostoftherelevantdocuments. sirrobert doyouthinkwecanbringthecaseintocourtbyacollusiveaction? catherine: ireallyhavenoidea\u2013 sirrobert: curryandcurryseemtothinkthatmighthold\u2013 catherine: dothey?theyareaveryreliablefirm. sirrobert: [catherine isonthevergeoflosinghertemper. ] [fromact2] howdoesrattiganmakethissuchastrikingfirstmeetingbetweensirrobertmortonandcatherine winslow? or\u20206 howfardoesrattiganpersuadeyoutoadmirearthurwinslow\u2019sfightforjustice? [turnover06_0486_22_2018_1.14 \u00a9ucles20187",
+            "8": "403530252015105williamshakespeare: henryv remembertosupportyourideaswithdetailsfromthewriting. either*7 readthispassagecarefully,andthenanswerthequestionthatfollowsit: thisdayiscall\u2019dthefeastofcrispian. hethatoutlivesthisday,andcomessafehome, willstandatip-toewhenthisdayisnam\u2019d, androusehimatthenameofcrispian. hethatshalllivethisday,andseeoldage, willyearlyonthevigilfeasthisneighbours, andsay\u2018to-morrowissaintcrispian\u2019. thenwillhestriphissleeveandshowhisscars, andsay\u2018thesewoundsihadoncrispian\u2019sday\u2019. oldmenforget;yetallshallbeforgot, buthe\u2019llremember,withadvantages, whatfeatshedidthatday.thenshallournames, familiarinhismouthashouseholdwords\u2013 harrytheking,bedfordandexeter, warwickandtalbot,salisburyandgloucester\u2013 beintheirflowingcupsfreshlyrememb\u2019red. thisstoryshallthegoodmanteachhisson; andcrispincrispianshallne\u2019ergoby, fromthisdaytotheendingoftheworld, butweinitshallberemembered\u2013 wefew,wehappyfew,webandofbrothers; forheto-daythatshedshisbloodwithme shallbemybrother;behene\u2019ersovile, thisdayshallgentlehiscondition; andgentlemeninenglandnowa-bed shallthinkthemselvesaccurs\u2019dtheywerenothere, andholdtheirmanhoodscheapwhilesanyspeaks thatfoughtwithusuponsaintcrispin\u2019sday.king: re-entersalisbury. mysovereignlord,bestowyourselfwithspeed: thefrencharebravelyintheirbattlesset, andwillwithallexpediencechargeonus.salisbury: allthingsareready,ifourmindsbeso. king: perishthemanwhosemindisbackwardnow! westmoreland: thoudostnotwishmorehelpfromengland,coz? king: god\u2019swill,myliege!wouldyouandialone, withoutmorehelp,couldfightthisroyalbattle!westmoreland: why,nowthouhastunwish\u2019dfivethousandmen; whichlikesmebetterthantowishusone. youknowyourplaces.godbewithyouall!king: [fromact4scene3 ] 06_0486_22_2018_1.14 \u00a9ucles20188",
+            "9": "howdoesshakespeare\u2019swritingvividlyconveyhenry\u2019squalitiesasaleaderatthismomentintheplay? or\u20208 howdoesshakespeare\u2019sportrayalofkinghenry\u2019sformercompanionsfromtheboar\u2019sheadtavern contributetothedramaticimpactoftheplay? [turnover06_0486_22_2018_1.14 \u00a9ucles20189",
+            "10": "3530252015105williamshakespeare: macbeth remembertosupportyourideaswithdetailsfromthewriting. either*9 readthispassagecarefully,andthenanswerthequestionthatfollowsit: alarums.enter macduff. thatwaythenoiseis.tyrant,showthyface. ifthoubeestslainandwithnostrokeofmine, mywifeandchildren\u2019sghostswillhauntmestill. icannotstrikeatwretchedkernswhosearms arehir\u2019dtobeartheirstaves;eitherthou,macbeth, orelsemyswordwithanunbatterededge isheatheagainundeeded.therethoushouldstbe; bythisgreatclatter,oneofgreatestnote seemsbruited.letmefindhim,fortune, andmoreibegnot.macduff: [exit.alarums. ] entermalcolmandoldsiward. thisway,mylord.thecastle\u2019sgentlyrend\u2019red; thetyrant\u2019speopleonbothsidesdofight; thenoblethanesdobravelyinthewar; thedayalmostitselfprofessesyours, andlittleistodo.siward: wehavemetwithfoes thatstrikebesideus.malcolm: enter,sir,thecastle. siward: [exeunt.alarum .] sceneviii. anotherpartofthefield. entermacbeth. whyshouldiplaytheromanfool,anddie onmineownsword?whilesiseelives,thegashes dobetteruponthem.macbeth: entermacduff. turn,hell-hound,turn. macduff: ofallmenelseihaveavoidedthee. butgettheeback;mysoulistoomuchcharg\u2019d withbloodofthinealready.macbeth: ihavenowords\u2013 myvoiceisinmysword:thoubloodiervillain thantermscangivetheeout.macduff: [fight.alarum. ] 06_0486_22_2018_1.14 \u00a9ucles201810",
+            "11": "656055504540thoulosestlabour. aseasymaystthoutheintrenchantair withthykeenswordimpressasmakemebleed. letfallthybladeonvulnerablecrests; ibearacharmedlife,whichmustnotyield tooneofwomanborn.macbeth: despairthycharm; andlettheangelwhomthoustillhastserv\u2019d telltheemacduffwasfromhismother\u2019swomb untimelyripp\u2019d.macduff: accursedbethattonguethattellsmeso, forithathcow\u2019dmybetterpartofman; andbethesejugglingfiendsnomorebeliev\u2019d thatpalterwithusinadoublesense, thatkeepthewordofpromisetoourear, andbreakittoourhope!i\u2019llnotfightwiththee.macbeth: thenyieldthee,coward, andlivetobetheshowandgazeo\u2019th\u2019time. we\u2019llhavethee,asourrarermonstersare, painteduponapole,andunderwrit \u2018heremayyouseethetyrant\u2019.macduff: iwillnotyield, tokissthegroundbeforeyoungmalcolm\u2019sfeet andtobebaitedwiththerabble\u2019scurse. thoughbirnamwoodbecometodunsinane, andthouoppos\u2019d,beingofnowomanborn, yetiwilltrythelast.beforemybody ithrowmywarlikeshield.layon,macduff; anddamn\u2019dbehimthatfirstcries\u2018hold,enough!\u2019macbeth: [fromact5scenes7and8 ] howdoesshakespearemakethisapowerfullydramaticmomentintheplay? or\u202010 inwhatwaysdoesshakespearemaketherelationshipbetweenmacbethandbanquosocompelling? 06_0486_22_2018_1.14 \u00a9ucles201811",
+            "12": "blankpage pleasedonotwriteonthispage permissiontoreproduceitemswherethird-partyownedmaterialprotectedbycopyrightisincludedhasbeensoughtandclearedwherepossible.everyreasonable efforthasbeenmadebythepublisher(ucles)totracecopyrightholders,butifanyitemsrequiringclearancehaveunwittinglybeenincluded,thepublisherwill bepleasedtomakeamendsattheearliestpossibleopportunity. toavoidtheissueofdisclosureofanswer-relatedinformationtocandidates,allcopyrightacknowledgementsarereproducedonlineinthecambridgeinternational examinationscopyrightacknowledgementsbooklet.thisisproducedforeachseriesofexaminationsandisfreelyavailabletodownloadatwww.cie.org.ukafter theliveexaminationseries. cambridgeinternationalexaminationsispartofthecambridgeassessmentgroup.cambridgeassessmentisthebrandnameofuniversityofcambridgelocal examinationssyndicate(ucles),whichisitselfadepartmentoftheuniversityofcambridge. 06_0486_22_2018_1.14 \u00a9ucles201812"
+        },
+        "0486_s18_qp_23.pdf": {
+            "1": "cambridgeinternationalexaminations cambridgeinternationalgeneralcertificateofsecondaryeducation 0486/23 literature(english) may/june2018 paper2drama 1hour30minutes additionalmaterials: answerbooklet/paper readtheseinstructionsfirst ananswerbookletisprovidedinsidethisquestionpaper.youshouldfollowtheinstructionsonthefrontcover oftheanswerbooklet.ifyouneedadditionalanswerpaperasktheinvigilatorforacontinuationbooklet. answertwoquestions. youmustanswer onepassage-basedquestion(marked*)and oneessayquestion(marked\u2020). yourquestionsmustbeon twodifferentplays. allquestionsinthispapercarryequalmarks. thisdocumentconsistsof 11printedpagesand 1blankpage. [turnover 06_0486_23_2018_1.12 \u00a9ucles2018 *0805865642*",
+            "2": "jlawrence&relee: inheritthewind remembertosupportyourideaswithdetailsfromthewriting. either*1 readthispassagecarefully,andthenanswerthequestionthatfollowsit: [fiery]: you\u2019ve  ruled  out all my witnesses. drummond content removed due to copyright restrictions 06_0486_23_2018_1.12 \u00a9ucles20182",
+            "3": "content removed due to copyright restrictions [fromact2scene1] inwhatwaysdothewritersmakethissuchapowerfulmomentintheplay? or\u20202 howdothewritersmake onecharacterintheplayparticularlyadmirableforyou? [turnover06_0486_23_2018_1.12 \u00a9ucles20183 [davenport  sits.  drummond  opens  up the rock, which  splits into two halves.]",
+            "4": "arthurmiller :aviewfromthebridge remembertosupportyourideaswithdetailsfromthewriting. either*3 readthispassagecarefully,andthenanswerthequestionthatfollowsit: that\u2019sanicekid?hegivesmetheheeby-jeebies. content removed due to copyright restrictions 06_0486_23_2018_1.12 \u00a9ucles20184 eddie:",
+            "5": "content removed due to copyright restrictions threemonths,eddie. [fromact1] inwhatwaysdoesmillermakethissucharevealingandunsettlingmomentintheplay? or\u20204 whatdoyoufindparticularlystrikingaboutmiller\u2019sportrayalofcatherine? [turnover06_0486_23_2018_1.12 \u00a9ucles20185 beatrice:it\u2019s almost three months you don\u2019t feel good; they\u2019re only here a couple  of weeks. it\u2019s",
+            "6": "30252015105terencerattigan: thewinslowboy remembertosupportyourideaswithdetailsfromthewriting. either*5 readthispassagecarefully,andthenanswerthequestionthatfollowsit: youdon\u2019tthinktheworkiamdoingatthew.s.a.isuseful? catherine: [arthurissilent.] youmayberight.butit\u2019stheonlyworki\u2019mfittedfor,allthesame.[ shepauses.]no, father.thechoiceisquitesimple.eitherimarrydesmondandsettledownintoquite acomfortableandnotreallyuselessexistence\u2013origoonfortherestofmylife earningtwopoundsaweekintheserviceofahopelesscause. ahopelesscause?i\u2019veneverheardyousaythatbefore. arthur: i\u2019veneverfeltitbefore. catherine: [arthurissilent.] john\u2019sgoingtogetmarriednextmonth. didhetellyou? arthur: yes.hewasveryapologetic. catherine: apologetic! arthur: hedidn\u2019tneedtobe.it\u2019sagirliknowslightly.she\u2019llmakehimagoodwife. catherine: isheinlovewithher? arthur: nomorethanhewaswithme.perhaps,even,alittleless. catherine: whyishemarryinghersosoonafter\u2013after\u2013 arthur: afterjiltingme?becausehethinksthere\u2019sgoingtobeawar.ifthereishisregiment willbeamongthefirsttogooverseas.besides,hisfatherapprovesstrongly.she\u2019s ageneral\u2019sdaughter.very,verysuitable.catherine: poorkate![hepauses.hetakesherhandslowly .]howi\u2019vemessedupyourlife, haven\u2019ti?arthur: no,father.anymessing-upthat\u2019sbeendonehasbeendonebyme. catherine: i\u2019msosorry,kate.i\u2019msosorry. arthur: don\u2019tbe,father.webothknewwhatweweredoing. catherine: didwe? arthur: ithinkwedid. catherine: yetourmotivesseemtohavebeendifferentallalong\u2013yoursandmine,kate.can webothhavebeenright?arthur: ibelievewecan.ibelievewehavebeen. catherine: andyetthey\u2019vealwaysbeensoinfernallylogical,ouropponents,haven\u2019tthey? arthur: i\u2019mafraidlogichasneverbeenonourside. catherine: brutestubbornness\u2013aselfishrefusaltoadmitdefeat.that\u2019swhatyourmotherthinks havebeenourmotives\u2013arthur: 06_0486_23_2018_1.12 \u00a9ucles20186",
+            "7": "454035 perhapsshe\u2019sright.perhapsthat\u2019salltheyhavebeen. catherine: butperhapsbrutestubbornnessisn\u2019tsuchabadqualityinthefaceofinjustice? arthur: orinthefaceoftyranny.[ shepauses.thecryofanewspaperboy canbeheard faintly.]ifyoucouldgoback,father,andchooseagain\u2013wouldyourchoicebe different?catherine: perhaps. arthur: idon\u2019tthinkso. catherine: idon\u2019tthinkso,either. arthur: istillsaywebothknewwhatweweredoing.andwewererighttodoit. catherine: [kissingthetopofherhead ]:dearkate,thankyou. arthur [thereisasilence .thenewspaperboy canbehearddimlyshoutingfromthe streetoutside .] [fromact4] howdoesrattiganmakethissuchamovingmomentintheplay? or\u20206 howdoesrattigan\u2019sportrayaloftherelationshipbetweencatherinewinslowandsirrobertmorton contributetotheplay\u2019sdramaticimpact? [turnover06_0486_23_2018_1.12 \u00a9ucles20187",
+            "8": "30252015105williamshakespeare: henryv remembertosupportyourideaswithdetailsfromthewriting. either*7 readthispassagecarefully,andthenanswerthequestionthatfollowsit: [enterpistol.] quival\u00e0?pistol: afriend.king: discussuntome:artthouofficer, orartthoubase,common,andpopular?pistol: iamagentlemanofacompany.king: trail\u2019stthouthepuissantpike?pistol: evenso.whatareyou?king: asgoodagentlemanastheemperor.pistol: thenyouareabetterthantheking.king: theking\u2019sabawcockandaheartofgold, aladoflife,animpoffame; ofparentsgood,offistmostvaliant. ikisshisdirtyshoe,andfromheart-string ilovethelovelybully.whatisthyname?pistol: harryleroy.king: leroy!acornishname;artthouofcornishcrew?pistol: no,iamawelshman.king: know\u2019stthoufluellen?pistol: yes.king: tellhimi\u2019llknockhisleekabouthispate uponsaintdavy\u2019sday.pistol: donotyouwearyourdaggerinyourcapthatday,lestheknockthataboutyours.king: artthouhisfriend?pistol: andhiskinsmantoo.king: thefigoforthee,then!pistol: ithankyou;godbewithyou!king: mynameispistolcall\u2019d.pistol: [exit.] itsortswellwithyourfierceness.king: [enterfluellenandgower.] captainfluellen!gower: 06_0486_23_2018_1.12 \u00a9ucles20188",
+            "9": "454035so!inthenameofjesuchrist,speakfewer.itisthegreatestadmirationintheuniversal world,whenthetrueandaunchientprerogatifesandlawsofthewarsisnotkept;ifyoufluellen: wouldtakethepainsbuttoexaminethewarsofpompeythegreat,youshallfind,i warrantyou,thatthereisnotiddle-taddlenorpibble-pabbleinpompey\u2019scamp;iwarrant you,youshallfindtheceremoniesofthewars,andthecaresofit,andtheformsofit, andthesobrietyofit,andthemodestyofit,tobeotherwise. why,theenemyisloud;youhearhimallnight.gower: iftheenemyisanass,andafool,andapratingcoxcomb,isitmeet,thinkyou,thatwe shouldalso,lookyou,beanass,andafool,andapratingcoxcomb?inyourown conscience,now?fluellen: iwillspeaklower.gower: iprayyouandbeseechyouthatyouwill.fluellen: [exeuntgowerandfluellen.] thoughitappearalittleoutoffashion, thereismuchcareandvalourinthiswelshman.king: [fromact4scene1 ] howdoesshakespearemakethisanentertainingmomentintheplay? or\u20208 towhatextentdoesshakespeareportraykinghenry\u2019sinvasionoffranceasnoble? [turnover06_0486_23_2018_1.12 \u00a9ucles20189",
+            "10": "3530252015105williamshakespeare: macbeth remembertosupportyourideaswithdetailsfromthewriting. either*9 readthispassagecarefully,andthenanswerthequestionthatfollowsit: isthekingstirring,worthythane? macduff: notyet. macbeth: hedidcommandmetocalltimelyonhim; ihavealmostslipp\u2019dthehour.macduff: i\u2019llbringyoutohim. macbeth: iknowthisisajoyfultroubletoyou; butyet\u2019tisone.macduff: thelabourwedelightinphysicspain. thisisthedoor.macbeth: i\u2019llmakesoboldtocall, for\u2019tismylimitedservice.macduff: [exitmacduff.] goesthekinghenceto-day? lennox: hedoes:hedidappointso. macbeth: thenighthasbeenunruly.wherewelay, ourchimneyswereblowndown;and,astheysay, lamentingsheardi\u2019th\u2019air,strangescreamsofdeath, andprophesying,withaccentsterrible, ofdirecombustionandconfus\u2019devents newhatch\u2019dtoth\u2019woefultime;theobscurebird clamour\u2019dthelivelongnight.somesaytheearth wasfeverousanddidshake.lennox: \u2019twasaroughnight. macbeth: myyoungremembrancecannotparallel afellowtoit. [re-entermacduff .]lennox: ohorror,horror,horror!tonguenorheart cannotconceivenornamethee.macduff: what\u2019sthematter? macbeth,lennox: confusionnowhathmadehismasterpiece. mostsacrilegiousmurderhathbrokeope thelord\u2019sanointedtemple,andstolethence thelifeo\u2019th\u2019buildingmacduff: whatis\u2019tyousay\u2013thelife? macbeth: meanyouhismajesty? lennox: 06_0486_23_2018_1.12 \u00a9ucles201810",
+            "11": "6055504540approachthechamber,anddestroyyoursight withanewgorgon.donotbidmespeak; see,andthenspeakyourselves.macduff: [exeuntmacbethandlennox.] awake,awake! ringthealarumbell.murderandtreason! banquoanddonalbain!malcolm!awake! shakeoffthisdownysleep,death\u2019scounterfeit, andlookondeathitself.up,up,andsee thegreatdoom\u2019simage!malcolm!banquo! asfromyourgravesriseupandwalklikesprites tocountenancethishorror!ringthebell. [bellrings.] [enterladymacbeth.] what\u2019sthebusiness, thatsuchahideoustrumpetcallstoparley thesleepersofthehouse?speak,speak!ladymacbeth: ogentlelady, \u2019tisnotforyoutohearwhaticanspeak! therepetitioninawoman\u2019sear wouldmurderasitfell.macduff: [enterbanquo.] obanquo,banquo, ourroyalmaster\u2019smurder\u2019d! woe,alas! what,inourhouse?ladymacbeth: toocruelanywhere. dearduff,ipritheecontradictthyself, andsayitisnotso.banquo: [fromact2scene3 ] inwhatwaysdoesshakespearemakethissuchatenseanddramaticmomentintheplay? or\u202010 howdoesshakespearestrikinglycontrastmacbethandmacduffintheplay? donotusethepassageprintedforquestion*9inansweringthisquestion. 06_0486_23_2018_1.12 \u00a9ucles201811",
+            "12": "blankpage permissiontoreproduceitemswherethird-partyownedmaterialprotectedbycopyrightisincludedhasbeensoughtandclearedwherepossible.everyreasonable efforthasbeenmadebythepublisher(ucles)totracecopyrightholders,butifanyitemsrequiringclearancehaveunwittinglybeenincluded,thepublisherwill bepleasedtomakeamendsattheearliestpossibleopportunity. toavoidtheissueofdisclosureofanswer-relatedinformationtocandidates,allcopyrightacknowledgementsarereproducedonlineinthecambridgeinternational examinationscopyrightacknowledgementsbooklet.thisisproducedforeachseriesofexaminationsandisfreelyavailabletodownloadatwww.cie.org.ukafter theliveexaminationseries. cambridgeinternationalexaminationsispartofthecambridgeassessmentgroup.cambridgeassessmentisthebrandnameofuniversityofcambridgelocal examinationssyndicate(ucles),whichisitselfadepartmentoftheuniversityofcambridge. 06_0486_23_2018_1.12 \u00a9ucles201812"
+        },
+        "0486_s18_qp_31.pdf": {
+            "1": "cambridgeinternationalexaminations cambridgeinternationalgeneralcertificateofsecondaryeducation 0486/31 literature(english) may/june2018 paper3drama(opentext) 45minutes textsstudiedshouldbetakenintotheexamination. readtheseinstructionsfirst ananswerbookletisprovidedinsidethisquestionpaper.youshouldfollowtheinstructionsonthefrontcover oftheanswerbooklet.ifyouneedadditionalanswerpaperasktheinvigilatorforacontinuationbooklet. answeronequestion. allquestionsinthispapercarryequalmarks. thisdocumentconsistsof 11printedpagesand 1blankpage. [turnover 06_0486_31_2018_1.3 \u00a9ucles2018 *5514409803*",
+            "2": "jlawrence&relee: inheritthewind remembertosupportyourideaswithdetailsfromthewriting. either1 readthispassagecarefully,andthenanswerthequestionthatfollowsit: tellme,doyouhaveanychildren,mrsillers? brady: content removed due to copyright restrictions 06_0486_31_2018_1.3 \u00a9ucles20182",
+            "3": "content removed due to copyright restrictions alliwantistopreventtheclock-stoppersfromdumpingaloadofmedievalnonsense intotheunitedstatesconstitution.drummond: [fromact1scene2] howdothewritersmakethismomentintheplaybothseriousandentertaining? or2 howdothewritersmemorablyportraythestrengthofreligiousbeliefinhillsboro? [turnover06_0486_31_2018_1.3 \u00a9ucles20183",
+            "4": "arthurmiller :aviewfromthebridge remembertosupportyourideaswithdetailsfromthewriting. either3 readthispassagecarefully,andthenanswerthequestionthatfollowsit: she\u2019sgototherboardersupthere? eddie: content removed due to copyright restrictions 06_0486_31_2018_1.3 \u00a9ucles20184",
+            "5": "content removed due to copyright restrictions [second officer sweeps  past and, glancing  about, goes into the kitchen.] [fromact2] inwhatwaysdoesmillermakethissuchagrippingmomentintheplay? or4 whatdoesmiller\u2019sportrayalofmarcoaddtothedramaticimpactoftheplay? [turnover06_0486_31_2018_1.3 \u00a9ucles20185",
+            "6": "30252015105terencerattigan: thewinslowboy remembertosupportyourideaswithdetailsfromthewriting. either5 readthispassagecarefully,andthenanswerthequestionthatfollowsit: [takingtheglassfrom arthur]:oh,ididn\u2019tbringitformyself,sir.ibroughtitfor masterronnie\u2013[ sheextendsherglass .]misskateandmrjohn.[ shetakesasip .]violet youbroughtanextraglassformasterronnie,violet? arthur: [mistakinghisbewilderment ]:well\u2013ithoughtyoumightallowhimjustasip,sir.just todrinkthetoast.he\u2019sthatgrown-upthesedays.violet [desmondisstaringgloomilyintohisglass.theothersarefrozenwithapprehension .] masterronnieisn\u2019tduebackfromosborneuntiltuesday,violet. arthur: ohno,sir.he\u2019sbackalready.camebackunexpectedlythismorning,allbyhimself. violet: no,violet.thatisn\u2019ttrue.someonehasbeenplayingajoke. arthur: well,isawhiminherewithmyowntwoeyes,sir,aslargeaslifejustbeforeyou cameinfromchurch\u2013andtheniheardmrswinslowtalkingtohiminhisroom\u2013violet: grace\u2013whatdoesthismean? arthur: [instinctivelytakingcharge ]:allright,violet.youcango\u2013 catherine yes,miss. [violetgoesout.]violet: [tocatherine]:did youknowronniewasback? arthur yes. catherine: andyou,dickie? arthur: yes,father. dickie: grace? arthur: [helplessly]:wethoughtitbestyoushouldn\u2019tknow\u2013forthetimebeing.onlyforthe timebeing,arthur.grace [slowly]:istheboyill? [nooneanswers. arthurlooksfromonefacetoanotherinbewilderment. ] answerme,someone!istheboyveryill?whymustibekeptinthedarklikethis? surelyihavetherighttoknow.ifhe\u2019sillimustbewithhim\u2013arthur [steadily]:no,father.he\u2019snotill. [arthursuddenlyrealizesthetruthfromthetoneofhervoice .]catherine willsomeonetellmewhathashappened,please? [gracelooksatcatherine withhelplessenquiry. catherine nods.grace takestheletterfromherdress .]arthur: [timidly]:hebroughtthisletterforyou\u2013arthur. grace readittome,please\u2013 arthur: arthur\u2013notinfrontof\u2013 grace: 06_0486_31_2018_1.3 \u00a9ucles20186",
+            "7": "454035 readittome,please. [graceagainlooksat catherine foradvice,andagainreceivesanod. arthur issittingwithhisheadbowed. gracebeginstoread. ]arthur: \u2018confidential.iamcommandedbymylordscommissionersoftheadmiraltytoinform youthattheyhavereceivedacommunicationfromthecommandingofficerofthegrace: royalnavalcollegeatosborne,reportingthetheftofafiveshillingpostalorderat thecollegeonthe7thinstant,whichwasafterwardscashedatthepostoffice. investigationofthecircumstancesofthecaseleavesnootherconclusionpossible thanthatthepostalorderwastakenbyyourson,cadetronaldarthurwinslow.my lordsdeeplyregretthattheymustthereforerequestyoutowithdrawyoursonfrom thecollege.\u2019it\u2019ssignedbysomeone\u2013ican\u2019tquitereadhisname\u2013 [sheturnsawayquicklytohidehertears. catherine putsacomfortinghandon hershoulder. arthurhasnotchangedhisattitude.thereisapause.thegong soundsinthehalloutside .] [fromact1] howdoesrattiganmakethissuchatensemomentintheplay? or6 inwhatwaysdoesrattigan\u2019sportrayalofdickiewinslowcontributetoyourenjoymentoftheplay? [turnover06_0486_31_2018_1.3 \u00a9ucles20187",
+            "8": "403530252015105williamshakespeare: henryv remembertosupportyourideaswithdetailsfromthewriting. either7 readthispassagecarefully,andthenanswerthequestionthatfollowsit: callinthemessengerssentfromthedauphin. king: [exeuntsomeattendants .] nowarewewellresolv\u2019d;and,bygod\u2019shelp andyours,thenoblesinewsofourpower, francebeingours,we\u2019llbendittoourawe, orbreakitalltopieces;ortherewe\u2019llsit, rulinginlargeandampleempery o\u2019erfranceandallheralmostkinglydukedoms, orlaythesebonesinanunworthyurn, tombless,withnoremembranceoverthem. eitherourhistoryshallwithfullmouth speakfreelyofouracts,orelseourgrave, liketurkishmute,shallhaveatonguelessmouth, notworshipp\u2019dwithawaxenepitaph. [enterambassadorsoffrance .] nowarewewellprepar\u2019dtoknowthepleasure ofourfaircousindauphin;forwehear yourgreetingisfromhim,notfromtheking. may\u2019tpleaseyourmajestytogiveusleave freelytorenderwhatwehaveincharge; orshallwesparinglyshowyoufaroff thedauphin\u2019smeaningandourembassy?1ambassador: wearenotyrant,butachristianking, untowhosegraceourpassionisassubject asareourwretchesfett\u2019redinourprisons; thereforewithfrankandwithuncurbedplainness tellusthedauphin\u2019smind.king: thusthen,infew. yourhighness,latelysendingintofrance, didclaimsomecertaindukedomsintheright ofyourgreatpredecessor,kingedwardthethird. inanswerofwhichclaim,theprinceourmaster saysthatyousavourtoomuchofyouryouth, andbidsyoubeadvis\u2019dthere\u2019snoughtinfrance thatcanbewithanimblegalliardwon; youcannotrevelintodukedomsthere. hethereforesendsyou,meeterforyourspirit, thistunoftreasure;and,inlieuofthis, desiresyouletthedukedomsthatyouclaim hearnomoreofyou.thisthedauphinspeaks.1ambassador: [fromact1scene2 ] 06_0486_31_2018_1.3 \u00a9ucles20188",
+            "9": "howdoesshakespearemakethissuchadramaticmomentintheplay? or8 exploreonemomentintheplaywhichshakespeare\u2019swritingmakesparticularlyexcitingforyou. donotusethepassageinquestion7inansweringthisquestion. [turnover06_0486_31_2018_1.3 \u00a9ucles20189",
+            "10": "3530252015105williamshakespeare: macbeth remembertosupportyourideaswithdetailsfromthewriting. either9 readthispassagecarefully,andthenanswerthequestionthatfollowsit: hehasalmostsupp\u2019d.whyhaveyouleftthechamber? ladymacbeth: hathheask\u2019dforme? macbeth: knowyounothehas? ladymacbeth: wewillproceednofurtherinthisbusiness. hehathhonour\u2019dmeoflate;andihavebought goldenopinionsfromallsortsofpeople, whichwouldbewornnowintheirnewestgloss, notcastasidesosoon.macbeth: wasthehopedrunk whereinyoudress\u2019dyourself?hathitsleptsince, andwakesitnowtolooksogreenandpale atwhatitdidsofreely?fromthistime suchiaccountthylove.artthouafeard tobethesameinthineownactandvalour asthouartindesire?wouldstthouhavethat whichthouesteem\u2019sttheornamentoflife, andliveacowardinthineownesteem, letting\u2018idarenot\u2019waitupon\u2018iwould\u2019, likethepoorcati\u2019th\u2019adage?ladymacbeth: prithee,peace; idaredoallthatmaybecomeaman; whodaresdomoreisnone.macbeth: whatbeastwas\u2019tthen thatmadeyoubreakthisenterprisetome? whenyoudurstdoit,thenyouwereaman; andtobemorethanwhatyouwere,youwould besomuchmoretheman.nortimenorplace didthenadhere,andyetyouwouldmakeboth; theyhavemadethemselves,andthattheirfitnessnow doesunmakeyou.ihavegivensuck,andknow howtender\u2019tistolovethebabethatmilksme\u2013 iwould,whileitwassmilinginmyface, havepluck\u2019dmynipplefromhisbonelessgums, anddash\u2019dthebrainsout,hadisosworn asyouhavedonetothis.ladymacbeth: ifweshouldfail? macbeth: 06_0486_31_2018_1.3 \u00a9ucles201810",
+            "11": "504540wefail! butscrewyourcouragetothestickingplace, andwe\u2019llnotfail.whenduncanisasleep\u2013 wheretotherathershallhisday\u2019shardjourney soundlyinvitehim\u2013histwochamberlains williwithwineandwassailsoconvince thatmemory,thewarderofthebrain, shallbeafume,andthereceiptofreason alimbeconly.wheninswinishsleep theirdrenchednatureslieasinadeath, whatcannotyouandiperformupon th\u2019unguardedduncan?whatnotputupon hisspongyofficers,whoshallbeartheguilt ofourgreatquell?ladymacbeth: bringforthmen-childrenonly; forthyundauntedmettleshouldcompose nothingbutmales.macbeth: [fromact1scene7 ] howdoesshakespearevividlyportraytherelationshipbetweenmacbethandladymacbethatthis momentintheplay? or10 inwhatwaysdoesshakespeare\u2019sportrayalofthesupernaturalcontributetothepoweroftheplay? 06_0486_31_2018_1.3 \u00a9ucles201811",
+            "12": "blankpage permissiontoreproduceitemswherethird-partyownedmaterialprotectedbycopyrightisincludedhasbeensoughtandclearedwherepossible.everyreasonable efforthasbeenmadebythepublisher(ucles)totracecopyrightholders,butifanyitemsrequiringclearancehaveunwittinglybeenincluded,thepublisherwill bepleasedtomakeamendsattheearliestpossibleopportunity. toavoidtheissueofdisclosureofanswer-relatedinformationtocandidates,allcopyrightacknowledgementsarereproducedonlineinthecambridgeinternational examinationscopyrightacknowledgementsbooklet.thisisproducedforeachseriesofexaminationsandisfreelyavailabletodownloadatwww.cie.org.ukafter theliveexaminationseries. cambridgeinternationalexaminationsispartofthecambridgeassessmentgroup.cambridgeassessmentisthebrandnameofuniversityofcambridgelocal examinationssyndicate(ucles),whichisitselfadepartmentoftheuniversityofcambridge. 06_0486_31_2018_1.3 \u00a9ucles201812"
+        },
+        "0486_s18_qp_32.pdf": {
+            "1": "cambridgeinternationalexaminations cambridgeinternationalgeneralcertificateofsecondaryeducation 0486/32 literature(english) may/june2018 paper3drama(opentext) 45minutes textsstudiedshouldbetakenintotheexamination. readtheseinstructionsfirst ananswerbookletisprovidedinsidethisquestionpaper.youshouldfollowtheinstructionsonthefrontcover oftheanswerbooklet.ifyouneedadditionalanswerpaperasktheinvigilatorforacontinuationbooklet. answeronequestion. allquestionsinthispapercarryequalmarks. thisdocumentconsistsof 11printedpagesand 1blankpage. [turnover 06_0486_32_2018_1.3 \u00a9ucles2018 *7555928994*",
+            "2": "jlawrence&relee: inheritthewind remembertosupportyourideaswithdetailsfromthewriting. either1 readthispassagecarefully,andthenanswerthequestionthatfollowsit: thecourthouselawn.thesamenight.theoppressiveheatofthedayhassoftened intoapleasantsummerevening. content removed due to copyright restrictions 06_0486_32_2018_1.3 \u00a9ucles20182",
+            "3": "content removed due to copyright restrictions [fromact1] whatstrikingimpressionsofmatthewharrisonbradydothewriterscreateatthismomentintheplay? or2 towhatextentdoyoufeelthatthewritersbringtheplaytoasatisfyingconclusion? [turnover06_0486_32_2018_1.3 \u00a9ucles20183 this is the squared circle where he has fought so many bouts  with the english language,  and won.]",
+            "4": "arthurmiller :aviewfromthebridge remembertosupportyourideaswithdetailsfromthewriting. either3 readthispassagecarefully,andthenanswerthequestionthatfollowsit: nowlook,baby,icanseewe\u2019regettin\u2019mixedupagainhere. eddie: content removed due to copyright restrictions 06_0486_32_2018_1.3 \u00a9ucles20184",
+            "5": "content removed due to copyright restrictions okay,iwon\u2019tsayawordtonobody,iswear. catherine: [fromact1] howdoesmillermakethissuchadramaticandsignificantmomentintheplay? or4 towhatextentdoesmillermakeyoufeelthateddieisresponsibleforhisowndeathattheendofthe play? [turnover06_0486_32_2018_1.3 \u00a9ucles20185",
+            "6": "30252015105terencerattigan: thewinslowboy remembertosupportyourideaswithdetailsfromthewriting. either5 readthispassagecarefully,andthenanswerthequestionthatfollowsit: [sirrobert isamanintheearlyforties;tall,thin,cadaverousandimmensely elegant.hewearsalongovercoatandcarrieshishat.helooksratherafopandhis superciliousexpressionbearsoutthisview. ] [assheenters ]:i\u2019msosorry.iwasexpectingafriend. catherine [sheputsherpossessionsonachair. ] won\u2019tyousitdown ,sirrobert?myfatherwon\u2019tbelong . [sirrobert bowsslightly,andsitsdownonanuprightchair,stillinhisovercoat. ] won\u2019tyousithere?[ sheindicates arthur\u2019schair.]it\u2019sfarmorecomfortable. no,thankyou. sirrobert: [fussing]:sirroberthasamostimportantdinnerengagement,sowecamealittle early.desmond isee. catherine: i\u2019mafraidhecanonlyspareusaveryfewminutesofhismostvaluabletimethis evening.ofcourse,it\u2019salongwayforhimtocome\u2013sofarfromhischambers\u2013and verygoodofhimtodoit,too,ifimaysayso...[ hebowstosirrobert.]desmond: [sirrobert bowsslightlyback. ] iknow.icanassureyouwe\u2019reveryconsciousofit.[sirrobert givesheraquick look,andafaintsmile .]catherine: perhapsihadbetteradviseyourfatherofourpresence\u2013 desmond: yes,do,desmond.you\u2019llfindhiminhisbedroom\u2013havinghislegrubbed. catherine: oh.isee. desmond: [desmond goesout.thereisapause .] isthereanythingicangetyou,sirrobert?awhiskyandsoda,orabrandy? catherine: no,thankyou. sirrobert: willyousmoke? catherine: no,thankyou. sirrobert: [holdinguphercigarette ]:ihopeyoudon\u2019tmindmesmoking? catherine whyshouldi? sirrobert: somepeoplefinditshocking. catherine: [indifferently]:aladyinherownhomeissurelyentitledtobehaveasshewishes. sirrobert [thereisapause .] won\u2019tyoutakeyourcoatoff,sirrobert? catherine: no,thankyou. sirrobert: 06_0486_32_2018_1.3 \u00a9ucles20186",
+            "7": "50454035youfinditcoldinhere?i\u2019msorry. catherine: it\u2019sperfectlyallright. sirrobert: [conversationlanguishesagain .sirrobert looksathiswatch .] whattimeareyoudining? catherine: eighto\u2019clock. sirrobert: farfromhere? catherine: devonshirehouse. sirrobert: oh.then,ofcourse,youmustn\u2019tonanyaccountbelate. catherine: no. sirrobert: [thereisanotherpause .] isupposeyouknowthehistoryofthiscase,doyou,sirrobert? catherine: [examininghisnails ]:ibelieveihaveseenmostoftherelevantdocuments. sirrobert doyouthinkwecanbringthecaseintocourtbyacollusiveaction? catherine: ireallyhavenoidea\u2013 sirrobert: curryandcurryseemtothinkthatmighthold\u2013 catherine: dothey?theyareaveryreliablefirm. sirrobert: [catherine isonthevergeoflosinghertemper. ] [fromact2] howdoesrattiganmakethissuchastrikingfirstmeetingbetweensirrobertmortonand catherinewinslow? or6 howfardoesrattiganpersuadeyoutoadmirearthurwinslow\u2019sfightforjustice? [turnover06_0486_32_2018_1.3 \u00a9ucles20187",
+            "8": "403530252015105williamshakespeare: henryv remembertosupportyourideaswithdetailsfromthewriting. either7 readthispassagecarefully,andthenanswerthequestionthatfollowsit: thisdayiscall\u2019dthefeastofcrispian. hethatoutlivesthisday,andcomessafehome, willstandatip-toewhenthisdayisnam\u2019d, androusehimatthenameofcrispian. hethatshalllivethisday,andseeoldage, willyearlyonthevigilfeasthisneighbours, andsay\u2018to-morrowissaintcrispian\u2019. thenwillhestriphissleeveandshowhisscars, andsay\u2018thesewoundsihadoncrispian\u2019sday\u2019. oldmenforget;yetallshallbeforgot, buthe\u2019llremember,withadvantages, whatfeatshedidthatday.thenshallournames, familiarinhismouthashouseholdwords\u2013 harrytheking,bedfordandexeter, warwickandtalbot,salisburyandgloucester\u2013 beintheirflowingcupsfreshlyrememb\u2019red. thisstoryshallthegoodmanteachhisson; andcrispincrispianshallne\u2019ergoby, fromthisdaytotheendingoftheworld, butweinitshallberemembered\u2013 wefew,wehappyfew,webandofbrothers; forheto-daythatshedshisbloodwithme shallbemybrother;behene\u2019ersovile, thisdayshallgentlehiscondition; andgentlemeninenglandnowa-bed shallthinkthemselvesaccurs\u2019dtheywerenothere, andholdtheirmanhoodscheapwhilesanyspeaks thatfoughtwithusuponsaintcrispin\u2019sday.king: re-entersalisbury. mysovereignlord,bestowyourselfwithspeed: thefrencharebravelyintheirbattlesset, andwillwithallexpediencechargeonus.salisbury: allthingsareready,ifourmindsbeso. king: perishthemanwhosemindisbackwardnow! westmoreland: thoudostnotwishmorehelpfromengland,coz? king: god\u2019swill,myliege!wouldyouandialone, withoutmorehelp,couldfightthisroyalbattle!westmoreland: why,nowthouhastunwish\u2019dfivethousandmen; whichlikesmebetterthantowishusone. youknowyourplaces.godbewithyouall!king: [fromact4scene3 ] 06_0486_32_2018_1.3 \u00a9ucles20188",
+            "9": "howdoesshakespeare\u2019swritingvividlyconveyhenry\u2019squalitiesasaleaderatthismomentintheplay? or8 howdoesshakespeare\u2019sportrayalofkinghenry\u2019sformercompanionsfromtheboar\u2019sheadtavern contributetothedramaticimpactoftheplay? [turnover06_0486_32_2018_1.3 \u00a9ucles20189",
+            "10": "3530252015105williamshakespeare: macbeth remembertosupportyourideaswithdetailsfromthewriting. either9 readthispassagecarefully,andthenanswerthequestionthatfollowsit: alarums.enter macduff. thatwaythenoiseis.tyrant,showthyface. ifthoubeestslainandwithnostrokeofmine, mywifeandchildren\u2019sghostswillhauntmestill. icannotstrikeatwretchedkernswhosearms arehir\u2019dtobeartheirstaves;eitherthou,macbeth, orelsemyswordwithanunbatterededge isheatheagainundeeded.therethoushouldstbe; bythisgreatclatter,oneofgreatestnote seemsbruited.letmefindhim,fortune, andmoreibegnot.macduff: [exit.alarums. ] entermalcolmandoldsiward. thisway,mylord.thecastle\u2019sgentlyrend\u2019red; thetyrant\u2019speopleonbothsidesdofight; thenoblethanesdobravelyinthewar; thedayalmostitselfprofessesyours, andlittleistodo.siward: wehavemetwithfoes thatstrikebesideus.malcolm: enter,sir,thecastle. siward: [exeunt.alarum .] sceneviii. anotherpartofthefield. entermacbeth. whyshouldiplaytheromanfool,anddie onmineownsword?whilesiseelives,thegashes dobetteruponthem.macbeth: entermacduff. turn,hell-hound,turn. macduff: ofallmenelseihaveavoidedthee. butgettheeback;mysoulistoomuchcharg\u2019d withbloodofthinealready.macbeth: ihavenowords\u2013 myvoiceisinmysword:thoubloodiervillain thantermscangivetheeout.macduff: [fight.alarum. ] 06_0486_32_2018_1.3 \u00a9ucles201810",
+            "11": "656055504540thoulosestlabour. aseasymaystthoutheintrenchantair withthykeenswordimpressasmakemebleed. letfallthybladeonvulnerablecrests; ibearacharmedlife,whichmustnotyield tooneofwomanborn.macbeth: despairthycharm; andlettheangelwhomthoustillhastserv\u2019d telltheemacduffwasfromhismother\u2019swomb untimelyripp\u2019d.macduff: accursedbethattonguethattellsmeso, forithathcow\u2019dmybetterpartofman; andbethesejugglingfiendsnomorebeliev\u2019d thatpalterwithusinadoublesense, thatkeepthewordofpromisetoourear, andbreakittoourhope!i\u2019llnotfightwiththee.macbeth: thenyieldthee,coward, andlivetobetheshowandgazeo\u2019th\u2019time. we\u2019llhavethee,asourrarermonstersare, painteduponapole,andunderwrit \u2018heremayyouseethetyrant\u2019.macduff: iwillnotyield, tokissthegroundbeforeyoungmalcolm\u2019sfeet andtobebaitedwiththerabble\u2019scurse. thoughbirnamwoodbecometodunsinane, andthouoppos\u2019d,beingofnowomanborn, yetiwilltrythelast.beforemybody ithrowmywarlikeshield.layon,macduff; anddamn\u2019dbehimthatfirstcries\u2018hold,enough!\u2019macbeth: [fromact5scenes7and8 ] howdoesshakespearemakethisapowerfullydramaticmomentintheplay? or10 inwhatwaysdoesshakespearemaketherelationshipbetweenmacbethandbanquosocompelling? 06_0486_32_2018_1.3 \u00a9ucles201811",
+            "12": "blankpage permissiontoreproduceitemswherethird-partyownedmaterialprotectedbycopyrightisincludedhasbeensoughtandclearedwherepossible.everyreasonable efforthasbeenmadebythepublisher(ucles)totracecopyrightholders,butifanyitemsrequiringclearancehaveunwittinglybeenincluded,thepublisherwill bepleasedtomakeamendsattheearliestpossibleopportunity. toavoidtheissueofdisclosureofanswer-relatedinformationtocandidates,allcopyrightacknowledgementsarereproducedonlineinthecambridgeinternational examinationscopyrightacknowledgementsbooklet.thisisproducedforeachseriesofexaminationsandisfreelyavailabletodownloadatwww.cie.org.ukafter theliveexaminationseries. cambridgeinternationalexaminationsispartofthecambridgeassessmentgroup.cambridgeassessmentisthebrandnameofuniversityofcambridgelocal examinationssyndicate(ucles),whichisitselfadepartmentoftheuniversityofcambridge. 06_0486_32_2018_1.3 \u00a9ucles201812"
+        },
+        "0486_s18_qp_33.pdf": {
+            "1": "cambridgeinternationalexaminations cambridgeinternationalgeneralcertificateofsecondaryeducation 0486/33 literature(english) may/june2018 paper3drama(opentext) 45minutes textsstudiedshouldbetakenintotheexamination. readtheseinstructionsfirst ananswerbookletisprovidedinsidethisquestionpaper.youshouldfollowtheinstructionsonthefrontcover oftheanswerbooklet.ifyouneedadditionalanswerpaperasktheinvigilatorforacontinuationbooklet. answeronequestion. allquestionsinthispapercarryequalmarks. thisdocumentconsistsof 11printedpagesand 1blankpage. [turnover 06_0486_33_2018_1.3 \u00a9ucles2018 *5234575103*",
+            "2": "jlawrence&relee: inheritthewind remembertosupportyourideaswithdetailsfromthewriting. either1 readthispassagecarefully,andthenanswerthequestionthatfollowsit: [fiery]: you\u2019ve  ruled  out all my witnesses. drummond content removed due to copyright restrictions 06_0486_33_2018_1.3 \u00a9ucles20182",
+            "3": "content removed due to copyright restrictions [fromact2scene1] inwhatwaysdothewritersmakethissuchapowerfulmomentintheplay? or2 howdothewritersmake onecharacterintheplayparticularlyadmirableforyou? [turnover06_0486_33_2018_1.3 \u00a9ucles20183 [davenport sits. drummond  opens  up the rock, which  splits  into  two halves.]",
+            "4": "arthurmiller :aviewfromthebridge remembertosupportyourideaswithdetailsfromthewriting. either3 readthispassagecarefully,andthenanswerthequestionthatfollowsit: that\u2019sanicekid?hegivesmetheheeby-jeebies. content removed due to copyright restrictions 06_0486_33_2018_1.3 \u00a9ucles20184 eddie:",
+            "5": "content removed due to copyright restrictions threemonths,eddie. [fromact1] inwhatwaysdoesmillermakethissucharevealingandunsettlingmomentintheplay? or4 whatdoyoufindparticularlystrikingaboutmiller\u2019sportrayalofcatherine? [turnover06_0486_33_2018_1.3 \u00a9ucles20185 beatrice:it\u2019s almost three months you don\u2019t feel good; they\u2019re only here a couple  of weeks. it\u2019s",
+            "6": "30252015105terencerattigan: thewinslowboy remembertosupportyourideaswithdetailsfromthewriting. either5 readthispassagecarefully,andthenanswerthequestionthatfollowsit: youdon\u2019tthinktheworkiamdoingatthew.s.a.isuseful? catherine: [arthurissilent.] youmayberight.butit\u2019stheonlyworki\u2019mfittedfor,allthesame.[ shepauses.]no, father.thechoiceisquitesimple.eitherimarrydesmondandsettledownintoquite acomfortableandnotreallyuselessexistence\u2013origoonfortherestofmylife earningtwopoundsaweekintheserviceofahopelesscause. ahopelesscause?i\u2019veneverheardyousaythatbefore. arthur: i\u2019veneverfeltitbefore. catherine: [arthurissilent.] john\u2019sgoingtogetmarriednextmonth. didhetellyou? arthur: yes.hewasveryapologetic. catherine: apologetic! arthur: hedidn\u2019tneedtobe.it\u2019sagirliknowslightly.she\u2019llmakehimagoodwife. catherine: isheinlovewithher? arthur: nomorethanhewaswithme.perhaps,even,alittleless. catherine: whyishemarryinghersosoonafter\u2013after\u2013 arthur: afterjiltingme?becausehethinksthere\u2019sgoingtobeawar.ifthereishisregiment willbeamongthefirsttogooverseas.besides,hisfatherapprovesstrongly.she\u2019s ageneral\u2019sdaughter.very,verysuitable.catherine: poorkate![hepauses.hetakesherhandslowly .]howi\u2019vemessedupyourlife, haven\u2019ti?arthur: no,father.anymessing-upthat\u2019sbeendonehasbeendonebyme. catherine: i\u2019msosorry,kate.i\u2019msosorry. arthur: don\u2019tbe,father.webothknewwhatweweredoing. catherine: didwe? arthur: ithinkwedid. catherine: yetourmotivesseemtohavebeendifferentallalong\u2013yoursandmine,kate.can webothhavebeenright?arthur: ibelievewecan.ibelievewehavebeen. catherine: andyetthey\u2019vealwaysbeensoinfernallylogical,ouropponents,haven\u2019tthey? arthur: i\u2019mafraidlogichasneverbeenonourside. catherine: brutestubbornness\u2013aselfishrefusaltoadmitdefeat.that\u2019swhatyourmotherthinks havebeenourmotives\u2013arthur: 06_0486_33_2018_1.3 \u00a9ucles20186",
+            "7": "454035 perhapsshe\u2019sright.perhapsthat\u2019salltheyhavebeen. catherine: butperhapsbrutestubbornnessisn\u2019tsuchabadqualityinthefaceofinjustice? arthur: orinthefaceoftyranny.[ shepauses.thecryofanewspaperboy canbeheard faintly.]ifyoucouldgoback,father,andchooseagain\u2013wouldyourchoicebe different?catherine: perhaps. arthur: idon\u2019tthinkso. catherine: idon\u2019tthinkso,either. arthur: istillsaywebothknewwhatweweredoing.andwewererighttodoit. catherine: [kissingthetopofherhead ]:dearkate,thankyou. arthur [thereisasilence .thenewspaperboy canbehearddimlyshoutingfromthe streetoutside .] [fromact4] howdoesrattiganmakethissuchamovingmomentintheplay? or6 howdoesrattigan\u2019sportrayaloftherelationshipbetweencatherinewinslowandsirrobertmorton contributetotheplay\u2019sdramaticimpact? [turnover06_0486_33_2018_1.3 \u00a9ucles20187",
+            "8": "30252015105williamshakespeare: henryv remembertosupportyourideaswithdetailsfromthewriting. either7 readthispassagecarefully,andthenanswerthequestionthatfollowsit: [enterpistol.] quival\u00e0?pistol: afriend.king: discussuntome:artthouofficer, orartthoubase,common,andpopular?pistol: iamagentlemanofacompany.king: trail\u2019stthouthepuissantpike?pistol: evenso.whatareyou?king: asgoodagentlemanastheemperor.pistol: thenyouareabetterthantheking.king: theking\u2019sabawcockandaheartofgold, aladoflife,animpoffame; ofparentsgood,offistmostvaliant. ikisshisdirtyshoe,andfromheart-string ilovethelovelybully.whatisthyname?pistol: harryleroy.king: leroy!acornishname;artthouofcornishcrew?pistol: no,iamawelshman.king: know\u2019stthoufluellen?pistol: yes.king: tellhimi\u2019llknockhisleekabouthispate uponsaintdavy\u2019sday.pistol: donotyouwearyourdaggerinyourcapthatday,lestheknockthataboutyours.king: artthouhisfriend?pistol: andhiskinsmantoo.king: thefigoforthee,then!pistol: ithankyou;godbewithyou!king: mynameispistolcall\u2019d.pistol: [exit.] itsortswellwithyourfierceness.king: [enterfluellenandgower.] captainfluellen!gower: 06_0486_33_2018_1.3 \u00a9ucles20188",
+            "9": "454035so!inthenameofjesuchrist,speakfewer.itisthegreatestadmirationintheuniversal world,whenthetrueandaunchientprerogatifesandlawsofthewarsisnotkept;ifyoufluellen: wouldtakethepainsbuttoexaminethewarsofpompeythegreat,youshallfind,i warrantyou,thatthereisnotiddle-taddlenorpibble-pabbleinpompey\u2019scamp;iwarrant you,youshallfindtheceremoniesofthewars,andthecaresofit,andtheformsofit, andthesobrietyofit,andthemodestyofit,tobeotherwise. why,theenemyisloud;youhearhimallnight.gower: iftheenemyisanass,andafool,andapratingcoxcomb,isitmeet,thinkyou,thatwe shouldalso,lookyou,beanass,andafool,andapratingcoxcomb?inyourown conscience,now?fluellen: iwillspeaklower.gower: iprayyouandbeseechyouthatyouwill.fluellen: [exeuntgowerandfluellen.] thoughitappearalittleoutoffashion, thereismuchcareandvalourinthiswelshman.king: [fromact4scene1 ] howdoesshakespearemakethisanentertainingmomentintheplay? or8 towhatextentdoesshakespeareportraykinghenry\u2019sinvasionoffranceasnoble? [turnover06_0486_33_2018_1.3 \u00a9ucles20189",
+            "10": "3530252015105williamshakespeare: macbeth remembertosupportyourideaswithdetailsfromthewriting. either9 readthispassagecarefully,andthenanswerthequestionthatfollowsit: isthekingstirring,worthythane? macduff: notyet. macbeth: hedidcommandmetocalltimelyonhim; ihavealmostslipp\u2019dthehour.macduff: i\u2019llbringyoutohim. macbeth: iknowthisisajoyfultroubletoyou; butyet\u2019tisone.macduff: thelabourwedelightinphysicspain. thisisthedoor.macbeth: i\u2019llmakesoboldtocall, for\u2019tismylimitedservice.macduff: [exitmacduff.] goesthekinghenceto-day? lennox: hedoes:hedidappointso. macbeth: thenighthasbeenunruly.wherewelay, ourchimneyswereblowndown;and,astheysay, lamentingsheardi\u2019th\u2019air,strangescreamsofdeath, andprophesying,withaccentsterrible, ofdirecombustionandconfus\u2019devents newhatch\u2019dtoth\u2019woefultime;theobscurebird clamour\u2019dthelivelongnight.somesaytheearth wasfeverousanddidshake.lennox: \u2019twasaroughnight. macbeth: myyoungremembrancecannotparallel afellowtoit. [re-entermacduff .]lennox: ohorror,horror,horror!tonguenorheart cannotconceivenornamethee.macduff: what\u2019sthematter? macbeth,lennox: confusionnowhathmadehismasterpiece. mostsacrilegiousmurderhathbrokeope thelord\u2019sanointedtemple,andstolethence thelifeo\u2019th\u2019buildingmacduff: whatis\u2019tyousay\u2013thelife? macbeth: meanyouhismajesty? lennox: 06_0486_33_2018_1.3 \u00a9ucles201810",
+            "11": "6055504540approachthechamber,anddestroyyoursight withanewgorgon.donotbidmespeak; see,andthenspeakyourselves.macduff: [exeuntmacbethandlennox.] awake,awake! ringthealarumbell.murderandtreason! banquoanddonalbain!malcolm!awake! shakeoffthisdownysleep,death\u2019scounterfeit, andlookondeathitself.up,up,andsee thegreatdoom\u2019simage!malcolm!banquo! asfromyourgravesriseupandwalklikesprites tocountenancethishorror!ringthebell. [bellrings.] [enterladymacbeth.] what\u2019sthebusiness, thatsuchahideoustrumpetcallstoparley thesleepersofthehouse?speak,speak!ladymacbeth: ogentlelady, \u2019tisnotforyoutohearwhaticanspeak! therepetitioninawoman\u2019sear wouldmurderasitfell.macduff: [enterbanquo.] obanquo,banquo, ourroyalmaster\u2019smurder\u2019d! woe,alas! what,inourhouse?ladymacbeth: toocruelanywhere. dearduff,ipritheecontradictthyself, andsayitisnotso.banquo: [fromact2scene3 ] inwhatwaysdoesshakespearemakethissuchatenseanddramaticmomentintheplay? or10 howdoesshakespearestrikinglycontrastmacbethandmacduffintheplay? donotusethepassageprintedforquestion9inansweringthisquestion. 06_0486_33_2018_1.3 \u00a9ucles201811",
+            "12": "blankpage permissiontoreproduceitemswherethird-partyownedmaterialprotectedbycopyrightisincludedhasbeensoughtandclearedwherepossible.everyreasonable efforthasbeenmadebythepublisher(ucles)totracecopyrightholders,butifanyitemsrequiringclearancehaveunwittinglybeenincluded,thepublisherwill bepleasedtomakeamendsattheearliestpossibleopportunity. toavoidtheissueofdisclosureofanswer-relatedinformationtocandidates,allcopyrightacknowledgementsarereproducedonlineinthecambridgeinternational examinationscopyrightacknowledgementsbooklet.thisisproducedforeachseriesofexaminationsandisfreelyavailabletodownloadatwww.cie.org.ukafter theliveexaminationseries. cambridgeinternationalexaminationsispartofthecambridgeassessmentgroup.cambridgeassessmentisthebrandnameofuniversityofcambridgelocal examinationssyndicate(ucles),whichisitselfadepartmentoftheuniversityofcambridge. 06_0486_33_2018_1.3 \u00a9ucles201812"
+        },
+        "0486_s18_qp_41.pdf": {
+            "1": "this document consists of 5 printed pages, 3 blank pages and 1 insert. dc (rcl (go)) 149023/2 \u00a9 ucles 2018  [turn overcambridge international examinations cambridge international general certificate of secondary education *7618302708*literature (english)  0486/41 paper 4  unseen  may/june 2018  1 hour 15 minutes no additional materials are required. read these instructions first an answer booklet is provided inside this question paper. you should follow the instructions on the front cover  of the answer booklet. if you need additional answer paper ask the invigilator for a continuation booklet. answer either  question 1 or question 2. you are advised to spend about 20 minutes reading the question paper and planning your answer. both questions in this paper carry equal marks.",
+            "2": "2 0486/41/m/j/18 \u00a9 ucles 2018 answer either question 1 or question 2. either 1 read carefully the poem opposite. the poet remembers his encounter with a snake at a lecture he  attended as a young boy.  how does the poet convey his fascination with this experience?  to help you answer this question, you might consider:   \u2022 how the children are encouraged to view the snakes   \u2022 how the poet describes his experience of holding a snake   \u2022  how his thoughts and feelings develop as he handles the snake.",
+            "3": "3 0486/41/m/j/18 \u00a9 ucles 2018 [turn over hands on, 1937 john s clarke1, festooned with snakes, said, \u2018touch one, look closely, they\u2019re quite beautiful; not slimy; come on, come down to the front now, that\u2019s better. don\u2019t be afraid, girls, aren\u2019t these eyes pure jewels? come on lads, stretch your hands out, try this johnny, i bet it\u2019s like no creature you ever handled.\u2019 i thought the lecture had been good, but this was unforeseen, an unknown world, strange bonus\u2014 the dry brown coil was at first almost leaden, slightly rough but inert, with scales tight-fitting like inca2 walls, till what seemed a faint tickling became a very crawling of the flesh as movement began to test my arm, the ripples of an almost unfathomable power rhythmically saying, i am living: you may not love me but oh how i am living! and it is all one life, in tanks, bags, boxes, lecture-theatres, outhouses, fronds of bracken, rivers for men and serpents to swim over from dark bank to dark bank and vanish quickly about their business in raw grass and reedland, scale, sole, palm, tail, brow, roving, brushing, touching. 1 john s clarke : educator and popular speaker on science and knowledge 2 inca: ancient south american civilisation",
+            "4": "4 0486/41/m/j/18 \u00a9 ucles 2018 or 2 read carefully the extract opposite. mr sumarsono is a foreign diplomat visiting the narrator\u2019s  family for the weekend. at the end of the visit he takes photographs of the ten-year-old narrator,  her sister kate and her mother.  how does the writer vividly convey the impact of this experience?  to help you answer this question, you might consider:   \u2022 how the writer portrays the narrator\u2019s response to mr sumarsono   \u2022 how the writer presents the narrator\u2019s thoughts and feelings about her mother   \u2022 how the writer conveys the narrator\u2019s reactions to the photographs.",
+            "5": "5 0486/41/m/j/18 \u00a9 ucles 2018 mr sumarsono stooped over us, his courtesy exquisite and unyielding. \u2018please,\u2019  he said, \u2018now photograph.\u2019 he held up the camera. it covered his face entirely, a  strange mechanical mask. \u2018my photograph,\u2019 he said in a decisive tone. he aimed the camera first at me. i produced a taut and artificial smile, and at  once he reappeared from behind the camera. \u2018no smile,\u2019 he said firmly, shaking his head. \u2018no smile.\u2019 he himself produced a hideous smile, then shook his head and turned grave. \u2018ah!\u2019 he said, nodding, and pointed to me. chastened, i sat solemn and rigid while he disappeared behind the camera again. i didn\u2019t move even when he had finished, after the flash and the clicks of lenses and winding sprockets. mr sumarsono turned to kate, who had learned from me and offered up a  smooth and serious face. mr sumarsono nodded, but stepped toward her. \u2018hand!\u2019 he said, motioning toward it, and he made the gesture that he wanted. kate stared but obediently did as he asked. when mr sumarsono turned to my mother, i worried again that she would stage  a last-ditch attempt to take over, that she would insist on mortifying us all. \u2018now!\u2019 said mr sumarsono, bowing peremptorily at her. \u2018please.\u2019 i looked at  her, and to my amazement, relief and delight, my mother did exactly the right thing. she smiled at mr sumarsono in a normal and relaxed way, as though they were old friends. she leaned easily back in her chair, graceful \u2013 i could suddenly see \u2013 and poised. she smoothed her hair back from her forehead. in mr sumarsono\u2019s pictures, the images of us that he produced, this is how we  look. i am staring solemnly at the camera, dead serious, head-on. i look mystified,  as though i am trying to understand something inexplicable; what the people around me mean when they speak, perhaps. i look as though i am in a foreign country  where i do not speak the language. kate looks both radiant and ethereal; her eyes are alight. her mouth is puckered  into a mirthful v; she is trying to suppress a smile. the v of her mouth is echoed  above her face by her two forked fingers, poised airily behind her head. but it is the picture of my mother that surprised me the most. mr sumarsono\u2019s  portrait was of someone entirely different from the person i knew, though the face  was the same. looking at it gave me the same feeling that the stopped escalator  did; a sense of dislocation, a sudden uncertainty about my own beliefs. in the photograph my mother leans back against her chair like a queen, all her power evident, and at rest. her face is turned slightly away; she is guarding her privacy. her nose, her cheeks, her eyes, are bright with wine and excitement, but she is  calm and amused. a mother cannot be beautiful, because she is so much more a  mother than a woman, but in this picture it struck me, my mother looked, in an odd way, beautiful. i could see for the first time that other people might think she actually was beautiful. mr sumarsono\u2019s view of my mother was of a glowing, self-assured, generous  woman. and mr sumarsono himself was a real person, despite his meekness. i  knew that; i had seen him take control. his view meant something; i could not ignore  it. and i began to wonder. we still have the pictures. mr sumarsono brought them with him the next time  he came out for the weekend.",
+            "6": "6 0486/41/m/j/18 \u00a9 ucles 2018 blank page",
+            "7": "7 0486/41/m/j/18 \u00a9 ucles 2018 blank page",
+            "8": "8 0486/41/m/j/18 \u00a9 ucles 2018 blank page permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the  publisher will be pleased to make amends at the earliest possible opportunity. to avoid the issue of disclosure of answer-related information to candidates, all copyright acknowledgements are reproduced online in the cambridge international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download at www.cie.org.uk after  the live examination series. 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."
+        },
+        "0486_s18_qp_42.pdf": {
+            "1": "this document consists of 5 printed pages, 3 blank pages and 1 insert. dc (rcl (go)) 149022/1 \u00a9 ucles 2018  [turn overcambridge international examinations cambridge international general certificate of secondary education *1303641981*literature (english)  0486/42 paper 4  unseen  may/june 2018  1 hour 15 minutes no additional materials are required. read these instructions first an answer booklet is provided inside this question paper. you should follow the instructions on the front cover  of the answer booklet. if you need additional answer paper ask the invigilator for a continuation booklet. answer either  question 1 or question 2. you are advised to spend about 20 minutes reading the question paper and planning your answer. both questions in this paper carry equal marks.",
+            "2": "2 0486/42/m/j/18 \u00a9 ucles 2018 answer either  question 1 or question 2. either 1 read carefully the poem opposite, in which the poet shares wartime memories of his mother.  how does the poet strikingly convey his impressions of his mother?  to help you answer this question, you might consider:   \u2022 the words and images the poet uses in the first stanza   \u2022 how he describes her reaction to an air raid   \u2022 how his thoughts and feelings develop towards the end of the poem.",
+            "3": "3 0486/42/m/j/18 \u00a9 ucles 2018 [turn over to my mother most near, most dear, most loved and most far, under the window where i often found her sitting as huge as asia, seismic1 with laughter, gin and chicken helpless in her irish hand, irresistible as rabelais2, but most tender for the lame dogs and hurt birds that surround her \u2013 she is a procession no one can follow after but be like a little dog following a brass band. she will not glance up at the bomber3, or condescend to drop her gin and scuttle to a cellar, but lean on the mahogany table like a mountain whom only faith can move, and so i send o all my faith, and all my love to tell her that she will move from mourning into morning. 1 seismic : like an earthquake 2 rabelais : french writer famous for his outrageous humour 3 bomber : an aircraft carrying bombs",
+            "4": "4 0486/42/m/j/18 \u00a9 ucles 2018 or 2 read carefully the following extract from a short story. hilary culvert is travelling to visit her older  sister sheila, who is a university student. they are from the large family of a church of england  minister. \t how \tdoes\tthe\twriter\tvividly\tconvey\thilary\u2019s\tdislike\tof\ther\tlife\tat\thome?  to help you answer this question, you might consider:   \u2022\t how\tthe\twriter\tportrays\thilary\u2019s\tfamily\tlife   \u2022\t how\tshe\tdescribes \thilary\u2019s\tmother   \u2022\t how\tshe\tconveys\thilary\u2019s\tdesire\tto\tescape. it should have been a relief to leave the flatlands of east anglia behind and cross   into the hills and valleys of the west, but everywhere today seemed equally  colourless. \thilary\tdidn\u2019t\tcare.\ther\tanticipation \tburned\tup\tbrightly\tenough\tby\titself.\t little flames of it licked up inside her. this was the first time she had been away   from home alone. sheila was ahead of her in their joint project: to get as far away from   home as possible, and not to become anything like their mother. at about the same time that sheila and hilary had confided to each other that  they\tdidn\u2019t\tany\tlonger\tbelieve\tin\tgod,\tthey\thad\talso\tgiven\tup\tbelieving \tthat\tthe\t pattern of domestic life they had been brought up inside was the only one, or was  even\tremotely \tdesirable. \tsomewhere \telse\tpeople\tlived\tdifferently; \tdidn\u2019t\thave\tto\t poke their feet into clammy hand-me-down wellingtons and sandals marked by size  inside\twith\tfelt-tip\tpen;\tdidn\u2019t\thave\tto\tdo\ttheir\thomework \tin\tbed\twith\thot-water \tbottles\t because the storage heaters in the draughty vicarage gave out such paltry warmth.  other\tpeople\tdidn\u2019t\thave\tto\thave\tlocked\tmoney\tboxes\tfor\tkeeping\tsafe\tanything \t precious, or have to sleep with the keys on string around their necks; sometimes  anyway they came home from school to find those locks picked or smashed.  (the\tchildren\tdidn\u2019t\ttell\ton\tone\tanother;\tthat\twas\ttheir\tmorality.\tbut\tthey\thurt\tone\t another pretty badly, physically, in pursuit of justice. it was an honour code rather  than\tanything \tresembling \tchristian \tempathy \tor\tcharity.)\tother\tpeople\u2019s\tmothers\t didn\u2019t\tstoop\ttheir\theads\tdown\tin\tthe\tbroken\tway\tthat\ttheirs\tdid,\thadn\u2019t\tgiven\tup\t on\tcompleted \tsentences \tor\tconsecutive \tdialogue, \tdidn\u2019t\taddress\telliptical\tironical\t asides to their soup spoons as they ate. their\tmother\tsometimes \tlooked\tless\tlike\ta\tvicar\u2019s\twife\tthan\ta\twild\twoman.\tshe\t was as tall as their father but if the two of them were ever accidentally seen standing  side by side it looked as if she had been in some terrible momentous fight for her life  and\the\thadn\u2019t.\ther\tgrey-black \thair\tstood\tout\tin\ta\tstiff\truff\taround\ther\thead;\tsheila\t said she must cut it with the kitchen scissors in the dark. she had some kind of  palsy1 so that her left eye drooped; there were bruise-coloured wrinkled shadows  under her eyes and beside her hooked nose. her huge deflated stomach and bosom  were\tslapped\tlike\tinsults\ton\tto\ta\tgirl\u2019s\tbony\tframe.\tshe\twas\tfearless\tin\tthe\tmornings \t about stalking round the house in her ancient baggy underwear, big pants and  maternity bra, chasing the little ones to get them dressed: her older children fled the  sight of her. they must have all counted, without confessing it to one another: she  was\tforty-nine, \tpatricia\twas\tfour.\tat\tleast\tthere\tcouldn\u2019t\tbe\tany\tmore\tpregnancies, \t so humiliating to their suffering adolescence. as girls, sheila and hilary had to be especially careful to make their escape  from home. their older brother andrew had got away, to do social policy at york and  join the young socialists2, which he told them was a trotskyite entrist group3. he  was\tnever\tcoming\tback,\tthey\twere\tsure\tof\tit.\the\thadn\u2019t\tcome\tback\tthis\tchristmas. \t but their sister sylvia had married an re4 teacher at the local secondary modern  school\twho\twas\tactive\tin\ttheir\tfather\u2019s\tchurch\tand\tin\tthe\tlocal\tyouth\tclubs.\tsylvia\t",
+            "5": "5 0486/42/m/j/18 \u00a9 ucles 2018 already had two babies, and sheila and hilary had heard her muttering things to  herself. they remembered that she used to be a jolly sprightly girl even if they  hadn\u2019t\tliked\ther\tmuch:\tcompetitive \tat\tbeach\trounders \twhen\tthey\twent\ton\tday\ttrips\t to the coast, sentimentally devoted to the doomed stray dogs she tried to smuggle  into their bedroom. now, when they visited her rented flat in haverhill, her twin-tub  washing machine was always pulled out from the wall, filling the kitchen with urine- pungent steam. sylvia would be standing uncommunicatively, heaving masses of  boiling nappies with wooden tongs out of the washer into the spin tub, while the  babies bawled in the battered wooden playpen that had been handed on from the  vicarage. 1 palsy : loss of muscle control 2 young socialists : a political organisation 3 trotskyite entrist group : a radical political group 4 re: religious education",
+            "6": "6 0486/42/m/j/18 \u00a9 ucles 2018 blank page",
+            "7": "7 0486/42/m/j/18 \u00a9 ucles 2018 blank page",
+            "8": "8 0486/42/m/j/18 \u00a9 ucles 2018 blank page permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the  publisher will be pleased to make amends at the earliest possible opportunity. to avoid the issue of disclosure of answer-related information to candidates, all copyright acknowledgements are reproduced online in the cambridge international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download at www.cie.org.uk after  the live examination series. 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."
+        },
+        "0486_s18_qp_43.pdf": {
+            "1": "this document consists of 5 printed pages, 3 blank pages and 1 insert. dc (rcl (go)) 149021/1 \u00a9 ucles 2018  [turn overcambridge international examinations cambridge international general certificate of secondary education *4648988518*literature (english)  0486/43 paper 4  unseen  may/june 2018  1 hour 15 minutes no additional materials are required. read these instructions first an answer booklet is provided inside this question paper. you should follow the instructions on the front cover  of the answer booklet. if you need additional answer paper ask the invigilator for a continuation booklet. answer either  question 1 or question 2. you are advised to spend about 20 minutes reading the question paper and planning your answer. both questions in this paper carry equal marks.",
+            "2": "2 0486/43/m/j/18 \u00a9 ucles 2018 answer either question 1 or question 2. either 1 read carefully the poem opposite. \t how \tdoes\tthe\tpoet\tmemorably \tportray\tpeople\u2019s \texperience \tof\tlove\tin\tthis\tpoem?  to help you answer this question, you might consider:   \u2022 how the poet portrays people in love   \u2022 how she describes those who are not in love   \u2022 what the poet suggests about the relationship between love and time.",
+            "3": "3 0486/43/m/j/18 \u00a9 ucles 2018 [turn over late love how they strut about, people in love, how tall they grow, pleased with themselves, their hair, glossy, their skin shining.they don\u2019t remember who they have been. how filmic they are just for this time. how important they\u2019ve become \u2013 secret, above the order of things, the dreary mundane. every church bell ringing, a fresh sign. how dull the lot that are not in love. their clothes shabby, their skin lustreless; how clueless they are, hair a mess; how they trudge up and down streets in the rain, remembering one kiss in a dark alley, a touch in a changing room, if lucky, a lovely waitfor the phone to ring, maybe, baby. the past with its rush of velvet, its secret hush already miles away, dimming now, in the late day.",
+            "4": "4 0486/43/m/j/18 \u00a9 ucles 2018 or 2 read carefully the extract opposite. it is the opening to a novel. the central character, esme, is in  the secure ward of a psychiatric hospital. she is looking back at her past life and wondering what  has led her there. \t how \tdoes\tthe\twriter\tstrikingly \tcapture\tyour\tinterest\tin\tesme\u2019s\tlife?  to help you answer this question, you might consider:   \u2022 how the writer presents esme\u2019s memories of the dance   \u2022 how she describes esme\u2019s experience of life on the ward   \u2022 how she makes you feel about esme\u2019s attempts to make sense of her life.",
+            "5": "5 0486/43/m/j/18 \u00a9 ucles 2018 let us begin with two girls at a dance. they are at the edge of the room. one sits on a chair, opening and shutting  a dance-card1 with gloved fingers. esme stands beside her, watching the dance  unfold: the circling couples, the clasped hands, the drumming shoes, the whirling  skirts, the bounce of the floor. it is the last hour of the year and the windows behind  them are blank with night. the seated girl is dressed in something pale, esme  forgets what. esme is in a dark red frock that doesn\u2019t suit her. she has lost her  gloves. it begins here. or perhaps not. perhaps it begins earlier, before the party, before they dressed  in their new finery, before the candles were lit, before the sand was sprinkled on the  boards, before the year whose end they are celebrating began. who knows? either  way it ends at a grille2 covering a window with each square exactly two thumbnails  wide. if esme cares to gaze into the distance \u2013 that is to say, at what lies beyond  the metal grille \u2013 she finds that, after a while, something happens to the focusing  mechanism of her eyes. the squares of the grille will blur and, if she concentrates  long enough, vanish. there is always a moment before her body reasserts itself,  readjusting her eyes to the proper reality of the world, when it is just her and the  trees, the road, the beyond. nothing in between. the squares at the bottom are worn free of paint and you can see the different  layers of colour inside each other, like rings in a tree. esme is taller than most so  can reach the part where the paint is new and thick as tar. behind her, a woman makes tea for her dead husband. is he dead? or just  run off? esme doesn\u2019t recall. another woman is searching for water to pour on  flowers that perished long ago in a seaside town not far from here. it is always the  meaningless tasks that endure: the washing, the cooking, the clearing, the cleaning.  never anything majestic or significant, just the tiny rituals that hold together the  seams of human life. the girl obsessed with cigarettes has had two warnings already   and everyone is thinking she is about to get a third. and esme is thinking, where  does it begin \u2013 is it there, is it here, at the dance, in india, before? she speaks to no one, these days. she wants to concentrate, she doesn\u2019t like  to muddy things with the distraction of speech. there is a zoetrope3 inside her head  and she doesn\u2019t like to be caught out when it stops. whir, whir. stop. in india, then. the garden. herself aged about four, standing on the back step. above her, mimosa trees are shaking their heads at her, powdering the lawn  with yellow dust. if she walked across it, she\u2019d leave a trail behind. she wants  something. she wants something but she doesn\u2019t know what. it\u2019s like an itch she  can\u2019t reach to scratch. a drink? her ayah4? a sliver of mango? she rubs at an insect  bite on her arm and pokes at the yellow dust with her bare toe. in the distance  somewhere she can hear her sister\u2019s skipping-rope hitting the ground and the short  shuffle of feet in between. slap shunt slap shunt slap shunt. 1 dance-card : list of dance partners 2 grille : a frame of metal bars used to cover a window 3 zoetrope : a spinning toy which creates the illusion of motion 4 ayah : a nursemaid",
+            "6": "6 0486/43/m/j/18 \u00a9 ucles 2018 blank page",
+            "7": "7 0486/43/m/j/18 \u00a9 ucles 2018 blank page",
+            "8": "8 0486/43/m/j/18 \u00a9 ucles 2018 blank page permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the  publisher will be pleased to make amends at the earliest possible opportunity. to avoid the issue of disclosure of answer-related information to candidates, all copyright acknowledgements are reproduced online in the cambridge international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download at www.cie.org.uk after  the live examination series. 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."
+        }
+    },
+    "2019": {
+        "0486_m19_qp_12.pdf": {
+            "1": "this document consists of 24 printed pages, 4 blank pages and 1 insert. dc (rcl (go)) 165359/2 \u00a9 ucles 2019  [turn overcambridge assessment international education cambridge international general certificate of secondary education *3193627124*literature (english)  0486/12 paper 1  poetry and prose  february/march 2019  1 hour 30 minutes no additional materials are required. read these instructions first an answer booklet is provided inside this question paper. you should follow the instructions on the front cover  of the answer booklet. if you need additional answer paper ask the invigilator for a continuation booklet. answer two questions: one question from section a and one question from section b. all questions in this paper carry equal marks.",
+            "2": "2 \u00a9 ucles 2019 blank page",
+            "3": "3 0486/12/f/m/19 \u00a9 ucles 2019 [turn over contents section a: poetry text question  numbers  page[s] songs of ourselves volume 1 : from part 5   1, 2 pages  4\u20135 songs of ourselves volume 2 : from part 2   3, 4 pages  6\u20137 gillian clarke: from collected poems   5, 6 pages  8\u20139 section b: prose text question  numbers  page[s] jane austen: mansfield park   7, 8 pages 10\u201311 willa cather: my \u00e1ntonia   9, 10  pages 12\u201313 anita desai: in custody  11, 12  pages 14\u201315 charles dickens: hard times  13, 14  pages 16\u201317 kate grenville: the secret river  15, 16  pages 18\u201319 john knowles: a separate peace  17, 18  pages 20\u201321 alan paton: cry, the beloved country  19, 20  pages 22\u201323 from stories of ourselves  21, 22  pages 24\u201325",
+            "4": "4 \u00a9 ucles 2019 section a: poetry answer one question from this section. songs of ourselves volume 1 : from part 5 remember to support your ideas with details from the writing. either  1 read this poem, and then answer the question that follows it: cold in the earth cold in the earth, and the deep snow piled above thee! far, far removed, cold in the dreary grave! have i forgot, my only love, to love thee, severed at last by time\u2019s all-wearing wave? now, when alone, do my thoughts no longer hover over the mountains on angora\u2019s shore; resting their wings where heath and fern-leaves cover that noble heart for ever, ever more? cold in the earth, and fifteen wild decembers from those brown hills have melted into spring \u2013 faithful indeed is the spirit that remembers after such years of change and suffering! sweet love of youth, forgive if i forget thee while the world\u2019s tide is bearing me along: sterner desires and darker hopes beset me, hopes which obscure but cannot do thee wrong. no other sun has lightened up my heaven; no other star has ever shone for me: all my life\u2019s bliss from thy dear life was given \u2013 all my life\u2019s bliss is in the grave with thee. but when the days of golden dreams had perished and even despair was powerless to destroy, then did i learn how existence could be cherished, strengthened and fed without the aid of joy; then did i check the tears of useless passion, weaned my young soul from yearning after thine; sternly denied its burning wish to hasten down to that tomb already more than mine! and even yet, i dare not let it languish, dare not indulge in memory\u2019s rapturous pain; once drinking deep of that divinest anguish, how could i seek the empty world again?  (emily bront\u00eb )   how does bront\u00eb powerfully convey strong emotions in this poem?5 10 15 20 25 30",
+            "5": "5 0486/12/f/m/19 \u00a9 ucles 2019 [turn over or 2 what does adcock\u2019s writing make you feel towards heidi  in for heidi with blue hair ? for heidi with blue hair when you dyed your hair blue (or, at least, ultramarine for the clipped sides, with a crest of jet-black spikes on top) you were sent home from school because, as the headmistress put it, although dyed hair was not specifically forbidden, yours was, apart from anything else, not done in the school colours. tears in the kitchen, telephone-calls to school from your freedom-loving father: \u2018she\u2019s not a punk in her behaviour; it\u2019s just a style.\u2019 (you wiped your eyes, also not in a school colour.) \u2018she discussed it with me first \u2013 we checked the rules.\u2019 \u2018and anyway, dad, it cost twenty-five dollars. tell them it won\u2019t wash out \u2013 not even if i wanted to try.\u2019 it would have been unfair to mention your mother\u2019s death, but that shimmered behind the arguments. the school had nothing else against you; the teachers twittered and gave in. next day your black friend had hers done in grey, white and flaxen yellow \u2013 the school colours precisely: an act of solidarity, a witty tease. the battle was already won.  (fleur adcock )5 10 15 20 25 30",
+            "6": "6 \u00a9 ucles 2019 songs of ourselves volume 2 : from part 2 remember to support your ideas with details from the writing. either  3 read this poem, and then answer the question that follows it: the caged skylark as a dare-gale skylark scanted in a dull cage,  man\u2019s mounting spirit in his bone-house, mean house, dwells \u2013  that bird beyond the remembering his free fells; this in drudgery, day-labouring-out life\u2019s age. though aloft on turf or perch or poor low stage  both sing somet\u00edmes the sweetest, sweetest spells,  yet both droop deadly s\u00f3metimes in their cells or wring their barriers in bursts of fear or rage. not that the sweet-fowl, song-fowl, needs no rest \u2013 why, hear him, hear him babble and drop down to his nest,  but his own nest, wild nest, no prison. man\u2019s spirit will be flesh-bound when found at best, but uncumber\u00e8d: meadow-down is not distressed  for a rainbow footing it nor he for his b\u00f3nes r\u00edsen.  (gerard manley hopkins )   how does hopkins vividly convey thoughts and feelings about the bird in this poem?5 10",
+            "7": "7 0486/12/f/m/19 \u00a9 ucles 2019 [turn over or 4 how does awoonor make the sea eats the land at home  such a moving poem? the sea eats the land at home at home the sea is in the town, running in and out of the cooking places, collecting the firewood from the hearths and sending it back at night; the sea eats the land at home. it came one day at the dead of night, destroying the cement walls, and carried away the fowls, the cooking-pots and the ladles, the sea eats the land at home; it is a sad thing to hear the wails, and the mourning shouts of the women, calling on all the gods they worship, to protect them from the angry sea. aku stood outside where her cooking-pot stood, with her two children shivering from the cold, her hands on her breast, weeping mournfully. her ancestors have neglected her, her gods have deserted her, it was a cold sunday morning, the storm was raging, goats and fowls were struggling in the water, the angry water of the cruel sea; the lap-lapping of the bark water at the shore, and above the sobs and the deep and low moans, was the eternal hum of the living sea. it has taken away their belongings adena has lost the trinkets which were her dowry and her joy, in the sea that eats the land at home, eats the whole land at home.  (kofi awoonor )5 10 15 20 25 30",
+            "8": "8 \u00a9 ucles 2019 gillian clarke:  from  collected poems remember to support your ideas with details from the writing. either   5 read this poem, and then answer the question that follows it: heron at port talbot snow falls on the cooling towers delicately settling on cranes. machinery\u2019s old bones whiten; death settles with its rusts, its erosions. warning of winds off the sea the motorway dips to the dock\u2019s edge. my hands tighten on the wheel against the white steel of the wind. then we almost touch, both braking flight, bank on the air and feel that shocking intimacy of near-collision, animal tracks that cross in snow. i see his living eye, his change of mind, feel pressure as we bank, the force of his beauty. we might have died in some terrible conjunction. the steel town\u2019s sulphurs billow like dirty washing. the sky stains with steely inks and fires, chemical rustings, salt-grains, sand under snow. and the bird comes, a surveyor calculating space between old workings and the mountain hinterland, archangel come to re-open the heron-roads, meets me at an inter-section where wind comes flashing off water interrupting the warp of the snow and the broken rhythms of blood.   how does clarke create such a vivid atmosphere in this poem?5 10 15 20 25",
+            "9": "9 0486/12/f/m/19 \u00a9 ucles 2019 [turn over or 6 explore the ways in which clarke makes neighbours  such a disturbing poem. neighbours that spring was late. we watched the sky and studied charts for shouldering isobars. birds were late to pair. crows drank from the lamb\u2019s eye. over finland small birds fell: song-thrushes steering north, smudged signatures on light, migrating warblers, nightingales. wing-beats failed over fjords, each lung a sip of gall. children were warned of their dangerous beauty. milk was spilt in poland. each quarrel the blowback from some old story, a mouthful of bitter air from the ukraine brought by the wind out of its box of sorrows. this spring a lamb sips caesium on a welsh hill. a child, lifting her face to drink the rain, takes into her blood the poisoned arrow. now we are all neighbourly, each little town in europe twinned to chernobyl, each heart with the burnt fireman, the child on the moscow train. in the democracy of the virus and the toxin we wait. we watch for bird migrations, one bird returning with green in its voice, glasnost golau glas, a first break of blue.5 10 15 20",
+            "10": "10 \u00a9 ucles 2019 section b: prose answer one question from this section. jane austen: mansfield park remember to support your ideas with details from the writing. either  7 read this extract, and then answer the question that follows it: edmund spoke of the harp as his favourite instrument, and hoped to  be soon allowed to hear her. fanny had never heard the harp at all, and  wished for it very much. \u2018i shall be most happy to play to you both,\u2019 said miss crawford; \u2018at  least, as long as you can like to listen; probably, much longer, for i dearly  love music myself, and where the natural taste is equal, the player must  always be best off, for she is gratified in more ways than one. now, mr  bertram, if you write to your brother, i intreat you to tell him that my harp  is come, he heard so much of my misery about it. and you may say, if you  please, that i shall prepare my most plaintive airs against his return, in  compassion to his feelings, as i know his horse will lose.\u2019 \u2018if i write, i will say whatever you wish me; but i do not at present  foresee any occasion for writing.\u2019 \u2018no, i dare say, nor if he were to be gone a twelvemonth, would you  ever write to him, nor he to you, if it could be helped. the occasion would  never be foreseen. what strange creatures brothers are! you would not  write to each other but upon the most urgent necessity in the world; and  when obliged to take up the pen to say that such a horse is ill, or such a  relation dead, it is done in the fewest possible words. you have but one  style among you. i know it perfectly. henry, who is in every other respect  exactly what a brother should be, who loves me, consults me, confides in  me, and will talk to me by the hour together, has never yet turned the page  in a letter; and very often it is nothing more than, \u2018dear mary, i am just  arrived. bath seems full, and every thing as usual. your\u2019s sincerely.\u2019 that is  the true manly style; that is a complete brother\u2019s letter.\u2019 \u2018when they are at a distance from all their family,\u2019 said fanny,  colouring for william\u2019s sake, \u2018they can write long letters.\u2019 \u2018miss price has a brother at sea,\u2019 said edmund, \u2018whose excellence as  a correspondent, makes her think you too severe upon us.\u2019 \u2018at sea, has she?\u2014in the king\u2019s service of course.\u2019 fanny would rather have had edmund tell the story, but his  determined silence obliged her to relate her brother\u2019s situation; her voice  was animated in speaking of his profession, and the foreign stations he  had been on, but she could not mention the number of years that he had  been absent without tears in her eyes. miss crawford civilly wished him an  early promotion. \u2018do you know any thing of my cousin\u2019s captain?\u2019 said edmund;  \u2018captain marshall? you have a large acquaintance in the navy, i conclude?\u2019 \u2018among admirals, large enough; but\u2019 with an air of grandeur; \u2018we know  very little of the inferior ranks. post captains may be very good sort of  men, but they do not belong to us. of various admirals, i could tell you  a great deal; of them and their flags, and the gradation of their pay, and  their bickerings and jealousies. but in general, i can assure you that they 5 10 15 20 25 30 35 40",
+            "11": "11 0486/12/f/m/19 \u00a9 ucles 2019 [turn over are all passed over, and all very ill used. certainly, my home at my uncle\u2019s  brought me acquainted with a circle of admirals. of rears , and vices , i  saw enough. now, do not be suspecting me of a pun, i entreat.\u2019 edmund again felt grave, and only replied, \u2018it is a noble profession.\u2019 \u2018yes, the profession is well enough under two circumstances; if it  make the fortune, and there be discretion in spending it. but, in short, it is  not a favourite profession of mine. it has never worn an amiable form to  me.\u2019 edmund reverted to the harp, and was again very happy in the  prospect of hearing her play. [from chapter 6]   what vivid impressions of mary crawford does austen create for you at this moment in  the novel? or 8 how far does austen encourage you to believe that henry crawford falls in love with  fanny price?45 50",
+            "12": "12 \u00a9 ucles 2019 willa cather: my \u00e1ntonia remember to support your ideas with details from the writing. either  9 read this extract, and then answer the question that follows it: when the sun was dropping low, \u00e1ntonia came up the big south   draw with her team. how much older she had grown in eight months!   she had come to us a child, and now she was a tall, strong young girl,  although her fifteenth birthday had just slipped by. i ran out and met   her as she brought her horses up to the windmill to water them. she   wore the boots her father had so thoughtfully taken off before he shot  himself, and his old fur cap. her outgrown cotton dress switched about  her calves, over the boot-tops. she kept her sleeves rolled up all day, and  her arms and throat were burned as brown as a sailor\u2019s. her neck came  up strongly out of her shoulders, like the bole of a tree out of the turf.  one sees that draught-horse neck among the peasant women in all old  countries. she greeted me gaily, and began at once to tell me how much  ploughing she had done that day. ambrosch, she said, was on the north  quarter, breaking sod with the oxen. \u2018jim, you ask jake how much he ploughed to-day. i don\u2019t want that  jake get more done in one day than me. i want we have very much corn  this fall.\u2019 while the horses drew in the water, and nosed each other, and then  drank again, \u00e1ntonia sat down on the windmill step and rested her head  on her hand. \u2018you see the big prairie fire from your place last night? i hope your  grandpa ain\u2019t lose no stacks?\u2019 \u2018no, we didn\u2019t. i came to ask you something, tony. grandmother  wants to know if you can\u2019t go to the term of school that begins next week  over at the sod school-house. she says there\u2019s a good teacher, and you\u2019d  learn a lot.\u2019 \u00e1ntonia stood up, lifting and dropping her shoulders as if they were  stiff. \u2018i ain\u2019t got time to learn. i can work like mans now. my mother can\u2019t  say no more how ambrosch do all and nobody to help him. i can work as  much as him. school is all right for little boys. i help make this land one  good farm.\u2019 she clucked to her team and started for the barn. i walked beside  her, feeling vexed. was she going to grow up boastful like her mother,   i wondered? before we reached the stable, i felt something tense in  her silence, and glancing up i saw that she was crying. she turned her   face from me and looked off at the red streak of dying light, over the dark  prairie. i climbed up into the loft and threw down the hay for her, while  she unharnessed her team. we walked slowly back toward the house.  ambrosch had come in from the north quarter, and was watering his oxen  at the tank. \u00e1ntonia took my hand. \u2018sometime you will tell me all those nice things  you learn at the school, won\u2019t you, jimmy?\u2019 she asked with a sudden rush  of feeling in her voice. \u2018my father, he went much to school. he know a  great deal; how to make the fine cloth like what you not got here. he play  horn and violin, and he read so many books that the priests in bohemie  come to talk to him. you won\u2019t forget my father, jim?\u20195 10 15 20 25 30 35 40 45",
+            "13": "13 0486/12/f/m/19 \u00a9 ucles 2019 [turn over \u2018no,\u2019 i said, \u2018i will never forget him.\u2019 [from book 1 chapter 17]   how does cather make you feel sympathy for \u00e1ntonia at this moment in the novel? or 10 to what extent does cather\u2019s portrayal of lena persuade you that she would have been  a good partner for jim?",
+            "14": "14 \u00a9 ucles 2019 anita desai: in custody remember to support your ideas with details from the writing. either 11 read this extract, and then answer the question that follows it: \u2018do you teach there?\u2019  close.   0486/12/f/m/19content removed due to copyright restrictions.",
+            "15": "15 0486/12/f/m/19 \u00a9 ucles 2019 [turn over  fate has traced on my tablet, with blood \u2026\u2019 [from chapter 3]   how does desai make this moment in the novel both entertaining and moving? or 12 how does desai make two female characters particularly memorable for you?content removed due to copyright restrictions.",
+            "16": "16 \u00a9 ucles 2019 charles dickens:  hard times remember to support your ideas with details from the writing. either  13 read this extract, and then answer the question that follows it: mr gradgrind walked homeward from the school, in a state of considerable  satisfaction. it was his school, and he intended it to be a model. he  intended every child in it to be a model \u2013 just as the young gradgrinds  were all models. there were five young gradgrinds, and they were models every one.  they had been lectured at, from their tenderest years; coursed, like little  hares. almost as soon as they could run alone, they had been made to run  to the lecture-room. the first object with which they had an association,  or of which they had a remembrance, was a large black board with a dry  ogre chalking ghastly white figures on it. not that they knew, by name or nature, anything about an ogre. fact  forbid! i only use the word to express a monster in a lecturing castle, with  heaven knows how many heads manipulated into one, taking childhood  captive, and dragging it into gloomy statistical dens by the hair. no little gradgrind had ever seen a face in the moon; it was up in  the moon before it could speak distinctly. no little gradgrind had ever  learnt the silly jingle, twinkle, twinkle, little star; how i wonder what you  are! no little gradgrind had ever known wonder on the subject, each little  gradgrind having at five years old dissected the great bear like a professor  owen, and driven charles\u2019s wain like a locomotive engine-driver. no little  gradgrind had ever associated a cow in a field with that famous cow with  the crumpled horn who tossed the dog who worried the cat who killed the  rat who ate the malt, or with that yet more famous cow who swallowed  tom thumb: it had never heard of those celebrities, and had only been  introduced to a cow as a graminivorous ruminating quadruped with several  stomachs. to his matter of fact home, which was called stone lodge, mr  gradgrind directed his steps. he had virtually retired from the wholesale  hardware trade before he built stone lodge, and was now looking about  for a suitable opportunity of making an arithmetical figure in parliament.  stone lodge was situated on a moor within a mile or two of a great town \u2013  called coketown in the present faithful guide-book. a very regular feature on the face of the country, stone lodge was.  not the least disguise toned down or shaded off that uncompromising fact  in the landscape. a great square house, with a heavy portico darkening the  principal windows, as its master\u2019s heavy brows overshadowed his eyes. a  calculated, cast up, balanced, and proved house. six windows on this side  of the door, six on that side; a total of twelve in this wing, a total of twelve in  the other wing: four and twenty carried over to the back wings. a lawn and  garden and an infant avenue, all ruled straight like a botanical account- book. gas and ventilation, drainage and water-service, all of the primest  quality. iron clamps and girders, fireproof from top to bottom; mechanical  lifts for the housemaids, with all their brushes and brooms; everything that  heart could desire. everything? well, i suppose so. the little gradgrinds had cabinets  in various departments of science too. they had a little conchological  cabinet, and a little metallurgical cabinet, and a little mineralogical cabinet;  and the specimens were all arranged and labelled, and the bits of stone 5 10 15 20 25 30 35 40 45",
+            "17": "17 0486/12/f/m/19 \u00a9 ucles 2019 [turn over and ore looked as though they might have been broken from the parent  substances by those tremendously hard instruments their own names; and, to paraphrase the idle legend of peter piper, who had never found his way into their nursery, if the greedy little gradgrinds grasped at more than this, what was it for good gracious goodness sake, that the greedy little gradgrinds grasped at! their father walked on in a hopeful and satisfied frame of mind. he  was an affectionate father, after his manner; but he would probably have described himself (if he had been put, like sissy jupe, upon a definition) as \u2018an eminently practical\u2019 father. [from book 1 chapter 3]   how does dickens create striking impressions of life in the gradgrind family at this early moment in the novel? or 14 does dickens make it possible for you to feel any sympathy for james harthouse?50 55",
+            "18": "18 \u00a9 ucles 2019 kate grenville: the secret river remember to support your ideas with details from the writing. either 15 read this extract, and then answer the question that follows it: smasher was not a man to take a lesson from a black. want a  free feed do you , he shouted.                                                                   when you get a spear in  your guts. [from part 4]   how does grenville make this moment in the novel so disturbing?content removed due to copyright restrictions.",
+            "19": "19 0486/12/f/m/19 \u00a9 ucles 2019 [turn over or 16 in what ways does grenville suggest that thornhill changes his attitude towards the  aboriginal people in the course of the novel?   do not use the extract printed for question 15 in answering this question.",
+            "20": "20 \u00a9 ucles 2019 john knowles: a separate peace remember to support your ideas with details from the writing. either  17 read this extract, and then answer the question that follows it: after supper i went to our room to try again. phineas came in a couple  of minutes later. \u2018arise,\u2019 he began airily, \u2018senior overseer charter member! elwin  \u2018leper\u2019 lepellier has announced his intention to make the leap this very  night, to qualify, to save his face at last.\u2019 i didn\u2019t believe it for a second. leper lepellier would go down  paralyzed with panic on any sinking troopship before making such a jump.  finny had put him up to it, to finish me for good on the exam. i turned  around with elaborate resignation. \u2018if he jumps out of that tree i\u2019m mahatma  gandhi.\u2019 \u2018all right,\u2019 agreed finny absently. he had a way of turning clich\u00e9s  inside out like that. \u2018come on, let\u2019s go. we\u2019ve got to be there. you never  know, maybe he will do it this time.\u2019 \u2018oh, for god sake.\u2019 i slammed closed the french book. \u2018what\u2019s the matter?\u2019 what a performance! his face was completely questioning and  candid. \u2018studying!\u2019 i snarled. \u2018studying! you know, books. work. examinations.\u2019 \u2018yeah \u2026\u2019 he waited for me to go on, as though he didn\u2019t see what i  was getting at. \u2018oh for god sake! you don\u2019t know what i\u2019m talking about. no, of  course not. not you.\u2019 i stood up and slammed the chair against the desk.  \u2018okay, we go. we watch little lily-liver lepellier not jump from the tree, and  i ruin my grade.\u2019 he looked at me with an interested, surprised expression. \u2018you want  to study?\u2019 i began to feel a little uneasy at this mildness of his, as i sighed  heavily. \u2018never mind, forget it. i know, i joined the club, i\u2019m going. what  else can i do?\u2019 \u2018don\u2019t go.\u2019 he said it very simply and casually, as though he were  saying, \u2018nice day.\u2019 he shrugged, \u2018don\u2019t go. what the hell, it\u2019s only a game.\u2019 i had stopped halfway across the room, and now i just looked at him.  \u2018what d\u2019you mean?\u2019 i muttered. what he meant was clear enough, but i  was groping for what lay behind his words, for what his thoughts could  possibly be. i might have asked, \u2018who are you, then?\u2019 instead. i was facing  a total stranger. \u2018i didn\u2019t know you needed to study ,\u2019 he said simply, \u2018i didn\u2019t think you  ever did. i thought it just came to you.\u2019 it seemed that he had made some kind of parallel between my studies  and his sports. he probably thought anything you were good at came  without effort. he didn\u2019t know yet that he was unique. i couldn\u2019t quite achieve a normal speaking voice. \u2018if i need to study,  then so do you.\u2019 \u2018me?\u2019 he smiled faintly. \u2018listen, i could study forever and i\u2019d never  break c. but it\u2019s different for you, you\u2019re good. you really are. if i had a  brain like that, i\u2019d\u2014i\u2019d have my head cut open so people could look at it.\u2019 \u2018now wait a second \u2026\u2019 he put his hands on the back of a chair and leaned toward me. \u2018i know. 5 10 15 20 25 30 35 40 45",
+            "21": "21 0486/12/f/m/19 \u00a9 ucles 2019 [turn over we kid around a lot and everything, but you have to be serious sometime,  about something. if you\u2019re really good at something, i mean if there\u2019s  nobody, or hardly anybody, who\u2019s as good as you are, then you\u2019ve got to  be serious about that. don\u2019t mess around, for god\u2019s sake.\u2019 he frowned  disapprovingly at me. \u2018why didn\u2019t you say you had to study before? don\u2019t  move from that desk. it\u2019s going to be all a\u2019s for you.\u2019 \u2018wait a minute,\u2019 i said, without any reason. \u2018it\u2019s okay. i\u2019ll oversee old leper. i know he\u2019s not going to do it.\u2019 he was  at the door. \u2018wait a minute,\u2019 i said more sharply. \u2018wait just a minute. i\u2019m coming.\u2019 \u2018no you aren\u2019t, pal, you\u2019re going to study.\u2019 \u2018never mind my studying.\u2019 \u2018you think you\u2019ve done enough already?\u2019 \u2018yes.\u2019 i let this drop curtly to bar him from telling me what to do about  my work. he let it go at that, and went out the door ahead of me, whistling  off key. [from chapter 4]   how does knowles make this such a revealing moment in the novel? or 18 in what ways does knowles make the war such a significant part of the novel?50 55 60",
+            "22": "22 \u00a9 ucles 2019 alan paton: cry, the beloved country remember to support your ideas with details from the writing. either  19 read this extract, and then answer the question that follows it: she read it aloud, reading as a zulu who reads english.  the mission house  sophiatown  johannesburg  september 25th, 1946 my dear brother in christ: i have had the experience of meeting a young  woman here in johannesburg. her name is gertrude kumalo, and i  understand she is the sister of the rev. stephen kumalo, st mark\u2019s  church, ndotsheni. this young woman is very sick, and therefore i ask you  to come quickly to johannesburg. come to the rev. theophilus msimangu,  the mission house, sophiatown, and there i shall give you some advices.  i shall also find accommodation for you, where the expenditure will not be  very serious. i am, dear brother in christ, yours faithfully,  theophilus  msimangu they were both silent till at long last she spoke.  \u2013 well, my husband?  \u2013 yes, what is it?  \u2013 this letter, stephen. you have heard it now.  \u2013 yes, i have heard it. it is not an easy letter.  \u2013 it is not an easy letter. what will you do?  \u2013 has the child eaten? she went to the kitchen and came back with the child.  \u2013 have you eaten, my child?  \u2013 yes, umfundisi.  \u2013 then go well, my child. and thank you for bringing the letter. and will you take  my thanks to the white man at the store?  \u2013 yes, umfundisi.  \u2013 then go well, my child.  \u2013 stay well, umfundisi. stay well, mother.  \u2013 go well, my child. so the child went delicately to the door, and shut it behind her gently, letting the  handle turn slowly like one who fears to let it turn fast. when the child was gone, she said to him, what will you do, stephen?  \u2013 about what, my wife? she said patiently to him, about this letter, stephen. he sighed. bring me the st chad\u2019s money, he said. she went out, and came back with a tin, of the kind in which they sell coffee or  cocoa, and this she gave to him. he held it in his hand, studying it, as though  there might be some answer in it, till at last she said, it must be done, stephen.  \u2013 how can i use it? he said. this money was to send absalom to st chad\u2019s.  \u2013 absalom will never go now to st chad\u2019s.  \u2013 how can you say that? he said sharply. how can you say such a thing?  \u2013 he is in johannesburg, she said wearily. when people go to johannesburg,  they do not come back.5 10 15 20 25 30 35 40",
+            "23": "23 0486/12/f/m/19 \u00a9 ucles 2019 [turn over  \u2013 you have said it, he said. it is said now. this money which was saved for that  purpose will never be used for it. you have opened a door, and because you have  opened it, we must go through. and tixo alone knows where we shall go.  \u2013 it was not i who opened it, she said, hurt by his accusation. it has a long time  been open, but you would not see.  \u2013 we had a son, he said harshly. zulus have many children, but we had  only one son. he went to johannesburg, and as you said \u2013 when people go to  johannesburg, they do not come back. they do not even write any more. they  do not go to st chad\u2019s, to learn that knowledge without which no black man can  live. they go to johannesburg, and there they are lost, and no one hears of them  at all. and this money \u2026 but she had no words for it, so he said, it is here in my hand. and again she did not speak, so he said again, it is here in my hand.  \u2013 you are hurting yourself, she said.  \u2013 hurting myself? hurting myself? i do not hurt myself, it is they who are hurting  me. my own son, my own sister, my own brother. they go away and they do not  write any more. perhaps it does not seem to them that we suffer. perhaps they do  not care for it. [from book 1 chapter 2]   how does paton make this conversation so moving? or 20 does paton\u2019s writing convince you that john kumalo is a complete villain?45 50 55 60",
+            "24": "24 \u00a9 ucles 2019 from stories of ourselves remember to support your ideas with details from the writing. either  21 read this extract from the bath  (by janet frame), and then answer the question that  follows it: on friday afternoon she bought cut flowers \u2013 daffodils, anemones,  a few twigs of a red-leaved shrub, wrapped in mauve waxed paper, for  saturday was the seventeenth anniversary of her husband\u2019s death and  she planned to visit his grave, as she did each year, to weed it and  put fresh flowers in the two jam jars standing one on each side of the  tombstone. her visit this year occupied her thoughts more than usual. she  had bought the flowers to force herself to make the journey that each year  became more hazardous, from the walk to the bus stop, the change of  buses at the octagon, to the bitterness of the winds blowing from the open  sea across almost unsheltered rows of tombstones; and the tiredness that  overcame her when it was time to return home when she longed to find a  place beside the graves, in the soft grass, and fall asleep. that evening she filled the coal bucket, stoked the fire. her  movements were slow and arduous, her back and shoulder gave her so  much pain. she cooked her tea \u2013 liver and bacon \u2013 set her knife and fork  on the teatowel she used as a tablecloth, turned up the volume of the  polished red radio to listen to the weather report and the news, ate her  tea, washed her dishes, then sat drowsing in the rocking chair by the fire,  waiting for the water to get hot enough for a bath. visits to the cemetery,  the doctor, and to relatives, to stay, always demanded a bath. when she  was sure that the water was hot enough (and her tea had been digested)  she ventured from the kitchen through the cold passageway to the colder  bathroom. she paused in the doorway to get used to the chill of the air  then she walked slowly, feeling with each step the pain in her back, across  to the bath, and though she knew that she was gradually losing the power  in her hands she managed to wrench on the stiff cold and hot taps and  half-fill the bath with warm water. how wasteful, she thought, that with the  kitchen fire always burning during the past month of frost, and the water  almost always hot, getting in and out of a bath had become such an effort  that it was not possible to bath every night nor even every week! she found a big towel, laid it ready over a chair, arranged the chair   so that should difficulty arise as it had last time she bathed she would   have some way of rescuing herself; then with her nightclothes warming  on a page of newspaper inside the coal oven and her dressing-gown  across the chair to be put on the instant she stepped from the bath, she  undressed and pausing first to get her breath and clinging tightly to the  slippery yellow-stained rim that now seemed more like the edge of a cliff  with a deep drop below into the sea, slowly and painfully she climbed into  the bath. \u2014i\u2019ll put on my nightie the instant i get out, she thought. the instant  she got out indeed! she knew it would be more than a matter of instants  yet she tried to think of it calmly, without dread, telling herself that when  the time came she would be very careful, taking the process step by  step, surprising her bad back and shoulder and her powerless wrists into  performing feats they might usually rebel against, but the key to controlling  them would be the surprise, the slow stealing up on them. with care, with  thought \u20265 10 15 20 25 30 35 40 45",
+            "25": "25 0486/12/f/m/19 \u00a9 ucles 2019 sitting upright, not daring to lean back or lie down, she soaped  herself, washing away the dirt of the past fortnight, seeing with satisfaction  how it drifted about on the water as a sign that she was clean again. then  when her washing was completed she found herself looking for excuses  not to try yet to climb out. those old woman\u2019s finger nails, cracked and  dry, where germs could lodge, would need to be scrubbed again; the skin  of her heels, too, growing so hard that her feet might have been turning to  stone; behind her ears where a thread of dirt lay in the rim; after all, she  did not often have the luxury of a bath, did she? how warm it was! she  drowsed a moment. if only she could fall asleep then wake to find herself  in her nightdress in bed for the night! slowly she rewashed her body, and  when she knew she could no longer deceive herself into thinking she  was not clean she reluctantly replaced the soap, brush and flannel in the  groove at the side of the bath, feeling as she loosened her grip on them  that all strength and support were ebbing from her. quickly she seized the  nail-brush again, but its magic had been used and was gone; it would not  adopt the role she tried to urge upon it. the flannel too, and the soap, were  frail flotsam to cling to in the hope of being borne to safety. she was alone now.   how does frame create such a sad picture of the old woman in this extract? or 22 explore the ways in which poe makes the fall of the house  of usher  such a disturbing  story.50 55 60 65",
+            "26": "26 \u00a9 ucles 2019 blank page",
+            "27": "27 0486/12/f/m/19 \u00a9 ucles 2019 blank page",
+            "28": "28 \u00a9 ucles 2019 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 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.blank page"
+        },
+        "0486_m19_qp_22.pdf": {
+            "1": "this document consists of 11 printed pages, 1 blank page and 1 insert. dc (rcl (go)) 165358/2 \u00a9 ucles 2019  [turn overcambridge assessment international education cambridge international general certificate of secondary education *0550315835*literature (english)  0486/22 paper 2  drama  february/march 2019  1 hour 30 minutes no additional materials are required. read these instructions first an answer booklet is provided inside this question paper. you should follow the instructions on the front cover  of the answer booklet. if you need additional answer paper ask the invigilator for a continuation booklet. answer two questions. you must answer one passage-based question (marked *) and one essay question (marked \u2020). your questions must be on two different plays. all questions in this paper carry equal marks.",
+            "2": "2 0486/22/f/m/19 \u00a9 ucles 2019 lorraine hansberry: a raisin in the sun remember to support your ideas with details from the writing. either *1 read this passage carefully, and then answer the question that follows it: travis [in the face of love, new aggressiveness ]: mama, could i please go  carry groceries? content removed due to copyright restrictions.",
+            "3": "3 0486/22/f/m/19 \u00a9 ucles 2019 [turn over ruth: walter, please leave me alone. [from act 1, scene 1 ] how does hansberry dramatically convey conflict between ruth and walter at this moment  in the play? or \u20202 how far does hansberry encourage you to admire beneatha? content removed due to copyright restrictions.",
+            "4": "4 0486/22/f/m/19 \u00a9 ucles 2019 arthur miller: a view from the bridge remember to support your ideas with details from the writing. either *3 read this passage carefully, and then answer the question that follows it: [enter rodolpho.] rodolpho: eddie? content removed due to copyright restrictions.",
+            "5": "5 0486/22/f/m/19 \u00a9 ucles 2019 [turn over you will kill a  family! [from act 2 ] in what ways does miller make this moment in the play so powerful? or \u20204 to what extent does miller make you feel sympathy for marco?  do not use the passage printed in question *3 in answering this question. content removed due to copyright restrictions.",
+            "6": "6 0486/22/f/m/19 \u00a9 ucles 2019 terence rattigan: the winslow boy remember to support your ideas with details from the writing. either  *5 read this passage carefully, and then answer the question that follows it: catherine:  why are you so ashamed of your emotions? sir robert:  because, as a lawyer, i must necessarily distrust them. catherine:  why? sir robert:  to fight a case on emotional grounds is the surest way of losing it.  emotions muddy the issue. cold, clear logic\u2014and buckets of it\u2014 should be the lawyer\u2019s only equipment. catherine:  was it cold clear logic that made you weep to-day at the   verdict. sir robert  [after a slight pause ]: your maid, i suppose, told you that? it doesn\u2019t  matter. it will be in the papers to-morrow, anyway. [ fiercely ] very  well, then, if you must have it, here it is: i wept to-day because right  had been done. catherine:  not justice? sir robert:  no. not justice. right. it is not hard to do justice\u2014very hard to do  right. unfortunately, while the appeal of justice is intellectual, the  appeal of right appears, for some odd reason, to induce tears in  court. that is my answer and my excuse. and now, may i leave the  witness box? catherine:  no. one last question. how can you reconcile your support of  winslow against the crown with your political beliefs? sir robert:  very easily. no one party has a monopoly of concern for individual  liberty. on that issue all parties are united. catherine:  i don\u2019t think so. sir robert:  you don\u2019t? catherine:  no. not all parties. only some people from all parties. sir robert:  that is a wise remark. we can only hope, then, that those \u201csome  people\u201d will always prove enough people. you would make a good  advocate. catherine:  would i? sir robert  [playfully ]: why do you not canalize your feministic impulses  towards the law-courts, miss winslow, and abandon the lost cause  of women\u2019s suffrage? catherine:  because i don\u2019t believe it is a lost cause. sir robert:  no? are you going to continue to pursue it? catherine:  certainly. sir robert:  you will be wasting your time. catherine:  i don\u2019t think so. sir robert:  a pity. in the house of commons in days to come i shall make a  point of looking up at the gallery in the hope of catching a glimpse  of you in that provocative hat. [enter  ronnie. he is fifteen now, and there are distinct signs of an  incipient man-about-town. he is very smartly dressed in lounge suit  and bowler hat. ]5 10 15 20 25 30 35 40",
+            "7": "7 0486/22/f/m/19 \u00a9 ucles 2019 [turn over ronnie:  i say, sir robert, i\u2019m most awfully sorry. i didn\u2019t know anything was  going to happen. sir robert:  where were you? ronnie:  at the pictures. sir robert:  pictures? what is that? catherine:  cinematograph show. ronnie:  i\u2019m most awfully sorry. i say\u2014we won, didn\u2019t we? sir robert:  yes, we won. well, good-bye, miss winslow. shall i see you in the  house, then, one day? [ he offers his hand. ] catherine  [shaking his hand; with a smile ]: yes, sir robert. one day. but not  in the gallery. across the floor. sir robert  [with a faint smile ]: perhaps. good-bye. [ he turns to go. ] slow curtain [from act 2, scene 2 ] how far do you think rattigan makes this an effective ending to the play? or \u20206  how does rattigan\u2019s portrayal of desmond curry contribute to the dramatic impact of the  play?45 50 55",
+            "8": "8 0486/22/f/m/19 \u00a9 ucles 2019 william shakespeare: macbeth remember to support your ideas with details from the writing. either  *7 read this passage carefully, and then answer the question that follows it: macbeth:  hang out our banners on the outward walls;   the cry is still \u2018they come\u2019. our castle\u2019s strength   will laugh a siege to scorn. here let them lie   till famine and the ague eat them up.   were they not forc\u2019d with those that should be ours,   we might have met them dareful, beard to beard,   and beat them backward home.  [a cry within of women.   what is that noise? seyton:  it is the cry of women, my good lord.  [exit. macbeth:  i have almost forgot the taste of fears.   the time has been my senses would have cool\u2019d   to hear a night-shriek, and my fell of hair   would at a dismal treatise rouse and stir   as life were in\u2019t. i have supp\u2019d full with horrors;   direness, familiar to my slaughterous thoughts,   cannot once start me.   [re-enter  seyton .]   wherefore was that cry? seyton:  the queen, my lord, is dead. macbeth:  she should have died hereafter;   there would have been a time for such a word.   to-morrow, and to-morrow, and to-morrow,   creeps in this petty pace from day to day   to the last syllable of recorded time,   and all our yesterdays have lighted fools   the way to dusty death. out, out, brief candle!   life\u2019s but a walking shadow, a poor player,   that struts and frets his hour upon the stage,   and then is heard no more; it is a tale   told by an idiot, full of sound and fury,   signifying nothing.   [enter a  messenger .]   thou com\u2019st to use thy tongue; thy story quickly. messenger:  gracious my lord,   i should report that which i say i saw,   but know not how to do\u2019t. macbeth:              well, say, sir. messenger:  as i did stand my watch upon the hill,   i look\u2019d toward birnam, and anon me-thought   the wood began to move. macbeth:              liar and slave! messenger:  let me endure your wrath, if\u2019t be not so.   within this three mile may you see it coming;   i say, a moving grove.5 10 15 20 25 30 35 40 45",
+            "9": "9 0486/22/f/m/19 \u00a9 ucles 2019 [turn over macbeth:             if thou speak\u2019st false,   upon the next tree shalt thou hang alive,   till famine cling thee. if thy speech be sooth,   i care not if thou dost for me as much.   i pull in resolution, and begin   to doubt th\u2019 equivocation of the fiend   that lies like truth. \u2018fear not, till birnam wood   do come to dunsinane.\u2019 and now a wood   comes toward dunsinane. arm, arm, and out.   if this which he avouches does appear,   there is nor flying hence nor tarrying here.   i gin to be aweary of the sun,   and wish th\u2019 estate o\u2019 th\u2019 world were now undone.   ring the alarum bell. blow wind, come wrack;   at least we\u2019ll die with harness on our back.  [exeunt. [from act 5, scene 5 ] explore how shakespeare strikingly conveys macbeth\u2019s state of mind at this moment in the  play. or \u20208  how does shakespeare\u2019s portrayal of macduff contribute to the dramatic impact of the play?50 55 60",
+            "10": "10 0486/22/f/m/19 \u00a9 ucles 2019 william shakespeare: romeo and juliet remember to support your ideas with details from the writing. either  *9 read this passage carefully, and then answer the question that follows it: romeo:  see how she leans her cheek upon her hand!   o that i were a glove upon that hand,   that i might touch that cheek! juliet:                ay me! romeo:                   she speaks.   o, speak again, bright angel, for thou art   as glorious to this night, being o\u2019er my head,   as is a winged messenger of heaven   unto the white-upturned wond\u2019ring eyes   of mortals that fall back to gaze on him,   when he bestrides the lazy-pacing clouds   and sails upon the bosom of the air. juliet:  o romeo, romeo! wherefore art thou romeo?   deny thy father and refuse thy name;   or, if thou wilt not, be but sworn my love,   and i\u2019ll no longer be a capulet. romeo  [aside ]: shall i hear more, or shall i speak at this? juliet:  \u2019tis but thy name that is my enemy;   thou art thyself, though not a montague.   what\u2019s montague? it is nor hand, nor foot,   nor arm, nor face, nor any other part   belonging to a man. o, be some other name!   what\u2019s in a name? that which we call a rose   by any other name would smell as sweet;   so romeo would, were he not romeo call\u2019d,   retain that dear perfection which he owes   without that title. romeo, doff thy name;   and for thy name, which is no part of thee,   take all myself. romeo:         i take thee at thy word:   call me but love, and i\u2019ll be new baptiz\u2019d;   henceforth i never will be romeo. juliet:  what man art thou, that, thus bescreen\u2019d in night,   so stumblest on my counsel? romeo:               b y  a  n a m e   i know not how to tell thee who i am:   my name, dear saint, is hateful to myself,   because it is an enemy to thee;   had i it written, i would tear the word. juliet:  my ears have yet not drunk a hundred words   of thy tongue\u2019s uttering, yet i know the sound:   art thou not romeo, and a montague? romeo:  neither, fair maid, if either thee dislike. juliet:  how cam\u2019st thou hither, tell me, and wherefore?   the orchard walls are high and hard to climb;   and the place death, considering who thou art,   if any of my kinsmen find thee here.5 10 15 20 25 30 35 40 45",
+            "11": "11 0486/22/f/m/19 \u00a9 ucles 2019 romeo:  with love\u2019s light wings did i o\u2019er-perch these walls,   for stony limits cannot hold love out;   and what love can do, that dares love attempt.   therefore thy kinsmen are no stop to me. juliet:  if they do see thee, they will murder thee. romeo:  alack, there lies more peril in thine eye   than twenty of their swords; look thou but sweet,   and i am proof against their enmity. juliet:  i would not for the world they saw thee here. romeo:  i have night\u2019s cloak to hide me from their eyes;   and but thou love me, let them find me here.   my life were better ended by their hate   than death prorogued wanting of thy love. [from act 2, scene 2 ] how does shakespeare vividly convey the strength of romeo and juliet\u2019 s love at this  moment in the play? or \u202010  how far does shakespeare convince you that lord capulet is a caring father to juliet?50 55 60",
+            "12": "12 0486/22/f/m/19 \u00a9 ucles 2019 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 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.blank page"
+        },
+        "0486_m19_qp_32.pdf": {
+            "1": "this document consists of 11 printed pages, 1 blank page and 1 insert. dc (sc) 178246 \u00a9 ucles 2019  [turn overcambridge assessment international education cambridge international general certificate of secondary education *6342588958*literature (english)  0486/32 paper 3  drama (open text)  february/march 2019  45 minutes texts studied should be taken into the examination. read these instructions first an answer booklet is provided inside this question paper. you should follow the instructions on the front cover  of the answer booklet. if you need additional answer paper ask the invigilator for a continuation booklet. answer one question. all questions in this paper carry equal marks.",
+            "2": "2 0486/32/f/m/19 \u00a9 ucles 2019 lorraine hansberry: a raisin in the sun remember to support your ideas with details from the writing. either 1 read this passage carefully, and then answer the question that follows it: travis [in the face of love, new aggressiveness ]: mama, could i please go  carry groceries? content removed due to copyright restrictions.",
+            "3": "3 0486/32/f/m/19 \u00a9 ucles 2019 [turn over ruth: w alter, please leave me alone. [from act 1, scene 1 ] how does hansberry dramatically convey conflict between ruth and walter at this moment  in the play? or 2 how far does hansberry encourage you to admire beneatha? content removed due to copyright restrictions.",
+            "4": "4 0486/32/f/m/19 \u00a9 ucles 2019 arthur miller: a view from the bridge remember to support your ideas with details from the writing. either 3 read this passage carefully, and then answer the question that follows it: [enter rodolpho.] rodolpho: eddie? content removed due to copyright restrictions.",
+            "5": "5 0486/32/f/m/19 \u00a9 ucles 2019 [turn over  you will kill a  family! [from act 2 ] in what ways does miller make this moment in the play so powerful? or 4 to what extent does miller make you feel sympathy for marco?  do not use the passage printed in question 3  in answering this question. content removed due to copyright restrictions.",
+            "6": "6 0486/32/f/m/19 \u00a9 ucles 2019 terence rattigan: the winslow boy remember to support your ideas with details from the writing. either  5 read this passage carefully, and then answer the question that follows it: catherine:  why are you so ashamed of your emotions? sir robert:  because, as a lawyer, i must necessarily distrust them. catherine:  why? sir robert:  to fight a case on emotional grounds is the surest way of losing it.  emotions muddy the issue. cold, clear logic\u2014and buckets of it\u2014 should be the lawyer\u2019s only equipment. catherine:  was it cold clear logic that made you weep to-day at the   verdict. sir robert  [after a slight pause ]: your maid, i suppose, told you that? it doesn\u2019t  matter. it will be in the papers to-morrow, anyway. [ fiercely ] very  well, then, if you must have it, here it is: i wept to-day because right  had been done. catherine:  not justice? sir robert:  no. not justice. right. it is not hard to do justice\u2014very hard to do  right. unfortunately, while the appeal of justice is intellectual, the  appeal of right appears, for some odd reason, to induce tears in  court. that is my answer and my excuse. and now, may i leave the  witness box? catherine:  no. one last question. how can you reconcile your support of  winslow against the crown with your political beliefs? sir robert:  very easily. no one party has a monopoly of concern for individual  liberty. on that issue all parties are united. catherine:  i don\u2019t think so. sir robert:  you don\u2019t? catherine:  no. not all parties. only some people from all parties. sir robert:  that is a wise remark. we can only hope, then, that those \u201csome  people\u201d will always prove enough people. you would make a good  advocate. catherine:  would i? sir robert  [playfully ]: why do you not canalize your feministic impulses  towards the law-courts, miss winslow, and abandon the lost cause  of women\u2019s suffrage? catherine:  because i don\u2019t believe it is a lost cause. sir robert:  no? are you going to continue to pursue it? catherine:  certainly. sir robert:  you will be wasting your time. catherine:  i don\u2019t think so. sir robert:  a pity. in the house of commons in days to come i shall make a  point of looking up at the gallery in the hope of catching a glimpse  of you in that provocative hat. [enter  ronnie. he is fifteen now, and there are distinct signs of an  incipient man-about-town. he is very smartly dressed in lounge suit  and bowler hat. ]5 10 15 20 25 30 35 40",
+            "7": "7 0486/32/f/m/19 \u00a9 ucles 2019 [turn over ronnie:  i say, sir robert, i\u2019m most awfully sorry. i didn\u2019t know anything was  going to happen. sir robert:  where were you? ronnie:  at the pictures. sir robert:  pictures? what is that? catherine:  cinematograph show. ronnie:  i\u2019m most awfully sorry. i say\u2014we won, didn\u2019t we? sir robert:  yes, we won. well, good-bye, miss winslow. shall i see you in the  house, then, one day? [ he offers his hand. ] catherine  [shaking his hand; with a smile ]: yes, sir robert. one day. but not  in the gallery. across the floor. sir robert  [with a faint smile ]: perhaps. good-bye. [ he turns to go. ] slow curtain [from act 2, scene 2 ] how far do you think rattigan makes this an effective ending to the play? or 6  how does rattigan\u2019s portrayal of desmond curry contribute to the dramatic impact of the  play?45 50 55",
+            "8": "8 0486/32/f/m/19 \u00a9 ucles 2019 william shakespeare: macbeth remember to support your ideas with details from the writing. either  7 read this passage carefully, and then answer the question that follows it: macbeth:  hang out our banners on the outward walls;   the cry is still \u2018they come\u2019. our castle\u2019s strength   will laugh a siege to scorn. here let them lie   till famine and the ague eat them up.   were they not forc\u2019d with those that should be ours,   we might have met them dareful, beard to beard,   and beat them backward home.  [a cry within of women.   what is that noise? seyton:  it is the cry of women, my good lord.  [exit. macbeth:  i have almost forgot the taste of fears.   the time has been my senses would have cool\u2019d   to hear a night-shriek, and my fell of hair   would at a dismal treatise rouse and stir   as life were in\u2019t. i have supp\u2019d full with horrors;   direness, familiar to my slaughterous thoughts,   cannot once start me.   [re-enter  seyton .]   wherefore was that cry? seyton:  the queen, my lord, is dead. macbeth:  she should have died hereafter;   there would have been a time for such a word.   to-morrow, and to-morrow, and to-morrow,   creeps in this petty pace from day to day   to the last syllable of recorded time,   and all our yesterdays have lighted fools   the way to dusty death. out, out, brief candle!   life\u2019s but a walking shadow, a poor player,   that struts and frets his hour upon the stage,   and then is heard no more; it is a tale   told by an idiot, full of sound and fury,   signifying nothing.   [enter a  messenger .]   thou com\u2019st to use thy tongue; thy story quickly. messenger:  gracious my lord,   i should report that which i say i saw,   but know not how to do\u2019t. macbeth:              well, say, sir. messenger:  as i did stand my watch upon the hill,   i look\u2019d toward birnam, and anon me-thought   the wood began to move. macbeth:              liar and slave! messenger:  let me endure your wrath, if\u2019t be not so.   within this three mile may you see it coming;   i say, a moving grove.5 10 15 20 25 30 35 40 45",
+            "9": "9 0486/32/f/m/19 \u00a9 ucles 2019 [turn over macbeth:             if thou speak\u2019st false,   upon the next tree shalt thou hang alive,   till famine cling thee. if thy speech be sooth,   i care not if thou dost for me as much.   i pull in resolution, and begin   to doubt th\u2019 equivocation of the fiend   that lies like truth. \u2018fear not, till birnam wood   do come to dunsinane.\u2019 and now a wood   comes toward dunsinane. arm, arm, and out.   if this which he avouches does appear,   there is nor flying hence nor tarrying here.   i gin to be aweary of the sun,   and wish th\u2019 estate o\u2019 th\u2019 world were now undone.   ring the alarum bell. blow wind, come wrack;   at least we\u2019ll die with harness on our back.  [exeunt. [from act 5, scene 5 ] explore how shakespeare strikingly conveys macbeth\u2019s state of mind at this moment in the  play. or 8  how does shakespeare\u2019s portrayal of macduff contribute to the dramatic impact of the play?50 55 60",
+            "10": "10 0486/32/f/m/19 \u00a9 ucles 2019 william shakespeare: romeo and juliet remember to support your ideas with details from the writing. either  9 read this passage carefully, and then answer the question that follows it: romeo:  see how she leans her cheek upon her hand!   o that i were a glove upon that hand,   that i might touch that cheek! juliet:                ay me! romeo:                   she speaks.   o, speak again, bright angel, for thou art   as glorious to this night, being o\u2019er my head,   as is a winged messenger of heaven   unto the white-upturned wond\u2019ring eyes   of mortals that fall back to gaze on him,   when he bestrides the lazy-pacing clouds   and sails upon the bosom of the air. juliet:  o romeo, romeo! wherefore art thou romeo?   deny thy father and refuse thy name;   or, if thou wilt not, be but sworn my love,   and i\u2019ll no longer be a capulet. romeo  [aside ]: shall i hear more, or shall i speak at this? juliet:  \u2019tis but thy name that is my enemy;   thou art thyself, though not a montague.   what\u2019s montague? it is nor hand, nor foot,   nor arm, nor face, nor any other part   belonging to a man. o, be some other name!   what\u2019s in a name? that which we call a rose   by any other name would smell as sweet;   so romeo would, were he not romeo call\u2019d,   retain that dear perfection which he owes   without that title. romeo, doff thy name;   and for thy name, which is no part of thee,   take all myself. romeo:         i take thee at thy word:   call me but love, and i\u2019ll be new baptiz\u2019d;   henceforth i never will be romeo. juliet:  what man art thou, that, thus bescreen\u2019d in night,   so stumblest on my counsel? romeo:               b y  a  n a m e   i know not how to tell thee who i am:   my name, dear saint, is hateful to myself,   because it is an enemy to thee;   had i it written, i would tear the word. juliet:  my ears have yet not drunk a hundred words   of thy tongue\u2019s uttering, yet i know the sound:   art thou not romeo, and a montague? romeo:  neither, fair maid, if either thee dislike. juliet:  how cam\u2019st thou hither, tell me, and wherefore?   the orchard walls are high and hard to climb;   and the place death, considering who thou art,   if any of my kinsmen find thee here.5 10 15 20 25 30 35 40 45",
+            "11": "11 0486/32/f/m/19 \u00a9 ucles 2019 romeo:  with love\u2019s light wings did i o\u2019er-perch these walls,   for stony limits cannot hold love out;   and what love can do, that dares love attempt.   therefore thy kinsmen are no stop to me. juliet:  if they do see thee, they will murder thee. romeo:  alack, there lies more peril in thine eye   than twenty of their swords; look thou but sweet,   and i am proof against their enmity. juliet:  i would not for the world they saw thee here. romeo:  i have night\u2019s cloak to hide me from their eyes;   and but thou love me, let them find me here.   my life were better ended by their hate   than death prorogued wanting of thy love. [from act 2, scene 2 ] how does shakespeare vividly convey the strength of romeo and juliet\u2019 s love at this  moment in the play? or 10  how far does shakespeare convince you that lord capulet is a caring father to juliet?50 55 60",
+            "12": "12 0486/32/f/m/19 \u00a9 ucles 2019 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 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.blank page"
+        },
+        "0486_m19_qp_42.pdf": {
+            "1": "this document consists of 5 printed pages, 3 blank pages and 1 insert. dc (st) 165357/2 \u00a9 ucles 2019  [turn overcambridge assessment international education cambridge international general certificate of secondary education *2819391119*literature (english)  0486/42 paper 4  unseen  february/march 2019  1 hour 15 minutes no additional materials are required. read these instructions first an answer booklet is provided inside this question paper. you should follow the instructions on the front cover  of the answer booklet. if you need additional answer paper ask the invigilator for a continuation booklet. answer either  question 1 or question 2. you are advised to spend about 20 minutes reading the question paper and planning your answer. both questions in this paper carry equal marks.",
+            "2": "2 0486/42/f/m/19 \u00a9 ucles 2019 answer either  question 1 or question 2. either 1 read carefully the poem opposite. it is about a boy helping his grandmother with her knitting.  how does the poet vividly convey the experience of visiting his grandmother?  to help you answer this question, you might consider: \u2022 his thoughts and feelings about his grandmother\u2019s room \u2022 how he portrays his grandmother \u2022 how he conveys ideas about time and memory.",
+            "3": "3 0486/42/f/m/19 \u00a9 ucles 2019 [turn over at my grandmother\u2019s an afternoon late summer in a room shuttered against the bright envenomed leaves; an underwater world where time like water was held in the wide arms of a gilded clock,  and my grandmother, turning in the still sargasso1 of memory, wound out her griefs and held a small boy prisoner to weeds and corals while summer leaked its daylight through his head. i feared that room: the parrot screeching soundless in its dome of glass, the faded butterflies like jewels pinned against a sable2 cloak; and my grandmother, winding out the skeins3 i held like trickling time between my outstretched arms. feared most of all the stiff, bejewelled fingers pinned at her throat or moving on grey wings from word to word; and feared her voice that called down from their gilded frames the ghosts of children who played at hoop and ball, whose spindrift4 faces (the drowned might wear such smiles) looked out across the wrack5 and debris of the years to where a small boy sat, as they once sat, and held  in the wide ache of his arms all time like water, and watched the old grey hands wind out his blood. 1 sargasso : a stagnant tropical sea 2 sable : dark fur 3 skeins : threads of wool 4 spindrift  : sea spray 5 wrack : seaweed ",
+            "4": "4 0486/42/f/m/19 \u00a9 ucles 2019 or 2 read carefully the following extract from the beginning of a novel. it describes a man who makes  money from searching a river in london for whatever he might find. his boat is being rowed by his  daughter, lizzie.  how does the writer create such a disturbing atmosphere in this passage?  to help you answer this question, you might consider: \u2022 how he portrays the father \u2022 how he portrays the daughter and her feelings \u2022 how the description of the scene contributes to the dark and ominous atmosphere. allied to the bottom of the river rather than the surface, by reason of the slime  and ooze with which it was covered, and its sodden state, this boat and the two  figures in it obviously were doing something that they often did, and were seeking  what they often sought. half savage as the man showed, with no covering on his  matted head, with his brown arms bare to between the elbow and the shoulder, with  the loose knot of a looser kerchief1 lying low on his bare breast in a wilderness of  beard and whisker, with such dress as he wore seeming to be made out of the mud  that begrimed his boat, still there was business-like usage in his steady gaze. so  with every lithe action of the girl, with every turn of her wrist, perhaps most of all with  her look of dread or horror; they were things of usage. \u2018keep her out, lizzie. tide runs strong here. keep her well afore2 the sweep  of it.\u2019 trusting to the girl\u2019s skill and making no use of the rudder, he eyed the coming  tide with an absorbed attention. so the girl eyed him. but, it happened now, that a  slant of light from the setting sun glanced into the bottom of the boat, and, touching  a rotten stain there which bore some resemblance to the outline of a muffled human  form, coloured it as though with diluted blood. this caught the girl\u2019s eye, and she  shivered. \u2018what ails3 you?\u2019 said the man, immediately aware of it, though so intent on the  advancing waters; \u2018i see nothing afloat.\u2019 the red light was gone, the shudder was gone, and his gaze, which had come  back to the boat for a moment, travelled away again. wheresoever the strong  tide met with an impediment4, his gaze paused for an instant. at every mooring- chain and rope, at every stationary boat or barge that split the current into a broad- arrowhead, at the offsets from the piers of southwark bridge, at the paddles of the  river steamboats as they beat the filthy water, at the floating logs of timber lashed  together lying off certain wharves, his shining eyes darted a hungry look. after a  darkening hour or so, suddenly the rudder-lines tightened in his hold, and he steered  hard towards the surrey shore. always watching his face, the girl instantly answered to the action in her  sculling5; presently the boat swung round, quivered as from a sudden jerk, and the  upper half of the man was stretched out over the stern6. the girl pulled the hood of a cloak she wore, over her head and over her face,  and, looking backward so that the front folds of this hood were turned down the  river, kept the boat in that direction going before the tide. until now, the boat had  barely held her own, and had hovered about one spot; but now, the banks changed  swiftly, and the deepening shadows and the kindling lights of london bridge were  passed, and the tiers of shipping lay on either hand.",
+            "5": "5 0486/42/f/m/19 \u00a9 ucles 2019 it was not until now that the upper half of the man came back into the boat. his  arms were wet and dirty, and he washed them over the side. in his right hand he  held something, and he washed that in the river too. it was money. he chinked it  once, and he blew upon it once, and he spat upon it once, \u2013 \u2018for luck,\u2019 he hoarsely  said \u2013 before he put it in his pocket. \u2018lizzie!\u2019 the girl turned her face towards him with a start, and rowed in silence. her face  was very pale. he was a hook-nosed man, and with that and his bright eyes and his  ruffled head, bore a certain likeness to a roused bird of prey. 1 kerchief  : neck scarf 2 keep her well afore : keep the boat ahead of 3 ails: disturbs 4 impediment  : obstacle in the river 5 sculling : rowing 6 stern : the rear end of the boat",
+            "6": "6 0486/42/f/m/19 \u00a9 ucles 2019 blank page",
+            "7": "7 0486/42/f/m/19 \u00a9 ucles 2019 blank page",
+            "8": "8 0486/42/f/m/19 \u00a9 ucles 2019 blank page permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the  publisher will be pleased to make amends at the earliest possible opportunity. 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 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."
+        },
+        "0486_s19_qp_11.pdf": {
+            "1": "this document consists of 24 printed pages, 4 blank pages and 1 insert. dc (rcl (go)) 165361/3 \u00a9 ucles 2019  [turn overcambridge assessment international education cambridge international general certificate of secondary education literature (english)  0486/11 paper 1  poetry and prose  may/june 2019  1 hour 30 minutes no additional materials are required. read these instructions first an answer booklet is provided inside this question paper. you should follow the instructions on the front cover  of the answer booklet. if you need additional answer paper ask the invigilator for a continuation booklet. answer two questions: one question from section a and one question from section b. all questions in this paper carry equal marks. *4210380333*",
+            "2": "2 0486/11/m/j/19 \u00a9 ucles 2019 blank page",
+            "3": "3 0486/11/m/j/19 \u00a9 ucles 2019 [turn over contents section a: poetry text question  numbers  page[s] songs of ourselves volume 1 : from part 5   1, 2 pages  4\u20135 songs of ourselves volume 2\u200a : from part 2   3, 4 pages  6\u20137 gillian clarke: from collected poems   5, 6 pages  8\u20139 section b: prose text question  numbers  page[s] jane austen: mansfield park   7, 8 pages 10\u201311 willa cather: my \u00e1ntonia   9, 10  pages 12\u201313 anita desai: in custody  11, 12  pages 14\u201315 charles dickens: hard times  13, 14  pages 16\u201317 kate grenville: the secret river  15, 16  pages 18\u201319 john knowles: a separate peace  17, 18  pages 20\u201321 alan paton: cry, the beloved country  19, 20  pages 22\u201323 from stories of ourselves  21, 22  pages 24\u201325",
+            "4": "4 0486/11/m/j/19 \u00a9 ucles 2019 section a: poetry answer one question from this section. songs of ourselves volume 1 : from part 5 remember to support your ideas with details from the writing. either  1 read this poem, and then answer the question that follows it: reservist time again for the annual joust, the regular fanfare, a call to arms, the imperative letters stern as clarion notes, the king\u2019s command, upon the pain of court-martial, to tilt at the old windmills. with creaking bones and suppressed grunts, we battle-weary knights creep to attention, ransack the wardrobes for our rusty armour, tuck the pot bellies with great finesse into the shrinking gear, and with helmets shutting off half our world, report for service. we are again united with sleek weapons we were betrothed to in our active cavalier days. we will keep charging up the same hills, plod through the same forests, till we are too old, too ill-fitted for life\u2019s other territories. the same trails will find us time and again, and we quick to obey, like children placed on carousels they cannot get off from, borne along through somebody\u2019s expensive fantasyland, with an oncoming rush of tedious rituals, masked threats and monsters armed with the same roar. in the end we will perhaps surprise ourselves and emerge unlikely heroes with long years of braving the same horrors pinned on our tunic fronts. we will have proven that sisyphus is not a myth. we will play the game till the monotony sends his lordship to sleep. we will march the same paths till they break onto new trails, our lives stumbling onto the open sea, into daybreak. (boey kim cheng )   what impressions of the speaker does boey create for you in this poem?5 10 15 20 25 30",
+            "5": "5 0486/11/m/j/19 \u00a9 ucles 2019 [turn over or 2 how does bront\u00eb use words and images to powerful effect in cold in the earth ? cold in the earth cold in the earth, and the deep snow piled above thee! far, far removed, cold in the dreary grave! have i forgot, my only love, to love thee, severed at last by time\u2019s all-wearing wave? now, when alone, do my thoughts no longer hover over the mountains on angora\u2019s shore; resting their wings where heath and fern-leaves cover that noble heart for ever, ever more? cold in the earth, and fifteen wild decembers from those brown hills have melted into spring \u2013 faithful indeed is the spirit that remembers after such years of change and suffering! sweet love of youth, forgive if i forget thee while the world\u2019s tide is bearing me along: sterner desires and darker hopes beset me, hopes which obscure but cannot do thee wrong. no other sun has lightened up my heaven; no other star has ever shone for me: all my life\u2019s bliss from thy dear life was given \u2013 all my life\u2019s bliss is in the grave with thee. but when the days of golden dreams had perished and even despair was powerless to destroy, then did i learn how existence could be cherished, strengthened and fed without the aid of joy; then did i check the tears of useless passion, weaned my young soul from yearning after thine; sternly denied its burning wish to hasten down to that tomb already more than mine! and even yet, i dare not let it languish, dare not indulge in memory\u2019s rapturous pain; once drinking deep of that divinest anguish, how could i seek the empty world again?  (emily bront\u00eb )5 10 15 20 25 30",
+            "6": "6 0486/11/m/j/19 \u00a9 ucles 2019 songs of ourselves volume 2 : from part 2 remember to support your ideas with details from the writing. either 3 read this poem, and then answer the question that follows it: afternoon with irish cows there were a few dozen who occupied the field    above the wall with one wild, shocking eye. (billy collins )   how does collins create vivid impressions of the cows in this poem? content removed due to copyright restrictions.",
+            "7": "7 0486/11/m/j/19 \u00a9 ucles 2019 [turn over or 4 how does tennyson make the kraken such a disturbing poem? the kraken below the thunders of the upper deep; far, far beneath in the abysmal sea,his ancient, dreamless, uninvaded sleepthe kraken sleepeth: faintest sunlights fleeabout his shadowy sides: above him swellhuge sponges of millennial growth and height;and far away into the sickly light,from many a wondrous grot and secret cellunnumbered and enormous polypiwinnow with giant arms the slumbering green.there hath he lain for ages and will liebattening upon huge seaworms in his sleep,until the latter fire shall heat the deep;then once by man and angels to be seen,in roaring he shall rise and on the surface die. (alfred, lord tennyson )5 10 15",
+            "8": "8 0486/11/m/j/19 \u00a9 ucles 2019 gillian clarke: from collected poems remember to support your ideas with details from the writing. either  5 read this poem, and then answer the question that follows it: musician  for owain his carpet splattered like a jackson pollock with clothes, books, instruments, the nme , he strummed all day, read beethoven sonatas. he could hear it, he said, \u2018like words.\u2019 that bitterest winter, he took up the piano, obsessed, playing bartok in the early hours. snow fell, veil after veil till we lost the car in the drive. i slept under two duvets and my grandmother\u2019s fur, and woke, suffocating, in the luminous nights to hear the hungarian dances across moonlit snow. the street cut off, immaculate, the house glacial, suburbs hushed in wafery whiteness. at dawn, hearing debussy, i\u2019d find him, hands in fingerless gloves against the cold, overcoat on. he hadn\u2019t been to bed. snows banked the doors, rose to the sills, silted the attic, drew veils across the windows. scent, sound, colour, detritus lay buried. i dreamed the house vaulted and pillared with snow, a drowned cathedral, waiting for the thaw, and woke to hear the piano\u2019s muffled bells, a first pianissimo slip of snow from the roof.   in what ways does clarke vividly portray the musician in this poem?5 10 15 20",
+            "9": "9 0486/11/m/j/19 \u00a9 ucles 2019 [turn over or 6 how does clarke vividly convey her thoughts and feelings in miracle on st david\u2019s day ? miracle on st david\u2019s day     \u2018they flash upon that inward eye     which is the bliss of solitude\u2019         the daffodils by w wordsworth an afternoon yellow and open-mouthed with daffodils. the sun treads the path among cedars and enormous oaks. it might be a country house, guests strolling, the rumps of gardeners between nursery shrubs. i am reading poetry to the insane. an old woman, interrupting, offers as many buckets of coal as i need. a beautiful chestnut-haired boy listens entirely absorbed. a schizophrenic on a good day, they tell me later. in a cage of first march sun a woman sits not listening, not seeing, not feeling. in her neat clothes the woman is absent. a big, mild man is tenderly led to his chair. he has never spoken. his labourer\u2019s hands on his knees, he rocks gently to the rhythms of the poems. i read to their presences, absences, to the big, dumb labouring man as he rocks. he is suddenly standing, silently, huge and mild, but i feel afraid. like slow movement of spring water or the first bird of the year in the breaking darkness, the labourer\u2019s voice recites \u2018the daffodils\u2019. the nurses are frozen, alert; the patients seem to listen. he is hoarse but word-perfect. outside the daffodils are still as wax, a thousand, ten thousand, their syllables unspoken, their creams and yellows still. forty years ago, in a valleys school, the class recited poetry by rote. since the dumbness of misery fell he has remembered there was a music of speech and that once he had something to say. when he\u2019s done, before the applause, we observe the flowers\u2019 silence. a thrush sings and the daffodils are flame.5 10 15 20 25 30 35",
+            "10": "10 0486/11/m/j/19 \u00a9 ucles 2019 section b: prose answer one question from this section. jane austen: mansfield park remember to support your ideas with details from the writing. either  7 read this extract, and then answer the question that follows it: mr rushworth was from the first struck with the beauty of miss bertram,  and being inclined to marry, soon fancied himself in love. he was a heavy  young man, with not more than common sense, but as there was nothing  disagreeable in his figure or address, the young lady was well pleased  with her conquest. being now in her twenty-first year, maria bertram was  beginning to think matrimony a duty; and as a marriage with mr rushworth  would give her the enjoyment of a larger income than her father\u2019s, as  well as ensure her the house in town, which was now a prime object, it  became by the same rule of moral obligation, her evident duty to marry  mr rushworth if she could. mrs norris was most zealous in promoting  the match, by every suggestion and contrivance, likely to enhance its  desirableness to either party; and among other means by seeking an  intimacy with the gentleman\u2019s mother, who at present lived with him, and to  whom she even forced lady bertram to go through ten miles of indifferent  road, to pay a morning visit. it was not long before a good understanding  took place between this lady and herself. mrs rushworth acknowledged  herself very desirous that her son should marry, and declared that of all the  young ladies she had ever seen, miss bertram seemed, by her amiable  qualities and accomplishments, the best adapted to make him happy.  mrs norris accepted the compliment, and admired the nice discernment  of character which could so well distinguish merit. maria was indeed the  pride and delight of them all\u2014perfectly faultless\u2014an angel; and of course,  so surrounded by admirers, must be difficult in her choice; but yet as far   as mrs norris could allow herself to decide on so short an acquaintance,  mr rushworth appeared precisely the young man to deserve and attach  her. after dancing with each other at a proper number of balls, the young  people justified these opinions, and an engagement, with a due reference  to the absent sir thomas, was entered into, much to the satisfaction of their  respective families, and of the general lookers-on of the neighbourhood,  who had, for many weeks past, felt the expediency of mr rushworth\u2019s  marrying miss bertram. it was some months before sir thomas\u2019s consent could be received; but  in the mean while, as no one felt a doubt of his most cordial pleasure in  the connection, the intercourse of the two families was carried on without  restraint, and no other attempt made at secrecy, than mrs norris\u2019s talking  of it every where as a matter not to be talked of at present. edmund was the only one of the family who could see a fault in the  business; but no representation of his aunt\u2019s could induce him to find mr  rushworth a desirable companion. he could allow his sister to be the best  judge of her own happiness, but he was not pleased that her happiness  should centre in a large income; nor could he refrain from often saying to  himself, in mr rushworth\u2019s company, \u2018if this man had not twelve thousand  a year, he would be a very stupid fellow.\u20195 10 15 20 25 30 35 40",
+            "11": "11 0486/11/m/j/19 \u00a9 ucles 2019 [turn over sir thomas, however, was truly happy in the prospect of an alliance  so unquestionably advantageous, and of which he heard nothing but the  perfectly good and agreeable. it was a connection exactly of the right  sort; in the same county, and the same interest; and his most hearty  concurrence was conveyed as soon as possible. he only conditioned that  the marriage should not take place before his return, which he was again  looking eagerly forward to. he wrote in april, and had strong hopes of  settling every thing to his entire satisfaction, and leaving antigua before  the end of the summer. [from chapter 4]   how does austen amusingly present the engagement of maria bertram and mr  rushworth at this moment in the novel? or 8 does austen\u2019s writing encourage you to have any sympathy for mary and henry  crawford?45 50",
+            "12": "12 0486/11/m/j/19 \u00a9 ucles 2019 willa cather: my \u00e1ntonia remember to support your ideas with details from the writing. either  9 read this extract, and then answer the question that follows it: it was pleasant there in the kitchen. the sun shone into my bath-water  through the west half-window, and a big maltese cat came up and rubbed  himself against the tub, watching me curiously. while i scrubbed, my  grandmother busied herself in the dining-room until i called anxiously,  \u2018grandmother, i\u2019m afraid the cakes are burning!\u2019 then she came laughing,  waving her apron before her as if she were shooing chickens. she was a spare, tall woman, a little stooped, and she was apt to carry  her head thrust forward in an attitude of attention, as if she were looking  at something, or listening to something, far away. as i grew older, i came  to believe that it was only because she was so often thinking of things that  were far away. she was quick-footed and energetic in all her movements.  her voice was high and rather shrill, and she often spoke with an anxious  inflection, for she was exceedingly desirous that everything should go  with due order and decorum. her laugh, too, was high, and perhaps a  little strident, but there was a lively intelligence in it. she was then fifty-five  years old, a strong woman, of unusual endurance. after i was dressed, i explored the long cellar next the kitchen. it was  dug out under the wing of the house, was plastered and cemented, with  a stairway and an outside door by which the men came and went. under  one of the windows there was a place for them to wash when they came  in from work. while my grandmother was busy about supper, i settled myself on the  wooden bench behind the stove and got acquainted with the cat \u2014 he  caught not only rats and mice, but gophers, i was told. the patch of yellow  sunlight on the floor travelled back toward the stairway, and grandmother  and i talked about my journey, and about the arrival of the new bohemian  family; she said they were to be our nearest neighbours. we did not talk  about the farm in virginia, which had been her home for so many years.  but after the men came in from the fields, and we were all seated at the  supper table, then she asked jake about the old place and about our  friends and neighbours there. my grandfather said little. when he first came in he kissed me and  spoke kindly to me, but he was not demonstrative. i felt at once his  deliberateness and personal dignity, and was a little in awe of him. the  thing one immediately noticed about him was his beautiful, crinkly, snow- white beard. i once heard a missionary say it was like the beard of an  arabian sheik. his bald crown only made it more impressive. grandfather\u2019s eyes were not at all like those of an old man; they   were bright blue, and had a fresh, frosty sparkle. his teeth were white   and regular \u2014 so sound that he had never been to a dentist in his life.   he had a delicate skin, easily roughened by sun and wind. when he   was a young man his hair and beard were red; his eyebrows were still  coppery. as we sat at the table, otto fuchs and i kept stealing covert glances at  each other. grandmother had told me while she was getting supper that  he was an austrian who came to this country a young boy and had led an  adventurous life in the far west among mining-camps and cow outfits. his  iron constitution was somewhat broken by mountain pneumonia, and he 5 10 15 20 25 30 35 40 45",
+            "13": "13 0486/11/m/j/19 \u00a9 ucles 2019 [turn over had drifted back to live in a milder country for a while. he had relatives in  bismarck, a german settlement to the north of us, but for a year now he  had been working for grandfather. [from book 1 chapter 2]   how does cather make this such a vivid introduction to jim\u2019s grandparents? or 10 explore the ways in which cather strikingly portrays the relationship between mr and  mrs shimerda.50",
+            "14": "14 0486/11/m/j/19 \u00a9 ucles 2019 anita desai: in custody remember to support your ideas with details from the writing. either  11 read this extract, and then answer the question that follows it: she pointed dramatically at nur who was huddled, whimpering, on the  mattress, holding his knees to his chest and rocking from side to side in  agony. \u2018do you call that a poet, or even a man? all of you \u2013 you followers   of his \u2013 you have reduced him to that, making him eat and drink like some  animal, like a pig, laughing at your jokes, singing your crude songs, when  he should be at work, or resting to prepare himself for work \u2013 \u2019 deven dropped his eyes and his head sank in admission of this  indubitable truth. his submission seemed to enrage her and throw her into  another paroxysm. marching across the room to a shelf where books and  papers were stacked, she began to fling them at him, saying, \u2018see what  you\u2019ve done to him? see what he\u2019s done in my room? am i to stand for  this in my room, in my house? did he marry me to make me live in a pigsty  with him? am i to live like a pig with all the rest of you?\u2019 with each question  she flung another handful of papers at deven and when he was deep in  them, turning his head from side to side to avoid their impact, growing  giddy and muddled and frantic as more and more descended on him, she  screamed, \u2018don\u2019t you see? it is there !\u2019 and pointed at a pool of yellow  vomit in a corner of the room. he stared across it and only then noticed  the crying child \u2013 the little fat boy who had thrown down the coins the  poet had given him, now sitting against the wall with his legs stretched out  before him and his fists thrust into his eyes, howling with sleepiness and  terror. following the direction of deven\u2019s eyes, she too stared at the child,  then swooped down upon him and picked him up in a fierce embrace. \u2018see  what my child has to witness \u2013 the depths to which his father has been  brought by you \u2013 you \u2013 \u2019 \u2018no, no,\u2019 deven protested, and to remove any such signs of the poet\u2019s  degradation, he grabbed some handfuls of paper she had flung at him  and, crawling forwards to the tell-tale stain, began to scrub the floor with  them, made desperate in his movements by the sobbing of the terrified  child and the retching of the poet at the other end of the room as well as  the outrage that the woman exhaled as though she were a fire-eater in the  middle of a performance. \u2018take it away from here,\u2019 she commanded, standing by the bookshelf  and holding the child as if out of the swill. \u2018go fetch water. wash the  floor. i want it washed and polished. i will have my room clean, my house   clean. d\u2019you hear? d\u2019you think i entered this house to keep company with  swine?\u2019 \u2018no, janum , no,\u2019 wept the poet, in between retching sounds that were  tearing him to pieces. \u2018i tell you \u2013 i had this pain here \u2013 my ulcers \u2013 \u2019 \u2018don\u2019t talk to me!\u2019 her voice rose hysterically. \u2018don\u2019t talk to me about  ulcers. it was drink, it was your party, your friends, your horrible, inferior  life \u2013 \u2019 \u2018he is ill,\u2019 deven protested, and crept towards the door with the dirty  sheets of paper in his hand. \u2018please, please, he is ill, and aged. i beg   you \u2013 \u2019 \u2018ill? he is foolish , foolish to spend time with you, to have friends like  you, to ignore his wife and child \u2013 \u2019 here the woman stopped her high- pitched abuse as her voice broke, and she turned her face away as if to 5 10 15 20 25 30 35 40 45",
+            "15": "15 0486/11/m/j/19 \u00a9 ucles 2019 [turn over hide a moment of weakness. deven took her momentary inattention as  an opportunity to slip out of the room with the sopping bundle of paper,  desperate to get rid of it. [from chapter 3]   how does desai make this moment in the novel both vivid and revealing? or 12 does desai\u2019s writing encourage you to have any sympathy for deven?   do not use the extract in question 11  in answering this question.50",
+            "16": "16 0486/11/m/j/19 \u00a9 ucles 2019 charles dickens: hard times remember to support your ideas with details from the writing. either  13 read this extract, and then answer the question that follows it: \u2018it would be a fine thing to be you, miss louisa!\u2019 she said, one night,  when louisa had endeavoured to make her perplexities for next day  something clearer to her. \u2018do you think so?\u2019 \u2018i should know so much, miss louisa. all that is difficult to me now, would  be so easy then.\u2019 \u2018you might not be the better for it, sissy.\u2019 sissy submitted, after a little hesitation, \u2018i should not be the worse, miss  louisa.\u2019 to which miss louisa answered, \u2018i don\u2019t know that.\u2019 there had been so little communication between these two \u2013 both  because life at stone lodge went monotonously round like a piece of  machinery which discouraged human interference, and because of the  prohibition relative to sissy\u2019s past career \u2013 that they were still almost  strangers. sissy, with her dark eyes wonderingly directed to louisa\u2019s face,  was uncertain whether to say more or to remain silent. \u2018you are more useful to my mother, and more pleasant with her than i  can ever be,\u2019 louisa resumed. \u2018you are pleasanter to yourself, than i am  to my self.\u2019 \u2018but, if you please miss louisa,\u2019 sissy pleaded, \u2018i am \u2013 o so stupid!\u2019 louisa, with a brighter laugh than usual, told her she would be wiser by  and by. \u2018you don\u2019t know,\u2019 said sissy, half crying, \u2018what a stupid girl i am. all  through school hours i make mistakes. mr and mrs m\u2019choakumchild call  me up, over and over again, regularly to make mistakes. i can\u2019t help them.  they seem to come natural to me.\u2019 \u2018mr and mrs m\u2019choakumchild never make any mistakes themselves, i  suppose, sissy?\u2019 \u2018o no!\u2019 she eagerly returned. \u2018they know everything.\u2019 \u2018tell me some of your mistakes.\u2019 \u2018i am almost ashamed,\u2019 said sissy, with reluctance. \u2018but today, for   instance, mr m\u2019choakumchild was explaining to us about natural prosperity.\u2019 \u2018national, i think it must have been,\u2019 observed louisa. \u2018yes, it was. \u2013 but isn\u2019t it the same?\u2019 she timidly asked. \u2018you had better say, national, as he said so,\u2019 returned louisa, with her  dry reserve. \u2018national prosperity. and he said, now, this schoolroom is a nation.  and in this nation, there are fifty millions of money. isn\u2019t this a prosperous  nation? girl number twenty, isn\u2019t this a prosperous nation, and a\u2019n\u2019t you in  a thriving state?\u2019 \u2018what did you say?\u2019 asked louisa. \u2018miss louisa, i said i didn\u2019t know. i thought i couldn\u2019t know whether it  was a prosperous nation or not, and whether i was in a thriving state or  not, unless i knew who had got the money, and whether any of it was  mine. but that had nothing to do with it. it was not in the figures at all,\u2019 said  sissy, wiping her eyes. \u2018that was a great mistake of yours,\u2019 observed louisa. \u2018yes, miss louisa, i know it was, now. then mr m\u2019choakumchild said he  would try me again. and he said, this schoolroom is an immense town, 5 10 15 20 25 30 35 40 45",
+            "17": "17 0486/11/m/j/19 \u00a9 ucles 2019 [turn over and in it there are a million of inhabitants, and only five-and-twenty are  starved to death in the streets, in the course of a year. what is your remark  on that proportion? and my remark was \u2013 for i couldn\u2019t think of a better  one \u2013 that i thought it must be just as hard upon those who were starved,  whether the others were a million, or a million million. and that was wrong,  too.\u2019 \u2018of course it was.\u2019 \u2018then mr m\u2019choakumchild said he would try me once more. and he  said, here are the stutterings \u2013 \u2019 \u2018statistics,\u2019 said louisa. \u2018yes, miss louisa \u2013 they always remind me of stutterings, and that\u2019s  another of my mistakes \u2013 of accidents upon the sea. and i find (mr  m\u2019choakumchild said) that in a given time a hundred thousand persons  went to sea on long voyages, and only five hundred of them were drowned  or burnt to death. what is the percentage? and i said, miss;\u2019 here sissy  fairly sobbed as confessing with extreme contrition to her greatest error;   \u2018i said it was nothing.\u2019 [from book 1 chapter 9]   how does dickens create sympathy for both sissy and louisa at this moment in the  novel? or  14 in what ways does dickens make the relationship between louisa and her brother tom  so memorable?50 55 60 65",
+            "18": "18 0486/11/m/j/19 \u00a9 ucles 2019 kate grenville: the secret river remember to support your ideas with details from the writing. either  15 read this extract, and then answer the question that follows it: the felons were being pushed and prodded over the plank onto the wharf  and stood bowed under the ferocity of light, awkward in their irons. their  heads had been recently cropped so their necks were pale like sprouted  potatoes, the scabby skin showing where the shears had bitten too deep.  they stood on the wharf in a tight bunch, afraid of so much space. thornhill had looked forward to this moment. he had pictured how he  would stride and point at the men he wanted. but he hung back now, so he  would not have to face suckling\u2019s smirk. the governor\u2019s man had already creamed off the prisoners with skills:  the carpenters and builders, the sawyers and farmers. now the gentleman  settlers, with their braying voices and their coats that fitted as if they had  been born in them, were singling out the strong ones and the ones on whose  faces life had not laid too hard a stamp. then the emancipist settlers made  their choices, and there was not much left when suckling was beside  him again out of nowhere. take your pick, thornhill,  he said, and made a  shopkeeper\u2019s expansive gesture. his smile was yellow in the blaze of sun.  feel free, won\u2019t you?  he said, and gave free a little lingering weight. the two that thornhill chose were the best of a bad lot. the one who  called himself ned, no other name forthcoming, was a dim thin soul with  a long jaw like the heel of a foot, and a wet red mouth and eyes too far  back in his head. he reminded thornhill of poor rob back in london, a few  bricks short of a load, but he seemed willing enough. the other had been  a barrow-boy at covent garden, he said, although he was no longer a boy.  he was haggard in the bright glare of the day. they were a miserable enough pair. but his own. the barrow-boy was squinting at him through the painful light. why, will  thornhill, is it?  he said, coming up closer so thornhill caught the smell of  the ship on him. will! dan oldfield, remember? thornhill looked at him: the gaunt face, black whiskers beneath the milky  skin giving him a starved look, the mouth, starting a grin, ajar on gappy  teeth. he remembered dan oldfield now. he had seen his father laid out  dead on herring wharf full of river-water. he remembered the hunger they  had shared together, and the cold, and the way they had stood one day  pissing on their own feet, just for the moment\u2019s warmth of it. the old place sends its regards, will,  dan cried. his voice was louder than  necessary. wapping new stairs ain\u2019t the same without our will thornhill!   in the face of thornhill\u2019s lack of response, his smile was stiffening. thornhill spoke as mildly as a man might who has nothing to prove.  forgetting your manners are you, dan oldfield,  he said, and saw the grin  close down. he thought of the way suckling smiled, not showing any teeth,  and tried it himself. it is mr thornhill, dan,  he said. you would do well to  remember. dan looked away, blankly, at the headlands across port jackson, the  thick-packed bush, the trembling silver of the water. mr thornhill , then , he  said, his voice emptied of expression. thornhill watched him staring down  at the water, where shafts of sunlight sent pale fingers into the glassy  green depths, saw the way he was clenching his jaw. he kept shading his  eyes with one hand, then the other, his head down. the sunlight showed 5 10 15 20 25 30 35 40 45",
+            "19": "19 0486/11/m/j/19 \u00a9 ucles 2019 [turn over how thin the wisps of hair were on his pointed head. thornhill remembered how he had stared down at the water in just that  way, the day the man with the beard full of breadcrumbs had assigned him  to sal. it was a way of not being present at what was happening. staring  into the depths of the water, a man could become a fish, or the water itself. he knew what it was like to be dan. that was the trouble. he might be  entitled to stand in power over him, but in the eyes of men like suckling, he  and dan oldfield were the same. he saw what he had never seen before:  that there could be no future for the thornhills back in london. [from part 3]   how does grenville make this such a vivid and significant moment in the novel? or 16 in what ways does grenville vividly depict the problems that the thornhills face at  thornhill\u2019s point?50 55",
+            "20": "20 0486/11/m/j/19 \u00a9 ucles 2019 john knowles: a separate peace remember to support your ideas with details from the writing. either  17 read this extract, and then answer the question that follows it: the beach was hours away by bicycle, forbidden, completely out of  all bounds. going there risked expulsion, destroyed the studying i was  going to do for an important test the next morning, blasted the reasonable  amount of order i wanted to maintain in my life, and it also involved the  kind of long, laboured bicycle ride i hated. \u2018all right,\u2019 i said. we got our bikes and slipped away from devon along a back road.  having invited me finny now felt he had to keep me entertained. he told  long, wild stories about his childhood; as i pumped panting up steep hills  he glided along beside me, joking steadily. he analysed my character,  and he insisted on knowing what i disliked most about him (\u2018you\u2019re too  conventional,\u2019 i said). he rode backward with no hands, he rode on his  own handlebars, he jumped off and back on his moving bike as he had  seen trick horseback riders do in the movies. he sang. despite the steady  musical undertone in his speaking voice finny couldn\u2019t carry a tune, and  he couldn\u2019t remember the melody or the words to any song. but he loved  listening to music, any music, and he liked to sing. we reached the beach late in the afternoon. the tide was high and  the surf was heavy. i dived in and rode a couple of waves, but they had  reached that stage of power in which you could feel the whole strength  of the ocean in them. the second wave, as it tore toward the beach with  me, spewed me a little ahead of it, encroaching rapidly; suddenly it was  immeasurably bigger than i was, it rushed me from the control of gravity  and took control of me itself; the wave threw me down in a primitive plunge  without a bottom, then there was a bottom, grinding sand, and i skidded  onto the shore. the wave hesitated, balanced there, and then hissed back  toward the deep water, its tentacles not quite interested enough in me to  drag me with it. i made my way up on the beach and lay down. finny came,  ceremoniously took my pulse, and then went back into the ocean. he  stayed in an hour, breaking off every few minutes to come back to me and  talk. the sand was so hot from the all-day sunshine that i had to brush the  top layer away in order to lie down on it, and finny\u2019s progress across the  beach became a series of high, startled leaps. the ocean, throwing up foaming sun-sprays across some nearby rocks,  was winter cold. this kind of sunshine and ocean, with the accumulating  roar of the surf and the salty, adventurous, flirting wind from the sea, always  intoxicated phineas. he was everywhere, he enjoyed himself hugely, he  laughed out loud at passing sea gulls. and he did everything he could think  of for me. we had dinner at a hot dog stand, with our backs to the ocean and its  now cooler wind, our faces toward the heat of the cooking range. then we  walked on toward the centre of the beach, where there was a subdued  new england strip of honky-tonks. the boardwalk lights against the  deepening blue sky gained an ideal, starry beauty and the lights from the  belt of honky-tonks and shooting galleries and beer gardens gleamed with  a quiet purity in the clear twilight. finny and i went along the boardwalk in our sneakers and white slacks,  finny in a light blue polo shirt and i in a t-shirt. i noticed that people were 5 10 15 20 25 30 35 40 45",
+            "21": "21 0486/11/m/j/19 \u00a9 ucles 2019 [turn over looking fixedly at him, so i took a look myself to see why. his skin radiated  a reddish copper glow of tan, his brown hair had been a little bleached by  the sun, and i noticed that the tan made his eyes shine with a cool blue- green fire. \u2018everybody\u2019s staring at you,\u2019 he suddenly said to me. \u2018it\u2019s because of  that movie-star tan you picked up this afternoon \u2026 showing off again.\u2019 enough broken rules were enough that night. neither of us suggested  going into any of the honky-tonks or beer gardens. we did have one glass  of beer each at a fairly respectable-looking bar, convincing, or seeming to  convince the bartender that we were old enough by a show of forged draft  cards. then we found a good spot among some sand dunes at the lonely  end of the beach, and there we settled down to sleep for the night. the last  words of finny\u2019s usual nighttime monologue were, \u2018i hope you\u2019re having  a pretty good time here. i know i kind of dragged you away at the point  of a gun, but after all you can\u2019t come to the shore with just anybody and  you can\u2019t come by yourself, and at this teen-age period in life the proper  person is your best pal.\u2019 he hesitated and then added, \u2018which is what you  are,\u2019 and there was silence on his dune. it was a courageous thing to say. exposing a sincere emotion nakedly  like that at the devon school was the next thing to suicide. i should have  told him then that he was my best friend also and rounded off what he had  said. i started to; i nearly did. but something held me back. perhaps i was  stopped by that level of feeling, deeper than thought, which contains the  truth.  [from chapter 3]   explore the ways in which knowles creates such a moving portrayal of the boys\u2019  friendship at this moment in the novel. or 18 how does knowles make you feel sorry for leper?50 55 60 65 70",
+            "22": "22 0486/11/m/j/19 \u00a9 ucles 2019 alan paton: cry, the beloved country remember to support your ideas with details from the writing. either  19 read this extract, and then answer the question that follows it: \u2013 where is this place? \u2013 it is not far from here. i shall take you tomorrow. \u2013 i have another great sorrow. \u2013 you may tell me. \u2013 i should be glad to tell you. but then he was silent, and tried to speak and could not, so msimangu  said to him, take your time, my brother. \u2013 it is not easy. it is our greatest sorrow. \u2013 a son, maybe? or a daughter? \u2013 it is a son. \u2013 i am listening. \u2013 absalom was his name. he too went away, to look for my sister, but  he never returned, nor after a while did he write any more. our letters, his  mother\u2019s and mine, all came back to us. and now after what you tell me, i  am still more afraid. \u2013 we shall try to find him, my brother. perhaps your sister will know. you  are tired, and i should take you to the room i have got for you. \u2013 yes, that would be better. they rose, and kumalo said, it is my habit to pray in the church. maybe  you will show me. \u2013 it is on the way. kumalo said humbly, maybe you will pray for me. \u2013 i shall do it gladly. my brother, i have of course my work to do, but so  long as you are here, my hands are yours. \u2013 you are kind. something in the humble voice must have touched msimangu, for he  said, i am not kind. i am a selfish and sinful man, but god put his hands on  me, that is all. he picked up kumalo\u2019s bag, but before they reached the door kumalo  stopped him. \u2013 i have one more thing to tell you. \u2013 yes. \u2013 i have a brother also, here in johannesburg. he too does not write  any more. john kumalo, a carpenter. msimangu smiled. i know him, he said. he is too busy to write. he is one  of our great politicians. \u2013 a politician? my brother? \u2013 yes, he is a great man in politics. msimangu paused. i hope i shall not hurt you further. your brother has  no use for the church any more. he says that what god has not done for  south africa, man must do. that is what he says. \u2013 this is a bitter journey. \u2013 i can believe it. \u2013 sometimes i fear \u2013 what will the bishop say when he hears? one of  his priests. \u2013 what can a bishop say? something is happening that no bishop can  stop. who can stop these things from happening? they must go on. \u2013 how can you say so? how can you say they must go on?5 10 15 20 25 30 35 40 45",
+            "23": "23 0486/11/m/j/19 \u00a9 ucles 2019 [turn over \u2013 they must go on, said msimangu gravely. you cannot stop the world  from going on. my friend, i am a christian. it is not in my heart to hate a  white man. it was a white man who brought my father out of darkness. but  you will pardon me if i talk frankly to you. the tragedy is not that things are  broken. the tragedy is that they are not mended again. the white man has  broken the tribe. and it is my belief \u2013 and again i ask your pardon \u2013 that it  cannot be mended again. but the house that is broken, and the man that  falls apart when the house is broken, these are the tragic things. that is  why children break the law, and old white people are robbed and beaten. he passed his hand across his brow. \u2013 it suited the white man to break the tribe, he continued gravely. but it  has not suited him to build something in the place of what is broken. i have  pondered this for many hours and must speak it, for it is the truth for me.  they are not all so. there are some white men who give their lives to build  up what is broken. \u2013 but they are not enough, he said. they are afraid, that is the truth. it is  fear that rules this land. [from book 1 chapter 5]   what vivid impressions does paton create for you of msimangu at this moment in the  novel? or 20 how does paton make mrs lithebe such a memorable character?50 55 60 65",
+            "24": "24 0486/11/m/j/19 \u00a9 ucles 2019 from stories of ourselves remember to support your ideas with details from the writing. either  21 read this extract from the moving finger  (by edith wharton), and then answer the  question that follows it: the next sunday i travelled down to grancy\u2019s alone. he met me at the  station and i saw at once that he had changed since our last meeting. then  he had been in fighting array, but now if he and grief still housed together  it was no longer as enemies. physically the transformation was as marked  but less reassuring. if the spirit triumphed the body showed its scars. at  five-and-forty he was gray and stooping, with the tired gait of an old man.  his serenity, however, was not the resignation of age. i saw that he did not  mean to drop out of the game. almost immediately he began to speak of  our old interests; not with an effort, as at our former meeting, but simply  and naturally, in the tone of a man whose life has flowed back into its  normal channels. i remembered, with a touch of self-reproach, how i had  distrusted his reconstructive powers; but my admiration for his reserved  force was now tinged by the sense that, after all, such happiness as his  ought to have been paid with his last coin. the feeling grew as we neared  the house and i found how inextricably his wife was interwoven with my  remembrance of the place: how the whole scene was but an extension of  that vivid presence. within doors nothing was changed, and my hand would have dropped  without surprise into her welcoming clasp. it was luncheon-time, and  grancy led me at once to the dining-room, where the walls, the furniture,  the very plate and porcelain, seemed a mirror in which a moment since her  face had been reflected. i wondered whether grancy, under the recovered  tranquillity of his smile, concealed the same sense of her nearness, saw  perpetually between himself and the actual her bright unappeasable  ghost. he spoke of her once or twice, in an easy incidental way, and  her name seemed to hang in the air after he had uttered it, like a chord  that continues to vibrate. if he felt her presence it was evidently as an  enveloping medium, the moral atmosphere in which he breathed. i had  never before known how completely the dead may survive. after luncheon we went for a long walk through the autumnal fields and  woods, and dusk was falling when we re-entered the house. grancy led  the way to the library, where, at this hour, his wife had always welcomed  us back to a bright fire and a cup of tea. the room faced the west,  and held a clear light of its own after the rest of the house had grown  dark. i remembered how young she had looked in this pale gold light,  which irradiated her eyes and hair, or silhouetted her girlish outline as  she passed before the windows. of all the rooms the library was most  peculiarly hers; and here i felt that her nearness might take visible shape.  then, all in a moment, as grancy opened the door, the feeling vanished  and a kind of resistance met me on the threshold. i looked about me.   was the room changed? had some desecrating hand effaced the traces   of her presence? no; here too the setting was undisturbed. my feet sank  into the same deep-piled daghestan; the book-shelves took the firelight  on the same rows of rich subdued bindings; her arm-chair stood in its old  place near the tea-table; and from the opposite wall her face confronted  me. her face \u2013 but was it hers? i moved nearer and stood looking up at the 5 10 15 20 25 30 35 40 45",
+            "25": "25 0486/11/m/j/19 \u00a9 ucles 2019 portrait. grancy\u2019s glance had followed mine and i heard him move to my  side. \u2018you see a change in it?\u2019 he said. \u2018what does it mean?\u2019 i asked. \u2018it means \u2013 that five years have passed.\u2019 \u2018over her?\u2019 \u2018why not? \u2013 look at me!\u2019 he pointed to his gray hair and furrowed  temples. \u2018what do you think kept her so young? it was happiness! but  now\u2014\u2019 he looked up at her with infinite tenderness. \u2018i like her better so,\u2019 he  said. \u2018it\u2019s what she would have wished.\u2019 \u2018have wished?\u2019 \u2018that we should grow old together. do you think she would have wanted  to be left behind?\u2019 i stood speechless, my gaze travelling from his worn grief-beaten  features to the painted face above.   how does wharton vividly convey the narrator\u2019s thoughts and feelings at this moment in  the story? or 22 in what ways does crane memorably portray the relationships between the men in  the open boat ?50 55 60",
+            "26": "26 0486/11/m/j/19 \u00a9 ucles 2019 blank page",
+            "27": "27 0486/11/m/j/19 \u00a9 ucles 2019 blank page",
+            "28": "28 0486/11/m/j/19 \u00a9 ucles 2019 blank page permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the  publisher will be pleased to make amends at the earliest possible opportunity. 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 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."
+        },
+        "0486_s19_qp_12.pdf": {
+            "1": "this document consists of 24 printed pages, 4 blank pages and 1 insert. dc (rcl (go)) 165362/3 \u00a9 ucles 2019  [turn overcambridge assessment international education cambridge international general certificate of secondary education *5253949550*literature (english)  0486/12 paper 1  poetry and prose  may/june 2019  1 hour 30 minutes no additional materials are required. read these instructions first an answer booklet is provided inside this question paper. you should follow the instructions on the front cover  of the answer booklet. if you need additional answer paper ask the invigilator for a continuation booklet. answer two questions: one question from section a and one question from section b. all questions in this paper carry equal marks.",
+            "2": "2 0486/12/m/j/19 \u00a9 ucles 2019 blank page",
+            "3": "3 0486/12/m/j/19 \u00a9 ucles 2019 [turn over contents section a: poetry text question  numbers  page[s] songs of ourselves volume 1 : from part 5   1, 2 pages  4\u20135 songs of ourselves volume 2\u200a : from part 2   3, 4 pages  6\u20137 gillian clarke: from collected poems   5, 6 pages  8\u20139 section b: prose text question  numbers  page[s] jane austen: mansfield park   7, 8 pages 10\u201311 willa cather: my \u00e1ntonia   9, 10  pages 12\u201313 anita desai: in custody  11, 12  pages 14\u201315 charles dickens: hard times  13, 14  pages 16\u201317 kate grenville: the secret river  15, 16  pages 18\u201319 john knowles: a separate peace  17, 18  pages 20\u201321 alan paton: cry, the beloved country  19, 20  pages 22\u201323 from stories of ourselves  21, 22  pages 24\u201325",
+            "4": "4 0486/12/m/j/19 \u00a9 ucles 2019 section a: poetry answer one question from this section. songs of ourselves volume 1: from part 5 remember to support your ideas with details from the writing. either  1 read this poem, and then answer the question that follows it: for heidi with blue hair when you dyed your hair blue (or, at least, ultramarine for the clipped sides, with a crest of jet-black spikes on top) you were sent home from school because, as the headmistress put it, although dyed hair was not specifically forbidden, yours was, apart from anything else, not done in the school colours. tears in the kitchen, telephone-calls to school from your freedom-loving father: \u2018she\u2019s not a punk in her behaviour; it\u2019s just a style.\u2019 (you wiped your eyes, also not in a school colour.) \u2018she discussed it with me first \u2013 we checked the rules.\u2019 \u2018and anyway, dad, it cost twenty-five dollars. tell them it won\u2019t wash out \u2013 not even if i wanted to try.\u2019 it would have been unfair to mention your mother\u2019s death, but that shimmered behind the arguments. the school had nothing else against you; the teachers twittered and gave in. next day your black friend had hers done in grey, white and flaxen yellow \u2013 the school colours precisely: an act of solidarity, a witty tease. the battle was already won.  (fleur adcock )   how does adcock make this poem so moving?5 10 15 20 25 30",
+            "5": "5 0486/12/m/j/19 \u00a9 ucles 2019 [turn over or 2 how does browning create a vivid atmosphere in meeting at night ? meeting at night the grey sea and the long black land; and the yellow half-moon large and low; and the startled little waves that leap in fiery ringlets from their sleep, as i gain the cove with pushing prow, and quench its speed i\u2019 the slushy sand. then a mile of warm sea-scented beach; three fields to cross till a farm appears; a tap at the pane, the quick sharp scratch and blue spurt of a lighted match, and a voice less loud, through its joys and fears, than the two hearts beating each to each!  (robert browning )5 10",
+            "6": "6 0486/12/m/j/19 \u00a9 ucles 2019 songs of ourselves volume 2: from part 2 remember to support your ideas with details from the writing. either  3 read this poem, and then answer the question that follows it: london snow when men were all asleep the snow came flying, in large white flakes falling on the city brown, stealthily and perpetually settling and loosely lying,  hushing the latest traffic of the drowsy town; deadening, muffling, stifling its murmurs failing; lazily and incessantly floating down and down:  silently sifting and veiling road, roof and railing; hiding difference, making unevenness even, into angles and crevices softly drifting and sailing.  all night it fell, and when full inches seven it lay in the depth of its uncompacted lightness, the clouds blew off from a high and frosty heaven;  and all woke earlier for the unaccustomed brightness of the winter dawning, the strange unheavenly glare: the eye marvelled\u2014marvelled at the dazzling whiteness;  the ear hearkened to the stillness of the solemn air; no sound of wheel rumbling nor of foot falling, and the busy morning cries came thin and spare.  then boys i heard, as they went to school, calling, they gathered up the crystal manna to freeze their tongues with tasting, their hands with snowballing;  or rioted in a drift, plunging up to the knees; or peering up from under the white-mossed wonder, \u2018o look at the trees!\u2019 they cried, \u2018o look at the trees!\u2019  with lessened load a few carts creak and blunder, following along the white deserted way, a country company long dispersed asunder:  when now already the sun, in pale display standing by paul\u2019s high dome, spread forth below his sparkling beams, and awoke the stir of the day.  for now doors open, and war is waged with the snow; and trains of sombre men, past tale of number, tread long brown paths, as toward their toil they go:  but even for them awhile no cares encumber their minds diverted; the daily word is unspoken, the daily thoughts of labour and sorrow slumber at the sight of the beauty that greets them, for the charm they have broken.  (robert bridges )   how does bridges vividly convey the effects of the snowfall in this poem?5 10 15 20 25 30 35",
+            "7": "7 0486/12/m/j/19 \u00a9 ucles 2019 [turn over or 4 explore the ways in which millay makes the buck in the snow  such a sad poem. the buck in the snow white sky, over the hemlocks bowed with snow, saw you not at the beginning of evening the antlered buck and his doe standing in the apple-orchard? i saw them. i saw them suddenly go, tails up, with long leaps lovely and slow, over the stone-wall into the wood of hemlocks bowed with snow. now he lies here, his wild blood scalding the snow. how strange a thing is death, bringing to his knees, bringing to his antlers the buck in the snow. how strange a thing--a mile away by now, it may be, under the heavy hemlocks that as the moments pass shift their loads a little, letting fall a feather of snow-- life, looking out attentive from the eyes of the doe.  (edna st vincent millay )5 10",
+            "8": "8 0486/12/m/j/19 \u00a9 ucles 2019 gillian clarke: from collected poems remember to support your ideas with details from the writing. either  5 read this poem, and then answer the question that follows it: baby-sitting i am sitting in a strange room listening for the wrong baby. i don\u2019t love this baby. she is sleeping a snuffly roseate, bubbling sleep; she is fair; she is a perfectly acceptable child. i am afraid of her. if she wakes she will hate me. she will shout her hot midnight rage, her nose will stream disgustingly and the perfume of her breath will fail to enchant me. to her i will represent absolute abandonment. for her it will be worse than for the lover cold in lonely sheets; worse than for the woman who waits a moment to collect her dignity beside the bleached bone in the terminal ward. as she rises sobbing from the monstrous land stretching for milk-familiar comforting, she will find me and between us two it will not come. it will not come.   how does clarke memorably convey strong emotions in this poem?5 10 15 20",
+            "9": "9 0486/12/m/j/19 \u00a9 ucles 2019 [turn over or 6 in what ways does clarke make the visit to port talbot so dramatic in heron at port  talbot ? heron at port talbot snow falls on the cooling towers delicately settling on cranes. machinery\u2019s old bones whiten; death settles with its rusts, its erosions. warning of winds off the sea the motorway dips to the dock\u2019s edge. my hands tighten on the wheel against the white steel of the wind. then we almost touch, both braking flight, bank on the air and feel that shocking intimacy of near-collision, animal tracks that cross in snow. i see his living eye, his change of mind, feel pressure as we bank, the force of his beauty. we might have died in some terrible conjunction. the steel town\u2019s sulphurs billow like dirty washing. the sky stains with steely inks and fires, chemical rustings, salt-grains, sand under snow. and the bird comes, a surveyor calculating space between old workings and the mountain hinterland, archangel come to re-open the heron-roads, meets me at an inter-section where wind comes flashing off water interrupting the warp of the snow and the broken rhythms of blood.5 10 15 20 25",
+            "10": "10 0486/12/m/j/19 \u00a9 ucles 2019 section b: prose answer one question from this section. jane austen: mansfield park remember to support your ideas with details from the writing. either  7  read this extract, and then answer the question that follows it: \u2018you are not serious, tom, in meaning to act?\u2019 said edmund in a low  voice, as his brother approached the fire. \u2018not serious! never more so, i assure you. what is there to surprise you  in it?\u2019 \u2018i think it would be very wrong. in a general  light, private theatricals are  open to some objections, but as we are circumstanced, i must think it  would be highly injudicious, and more than injudicious, to attempt any thing  of the kind. it would show great want of feeling on my father\u2019s account,  absent as he is, and in some degree of constant danger; and it would be  imprudent, i think, with regard to maria, whose situation is a very delicate  one, considering every thing, extremely delicate.\u2019 \u2018you take up a thing so seriously! as if we were going to act three times  a week till my father\u2019s return, and invite all the country. but it is not to  be a display of that sort. we mean nothing but a little amusement among  ourselves, just to vary the scene, and exercise our powers in something  new. we want no audience, no publicity. we may be trusted, i think, in  chusing some play most perfectly unexceptionable, and i can conceive no  greater harm or danger to any of us in conversing in the elegant written  language of some respectable author than in chattering in words of our  own. i have no fears, and no scruples. and as to my father\u2019s being absent,  it is so far from an objection that i consider it rather as a motive; for the  expectation of his return must be a very anxious period to my mother, and  if we can be the means of amusing that anxiety, and keeping up her spirits  for the next few weeks, i shall think our time very well spent, and so i am  sure will he.\u2014it is a very anxious period for her.\u2019 as he said this, each looked towards their mother. lady bertram, sunk  back in one corner of the sofa, the picture of health, wealth, ease, and  tranquillity, was just falling into a gentle doze, while fanny was getting  through the few difficulties of her work for her. edmund smiled and shook his head. \u2018by jove! this wont do\u2019\u2014cried tom, throwing himself into a chair with a  hearty laugh. \u2018to be sure, my dear mother, your anxiety\u2014i was unlucky  there.\u2019 \u2018what is the matter?\u2019 asked her ladyship in the heavy tone of one half  roused\u2014\u2018i was not asleep.\u2019 \u2018oh! dear, no ma\u2019am\u2014nobody suspected you\u2014well edmund,\u2019 he  continued, returning to the former subject, posture, and voice, as soon as  lady bertram began to nod again\u2014\u2018but this i will maintain\u2014that we shall  be doing no harm.\u2019 \u2018i cannot agree with you\u2014i am convinced that my father would totally  disapprove it.\u2019 \u2018and i am convinced to the contrary.\u2014nobody is fonder of the exercise  of talent in young people or promotes it more than my father, and for any  thing of the acting, spouting, reciting kind, i think he has always a decided 5 10 15 20 25 30 35 40",
+            "11": "11 0486/12/m/j/19 \u00a9 ucles 2019 [turn over taste. i am sure he encouraged it in us as boys. how many a time have we  mourned over the dead body of julius caesar, and to be\u2019d  and not to be\u2019d ,  in this very room, for his amusement. and i am sure, my name was norval ,  every evening of my life through one christmas holidays.\u2019 \u2018it was a very different thing.\u2014you must see the difference yourself. my  father wished us, as school-boys, to speak well, but he would never wish  his grown up daughters to be acting plays. his sense of decorum is strict.\u2019 \u2018i know all that,\u2019 said tom displeased. \u2018i know my father as well as you  do, and i\u2019ll take care that his daughters do nothing to distress him. manage  your own concerns, edmund, and i\u2019ll take care of the rest of the family .\u2019 [from chapter 13]    how does austen strikingly convey the conflict between tom and edmund at this moment  in the novel? or 8 what does austen\u2019s portrayal of mrs norris encourage you to feel about her?45 50",
+            "12": "12 0486/12/m/j/19 \u00a9 ucles 2019 willa cather: my \u00e1ntonia remember to support your ideas with details from the writing. either  9 read this extract, and then answer the question that follows it: all those fall afternoons were the same, but i never got used to them.  as far as we could see, the miles of copper-red grass were drenched in  sunlight that was stronger and fiercer than at any other time of the day.  the blond cornfields were red gold, the haystacks turned rosy and threw  long shadows. the whole prairie was like the bush that burned with fire  and was not consumed. that hour always had the exultation of victory,  of triumphant ending, like a hero\u2019s death \u2014 heroes who died young and  gloriously. it was a sudden transfiguration, a lifting-up of day. how many an afternoon \u00e1ntonia and i have trailed along the prairie  under that magnificence! and always two long black shadows flitted before  us or followed after, dark spots on the ruddy grass. we had been silent a long time, and the edge of the sun sank nearer  and nearer the prairie floor, when we saw a figure moving on the edge of  the upland, a gun over his shoulder. he was walking slowly, dragging his  feet along as if he had no purpose. we broke into a run to overtake him. \u2018my papa sick all the time,\u2019 tony panted as we flew. \u2018he not look good,  jim.\u2019 as we neared mr shimerda she shouted, and he lifted his head and  peered about. tony ran up to him, caught his hand and pressed it against  her cheek. she was the only one of his family who could rouse the old   man from the torpor in which he seemed to live. he took the bag from   his belt and showed us three rabbits he had shot, looked at \u00e1ntonia   with a wintry flicker of a smile and began to tell her something. she turned  to me. \u2018my tatinek  make me little hat with the skins, little hat for win-ter!\u2019 she  exclaimed joyfully. \u2018meat for eat, skin for hat\u2019 \u2014 she told off these benefits  on her fingers. her father put his hand on her hair, but she caught his wrist and lifted  it carefully away, talking to him rapidly. i heard the name of old hata. he  untied the handkerchief, separated her hair with his fingers, and stood  looking down at the green insect. when it began to chirp faintly, he listened  as if it were a beautiful sound. i picked up the gun he had dropped; a queer piece from the old country,  short and heavy, with a stag\u2019s head on the cock. when he saw me  examining it, he turned to me with his far-away look that always made me  feel as if i were down at the bottom of a well. he spoke kindly and gravely,  and \u00e1ntonia translated: \u2018my tatinek  say when you are big boy, he give you his gun. very fine,  from bohemie. it was belong to a great man, very rich, like what you not  got here; many fields, many forests, many big house. my papa play for his  wedding, and he give my papa fine gun, and my papa give you.\u2019 i was glad that this project was one of futurity. there never were such  people as the shimerdas for wanting to give away everything they had.  even the mother was always offering me things, though i knew she  expected substantial presents in return. we stood there in friendly silence,  while the feeble minstrel sheltered in \u00e1ntonia\u2019s hair went on with its  scratchy chirp. the old man\u2019s smile, as he listened, was so full of sadness,  of pity for things, that i never afterward forgot it. as the sun sank there 5 10 15 20 25 30 35 40 45",
+            "13": "13 0486/12/m/j/19 \u00a9 ucles 2019 [turn over came a sudden coolness and the strong smell of earth and drying grass.  \u00e1ntonia and her father went off hand in hand, and i buttoned up my jacket  and raced my shadow home. [from book 1 chapter 6]    how does cather make this such a dramatic and unsettling moment in the novel? or 10 how far does cather persuade you that \u00e1ntonia has a happy and satisfying life?50",
+            "14": "14 0486/12/m/j/19 \u00a9 ucles 2019 anita desai: in custody remember to support your ideas with details from the writing. either  11 read this extract, and then answer the question that follows it: deven had been more a poet than a professor when he married sarla \u2013  he had only been taken on as a temporary lecturer and still had confidence  in his verse \u2013 and for the wife of a poet she seemed too prosaic. of course  she had not been his choice but that of his mother and aunts, crafty and  cautious women; she was the daughter of a friend of an aunt\u2019s, she lived  on the same street as that family, they had observed her for years and  found her suitable in every way: plain, penny-pinching and congenitally  pessimistic. what they had not suspected was that sarla, as a girl and  as a new bride, had aspirations, too; they had not understood because  within the grim boundaries of their own penurious lives they had never  entertained anything so abstract. sarla\u2019s home had been scarcely less  grim but on the edges of it there flowered such promises of eden as  could be held out by advertisements, cinema shows and the gossip of girl  friends. so she had dared to aspire towards a telephone, a refrigerator,  even a car. did not the smiling lady on the signboard lean seductively  upon her crowded refrigerator, promising \u2018yours, in easy instalments\u2019? and  the saucy girl in the magazine step into a car as though there were no  such things in her life as bills, instalments or debts? her girl friends had a  joke about it \u2013 \u2018fan, \u2019phone, frigidaire!\u2019 they would shout whenever anyone  mentioned a wedding, a bridegroom, a betrothal, and dissolve in hectic  laughter. while her mother collected stainless steel cooking pots and her  sisters embroidered pillowcases and anti-macassars for her, she dreamt  the magazine dream of marriage: herself, stepping out of a car with a  plastic shopping bag full of groceries and filling them into the gleaming  refrigerator, then rushing to the telephone placed on a lace doily upon a  three-legged table and excitedly ringing up her friends to invite them to  see a picture show with her and her husband who was beaming at her  from behind a flowered curtain. but by marrying into the academic profession and moving to a small  town outside the capital, none of these dreams had materialized, and she  was naturally embittered. the thwarting of her aspirations had cut two dark  furrows from the corners of her nostrils to the corners of her mouth, as  deep and permanent as surgical scars. the droop of her thin, straight hair  on either side of her head repeated these twin lines of disappointment.  they made her look forbidding, and perhaps that was why her husband  looked so perpetually forbidden, even if he understood their cause. he  understood because, like her, he had been defeated too; like her, he was a  victim. although each understood the secret truth about the other, it did not  bring about any closeness of spirit, any comradeship, because they also  sensed that two victims ought to avoid each other, not yoke together their  joint disappointments. a victim does not look to help from another victim;  he looks for a redeemer. at least deven had his poetry; she had nothing,  and so there was an added accusation and bitterness in her look. usually he was enraged by her tacit accusations that added to the load  on his back. to relieve it, he would hurl away dishes that had not been  cooked to his liking, bawl uncontrollably if meals were not ready when he  wanted them or the laundry not done or a button missing or their small son  noisy or unwashed; it was to lay the blame upon her, remove its clinging 5 10 15 20 25 30 35 40 45",
+            "15": "15 0486/12/m/j/19 \u00a9 ucles 2019 [turn over skin from him. tearing up a shirt she had not washed, or turning the boy  out of the room because he was crying, he was really protesting against  her disappointment; he was out to wreck it, take his revenge upon her  for harbouring it. why should it blight his existence that had once shown  promise and had a future? but now the blight settled on his own existence and he submitted to it;  it suited his mood, it seemed fitting. sprawled upon the broken cane chair  in the veranda, he listened to sarla moving about the house inside, and  watched his son playing on the steps. they were busy, he idle. they were  alive, he in a limbo. if he made no effort to rise from it, there he would  remain. [from chapter 4]   how does desai memorably reveal deven\u2019s thoughts and feelings about his marriage at  this moment in the novel? or 12 does desai\u2019s writing make it possible for you to have any admiration for murad?50 55",
+            "16": "16 0486/12/m/j/19 \u00a9 ucles 2019 charles dickens: hard times remember to support your ideas with details from the writing. either  13 read this extract, and then answer the question that follows it: \u2018are you in pain, dear mother?\u2019 \u2018i think there\u2019s a pain somewhere in the room,\u2019 said mrs gradgrind, \u2018but i  couldn\u2019t positively say that i have got it.\u2019 after this strange speech, she lay silent for some time. louisa holding  her hand, could feel no pulse; but kissing it, could see a slight thin thread  of life in fluttering motion. \u2018you very seldom see your sister,\u2019 said mrs gradgrind. \u2018she grows like  you. i wish you would look at her. sissy, bring her here.\u2019 she was brought, and stood with her hand in her sister\u2019s. louisa had  observed her with her arm round sissy\u2019s neck, and she felt the difference  of this approach. \u2018do you see the likeness, louisa?\u2019 \u2018yes, mother. i should think her like me. but\u2019 \u2013 \u2018eh? yes, i always say so,\u2019 mrs gradgrind cried, with unexpected  quickness. \u2018and that reminds me. i \u2013 i want to speak to you, my dear.  sissy, my good girl, leave us alone a minute.\u2019 louisa had relinquished the hand: had thought that her sister\u2019s was  a better and brighter face than hers had ever been: had seen in it, not  without a rising feeling of resentment, even in that place and at that time,  something of the gentleness of the other face in the room: the sweet face  with the trusting eyes, made paler than watching and sympathy made it,  by the rich dark hair. left alone with her mother, louisa saw her lying with an awful lull  upon her face, like one who was floating away upon some great water,  all resistance over, content to be carried down the stream. she put the  shadow of a hand to her lips again, and recalled her. \u2018you were going to speak to me, mother.\u2019 \u2018eh? yes, to be sure, my dear. you know your father is almost always  away now, and therefore i must write to him about it.\u2019 \u2018about what, mother? don\u2019t be troubled. about what?\u2019 \u2018you must remember, my dear, that whenever i have said anything, on  any subject, i have never heard the last of it; and consequently, that i have  long left off saying anything.\u2019 \u2018i can hear you, mother.\u2019 but, it was only by dint of bending down to   her ear, and at the same time attentively watching the lips as they  moved, that she could link such faint and broken sounds into any chain of  connexion. \u2018you learnt a great deal, louisa, and so did your brother. ologies of all  kinds, from morning to night. if there is any ology left, of any description,  that has not been worn to rags in this house, all i can say is, i hope i shall  never hear its name.\u2019 \u2018i can hear you, mother, when you have strength to go on.\u2019 this, to keep  her from floating away. \u2018but there is something \u2013 not an ology at all \u2013 that your father has  missed, or forgotten, louisa. i don\u2019t know what it is. i have often sat with  sissy near me, and thought about it. i shall never get its name now. but  your father may. it makes me restless. i want to write to him, to find out for  god\u2019s sake, what it is. give me a pen, give me a pen.\u20195 10 15 20 25 30 35 40 45",
+            "17": "17 0486/12/m/j/19 \u00a9 ucles 2019 [turn over even the power of restlessness was gone, except from the poor head,  which could just turn from side to side. she fancied, however, that her request had been complied with, and  that the pen she could not have held was in her hand. it matters little what  figures of wonderful no-meaning she began to trace upon her wrappers.  the hand soon stopped in the midst of them; the light that had always  been feeble and dim behind the weak transparency, went out; and even  mrs gradgrind, emerged from the shadow in which man walketh and  disquieteth himself in vain, took upon her the dread solemnity of the sages  and patriarchs. [from book 2 chapter 9]   how does dickens make this such a moving moment in the novel? or  14 in what ways does dickens make the marriage between louisa and bounderby so  disturbing?50 55",
+            "18": "18 0486/12/m/j/19 \u00a9 ucles 2019 kate grenville: the secret river remember to support your ideas with details from the writing. either  15 read this extract, and then answer the question that follows it: they had their meal early that night. there was a feeling of needing to  be ready. thornhill did not ask himself, ready for what? it was only just dusk when sal got the children into bed and sang to  them. when i grow rich, say the bells of shoreditch. when will that be, say  the bells of stepney. i do not know, says the great bell at bow . her voice  sounded parched. he heard in it a quaver of tenderness. or perhaps of fear. the two of them sat up late over the last of the fire, watching in silence  as the draughts flickered over the coals. in their corner the children snuffled  and sighed. dick flung himself over and called out something in a blurred  voice. from the lean-to ned was snoring with a noise like a shuddering  saw. they heard him cough, could imagine dan turning him over, and in  the silence that fell they could hear the sounds coming from the camp. at first it was a sharp clapping, insistent as a heartbeat. sal turned her  face to thornhill\u2019s. in the firelight her eyes were pools of shadow but he  saw how her mouth was tight. before he could think of reassurance, the  singing started: a high strong wailing of a man\u2019s voice, and other voices  in a kind of drone underneath. it was not a tune, nothing cheerful that   you might listen to like oranges and lemons, more a kind of chant   as you might hear in a church. it was a sound that worked its way under  the skin. thornhill tried to speak up loud. having a bit of a sing-song , he said, but  his mouth had gone dry. he tried again: like that scabby bill. remember  scabby bill?  of course she remembered him. but she knew, as well as he  did, that this authoritative chorus of noise was very different from the thin  song that scabby bill had managed in return for a mouthful of liquor. he had to force himself not to whisper. they\u2019ll get sick of it by and by . out there, between the cracks in the walls, the night was as black as  the inside of an ear. the huge air stirred, full of hostile life. he imagined it:  the blacks creeping up to the hut, silent as lizards on their wide quiet feet.  they might at this very moment be peering in at them. the noises were  getting louder, the sort of sound it would take an army to make. the words not said were like a creature pacing up and down between  them. now ned and dan, woken out of their sleep, came in. ned went over  to the lamp and stood beside it as if the glow would keep him safe. they  coming to get us, mr thornhill , he said. hear them laughing , dan added. they can\u2019t hardly wait . it was true, they could hear distant laughter. thornhill felt fear cold on  his skin at the picture in his mind of them preparing their spears with a  butcher\u2019s glee, how sharp they were, how quick they would kill a white  man. ned\u2019s voice was on the edge of panic. they coming to spear us in  the guts, ain\u2019t they , and bub\u2019s voice came quavery, don\u2019t let them spear  me da!  he could hear johnny catch the fear and set up a snivelling that  set mary off too. sal went over to where they lay and wrapped her arms  around them.5 10 15 20 25 30 35 40 45",
+            "19": "19 0486/12/m/j/19 \u00a9 ucles 2019 [turn over if they\u2019d a wanted to spear us they\u2019d a done it ten times over by now ,  thornhill said. then he thought that might not be the best argument to  follow. we got no call to worry , he announced, but no one seemed  convinced. now willie was speaking up. they get away with it, we\u2019ll never see the  end of it, da , he said. we best show them good and proper . to thornhill\u2019s  ears, the words had a secondhand feel about them, borrowed from  someone else. smasher perhaps, or sagitty birtles. he saw the boy anew: a mulish skinny lad who had outgrown his  strength, all bony neck and bat-ears and a mouth that was trying to be  strong. willie stood squinting at him, scratching the back of one leg with a  long bare foot. get the gun, da, whyn\u2019t you get the gun? but dick had got up from the stool and faced up to his brother. ain\u2019t no  call for the gun, willie , he said. they just having a get-together, like da  says. willie grabbed his shoulder and shook it. bulldust , he cried. bloody  bulldust that is, we got to get the bloody gun . [from part 5]   in what ways does grenville vividly convey the thornhills\u2019 fear at this moment in the  novel? or 16 how does grenville strikingly convey the growing conflict between will and sal at  thornhill\u2019s point?50 55 60",
+            "20": "20 0486/12/m/j/19 \u00a9 ucles 2019 john knowles: a separate peace remember to support your ideas with details from the writing. either  17 read this extract, and then answer the question that follows it: gradually the noise in the room, which had revived when the three of  them came in, subsided again. brinker managed it. he never raised his voice, but instead he let the  noise surrounding it gradually sink so that his voice emerged in the ensuing  silence without any emphasis on his part\u2014\u2018so that you were standing next  to the river bank, watching phineas climb the tree?\u2019 he was saying, and  had waited, i knew, until this silence to say. \u2018sure. right there by the trunk of the tree. i was looking up. it was almost  sunset, and i remember the way the sun was shining in my eyes.\u2019 \u2018so you couldn\u2019t \u2026\u2019 i began before i could stop myself. there was a short pause during which every ear and no eyes were  directed toward me, and then brinker went on. \u2018and what did you see?  could you see anything with the sun in your eyes?\u2019 \u2018oh sure,\u2019 said leper in his new, confident, false voice. \u2018i just shaded my  eyes a little, like this,\u2019 he demonstrated how a hand shades the eyes, \u2018and  then i could see. i could see both of them clearly enough because the sun  was blazing all around them,\u2019 a certain singsong sincerity was developing  in his voice, as though he were trying to hold the interest of young children,  \u2018and the rays of the sun were shooting past them, millions of rays shooting  past them like\u2014like golden machine-gun fire.\u2019 he paused to let us consider  the profoundly revealing exactness of this phrase. \u2018that\u2019s what it was like,  if you want to know. the two of them looked as black as\u2014as black as  death standing up there with this fire burning all around them.\u2019 everyone could hear, couldn\u2019t they? the derangement in his voice.  everyone must be able to see how false his confidence was. any fool  could see that. but whatever i said would be a self-indictment; others  would have to fight for me. \u2018up there where?\u2019 said brinker brusquely. \u2018where were the two of them  standing up there?\u2019 \u2018on the limb!\u2019 leper\u2019s annoyed, this-is-obvious tone would discount what  he said in their minds; they would know that he had never been like this  before, that he had changed and was not responsible. \u2018who was where on the limb? was one of them ahead of the other?\u2019 \u2018well of course.\u2019 \u2018who was ahead?\u2019 leper smiled waggishly. \u2018i couldn\u2019t see that. there were just two shapes,  and with that fire shooting past them they looked as black as\u2014\u2019 \u2018you\u2019ve already told us that. you couldn\u2019t see who was ahead?\u2019 \u2018no, naturally i couldn\u2019t.\u2019 \u2018but you could see how they were standing. where were they exactly?\u2019 \u2018one of them was next to the trunk, holding the trunk of the tree. i\u2019ll  never forget that because the tree was a huge black shape too, and his  hand touching the black trunk anchored him, if you see what i mean, to  something solid in all the bright fire they were standing in up there. and the  other one was a little farther out on the limb.\u2019 \u2018then what happened?\u2019 \u2018then they both moved.\u2019 \u2018how did they move?\u20195 10 15 20 25 30 35 40 45",
+            "21": "21 0486/12/m/j/19 \u00a9 ucles 2019 [turn over \u2018they moved,\u2019 now leper was smiling, a charming and slightly arch  smile, like a child who knows he is going to say something clever, \u2018they  moved like an engine.\u2019 in the baffled silence i began to uncoil slowly. \u2018like an engine!\u2019 brinker\u2019s expression was a struggle between surprise  and disgust. \u2018i can\u2019t think of the name of the engine. but it has two pistons. what is  that engine? well anyway, in this engine first one piston sinks, and then  the next one sinks. the one holding on to the trunk sank for a second, up  and down like a piston, and then the other one sank and fell.\u2019 someone on the platform exclaimed, \u2018the one who moved first shook  the other one\u2019s balance!\u2019 \u2018i suppose so.\u2019 leper seemed to be rapidly losing interest. [from chapter 11]   how does knowles make this such a dramatic moment in the novel? or 18 does knowles convince you that gene is entirely honest in his feelings towards finny?50 55 60",
+            "22": "22 0486/12/m/j/19 \u00a9 ucles 2019 alan paton: cry, the beloved country remember to support your ideas with details from the writing. either  19 read this extract, and then answer the question that follows it: outside the pleasant-faced man came and spoke to them and hearing  their plans, invited them to his house, where he and his wife had a number  of boys in their charge, boys who had left the big reformatory building and  were living outside in these free houses. he gave them some tea and  food, and he too told them that absalom had become a head-boy, and  had behaved well during his stay at the reformatory. so they talked about  the reformatory, and the children that were growing up in johannesburg  without home or school or custom, and about the broken tribe and the  sickness of the land, until a messenger came from the young man to say  that he was ready. it was not long before the motor-car had reached pimville, which  is a village of half-tanks used as houses, set up many years before in  emergency, and used ever since. for there have never been houses  enough for all the people who came to johannesburg. at the gate they  asked permission to enter, for a white man may not go into these places  without permission. they stopped at one of these half-tank houses, and the young white  man took them in, where they were greeted by a young girl, who herself  seemed no more than a child. \u2013 we have come to inquire after absalom, said the young white man.  this umfundisi is his father. \u2013 he went on saturday to springs, she said, and he has not yet returned. the young man was silent awhile, and he frowned in perplexity or   anger. \u2013 but this is tuesday, he said. have you heard nothing from him? \u2013 nothing, she said. \u2013 when will he return? he asked. \u2013 i do not know, she said. \u2013 will he ever return? he asked, indifferently, carelessly. \u2013 i do not know, she said. she said it tonelessly, hopelessly, as one who  is used to waiting, to desertion. she said it as one who expects nothing  from her seventy years upon the earth. no rebellion will come out of her,  no demands, no fierceness. nothing will come out of her at all, save the  children of men who will use her, leave her, forget her. and so slight was  her body, and so few her years, that kumalo for all his suffering was moved  to compassion. \u2013 what will you do? he said. \u2013 i do not know, she said. \u2013 perhaps you will find another man, said msimangu bitterly. and before  kumalo could speak, to steal away the bitterness and hide it from her \u2013 i  do not know, she said. and again before kumalo could speak, msimangu turned his back on  the girl, and spoke to him privately. \u2013 you can do nothing here, he said. let us go. \u2013 my friend \u2026 \u2013 i tell you, you can do nothing. have you not troubles enough of your  own? i tell you there are thousands such in johannesburg. and were  your back as broad as heaven, and your purse full of gold, and did your 5 10 15 20 25 30 35 40 45",
+            "23": "23 0486/12/m/j/19 \u00a9 ucles 2019 [turn over compassion reach from here to hell itself, there is nothing you can do. silently they withdrew. all of them were silent, the young white man  heavy with failure, the old man with grief, msimangu still bitter with his  words. kumalo stood at the car though the others were already seated. \u2013 you do not understand, he said. the child will be my grandchild. \u2013 even that you do not know, said msimangu angrily. his bitterness  mastered him again. and if he were, he said, how many such more have  you? shall we search them out, day after day, hour after hour? will it ever  end? kumalo stood in the dust like one who has been struck. then without  speaking any more he took his seat in the car. [from book 1 chapter 10]   how does paton make this moment in the novel so dramatic? or 20 in what ways does paton\u2019s writing create a vivid picture of ndotsheni?50 55",
+            "24": "24 0486/12/m/j/19 \u00a9 ucles 2019 from stories of ourselves remember to support your ideas with details from the writing. either  21 read this extract from the lemon orchard  (by alex la guma), and then answer the  question that follows it: \u2018are you cold, hotnot?\u2019 the man with the light jeered. the coloured man did not reply. he was afraid, but his fear was mixed  with a stubbornness which forbade him to answer them. \u2018he is not cold,\u2019 the fifth man in the party said. \u2018he is shivering with fear.  is it not so, hotnot?\u2019 the coloured man said nothing, but stared ahead of himself into the  half-light made by the small lantern. he could see the silhouette of the  man who carried the light, but he did not want to look at the two who  flanked him, the one who had complained of the cold, and the one   who had spoken of his fear. they each carried a sjambok and every now  and then one of them slapped a corduroyed leg with his. \u2018he is dumb also,\u2019 the one who had spoken last chuckled. \u2018no, andries. wait a minute,\u2019 the leader who carried the shotgun said,  and they all stopped between the row of trees. the man with the lantern  turned and put the light on the rest of the party. \u2018what is it?\u2019 he asked. \u2018wag\u2019n oomblikkie. wait a moment,\u2019 the leader said, speaking with forced  casualness. \u2018he is not dumb. he is a slim hotnot; one of those educated  bushmen. listen, hotnot,\u2019 he addressed the coloured man, speaking  angrily now. \u2018when a baas speaks to you, you answer him. do you hear?\u2019  the coloured man\u2019s wrists were tied behind him with a riem and the leader  brought the muzzle of the shotgun down, pressing it hard into the small of  the man\u2019s back above where the wrists met. \u2018do you hear, hotnot? answer  me or i will shoot a hole through your spine.\u2019 the bound man felt the hard round metal of the gun muzzle through the  loose raincoat and clenched his teeth. he was cold and tried to prevent  himself from shivering in case it should be mistaken for cowardice. he  heard the small metallic noise as the man with the gun thumbed back the  hammer of the shotgun. in spite of the cold little drops of sweat began to  form on his upper lip under the overnight stubble. \u2018for god\u2019s sake, don\u2019t shoot him,\u2019 the man with the light said, laughing a  little nervously. \u2018we don\u2019t want to be involved in any murder.\u2019 \u2018what are you saying, man?\u2019 the leader asked. now with the beam   of the battery-lamp on his face the shadows in it were washed away to  reveal the mass of tiny wrinkled and deep creases which covered the  red-clay complexion of his face like the myriad lines which indicate rivers,  streams, roads and railways on a map. they wound around the ridges   of his chin and climbed the sharp range of his nose and the peaks of his  chin and cheekbones, and his eyes were hard and blue like two frozen  lakes. \u2018this is mos a slim hotnot,\u2019 he said again. \u2018a teacher in a school for which  we pay. he lives off our sweat, and he had the audacity to be cheeky and  uncivilised towards a minister of our church and no hotnot will be cheeky  to a white man while i live.\u2019 \u2018ja, man,\u2019 the lantern-bearer agreed. \u2018but we are going to deal with   him. there is no necessity to shoot him. we don\u2019t want that kind of   trouble.\u20195 10 15 20 25 30 35 40 45",
+            "25": "25 0486/12/m/j/19 \u00a9 ucles 2019 \u2018i will shoot whatever hotnot or kaffir i desire, and see me get into trouble  over it. i demand respect from these donders. let them answer when  they\u2019re spoken to.\u2019 he jabbed the muzzle suddenly into the coloured man\u2019s back so that  he stumbled struggling to keep his balance. \u2018do you hear, jong? did i not  speak to you?\u2019 the man who had jeered about the prisoner\u2019s fear stepped  up then, and hit him in the face, striking him on a cheekbone with the  clenched fist which still held the sjambok. he was angry over the delay  and wanted the man to submit so that they could proceed. \u2018listen you  hotnot bastard,\u2019 he said loudly. \u2018why don\u2019t you answer?\u2019 the man stumbled, caught himself and stood in the rambling shadow  of one of the lemon trees. the lantern-light swung on him and he looked  away from the centre of the beam. he was afraid the leader would shoot  him in anger and he had no wish to die. he straightened up and looked  away from them. \u2018well?\u2019 demanded the man who had struck him. \u2018yes, baas,\u2019 the bound man said, speaking with a mixture of dignity and  contempt which was missed by those who surrounded him.   how does la guma\u2019s writing make this such a powerful part of the story? or 22 in what ways does maclaverty powerfully convey tensions in the relationship between  the boy and his aunt mary in secrets ?50 55 60 65",
+            "26": "26 0486/12/m/j/19 \u00a9 ucles 2019 blank page",
+            "27": "27 0486/12/m/j/19 \u00a9 ucles 2019 blank page",
+            "28": "28 0486/12/m/j/19 \u00a9 ucles 2019 blank page permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the  publisher will be pleased to make amends at the earliest possible opportunity. 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 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."
+        },
+        "0486_s19_qp_13.pdf": {
+            "1": "this document consists of 24 printed pages, 4 blank pages and 1 insert. dc (rcl (go)) 165363/3 \u00a9 ucles 2019  [turn overcambridge assessment international education cambridge international general certificate of secondary education *1113284060*literature (english)  0486/13 paper 1  poetry and prose  may/june 2019  1 hour 30 minutes no additional materials are required. read these instructions first an answer booklet is provided inside this question paper. you should follow the instructions on the front cover  of the answer booklet. if you need additional answer paper ask the invigilator for a continuation booklet. answer two questions: one question from section a and one question from section b. all questions in this paper carry equal marks.",
+            "2": "2 0486/13/m/j/19 \u00a9 ucles 2019 blank page",
+            "3": "3 0486/13/m/j/19 \u00a9 ucles 2019 [turn over contents section a: poetry text question  numbers  page[s] songs of ourselves volume 1 : from part 5   1, 2 pages  4\u20135 songs of ourselves volume 2\u200a : from part 2   3, 4 pages  6\u20137 gillian clarke: from collected poems   5, 6 pages  8\u20139 section b: prose text question  numbers  page[s] jane austen: mansfield park   7, 8 pages 10\u201311 willa cather: my \u00e1ntonia   9, 10  pages 12\u201313 anita desai:  in custody  11, 12  pages 14\u201315 charles dickens: hard times  13, 14  pages 16\u201317 kate grenville: the secret river  15, 16  pages 18\u201319 john knowles: a separate peace  17, 18  pages 20\u201321 alan paton: cry, the beloved country  19, 20  pages 22\u201323 from stories of ourselves  21, 22  pages 24\u201325",
+            "4": "4 0486/13/m/j/19 \u00a9 ucles 2019 section a: poetry answer one question from this section. songs of ourselves volume 1 : from part 5 remember to support your ideas with details from the writing. either  1 read this poem, and then answer the question that follows it: friend do you remember that wild stretch of land with the lone tree guarding the point from the sharp-tongued sea? the fort we built out of branches wrenched from the tree, is dead wood now. the air that was thick with the whirr of toetoe spears succumbs at last to the grey gull\u2019s wheel. oyster-studded roots of the mangrove yield no finer feast of silver-bellied eels, and sea-snails cooked in a rusty can. allow me to mend the broken ends of shared days: but i wanted to say that the tree we climbed that gave food and drink to youthful dreams, is no more. pursed to the lips her fine-edged leaves made whistle \u2013 now stamp no silken tracery on the cracked clay floor. friend, in this drear dreamless time i clasp your hand if only for reassurance that all our jewelled fantasies were real and wore splendid rags. perhaps the tree will strike fresh roots again: give soothing shade to a hurt and troubled world.  (hone tuwhare )   how does tuwhare use words and images to evoke the past in this poem?5 10 15 20 25 30",
+            "5": "5 0486/13/m/j/19 \u00a9 ucles 2019 [turn over or 2 explore the ways in which tennyson conveys strong feelings about the past in song:  tears, idle tears . song: tears, idle tears tears, idle tears, i know not what they mean, tears from the depth of some divine despair rise in the heart, and gather to the eyes, in looking on the happy autumn-fields, and thinking of the days that are no more. fresh as the first beam glittering on a sail, that brings our friends up from the underworld, sad as the last which reddens over one that sinks with all we love below the verge; so sad, so fresh, the days that are no more. ah, sad and strange as in dark summer dawns the earliest pipe of half-awakened birds to dying ears, when unto dying eyes the casement slowly grows a glimmering square; so sad, so strange, the days that are no more. dear as remembered kisses after death, and sweet as those by hopeless fancy feigned on lips that are for others; deep as love, deep as first love, and wild with all regret; o death in life, the days that are no more.  (alfred, lord tennyson )5 10 15 20",
+            "6": "6 0486/13/m/j/19 \u00a9 ucles 2019 songs of ourselves volume 2 : from part 2 remember to support your ideas with details from the writing. either  3 read this poem, and then answer the question that follows it: you will know when you get there nobody comes up from the sea as late as this in the day and the season, and nobody else goes down the last steep kilometre, wet-metalled where a shower passed shredding the light which keeps pouring out of its tank in the sky, through summits, trees, vapours thickening and thinning. too credibly by half celestial, the dammed reservoir up there keeps emptying while the light lasts over the sea, where it \u2018gathers the gold against it\u2019. the light is bits of crushed rock randomly glinting underfoot, wetted by the short shower, and down you go and so in its way does the sun which gets there first. boys, two of them, turn campfirelit faces, a hesitancy to speak is a hesitancy of the earth rolling back and away behind this man going down to the sea with a bag to pick mussels, having an arrangement with the tide, the ocean to be shallowed three point seven metres, one hour\u2019s light to be left, and there\u2019s the excrescent moon sponging off the last of it. a door slams, a heavy wave, a door, the sea-floor shudders. down you go alone, so late, into the surge-black fissure.  (allen curnow )   in what ways does curnow create a mysterious atmosphere in this poem?5 10 15 20",
+            "7": "7 0486/13/m/j/19 \u00a9 ucles 2019 [turn over or 4 what does constantine\u2019s writing make you feel about the people in watching for dolphins ? watching for dolphins in the summer months on every crossing to piraeus one noticed that certain passengers soon rose from seats in the packed saloon and with serious looks and no acknowledgement of a common purpose passed forward through the small door into the bows to watch for dolphins. one saw them lose every other wish. even the lovers turned their desires on the sea, and a fat man hung with equipment to photograph the occasion stared like a saint, through sad bi-focals; others, hopeless themselves, looked to the children for they would see dolphins if anyone would. day after day or on their last opportunity all gazed undecided whether a flat calm were favourable or a sea the sun and the wind between them raised to a likeness of dolphins. were gulls a sign, that fell screeching from the sky or over an unremarkable place sat in a silent school? every face after its character implored the sea. all, unaccustomed, wanted epiphany, praying the sky would clang and the abused aegean reverberate with cymbal, gong and drum. we could not imagine more prayer, and had they then on the waves, on the climax of our longing come smiling, snub-nosed, domed like satyrs, oh we should have laughed and lifted the children up stranger to stranger, pointing how with a leap they left their element, three or four times, centred on grace, and heavily and warm re-entered, looping the keel. we should have felt them go further and further into the deep parts. but soon we were among the great tankers, under their chains in black water. we had not seen the dolphins but woke, blinking. eyes cast down with no admission of disappointment the company dispersed and prepared to land in the city.  (david constantine )5 10 15 20 25 30 35",
+            "8": "8 0486/13/m/j/19 \u00a9 ucles 2019 gillian clarke:  from  collected poems remember to support your ideas with details from the writing. either   5 read this poem, and then answer the question that follows it: family house i slept in a room in the roof, the white planes of its ceiling freckled with light from the sea, or at night leaf shadows from the street-lamp in the lane. below, the flame of her hair, and the gleam of a colander as she bent among the pea-rows, or pulled a lettuce from the black earth, wearing silly shoes to make her taller. even in summer, sometimes, salt on the air, i\u2019d hear far off that faltered heartbeat of the breaksea lightship, then the held breath of silence to the count of ten. now the vegetable garden is a lawn, and they sold the coach house, pigsty, the old stable where in wet summers we crouched over our cache of secrets under the cidery air of an apple-loft. from a hundred miles and thirty years away i smell long rows of fruit, turned to rotten gourds of juice soft-skinned as toads.   in what ways does clarke create vivid impressions of the house and its meaning for her  in this poem?5 10 15 20",
+            "9": "9 0486/13/m/j/19 \u00a9 ucles 2019 [turn over or 6 how does clarke create striking impressions of the bird in buzzard ? buzzard no sutures in the steep brow of this cranium, as in mine or yours. delicate ellipse as smooth as her own egg or the cleft flesh of a fruit. from the plundered bones on the hill, like a fire in its morning ashes, you guess it\u2019s a buzzard\u2019s skull. you carry it gently home, hoping no last day of the birds will demand assembly of her numerous white parts. in the spaces we can\u2019t see on the other side of walls as fine as paper, brain and eye dry out under the gossamers. between the sky and the mouse that moves at the barley field\u2019s spinning perimeter, only a mile of air and the ganging crows, their cries stones at her head. in death, the last stoop, all\u2019s risked. she scorns the scavengers who feed on death, and never feel the lightning flash of heart dropping on heart, warm fur, blood.5 10 15 20 25",
+            "10": "10 0486/13/m/j/19 \u00a9 ucles 2019 section b: prose answer one question from this section. jane austen: mansfield park remember to support your ideas with details from the writing. either  7 read this extract, and then answer the question that follows it: miss crawford made her first essay with great credit to herself, and no  inconvenience to fanny. edmund, who had taken down the mare and  presided at the whole, returned with it in excellent time, before either  fanny or the steady old coachman, who always attended her when she  rode without her cousins, were ready to set forward. the second day\u2019s  trial was not so guiltless. miss crawford\u2019s enjoyment of riding was such,  that she did not know how to leave off. active and fearless, and, though  rather small, strongly made, she seemed formed for a horse woman; and  to the pure genuine pleasure of the exercise, something was probably  added in edmund\u2019s attendance and instructions, and something more in  the conviction of very much surpassing her sex in general by her early  progress, to make her unwilling to dismount. fanny was ready and waiting,  and mrs norris was beginning to scold her for not being gone, and still no  horse was announced, no edmund appeared. to avoid her aunt, and look  for him, she went out. the houses, though scarcely half a mile apart, were not within sight  of each other; but by walking fifty yards from the hall door, she could  look down the park, and command a view of the parsonage and all its  demesnes, gently rising beyond the village road; and in dr grant\u2019s meadow  she immediately saw the group\u2014edmund and miss crawford both on  horseback, riding side by side, dr and mrs grant, and mr crawford, with  two or three grooms, standing about and looking on. a happy party it  appeared to her\u2014all interested in one object\u2014cheerful beyond a doubt, for  the sound of merriment ascended even to her. it was a sound which did not  make her cheerful; she wondered that edmund should forget her, and felt  a pang. she could not turn her eyes from the meadow, she could not help  watching all that passed. at first miss crawford and her companion made  the circuit of the field, which was not small, at a foot\u2019s pace; then, at her  apparent suggestion, they rose into a canter; and to fanny\u2019s timid nature  it was most astonishing to see how well she sat. after a few minutes, they  stopt entirely, edmund was close to her, he was speaking to her, he was  evidently directing her management of the bridle, he had hold of her hand;  she saw it, or the imagination supplied what the eye could not reach. she  must not wonder at all this; what could be more natural than that edmund  should be making himself useful, and proving his good-nature by any one?  she could not but think indeed that mr crawford might as well have saved  him the trouble; that it would have been particularly proper and becoming  in a brother to have done it himself; but mr crawford, with all his boasted  good nature, and all his coachmanship, probably knew nothing of the  matter, and had no active kindness in comparison of edmund. she began  to think it rather hard upon the mare to have such double duty; if she were  forgotten the poor mare should be remembered. her feelings for one and the other were soon a little tranquillized, by  seeing the party in the meadow disperse, and miss crawford still on 5 10 15 20 25 30 35 40",
+            "11": "11 0486/13/m/j/19 \u00a9 ucles 2019 [turn over horseback, but attended by edmund on foot, pass through a gate into the  lane, and so into the park, and make towards the spot where she stood.  she began then to be afraid of appearing rude and impatient; and walked  to meet them with a great anxiety to avoid the suspicion. \u2018my dear miss price,\u2019 said miss crawford, as soon as she was at all  within hearing, \u2018i am come to make my own apologies for keeping you  waiting\u2014but i have nothing in the world to say for myself\u2014i knew it was  very late, and that i was behaving extremely ill; and, therefore, if you  please, you must forgive me. selfishness must always be forgiven you  know, because there is no hope of a cure.\u2019 [from chapter 7]   explore the ways in which austen portrays mary crawford at this moment in the novel. or 8 what does austen\u2019s portrayal of sir thomas make you feel about him?45 50",
+            "12": "12 0486/13/m/j/19 \u00a9 ucles 2019 willa cather: my \u00e1ntonia remember to support your ideas with details from the writing. either  9 read this extract, and then answer the question that follows it: after \u00e1ntonia went to live with the cutters, she seemed to care about  nothing but picnics and parties and having a good time. when she was  not going to a dance, she sewed until midnight. her new clothes were  the subject of caustic comment. under lena\u2019s direction she copied mrs  gardener\u2019s new party dress and mrs smith\u2019s street costume so ingeniously  in cheap materials that those ladies were greatly annoyed, and mrs cutter,  who was jealous of them, was secretly pleased. tony wore gloves now, and high-heeled shoes and feathered bonnets,  and she went downtown nearly every afternoon with tiny and lena and  the marshalls\u2019 norwegian anna. we high-school boys used to linger on the  playground at the afternoon recess to watch them as they came tripping  down the hill along the board sidewalk, two and two. they were growing  prettier every day, but as they passed us, i used to think with pride that  \u00e1ntonia, like snow-white in the fairy tale, was still \u2018fairest of them all.\u2019 being a senior now, i got away from school early. sometimes i overtook  the girls downtown and coaxed them into the ice-cream parlour, where  they would sit chattering and laughing, telling me all the news from the  country. i remember how angry tiny soderball made me one afternoon. she  declared she had heard grandmother was going to make a baptist  preacher of me. \u2018i guess you\u2019ll have to stop dancing and wear a white  necktie then. won\u2019t he look funny, girls?\u2019 lena laughed. \u2018you\u2019ll have to hurry up, jim. if you\u2019re going to be a  preacher, i want you to marry me. you must promise to marry us all, and  then baptize the babies.\u2019 norwegian anna, always dignified, looked at her reprovingly. \u2018baptists don\u2019t believe in christening babies, do they, jim?\u2019 i told her i didn\u2019t know what they believed, and didn\u2019t care, and that i  certainly wasn\u2019t going to be a preacher. \u2018that\u2019s too bad,\u2019 tiny simpered. she was in a teasing mood. \u2018you\u2019d make  such a good one. you\u2019re so studious. maybe you\u2019d like to be a professor.  you used to teach tony, didn\u2019t you?\u2019 \u00e1ntonia broke in. \u2018i\u2019ve set my heart on jim being a doctor. you\u2019d be good  with sick people, jim. your grandmother\u2019s trained you up so nice. my papa  always said you were an awful smart boy.\u2019 i said i was going to be whatever i pleased. \u2018won\u2019t you be surprised,  miss tiny, if i turn out to be a regular devil of a fellow?\u2019 they laughed until a glance from norwegian anna checked them; the  high-school principal had just come into the front part of the shop to buy  bread for supper. anna knew the whisper was going about that i was a sly  one. people said there must be something queer about a boy who showed  no interest in girls of his own age, but who could be lively enough when he  was with tony and lena or the three marys. the enthusiasm for the dance, which the vannis had kindled, did not  at once die out. after the tent left town, the euchre club became the owl  club, and gave dances in the masonic hall once a week. i was invited to  join, but declined. i was moody and restless that winter, and tired of the 5 10 15 20 25 30 35 40 45",
+            "13": "13 0486/13/m/j/19 \u00a9 ucles 2019 [turn over people i saw every day. charley harling was already at annapolis, while  i was still sitting in black hawk, answering to my name at roll-call every  morning, rising from my desk at the sound of a bell and marching out like  the grammar-school children. mrs harling was a little cool toward me,  because i continued to champion \u00e1ntonia. what was there for me to do  after supper? usually i had learned next day\u2019s lessons by the time i left the  school building, and i couldn\u2019t sit still and read forever.\u2019 [from book 2 chapter 12]   how does cather vividly reveal jim\u2019s thoughts and feelings at this moment in the novel? or 10 explore the ways in which cather makes tiny soderball such a memorable character.   do not use the extract printed for question 9  in answering this question.50",
+            "14": "14 0486/13/m/j/19 \u00a9 ucles 2019 anita desai: in custody remember to support your ideas with details from the writing. either  11 read this extract, and then answer the question that follows it: when his mother took him for a walk, it was invariably to the market or  to a friend\u2019s house, but his father seemed to be launched upon a more  adventurous expedition. they had left behind the colony of low-grade  employees\u2019 quarters. they were walking past the back of lala ram lal  college and its barbed wire fencing through which could be seen the dusty  empty playing fields where no one ever played and the row of whitewashed  huts where the non-teaching staff lived amidst buffaloes, washing, string  cots and buckets of water. then the path veered away from the barbed  wire fence that marched through rough grass and patches of saltpetre, and  ran down to the canal that separated the town proper from the chemically  lush grounds of the agricultural and veterinary college whose purple  bougainvillaeas crept down to the canal bank and flowered profusely  behind clumps of pampas grass. here the path narrowed to a muddy  track that was used by the college servants who came to squat behind the  bushes and the buffaloes that came to drink. the clay had dried and was  pleasant to walk on as it cracked beneath their feet. the canal was narrow  but deep and never ran dry, even in the hottest weather. pampas grass  grew thickly along the bank and buffaloes and bees stirred in the reeds at  its edges. \u2018look at the parrots,\u2019 deven instructed his son and pointed at a flock that  exploded out of an acacia tree and streaked over the fields, acid green  against the pale yellow of the western sky. \u2018i know a song about a parrot,\u2019 manu claimed at once, and launched  lustily into a nursery rhyme familiar even to deven who laughed with  delight at being reminded of its simple nonsense. \u2018my father taught me  that,\u2019 he said lightly. it was perhaps not strictly true, he could not honestly  claim to remember, but it could be true because he did remember it and  felt his father\u2019s apologetic smile somewhere in it. his father, who had been  a chronic sufferer from asthma, and whose career had foundered upon  his invalidism, had appeared always to be apologizing to his wife who had  expected more from a husband and felt grievously disappointed at the little  he had made of his life; as a child deven had barely understood this but  now that he himself occupied a not very dissimilar position at home, he  felt protective towards the dead man, and in his imagination glorified and  deified him as he had not done when he was living. at magical moments  like this the fantasy took on the stuff of truth. it positively glowed \u2013 like the  sunset. then the flock of parrots wheeled around, perhaps on finding the fields  bare of grain, and returned to the tree above their heads, screaming  and quarrelling as they settled amongst the thorns. one brilliant feather  of spring green fluttered down through the air and fell at their feet in the  grey clay. deven bent to pick it up and presented it to his son who stuck it  behind his ear in imitation of his schoolteacher with the pencil. \u2018look, now  i\u2019m master- ji,\u2019 he screamed excitedly. yes, that was the climax of that brief halcyon passage. it was as  if the evening star shone through at that moment, casting a small pale  illumination upon deven\u2019s flattened grey world. of course it could not be  maintained, of course it had to diminish and decline. yes.5 10 15 20 25 30 35 40 45",
+            "15": "15 0486/13/m/j/19 \u00a9 ucles 2019 [turn over when they got back to their house \u2013 dii/69 in that colony named after a  leader of harijans \u2013 the careful brown paper parcel that deven had been  making of the evening and tying up with care, came apart. sarla handed  him a postcard that had arrived by the evening post with fingers damp  from a bucket of washing. \u2018here,\u2019 she said with an eloquent sniff. she had  read it, obviously. he took it and knew his doom had searched him out and  found him after all. \u2018dear sir,\u2019 said the small, precise handwriting, in english. \u2018i\u2019m happy to  learn of your decision to work as my secretary. please report earliest date  convenient. i am wanting to dictate some poems to you. murad sahib is  wanting to publish same. time is fleeting. yours faithfully \u2026\u2019 the name  was signed in elegant, elaborate urdu. [from chapter 4]   explore the ways in which desai captures deven\u2019s feelings at this moment in the novel. or 12 how does desai powerfully portray the relationships between nur and his wives?50 55 60",
+            "16": "16 0486/13/m/j/19 \u00a9 ucles 2019 charles dickens:  hard times remember to support your ideas with details from the writing. either  13 read this extract, and then answer the question that follows it: thus easily did stephen blackpool fall into the loneliest of lives, the life  of solitude among a familiar crowd. the stranger in the land who looks  into ten thousand faces for some answering look and never finds it, is in  cheering society as compared with him who passes ten averted faces  daily, that were once the countenances of friends. such experience was  to be stephen\u2019s now, in every waking moment of his life; at his work, on  his way to it and from it, at his door, at his window, everywhere. by general  consent, they even avoided that side of the street on which he habitually  walked; and left it, of all the working men, to him only. he had been for many years, a quiet silent man, associating but little  with other men, and used to companionship with his own thoughts. he had  never known before, the strength of the want in his heart for the frequent  recognition of a nod, a look, a word; or the immense amount of relief  that had been poured into it by drops, through such small means. it was  even harder than he could have believed possible, to separate in his own  conscience his abandonment by all his fellows, from a baseless sense of  shame and disgrace. the first four days of his endurance were days so long and heavy, that  he began to be appalled by the prospect before him. not only did he see  no rachael all the time, but he avoided every chance of seeing her; for,  although he knew that the prohibition did not yet formally extend to the  women working in the factories, he found that some of them with whom  he was acquainted were changed to him, and he feared to try others, and  dreaded that rachael might be even singled out from the rest if she were  seen in his company. so he had been quite alone during the four days,  and had spoken to no one, when, as he was leaving his work at night, a  young man of a very light complexion accosted him in the street. \u2018your name\u2019s blackpool, an\u2019t it?\u2019 said the young man. stephen coloured to find himself with his hat in his hand, in his gratitude  for being spoken to, or in the suddenness of it, or both. he made a feint of  adjusting the lining, and said, \u2018yes.\u2019 \u2018you are the hand they have sent to coventry, i mean?\u2019 said bitzer, the  very light young man in question. stephen answered \u2018yes,\u2019 again. \u2018i supposed so, from their all appearing to keep away from you. mr  bounderby wants to speak to you. you know his house, don\u2019t you?\u2019 stephen said \u2018yes,\u2019 again. \u2018then go straight up there, will you?\u2019 said bitzer. \u2018you\u2019re expected, and  have only to tell the servant it\u2019s you. i belong to the bank; so, if you go  straight up without me (i was sent to fetch you), you\u2019ll save me a walk.\u2019 stephen, whose way had been in the contrary direction, turned about,  and betook himself as in duty bound, to the red brick castle of the giant  bounderby. [from book 2 chapter 4]   how does dickens make you feel sad for stephen at this moment in the novel?5 10 15 20 25 30 35 40",
+            "17": "17 0486/13/m/j/19 \u00a9 ucles 2019 [turn over or 14 to what extent does dickens make you feel that louisa is admirable?",
+            "18": "18 0486/13/m/j/19 \u00a9 ucles 2019 kate grenville: the secret river remember to support your ideas with details from the writing. either  15 read this extract, and then answer the question that follows it: beyond the cluster of people waiting for him to speak, the cliffs hung  over the river, mysterious, colourless in the early morning shadows. at this  hour the cliffs were a coarse cloth, the weft of the layers of rock, the warp  of the trees straggling upwards. beyond the ragged line of tree-tops, the  sky was a sweet blue. a sudden gust of wind on the river ruffled it into  points of light and the forest heaved under the morning breeze. i can have us packed in an hour , sal said.  be miles away by dinner- time. she was holding out her hand for johnny to come with her, but the  calm knowing angle of her mouth as she spoke lit a flame of rage inside  thornhill. they ain\u2019t never done a hand\u2019s turn , he said. he could feel  himself swelling into his own indignation. they got no rights to any of this  place. no more than a sparrow . he heard the echo of smasher\u2019s phrases  in his own words. they sat there smiling and plausible. that\u2019s as may be, will , she said in her matter-of-fact way. all i know is,  better even butler\u2019s bloody buildings than creep around the rest of our  lives waiting for a spear in the back . little johnny was picking his nose  with one hand and scratching at a mosquito bite with the other. bub and  dick and willie stood together with their bare feet broad on the dust. none  of the children was looking at their father. he jerked at sal, at the arm still reaching out for johnny. we ain\u2019t going ,  he shouted. it\u2019s them or us and by jesus sal it won\u2019t be us!  he saw her  stagger as he grabbed her, but she would not look at him. he took her by  the shoulders, and the puniness of them filled him with despair. she stood  there, frail as a bubble, but stone-hard too. them blacks ain\u2019t going to  stand in my way!  he came at her hard, yanking her around, her face next  to his. nor you neither, sal! we ain\u2019t staying here and that\u2019s flat , she cried back. she sounded like  someone shouting into a gale. he found himself taking a step and standing  over her, tall so she had to tilt her face to look at him. damn your eyes , he  shouted. we ain\u2019t going nowhere . his arm moved up and his hand opened  itself out, almost of its own accord, to strike her. she looked up at him, at his raised hand, with something like  astonishment. he saw that she did not recognise him. some violent man  was pulling at her, shouting at her, the stranger within the heart of her  husband. but the stranger was not going to cow her. hit me if you please, will , she  cried.  but it won\u2019t change nothing. he saw her as she had been in that other life, with her saucy look. the  picture as clear as a glimpse through a door. then it went. this moment,  with his hand raised against her, was all there was. he dropped his arm. the heat of his anger was gone as quickly as it  had come. what curse had come down on his life, that he was full of rage  at his own sal? he had a piercing wish to go back, do everything different  from the start. it was too late, it was all gone too far. his life was a skiff  with no oar, caught on the tide. he had got them into this place, and it had  pushed them into a corner from which there was no way out. look sal , he started, but now dan was there with them, panting and red  in the face, trying to tell them something. they had to wait while he bent 5 10 15 20 25 30 35 40 45",
+            "19": "19 0486/13/m/j/19 \u00a9 ucles 2019 [turn over over, heaving, to catch his breath. they\u2019re burning sagitty out , he gasped.  i seen the smoke from down on the point . thornhill waited for sal to look at him, but she would not. willie , she  called, bundle up all our things, there\u2019s a lad, and get them down to the  river. and you, dick, gather up all them tools. she set off for the hut, getting a fresh grip on mary and snatching  johnny\u2019s hand. thornhill had to take hold of her arm to make her stop.  look sal , he said again, but she spoke over him. you go and help sagitty  out, she said. the minute you get back but, we\u2019re on our way . at last she  looked at him, full in the face. with you or without you, will, take your pick . [from part 6]   how does grenville make this such a powerful moment in the novel? or 16 does grenville\u2019s writing suggest that the aboriginal people and the white settlers have  anything in common?   do not use the extract printed for question 15  in answering this question.50 55",
+            "20": "20 0486/13/m/j/19 \u00a9 ucles 2019 john knowles: a separate peace remember to support your ideas with details from the writing. either  17 read this extract, and then answer the question that follows it: finny couldn\u2019t, after all, always keep his voice under control. \u2018what\u2019d  you come around here for last night?\u2019 \u2018i don\u2019t know.\u2019 i went over to the window and placed my hands on  the sill. i looked down at them with a sense of detachment, as though  they were hands somebody had sculptured and put on exhibition some-   where. \u2018i had to.\u2019 then i added, with great difficulty, \u2018i thought i belonged  here.\u2019 i felt him turning to look at me, and so i looked up. he had a particular  expression which his face assumed when he understood but didn\u2019t think  he should show it, a settled, enlightened look; its appearance now was the  first decent thing i had seen in a long time. he suddenly slammed his fist against the suitcase. \u2018i wish to god there  wasn\u2019t any war.\u2019 i looked sharply at him. \u2018what made you say that?\u2019 \u2018i don\u2019t know if i can take this with a war on. i don\u2019t know.\u2019 \u2018if you can take\u2014\u2019 \u2018what good are you in a war with a busted leg!\u2019 \u2018well you\u2014why there are lots\u2014you can\u2014\u2019 he bent over the suitcase again. \u2018i\u2019ve been writing to the army and the  navy and the marines and the canadians and everybody else all winter.  did you know that? no, you didn\u2019t know that. i used the post office in town  for my return address. they all gave me the same answer after they saw  the medical report on me. the answer was no soap. we can\u2019t use you. i  also wrote the coast guard, the merchant marine, i wrote to general de  gaulle personally, i also wrote chiang kai-shek, and i was about ready to  write somebody in russia.\u2019 i made an attempt at a grin. \u2018you wouldn\u2019t like it in russia.\u2019 \u2018i\u2019ll hate it everywhere  if i\u2019m not in this war! why do you think i kept  saying there wasn\u2019t any war all winter? i was going to keep on saying it  until two seconds after i got a letter from ottawa or chungking or some  place saying, \u2018yes, you can enlist with us.\u2019  \u2019 a look of pleased achievement  flickered over his face momentarily, as though he had really gotten such a  letter. \u2018then there would have been a war.\u2019 \u2018finny,\u2019 my voice broke but i went on, \u2018phineas, you wouldn\u2019t be any  good in the war, even if nothing had happened to your leg.\u2019 a look of amazement fell over him. it scared me, but i knew what i said  was important and right, and my voice found that full tone voices have  when they are expressing something long-felt and long-understood and  released at last. \u2018they\u2019d get you some place at the front and there\u2019d be a  lull in the fighting, and the next thing anyone knew you\u2019d be over with the  germans or the japs, asking if they\u2019d like to field a baseball team against  our side. you\u2019d be sitting in one of their command posts, teaching them  english. yes, you\u2019d get confused and borrow one of their uniforms, and  you\u2019d lend them one of yours. sure, that\u2019s just what would happen. you\u2019d  get things so scrambled up nobody would know who to fight any more.  you\u2019d make a mess, a terrible mess, finny, out of the war.\u2019 his face had been struggling to stay calm as he listened to me, but now  he was crying but trying to control himself. \u2018it was just some kind of blind 5 10 15 20 25 30 35 40 45",
+            "21": "21 0486/13/m/j/19 \u00a9 ucles 2019 [turn over impulse you had in the tree there, you didn\u2019t know what you were doing.  was that it?\u2019 \u2018yes, yes, that was it. oh that was it, but how can you believe that? how  can you believe that? i can\u2019t even make myself pretend that you could  believe that.\u2019 \u2018i do, i think i can believe that. i\u2019ve gotten awfully mad sometimes and  almost forgotten what i was doing. i think i believe you, i think i can believe  that. then that was it. something just seized you. it wasn\u2019t anything you  really felt against me, it wasn\u2019t some kind of hate you\u2019ve felt all along. it  wasn\u2019t anything personal.\u2019 \u2018no, i don\u2019t know how to show you, how can i show you, finny? tell me  how to show you. it was just some ignorance inside me, some crazy thing  inside me, something blind, that\u2019s all it was.\u2019 he was nodding his head, his jaw tightening and his eyes closed on  the tears. \u2018i believe you. it\u2019s okay because i understand and i believe you.  you\u2019ve already shown me and i believe you.\u2019 [from chapter 12]   how does knowles make this such a dramatic moment in the novel? or 18 in what ways does knowles convey such memorable impressions of devon school?50 55 60",
+            "22": "22 0486/13/m/j/19 \u00a9 ucles 2019 alan paton: cry, the beloved country remember to support your ideas with details from the writing. either  19 read this extract, and then answer the question that follows it: yes, it was to the small serious boy that he turned for his enjoyment.  he had bought the child some cheap wooden blocks, and with these   the little one played endlessly and intently, with a purpose obscure to the  adult mind, but completely absorbing. kumalo would pick the child up,  and put his hand under the shirt to feel the small warm back, and tickle   and poke him, till the serious face relaxed into smiles, and the smiles   grew into uncontrollable laughter. or he would tell him of the great valley  where he was born, and the names of hills and rivers, and the school   that he would go to, and the mist that shrouded the tops above ndotsheni.  of this the child understood nothing; yet something he did understand, for  he would listen solemnly to the deep melodious names, and gaze at his  uncle out of wide and serious eyes. and this to the uncle was pleasure  indeed, for he was homesick in the great city; and something inside him  was deeply satisfied by this recital. sometimes gertrude would hear   him, and come to the door and stand shyly there, and listen to the tale   of the beauties of the land where she was born. this enriched his   pleasure, and sometimes he would say to her, do you remember, and   she would answer, yes, i remember, and be pleased that he had asked  her. but there were times, some in the very midst of satisfaction, where the  thought of his son would come to him. and then in one fraction of time  the hills with the deep melodious names stood out waste and desolate  beneath the pitiless sun, the streams ceased to run, the cattle moved  thin and listless over the red and rootless earth. it was a place of old  women and mothers and children, from each house something was gone.  his voice would falter and die away, and he would fall silent and muse.  perhaps it was that, or perhaps he clutched suddenly at the small listening  boy, for the little one would break from the spell, and wriggle in his arms to  be put down, to play again with his blocks on the floor. as though he was  searching for something that would put an end to this sudden unasked-for  pain, the thought of his wife would come to him, and of many a friend that  he had, and the small children coming down the hills, dropping sometimes  out of the very mist, on their way to the school. these things were so dear  to him that the pain passed, and he contemplated them in quiet, and some  measure of peace. who indeed knows the secret of the earthly pilgrimage? who indeed  knows why there can be comfort in a world of desolation? now god be  thanked that there is a beloved one who can lift up the heart in suffering,  that one can play with a child in the face of such misery. now god be  thanked that the name of a hill is such music, that the name of a river can  heal. aye, even the name of a river that runs no more. who indeed knows the secret of the earthly pilgrimage? who knows  for what we live, and struggle and die? who knows what keeps us living  and struggling, while all things break about us? who knows why the warm  flesh of a child is such comfort, when one\u2019s own child is lost and cannot be  recovered? wise men write many books, in words too hard to understand.  but this, the purpose of our lives, the end of all our struggle, is beyond all  human wisdom. oh god, my god, do not thou forsake me. yea, though i 5 10 15 20 25 30 35 40 45",
+            "23": "23 0486/13/m/j/19 \u00a9 ucles 2019 [turn over walk through the valley of the shadow of death, i shall fear no evil, if thou  art with me.\u2026 but he stood up. that was msimangu talking at the door. it was time to  continue the search. [from book 1 chapter 10]   explore the ways in which paton vividly conveys stephen kumalo\u2019s thoughts and feelings  at this moment in the novel. or 20 how do you think paton\u2019s portrayal of james jarvis contributes to the impact of the  novel?50",
+            "24": "24 0486/13/m/j/19 \u00a9 ucles 2019 from stories of ourselves remember to support your ideas with details from the writing. either  21 read this extract from there will come soft rains  (by ray bradbury), and then answer  the question that follows it: in the living room the voice-clock sang, tick-tock, seven o\u2019clock, time to  get up, time to get up, seven o\u2019clock!  as if it were afraid that nobody would.  the morning house lay empty. the clock ticked on, repeating and repeating  its sounds into the emptiness. seven-nine, breakfast time, seven-nine! in the kitchen the breakfast stove gave a hissing sigh and ejected  from its warm interior eight pieces of perfectly browned toast, eight eggs  sunnyside up, sixteen slices of bacon, two coffees, and two cool glasses  of milk. \u2018today is august 4, 2026,\u2019 said a second voice from the kitchen ceiling,  \u2018in the city of allendale, california.\u2019 it repeated the date three times  for memory\u2019s sake. \u2018today is mr featherstone\u2019s birthday. today is the  anniversary of tilita\u2019s marriage. insurance is payable, as are the water,  gas, and light bills.\u2019 somewhere in the walls, relays clicked, memory tapes glided under  electric eyes. eight-one, tick-tock, eight-one o\u2019clock, off to school, off to work, run,  run, eight-one!  but no doors slammed, no carpets took the soft tread of  rubber heels. it was raining outside. the weather box on the front door  sang quietly: \u2018rain, rain, go away; rubbers, raincoats for today . . .\u2019 and the  rain tapped on the empty house, echoing. outside, the garage chimed and lifted its door to reveal the waiting car.  after a long wait the door swung down again. at eight-thirty the eggs were shriveled and the toast was like stone.  an aluminum wedge scraped them into the sink, where hot water whirled  them down a metal throat which digested and flushed them away to the  distant sea. the dirty dishes were dropped into a hot washer and emerged  twinkling dry. nine-fifteen , sang the clock, time to clean . out of warrens in the wall, tiny robot mice darted. the rooms were  acrawl with the small cleaning animals, all rubber and metal. they thudded  against chairs, whirling their mustached runners, kneading the rug nap,  sucking gently at hidden dust. then, like mysterious invaders, they popped  into their burrows. their pink electric eyes faded. the house was clean. ten o\u2019clock . the sun came out from behind the rain. the house stood  alone in a city of rubble and ashes. this was the one house left standing.  at night the ruined city gave off a radioactive glow which could be seen for  miles. ten-fifteen . the garden sprinklers whirled up in golden founts, filling  the soft morning air with scatterings of brightness. the water pelted  windowpanes running down the charred west side where the house had  been burned evenly free of its white paint. the entire west face of the  house was black, save for five places. here the silhouette in paint of a man  mowing a lawn. here, as in a photograph, a woman bent to pick flowers.  still farther over, their images burned on wood in one titanic instant, a small  boy, hands flung into the air; higher up, the image of a thrown ball, and  opposite him a girl, hands raised to catch a ball which never came down. the five spots of paint \u2013 the man, the woman, the children, the ball \u2013 5 10 15 20 25 30 35 40 45",
+            "25": "25 0486/13/m/j/19 \u00a9 ucles 2019 remained. the rest was a thin charcoaled layer. the gentle sprinkler rain filled the garden with falling light. until this day, how well the house had kept its peace. how carefully it  had inquired, \u2018who goes there? what\u2019s the password?\u2019 and, getting no  answer from lonely foxes and whining cats, it had shut up its windows and  drawn shades in an old-maidenly preoccupation with self-protection which  bordered on a mechanical paranoia. it quivered at each sound, the house did. if a sparrow brushed a window,  the shade snapped up. the bird, startled, flew off! no, not even a bird must  touch the house! the house was an altar with ten thousand attendants, big, small,  servicing, attending, in choirs. but the gods had gone away, and the ritual  of the religion continued senselessly, uselessly. twelve noon . a dog whined, shivering, on the front porch.   how does bradbury make this such a fascinating opening to the story? or 22 in what ways does mcgahern make the relationship between father and son so  memorable in the stoat ?50 55 60",
+            "26": "26 0486/13/m/j/19 \u00a9 ucles 2019 blank page",
+            "27": "27 0486/13/m/j/19 \u00a9 ucles 2019 blank page",
+            "28": "28 0486/13/m/j/19 \u00a9 ucles 2019 blank page permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the  publisher will be pleased to make amends at the earliest possible opportunity. 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 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."
+        },
+        "0486_s19_qp_21.pdf": {
+            "1": "cambridgeassessmentinternationaleducation cambridgeinternationalgeneralcertificateofsecondaryeducation 0486/21 may/june2019 1hour30minutesliterature(english) paper2drama additionalmaterials: answerbooklet/paper readtheseinstructionsfirst ananswerbookletisprovidedinsidethisquestionpaper.youshouldfollowtheinstructionsonthefrontcover oftheanswerbooklet.ifyouneedadditionalanswerpaperasktheinvigilatorforacontinuationbooklet. answertwoquestions. youmustanswer onepassage-basedquestion(marked*)and oneessayquestion(marked\u2020). yourquestionsmustbeon twodifferentplays. allquestionsinthispapercarryequalmarks. thisdocumentconsistsof 11printedpagesand 1blankpage. [turnover06_0486_21_2019_1.13 \u00a9ucles2019 *2648052664*",
+            "2": "30252015105lorrainehansberry: araisininthesun remembertosupportyourideaswithdetailsfromthewriting. either*1 readthispassagecarefully,andthenanswerthequestionthatfollowsit: [kindly]:\u2019courseyougoingtobeadoctor,honey,godwilling. mama [drily]:godhasn\u2019tgotathingtodowithit. beneatha beneatha\u2013thatjustwasn\u2019tnecessary. mama: well\u2013neitherisgod.igetsickofhearingaboutgod. beneatha: beneatha! mama: imeanit!i\u2019mjusttiredofhearingaboutgodallthetime.whathashegottodo withanything?doeshepaytuition?beneatha: you\u2019bouttogetyourfreshlittlejawslapped! mama: that\u2019sjustwhatsheneeds,allright! ruth: why?whycan\u2019tisaywhatiwanttoaroundhere,likeeverybodyelse? beneatha: itdon\u2019tsoundniceforayounggirltosaythingslikethat\u2013youwasn\u2019tbrought upthatway.meandyourfatherwenttotroubletogetyouandbrothertochurch everysunday.mama: mama,youdon\u2019tunderstand.it\u2019sallamatterofideas,andgodisjustoneidea idon\u2019taccept.it\u2019snotimportant.iamnotgoingoutandbeimmoralorcommit crimesbecauseidon\u2019tbelieveingod.idon\u2019teventhinkaboutit.it\u2019sjustthati gettiredofhimgettingcreditforallthethingsthehumanraceachievesthrough itsownstubborneffort.theresimplyisnoblastedgod\u2013thereisonlymanand itishewhomakesmiracles! [mamaabsorbsthisspeech,studiesherdaughterandrisesslowlyandcrosses tobeneatha and slaps her powerfully across the face. after, there is only silenceandthedaughterdropshereyesfromhermother\u2019sface,and mamais verytallbeforeher. ]beneatha: now\u2013yousayafterme,inmymother\u2019shousethereisstillgod.[ thereisalong pauseandbeneathastaresatthefloorwordlessly. mamarepeatsthephrase withprecisionandcoolemotion. ]inmymother\u2019shousethereisstillgod.mama: inmymother\u2019shousethereisstillgod. [alongpause. ]beneatha: [walkingawayfrom beneatha,toodisturbedfortriumphantposture.stopping andturningbacktoherdaughter ]:therearesomeideasweain\u2019tgoingtohave inthishouse.notlongasiamattheheadofthisfamily.mama yes,ma\u2019am. [mamawalksoutoftheroom .]beneatha: 06_0486_21_2019_1.13 \u00a9ucles20192",
+            "3": "65605550454035[almostgently,withprofoundunderstanding ]:youthinkyouawoman,bennie \u2013butyoustillalittlegirl.whatyoudidwaschildish\u2013soyougottreatedlikea child.ruth isee.[quietly.]ialsoseethateverybodythinksit\u2019sallrightformamatobea tyrant.butallthetyrannyintheworldwillneverputagodintheheavens!beneatha: [shepicksupherbooksandgoesout. ] [goestomama\u2019sdoor]:shesaidshewassorry. ruth [comingout,goingtoherplant ]:theyfrightensme,ruth.mychildren. mama yougotgoodchildren,lena.theyjustalittleoffsometimes\u2013butthey\u2019regood. ruth: no \u2013 there\u2019s something come down between me and them that don\u2019t let us understandeachotherandidon\u2019tknowwhatitis.onedonealmostlosthismind thinking\u2019boutmoneyallthetimeandtheotherdonecommencetotalkabout thingsican\u2019tseemtounderstandinnoformorfashion.whatisitthat\u2019schanging, ruth?mama: [soothingly,olderthanheryears ]:now/elipsisyoutakingitalltooseriously.youjust gotstrong-willedchildrenandittakesastrongwomanlikeyoutokeep\u2019emin hand.ruth [lookingatherplantandsprinklingalittlewateronit ]:theyspiritedallright,my children.gottoadmittheygotspirit\u2013bennieandwalter.likethislittleoldplant thatain\u2019tneverhadenoughsunshineornothing\u2013andlookatit/elipsis [shehasherbackto ruth,whohastostopironingandleanagainstsomething andputthebackofherhandtoherforehead.]mama [tryingtokeep mamafromnoticing ]:you...sure...lovesthatlittleoldthing,don\u2019t you?...ruth well,ialwayswantedmeagardenlikeiusedtoseesometimesatthebackof thehousesdownhome.thisplantiscloseasievergottohavingone.[ she looksoutofthewindowasshereplacestheplant. ]lord,ain\u2019tnothingasdreary astheviewfromthiswindowonadrearyday,isthere?whyain\u2019tyousinging thismorning,ruth?singthat\u2018nowaystired\u2019.thatsongalwaysliftsmeupso.mama: [sheturnsatlasttoseethat ruthhasslippedquietlyintoachair,inastateof semi-consciousness. ] ruth!ruthhoney-what\u2019sthematterwithyou...ruth! curtain [fromact1scene1] howdoeshansberrymakethisapowerfullydramaticmomentintheplay? or\u20202 howdoeshansberrymovinglyportraythedifficultiesruthfacesintheplay? donotusethepassagein question*1 whenansweringthisquestion. [turnover06_0486_21_2019_1.13 \u00a9 ucles20193",
+            "4": "arthurmiller: aviewfromthebridge remembertosupportyourideaswithdetailsfromthewriting. either * 3 read  this passage  carefully,  and then answer  the question  that follows  it: light rises on the street. 06_0486_21_2019_1.13 \u00a9ucles20194 content removed due to copyright restrictions.",
+            "5": "you hear me?  alone. [fromact2] inwhatwaysdoesmillermakethissuchadisturbingmomentintheplay? or\u20204 whichcharacterdoesmiller\u2019swritingpersuadeyouismostresponsibleforeddie\u2019sdeath? donotusethepassagein question*3 whenansweringthisquestion. [turnover06_0486_21_2019_1.13 \u00a9ucles20195 content removed due to copyright restrictions.",
+            "6": "30252015105terencerattigan: thewinslowboy remembertosupportyourideaswithdetailsfromthewriting. either*5 readthispassagecarefully,andthenanswerthequestionthatfollowsit: iwanttoaskyouaquestion,butbeforeido,imustimpressonyouthe urgentnecessityforanabsolutelytruthfulanswer.arthur: naturally. dickie: naturallymeansbynature,andi\u2019mafraidihavenotyetnoticedthatithas invariablybeenyournaturetoanswermyquestionstruthfully.arthur: oh.well,iwillthisonefather.ipromise. dickie: verywell.[hestaresathimforamoment. ]whatdoyousupposeoneof yourbookmakerfriendswouldlayinthewayofoddsagainstyougettinga degree?arthur: [thereisapause. ] oh.well,let\u2019sthink.say\u2013aboutevens. dickie: hm.iratherdoubtifatthatpriceyourfriendwouldfindmanytakers. arthur: well\u2013perhapsseventofouragainst. dickie: isee.andwhatabouttheoddsagainstyoureventuallybecomingacivil servant?arthur: well\u2013abitsteeperisuppose. dickie: exactly.quiteabitsteeper. arthur: [thereisapause. ] youdon\u2019twanttohaveabet,doyou? dickie: no,dickie.i\u2019mnotagambler.andthat\u2019sexactlythetrouble.unhappily,i\u2019m nolongerinapositiontogambletwohundredpoundsayearonwhatyou yourselfadmitisanoutsidechance.arthur: notanoutsidechance,father.agoodchance. dickie: notgoodenough,dickie,i\u2019mafraid\u2013withthingsastheyareatthemoment. definitelynotgoodenough.ifearmymindisfinallymadeup. [thereisalongpause. ]arthur: youwantmetoleaveoxford\u2013isthatit? dickie: i\u2019mafraidso,dickie. arthur: oh.straightaway? dickie: no.youcanfinishyoursecondyear. arthur: andwhatthen? dickie: 06_0486_21_2019_1.13 \u00a9ucles20196",
+            "7": "50454035icangetyouajobinthebank. arthur: [quietly]:oh,lord! dickie [afterapause:ratherapologetically ]:it\u2019llbequiteagoodjob,youknow. luckily,myinfluenceinthebankstillcountsforsomething.arthur father\u2013ifipromisedyou\u2013imean, reallypromisedyou\u2013thatfromnowoni\u2019ll worklikeablack\u2013\u2013 [arthurshakeshisheadslowly. ] it\u2019sthecase,isuppose?dickie: it\u2019scostingmealotofmoney. arthur: iknow.itmustbe.still,couldn\u2019tyou\u2013imean,isn\u2019tthereanyway\u2013\u2013 [arthuragainshakeshishead. ] oh,lord!dickie: i\u2019mafraidthisisratherashockforyou.i\u2019msorry. arthur: what?no. no, it isn\u2019t really. i\u2019ve been rather expectingit as a matterof fact\u2013especiallysinceihearyouarehopingtobriefsirrobertmorton.still, ican\u2019tsaybutwhatitisn\u2019tabitofaslapintheface\u2013\u2013 [thefrontdoorbellrings. ]dickie: thereisajournalistcomingtoseeme.doyoumindifwetalkaboutthis someothertime?arthur: no.ofcoursenot,father.[ hebeginsforlornlytogatherhisbooks. ] dickie: [fromact1scene2 ] whatvividimpressionsdoesrattigangiveyouoftherelationshipbetweenarthuranddickieatthis momentintheplay? or\u20206 howdoesrattigan\u2019sportrayalofviolet,theparlourmaid,contributetoyourenjoymentoftheplay? [turnover06_0486_21_2019_1.13 \u00a9ucles20197",
+            "8": "30252015105williamshakespeare: macbeth remembertosupportyourideaswithdetailsfromthewriting. either*7 readthispassagecarefully,andthenanswerthequestionthatfollowsit: agreatperturbationinnature,toreceiveatoncethebenefitofsleep anddotheeffectsofwatching!inthisslumb\u2019ryagitation,besidesher walking and other actual performances, what, at any time, have you heardhersay?doctor: that,sir,whichiwillnotreportafterher. gentlewoman: youmaytome;and\u2019tismostmeetyoushould. doctor: neithertoyounoranyone,havingnowitnesstoconfirmmyspeech. [enterladymacbeth ,withataper. ] loyou,hereshecomes!thisisherveryguise;and,uponmylife,fast asleep.observeher;standclose.gentlewoman: howcameshebythatlight? doctor: why,itstoodbyher.shehaslightbyhercontinually;\u2019tishercommand. gentlewoman: youseehereyesareopen. doctor: ay,buttheirsenseisshut. gentlewoman: whatisitshedoesnow?lookhowsherubsherhands. doctor: itisanaccustomedactionwithher,toseemthuswashingherhands; ihaveknownhercontinueinthisaquarterofanhour.gentlewoman: yethere\u2019saspot. ladymacbeth: hark,shespeaks.iwillsetdownwhatcomesfromher,tosatisfymy remembrancethemorestrongly.doctor: out,damnedspot!out,isay!one,two;whythen\u2019tistimetodo\u2019t.hell ismurky.fie,mylord,fie!asoldier,andafeard?whatneedwefear whoknowsit,whennonecancallourpow\u2019rtoaccount?yetwhowould havethoughttheoldmantohavehadsomuchbloodinhim?ladymacbeth: doyoumarkthat? doctor: thethaneoffifehadawife;whereisshenow?what,willthesehands ne\u2019erbeclean?nomoreo\u2019that,mylord,nomoreo\u2019that;youmarall withthisstarting.ladymacbeth: goto,goto;youhaveknownwhatyoushouldnot. doctor: shehasspokewhatsheshouldnot,iamsureofthat.heavenknows whatshehasknown.gentlewoman: here\u2019sthesmellofthebloodstill.alltheperfumesofarabiawillnot sweetenthislittlehand.oh,oh,oh!ladymacbeth: 06_0486_21_2019_1.13 \u00a9ucles20198",
+            "9": "5550454035whatasighisthere!theheartissorelycharg\u2019d. doctor: iwouldnothavesuchaheartinmybosomforthedignityofthewhole body.gentlewoman: well,well,well. doctor: praygoditbe,sir. gentlewoman: thisdiseaseisbeyondmypractice.yetihaveknownthosewhichhave walk\u2019dintheirsleepwhohavediedholilyintheirbeds.doctor: washyourhands,putonyournightgown,looknotsopale.itellyou yetagain,banquo\u2019sburied;hecannotcomeouton\u2019sgrave.ladymacbeth: evenso? doctor: tobed,tobed;there\u2019sknockingatthegate.come,come,come,come, givemeyourhand.what\u2019sdonecannotbeundone.tobed,tobed,to bed. [exit.ladymacbeth: willshegonowtobed? doctor: directly. gentlewoman: foulwhisp\u2019ringsareabroad.unnaturaldeeds dobreedunnaturaltroubles;infectedminds totheirdeafpillowswilldischargetheirsecrets. moreneedsshethedivinethanthephysician. god,godforgiveusall.lookafterher; removefromherthemeansofallannoyance, andstillkeepeyesuponher.so,goodnight. mymindshehasmated,andamaz\u2019dmysight. ithink,butdarenotspeak.doctor: [fromact5scene1 ] inwhatwaysdoesshakespearemakethismomentintheplaysodisturbing? or\u20208 inwhatwaysdoesshakespearemakethemurderofkingduncansuchashockingpartoftheplay? donotusethepassagein question*7 whenansweringthisquestion. [turnover06_0486_21_2019_1.13 \u00a9ucles20199",
+            "10": "252015105williamshakespeare: romeoandjuliet remembertosupportyourideaswithdetailsfromthewriting. either*9 readthispassagecarefully,andthenanswerthequestionthatfollowsit: goodmorrow,cousin. benvolio: isthedaysoyoung? romeo: butnewstrucknine. benvolio: ayme!sadhoursseemlong. wasthatmyfatherthatwenthencesofast?romeo: itwas.whatsadnesslengthensromeo\u2019shours? benvolio: nothavingthatwhichhavingmakesthemshort. romeo: inlove? benvolio: out\u2013 romeo: oflove? benvolio: outofherfavourwhereiaminlove. romeo: alasthatlove,sogentleinhisview, shouldbesotyrannousandroughinproof!benvolio: alasthatlove,whoseviewismuffledstill, shouldwithouteyesseepathwaystohiswill! whereshallwedine?ome!whatfraywashere? yettellmenot,forihavehearditall. here\u2019smuchtodowithhate,butmorewithlove. whythen,obrawlinglove!olovinghate! oanything,ofnothingfirstcreate! oheavylightness!seriousvanity! mis-shapenchaosofwell-seemingforms! featheroflead,brightsmoke,coldfire,sickhealth! still-wakingsleep,thatisnotwhatitis! thislovefeeli,thatfeelnoloveinthis. dostthounotlaugh?romeo: no,coz,iratherweep. benvolio: goodheart,atwhat? romeo: atthygoodheart\u2019soppression. benvolio: 06_0486_21_2019_1.13 \u00a9ucles201910",
+            "11": "60555045403530 why,suchislove\u2019stransgression. griefsofmineownlieheavyinmybreast, whichthouwiltpropagate,tohaveitprest withmoreofthine.thislovethatthouhastshown dothaddmoregrieftotoomuchofmineown. loveisasmokerais\u2019dwiththefumeofsighs; beingpurg\u2019d,afiresparklinginlovers\u2019eyes; beingvex\u2019d,aseanourish\u2019dwithlovingtears. whatisitelse?amadnessmostdiscreet, achokinggall,andapreservingsweet. farewell,mycoz.romeo: soft!iwillgoalong; anifyouleavemeso,youdomewrong.benvolio: tut,ihavelostmyself;iamnothere: thisisnotromeo,he\u2019ssomeotherwhere.romeo: tellmeinsadnesswhoisthatyoulove. benvolio: what,shalligroanandtellthee? romeo: groan!why,no; butsadlytellmewho.benvolio: bidasickmaninsadnessmakehiswill. ah,wordillurg\u2019dtoonethatissoill! insadness,cousin,idoloveawoman.romeo: iaim\u2019dsonearwhenisuppos\u2019dyoulov\u2019d. benvolio: arightgoodmarkman!andshe\u2019sfairilove. romeo: arightfairmark,faircoz,issoonesthit. benvolio: well,inthathityoumiss:she\u2019llnotbehit withcupid\u2019sarrow.shehathdian\u2019swit, andinstrongproofofchastitywellarm\u2019d, fromlove\u2019sweakchildishbowshelivesunharm\u2019d. shewillnotstaythesiegeoflovingterms, norbideth\u2019encounterofassailingeyes, noropeherlaptosaint-seducinggold. o,sheisrichinbeauty;onlypoor that,whenshedies,withbeautydiesherstore.romeo: [fromact1scene1 ] howdoesshakespearemakethissuchavividintroductiontoromeo? or\u202010 exploretwomomentsinwhichshakespearemakestherelationshipbetweenromeoandjulietparticularly moving. 06_0486_21_2019_1.13 \u00a9ucles201911",
+            "12": "blankpage permissiontoreproduceitemswherethird-partyownedmaterialprotectedbycopyrightisincludedhasbeensoughtandclearedwherepossible.everyreasonable efforthasbeenmadebythepublisher(ucles)totracecopyrightholders,butifanyitemsrequiringclearancehaveunwittinglybeenincluded,thepublisherwill bepleasedtomakeamendsattheearliestpossibleopportunity. toavoidtheissueofdisclosureofanswer-relatedinformationtocandidates,allcopyrightacknowledgementsarereproducedonlineinthecambridgeassessment international education copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download at www.cambridgeinternational.orgaftertheliveexaminationseries. cambridge assessment international education is part of the cambridge assessment group. cambridge assessment is the brand name of the university of cambridgelocalexaminationssyndicate(ucles),whichitselfisadepartmentoftheuniversityofcambridge. 06_0486_21_2019_1.13 \u00a9ucles201912"
+        },
+        "0486_s19_qp_22.pdf": {
+            "1": "cambridgeassessmentinternationaleducation cambridgeinternationalgeneralcertificateofsecondaryeducation 0486/22 may/june2019 1hour30minutesliterature(english) paper2drama additionalmaterials: answerbooklet/paper readtheseinstructionsfirst ananswerbookletisprovidedinsidethisquestionpaper.youshouldfollowtheinstructionsonthefrontcover oftheanswerbooklet.ifyouneedadditionalanswerpaperasktheinvigilatorforacontinuationbooklet. answertwoquestions. youmustanswer onepassage-basedquestion(marked*)and oneessayquestion(marked\u2020). yourquestionsmustbeon twodifferentplays. allquestionsinthispapercarryequalmarks. thisdocumentconsistsof 13printedpagesand 3blankpages. [turnover06_0486_22_2019_1.9 \u00a9ucles2019 *1775493546*",
+            "2": "3530252015105lorrainehansberry: araisininthesun remembertosupportyourideaswithdetailsfromthewriting. either*1 readthispassagecarefully,andthenanswerthequestionthatfollowsit: [toruth]:well,theylookcrazyashell \u0336 whiteshoes,coldasitis. walter [crushed]:youhavetoexcusehim \u0336 ruth no,hedon\u2019t!excusemeforwhat?whatyoualwaysexcusingmefor!i\u2019ll excusemyselfwhenineedstobeexcused![ pause.]theylookasfunny asthemblackkneesocksbeneathawearsoutofhereallthetime.walter: it\u2019sthecollege style,walter. ruth: style,hell.shelookslikeshegotburntlegsorsomething! walter: oh,walter\u0336 ruth: [anirritablemimic ]:oh,walter!oh,walter![ togeorge]:how\u2019syourold manmakingout?iunderstandyouallgoingtobuythatbighotelonthe drive?[hefindsabeerintherefrigerator,wandersoverto george,sipping andwipinghislipswiththebackofhishandandstraddlingachair backwardstotalktotheotherman. ]shrewdmove.youroldmanisallright, man.[tappinghisheadandhalfwinkingforemphasis. ]imeanheknows howtooperate.imeanhethinks big,youknowwhatimean,imeanfora home,youknow?butithinkhe\u2019skindofrunningoutofideasnow.i\u2019dlike totalktohim.listen,man,igotsomeplansthatcouldturnthiscityupside down.imeanithinklikehedoes. big.investbig,gamblebig,hell,lose big ifyouhaveto,youknowwhatimean.it\u2019shardtofindamanonthiswhole southsidewhounderstandsmykindofthinking \u0336 youdig?[ hescrutinises georgeagain,drinkshisbeer,squintshiseyesandleansinclose, confidential,mantoman. ]meandyououghttositdownandtalksometimes, man.man,igotmesomeideas...walter [withboredom ]:yeah \u0336 sometimeswe\u2019llhavetodothat,walter. george [understandingtheindifference,andoffended ]:yeah \u0336 well,whenyouget thetime,man.iknowyouabusylittleboy.walter walter,please \u0336 ruth: [bitterly,hurt]:iknowain\u2019tnothinginthisworldasbusyasyoucoloured collegeboyswithyourfraternitypinsandwhiteshoes...walter [coveringherfacewithhumiliation ]:oh,walterlee \u0336 ruth iseeyouallallthetime \u0336 withthebookstuckedunderyourarms \u0336 goingto your \u0336 [hemimicsthebritish\u2018a\u2019. ]\u2018clahsses\u2019.andforwhat?whatthehell youlearningoverthere?fillingupyourheads\u0336[ countingoffonhisfingers. ] \u0336 withthesociologyandthepsychology.buttheyteachingyouhowtobea man?howtotakeoverandruntheworld?theyteachingyouhowtorun arubberplantationorasteelmill?naw \u0336 justtotalkproperandreadbooks andwearthemfaggoty-lookingwhiteshoes...walter: 06_0486_22_2019_1.9 \u00a9ucles20192",
+            "3": "4540[lookingathimwithdistaste,alittleaboveitall ]:you\u2019reallwhackedupwith bitterness,man.george [intently,almostquietly,betweentheteeth,glaringattheboy ]:andyou \u0336 ain\u2019tyoubitter,man?ain\u2019tyoujustabouthadityet?don\u2019tyouseenostars gleamingthatyoucan\u2019treachoutandgrab?youhappy? \u0336 youcontented son-of-a-bitch \u0336 youhappy?yougotitmade?bitter?man,i\u2019mavolcano. bitter?hereiamagiant \u0336 surroundedbyants!antswhocan\u2019teven understandwhatitisthegiantistalkingabout.walter [passionatelyandsuddenly ]:oh,walter \u0336 ain\u2019tyouwithnobody? ruth [violently]:no!\u2019causeain\u2019tnobodywithme!notevenmyownmother! walter walter,that\u2019saterriblethingtosay! ruth: [fromact2scene1 ] whatdoeshansberry\u2019swritingmakeyoufeelaboutwalteratthismomentintheplay? or\u20202 explorethewaysinwhichhansberrymakesthegenerationgapbetweenmamaandherchildrensuch apowerfulpartoftheplay. [turnover06_0486_22_2019_1.9 \u00a9ucles20193",
+            "4": "arthurmiller: aviewfromthebridge remembertosupportyourideaswithdetailsfromthewriting. either*3 readthispassagecarefully,andthenanswerthequestionthatfollowsit: [never losing  her aroused  alarm]: sit down, honey, i want to tell you  something.  beatrice 06_0486_22_2019_1.9 \u00a9ucles20194 content removed due to copyright restrictions.",
+            "5": "okay. catherine: [fromact1] howdoesmiller strikingly revealthecharacters\u2019thoughtsandfeelingsatthismomentintheplay? or\u20204 howdoesmillermakebetrayalsuchapowerfulpartoftheplay? [turnover06_0486_22_2019_1.9 \u00a9ucles20195 content removed due to copyright restrictions.",
+            "6": "30252015105terence rattigan: thewinslowboy remembertosupportyourideaswithdetailsfromthewriting. either*5 readthispassagecarefully,andthenanswerthequestionthatfollowsit: whataboutthewayyourfatherlooksatme!tellme,areallyourfamilyas scaredofhimasiam?john: dickieis,ofcourse;andronnie,thoughhedoesn\u2019tneedtobe.father worshipshim.idon\u2019tknowaboutmotherbeingscaredofhim.sometimes, perhaps.i\u2019mnot\u2014evercatherine: you\u2019renotscaredofanything,areyou? john: ohyes.heapsofthings. catherine: suchas? john: [withasmile]:oh...they\u2019renearlyallconcernedwithyou. [ronnielookscautiouslyinatthefrenchwindows.henowpresentsa verybedraggledandwoe-begoneappearance,withhisuniformwringing wet,andhisdamphairoverhiseyes. ]catherine youmightbealittlemoreexplicit... john: [inalowvoice ]:kate! [catherine turnsandseeshim.]ronnie [amazed]:ronnie!whatonearth\u2014 catherine where\u2019sfather? ronnie: i\u2019llgoandtellhim\u2014[ shemovestowardsthedoor. ] catherine: [urgently]:no,don\u2019t;please,kate,don\u2019t! [catherine stops,puzzled. ]ronnie what\u2019sthetrouble,ronnie? [ronnie,tremblingontheedgeoftears,doesnotanswerher.shegoes tohim.] you\u2019rewetthrough.you\u2019dbettergoandchange.catherine: no. ronnie: [gently]:what\u2019sthetrouble,darling?youcantellme. [ronnielooksatjohn.] youknowjohnwatherstone,ronnie.youmethimlastholidays,don\u2019tyou remember? [ronnieremainssilent,obviouslyreluctanttotalkinfrontofacomparative stranger.]catherine 06_0486_22_2019_1.9 \u00a9ucles 20196",
+            "7": "605550454035[tactfully]:i\u2019lldisappear. john [pointingtothedining-roomdoor ]:inthere,doyoumind? [johngoesoutquietly .] now,darling,tellme.whatisit?haveyourunaway? [ronnieshakeshishead,evidentlynottrustinghimselftospeak. ] whatisitthen? [ronniepullsouttheletterfromhispocketandslowlyhandsittoher. catherine readsitquietly. ] oh,god!catherine ididn\u2019tdoit. [catherine re-readstheletterinsilence. ] kate,ididn\u2019t.really,ididn\u2019t.ronnie: [abstractedly]:no,darling.[ sheseemsuncertainofwhattodo. ]thisletter isaddressedtofather.didyouopenit?catherine yes. ronnie: youshouldn\u2019thavedonethat\u2014 catherine: iwasgoingtotearitup.theniheardyoucomeinfromchurchandraninto thegarden\u2014ididn\u2019tknowwhattodo\u2014ronnie: [stilldistracted ]:didtheysendyouupalone? catherine theysentapettyofficerupwithme.hewassupposedtowaitandsee father,butisenthimaway.[ indicatingtheletter ]kate\u2014shallwetearitup, now?ronnie: no,darling. catherine: wecouldtellfathertermhadendedtwodayssooner\u2014 ronnie: no,darling. catherine: ididn\u2019tdoit,kate,reallyididn\u2019t\u2014 [dickiecomesinfromthehall.hedoesnotseemsurprisedtosee ronnie.]ronnie: [cheerfully]:hullo,ronnie,oldlad.how\u2019severything? [ronnieturnsawayfromhim. ]dickie [todickie]:youknewhewashere? catherine ohyes.histrunksandthingsarealloverourroom.trouble? dickie: yes. catherine: [fromact1scene1 ] inwhatwaysdoesrattiganmakethissuchadramaticmomentintheplay? [turnover06_0486_22_2019_1.9 \u00a9ucles20197",
+            "8": "or\u20206 howdoesrattiganmakethewinslowfamily\u2019semploymentofsirrobertmortonastrikingpartofthe play? 06_0486_22_2019_1.9 \u00a9ucles20198",
+            "9": "turntopage10forquestion*7 [turnover06_0486_22_2019_1.9 \u00a9ucles20199",
+            "10": "3530252015105williamshakespeare: macbeth remembertosupportyourideaswithdetailsfromthewriting. either*7 readthispassagecarefully,andthenanswerthequestionthatfollowsit: nought\u2019shad,all\u2019sspent, whereourdesireisgotwithoutcontent. \u2019tissafertobethatwhichwedestroy, thanbydestructiondwellindoubtfuljoy. [entermacbeth.] hownow,mylord!whydoyoukeepalone, ofsorriestfanciesyourcompanionsmaking, usingthosethoughtswhichshouldindeedhavedied withthemtheythinkon?thingswithoutallremedy shouldbewithoutregard.what\u2019sdoneisdone.ladymacbeth : wehavescotch\u2019dthesnake,notkill\u2019dit; she\u2019llclose,andbeherself,whilstourpoormalice remainsindangerofherformertooth. butlettheframeofthingsdisjoint,boththeworldssuffer, erewewilleatourmealinfearandsleep intheafflictionoftheseterribledreams thatshakeusnightly.betterbewiththedead, whomwe,togainourpeace,havesenttopeace, thanonthetortureofthemindtolie inrestlessecstasy.duncanisinhisgrave; afterlife\u2019sfitfulfeverhesleepswell; treasonhasdonehisworst;norsteel,norpoison, malicedomestic,foreignlevy,nothing, cantouchhimfurther.macbeth: comeon. gentlemylord,sleeko\u2019eryourruggedlooks; bebrightandjovialamongyourgueststo-night.ladymacbeth : soshalli,love;andso,ipray,beyou. letyourremembranceapplytobanquo; presenthimeminence,bothwitheyeandtongue\u2013 unsafethewhile,thatwe mustlaveourhonoursintheseflatteringstreams, andmakeourfacesvizardstoourhearts, disguisingwhattheyare.macbeth: youmustleavethis. ladymacbeth : o,fullofscorpionsismymind,dearwife! thouknow\u2019stthatbanquo,andhisfleance,lives.macbeth: butinthemnature\u2019scopy\u2019snoteterne. ladymacbeth : 06_0486_22_2019_1.9 \u00a9ucles201910",
+            "11": "55504540there\u2019scomfortyet;theyareassailable. thenbethoujocund.erethebathathflown hiscloister\u2019dflight;eretoblackhecate\u2019ssummons theshard-bornebeetlewithhisdrowsyhums hathrungnight\u2019syawningpeal,thereshallbedone adeedofdreadfulnote.macbeth: what\u2019stobedone? ladymacbeth : beinnocentoftheknowledge,dearestchuck, tillthouapplaudthedeed.come,seelingnight, scarfupthetendereyeofpitifulday, andwiththybloodyandinvisiblehand cancelandteartopiecesthatgreatbond whichkeepsmepale.lightthickens,andthecrow makeswingtoth\u2019rookywood; goodthingsofdaybegintodroopanddrowse, whilesnight\u2019sblackagentstotheirpreysdorouse. thoumarvell\u2019statmywords;butholdtheestill: thingsbadbegunmakestrongthemselvesbyill. so,pritheegowithme.macbeth: [fromact3scene2 ] howdoesshakespearevividlyrevealthetroubledthoughtsandfeelingsofmacbethandladymacbeth atthismomentintheplay? or\u20208 attheendoftheplaymalcolmdescribesmacbethasa\u2018butcher\u2019. towhatextentdoesshakespeare\u2019sportrayalofmacbethmakeyouagreewiththisdescription? [turnover06_0486_22_2019_1.9 \u00a9ucles201911",
+            "12": "3530252015105williamshakespeare: romeoandjuliet remembertosupportyourideaswithdetailsfromthewriting. either*9 readthispassagecarefully,andthenanswerthequestionthatfollowsit: now,goodsweetnurse\u2014olord,whylook\u2019stthousad? thoughnewsbesad,yettellthemmerrily; ifgood,thoushamestthemusicofsweetnews byplayingittomewithsosouraface.juliet: iamaweary,givemeleaveawhile; fie,howmybonesache!whatajauncehaveihad!nurse: iwouldthouhadstmybonesandithynews. nay,come,ipraytheespeak;good,goodnurse,speak.juliet: jesu,whathaste?canyounotstayawhile? doyounotseethatiamoutofbreath?nurse: howartthououtofbreath,whenthouhastbreath tosaytomethatthouartoutofbreath? theexcusethatthoudostmakeinthisdelay islongerthanthetalethoudostexcuse. isthynewsgoodorbad?answertothat; sayeither,andi\u2019llstaythecircumstance. letmebesatisfied,is\u2019tgoodorbad?juliet: well,youhavemadeasimplechoice;youknownothowtochooseaman. romeo!no,nothe;thoughhisfacebebetterthananyman\u2019s,yethisleg excelsallmen\u2019s;andforahand,andafoot,andabody,thoughtheybe nottobetalk\u2019don,yettheyarepastcompare.heisnottheflowerof courtesy,buti\u2019llwarranthimasgentleasalamb.gothyways,wench; servegod. what,haveyoudin\u2019dathome?nurse: no,no.butallthisdidiknowbefore. whatsaysheofourmarriage?whatofthat?juliet: lord,howmyheadaches!whataheadhavei! itbeatsasitwouldfallintwentypieces. mybackat\u2019otherside\u2013ah,myback,myback! beshrewyourheartforsendingmeabout tocatchmydeathwithjauncingupanddown!nurse: i\u2019faith,iamsorrythatthouartnotwell. sweet,sweet,sweetnurse,tellme,whatsaysmylove?juliet: yourlovesayslikeanhonestgentleman,andacourteous,andakind,and ahandsome,and,iwarrant,avirtuous\u2013whereisyourmother?nurse: whereismymother!why,sheiswithin; whereshouldshebe?howoddlythourepliest! \u2018yourlovesayslikeanhonestgentleman, whereisyourmother?\u2019juliet: 06_0486_22_2019_1.9 \u00a9ucles201912",
+            "13": "40 ogod\u2019sladydear! areyousohot?marry,comeup,itrow; isthisthepoulticeformyachingbones? henceforward,doyourmessagesyourself.nurse: [fromact2scene5 ] howdoesshakespearemakethissuchadramaticandentertainingmomentintheplay? or\u202010 inwhatwaysdoesshakespearemakemercutiosuchacompellingcharacter? 06_0486_22_2019_1.9 \u00a9ucles201913",
+            "14": "blankpage 06_0486_22_2019_1.9 \u00a9ucles201914",
+            "15": "blankpage 06_0486_22_2019_1.9 \u00a9ucles201915",
+            "16": "blankpage permissiontoreproduceitemswherethird-partyownedmaterialprotectedbycopyrightisincludedhasbeensoughtandclearedwherepossible.everyreasonable efforthasbeenmadebythepublisher(ucles)totracecopyrightholders,butifanyitemsrequiringclearancehaveunwittinglybeenincluded,thepublisherwill bepleasedtomakeamendsattheearliestpossibleopportunity. toavoidtheissueofdisclosureofanswer-relatedinformationtocandidates,allcopyrightacknowledgementsarereproducedonlineinthecambridgeassessment international education copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download at www.cambridgeinternational.orgaftertheliveexaminationseries. cambridge assessment international education is part of the cambridge assessment group. cambridge assessment is the brand name of the university of cambridgelocalexaminationssyndicate(ucles),whichitselfisadepartmentoftheuniversityofcambridge. 06_0486_22_2019_1.9 \u00a9ucles201916"
+        },
+        "0486_s19_qp_23.pdf": {
+            "1": "cambridgeassessmentinternationaleducation cambridgeinternationalgeneralcertificateofsecondaryeducation 0486/23 literature(english) may/june2019 paper2drama 1hour30minutes additionalmaterials: answerbooklet/paper readtheseinstructionsfirst ananswerbookletisprovidedinsidethisquestionpaper.youshouldfollowtheinstructionsonthefrontcover oftheanswerbooklet.ifyouneedadditionalanswerpaperasktheinvigilatorforacontinuationbooklet. answertwoquestions. youmustanswer onepassage-basedquestion(marked*)and oneessayquestion(marked\u2020). yourquestionsmustbeon twodifferentplays. allquestionsinthispapercarryequalmarks. thisdocumentconsistsof 11printedpagesand 1blankpage. [turnover06_0486_23_2019_1.9 \u00a9ucles2019 *9614841721*",
+            "2": "3530252015105lorrainehansberry: araisininthesun remembertosupportyourideaswithdetailsfromthewriting. either*1 readthispassagecarefully,andthenanswerthequestionthatfollowsit: i\u2019mtalkingaboutthefactthatwhenigottothetrainstationyesterdaymorning -eighto\u2019clocklikeweplanned...man- willydidn\u2019tnevershowup .bobo: why...wherewashe...whereishe? walter: that\u2019swhati\u2019mtryingtotellyou...idon\u2019tknow...iwaitedsixhours...icalled hishouse...andiwaited...sixhours...iwaitedinthattrainstationsixhours ...[breakingintotears. ]thatwasalltheextramoneyihadintheworld...[ looking upatwalterwiththetearsrunningdownhisface. ]man,willyisgone.bobo: gone,whatyoumeanwillyisgone?gonewhere?youmeanhewentbyhimself. youmeanhewentofftospringfieldbyhimself-totakecareofgettingthelicence -[turnsandlooksanxiouslyat ruth.]youmeanmaybehedidn\u2019twanttoo manypeopleinonthebusinessdownthere?[ lookstoruthagain,asbefore. ] youknowwillygothisownways.[ looksbackto bobo.]maybeyouwaslate yesterdayandhejustwentondowntherewithoutyou.maybe-maybe-he\u2019s beencallin\u2019youathometryin\u2019totellyouwhathappenedorsomething.maybe -maybe-hejustgotsick.he\u2019ssomewhere-he\u2019sgottobesomewhere.wejust gottofindhim-meandyougottofindhim.[ grabsbobosenselesslybythe collarandstartstoshakehim. ]wegotto!walter: [insuddenangry,frightenedagony ]:what\u2019sthematterwithyou,walter! when acattakeoffwithyourmoneyhedon\u2019tleavenomaps!bobo [turningmadly,asthoughheislookingfor willyintheveryroom ]:willy!... willy...don\u2019tdoit...pleasedon\u2019tdoit...man,notwiththatmoney...man, please,notwiththatmoney...oh,god...don\u2019tletitbetrue...[ heiswandering around,cryingoutfor willyandlookingforhimorperhapsforhelpfromgod. ] man...itrustedyou...man,iputmylifeinyourhands...[ hestartstocrumple downontheflooras ruthjustcoversherfaceinhorror. mamaopensthedoor andcomesintotheroom,with beneathabehindher.]man...[hestartsto poundthefloorwithhisfists,sobbingwildly. ]thatmoneyismadeoutofmy father\u2019sflesh...walter [standingoverhimhelplessly ]:i\u2019msorry,walter...[ onlywalter\u2019ssobsreply. boboputsonhishat. ]ihadmylifestakedonthisdeal,too... [hegoes.]bobo [towalter]:son-[ shegoestohim,bendsdowntohim,talkstohisbenthead. ] son...isitgone?son,igaveyousixty-fivehundreddollars.isitgone?allof it?beneatha\u2019smoneytoo?mama [liftinghisheadslowly ]:mama...inever...wenttothebankatall... walter [notwantingtobelievehim ]:youmean...yoursister\u2019sschoolmoney...you usedthattoo...walter?...mama 06_0486_23_2019_1.9 \u00a9ucles20192",
+            "3": "55504540yesss!...allofit...it\u2019sallgone... [thereistotalsilence. ruthstandswithherfacecoveredwithherhands; beneathaleansforlornlyagainstawall,fingeringapieceofredribbonfrom themother\u2019sgift. mamastopsandlooksathersonwithoutrecognitionandthen, quitewithoutthinkingaboutit,startstobeathimsenselesslyintheface. beneathagoestothemandstopsit. ]walter: mama! [mamastopsandlooksatbothherchildrenandrisesslowlyandwanders vaguely,aimlesslyawayfromthem. ]beneatha: iseen...him...nightafternight...comein...andlookatthatrug...andthen lookatme...theredshowinginhiseyes...theveinsmovinghishead...iseen himgrowthinandoldbeforehewasforty...workingandworkingandworking likesomebody\u2019soldhorse...killinghimself...andyou-yougiveitallawayin aday...mama: mama- beneatha: oh,god...[shelooksuptohim. ]lookdownhere-andshowmethestrength. mama: mama- beneatha: [foldingover]:strength... mama [plaintively]:mama... beneatha strength! curtainmama: [fromact2scene3 ] inwhatwaysdoeshansberrymakethismomentintheplaysoshocking? or\u20202 howfardoeshansberry\u2019sportrayalofmamaleadyoutoadmireher? donotusethepassageprintedinquestion*1whenansweringthisquestion. [turnover06_0486_23_2019_1.9 \u00a9ucles20193",
+            "4": "arthurmiller:a viewfromthebridge remembertosupportyourideaswithdetailsfromthewriting. either*3 readthispassagecarefully,andthenanswerthequestionthatfollowsit: yougottapushataxi? beatrice: 06_0486_23_2019_1.9 \u00a9ucles 20194 content removed due to copyright restrictions.",
+            "5": "iknow ,ijustthoughtmaybehegotmarriedrecently. catherine: [fromact1] howdoesmillermakethisbothanentertainingandseriousmomentintheplay? or\u20204 howdoesmillermakeeddie\u2019srelationshipwithrodolphosuchastrikingpartoftheplay? donotusethepassageprintedinquestion*3whenansweringthisquestion. [turnover06_0486_23_2019_1.9 \u00a9ucles 20195 content removed due to copyright restrictions.",
+            "6": "30252015105terencerattigan: thewinslowboy remembertosupportyourideaswithdetailsfromthewriting. either*5 readthispassagecarefully,andthenanswerthequestionthatfollowsit: yes,desmond.well? catherine: ihaveataxi-cabwaitingattheendofthestreet. desmond: [smiling]:howveryextravagantofyou,desmond. catherine [alsosmiling]:yes.butitshowsyouhowrushedthisvisitmustnecessarily be.thefactofthematteris\u2014itsuddenlyoccurredtomeduringthelunch adjournmentthatihadbetterseeyouto-day\u2014desmond [herthoughtsfardistant ]:why? catherine ihaveaquestiontoputtoyou,kate,which,ifihadpostponedputtinguntil aftertheverdict,youmight\u2014whoknows\u2014havethoughthadbeenprompted bypity\u2014ifwehadlost.or\u2014ifwehadwon,yourreplymight\u2014againwho knows\u2014havebeeninfluencedbygratitude.doyoufollowme,kate?desmond: yes,desmond.ithinkido. catherine: ah.thenpossiblyyouhavesomeinklingofwhatthequestionisihaveto puttoyou?desmond: yes,ithinkihave. catherine: [atrifledisconcerted ]:oh. desmond i\u2019msorry,desmond.iought,iknow,tohavefollowedtheusualpracticein suchcases,andtoldyouihadnoinklingwhatever.catherine: no,no.yourdirectnessandhonestyaretwoofthequalitiesisomuch admireinyou.iamgladyouhaveguessed.itmakesmytasktheeasier\u2014desmond: [inamatter-of-factvoice ]:willyougivemeafewdaystothinkitover? catherine ofcourse.ofcourse. desmond: ineedhardlytellyouhowgratefuliam,desmond. catherine: [atriflebewildered ]:thereisnoneed,kate,noneedatall\u2014 desmond youmustn\u2019tkeepyourtaxiwaiting. catherine: [fiercely]:oh,bothermytaxi.[ recoveringhimself. ]forgiveme,kate,but youseeiknowverywellwhatyourfeelingsformereallyare.desmond [gently]:youdo,desmond? catherine yes,kate.iknowquitewelltheyhaveneveramountedtomuchmorethan asortof\u2014well\u2014shallwesay,friendliness?awarmfriendliness,ihope. yes,ithinkperhapswecandefinitelysay,warm.butnomorethanthat. that\u2019strue,isn\u2019tit?desmond: 06_0486_23_2019_1.9 \u00a9ucles20196",
+            "7": "454035[quietly]:yes,desmond. catherine iknow,iknow.ofcourse,thethingisthatevenifiprovedthemostdevoted andadoringhusbandthateverlived\u2014which,imaysay,ifyougivemethe chance,iintendtobe\u2014yourfeelingsformewouldnever\u2014could never\u2014amounttomorethanthat.wheniwasyoungeritmight,perhaps, havebeenadifferentstory.wheniplayedcricketforengland\u2014 [desmond noticesthefaintestexpressionofpitythathascrossed catherine \u2019sface.] [apologetically. ]andofcourse,perhapseventhatwouldnothavemadeso muchdifference.perhapsyoufeeliclingtoomuchtomypastathletic prowess.ifeelitmyself,sometimes\u2014butthetruthisihavenotmuchelse toclingtosavethatandmyloveforyou.theathleticprowessisfading,i\u2019m afraid,withtheyearsandthestiffeningofthemuscles\u2014butmyloveforyou willneverfade.desmond: [smiling]:that\u2019sverycharminglysaid,desmond. catherine [fromact2scene2 ] inwhatwaysdoesrattiganmakethismomentintheplaysomoving? or\u20206 howdoesrattigan\u2019sportrayaloftherelationshipbetweenjohnwatherstoneandcatherinewinslow contributetothedramaticimpactoftheplay? [turnover06_0486_23_2019_1.9 \u00a9ucles20197",
+            "8": "30252015105williamshakespeare: macbeth remembertosupportyourideaswithdetailsfromthewriting. either*7 readthispassagecarefully,andthenanswerthequestionthatfollowsit: sirrah,yourfather\u2019sdead; andwhatwillyoudonow?howwillyoulive?ladymacduff : asbirdsdo,mother. son: what,withwormsandflies? ladymacduff : withwhatiget,imean;andsodothey. son: poorbird!thou\u2019dstneverfearthenetnorlime, thepitfallnorthegin.ladymacduff : whyshouldi,mother?poorbirdstheyarenotsetfor. myfatherisnotdead,forallyoursaying.son: yes,heisdead.howwiltthoudoforafather? ladymacduff : nay,howwillyoudoforahusband? son: why,icanbuymetwentyatanymarket. ladymacduff : thenyou\u2019llbuy\u2019emtosellagain. son: thouspeak\u2019stwithallthywit;andyet,i\u2019faith, withwitenoughforthee.ladymacduff : wasmyfatheratraitor,mother? son: ay,thathewas. ladymacduff : whatisatraitor? son: why,onethatswearsandlies. ladymacduff : andbealltraitorsthatdoso? son: everyonethatdoessoisatraitor,andmustbehang\u2019d. ladymacduff : andmusttheyallbehang\u2019dthatswearandlie? son: everyone. ladymacduff : whomusthangthem? son: why,thehonestmen. ladymacduff : thentheliarsandswearersarefools;forthereareliarsandswearersenow tobeatthehonestmenandhangupthem.son: now,godhelpthee,poormonkey!buthowwiltthoudoforafather? ladymacduff : ifheweredead,you\u2019dweepforhim;ifyouwouldnot,itwereagoodsign thatishouldquicklyhaveanewfather.son: 06_0486_23_2019_1.9 \u00a9ucles20198",
+            "9": "605550454035poorprattler,howthoutalk\u2019st! [enteramessenger. ]ladymacduff : blessyou,fairdame!iamnottoyouknown, thoughinyourstateofhonouriamperfect. idoubtsomedangerdoesapproachyounearly. ifyouwilltakeahomelyman\u2019sadvice, benotfoundhere;hence,withyourlittleones. tofrightyouthus,methinks,iamtoosavage; todoworsetoyouwerefellcruelty, whichistoonighyourperson.heavenpreserveyou! idareabidenolonger. [exit.]messenger: whithershouldifly? ihavedonenoharm.butiremembernow iaminthisearthlyworld,wheretodoharm isoftenlaudable,todogoodsometime accounteddangerousfolly.whythen,alas, doiputupthatwomanlydefence tosayihavedonenoharm? [entermurderers .] whatarethesefaces?ladymacduff : whereisyourhusband? 1murderer: ihope,innoplacesounsanctified wheresuchasthoumaystfindhim.ladymacduff : he\u2019satraitor. 1murderer: thouliest,thoushag-ear\u2019dvillain. son: what,youegg? [ stabbinghim. ] youngfryoftreachery!1murderer: hehaskill\u2019dme,mother. runaway,iprayyou. [ dies.] [exitladymacduff ,crying\u2018murder!\u2019 ]son: [fromact4scene2 ] howdoesshakespeare\u2019swritingmakethismomentintheplaysomoving? or\u20208 howdoesshakespearevividlyportraytheunhappinessofmacbethandladymacbethaftertheybecome kingandqueen? [turnover06_0486_23_2019_1.9 \u00a9ucles20199",
+            "10": "403530252015105williamshakespeare: romeoandjuliet remembertosupportyourideaswithdetailsfromthewriting. either*9 readthispassagecarefully,andthenanswerthequestionthatfollowsit: o,shedothteachthetorchestoburnbright! itseemsshehangsuponthecheekofnight asarichjewelinanethiop\u2019sear- beautytoorichforuse,forearthtoodear! soshowsasnowydovetroopingwithcrows asyonderladyo\u2019erherfellowsshows. themeasuredone,i\u2019llwatchherplaceofstand, and,touchinghers,makeblessedmyrudehand. didmyheartlovetillnow?forswearit,sight; forine\u2019ersawtruebeautytillthisnight.romeo: this,byhisvoice,shouldbeamontague. fetchmemyrapier,boy.what,darestheslave comehither,cover\u2019dwithananticface, tofleerandscornatoursolemnity? now,bythestockandhonourofmykin, tostrikehimdeadiholditnotasin.tybalt: why,hownow,kinsman!whereforestormyouso? capulet: uncle,thisisamontague,ourfoe; avillain,thatishithercomeinspite toscornatoursolemnitythisnight.tybalt: youngromeo,isit? capulet: \u2018tishe,thatvillainromeo. tybalt: contentthee,gentlecoz,lethimalone. \u2019abearshimlikeaportlygentleman; and,tosaytruth,veronabragsofhim tobeavirtuousandwell-govern\u2019dyouth. iwouldnotforthewealthofallthistown hereinmyhousedohimdisparagement. thereforebepatient,takenonoteofhim; itismywill;thewhichifthourespect, showafairpresenceandputoffthesefrowns, anill-beseemingsemblanceforafeast.capulet: itfits,whensuchavillainisaguest. i\u2019llnotendurehim.tybalt: heshallbeendur\u2019d. what,goodmanboy!isayheshall.goto; amithemasterhereoryou?goto. you\u2019llnotendurehim!godshallmendmysoul! you\u2019llmakeamutinyamongmyguests! youwillsetcock-a-hoop!you\u2019llbetheman!capulet: 06_0486_23_2019_1.9 \u00a9ucles201910",
+            "11": "5045why,uncle,\u2019tisashame. tybalt: goto,goto; youareasaucyboy.is\u2019tso,indeed? thistrickmaychancetoscatheyou.iknowwhat: youmustcontraryme.marry,\u2019tistime.- wellsaid,myhearts!-youareaprincox;go. bequiet,or-morelight,morelight!-forshame! i\u2019llmakeyouquiet.what!-cheerly,myhearts!capulet: patienceperforcewithwilfulcholermeeting makesmyfleshtrembleintheirdifferentgreeting. iwillwithdraw;butthisintrusionshall, nowseemingsweet,converttobitt\u2019restgall. [exit.]tybalt: [fromact1scene5 ] howdoesshakespearemakethissuchadramaticandsignificantmomentintheplay? or\u202010 howdoesshakespeare\u2019sportrayalofladycapuletandherrelationshipwithjulietcontributetothe dramaticimpactoftheplay? 06_0486_23_2019_1.9 \u00a9ucles201911",
+            "12": "blankpage permissiontoreproduceitemswherethird-partyownedmaterialprotectedbycopyrightisincludedhasbeensoughtandclearedwherepossible.everyreasonable efforthasbeenmadebythepublisher(ucles)totracecopyrightholders,butifanyitemsrequiringclearancehaveunwittinglybeenincluded,thepublisherwill bepleasedtomakeamendsattheearliestpossibleopportunity. toavoidtheissueofdisclosureofanswer-relatedinformationtocandidates,allcopyrightacknowledgementsarereproducedonlineinthecambridgeassessment international education copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download at www.cambridgeinternational.orgaftertheliveexaminationseries. cambridge assessment international education is part of the cambridge assessment group. cambridge assessment is the brand name of the university of cambridgelocalexaminationssyndicate(ucles),whichitselfisadepartmentoftheuniversityofcambridge. 06_0486_23_2019_1.9 \u00a9ucles201912"
+        },
+        "0486_s19_qp_31.pdf": {
+            "1": "cambridgeassessmentinternationaleducation cambridgeinternationalgeneralcertificateofsecondaryeducation 0486/31 literature(english) may/june2019 paper3drama(opentext) 45minutes additionalmaterials: answerbooklet/paper textsstudiedshouldbetakenintotheexamination. readtheseinstructionsfirst ananswerbookletisprovidedinsidethisquestionpaper.youshouldfollowtheinstructionsonthefrontcover oftheanswerbooklet.ifyouneedadditionalanswerpaperasktheinvigilatorforacontinuationbooklet. answeronequestion. allquestionsinthispapercarryequalmarks. thisdocumentconsistsof 11printedpagesand 1blankpage. [turnover06_0486_31_2019_1.2 \u00a9ucles2019 *2875692583*",
+            "2": "30252015105lorrainehansberry: araisininthesun remembertosupportyourideaswithdetailsfromthewriting. either1 readthispassagecarefully,andthenanswerthequestionthatfollowsit: [kindly]:\u2019courseyougoingtobeadoctor,honey,godwilling. mama [drily]:godhasn\u2019tgotathingtodowithit. beneatha beneatha\u2013thatjustwasn\u2019tnecessary. mama: well\u2013neitherisgod.igetsickofhearingaboutgod. beneatha: beneatha! mama: imeanit!i\u2019mjusttiredofhearingaboutgodallthetime.whathashegottodo withanything?doeshepaytuition?beneatha: you\u2019bouttogetyourfreshlittlejawslapped! mama: that\u2019sjustwhatsheneeds,allright! ruth: why?whycan\u2019tisaywhatiwanttoaroundhere,likeeverybodyelse? beneatha: itdon\u2019tsoundniceforayounggirltosaythingslikethat\u2013youwasn\u2019tbrought upthatway.meandyourfatherwenttotroubletogetyouandbrothertochurch everysunday.mama: mama,youdon\u2019tunderstand.it\u2019sallamatterofideas,andgodisjustoneidea idon\u2019taccept.it\u2019snotimportant.iamnotgoingoutandbeimmoralorcommit crimesbecauseidon\u2019tbelieveingod.idon\u2019teventhinkaboutit.it\u2019sjustthati gettiredofhimgettingcreditforallthethingsthehumanraceachievesthrough itsownstubborneffort.theresimplyisnoblastedgod\u2013thereisonlymanand itishewhomakesmiracles! [mamaabsorbsthisspeech,studiesherdaughterandrisesslowlyandcrosses tobeneatha and slaps her powerfully across the face. after, there is only silenceandthedaughterdropshereyesfromhermother\u2019sface,and mamais verytallbeforeher. ]beneatha: now\u2013yousayafterme,inmymother\u2019shousethereisstillgod.[ thereisalong pauseandbeneathastaresatthefloorwordlessly. mamarepeatsthephrase withprecisionandcoolemotion. ]inmymother\u2019shousethereisstillgod.mama: inmymother\u2019shousethereisstillgod. [alongpause. ]beneatha: [walkingawayfrom beneatha,toodisturbedfortriumphantposture.stopping andturningbacktoherdaughter ]:therearesomeideasweain\u2019tgoingtohave inthishouse.notlongasiamattheheadofthisfamily.mama yes,ma\u2019am. [mamawalksoutoftheroom .]beneatha: 06_0486_31_2019_1.2 \u00a9ucles20192",
+            "3": "65605550454035[almostgently,withprofoundunderstanding ]:youthinkyouawoman,bennie \u2013butyoustillalittlegirl.whatyoudidwaschildish\u2013soyougottreatedlikea child.ruth isee.[quietly.]ialsoseethateverybodythinksit\u2019sallrightformamatobea tyrant.butallthetyrannyintheworldwillneverputagodintheheavens!beneatha: [shepicksupherbooksandgoesout. ] [goestomama\u2019sdoor]:shesaidshewassorry. ruth [comingout,goingtoherplant ]:theyfrightensme,ruth.mychildren. mama yougotgoodchildren,lena.theyjustalittleoffsometimes\u2013butthey\u2019regood. ruth: no \u2013 there\u2019s something come down between me and them that don\u2019t let us understandeachotherandidon\u2019tknowwhatitis.onedonealmostlosthismind thinking\u2019boutmoneyallthetimeandtheotherdonecommencetotalkabout thingsican\u2019tseemtounderstandinnoformorfashion.whatisitthat\u2019schanging, ruth?mama: [soothingly,olderthanheryears ]:now/elipsisyoutakingitalltooseriously.youjust gotstrong-willedchildrenandittakesastrongwomanlikeyoutokeep\u2019emin hand.ruth [lookingatherplantandsprinklingalittlewateronit ]:theyspiritedallright,my children.gottoadmittheygotspirit\u2013bennieandwalter.likethislittleoldplant thatain\u2019tneverhadenoughsunshineornothing\u2013andlookatit/elipsis [shehasherbackto ruth,whohastostopironingandleanagainstsomething andputthebackofherhandtoherforehead. ]mama [tryingtokeep mamafromnoticing ]:you...sure...lovesthatlittleoldthing,don\u2019t you?...ruth well,ialwayswantedmeagardenlikeiusedtoseesometimesatthebackof thehousesdownhome.thisplantiscloseasievergottohavingone.[ she looksoutofthewindowasshereplacestheplant. ]lord,ain\u2019tnothingasdreary astheviewfromthiswindowonadrearyday,isthere?whyain\u2019tyousinging thismorning,ruth?singthat\u2018nowaystired\u2019.thatsongalwaysliftsmeupso.mama: [sheturnsatlasttoseethat ruthhasslippedquietlyintoachair,inastateof semi-consciousness. ] ruth!ruthhoney-what\u2019sthematterwithyou...ruth! curtain [fromact1scene1 ] howdoeshansberrymakethisapowerfullydramaticmomentintheplay? or2 howdoeshansberrymovinglyportraythedifficultiesruthfacesintheplay? donotusethepassagein question1whenansweringthisquestion. [turnover06_0486_31_2019_1.2 \u00a9ucles20193",
+            "4": "arthurmiller: aviewfromthebridge remembertosupportyourideaswithdetailsfromthewriting. either  3 read  this  passage  carefully, and then answer  the question  that follows  it: light rises on the street.  06_0486_31_2019_1.2 \u00a9ucles20194 content removed due to copyright restrictions.",
+            "5": "you hear me?  alone. [fromact2] inwhatwaysdoesmillermakethissuchadisturbingmomentintheplay? or4 whichcharacterdoesmiller\u2019swritingpersuadeyouismostresponsibleforeddie\u2019sdeath? donotusethepassagein question3whenansweringthisquestion. [turnover06_0486_31_2019_1.2 \u00a9ucles20195 content removed due to copyright restrictions.",
+            "6": "30252015105terencerattigan: thewinslowboy remembertosupportyourideaswithdetailsfromthewriting. either5 readthispassagecarefully,andthenanswerthequestionthatfollowsit: iwanttoaskyouaquestion,butbeforeido,imustimpressonyouthe urgentnecessityforanabsolutelytruthfulanswer.arthur: naturally. dickie: naturallymeansbynature,andi\u2019mafraidihavenotyetnoticedthatithas invariablybeenyournaturetoanswermyquestionstruthfully.arthur: oh.well,iwillthisonefather.ipromise. dickie: verywell.[hestaresathimforamoment. ]whatdoyousupposeoneof yourbookmakerfriendswouldlayinthewayofoddsagainstyougettinga degree?arthur: [thereisapause. ] oh.well,let\u2019sthink.say\u2013aboutevens. dickie: hm.iratherdoubtifatthatpriceyourfriendwouldfindmanytakers. arthur: well\u2013perhapsseventofouragainst. dickie: isee.andwhatabouttheoddsagainstyoureventuallybecomingacivil servant?arthur: well\u2013abitsteeperisuppose. dickie: exactly.quiteabitsteeper. arthur: [thereisapause. ] youdon\u2019twanttohaveabet,doyou? dickie: no,dickie.i\u2019mnotagambler.andthat\u2019sexactlythetrouble.unhappily,i\u2019m nolongerinapositiontogambletwohundredpoundsayearonwhatyou yourselfadmitisanoutsidechance.arthur: notanoutsidechance,father.agoodchance. dickie: notgoodenough,dickie,i\u2019mafraid\u2013withthingsastheyareatthemoment. definitelynotgoodenough.ifearmymindisfinallymadeup. [thereisalongpause. ]arthur: youwantmetoleaveoxford\u2013isthatit? dickie: i\u2019mafraidso,dickie. arthur: oh.straightaway? dickie: no.youcanfinishyoursecondyear. arthur: andwhatthen? dickie: 06_0486_31_2019_1.2 \u00a9ucles20196",
+            "7": "50454035icangetyouajobinthebank. arthur: [quietly]:oh,lord! dickie [afterapause:ratherapologetically ]:it\u2019llbequiteagoodjob,youknow. luckily,myinfluenceinthebankstillcountsforsomething.arthur father\u2013ifipromisedyou\u2013imean, reallypromisedyou\u2013thatfromnowoni\u2019ll worklikeablack\u2013\u2013 [arthurshakeshisheadslowly. ] it\u2019sthecase,isuppose?dickie: it\u2019scostingmealotofmoney. arthur: iknow.itmustbe.still,couldn\u2019tyou\u2013imean,isn\u2019tthereanyway\u2013\u2013 [arthuragainshakeshishead. ] oh,lord!dickie: i\u2019mafraidthisisratherashockforyou.i\u2019msorry. arthur: what?no. no, it isn\u2019t really. i\u2019ve been rather expectingit as a matterof fact\u2013especiallysinceihearyouarehopingtobriefsirrobertmorton.still, ican\u2019tsaybutwhatitisn\u2019tabitofaslapintheface\u2013\u2013 [thefrontdoorbellrings. ]dickie: thereisajournalistcomingtoseeme.doyoumindifwetalkaboutthis someothertime?arthur: no.ofcoursenot,father.[ hebeginsforlornlytogatherhisbooks. ] dickie: [fromact1scene2 ] whatvividimpressionsdoesrattigangiveyouoftherelationshipbetweenarthuranddickieatthis momentintheplay? or6 howdoesrattigan\u2019sportrayalofviolet,theparlourmaid,contributetoyourenjoymentoftheplay? [turnover06_0486_31_2019_1.2 \u00a9ucles20197",
+            "8": "30252015105williamshakespeare: macbeth remembertosupportyourideaswithdetailsfromthewriting. either7 readthispassagecarefully,andthenanswerthequestionthatfollowsit: agreatperturbationinnature,toreceiveatoncethebenefitofsleep anddotheeffectsofwatching!inthisslumb\u2019ryagitation,besidesher walking and other actual performances, what, at any time, have you heardhersay?doctor: that,sir,whichiwillnotreportafterher. gentlewoman: youmaytome;and\u2019tismostmeetyoushould. doctor: neithertoyounoranyone,havingnowitnesstoconfirmmyspeech. [enterladymacbeth ,withataper. ] loyou,hereshecomes!thisisherveryguise;and,uponmylife,fast asleep.observeher;standclose.gentlewoman: howcameshebythatlight? doctor: why,itstoodbyher.shehaslightbyhercontinually;\u2019tishercommand. gentlewoman: youseehereyesareopen. doctor: ay,buttheirsenseisshut. gentlewoman: whatisitshedoesnow?lookhowsherubsherhands. doctor: itisanaccustomedactionwithher,toseemthuswashingherhands; ihaveknownhercontinueinthisaquarterofanhour.gentlewoman: yethere\u2019saspot. ladymacbeth: hark,shespeaks.iwillsetdownwhatcomesfromher,tosatisfymy remembrancethemorestrongly.doctor: out,damnedspot!out,isay!one,two;whythen\u2019tistimetodo\u2019t.hell ismurky.fie,mylord,fie!asoldier,andafeard?whatneedwefear whoknowsit,whennonecancallourpow\u2019rtoaccount?yetwhowould havethoughttheoldmantohavehadsomuchbloodinhim?ladymacbeth: doyoumarkthat? doctor: thethaneoffifehadawife;whereisshenow?what,willthesehands ne\u2019erbeclean?nomoreo\u2019that,mylord,nomoreo\u2019that;youmarall withthisstarting.ladymacbeth: goto,goto;youhaveknownwhatyoushouldnot. doctor: shehasspokewhatsheshouldnot,iamsureofthat.heavenknows whatshehasknown.gentlewoman: here\u2019sthesmellofthebloodstill.alltheperfumesofarabiawillnot sweetenthislittlehand.oh,oh,oh!ladymacbeth: 06_0486_31_2019_1.2 \u00a9ucles20198",
+            "9": "5550454035whatasighisthere!theheartissorelycharg\u2019d. doctor: iwouldnothavesuchaheartinmybosomforthedignityofthewhole body.gentlewoman: well,well,well. doctor: praygoditbe,sir. gentlewoman: thisdiseaseisbeyondmypractice.yetihaveknownthosewhichhave walk\u2019dintheirsleepwhohavediedholilyintheirbeds.doctor: washyourhands,putonyournightgown,looknotsopale.itellyou yetagain,banquo\u2019sburied;hecannotcomeouton\u2019sgrave.ladymacbeth: evenso? doctor: tobed,tobed;there\u2019sknockingatthegate.come,come,come,come, givemeyourhand.what\u2019sdonecannotbeundone.tobed,tobed,to bed. [exit.ladymacbeth: willshegonowtobed? doctor: directly. gentlewoman: foulwhisp\u2019ringsareabroad.unnaturaldeeds dobreedunnaturaltroubles;infectedminds totheirdeafpillowswilldischargetheirsecrets. moreneedsshethedivinethanthephysician. god,godforgiveusall.lookafterher; removefromherthemeansofallannoyance, andstillkeepeyesuponher.so,goodnight. mymindshehasmated,andamaz\u2019dmysight. ithink,butdarenotspeak.doctor: [fromact5scene1 ] inwhatwaysdoesshakespearemakethismomentintheplaysodisturbing? or8 inwhatwaysdoesshakespearemakethemurderofkingduncansuchashockingpartoftheplay? donotusethepassagein question7whenansweringthisquestion. [turnover06_0486_31_2019_1.2 \u00a9ucles20199",
+            "10": "252015105williamshakespeare: romeoandjuliet remembertosupportyourideaswithdetailsfromthewriting. either9 readthispassagecarefully,andthenanswerthequestionthatfollowsit: goodmorrow,cousin. benvolio: isthedaysoyoung? romeo: butnewstrucknine. benvolio: ayme!sadhoursseemlong. wasthatmyfatherthatwenthencesofast?romeo: itwas.whatsadnesslengthensromeo\u2019shours? benvolio: nothavingthatwhichhavingmakesthemshort. romeo: inlove? benvolio: out\u2013 romeo: oflove? benvolio: outofherfavourwhereiaminlove. romeo: alasthatlove,sogentleinhisview, shouldbesotyrannousandroughinproof!benvolio: alasthatlove,whoseviewismuffledstill, shouldwithouteyesseepathwaystohiswill! whereshallwedine?ome!whatfraywashere? yettellmenot,forihavehearditall. here\u2019smuchtodowithhate,butmorewithlove. whythen,obrawlinglove!olovinghate! oanything,ofnothingfirstcreate! oheavylightness!seriousvanity! mis-shapenchaosofwell-seemingforms! featheroflead,brightsmoke,coldfire,sickhealth! still-wakingsleep,thatisnotwhatitis! thislovefeeli,thatfeelnoloveinthis. dostthounotlaugh?romeo: no,coz,iratherweep. benvolio: goodheart,atwhat? romeo: atthygoodheart\u2019soppression. benvolio: 06_0486_31_2019_1.2 \u00a9ucles201910",
+            "11": "60555045403530 why,suchislove\u2019stransgression. griefsofmineownlieheavyinmybreast, whichthouwiltpropagate,tohaveitprest withmoreofthine.thislovethatthouhastshown dothaddmoregrieftotoomuchofmineown. loveisasmokerais\u2019dwiththefumeofsighs; beingpurg\u2019d,afiresparklinginlovers\u2019eyes; beingvex\u2019d,aseanourish\u2019dwithlovingtears. whatisitelse?amadnessmostdiscreet, achokinggall,andapreservingsweet. farewell,mycoz.romeo: soft!iwillgoalong; anifyouleavemeso,youdomewrong.benvolio: tut,ihavelostmyself;iamnothere: thisisnotromeo,he\u2019ssomeotherwhere.romeo: tellmeinsadnesswhoisthatyoulove. benvolio: what,shalligroanandtellthee? romeo: groan!why,no; butsadlytellmewho.benvolio: bidasickmaninsadnessmakehiswill. ah,wordillurg\u2019dtoonethatissoill! insadness,cousin,idoloveawoman.romeo: iaim\u2019dsonearwhenisuppos\u2019dyoulov\u2019d. benvolio: arightgoodmarkman!andshe\u2019sfairilove. romeo: arightfairmark,faircoz,issoonesthit. benvolio: well,inthathityoumiss:she\u2019llnotbehit withcupid\u2019sarrow.shehathdian\u2019swit, andinstrongproofofchastitywellarm\u2019d, fromlove\u2019sweakchildishbowshelivesunharm\u2019d. shewillnotstaythesiegeoflovingterms, norbideth\u2019encounterofassailingeyes, noropeherlaptosaint-seducinggold. o,sheisrichinbeauty;onlypoor that,whenshedies,withbeautydiesherstore.romeo: [fromact1scene1 ] howdoesshakespearemakethissuchavividintroductiontoromeo? or10 exploretwomomentsinwhichshakespearemakestherelationshipbetweenromeoandjulietparticularly moving. 06_0486_31_2019_1.2 \u00a9ucles201911",
+            "12": "blankpage permissiontoreproduceitemswherethird-partyownedmaterialprotectedbycopyrightisincludedhasbeensoughtandclearedwherepossible.everyreasonable efforthasbeenmadebythepublisher(ucles)totracecopyrightholders,butifanyitemsrequiringclearancehaveunwittinglybeenincluded,thepublisherwill bepleasedtomakeamendsattheearliestpossibleopportunity. toavoidtheissueofdisclosureofanswer-relatedinformationtocandidates,allcopyrightacknowledgementsarereproducedonlineinthecambridgeassessment international education copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download at www.cambridgeinternational.orgaftertheliveexaminationseries. cambridge assessment international education is part of the cambridge assessment group. cambridge assessment is the brand name of the university of cambridgelocalexaminationssyndicate(ucles),whichitselfisadepartmentoftheuniversityofcambridge. 06_0486_31_2019_1.2 \u00a9ucles201912"
+        },
+        "0486_s19_qp_32.pdf": {
+            "1": "cambridgeassessmentinternationaleducation cambridgeinternationalgeneralcertificateofsecondaryeducation 0486/32 literature(english) may/june2019 paper3drama(opentext) 45minutes additionalmaterials: answerbooklet/paper textsstudiedshouldbetakenintotheexamination. readtheseinstructionsfirst ananswerbookletisprovidedinsidethisquestionpaper.youshouldfollowtheinstructionsonthefrontcover oftheanswerbooklet.ifyouneedadditionalanswerpaperasktheinvigilatorforacontinuationbooklet. answeronequestion. allquestionsinthispapercarryequalmarks. thisdocumentconsistsof 13printedpagesand 3blankpages. [turnover06_0486_32_2019_1.1 \u00a9ucles2019 *1165988341*",
+            "2": "3530252015105lorrainehansberry: araisininthesun remembertosupportyourideaswithdetailsfromthewriting. either1 readthispassagecarefully,andthenanswerthequestionthatfollowsit: [toruth]:well,theylookcrazyashell \u0336 whiteshoes,coldasitis. walter [crushed]:youhavetoexcusehim \u0336 ruth no,hedon\u2019t!excusemeforwhat?whatyoualwaysexcusingmefor!i\u2019ll excusemyselfwhenineedstobeexcused![ pause.]theylookasfunny asthemblackkneesocksbeneathawearsoutofhereallthetime.walter: it\u2019sthecollege style,walter. ruth: style,hell.shelookslikeshegotburntlegsorsomething! walter: oh,walter\u0336 ruth: [anirritablemimic ]:oh,walter!oh,walter![ togeorge]:how\u2019syourold manmakingout?iunderstandyouallgoingtobuythatbighotelonthe drive?[hefindsabeerintherefrigerator,wandersoverto george,sipping andwipinghislipswiththebackofhishandandstraddlingachair backwardstotalktotheotherman. ]shrewdmove.youroldmanisallright, man.[tappinghisheadandhalfwinkingforemphasis. ]imeanheknows howtooperate.imeanhethinks big,youknowwhatimean,imeanfora home,youknow?butithinkhe\u2019skindofrunningoutofideasnow.i\u2019dlike totalktohim.listen,man,igotsomeplansthatcouldturnthiscityupside down.imeanithinklikehedoes. big.investbig,gamblebig,hell,lose big ifyouhaveto,youknowwhatimean.it\u2019shardtofindamanonthiswhole southsidewhounderstandsmykindofthinking \u0336 youdig?[ hescrutinises georgeagain,drinkshisbeer,squintshiseyesandleansinclose, confidential,mantoman. ]meandyououghttositdownandtalksometimes, man.man,igotmesomeideas...walter [withboredom ]:yeah \u0336 sometimeswe\u2019llhavetodothat,walter. george [understandingtheindifference,andoffended ]:yeah \u0336 well,whenyouget thetime,man.iknowyouabusylittleboy.walter walter,please \u0336 ruth: [bitterly,hurt]:iknowain\u2019tnothinginthisworldasbusyasyoucoloured collegeboyswithyourfraternitypinsandwhiteshoes...walter [coveringherfacewithhumiliation ]:oh,walterlee \u0336 ruth iseeyouallallthetime \u0336 withthebookstuckedunderyourarms \u0336 goingto your \u0336 [hemimicsthebritish\u2018a\u2019. ]\u2018clahsses\u2019.andforwhat?whatthehell youlearningoverthere?fillingupyourheads\u0336[ countingoffonhisfingers. ] \u0336 withthesociologyandthepsychology.buttheyteachingyouhowtobea man?howtotakeoverandruntheworld?theyteachingyouhowtorun arubberplantationorasteelmill?naw \u0336 justtotalkproperandreadbooks andwearthemfaggoty-lookingwhiteshoes...walter: 06_0486_32_2019_1.1 \u00a9ucles20192",
+            "3": "4540[lookingathimwithdistaste,alittleaboveitall ]:you\u2019reallwhackedupwith bitterness,man.george [intently,almostquietly,betweentheteeth,glaringattheboy ]:andyou \u0336 ain\u2019tyoubitter,man?ain\u2019tyoujustabouthadityet?don\u2019tyouseenostars gleamingthatyoucan\u2019treachoutandgrab?youhappy? \u0336 youcontented son-of-a-bitch \u0336 youhappy?yougotitmade?bitter?man,i\u2019mavolcano. bitter?hereiamagiant \u0336 surroundedbyants!antswhocan\u2019teven understandwhatitisthegiantistalkingabout.walter [passionatelyandsuddenly ]:oh,walter \u0336 ain\u2019tyouwithnobody? ruth [violently]:no!\u2019causeain\u2019tnobodywithme!notevenmyownmother! walter walter,that\u2019saterriblethingtosay! ruth: [fromact2scene1 ] whatdoeshansberry\u2019swritingmakeyoufeelaboutwalteratthismomentintheplay? or2 explorethewaysinwhichhansberrymakesthegenerationgapbetweenmamaandherchildrensuch apowerfulpartoftheplay. [turnover06_0486_32_2019_1.1 \u00a9ucles20193",
+            "4": "arthur miller:aviewfromthebridge remembertosupportyourideaswithdetailsfromthewriting. either3 readthispassagecarefully,andthenanswerthequestionthatfollowsit: [neverlosingherarousedalarm ]:sitdown,honey,iwanttotellyou something.beatrice 06_0486_32_2019_1.1 \u00a9ucles 20194 content removed due to copyright restrictions.",
+            "5": "okay . catherine: [fromact1] howdoesmillerstrikinglyrevealthecharacters\u2019thoughtsandfeelingsatthismomentintheplay? or4 howdoesmillermakebetrayalsuchapowerfulpartoftheplay? [turnover06_0486_32_2019_1.1 \u00a9ucles 20195 content removed due to copyright restrictions.",
+            "6": "30252015105terencerattigan: thewinslowboy remembertosupportyourideaswithdetailsfromthewriting. either5 readthispassagecarefully,andthenanswerthequestionthatfollowsit: whataboutthewayyourfatherlooksatme!tellme,areallyourfamilyas scaredofhimasiam?john: dickieis,ofcourse;andronnie,thoughhedoesn\u2019tneedtobe.father worshipshim.idon\u2019tknowaboutmotherbeingscaredofhim.sometimes, perhaps.i\u2019mnot\u2014evercatherine: you\u2019renotscaredofanything,areyou? john: ohyes.heapsofthings. catherine: suchas? john: [withasmile]:oh...they\u2019renearlyallconcernedwithyou. [ronnielookscautiouslyinatthefrenchwindows.henowpresentsa verybedraggledandwoe-begoneappearance,withhisuniformwringing wet,andhisdamphairoverhiseyes. ]catherine youmightbealittlemoreexplicit... john: [inalowvoice ]:kate! [catherine turnsandseeshim. ]ronnie [amazed]:ronnie!whatonearth\u2014 catherine where\u2019sfather? ronnie: i\u2019llgoandtellhim\u2014[ shemovestowardsthedoor. ] catherine: [urgently]:no,don\u2019t;please,kate,don\u2019t! [catherine stops,puzzled. ]ronnie what\u2019sthetrouble,ronnie? [ronnie,tremblingontheedgeoftears,doesnotanswerher.shegoes tohim.] you\u2019rewetthrough.you\u2019dbettergoandchange.catherine: no. ronnie: [gently]:what\u2019sthetrouble,darling?youcantellme. [ronnielooksatjohn.] youknowjohnwatherstone,ronnie.youmethimlastholidays,don\u2019tyou remember? [ronnieremainssilent,obviouslyreluctanttotalkinfrontofacomparative stranger.]catherine 06_0486_32_2019_1.1 \u00a9ucles20196",
+            "7": "605550454035[tactfully]:i\u2019lldisappear. john [pointingtothedining-roomdoor ]:inthere,doyoumind? [johngoesoutquietly .] now,darling,tellme.whatisit?haveyourunaway? [ronnieshakeshishead,evidentlynottrustinghimselftospeak. ] whatisitthen? [ronniepullsouttheletterfromhispocketandslowlyhandsittoher. catherine readsitquietly. ] oh,god!catherine ididn\u2019tdoit. [catherine re-readstheletterinsilence. ] kate,ididn\u2019t.really,ididn\u2019t.ronnie: [abstractedly]:no,darling.[ sheseemsuncertainofwhattodo. ]thisletter isaddressedtofather.didyouopenit?catherine yes. ronnie: youshouldn\u2019thavedonethat\u2014 catherine: iwasgoingtotearitup.theniheardyoucomeinfromchurchandraninto thegarden\u2014ididn\u2019tknowwhattodo\u2014ronnie: [stilldistracted ]:didtheysendyouupalone? catherine theysentapettyofficerupwithme.hewassupposedtowaitandsee father,butisenthimaway.[ indicatingtheletter ]kate\u2014shallwetearitup, now?ronnie: no,darling. catherine: wecouldtellfathertermhadendedtwodayssooner\u2014 ronnie: no,darling. catherine: ididn\u2019tdoit,kate,reallyididn\u2019t\u2014 [dickiecomesinfromthehall.hedoesnotseemsurprisedtosee ronnie.]ronnie: [cheerfully]:hullo,ronnie,oldlad.how\u2019severything? [ronnieturnsawayfromhim. ]dickie [todickie]:youknewhewashere? catherine ohyes.histrunksandthingsarealloverourroom.trouble? dickie: yes. catherine: [fromact1scene1 ] inwhatwaysdoesrattiganmakethissuchadramaticmomentintheplay? [turnover06_0486_32_2019_1.1 \u00a9ucles20197",
+            "8": "or6 howdoesrattiganmakethewinslowfamily\u2019semploymentofsirrobertmortonastrikingpartofthe play? 06_0486_32_2019_1.1 \u00a9ucles20198",
+            "9": "turntopage10forquestion7 [turnover06_0486_32_2019_1.1 \u00a9ucles20199",
+            "10": "3530252015105williamshakespeare: macbeth remembertosupportyourideaswithdetailsfromthewriting. either7 readthispassagecarefully,andthenanswerthequestionthatfollowsit: nought\u2019shad,all\u2019sspent, whereourdesireisgotwithoutcontent. \u2019tissafertobethatwhichwedestroy, thanbydestructiondwellindoubtfuljoy. [entermacbeth.] hownow,mylord!whydoyoukeepalone, ofsorriestfanciesyourcompanionsmaking, usingthosethoughtswhichshouldindeedhavedied withthemtheythinkon?thingswithoutallremedy shouldbewithoutregard.what\u2019sdoneisdone.ladymacbeth : wehavescotch\u2019dthesnake,notkill\u2019dit; she\u2019llclose,andbeherself,whilstourpoormalice remainsindangerofherformertooth. butlettheframeofthingsdisjoint,boththeworldssuffer, erewewilleatourmealinfearandsleep intheafflictionoftheseterribledreams thatshakeusnightly.betterbewiththedead, whomwe,togainourpeace,havesenttopeace, thanonthetortureofthemindtolie inrestlessecstasy.duncanisinhisgrave; afterlife\u2019sfitfulfeverhesleepswell; treasonhasdonehisworst;norsteel,norpoison, malicedomestic,foreignlevy,nothing, cantouchhimfurther.macbeth: comeon. gentlemylord,sleeko\u2019eryourruggedlooks; bebrightandjovialamongyourgueststo-night.ladymacbeth : soshalli,love;andso,ipray,beyou. letyourremembranceapplytobanquo; presenthimeminence,bothwitheyeandtongue\u2013 unsafethewhile,thatwe mustlaveourhonoursintheseflatteringstreams, andmakeourfacesvizardstoourhearts, disguisingwhattheyare.macbeth: youmustleavethis. ladymacbeth : o,fullofscorpionsismymind,dearwife! thouknow\u2019stthatbanquo,andhisfleance,lives.macbeth: butinthemnature\u2019scopy\u2019snoteterne. ladymacbeth : 06_0486_32_2019_1.1 \u00a9ucles201910",
+            "11": "55504540there\u2019scomfortyet;theyareassailable. thenbethoujocund.erethebathathflown hiscloister\u2019dflight;eretoblackhecate\u2019ssummons theshard-bornebeetlewithhisdrowsyhums hathrungnight\u2019syawningpeal,thereshallbedone adeedofdreadfulnote.macbeth: what\u2019stobedone? ladymacbeth : beinnocentoftheknowledge,dearestchuck, tillthouapplaudthedeed.come,seelingnight, scarfupthetendereyeofpitifulday, andwiththybloodyandinvisiblehand cancelandteartopiecesthatgreatbond whichkeepsmepale.lightthickens,andthecrow makeswingtoth\u2019rookywood; goodthingsofdaybegintodroopanddrowse, whilesnight\u2019sblackagentstotheirpreysdorouse. thoumarvell\u2019statmywords;butholdtheestill: thingsbadbegunmakestrongthemselvesbyill. so,pritheegowithme.macbeth: [fromact3scene2 ] howdoesshakespearevividlyrevealthetroubledthoughtsandfeelingsofmacbethandladymacbeth atthismomentintheplay? or8 attheendoftheplaymalcolmdescribesmacbethasa\u2018butcher\u2019. towhatextentdoesshakespeare\u2019sportrayalofmacbethmakeyouagreewiththisdescription? [turnover06_0486_32_2019_1.1 \u00a9ucles201911",
+            "12": "3530252015105williamshakespeare: romeoandjuliet remembertosupportyourideaswithdetailsfromthewriting. either9 readthispassagecarefully,andthenanswerthequestionthatfollowsit: now,goodsweetnurse\u2014olord,whylook\u2019stthousad? thoughnewsbesad,yettellthemmerrily; ifgood,thoushamestthemusicofsweetnews byplayingittomewithsosouraface.juliet: iamaweary,givemeleaveawhile; fie,howmybonesache!whatajauncehaveihad!nurse: iwouldthouhadstmybonesandithynews. nay,come,ipraytheespeak;good,goodnurse,speak.juliet: jesu,whathaste?canyounotstayawhile? doyounotseethatiamoutofbreath?nurse: howartthououtofbreath,whenthouhastbreath tosaytomethatthouartoutofbreath? theexcusethatthoudostmakeinthisdelay islongerthanthetalethoudostexcuse. isthynewsgoodorbad?answertothat; sayeither,andi\u2019llstaythecircumstance. letmebesatisfied,is\u2019tgoodorbad?juliet: well,youhavemadeasimplechoice;youknownothowtochooseaman. romeo!no,nothe;thoughhisfacebebetterthananyman\u2019s,yethisleg excelsallmen\u2019s;andforahand,andafoot,andabody,thoughtheybe nottobetalk\u2019don,yettheyarepastcompare.heisnottheflowerof courtesy,buti\u2019llwarranthimasgentleasalamb.gothyways,wench; servegod. what,haveyoudin\u2019dathome?nurse: no,no.butallthisdidiknowbefore. whatsaysheofourmarriage?whatofthat?juliet: lord,howmyheadaches!whataheadhavei! itbeatsasitwouldfallintwentypieces. mybackat\u2019otherside\u2013ah,myback,myback! beshrewyourheartforsendingmeabout tocatchmydeathwithjauncingupanddown!nurse: i\u2019faith,iamsorrythatthouartnotwell. sweet,sweet,sweetnurse,tellme,whatsaysmylove?juliet: yourlovesayslikeanhonestgentleman,andacourteous,andakind,and ahandsome,and,iwarrant,avirtuous\u2013whereisyourmother?nurse: whereismymother!why,sheiswithin; whereshouldshebe?howoddlythourepliest! \u2018yourlovesayslikeanhonestgentleman, whereisyourmother?\u2019juliet: 06_0486_32_2019_1.1 \u00a9ucles201912",
+            "13": "40 ogod\u2019sladydear! areyousohot?marry,comeup,itrow; isthisthepoulticeformyachingbones? henceforward,doyourmessagesyourself.nurse: [fromact2scene5 ] howdoesshakespearemakethissuchadramaticandentertainingmomentintheplay? or10 inwhatwaysdoesshakespearemakemercutiosuchacompellingcharacter? 06_0486_32_2019_1.1 \u00a9ucles201913",
+            "14": "blankpage 06_0486_32_2019_1.1 \u00a9ucles201914",
+            "15": "blankpage 06_0486_32_2019_1.1 \u00a9ucles201915",
+            "16": "blankpage permissiontoreproduceitemswherethird-partyownedmaterialprotectedbycopyrightisincludedhasbeensoughtandclearedwherepossible.everyreasonable efforthasbeenmadebythepublisher(ucles)totracecopyrightholders,butifanyitemsrequiringclearancehaveunwittinglybeenincluded,thepublisherwill bepleasedtomakeamendsattheearliestpossibleopportunity. toavoidtheissueofdisclosureofanswer-relatedinformationtocandidates,allcopyrightacknowledgementsarereproducedonlineinthecambridgeassessment international education copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download at www.cambridgeinternational.orgaftertheliveexaminationseries. cambridge assessment international education is part of the cambridge assessment group. cambridge assessment is the brand name of the university of cambridgelocalexaminationssyndicate(ucles),whichitselfisadepartmentoftheuniversityofcambridge. 06_0486_32_2019_1.1 \u00a9ucles201916"
+        },
+        "0486_s19_qp_33.pdf": {
+            "1": "cambridgeassessmentinternationaleducation cambridgeinternationalgeneralcertificateofsecondaryeducation 0486/33 literature(english) may/june2019 paper3drama(opentext) 45minutes additionalmaterials: answerbooklet/paper textsstudiedshouldbetakenintotheexamination. readtheseinstructionsfirst ananswerbookletisprovidedinsidethisquestionpaper.youshouldfollowtheinstructionsonthefrontcover oftheanswerbooklet.ifyouneedadditionalanswerpaperasktheinvigilatorforacontinuationbooklet. answeronequestion. allquestionsinthispapercarryequalmarks. thisdocumentconsistsof 11printedpagesand 1blankpage. [turnover06_0486_33_2019_1.2 \u00a9ucles2019 *8583193583*",
+            "2": "3530252015105lorrainehansberry: araisininthesun remembertosupportyourideaswithdetailsfromthewriting. either1 readthispassagecarefully,andthenanswerthequestionthatfollowsit: i\u2019mtalkingaboutthefactthatwhenigottothetrainstationyesterdaymorning -eighto\u2019clocklikeweplanned...man- willydidn\u2019tnevershowup .bobo: why...wherewashe...whereishe? walter: that\u2019swhati\u2019mtryingtotellyou...idon\u2019tknow...iwaitedsixhours...icalled hishouse...andiwaited...sixhours...iwaitedinthattrainstationsixhours ...[breakingintotears. ]thatwasalltheextramoneyihadintheworld...[ looking upatwalterwiththetearsrunningdownhisface. ]man,willyisgone.bobo: gone,whatyoumeanwillyisgone?gonewhere?youmeanhewentbyhimself. youmeanhewentofftospringfieldbyhimself-totakecareofgettingthelicence -[turnsandlooksanxiouslyat ruth.]youmeanmaybehedidn\u2019twanttoo manypeopleinonthebusinessdownthere?[ lookstoruthagain,asbefore. ] youknowwillygothisownways.[ looksbackto bobo.]maybeyouwaslate yesterdayandhejustwentondowntherewithoutyou.maybe-maybe-he\u2019s beencallin\u2019youathometryin\u2019totellyouwhathappenedorsomething.maybe -maybe-hejustgotsick.he\u2019ssomewhere-he\u2019sgottobesomewhere.wejust gottofindhim-meandyougottofindhim.[ grabsbobosenselesslybythe collarandstartstoshakehim. ]wegotto!walter: [insuddenangry,frightenedagony ]:what\u2019sthematterwithyou,walter! when acattakeoffwithyourmoneyhedon\u2019tleavenomaps!bobo [turningmadly,asthoughheislookingfor willyintheveryroom ]:willy!... willy...don\u2019tdoit...pleasedon\u2019tdoit...man,notwiththatmoney...man, please,notwiththatmoney...oh,god...don\u2019tletitbetrue...[ heiswandering around,cryingoutfor willyandlookingforhimorperhapsforhelpfromgod. ] man...itrustedyou...man,iputmylifeinyourhands...[ hestartstocrumple downontheflooras ruthjustcoversherfaceinhorror. mamaopensthedoor andcomesintotheroom,with beneathabehindher.]man...[hestartsto poundthefloorwithhisfists,sobbingwildly. ]thatmoneyismadeoutofmy father\u2019sflesh...walter [standingoverhimhelplessly ]:i\u2019msorry,walter...[ onlywalter\u2019ssobsreply. boboputsonhishat. ]ihadmylifestakedonthisdeal,too... [hegoes.]bobo [towalter]:son-[ shegoestohim,bendsdowntohim,talkstohisbenthead. ] son...isitgone?son,igaveyousixty-fivehundreddollars.isitgone?allof it?beneatha\u2019smoneytoo?mama [liftinghisheadslowly ]:mama...inever...wenttothebankatall... walter [notwantingtobelievehim ]:youmean...yoursister\u2019sschoolmoney...you usedthattoo...walter?...mama 06_0486_33_2019_1.2 \u00a9ucles20192",
+            "3": "55504540yesss!...allofit...it\u2019sallgone... [thereistotalsilence. ruthstandswithherfacecoveredwithherhands; beneathaleansforlornlyagainstawall,fingeringapieceofredribbonfrom themother\u2019sgift. mamastopsandlooksathersonwithoutrecognitionandthen, quitewithoutthinkingaboutit,startstobeathimsenselesslyintheface. beneathagoestothemandstopsit. ]walter: mama! [mamastopsandlooksatbothherchildrenandrisesslowlyandwanders vaguely,aimlesslyawayfromthem. ]beneatha: iseen...him...nightafternight...comein...andlookatthatrug...andthen lookatme...theredshowinginhiseyes...theveinsmovinghishead...iseen himgrowthinandoldbeforehewasforty...workingandworkingandworking likesomebody\u2019soldhorse...killinghimself...andyou-yougiveitallawayin aday...mama: mama- beneatha: oh,god...[shelooksuptohim. ]lookdownhere-andshowmethestrength. mama: mama- beneatha: [foldingover]:strength... mama [plaintively]:mama... beneatha strength! curtainmama: [fromact2scene3 ] inwhatwaysdoeshansberrymakethismomentintheplaysoshocking? or2 howfardoeshansberry\u2019sportrayalofmamaleadyoutoadmireher? donotusethepassageprintedinquestion1whenansweringthisquestion. [turnover06_0486_33_2019_1.2 \u00a9ucles20193",
+            "4": "arthur miller:aviewfromthebridge remembertosupportyourideaswithdetailsfromthewriting. either3 readthispassagecarefully,andthenanswerthequestionthatfollowsit: yougottapushataxi? beatrice: 06_0486_33_2019_1.2 \u00a9ucles 20194 content removed due to copyright restrictions.",
+            "5": "i know,ijustthoughtmaybehegotmarriedrecently. catherine: [fromact1] howdoesmillermakethisbothanentertainingandseriousmomentintheplay? or4 howdoesmillermakeeddie\u2019srelationshipwithrodolphosuchastrikingpartoftheplay? donotusethepassageprintedinquestion3whenansweringthisquestion. [turnover06_0486_33_2019_1.2 \u00a9ucles 20195 content removed due to copyright restrictions.",
+            "6": "30252015105terencerattigan: thewinslowboy remembertosupportyourideaswithdetailsfromthewriting. either5 readthispassagecarefully,andthenanswerthequestionthatfollowsit: yes,desmond.well? catherine: ihaveataxi-cabwaitingattheendofthestreet. desmond: [smiling]:howveryextravagantofyou,desmond. catherine [alsosmiling]:yes.butitshowsyouhowrushedthisvisitmustnecessarily be.thefactofthematteris\u2014itsuddenlyoccurredtomeduringthelunch adjournmentthatihadbetterseeyouto-day\u2014desmond [herthoughtsfardistant ]:why? catherine ihaveaquestiontoputtoyou,kate,which,ifihadpostponedputtinguntil aftertheverdict,youmight\u2014whoknows\u2014havethoughthadbeenprompted bypity\u2014ifwehadlost.or\u2014ifwehadwon,yourreplymight\u2014againwho knows\u2014havebeeninfluencedbygratitude.doyoufollowme,kate?desmond: yes,desmond.ithinkido. catherine: ah.thenpossiblyyouhavesomeinklingofwhatthequestionisihaveto puttoyou?desmond: yes,ithinkihave. catherine: [atrifledisconcerted ]:oh. desmond i\u2019msorry,desmond.iought,iknow,tohavefollowedtheusualpracticein suchcases,andtoldyouihadnoinklingwhatever.catherine: no,no.yourdirectnessandhonestyaretwoofthequalitiesisomuch admireinyou.iamgladyouhaveguessed.itmakesmytasktheeasier\u2014desmond: [inamatter-of-factvoice ]:willyougivemeafewdaystothinkitover? catherine ofcourse.ofcourse. desmond: ineedhardlytellyouhowgratefuliam,desmond. catherine: [atriflebewildered ]:thereisnoneed,kate,noneedatall\u2014 desmond youmustn\u2019tkeepyourtaxiwaiting. catherine: [fiercely]:oh,bothermytaxi.[ recoveringhimself. ]forgiveme,kate,but youseeiknowverywellwhatyourfeelingsformereallyare.desmond [gently]:youdo,desmond? catherine yes,kate.iknowquitewelltheyhaveneveramountedtomuchmorethan asortof\u2014well\u2014shallwesay,friendliness?awarmfriendliness,ihope. yes,ithinkperhapswecandefinitelysay,warm.butnomorethanthat. that\u2019strue,isn\u2019tit?desmond: 06_0486_33_2019_1.2 \u00a9ucles20196",
+            "7": "454035[quietly]:yes,desmond. catherine iknow,iknow.ofcourse,thethingisthatevenifiprovedthemostdevoted andadoringhusbandthateverlived\u2014which,imaysay,ifyougivemethe chance,iintendtobe\u2014yourfeelingsformewouldnever\u2014could never\u2014amounttomorethanthat.wheniwasyoungeritmight,perhaps, havebeenadifferentstory.wheniplayedcricketforengland\u2014 [desmond noticesthefaintestexpressionofpitythathascrossed catherine \u2019sface.] [apologetically. ]andofcourse,perhapseventhatwouldnothavemadeso muchdifference.perhapsyoufeeliclingtoomuchtomypastathletic prowess.ifeelitmyself,sometimes\u2014butthetruthisihavenotmuchelse toclingtosavethatandmyloveforyou.theathleticprowessisfading,i\u2019m afraid,withtheyearsandthestiffeningofthemuscles\u2014butmyloveforyou willneverfade.desmond: [smiling]:that\u2019sverycharminglysaid,desmond. catherine [fromact2scene2 ] inwhatwaysdoesrattiganmakethismomentintheplaysomoving? or6 howdoesrattigan\u2019sportrayaloftherelationshipbetweenjohnwatherstoneandcatherinewinslow contributetothedramaticimpactoftheplay? [turnover06_0486_33_2019_1.2 \u00a9ucles20197",
+            "8": "30252015105williamshakespeare: macbeth remembertosupportyourideaswithdetailsfromthewriting. either7 readthispassagecarefully,andthenanswerthequestionthatfollowsit: sirrah,yourfather\u2019sdead; andwhatwillyoudonow?howwillyoulive?ladymacduff : asbirdsdo,mother. son: what,withwormsandflies? ladymacduff : withwhatiget,imean;andsodothey. son: poorbird!thou\u2019dstneverfearthenetnorlime, thepitfallnorthegin.ladymacduff : whyshouldi,mother?poorbirdstheyarenotsetfor. myfatherisnotdead,forallyoursaying.son: yes,heisdead.howwiltthoudoforafather? ladymacduff : nay,howwillyoudoforahusband? son: why,icanbuymetwentyatanymarket. ladymacduff : thenyou\u2019llbuy\u2019emtosellagain. son: thouspeak\u2019stwithallthywit;andyet,i\u2019faith, withwitenoughforthee.ladymacduff : wasmyfatheratraitor,mother? son: ay,thathewas. ladymacduff : whatisatraitor? son: why,onethatswearsandlies. ladymacduff : andbealltraitorsthatdoso? son: everyonethatdoessoisatraitor,andmustbehang\u2019d. ladymacduff : andmusttheyallbehang\u2019dthatswearandlie? son: everyone. ladymacduff : whomusthangthem? son: why,thehonestmen. ladymacduff : thentheliarsandswearersarefools;forthereareliarsandswearersenow tobeatthehonestmenandhangupthem.son: now,godhelpthee,poormonkey!buthowwiltthoudoforafather? ladymacduff : ifheweredead,you\u2019dweepforhim;ifyouwouldnot,itwereagoodsign thatishouldquicklyhaveanewfather.son: 06_0486_33_2019_1.2 \u00a9ucles20198",
+            "9": "605550454035poorprattler,howthoutalk\u2019st! [enteramessenger. ]ladymacduff : blessyou,fairdame!iamnottoyouknown, thoughinyourstateofhonouriamperfect. idoubtsomedangerdoesapproachyounearly. ifyouwilltakeahomelyman\u2019sadvice, benotfoundhere;hence,withyourlittleones. tofrightyouthus,methinks,iamtoosavage; todoworsetoyouwerefellcruelty, whichistoonighyourperson.heavenpreserveyou! idareabidenolonger. [exit.]messenger: whithershouldifly? ihavedonenoharm.butiremembernow iaminthisearthlyworld,wheretodoharm isoftenlaudable,todogoodsometime accounteddangerousfolly.whythen,alas, doiputupthatwomanlydefence tosayihavedonenoharm? [entermurderers .] whatarethesefaces?ladymacduff : whereisyourhusband? 1murderer: ihope,innoplacesounsanctified wheresuchasthoumaystfindhim.ladymacduff : he\u2019satraitor. 1murderer: thouliest,thoushag-ear\u2019dvillain. son: what,youegg? [ stabbinghim. ] youngfryoftreachery!1murderer: hehaskill\u2019dme,mother. runaway,iprayyou. [ dies.] [exitladymacduff ,crying\u2018murder!\u2019 ]son: [fromact4scene2 ] howdoesshakespeare\u2019swritingmakethismomentintheplaysomoving? or8 howdoesshakespearevividlyportraytheunhappinessofmacbethandladymacbethaftertheybecome kingandqueen? [turnover06_0486_33_2019_1.2 \u00a9ucles20199",
+            "10": "403530252015105williamshakespeare: romeoandjuliet remembertosupportyourideaswithdetailsfromthewriting. either9 readthispassagecarefully,andthenanswerthequestionthatfollowsit: o,shedothteachthetorchestoburnbright! itseemsshehangsuponthecheekofnight asarichjewelinanethiop\u2019sear- beautytoorichforuse,forearthtoodear! soshowsasnowydovetroopingwithcrows asyonderladyo\u2019erherfellowsshows. themeasuredone,i\u2019llwatchherplaceofstand, and,touchinghers,makeblessedmyrudehand. didmyheartlovetillnow?forswearit,sight; forine\u2019ersawtruebeautytillthisnight.romeo: this,byhisvoice,shouldbeamontague. fetchmemyrapier,boy.what,darestheslave comehither,cover\u2019dwithananticface, tofleerandscornatoursolemnity? now,bythestockandhonourofmykin, tostrikehimdeadiholditnotasin.tybalt: why,hownow,kinsman!whereforestormyouso? capulet: uncle,thisisamontague,ourfoe; avillain,thatishithercomeinspite toscornatoursolemnitythisnight.tybalt: youngromeo,isit? capulet: \u2018tishe,thatvillainromeo. tybalt: contentthee,gentlecoz,lethimalone. \u2019abearshimlikeaportlygentleman; and,tosaytruth,veronabragsofhim tobeavirtuousandwell-govern\u2019dyouth. iwouldnotforthewealthofallthistown hereinmyhousedohimdisparagement. thereforebepatient,takenonoteofhim; itismywill;thewhichifthourespect, showafairpresenceandputoffthesefrowns, anill-beseemingsemblanceforafeast.capulet: itfits,whensuchavillainisaguest. i\u2019llnotendurehim.tybalt: heshallbeendur\u2019d. what,goodmanboy!isayheshall.goto; amithemasterhereoryou?goto. you\u2019llnotendurehim!godshallmendmysoul! you\u2019llmakeamutinyamongmyguests! youwillsetcock-a-hoop!you\u2019llbetheman!capulet: 06_0486_33_2019_1.2 \u00a9ucles201910",
+            "11": "5045why,uncle,\u2019tisashame. tybalt: goto,goto; youareasaucyboy.is\u2019tso,indeed? thistrickmaychancetoscatheyou.iknowwhat: youmustcontraryme.marry,\u2019tistime.- wellsaid,myhearts!-youareaprincox;go. bequiet,or-morelight,morelight!-forshame! i\u2019llmakeyouquiet.what!-cheerly,myhearts!capulet: patienceperforcewithwilfulcholermeeting makesmyfleshtrembleintheirdifferentgreeting. iwillwithdraw;butthisintrusionshall, nowseemingsweet,converttobitt\u2019restgall. [exit.]tybalt: [fromact1scene5 ] howdoesshakespearemakethissuchadramaticandsignificantmomentintheplay? or10 howdoesshakespeare\u2019sportrayalofladycapuletandherrelationshipwithjulietcontributetothe dramaticimpactoftheplay? 06_0486_33_2019_1.2 \u00a9ucles201911",
+            "12": "blankpage permissiontoreproduceitemswherethird-partyownedmaterialprotectedbycopyrightisincludedhasbeensoughtandclearedwherepossible.everyreasonable efforthasbeenmadebythepublisher(ucles)totracecopyrightholders,butifanyitemsrequiringclearancehaveunwittinglybeenincluded,thepublisherwill bepleasedtomakeamendsattheearliestpossibleopportunity. toavoidtheissueofdisclosureofanswer-relatedinformationtocandidates,allcopyrightacknowledgementsarereproducedonlineinthecambridgeassessment international education copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download at www.cambridgeinternational.orgaftertheliveexaminationseries. cambridge assessment international education is part of the cambridge assessment group. cambridge assessment is the brand name of the university of cambridgelocalexaminationssyndicate(ucles),whichitselfisadepartmentoftheuniversityofcambridge. 06_0486_33_2019_1.2 \u00a9ucles201912"
+        },
+        "0486_s19_qp_41.pdf": {
+            "1": "this document consists of 5 printed pages, 3 blank pages and 1 insert. dc (rcl (go)) 165184/2 \u00a9 ucles 2019  [turn overcambridge assessment international education cambridge international general certificate of secondary education *3306456452*literature (english)  0486/41 paper 4  unseen  may/june 2019  1 hour 15 minutes no additional materials are required. read these instructions first an answer booklet is provided inside this question paper. you should follow the instructions on the front cover  of the answer booklet. if you need additional answer paper ask the invigilator for a continuation booklet. answer either  question 1 or question 2. you are advised to spend about 20 minutes reading the question paper and planning your answer. both questions in this paper carry equal marks.",
+            "2": "2 0486/41/m/j/19 \u00a9 ucles 2019 answer either question 1 or question 2. either 1 read carefully the poem on the opposite page. the poet has difficulty sleeping (insomnia). she  describes both her insomnia and a good night\u2019s sleep.  how does the poet memorably convey her experiences to you?  to help you answer this question, you might consider:   \u2022 how the poet describes her insomnia   \u2022 how she describes the experience of sleep   \u2022 what you find striking about the way the poem ends.",
+            "3": "3 0486/41/m/j/19 \u00a9 ucles 2019 [turn over one night comes like a blessing like a cruel lover or spiteful mistress no-sleep demands my restless attentiveness. no-sleep prefers me stripped \u2013 a dark projectionist winding and unwinding the reel of my thoughts. an old grained movie i can\u2019t switch off \u2013 a starring of loves and loss, tv footage, soft tears, mortifications1, smothered laughs. then, one night comes like a blessing. a visitation of wings that sees me falling. whoever wants me now, i am swimming towards my house of dreams. let no one disturb this peace. let no one shake me even from the branches of nightmares. come morning i am reborn again \u2013 a fresh-faced eve \u2013 emerging from the rib\u2019s2 shadow \u2013 ready to meet the daily pandemonium3 of living. 1 mortifications : embarrassments 2  eve \u2026 rib\u2019s : in the bible, eve is the first woman, created from the rib of the first man 3 pandemonium : wild and noisy disorder or confusion",
+            "4": "4 0486/41/m/j/19 \u00a9 ucles 2019 or 2 read carefully the extract opposite. eilis is a young irish girl who has recently moved to the usa.  she has received letters from her mother, her sister rose and her brother jack, who remain at  home in ireland. \t how \tdoes\tthe\twriter\tvividly\tconvey\teilis\u2019s\tgrowing \tsense\tof\thomesickness?  to help you answer this question, you might consider:   \u2022 how the writer describes her reactions to the letters from home   \u2022 how he portrays her increasing unhappiness   \u2022 how he contrasts her feelings about home and where she lives now.",
+            "5": "5 0486/41/m/j/19 \u00a9 ucles 2019 the letters told eilis little; there was hardly anything personal in them and  nothing that sounded like anyone\u2019s own voice. nonetheless, as she read them over  and over, she forgot for a moment where she was and she could picture her mother  in the kitchen taking her basildon bond1 notepad and her envelopes and setting  out to write a proper letter with nothing crossed out. rose, she thought, might have  gone into the dining room to write on paper she had taken home from work, using a  longer, more elegant white envelope than her mother had. eilis imagined that rose  when she was finished might have left hers on the hall table, and her mother would have gone with both letters in the morning to the post office, having to get special stamps for america. she could not imagine where jack had written his letter, which was briefer than the other two, almost shy in its tone, as though he did not want to put too much in writing. she lay on the bed with the letters beside her. for the past few weeks, she  realized, she had not really thought of home. the town had come to her in flashing pictures, such as the one that had come during the afternoon of the sale, and she had thought of course of her mother and rose, but her own life in enniscorthy 2, the  life she had lost and would never have again, she had kept out of her mind. every day she had come back to this small room in this house full of sounds and gone over  everything new that had happened. now, all that seemed like nothing compared to  the picture she had of home, of her own room, the house in friary street, the food she had eaten there, the clothes she wore, how quiet everything was. all this came to her like a terrible weight and she felt for a second that she was  going to cry. it was as though an ache in her chest was trying to force tears down her cheeks despite her enormous effort to keep them back. she did not give in to  whatever it was. she kept thinking, attempting to work out what was causing this  new feeling that was like despondency, that was like how she felt when her father died and she watched them closing the coffin, the feeling that he would never see the world again and she would never be able to talk to him again. she was nobody here. it was not just that she had no friends and family; it  was rather that she was a ghost in this room, in the streets on the way to work, on the shop floor. nothing meant anything. the rooms in the house on friary street belonged to her, she thought; when she moved in them she was really there. in the town, if she walked to the shop or to the vocational school, the air, the light, the ground, it was all solid and part of her, even if she met no one familiar. nothing here was part of her. it was false, empty, she thought. she closed her eyes and tried  to think, as she had done so many times in her life, of something she was looking  forward to, but there was nothing. not the slightest thing. not even sunday. nothing maybe except sleep, and she was not even certain she was looking forward to sleep. in any case, she could not sleep yet, since it was not yet nine o\u2019clock. there was nothing she could do. it was as though she had been locked away. 1 basildon bond : brand of stationery 2 enniscorthy : eilis\u2019s home town in ireland",
+            "6": "6 0486/41/m/j/19 \u00a9 ucles 2019 blank page",
+            "7": "7 0486/41/m/j/19 \u00a9 ucles 2019 blank page",
+            "8": "8 0486/41/m/j/19 \u00a9 ucles 2019 blank page permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the  publisher will be pleased to make amends at the earliest possible opportunity. 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 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."
+        },
+        "0486_s19_qp_42.pdf": {
+            "1": "this document consists of 5 printed pages, 3 blank pages and 1 insert. dc (rcl (go)) 165185/3 \u00a9 ucles 2019  [turn overcambridge assessment international education cambridge international general certificate of secondary education *4227870928*literature (english)  0486/42 paper 4  unseen  may/june 2019  1 hour 15 minutes no additional materials are required. read these instructions first an answer booklet is provided inside this question paper. you should follow the instructions on the front cover  of the answer booklet. if you need additional answer paper ask the invigilator for a continuation booklet. answer either  question 1 or question 2. you are advised to spend about 20 minutes reading the question paper and planning your answer. both questions in this paper carry equal marks.",
+            "2": "2 0486/42/m/j/19 \u00a9 ucles 2019 answer either  question 1 or question 2. either 1 read carefully the poem on the opposite page. the poet is writing about an empty house which is  being sold. the woman who owned it has recently died.  how does the poet strikingly convey his thoughts and feelings about the house?  to help you answer this question, you might consider:   \u2022 how he creates impressions of the woman who lived there   \u2022 how he describes the presence of wildlife in the house   \u2022 how he conveys his response to the house being sold.",
+            "3": "3 0486/42/m/j/19 \u00a9 ucles 2019 [turn over a cottage in the lane, dittisham1 whatever tragedies occurred in that house where finally she lived out her life alone, no one knew or cared, least of all those who thought the place was theirs: the squirrels nesting in the roof, the mice in the cellar, and in the eaves2 the birds that came each spring and nested there, and sang a song as pure as the rain-washed air. how full her mind was, or how blank, how rich she was or how poor was to them of no concern. for all they knew the house was theirs, so quietly had she lived in one small room. an electric fire, a lamp, and no desire to be elsewhere. now that the ghost-in-waiting she became has finally evaporated into the air, the for sale  board\u2019s gone up, a flag of surrender nailed against the cottage wall. and the squirrels, the mice, the birds, and all the rest who thought the place was theirs will soon move on. it\u2019s either that or else be caught in a pest-controller\u2019s snare. change is in the air. rich, green-wellied weekenders3 prowl through the undergrowth where once a dynasty of toads held court. the place will soon be bought.  1  a cottage in the lane, dittisham : a small house in dittisham, a country village  2 eaves : roof space  3 weekenders : people who buy holiday homes in the country",
+            "4": "4 0486/42/m/j/19 \u00a9 ucles 2019 or 2 read carefully the extract opposite. katsumi hosokawa, a japanese businessman, is remembering  his first visit to an opera.  how does the writer vividly convey the impact that opera has made on mr hosokawa?  to help you answer this question, you might consider:   \u2022 how the writer describes going to the opera for the first time   \u2022 how the writer conveys the effect the music had on mr hosokawa as a child   \u2022 how the writer conveys the impact of music on his adult life.",
+            "5": "5 0486/42/m/j/19 \u00a9 ucles 2019 but first remember another birthday, his eleventh, the birthday on which  katsumi hosokawa first heard opera, verdi\u2019s rigoletto. his father had taken him to  tokyo by train and together they walked to the theatre in a steady downpour. it was  october 22 and so it was a cold autumn rain and the streets were waxed in a paper- thin layer of wet red leaves. when they arrived at the tokyo metropolitan festival hall, their undershirts were wet beneath coats and sweaters. the tickets waiting inside katsumi hosokawa\u2019s father\u2019s billfold 1 were wet and discoloured. they did  not have especially good seats, but their view was unobstructed. in 1954, money was precious; train tickets and operas were unimaginable things. in a different time,  such a production would have seemed too complicated for a child, but this was  only a handful of years after the war and children then were much more likely to understand a whole host of things that might seem impossible for children now. they climbed the long set of stairs to their row, careful not to look down into the dizzying void beneath them. they bowed and begged to be excused by every person who stood to let them pass into their seats, and then they unfolded their seats and  slipped inside. they were early, but other people were earlier, as part of the luxury  that came with the ticket price was the right to sit quietly in this beautiful place and wait. they waited, father and son, without speaking, until finally the darkness fell and the first breath of music stirred from someplace far below them. tiny people, insects, really, slipped out from behind the curtains, opened their mouths, and with  their voices gilded the walls with their yearning, their grief, their boundless, reckless  love that would lead each one to separate ruin. it was during that performance of rigoletto  that opera imprinted itself on  katsumi hosokawa, a message written on the pink undersides of his eyelids that he read to himself while he slept. many years later, when everything was business, when he worked harder than anyone in a country whose values are structured on  hard work, he believed that life, true life, was something that was stored in music.  true life was kept safe in the lines of tchaikovsky\u2019s eugene onegin 2 while you went  out into the world and met the obligations required of you. certainly he knew (though did not completely understand) that opera wasn\u2019t for everyone, but for everyone he  hoped there was something. the records he cherished, the rare opportunities to see  a live performance, those were the marks by which he gauged his ability to love. not his wife, his daughters, or his work. he never thought that he had somehow transferred what should have filled his daily life into opera. instead he knew that without opera, this part of himself would have vanished altogether. it was early in the second act, when rigoletto and gilda sang together, their voices twining, leaping,  that he reached out for his father\u2019s hand. he had no idea what they were saying, nor  did he know that they played the parts of father and daughter, he only knew that he needed to hold to something. the pull they had on him was so strong he could feel himself falling forward out of the high and distant seats. 1 billfold : wallet 2 eugene onegin : an opera by tchaikovsky",
+            "6": "6 0486/42/m/j/19 \u00a9 ucles 2019 blank page",
+            "7": "7 0486/42/m/j/19 \u00a9 ucles 2019 blank page",
+            "8": "8 0486/42/m/j/19 \u00a9 ucles 2019 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 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.blank page"
+        },
+        "0486_s19_qp_43.pdf": {
+            "1": "this document consists of 5 printed pages, 3 blank pages and 1 insert. dc (rcl (go)) 165186/2 \u00a9 ucles 2019  [turn overcambridge assessment international education cambridge international general certificate of secondary education *5694825593*literature (english)  0486/43 paper 4  unseen  may/june 2019  1 hour 15 minutes no additional materials are required. read these instructions first an answer booklet is provided inside this question paper. you should follow the instructions on the front cover  of the answer booklet. if you need additional answer paper ask the invigilator for a continuation booklet. answer either  question 1 or question 2. you are advised to spend about 20 minutes reading the question paper and planning your answer. both questions in this paper carry equal marks.",
+            "2": "2 0486/43/m/j/19 \u00a9 ucles 2019 answer either question 1 or question 2. either 1 read carefully the poem on the opposite page. the poet and his girlfriend are canoeing on the  river before he leaves to fight in a war.  how does the poet movingly convey his thoughts and feelings at this moment?  to help you answer this question, you might consider:   \u2022 how the poet describes the setting   \u2022 how he conveys his feelings about the possibility of death   \u2022 your response to how he imagines himself returning as a spirit.",
+            "3": "3 0486/43/m/j/19 \u00a9 ucles 2019 [turn over canoe well, i am thinking this may be my last summer, but cannot lose even a part of pleasure in the old-fashioned artof idleness. i cannot stand aghast at whatever doom hovers in the background; while grass and buildings and the somnolent 1 river, who know they are allowed to last for ever,exchange between them the whole subdued sound of this hot time. what sudden fearful fate can deter my shade 2 wandering next year from a return? whistle and i will hearand come again another evening, when this boat travels with you alone toward iffley 3: as you lie looking up for thunder again, this cool touch does not betoken4 rain; it is my spirit that kisses your mouth lightly. 1 somnolent : sleepy 2 shade : ghost/spirit 3 iffley : a village on the river 4 does not betoken : is not a sign of",
+            "4": "4 0486/43/m/j/19 \u00a9 ucles 2019 or 2 read carefully the extract opposite, which is the opening of a novel. kathryn is the main character.  mattie is her daughter and jack is her husband.  in what ways does the writer make this passage so tense?  to help you answer this question, you might consider:   \u2022 the portrayal of the night-time setting   \u2022\t how\tthe\twriter\tconveys\tkathryn\u2019s \tgrowing\tanxiety   \u2022 how\tthe\twriter\tmakes\tkathryn\u2019s \tjourney\tto\tthe\tdoor\tso\tdisturbing.",
+            "5": "5 0486/43/m/j/19 \u00a9 ucles 2019 she heard a knocking, and then a dog barking. her dream left her, skittering  behind a closing door. it had been a good dream, warm and close, and she minded.  she fought the waking. it was dark in the small bedroom, with no light yet behind  the shades. she reached for the lamp, fumbled her way up the brass, and she was  thinking, what? what? the lit room alarmed her, the wrongness of it, like an emergency room1 at  midnight. she thought, in quick succession: mattie. then, jack. then, neighbour.  then,\tcar\taccident. \tbut\tmattie\twas\tin\tbed,\twasn\u2019t\tshe?\tkathryn\thad\tseen\ther\tto\t bed, had watched her walk down the hall and through a door, the door shutting  with\ta\tfirmness \tthat\twas\tjust\tshort\tof\ta\tslam,\tenough\tto\tmake\ta\tstatement \tbut\tnot\t provoke a reprimand. and jack \u2013 where was jack? she scratched the sides of her  head, raking out her sleep-flattened hair. jack was \u2013 where? she tried to remember  the schedule: london. due home around lunchtime. she was certain. or did she  have it wrong and had he forgotten his keys again? she sat up and put her feet on the freezing floorboards. she had never  understood why the wood of an old house lost its warmth so completely in the  winter. her black leggings had ridden up to the middle of her calves, and the cuffs  of\tthe\tshirt\tshe\thad\tslept\tin,\ta\tworn\twhite\tshirt\tof\tjack\u2019s,\thad\tunrolled\tand\twere\t hanging\tpast\tthe\ttips\tof\ther\tfingers.\tshe\tcouldn\u2019t\thear\tthe\tknocking \tanymore, \tand\t she thought for a few seconds that she had imagined it. had dreamed it, in the way  she sometimes had dreams from which she woke into other dreams. she reached  for the small clock on her bedside table and looked at it: 3:24. she peered more  closely at the black face with the glow-in-the-dark dial and then set the clock down  on the marble top of the table so hard that the case popped open and a battery  rolled under the bed. but jack was in london, she told herself again. and mattie was in bed. there was another knock then, three sharp raps on glass. a small stoppage in  her chest travelled down into her stomach and lay there. in the distance, the dog  started up again with short, brittle yips. she took careful steps across the floor, as if moving too fast might set something  in\tmotion\tthat\thadn\u2019t\tyet\tbegun.\tshe\topened\tthe\tlatch\tof\tthe\tbedroom \tdoor\twith\ta\t soft click and made her way down the back staircase. she was thinking that her  daughter was upstairs and that she should be careful. she walked through the kitchen and tried to see, through the window over the  sink,\tinto\tthe\tdriveway \tthat\twound\taround\tto\tthe\tback\tof\tthe\thouse.\tshe\tcould\tjust\t make out the shape of an ordinary dark car. she turned the corner into the narrow  back hallway, where the tiles were worse than the floorboards, ice on the soles of  her feet. she flipped on the back-door light and saw, beyond the small panes set  into the top of the door, a man. 1 emergency room : hospital",
+            "6": "6 0486/43/m/j/19 \u00a9 ucles 2019 blank page",
+            "7": "7 0486/43/m/j/19 \u00a9 ucles 2019 blank page",
+            "8": "8 0486/43/m/j/19 \u00a9 ucles 2019 blank page permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the  publisher will be pleased to make amends at the earliest possible opportunity. 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 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."
+        },
+        "0486_w19_qp_11.pdf": {
+            "1": "this document consists of 24 printed pages, 4 blank pages and 1 insert. dc (rcl/go) 165607/3 \u00a9 ucles 2019  [turn overcambridge assessment international education cambridge international general certificate of secondary education *3749070196*literature (english)  0486/11 paper 1  poetry and prose  october/november 2019  1 hour 30 minutes no additional materials are required. read these instructions first an answer booklet is provided inside this question paper. you should follow the instructions on the front cover  of the answer booklet. if you need additional answer paper ask the invigilator for a continuation booklet. answer two questions: one question from section a and one question from section b. all questions in this paper carry equal marks.",
+            "2": "2 0486/11/o/n/19 \u00a9 ucles 2019 blank page",
+            "3": "3 0486/11/o/n/19 \u00a9 ucles 2019 [turn over contents section a: poetry text question  numbers  page[s] songs of ourselves volume 1 : from part 5   1, 2 pages  4\u20135 songs of ourselves volume 2 : from part 2   3, 4 pages  6\u20137 gillian clarke: from collected poems   5, 6 pages  8\u20139 section b: prose text question  numbers  page[s] jane austen: mansfield park   7, 8 pages 10\u201311 willa cather: my \u00e1ntonia   9, 10  pages 12\u201313 anita desai:  in custody  11, 12  pages 14\u201315 charles dickens: hard times  13, 14  pages 16\u201317 kate grenville: the secret river  15, 16  pages 18\u201319 john knowles: a separate peace  17, 18  pages 20\u201321 alan paton: cry, the beloved country  19, 20  pages 22\u201323 from stories of ourselves  21, 22  pages 24\u201325",
+            "4": "4 0486/11/o/n/19 \u00a9 ucles 2019 section a: poetry answer one question from this section. songs of ourselves volume 1 : from part 5 remember to support your ideas with details from the writing. either  1 read this poem, and then answer the question that follows it: anthem for doomed youth what passing-bells for these who die as cattle?    only the monstrous anger of the guns. \u2003 \u2003 \u2003 only \u2003the\u2003stuttering \u2003rifles\u2019\u2003rapid\u2003rattle can patter out their hasty orisons. no mockeries now for them; no prayers nor bells,    nor any voice of mourning save the choirs, \u2013 the shrill, demented choirs of wailing shells;    and bugles calling for them from sad shires. what candles may be held to speed them all?    not in the hands of boys, but in their eyes shall shine the holy glimmers of good-byes. \u2003 \u2003 \u2003 the \u2003pallor\u2003of\u2003girls\u2019\u2003brows\u2003shall\u2003be\u2003their\u2003pall; their flowers the tenderness of patient minds, and each slow dusk a drawing-down of blinds.  (wilfred owen )    how does owen powerfully express his thoughts and feelings in this poem?5 10",
+            "5": "5 0486/11/o/n/19 \u00a9 ucles 2019 [turn over or  2\u2003what\u2003impressions \u2003of\u2003the\u2003speaker\u2003does\u2003bishop\u2019s \u2003writing\u2003create\u2003for\u2003you\u2003in\u2003one art ? one art the\u2003art\u2003of\u2003losing\u2003isn\u2019t\u2003hard\u2003to\u2003master; so many things seem filled with the intent to be lost that their loss is no disaster. lose something every day. accept the fluster of lost door keys, the hour badly spent. the\u2003art\u2003of\u2003losing\u2003isn\u2019t\u2003hard\u2003to\u2003master. then practice losing farther, losing faster: places, and names, and where it was you meant to travel. none of these will bring disaster. i\u2003lost\u2003my\u2003mother\u2019s \u2003watch.\u2003and\u2003look!\u2003my\u2003last,\u2003or next-to-last, of three loved houses went. the\u2003art\u2003of\u2003losing\u2003isn\u2019t\u2003hard\u2003to\u2003master. i lost two cities, lovely ones. and, vaster, some realms i owned, two rivers, a continent. i\u2003miss\u2003them,\u2003but\u2003it\u2003wasn\u2019t\u2003a\u2003disaster. \u2013 even losing you (the joking voice, a gesture i\u2003love)\u2003i\u2003shan\u2019t\u2003have\u2003lied.\u2003it\u2019s\u2003evident the\u2003art\u2003of\u2003losing\u2019s\u2003not\u2003too\u2003hard\u2003to\u2003master though it may look like ( write\u2003it!)\u2003like\u2003disaster.  (elizabeth bishop )5 10 15",
+            "6": "6 0486/11/o/n/19 \u00a9 ucles 2019 songs of ourselves volume 2: from part 2 remember to support your ideas with details from the writing. either  3 read this poem, and then answer the question that follows it: cetacean \u2003\u2003out\u2003of\u2003fisherman\u2019s \u2003wharf,\u2003san\u2003francisco, \u2003sunday,\u2003early,   our vessel, bow to stern, some sixty-three feet,   to observe blue whales \u2013 and we did, off the farallones.   they were swimming slowly, and rose at a shallow angle (they were grey as slate with white mottling, dorsals tiny and stubby,   with broad flat heads one quarter their overall body-lengths). they blew as soon as their heads began to break the surface.   the blows were as straight and slim as upright columns   rising to thirty feet in vertical sprays. then their heads disappeared underwater, and the lengthy, rolling expanse of their backs hove into our view \u2013 about twenty feet longer   than the vessel herself.             and then the diminutive dorsals showed briefly, after the blows had dispersed and the heads had     gone under. then they arched their backs, then arched their tail stocks ready     for diving. then the flukes were visible just before the creatures vanished,  slipping into the deep again, at a shallow angle.  (peter reading )     how does peter reading vividly convey the experience of seeing the whales in this  poem?5 10 15",
+            "7": "7 0486/11/o/n/19 \u00a9 ucles 2019 [turn over or  4  explore the ways in which keats uses words and images to vivid effect in ode on  melancholy . ode on melancholy i no, no, go not to lethe, neither twist \u2003 wolf\u2019s-bane, \u2003tight-rooted, \u2003for\u2003its\u2003poisonous \u2003wine; nor\u2003suffer\u2003thy\u2003pale\u2003forehead \u2003to\u2003be\u2003kiss\u2019d  by nightshade, ruby grape of proserpine; make not your rosary of yew-berries,  nor let the beetle, nor the death-moth be   your mournful psyche, nor the downy owl a\u2003partner\u2003in\u2003your\u2003sorrow\u2019s\u2003mysteries;  for shade to shade will come too drowsily,   and drown the wakeful anguish of the soul. ii but when the melancholy fit shall fall  sudden from heaven like a weeping cloud, that fosters the droop-headed flowers all,  and hides the green hill in an april shroud; then glut thy sorrow on a morning rose,  or on the rainbow of the salt sand-wave,   or on the wealth of globed peonies; or if thy mistress some rich anger shows,  emprison her soft hand, and let her rave,   and feed deep, deep upon her peerless eyes. iii she dwells with beauty\u2014beauty that must die;  and joy, whose hand is ever at his lips bidding adieu; and aching pleasure nigh,  turning to poison while the bee-mouth sips: ay, in the very temple of delight \u2003 veil\u2019d\u2003melancholy \u2003has\u2003her\u2003sovran\u2003shrine,   though seen of none save him whose strenuous tongue can\u2003burst\u2003joy\u2019s\u2003grape\u2003against\u2003his\u2003palate\u2003fine;  his soul shall taste the sadness of her might,   and be among her cloudy trophies hung.  (john keats )5 10 15 20 25 30",
+            "8": "8 0486/11/o/n/19 \u00a9 ucles 2019 gillian clarke: from collected poems remember to support your ideas with details from the writing. either  5 read this poem, and then answer the question that follows it: lunchtime lecture and this from the second or third millenium b.c., a female, aged about twenty-two. a white, fine skull, full up with darkness as a shell with sea, drowned in the centuries. small, perfect. the cranium would fit the palm of\u2003a\u2003man\u2019s\u2003hand.\u2003some\u2003plague\u2003or\u2003violence destroyed her, and her whiteness lay safe in a shroud of silence, undisturbed, unrained on, dark for four thousand years. till a tractor in summer biting its way through the longcairn for supplies of stone, broke open the grave and let a crowd of light stare in at her, and she stared quietly back. as i look at her i feel none of the shock the farmer felt as, unprepared, he found her. here in the museum, like death in hospital, reasons are given, labels, causes, catalogues. the smell of death is done. left, only her bone purity, the light and shade beauty that her man was denied sight of, the perfect edge of the place where the pieces join, with no mistakes, like boundaries. she\u2019s\u2003a\u2003tree\u2003in\u2003winter,\u2003stripped\u2003white\u2003on\u2003a\u2003black\u2003sky, leafless formality, brow, bough in fine relief. i, at some other season, illustrate the tree fleshed, \u2003with\u2003woman\u2019s \u2003hair\u2003and\u2003colours\u2003and\u2003the\u2003rustling blood, the troubled mind that she has overthrown. we stare at each other, dark into sightless dark, seeing only ourselves in the black pools, gulping the risen sea that booms in the shell.    how does clarke strikingly convey her experience in this poem?5 10 15 20 25",
+            "9": "9 0486/11/o/n/19 \u00a9 ucles 2019 [turn over or  6 explore the ways in which clarke makes baby-sitting  such a memorable poem. baby-sitting i am sitting in a strange room listening for\u2003the\u2003wrong\u2003baby.\u2003i\u2003don\u2019t\u2003love this baby. she is sleeping a snuffly roseate, bubbling sleep; she is fair; she is a perfectly acceptable child. i am afraid of her. if she wakes she will hate me. she will shout her hot midnight rage, her nose will stream disgustingly and the perfume of her breath will fail to enchant me. to her i will represent absolute abandonment. for her it will be worse than for the lover cold in lonely sheets; worse than for the woman who waits a moment to collect her dignity beside the bleached bone in the terminal ward. as she rises sobbing from the monstrous land stretching for milk-familiar comforting, she will find me and between us two it will not come. it will not come.5 10 15 20",
+            "10": "10 0486/11/o/n/19 \u00a9 ucles 2019 section b: prose answer one question from this section. jane austen: mansfield park remember to support your ideas with details from the writing. either  7 read this extract, and then answer the question that follows it: sir thomas listened most politely, but found much to offend his ideas  of\u2003decorum \u2003and\u2003confirm\u2003his\u2003ill\u2003opinion\u2003of\u2003mr\u2003yates\u2019s\u2003habits\u2003of\u2003thinking\u2003from\u2003 the beginning to the end of the story; and when it was over, could give him  no other assurance of sympathy than what a slight bow conveyed. \u2018this\u2003was\u2003in\u2003fact\u2003the\u2003origin\u2003of\u2003our acting,\u2019\u2003said\u2003tom\u2003after\u2003a\u2003moment\u2019s \u2003 thought.\u2003\u2018my\u2003friend\u2003yates\u2003brought\u2003the\u2003infection\u2003from\u2003ecclesford, \u2003and\u2003it\u2003 spread, as those things always spread you know, sir\u2014the faster probably  from your having so often encouraged the sort of thing in us formerly. it  was\u2003like\u2003treading\u2003old\u2003ground\u2003again.\u2019 mr yates took the subject from his friend as soon as possible, and  immediately gave sir thomas an account of what they had done and were  doing, told him of the gradual increase of their views, the happy conclusion  of their first difficulties, and present promising state of affairs; relating every  thing with so blind an interest as made him not only totally unconscious of  the uneasy movements of many of his friends as they sat, the change of  countenance, \u2003the\u2003fidget,\u2003the\u2003hem!\u2003of\u2003unquietness, \u2003but\u2003prevented \u2003him\u2003even\u2003 from seeing the expression of the face on which his own eyes were fixed\u2014 from\u2003seeing\u2003sir\u2003thomas\u2019s \u2003dark\u2003brow\u2003contract\u2003as\u2003he\u2003looked\u2003with\u2003inquiring \u2003 earnestness at his daughters and edmund, dwelling particularly on the  latter, and speaking a language, a remonstrance, a reproof, which he felt  at his heart. not less acutely was it felt by fanny, who had edged back her  chair\u2003behind\u2003her\u2003aunt\u2019s\u2003end\u2003of\u2003the\u2003sofa,\u2003and\u2003screened \u2003from\u2003notice\u2003herself,\u2003 saw all that was passing before her. such a look of reproach at edmund  from his father she could never have expected to witness; and to feel that  it\u2003was\u2003in\u2003any\u2003degree\u2003deserved, \u2003was\u2003an\u2003aggravation \u2003indeed.\u2003sir\u2003thomas\u2019s \u2003 look\u2003implied,\u2003\u2018on\u2003your\u2003judgment, \u2003edmund, \u2003i\u2003depended; \u2003what\u2003have\u2003you\u2003 been\u2003about?\u2019\u2014she \u2003knelt\u2003in\u2003spirit\u2003to\u2003her\u2003uncle,\u2003and\u2003her\u2003bosom\u2003swelled\u2003to\u2003 utter,\u2003\u2018oh!\u2003not\u2003to\u2003him. look so to all the others, but not to him!\u2019 mr\u2003yates\u2003was\u2003still\u2003talking.\u2003\u2018to\u2003own\u2003the\u2003truth,\u2003sir\u2003thomas, \u2003we\u2003were\u2003in\u2003 the middle of a rehearsal when you arrived this evening. we were going  through the three first acts, and not unsuccessfully upon the whole. our  company is now so dispersed, from the crawfords being gone home,  that nothing more can be done to-night; but if you will give us the honour  of your company to-morrow evening i should not be afraid of the result.  we bespeak your indulgence you understand as young performers; we  bespeak \u2003your\u2003indulgence.\u2019 \u2018my\u2003indulgence \u2003shall\u2003be\u2003given,\u2003sir,\u2019\u2003replied\u2003sir\u2003thomas\u2003gravely,\u2003\u2018but\u2003 without\u2003any\u2003other\u2003rehearsal.\u2019\u2014and \u2003with\u2003a\u2003relenting \u2003smile\u2003he\u2003added,\u2003\u2018i\u2003 come\u2003home\u2003to\u2003be\u2003happy\u2003and\u2003indulgent.\u2019 \u2003then\u2003turning\u2003away\u2003towards\u2003any\u2003or\u2003 all\u2003of\u2003the\u2003rest,\u2003he\u2003tranquilly \u2003said,\u2003\u2018mr\u2003and\u2003miss\u2003crawford \u2003were\u2003mentioned \u2003in\u2003 my\u2003last\u2003letters\u2003from\u2003mansfield. \u2003do\u2003you\u2003find\u2003them\u2003agreeable \u2003acquaintance?\u2019 tom was the only one at all ready with an answer, but he being entirely  without particular regard for either, without jealousy either in love or acting, 5 10 15 20 25 30 35 40",
+            "11": "11 0486/11/o/n/19 \u00a9 ucles 2019 [turn over could\u2003speak\u2003very\u2003handsomely \u2003of\u2003both.\u2003\u2018mr\u2003crawford \u2003was\u2003a\u2003most\u2003pleasant \u2003 gentleman-like \u2003man;\u2014his \u2003sister\u2003a\u2003sweet,\u2003pretty,\u2003elegant,\u2003lively\u2003girl.\u2019 mr\u2003rushworth \u2003could\u2003be\u2003silent\u2003no\u2003longer.\u2003\u2018i\u2003do\u2003not\u2003say\u2003he\u2003is\u2003not\u2003 gentleman-like, considering; but you should tell your father he is not above  five\u2003feet\u2003eight,\u2003or\u2003he\u2003will\u2003be\u2003expecting \u2003a\u2003well-looking \u2003man.\u2019 sir thomas did not quite understand this, and looked with some  surprise at the speaker. \u2018if\u2003i\u2003must\u2003say\u2003what\u2003i\u2003think,\u2019\u2003continued \u2003mr\u2003rushworth, \u2003\u2018in\u2003my\u2003opinion\u2003 it is very disagreeable to be always rehearsing. it is having too much of  a good thing. i am not so fond of acting as i was at first. i think we are a  great deal better employed, sitting comfortably here among ourselves, and  doing\u2003nothing.\u2019 sir thomas looked again, and then replied with an approving smile,   \u2018i\u2003am\u2003happy\u2003to\u2003find\u2003our\u2003sentiments \u2003on\u2003this\u2003subject\u2003so\u2003much\u2003the\u2003same.\u2003it\u2003 gives me sincere satisfaction. that i should be cautious and quick-sighted,  and feel many scruples which my children do not feel, is perfectly natural;  and equally so that my value for domestic tranquillity, for a home which  shuts out noisy pleasures, should much exceed theirs. but at your time of  life to feel all this, is a most favourable circumstance for yourself and for  every body connected with you; and i am sensible of the importance of  having\u2003an\u2003ally\u2003of\u2003such\u2003weight.\u2019  [from chapter 19]  \u2003 \u2003 \u2003 explore\u2003how\u2003austen\u2003vividly\u2003conveys\u2003the\u2003impact\u2003of\u2003sir\u2003thomas\u2019s \u2003return\u2003at\u2003this\u2003moment\u2003in\u2003 the novel. or  8\u2003how\u2003far\u2003does\u2003austen\u2019s \u2003writing\u2003persuade \u2003you\u2003to\u2003sympathise \u2003with\u2003fanny\u2003price?45 50 55 60",
+            "12": "12 0486/11/o/n/19 \u00a9 ucles 2019 willa cather: my \u00e1ntonia remember to support your ideas with details from the writing. either  9 read this extract, and then answer the question that follows it: what a tableful we were at supper: two long rows of restless heads in  the lamplight, and so many eyes fastened excitedly upon \u00e1ntonia as she  sat at the head of the table, filling the plates and starting the dishes on  their way. the children were seated according to a system; a little one next  an older one, who was to watch over his behaviour and to see that he got  his food. anna and yulka left their chairs from time to time to bring fresh  plates of kolaches  and pitchers of milk. after supper we went into the parlour, so that yulka and leo could play  for me. \u00e1ntonia went first, carrying the lamp. there were not nearly chairs  enough to go round, so the younger children sat down on the bare floor.  little lucie whispered to me that they were going to have a parlour carpet  if they got ninety cents for their wheat. leo, with a good deal of fussing,  got\u2003out\u2003his\u2003violin.\u2003it\u2003was\u2003old\u2003mr.\u2003shimerda\u2019s \u2003instrument, \u2003which\u2003\u00e1ntonia\u2003had\u2003 always kept, and it was too big for him. but he played very well for a self- taught\u2003boy.\u2003poor\u2003yulka\u2019s\u2003efforts\u2003were\u2003not\u2003so\u2003successful. \u2003while\u2003they\u2003were\u2003 playing, little nina got up from her corner, came out into the middle of the  floor, and began to do a pretty little dance on the boards with her bare  feet. no one paid the least attention to her, and when she was through she  stole back and sat down by her brother. \u00e1ntonia spoke to leo in bohemian. he frowned and wrinkled up  his face. he seemed to be trying to pout, but his attempt only brought  out dimples in unusual places. after twisting and screwing the keys, he  played some bohemian airs, without the organ to hold him back, and that  went better. the boy was so restless that i had not had a chance to look  at his face before. my first impression was right; he really was faun-like.  he\u2003hadn\u2019t\u2003much\u2003head\u2003behind\u2003his\u2003ears,\u2003and\u2003his\u2003tawny\u2003fleece\u2003grew\u2003down\u2003 thick to the back of his neck. his eyes were not frank and wide apart like  those of the other boys, but were deep-set, gold-green in colour, and  seemed sensitive to the light. his mother said he got hurt oftener than all  the others put together. he was always trying to ride the colts before they  were broken, teasing the turkey gobbler, seeing just how much red the bull  would stand for, or how sharp the new axe was. after the concert was over, \u00e1ntonia brought out a big boxful of  photographs: she and anton in their wedding clothes, holding hands; her  brother ambrosch and his very fat wife, who had a farm of her own, and  who bossed her husband, i was delighted to hear; the three bohemian  marys and their large families. \u2018you\u2003wouldn\u2019t\u2003believe\u2003how\u2003steady\u2003those\u2003girls\u2003have\u2003turned\u2003out,\u2019\u2003\u00e1ntonia\u2003 remarked. \u2003\u2018mary\u2003svoboda\u2019s \u2003the\u2003best\u2003butter-maker \u2003in\u2003all\u2003this\u2003country,\u2003and\u2003a\u2003 fine\u2003manager. \u2003her\u2003children\u2003will\u2003have\u2003a\u2003grand\u2003chance.\u2019 as \u00e1ntonia turned over the pictures the young cuzaks stood behind  her chair, looking over her shoulder with interested faces. nina and jan,  after trying to see round the taller ones, quietly brought a chair, climbed up  on it, and stood close together, looking. the little boy forgot his shyness and  grinned delightedly when familiar faces came into view. in the group about  \u00e1ntonia i was conscious of a kind of physical harmony. they leaned this  way and that, and were not afraid to touch each other. they contemplated  the photographs with pleased recognition; looked at some admiringly, as 5 10 15 20 25 30 35 40 45",
+            "13": "13 0486/11/o/n/19 \u00a9 ucles 2019 [turn over if\u2003these\u2003characters \u2003in\u2003their\u2003mother\u2019s \u2003girlhood\u2003had\u2003been\u2003remarkable \u2003people.\u2003 the little children, who could not speak english, murmured comments to  each other in their rich old language.  [from book 5 chapter 1]  \u2003 \u2003 \u2003 in\u2003what\u2003ways\u2003does\u2003cather\u2003create\u2003such\u2003vivid\u2003impressions \u2003of\u2003\u00e1ntonia\u2019s \u2003family\u2003life\u2003at\u2003this\u2003 moment in the novel? or  10\u2003 \u2003how\u2003far\u2003does\u2003cather\u2019s\u2003writing\u2003make\u2003you\u2003feel\u2003surprised \u2003that\u2003jim\u2003never\u2003marries?50",
+            "14": "14 0486/11/o/n/19 \u00a9 ucles 2019 anita desai: in custody remember to support your ideas with details from the writing. either  11 read this extract, and then answer the question that follows it: deven had helped him to carry the various pieces of equipment up the  tiled staircase which smelt unpleasantly of both urine and cheap perfume,  to the top of the house, past doors hung with flowered curtains through  which he glimpsed beds, sleeping figures, mirrors and toilet articles \u2014  but of course he did not stop to investigate. chiku, on the other hand,  mounted the stairs slowly, stopping before every door and staring in with  open curiosity, his mouth slightly open, breathing heavily in his adenoidal  way. outside the doors were shoes, or empty glasses, littered trays. was  this a hotel? deven gave a slight twitch of apprehension at the thought that  there might be a bill to be paid. \u2018come\u2003on,\u2003come\u2003on,\u2019\u2003he\u2003snapped \u2003at\u2003chiku,\u2003\u2018we\u2003must\u2003have\u2003everything \u2003 ready\u2003by\u2003the\u2003time\u2003nur\u2003sahib\u2003arrives\u2003\u2014\u2003we\u2003can\u2019t\u2003waste\u2003time\u2003\u2014\u2003it\u2003is\u2003to\u2003be\u2003 done\u2003in\u2003three\u2003days\u2003flat.\u2019 three days. \u2018how\u2003long\u2003will\u2003it\u2003take\u2003you,\u2003deven- bhai?\u2019\u2003murad\u2003asked,\u2003reflectively \u2003 chewing a wad of paan  while his eyes swivelled around, taking in the  scene \u2014 the bolsters and cushions scattered on the mattress laid out  with white sheets, the spittoon, the silver box of paan , the glasses and  jars of water in one corner, the recording equipment piled in another, the  garlanded oleograph of a shock-headed saint from the south hanging on  the wall, beneath a tube of blue fluorescent lighting, and the idle figures  seated on the mats, slouching or sprawling as they waited for the poet to  make his appearance. deven frowned a little, as though he had a slight headache. he did  not care to answer. he could not. the days were slipping by like some  kind of involuntary exudation, oozing past. he seemed to have no control  over\u2003them,\u2003or\u2003what\u2003occurred \u2003during\u2003them.\u2003\u2018this\u2003is\u2003not\u2003something \u2003that\u2003can\u2003 be\u2003done\u2003to\u2003a\u2003timetable,\u2019 \u2003he\u2003muttered \u2003and\u2003was\u2003enraged\u2003by\u2003the\u2003way\u2003murad\u2003 slowly nodded his head as though his suspicions had been confirmed.  \u2018coming\u2003in?\u2019\u2003he\u2003asked\u2003testily. murad\u2003gave\u2003a\u2003snort.\u2003\u2018don\u2019t\u2003often\u2003come\u2003to\u2003such\u2003places,\u2019\u2003he\u2003leered.\u2003\u2018not\u2003 in\u2003this\u2003quarter\u2003of\u2003the\u2003city\u2003anyway.\u2019 \u2018oh,\u2003what\u2003is\u2003your\u2003quarter\u2003then?\u2019\u2003deven\u2003challenged \u2003him,\u2003infuriated \u2003at\u2003 having his so painfully made arrangements derided. murad\u2003looked\u2003momentarily \u2003surprised \u2003at\u2003such\u2003a\u2003show\u2003of\u2003spirit.\u2003\u2018well,\u2003 my\u2003friend,\u2003i\u2003had\u2003no\u2003idea\u2003it\u2003was\u2003yours,\u2019\u2003he\u2003said,\u2003shifting\u2003the\u2003wad\u2003of\u2003betel\u2003 leaves around his mouth and starting to chomp on them again. \u2018it\u2003isn\u2019t\u2003mine\u2003\u2014\u2003it\u2003is\u2003nur\u2003sahib\u2019s,\u2019\u2003said\u2003deven\u2003defensively, \u2003\u2018and\u2003we\u2003are\u2003 occupying \u2003it\u2003only\u2003till\u2003the\u2003recording \u2003is\u2003done.\u2019 \u2018yes,\u2019\u2003said\u2003murad,\u2003putting\u2003one\u2003foot\u2003into\u2003the\u2003room\u2003at\u2003last\u2003after\u2003having\u2003 debated the matter for so long. he was dressed in white leggings and a  loose kurta\u2003already\u2003mapped\u2003with\u2003perspiration. \u2003\u2018that\u2003is\u2003just\u2003what\u2003i\u2003came\u2003to\u2003 see\u2003\u2014\u2003how\u2003it\u2003is\u2003getting\u2003on\u2003\u2014\u2003so\u2003i\u2003can\u2003get\u2003an\u2003idea\u2003how\u2003long\u2003it\u2003will\u2003take.\u2019 deven waved his hand with a fine carelessness he did not really feel.  the\u2003gesture\u2003faded\u2003on\u2003the\u2003air\u2003from\u2003lack\u2003of\u2003conviction. \u2003\u2018how\u2003long?\u2003what\u2003 does\u2003it\u2003matter?\u2003can\u2003a\u2003poet\u2003be\u2003pinned\u2003down\u2003by\u2003time?\u2003he\u2003can\u2019t\u2003be\u2003expected \u2003 to keep an eye on his watch, murad- bhai \u2014 he is immortal and belongs to  all\u2003time.\u20195 10 15 20 25 30 35 40 45",
+            "15": "15 0486/11/o/n/19 \u00a9 ucles 2019 [turn over murad\u2003made\u2003a\u2003disgusted \u2003face.\u2003\u2018what\u2019s\u2003the\u2003matter\u2003\u2014\u2003are\u2003you\u2003drunk\u2003\u2014\u2003 at\u2003this\u2003time\u2003of\u2003the\u2003morning?\u2019 but deven did not need to drink in order to feel this hazardous  euphoria trickling through him \u2014 it was not drink that caused it, but nur.  [from  chapter 9]     in what ways does desai make this moment in the novel both entertaining and revealing? or  12\u2003 \u2003how\u2003does\u2003desai\u2019s\u2003portrayal \u2003of\u2003deven\u2003suggest\u2003to\u2003you\u2003that\u2003he\u2003will\u2003always\u2003be\u2003disappointed \u2003 in life?    do not use the extract printed for question 11 when answering this question.50",
+            "16": "16 0486/11/o/n/19 \u00a9 ucles 2019 charles dickens: hard times remember to support your ideas with details from the writing. either  13 read this extract, and then answer the question that follows it: she knew that he only feigned to be asleep, but she said nothing to  him. he started by and by as if he were just then awakened, and asked  who that was, and what was the matter? \u2018tom,\u2003have\u2003you\u2003anything \u2003to\u2003tell\u2003me?\u2003if\u2003ever\u2003you\u2003loved\u2003me\u2003in\u2003your\u2003life,\u2003 and\u2003have\u2003anything \u2003concealed \u2003from\u2003every\u2003one\u2003besides,\u2003tell\u2003it\u2003to\u2003me.\u2019 \u2018i\u2003don\u2019t\u2003know\u2003what\u2003you\u2003mean,\u2003loo.\u2003you\u2003have\u2003been\u2003dreaming.\u2019 \u2018my\u2003dear\u2003brother:\u2019\u2003she\u2003laid\u2003her\u2003head\u2003down\u2003on\u2003his\u2003pillow,\u2003and\u2003her\u2003hair\u2003 flowed\u2003over\u2003him\u2003as\u2003if\u2003she\u2003would\u2003hide\u2003him\u2003from\u2003every\u2003one\u2003but\u2003herself:\u2003\u2018is\u2003 there nothing that you have to tell me? is there nothing you can tell me, if  you will? you can tell me nothing that will change me. o tom, tell me the  truth!\u2019 \u2018i\u2003don\u2019t\u2003know\u2003what\u2003you\u2003mean,\u2003loo!\u2019 \u2018as\u2003you\u2003lie\u2003here\u2003alone,\u2003my\u2003dear,\u2003in\u2003the\u2003melancholy \u2003night,\u2003so\u2003you\u2003must\u2003 lie somewhere one night, when even i, if i am living then, shall have left  you. as i am here beside you, barefoot, unclothed, undistinguishable in  darkness, so must i lie through all the night of my decay, until i am dust. in  the\u2003name\u2003of\u2003that\u2003time,\u2003tom,\u2003tell\u2003me\u2003the\u2003truth\u2003now!\u2019 \u2018what\u2003is\u2003it\u2003you\u2003want\u2003to\u2003know?\u2019 \u2018you\u2003may\u2003be\u2003certain:\u2019\u2003in\u2003the\u2003energy\u2003of\u2003her\u2003love\u2003she\u2003took\u2003him\u2003to\u2003her\u2003 bosom\u2003as\u2003if\u2003he\u2003were\u2003a\u2003child:\u2003\u2018that\u2003i\u2003will\u2003not\u2003reproach \u2003you.\u2003you\u2003may\u2003be\u2003 certain that i will be compassionate and true to you. you may be certain  that i will save you at whatever cost. o tom, have you nothing to tell me?  whisper\u2003very\u2003softly.\u2003say\u2003only\u2003\u2018yes,\u2019\u2003and\u2003i\u2003shall\u2003understand \u2003you!\u2019 she turned her ear to his lips, but he remained doggedly silent. \u2018not\u2003a\u2003word,\u2003tom?\u2019 \u2018how\u2003can\u2003i\u2003say\u2003yes,\u2003or\u2003how\u2003can\u2003i\u2003say\u2003no,\u2003when\u2003i\u2003don\u2019t\u2003know\u2003what\u2003  you mean? loo, you are a brave, kind girl, worthy i begin to think of a  better brother than i am. but i have nothing more to say. go to bed, go to  bed.\u2019 \u2018you\u2003are\u2003tired,\u2019\u2003she\u2003whispered \u2003presently, \u2003more\u2003in\u2003her\u2003usual\u2003way. \u2018yes,\u2003i\u2003am\u2003quite\u2003tired\u2003out.\u2019 \u2018you\u2003have\u2003been\u2003so\u2003hurried\u2003and\u2003disturbed \u2003today.\u2003have\u2003any\u2003fresh\u2003 discoveries \u2003been\u2003made?\u2019 \u2018only\u2003those\u2003you\u2003have\u2003heard\u2003of,\u2003from\u2003\u2013\u2003him.\u2019 \u2018tom,\u2003have\u2003you\u2003said\u2003to\u2003any\u2003one\u2003that\u2003we\u2003made\u2003a\u2003visit\u2003to\u2003those\u2003people,\u2003 and\u2003that\u2003we\u2003saw\u2003those\u2003three\u2003together?\u2019 \u2018no.\u2003didn\u2019t\u2003you\u2003yourself\u2003particularly \u2003ask\u2003me\u2003to\u2003keep\u2003it\u2003quiet,\u2003when\u2003you\u2003 asked\u2003me\u2003to\u2003go\u2003there\u2003with\u2003you?\u2019 \u2018yes.\u2003but\u2003i\u2003did\u2003not\u2003know\u2003then\u2003what\u2003was\u2003going\u2003to\u2003happen.\u2019 \u2018nor\u2003i\u2003neither.\u2003how\u2003could\u2003i?\u2019 he was very quick upon her with this retort. \u2018ought\u2003i\u2003to\u2003say,\u2003after\u2003what\u2003has\u2003happened,\u2019 \u2003said\u2003his\u2003sister,\u2003standing \u2003by\u2003 the\u2003bed\u2003\u2013\u2003she\u2003had\u2003gradually \u2003withdrawn \u2003herself\u2003and\u2003risen,\u2003\u2018that\u2003i\u2003made\u2003that\u2003 visit?\u2003should\u2003i\u2003say\u2003so?\u2003must\u2003i\u2003say\u2003so?\u2019 \u2018good\u2003heavens, \u2003loo,\u2019\u2003returned\u2003her\u2003brother,\u2003\u2018you\u2003are\u2003not\u2003in\u2003the\u2003habit\u2003of\u2003 asking my advice. say what you like. if you keep it to yourself, i shall keep  it to myself.\u2003if\u2003you\u2003disclose\u2003it,\u2003there\u2019s\u2003an\u2003end\u2003of\u2003it.\u20195 10 15 20 25 30 35 40 45",
+            "17": "17 0486/11/o/n/19 \u00a9 ucles 2019 [turn over it\u2003was\u2003too\u2003dark\u2003for\u2003either\u2003to\u2003see\u2003the\u2003other\u2019s\u2003face;\u2003but\u2003each\u2003seemed\u2003 very attentive, and to consider before speaking. \u2018tom,\u2003do\u2003you\u2003believe\u2003the\u2003man\u2003i\u2003gave\u2003the\u2003money\u2003to,\u2003is\u2003really\u2003implicated \u2003 in\u2003this\u2003crime?\u2019 \u2018i\u2003don\u2019t\u2003know.\u2003i\u2003don\u2019t\u2003see\u2003why\u2003he\u2003shouldn\u2019t \u2003be.\u2019 \u2018he\u2003seemed\u2003to\u2003me\u2003an\u2003honest\u2003man.\u2019 \u2018another\u2003person\u2003may\u2003seem\u2003to\u2003you\u2003dishonest, \u2003and\u2003yet\u2003not\u2003be\u2003so.\u2019 there was a pause, for he had hesitated and stopped. \u2018in\u2003short,\u2019\u2003resumed \u2003tom,\u2003as\u2003if\u2003he\u2003had\u2003made\u2003up\u2003his\u2003mind,\u2003\u2018if\u2003you\u2003come\u2003 to that, perhaps i was so far from being altogether in his favour, that i took  him outside the door to tell him quietly, that i thought he might consider  himself very well off to get such a windfall as he had got from my sister,  and that i hoped he would make good use of it. you remember whether i  took him out or not. i say nothing against the man; he may be a very good  fellow,\u2003for\u2003anything \u2003i\u2003know;\u2003i\u2003hope\u2003he\u2003is.\u2019  [from book 2 chapter 8]     how does dickens make this such a powerful and significant moment in the novel? or  14  in what ways does dickens make mrs pegler so memorable?50 55 60",
+            "18": "18 0486/11/o/n/19 \u00a9 ucles 2019 kate grenville: the secret river remember to support your ideas with details from the writing. either 15 read this extract, and then answer the question that follows it: thornhill thought he might have heard enough stories about how  dangerous it was to be a white man on the lower hawkesbury, but  blackwood\u2019s\u2003slow\u2003way\u2003could\u2003drive\u2003a\u2003man\u2003mad,\u2003and\u2003silence\u2003was\u2003threatening\u2003 to take hold around the words again. content removed due to copyright restrictions.",
+            "19": "19 0486/11/o/n/19 \u00a9 ucles 2019 [turn over  i better have  got that right, will thornhill, and if i ain\u2019t, by jesus your life ain\u2019t worth a  brass farthing . [from part 4]  how does grenville make this such a dramatic and revealing moment in the novel? or 16  in what ways does grenville powerfully convey the fear felt by the thornhills at any two  moments in the novel?   do not use the extract printed for question 15 when answering this question. content removed due to copyright restrictions.",
+            "20": "20 0486/11/o/n/19 \u00a9 ucles 2019 john knowles: a separate peace remember to support your ideas with details from the writing. either  17 read this extract, and then answer the question that follows it: phineas looked down here and there, at the exercise bar over a sand  pit next to the wall, at a set of weights on the floor, at the rolled-up wrestling  mat, at a pair of spiked shoes kicked under a locker. \u2018same\u2003old\u2003place,\u2003isn\u2019t\u2003it?\u2019\u2003he\u2003said,\u2003turning\u2003to\u2003me\u2003and\u2003nodding\u2003  slightly. after\u2003a\u2003moment\u2003i\u2003answered \u2003in\u2003a\u2003quiet\u2003voice,\u2003\u2018not\u2003exactly.\u2019 he made no pretense of not understanding me. after a pause he said,  \u2018you\u2019re\u2003going\u2003to\u2003be\u2003the\u2003big\u2003star\u2003now,\u2019\u2003in\u2003an\u2003optimistic \u2003tone,\u2003and\u2003then\u2003added\u2003 with\u2003some\u2003embarrassment, \u2003\u2018you\u2003can\u2003fill\u2003any\u2003gaps\u2003or\u2003anything.\u2019 \u2003he\u2003slapped\u2003 me\u2003on\u2003the\u2003back,\u2003\u2018get\u2003over\u2003there\u2003and\u2003chin\u2003yourself\u2003a\u2003few\u2003dozen\u2003times.\u2003what\u2003 did\u2003you\u2003finally\u2003go\u2003out\u2003for\u2003anyway?\u2019 \u2018i\u2003finally\u2003didn\u2019t\u2003go\u2003out.\u2019 \u2018you\u2003aren\u2019t,\u2019\u2003his\u2003eyes\u2003burned\u2003at\u2003me\u2003from\u2003his\u2003grimacing \u2003face,\u2003\u2018still\u2003the\u2003 assistant \u2003senior\u2003crew\u2003manager!\u2019 \u2018no,\u2003i\u2003quit\u2003that.\u2003i\u2019ve\u2003just\u2003been\u2003going\u2003to\u2003gym\u2003classes.\u2003the\u2003ones\u2003they\u2003 have\u2003for\u2003guys\u2003who\u2003aren\u2019t\u2003going\u2003out\u2003for\u2003anything.\u2019 he wrenched himself around on the bench. joking was past; his  mouth\u2003widened\u2003irritably.\u2003\u2018what\u2003in\u2003hell,\u2019\u2003his\u2003voice\u2003bounded \u2003on\u2003the\u2003word\u2003in\u2003a\u2003 sudden\u2003rich\u2003descent, \u2003\u2018did\u2003you\u2003do\u2003that\u2003for?\u2019 \u2018it\u2003was\u2003too\u2003late\u2003to\u2003sign\u2003up\u2003for\u2003anything \u2003else,\u2019\u2003and\u2003seeing\u2003the\u2003energy\u2003to\u2003 blast\u2003this\u2003excuse\u2003rushing\u2003to\u2003his\u2003face\u2003and\u2003neck\u2003i\u2003stumbled \u2003on,\u2003\u2018and\u2003anyway\u2003 with\u2003the\u2003war\u2003on\u2003there\u2003won\u2019t\u2003be\u2003many\u2003trips\u2003for\u2003the\u2003teams.\u2003i\u2003don\u2019t\u2003know,\u2003 sports\u2003don\u2019t\u2003seem\u2003so\u2003important \u2003with\u2003the\u2003war\u2003on.\u2019 \u2018have\u2003you\u2003swallowed \u2003all\u2003that\u2003war\u2003stuff?\u2019 \u2018no,\u2003of\u2003course\u2003i\u2014\u2019\u2003i\u2003was\u2003so\u2003committed \u2003to\u2003refuting\u2003him\u2003that\u2003i\u2003had\u2003half- denied the charge before i understood it; now my eyes swung back to his  face.\u2003\u2018all\u2003what\u2003war\u2003stuff?\u2019 \u2018all\u2003that\u2003stuff\u2003about\u2003there\u2003being\u2003a\u2003war.\u2019 \u2018i\u2003don\u2019t\u2003think\u2003i\u2003get\u2003what\u2003you\u2003mean.\u2019 \u2018do\u2003you\u2003really\u2003think\u2003that\u2003the\u2003united\u2003states\u2003of\u2003america\u2003is\u2003in\u2003a\u2003state\u2003of\u2003 war\u2003with\u2003nazi\u2003germany \u2003and\u2003imperial\u2003japan?\u2019 \u2018do\u2003i\u2003really\u2003think\u2003\u2026\u2019\u2003my\u2003voice\u2003trailed\u2003off. he stood up, his weight on the good leg, the other resting lightly on the  floor\u2003in\u2003front\u2003of\u2003him.\u2003\u2018don\u2019t\u2003be\u2003a\u2003sap,\u2019\u2003he\u2003gazed\u2003with\u2003cool\u2003self-possession \u2003at\u2003 me,\u2003\u2018there\u2003isn\u2019t\u2003any\u2003war.\u2019 \u2018i\u2003know\u2003why\u2003you\u2019re\u2003talking\u2003like\u2003this,\u2019\u2003i\u2003said,\u2003struggling \u2003to\u2003keep\u2003up\u2003with\u2003 him.\u2003\u2018now\u2003i\u2003understand. \u2003you\u2019re\u2003still\u2003under\u2003the\u2003influence \u2003of\u2003some\u2003medicinal \u2003 drug.\u2019 \u2018no,\u2003you\u2003are.\u2003everybody \u2003is.\u2019\u2003he\u2003pivoted\u2003so\u2003that\u2003he\u2003was\u2003facing\u2003directly\u2003 at\u2003me.\u2003\u2018that\u2019s\u2003what\u2003this\u2003whole\u2003war\u2003story\u2003is.\u2003a\u2003medicinal \u2003drug.\u2003listen,\u2003did\u2003you\u2003 ever\u2003hear\u2003of\u2003the\u2003\u2018roaring\u2003twenties\u2019?\u2019 \u2003i\u2003nodded\u2003very\u2003slowly\u2003and\u2003cautiously. \u2003 \u2018when\u2003they\u2003all\u2003drank\u2003bathtub\u2003gin\u2003and\u2003everybody \u2003who\u2003was\u2003young\u2003did\u2003just\u2003 what\u2003they\u2003wanted?\u2019 \u2018yes.\u2019 \u2018well\u2003what\u2003happened \u2003was\u2003that\u2003they\u2003didn\u2019t\u2003like\u2003that,\u2003the\u2003preachers \u2003and\u2003 the old ladies and all the stuffed shirts. so then they tried prohibition and  everybody just got drunker, so then they really got desperate and arranged  the depression. that kept the people who were young in the thirties in 5 10 15 20 25 30 35 40 45",
+            "21": "21 0486/11/o/n/19 \u00a9 ucles 2019 [turn over their\u2003places.\u2003but\u2003they\u2003couldn\u2019t\u2003use\u2003that\u2003trick\u2003forever,\u2003so\u2003for\u2003us\u2003in\u2003the\u2003forties\u2003 they\u2019ve\u2003cooked\u2003up\u2003this\u2003war\u2003fake.\u2019 \u2018who\u2003are\u2003\u2018they,\u2019\u2003anyway?\u2019 \u2018the\u2003fat\u2003old\u2003men\u2003who\u2003don\u2019t\u2003want\u2003us\u2003crowding \u2003them\u2003out\u2003of\u2003their\u2003jobs.\u2003 they\u2019ve\u2003made\u2003it\u2003all\u2003up.\u2003there\u2003isn\u2019t\u2003any\u2003real\u2003food\u2003shortage, \u2003for\u2003instance. \u2003the\u2003 men\u2003have\u2003all\u2003the\u2003best\u2003steaks\u2003delivered \u2003to\u2003their\u2003clubs\u2003now.\u2003you\u2019ve\u2003noticed\u2003 how\u2003they\u2019ve\u2003been\u2003getting\u2003fatter\u2003lately,\u2003haven\u2019t\u2003you?\u2019 his tone took it thoroughly for granted that i had. for a moment i was  almost taken in by it. then my eyes fell on the bound and cast white mass  pointing at me, and as it was always to do, it brought me down out of  finny\u2019s\u2003world\u2003of\u2003invention, \u2003down\u2003again\u2003as\u2003i\u2003had\u2003fallen\u2003after\u2003awakening \u2003that\u2003 morning, down to reality, to the facts. \u2018phineas, \u2003this\u2003is\u2003all\u2003pretty\u2003amusing \u2003and\u2003everything, \u2003but\u2003i\u2003hope\u2003you\u2003 don\u2019t\u2003play\u2003this\u2003game\u2003too\u2003much\u2003with\u2003yourself. \u2003you\u2003might\u2003start\u2003to\u2003believe\u2003it\u2003 and\u2003then\u2003i\u2019d\u2003have\u2003to\u2003make\u2003a\u2003reservation \u2003for\u2003you\u2003at\u2003the\u2003funny\u2003farm.\u2019 \u2018in\u2003a\u2003way,\u2019\u2003deep\u2003in\u2003argument, \u2003his\u2003eyes\u2003never\u2003wavered \u2003from\u2003mine,\u2003\u2018the\u2003 whole\u2003world\u2003is\u2003on\u2003a\u2003funny\u2003farm\u2003now.\u2003but\u2003it\u2019s\u2003only\u2003the\u2003fat\u2003old\u2003men\u2003who\u2003get\u2003 the\u2003joke.\u2019 \u2018and\u2003you.\u2019 \u2018yes,\u2003and\u2003me.\u2019 \u2018what\u2003makes\u2003you\u2003so\u2003special?\u2003why\u2003should\u2003you\u2003get\u2003it\u2003and\u2003all\u2003the\u2003rest\u2003of\u2003 us\u2003be\u2003in\u2003the\u2003dark?\u2019 the momentum of the argument abruptly broke from his control. his  face\u2003froze.\u2003\u2018because \u2003i\u2019ve\u2003suffered,\u2019 \u2003he\u2003burst\u2003out.  [from chapter 8]     how does knowles make this such a powerful moment in the novel? or  18  in what ways does knowles make brinker such a memorable and significant character?50 55 60 65 70",
+            "22": "22 0486/11/o/n/19 \u00a9 ucles 2019 alan paton: cry, the beloved country remember to support your ideas with details from the writing. either  19 read this extract, and then answer the question that follows it: msimangu caught him up at the top of the hill, and took his arm, and  it was like walking with a child or with one that was sick. so they came to  the shop. and at the shop kumalo turned, and closed his eyes, and his lips  were moving. then he opened his eyes and turned to msimangu. \u2013 do not come further, he said. it is i who must do this. and then he went into the shop. yes, the bull voice was there, loud and confident. his brother john  was sitting there on a chair, talking to two other men sitting there like a  chief. his brother he did not recognize, for the light from the street was on  the back of the visitor. \u2013 good afternoon, my brother. \u2013 good afternoon, sir. \u2013 good afternoon, my own brother, son of our mother. \u2013 ah my brother, it is you. well, well, i am glad to see you. will you not  come and join us? kumalo looked at the visitors. i am sorry, he said, but i come again on  business, urgent business. \u2013 i am sure my friends will excuse us. excuse us, my friends. so they all said stay well, and go well, and the two men left them. \u2013 well, well, i am glad to see you, my brother. and your business, how  does it progress? have you found the prodigal? you will see i have not  forgotten my early teaching altogether. and he laughed at that, a great bull laugh. but we must have tea, he  said, and he went to the door and called into the place behind. \u2013 it is still the same woman, he said. you see, i also have my ideas  of \u2013 how do you say it in english? and he laughed his great laugh again,  for he was only playing with his brother. fidelity, that was the word. a good  word, i shall not easily forget it. he is a clever man, our mr msimangu. and  now the prodigal, have you found him? \u2013 he is found, my brother. but not as he was found in the early  teaching. he is in prison, arrested for the murder of a white man. \u2013 murder? the man does not jest now. one does not jest about  murder. still less about the murder of a white man. \u2013 yes, murder. he broke into a house in a place that they call  parkwold, and killed the white man who would have prevented him. \u2013\u2003what?\u2003i\u2003remember! \u2003only\u2003a\u2003day\u2003or\u2003two\u2003since?\u2003on\u2003tuesday? \u2013 yes. \u2013 yes, i remember. yes, he remembers. he remembers too that his own son and his  brother\u2019s \u2003son\u2003are\u2003companions. \u2003the\u2003veins\u2003stand\u2003out\u2003on\u2003the\u2003bull\u2003neck,\u2003and\u2003 the sweat forms on the brow. have no doubt it is fear in the eyes. he   wipes his brow with a cloth. there are many questions he could ask   before he need come at it. all he says is, yes, indeed, i do remember. his   brother is filled with compassion for him. he will try gently to bring it   to him. \u2013 i am sorry, my brother. what does one say? does one say, of course you are sorry? does  one say, of course, it is your son? how can one say it, when one knows 5 10 15 20 25 30 35 40 45",
+            "23": "23 0486/11/o/n/19 \u00a9 ucles 2019 [turn over what it means? keep silent then, but the eyes are upon one. one knows  what they mean. \u2013\u2003you\u2003mean\u2003\u2026?\u2003he\u2003asked. \u2013 yes. he was there also. john kumalo whispers tixo, tixo . and again, tixo, tixo . kumalo  comes to him and puts his hand on his shoulders. \u2013 there are many things i could say, he said. \u2013 there are many things you could say. \u2013 but i do not say them. i say only that i know what you suffer. \u2013 indeed, who could know better? \u2013 yes, that is one of the things i could say. there is a young white  man at the mission house, and he is waiting to take me now to the prison.  perhaps he would take you also. \u2013 let me get my coat and hat, my brother. they do not wait for tea, but set out along the street to the mission  house. msimangu, watching anxiously for their return, sees them coming.  the old man walks now more firmly, it is the other who seems bowed and  broken. father\u2003vincent,\u2003the\u2003rosy-cheeked \u2003priest\u2003from\u2003england, \u2003takes\u2003kumalo\u2019s \u2003 hand in both his own. anything, he says, anything. you have only to ask.   i shall do anything.  [from book 1 chapter 14]    how does paton make this moment in the novel so disturbing? or  20  to what extent does paton persuade you that it is possible for black people and white  people in the novel to be friends?50 55 60 65",
+            "24": "24 0486/11/o/n/19 \u00a9 ucles 2019 from stories of ourselves remember to support your ideas with details from the writing. either  21  read this extract from on her knees  (by tim winton), and then answer the question that  follows it: in twenty years she was only ever sacked the once, and that was over  a\u2003pair\u2003of\u2003missing\u2003earrings. \u2003she\u2003came\u2003home\u2003with\u2003a\u2003week\u2019s\u2003notice\u2003and\u2003wept\u2003 under\u2003the\u2003lemon\u2003tree\u2003where\u2003she\u2003thought\u2003i\u2003wouldn\u2019t\u2003hear.\u2003i\u2003tried\u2003to\u2003convince \u2003 her\u2003never\u2003to\u2003return\u2003but\u2003she\u2003wouldn\u2019t\u2003hear\u2003a\u2003word\u2003of\u2003it.\u2003we\u2003argued.\u2003it\u2003was\u2003 awful,\u2003and\u2003it\u2003didn\u2019t\u2003let\u2003up\u2003all\u2003week.\u2003since\u2003the\u2003old\u2003man\u2019s\u2003disappearance \u2003we\u2019d\u2003 never raised our voices at each other. it was as though we kept the peace  at\u2003all\u2003costs\u2003for\u2003fear\u2003of\u2003driving\u2003each\u2003other\u2003away.\u2003and\u2003now\u2003we\u2003couldn\u2019t\u2003stop\u2003 bickering. the morning she was to return we were still at it. then, even while i  took a shower, she stood in the bathroom doorway to lecture me on the  subject of personal pride. it was as though i was not a twenty-year-old law  student but a little boy who needed his neck scrubbed. i\u2003don\u2019t\u2003care\u2003what\u2003you\u2003say,\u2003i\u2003yelled.\u2003it\u2019s\u2003outrageous \u2003and\u2003i\u2019m\u2003not\u2003coming. i never asked you, she said. when did i ever ask you to come? i groaned. there was nothing i could say to that. and i knew it was a  four-hour job, two if i helped out. given what the householder had accused  her\u2003of,\u2003it\u2003would\u2003be\u2003the\u2003toughest \u2003four\u2003hours\u2003she\u2019d\u2003ever\u2003put\u2003in.\u2003but\u2003i\u2003was\u2003 convinced that it was a mistake for her to go back. it was unfair, ludicrous,  impossible, and while she packed the corolla in the driveway i told her so.  she came back for the mop and bucket. i stood on the verandah with my  arms\u2003folded.\u2003but\u2003she\u2003must\u2003have\u2003known\u2003i\u2019d\u2003go.\u2003she\u2003knew\u2003before\u2003i\u2003did,\u2003and\u2003 not even the chassis-bending slam i gave the door could wipe the look of  vindication from her face as she reversed us out into the street. the car reeked of bleach and rubber gloves. i sighed and cranked  down the window. she drove with both ravaged hands on the wheel, her  chin up at a silly, dignified angle. her mask of composure belied a fear of  driving, and the caution with which she navigated made me crazy, but i  resolved to show a bit of grace. what? she said, seeing something in my face. nothing, i said, trying not to sound sullen. you\u2019re\u2003good\u2003to\u2003come\u2003with\u2003me. well. figure you need the help. oh,\u2003it\u2019s\u2003not\u2003help,\u2003love.\u2003it\u2019s\u2003company. i could have opened the door and got out there and then. what? she asked. i\u2003shook\u2003my\u2003head.\u2003i\u2003couldn\u2019t\u2003launch\u2003into\u2003it\u2003all\u2003again.\u2003she\u2003was\u2003worth\u2003 twice what those silvertails paid her. she was more scrupulous, more  honest,\u2003than\u2003any\u2003of\u2003them.\u2003she\u2003wouldn\u2019t\u2003even\u2003open\u2003a\u2003drawer\u2003unless\u2003it\u2003was\u2003 to put a clean knife or fork into it. for her to be called a thief was beyond  imagining. i\u2003know\u2003it\u2019s\u2003not\u2003easy,\u2003she\u2003said. it\u2019s\u2003demeaning, \u2003mum!\u2003i\u2003blurted\u2003despite\u2003myself.\u2003going\u2003back\u2003like\u2003this.\u2003 the\u2003whole\u2003performance. \u2003it\u2019s\u2003demeaning. to who? whom. well,\u2003excuse\u2003me,\u2003constable! \u2003she\u2003said\u2003with\u2003a\u2003tart\u2003laugh.\u2003to\u2003whom  is it  demeaning, then, victor? you?5 10 15 20 25 30 35 40 45",
+            "25": "25 0486/11/o/n/19 \u00a9 ucles 2019 i looked out of the window, flushing for shame. you men, she said brightly. actually, this is about a woman, mum. what kind of person accuses  you of thieving, gives you the sack and then asks you back for one week  while she looks for somebody to replace you? well,\u2003it\u2019s\u2003her\u2003loss,\u2003said\u2003my\u2003mother,\u2003changing \u2003lanes\u2003with\u2003excruciating \u2003 precision. \u2003she\u2003knows\u2003she\u2003won\u2019t\u2003find\u2003anybody \u2003better\u2003than\u2003me. not even as good as you. not a chance. thank you. five-hundred-dollar \u2003earrings, \u2003mum.\u2003she\u2003hasn\u2019t\u2003even\u2003gone\u2003to\u2003the\u2003 police. as far as we know. in\u2003that\u2003postcode? \u2003believe\u2003me,\u2003we\u2019d\u2003know. she\u2003must\u2003know\u2003i\u2003didn\u2019t\u2003steal\u2003them. she\u2003just\u2003wants\u2003something, \u2003some\u2003advantage \u2003over\u2003you.\u2003there\u2019ll\u2003be\u2003a\u2003 note\u2003there,\u2003you\u2003wait.\u2003she\u2019ll\u2003let\u2003it\u2003slide\u2003\u2013\u2003this\u2003time\u2003\u2013\u2003and\u2003later\u2003on,\u2003while\u2003 you\u2019re\u2003all\u2003guilty\u2003and\u2003grateful,\u2003she\u2019ll\u2003chip\u2003you\u2003down\u2003on\u2003the\u2003rate.\u2003back\u2003to\u2003a\u2003 fiver an hour. the\u2003law,\u2003she\u2003said.\u2003it\u2003must\u2003make\u2003you\u2003suspicious. \u2003she\u2019s\u2003just\u2003made\u2003a\u2003 stupid\u2003mistake.\u2003she\u2019s\u2003probably \u2003found\u2003them\u2003by\u2003now. and not called? these\u2003people,\u2003they\u2003never\u2003call.\u2003silence,\u2003that\u2019s\u2003their\u2003idea\u2003of\u2003an\u2003apology.\u2003 it\u2019s\u2003how\u2003they\u2019re\u2003brought\u2003up. but she looked troubled for a few moments. then her face cleared. oh\u2003well,\u2003she\u2003murmured. \u2003there\u2019s\u2003the\u2003waiting\u2003list.\u2003i\u2003can\u2003still\u2003fill\u2003a\u2003dance\u2003 card in this business. sure, i said without any enthusiasm. anyway,\u2003we\u2019ll\u2003show\u2003her. how\u2019s\u2003that? we\u2019ll\u2003clean\u2003that\u2003flat\u2003within\u2003an\u2003inch\u2003of\u2003its\u2003life. oh\u2003yeah,\u2003i\u2003muttered. \u2003that\u2019ll\u2003put\u2003her\u2003back\u2003in\u2003her\u2003box.\u2003go,\u2003mum.  \u2003 \u2003 \u2003 how\u2003does\u2003winton\u2003create\u2003such\u2003powerful \u2003impressions \u2003of\u2003the\u2003narrator\u2019s \u2003mother\u2003at\u2003this\u2003 moment in the story? or  22  explore the ways in which the writers convey loneliness in either  the bath  (by janet  frame) or in the moving finger  (by edith wharton).50 55 60 65 70 75",
+            "26": "26 0486/11/o/n/19 \u00a9 ucles 2019 blank page",
+            "27": "27 0486/11/o/n/19 \u00a9 ucles 2019 blank page",
+            "28": "28 0486/11/o/n/19 \u00a9 ucles 2019 blank page permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the  publisher will be pleased to make amends at the earliest possible opportunity. 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 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."
+        },
+        "0486_w19_qp_12.pdf": {
+            "1": "this document consists of 24 printed pages, 4 blank pages and 1 insert. dc (rcl (go)) 165608/3 \u00a9 ucles 2019  [turn overcambridge assessment international education cambridge international general certificate of secondary education *5413418098*literature (english)  0486/12 paper 1  poetry and prose  october/november 2019  1 hour 30 minutes no additional materials are required. read these instructions first an answer booklet is provided inside this question paper. you should follow the instructions on the front cover  of the answer booklet. if you need additional answer paper ask the invigilator for a continuation booklet. answer two questions: one question from section a and one question from section b. all questions in this paper carry equal marks.",
+            "2": "2 0486/12/o/n/19 \u00a9 ucles 2019 blank page",
+            "3": "3 0486/12/o/n/19 \u00a9 ucles 2019 [turn over contents section a: poetry text question  numbers  page[s] songs of ourselves volume 1 : from part 5   1, 2 pages  4\u20135 songs of ourselves volume 2 : from part 2   3, 4 pages  6\u20137 gillian clarke: from collected poems   5, 6 pages  8\u20139 section b: prose text question  numbers  page[s] jane austen: mansfield park   7, 8 pages 10\u201311 willa cather: my \u00e1ntonia   9, 10  pages 12\u201313 anita desai:  in custody  11, 12  pages 14\u201315 charles dickens: hard times  13, 14  pages 16\u201317 kate grenville: the secret river  15, 16  pages 18\u201319 john knowles: a separate peace  17, 18  pages 20\u201321 alan paton: cry, the beloved country  19, 20  pages 22\u201323 from stories of ourselves  21, 22  pages 24\u201325",
+            "4": "4 0486/12/o/n/19 \u00a9 ucles 2019 section a: poetry answer one question from this section. songs of ourselves volume 1 : from part 5 remember to support your ideas with details from the writing. either  1 read this poem, and then answer the question that follows it: song:  tears, idle tears tears, idle tears, i know not what they mean, tears from the depth of some divine despair rise in the heart, and gather to the eyes, in looking on the happy autumn-fields, and thinking of the days that are no more. fresh as the first beam glittering on a sail, that brings our friends up from the underworld, sad as the last which reddens over one that sinks with all we love below the verge; so sad, so fresh, the days that are no more. ah, sad and strange as in dark summer dawns the earliest pipe of half-awakened birds to dying ears, when unto dying eyes the casement slowly grows a glimmering square; so sad, so strange, the days that are no more. dear as remembered kisses after death, and sweet as those by hopeless fancy feigned on lips that are for others; deep as love, deep as first love, and wild with all regret; o death in life, the days that are no more.  (alfred, lord tennyson )     how does tennyson use words and images to powerful effect in this poem?5 10 15 20",
+            "5": "5 0486/12/o/n/19 \u00a9 ucles 2019 [turn over or  2  how does baxter create such a memorable portrait of the grandfather in elegy for my  father\u2019s father ? elegy for my father\u2019s father he knew in the hour he died that his heart had never spoken in eighty years of days. o for the tall tower broken memorial is denied: and the unchanging cairn that pipes could set ablaze an aaronsrod and blossom. they stood by the graveside from his bitter veins born and mourned him in their fashion. a chain of sods in a day he could slice and build high as the head of a man and a flowering cherry tree on his walking shoulder held under the lion sun. when he was old and blind he sat in a curved chair all day by the kitchen fire. many hours he had seen the stars in their drunken dancing through the burning-glass of his mind and sober knew the green boughs of heaven folding the winter world in their hand. the pride of his heart was dumb. he knew in the hour he died that his heart had never spoken in song or bridal bed. and the naked thought fell back to a house by the waterside and the leaves the wind had shaken then for a child\u2019s sake: to the waves all night awake with the dark mouths of the dead. the tongues of water spoke and his heart was unafraid.  (james k baxter )5 10 15 20 25 30 35",
+            "6": "6 0486/12/o/n/19 \u00a9 ucles 2019 songs of ourselves volume 2 : from part 2 remember to support your ideas with details from the writing. either  3 read this poem, and then answer the question that follows it: coming on longer evenings, light, chill and yellow, bathes the serene foreheads of houses. a thrush sings, laurel-surrounded in the deep bare garden, its fresh-peeled voice astonishing the brickwork. it will be spring soon, it will be spring soon\u2014 and i, whose childhood is a forgotten boredom, feel like a child who comes on a scene of adult reconciling, and can understand nothing but the unusual laughter, and starts to be happy.  (philip larkin )    how does larkin vividly convey his response to the coming of spring in this poem?5 10 15",
+            "7": "7 0486/12/o/n/19 \u00a9 ucles 2019 [turn over or  4  how does cowper strikingly convey ideas about nature in the poplar-field ? the poplar-field the poplars are felled, farewell to the shade and the whispering sound of the cool colonnade, the winds play no longer, and sing in the leaves, nor ouse on his bosom their image receives. twelve years have elapsed since i last took a view of my favourite field and the bank where they grew, and now in the grass behold they are laid, and the tree is my seat that once lent me a shade. the blackbird has fled to another retreat where the hazels afford him a screen from the heat, and the scene where his melody charmed me before, resounds with his sweet-flowing ditty no more. my fugitive years are all hasting away, and i must ere long lie as lowly as they, with a turf on my breast, and a stone at my head, ere another such grove shall arise in its stead. \u2019tis a sight to engage me, if any thing can, to muse on the perishing pleasures of man; though his life be a dream, his enjoyments, i see, have a being less durable even than he.  (william cowper )5 10 15 20",
+            "8": "8 0486/12/o/n/19 \u00a9 ucles 2019 gillian clarke: from collected poems remember to support your ideas with details from the writing. either  5 read this poem, and then answer the question that follows it: my box my box is made of golden oak, my lover\u2019s gift to me. he fitted hinges and a lock of brass and a bright key. he made it out of winter nights, sanded and oiled and planed, engraved inside the heavy lid in brass, a golden tree. in my box are twelve black books where i have written down how we have sanded, oiled and planed, planted a garden, built a wall, seen jays and goldcrests, rare red kites, found the wild heartsease, drilled a well, harvested apples and words and days and planted a golden tree. on an open shelf i keep my box. its key is in the lock. i leave it there for you to read, or them, when we are dead, how everything is slowly made, how slowly things made me, a tree, a lover, words, a box, books and a golden tree.    how does clarke movingly convey the relationship between the lovers in this poem?5 10 15 20",
+            "9": "9 0486/12/o/n/19 \u00a9 ucles 2019 [turn over or  6 explore the ways in which clarke vividly creates a mysterious atmosphere in journey . journey as far as i am concerned we are driving into oblivion. on either side there is nothing, and beyond your driving shaft of light it is black. you are a miner digging for a future, a mineral relationship in the dark. i can hear the darkness drip from the other world where people might be sleeping, might be alive. certainly there are white gates with churns waiting for morning, their cream standing. once we saw an old table standing square on the grass verge. our lamps swept it clean, shook the crumbs into the hedge and left it. a tractor too, beside a load of logs, bringing from a deeper dark a damp whiff of the fungoid sterility of the conifers. complacently i sit, swathed in sleepiness. a door shuts at the end of a dark corridor. ahead not a cat\u2019s eye winks to deceive us with its green invitation. as you hurl us into the black contracting chasm, i submit like a blind and folded baby, being born.5 10 15 20 25 30",
+            "10": "10 0486/12/o/n/19 \u00a9 ucles 2019 section b: prose answer one question from this section. jane austen: mansfield park remember to support your ideas with details from the writing. either  7 read this extract, and then answer the question that follows it: william\u2019s desire of seeing fanny dance, made more than a  momentary impression on his uncle. the hope of an opportunity, which  sir thomas had then given, was not given to be thought of no more.  he remained steadily inclined to gratify so amiable a feeling\u2014to gratify  anybody else who might wish to see fanny dance, and to give pleasure  to the young people in general; and having thought the matter over and  taken his resolution in quiet independence, the result of it appeared the  next morning at breakfast, when after recalling and commending what his  nephew had said, he added, \u2018i do not like, william, that you should leave  northamptonshire without this indulgence. it would give me pleasure to  see you both dance. you spoke of the balls at northampton. your cousins  have occasionally attended them; but they would not altogether suit us  now. the fatigue would be too much for your aunt. i believe, we must not  think of a northampton ball. a dance at home would be more eligible, and  if\u2019\u2014 \u2018ah! my dear sir thomas,\u2019 interrupted mrs norris, \u2018i knew what was  coming. i knew what you were going to say. if dear julia were at home, or  dearest mrs rushworth, at sotherton, to afford a reason, an occasion for  such a thing, you would be tempted to give the young people a dance at  mansfield. i know you would. if they were at home to grace the ball, a ball  you would have this very christmas. thank your uncle, william, thank your  uncle.\u2019 \u2018my daughters,\u2019 replied sir thomas, gravely interposing, \u2018have their  pleasures at brighton, and i hope are very happy; but the dance which  i think of giving at mansfield, will be for their cousins. could we be all  assembled, our satisfaction would undoubtedly be more complete, but the  absence of some is not to debar the others of amusement.\u2019 mrs norris had not another word to say. she saw decision in his  looks, and her surprise and vexation required some minutes\u2019 silence to  be settled into composure. a ball at such a time! his daughters absent  and herself not consulted! there was comfort, however, soon at hand. she  must be the doer of every thing; lady bertram would of course be spared  all thought and exertion, and it would all fall upon her. she should have to  do the honours of the evening, and this reflection quickly restored so much  of her good humour as enabled her to join in with the others, before their  happiness and thanks were all expressed. edmund, william, and fanny, did, in their different ways, look and  speak as much grateful pleasure in the promised ball, as sir thomas could  desire. edmund\u2019s feelings were for the other two. his father had never  conferred a favour or shewn a kindness more to his satisfaction. lady bertram was perfectly quiescent and contented, and had  no objections to make. sir thomas engaged for its giving her very little  trouble, and she assured him, \u2018that she was not at all afraid of the trouble,  indeed she could not imagine there would be any.\u20195 10 15 20 25 30 35 40",
+            "11": "11 0486/12/o/n/19 \u00a9 ucles 2019 [turn over mrs norris was ready with her suggestions as to the rooms he would  think fittest to be used, but found it all pre-arranged; and when she would  have conjectured and hinted about the day, it appeared that the day was  settled too. sir thomas had been amusing himself with shaping a very  complete outline of the business; and as soon as she would listen quietly,  could read his list of the families to be invited, from whom he calculated,  with all necessary allowance for the shortness of the notice, to collect  young people enough to form twelve or fourteen couple; and could detail  the considerations which had induced him to fix on the 22d, as the most  eligible day. william was required to be at portsmouth on the 24th; the 22d  would therefore be the last day of his visit; but where the days were so  few it would be unwise to fix on any earlier. mrs norris was obliged to be  satisfied with thinking just the same, and with having been on the point of  proposing the 22d herself, as by far the best day for the purpose. the ball was now a settled thing, and before the evening, a proclaimed  thing to all whom it concerned.  [from chapter 26]    explore the ways in which austen makes this moment in the novel entertaining. or  8 how far does austen\u2019s portrayal of edmund make you admire him?45 50 55 60",
+            "12": "12 0486/12/o/n/19 \u00a9 ucles 2019 willa cather: my \u00e1ntonia remember to support your ideas with details from the writing. either  9 read this extract, and then answer the question that follows it: out there i felt at home again. overhead the sky was that indescribable  blue of autumn; bright and shadowless, hard as enamel. to the south i  could see the dun-shaded river bluffs that used to look so big to me, and  all about stretched drying cornfields, of the pale-gold colour, i remembered  so well. russian thistles were blowing across the uplands and piling  against the wire fences like barricades. along the cattle-paths the plumes  of goldenrod were already fading into sun-warmed velvet, grey with gold  threads in it. i had escaped from the curious depression that hangs over  little towns, and my mind was full of pleasant things; trips i meant to take  with the cuzak boys, in the bad lands and up on the stinking water. there  were enough cuzaks to play with for a long while yet. even after the boys  grew up, there would always be cuzak himself! i meant to tramp along a  few miles of lighted streets with cuzak. as i wandered over those rough pastures, i had the good luck to  stumble upon a bit of the first road that went from black hawk out to the  north country; to my grandfather\u2019s farm, then on to the shimerdas\u2019 and to  the norwegian settlement. everywhere else it had been ploughed under  when the highways were surveyed; this half-mile or so within the  pasture   fence  was all that was left of that old road which used to run like a wild  thing across the open prairie, clinging to the high places and circling and  doubling like a rabbit before the hounds. on the level land the tracks had almost disappeared \u2014 were mere  shadings in the grass, and a stranger would not have noticed them. but  wherever the road had crossed a draw, it was easy to find. the rains had  made channels of the wheel-ruts and washed them so deeply that the sod  had never healed over them. they looked like gashes torn by a grizzly\u2019s  claws, on the slopes where the farm-wagons used to lurch up out of the  hollows with a pull that brought curling muscles on the smooth hips of the  horses. i sat down and watched the haystacks turn rosy in the slanting  sunlight. this was the road over which \u00e1ntonia and i came on that night when  we got off the train at black hawk and were bedded down in the straw,  wondering children, being taken we knew not whither. i had only to close  my eyes to hear the rumbling of the wagons in the dark, and to be again  overcome by that obliterating strangeness. the feelings of that night were  so near that i could reach out and touch them with my hand. i had the  sense of coming home to myself, and of having found out what a little  circle man\u2019s experience is. for \u00e1ntonia and for me, this had been the  road of destiny; had taken us to those early accidents of fortune which  predetermined for us all that we can ever be. now i understood that the  same road was to bring us together again. whatever we had missed, we  possessed together the precious, the incommunicable past.  [from book 5 chapter 3]    how does cather make this such a moving ending to the novel?5 10 15 20 25 30 35 40",
+            "13": "13 0486/12/o/n/19 \u00a9 ucles 2019 [turn over or  10  explore the ways in which cather makes lena lingard and tiny soderball such strong  and independent characters.",
+            "14": "14 0486/12/o/n/19 \u00a9 ucles 2019 anita desai: in custody remember to support your ideas with details from the writing. either  11 read this extract, and then answer the question that follows it: he hung around the inter-state bus terminal on ring road for a long  time, not daring to enter the city walls and search out murad\u2019s office in  kashmere gate and so set in motion the events of the day to which he  knew he would not measure up. what vainglory to have accepted murad\u2019s  challenge, to have agreed to a task for which he was not qualified, for  which he had neither the experience nor the confidence. he realized   that he and murad were no more than a pair of undeveloped, clownish  students who could not hope to pass the examination of life. clowns:  that was how nur would see them when they impudently burst upon him,  uninvited, self-invited, and put to him their presumptuous questions and  requests. this reminded him \u2013 he clutched at his pocket \u2013 was the questionnaire  still there? the questionnaire he had been working on night after night  ever since murad\u2019s visit? yes, he could feel the wad of papers under his  fingers, consoling in their number and solidity. he was a scholar after all,  and a lover of poetry. there was that. sighing, he drew out a cigarette from  between its folds and went towards a teashop to light it at the smouldering  length of rope that hung from one of the doorposts precisely for this  purpose. seeing him there, the teashop owner called, \u2018come in, come in.  don\u2019t stand outside. you need a cup of tea after your long journey, my  son,\u2019 and although deven had resolved to spend nothing on extras, to  keep to only the most essential expenditure, he was led by the teashop  owner\u2019s suggestion just as helplessly as he had been led by murad\u2019s,  and he shambled in to sit down on a wooden bench along the wall and  accept a glass of sweet, milky tea: he did, after all, need something to  see him through the most momentous day of his adult life. certainly he  had never felt more inadequate and the measure of his inadequacy must  be in proportion to the importance of the task that had been set him. by  whom? by murad of the betel-stained teeth, the toothbrush moustache,  the fiddling, shifty, untrustworthy ways? impossible. he saw the hand of  god as clearly as if it were the shaft of dust-laden light filtering through a  hole in the corrugated iron roof of the teashop and striking the handle of a  ladle with which the owner was stirring a great pan of steaming milk upon  a small charcoal fire. when he had drunk to the bottom of the glass, he saw a dead fly  floating in the dregs of his tea. the gasp he gave was only partly of horror at the teashop owner\u2019s  filthiness and the wretched standards of hygiene in his shop. or even from  a fear of typhoid and cholera. it was the revelation that all the omens of  the day had come together and met at the bottom of the glass he held  between his fingers. in it lay the struck dog, the triumphant crows, the dead  fly \u2013 death itself, nothing less. coming together in the separate prisms of  the fly\u2019s eye, drowned but glittering in the tea, it stared back at him without  blinking. putting down the glass, he got up and crept out of its way quietly while  the teashop owner shouted jovially at the passengers who were tumbling  out of the next bus: \u2018come this way, friends, come this way. here you will 5 10 15 20 25 30 35 40 45",
+            "15": "15 0486/12/o/n/19 \u00a9 ucles 2019 [turn over find pakoras  fried in purest oil, sweets made of purest milk, and the tea  with most sugar. this way, friends, this way!\u2019  [from chapter 2]    how does desai vividly convey deven\u2019s state of mind at this moment in the novel? or  12  explore the ways in which desai creates such a vivid portrait of nur.50",
+            "16": "16 0486/12/o/n/19 \u00a9 ucles 2019 charles dickens: hard times remember to support your ideas with details from the writing. either  13 read this extract, and then answer the question that follows it: \u2018mrs bounderby, i esteem it a most fortunate accident that i find you  alone here. i have for some time had a particular wish to speak to you.\u2019 it was not by any wonderful accident that mr harthouse found her, the  time of day being that at which she was always alone, and the place being  her favourite resort. it was an opening in a dark wood, where some felled  trees lay, and where she would sit watching the fallen leaves of last year,  as she had watched the falling ashes at home. he sat down beside her, with a glance at her face. \u2018your brother. my young friend tom \u2013 \u2019 her colour brightened, and she turned to him with a look of interest.  \u2018i never in my life,\u2019 he thought, \u2018saw anything so remarkable and so  captivating as the lighting of those features!\u2019 his face betrayed his thoughts  \u2013 perhaps without betraying him, for it might have been according to its  instructions so to do. \u2018pardon me. the expression of your sisterly interest is so beautiful  \u2013 tom should be so proud of it \u2013 i know this is inexcusable, but i am so  compelled to admire.\u2019 \u2018being so impulsive,\u2019 she said composedly. \u2018mrs bounderby, no: you know i make no pretence with you. you know  i am a sordid piece of human nature, ready to sell myself at any time for  any reasonable sum, and altogether incapable of any arcadian proceeding  whatever.\u2019 \u2018i am waiting,\u2019 she returned, \u2018for your further reference to my brother.\u2019 \u2018you are rigid with me, and i deserve it. i am as worthless a dog as  you will find, except that i am not false \u2013 not false. but you surprised and  started me from my subject, which was your brother. i have an interest in  him.\u2019 \u2018have you an interest in anything, mr harthouse?\u2019 she asked, half  incredulously and half gratefully. \u2018if you had asked me when i first came here, i should have said no. i  must say now \u2013 even at the hazard of appearing to make a pretence, and  of justly awakening your incredulity \u2013 yes.\u2019 she made a slight movement, as if she were trying to speak, but could  not find voice; at length she said, \u2018mr harthouse, i give you credit for being  interested in my brother.\u2019 \u2018thank you. i claim to deserve it. you know how little i do claim, but  i will go that length. you have done so much for him, you are so fond  of him; your whole life, mrs bounderby, expresses such charming self- forgetfulness on his account \u2013 pardon me again \u2013 i am running wide of the  subject. i am interested in him for his own sake.\u2019 she had made the slightest action possible, as if she would have risen  in a hurry and gone away. he had turned the course of what he said at that  instant, and she remained. \u2018mrs bounderby,\u2019 he resumed, in a lighter manner, and yet with a  show of effort in assuming it, which was even more expressive than the  manner he dismissed; \u2018it is no irrevocable offence in a young fellow of your  brother\u2019s years, if he is heedless, inconsiderate, and expensive \u2013 a little  dissipated, in the common phrase. is he?\u20195 10 15 20 25 30 35 40 45",
+            "17": "17 0486/12/o/n/19 \u00a9 ucles 2019 [turn over \u2018yes.\u2019 \u2018allow me to be frank. do you think he games at all?\u2019 \u2018i think he makes bets.\u2019 mr harthouse waiting, as if that were not her  whole answer, she added, \u2018i know he does.\u2019 \u2018of course he loses?\u2019 \u2018yes.\u2019 \u2018everybody does lose who bets. may i hint at the probability of your  sometimes supplying him with money for these purposes?\u2019 she sat, looking down; but, at this question, raised her eyes  searchingly and a little resentfully. \u2018acquit me of impertinent curiosity, my dear mrs bounderby. i think  tom may be gradually falling into trouble, and i wish to stretch out a helping  hand to him from the depths of my wicked experience. \u2013 shall i say again,  for his sake? is that necessary?\u2019 she seemed to try to answer, but nothing came of it.  [from book 2 chapter 7]     what does dickens make you feel towards harthouse and louisa at this moment in the  novel? or  14  explore the ways in which dickens makes stephen blackpool such a memorable and  significant character in the novel.50 55 60",
+            "18": "18 0486/12/o/n/19 \u00a9 ucles 2019 kate grenville: the secret river remember to support your ideas with details from the writing. either 15 read this extract, and then answer the question that follows it: it took him a moment to see two old women by the fire, as still and  dark as the ground they seemed to grow out of.  content removed due to copyright restrictions.",
+            "19": "19 0486/12/o/n/19 \u00a9 ucles 2019 [turn over he wished he had the gun. [from part 4]  explore the ways in which grenville powerfully conveys thornhill\u2019s thoughts and feelings  at this moment in the novel. or 16  how does grenville movingly convey sal\u2019s growing unhappiness in the course of the  novel? content removed due to copyright restrictions.",
+            "20": "20 0486/12/o/n/19 \u00a9 ucles 2019 john knowles: a separate peace remember to support your ideas with details from the writing. either  17 read this extract, and then answer the question that follows it: \u2018they were going to give me,\u2019 he was almost laughing, everywhere  but in his eyes which continued to oppose all he said, \u2018they were going to  give me a discharge, a section eight discharge.\u2019 as a last defense i had always taken refuge in a scornful superiority,  based on nothing. i sank back in the chair, eyebrows up, shoulders  shrugging. \u2018i don\u2019t even know what you\u2019re talking about. you just don\u2019t  make any sense at all. it\u2019s all japanese to me.\u2019 \u2018a section eight discharge is for the nuts in the service, the psychos,  the funny farm candidates. now do you know what i\u2019m talking about?  they give you a section eight discharge, like a dishonorable discharge  only worse. you can\u2019t get a job after that. everybody wants to see your  discharge, and when they see a section eight they look at you kind of  funny\u2014the kind of expression you\u2019ve got on your face, like you were  looking at someone with their nose blown off but don\u2019t want them to know  you\u2019re disgusted\u2014they look at you that way and then they say, \u2018well, there  doesn\u2019t seem to be an opening here at present.\u2019 you\u2019re screwed for life,  that\u2019s what a section eight discharge means.\u2019 \u2018you don\u2019t have to yell at me, there\u2019s nothing wrong with my   hearing.\u2019 \u2018then that\u2019s tough shit for you, buster. then they\u2019ve got you.\u2019 \u2018nobody\u2019s got me.\u2019 \u2018oh they\u2019ve got you all right.\u2019 \u2018don\u2019t tell me who\u2019s got me and who hasn\u2019t got me. who do you think  you\u2019re talking to? stick to your snails, lepellier.\u2019 he began to laugh again. \u2018you always were a lord of the manor,  weren\u2019t you? a swell guy, except when the chips were down. you always  were a savage underneath. i always knew that only i never admitted it. but  in the last few weeks,\u2019 despair broke into his face again, \u2018i admitted a hell  of a lot to myself. not about you. don\u2019t flatter yourself. i wasn\u2019t thinking  about you. why the hell should i think about you? did you ever think about  me? i thought about myself, and ma, and the old man, and pleasing  them  all the time. well, never mind about that now. it\u2019s you we happen to be  talking about now. like a savage underneath. like,\u2019 now there was the  blind confusion in his eyes again, a wild slyness around his mouth, \u2018like  that time you knocked finny out of the tree.\u2019 i sprang out of the chair. \u2018you stupid crazy bastard\u2014\u2019 still laughing, \u2018like that time you crippled him for life.\u2019 i shoved my foot against the rung of his chair and kicked. leper went  over in his chair and collapsed against the floor. laughing and crying he  lay with his head on the floor and his knees up, \u2018\u2026 always were a savage  underneath.\u2019 quick heels coming down the stairs, and his mother, large, soft,  and  gentle-looking, quivered at the entrance. \u2018what on earth happened?  elwin!\u2019 \u2018i\u2019m terribly\u2014it was a mistake,\u2019 i listened objectively to my own  voice, \u2018he said something crazy. i forgot myself\u2014i forgot that he\u2019s, there\u2019s  something the matter with his nerves, isn\u2019t there? he didn\u2019t know what he  was saying.\u20195 10 15 20 25 30 35 40 45",
+            "21": "21 0486/12/o/n/19 \u00a9 ucles 2019 [turn over \u2018well, good heaven, the boy is ill.\u2019 we both moved swiftly to help up  the chuckling leper. \u2018did you come here to abuse him?\u2019 \u2018i\u2019m terribly sorry,\u2019 i muttered. \u2018i\u2019d better get going.\u2019 mrs lepellier was helping leper toward the stairs. \u2018don\u2019t go,\u2019 he said  between chuckles, \u2018stay for lunch. you can count on it. always three meals  a day, war or peace, in this room.\u2019 and i did stay. sometimes you are too ashamed to leave. that was  true now.  [from chapter 10]    how does knowles make this such a disturbing moment in the novel? or  18 what does knowles\u2019s writing make you feel about finny?50 55",
+            "22": "22 0486/12/o/n/19 \u00a9 ucles 2019 alan paton: cry, the beloved country remember to support your ideas with details from the writing. either  19 read this extract, and then answer the question that follows it: \u2013 have you a room to let? \u2013 no, i have no room to let. \u2013 have you a room to let? \u2013 it is let already. \u2013 have you a room to let? \u2013 yes, i have a room to let, but i do not want to let it. for i have seen  husbands taken away by women, and wives taken away by men. i have  seen daughters corrupted by boys, and sons corrupted by girls. but my  husband gets only thirty-four shillings a week \u2013 * \u2013 what shall we do, those who have no houses? \u2013 you can wait five years for a house, and be no nearer getting it than  at the beginning. \u2013 they say there are ten thousand of us in orlando alone, living in  other people\u2019s houses. \u2013 do you hear what dubula says? that we must put up our own  houses here in orlando? \u2013 and where do we put up the houses? \u2013 on the open ground by the railway line, dubula says. \u2013 and of what do we build the houses? \u2013 anything you can find. sacks and planks and grass from the veld  and poles from the plantations. \u2013 and when it rains? \u2013 siyafa. then we die. \u2013 no, when it rains, they will have to build us houses. \u2013 it is foolishness. what shall we do in the winter? six years waiting for a house. and full as the houses are, they grow  yet fuller, for the people still come to johannesburg. there has been a  great war raging in europe and north africa, and no houses are being  built. \u2013 have you a house for me yet? \u2013 there is no house yet. \u2013 are you sure my name is on the list? \u2013 yes, your name is on the list. \u2013 what number am i on the list? \u2013 i cannot say, but you must be about number six thousand on the list. number six thousand on the list. that means i shall never get a house,  and i cannot stay where i am much longer. we have quarrelled about the  stove, we have quarrelled about the children, and i do not like the way the  man looks at me. there is the open ground by the railway line, but what  of the rain and the winter? they say we must go there, all go together,  fourteen days from today. they say we must get together the planks and  the sacks and the tins and the poles, and all move together. they say we  must all pay a shilling a week to the committee, and they will move all our  rubbish and put up lavatories for us, so that there is no sickness. but what  of the rain and the winter?5 10 15 20 25 30 35 40 45",
+            "23": "23 0486/12/o/n/19 \u00a9 ucles 2019 [turn over \u2013 have you a house for me yet? \u2013 there is no house yet. \u2013 but i have been two years on the list. \u2013 you are only a child on the list. \u2013 is it true that if you pay money \u2014? but the man does not hear me, he is already busy with another. but a  second man comes to me from what place i do not see, and what he says  bewilders me. \u2013 i am sorry they have no house, mrs seme. by the way, my wife  would like to discuss with you the work of the committee. tonight at  seven o\u2019clock, she said. you know our house, no. 17852, near the dutch  reformed church. look, i shall write down the number for you. good  morning, mrs seme. but when i make to answer him, he is already gone. \u2013 ho, but this man bewilders me. who is his wife? i do not know her.  and what is this committee? i know of no committee. \u2013 ho, but you are a simple woman. he wants to discuss with you the  money you are willing to pay for a house. well, i shall go there then. i hope he does not ask too much, one  cannot pay too much on thirty-seven shillings a week. but a house we  must have. i am afraid of the place where we are. there is too much  coming and going, when all decent people are asleep. too many young  men coming and going, that seem never to sleep, and never to work. too  much clothing, good clothing, white people\u2019s clothing. there will be trouble  one day, and my husband and i have never been in trouble. a house we  must have.  [from book 1 chapter 9]     how does paton powerfully convey the desperate search for a home in this extract? or  20  how does paton make stephen kumalo\u2019s relationship with gertrude such a memorable  part of the novel?50 55 60 65 70",
+            "24": "24 0486/12/o/n/19 \u00a9 ucles 2019 from stories of ourselves remember to support your ideas with details from the writing. either  21   read this extract from the stoat  (by john mcgahern), and then answer the question  that follows it: \u2018would you take it very much to heart if i decided to marry again?\u2019 at  least that opening had the virtue of surprise. \u2018of course not. why do you ask me?\u2019 the young man\u2019s face showed  his amazement. \u2018i was afraid you might be affronted by the idea of another woman  holding the position your dear mother held,\u2019 the voice floated brittlely along  on emotion that it could not control. the son hoped the father wouldn\u2019t  break down and cry, for if he did he was afraid he might idiotically join him.  the father started to rotate his thumbs about one another as he waited. \u2018that\u2019s ridiculous. i think you should do exactly what you want to do.  it\u2019s your life.\u2019 the father looked hurt, as if his life had been brutally severed from the  other life by the son\u2019s words. \u2018for years i\u2019ve been faithful to your mother\u2019s memory,\u2019 he began  painfully. \u2018now you\u2019re a man. soon you\u2019ll be a fully qualified doctor, while  i\u2019ll have to eke out my days between this empty house and the school.  at my age you don\u2019t expect much from marriage, but at least i\u2019d have  companionship.\u2019 \u2018there was no need to ask me. in fact, i think it\u2019s a good idea.\u2019 \u2018you have no objections then?\u2019 \u2018none. as i said, i think it\u2019s a good idea.\u2019 \u2018i\u2019m glad you approve. i wouldn\u2019t have gone ahead if you\u2019d any  objections.\u2019 the son was curious if there was already some woman in mind, but  did not ask. when later that day his father showed him the ad he had  written he was grateful for the dismay which cancelled laughter. teacher fifty-two. widower. seeks companionship. view marriage. \u2018what do you think of it?\u2019 \u2018i think it\u2019s fine. it couldn\u2019t be better.\u2019 \u2018i\u2019ll send it off then so.\u2019 neither had any idea that so much unfulfilled longing for the woe that  is marriage wandered around in the world till the replies began to pour  in. nurses, housekeepers, secretaries, childless widows and widows with  small children, house owners, car owners, pensioners, teachers, civil  servants, a policewoman, and a woman who had left at twenty years to  work at fords of dagenham who wanted to come home to marry. the  postman enquired slyly if the school was seeking a new assistant, and  the woman who ran the post office said in a faraway voice that if we were  looking for a housekeeper she had a relative who might be interested. \u2018i hope they don\u2019t steam the damn letters. this country is on fire with  curiosity,\u2019 the father complained. the son saw much of him that spring term, as he met many of the  women in dublin, though he had to go to cork and limerick and tullamore  as well. in hotel lounges he met them, hiding behind a copy of the  roscommon herald , which was how they were able to identify him. \u2018you\u2019ve never in your life seen such a collection of wrecks and  battleaxes as i\u2019ve had to see in the last few months,\u2019 he said, a cold night 5 10 15 20 25 30 35 40 45",
+            "25": "25 0486/12/o/n/19 \u00a9 ucles 2019 in late march after he had met the lady from dagenham in the ormond.  \u2018you\u2019d need to get a government grant to do them up before you could  think of taking some of them on.\u2019 \u2018do you mean in appearance or as people?\u2019 \u2018all ways,\u2019 he said despairingly. because of these interviews the son was able to spend all that easter  with his uncle, a surgeon in a county town, who had encouraged him  against his father in his choice of medicine, the father wishing to see him  in a bank. after dinner, on the first night, the uncle suggested a long walk,  \u2018it\u2019s one of those clear frosty nights. we can circle and come back through  the town. it\u2019s about four miles.\u2019 \u2018that\u2019s fine with me.\u2019 a car passed on the road as they set out. the headlamps lit the white  railing and fleshly boles of the beech avenue down to the ragged thorns of  the road below. they did not start to stride out properly till they reached the  road. the three-quarter moon and the stars gave light enough for them to  see their breaths in the frosty night. \u2018my father\u2019s going to get married, it seems,\u2019 he confided, in the ring of  the footsteps. \u2018you\u2019re joking,\u2019 his uncle paused. \u2018i\u2019m not. he\u2019s had an ad this long while in the papers.\u2019 \u2018an ad. you\u2019re surely joking.\u2019 \u2018i\u2019m not. i\u2019m in deadly earnest.\u2019    how does mcgahern make this extract so sad? or  22  in what ways does bradbury make there will come soft rains such a striking vision of  the future?50 55 60 65 70",
+            "26": "26 0486/12/o/n/19 \u00a9 ucles 2019 blank page",
+            "27": "27 0486/12/o/n/19 \u00a9 ucles 2019 blank page",
+            "28": "28 0486/12/o/n/19 \u00a9 ucles 2019 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 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.blank page"
+        },
+        "0486_w19_qp_13.pdf": {
+            "1": "this document consists of 24 printed pages, 4 blank pages and 1 insert. dc (rcl (go)) 165609/3 \u00a9 ucles 2019  [turn overcambridge assessment international education cambridge international general certificate of secondary education *9109438029*literature (english)  0486/13 paper 1  poetry and prose  october/november 2019  1 hour 30 minutes no additional materials are required. read these instructions first an answer booklet is provided inside this question paper. you should follow the instructions on the front cover  of the answer booklet. if you need additional answer paper ask the invigilator for a continuation booklet. answer two questions: one question from section a and one question from section b. all questions in this paper carry equal marks. ",
+            "2": "2 0486/13/o/n/19 \u00a9 ucles 2019 blank page",
+            "3": "3 0486/13/o/n/19 \u00a9 ucles 2019 [turn over contents section a: poetry text question  numbers  page[s] songs of ourselves volume 1 : from part 5   1, 2 pages  4\u20135 songs of ourselves volume 2 : from part 2   3, 4 pages  6\u20137 gillian clarke: from collected poems   5, 6 pages  8\u20139 section b: prose text question  numbers  page[s] jane austen: mansfield park   7, 8 pages 10\u201311 willa cather: my \u00e1ntonia   9, 10  pages 12\u201313 anita desai:  in custody  11, 12  pages 14\u201315 charles dickens: hard times  13, 14  pages 16\u201317 kate grenville: the secret river  15, 16  pages 18\u201319 john knowles: a separate peace  17, 18  pages 20\u201321 alan paton: cry, the beloved country  19, 20  pages 22\u201323 from stories of ourselves  21, 22  pages 24\u201325",
+            "4": "4 0486/13/o/n/19 \u00a9 ucles 2019 section a: poetry answer one question from this section. songs of ourselves volume 1 : from part 5 remember to support your ideas with details from the writing. either  1 read this poem, and then answer the question that follows it: the trees are down    \u2013 and he cried with a loud voice:    hurt not the earth, neither the sea, nor the trees \u2013 (revelation) they are cutting down the great plane-trees at the end of the garden.    for days there has been the grate of the saw, the swish of the         branches as they fall, the crash of trunks, the rustle of trodden leaves, with the \u2018whoops\u2019 and the \u2018whoas\u2019, the loud common talk, the      loud common laughs of the men, above it all. i remember one evening of a long past spring turning in at a gate, getting out of a cart, and finding a large      dead rat in the mud of the drive. i remember thinking: alive or dead, a rat was a god-forsaken thing, but at least, in may, that even a rat should be alive. the week\u2019s work here is as good as done. there is just one bough    on the roped bole, in the fine grey rain,          green and high          and lonely against the sky.             (down now! \u2013)          and but for that,          if an old dead rat did once, for a moment, unmake the spring, i might never have      thought of him again. it is not for a moment the spring is unmade to-day; these were great trees, it was in them from root to stem: when the men with the \u2018whoops\u2019 and the \u2018whoas\u2019 have carted      the whole of the whispering loveliness away half the spring, for me, will have gone with them. it is going now, and my heart has been struck with the hearts of     the planes; half my life it has beat with these, in the sun, in the rains,       in the march wind, the may breeze, in the great gales that came over to them across the roofs from    the great seas.       there was only a quiet rain when they were dying;       they must have heard the sparrows flying, and the small creeping creatures in the earth where they were lying \u2013       but i, all day, i heard an angel crying:          \u2018hurt not the trees\u2019.  (charlotte mew )    how does mew make this such a moving poem?5 10 15 20 25 30 35",
+            "5": "5 0486/13/o/n/19 \u00a9 ucles 2019 [turn over or  2  how does nichols movingly convey her feelings towards her mother in praise song for  my mother ? praise song for my mother you were water to me deep and bold and fathoming you were moon\u2019s eye to me pull and grained and mantling you were sunrise to me rise and warm and streaming you were the fishes red gill to me the flame tree\u2019s spread to me the crab\u2019s leg/the fried plantain smell            replenishing replenishing go to your wide futures, you said  (grace nichols )5 10 15",
+            "6": "6 0486/13/o/n/19 \u00a9 ucles 2019 songs of ourselves volume 2 : from part 2 remember to support your ideas with details from the writing. either  3 read this poem, and then answer the question that follows it: the sea eats the land at home at home the sea is in the town, running in and out of the cooking places, collecting the firewood from the hearths and sending it back at night; the sea eats the land at home. it came one day at the dead of night, destroying the cement walls, and carried away the fowls, the cooking-pots and the ladles, the sea eats the land at home; it is a sad thing to hear the wails, and the mourning shouts of the women, calling on all the gods they worship, to protect them from the angry sea. aku stood outside where her cooking-pot stood, with her two children shivering from the cold, her hands on her breast, weeping mournfully. her ancestors have neglected her, her gods have deserted her, it was a cold sunday morning, the storm was raging, goats and fowls were struggling in the water, the angry water of the cruel sea; the lap-lapping of the bark water at the shore, and above the sobs and the deep and low moans, was the eternal hum of the living sea. it has taken away their belongings adena has lost the trinkets which were her dowry and her joy, in the sea that eats the land at home, eats the whole land at home.  (kofi awoonor )     explore the ways in which awoonor uses words and images to powerful effect in this  poem.5 10 15 20 25 30",
+            "7": "7 0486/13/o/n/19 \u00a9 ucles 2019 [turn over or  4 how does pitter strikingly portray the stormcock in stormcock in elder ? stormcock in elder in my dark hermitage, aloof from the world\u2019s sight and the world\u2019s sound, by the small door where the old roof hangs but five feet above the ground, i groped along the shelf for bread but found celestial food instead: for suddenly close at my ear, loud, loud and wild, with wintry glee, the old unfailing chorister burst out in pride of poetry; and through the broken roof i spied him by his singing glorified. scarcely an arm\u2019s-length from the eye, myself unseen, i saw him there; the throbbing throat that made the cry, the breast dewed from the misty air, the polished bill that opened wide and showed the pointed tongue inside; the large eye, ringed with many a ray of minion feathers, finely laid, the feet that grasped the elder-spray; how strongly used, how subtly made the scale, the sinew, and the claw, plain through the broken roof i saw; the flight-feathers in tail and wing, the shorter coverts, and the white merged into russet, marrying the bright breast to the pinions bright, gold sequins, spots of chestnut, shower of silver, like a brindled flower. soldier of fortune, northwest jack, old hard-times\u2019 braggart, there you blow but tell me ere your bagpipes crack how you can make so brave a show, full-fed in february, and dressed like a rich merchant at a feast. one-half the world, or so they say, knows not how half the world may live; so sing your song and go your way, and still in february contrive as bright as gabriel to smile on elder-spray by broken tile.  (ruth pitter )5 10 15 20 25 30 35 40",
+            "8": "8 0486/13/o/n/19 \u00a9 ucles 2019 gillian clarke: from collected poems remember to support your ideas with details from the writing. either  5 read this poem, and then answer the question that follows it: neighbours that spring was late. we watched the sky and studied charts for shouldering isobars. birds were late to pair. crows drank from the lamb\u2019s eye. over finland small birds fell: song-thrushes steering north, smudged signatures on light, migrating warblers, nightingales. wing-beats failed over fjords, each lung a sip of gall. children were warned of their dangerous beauty. milk was spilt in poland. each quarrel the blowback from some old story, a mouthful of bitter air from the ukraine brought by the wind out of its box of sorrows. this spring a lamb sips caesium on a welsh hill. a child, lifting her face to drink the rain, takes into her blood the poisoned arrow. now we are all neighbourly, each little town in europe twinned to chernobyl, each heart with the burnt fireman, the child on the moscow train. in the democracy of the virus and the toxin we wait. we watch for bird migrations, one bird returning with green in its voice, glasnost golau glas, a first break of blue.    in what ways does clarke make this such a memorable poem?5 10 15 20",
+            "9": "9 0486/13/o/n/19 \u00a9 ucles 2019 [turn over or  6 how does clarke\u2019s writing strikingly portray the animal in friesian bull ? friesian bull he blunders through the last dream of the night. i hear him, waking. a brick and concrete stall, narrow as a heifer\u2019s haunches. steel bars between her trap and his small yard. a froth of slobbered hay droops from the stippled muzzle. in the slow rolling mass of his skull his eyes surface like fish bellies. he is chained while they swill his floor. his stall narrows to rage. he knows the sweet smell of a heifer\u2019s fear. remembered summer haysmells reach him, a trace of the herd\u2019s freedom, clover- loaded winds. the thundering speed blows up the dee breathing of plains, of cattle wading in shallows. his crazy eyes churn with their vision.5 10 15",
+            "10": "10 0486/13/o/n/19 \u00a9 ucles 2019 section b: prose answer one question from this section. jane austen: mansfield park remember to support your ideas with details from the writing. either  7 read this extract, and then answer the question that follows it: sir thomas could not give so instantaneous and unqualified a  consent. he debated and hesitated;\u2014it was a serious charge;\u2014a girl so  brought up must be adequately provided for, or there would be cruelty  instead of kindness in taking her from her family. he thought of his own  four children\u2014of his two sons\u2014of cousins in love, &c.;\u2014but no sooner had  he deliberately begun to state his objections, than mrs norris interrupted  him with a reply to them all whether stated or not. \u2018my dear sir thomas, i perfectly comprehend you, and do justice to  the generosity and delicacy of your notions, which indeed are quite of a  piece with your general conduct; and i entirely agree with you in the main  as to the propriety of doing every thing one could by way of providing for  a child one had in a manner taken into one\u2019s own hands; and i am sure   i should be the last person in the world to withhold my mite upon such   an occasion. having no children of my own, who should i look to in any   little matter i may ever have to bestow, but the children of my sisters?\u2014   and i am sure mr norris is too just\u2014but you know i am a woman of few  words and professions. do not let us be frightened from a good deed by a  trifle. give a girl an education, and introduce her properly into the world, and  ten to one but she has the means of settling well, without farther expense  to any body. a niece of our\u2019s, sir thomas, i may say, or, at least of your\u2019s ,  would not grow up in this neighbourhood without many advantages. i don\u2019t  say she would be so handsome as her cousins. i dare say she would not;  but she would be introduced into the society of this country under such  very favourable circumstances as, in all human probability, would get her  a creditable establishment. you are thinking of your sons\u2014but do not you  know that of all things upon earth that is the least likely to happen; brought  up, as they would be, always together like brothers and sisters? it is morally  impossible. i never knew an instance of it. it is, in fact, the only sure way  of providing against the connection. suppose her a pretty girl, and seen by  tom or edmund for the first time seven years hence, and i dare say there  would be mischief. the very idea of her having been suffered to grow up  at a distance from us all in poverty and neglect, would be enough to make  either of the dear sweet-tempered boys in love with her. but breed her up  with them from this time, and suppose her even to have the beauty of an  angel, and she will never be more to either than a sister.\u2019 \u2018there is a great deal of truth in what you say,\u2019 replied sir thomas,  \u2018and far be it from me to throw any fanciful impediment in the way of a  plan which would be so consistent with the relative situations of each.   i only meant to observe, that it ought not to be lightly engaged in, and that  to make it really serviceable to mrs price, and creditable to ourselves, we  must secure to the child, or consider ourselves engaged to secure to her  hereafter, as circumstances may arise, the provision of a gentlewoman, if  no such establishment should offer as you are so sanguine in expecting.\u2019 \u2018i thoroughly understand you,\u2019 cried mrs norris; \u2018you are every thing 5 10 15 20 25 30 35 40",
+            "11": "11 0486/13/o/n/19 \u00a9 ucles 2019 [turn over that is generous and considerate, and i am sure we shall never disagree  on this point. whatever i can do, as you well know, i am always ready  enough to do for the good of those i love; and, though i could never feel for  this little girl the hundredth part of the regard i bear your own dear children,  nor consider her, in any respect, so much my own, i should hate myself if   i were capable of neglecting her. is not she a sister\u2019s child? and could i  bear to see her want, while i had a bit of bread to give her? my dear sir  thomas, with all my faults i have a warm heart; and, poor as i am, would  rather deny myself the necessaries of life, than do an ungenerous thing.  so, if you are not against it, i will write to my poor sister to-morrow, and  make the proposal; and, as soon as matters are settled, i will engage to get  the child to mansfield; you shall have no trouble about it. my own trouble,  you know, i never regard. i will send nanny to london on purpose, and  she may have a bed at her cousin, the sadler\u2019s, and the child be appointed  to meet her there. they may easily get her from portsmouth to town by  the coach, under the care of any creditable person that may chance to be  going. i dare say there is always some reputable tradesman\u2019s wife or other  going up.\u2019  [from chapter 1]     how does austen make this such a striking introduction to mrs norris? or  8  in what ways does austen persuade you that henry crawford would be an unsuitable  husband for fanny?45 50 55 60",
+            "12": "12 0486/13/o/n/19 \u00a9 ucles 2019 willa cather: my \u00e1ntonia remember to support your ideas with details from the writing. either  9 read this extract, and then answer the question that follows it: \u2018i expect you hardly know me, jim.\u2019 the voice seemed familiar, but i did not recognize her until she  stepped into the light of my doorway and i beheld\u2014lena lingard! she was  so quietly conventionalized by city clothes that i might have passed her on  the street without seeing her. her black suit fitted her figure smoothly, and  a black lace hat, with pale-blue forget-me-nots, sat demurely on her yellow  hair. i led her toward cleric\u2019s chair, the only comfortable one i had,  questioning her confusedly. she was not disconcerted by my embarrassment. she looked  about her with the na\u00efve curiosity i remembered so well. \u2018you are quite  comfortable here, aren\u2019t you? i live in lincoln now, too, jim. i\u2019m in business  for myself. i have a dressmaking shop in the raleigh block, out on o  street. i\u2019ve made a real good start.\u2019 \u2018but, lena, when did you come?\u2019 \u2018oh, i\u2019ve been here all winter. didn\u2019t your grandmother ever write you?  i\u2019ve thought about looking you up lots of times. but we\u2019ve all heard what  a studious young man you\u2019ve got to be, and i felt bashful. i didn\u2019t know  whether you\u2019d be glad to see me.\u2019 she laughed her mellow, easy laugh,  that was either very artless or very comprehending, one never quite knew  which. \u2018you seem the same, though\u2014except you\u2019re a young man, now, of  course. do you think i\u2019ve changed?\u2019 \u2018maybe you\u2019re prettier\u2014though you were always pretty enough.  perhaps it\u2019s your clothes that make a difference.\u2019 \u2018you like my new suit? i have to dress pretty well in my business.\u2019 she took off her jacket and sat more at ease in her blouse, of some  soft, flimsy silk. she was already at home in my place, had slipped quietly  into it, as she did into everything. she told me her business was going  well, and she had saved a little money. \u2018this summer i\u2019m going to build the house for mother i\u2019ve talked about  so long. i won\u2019t be able to pay up on it at first, but i want her to have it before  she is too old to enjoy it. next summer i\u2019ll take her down new furniture and  carpets, so she\u2019ll have something to look forward to all winter.\u2019 i watched lena sitting there so smooth and sunny and well-cared-for,  and thought of how she used to run barefoot over the prairie until after the  snow began to fly, and how crazy mary chased her round and round the  cornfields. it seemed to me wonderful that she should have got on so well  in the world. certainly she had no one but herself to thank for it. \u2018you must feel proud of yourself, lena,\u2019 i said heartily. \u2018look at me;  i\u2019ve never earned a dollar, and i don\u2019t know that i\u2019ll ever be able to.\u2019 \u2018tony says you\u2019re going to be richer than mr harling some day. she\u2019s  always bragging about you, you know.\u2019 \u2018tell me, how is tony?\u2019  [from book 3 chapter 2]    how does cather make this such a memorable and significant moment in the novel?5 10 15 20 25 30 35 40",
+            "13": "13 0486/13/o/n/19 \u00a9 ucles 2019 [turn over or  10 explore the ways in which cather strikingly portrays peter and pavel.",
+            "14": "14 0486/13/o/n/19 \u00a9 ucles 2019 anita desai: in custody remember to support your ideas with details from the writing. either  11 read this extract, and then answer the question that follows it: when the mat in the doorway was lifted aside by a boy in striped  pyjamas and a vest bringing in a tumbler of tea, that miraculous intimacy  came to an abrupt end. it was not to be recovered. nur angrily sent the  boy away again to fetch tea for the guest but other people began to come  in who must have been in the building all that time, asleep or biding their  time, and took the bringing in of tea as a signal to come swarming up  the stairs, into the room, filling it with noise. deven looked across at the  figure on the bed, helplessly, regretting that he had not even discussed  the proposed interview with him. now others demanded his attention  while someone thrust a metal tumbler of scalding tea into deven\u2019s hand.  he nearly dropped it in agony, then recovered himself and clutched it with  blistering fingertips while waiting for an opportunity to have another word  with nur. there seemed little chance of that since the servant boy was  demanding to know what nur wanted for his dinner tonight, whether it was  to be prepared at home or ordered from the bazaar; a child \u2013 too young  to be his son, deven thought, and wondered if it could be a grandchild \u2013  wandered around, whining petulantly for some money but when he was  given it, flung it upon the floor and cried; then there were some young girls  who came to pick up the crying child and carry him off, and were evidently  surprised to find the room full of men for they hastily covered their heads  with their veils and hurried away, grumbling at the invasion; also several  loutish young men who stated they had been waiting downstairs to be  summoned, had been playing cards at which all claimed to have lost  money and demanded their host make up to them for their losses since  he was responsible for them. deven was scandalized by their audacity  but the poet did not mind at all. laughing, he reprimanded them for their  dissolute habits and threatened them with expulsion from his home which  was, he said, a temple of domesticity as they could see. \u2018since when has nur become the resident of such a temple?\u2019  challenged one of the men, pock-marked and not so young. \u2018we met in a  temple of another sort. have you forgotten?\u2019 deven flushed; it was not possible to misunderstand their innuendoes,  they grew more blatant and ribald by the minute. it was the kind of talk  deven heard plenty of in and around the college, and had had much of  when he had himself been a student, but he was not used to hearing it  in the presence of the aged whom he had been brought up to consider  very near sacred. the frequent use of the word temple made it still more  blasphemous. when he could stand it no longer, he got up to go. this movement  attracted nur\u2019s attention and he raised his hand to stop the chatter and  asked deven to help him out on to the terrace, \u2018to escape from these \u2013  these devils from the gambling dens and drinking houses of my past\u2019.  deven came forward eagerly to support him but the poet, after placing his  hand on deven\u2019s shoulder, grew angry when it became clear that deven  did not know the procedure, the routine, and left behind such essential aids  to his comfort as a footstool and a favourite bolster, so that the servant boy  had to be sent for after all and deven made to feel inadequate. when the 5 10 15 20 25 30 35 40 45",
+            "15": "15 0486/13/o/n/19 \u00a9 ucles 2019 [turn over boy appeared, more sullen than before, deven tried to help him gather all  the necessary cushions and bolsters to carry out to the terrace but found  himself either ignored or rudely pushed out of the way. was he wanted or  not? he wondered. then his bewilderment and resentment were sent spinning with a few  hard words from the poet that he brought out of the depths of his being  as if they were the bile that had collected there. \u2018wait till you are my age,\u2019  he spat, \u2018you \u2013 you boy without hair. wait till you experience the afflictions   i know. i sit upon them daily \u2013 not my crown but my throne of thorns. that  is what piles are, my friend \u2013 oh, the pain, the suffering \u2013\u2019 he nearly wept,  standing there in the middle of the room, wringing his hands while he  waited to be led out. deven hung his head, then lowered himself on to his knees beside  the bed, running his fingers over the poet\u2019s slippers and trying not to hear  the poet\u2019s curses, wondering what he could pick up and offer.  [from chapter 3]    what does desai\u2019s writing make you feel towards deven at this moment in the novel? or  12  explore two moments in the novel that desai\u2019s writing makes particularly entertaining for  you.    do not use the extract for question 11 in answering this question.50 55 60",
+            "16": "16 0486/13/o/n/19 \u00a9 ucles 2019 charles dickens: hard times remember to support your ideas with details from the writing. either  13 read this extract, and then answer the question that follows it: louisa turned upon her pillow, and heard no more. when her sister  had withdrawn, she turned her head back again, and lay with her face  towards the door, until it opened and her father entered. he had a jaded anxious look upon him, and his hand, usually steady,  trembled in hers. he sat down at the side of the bed, tenderly asking how  she was, and dwelling on the necessity of her keeping very quiet after her  agitation and exposure to the weather last night. he spoke in a subdued  and troubled voice, very different from his usual dictatorial manner; and  was often at a loss for words. \u2018my dear louisa. my poor daughter.\u2019 he was so much at a loss at that  place, that he stopped altogether. he tried again. \u2018my unfortunate child.\u2019 the place was so difficult to get over, that he  tried again. \u2018it would be hopeless for me, louisa, to endeavour to tell you how  overwhelmed i have been, and still am, by what broke upon me last night.  the ground on which i stand has ceased to be solid under my feet. the  only support on which i leaned, and the strength of which it seemed and  still does seem, impossible to question, has given way in an instant. i am  stunned by these discoveries. i have no selfish meaning in what i say; but  i find the shock of what broke upon me last night, to be very heavy indeed.\u2019 she could give him no comfort herein. she had suffered the wreck of  her whole life upon the rock. \u2018i will not say, louisa, that if you had by any happy chance undeceived  me some time ago, it would have been better for us both; better for your  peace, and better for mine. for i am sensible that it may not have been a  part of my system to invite any confidence of that kind. i have proved my  \u2013 my system to myself, and i have rigidly administered it; and i must bear  the responsibility of its failures. i only entreat you to believe, my favourite  child, i have meant to do right.\u2019 he said it earnestly, and to do him justice he had. in gauging  fathomless deeps with his little mean excise-rod, and in staggering over  the universe with his rusty stiff-legged compasses, he had meant to do  great things. within the limits of his short tether he had tumbled about,  annihilating the flowers of existence with greater singleness of purpose  than many of the blatant personages whose company he kept. \u2018i am well assured of what you say, father. i know i have been your  favourite child. i know you have intended to make me happy. i have never  blamed you, and i never shall.\u2019 he took her outstretched hand, and retained it in his. \u2018my dear, i have remained all night at my table, pondering again and  again on what has so painfully passed between us. when i consider your  character; when i consider that what has been known to me for hours, has  been concealed by you for years; when i consider under what immediate  pressure it has been forced from you at last; i come to the conclusion that  i cannot but mistrust myself.\u2019 he might have added more than all, when he saw the face now  looking at him. he did add it in effect, perhaps, as he softly moved her  scattered hair from her forehead with his hand. such little actions, slight in 5 10 15 20 25 30 35 40 45",
+            "17": "17 0486/13/o/n/19 \u00a9 ucles 2019 [turn over another man, were very noticeable in him; and his daughter received them  as if they had been words of contrition. \u2018but,\u2019 said mr gradgrind, slowly, and with hesitation, as well as with a  wretched sense of helplessness, \u2018if i see reason to mistrust myself for the  past, louisa, i should also mistrust myself for the present and the future.  to speak unreservedly to you, i do. i am far from feeling convinced now,  however differently i might have felt only this time yesterday, that i am fit   for the trust you repose in me; that i know how to respond to the appeal you  have come home to make to me; that i have the right instinct \u2013 supposing  it for the moment to be some quality of that nature \u2013 how to help you, and  to set you right, my child.\u2019  [from book 3 chapter 1]     how does dickens make this such an emotional and significant moment for mr  gradgrind? or  14 \u2018young tom gradgrind is completely despicable.\u2019    to what extent does dickens persuade you to agree with this judgement?50 55",
+            "18": "18 0486/13/o/n/19 \u00a9 ucles 2019 kate grenville: the secret river remember to support your ideas with details from the writing. either 15 read this extract, and then answer the question that follows it: one morning the turnkey came to the cell door and bawled out his  name.   and may god have mercy  on her soul! [from part 1] content removed due to copyright restrictions.",
+            "19": "19 0486/13/o/n/19 \u00a9 ucles 2019 [turn over    how does grenville make this such a dramatic ending to the thornhills\u2019 life in london? or  16  explore the ways in which grenville strikingly portrays blackwood.",
+            "20": "20 0486/13/o/n/19 \u00a9 ucles 2019 john knowles: a separate peace remember to support your ideas with details from the writing. either  17 read this extract, and then answer the question that follows it: \u2018everybody in this place is either a draft-dodging kraut or a \u2026 a \u2026\u2019  the scornful force of his tone turned the word into a curse, \u2018a nat-u-ral-ist! \u2019  brinker grabbed my arm agitatedly. \u2018i\u2019m giving it up, i\u2019m going to enlist.  tomorrow.\u2019 i felt a thrill when he said it. this was the logical climax of the whole  misbegotten day, this whole out-of-joint term at devon. i think i had been  waiting for a long time for someone to say this so that i could entertain  these decisive words myself. to enlist. to slam the door impulsively on the past, to shed everything  down to my last bit of clothing, to break the pattern of my life\u2014that  complex design i had been weaving since birth with all its dark threads, its  unexplainable symbols set against a conventional background of domestic  white and schoolboy blue, all those tangled strands which required the  dexterity of a virtuoso to keep flowing\u2014i yearned to take giant military  shears to it, snap! bitten off in an instant, and nothing left in my hands but  spools of khaki which could weave only a plain, flat, khaki design, however  twisted they might be. not that it would be a good life. the war would be deadly all right.  but i was used to finding something deadly in things that attracted me;  there was always something deadly lurking in anything i wanted, anything  i loved. and if it wasn\u2019t there, as for example with phineas, then i put it  there myself. but in the war, there was no question about it at all; it was there. i separated from brinker in the quadrangle, since one of his clubs   was meeting and he could not go back to the dormitory yet\u2014\u2018i\u2019ve got   to preside at a meeting of the golden fleece debating society tonight,\u2019   he said in a tone of amazed contempt, \u2018the golden fleece debating  society! we\u2019re mad here, all mad,\u2019 and he went off raving to himself in the  dark. it was a night made for hard thoughts. sharp stars pierced singly  through the blackness, not sweeps of them or clusters or milky ways as  there might have been in the south, but single, chilled points of light, as  unromantic as knife blades. devon, muffled under the gentle occupation of  the snow, was dominated by them; the cold yankee stars ruled this night.  they did not invoke in me thoughts of god, or sailing before the mast,  or some great love as crowded night skies at home had done; i thought  instead, in the light of those cold points, of the decision facing me. why go through the motions of getting an education and watch  the war slowly chip away at the one thing i had loved here, the peace,  the measureless, careless peace of the devon summer? others, the  quackenbushes of this world, could calmly watch the war approach them  and jump into it at the last and most advantageous instant, as though  buying into the stock market. but i couldn\u2019t. there was no one to stop me but myself. putting aside soft  reservations about what i owed devon and my duty to my parents and so  on, i reckoned my responsibilities by the light of the unsentimental night  sky and knew that i owed no one anything. i owed it to myself to meet this  crisis in my life when i chose, and i chose now.5 10 15 20 25 30 35 40 45",
+            "21": "21 0486/13/o/n/19 \u00a9 ucles 2019 [turn over i bounced zestfully up the dormitory stairs. perhaps because my mind  still retained the image of the sharp night stars, those few fixed points  of light in the darkness, perhaps because of that the warm yellow light  streaming from under my own door came as such a shock. it was a simple  case of a change of expectation. the light should have been off. instead,  as though alive itself, it poured in a thin yellow slab of brightness from  under the door, illuminating the dust and splinters of the hall floor. i grabbed the knob and swung open the door. he was seated in my  chair at the desk, bending down to adjust the gross encumbrance of his  leg, so that only the familiar ears set close against his head were visible,  and his short-cut brown hair. he looked up with a provocative grin, \u2018hi pal,  where\u2019s the brass band?\u2019 everything that had happened throughout the day faded like that first  false snowfall of the winter. phineas was back.  [from chapter 7]     how does knowles vividly convey gene\u2019s thoughts and feelings at this moment in the  novel? or  18  in what ways does knowles strikingly portray the changes in finny after his first fall?50 55 60",
+            "22": "22 0486/13/o/n/19 \u00a9 ucles 2019 alan paton: cry, the beloved country remember to support your ideas with details from the writing. either  19 read this extract, and then answer the question that follows it: he passed again through the great gate in the grim high wall, and  they brought the boy to him. again he took the lifeless hand in his own,  and was again moved to tears, this time by the dejection of his son. \u2013 are you in health, my son? the son stood and moved his head to one side, and looked for a  while at the one window, and then moved and looked at the other, but not  at his father. \u2013 i am in health, my father. \u2013 i have some business for you, my son. are you certain that you wish  to marry this girl? \u2013 i can marry her. \u2013 there is a friend of mine, a white priest, and he will see if it can be  arranged, and he will see the bishop to see if it can be done quickly. and  he will get a lawyer for you. there is a spark of life in the eyes, of some hope maybe. \u2013 you would like a lawyer? \u2013 they say one can be helped by a lawyer. \u2013 you told the police that these other two were with you? \u2013 i told them. and now i have told them again. \u2013 and then? \u2013 and then they sent for them and fetched them from their cells. \u2013 and then? \u2013 and then they were angry with me, and cursed me in front of the  police, and said that i was trying to bring them into trouble. \u2013 and then? \u2013 and then they asked what proof i had. and the only proof i had was  that it was true, it was these two and no other and they stood there with  me in the house, i here and they yonder. he showed his father with his hands, and the tears came into his  eyes, and he said, then they cursed me again, and stood looking angrily  at me, and said one to the other, how can he lie so about us? \u2013 they were your friends? \u2013 yes, they were my friends. \u2013 and they will leave you to suffer alone? \u2013 now i see it. \u2013 and until this, were they friends you could trust? \u2013 i could trust them. \u2013 i see what you mean. you mean they were the kind of friends that a  good man could choose, upright, hard-working, obeying the law? old man, leave him alone. you lead him so far and then you spring  upon him. he looks at you sullenly, soon he will not answer at all. \u2013 tell me, were they such friends? but the boy made no answer. \u2013 and now they leave you alone? silence, then \u2013 i see it. \u2013 did you not see it before? reluctantly the boy said, i saw it. the old man was tempted to ask,  then why, why did you continue with them? but the boy\u2019s eyes were filled 5 10 15 20 25 30 35 40 45",
+            "23": "23 0486/13/o/n/19 \u00a9 ucles 2019 [turn over with tears, and the father\u2019s compassion struggled with the temptation and  overcame it. he took his son\u2019s hands, and this time they were not quite  lifeless, but there was some feeling in them, and he held them strongly  and comfortingly. \u2013 be of courage, my son. do not forget there is a lawyer. but it is only  the truth you must tell him. \u2013 i shall tell him only the truth, my father. he opened his mouth as though there were something he would say,  but he did not say it. \u2013 do not fear to speak, my son. \u2013 he must come soon, my father. he looked at the window, and his eyes filled again with tears. he tried  to speak carelessly. or it may be too late, he said. \u2013 have no fear of that. he will come soon. shall i go now to see when  he will come? \u2013 go now, soon, soon, my father.  [from book 1 chapter 17]    in what ways does paton make this moment in the novel so sad? or  20  explore the ways in which paton makes stephen\u2019s friendship with arthur jarvis\u2019s young  son so memorable.50 55 60",
+            "24": "24 0486/13/o/n/19 \u00a9 ucles 2019 from stories of ourselves remember to support your ideas with details from the writing. either  21  read this extract from secrets  (by bernard maclaverty), and then answer the question  that follows it: he carefully opened one and took out the letter and unfolded it, frail,  khaki-coloured. my dearest mary, it began, i am so tired i can hardly write to you.  i have spent what seems like all day censoring letters (there is a  howitzer about 100 yds away firing every 2 minutes). the letters are  heartrending in their attempt to express what they cannot. some of  the men are illiterate, others almost so. i know that they feel as much  as we do, yet they do not have the words to express it. that is your  job in the schoolroom to give us generations who can read and write  well. they have \u2026 the boy\u2019s eye skipped down the page and over the next. he read the  last paragraph. mary i love you as much as ever \u2013 more so that we cannot be together.  i do not know which is worse, the hurt of this war or being separated  from you. give all my love to brendan and all at home. it was signed, scribbles with what he took to be john. he folded the  paper carefully into its original creases and put it in the envelope. he  opened another. my love, it is thinking of you that keeps me sane. when i get a moment  i open my memories of you as if i were reading. your long dark hair  \u2013 i always imagine you wearing the blouse with the tiny roses, the  white one that opened down the back \u2013 your eyes that said so much  without words, the way you lowered your head when i said anything  that embarrassed you, and the clean nape of your neck.  the day i think about most was the day we climbed the head at  ballycastle. in a hollow, out of the wind, the air full of pollen and the  sound of insects, the grass warm and dry and you lying beside me  your hair undone, between me and the sun. you remember that that  was where i first kissed you and the look of disbelief in your eyes that  made me laugh afterwards.  it makes me laugh now to see myself savouring these memories  standing alone up to my thighs in muck. it is everywhere, two, three  feet deep. to walk ten yards leaves you quite breathless.  i haven\u2019t time to write more today so i leave you with my feet in the  clay and my head in the clouds.  i love you, john. he did not bother to put the letter back into the envelope but opened  another. my dearest, i am so cold that i find it difficult to keep my hand steady  enough to write. you remember when we swam the last two fingers of 5 10 15 20 25 30 35 40",
+            "25": "25 0486/13/o/n/19 \u00a9 ucles 2019 your hand went the colour and texture of candles with the cold. well  that is how i am all over. it is almost four days since i had any real  sensation in my feet or legs. everything is frozen. the ground is like  steel.  forgive me telling you this but i feel i have to say it to someone.  the worst thing is the dead. they sit or lie frozen in the position they  die. you can distinguish them from the living because their faces are  the colour of slate. god help us when the thaw comes \u2026 this war is  beginning to have an effect on me. i have lost all sense of feeling. the  only emotion i have experienced lately is one of anger. sheer white  trembling anger. i have no pity or sorrow for the dead and injured.   i thank god it is not me but i am enraged that it had to be them. if   i live through this experience i will be a different person.  the only thing that remains constant is my love for you.  today a man died beside me. a piece of shrapnel had pierced his  neck as we were moving under fire. i pulled him into a crater and  stayed with him until he died. i watched him choke and then drown in  his blood.  i am full of anger which has no direction. he sorted through the pile and read half of some, all of others. the  sun had fallen low in the sky and shone directly into the room onto the  pages he was reading making the paper glare. he selected a letter from  the back of the pile and shaded it with his hand as he read. dearest mary, i am writing this to you from my hospital bed. i hope  that you were not too worried about not hearing from me. i have been  here, so they tell me, for two weeks and it took another two weeks  before i could bring myself to write this letter.  i have been thinking a lot as i lie here about the war and about  myself and about you. i do not know how to say this but i feel deeply  that i must do something, must sacrifice something to make up for the  horror of the past year. in some strange way christ has spoken to me  through the carnage \u2026 suddenly the boy heard the creak of the stair and he frantically tried  to slip the letter back into its envelope but it crumpled and would not fit. he  bundled them all together.    how does maclaverty make this such a moving and significant moment in the story? or  22  explore the ways in which la guma\u2019s writing makes the lemon orchard  such a  horrifying story.45 50 55 60 65 70 75",
+            "26": "26 0486/13/o/n/19 \u00a9 ucles 2019 blank page",
+            "27": "27 0486/13/o/n/19 \u00a9 ucles 2019 blank page",
+            "28": "28 0486/13/o/n/19 \u00a9 ucles 2019 blank page permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the  publisher will be pleased to make amends at the earliest possible opportunity. 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 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."
+        },
+        "0486_w19_qp_21.pdf": {
+            "1": "this document consists of 11 printed pages, 1 blank page and 1 insert. dc (rcl (go)) 165600/1 \u00a9 ucles 2019  [turn overcambridge assessment international education cambridge international general certificate of secondary education *5517609874*literature (english)  0486/21 paper 2  drama  october/november 2019  1 hour 30 minutes no additional materials are required. read these instructions first an answer booklet is provided inside this question paper. you should follow the instructions on the front cover  of the answer booklet. if you need additional answer paper ask the invigilator for a continuation booklet. answer two questions. you must answer one passage-based question (marked *) and one essay question (marked \u2020). your questions must be on two different plays. all questions in this paper carry equal marks.",
+            "2": "2 0486/21/o/n/19 \u00a9 ucles 2019 lorraine hansberry: a raisin in the sun remember to support your ideas with details from the writing. either  *1 read this passage carefully, and then answer the question that follows it: [ruth  comes in forlornly and pulls off her coat with  dejection. they both look at her. ] ruth  [dispiritedly ]: well, i guess from all the happy faces \u2013  everybody knows. beneatha:  you pregnant? mama:  lord have mercy, i sure hope it\u2019s a little old girl. travis ought  to have a sister. [beneatha  and ruth  give her a hopeless look for this  grandmotherly enthusiasm. ] beneatha:  how far along are you? ruth:  two months. beneatha:  did you mean to? i mean did you plan it or was it an  accident? mama:  what do you know about planning or not planning? beneatha:  oh, mama. ruth  [wearily ]: she\u2019s twenty years old, lena. beneatha:  did you plan it, ruth? ruth:  mind your own business. beneatha:  it is my business \u2013 where is he going to live, on the roof?  [there is silence following the remark as the three women  react to the sense of it. ] gee \u2013 i didn\u2019t mean that, ruth,  honest. gee, i don\u2019t feel like that at all. i \u2013 i think it is  wonderful. ruth  [dully ]: wonderful. beneatha:  yes \u2013 really. mama  [looking at  ruth , worried ]: doctor say everything going to  be all right? ruth  [far away ]: yes \u2013 she says everything is going to be fine \u2026 mama  [immediately suspicious ]: \u2018she\u2019 \u2013 what doctor you went to? [ruth  folds over, near hysteria. ] mama  [worriedly hovering over  ruth ]: ruth honey \u2013 what\u2019s the  matter with you \u2013 you sick? [ruth  has her fists clenched on her thighs and is fighting  hard to suppress a scream that seems to be rising in her. ] beneatha:  what\u2019s the matter with her, mama? mama  [working her fingers in  ruth \u2019s shoulder to relax her ]: she  be all right. women gets right depressed sometimes when  they get her way. [ speaking softly, expertly, rapidly. ] now  you just relax. that\u2019s right \u2026 just lean back, don\u2019t think \u2019bout  nothing at all \u2026 nothing at all \u2013 ruth:  i\u2019m all right \u20265 10 15 20 25 30 35 40",
+            "3": "3 0486/21/o/n/19 \u00a9 ucles 2019 [turn over [the glassy-eyed look melts and then she collapses into a fit  of heavy sobbing. the bell rings. ] beneatha:  oh, my god \u2013 that must be asagai. mama  [to ruth ]: come on now, honey. you need to lie down and  rest awhile \u2026 then have some nice hot food. [they go out, ruth \u2019s weight on her mother-in-law.  beneatha , herself profoundly disturbed, opens the door  to admit a rather dramatic-looking young man with a large  parcel. ] asagai:  hello, alaiyo \u2013 beneatha  [holding the door open and regarding him with pleasure ]:  hello \u2026 [ long pause. ] well \u2013 come in. and please excuse  everything. my mother was very upset about my letting  anyone come here with the place like this. asagai  [coming into the room ]: you look disturbed too \u2026 is  something wrong? beneatha  [still at the door, absently ]: yes \u2026 we\u2019ve all got acute ghetto- itus. [ she smiles and comes towards him, finding a cigarette  and sitting. ] so \u2013 sit down! how was canada?  [from act 1, scene 2 ]   in what ways does hansberry make this such an upsetting moment in the play? or \u20202 how does hansberry make the differences between joseph asagai and george  murchison so fascinating?45 50 55 60",
+            "4": "4 0486/21/o/n/19 \u00a9 ucles 2019 arthur miller: a view from the bridge remember to support your ideas with details from the writing. either *3 read this passage carefully, and then answer the question that follows it: alfieri: he was as good a man as he had to be in a life that was hard  and even.  content removed due to copyright restrictions.",
+            "5": "5 0486/21/o/n/19 \u00a9 ucles 2019 [turn over rodolpho [smiling at the smallness of his town ]: in our town there are  no piers, only the beach, and little fishing boats. [from act 1 ]   in what ways does miller make this moment in the play so memorable? or \u20204  what do you find moving about miller\u2019s portrayal of the relationship between eddie and  beatrice? content removed due to copyright restrictions.",
+            "6": "6 0486/21/o/n/19 \u00a9 ucles 2019 terence rattigan: the winslow boy remember to support your ideas with details from the writing. either  *5 read this passage carefully, and then answer the question that follows it: [violet  goes out. ] violet  [off ]: it\u2019s no good. no more statements. [voices answer her, fading at length into silence. grace   puts a rug over ronnie , now sleeping very soundly. ] arthur:  grace, dear \u2013 grace:  yes? arthur:  i fancy this might be a good opportunity of talking to violet. grace  [quite firmly ]: no, dear. arthur:  meaning that it isn\u2019t a good opportunity? or meaning that  you have no intention at all of ever talking to violet? grace:  i\u2019ll do it one day, arthur. tomorrow, perhaps. not now. arthur:  i believe you\u2019d do better to grasp the nettle. delay only adds  to your worries \u2013 grace  [bitterly ]: my worries? what do you know about my worries? arthur:  a good deal, grace. but i feel they would be a lot lessened if  you faced the situation squarely. grace:  it\u2019s easy for you to talk, arthur. you don\u2019t have to do it. arthur:  i will, if you like. grace:  no, dear. arthur:  if you explain the dilemma to her carefully \u2013 if you even show  her the figures i jotted down for you yesterday \u2013 i venture to  think you won\u2019t find her unreasonable. grace:  it won\u2019t be easy for her to find another place. arthur:  we\u2019ll give her an excellent reference. grace:  that won\u2019t alter the fact that she\u2019s never been properly  trained as a parlourmaid and \u2013 well \u2013 you know yourself how  we\u2019re always having to explain her to people. no, arthur, i  don\u2019t mind how many figures she\u2019s shown, it\u2019s a brutal thing  to do. arthur:  facts are brutal things. grace  [a shade hysterically ]: facts? i don\u2019t think i know what facts  are any more \u2013 arthur:  the facts, at this moment, are that we have a half of the  income we had a year ago and we\u2019re living at nearly the  same rate. however you look at it that\u2019s bad economics \u2013 grace:  i\u2019m not talking about economics, arthur. i\u2019m talking about  ordinary, common or garden facts \u2013 things we took for  granted a year ago and which now don\u2019t seem to matter any  more. arthur:  such as? grace  [with rising voice ]: such as a happy home and peace  and quiet and an ordinary respectable life, and some sort  of future for us and our children. in the last year you\u2019ve 5 10 15 20 25 30 35 40",
+            "7": "7 0486/21/o/n/19 \u00a9 ucles 2019 [turn over thrown all that overboard, arthur. there\u2019s your return for it, i  suppose. [ she indicates the headline in the paper. ] and it\u2019s  all very exciting and important, i\u2019m sure, but it doesn\u2019t bring  back any of the things that we\u2019ve lost. i can only pray to god  that you know what you\u2019re doing. [ronnie  stirs in his sleep. grace  lowers her voice at the  end of her speech. there is a pause. ] arthur:  i know exactly what i\u2019m doing, grace. i\u2019m going to publish  my son\u2019s innocence before the world, and for that end i am  not prepared to weigh the cost. grace:  but the cost may be out of all proportion \u2013 arthur:  it may be. that doesn\u2019t concern me. i hate heroics, grace,  but you force me to say this. an injustice has been done. i  am going to set it right, and there is no sacrifice in the world  i am not prepared to make in order to do so. grace  [with sudden violence ]: oh, i wish i could see the sense of  it all! [ pointing to  ronnie .] he\u2019s perfectly happy, at a good  school, doing very well. no one need ever have known about  osborne, if you hadn\u2019t gone and shouted it out to the whole  world. as it is, whatever happens now, he\u2019ll go through the  rest of his life as the boy in that winslow case \u2013 the boy who  stole that postal order \u2013 arthur  [grimly ]: the boy who didn\u2019t steal that postal order.  [from act 2, scene 1 ]    how does rattigan powerfully portray the conflict between grace and arthur winslow at  this moment in the play? or \u20206  how does rattigan\u2019s portrayal of ronnie winslow contribute to the dramatic impact of  the play?45 50 55 60 65",
+            "8": "8 0486/21/o/n/19 \u00a9 ucles 2019 william shakespeare: macbeth remember to support your ideas with details from the writing. either  *7 read this passage carefully, and then answer the question that follows it:  [enter banquo , and fleance  with a torch before him. ] banquo:  how goes the night, boy? fleance:  the moon is down; i have not heard the clock. banquo:  and she goes down at twelve. fleance:                i take \u2019t, \u2019tis later, sir. banquo:  hold, take my sword. there\u2019s husbandry in heaven;  their candles are all out. take thee that too.  a heavy summons lies like lead upon me,  and yet i would not sleep. merciful powers  restrain in me the cursed thoughts that nature  gives way to in repose!  [enter macbeth  and a servant with a torch. ]             give me my sword.  who\u2019s there? macbeth:  a friend. banquo:  what, sir, not yet at rest? the king\u2019s a-bed.  he hath been in unusual pleasure, and  sent forth great largess to your offices.  this diamond he greets your wife withal,  by the name of most kind hostess; and shut up  in measureless content. macbeth:              being unprepar\u2019d,  our will became the servant to defect;  which else should free have wrought. banquo:                   all\u2019s well.  i dreamt last night of the three weird sisters.  to you they have show\u2019d some truth. macbeth :                  i think not of them;  yet, when we can entreat an hour to serve,  we would spend it in some words upon that business,  if you would grant the time. banquo:               at your kind\u2019st leisure. macbeth:  if you shall cleave to my consent, when \u2019tis,  it shall make honour for you. banquo:               so i lose none  in seeking to augment it, but still keep  my bosom franchis\u2019d and allegiance clear,  i shall be counsell\u2019d. macbeth:           good repose the while! banquo:  thanks, sir; the like to you!  [exeunt banquo  and fleance . macbeth:  go bid thy mistress, when my drink is ready,  she strike upon the bell. get thee to bed.  [exit servant.5 10 15 20 25 30 35 40",
+            "9": "9 0486/21/o/n/19 \u00a9 ucles 2019 [turn over macbeth:  is this a dagger which i see before me,  the handle toward my hand? come, let me clutch thee.  i have thee not, and yet i see thee still.  art thou not, fatal vision, sensible  to feeling as to sight? or art thou but  a dagger of the mind, a false creation,  proceeding from the heat-oppressed brain?  i see thee yet, in form as palpable  as this which now i draw.  thou marshall\u2019st me the way that i was going;  and such an instrument i was to use.  [from act 2, scene 1 ]    in what ways does shakespeare build tension at this moment in the play? or \u20208  how does shakespeare\u2019s portrayal of lady macduff and her children contribute to the  dramatic impact of the play?45 50 55",
+            "10": "10 0486/21/o/n/19 \u00a9 ucles 2019 william shakespeare: romeo and juliet remember to support your ideas with details from the writing. either  *9 read this passage carefully, and then answer the question that follows it: lady capulet:              good night.  get thee to bed, and rest; for thou hast need.  [exeunt lady capulet and nurse. juliet:  farewell! god knows when we shall meet again.  i have a faint cold fear thrills through my veins,  that almost freezes up the heat of life;  i\u2019ll call them back again to comfort me.  nurse! \u2013 what should she do here?  my dismal scene i needs must act alone.  come, vial.  what if this mixture do not work at all?  shall i be married, then, to-morrow morning?  no, no; this shall forbid it. lie thou there.  [laying down her dagger.  what if it be a poison which the friar  subtly hath minist\u2019red to have me dead,  lest in this marriage he should be dishonour\u2019d,  because he married me before to romeo?  i fear it is; and yet methinks it should not,  for he hath still been tried a holy man.  how if, when i am laid into the tomb,  i wake before the time that romeo  come to redeem me? there\u2019s a fearful point.  shall i not then be stifled in the vault,  to whose foul mouth no healthsome air breathes in,  and there die strangled ere my romeo comes?  or, if i live, is it not very like  the horrible conceit of death and night,  together with the terror of the place \u2013  as in a vault, an ancient receptacle  where for this many hundred years the bones  of all my buried ancestors are pack\u2019d;  where bloody tybalt, yet but green in earth,  lies fest\u2019ring in his shroud; where, as they say,  at some hours in the night spirits resort \u2013  alack, alack, is it not like that i,  so early waking \u2013 what with loathsome smells,  and shrieks like mandrakes\u2019 torn out of the earth,  that living mortals, hearing them, run mad \u2013  o, if i wake, shall i not be distraught,  environed with all these hideous fears,  and madly play with my forefathers\u2019 joints,  and pluck the mangled tybalt from his shroud,  and, in this rage, with some great kinsman\u2019s bone,  as with a club, dash out my desp\u2019rate brains?5 10 15 20 25 30 35 40 45",
+            "11": "11 0486/21/o/n/19 \u00a9 ucles 2019  o, look! methinks i see my cousin\u2019s ghost  seeking out romeo, that did spit his body  upon a rapier\u2019s point. stay, tybalt, stay.  romeo, i come. this do i drink to thee.  [she drinks and falls upon her bed within the curtains.  [from act 4, scene 3 ]    how does shakespeare powerfully convey juliet\u2019s thoughts and feelings at this moment  in the play? or \u202010 what does shakespeare\u2019s portrayal of the nurse make you feel about her?50",
+            "12": "12 0486/21/o/n/19 \u00a9 ucles 2019 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 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.blank page"
+        },
+        "0486_w19_qp_22.pdf": {
+            "1": "this document consists of 11 printed pages, 1 blank page and 1 insert. dc (rcl (go)) 165599/3 \u00a9 ucles 2019  [turn overcambridge assessment international education cambridge international general certificate of secondary education *6894866497*literature (english)  0486/22 paper 2  drama  october/november 2019  1 hour 30 minutes no additional materials are required. read these instructions first an answer booklet is provided inside this question paper. you should follow the instructions on the front cover  of the answer booklet. if you need additional answer paper ask the invigilator for a continuation booklet. answer two questions. you must answer one passage-based question (marked *) and one essay question (marked \u2020). your questions must be on two different plays. all questions in this paper carry equal marks.",
+            "2": "2 0486/22/o/n/19 \u00a9 ucles 2019 lorraine hansberry: a raisin in the sun remember to support your ideas with details from the writing. either  *1 read this passage carefully, and then answer the question that follows it: walter:  [stares at the money ]: you trust me like that, mama? mama:\t i\tain\u2019t\tnever\tstop\ttrusting\tyou.\tlike\ti\tain\u2019t\tnever\tstop\tloving\tyou. [she goes out, and walter  sits looking at the money on the  table as the music continues in its idiom, pulsing in the room.  finally, in a decisive gesture, he gets up, and, in mingled joy  and desperation, picks up the money. at the same moment,  travis  enters for bed. ] travis:\t what\u2019s \tthe\tmatter,\tdaddy?\tyou\tdrunk? walter:  [sweetly, more sweetly than we have ever known him ]: no,  daddy\tain\u2019t\tdrunk.\tdaddy\tain\u2019t\tgoing\tto\tnever\tbe\tdrunk\tagain\t\u2026 travis:  well, good night, daddy. [walter  has come from behind the couch and leans over,  embracing his son. ] walter:  son, i feel like talking to you tonight. travis:  about what? walter:  oh, about a lot of things. about you and what kind of man you  going\tto\tbe\twhen\tyou\tgrow\tup\t\u2026\tson\t\u2026\tson,\twhat\tdo\tyou\twant\t to be when you grow up? travis:  a bus driver. walter:  [laughing a little ]:\ta\twhat?\tman,\tthat\tain\u2019t\tnothing\tto\twant\tto\tbe! travis:  why not? walter:\t \u2019cause, \tman\t\u2013\tit\tain\u2019t\tbig\tenough\t\u2013\tyou\tknow\twhat\ti\tmean. travis:\t i\tdon\u2019t\tknow\tthen.\ti\tcan\u2019t\tmake\tup\tmy\tmind.\tsometimes \tmama\t asks me that too. and sometimes when i tell her i just want to  be\tlike\tyou\t\u2013\tshe\tsays\tshe\tdon\u2019t\twant\tme\tto\tbe\tlike\tthat\tand\t sometimes \tshe\tsays\tshe\tdoes\t\u2026 walter:  [gathering him up in his arms ]: you know what, travis? in seven  years you going to be seventeen years old. and things is going  to\tbe\tvery\tdifferent\twith\tus\tin\tseven\tyears.\ttravis\t\u2026\tone\tday\t when\tyou\tare\tseventeen \ti\u2019ll\tcome\thome\t\u2013\thome\tfrom\tmy\toffice\t downtown \tsomewhere \t\u2013 travis:\t you\tdon\u2019t\twork\tin\tno\toffice,\tdaddy. walter:\t no\t\u2013\tbut\tafter\ttonight.\tafter\twhat\tyour\tdaddy\tgonna\tdo\ttonight,\t there\u2019s\tgoing\tto\tbe\toffices\t\u2013\ta\twhole\tlot\tof\toffices\t\u2026 travis:  what you gonna do tonight, daddy? walter:\t you\twouldn\u2019t\tunderstand \tyet,\tson,\tbut\tyour\tdaddy\u2019s\tgonna\tmake\t a\ttransaction \t\u2026\ta\tbusiness \ttransaction \tthat\u2019s\tgoing\tto\tchange\t our\tlives\t\u2026\tthat\u2019s\thow\tcome\tone\tday\twhen\tyou\t\u2019bout\tseventeen \t years\told\ti\u2019ll\tcome\thome\tand\ti\u2019ll\tbe\tpretty\ttired,\tyou\tknow\twhat\ti\t mean, after a day of conferences and secretaries getting things  wrong\tthe\tway\tthey\tdo\t\u2026\t\u2019cause\tan\texecutive\u2019s \tlife\tis\thell,\tman\t \u2013\t[the more he talks the further away he gets. ]\tand\ti\u2019ll\tpull\tthe\t car\tup\ton\tthe\tdriveway \t\u2026\tjust\ta\tplain\tblack\tchrysler, \ti\tthink\t with\twhite\twalls\t\u2013\tno\t\u2013\tblack\ttyres.\tmore\telegant.\trich\tpeople\t5 10 15 20 25 30 35 40",
+            "3": "3 0486/22/o/n/19 \u00a9 ucles 2019 [turn over don\u2019t\thave\tto\tbe\tflashy\t\u2026\tthough\ti\u2019ll\thave\tto\tget\tsomething \ta\t little\tsportier\tfor\truth\t\u2013\tmaybe\ta\tcadillac\tconvertible \tto\tdo\ther\t shopping \tin\t\u2026\tand\ti\u2019ll\tcome\tup\tthe\tsteps\tto\tthe\thouse\tand\tthe\t gardener \twill\tbe\tclipping\taway\tat\tthe\thedges\tand\ti\u2019ll\tsay\t\u2018hello,\t jefferson, \thow\tare\tyou\tthis\tevening?\u2019 \tand\ti\u2019ll\tgo\tinside\tand\truth\t will\tcome\tdownstairs \tand\tmeet\tme\tat\tthe\tdoor\tand\twe\u2019ll\tkiss\t each\tother,\tshe\u2019ll\ttake\tmy\tarm\tand\twe\u2019ll\tgo\tup\tto\tyour\troom\tto\t see you sitting on the floor with the catalogues of all the great  schools\tin\tamerica\taround\tyou\t\u2026\tall\tthe\tgreat\tschools\tin\tthe\t world!\tand\t\u2013\tand\ti\u2019ll\tsay,\tall\tright,\tson\t\u2013\tit\u2019s\tyour\tseventeenth \t birthday, \twhat\tis\tit\tyou\u2019ve\tdecided? \t\u2026\tjust\ttell\tme,\twhat\tit\tis\t you\twant\tto\tbe\t\u2013\tand\tyou\u2019ll\tbe\tit\t\u2026\twhatever \tyou\twant\tto\tbe\t\u2013\t yessir!\t[he holds his arms open for  travis .] you just name it,  son\t\u2026\t[travis  leaps into them. ]\tand\ti\thand\tyou\tthe\tworld! [walter\u2019 s voice has risen in pitch and hysterical promise and  on the last line he lifts travis  high. ] curtain  [from act 2, scene 2 ] \t \t \t \thow\tdoes\thansberry \tpowerfully \tportray\twalter\u2019s\tthoughts \tand\tfeelings\tat\tthis\tmoment\tin\t the play? or  \u20202 \thow\tdoes\thansberry\u2019s \tportrayal \tof\tkarl\tlindner\tmake\thim\tsuch\tan\tunpleasant \t  character?45 50 55 60",
+            "4": "4 0486/22/o/n/19 \u00a9 ucles 2019 arthur miller: a view from the bridge remember to support your ideas with details from the writing. either *3 read this passage carefully, and then answer the question that follows it: eddie: you used to be different, beatrice.  content removed due to copyright restrictions. ",
+            "5": "5 0486/22/o/n/19 \u00a9 ucles 2019 [turn over eddie: i\u2019m\tgoin\u2019,\ti\u2019m\tgoin\u2019\tfor\ta\twalk. [from act 2 ] how\tdoes\tmiller\tmake\tthis\tsuch\ta\tmemorable\tmoment\tin\tthe\tplay? or  \u20204 does\tmiller\u2019s\tportrayal\tof\tthe\trelationship\tbetween\tcatherine\tand\trodolpho\tencourage\t you to feel hopeful about their future happiness? content removed due to copyright restrictions.",
+            "6": "6 0486/22/o/n/19 \u00a9 ucles 2019 terence rattigan: the winslow boy remember to support your ideas with details from the writing. either  *5 read this passage carefully, and then answer the question that follows it: catherine: \t desmond \tcurry,\tour\tfamily\tsolicitor.\toh,\tlord!\t[in a hasty  whisper. ]\tdarling\u2014be \tpolite\tto\thim,\twon\u2019t\tyou? john:  why? am i usually so rude to your guests? catherine: \t no,\tbut\the\tdoesn\u2019t\tknow\tabout\tus\tyet\u2014\u2014 john:  who does? catherine:  [still in a whisper ]:\tyes,\tbut\the\u2019s\tbeen\tin\tlove\twith\tme\tfor\t years\u2014it\u2019s \ta\tfamily\tjoke\u2014\u2014 [violet  comes in. ] violet:  [announcing ]: mr curry. [desmond curry comes in. he is a man of about forty- five, with the figure of an athlete gone to seed. he has a  mildly furtive manner, rather as if he had just absconded with  his\tfirm\u2019s\tpetty\tcash,\tand\thopes\tno\tone\tis\tgoing\tto\tbe\ttoo\t angry about it. \tjohn , when he sees him, cannot repress a  faint smile at the thought of him loving \tcatherine. \tviolet\t goes out. ] catherine: \t hullo, \tdesmond. \t[they shake hands. ]\ti\tdon\u2019t\tthink\tyou\tknow\t john watherstone\u2014 \u2014 desmond: \t no\u2014but, \tof\tcourse,\ti\u2019ve\theard\ta\tlot\tabout\thim\u2014\u2014 john:\t how \tdo\tyou\tdo? [john\twipes the smile off his face, as he meets  catherine \u2019s\tglance.\the\tand\tdesmond  shake hands.  there is a pause. ] desmond: \t well,\twell,\twell.\ti\ttrust\ti\u2019m\tnot\tearly. catherine:  no. dead on time, desmond\u2014as always. desmond:  capital. capital. [there is another pause. ] john    } [together ]: pretty ghastly this rain. catherine        tell me, desmond\u2014 \u2014 john:\t i\u2019m \tso\tsorry. catherine: \t it\u2019s\tquite\tall\tright.\ti\twas\tonly\tgoing\tto\task\thow\tyou\tdid\tin\tyour\t cricket match yesterday, desmond. desmond: \t not\ttoo\twell,\ti\u2019m\tafraid.\tmy\tshoulder\u2019s \tstill\tgiving\tme\t trouble\u2014 \u2014 [there is another pause. ]  [at length. ]\twell,\twell.\ti\thear\ti\u2019m\tto\tcongratulate \tyou\tboth\u2014\u2014 catherine:  desmond\u2014you know? desmond:  violet told me, just now\u2014in the hall. yes\u2014i must congratulate  you both. catherine:  thank you so much, desmond. john:  thank you.5 10 15 20 25 30 35 40",
+            "7": "7 0486/22/o/n/19 \u00a9 ucles 2019 [turn over desmond: \t of\tcourse,\tit\u2019s\tquite\texpected, \ti\tknow.\tquite\texpected. \tstill,\tit\t was rather a surprise, hearing it like that\u2014from violet in the  hall. catherine:  we were going to tell you, desmond dear. it was only official  this\tmorning, \tyou\tknow.\tin\tfact\tyou\u2019re\tthe\tfirst\tperson\tto\t  hear it. desmond: \t am\ti?\tam\ti,\tindeed?\twell,\ti\u2019m\tsure\tyou\u2019ll\tboth\tbe\tvery\thappy. catherine } [murmuring   thank you, desmond. john     together ]:  thank you. desmond:  only this morning? fancy. [grace  comes in. ] grace:\t hullo, \tdesmond \tdear. desmond: \t hullo, \tmrs\twinslow. grace:  [to catherine]: \ti\u2019ve\tgot\thim\tto\tbed\u2014 \u2014 catherine:  good. desmond:  nobody ill, i hope? grace:  no, no. nothing wrong at all\u2014 \u2014 [arthur \tcomes in. he carries a bottle under his arm and  has a corkscrew. ] arthur:  grace, when did we last have the cellars seen to? grace:\t i\tcan\u2019t\tremember, \tdear. arthur:\t well, \tthey\u2019re\tin\ta\tshocking \tcondition. \thullo,\tdesmond. \thow\t are\tyou?\tyou\u2019re\tnot\tlooking\twell. desmond: \t am\ti\tnot?\ti\u2019ve\tstrained\tmy\tshoulder, \tyou\tknow. arthur:  well, why do you play these ridiculous games of yours?  resign yourself to the onrush of middle age and abandon  them, my dear desmond. [ he rings the bell and prepares to  draw the cork. ] desmond:  oh, i could never do that. not give up cricket. not altogether. john:  [making conversation ]:\tare\tyou\tany\trelation\tof\td\tw\th\tcurry\t who\tused\tto\tplay\tfor\tmiddlesex? desmond:  [whose moment has come ]:\ti\tam\td\tw\th\tcurry. grace:\t didn\u2019t \tyou\tknow\twe\thad\ta\tgreat\tman\tin\tthe\troom?  [from act 1, scene 1 ]    in what ways does rattigan make this such a tense moment in the play? or  \u20206 \thow\tdoes\trattigan\tmake\tthe\trelationship \tbetween \tarthur\tand\tgrace\twinslow\tsuch\ta\t fascinating part of the play?45 50 55 60 65 70",
+            "8": "8 0486/22/o/n/19 \u00a9 ucles 2019 william shakespeare: macbeth remember to support your ideas with details from the writing. either  *7 read this passage carefully, and then answer the question that follows it: macbeth:  so foul and fair a day i have not seen. banquo:  how\tfar\tis\u2019t\tcall\u2019d\tto\tforres?\twhat\tare\tthese, \t so\twither\u2019d, \tand\tso\twild\tin\ttheir\tattire, \t that\tlook\tnot\tlike\tth\u2019\tinhabitants \to\u2019\tth\u2019\tearth, \t and\tyet\tare\ton\u2019t?\tlive\tyou,\tor\tare\tyou\taught  that man may question? you seem to understand me,  by each at once her choppy finger laying  upon her skinny lips. you should be women,  and yet your beards forbid me to interpret  that you are so. macbeth:  speak, if you can. what are you? 1 witch:\t all\thail,\tmacbeth! \thail\tto\tthee,\tthane\tof\tglamis! 2 witch:\t all\thail,\tmacbeth! \thail\tto\tthee,\tthane\tof\tcawdor! 3 witch:\t all\thail,\tmacbeth, \tthat\tshalt\tbe\tking\thereafter! banquo:  good sir, why do you start, and seem to fear \t things\tthat\tdo\tsound\tso\tfair?\ti\u2019\tth\u2019\tname\tof\ttruth,  are ye fantastical, or that indeed  which outwardly ye show? my noble partner  you greet with present grace and great prediction  of noble having and of royal hope,  that he seems rapt withal. to me you speak not.  if you can look into the seeds of time  and say which grain will grow and which will not,  speak then to me, who neither beg nor fear  your favours nor your hate. 1 witch:  hail! 2 witch:  hail! 3 witch:  hail! 1 witch:  lesser than macbeth, and greater. 2 witch:  not so happy, yet much happier. 3 witch:   thou shalt get kings, though thou be none. \t so,\tall\thail,\tmacbeth \tand\tbanquo! 1 witch:\t banquo \tand\tmacbeth, \tall\thail! macbeth:  stay, you imperfect speakers, tell me more. \t by\tsinel\u2019s\tdeath\ti\tknow\ti\tam\tthane\tof\tglamis;  but how of cawdor? the thane of cawdor lives, \t a\tprosperous \tgentleman; \tand\tto\tbe\tking  stands not within the prospect of belief,  no more than to be cawdor. say from whence  you owe this strange intelligence, or why  upon this blasted heath you stop our way  with such prophetic greeting? speak, i charge you.  [witches  vanish. banquo:  the earth hath bubbles, as the water has, \t and\tthese\tare\tof\tthem.\twhither\tare\tthey\tvanish\u2019d?5 10 15 20 25 30 35 40 45",
+            "9": "9 0486/22/o/n/19 \u00a9 ucles 2019 [turn over macbeth:  into\tthe\tair;\tand\twhat\tseem\u2019d\tcorporal\tmelted \t as\tbreath\tinto\tthe\twind.\twould\tthey\thad\tstay\u2019d! banquo:  were such things here as we do speak about?  or have we eaten on the insane root  that takes the reason prisoner? macbeth:  your children shall be kings. banquo:               you\tshall\tbe\tking. macbeth:  and\tthane\tof\tcawdor\ttoo;\twent\tit\tnot\tso? banquo:  to\tth\u2019\tself-same \ttune\tand\twords.  [from act 1, scene 3 ] \t \t \t how \tdoes\tshakespeare \tmake\tthis\tearly\tmoment\tin\tthe\tplay\tso\tdisturbing? or  \u20208 to\twhat\textent\tdoes\tshakespeare\u2019s \tportrayal \tof\tlady\tmacbeth \tencourage \tyou\tto\tfeel\t pity for her?50",
+            "10": "10 0486/22/o/n/19 \u00a9 ucles 2019 william shakespeare: romeo and juliet remember to support your ideas with details from the writing. either  *9 read this passage carefully, and then answer the question that follows it: [enter  nurse .] nurse:  mistress! \twhat,\tmistress! \tjuliet!\tfast,\ti\twarrant\ther,\tshe. \t why,\tlamb!\twhy,\tlady!\tfie,\tyou\tslug-a-bed! \t why,\tlove,\ti\tsay!\tmadam!\tsweetheart! \twhy,\tbride!  what, not a word? you take your penny-worths now \t sleep\tfor\ta\tweek;\tfor\tthe\tnext\tnight,\ti\twarrant,  the county paris hath set up his rest \t that\tyou\tshall\trest\tbut\tlittle.\tgod\tforgive\tme! \t marry,\tand\tamen.\thow\tsound\tis\tshe\tasleep! \t i\tneeds\tmust\twake\ther.\tmadam,\tmadam,\tmadam! \t ay,\tlet\tthe\tcounty\ttake\tyou\tin\tyour\tbed; \t he\u2019ll\tfright\tyou\tup,\ti\u2019\tfaith.\twill\tit\tnot\tbe?  [draws the curtains. \t what,\tdress\u2019d,\tand\tin\tyour\tclothes,\tand\tdown\tagain! \t i\tmust\tneeds\twake\tyou.\tlady!\tlady!\tlady! \t alas,\talas!\thelp,\thelp!\tmy\tlady\u2019s\tdead! \t o\twell-a-day \tthat\tever\ti\twas\tborn! \t some\taqua-vitae, \tho!\tmy\tlord!\tmy\tlady! [enter  lady capulet .] lady capulet:  what noise is here? nurse:           o\tlamentable \tday! lady capulet:  what is the matter? nurse:           look,\tlook!\to\theavy\tday! lady capulet:  o\tme,\to\tme!\tmy\tchild,\tmy\tonly\tlife, \t revive,\tlook\tup,\tor\ti\twill\tdie\twith\tthee! \t help,\thelp!\tcall\thelp. [enter  capulet .] capulet:  for\tshame,\tbring\tjuliet\tforth;\ther\tlord\tis\tcome. nurse:  she\u2019s\tdead,\tdeceas\u2019d, \tshe\u2019s\tdead;\talack\tthe\tday! lady  capulet:  alack\tthe\tday,\tshe\u2019s\tdead,\tshe\u2019s\tdead,\tshe\u2019s\tdead! capulet:  ha!\tlet\tme\tsee\ther.\tout,\talas!\tshe\u2019s\tcold; \t her\tblood\tis\tsettled,\tand\ther\tjoints\tare\tstiff.  life and these lips have long been separated.  death lies on her like an untimely frost  upon the sweetest flower of all the field. nurse:\t o \tlamentable \tday! lady capulet:           o\twoeful\ttime! capulet:  death,\tthat\thath\tta\u2019en\ther\thence\tto\tmake\tme\twail,  ties up my tongue and will not let me speak. [enter friar lawrence  and county paris , with  musicians. ] friar lawrence:  come, is the bride ready to go to church?5 10 15 20 25 30 35 40",
+            "11": "11 0486/22/o/n/19 \u00a9 ucles 2019 capulet:  ready to go, but never to return.  o son, the night before thy wedding day \t hath\tdeath\tlain\twith\tthy\twife.\tthere\tshe\tlies,  flower as she was, deflowered by him. \t death\tis\tmy\tson-in-law, \tdeath\tis\tmy\their; \t my\tdaughter \the\thath\twedded; \ti\twill\tdie, \t and\tleave\thim\tall;\tlife,\tliving,\tall\tis\tdeath\u2019s. paris:\t have\ti\tthought\tlong\tto\tsee\tthis\tmorning\u2019s \tface,  and doth it give me such a sight as this? lady capulet: \t accurs\u2019d, \tunhappy, \twretched, \thateful\tday! \t most\tmiserable \thour\tthat\te\u2019er\ttime\tsaw \t in\tlasting\tlabour\tof\this\tpilgrimage!  but one, poor one, one poor and loving child,  but one thing to rejoice and solace in, \t and\tcruel\tdeath\thath\tcatch\u2019d\tit\tfrom\tmy\tsight!  [from act 4, scene 5 ] \t \t \t\t how \tdoes\tshakespeare \tmake\tthis\tsuch\ta\tdramatic \tmoment\tin\tthe\tplay? or  \u202010 in\twhat\tways\tdoes\tshakespeare\u2019s \tportrayal \tof\ttybalt\tmake\thim\tsuch\ta\tmemorable \t character?45 50 55",
+            "12": "12 0486/22/o/n/19 \u00a9 ucles 2019 blank page permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the  publisher will be pleased to make amends at the earliest possible opportunity. to avoid the issue of disclosure of answer-related information to candidates, all copyright acknowledgements are reproduced online in the cambridge  assessment \tinternational \teducation \tcopyright \tacknowledgements \tbooklet.\tthis\tis\tproduced \tfor\teach\tseries\tof\texaminations \tand\tis\tfreely\tavailable \tto\tdownload \t at\twww.cambridgeinternational.org \tafter\tthe\tlive\texamination \tseries. cambridge assessment international education is part of the cambridge assessment group. cambridge assessment is the brand name of the university of  cambridge \tlocal\texaminations \tsyndicate \t(ucles), \twhich\titself\tis\ta\tdepartment \tof\tthe\tuniversity \tof\tcambridge."
+        },
+        "0486_w19_qp_23.pdf": {
+            "1": "this document consists of 11 printed pages, 1 blank page and 1 insert. dc (rcl/go) 165598/4 \u00a9 ucles 2019  [turn overcambridge assessment international education cambridge international general certificate of secondary education literature (english)  0486/23 paper 2  drama  october/november 2019  1 hour 30 minutes no additional materials are required. read these instructions first an answer booklet is provided inside this question paper. you should follow the instructions on the front cover  of the answer booklet. if you need additional answer paper ask the invigilator for a continuation booklet. answer two questions. you must answer one passage-based question (marked *) and one essay question (marked \u2020). your questions must be on two different plays. all questions in this paper carry equal marks. *7207859760*",
+            "2": "2 0486/23/o/n/19 \u00a9 ucles 2019 lorraine hansberry: a raisin in the sun remember to support your ideas with details from the writing. either  *1 read this passage carefully, and then answer the question that follows it: [\u03b1 long minute passes and walter  slowly gets up. ] lindner:  [coming to the table with efficiency, putting his briefcase on  the table and starting to unfold papers and unscrew fountain  pens ]: well, i certainly was glad to hear from you people.  [walter has begun to trek out of the room, slowly and  awkwardly, rather like a small boy, passing the back of his  sleeve across his mouth from time to time. ] life can really  be so much simpler than people let it be most of the time.  well \u2013 with whom do i negotiate? you, mrs younger, or your  son here? [ mama  sits with her hands folded on her lap and  her eyes closed as walter advances.  travis goes close  to lindner  and looks at the paper curiously. ] just some  official papers, sonny. ruth:  travis, you go downstairs. mama:  [opening her eyes and looking into  walter \u2019s]: no. travis,  you stay right here. and you make him understand what you  doing, walter lee. you teach him good. like willy harris  taught you. you show where our five generations done come  to. go ahead, son \u2013 walter:  [looks down into his boy\u2019s eyes.  travis grins at him merrily  and walter draws him beside him with his arm lightly  around his shoulder ]: well, mr lindner. [ beneatha  turns  away. ] we called you [ there is a profound, simple groping  quality in his speech ] because, well, me and my family \u2026  [he looks around and shifts from one foot to the other. ] well  \u2013 we are very plain people \u2026 lindner:  yes \u2013 walter:  i mean \u2013 i have worked as a chauffeur most of my life \u2013 and  my wife here, she does domestic work in people\u2019s kitchens.  so does my mother. i mean \u2013 we are plain people \u2026 lindner:  yes, mr younger \u2013 walter:  [really like a small boy, looking down at his shoes and then  up at the man ]: and \u2013 uh \u2013 well, my father, well, he was a  labourer most of his life. lindner:  [absolutely confused ]: uh, yes \u2013 walter:  [looking down at his toes once again ]: my father almost beat  a man to death once because this man called him a bad  name or something, you know what i mean? lindner:  no, i\u2019m afraid i don\u2019t. walter:  [finally straightening up ]: well, what i mean is that we come  from people who had a lot of pride. i mean \u2013 we are very  proud people. and that\u2019s my sister over there and she\u2019s  going to be a doctor \u2013 and we are very proud \u2013 lindner:  well \u2013 i am sure that is very nice, but \u20135 10 15 20 25 30 35 40",
+            "3": "3 0486/23/o/n/19 \u00a9 ucles 2019 [turn over walter:  [starting to cry and facing the man eye to eye ]: what i am  telling you is that we called you over here to tell you that we  are very proud and that this is \u2013 this is my son, who makes  the sixth generation of our family in this country, and that  we have all thought about your offer and we have decided  to move into our house because my father \u2013 my father \u2013  he earned it. [ mama  has her eyes closed and is rocking  back and forth as though she were in church, with her head  nodding the amen yes. ] we don\u2019t want to make no trouble  for nobody or fight no causes \u2013 but we will try to be good  neighbours. that\u2019s all we got to say. [ he looks the man  absolutely in the eyes. ] we don\u2019t want your money. [ he turns  and walks away from the man. ] lindner:  [looking around at all of them ]: i take it then that you have  decided to occupy. beneatha:  that\u2019s what the man said. lindner:  [to mama  in her reverie ]: then i would like to appeal to you,  mrs younger. you are older and wiser and understand things  better i am sure \u2026 mama:  [rising ]: i am afraid you don\u2019t understand. my son said we  was going to move and there ain\u2019t nothing left for me to say.  [shaking her head with double meaning. ] you know how  these young folks is nowadays, mister. can\u2019t do a thing with  \u2019em. good-bye.  [from act 3 ]   how does hansberry bring the play to such a dramatic climax here? or \u20202 in what ways does hansberry powerfully portray the relationship between ruth and  walter?45 50 55 60 65",
+            "4": "4 0486/23/o/n/19 \u00a9 ucles 2019 arthur miller: a view from the bridge remember to support your ideas with details from the writing. either *3 read this passage carefully, and then answer the question that follows it: beatrice: they ain\u2019t goin\u2019 to come any quicker if you stand in the street.  content removed due to copyright restrictions.",
+            "5": "5 0486/23/o/n/19 \u00a9 ucles 2019 [turn over catherine stops him at the door.] [from act 1 ]   how does miller make this moment in the play so revealing? or \u20204  how does miller use eddie\u2019s visits to alfieri to contribute to the dramatic impact of the  play? content removed due to copyright restrictions.",
+            "6": "6 0486/23/o/n/19 \u00a9 ucles 2019 terence rattigan: the winslow boy remember to support your ideas with details from the writing. either  *5 read this passage carefully, and then answer the question that follows it: sir robert:  what were you thinking about outside the c.o.\u2019s office for  twenty-five minutes? ronnie:  [wildly ]: i don\u2019t even know if i was there. i can\u2019t remember.  perhaps i wasn\u2019t there at all. sir robert:  no. perhaps you were still in the locker room rifling elliot\u2019s  locker \u2013 arthur:  [indignantly ]: sir robert, i must ask you \u2013 sir robert:  quiet! ronnie:  i remember now. i remember. someone did see me outside  the c.o.\u2019s office. a chap called casey. i remember i spoke  to him. sir robert:  what did you say? ronnie:  i said: \u2018come down to the post office with me. i\u2019m going to  cash a postal order.\u2019 sir robert:  [triumphantly ]: cash  a postal order. ronnie:  i mean get. sir robert:  you said cash. why did you say cash if you meant get? ronnie:  i don\u2019t know. sir robert:  i suggest cash was the truth. ronnie:  no, no. it wasn\u2019t. it wasn\u2019t really. you\u2019re muddling me. sir robert:  you seem easily muddled. how many other lies have you  told? ronnie:  none. really i haven\u2019t. sir robert:  [bending forward malevolently ]: i suggest your whole  testimony is a lie. ronnie:  no! it\u2019s the truth. sir robert:  i suggest there is barely one single word of truth in anything  you have said either to me, or to the judge advocate or to  the commander. i suggest that you broke into elliot\u2019s locker,  that you stole the postal order for five shillings belonging to  elliot, and you cashed it by means of forging his name. ronnie:  [wailing ]: i didn\u2019t. i didn\u2019t. sir robert:  i suggest you did it for a joke, meaning to give elliot the five  shillings back, but that when you met him and he said he  had reported the matter that you got frightened and decided  to keep quiet. ronnie:  no, no, no. it isn\u2019t true. sir robert:  i suggest that by continuing to deny your guilt you are  causing great hardship to your own family, and considerable  annoyance to high and important persons in this country \u2013 catherine:  [on her feet ]: that\u2019s a disgraceful thing to say! arthur:  [rising ]: i agree.5 10 15 20 25 30 35 40",
+            "7": "7 0486/23/o/n/19 \u00a9 ucles 2019 [turn over sir robert:  [leaning forward and glaring at ronnie  with utmost venom ]:  i suggest that the time has at last come for you to undo some  of the misery you have caused by confessing to us all now  that you are a forger, a liar and a thief. [grace  rises, crosses swiftly to ronnie  and envelops  him.] ronnie:  [in tears ]: i\u2019m not! i\u2019m not! i\u2019m not! i didn\u2019t do it. arthur:  this is outrageous, sir. [desmond  crosses above sir robert  to the table and  collects the documents. john  enters. he is dressed in  evening clothes. ] john : kate, dear, i\u2019m late. i\u2019m terribly sorry \u2013          [he stops short as he takes in the scene. ronnie  is  sobbing hysterically on his mother\u2019s breast. arthur  and  catherine  are glaring indignantly at sir robert , who is  putting his papers together. ] sir robert:  [to desmond ]: can i drop you anywhere? my car is at the  door. desmond : er\u2014no\u2014i thank you. sir robert:  [carelessly ]: well, send all this stuff round to my chambers  to-morrow morning, will you? desmond : but\u2014but will you need it now? sir robert:  oh, yes. the boy is plainly innocent. i accept the brief. [sir robert  bows to arthur  and catherine  and  walks languidly to the door past the bewildered john ,  to whom he gives a polite nod as he goes out. ronnie   continues to sob hysterically. ] quick curtain  [from act 1, scene 2\u200a ]   in what ways does rattigan make this such a powerful moment in the play? or \u20206  how far does rattigan\u2019s portrayal of arthur winslow encourage you to feel that he is a  good father?45 50 55 60 65 70",
+            "8": "8 0486/23/o/n/19 \u00a9 ucles 2019 william shakespeare: macbeth remember to support your ideas with details from the writing. either  *7 read this passage carefully, and then answer the question that follows it: m a c b e t h :              prithee, peace;  i dare do all that may become a man;  who dares do more is none. lady macbeth:               what beast was\u2019t then  that made you break this enterprise to me?  when you durst do it, then you were a man;  and to be more than what you were, you would  be so much more the man. nor time nor place  did then adhere, and yet you would make both;  they have made themselves, and that their fitness now  does unmake you. i have given suck, and know  how tender \u2019tis to love the babe that milks me \u2013  i would, while it was smiling in my face,  have pluck\u2019d my nipple from his boneless gums,  and dash\u2019d the brains out, had i so sworn  as you have done to this. macbeth:  if we should fail? lady macbeth:          we fail!  but screw your courage to the sticking place,  and we\u2019ll not fail. when duncan is asleep \u2013  whereto the rather shall his day\u2019s hard journey  soundly invite him \u2013 his two chamberlains  will i with wine and wassail so convince  that memory, the warder of the brain,  shall be a fume, and the receipt of reason  a limbec only. when in swinish sleep  their drenched natures lie as in a death,  what cannot you and i perform upon  th\u2019 unguarded duncan? what not put upon  his spongy officers, who shall bear the guilt  of our great quell? macbeth:           bring forth men-children only;  for thy undaunted mettle should compose  nothing but males. will it not be receiv\u2019d,  when we have mark\u2019d with blood those sleepy two  of his own chamber, and us\u2019d their very daggers,  that they have done \u2019t? lady macbeth:             who dares receive it other,  as we shall make our griefs and clamour roar  upon his death? macbeth:          i am settled, and bend up  each corporal agent to this terrible feat.  away, and mock the time with fairest show;  false face must hide what the false heart doth know.  [exeunt.  [from act 1, scene 7 ]5 10 15 20 25 30 35 40 45",
+            "9": "9 0486/23/o/n/19 \u00a9 ucles 2019 [turn over    how does shakespeare powerfully portray lady macbeth at this moment in the play? or \u20208 to what extent does shakespeare encourage you to feel that macbeth\u2019s fate is inevitable?",
+            "10": "10 0486/23/o/n/19 \u00a9 ucles 2019 william shakespeare: romeo and juliet remember to support your ideas with details from the writing. either  *9 read this passage carefully, and then answer the question that follows it: [enter nurse  and her man, peter .] mercutio:  a sail, a sail! benvolio:  two, two; a shirt and a smock. nurse:  peter! peter:  anon. nurse:  my fan, peter. mercutio:  good peter, to hide her face; for her fan\u2019s the fairer face. nurse:  god ye good morrow, gentlemen. mercutio:  god ye good den, fair gentlewoman. nurse:  is it good den? mercutio:  \u2019tis no less, i tell ye; for the bawdy hand of the dial is now  upon the prick of noon. nurse:  out upon you! what a man are you? romeo:  one, gentlewoman, that god hath made himself to mar. nurse:  by my troth, it is well said. \u2018for himself to mar\u2019 quoth \u2019a!  gentlemen, can any of you tell me where i may find the  young romeo? romeo:  i can tell you; but young romeo will be older when you  have found him than he was when you sought him. i am the  youngest of that name, for fault of a worse. nurse:  you say well. mercutio:  yea, is the worst well? very well took, i\u2019 faith; wisely, wisely. nurse:  if you be he, sir, i desire some confidence with you. benvolio:  she will indite him to some supper. mercutio:  a bawd, a bawd, a bawd! so ho! romeo:  what hast thou found? mercutio:  no hare, sir; unless a hare, sir, in a lenten pie, that is  something stale and hoar ere it be spent.  [he walks by them and sings.  an old hare hoar,  and an old hare hoar,  is very good meat in lent;  but a hare that is hoar  is too much for a score,  when it hoars ere it be spent.  romeo, will you come to your father\u2019s? we\u2019ll to dinner thither. romeo:  i will follow you. mercutio:  farewell, ancient lady; farewell, [ sings ] lady, lady, lady.  [exeunt mercutio  and benvolio . nurse:  i pray you, sir, what saucy merchant was this that was so full  of his ropery?5 10 15 20 25 30 35 40",
+            "11": "11 0486/23/o/n/19 \u00a9 ucles 2019 romeo:  a gentleman, nurse, that loves to hear himself talk, and will  speak more in a minute than he will stand to in a month. nurse:  an \u2019a speak anything against me, i\u2019ll take him down, an  \u2019a were lustier than he is, and twenty such jacks; and if i  cannot, i\u2019ll find those that shall. scurvy knave! i am none  of his flirt-gills; i am none of his skains-mates. and thou  must stand by too, and suffer every knave to use me at his  pleasure? peter:  i saw no man use you at his pleasure; if i had, my weapon  should quickly have been out, i warrant you. i dare draw as  soon as another man, if i see occasion in a good quarrel,  and the law on my side. nurse:  now, afore god, i am so vex\u2019d that every part about me  quivers. scurvy knave! \u2013 pray you, sir, a word; and as i told  you, my young lady bid me enquire you out; what she bid me  say i will keep to myself. but first let me tell ye, if ye should  lead her in a fool\u2019s paradise, as they say, it were a very  gross kind of behaviour, as they say; for the gentlewoman  is young; and, therefore, if you should deal double with her,  truly it were an ill thing to be off\u2019red to any gentlewoman,  and very weak dealing.  [from act 2, scene 4 ]    how does shakespeare make this such an entertaining moment in the play? or \u202010 does shakespeare\u2019s writing encourage you to feel more sympathy for juliet than for  romeo?45 50 55 60",
+            "12": "12 0486/23/o/n/19 \u00a9 ucles 2019 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 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.blank page"
+        },
+        "0486_w19_qp_31.pdf": {
+            "1": "this document consists of 11 printed pages, 1 blank page and 1 insert. dc (cj) 183970 \u00a9 ucles 2019  [turn overcambridge assessment international education cambridge international general certificate of secondary education *7952454459*literature (english)  0486/31 paper 3  drama (open text)  october/november 2019  45 minutes texts studied should be taken into the examination. read these instructions first an answer booklet is provided inside this question paper. you should follow the instructions on the front cover  of the answer booklet. if you need additional answer paper ask the invigilator for a continuation booklet. answer one question. all questions in this paper carry equal marks.",
+            "2": "2 0486/31/o/n/19 \u00a9 ucles 2019 lorraine hansberry: a raisin in the sun remember to support your ideas with details from the writing. either  1 read this passage carefully, and then answer the question that follows it: [ruth  comes in forlornly and pulls off her coat with  dejection. they both look at her. ] ruth  [dispiritedly ]: well, i guess from all the happy faces \u2013  everybody knows. beneatha:  you pregnant? mama:  lord have mercy, i sure hope it\u2019s a little old girl. travis ought  to have a sister. [beneatha  and ruth  give her a hopeless look for this  grandmotherly enthusiasm. ] beneatha:  how far along are you? ruth:  two months. beneatha:  did you mean to? i mean did you plan it or was it an  accident? mama:  what do you know about planning or not planning? beneatha:  oh, mama. ruth  [wearily ]: she\u2019s twenty years old, lena. beneatha:  did you plan it, ruth? ruth:  mind your own business. beneatha:  it is my business \u2013 where is he going to live, on the roof?  [there is silence following the remark as the three women  react to the sense of it. ] gee \u2013 i didn\u2019t mean that, ruth,  honest. gee, i don\u2019t feel like that at all. i \u2013 i think it is  wonderful. ruth  [dully ]: wonderful. beneatha:  yes \u2013 really. mama  [looking at  ruth , worried ]: doctor say everything going to  be all right? ruth  [far away ]: yes \u2013 she says everything is going to be fine \u2026 mama  [immediately suspicious ]: \u2018she\u2019 \u2013 what doctor you went to? [ruth  folds over, near hysteria. ] mama  [worriedly hovering over  ruth ]: ruth honey \u2013 what\u2019s the  matter with you \u2013 you sick? [ruth  has her fists clenched on her thighs and is fighting  hard to suppress a scream that seems to be rising in her. ] beneatha:  what\u2019s the matter with her, mama? mama  [working her fingers in  ruth \u2019s shoulder to relax her ]: she  be all right. women gets right depressed sometimes when  they get her way. [ speaking softly, expertly, rapidly. ] now  you just relax. that\u2019s right \u2026 just lean back, don\u2019t think \u2019bout  nothing at all \u2026 nothing at all \u2013 ruth:  i\u2019m all right \u20265 10 15 20 25 30 35 40",
+            "3": "3 0486/31/o/n/19 \u00a9 ucles 2019 [turn over [the glassy-eyed look melts and then she collapses into a fit  of heavy sobbing. the bell rings. ] beneatha:  oh, my god \u2013 that must be asagai. mama  [to ruth ]: come on now, honey. you need to lie down and  rest awhile \u2026 then have some nice hot food. [they go out, ruth \u2019s weight on her mother-in-law.  beneatha , herself profoundly disturbed, opens the door  to admit a rather dramatic-looking young man with a large  parcel. ] asagai:  hello, alaiyo \u2013 beneatha  [holding the door open and regarding him with pleasure ]:  hello \u2026 [ long pause. ] well \u2013 come in. and please excuse  everything. my mother was very upset about my letting  anyone come here with the place like this. asagai  [coming into the room ]: you look disturbed too \u2026 is  something wrong? beneatha  [still at the door, absently ]: yes \u2026 we\u2019ve all got acute ghetto- itus. [ she smiles and comes towards him, finding a cigarette  and sitting. ] so \u2013 sit down! how was canada?  [from act 1, scene 2 ]   in what ways does hansberry make this such an upsetting moment in the play? or 2 how does hansberry make the differences between joseph asagai and george  murchison so fascinating?45 50 55 60",
+            "4": "4 0486/31/o/n/19 \u00a9 ucles 2019 arthur miller: a view from the bridge remember to support your ideas with details from the writing. either 3 read this passage carefully, and then answer the question that follows it: alfieri: he was as good a man as he had to be in a life that was hard  and even.   content removed due to copyright restrictions.",
+            "5": "5 0486/31/o/n/19 \u00a9 ucles 2019 [turn over rodolpho [smiling at the smallness of his town ]: in our town there are  no piers, only the beach, and little fishing boats. [from act 1 ]   in what ways does miller make this moment in the play so memorable? or 4  what do you find moving about miller\u2019s portrayal of the relationship between eddie and  beatrice? content removed due to copyright restrictions.",
+            "6": "6 0486/31/o/n/19 \u00a9 ucles 2019 terence rattigan: the winslow boy remember to support your ideas with details from the writing. either  5 read this passage carefully, and then answer the question that follows it: [violet  goes out. ] violet  [off ]: it\u2019s no good. no more statements. [voices answer her, fading at length into silence. grace   puts a rug over ronnie , now sleeping very soundly. ] arthur:  grace, dear \u2013 grace:  yes? arthur:  i fancy this might be a good opportunity of talking to violet. grace  [quite firmly ]: no, dear. arthur:  meaning that it isn\u2019t a good opportunity? or meaning that  you have no intention at all of ever talking to violet? grace:  i\u2019ll do it one day, arthur. tomorrow, perhaps. not now. arthur:  i believe you\u2019d do better to grasp the nettle. delay only adds  to your worries \u2013 grace  [bitterly ]: my worries? what do you know about my worries? arthur:  a good deal, grace. but i feel they would be a lot lessened if  you faced the situation squarely. grace:  it\u2019s easy for you to talk, arthur. you don\u2019t have to do it. arthur:  i will, if you like. grace:  no, dear. arthur:  if you explain the dilemma to her carefully \u2013 if you even show  her the figures i jotted down for you yesterday \u2013 i venture to  think you won\u2019t find her unreasonable. grace:  it won\u2019t be easy for her to find another place. arthur:  we\u2019ll give her an excellent reference. grace:  that won\u2019t alter the fact that she\u2019s never been properly  trained as a parlourmaid and \u2013 well \u2013 you know yourself how  we\u2019re always having to explain her to people. no, arthur, i  don\u2019t mind how many figures she\u2019s shown, it\u2019s a brutal thing  to do. arthur:  facts are brutal things. grace  [a shade hysterically ]: facts? i don\u2019t think i know what facts  are any more \u2013 arthur:  the facts, at this moment, are that we have a half of the  income we had a year ago and we\u2019re living at nearly the  same rate. however you look at it that\u2019s bad economics \u2013 grace:  i\u2019m not talking about economics, arthur. i\u2019m talking about  ordinary, common or garden facts \u2013 things we took for  granted a year ago and which now don\u2019t seem to matter any  more. arthur:  such as? grace  [with rising voice ]: such as a happy home and peace  and quiet and an ordinary respectable life, and some sort  of future for us and our children. in the last year you\u2019ve 5 10 15 20 25 30 35 40",
+            "7": "7 0486/31/o/n/19 \u00a9 ucles 2019 [turn over thrown all that overboard, arthur. there\u2019s your return for it, i  suppose. [ she indicates the headline in the paper. ] and it\u2019s  all very exciting and important, i\u2019m sure, but it doesn\u2019t bring  back any of the things that we\u2019ve lost. i can only pray to god  that you know what you\u2019re doing. [ronnie  stirs in his sleep. grace  lowers her voice at the  end of her speech. there is a pause. ] arthur:  i know exactly what i\u2019m doing, grace. i\u2019m going to publish  my son\u2019s innocence before the world, and for that end i am  not prepared to weigh the cost. grace:  but the cost may be out of all proportion \u2013 arthur:  it may be. that doesn\u2019t concern me. i hate heroics, grace,  but you force me to say this. an injustice has been done. i  am going to set it right, and there is no sacrifice in the world  i am not prepared to make in order to do so. grace  [with sudden violence ]: oh, i wish i could see the sense of  it all! [ pointing to  ronnie .] he\u2019s perfectly happy, at a good  school, doing very well. no one need ever have known about  osborne, if you hadn\u2019t gone and shouted it out to the whole  world. as it is, whatever happens now, he\u2019ll go through the  rest of his life as the boy in that winslow case \u2013 the boy who  stole that postal order \u2013 arthur  [grimly ]: the boy who didn\u2019t steal that postal order.  [from act 2, scene 1 ]    how does rattigan powerfully portray the conflict between grace and arthur winslow at  this moment in the play? or 6  how does rattigan\u2019s portrayal of ronnie winslow contribute to the dramatic impact of  the play?45 50 55 60 65",
+            "8": "8 0486/31/o/n/19 \u00a9 ucles 2019 william shakespeare: macbeth remember to support your ideas with details from the writing. either  7 read this passage carefully, and then answer the question that follows it:  [enter banquo , and fleance  with a torch before him. ] banquo:  how goes the night, boy? fleance:  the moon is down; i have not heard the clock. banquo:  and she goes down at twelve. fleance:                i take \u2019t, \u2019tis later, sir. banquo:  hold, take my sword. there\u2019s husbandry in heaven;  their candles are all out. take thee that too.  a heavy summons lies like lead upon me,  and yet i would not sleep. merciful powers  restrain in me the cursed thoughts that nature  gives way to in repose!  [enter macbeth  and a servant with a torch. ]             give me my sword.  who\u2019s there? macbeth:  a friend. banquo:  what, sir, not yet at rest? the king\u2019s a-bed.  he hath been in unusual pleasure, and  sent forth great largess to your offices.  this diamond he greets your wife withal,  by the name of most kind hostess; and shut up  in measureless content. macbeth:              being unprepar\u2019d,  our will became the servant to defect;  which else should free have wrought. banquo:                   all\u2019s well.  i dreamt last night of the three weird sisters.  to you they have show\u2019d some truth. macbeth :                  i think not of them;  yet, when we can entreat an hour to serve,  we would spend it in some words upon that business,  if you would grant the time. banquo:               at your kind\u2019st leisure. macbeth:  if you shall cleave to my consent, when \u2019tis,  it shall make honour for you. banquo:               so i lose none  in seeking to augment it, but still keep  my bosom franchis\u2019d and allegiance clear,  i shall be counsell\u2019d. macbeth:           good repose the while! banquo:  thanks, sir; the like to you!  [exeunt banquo  and fleance . macbeth:  go bid thy mistress, when my drink is ready,  she strike upon the bell. get thee to bed.  [exit servant.5 10 15 20 25 30 35 40",
+            "9": "9 0486/31/o/n/19 \u00a9 ucles 2019 [turn over macbeth:  is this a dagger which i see before me,  the handle toward my hand? come, let me clutch thee.  i have thee not, and yet i see thee still.  art thou not, fatal vision, sensible  to feeling as to sight? or art thou but  a dagger of the mind, a false creation,  proceeding from the heat-oppressed brain?  i see thee yet, in form as palpable  as this which now i draw.  thou marshall\u2019st me the way that i was going;  and such an instrument i was to use.  [from act 2, scene 1 ]    in what ways does shakespeare build tension at this moment in the play? or 8  how does shakespeare\u2019s portrayal of lady macduff and her children contribute to the  dramatic impact of the play?45 50 55",
+            "10": "10 0486/31/o/n/19 \u00a9 ucles 2019 william shakespeare: romeo and juliet remember to support your ideas with details from the writing. either  9 read this passage carefully, and then answer the question that follows it: lady capulet:              good night.  get thee to bed, and rest; for thou hast need.  [exeunt lady capulet and nurse. juliet:  farewell! god knows when we shall meet again.  i have a faint cold fear thrills through my veins,  that almost freezes up the heat of life;  i\u2019ll call them back again to comfort me.  nurse! \u2013 what should she do here?  my dismal scene i needs must act alone.  come, vial.  what if this mixture do not work at all?  shall i be married, then, to-morrow morning?  no, no; this shall forbid it. lie thou there.  [laying down her dagger.  what if it be a poison which the friar  subtly hath minist\u2019red to have me dead,  lest in this marriage he should be dishonour\u2019d,  because he married me before to romeo?  i fear it is; and yet methinks it should not,  for he hath still been tried a holy man.  how if, when i am laid into the tomb,  i wake before the time that romeo  come to redeem me? there\u2019s a fearful point.  shall i not then be stifled in the vault,  to whose foul mouth no healthsome air breathes in,  and there die strangled ere my romeo comes?  or, if i live, is it not very like  the horrible conceit of death and night,  together with the terror of the place \u2013  as in a vault, an ancient receptacle  where for this many hundred years the bones  of all my buried ancestors are pack\u2019d;  where bloody tybalt, yet but green in earth,  lies fest\u2019ring in his shroud; where, as they say,  at some hours in the night spirits resort \u2013  alack, alack, is it not like that i,  so early waking \u2013 what with loathsome smells,  and shrieks like mandrakes\u2019 torn out of the earth,  that living mortals, hearing them, run mad \u2013  o, if i wake, shall i not be distraught,  environed with all these hideous fears,  and madly play with my forefathers\u2019 joints,  and pluck the mangled tybalt from his shroud,  and, in this rage, with some great kinsman\u2019s bone,  as with a club, dash out my desp\u2019rate brains?5 10 15 20 25 30 35 40 45",
+            "11": "11 0486/31/o/n/19 \u00a9 ucles 2019  o, look! methinks i see my cousin\u2019s ghost  seeking out romeo, that did spit his body  upon a rapier\u2019s point. stay, tybalt, stay.  romeo, i come. this do i drink to thee.  [she drinks and falls upon her bed within the curtains.  [from act 4, scene 3 ]    how does shakespeare powerfully convey juliet\u2019s thoughts and feelings at this moment  in the play? or 10 what does shakespeare\u2019s portrayal of the nurse make you feel about her?50",
+            "12": "12 0486/31/o/n/19 \u00a9 ucles 2019 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 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.blank page"
+        },
+        "0486_w19_qp_32.pdf": {
+            "1": "this document consists of 11 printed pages, 1 blank page and 1 insert. dc (kn) 187526/1 \u00a9 ucles 2019  [turn overcambridge assessment international education cambridge international general certificate of secondary education *3291027796*literature (english)  0486/32 paper 3  drama (open text)  october/november 2019  45 minutes texts studied should be taken into the examination. read these instructions first an answer booklet is provided inside this question paper. you should follow the instructions on the front cover  of the answer booklet. if you need additional answer paper ask the invigilator for a continuation booklet. answer one question. all questions in this paper carry equal marks.",
+            "2": "2 0486/32/o/n/19 \u00a9 ucles 2019 lorraine hansberry: a raisin in the sun remember to support your ideas with details from the writing. either  1 read this passage carefully, and then answer the question that follows it: walter:  [stares at the money ]: you trust me like that, mama? mama:\t i\tain\u2019t\tnever\tstop\ttrusting\tyou.\tlike\ti\tain\u2019t\tnever\tstop\tloving\tyou. [she goes out, and walter  sits looking at the money on the  table as the music continues in its idiom, pulsing in the room.  finally, in a decisive gesture, he gets up, and, in mingled joy  and desperation, picks up the money. at the same moment,  travis  enters for bed. ] travis:\t what\u2019s \tthe\tmatter,\tdaddy?\tyou\tdrunk? walter:  [sweetly, more sweetly than we have ever known him ]: no,  daddy\tain\u2019t\tdrunk.\tdaddy\tain\u2019t\tgoing\tto\tnever\tbe\tdrunk\tagain\t\u2026 travis:  well, good night, daddy. [walter  has come from behind the couch and leans over,  embracing his son. ] walter:  son, i feel like talking to you tonight. travis:  about what? walter:  oh, about a lot of things. about you and what kind of man you  going\tto\tbe\twhen\tyou\tgrow\tup\t\u2026\tson\t\u2026\tson,\twhat\tdo\tyou\twant\t to be when you grow up? travis:  a bus driver. walter:  [laughing a little ]:\ta\twhat?\tman,\tthat\tain\u2019t\tnothing\tto\twant\tto\tbe! travis:  why not? walter:\t \u2019cause, \tman\t\u2013\tit\tain\u2019t\tbig\tenough\t\u2013\tyou\tknow\twhat\ti\tmean. travis:\t i\tdon\u2019t\tknow\tthen.\ti\tcan\u2019t\tmake\tup\tmy\tmind.\tsometimes \tmama\t asks me that too. and sometimes when i tell her i just want to  be\tlike\tyou\t\u2013\tshe\tsays\tshe\tdon\u2019t\twant\tme\tto\tbe\tlike\tthat\tand\t sometimes \tshe\tsays\tshe\tdoes\t\u2026 walter:  [gathering him up in his arms ]: you know what, travis? in seven  years you going to be seventeen years old. and things is going  to\tbe\tvery\tdifferent\twith\tus\tin\tseven\tyears.\ttravis\t\u2026\tone\tday\t when\tyou\tare\tseventeen \ti\u2019ll\tcome\thome\t\u2013\thome\tfrom\tmy\toffice\t downtown \tsomewhere \t\u2013 travis:\t you\tdon\u2019t\twork\tin\tno\toffice,\tdaddy. walter:\t no\t\u2013\tbut\tafter\ttonight.\tafter\twhat\tyour\tdaddy\tgonna\tdo\ttonight,\t there\u2019s\tgoing\tto\tbe\toffices\t\u2013\ta\twhole\tlot\tof\toffices\t\u2026 travis:  what you gonna do tonight, daddy? walter:\t you\twouldn\u2019t\tunderstand \tyet,\tson,\tbut\tyour\tdaddy\u2019s\tgonna\tmake\t a\ttransaction \t\u2026\ta\tbusiness \ttransaction \tthat\u2019s\tgoing\tto\tchange\t our\tlives\t\u2026\tthat\u2019s\thow\tcome\tone\tday\twhen\tyou\t\u2019bout\tseventeen \t years\told\ti\u2019ll\tcome\thome\tand\ti\u2019ll\tbe\tpretty\ttired,\tyou\tknow\twhat\ti\t mean, after a day of conferences and secretaries getting things  wrong\tthe\tway\tthey\tdo\t\u2026\t\u2019cause\tan\texecutive\u2019s \tlife\tis\thell,\tman\t \u2013\t[the more he talks the further away he gets. ]\tand\ti\u2019ll\tpull\tthe\t car\tup\ton\tthe\tdriveway \t\u2026\tjust\ta\tplain\tblack\tchrysler, \ti\tthink\t with\twhite\twalls\t\u2013\tno\t\u2013\tblack\ttyres.\tmore\telegant.\trich\tpeople\t5 10 15 20 25 30 35 40",
+            "3": "3 0486/32/o/n/19 \u00a9 ucles 2019 [turn over don\u2019t\thave\tto\tbe\tflashy\t\u2026\tthough\ti\u2019ll\thave\tto\tget\tsomething \ta\t little\tsportier\tfor\truth\t\u2013\tmaybe\ta\tcadillac\tconvertible \tto\tdo\ther\t shopping \tin\t\u2026\tand\ti\u2019ll\tcome\tup\tthe\tsteps\tto\tthe\thouse\tand\tthe\t gardener \twill\tbe\tclipping\taway\tat\tthe\thedges\tand\ti\u2019ll\tsay\t\u2018hello,\t jefferson, \thow\tare\tyou\tthis\tevening?\u2019 \tand\ti\u2019ll\tgo\tinside\tand\truth\t will\tcome\tdownstairs \tand\tmeet\tme\tat\tthe\tdoor\tand\twe\u2019ll\tkiss\t each\tother,\tshe\u2019ll\ttake\tmy\tarm\tand\twe\u2019ll\tgo\tup\tto\tyour\troom\tto\t see you sitting on the floor with the catalogues of all the great  schools\tin\tamerica\taround\tyou\t\u2026\tall\tthe\tgreat\tschools\tin\tthe\t world!\tand\t\u2013\tand\ti\u2019ll\tsay,\tall\tright,\tson\t\u2013\tit\u2019s\tyour\tseventeenth \t birthday, \twhat\tis\tit\tyou\u2019ve\tdecided? \t\u2026\tjust\ttell\tme,\twhat\tit\tis\t you\twant\tto\tbe\t\u2013\tand\tyou\u2019ll\tbe\tit\t\u2026\twhatever \tyou\twant\tto\tbe\t\u2013\t yessir!\t[he holds his arms open for  travis .] you just name it,  son\t\u2026\t[travis  leaps into them. ]\tand\ti\thand\tyou\tthe\tworld! [walter\u2019 s voice has risen in pitch and hysterical promise and  on the last line he lifts travis  high. ] curtain  [from act 2, scene 2 ] \t \t \t \thow\tdoes\thansberry \tpowerfully \tportray\twalter\u2019s\tthoughts \tand\tfeelings\tat\tthis\tmoment\tin\t the play? or  2 \thow\tdoes\thansberry\u2019s \tportrayal \tof\tkarl\tlindner\tmake\thim\tsuch\tan\tunpleasant \t  character?45 50 55 60",
+            "4": "4 0486/32/o/n/19 \u00a9 ucles 2019 arthur miller: a view from the bridge remember to support your ideas with details from the writing. either 3 read this passage carefully, and then answer the question that follows it: eddie: you used to be different, beatrice.  content removed due to copyright restrictions. ",
+            "5": "5 0486/32/o/n/19 \u00a9 ucles 2019 [turn over eddie: i\u2019m\tgoin\u2019,\ti\u2019m\tgoin\u2019 \tfor\ta\twalk. [from act 2 ] how\tdoes\tmiller\tmake\tthis\tsuch\ta\tmemorable\tmoment\tin\tthe\tplay? or  4 does\tmiller\u2019s\tportrayal\tof\tthe\trelationship\tbetween\tcatherine\tand\trodolpho\tencourage\t you to feel hopeful about their future happiness? content removed due copyright restrictions.",
+            "6": "6 0486/32/o/n/19 \u00a9 ucles 2019 terence rattigan: the winslow boy remember to support your ideas with details from the writing. either  5 read this passage carefully, and then answer the question that follows it: catherine: \t desmond \tcurry,\tour\tfamily\tsolicitor.\toh,\tlord!\t[in a hasty  whisper. ]\tdarling\u2014be \tpolite\tto\thim,\twon\u2019t\tyou? john:  why? am i usually so rude to your guests? catherine: \t no,\tbut\the\tdoesn\u2019t\tknow\tabout\tus\tyet\u2014\u2014 john:  who does? catherine:  [still in a whisper ]:\tyes,\tbut\the\u2019s\tbeen\tin\tlove\twith\tme\tfor\t years\u2014it\u2019s \ta\tfamily\tjoke\u2014\u2014 [violet  comes in. ] violet:  [announcing ]: mr curry. [desmond curry comes in. he is a man of about forty- five, with the figure of an athlete gone to seed. he has a  mildly furtive manner, rather as if he had just absconded with  his\tfirm\u2019s\tpetty\tcash,\tand\thopes\tno\tone\tis\tgoing\tto\tbe\ttoo\t angry about it. \tjohn , when he sees him, cannot repress a  faint smile at the thought of him loving \tcatherine. \tviolet\t goes out. ] catherine: \t hullo, \tdesmond. \t[they shake hands. ]\ti\tdon\u2019t\tthink\tyou\tknow\t john watherstone\u2014 \u2014 desmond: \t no\u2014but, \tof\tcourse,\ti\u2019ve\theard\ta\tlot\tabout\thim\u2014\u2014 john:\t how \tdo\tyou\tdo? [john\twipes the smile off his face, as he meets  catherine \u2019s\tglance.\the\tand\tdesmond  shake hands.  there is a pause. ] desmond: \t well,\twell,\twell.\ti\ttrust\ti\u2019m\tnot\tearly. catherine:  no. dead on time, desmond\u2014as always. desmond:  capital. capital. [there is another pause. ] john    } [together ]: pretty ghastly this rain. catherine        tell me, desmond\u2014 \u2014 john:\t i\u2019m \tso\tsorry. catherine: \t it\u2019s\tquite\tall\tright.\ti\twas\tonly\tgoing\tto\task\thow\tyou\tdid\tin\tyour\t cricket match yesterday, desmond. desmond: \t not\ttoo\twell,\ti\u2019m\tafraid.\tmy\tshoulder\u2019s \tstill\tgiving\tme\t trouble\u2014 \u2014 [there is another pause. ]  [at length. ]\twell,\twell.\ti\thear\ti\u2019m\tto\tcongratulate \tyou\tboth\u2014\u2014 catherine:  desmond\u2014you know? desmond:  violet told me, just now\u2014in the hall. yes\u2014i must congratulate  you both. catherine:  thank you so much, desmond. john:  thank you.5 10 15 20 25 30 35 40",
+            "7": "7 0486/32/o/n/19 \u00a9 ucles 2019 [turn over desmond: \t of\tcourse,\tit\u2019s\tquite\texpected, \ti\tknow.\tquite\texpected. \tstill,\tit\t was rather a surprise, hearing it like that\u2014from violet in the  hall. catherine:  we were going to tell you, desmond dear. it was only official  this\tmorning, \tyou\tknow.\tin\tfact\tyou\u2019re\tthe\tfirst\tperson\tto\t  hear it. desmond: \t am\ti?\tam\ti,\tindeed?\twell,\ti\u2019m\tsure\tyou\u2019ll\tboth\tbe\tvery\thappy. catherine } [murmuring   thank you, desmond. john     together ]:  thank you. desmond:  only this morning? fancy. [grace  comes in. ] grace:\t hullo, \tdesmond \tdear. desmond: \t hullo, \tmrs\twinslow. grace:  [to catherine]: \ti\u2019ve\tgot\thim\tto\tbed\u2014 \u2014 catherine:  good. desmond:  nobody ill, i hope? grace:  no, no. nothing wrong at all\u2014 \u2014 [arthur \tcomes in. he carries a bottle under his arm and  has a corkscrew. ] arthur:  grace, when did we last have the cellars seen to? grace:\t i\tcan\u2019t\tremember, \tdear. arthur:\t well, \tthey\u2019re\tin\ta\tshocking \tcondition. \thullo,\tdesmond. \thow\t are\tyou?\tyou\u2019re\tnot\tlooking\twell. desmond: \t am\ti\tnot?\ti\u2019ve\tstrained\tmy\tshoulder, \tyou\tknow. arthur:  well, why do you play these ridiculous games of yours?  resign yourself to the onrush of middle age and abandon  them, my dear desmond. [ he rings the bell and prepares to  draw the cork. ] desmond:  oh, i could never do that. not give up cricket. not altogether. john:  [making conversation ]:\tare\tyou\tany\trelation\tof\td\tw\th\tcurry\t who used to play for middlesex? desmond:  [whose moment has come ]:\ti\tam\td\tw\th\tcurry. grace:\t didn\u2019t \tyou\tknow\twe\thad\ta\tgreat\tman\tin\tthe\troom?  [from act 1, scene 1 ]    in what ways does rattigan make this such a tense moment in the play? or  6 \thow\tdoes\trattigan\tmake\tthe\trelationship \tbetween \tarthur\tand\tgrace\twinslow\tsuch\ta\t fascinating part of the play?45 50 55 60 65 70",
+            "8": "8 0486/32/o/n/19 \u00a9 ucles 2019 william shakespeare: macbeth remember to support your ideas with details from the writing. either  7 read this passage carefully, and then answer the question that follows it: macbeth:  so foul and fair a day i have not seen. banquo:  how\tfar\tis\u2019t\tcall\u2019d\tto\tforres?\twhat\tare\tthese, \t so\twither\u2019d, \tand\tso\twild\tin\ttheir\tattire, \t that\tlook\tnot\tlike\tth\u2019\tinhabitants \to\u2019\tth\u2019\tearth, \t and\tyet\tare\ton\u2019t?\tlive\tyou,\tor\tare\tyou\taught  that man may question? you seem to understand me,  by each at once her choppy finger laying  upon her skinny lips. you should be women,  and yet your beards forbid me to interpret  that you are so. macbeth:  speak, if you can. what are you? 1 witch:\t all\thail,\tmacbeth! \thail\tto\tthee,\tthane\tof\tglamis! 2 witch:\t all\thail,\tmacbeth! \thail\tto\tthee,\tthane\tof\tcawdor! 3 witch:\t all\thail,\tmacbeth, \tthat\tshalt\tbe\tking\thereafter! banquo:  good sir, why do you start, and seem to fear \t things\tthat\tdo\tsound\tso\tfair?\ti\u2019\tth\u2019\tname\tof\ttruth,  are ye fantastical, or that indeed  which outwardly ye show? my noble partner  you greet with present grace and great prediction  of noble having and of royal hope,  that he seems rapt withal. to me you speak not.  if you can look into the seeds of time  and say which grain will grow and which will not,  speak then to me, who neither beg nor fear  your favours nor your hate. 1 witch:  hail! 2 witch:  hail! 3 witch:  hail! 1 witch:  lesser than macbeth, and greater. 2 witch:  not so happy, yet much happier. 3 witch:   thou shalt get kings, though thou be none. \t so,\tall\thail,\tmacbeth \tand\tbanquo! 1 witch:\t banquo \tand\tmacbeth, \tall\thail! macbeth:  stay, you imperfect speakers, tell me more. \t by\tsinel\u2019s\tdeath\ti\tknow\ti\tam\tthane\tof\tglamis;  but how of cawdor? the thane of cawdor lives, \t a\tprosperous \tgentleman; \tand\tto\tbe\tking  stands not within the prospect of belief,  no more than to be cawdor. say from whence  you owe this strange intelligence, or why  upon this blasted heath you stop our way  with such prophetic greeting? speak, i charge you.  [witches  vanish. banquo:  the earth hath bubbles, as the water has, \t and\tthese\tare\tof\tthem.\twhither\tare\tthey\tvanish\u2019d?5 10 15 20 25 30 35 40 45",
+            "9": "9 0486/32/o/n/19 \u00a9 ucles 2019 [turn over macbeth:  into\tthe\tair;\tand\twhat\tseem\u2019d\tcorporal\tmelted \t as\tbreath\tinto\tthe\twind.\twould\tthey\thad\tstay\u2019d! banquo:  were such things here as we do speak about?  or have we eaten on the insane root  that takes the reason prisoner? macbeth:  your children shall be kings. banquo:               you shall be king. macbeth:  and\tthane\tof\tcawdor\ttoo;\twent\tit\tnot\tso? banquo:  to\tth\u2019\tself-same \ttune\tand\twords.  [from act 1, scene 3 ] \t \t \t how \tdoes\tshakespeare \tmake\tthis\tearly\tmoment\tin\tthe\tplay\tso\tdisturbing? or  8 to\twhat\textent\tdoes\tshakespeare\u2019s \tportrayal \tof\tlady\tmacbeth \tencourage \tyou\tto\tfeel\t pity for her?50",
+            "10": "10 0486/32/o/n/19 \u00a9 ucles 2019 william shakespeare: romeo and juliet remember to support your ideas with details from the writing. either  9 read this passage carefully, and then answer the question that follows it: [enter  nurse .] nurse:  mistress! \twhat,\tmistress! \tjuliet!\tfast,\ti\twarrant\ther,\tshe. \t why,\tlamb!\twhy,\tlady!\tfie,\tyou\tslug-a-bed! \t why,\tlove,\ti\tsay!\tmadam!\tsweetheart! \twhy,\tbride!  what, not a word? you take your penny-worths now \t sleep\tfor\ta\tweek;\tfor\tthe\tnext\tnight,\ti\twarrant,  the county paris hath set up his rest \t that\tyou\tshall\trest\tbut\tlittle.\tgod\tforgive\tme! \t marry,\tand\tamen.\thow\tsound\tis\tshe\tasleep! \t i\tneeds\tmust\twake\ther.\tmadam,\tmadam,\tmadam! \t ay,\tlet\tthe\tcounty\ttake\tyou\tin\tyour\tbed; \t he\u2019ll\tfright\tyou\tup,\ti\u2019\tfaith.\twill\tit\tnot\tbe?  [draws the curtains. \t what,\tdress\u2019d,\tand\tin\tyour\tclothes,\tand\tdown\tagain! \t i\tmust\tneeds\twake\tyou.\tlady!\tlady!\tlady! \t alas,\talas!\thelp,\thelp!\tmy\tlady\u2019s\tdead! \t o\twell-a-day \tthat\tever\ti\twas\tborn! \t some\taqua-vitae, \tho!\tmy\tlord!\tmy\tlady! [enter  lady capulet .] lady capulet:  what noise is here? nurse:           o\tlamentable \tday! lady capulet:  what is the matter? nurse:           look,\tlook!\to\theavy\tday! lady capulet:  o\tme,\to\tme!\tmy\tchild,\tmy\tonly\tlife, \t revive,\tlook\tup,\tor\ti\twill\tdie\twith\tthee! \t help,\thelp!\tcall\thelp. [enter  capulet .] capulet:  for\tshame,\tbring\tjuliet\tforth;\ther\tlord\tis\tcome. nurse:  she\u2019s\tdead,\tdeceas\u2019d, \tshe\u2019s\tdead;\talack\tthe\tday! lady  capulet:  alack\tthe\tday,\tshe\u2019s\tdead,\tshe\u2019s\tdead,\tshe\u2019s\tdead! capulet:  ha!\tlet\tme\tsee\ther.\tout,\talas!\tshe\u2019s\tcold; \t her\tblood\tis\tsettled,\tand\ther\tjoints\tare\tstiff.  life and these lips have long been separated.  death lies on her like an untimely frost  upon the sweetest flower of all the field. nurse:\t o \tlamentable \tday! lady capulet:           o\twoeful\ttime! capulet:  death,\tthat\thath\tta\u2019en\ther\thence\tto\tmake\tme\twail,  ties up my tongue and will not let me speak. [enter friar lawrence  and county paris , with  musicians. ] friar lawrence:  come, is the bride ready to go to church?5 10 15 20 25 30 35 40",
+            "11": "11 0486/32/o/n/19 \u00a9 ucles 2019 capulet:  ready to go, but never to return.  o son, the night before thy wedding day \t hath\tdeath\tlain\twith\tthy\twife.\tthere\tshe\tlies,  flower as she was, deflowered by him. \t death\tis\tmy\tson-in-law, \tdeath\tis\tmy\their; \t my\tdaughter \the\thath\twedded; \ti\twill\tdie, \t and\tleave\thim\tall;\tlife,\tliving,\tall\tis\tdeath\u2019s. paris:\t have\ti\tthought\tlong\tto\tsee\tthis\tmorning\u2019s \tface,  and doth it give me such a sight as this? lady capulet: \t accurs\u2019d, \tunhappy, \twretched, \thateful\tday! \t most\tmiserable \thour\tthat\te\u2019er\ttime\tsaw \t in\tlasting\tlabour\tof\this\tpilgrimage!  but one, poor one, one poor and loving child,  but one thing to rejoice and solace in, \t and\tcruel\tdeath\thath\tcatch\u2019d\tit\tfrom\tmy\tsight!  [from act 4, scene 5 ] \t \t \t\t how \tdoes\tshakespeare \tmake\tthis\tsuch\ta\tdramatic \tmoment\tin\tthe\tplay? or  10 in\twhat\tways\tdoes\tshakespeare\u2019s \tportrayal \tof\ttybalt\tmake\thim\tsuch\ta\tmemorable \t character?45 50 55",
+            "12": "12 0486/32/o/n/19 \u00a9 ucles 2019 blank page permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the  publisher will be pleased to make amends at the earliest possible opportunity. 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 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."
+        },
+        "0486_w19_qp_33.pdf": {
+            "1": "this document consists of 11 printed pages, 1 blank page and 1 insert. dc (kn) 187522/1 \u00a9 ucles 2019  [turn overcambridge assessment international education cambridge international general certificate of secondary education literature (english)  0486/33 paper 3  drama (open text)  october/november 2019  45 minutes texts studied should be taken into the examination. read these instructions first an answer booklet is provided inside this question paper. you should follow the instructions on the front cover  of the answer booklet. if you need additional answer paper ask the invigilator for a continuation booklet. answer one question. all questions in this paper carry equal marks. *1456120566*",
+            "2": "2 0486/33/o/n/19 \u00a9 ucles 2019 lorraine hansberry: a raisin in the sun remember to support your ideas with details from the writing. either  1 read this passage carefully, and then answer the question that follows it: [\u03b1 long minute passes and walter  slowly gets up. ] lindner:  [coming to the table with efficiency, putting his briefcase on  the table and starting to unfold papers and unscrew fountain  pens ]: well, i certainly was glad to hear from you people.  [walter has begun to trek out of the room, slowly and  awkwardly, rather like a small boy, passing the back of his  sleeve across his mouth from time to time. ] life can really  be so much simpler than people let it be most of the time.  well \u2013 with whom do i negotiate? you, mrs younger, or your  son here? [ mama  sits with her hands folded on her lap and  her eyes closed as walter advances.  travis goes close  to lindner  and looks at the paper curiously. ] just some  official papers, sonny. ruth:  travis, you go downstairs. mama:  [opening her eyes and looking into  walter \u2019s]: no. travis,  you stay right here. and you make him understand what you  doing, walter lee. you teach him good. like willy harris  taught you. you show where our five generations done come  to. go ahead, son \u2013 walter:  [looks down into his boy\u2019s eyes.  travis grins at him merrily  and walter draws him beside him with his arm lightly  around his shoulder ]: well, mr lindner. [ beneatha  turns  away. ] we called you [ there is a profound, simple groping  quality in his speech ] because, well, me and my family \u2026  [he looks around and shifts from one foot to the other. ] well  \u2013 we are very plain people \u2026 lindner:  yes \u2013 walter:  i mean \u2013 i have worked as a chauffeur most of my life \u2013 and  my wife here, she does domestic work in people\u2019s kitchens.  so does my mother. i mean \u2013 we are plain people \u2026 lindner:  yes, mr younger \u2013 walter:  [really like a small boy, looking down at his shoes and then  up at the man ]: and \u2013 uh \u2013 well, my father, well, he was a  labourer most of his life. lindner:  [absolutely confused ]: uh, yes \u2013 walter:  [looking down at his toes once again ]: my father almost beat  a man to death once because this man called him a bad  name or something, you know what i mean? lindner:  no, i\u2019m afraid i don\u2019t. walter:  [finally straightening up ]: well, what i mean is that we come  from people who had a lot of pride. i mean \u2013 we are very  proud people. and that\u2019s my sister over there and she\u2019s  going to be a doctor \u2013 and we are very proud \u2013 lindner:  well \u2013 i am sure that is very nice, but \u20135 10 15 20 25 30 35 40",
+            "3": "3 0486/33/o/n/19 \u00a9 ucles 2019 [turn over walter:  [starting to cry and facing the man eye to eye ]: what i am  telling you is that we called you over here to tell you that we  are very proud and that this is \u2013 this is my son, who makes  the sixth generation of our family in this country, and that  we have all thought about your offer and we have decided  to move into our house because my father \u2013 my father \u2013  he earned it. [ mama  has her eyes closed and is rocking  back and forth as though she were in church, with her head  nodding the amen yes. ] we don\u2019t want to make no trouble  for nobody or fight no causes \u2013 but we will try to be good  neighbours. that\u2019s all we got to say. [ he looks the man  absolutely in the eyes. ] we don\u2019t want your money. [ he turns  and walks away from the man. ] lindner:  [looking around at all of them ]: i take it then that you have  decided to occupy. beneatha:  that\u2019s what the man said. lindner:  [to mama  in her reverie ]: then i would like to appeal to you,  mrs younger. you are older and wiser and understand things  better i am sure \u2026 mama:  [rising ]: i am afraid you don\u2019t understand. my son said we  was going to move and there ain\u2019t nothing left for me to say.  [shaking her head with double meaning. ] you know how  these young folks is nowadays, mister. can\u2019t do a thing with  \u2019em. good-bye.  [from act 3 ]   how does hansberry bring the play to such a dramatic climax here? or 2 in what ways does hansberry powerfully portray the relationship between ruth and  walter?45 50 55 60 65",
+            "4": "4 0486/33/o/n/19 \u00a9 ucles 2019 arthur miller: a view from the bridge remember to support your ideas with details from the writing. either 3 read this passage carefully, and then answer the question that follows it: beatrice: they ain\u2019t goin\u2019 to come any quicker if you stand in the street.   content removed due to copyright restrictions.",
+            "5": "5 0486/33/o/n/19 \u00a9 ucles 2019 [turn over catherine stops him at the door.] [from act 1 ]   how does miller make this moment in the play so revealing? or 4  how does miller use eddie\u2019s visits to alfieri to contribute to the dramatic impact of the  play? content removed due to copyright restrictions.",
+            "6": "6 0486/33/o/n/19 \u00a9 ucles 2019 terence rattigan: the winslow boy remember to support your ideas with details from the writing. either 5 read this passage carefully, and then answer the question that follows it: sir robert: what were you thinking about outside the c.o.\u2019s office for  twenty-five minutes? ronnie: [wildly ]: i don\u2019t even know if i was there. i can\u2019t remember.  perhaps i wasn\u2019t there at all. sir robert: no. perhaps you were still in the locker room rifling elliot\u2019s locker \u2013 arthur: [indignantly ]: sir robert, i must ask you \u2013 sir robert: quiet! ronnie: i remember now. i remember. someone did see me outside the c.o.\u2019s office. a chap called casey. i remember i spoke to him. sir robert: what did you say? ronnie: i said: \u2018come down to the post office with me. i\u2019m going to cash a postal order.\u2019 sir robert: [triumphantly ]: cash a postal order. ronnie: i mean get. sir robert: you said cash. why did you say cash if you meant get? ronnie: i don\u2019t know. sir robert: i suggest cash was the truth. ronnie: no, no. it wasn\u2019t. it wasn\u2019t really. you\u2019re muddling me. sir robert: you seem easily muddled. how many other lies have you told? ronnie: none. really i haven\u2019t. sir robert: [bending forward malevolently ]: i suggest your whole  testimony is a lie. ronnie: no! it\u2019s the truth. sir robert: i suggest there is barely one single word of truth in anything you have said either to me, or to the judge advocate or to the commander. i suggest that you broke into elliot\u2019s locker, that you stole the postal order for five shillings belonging to elliot, and you cashed it by means of forging his name. ronnie: [wailing ]: i didn\u2019t. i didn\u2019t. sir robert: i suggest you did it for a joke, meaning to give elliot the five shillings back, but that when you met him and he said he had reported the matter that you got frightened and decided to keep quiet. ronnie: no, no, no. it isn\u2019t true. sir robert: i suggest that by continuing to deny your guilt you are causing great hardship to your own family, and considerable annoyance to high and important persons in this country \u2013 catherine: [on her feet ]: that\u2019s a disgraceful thing to say! arthur: [rising ]: i agree.5 10 15 20 25 303540",
+            "7": "7 0486/33/o/n/19 \u00a9 ucles 2019 [turn over sir robert:  [leaning forward and glaring at ronnie  with utmost venom ]:  i suggest that the time has at last come for you to undo some  of the misery you have caused by confessing to us all now  that you are a forger, a liar and a thief. [grace  rises, crosses swiftly to ronnie  and envelops  him.] ronnie:  [in tears ]: i\u2019m not! i\u2019m not! i\u2019m not! i didn\u2019t do it. arthur:  this is outrageous, sir. [desmond  crosses above sir robert  to the table and  collects the documents. john  enters. he is dressed in  evening clothes. ] john : kate, dear, i\u2019m late. i\u2019m terribly sorry \u2013          [he stops short as he takes in the scene. ronnie  is  sobbing hysterically on his mother\u2019s breast. arthur  and  catherine  are glaring indignantly at sir robert , who is  putting his papers together. ] sir robert:  [to desmond ]: can i drop you anywhere? my car is at the  door. desmond : er\u2014no\u2014i thank you. sir robert:  [carelessly ]: well, send all this stuff round to my chambers  to-morrow morning, will you? desmond : but\u2014but will you need it now? sir robert:  oh, yes. the boy is plainly innocent. i accept the brief. [sir robert  bows to arthur  and catherine  and  walks languidly to the door past the bewildered john ,  to whom he gives a polite nod as he goes out. ronnie   continues to sob hysterically. ] quick curtain  [from act 1, scene 2\u200a ]   in what ways does rattigan make this such a powerful moment in the play? or 6  how far does rattigan\u2019s portrayal of arthur winslow encourage you to feel that he is a  good father?45 50 55 60 65 70",
+            "8": "8 0486/33/o/n/19 \u00a9 ucles 2019 william shakespeare: macbeth remember to support your ideas with details from the writing. either  7 read this passage carefully, and then answer the question that follows it: m a c b e t h :              prithee, peace;  i dare do all that may become a man;  who dares do more is none. lady macbeth:               what beast was\u2019t then  that made you break this enterprise to me?  when you durst do it, then you were a man;  and to be more than what you were, you would  be so much more the man. nor time nor place  did then adhere, and yet you would make both;  they have made themselves, and that their fitness now  does unmake you. i have given suck, and know  how tender \u2019tis to love the babe that milks me \u2013  i would, while it was smiling in my face,  have pluck\u2019d my nipple from his boneless gums,  and dash\u2019d the brains out, had i so sworn  as you have done to this. macbeth:  if we should fail? lady macbeth:          we fail!  but screw your courage to the sticking place,  and we\u2019ll not fail. when duncan is asleep \u2013  whereto the rather shall his day\u2019s hard journey  soundly invite him \u2013 his two chamberlains  will i with wine and wassail so convince  that memory, the warder of the brain,  shall be a fume, and the receipt of reason  a limbec only. when in swinish sleep  their drenched natures lie as in a death,  what cannot you and i perform upon  th\u2019 unguarded duncan? what not put upon  his spongy officers, who shall bear the guilt  of our great quell? macbeth:           bring forth men-children only;  for thy undaunted mettle should compose  nothing but males. will it not be receiv\u2019d,  when we have mark\u2019d with blood those sleepy two  of his own chamber, and us\u2019d their very daggers,  that they have done \u2019t? lady macbeth:             who dares receive it other,  as we shall make our griefs and clamour roar  upon his death? macbeth:          i am settled, and bend up  each corporal agent to this terrible feat.  away, and mock the time with fairest show;  false face must hide what the false heart doth know.  [exeunt.  [from act 1, scene 7 ]5 10 15 20 25 30 35 40 45",
+            "9": "9 0486/33/o/n/19 \u00a9 ucles 2019 [turn over    how does shakespeare powerfully portray lady macbeth at this moment in the play? or 8 to what extent does shakespeare encourage you to feel that macbeth\u2019s fate is inevitable?",
+            "10": "10 0486/33/o/n/19 \u00a9 ucles 2019 william shakespeare: romeo and juliet remember to support your ideas with details from the writing. either  9 read this passage carefully, and then answer the question that follows it: [enter nurse  and her man, peter .] mercutio:  a sail, a sail! benvolio:  two, two; a shirt and a smock. nurse:  peter! peter:  anon. nurse:  my fan, peter. mercutio:  good peter, to hide her face; for her fan\u2019s the fairer face. nurse:  god ye good morrow, gentlemen. mercutio:  god ye good den, fair gentlewoman. nurse:  is it good den? mercutio:  \u2019tis no less, i tell ye; for the bawdy hand of the dial is now  upon the prick of noon. nurse:  out upon you! what a man are you? romeo:  one, gentlewoman, that god hath made himself to mar. nurse:  by my troth, it is well said. \u2018for himself to mar\u2019 quoth \u2019a!  gentlemen, can any of you tell me where i may find the  young romeo? romeo:  i can tell you; but young romeo will be older when you  have found him than he was when you sought him. i am the  youngest of that name, for fault of a worse. nurse:  you say well. mercutio:  yea, is the worst well? very well took, i\u2019 faith; wisely, wisely. nurse:  if you be he, sir, i desire some confidence with you. benvolio:  she will indite him to some supper. mercutio:  a bawd, a bawd, a bawd! so ho! romeo:  what hast thou found? mercutio:  no hare, sir; unless a hare, sir, in a lenten pie, that is  something stale and hoar ere it be spent.  [he walks by them and sings.  an old hare hoar,  and an old hare hoar,  is very good meat in lent;  but a hare that is hoar  is too much for a score,  when it hoars ere it be spent.  romeo, will you come to your father\u2019s? we\u2019ll to dinner thither. romeo:  i will follow you. mercutio:  farewell, ancient lady; farewell, [ sings ] lady, lady, lady.  [exeunt mercutio  and benvolio . nurse:  i pray you, sir, what saucy merchant was this that was so full  of his ropery?5 10 15 20 25 30 35 40",
+            "11": "11 0486/33/o/n/19 \u00a9 ucles 2019 romeo:  a gentleman, nurse, that loves to hear himself talk, and will  speak more in a minute than he will stand to in a month. nurse:  an \u2019a speak anything against me, i\u2019ll take him down, an  \u2019a were lustier than he is, and twenty such jacks; and if i  cannot, i\u2019ll find those that shall. scurvy knave! i am none  of his flirt-gills; i am none of his skains-mates. and thou  must stand by too, and suffer every knave to use me at his  pleasure? peter:  i saw no man use you at his pleasure; if i had, my weapon  should quickly have been out, i warrant you. i dare draw as  soon as another man, if i see occasion in a good quarrel,  and the law on my side. nurse:  now, afore god, i am so vex\u2019d that every part about me  quivers. scurvy knave! \u2013 pray you, sir, a word; and as i told  you, my young lady bid me enquire you out; what she bid me  say i will keep to myself. but first let me tell ye, if ye should  lead her in a fool\u2019s paradise, as they say, it were a very  gross kind of behaviour, as they say; for the gentlewoman  is young; and, therefore, if you should deal double with her,  truly it were an ill thing to be off\u2019red to any gentlewoman,  and very weak dealing.  [from act 2, scene 4 ]    how does shakespeare make this such an entertaining moment in the play? or 10 does shakespeare\u2019s writing encourage you to feel more sympathy for juliet than for  romeo?45 50 55 60",
+            "12": "12 0486/33/o/n/19 \u00a9 ucles 2019 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 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.blank page"
+        },
+        "0486_w19_qp_41.pdf": {
+            "1": "this document consists of 5 printed pages, 3 blank pages and 1 insert. dc (rcl (go)) 165597/1 \u00a9 ucles 2019  [turn overcambridge assessment international education cambridge international general certificate of secondary education *8759885726*literature (english)  0486/41 paper 4  unseen  october/november 2019  1 hour 15 minutes no additional materials are required. read these instructions first an answer booklet is provided inside this question paper. you should follow the instructions on the front cover  of the answer booklet. if you need additional answer paper ask the invigilator for a continuation booklet. answer either  question 1 or question 2. you are advised to spend about 20 minutes reading the question paper and planning your answer. both questions in this paper carry equal marks.",
+            "2": "2 0486/41/o/n/19 \u00a9 ucles 2019 answer either  question 1 or question 2. either 1 read carefully the poem opposite.  how does the poet strikingly convey different perspectives on respect for women?  to help you answer this question, you might consider: \u2022 how the male speaker expresses his perspective \u2022 how the female speaker replies to him \u2022 how you feel the writer conveys her own perspective.",
+            "3": "3 0486/41/o/n/19 \u00a9 ucles 2019 [turn over respect what you don\u2019t understand, sister is that women are respected in africa    oh yes we call a woman the light of the house she is the one who fetches water she is the one who cooks the food she is the one who gives milk and brings wood she is the one we come to when we need satisfaction. we know where the light comes from women are respected  is that so, brother ?  is that why she is the last to drink from the gourd?1  is that why she is the last to eat from the bowl?  is that why she is the last to sleep and the first to rise?  is that why she is the one for whom the only satisfaction  is another mouth to feed?  and tell me, brother  if the woman is the light of the house  where does the darkness come from?  and tell me, brother  what will happen if the light fades  or simply refuses to shine? then, sister it must be made to shine again or cast out a light that does not shine is of no use to anyone    i see good, i knew you would understand in africa, my sister , women are respected 1  gourd : container made from the hard skin of the fruit of the calabash tree",
+            "4": "4 0486/41/o/n/19 \u00a9 ucles 2019 or 2 read carefully the extract opposite. tom is a young man travelling on a luxury ship (paid for by  others) from the usa to europe. he is reflecting on his past life.  how does the writer make you feel about tom?  to help you answer this question, you might consider: \u2022 how the writer presents tom\u2019s thoughts about his past life \u2022 how the writer suggests the kind of person tom is \u2022 the extent to which you sympathise with tom.",
+            "5": "5 0486/41/o/n/19 \u00a9 ucles 2019 lying in his deck-chair, fortified morally by the luxurious surroundings and  inwardly by the abundance of well-prepared food, he tried to take an objective look  at his past life. the last four years had been for the most part a waste, there was  no denying that. a series of haphazard jobs, long perilous intervals with no job at all  and consequent demoralization because of having no money, and then taking up with stupid, silly people in order not to be lonely, or because they could offer him something for a while, as marc priminger had. it was not a record to be proud of, considering he had come to new york with such high aspirations. he had wanted to be an actor, though at twenty he had not had the faintest idea of the difficulties,  the necessary training, or even the necessary talent. he had thought he had the  necessary talent and that all he would have to do was show a producer a few of his original one-man skits 1 but his first three rebuffs2 had killed all his courage and  his hope. he had had no reserve of money, so he had taken the job on the banana boat, which at least had removed him from new york. he had been afraid that aunt  dottie had called the police to look for him in new york, though he hadn\u2019t done  anything wrong in boston, just run off to make his own way in the world as millions of young men had done before him. his main mistake had been that he had never stuck to anything, he thought, like  the accounting job in the department store that might have worked into something, if he had not been so completely discouraged by the slowness of department-store  promotions. well, he blamed aunt dottie to some extent for his lack of perseverance,  never giving him credit when he was younger for anything he had stuck to \u2013 like his paper route when he was thirteen. he had won a silver medal from the newspaper for \u2018courtesy, service, and reliability\u2019. it was like looking back at another person to remember himself then, a skinny, snivelling wretch with an eternal cold in the  nose, who had still managed to win a medal for courtesy, service, and reliability.  aunt dottie had hated him when he had a cold; she used to take her handkerchief and nearly wrench his nose off, wiping it. tom writhed in his deck-chair as he thought of it, but he writhed elegantly,  adjusting the crease of his trousers. he remembered the vows he had made, even at the age of eight, to run away  from aunt dottie, the violent scenes he had imagined \u2013 aunt dottie trying to hold him in the house, and he hitting her with his fists, flinging her to the ground and throttling her, and finally tearing the big brooch off her dress and stabbing her a million times in the throat with it. he had run away at seventeen and had been brought back, and he had done it again at twenty and succeeded. and it was astounding and pitiful  how na\u00efve he had been, how little he had known about the way the world worked,  as if he had spent so much of his time hating aunt dottie and scheming how to escape her, that he had not had enough time to learn and grow. 1 skits : comic sketches or routines 2 rebuffs : rejections",
+            "6": "6 0486/41/o/n/19 \u00a9 ucles 2019 blank page",
+            "7": "7 0486/41/o/n/19 \u00a9 ucles 2019 blank page",
+            "8": "8 0486/41/o/n/19 \u00a9 ucles 2019 blank page permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the  publisher will be pleased to make amends at the earliest possible opportunity. 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 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."
+        },
+        "0486_w19_qp_42.pdf": {
+            "1": "this document consists of 5 printed pages, 3 blank pages and 1 insert. dc (rcl (go)) 165596/2 \u00a9 ucles 2019  [turn overcambridge assessment international education cambridge international general certificate of secondary education *6684119483*literature (english)  0486/42 paper 4  unseen  october/november 2019  1 hour 15 minutes no additional materials are required. read these instructions first an answer booklet is provided inside this question paper. you should follow the instructions on the front cover  of the answer booklet. if you need additional answer paper ask the invigilator for a continuation booklet. answer either  question 1 or question 2. you are advised to spend about 20 minutes reading the question paper and planning your answer. both questions in this paper carry equal marks.",
+            "2": "2 0486/42/o/n/19 \u00a9 ucles 2019 answer either  question 1 or question 2. either 1 read carefully the poem opposite, which is part of a longer poem.  how does the poet vividly present fears about the future?  to help you answer this question, you might consider: \u2022 how the writing draws your attention to future dangers \u2022 how the poet powerfully portrays indifference to the future \u2022 the effect of presenting the reader with a series of questions.",
+            "3": "3 0486/42/o/n/19 \u00a9 ucles 2019 [turn over signs from the old times what will we choose? mildly indif ferent to storm or sunlight? 1 anomie : lack of social values content removed due to copyright restrictions.",
+            "4": "4 0486/42/o/n/19 \u00a9 ucles 2019 or 2 read carefully the extract opposite, in which the world is threatened by a growing covering of ice.  this has now reached the protective wall built to hold it back.  how does the writer powerfully portray a world under threat?  to help you answer this question, you might consider: \u2022 how the writer uses the narrator to represent the people\u2019s feelings \u2022 what makes the description of the birds so disturbing \u2022 how the writer presents a world that has changed.",
+            "5": "5 0486/42/o/n/19 \u00a9 ucles 2019 had we really imagined that our guardian wall would contain all of the snow  and ice and storm on one side of it, leaving everything on the other side warm and  sweet? no, we had not; but we had not, either, really taken into our understandings  that the threat would strike so hard into where we now all lived \u2026 into where we were  crowding, massed, jostling together, with so much less of food and pleasantness that our former selves, our previous conditions, seemed like a dream of some distant and favoured planet that we only imagined we had known. we stood there, looking into hills and valleys where grass still grew, though  more thinly, and where the movement of water was still quick and free; we saw how  the herds of animals of the cold spread everywhere, making our ears ring and hurt  with their savage exulting bellowing because they had found some grass. we were a company of thin yellow light-boned birdlike creatures, engulfed in the thick pelts of the herds, wildly gazing at a landscape that no longer matched us. and, as we had taken to doing more and more, we gazed up, our eyes kept returning to the skies,  where the birds moved easily. no, they were not the small and pretty birds of the  warm times, flocks and groups and assemblies darting and swirling and swooping as one, moving as fast as water does when its molecules are dancing. they were the birds of this chilly time, individual, eagles and hawks and buzzards 1, moving  slowly on wings that did not beat, but balanced. they too had heavy shoulders and their eyes glared from thick feathers, and they circled and swept about the skies on  the breath of freezing winds that had killed our familiar flocks sometimes as they  flew; so that, seeing the little brightly coloured bodies drop from the air, we had looked up and imagined we could see, too, the freezing blast that had struck them down out of the sky. but they were birds, these great savage creatures; they could move; they could sweep from one end of a valley to the other in the time we could hold a breath. we had once been as they were, we told ourselves, as we stood  there on the wall slowed and clumsy in our thick skins \u2013 the wall which, on the side  towards the ice, was dimmed and clouded, no longer a brilliant shining black, but shades of grey. frosted grey. 1 eagles and hawks and buzzards : birds of prey",
+            "6": "6 0486/42/o/n/19 \u00a9 ucles 2019 blank page",
+            "7": "7 0486/42/o/n/19 \u00a9 ucles 2019 blank page",
+            "8": "8 0486/42/o/n/19 \u00a9 ucles 2019 blank page permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the  publisher will be pleased to make amends at the earliest possible opportunity. 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 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."
+        },
+        "0486_w19_qp_43.pdf": {
+            "1": "this document consists of 5 printed pages, 3 blank pages and 1 insert. dc (rcl (go)) 165595/1 \u00a9 ucles 2019  [turn overcambridge assessment international education cambridge international general certificate of secondary education *2090645889*literature (english)  0486/43 paper 4  unseen  october/november 2019  1 hour 15 minutes no additional materials are required. read these instructions first an answer booklet is provided inside this question paper. you should follow the instructions on the front cover  of the answer booklet. if you need additional answer paper ask the invigilator for a continuation booklet. answer either  question 1 or question 2. you are advised to spend about 20 minutes reading the question paper and planning your answer. both questions in this paper carry equal marks.",
+            "2": "2 0486/43/o/n/19 \u00a9 ucles 2019 answer either  question 1 or question 2. either 1 read carefully the poem opposite. the poet imagines what life is like for a baby in the womb and  what it is like to grow old.  how does the poet vividly convey his thoughts and feelings about the beginning and end  of life?  to help you answer this question, you might consider:   \u2022 the way the poet describes life before birth   \u2022 how he imagines the ending of life   \u2022 the effect of the final three lines of the poem.",
+            "3": "3 0486/43/o/n/19 \u00a9 ucles 2019 [turn over new born the first thing i did against my will is see light. older, in my mother\u2019s belly with a good mind, i sometimes dreamed different kinds of darkness. i kicked, had sweet dreams and nightmares something like death, unborn happiness, blind hallucinations, memories i can\u2019t name that still push me to act with unborn hands, all before breathing. what last thing will cross my mind after last rights and wrongs? they say the grand finale1 is like sleep, i may feel love\u2019s nuts and bolts unscrewing \u2013 it\u2019s best to be held tight. a pillow does not kiss. may i never waver in peaceful unmindfulness. i\u2019ve seen passionate suffocation, i\u2019ve felt exquisite pain. far better doggerel2: \u201cnurse, nurse, i\u2019m getting worse!\u201d undone, i\u2019d like my last thoughts to rhyme:        i did not lend    you my love. the end. 1 finale : ending 2 doggerel : funny or badly written rhymes",
+            "4": "4 0486/43/o/n/19 \u00a9 ucles 2019 or 2 read carefully the following extract from a novel. quinn is pretending to be a detective. he has  been following a man called stillman, who he thinks is a dangerous criminal. they now meet for  the first time.  how does the writer make this encounter so unsettling?  to help you answer this question, you might consider: \u2022 how the writer creates tension before they speak \u2022 what is both entertaining and disturbing about their conversation \u2022 the discussion of names at the end of the passage. the first meeting with stillman took place in riverside park. it was mid- afternoon, a saturday of bicycles, dog-walkers, and children. stillman was  sitting alone on a bench, staring out at nothing in particular, the little red  notebook on his lap. there was light everywhere, an immense light that  seemed to radiate outward from each thing the eye caught hold of, and  overhead, in the branches of the trees, a breeze continued to blow, shaking  the leaves with a passionate hissing, a rising and falling that breathed on  as steadily as surf. quinn had planned his moves carefully. pretending not to notice  stillman, he sat down on the bench beside him, folded his arms across  his chest, and stared out in the same direction as the old man. neither of  them spoke. by his later calculations, quinn estimated that this went on  for fifteen or twenty minutes. then, without warning, he turned his head  toward the old man and looked at him point blank, stubbornly fixing his  eyes on the wrinkled profile. quinn concentrated all his strength in his  eyes, as if they could begin to burn a hole in stillman\u2019s skull. this stare  went on for five minutes. at last stillman turned to him. in a surprisingly gentle tenor voice he  said, \u2018i\u2019m sorry, but it won\u2019t be possible for me to talk to you.\u2019 \u2018i haven\u2019t said anything,\u2019 said quinn. \u2018that\u2019s true,\u2019 said stillman. \u2018but you must understand that i\u2019m not in  the habit of talking to strangers.\u2019 \u2018i repeat,\u2019 said quinn, \u2018that i haven\u2019t said anything.\u2019 \u2018yes, i heard you the first time. but aren\u2019t you interested in knowing  why?\u2019 \u2018i\u2019m afraid not.\u2019 \u2018well put. i can see you\u2019re a man of sense.\u2019 quinn shrugged, refusing to respond. his whole being now exuded  indifference. stillman smiled brightly at this, leaned toward quinn, and said in a  conspiratorial voice, \u2018i think we\u2019re going to get along.\u2019 \u2018that remains to be seen,\u2019 said quinn after a long pause. stillman laughed \u2013 a brief, booming \u2018haw\u2019 \u2013 and then continued. \u2018it\u2019s not   that i dislike strangers per se1. it\u2019s just that i prefer not to speak to anyone  who does not introduce himself. in order to begin, i must have a name.\u2019 \u2018but once a man gives you his name, he\u2019s no longer a stranger.\u2019 \u2018exactly. that\u2019s why i never talk to strangers.\u2019 quinn had been prepared for this and knew how to answer. he was  not going to let himself be caught. since he was technically paul auster,  that was the name he had to protect. anything else, even the truth, would  be an invention, a mask to hide behind and keep him safe.",
+            "5": "5 0486/43/o/n/19 \u00a9 ucles 2019 \u2018in that case,\u2019 he said, \u2018i\u2019m happy to oblige you. my name is quinn.\u2019 \u2018ah,\u2019 said stillman reflectively, nodding his head. \u2018quinn.\u2019\u2018yes, quinn. q-u-i-n-n.\u2019 \u2018i see. yes, yes, i see. quinn. hmmm. yes. very interesting. quinn. a  most resonant word. rhymes with twin, does it not?\u2019 \u2018that\u2019s right. twin.\u2019 \u2018and sin, too, if i\u2019m not mistaken.\u2019\u2018you\u2019re not.\u2019 1 per se : (latin) as such",
+            "6": "6 0486/43/o/n/19 \u00a9 ucles 2019 blank page",
+            "7": "7 0486/43/o/n/19 \u00a9 ucles 2019 blank page",
+            "8": "8 0486/43/o/n/19 \u00a9 ucles 2019 blank page permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the  publisher will be pleased to make amends at the earliest possible opportunity. 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 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."
+        }
+    }
+}
\ No newline at end of file
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+{
+    "2010": {
+        "0509_s10_qp_1.pdf": {
+            "1": "\u0018 first language chinese \b 0509/01 paper \b1\b\breading\b may/june 2010 \b 2 hours 15 minutes additional \bmaterials: \b\b answer \bbooklet/paperuniversity \bof\bcambridge \binternational \bexaminations international \bgeneral \bcertificate \bof\bsecondary \beducation this\bdocument \bconsists \bof\b7\bprinted \bpages \band\b1\bblank \bpage. (nl)\b15038/5 \u00a9\bucles \b2010\b [turn overread these instructions first if you have been given an answer booklet, follow the instructions on the front of the booklet. write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen. do not use staples, paper clips, highlighters, glue or correction fluid. answer all questions. the passages and questions on this question paper are printed twice, once in traditional and once in  simplified characters. if you wish to read them in traditional characters, turn to page 2; if you wish to read  them in simplified characters, turn to page 6. you may write your answers in either traditional or simplified characters. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [ ] at the end of each question or part question. \u8acb\u5148\u95b1\u8b80\u4ee5\u4e0b\u8aaa\u660e \u8a66\u5377\u4e0a\u7684\u6587\u7ae0\u548c\u554f\u984c \uff0c\u6709\u7e41\u9ad4\u548c\u7c21\u9ad4\u5169\u7a2e\u7248\u672c \u3002\u82e5\u8981\u7e41\u9ad4\u5b57\u7248 \uff0c\u8acb\u7ffb\u5230\u7b2c\u4e8c\u9801 \u3002 \u8bf7\u5148\u9605\u8bfb\u4ee5\u4e0b\u8bf4\u660e \u8bd5\u5377\u4e0a\u7684\u6587\u7ae0\u548c\u95ee\u9898\uff0c\u6709\u7e41\u4f53\u548c\u7b80\u4f53\u4e24\u79cd\u7248\u672c\u3002\u82e5\u8981\u7b80\u4f53\u5b57\u7248\uff0c\u8bf7\u7ffb\u5230\u7b2c\u516d\u9875\u3002 * 2 2 8 9 8 0 9 4 1 5 *",
+            "2": "0509/1/m/j/10\u0018 \u00a9 ucles 2010passages and questions in traditional characters \u7b2c\u4e00\u90e8\u5206 \u4ed4\u7d30\u95b1\u8b80\u4e0b\u9762\u7684\u77ed\u6587 \uff0c\u7136\u5f8c\u56de\u7b54\u554f\u984c \u3002 \u77ed\u6587\u4e00 \u4e0b\u9762\u662f\u4f5c\u5bb6\u51b0\u5fc3\u70ba\u300a\u4e2d\u570b\u5a66\u5973\u300b\u96dc\u8a8c\u5beb\u7684\u4e00\u7bc7\u6587\u7ae0 \uff0c\u984c\u70ba\u201c\u6559\u5e2b\u7bc0\u559a\u8d77\u7684\u6b61\u6a02\u56de\u61b6\u201d \u3002\u6587 \u7ae0\u63cf\u8ff0\u4e86\u5979\u5728\u71d5\u4eac\u5927\u5b78\u6559\u66f8\u7684\u4e00\u4e9b\u7d93\u6b77\u548c\u9ad4\u6703 \u3002 \u6211\u9019\u4e00\u8f29\u5b50\u96bb\u6559\u904e\u516b\u5e74\u7684\u66f8 \uff0c\u800c\u4e14\u662f\u534a\u500b\u4e16\u7d00\u4ee5\u524d\u7684\u4e8b\u4e86 \uff0c\u5c0d\u516b\u5341\u5e74\u4ee3\u7684\u8b80\u8005\u4f86\u8b1b \uff0c\u9019 \u4e9b\u771f\u662f\u53e4\u8001\u7684\u7834\u721b \u3002\u4f46\u662f\u90a3\u5e7e\u5e74\u4e2d\u6211\u5145\u5206\u5730\u4eab\u53d7\u4e86\u5e2b\u751f\u4e4b\u9593\u7684\u201c\u53cb\u8abc\u201d \uff0c\u4efb\u4f55\u6642\u5019\u60f3\u8d77 \uff0c\u90fd \u6703\u5f15\u8d77\u6211\u542b\u6dda\u7684\u5fae\u7b11 \u3002 \u90a3\u662f1926\u5e74\uff0c\u6211\u5f9e\u7f8e\u570b\u7559\u5b78\u56de\u4f86 \uff0c\u61c9\u8058\u5230\u6bcd\u6821\u71d5\u4eac\u5927\u5b78\u4efb\u6559 \u3002\u90a3\u5e74\u6211\u4e5f\u6b63\u662f\u4e8c\u5341\u516d \u6b72\u3002 \u6211\u958b\u4e86\u5169\u9580\u9078\u4fee\u8ab2\u76ee\uff1a\u201c\u6b50\u6d32\u6232\u5287\u201d\u548c\u201c\u7fd2\u4f5c\u201d \u3002\u4e0a\u9019\u5169\u9580\u8ab2\u7684\u90fd\u662f\u5927\u5b78\u4e8c\u5e74\u7d1a\u4ee5\u4e0a\u7684 \u5b78\u751f\u3002\u4f46\u6211\u6700\u559c\u6b61\u6559\u7684\u9084\u662f\u4e00\u5e74\u7d1a\u7684\u5fc5\u4fee\u8ab2\u201c\u570b\u6587\u201d \u3002\u9019\u662f\u71d5\u4eac\u5927\u5b78\u5728\u90ca\u5916\u65b0\u6821\u5740\u958b\u5b78\u7684\u7b2c \u4e00\u5e74\uff0c\u4e00\u5e74\u7d1a\u7684\u7537\u5973\u5b78\u751f\u4e5f\u7279\u5225\u591a \uff0c\u5e7e\u4e4e\u5c07\u8fd1\u4e8c\u767e\u540d \uff0c\u4f86\u81ea\u5168\u570b\u5404\u5730 \uff0c\u5206\u5728\u570b\u6587\u7cfb\u4e3b\u4efb\u99ac\u9452 \u548c\u5468\u4f5c\u4eba \u3001\u6c88\u5c39\u9ed8\u3001\u90ed\u7d39\u865e\u3001\u9867\u96a8\u8af8\u6559\u6388\u7684\u73ed\u88cf \u3002\u9019\u5e7e\u4f4d\u201c\u8001\u5148\u751f\u201d\u90fd\u662f\u6c5f\u5357\u4eba \uff0c\u95a9\u7cb5\u7c4d\u7684 \u5b78\u751f\u807d\u4e0d\u592a\u61c2\u4ed6\u5011\u7684\u53e3\u97f3 \uff0c\u6559\u52d9\u8655\u4fbf\u628a\u9019\u4e9b\u5b78\u751f\u90fd\u7de8\u5728\u6211\u7684\u73ed\u88cf \u3002\u4e00\u9032\u8ab2\u5802 \uff0c\u4ed6\u5011\u9f4a\u5237\u5237\u5730 \u7ad9\u8d77\uff0c\u5f9e\u8b1b\u81fa\u4e0a\u671b\u53bb \uff0c\u4e00\u5f35\u5f35\u7d05\u64b2\u64b2\u7684\u7b11\u81c9 \uff0c\u597d\u5947\u5730\u76ef\u8457\u6211\u9019\u500b\u201c\u5c0f\u5148\u751f\u201d \u2014\u2014\u90a3\u6642\u5019\u5b78 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\uff0c\u6975\u5176\u6d3b\u6f51 \u3001\u771f\u646f \u800c\u4e14\u5f88\u9577 \u2014\u2014\u5982\u7fc1\u7368\u5065\u540c\u5fd7\u5beb\u7684 \uff0c\u5c31\u6709\u56db\u842c\u591a\u5b57\uff01\u6211\u770b\u5b8c\u5377\u5b50 \uff0c\u53ea\u6253\u4e0a\u5206\u6578 \uff0c\u4e0d\u5beb\u6279\u8a9e \uff0c\u8acb\u5148\u95b1\u8b80\u4ee5\u4e0b\u8aaa\u660e \u5982\u679c\u767c\u7d66\u4f60\u4e86\u7b54\u984c\u7d19 \uff0c\u8acb\u6309\u7b2c\u4e00\u9801\u4e0a\u7684\u8aaa\u660e\u7b54\u984c \u3002 \u8acb\u5728\u6240\u6709\u8981\u4ea4\u7684\u7b54\u5377\u4e0a\u5beb\u4e0a\u8003\u8a66\u4e2d\u5fc3\u7de8\u865f \uff0c\u8003\u751f\u865f\u548c\u59d3\u540d \u3002 \u8acb\u7528\u6df1\u85cd\u8272\u6216\u9ed1\u8272\u7b46\u628a\u7b54\u6848\u5beb\u5728\u7b54\u5377\u7684\u6b63\u53cd\u5169\u9762 \u3002 \u8acb\u52ff\u7528\u8a02\u66f8\u91d8 \u3001\u66f2\u5225\u91dd\u3001\u5f69\u8272\u7b46\u3001\u81a0\u6c34\u6216\u5857\u6539\u6db2 \u3002 \u8acb\u56de\u7b54\u6240\u6709\u554f\u984c \u3002 \u53ef\u4ee5\u7528\u7e41\u9ad4\u5b57\u6216\u8005\u7c21\u9ad4\u5b57\u56de\u7b54\u554f\u984c \u3002 \u6bcf\u4e00\u984c\u6216\u6bcf\u4e00\u5c0f\u984c\u7684\u5206\u6578\u5728\u5176\u5f8c\u9762\u7684\u62ec\u865f [ ] \u88cf \u3002 \u8003\u8a66\u7d50\u675f\u5f8c \uff0c\u8acb\u628a\u6240\u6709\u7b54\u5377\u7e6b\u5728\u4e00\u8d77 \u3002",
+            "3": "[turn over 0509/1/m/j/10\u0018 \u00a9 ucles 2010\u53ea\u6ce8\u91cd\u5728\u6bcf\u4eba\u534a\u5c0f\u6642\u4ee5\u5167\u7684\u8ab2\u5916\u8ac7\u8a71\uff1a\u5982\u4ed6\u5011\u662f\u600e\u6a23\u5beb\u7684\uff1f\u4ee5\u53ca\u6211\u5c0d\u65bc\u4ed6\u5011\u7684\u6587\u7ae0\u7684\u610f\u898b \u7b49\u7b49\u3002\u9019\u6a23\u7684\u8ab2\u5916\u55ae\u7368\u4ea4\u8ac7 \uff0c\u52a0\u6df1\u4e86\u6211\u5011\u76f8\u4e92\u7684\u540c\u60c5\u548c\u7406\u89e3 \u3002\u90a3\u6642\u6211\u5011\u53c8\u90fd\u4f4f\u5728\u6821\u5167 \uff0c\u8ab2\u5916 \u7684\u63a5\u89f8\u5341\u5206\u983b\u7e41 \uff0c\u8ac7\u8a71\u7684\u7bc4\u570d\u4e5f\u5f88\u5bec\u6cdb \uff0c\u6211\u5011\u5728\u672a\u540d\u6e56\u4e0a\u5212\u8239 \uff0c\u5728\u6e56\u5cf6\u908a\u7684\u77f3\u822b\u4e0a\u5ea7\u8ac7 \uff0c\u6211 \u5011\u5145\u5206\u5730\u4eab\u6a02\u4e86\u6211\u5011\u7684\u53cb\u8abc \u3002\u90a3\u6642\u6211\u5011\u9084\u6c92\u6709\u201c\u5c0a\u5e2b\u611b\u751f\u201d\u7684\u89c0\u5ff5 \uff0c\u6211\u5011\u5144\u5f1f\u670b\u53cb\u822c\u5730\u5e73 \u8d77\u5e73\u5750\u3002\u6211\u89ba\u5f97\u6211\u4e0d\u4f46\u611b\u4ed6\u5011 \uff0c\u4e5f\u5c0a\u91cd\u4ed6\u5011 \u3002\u4ed6\u5011\u4e0d\u4f46\u5c0a\u91cd\u6211 \uff0c\u800c\u4e14\u4e5f\u611b\u6211\uff01 \u6211\u89ba\u5f97\u4e0d\u4f46\u5e74\u9f61\u76f8\u8fd1\u7684\u5e2b\u751f\u4e4b\u9593 \uff0c\u5c31\u662f\u5e74\u7d00\u8f03\u5927\u7684\u6559\u5e2b\u548c\u4e2d \u3001\u5c0f\u5b78\u751f\u4e4b\u9593 \uff0c\u4e5f\u53ef\u4ee5\u6709 \u5f88\u6df1\u7684\u53cb\u8abc \u3002\u6211\u5e38\u5e38\u89ba\u5f97\u5c0f\u5b78\u751f\u7684\u81ea\u5c0a\u5fc3\u662f\u5f88\u5f37\u7684 \uff0c\u8d8a\u4e0d\u4ee5\u201c\u5c45\u9ad8\u81e8\u4e0b\u201d\u7684\u773c\u5149\u53bb\u770b\u4ed6 \u5011\uff0c\u4ed6\u5011\u5c31\u8d8a\u81ea\u5c0a\u81ea\u611b \uff0c\u5c0d\u6559\u5e2b\u4e5f\u500d\u52a0\u89aa\u5207\u4fe1\u8cf4 \uff0c\u4ec0\u9ebc\u8a71\u90fd\u80af\u8aaa \u3001\u6562\u8aaa\u3002\u7576\u6211\u5011\u6709\u4e86\u77e5\u5fc3 \u7684\u5b78\u751f\u670b\u53cb\u4ee5\u5f8c \uff0c\u6211\u5011\u7684\u6559\u5b78\u5de5\u4f5c \uff0c\u5c31\u4e0d\u662f\u8ca0\u64d4\u800c\u662f\u5feb\u6a02\u4e86 \u3002 \u0018 (a) \u5728\u7b2c\u4e00\u6bb5\u4e2d\u51b0\u5fc3\u70ba\u4ec0\u9ebc\u8aaa\u5979\u8981\u8b1b\u7684\u662f\u201c\u53e4\u8001\u7684\u7834\u721b\u201d\uff1f [1]  (b) (i) \u51b0\u5fc3\u6700\u559c\u6b61\u6559\u54ea\u9580\u8ab2\uff1f    [1]    (ii) \u51b0\u5fc3\u958b\u59cb\u5728\u71d5\u4eac\u5927\u5b78\u6559\u66f8\u7684\u90a3\u4e00\u5e74 \uff0c\u5b78\u6821\u6709\u4ec0\u9ebc\u65b0\u767c\u5c55\uff1f  [1]   (c) \u51b0\u5fc3\u6559\u7684\u5b78\u751f\u5927\u591a\u4f86\u81ea\u4ec0\u9ebc\u5730\u65b9\uff1f \u70ba\u4ec0\u9ebc\u6703\u9019\u6a23\uff1f  [2]  (d)  \u8acb\u91cd\u8b80\u201c\u4e00\u9032\u8ab2\u5802\u2026\u2026\u6211\u5011\u4f3c\u4e4e\u5df2\u7d93\u5f88\u719f\u6089\u5f88\u89aa\u5207\u4e86 \u3002\u201d\u8b1b\u4e00\u8b1b\u9019\u7a2e\u719f\u6089\u89aa\u5207 \u7684\u611f\u89ba\u662f\u5f9e\u4f55\u4f86\u7684 \u3002   [4]  (e)  \u8acb\u91cd\u8b80\u201c\u6211\u7d66\u4ed6\u5011\u51fa\u7684\u7b2c\u4e00\u9053\u4f5c\u6587\u984c\u76ee\u662f\u81ea\u50b3\u2026\u2026\u5c31\u6709\u56db\u842c\u591a\u5b57!\u201d\u8b1b\u4e00\u8b1b \uff0c    (i) \u51b0\u5fc3\u8b93\u5b78\u751f\u5beb\u81ea\u50b3\u7684\u76ee\u7684\u662f\u4ec0\u9ebc\uff1f   [2]    (ii) \u70ba\u4ec0\u9ebc\u8aaa\u51b0\u5fc3\u7684\u9019\u500b\u65b9\u6cd5\u6536\u6548\u5f88\u597d\uff1f   [2]  (f)  \u8acb\u91cd\u8b80\u201c\u6211\u770b\u5b8c\u5377\u5b50\u2026\u2026\u4ed6\u5011\u4e0d\u4f46\u5c0a\u91cd\u6211 \uff0c\u800c\u4e14\u4e5f\u611b\u6211\uff01\u201d \u3002\u7528\u81ea\u5df1\u7684\u8a71\u89e3\u91cb \u4e00\u4e0b\u51b0\u5fc3\u548c\u5b78\u751f\u4e4b\u9593\u7684\u53cb\u8abc\u662f\u5982\u4f55\u5efa\u7acb\u8d77\u4f86\u7684 \u3002 [5]  (g) \u8acb\u91cd\u8b80\u6700\u5f8c\u4e00\u6bb5\u8a71 \uff0c\u8b1b\u4e00\u8b1b\u51b0\u5fc3\u773c\u4e2d\u7406\u60f3\u7684\u5e2b\u751f\u95dc\u4fc2\u61c9\u8a72\u662f\u4ec0\u9ebc\u6a23\u7684 \u3002 [2] [\u8a9e\u8a00\u7684\u7cbe\u78ba \uff1a5] [\u7e3d\u5206\uff1a25]",
+            "4": "0509/1/m/j/10\u0018 \u00a9 ucles 2010\u7b2c\u4e8c\u90e8\u5206 \u77ed\u6587\u4e8c \u4ed4\u7d30\u95b1\u8b80\u4e0b\u9762\u7684\u77ed\u6587 \uff0c\u7136\u5f8c\u6839\u64da\u77ed\u6587\u4e00\u548c\u77ed\u6587\u4e8c\u56de\u7b54\u554f\u984c\u3002 \u9996\u5148\u8072\u660e \uff0c\u201c\u864e\u54e5\u201d\u4e0d\u662f\u5225\u4eba \uff0c\u6b63\u662f\u6211\u5011\u7684\u6b77\u53f2\u8001\u5e2b\u5433\u68ee\u864e \u3002\u540c\u5b78\u5011\u7fd2\u6163\u53eb\u4ed6\u864e\u54e5 \u3002 \u5225\u770b\u4ed6\u540d\u5b57\u4e2d\u5e36\u500b\u864e\u5b57 \uff0c\u5176\u5be6\u864e\u54e5\u4e26\u4e0d\u51f6 \uff0c\u662f\u4e00\u500b\u56b4\u66c6\u800c\u53c8\u6eab\u548c \uff0c\u51b7\u975c\u800c\u4e0d\u4e4f\u5e7d\u9ed8\u611f\u7684\u8001 \u5e2b\u3002\u864e\u54e5\u4e0a\u8ab2\u5f88\u6709\u98a8\u683c \uff0c\u6642\u800c\u5999\u8a9e\u9023\u73e0 \uff0c\u6642\u800c\u5a13\u5a13\u9053\u4f86 \u3002\u8a18\u5f97\u4e00\u6b21\u8ab2\u4e0a \uff0c\u4ed6\u8a55\u50f9\u5e7e\u500b\u6210\u7e3e \u5ffd\u9ad8\u5ffd\u4f4e\u7684\u540c\u5b78\u8aaa\uff1a\u201c\u6709\u7684\u540c\u5b78\u5076\u723e\u653e\u500b\u885b\u661f\u2026\u2026\u201d\u8a71\u97f3\u672a\u843d\u65e9\u5df2\u7b11\u5012\u4e00\u7247 \u3002\u864e\u54e5\u7684\u201c\u65b9 \u8a00\u666e\u901a\u8a71\u201d\u4e5f\u6975\u5177\u6709\u7279\u8272 \uff0c\u582a\u7a31\u4e00\u7d55 \u3002\u201c\u601d\u8def\u8981\u6e05\u6670\u54c8\uff01\u201d\u201c\u9019\u4e0d\u884c \uff0c\u8981\u843d\u5be6\u54c8\uff01\u201d\u201c\u4e0b \u5348\u4e09\u3001\u56db\u7bc0\u8ab2\u5c11\u73a9\u4e00\u9ede\u54c8\uff01\u201d\u5982\u679c\u5728\u6211\u73ed\u8209\u884c\u4e00\u500b\u201c\u864e\u54e5\u6a21\u4eff\u79c0\u201d \uff0c\u4e00\u5b9a\u6709\u4e0d\u5c11\u540c\u5b78\u5177\u5099 \u596a\u53d6\u6842\u51a0\u7684\u5be6\u529b \u3002 \u864e\u54e5\u7684\u8ab2\u5802\u7e3d\u662f\u79e9\u5e8f\u4e95\u7136 \uff0c\u5927\u5bb6\u90fd\u5fd9\u8457\u5438\u6536 \u3001\u9818\u6703\u4ed6\u6240\u8b1b\u7684\u8981\u9ede \uff0c\u57cb\u982d\u82e6\u5e79 \u3002\u82e5\u662f\u6709\u540c \u5b78\u5169\u6b21\u4e09\u756a\u5730\u8868\u73fe\u4e0d\u4f73 \uff0c\u864e\u54e5\u4e5f\u6703\u767c\u706b \uff0c\u6709\u6642\u9084\u6025\u5f97\u6eff\u81c9\u901a\u7d05 \u3002\u7576\u7136\uff0c\u6211\u5011\u77e5\u9053\u4ed6\u767c\u706b\u662f\u5584 \u610f\u7684\uff0c\u662f\u5e0c\u671b\u6211\u5011\u90fd\u80fd\u6210\u624d \uff0c\u80fd\u8003\u4e0a\u7406\u60f3\u7684\u5927\u5b78 \u3002\u864e\u54e5\u70ba\u4e86\u63d0\u9ad8\u6211\u5011\u7684\u6210\u7e3e\u53ef\u8b02\u662f\u7528\u5fc3\u826f \u82e6\uff0c\u4ed6\u5e38\u5e38\u62bd\u51fa\u4e09 \u3001\u56db\u7bc0\u8ab2\u6642\u9593 \uff0c\u8b93\u4e00\u4e9b\u540c\u5b78\u5230\u8fa6\u516c\u5ba4\u53bb\u80cc\u66f8 \uff0c\u800c\u6b77\u53f2\u8a66\u5377\u7e3d\u662f\u982d\u5929\u8003 \uff0c\u7b2c \u4e8c\u5929\u4ed6\u5c31\u6539\u5b8c\u4e86 \u3002\u6211\u5011\u73ed\u7684\u6b77\u53f2\u6210\u7e3e\u80fd\u7a69\u5b9a\u5728\u4e00\u500b\u8f03\u9ad8\u7684\u6c34\u6e96 \uff0c\u7576\u7136\u6709\u540c\u5b78\u5011\u81ea\u8eab\u7684\u52aa\u529b \uff0c \u4f46\u662f\u8207\u864e\u54e5\u7684\u76e1\u8077\u76e1\u8cac\u662f\u5206\u4e0d\u958b\u7684 \u3002 \u864e\u54e5\u6709\u56b4\u8085\u7684\u4e00\u9762 \uff0c\u4e5f\u6709\u5e7d\u9ed8\u7684\u4e00\u9762 \u3002\u90a3\u6b21\u5143\u65e6\u665a\u6703\u5f8c\u7684\u6b77\u53f2\u8ab2\u5c31\u8b93\u6211\u5370\u8c61\u6df1\u523b \u3002\u5143\u65e6 \u665a\u6703\u4e0a\u5927\u5bb6\u90fd\u5f88\u671f\u76fc\u864e\u54e5\u8868\u6f14\u7bc0\u76ee \uff0c\u4f46\u662f\u7b49\u5230\u6700\u5f8c \uff0c\u864e\u54e5\u9084\u662f\u6c92\u6709\u51fa\u73fe \uff0c\u8b93\u540c\u5b78\u5011\u5927\u5931\u6240 \u671b\u3002\u7b2c\u4e8c\u5929\u7684\u6b77\u53f2\u8ab2\u4e0a \uff0c\u864e\u54e5\u88ab\u540c\u5b78\u5011\u201c\u5f37\u8feb\u201d\u8868\u6f14\u7bc0\u76ee \u3002\u7121\u5948\u4e4b\u4e0b \uff0c\u864e\u54e5\u7af6\u626e\u8d77\u4e86\u5c71\u6771\u5c0f \u8ca8\u90ce\uff0c\u5728\u6559\u5ba4\u88cf\u5de6\u6416\u53f3\u64fa\u5730\u8d70\u4e86\u5e7e\u6b65 \uff0c\u628a\u5927\u5bb6\u90fd\u6a02\u5f97\u54c8\u54c8\u5927\u7b11 \u3002\u96d6\u7136\u53ea\u662f\u4e00\u77ac\u9593 \uff0c\u537b\u8b93\u6211\u5011 \u770b\u5230\u4e86\u864e\u54e5\u7ae5\u5fc3\u672a\u6cef\u7684\u6642\u523b \uff0c\u770b\u5230\u4e86\u4ed6\u56b4\u8085\u80cc\u5f8c\u7684\u5e7d\u9ed8 \u3002 \u864e\u54e5\u662f\u9019\u6a23\u4e00\u500b\u53ef\u656c\u53ef\u611b \uff0c\u6975\u5bcc\u8cac\u4efb\u5fc3\u7684\u8001\u5e2b \u3002\u4ed6\u662f\u6211\u5011\u5b78\u7fd2\u6b77\u53f2\u7684\u5f15\u8def\u4eba \uff0c\u56e0\u70ba\u4ed6\u7684 \u8f9b\u52e4\u4ed8\u51fa \uff0c\u624d\u6709\u4eca\u65e5\u7d2f\u7d2f\u78a9\u679c \u3002 \u0018 \u770b\u4e86\u4ee5\u4e0a\u5169\u7bc7\u6587\u7ae0 \uff0c\u7528\u81ea\u5df1\u7684\u8a71\u7c21\u8ff0\u4e00\u4e0b \uff0c  (a) \u5e2b\u751f\u4e4b\u9593\u61c9\u6709\u4ec0\u9ebc\u6a23\u7684\u95dc\u4fc2 ;   (b) \u5e2b\u751f\u4e4b\u9593\u7684\u826f\u597d\u95dc\u4fc2\u662f\u5982\u4f55\u5efa\u7acb\u8d77\u4f86\u7684 \u3002    (\u5b57\u6578 \u001850\u5b57\u5de6\u53f3) [\u5167\u5bb9\uff1a15] [\u8a9e\u8a00\u7684\u8cea\u91cf \uff1a10] [\u7e3d\u5206\uff1a25]",
+            "5": "[turn over 0509/1/m/j/105 \u00a9 ucles 2010blank page please turn over to find passages and questions in simplified   characters",
+            "6": "0509/1/m/j/10\u0018 \u00a9 ucles 2010passages and questions in simplified characters \u7b2c\u4e00\u90e8\u5206 \u4ed4\u7ec6\u9605\u8bfb\u4e0b\u9762\u7684\u77ed\u6587 \uff0c\u7136\u540e\u56de\u7b54\u95ee\u9898 \u3002 \u77ed\u6587\u4e00 \u4e0b\u9762\u662f\u4f5c\u5bb6\u51b0\u5fc3\u4e3a\u300a\u4e2d\u56fd\u5987\u5973\u300b\u6742\u5fd7\u5199\u7684\u4e00\u7bc7\u6587\u7ae0 \uff0c\u9898\u4e3a\u201c\u6559\u5e08\u8282\u5524\u8d77\u7684\u6b22\u4e50\u56de\u5fc6\u201d \u3002\u6587 \u7ae0\u63cf\u8ff0\u4e86\u5979\u5728\u71d5\u4eac\u5927\u5b66\u6559\u4e66\u7684\u4e00\u4e9b\u7ecf\u5386\u548c\u4f53\u4f1a \u3002 \u6211\u8fd9\u4e00\u8f88\u5b50\u53ea\u6559\u8fc7\u516b\u5e74\u7684\u4e66 \uff0c\u800c\u4e14\u662f\u534a\u4e2a\u4e16\u7eaa\u4ee5\u524d\u7684\u4e8b\u4e86 \uff0c\u5bf9\u516b\u5341\u5e74\u4ee3\u7684\u8bfb\u8005\u6765\u8bb2 \uff0c\u8fd9 \u4e9b\u771f\u662f\u53e4\u8001\u7684\u7834\u70c2 \u3002\u4f46\u662f\u90a3\u51e0\u5e74\u4e2d\u6211\u5145\u5206\u5730\u4eab\u53d7\u4e86\u5e08\u751f\u4e4b\u95f4\u7684\u201c\u53cb\u8c0a\u201d \uff0c\u4efb\u4f55\u65f6\u5019\u60f3\u8d77 \uff0c\u90fd \u4f1a\u5f15\u8d77\u6211\u542b\u6cea\u7684\u5fae\u7b11 \u3002 \u90a3\u662f1926\u5e74\uff0c\u6211\u4ece\u7f8e\u56fd\u7559\u5b66\u56de\u6765 \uff0c\u5e94\u8058\u5230\u6bcd\u6821\u71d5\u4eac\u5927\u5b66\u4efb\u6559 \u3002\u90a3\u5e74\u6211\u4e5f\u6b63\u662f\u4e8c\u5341\u516d \u5c81\u3002 \u6211\u5f00\u4e86\u4e24\u95e8\u9009\u4fee\u8bfe\u76ee\uff1a\u201c\u6b27\u6d32\u620f\u5267\u201d\u548c\u201c\u4e60\u4f5c\u201d \u3002\u4e0a\u8fd9\u4e24\u95e8\u8bfe\u7684\u90fd\u662f\u5927\u5b66\u4e8c\u5e74\u7ea7\u4ee5\u4e0a \u7684\u5b66\u751f\u3002\u4f46\u6211\u6700\u559c\u6b22\u6559\u7684\u8fd8\u662f\u4e00\u5e74\u7ea7\u7684\u5fc5\u4fee\u8bfe\u201c\u56fd\u6587\u201d \u3002\u8fd9\u662f\u71d5\u4eac\u5927\u5b66\u5728\u90ca\u5916\u65b0\u6821\u5740\u5f00\u5b66 \u7684\u7b2c\u4e00\u5e74 \uff0c\u4e00\u5e74\u7ea7\u7684\u7537\u5973\u5b66\u751f\u4e5f\u7279\u522b\u591a \uff0c\u51e0\u4e4e\u5c06\u8fd1\u4e8c\u767e\u540d \uff0c\u6765\u81ea\u5168\u56fd\u5404\u5730 \uff0c\u5206\u5728\u56fd\u6587\u7cfb\u4e3b \u4efb\u9a6c\u9274\u548c\u5468\u4f5c\u4eba\u3001\u6c88\u5c39\u9ed8\u3001\u90ed\u7ecd\u865e\u3001\u987e\u968f\u8bf8\u6559\u6388\u7684\u73ed\u91cc \u3002\u8fd9\u51e0\u4f4d\u201c\u8001\u5148\u751f\u201d\u90fd\u662f\u6c5f\u5357\u4eba \uff0c \u95fd\u7ca4\u7c4d\u7684\u5b66\u751f\u542c\u4e0d\u592a\u61c2\u4ed6\u4eec\u7684\u53e3\u97f3 \uff0c\u6559\u52a1\u5904\u4fbf\u628a\u8fd9\u4e9b\u5b66\u751f\u90fd\u7f16\u5728\u6211\u7684\u73ed\u91cc \u3002\u4e00\u8fdb\u8bfe\u5802 \uff0c\u4ed6\u4eec \u9f50\u5237\u5237\u5730\u7ad9\u8d77 \uff0c\u4ece\u8bb2\u53f0\u4e0a\u671b\u53bb \uff0c\u4e00\u5f20\u5f20\u7ea2\u6251\u6251\u7684\u7b11\u8138 \uff0c\u597d\u5947\u5730\u76ef\u7740\u6211\u8fd9\u4e2a\u201c\u5c0f\u5148\u751f\u201d\u2014\u2014\u90a3 \u65f6\u5019\u5b66\u751f\u90fd\u79f0\u6559\u5e08\u4e3a\u201c\u5148\u751f\u201d\u2014\u2014\u800c\u4ed6\u4eec\u7684\u5e74\u7eaa\u4e5f\u4e0d\u8fc7\u5728\u5341\u4e03\u5230\u5341\u4e5d\u5c81\u4e4b\u95f4 \u3002\u548c\u6211\u81ea\u5df1\u7684 \u5f1f\u5f1f\u4eec\u4e00\u6837\u5e74\u7eaa\uff01\u6211\u62ff\u8d77\u70b9\u540d\u7c3f \uff0c\u8bf7\u4ed6\u4eec\u81ea\u62a5\u59d3\u540d \uff0c\u5728\u7ea0\u6b63\u4e86\u4ed6\u4eec\u7684\u53e3\u97f3\u4e4b\u540e \uff0c\u7b11\u8bed\u7eb7\u7ead \u4e4b\u4e2d\uff0c\u6211\u4eec\u4f3c\u4e4e\u5df2\u7ecf\u5f88\u719f\u6089\u5f88\u4eb2\u5207\u4e86\uff01 \u6211\u7ed9\u4ed6\u4eec\u51fa\u7684\u7b2c\u4e00\u9053\u4f5c\u6587\u9898\u76ee\u662f\u201c\u81ea\u4f20\u201d \uff0c\u6211\u8981\u901a\u8fc7\u4ed6\u4eec\u7684\u81ea\u8ff0 \uff0c\u6765\u4e86\u89e3\u4ed6\u4eec\u7684\u5bb6\u5ead\u80cc \u666f\u3001\u4e60\u60ef\u3001\u7231\u597d\u4ee5\u53ca\u5176\u4ed6\u7684\u4e00\u5207 \u3002\u6536\u56de\u7684\u51e0\u5341\u672c\u6587\u5377 \uff0c\u771f\u50cf\u4f20\u8bb0\u5c0f\u8bf4\u90a3\u6837 \uff0c\u6781\u5176\u6d3b\u6cfc\u3001\u771f\u631a \u800c\u4e14\u5f88\u957f\u2014\u2014\u5982\u7fc1\u72ec\u5065\u540c\u5fd7\u5199\u7684 \uff0c\u5c31\u6709\u56db\u4e07\u591a\u5b57\uff01\u6211\u770b\u5b8c\u5377\u5b50 \uff0c\u53ea\u6253\u4e0a\u5206\u6570 \uff0c\u4e0d\u5199\u6279\u8bed \uff0c\u8bf7\u5148\u9605\u8bfb\u4ee5\u4e0b\u8bf4\u660e \u5982\u679c\u53d1\u7ed9\u4f60\u4e86\u7b54\u9898\u7eb8\uff0c\u8bf7\u6309\u7b2c\u4e00\u9875\u4e0a\u7684\u8bf4\u660e\u7b54\u9898\u3002 \u8bf7\u5728\u6240\u6709\u8981\u4ea4\u7684\u7b54\u5377\u4e0a\u5199\u4e0a\u8003\u8bd5\u4e2d\u5fc3\u7f16\u53f7\uff0c\u8003\u751f\u53f7\u548c\u59d3\u540d\u3002 \u8bf7\u7528\u6df1\u84dd\u8272\u6216\u9ed1\u8272\u7b14\u628a\u7b54\u6848\u5199\u5728\u7b54\u5377\u7684\u6b63\u53cd\u4e24\u9762\u3002 \u8bf7\u52ff\u7528\u8ba2\u4e66\u9489\u3001\u66f2\u522b\u9488\u3001\u5f69\u8272\u7b14\u3001\u80f6\u6c34\u6216\u6d82\u6539\u6db2\u3002 \u8bf7\u56de\u7b54\u6240\u6709\u95ee\u9898\u3002 \u53ef\u4ee5\u7528\u7e41\u4f53\u5b57\u6216\u8005\u7b80\u4f53\u5b57\u56de\u7b54\u95ee\u9898\u3002 \u6bcf\u4e00\u9898\u6216\u6bcf\u4e00\u5c0f\u9898\u7684\u5206\u6570\u5728\u5176\u540e\u9762\u7684\u62ec\u53f7  [ ] \u91cc\u3002 \u8003\u8bd5\u7ed3\u675f\u540e\uff0c\u8bf7\u628a\u6240\u6709\u7b54\u5377\u7cfb\u5728\u4e00\u8d77\u3002",
+            "7": "[turn over 0509/1/m/j/10\u0018 \u00a9 ucles 2010\u53ea\u6ce8\u91cd\u5728\u6bcf\u4eba\u534a\u5c0f\u65f6\u4ee5\u5185\u7684\u8bfe\u5916\u8c08\u8bdd\uff1a\u5982\u4ed6\u4eec\u662f\u600e\u6837\u5199\u7684\uff1f\u4ee5\u53ca\u6211\u5bf9\u4e8e\u4ed6\u4eec\u7684\u6587\u7ae0\u7684\u610f\u89c1 \u7b49\u7b49\u3002\u8fd9\u6837\u7684\u8bfe\u5916\u5355\u72ec\u4ea4\u8c08 \uff0c\u52a0\u6df1\u4e86\u6211\u4eec\u76f8\u4e92\u7684\u540c\u60c5\u548c\u7406\u89e3 \u3002\u90a3\u65f6\u6211\u4eec\u53c8\u90fd\u4f4f\u5728\u6821\u5185 \uff0c\u8bfe\u5916 \u7684\u63a5\u89e6\u5341\u5206\u9891\u7e41 \uff0c\u8c08\u8bdd\u7684\u8303\u56f4\u4e5f\u5f88\u5bbd\u6cdb \uff0c\u6211\u4eec\u5728\u672a\u540d\u6e56\u4e0a\u5212\u8239 \uff0c\u5728\u6e56\u5c9b\u8fb9\u7684\u77f3\u822b\u4e0a\u5ea7\u8c08 \uff0c\u6211 \u4eec\u5145\u5206\u5730\u4eab\u4e50\u4e86\u6211\u4eec\u7684\u53cb\u8c0a \u3002\u90a3\u65f6\u6211\u4eec\u8fd8\u6ca1\u6709\u201c\u5c0a\u5e08\u7231\u751f\u201d\u7684\u89c2\u5ff5 \uff0c\u6211\u4eec\u5144\u5f1f\u670b\u53cb\u822c\u5730\u5e73 \u8d77\u5e73\u5750\u3002\u6211\u89c9\u5f97\u6211\u4e0d\u4f46\u7231\u4ed6\u4eec \uff0c\u4e5f\u5c0a\u91cd\u4ed6\u4eec \u3002\u4ed6\u4eec\u4e0d\u4f46\u5c0a\u91cd\u6211 \uff0c\u800c\u4e14\u4e5f\u7231\u6211\uff01 \u6211\u89c9\u5f97\u4e0d\u4f46\u5e74\u9f84\u76f8\u8fd1\u7684\u5e08\u751f\u4e4b\u95f4 \uff0c\u5c31\u662f\u5e74\u7eaa\u8f83\u5927\u7684\u6559\u5e08\u548c\u4e2d\u3001\u5c0f\u5b66\u751f\u4e4b\u95f4 \uff0c\u4e5f\u53ef\u4ee5\u6709 \u5f88\u6df1\u7684\u53cb\u8c0a \u3002\u6211\u5e38\u5e38\u89c9\u5f97\u5c0f\u5b66\u751f\u7684\u81ea\u5c0a\u5fc3\u662f\u5f88\u5f3a\u7684 \uff0c\u8d8a\u4e0d\u4ee5\u201c\u5c45\u9ad8\u4e34\u4e0b\u201d\u7684\u773c\u5149\u53bb\u770b\u4ed6 \u4eec\uff0c\u4ed6\u4eec\u5c31\u8d8a\u81ea\u5c0a\u81ea\u7231 \uff0c\u5bf9\u6559\u5e08\u4e5f\u500d\u52a0\u4eb2\u5207\u4fe1\u8d56 \uff0c\u4ec0\u4e48\u8bdd\u90fd\u80af\u8bf4\u3001\u6562\u8bf4 \u3002\u5f53\u6211\u4eec\u6709\u4e86\u77e5\u5fc3 \u7684\u5b66\u751f\u670b\u53cb\u4ee5\u540e \uff0c\u6211\u4eec\u7684\u6559\u5b66\u5de5\u4f5c \uff0c\u5c31\u4e0d\u662f\u8d1f\u62c5\u800c\u662f\u5feb\u4e50\u4e86 \u3002 \u0018 (a) \u5728\u7b2c\u4e00\u6bb5\u4e2d\u51b0\u5fc3\u4e3a\u4ec0\u4e48\u8bf4\u5979\u8981\u8bb2\u7684\u662f\u201c\u53e4\u8001\u7684\u7834\u70c2\u201d \uff1f [1]  (b) (i) \u51b0\u5fc3\u6700\u559c\u6b22\u6559\u54ea\u95e8\u8bfe\uff1f    [1]    (ii) \u51b0\u5fc3\u5f00\u59cb\u5728\u71d5\u4eac\u5927\u5b66\u6559\u4e66\u7684\u90a3\u4e00\u5e74 \uff0c\u5b66\u6821\u6709\u4ec0\u4e48\u65b0\u53d1\u5c55\uff1f  [1]   (c) \u51b0\u5fc3\u6559\u7684\u5b66\u751f\u5927\u591a\u6765\u81ea\u4ec0\u4e48\u5730\u65b9\uff1f\u4e3a\u4ec0\u4e48\u4f1a\u8fd9\u6837\uff1f  [2]  (d)  \u8bf7\u91cd\u8bfb\u201c\u4e00\u8fdb\u8bfe\u5802\u2026\u2026\u6211\u4eec\u4f3c\u4e4e\u5df2\u7ecf\u5f88\u719f\u6089\u5f88\u4eb2\u5207\u4e86 \u3002\u201d\u8bb2\u4e00\u8bb2\u8fd9\u79cd\u719f\u6089\u4eb2\u5207 \u7684\u611f\u89c9\u662f\u4ece\u4f55\u6765\u7684 \u3002   [4]  (e)  \u8bf7\u91cd\u8bfb\u201c\u6211\u7ed9\u4ed6\u4eec\u51fa\u7684\u7b2c\u4e00\u9053\u4f5c\u6587\u9898\u76ee\u662f\u81ea\u4f20\u2026\u2026\u5c31\u6709\u56db\u4e07\u591a\u5b57!\u201d\u8bb2\u4e00\u8bb2 \uff0c    (i) \u51b0\u5fc3\u8ba9\u5b66\u751f\u5199\u81ea\u4f20\u7684\u76ee\u7684\u662f\u4ec0\u4e48\uff1f   [2]    (ii) \u4e3a\u4ec0\u4e48\u8bf4\u51b0\u5fc3\u7684\u8fd9\u4e2a\u65b9\u6cd5\u6536\u6548\u5f88\u597d\uff1f   [2]  (f)  \u8bf7\u91cd\u8bfb\u201c\u6211\u770b\u5b8c\u5377\u5b50\u2026\u2026\u4ed6\u4eec\u4e0d\u4f46\u5c0a\u91cd\u6211 \uff0c\u800c\u4e14\u4e5f\u7231\u6211\uff01\u201d \u3002\u7528\u81ea\u5df1\u7684\u8bdd\u89e3\u91ca \u4e00\u4e0b\u51b0\u5fc3\u548c\u5b66\u751f\u4e4b\u95f4\u7684\u53cb\u8c0a\u662f\u5982\u4f55\u5efa\u7acb\u8d77\u6765\u7684 \u3002 [5]  (g) \u8bf7\u91cd\u8bfb\u6700\u540e\u4e00\u6bb5\u8bdd \uff0c\u8bb2\u4e00\u8bb2\u51b0\u5fc3\u773c\u4e2d\u7406\u60f3\u7684\u5e08\u751f\u5173\u7cfb\u5e94\u8be5\u662f\u4ec0\u4e48\u6837\u7684 \u3002 [2] [\u8bed\u8a00\u7684\u7cbe\u786e \uff1a5] [\u603b\u5206\uff1a 25]",
+            "8": "\u0018 0509/1/m/j/10 \u00a9 ucles 2010\u7b2c\u4e8c\u90e8\u5206 \u77ed\u6587\u4e8c \u4ed4\u7ec6\u9605\u8bfb\u4e0b\u9762\u7684\u77ed\u6587 \uff0c\u7136\u540e\u6839\u636e\u77ed\u6587\u4e00\u548c\u77ed\u6587\u4e8c\u56de\u7b54\u95ee\u9898 \u3002 \u9996\u5148\u58f0\u660e\uff0c\u201c\u864e\u54e5\u201d\u4e0d\u662f\u522b\u4eba\uff0c\u6b63\u662f\u6211\u4eec\u7684\u5386\u53f2\u8001\u5e08\u5434\u68ee\u864e\u3002\u540c\u5b66\u4eec\u4e60\u60ef\u53eb\u4ed6\u864e\u54e5\u3002 \u522b\u770b\u4ed6\u540d\u5b57\u4e2d\u5e26\u4e2a\u864e\u5b57\uff0c\u5176\u5b9e\u864e\u54e5\u5e76\u4e0d\u51f6\uff0c\u662f\u4e00\u4e2a\u4e25\u5386\u800c\u53c8\u6e29\u548c\uff0c\u51b7\u9759\u800c\u4e0d\u4e4f\u5e7d\u9ed8\u611f\u7684\u8001 \u5e08\u3002\u864e\u54e5\u4e0a\u8bfe\u5f88\u6709\u98ce\u683c\uff0c\u65f6\u800c\u5999\u8bed\u8fde\u73e0\uff0c\u65f6\u800c\u5a13\u5a13\u9053\u6765\u3002\u8bb0\u5f97\u4e00\u6b21\u8bfe\u4e0a\uff0c\u4ed6\u8bc4\u4ef7\u51e0\u4e2a\u6210\u7ee9 \u5ffd\u9ad8\u5ffd\u4f4e\u7684\u540c\u5b66\u8bf4\uff1a\u201c\u6709\u7684\u540c\u5b66\u5076\u5c14\u653e\u4e2a\u536b\u661f\u2026\u2026\u201d\u8bdd\u97f3\u672a\u843d\u65e9\u5df2\u7b11\u5012\u4e00\u7247\u3002\u864e\u54e5\u7684\u201c\u65b9 \u8a00\u666e\u901a\u8bdd\u201d\u4e5f\u6781\u5177\u6709\u7279\u8272\uff0c\u582a\u79f0\u4e00\u7edd\u3002\u201c\u601d\u8def\u8981\u6e05\u6670\u54c8\uff01\u201d\u201c\u8fd9\u4e0d\u884c\uff0c\u8981\u843d\u5b9e\u54c8\uff01\u201d\u201c\u4e0b \u5348\u4e09\u3001\u56db\u8282\u8bfe\u5c11\u73a9\u4e00\u70b9\u54c8\uff01\u201d\u5982\u679c\u5728\u6211\u73ed\u4e3e\u884c\u4e00\u4e2a\u201c\u864e\u54e5\u6a21\u4eff\u79c0\u201d\uff0c\u4e00\u5b9a\u6709\u4e0d\u5c11\u540c\u5b66\u5177\u5907 \u593a\u53d6\u6842\u51a0\u7684\u5b9e\u529b\u3002 \u864e\u54e5\u7684\u8bfe\u5802\u603b\u662f\u79e9\u5e8f\u4e95\u7136\uff0c\u5927\u5bb6\u90fd\u5fd9\u7740\u5438\u6536\u3001\u9886\u4f1a\u4ed6\u6240\u8bb2\u7684\u8981\u70b9\uff0c\u57cb\u5934\u82e6\u5e72\u3002\u82e5\u662f\u6709 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\u5e08\u751f\u4e4b\u95f4\u7684\u826f\u597d\u5173\u7cfb\u662f\u5982\u4f55\u5efa\u7acb\u8d77\u6765\u7684 \u3002    (\u5b57\u6570 \u001850\u5b57\u5de6\u53f3) [\u5185\u5bb9\uff1a15] [\u8bed\u8a00\u7684\u8d28\u91cf\uff1a 10] [\u603b\u5206\uff1a 25] copyright acknowledgements: question \b1\b\b \u00a9\bwww.bingxin.org question \b2\b\b \u00a9\bwww.ycyz.com permission \bto\breproduce \bitems \bwhere \bthird-party \bowned \bmaterial \bprotected \bby\bcopyright \bis\bincluded \bhas\bbeen \bsought \band\bcleared \bwhere \bpossible. \bevery \b reasonable \beffort \bhas\bbeen \bmade \bby\bthe\bpublisher \b(ucles) \bto\btrace \bcopyright \bholders, \bbut\bif\bany\bitems \brequiring \bclearance \bhave \bunwittingly \bbeen \bincluded, \bthe\b publisher \bwill\bbe\bpleased \bto\bmake \bamends \bat\bthe\bearliest \bpossible \bopportunity. university \bof\bcambridge \binternational \bexaminations \bis\bpart\bof\bthe\bcambridge \bassessment \bgroup. \bcambridge \bassessment \bis\bthe\bbrand \bname \bof\buniversity \bof\b cambridge \blocal \bexaminations \bsyndicate \b(ucles), \bwhich \bis\bitself\ba\bdepartment \bof\bthe\buniversity \bof\bcambridge."
+        },
+        "0509_s10_qp_2.pdf": {
+            "1": "this document consists of 3 printed pages and 1 blank page. (nl) 15039/1 \u00a9 ucles 2010 [turn overuniversity of cambridge international examinations international general certificate of secondary education read these instructions first if you have been given an answer booklet, follow the instructions on the front of the booklet. write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen. do not use staples, paper clips, highlighters, glue or correction fluid.  the essay titles, 1-8, on this question paper are printed twice, once in traditional and once in simplified  characters. if you wish to read the essay titles in traditional characters, turn to page 2; if you wish to read  the essay titles in simplified characters, turn to page 3. write a composition of between 400 and 600 characters on one of the eight essay titles provided. y ou may write your answer in either traditional or simplified characters. y ou should pay attention to punctuation, accuracy and handwriting. at the end of the examination, fasten all your work securely together. all questions in this paper carry equal marks. \u8acb\u5148\u95b1\u8b80\u4ee5\u4e0b\u8aaa\u660e \u8a66\u5377\u4e0a\u7684\u4e5d\u500b\u4f5c\u6587\u984c\u76ee\uff0c\u6709\u7e41\u9ad4\u548c\u7c21\u9ad4\u5169\u7a2e\u7248\u672c\u3002\u82e5\u8981\u7e41\u9ad4\u5b57\u7248\uff0c\u8acb\u7ffb\u5230\u7b2c\u4e8c\u9801\u3002 \u8bf7\u5148\u9605\u8bfb\u4ee5\u4e0b\u8bf4\u660e \u8bd5\u5377\u4e0a\u7684\u4e5d\u4e2a\u4f5c\u6587\u9898\u76ee\uff0c\u6709\u7e41\u4f53\u548c\u7b80\u4f53\u4e24\u79cd\u7248\u672c\u3002\u82e5\u8981\u7b80\u4f53\u5b57\u7248\uff0c\u8bf7\u7ffb\u5230\u7b2c\u4e09\u9875\u3002first language chinese  0509/02 paper 2  writing may/june 2010   1 hour 15 minutes additional materials:  answer booklet/paper *6771082127*",
+            "2": "0509/02/m/j/102 \u00a9 ucles 2010essay questions in traditional characters \u8acb\u5148\u95b1\u8b80\u4ee5\u4e0b\u8aaa\u660e \u5982\u679c\u767c\u7d66\u4f60\u4e86\u7b54\u984c\u7d19 \uff0c\u8acb\u6309\u7b2c\u4e00\u9801\u4e0a\u7684\u8aaa\u660e\u7b54\u984c \u3002 \u8acb\u5728\u6240\u6709\u8981\u4ea4\u7684\u7b54\u5377\u4e0a\u5beb\u4e0a\u8003\u8a66\u4e2d\u5fc3\u7de8\u865f \u3001\u8003\u751f\u865f\u548c\u59d3\u540d \u3002 \u8acb\u7528\u6df1\u85cd\u8272\u6216\u9ed1\u8272\u7b46\u628a\u7b54\u6848\u5beb\u5728\u7b54\u5377\u7684\u6b63\u53cd\u5169\u9762 \u3002 \u8acb\u52ff\u7528\u8a02\u66f8\u91d8 \u3001\u66f2\u5225\u91dd\u3001\u5f69\u8272\u7b46\u3001\u81a0\u6c34\u6216\u5857\u6539\u6db2 \u3002 \u8acb\u5728\u4e0b\u9762\u6240\u5217\u4e5d\u500b\u984c\u76ee\u4e2d\u4efb\u9078\u4e00\u984c \uff0c\u5beb\u4e00\u7bc7\u6587\u7ae0\uff08\u56db\u767e\u5230\u516d\u767e\u5b57\uff09 \u3002 \u53ef\u4ee5\u7528\u7e41\u9ad4\u5b57\u6216\u8005\u7c21\u9ad4\u5b57\u56de\u7b54\u554f\u984c \u3002 \u8acb\u6ce8\u610f\u6a19\u9ede\u7b26\u865f \uff0c\u66f8\u5beb\u8981\u6b63\u78ba \u3001\u5de5\u6574\u3002 \u8003\u8a66\u7d50\u675f\u5f8c \uff0c\u8acb\u628a\u6240\u6709\u7b54\u5377\u7e6b\u5728\u4e00\u8d77 \u3002 \u4f5c\u6587\uff1a\u4e0b\u5217\u516b\u984c\u4e2d\u4efb\u9078\u4e00\u984c \u898f\u5b9a\u5b57\u6578 \uff1a400 - 600 \u5b57 \u7b2c\u4e00\u90e8\u5206 \uff1a\u8b70\u8ad6 1 \u541b\u5b50\u4e4b\u4ea4\u6de1\u5982\u6c34 2 \u7236\u6bcd\u7528\u9ad4\u7f70\u7684\u65b9\u5f0f\u7ba1\u6559\u5b50\u5973\u6642 \uff0c\u4eba\u5011\u5e38\u8aaa \uff1a\u201c\u6253\u662f\u89aa \uff0c\u7f75\u662f\u611b\u3002\u201d\u5beb\u7bc7\u6587\u7ae0\u8ac7\u8ac7\u4f60\u7684\u770b\u6cd5 \u3002 3 \u4e00\u5e74\u4e4b\u8a08\u5728\u65bc\u6625 4 \u7d66\u7576\u5730\u5831\u7d19\u5beb\u7bc7\u6587\u7ae0 \uff0c\u8ac7\u8ac7\u5ee3\u544a\u5728\u4eba\u5011\u65e5\u5e38\u751f\u6d3b\u4e2d\u7684\u5730\u4f4d \u3002 \u7b2c\u4e8c\u90e8\u5206 \uff1a\u63cf\u5beb\u8207\u654d\u8ff0 5 \u7779\u7269\u601d\u4eba 6 \u6211\u6700\u5feb\u6a02\u7684\u4e00\u5929 7 \u597d\u4e8b\u591a\u78e8 8 \u6f54\u767d\u7684\u4e16\u754c",
+            "3": "0509/02/m/j/103 \u00a9 ucles 2010essay questions in simplified characters \u8bf7\u5148\u9605\u8bfb\u4ee5\u4e0b\u8bf4\u660e \u5982\u679c\u53d1\u7ed9\u4f60\u4e86\u7b54\u9898\u7eb8\uff0c\u8bf7\u6309\u7b2c\u4e00\u9875\u4e0a\u7684\u8bf4\u660e\u7b54\u9898\u3002 \u8bf7\u5728\u6240\u6709\u8981\u4ea4\u7684\u7b54\u5377\u4e0a\u5199\u4e0a\u8003\u8bd5\u4e2d\u5fc3\u7f16\u53f7\u3001\u8003\u751f\u53f7\u548c\u59d3\u540d\u3002 \u8bf7\u7528\u6df1\u84dd\u8272\u6216\u9ed1\u8272\u7b14\u628a\u7b54\u6848\u5199\u5728\u7b54\u5377\u7684\u6b63\u53cd\u4e24\u9762\u3002 \u8bf7\u52ff\u7528\u8ba2\u4e66\u9489\u3001\u66f2\u522b\u9488\u3001\u5f69\u8272\u7b14\u3001\u80f6\u6c34\u6216\u6d82\u6539\u6db2\u3002 \u8bf7\u5728\u4e0b\u9762\u6240\u5217\u4e5d\u4e2a\u9898\u76ee\u4e2d\u4efb\u9009\u4e00\u9898\uff0c\u5199\u4e00\u7bc7\u6587\u7ae0\uff08\u56db\u767e\u5230\u516d\u767e\u5b57\uff09\u3002 \u53ef\u4ee5\u7528\u7e41\u4f53\u5b57\u6216\u8005\u7b80\u4f53\u5b57\u56de\u7b54\u95ee\u9898\u3002 \u8bf7\u6ce8\u610f\u6807\u70b9\u7b26\u53f7\uff0c\u4e66\u5199\u8981\u6b63\u786e\u3001\u5de5\u6574\u3002 \u8003\u8bd5\u7ed3\u675f\u540e\uff0c\u8bf7\u628a\u6240\u6709\u7b54\u5377\u7cfb\u5728\u4e00\u8d77\u3002 \u4f5c\u6587\uff1a\u4e0b\u5217\u516b\u9898\u4e2d\u4efb\u9009\u4e00\u9898 \u89c4\u5b9a\u5b57\u6570\uff1a 400 - 600 \u5b57 \u7b2c\u4e00\u90e8\u5206\uff1a\u8bae\u8bba 1 \u541b\u5b50\u4e4b\u4ea4\u6de1\u5982\u6c34 2 \u7236\u6bcd\u7528\u4f53\u7f5a\u7684\u65b9\u5f0f\u7ba1\u6559\u5b50\u5973\u65f6\uff0c\u4eba\u4eec\u5e38\u8bf4\uff1a\u201c\u6253\u662f\u4eb2\uff0c\u9a82\u662f\u7231\u3002\u201d\u5199\u7bc7\u6587\u7ae0\u8c08\u8c08\u4f60\u7684\u770b\u6cd5\u3002 3 \u4e00\u5e74\u4e4b\u8ba1\u5728\u4e8e\u6625 4 \u7ed9\u5f53\u5730\u62a5\u7eb8\u5199\u7bc7\u6587\u7ae0\uff0c\u8c08\u8c08\u5e7f\u544a\u5728\u4eba\u4eec\u65e5\u5e38\u751f\u6d3b\u4e2d\u7684\u5730\u4f4d\u3002 \u7b2c\u4e8c\u90e8\u5206\uff1a\u63cf\u5199\u4e0e\u53d9\u8ff0 5 \u7779\u7269\u601d\u4eba 6 \u6211\u6700\u5feb\u4e50\u7684\u4e00\u5929 7 \u597d\u4e8b\u591a\u78e8 8 \u6d01\u767d\u7684\u4e16\u754c",
+            "4": "0509/02/m/j/104 \u00a9 ucles 2010blank page permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here 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."
+        }
+    },
+    "2011": {
+        "0509_s11_qp_1.pdf": {
+            "1": "1 first language chinese  0509/01 paper 1  reading may/june 2011  2 hours additional materials:  answer booklet/paperuniversity of cambridge international examinations international general certi\ufb01  cate of secondary education this document consists of 7 printed pages and 1 blank page. (nl) 32617/3 \u00a9 ucles 2011 [turn overread these instructions first if you have been given an answer booklet, follow the instructions on the front of the booklet. write your centre number, candidate number and name on all the work you hand in.write in dark blue or black pen.do not use staples, paper clips, highlighters, glue or correction \ufb02 uid. answer all questions. the passages and questions on this question paper are printed twice, once in traditional and once in simpli \ufb01 ed characters. if you wish to read them in traditional characters, turn to page 2; if you wish to read  them in simpli \ufb01 ed characters, turn to page 6. you may write your answers in either traditional or simpli \ufb01 ed characters. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [ ] at the end of each question or part question. \u8acb\u5148\u95b1\u8b80\u4ee5\u4e0b\u8aaa\u660e \u8a66\u5377\u4e0a\u7684\u6587\u7ae0\u548c\u554f\u984c \uff0c\u6709\u7e41\u9ad4\u548c\u7c21\u9ad4\uf978\u7a2e\u7248\u672c \u3002\uf974\u8981\u7e41\u9ad4\u5b57\u7248 \uff0c\u8acb\u7ffb\u5230\u7b2c\u4e8c\u9801 \u3002 \u8bf7\u5148\u9605\u8bfb\u4ee5\u4e0b\u8bf4\u660e \u8bd5\u5377\u4e0a\u7684\u6587\u7ae0\u548c\u95ee\u9898\uff0c\u6709\u7e41\u4f53\u548c\u7b80\u4f53\u4e24\u79cd\u7248\u672c\u3002\u82e5\u8981\u7b80\u4f53\u5b57\u7248\uff0c\u8bf7\u7ffb\u5230\u7b2c\u516d\u9875\u3002 *9137236581*",
+            "2": "\u00a9 ucles 20112 0509/01/m/j/11passages and questions in traditional characters \u7b2c\u4e00\u90e8\u5206 \u4ed4\u7d30\u95b1\uf95a\u4e0b\u9762\u7684\u77ed\u6587\uff0c\u7136\u5f8c\u56de\u7b54\u554f\u984c\u3002 \u77ed\u6587\u4e00 \u4e0b\u9762\u7684\u77ed\u6587\u662f\u8457\u540d\u4f5c\u5bb6\u80e1\u9069\u5beb\u7684\u4e00\u7bc7\u6587\u7ae0\u7684\u7bc0\u9078\uff0c\u539f\u6587\u984c\u70ba\u201c\u6211\u7684\u6bcd\u89aa\uff02\u3002 \u6211\u5c0f\u6642\u8eab\u9ad4\u5f31\uff0c\uf967\u80fd\u8ddf\u8457\u91ce\u883b\u7684\u5b69\u5b50\u5011\u4e00\u584a\u5152\u73a9\u3002\u6211\u6bcd\u89aa\u4e5f\uf967\u51c6\u6211\u548c\u4ed6\u5011\uf91b\u8dd1\uf91b\u8df3\u3002\u5c0f \u6642\uf967\u66fe\u990a\u6210\u6d3b\u6f51\u904a\u6232\u7684\u7fd2\u6163\uff0c\u7121\uf941\u5728\uf9fd\u9ebc\u5730\u65b9\uff0c\u6211\u7e3d\u662f\u6587\u7e10\u7e10\u7684\u3002\u6240\u4ee5\u5bb6\u9109\uf934\u8f29\u90fd\uf96f\u6211\u201c\u50cf \u500b\u5148\u751f\u6a23\u5b50\uff02\uff0c\u9042\u53eb\u6211\u505a\u201c\u9e87\u5148\u751f\uff02\u3002 \u6bcf\u5929\u5929\u525b\uf977\u6642\uff0c\u6211\u6bcd\u89aa\uf965\u628a\u6211\u558a\u9192\uff0c\u53eb\u6211\u62ab\u8863\u5750\u8d77\u3002\u6211\u5f9e\uf967\u77e5\u9053\u5979\u9192\uf92d\u5750\uf9ba\u591a\u4e45\uf9ba\uff0c\u5979 \u770b\u6211\u6e05\u9192\uf9ba\uff0c\uf965\u5c0d\u6211\uf96f\u6628\u5929\u6211\u505a\u932f\uf9ba\uf9fd\u9ebc\u4e8b\uff0c\uf96f\u932f\uf9ba\uf9fd\u9ebc\u8a71\uff0c\u8981\u6211\u8a8d\u932f\uff0c\u8981\u6211\u7528\u529f\uf95a\u66f8\uff0c \u6709\u6642\u4faf\u5979\u5c0d\u6211\uf96f\u7236\u89aa\u7684\u7a2e\u7a2e\u597d\u8655\uff0c\u5979\uf96f\uff1a\u201c\u4f60\u7e3d\u8981\u8e0f\u4e0a\u4f60\uf934\u5b50\u7684\u8173\u6b65\u3002\u6211\u4e00\u751f\u53ea\u66c9\u5f97\u9019\u4e00 \u500b\u5b8c\u5168\u7684\u4eba\uff0c\u4f60\u8981\u5b78\u4ed6\uff0c\uf967\u8981\u8dcc\u4ed6\u7684\u80a1\u3002\uff02\uff08\u8dcc\u80a1\uf965\u662f\u4e1f\u81c9\uff09\u5979\uf96f\u5230\u50b7\u5fc3\u8655\uff0c\u5f80\u5f80\u6389\u4e0b\uf94d \uf92d\uff0c\u5230\u5929\u5927\u660e\u6642\uff0c\u5979\u624d\u628a\u6211\u7684\u8863\u670d\u7a7f\u597d\uff0c\u50ac\u6211\u53bb\u4e0a\u65e9\u5b78\u3002\u5b78\u5802\u9580\u4e0a\u7684\u9396\u5319\u653e\u5728\u5148\u751f\u5bb6\u88cf\uff1b \u6211\u5148\u5230\u5b78\u5802\u9580\u53e3\u4e00\u671b\uff0c\uf965\u8dd1\u5230\u5148\u751f\u5bb6\u88cf\u53bb\u6572\u9580\u3002\u5148\u751f\u5bb6\u88cf\u6709\u4eba\u628a\u9396\u5319\u5f9e\u9580\u7e2b\u88cf\u905e\u51fa\uf92d\uff0c\u6211 \u62ff\uf9ba\u8dd1\u56de\u53bb\uff0c\u958b\uf9ba\u9580\uff0c\u5750\u4e0b\uf9a3\u751f\u66f8\uff0c\u5341\u5929\u4e4b\u4e2d\uff0c\u7e3d\u6709\u516b\u3001\u4e5d\u5929\u6211\u662f\u7b2c\u4e00\u500b\u53bb\u958b\u5b78\u5802\u9580\u7684\u3002 \u7b49\u5230\u5148\u751f\uf92d\uf9ba\uff0c\u6211\u80cc\uf9ba\u751f\u66f8\uff0c\u624d\u56de\u5bb6\u5403\u65e9\u98ef\u3002 \u6211\u6bcd\u89aa\u7ba1\u675f\u6211\u6700\u56b4\uff0c\u5979\u662f\u6148\u611b\u6bcd\u517c\u4efb\u56b4\u7236\u3002\u4f46\u5979\u5f9e\uf92d\uf967\u5728\u5225\u4eba\u9762\u524d\u7f75\u6211\u4e00\uf906\uff0c\u6253\u6211\u4e00 \u4e0b\u3002\u6211\u505a\u932f\uf9ba\u4e8b\uff0c\u5979\u53ea\u5c0d\u6211\u4e00\u671b\uff0c\u6211\u770b\ufa0a\uf9ba\u5979\u7684\u56b4\u53b2\u773c\u5149\uff0c\uf965\u5687\u4f4f\uf9ba\uff0c\u72af\u7684\u4e8b\u5c0f\uff0c\u5979\u7b49\u5230 \u7b2c\u4e8c\u5929\u65e9\u6668\u6211\u7761\u9192\u6642\u624d\u6559\u8a13\u6211\u3002\u72af\u7684\u4e8b\u5927\uff0c\u5979\u7b49\u4eba\u975c\u6642\uff0c\u95dc\uf9ba\u623f\u9580\uff0c\u5148\u8cac\u5099\u6211\uff0c\u7136\u5f8c\ufa08 \u7f70\uff0c\u6216\u7f70\u8dea\uff0c\u6216\u64f0\u6211\u7684\u8089\uff0c\u7121\uf941\u600e\u6a23\u91cd\u7f70\uff0c\u7e3d\uf967\u8a31\u6211\u54ed\u51fa\u8072\u97f3\uf92d\uff0c\u5979\u6559\u8a13\u5152\u5b50\uf967\u662f\u501f\u6b64\u51fa \u6c23\u53eb\u5225\u4eba\u807d\u7684\u3002 \u6211\u6bcd\u89aa\u4e8c\u5341\u4e09\u6b72\u505a\uf9ba\u5be1\u5a66\uff0c\u53c8\u662f\u7576\u5bb6\u7684\u5f8c\u6bcd\u3002\u9019\u7a2e\u751f\u6d3b\u7684\u75db\u82e6\uff0c\u6211\u7684\u7b28\u7b46\u5beb\uf967\u51fa\u4e00\u842c\u5206 \u4e4b\u4e00\u4e8c\u3002\u5bb6\u4e2d\u8ca1\u653f\u672c\uf967\u5bec\u88d5\uff0c\u5168\u9760\u4e8c\u54e5\u5728\u4e0a\u6d77\u7d93\u71df\u8abf\ufa01\u3002\u5927\u54e5\u5f9e\u5c0f\uf965\u662f\u6557\u5b50\uff0c\u5438\u9d09\u7247\u7159\u3001 \u8ced\u535a\uff0c\u9322\u5230\u624b\u5c31\u5149\uff0c\u5149\uf9ba\uf965\u56de\u5bb6\u6253\u4e3b\u610f\u3002\u5927\u5ac2\u662f\u500b\u6700\u7121\u80fd\u800c\u53c8\u6700\uf967\u61c2\u4e8b\u7684\u4eba\uff0c\u4e8c\u5ac2\u662f\u500b\u80fd \u5e79\u800c\u6c23\uf97e\u5f88\u7a84\u5c0f\u7684\u4eba\u3002\u4ed6\u5011\u5e38\u5e38\u9b27\u610f\ufa0a\uff0c\u53ea\u56e0\u70ba\u6211\u6bcd\u89aa\u7684\u548c\u6c23\u699c\u6a23\uff0c\u4ed6\u5011\u9084\uf967\u66fe\u6709\u516c\u7136\u76f8 \u7f75\u76f8\u6253\u7684\u4e8b\u3002\u5979\u5011\u9b27\u6c23\u6642\uff0c\u628a\u81c9\u653e\u4e0b\uf92d\uff0c\u53eb\u4eba\u96e3\u770b\uff1b\u4e8c\u5ac2\u751f\u6c23\u6642\uff0c\u81c9\u8272\u8b8a\u9752\uff0c\uf901\u662f\u6015\u4eba\u3002\u8acb\u5148\u95b1\u8b80\u4ee5\u4e0b\u8aaa\u660e \u5982\u679c\u767c\u7d66\u4f60\uf9ba\u7b54\u984c\u7d19\uff0c\u8acb\u6309\u7b2c\u4e00\u9801\u4e0a\u7684\uf96f\u660e\u7b54\u984c\u3002 \u8acb\u5728\u6240\u6709\u8981\u4ea4\u7684\u7b54\u5377\u4e0a\u5beb\u4e0a\u8003\u8a66\u4e2d\u5fc3\u7de8\u865f\uff0c\u8003\u751f\u865f\u548c\u59d3\u540d\u3002 \u8acb\u7528\u6df1\uf923\u8272\u6216\u9ed1\u8272\u7b46\u628a\u7b54\u6848\u5beb\u5728\u7b54\u5377\u7684\u6b63\u53cd\uf978\u9762\u3002 \u8acb\u52ff\u7528\u8a02\u66f8\u91d8\u3001\u66f2\u5225\u91dd\u3001\u5f69\u8272\u7b46\u3001\u81a0\u6c34\u6216\u5857\u6539\u6db2\u3002 \u8acb\u56de\u7b54\u6240\u6709\u554f\u984c\u3002 \u53ef\u4ee5\u7528\u7e41\u9ad4\u5b57\u6216\u8005\u7c21\u9ad4\u5b57\u56de\u7b54\u554f\u984c\u3002 \u6bcf\u4e00\u984c\u6216\u6bcf\u4e00\u5c0f\u984c\u7684\u5206\uf969\u5728\u5176\u5f8c\u9762\u7684\u62ec\u865f [ ] \u88cf\u3002 \u8003\u8a66\u7d50\u675f\u5f8c\uff0c\u8acb\u628a\u6240\u6709\u7b54\u5377\u7e6b\u5728\u4e00\u8d77\u3002",
+            "3": "[turn over 0509/01/m/j/113 \u00a9 ucles 2011\u6211\u8d77\u521d\u5168\uf967\u61c2\u5f97\u9019\u4e00\u5957\uff0c\u5f8c\uf92d\u4e5f\u6f38\u6f38\u61c2\u5f97\u770b\u4eba\u7684\u81c9\u8272\uf9ba\u3002\u6211\u6f38\u6f38\u660e\u767d\uff0c\u4e16\u9593\u6700\u53ef\u53ad\uf9b9\u7684\u4e8b \u83ab\u5982\u4e00\u5f35\u751f\u6c23\u7684\u81c9\uff1b\u4e16\u9593\u6700\u4e0b\uf9ca\u7684\u4e8b\u83ab\u5982\u628a\u751f\u6c23\u7684\u81c9\u64fa\u7d66\u65c1\u4eba\u770b\uff0c\u9019\u6bd4\u6253\u7f75\u9084\u96e3\u53d7\u3002\u6709\u6642 \u5019\uff0c\u5979\u5be6\u5728\u5fcd\uf967\u4f4f\uf9ba\uff0c\uf965\u6084\u6084\u8d70\u51fa\u9580\u53bb\uff0c\u6216\u5230\u5de6\u9130\uf9f7\u5927\u5ac2\u5bb6\u53bb\u5750\u4e00\u6703\uff0c\u6216\u8d70\u5f8c\u9580\u5230\u5f8c\u9130\ufa01 \u5ac2\u5bb6\u53bb\u9592\u8ac7\u3002\u5979\u5f9e\uf967\u548c\uf978\u500b\u5ac2\u5b50\u5435\u4e00\uf906\u5634\u3002 \u6211\u6bcd\u89aa\u7684\u6c23\uf97e\u5927\uff0c\u6027\u5b50\u597d\uff0c\u53c8\u56e0\u70ba\u505a\uf9ba\u5f8c\u6bcd\u5f8c\u5a46\uff0c\u5979\uf901\u4e8b\u4e8b\uf9cd\u5fc3\uff0c\u4e8b\u4e8b\u683c\u5916\u5bb9\u5fcd\u3002\u5927 \u54e5\u7684\uf981\u5152\u6bd4\u6211\u53ea\u5c0f\u4e00\u6b72\uff0c\u5979\u7684\u98f2\u98df\u8863\u670d\u7e3d\u662f\u548c\u6211\u7684\u4e00\u6a23\u3002\u6211\u548c\u5979\u6709\u5c0f\u722d\u57f7\uff0c\u7e3d\u662f\u6211\u5403\u8667\uff0c \u6bcd\u89aa\u7e3d\u662f\u8cac\u5099\u6211\uff0c\u8981\u6211\u4e8b\u4e8b\u8b93\u5979\u3002\u5f8c\uf92d\u5927\u5ac2\u4e8c\u5ac2\u90fd\u751f\uf9ba\u5152\u5b50\uf9ba\uff0c\u5979\u5011\u751f\u6c23\u6642\uf965\u6253\u7f75\u5b69\u5b50\uf92d \u51fa\u6c23\uff0c\u4e00\u9762\u6253\uff0c\u4e00\u9762\u7528\u5c16\u523b\u6709\uf9ff\u7684\u8a71\u7f75\u7d66\u5225\u4eba\u807d\u3002\u6211\u6bcd\u89aa\u53ea\u88dd\u505a\u6ca1\u807d\ufa0a\u3002  \u6211\u5728\u6211\u6bcd\u89aa\u7684\u6559\u8a13\u4e4b\u4e0b\u4f4f\uf9ba\u4e5d\uf98e\uff0c\u53d7\uf9ba\u5979\u7684\u6975\u5927\u6975\u6df1\u7684\u5f71\u97ff\u3002\u6211\u5341\u56db\u6b72\uff08\u5176\u5be6\u53ea\u6709\u5341 \u4e8c\uf9b2\uf978\u4e09\u500b\u6708\uff09\uf965\uf9ea\u958b\u5979\uf9ba\uff0c\u5728\u9019\u5ee3\u6f20\u7684\u4eba\u6d77\u88cf\u7368\u81ea\u6df7\uf9ba\u4e8c\u5341\u591a\uf98e\uff0c\u6c92\u6709\u4e00\u500b\u4eba\u7ba1\u675f\u904e \u6211\u3002\u5982\u679c\u6211\u5b78\u5f97\uf9ba\u4e00\u7d72\u4e00\u6beb\u7684\u597d\u813e\u6c23\uff0c\u5982\u679c\u6211\u5b78\u5f97\uf9ba\u4e00\u9ede\u9ede\u5f85\u4eba\u63a5\u7269\u7684\u548c\u6c23\uff0c\u5982\u679c\u6211\u80fd \u5bec\u6055\u4eba\uff0c\u9ad4\uf97d\u4eba\u2014\u2014\u6211\u90fd\u5f97\u611f\u8b1d\u6211\u7684\u6148\u6bcd\u3002 1 (a) \u7b2c\u4e00\u6bb5\u4e2d\uf96f\u80e1\u9069\u5c0f\u6642\u5019\uf967\u548c\u91ce\u883b\u7684\u5b69\u5b50\u73a9\u7684\uf978\u500b\u539f\u56e0\u662f\uf9fd\u9ebc\uff1f  [2]  (b) \u7b2c\u4e00\u6bb5\u4e2d\uf96f\u80e1\u9069\u5c0f\u6642\u5019\u770b\u8d77\uf92d\u201c\u6587\u7e10\u7e10\u7684\uff02\u3002\u8acb\u89e3\u91cb\u4e00\u4e0b\u9019\u662f\uf9fd\u9ebc\u610f\u601d\u3002 [1]   (c) \u8acb\u91cd\uf95a\u6587\u7ae0\u7b2c\u4e8c\u6bb5\uff0c    (i) \u80e1\u9069\u6bcf\u5929\u5403\u65e9\u98ef\u4ee5\u524d\u8981\u505a\u54ea\uf978\u4ef6\u4e8b\uff1f   [2]    (ii) \u5f9e\u54ea\u5152\u53ef\u4ee5\u770b\u51fa\u80e1\u9069\uf95a\u66f8\u6bd4\u5225\u7684\u5b69\u5b50\uf901\u7528\u529f\uff1f  [1]  (d)  \u7b2c\u4e09\u6bb5\u4e2d\u80e1\u9069\uf96f\u6bcd\u89aa\uf967\u5728\u5225\u4eba\u9762\u524d\uf96f\u4ed6\u6216\u7f70\u4ed6\u3002\u6bcd\u89aa\u70ba\uf9fd\u9ebc\u9019\u6a23\u505a\uff1f  [1]  (e)  \u8acb\u91cd\uf95a\u201c\u6211\u6bcd\u89aa\u4e8c\u5341\u4e09\u6b72\u505a\uf9ba\u5be1\u5a66\u2026 \u2026\u53ea\u56e0\u70ba\u6211\u6bcd\u89aa\u7684\u548c\u6c23\u699c\u6a23\uff0c\u4ed6\u5011\u9084\uf967\u66fe \u6709\u516c\u7136\u76f8\u7f75\u76f8\u6253\u7684\u4e8b\u3002\uff02\u8b1b\u4e00\u8b1b\u80e1\u9069\u70ba\uf9fd\u9ebc\uf96f\u6bcd\u89aa\u7684\u751f\u6d3b\u5f88\u96e3\u3002\u8209\u56db\u500b\uf9b5\u5b50\u3002   [4]  (f)  \u7b2c\u56db\u6bb5\u4e2d\uf96f\u5927\u54e5\u201c\u9322\u5230\u624b\u5c31\u5149\uff0c\u5149\uf9ba\uf965\u56de\u5bb6\u6253\u4e3b\u610f\uff02\u3002\u4f60\u89ba\u5f97\u201c\u6253\u4e3b\u610f\uff02\u5728 \u9019\u88cf\u662f\uf9fd\u9ebc\u610f\u601d\uff1f   [1]  (g) \u8acb\u91cd\uf95a\u7b2c\u4e94\u6bb5\uff0c\u5f9e\u54ea\u4e09\u4ef6\u5177\u9ad4\u7684\u4e8b\u53ef\u4ee5\u770b\u51fa\uf92d\u6bcd\u89aa\u6c23\uf97e\u5927\uff0c\u80fd\u5bb9\u5fcd\u5225\u4eba\uff1f  [3]  (h)  \u5f9e\u6587\u7ae0\u4e2d\u7684\u54ea\uf978\u500b\u5730\u65b9\u53ef\u4ee5\u770b\u51fa\u80e1\u9069\u5c0f\u7684\u6642\u5019\u7236\u89aa\u5c31\u53bb\u4e16\uf9ba\uff1f  [2]  (i)  \u5f9e\u5168\u6587\u53ef\u4ee5\u770b\u51fa\u80e1\u9069\u7684\u6bcd\u89aa\u5728\u54ea\u4e09\u500b\u65b9\u9762\u5c0d\u4ed6\u5f71\u97ff\u6700\u5927\uff1f  [3] [\u8a9e\u8a00\u7684\u7cbe\u78ba \uff1a5] [\u7e3d\u5206\uff1a25]",
+            "4": "4 \u00a9 ucles 2011 0509/01/m/j/11\u7b2c\u4e8c\u90e8\u5206 \u77ed\u6587\u4e8c \u4ed4\u7d30\u95b1\uf95a\u4e0b\u9762\u7684\u77ed\u6587\uff0c\u7136\u5f8c\u6839\u64da\u77ed\u6587\u4e00\u548c\u77ed\u6587\u4e8c\u56de\u7b54\u554f\u984c\u3002 \u7e3d\u7d50\u4e00\u4e0b\u5e7e\u4f4d\u5bb6\u9577\u7684\u5bb6\u5ead\u6559\u80b2\u7d93\u9a57\uff0c\u6210\u529f\u4e4b\u8655\u7121\u5916\u4e4e\u9019\u56db\u9ede\uff1a\u5efa\uf9f7\uf9ba\u878d\u6d3d\u7684\u89aa\u5b50\u95dc\u4fc2\uff1b \u65e2\u95dc\u5fc3\u5b69\u5b50\u7684\u8070\u660e\uff0c\u4e5f\u95dc\u5fc3\u5b69\u5b50\u7684\u5584\uf97c\uff1b\u5e6b\u52a9\u5b69\u5b50\u5efa\uf9f7\u81ea\u4fe1\uff1b\u57f9\u990a\u5b69\u5b50\u7684\u6297\u632b\u80fd\uf98a\u3002\u4f46\u540c\u6642 \u6211\u4e5f\u60f3\u6307\u51fa\u5e7e\u500b\u6211\u89c0\u5bdf\u5230\u7684\u5bb6\u5ead\u6559\u80b2\u5b58\u5728\u7684\u554f\u984c\u3002 \u76ee\u524d\uff0c\u6211\u570b\u7684\u5bb6\u5ead\u6559\u80b2\u5b58\u5728\u8457\u4e00\u500b\u5f88\u5927\u7684\u8aa4\u5340 \u2014\u2014\u6559\u5b69\u5b50\u5b78\u201c\u4e56\uff02\u3002\u8a55\u50f9\u5b69\u5b50\u6642\uff0c\u52d5\uf967 \u52d5\u5c31\uf96f\u201c\u4f60\u771f\u4e56\uff02\u6216\u8005\u201c\u4f60\uf967\u4e56\uff02\uff0c\u5c07\u201c\u4e56\uff02\u7576\u6210\uf9ba\u6559\u80b2\u6a19\u6746\u3002\u5177\u9ad4\u5c31\u662f\u807d\u8a71\uff0c\u6309\u5e2b\u9577\u548c\u5bb6 \u9577\u8981\u6c42\u505a\u4e8b\u3002\u800c\u5728\u5851\u9020\u9019\u6a23\u4e00\u6279\u6279\u201c\u597d\u5b69\u5b50\uff02\u7684\u904e\u7a0b\u4e2d\uff0c\u5f80\u5f80\u4e5f\u525d\u596a\uf9ba\u5b69\u5b50\u5efa\uf9f7\u81ea\u4fe1\u548c\uf97c\u597d \u81ea\u6211\u5f62\u8c61\u7684\u7368\uf9f7\u7a7a\u9593\uff0c\u751a\u81f3\u7121\u5f62\u4e2d\u627c\uf970\uf9ba\u4ed6\u5011\u7684\u5275\u65b0\u80fd\uf98a\u3002\u9019\u662f\u4e00\u7a2e\u7247\u9762\u5f37\u8abf\u5b69\u5b50\u793e\u6703\u6027\u7684 \u6559\u80b2\uf9e4\uf9a3\u3002\u73fe\u5728\u7684\u5b78\u6821\u8a55\u9078\u4e09\u597d\u5b78\u751f\uff0c\u70ba\uf9fd\u9ebc\u5341\u4e4b\u4e03\u516b\u662f\uf981\u5b69\uff1f\u5728\u6240\u8b02\u7684\u201c\u512a\u79c0\u751f\uff02\u88cf\uff0c\u70ba \u4f55\u6c38\u9060\u6c92\u6709\u8abf\u76ae\u5b69\u5b50\u7684\u8eab\u5f71\uff1f\u9019\u5176\u5be6\u5f88\u597d\uf9e4\u89e3\uff0c\u56e0\u70ba\u6bd4\u8d77\u7537\u5b69\u5b50\u7684\u597d\u52d5\uff0c\uf981\u5b69\u5b50\uf901\u5bb9\uf9e0\u975c\u4e0b \u5fc3\uf92d\u597d\u597d\u5b78\u7fd2\uff0c\uf967\u5435\uf967\u9b27\u3001\uf967\u60f9\u662f\u975e\uff0c\u5b8c\u5168\u7b26\u5408\u6211\u5011\u9019\u500b\u793e\u6703\u8a8d\u53ef\u7684\u201c\u4e56\uff02\u5b69\u5b50\u6a19\u6e96\u3002 \u9019\u6a23\u7684\u4e09\u597d\u5b78\u751f\u56fa\u7136\u503c\u5f97\u80af\u5b9a\uff0c\u4f46\u6211\u8a8d\u70ba\u90a3\u4e9b\uf967\u807d\u8a71\u7684\u8abf\u76ae\u5b69\u5b50\u4e5f\u6709\u53ef\u53d6\u4e4b\u8655\u3002\u6bd4\u5982 \u90a3\u4e9b\u4e0a\u8ab2\u611b\u505a\u5c0f\u52d5\u4f5c\u7684\u5b78\u751f\uff0c\u96d6\u7136\u5e38\u6703\u88ab\uf934\u5e2b\u6559\u8a13\uff0c\u4f46\u6bcf\u6b21\u6328\u6279\u5f8c\u90fd\u80fd\uf9f7\u523b\u6296\u64fb\u7cbe\u795e\u7e7c\u7e8c \u8abf\u76ae\u3002\u6240\u4ee5\uf96f\u4ed6\u5011\u7684\u6297\u201c\u6253\u64ca\uff02\u80fd\uf98a\u6bd4\u8d77\u90a3\u4e9b\u201c\u597d\u5b78\u751f\uff02\u8981\u597d\u5f97\u591a\u3002\u80fd\u81ea\u6211\u8abf\u7bc0\u5fc3\u614b\uff0c\u627f \u53d7\u632b\u6298\u4e5f\u662f\u4e00\u7a2e\u80fd\uf98a\uff0c\u80fd\u4f7f\u5176\u4ee5\u7a4d\u6975\uf914\u89c0\u7684\u614b\ufa01\u9762\u5c0d\u4eca\u5f8c\u7684\u4eba\u751f\u3002\u9019\u5c0d\u4ed6\u5011\u65e5\u5f8c\u6b65\u5165\u793e\u6703 \u662f\u5927\u6709\u76ca\u8655\u7684\u3002 \u518d\u6709\uff0c\u5bb6\u5ead\uf967\u6b62\u662f\u7d66\u5b69\u5b50\u5275\u8a2d\u7684\u201c\u5b78\u7fd2\u5bb6\u5712\uff02\uff0c\u9084\u61c9\u8a72\u662f\u4ed6\u5011\u7684\u201c\u7cbe\u795e\u5bb6\u5712\uff02\u3002\u70ba\uf9fd\u9ebc \u73fe\u5728\u90a3\u9ebc\u591a\u5927\u5b78\u751f\u653e\u5047\uf967\u9858\u610f\u56de\u5bb6\uff1f\u5c31\u662f\u56e0\u70ba\u5728\u4ed6\u5011\u773c\u88cf\u5bb6\u662f\u4e00\u6240\u201c\u6587\u660e\u76e3\u7344\uff02\u3002\u7236\u6bcd\u6210\u5929 \u53ea\u77e5\u9053\u7763\u4fc3\u4ed6\u5011\u5b78\u7fd2\u3002\u73fe\u5728\u6709\u7684\u5bb6\u9577\u7e3d\u611b\u966a\u8457\u5b69\u5b50\u505a\u4f5c\u696d\uff0c\u6211\u89ba\u5f97\u9019\u7a2e\u505a\u6cd5\u503c\u5f97\u5546\u69b7\u3002 \u9700\u8981\u6307\u51fa\u7684\u662f\uff0c\u7576\u524d\u5927\u591a\uf969\u5bb6\u9577\u4f7f\u5bb6\u5ead\u6559\u80b2\u8207\u5b78\u6821\u7684\u95dc\u4fc2\u8b8a\u70ba\u55ae\u5411\uff0c\u53ea\u77e5\u9053\u5bb6\u5ead\u6559\u80b2 \u570d\u8457\u5b78\u6821\u8f49\uff0c\u7d50\u679c\u537b\u72a7\u7272\u6389\u5f88\u591a\u57f9\u990a\u5b69\u5b50\u54c1\u8cea\u7684\u6a5f\u6703\u3002\u5176\u5be6\u5b78\u6821\u4e5f\u53ef\u4ee5\u5354\u52a9\u5bb6\u5ead\u6559\u80b2\uff0c\u512a 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+            "5": "[turn over 0509/01/m/j/115 \u00a9 ucles 2011blank page please turn over to find passages and questions in simplified  characters",
+            "6": "6 \u00a9 ucles 2011 0509/01/m/j/11passages and questions in simplified characters \u8bf7\u5148\u9605\u8bfb\u4ee5\u4e0b\u8bf4\u660e \u5982\u679c\u53d1\u7ed9\u4f60\u4e86\u7b54\u9898\u7eb8\uff0c\u8bf7\u6309\u7b2c\u4e00\u9875\u4e0a\u7684\u8bf4\u660e\u7b54\u9898\u3002\u8bf7\u5728\u6240\u6709\u8981\u4ea4\u7684\u7b54\u5377\u4e0a\u5199\u4e0a\u8003\u8bd5\u4e2d\u5fc3\u7f16\u53f7\uff0c\u8003\u751f\u53f7\u548c\u59d3\u540d\u3002\u8bf7\u7528\u6df1\u84dd\u8272\u6216\u9ed1\u8272\u7b14\u628a\u7b54\u6848\u5199\u5728\u7b54\u5377\u7684\u6b63\u53cd\u4e24\u9762\u3002\u8bf7\u52ff\u7528\u8ba2\u4e66\u9489\u3001\u66f2\u522b\u9488\u3001\u5f69\u8272\u7b14\u3001\u80f6\u6c34\u6216\u6d82\u6539\u6db2\u3002 \u8bf7\u56de\u7b54\u6240\u6709\u95ee\u9898\u3002 \u53ef\u4ee5\u7528\u7e41\u4f53\u5b57\u6216\u8005\u7b80\u4f53\u5b57\u56de\u7b54\u95ee\u9898\u3002\u6bcf\u4e00\u9898\u6216\u6bcf\u4e00\u5c0f\u9898\u7684\u5206\u6570\u5728\u5176\u540e\u9762\u7684\u62ec\u53f7 [ ] 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+            "7": "[turn over 0509/01/m/j/117 \u00a9 ucles 2011\u4e0d\u61c2\u5f97\u8fd9\u4e00\u5957\uff0c\u540e\u6765\u4e5f\u6e10\u6e10\u61c2\u5f97\u770b\u4eba\u7684\u8138\u8272\u4e86\u3002\u6211\u6e10\u6e10\u660e\u767d\uff0c\u4e16\u95f4\u6700\u53ef\u538c\u6076\u7684\u4e8b\u83ab\u5982\u4e00\u5f20 \u751f\u6c14\u7684\u8138\uff1b\u4e16\u95f4\u6700\u4e0b\u6d41\u7684\u4e8b\u83ab\u5982\u628a\u751f\u6c14\u7684\u8138\u6446\u7ed9\u65c1\u4eba\u770b\uff0c\u8fd9\u6bd4\u6253\u9a82\u8fd8\u96be\u53d7\u3002\u6709\u65f6\u5019\uff0c\u5979\u5b9e\u5728\u5fcd\u4e0d\u4f4f\u4e86\uff0c\u4fbf\u6084\u6084\u8d70\u51fa\u95e8\u53bb\uff0c\u6216\u5230\u5de6\u90bb\u7acb\u5927\u5ac2\u5bb6\u53bb\u5750\u4e00\u4f1a\uff0c\u6216\u8d70\u540e\u95e8\u5230\u540e\u90bb\u5ea6\u5ac2\u5bb6\u53bb\u95f2\u8c08\u3002\u5979\u4ece\u4e0d\u548c\u4e24\u4e2a\u5ac2\u5b50\u5435\u4e00\u53e5\u5634\u3002 \u6211\u6bcd\u4eb2\u7684\u6c14\u91cf\u5927\uff0c\u6027\u5b50\u597d\uff0c\u53c8\u56e0\u4e3a\u505a\u4e86\u540e\u6bcd\u540e\u5a46\uff0c\u5979\u66f4\u4e8b\u4e8b\u7559\u5fc3\uff0c\u4e8b\u4e8b\u683c\u5916\u5bb9\u5fcd\u3002\u5927 \u54e5\u7684\u5973\u513f\u6bd4\u6211\u53ea\u5c0f\u4e00\u5c81\uff0c\u5979\u7684\u996e\u98df\u8863\u670d\u603b\u662f\u548c\u6211\u7684\u4e00\u6837\u3002\u6211\u548c\u5979\u6709\u5c0f\u4e89\u6267\uff0c\u603b\u662f\u6211\u5403\u4e8f\uff0c\u6bcd\u4eb2\u603b\u662f\u8d23\u5907\u6211\uff0c\u8981\u6211\u4e8b\u4e8b\u8ba9\u5979\u3002\u540e\u6765\u5927\u5ac2\u4e8c\u5ac2\u90fd\u751f\u4e86\u513f\u5b50\u4e86\uff0c\u5979\u4eec\u751f\u6c14\u65f6\u4fbf\u6253\u9a82\u5b69\u5b50\u6765\u51fa\u6c14\uff0c\u4e00\u9762\u6253\uff0c\u4e00\u9762\u7528\u5c16\u523b\u6709\u523a\u7684\u8bdd\u9a82\u7ed9\u522b\u4eba\u542c\u3002\u6211\u6bcd\u4eb2\u53ea\u88c5\u505a \u6ca1\u542c\u89c1\u3002  \u6211\u5728\u6211\u6bcd\u4eb2\u7684\u6559\u8bad\u4e4b\u4e0b\u4f4f\u4e86\u4e5d\u5e74\uff0c\u53d7\u4e86\u5979\u7684\u6781\u5927\u6781\u6df1\u7684\u5f71\u54cd\u3002\u6211\u5341\u56db\u5c81\uff08\u5176\u5b9e\u53ea\u6709\u5341 \u4e8c\u96f6\u4e24\u4e09\u4e2a\u6708\uff09\u4fbf\u79bb\u5f00\u5979\u4e86\uff0c\u5728\u8fd9\u5e7f\u6f20\u7684\u4eba\u6d77\u91cc\u72ec\u81ea\u6df7\u4e86\u4e8c\u5341\u591a\u5e74\uff0c\u6ca1\u6709\u4e00\u4e2a\u4eba\u7ba1\u675f\u8fc7\u6211\u3002\u5982\u679c\u6211\u5b66\u5f97\u4e86\u4e00\u4e1d\u4e00\u6beb\u7684\u597d\u813e\u6c14\uff0c\u5982\u679c\u6211\u5b66\u5f97\u4e86\u4e00\u70b9\u70b9\u5f85\u4eba\u63a5\u7269\u7684\u548c\u6c14\uff0c\u5982\u679c\u6211\u80fd\u5bbd\u6055\u4eba\uff0c\u4f53\u8c05\u4eba\u2014\u2014\u6211\u90fd\u5f97\u611f\u8c22\u6211\u7684\u6148\u6bcd\u3002 1  (a) \u7b2c\u4e00\u6bb5\u4e2d\u8bf4\u80e1\u9002\u5c0f\u65f6\u5019\u4e0d\u548c\u91ce\u86ee\u7684\u5b69\u5b50\u73a9\u7684\u4e24\u4e2a\u539f\u56e0\u662f\u4ec0\u4e48\uff1f [2]  (b) \u7b2c\u4e00\u6bb5\u4e2d\u8bf4\u80e1\u9002\u5c0f\u65f6\u5019\u770b\u8d77\u6765\u201c\u6587\u7ec9\u7ec9\u7684\u201d\u3002\u8bf7\u89e3\u91ca\u4e00\u4e0b\u8fd9\u662f\u4ec0\u4e48\u610f\u601d\u3002 [1]   (c) \u8bf7\u91cd\u8bfb\u6587\u7ae0\u7b2c\u4e8c\u6bb5\uff0c    (i) \u80e1\u9002\u6bcf\u5929\u5403\u65e9\u996d\u4ee5\u524d\u8981\u505a\u54ea\u4e24\u4ef6\u4e8b\uff1f  [2]    (ii) \u4ece\u54ea\u513f\u53ef\u4ee5\u770b\u51fa\u80e1\u9002\u8bfb\u4e66\u6bd4\u522b\u7684\u5b69\u5b50\u66f4\u7528\u529f\uff1f [1]  (d)  \u7b2c\u4e09\u6bb5\u4e2d\u80e1\u9002\u8bf4\u6bcd\u4eb2\u4e0d\u5728\u522b\u4eba\u9762\u524d\u8bf4\u4ed6\u6216\u7f5a\u4ed6\u3002\u6bcd\u4eb2\u4e3a\u4ec0\u4e48\u8fd9\u6837\u505a\uff1f [1]  (e)  \u8bf7\u91cd\u8bfb\u201c\u6211\u6bcd\u4eb2\u4e8c\u5341\u4e09\u5c81\u505a\u4e86\u5be1\u5987\u2026 \u2026\u53ea\u56e0\u4e3a\u6211\u6bcd\u4eb2\u7684\u548c\u6c14\u699c\u6837\uff0c\u4ed6\u4eec\u8fd8\u4e0d\u66fe \u6709\u516c\u7136\u76f8\u9a82\u76f8\u6253\u7684\u4e8b\u3002\u201d\u8bb2\u4e00\u8bb2\u80e1\u9002\u4e3a\u4ec0\u4e48\u8bf4\u6bcd\u4eb2\u7684\u751f\u6d3b\u5f88\u96be\u3002\u4e3e\u56db\u4e2a\u4f8b\u5b50\u3002   [4]  (f)  \u7b2c\u56db\u6bb5\u4e2d\u8bf4\u5927\u54e5\u201c\u94b1\u5230\u624b\u5c31\u5149\uff0c\u5149\u4e86\u4fbf\u56de\u5bb6\u6253\u4e3b\u610f\u201d\u3002\u4f60\u89c9\u5f97\u201c\u6253\u4e3b\u610f\u201d\u5728 \u8fd9\u91cc\u662f\u4ec0\u4e48\u610f\u601d\uff1f    [1]  (g) \u8bf7\u91cd\u8bfb\u7b2c\u4e94\u6bb5\uff0c\u4ece\u54ea\u4e09\u4ef6\u5177\u4f53\u7684\u4e8b\u53ef\u4ee5\u770b\u51fa\u6765\u6bcd\u4eb2\u6c14\u91cf\u5927\uff0c\u80fd\u5bb9\u5fcd\u522b\u4eba\uff1f [3]  (h)  \u4ece\u6587\u7ae0\u4e2d\u7684\u54ea\u4e24\u4e2a\u5730\u65b9\u53ef\u4ee5\u770b\u51fa\u80e1\u9002\u5c0f\u7684\u65f6\u5019\u7236\u4eb2\u5c31\u53bb\u4e16\u4e86\uff1f [2]  (i)  \u4ece\u5168\u6587\u53ef\u4ee5\u770b\u51fa\u80e1\u9002\u7684\u6bcd\u4eb2\u5728\u54ea\u4e09\u4e2a\u65b9\u9762\u5bf9\u4ed6\u5f71\u54cd\u6700\u5927\uff1f [3] [\u8bed\u8a00\u7684\u7cbe\u786e \uff1a5] [\u603b\u5206\uff1a 25]",
+            "8": "8 0509/01/m/j/11 \u00a9 ucles 2011copyright acknowledgements: question 1 \u00a9 hu shi; my mother ; http://cz.thn21.com/bax/7980.html; 16 october 2009. question 2 \u00a9 article on parenting; http://baby.sina.com.cn/edu/09/2311/0815150871.shtm/; 25 november 2009. permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here 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.\u7b2c\u4e8c\u90e8\u5206 \u77ed\u6587\u4e8c 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\u56f4\u7740\u5b66\u6821\u8f6c\uff0c\u7ed3\u679c\u5374\u727a\u7272\u6389\u5f88\u591a\u57f9\u517b\u5b69\u5b50\u54c1\u8d28\u7684\u673a\u4f1a\u3002\u5176\u5b9e\u5b66\u6821\u4e5f\u53ef\u4ee5\u534f\u52a9\u5bb6\u5ead\u6559\u80b2\uff0c\u4f18\u79c0\u7684\u5bb6\u957f\u5e94\u8be5\u628a\u63e1\u968f\u673a\u7684\u6559\u80b2\u673a\u4f1a\u3002 2 \u7ed3\u5408\u4e24\u7bc7\u6587\u7ae0\u7684\u5185\u5bb9\uff0c\u7528\u81ea\u5df1\u7684\u8bdd\u7b80\u8ff0\u4e00\u4e0b\uff0c \u7ed3\u5408\u4e24\u7bc7\u6587\u7ae0\u7684\u5185\u5bb9\uff0c\u7528\u81ea\u5df1\u7684\u8bdd\u7b80\u8ff0\u4e00\u4e0b\uff0c  (a) \u5bb6\u957f\u6559\u80b2\u5b69\u5b50\u8981\u4ece\u54ea\u4e9b\u65b9\u9762\u7740\u624b\uff1b   (b) \u6bd4\u8f83\u4e00\u4e0b\u4e24\u7bc7\u6587\u7ae0\u4e2d\u201c\u597d\u5b69\u5b50\u201d\u7684\u6982\u5ff5\u3002    \uff08\u5b57\u6570 250\u5b57\u5de6\u53f3\uff09  [\u5185\u5bb9\uff1a15] [\u8bed\u8a00\u7684\u8d28\u91cf\uff1a 10] [\u603b\u5206\uff1a 25]"
+        },
+        "0509_s11_qp_2.pdf": {
+            "1": "this document consists of 3 printed pages and 1 blank page. (nl) 33943/2 \u00a9 ucles 2011 [turn overuniversity of cambridge international examinations international general certi\ufb01  cate of secondary education read these instructions first if you have been given an answer booklet, follow the instructions on the front of the booklet. write your centre number, candidate number and name on all the work you hand in.write in dark blue or black pen.do not use staples, paper clips, highlighters, glue or correction \ufb02  uid.  the essay titles, 1-8, on this question paper are printed twice, once in traditional and once in simpli\ufb01  ed  characters. if you wish to read the essay titles in traditional characters, turn to page 2; if you wish to read the essay titles in simpli\ufb01  ed characters, turn to page 3. write a composition of between 400 and 600 characters on one of the eight essay titles provided. y ou may write your answer in either traditional or simpli\ufb01  ed characters. y ou should pay attention to punctuation, accuracy and handwriting. at the end of the examination, fasten all your work securely together. all questions in this paper carry equal marks. \u8acb\u5148\u95b1\u8b80\u4ee5\u4e0b\u8aaa\u660e \u8a66\u5377\u4e0a\u7684 \u516b\u500b\u4f5c\u6587\u984c\u76ee \uff0c\u6709\u7e41\u9ad4\u548c\u7c21\u9ad4\uf978\u7a2e\u7248\u672c \u3002\uf974\u8981\u7e41\u9ad4\u5b57\u7248 \uff0c\u8acb\u7ffb\u5230\u7b2c\u4e8c\u9801 \u3002 \u8bf7\u5148\u9605\u8bfb\u4ee5\u4e0b\u8bf4\u660e \u8bd5\u5377\u4e0a\u7684 \u516b\u4e2a\u4f5c\u6587\u9898\u76ee\uff0c\u6709\u7e41\u4f53\u548c\u7b80\u4f53\u4e24\u79cd\u7248\u672c\u3002\u82e5\u8981\u7b80\u4f53\u5b57\u7248\uff0c\u8bf7\u7ffb\u5230\u7b2c\u4e09\u9875\u3002first language chinese  0509/02 paper 2  writing may/june 2011   1 hour 15 minutes additional materials:  answer booklet/paper *0214207961*",
+            "2": "0509/02/m/j/112 \u00a9 ucles 2011essay questions in traditional characters \u8acb\u5148\u95b1\u8b80\u4ee5\u4e0b\u8aaa\u660e \u5982\u679c\u767c\u7d66\u4f60\uf9ba\u7b54\u984c\u7d19 \uff0c\u8acb\u6309\u7b2c\u4e00\u9801\u4e0a\u7684\uf96f\u660e\u7b54\u984c \u3002 \u8acb\u5728\u6240\u6709\u8981\u4ea4\u7684\u7b54\u5377\u4e0a\u5beb\u4e0a\u8003\u8a66\u4e2d\u5fc3\u7de8\u865f \u3001\u8003\u751f\u865f\u548c\u59d3\u540d \u3002 \u8acb\u7528\u6df1\uf923\u8272\u6216\u9ed1\u8272\u7b46\u628a\u7b54\u6848\u5beb\u5728\u7b54\u5377\u7684\u6b63\u53cd\uf978\u9762 \u3002 \u8acb\u52ff\u7528\u8a02\u66f8\u91d8 \u3001\u66f2\u5225\u91dd\u3001\u5f69\u8272\u7b46\u3001\u81a0\u6c34\u6216\u5857\u6539\u6db2 \u3002 \u8acb\u5728\u4e0b\u9762\u6240\uf99c \u516b\u500b\u984c\u76ee\u4e2d\u4efb\u9078\u4e00\u984c \uff0c\u5beb\u4e00\u7bc7\u6587\u7ae0\uff08\u56db\u767e\u5230\uf9d1\u767e\u5b57\uff09 \u3002 \u53ef\u4ee5\u7528\u7e41\u9ad4\u5b57\u6216\u8005\u7c21\u9ad4\u5b57\u56de\u7b54\u554f\u984c \u3002 \u8acb\u6ce8\u610f\u6a19\u9ede\u7b26\u865f \uff0c\u66f8\u5beb\u8981\u6b63\u78ba \u3001\u5de5\u6574\u3002 \u8003\u8a66\u7d50\u675f\u5f8c \uff0c\u8acb\u628a\u6240\u6709\u7b54\u5377\u7e6b\u5728\u4e00\u8d77 \u3002 \u4f5c\u6587\uff1a\u5f9e\u4e0b\uf99c\u516b\u984c\u4e2d\u4efb\u9078\u4e00\u984c \u898f\u5b9a\u5b57\uf969 \uff1a400 - 600  \u5b57 \u7b2c\u4e00\u90e8\u5206\uff1a\u5c31\u4ee5\u4e0b\u4efb\u4e00\u984c\u76ee \uff0c\u5beb\u4e00\u7bc7\u8b70\u8ad6\u6027\u7684\u6587\u7ae0 1 \u7a2e\u74dc\u5f97\u74dc \uff0c\u7a2e\u8c46\u5f97\u8c46 2 \u4e09\u4eba\ufa08\u5fc5\u6709\u6211\u5e2b 3 \u4ee3 \u6e9d 4 \u8fd1\u6731\u8005\u8d64 \uff0c\u8fd1\u58a8\u8005\u9ed1 \u7b2c\u4e8c\u90e8\u5206\uff1a\u5c31\u4ee5\u4e0b\u4efb\u4e00\u984c\u76ee \uff0c\u5beb\u4e00\u7bc7\u63cf\u5beb\u6216\u6558\u8ff0\u6027\u7684\u6587\u7ae0 5 \u6211\u7684\u767e\u5bf6\u7bb1 6 \u660e\uf98e\u7684\u751f\u65e5 \uff0c\u6211\u6253\u7b97\u9019\u6a23\u904e 7 \u5c0d\u6211\u5f71\u97ff\u6700\u5927\u7684\u4e00\u500b\u4eba 8 \u5584\u610f\u7684\u8b0a\u8a00",
+            "3": "0509/02/m/j/113 \u00a9 ucles 2011essay questions in simplified characters \u8bf7\u5148\u9605\u8bfb\u4ee5\u4e0b\u8bf4\u660e \u5982\u679c\u53d1\u7ed9\u4f60\u4e86\u7b54\u9898\u7eb8\uff0c\u8bf7\u6309\u7b2c\u4e00\u9875\u4e0a\u7684\u8bf4\u660e\u7b54\u9898\u3002 \u8bf7\u5728\u6240\u6709\u8981\u4ea4\u7684\u7b54\u5377\u4e0a\u5199\u4e0a\u8003\u8bd5\u4e2d\u5fc3\u7f16\u53f7\u3001\u8003\u751f\u53f7\u548c\u59d3\u540d\u3002\u8bf7\u7528\u6df1\u84dd\u8272\u6216\u9ed1\u8272\u7b14\u628a\u7b54\u6848\u5199\u5728\u7b54\u5377\u7684\u6b63\u53cd\u4e24\u9762\u3002\u8bf7\u52ff\u7528\u8ba2\u4e66\u9489\u3001\u66f2\u522b\u9488\u3001\u5f69\u8272\u7b14\u3001\u80f6\u6c34\u6216\u6d82\u6539\u6db2\u3002 \u8bf7\u5728\u4e0b\u9762\u6240\u5217 \u516b\u4e2a\u9898\u76ee\u4e2d\u4efb\u9009\u4e00\u9898\uff0c\u5199\u4e00\u7bc7\u6587\u7ae0\uff08\u56db\u767e\u5230\u516d\u767e\u5b57\uff09\u3002 \u53ef\u4ee5\u7528\u7e41\u4f53\u5b57\u6216\u8005\u7b80\u4f53\u5b57\u56de\u7b54\u95ee\u9898\u3002 \u8bf7\u6ce8\u610f\u6807\u70b9\u7b26\u53f7\uff0c\u4e66\u5199\u8981\u6b63\u786e\u3001\u5de5\u6574\u3002\u8003\u8bd5\u7ed3\u675f\u540e\uff0c\u8bf7\u628a\u6240\u6709\u7b54\u5377\u7cfb\u5728\u4e00\u8d77\u3002 \u4f5c\u6587\uff1a\u4ece\u4e0b\u5217\u516b\u9898\u4e2d\u4efb\u9009\u4e00\u9898 \u89c4\u5b9a\u5b57\u6570\uff1a 400 - 600 \u5b57 \u7b2c\u4e00\u90e8\u5206\uff1a\u5c31\u4ee5\u4e0b\u4efb\u4e00\u9898\u76ee\uff0c\u5199\u4e00\u7bc7\u8bae\u8bba\u6027\u7684\u6587\u7ae0 1 \u79cd\u74dc\u5f97\u74dc\uff0c\u79cd\u8c46\u5f97\u8c46 2 \u4e09\u4eba\u884c\u5fc5\u6709\u6211\u5e08 3 \u4ee3 \u6c9f 4 \u8fd1\u6731\u8005\u8d64\uff0c\u8fd1\u58a8\u8005\u9ed1 \u7b2c\u4e8c\u90e8\u5206\uff1a\u5c31\u4ee5\u4e0b\u4efb\u4e00\u9898\u76ee\uff0c\u5199\u4e00\u7bc7\u63cf\u5199\u6216\u53d9\u8ff0\u6027\u7684\u6587\u7ae0 5 \u6211\u7684\u767e\u5b9d\u7bb1 6 \u660e\u5e74\u7684\u751f\u65e5\uff0c\u6211\u6253\u7b97\u8fd9\u6837\u8fc7 7 \u5bf9\u6211\u5f71\u54cd\u6700\u5927\u7684\u4e00\u4e2a\u4eba 8 \u5584\u610f\u7684\u8c0e\u8a00",
+            "4": "0509/02/m/j/114 \u00a9 ucles 2011blank page permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here 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."
+        }
+    },
+    "2012": {
+        "0509_s12_qp_11.pdf": {
+            "1": "1 first language chinese  0509/11 paper 1  reading may/june 2012  2 hours additional materials:  answer booklet/paperuniversity of cambridge international examinations international general certi\ufb01  cate of secondary education this document consists of 8 printed pages. (nl) 49748/2 \u00a9 ucles 2012 [turn overread these instructions first if you have been given an answer booklet, follow the instructions on the front of the booklet. write your centre number, candidate number and name on all the work you hand in.write in dark blue or black pen.do not use staples, paper clips, highlighters, glue or correction \ufb02 uid. answer all questions. the passages and questions on this question paper are printed twice, once in traditional and once in simpli \ufb01 ed characters. if you wish to read them in traditional characters, turn to page 2; if you wish to read  them in simpli \ufb01 ed characters, turn to page 6. you may write your answers in either traditional or simpli \ufb01 ed characters. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question. \u8acb\u5148\u95b1\u8b80\u4ee5\u4e0b\u8aaa\u660e \u8a66\u5377\u4e0a\u7684\u6587\u7ae0\u548c\u554f\u984c \uff0c\u6709\u7e41\u9ad4\u548c\u7c21\u9ad4\uf978\u7a2e\u7248\u672c \u3002\uf974\u8981\u7e41\u9ad4\u5b57\u7248 \uff0c\u8acb\u7ffb\u5230\u7b2c\u4e8c\u9801 \u3002 \u8bf7\u5148\u9605\u8bfb\u4ee5\u4e0b\u8bf4\u660e \u8bd5\u5377\u4e0a\u7684\u6587\u7ae0\u548c\u95ee\u9898 \uff0c\u6709\u7e41\u4f53\u548c\u7b80\u4f53\u4e24\u79cd\u7248\u672c \u3002\u82e5\u8981\u7b80\u4f53\u5b57\u7248 \uff0c\u8bf7\u7ffb\u5230\u7b2c\u516d\u9875 \u3002 *3282135555*",
+            "2": "\u00a9 ucles 20122 0509/11/m/j/12passages and questions in traditional characters \u7b2c\u4e00\u90e8\u5206 \u77ed\u6587\u4e00 \u4ed4\u7d30\u95b1\uf95a\u4e0b\u9762\u7684\u77ed\u6587 \uff0c\u7136\u5f8c\u56de\u7b54\u554f\u984c \u3002 \u5927\u5b78\u6559\u80b2\u6700\u7368\u7279\u7684\u529f\u80fd\u5728\u65bc\u901a\u904e\u6559\u80b2\u548c\u8f14\u5c0e \uff0c\u958b\u555f\uf98e\u8f15\u4eba\u7684\u601d\u7dad\u80fd\uf98a \uff0c\u4f7f\u4ed6\u5011\u80fd\u5920\u5ee3 \u7d0d\u65b0\u77e5\u3001\u601d\u7dad\u6d3b\u8e8d \uff0c\u540c\u6642\u80fd\u5920\uf9dd\u7528\u81ea\u5df1\u7684\u624d\u667a\u548c\u5b78\uf9fc\u70ba\u81ea\u5df1\u7684\u4eba\u751f\u76ee\u6a19\u670d\u52d9 \u3002\u5018\uf974\u53ea\u9650\u65bc \u5546\u696d\uff0c\u6211\u8a8d\u70ba\u6559\u80b2\u53ef\u80fd\u4e26\uf967\u662f\u5fc5\u9700\u7684 \uff0c\u56e0\u70ba\u5546\u696d\uf901\u591a\u5730\u9700\u8981\u52e4\u596e\u548c\u656c\u696d\u7684\u7cbe\u795e \uff0c\u540c\u6642\u4e5f\u8207 \u4e00\u500b\u4eba\u6210\u9577\u904e\u7a0b\u4e2d\u7684\u6027\u683c\u990a\u6210\u6709\u5f88\u5927\u7684\u95dc\u4fc2 \u3002\u5b8c\u5168\u6191\u85c9\u66f8\u672c\u4e0a\u7684\u77e5\uf9fc \uff0c\u4e26\uf967\u80fd\u5920\u4fdd\u8b49\u4e00\u500b \u4eba\u7684\u6210\u529f \u3002\u6709\u4e00\u4f4d\u540d\u4eba\u66fe\u7d93\uf96f\u904e\uff1a\u201c\u7a4d\uf94f\u77e5\uf9fc\u4e26\uf967\u662f\u5b78\u7fd2\u7684\u6700\u7d42\u76ee\u7684 \uff0c\u53ea\u6709\u628a\u77e5\uf9fc\u904b\u7528\u5230\u5be6 \u8e10\u4e2d\u624d\u80fd\u7372\u5f97\u8d85\u4e4e\u66f8\u672c\u4e4b\u5916\u7684\u7d93\u9a57\u8207\u667a\u6167 \uff0c\u8b93\u4eba\u751f\uf901\u8c50\u5bcc \u3002\uff02 \u6240\u8b02\u201c\u7d19\u4e0a\u5f97\uf92d\u7d42\u89ba\u6dfa\uff02 \uff0c \u8b1b\u7684\u5c31\u662f\u9019\u500b\u9053\uf9e4 \u3002  \u5927\u5b78\u6559\u80b2\u53ef\u4ee5\u63d0\u9ad8\u4eba\u5011\u7684\u77e5\uf9fc\u6c34 \u5e73\uff0c\u4f46\u9019\u7a2e\uf9e4\uf941\u6027\u7684\u77e5\uf9fc\u5f80\u5f80\u662f\uf967\u5920\u7684 \uff0c\u6240\u4ee5\u6211\u4e3b\u5f35 \u5168\u9762\u800c\u7cfb\u7d71\u7684\u6559\u80b2 \u3002\u9019\u6a23\u624d\u80fd\u5920\u57f9\u990a\u4efb\u4f55\u6210\u529f\u8005\u90fd\u5fc5\u9700\u5177\u5099\u7684\u601d\u8003\u554f\u984c\u7684\u80fd\uf98a \uff0c\u4f7f\u4eba\uf901\u597d \u5730\u628a\u63e1\u81ea\u5df1\u7684\u65b9\u5411 \uff0c\uf9b3\u6d3b\u8655\uf9e4\u4eba\u8207\u4eba\u4e4b\u9593\u7684\u95dc\u4fc2 \uff0c\u4e26\u4e14\u80fd\u5920\u9762\u5c0d\u56f0\u96e3\uf967\u9000\u537b \u3002\u9664\u6b64\u4ee5\u5916 \uff0c \u516c\u53f8\u5728\u8058\u7528\u4eba\u7684\u6642\u5019\u6703\uf901\u50be\u5411\u65bc\u5c0b\u627e\uf9fd\u9ebc\u6a23\u7684\u4eba\u624d\u5462\uff1f\u5f88\u591a\u5927\u516c\u53f8\u4eba\u4e8b\u4e3b\u7ba1\u7684\u56de\u7b54\u662f\uff1a\u5177 \u6709\uf901\u5f37\u7684\u601d\u8003\u80fd\uf98a\u7684\u4eba \u3002 \u5118\u7ba1\u73fe\u5728\u7684\u5927\u5b78\u6559\u80b2\u6709\u5f88\u591a\uf967\u5b8c\u5584\u7684\u5730\u65b9 \uff0c\u4f46\u662f\uf967\u80fd\u5426\u5b9a\u5927\u5b78\u6559\u80b2\u7684\u610f\u7fa9 \uff0c\u800c\u4e14\u6211\uf901 \u50be\u5411\u65bc\u76f8\u4fe1\u90a3\u4e9b\u7528\u77e5\uf9fc\u6b66\u88dd\u8d77\uf92d\u7684\u4eba\uf901\u5bb9\uf9e0\u53d6\u5f97\u6210\u5c31 \u3002\u6211\u5011\u53ef\u4ee5\u770b\u5230 \uff0c\u90a3\u4e9b\u5728\u5404\u754c\u53d6\u5f97\u5de8 \u5927\u6210\u5c31\u7684\u4eba\u5927\u591a\uf969\u90fd\u53d7\u904e\u9ad8\u7b49\u6559\u80b2 \uff0c\u7d66\u6574\u500b\u793e\u6703\u9020\u6210\uf9ba\u5de8\u5927\u7684\u5f71\u97ff \u3002\u53d7\u904e\u6559\u80b2 \uff0c\u7d93\u904e\u8a13\uf996 \u7684\u4eba\u8003\u616e\u554f\u984c\uf901\u6e05\u6670\u660e\u78ba \uff0c\u80fd\u5920\uf901\u5bb9\uf9e0\u5730\u627e\u5230\u81ea\u5df1\u7684\u9053\uf937\u548c\u767c\u5c55\u65b9\u5411 \u3002\u63a5\u53d7\u9ad8\u7b49\u6559\u80b2\u662f\u5fc5 \u9700\u7684\uff0c\u4f46\u662f\u6211\u5011\uf967\u80fd\u5ffd\u8996\u66f8\u672c\u5916\u7684\u77e5\uf9fc\u548c\u7d93\u9a57 \uff0c\u56e0\u70ba\u9019\u662f\u6211\u5011\u80fd\u5920\u7372\u53d6\u6210\u529f\u7684\u524d\u63d0\u548c\u57fa\u790e \u3002 \u5b78\u6821\u61c9\u8a72\u76e1\u53ef\u80fd\u5730\u70ba\u5b78\u751f\u958b\u5275\uf901\u591a\u7684\uf96b\u8207\u793e\u6703\u7684\u6a5f\u6703 \uff0c\u5b78\u751f\u672c\u8eab\u4e5f\u9700\u8981\u5f9e\u8ab2\u5802\u4e0a \uff0c\u8ab2\u5916\u6d3b\u52d5 \u548c\u793e\u6703\u5be6\u8e10\u4e2d\uf967\u65b7\u6293\u4f4f\u6a5f\u6703\u63d0\u9ad8\u81ea\u5df1 \u3002\u9019\u4e5f\u5c31\u662f\u6211\u5011\u6240\u8b02\u7684\u7cfb\u7d71\u7684\u5168\u4eba\u6559\u80b2 \u3002\u8acb\u5148\u95b1\u8b80\u4ee5\u4e0b\u8aaa\u660e \u5982\u679c\u767c\u7d66\u4f60\uf9ba\u7b54\u984c\u7d19 \uff0c\u8acb\u6309\u7b2c\u4e00\u9801\u4e0a\u7684\uf96f\u660e\u7b54\u984c \u3002 \u8acb\u5728\u6240\u6709\u8981\u4ea4\u7684\u7b54\u5377\u4e0a\u5beb\u4e0a\u8003\u8a66\u4e2d\u5fc3\u7de8\u865f \uff0c\u8003\u751f\u865f\u548c\u59d3\u540d \u3002 \u8acb\u7528\u6df1\uf923\u8272\u6216\u9ed1\u8272\u7b46\u628a\u7b54\u6848\u5beb\u5728\u7b54\u5377\u7684\u6b63\u53cd\uf978\u9762 \u3002 \u8acb\u52ff\u7528\u8a02\u66f8\u91d8 \u3001\u66f2\u5225\u91dd\u3001\u5f69\u8272\u7b46\u3001\u81a0\u6c34\u6216\u5857\u6539\u6db2 \u3002 \u8acb\u56de\u7b54\u6240\u6709\u554f\u984c \u3002 \u53ef\u4ee5\u7528\u7e41\u9ad4\u5b57\u6216\u8005\u7c21\u9ad4\u5b57\u56de\u7b54\u554f\u984c \u3002 \u6bcf\u4e00\u984c\u6216\u6bcf\u4e00\u5c0f\u984c\u7684\u5206\uf969\u5728\u5176\u5f8c\u9762\u7684\u62ec\u865f [  ] \u88cf\u3002 \u8003\u8a66\u7d50\u675f\u5f8c \uff0c\u8acb\u628a\u6240\u6709\u7b54\u5377\u7e6b\u5728\u4e00\u8d77 \u3002",
+            "3": "[turn over 0509/11/m/j/123 \u00a9 ucles 20121 (a) \u7b2c\u4e00\u6bb5\u958b\u982d\u8b1b\u5230\u7684\u5927\u5b78\u6559\u80b2\u7684\u529f\u80fd\u662f\uf9fd\u9ebc\uff1f  [4]  (b)  \u8acb\u91cd\uf95a\u201c\u5018\uf974\u53ea\u9650\u65bc\u5546\u696d\u2026\u2026\u4e26\uf967\u80fd\u5920\u4fdd\u8b49\u4e00\u500b\u4eba\u7684\u6210\u529f \u3002\uff02 \u8b1b\u4e00\u8b1b\u5546 \u696d\u6210\u529f\u7684\u8981\u7d20\u662f\uf9fd\u9ebc\uff1f  [3]   (c) \u201c\u7d19\u4e0a\u5f97\uf92d\u7d42\u89ba\u6dfa\uff02\u8b1b\u7684\u662f\uf9fd\u9ebc\u9053\uf9e4\uff1f  [2]  (d)  \u8acb\u91cd\uf95a\u77ed\u6587\u7684\u7b2c\u4e8c\u6bb5 \uff0c\u8b1b\u4e00\u8b1b\u5168\u9762\u7cfb\u7d71\u7684\u6559\u80b2\u6709\u54ea\u56db\u9805\u6210\u679c \u3002 [4]  (e)  \u8acb\u91cd\uf95a\u77ed\u6587\u7b2c\u4e09\u6bb5 \uff0c\u8b1b\u4e00\u8b1b\u70ba\uf9fd\u9ebc\uf96f\uf967\u80fd\u5426\u8a8d\u5927\u5b78\u6559\u80b2\u7684\u610f\u7fa9 \u3002 [4]  (f)  \u5f9e\u77ed\u6587\u7d50\u5c3e\u53ef\u4ee5\u770b\u51fa\u5b78\u751f\u53ef\u4ee5\u5f9e\u54ea\u4e9b\u6e20\u9053\u7372\u5f97\u5168\u4eba\u6559\u80b2\uff1f [3] [\u8a9e\u8a00\u7684\u7cbe\u78ba \uff1a5] [\u7e3d\u5206\uff1a25]",
+            "4": "4 \u00a9 ucles 2012 0509/11/m/j/12\u7b2c\u4e8c\u90e8\u5206 \u77ed\u6587\u4e8c \u4ed4\u7d30\u95b1\uf95a\u4e0b\u9762\u7684\u77ed\u6587 \uff0c\u7136\u5f8c\u6839\u64da\u77ed\u6587\u4e00\u548c\u77ed\u6587\u4e8c\u56de\u7b54\u554f\u984c \u3002 \u5728\u7814\u7a76\u73fe\u4ee3\u77e5\uf9fc\u5206\u5b50\u7684\u4eba\u683c\uf9e4\u60f3\u53ca\u5176\u547d\u904b\u7684\u6642\u5019 \uff0c\u6211\u6ce8\u610f\u5230\uf934\u4e00\u4ee3\u77e5\uf9fc\u5206\u5b50\u5927\u591a\u662f \u4e3b\u5f35\u901a\u624d\u6559\u80b2\u7684 \u3002\u6bd4\u5982\u524d\u6e05\u83ef\u5927\u5b78\u6821\u9577\u6885\u8cbd\u7426\u548c\u6d59\u6c5f\u5927\u5b78\u6821\u9577\u7afa\u53ef\u798e \uff0c\u65e9\uf98e\u8ca0\u7b08\u7f8e\u570b \uff0c\u61f7 \u8457\u201c\u5be6\u696d\u6551\u570b\uff02\u548c\u201c\u79d1\u5b78\u6551\u570b\uff02\u7684\u9858\u671b \uff0c\u5206\u5225\u653b\uf95a\u96fb\u6a5f\u5de5\u7a0b\u548c\u6c23\u8c61\u5b78\u5c08\u696d \uff0c\u6210\u70ba\u672c\u4e16\u7d00\u7b2c \u4e00\u4ee3\u5b78\u6709\u6240\u9577\u7684\u5091\u51fa\u4eba\u624d \u3002\u4ed6\u5011\u7576\uf9ba\u5927\u5b78\u6821\u9577\u4e4b\u5f8c \uff0c\u537b\u6c92\u6709\u56ff\u65bc\u6240\u5b78\u5c08\u696d \uff0c\u53cd\u800c\uf967\u907a\u9918\uf98a \u5730\u63d0\u5021\u8d77\u901a\u624d\u6559\u80b2\uf92d\uf9ba \u3002 \u7f8e\u570b\u6559\u80b2\u7684\u4e00\u5927\u7279\u8272 \uff0c\u5c31\u662f\u7279\u5225\u91cd\u8996\u901a\u624d\u6559\u80b2 \uff0c\u5373\uf965\u662f\u672c\u79d1\u5927\u5b78\u4e5f\uf967\uf9b5\u5916 \u3002\u5982\u679c\u4f60\u9032 \u5927\u5b78\u7684\u76ee\u7684\u662f\u60f3\u5f97\u5230\u4e00\u5f35\u8077\u696d\u8b49\u66f8 \uff0c\u4ee5\uf965\u627e\u5230\u4e00\u4efd\u597d\u5de5\u4f5c\u7684\u8a71 \uff0c\u90a3\u5c31\u932f\uf9ba \uff1b\u56e0\u70ba\u7f8e\u570b\u7684\u56db \uf98e\u5927\u5b78\u751f\u6d3b\u5c0d\u591a\uf969\u5b78\u751f\uf92d\uf96f\u662f\u63a5\u53d7\u901a\u624d\u6559\u80b2\u7684\u6700\u597d\u6a5f\u6703 \u3002\u9019\u5c0d\u65bc\u90a3\u4e9b\u7661\u8ff7\u65bc\u5c08\u696d\u6559\u80b2\u548c\u8077 \u696d\u6559\u80b2\u7684\u4eba\u5011\u662f\u5f88\u597d\u7684\u52f8\u6212 \u3002 \u901a\u624d\u6559\u80b2\u53c8\u53eb\u666e\u901a\u6559\u80b2\u6216\u6587\uf9e4\u79d1\u6559\u80b2 \u3002\u5b83\u7684\u552f\u4e00\u76ee\u7684\u5c31\u662f\u8981\u628a\u5b78\u751f\u57f9\u990a\u6210\u5168\u4eba \u3002\u70ba\u6b64\uff0c \u7f8e\u570b\u5927\u5b78\uf967\u4f46\u70ba\u5b78\u751f\u5b89\u6392\uf9ba\u201c\u8207\u5c08\u696d\u6027\u6216\u6280\u8853\u6027\u8ab2\u7a0b\uf967\u540c\u7684 \u3001\u4ee5\u8b1b\u6388\u5168\u9762\u77e5\uf9fc\u548c\u767c\u5c55\u5168\u9762 \u667a\u80fd\u70ba\u76ee\u6a19\u7684\uff02\u8ab2\u7a0b\u8a2d\u7f6e \uff0c\u800c\u4e14\u9084\u5c0d\uf9fd\u9ebc\u662f\u201c\u5168\u4eba\uff02\u63d0\u51fa\uf9ba\u4e00\u4e9b\u6a19\u6e96 \uff0c\u6bd4\u5982\uf96f\uff1a\u8981\u80fd\u5920\u7c21 \u6f54\u6e96\u78ba\u5730\u4f7f\u7528\u66f8\u9762\u8a9e\u8a00\uff1b\u5177\u6709\u958b\u95ca\u7684\u8996\u91ce\u548c\u535a\u5927\u7684\u80f8\u61f7\uff1b\u7d93\u5e38\u601d\u8003\uf9d4\uf9e4\u9053\u5fb7\u554f\u984c \uff0c\u4e26\u4f5c\u51fa \u5224\u65b7\u548c\u9078\u64c7 \uff1b\u540c\u6642\u5728\u67d0\u4e9b\u77e5\uf9fc\uf9b4\u57df\u64c1\u6709\u8f03\u9ad8\u7684\u6210\u5c31 \u3002 \u7576\uf98e\u6559\u80b2\u754c\u7684\u6885\u8cbd\u7426\u548c\u7afa\u53ef\u798e\u4e4b\u6240\u4ee5\uf9a8\u4eba\u5c0a\u656c \uff0c\uf967\u50c5\u662f\u7531\u65bc\u4ed6\u5011\u8f03\u65e9\u5730\u8a8d\uf9fc\u5230\u901a\u624d\u6559 \u80b2\u8207\u5c08\u696d\u6559\u80b2\u7684\u6839\u672c\u5340\u5225 \uff0c\u4e5f\u5728\u65bc\u4ed6\u5011\u662f\u8981\u57f9\u990a\u201c\u7121\u6240\uf967\u601d \uff0c\u7121\u6240\uf967\u8a00\uff02\u7684\u7368\uf9f7\u4eba\u683c \uff0c\u800c \uf967\u662f\u8981\u9020\u5c31\u53ea\u6703\u807d\u8a71\uf967\u6703\u601d\u8003\u7684\u99b4\u670d\u5de5\u5177 \u3002\u901a\u624d\u6559\u80b2\u7684\u78ba\u662f\u6d89\u53ca\u5b88\u8b77\u7cbe\u795e\u5bb6\u5712\u5f71\u97ff\u793e\u6703\u9032 \u6b65\u7684\u982d\u7b49\u5927\u4e8b \u3002 2 \u770b\uf9ba\u4ee5\u4e0a\uf978\u7bc7\u6587\u7ae0 \u770b\uf9ba\u4ee5\u4e0a\uf978\u7bc7\u6587\u7ae0 \uff0c\u7528\u81ea\u5df1\u7684\u8a71\u7c21\u8ff0\u4e00\u4e0b \u7528\u81ea\u5df1\u7684\u8a71\u7c21\u8ff0\u4e00\u4e0b \uff1a  (a) \u4e0a\u5927\u5b78\u7684\u610f\u7fa9\u662f\uf9fd\u9ebc \uff1b   (b) \u9664\uf9ba\u4e0a\u5927\u5b78\u4ee5\u5916 \uff0c\u4e00\u500b\u4eba\u9084\u61c9\u5982\u4f55\u63d0\u9ad8\u81ea\u5df1 \u3002    \uff08\u5b57\uf969 250\u5b57\u5de6\u53f3\uff09 [\u5167\u5bb9\uff1a15] [\u8a9e\u8a00\u7684\u8cea\uf97e \uff1a10] [\u7e3d\u5206\uff1a25]",
+            "5": "[turn over 0509/11/m/j/125 \u00a9 ucles 2012please turn over to find passages and questions in simplified  characters",
+            "6": "6 \u00a9 ucles 2012 0509/11/m/j/12passages and questions in simplified characters \u8bf7\u5148\u9605\u8bfb\u4ee5\u4e0b\u8bf4\u660e \u5982\u679c\u53d1\u7ed9\u4f60\u4e86\u7b54\u9898\u7eb8 \uff0c\u8bf7\u6309\u7b2c\u4e00\u9875\u4e0a\u7684\u8bf4\u660e\u7b54\u9898 \u3002 \u8bf7\u5728\u6240\u6709\u8981\u4ea4\u7684\u7b54\u5377\u4e0a\u5199\u4e0a\u8003\u8bd5\u4e2d\u5fc3\u7f16\u53f7 \uff0c\u8003\u751f\u53f7\u548c\u59d3\u540d \u3002 \u8bf7\u7528\u6df1\u84dd\u8272\u6216\u9ed1\u8272\u7b14\u628a\u7b54\u6848\u5199\u5728\u7b54\u5377\u7684\u6b63\u53cd\u4e24\u9762 \u3002 \u8bf7\u52ff\u7528\u8ba2\u4e66\u9489 \u3001\u66f2\u522b\u9488\u3001\u5f69\u8272\u7b14\u3001\u80f6\u6c34\u6216\u6d82\u6539\u6db2 \u3002 \u8bf7\u56de\u7b54\u6240\u6709\u95ee\u9898 \u3002 \u53ef\u4ee5\u7528\u7e41\u4f53\u5b57\u6216\u8005\u7b80\u4f53\u5b57\u56de\u7b54\u95ee\u9898 \u3002 \u6bcf\u4e00\u9898\u6216\u6bcf\u4e00\u5c0f\u9898\u7684\u5206\u6570\u5728\u5176\u540e\u9762\u7684\u62ec\u53f7  [  ] \u91cc\u3002 \u8003\u8bd5\u7ed3\u675f\u540e \uff0c\u8bf7\u628a\u6240\u6709\u7b54\u5377\u7cfb\u5728\u4e00\u8d77 \u3002 \u7b2c\u4e00\u90e8\u5206 \u77ed\u6587\u4e00 \u4ed4\u7ec6\u9605\u8bfb\u4e0b\u9762\u7684\u77ed\u6587 \uff0c\u7136\u540e\u56de\u7b54\u95ee\u9898 \u3002 \u5927\u5b66\u6559\u80b2\u6700\u72ec\u7279\u7684\u529f\u80fd\u5728\u4e8e\u901a\u8fc7\u6559\u80b2\u548c\u8f85\u5bfc \uff0c\u5f00\u542f\u5e74\u8f7b\u4eba\u7684\u601d\u7ef4\u80fd\u529b \uff0c\u4f7f\u4ed6\u4eec\u80fd\u591f\u5e7f \u7eb3\u65b0\u77e5\u3001\u601d\u7ef4\u6d3b\u8dc3 \uff0c\u540c\u65f6\u80fd\u591f\u5229\u7528\u81ea\u5df1\u7684\u624d\u667a\u548c\u5b66\u8bc6\u4e3a\u81ea\u5df1\u7684\u4eba\u751f\u76ee\u6807\u670d\u52a1 \u3002\u5018\u82e5\u53ea\u9650\u4e8e \u5546\u4e1a\uff0c\u6211\u8ba4\u4e3a\u6559\u80b2\u53ef\u80fd\u5e76\u4e0d\u662f\u5fc5\u9700\u7684 \uff0c\u56e0\u4e3a\u5546\u4e1a\u66f4\u591a\u5730\u9700\u8981\u52e4\u594b\u548c\u656c\u4e1a\u7684\u7cbe\u795e \uff0c\u540c\u65f6\u4e5f\u4e0e \u4e00\u4e2a\u4eba\u6210\u957f\u8fc7\u7a0b\u4e2d\u7684\u6027\u683c\u517b\u6210\u6709\u5f88\u5927\u7684\u5173\u7cfb \u3002\u5b8c\u5168\u51ed\u501f\u4e66\u672c\u4e0a\u7684\u77e5\u8bc6 \uff0c\u5e76\u4e0d\u80fd\u591f\u4fdd\u8bc1\u4e00\u4e2a \u4eba\u7684\u6210\u529f \u3002\u6709\u4e00\u4f4d\u540d\u4eba\u66fe\u7ecf\u8bf4\u8fc7\uff1a\u201c\u79ef\u7d2f\u77e5\u8bc6\u5e76\u4e0d\u662f\u5b66\u4e60\u7684\u6700\u7ec8\u76ee\u7684 \uff0c\u53ea\u6709\u628a\u77e5\u8bc6\u8fd0\u7528\u5230 \u5b9e\u8df5\u4e2d\u624d\u80fd\u83b7\u5f97\u8d85\u4e4e\u4e66\u672c\u4e4b\u5916\u7684\u7ecf\u9a8c\u4e0e\u667a\u6167 \uff0c\u8ba9\u4eba\u751f\u66f4\u4e30\u5bcc \u3002\u201d\u6240\u8c13\u201c\u7eb8\u4e0a\u5f97\u6765\u7ec8\u89c9\u6d45\u201d \uff0c \u8bb2\u7684\u5c31\u662f\u8fd9\u4e2a\u9053\u7406 \u3002  \u5927\u5b66\u6559\u80b2\u53ef\u4ee5\u63d0\u9ad8\u4eba\u4eec\u7684\u77e5\u8bc6\u6c34\u5e73 \uff0c\u4f46\u8fd9\u79cd\u7406\u8bba\u6027\u7684\u77e5\u8bc6\u5f80\u5f80\u662f\u4e0d\u591f\u7684 \uff0c\u6240\u4ee5\u6211\u4e3b\u5f20 \u5168\u9762\u800c\u7cfb\u7edf\u7684\u6559\u80b2 \u3002\u8fd9\u6837\u624d\u80fd\u591f\u57f9\u517b\u4efb\u4f55\u6210\u529f\u8005\u90fd\u5fc5\u9700\u5177\u5907\u7684\u601d\u8003\u95ee\u9898\u7684\u80fd\u529b \uff0c\u4f7f\u4eba\u66f4\u597d \u5730\u628a\u63e1\u81ea\u5df1\u7684\u65b9\u5411 \uff0c\u7075\u6d3b\u5904\u7406\u4eba\u4e0e\u4eba\u4e4b\u95f4\u7684\u5173\u7cfb \uff0c\u5e76\u4e14\u80fd\u591f\u9762\u5bf9\u56f0\u96be\u4e0d\u9000\u5374 \u3002\u9664\u6b64\u4ee5\u5916 \uff0c \u516c\u53f8\u5728\u8058\u7528\u4eba\u7684\u65f6\u5019\u4f1a\u66f4\u503e\u5411\u4e8e\u5bfb\u627e\u4ec0\u4e48\u6837\u7684\u4eba\u624d\u5462\uff1f\u5f88\u591a\u5927\u516c\u53f8\u4eba\u4e8b\u4e3b\u7ba1\u7684\u56de\u7b54\u662f\uff1a\u5177 \u6709\u66f4\u5f3a\u7684\u601d\u8003\u80fd\u529b\u7684\u4eba \u3002 \u5c3d\u7ba1\u73b0\u5728\u7684\u5927\u5b66\u6559\u80b2\u6709\u5f88\u591a\u4e0d\u5b8c\u5584\u7684\u5730\u65b9 \uff0c\u4f46\u662f\u4e0d\u80fd\u5426\u5b9a\u5927\u5b66\u6559\u80b2\u7684\u610f\u4e49 \uff0c\u800c\u4e14\u6211\u66f4\u503e \u5411\u4e8e\u76f8\u4fe1\u90a3\u4e9b\u7528\u77e5\u8bc6\u6b66\u88c5\u8d77\u6765\u7684\u4eba\u66f4\u5bb9\u6613\u53d6\u5f97\u6210\u5c31 \u3002\u6211\u4eec\u53ef\u4ee5\u770b\u5230 \uff0c\u90a3\u4e9b\u5728\u5404\u754c\u53d6\u5f97\u5de8\u5927\u6210 \u5c31\u7684\u4eba\u5927\u591a\u6570\u90fd\u53d7\u8fc7\u9ad8\u7b49\u6559\u80b2 \uff0c\u7ed9\u6574\u4e2a\u793e\u4f1a\u9020\u6210\u4e86\u5de8\u5927\u7684\u5f71\u54cd \u3002\u53d7\u8fc7\u6559\u80b2 \uff0c\u7ecf\u8fc7\u8bad\u7ec3\u7684\u4eba\u8003 \u8651\u95ee\u9898\u66f4\u6e05\u6670\u660e\u786e \uff0c\u80fd\u591f\u66f4\u5bb9\u6613\u5730\u627e\u5230\u81ea\u5df1\u7684\u9053\u8def\u548c\u53d1\u5c55\u65b9\u5411 \u3002\u63a5\u53d7\u9ad8\u7b49\u6559\u80b2\u662f\u5fc5\u9700\u7684 \uff0c\u4f46 \u662f\u6211\u4eec\u4e0d\u80fd\u5ffd\u89c6\u4e66\u672c\u5916\u7684\u77e5\u8bc6\u548c\u7ecf\u9a8c \uff0c\u56e0\u4e3a\u8fd9\u662f\u6211\u4eec\u80fd\u591f\u83b7\u53d6\u6210\u529f\u7684\u524d\u63d0\u548c\u57fa\u7840 \u3002\u5b66\u6821\u5e94\u8be5 \u5c3d\u53ef\u80fd\u5730\u4e3a\u5b66\u751f\u5f00\u521b\u66f4\u591a\u7684\u53c2\u4e0e\u793e\u4f1a\u7684\u673a\u4f1a \uff0c\u5b66\u751f\u672c\u8eab\u4e5f\u9700\u8981\u4ece\u8bfe\u5802\u4e0a \uff0c\u8bfe\u5916\u6d3b\u52a8\u548c\u793e\u4f1a\u5b9e \u8df5\u4e2d\u4e0d\u65ad\u6293\u4f4f\u673a\u4f1a\u63d0\u9ad8\u81ea\u5df1 \u3002\u8fd9\u4e5f\u5c31\u662f\u6211\u4eec\u6240\u8c13\u7684\u7cfb\u7edf\u7684\u5168\u4eba\u6559\u80b2 \u3002",
+            "7": "[turn over 0509/11/m/j/127 \u00a9 ucles 20121 (a) \u7b2c\u4e00\u6bb5\u5f00\u5934\u8bb2\u5230\u7684\u5927\u5b66\u6559\u80b2\u7684\u529f\u80fd\u662f\u4ec0\u4e48? [4]  (b)  \u8bf7\u91cd\u8bfb\u201c\u5018\u82e5\u53ea\u9650\u4e8e\u5546\u4e1a\u2026\u2026\u5e76\u4e0d\u80fd\u591f\u4fdd\u8bc1\u4e00\u4e2a\u4eba\u7684\u6210\u529f \u3002\u201d \u8bb2\u4e00\u8bb2\u5546 \u4e1a\u6210\u529f\u7684\u8981\u7d20\u662f\u4ec0\u4e48? [3]   (c) \u201c\u7eb8\u4e0a\u5f97\u6765\u7ec8\u89c9\u6d45\u201d\u8bb2\u7684\u662f\u4ec0\u4e48\u9053\u7406? [2]  (d)  \u8bf7\u91cd\u8bfb\u77ed\u6587\u7684\u7b2c\u4e8c\u6bb5 \uff0c\u8bb2\u4e00\u8bb2\u5168\u9762\u7cfb\u7edf\u7684\u6559\u80b2\u6709\u54ea\u56db\u9879\u6210\u679c \u3002 [4]  (e)  \u8bf7\u91cd\u8bfb\u77ed\u6587\u7b2c\u4e09\u6bb5 \uff0c\u8bb2\u4e00\u8bb2\u4e3a\u4ec0\u4e48\u8bf4\u4e0d\u80fd\u5426\u8ba4\u5927\u5b66\u6559\u80b2\u7684\u610f\u4e49 \u3002 [4]  (f)  \u4ece\u77ed\u6587\u7ed3\u5c3e\u53ef\u4ee5\u770b\u51fa\u5b66\u751f\u53ef\u4ee5\u4ece\u54ea\u4e9b\u6e20\u9053\u83b7\u5f97\u5168\u4eba\u6559\u80b2?  [3] [\u8bed\u8a00\u7684\u7cbe\u786e \uff1a5] [\u603b\u5206\uff1a 25]",
+            "8": "8 0509/11/m/j/12 \u00a9 ucles 2012copyright acknowledgements: section 1 \u00a9 www.paipai.com; 2 september 2010. section 2 \u00a9 http://bbs.ifeng.com/viewthread.php?tid=1923974###; 23 february 2011. permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here 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.\u7b2c\u4e8c\u90e8\u5206 \u77ed\u6587\u4e8c \u4ed4\u7ec6\u9605\u8bfb\u4e0b\u9762\u7684\u77ed\u6587 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\u4e0a\u5927\u5b66\u7684\u610f\u4e49\u662f\u4ec0\u4e48\uff1b   (b) \u9664\u4e86\u4e0a\u5927\u5b66\u4ee5\u5916 \uff0c\u4e00\u4e2a\u4eba\u8fd8\u5e94\u5982\u4f55\u63d0\u9ad8\u81ea\u5df1 \u3002    \uff08\u5b57\u6570 250\u5b57\u5de6\u53f3\uff09  [\u5185\u5bb9\uff1a15] [\u8bed\u8a00\u7684\u8d28\u91cf\uff1a 10] [\u603b\u5206\uff1a 25]"
+        },
+        "0509_s12_qp_12.pdf": {
+            "1": "this document consists of 8 printed pages. dc (slm) 60966 \u00a9 ucles 2012 [turn overuniversity of cambridge international examinations international general certificate of secondary education *5853048509*first language chinese  0509/12 paper 1  reading may/june 2012  2 hours additional materials:  answer booklet/paper read these instructions first if you have been given an answer booklet, follow the instructions on the front of the booklet. write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen. do not use staples, paper clips, highlighters, glue or correction \ufb02 uid. answer all questions. the passages and questions on this question paper are printed twice, once in traditional and once in  simpli \ufb01 ed characters. if you wish to read them in traditional characters, turn to page 2; if you wish to read  them in simpli \ufb01 ed characters, turn to page 6. you may write your answers in either traditional or simpli \ufb01 ed characters. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question. \u135d\u04d3\uab78\u181f\u043f\u03af\u11f4\u0743 \u11e2\u0834\u0572\u0931\u05ae\u0eb5\u0849\u0d02\u1832 \u02c8\u06b6\u1717\u19ef\u0849\u17e1\u19ef\u081f\u131f\u0920\u0621 \u01c6\u0ac9\u0ade\u1717\u19ef\u0697\u0920 \u02c8\u14ee\u17ec\u0829\u0e23\u0562\u0b04 \u01c6 \u0e02\u10cf\u12a1\u079a\u11f5\u10c9\u0f44\u0c96 \u41a9\u094b\u03df\u2c58\u1b5b\u30b4\u0a60\u4bc2\u4e6c \u02c8\u1cdd\u3415\u0527\u0a60\u3154\u0527\u03f8\u2fa1\u281c\u1d00 \u01c6\u38b9\u3f55\u3154\u0527\u112b\u281c \u02c8\u41cb\u35cf\u0804\u3100\u0741\u4e49 \u01c6",
+            "2": "2 0509/12/o/n/12 \u00a9 ucles 2012passages and questions in traditional characters \u0c92\u03ba\u0d0c\u03f8 \u0fcd\u05ae\u052b \u05d2\u0e32\u1539\u19b0\u0570\u0aff\u0931\u0fcd\u05ae \u02c8\u0fa5\u09f5\u0683\u0fe0\u0d02\u1832 \u01c6 \u0585\u1582\u0d92\u07db\u0ec8\u15d1\u0bfd\u0931\u05e4\u0c68\u08cd\u0687\u0e8f\u1218\u0d92\u0849\u07db\u1396\u1584 \u02c8\u1072\u0d94\u06a3\u1398\u0563\u0931\u09f8\u1342\u0c68\u056a \u02c8\u05d4\u080c\u0b1a\u0c68\u0d1c\u1416 \u0c4f\u1105\u0935\u01c3\u09f8\u1342\u0a52\u196c \u02c8\u0675\u0bb4\u0c68\u0d1c\u06de\u0634\u0713\u0561\u0931\u0569\u0f55\u0849\u1582\u189d\u0a61\u06de\u0561\u0931\u0563\u063e\u0633\u1451\u08da\u0ced \u01c6\u0b23\u0ac9\u05fd\u0afb\u08cd \u0cf8\u1110\u02c8\u077a\u1381\u0a61\u0d92\u05f1\u07db\u0c68\u0800\u056c\u0a22\u0618\uab91\u0931 \u02c8\u0682\u0a61\u0cf8\u1110\u0686\u068d\u0793\uab91\u0ade\u2d07\u157f\u0849\u1103\u1110\u0931\u58c4\u58c0 \u02c8\u0675\u0bb4\u0578\u1356 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\u02c8\u05cc\u077a\u05d0\u08ac\u0d4d \u0664\u0aff\u07d3\u06d6\u0e2d\u0931\u0d92\u07db \u01c6\u0e8d\u144c\u0569\u0c68\u0d1c\u0d1b\u5844\u05e4\u06ab\u06f6\u065a\u0943\u0e9f\u0618\uab91\u0820\u0ec2\u0931\u09f8\u06d5\u0d02\u1832\u0931\u0c68\u056a \u02c8\u080c\u0563\u0693\u0793 \u0782\u0686\u0f3d\u06de\u0561\u0931\u067b\u05b1 \u02c8\u1a0b\u0a52\u0e60\u0dfb\u0563\u1356\u0563\u0570\u1074\u0931\u18c2\u098f \u02c8\u05ca\u0800\u0c68\u0d1c\u0aff\u1299\u073a\u18c4\u056c\u0caf\u09a5 \u01c6\u0cc8\u0606\u05d0\u06bc \u02c8 \u0586\u0687\u05f9\u11a4\u0634\u0563\u0931\u0bb4\u0b22\u110e\u0793\u109c\u08cd\u067b\u0f08\u0784\u0579\uaba6\u144c\u0931\u0563\u0569\u084b\u03bb\u09f0\u068d\u0585\u0586\u05f9\u0563\u05cc\u0803\u1325\u0931\u0683\u0fe0\u0a22\u03ba\u0820 \u0793\u06b6\u0d4e\u0931\u09f8\u06d5\u0c68\u056a\u0931\u0563 \u01c6 \u1563\u1325\u0dfc\u0687\u0931\u0585\u1582\u0d92\u06b6\u07db\u09f0\u068d\u056c\u0759\u0ff3\u0931\u05b1\u0686 \u02c8\u0700\u0a22\u056c\u0c68\u0873\u0721\u0585\u1582\u0d92\u07db\u0931\u10e0\u11a0 \u02c8\u0793\u077a\u05ca\u06d6 \u109c\u08cd\u067b\u0a8c\u097e\u0634\u0804\u07f7\u0935\u189d\u08f3\u11d8\u0ca6\u0810\u0931\u0563\u0793\u0b72\u0837\u08d0\u0d53\u06ab\u0f09 \u01c6\u077a\u0b1a\u05d0\u05f1\u0a8e\u0829 \u02c8\u067a\u0687\u0804\u07f7\u0a7a\u0837\u0d53\u060e \u0585\u06ab\u0f09\u0931\u0563\u0585\u068d\u1447\u0e9f\u0839\u1218\u0ccf\u0fdb\u0d92\u07db \u02c8\u0fef\u159e\u0b21\u0937\u110e\u0e97\u06ab\u0561\u060e\u0585\u0931\u1419\u197c \u01c6\u0839\u1218\u0d92\u07db \u02c8\u1196\u1218\u0c9d\u14ad \u0931\u0563\u06d5\u141e\u0d02\u1832\u0793\u581a\u0f50\u08d4\u1494 \u02c8\u0c68\u0d1c\u0793\u0b72\u06de\u0829\u0784\u0686\u08d0\u0561\u0931\u1210\u1201\u0849\u0fc7\u0b76\u067b\u05b1 \u01c6\u0d77\u0839\u0ccf\u0fdb\u0d92\u07db\u0a22\u0618 \uab91\u0931\u02c8\u0700\u0a22\u077a\u0b1a\u056c\u0c68\u0899\u102e\u0bbc\u0606\u0621\u0931\u0935\u189d\u0849\u1196\u19ed \u02c8\u0682\u0a61\u0e8d\u0a22\u077a\u0b1a\u0c68\u0d1c\u16e7\u05e4\u06ab\u0837\u0931\u099b\u0f3c\u0849\u0d17\u17d5 \u01c6 \u1582\u0bc0\u16a8\u11e0\u1310\u05f1\u0c68\u0686\u0a61\u1582\u0633\u1072\u0ecc\u068d\u0793\u0931\u0cf6\u1356\u0937\u110e\u0931\u15b2\u110e \u02c8\u1582\u07ea\u0621\u0633\u0578\uab91\u0ade\u0d55\u14f0\u0d18\u0572 \u02c8\u14f0\u0606\u0a52\u0cef \u0849\u0937\u110e\u1294\u150c\u056d\u056c\u17b0\u06f0\u078c\u15b2\u110e\u0f3c\u0ccf\u06de\u0561 \u01c6\u0e8d\u0578\u0f09\u0a22\u077a\u0b1a\u08ac\u162f\u0931\u07d3\u0e2d\u0931\u0664\u0563\u0d92\u07db \u01c6\u135d\u04d3\uab78\u181f\u043f\u03af\u11f4\u0743 \u08e0\u0695\u0fc7\u0fef\u0703\u0561\u0fe0\u1832\u0c50 \u02c8\u14ee\u0a0a\u0e23\u052b\u0b04\u0572\u0931\u1385\u08d4\u0fe0\u1832 \u01c6 \u14ee\u06b6\u08ac\u0687\u0ade\u064c\u0931\u0fe0\u0834\u0572\u140a\u0572\u06d5\u11e2\u056d\u05a8\u14b3\u11c6 \u02c8\u0633\u06d5\u11c6\u067c\u0869\u0849 \u01c6 \u14ee\u0634\u0de1\u17f4\u08a8\u06e5\u1095\u06e5\u0fdd\u0782\u0fe0\u0bc2\u140a\u0687\u0fe0\u0834\u0931\u081f\u0598\u0625\u0aff \u01c6 \u14ee\u058e\u0634\u0ae1\u0bbc\u0cbd \u01c3\u0711\u06b4\u0cbe\u01c3\u0d51\u06e5\u0fdd\u01c3\u14c4\u08a8\u05bd\u2d21\u078f\u0dc8 \u01c6 \u14ee\u0683\u0fe0\u06b6\u08ac\u0d02\u1832 \u01c6 \u0634\u05d0\u05f1\u1717\u19ef\u08a8\u0697\u0943\u17e1\u19ef\u0683\u0697\u0fe0\u0d02\u1832 \u01c6 \u07a2\u052b\u1832\u07a2\u08a8\u052b\u055b\u1832\u0931\u0589\u1447\u0821\u0687\u09f5\u0aff\u0931\u0a14\u11c6\u02b3 [  ]\u02b3\u382a\u01c6 \u06d5\u11e2\u0fe8\u0794\u09f5 \u02c8\u14ee\u06b6\u08ac\u0782\u0fe0\u0834\u1880\u0687\u052b\u0ca6 \u01c6",
+            "3": "3 0509/12/o/n/12 \u00a9 ucles 2012 [turn over1 (a) \u0e23\u052b\u0a44\u1072\u1670\u1751\u0829\u0931\u0585\u1582\u0d92\u07db\u0931\u05e4\u0c68\u0a22\u0579\uaba6 \u03bb\u0003 [4]  (b) \u02b3\u14ee\u0af9\u19b0\u03d9\u0b23\u0ac9\u05fd\u0afb\u08cd\u0cf8\u1110\u03be\u03be\u0800\u056c\u0c68\u0d1c\u0985\u189e\u052b\u0b21\u0563\u0931\u05e4\u06ab \u01c6\u03d9\u02b3\u1751\u052b\u1751\u0cf8 \u1110\u05e4\u06ab\u0931\u0ade\u0c48\u0a22\u0579\uaba6\u03bb \u0003 [3]   (c) \u03d9\u0c50\u0572\u0d53\u0810\u0e36\u191a\u0dcd\u03d9\u1751\u0931\u0a22\u0579\uaba6\u1210\u0dfb\u03bb \u0003 [2]  (d) \u02b3\u14ee\u0af9\u19b0\u0fcd\u05ae\u0931\u0e23\u0562\u0a44 \u02c8\u1751\u052b\u1751\u0664\u0aff\u07d3\u0e2d\u0931\u0d92\u06b6\u07db\u0b4c\u0604\u1088\u08e0\u06ab \u01c6\u0003 [4] \u0003 (e)\u0003\u02b3\u14ee\u0af9\u19b0\u0fcd\u05ae\u0e23\u056f\u0a44 \u02c8\u1751\u052b\u1751\u0a61\u0579\uaba6\u1385\u056c\u0c68\u0721\u1381\u0585\u1582\u0d92\u07db\u0931\u10e0\u11a0 \u01c6\u0003 [4] \u0003 (f)\u0003\u02b3\u0d55\u0fcd\u05ae\u0fe8\u05d0\u05f1\u0760\u0a8e\u05e0\u1582\u05d0\u05f1\u0633\u0d55\u0b4c\u0804\u0f84\u1210\u16e7\u0d53\u0664\u0563\u0d92\u07db\u03bb\u02b3 [3] [\u137f\u07e2\u0931\u58c4\u1494 \u02d65] [\u1714\u0589\u02d625]",
+            "4": "4 0509/12/o/n/12 \u00a9 ucles 2012\u0c92\u03c1\u0d0c\u03f8 \u0fcd\u05ae\u0562 \u05d2\u0e32\u1539\u19b0\u0570\u0aff\u0931\u0fcd\u05ae \u02c8\u0fa5\u09f5\u0bc5\u1595\u0fcd\u05ae\u052b\u0849\u0fcd\u05ae\u0562\u0683\u0fe0\u0d02\u1832 \u01c6 \u0687\u0a94\u07d2\u0dfc\u05d6\u0935\u189d\u0589\u0557\u0931\u0563\u0bd1\u0dfb\u10e3\u084e\u0821\u0597\u120e\u0931\u0bb4\u0b22 \u02c8\u08f9\u077a\u10e0\u06d4\u0829\u052b\u05d6\u0935\u189d\u0589\u0557\u0585\u068d\u0a22 \u05cc\u0d4d\u0e8f\u0569\u0d92\u07db\u0931 \u01c6\u0695\u05ba\u099b\u581a\u100e\u0585\u1582\u0bc0\u096f\u0db8\u1042\u0fb9\u0849\u0be8\u06c2\u0585\u1582\u0bc0\u096f\u093e\u05f1\u131c \u02c8\u06a3\u06b0\u0ae4\u206a\u0aad\u0d0f \u02c8\u1856 \u1011\u03d9\u1294\u1110\u0d91\u0d0f\u03d9\u0849\u03d9\u0a9d\u1582\u0d91\u0d0f\u03d9\u0931\u18cb\u0da8 \u02c8\u0589\u0790\u0711\u19b0\u123d\u15b2\u0560\u0fd3\u0849\u0bdb\u103d\u1582\u0d31\u1110 \u02c8\u06ab\u0a61\u05c8\u0621\u0aa7\u0e23 \u052b\u05d6\u1582\u08ac\u06b6\u096f\u0931\u0ec3\u05e0\u0563\u0569 \u01c6\u05d4\u0b1a\u115d\u0561\u0585\u1582\u0bc0\u096f\u0570\u09f5 \u02c8\u09a5\u06b6\u07b2\u09be\u08ac\u08cd\u1582\u0d31\u1110 \u02c8\u06d6\u0598\u056c\u164a\u5852\u056a \u0686\u0f3c\u0b20\u0ca6\u0e8f\u0569\u0d92\u0810\u07db\u0561 \u01c6 \u0aad\u0d0f\u0d92\u07db\u0931\u052b\u0585\u0bfd\u06e5 \u02c8\u0f09\u0a22\u0bfd\u0711\u0af9\u102e\u0e8f\u0569\u0d92\u07db \u02c8\u071b\u0981\u0a22\u0621\u0a9d\u0585\u1582\u0578\u056c\u0606\u080f \u01c6\u0703\u08e0\u0695\u105e \u0585\u1582\u0931\u063e\u0931\u0a22\u10e3\u0d53\u0829\u052b\u0d4d\u17ed\u1110\u189e\u0bbc \u02c8\u05d0\u0981\u0829\u0784\u052b\u0693\u065d\u0560\u0702\u0931\u11e9 \u02c8\u07f7\u0f09\u1651\u0561 \u02d7\u0682\u0a61\u0aad\u0d0f\u0931\u0604 \u06a3\u0585\u1582\u0633\u0a52\u1299\u068d\u1447\u1582\u0810\u0633\u1385\u0a22\u0d77\u0839\u0e8f\u0569\u0d92\u07db\u0931\u0ec8\u0693\u15b2\u110e \u01c6\u0e8d\u1299\u0804\u07f7\u08cd\u1874\u0cae\u08cd\u0d31\u1110\u0d92\u0849\u07db\u17ed \u1110\u0d92\u07db\u0931\u0563\u0b1a\u0a22\u09f0\u0693\u0931\u18e0\u0779 \u01c6 \u0e8f\u0569\u0d92\u07db\u056e\u05fb\u0f4f\u0e8f\u0d92\u05ae\u08a8\u07db\u0dfb\u0a9d\u0d92\u07db \u01c6\u060c\u0931\u0d04\u052b\u063e\u0931\u0f09\u0a22\u0ade\u0782\u1582\u0633\u0d1b\u5844\u0664\u06ab\u0563 \u01c6\u0a61\u06bc\u02c8 \u0aad\u0d0f\u0585\u1582\u056c\u0700\u0a61\u1582\u069c\u0633\u0d88\u0561\u03d9\u1356\u0d31\u1110\u077e\u08a8\u08a4\u0e6c\u08a4\u14f0\u0fd3\u056c\u0675\u0931 \u01c3\u05d0\u1751\u0d84\u0664\u0aff\u0935\u189d\u0849\u0fc7\u0b76\u0664\u0aff \u0f55\u0c68\u0a61\u063e\u1451\u0931\u03d9\u14f0\u0fd3\u0e7b\u119c \u02c8\u05ca\u06d6\u176b\u1299\u0579\uaba6\u0a22\u03d9\u0664\u0563\u03d9\u0f3c\u05e0\u0561\u052b\u0804\u1451\u1137 \u02c8\u0695\u05ba\u1385\u03ba\u0ade\u0c68\u0d1c\u17e1 \u1465\u1137\u1494\u0634\u080c\u0686\u0bbc\u0aff\u137f\u07e2\u03b9\u06b6\u0820\u1072\u1781\u0931\u102e\u0ea1\u0849\u0ed1\u0585\u0931\u0c65\u1856\u03b9\u1196\u0d44\u09f8\u06d5\u0b29\u0dfb\u1210\u141a\u0d02\u1832 \u02c8\u05e0\u0702\u0800 \u0712\u17b0\u0849\u1647\u1597 \u02d7\u0675\u0bb4\u0687\u0a2c\u0804\u0935\u189d\uab96\u0d11\u1591\u06b6\u1208\u0ccf\u0931\u06ab\u0f09 \u01c6 \u115d\u06a3\u0d92\u07db\u0a7a\u0931\u0db8\u1042\u0fb9\u0849\u093e\u05f1\u131c\u0570\u05d7\u05d0\u08ac\u0563\u0f07\u1103 \u02c8\u056c\u109b\u0a22\u05d4\u08cd\u0637\u0b1a\u1208\u0686\u06b0\u1381\u189d\u0829\u0e8f\u0569\u0d92 \u07db\u1356\u0d31\u1110\u0d92\u07db\u0931\u0bc5\u0621\u0cf4\u0711 \u02c8\u0578\u05d4\u08cd\u0687\u0b1a\u0a22\u0ade\u0d1b\u5844\u03d9\u0fa4\u08ac\u056c\u09f8 \u02c8\u0fa4\u08ac\u056c\u07e2\u03d9\u0931\u15d1\u0645\u0563\u0bd1 \u02c8\u06d6 \u056c\u0a22\u0ade\u0e97\u0f09\u05fd\u110e\u19ab\u11e9\u056c\u110e\u09f8\u06d5\u0931\u124f\u08da\u0560\u0820 \u01c6\u0e8f\u0569\u0d92\u07db\u0931\u1494\u0a22\u0beb\u069a\u0597\u1968\u58c4\u58c0\u0b6e\u2d1c\u1419\u197c\u0937\u110e\u105e \u07a1\u0931\u1670\u0fdb\u0585\u0803 \u01c6 2 \u0a8e\u0561\u05d0\u0572\u081f\u14a7\u05ae\u0eb5 \u02c8\u06de\u0634\u0561\u0931\u11e9\u17e1\u0aea\u052b\u0570 \u02d6  (a) \u0572\u0585\u1582\u0931\u10e0\u11a0\u0a22\u0579\uaba6 \u02d7   (b) \u0cc8\u0561\u0572\u0585\u1582\u0606\u05d0 \u02c8\u052b\u0b21\u0563\u176b\u16a8\u06f6\u0695\u0f3c\u0ccf\u06de\u0561 \u01c6 \u0003\u0003 \u0003 \u03b0\u0697\u1447 250\u05f3\u0610\u0697\u03b1 [\u0583\u0b72\u02d615] [\u137f\u07e2\u0931\u1506\u1066 \u02d610] [\u1714\u0589\u02d625]",
+            "5": "5 0509/12/o/n/12 \u00a9 ucles 2012 [turn overplease turn over to find passages and questions in simplified  characters",
+            "6": "6 0509/12/o/n/12 \u00a9 ucles 2012passages and questions in simplified characters \u0e02\u10cf\u12a1\u079a\u11f5\u10c9\u0f44\u0c96 \u0f56\u1d70\u09a5\u34ad\u0564\u045a\u3128\u4e6c\u348c \u02c8\u41cb\u18dd\u3100\u03d4\u4e49\u03df\u2c58\u41c8\u1be2\u3128\u4e6c \u01c6 \u41cb\u0cfc\u1814\u1cdd\u3f55\u0479\u2c58\u3128\u094b\u03df\u076d\u03df\u35d7\u41a9\u0451\u1597\u34ea\u09cb \u02c8\u35d7\u2af3\u09cb\u0a60\u0fa7\u09e1 \u01c6 \u41cb\u2afc\u23c5\u3ab1\u3846\u17ea\u54a5\u3846\u30e8\u185e\u3128\u1e1d\u076d\u0cfc\u3128\u094b\u2c58\u2137\u09a1\u03f8\u4d36 \u01c6 \u41cb\u08d3\u2afc\u4176\u043a\u4a5d \u01c3\u1cc6\u07ff\u4a5c\u01c3\u153d\u3846\u30e8\u01c3\u36ca\u2208\u17ea\u2356\u1b0d\u2386 \u01c6 \u41cb\u0cb2\u3128\u1814\u1cdd\u4bc2\u4e6c \u01c6 \u09c3\u04b9\u2afc\u3415\u0527\u112b\u17ea\u35d9\u3154\u0527\u112b\u0cb2\u3128\u4bc2\u4e6c \u01c6 \u21a3\u03d4\u4e6c\u17ea\u21a3\u03d4\u11e3\u4e6c\u2c58\u07da\u1b44\u0cfc\u074a\u09e2\u4d36\u2c58\u18c0\u09cb \u02b3[  ]\u02b3\u47a0\u01c6 \u35d7\u41a9\u34a7\u1d33\u09e2 \u02c8\u41cb\u185e\u1814\u1cdd\u3128\u094b\u32cf\u0cfc\u03d4\u434b \u01c6 \u0755\u11dc\u080d\u0620 \u2dc1\u1b5b\u03d4 \u04a9\u349a\u4bd9\u41cf\u03df\u4d36\u2c58\u2dc1\u1b5b \u02c8\u270a\u09e2\u0cb2\u3128\u4bc2\u4e6c \u01c6 \u0efb\u113a\u1b2d\u3686\u1cd4\u28c0\u284d\u2c58\u0873\u36d1\u0cfc\u0463\u45ee\u459b\u1b2d\u3686\u0a60\u4559\u11d0 \u02c8\u14d4\u0a03\u1448\u454f\u048f\u2c58\u15f1\u34c8\u36d1\u086f \u02c8\u0583\u04ab\u04cf\u36d1\u0ef3\u1453 \u3487\u1b84\u2db9\u01c3\u15f1\u34c8\u230f\u4397 \u02c8\u09e0\u1bca\u36d1\u0ef3\u07fd\u2afc\u37be\uab95\u2c58\u1821\u1c4e\u0a60\u113a\u419a\u045e\u37be\uab95\u2c58\u048f\u2af3\u2cc3\u1ddb\u1ce1\u0875 \u01c6\u05ec\u38b9\u09be\u4c24\u0463 \u0b1a\u03ef\u02c8\u17e5\u4178\u045e\u1b2d\u3686\u09c3\u36d1\u144a\u03e1\u1c03\u1599\u4cd4\u2c58 \u02c8\u0cb4\u045e\u0b1a\u03ef\u1cc8\u0eee\u0d04\u4cd4\u3f55\u08b8\u0f1f\u0a60\u1b40\u03ef\u2c58\u3292\u2f32 \u02c8\u09e0\u1bca\u0433\u03e3 \u03d4\u037c\u048f\u17e4\u4b53\u459b\u2fdf\u0451\u2c58\u15fb\u1e11\u074f\u17e4\u1cdd\u155c\u0efb\u2c58\u0747\u32cf \u01c6\u1160\u05f3\u07c1\u073c\u043a\u1d00\u03df\u2c58\u2db9\u419a \u02c8\u144a\u03e1\u36d1\u0ef3\u05b1\u4195\u03d4\u037c \u048f\u2c58\u17e4\u0873 \u01c6\u1cdd\u03d4\u0521\u09e1\u048f\u1cd2\u34a3\u41c8\u459b\u02d6\u0101\u2fc3\u3303\u2db9\u419a\u144a\u03e1\u1c03\u113a\u0434\u2c58\u1cd4\u349c\u2cc3\u2c58 \u02c8\u09be\u1cdd\u185e\u2db9\u419a\u45a4\u2afc\u0804 \u1172\u43c9\u0451\u1821\u36d1\u398b\u156b\u4359\u0442\u043a\u1d00\u043f\u0eea\u2c58\u34a3\u5060\u03e3\u1c4e\u173b \u02c8\u417d\u048f\u2af3\u1cc8\u0454\u11a0 \u01c6\u0101\u1814\u41e7\u0101\u348c\u03df\u156b\u1d39\u349c\u3f9d\u2319\u0101 \u02c8 \u4186\u2c58\u1205\u1c03\u45ad\u037c\u4627\u29da \u01c6\u0003 \u0efb\u113a\u1b2d\u3686\u09c3\u04b9\u19a4\u50ac\u048f\u04cf\u2c58\u2db9\u419a\u2208\u1447 \u02c8\u051b\u45ad\u2fa1\u29da\u418e\u15fb\u2c58\u2db9\u419a\u1554\u1554\u1c03\u03e1\u0ef3\u2c58 \u02c8\u1814\u04b9\u17e5\u045f\u14f4 \u073c\u4d36\u35e0\u32cf\u34b3\u2c58\u1b2d\u3686 \u01c6\u45ad\u1e0b\u1821\u36d1\u0ef3\u0dcd\u074f\u04cf\u0529\u17e4\u0873\u35d9\u46d1\u1599\u4cd4\u074b\u0edb\u2c58\u15f1\u35d7\u4bc2\u4e6c\u2c58\u36d1\u086f \u02c8\u0583\u048f\u1cc8\u0f51 \u0d04\u185e\u19b5\u37be\uab95\u2c58\u1b8d\u09e5 \u02c8\u2649\u230f\u0ed8\u29da\u048f\u03e3\u048f\u043f\u4bc8\u2c58\u0747\u32cf \u02c8\u144a\u03e9\u36d1\u0ef3\u4d36\u11cd\u0cc4\u4c92\u03e1\u45d4\u0948 \u01c6\u4c38\u2138\u04b9\u0eea \u02c8 \u0740\u09cc\u0cfc\u362c\u2afc\u048f\u2c58\u1bca\u05ed\u04ef\u1cc8\u0612\u09e5\u0463\u11cf\u1852\u0495\u043c\u1e0b\u2c58\u048f\u1821\u0a36\u02db\u155c\u0eee\u0efb\u0740\u09cc\u048f\u045f\u045f\u3175\u2c58\u0cb2\u3128\u1c03\u02d6\u074b \u1cdd\u1cc8\u150e\u2c58\u15f1\u35d7\u36d1\u086f\u2c58\u048f \u01c6 \u1211\u3175\u2984\u0cfc\u2c58\u0efb\u113a\u1b2d\u3686\u1cdd\u155c\u0eee\u03e1\u1160\u0b58\u2c58\u0d04\u1b8d \u02c8\u051b\u1c03\u03e1\u36d1\u09fa\u116e\u0efb\u113a\u1b2d\u3686\u2c58\u16e3\u043d \u02c8\u35e0\u03e9\u17e5\u1cc8\u0612 \u09e5\u0463\u2ccd\u05b5\u4677\u046f\u2afc\u2db9\u419a\u213a\u3e99\u434b\u1d39\u2c58\u048f\u1cc8\u118d\u1be7\u09aa\u156b\u17e4\u1205 \u01c6\u17e5\u04cf\u09c3\u04b9\u2cdf\u0804 \u02c8\u4677\u046f\u0cfc\u09d8\u2b20\u09aa\u156b\uab8c\u0efb\u17e4 \u1205\u2c58\u048f\u0efb\u0eee\u1b44\u46d1\u09ab\u459b\u50ac\u311d\u1b2d\u3686 \u02c8\u34ad\u1b48\u037c\u2f12\u04ef\u45f4\u17e4\u045a\uab8c\u0efb\u2c58\u1545\u0aa1 \u01c6\u09ab\u459b\u1b2d\u3686 \u02c8\u34a3\u459b\u4181\u3497\u2c58\u048f\u35d7 \u3c25\u4bc2\u4e6c\u1cc8\u23d9\u1c44\u1be2\u2e42 \u02c8\u36d1\u0ef3\u1cc8\u118d\u1be7\u0d04\u1852\u0804\u37be\uab95\u2c58\u4627\u43c3\u0a60\u09a5\u1229\u1b8d\u09e5 \u01c6\u1979\u09ab\u50ac\u311d\u1b2d\u3686\u1c03\u1599\u4cd4\u2c58 \u02c8\u051b \u1c03\u17e5\u04cf\u03e1\u36d1\u15d1\u3f9a\u043a\u1d00\u0eea\u2c58\u2db9\u419a\u0a60\u34a3\u5060 \u02c8\u0cb4\u045e\u45ad\u1c03\u17e5\u04cf\u36d1\u0ef3\u398b\u09aa\u17e4\u0873\u2c58\u0821\u19a4\u0a60\u0dce\u2e14 \u01c6\u113a\u1df5\u1468\u41b9 \u1211\u09c3\u36d1\u0d04\u045e\u113a\u2af3\u14d4\u07ef\u1cc8\u0eee\u2c58\u0996\u03e3\u2f12\u04ef\u2c58\u1d0e\u04ef \u02c8\u113a\u2af3\u1d00\u447f\u0433\u4cd4\u3f55\u04a3\u41d2\u0dd6\u03df \u02c8\u41d2\u0eea\u230f\u087c\u0a60\u2f12\u04ef\u1172 \u43c9\u0451\u03e1\u1b81\u1867\u0523\u1d0e\u04ef\u19a4\u50ac\u37be\uab95 \u01c6\u45ad\u0433\u1205\u1c03\u17e5\u04cf\u1814\u41e7\u2c58\u32cf\u34b3\u2c58\u073c\u048f\u1b2d\u3686 \u01c6",
+            "7": "7 0509/12/o/n/12 \u00a9 ucles 2012 [turn over1 (a) \u3100\u03d4\u2189\u14d4\u0f08\u4186\u0804\u2c58\u0efb\u113a\u1b2d\u3686\u2c58\u0873\u36d1\u1c03\u0495\u043c\"\u0003[4]  (b) \u0003\u41cb\u47a1\u41cf\u0101\u05ec\u38b9\u09be\u4c24\u0463\u0b1a\u03ef\u0103\u0103\u144a\u03e1\u36d1\u0ef3\u05b1\u4195\u03d4\u037c\u048f\u2c58\u17e4\u0873 \u01c6\u0101\u0003\u4186\u03d4\u4186\u0b1a \u03ef\u17e4\u0873\u2c58\u3f55\u32f4\u1c03\u0495\u043c\"\u0003 [3]   (c) \u0101\u348c\u03df\u156b\u1d39\u349c\u3f9d\u2319\u0101\u4186\u2c58\u1c03\u0495\u043c\u4627\u29da\"\u0003 [2]  (d) \u0003\u41cb\u47a1\u41cf\u2dc1\u1b5b\u2c58\u3100\u0461\u2189 \u02c8\u4186\u03d4\u4186\u073c\u4d36\u32cf\u34b3\u2c58\u1b2d\u3686\u1cdd\u0abe\u0caf\u4e4d\u17e4\u1d70 \u01c6\u0003 [4] \u0003 (e)\u0003\u02b3\u41cb\u47a1\u41cf\u2dc1\u1b5b\u3100\u03dd\u2189 \u02c8\u4186\u03d4\u4186\u045e\u0495\u043c\u41c8\u03e1\u36d1\u09fa\u4178\u0efb\u113a\u1b2d\u3686\u2c58\u16e3\u043d \u01c6\u0003 [4] \u0003 (f)\u0003\u02b3\u04a3\u2dc1\u1b5b\u34a7\u1212\u09c3\u04b9\u2cdf\u07ce\u113a\u2af3\u09c3\u04b9\u04a3\u0abe\u046f\u23f4\u4627\u398b\u156b\u073c\u048f\u1b2d\u3686\" \u02b3 [3] [\u41c1\u3fd4\u2c58\u3292\u2e42 \u02d65] [\u160f\u07da\u02d6 25]",
+            "8": "8 0509/12/o/n/12 \u00a9 ucles 2012copyright acknowledgements: section 1 \u00a9 www.paipai.com; 2 september 2010. section 2 \u00a9 http://bbs.ifeng.com/viewthread.php?tid=1923974###; 23 february 2011. permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here 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.\u080d\u0620\u07d7\u0755 \u2dc1\u1b5b\u0461 \u04a9\u349a\u4bd9\u41cf\u03df\u4d36\u2c58\u2dc1\u1b5b \u02c8\u270a\u09e2\u1e0d\u1942\u2dc1\u1b5b\u03d4\u0a60\u2dc1\u1b5b\u0461\u0cb2\u3128\u4bc2\u4e6c \u01c6 \u0cfc\u2de8\u304a\u2984\u04b7\u2db9\u419a\u07da\u1124\u2c58\u048f\u1e11\u29da\u16c7\u099e\u074a\u0a51\u45a4\u2c58\u1bca\u05ed \u02c8\u17e5\u22bc\u16e3\u0804\u35d5\u03d4\u04b7\u2db9\u419a\u07da\u1124\u0efb\u0eee\u1c03 \u045f\u14f4\u45ee\u1821\u1b2d\u3686\u2c58 \u01c6\u21a8\u0f56\u0821\u23d9\u0922\u0efb\u113a\u1df5\u4b53\u1e59\u430f\u29fa\u0a60\u232d\u2233\u0efb\u113a\u1df5\u4b53\u30ce\u09c3\u2f43 \u02c8\u1bbd\u1448\u42f3\u30dc\u3562\u0cd1 \u02c8\u15d4 \u2d14\u0101\u1172\u03ef\u1b25\u0cd1\u0101\u0a60\u0101\u2fa5\u113a\u1b25\u0cd1\u0101\u2c58\u1713\u1cef \u02c8\u07ff\u07da\u1b0f\u41cf\u2b09\u1d0e\uab89\u2fdf\u0a60\u21e8\u4235\u113a\u03e7\u03ef \u02c8\u17e4\u045e\u1d00\u03eb\u347e\u3100 \u03d4\u04b7\u113a\u1cdd\u1814\u4b53\u2c58\u1d44\u07ce\u048f\u1821 \u01c6\u04ab\u04cf\u1527\u045a\u0efb\u113a\u1df5\u4b53\u043f\u09e2 \u02c8\u0948\u2275\u1cdd\u0cd3\u0463\u1814\u113a\u03e7\u03ef \u02c8\u09a1\u35e0\u03e1\u462b\u052d\u086f \u0d04\u19a4\u05f5\u434b\u45ee\u1821\u1b2d\u3686\u1d39\u045a \u01c6 \u3562\u0cd1\u1b2d\u3686\u2c58\u03d4\u0efb\u284d\u3846 \u02c8\u1205\u1c03\u284d\u07ff\u47a1\u3f9a\u45ee\u1821\u1b2d\u3686 \u02c8\u0947\u0593\u1c03\u1d00\u2fa5\u0efb\u113a\u0433\u03e1\u055f\u0eea \u01c6\u0f56\u1d70\u0564\u45af \u0efb\u113a\u2c58\u2cc3\u2c58\u1c03\u16c7\u156b\u0804\u03d4\u14f4\u3620\u03ef\u4195\u043a \u02c8\u04b9\u0593\u1852\u0804\u03d4\u04d1\u0f51\uab89\u0530\u2c58\u41b1 \u02c8\u4677\u1205\u4aed\u045a\u02d7\u0cb4\u045e\u3562\u0cd1\u2c58\u0caf \u1448\u0efb\u113a\u2af3\u230f\u11cd\u0eee\u1b44\u113a\u2af3\u1d39\u41c8\u1c03\u1979\u09ab\u45ee\u1821\u1b2d\u3686\u2c58\u1cd4\u0f51\u1d0e\u04ef \u01c6\u45ad\u11cd\u0463\u4677\u046f\u2bc8\u45cb\u0463\u03e7\u03ef\u1b2d\u3686\u0a60\u3620 \u03ef\u1b2d\u3686\u2c58\u048f\u04cf\u1c03\u155c\u0f51\u2c58\u0871\u17e6 \u01c6 \u45ee\u1821\u1b2d\u3686\u099c\u09bf\u1c42\u45ee\u1b2d\u3686\u17ea\u1b5b\u29da\u2fa5\u1b2d\u3686 \u01c6\u1157\u2c58\u0b03\u03d4\u2cc3\u2c58\u1205\u1c03\u3f55\u185e\u113a\u2af3\u0dcd\u074f\u17e4\u073c\u048f \u01c6\u045e\u2138\u02c8 \u3562\u0cd1\u0efb\u113a\u03e1\u051b\u045e\u113a\u2af3\u115d\u1966\u045a\u0101\u03e3\u03e7\u03ef\u15fb\u17ea\u1854\u1d03\u15fb\u41d2\u2fdf\u03e1\u09e0\u2c58 \u01c3\u04b9\u4186\u195c\u073c\u4d36\u2db9\u419a\u0a60\u09a5\u1229\u073c\u4d36 \u1c4e\u36d1\u045e\u2cc3\u1ddb\u2c58\u0101\u41d2\u2fdf\u4192\u3542 \u02c8\u35e0\u03e9\u45ac\u11cd\u0495\u043c\u1c03\u0101\u073c\u048f\u0101\u19a4\u07ce\u045a\u03d4\u046f\u1ddb\u079a \u02c8\u21a8\u0f56\u41c8\u02d6\u3f55\u36d1\u0ef3\u3154 \u22d5\u079a\u2e42\u0d04\u0583\u2afc\u043a\u4d36\u41c1\u3fd4\u02d7\u074b\u1cdd\u14d4\u4be8\u2c58\u3f9a\u47a2\u0a60\u092e\u0efb\u2c58\u36cc\u15d4\u02d7\u34a3\u140c\u15f1\u35d7\u04fb\u29da\u4627\u158b\u4bc2\u4e6c \u02c8\u144a\u0530\u07ce \u07f8\u1b81\u0a60\u45dd\u18bd\u02d7\u09e0\u1bca\u0cfc\u1da4\u046f\u2db9\u419a\u4e5a\u0db3\u18b9\u1cdd\u4557\u50ac\u2c58\u17e4\u1205 \u01c6 \u1527\u1448\u1b2d\u3686\u2b20\u2c58\u1e59\u430f\u29fa\u0a60\u30ce\u09c3\u2f43\u043f\u1814\u04b9\u04b9\u048f\u11de\u1b40 \u02c8\u03e1\u0499\u1c03\u2b05\u0463\u04ab\u04cf\u4557\u1bbd\u0d04\u4178\u419a\u0804\u45ee\u1821\u1b2d \u3686\u03e3\u03e7\u03ef\u1b2d\u3686\u2c58\u1e0d\u1d00\u090e\u07ff \u02c8\u0433\u0cfc\u0463\u04ab\u04cf\u1c03\u3f55\u0dcd\u074f\u0101\u1bb4\u1814\u03e1\u15f1 \u02c8\u1bb4\u1814\u03e1\u3fd4\u0101\u2c58\u28c0\u309f\u048f\u1e11 \u02c8\u35e0 \u03e1\u1c03\u3f55\u45f4\u1205\u09be\u04ef\u0a00\u41b1\u03e1\u04ef\u15f1\u35d7\u2c58\u5043\u1ce1\uab89\u074b \u01c6\u45ee\u1821\u1b2d\u3686\u2c58\u2e42\u1c03\u235d\u099e\u115c\u1878\u3292\u2f32\u118a\u0cc1\u1545\u0aa1\u2f12\u04ef\u45af \u2139\u2c58\u0f08\u311d\u0efb\u045f \u01c6 2 \u2cdf\u045a\u04b9\u03df\u03f8\u319b\u1b5b\u30b4 \u02c8\u2afc\u37be\uab95\u2c58\u41b1\u3154\u45c4\u03d4\u03df \u02d6  (a) \u03df\u0efb\u113a\u2c58\u16e3\u043d\u1c03\u0495\u043c\u02d7   (b) \u4c38\u045a\u03df\u0efb\u113a\u04b9\u0eea \u02c8\u03d4\u037c\u048f\u45ac\u1468\u0f56\u0529\u19a4\u50ac\u37be\uab95 \u01c6 \u0003 \u0003 \u0003 \u02c4\u112b\u1b44 250\u112b\uab8a\u09c7\u02c5 \u0003 [\u0759\u118d\u02d615] [\u41c1\u3fd4\u2c58\u42fc\u47a3\u02d6 10] [\u160f\u07da\u02d6 25]"
+        },
+        "0509_s12_qp_21.pdf": {
+            "1": "this document consists of 3 printed pages and 1 blank page. (nl) 49504/1 \u00a9 ucles 2012 [turn overuniversity of cambridge international examinations international general certi\ufb01  cate of secondary education read these instructions first if you have been given an answer booklet, follow the instructions on the front of the booklet. write your centre number, candidate number and name on all the work you hand in.write in dark blue or black pen.do not use staples, paper clips, highlighters, glue or correction \ufb02  uid.  the essay titles, 1-8, on this question paper are printed twice, once in traditional and once in simpli\ufb01  ed  characters. if you wish to read the essay titles in traditional characters, turn to page 2; if you wish to read the essay titles in simpli\ufb01  ed characters, turn to page 3. write a composition of between 400 and 600 characters on one of the eight essay titles provided. y ou may write your answer in either traditional or simpli\ufb01  ed characters. y ou should pay attention to punctuation, accuracy and handwriting. at the end of the examination, fasten all your work securely together. all questions in this paper carry equal marks. \u8acb\u5148\u95b1\u8b80\u4ee5\u4e0b\u8aaa\u660e \u8a66\u5377\u4e0a\u7684 \u516b\u500b\u4f5c\u6587\u984c\u76ee \uff0c\u6709\u7e41\u9ad4\u548c\u7c21\u9ad4\uf978\u7a2e\u7248\u672c \u3002\uf974\u8981\u7e41\u9ad4\u5b57\u7248 \uff0c\u8acb\u7ffb\u5230\u7b2c\u4e8c\u9801 \u3002 \u8bf7\u5148\u9605\u8bfb\u4ee5\u4e0b\u8bf4\u660e \u8bd5\u5377\u4e0a\u7684 \u516b\u4e2a\u4f5c\u6587\u9898\u76ee\uff0c\u6709\u7e41\u4f53\u548c\u7b80\u4f53\u4e24\u79cd\u7248\u672c\u3002\u82e5\u8981\u7b80\u4f53\u5b57\u7248\uff0c\u8bf7\u7ffb\u5230\u7b2c\u4e09\u9875\u3002first language chinese  0509/21 paper 2  writing may/june 2012   1 hour 15 minutes additional materials:  answer booklet/paper *4283336175*",
+            "2": "0509/21/m/j/122 \u00a9 ucles 2012essay questions in traditional characters \u8acb\u5148\u95b1\u8b80\u4ee5\u4e0b\u8aaa\u660e \u5982\u679c\u767c\u7d66\u4f60\uf9ba\u7b54\u984c\u7d19 \uff0c\u8acb\u6309\u7b2c\u4e00\u9801\u4e0a\u7684\uf96f\u660e\u7b54\u984c \u3002 \u8acb\u5728\u6240\u6709\u8981\u4ea4\u7684\u7b54\u5377\u4e0a\u5beb\u4e0a\u8003\u8a66\u4e2d\u5fc3\u7de8\u865f \u3001\u8003\u751f\u865f\u548c\u59d3\u540d \u3002 \u8acb\u7528\u6df1\uf923\u8272\u6216\u9ed1\u8272\u7b46\u628a\u7b54\u6848\u5beb\u5728\u7b54\u5377\u7684\u6b63\u53cd\uf978\u9762 \u3002 \u8acb\u52ff\u7528\u8a02\u66f8\u91d8 \u3001\u66f2\u5225\u91dd\u3001\u5f69\u8272\u7b46\u3001\u81a0\u6c34\u6216\u5857\u6539\u6db2 \u3002 \u8acb\u5728\u4e0b\u9762\u6240\uf99c \u516b\u500b\u984c\u76ee\u4e2d\u4efb\u9078\u4e00\u984c \uff0c\u5beb\u4e00\u7bc7\u6587\u7ae0\uff08\u56db\u767e\u5230\uf9d1\u767e\u5b57\uff09 \u3002 \u53ef\u4ee5\u7528\u7e41\u9ad4\u5b57\u6216\u8005\u7c21\u9ad4\u5b57\u56de\u7b54\u554f\u984c \u3002 \u8acb\u6ce8\u610f\u6a19\u9ede\u7b26\u865f \uff0c\u66f8\u5beb\u8981\u6b63\u78ba \u3001\u5de5\u6574\u3002 \u8003\u8a66\u7d50\u675f\u5f8c \uff0c\u8acb\u628a\u6240\u6709\u7b54\u5377\u7e6b\u5728\u4e00\u8d77 \u3002 \u4f5c\u6587\uff1a\u5f9e\u4e0b\uf99c\u516b\u984c\u4e2d\u4efb\u9078\u4e00\u984c \u898f\u5b9a\u5b57\uf969 \uff1a400\u2013600  \u5b57 \u7b2c\u4e00\u90e8\u5206\uff1a\u5c31\u4ee5\u4e0b\u4efb\u4e00\u984c\u76ee \uff0c\u5beb\u4e00\u7bc7\u8b70\u8ad6\u6027\u7684\u6587\u7ae0 \u3002 1 \u5403\u4e00\u5879 \uff0c\u9577\u4e00\u667a 2 \u540d\u6821\u60c5\u7d50 3 \u56b4\u65bc\uf9d8\u5df1 \uff0c\u5bec\u4ee5\u5f85\u4eba 4 \u73fe\u5728\u6709\uf967\u5c11\u4e2d\u5b78\u5b89\u6392\u5b78\u751f\u53bb\u793e\u6703\u4e0a\ufa0a\u7fd2\u4e00 \u3001\uf978\u9031\u3002\u8ac7\u8ac7\u4f60\u7684\u770b\u6cd5 \u3002 \u7b2c\u4e8c\u90e8\u5206\uff1a\u5c31\u4ee5\u4e0b\u4efb\u4e00\u984c\u76ee \uff0c\u5beb\u4e00\u7bc7\u63cf\u5beb\u6216\u6558\u8ff0\u6027\u7684\u6587\u7ae0 \u3002 5 \u6211\u7684\u9130\u5c45 6 \u5bf6 \u5cf6 7 \u5f88\u96e3\u70ba\u60c5\u7684\u4e00\u4ef6\u4e8b 8 \uf93d\u6c34\u9752\u5c71",
+            "3": "0509/21/m/j/123 \u00a9 ucles 2012essay questions in simplified characters \u8bf7\u5148\u9605\u8bfb\u4ee5\u4e0b\u8bf4\u660e \u5982\u679c\u53d1\u7ed9\u4f60\u4e86\u7b54\u9898\u7eb8\uff0c\u8bf7\u6309\u7b2c\u4e00\u9875\u4e0a\u7684\u8bf4\u660e\u7b54\u9898\u3002 \u8bf7\u5728\u6240\u6709\u8981\u4ea4\u7684\u7b54\u5377\u4e0a\u5199\u4e0a\u8003\u8bd5\u4e2d\u5fc3\u7f16\u53f7\u3001\u8003\u751f\u53f7\u548c\u59d3\u540d\u3002\u8bf7\u7528\u6df1\u84dd\u8272\u6216\u9ed1\u8272\u7b14\u628a\u7b54\u6848\u5199\u5728\u7b54\u5377\u7684\u6b63\u53cd\u4e24\u9762\u3002\u8bf7\u52ff\u7528\u8ba2\u4e66\u9489\u3001\u66f2\u522b\u9488\u3001\u5f69\u8272\u7b14\u3001\u80f6\u6c34\u6216\u6d82\u6539\u6db2\u3002 \u8bf7\u5728\u4e0b\u9762\u6240\u5217 \u516b\u4e2a\u9898\u76ee\u4e2d\u4efb\u9009\u4e00\u9898\uff0c\u5199\u4e00\u7bc7\u6587\u7ae0\uff08\u56db\u767e\u5230\u516d\u767e\u5b57\uff09\u3002 \u53ef\u4ee5\u7528\u7e41\u4f53\u5b57\u6216\u8005\u7b80\u4f53\u5b57\u56de\u7b54\u95ee\u9898\u3002 \u8bf7\u6ce8\u610f\u6807\u70b9\u7b26\u53f7\uff0c\u4e66\u5199\u8981\u6b63\u786e\u3001\u5de5\u6574\u3002\u8003\u8bd5\u7ed3\u675f\u540e\uff0c\u8bf7\u628a\u6240\u6709\u7b54\u5377\u7cfb\u5728\u4e00\u8d77\u3002 \u4f5c\u6587\uff1a\u4ece\u4e0b\u5217\u516b\u9898\u4e2d\u4efb\u9009\u4e00\u9898 \u89c4\u5b9a\u5b57\u6570\uff1a 400\u2013600 \u5b57 \u7b2c\u4e00\u90e8\u5206\uff1a\u5c31\u4ee5\u4e0b\u4efb\u4e00\u9898\u76ee\uff0c\u5199\u4e00\u7bc7\u8bae\u8bba\u6027\u7684\u6587\u7ae0\u3002 1 \u5403\u4e00\u5811\uff0c\u957f\u4e00\u667a 2 \u540d\u6821\u60c5\u7ed3 3 \u4e25\u4e8e\u5f8b\u5df1\uff0c\u5bbd\u4ee5\u5f85\u4eba 4 \u73b0\u5728\u6709\u4e0d\u5c11\u4e2d\u5b66\u5b89\u6392\u5b66\u751f\u53bb\u793e\u4f1a\u4e0a\u89c1\u4e60\u4e00\u3001\u4e24\u5468\u3002\u8c08\u8c08\u4f60\u7684\u770b\u6cd5\u3002 \u7b2c\u4e8c\u90e8\u5206\uff1a\u5c31\u4ee5\u4e0b\u4efb\u4e00\u9898\u76ee\uff0c\u5199\u4e00\u7bc7\u63cf\u5199\u6216\u53d9\u8ff0\u6027\u7684\u6587\u7ae0\u3002 5 \u6211\u7684\u90bb\u5c45 6 \u5b9d \u5c9b 7 \u5f88\u96be\u4e3a\u60c5\u7684\u4e00\u4ef6\u4e8b 8 \u7eff\u6c34\u9752\u5c71",
+            "4": "0509/21/m/j/124 \u00a9 ucles 2012blank page permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here 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."
+        },
+        "0509_s12_qp_22.pdf": {
+            "1": "this document consists of 3 printed pages and 1 blank page. dc (kn) 56582 \u00a9 ucles 2012 [turn overuniversity of cambridge international examinations international general certi\ufb01  cate of secondary education read these instructions first if you have been given an answer booklet, follow the instructions on the front of the booklet. write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen. do not use staples, paper clips, highlighters, glue or correction \ufb02  uid.  the essay titles, 1-8, on this question paper are printed twice, once in traditional and once in simpli\ufb01  ed  characters. if you wish to read the essay titles in traditional characters, turn to page 2; if you wish to read  the essay titles in simpli\ufb01  ed characters, turn to page 3. write a composition of between 400 and 600 characters on one of the eight essay titles provided. y ou may write your answer in either traditional or simpli\ufb01  ed characters. y ou should pay attention to punctuation, accuracy and handwriting. at the end of the examination, fasten all your work securely together. all questions in this paper carry equal marks.first language chinese  0509/22 paper 2  writing may/june 2012   1 hour 15 minutes additional materials:  answer booklet/paper *6695428111* \u5d5a\u23d7\u6840\u5e0f\u2174\u209a\u5d39\u389d \u11e2\u0834\u0572\u0931 \u0566\u0b21\u05ae\u0702\u1832\u063e \u03b4\u06b6\u1717\u19ef\u0849\u17e1\u19ef\u081f\u131f\u0920\u0621 \u03b6\u0ac9\u0ade\u1717\u19ef\u0697\u0920 \u03b4\u14ee\u17ec\u0829\u0e23\u0562\u0b04 \u03b6 \u41cb\u071c\u4bd9\u41cf\u04b9\u03df\u41c8\u1be2 \u41a9\u094b\u03df\u2c58 \u073f\u037c\u0530\u1b5b\u4e6c\u2cc3\u02c8\u1cdd\u3415\u0527\u0a60\u3154\u0527\u03f8\u2fa1\u281c\u1d00\u01c6\u38b9\u3f55\u3154\u0527\u112b\u281c\u02c8\u41cb\u35cf\u0804\u3100\u03dd\u4e49\u01c6",
+            "2": "0509/22/m/j/122 \u00a9 ucles 2012essay questions in traditional characters \u5d5a\u23d7\u6840\u5e0f\u2174\u209a\u5d39\u389d \u08e0\u0695\u0fc7\u0fef\u0703\u0561\u0fe0\u1832\u0c50 \u03b4\u14ee\u0a0a\u0e23\u052b\u0b04\u0572\u0931\u1385\u08d4\u0fe0\u1832 \u03b6 \u14ee\u06b6\u08ac\u0687\u0ade\u064c\u0931\u0fe0\u0834\u0572\u140a\u0572\u06d5\u11e2\u056d\u05a8\u14b3\u11c6 \u03b5\u0633\u06d5\u11c6\u067c\u0869\u0849 \u03b6 \u14ee\u0634\u0de1\u17f4\u08a8\u06e5\u1095\u06e5\u0fdd\u0782\u0fe0\u0bc2\u140a\u0687\u0fe0\u0834\u0931\u081f\u0598\u0625\u0aff \u03b6 \u14ee\u058e\u0634\u0ae1\u0bbc\u0cbd \u03b5\u0711\u06b4\u0cbe\u03b5\u0d51\u06e5\u0fdd\u03b5\u14c4\u08a8\u05bd\u2d21\u078f\u0dc8 \u03b6 \u14ee\u0687\u0570\u0aff\u0668\u08ac \u0566\u0b21\u1832\u063e\u056d\u065a\u1647\u052b\u1832 \u03b4\u140a\u052b\u14a7\u05ae\u0eb5\u03b0\u0829\u06cd\u0604\u0584\u0697\u06cd\u03b1 \u03b6 \u0634\u05d0\u05f1\u1717\u19ef\u08a8\u0697\u0943\u17e1\u19ef\u0683\u0697\u0fe0\u0d02\u1832 \u03b6 \u14ee\u08f9\u10e0\u1451\u179a\u0e24\u11c6 \u03b4\u0bbc\u140a\u0ade\u0625\u1494 \u03b5\u0560\u159e\u03b6 \u06d5\u11e2\u0fe8\u0794\u09f5 \u03b4\u14ee\u06b6\u08ac\u0782\u0fe0\u0834\u1880\u0687\u052b\u0ca6 \u03b6 \u05ae\u0702\u03ba\u0d55\u0570\u0668\u0566\u1832\u056d\u065a\u1647\u052b\u1832 \u0e75\u0697\u0873\u1447 \u03ba400\u2013600 \u02b3\u0697 \u0c92\u03ba\u0d0c\u03f8\u0209\u0d78\u043f\u03af\u04ca\u03ba\u16a1\u04ad \u19e8\u1279\u03ba\u1316\u178b\u1364\u07a0\u0713\u043d\u0d24 \u0205 1\u02b3 \u067e\u052b\u127f \u03b4\u096f\u052b\u0f55 2\u02b3 \u067c\u0bc0\u0d63\u0fe8 3\u02b3 \u18e4\u08cd\u09f3\u0561 \u03b4\u1408\u05d0\u09f1\u0563 4\u02b3 \u0dfc\u06b6\u0687\u056c\u059f\u056d\u1582\u069c\u0d88\u1582\u05f0\u0633\u0937\u110e\u0572\u07e0\u0e3e\u052b \u03b5\u081f\u105c\u03b6\u14eb\u14eb\u0703\u0931\u0a8e\u0904 \u03b6 \u0c92\u03c1\u0d0c\u03f8\u0209\u0d78\u043f\u03af\u04ca\u03ba\u16a1\u04ad \u19e8\u1279\u03ba\u1316\u0da3\u1279\u0717\u0c05\u0959\u07a0\u0713\u043d\u0d24 \u0205 5\u0003\u077a\u0931\u1523\u087a 6\u02b3\u18ea \u0b7e 7\u02b3 \u09f0\u18c4\u0a61\u0d63\u0931\u052b\u0803\u0659 8\u02b3 \u1338\u05bd\u0979\u055e",
+            "3": "0509/22/m/j/123 \u00a9 ucles 2012essay questions in simplified characters \u5e86\u23d7\u6894\u5e8a\u2174\u209a\u5e83\u389d \u0f56\u1d70\u09a5\u34ad\u0564\u045a\u3128\u4e6c\u348c\u02c8\u41cb\u18dd\u3100\u03d4\u4e49\u03df\u2c58\u41c8\u1be2\u3128\u4e6c\u01c6 \u41cb\u0cfc\u1814\u1cdd\u3f55\u0479\u2c58\u3128\u094b\u03df\u076d\u03df\u35d7\u41a9\u0451\u1597\u34ea\u09cb\u01c3\u35d7\u2af3\u09cb\u0a60\u0fa7\u09e1\u01c6 \u41cb\u2afc\u23c5\u3ab1\u3846\u17ea\u54a5\u3846\u30e8\u185e\u3128\u1e1d\u076d\u0cfc\u3128\u094b\u2c58\u2137\u09a1\u03f8\u4d36\u01c6 \u41cb\u08d3\u2afc\u4176\u043a\u4a5d\u01c3\u1cc6\u07ff\u4a5c\u01c3\u153d\u3846\u30e8\u01c3\u36ca\u2208\u17ea\u2356\u1b0d\u2386\u01c6 \u41cb\u0cfc\u03df\u4d36\u1814\u07eb\u073f \u037c\u4e6c\u2cc3\u0451\u04cf\u45dd\u03d4\u4e6c\u02c8\u076d\u03d4\u319b\u1b5b\u30b4\u02c4\u0caf\u2c52\u0741\u0804\u2c52\u112b\u02c5\u01c6 \u09c3\u04b9\u2afc\u3415\u0527\u112b\u17ea\u35d9\u3154\u0527\u112b\u0cb2\u3128\u4bc2\u4e6c\u01c6 \u41cb\u22bc\u16e3\u1ddb\u268d\u30fa\u09cb\u02c8\u043a\u076d\u3f55\u2137\u2e42\u01c3\uab89\u1b48\u01c6 \u35d7\u41a9\u34a7\u1d33\u09e2\u02c8\u41cb\u185e\u1814\u1cdd\u3128\u094b\u32cf\u0cfc\u03d4\u434b\u01c6 \u0530\u1b5b\u02d6\u04a3\u03df\u073f\u07eb\u4e6c\u0451\u04cf\u45dd\u03d4\u4e6c \u3f98\u116e\u112b\u1b44\u02d6 400\u2013600 \u112b \u4dbb\u208f\u6377\u2495\u19f6\u2ec0\u2174\u209a\u218a\u208f\u6b27\u497d\u19e8\u2428\u208f\u4e56\u5e3d\u5e49\u32b6\u4913\u3816\u4d6f\u11ed 1\u0003 \u09d7\u03d4\u0de5\u02c8\u4b53\u03d4\u1c4e 2 \u09e1\u1df5\u1699\u34a7 3\u0003 \u03f2\u0463\u155f\uab95\u02c8\u1191\u04b9\u1559\u048f 4\u0003 \u2984\u0cfc\u1cdd\u03e1\u11e5\u0451\u113a\u115d\u1966\u113a\u2af3\u098f\u2f12\u04ef\u03df\u3f95\u0434\u03d4\u01c3\u03f8\u0a3c\u01c6\u41dc\u41dc\u0564\u2c58\u2cdf\u22a9\u01c6 \u4dbb\u211b\u6377\u2495\u19f6\u2ec0\u2174\u209a\u218a\u208f\u6b27\u497d\u19e8\u2428\u208f\u4e56\u365e\u2428\u34a5\u2668\u627f\u32b6\u4913\u3816\u4d6f\u11ed 5\u0003 \u17e5\u2c58\u468f\u1219 6\u0003\u1171 \u126f 7\u0003 \u155c\u4c92\u045e\u1699\u2c58\u03d4\u04ca\u045f 8\u0003 \u34d3\u2208\u4d26\u1245",
+            "4": "0509/22/m/j/124 \u00a9 ucles 2012blank page permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here 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."
+        },
+        "0509_s12_qp_23.pdf": {
+            "1": "this document consists of 3 printed pages and 1 blank page. (nl) 49489/1 \u00a9 ucles 2012 [turn overuniversity of cambridge international examinations international general certi\ufb01  cate of secondary education read these instructions first if you have been given an answer booklet, follow the instructions on the front of the booklet. write your centre number, candidate number and name on all the work you hand in.write in dark blue or black pen.do not use staples, paper clips, highlighters, glue or correction \ufb02  uid.  the essay titles, 1-8, on this question paper are printed twice, once in traditional and once in simpli\ufb01  ed  characters. if you wish to read the essay titles in traditional characters, turn to page 2; if you wish to read the essay titles in simpli\ufb01  ed characters, turn to page 3. write a composition of between 400 and 600 characters on one of the eight essay titles provided. y ou may write your answer in either traditional or simpli\ufb01  ed characters. y ou should pay attention to punctuation, accuracy and handwriting. at the end of the examination, fasten all your work securely together. all questions in this paper carry equal marks. \u8acb\u5148\u95b1\u8b80\u4ee5\u4e0b\u8aaa\u660e \u8a66\u5377\u4e0a\u7684 \u516b\u500b\u4f5c\u6587\u984c\u76ee \uff0c\u6709\u7e41\u9ad4\u548c\u7c21\u9ad4\uf978\u7a2e\u7248\u672c \u3002\uf974\u8981\u7e41\u9ad4\u5b57\u7248 \uff0c\u8acb\u7ffb\u5230\u7b2c\u4e8c\u9801 \u3002 \u8bf7\u5148\u9605\u8bfb\u4ee5\u4e0b\u8bf4\u660e \u8bd5\u5377\u4e0a\u7684 \u516b\u4e2a\u4f5c\u6587\u9898\u76ee\uff0c\u6709\u7e41\u4f53\u548c\u7b80\u4f53\u4e24\u79cd\u7248\u672c\u3002\u82e5\u8981\u7b80\u4f53\u5b57\u7248\uff0c\u8bf7\u7ffb\u5230\u7b2c\u4e09\u9875\u3002first language chinese  0509/23 paper 2  writing may/june 2012   1 hour 15 minutes additional materials:  answer booklet/paper *5140576610*",
+            "2": "0509/23/m/j/122 \u00a9 ucles 2012essay questions in traditional characters \u8acb\u5148\u95b1\u8b80\u4ee5\u4e0b\u8aaa\u660e \u5982\u679c\u767c\u7d66\u4f60\uf9ba\u7b54\u984c\u7d19 \uff0c\u8acb\u6309\u7b2c\u4e00\u9801\u4e0a\u7684\uf96f\u660e\u7b54\u984c \u3002 \u8acb\u5728\u6240\u6709\u8981\u4ea4\u7684\u7b54\u5377\u4e0a\u5beb\u4e0a\u8003\u8a66\u4e2d\u5fc3\u7de8\u865f \u3001\u8003\u751f\u865f\u548c\u59d3\u540d \u3002 \u8acb\u7528\u6df1\uf923\u8272\u6216\u9ed1\u8272\u7b46\u628a\u7b54\u6848\u5beb\u5728\u7b54\u5377\u7684\u6b63\u53cd\uf978\u9762 \u3002 \u8acb\u52ff\u7528\u8a02\u66f8\u91d8 \u3001\u66f2\u5225\u91dd\u3001\u5f69\u8272\u7b46\u3001\u81a0\u6c34\u6216\u5857\u6539\u6db2 \u3002 \u8acb\u5728\u4e0b\u9762\u6240\uf99c \u516b\u500b\u984c\u76ee\u4e2d\u4efb\u9078\u4e00\u984c \uff0c\u5beb\u4e00\u7bc7\u6587\u7ae0\uff08\u56db\u767e\u5230\uf9d1\u767e\u5b57\uff09 \u3002 \u53ef\u4ee5\u7528\u7e41\u9ad4\u5b57\u6216\u8005\u7c21\u9ad4\u5b57\u56de\u7b54\u554f\u984c \u3002 \u8acb\u6ce8\u610f\u6a19\u9ede\u7b26\u865f \uff0c\u66f8\u5beb\u8981\u6b63\u78ba \u3001\u5de5\u6574\u3002 \u8003\u8a66\u7d50\u675f\u5f8c \uff0c\u8acb\u628a\u6240\u6709\u7b54\u5377\u7e6b\u5728\u4e00\u8d77 \u3002 \u4f5c\u6587\uff1a\u5f9e\u4e0b\uf99c\u516b\u984c\u4e2d\u4efb\u9078\u4e00\u984c \u898f\u5b9a\u5b57\uf969 \uff1a400\u2013600  \u5b57 \u7b2c\u4e00\u90e8\u5206\uff1a\u5c31\u4ee5\u4e0b\u4efb\u4e00\u984c\u76ee \uff0c\u5beb\u4e00\u7bc7\u8b70\u8ad6\u6027\u7684\u6587\u7ae0 \u3002 1 \u6eff\u62db\u640d \uff0c\u8b19\u53d7\u76ca 2 \u9060\u89aa\uf967\u5982\u8fd1\u9130 3 \u74b0\u4fdd\u7bc0\u80fd \uff0c\u5f9e\u6211\u958b\u59cb 4 \uf95a\u842c\u5377\u66f8 \uff0c\ufa08\u842c\uf9e9\uf937 \u7b2c\u4e8c\u90e8\u5206\uff1a\u5c31\u4ee5\u4e0b\u4efb\u4e00\u984c\u76ee \uff0c\u5beb\u4e00\u7bc7\u63cf\u5beb\u6216\u6558\u8ff0\u6027\u7684\u6587\u7ae0 \u3002 5 \u6211\u7684\u5bf5\u7269 6 \u5feb\uf914\u7684\u6691\u5047 7 \u6625 \u96e8 8 \u6bcd \u89aa",
+            "3": "0509/23/m/j/123 \u00a9 ucles 2012essay questions in simplified characters \u8bf7\u5148\u9605\u8bfb\u4ee5\u4e0b\u8bf4\u660e \u5982\u679c\u53d1\u7ed9\u4f60\u4e86\u7b54\u9898\u7eb8\uff0c\u8bf7\u6309\u7b2c\u4e00\u9875\u4e0a\u7684\u8bf4\u660e\u7b54\u9898\u3002 \u8bf7\u5728\u6240\u6709\u8981\u4ea4\u7684\u7b54\u5377\u4e0a\u5199\u4e0a\u8003\u8bd5\u4e2d\u5fc3\u7f16\u53f7\u3001\u8003\u751f\u53f7\u548c\u59d3\u540d\u3002\u8bf7\u7528\u6df1\u84dd\u8272\u6216\u9ed1\u8272\u7b14\u628a\u7b54\u6848\u5199\u5728\u7b54\u5377\u7684\u6b63\u53cd\u4e24\u9762\u3002\u8bf7\u52ff\u7528\u8ba2\u4e66\u9489\u3001\u66f2\u522b\u9488\u3001\u5f69\u8272\u7b14\u3001\u80f6\u6c34\u6216\u6d82\u6539\u6db2\u3002 \u8bf7\u5728\u4e0b\u9762\u6240\u5217 \u516b\u4e2a\u9898\u76ee\u4e2d\u4efb\u9009\u4e00\u9898\uff0c\u5199\u4e00\u7bc7\u6587\u7ae0\uff08\u56db\u767e\u5230\u516d\u767e\u5b57\uff09\u3002 \u53ef\u4ee5\u7528\u7e41\u4f53\u5b57\u6216\u8005\u7b80\u4f53\u5b57\u56de\u7b54\u95ee\u9898\u3002 \u8bf7\u6ce8\u610f\u6807\u70b9\u7b26\u53f7\uff0c\u4e66\u5199\u8981\u6b63\u786e\u3001\u5de5\u6574\u3002\u8003\u8bd5\u7ed3\u675f\u540e\uff0c\u8bf7\u628a\u6240\u6709\u7b54\u5377\u7cfb\u5728\u4e00\u8d77\u3002 \u4f5c\u6587\uff1a\u4ece\u4e0b\u5217\u516b\u9898\u4e2d\u4efb\u9009\u4e00\u9898 \u89c4\u5b9a\u5b57\u6570\uff1a 400\u2013600 \u5b57 \u7b2c\u4e00\u90e8\u5206\uff1a\u5c31\u4ee5\u4e0b\u4efb\u4e00\u9898\u76ee\uff0c\u5199\u4e00\u7bc7\u8bae\u8bba\u6027\u7684\u6587\u7ae0\u3002 1 \u6ee1\u62db\u635f\uff0c\u8c26\u53d7\u76ca 2 \u8fdc\u4eb2\u4e0d\u5982\u8fd1\u90bb 3 \u73af\u4fdd\u8282\u80fd\uff0c\u4ece\u6211\u5f00\u59cb 4 \u8bfb\u4e07\u5377\u4e66\uff0c\u884c\u4e07\u91cc\u8def \u7b2c\u4e8c\u90e8\u5206\uff1a\u5c31\u4ee5\u4e0b\u4efb\u4e00\u9898\u76ee\uff0c\u5199\u4e00\u7bc7\u63cf\u5199\u6216\u53d9\u8ff0\u6027\u7684\u6587\u7ae0\u3002 5 \u6211\u7684\u5ba0\u7269 6 \u5feb\u4e50\u7684\u6691\u5047 7 \u6625 \u96e8 8 \u6bcd \u4eb2",
+            "4": "0509/23/m/j/124 \u00a9 ucles 2012blank page permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here 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."
+        }
+    },
+    "2013": {
+        "0509_s13_qp_11.pdf": {
+            "1": "1 first language chinese  0509/11 paper 1  reading may/june 2013  2 hours additional materials:  answer booklet/paperuniversity of cambridge international examinations international general certi\ufb01  cate of secondary education this document consists of 8 printed pages. (nl) 67183/2 \u00a9 ucles 2013 [turn overread these instructions first if you have been given an answer booklet, follow the instructions on the front of the booklet. write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen. do not use staples, paper clips, highlighters, glue or correction \ufb02 uid. answer all questions. the passages and questions on this question paper are printed twice, once in traditional and once in  simpli \ufb01 ed characters. if you wish to read them in traditional characters, turn to page 2; if you wish to read  them in simpli \ufb01 ed characters, turn to page 6. you may write your answers in either traditional or simpli \ufb01 ed characters. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question. \u8acb\u5148\u95b1\u8b80\u4ee5\u4e0b\u8aaa\u660e \u8a66\u5377\u4e0a\u7684\u6587\u7ae0\u548c\u554f\u984c \uff0c\u6709\u7e41\u9ad4\u548c\u7c21\u9ad4\uf978\u7a2e\u7248\u672c \u3002\uf974\u8981\u7e41\u9ad4\u5b57\u7248 \uff0c\u8acb\u7ffb\u5230\u7b2c\u4e8c\u9801 \u3002 \u8bf7\u5148\u9605\u8bfb\u4ee5\u4e0b\u8bf4\u660e \u8bd5\u5377\u4e0a\u7684\u6587\u7ae0\u548c\u95ee\u9898 \uff0c\u6709\u7e41\u4f53\u548c\u7b80\u4f53\u4e24\u79cd\u7248\u672c \u3002\u82e5\u8981\u7b80\u4f53\u5b57\u7248 \uff0c\u8bf7\u7ffb\u5230\u7b2c\u516d\u9875 \u3002 *1887012350*",
+            "2": "\u00a9 ucles 20132 0509/11/m/j/13passages and questions in traditional characters \u7b2c\u4e00\u90e8\u5206 \u77ed\u6587\u4e00 \u4ed4\u7d30\u95b1\uf95a\u4e0b\u9762\u7684\u77ed\u6587 \uff0c\u7136\u5f8c\u56de\u7b54\u554f\u984c \u3002 (\u7b2c\u4e00\u6bb5) \u5927\u591a\uf969\u4eba\u5728\u5435\u67b6\u6642\u662f\u6c92\u6709\u5efa\u8a2d\u6027\u548c\u539f\u5247\u6027\u7684 \u3002\u4ed6\u5011\u5f7c\u6b64\u5927\u8072\u5730\u543c\u53eb \uff0c\u4ee5\u81ea\u5df1\u7684\u543c\u8072\u53bb \u58d3\u5012\u5c0d\u65b9 \uff0c\u4e5f\u6709\u4eba\u611b\u7ffb\u51fa\u4ee5\u524d\u7684\u820a\u8cec\uf92d\u7b97 \uff0c\u4e26\u8b1b\u4e00\u4e9b\u8a71\uf92d\uf9ff\u6fc0\u5c0d\u65b9 \u3002\u6700\u5f8c\u7684\u7d50\u679c\u662f\u57cb\u4e0b\uf9ba \u4e0b\u4e00\u6b21\u5435\u67b6\u7684\u5c0e\u706b\u7dda \u3002\u9019\u6a23\u7684\u722d\u5435\u5c0d\u65bc\u89e3\u6c7a\u554f\u984c\u4e00\u9ede\u5e6b\u52a9\u90fd\u6c92\u6709 \u3002\u8981\u5435\u500b\u597d\u67b6\u9700\u8981\u505a\u5230\u67d0 \u4e9b\u4e8b\u60c5\uff0c\u4e5f\u9700\u8981\u907f\u514d\u67d0\u4e9b\u4e8b\u60c5 \u3002\u4e0b\u9762\u6211\u5011\u5c31\uf92d\uf96f\uf96f \uff1a (\u7b2c\u4e8c\u6bb5) \u8981\u505a\u5230\u7684\u4e8b\u60c5\u4e4b\u4e00\u5c31\u662f\u8981\u6f84\u6e05\u5c0d\u65b9\u7684\u60f3\u6cd5 \uff0c\u4e5f\u8981\u6e05\u6670\u5730\u8868\u9054\u81ea\u5df1\u7684\u60f3\u6cd5 \u3002\u8209\uf9b5\uf92d\uf96f \uff0c \u5982\u679c\u5c0d\u65b9\uf96f \uff1a\u201c\u6211\u89ba\u5f97\u4f60\u771f\u7684\u5f88\u81ea\u79c1 \u3002\uff02\u4f60\u5225\u6025\u8457\u53cd\u64ca \uff0c\u5148\u554f\u4e00\u4e0b\u5c0d\u65b9 \uff1a\u201c\u70ba\uf9fd\u9ebc\u4f60\u9019\u9ebc \u89ba\u5f97\uff0c\u6211\u505a\uf9ba\uf9fd\u9ebc\u4e8b\u60c5\u8b93\u4f60\u6709\u9019\u6a23\u7684\u611f\u89ba\uff1f\uff02\u9019\u5c31\u662f\u5728\u6f84\u6e05\u5c0d\u65b9\u7684\u60f3\u6cd5 \u3002\u5982\u679c\u4f60\u89ba\u5f97\u5c0d\u65b9 \u63d0\u51fa\u7684\u8b49\u64da\uf967\u5408\uf9e4 \uff0c\u4f60\u4e5f\u61c9\u8a72\u8b1b\u51fa\uf9e4\u7531 \u3002\u53ea\u6709\u6e05\u6670\u5730\u8868\u9054\u5f7c\u6b64\u7684\u60f3\u6cd5 \uff0c\uf978\u500b\u4eba\u7684\u722d\uf941\u624d\u53ef \u80fd\u6709\u7126\u9ede \uff0c\uf967\u7136\u5f88\u5bb9\uf9e0\uf9ca\u65bc\u778e\u6253\uf91b\u649e \uff0c\u9020\u6210\u96d9\u65b9\u5404\u6301\u5df1\ufa0a \uff0c\u516c\uf96f\u516c\u6709\uf9e4 \uff0c\u5a46\uf96f\u5a46\u6709\uf9e4 \uff0c\u5435 \uf967\u51fa\uf9fd\u9ebc\u7d50\u679c \u3002 (\u7b2c\u4e09\u6bb5) \u9664\u6b64\u4e4b\u5916 \uff0c\u641e\u6e05\u5f7c\u6b64\u7684\u9700\u6c42\u4e5f\u5f88\u91cd\u8981 \u3002\u8a31\u591a\u4eba\u5435\u67b6\u5435\uf9ba\u534a\u5929 \uff0c\u7d50\u679c\u96d9\u65b9\u6839\u672c\u6c92\u6709\uf943\u6e05 \u5c0d\u65b9\u7684\u8981\u6c42\u662f\uf9fd\u9ebc \u3002\u6700\u5f8c\u554f\u984c\u7cfe\u7e8f\uf967\u6e05 \uff0c\u800c\u4e14\u50b7\u5bb3\uf9ba\u96d9\u65b9\u7684\u611f\u60c5 \u3002\u628a\u8981\u6c42\u63d0\u51fa\uf92d \uff0c\u660e\u660e\u767d \u767d\u64fa\u5728\u684c\u9762\u4e0a \uff0c\u96d9\u65b9\u5c31\u53ef\u80fd\u770b\u51fa\u81ea\u5df1\u7684\u8981\u6c42\u5408\uf967\u5408\uf9e4 \uff0c\u80fd\u5426\u63d0\u51fa\u4e00\u500b\u8f03\u5408\uf9e4\u53ef\ufa08\u7684\u89e3\u6c7a\u65b9 \u5f0f\u3002\u9019\u7a2e\u5354\u5546\u7684\u65b9\u5f0f\u6bd4\u52c3\u7136\u5927\uf960 \u3001\u4e92\u76f8\u5927\u543c\u597d\u591a\uf9ba \u3002 (\u7b2c\u56db\u6bb5) \u5435\u67b6\u7684\u6642\u5019\u9664\uf9ba\u8981\u9075\u5faa\u4e0a\u8ff0\u9019\uf978\u500b\u539f\u5247\u4e4b\u5916 \uff0c\u4e5f\u8981\u6709\u4e00\u4e9b\u5177\u9ad4\u7684\u6280\u5de7 \u3002\u6bd4\u65b9\uf96f\uff0c\uf967\u8981 \u7ffb\u820a\u8cec\u3002\u6316\u904e\u53bb\u7684\u820a\u8cec\u53ea\uf967\u904e\u662f\u5728\u6fc0\uf960\u5c0d\u65b9 \uff0c\u5c0d\u65bc\u89e3\u6c7a\u554f\u984c\u4e00\u9ede\u5e6b\u52a9\u90fd\u6c92\u6709 \u3002\u4f60\u5011\u53ef\u4ee5\u5c31 \u4e8b\uf941\u4e8b\uff0c\u8b1b\u51fa\u4f60\u5011\u7684\u671f\u5f85 \uff0c\u4e26\u591a\u554f\u81ea\u5df1\u4ee5\u5f8c\u9047\u5230\u540c\u6a23\u7684\u4e8b\u60c5\u8981\u600e\u9ebc\u8fa6 \u3002\u9019\u6a23\u53ef\u4ee5\u5e6b\u4f60\u5011\u628a \u722d\uf941\u7684\u91cd\u5fc3\u5f9e\u60c5\u7dd2\u7684\u767c\u6d29\u8f49\u79fb\u5230\u554f\u984c\u7684\u89e3\u6c7a \u3002\u8acb\u5148\u95b1\u8b80\u4ee5\u4e0b\u8aaa\u660e \u5982\u679c\u767c\u7d66\u4f60\uf9ba\u7b54\u984c\u7d19 \uff0c\u8acb\u6309\u7b2c\u4e00\u9801\u4e0a\u7684\uf96f\u660e\u7b54\u984c \u3002 \u8acb\u5728\u6240\u6709\u8981\u4ea4\u7684\u7b54\u5377\u4e0a\u5beb\u4e0a\u8003\u8a66\u4e2d\u5fc3\u7de8\u865f \uff0c\u8003\u751f\u865f\u548c\u59d3\u540d \u3002 \u8acb\u7528\u6df1\uf923\u8272\u6216\u9ed1\u8272\u7b46\u628a\u7b54\u6848\u5beb\u5728\u7b54\u5377\u7684\u6b63\u53cd\uf978\u9762 \u3002 \u8acb\u52ff\u7528\u8a02\u66f8\u91d8 \u3001\u66f2\u5225\u91dd\u3001\u5f69\u8272\u7b46\u3001\u81a0\u6c34\u6216\u5857\u6539\u6db2 \u3002 \u8acb\u56de\u7b54\u6240\u6709\u554f\u984c \u3002 \u53ef\u4ee5\u7528\u7e41\u9ad4\u5b57\u6216\u8005\u7c21\u9ad4\u5b57\u56de\u7b54\u554f\u984c \u3002 \u6bcf\u4e00\u984c\u6216\u6bcf\u4e00\u5c0f\u984c\u7684\u5206\uf969\u5728\u5176\u5f8c\u9762\u7684\u62ec\u865f [  ] \u88cf\u3002 \u8003\u8a66\u7d50\u675f\u5f8c \uff0c\u8acb\u628a\u6240\u6709\u7b54\u5377\u7e6b\u5728\u4e00\u8d77 \u3002",
+            "3": "[turn over 0509/11/m/j/133 \u00a9 ucles 20131 (a)  \u77ed\u6587\u7b2c\u4e00\u6bb5\uf96f\u6709\u4e9b\u4eba\u5435\u67b6\u6c92\u6709\u5efa\u8a2d\u6027\u548c\u539f\u5247\u6027 \u3002\u8b1b\u4e00\u8b1b\u5e38\ufa0a\u7684\u5177\u9ad4\u932f\u8aa4\u6709\u54ea    \u4e09 \u500b \u3002 [3]  (b)  \u8acb\u91cd\uf95a\u201c\u8981\u505a\u5230\u7684\u4e8b\u60c5\u4e4b\u4e00\u5c31\u662f\u8981\u6f84\u6e05\u5c0d\u65b9\u7684\u60f3\u6cd5 \u2026\u2026\u9019\u5c31\u662f\u5728\u6f84\u6e05\u5c0d\u65b9    \u7684\u60f3\u6cd5 \u3002\uff02\u8b1b\u4e00\u8b1b\u907f\u514d\u722d\u5435\u8981\u505a\u5230\u54ea\uf978\u9ede \u3002 [2]   (c) \u7528\u81ea\u5df1\u7684\u8a71\u89e3\u91cb\u4e00\u4e0b\u201c\u516c\uf96f\u516c\u6709\uf9e4 \uff0c\u5a46\uf96f\u5a46\u6709\uf9e4\uff02\u662f\uf9fd\u9ebc\u610f\u601d \u3002 [2]  (d)  \u8acb\u91cd\uf95a\u7b2c\u4e09\u6bb5 \uff0c\u8b1b\u4e00\u8b1b\u5435\u67b6\u6642\u5982\u679c\u6c92\u6709\uf943\u6e05\u5f7c\u6b64\u7684\u9700\u6c42\u6703\u5e36\uf92d\uf9fd\u9ebc\u5f8c\u679c \u3002 [2]  (e)  \u8acb\u91cd\uf95a\u7b2c\u56db\u6bb5 \uff0c\u8b1b\u4e00\u8b1b\u70ba\uf9fd\u9ebc\uf967\u8981\u7ffb\u820a\u8cec \u3002 [2]  (f)  \u8acb\u91cd\uf95a\u7b2c\u56db\u6bb5 \uff0c\u8b1b\u4e00\u8b1b\u5435\u67b6\u6642 \uff0c\u9664\uf9ba\uf967\u7ffb\u820a\u8cec \uff0c\u9084\u61c9\u8a72\u600e\u6a23\u505a\u624d\u80fd\u6709\u52a9\u65bc\u89e3   \u6c7a\u554f\u984c \u3002 [3]  (g)  \u7b2c\u4e94\u6bb5\u4e2d\uf96f\u5728\u50be\u807d\u610f\ufa0a\u6642\uf967\u61c9\u983b\u983b\u6253\u65b7\u5c0d\u65b9 \uff0c\u70ba\uf9fd\u9ebc\uff1f  [1]  (h)  \u8acb\u91cd\uf95a\u7b2c\u4e94\u6bb5 \uff0c\u8b1b\u4e00\u8b1b     (i)  \u6f84\u6e05\u5c0d\u65b9\u7684\u770b\u6cd5\u6709\u54ea\uf978\u500b\u6b65\u9a5f \uff1b [2]    (ii)  \u9019\u6a23\u505a\u80fd\u5e36\uf92d\uf9fd\u9ebc\u597d\u7684\u6548\u679c \u3002 [2]  (i)  \u8acb\u91cd\uf95a\u7b2c\uf9d1\u6bb5 \uff0c\u8b1b\u4e00\u8b1b\u5728\uf9fd\u9ebc\u6a23\u7684\u60c5\u6cc1\u4e0b\u5435\u67b6\u53ef\u4ee5\u6539\u5584\u95dc\u4fc2 \u3002 [1] [\u8a9e\u8a00\u7684\u7cbe\u78ba \uff1a5] [\u7e3d\u5206\uff1a25](\u7b2c\u4e94\u6bb5) \u52aa\uf98a\u50be\u807d\u5c0d\u65b9\u7684\u770b\u6cd5\u548c\u610f\ufa0a\u4e5f\u662f\u5f88\u91cd\u8981\u7684 \u3002\uf967\u983b\u983b\u6253\u65b7\u5c0d\u65b9 \uff0c\u624d\u80fd\u5fc3\u5e73\u6c23\u548c\u5730\u6e9d\u901a \u3002 \u4f60\u61c9\u8a72\uf92e\u975c\u5730\u807d\u5b8c\u5c0d\u65b9\u8b1b\u7684\u8a71 \uff0c\u7136\u5f8c\u91dd\u5c0d\u88cf\u9762\u7684\u5167\u5bb9\u505a\u51fa\u6f84\u6e05 \u3002\u4f60\u53ef\u4ee5\u7528\u81ea\u5df1\u7684\u8a71\u8868\u8ff0\u4e00 \u4e0b\u4f60\u662f\u600e\u9ebc\uf9e4\u89e3\u7684 \uff0c\u518d\u554f\u554f\u4f60\u7684\uf9e4\u89e3\u662f\u5426\u6b63\u78ba \u3002\u901a\u5e38\uff0c\u76db\uf960\u4e2d\u7684\u5c0d\u65b9\u6703\u56e0\u70ba\u4f60\u6e96\u78ba\u5730\uf9e4\u89e3 \u5230\u4ed6\u7684\u611f\u53d7\u800c\u5e73\u975c\u4e0b\uf92d \uff0c\u4e5f\uf901\u6709\u53ef\u80fd\u50be\u807d\u4f60\u7684\u610f\ufa0a \uff0c\u5f9e\u800c\u9054\u5230\u6709\u6548\u7684\u6e9d\u901a \u3002 (\u7b2c\uf9d1\u6bb5) \u4eba\u8207\u4eba\u76f8\u8655\u7e3d\u6703\u6709\u610f\ufa0a\uf967\u4e00\u81f4\u7684\u6642\u5019 \uff0c\u5435\u67b6\u548c\u722d\uf941\u662f\uf967\u53ef\u907f\u514d\u7684 \u3002\u5982\u679c\u65b9\u6cd5\u5c0d\uf9ba \uff0c\u5435 \u67b6\u53ef\u4ee5\u8b93\u5f7c\u6b64\u9032\u4e00\u6b65\u76f8\u4e92\uf97d\u89e3 \uff0c\u6539\u5584\u95dc\u4fc2 \u3002",
+            "4": "4 \u00a9 ucles 2013 0509/11/m/j/13\u7b2c\u4e8c\u90e8\u5206 \u77ed\u6587\u4e8c \u4ed4\u7d30\u95b1\uf95a\u4e0b\u9762\u7684\u77ed\u6587 \uff0c\u7136\u5f8c\u6839\u64da\u77ed\u6587\u4e00\u548c\u77ed\u6587\u4e8c\u56de\u7b54\u554f\u984c \u3002 \u5728\u4eba\u8207\u4eba\u6e9d\u901a\u7684\u904e\u7a0b\u4e2d \uff0c\u4e00\u500b\u9700\u8981\u6ce8\u610f\u7684\u554f\u984c\u5c31\u662f\uf967\u8981\u8b93\u597d\u8a00\u7684\u8a0e\uf941\u8b8a\u6210\uf9b9\u8a00\u7684\u722d\u5435 \u3002 \u5728\u9019\u88cf\u201c\u8a0e\uf941\uff02\u6307\u7684\u662f\u76f8\u4e92\u6e9d\u901a \uff0c\u4ea4\u63db\u610f\ufa0a\u548c\u611f\u89ba \uff0c\u9054\u5230\u76f8\u4e92\u77ad\u89e3\u6216\u89e3\u6c7a\u554f\u984c\u7684\u76ee\u7684 \u3002\uf978 \u500b\u95dc\u4fc2\u89aa\u5bc6\u7684\u4eba\u5728\u8a0e\uf941\u6642 \uff0c\uf901\u8981\u4ee5\u95dc\ufa00\u548c\u77ad\u89e3\u7684\u614b\ufa01\uf92d\u770b\u5c0d\u65b9\u7684\u611f\u89ba \u3001\u9858\u671b\u548c\u76ee\u7684 \u3002\u76f8\u53cd \u5730,\u201c\u722d\u5435\uff02\u96d6\u7136\u4e5f\u662f\u8868\u9054\u610f\ufa0a\u548c\u611f\u89ba\u7684\u4e00\u7a2e\u65b9\u5f0f \uff0c\u4f46\u662f\u5fc5\u5b9a\u4f34\u96a8\u61a4\uf960\u7684\u60c5\u7dd2\u548c\u8072\u8abf \uff0c\u7d50\u679c \u6703\u6709\u610f\u6216\u7121\u610f\u5730\u50b7\u5bb3\uf9ba\u5c0d\u65b9 \u3002 \u5728\u7236\u6bcd\u548c\u5b50\uf981\u4e4b\u9593 \uff0c\u7236\u6bcd\u5805\u6301\u5b69\u5b50\u5c0d\u4ed6\u5011\u7684\u5c0a\u91cd \uff0c\u540c\u6642\u4e5f\u8981\u4ee5\u201c\uf967\u548c\u5b69\u5b50\u8d77\u722d\u7aef\uff02\uf92d \u8d0f\u5f97\u9019\u4efd\u5c0a\u91cd \u3002\uf967\uf941\u5b69\u5b50\u4ee5\u591a\uf9b9\uf99d\u7684\u614b\ufa01\u201c\u6311\u6230\uff02 \uff0c\u7236\u6bcd\u90fd\u8981\u628a\u4ed6\u7684\u89c0\u9ede\u5e73\u975c\u5408\uf9e4\u5730\u8868\u9054 \u51fa\uf92d\u3002\u6b64\u5916\u9084\u8981\u57f9\u990a\u4e00\u9ede\u5e7d\u9ed8\u611f \uff0c\u5e38\u80fd\u9b06\u5f1b\u7dca\u5f35\u7684\u6c23\u6c1b \uff0c\u5316\u89e3\u5371\u6a5f \u3002\uf9b9\u8a00\u7684\u5435\u67b6\u50b7\u5bb3\u611f\u60c5 \uff0c \u800c\u6240\u8b02\u201c\u6709\u5efa\u8a2d\u6027\u7684\u5435\u67b6\uff02\u53ef\u4ee5\u4f7f\u96d9\u65b9\u5efa\uf9f7\uf901\u89aa\u5bc6\u548c\u4fe1\u8cf4\u7684\u95dc\u4fc2 \u3002\u9019\u6a23\u7684\u5435\u67b6\u5176\u5be6\u5df2\u7d93\uf967 \u662f\u5435\u67b6\uf9ba \uff0c\u800c\u662f\u6211\u5011\u6240\u63a8\u4ecb\u7684\u6e9d\u901a\uf9ba \u3002\u610f\ufa0a\u7684\u5206\u6b67\u4e26\uf967\u4e00\u5b9a\u9020\u6210\uf9b9\u8a00\u722d\u5435 \uff0c\u96a8\u4e4b\u800c\uf92d\u7684\u65e2 \u53ef\u4ee5\u662f\u6975\u6709\u610f\u7fa9\u7684\u8a0e\uf941 \uff0c\u4e5f\u53ef\u4ee5\u662f\u7121\u8b02\u7684\u722d\u5435 \uff0c\u5168\u770b\u4f60\u5982\u4f55\u8655\uf9e4 \u3002 \u4e00\u500b\u5f88\u6e05\u695a\u7684\u4e8b\u5be6\u662f\u6c92\u6709\u4eba\u80fd\u903c\u4f60\u5435\u67b6 \u3002\u56e0\u6b64\uf967\uf941\u56e0\u70ba\uf9fd\u9ebc\u539f\u56e0\u800c\u9677\u5165\u722d\u5435\u4e2d \uff0c\u81ea\u5df1\u591a \u5c11\u90fd\u6709\u8cac\u4efb \u3002\u4e00\u500b\u5df4\u638c\u62cd\uf967\u97ff \uff0c\u5225\u4eba\u7684\u5486\u54ee\uf960\u543c\uf967\u4e00\u5b9a\u610f\u5473\u8457\u4f60\u4e5f\u975e\u5927\u5435\uf967\u53ef \uff0c\u56e0\u6b64\u7528\u201c\u5c0d \u65b9\u592a\u7121\uf9e4\uff02\u6216\u201c\u662f\u5c0d\u65b9\u5148\u958b\u59cb\u5435\u7684\uff02\uf92d\u63a8\u5378\u8cac\u4efb\u662f\u6c92\u6709\u9053\uf9e4\u7684 \u3002\u540c\u6642\u4e5f\uf967\u80fd\u4ee5\u5225\u4eba\u5c0d\u4f60\u5982\u4f55 \u70ba\u85c9\u53e3\u800c\u4ee5\u8af7\uf9ff\u6216\u6c89\u9ed8\uf92d\u53cd\u64ca \u3002\u9019\u4e9b\u90fd\uf967\uf9dd\u65bc\u6709\u6548\u7684\u6e9d\u901a \u3002 \u8a0e\uf941\uf967\u50c5\u662f\u89e3\u6c7a\u554f\u984c\u7684\u624b\u6bb5 \uff0c\u672c\u8eab\u4e5f\u5f88\u6709\u610f\u601d \u3002\u5728\u8a0e\uf941\u7684\u904e\u7a0b\u4e2d\u96d9\u65b9\u4e92\u76f8\u50be\u807d\u4e26\u5c0a\u91cd \u5c0d\u65b9\u7684\u610f\ufa0a \uff0c\u5f9e\u800c\u6539\u5584\u95dc\u4fc2 \u3002\u8a31\u591a\u6709\u610f\u7fa9\u7684\u8ac7\u8a71\u9084\u6709\u52a9\u65bc\u500b\u4eba\u7684\u6210\u9577 \u3002\u665a\u9910\u6642\u9593\u662f\u6559\u7d66\u5b69 \u5b50\u8ac7\u8a71\u85dd\u8853\u6700\u597d\u7684\u6642\u5019 \u3002\u5e38\u80fd\u540c\u684c\u5403\u665a\u98ef\u7684\u5bb6\u5ead\u662f\u5f88\u5e78\u904b\u7684 \uff0c\u9019\u6a23\u5b69\u5b50\u5011\u6709\u6a5f\u6703\u5b78\u7fd2\u63a2\u8a0e \u554f\u984c\uff0c\u5b78\u7fd2\u5982\u4f55\u6709\u5efa\u8a2d\u6027\u5730\u8207\u4eba\u6e9d\u901a \u3002 2 \u770b\uf9ba\u4ee5\u4e0a\uf978\u7bc7\u6587\u7ae0 \u770b\uf9ba\u4ee5\u4e0a\uf978\u7bc7\u6587\u7ae0 \uff0c\u7528\u81ea\u5df1\u7684\u8a71\u7c21\u8ff0\u4e00\u4e0b \u7528\u81ea\u5df1\u7684\u8a71\u7c21\u8ff0\u4e00\u4e0b \uff1a  (a) \u5435\u67b6\u6709\uf9fd\u9ebc\u58de\u8655 \uff1b   (b) \u4eba\u8207\u4eba\u4e4b\u9593\u61c9\u8a72\u5982\u4f55\uf901\u597d\u5730\u6e9d\u901a \u3002    \uff08\u5b57\uf969 250\u5b57\u5de6\u53f3\uff09 [\u5167\u5bb9\uff1a15] [\u8a9e\u8a00\u7684\u8cea\uf97e \uff1a10] [\u7e3d\u5206\uff1a25]",
+            "5": "[turn over 0509/11/m/j/135 \u00a9 ucles 2013please turn over to find passages and questions in simplified  characters",
+            "6": "6 \u00a9 ucles 2013 0509/11/m/j/13passages and questions in simplified characters \u8bf7\u5148\u9605\u8bfb\u4ee5\u4e0b\u8bf4\u660e \u5982\u679c\u53d1\u7ed9\u4f60\u4e86\u7b54\u9898\u7eb8 \uff0c\u8bf7\u6309\u7b2c\u4e00\u9875\u4e0a\u7684\u8bf4\u660e\u7b54\u9898 \u3002 \u8bf7\u5728\u6240\u6709\u8981\u4ea4\u7684\u7b54\u5377\u4e0a\u5199\u4e0a\u8003\u8bd5\u4e2d\u5fc3\u7f16\u53f7 \uff0c\u8003\u751f\u53f7\u548c\u59d3\u540d \u3002 \u8bf7\u7528\u6df1\u84dd\u8272\u6216\u9ed1\u8272\u7b14\u628a\u7b54\u6848\u5199\u5728\u7b54\u5377\u7684\u6b63\u53cd\u4e24\u9762 \u3002 \u8bf7\u52ff\u7528\u8ba2\u4e66\u9489 \u3001\u66f2\u522b\u9488\u3001\u5f69\u8272\u7b14\u3001\u80f6\u6c34\u6216\u6d82\u6539\u6db2 \u3002 \u8bf7\u56de\u7b54\u6240\u6709\u95ee\u9898 \u3002 \u53ef\u4ee5\u7528\u7e41\u4f53\u5b57\u6216\u8005\u7b80\u4f53\u5b57\u56de\u7b54\u95ee\u9898 \u3002 \u6bcf\u4e00\u9898\u6216\u6bcf\u4e00\u5c0f\u9898\u7684\u5206\u6570\u5728\u5176\u540e\u9762\u7684\u62ec\u53f7  [  ] \u91cc\u3002 \u8003\u8bd5\u7ed3\u675f\u540e \uff0c\u8bf7\u628a\u6240\u6709\u7b54\u5377\u7cfb\u5728\u4e00\u8d77 \u3002 \u7b2c\u4e00\u90e8\u5206 \u77ed\u6587\u4e00 \u4ed4\u7ec6\u9605\u8bfb\u4e0b\u9762\u7684\u77ed\u6587 \uff0c\u7136\u540e\u56de\u7b54\u95ee\u9898 \u3002 (\u7b2c\u4e00\u6bb5) \u5927\u591a\u6570\u4eba\u5728\u5435\u67b6\u65f6\u662f\u6ca1\u6709\u5efa\u8bbe\u6027\u548c\u539f\u5219\u6027\u7684 \u3002\u4ed6\u4eec\u5f7c\u6b64\u5927\u58f0\u5730\u543c\u53eb \uff0c\u4ee5\u81ea\u5df1\u7684\u543c\u58f0\u53bb \u538b\u5012\u5bf9\u65b9 \uff0c\u4e5f\u6709\u4eba\u7231\u7ffb\u51fa\u4ee5\u524d\u7684\u65e7\u8d26\u6765\u7b97 \uff0c\u5e76\u8bb2\u4e00\u4e9b\u8bdd\u6765\u523a\u6fc0\u5bf9\u65b9 \u3002\u6700\u540e\u7684\u7ed3\u679c\u662f\u57cb\u4e0b\u4e86\u4e0b \u4e00\u6b21\u5435\u67b6\u7684\u5bfc\u706b\u7ebf \u3002\u8fd9\u6837\u7684\u4e89\u5435\u5bf9\u4e8e\u89e3\u51b3\u95ee\u9898\u4e00\u70b9\u5e2e\u52a9\u90fd\u6ca1\u6709 \u3002\u8981\u5435\u4e2a\u597d\u67b6\u9700\u8981\u505a\u5230\u67d0\u4e9b\u4e8b \u60c5\uff0c\u4e5f\u9700\u8981\u907f\u514d\u67d0\u4e9b\u4e8b\u60c5 \u3002\u4e0b\u9762\u6211\u4eec\u5c31\u6765\u8bf4\u8bf4\uff1a (\u7b2c\u4e8c\u6bb5) \u8981\u505a\u5230\u7684\u4e8b\u60c5\u4e4b\u4e00\u5c31\u662f\u8981\u6f84\u6e05\u5bf9\u65b9\u7684\u60f3\u6cd5\uff0c\u4e5f\u8981\u6e05\u6670\u5730\u8868\u8fbe\u81ea\u5df1\u7684\u60f3\u6cd5 \u3002\u4e3e\u4f8b\u6765\u8bf4 \uff0c \u5982\u679c\u5bf9\u65b9\u8bf4\uff1a\u201c\u6211\u89c9\u5f97\u4f60\u771f\u7684\u5f88\u81ea\u79c1 \u3002\u201d\u4f60\u522b\u6025\u7740\u53cd\u51fb\uff0c\u5148\u95ee\u4e00\u4e0b\u5bf9\u65b9\uff1a\u201c\u4e3a\u4ec0\u4e48\u4f60\u8fd9\u4e48 \u89c9\u5f97\uff0c\u6211\u505a\u4e86\u4ec0\u4e48\u4e8b\u60c5\u8ba9\u4f60\u6709\u8fd9\u6837\u7684\u611f\u89c9\uff1f\u201d\u8fd9\u5c31\u662f\u5728\u6f84\u6e05\u5bf9\u65b9\u7684\u60f3\u6cd5 \u3002\u5982\u679c\u4f60\u89c9\u5f97\u5bf9\u65b9 \u63d0\u51fa\u7684\u8bc1\u636e\u4e0d\u5408\u7406 \uff0c\u4f60\u4e5f\u5e94\u8be5\u8bb2\u51fa\u7406\u7531 \u3002\u53ea\u6709\u6e05\u6670\u5730\u8868\u8fbe\u5f7c\u6b64\u7684\u60f3\u6cd5 \uff0c\u4e24\u4e2a\u4eba\u7684\u4e89\u8bba\u624d\u53ef \u80fd\u6709\u7126\u70b9 \uff0c\u4e0d\u7136\u5f88\u5bb9\u6613\u6d41\u4e8e\u778e\u6253\u4e71\u649e \uff0c\u9020\u6210\u53cc\u65b9\u5404\u6301\u5df1\u89c1 \uff0c\u516c\u8bf4\u516c\u6709\u7406 \uff0c\u5a46\u8bf4\u5a46\u6709\u7406 \uff0c\u5435 \u4e0d\u51fa\u4ec0\u4e48\u7ed3\u679c \u3002 (\u7b2c\u4e09\u6bb5) \u9664\u6b64\u4e4b\u5916 \uff0c\u641e\u6e05\u5f7c\u6b64\u7684\u9700\u6c42\u4e5f\u5f88\u91cd\u8981 \u3002\u8bb8\u591a\u4eba\u5435\u67b6\u5435\u4e86\u534a\u5929 \uff0c\u7ed3\u679c\u53cc\u65b9\u6839\u672c\u6ca1\u6709\u5f04\u6e05\u5bf9 \u65b9\u7684\u8981\u6c42\u662f\u4ec0\u4e48 \u3002\u6700\u540e\u95ee\u9898\u7ea0\u7f20\u4e0d\u6e05 \uff0c\u800c\u4e14\u4f24\u5bb3\u4e86\u53cc\u65b9\u7684\u611f\u60c5 \u3002\u628a\u8981\u6c42\u63d0\u51fa\u6765 \uff0c\u660e\u660e\u767d\u767d\u6446 \u5728\u684c\u9762\u4e0a \uff0c\u53cc\u65b9\u5c31\u53ef\u80fd\u770b\u51fa\u81ea\u5df1\u7684\u8981\u6c42\u5408\u4e0d\u5408\u7406 \uff0c\u80fd\u5426\u63d0\u51fa\u4e00\u4e2a\u8f83\u5408\u7406\u53ef\u884c\u7684\u89e3\u51b3\u65b9\u5f0f \u3002\u8fd9 \u79cd\u534f\u5546\u7684\u65b9\u5f0f\u6bd4\u52c3\u7136\u5927\u6012 \u3001\u4e92\u76f8\u5927\u543c\u597d\u591a\u4e86 \u3002 (\u7b2c\u56db\u6bb5) \u5435\u67b6\u7684\u65f6\u5019\u9664\u4e86\u8981\u9075\u5faa\u4e0a\u8ff0\u8fd9\u4e24\u4e2a\u539f\u5219\u4e4b\u5916 \uff0c\u4e5f\u8981\u6709\u4e00\u4e9b\u5177\u4f53\u7684\u6280\u5de7 \u3002\u6bd4\u65b9\u8bf4\uff0c\u4e0d\u8981\u7ffb \u65e7\u8d26\u3002\u6316\u8fc7\u53bb\u7684\u65e7\u8d26\u53ea\u4e0d\u8fc7\u662f\u5728\u6fc0\u6012\u5bf9\u65b9 \uff0c\u5bf9\u4e8e\u89e3\u51b3\u95ee\u9898\u4e00\u70b9\u5e2e\u52a9\u90fd\u6ca1\u6709 \u3002\u4f60\u4eec\u53ef\u4ee5\u5c31\u4e8b\u8bba \u4e8b\uff0c\u8bb2\u51fa\u4f60\u4eec\u7684\u671f\u5f85 \uff0c\u5e76\u591a\u95ee\u81ea\u5df1\u4ee5\u540e\u9047\u5230\u540c\u6837\u7684\u4e8b\u60c5\u8981\u600e\u4e48\u529e \u3002\u8fd9\u6837\u53ef\u4ee5\u5e2e\u4f60\u4eec\u628a\u4e89\u8bba\u7684 \u91cd\u5fc3\u4ece\u60c5\u7eea\u7684\u53d1\u6cc4\u8f6c\u79fb\u5230\u95ee\u9898\u7684\u89e3\u51b3 \u3002",
+            "7": "[turn over 0509/11/m/j/137 \u00a9 ucles 20131 (a)  \u77ed\u6587\u7b2c\u4e00\u6bb5\u8bf4\u6709\u4e9b\u4eba\u5435\u67b6\u6ca1\u6709\u5efa\u8bbe\u6027\u548c\u539f\u5219\u6027 \u3002\u8bb2\u4e00\u8bb2\u5e38\u89c1\u7684\u5177\u4f53\u9519\u8bef\u6709\u54ea    \u4e09 \u4e2a \u3002 [3]  (b)  \u8bf7\u91cd\u8bfb\u201c\u8981\u505a\u5230\u7684\u4e8b\u60c5\u4e4b\u4e00\u5c31\u662f\u8981\u6f84\u6e05\u5bf9\u65b9\u7684\u60f3\u6cd5\u2026\u2026\u8fd9\u5c31\u662f\u5728\u6f84\u6e05\u5bf9\u65b9    \u7684\u60f3\u6cd5 \u3002\u201d\u8bb2\u4e00\u8bb2\u907f\u514d\u4e89\u5435\u8981\u505a\u5230\u54ea\u4e24\u70b9 \u3002 [2]   (c) \u7528\u81ea\u5df1\u7684\u8bdd\u89e3\u91ca\u4e00\u4e0b\u201c\u516c\u8bf4\u516c\u6709\u7406 \uff0c\u5a46\u8bf4\u5a46\u6709\u7406\u201d\u662f\u4ec0\u4e48\u610f\u601d \u3002 [2]  (d)  \u8bf7\u91cd\u8bfb\u7b2c\u4e09\u6bb5 \uff0c\u8bb2\u4e00\u8bb2\u5435\u67b6\u65f6\u5982\u679c\u6ca1\u6709\u5f04\u6e05\u5f7c\u6b64\u7684\u9700\u6c42\u4f1a\u5e26\u6765\u4ec0\u4e48\u540e\u679c \u3002 [2]  (e)  \u8bf7\u91cd\u8bfb\u7b2c\u56db\u6bb5 \uff0c\u8bb2\u4e00\u8bb2\u4e3a\u4ec0\u4e48\u4e0d\u8981\u7ffb\u65e7\u8d26 \u3002 [2]  (f)  \u8bf7\u91cd\u8bfb\u7b2c\u56db\u6bb5 \uff0c\u8bb2\u4e00\u8bb2\u5435\u67b6\u65f6 \uff0c\u9664\u4e86\u4e0d\u7ffb\u65e7\u8d26 \uff0c\u8fd8\u5e94\u8be5\u600e\u6837\u505a\u624d\u80fd\u6709\u52a9\u4e8e\u89e3   \u51b3\u95ee\u9898\u3002  [3]  (g)  \u7b2c\u4e94\u6bb5\u4e2d\u8bf4\u5728\u503e\u542c\u610f\u89c1\u65f6\u4e0d\u5e94\u9891\u9891\u6253\u65ad\u5bf9\u65b9 \uff0c\u4e3a\u4ec0\u4e48\uff1f [1]  (h)  \u8bf7\u91cd\u8bfb\u7b2c\u4e94\u6bb5 \uff0c\u8bb2\u4e00\u8bb2     (i)  \u6f84\u6e05\u5bf9\u65b9\u7684\u770b\u6cd5\u6709\u54ea\u4e24\u4e2a\u6b65\u9aa4\uff1b [2]    (ii)  \u8fd9\u6837\u505a\u80fd\u5e26\u6765\u4ec0\u4e48\u597d\u7684\u6548\u679c \u3002 [2]  (i) \u8bf7\u91cd\u8bfb\u7b2c\u516d\u6bb5 \uff0c\u8bb2\u4e00\u8bb2\u5728\u4ec0\u4e48\u6837\u7684\u60c5\u51b5\u4e0b\u5435\u67b6\u53ef\u4ee5\u6539\u5584\u5173\u7cfb \u3002 [1] [\u8bed\u8a00\u7684\u7cbe\u786e \uff1a5] [\u603b\u5206\uff1a 25](\u7b2c\u4e94\u6bb5) \u52aa\u529b\u503e\u542c\u5bf9\u65b9\u7684\u770b\u6cd5\u548c\u610f\u89c1\u4e5f\u662f\u5f88\u91cd\u8981\u7684 \u3002\u4e0d\u9891\u9891\u6253\u65ad\u5bf9\u65b9 \uff0c\u624d\u80fd\u5fc3\u5e73\u6c14\u548c\u5730\u6c9f\u901a \u3002 \u4f60\u5e94\u8be5\u51b7\u9759\u5730\u542c\u5b8c\u5bf9\u65b9\u8bb2\u7684\u8bdd \uff0c\u7136\u540e\u9488\u5bf9\u91cc\u9762\u7684\u5185\u5bb9\u505a\u51fa\u6f84\u6e05 \u3002\u4f60\u53ef\u4ee5\u7528\u81ea\u5df1\u7684\u8bdd\u8868\u8ff0\u4e00 \u4e0b\u4f60\u662f\u600e\u4e48\u7406\u89e3\u7684 \uff0c\u518d\u95ee\u95ee\u4f60\u7684\u7406\u89e3\u662f\u5426\u6b63\u786e \u3002\u901a\u5e38\uff0c\u76db\u6012\u4e2d\u7684\u5bf9\u65b9\u4f1a\u56e0\u4e3a\u4f60\u51c6\u786e\u5730\u7406\u89e3 \u5230\u4ed6\u7684\u611f\u53d7\u800c\u5e73\u9759\u4e0b\u6765 \uff0c\u4e5f\u66f4\u6709\u53ef\u80fd\u503e\u542c\u4f60\u7684\u610f\u89c1 \uff0c\u4ece\u800c\u8fbe\u5230\u6709\u6548\u7684\u6c9f\u901a \u3002 (\u7b2c\u516d\u6bb5) \u4eba\u4e0e\u4eba\u76f8\u5904\u603b\u4f1a\u6709\u610f\u89c1\u4e0d\u4e00\u81f4\u7684\u65f6\u5019 \uff0c\u5435\u67b6\u548c\u4e89\u8bba\u662f\u4e0d\u53ef\u907f\u514d\u7684 \u3002\u5982\u679c\u65b9\u6cd5\u5bf9\u4e86 \uff0c\u5435 \u67b6\u53ef\u4ee5\u8ba9\u5f7c\u6b64\u8fdb\u4e00\u6b65\u76f8\u4e92\u8c05\u89e3 \uff0c\u6539\u5584\u5173\u7cfb \u3002",
+            "8": "8 0509/11/m/j/13 \u00a9 ucles 2013copyright acknowledgements: question 1 \u00a9  http://wenku.baidu.com/view/abc6b2fbfab069dc502201ac.html;  20 september 2011. question 2 \u00a9  huiling zheng;  jiating goutong ;  jiangsu wenyi chubanshe;  1987. permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here 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.\u7b2c\u4e8c\u90e8\u5206 \u77ed\u6587\u4e8c \u4ed4\u7ec6\u9605\u8bfb\u4e0b\u9762\u7684\u77ed\u6587 \uff0c\u7136\u540e\u6839\u636e\u77ed\u6587\u4e00\u548c\u77ed\u6587\u4e8c\u56de\u7b54\u95ee\u9898 \u3002 \u5728\u4eba\u4e0e\u4eba\u6c9f\u901a\u7684\u8fc7\u7a0b\u4e2d \uff0c\u4e00\u4e2a\u9700\u8981\u6ce8\u610f\u7684\u95ee\u9898\u5c31\u662f\u4e0d\u8981\u8ba9\u597d\u8a00\u7684\u8ba8\u8bba\u53d8\u6210\u6076\u8a00\u7684\u4e89\u5435 \u3002 \u5728\u8fd9\u91cc\u201c\u8ba8\u8bba\u201d\u6307\u7684\u662f\u76f8\u4e92\u6c9f\u901a \uff0c\u4ea4\u6362\u610f\u89c1\u548c\u611f\u89c9 \uff0c\u8fbe\u5230\u76f8\u4e92\u4e86\u89e3\u6216\u89e3\u51b3\u95ee\u9898\u7684\u76ee\u7684 \u3002\u4e24 \u4e2a\u5173\u7cfb\u4eb2\u5bc6\u7684\u4eba\u5728\u8ba8\u8bba\u65f6 \uff0c\u66f4\u8981\u4ee5\u5173\u5207\u548c\u4e86\u89e3\u7684\u6001\u5ea6\u6765\u770b\u5bf9\u65b9\u7684\u611f\u89c9 \u3001\u613f\u671b\u548c\u76ee\u7684 \u3002\u76f8\u53cd \u5730,\u201c\u4e89\u5435\u201d\u867d\u7136\u4e5f\u662f\u8868\u8fbe\u610f\u89c1\u548c\u611f\u89c9\u7684\u4e00\u79cd\u65b9\u5f0f 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+        },
+        "0509_s13_qp_12.pdf": {
+            "1": "1 first language chinese  0509/12 paper 1  reading may/june 2013  2 hours additional materials:  answer booklet/paperuniversity of cambridge international examinations international general certi\ufb01  cate of secondary education this document consists of 8 printed pages. dc (dak) 74902 \u00a9 ucles 2013 [turn overread these instructions first if you have been given an answer booklet, follow the instructions on the front of the booklet. write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen. do not use staples, paper clips, highlighters, glue or correction \ufb02 uid. answer all questions. the passages and questions on this question paper are printed twice, once in traditional and once in  simpli \ufb01 ed characters. if you wish to read them in traditional characters, turn to page 2; if you wish to read  them in simpli \ufb01 ed characters, turn to page 6. you may write your answers in either traditional or simpli \ufb01 ed characters. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question. *8541914743* \u135d\u04d3\uab78\u181f\u043f\u03af\u11f4\u0743 \u11e2\u0834\u0572\u0931\u05ae\u0eb5\u0849\u0d02\u1832 \u02c8\u06b6\u1717\u19ef\u0849\u17e1\u19ef\u081f\u131f\u0920\u0621 \u01c6\u0ac9\u0ade\u1717\u19ef\u0697\u0920 \u02c8\u14ee\u17ec\u0829\u0e23\u0562\u0b04 \u01c6 \u0e02\u10cf\u12a1\u079a\u11f5\u10c9\u0f44\u0c96 \u41a9\u094b\u03df\u2c58\u1b5b\u30b4\u0a60\u4bc2\u4e6c \u02c8\u1cdd\u3415\u0527\u0a60\u3154\u0527\u03f8\u2fa1\u281c\u1d00 \u01c6\u38b9\u3f55\u3154\u0527\u112b\u281c \u02c8\u41cb\u35cf\u0804\u3100\u0741\u4e49 \u01c6",
+            "2": "0509/12/m/j/132 \u00a9 ucles 2013passages and questions in traditional characters \u0c92\u03ba\u0d0c\u03f8 \u0fcd\u05ae\u052b \u05d2\u0e32\u1539\u19b0\u0570\u0aff\u0931\u0fcd\u05ae \u02c8\u0fa5\u09f5\u0683\u0fe0\u0d02\u1832 \u01c6 \u02bb\u0e23\u052b\u0a44\u02bc \u0585\u068d\u1447\u0563\u0730\u0687\u0a2e\u0bb4\u0a22\u06b6\u07b2\u09ec\u0e7b\u0849\u08a4\u0b3a\u099e\u08a4\u0931 \u01c6\u05d4\u0b1a\u06bc\u0896\u0585\u1722\u05fb\u0733\u0686 \u02c8\u06de\u05d0\u0561\u0931\u0733\u1722\u05f0 \u1698\u0b19\u1299\u05b1 \u02c8\u0578\u06b6\u0563\u10e4\u17ec\u05d0\u05e0\u099b\u0931\u17f1\u1501\u0810\u1329 \u02c8\u0800\u1751\u052b\u0804\u11e9\u0828\u0810\u15bf\u1299\u05b1 \u01c6\u0ec8\u09f5\u0931\u0fe8\u08e0\u0a22\u0b56\u0570\u0561 \u0570\u052b\u0730\u06bb\u0a2e\u0931\u1584\u05be\u14b5 \u01c6\u0e8d\u144c\u0931\u091e\u0730\u1299\u08cd\u11de\u07ac\u0d02\u1832\u052b\u179a\u16a5\u0717\u0e9f\u06b6\u07b2 \u01c6\u0ade\u0730\u0b21\u0693\u0a2e\uab91\u0ade\u0cda\u0829\u0a2c 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\u02c8\u068d\u0800\u0d02\u06de\u0561\u05d0\u09f5\u1216\u0675\u0829\u144c\u0931\u0803\u0d63\u0ade\u09fb\uaba6\u1644 \u01c6\u0e8d\u144c\u05d0\u05f1\u16a5\u0703\u0b1a\u0782 \u091e\u14f5\u0931\u0af9\u05a8\u0d55\u0d63\u1343\u0931\u0fc7\u0a5b\u180f\u0e1d\u0829\u0d02\u1832\u0931\u11de\u07ac \u01c6\u135d\u04d3\uab78\u181f\u043f\u03af\u11f4\u0743 \u08e0\u0695\u0fc7\u0fef\u0703\u0561\u0fe0\u1832\u0c50 \u02c8\u14ee\u0a0a\u0e23\u052b\u0b04\u0572\u0931\u1385\u08d4\u0fe0\u1832 \u01c6 \u14ee\u06b6\u08ac\u0687\u0ade\u064c\u0931\u0fe0\u0834\u0572\u140a\u0572\u06d5\u11e2\u056d\u05a8\u14b3\u11c6 \u02c8\u0633\u06d5\u11c6\u067c\u0869\u0849 \u01c6 \u14ee\u0634\u0de1\u17f4\u08a8\u06e5\u1095\u06e5\u0fdd\u0782\u0fe0\u0bc2\u140a\u0687\u0fe0\u0834\u0931\u081f\u0598\u0625\u0aff \u01c6 \u14ee\u058e\u0634\u0ae1\u0bbc\u0cbd \u01c3\u0711\u06b4\u0cbe\u01c3\u0d51\u06e5\u0fdd\u01c3\u14c4\u08a8\u05bd\u2d21\u078f\u0dc8 \u01c6 \u14ee\u0683\u0fe0\u06b6\u08ac\u0d02\u1832 \u01c6 \u0634\u05d0\u05f1\u1717\u19ef\u08a8\u0697\u0943\u17e1\u19ef\u0683\u0697\u0fe0\u0d02\u1832 \u01c6 \u07a2\u052b\u1832\u07a2\u08a8\u052b\u055b\u1832\u0931\u0589\u1447\u0821\u0687\u09f5\u0aff\u0931\u0a14\u11c6\u02b3 [  ]\u02b3\u382a\u01c6 \u06d5\u11e2\u0fe8\u0794\u09f5 \u02c8\u14ee\u06b6\u08ac\u0782\u0fe0\u0834\u1880\u0687\u052b\u0ca6 \u01c6",
+            "3": "[turn over 0509/12/m/j/133 \u00a9 ucles 20131 (a)  \u0fcd\u05ae\u0e23\u052b\u0a44\u1385\u0804\u06b6\u0563\u0730\u0a2e\u06b6\u07b2\u09ec\u0e7b\u0849\u08a4\u0b3a\u099e\u08a4 \u01c6\u1751\u052b\u1751\u0d44\u07e0\u0931\u0820\u19ef\u1651\u1384\u06b6\u0b4c \u02b3\u02b3 \u02b3 \u056f \u0b21 \u01c6\u0003 [3]  (b) \u02b3\u14ee\u0af9\u19b0\u03d9\u0ade\u0cda\u0829\u0931\u0803\u0d63\u0570\u052b\u0f09\u0a22\u0ade\u1462\u581a\u1299\u05b1\u0931\u10e3\u0904 \u0103\u0103\u0e8d\u0f09\u0a22\u0687\u1462\u581a\u1299\u05b1 \u02b3 \u02b3\u02b3 \u0931\u10e3\u0904 \u01c6\u03d9\u1751\u052b\u1751\u1769\u070d\u091e\u0730\u0ade\u0cda\u0829\u0b4c\u081f\u179a \u01c6\u0003 [2]   (c) \u06de\u0634\u0561\u0931\u11e9\u11de\u1929\u052b\u0570\u03d9\u0586\u1385\u0586\u06b6\u0dfb \u02c8\u0d27\u1385\u0d27\u06b6\u0dfb\u03d9\u0a22\u0579\uaba6\u10e0\u09f8 \u01c6\u0003 [2]  (d) \u02b3\u14ee\u0af9\u19b0\u0e23\u056f\u0a44 \u02c8\u1751\u052b\u1751\u0730\u0a2e\u0bb4\u076b\u06b6\u07b2\u08e0\u0695\u581a\u06bc\u0896\u0931\uab91\u07a3\u110e\u0d45\u0810\u0579\uaba6\u09f5\u08e0 \u01c6\u0003[2] \u0003 (e)\u0003\u02b3\u14ee\u0af9\u19b0\u0e23\u0604\u0a44 \u02c8\u1751\u052b\u1751\u0a61\u0579\uaba6\u056c\u0ade\u17ec\u17f1\u1501 \u01c6\u0003 [2] \u0003 (f)\u0003\u02b3\u14ee\u0af9\u19b0\u0e23\u0604\u0a44 \u02c8\u1751\u052b\u1751\u0730\u0a2e\u0bb4 \u02c8\u0cc8\u0561\u056c\u17ec\u17f1\u1501 \u02c8\u176b\u16a8\u11e0\u09fb\u144c\u0cda\u0569\u0c68\u08cd\u0717\u06b6\u11de \u02b3 \u02b3 \u07ac\u0d02\u1832 \u01c6\u02b3 [3] \u0003 (g)\u0003\u02b3\u0e23\u0576\u0a44\u056d\u1385\u0687\u109c\u19ab\u10e0\u07e0\u0bb4\u056c\u16a8\u166e\u166e\u061a\u17b0\u1299\u05b1 \u02c8\u0a61\u0579\uaba6\u03bb \u0003 [1] \u0003 (h)\u0003\u02b3\u14ee\u0af9\u19b0\u0e23\u0576\u0a44 \u02c8\u1751\u052b\u1751\u0003 \u0003\u0003 \u0003 (i)\u0003\u02b3\u1462\u581a\u1299\u05b1\u0931\u0a8e\u0904\u06b6\u0b4c\u081f\u0b21\u07a1\u1a0f \u02d7\u0003 [2] \u0003\u0003 \u0003 (ii)\u0003\u02b3\u0e8d\u144c\u0cda\u0c68\u0d45\u0810\u0579\uaba6\u0693\u0931\u0baf\u08e0 \u01c6\u0003 [2] \u0003 (i)\u0003\u02b3\u14ee\u0af9\u19b0\u0e23\u0584\u0a44 \u02c8\u1751\u052b\u1751\u0687\u0579\uaba6\u144c\u0931\u0d63\u0909\u0570\u0730\u0a2e\u078f\u05d0\u05f1\u0ff3\u18c2\u098f \u01c6\u0003 [1] [\u137f\u07e2\u0931\u58c4\u1494 \u02d65] [\u1714\u0589\u02d625]\u02bb\u0e23\u0576\u0a44\u02bc \u0718\u056a\u109c\u19ab\u1299\u05b1\u0931\u0a8e\u0904\u0849\u10e0\u07e0\u0578\u0a22\u09f0\u0af9\u0ade\u0931 \u01c6\u056c\u166e\u166e\u061a\u17b0\u1299\u05b1 \u02c8\u0569\u0c68\u0613\u05a8\u0bdb\u0686\u0849\u112e\u0e8f \u01c6 \u0703\u16a8\u11e0\u0710\u1669\u0686\u19ab\u0759\u1299\u05b1\u1751\u0931\u11e9 \u02c8\u0fa5\u09f5\u0cbe\u1299\u382a\u0aff\u0931\u0583\u0b72\u0cda\u05e0\u1462\u581a \u01c6\u06de\u0634\u05d0\u05f1\u0703\u0561\u0931\u11e9\u0964\u0aea\u052b \u0570\u0703\u0a22\u09fb\uaba6\u0dfb\u11de\u0931 \u02c8\u0666\u0d02\u0d02\u0703\u0931\u0dfb\u11de\u0a22\u0625\u0721\u1494 \u01c6\u0e8f\u0d44\u02c8\u0e10\u09f7\u056d\u0931\u1299\u05b1\u110e\u0682\u0a61\u0703\u1137\u1494\u0686\u0dfb\u11de \u05d4\u0829\u0931\u10e2\u0613\u06d6\u0839\u1669\u0570\u0810 \u02c8\u0578\u05f1\u06b6\u0793\u0c68\u109c\u19ab\u0703\u0931\u10e0\u07e0 \u02c8\u0d55\u06d6\u1212\u06b6\u0829\u0baf\u0931\u112e\u0e8f \u01c6 \u02bb\u0e23\u0584\u0a44\u02bc \u0563\u1356\u0563\u0a8c\u0e60\u1714\u110e\u06b6\u10e0\u07e0\u056c\u052b\u0ac0\u0931\u0bb4\u0b22 \u02c8\u0730\u0a2e\u0849\u091e\u14f5\u0a22\u056c\u05f1\u1769\u070d\u0931 \u01c6\u05b1\u08e0\u0695\u0904\u1299\u0561 \u02c8\u0730 \u0a2e\u05d0\u05f1\u1a03\u06bc\u0896\u105e\u052b\u07a1\u0a8c\u0575\u14ea\u11de \u02c8\u078f\u0ff3\u18c2\u098f \u01c6",
+            "4": "0509/12/m/j/134 \u00a9 ucles 2013\u0c92\u03c1\u0d0c\u03f8 \u0fcd\u05ae\u0562 \u05d2\u0e32\u1539\u19b0\u0570\u0aff\u0931\u0fcd\u05ae \u02c8\u0fa5\u09f5\u0bc5\u1595\u0fcd\u05ae\u052b\u0849\u0fcd\u05ae\u0562\u0683\u0fe0\u0d02\u1832 \u01c6 \u0687\u0563\u1356\u0563\u112e\u0e8f\u0931\u1218\u0fd3\u056d \u02c8\u052b\u0b21\uab91\u0ade\u08f9\u10e0\u0931\u0d02\u1832\u0f09\u0a22\u056c\u0ade\u1a03\u07e2\u0693\u0931\u0c98\u14f5\u19e2\u06ab\u0f1e\u07e2\u0931\u091e\u0730 \u01c6 \u0687\u0e8d\u382a\u03d9\u0c98\u14f5\u03d9\u0a10\u0931\u0a22\u0a8c\u0575\u112e\u0e8f \u02c8\u064c\u0f44\u10e0\u0849\u07e0\u10e2\u191a \u02c8\u1212\u0829\u0a8c\u0575\u16f5\u11de\u08a8\u11de\u07ac\u0d02\u1832\u0931\u063e\u0931 \u01c6\u081f \u0b21\u18c2\u098f\u1623\u0d2f\u0931\u0563\u0687\u0c98\u14f5\u0bb4 \u02c8\u0793\u0ade\u05d0\u18c2\u058a\u0849\u16f5\u11de\u0931\u12aa\u09eb\u0810\u0a8e\u1299\u05b1\u0931\u10e2\u191a \u01c3\u18cb\u0da8\u063e\u0849\u0931 \u01c6\u0a8c\u0598 \u0686\u000f\u03d9\u091e\u0730\u03d9\u1788\u0fa5\u0578\u0a22\u0964\u1212\u10e0\u0849\u07e0\u10e2\u191a\u0931\u052b\u131f\u06a4\u05b1 \u02c8\u0700\u0a22\u06f4\u0873\u0618\u165f\u142c\u09f7\u0931\u0d63\u1343\u0849\u1722\u14f3 \u02c8\u0fe8\u08e0 \u110e\u06b6\u10e0\u08a8\u0fa4\u10e0\u0686\u109e\u0b6d\u0561\u1299\u05b1 \u01c6 \u0849\u0626\u05c0\u0687\u0557\u0586\u0570\u1074 \u02c8\u0626\u05c0\u0d12\u0a0d\u09d8\u0557\u1299\u05d4\u0b1a\u0931\u0f07\u0af9 \u02c8\u0675\u0bb4\u0578\u0ade\u05d0\u03d9\u056c\u0849\u09d8\u0557\u0ca6\u091e\u1324\u03d9\u0810 \u1922\u0d53\u0e8d\u065d\u0f07\u0af9 \u01c6\u056c\u14f5\u09d8\u0557\u068d\u05d0\u0f1e\u066d\u0931\u12aa\u09eb\u03d9\u0a17\u158f\u03d9 \u02c8\u0626\u05c0\u0e9f\u0ade\u05d4\u0782\u0931\u1a20\u179a\u0613\u1669\u067d\u0dfb\u0686\u0964\u1212 \u0810\u05e0\u01c6\u0606\u06bc\u176b\u0ade\u0d1b\u5844\u052b\u179a\u09e9\u1688\u10e2 \u02c8\u0d44\u0c68\u183e\u06a5\u1339\u0d4d\u0931\u0bdb\u08f7 \u02c8\u058f\u11de\u0672\u15b2 \u01c6\u0f1e\u07e2\u0931\u0730\u0a2e\u109e\u0b6d\u10e2\u0d63 \u02c8 \u08ac\u06d6\u162f\u03d9\u06b6\u09ec\u0e7b\u08a4\u0931\u0730\u0a2e\u03d9\u080c\u05d0\u05f1\u1828\u05b1\u09ec\u0793\u0645\u1623\u0d2f\u0849\u097e\u1638\u0931\u18c2\u098f \u01c6\u0e8d\u144c\u0931\u0730\u0a2e\u0821\u1294\u0562\u1196\u056c \u0a22\u0730\u0a2e\u0561 \u02c8\u06d6\u0a22\u077a\u0b1a\u08ac\u0d82\u057f\u0931\u112e\u0e8f\u0561 \u01c6\u10e0\u07e0\u0931\u0589\u0800\u08f4\u056c\u052b\u0873\u0e97\u06ab\u0f1e\u07e2\u091e\u0730 \u02c8\u165f\u0570\u0810\u06d6\u0931\u0a1d \u05d0\u05f1\u0a22\u1115\u06b6\u10e0\u11a0\u0931\u0c98\u14f5 \u02c8\u0578\u05d0\u05f1\u0a22\u0fa4\u162f\u0931\u091e\u0730 \u02c8\u0664\u0a8e\u06f6\u0695\u0703\u0e60\u0dfb \u01c6 \u052b\u0b21\u09f0\u581a\u1111\u0931\u0803\u1294\u0a22\u06b6\u07b2\u0563\u0c68\u1213\u0730\u0703\u0a2e \u01c6\u06bc\u0682\u056c\u14f5\u0682\u0a61\u0579\uaba6\u0b3a\u06d6\u0682\u0eb0\u0565\u091e\u0730\u056d \u02c8\u06de\u0561\u068d \u059f\u0e9f\u06b6\u0e82\u065a \u01c6\u052b\u0b21\u05a3\u0f33\u08c1\u056c\u197c \u02c8\u0711\u0563\u0931\u0844\u0b4b\u09f7\u0733\u056c\u052b\u0873\u10e0\u083a\u1011\u0703\u0578\u097a\u0585\u0730\u056c\u05f1 \u02c8\u0634\u06bc\u0682\u03d9\u1299 \u059c\u05b1\u0fa4\u0dfb\u03d9\u08a8\u03d9\u0a22\u1299\u0663\u05b1\u1072\u0730\u0868\u0931\u03d9\u0810\u0d82\u0835\u0e82\u065a\u0a22\u06b6\u07b2\u1210\u0dfb\u0931 \u01c6\u0675\u0bb4\u0578\u056c\u0c68\u0711\u05d0\u0563\u1299\u06f6\u0695\u0703 \u0a61\u17f6\u0581\u05d0\u06d6\u1630\u07a8\u08a8\u0828\u1688\u0598\u0810\u16b0 \u01c6\u0e8d\u0804\u0e9f\u056c\u06b6\u08cd\u0713\u0baf\u0931\u112e\u0e8f \u01c6 \u0c98\u14f5\u056c\u109b\u0a22\u11de\u07ac\u0d02\u1832\u0931\u05ab\u0a44 \u02c8\u07ea\u0621\u0578\u09f0\u06b6\u10e0\u09f8 \u01c6\u0687\u0c98\u14f5\u0931\u1218\u0fd3\u056d\u1828\u05b1\u0575\u0a8c\u109c\u19ab\u0800\u0f07\u0af9 \u1299\u05b1\u0931\u10e0\u07e0 \u02c8\u0d55\u078f\u06d6\u0ff3\u18c2\u098f \u01c6\u0e7a\u06b6\u068d\u10e0\u11a0\u0931\u14eb\u11e9\u176b\u08cd\u0717\u06b6\u0b21\u0563\u0931\u06ab\u096f \u01c6\u0da1\u584a\u0bb4\u1074\u0a22\u0d92\u0fef\u09d8 \u0557\u14eb\u11e9\u188c\u0e6c\u0ec8\u0693\u0931\u0bb4\u0b22 \u01c6\u0d44\u0c68\u0675\u0bcb\u067e\u0da1\u5829\u0931\u0b6e\u0b85\u0a22\u09f0\u0889\u120e\u0931 \u02c8\u0e8d\u144c\u09d8\u0557\u0b1a\u06b6\u15b2\u110e\u1582\u0e3e\u0d76\u0c98 \u0d02\u1832\u02c8\u1582\u0e3e\u06b6\u06f6\u0695\u09ec\u0e7b\u0686\u08a4\u1356\u0563\u112e\u0e8f \u01c6 2 \u0a8e\u0561\u05d0\u0572\u081f\u14a7\u05ae\u0eb5\u0a8e\u0561\u05d0\u0572\u081f\u14a7\u05ae\u0eb5 \u02c8\u02c8\u06de\u0634\u0561\u0931\u11e9\u17e1\u0aea\u052b\u0570\u06de\u0634\u0561\u0931\u11e9\u17e1\u0aea\u052b\u0570 \u02d6\u02d6  (a) \u0730\u0a2e\u06b6\u0579\uaba6\u184f\u0e60 \u02d7   (b) \u0563\u1356\u0563\u0570\u1074\u16a8\u11e0\u0686\u0693\u0793\u06f6\u0695\u112e\u0e8f \u01c6 \u0003\u0003 \u0003 \u03b0\u0697\u1447 250\u05f3\u0610\u0697\u03b1 [\u0583\u0b72\u02d615] [\u137f\u07e2\u0931\u1506\u1066 \u02d610] [\u1714\u0589\u02d625]",
+            "5": "[turn over 0509/12/m/j/135 \u00a9 ucles 2013please turn over to find passages and questions in simplified  characters",
+            "6": "0509/12/m/j/136 \u00a9 ucles 2013passages and questions in simplified characters \u0e02\u10cf\u12a1\u079a\u11f5\u10c9\u0f44\u0c96 \u0f56\u1d70\u09a5\u34ad\u0564\u045a\u3128\u4e6c\u348c \u02c8\u41cb\u18dd\u3100\u03d4\u4e49\u03df\u2c58\u41c8\u1be2\u3128\u4e6c \u01c6 \u41cb\u0cfc\u1814\u1cdd\u3f55\u0479\u2c58\u3128\u094b\u03df\u076d\u03df\u35d7\u41a9\u0451\u1597\u34ea\u09cb \u02c8\u35d7\u2af3\u09cb\u0a60\u0fa7\u09e1 \u01c6 \u41cb\u2afc\u23c5\u3ab1\u3846\u17ea\u54a5\u3846\u30e8\u185e\u3128\u1e1d\u076d\u0cfc\u3128\u094b\u2c58\u2137\u09a1\u03f8\u4d36 \u01c6 \u41cb\u08d3\u2afc\u4176\u043a\u4a5d \u01c3\u1cc6\u07ff\u4a5c\u01c3\u153d\u3846\u30e8\u01c3\u36ca\u2208\u17ea\u2356\u1b0d\u2386 \u01c6 \u41cb\u0cb2\u3128\u1814\u1cdd\u4bc2\u4e6c \u01c6 \u09c3\u04b9\u2afc\u3415\u0527\u112b\u17ea\u35d9\u3154\u0527\u112b\u0cb2\u3128\u4bc2\u4e6c \u01c6 \u21a3\u03d4\u4e6c\u17ea\u21a3\u03d4\u11e3\u4e6c\u2c58\u07da\u1b44\u0cfc\u074a\u09e2\u4d36\u2c58\u18c0\u09cb \u02b3[  ]\u02b3\u47a0\u01c6 \u35d7\u41a9\u34a7\u1d33\u09e2 \u02c8\u41cb\u185e\u1814\u1cdd\u3128\u094b\u32cf\u0cfc\u03d4\u434b \u01c6 \u0755\u11dc\u080d\u0620 \u2dc1\u1b5b\u03d4 \u04a9\u349a\u4bd9\u41cf\u03df\u4d36\u2c58\u2dc1\u1b5b \u02c8\u270a\u09e2\u0cb2\u3128\u4bc2\u4e6c \u01c6 \u000b\u3100\u03d4\u2189\f \u0efb\u0eee\u1b44\u048f\u0cfc\u0a09\u1d8a\u1bca\u1c03\u2275\u1cdd\u14ce\u4192\u15fb\u0a60\u0973\u07ed\u15fb\u2c58 \u01c6\u04ab\u04cf\u1550\u2138\u0efb\u0ec4\u0d04\u0a10\u09bf \u02c8\u04b9\u37be\uab95\u2c58\u0a10\u0ec4\u098f \u095f\u05e6\u11cd\u1b8d \u02c8\u0433\u1cdd\u048f\u2805\u35cf\u07ce\u04b9\u0821\u2c58\u1bbb\u42fa\u1d39\u316b \u02c8\u144a\u4186\u03d4\u046f\u41b1\u1d39\u080e\u2594\u11cd\u1b8d \u01c6\u1cd4\u09e2\u2c58\u34a7\u1d70\u1c03\u0d9f\u03df\u045a\u03df \u03d4\u20f5\u0a09\u1d8a\u2c58\u11d0\u263f\u3493 \u01c6\u45ad\u1e0b\u2c58\u045d\u0a09\u11cd\u0463\u3fb7\u0787\u4bc2\u4e6c\u03d4\u268d\u1402\u087d\u46d1\u2275\u1cdd \u01c6\u3f55\u0a09\u037c\u0f51\u1d8a\u4cd4\u3f55\u0804\u062e\u1da4\u046f\u045f \u1699\u02c8\u0433\u4cd4\u3f55\u4653\u0721\u1da4\u046f\u045f\u1699 \u01c6\u03df\u4d36\u17e5\u04cf\u1205\u1d39\u41c8\u41c8\u02d6 \u000b\u3100\u0461\u2189\f \u3f55\u0804\u062e\u2c58\u045f\u1699\u043f\u03d4\u1205\u1c03\u3f55\u2558\u23d9\u11cd\u1b8d\u2c58\u16c7\u22a9\u02c8\u0433\u3f55\u23d9\u1c44\u0d04\u3e3c\u4592\u37be\uab95\u2c58\u16c7\u22a9 \u01c6\u0432\u055f\u1d39\u41c8 \u02c8 \u0f56\u1d70\u11cd\u1b8d\u41c8\u02d6\u0101\u17e5\u3f9d\u156b\u0564\u2cf3\u2c58\u155c\u37be\u2f95 \u01c6\u0101\u0564\u07ff\u15f9\u2d14\u09a1\u07cf\u02c8\u071c\u4bc2\u03d4\u03df\u11cd\u1b8d\u02d6\u0101\u045e\u0495\u043c\u0564\u45ad\u043c \u3f9d\u156b\u02c8\u17e5\u062e\u045a\u0495\u043c\u045f\u1699\u417d\u0564\u1cdd\u45ad\u1e0b\u2c58\u16f3\u3f9d\u02db\u0101\u45ad\u1205\u1c03\u0cfc\u2558\u23d9\u11cd\u1b8d\u2c58\u16c7\u22a9 \u01c6\u0f56\u1d70\u0564\u3f9d\u156b\u11cd\u1b8d \u19a4\u07ce\u2c58\u4195\u1942\u03e1\u09dc\u29da \u02c8\u0564\u0433\u1468\u41b9\u4186\u07ce\u29da\u2b05 \u01c6\u09be\u1cdd\u23d9\u1c44\u0d04\u3e3c\u4592\u1550\u2138\u2c58\u16c7\u22a9 \u02c8\u03f8\u037c\u048f\u2c58\u045d\u418e\u1821\u09c3 \u36d1\u1cdd\u26fa\u268d \u02c8\u03e1\u270a\u155c\u118d\u1be7\u2315\u0463\u2d62\u1827\u0445\u1a72 \u02c8\u45f4\u17e4\u09a0\u1b8d\u09d8\u18d5\uab95\u3f95 \u02c8\u0740\u41c8\u0740\u1cdd\u29da \u02c8\u101a\u41c8\u101a\u1cdd\u29da \u02c8\u0a09 \u03e1\u07ce\u0495\u043c\u34a7\u1d70 \u01c6 \u000b\u3100\u03dd\u2189\f \u4c38\u2138\u043f\u0eea \u02c8\u19f2\u23d9\u1550\u2138\u2c58\u4cd4\u2216\u0433\u155c\u47a1\u3f55 \u01c6\u418c\u0eee\u048f\u0a09\u1d8a\u0a09\u045a\u091e\u0efd \u02c8\u34a7\u1d70\u09a0\u1b8d\u1e0d\u1d00\u2275\u1cdd\u14d8\u23d9\u11cd \u1b8d\u2c58\u3f55\u2216\u1c03\u0495\u043c \u01c6\u1cd4\u09e2\u4bc2\u4e6c\u3474\u34f4\u03e1\u23d9 \u02c8\u35e0\u03e9\u04f9\u1187\u045a\u09a0\u1b8d\u2c58\u16f3\u1699 \u01c6\u185e\u3f55\u2216\u19a4\u07ce\u1d39 \u02c8\u1be2\u1be2\u2c51\u2c51\u1a1a \u0cfc\u1e21\u4d36\u03df \u02c8\u09a0\u1b8d\u1205\u09c3\u36d1\u2cdf\u07ce\u37be\uab95\u2c58\u3f55\u2216\u09dc\u03e1\u09dc\u29da \u02c8\u36d1\u09fa\u19a4\u07ce\u03d4\u037c\u4557\u09dc\u29da\u09c3\u3e20\u2c58\u3fb7\u0787\u1b8d\u14e3 \u01c6\u45ad \u2fa1\u0923\u0b1a\u2c58\u1b8d\u14e3\u21a8\u0897\u270a\u0efb\u15e6 \u01c3\u0467\u2ccd\u0efb\u0a10\u0f51\u0eee\u045a \u01c6 \u000b\u3100\u0caf\u2189\f \u0a09\u1d8a\u2c58\u1bca\u05ed\u4c38\u045a\u3f55\u4649\u157e\u03df\u45c4\u45ad\u03f8\u037c\u0973\u07ed\u043f\u0eea \u02c8\u0433\u3f55\u1cdd\u03d4\u046f\u074b\u0527\u2c58\u1854\uab8b \u01c6\u21a8\u1b8d\u41c8\u02c8\u03e1\u3f55\u35cf \u1bbb\u42fa\u01c6\u18ea\u459b\u098f\u2c58\u1bbb\u42fa\u09be\u03e1\u459b\u1c03\u0cfc\u2594\u15e6\u11cd\u1b8d \u02c8\u11cd\u0463\u3fb7\u0787\u4bc2\u4e6c\u03d4\u268d\u1402\u087d\u46d1\u2275\u1cdd \u01c6\u0564\u04cf\u09c3\u04b9\u1205\u045f\u418e \u045f\u02c8\u4186\u07ce\u0564\u04cf\u2c58\u1cf3\u1559 \u02c8\u144a\u0eee\u4bc2\u37be\uab95\u04b9\u09e2\u461b\u0804\u09e0\u1e0b\u2c58\u045f\u1699\u3f55\u15e2\u043c\u0872 \u01c6\u45ad\u1e0b\u09c3\u04b9\u1402\u0564\u04cf\u185e\u045d\u418e\u2c58 \u47a1\u1597\u04a3\u1699\u34be\u2c58\u09a5\u2298\u4540\u2fcf\u0804\u4bc2\u4e6c\u2c58\u3fb7\u0787 \u01c6",
+            "7": "[turn over 0509/12/m/j/137 \u00a9 ucles 20131 (a)  \u2dc1\u1b5b\u3100\u03d4\u2189\u41c8\u1cdd\u046f\u048f\u0a09\u1d8a\u2275\u1cdd\u14ce\u4192\u15fb\u0a60\u0973\u07ed\u15fb \u01c6\u4186\u03d4\u4186\u140c\u3f95\u2c58\u074b\u0527\u4aed\u41c3\u1cdd\u0abe \u0003\u0003 \u0003\u03dd \u037c \u01c6\u0003[3]  (b) \u0003\u41cb\u47a1\u41cf\u0101\u3f55\u0804\u062e\u2c58\u045f\u1699\u043f\u03d4\u1205\u1c03\u3f55\u2558\u23d9\u11cd\u1b8d\u2c58\u16c7\u22a9\u0103\u0103\u45ad\u1205\u1c03\u0cfc\u2558\u23d9\u11cd\u1b8d \u0003\u0003 \u0003 \u2c58\u16c7\u22a9 \u01c6\u0101\u4186\u03d4\u4186\u4653\u0721\u045d\u0a09\u3f55\u0804\u062e\u0abe\u03f8\u268d \u01c6\u0003 [2]   (c) \u2afc\u37be\uab95\u2c58\u41b1\u3fb7\u479e\u03d4\u03df\u0101\u0740\u41c8\u0740\u1cdd\u29da \u02c8\u101a\u41c8\u101a\u1cdd\u29da\u0101\u1c03\u0495\u043c\u16e3\u15f1 \u01c6\u0003 [2]  (d) \u0003\u41cb\u47a1\u41cf\u3100\u03dd\u2189 \u02c8\u4186\u03d4\u4186\u0a09\u1d8a\u1bca\u0f56\u1d70\u2275\u1cdd\u14d8\u23d9\u1550\u2138\u2c58\u4cd4\u2216\u04ef\u13fa\u1d39\u0495\u043c\u09e2\u1d70 \u01c6\u0003[2] \u0003 (e)\u0003\u02b3\u41cb\u47a1\u41cf\u3100\u0caf\u2189 \u02c8\u4186\u03d4\u4186\u045e\u0495\u043c\u03e1\u3f55\u35cf\u1bbb\u42fa \u01c6\u0003 [2] \u0003 (f)\u0003\u02b3\u41cb\u47a1\u41cf\u3100\u0caf\u2189 \u02c8\u4186\u03d4\u4186\u0a09\u1d8a\u1bca \u02c8\u4c38\u045a\u03e1\u35cf\u1bbb\u42fa \u02c8\u45ac\u1468\u41b9\u15e2\u1e0b\u062e\u1821\u36d1\u1cdd\u087d\u0463\u3fb7 \u0003 \u0003 \u0787\u4bc2\u4e6c\u01c6 \u02b3 [3] \u0003 (g)\u0003\u02b3\u3100\u0469\u2189\u0451\u41c8\u0cfc\u0612\u0a00\u16e3\u3f95\u1bca\u03e1\u1468\u4e65\u4e65\u1827\u1b81\u11cd\u1b8d \u02c8\u045e\u0495\u043c\u02db\u0003 [1] \u0003 (h)\u0003\u02b3\u41cb\u47a1\u41cf\u3100\u0469\u2189 \u02c8\u4186\u03d4\u4186\u0003 \u0003\u0003 \u0003 (i)\u0003\u02b3\u2558\u23d9\u11cd\u1b8d\u2c58\u2cdf\u22a9\u1cdd\u0abe\u03f8\u037c\u2139\u5078\u02d7\u0003 [2] \u0003\u0003 \u0003 (ii)\u0003\u02b3\u45ad\u1e0b\u062e\u36d1\u13fa\u1d39\u0495\u043c\u0f51\u2c58\u1b1c\u1d70 \u01c6\u0003 [2] \u0003 (i)\u0003 \u41cb\u47a1\u41cf\u3100\u2189\u0741 \u02c8\u4186\u03d4\u4186\u0cfc\u0495\u043c\u1e0b\u2c58\u1699\u0789\u03df\u0a09\u1d8a\u09c3\u04b9\u1b0d\u0b58\u0747\u32cf \u01c6\u0003 [1] [\u41c1\u3fd4\u2c58\u3292\u2e42\u02d6 5] [\u160f\u07da\u02d6 25]\u000b\u3100\u0469\u2189\f \u0612\u086f\u087e\u0a00\u11cd\u1b8d\u2c58\u2cdf\u22a9\u0a60\u16e3\u3f95\u0433\u1c03\u155c\u47a1\u3f55\u2c58 \u01c6\u03e1\u4e65\u4e65\u1827\u1b81\u11cd\u1b8d \u02c8\u1821\u36d1\u1597\u1447\u21e8\u0a60\u0d04\u2273\u45ee \u01c6 \u0564\u1468\u41b9\u078b\u4d2d\u0d04\u0a00\u1160\u11cd\u1b8d\u4186\u2c58\u41b1 \u02c8\u270a\u09e2\u4a5c\u11cd\u47a0\u4d36\u2c58\u0759\u118d\u07ce\u062e\u2558\u23d9 \u01c6\u0564\u09c3\u04b9\u2afc\u37be\uab95\u2c58\u41b1\u3e3c\u45c4\u03d4 \u03df\u0564\u1c03\u15e2\u043c\u29da\u3fb7\u2c58 \u02c8\u0761\u4bc2\u4bc2\u0564\u2c58\u29da\u3fb7\u1c03\u09fa\u2137\u2e42 \u01c6\u45ee\u140c\u02c8\u2caf\u15e6\u0451\u2c58\u11cd\u1b8d\u04ef\u0cb4\u045e\u0564\u079a\u2e42\u0d04\u29da\u3fb7 \u0804\u04ab\u2c58\u16f3\u09ab\u35e0\u1447\u4d2d\u03df\u1d39 \u02c8\u0433\u1cc8\u1cdd\u09c3\u36d1\u0612\u0a00\u0564\u2c58\u16e3\u3f95 \u02c8\u04a3\u35e0\u4592\u0804\u1cdd\u1b1c\u2c58\u2273\u45ee \u01c6 \u000b\u3100\f\u2189\u0741 \u048f\u03e3\u048f\u2ccd\u0ed8\u160f\u04ef\u1cdd\u16e3\u3f95\u03e1\u03d4\u37c8\u2c58\u1bca\u05ed \u02c8\u0a09\u1d8a\u0a60\u045d\u418e\u1c03\u03e1\u09c3\u4653\u0721\u2c58 \u01c6\u0f56\u1d70\u1b8d\u22a9\u11cd\u045a \u02c8\u0a09 \u1d8a\u09c3\u04b9\u417d\u1550\u2138\u45af\u03d4\u2139\u2ccd\u0467\u41d9\u3fb7 \u02c8\u1b0d\u0b58\u0747\u32cf \u01c6",
+            "8": "0509/12/m/j/138 \u00a9 ucles 2013copyright acknowledgements: question 1 \u00a9  http://wenku.baidu.com/view/abc6b2fbfab069dc502201ac.html;  20 september 2011. question 2 \u00a9  huiling zheng;  jiating goutong ;  jiangsu wenyi chubanshe;  1987. permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here 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.\u080d\u0620\u07d7\u0755 \u2dc1\u1b5b\u0461 \u04a9\u349a\u4bd9\u41cf\u03df\u4d36\u2c58\u2dc1\u1b5b \u02c8\u270a\u09e2\u1e0d\u1942\u2dc1\u1b5b\u03d4\u0a60\u2dc1\u1b5b\u0461\u0cb2\u3128\u4bc2\u4e6c \u01c6 \u0cfc\u048f\u03e3\u048f\u2273\u45ee\u2c58\u459b\u2fdf\u0451 \u02c8\u03d4\u037c\u4cd4\u3f55\u22bc\u16e3\u2c58\u4bc2\u4e6c\u1205\u1c03\u03e1\u3f55\u417d\u0f51\u3fd4\u2c58\u417c\u418e\u09ac\u17e4\u164a\u3fd4\u2c58\u045d\u0a09 \u01c6 \u0cfc\u45ad\u47a0\u0101\u417c\u418e\u0101\u18db\u2c58\u1c03\u2ccd\u0467\u2273\u45ee \u02c8\u0479\u1936\u16e3\u3f95\u0a60\u16f3\u3f9d \u02c8\u4592\u0804\u2ccd\u0467\u045a\u3fb7\u17ea\u3fb7\u0787\u4bc2\u4e6c\u2c58\u2cc3\u2c58 \u01c6\u03f8 \u037c\u0747\u32cf\u0486\u119a\u2c58\u048f\u0cfc\u417c\u418e\u1bca \u02c8\u1cc8\u3f55\u04b9\u07db\u0747\u0a60\u045a\u3fb7\u2c58\u15d5\u147a\u1d39\u2cdf\u11cd\u1b8d\u2c58\u16f3\u3f9d \u01c3\u1713\u1cef\u0a60\u2cc3\u2c58 \u01c6\u2ccd\u09a1 \u0d04\u000f\u0101\u045d\u0a09\u0101\u3c51\u270a\u0433\u1c03\u3e3c\u4592\u16e3\u3f95\u0a60\u16f3\u3f9d\u2c58\u03d4\u2fa1\u1b8d\u14e3 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\u02c8\u07ff\u048f\u2c58\u0a5a\u0ac2\u15e6\u0a10\u03e1\u03d4\u116e\u16e3\u0a47\u2d14\u0564\u0433\u4d32\u0efb\u0a09\u03e1\u09c3 \u02c8\u0cb4\u2138\u2afc\u0101\u11cd \u1b8d\u0efe\u1bb4\u29da\u0101\u17ea\u0101\u1c03\u11cd\u1b8d\u071c\u14d4\u0f9f\u0a09\u2c58\u0101\u1d39\u197c\u094c\u42f7\u04cf\u1c03\u2275\u1cdd\u4627\u29da\u2c58 \u01c6\u09e0\u1bca\u0433\u03e1\u36d1\u04b9\u07ff\u048f\u11cd\u0564\u0f56\u0529 \u045e\u05f3\u09b7\u35e0\u04b9\u4191\u080e\u17ea\u225d\u54ac\u1d39\u09a1\u07cf \u01c6\u45ad\u046f\u46d1\u03e1\u07fd\u0463\u1cdd\u1b1c\u2c58\u2273\u45ee \u01c6 \u417c\u418e\u03e1\u0499\u1c03\u3fb7\u0787\u4bc2\u4e6c\u2c58\u181f\u2189 \u02c8\u1d00\u447f\u0433\u155c\u1cdd\u16e3\u15f1 \u01c6\u0cfc\u417c\u418e\u2c58\u459b\u2fdf\u0451\u09a0\u1b8d\u0467\u2ccd\u0612\u0a00\u144a\u11de\u47a1 \u11cd\u1b8d\u2c58\u16e3\u3f95 \u02c8\u04a3\u35e0\u1b0d\u0b58\u0747\u32cf \u01c6\u418c\u0eee\u1cdd\u16e3\u043d\u2c58\u41dc\u41b1\u45ac\u1cdd\u087d\u0463\u037c\u048f\u2c58\u17e4\u4b53 \u01c6\u1c2e\u4ee4\u1bca\u4bc8\u1c03\u1b2d\u34ad\u113d \u1124\u41dc\u41b1\u384e\u1d03\u1cd4\u0f51\u2c58\u1bca\u05ed \u01c6\u140c\u36d1\u09e0\u1e21\u09d7\u1c2e\u4f41\u2c58\u118a\u1481\u1c03\u155c\u144c\u45a4\u2c58 \u02c8\u45ad\u1e0b\u113d\u1124\u04cf\u1cdd\u1d0e\u04ef\u113a\u0434\u1976\u417c \u4bc2\u4e6c\u02c8\u113a\u0434\u0f56\u0529\u1cdd\u14ce\u4192\u15fb\u0d04\u03e3\u048f\u2273\u45ee \u01c6 2 \u2cdf\u045a\u04b9\u03df\u03f8\u319b\u1b5b\u30b4\u02c8\u2afc\u37be\uab95\u2c58\u41b1\u3154\u45c4\u03d4\u03df\u02d6  (a) \u0a09\u1d8a\u1cdd\u0495\u043c\u0d23\u0ed8\u02d7   (b) \u048f\u03e3\u048f\u043f\u4bc8\u1468\u41b9\u0f56\u0529\u1cc8\u0f51\u0d04\u2273\u45ee\u01c6 \u0003 \u0003 \u0003 \u02c4\u112b\u1b44 250\u112b\uab8a\u09c7\u02c5\u0003 [\u0759\u118d\u02d6 15] [\u41c1\u3fd4\u2c58\u42fc\u47a3\u02d6 10] [\u160f\u07da\u02d6 25]"
+        },
+        "0509_s13_qp_13.pdf": {
+            "1": "1 first language chinese  0509/13 paper 1  reading may/june 2013  2 hours additional materials:  answer booklet/paperuniversity of cambridge international examinations international general certi\ufb01  cate of secondary education this document consists of 8 printed pages. (nl) 67179/2 \u00a9 ucles 2013 [turn overread these instructions first if you have been given an answer booklet, follow the instructions on the front of the booklet. write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen. do not use staples, paper clips, highlighters, glue or correction \ufb02 uid. answer all questions. the passages and questions on this question paper are printed twice, once in traditional and once in  simpli \ufb01 ed characters. if you wish to read them in traditional characters, turn to page 2; if you wish to read  them in simpli \ufb01 ed characters, turn to page 6. you may write your answers in either traditional or simpli \ufb01 ed characters. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question. \u8acb\u5148\u95b1\u8b80\u4ee5\u4e0b\u8aaa\u660e \u8a66\u5377\u4e0a\u7684\u6587\u7ae0\u548c\u554f\u984c \uff0c\u6709\u7e41\u9ad4\u548c\u7c21\u9ad4\uf978\u7a2e\u7248\u672c \u3002\uf974\u8981\u7e41\u9ad4\u5b57\u7248 \uff0c\u8acb\u7ffb\u5230\u7b2c\u4e8c\u9801 \u3002 \u8bf7\u5148\u9605\u8bfb\u4ee5\u4e0b\u8bf4\u660e \u8bd5\u5377\u4e0a\u7684\u6587\u7ae0\u548c\u95ee\u9898 \uff0c\u6709\u7e41\u4f53\u548c\u7b80\u4f53\u4e24\u79cd\u7248\u672c \u3002\u82e5\u8981\u7b80\u4f53\u5b57\u7248 \uff0c\u8bf7\u7ffb\u5230\u7b2c\u516d\u9875 \u3002 *8412915449*",
+            "2": "\u00a9 ucles 20132 0509/13/m/j/13passages and questions in traditional characters \u7b2c\u4e00\u90e8\u5206 \u77ed\u6587\u4e00 \u4ed4\u7d30\u95b1\uf95a\u4e0b\u9762\u7684\u77ed\u6587 \uff0c\u7136\u5f8c\u56de\u7b54\u554f\u984c \u3002 (\u7b2c\u4e00\u6bb5) \u562e\u53e8\u4e4b\u5e38\ufa0a \uff0c\u5c31\u50cf\u611f\u5192\u4e00\u6a23\u7a00\u9b06\u5e73\u5e38 \uff0c\u4f46\u662f\u611f\u5192\uf967\u6703\u6709\uf9fd\u9ebc\u5927\u5bb3 \uff0c\u562e\u53e8\u537b\u53ef\u4ee5\u4f7f\u5168\u5bb6 \u4eba\u90fd\u906d\u6b83 \uff0c\u5b83\u81f3\u5c11\u6c61\u67d3\uf9ba\u5bb6\u88cf\u7684\u60c5\u7dd2\u6c23\u6c1b \u3002\u5728\u5982\u6b64\u74b0\u5883\u4e0b\u9577\u5927\u7684\u5b69\u5b50\uf967\u4f46\u8cac\u4efb\u611f\u5dee \uff0c\u9084\u6703 \u990a\u6210\u9047\u4e8b\u611b\u767c\u813e\u6c23\u7684\u7fd2\u6163 \u3002\u562e\u53e8\u662f\uf967\u7576\u7684\u6e9d\u901a\u65b9\u6cd5 \uff0c\u5b83\u548c\u53eb\u99e1 \u3001\uf946\u9a37\u4e26\uf99c \uff0c\u5c0d\u5bb6\u5ead\u751f\u6d3b\u5371 \u5bb3\u751a\u5927\u3002\u9019\u4e09\u8005\u5927\u540c\u5c0f\uf962 \u3002\u5728\u4e0b\u9762\u7684\u8a0e\uf941\u4e2d\u6211\u90fd\u7528\u201c\u562e\u53e8\uff02\uf92d\u4ee3\u8868 \uff0c\u51e1\u662f\u53cd\uf966\u7684\u8981\u6c42 \u3001\u8cac \u5099\u3001\u8b66\u544a\u7b49\u90fd\u5305\u62ec\u5728\u5167 \u3002 (\u7b2c\u4e8c\u6bb5) \u562e\u53e8\u548c\u201c\u6642\u5e38\u63d0\u9192\uff02\u6709\u91cd\u5927\u7684\u5206\u5225 \u3002\u7531\u65bc\u5c0f\u5b69\u7684\u5167\u5728\u8cac\u4efb\u611f\u5c1a\u672a\u6210\u719f \uff0c\u5c24\u5176\u9700\u8981\u6642\u5e38 \u63d0\u9192\u3002\u8cac\u4efb\u611f\u7684\u57f9\u990a\uf967\uf9e0 \uff0c\u800c\u5c0f\u5b69\u5c0d\u885d\u52d5\u7684\u5167\u5728\u514b\u5236\uf98a\u9084\u5f88\u5f31 \uff0c\u4e3b\u8981\u9084\u662f\u9760\u5916\u5728\u7684\u63a7\u5236 \uff0c \u5c24\u5176\u662f\uf92d\u81ea\u7236\u6bcd\u7684\u63a7\u5236 \u3002\u5c0d\uf967\u751a\u611f\u8208\u8da3\u7684\u4e8b\u4ed6\u5011\u7684\u6ce8\u610f\uf98a\u5f88\u77ed \uff0c\u800c\u4e14\u5f88\u5bb9\uf9e0\u8f49\u79fb\u6ce8\u610f\uf98a \uff0c \u5fd8\uf9ba\u81ea\u5df1\u7684\u8cac\u4efb \u3002\u63db\uf906\u8a71\uf96f \uff0c\u5c0d\u65bc\u9084\u5728\u4e0a\u5c0f\u5b78\u7684\u5b69\u5b50 \uff0c\u8981\u6642\u5e38\u63d0\u9192\u4ed6\u5011\u8a72\u505a\u7684\u4e8b \uff0c\u4ee5\u9010\u6f38 \u57f9\u990a\u4ed6\u5011\u7684\u8cac\u4efb\u611f \u3002 (\u7b2c\u4e09\u6bb5) \u901a\u5e38\u7236\u6bcd\u6703\u554f \uff1a\u201c\u6211\u600e\u9ebc\u77e5\u9053\u6211\u662f\u5728\u562e\u53e8\u9084\u662f\u5728\u53cd\uf966\u63d0\u9192\u4ed6\uff1f\uff02\u6709\u4e00\u500b\u5340\u5225\u662f\uf967\uf941\u6b21 \uf969\u6709\u591a\u983b\u7e41 \uff0c\u201c\u63d0\u9192\uff02\u5fc5\u5b9a\u662f\u4fdd\u6301\u53cb\u5584\u7684\u614b\ufa01 \uff0c\u6c92\u6709\uf967\u8010\u7169\u6216\u751f\u6c23\u7684\u53e3\u6c23 \uff0c\u800c\u562e\u53e8\u901a\u5e38\u5f9e \u8a71\u8a9e\u4e2d\u5c31\u80fd\u807d\u51fa\uf92d \u3002\u9084\u6709\u4e00\u9ede\uf901\u57fa\u672c\u7684\u5dee\u5225 \uff0c\u201c\u6642\u5e38\u63d0\u9192\uff02\u7684\u7d50\u679c\u662f\u5b69\u5b50\u5728\u5b78\u7fd2\u4e0a\u548c\u5176\u4ed6 \u65b9\u9762\u90fd\u6709\u6240\u6210\u9577 \uff0c\ufa08\u70ba\u6709\u6240\u6539\u5584 \uff1b\u76f8\u53cd\u5730\uff0c\u562e\u53e8\u975e\u4f46\uf967\u6703\u6709\u5efa\u8a2d\u6027\u7684\u7d50\u679c \uff0c\u53cd\u800c\u4f7f\u5b69\u5b50\uf901 \u52a0\u9055\u6297\u4f60\u5c0d\u4ed6\u7684\u8981\u6c42 \uff0c\u4f60\u5011\u7684\u95dc\u4fc2\uf901\uf967\u597d \u3002\u5982\u679c\u7236\u6bcd\u80fd\u771f\u6b63\uf9e4\u89e3\u63d0\u9192\u548c\u562e\u53e8\u7684\u5340\u5225 \uff0c\u4e26\u65bd \u4e4b\u65bc\ufa08\uff0c\u90a3\u9ebc\uf967\u50c5\u80fd\u628a\u5b69\u5b50\u6559\u80b2\u5f97\uf901\u597d \uff0c\u4e5f\u80fd\u4f7f\u6574\u500b\u5bb6\u5ead\uf901\u52a0\u548c\u8ae7 \u3002 (\u7b2c\u56db\u6bb5) \u9020\u6210\u562e\u53e8\u7684\u539f\u56e0\u6709\u5f88\u591a \u3002\u6709\u6642\u662f\u56e0\u70ba\u7236\u6bcd\uf967\u592a\u77ad\u89e3\u505a\u500b\u597d\u7236\u6bcd\u8981\u4ed8\u51fa\u591a\u5c11\u52aa\uf98a \uff0c\u4ed6\u5011 \u5e38\u4ee5\u70ba\uf96f\u4e00\uf978\u6b21\u5b69\u5b50\u5c31\u61c2\u5f97\u53bb\u505a\uf9ba \u3002\u7576\u5b69\u5b50\u6c92\u53bb\u505a\u6642 \uff0c\u4ed6\u5011\u5c31\u751f\u6c23 \uff0c\u800c\u4e14\u5f62\u65bc\u8072\u8272 \u3002\u7d50\u679c \u5b69\u5b50\u4e5f\uf967\u9ad8\u8208 \uff0c\u7236\u6bcd\u5c31\uf901\u751f\u6c23 \uff0c\u9020\u6210\uf9b9\u6027\u5faa\u74b0 \u3002\u53e6\u4e00\u500b\u539f\u56e0\u662f\u4eba\u5728\uf967\u77e5\uf967\u89ba\u4e2d\uf914\u610f\u8868\u73fe\u6b0a \u5a01\u3002\u7236\u6bcd\u4e0b\u547d\uf9a8\u548c\u63d0\u8981\u6c42\u662f\u6b0a\uf98a\u7684\u8868\u73fe \uff0c\u5b69\u5b50\u9055\u6297\u547d\uf9a8\u4e5f\u662f\u4e00\u6a23 \u3002\u8acb\u5148\u95b1\u8b80\u4ee5\u4e0b\u8aaa\u660e \u5982\u679c\u767c\u7d66\u4f60\uf9ba\u7b54\u984c\u7d19 \uff0c\u8acb\u6309\u7b2c\u4e00\u9801\u4e0a\u7684\uf96f\u660e\u7b54\u984c \u3002 \u8acb\u5728\u6240\u6709\u8981\u4ea4\u7684\u7b54\u5377\u4e0a\u5beb\u4e0a\u8003\u8a66\u4e2d\u5fc3\u7de8\u865f \uff0c\u8003\u751f\u865f\u548c\u59d3\u540d \u3002 \u8acb\u7528\u6df1\uf923\u8272\u6216\u9ed1\u8272\u7b46\u628a\u7b54\u6848\u5beb\u5728\u7b54\u5377\u7684\u6b63\u53cd\uf978\u9762 \u3002 \u8acb\u52ff\u7528\u8a02\u66f8\u91d8 \u3001\u66f2\u5225\u91dd\u3001\u5f69\u8272\u7b46\u3001\u81a0\u6c34\u6216\u5857\u6539\u6db2 \u3002 \u8acb\u56de\u7b54\u6240\u6709\u554f\u984c \u3002 \u53ef\u4ee5\u7528\u7e41\u9ad4\u5b57\u6216\u8005\u7c21\u9ad4\u5b57\u56de\u7b54\u554f\u984c \u3002 \u6bcf\u4e00\u984c\u6216\u6bcf\u4e00\u5c0f\u984c\u7684\u5206\uf969\u5728\u5176\u5f8c\u9762\u7684\u62ec\u865f  [ ] \u88cf\u3002 \u8003\u8a66\u7d50\u675f\u5f8c \uff0c\u8acb\u628a\u6240\u6709\u7b54\u5377\u7e6b\u5728\u4e00\u8d77 \u3002",
+            "3": "[turn over 0509/13/m/j/133 \u00a9 ucles 20131 (a)  \u77ed\u6587\u7b2c\u4e00\u6bb5\u4e2d\u628a\u562e\u53e8\u6bd4\u55bb\u6210\uf9fd\u9ebc\uff1f\u70ba\uf9fd\u9ebc\uff1f  [2]  (b)  \u8acb\u91cd\uf95a\u7b2c\u4e00\u6bb5 \uff0c\u8b1b\u4e00\u8b1b\u5bb6\u9577\u5e38\u5e38\u562e\u53e8\u6703\u7d66\u5b69\u5b50\u7684\u6210\u9577\u5e36\uf92d\uf9fd\u9ebc\u6a23\u7684\u8ca0\u9762\u5f71    \u97ff \u3002 [2]   (c) \u8acb\u91cd\uf95a\u7b2c\u4e8c\u6bb5 \uff0c\u8b1b\u4e00\u8b1b\u70ba\uf9fd\u9ebc\u5c0f\u5b69\u9700\u8981\u7236\u6bcd\u63d0\u9192\u4ed6\u5011 \uff0c\u5e6b\u52a9\u4ed6\u5011\u57f9\u990a\u8cac\u4efb    \u611f \u3002 [3]  (d)  \u8acb\u91cd\uf95a\u7b2c\u4e09\u6bb5 \uff0c\u8b1b\u4e00\u8b1b\u63d0\u9192\u548c\u562e\u53e8\u7684\uf978\u5927\u5340\u5225\u662f\uf9fd\u9ebc \u3002 [2]  (e)  \u7b2c\u4e09\u6bb5\u4e2d\u7684\u201c\u65bd\u4e4b\u65bc\ufa08\uff02\u662f\uf9fd\u9ebc\u610f\u601d\uff1f  [1]  (f)  \u8acb\u91cd\uf95a\u201c\u9020\u6210\u562e\u53e8\u7684\u539f\u56e0\u6709\u5f88\u591a\u2026\u2026\u7236\u6bcd\u5c31\uf901\u751f\u6c23 \uff0c\u9020\u6210\uf9b9\u6027\u5faa\u9084 \u3002\uff02      \u8b1b\u4e00\u8b1b\u70ba\uf9fd\u9ebc\uf96f\u505a\u597d\u7236\u6bcd\uf967\u5bb9\uf9e0 \u3002 [2]  (g)  \u8acb\u91cd\uf95a\u7b2c\u56db\u6bb5 \uff0c\u8b1b\u4e00\u8b1b\u7236\u6bcd\u548c\u5b69\u5b50\u96d9\u65b9\u662f\u600e\u9ebc\u8868\u793a\u81ea\u5df1\u7684\u6b0a\u5a01\u7684 \u3002 [2]  (h)  \u8acb\u91cd\uf95a\u7b2c\u4e94\u6bb5      (i)  \u7236\u6bcd\u7684\u54ea\uf978\u7a2e\u932f\u8aa4\ufa08\u70ba\u5c0e\u81f4\u5b69\u5b50\u5b78\u6703\u767c\uf946\u9a37\uff1f  [2]    (ii)  \u70ba\uf9fd\u9ebc\uf96f\u7236\u6bcd\u7684\u932f\u8aa4\u65b9\u6cd5\u201c\u6559\uff02\u6703\uf9ba\u5b69\u5b50\u767c\u813e\u6c23\uff1f  [1]  (i)  \u8acb\u91cd\uf95a\u7b2c\u4e94\u6bb5 \uff0c\u8b1b\u4e00\u8b1b\u7236\u6bcd\u8981\u600e\u6a23\u505a\u624d\u80fd\u6e1b\u5c11\u562e\u53e8 \u3002 [3] [\u8a9e\u8a00\u7684\u7cbe\u78ba \uff1a5] [\u7e3d\u5206\uff1a25](\u7b2c\u4e94\u6bb5) \uf967\u50c5\u662f\u7236\u6bcd\u5e38\u72af\u562e\u53e8\u548c\u767c\uf946\u9a37\u7684\u6bdb\u75c5 \uff0c\u5b69\u5b50\u4e5f\u5e38\u5e38\u5f88\u5feb\u5c31\u5b78\u6703\u767c\uf946\u9a37 \u3002\u7576\u5b69\u5b50\u5e73\u5fc3\u975c\u6c23 \u63d0\u8981\u6c42\u800c\u7236\u6bcd\uf967\uf9e4\u6703\u6642 \uff0c\u7576\u7236\u6bcd\u5c0d\u5df2\u7d93\u7b54\u61c9\u7684\u4e8b\u7121\u6545\u63a8\u5ef6\u6216\u6577\u884d\uf9ba\u4e8b\u6642 \uff0c\u5b69\u5b50\u4e5f\u8a31\u6703\u751f\u6c23\u767c \uf946\u9a37\u3002\u9019\u6642\u7236\u6bcd\u5e38\u7d93\uf967\u8d77\u5b69\u5b50\u751f\u6c23\u5435\u9b27\u800c\u7b54\u61c9\uf9ba\u4e8b \uff0c\u90a3\u9ebc\u5c31\u7b49\u65bc\u6559\u5b69\u5b50\u4ee5\u5f8c\u7528\u5435\u9b27\uf92d\u903c\u7236\u6bcd \u7b54\u61c9\u3002\u8981\u60f3\u5bb6\u4eba\u4e4b\u9593\u80fd\u6709\u597d\u7684\u6e9d\u901a \uff0c\u9020\u6210\u548c\u8ae7\u7684\u6c23\u6c1b \uff0c\u5c31\u4e00\u5b9a\uf967\u8981\u628a\u63d0\u9192\u8b8a\u70ba\u562e\u53e8 \u3002\u505a\u7236\u6bcd \u7684\uf967\u8981\u8f15\uf9e0\uf91b\u767c\u813e\u6c23 \uff0c\u540c\u6642\u628a\u7d00\uf9d8\u898f\u5b9a\u7d66\u5b69\u5b50\u8b1b\u6e05\u695a \uff0c\u4e5f\u8981\u505a\u5230\u8cde\u7f70\u5206\u660e \u3002",
+            "4": "4 \u00a9 ucles 2013 0509/13/m/j/13\u7b2c\u4e8c\u90e8\u5206 \u77ed\u6587\u4e8c \u4ed4\u7d30\u95b1\uf95a\u4e0b\u9762\u7684\u77ed\u6587 \uff0c\u7136\u5f8c\u6839\u64da\u77ed\u6587\u4e00\u548c\u77ed\u6587\u4e8c\u56de\u7b54\u554f\u984c \u3002 \u5bb6\u9577\u6279\u8a55\u6559\u80b2\u5b69\u5b50\u8981\u8b1b\u7a76\u65b9\u6cd5 \uff0c\u9ede\u5230\u70ba\u6b62 \uff0c\uf9cd\u4e0b\u601d\u8003\u7684\u7a7a\u9593 \uff0c\u5b69\u5b50\u624d\u5bb9\uf9e0\u63a5\u53d7 \u3002 \u82f1\u570b\u6700\u8fd1\u4e00\u9805\u7814\u7a76\u8868\u660e \uff0c\u5bb6\u9577\u5c0d\u5b69\u5b50\u65e2\u8981\u56b4\u683c\u8981\u6c42 \uff0c\u53c8\u8981\u6eab\u67d4\u95dc\u61f7 \uff0c\u9019\u662f\u57f9\u990a\u9ad8\u7d20\u8cea \u5b69\u5b50\u7684\u95dc\u9375 \uff0c\u5c24\u5176\u662f\u57f9\u990a\uf981\u5b69 \u3002\u7814\u7a76\u4eba\u54e1\u8a8d\u70ba \uff0c\u6700\u4f73\u65b9\u6cd5\u5305\u62ec\u7236\u6bcd\u8981\u6c42\u5b69\u5b50\u7684\u8868\u73fe\u8207\uf98e\u9f61 \u76f8\u7b26\uff0c\u5236\u5b9a\u7d00\uf9d8 \uff0c\u76e3\u7763\u4ed6\u5011\u7684\ufa08\u70ba \u3002\u540c\u6642\u9084\u8981\u975e\u5e38\u77ad\u89e3\u5b69\u5b50\u7684\u9700\u6c42 \uff0c\u4e26\u4f5c\u51fa\u56de\u61c9 \uff0c\u65e2\u5584\u65bc \u50be\u807d\uff0c\u53c8\u80fd\u8207\u5b69\u5b50\u6eab\u548c\u5730\u4ea4\uf9ca \u3002\u6279\u8a55\u6559\u80b2\u5b69\u5b50\u6642\u61c9\u9ede\u5230\u70ba\u6b62\u83ab\u562e\u53e8 \u3002 \u7576\u5b69\u5b50\u72af\u932f\u6642 \uff0c\u6709\u7684\u7236\u6bcd\u559c\u6b61\u7ffb\u820a\u8cec \uff0c\u628a\u8a31\u591a\uf98e\u524d\u7684\u9673\u829d\u9ebb\uf91e\u7a40\u5b50\u7684\u4e8b\u90fd\u62ff\u51fa\uf92d\uf96f \uff0c\u628a \u5b69\u5b50\u7684\u7a2e\u7a2e\u201c\uf9b9\ufa08\uff02\u5168\u90fd\uf969\uf918\u4e00\u904d \uff0c\u5f80\u5f80\u8d8a\uf96f\u8d8a\u6fc0\u52d5 \uff0c\u8d8a\u6fc0\u52d5\u8d8a\uf92d\u6c23 \uff0c\u8d8a\uf96f\u8d8a\u591a \u3002\u5176\u5be6\uff0c\u5728 \u751f\u6d3b\u4e2d\u5b69\u5b50\u72af\u4e00\u4e9b\u932f\u662f\u6b63\u5e38\u7684 \uff0c\u5b69\u5b50\u5c31\u662f\u5728\u72af\u932f\u7684\u904e\u7a0b\u4e2d\u6210\u9577\u8d77\uf92d\u7684 \u3002\u5c0d\u65bc\u5b69\u5b50\u72af\u7684\u932f \uff0c\u7236 \u6bcd\u61c9\u7576\u4e00\u4e8b\u4e00\u8b70 \uff0c\u72af\uf9ba\uf9fd\u9ebc\u932f\u5c31\u7cfe\u6b63\uf9fd\u9ebc\u932f \uff0c\uf967\u8981\u52a0\u4ee5\u5f15\u4f38 \u3002 \u6709\u4e9b\u5bb6\u9577\u8a13\u6559\u5b69\u5b50\u559c\u6b61\u6c92\u5b8c\u6c92\uf9ba \uff0c\u800c\u4e14\u9084\u6642\uf967\u6642\u8cea\u554f\u5b69\u5b50\u201c\u6211\u7684\u8a71\u4f60\u807d\ufa0a\uf9ba\u6c92\u6709\uff1f\uff02\u5b69 \u5b50\u61fe\u4e8e\u5bb6\u9577\u7684\u5a01\u56b4 \uff0c\u53ea\u80fd\uf96f\u201c\u807d\ufa0a\uf9ba\uff02 \uff0c\u5176\u5be6\u4ed6\u53ef\u80fd\uf9fd\u9ebc\u90fd\u6c92\u807d\u9032\u53bb \uff0c\u751a\u81f3\u5de6\u8033\u807d\uf9ba\u53f3\u8033 \u51fa\u3002\u5bb6\u9577\u562e\u53e8\u592a\u591a \uff0c\u6703\uf9a8\u5b69\u5b50\u5206\uf967\u6e05\u4e3b\u6b21 \uff0c\uf967\u77e5\u9053\u807d\u54ea\u4e00\uf906\u70ba\u597d \u3002\u7d93\u5e38\u6027\u7684\u562e\u53e8 \uff0c\u4e5f\u6703\u5c0e \u81f4\u5b69\u5b50\u201c\u5931\u8070\uff02 \uff0c\u5c0d\u5bb6\u9577\u7684\u8a71\u7522\u751f\u6559\u80b2\u5fc3\uf9e4\u5b78\u4e2d\u7684\u201c 0\u53cd\u61c9\uff02\uff0c\u7121\u52d5\u65bc\u8877 \uff0c\u4f7f\u8a13\u6559\u5931\u53bb\u6548 \u679c\u3002 \u61f2\u7f70\u5b69\u5b50\u7684\u76ee\u7684\u662f\u70ba\uf9ba\u5b69\u5b50\u7684\uf97c\u6027\u8f49\u5316 \uff0c\u61f2\u7f70\u7684\u7a0b\ufa01\u5fc5\u9808\u5408\u4e4e\u5b69\u5b50\u7684\ufa08\u70ba \uff0c\u8981\u4ee5\u9054\u5230 \u76ee\u7684\u70ba\u539f\u5247 \uff0c\uf967\u8981\u5c0f\u984c\u5927\u505a \u3002\u5bb6\u9577\u61f2\u7f70\u5b69\u5b50\u61c9\uf98a\u6212\u8af7\uf9ff\u6316\u82e6 \uff0c\uf901\uf967\u80fd\u81ea\u6043\u201c\u5b69\u5b50\u662f\u6211\u751f\u7684 \u3001 \u662f\u6211\u990a\u7684\uff02\u800c\u96a8\u610f\u6307\u8cac\u8b3e\u99e1\u5b69\u5b50 \u3002\u9019\u6a23\uf967\u50c5\u6c92\u6709\u8d77\u5230\u6559\u80b2\u7684\u6548\u679c \uff0c\u9084\u6703\u8b93\u5b69\u5b50\u81ea\u5c0a\u5fc3\u53d7\u5230\u6253 \u64ca\u3002\u9ede\u5230\u70ba\u6b62 \uff0c\u8b93\u5b69\u5b50\u81ea\u5df1\u5f9e\u932f\u8aa4\u4e2d\u6210\u9577 \uff0c\u9019\u6a23\u7684\u6559\u80b2\u65b9\u6cd5\u6216\u8a31\u6703\uf901\u6709\u6548 \u3002 2 \u770b\uf9ba\u4ee5\u4e0a\uf978\u7bc7\u6587\u7ae0 \u770b\uf9ba\u4ee5\u4e0a\uf978\u7bc7\u6587\u7ae0 \uff0c\u7528\u81ea\u5df1\u7684\u8a71\u7c21\u8ff0\u4e00\u4e0b \u7528\u81ea\u5df1\u7684\u8a71\u7c21\u8ff0\u4e00\u4e0b \uff1a  (a) \u562e\u53e8\u6709\uf9fd\u9ebc\u58de\u8655 \uff1b   (b) \u7236\u6bcd\u61c9\u8a72\u5982\u4f55\uf901\u597d\u5730\u6559\u80b2\u6307\u5c0e\u5b69\u5b50 \u3002    \uff08\u5b57\uf969 250\u5b57\u5de6\u53f3\uff09 [\u5167\u5bb9\uff1a15] [\u8a9e\u8a00\u7684\u8cea\uf97e \uff1a10] [\u7e3d\u5206\uff1a25]",
+            "5": "[turn over 0509/13/m/j/135 \u00a9 ucles 2013please turn over to find passages and questions in simplified  characters",
+            "6": "6 \u00a9 ucles 2013 0509/13/m/j/13passages and questions in simplified characters \u8bf7\u5148\u9605\u8bfb\u4ee5\u4e0b\u8bf4\u660e \u5982\u679c\u53d1\u7ed9\u4f60\u4e86\u7b54\u9898\u7eb8 \uff0c\u8bf7\u6309\u7b2c\u4e00\u9875\u4e0a\u7684\u8bf4\u660e\u7b54\u9898 \u3002 \u8bf7\u5728\u6240\u6709\u8981\u4ea4\u7684\u7b54\u5377\u4e0a\u5199\u4e0a\u8003\u8bd5\u4e2d\u5fc3\u7f16\u53f7 \uff0c\u8003\u751f\u53f7\u548c\u59d3\u540d \u3002 \u8bf7\u7528\u6df1\u84dd\u8272\u6216\u9ed1\u8272\u7b14\u628a\u7b54\u6848\u5199\u5728\u7b54\u5377\u7684\u6b63\u53cd\u4e24\u9762 \u3002 \u8bf7\u52ff\u7528\u8ba2\u4e66\u9489 \u3001\u66f2\u522b\u9488\u3001\u5f69\u8272\u7b14\u3001\u80f6\u6c34\u6216\u6d82\u6539\u6db2 \u3002 \u8bf7\u56de\u7b54\u6240\u6709\u95ee\u9898 \u3002 \u53ef\u4ee5\u7528\u7e41\u4f53\u5b57\u6216\u8005\u7b80\u4f53\u5b57\u56de\u7b54\u95ee\u9898 \u3002 \u6bcf\u4e00\u9898\u6216\u6bcf\u4e00\u5c0f\u9898\u7684\u5206\u6570\u5728\u5176\u540e\u9762\u7684\u62ec\u53f7  [ ] \u91cc\u3002 \u8003\u8bd5\u7ed3\u675f\u540e \uff0c\u8bf7\u628a\u6240\u6709\u7b54\u5377\u7cfb\u5728\u4e00\u8d77 \u3002 \u7b2c\u4e00\u90e8\u5206 \u77ed\u6587\u4e00 \u4ed4\u7ec6\u9605\u8bfb\u4e0b\u9762\u7684\u77ed\u6587\uff0c\u7136\u540e\u56de\u7b54\u95ee\u9898\u3002 (\u7b2c\u4e00\u6bb5) \u5520\u53e8\u4e4b\u5e38\u89c1 \uff0c\u5c31\u50cf\u611f\u5192\u4e00\u6837\u7a00\u677e\u5e73\u5e38 \uff0c\u4f46\u662f\u611f\u5192\u4e0d\u4f1a\u6709\u4ec0\u4e48\u5927\u5bb3 \uff0c\u5520\u53e8\u5374\u53ef\u4ee5\u4f7f\u5168\u5bb6 \u4eba\u90fd\u906d\u6b83 \uff0c\u5b83\u81f3\u5c11\u6c61\u67d3\u4e86\u5bb6\u91cc\u7684\u60c5\u7eea\u6c14\u6c1b \u3002\u5728\u5982\u6b64\u73af\u5883\u4e0b\u957f\u5927\u7684\u5b69\u5b50\u4e0d\u4f46\u8d23\u4efb\u611f\u5dee \uff0c\u8fd8\u4f1a \u517b\u6210\u9047\u4e8b\u7231\u53d1\u813e\u6c14\u7684\u4e60\u60ef \u3002\u5520\u53e8\u662f\u4e0d\u5f53\u7684\u6c9f\u901a\u65b9\u6cd5 \uff0c\u5b83\u548c\u53eb\u9a82 \u3001\u7262\u9a9a\u5e76\u5217 \uff0c\u5bf9\u5bb6\u5ead\u751f\u6d3b\u5371 \u5bb3\u751a\u5927\u3002\u8fd9\u4e09\u8005\u5927\u540c\u5c0f\u5f02 \u3002\u5728\u4e0b\u9762\u7684\u8ba8\u8bba\u4e2d\u6211\u90fd\u7528\u201c\u5520\u53e8\u201d\u6765\u4ee3\u8868 \uff0c\u51e1\u662f\u53cd\u590d\u7684\u8981\u6c42 \u3001\u8d23 \u5907\u3001\u8b66\u544a\u7b49\u90fd\u5305\u62ec\u5728\u5185 \u3002 (\u7b2c\u4e8c\u6bb5) \u5520\u53e8\u548c\u201c\u65f6\u5e38\u63d0\u9192\u201d\u6709\u91cd\u5927\u7684\u5206\u522b \u3002\u7531\u4e8e\u5c0f\u5b69\u7684\u5185\u5728\u8d23\u4efb\u611f\u5c1a\u672a\u6210\u719f \uff0c\u5c24\u5176\u9700\u8981\u65f6\u5e38 \u63d0\u9192\u3002\u8d23\u4efb\u611f\u7684\u57f9\u517b\u4e0d\u6613 \uff0c\u800c\u5c0f\u5b69\u5bf9\u51b2\u52a8\u7684\u5185\u5728\u514b\u5236\u529b\u8fd8\u5f88\u5f31 \uff0c\u4e3b\u8981\u8fd8\u662f\u9760\u5916\u5728\u7684\u63a7\u5236 \uff0c \u5c24\u5176\u662f\u6765\u81ea\u7236\u6bcd\u7684\u63a7\u5236 \u3002\u5bf9\u4e0d\u751a\u611f\u5174\u8da3\u7684\u4e8b\u4ed6\u4eec\u7684\u6ce8\u610f\u529b\u5f88\u77ed 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\uff0c\u201c\u65f6\u5e38\u63d0\u9192\u201d\u7684\u7ed3\u679c\u662f\u5b69\u5b50\u5728\u5b66\u4e60\u4e0a\u548c\u5176\u5b83\u65b9\u9762\u90fd \u6709\u6240\u6210\u957f \uff0c\u884c\u4e3a\u6709\u6240\u6539\u5584\uff1b\u76f8\u53cd\u5730 \uff0c\u5520\u53e8\u975e\u4f46\u4e0d\u4f1a\u6709\u5efa\u8bbe\u6027\u7684\u7ed3\u679c \uff0c\u53cd\u800c\u4f7f\u5b69\u5b50\u66f4\u52a0\u8fdd\u6297\u4f60 \u5bf9\u4ed6\u7684\u8981\u6c42 \uff0c\u4f60\u4eec\u7684\u5173\u7cfb\u66f4\u4e0d\u597d \u3002\u5982\u679c\u7236\u6bcd\u80fd\u771f\u6b63\u7406\u89e3\u63d0\u9192\u548c\u5520\u53e8\u7684\u533a\u522b \uff0c\u5e76\u65bd\u4e4b\u4e8e\u884c \uff0c\u90a3 \u4e48\u4e0d\u4ec5\u80fd\u628a\u5b69\u5b50\u6559\u80b2\u5f97\u66f4\u597d \uff0c\u4e5f\u80fd\u4f7f\u6574\u4e2a\u5bb6\u5ead\u66f4\u52a0\u548c\u8c10 \u3002 (\u7b2c\u56db\u6bb5) \u9020\u6210\u5520\u53e8\u7684\u539f\u56e0\u6709\u5f88\u591a \u3002\u6709\u65f6\u662f\u56e0\u4e3a\u7236\u6bcd\u4e0d\u592a\u4e86\u89e3\u505a\u4e2a\u597d\u7236\u6bcd\u8981\u4ed8\u51fa\u591a\u5c11\u52aa\u529b \uff0c\u4ed6\u4eec\u5e38 \u4ee5\u4e3a\u8bf4\u4e00\u4e24\u6b21\u5b69\u5b50\u5c31\u61c2\u5f97\u53bb\u505a\u4e86 \u3002\u5f53\u5b69\u5b50\u6ca1\u53bb\u505a\u65f6 \uff0c\u4ed6\u4eec\u5c31\u751f\u6c14 \uff0c\u800c\u4e14\u5f62\u4e8e\u58f0\u8272 \u3002\u7ed3\u679c\u5b69\u5b50 \u4e5f\u4e0d\u9ad8\u5174 \uff0c\u7236\u6bcd\u5c31\u66f4\u751f\u6c14 \uff0c\u9020\u6210\u6076\u6027\u5faa\u73af \u3002\u53e6\u4e00\u4e2a\u539f\u56e0\u662f\u4eba\u5728\u4e0d\u77e5\u4e0d\u89c9\u4e2d\u4e50\u610f\u8868\u73b0\u6743\u5a01 \u3002\u7236 \u6bcd\u4e0b\u547d\u4ee4\u548c\u63d0\u8981\u6c42\u662f\u6743\u529b\u7684\u8868\u73b0 \uff0c\u5b69\u5b50\u8fdd\u6297\u547d\u4ee4\u4e5f\u662f\u4e00\u6837 \u3002",
+            "7": "[turn over 0509/13/m/j/137 \u00a9 ucles 20131 (a)  \u77ed\u6587\u7b2c\u4e00\u6bb5\u4e2d\u628a\u5520\u53e8\u6bd4\u55bb\u6210\u4ec0\u4e48\uff1f\u4e3a\u4ec0\u4e48\uff1f [2]  (b)  \u8bf7\u91cd\u8bfb\u7b2c\u4e00\u6bb5 \uff0c\u8bb2\u4e00\u8bb2\u5bb6\u957f\u5e38\u5e38\u5520\u53e8\u4f1a\u7ed9\u5b69\u5b50\u7684\u6210\u957f\u5e26\u6765\u4ec0\u4e48\u6837\u7684\u8d1f\u9762\u5f71    \u54cd\u3002 [2]   (c) \u8bf7\u91cd\u8bfb\u7b2c\u4e8c\u6bb5 \uff0c\u8bb2\u4e00\u8bb2\u4e3a\u4ec0\u4e48\u5c0f\u5b69\u9700\u8981\u7236\u6bcd\u63d0\u9192\u4ed6\u4eec \uff0c\u5e2e\u52a9\u4ed6\u4eec\u57f9\u517b\u8d23\u4efb    \u611f\u3002 [3]  (d)  \u8bf7\u91cd\u8bfb\u7b2c\u4e09\u6bb5 \uff0c\u8bb2\u4e00\u8bb2\u63d0\u9192\u548c\u5520\u53e8\u7684\u4e24\u5927\u533a\u522b\u662f\u4ec0\u4e48 \u3002 [2]  (e)  \u7b2c\u4e09\u6bb5\u4e2d\u7684\u201c\u65bd\u4e4b\u4e8e\u884c\u201d\u662f\u4ec0\u4e48\u610f\u601d\uff1f [1]  (f)  \u8bf7\u91cd\u8bfb\u201c\u9020\u6210\u5520\u53e8\u7684\u539f\u56e0\u6709\u5f88\u591a\u2026\u2026\u7236\u6bcd\u5c31\u66f4\u751f\u6c14 \uff0c\u9020\u6210\u6076\u6027\u5faa\u8fd8 \u3002\u201d      \u8bb2\u4e00\u8bb2\u4e3a\u4ec0\u4e48\u8bf4\u505a\u597d\u7236\u6bcd\u4e0d\u5bb9\u6613 \u3002 [2]  (g)  \u8bf7\u91cd\u8bfb\u7b2c\u56db\u6bb5 \uff0c\u8bb2\u4e00\u8bb2\u7236\u6bcd\u548c\u5b69\u5b50\u53cc\u65b9\u662f\u600e\u4e48\u8868\u793a\u81ea\u5df1\u7684\u6743\u5a01\u7684 \u3002 [2]  (h)  \u8bf7\u91cd\u8bfb\u7b2c\u4e94\u6bb5     (i)  \u7236\u6bcd\u7684\u54ea\u4e24\u79cd\u9519\u8bef\u884c\u4e3a\u5bfc\u81f4\u5b69\u5b50\u5b66\u4f1a\u53d1\u7262\u9a9a\uff1f [2]    (ii)  \u4e3a\u4ec0\u4e48\u8bf4\u7236\u6bcd\u7684\u9519\u8bef\u65b9\u6cd5\u201c\u6559\u201d\u4f1a\u4e86\u5b69\u5b50\u53d1\u813e\u6c14\uff1f [1]  (i) \u8bf7\u91cd\u8bfb\u7b2c\u4e94\u6bb5 \uff0c\u8bb2\u4e00\u8bb2\u7236\u6bcd\u8981\u600e\u6837\u505a\u624d\u80fd\u51cf\u5c11\u5520\u53e8 \u3002 [3] [\u8bed\u8a00\u7684\u7cbe\u786e \uff1a5] [\u603b\u5206\uff1a 25](\u7b2c\u4e94\u6bb5) \u4e0d\u4ec5\u662f\u7236\u6bcd\u5e38\u72af\u5520\u53e8\u548c\u53d1\u7262\u9a9a\u7684\u6bdb\u75c5 \uff0c\u5b69\u5b50\u4e5f\u5e38\u5e38\u5f88\u5feb\u5c31\u5b66\u4f1a\u53d1\u7262\u9a9a \u3002\u5f53\u5b69\u5b50\u5e73\u5fc3\u9759\u6c14 \u63d0\u8981\u6c42\u800c\u7236\u6bcd\u4e0d\u7406\u4f1a\u65f6 \uff0c\u5f53\u7236\u6bcd\u5bf9\u5df2\u7ecf\u7b54\u5e94\u7684\u4e8b\u65e0\u6545\u63a8\u5ef6\u6216\u6577\u884d\u4e86\u4e8b\u65f6 \uff0c\u5b69\u5b50\u4e5f\u8bb8\u4f1a\u751f\u6c14\u53d1 \u7262\u9a9a\u3002\u8fd9\u65f6\u7236\u6bcd\u5e38\u7ecf\u4e0d\u8d77\u5b69\u5b50\u751f\u6c14\u5435\u95f9\u800c\u7b54\u5e94\u4e86\u4e8b \uff0c\u90a3\u4e48\u5c31\u7b49\u4e8e\u6559\u5b69\u5b50\u4ee5\u540e\u7528\u5435\u95f9\u6765\u903c\u7236\u6bcd \u7b54\u5e94\u3002\u8981\u60f3\u5bb6\u4eba\u4e4b\u95f4\u80fd\u6709\u597d\u7684\u6c9f\u901a \uff0c\u9020\u6210\u548c\u8c10\u7684\u6c14\u6c1b \uff0c\u5c31\u4e00\u5b9a\u4e0d\u8981\u628a\u63d0\u9192\u53d8\u4e3a\u5520\u53e8 \u3002\u505a\u7236\u6bcd \u7684\u4e0d\u8981\u8f7b\u6613\u4e71\u53d1\u813e\u6c14 \uff0c\u540c\u65f6\u628a\u7eaa\u5f8b\u89c4\u5b9a\u7ed9\u5b69\u5b50\u8bb2\u6e05\u695a \uff0c\u4e5f\u8981\u505a\u5230\u8d4f\u7f5a\u5206\u660e \u3002",
+            "8": "8 0509/13/m/j/13 \u00a9 ucles 2013copyright acknowledgements: question 1 \u00a9  huiling zheng;  jiating goutong ;  jiangsu wenyi chubanhe;  1987. question 2 \u00a9  http://www.360doc.com/content/11/0331/17/4266796_166190436.shtm;  5 october 2011.  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.\u7b2c\u4e8c\u90e8\u5206 \u77ed\u6587\u4e8c 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+        },
+        "0509_s13_qp_21.pdf": {
+            "1": "this document consists of 3 printed pages and 1 blank page. (nl) 67576/2 \u00a9 ucles 2013 [turn overuniversity of cambridge international examinations international general certi\ufb01  cate of secondary education read these instructions first if you have been given an answer booklet, follow the instructions on the front of the booklet. write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen. do not use staples, paper clips, highlighters, glue or correction \ufb02  uid.  do not write in any barcodes. the essay titles, 1-8, on this question paper are printed twice, once in traditional and once in simpli\ufb01  ed  characters. if you wish to read the essay titles in traditional characters, turn to page 2; if you wish to read  the essay titles in simpli\ufb01  ed characters, turn to page 3. write a composition of between 400 and 600 characters on one of the eight essay titles provided. y ou may write your answer in either traditional or simpli\ufb01  ed characters. y ou should pay attention to punctuation, accuracy and handwriting. at the end of the examination, fasten all your work securely together. all questions in this paper carry equal marks. \u8acb\u5148\u95b1\u8b80\u4ee5\u4e0b\u8aaa\u660e \u8a66\u5377\u4e0a\u7684 \u516b\u500b\u4f5c\u6587\u984c\u76ee \uff0c\u6709\u7e41\u9ad4\u548c\u7c21\u9ad4\uf978\u7a2e\u7248\u672c \u3002\uf974\u8981\u7e41\u9ad4\u5b57\u7248 \uff0c\u8acb\u7ffb\u5230\u7b2c\u4e8c\u9801 \u3002 \u8bf7\u5148\u9605\u8bfb\u4ee5\u4e0b\u8bf4\u660e \u8bd5\u5377\u4e0a\u7684 \u516b\u4e2a\u4f5c\u6587\u9898\u76ee\uff0c\u6709\u7e41\u4f53\u548c\u7b80\u4f53\u4e24\u79cd\u7248\u672c\u3002\u82e5\u8981\u7b80\u4f53\u5b57\u7248\uff0c\u8bf7\u7ffb\u5230\u7b2c\u4e09\u9875\u3002first language chinese  0509/21 paper 2  writing may/june 2013   1 hour 15 minutes additional materials:  answer booklet/paper *5403052132*",
+            "2": "0509/21/m/j/132 \u00a9 ucles 2013essay questions in traditional characters \u8acb\u5148\u95b1\u8b80\u4ee5\u4e0b\u8aaa\u660e \u5982\u679c\u767c\u7d66\u4f60\uf9ba\u7b54\u984c\u7d19 \uff0c\u8acb\u6309\u7b2c\u4e00\u9801\u4e0a\u7684\uf96f\u660e\u7b54\u984c \u3002 \u8acb\u5728\u6240\u6709\u8981\u4ea4\u7684\u7b54\u5377\u4e0a\u5beb\u4e0a\u8003\u8a66\u4e2d\u5fc3\u7de8\u865f \u3001\u8003\u751f\u865f\u548c\u59d3\u540d \u3002 \u8acb\u7528\u6df1\uf923\u8272\u6216\u9ed1\u8272\u7b46\u628a\u7b54\u6848\u5beb\u5728\u7b54\u5377\u7684\u6b63\u53cd\uf978\u9762 \u3002 \u8acb\u52ff\u7528\u8a02\u66f8\u91d8 \u3001\u66f2\u5225\u91dd\u3001\u5f69\u8272\u7b46\u3001\u81a0\u6c34\u6216\u5857\u6539\u6db2 \u3002 \u8acb\u5728\u4e0b\u9762\u6240\uf99c \u516b\u500b\u984c\u76ee\u4e2d\u4efb\u9078\u4e00\u984c \uff0c\u5beb\u4e00\u7bc7\u6587\u7ae0\uff08\u56db\u767e\u5230\uf9d1\u767e\u5b57\uff09 \u3002 \u53ef\u4ee5\u7528\u7e41\u9ad4\u5b57\u6216\u8005\u7c21\u9ad4\u5b57\u56de\u7b54\u554f\u984c \u3002 \u8acb\u6ce8\u610f\u6a19\u9ede\u7b26\u865f \uff0c\u66f8\u5beb\u8981\u6b63\u78ba \u3001\u5de5\u6574\u3002 \u8003\u8a66\u7d50\u675f\u5f8c \uff0c\u8acb\u628a\u6240\u6709\u7b54\u5377\u7e6b\u5728\u4e00\u8d77 \u3002 \u4f5c\u6587\uff1a\u5f9e\u4e0b\uf99c\u516b\u984c\u4e2d\u4efb\u9078\u4e00\u984c \u898f\u5b9a\u5b57\uf969 \uff1a400\u2013600  \u5b57 \u7b2c\u4e00\u90e8\u5206\uff1a\u5c31\u4ee5\u4e0b\u4efb\u4e00\u984c\u76ee \uff0c\u5beb\u4e00\u7bc7\u8b70\u8ad6\u6027\u7684\u6587\u7ae0 1 \u66f8\u5c71\u6709\uf937\u52e4\u70ba\u5f91 \uff0c\u5b78\u6d77\u7121\u6daf\u82e6\u4f5c\u821f 2 \u6f22\u8a9e\u71b1 3 \uf96b\u52a0\u5967\uf9f4\u5339\u514b\uf969\u5b78\u73ed\u7684\uf9dd\u8207\u5f0a 4 \u4e2d\u570b\u5bb6\u5ead\u548c\u5b78\u6821\u5e38\u5e38\u6559\u80b2\u5b69\u5b50\u8981\u201c\u4e56\uff02 \u3002\u8acb\u8a55\u50f9\u9019\u7a2e\u6559\u80b2\u65b9\u5f0f\u7684\u50f9\u503c \u7b2c\u4e8c\u90e8\u5206\uff1a\u5c31\u4ee5\u4e0b\u4efb\u4e00\u984c\u76ee \uff0c\u5beb\u4e00\u7bc7\u63cf\u5beb\u6216\u6558\u8ff0\u6027\u7684\u6587\u7ae0 5 \u6211\u7684\uf9e4\u60f3 6 \u6700\u96e3\u5fd8\u7684\u5047\u671f 7 \u900f\u904e\u7a97\u6236 \uff0c\u6211\u770b\u5230\u2026\u2026 8 \u6211\u4eec\u793e\u5340\u7684\u5ee2\u54c1\u56de\u6536",
+            "3": "0509/21/m/j/133 \u00a9 ucles 2013essay questions in simplified characters \u8bf7\u5148\u9605\u8bfb\u4ee5\u4e0b\u8bf4\u660e \u5982\u679c\u53d1\u7ed9\u4f60\u4e86\u7b54\u9898\u7eb8\uff0c\u8bf7\u6309\u7b2c\u4e00\u9875\u4e0a\u7684\u8bf4\u660e\u7b54\u9898\u3002 \u8bf7\u5728\u6240\u6709\u8981\u4ea4\u7684\u7b54\u5377\u4e0a\u5199\u4e0a\u8003\u8bd5\u4e2d\u5fc3\u7f16\u53f7\u3001\u8003\u751f\u53f7\u548c\u59d3\u540d\u3002 \u8bf7\u7528\u6df1\u84dd\u8272\u6216\u9ed1\u8272\u7b14\u628a\u7b54\u6848\u5199\u5728\u7b54\u5377\u7684\u6b63\u53cd\u4e24\u9762\u3002 \u8bf7\u52ff\u7528\u8ba2\u4e66\u9489\u3001\u66f2\u522b\u9488\u3001\u5f69\u8272\u7b14\u3001\u80f6\u6c34\u6216\u6d82\u6539\u6db2\u3002 \u8bf7\u5728\u4e0b\u9762\u6240\u5217 \u516b\u4e2a\u9898\u76ee\u4e2d\u4efb\u9009\u4e00\u9898\uff0c\u5199\u4e00\u7bc7\u6587\u7ae0\uff08\u56db\u767e\u5230\u516d\u767e\u5b57\uff09\u3002 \u53ef\u4ee5\u7528\u7e41\u4f53\u5b57\u6216\u8005\u7b80\u4f53\u5b57\u56de\u7b54\u95ee\u9898\u3002 \u8bf7\u6ce8\u610f\u6807\u70b9\u7b26\u53f7\uff0c\u4e66\u5199\u8981\u6b63\u786e\u3001\u5de5\u6574\u3002 \u8003\u8bd5\u7ed3\u675f\u540e\uff0c\u8bf7\u628a\u6240\u6709\u7b54\u5377\u7cfb\u5728\u4e00\u8d77\u3002 \u4f5c\u6587\uff1a\u4ece\u4e0b\u5217\u516b\u9898\u4e2d\u4efb\u9009\u4e00\u9898 \u89c4\u5b9a\u5b57\u6570\uff1a 400\u2013600 \u5b57 \u7b2c\u4e00\u90e8\u5206\uff1a\u5c31\u4ee5\u4e0b\u4efb\u4e00\u9898\u76ee\uff0c\u5199\u4e00\u7bc7\u8bae\u8bba\u6027\u7684\u6587\u7ae0 1 \u4e66\u5c71\u6709\u8def\u52e4\u4e3a\u5f84\uff0c\u5b66\u6d77\u65e0\u6daf\u82e6\u4f5c\u821f 2 \u6c49\u8bed\u70ed 3 \u53c2\u52a0\u5965\u6797\u5339\u514b\u6570\u5b66\u73ed\u7684\u5229\u4e0e\u5f0a 4 \u4e2d\u56fd\u5bb6\u5ead\u548c\u5b66\u6821\u5e38\u5e38\u6559\u80b2\u5b69\u5b50\u8981\u201c\u4e56\u201d\u3002\u8bf7\u8bc4\u4ef7\u8fd9\u79cd\u6559\u80b2\u65b9\u5f0f\u7684\u4ef7\u503c \u7b2c\u4e8c\u90e8\u5206\uff1a\u5c31\u4ee5\u4e0b\u4efb\u4e00\u9898\u76ee\uff0c\u5199\u4e00\u7bc7\u63cf\u5199\u6216\u53d9\u8ff0\u6027\u7684\u6587\u7ae0 5 \u6211\u7684\u7406\u60f3 6 \u6700\u96be\u5fd8\u7684\u5047\u671f 7 \u900f\u8fc7\u7a97\u6237\uff0c\u6211\u770b\u5230 \u2026\u2026 8 \u6211\u4eec\u793e\u533a\u7684\u5e9f\u54c1\u56de\u6536",
+            "4": "0509/21/m/j/134 \u00a9 ucles 2013blank page permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here 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."
+        },
+        "0509_s13_qp_22.pdf": {
+            "1": "this document consists of 3 printed pages and 1 blank page. dc (lk) 76271 \u00a9 ucles 2013 [turn overuniversity of cambridge international examinations international general certificate of secondary education *9357433477*first language chinese  0509/22 paper 2  writing may/june 2013   1 hour 15 minutes additional materials: answer booklet/paper  read these instructions first if you have been given an answer booklet, follow the instructions on the front of the booklet. write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen. do not use staples, paper clips, highlighters, glue or correction fluid.  do not write in any barcodes. the essay titles, 1-8, on this question paper are printed twice, once in traditional and once in simplified  characters. if you wish to read the essay titles in traditional characters, turn to page 2; if you wish to read the  essay titles in simplified characters, turn to page 3. write a composition of between 400 and 600 characters on one of the eight essay titles provided. y ou may write your answer in either traditional or simplified characters. y ou should pay attention to punctuation, accuracy and handwriting. at the end of the examination, fasten all your work securely together. all questions in this paper carry equal marks. \u5d5a\u23d7\u6840\u5e0f\u2174\u209a\u5d39\u389d \u11e2\u0834\u0572\u0931\u0566\u0b21\u05ae\u0702\u1832\u063e \u03b4\u06b6\u1717\u19ef\u0849\u17e1\u19ef\u081f\u131f\u0920\u0621 \u03b6\u0ac9\u0ade\u1717\u19ef\u0697\u0920 \u03b4\u14ee\u17ec\u0829\u0e23\u0562\u0b04 \u03b6 \u41cb\u071c\u4bd9\u41cf\u04b9\u03df\u41c8\u1be2 \u41a9\u094b\u03df\u2c58\u073f\u037c\u0530\u1b5b\u4e6c\u2cc3\u02c8\u1cdd\u3415\u0527\u0a60\u3154\u0527\u03f8\u2fa1\u281c\u1d00\u01c6\u38b9\u3f55\u3154\u0527\u112b\u281c\u02c8\u41cb\u35cf\u0804\u3100\u03dd\u4e49\u01c6",
+            "2": "essay questions in traditional characters \u5d5a\u23d7\u6840\u5e0f\u2174\u209a\u5d39\u389d \u08e0\u0695\u0fc7\u0fef\u0703\u0561\u0fe0\u1832\u0c50 \u03b4\u14ee\u0a0a\u0e23\u052b\u0b04\u0572\u0931\u1385\u08d4\u0fe0\u1832 \u03b6 \u14ee\u06b6\u08ac\u0687\u0ade\u064c\u0931\u0fe0\u0834\u0572\u140a\u0572\u06d5\u11e2\u056d\u05a8\u14b3\u11c6 \u03b5\u0633\u06d5\u11c6\u067c\u0869\u0849 \u03b6 \u14ee\u0634\u0de1\u17f4\u08a8\u06e5\u1095\u06e5\u0fdd\u0782\u0fe0\u0bc2\u140a\u0687\u0fe0\u0834\u0931\u081f\u0598\u0625\u0aff \u03b6 \u14ee\u058e\u0634\u0ae1\u0bbc\u0cbd \u03b5\u0711\u06b4\u0cbe\u03b5\u0d51\u06e5\u0fdd\u03b5\u14c4\u08a8\u05bd\u2d21\u078f\u0dc8 \u03b6 \u14ee\u0687\u0570\u0aff\u0668\u08ac\u0566\u0b21\u1832\u063e\u056d\u065a\u1647\u052b\u1832 \u03b4\u140a\u052b\u14a7\u05ae\u0eb5\u03b0\u0829\u06cd\u0604\u0584\u0697\u06cd\u03b1 \u03b6 \u0634\u05d0\u05f1\u1717\u19ef\u08a8\u0697\u0943\u17e1\u19ef\u0683\u0697\u0fe0\u0d02\u1832 \u03b6 \u14ee\u08f9\u10e0\u1451\u179a\u0e24\u11c6 \u03b4\u0bbc\u140a\u0ade\u0625\u1494 \u03b5\u0560\u159e\u03b6 \u06d5\u11e2\u0fe8\u0794\u09f5 \u03b4\u14ee\u06b6\u08ac\u0782\u0fe0\u0834\u1880\u0687\u052b\u0ca6 \u03b6 \u05ae\u0702\u03ba\u0d55\u0570\u0668\u0566\u1832\u056d\u065a\u1647\u052b\u1832 \u0e75\u0697\u0873\u1447 \u03ba400\u2013600 \u02b3\u0697 \u0c92\u03ba\u0d0c\u03f8\u0209\u0d78\u043f\u03af\u04ca\u03ba\u16a1\u04ad \u19e8\u1279\u03ba\u1316\u178b\u1364\u07a0\u0713\u043d\u0d24 1\u02b3 \u0bbc\u055e\u06b6\u1201\u2d07\u0a61\u0b89 \u03b4\u1582\u0be7\u0fa4\u0dd1\u0ac7\u06e3\u0702 2\u02b3 \u12e7\u137f\u1477 3\u02b3 \u0cf6\u05e3\u10cb\u070c\u0590\u08e5\u1447\u1582\u0c04\u0931\u0713\u1356\u12a4 4\u02b3 \u056d\u0d0f\u0b6e\u0b85\u0849\u1582\u0bc0\u0d44\u0d44\u0d92\u07db\u09d8\u0557\u0ade\u03d9\u0801\u03d9 \u03b6\u14ee\u1031\uabad\u0e8d\u131f\u0d92\u06a4\u05b1\u07db\u0931\uabad\u0b16 \u0c92\u03c1\u0d0c\u03f8\u0209\u0d78\u043f\u03af\u04ca\u03ba\u16a1\u04ad \u19e8\u1279\u03ba\u1316\u0da3\u1279\u0717\u0c05\u0959\u07a0\u0713\u043d\u0d24 5\u0003\u077a\u0931\u0dfb\u10e3 6\u02b3 \u0ec8\u18c4\u0771\u0931\u0cd7\u0f5a 7\u02b3 \u0e98\u1218\u0fd7\u05aa \u03b4\u077a\u0a8e\u0829\u03be\u03be 8\u02b3 \u077a\u48d9\u0937\u0cf4\u0931\u1412\u09b4\u06af\u0683 0509/22/m/j/132 \u00a9 ucles 2013",
+            "3": "essay questions in simplified characters \u5e86\u23d7\u6894\u5e8a\u2174\u209a\u5e83\u389d \u0f56\u1d70\u09a5\u34ad\u0564\u045a\u3128\u4e6c\u348c\u02c8\u41cb\u18dd\u3100\u03d4\u4e49\u03df\u2c58\u41c8\u1be2\u3128\u4e6c\u01c6 \u41cb\u0cfc\u1814\u1cdd\u3f55\u0479\u2c58\u3128\u094b\u03df\u076d\u03df\u35d7\u41a9\u0451\u1597\u34ea\u09cb\u01c3\u35d7\u2af3\u09cb\u0a60\u0fa7\u09e1\u01c6\u41cb\u2afc\u23c5\u3ab1\u3846\u17ea\u54a5\u3846\u30e8\u185e\u3128\u1e1d\u076d\u0cfc\u3128\u094b\u2c58\u2137\u09a1\u03f8\u4d36\u01c6\u41cb\u08d3\u2afc\u4176\u043a\u4a5d\u01c3\u1cc6\u07ff\u4a5c\u01c3\u153d\u3846\u30e8\u01c3\u36ca\u2208\u17ea\u2356\u1b0d\u2386\u01c6 \u41cb\u0cfc\u03df\u4d36\u1814\u073f\u07eb\u037c\u4e6c\u2cc3\u0451\u04cf\u45dd\u03d4\u4e6c\u02c8\u076d\u03d4\u319b\u1b5b\u30b4\u02c4\u0caf\u2c52\u0741\u0804\u2c52\u112b\u02c5\u01c6 \u09c3\u04b9\u2afc\u3415\u0527\u112b\u17ea\u35d9\u3154\u0527\u112b\u0cb2\u3128\u4bc2\u4e6c\u01c6 \u41cb\u22bc\u16e3\u1ddb\u268d\u30fa\u09cb\u02c8\u043a\u076d\u3f55\u2137\u2e42\u01c3\uab89\u1b48\u01c6\u35d7\u41a9\u34a7\u1d33\u09e2\u02c8\u41cb\u185e\u1814\u1cdd\u3128\u094b\u32cf\u0cfc\u03d4\u434b\u01c6 \u0530\u1b5b\u02d6\u04a3\u03df\u073f\u07eb\u4e6c\u0451\u04cf\u45dd\u03d4\u4e6c \u3f98\u116e\u112b\u1b44\u02d6 400\u2013600 \u112b \u4dbb\u208f\u6377\u2495\u19f6\u2ec0\u2174\u209a\u218a\u208f\u6b27\u497d\u19e8\u2428\u208f\u4e56\u5e3d\u5e49\u32b6\u4913\u3816\u4d6f 1\u0003 \u043a\u1245\u1cdd\u43c3\u08b8\u045e\u1558\u02c8\u113a\u234b\u1bb4\u2383\u38ba\u0530\u37f3 2 \u221d\u41c1\u26c1 3\u0003 \u0996\u0874\u0f39\u1d6b\u090d\u071f\u1b44\u113a\u29c1\u2c58\u07fd\u03e3\u14de 4\u0003 \u0451\u0cd1\u118a\u1481\u0a60\u113a\u1df5\u140c\u140c\u1b2d\u3686\u113d\u1124\u3f55\u0101\u044a\u0101\u01c6\u41cb\u4198\u04cc\u45ad\u2fa1\u1b2d\u3686\u1b8d\u14e3\u2c58\u04cc\u0610 \u4dbb\u211b\u6377\u2495\u19f6\u2ec0\u2174\u209a\u218a\u208f\u6b27\u497d\u19e8\u2428\u208f\u4e56\u365e\u2428\u34a5\u2668\u627f\u32b6\u4913\u3816\u4d6f 5\u0003 \u17e5\u2c58\u29da\u16c7 6\u0003 \u1cd4\u4c92\u15ac\u2c58\u061b\u1cf3 7\u0003 \u45e3\u459b\u306b\u180b\u02c8\u17e5\u2cdf\u0804 \u03be\u03be 8\u0003 \u17e5\u04cf\u2f12\u090e\u2c58\u1473\u0a95\u0cb2\u1b0a 0509/22/m/j/133 \u00a9 ucles 2013",
+            "4": "4 0509/22/m/j/13 \u00a9 ucles 2013permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here 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.blank page"
+        },
+        "0509_s13_qp_23.pdf": {
+            "1": "this document consists of 3 printed pages and 1 blank page. (nl) 67577/3 \u00a9 ucles 2013 [turn overuniversity of cambridge international examinations international general certi\ufb01  cate of secondary education read these instructions first if you have been given an answer booklet, follow the instructions on the front of the booklet. write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen. do not use staples, paper clips, highlighters, glue or correction \ufb02  uid.  do not write in any barcodes. the essay titles, 1-8, on this question paper are printed twice, once in traditional and once in simpli\ufb01  ed  characters. if you wish to read the essay titles in traditional characters, turn to page 2; if you wish to read  the essay titles in simpli\ufb01  ed characters, turn to page 3. write a composition of between 400 and 600 characters on one of the eight essay titles provided. y ou may write your answer in either traditional or simpli\ufb01  ed characters. y ou should pay attention to punctuation, accuracy and handwriting. at the end of the examination, fasten all your work securely together. all questions in this paper carry equal marks. \u8acb\u5148\u95b1\u8b80\u4ee5\u4e0b\u8aaa\u660e \u8a66\u5377\u4e0a\u7684 \u516b\u500b\u4f5c\u6587\u984c\u76ee \uff0c\u6709\u7e41\u9ad4\u548c\u7c21\u9ad4\uf978\u7a2e\u7248\u672c \u3002\uf974\u8981\u7e41\u9ad4\u5b57\u7248 \uff0c\u8acb\u7ffb\u5230\u7b2c\u4e8c\u9801 \u3002 \u8bf7\u5148\u9605\u8bfb\u4ee5\u4e0b\u8bf4\u660e \u8bd5\u5377\u4e0a\u7684 \u516b\u4e2a\u4f5c\u6587\u9898\u76ee\uff0c\u6709\u7e41\u4f53\u548c\u7b80\u4f53\u4e24\u79cd\u7248\u672c\u3002\u82e5\u8981\u7b80\u4f53\u5b57\u7248\uff0c\u8bf7\u7ffb\u5230\u7b2c\u4e09\u9875\u3002first language chinese  0509/23 paper 2  writing may/june 2013   1 hour 15 minutes additional materials:  answer booklet/paper *6371871603*",
+            "2": "0509/23/m/j/132 \u00a9 ucles 2013essay questions in traditional characters \u8acb\u5148\u95b1\u8b80\u4ee5\u4e0b\u8aaa\u660e \u5982\u679c\u767c\u7d66\u4f60\uf9ba\u7b54\u984c\u7d19 \uff0c\u8acb\u6309\u7b2c\u4e00\u9801\u4e0a\u7684\uf96f\u660e\u7b54\u984c \u3002 \u8acb\u5728\u6240\u6709\u8981\u4ea4\u7684\u7b54\u5377\u4e0a\u5beb\u4e0a\u8003\u8a66\u4e2d\u5fc3\u7de8\u865f \u3001\u8003\u751f\u865f\u548c\u59d3\u540d \u3002 \u8acb\u7528\u6df1\uf923\u8272\u6216\u9ed1\u8272\u7b46\u628a\u7b54\u6848\u5beb\u5728\u7b54\u5377\u7684\u6b63\u53cd\uf978\u9762 \u3002 \u8acb\u52ff\u7528\u8a02\u66f8\u91d8 \u3001\u66f2\u5225\u91dd\u3001\u5f69\u8272\u7b46\u3001\u81a0\u6c34\u6216\u5857\u6539\u6db2 \u3002 \u8acb\u5728\u4e0b\u9762\u6240\uf99c \u516b\u500b\u984c\u76ee\u4e2d\u4efb\u9078\u4e00\u984c \uff0c\u5beb\u4e00\u7bc7\u6587\u7ae0\uff08\u56db\u767e\u5230\uf9d1\u767e\u5b57\uff09 \u3002 \u53ef\u4ee5\u7528\u7e41\u9ad4\u5b57\u6216\u8005\u7c21\u9ad4\u5b57\u56de\u7b54\u554f\u984c \u3002 \u8acb\u6ce8\u610f\u6a19\u9ede\u7b26\u865f \uff0c\u66f8\u5beb\u8981\u6b63\u78ba \u3001\u5de5\u6574\u3002 \u8003\u8a66\u7d50\u675f\u5f8c \uff0c\u8acb\u628a\u6240\u6709\u7b54\u5377\u7e6b\u5728\u4e00\u8d77 \u3002 \u4f5c\u6587\uff1a\u5f9e\u4e0b\uf99c\u516b\u984c\u4e2d\u4efb\u9078\u4e00\u984c \u898f\u5b9a\u5b57\uf969 \uff1a400\u2013600  \u5b57 \u7b2c\u4e00\u90e8\u5206\uff1a\u5c31\u4ee5\u4e0b\u4efb\u4e00\u984c\u76ee \uff0c\u5beb\u4e00\u7bc7\u8b70\u8ad6\u6027\u7684\u6587\u7ae0 1 \u8ac7\u8ac7\u504f\u79d1\u8207\u5168\u624d 2 \u6d3b\u5230\uf934 \uff0c\u5b78\u5230\uf934 3 \u4e09\u500b\u81ed\u76ae\u5320 \uff0c\u52dd\u904e\u8af8\u845b\uf977 4 \u5c0d\u65bc\u7a7a\u6a94\uf98e \uff0c\u6211\u7684\u89c0\u9ede\u662f\u2026\u2026 \u7b2c\u4e8c\u90e8\u5206\uff1a\u5c31\u4ee5\u4e0b\u4efb\u4e00\u984c\u76ee \uff0c\u5beb\u4e00\u7bc7\u63cf\u5beb\u6216\u6558\u8ff0\u6027\u7684\u6587\u7ae0 5 \u71c8\u4e0b 6 \u535a\u611b\u7684\u5976\u5976 7 \u9031 \u672b 8 \u4ed6\u8d0f\u5f97\uf9ba\u6211\u7684\u5c0a\u91cd",
+            "3": "0509/23/m/j/133 \u00a9 ucles 2013essay questions in simplified characters \u8bf7\u5148\u9605\u8bfb\u4ee5\u4e0b\u8bf4\u660e \u5982\u679c\u53d1\u7ed9\u4f60\u4e86\u7b54\u9898\u7eb8\uff0c\u8bf7\u6309\u7b2c\u4e00\u9875\u4e0a\u7684\u8bf4\u660e\u7b54\u9898\u3002 \u8bf7\u5728\u6240\u6709\u8981\u4ea4\u7684\u7b54\u5377\u4e0a\u5199\u4e0a\u8003\u8bd5\u4e2d\u5fc3\u7f16\u53f7\u3001\u8003\u751f\u53f7\u548c\u59d3\u540d\u3002 \u8bf7\u7528\u6df1\u84dd\u8272\u6216\u9ed1\u8272\u7b14\u628a\u7b54\u6848\u5199\u5728\u7b54\u5377\u7684\u6b63\u53cd\u4e24\u9762\u3002 \u8bf7\u52ff\u7528\u8ba2\u4e66\u9489\u3001\u66f2\u522b\u9488\u3001\u5f69\u8272\u7b14\u3001\u80f6\u6c34\u6216\u6d82\u6539\u6db2\u3002 \u8bf7\u5728\u4e0b\u9762\u6240\u5217 \u516b\u4e2a\u9898\u76ee\u4e2d\u4efb\u9009\u4e00\u9898\uff0c\u5199\u4e00\u7bc7\u6587\u7ae0\uff08\u56db\u767e\u5230\u516d\u767e\u5b57\uff09\u3002 \u53ef\u4ee5\u7528\u7e41\u4f53\u5b57\u6216\u8005\u7b80\u4f53\u5b57\u56de\u7b54\u95ee\u9898\u3002 \u8bf7\u6ce8\u610f\u6807\u70b9\u7b26\u53f7\uff0c\u4e66\u5199\u8981\u6b63\u786e\u3001\u5de5\u6574\u3002 \u8003\u8bd5\u7ed3\u675f\u540e\uff0c\u8bf7\u628a\u6240\u6709\u7b54\u5377\u7cfb\u5728\u4e00\u8d77\u3002 \u4f5c\u6587\uff1a\u4ece\u4e0b\u5217\u516b\u9898\u4e2d\u4efb\u9009\u4e00\u9898 \u89c4\u5b9a\u5b57\u6570\uff1a 400\u2013600 \u5b57 \u7b2c\u4e00\u90e8\u5206\uff1a\u5c31\u4ee5\u4e0b\u4efb\u4e00\u9898\u76ee\uff0c\u5199\u4e00\u7bc7\u8bae\u8bba\u6027\u7684\u6587\u7ae0 1 \u8c08\u8c08\u504f\u79d1\u4e0e\u5168\u624d 2 \u6d3b\u5230\u8001\uff0c\u5b66\u5230\u8001 3 \u4e09\u4e2a\u81ed\u76ae\u5320\uff0c\u80dc\u8fc7\u8bf8\u845b\u4eae 4 \u5bf9\u4e8e\u7a7a\u6863\u5e74\uff0c\u6211\u7684\u89c2\u70b9\u662f \u2026\u2026 \u7b2c\u4e8c\u90e8\u5206\uff1a\u5c31\u4ee5\u4e0b\u4efb\u4e00\u9898\u76ee\uff0c\u5199\u4e00\u7bc7\u63cf\u5199\u6216\u53d9\u8ff0\u6027\u7684\u6587\u7ae0 5 \u706f \u4e0b 6 \u535a\u7231\u7684\u5976\u5976 7 \u5468 \u672b 8 \u4ed6\u8d62\u5f97\u4e86\u6211\u7684\u5c0a\u91cd",
+            "4": "0509/23/m/j/134 \u00a9 ucles 2013blank page permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here 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."
+        }
+    },
+    "2014": {
+        "0509_s14_qp_11.pdf": {
+            "1": "1 first language chinese  0509/11 paper 1  reading  may/june 2014  2 hours additional materials:  answer booklet/paper read these instructions first if you have been given an answer booklet, follow the instructions on the front of the booklet. write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen. do not use staples, paper clips, glue or correction fluid. do not  write in any barcodes. answer all questions. the passages and questions on this question paper are printed twice, once in traditional and once in  simplified characters. if you wish to read them in traditional characters, turn to page 2; if you wish to read  them in simplified characters, turn to page 6. you may write your answers in either traditional or simplified characters. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question. \u8acb\u5148\u95b1\u8b80\u4ee5\u4e0b\u8aaa\u660e \u8a66\u5377\u4e0a\u7684\u6587\u7ae0\u548c\u554f\u984c \uff0c\u6709\u7e41\u9ad4\u548c\u7c21\u9ad4\u5169\u7a2e\u7248\u672c \u3002\u82e5\u8981\u7e41\u9ad4\u5b57\u7248 \uff0c\u8acb\u7ffb\u5230\u7b2c\u4e8c\u9801 \u3002 \u8bf7\u5148\u9605\u8bfb\u4ee5\u4e0b\u8bf4\u660e \u8bd5\u5377\u4e0a\u7684\u6587\u7ae0\u548c\u95ee\u9898 \uff0c\u6709\u7e41\u4f53\u548c\u7b80\u4f53\u4e24\u79cd\u7248\u672c \u3002\u82e5\u8981\u7b80\u4f53\u5b57\u7248 \uff0c\u8bf7\u7ffb\u5230\u7b2c\u516d\u9875 \u3002 * 3 7 7 9 5 6 6 9 0 7 *cambridge international examinations cambridge international general certificate of secondary education this document consists of 8 printed pages. (nl) 81341/4 \u00a9 ucles 2014  [turn over",
+            "2": "\u00a9 ucles 20142 0509/11/m/j/14passages and questions in traditional characters \u7b2c\u4e00\u90e8\u5206 \u77ed\u6587\u4e00 \u4ed4\u7d30\u95b1\u8b80\u4e0b\u9762\u7684\u77ed\u6587 \uff0c\u7136\u5f8c\u56de\u7b54\u554f\u984c \u3002\u8acb\u5148\u95b1\u8b80\u4ee5\u4e0b\u8aaa\u660e \u5982\u679c\u767c\u7d66\u4f60\u4e86\u7b54\u984c\u7d19 \uff0c\u8acb\u6309\u7b2c\u4e00\u9801\u4e0a\u7684\u8aaa\u660e\u7b54\u984c \u3002 \u8acb\u5728\u6240\u6709\u8981\u4ea4\u7684\u7b54\u5377\u4e0a\u5beb\u4e0a\u8003\u8a66\u4e2d\u5fc3\u7de8\u865f \uff0c\u8003\u751f\u865f\u548c\u59d3\u540d \u3002 \u8acb\u7528\u6df1\u85cd\u8272\u6216\u9ed1\u8272\u7b46\u628a\u7b54\u6848\u5beb\u5728\u7b54\u5377\u7684\u6b63\u53cd\u5169\u9762 \u3002 \u8acb\u52ff\u7528\u8a02\u66f8\u91d8 \u3001\u66f2\u5225\u91dd\u3001\u5f69\u8272\u7b46\u3001\u81a0\u6c34\u6216\u5857\u6539\u6db2 \u3002 \u8acb\u4e0d\u8981\u5728\u689d\u5f62\u78bc\u4e0a\u5beb\u4efb\u4f55\u5b57 \u3002 \u8acb\u56de\u7b54\u6240\u6709\u554f\u984c \u3002 \u53ef\u4ee5\u7528\u7e41\u9ad4\u5b57\u6216\u8005\u7c21\u9ad4\u5b57\u56de\u7b54\u554f\u984c \u3002 \u6bcf\u4e00\u984c\u6216\u6bcf\u4e00\u5c0f\u984c\u7684\u5206\u6578\u5728\u5176\u5f8c\u9762\u7684\u62ec\u865f [  ] \u88cf\u3002 \u8003\u8a66\u7d50\u675f\u5f8c \uff0c\u8acb\u628a\u6240\u6709\u7b54\u5377\u7e6b\u5728\u4e00\u8d77 \u3002 (\u7b2c\u4e00\u6bb5) \u6211\u66fe\u7d93\u6709\u904e\u9019\u9ebc\u4e00\u6b21\u7d93\u6b77 \u3002\u90a3\u662f\u591a\u5e74\u524d\u5728\u4e00\u5bb6\u79d1\u6280\u96c6\u5718\u516c\u53f8\u5de5\u4f5c \uff0c\u6211\u6709\u4e00\u500b\u540c\u4e8b\u5e74\u9f61 \u6bd4\u6211\u5927\u5f97\u591a \uff0c\u6545\u5c0a\u7a31\u4ed6\u70ba\u8001\u5e2b \uff0c\u800c\u5176\u624d\u5fb7\u771f\u4e0d\u6562\u606d\u7dad \u3002\u4ed6\u5fc3\u7406\u4e0a\u8f03\u4e0d\u5e73\u8861 \uff0c\u5e38\u5e38\u7528\u4e00\u4e9b\u4e0d \u61f7\u5584\u610f\u7684\u65b9\u5f0f\u4f86\u8a66\u63a2\u6211 \uff0c\u7528\u201c\u96a8\u6642\u88ab\u89e3\u8058\u201d\u7684\u53ef\u80fd\u4f86\u6050\u5687\u6211 \uff0c\u7528\u4ed6\u7684\u8a71\u8aaa\u5c31\u662f \uff1a\u201c\u5373\u4f7f\u6211 \u8aaa\u5f97\u4e0d\u5c0d \uff0c\u4f60\u4e5f\u8981\u807d \uff0c\u4e5f\u8981\u4efb\u52de\u4efb\u6028\u201d \u3002\u6211\u624d\u5f9e\u5927\u5b78\u88cf\u51fa\u4f86 \uff0c\u6709\u7684\u662f\u6fc0\u60c5 \uff0c\u6709\u7684\u662f\u92d2\u8292 \uff0c \u6211\u5e79\u561b\u8981\u5728\u9019\u7a2e\u4ed7\u8457\u6709\u4e00\u9ede\u8cc7\u6b77\u5c31\u4ee5\u8001\u8ce3\u8001\u7684\u4eba\u9762\u524d\u5c48\u670d\uff1f\u65bc\u662f \uff0c\u6211\u5011\u4e4b\u9593\u7684\u77db\u76fe\u6108\u6f14\u6108 \u70c8\u3002\u7d50\u679c\u96c6\u5718\u516c\u53f8\u8001\u7e3d\u201c\u6b0a\u8861\u5229\u5f0a\u201d \uff0c\u81ea\u5df1\u4e0d\u51fa\u9762 \uff0c\u6d3e\u4eba\u4f86\u8aaa\u201c\u6015\u963b\u7919\u4e86\u4f60\u500b\u4eba\u7684\u767c\u5c55\u201d \uff0c \u5f9e\u800c\u7d42\u6b62\u4e86\u6211\u7684\u5408\u540c \u3002 (\u7b2c\u4e8c\u6bb5) \u90a3\u4e00\u523b\uff0c\u6211\u7d42\u65bc\u76f8\u4fe1\u4e86\u5df4\u723e\u624e\u514b\u7684\u540d\u8a00 \u3002\u4ed6\u8aaa\uff1a\u201c\u5ac9\u5992\u6f5b\u4f0f\u5728\u5fc3\u5e95 \uff0c\u597d\u6bd4\u6bd2\u86c7\u6f5b\u4f0f\u5728 \u7a74\u4e2d\u3002\u201d\u7576\u6642\u7684\u6211 \uff0c\u662f\u4e00\u809a\u5b50\u4e0d\u670d\u548c\u61a4\u6012 \uff0c\u60f3\u4e0d\u5230\u6211\u9084\u672a\u5927\u5c55\u982d\u89d2\u5c31\u6557\u5728\u4e86\u9019\u7a2e\u5ac9\u8ce2\u5992\u80fd \u7684\u4eba\u624b\u4e2d\u3002\u6211\u539f\u4ee5\u70ba\u9019\u7a2e\u4eba\u662f\u69cb\u4e0d\u6210\u4ec0\u9ebc\u5a01\u8105\u7684 \uff0c\u4ed6\u53c8\u4e0d\u662f\u8001\u7e3d \uff0c\u70ba\u4ec0\u9ebc\u8981\u5728\u4ed6\u9762\u524d\u201c\u5fcd \u6c23\u541e\u8072\u201d\uff01\u56e0\u6b64\u6211\u6839\u672c\u5c31\u6c92\u6709\u91cd\u8996\u904e\u4ed6\u505a\u7684\u4e00\u4e9b\u201c\u5c0f\u52d5\u4f5c\u201d \u3002\u73fe\u5728\u770b\u4f86 \uff0c\u624d\u77e5\u9053\u662f\u6211\u81ea\u5df1 \u592a\u5e7c\u7a1a\u3002\u539f\u4f86\u90a3\u4f4d\u201c\u4ec1\u541b\u201d\u81ea\u6709\u4e00\u5957\u70ba\u4eba\u8655\u4e8b\u7684\u58de\u9ede\u5b50 \uff0c\u6211\u5be6\u5728\u662f\u4f4e\u4f30\u4e86\u4ed6 \u3002\u4e8b\u5df2\u81f3\u6b64 \uff0c \u5df2\u7121\u53ef\u633d\u56de \uff0c\u7576\u7136\u6211\u4e5f\u4e0d\u60f3\u633d\u56de \u3002\u897f\u65b9\u4e00\u4f4d\u540d\u4eba\u8aaa \uff1a\u201c\u662f\u73ab\u7470 \uff0c\u81ea\u6703\u7dbb\u653e\u201d \u3002\u90a3\u6642\u5e74\u5c11\u6c23 \u76db\u7684\u6211\u7aa9\u8457\u4e00\u809a\u5b50\u7684\u706b\u6c92\u8655\u767c\u6d29 \uff0c\u6240\u4ee5\u4fbf\u5728\u96e2\u958b\u516c\u53f8\u90a3\u5929 \uff0c\u7576\u8457\u90a3\u4f4d\u201c\u4ec1\u541b\u201d\u7684\u9762\u8aaa\u9053 \uff1a \u201c\u4eba\u70ba\u5730\u963b\u7919\u5225\u4eba \uff0c\u4e5f\u662f\u8981\u4ed8\u51fa\u4ee3\u50f9\u7684 \u3002\u201d\u73fe\u5728\u60f3\u4f86 \uff0c\u7576\u6642\u6211\u9019\u6a23\u7121\u975e\u662f\u60f3\u6cc4\u6cc4\u5fc3\u982d\u7684\u706b \u6c23\u3002\u9019\u7a2e\u4eba\u6211\u5011\u62ff\u4ed6\u80fd\u600e\u9ebc\u6a23\u5462\uff1f\u5c0d\u5f85\u5ac9\u5992 \uff0c\u6709\u6642\u4e00\u7b11\u7f6e\u4e4b\u662f\u66f4\u6709\u6548\u7684\u8fa6\u6cd5 \u3002 (\u7b2c\u4e09\u6bb5) \u300a\u96c5\u8a00\u300b\u88cf\u6709\u4e00\u5247\u95dc\u65bc\u8759\u8760\u7684\u6545\u4e8b \uff0c\u8aaa\u7684\u662f\u9cf3\u51f0\u904e\u751f\u65e5\u90a3\u5929 \uff0c\u767e\u9ce5\u90fd\u8d95\u4f86\u671d\u8cc0 \uff0c\u552f\u7368\u8759 \u8760\u4e0d\u4f86\u3002\u5b83\u8aaa\u81ea\u5df1\u6709\u8173 \uff0c\u5c6c\u65bc\u7378\u985e \uff0c\u9cf3\u51f0\u7ba1\u4e0d\u4e86\u5b83 \u3002\u5f8c\u4f86\u9e92\u9e9f\u751f\u65e5 \uff0c\u8759\u8760\u9084\u662f\u6c92\u4f86 \uff0c\u554f\u5b83 \u539f\u56e0\uff0c\u7b54\u66f0\uff1a\u201c\u6709\u7ffc\uff0c\u5c6c\u9ce5\u3002\u4f55\u70ba\u8cc0\u6c5d\uff1f\u201d\u8759\u8760\u7684\u72e1\u733e\u7531\u6b64\u53ef\u898b\u4e00\u6591 \u3002\u5018\u82e5\u518d\u6316\u6398\u4e00\u4e0b \uff0c \u53c8\u4e0d\u96e3\u767c\u73fe \uff0c\u8759\u8760\u5148\u751f\u9053\u51fa\u90a3\u9ebc\u5713\u6ed1\u7684\u7406\u7531 \uff0c\u96e3\u9053\u5c31\u6c92\u6709\u4e00\u9ede\u5992\u5fcc\u9cf3\u51f0 \u3001\u9e92\u9e9f\u7684\u610f\u5473\u5728\u88cf",
+            "3": "[turn over 0509/11/m/j/143 \u00a9 ucles 20141 (a)  \u91cd\u8b80\u77ed\u6587\u7b2c\u4e00\u6bb5\u7684\u524d\u5169\u53e5\u8a71 \uff0c\u8b1b\u4e00\u8b1b\uff1a    (i)  \u70ba\u4ec0\u9ebc\u4f5c\u8005\u7a31\u90a3\u4f4d\u540c\u4e8b\u70ba\u201c\u8001\u5e2b\u201d \uff1b\b [1]    (ii)  \u4f5c\u8005\u5c0d\u4ed6\u6709\u4ec0\u9ebc\u770b\u6cd5 \u3002 [1]  (b)  \u91cd\u8b80\u7b2c\u4e00\u6bb5\u4e2d\u201c\u6211\u624d\u5f9e\u5927\u5b78\u51fa\u4f86 \u2026\u2026\u77db\u76fe\u6108\u6f14\u6108\u70c8 \u3002\u201d\u8b1b\u4e00\u8b1b\u201c\u6211\u5011\u201d\u4e4b\u9593    \u77db\u76fe\u6fc0\u5316\u7684\u539f\u56e0\u662f\u4ec0\u9ebc \u3002 [2]   (c) \u91cd\u8b80\u77ed\u6587\u7b2c\u4e00\u6bb5 \uff0c\u8b1b\u4e00\u8b1b\u8001\u7e3d\u70ba\u4ec0\u9ebc\u7d42\u6b62\u4e86\u4f5c\u8005\u7684\u5de5\u4f5c\u5408\u540c \u3002 [2]  (d)  \u91cd\u8b80\u77ed\u6587\u7b2c\u4e8c\u6bb5\u4e2d\u201c\u90a3\u4e00\u523b \u2026\u2026\u5728\u4ed6\u9762\u524d\u5fcd\u6c23\u541e\u8072\uff1f\u201d\u8b1b\u4e00\u8b1b\u4f5c\u8005\u70ba\u4ec0\u9ebc\u4e0d    \u9858\u610f\u5728\u540c\u4e8b\u9762\u524d\u8b93\u6b65 \u3002 [2]  (e)  \u91cd\u8b80\u77ed\u6587\u7b2c\u4e8c\u6bb5 \uff0c\u4f5c\u8005\u628a\u540c\u4e8b\u7a31\u70ba\u201c\u4ec1\u541b\u201d \uff0c\u8b1b\u4e00\u8b1b\uff1a     (i)  \u201c\u4ec1\u541b\u201d\u662f\u4ec0\u9ebc\u610f\u601d \uff1b\b [1]    (ii)  \u70ba\u4ec0\u9ebc\u4f5c\u8005\u9078\u7528\u9019\u500b\u8a5e \u3002 [1]  (f)  \u77ed\u6587\u7b2c\u4e8c\u6bb5\u4e2d\u8aaa\u201c\u662f\u73ab\u7470 \uff0c\u81ea\u6703\u7dbb\u653e\u201d \u3002\u9019\u53e5\u8a71\u5728\u9019\u88cf\u662f\u4ec0\u9ebc\u610f\u601d\uff1f  [2]  (g)  \u77ed\u6587\u7b2c\u4e8c\u6bb5\u7d50\u5c3e\u8b1b\u5230\u4f5c\u8005\u96e2\u958b\u516c\u53f8\u90a3\u4e00\u5929\u767c\u751f\u7684\u4e8b \uff0c\u73fe\u5728\u4ed6\u600e\u9ebc\u770b\u9019\u4ef6\u4e8b?  [2]  (h)  \u91cd\u8b80\u77ed\u6587\u7b2c\u4e09\u6bb5\u4e2d \uff1a\u201c\u300a\u96c5\u8a00\u300b\u88cf \u2026\u2026\u610f\u5473\u5728\u88cf\u982d\u55ce\uff1f\u201d\u8b1b\u4e00\u8b1b \uff1a     (i)  \u8759\u8760\u8aaa\u5b83\u4e0d\u53bb\u7d66\u9cf3\u51f0\u548c\u9e92\u9e9f\u8cc0\u58fd\u7684\u85c9\u53e3\u662f\u4ec0\u9ebc \uff1b\b [2]    (ii)  \u5b83\u9019\u6a23\u505a\u7684\u771f\u6b63\u539f\u56e0\u662f\u4ec0\u9ebc \u3002 [1]  (i) \u91cd\u8b80\u77ed\u6587\u7b2c\u4e09\u6bb5 \uff0c\u8b1b\u4e00\u8b1b\u8759\u8760\u80fd\u751f\u5b58\u4e0b\u4f86\u7684\u539f\u56e0 \uff0c\u6211\u5011\u53ef\u4ee5\u7531\u6b64\u5f97\u5230\u4ec0\u9ebc\u555f    \u793a\uff1f [3] [\u8a9e\u8a00\u7684\u7cbe\u78ba \uff1a5] [\u7e3d\u5206\uff1a25]\u982d\u55ce\uff1f\u6545\u4e8b\u63a5\u8457\u8aaa\u56e0\u70ba\u9cf3\u51f0\u548c\u9e92\u9e9f\u7684\u5bec\u5b8f\u5927\u5ea6 \uff0c\u8759\u8760\u624d\u80fd\u751f\u5b58\u5230\u4eca\u5929 \u3002\u6b63\u5982\u8759\u8760\u4e00\u6a23 \uff0c\u5ac9 \u5992\u8005\u4e5f\u9700\u8981\u751f\u5b58 \u3002\u4fd7\u8a9e\u8aaa\u5f97\u597d \uff1a\u201c\u5c07\u8ecd\u984d\u524d\u80fd\u8dd1\u99ac \uff0c\u5bb0\u76f8\u809a\u88cf\u80fd\u6490\u8239\u201d \uff0c\u6211\u5011\u4e5f\u8981\u5b78\u6703\u63a5 \u7d0d\u90a3\u4e9b\u5ac9\u5992\u6211\u5011\u7684\u4eba \u3002",
+            "4": "4 \u00a9 ucles 2014 0509/11/m/j/14\u7b2c\u4e8c\u90e8\u5206 \u77ed\u6587\u4e8c \u4ed4\u7d30\u95b1\u8b80\u4e0b\u9762\u7684\u77ed\u6587 \uff0c\u7136\u5f8c\u6839\u64da\u77ed\u6587\u4e00\u548c\u77ed\u6587\u4e8c\u56de\u7b54\u554f\u984c \u3002 \u5ac9\u5992\u7684\u6ecb\u5473\u96d6\u4e0d\u597d\u53d7 \uff0c\u4f46\u6bcf\u500b\u4eba\u6216\u591a\u6216\u5c11\u90fd\u6709\u6240\u9ad4\u6703 \u3002\u5982\u679c\u5ac9\u5992\u4e4b\u5fc3\u767c\u5c55\u70ba\u4ec7\u6068 \uff0c\u90a3 \u9ebc\u4e0d\u50c5\u50b7\u5bb3\u4e86\u5225\u4eba \uff0c\u4e5f\u4f7f\u81ea\u5df1\u56f0\u65bc\u7578\u5f62\u7684\u5fc3\u614b\u4e2d \u3002\u4e00\u65e6\u8b93\u5ac9\u5992\u4f54\u64da\u4e86\u6574\u500b\u5fc3\u80f8 \uff0c\u4eba\u751f\u4e2d\u4fbf \u591a\u4e86\u9b31\u60b6 \uff0c\u5c11\u4e86\u5feb\u6a02 \uff0c\u6240\u4ee5\u60f3\u6210\u529f\u5730\u99d5\u99ad\u4eba\u751f\u9019\u53ea\u5728\u5927\u6d77\u88cf\u98c4\u8569\u7684\u5e06\u8239 \uff0c\u8c41\u9054\u7684\u8655\u4e16\u614b\u5ea6 \u662f\u975e\u5e38\u91cd\u8981\u7684 \u3002\u8a8d\u6e05\u5ac9\u5992\u7684\u5371\u5bb3\u662f\u8d70\u51fa\u5ac9\u5992\u8aa4\u5340\u7684\u7b2c\u4e00\u6b65 \u3002 \u5ac9\u5992\u5fc3\u5f37\u7684\u4eba\u7e3d\u6015\u5225\u4eba\u6bd4\u81ea\u5df1\u5f37 \uff0c\u628a\u5225\u4eba\u7684\u6210\u529f\u770b\u4f5c\u81ea\u5df1\u7684\u5931\u6557 \u3002\u56e0\u6b64\uff0c\u8981\u6839\u9664\u5ac9\u5992\u5fc3 \u7406\uff0c\u9996\u5148\u5f97\u6839\u9664\u81ea\u79c1\u7684\u5fc3\u614b \u3002\u53ea\u6709\u9a45\u9664\u79c1\u5fc3\u96dc\u5ff5 \uff0c\u62d3\u5bec\u81ea\u5df1\u7684\u5fc3\u80f8 \uff0c\u624d\u80fd\u6b63\u78ba\u5730\u770b\u5f85\u5225\u4eba \u3002 \u5f37\u70c8\u7684\u9032\u53d6\u5fc3\u662f\u6210\u529f\u7684\u5de8\u5927\u52d5\u529b \uff0c\u4f46\u51a0\u8ecd\u53ea\u6709\u4e00\u500b \uff0c\u4e00\u500b\u4eba\u4e0d\u53ef\u80fd\u4e8b\u4e8b\u90fd\u8d70\u5728\u4eba\u524d \u3002\u53ea\u8981\u5ba2 \u89c0\u5730\u8a8d\u8b58\u81ea\u5df1\u7684\u512a\u52e2\u548c\u52a3\u52e2 \uff0c\u70ba\u81ea\u5df1\u627e\u5230\u4e00\u500b\u6070\u7576\u7684\u4f4d\u7f6e \uff0c\u5c31\u53ef\u4ee5\u907f\u514d\u5ac9\u5992\u5fc3\u7406\u7684\u7522\u751f \u3002 \u7576\u5ac9\u5992\u4e4b\u706b\u71c3\u71d2\u6642 \uff0c\u4e0d\u59a8\u8a2d\u8eab\u8655\u5730\u5730\u70ba\u5c0d\u65b9\u8457\u60f3 \uff0c\u636b\u5fc3\u81ea\u554f \uff1a\u201c\u5047\u5982\u6211\u662f\u5c0d\u65b9\u53c8\u8a72\u5982\u4f55 \u5462\uff1f\u201d\u904b\u7528\u5fc3\u7406\u79fb\u4f4d\u6cd5 \uff0c\u53ef\u4ee5\u8b93\u81ea\u5df1\u9ad4\u9a57\u4ed6\u4eba\u7684\u60c5\u611f \uff0c\u5f9e\u800c\u66f4\u597d\u5730\u7406\u89e3\u4ed6\u4eba \u3002\u9019\u662f\u907f\u514d\u5ac9 \u5992\u5fc3\u7406\u53ca\u884c\u70ba\u7684\u6709\u6548\u8fa6\u6cd5\u4e4b\u4e00 \u3002\u5927\u51e1\u5ac9\u5992\u5fc3\u5f37\u7684\u4eba \uff0c\u90fd\u662f\u5fc3\u80f8\u72f9\u7a84 \u3001\u5fc3\u7406\u7d20\u8cea\u4e0d\u826f\u7684\u4eba \u3002 \u4e00\u500b\u4eba\u8981\u8a8d\u8b58\u5230\u5feb\u6a02\u7684\u6839\u672c\u662f\u8d85\u8d8a\u81ea\u5df1 \uff0c\u8207\u5176\u628a\u6ce8\u610f\u529b\u653e\u5728\u5225\u4eba\u8eab\u4e0a \uff0c\u4e0d\u5982\u591a\u60f3\u60f3\u5982\u4f55\u8d85 \u8d8a\u81ea\u5df1\u3002\u52aa\u529b\u63d0\u9ad8\u81ea\u5df1\u7684\u5fc3\u7406\u7d20\u8cea \uff0c\u4ee5\u5065\u5eb7\u7684\u5fc3\u614b\u9762\u5c0d\u751f\u6d3b\u662f\u5f88\u91cd\u8981\u7684 \u3002\u516c\u5e73\u5408\u7406\u7684\u7af6\u722d \u662f\u5411\u4e0a\u7684\u52d5\u529b \uff0c\u5316\u5ac9\u5992\u70ba\u52d5\u529b \uff0c\u5c0d\u624b\u4e4b\u9593\u53ef\u4ee5\u4e92\u76f8\u53d6\u4e4b\u6240\u9577 \uff0c\u5171\u540c\u9032\u6b65\u3002 2 \u770b\u4e86\u4ee5\u4e0a\u5169\u7bc7\u6587\u7ae0 \uff0c\u7528\u81ea\u5df1\u7684\u8a71\u7c21\u8ff0\u4e00\u4e0b \uff1a  \u2013 \u5ac9\u5992\u6709\u4ec0\u9ebc\u58de\u8655 \uff1b   \u2013 \u5982\u4f55\u5c0d\u5f85\u5ac9\u5992\u5fc3 \u3002    \uff08\u5b57\u6578 250\u5b57\u5de6\u53f3\uff09 [\u5167\u5bb9\uff1a15] [\u8a9e\u8a00\u7684\u8cea\u91cf \uff1a10] [\u7e3d\u5206\uff1a25]",
+            "5": "[turn over 0509/11/m/j/145 \u00a9 ucles 2014please turn over to find passages and questions in simplified   characters",
+            "6": "6 \u00a9 ucles 2014 0509/11/m/j/14passages and questions in simplified characters \u8bf7\u5148\u9605\u8bfb\u4ee5\u4e0b\u8bf4\u660e \u5982\u679c\u53d1\u7ed9\u4f60\u4e86\u7b54\u9898\u7eb8 \uff0c\u8bf7\u6309\u7b2c\u4e00\u9875\u4e0a\u7684\u8bf4\u660e\u7b54\u9898 \u3002 \u8bf7\u5728\u6240\u6709\u8981\u4ea4\u7684\u7b54\u5377\u4e0a\u5199\u4e0a\u8003\u8bd5\u4e2d\u5fc3\u7f16\u53f7 \uff0c\u8003\u751f\u53f7\u548c\u59d3\u540d \u3002 \u8bf7\u7528\u6df1\u84dd\u8272\u6216\u9ed1\u8272\u7b14\u628a\u7b54\u6848\u5199\u5728\u7b54\u5377\u7684\u6b63\u53cd\u4e24\u9762 \u3002 \u8bf7\u52ff\u7528\u8ba2\u4e66\u9489 \u3001\u66f2\u522b\u9488\u3001\u5f69\u8272\u7b14\u3001\u80f6\u6c34\u6216\u6d82\u6539\u6db2 \u3002 \u8bf7\u4e0d\u8981\u5728\u6761\u5f62\u7801\u4e0a\u5199\u4efb\u4f55\u5b57 \u3002 \u8bf7\u56de\u7b54\u6240\u6709\u95ee\u9898 \u3002 \u53ef\u4ee5\u7528\u7e41\u4f53\u5b57\u6216\u8005\u7b80\u4f53\u5b57\u56de\u7b54\u95ee\u9898 \u3002 \u6bcf\u4e00\u9898\u6216\u6bcf\u4e00\u5c0f\u9898\u7684\u5206\u6570\u5728\u5176\u540e\u9762\u7684\u62ec\u53f7  [  ] \u91cc\u3002 \u8003\u8bd5\u7ed3\u675f\u540e \uff0c\u8bf7\u628a\u6240\u6709\u7b54\u5377\u7cfb\u5728\u4e00\u8d77 \u3002 \u7b2c\u4e00\u90e8\u5206 \u77ed\u6587\u4e00 \u4ed4\u7ec6\u9605\u8bfb\u4e0b\u9762\u7684\u77ed\u6587\uff0c\u7136\u540e\u56de\u7b54\u95ee\u9898\u3002 (\u7b2c\u4e00\u6bb5) \u6211\u66fe\u7ecf\u6709\u8fc7\u8fd9\u4e48\u4e00\u6b21\u7ecf\u5386 \u3002\u90a3\u662f\u591a\u5e74\u524d\u5728\u4e00\u5bb6\u79d1\u6280\u96c6\u56e2\u516c\u53f8\u5de5\u4f5c \uff0c\u6211\u6709\u4e00\u4e2a\u540c\u4e8b\u5e74\u9f84 \u6bd4\u6211\u5927\u5f97\u591a \uff0c\u6545\u5c0a\u79f0\u4ed6\u4e3a\u8001\u5e08 \uff0c\u800c\u5176\u624d\u5fb7\u771f\u4e0d\u6562\u606d\u7ef4 \u3002\u4ed6\u5fc3\u7406\u4e0a\u8f83\u4e0d\u5e73\u8861 \uff0c\u5e38\u5e38\u7528\u4e00\u4e9b\u4e0d \u6000\u5584\u610f\u7684\u65b9\u5f0f\u6765\u8bd5\u63a2\u6211 \uff0c\u7528\u201c\u968f\u65f6\u88ab\u89e3\u8058\u201d\u7684\u53ef\u80fd\u6765\u6050\u5413\u6211 \uff0c\u7528\u4ed6\u7684\u8bdd\u8bf4\u5c31\u662f\uff1a\u201c\u5373\u4f7f\u6211 \u8bf4\u5f97\u4e0d\u5bf9 \uff0c\u4f60\u4e5f\u8981\u542c \uff0c\u4e5f\u8981\u4efb\u52b3\u4efb\u6028\u201d \u3002\u6211\u624d\u4ece\u5927\u5b66\u91cc\u51fa\u6765 \uff0c\u6709\u7684\u662f\u6fc0\u60c5 \uff0c\u6709\u7684\u662f\u950b\u8292 \uff0c \u6211\u5e72\u561b\u8981\u5728\u8fd9\u79cd\u4ed7\u7740\u6709\u4e00\u70b9\u8d44\u5386\u5c31\u501a\u8001\u5356\u8001\u7684\u4eba\u9762\u524d\u5c48\u670d\uff1f\u4e8e\u662f \uff0c\u6211\u4eec\u4e4b\u95f4\u7684\u77db\u76fe\u6108\u6f14 \u6108\u70c8\u3002\u7ed3\u679c\u96c6\u56e2\u516c\u53f8\u8001\u603b\u201c\u6743\u8861\u5229\u5f0a\u201d \uff0c\u81ea\u5df1\u4e0d\u51fa\u9762 \uff0c\u6d3e\u4eba\u6765\u8bf4\u201c\u6015\u963b\u788d\u4e86\u4f60\u4e2a\u4eba\u7684\u53d1 \u5c55\u201d\uff0c\u4ece\u800c\u7ec8\u6b62\u4e86\u6211\u7684\u5408\u540c \u3002 (\u7b2c\u4e8c\u6bb5) \u90a3\u4e00\u523b\uff0c\u6211\u7ec8\u4e8e\u76f8\u4fe1\u4e86\u5df4\u5c14\u624e\u514b\u7684\u540d\u8a00 \u3002\u4ed6\u8bf4\uff1a\u201c\u5ac9\u5992\u6f5c\u4f0f\u5728\u5fc3\u5e95 \uff0c\u597d\u6bd4\u6bd2\u86c7\u6f5c\u4f0f\u5728 \u7a74\u4e2d\u3002\u201d\u5f53\u65f6\u7684\u6211 \uff0c\u662f\u4e00\u809a\u5b50\u4e0d\u670d\u548c\u6124\u6012 \uff0c\u60f3\u4e0d\u5230\u6211\u8fd8\u672a\u5927\u5c55\u5934\u89d2\u5c31\u8d25\u5728\u4e86\u8fd9\u79cd\u5ac9\u8d24\u5992\u80fd \u7684\u4eba\u624b\u4e2d \u3002\u6211\u539f\u4ee5\u4e3a\u8fd9\u79cd\u4eba\u662f\u6784\u4e0d\u6210\u4ec0\u4e48\u5a01\u80c1\u7684 \uff0c\u4ed6\u53c8\u4e0d\u662f\u8001\u603b \uff0c\u4e3a\u4ec0\u4e48\u8981\u5728\u4ed6\u9762\u524d\u201c\u5fcd \u6c14\u541e\u58f0\u201d\uff01\u56e0\u6b64\u6211\u6839\u672c\u5c31\u6ca1\u6709\u91cd\u89c6\u8fc7\u4ed6\u505a\u7684\u4e00\u4e9b\u201c\u5c0f\u52a8\u4f5c\u201d \u3002\u73b0\u5728\u770b\u6765 \uff0c\u624d\u77e5\u9053\u662f\u6211\u81ea\u5df1 \u592a\u5e7c\u7a1a\u3002\u539f\u6765\u90a3\u4f4d\u201c\u4ec1\u541b\u201d\u81ea\u6709\u4e00\u5957\u4e3a\u4eba\u5904\u4e8b\u7684\u574f\u70b9\u5b50 \uff0c\u6211\u5b9e\u5728\u662f\u4f4e\u4f30\u4e86\u4ed6 \u3002\u4e8b\u5df2\u81f3\u6b64 \uff0c \u5df2\u65e0\u53ef\u633d\u56de \uff0c\u5f53\u7136\u6211\u4e5f\u4e0d\u60f3\u633d\u56de \u3002\u897f\u65b9\u4e00\u4f4d\u540d\u4eba\u8bf4\uff1a\u201c\u662f\u73ab\u7470 \uff0c\u81ea\u4f1a\u7efd\u653e\u201d \u3002\u90a3\u65f6\u5e74\u5c11\u6c14 \u76db\u7684\u6211\u7a9d\u7740\u4e00\u809a\u5b50\u7684\u706b\u6ca1\u5904\u53d1\u6cc4 \uff0c\u6240\u4ee5\u4fbf\u5728\u79bb\u5f00\u516c\u53f8\u90a3\u5929 \uff0c\u5f53\u7740\u90a3\u4f4d\u201c\u4ec1\u541b\u201d\u7684\u9762\u8bf4\u9053\uff1a \u201c\u4eba\u4e3a\u5730\u963b\u788d\u522b\u4eba \uff0c\u4e5f\u662f\u8981\u4ed8\u51fa\u4ee3\u4ef7\u7684 \u3002\u201d\u73b0\u5728\u60f3\u6765 \uff0c\u5f53\u65f6\u6211\u8fd9\u6837\u65e0\u975e\u662f\u60f3\u6cc4\u6cc4\u5fc3\u5934\u7684\u706b \u6c14\u3002\u8fd9\u79cd\u4eba\u6211\u4eec\u62ff\u4ed6\u80fd\u600e\u4e48\u6837\u5462\uff1f\u5bf9\u5f85\u5ac9\u5992 \uff0c\u6709\u65f6\u4e00\u7b11\u7f6e\u4e4b\u662f\u66f4\u6709\u6548\u7684\u529e\u6cd5 \u3002 (\u7b2c\u4e09\u6bb5) \u300a\u96c5\u8a00\u300b\u91cc\u6709\u4e00\u5219\u5173\u4e8e\u8759\u8760\u7684\u6545\u4e8b \uff0c\u8bf4\u7684\u662f\u51e4\u51f0\u8fc7\u751f\u65e5\u90a3\u5929 \uff0c\u767e\u9e1f\u90fd\u8d76\u6765\u671d\u8d3a \uff0c\u552f\u72ec \u8759\u8760\u4e0d\u6765 \u3002\u5b83\u8bf4\u81ea\u5df1\u6709\u811a \uff0c\u5c5e\u4e8e\u517d\u7c7b \uff0c\u51e4\u51f0\u7ba1\u4e0d\u4e86\u5b83 \u3002\u540e\u6765\u9e92\u9e9f\u751f\u65e5 \uff0c\u8759\u8760\u8fd8\u662f\u6ca1\u6765 \uff0c\u95ee \u5b83\u539f\u56e0\uff0c\u7b54\u66f0\uff1a\u201c\u6709\u7ffc \uff0c\u5c5e\u9e1f\u3002\u4f55\u4e3a\u8d3a\u6c5d\uff1f\u201d\u8759\u8760\u7684\u72e1\u733e\u7531\u6b64\u53ef\u89c1\u4e00\u6591 \u3002\u5018\u82e5\u518d\u6316\u6398\u4e00\u4e0b \uff0c \u53c8\u4e0d\u96be\u53d1\u73b0 \uff0c\u8759\u8760\u5148\u751f\u9053\u51fa\u90a3\u4e48\u5706\u6ed1\u7684\u7406\u7531 \uff0c\u96be\u9053\u5c31\u6ca1\u6709\u4e00\u70b9\u5992\u5fcc\u51e4\u51f0 \u3001\u9e92\u9e9f\u7684\u610f\u5473\u5728\u91cc",
+            "7": "[turn over 0509/11/m/j/147 \u00a9 ucles 20141 (a)  \u91cd\u8bfb\u77ed\u6587\u7b2c\u4e00\u6bb5\u7684\u524d\u4e24\u53e5\u8bdd \uff0c\u8bb2\u4e00\u8bb2\uff1a    (i)  \u4e3a\u4ec0\u4e48\u4f5c\u8005\u79f0\u90a3\u4f4d\u540c\u4e8b\u4e3a\u201c\u8001\u5e08\u201d\uff1b\b [1]    (ii)  \u4f5c\u8005\u5bf9\u4ed6\u6709\u4ec0\u4e48\u770b\u6cd5 \u3002 [1]  (b) \b\u91cd\u8bfb\u7b2c\u4e00\u6bb5\u4e2d\u201c\u6211\u624d\u4ece\u5927\u5b66\u51fa\u6765\u2026\u2026\u77db\u76fe\u6108\u6f14\u6108\u70c8 \u3002\u201d\u8bb2\u4e00\u8bb2\u201c\u6211\u4eec\u201d\u4e4b\u95f4 \b \b \b \u77db\u76fe\u6fc0\u5316\u7684\u539f\u56e0\u662f\u4ec0\u4e48 \u3002 [2]   (c) \u91cd\u8bfb\u77ed\u6587\u7b2c\u4e00\u6bb5 \uff0c\u8bb2\u4e00\u8bb2\u8001\u603b\u4e3a\u4ec0\u4e48\u7ec8\u6b62\u4e86\u4f5c\u8005\u7684\u5de5\u4f5c\u5408\u540c \u3002 [2]  (d)  \u91cd\u8bfb\u77ed\u6587\u7b2c\u4e8c\u6bb5\u4e2d\u201c\u90a3\u4e00\u523b \u2026\u2026\u5728\u4ed6\u9762\u524d\u5fcd\u6c14\u541e\u58f0\uff1f\u201d\u8bb2\u4e00\u8bb2\u4f5c\u8005\u4e3a\u4ec0\u4e48\u4e0d \b \b \b \u613f\u610f\u5728\u540c\u4e8b\u9762\u524d\u8ba9\u6b65 \u3002 [2]  (e)  \u91cd\u8bfb\u77ed\u6587\u7b2c\u4e8c\u6bb5 \uff0c\u4f5c\u8005\u628a\u540c\u4e8b\u79f0\u4e3a\u201c\u4ec1\u541b\u201d \uff0c\u8bb2\u4e00\u8bb2\uff1a\b    (i)  \u201c\u4ec1\u541b\u201d\u662f\u4ec0\u4e48\u610f\u601d\uff1b\b [1]    (ii)  \u4e3a\u4ec0\u4e48\u4f5c\u8005\u9009\u7528\u8fd9\u4e2a\u8bcd \u3002 [1]  (f)  \u77ed\u6587\u7b2c\u4e8c\u6bb5\u4e2d\u8bf4\u201c\u662f\u73ab\u7470 \uff0c\u81ea\u4f1a\u7efd\u653e\u201d \u3002\u8fd9\u53e5\u8bdd\u5728\u8fd9\u91cc\u662f\u4ec0\u4e48\u610f\u601d\uff1f  [2]  (g)  \u77ed\u6587\u7b2c\u4e8c\u6bb5\u7ed3\u5c3e\u8bb2\u5230\u4f5c\u8005\u79bb\u5f00\u516c\u53f8\u90a3\u4e00\u5929\u53d1\u751f\u7684\u4e8b \uff0c\u73b0\u5728\u4ed6\u600e\u4e48\u770b\u8fd9\u4ef6\u4e8b\uff1f\b [2]  (h)  \u91cd\u8bfb\u77ed\u6587\u7b2c\u4e09\u6bb5\u4e2d\uff1a\u201c\u300a\u96c5\u8a00\u300b\u91cc \u2026\u2026\u610f\u5473\u5728\u91cc\u5934\u5417\uff1f\u201d\u8bb2\u4e00\u8bb2\uff1a\b    (i)  \u8759\u8760\u8bf4\u5b83\u4e0d\u53bb\u7ed9\u51e4\u51f0\u548c\u9e92\u9e9f\u8d3a\u5bff\u7684\u501f\u53e3\u662f\u4ec0\u4e48\uff1b\b [2]    (ii)  \u5b83\u8fd9\u6837\u505a\u7684\u771f\u6b63\u539f\u56e0\u662f\u4ec0\u4e48 \u3002 [1]  (i)\b\u91cd\u8bfb\u77ed\u6587\u7b2c\u4e09\u6bb5 \uff0c\u8bb2\u4e00\u8bb2\u8759\u8760\u80fd\u751f\u5b58\u4e0b\u6765\u7684\u539f\u56e0 \uff0c\u6211\u4eec\u53ef\u4ee5\u7531\u6b64\u5f97\u5230\u4ec0\u4e48\u542f \b \b \b \u793a\uff1f\b [3] [\u8bed\u8a00\u7684\u7cbe\u786e \uff1a5] [\u603b\u5206\uff1a 25]\u5934\u5417\uff1f\u6545\u4e8b\u63a5\u7740\u8bf4\u56e0\u4e3a\u51e4\u51f0\u548c\u9e92\u9e9f\u7684\u5bbd\u5b8f\u5927\u5ea6 \uff0c\u8759\u8760\u624d\u80fd\u751f\u5b58\u5230\u4eca\u5929 \u3002\u6b63\u5982\u8759\u8760\u4e00\u6837 \uff0c\u5ac9 \u5992\u8005\u4e5f\u9700\u8981\u751f\u5b58 \u3002\u4fd7\u8bed\u8bf4\u5f97\u597d\uff1a\u201c\u5c06\u519b\u989d\u524d\u80fd\u8dd1\u9a6c \uff0c\u5bb0\u76f8\u809a\u91cc\u80fd\u6491\u8239\u201d \uff0c\u6211\u4eec\u4e5f\u8981\u5b66\u4f1a\u63a5 \u7eb3\u90a3\u4e9b\u5ac9\u5992\u6211\u4eec\u7684\u4eba \u3002",
+            "8": "8 0509/11/m/j/14 \u00a9 ucles 2014copyright acknowledgements: question 1  \u00a9 (adapted) http://www.literature.org.cn/article.aspx?id=29246;  october 2012. question 2  \u00a9 (adapted) http://www.wise99.com/shtml/1/special/jidu/;  october 2012.  \u00a9 (adapted) http://xlzx.zjgsu.edu.cn/readnews.asp?newsid=520;  october 2012.  permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the  publisher will be pleased to make amends at the earliest possible opportunity. cambridge international examinations is part of the cambridge assessment group. cambridge assessment is the brand name of university of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge.\u7b2c\u4e8c\u90e8\u5206 \u77ed\u6587\u4e8c \u4ed4\u7ec6\u9605\u8bfb\u4e0b\u9762\u7684\u77ed\u6587\uff0c\u7136\u540e\u6839\u636e\u77ed\u6587\u4e00\u548c\u77ed\u6587\u4e8c\u56de\u7b54\u95ee\u9898\u3002 \u5ac9\u5992\u7684\u6ecb\u5473\u867d\u4e0d\u597d\u53d7 \uff0c\u4f46\u6bcf\u4e2a\u4eba\u6216\u591a\u6216\u5c11\u90fd\u6709\u6240\u4f53\u4f1a \u3002\u5982\u679c\u5ac9\u5992\u4e4b\u5fc3\u53d1\u5c55\u4e3a\u4ec7\u6068 \uff0c\u90a3 \u4e48\u4e0d\u4ec5\u4f24\u5bb3\u4e86\u522b\u4eba \uff0c\u4e5f\u4f7f\u81ea\u5df1\u56f0\u4e8e\u7578\u5f62\u7684\u5fc3\u6001\u4e2d \u3002\u4e00\u65e6\u8ba9\u5ac9\u5992\u5360\u636e\u4e86\u6574\u4e2a\u5fc3\u80f8 \uff0c\u4eba\u751f\u4e2d\u4fbf \u591a\u4e86\u90c1\u95f7 \uff0c\u5c11\u4e86\u5feb\u4e50 \uff0c\u6240\u4ee5\u60f3\u6210\u529f\u5730\u9a7e\u9a6d\u4eba\u751f\u8fd9\u53ea\u5728\u5927\u6d77\u91cc\u98d8\u8361\u7684\u5e06\u8239 \uff0c\u8c41\u8fbe\u7684\u5904\u4e16\u6001\u5ea6 \u662f\u975e\u5e38\u91cd\u8981\u7684 \u3002\u8ba4\u6e05\u5ac9\u5992\u7684\u5371\u5bb3\u662f\u8d70\u51fa\u5ac9\u5992\u8bef\u533a\u7684\u7b2c\u4e00\u6b65 \u3002 \u5ac9\u5992\u5fc3\u5f3a\u7684\u4eba\u603b\u6015\u522b\u4eba\u6bd4\u81ea\u5df1\u5f3a \uff0c\u628a\u522b\u4eba\u7684\u6210\u529f\u770b\u4f5c\u81ea\u5df1\u7684\u5931\u8d25 \u3002\u56e0\u6b64\uff0c\u8981\u6839\u9664\u5ac9\u5992\u5fc3 \u7406\uff0c\u9996\u5148\u5f97\u6839\u9664\u81ea\u79c1\u7684\u5fc3\u6001 \u3002\u53ea\u6709\u9a71\u9664\u79c1\u5fc3\u6742\u5ff5 \uff0c\u62d3\u5bbd\u81ea\u5df1\u7684\u5fc3\u80f8 \uff0c\u624d\u80fd\u6b63\u786e\u5730\u770b\u5f85\u522b\u4eba \u3002 \u5f3a\u70c8\u7684\u8fdb\u53d6\u5fc3\u662f\u6210\u529f\u7684\u5de8\u5927\u52a8\u529b \uff0c\u4f46\u51a0\u519b\u53ea\u6709\u4e00\u4e2a \uff0c\u4e00\u4e2a\u4eba\u4e0d\u53ef\u80fd\u4e8b\u4e8b\u90fd\u8d70\u5728\u4eba\u524d \u3002\u53ea\u8981\u5ba2 \u89c2\u5730\u8ba4\u8bc6\u81ea\u5df1\u7684\u4f18\u52bf\u548c\u52a3\u52bf \uff0c\u4e3a\u81ea\u5df1\u627e\u5230\u4e00\u4e2a\u6070\u5f53\u7684\u4f4d\u7f6e \uff0c\u5c31\u53ef\u4ee5\u907f\u514d\u5ac9\u5992\u5fc3\u7406\u7684\u4ea7\u751f \u3002 \u5f53\u5ac9\u5992\u4e4b\u706b\u71c3\u70e7\u65f6 \uff0c\u4e0d\u59a8\u8bbe\u8eab\u5904\u5730\u5730\u4e3a\u5bf9\u65b9\u7740\u60f3 \uff0c\u626a\u5fc3\u81ea\u95ee\uff1a\u201c\u5047\u5982\u6211\u662f\u5bf9\u65b9\u53c8\u8be5\u5982 \u4f55\u5462\uff1f\u201d\u8fd0\u7528\u5fc3\u7406\u79fb\u4f4d\u6cd5 \uff0c\u53ef\u4ee5\u8ba9\u81ea\u5df1\u4f53\u9a8c\u4ed6\u4eba\u7684\u60c5\u611f \uff0c\u4ece\u800c\u66f4\u597d\u5730\u7406\u89e3\u4ed6\u4eba \u3002\u8fd9\u662f\u907f\u514d \u5ac9\u5992\u5fc3\u7406\u53ca\u884c\u4e3a\u7684\u6709\u6548\u529e\u6cd5\u4e4b\u4e00 \u3002\u5927\u51e1\u5ac9\u5992\u5fc3\u5f3a\u7684\u4eba \uff0c\u90fd\u662f\u5fc3\u80f8\u72ed\u7a84 \u3001\u5fc3\u7406\u7d20\u8d28\u4e0d\u826f\u7684\u4eba \u3002 \u4e00\u4e2a\u4eba\u8981\u8ba4\u8bc6\u5230\u5feb\u4e50\u7684\u6839\u672c\u662f\u8d85\u8d8a\u81ea\u5df1 \uff0c\u4e0e\u5176\u628a\u6ce8\u610f\u529b\u653e\u5728\u522b\u4eba\u8eab\u4e0a \uff0c\u4e0d\u5982\u591a\u60f3\u60f3\u5982\u4f55\u8d85\u8d8a \u81ea\u5df1\u3002\u52aa\u529b\u63d0\u9ad8\u81ea\u5df1\u7684\u5fc3\u7406\u7d20\u8d28 \uff0c\u4ee5\u5065\u5eb7\u7684\u5fc3\u6001\u9762\u5bf9\u751f\u6d3b\u662f\u5f88\u91cd\u8981\u7684 \u3002\u516c\u5e73\u5408\u7406\u7684\u7ade\u4e89\u662f\u5411 \u4e0a\u7684\u52a8\u529b \uff0c\u5316\u5ac9\u5992\u4e3a\u52a8\u529b \uff0c\u5bf9\u624b\u4e4b\u95f4\u53ef\u4ee5\u4e92\u76f8\u53d6\u4e4b\u6240\u957f \uff0c\u5171\u540c\u8fdb\u6b65 \u3002 2 \u770b\u4e86\u4ee5\u4e0a\u4e24\u7bc7\u6587\u7ae0 \uff0c\u7528\u81ea\u5df1\u7684\u8bdd\u7b80\u8ff0\u4e00\u4e0b\uff1a  \u2013 \u5ac9\u5992\u6709\u4ec0\u4e48\u574f\u5904\uff1b  \u2013 \u5982\u4f55\u5bf9\u5f85\u5ac9\u5992\u5fc3 \u3002 \b \b \b \uff08\u5b57\u6570 250\u5b57\u5de6\u53f3\uff09  [\u5185\u5bb9\uff1a15] [\u8bed\u8a00\u7684\u8d28\u91cf\uff1a 10] [\u603b\u5206\uff1a 25]"
+        },
+        "0509_s14_qp_12.pdf": {
+            "1": "this document consists of 8 printed pages. dc (rw) 92475 \u00a9 ucles 2014 [turn overcambridge international examinations cambridge international general certificate of secondary education *1776798024*first language chinese  0509/12 paper 1  reading may/june 2014  2 hours additional materials: answer booklet/paper read these instructions first if you have been given an answer booklet, follow the instructions on the front of the booklet. write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen. 'r\u0003qrw\u0003xvh\u0003vwdsohv\u000f\u0003sdshu\u0003folsv\u000f\u0003joxh\u0003ru\u0003fruuhfwlrq\u0003\u00e0xlg\u0011 do not  write in any barcodes. answer all questions. the passages and questions on this question paper are printed twice, once in traditional and once in  vlpsol\u00bfhg\u0003fkdudfwhuv\u0011\u0003,i\u0003\\rx\u0003zlvk\u0003wr\u0003uhdg\u0003wkhp\u0003lq\u0003wudglwlrqdo\u0003f kdudfwhuv\u000f\u0003wxuq\u0003wr\u0003sdjh\u0003\u0015\u001e\u0003li\u0003\\rx\u0003zlvk\u0003wr\u0003uhdg\u0003 wkhp\u0003lq\u0003vlpsol\u00bfhg\u0003fkdudfwhuv\u000f\u0003wxuq\u0003wr\u0003sdjh\u0003\u0019\u0011 <rx\u0003pd\\\u0003zulwh\u0003\\rxu\u0003dqvzhuv\u0003lq\u0003hlwkhu\u0003wudglwlrqdo\u0003ru\u0003vlpsol\u00bfhg\u0003f kdudfwhuv\u0011 at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question. \u135d\u04d3\uab78\u181f\u043f\u03af\u11f4\u0743 \u5a0e\u231f\u1db2\u462c\u352f\u4a88\u2434\u24f7\u67f4 \u02c8\u36b1\u4de9\u6a7c\u2434\u4bc9\u6a7c\u2111\u49d6\u41f0\u36d4 \u01c6\u528d\u5929\u4de9\u6a7c\u2aff\u41f0 \u02c8\u5a73\u4fa3\u21d8\u4ad4\u1e35\u67a9 \u01c6 \u0e02\u10cf\u12a1\u079a\u11f5\u10c9\u0f44\u0c96 \u41a9\u094b\u03df\u2c58\u1b5b\u30b4\u0a60\u4bc2\u4e6c \u02c8\u1cdd\u3415\u0527\u0a60\u3154\u0527\u03f8\u2fa1\u281c\u1d00 \u01c6\u38b9\u3f55\u3154\u0527\u112b\u281c \u02c8\u41cb\u35cf\u0804\u3100\u0741\u4e49 \u01c6",
+            "2": "2 0509/12/m/j/14 \u00a9 ucles 2014passages and questions in traditional characters \u0c92\u03ba\u0d0c\u03f8 \u4795\u352f\u1da8 \u1e7d\u4cd8\u6559\u5b28\u1db3\u670a\u462c\u4795\u352f \u02c8\u40de\u2f34\u2686\u4afc\u24f7\u67f4 \u01c6\u135d\u04d3\uab78\u181f\u043f\u03af\u11f4\u0743 \u292a\u3744\u4624\u4d0e\u1f00\u1e2f\u4afc\u67f4\u4cc1 \u02c8\u5a73\u32b1\u4ad4\u1da8\u67a9\u1db2\u462c\u5a52\u35b6\u4afc\u67f4 \u01c6 \u5a73\u26d0\u31e8\u36b1\u5929\u1e4d\u462c\u4afc\u231f\u1db2\u2b93\u1db2\u4fab\u5a0e\u1dd5\u2f6b\u4d90\u5607 \u02c8\u4fab\u44c7\u5607\u2434\u297b\u23b5 \u01c6 \u5a73\u44d0\u3d99\u5575\u521a\u31be\u6e79\u521a\u4aee\u3232\u4afc\u37f0\u2b93\u26d0\u4afc\u231f\u462c\u3b0b\u2375\u2111\u670a \u01c6 \u5a73\u22a7\u44d0\u59aa\u36a0\u6180 \u01c3\u369a\u21cd\u6185\u01c3\u2f11\u521a\u4aee\u01c3\u5148\u3bdc\u31be\u27ff\u34e1\u3d5a \u01c6 \u5a73\u1db5\u5929\u26d0\u3845\u2f0a\u4864\u1db2\u2b93\u1ea3\u1efd\u2aff \u01c6 \u5a73\u2686\u4afc\u31e8\u36b1\u24f7\u67f4 \u01c6 \u2397\u1e8d\u44d0\u4de9\u6a7c\u2aff\u31be\u4fad\u4bc9\u6a7c\u2aff\u2686\u4afc\u24f7\u67f4 \u01c6 \u3b77\u1da8\u67f4\u31be\u3b77\u1da8\u2bb7\u67f4\u462c\u21ae\u3520\u26d0\u211e\u2f34\u670a\u462c\u3294\u5607\u0121 [  ]\u0121\u5877\u01c6 \u4fab\u5a0e\u4cf8\u3707\u2f34 \u02c8\u5a73\u3232\u31e8\u36b1\u4afc\u231f\u4e13\u26d0\u1da8\u5d1f \u01c6 \u0129\u4ad4\u1da8\u3b5d\u012b \u31b9\u36a6\u4d3b\u36b1\u5ff6\u5fc1\u6e64\u1da8\u3ac9\u4d3b\u3b1f \u01c6\u604b\u35d7\u28c2\u2e1c\u21f5\u26d0\u1da8\u2b5e\u4979\u3228\u666e\u26c0\u2114\u23a0\u2d8d\u1f04 \u02c8\u31b9\u36b1\u1da8\u1fb3\u23b4\u1e33\u2e1c\u6f09 \u3b7c\u31b9\u28cf\u2f3f\u28c2 \u02c8\u34ed\u2bb2\u49d9\u1e7f\u4062\u4fa9\u2dd3 \u02c8\u4fb4\u211e\u31f5\u2f5f\u46c7\u1db5\u350a\u3015\u4d55 \u01c6\u1e7f\u2f6b\u43ae\u1db2\u5eab\u1db5\u2e1b\u5809 \u02c8\u2de0\u2de0\u44d0\u1da8\u1e43\u1db5 \u319f\u252c\u30b7\u462c\u3561\u2eb7\u1f26\u5a0e\u334a\u31b9 \u02c8\u44d0\u2c66\u6650\u35ea\u5853\u598b\u5000\u023f\u462c\u2397\u50a5\u1f26\u2ff8\u262f\u31b9 \u02c8\u44d0\u1e7f\u462c\u5a19\u5a52\u2bd9\u35d7 \u02d6\u2c66\u231b\u1f27\u31b9 \u5a52\u2f3f\u1db5\u2bb5 \u02c8\u1f00\u1e07\u5929\u5025 \u02c8\u1e07\u5929\u1ea3\u2286\u1ea3\u2fd0\u023f \u01c6\u31b9\u31f5\u2f46\u28cf\u2b20\u5877\u21a2\u1f26 \u02c8\u36b1\u462c\u35d7\u3f68\u306d \u02c8\u36b1\u462c\u35d7\u627a\u523a \u02c8 \u31b9\u2e21\u25c3\u5929\u26d0\u5fc1\u49d6\u1e7f\u53ff\u36b1\u1da8\u6e86\u5c6f\u3b1f\u2bd9\u1e8d\u4fa9\u5c8b\u4fa9\u462c\u1e63\u670a\u21f5\u2bf0\u36b5\u70ce\u3564\u35d7 \u02c8\u31b9\u1fb1\u1df3\u653b\u462c\u4783\u46a6\u30b0\u3ebc\u30b0 \u4070\u01c6\u4cf8\u3744\u666e\u26c0\u2114\u23a0\u4fa9\u4de5\u2c66\u3ab2\u5809\u21d1\u2eb2\u023f \u02c8\u5192\u2d99\u1db5\u21a2\u670a \u02c8\u3ce6\u1e63\u1f26\u5a52\u2c66\u2fbd\u65e3\u48c1\u1e2f\u1f00\u1fb3\u1e63\u462c\u4624\u2bfd\u023f \u02c8 \u2f46\u4fb4\u4cea\u3b0a\u1e2f\u31b9\u462c\u23b0\u23b4 \u01c6 \u0129\u4ad4\u1e35\u3b5d\u012b \u604b\u1da8\u21e3\u02c8\u31b9\u4cea\u3564\u46a0\u1f81\u1e2f\u2d9c\u41e6\u31f6\u20f3\u462c\u23b5\u59a8 \u01c6\u1e7f\u5a52\u02d6\u2c66\u2a71\u293a\u3f03\u1eb7\u26d0\u2f6b\u2e3d \u02c8\u2925\u3b7c\u3b7a\u566f\u3f03\u1eb7\u26d0 \u4a1c\u1dd5\u01c6\u023f\u451e\u35ea\u462c\u31b9 \u02c8\u35d7\u1da8\u5042\u2af8\u1db5\u36b5\u2434\u314c\u2fba \u02c8\u309b\u1db5\u21d8\u31b9\u602c\u36d2\u28cf\u2bfd\u67d5\u597a\u2bd9\u34ff\u26d0\u1e2f\u5fc1\u49d6\u2a71\u5c8a\u293a\u50a5 \u462c\u1e63\u31f3\u1dd5\u01c6\u31b9\u2347\u1e8d\u4062\u5fc1\u49d6\u1e63\u35d7\u3973\u1db5\u31b8\u1e69\u6e64\u29a9\u50ad\u462c \u02c8\u1e7f\u2370\u1db5\u35d7\u4fa9\u4de5 \u02c8\u4062\u1e69\u6e64\u5929\u26d0\u1e7f\u670a\u21f5\u2c66\u2f75 \u3bcb\u23c6\u501a\u023f\u70b0\u2688\u3b0c\u31b9\u37e1\u36d4\u2bd9\u3c3a\u36b1\u6175\u593e\u5ff6\u1e7f\u2002\u462c\u1da8\u1e43\u2c66\u2bb7\u227d\u1f04\u023f \u01c6\u43a6\u26d0\u46b3\u1f26 \u02c8\u31f5\u478d\u5ffb\u35d7\u31b9\u5192\u2d99 \u28d2\u2e24\u49c2\u01c6\u2347\u1f26\u604b\u1ef5\u2c66\u1e69\u23c3\u023f\u5192\u36b1\u1da8\u28ff\u4062\u1e63\u55fd\u1e33\u462c\u2886\u6e86\u2af8 \u02c8\u31b9\u2b8e\u26d0\u35d7\u1ef7\u1ed9\u1e2f\u1e7f \u01c6\u1e33\u2d9a\u519b\u3b0c \u02c8 \u2d9a\u40c9\u2397\u32e5\u2686 \u02c8\u451e\u40de\u31b9\u1e07\u1db5\u309b\u32e5\u2686 \u01c6\u5927\u3561\u1da8\u1ef5\u23b5\u1e63\u5a52 \u02d6\u2c66\u35d7\u4353\u4418 \u02c8\u5192\u36ab\u4d63\u34e6\u023f \u01c6\u604b\u35ea\u2e1c\u2bb9\u3bcb \u4683\u462c\u31b9\u4a51\u53ff\u1da8\u5042\u2af8\u462c\u4013\u3c3a\u55fd\u4624\u3cd1 \u02c8\u31e8\u1e8d\u1f67\u26d0\u668a\u6533\u2114\u23a0\u604b\u28d1 \u02c8\u451e\u53ff\u604b\u1ef5\u2c66\u1e69\u23c3\u023f\u462c\u670a\u5a52\u5ffb \u02d6 \u2c66\u1e63\u4062\u26d8\u65e3\u48c1\u21cd\u1e63 \u02c8\u1e07\u35d7\u5929\u1e81\u21a2\u1e8b\u20a1\u462c \u01c6\u023f\u43a6\u26d0\u309b\u1f26 \u02c8\u451e\u35ea\u31b9\u5fc1\u39cb\u40c9\u6706\u35d7\u309b\u3c6c\u3c6c\u2f6b\u67d5\u462c\u4013 \u3bcb\u01c6\u5fc1\u49d6\u1e63\u31b9\u1fb1\u32a7\u1e7f\u50a5\u2fb6\u6e64\u39cb\u240a\u70ce\u2bb5\u2f2d\u2a71\u293a \u02c8\u36b1\u35ea\u1da8\u4ab9\u4f16\u1df3\u35d7\u369c\u36b1\u34f0\u462c\u5f4e\u3c7d \u01c6 \u0129\u4ad4\u1db1\u3b5d\u012b \u02ea\u666d\u59a8\u02eb\u5877\u36b1\u1da8\u21ef\u6584\u3564\u5701\u5708\u462c\u34ed\u1e33 \u02c8\u5a52\u462c\u35d7\u6c9b\u2198\u5ff6\u44c7\u358d\u604b\u28d1 \u02c8\u4626\u6c8d\u60a5\u5d3d\u1f26\u36c5\u5c68 \u02c8\u24d7\u4310\u5701 \u5708\u1db5\u1f26\u01c6\u2b2b\u5a52\u5192\u2d99\u36b1\u511b \u02c8\u2c44\u3564\u4320\u6806 \u02c8\u6c9b\u2198\u4b49\u1db5\u1e2f\u2b2b \u01c6\u2f34\u1f26\u6e3a\u6e47\u44c7\u358d \u02c8\u5701\u5708\u602c\u35d7\u3c3a\u1f26 \u02c8\u24f7\u2b2b \u2347\u2688\u02c8\u4afc\u3698\u02d6\u2c66\u36b1\u4fa4\u02c8\u2c44\u6c8d\u01c6\u1efd\u4062\u5c68\u3c05\u70ce\u023f\u5701\u5708\u462c\u4289\u42e6\u44d9\u3b0c\u2397\u5933\u1da8\u3539 \u01c6\u1fc0\u528d\u2135\u32be\u3340\u1da8\u1db3 \u02c8 \u2370\u1db5\u668b\u4624\u43a6 \u02c8\u5701\u5708\u20f0\u44c7\u5ffb\u21a2\u604b\u6e64\u26bb\u3e79\u462c\u43ae\u44d9 \u02c8\u668b\u5ffb\u2bd9\u3c3a\u36b1\u1da8\u6e86\u293a\u2f74\u6c9b\u2198 \u01c3\u6e3a\u6e47\u462c\u30b7\u241b\u26d0\u5877",
+            "3": "3 0509/12/m/j/14 \u00a9 ucles 2014 [turn over1 (a)  \u6175\u5b28\u4795\u352f\u4ad4\u1da8\u3b5d\u462c\u21f5\u2111\u238d\u5a19 \u02c8\u5ac3\u1da8\u5ac3\u02d6 \u0003\u0003 \u0003 (i)\u0003\u0121\u4062\u1e69\u6e64\u1f04\u4fad\u49d9\u604b\u1ef5\u23b4\u1e33\u4062\u2c66\u4fa9\u2dd3\u023f \u02d7\u0003 >\u0014@ \u0003\u0003 \u0003 (ii)\u0003\u0121\u1f04\u4fad\u2bb5\u1e7f\u36b1\u1e69\u6e64\u46b3\u3c7d \u01c6\u0003 >\u0014@  (b) \u0121\u6175\u5b28\u4ad4\u1da8\u3b5d\u1dd5\u2c66\u31b9\u31f5\u2f46\u28cf\u2b20\u21a2\u1f26 \u0103\u0103\u4783\u46a6\u30b0\u3ebc\u30b0\u4070 \u01c6\u023f\u5ac3\u1da8\u5ac3\u2c66\u31b9\u1fb1\u023f\u1df3\u653b \u0121 \u0121\u0121 \u4783\u46a6\u3f68\u22be\u462c\u2347\u2688\u35d7\u1e69\u6e64 \u01c6\u0003 >\u0015@   (c) \u6175\u5b28\u4795\u352f\u4ad4\u1da8\u3b5d \u02c8\u5ac3\u1da8\u5ac3\u4fa9\u4de5\u4062\u1e69\u6e64\u4cea\u3b0a\u1e2f\u1f04\u4fad\u462c\u2d8d\u1f04\u23b0\u23b4 \u01c6\u0003 >\u0015@  (d) \u0121\u6175\u5b28\u4795\u352f\u4ad4\u1e35\u3b5d\u1dd5\u2c66\u604b\u1da8\u21e3 \u0103\u0103\u26d0\u1e7f\u670a\u21f5\u2f75\u3bcb\u23c6\u501a\u70ce\u023f\u5ac3\u1da8\u5ac3\u1f04\u4fad\u4062\u1e69\u6e64\u1db5 \u0121 \u0121\u0121 \u6800\u30b7\u26d0\u23b4\u1e33\u670a\u21f5\u5b3b\u3b0d \u01c6\u0003 >\u0015@ \u0003 (e)\u0003\u0121\u6175\u5b28\u4795\u352f\u4ad4\u1e35\u3b5d \u02c8\u1f04\u4fad\u3232\u23b4\u1e33\u49d9\u4062\u2c66\u1e69\u23c3\u023f \u02c8\u5ac3\u1da8\u5ac3\u02d6\u0003 \u0003\u0003 \u0003 (i)\u0003\u0121\u2c66\u1e69\u23c3\u023f\u35d7\u1e69\u6e64\u30b7\u2fc5 \u02d7\u0003 >\u0014@ \u0003\u0003 \u0003 (ii)\u0003\u0121\u4062\u1e69\u6e64\u1f04\u4fad\u6020\u44d0\u5fc1\u1fb3\u5a06 \u01c6\u0003 >\u0014@ \u0003 (f)\u0003\u0121\u4795\u352f\u4ad4\u1e35\u3b5d\u1dd5\u5a52\u2c66\u35d7\u4353\u4418 \u02c8\u5192\u36ab\u4d63\u34e6\u023f \u01c6\u5fc1\u238d\u5a19\u26d0\u5fc1\u5877\u35d7\u1e69\u6e64\u30b7\u2fc5\u70ce\u0121 >\u0015@ \u0003 (g)\u0003\u0121\u4795\u352f\u4ad4\u1e35\u3b5d\u4cf8\u2be6\u5ac3\u21d8\u1f04\u4fad\u668a\u6533\u2114\u23a0\u604b\u1da8\u28d1\u4624\u44c7\u462c\u1e33 \u02c8\u43a6\u26d0\u1e7f\u2fb6\u6e64\u46b3\u5fc1\u00df\u1e33\u0140 \u0003>\u0015@ \u0003 (h)\u0003\u0121\u6175\u5b28\u4795\u352f\u4ad4\u1db1\u3b5d\u1dd5 \u02d6\u2c66\u02ea\u666d\u59a8\u02eb\u5877 \u0103\u0103\u30b7\u241b\u26d0\u5877\u67d5\u2576\u70ce\u023f\u5ac3\u1da8\u5ac3 \u02d6\u0003 \u0003\u0003 \u0003 (i)\u0003\u0121\u5701\u5708\u5a52\u2b2b\u1db5\u2363\u4d0e\u6c9b\u2198\u2434\u6e3a\u6e47\u5c68\u28a5\u462c\u5571\u238b\u35d7\u1e69\u6e64 \u02d7\u0003 >\u0015@ \u0003\u0003 \u0003 (ii)\u0003\u0121\u2b2b\u5fc1\u39cb\u2002\u462c\u46c7\u3b0b\u2347\u2688\u35d7\u1e69\u6e64 \u01c6\u0003 >\u0014@ \u0003 (i)\u0003\u6175\u5b28\u4795\u352f\u4ad4\u1db1\u3b5d \u02c8\u5ac3\u1da8\u5ac3\u5701\u5708\u50a5\u44c7\u2b00\u1db3\u1f26\u462c\u2347\u2688 \u02c8\u31b9\u1fb1\u2397\u1e8d\u44d9\u3b0c\u2f3f\u21d8\u1e69\u6e64\u2507 \u0121\u0121 \u0121 \u48e2 \u70ce \u0003 [3] [\u5a46\u59a8\u462c\u4c66\u4862 \u02d6\u0018@ [\u4de5\u21ae\u02d6\u0015\u0018@\u67d5\u2576\u70ce\u34ed\u1e33\u334d\u53ff\u5a52\u2688\u4062\u6c9b\u2198\u2434\u6e3a\u6e47\u462c\u2b94\u2b37\u28cf\u2e4e \u02c8\u5701\u5708\u31f5\u50a5\u44c7\u2b00\u21d8\u1e73\u28d1 \u01c6\u3b0b\u292a\u5701\u5708\u1da8\u39cb \u02c8\u2a71 \u293a\u4fad\u1e07\u66a8\u5929\u44c7\u2b00 \u01c6\u1f7f\u5a46\u5a52\u2f3f\u2925 \u02d6\u2c66\u2baf\u5e75\u67f5\u21f5\u50a5\u5d79\u6954 \u02c8\u2b58\u46a0\u5042\u5877\u50a5\u3438\u51e1\u023f \u02c8\u31b9\u1fb1\u1e07\u5929\u2b20\u36ab\u334d \u4cb5\u604b\u1e43\u2a71\u293a\u31b9\u1fb1\u462c\u1e63 \u01c6",
+            "4": "4 0509/12/m/j/14 \u00a9 ucles 2014\u0c92\u03c1\u0d0c\u03f8 \u4795\u352f\u1e35 \u1e7d\u4cd8\u6559\u5b28\u1db3\u670a\u462c\u4795\u352f \u02c8\u40de\u2f34\u37e1\u3482\u4795\u352f\u1da8\u2434\u4795\u352f\u1e35\u2686\u4afc\u24f7\u67f4 \u01c6 \u2a71\u293a\u462c\u3e73\u241b\u667e\u1db5\u2925\u237f \u02c8\u1eef\u3b77\u1fb3\u1e63\u31be\u28c2\u31be\u2bb9\u60a5\u36b1\u31e8\u6a7c\u36ab \u01c6\u292a\u3744\u2a71\u293a\u1df3\u2f6b\u4624\u2bfd\u4062\u1e6f\u3010 \u02c8\u604b \u6e64\u1db5\u206d\u205f\u2b5b\u1e2f\u21cd\u1e63 \u02c8\u1e07\u1f27\u5192\u2d99\u2698\u3564\u4520\u2f0a\u462c\u2f6b\u30f3\u1dd5 \u01c6\u1da8\u358e\u5b3b\u2a71\u293a\u1efd\u3482\u1e2f\u351c\u1fb3\u2f6b\u50a0 \u02c8\u1e63\u44c7\u1dd5\u1f67 \u28c2\u1e2f\u6ad9\u305e \u02c8\u2bb9\u1e2f\u2f93\u39aa \u02c8\u31e8\u1e8d\u309b\u31b8\u2247\u26d8\u697d\u6955\u1e63\u44c7\u5fc1\u2392\u26d0\u28cf\u3d1f\u5877\u686c\u5511\u462c\u2dae\u51e1 \u02c8\u5be9\u5ffc\u462c\u55fd\u1dbe\u30f3\u2e4e \u35d7\u6706\u2de0\u6175\u5929\u462c \u01c6\u5a35\u3dad\u2a71\u293a\u462c\u2319\u2b5b\u35d7\u5d18\u21a2\u2a71\u293a\u5a4c\u22e8\u462c\u4ad4\u1da8\u3b0d \u01c6 \u2a71\u293a\u2f6b\u2edf\u462c\u1e63\u4de5\u2fbd\u21cd\u1e63\u3b7c\u5192\u2d99\u2edf \u02c8\u3232\u21cd\u1e63\u462c\u31b8\u2247\u46b3\u1f04\u5192\u2d99\u462c\u28d9\u34ff \u01c6\u2688\u3b0c\u02c8\u5929\u37e1\u660c\u2a71\u293a\u2f6b \u43ae\u02c8\u693e\u20f0\u2f3f\u37e1\u660c\u5192\u4969\u462c\u2f6b\u30f3 \u01c6\u2392\u36b1\u69ed\u660c\u4969\u2f6b\u6684\u2f9d \u02c8\u327b\u2b94\u5192\u2d99\u462c\u2f6b\u50a0 \u02c8\u31f5\u50a5\u3b0b\u4862\u26d8\u46b3\u2f2d\u21cd\u1e63 \u01c6 \u2edf\u4070\u462c\u5fda\u237e\u2f6b\u35d7\u31b8\u2247\u462c\u2d90\u28cf\u227d\u2243 \u02c8\u1eef\u2148\u5e75\u2392\u36b1\u1da8\u1fb3 \u02c8\u1da8\u1fb3\u1e63\u1db5\u2397\u50a5\u1e33\u1e33\u60a5\u5d18\u26d0\u1e63\u21f5 \u01c6\u2392\u5929\u2b4a \u5968\u26d8\u5a35\u5b00\u5192\u2d99\u462c\u20d2\u228a\u2434\u224b\u228a \u02c8\u4062\u5192\u2d99\u3226\u21d8\u1da8\u1fb3\u3018\u451e\u462c\u1ef5\u4f16 \u02c8\u2bd9\u2397\u1e8d\u6027\u20f5\u2a71\u293a\u2f6b\u43ae\u462c\u44ca\u44c7 \u01c6 \u451e\u2a71\u293a\u1df3\u4013\u416b\u417a\u35ea \u02c8\u1db5\u2950\u59d5\u5e53\u55fd\u26d8\u26d8\u4062\u2bb5\u3561\u53ff\u309b \u02c8\u3313\u2f6b\u5192\u24f7 \u02d6\u2c66\u1fef\u292a\u31b9\u35d7\u2bb5\u3561\u2370\u5a1a\u292a\u1efd \u240a\u70ce\u023f\u5ff3\u44d0\u2f6b\u43ae\u49a3\u1ef5\u3c7d \u02c8\u2397\u1e8d\u5b3b\u5192\u2d99\u6a7c\u69ff\u1e7f\u1e63\u462c\u306d\u30c7 \u02c8\u2f46\u4fb4\u369c\u2925\u26d8\u43ae\u598b\u1e7f\u1e63 \u01c6\u5fc1\u35d7\u6027\u20f5\u2a71 \u293a\u2f6b\u43ae\u2372\u57f4\u4062\u462c\u36b1\u34f0\u5f4e\u3c7d\u1df3\u1da8 \u01c6\u28cf\u2189\u2a71\u293a\u2f6b\u2edf\u462c\u1e63 \u02c8\u60a5\u35d7\u2f6b\u50a0\u42a1\u4a2c \u01c3\u2f6b\u43ae\u4cc8\u5c92\u1db5\u5217\u462c\u1e63 \u01c6 \u1da8\u1fb3\u1e63\u5929\u5a35\u5b00\u21d8\u2f93\u39aa\u462c\u37e1\u36d4\u35d7\u5d2d\u5d32\u5192\u2d99 \u02c8\u51af\u211e\u3232\u3c90\u30b7\u2243\u34e6\u26d0\u21cd\u1e63\u5e53\u1db2 \u02c8\u1db5\u292a\u28c2\u309b\u309b\u292a\u1efd\u5d2d \u5d32\u5192\u2d99\u01c6\u2252\u2243\u3378\u6a80\u5192\u2d99\u462c\u2f6b\u43ae\u4cc8\u5c92 \u02c8\u1e8d\u200d\u2e5f\u462c\u2f6b\u30f3\u670a\u2bb5\u44c7\u3ce3\u35d7\u2f30\u6175\u5929\u462c \u01c6\u2114\u2e1b\u23b0\u43ae\u462c\u4a9e\u41d5 \u35d7\u23b9\u1db2\u462c\u227d\u2243 \u02c8\u22be\u2a71\u293a\u4062\u227d\u2243 \u02c8\u2bb5\u31f3\u1df3\u653b\u2397\u1e8d\u1e3b\u46a0\u237e\u1df3\u31e8\u651f \u02c8\u2119\u23b4\u5fda\u3b0d\u01c6 2 \u46b3\u1e2f\u1e8d\u1db2\u2111\u4b6f\u352f\u4a88 \u02c8\u44d0\u5192\u2d99\u462c\u5a19\u4bc9\u5f98\u1da8\u1db3 \u02d6  \u2013 \u2a71\u293a\u36b1\u1e69\u6e64\u2886\u55fd \u02d7   \u2013 \u292a\u1efd\u2bb5\u2f2d\u2a71\u293a\u2f6b \u01c6 \u0003\u0003 \u0003 \u70b7\u2aff\u3520 250\u2aff\u2d8e\u239b\u70b8 [\u210f\u2b61\u02d6\u0014\u0018@ [\u5a46\u59a8\u462c\u5c92\u6177 \u02d6\u0014\u0013@ [\u4de5\u21ae\u02d6\u0015\u0018@",
+            "5": "5 0509/12/m/j/14 \u00a9 ucles 2014 [turn overplease turn over to find passages and questions in simplified   characters",
+            "6": "6 0509/12/m/j/14 \u00a9 ucles 2014passages and questions in simplified characters \u0e02\u10cf\u12a1\u079a\u11f5\u10c9\u0f44\u0c96 \u0f56\u1d70\u09a5\u34ad\u0564\u045a\u3128\u4e6c\u348c \u02c8\u41cb\u18dd\u3100\u03d4\u4e49\u03df\u2c58\u41c8\u1be2\u3128\u4e6c \u01c6 \u41cb\u0cfc\u1814\u1cdd\u3f55\u0479\u2c58\u3128\u094b\u03df\u076d\u03df\u35d7\u41a9\u0451\u1597\u34ea\u09cb \u02c8\u35d7\u2af3\u09cb\u0a60\u0fa7\u09e1 \u01c6 \u41cb\u2afc\u23c5\u3ab1\u3846\u17ea\u54a5\u3846\u30e8\u185e\u3128\u1e1d\u076d\u0cfc\u3128\u094b\u2c58\u2137\u09a1\u03f8\u4d36 \u01c6 \u41cb\u08d3\u2afc\u4176\u043a\u4a5d \u01c3\u1cc6\u07ff\u4a5c\u01c3\u153d\u3846\u30e8\u01c3\u36ca\u2208\u17ea\u2356\u1b0d\u2386 \u01c6 \u41cb\u03e1\u3f55\u0cfc\u1d35\u1536\u2dd5\u03df\u076d\u04cf\u0529\u112b \u01c6 \u41cb\u0cb2\u3128\u1814\u1cdd\u4bc2\u4e6c \u01c6 \u09c3\u04b9\u2afc\u3415\u0527\u112b\u17ea\u35d9\u3154\u0527\u112b\u0cb2\u3128\u4bc2\u4e6c \u01c6 \u21a3\u03d4\u4e6c\u17ea\u21a3\u03d4\u11e3\u4e6c\u2c58\u07da\u1b44\u0cfc\u074a\u09e2\u4d36\u2c58\u18c0\u09cb \u0121[  ]\u0121\u47a0\u01c6 \u35d7\u41a9\u34a7\u1d33\u09e2 \u02c8\u41cb\u185e\u1814\u1cdd\u3128\u094b\u32cf\u0cfc\u03d4\u434b \u01c6 \u0755\u11dc\u080d\u0620 \u2dc1\u1b5b\u03d4 \u04a9\u349a\u4bd9\u41cf\u03df\u4d36\u2c58\u2dc1\u1b5b\u02c8\u270a\u09e2\u0cb2\u3128\u4bc2\u4e6c\u01c6 \u000b\u3100\u03d4\u2189\f \u17e5\u1cd2\u34a3\u1cdd\u459b\u45ad\u043c\u03d4\u20f5\u34a3\u095a \u01c6\u4677\u1c03\u0eee\u1448\u0821\u0cfc\u03d4\u118a\u2fa5\u1854\u4c9a\u0cb6\u0740\u09cc\uab89\u0530 \u02c8\u17e5\u1cdd\u03d4\u037c\u09e0\u045f\u1448\u5558 \u21a8\u17e5\u0efb\u156b\u0eee \u02c8\u1b19\u11de\u2fc4\u04ab\u045e\u35d5\uabac \u02c8\u35e0\u074a\u1821\u158b\u2cf3\u03e1\u1b36\u1641\u34c8 \u01c6\u04ab\u1597\u29da\u03df\u4557\u03e1\u1447\u3e35 \u02c8\u140c\u140c\u2afc\u03d4\u046f\u03e1 \u15d4\u0b58\u16e3\u2c58\u1b8d\u14e3\u1d39\u41a9\u1976\u17e5 \u02c8\u2afc\u0101\u4c63\u1bca\u3e7f\u3fb7\u362c\u0101\u2c58\u09c3\u36d1\u1d39\u1624\u09e7\u17e5 \u02c8\u2afc\u04ab\u2c58\u41b1\u41c8\u1205\u1c03\u02d6\u0101\u0947\u0583\u17e5 \u41c8\u156b\u03e1\u11cd \u02c8\u0564\u0433\u3f55\u0a00 \u02c8\u0433\u3f55\u04cf\u0887\u04cf\u15fc\u0101 \u01c6\u17e5\u1821\u04a3\u0efb\u113a\u47a0\u07ce\u1d39 \u02c8\u1cdd\u2c58\u1c03\u2594\u1699 \u02c8\u1cdd\u2c58\u1c03\u4adf\u3866 \u02c8 \u17e5\u1446\u0bef\u3f55\u0cfc\u45ad\u2fa1\u04ab\u2d14\u1cdd\u03d4\u268d\u4318\u095a\u1205\u05ee\u35d5\u092a\u35d5\u2c58\u048f\u4d36\u0821\u121c\u1ce1\u02db\u0463\u1c03 \u02c8\u17e5\u04cf\u043f\u4bc8\u2c58\u2daf\u2cd3\u16dc\u24e8 \u16dc\u269c\u01c6\u34a7\u1d70\u4c9a\u0cb6\u0740\u09cc\u35d5\u160f\u0101\u1d17\u3e35\u07fd\u14de\u0101 \u02c8\u37be\uab95\u03e1\u07ce\u4d36 \u02c8\u2312\u048f\u1d39\u41c8\u0101\u15e9\u4c0f\u2e61\u045a\u0564\u037c\u048f\u2c58\u09a5 \u1229\u0101\u02c8\u04a3\u35e0\u349c\u2136\u045a\u17e5\u2c58\u09dc\u09e0 \u01c6 \u000b\u3100\u0461\u2189\f 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\u02c8\u3d2d\u3d34\u071c\u2af3\u4627\u07ce\u4677\u043c\u0cda\u24a5\u2c58\u29da\u2b05 \u02c8\u4c92\u4627\u1205\u2275\u1cdd\u03d4\u268d\u0f66\u15a0\u07c4\u07b8 \u01c3\u5466\u5473\u2c58\u16e3\u0a47\u0cfc\u47a0",
+            "7": "7 0509/12/m/j/14 \u00a9 ucles 2014 [turn over1 (a)  \u47a1\u41cf\u2dc1\u1b5b\u3100\u03d4\u2189\u2c58\u0821\u03f8\u09b9\u41b1 \u02c8\u4186\u03d4\u4186\u02d6 \u0003\u0003 \u0003 (i)\u0003\u0121\u045e\u0495\u043c\u0530\u35d9\u2fc4\u4677\u0521\u09e0\u045f\u045e\u0101\u35d5\uabac\u0101\u02d7\u0003 >\u0014@ \u0003\u0003 \u0003 (ii)\u0003\u0121\u0530\u35d9\u11cd\u04ab\u1cdd\u0495\u043c\u2cdf\u22a9 \u01c6\u0003 >\u0014@  (b) \u0003\u47a1\u41cf\u3100\u03d4\u2189\u0451\u0101\u17e5\u1821\u04a3\u0efb\u113a\u07ce\u1d39\u0103\u0103\u2daf\u2cd3\u16dc\u24e8\u16dc\u269c \u01c6\u0101\u4186\u03d4\u4186\u0101\u17e5\u04cf\u0101\u043f\u4bc8 \u0003\u0003 \u0003 \u2daf\u2cd3\u2594\u08ea\u2c58\u0973\u0cb4\u1c03\u0495\u043c \u01c6\u0003 >\u0015@   (c) \u47a1\u41cf\u2dc1\u1b5b\u3100\u03d4\u2189 \u02c8\u4186\u03d4\u4186\u35d5\u160f\u045e\u0495\u043c\u349c\u2136\u045a\u0530\u35d9\u2c58\uab89\u0530\u09dc\u09e0 \u01c6\u0003 >\u0015@  (d) \u0003\u47a1\u41cf\u2dc1\u1b5b\u3100\u0461\u2189\u0451\u0101\u4677\u03d4\u080f \u0103\u0103\u0cfc\u04ab\u4d36\u0821\u15a1\u21e8\u09f2\u0ec4\u02db\u0101\u4186\u03d4\u4186\u0530\u35d9\u045e\u0495\u043c\u03e1 \u0003\u0003 \u0003 \u1713\u16e3\u0cfc\u09e0\u045f\u4d36\u0821\u417d\u2139 \u01c6\u0003 >\u0015@ \u0003 (e)\u0003\u0121\u47a1\u41cf\u2dc1\u1b5b\u3100\u0461\u2189 \u02c8\u0530\u35d9\u185e\u09e0\u045f\u2fc4\u045e\u0101\u0495\u09ef\u0101 \u02c8\u4186\u03d4\u4186\u02d6\u0003 \u0003\u0003 \u0003 (i)\u0003\u0121\u0101\u0495\u09ef\u0101\u1c03\u0495\u043c\u16e3\u15f1\u02d7\u0003 >\u0014@ \u0003\u0003 \u0003 (ii)\u0003\u0121\u045e\u0495\u043c\u0530\u35d9\u45dd\u2afc\u45ad\u037c\u41a1 \u01c6\u0003 >\u0014@ \u0003 (f)\u0003\u0121\u2dc1\u1b5b\u3100\u0461\u2189\u0451\u41c8\u0101\u1c03\u297f\u2a44 \u02c8\u37be\u04ef\u34d1\u1b12\u0101 \u01c6\u45ad\u09b9\u41b1\u0cfc\u45ad\u47a0\u1c03\u0495\u043c\u16e3\u15f1\u02db \u0121>\u0015@ \u0003 (g)\u0003\u0121\u2dc1\u1b5b\u3100\u0461\u2189\u34a7\u1212\u4186\u0804\u0530\u35d9\u2f8f\u14d4\u0740\u09cc\u4677\u03d4\u0efd\u09a5\u2af3\u2c58\u045f \u02c8\u2984\u0cfc\u04ab\u15e2\u043c\u2cdf\u45ad\u04ca\u045f\u02db\u0003 >\u0015@ \u0003 (h)\u0003\u0121\u47a1\u41cf\u2dc1\u1b5b\u3100\u03dd\u2189\u0451\u02d6\u0101\u01c9\u4c99\u3fd4\u01cc\u47a0 \u0103\u0103\u16e3\u0a47\u0cfc\u47a0\u0f08\u09eb\u02db\u0101\u4186\u03d4\u4186\u02d6\u0003 \u0003\u0003 \u0003 (i)\u0003\u0121\u3d2d\u3d34\u41c8\u1157\u03e1\u098f\u34ad\u07c4\u07b8\u0a60\u5466\u5473\u430e\u11d3\u2c58\u05f3\u09b7\u1c03\u0495\u043c\u02d7\u0003 >\u0015@ \u0003\u0003 \u0003 (ii)\u0003\u0121\u1157\u45ad\u1e0b\u062e\u2c58\u2cf3\u2137\u0973\u0cb4\u1c03\u0495\u043c \u01c6\u0003 >\u0014@ \u0003 (i)\u0003 \u47a1\u41cf\u2dc1\u1b5b\u3100\u03dd\u2189 \u02c8\u4186\u03d4\u4186\u3d2d\u3d34\u36d1\u2af3\u112c\u03df\u1d39\u2c58\u0973\u0cb4 \u02c8\u17e5\u04cf\u09c3\u04b9\u2b05\u2138\u156b\u0804\u0495\u043c\u0a03 \u0003\u0003 \u0003 \u2f0e\u02db\u0003 [3] [\u41c1\u3fd4\u2c58\u3292\u2e42\u02d6 \u0018@ [\u160f\u07da\u02d6\u0015\u0018@\u0f08\u09eb\u02db\u1b19\u045f\u1979\u2d14\u41c8\u0cb4\u045e\u07c4\u07b8\u0a60\u5466\u5473\u2c58\u1191\u1163\u0efb\u147a \u02c8\u3d2d\u3d34\u1821\u36d1\u2af3\u112c\u0804\u049f\u0efd \u01c6\u2137\u0f56\u3d2d\u3d34\u03d4\u1e0b \u02c8\u109d \u0f66\u35d9\u0433\u4cd4\u3f55\u2af3\u112c \u01c6\u05ab\u41c1\u41c8\u156b\u0f51\u02d6\u0101\u11da\u076f\u4e71\u0821\u36d1\u43a5\u5040 \u02c8\u1184\u2ccd\u366e\u47a0\u36d1\u1a65\u380d\u0101 \u02c8\u17e5\u04cf\u0433\u3f55\u113a\u04ef\u1979 \u3487\u4677\u046f\u109d\u0f66\u17e5\u04cf\u2c58\u048f \u01c6",
+            "8": "8 0509/12/m/j/14 \u00a9 ucles 2014copyright acknowledgements: question 1 \u00a9 (adapted) http://www.literature.org.cn/article.aspx?id=2 9246;  october 2012. question 2 \u00a9 (adapted) http://www.wise 99.com/shtml/1/special/jidu/;  october 2012.  \u00a9 (adapted) http://xlzx.zjgsu.edu.cn/readnews.asp?newsid=520;  october 2012.  permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the  publisher will be pleased to make amends at the earliest possible opportunity. cambridge international examinations is part of the cambridge assessment group. cambridge assessment is the brand name of unive rsity of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge.\u080d\u0620\u07d7\u0755 \u2dc1\u1b5b\u0461 \u04a9\u349a\u4bd9\u41cf\u03df\u4d36\u2c58\u2dc1\u1b5b\u02c8\u270a\u09e2\u1e0d\u1942\u2dc1\u1b5b\u03d4\u0a60\u2dc1\u1b5b\u0461\u0cb2\u3128\u4bc2\u4e6c\u01c6 \u109d\u0f66\u2c58\u249f\u0a47\u3c51\u03e1\u0f51\u09ab \u02c8\u051b\u21a3\u037c\u048f\u17ea\u0eee\u17ea\u11e5\u46d1\u1cdd\u1814\u0527\u04ef \u01c6\u0f56\u1d70\u109d\u0f66\u043f\u1597\u09a5\u1229\u045e\u049b\u163c \u02c8\u4677 \u043c\u03e1\u0499\u04f9\u1187\u045a\u07ff\u048f \u02c8\u0433\u0583\u37be\uab95\u0cc4\u0463\u2b4c\u1536\u2c58\u1597\u15d5\u0451 \u01c6\u03d4\u1bba\u417d\u109d\u0f66\u0934\u1942\u045a\u1b48\u037c\u1597\u36cc \u02c8\u048f\u2af3\u0451\u0593 \u0eee\u045a\u4695\u4bcb \u02c8\u11e5\u045a\u15bf\u0444 \u02c8\u1814\u04b9\u16c7\u17e4\u0873\u0d04\u5052\u5041\u048f\u2af3\u45ad\u09be\u0cfc\u0efb\u234b\u47a0\u4eac\u3935\u2c58\uabaa\u380d \u02c8\u4215\u4592\u2c58\u0ed8\u03eb\u15d5\u147a \u1c03\u4d32\u140c\u47a1\u3f55\u2c58 \u01c6\u4178\u23d9\u109d\u0f66\u2c58\u0945\u1187\u1c03\u4344\u07ce\u109d\u0f66\u41c3\u090e\u2c58\u3100\u03d4\u2139 \u01c6 \u109d\u0f66\u1597\u150e\u2c58\u048f\u160f\u15e9\u07ff\u048f\u21a8\u37be\uab95\u150e \u02c8\u185e\u07ff\u048f\u2c58\u17e4\u0873\u2cdf\u0530\u37be\uab95\u2c58\u0f05\u42f9 \u01c6\u0cb4\u2138\u02c8\u3f55\u1e0d\u4c38\u109d\u0f66\u1597 \u29da\u02c8\u4f6a\u071c\u156b\u1e0d\u4c38\u37be\u2f95\u2c58\u1597\u15d5 \u01c6\u09be\u1cdd\u5045\u4c38\u2f95\u1597\u1d16\u15c9 \u02c8\u18a7\u1191\u37be\uab95\u2c58\u1597\u36cc \u02c8\u1821\u36d1\u2137\u2e42\u0d04\u2cdf\u1559\u07ff\u048f \u01c6 \u150e\u269c\u2c58\u45af\u09aa\u1597\u1c03\u17e4\u0873\u2c58\uab8c\u0efb\u086f\u087c \u02c8\u051b\u076f\u0774\u09be\u1cdd\u03d4\u037c \u02c8\u03d4\u037c\u048f\u03e1\u09c3\u36d1\u045f\u045f\u46d1\u4344\u0cfc\u048f\u0821 \u01c6\u09be\u3f55\u1176 \u3f96\u0d04\u4178\u419a\u37be\uab95\u2c58\u04ed\u0893\u0a60\u0893\u0877 \u02c8\u045e\u37be\uab95\u1852\u0804\u03d4\u037c\u1644\u1527\u2c58\u0521\u3542 \u02c8\u1205\u09c3\u04b9\u4653\u0721\u109d\u0f66\u1597\u29da\u2c58\u047b\u2af3 \u01c6 \u1527\u109d\u0f66\u043f\u263f\u2797\u26bb\u1bca \u02c8\u03e1\u0f7c\u4192\u447f\u0ed8\u0d04\u0d04\u045e\u11cd\u1b8d\u2d14\u16c7 \u02c8\u183e\u1597\u37be\u4bc2\u02d6\u0101\u061b\u0f56\u17e5\u1c03\u11cd\u1b8d\u099c\u41b9\u0f56 \u0529\u0a36\u02db\u0101\u45a4\u2afc\u1597\u29da\u2fcf\u0521\u22a9 \u02c8\u09c3\u04b9\u417d\u37be\uab95\u0527\u5060\u04ab\u048f\u2c58\u1699\u16f3 \u02c8\u04a3\u35e0\u1cc8\u0f51\u0d04\u29da\u3fb7\u04ab\u048f \u01c6\u45ad\u1c03\u4653\u0721 \u109d\u0f66\u1597\u29da\u099e\u3e20\u045e\u2c58\u1cdd\u1b1c\u0872\u22a9\u043f\u03d4 \u01c6\u0efb\u07b5\u109d\u0f66\u1597\u150e\u2c58\u048f \u02c8\u46d1\u1c03\u1597\u36cc\u28c1\u3058 \u01c3\u1597\u29da\u32f4\u42fc\u03e1\u3843\u2c58\u048f \u01c6 \u03d4\u037c\u048f\u3f55\u4178\u419a\u0804\u15bf\u0444\u2c58\u1e0d\u1d00\u1c03\u4359\u435e\u37be\uab95 \u02c8\u03e3\u074a\u185e\u22bc\u16e3\u086f\u1b12\u0cfc\u07ff\u048f\u447f\u03df \u02c8\u03e1\u0f56\u0eee\u16c7\u16c7\u0f56\u0529\u4359\u435e \u37be\uab95\u01c6\u086f\u087e\u19a4\u50ac\u37be\uab95\u2c58\u1597\u29da\u32f4\u42fc \u02c8\u04b9\u0639\u148b\u2c58\u1597\u15d5\u4d36\u11cd\u2af3\u230f\u1c03\u155c\u47a1\u3f55\u2c58 \u01c6\u0740\u1447\u09dc\u29da\u2c58\u30b2\u045d\u1c03\u09e5 \u03df\u2c58\u086f\u087c \u02c8\u08ea\u109d\u0f66\u045e\u086f\u087c \u02c8\u11cd\u181f\u043f\u4bc8\u09c3\u04b9\u0467\u2ccd\u09aa\u043f\u1814\u4b53 \u02c8\u0745\u09e0\u45af\u2139 \u01c6 2 \u2cdf\u045a\u04b9\u03df\u03f8\u319b\u1b5b\u30b4 \u02c8\u2afc\u37be\uab95\u2c58\u41b1\u3154\u45c4\u03d4\u03df\u02d6  \u2013 \u109d\u0f66\u1cdd\u0495\u043c\u0d23\u0ed8\u02d7  \u2013 \u0f56\u0529\u11cd\u1559\u109d\u0f66\u1597 \u01c6 \u0003 \u0003 \u0003 \u02c4\u112b\u1b44 250\u112b\uab8a\u09c7\u02c5 \u0003 [\u0759\u118d\u02d6\u0014\u0018@ [\u41c1\u3fd4\u2c58\u42fc\u47a3\u02d6 \u0014\u0013@ [\u160f\u07da\u02d6\u0015\u0018@"
+        },
+        "0509_s14_qp_13.pdf": {
+            "1": "1 first language chinese  0509/13 paper 1  reading  may/june 2014  2 hours additional materials:  answer booklet/paper read these instructions first if you have been given an answer booklet, follow the instructions on the front of the booklet. write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen. do not use staples, paper clips, glue or correction fluid. do not  write in any barcodes answer all questions. the passages and questions on this question paper are printed twice, once in traditional and once in  simplified characters. if you wish to read them in traditional characters, turn to page 2; if you wish to read  them in simplified characters, turn to page 6. you may write your answers in either traditional or simplified characters. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question. \u8acb\u5148\u95b1\u8b80\u4ee5\u4e0b\u8aaa\u660e \u8a66\u5377\u4e0a\u7684\u6587\u7ae0\u548c\u554f\u984c \uff0c\u6709\u7e41\u9ad4\u548c\u7c21\u9ad4\u5169\u7a2e\u7248\u672c \u3002\u82e5\u8981\u7e41\u9ad4\u5b57\u7248 \uff0c\u8acb\u7ffb\u5230\u7b2c\u4e8c\u9801 \u3002 \u8bf7\u5148\u9605\u8bfb\u4ee5\u4e0b\u8bf4\u660e \u8bd5\u5377\u4e0a\u7684\u6587\u7ae0\u548c\u95ee\u9898 \uff0c\u6709\u7e41\u4f53\u548c\u7b80\u4f53\u4e24\u79cd\u7248\u672c \u3002\u82e5\u8981\u7b80\u4f53\u5b57\u7248 \uff0c\u8bf7\u7ffb\u5230\u7b2c\u516d\u9875 \u3002cambridge international examinations cambridge international general certificate of secondary education this document consists of 8 printed pages. (nl) 81342/4 \u00a9 ucles 2014  [turn over * 3 8 2 2 7 6 7 9 6 0 *",
+            "2": "\u00a9 ucles 20142 0509/13/m/j/14passages and questions in traditional characters \u7b2c\u4e00\u90e8\u5206 \u77ed\u6587\u4e00 \u4ed4\u7d30\u95b1\u8b80\u4e0b\u9762\u7684\u77ed\u6587 \uff0c\u7136\u5f8c\u56de\u7b54\u554f\u984c \u3002\u8acb\u5148\u95b1\u8b80\u4ee5\u4e0b\u8aaa\u660e \u5982\u679c\u767c\u7d66\u4f60\u4e86\u7b54\u984c\u7d19 \uff0c\u8acb\u6309\u7b2c\u4e00\u9801\u4e0a\u7684\u8aaa\u660e\u7b54\u984c \u3002 \u8acb\u5728\u6240\u6709\u8981\u4ea4\u7684\u7b54\u5377\u4e0a\u5beb\u4e0a\u8003\u8a66\u4e2d\u5fc3\u7de8\u865f \uff0c\u8003\u751f\u865f\u548c\u59d3\u540d \u3002 \u8acb\u7528\u6df1\u85cd\u8272\u6216\u9ed1\u8272\u7b46\u628a\u7b54\u6848\u5beb\u5728\u7b54\u5377\u7684\u6b63\u53cd\u5169\u9762 \u3002 \u8acb\u52ff\u7528\u8a02\u66f8\u91d8 \u3001\u66f2\u5225\u91dd\u3001\u5f69\u8272\u7b46\u3001\u81a0\u6c34\u6216\u5857\u6539\u6db2 \u3002 \u8acb\u4e0d\u8981\u5728\u689d\u5f62\u78bc\u4e0a\u5beb\u4efb\u4f55\u5b57 \u3002 \u8acb\u56de\u7b54\u6240\u6709\u554f\u984c \u3002 \u53ef\u4ee5\u7528\u7e41\u9ad4\u5b57\u6216\u8005\u7c21\u9ad4\u5b57\u56de\u7b54\u554f\u984c \u3002 \u6bcf\u4e00\u984c\u6216\u6bcf\u4e00\u5c0f\u984c\u7684\u5206\u6578\u5728\u5176\u5f8c\u9762\u7684\u62ec\u865f  [  ] \u88cf\u3002 \u8003\u8a66\u7d50\u675f\u5f8c \uff0c\u8acb\u628a\u6240\u6709\u7b54\u5377\u7e6b\u5728\u4e00\u8d77 \u3002 (\u7b2c\u4e00\u6bb5) \u6211\u4e94\u6b72\u7684\u6642\u5019 \uff0c\u6b63\u662f\u4e2d\u570b\u6b77\u53f2\u4e0a\u4e00\u500b\u8271\u96e3\u7684\u6b72\u6708 \u3002\u751f\u6d3b\u7559\u7d66\u6211\u6700\u521d\u7684\u8a18\u61b6\u662f\u6bcd\u89aa\u7a7f\u8457 \u6d17\u5f97\u767c\u767d\u7684\u8863\u670d \uff0c\u7528\u4e00\u6839\u6d17\u8863\u7528\u7684\u7d2b\u7d05\u8272\u7684\u68d2\u69cc \uff0c\u5728\u4e00\u584a\u77f3\u982d\u4e0a\u6376\u6253\u91ce\u83dc\u7684\u60c5\u666f \u3002  (\u7b2c\u4e8c\u6bb5) \u9019\u500b\u8a18\u61b6\u7684\u756b\u9762\u4e2d\u66f4\u8b93\u6211\u96e3\u4ee5\u5fd8\u537b\u7684\u662f\u6101\u5bb9\u6eff\u9762\u7684\u6bcd\u89aa \uff0c\u5728\u8f9b\u82e6\u52de\u4f5c\u6642 \uff0c\u5634\u88cf\u7adf\u7136\u54fc \u5531\u8457\u4e00\u652f\u5c0f\u66f2\uff01 \u6211\u6bcd\u89aa\u4e00\u751f\u4e2d\u906d\u9047\u7684\u82e6\u96e3 \uff0c\u771f\u662f\u96e3\u4ee5\u76e1\u8ff0 \u3002\u65e9\u5e74\u7d93\u6b77\u4e86\u5175\u614c\u99ac\u4e82\u7684\u5e74\u4ee3 \uff0c \u6211\u51fa\u751f\u5f8c\u53c8\u8d95\u4e0a\u9951\u8352 \u3002\u5728\u6211\u5011\u9019\u500b\u4eba\u53e3\u773e\u591a\u7684\u5927\u5bb6\u5ead\u4e2d \uff0c\u64d4\u6182\u6700\u591a\u7684\u662f\u6bcd\u89aa \uff0c\u9951\u9913\u6700\u56b4\u91cd \u7684\u4e5f\u662f\u6bcd\u89aa \u3002\u751f\u6d3b\u7684\u8271\u8f9b\u4f7f\u6bcd\u89aa\u75be\u75c5\u7e8f\u8eab \u3002\u662f\u4ec0\u9ebc\u6a23\u7684\u529b\u91cf\u652f\u6490\u5979\u6d3b\u4e0b\u4f86\uff1f (\u7b2c\u4e09\u6bb5) \u6211\u66fe\u7d93\u5f9e\u96fb\u8996\u4e0a\u770b\u5230\u904e\u4e00\u500b\u8b93\u6211\u7d42\u751f\u96e3\u5fd8\u7684\u756b\u9762 \uff1a\u4ee5\u8272\u5217\u91cd\u70ae\u8f5f\u64ca\u8c9d\u9b6f\u7279\u5f8c \uff0c\u6efe\u6efe\u7684 \u785d\u7159\u5c1a\u672a\u6563\u53bb \uff0c\u4e00\u500b\u8eab\u4e0a\u6cbe\u6eff\u6ce5\u571f\u7684\u8001\u592a\u592a\u4fbf\u5f9e\u5c4b\u5b50\u88cf\u642c\u51fa\u4e00\u500b\u5c0f\u7bb1\u5b50 \uff0c\u7bb1\u5b50\u88cf\u76db\u8457\u5e7e\u6839 \u9ec3\u74dc\u548c\u82b9\u83dc \u3002\u5979\u7ad9\u5728\u8def\u908a\u53eb\u8ce3\u852c\u83dc \u3002\u7576\u8a18\u8005\u628a\u651d\u50cf\u6a5f\u5c0d\u6e96\u5979\u6642 \uff0c\u5979\u9ad8\u9ad8\u5730\u8209\u8d77\u62f3\u982d \uff0c\u55d3\u97f3 \u5636\u555e\u4f46\u7570\u5e38\u5805\u5b9a\u5730\u8aaa \uff1a\u201c\u5373\u4f7f\u5403\u9019\u88cf\u7684\u6c99\u571f \uff0c\u6211\u5011\u4e5f\u80fd\u6d3b\u4e0b\u53bb\uff01\u201d\u9019\u4e9b\u756b\u9762\u5728\u6211\u8166\u6d77\u4e2d\u7ffb \u9a30\u8457\uff0c\u4f7f\u6211\u611f\u5230\u4e86\u4e00\u7a2e\u4e0d\u53ef\u78e8\u6ec5\u7684\u7cbe\u795e\u529b\u91cf \uff0c\u9019\u7a2e\u5373\u4f7f\u5403\u8457\u6c99\u571f\u4e5f\u8981\u6d3b\u4e0b\u53bb\u7684\u4fe1\u5ff5 \uff0c\u6b63\u662f \u4eba\u985e\u6b77\u76e1\u52ab\u96e3\u800c\u751f\u751f\u4e0d\u606f\u7684\u6839\u672c\u4fdd\u8b49 \u3002 (\u7b2c\u56db\u6bb5) \u6709\u4e00\u6bb5\u6642\u9593 \uff0c\u6751\u5b50\u88cf\u9023\u7e8c\u5e7e\u500b\u5973\u4eba\u81ea\u6bba\u4e86 \uff0c\u6211\u611f\u5230\u4e86\u4e00\u7a2e\u83ab\u5927\u7684\u6050\u61fc \u3002\u90a3\u6642\u5019\u6211\u5011\u5bb6 \u6b63\u8655\u5728\u6700\u8271\u96e3\u7684\u6642\u523b \uff0c\u7236\u89aa\u88ab\u4eba\u8aa3\u9677 \uff0c\u5bb6\u88cf\u5b58\u7ce7\u7121\u591a \uff0c\u6bcd\u89aa\u820a\u75c5\u5fa9\u767c \uff0c\u7121\u9322\u91ab\u6cbb \u3002\u6211\u7e3d\u662f \u64d4\u5fc3\u6bcd\u89aa\u8d70\u4e0a\u81ea\u5c0b\u77ed\u898b\u7684\u7d55\u8def \u3002\u6709\u4e00\u6b21\u56de\u4f86\u5df2\u662f\u508d\u665a \uff0c\u54ea\u91cc\u90fd\u6c92\u6709\u6bcd\u89aa\u7684\u8e64\u5f71 \uff0c\u6211\u611f\u5230\u6700 \u53ef\u6015\u7684\u4e8b\u60c5\u767c\u751f\u4e86 \uff0c\u4e0d\u7531\u5730\u5927\u8072\u54ed\u8d77\u4f86 \u3002\u9019\u6642\u6bcd\u89aa\u5f9e\u5916\u908a\u8d70\u4e86\u9032\u4f86 \uff0c\u8ffd\u554f\u6211\u70ba\u4ec0\u9ebc\u54ed \u3002\u6211 \u542b\u7cca\u5176\u8fad \u3002\u5979\u7406\u89e3\u4e86\u6211\u7684\u610f\u601d \uff0c\u5c0d\u6211\u8aaa\uff1a\u201c\u5b69\u5b50\uff0c\u653e\u5fc3\u5427\uff0c\u95bb\u738b\u723a\u4e0d\u53eb\u6211\u662f\u4e0d\u6703\u53bb\u7684\uff01\u201d \u73fe\u5728\u6bcd\u89aa\u5df2\u7d93\u88ab\u95bb\u738b\u723a\u53eb\u53bb\u4e86 \uff0c\u4f46\u5979\u8a71\u88cf\u6240\u5305\u542b\u8457\u7684\u9762\u5c0d\u82e6\u96e3\u6399\u624e\u8457\u6d3b\u4e0b\u53bb\u7684\u52c7\u6c23 \uff0c\u5c07\u6c38 \u9060\u4f34\u96a8\u8457\u6211 \uff0c\u6fc0\u52f5\u8457\u6211 \u3002",
+            "3": "[turn over 0509/13/m/j/143 \u00a9 ucles 20141 (a)  \u91cd\u8b80\u77ed\u6587\u7b2c\u4e00\u6bb5 \uff0c\u5f9e\u4ec0\u9ebc\u5730\u65b9\u53ef\u4ee5\u770b\u51fa\u7576\u6642\u7684\u751f\u6d3b\u5f88\u8271\u82e6\uff1f  [2]  (b)  \u77ed\u6587\u7b2c\u4e8c\u6bb5\u4e2d\u8aaa\u201c \u2026\u2026\u6101\u5bb9\u6eff\u9762\u7684\u6bcd\u89aa \uff0c\u5728\u8f9b\u82e6\u52de\u4f5c\u6642 \uff0c\u5634\u88cf\u7adf\u7136\u54fc\u5531\u8457\u4e00    \u652f\u5c0f\u66f2\uff01\u201d\u9019\u53e5\u8a71\u53cd\u6620\u51fa\u6bcd\u89aa\u4ec0\u9ebc\u6a23\u7684\u5fc3\u614b\uff1f  [2]   (c) \u91cd\u8b80\u77ed\u6587\u7b2c\u4e8c\u6bb5 \uff0c\u6307\u51fa\u6bcd\u89aa\u7d93\u6b77\u904e\u54ea\u4e09\u7a2e\u82e6\u96e3 \u3002 [3]  (d)  \u91cd\u8b80\u77ed\u6587\u7b2c\u4e09\u6bb5 \uff0c\u5f9e\u54ea\u4e09\u500b\u5730\u65b9\u53ef\u4ee5\u770b\u51fa\u8001\u592a\u592a\u6709\u9811\u5f37\u6d3b\u4e0b\u53bb\u7684\u4fe1\u5ff5\uff1f  [3]  (e)  \u91cd\u8b80\u77ed\u6587\u7b2c\u56db\u6bb5\u4e2d \uff1a\u201c\u6709\u4e00\u6bb5\u6642\u9593\u2026\u2026\u81ea\u5c0b\u77ed\u898b\u7684\u7d55\u8def\u201d \uff0c\u8b1b\u4e00\u8b1b\u7576\u6642\u4e2d\u570b\u7684    \u72c0\u6cc1\u3002 [2]  (f)  \u77ed\u6587\u7b2c\u56db\u6bb5\u4e2d\u8aaa\u201c\u9019\u6642\u6bcd\u89aa\u5f9e\u5916\u908a\u8d70\u4e86\u9032\u4f86 \u3002\u5979\u8ffd\u554f\u6211\u70ba\u4ec0\u9ebc\u54ed \u3002\u6211\u542b\u7cca\u5176   \u8fad\u3002\u201d\u4f60\u8a8d\u70ba\u4f5c\u8005\u70ba\u4ec0\u9ebc\u542b\u7cca\u5176\u8fad\uff1f  [2]  (g)  \u77ed\u6587\u7b2c\u56db\u6bb5\u4e2d \uff0c\u6bcd\u89aa\u8aaa\uff1a\u201c\u95bb\u738b\u723a\u4e0d\u53eb\u6211\u662f\u4e0d\u6703\u53bb\u7684\u201d \u3002\u9019\u53e5\u8a71\u662f\u4ec0\u9ebc\u610f    \u601d\uff1f [1]  (h)  \u91cd\u8b80\u77ed\u6587\u7b2c\u4e94\u6bb5 \uff0c\u8b1b\u4e00\u8b1b\uff1a     (i)  \u70ba\u4ec0\u9ebc\u5b69\u5b50\u5011\u5b78\u72d7\u53eb \uff1b\b [1]    (ii)  \u70ba\u4ec0\u9ebc\u4fdd\u7ba1\u54e1\u201c\u628a\u8c46\u9905\u9060\u9060\u5730\u64f2\u4e86\u51fa\u53bb\u201d \uff1b\b [1]    (iii)  \u4f5c\u8005\u7684\u7236\u89aa\u70ba\u4ec0\u9ebc\u6279\u8a55\u4e86\u4ed6 \u3002 [1]  (i)  \u91cd\u8b80\u77ed\u6587\u7b2c\u516d\u6bb5 \uff0c\u6839\u64da\u9019\u6bb5\u7684\u5167\u5bb9 \uff0c\u8b1b\u4e00\u8b1b\u4f5c\u8005\u7684\u7236\u6bcd\u5c0d\u4ed6\u6709\u4ec0\u9ebc\u5f71\u97ff \u3002 [2] [\u8a9e\u8a00\u7684\u7cbe\u78ba \uff1a5] [\u7e3d\u5206\uff1a25](\u7b2c\u4e94\u6bb5) \u5728\u90a3\u4e9b\u9951\u9913\u7684\u6b72\u6708\u88cf \uff0c\u6709\u8a31\u591a\u56e0\u70ba\u9951\u9913\u800c\u55aa\u5931\u4e86\u4eba\u683c\u5c0a\u56b4\u7684\u60c5\u666f \uff0c\u8b6c\u5982\u70ba\u4e86\u5f97\u5230\u4e00\u584a \u8c46\u9905\uff0c\u4e00\u7fa4\u5b69\u5b50\u570d\u8457\u6751\u88cf\u7684\u7ce7\u98df\u4fdd\u7ba1\u54e1\u5b78\u72d7\u53eb \u3002\u4fdd\u7ba1\u54e1\u628a\u8c46\u9905\u9060\u9060\u5730\u64f2\u4e86\u51fa\u53bb \uff0c\u5b69\u5b50\u5011\u4fbf \u8702\u86f9\u800c\u4e0a\u6436\u596a\u90a3\u584a\u8c46\u9905 \u3002\u9019\u60c5\u666f\u88ab\u6211\u7236\u89aa\u770b\u5230\u773c\u88cf \uff0c\u56de\u5bb6\u5f8c\u56b4\u53b2\u5730\u6279\u8a55\u4e86\u6211 \u3002\u4f55\u5fc5\u70ba\u4e00\u584a \u8c46\u9905\u800c\u5b78\u72d7\u53eb\u5462\uff1f\u4eba\u61c9\u8a72\u6709\u9aa8\u6c23\uff01 \u4eba \uff0c\u4e0d\u80fd\u50cf\u72d7\u4e00\u6a23\u6d3b\u8457 \u3002 (\u7b2c\u516d\u6bb5) \u9951\u9913\u7684\u6b72\u6708\u4f7f\u6211\u9ad4\u9a57\u548c\u6d1e\u5bdf\u4e86\u4eba\u6027\u7684\u8907\u96dc\u548c\u55ae\u7d14 \u3002\u6211\u7684\u7236\u6bcd\u548c\u8a31\u591a\u50cf\u4ed6\u5011\u4e00\u6a23\u7684\u4eba \uff0c \u70ba\u6211\u6a39\u7acb\u4e86\u5149\u8f1d\u7684\u699c\u6a23 \u3002\u4ed6\u5011\u7684\u5bf6\u8cb4\u54c1\u8cea\u662f\u4eba\u80fd\u5920\u5728\u82e6\u96e3\u4e2d\u4e0d\u58ae\u843d\u7684\u4fdd\u969c \u3002",
+            "4": "4 \u00a9 ucles 2014 0509/13/m/j/14\u7b2c\u4e8c\u90e8\u5206 \u77ed\u6587\u4e8c \u4ed4\u7d30\u95b1\u8b80\u4e0b\u9762\u7684\u77ed\u6587 \uff0c\u7136\u5f8c\u6839\u64da\u77ed\u6587\u4e00\u548c\u77ed\u6587\u4e8c\u56de\u7b54\u554f\u984c \u3002 2 \u770b\u4e86\u4ee5\u4e0a\u5169\u7bc7\u6587\u7ae0 \uff0c\u7528\u81ea\u5df1\u7684\u8a71\u7c21\u8ff0\u4e00\u4e0b \uff1a  \u2013 \u56f0\u96e3\u8207\u4eba\u751f \uff1b   \u2013 \u61c9\u8a72\u600e\u6a23\u6230\u52dd\u56f0\u96e3 \u3002    \uff08\u5b57\u6578 250\u5b57\u5de6\u53f3\uff09 [\u5167\u5bb9\uff1a15] [\u8a9e\u8a00\u7684\u8cea\u91cf \uff1a10] [\u7e3d\u5206\uff1a25]\u751f\u6d3b\u4e2d\u7e3d\u662f\u6709\u5f88\u591a\u56f0\u96e3\u7b49\u8457\u6211\u5011\u53bb\u5617\u8a66\u548c\u89e3\u6c7a \u3002\u75db\u82e6\u8207\u6b61\u6a02\u540c\u884c \u3002\u8ab0\u90fd\u4e0d\u9858\u610f\u53bb\u9762\u5c0d\u90a3 \u4e9b\u7121\u4f11\u7121\u6b62\u7684\u56f0\u96e3 \uff1b\u8ab0\u90fd\u60f3\u8981\u64c1\u6709\u5feb\u6a02\u7684\u4e00\u751f \u3002\u90a3\u53ea\u662f\u5922\u60f3 \uff0c\u4e26\u975e\u73fe\u5be6 \u3002\u73fe\u5be6\u4e0d\u53ef\u80fd\u8b93\u6211 \u5011\u7121\u6182\u7121\u616e\u5730\u5feb\u5feb\u6a02\u6a02\u5730\u751f\u6d3b \u3002\u751f\u6d3b\u4e2d\u7e3d\u8a2d\u6709\u4e00\u9053\u9053\u7684\u8de8\u6b04 \uff0c\u8b93\u6211\u5011\u5954\u8dd1\u5f97\u7cbe\u75b2\u529b\u7aed \u3002\u6709 \u6642\uff0c\u5225\u4eba\u70ba\u6211\u5011\u8a2d\u7f6e\u7684\u8de8\u6b04\u9084\u6c92\u7ffb\u8d8a\u904e\u53bb \uff0c\u6211\u5011\u81ea\u5df1\u53c8\u5728\u4e0d\u7d93\u610f\u4e2d\u70ba\u81ea\u5df1\u8a2d\u7f6e\u4e86\u66f4\u591a\u66f4\u9ad8 \u7684\u8de8\u6b04\u3002\u56f0\u96e3\u662f\u500b\u6d77\u7dbf\u9ad4 \uff0c\u4f60\u4e00\u64e0\u58d3\uff0c\u5b83\u5c31\u7e2e\u5c0f \uff1b\u4f60\u4e00\u8b8a\u5c0f\u840e\u7e2e \uff0c\u5b83\u5c31\u8d81\u6a5f\u628a\u4f60\u5305\u570d\u8d77\u4f86 \u3002 \u8aaa\u8d77\u4eba\u751f\uff0c\u5982\u4f55\u9762\u5c0d\u56f0\u96e3 \uff0c\u6709\u592a\u591a\u7684\u611f\u6168 \u3002\u8aaa\u5be6\u5728\u7684\uff0c\u6709\u4e9b\u56f0\u96e3\u9084\u771f\u96e3\u5c0d\u4ed8 \uff0c\u4e5f\u771f\u96e3 \u8de8\u8d8a\u90a3\u9053\u574e \u3002\u90a3\u9ebc\uff0c\u5982\u4f55\u53bb\u9762\u5c0d\u56f0\u96e3 \uff0c\u53c8\u5982\u4f55\u89e3\u6c7a\u56f0\u96e3\u5462\uff1f\u4e0d\u7ba1\u591a\u5927\u7684\u56f0\u96e3 \uff0c\u5373\u4f7f\u5929\u584c\u4e0b \u4f86\u4e86\uff0c\u4e5f\u4e0d\u8981\u7522\u751f\u7121\u8b02\u7684\u9a5a\u614c \u3002\u8981\u76f8\u4fe1\u4e00\u5207\u90fd\u6703\u904e\u53bb \uff0c\u4e00\u5207\u90fd\u6703\u89e3\u6c7a \u3002\u540c\u6642\u8981\u6709\u667a\u6167 \uff0c\u6a5f \u667a\u9748\u6d3b\uff0c\u5be9\u6642\u5ea6\u52e2\uff0c\u8fc2\u56de\u53d6\u52dd \u3002\u8981\u958b\u52d5\u8166\u7b4b \uff0c\u5de7\u5999\u5730\u89e3\u6c7a\u7a81\u5982\u5176\u4f86\u7684\u554f\u984c\u548c\u610f\u60f3\u4e0d\u5230\u7684\u56f0 \u96e3\u3002\u9084\u6709\u5c31\u662f\u7406\u6e05\u601d\u8def \uff0c\u5faa\u5e8f\u6f38\u9032\uff0c\u4e00\u6b65\u4e00\u6b65\u5730\u8d70\u597d\u8def\u5b50 \u3002\u9762\u5c0d\u56f0\u96e3\u5c31\u597d\u50cf\u662f\u6230\u722d\u4e2d\u9047\u5230 \u6575\u5175\u4e00\u6a23\uff0c\u5fc5\u9808\u8981\u6709\u6e05\u6670\u7684\u7b56\u7565 \uff0c\u548c\u9ad8\u8d85\u7684\u6230\u7565\u6230\u8853 \uff0c\u4e00\u500b\u4e00\u500b\u5730\u628a\u5b83\u89e3\u6c7a \u3002\u5982\u679c\u6025\u65bc\u6c42 \u6210\uff0c\u5f80\u5f80\u9020\u6210\u529f\u8667\u4e00\u7c23 \uff0c\u4e00\u4e8b\u7121\u6210 \u3002\u53ea\u6709\u5de7\u5999\u5730\u5faa\u5e8f\u6f38\u9032 \uff0c\u624d\u80fd\u7a69\u64cd\u52dd\u52b5 \u3002 \u4e00\u500b\u4eba\u5982\u679c\u628a\u56f0\u96e3\u7576\u6210\u4e00\u751f\u7684\u8ca1\u5bcc \uff0c\u5c31\u6703\u5f9e\u4e2d\u89e3\u812b\u800c\u5f97\u9053 \u3002\u56e0\u70ba\u592a\u9806\u4e86 \uff0c\u64c1\u6709\u4e86\u592a\u591a \u7684\u9bae\u82b1\u548c\u5fae\u7b11 \uff0c\u5c31\u6703\u9b06\u99b3\u62fc\u640f\u7684\u610f\u5fd7 \uff0c\u5c31\u6703\u4e0d\u77e5\u4eba\u9593\u7684\u96aa\u60e1 \uff0c\u5c31\u6703\u9ad8\u9ad8\u5728\u4e0a \uff0c\u5c0e\u81f4\u5f9e\u9ad8\u8655 \u6454\u5f97\u66f4\u75db \u3002\u53ea\u6709\u628a\u56f0\u96e3\u7576\u6210\u8ca1\u5bcc \uff0c\u624d\u61c2\u5f97\u505a\u4eba\u7684\u9053\u7406 \uff0c\u624d\u61c2\u5f97\u751f\u6d3b\u62fc\u640f\u7684\u54f2\u7406 \uff0c\u624d\u80fd\u9365\u800c \u4e0d\u6368\u5730\u8ffd\u6c42\u548c\u5275\u9020\u5c6c\u65bc\u81ea\u5df1\u7684\u5149\u74b0 \u3002 \u5728\u56f0\u96e3\u4e2d\u8db4\u4e0b \uff0c\u53c8\u5f9e\u56f0\u96e3\u4e2d\u7ad9\u8d77 \uff0c\u5927\u8072\u5730\u547c\u558a \uff0c\u6211\u8981\u628a\u4f60\u6c38\u9060\u8e29\u5728\u8173\u5e95 \u3002",
+            "5": "[turn over 0509/13/m/j/145 \u00a9 ucles 2014please turn over to find passages and questions in simplified   characters",
+            "6": "6 \u00a9 ucles 2014 0509/13/m/j/14passages and questions in simplified characters \u8bf7\u5148\u9605\u8bfb\u4ee5\u4e0b\u8bf4\u660e \u5982\u679c\u53d1\u7ed9\u4f60\u4e86\u7b54\u9898\u7eb8 \uff0c\u8bf7\u6309\u7b2c\u4e00\u9875\u4e0a\u7684\u8bf4\u660e\u7b54\u9898 \u3002 \u8bf7\u5728\u6240\u6709\u8981\u4ea4\u7684\u7b54\u5377\u4e0a\u5199\u4e0a\u8003\u8bd5\u4e2d\u5fc3\u7f16\u53f7 \uff0c\u8003\u751f\u53f7\u548c\u59d3\u540d \u3002 \u8bf7\u7528\u6df1\u84dd\u8272\u6216\u9ed1\u8272\u7b14\u628a\u7b54\u6848\u5199\u5728\u7b54\u5377\u7684\u6b63\u53cd\u4e24\u9762 \u3002 \u8bf7\u52ff\u7528\u8ba2\u4e66\u9489 \u3001\u66f2\u522b\u9488\u3001\u5f69\u8272\u7b14\u3001\u80f6\u6c34\u6216\u6d82\u6539\u6db2 \u3002 \u8bf7\u4e0d\u8981\u5728\u6761\u5f62\u7801\u4e0a\u5199\u4efb\u4f55\u5b57 \u3002 \u8bf7\u56de\u7b54\u6240\u6709\u95ee\u9898 \u3002 \u53ef\u4ee5\u7528\u7e41\u4f53\u5b57\u6216\u8005\u7b80\u4f53\u5b57\u56de\u7b54\u95ee\u9898 \u3002 \u6bcf\u4e00\u9898\u6216\u6bcf\u4e00\u5c0f\u9898\u7684\u5206\u6570\u5728\u5176\u540e\u9762\u7684\u62ec\u53f7  [  ] \u91cc\u3002 \u8003\u8bd5\u7ed3\u675f\u540e \uff0c\u8bf7\u628a\u6240\u6709\u7b54\u5377\u7cfb\u5728\u4e00\u8d77 \u3002 \u7b2c\u4e00\u90e8\u5206 \u77ed\u6587\u4e00 \u4ed4\u7ec6\u9605\u8bfb\u4e0b\u9762\u7684\u77ed\u6587 \uff0c\u7136\u540e\u56de\u7b54\u95ee\u9898 \u3002 (\u7b2c\u4e00\u6bb5) \u6211\u4e94\u5c81\u7684\u65f6\u5019 \uff0c\u6b63\u662f\u4e2d\u56fd\u5386\u53f2\u4e0a\u4e00\u4e2a\u8270\u96be\u7684\u5c81\u6708 \u3002\u751f\u6d3b\u7559\u7ed9\u6211\u6700\u521d\u7684\u8bb0\u5fc6\u662f\u6bcd\u4eb2\u7a7f\u7740\u6d17 \u5f97\u53d1\u767d\u7684\u8863\u670d \uff0c\u7528\u4e00\u6839\u6d17\u8863\u7528\u7684\u7d2b\u7ea2\u8272\u7684\u68d2\u69cc \uff0c\u5728\u4e00\u5757\u77f3\u5934\u4e0a\u6376\u6253\u91ce\u83dc\u7684\u60c5\u666f \u3002  (\u7b2c\u4e8c\u6bb5) \u8fd9\u4e2a\u8bb0\u5fc6\u7684\u753b\u9762\u4e2d\u66f4\u8ba9\u6211\u96be\u4ee5\u5fd8\u5374\u7684\u662f\u6101\u5bb9\u6ee1\u9762\u7684\u6bcd\u4eb2 \uff0c\u5728\u8f9b\u82e6\u52b3\u4f5c\u65f6 \uff0c\u5634\u91cc\u7adf\u7136\u54fc\u5531 \u7740\u4e00\u652f\u5c0f\u66f2\uff01 \b\u6211\u6bcd\u4eb2\u4e00\u751f\u4e2d\u906d\u9047\u7684\u82e6\u96be \uff0c\u771f\u662f\u96be\u4ee5\u5c3d\u8ff0 \u3002\u65e9\u5e74\u7ecf\u5386\u4e86\u5175\u614c\u9a6c\u4e71\u7684\u5e74\u4ee3 \uff0c\u6211 \u51fa\u751f\u540e\u53c8\u8d76\u4e0a\u9965\u8352 \u3002\u5728\u6211\u4eec\u8fd9\u4e2a\u4eba\u53e3\u4f17\u591a\u7684\u5927\u5bb6\u5ead\u4e2d \uff0c\u62c5\u5fe7\u6700\u591a\u7684\u662f\u6bcd\u4eb2 \uff0c\u9965\u997f\u6700\u4e25\u91cd\u7684\u4e5f \u662f\u6bcd\u4eb2\u3002\u751f\u6d3b\u7684\u8270\u8f9b\u4f7f\u6bcd\u4eb2\u75be\u75c5\u7f20\u8eab \u3002\u662f\u4ec0\u4e48\u6837\u7684\u529b\u91cf\u652f\u6491\u5979\u6d3b\u4e0b\u6765\uff1f (\u7b2c\u4e09\u6bb5) \u6211\u66fe\u7ecf\u4ece\u7535\u89c6\u4e0a\u770b\u5230\u8fc7\u4e00\u4e2a\u8ba9\u6211\u7ec8\u751f\u96be\u5fd8\u7684\u753b\u9762\uff1a\u4ee5\u8272\u5217\u91cd\u70ae\u8f70\u51fb\u8d1d\u9c81\u7279\u540e \uff0c\u6eda\u6eda\u7684\u785d \u70df\u5c1a\u672a\u6563\u53bb \uff0c\u4e00\u4e2a\u8eab\u4e0a\u6cbe\u6ee1\u6ce5\u571f\u7684\u8001\u592a\u592a\u4fbf\u4ece\u5c4b\u5b50\u91cc\u642c\u51fa\u4e00\u4e2a\u5c0f\u7bb1\u5b50 \uff0c\u7bb1\u5b50\u91cc\u76db\u7740\u51e0\u6839\u9ec4\u74dc \u548c\u82b9\u83dc\u3002\u5979\u7ad9\u5728\u8def\u8fb9\u53eb\u5356\u852c\u83dc \u3002\u5f53\u8bb0\u8005\u628a\u6444\u50cf\u673a\u5bf9\u51c6\u5979\u65f6 \uff0c\u5979\u9ad8\u9ad8\u5730\u4e3e\u8d77\u62f3\u5934 \uff0c\u55d3\u97f3\u5636\u54d1\u4f46 \u5f02\u5e38\u575a\u5b9a\u5730\u8bf4\uff1a\u201c\u5373\u4f7f\u5403\u8fd9\u91cc\u7684\u6c99\u571f \uff0c\u6211\u4eec\u4e5f\u80fd\u6d3b\u4e0b\u53bb\uff01\u201d\u8fd9\u4e9b\u753b\u9762\u5728\u6211\u8111\u6d77\u4e2d\u7ffb\u817e\u7740 \uff0c\u4f7f \u6211\u611f\u5230\u4e86\u4e00\u79cd\u4e0d\u53ef\u78e8\u706d\u7684\u7cbe\u795e\u529b\u91cf \uff0c\u8fd9\u79cd\u5373\u4f7f\u5403\u7740\u6c99\u571f\u4e5f\u8981\u6d3b\u4e0b\u53bb\u7684\u4fe1\u5ff5 \uff0c\u6b63\u662f\u4eba\u7c7b\u5386\u5c3d\u52ab \u96be\u800c\u751f\u751f\u4e0d\u606f\u7684\u6839\u672c\u4fdd\u8bc1 \u3002 (\u7b2c\u56db\u6bb5) \u6709\u4e00\u6bb5\u65f6\u95f4 \uff0c\u6751\u5b50\u91cc\u8fde\u7eed\u51e0\u4e2a\u5973\u4eba\u81ea\u6740\u4e86 \uff0c\u6211\u611f\u5230\u4e86\u4e00\u79cd\u83ab\u5927\u7684\u6050\u60e7 \u3002\u90a3\u65f6\u5019\u6211\u4eec\u5bb6 \u6b63\u5904\u5728\u6700\u8270\u96be\u7684\u65f6\u523b \uff0c\u7236\u4eb2\u88ab\u4eba\u8bec\u9677 \uff0c\u5bb6\u91cc\u5b58\u7cae\u65e0\u591a \uff0c\u6bcd\u4eb2\u65e7\u75c5\u590d\u53d1 \uff0c\u65e0\u94b1\u533b\u6cbb \u3002\u6211\u603b\u662f \u62c5\u5fc3\u6bcd\u4eb2\u8d70\u4e0a\u81ea\u5bfb\u77ed\u89c1\u7684\u7edd\u8def \u3002\u6709\u4e00\u6b21\u56de\u6765\u5df2\u662f\u508d\u665a \uff0c\u54ea\u91cc\u90fd\u6ca1\u6709\u6bcd\u4eb2\u7684\u8e2a\u5f71 \uff0c\u6211\u611f\u5230\u6700 \u53ef\u6015\u7684\u4e8b\u60c5\u53d1\u751f\u4e86 \uff0c\u4e0d\u7531\u5730\u5927\u58f0\u54ed\u8d77\u6765 \u3002\u8fd9\u65f6\u6bcd\u4eb2\u4ece\u5916\u8fb9\u8d70\u4e86\u8fdb\u6765 \uff0c\u8ffd\u95ee\u6211\u4e3a\u4ec0\u4e48\u54ed \u3002\u6211 \u542b\u7cca\u5176\u8f9e \u3002\u5979\u7406\u89e3\u4e86\u6211\u7684\u610f\u601d \uff0c\u5bf9\u6211\u8bf4\uff1a\u201c\u5b69\u5b50 \uff0c\u653e\u5fc3\u5427\uff0c\u960e\u738b\u7237\u4e0d\u53eb\u6211\u662f\u4e0d\u4f1a\u53bb\u7684\uff01\u201d \u73b0\u5728\u6bcd\u4eb2\u5df2\u7ecf\u88ab\u960e\u738b\u7237\u53eb\u53bb\u4e86 \uff0c\u4f46\u5979\u8bdd\u91cc\u6240\u5305\u542b\u7740\u7684\u9762\u5bf9\u82e6\u96be\u6323\u624e\u7740\u6d3b\u4e0b\u53bb\u7684\u52c7\u6c14 \uff0c\u5c06\u6c38 \u8fdc\u4f34\u968f\u7740\u6211 \uff0c\u6fc0\u52b1\u7740\u6211 \u3002",
+            "7": "[turn over 0509/13/m/j/147 \u00a9 ucles 20141 (a)  \u91cd\u8bfb\u77ed\u6587\u7b2c\u4e00\u6bb5 \uff0c\u4ece\u4ec0\u4e48\u5730\u65b9\u53ef\u4ee5\u770b\u51fa\u5f53\u65f6\u7684\u751f\u6d3b\u5f88\u8270\u82e6\uff1f\b [2]  (b) \b\u77ed\u6587\u7b2c\u4e8c\u6bb5\u4e2d\u8bf4\u201c \u2026\u2026\u6101\u5bb9\u6ee1\u9762\u7684\u6bcd\u4eb2 \uff0c\u5728\u8f9b\u82e6\u52b3\u4f5c\u65f6 \uff0c\u5634\u91cc\u7adf\u7136\u54fc\u5531\u7740\u4e00 \u652f\u5c0f\u66f2\uff01\u201d\u8fd9\u53e5\u8bdd\u53cd\u6620\u51fa\u6bcd\u4eb2\u4ec0\u4e48\u6837\u7684\u5fc3\u6001\uff1f  [2]   (c) \u91cd\u8bfb\u77ed\u6587\u7b2c\u4e8c\u6bb5 \uff0c\u6307\u51fa\u6bcd\u4eb2\u7ecf\u5386\u8fc7\u54ea\u4e09\u79cd\u82e6\u96be \u3002 [3]  (d)  \u91cd\u8bfb\u77ed\u6587\u7b2c\u4e09\u6bb5 \uff0c\u4ece\u54ea\u4e09\u4e2a\u5730\u65b9\u53ef\u4ee5\u770b\u51fa\u8001\u592a\u592a\u6709\u987d\u5f3a\u6d3b\u4e0b\u53bb\u7684\u4fe1\u5ff5\uff1f  [3]  (e)  \u91cd\u8bfb\u77ed\u6587\u7b2c\u56db\u6bb5\u4e2d\uff1a\u201c\u6709\u4e00\u6bb5\u65f6\u95f4\u2026\u2026\u81ea\u5bfb\u77ed\u89c1\u7684\u7edd\u8def\u201d \uff0c\u8bb2\u4e00\u8bb2\u5f53\u65f6\u4e2d\u56fd\u7684 \b \b \b \u72b6\u51b5\u3002 [2]  (f)  \u77ed\u6587\u7b2c\u56db\u6bb5\u4e2d\u8bf4\u201c\u8fd9\u65f6\u6bcd\u4eb2\u4ece\u5916\u8fb9\u8d70\u4e86\u8fdb\u6765 \u3002\u5979\u8ffd\u95ee\u6211\u4e3a\u4ec0\u4e48\u54ed \u3002\u6211\u542b\u7cca\u5176 \b \b \u8f9e\u3002\u201d\u4f60\u8ba4\u4e3a\u4f5c\u8005\u4e3a\u4ec0\u4e48\u542b\u7cca\u5176\u8f9e \u3002 [2]  (g)  \u77ed\u6587\u7b2c\u56db\u6bb5\u4e2d \uff0c\u6bcd\u4eb2\u8bf4\uff1a\u201c\u960e\u738b\u7237\u4e0d\u53eb\u6211\u662f\u4e0d\u4f1a\u53bb\u7684\u201d \u3002\u8fd9\u53e5\u8bdd\u662f\u4ec0\u4e48\u610f \b \b \b \u601d\uff1f\b [1]  (h)  \u91cd\u8bfb\u77ed\u6587\u7b2c\u4e94\u6bb5 \uff0c\u8bb2\u4e00\u8bb2\uff1a\b    (i)  \u4e3a\u4ec0\u4e48\u5b69\u5b50\u4eec\u5b66\u72d7\u53eb\uff1b\b [1]    (ii)  \u4e3a\u4ec0\u4e48\u4fdd\u7ba1\u5458\u201c\u628a\u8c46\u997c\u8fdc\u8fdc\u5730\u63b7\u4e86\u51fa\u53bb\u201d\uff1b\b [1]    (iii)  \u4f5c\u8005\u7684\u7236\u4eb2\u4e3a\u4ec0\u4e48\u6279\u8bc4\u4e86\u4ed6 \u3002 [1]  (i)\b\u91cd\u8bfb\u77ed\u6587\u7b2c\u516d\u6bb5 \uff0c\u6839\u636e\u8fd9\u6bb5\u7684\u5185\u5bb9 \uff0c\u8bb2\u4e00\u8bb2\u4f5c\u8005\u7684\u7236\u6bcd\u5bf9\u4ed6\u6709\u4ec0\u4e48\u5f71\u54cd \u3002 [2] [\u8bed\u8a00\u7684\u7cbe\u786e \uff1a5] [\u603b\u5206\uff1a 25](\u7b2c\u4e94\u6bb5) \u5728\u90a3\u4e9b\u9965\u997f\u7684\u5c81\u6708\u91cc \uff0c\u6709\u8bb8\u591a\u56e0\u4e3a\u9965\u997f\u800c\u4e27\u5931\u4e86\u4eba\u683c\u5c0a\u4e25\u7684\u60c5\u666f \uff0c\u8b6c\u5982\u4e3a\u4e86\u5f97\u5230\u4e00\u5757 \u8c46\u997c\uff0c\u4e00\u7fa4\u5b69\u5b50\u56f4\u7740\u6751\u91cc\u7684\u7cae\u98df\u4fdd\u7ba1\u5458\u5b66\u72d7\u53eb \u3002\u4fdd\u7ba1\u5458\u628a\u8c46\u997c\u8fdc\u8fdc\u5730\u63b7\u4e86\u51fa\u53bb \uff0c\u5b69\u5b50\u4eec\u4fbf \u8702\u86f9\u800c\u4e0a\u62a2\u593a\u90a3\u5757\u8c46\u997c \u3002\u8fd9\u60c5\u666f\u88ab\u6211\u7236\u4eb2\u770b\u5230\u773c\u91cc \uff0c\u56de\u5bb6\u540e\u4e25\u5389\u5730\u6279\u8bc4\u4e86\u6211 \u3002\u4f55\u5fc5\u4e3a\u4e00\u5757 \u8c46\u997c\u800c\u5b66\u72d7\u53eb\u5462\uff1f\u4eba\u5e94\u8be5\u6709\u9aa8\u6c14\uff01 \b\u4eba\uff0c\u4e0d\u80fd\u50cf\u72d7\u4e00\u6837\u6d3b\u7740 \u3002 (\u7b2c\u516d\u6bb5) \u9965\u997f\u7684\u5c81\u6708\u4f7f\u6211\u4f53\u9a8c\u548c\u6d1e\u5bdf\u4e86\u4eba\u6027\u7684\u590d\u6742\u548c\u5355\u7eaf \u3002\u6211\u7684\u7236\u6bcd\u548c\u8bb8\u591a\u50cf\u4ed6\u4eec\u4e00\u6837\u7684\u4eba \uff0c \u4e3a\u6211\u6811\u7acb\u4e86\u5149\u8f89\u7684\u699c\u6837 \u3002\u4ed6\u4eec\u7684\u5b9d\u8d35\u54c1\u8d28\u662f\u4eba\u80fd\u591f\u5728\u82e6\u96be\u4e2d\u4e0d\u5815\u843d\u7684\u4fdd\u969c \u3002",
+            "8": "8 0509/13/m/j/14 \u00a9 ucles 2014\u7b2c\u4e8c\u90e8\u5206 \u77ed\u6587\u4e8c \u4ed4\u7ec6\u9605\u8bfb\u4e0b\u9762\u7684\u77ed\u6587 \uff0c\u7136\u540e\u6839\u636e\u77ed\u6587\u4e00\u548c\u77ed\u6587\u4e8c\u56de\u7b54\u95ee\u9898 \u3002 2 \u770b\u4e86\u4ee5\u4e0a\u4e24\u7bc7\u6587\u7ae0 \uff0c\u7528\u81ea\u5df1\u7684\u8bdd\u7b80\u8ff0\u4e00\u4e0b\uff1a  \u2013 \u56f0\u96be\u4e0e\u4eba\u751f\uff1b  \u2013 \u5e94\u8be5\u600e\u6837\u6218\u80dc\u56f0\u96be \u3002 \b \b \b \uff08\u5b57\u6570 250\u5b57\u5de6\u53f3\uff09  [\u5185\u5bb9\uff1a15] [\u8bed\u8a00\u7684\u8d28\u91cf\uff1a 10] [\u603b\u5206\uff1a 25] copyright acknowledgements: question 1  \u00a9  (adapted) huang mei;  huang gang zhong xue-zhong kao zong fu xi ;  china machine press;  august 2011. question 2  \u00a9  (adapted) huang zhong ming;  http://www.chinawriter.com.cn/yc/2012/2012-09-26/73465.shtml;  18 october 2012. permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the  publisher will be pleased to make amends at the earliest possible opportunity. cambridge international examinations is part of the cambridge assessment group. cambridge assessment is the brand name of university of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge.\u751f\u6d3b\u4e2d\u603b\u662f\u6709\u5f88\u591a\u56f0\u96be\u7b49\u7740\u6211\u4eec\u53bb\u5c1d\u8bd5\u548c\u89e3\u51b3 \u3002\u75db\u82e6\u4e0e\u6b22\u4e50\u540c\u884c \u3002\u8c01\u90fd\u4e0d\u613f\u610f\u53bb\u9762\u5bf9 \u90a3\u4e9b\u65e0\u4f11\u65e0\u6b62\u7684\u56f0\u96be\uff1b\u8c01\u90fd\u60f3\u8981\u62e5\u6709\u5feb\u4e50\u7684\u4e00\u751f \u3002\u90a3\u53ea\u662f\u68a6\u60f3 \uff0c\u5e76\u975e\u73b0\u5b9e \u3002\u73b0\u5b9e\u4e0d\u53ef\u80fd\u8ba9 \u6211\u4eec\u65e0\u5fe7\u65e0\u8651\u5730\u5feb\u5feb\u4e50\u4e50\u5730\u751f\u6d3b \u3002\u751f\u6d3b\u4e2d\u603b\u8bbe\u6709\u4e00\u9053\u9053\u7684\u8de8\u680f \uff0c\u8ba9\u6211\u4eec\u5954\u8dd1\u5f97\u7cbe\u75b2\u529b\u7aed \u3002\u6709 \u65f6\uff0c\u522b\u4eba\u4e3a\u6211\u4eec\u8bbe\u7f6e\u7684\u8de8\u680f\u8fd8\u6ca1\u7ffb\u8d8a\u8fc7\u53bb \uff0c\u6211\u4eec\u81ea\u5df1\u53c8\u5728\u4e0d\u7ecf\u610f\u4e2d\u4e3a\u81ea\u5df1\u8bbe\u7f6e\u4e86\u66f4\u591a\u66f4\u9ad8\u7684 \u8de8\u680f\u3002\u56f0\u96be\u662f\u4e2a\u6d77\u7ef5\u4f53 \uff0c\u4f60\u4e00\u6324\u538b \uff0c\u5b83\u5c31\u7f29\u5c0f\uff1b\u4f60\u4e00\u53d8\u5c0f\u840e\u7f29 \uff0c\u5b83\u5c31\u8d81\u673a\u628a\u4f60\u5305\u56f4\u8d77\u6765 \u3002 \u8bf4\u8d77\u4eba\u751f \uff0c\u5982\u4f55\u9762\u5bf9\u56f0\u96be \uff0c\u6709\u592a\u591a\u7684\u611f\u6168 \u3002\u8bf4\u5b9e\u5728\u7684 \uff0c\u6709\u4e9b\u56f0\u96be\u8fd8\u771f\u96be\u5bf9\u4ed8 \uff0c\u4e5f\u771f\u96be \u8de8\u8d8a\u90a3\u9053\u574e \u3002\u90a3\u4e48\uff0c\u5982\u4f55\u53bb\u9762\u5bf9\u56f0\u96be \uff0c\u53c8\u5982\u4f55\u89e3\u51b3\u56f0\u96be\u5462\uff1f\u4e0d\u7ba1\u591a\u5927\u7684\u56f0\u96be \uff0c\u5373\u4f7f\u5929\u584c\u4e0b \u6765\u4e86\uff0c\u4e5f\u4e0d\u8981\u4ea7\u751f\u65e0\u8c13\u7684\u60ca\u614c \u3002\u8981\u76f8\u4fe1\u4e00\u5207\u90fd\u4f1a\u8fc7\u53bb \uff0c\u4e00\u5207\u90fd\u4f1a\u89e3\u51b3 \u3002\u540c\u65f6\u8981\u6709\u667a\u6167 \uff0c\u673a \u667a\u7075\u6d3b\uff0c\u5ba1\u65f6\u5ea6\u52bf \uff0c\u8fc2\u56de\u53d6\u80dc \u3002\u8981\u5f00\u52a8\u8111\u7b4b \uff0c\u5de7\u5999\u5730\u89e3\u51b3\u7a81\u5982\u5176\u6765\u7684\u95ee\u9898\u548c\u610f\u60f3\u4e0d\u5230\u7684\u56f0 \u96be\u3002\u8fd8\u6709\u5c31\u662f\u7406\u6e05\u601d\u8def \uff0c\u5faa\u5e8f\u6e10\u8fdb \uff0c\u4e00\u6b65\u4e00\u6b65\u5730\u8d70\u597d\u8def\u5b50 \u3002\u9762\u5bf9\u56f0\u96be\u5c31\u597d\u50cf\u662f\u6218\u4e89\u4e2d\u9047\u5230 \u654c\u5175\u4e00\u6837 \uff0c\u5fc5\u987b\u8981\u6709\u6e05\u6670\u7684\u7b56\u7565 \uff0c\u548c\u9ad8\u8d85\u7684\u6218\u7565\u6218\u672f \uff0c\u4e00\u4e2a\u4e00\u4e2a\u5730\u628a\u5b83\u89e3\u51b3 \u3002\u5982\u679c\u6025\u4e8e\u6c42 \u6210\uff0c\u5f80\u5f80\u9020\u6210\u529f\u4e8f\u4e00\u7bd1 \uff0c\u4e00\u4e8b\u65e0\u6210 \u3002\u53ea\u6709\u5de7\u5999\u5730\u5faa\u5e8f\u6e10\u8fdb \uff0c\u624d\u80fd\u7a33\u64cd\u80dc\u52b5 \u3002 \u4e00\u4e2a\u4eba\u5982\u679c\u628a\u56f0\u96be\u5f53\u6210\u4e00\u751f\u7684\u8d22\u5bcc \uff0c\u5c31\u4f1a\u4ece\u4e2d\u89e3\u8131\u800c\u5f97\u9053 \u3002\u56e0\u4e3a\u592a\u987a\u4e86 \uff0c\u62e5\u6709\u4e86\u592a\u591a \u7684\u9c9c\u82b1\u548c\u5fae\u7b11 \uff0c\u5c31\u4f1a\u677e\u9a70\u62fc\u640f\u7684\u610f\u5fd7 \uff0c\u5c31\u4f1a\u4e0d\u77e5\u4eba\u95f4\u7684\u9669\u6076 \uff0c\u5c31\u4f1a\u9ad8\u9ad8\u5728\u4e0a \uff0c\u5bfc\u81f4\u4ece\u9ad8\u5904 \u6454\u5f97\u66f4\u75db \u3002\u53ea\u6709\u628a\u56f0\u96be\u5f53\u6210\u8d22\u5bcc \uff0c\u624d\u61c2\u5f97\u505a\u4eba\u7684\u9053\u7406 \uff0c\u624d\u61c2\u5f97\u751f\u6d3b\u62fc\u640f\u7684\u54f2\u7406 \uff0c\u624d\u80fd\u9532\u800c \u4e0d\u820d\u5730\u8ffd\u6c42\u548c\u521b\u9020\u5c5e\u4e8e\u81ea\u5df1\u7684\u5149\u73af \u3002 \u5728\u56f0\u96be\u4e2d\u8db4\u4e0b \uff0c\u53c8\u4ece\u56f0\u96be\u4e2d\u7ad9\u8d77 \uff0c\u5927\u58f0\u5730\u547c\u558a \uff0c\u6211\u8981\u628a\u4f60\u6c38\u8fdc\u8e29\u5728\u811a\u5e95 \u3002"
+        },
+        "0509_s14_qp_21.pdf": {
+            "1": "read these instructions first if you have been given an answer booklet, follow the instructions on the front of the booklet.   write your centre number, candidate number and name on all the work you hand in.   write in dark blue or black pen.   do not use staples, paper clips, glue or correction fluid.   do not write in any barcodes. the essay titles, 1-8, on this question paper are printed twice, once in traditional and once in simplified  characters. if you wish to read the essay titles in traditional characters, turn to page 2; if you wish to read  the essay titles in simplified characters, turn to page 3. write a composition of between 400 and 600 characters on one of the eight essay titles provided. y ou may write your answer in either traditional or simplified characters.   y ou should pay attention to punctuation, accuracy and handwriting. at the end of the examination, fasten all your work securely together.   all questions in this paper carry equal marks.first language chinese  0509/21 paper 2  writing  may/june 2014   1 hour 15 minutes additional materials:  answer booklet/paper this document consists of 3 printed pages and 1 blank page. nl 82702/2 \u00a9 ucles 2014  [turn overcambridge international examinations cambridge international general certificate of secondary education * 7 0 7 7 5 5 4 5 7 4 *",
+            "2": "0509/21/m/j/142 \u00a9 ucles 2014essay questions in traditional characters",
+            "3": "0509/21/m/j/143 \u00a9 ucles 2014essay questions in simplified characters",
+            "4": "0509/21/m/j/144 \u00a9 ucles 2014blank page permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the  publisher will be pleased to make amends at the earliest possible opportunity. cambridge international examinations is part of the cambridge assessment group. cambridge assessment is the brand name of university of cambridge  local examinations syndicate (ucles), which is itself a department of the university of cambridge."
+        },
+        "0509_s14_qp_22.pdf": {
+            "1": "first language chinese  0509/22 paper 2  writing may/june 2014   1 hour 15 minutes additional materials:  answer booklet/paper this document consists of 3 printed pages and 1 blank page. dc (leg) 92478 \u00a9 ucles 2014 [turn overcambridge international examinations cambridge international general certi\ufb01  cate of secondary education *5129124230* read these instructions first if you have been given an answer booklet, follow the instructions on the front of the booklet.  write your centre number, candidate number and name on all the work you hand in.  write in dark blue or black pen.  do not use staples, paper clips, glue or correction \ufb02uid.   do not write in any barcodes. the essay titles, 1-8, on this question paper are printed twice, once in traditional and once in simpli\ufb01ed  characters. if you wish to read the essay titles in traditional characters, turn to page 2; if you wish to read  the essay titles in simpli\ufb01ed characters, turn to page 3. write a composition of between 400 and 600 characters on one of the eight essay titles provided. y ou may write your answer in either traditional or simpli\ufb01ed characters.  y ou should pay attention to punctuation, accuracy and handwriting. at the end of the examination, fasten all your work securely together.  all questions in this paper carry equal marks.",
+            "2": "0509/22/m/j/142 \u00a9 ucles 2014essay questions in traditional characters",
+            "3": "0509/22/m/j/143 \u00a9 ucles 2014essay questions in simplified characters",
+            "4": "0509/22/m/j/144 \u00a9 ucles 2014blank page permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the  publisher will be pleased to make amends at the earliest possible opportunity. cambridge international examinations is part of the cambridge assessment group. cambridge assessment is the brand name of unive rsity of cambridge  local examinations syndicate (ucles), which is itself a department of the university of cambridge."
+        },
+        "0509_s14_qp_23.pdf": {
+            "1": "read these instructions first if you have been given an answer booklet, follow the instructions on the front of the booklet.   write your centre number, candidate number and name on all the work you hand in.   write in dark blue or black pen.   do not use staples, paper clips, glue or correction fluid.   do not write in any barcodes. the essay titles, 1-8, on this question paper are printed twice, once in traditional and once in simplified  characters. if you wish to read the essay titles in traditional characters, turn to page 2; if you wish to read  the essay titles in simplified characters, turn to page 3. write a composition of between 400 and 600 characters on one of the eight essay titles provided. y ou may write your answer in either traditional or simplified characters.   y ou should pay attention to punctuation, accuracy and handwriting. at the end of the examination, fasten all your work securely together.   all questions in this paper carry equal marks.first language chinese  0509/23 paper 2  writing  may/june 2014   1 hour 15 minutes additional materials:  answer booklet/paper * 4 4 0 8 0 0 8 5 7 9 * this document consists of 3 printed pages and 1 blank page. nl 82706/1 \u00a9 ucles 2014  [turn overcambridge international examinations cambridge international general certificate of secondary education",
+            "2": "0509/23/m/j/142 \u00a9 ucles 2014essay questions in traditional characters",
+            "3": "0509/23/m/j/143 \u00a9 ucles 2014essay questions in simplified characters",
+            "4": "0509/23/m/j/144 \u00a9 ucles 2014blank page permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the  publisher will be pleased to make amends at the earliest possible opportunity. cambridge international examinations is part of the cambridge assessment group. cambridge assessment is the brand name of university of cambridge  local examinations syndicate (ucles), which is itself a department of the university of cambridge."
+        }
+    },
+    "2015": {
+        "0509_s15_qp_11.pdf": {
+            "1": "this document consists of 9 printed pages, 3 blank pages and 1 insert. nl 97822/4 \u00a9 ucles 2015  [turn overfirst language chinese  0509/11 paper 1  reading  may/june 2015  2 hours candidates answer on the question paper. no additional materials are required. read these instructions first write your centre number, candidate number and name in the spaces at the top of this page. write in dark blue or black pen. do not use staples, paper clips, glue or correction fluid. do not  write in any barcodes. answer all questions in the spaces provided. the questions on this question paper are printed twice, once in traditional and once in simplified characters.  if you wish to read them in traditional characters, turn to page 2; if you wish to read them in simplified  characters, turn to page 6. you may write your answers in either traditional or simplified characters. dictionaries are not permitted. the insert contains the reading passages. the insert is not assessed by the examiner. the number of marks is given in brackets [  ] at the end of each question or part question. \u8acb\u5148\u95b1\u8b80\u4ee5\u4e0b\u8aaa\u660e \u8acb\u628a\u8003\u8a66\u4e2d\u5fc3\u7de8\u865f \u3001\u8003\u751f\u865f\u548c\u59d3\u540d\u5beb\u5728\u672c\u9801\u4e0a\u65b9\u7684\u7a7a\u683c\u4e2d \u3002 \u8acb\u7528\u6df1\u85cd\u8272\u6216\u8005\u9ed1\u8272\u7b46\u7b54\u5377 \u3002 \u8acb\u4e0d\u8981\u7528\u8a02\u66f8\u91d8 \u3001\u66f2\u5225\u91dd\u3001\u81a0\u6c34\u6216\u8005\u5857\u6539\u6db2 \u3002 \u8acb\u4e0d\u8981\u5728\u4efb\u4f55\u689d\u5f62\u78bc\u4e0a\u5857\u5beb\u5b57\u8de1 \u3002 \u8a66\u5377\u4e0a\u7684\u554f\u984c \uff0c\u6709\u7e41\u9ad4\u548c\u7c21\u9ad4\u5169\u7a2e\u7248\u672c \u3002\u82e5\u8981\u7e41\u9ad4\u5b57\u7248 \uff0c\u8acb\u7ffb\u5230\u7b2c\u4e8c\u9801 \u3002 \u8bf7\u5148\u9605\u8bfb\u4ee5\u4e0b\u8bf4\u660e \u8bf7\u628a\u8003\u8bd5\u4e2d\u5fc3\u7f16\u53f7\u3001\u8003\u751f\u53f7\u548c\u59d3\u540d\u5199\u5728\u672c\u9875\u4e0a\u65b9\u7684\u7a7a\u683c\u4e2d\u3002 \u8bf7\u7528\u6df1\u84dd\u8272\u6216\u8005\u9ed1\u8272\u7b14\u7b54\u5377\u3002 \u8bf7\u4e0d\u8981\u7528\u8ba2\u4e66\u9489\u3001\u66f2\u522b\u9488\u3001\u80f6\u6c34\u6216\u8005\u6d82\u6539\u6db2\u3002 \u8bf7\u4e0d\u8981\u5728\u4efb\u4f55\u6761\u5f62\u7801\u4e0a\u6d82\u5199\u5b57\u8ff9\u3002 \u8bd5\u5377\u4e0a\u7684\u95ee\u9898\uff0c\u6709\u7e41\u4f53\u548c\u7b80\u4f53\u4e24\u79cd\u7248\u672c\u3002\u82e5\u8981\u7b80\u4f53\u5b57\u7248\uff0c\u8bf7\u7ffb\u5230\u7b2c\u516d\u9875\u3002 * 5 3 8 1 5 8 8 3 8 4 *cambridge international examinations cambridge international general certificate of secondary education",
+            "2": "2 0509/11/m/j/15 \u00a9 ucles 2015questions in traditional characters  \u8acb\u56de\u7b54\u6240\u6709\u554f\u984c \uff0c\u628a\u7b54\u6848\u5beb\u5728\u8a66\u5377\u4e0a \u3002 \u53ef\u4ee5\u7528\u7e41\u9ad4\u5b57\u6216\u8005\u7c21\u9ad4\u5b57\u56de\u7b54\u554f\u984c \u3002 \u5728\u8003\u8a66\u4e2d\u4e0d\u5141\u8a31\u4f7f\u7528\u5b57\u5178 \u3002 \u63d2\u9801\u4e0a\u7684\u662f\u95b1\u8b80\u77ed\u6587 \u3002\u8003\u5b98\u4e0d\u6703\u95b1\u8b80\u6216\u8005\u8a55\u5224\u63d2\u9801 \u3002 \u6bcf\u4e00\u984c\u6216\u8005\u6bcf\u4e00\u5c0f\u984c\u7684\u5206\u6578\u5728\u5176\u5f8c\u9762\u7684\u62ec\u865f[ ]\u88e1 \u3002 \u7b2c\u4e00\u90e8\u5206 \u8acb\u95b1\u8b80\u63d2\u9801\u4e0a\u7684 \u77ed\u6587\u4e00\uff0c\u7136\u540e\u5728\u8a66\u5377\u4e0a\u56de\u7b54\u7b2c\u4e00\u984c \u3002 \u554f\u984c  1  (a) \u91cd\u8b80\u77ed\u6587\u7b2c\u4e00\u6bb5 \uff0c\u8b1b\u4e00\u8b1b\u5c0d\u6210\u529f\u4eba\u58eb\u7684\u8abf\u67e5\u986f\u793a\u51fa \uff1a   (i) \u4ed6\u5011\u7684\u81ea\u4fe1\u5fc3\u9ad4\u73fe\u5728\u54ea\u4e9b\u65b9\u9762 \uff1b  .  .  . [3]   (ii) \u4ed6\u5011\u548c\u5176\u4ed6\u4eba\u6700\u5927\u7684\u5dee\u7570\u662f\u4ec0\u4e48 \u3002  . [1]  (b) \u91cd\u8b80\u77ed\u6587\u7b2c\u4e8c\u6bb5 \uff0c\u8acb\u7528\u81ea\u5df1\u7684\u8a71\u89e3\u91cb\u4e00\u4e0b\u4ee5\u4e0b\u8a5e\u7d44\u662f\u4ec0\u4e48\u610f\u601d \u3002       \u2022\u8b19\u8b19\u541b\u5b50    . [1]  (c) \u91cd\u8b80\u77ed\u6587\u7b2c\u4e8c\u6bb5 \uff0c\u8b1b\u4e00\u8b1b\uff1a   (i) \u4ec0\u4e48\u6a23\u7684\u4eba\u6703\u88ab\u8a8d\u70ba\u662f\u72c2\u5984\u4e4b\u5f92 \uff1b  .  . [2]   (ii) \u9019\u7a2e\u89c0\u5ff5\u5e36\u4f86\u54ea\u7a2e\u8ca0\u9762\u5f71\u97ff \u3002  . [1]",
+            "3": "3 0509/11/m/j/15 \u00a9 ucles 2015 (d) \u91cd\u8b80\u77ed\u6587\u7b2c\u4e8c\u6bb5 \uff0c\u8b1b\u4e00\u8b1b\u8b19\u8b19\u541b\u5b50\u7684\u6587\u5316\u7d66\u4e2d\u570b\u5b78\u751f\u5e36\u4f86\u4e86\u4ec0\u4e48\u6a23\u7684\u5f71\u97ff \u3002  .  . [2]  (e) \u91cd\u8b80\u77ed\u6587\u7b2c\u4e09\u6bb5 \uff0c\u8b1b\u4e00\u8b1b\u70ba\u4ec0\u4e48\u8aaa\u5927\u591a\u6578\u4eba\u90fd\u61c9\u8a72\u5c0d\u81ea\u5df1\u6709\u4fe1\u5fc3 \u3002  .  . [2]  (f) \u91cd\u8b80\u77ed\u6587\u7b2c\u4e09\u6bb5 \uff0c\u8b1b\u4e00\u8b1b\u4f5c\u8005\u70ba\u4ec0\u4e48\u63d0\u5230\u756a\u8304 \u3002  .  . [2]  (g) \u5f9e\u77ed\u6587\u7b2c\u56db\u6bb5\u53ef\u4ee5\u770b\u51fa\u7e3d\u662f\u8aaa \u201c\u6211\u4e0d\u884c\u201d\u7684\u4eba\u6709\u4e09\u6015 \uff0c\u4ed6\u5011\u90fd\u6015\u4ec0\u4e48\uff1f  .  .  . [3]  (h) \u91cd\u8b80\u77ed\u6587\u7b2c\u4e94\u6bb5 \uff0c\u8b1b\u4e00\u8b1b\u4f5c\u8005\u7528\u4ec0\u4e48\u4f86\u8b49\u660e\u4fe1\u5fc3\u7684\u91cd\u8981\u6027 \u3002  .  . [2]  (i)  \u91cd\u8b80\u77ed\u6587\u7b2c\u516d\u6bb5 \uff0c\u8b1b\u4e00\u8b1b\u6210\u529f\u7684\u7b2c\u4e00\u6b65\u662f\u4ec0\u4e48 \u3002  . [1] [\u8a9e\u8a00\u7684\u7cbe\u78ba \uff1a5] [\u7e3d\u5206\uff1a25] [turn over",
+            "4": "4 0509/11/m/j/15 \u00a9 ucles 2015\u7b2c\u4e8c\u90e8\u5206 \u8acb\u95b1\u8b80\u63d2\u9801\u4e0a\u7684 \u77ed\u6587\u4e8c\uff0c\u7136\u540e\u5728\u8a66\u5377\u4e0a\u56de\u7b54\u7b2c\u4e8c\u984c \u3002 \u554f\u984c  2 \u6839\u64da\u63d2\u9801\u4e2d\u5169\u7bc7\u6587\u7ae0\u7684\u5167\u5bb9 \uff0c\u7528\u81ea\u5df1\u7684\u8a71\u7c21\u8ff0\u4e00\u4e0b \uff1a  \u2013\t\u70ba\u4ec0\u4e48\u8aaa\u76f8\u4fe1\u81ea\u5df1\u975e\u5e38\u91cd\u8981 \uff1b  \t \u2013\t\u5982\u4f55\u4f7f\u81ea\u5df1\u6210\u70ba\u4e00\u500b\u81ea\u4fe1\u7684\u4eba \u3002 \uff08\u5b57\u6578250\u5b57\u5de6\u53f3\uff09 [\u5167\u5bb9\uff1a15 \u5206] [\u8a9e\u8a00\u7684\u8cea\u91cf \uff1a10 \u5206] ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ...",
+            "5": "5 0509/11/m/j/15 \u00a9 ucles 2015 [turn over... ... ... ... ... ... ... ... ... ... ... ... ... ... [\u7e3d\u5206\uff1a25\u5206]",
+            "6": "6 0509/11/m/j/15 \u00a9 ucles 2015questions in simplified characters  \u8bf7\u56de\u7b54\u6240\u6709\u95ee\u9898\uff0c\u628a\u7b54\u6848\u5199\u5728\u8bd5\u5377\u4e0a\u3002 \u53ef\u4ee5\u7528\u7e41\u4f53\u5b57\u6216\u8005\u7b80\u4f53\u5b57\u56de\u7b54\u95ee\u9898\u3002 \u5728\u8003\u8bd5\u4e2d \u4e0d\u5141\u8bb8\u4f7f\u7528\u5b57\u5178\u3002 \u63d2\u9875\u4e0a\u7684\u662f\u9605\u8bfb\u77ed\u6587\u3002\u8003\u5b98\u4e0d\u4f1a\u9605\u8bfb\u6216\u8005\u8bc4\u5224\u63d2\u9875\u3002 \u6bcf\u4e00\u9898\u6216\u8005\u6bcf\u4e00\u5c0f\u9898\u7684\u5206\u6570\u5728\u5176\u540e\u9762\u7684\u62ec\u53f7[ ]\u91cc\u3002 \u7b2c\u4e00\u90e8\u5206 \u8bf7\u9605\u8bfb\u63d2\u9875\u4e0a\u7684 \u77ed\u6587\u4e00\uff0c\u7136\u540e\u5728\u8bd5\u5377\u4e0a\u56de\u7b54\u7b2c\u4e00\u9898\u3002 \u95ee\u9898  1  (a) \u91cd\u8bfb\u77ed\u6587\u7b2c\u4e00\u6bb5\uff0c\u8bb2\u4e00\u8bb2\u5bf9\u6210\u529f\u4eba\u58eb\u7684\u8c03\u67e5\u663e\u793a\u51fa\uff1a   (i) \u4ed6\u4eec\u7684\u81ea\u4fe1\u5fc3\u4f53\u73b0\u5728\u54ea\u4e9b\u65b9\u9762\uff1b       [3]   (ii) \u4ed6\u4eec\u548c\u5176\u4ed6\u4eba\u6700\u5927\u7684\u5dee\u5f02\u662f\u4ec0\u4e48\u3002   [1]  (b) \u91cd\u8bfb\u77ed\u6587\u7b2c\u4e8c\u6bb5\uff0c\u8bf7\u7528\u81ea\u5df1\u7684\u8bdd\u89e3\u91ca\u4e00\u4e0b\u4ee5\u4e0b\u8bcd\u7ec4\u662f\u4ec0\u4e48\u610f\u601d\u3002       \u2022\u8c26\u8c26\u541b\u5b50   [1]  (c) \u91cd\u8bfb\u77ed\u6587\u7b2c\u4e8c\u6bb5\uff0c\u8bb2\u4e00\u8bb2\uff1a   (i) \u4ec0\u4e48\u6837\u7684\u4eba\u4f1a\u88ab\u8ba4\u4e3a\u662f\u72c2\u5984\u4e4b\u5f92\uff1b     [2]   (ii) \u8fd9\u79cd\u89c2\u5ff5\u5e26\u6765\u54ea\u79cd\u8d1f\u9762\u5f71\u54cd\u3002   [1]",
+            "7": "7 0509/11/m/j/15 \u00a9 ucles 2015 (d) \u91cd\u8bfb\u77ed\u6587\u7b2c\u4e8c\u6bb5\uff0c\u8bb2\u4e00\u8bb2\u8c26\u8c26\u541b\u5b50\u7684\u6587\u5316\u7ed9\u4e2d\u56fd\u5b66\u751f\u5e26\u6765\u4e86\u4ec0\u4e48\u6837\u7684\u5f71\u54cd\u3002  .  . [2]  (e) \u91cd\u8bfb\u77ed\u6587\u7b2c\u4e09\u6bb5\uff0c\u8bb2\u4e00\u8bb2\u4e3a\u4ec0\u4e48\u8bf4\u5927\u591a\u6570\u4eba\u90fd\u5e94\u8be5\u5bf9\u81ea\u5df1\u6709\u4fe1\u5fc3\u3002  .  . [2]  (f) \u91cd\u8bfb\u77ed\u6587\u7b2c\u4e09\u6bb5\uff0c\u8bb2\u4e00\u8bb2\u4f5c\u8005\u4e3a\u4ec0\u4e48\u63d0\u5230\u756a\u8304\u3002  .  . [2]  (g) \u4ece\u77ed\u6587\u7b2c\u56db\u6bb5\u53ef\u4ee5\u770b\u51fa\u603b\u662f\u8bf4\u201c\u6211\u4e0d\u884c\u201d\u7684\u4eba\u6709\u4e09\u6015\uff0c\u4ed6\u4eec\u90fd\u6015\u4ec0\u4e48\uff1f  .  .  . [3]  (h) \u91cd\u8bfb\u77ed\u6587\u7b2c\u4e94\u6bb5\uff0c\u8bb2\u4e00\u8bb2\u4f5c\u8005\u7528\u4ec0\u4e48\u6765\u8bc1\u660e\u4fe1\u5fc3\u7684\u91cd\u8981\u6027\u3002  .  . [2]  (i) \u91cd\u8bfb\u77ed\u6587\u7b2c\u516d\u6bb5\uff0c\u8bb2\u4e00\u8bb2\u6210\u529f\u7684\u7b2c\u4e00\u6b65\u662f\u4ec0\u4e48\u3002  . [1] [\u8bed\u8a00\u7684\u7cbe\u786e\uff1a 5] [\u603b\u5206\uff1a25] [turn over",
+            "8": "8 0509/11/m/j/15 \u00a9 ucles 2015\u7b2c\u4e8c\u90e8\u5206 \u8bf7\u9605\u8bfb\u63d2\u9875\u4e0a\u7684 \u77ed\u6587\u4e8c\uff0c\u7136\u540e\u5728\u8bd5\u5377\u4e0a\u56de\u7b54\u7b2c\u4e8c\u9898\u3002 \u95ee\u9898  2 \u6839\u636e\u63d2\u9875\u4e2d\u4e24\u7bc7\u6587\u7ae0\u7684\u5185\u5bb9\uff0c\u7528\u81ea\u5df1\u7684\u8bdd\u7b80\u8ff0\u4e00\u4e0b\uff1a  \u2013 \u4e3a\u4ec0\u4e48\u8bf4\u76f8\u4fe1\u81ea\u5df1\u975e\u5e38\u91cd\u8981\uff1b  \u2013 \u5982\u4f55\u4f7f\u81ea\u5df1\u6210\u4e3a\u4e00\u4e2a\u81ea\u4fe1\u7684\u4eba\u3002 \uff08\u5b57\u6578250\u5b57\u5de6\u53f3\uff09 [\u5185\u5bb9\uff1a 15 \u5206] [\u8bed\u8a00\u7684\u8d28\u91cf\uff1a 10 \u5206] ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ...",
+            "9": "9 0509/11/m/j/15 \u00a9 ucles 2015              [\u603b\u5206\uff1a 25 \u5206]",
+            "10": "10 0509/11/m/j/15 \u00a9 ucles 2015blank page",
+            "11": "11 0509/11/m/j/15 \u00a9 ucles 2015blank page",
+            "12": "12 0509/11/m/j/15 \u00a9 ucles 2015permission 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 international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download at www.cie.org.uk after  the live examination series. 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.blank page"
+        },
+        "0509_s15_qp_12.pdf": {
+            "1": "this document consists of 9 printed pages, 3 blank pages and 1 insert. dc (st) 108721/1 \u00a9 ucles 2015 [turn overfirst language chinese  0509/12 paper 1 reading may/june 2015  2 hours candidates answer on the question paper. no additional materials are required. read these instructions first write your centre number, candidate number and name in the spaces at the top of this page. write in dark blue or black pen. do not use staples, paper clips, glue or correction fluid. do not write in any barcodes. answer all questions in the spaces provided. the questions on this question paper are printed twice, once in traditional and once in simplified characters.  if you wish to read them in traditional characters, turn to page 2; if you wish to read them in simplified  characters, turn to page 6. y ou may write your answers in either traditional or simplified characters. dictionaries are not permitted. the insert contains the reading passages. the insert is not assessed by the examiner. the number of marks is given in brackets [ ] at the end of each question or part question.cambridge international examinations cambridge international general certificate of secondary education *6656338383* \u135d\u04d3\uab78\u181f\u043f\u03af\u11f4\u0743 \u5a73\u3232\u4fab\u5a0e\u1dd5\u2f6b\u4d90\u5607 \u01c3\u4fab\u44c7\u5607\u2434\u297b\u23b5\u2b93\u26d0\u36d4\u67a9\u1db2\u3561\u462c\u4a22\u37e4\u1dd5 \u01c6 \u5a73\u44d0\u3d99\u5575\u521a\u31be\u4fad\u6e79\u521a\u4aee\u4afc\u231f \u01c6 \u5a73\u1db5\u5929\u44d0\u59aa\u36a0\u6180 \u01c3\u369a\u21cd\u6185\u01c3\u5148\u3bdc\u31be\u4fad\u27ff\u34e1\u3d5a \u01c6 \u5a73\u1db5\u5929\u26d0\u1ea3\u1efd\u3845\u2f0a\u4864\u1db2\u27ff\u2b93\u2aff\u5d89 \u01c6 \u5a0e\u231f\u1db2\u462c\u24f7\u67f4 \u02c8\u36b1\u4de9\u6a7c\u2434\u4bc9\u6a7c\u2111\u49d6\u41f0\u36d4 \u01c6\u528d\u5929\u4de9\u6a7c\u2aff\u41f0 \u02c8\u5a73\u4fa3\u21d8\u4ad4\u1e35\u67a9 \u01c6 \u0e02\u10cf\u12a1\u079a\u11f5\u10c9\u0f44\u0c96 \u4227\u18ba\u3633\u4205\u045d\u15f3\u3546\u0a27\u01c3\u3633\u2b4f\u0a27\u0abc\u1003\u0a3d\u07c9\u0d58\u1d5c\u4ea5\u043a\u1be9\u2cb5\u30aa\u1e6d\u045d\u01c6 \u4227\u2b58\u2421\u3b0d\u38a2\u1846\u3635\u5501\u38a2\u3144\u3184\u09a7\u01c6 \u4227\u043d\u3fb1\u2b58\u41d2\u0497\u4ab9\u01c3\u1d22\u085b\u4ab8\u01c3\u3726\u2264\u1846\u3635\u23b2\u1b69\u23e2\u01c6 \u4227\u043d\u3fb1\u0d58\u052b\u0585\u1d91\u1592\u2e31\u043a\u23b2\u07c9\u1187\u4629\u01c6 \u4205\u09a7\u043a\u2cb5\u4c1e\u4ec8\u02c8\u1d39\u3471\u0583\u0abc\u31b0\u0583\u0454\u2ffd\u2878\u1d5c\u01c6\u3915\u3fb1\u31b0\u0583\u1187\u2878\u02c8\u4227\u362b\u0860\u315c\u079d\u4ea5\u01c6",
+            "2": "0509/12/m/j/15 \u00a9 ucles 2015\u0015 48(67,216\u0003,1\u000375$',7,21$/\u0003&+$5$&7(56\u0003 \u5a73\u2686\u4afc\u31e8\u36b1\u24f7\u67f4 \u02c8\u3232\u4afc\u37f0\u2b93\u26d0\u5a0e\u231f\u1db2 \u01c6 \u2397\u1e8d\u44d0\u4de9\u6a7c\u2aff\u31be\u4fad\u4bc9\u6a7c\u2aff\u2686\u4afc\u24f7\u67f4 \u01c6 \u26d0\u4fab\u5a0e\u1dd5\u1db5\u20e9\u59d9\u1f27\u44d0\u2aff\u2120 \u01c6 \u337a\u67a9\u1db2\u462c\u35d7\u6559\u5b28\u4795\u352f \u01c6\u4fab\u2b40\u1db5\u36ab\u6559\u5b28\u31be\u4fad\u59fd\u21cc\u337a\u67a9 \u01c6 \u3b77\u1da8\u67f4\u31be\u4fad\u3b77\u1da8\u2bb7\u67f4\u462c\u21ae\u3520\u26d0\u211e\u2f34\u670a\u462c\u3294\u5607\u015d\u0121\u015f\u5889 \u01c6 \u0c92\u03ba\u0d0c\u03f8 \u5a73\u6559\u5b28\u337a\u67a9\u1db2\u462c \u4795\u352f\u1da8\u02c8\u40de\u23b6\u26d0\u5a0e\u231f\u1db2\u2686\u4afc\u4ad4\u1da8\u67f4 \u01c6 \u24f7\u67f4\u0003\u0014 \u0003\u000b d \f \u0003 \u6175\u5b28\u4795\u352f\u4ad4\u1da8\u3b5d \u02c8\u5ac3\u1da8\u5ac3\u2bb5\u31b8\u2247\u1e63\u2893\u462c\u5a67\u378d\u6817\u48e2\u21a2 \u02d6 \u0003 \u0003 \u000bl\f\u0003 \u1e7f\u1fb1\u462c\u5192\u1f81\u2f6b\u6a7c\u43a6\u26d0\u2492\u1e43\u3561\u670a \u02d7 \u0003\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011 \u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011 \u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011 \u0003\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011 \u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011 \u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011 \u0003\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011 \u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011 \u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011>\u0016@ \u0003 \u0003 \u000bll\f\u0003 \u1e7f\u1fb1\u2434\u211e\u1e7f\u1e63\u36a8\u28cf\u462c\u2d96\u4518\u35d7\u1e69\u1df0 \u01c6 \u0003\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011 \u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011 \u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011>\u0014@ \u0003\u000b e \f \u0003 \u6175\u5b28\u4795\u352f\u4ad4\u1e35\u3b5d \u02c8\u5a73\u44d0\u5192\u2d99\u462c\u5a19\u598b\u6173\u1da8\u1db3\u1e8d\u1db3\u5a06\u4cec\u35d7\u1e69\u1df0\u30b7\u2fc5 \u01c6 \u0121\u0121\u0121 \u0121\u0121\u0121\u0240\u5ac1\u5ac1\u23c3\u2af8 \u0003 \u0003\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011 \u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011 \u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011>\u0014@ \u0003\u000b f \f \u0003 \u6175\u5b28\u4795\u352f\u4ad4\u1e35\u3b5d \u02c8\u5ac3\u1da8\u5ac3\u02d6 \u0003 \u0003 \u000bl\f\u0003 \u1e69\u1df0\u39cb\u462c\u1e63\u36ab\u5853\u5a35\u4062\u35d7\u426a\u292c\u1df3\u2f3a \u02d7 \u0003\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011 \u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011 \u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011 \u0003\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011 \u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011 \u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011>\u0015@ \u0003 \u0003 \u000bll\f\u0003 \u5fc1\u49d6\u5968\u2f9d\u2dde\u1f26\u2492\u49d6\u5c48\u670a\u2f19\u67a7 \u01c6 \u0003\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011 \u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011 \u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011>\u0014@",
+            "3": "0509/12/m/j/15 \u00a9 ucles 2015 [turn over\u0016 \u0003\u000b g \f \u0003 \u6175\u5b28\u4795\u352f\u4ad4\u1e35\u3b5d \u02c8\u5ac3\u1da8\u5ac3\u5ac1\u5ac1\u23c3\u2af8\u462c\u352f\u22be\u4d0e\u1dd5\u26b3\u2b20\u44c7\u2dde\u1f26\u1e2f\u1e69\u1df0\u39cb\u462c\u2f19\u67a7 \u01c6 \u0003\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011 \u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011 \u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011 \u0003\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011 \u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011 \u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011>\u0015@ \u0003\u000b h \f \u0003 \u6175\u5b28\u4795\u352f\u4ad4\u1db1\u3b5d \u02c8\u5ac3\u1da8\u5ac3\u4062\u1e69\u1df0\u5a52\u28cf\u28c2\u3520\u1e63\u60a5\u3171\u5a1a\u2bb5\u5192\u2d99\u36b1\u1f81\u2f6b \u01c6 \u0003\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011 \u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011 \u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011 \u0003\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011 \u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011 \u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011>\u0015@ \u0003 \u000bi\f\u0003 \u6175\u5b28\u4795\u352f\u4ad4\u1db1\u3b5d \u02c8\u5ac3\u1da8\u5ac3\u1f04\u4fad\u4062\u1e69\u1df0\u3378\u21d8\u4512\u52ac \u01c6 \u0003\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011 \u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011 \u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011 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\u0101\u31b9\u1db5\u57f4\u0101\u462c\u1e63\u36b1\u1db1\u2fbd \u02c8\u1e7f\u1fb1\u60a5\u2fbd\u1e69\u1df0\u70ce \u0003\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011 \u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011 \u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011 \u0003\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011 \u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011 \u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011 \u0003\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011 \u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011 \u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011>\u0016@ \u0003\u000b k \f \u0003 \u6175\u5b28\u4795\u352f\u4ad4\u1e3d\u3b5d \u02c8\u5ac3\u1da8\u5ac3\u1f04\u4fad\u44d0\u1e69\u1df0\u1f26\u5af1\u35b6\u1f81\u2f6b\u462c\u6175\u5929\u2fcf \u01c6 \u0003\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011 \u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011 \u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011 \u0003\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011 \u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011 \u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011>\u0015@ \u0003\u000b l \f \u0003 \u0003\u6175\u5b28\u4795\u352f\u4ad4\u2115\u3b5d \u02c8\u5ac3\u1da8\u5ac3\u31b8\u2247\u462c\u4ad4\u1da8\u3b0d\u35d7\u1e69\u1df0 \u01c6 \u0003\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011 \u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011 \u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011>\u0014@ >\u5a46\u59a8\u462c\u4c66\u4862 \u02d6\u0018@ >\u4de5\u21ae\u02d6\u0015\u0018@",
+            "4": "0509/12/m/j/15 \u00a9 ucles 2015\u0017 \u0c92\u03c1\u0d0c\u03f8 \u5a73\u6559\u5b28\u337a\u67a9\u1db2\u462c \u4795\u352f\u1e35\u02c8\u40de\u23b6\u26d0\u5a0e\u231f\u1db2\u2686\u4afc\u4ad4\u1e35\u67f4 \u01c6 \u24f7\u67f4\u0003\u0015 \u37e1\u3482\u337a\u67a9\u1dd5\u2111\u4b6f\u352f\u4a88\u462c\u210f\u2b61 \u02c8\u44d0\u5192\u2d99\u462c\u5a19\u4bc9\u5f98\u1da8\u1db3 \u02d6 \u0003 \u00b1\u0003\u4062\u1e69\u1df0\u5a52\u46a0\u1f81\u5192\u2d99\u6706\u2de0\u6175\u5929 \u02d7 \u0003 \u0003\u00b1\u0003\u292a\u1efd\u1f27\u5192\u2d99\u31b8\u4062\u1da8\u1fb3\u5192\u1f81\u462c\u1e63 \u01c6 \u70b7\u2aff\u3520\u0015\u0018\u0013\u2aff\u2d8e\u239b\u70b8 >\u210f\u2b61\u02d6\u0014\u0018\u0003\u21ae@ >\u5a46\u59a8\u462c\u5c92\u6177 \u02d6\u0014\u0013\u0003\u21ae@ \u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011 \u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011 \u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011 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+            "5": "0509/12/m/j/15 \u00a9 ucles 2015 [turn over\u0018 \u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011 \u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011 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\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011 \u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011 \u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011 \u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011 >\u4de5\u21ae\u02d6\u0015\u0018\u21ae@",
+            "6": "0509/12/m/j/15 \u00a9 ucles 2015\u0019 48(67,216\u0003,1\u00036,03/,),('\u0003&+$5$&7(56\u0003 \u4227\u0d0e\u3184\u1870\u1d39\u4c1e\u4ec8\u02c8\u18ba\u3184\u1e79\u07c9\u0d58\u4205\u09a7\u043a\u01c6 \u0a1f\u0515\u2b58\u3471\u0583\u1187\u1846\u3635\u31b0\u0583\u1187\u0d0e\u3184\u4c1e\u4ec8\u01c6\u0d58\u3633\u4205\u045d \u043d\u0771\u41e8\u05af\u2b58\u1187\u07a8\u01c6 \u1a02\u4ea5\u043a\u2cb5\u1c5f\u4c35\u422b\u2e1d\u1bb7\u01c6\u3633\u11c8\u043d\u057a\u4c35\u422b\u1846\u3635\u41f4\u0854\u1a02\u4ea5\u01c6\u21ff\u0430\u4ec8\u1846\u3635\u21ff\u0430\u123f\u4ec8\u2cb5\u0836\u1ba0\u0d58\u07a6\u0a3e\u4d92\u2cb5\u191c\u0a27>\u0003@\u47fc\u01c6 \u0755\u11dc\u080d\u0620 \u4227\u4c35\u422b\u1a02\u4ea5\u043a\u2cb5 \u2e1d\u1bb7\u0430\u02c8\u2766\u0a3e\u0d58\u4205\u09a7\u043a\u0d0e\u3184\u315c\u0430\u4ec8\u01c6 \u4c1e\u4ec8\u0003\u0014 \u0003\u000b d \f \u0003 \u47fd\u422b\u2e1d\u1bb7\u315c\u0430\u21e5\u02c8\u41e2\u0430\u41e2\u1229\u1840\u08cf\u04eb\u0f1b\u2cb5\u4233\u1e15\u1c6e\u2f6a\u082a\u02d6 \u0003 \u0003 \u000bl\f\u0003 \u0507\u051d\u2cb5\u381a\u0611\u15f3\u0583\u29e0\u0d58\u0b1a\u04cc\u1be9\u4d92\u02d7 \u0003\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011 \u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011 \u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011 \u0003\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011 \u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011 \u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011 \u0003\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011 \u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011 \u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011>\u0016@ \u0003 \u0003 \u000bll\f\u0003 \u0507\u051d\u0abc\u07a6\u0507\u04eb\u1d30\u0f57\u2cb5\u141e\u1532\u1c5f\u04f1\u0479\u01c6 \u0003\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011 \u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011 \u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011>\u0014@ \u0003\u000b e \f \u0003 \u47fd\u422b\u2e1d\u1bb7\u315c\u04bd\u21e5\u02c8\u4227\u2b58\u381a\u1421\u2cb5\u420d\u4013\u47fa\u0430\u043b\u0515\u043b\u41fd\u34f4\u1c5f\u04f1\u0479\u173f\u164d\u01c6 \u0121\u0121\u0121 \u0121\u0121\u0121\u0240\u4256\u4256\u0a4b\u1180 \u0003\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011 \u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011 \u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011>\u0014@ \u0003\u000b f \f \u0003 \u47fd\u422b\u2e1d\u1bb7\u315c\u04bd\u21e5\u02c8\u41e2\u0430\u41e2\u02d6 \u0003 \u0003 \u000bl\f\u0003 \u04f1\u0479\u1e67\u2cb5\u04eb\u057a\u3edb\u41d4\u046b\u1c5f\u28f2\u0fb4\u047b\u15c2\u02d7 \u0003\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011 \u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011 \u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011 \u0003\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011 \u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011 \u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011>\u0015@ \u0003 \u0003 \u000bll\f\u0003 \u4609\u2ffd\u3ff2\u1625\u1456\u1d95\u0b1a\u2ffd\u434f\u4d92\u15a1\u0afd\u01c6 \u0003\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011 \u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011 \u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011>\u0014@",
+            "7": "0509/12/m/j/15 \u00a9 ucles 2015 [turn over\u001a \u0003\u000b g \f \u0003 \u47fd\u422b\u2e1d\u1bb7\u315c\u04bd\u21e5\u02c8\u41e2\u0430\u41e2\u4256\u4256\u0a4b\u1180\u2cb5\u1bb7\u0946\u3509\u045d\u0d2d\u1196\u2b4f\u1456\u1d95\u04b7\u04f1\u0479\u1e67\u2cb5\u15a1\u0afd\u01c6 \u0003\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011 \u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011 \u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011 \u0003\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011 \u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011 \u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011>\u0015@ \u0003\u000b h \f \u0003 \u47fd\u422b\u2e1d\u1bb7\u315c\u0439\u21e5\u02c8\u41e2\u0430\u41e2\u046b\u04f1\u0479\u4224\u0f57\u0f4a\u1ba0\u04eb\u472d\u14c4\u4215\u1229\u381a\u1421\u1d39\u0611\u15f3\u01c6 \u0003\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011 \u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011 \u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011 \u0003\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011 \u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011 \u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011>\u0015@ \u0003 \u000bi\f\u0003 \u47fd\u422b\u2e1d\u1bb7\u315c\u0439\u21e5\u02c8\u41e2\u0430\u41e2\u058c\u3635\u046b\u04f1\u0479\u1a00\u0860\u2b9a\u3934\u01c6 \u0003\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011 \u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011 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\u0003\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011 \u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011 \u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011 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\u47fd\u422b\u2e1d\u1bb7\u315c\u21e5\u079d\u02c8\u41e2\u0430\u41e2\u1840\u08cf\u2cb5\u315c\u0430\u2195\u1c5f\u04f1\u0479\u01c6 \u0003\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011 \u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011 \u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011>\u0014@ >\u421d\u4030\u2cb5\u32ee\u2e9e\u02d6 \u0018@ >\u166b\u0836\u02d6\u0015\u0018@",
+            "8": "0509/12/m/j/15 \u00a9 ucles 2015\u001b \u080d\u0620\u07d7\u0755 \u4227\u4c35\u422b\u1a02\u4ea5\u043a\u2cb5 \u2e1d\u1bb7\u04bd\u02c8\u2766\u0a3e\u0d58\u4205\u09a7\u043a\u0d0e\u3184\u315c\u04bd\u4ec8\u01c6 \u4c1e\u4ec8\u0003\u0015 \u1e69\u199e\u1a02\u4ea5\u045d\u0454\u31f7\u1bb7\u3110\u2cb5\u07b5\u11e9\u02c8\u2b58\u381a\u1421\u2cb5\u420d\u31b0\u4620\u0430\u043b\u02d6 \u0003 \u00b2\u0003\u046b\u04f1\u0479\u4224\u2d28\u0611\u381a\u1421\u4d8e\u1468\u47fd\u3fb1\u02d7 \u0003 \u00b2\u0003\u0fb2\u0585\u05af\u381a\u1421\u1840\u046b\u0430\u045a\u381a\u0611\u2cb5\u04eb\u01c6 \u02c4\u1187\u1ba8\u0015\u0018\u0013\u1187\u1416\u0a23\u02c5 >\u07b5\u11e9\u02d6\u0014\u0018\u0003\u21ae@ >\u421d\u4030\u2cb5\u4358\u47ff\u02d6 \u0014\u0013\u0003\u0836@ 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+            "9": "0509/12/m/j/15 \u00a9 ucles 2015\u001c \u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011 \u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011 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\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011 >\u166b\u0836\u02d6\u0015\u0018\u0003\u21ae@",
+            "10": "10 0509/12/m/j/15 \u00a9 ucles 2015blank page",
+            "11": "11 0509/12/m/j/15 \u00a9 ucles 2015blank page",
+            "12": "0509/12/m/j/15 \u00a9 ucles 2015permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here 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 onl ine in the cambridge international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to do wnload at www.cie.org.uk after  the live examination series. cambridge international examinations is part of the cambridge assessment group. cambridge assessment is the brand name of unive rsity of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge.blank page12"
+        },
+        "0509_s15_qp_13.pdf": {
+            "1": "this document consists of 9 printed pages, 3 blank pages and 1 insert. nl 97820/3 \u00a9 ucles 2015  [turn overfirst language chinese  0509/13 paper 1  reading  may/june 2015  2 hours candidates answer on the question paper. no additional materials are required. read these instructions first write your centre number, candidate number and name in the spaces at the top of this page. write in dark blue or black pen. do not use staples, paper clips, glue or correction fluid. do not  write in any barcodes. answer all questions in the spaces provided. the questions on this question paper are printed twice, once in traditional and once in simplified characters.  if you wish to read them in traditional characters, turn to page 2; if you wish to read them in simplified  characters, turn to page 6. you may write your answers in either traditional or simplified characters. dictionaries are not permitted. the insert contains the reading passages. the insert is not assessed by the examiner. the number of marks is given in brackets [  ] at the end of each question or part question. \u8acb\u5148\u95b1\u8b80\u4ee5\u4e0b\u8aaa\u660e \u8acb\u628a\u8003\u8a66\u4e2d\u5fc3\u7de8\u865f \u3001\u8003\u751f\u865f\u548c\u59d3\u540d\u5beb\u5728\u672c\u9801\u4e0a\u65b9\u7684\u7a7a\u683c\u4e2d \u3002 \u8acb\u7528\u6df1\u85cd\u8272\u6216\u8005\u9ed1\u8272\u7b46\u7b54\u5377 \u3002 \u8acb\u4e0d\u8981\u7528\u8a02\u66f8\u91d8 \u3001\u66f2\u5225\u91dd\u3001\u81a0\u6c34\u6216\u8005\u5857\u6539\u6db2 \u3002 \u8acb\u4e0d\u8981\u5728\u4efb\u4f55\u689d\u5f62\u78bc\u4e0a\u5857\u5beb\u5b57\u8de1 \u3002 \u8a66\u5377\u4e0a\u7684\u554f\u984c \uff0c\u6709\u7e41\u9ad4\u548c\u7c21\u9ad4\u5169\u7a2e\u7248\u672c \u3002\u82e5\u8981\u7e41\u9ad4\u5b57\u7248 \uff0c\u8acb\u7ffb\u5230\u7b2c\u4e8c\u9801 \u3002 \u8bf7\u5148\u9605\u8bfb\u4ee5\u4e0b\u8bf4\u660e \u8bf7\u628a\u8003\u8bd5\u4e2d\u5fc3\u7f16\u53f7\u3001\u8003\u751f\u53f7\u548c\u59d3\u540d\u5199\u5728\u672c\u9875\u4e0a\u65b9\u7684\u7a7a\u683c\u4e2d\u3002 \u8bf7\u7528\u6df1\u84dd\u8272\u6216\u8005\u9ed1\u8272\u7b14\u7b54\u5377\u3002 \u8bf7\u4e0d\u8981\u7528\u8ba2\u4e66\u9489\u3001\u66f2\u522b\u9488\u3001\u80f6\u6c34\u6216\u8005\u6d82\u6539\u6db2\u3002 \u8bf7\u4e0d\u8981\u5728\u4efb\u4f55\u6761\u5f62\u7801\u4e0a\u6d82\u5199\u5b57\u8ff9\u3002 \u8bd5\u5377\u4e0a\u7684\u95ee\u9898\uff0c\u6709\u7e41\u4f53\u548c\u7b80\u4f53\u4e24\u79cd\u7248\u672c\u3002\u82e5\u8981\u7b80\u4f53\u5b57\u7248\uff0c\u8bf7\u7ffb\u5230\u7b2c\u516d\u9875\u3002cambridge international examinations cambridge international general certificate of secondary education * 3 9 6 7 1 3 4 6 2 4 *",
+            "2": "2 0509/13/m/j/15 \u00a9 ucles 2015questions in traditional characters  \u8acb\u56de\u7b54\u6240\u6709\u554f\u984c \uff0c\u628a\u7b54\u6848\u5beb\u5728\u8a66\u5377\u4e0a \u3002 \u53ef\u4ee5\u7528\u7e41\u9ad4\u5b57\u6216\u8005\u7c21\u9ad4\u5b57\u56de\u7b54\u554f\u984c \u3002 \u5728\u8003\u8a66\u4e2d\u4e0d\u5141\u8a31\u4f7f\u7528\u5b57\u5178 \u3002 \u63d2\u9801\u4e0a\u7684\u662f\u95b1\u8b80\u77ed\u6587 \u3002\u8003\u5b98\u4e0d\u6703\u95b1\u8b80\u6216\u8005\u8a55\u5224\u63d2\u9801 \u3002 \u6bcf\u4e00\u984c\u6216\u8005\u6bcf\u4e00\u5c0f\u984c\u7684\u5206\u6578\u5728\u5176\u5f8c\u9762\u7684\u62ec\u865f[ ]\u88e1 \u3002 \u7b2c\u4e00\u90e8\u5206 \u8acb\u95b1\u8b80\u63d2\u9801\u4e0a\u7684 \u77ed\u6587\u4e00\uff0c\u7136\u5f8c\u5728\u8a66\u5377\u4e0a\u56de\u7b54\u7b2c\u4e00\u984c \u3002 \u554f\u984c  1  (a) \u91cd\u8b80\u77ed\u6587\u7b2c\u4e00\u6bb5 \uff0c\u89e3\u91cb\u4e00\u4e0b\u201c\u96c1\u904e\u7559\u8072 \uff0c\u4eba\u904e\u7559\u540d\u201d\u662f\u4ec0\u9ebc\u610f\u601d \u3002      [2]  (b) \u91cd\u8b80\u77ed\u6587\u7b2c\u4e8c\u6bb5 \uff0c\u8b1b\u4e00\u8b1b\u70ba\u4ec0\u9ebc\u8aaa\u505a\u4eba\u6b63\u76f4\u662f\u201c\u7acb\u8eab\u4e4b\u672c \uff0c\u8655\u4e16\u4e4b\u57fa\u201d \u3002         [3]  (c) \u91cd\u8b80\u77ed\u6587\u7b2c\u4e09\u6bb5 \uff0c\u8b1b\u4e00\u8b1b\u70ba\u4ec0\u9ebc\u6b63\u76f4\u662f\u4e00\u500b\u4eba\u5728\u5de5\u4f5c\u4e2d\u7372\u5f97\u6210\u529f\u7684\u91cd\u8981\u56e0\u7d20 \u3002     [2]  (d) \u5728\u77ed\u6587\u7b2c\u56db\u6bb5\u7684\u958b\u982d \uff0c\u4f5c\u8005\u5728\u8a0e\u8ad6\u201c\u6b63\u76f4\u7684\u4eba\u201d\u7684\u6642\u5019\u70ba\u4ec0\u9ebc\u63d0\u5230\u82f1\u6587\u548c\u6578\u5b78\uff1f       [3]",
+            "3": "3 0509/13/m/j/15 \u00a9 ucles 2015 [turn over (e) \u91cd\u8b80\u77ed\u6587\u7b2c\u56db\u6bb5 \uff0c\u8b1b\u4e00\u8b1b\u6b63\u76f4\u7684\u4eba\u6709\u4ec0\u9ebc\u6a23\u7684\u8655\u4e16\u4e4b\u9053 \u3002     [2]  (f) \u91cd\u8b80\u77ed\u6587\u7b2c\u56db\u6bb5 \uff0c\u8b1b\u4e00\u8b1b\u70ba\u4ec0\u9ebc\u6b63\u76f4\u7684\u4eba\u66f4\u5bb9\u6613\u7372\u5f97\u6210\u529f \u3002     [2]  (g) \u91cd\u8b80\u77ed\u6587\u7b2c\u4e94\u6bb5 \uff0c\u7528\u6797\u80af\u7684\u4f8b\u5b50\u8b1b\u4e00\u8b1b\u6b63\u76f4\u7684\u4eba\u662f\u600e\u9ebc\u6a23\u9762\u5c0d\u6311\u6230\u7684 \u3002     [2]  (h) \u91cd\u8b80\u77ed\u6587\u7b2c\u516d\u6bb5 \uff0c\u8b1b\u4e00\u8b1b\u70ba\u4ec0\u9ebc\u8aaa\u6b63\u76f4\u6703\u7d66\u4e00\u500b\u4eba\u5e36\u4f86\u53cb\u8abc\u548c\u5c0a\u91cd \u3002     [2]  (i) \u91cd\u8b80\u77ed\u6587\u7b2c\u4e03\u6bb5 \uff0c\u8b1b\u4e00\u8b1b\u6b63\u76f4\u7684\u4eba\u662f\u600e\u9ebc\u770b\u5f85\u6210\u529f\u7684 \u3002     [2] [\u8a9e\u8a00\u7684\u7cbe\u78ba \uff1a5] [\u7e3d\u5206\uff1a25]",
+            "4": "4 0509/13/m/j/15 \u00a9 ucles 2015\u7b2c\u4e8c\u90e8\u5206 \u8acb\u95b1\u8b80\u63d2\u9801\u4e0a\u7684 \u77ed\u6587\u4e8c\uff0c\u7136\u5f8c\u5728\u8a66\u5377\u4e0a\u56de\u7b54\u7b2c\u4e8c\u984c \u3002 \u554f\u984c  2 \u6839\u64da\u63d2\u9801\u4e2d\u5169\u7bc7\u6587\u7ae0\u7684\u5167\u5bb9 \uff0c\u7528\u81ea\u5df1\u7684\u8a71\u7c21\u8ff0\u4e00\u4e0b \uff1a  \u2013\t\u505a\u4eba\u6b63\u76f4\u7684\u91cd\u8981\u6027 \uff1b  \t \u2013\t\u5982\u4f55\u9762\u5c0d\u751f\u6d3b\u4e2d\u7684\u6311\u6230 \u3002 \uff08\u5b57\u6578250\u5b57\u5de6\u53f3\uff09 [\u5167\u5bb9\uff1a15 \u5206] [\u8a9e\u8a00\u7684\u8cea\u91cf \uff1a10 \u5206] ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ...",
+            "5": "5 0509/13/m/j/15 \u00a9 ucles 2015 [turn over... ... ... ... ... ... ... ... ... ... ... ... ... ... [\u7e3d\u5206\uff1a25\u5206] please turn over to find questions in simplified characters",
+            "6": "6 0509/13/m/j/15 \u00a9 ucles 2015questions in simplified characters  \u8bf7\u56de\u7b54\u6240\u6709\u95ee\u9898\uff0c\u628a\u7b54\u6848\u5199\u5728\u8bd5\u5377\u4e0a\u3002 \u53ef\u4ee5\u7528\u7e41\u4f53\u5b57\u6216\u8005\u7b80\u4f53\u5b57\u56de\u7b54\u95ee\u9898\u3002 \u5728\u8003\u8bd5\u4e2d \u4e0d\u5141\u8bb8\u4f7f\u7528\u5b57\u5178\u3002 \u63d2\u9875\u4e0a\u7684\u662f\u9605\u8bfb\u77ed\u6587\u3002\u8003\u5b98\u4e0d\u4f1a\u9605\u8bfb\u6216\u8005\u8bc4\u5224\u63d2\u9875\u3002 \u6bcf\u4e00\u9898\u6216\u8005\u6bcf\u4e00\u5c0f\u9898\u7684\u5206\u6570\u5728\u5176\u540e\u9762\u7684\u62ec\u53f7 [ ]\u91cc\u3002 \u7b2c\u4e00\u90e8\u5206 \u8bf7\u9605\u8bfb\u63d2\u9875\u4e0a\u7684 \u77ed\u6587\u4e00\uff0c\u7136\u540e\u5728\u8bd5\u5377\u4e0a\u56de\u7b54\u7b2c\u4e00\u9898\u3002 \u95ee\u9898  1  (a) \u91cd\u8bfb\u77ed\u6587\u7b2c\u4e00\u6bb5\uff0c\u89e3\u91ca\u4e00\u4e0b\u201c\u96c1\u8fc7\u7559\u58f0\uff0c\u4eba\u8fc7\u7559\u540d\u201d\u662f\u4ec0\u4e48\u610f\u601d\u3002   ...  ... [2]  (b) \u91cd\u8bfb\u77ed\u6587\u7b2c\u4e8c\u6bb5\uff0c\u8bb2\u4e00\u8bb2\u4e3a\u4ec0\u4e48\u8bf4\u505a\u4eba\u6b63\u76f4\u662f\u201c\u7acb\u8eab\u4e4b\u672c\uff0c\u5904\u4e16\u4e4b\u57fa\u201d\u3002    ...  ...  ... [3]  (c) \u91cd\u8bfb\u77ed\u6587\u7b2c\u4e09\u6bb5\uff0c\u8bb2\u4e00\u8bb2\u4e3a\u4ec0\u4e48\u6b63\u76f4\u662f\u4e00\u4e2a\u4eba\u5728\u5de5\u4f5c\u4e2d\u83b7\u5f97\u6210\u529f\u7684\u91cd\u8981\u56e0\u7d20\u3002  ...  ... [2]  (d) \u5728\u77ed\u6587\u7b2c\u56db\u6bb5\u7684\u5f00\u5934\uff0c\u4f5c\u8005\u5728\u8ba8\u8bba\u201c\u6b63\u76f4\u7684\u4eba\u201d\u7684\u65f6\u5019\u4e3a\u4ec0\u4e48\u63d0\u5230\u82f1\u6587\u548c\u6570\u5b66\uff1f  ...  ...  ... [3]",
+            "7": "7 0509/13/m/j/15 \u00a9 ucles 2015 (e) \u91cd\u8bfb\u77ed\u6587\u7b2c\u56db\u6bb5\uff0c\u8bb2\u4e00\u8bb2\u6b63\u76f4\u7684\u4eba\u6709\u4ec0\u4e48\u6837\u7684\u5904\u4e16\u4e4b\u9053\u3002     [2]  (f) \u91cd\u8bfb\u77ed\u6587\u7b2c\u56db\u6bb5\uff0c\u8bb2\u4e00\u8bb2\u4e3a\u4ec0\u4e48\u6b63\u76f4\u7684\u4eba\u66f4\u5bb9\u6613\u83b7\u5f97\u6210\u529f\u3002     [2]  (g) \u91cd\u8bfb\u77ed\u6587\u7b2c\u4e94\u6bb5\uff0c\u7528\u6797\u80af\u7684\u4f8b\u5b50\u8bb2\u4e00\u8bb2\u6b63\u76f4\u7684\u4eba\u662f\u600e\u4e48\u6837\u9762\u5bf9\u6311\u6218\u7684\u3002     [2]  (h) \u91cd\u8bfb\u77ed\u6587\u7b2c\u516d\u6bb5\uff0c\u8bb2\u4e00\u8bb2\u4e3a\u4ec0\u4e48\u8bf4\u6b63\u76f4\u4f1a\u7ed9\u4e00\u4e2a\u4eba\u5e26\u6765\u53cb\u8c0a\u548c\u5c0a\u91cd\u3002     [2]  (i) \u91cd\u8bfb\u77ed\u6587\u7b2c\u4e03\u6bb5\uff0c\u8bb2\u4e00\u8bb2\u6b63\u76f4\u7684\u4eba\u662f\u600e\u4e48\u770b\u5f85\u6210\u529f\u7684\u3002     [2] [\u8bed\u8a00\u7684\u7cbe\u786e \uff1a5] [\u603b\u5206\uff1a25] [turn over",
+            "8": "8 0509/13/m/j/15 \u00a9 ucles 2015\u7b2c\u4e8c\u90e8\u5206 \u8bf7\u9605\u8bfb\u63d2\u9875\u4e0a\u7684 \u77ed\u6587\u4e8c\uff0c\u7136\u540e\u5728\u8bd5\u5377\u4e0a\u56de\u7b54\u7b2c\u4e8c\u9898\u3002 \u95ee\u9898  2 \u6839\u636e\u63d2\u9875\u4e2d\u4e24\u7bc7\u6587\u7ae0\u7684\u5185\u5bb9\uff0c\u7528\u81ea\u5df1\u7684\u8bdd\u7b80\u8ff0\u4e00\u4e0b\uff1a  \u2013 \u505a\u4eba\u6b63\u76f4\u7684\u91cd\u8981\u6027\uff1b  \u2013 \u5982\u4f55\u9762\u5bf9\u751f\u6d3b\u4e2d\u7684\u6311\u6218\u3002 \uff08\u5b57\u6578250\u5b57\u5de6\u53f3\uff09 [\u5185\u5bb9\uff1a 15 \u5206] [\u8bed\u8a00\u7684\u8d28\u91cf\uff1a 10 \u5206] ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ...",
+            "9": "9 0509/13/m/j/15 \u00a9 ucles 2015              [\u603b\u5206\uff1a 25 \u5206]",
+            "10": "10 0509/13/m/j/15 \u00a9 ucles 2015blank page",
+            "11": "11 0509/13/m/j/15 \u00a9 ucles 2015blank page",
+            "12": "12 0509/13/m/j/15 \u00a9 ucles 2015blank page permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the  publisher will be pleased to make amends at the earliest possible opportunity . to avoid the issue of disclosure of answer-related information to candidates, all copyright acknowledgements are reproduced online in the cambridge international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download at www.cie.org.uk after  the live examination series. 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."
+        },
+        "0509_s15_qp_21.pdf": {
+            "1": "read these instructions first write your centre number, candidate number and name in the spaces at the top of this page.  write in dark blue or black pen.  do not use staples, paper clips, glue or correction fluid.   do not  write in any barcodes. the essay titles on this question paper are printed twice, once in traditional and once in simplified characters.  if you wish to read the essay titles in traditional characters, turn to page 2; if you wish to read the essay  titles in simplified characters, turn to page 6. answer one question in the space provided. you should write between 400 and 600 characters.  all questions in this paper carry equal marks. \u8bf7\u5148\u9605\u8bfb\u4ee5\u4e0b\u8bf4\u660e \u8bf7\u628a\u8003\u8bd5\u4e2d\u5fc3\u7f16\u53f7 \u3001\u8003\u751f\u53f7\u548c\u59d3\u540d\u5199\u5728\u672c\u9875\u4e0a\u65b9\u7684\u7a7a\u683c\u4e2d \u3002 \u8bf7\u7528\u6df1\u84dd\u8272\u6216\u8005\u9ed1\u8272\u7b14\u7b54\u5377 \u3002 \u8bf7\u4e0d\u8981\u7528\u8ba2\u4e66\u9489 \u3001\u66f2\u522b\u9488\u3001\u80f6\u6c34\u6216\u8005\u6d82\u6539\u6db2 \u3002 \u8bf7\u4e0d\u8981\u5728\u4efb\u4f55\u6761\u5f62\u7801\u4e0a\u6d82\u5199\u5b57\u8ff9 \u3002 \u8bd5\u5377\u4e0a\u7684\u95ee\u9898\u6709\u7e41\u4f53\u548c\u7b80\u4f53\u4e24\u79cd\u7248\u672c \u3002\u82e5\u8981\u7e41\u4f53\u5b57\u7248 \uff0c\u8bf7\u7ffb\u5230\u7b2c 2 \u9875\uff1b\u82e5\u8981\u7b80\u4f53\u5b57\u7248 \uff0c\u8bf7\u7ffb\u5230\u7b2c 6 \u9875\u3002 \u8bf7\u9009\u4e00\u9898\uff0c\u5e76\u5728\u7a7a\u767d\u5904\u7b54\u9898\u3002\u6587\u7ae0\u5b57\u6570\u5e94\u5728 400 \u5230 600 \u5b57\u4e4b\u95f4\u3002\u6240\u6709\u9898\u76ee\u5206\u503c\u76f8\u540c\u3002 \u8acb\u5148\u95b1\u8b80\u4ee5\u4e0b\u8aaa\u660e \u8acb\u628a\u8003\u8a66\u4e2d\u5fc3\u7de8\u865f\u3001\u8003\u751f\u865f\u548c\u59d3\u540d\u5beb\u5728\u672c\u9801\u4e0a\u65b9\u7684\u7a7a\u683c\u4e2d\u3002 \u8acb\u7528\u6df1\u85cd\u8272\u6216\u8005\u9ed1\u8272\u7b46\u7b54\u5377\u3002 \u8acb\u4e0d\u8981\u7528\u8a02\u66f8\u91d8\u3001\u66f2\u5225\u91dd\u3001\u81a0\u6c34\u6216\u8005\u5857\u6539\u6db2\u3002 \u8acb\u4e0d\u8981\u5728\u4efb\u4f55\u689d\u5f62\u78bc\u4e0a\u5857\u5beb\u5b57\u8de1\u3002 \u8a66\u5377\u4e0a\u7684\u554f\u984c\u6709\u7e41\u9ad4\u548c\u7c21\u9ad4\u5169\u7a2e\u7248\u672c\u3002\u82e5\u8981\u7e41\u9ad4\u5b57\u7248\uff0c\u8acb\u7ffb\u5230\u7b2c 2 \u9801\uff0c\u82e5\u8981\u7c21\u9ad4\u5b57\u7248\uff0c\u8acb\u7ffb\u5230\u7b2c 6 \u9801\u3002 \u8acb\u9078\u4e00\u984c\uff0c\u4e26\u5728\u7a7a\u767d\u8655\u7b54\u984c\u3002\u6587\u7ae0\u5b57\u6578\u61c9\u5728  400 \u5230 600 \u5b57\u4e4b\u9593\u3002\u6240\u6709\u984c\u76ee\u5206\u503c\u76f8\u540c\u3002first language chinese  0509/21 paper 2  writing  may/june 2015   1 hour 15 minutes candidates answer on the question paper. no additional materials are required. this document consists of 8 printed pages. nl 99106/3 \u00a9 ucles 2015  [turn overcambridge international examinations cambridge international general certificate of secondary education * 1 5 4 0 1 2 0 3 5 1 *",
+            "2": "0509/21/m/j/152 \u00a9 ucles 2015essay questions in traditional characters \u8acb\u9078\u4e00\u984c\uff0c\u4e26\u5728\u7a7a\u767d\u8655\u7b54\u984c\u3002\u8acb\u5beb\u4e00\u7bc7  400 \u5230 600 \u5b57\u7684\u6587\u7ae0\u3002 \u7b2c\u4e00\u90e8\u5206 \uff1a\u8b70\u8ad6 1 \u512a\u79c0\u7684\u6210\u7e3e\u662f\u6210\u529f\u7684\u95dc\u9375 \u3002 2 \u4e0d\u4ed8\u51fa\uff0c\u5c31\u6c92\u6709\u6536\u7372 \u3002 3 \u6709\u7684\u4e2d\u5b78\u7981\u6b62\u5b78\u751f\u5728\u6821\u5167\u4f7f\u7528\u624b\u6a5f \u3002\u8ac7\u8ac7\u4f60\u7684\u770b\u6cd5 \u3002 4 \u4f5c\u70ba\u4e00\u540d\u9752\u5c11\u5e74 \uff0c\u4f60\u89ba\u5f97\u4f60\u61c9\u8a72\u6709\u4ec0\u9ebc\u6a23\u7684\u8cac\u4efb\u8207\u7fa9\u52d9 ? \u7b2c\u4e8c\u90e8\u5206 \uff1a\u63cf\u5beb\u8207\u6558\u8ff0 5 \u6668\u9732 6 \u4e00\u500b\u73cd\u60dc\u6642\u9593\u7684\u4eba 7 \u7121\u5948\u7684\u5927\u5e74\u4e09\u5341  8 \u6211\u7684\u4e00\u6b21\u5192\u96aa\u7d93\u6b77",
+            "3": "0509/21/m/j/153 \u00a9 ucles 2015 [turn over 200 400\u8acb\u628a\u6240\u9078\u4f5c\u6587\u984c\u865f\u5beb\u5728\u9019\u88cf :",
+            "4": "0509/21/m/j/154 \u00a9 ucles 2015 600 800",
+            "5": "0509/21/m/j/155 \u00a9 ucles 2015please turn over to find questions in simplified characters [turn over",
+            "6": "0509/21/m/j/156 \u00a9 ucles 2015essay questions in simplified characters \u8bf7\u9009\u4e00\u9898\uff0c\u5e76\u5728\u7a7a\u767d\u5904\u7b54\u9898\u3002\u8bf7\u5199\u4e00\u7bc7 400 \u5230 600 \u5b57\u7684\u6587\u7ae0\u3002 \u7b2c\u4e00\u90e8\u5206\uff1a\u8bae\u8bba 1 \u4f18\u79c0\u7684\u6210\u7ee9\u662f\u6210\u529f\u7684\u5173\u952e\u3002 2 \u4e0d\u4ed8\u51fa\uff0c\u5c31\u6ca1\u6709\u6536\u83b7\u3002 3 \u6709\u7684\u4e2d\u5b66\u7981\u6b62\u5b66\u751f\u5728\u6821\u5185\u4f7f\u7528\u624b\u673a\u3002\u8c08\u8c08\u4f60\u7684\u770b\u6cd5\u3002 4 \u4f5c\u4e3a\u4e00\u540d\u9752\u5c11\u5e74\uff0c\u4f60\u89c9\u5f97\u4f60\u5e94\u8be5\u6709\u4ec0\u4e48\u6837\u7684\u8d23\u4efb\u4e0e\u4e49\u52a1? \u7b2c\u4e8c\u90e8\u5206\uff1a\u63cf\u5199\u4e0e\u53d9\u8ff0 5 \u6668\u9732 6 \u4e00\u4e2a\u73cd\u60dc\u65f6\u95f4\u7684\u4eba 7 \u65e0\u5948\u7684\u5927\u5e74\u4e09\u5341  8 \u6211\u7684\u4e00\u6b21\u5192\u9669\u7ecf\u5386",
+            "7": "0509/21/m/j/157 \u00a9 ucles 2015 [turn over 200 400\u8bf7\u628a\u6240\u9009\u4f5c\u6587\u9898\u53f7\u5199\u5728\u8fd9\u91cc :",
+            "8": "0509/21/m/j/158 \u00a9 ucles 2015permission 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 international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download at www.cie.org.uk after  the live examination series. 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. 600 800"
+        },
+        "0509_s15_qp_22.pdf": {
+            "1": "read these instructions first write your centre number, candidate number and name in the spaces at the top of this page. write in dark blue or black pen. do not use staples, paper clips, glue or correction \ufb02  uid.  do not write in any barcodes. the essay titles on this question paper are printed twice, once in traditional and once in simpli\ufb01  ed characters.  if you wish to read the essay titles in traditional characters, turn to page 2; if you wish to read the essay  titles in simpli\ufb01  ed characters, turn to page 6. answer one question in the space provided. y ou should write between 400 and 600 characters. all questions in this paper carry equal marks. \u8bf7\u628a\u8003\u8bd5\u4e2d\u5fc3\u7f16\u53f7 \u3001\u8003\u751f\u53f7\u548c\u59d3\u540d\u5199\u5728\u672c\u9875\u4e0a\u65b9\u7684\u7a7a\u683c\u4e2d \u3002 \u8bf7\u7528\u6df1\u84dd\u8272\u6216\u8005\u9ed1\u8272\u7b14\u7b54\u5377 \u3002 \u8bf7\u4e0d\u8981\u7528\u8ba2\u4e66\u9489 \u3001\u66f2\u522b\u9488\u3001\u80f6\u6c34\u6216\u8005\u6d82\u6539\u6db2 \u3002 \u8bf7\u4e0d\u8981\u4e0d\u8981\u5728\u4efb\u4f55\u6761\u5f62\u7801\u4e0a\u6d82\u5199\u5b57\u8ff9 \u3002 \u8bd5\u5377\u4e0a\u7684\u95ee\u9898\u6709\u7e41\u4f53\u548c\u7b80\u4f53\u4e24\u79cd\u7248\u672c \u3002\u82e5\u8981\u7e41\u4f53\u5b57\u7248 \uff0c\u8bf7\u7ffb\u5230\u7b2c 2 \u9875\uff1b\u82e5\u8981\u7b80\u4f53\u5b57\u7248 \uff0c\u8bf7\u7ffb\u5230\u7b2c 6 \u9875\u3002 \u8bf7\u9009\u4e00\u9898\u4e00\u9898\uff0c\u5e76\u5728\u7a7a\u767d\u5904\u7b54\u9898\u3002\u6587\u7ae0\u5b57\u6570\u5e94\u5728 400 \u5230 600 \u5b57\u4e4b\u95f4\u3002\u6240\u6709\u9898\u76ee\u5206\u503c\u76f8\u540c\u3002 \u8acb\u628a\u8003\u8a66\u4e2d\u5fc3\u7de8\u865f\u3001\u8003\u751f\u865f\u548c\u59d3\u540d\u5beb\u5728\u672c\u9801\u4e0a\u65b9\u7684\u7a7a\u683c\u4e2d\u3002 \u8acb\u7528\u6df1\u85cd\u8272\u6216\u8005\u9ed1\u8272\u7b46\u7b54\u5377\u3002 \u8acb\u4e0d\u8981\u7528\u8a02\u66f8\u91d8\u3001\u66f2\u5225\u91dd\u3001\u81a0\u6c34\u6216\u8005\u5857\u6539\u6db2\u3002 \u8acb\u4e0d\u8981\u4e0d\u8981\u5728\u4efb\u4f55\u689d\u5f62\u78bc\u4e0a\u5857\u5beb\u5b57\u8de1\u3002 \u8a66\u5377\u4e0a\u7684\u554f\u984c\u6709\u7e41\u9ad4\u548c\u7c21\u9ad4\u5169\u7a2e\u7248\u672c\u3002\u82e5\u8981\u7e41\u9ad4\u5b57\u7248\uff0c\u8acb\u7ffb\u5230\u7b2c 2 \u9801\uff0c\u82e5\u8981\u7c21\u9ad4\u5b57\u7248\uff0c\u8acb\u7ffb\u5230\u7b2c 6 \u9801\u3002 \u8acb\u9078\u4e00\u984c\u4e00\u984c\uff0c\u4e26\u5728\u7a7a\u767d\u8655\u7b54\u984c\u3002\u6587\u7ae0\u5b57\u6578\u61c9\u5728  400 \u5230 600 \u5b57\u4e4b\u9593\u3002\u6240\u6709\u984c\u76ee\u5206\u503c\u76f8\u540c\u3002first language chinese  0509/22 paper 2  writing may/june 2015   1 hour 15 minutes candidates answer on the question paper. no additional materials are required. this document consists of 8 printed pages. dc (st) 109273 \u00a9 ucles 2015 [turn overcambridge international examinations cambridge international general certi\ufb01  cate of secondary education *4288052486* \u0e02\u10cf\u12a1\u079a\u11f5\u10c9\u0f44\u0c96 \u125d\u10cf\u12a8\u171f\u11f5\u10c9\u10f4\u0c96",
+            "2": "0509/22/m/j/152 \u00a9 ucles 2015essay questions in traditional characters \u8acb\u9078\u4e00\u984c\u4e00\u984c\uff0c\u4e26\u5728\u7a7a\u767d\u8655\u7b54\u984c\u3002\u8acb\u5beb\u4e00\u7bc7  400 \u5230 600 \u5b57\u7684\u6587\u7ae0\u3002 1 \u512a\u79c0\u7684\u6210\u7e3e\u662f\u6210\u529f\u7684\u95dc\u9375 \u3002 2 \u4e0d\u4ed8\u51fa \uff0c\u5c31\u6c92\u6709\u6536\u7372 \u3002 3 \u6709\u7684\u4e2d\u5b78\u7981\u6b62\u5b78\u751f\u5728\u6821\u5167\u4f7f\u7528\u624b\u6a5f \u3002\u8ac7\u8ac7\u4f60\u7684\u770b\u6cd5 \u3002 4 \u4f5c\u70ba\u4e00\u540d\u9752\u5c11\u5e74 \uff0c\u4f60\u89ba\u5f97\u4f60\u61c9\u8a72\u6709\u4ec0\u9ebc\u6a23\u7684\u8cac\u4efb\u8207\u7fa9\u52d9 ? 5 \u6668\u9732 6 \u4e00\u500b\u73cd\u60dc\u6642\u9593\u7684\u4eba 7 \u7121\u5948\u7684\u5927\u5e74\u4e09\u5341  8 \u6211\u7684\u4e00\u6b21\u5192\u96aa\u7d93\u6b77\u0b92\u029a\u0c0c\u02f8 \u02d6\u168b\u1264 \u0b92\u02a1\u0c0c\u02f8 \u02d6\u0ca3\u1179\u2d25\u0b05\u0859",
+            "3": "0509/22/m/j/153 \u00a9 ucles 2015 [turn over 200 400 \u8acb\u628a\u6240\u9078\u4f5c\u6587\u984c\u865f\u5beb\u5728\u9019\u88cf :",
+            "4": "0509/22/m/j/154 \u00a9 ucles 2015 600 800",
+            "5": "0509/22/m/j/155 \u00a9 ucles 2015please turn over to find questions in simplified characters [turn over",
+            "6": "0509/22/m/j/156 \u00a9 ucles 2015essay questions in simplified characters \u8bf7\u9009\u4e00\u9898\u4e00\u9898\uff0c\u5e76\u5728\u7a7a\u767d\u5904\u7b54\u9898\u3002\u8bf7\u5199\u4e00\u7bc7 400 \u5230 600 \u5b57\u7684\u6587\u7ae0\u3002 1 \u4f18\u79c0\u7684\u6210\u7ee9\u662f\u6210\u529f\u7684\u5173\u952e\u3002 2 \u4e0d\u4ed8\u51fa\uff0c\u5c31\u6ca1\u6709\u6536\u83b7\u3002 3 \u6709\u7684\u4e2d\u5b66\u7981\u6b62\u5b66\u751f\u5728\u6821\u5185\u4f7f\u7528\u624b\u673a\u3002\u8c08\u8c08\u4f60\u7684\u770b\u6cd5\u3002 4 \u4f5c\u4e3a\u4e00\u540d\u9752\u5c11\u5e74\uff0c\u4f60\u89c9\u5f97\u4f60\u5e94\u8be5\u6709\u4ec0\u4e48\u6837\u7684\u8d23\u4efb\u4e0e\u4e49\u52a1? 5 \u6668 \u9732 6 \u4e00\u4e2a\u73cd\u60dc\u65f6\u95f4\u7684\u4eba 7 \u65e0\u5948\u7684\u5927\u5e74\u4e09\u5341  8 \u6211\u7684\u4e00\u6b21\u5192\u9669\u7ecf\u5386\u0755\u11dc\u080d\u0620\u02d6\u120a\u0c1c \u080d\u0620\u07d7\u0755\u02d6\u0c87\u1119\u126a\u1155\u0f27",
+            "7": "0509/22/m/j/157 \u00a9 ucles 2015 [turn over 200 400 \u8bf7\u628a\u6240\u9009\u4f5c\u6587\u9898\u53f7\u5199\u5728\u8fd9\u91cc :",
+            "8": "0509/22/m/j/158 \u00a9 ucles 2015permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here 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 onl ine in the cambridge international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to do wnload at www.cie.org.uk after  the live examination series. cambridge international examinations is part of the cambridge assessment group. cambridge assessment is the brand name of unive rsity of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge. 600 800"
+        },
+        "0509_s15_qp_23.pdf": {
+            "1": "read these instructions first write your centre number, candidate number and name in the spaces at the top of this page.  write in dark blue or black pen.  do not use staples, paper clips, glue or correction fluid.   do not  write in any barcodes. the essay titles on this question paper are printed twice, once in traditional and once in simplified characters.  if you wish to read the essay titles in traditional characters, turn to page 2; if you wish to read the essay  titles in simplified characters, turn to page 6. answer one question in the space provided. you should write between 400 and 600 characters.  all questions in this paper carry equal marks. \u8bf7\u5148\u9605\u8bfb\u4ee5\u4e0b\u8bf4\u660e \u8bf7\u628a\u8003\u8bd5\u4e2d\u5fc3\u7f16\u53f7 \u3001\u8003\u751f\u53f7\u548c\u59d3\u540d\u5199\u5728\u672c\u9875\u4e0a\u65b9\u7684\u7a7a\u683c\u4e2d \u3002 \u8bf7\u7528\u6df1\u84dd\u8272\u6216\u8005\u9ed1\u8272\u7b14\u7b54\u5377 \u3002 \u8bf7\u4e0d\u8981\u7528\u8ba2\u4e66\u9489 \u3001\u66f2\u522b\u9488\u3001\u80f6\u6c34\u6216\u8005\u6d82\u6539\u6db2 \u3002 \u8bf7\u4e0d\u8981\u5728\u4efb\u4f55\u6761\u5f62\u7801\u4e0a\u6d82\u5199\u5b57\u8ff9 \u3002 \u8bd5\u5377\u4e0a\u7684\u95ee\u9898\u6709\u7e41\u4f53\u548c\u7b80\u4f53\u4e24\u79cd\u7248\u672c \u3002\u82e5\u8981\u7e41\u4f53\u5b57\u7248 \uff0c\u8bf7\u7ffb\u5230\u7b2c 2 \u9875\uff1b\u82e5\u8981\u7b80\u4f53\u5b57\u7248 \uff0c\u8bf7\u7ffb\u5230\u7b2c 6 \u9875\u3002 \u8bf7\u9009\u4e00\u9898\uff0c\u5e76\u5728\u7a7a\u767d\u5904\u7b54\u9898 \u3002\u6587\u7ae0\u5b57\u6570\u5e94\u5728 400 \u5230 600 \u5b57\u4e4b\u95f4\u3002\u6240\u6709\u9898\u76ee\u5206\u503c\u76f8\u540c \u3002 \u8acb\u5148\u95b1\u8b80\u4ee5\u4e0b\u8aaa\u660e \u8acb\u628a\u8003\u8a66\u4e2d\u5fc3\u7de8\u865f\u3001\u8003\u751f\u865f\u548c\u59d3\u540d\u5beb\u5728\u672c\u9801\u4e0a\u65b9\u7684\u7a7a\u683c\u4e2d\u3002 \u8acb\u7528\u6df1\u85cd\u8272\u6216\u8005\u9ed1\u8272\u7b46\u7b54\u5377\u3002 \u8acb\u4e0d\u8981\u7528\u8a02\u66f8\u91d8\u3001\u66f2\u5225\u91dd\u3001\u81a0\u6c34\u6216\u8005\u5857\u6539\u6db2\u3002 \u8acb\u4e0d\u8981\u5728\u4efb\u4f55\u689d\u5f62\u78bc\u4e0a\u5857\u5beb\u5b57\u8de1\u3002 \u8a66\u5377\u4e0a\u7684\u554f\u984c\u6709\u7e41\u9ad4\u548c\u7c21\u9ad4\u5169\u7a2e\u7248\u672c\u3002\u82e5\u8981\u7e41\u9ad4\u5b57\u7248\uff0c\u8acb\u7ffb\u5230\u7b2c 2 \u9801\uff0c\u82e5\u8981\u7c21\u9ad4\u5b57\u7248\uff0c\u8acb\u7ffb\u5230\u7b2c 6 \u9801\u3002 \u8acb\u9078\u4e00\u984c\uff0c\u4e26\u5728\u7a7a\u767d\u8655\u7b54\u984c\u3002\u6587\u7ae0\u5b57\u6578\u61c9\u5728  400 \u5230 600 \u5b57\u4e4b\u9593\u3002\u6240\u6709\u984c\u76ee\u5206\u503c\u76f8\u540c\u3002first language chinese  0509/23 paper 2  writing  may/june 2015   1 hour 15 minutes candidates answer on the question paper. no additional materials are required. this document consists of 8 printed pages. nl 99102/3 \u00a9 ucles 2015  [turn overcambridge international examinations cambridge international general certificate of secondary education * 3 0 7 1 7 3 6 2 1 1 *",
+            "2": "0509/23/m/j/152 \u00a9 ucles 2015essay questions in traditional characters \u8acb\u9078\u4e00\u984c\uff0c\u4e26\u5728\u7a7a\u767d\u8655\u7b54\u984c\u3002\u8acb\u5beb\u4e00\u7bc7  400 \u5230 600 \u5b57\u7684\u6587\u7ae0\u3002 \u7b2c\u4e00\u90e8\u5206 \uff1a\u8b70\u8ad6 1 \u8d0d\u990a\u7236\u6bcd\u662f\u5b50\u5973\u7684\u8cac\u4efb 2 \u7537\u5152\u6709\u6dda\u4e0d\u8f15\u5f48 3 \u591a\u61c2\u4e00\u9580\u5916\u8a9e \uff0c\u5c31\u662f\u591a\u4e00\u8a08\u4e4b\u9577 \u3002\u8ac7\u8ac7\u4f60\u7684\u89c0\u9ede \u3002 4 \u73fe\u5728\u6709\u5f88\u591a\u9752\u5c11\u5e74\u6c89\u8ff7\u65bc\u7db2\u7d61\u6e38\u6232 \u3002\u8ac7\u8ac7\u4f60\u7684\u770b\u6cd5 \u3002 \u7b2c\u4e8c\u90e8\u5206 \uff1a\u63cf\u5beb\u8207\u6558\u8ff0 5 \u5915\u967d 6 \u4e00\u500b\u5014\u5f37\u7684\u4eba 7 \u7b2c\u4e00\u6b21\u9732\u71df 8 \u4e00\u6ef4\u82e6\u6f80\u7684\u6dda\u6c34",
+            "3": "0509/23/m/j/153 \u00a9 ucles 2015 [turn over 200 400\u8acb\u628a\u6240\u9078\u4f5c\u6587\u984c\u865f\u5beb\u5728\u9019\u88cf :",
+            "4": "0509/23/m/j/154 \u00a9 ucles 2015 600 800",
+            "5": "0509/23/m/j/155 \u00a9 ucles 2015please turn over to find questions in simplified characters [turn over",
+            "6": "0509/23/m/j/156 \u00a9 ucles 2015essay questions in simplified characters \u8bf7\u9009\u4e00\u9898\uff0c\u5e76\u5728\u7a7a\u767d\u5904\u7b54\u9898\u3002\u8bf7\u5199\u4e00\u7bc7  400 \u5230 600 \u5b57\u7684\u6587\u7ae0\u3002 \u7b2c\u4e00\u90e8\u5206\uff1a\u8bae\u8bba 1 \u8d61\u517b\u7236\u6bcd\u662f\u5b50\u5973\u7684\u8d23\u4efb 2 \u7537\u513f\u6709\u6cea\u4e0d\u8f7b\u5f39 3 \u591a\u61c2\u4e00\u95e8\u5916\u8bed\uff0c\u5c31\u662f\u591a\u4e00\u8ba1\u4e4b\u957f\u3002\u8c08\u8c08\u4f60\u7684\u89c2\u70b9\u3002 4 \u73b0\u5728\u6709\u5f88\u591a\u9752\u5c11\u5e74\u6c89\u8ff7\u4e8e\u7f51\u7edc\u6e38\u620f\u3002\u8c08\u8c08\u4f60\u7684\u770b\u6cd5\u3002 \u7b2c\u4e8c\u90e8\u5206\uff1a\u63cf\u5199\u4e0e\u53d9\u8ff0 5 \u5915\u9633 6 \u4e00\u4e2a\u5014\u5f3a\u7684\u4eba 7 \u7b2c\u4e00\u6b21\u9732\u8425 8 \u4e00\u6ef4\u82e6\u6da9\u7684\u6cea\u6c34",
+            "7": "0509/23/m/j/157 \u00a9 ucles 2015 [turn over 200 400\u8bf7\u628a\u6240\u9009\u4f5c\u6587\u9898\u53f7\u5199\u5728\u8fd9\u91cc :",
+            "8": "0509/23/m/j/158 \u00a9 ucles 2015permission 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 international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download at www.cie.org.uk after  the live examination series. 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. 600 800"
+        }
+    },
+    "2016": {
+        "0509_s16_qp_11.pdf": {
+            "1": "this document consists of 9 printed pages, 3 blank pages and 1 insert. nl 128941/3 r \u00a9 ucles 2016  [turn overfirst language chinese  0509/11 paper 1  reading  may/june 2016  2 hours candidates answer on the question paper. no additional materials are required. read these instructions first write your centre number, candidate number and name in the spaces at the top of this page. write in dark blue or black pen. do not use staples, paper clips, glue or correction fluid. do not  write in any barcodes. answer all questions in the spaces provided. the questions on this question paper are printed twice, once in traditional and once in simplified characters.  if you wish to read them in traditional characters, turn to page 2; if you wish to read them in simplified  characters, turn to page 6. you may write your answers in either traditional or simplified characters. dictionaries are not permitted. the insert contains the reading passages. the insert is not assessed by the examiner. the number of marks is given in brackets [  ] at the end of each question or part question. \u8acb\u5148\u95b1\u8b80\u4ee5\u4e0b\u8aaa\u660e \u8acb\u628a\u8003\u8a66\u4e2d\u5fc3\u7de8\u865f \u3001\u8003\u751f\u865f\u548c\u59d3\u540d\u5beb\u5728\u672c\u9801\u4e0a\u65b9\u7684\u7a7a\u683c\u4e2d \u3002 \u8acb\u7528\u6df1\u85cd\u8272\u6216\u8005\u9ed1\u8272\u7b46\u7b54\u5377 \u3002 \u8acb\u4e0d\u8981\u7528\u8a02\u66f8\u91d8 \u3001\u66f2\u5225\u91dd\u3001\u81a0\u6c34\u6216\u8005\u5857\u6539\u6db2 \u3002 \u8acb\u4e0d\u8981\u5728\u4efb\u4f55\u689d\u5f62\u78bc\u4e0a\u5857\u5beb\u5b57\u8de1 \u3002 \u8a66\u5377\u4e0a\u7684\u554f\u984c \uff0c\u6709\u7e41\u9ad4\u548c\u7c21\u9ad4\u5169\u7a2e\u7248\u672c \u3002\u82e5\u8981\u7e41\u9ad4\u5b57\u7248 \uff0c\u8acb\u7ffb\u5230\u7b2c\u4e8c\u9801 \u3002 \u8bf7\u5148\u9605\u8bfb\u4ee5\u4e0b\u8bf4\u660e \u8bf7\u628a\u8003\u8bd5\u4e2d\u5fc3\u7f16\u53f7\u3001\u8003\u751f\u53f7\u548c\u59d3\u540d\u5199\u5728\u672c\u9875\u4e0a\u65b9\u7684\u7a7a\u683c\u4e2d\u3002 \u8bf7\u7528\u6df1\u84dd\u8272\u6216\u8005\u9ed1\u8272\u7b14\u7b54\u5377\u3002 \u8bf7\u4e0d\u8981\u7528\u8ba2\u4e66\u9489\u3001\u66f2\u522b\u9488\u3001\u80f6\u6c34\u6216\u8005\u6d82\u6539\u6db2\u3002 \u8bf7\u4e0d\u8981\u5728\u4efb\u4f55\u6761\u5f62\u7801\u4e0a\u6d82\u5199\u5b57\u8ff9\u3002 \u8bd5\u5377\u4e0a\u7684\u95ee\u9898\uff0c\u6709\u7e41\u4f53\u548c\u7b80\u4f53\u4e24\u79cd\u7248\u672c\u3002\u82e5\u8981\u7b80\u4f53\u5b57\u7248\uff0c\u8bf7\u7ffb\u5230\u7b2c\u516d\u9875\u3002cambridge international examinations cambridge international general certificate of secondary education * 7 2 6 8 8 2 6 9 5 1 *",
+            "2": "2 0509/11/m/j/16 \u00a9 ucles 2016questions in traditional characters  \u8acb\u56de\u7b54\u6240\u6709\u554f\u984c\uff0c\u628a\u7b54\u6848\u5beb\u5728\u8a66\u5377\u4e0a\u3002 \u53ef\u4ee5\u7528\u7e41\u9ad4\u5b57\u6216\u8005\u7c21\u9ad4\u5b57\u56de\u7b54\u554f\u984c \u3002 \u5728\u8003\u8a66\u4e2d \u4e0d\u5141\u8a31\u4f7f\u7528\u5b57\u5178\u3002 \u63d2\u9801\u4e0a\u7684\u662f\u95b1\u8b80\u77ed\u6587 \u3002\u8003\u5b98\u4e0d\u6703\u95b1\u8b80\u6216\u8005\u8a55\u5224\u63d2\u9801 \u3002 \u6bcf\u4e00\u984c\u6216\u8005\u6bcf\u4e00\u5c0f\u984c\u7684\u5206\u6578\u5728\u5176\u5f8c\u9762\u7684\u62ec\u5f27[ ]\u88cf \u3002 \u7b2c\u4e00\u90e8\u5206 \u8acb\u95b1\u8b80\u63d2\u9801\u4e0a\u7684 \u77ed\u6587\u4e00\uff0c\u7136\u5f8c\u5728\u8a66\u5377\u4e0a\u56de\u7b54\u7b2c\u4e00\u984c \u3002 \u554f\u984c  1  (a) \u91cd\u8b80\u77ed\u6587\u7b2c\u4e00\u53e5\u8a71\uff0c\u5217\u51fa\u85dd\u8853\u5c0d\u54ea\u5169\u7a2e\u5b78\u79d1\u6709\u5f71\u97ff\u3002  .  .  . [2]  (b) \u91cd\u8b80\u77ed\u6587\u7b2c\u4e00\u6bb5 \uff0c\u8b1b\u4e00\u8b1b   (i) \u85dd\u8853\u7684\u50f9\u503c\u662f\u4ec0\u9ebc \uff0c  .  .  . [2]   (ii) \u70ba\u4ec0\u9ebc\u8aaa\u85dd\u8853\u8207\u4eba\u985e\u767c\u5c55\u662f\u4e92\u76f8\u95dc\u806f \uff0c\u5f7c\u6b64\u5171\u751f\u7684 \u3002  .  .  . [2]  (c) \u91cd\u8b80\u77ed\u6587\u7b2c\u4e8c\u6bb5\uff0c\u8b1b\u4e00\u8b1b   (i) \u70ba\u4ec0\u9ebc\u4f5c\u8005\u8a8d\u70ba\u4e0d\u662f\u6240\u6709\u4eba\u90fd\u80fd\u9818\u609f\u79d1\u5b78\uff0c  .  .  .  . [2]",
+            "3": "3 0509/11/m/j/16 \u00a9 ucles 2016  (ii) \u85dd\u8853\u8207\u5176\u6709\u4f55\u4e0d\u540c \u3002  .  .  . [2]  (d) \u91cd\u8b80\u77ed\u6587\u7b2c\u4e09\u6bb5 \uff0c\u5728\u8ac7\u5230\u85dd\u8853\u7684\u6559\u80b2\u4f5c\u7528\u6642 \uff0c\u4f5c\u8005\u63d0\u5230\u54ea\u5169\u985e\u85dd\u8853\u5f62\u5f0f\uff1f  .  .  . [2]  (e) \u91cd\u8b80\u77ed\u6587\u7b2c\u56db\u6bb5 \uff0c\u89e3\u91cb\u4e00\u4e0b\u70ba\u4ec0\u9ebc\u4f5c\u8005\u9078\u64c7\u4e86\u7b2c\u56db\u6bb5\u4e2d\u7684\u5169\u500b\u4f8b\u5b50\u4f86\u8b49\u5be6\u85dd\u8853\u662f\u4e00\u500b\u6709 \u6548\u7684\u6559\u80b2\u5de5\u5177 \u3002  .  .  .  .  . [4]  (f) \u91cd\u8b80\u77ed\u6587\u7b2c\u4e94\u6bb5 \uff0c\u7528\u81ea\u5df1\u7684\u8a71\u5206\u6790\u4f5c\u8005\u5c0d\u85dd\u8853\u7684\u614b\u5ea6 \uff0c\u7528\u7b2c\u4e94\u6bb5\u4e2d\u7684\u4f8b\u5b50\u8b1b\u4e00\u8b1b\u4f60\u600e\u6a23 \u5f97\u51fa\u9019\u500b\u7d50\u8ad6\u7684 \u3002  .  .  .  .  . [4] [\u8a9e\u8a00\u7684\u7cbe\u78ba \uff1a5] [\u7e3d\u5206\uff1a25] [turn over",
+            "4": "4 0509/11/m/j/16 \u00a9 ucles 2016\u7b2c\u4e8c\u90e8\u5206 \u8acb\u95b1\u8b80\u63d2\u9801\u4e0a\u7684 \u77ed\u6587\u4e8c\uff0c\u7136\u5f8c\u5728\u8a66\u5377\u4e0a\u56de\u7b54\u7b2c\u4e8c\u984c \u3002 \u554f\u984c  2 \u770b\u4e86\u4ee5\u4e0a\u5169\u7bc7\u6587\u7ae0\uff0c\u7528\u81ea\u5df1\u7684\u8a71\u7c21\u8ff0\u4e00\u4e0b\uff1a  \u2013\t\u85dd\u8853\u5c0d\u4eba\u985e\u7684\u5f71\u97ff\uff1b  \t \u2013\t\u85dd\u8853\u8207\u793e\u6703\u7684\u95dc\u4fc2\u3002 \uff08\u5b57\u6578250\u5b57\u5de6\u53f3\uff09 [\u5167\u5bb9\uff1a15 \u5206]  [\u8a9e\u8a00\u7684\u8cea\u91cf \uff1a10 \u5206] ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ...",
+            "5": "5 0509/11/m/j/16 \u00a9 ucles 2016 [turn over... ... ... ... ... ... ... ... ... ... ... ... ... ... [\u7e3d\u5206\uff1a25\u5206] please turn over to find questions in simplified characters",
+            "6": "6 0509/11/m/j/16 \u00a9 ucles 2016questions in simplified characters  \u8bf7\u56de\u7b54\u6240\u6709\u95ee\u9898\uff0c\u628a\u7b54\u6848\u5199\u5728\u8bd5\u5377\u4e0a\u3002 \u53ef\u4ee5\u7528\u7e41\u4f53\u5b57\u6216\u8005\u7b80\u4f53\u5b57\u56de\u7b54\u95ee\u9898\u3002 \u5728\u8003\u8bd5\u4e2d \u4e0d\u5141\u8bb8\u4f7f\u7528\u5b57\u5178\u3002 \u63d2\u9875\u4e0a\u7684\u662f\u9605\u8bfb\u77ed\u6587\u3002\u8003\u5b98 \u4e0d\u4f1a\u9605\u8bfb\u6216\u8005\u8bc4\u5224\u63d2\u9875\u3002 \u6bcf\u4e00\u9898\u6216\u8005\u6bcf\u4e00\u5c0f\u9898\u7684\u5206\u6570\u5728\u5176\u540e\u9762\u7684\u62ec\u53f7[ ]\u91cc\u3002 \u7b2c\u4e00\u90e8\u5206 \u8bf7\u9605\u8bfb\u63d2\u9875\u4e0a\u7684 \u77ed\u6587\u4e00\uff0c\u7136\u540e\u5728\u8bd5\u5377\u4e0a\u56de\u7b54\u7b2c\u4e00\u9898\u3002 \u95ee\u9898  1  (a) \u91cd\u8bfb\u77ed\u6587\u7b2c\u4e00\u53e5\u8bdd\uff0c\u5217\u51fa\u827a\u672f\u5bf9\u54ea\u4e24\u79cd\u5b66\u79d1\u6709\u5f71\u54cd\u3002       [2]  (b) \u91cd\u8bfb\u77ed\u6587\u7b2c\u4e00\u6bb5\uff0c\u8bb2\u4e00\u8bb2   (i) \u827a\u672f\u7684\u4ef7\u503c\u662f\u4ec0\u4e48\uff0c       [2]   (ii) \u4e3a\u4ec0\u4e48\u8bf4\u827a\u672f\u4e0e\u4eba\u7c7b\u53d1\u5c55\u662f\u4e92\u76f8\u5173\u8054\uff0c\u5f7c\u6b64\u5171\u751f\u7684\u3002       [2]  (c) \u91cd\u8bfb\u77ed\u6587\u7b2c\u4e8c\u6bb5\uff0c\u8bb2\u4e00\u8bb2   (i) \u4e3a\u4ec0\u4e48\u4f5c\u8005\u8ba4\u4e3a\u4e0d\u662f\u6240\u6709\u4eba\u90fd\u80fd\u9886\u609f\u79d1\u5b66\uff0c       [2]",
+            "7": "7 0509/11/m/j/16 \u00a9 ucles 2016  (ii) \u827a\u672f\u4e0e\u5176\u6709\u4f55\u4e0d\u540c\u3002  .  .  . [2]  (d) \u91cd\u8bfb\u77ed\u6587\u7b2c\u4e09\u6bb5\uff0c\u5728\u8c08\u5230\u827a\u672f\u7684\u6559\u80b2\u4f5c\u7528\u65f6\uff0c\u4f5c\u8005\u63d0\u5230\u54ea\u4e24\u7c7b\u827a\u672f\u5f62\u5f0f\uff1f  .  .  . [2]  (e) \u91cd\u8bfb\u77ed\u6587\u7b2c\u56db\u6bb5\uff0c\u89e3\u91ca\u4e00\u4e0b\u4e3a\u4ec0\u4e48\u4f5c\u8005\u9009\u62e9\u4e86\u7b2c\u56db\u6bb5\u4e2d\u7684\u4e24\u4e2a\u4f8b\u5b50\u6765\u8bc1\u5b9e\u827a\u672f\u662f\u4e00\u4e2a\u6709 \u6548\u7684\u6559\u80b2\u5de5\u5177\u3002  .  .  .  .  . [4]  (f) \u91cd\u8bfb\u77ed\u6587\u7b2c\u4e94\u6bb5\uff0c\u7528\u81ea\u5df1\u7684\u8bdd\u5206\u6790\u4f5c\u8005\u5bf9\u827a\u672f\u7684\u6001\u5ea6\uff0c\u7528\u7b2c\u4e94\u6bb5\u4e2d\u7684\u4f8b\u5b50\u8bb2\u4e00\u8bb2\u4f60\u600e\u6837 \u5f97\u51fa\u8fd9\u4e2a\u7ed3\u8bba\u7684\u3002  .  .  .  .  . [4] [\u8bed\u8a00\u7684\u7cbe\u786e\uff1a 5] [\u603b\u5206\uff1a25] [turn over",
+            "8": "8 0509/11/m/j/16 \u00a9 ucles 2016\u7b2c\u4e8c\u90e8\u5206 \u8bf7\u9605\u8bfb\u63d2\u9875\u4e0a\u7684 \u77ed\u6587\u4e8c\uff0c\u7136\u540e\u5728\u8bd5\u5377\u4e0a\u56de\u7b54\u7b2c\u4e8c\u9898\u3002 \u95ee\u9898  2 \u770b\u4e86\u4ee5\u4e0a\u4e24\u7bc7\u6587\u7ae0\uff0c\u7528\u81ea\u5df1\u7684\u8bdd\u7b80\u8ff0\u4e00\u4e0b\uff1a  \u2013 \u827a\u672f\u5bf9\u4eba\u7c7b\u7684\u5f71\u54cd\uff1b  \u2013 \u827a\u672f\u4e0e\u793e\u4f1a\u7684\u5173\u7cfb\u3002 \uff08\u5b57\u6570250\u5b57\u5de6\u53f3\uff09 [\u5185\u5bb9\uff1a 15 \u5206] [\u8bed\u8a00\u7684\u8d28\u91cf\uff1a 10 \u5206] ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ...",
+            "9": "9 0509/11/m/j/16 \u00a9 ucles 2016              [\u603b\u5206\uff1a 25 \u5206]",
+            "10": "10 0509/11/m/j/16 \u00a9 ucles 2016blank page",
+            "11": "11 0509/11/m/j/16 \u00a9 ucles 2016blank page",
+            "12": "12 0509/11/m/j/16 \u00a9 ucles 2016permission 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 international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download at www.cie.org.uk after  the live examination series. 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.blank page"
+        },
+        "0509_s16_qp_12.pdf": {
+            "1": "this document consists of 9 printed pages, 3 blank pages and 1 insert. dc (nf) 126519 \u00a9 ucles 2016 [turn overfirst language chinese  0509/12 paper 1 reading may/june 2016  2 hours candidates answer on the question paper. no additional materials are required. read these instructions first write your centre number, candidate number and name in the spaces at the top of this page. write in dark blue or black pen. do not use staples, paper clips, glue or correction fluid. do not write in any barcodes. answer all questions in the spaces provided. the questions on this question paper are printed twice, once in traditional and once in simplified characters.  if you wish to read them in traditional characters, turn to page 2; if you wish to read them in simplified  characters, turn to page 6. y ou may write your answers in either traditional or simplified characters. dictionaries are not permitted. the insert contains the reading passages. the insert is not assessed by the examiner. the number of marks is given in brackets [ ] at the end of each question or part question. \u125d\u03d2\u12a8\u171f\u033f\u02af\u10f4\u0643 \u5a73\u3232\u4fab\u5a0e\u1dd5\u2f6b\u4d90\u5607 \u01c3\u4fab\u44c7\u5607\u2434\u297b\u23b5\u2b93\u26d0\u36d4\u67a9\u1db2\u3561\u462c\u4a22\u37e4\u1dd5 \u01c6 \u5a73\u44d0\u3d99\u5575\u521a\u31be\u4fad\u6e79\u521a\u4aee\u4afc\u231f \u01c6 \u5a73\u1db5\u5929\u44d0\u59aa\u36a0\u6180 \u01c3\u369a\u21cd\u6185\u01c3\u5148\u3bdc\u31be\u4fad\u27ff\u34e1\u3d5a \u01c6 \u5a73\u1db5\u5929\u26d0\u1ea3\u1efd\u3845\u2f0a\u4864\u1db2\u27ff\u2b93\u2aff\u5d89 \u01c6 \u5a0e\u231f\u1db2\u462c\u24f7\u67f4 \u02c8\u36b1\u4de9\u6a7c\u2434\u4bc9\u6a7c\u2111\u49d6\u41f0\u36d4 \u01c6\u528d\u5929\u4de9\u6a7c\u2aff\u41f0 \u02c8\u5a73\u4fa3\u21d8\u4ad4\u1e35\u67a9 \u01c6 \u0e02\u10cf\u12a1\u079a\u11f5\u10c9\u0f44\u0c96 \u4227\u18ba\u3633\u4205\u045d\u15f3\u3546\u0a27\u01c3\u3633\u2b4f\u0a27\u0abc\u1003\u0a3d\u07c9\u0d58\u1d5c\u4ea5\u043a\u1be9\u2cb5\u30aa\u1e6d\u045d\u01c6 \u4227\u2b58\u2421\u3b0d\u38a2\u1846\u3635\u5501\u38a2\u3144\u3184\u09a7\u01c6 \u4227\u043d\u3fb1\u2b58\u41d2\u0497\u4ab9\u01c3\u1d22\u085b\u4ab8\u01c3\u3726\u2264\u1846\u3635\u23b2\u1b69\u23e2\u01c6 \u4227\u043d\u3fb1\u0d58\u052b\u0585\u1d91\u1592\u2e31\u043a\u23b2\u07c9\u1187\u4629\u01c6 \u4205\u09a7\u043a\u2cb5\u4c1e\u4ec8\u02c8\u1d39\u3471\u0583\u0abc\u31b0\u0583\u0454\u2ffd\u2878\u1d5c\u01c6\u3915\u3fb1\u31b0\u0583\u1187\u2878\u02c8\u4227\u362b\u0860\u315c\u079d\u4ea5\u01c6cambridge international examinations cambridge international general certificate of secondary education *2174024158*",
+            "2": "2 0509/12/m/j/16 \u00a9 ucles 201648(67,216\u0003,1\u000375$',7,21$/\u0003&+$5$&7(56\u0003 \u40fb\u0d0e\u3184\u1870\u1d39\u0b7f\u4e7c\u02c8\u18ba\u3184\u1e79\u121b\u0d58\u4096\u09a7\u043a\u01c6 \u2397\u1e8d\u44d0\u4de9\u6a7c\u2aff\u31be\u4fad\u4bc9\u6a7c\u2aff\u2686\u4afc\u24f7\u67f4 \u01c6 \u0d58\u3633\u4096\u045d \u043d\u0771\u4061\u05af\u2b58\u1187\u07a8\u01c6 \u337a\u67a9\u1db2\u462c\u35d7\u6559\u5b28\u4795\u352f \u01c6\u4fab\u2b40\u1db5\u36ab\u6559\u5b28\u31be\u4fad\u59fd\u21cc\u337a\u67a9 \u01c6 \u3b77\u1da8\u67f4\u31be\u4fad\u3b77\u1da8\u2bb7\u67f4\u462c\u21ae\u3520\u26d0\u211e\u2f34\u670a\u462c\u3294\u2ecf\u015d\u0121\u015f\u5877 \u01c6 \u0b92\u029a\u0c0c\u02f8 \u40fb\u4be1\u41b0\u1a02\u4e31\u043a\u2cb5 \u2e1d\u1bb7\u0430\u02c8\u2766\u15bc\u0d58\u4096\u09a7\u043a\u0d0e\u3184\u315c\u0430\u4e7c \u01c6 \u24f7\u67f4\u0003\u0014 \u0003\u000b d \f \u0003 \u47fd\u41b0\u2e1d\u1bb7\u315c\u0430\u0a15\u40a1\u02c8\u082a\u0847\u3c0d\u3e83\u123d\u0b1a\u0799\u305e\u11a8\u3001\u1d39\u15a1\u4e2f\u01c6 \u0003\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011 \u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011 \u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011 \u0003\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011 \u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011 \u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011 \u0003\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011 \u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011 \u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011>\u0015@ \u0003\u000b e \f \u0003 \u6175\u5b28\u4795\u352f\u4ad4\u1da8\u3b5d \u02c8\u5ac3\u1da8\u5ac3 \u0003 \u0003 \u000bl\f\u0003 \u5585\u57fb\u462c\u20a1\u1fe4\u35d7\u1e69\u6e64 \u02c8 \u0003\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011 \u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011 \u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011 \u0003\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011 \u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011 \u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011 \u0003\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011 \u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011 \u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011>\u0015@ \u0003 \u0003 \u000bll\f\u0003 \u4062\u1e69\u6e64\u5a52\u5585\u57fb\u51af\u1e63\u6806\u4624\u2bfd\u35d7\u1e3b\u46a0\u6584\u5017 \u02c8\u2f24\u3b0c\u2119\u44c7\u462c \u01c6 \u0003\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011 \u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011 \u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011 \u0003\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011 \u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011 \u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011 \u0003\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011 \u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011 \u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011>\u0015@ \u0003\u000b f \f \u0003 \u47fd\u41b0\u2e1d\u1bb7\u315c\u04bd\u21e5\u02c8\u414b\u0430\u414b \u0003 \u0003 \u000bl\f\u0003 \u26ea\u04f1\u54ec\u058c\u3635\u40bd\u26ea\u043d\u1c5f\u1870\u1d39\u04eb\u472d\u372d\u4e48\u16cf\u3001\u11a8\u02c8 \u0003\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011 \u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011 \u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011 \u0003\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011 \u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011 \u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011 \u0003\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011 \u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011 \u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011 \u0003\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011 \u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011 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+            "3": "3 0509/12/m/j/16 \u00a9 ucles 2016\u0003 \u000bll\f\u0003 \u5585\u57fb\u51af\u211e\u36b1\u1efd\u1db5\u23b4 \u01c6 \u0003\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011 \u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011 \u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011 \u0003\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011 \u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011 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\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011>\u0017@ >\u5a46\u59a8\u462c\u4c66\u4862 \u02d6\u0018@ >\u4de5\u21ae\u02d6\u0015\u0018@ [turn over",
+            "4": "4 0509/12/m/j/16 \u00a9 ucles 2016\u0b92\u02a1\u0c0c\u02f8 \u5a73\u6559\u5b28\u337a\u67a9\u1db2\u462c \u4795\u352f\u1e35\u02c8\u40de\u2f34\u26d0\u5a0e\u231f\u1db2\u2686\u4afc\u4ad4\u1e35\u67f4 \u01c6 \u24f7\u67f4\u0003\u0015 \u2d3b\u04b7\u0515\u043a\u0799\u31f7\u1bb7\u3110\u02c8\u2b58\u381a\u1421\u2cb5\u40a1\u3251\u4620\u0430\u043b\u02d6 \u0003 \u00b1\u0003\u3c0d\u3e83\u123d\u04eb\u4e8e\u2cb5\u15a1\u4e2f\u02d7 \u0003 \u0003\u00b1\u0003\u3c0d\u3e83\u3837\u2f6e\u1d33\u2cb5\u4c0c\u05f2\u01c6 \u70b7\u2aff\u3520\u0015\u0018\u0013\u2aff\u2d8e\u239b\u70b8 >\u210f\u2b61\u02d6\u0014\u0018\u0003\u21ae@ \u0003>\u5a46\u59a8\u462c\u5c92\u6177 \u02d6\u0014\u0013\u0003\u21ae@ 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+            "5": "5 0509/12/m/j/16 \u00a9 ucles 2016 [turn over\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011 \u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011 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+            "6": "6 0509/12/m/j/16 \u00a9 ucles 201648(67,216\u0003,1\u00036,03/,),('\u0003&+$5$&7(56\u0003 \u4227\u0d0e\u3184\u1870\u1d39\u4c1e\u4ec8\u02c8\u18ba\u3184\u1e79\u07c9\u0d58\u4205\u09a7\u043a\u01c6 \u0a1f\u0515\u2b58\u3471\u0583\u1187\u1846\u3635\u31b0\u0583\u1187\u0d0e\u3184\u4c1e\u4ec8\u01c6\u0d58\u3633\u4205\u045d \u043d\u0771\u41e8\u05af\u2b58\u1187\u07a8\u01c6 \u1a02\u4ea5\u043a\u2cb5\u1c5f\u4c35\u422b\u2e1d\u1bb7\u01c6\u3633\u11c8 \u043d\u057a\u4c35\u422b\u1846\u3635\u41f4\u0854\u1a02\u4ea5\u01c6 \u21ff\u0430\u4ec8\u1846\u3635\u21ff\u0430\u123f\u4ec8\u2cb5\u0836\u1ba0\u0d58\u07a6\u0a3e\u4d92\u2cb5\u191c\u0a27>\u0003@\u47fc\u01c6 \u0755\u11dc\u080d\u0620 \u4227\u4c35\u422b\u1a02\u4ea5\u043a\u2cb5 \u2e1d\u1bb7\u0430\u02c8\u2766\u0a3e\u0d58\u4205\u09a7\u043a\u0d0e\u3184\u315c\u0430\u4ec8\u01c6 \u4c1e\u4ec8\u0003\u0014 \u0003\u000b d \f \u0003 \u47fd\u422b\u2e1d\u1bb7\u315c\u0430\u0a15\u420d\u02c8\u082a\u0847\u38aa\u1d5f\u1229\u0b1a\u0454\u2ffd\u1196\u3001\u1d39\u15a1\u0afd\u01c6 \u0003\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011 \u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011 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\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011>\u0015@ \u0003\u000b e \f \u0003 \u47fd\u422b\u2e1d\u1bb7\u315c\u0430\u21e5\u02c8\u41e2\u0430\u41e2 \u0003 \u0003 \u000bl\f\u0003 \u38aa\u1d5f\u2cb5\u0527\u066c\u1c5f\u04f1\u0479\u02c8 \u0003\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011 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\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011 \u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011 \u0003\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011 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\u0003\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011 \u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011 \u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011 \u0003\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011 \u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011 \u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011 \u0003\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011 \u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011 \u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011>\u0015@ \u0003\u000b f \f \u0003 \u47fd\u422b\u2e1d\u1bb7\u315c\u04bd\u21e5\u02c8\u41e2\u0430\u41e2 \u0003 \u0003 \u000bl\f\u0003 \u046b\u04f1\u0479\u058c\u3635\u41d4\u046b\u043d\u1c5f\u1870\u1d39\u04eb\u472d\u372d\u4eb6\u16cf\u3001\u1196\u02c8 \u0003\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011 \u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011 \u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011 \u0003\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011 \u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011 \u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011 \u0003\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011 \u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011 \u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011>\u0015@",
+            "7": "7 0509/12/m/j/16 \u00a9 ucles 2016\u0003 \u000bll\f\u0003 \u38aa\u1d5f\u043e\u07a6\u1d39\u0585\u043d\u0a3c\u01c6 \u0003\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011 \u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011 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\u000bi\f\u0003\u47fd\u422b\u2e1d\u1bb7\u315c\u04c4\u21e5\u02c8\u2b58\u381a\u1421\u2cb5\u420d\u0836\u1dc0\u058c\u3635\u1229\u38aa\u1d5f\u2cb5\u1631\u14d6\u02c8\u2b58\u315c\u04c4\u21e5\u045d\u2cb5\u05bb\u1180\u41e2\u0430\u41e2\u0590\u163e\u1e67 \u15c7\u082a\u4609\u045a\u3503\u41ea\u2cb5\u01c6 \u0003\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011 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\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011 \u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011 \u0003\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011 \u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011 \u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011>\u0017@ >\u421d\u4030\u2cb5\u32ee\u2e9e\u02d6 \u0018@ >\u166b\u0836\u02d6\u0015\u0018@ [turn over",
+            "8": "8 0509/12/m/j/16 \u00a9 ucles 2016\u080d\u0620\u07d7\u0755 \u4227\u4c35\u422b\u1a02\u4ea5\u043a\u2cb5 \u2e1d\u1bb7\u04bd\u02c8\u2766\u0a3e\u0d58\u4205\u09a7\u043a\u0d0e\u3184\u315c\u04bd\u4ec8\u01c6 \u4c1e\u4ec8\u0003\u0015 \u2d3b\u04b7\u0515\u043a\u0454\u31f7\u1bb7\u3110\u02c8\u2b58\u381a\u1421\u2cb5\u420d\u31b0\u4620\u0430\u043b\u02d6 \u0003 \u00b2\u0003\u38aa\u1d5f\u1229\u04eb\u32ab\u2cb5\u15a1\u0afd\u02d7 \u0003 \u00b2\u0003\u38aa\u1d5f\u043e\u2f6e\u057a\u2cb5\u07a3\u332b\u01c6 \u02c4\u1187\u1ba0\u0015\u0018\u0013\u1187\u1416\u0a23\u02c5 >\u07b5\u11e9\u02d6\u0014\u0018\u0003\u21ae@ >\u421d\u4030\u2cb5\u4358\u47ff\u02d6 \u0014\u0013\u0003\u0836@ 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+            "9": "9 0509/12/m/j/16 \u00a9 ucles 2016\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011 \u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011 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\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011 \u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011 \u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011 \u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011 \u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011 \u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011 \u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011 \u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011 \u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011 \u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011 >\u166b\u0836\u02d6\u0015\u0018\u0003\u21ae@",
+            "10": "10 0509/12/m/j/16 \u00a9 ucles 2016blank page",
+            "11": "11 0509/12/m/j/16 \u00a9 ucles 2016blank page",
+            "12": "12 0509/12/m/j/16 \u00a9 ucles 2016permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here 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 onl ine in the cambridge international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to do wnload at www.cie.org.uk after  the live examination series. cambridge international examinations is part of the cambridge assessment group. cambridge assessment is the brand name of unive rsity of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge.blank page"
+        },
+        "0509_s16_qp_13.pdf": {
+            "1": "this document consists of 9 printed pages, 3 blank pages and 1 insert. nl 117893/2 \u00a9 ucles 2016  [turn overfirst language chinese  0509/13 paper 1  reading  may/june 2016  2 hours candidates answer on the question paper. no additional materials are required. read these instructions first write your centre number, candidate number and name in the spaces at the top of this page. write in dark blue or black pen. do not use staples, paper clips, glue or correction fluid. do not  write in any barcodes. answer all questions in the spaces provided. the questions on this question paper are printed twice, once in traditional and once in simplified characters.  if you wish to read them in traditional characters, turn to page 2; if you wish to read them in simplified  characters, turn to page 6. you may write your answers in either traditional or simplified characters. dictionaries are not permitted. the insert contains the reading passages. the insert is not assessed by the examiner. the number of marks is given in brackets [  ] at the end of each question or part question. \u8acb\u5148\u95b1\u8b80\u4ee5\u4e0b\u8aaa\u660e \u8acb\u628a\u8003\u8a66\u4e2d\u5fc3\u7de8\u865f \u3001\u8003\u751f\u865f\u548c\u59d3\u540d\u5beb\u5728\u672c\u9801\u4e0a\u65b9\u7684\u7a7a\u683c\u4e2d \u3002 \u8acb\u7528\u6df1\u85cd\u8272\u6216\u8005\u9ed1\u8272\u7b46\u7b54\u5377 \u3002 \u8acb\u4e0d\u8981\u7528\u8a02\u66f8\u91d8 \u3001\u66f2\u5225\u91dd\u3001\u81a0\u6c34\u6216\u8005\u5857\u6539\u6db2 \u3002 \u8acb\u4e0d\u8981\u5728\u4efb\u4f55\u689d\u5f62\u78bc\u4e0a\u5857\u5beb\u5b57\u8de1 \u3002 \u8a66\u5377\u4e0a\u7684\u554f\u984c \uff0c\u6709\u7e41\u9ad4\u548c\u7c21\u9ad4\u5169\u7a2e\u7248\u672c \u3002\u82e5\u8981\u7e41\u9ad4\u5b57\u7248 \uff0c\u8acb\u7ffb\u5230\u7b2c\u4e8c\u9801 \u3002 \u8bf7\u5148\u9605\u8bfb\u4ee5\u4e0b\u8bf4\u660e \u8bf7\u628a\u8003\u8bd5\u4e2d\u5fc3\u7f16\u53f7\u3001\u8003\u751f\u53f7\u548c\u59d3\u540d\u5199\u5728\u672c\u9875\u4e0a\u65b9\u7684\u7a7a\u683c\u4e2d\u3002 \u8bf7\u7528\u6df1\u84dd\u8272\u6216\u8005\u9ed1\u8272\u7b14\u7b54\u5377\u3002 \u8bf7\u4e0d\u8981\u7528\u8ba2\u4e66\u9489\u3001\u66f2\u522b\u9488\u3001\u80f6\u6c34\u6216\u8005\u6d82\u6539\u6db2\u3002 \u8bf7\u4e0d\u8981\u5728\u4efb\u4f55\u6761\u5f62\u7801\u4e0a\u6d82\u5199\u5b57\u8ff9\u3002 \u8bd5\u5377\u4e0a\u7684\u95ee\u9898\uff0c\u6709\u7e41\u4f53\u548c\u7b80\u4f53\u4e24\u79cd\u7248\u672c\u3002\u82e5\u8981\u7b80\u4f53\u5b57\u7248\uff0c\u8bf7\u7ffb\u5230\u7b2c\u516d\u9875\u3002cambridge international examinations cambridge international general certificate of secondary education * 1 0 4 5 0 8 6 0 4 0 *",
+            "2": "2 0509/13/m/j/16 \u00a9 ucles 2016questions in traditional characters  \u8acb\u56de\u7b54\u6240\u6709\u554f\u984c \uff0c\u628a\u7b54\u6848\u5beb\u5728\u8a66\u5377\u4e0a \u3002 \u53ef\u4ee5\u7528\u7e41\u9ad4\u5b57\u6216\u8005\u7c21\u9ad4\u5b57\u56de\u7b54\u554f\u984c \u3002 \u5728\u8003\u8a66\u4e2d \u4e0d\u5141\u8a31\u4f7f\u7528\u5b57\u5178 \u3002 \u63d2\u9801\u4e0a\u7684\u662f\u95b1\u8b80\u77ed\u6587 \u3002\u8003\u5b98\u4e0d\u6703\u95b1\u8b80\u6216\u8005\u8a55\u5224\u63d2\u9801 \u3002 \u6bcf\u4e00\u984c\u6216\u8005\u6bcf\u4e00\u5c0f\u984c\u7684\u5206\u6578\u5728\u5176\u5f8c\u9762\u7684\u62ec\u5f27[ ]\u88cf \u3002 \u7b2c\u4e00\u90e8\u5206 \u8acb\u95b1\u8b80\u63d2\u9801\u4e0a\u7684 \u77ed\u6587\u4e00\uff0c\u7136\u5f8c\u5728\u8a66\u5377\u4e0a\u56de\u7b54\u7b2c\u4e00\u984c \u3002 \u554f\u984c  1  (a) \u91cd\u8b80\u77ed\u6587\u7b2c\u4e00\u6bb5\u7684\u524d\u5169\u53e5\u8a71 \uff0c\u8b1b\u4e00\u8b1b\u97f3\u6a02\u7684\u7279\u9ede \u3002       [2]  (b) \u91cd\u8b80\u77ed\u6587\u7b2c\u4e00\u6bb5 \uff0c\u7528\u81ea\u5df1\u7684\u8a71\u8b1b\u4e00\u8b1b   (i) \u300a\u6649\u66f8\u00b7\u6a02\u5fd7\u300b\u4e2d\u8aaa\u5230\u97f3\u6a02\u5c0d\u4eba\u6709\u4ec0\u9ebc\u5f71\u97ff \uff0c       [2]   (ii) \u9078\u5169\u500b\u4f8b\u5b50\u5177\u9ad4\u8aaa\u660e \u3002       [2]  (c) \u91cd\u8b80\u77ed\u6587\u7b2c\u4e8c\u6bb5\u7684\u524d\u4e09\u53e5\u8a71 \uff0c\u7528\u81ea\u5df1\u7684\u8a71\u8b1b\u4e00\u8b1b\u97f3\u6a02\u5c0d\u4eba\u7684\u5fc3\u7406\u548c\u751f\u7406\u5065\u5eb7\u6709\u4ec0\u9ebc\u4f5c\u7528 \u3002           [4]",
+            "3": "3 0509/13/m/j/16 \u00a9 ucles 2016 [turn over (d) \u91cd\u8b80\u77ed\u6587\u7b2c\u4e8c\u6bb5\u4e2d \u201c\u751f\u6d3b\u4e2d\u6c92\u6709\u4e86\u97f3\u6a02\u2026\u2026\u4e5f\u5c31\u6c92\u6709\u4e86\u6d3b\u529b\u201d \uff0c\u8b1b\u4e00\u8b1b\u4f5c\u8005\u662f\u5982\u4f55\u89e3 \u91cb\u97f3\u6a02\u7684\u91cd\u8981\u6027\u7684 \u3002       [2]  (e) \u91cd\u8b80\u77ed\u6587\u7b2c\u4e09\u6bb5 \uff0c\u70ba\u4ec0\u9ebc\u8aaa\u52de\u52d5\u6642\u5531\u6b4c\u53ef\u4ee5\u8abf\u5291\u7cbe\u795e\uff1f     [1]  (f) \u91cd\u8b80\u77ed\u6587\u7b2c\u56db\u6bb5 \uff0c\u8b1b\u4e00\u8b1b\u5f9e\u54ea\u4e09\u7a2e\u6b4c\u4e2d\u53ef\u4ee5\u770b\u51fa\u97f3\u6a02\u5c0d\u4e00\u500b\u7fa4\u9ad4\u7684\u5f71\u97ff \u3002         [3]  (g) \u91cd\u8b80\u77ed\u6587\u7b2c\u4e94\u6bb5 \uff0c\u8b1b\u4e00\u8b1b   (i) \u5275\u4f5c\u300a\u8607\u6b66\u7267\u7f8a\u300b\u7684\u52d5\u6a5f\u662f\u4ec0\u9ebc \uff0c     [1]   (ii) \u9019\u9996\u6b4c\u5728\u7576\u6642\u8d77\u4e86\u4ec0\u9ebc\u4f5c\u7528 \u3002     [1]  (h) \u91cd\u8b80\u77ed\u6587\u7b2c\u516d\u6bb5 \uff0c\u7528\u81ea\u5df1\u7684\u8a71\u8b1b\u4e00\u8b1b\u97f3\u6a02\u548c\u751f\u6d3b\u7684\u95dc\u4fc2 \u3002       [2] [\u8a9e\u8a00\u7684\u7cbe\u78ba \uff1a5] [\u7e3d\u5206\uff1a25]",
+            "4": "4 0509/13/m/j/16 \u00a9 ucles 2016\u7b2c\u4e8c\u90e8\u5206 \u8acb\u95b1\u8b80\u63d2\u9801\u4e0a\u7684 \u77ed\u6587\u4e8c\uff0c\u7136\u5f8c\u5728\u8a66\u5377\u4e0a\u56de\u7b54\u7b2c\u4e8c\u984c \u3002 \u554f\u984c  2 \u770b\u4e86\u4ee5\u4e0a\u5169\u7bc7\u6587\u7ae0\uff0c\u7528\u81ea\u5df1\u7684\u8a71\u7c21\u8ff0\u4e00\u4e0b\uff1a  \u2013\t\u97f3\u6a02\u5c0d\u500b\u4eba\u7684\u5f71\u97ff\uff1b  \t \u2013\t\u97f3\u6a02\u8207\u751f\u6d3b\u548c\u793e\u6703\u7684\u95dc\u4fc2\u3002 \uff08\u5b57\u6578250\u5b57\u5de6\u53f3\uff09 [\u5167\u5bb9\uff1a15 \u5206] [\u8a9e\u8a00\u7684\u8cea\u91cf \uff1a10 \u5206] ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ...",
+            "5": "5 0509/13/m/j/16 \u00a9 ucles 2016 [turn over... ... ... ... ... ... ... ... ... ... ... ... ... ... [\u7e3d\u5206\uff1a25\u5206] please turn over to find questions in simplified characters",
+            "6": "6 0509/13/m/j/16 \u00a9 ucles 2016questions in simplified characters  \u8bf7\u56de\u7b54\u6240\u6709\u95ee\u9898\uff0c\u628a\u7b54\u6848\u5199\u5728\u8bd5\u5377\u4e0a\u3002 \u53ef\u4ee5\u7528\u7e41\u4f53\u5b57\u6216\u8005\u7b80\u4f53\u5b57\u56de\u7b54\u95ee\u9898\u3002 \u5728\u8003\u8bd5\u4e2d \u4e0d\u5141\u8bb8\u4f7f\u7528\u5b57\u5178\u3002 \u63d2\u9875\u4e0a\u7684\u662f\u9605\u8bfb\u77ed\u6587\u3002\u8003\u5b98 \u4e0d\u4f1a\u9605\u8bfb\u6216\u8005\u8bc4\u5224\u63d2\u9875\u3002 \u6bcf\u4e00\u9898\u6216\u8005\u6bcf\u4e00\u5c0f\u9898\u7684\u5206\u6570\u5728\u5176\u540e\u9762\u7684\u62ec\u53f7 [ ]\u91cc\u3002 \u7b2c\u4e00\u90e8\u5206 \u8bf7\u9605\u8bfb\u63d2\u9875\u4e0a\u7684 \u77ed\u6587\u4e00\uff0c\u7136\u540e\u5728\u8bd5\u5377\u4e0a\u56de\u7b54\u7b2c\u4e00\u9898\u3002 \u95ee\u9898  1  (a) \u91cd\u8bfb\u77ed\u6587\u7b2c\u4e00\u6bb5\u7684\u524d\u4e24\u53e5\u8bdd\uff0c\u8bb2\u4e00\u8bb2\u97f3\u4e50\u7684\u7279\u70b9\u3002  ...  ...  ... [2]  (b) \u91cd\u8bfb\u77ed\u6587\u7b2c\u4e00\u6bb5\uff0c\u7528\u81ea\u5df1\u7684\u8bdd\u8bb2\u4e00\u8bb2   (i) \u300a\u664b\u4e66\u00b7\u4e50\u5fd7\u300b\u4e2d\u8bf4\u5230\u97f3\u4e50\u5bf9\u4eba\u6709\u4ec0\u4e48\u5f71\u54cd\uff0c  ...  ...  ... [2]   (ii) \u9009\u4e24\u4e2a\u4f8b\u5b50\u5177\u4f53\u8bf4\u660e\u3002  ...  ...  ... [2]  (c) \u91cd\u8bfb\u77ed\u6587\u7b2c\u4e8c\u6bb5\u7684\u524d\u4e09\u53e5\u8bdd\uff0c\u7528\u81ea\u5df1\u7684\u8bdd\u8bb2\u4e00\u8bb2\u97f3\u4e50\u5bf9\u4eba\u7684\u5fc3\u7406\u548c\u751f\u7406\u5065\u5eb7\u6709\u4ec0\u4e48\u4f5c\u7528\u3002  ...  ...  ...  ...  ... [4]",
+            "7": "7 0509/13/m/j/16 \u00a9 ucles 2016 (d) \u91cd\u8bfb\u77ed\u6587\u7b2c\u4e8c\u6bb5\u4e2d \u201c\u751f\u6d3b\u4e2d\u6ca1\u6709\u4e86\u97f3\u4e50\u2026\u2026\u4e5f\u5c31\u6ca1\u6709\u4e86\u6d3b\u529b\u201d\uff0c\u8bb2\u4e00\u8bb2\u4f5c\u8005\u662f\u5982\u4f55\u89e3 \u91ca\u97f3\u4e50\u7684\u91cd\u8981\u6027\u7684\u3002       [2]  (e) \u91cd\u8bfb\u77ed\u6587\u7b2c\u4e09\u6bb5\uff0c\u4e3a\u4ec0\u4e48\u8bf4\u52b3\u52a8\u65f6\u5531\u6b4c\u53ef\u4ee5\u8c03\u5242\u7cbe\u795e\uff1f     [1]  (f) \u91cd\u8bfb\u77ed\u6587\u7b2c\u56db\u6bb5\uff0c\u8bb2\u4e00\u8bb2\u4ece\u54ea\u4e09\u79cd\u6b4c\u4e2d\u53ef\u4ee5\u770b\u51fa\u97f3\u4e50\u5bf9\u4e00\u4e2a\u7fa4\u4f53\u7684\u5f71\u54cd \u3002         [3]  (g) \u91cd\u8bfb\u77ed\u6587\u7b2c\u4e94\u6bb5\uff0c\u8bb2\u4e00\u8bb2   (i) \u521b\u4f5c\u300a\u82cf\u6b66\u7267\u7f8a\u300b\u7684\u52a8\u673a\u662f\u4ec0\u4e48\uff0c     [1]   (ii) \u8fd9\u9996\u6b4c\u5728\u5f53\u65f6\u8d77\u4e86\u4ec0\u4e48\u4f5c\u7528 \u3002     [1]  (h) \u91cd\u8bfb\u77ed\u6587\u7b2c\u516d\u6bb5\uff0c\u7528\u81ea\u5df1\u7684\u8bdd\u8bb2\u4e00\u8bb2\u97f3\u4e50\u548c\u751f\u6d3b\u7684\u5173\u7cfb \u3002       [2] [\u8bed\u8a00\u7684\u7cbe\u786e \uff1a5] [\u603b\u5206\uff1a25] [turn over",
+            "8": "8 0509/13/m/j/16 \u00a9 ucles 2016\u7b2c\u4e8c\u90e8\u5206 \u8bf7\u9605\u8bfb\u63d2\u9875\u4e0a\u7684 \u77ed\u6587\u4e8c\uff0c\u7136\u540e\u5728\u8bd5\u5377\u4e0a\u56de\u7b54\u7b2c\u4e8c\u9898\u3002 \u95ee\u9898  2 \u770b\u4e86\u4ee5\u4e0a\u4e24\u7bc7\u6587\u7ae0\uff0c\u7528\u81ea\u5df1\u7684\u8bdd\u7b80\u8ff0\u4e00\u4e0b\uff1a  \u2013 \u97f3\u4e50\u5bf9\u4e2a\u4eba\u7684\u5f71\u54cd\uff1b  \u2013 \u97f3\u4e50\u4e0e\u751f\u6d3b\u548c\u793e\u4f1a\u7684\u5173\u7cfb\u3002 \uff08\u5b57\u6570250\u5b57\u5de6\u53f3\uff09 [\u5185\u5bb9\uff1a 15 \u5206] [\u8bed\u8a00\u7684\u8d28\u91cf\uff1a 10 \u5206] ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ...",
+            "9": "9 0509/13/m/j/16 \u00a9 ucles 2016              [\u603b\u5206\uff1a 25 \u5206]",
+            "10": "10 0509/13/m/j/16 \u00a9 ucles 2016blank page",
+            "11": "11 0509/13/m/j/16 \u00a9 ucles 2016blank page",
+            "12": "12 0509/13/m/j/16 \u00a9 ucles 2016blank page permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the  publisher will be pleased to make amends at the earliest possible opportunity . to avoid the issue of disclosure of answer-related information to candidates, all copyright acknowledgements are reproduced online in the cambridge international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download at www.cie.org.uk after  the live examination series. 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."
+        },
+        "0509_s16_qp_21.pdf": {
+            "1": "read these instructions first write your centre number, candidate number and name in the spaces at the top of this page.  write in dark blue or black pen.  do not use staples, paper clips, glue or correction fluid.   do not  write in any barcodes. the essay titles on this question paper are printed twice, once in traditional and once in simplified characters.  if you wish to read the essay titles in traditional characters, turn to page 2; if you wish to read the essay  titles in simplified characters, turn to page 6. answer one question in the space provided. you should write between 400 and 600 characters.  all questions in this paper carry equal marks. \u8bf7\u5148\u9605\u8bfb\u4ee5\u4e0b\u8bf4\u660e \u8bf7\u628a\u8003\u8bd5\u4e2d\u5fc3\u7f16\u53f7 \u3001\u8003\u751f\u53f7\u548c\u59d3\u540d\u5199\u5728\u672c\u9875\u4e0a\u65b9\u7684\u7a7a\u683c\u4e2d \u3002 \u8bf7\u7528\u6df1\u84dd\u8272\u6216\u8005\u9ed1\u8272\u7b14\u7b54\u5377 \u3002 \u8bf7\u4e0d\u8981\u7528\u8ba2\u4e66\u9489 \u3001\u66f2\u522b\u9488\u3001\u80f6\u6c34\u6216\u8005\u6d82\u6539\u6db2 \u3002 \u8bf7\u4e0d\u8981\u5728\u4efb\u4f55\u6761\u5f62\u7801\u4e0a\u6d82\u5199\u5b57\u8ff9 \u3002 \u8bd5\u5377\u4e0a\u7684\u95ee\u9898\u6709\u7e41\u4f53\u548c\u7b80\u4f53\u4e24\u79cd\u7248\u672c \u3002\u82e5\u8981\u7e41\u4f53\u5b57\u7248 \uff0c\u8bf7\u7ffb\u5230\u7b2c 2 \u9875\uff1b\u82e5\u8981\u7b80\u4f53\u5b57\u7248 \uff0c\u8bf7\u7ffb\u5230\u7b2c 6 \u9875\u3002 \u8bf7\u9009\u4e00\u9898\uff0c\u5e76\u5728\u7a7a\u767d\u5904\u7b54\u9898\u3002\u6587\u7ae0\u5b57\u6570\u5e94\u5728 400 \u5230 600 \u5b57\u4e4b\u95f4\u3002\u6240\u6709\u9898\u76ee\u5206\u503c\u76f8\u540c\u3002 \u8acb\u5148\u95b1\u8b80\u4ee5\u4e0b\u8aaa\u660e \u8acb\u628a\u8003\u8a66\u4e2d\u5fc3\u7de8\u865f\u3001\u8003\u751f\u865f\u548c\u59d3\u540d\u5beb\u5728\u672c\u9801\u4e0a\u65b9\u7684\u7a7a\u683c\u4e2d\u3002 \u8acb\u7528\u6df1\u85cd\u8272\u6216\u8005\u9ed1\u8272\u7b46\u7b54\u5377\u3002 \u8acb\u4e0d\u8981\u7528\u8a02\u66f8\u91d8\u3001\u66f2\u5225\u91dd\u3001\u81a0\u6c34\u6216\u8005\u5857\u6539\u6db2\u3002 \u8acb\u4e0d\u8981\u5728\u4efb\u4f55\u689d\u5f62\u78bc\u4e0a\u5857\u5beb\u5b57\u8de1\u3002 \u8a66\u5377\u4e0a\u7684\u554f\u984c\u6709\u7e41\u9ad4\u548c\u7c21\u9ad4\u5169\u7a2e\u7248\u672c\u3002\u82e5\u8981\u7e41\u9ad4\u5b57\u7248\uff0c\u8acb\u7ffb\u5230\u7b2c  2 \u9801\uff0c\u82e5\u8981\u7c21\u9ad4\u5b57\u7248\uff0c\u8acb\u7ffb\u5230\u7b2c 6 \u9801\u3002 \u8acb\u9078\u4e00\u984c\uff0c\u4e26\u5728\u7a7a\u767d\u8655\u7b54\u984c\u3002\u6587\u7ae0\u5b57\u6578\u61c9\u5728  400 \u5230 600 \u5b57\u4e4b\u9593\u3002\u6240\u6709\u984c\u76ee\u5206\u503c\u76f8\u540c\u3002first language chinese  0509/21 paper 2  writing  may/june 2016   1 hour 15 minutes candidates answer on the question paper. no additional materials are required. this document consists of 8 printed pages. nl 117541/2 \u00a9 ucles 2016  [turn overcambridge international examinations cambridge international general certificate of secondary education * 3 5 9 1 3 5 9 1 1 1 *",
+            "2": "0509/21/m/j/162 \u00a9 ucles 2016essay questions in traditional characters \u8acb\u9078\u4e00\u984c\uff0c\u4e26\u5728\u7a7a\u767d\u8655\u7b54\u984c\u3002\u8acb\u5beb\u4e00\u7bc7  400 \u5230 600 \u5b57\u7684\u6587\u7ae0\u3002 \u7b2c\u4e00\u90e8\u5206 \uff1a\u8b70\u8ad6 1 \u689d\u689d\u5927\u8def\u901a\u7f85\u99ac 2 \u4e16\u4e0a\u7121\u96e3\u4e8b \uff0c\u53ea\u6015\u6709\u5fc3\u4eba 3 \u670d\u98fe\u5c0d\u5e74\u8f15\u4eba\u5f88\u91cd\u8981 4 \u50b3\u7d71\u61c9\u8a72\u4fdd\u7559 \u7b2c\u4e8c\u90e8\u5206 \uff1a\u63cf\u5beb\u8207\u6558\u8ff0 5 \u7693\u6708\u751f\u8f1d\u7684\u591c\u665a 6 \u90a3\u4e00\u5e45\u5b9a\u683c\u5728\u6211\u8a18\u61b6\u4e2d\u7684\u756b\u9762 7 \u6211\u4e00\u775c\u958b\u773c \uff0c\u5df2\u7d93\u4e5d\u9ede\u4e86\u2026 \u2026 8 \u4e00\u5834\u6fc0\u52d5\u4eba\u5fc3\u7684\u9ad4\u80b2\u6bd4\u8cfd",
+            "3": "0509/21/m/j/163 \u00a9 ucles 2016 [turn over 200 400\u8acb\u628a\u6240\u9078\u4f5c\u6587\u984c\u865f\u5beb\u5728\u9019\u88cf :",
+            "4": "0509/21/m/j/164 \u00a9 ucles 2016 600 800",
+            "5": "0509/21/m/j/165 \u00a9 ucles 2016please turn over to find questions in simplified characters [turn over",
+            "6": "0509/21/m/j/166 \u00a9 ucles 2016essay questions in simplified characters \u8bf7\u9009\u4e00\u9898\uff0c\u5e76\u5728\u7a7a\u767d\u5904\u7b54\u9898\u3002\u8bf7\u5199\u4e00\u7bc7 400 \u5230 600 \u5b57\u7684\u6587\u7ae0\u3002 \u7b2c\u4e00\u90e8\u5206\uff1a\u8bae\u8bba 1 \u6761\u6761\u5927\u8def\u901a\u7f57\u9a6c 2 \u4e16\u4e0a\u65e0\u96be\u4e8b\uff0c\u53ea\u6015\u6709\u5fc3\u4eba 3 \u670d\u9970\u5bf9\u5e74\u8f7b\u4eba\u5f88\u91cd\u8981 4 \u4f20\u7edf\u5e94\u8be5\u4fdd\u7559 \u7b2c\u4e8c\u90e8\u5206\uff1a\u63cf\u5199\u4e0e\u53d9\u8ff0 5 \u7693\u6708\u751f\u8f89\u7684\u591c\u665a 6 \u90a3\u4e00\u5e45\u5b9a\u683c\u5728\u6211\u8bb0\u5fc6\u4e2d\u7684\u753b\u9762 7 \u6211\u4e00\u7741\u5f00\u773c\uff0c\u5df2\u7ecf\u4e5d\u70b9\u4e86\u2026 \u2026 8 \u4e00\u573a\u6fc0\u52a8\u4eba\u5fc3\u7684\u4f53\u80b2\u6bd4\u8d5b",
+            "7": "0509/21/m/j/167 \u00a9 ucles 2016 [turn over 200 400\u8bf7\u628a\u6240\u9009\u4f5c\u6587\u9898\u53f7\u5199\u5728\u8fd9\u91cc :",
+            "8": "0509/21/m/j/168 \u00a9 ucles 2016permission 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 international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download at www.cie.org.uk after  the live examination series. 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. 600 800"
+        }
+    },
+    "2017": {
+        "0509_s17_qp_11.pdf": {
+            "1": "this document consists of 9 printed pages, 3 blank pages and 1 insert. dc (kn) 145660 \u00a9 ucles 2017  [turn overfirst language chinese  0509/11 paper 1  reading  may/june 2017  2 hours candidates answer on the question paper. no additional materials are required. read these instructions first write your centre number, candidate number and name in the spaces at the top of this page. write in dark blue or black pen. do not use staples, paper clips, glue or correction fluid. do not  write in any barcodes. answer all questions in the spaces provided. the questions on this question paper are printed twice, once in traditional and once in simplified characters.  if you wish to read them in traditional characters, turn to page 2; if you wish to read them in simplified  characters, turn to page 6. you may write your answers in either traditional or simplified characters. dictionaries are not permitted. the insert contains the reading passages. the insert is not assessed by the examiner. the number of marks is given in brackets [  ] at the end of each question or part question. this document consists of 9 printed pages, 3 blank pages and 1 insert. nl 132702/4 \u00a9 ucles 2017 [turn overfirst language chinese  0509/12 paper 1 reading may/june 2017  2 hours candidates answer on the question paper. no additional materials are required. read these instructions first write your centre number, candidate number and name in the spaces at the top of this page. write in dark blue or black pen. do not use staples, paper clips, glue or correction fluid. do not write in any barcodes. answer all questions in the spaces provided. the questions on this question paper are printed twice, once in traditional and once in simplified characters.  if you wish to read them in traditional characters, turn to page 2; if you wish to read them in simplified  characters, turn to page 6. y ou may write your answers in either traditional or simplified characters. dictionaries are not permitted. the insert contains the reading passages. the insert is not assessed by the examiner. the number of marks is given in brackets [ ] at the end of each question or part question. \u8acb\u5148\u95b1\u8b80\u4ee5\u4e0b\u8aaa\u660e \u8acb\u628a\u8003\u8a66\u4e2d\u5fc3\u7de8\u865f \u3001\u8003\u751f\u865f\u548c\u59d3\u540d\u5beb\u5728\u672c\u9801\u4e0a\u65b9\u7684\u7a7a\u683c\u4e2d \u3002 \u8acb\u7528\u6df1\u85cd\u8272\u6216\u8005\u9ed1\u8272\u7b46\u7b54\u5377 \u3002 \u8acb\u4e0d\u8981\u7528\u8a02\u66f8\u91d8 \u3001\u66f2\u5225\u91dd\u3001\u81a0\u6c34\u6216\u8005\u5857\u6539\u6db2 \u3002 \u8acb\u4e0d\u8981\u5728\u4efb\u4f55\u689d\u5f62\u78bc\u4e0a\u5857\u5beb\u5b57\u8de1 \u3002 \u8a66\u5377\u4e0a\u7684\u554f\u984c \uff0c\u6709\u7e41\u9ad4\u548c\u7c21\u9ad4\u5169\u7a2e\u7248\u672c \u3002\u82e5\u8981\u7e41\u9ad4\u5b57\u7248 \uff0c\u8acb\u7ffb\u5230\u7b2c\u4e8c\u9801 \u3002 \u8bf7\u5148\u9605\u8bfb\u4ee5\u4e0b\u8bf4\u660e \u8bf7\u628a\u8003\u8bd5\u4e2d\u5fc3\u7f16\u53f7\u3001\u8003\u751f\u53f7\u548c\u59d3\u540d\u5199\u5728\u672c\u9875\u4e0a\u65b9\u7684\u7a7a\u683c\u4e2d\u3002 \u8bf7\u7528\u6df1\u84dd\u8272\u6216\u8005\u9ed1\u8272\u7b14\u7b54\u5377\u3002 \u8bf7\u4e0d\u8981\u7528\u8ba2\u4e66\u9489\u3001\u66f2\u522b\u9488\u3001\u80f6\u6c34\u6216\u8005\u6d82\u6539\u6db2\u3002 \u8bf7\u4e0d\u8981\u5728\u4efb\u4f55\u6761\u5f62\u7801\u4e0a\u6d82\u5199\u5b57\u8ff9\u3002 \u8bd5\u5377\u4e0a\u7684\u95ee\u9898\uff0c\u6709\u7e41\u4f53\u548c\u7b80\u4f53\u4e24\u79cd\u7248\u672c\u3002\u82e5\u8981\u7b80\u4f53\u5b57\u7248\uff0c\u8bf7\u7ffb\u5230\u7b2c\u516d\u9875\u3002cambridge international examinations cambridge international general certificate of secondary education *6191461846*cambridge international examinations cambridge international general certificate of secondary education *3072811543*",
+            "2": "2 0509/11/m/j/17 \u00a9 ucles 20172 0509/12/m/j/17 \u00a9 ucles 2017questions in traditional characters  \u8acb\u56de\u7b54\u6240\u6709\u554f\u984c \uff0c\u628a\u7b54\u6848\u5beb\u5728\u8a66\u5377\u4e0a \u3002 \u53ef\u4ee5\u7528\u7e41\u9ad4\u5b57\u6216\u8005\u7c21\u9ad4\u5b57\u56de\u7b54\u554f\u984c \u3002 \u5728\u8003\u8a66\u4e2d \u4e0d\u5141\u8a31\u4f7f\u7528\u5b57\u5178 \u3002 \u63d2\u9801\u4e0a\u7684\u662f\u95b1\u8b80\u77ed\u6587 \u3002\u8003\u5b98\u4e0d\u6703\u95b1\u8b80\u6216\u8005\u8a55\u5224\u63d2\u9801 \u3002 \u6bcf\u4e00\u984c\u6216\u8005\u6bcf\u4e00\u5c0f\u984c\u7684\u5206\u6578\u5728\u5176\u5f8c\u9762\u7684\u62ec\u5f27[ ]\u88cf \u3002 \u7b2c\u4e00\u90e8\u5206 \u8acb\u95b1\u8b80\u63d2\u9801\u4e0a\u7684 \u77ed\u6587\u4e00\uff0c\u7136\u5f8c\u5728\u8a66\u5377\u4e0a\u56de\u7b54\u7b2c\u4e00\u984c \u3002 \u554f\u984c  1  (a) \u91cd\u8b80\u77ed\u6587\u7b2c\u4e00\u6bb5 \uff0c\u8b1b\u4e00\u8b1b\u751f\u6d3b\u4e2d\u7684\u201c\u9ed1\u9ede\u201d\u6307\u7684\u662f\u4ec0\u9ebc \u3002     [1]  (b) \u91cd\u8b80\u77ed\u6587\u7b2c\u4e00\u6bb5 \uff0c\u89e3\u91cb\u4e00\u4e0b\u4f5c\u8005\u5f15\u7528\u53d4\u672c\u83ef\u7684\u8a71\u8981\u8aaa\u660e\u4ec0\u9ebc \u3002       [2]  (c) \u91cd\u8b80\u77ed\u6587\u7b2c\u4e8c\u6bb5 \uff0c\u4f5c\u8005\u8a8d\u70ba\u5982\u679c\u4e00\u500b\u4eba\u7e3d\u662f\u6ce8\u610f\u751f\u6d3b\u4e2d\u7684\u7f3a\u61be \uff0c\u9019\u5c0d\u4eba\u7684\u601d\u60f3\u6703\u6709\u4ec0\u9ebc\u5f71 \u97ff\u3002       [2]  (d) \u91cd\u8b80\u77ed\u6587\u7b2c\u4e8c\u6bb5 \uff0c\u8b1b\u4e00\u8b1b\u4f5c\u8005\u773c\u4e2d\u4eba\u751f\u8d70\u5411\u6700\u7d42\u5931\u6557\u7684\u5fc3\u7406\u6df5\u6e90\u662f\u4ec0\u9ebc \u3002       [2]",
+            "3": "3 0509/11/m/j/17 \u00a9 ucles 2017 [turn over3 0509/12/m/j/17 \u00a9 ucles 2017 [turn over (e) \u91cd\u8b80\u77ed\u6587\u7684\u7b2c\u4e09\u6bb5 \uff0c\u6587\u4e2d\u7684\u201c\u67f3\u6697\u82b1\u660e\u201d\u6307\u7684\u662f\u4ec0\u9ebc\uff1f     [1]  (f) \u91cd\u8b80\u77ed\u6587\u7684\u7b2c\u4e09\u6bb5 ,\u8b1b\u4e00\u8b1b\u64c1\u6709\u7a4d\u6975\u7684\u5fc3\u614b\u5c0d\u4eba\u6709\u4ec0\u9ebc\u597d\u8655 \u3002           [4]  (g) \u91cd\u8b80\u77ed\u6587\u7b2c\u56db\u6bb5 \u3002   (i) \u4f5c\u8005\u7528\u54ea\u4e9b\u610f\u8c61\u4f86\u5f62\u5bb9\u5e78\u798f\u7684\u611f\u89ba\uff1f           [4]   (ii) \u70ba\u4ec0\u9ebc\u8981\u7528\u9019\u4e9b\u610f\u8c61\uff1f     [1]  (h) \u7528\u81ea\u5df1\u7684\u8a71\u7e3d\u7d50\u4e00\u4e0b\u4f5c\u8005\u5f9e\u54ea\u4e9b\u65b9\u9762\u8868\u73fe\u4e86\u5e78\u798f\u201c\u7121\u8655\u4e0d\u5728 \uff0c\u7121\u6642\u4e0d\u6709\u201d \u3002         [3] [\u8a9e\u8a00\u7684\u7cbe\u78ba \uff1a5] [\u7e3d\u5206\uff1a25]",
+            "4": "4 0509/11/m/j/17 \u00a9 ucles 20174 0509/12/m/j/17 \u00a9 ucles 2017\u7b2c\u4e8c\u90e8\u5206 \u8acb\u95b1\u8b80\u63d2\u9801\u4e0a\u7684 \u77ed\u6587\u4e8c\uff0c\u7136\u5f8c\u5728\u8a66\u5377\u4e0a\u56de\u7b54\u7b2c\u4e8c\u984c \u3002 \u554f\u984c  2 \u6839\u64da\u63d2\u9801\u4e0a\u7684 \u5169\u7bc7\u6587\u7ae0\uff0c\u7528\u81ea\u5df1\u7684\u8a71\u5c31\u4ee5\u4e0b\u5169\u9ede\u9032\u884c\u7e3d\u7d50\uff0c\u5beb\u4e00\u7bc7\u77ed\u6587\uff1a  \u2013 \u8b1b\u4e00\u8b1b\u4eba\u75db\u82e6\u7684\u539f\u56e0\u662f\u4ec0\u9ebc   \u2013 \u5982\u4f55\u80fd\u8b93\u6211\u5011\u5e78\u798f\u5feb\u6a02 \uff08\u5b57\u6578250\u5b57\u5de6\u53f3\uff09[\u5167\u5bb9\uff1a15] [\u8a9e\u8a00\u7684\u8cea\u91cf \uff1a10] 15 30 45 60 75 90 105 120 135 150 165 180 195 210\u8acb\u628a\u6a19\u9ede\u7b26\u865f\u6a19\u5728\u5169\u500b\u65b9\u683c\u4e4b\u9593 \u3002",
+            "5": "5 0509/11/m/j/17 \u00a9 ucles 2017 [turn over5 0509/12/m/j/17 \u00a9 ucles 2017 [turn over[\u7e3d\u5206\uff1a25] please turn over to find questions in simplified characters225 240 255 270 285 300 315 330 345 360 375 390 405 420 435 450",
+            "6": "6 0509/11/m/j/17 \u00a9 ucles 20176 0509/12/m/j/17 \u00a9 ucles 2017questions in simplified characters  \u8bf7\u56de\u7b54\u6240\u6709\u95ee\u9898\uff0c\u628a\u7b54\u6848\u5199\u5728\u8bd5\u5377\u4e0a\u3002 \u53ef\u4ee5\u7528\u7e41\u4f53\u5b57\u6216\u8005\u7b80\u4f53\u5b57\u56de\u7b54\u95ee\u9898\u3002 \u5728\u8003\u8bd5\u4e2d \u4e0d\u5141\u8bb8\u4f7f\u7528\u5b57\u5178\u3002 \u63d2\u9875\u4e0a\u7684\u662f\u9605\u8bfb\u77ed\u6587\u3002\u8003\u5b98 \u4e0d\u4f1a\u9605\u8bfb\u6216\u8005\u8bc4\u5224\u63d2\u9875\u3002 \u6bcf\u4e00\u9898\u6216\u8005\u6bcf\u4e00\u5c0f\u9898\u7684\u5206\u6570\u5728\u5176\u540e\u9762\u7684\u62ec\u53f7 [ ]\u91cc\u3002 \u7b2c\u4e00\u90e8\u5206 \u8bf7\u9605\u8bfb\u63d2\u9875\u4e0a\u7684 \u77ed\u6587\u4e00\uff0c\u7136\u540e\u5728\u8bd5\u5377\u4e0a\u56de\u7b54\u7b2c\u4e00\u9898\u3002 \u95ee\u9898  1  (a) \u91cd\u8bfb\u77ed\u6587\u7b2c\u4e00\u6bb5 \uff0c \u8bb2\u4e00\u8bb2\u751f\u6d3b\u4e2d\u7684\u201c\u9ed1\u70b9\u201d\u6307\u7684\u662f\u4ec0\u4e48\u3002  ...  ... [1]  (b) \u91cd\u8bfb\u77ed\u6587\u7b2c\u4e00\u6bb5 \uff0c\u89e3\u91ca\u4e00\u4e0b\u4f5c\u8005\u5f15\u7528\u53d4\u672c\u534e\u7684\u8bdd\u8981\u8bf4\u660e\u4ec0\u4e48\u3002  ...  ...  ... [2]  (c) \u91cd\u8bfb\u77ed\u6587\u7b2c\u4e8c\u6bb5\uff0c\u4f5c\u8005\u8ba4\u4e3a\u5982\u679c\u4e00\u4e2a\u4eba\u603b\u662f\u6ce8\u610f\u751f\u6d3b\u4e2d\u7684\u7f3a\u61be\uff0c\u8fd9\u5bf9\u4eba\u7684\u601d\u60f3\u4f1a\u6709\u4ec0 \u4e48\u5f71\u54cd\u3002  ...  ...  ... [2]  (d) \u91cd\u8bfb\u77ed\u6587\u7b2c\u4e8c\u6bb5\uff0c\u8bb2\u4e00\u8bb2\u4f5c\u8005\u773c\u4e2d\u4eba\u751f\u8d70\u5411\u6700\u7ec8\u5931\u8d25\u7684\u5fc3\u7406\u6e0a\u6e90\u662f\u4ec0\u4e48\u3002  ...  ...  ... [2]",
+            "7": "7 0509/11/m/j/17 \u00a9 ucles 2017 [turn over7 0509/12/m/j/17 \u00a9 ucles 2017 (e) \u91cd\u8bfb\u77ed\u6587\u7684\u7b2c\u4e09\u6bb5\uff0c\u6587\u4e2d\u7684\u201c\u67f3\u6697\u82b1\u660e\u201d\u6307\u7684\u662f\u4ec0\u4e48\uff1f     [1]  (f) \u91cd\u8bfb\u77ed\u6587\u7684\u7b2c\u4e09\u6bb5,\u8bb2\u4e00\u8bb2\u62e5\u6709\u79ef\u6781\u7684\u5fc3\u6001\u5bf9\u4eba\u6709\u4ec0\u4e48\u597d\u5904\u3002           [4]  (g) \u91cd\u8bfb\u77ed\u6587\u7b2c\u56db\u6bb5\u3002   (i) \u4f5c\u8005\u7528\u54ea\u4e9b\u610f\u8c61\u6765\u5f62\u5bb9\u5e78\u798f\u7684\u611f\u89c9\uff1f             [4]   (ii) \u4e3a\u4ec0\u4e48\u8981\u7528\u8fd9\u4e9b\u610f\u8c61\uff1f      [1]  (h) \u7528\u81ea\u5df1\u7684\u8bdd\u603b\u7ed3\u4e00\u4e0b\u4f5c\u8005\u4ece\u54ea\u4e9b\u65b9\u9762\u8868\u73b0\u4e86\u5e78\u798f\u201c\u65e0\u5904\u4e0d\u5728\uff0c\u65e0\u65f6\u4e0d\u6709\u201d\u3002         [3] [\u8bed\u8a00\u7684\u7cbe\u786e \uff1a5] [\u603b\u5206\uff1a25] [turn over",
+            "8": "8 0509/11/m/j/17 \u00a9 ucles 20178 0509/12/m/j/17 \u00a9 ucles 2017\u7b2c\u4e8c\u90e8\u5206 \u8bf7\u9605\u8bfb\u63d2\u9875\u4e0a\u7684 \u77ed\u6587\u4e8c\uff0c\u7136\u540e\u5728\u8bd5\u5377\u4e0a\u56de\u7b54\u7b2c\u4e8c\u9898\u3002 \u95ee\u9898  2 \u6839\u636e\u63d2\u9875\u4e0a\u7684\u4e24\u7bc7\u6587\u7ae0\uff0c\u7528\u81ea\u5df1\u7684\u8bdd\u5c31\u4ee5\u4e0b\u4e24\u70b9\u8fdb\u884c\u603b\u7ed3\uff0c\u5199\u4e00\u7bc7\u77ed\u6587\uff1a  \u2013 \u8bb2\u4e00\u8bb2\u4eba\u75db\u82e6\u7684\u539f\u56e0\u662f\u4ec0\u4e48  \u2013 \u5982\u4f55\u80fd\u8ba9\u6211\u4eec\u5e78\u798f\u5feb\u4e50 \uff08\u5b57\u6570250\u5b57\u5de6\u53f3\uff09[\u5185\u5bb9\uff1a 15] [\u8bed\u8a00\u7684\u8d28\u91cf\uff1a 10] 15 30 45 60 75 90 105 120 135 150 165 180 195 210\u8bf7\u628a\u6807\u70b9\u7b26\u53f7\u6807\u5728\u4e24\u4e2a\u65b9\u683c\u4e4b\u95f4\u3002",
+            "9": "9 0509/11/m/j/17 \u00a9 ucles 20179 0509/12/m/j/17 \u00a9 ucles 2017[\u603b\u5206\uff1a 25]225 240 255 270 285 300 315 330 345 360 375 390 405 420 435 450",
+            "10": "10 0509/11/m/j/17 \u00a9 ucles 201710 0509/12/m/j/17 \u00a9 ucles 2017blank page",
+            "11": "11 0509/11/m/j/17 \u00a9 ucles 201711 0509/12/m/j/17 \u00a9 ucles 2017blank page",
+            "12": "12 0509/11/m/j/17 \u00a9 ucles 201712 0509/12/m/j/17 \u00a9 ucles 2017blank page permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. every reasonable  effort has been made by the publisher (ucles) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the publisher will  be pleased to make amends at the earliest possible opportunity. to avoid the issue of disclosure of answer-related information to candidates, all copyright acknowledgements are reproduced online in the cambridge international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download at www.cie.org.uk  after  the live examination series. 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."
+        },
+        "0509_s17_qp_12.pdf": {
+            "1": "this document consists of 9 printed pages, 3 blank pages and 1 insert. nl 132702/4 \u00a9 ucles 2017  [turn overfirst language chinese  0509/12 paper 1  reading  may/june 2017  2 hours candidates answer on the question paper. no additional materials are required. read these instructions first write your centre number, candidate number and name in the spaces at the top of this page. write in dark blue or black pen. do not use staples, paper clips, glue or correction fluid. do not write in any barcodes. answer all questions in the spaces provided. the questions on this question paper are printed twice, once in traditional and once in simplified characters.  if you wish to read them in traditional characters, turn to page 2; if you wish to read them in simplified  characters, turn to page 6. y ou may write your answers in either traditional or simplified characters. dictionaries are not permitted. the insert contains the reading passages. the insert is not assessed by the examiner. the number of marks is given in brackets [  ] at the end of each question or part question. \u8acb\u5148\u95b1\u8b80\u4ee5\u4e0b\u8aaa\u660e \u8acb\u628a\u8003\u8a66\u4e2d\u5fc3\u7de8\u865f \u3001\u8003\u751f\u865f\u548c\u59d3\u540d\u5beb\u5728\u672c\u9801\u4e0a\u65b9\u7684\u7a7a\u683c\u4e2d \u3002 \u8acb\u7528\u6df1\u85cd\u8272\u6216\u8005\u9ed1\u8272\u7b46\u7b54\u5377 \u3002 \u8acb\u4e0d\u8981\u7528\u8a02\u66f8\u91d8 \u3001\u66f2\u5225\u91dd\u3001\u81a0\u6c34\u6216\u8005\u5857\u6539\u6db2 \u3002 \u8acb\u4e0d\u8981\u5728\u4efb\u4f55\u689d\u5f62\u78bc\u4e0a\u5857\u5beb\u5b57\u8de1 \u3002 \u8a66\u5377\u4e0a\u7684\u554f\u984c \uff0c\u6709\u7e41\u9ad4\u548c\u7c21\u9ad4\u5169\u7a2e\u7248\u672c \u3002\u82e5\u8981\u7e41\u9ad4\u5b57\u7248 \uff0c\u8acb\u7ffb\u5230\u7b2c\u4e8c\u9801 \u3002 \u8bf7\u5148\u9605\u8bfb\u4ee5\u4e0b\u8bf4\u660e \u8bf7\u628a\u8003\u8bd5\u4e2d\u5fc3\u7f16\u53f7\u3001\u8003\u751f\u53f7\u548c\u59d3\u540d\u5199\u5728\u672c\u9875\u4e0a\u65b9\u7684\u7a7a\u683c\u4e2d\u3002 \u8bf7\u7528\u6df1\u84dd\u8272\u6216\u8005\u9ed1\u8272\u7b14\u7b54\u5377\u3002 \u8bf7\u4e0d\u8981\u7528\u8ba2\u4e66\u9489\u3001\u66f2\u522b\u9488\u3001\u80f6\u6c34\u6216\u8005\u6d82\u6539\u6db2\u3002 \u8bf7\u4e0d\u8981\u5728\u4efb\u4f55\u6761\u5f62\u7801\u4e0a\u6d82\u5199\u5b57\u8ff9\u3002 \u8bd5\u5377\u4e0a\u7684\u95ee\u9898\uff0c\u6709\u7e41\u4f53\u548c\u7b80\u4f53\u4e24\u79cd\u7248\u672c\u3002\u82e5\u8981\u7b80\u4f53\u5b57\u7248\uff0c\u8bf7\u7ffb\u5230\u7b2c\u516d\u9875\u3002cambridge international examinations cambridge international general certificate of secondary education *6191461846*",
+            "2": "2 0509/12/m/j/17 \u00a9 ucles 2017 questions in traditional characters  \u8acb\u56de\u7b54\u6240\u6709\u554f\u984c \uff0c\u628a\u7b54\u6848\u5beb\u5728\u8a66\u5377\u4e0a \u3002 \u53ef\u4ee5\u7528\u7e41\u9ad4\u5b57\u6216\u8005\u7c21\u9ad4\u5b57\u56de\u7b54\u554f\u984c \u3002 \u5728\u8003\u8a66\u4e2d \u4e0d\u5141\u8a31\u4f7f\u7528\u5b57\u5178 \u3002 \u63d2\u9801\u4e0a\u7684\u662f\u95b1\u8b80\u77ed\u6587 \u3002\u8003\u5b98\u4e0d\u6703\u95b1\u8b80\u6216\u8005\u8a55\u5224\u63d2\u9801 \u3002 \u6bcf\u4e00\u984c\u6216\u8005\u6bcf\u4e00\u5c0f\u984c\u7684\u5206\u6578\u5728\u5176\u5f8c\u9762\u7684\u62ec\u5f27[ ]\u88cf \u3002 \u7b2c\u4e00\u90e8\u5206 \u8acb\u95b1\u8b80\u63d2\u9801\u4e0a\u7684 \u77ed\u6587\u4e00\uff0c\u7136\u5f8c\u5728\u8a66\u5377\u4e0a\u56de\u7b54\u7b2c\u4e00\u984c \u3002 \u554f\u984c  1  (a) \u91cd\u8b80\u77ed\u6587\u7b2c\u4e00\u6bb5 \uff0c\u8b1b\u4e00\u8b1b\u751f\u6d3b\u4e2d\u7684\u201c\u9ed1\u9ede\u201d\u6307\u7684\u662f\u4ec0\u9ebc \u3002     [1]  (b) \u91cd\u8b80\u77ed\u6587\u7b2c\u4e00\u6bb5 \uff0c\u89e3\u91cb\u4e00\u4e0b\u4f5c\u8005\u5f15\u7528\u53d4\u672c\u83ef\u7684\u8a71\u8981\u8aaa\u660e\u4ec0\u9ebc \u3002       [2]  (c) \u91cd\u8b80\u77ed\u6587\u7b2c\u4e8c\u6bb5 \uff0c\u4f5c\u8005\u8a8d\u70ba\u5982\u679c\u4e00\u500b\u4eba\u7e3d\u662f\u6ce8\u610f\u751f\u6d3b\u4e2d\u7684\u7f3a\u61be \uff0c\u9019\u5c0d\u4eba\u7684\u601d\u60f3\u6703\u6709\u4ec0\u9ebc\u5f71 \u97ff\u3002       [2]  (d) \u91cd\u8b80\u77ed\u6587\u7b2c\u4e8c\u6bb5 \uff0c\u8b1b\u4e00\u8b1b\u4f5c\u8005\u773c\u4e2d\u4eba\u751f\u8d70\u5411\u6700\u7d42\u5931\u6557\u7684\u5fc3\u7406\u6df5\u6e90\u662f\u4ec0\u9ebc \u3002       [2]",
+            "3": "3 0509/12/m/j/17 \u00a9 ucles 2017 [turn over (e) \u91cd\u8b80\u77ed\u6587\u7684\u7b2c\u4e09\u6bb5 \uff0c\u6587\u4e2d\u7684\u201c\u67f3\u6697\u82b1\u660e\u201d\u6307\u7684\u662f\u4ec0\u9ebc\uff1f     [1]  (f) \u91cd\u8b80\u77ed\u6587\u7684\u7b2c\u4e09\u6bb5 ,\u8b1b\u4e00\u8b1b\u64c1\u6709\u7a4d\u6975\u7684\u5fc3\u614b\u5c0d\u4eba\u6709\u4ec0\u9ebc\u597d\u8655 \u3002           [4]  (g) \u91cd\u8b80\u77ed\u6587\u7b2c\u56db\u6bb5 \u3002   (i) \u4f5c\u8005\u7528\u54ea\u4e9b\u610f\u8c61\u4f86\u5f62\u5bb9\u5e78\u798f\u7684\u611f\u89ba\uff1f           [4]   (ii) \u70ba\u4ec0\u9ebc\u8981\u7528\u9019\u4e9b\u610f\u8c61\uff1f     [1]  (h) \u7528\u81ea\u5df1\u7684\u8a71\u7e3d\u7d50\u4e00\u4e0b\u4f5c\u8005\u5f9e\u54ea\u4e9b\u65b9\u9762\u8868\u73fe\u4e86\u5e78\u798f\u201c\u7121\u8655\u4e0d\u5728 \uff0c\u7121\u6642\u4e0d\u6709\u201d \u3002         [3] [\u8a9e\u8a00\u7684\u7cbe\u78ba \uff1a5] [\u7e3d\u5206\uff1a25]",
+            "4": "4 0509/12/m/j/17 \u00a9 ucles 2017 \u7b2c\u4e8c\u90e8\u5206 \u8acb\u95b1\u8b80\u63d2\u9801\u4e0a\u7684 \u77ed\u6587\u4e8c\uff0c\u7136\u5f8c\u5728\u8a66\u5377\u4e0a\u56de\u7b54\u7b2c\u4e8c\u984c \u3002 \u554f\u984c  2 \u6839\u64da\u63d2\u9801\u4e0a\u7684 \u5169\u7bc7\u6587\u7ae0\uff0c\u7528\u81ea\u5df1\u7684\u8a71\u5c31\u4ee5\u4e0b\u5169\u9ede\u9032\u884c\u7e3d\u7d50\uff0c\u5beb\u4e00\u7bc7\u77ed\u6587\uff1a  \u2013 \u8b1b\u4e00\u8b1b\u4eba\u75db\u82e6\u7684\u539f\u56e0\u662f\u4ec0\u9ebc   \u2013 \u5982\u4f55\u80fd\u8b93\u6211\u5011\u5e78\u798f\u5feb\u6a02 \uff08\u5b57\u6578250\u5b57\u5de6\u53f3\uff09[\u5167\u5bb9\uff1a15] [\u8a9e\u8a00\u7684\u8cea\u91cf \uff1a10] 15 30 45 60 75 90 105 120 135 150 165 180 195 210\u8acb\u628a\u6a19\u9ede\u7b26\u865f\u6a19\u5728\u5169\u500b\u65b9\u683c\u4e4b\u9593 \u3002",
+            "5": "5 0509/12/m/j/17 \u00a9 ucles 2017 [turn over [\u7e3d\u5206\uff1a25] please turn over to find questions in simplified characters225 240 255 270 285 300 315 330 345 360 375 390 405 420 435 450",
+            "6": "6 0509/12/m/j/17 \u00a9 ucles 2017 questions in simplified characters  \u8bf7\u56de\u7b54\u6240\u6709\u95ee\u9898\uff0c\u628a\u7b54\u6848\u5199\u5728\u8bd5\u5377\u4e0a\u3002 \u53ef\u4ee5\u7528\u7e41\u4f53\u5b57\u6216\u8005\u7b80\u4f53\u5b57\u56de\u7b54\u95ee\u9898\u3002 \u5728\u8003\u8bd5\u4e2d \u4e0d\u5141\u8bb8\u4f7f\u7528\u5b57\u5178\u3002 \u63d2\u9875\u4e0a\u7684\u662f\u9605\u8bfb\u77ed\u6587\u3002\u8003\u5b98 \u4e0d\u4f1a\u9605\u8bfb\u6216\u8005\u8bc4\u5224\u63d2\u9875\u3002 \u6bcf\u4e00\u9898\u6216\u8005\u6bcf\u4e00\u5c0f\u9898\u7684\u5206\u6570\u5728\u5176\u540e\u9762\u7684\u62ec\u53f7 [ ]\u91cc\u3002 \u7b2c\u4e00\u90e8\u5206 \u8bf7\u9605\u8bfb\u63d2\u9875\u4e0a\u7684 \u77ed\u6587\u4e00\uff0c\u7136\u540e\u5728\u8bd5\u5377\u4e0a\u56de\u7b54\u7b2c\u4e00\u9898\u3002 \u95ee\u9898  1  (a) \u91cd\u8bfb\u77ed\u6587\u7b2c\u4e00\u6bb5 \uff0c \u8bb2\u4e00\u8bb2\u751f\u6d3b\u4e2d\u7684\u201c\u9ed1\u70b9\u201d\u6307\u7684\u662f\u4ec0\u4e48\u3002  ...  ... [1]  (b) \u91cd\u8bfb\u77ed\u6587\u7b2c\u4e00\u6bb5 \uff0c\u89e3\u91ca\u4e00\u4e0b\u4f5c\u8005\u5f15\u7528\u53d4\u672c\u534e\u7684\u8bdd\u8981\u8bf4\u660e\u4ec0\u4e48\u3002  ...  ...  ... [2]  (c) \u91cd\u8bfb\u77ed\u6587\u7b2c\u4e8c\u6bb5\uff0c\u4f5c\u8005\u8ba4\u4e3a\u5982\u679c\u4e00\u4e2a\u4eba\u603b\u662f\u6ce8\u610f\u751f\u6d3b\u4e2d\u7684\u7f3a\u61be\uff0c\u8fd9\u5bf9\u4eba\u7684\u601d\u60f3\u4f1a\u6709\u4ec0 \u4e48\u5f71\u54cd\u3002  ...  ...  ... [2]  (d) \u91cd\u8bfb\u77ed\u6587\u7b2c\u4e8c\u6bb5\uff0c\u8bb2\u4e00\u8bb2\u4f5c\u8005\u773c\u4e2d\u4eba\u751f\u8d70\u5411\u6700\u7ec8\u5931\u8d25\u7684\u5fc3\u7406\u6e0a\u6e90\u662f\u4ec0\u4e48\u3002  ...  ...  ... [2]",
+            "7": "7 0509/12/m/j/17 \u00a9 ucles 2017  (e) \u91cd\u8bfb\u77ed\u6587\u7684\u7b2c\u4e09\u6bb5\uff0c\u6587\u4e2d\u7684\u201c\u67f3\u6697\u82b1\u660e\u201d\u6307\u7684\u662f\u4ec0\u4e48\uff1f     [1]  (f) \u91cd\u8bfb\u77ed\u6587\u7684\u7b2c\u4e09\u6bb5,\u8bb2\u4e00\u8bb2\u62e5\u6709\u79ef\u6781\u7684\u5fc3\u6001\u5bf9\u4eba\u6709\u4ec0\u4e48\u597d\u5904\u3002           [4]  (g) \u91cd\u8bfb\u77ed\u6587\u7b2c\u56db\u6bb5\u3002   (i) \u4f5c\u8005\u7528\u54ea\u4e9b\u610f\u8c61\u6765\u5f62\u5bb9\u5e78\u798f\u7684\u611f\u89c9\uff1f             [4]   (ii) \u4e3a\u4ec0\u4e48\u8981\u7528\u8fd9\u4e9b\u610f\u8c61\uff1f      [1]  (h) \u7528\u81ea\u5df1\u7684\u8bdd\u603b\u7ed3\u4e00\u4e0b\u4f5c\u8005\u4ece\u54ea\u4e9b\u65b9\u9762\u8868\u73b0\u4e86\u5e78\u798f\u201c\u65e0\u5904\u4e0d\u5728\uff0c\u65e0\u65f6\u4e0d\u6709\u201d\u3002         [3] [\u8bed\u8a00\u7684\u7cbe\u786e \uff1a5] [\u603b\u5206\uff1a25] [turn over",
+            "8": "8 0509/12/m/j/17 \u00a9 ucles 2017 \u7b2c\u4e8c\u90e8\u5206 \u8bf7\u9605\u8bfb\u63d2\u9875\u4e0a\u7684 \u77ed\u6587\u4e8c\uff0c\u7136\u540e\u5728\u8bd5\u5377\u4e0a\u56de\u7b54\u7b2c\u4e8c\u9898\u3002 \u95ee\u9898  2 \u6839\u636e\u63d2\u9875\u4e0a\u7684\u4e24\u7bc7\u6587\u7ae0\uff0c\u7528\u81ea\u5df1\u7684\u8bdd\u5c31\u4ee5\u4e0b\u4e24\u70b9\u8fdb\u884c\u603b\u7ed3\uff0c\u5199\u4e00\u7bc7\u77ed\u6587\uff1a  \u2013 \u8bb2\u4e00\u8bb2\u4eba\u75db\u82e6\u7684\u539f\u56e0\u662f\u4ec0\u4e48  \u2013 \u5982\u4f55\u80fd\u8ba9\u6211\u4eec\u5e78\u798f\u5feb\u4e50 \uff08\u5b57\u6570250\u5b57\u5de6\u53f3\uff09[\u5185\u5bb9\uff1a 15] [\u8bed\u8a00\u7684\u8d28\u91cf\uff1a 10] 15 30 45 60 75 90 105 120 135 150 165 180 195 210\u8bf7\u628a\u6807\u70b9\u7b26\u53f7\u6807\u5728\u4e24\u4e2a\u65b9\u683c\u4e4b\u95f4\u3002",
+            "9": "9 0509/12/m/j/17 \u00a9 ucles 2017[\u603b\u5206\uff1a 25]225 240 255 270 285 300 315 330 345 360 375 390 405 420 435 450",
+            "10": "10 0509/12/m/j/17 \u00a9 ucles 2017 blank page",
+            "11": "11 0509/12/m/j/17 \u00a9 ucles 2017blank page",
+            "12": "12 0509/12/m/j/17 \u00a9 ucles 2017 blank page permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. every reasonable  effort has been made by the publisher (ucles) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the publisher will  be pleased to make amends at the earliest possible opportunity. to avoid the issue of disclosure of answer-related information to candidates, all copyright acknowledgements are reproduced online in the cambridge international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download at www.cie.org.uk after  the live examination series. 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."
+        },
+        "0509_s17_qp_13.pdf": {
+            "1": "this document consists of 9 printed pages, 3 blank pages and 1 insert. nl 132828/4 \u00a9 ucles 2017  [turn overfirst language chinese  0509/13 paper 1  reading  may/june 2017  2 hours candidates answer on the question paper. no additional materials are required. read these instructions first write your centre number, candidate number and name in the spaces at the top of this page. write in dark blue or black pen. do not use staples, paper clips, glue or correction fluid. do not write in any barcodes. answer all questions in the spaces provided. the questions on this question paper are printed twice, once in traditional and once in simplified characters.  if you wish to read them in traditional characters, turn to page 2; if you wish to read them in simplified  characters, turn to page 6. y ou may write your answers in either traditional or simplified characters. dictionaries are not permitted. the insert contains the reading passages. the insert is not assessed by the examiner. the number of marks is given in brackets [  ] at the end of each question or part question. \u8acb\u5148\u95b1\u8b80\u4ee5\u4e0b\u8aaa\u660e \u8acb\u628a\u8003\u8a66\u4e2d\u5fc3\u7de8\u865f \u3001\u8003\u751f\u865f\u548c\u59d3\u540d\u5beb\u5728\u672c\u9801\u4e0a\u65b9\u7684\u7a7a\u683c\u4e2d \u3002 \u8acb\u7528\u6df1\u85cd\u8272\u6216\u8005\u9ed1\u8272\u7b46\u7b54\u5377 \u3002 \u8acb\u4e0d\u8981\u7528\u8a02\u66f8\u91d8 \u3001\u66f2\u5225\u91dd\u3001\u81a0\u6c34\u6216\u8005\u5857\u6539\u6db2 \u3002 \u8acb\u4e0d\u8981\u5728\u4efb\u4f55\u689d\u5f62\u78bc\u4e0a\u5857\u5beb\u5b57\u8de1 \u3002 \u8a66\u5377\u4e0a\u7684\u554f\u984c \uff0c\u6709\u7e41\u9ad4\u548c\u7c21\u9ad4\u5169\u7a2e\u7248\u672c \u3002\u82e5\u8981\u7e41\u9ad4\u5b57\u7248 \uff0c\u8acb\u7ffb\u5230\u7b2c\u4e8c\u9801 \u3002 \u8bf7\u5148\u9605\u8bfb\u4ee5\u4e0b\u8bf4\u660e \u8bf7\u628a\u8003\u8bd5\u4e2d\u5fc3\u7f16\u53f7\u3001\u8003\u751f\u53f7\u548c\u59d3\u540d\u5199\u5728\u672c\u9875\u4e0a\u65b9\u7684\u7a7a\u683c\u4e2d\u3002 \u8bf7\u7528\u6df1\u84dd\u8272\u6216\u8005\u9ed1\u8272\u7b14\u7b54\u5377\u3002 \u8bf7\u4e0d\u8981\u7528\u8ba2\u4e66\u9489\u3001\u66f2\u522b\u9488\u3001\u80f6\u6c34\u6216\u8005\u6d82\u6539\u6db2\u3002 \u8bf7\u4e0d\u8981\u5728\u4efb\u4f55\u6761\u5f62\u7801\u4e0a\u6d82\u5199\u5b57\u8ff9\u3002 \u8bd5\u5377\u4e0a\u7684\u95ee\u9898\uff0c\u6709\u7e41\u4f53\u548c\u7b80\u4f53\u4e24\u79cd\u7248\u672c\u3002\u82e5\u8981\u7b80\u4f53\u5b57\u7248\uff0c\u8bf7\u7ffb\u5230\u7b2c\u516d\u9875\u3002cambridge international examinations cambridge international general certificate of secondary education *4176853175*",
+            "2": "2 0509/13/m/j/17 \u00a9 ucles 2017 questions in traditional characters  \u8acb\u56de\u7b54\u6240\u6709\u554f\u984c \uff0c\u628a\u7b54\u6848\u5beb\u5728\u8a66\u5377\u4e0a \u3002 \u53ef\u4ee5\u7528\u7e41\u9ad4\u5b57\u6216\u8005\u7c21\u9ad4\u5b57\u56de\u7b54\u554f\u984c \u3002 \u5728\u8003\u8a66\u4e2d \u4e0d\u5141\u8a31\u4f7f\u7528\u5b57\u5178 \u3002 \u63d2\u9801\u4e0a\u7684\u662f\u95b1\u8b80\u77ed\u6587 \u3002\u8003\u5b98\u4e0d\u6703\u95b1\u8b80\u6216\u8005\u8a55\u5224\u63d2\u9801 \u3002 \u6bcf\u4e00\u984c\u6216\u8005\u6bcf\u4e00\u5c0f\u984c\u7684\u5206\u6578\u5728\u5176\u5f8c\u9762\u7684\u62ec\u865f[ ]\u88cf \u3002 \u7b2c\u4e00\u90e8\u5206 \u8acb\u95b1\u8b80\u63d2\u9801\u4e0a\u7684 \u77ed\u6587\u4e00\uff0c\u7136\u5f8c\u5728\u8a66\u5377\u4e0a\u56de\u7b54\u7b2c\u4e00\u984c \u3002 \u554f\u984c  1  (a) \u8acb\u91cd\u8b80\u77ed\u6587\u7b2c\u4e00\u6bb5 \uff0c\u8b1b\u4e00\u8b1b\u4ec0\u9ebc\u662f\u5178\u578b\u7684\u5320\u4eba\u6c23\u8cea \u3002       [2]  (b) \u8acb\u91cd\u8b80\u77ed\u6587\u7b2c\u4e8c\u6bb5 \uff0c\u8b1b\u4e00\u8b1b\u65e5\u672c\u96fb\u6a5f\u5c08\u5bb6\u662f\u600e\u6a23\u76e3\u7763\u7522\u54c1\u8cea\u91cf\u7684 \u3002     [1]  (c) \u8acb\u91cd\u8b80\u77ed\u6587\u7b2c\u4e09\u6bb5 \uff0c   (i) \u8b1b\u4e00\u8b1b\u51fa\u73fe\u4e0d\u5408\u683c\u7522\u54c1\u4ee5\u5f8c \uff0c\u9805\u76ee\u90e8\u9577\u662f\u600e\u6a23\u9032\u4e00\u6b65\u78ba\u4fdd\u8cea\u91cf\u842c\u7121\u4e00\u5931\u7684 \u3002         [3]   (ii) \u600e\u6a23\u7406\u89e3\u9805\u76ee\u90e8\u9577\u7684\u201c\u7b28\u8fa6\u6cd5\u201d\u7684\u5169\u9762\u6027\uff1f           [4]",
+            "3": "3 0509/13/m/j/17 \u00a9 ucles 2017 [turn over (d) \u8acb\u91cd\u8b80\u77ed\u6587\u7684\u7b2c\u56db\u6bb5 \u3002   (i) \u5f9e\u539f\u6587\u4e2d\u627e\u51fa\u4e09\u500b\u63cf\u5beb\u62c9\u9eb5\u5e97\u5e2b\u5085\u8a8d\u771f\u5de5\u4f5c\u7684\u8a5e\u6216\u8005 \u77ed\u8a9e\u3002         [3]   (ii) \u7528\u81ea\u5df1\u7684\u8a71\u7e3d\u7d50\u4e00\u4e0b\u4f5c\u8005\u5f9e\u54ea\u4e9b\u65b9\u9762\u8868\u73fe\u4e86\u62c9\u9eb5\u5e97\u5e2b\u5085\u7684\u5320\u4eba\u7cbe\u795e \u3002           [4]  (e) \u5206\u6790\u5168\u6587 \uff0c\u70ba\u4ec0\u9ebc\u8aaa\u201c\u4e00\u500b\u2018\u5320\u2019\u5b57 \uff0c\u7c21\u76f4\u6df1\u5165\u4e86\u65e5\u672c\u4eba\u7684\u9aa8\u9ad3\u201d\uff1f         [3] [\u8a9e\u8a00\u7684\u7cbe\u78ba \uff1a5] [\u7e3d\u5206\uff1a25]",
+            "4": "4 0509/13/m/j/17 \u00a9 ucles 2017 \u7b2c\u4e8c\u90e8\u5206 \u8acb\u95b1\u8b80\u63d2\u9801\u4e0a\u7684 \u77ed\u6587\u4e8c\uff0c\u7136\u5f8c\u5728\u8a66\u5377\u4e0a\u56de\u7b54\u7b2c\u4e8c\u984c \u3002 \u554f\u984c  2 \u6839\u64da\u63d2\u9801\u4e0a\u5169\u7bc7\u6587\u7ae0\uff0c\u7528\u81ea\u5df1\u7684\u8a71\u5c31\u4ee5\u4e0b\u5169\u9ede\u9032\u884c\u7e3d\u7d50\uff0c\u5beb\u4e00\u7bc7\u77ed\u6587\uff1a  \u2013 \u5c0d\u5f85\u5de5\u4f5c\u7684\u826f\u597d\u614b\u5ea6\uff1b   \u2013 \u5982\u4f55\u8b93\u4f60\u7684\u5de5\u4f5c\u66f4\u6709\u610f\u7fa9\u3002 \uff08\u5b57\u6578250\u5b57\u5de6\u53f3\uff09 [\u5167\u5bb9\uff1a15] [\u8a9e\u8a00\u7684\u8cea\u91cf \uff1a10] 15 30 45 60 75 90 105 120 135 150 165 180 195 210\u8acb\u628a\u6a19\u9ede\u7b26\u865f\u6a19\u5728\u5169\u500b\u65b9\u683c\u4e4b\u9593\u3002",
+            "5": "5 0509/13/m/j/17 \u00a9 ucles 2017 [turn over [\u7e3d\u5206\uff1a25] please turn over to find questions in simplified characters225 240 255 270 285 300 315 330 345 360 375 390 405 420 435 450",
+            "6": "6 0509/13/m/j/17 \u00a9 ucles 2017 questions in simplified characters  \u8bf7\u56de\u7b54\u6240\u6709\u95ee\u9898\uff0c\u628a\u7b54\u6848\u5199\u5728\u8bd5\u5377\u4e0a\u3002 \u53ef\u4ee5\u7528\u7e41\u4f53\u5b57\u6216\u8005\u7b80\u4f53\u5b57\u56de\u7b54\u95ee\u9898\u3002 \u5728\u8003\u8bd5\u4e2d \u4e0d\u5141\u8bb8\u4f7f\u7528\u5b57\u5178\u3002 \u63d2\u9875\u4e0a\u7684\u662f\u9605\u8bfb\u77ed\u6587\u3002\u8003\u5b98 \u4e0d\u4f1a\u9605\u8bfb\u6216\u8005\u8bc4\u5224\u63d2\u9875\u3002 \u6bcf\u4e00\u9898\u6216\u8005\u6bcf\u4e00\u5c0f\u9898\u7684\u5206\u6570\u5728\u5176\u540e\u9762\u7684\u62ec\u53f7 [ ]\u91cc\u3002 \u7b2c\u4e00\u90e8\u5206 \u8bf7\u9605\u8bfb\u63d2\u9875\u4e0a\u7684 \u77ed\u6587\u4e00\uff0c\u7136\u540e\u5728\u8bd5\u5377\u4e0a\u56de\u7b54\u7b2c\u4e00\u9898\u3002 \u95ee\u9898  1  (a) \u8bf7\u91cd\u8bfb\u77ed\u6587\u7684\u7b2c\u4e00\u6bb5\uff0c\u8bb2\u4e00\u8bb2\u4ec0\u4e48\u662f\u5178\u578b\u7684\u5320\u4eba\u6c14\u8d28\u3002  ...  ...  ... [2]  (b) \u8bf7\u91cd\u8bfb\u77ed\u6587\u7b2c\u4e8c\u6bb5\uff0c\u8bb2\u4e00\u8bb2\u65e5\u672c\u7535\u673a\u4e13\u5bb6\u662f\u600e\u6837\u76d1\u7763\u4ea7\u54c1\u8d28\u91cf\u7684\u3002  ...  ... [1]  (c) \u8bf7\u91cd\u8bfb\u77ed\u6587\u7684\u7b2c\u4e09\u6bb5\u3002   (i) \u8bb2\u4e00\u8bb2\u51fa\u73b0\u4e0d\u5408\u683c\u4ea7\u54c1\u4ee5\u540e\uff0c\u9879\u76ee\u90e8\u957f\u662f\u600e\u6837\u8fdb\u4e00\u6b65\u786e\u4fdd\u8d28\u91cf\u4e07\u65e0\u4e00\u5931\u7684\u3002  ...  ...  ...  ... [3]   (ii) \u600e\u6837\u7406\u89e3\u9879\u76ee\u90e8\u957f\u7684\u201c\u7b28\u529e\u6cd5\u201d\u7684\u4e24\u9762\u6027\uff1f  ...  ...  ...  ...  ... [4]",
+            "7": "7 0509/13/m/j/17 \u00a9 ucles 2017  (d) \u8bf7\u91cd\u8bfb\u77ed\u6587\u7684\u7b2c\u56db\u6bb5\u3002   (i) \u4ece\u539f\u6587\u4e2d\u627e\u51fa\u4e09\u4e2a\u63cf\u5199\u62c9\u9762\u5e97\u5e08\u5085\u8ba4\u771f\u5de5\u4f5c\u7684\u8bcd\u6216\u8005\u77ed\u8bed\u3002         [3]   (ii) \u7528\u81ea\u5df1\u7684\u8bdd\u603b\u7ed3\u4e00\u4e0b\u4f5c\u8005\u4ece\u54ea\u4e9b\u65b9\u9762\u8868\u73b0\u4e86\u62c9\u9762\u5e97\u5e08\u5085\u7684\u5320\u4eba\u7cbe\u795e\u3002           [4]  (e) \u5206\u6790\u5168\u6587\uff0c\u4e3a\u4ec0\u4e48\u8bf4\u201c\u4e00\u4e2a\u2018\u5320\u2019\u5b57\uff0c\u7b80\u76f4\u6df1\u5165\u4e86\u65e5\u672c\u4eba\u7684\u9aa8\u9ad3\u201d\uff1f         [3] [\u8bed\u8a00\u7684\u7cbe\u786e\uff1a 5] [\u603b\u5206\uff1a25] [turn over",
+            "8": "8 0509/13/m/j/17 \u00a9 ucles 2017 \u7b2c\u4e8c\u90e8\u5206 \u8bf7\u9605\u8bfb\u63d2\u9875\u4e0a\u7684 \u77ed\u6587\u4e8c\uff0c\u7136\u540e\u5728\u8bd5\u5377\u4e0a\u56de\u7b54\u7b2c\u4e8c\u9898\u3002 \u95ee\u9898  2 \u6839\u636e\u63d2\u9875\u4e0a\u4e24\u7bc7\u6587\u7ae0\uff0c\u7528\u81ea\u5df1\u7684\u8bdd\u5c31\u4ee5\u4e0b\u4e24\u70b9\u8fdb\u884c\u603b\u7ed3\uff0c\u5199\u4e00\u7bc7\u77ed\u6587\uff1a  \u2013 \u5bf9\u5f85\u5de5\u4f5c\u7684\u826f\u597d\u6001\u5ea6\uff1b  \u2013 \u5982\u4f55\u8ba9\u4f60\u7684\u5de5\u4f5c\u66f4\u6709\u610f\u4e49\u3002 \uff08\u5b57\u6570250\u5b57\u5de6\u53f3\uff09 [\u5185\u5bb9\uff1a 15] [\u8bed\u8a00\u7684\u8d28\u91cf\uff1a 10] 15 30 45 60 75 90 105 120 135 150 165 180 195 210\u8bf7\u628a\u6807\u70b9\u7b26\u53f7\u6807\u5728\u4e24\u4e2a\u65b9\u683c\u4e4b\u95f4\u3002",
+            "9": "9 0509/13/m/j/17 \u00a9 ucles 2017[\u603b\u5206\uff1a 25]225 240 255 270 285 300 315 330 345 360 375 390 405 420 435 450",
+            "10": "10 0509/13/m/j/17 \u00a9 ucles 2017 blank page",
+            "11": "11 0509/13/m/j/17 \u00a9 ucles 2017blank page",
+            "12": "12 0509/13/m/j/17 \u00a9 ucles 2017 blank page permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. every reasonable  effort has been made by the publisher (ucles) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the publisher will  be pleased to make amends at the earliest possible opportunity. to avoid the issue of disclosure of answer-related information to candidates, all copyright acknowledgements are reproduced online in the cambridge international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download at www.cie.org.uk after  the live examination series. 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."
+        },
+        "0509_s17_qp_21.pdf": {
+            "1": "*6989661055* read these instructions first write your centre number, candidate number and name in the spaces at the top of this page.   write in dark blue or black pen.   do not use staples, paper clips, glue or correction fluid.   do not  write in any barcodes. the essay titles on this question paper are printed twice, once in traditional and once in simplified characters.  if you wish to read the essay titles in traditional characters, turn to page 2; if you wish to read the essay   titles in simplified characters, turn to page 3. answer one question in the space provided.   you should write between 400 and 600 characters.   all questions in this paper carry equal marks.read these instructions first write your centre number, candidate number and name in the spaces at the top of this page.   write in dark blue or black pen.   do not use staples, paper clips, glue or correction fluid.   do not write in any barcodes. the essay titles on this question paper are printed twice, once in traditional and once in simplified characters.  if you wish to read the essay titles in traditional characters, turn to page 2; if you wish to read the essay  titles in simplified characters, turn to page 3. answer one question in the space provided.   y ou should write between 400 and 600 characters.   all questions in this paper carry equal marks. \u8bf7\u5148\u9605\u8bfb\u4ee5\u4e0b\u8bf4\u660e \u8bf7\u628a\u8003\u8bd5\u4e2d\u5fc3\u7f16\u53f7 \u3001\u8003\u751f\u53f7\u548c\u59d3\u540d\u5199\u5728\u672c\u9875\u4e0a\u65b9\u7684\u7a7a\u683c\u4e2d \u3002 \u8bf7\u7528\u6df1\u84dd\u8272\u6216\u8005\u9ed1\u8272\u7b14\u7b54\u5377 \u3002 \u8bf7\u4e0d\u8981\u7528\u8ba2\u4e66\u9489 \u3001\u66f2\u522b\u9488\u3001\u80f6\u6c34\u6216\u8005\u6d82\u6539\u6db2 \u3002 \u8bf7\u4e0d\u8981\u5728\u4efb\u4f55\u6761\u5f62\u7801\u4e0a\u6d82\u5199\u5b57\u8ff9 \u3002 \u8bd5\u5377\u4e0a\u7684\u95ee\u9898\u6709\u7e41\u4f53\u548c\u7b80\u4f53\u4e24\u79cd\u7248\u672c \u3002\u82e5\u8981\u7e41\u4f53\u5b57\u7248 \uff0c\u8bf7\u7ffb\u5230\u7b2c 2 \u9875\uff1b\u82e5\u8981\u7b80\u4f53\u5b57\u7248 \uff0c\u8bf7\u7ffb\u5230\u7b2c 3 \u9875\u3002 \u8bf7\u9009\u4e00\u9898\uff0c\u5e76\u5728\u7a7a\u767d \u5904\u7b54\u9898\u3002\u6587\u7ae0\u5b57\u6570\u5e94\u5728 400 \u5230 600 \u5b57\u4e4b\u95f4\u3002\u6240\u6709\u9898\u76ee\u5206\u503c\u76f8\u540c\u3002 \u8acb\u5148\u95b1\u8b80\u4ee5\u4e0b\u8aaa\u660e \u8acb\u628a\u8003\u8a66\u4e2d\u5fc3\u7de8\u865f\u3001\u8003\u751f\u865f\u548c\u59d3\u540d\u5beb\u5728\u672c\u9801\u4e0a\u65b9\u7684\u7a7a\u683c\u4e2d\u3002 \u8acb\u7528\u6df1\u85cd\u8272\u6216\u8005\u9ed1\u8272\u7b46\u7b54\u5377\u3002 \u8acb\u4e0d\u8981\u7528\u8a02\u66f8\u91d8\u3001\u66f2\u5225\u91dd\u3001\u81a0\u6c34\u6216\u8005\u5857\u6539\u6db2\u3002 \u8acb\u4e0d\u8981\u5728\u4efb\u4f55\u689d\u5f62\u78bc\u4e0a\u5857\u5beb\u5b57\u8de1\u3002 \u8a66\u5377\u4e0a\u7684\u554f\u984c\u6709\u7e41\u9ad4\u548c\u7c21\u9ad4\u5169\u7a2e\u7248\u672c\u3002\u82e5\u8981\u7e41\u9ad4\u5b57\u7248\uff0c\u8acb\u7ffb\u5230\u7b2c  2 \u9801\uff1b\u82e5\u8981\u7c21\u9ad4\u5b57\u7248\uff0c\u8acb\u7ffb\u5230\u7b2c  3 \u9801\u3002 \u8acb\u9078\u4e00\u984c\uff0c\u4e26\u5728\u7a7a\u767d\u8655\u7b54\u984c\u3002\u6587\u7ae0\u5b57\u6578\u61c9\u5728  400 \u5230 600 \u5b57\u4e4b\u9593\u3002\u6240\u6709\u984c\u76ee\u5206\u503c\u76f8\u540c\u3002first language chinese  0509/22 paper 2  writing  may/june 2017   1 hour 15 minutes candidates answer on the question paper. no additional materials are required. this document consists of 5 printed pages and 3 blank pages. nl 132833/3 \u00a9 ucles 2017  [turn overcambridge international examinations cambridge international general certificate of secondary education *3354215947* first language chinese  0509/21 paper 2  writing  may/june 2017   1 hour 15 minutes candidates answer on the question paper. no additional materials are required. this document consists of 5 printed pages and 3 blank pages. dc (lk) 145587 \u00a9 ucles 2017  [turn overcambridge international examinations cambridge international general certificate of secondary education",
+            "2": "2 0509/21/m/j/17 \u00a9 ucles 2017 0509/22/m/j/172 \u00a9 ucles 2017essay questions in traditional characters \u8acb\u9078\u4e00\u984c\uff0c\u5e76\u5728\u7a7a\u767d\u8655\u7b54\u984c\u3002\u8acb\u5beb\u4e00\u7bc7  400 \u5230 600 \u5b57\u7684\u6587\u7ae0\u3002 \u7b2c\u4e00\u90e8\u5206 \uff1a\u8b70\u8ad6 1 \u201c\u6ef4\u6c34\u4e4b\u6069 \uff0c\u6d8c\u6cc9\u76f8\u5831\u201d \u3002\u5f9e\u6b63\u53cd\u5169\u500b\u65b9\u9762\u8ac7\u8ac7\u4f60\u7684\u770b\u6cd5 \u3002 2 \u9752\u5c11\u5e74\u61c9\u8a72\u591a\u53c3\u52a0\u8ab2\u5916\u6d3b\u52d5 \u3002\u5f9e\u6b63\u53cd\u5169\u500b\u65b9\u9762\u8ac7\u8ac7\u4f60\u7684\u770b\u6cd5 \u3002 3 \u653e\u68c4\u4e5f\u662f\u4e00\u7a2e\u9078\u64c7 \u3002\u4f60\u70ba\u4ec0\u4e48 \u540c\u610f\u6216\u8005\u4e0d\u540c\u610f\u9019\u500b\u89c0\u9ede\uff1f 4 \u62fc\u640f\u8981\u91cf\u529b\u800c\u884c \u3002\u4f60\u70ba\u4ec0\u4e48 \u540c\u610f\u6216\u8005\u4e0d\u540c\u610f\u9019\u500b\u89c0\u9ede\uff1f    \u7b2c\u4e8c\u90e8\u5206 \uff1a\u63cf\u5beb\u8207\u6558\u8ff0 5 \u63cf\u5beb\u6625\u904b\u671f\u9593\u4e00\u500b\u706b\u8eca\u7ad9\u5fd9\u788c\u7684\u666f\u8c61 6 \u63cf\u5beb\u4e00\u500b\u4ee4\u4eba\u8a0e\u53ad\u7684\u4eba 7 \u4ee5\u201c\u90a3\u665a\u6211\u7121\u6cd5\u5165\u7720\u2026\u2026\u201d\u70ba\u60c5\u5883 \uff0c\u5beb\u4e00\u500b\u6545\u4e8b 8 \u4ee5\u201c\u4e00\u6b21\u4e0d \u540c\u5c0b\u5e38\u7684\u6703\u9762\u201d\u70ba\u984c \uff0c \u5beb\u4e00\u500b\u6545\u4e8b",
+            "3": "3 0509/21/m/j/17 \u00a9 ucles 2017 [turn over 0509/22/m/j/173 \u00a9 ucles 2017essay questions in simplified characters \u8bf7\u9009\u4e00\u9898\uff0c\u5e76\u5728\u7a7a\u767d\u5904\u7b54\u9898\u3002\u8bf7\u5199\u4e00\u7bc7 400 \u5230 600 \u5b57\u7684\u6587\u7ae0\u3002 \u7b2c\u4e00\u90e8\u5206\uff1a\u8bae\u8bba 1 \u201c\u6ef4\u6c34\u4e4b\u6069\uff0c\u6d8c\u6cc9\u76f8\u62a5\u201d\u3002\u4ece \u6b63\u53cd\u4e24\u4e2a\u65b9\u9762\u8c08\u8c08\u4f60\u7684\u770b\u6cd5\u3002 2 \u9752\u5c11\u5e74\u5e94\u8be5\u591a\u53c2\u52a0\u8bfe\u5916\u6d3b\u52a8\u3002\u4ece \u6b63\u53cd\u4e24\u4e2a\u65b9\u9762\u8c08\u8c08\u4f60\u7684\u770b\u6cd5\u3002 3 \u653e\u5f03\u4e5f\u662f\u4e00\u79cd\u9009\u62e9\u3002\u4f60\u4e3a\u4ec0\u4e48\u540c\u610f \u6216\u8005\u4e0d\u540c\u610f\u8fd9\u4e2a\u89c2\u70b9\uff1f 4 \u62fc\u640f\u8981\u91cf\u529b\u800c\u884c\u3002\u4f60\u4e3a\u4ec0\u4e48\u540c\u610f \u6216\u8005\u4e0d\u540c\u610f\u8fd9\u4e2a\u89c2\u70b9\uff1f \u7b2c\u4e8c\u90e8\u5206\uff1a\u63cf\u5199\u4e0e\u53d9\u8ff0 5 \u63cf\u5199\u6625\u8fd0\u671f\u95f4\u4e00\u4e2a\u706b\u8f66\u7ad9\u5fd9\u788c\u7684\u666f\u8c61 6 \u63cf\u5199\u4e00\u4e2a\u4ee4\u4eba\u8ba8\u538c\u7684\u4eba 7 \u4ee5\u201c\u90a3\u665a\u6211\u65e0\u6cd5\u5165\u7720\u2026\u2026\u201d\u4e3a\u60c5\u5883\uff0c\u5199\u4e00\u4e2a\u6545\u4e8b 8 \u4ee5\u201c\u4e00\u6b21\u4e0d\u540c\u5bfb\u5e38\u7684\u4f1a\u9762\u201d\u4e3a\u9898\uff0c\u5199\u4e00\u4e2a\u6545\u4e8b [turn over",
+            "4": "4 0509/21/m/j/17 \u00a9 ucles 2017 0509/22/m/j/174 \u00a9 ucles 2017\u8bf7\u628a\u6240\u9009\u4f5c\u6587\u9898\u53f7\u5199\u5728\u8fd9\u91cc : 100 200 300",
+            "5": "5 0509/21/m/j/17 \u00a9 ucles 2017 0509/22/m/j/175 \u00a9 ucles 2017 400 500 600 700",
+            "6": "6 0509/21/m/j/17 \u00a9 ucles 2017 blank page",
+            "7": "7 0509/21/m/j/17 \u00a9 ucles 2017 blank page",
+            "8": "8 0509/21/m/j/17 \u00a9 ucles 2017 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 international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download at www.cie.org.uk after  the live examination series. 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.blank page"
+        },
+        "0509_s17_qp_22.pdf": {
+            "1": "read these instructions first write your centre number, candidate number and name in the spaces at the top of this page.   write in dark blue or black pen.   do not use staples, paper clips, glue or correction fluid.   do not write in any barcodes. the essay titles on this question paper are printed twice, once in traditional and once in simplified characters.  if you wish to read the essay titles in traditional characters, turn to page 2; if you wish to read the essay  titles in simplified characters, turn to page 3. answer one question in the space provided.   y ou should write between 400 and 600 characters.   all questions in this paper carry equal marks. \u8bf7\u5148\u9605\u8bfb\u4ee5\u4e0b\u8bf4\u660e \u8bf7\u628a\u8003\u8bd5\u4e2d\u5fc3\u7f16\u53f7 \u3001\u8003\u751f\u53f7\u548c\u59d3\u540d\u5199\u5728\u672c\u9875\u4e0a\u65b9\u7684\u7a7a\u683c\u4e2d \u3002 \u8bf7\u7528\u6df1\u84dd\u8272\u6216\u8005\u9ed1\u8272\u7b14\u7b54\u5377 \u3002 \u8bf7\u4e0d\u8981\u7528\u8ba2\u4e66\u9489 \u3001\u66f2\u522b\u9488\u3001\u80f6\u6c34\u6216\u8005\u6d82\u6539\u6db2 \u3002 \u8bf7\u4e0d\u8981\u5728\u4efb\u4f55\u6761\u5f62\u7801\u4e0a\u6d82\u5199\u5b57\u8ff9 \u3002 \u8bd5\u5377\u4e0a\u7684\u95ee\u9898\u6709\u7e41\u4f53\u548c\u7b80\u4f53\u4e24\u79cd\u7248\u672c \u3002\u82e5\u8981\u7e41\u4f53\u5b57\u7248 \uff0c\u8bf7\u7ffb\u5230\u7b2c 2 \u9875\uff1b\u82e5\u8981\u7b80\u4f53\u5b57\u7248 \uff0c\u8bf7\u7ffb\u5230\u7b2c 3 \u9875\u3002 \u8bf7\u9009\u4e00\u9898\uff0c\u5e76\u5728\u7a7a\u767d \u5904\u7b54\u9898\u3002\u6587\u7ae0\u5b57\u6570\u5e94\u5728 400 \u5230 600 \u5b57\u4e4b\u95f4\u3002\u6240\u6709\u9898\u76ee\u5206\u503c\u76f8\u540c\u3002 \u8acb\u5148\u95b1\u8b80\u4ee5\u4e0b\u8aaa\u660e \u8acb\u628a\u8003\u8a66\u4e2d\u5fc3\u7de8\u865f\u3001\u8003\u751f\u865f\u548c\u59d3\u540d\u5beb\u5728\u672c\u9801\u4e0a\u65b9\u7684\u7a7a\u683c\u4e2d\u3002 \u8acb\u7528\u6df1\u85cd\u8272\u6216\u8005\u9ed1\u8272\u7b46\u7b54\u5377\u3002 \u8acb\u4e0d\u8981\u7528\u8a02\u66f8\u91d8\u3001\u66f2\u5225\u91dd\u3001\u81a0\u6c34\u6216\u8005\u5857\u6539\u6db2\u3002 \u8acb\u4e0d\u8981\u5728\u4efb\u4f55\u689d\u5f62\u78bc\u4e0a\u5857\u5beb\u5b57\u8de1\u3002 \u8a66\u5377\u4e0a\u7684\u554f\u984c\u6709\u7e41\u9ad4\u548c\u7c21\u9ad4\u5169\u7a2e\u7248\u672c\u3002\u82e5\u8981\u7e41\u9ad4\u5b57\u7248\uff0c\u8acb\u7ffb\u5230\u7b2c  2 \u9801\uff1b\u82e5\u8981\u7c21\u9ad4\u5b57\u7248\uff0c\u8acb\u7ffb\u5230\u7b2c  3 \u9801\u3002 \u8acb\u9078\u4e00\u984c\uff0c\u4e26\u5728\u7a7a\u767d\u8655\u7b54\u984c\u3002\u6587\u7ae0\u5b57\u6578\u61c9\u5728  400 \u5230 600 \u5b57\u4e4b\u9593\u3002\u6240\u6709\u984c\u76ee\u5206\u503c\u76f8\u540c\u3002first language chinese  0509/22 paper 2  writing  may/june 2017   1 hour 15 minutes candidates answer on the question paper. no additional materials are required. this document consists of 5 printed pages and 3 blank pages. nl 132833/3 \u00a9 ucles 2017  [turn overcambridge international examinations cambridge international general certificate of secondary education *3354215947*",
+            "2": "0509/22/m/j/172 \u00a9 ucles 2017 essay questions in traditional characters \u8acb\u9078\u4e00\u984c\uff0c\u5e76\u5728\u7a7a\u767d\u8655\u7b54\u984c\u3002\u8acb\u5beb\u4e00\u7bc7  400 \u5230 600 \u5b57\u7684\u6587\u7ae0\u3002 \u7b2c\u4e00\u90e8\u5206 \uff1a\u8b70\u8ad6 1 \u201c\u6ef4\u6c34\u4e4b\u6069 \uff0c\u6d8c\u6cc9\u76f8\u5831\u201d \u3002\u5f9e\u6b63\u53cd\u5169\u500b\u65b9\u9762\u8ac7\u8ac7\u4f60\u7684\u770b\u6cd5 \u3002 2 \u9752\u5c11\u5e74\u61c9\u8a72\u591a\u53c3\u52a0\u8ab2\u5916\u6d3b\u52d5 \u3002\u5f9e\u6b63\u53cd\u5169\u500b\u65b9\u9762\u8ac7\u8ac7\u4f60\u7684\u770b\u6cd5 \u3002 3 \u653e\u68c4\u4e5f\u662f\u4e00\u7a2e\u9078\u64c7 \u3002\u4f60\u70ba\u4ec0\u4e48 \u540c\u610f\u6216\u8005\u4e0d\u540c\u610f\u9019\u500b\u89c0\u9ede\uff1f 4 \u62fc\u640f\u8981\u91cf\u529b\u800c\u884c \u3002\u4f60\u70ba\u4ec0\u4e48 \u540c\u610f\u6216\u8005\u4e0d\u540c\u610f\u9019\u500b\u89c0\u9ede\uff1f    \u7b2c\u4e8c\u90e8\u5206 \uff1a\u63cf\u5beb\u8207\u6558\u8ff0 5 \u63cf\u5beb\u6625\u904b\u671f\u9593\u4e00\u500b\u706b\u8eca\u7ad9\u5fd9\u788c\u7684\u666f\u8c61 6 \u63cf\u5beb\u4e00\u500b\u4ee4\u4eba\u8a0e\u53ad\u7684\u4eba 7 \u4ee5\u201c\u90a3\u665a\u6211\u7121\u6cd5\u5165\u7720\u2026\u2026\u201d\u70ba\u60c5\u5883 \uff0c\u5beb\u4e00\u500b\u6545\u4e8b 8 \u4ee5\u201c\u4e00\u6b21\u4e0d \u540c\u5c0b\u5e38\u7684\u6703\u9762\u201d\u70ba\u984c \uff0c \u5beb\u4e00\u500b\u6545\u4e8b",
+            "3": "0509/22/m/j/173 \u00a9 ucles 2017 essay questions in simplified characters \u8bf7\u9009\u4e00\u9898\uff0c\u5e76\u5728\u7a7a\u767d\u5904\u7b54\u9898\u3002\u8bf7\u5199\u4e00\u7bc7 400 \u5230 600 \u5b57\u7684\u6587\u7ae0\u3002 \u7b2c\u4e00\u90e8\u5206\uff1a\u8bae\u8bba 1 \u201c\u6ef4\u6c34\u4e4b\u6069\uff0c\u6d8c\u6cc9\u76f8\u62a5\u201d\u3002\u4ece \u6b63\u53cd\u4e24\u4e2a\u65b9\u9762\u8c08\u8c08\u4f60\u7684\u770b\u6cd5\u3002 2 \u9752\u5c11\u5e74\u5e94\u8be5\u591a\u53c2\u52a0\u8bfe\u5916\u6d3b\u52a8\u3002\u4ece \u6b63\u53cd\u4e24\u4e2a\u65b9\u9762\u8c08\u8c08\u4f60\u7684\u770b\u6cd5\u3002 3 \u653e\u5f03\u4e5f\u662f\u4e00\u79cd\u9009\u62e9\u3002\u4f60\u4e3a\u4ec0\u4e48\u540c\u610f \u6216\u8005\u4e0d\u540c\u610f\u8fd9\u4e2a\u89c2\u70b9\uff1f 4 \u62fc\u640f\u8981\u91cf\u529b\u800c\u884c\u3002\u4f60\u4e3a\u4ec0\u4e48\u540c\u610f \u6216\u8005\u4e0d\u540c\u610f\u8fd9\u4e2a\u89c2\u70b9\uff1f \u7b2c\u4e8c\u90e8\u5206\uff1a\u63cf\u5199\u4e0e\u53d9\u8ff0 5 \u63cf\u5199\u6625\u8fd0\u671f\u95f4\u4e00\u4e2a\u706b\u8f66\u7ad9\u5fd9\u788c\u7684\u666f\u8c61 6 \u63cf\u5199\u4e00\u4e2a\u4ee4\u4eba\u8ba8\u538c\u7684\u4eba 7 \u4ee5\u201c\u90a3\u665a\u6211\u65e0\u6cd5\u5165\u7720\u2026\u2026\u201d\u4e3a\u60c5\u5883\uff0c\u5199\u4e00\u4e2a\u6545\u4e8b 8 \u4ee5\u201c\u4e00\u6b21\u4e0d\u540c\u5bfb\u5e38\u7684\u4f1a\u9762\u201d\u4e3a\u9898\uff0c\u5199\u4e00\u4e2a\u6545\u4e8b [turn over",
+            "4": "0509/22/m/j/174 \u00a9 ucles 2017 \u8bf7\u628a\u6240\u9009\u4f5c\u6587\u9898\u53f7\u5199\u5728\u8fd9\u91cc : 100 200 300",
+            "5": "0509/22/m/j/175 \u00a9 ucles 2017 400 500 600 700",
+            "6": "0509/22/m/j/176 \u00a9 ucles 2017 blank page",
+            "7": "0509/22/m/j/177 \u00a9 ucles 2017 blank page",
+            "8": "0509/22/m/j/178 \u00a9 ucles 2017 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 international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download at www.cie.org.uk after  the live examination series. 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.blank page"
+        },
+        "0509_s17_qp_23.pdf": {
+            "1": "read these instructions first write your centre number, candidate number and name in the spaces at the top of this page.   write in dark blue or black pen.   do not use staples, paper clips, glue or correction fluid.   do not write in any barcodes. the essay titles on this question paper are printed twice, once in traditional and once in simplified characters.  if you wish to read the essay titles in traditional characters, turn to page 2; if you wish to read the essay  titles in simplified characters, turn to page 3. answer one question in the space provided.   y ou should write between 400 and 600 characters.   all questions in this paper carry equal marks. \u8bf7\u5148\u9605\u8bfb\u4ee5\u4e0b\u8bf4\u660e \u8bf7\u628a\u8003\u8bd5\u4e2d\u5fc3\u7f16\u53f7 \u3001\u8003\u751f\u53f7\u548c\u59d3\u540d\u5199\u5728\u672c\u9875\u4e0a\u65b9\u7684\u7a7a\u683c\u4e2d \u3002 \u8bf7\u7528\u6df1\u84dd\u8272\u6216\u8005\u9ed1\u8272\u7b14\u7b54\u5377 \u3002 \u8bf7\u4e0d\u8981\u7528\u8ba2\u4e66\u9489 \u3001\u66f2\u522b\u9488\u3001\u80f6\u6c34\u6216\u8005\u6d82\u6539\u6db2 \u3002 \u8bf7\u4e0d\u8981\u5728\u4efb\u4f55\u6761\u5f62\u7801\u4e0a\u6d82\u5199\u5b57\u8ff9 \u3002 \u8bd5\u5377\u4e0a\u7684\u95ee\u9898\u6709\u7e41\u4f53\u548c\u7b80\u4f53\u4e24\u79cd\u7248\u672c \u3002\u82e5\u8981\u7e41\u4f53\u5b57\u7248 \uff0c\u8bf7\u7ffb\u5230\u7b2c 2 \u9875\uff1b\u82e5\u8981\u7b80\u4f53\u5b57\u7248 \uff0c\u8bf7\u7ffb\u5230\u7b2c 3 \u9875\u3002 \u8bf7\u9009\u4e00\u9898\uff0c\u5e76\u5728\u7a7a\u767d \u5904\u7b54\u9898\u3002\u6587\u7ae0\u5b57\u6570\u5e94\u5728 400 \u5230 600 \u5b57\u4e4b\u95f4\u3002\u6240\u6709\u9898\u76ee\u5206\u503c\u76f8\u540c \u3002 \u8acb\u5148\u95b1\u8b80\u4ee5\u4e0b\u8aaa\u660e \u8acb\u628a\u8003\u8a66\u4e2d\u5fc3\u7de8\u865f\u3001\u8003\u751f\u865f\u548c\u59d3\u540d\u5beb\u5728\u672c\u9801\u4e0a\u65b9\u7684\u7a7a\u683c\u4e2d\u3002 \u8acb\u7528\u6df1\u85cd\u8272\u6216\u8005\u9ed1\u8272\u7b46\u7b54\u5377\u3002 \u8acb\u4e0d\u8981\u7528\u8a02\u66f8\u91d8\u3001\u66f2\u5225\u91dd\u3001\u81a0\u6c34\u6216\u8005\u5857\u6539\u6db2\u3002 \u8acb\u4e0d\u8981\u5728\u4efb\u4f55\u689d\u5f62\u78bc\u4e0a\u5857\u5beb\u5b57\u8de1\u3002 \u8a66\u5377\u4e0a\u7684\u554f\u984c\u6709\u7e41\u9ad4\u548c\u7c21\u9ad4\u5169\u7a2e\u7248\u672c\u3002\u82e5\u8981\u7e41\u9ad4\u5b57\u7248\uff0c\u8acb\u7ffb\u5230\u7b2c  2 \u9801\uff1b\u82e5\u8981\u7c21\u9ad4\u5b57\u7248\uff0c\u8acb\u7ffb\u5230\u7b2c  3 \u9801\u3002 \u8acb\u9078\u4e00\u984c\uff0c\u4e26\u5728\u7a7a\u767d\u8655\u7b54\u984c\u3002\u6587\u7ae0\u5b57\u6578\u61c9\u5728  400 \u5230 600 \u5b57\u4e4b\u9593\u3002\u6240\u6709\u984c\u76ee\u5206\u503c\u76f8\u540c\u3002first language chinese  0509/23 paper 2  writing  may/june 2017   1 hour 15 minutes candidates answer on the question paper. no additional materials are required. this document consists of 5 printed pages and 3 blank pages. nl 132834/3 \u00a9 ucles 2017  [turn overcambridge international examinations cambridge international general certificate of secondary education *4759730075*",
+            "2": "0509/23/m/j/172 \u00a9 ucles 2017 essay questions in traditional characters \u8acb\u9078\u4e00\u984c\uff0c\u5e76\u5728\u7a7a\u767d\u8655\u7b54\u984c\u3002\u8acb\u5beb\u4e00\u7bc7  400 \u5230 600 \u5b57\u7684\u6587\u7ae0\u3002 \u7b2c\u4e00\u90e8\u5206 \uff1a\u8b70\u8ad6 1 \u8b19\u865b\u662f\u4e00\u7a2e\u7f8e\u5fb7 \u3002\u5f9e\u6b63\u53cd\u5169\u500b\u65b9\u9762\u8ac7\u8ac7\u4f60\u7684\u770b\u6cd5 \u3002 2 \u53ea\u6709\u9006\u5883\u624d\u80fd\u51fa\u4eba\u624d \u3002\u5f9e\u6b63\u53cd\u5169\u500b\u65b9\u9762\u8ac7\u8ac7\u4f60\u7684\u770b\u6cd5 \u3002 3 \u7fd2\u6163\u662f\u5f9e\u5c0f\u990a\u6210\u7684 \u3002\u4f60\u70ba\u4ec0\u4e48 \u540c\u610f\u6216\u8005\u4e0d\u540c\u610f\u9019\u500b\u89c0\u9ede\uff1f 4 \u5e74\u8f15\u4eba\u6709\u500b\u6027\u662f\u4e00\u7a2e\u6210\u719f\u7684\u6a19\u5fd7 \u3002\u4f60\u70ba\u4ec0\u4e48 \u540c\u610f\u6216\u8005\u4e0d\u540c\u610f\u9019\u500b\u89c0\u9ede\uff1f \u7b2c\u4e8c\u90e8\u5206 \uff1a\u63cf\u5beb\u8207\u6558\u8ff0 5 \u63cf\u5beb\u5bb6\u9109\u591c\u5e02\u7684\u666f\u8c61 6 \u63cf\u5beb\u4e00\u500b\u6700\u719f\u6089\u7684\u964c\u751f\u4eba 7 \u4ee5\u201c\u5047\u5982\u6211\u6709\u8d85\u80fd\u529b \uff0c\u6211\u5c31\u2026\u2026\u201d\u70ba\u60c5\u5883 \uff0c\u5beb\u4e00\u500b\u6545\u4e8b 8 \u4ee5\u201c\u6211\u7684\u7b2c\u4e00\u6b21\u793e\u6703\u5be6\u8e10\u201d\u70ba\u984c \uff0c\u5beb\u4e00\u7bc7\u6587\u7ae0",
+            "3": "0509/23/m/j/173 \u00a9 ucles 2017 essay questions in simplified characters \u8bf7\u9009\u4e00\u9898\uff0c\u5e76\u5728\u7a7a\u767d\u5904\u7b54\u9898\u3002\u8bf7\u5199\u4e00\u7bc7  400 \u5230 600 \u5b57\u7684\u6587\u7ae0\u3002 \u7b2c\u4e00\u90e8\u5206\uff1a\u8bae\u8bba 1 \u8c26\u865a\u662f\u4e00\u79cd\u7f8e\u5fb7\u3002\u4ece \u6b63\u53cd\u4e24\u4e2a\u65b9\u9762\u8c08\u8c08\u4f60\u7684\u770b\u6cd5\u3002 2 \u53ea\u6709\u9006\u5883\u624d\u80fd\u51fa\u4eba\u624d\u3002\u4ece \u6b63\u53cd\u4e24\u4e2a\u65b9\u9762\u8c08\u8c08\u4f60\u7684\u770b\u6cd5\u3002 3 \u4e60\u60ef\u662f\u4ece\u5c0f\u517b\u6210\u7684\u3002\u4f60\u4e3a\u4ec0\u4e48\u540c\u610f \u6216\u8005\u4e0d\u540c\u610f\u8fd9\u4e2a\u89c2\u70b9\uff1f 4 \u5e74\u8f7b\u4eba\u6709\u4e2a\u6027\u662f\u4e00\u79cd\u6210\u719f\u7684\u6807\u5fd7\u3002\u4f60\u4e3a\u4ec0\u4e48\u540c\u610f \u6216\u8005\u4e0d\u540c\u610f\u8fd9\u4e2a\u89c2\u70b9\uff1f \u7b2c\u4e8c\u90e8\u5206\uff1a\u63cf\u5199\u4e0e\u53d9\u8ff0 5 \u63cf\u5199\u5bb6\u4e61\u591c\u5e02\u7684\u666f\u8c61 6 \u63cf\u5199\u4e00\u4e2a\u6700\u719f\u6089\u7684\u964c\u751f\u4eba 7 \u4ee5\u201c\u5047\u5982\u6211\u6709\u8d85\u80fd\u529b\uff0c\u6211\u5c31\u2026\u2026\u201d\u4e3a\u60c5\u5883\uff0c\u5199\u4e00\u4e2a\u6545\u4e8b 8 \u4ee5\u201c\u6211\u7684\u7b2c\u4e00\u6b21\u793e\u4f1a\u5b9e\u8df5\u201d\u4e3a\u9898\uff0c\u5199\u4e00\u7bc7\u6587\u7ae0 [turn over",
+            "4": "0509/23/m/j/174 \u00a9 ucles 2017 \u8bf7\u628a\u6240\u9009\u4f5c\u6587\u9898\u53f7\u5199\u5728\u8fd9\u91cc : 100 200 300",
+            "5": "0509/23/m/j/175 \u00a9 ucles 2017 400 500 600 700",
+            "6": "0509/23/m/j/176 \u00a9 ucles 2017 blank page",
+            "7": "0509/23/m/j/177 \u00a9 ucles 2017 blank page",
+            "8": "0509/23/m/j/178 \u00a9 ucles 2017 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 international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download at www.cie.org.uk after  the live examination series. 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.blank page"
+        }
+    },
+    "2018": {
+        "0509_s18_qp_11.pdf": {
+            "1": "this document consists of 9 printed pages, 3 blank pages and 1 insert. dc (jm) 162635 \u00a9 ucles 2018  [turn overfirst language chinese  0509/11 paper 1  reading  may/june 2018  2 hours candidates answer on the question paper. no additional materials are required. read these instructions first write your centre number, candidate number and name in the spaces at the top of this page. write in dark blue or black pen. do not use staples, paper clips, glue or correction fluid. do not  write in any barcodes. answer all questions in the spaces provided. the questions on this question paper are printed twice, once in traditional and once in simplified characters.  if you wish to read them in traditional characters, turn to page 2; if you wish to read them in simplified  characters, turn to page 6. you may write your answers in either traditional or simplified characters. dictionaries are not permitted. the insert contains the reading passages. the insert is not assessed by the examiner. the number of marks is given in brackets [  ] at the end of each question or part question. \u8acb\u5148\u95b1\u8b80\u4ee5\u4e0b\u8aaa\u660e \u8acb\u628a\u8003\u8a66\u4e2d\u5fc3\u7de8\u865f \u3001\u8003\u751f\u865f\u548c\u59d3\u540d\u5beb\u5728\u672c\u9801\u4e0a\u65b9\u7684\u7a7a\u683c\u4e2d \u3002 \u8acb\u7528\u6df1\u85cd\u8272\u6216\u8005\u9ed1\u8272\u7b46\u7b54\u5377 \u3002 \u8acb\u4e0d\u8981\u7528\u8a02\u66f8\u91d8 \u3001\u66f2\u5225\u91dd\u3001\u81a0\u6c34\u6216\u8005\u5857\u6539\u6db2 \u3002 \u8acb\u4e0d\u8981\u5728\u4efb\u4f55\u689d\u5f62\u78bc\u4e0a\u5857\u5beb\u5b57\u8de1 \u3002 \u8a66\u5377\u4e0a\u7684\u554f\u984c \uff0c\u6709\u7e41\u9ad4\u548c\u7c21\u9ad4\u5169\u7a2e\u7248\u672c \u3002\u82e5\u8981\u7e41\u9ad4\u5b57\u7248 \uff0c\u8acb\u7ffb\u5230\u7b2c\u4e8c\u9801 \u3002 \u8bf7\u5148\u9605\u8bfb\u4ee5\u4e0b\u8bf4\u660e \u8bf7\u628a\u8003\u8bd5\u4e2d\u5fc3\u7f16\u53f7\u3001\u8003\u751f\u53f7\u548c\u59d3\u540d\u5199\u5728\u672c\u9875\u4e0a\u65b9\u7684\u7a7a\u683c\u4e2d\u3002 \u8bf7\u7528\u6df1\u84dd\u8272\u6216\u8005\u9ed1\u8272\u7b14\u7b54\u5377\u3002 \u8bf7\u4e0d\u8981\u7528\u8ba2\u4e66\u9489\u3001\u66f2\u522b\u9488\u3001\u80f6\u6c34\u6216\u8005\u6d82\u6539\u6db2\u3002 \u8bf7\u4e0d\u8981\u5728\u4efb\u4f55\u6761\u5f62\u7801\u4e0a\u6d82\u5199\u5b57\u8ff9\u3002 \u8bd5\u5377\u4e0a\u7684\u95ee\u9898\uff0c\u6709\u7e41\u4f53\u548c\u7b80\u4f53\u4e24\u79cd\u7248\u672c\u3002\u82e5\u8981\u7b80\u4f53\u5b57\u7248\uff0c\u8bf7\u7ffb\u5230\u7b2c\u516d\u9875\u3002cambridge international examinations cambridge international general certificate of secondary education *4917846908*",
+            "2": "2 0509/11/m/j/18 \u00a9 ucles 2018 questions in traditional characters  \u8acb\u56de\u7b54\u6240\u6709\u554f\u984c\uff0c\u628a\u7b54\u6848\u5beb\u5728\u8a66\u5377\u4e0a\u3002 \u53ef\u4ee5\u7528\u7e41\u9ad4\u5b57\u6216\u8005\u7c21\u9ad4\u5b57\u56de\u7b54\u554f\u984c\u3002 \u5728\u8003\u8a66\u4e2d \u4e0d\u5141\u8a31\u4f7f\u7528\u5b57\u5178\u3002 \u63d2\u9801\u4e0a\u7684\u662f\u95b1\u8b80\u77ed\u6587\u3002\u8003\u5b98 \u4e0d\u6703\u95b1\u8b80\u6216\u8005\u8a55\u5224\u63d2\u9801\u3002 \u6bcf\u4e00\u984c\u6216\u8005\u6bcf\u4e00\u5c0f\u984c\u7684\u5206\u6578\u5728\u5176\u5f8c\u9762\u7684\u62ec\u865f [ ]\u91cc\u3002 \u7b2c\u4e00\u90e8\u5206 \u8acb\u95b1\u8b80\u63d2\u9801\u4e0a\u7684 \u77ed\u6587\u4e00\uff0c\u7136\u5f8c\u5728\u8a66\u5377\u4e0a\u56de\u7b54\u4ee5\u4e0b\u554f\u984c\u3002\u7e3d\u5206 25\u5206\uff0c\u5176\u4e2d\u5167\u5bb9\u4f54 20\u5206\uff0c\u8a9e\u8a00\u7684 \u6e96\u78ba\u6027\u4f54 5\u5206\u3002 \u554f\u984c  1  (a) \u91cd\u8b80\u77ed\u6587\u7b2c\u4e00\u6bb5\uff0c \u7528\u81ea\u5df1\u7684\u8a71\u8aaa\u660e\u4f5c\u8005\u600e\u6a23\u7528\u5c0d\u6bd4\u7684\u624b\u6cd5\u9ad4\u73fe\u500b\u9ad4\u7684\u5b64\u7368\u611f\u3002       [3]  (b) \u5f9e\u7b2c\u4e8c\u6bb5\u4e2d\uff0c\u6211\u5011\u600e\u9ebd\u770b\u51fa\u96fb\u8996\u6a5f\u548c\u6536\u97f3\u6a5f\u5c0d\u5df4\u9ece\u4e0a\u73ed\u65cf\u7684\u751f\u6d3b\u5f88\u91cd\u8981\uff1f     [2]  (c) \u91cd\u8b80\u77ed\u6587\u7b2c\u4e09\u6bb5\uff0c\u8aaa\u4e00\u8aaa   (i) \u4ee5\u7fa4\u9ad4\u6587\u5316\u70ba\u4e3b\u7684\u793e\u6703\u7406\u5ff5\u662f\u751a\u9ebd\uff1b       [2]   (ii) \u4f60\u600e\u6a23\u7406\u89e3\u6587\u4e2d\u7684\u201c\u96e2\u7d93\u53db\u9053\u201d\uff1b   [1]   (iii) \u4f5c\u8005\u662f\u600e\u6a23\u7406\u89e3\u500b\u9ad4\u548c\u793e\u6703\u7684\u95dc\u4fc2\u7684\u3002     [2]",
+            "3": "3 0509/11/m/j/18 \u00a9 ucles 2018 [turn over  (d) \u91cd\u8b80\u7b2c\u56db\u6bb5\uff0c \u8aaa\u4e00\u8aaa\u4e00\u500b\u4eba\u5982\u679c\u6c92\u6709\u9762\u5c0d\u5b64\u7368\u7684\u6a5f\u6703\uff0c\u6703\u5728\u54ea\u4e9b\u65b9\u9762\u53d7\u5230\u5f71\u97ff\u3002       [3]  (e) \u91cd\u8b80\u7b2c\u4e94\u6bb5\uff0c\u8aaa\u4e00\u8aaa   (i) \u4f5c\u8005\u7528\u4e86\u751a\u9ebd\u624b\u6cd5\u8ad6\u8b49\u4eba\u8981\u52c7\u65bc\u627f\u64d4\u5b64\u7368\uff1b     [2]   (ii) \u674e\u767d\u7684\u8a69\u4e2d\u54ea\u4e9b\u8a5e\u8868\u73fe\u4e86\u4ed6\u7684\u5b64\u7368\u611f\u548c\u81ea\u8c6a\uff1f     [2]  (f) \u901a\u904e\u5168\u6587\u7e3d\u7d50\u4e00\u4e0b\u4eba\u5011\u9762\u5c0d\u5b64\u7368\u7684\u6642\u5019\u6301\u6709\u54ea\u4e9b\u4e0d\u540c\u7684\u614b\u5ea6\u3002       [3] [\u7e3d\u5206\uff1a25]",
+            "4": "4 0509/11/m/j/18 \u00a9 ucles 2018 \u7b2c\u4e8c\u90e8\u5206 \u8acb\u95b1\u8b80\u63d2\u9801\u4e0a\u7684 \u77ed\u6587\u4e8c\uff0c\u7136\u5f8c\u5728\u8a66\u5377\u4e0a\u56de\u7b54\u7b2c\u4e8c\u984c\u3002\u7e3d\u5206 25\u5206\uff0c\u5176\u4e2d\u5167\u5bb9\u4f54 15\u5206\uff0c\u7d44\u7e54 \u7d50\u69cb\u4f54 5\u5206\uff0c\u8a9e\u8a00\u7684\u6e96\u78ba\u6027\u4f54 5\u5206\u3002 \u554f\u984c  2 \u6839\u64da\u63d2\u9801\u4e0a\u7684\u5169\u7bc7\u6587\u7ae0\uff0c\u7528\u81ea\u5df1\u7684\u8a71\u5c31\u4ee5\u4e0b\u5169\u9ede\u9032\u884c\u7e3d\u7d50\uff0c\u5beb\u4e00\u7bc7\u77ed\u6587\uff1a  \u2013 \u6211\u5011\u70ba\u751a\u9ebd\u8981\u63a5\u53d7\u5b64\u7368\u3001\u5b78\u6703\u7368\u8655\uff1b   \u2013 \u4eba\u5011\u61c9\u8a72\u600e\u6a23\u9762\u5c0d\u5b64\u7368\u3001\u5b78\u6703\u7368\u8655\u3002 \uff08\u5b57\u6578250\u5b57\u5de6\u53f3\uff09 \u8acb\u628a\u6a19\u9ede\u7b26\u865f\u6a19\u5728\u5169\u500b\u65b9\u683c\u4e4b\u9593\u3002 15 30 45 60 75 90 105 120 135 150 165 180 195 210",
+            "5": "5 0509/11/m/j/18 \u00a9 ucles 2018 [turn over [\u7e3d\u5206\uff1a25] please turn over to find questions in simplified characters225 240 255 270 285 300 315 330 345 360 375 390 405 420 435 450",
+            "6": "6 0509/11/m/j/18 \u00a9 ucles 2018 questions in simplified characters  \u8bf7\u56de\u7b54\u6240\u6709\u95ee\u9898\uff0c\u628a\u7b54\u6848\u5199\u5728\u8bd5\u5377\u4e0a\u3002 \u53ef\u4ee5\u7528\u7e41\u4f53\u5b57\u6216\u8005\u7b80\u4f53\u5b57\u56de\u7b54\u95ee\u9898\u3002 \u5728\u8003\u8bd5\u4e2d \u4e0d\u5141\u8bb8\u4f7f\u7528\u5b57\u5178\u3002 \u63d2\u9875\u4e0a\u7684\u662f\u9605\u8bfb\u77ed\u6587\u3002\u8003\u5b98 \u4e0d\u4f1a\u9605\u8bfb\u6216\u8005\u8bc4\u5224\u63d2\u9875\u3002 \u6bcf\u4e00\u9898\u6216\u8005\u6bcf\u4e00\u5c0f\u9898\u7684\u5206\u6570\u5728\u5176\u540e\u9762\u7684\u62ec\u53f7 [ ]\u91cc\u3002 \u7b2c\u4e00\u90e8\u5206 \u8bf7\u9605\u8bfb\u63d2\u9875\u4e0a\u7684 \u77ed\u6587\u4e00\uff0c\u7136\u540e\u5728\u8bd5\u5377\u4e0a\u56de\u7b54\u4ee5\u4e0b\u95ee\u9898\u3002\u603b\u5206 25\u5206\uff0c\u5176\u4e2d\u5185\u5bb9\u5360 20\u5206\uff0c\u8bed\u8a00\u7684 \u51c6\u786e\u6027\u5360 5\u5206\u3002 \u95ee\u9898  1  (a) \u91cd\u8bfb\u77ed\u6587\u7b2c\u4e00\u6bb5\uff0c \u7528\u81ea\u5df1\u7684\u8bdd\u8bf4\u660e\u4f5c\u8005\u600e\u6837\u7528\u5bf9\u6bd4\u7684\u624b\u6cd5\u4f53\u73b0\u4e2a\u4f53\u7684\u5b64\u72ec\u611f\u3002  ...  ...  ... [3]  (b) \u4ece\u7b2c\u4e8c\u6bb5\u4e2d\uff0c\u6211\u4eec\u600e\u4e48\u770b\u51fa\u7535\u89c6\u673a\u548c\u6536\u97f3\u673a\u5bf9\u5df4\u9ece\u4e0a\u73ed\u65cf\u7684\u751f\u6d3b\u5f88\u91cd\u8981\uff1f  ...  ... [2]  (c) \u91cd\u8bfb\u77ed\u6587\u7b2c\u4e09\u6bb5\uff0c\u8bf4\u4e00\u8bf4   (i) \u4ee5\u7fa4\u4f53\u6587\u5316\u4e3a\u4e3b\u7684\u793e\u4f1a\u7406\u5ff5\u662f\u4ec0\u4e48\uff1b    ...  ... [2]   (ii) \u4f60\u600e\u6837\u7406\u89e3\u6587\u4e2d\u7684\u201c\u79bb\u7ecf\u53db\u9053\u201d\uff1b  ... [1]   (iii) \u4f5c\u8005\u662f\u600e\u6837\u7406\u89e3\u4e2a\u4f53\u548c\u793e\u4f1a\u7684\u5173\u7cfb\u7684\u3002  ...  ... [2]",
+            "7": "7 0509/11/m/j/18 \u00a9 ucles 2018  (d) \u91cd\u8bfb\u7b2c\u56db\u6bb5\uff0c\u8bf4\u4e00\u8bf4\u4e00\u4e2a\u4eba\u5982\u679c\u6ca1\u6709\u9762\u5bf9\u5b64\u72ec\u7684\u673a\u4f1a\uff0c\u4f1a\u5728\u54ea\u4e9b\u65b9\u9762\u53d7\u5230\u5f71\u54cd\u3002       [3]  (e) \u91cd\u8bfb\u7b2c\u4e94\u6bb5\uff0c\u8bf4\u4e00\u8bf4   (i) \u4f5c\u8005\u7528\u4e86\u4ec0\u4e48\u624b\u6cd5\u8bba\u8bc1\u4eba\u8981\u52c7\u4e8e\u627f\u62c5\u5b64\u72ec\uff1b     [2]   (ii) \u674e\u767d\u7684\u8bd7\u4e2d\u54ea\u4e9b\u8bcd\u8868\u73b0\u4e86\u4ed6\u7684\u5b64\u72ec\u611f\u548c\u81ea\u8c6a\uff1f     [2]  (f) \u901a\u8fc7\u5168\u6587\u603b\u7ed3\u4e00\u4e0b\u4eba\u4eec\u9762\u5bf9\u5b64\u72ec\u7684\u65f6\u5019\u6301\u6709\u54ea\u4e9b\u4e0d\u540c\u7684\u6001\u5ea6\u3002       [3] [\u603b\u5206\uff1a25] [turn over",
+            "8": "8 0509/11/m/j/18 \u00a9 ucles 2018 \u7b2c\u4e8c\u90e8\u5206 \u8bf7\u9605\u8bfb\u63d2\u9875\u4e0a\u7684 \u77ed\u6587\u4e8c\uff0c\u7136\u540e\u5728\u8bd5\u5377\u4e0a\u56de\u7b54\u7b2c\u4e8c\u9898\u3002\u603b\u5206 25\u5206\uff0c\u5176\u4e2d\u5185\u5bb9\u5360 15\u5206\uff0c\u7ec4\u7ec7\u7ed3\u6784 \u53605\u5206\uff0c\u8bed\u8a00\u7684\u51c6\u786e\u6027\u5360 5\u5206\u3002 \u95ee\u9898  2 \u6839\u636e\u63d2\u9875\u4e0a\u7684\u4e24\u7bc7\u6587\u7ae0\uff0c\u7528\u81ea\u5df1\u7684\u8bdd\u5c31\u4ee5\u4e0b\u4e24\u70b9\u8fdb\u884c\u603b\u7ed3\uff0c\u5199\u4e00\u7bc7\u77ed\u6587\uff1a  \u2013 \u6211\u4eec\u4e3a\u4ec0\u4e48\u8981\u63a5\u53d7\u5b64\u72ec\u3001\u5b66\u4f1a\u72ec\u5904\uff1b  \u2013 \u4eba\u4eec\u5e94\u8be5\u600e\u6837\u9762\u5bf9\u5b64\u72ec\u3001\u5b66\u4f1a\u72ec\u5904\u3002 \uff08\u5b57\u6570250\u5b57\u5de6\u53f3\uff09 \u8bf7\u628a\u6807\u70b9\u7b26\u53f7\u6807\u5728\u4e24\u4e2a\u65b9\u683c\u4e4b\u95f4\u3002 15 30 45 60 75 90 105 120 135 150 165 180 195 210",
+            "9": "9 0509/11/m/j/18 \u00a9 ucles 2018[\u603b\u5206\uff1a25]225 240 255 270 285 300 315 330 345 360 375 390 405 420 435 450",
+            "10": "10 0509/11/m/j/18 \u00a9 ucles 2018 blank page",
+            "11": "11 0509/11/m/j/18 \u00a9 ucles 2018blank page",
+            "12": "12 0509/11/m/j/18 \u00a9 ucles 2018 blank page permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the  publisher will be pleased to make amends at the earliest possible opportunity. to avoid the issue of disclosure of answer-related information to candidates, all copyright acknowledgements are reproduced online in the cambridge international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download at www.cie.org.uk after  the live examination series. 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."
+        },
+        "0509_s18_qp_12.pdf": {
+            "1": "this document consists of 9 printed pages, 3 blank pages and 1 insert. ki 143004/4 \u00a9 ucles 2018  [turn overfirst language chinese  0509/12 paper 1  reading  may/june 2018  2 hours candidates answer on the question paper. no additional materials are required. read these instructions first write your centre number, candidate number and name in the spaces at the top of this page. write in dark blue or black pen. do not use staples, paper clips, glue or correction fluid. do not  write in any barcodes. answer all questions in the spaces provided. the questions on this question paper are printed twice, once in traditional and once in simplified characters.  if you wish to read them in traditional characters, turn to page 2; if you wish to read them in simplified  characters, turn to page 6. you may write your answers in either traditional or simplified characters. dictionaries are not permitted. the insert contains the reading passages. the insert is not assessed by the examiner. the number of marks is given in brackets [  ] at the end of each question or part question. \u8acb\u5148\u95b1\u8b80\u4ee5\u4e0b\u8aaa\u660e \u8acb\u628a\u8003\u8a66\u4e2d\u5fc3\u7de8\u865f \u3001\u8003\u751f\u865f\u548c\u59d3\u540d\u5beb\u5728\u672c\u9801\u4e0a\u65b9\u7684\u7a7a\u683c\u4e2d \u3002 \u8acb\u7528\u6df1\u85cd\u8272\u6216\u8005\u9ed1\u8272\u7b46\u7b54\u5377 \u3002 \u8acb\u4e0d\u8981\u7528\u8a02\u66f8\u91d8 \u3001\u66f2\u5225\u91dd\u3001\u81a0\u6c34\u6216\u8005\u5857\u6539\u6db2 \u3002 \u8acb\u4e0d\u8981\u5728\u4efb\u4f55\u689d\u5f62\u78bc\u4e0a\u5857\u5beb\u5b57\u8de1 \u3002 \u8a66\u5377\u4e0a\u7684\u554f\u984c \uff0c\u6709\u7e41\u9ad4\u548c\u7c21\u9ad4\u5169\u7a2e\u7248\u672c \u3002\u82e5\u8981\u7e41\u9ad4\u5b57\u7248 \uff0c\u8acb\u7ffb\u5230\u7b2c\u4e8c\u9801 \u3002 \u8bf7\u5148\u9605\u8bfb\u4ee5\u4e0b\u8bf4\u660e \u8bf7\u628a\u8003\u8bd5\u4e2d\u5fc3\u7f16\u53f7\u3001\u8003\u751f\u53f7\u548c\u59d3\u540d\u5199\u5728\u672c\u9875\u4e0a\u65b9\u7684\u7a7a\u683c\u4e2d\u3002 \u8bf7\u7528\u6df1\u84dd\u8272\u6216\u8005\u9ed1\u8272\u7b14\u7b54\u5377\u3002 \u8bf7\u4e0d\u8981\u7528\u8ba2\u4e66\u9489\u3001\u66f2\u522b\u9488\u3001\u80f6\u6c34\u6216\u8005\u6d82\u6539\u6db2\u3002 \u8bf7\u4e0d\u8981\u5728\u4efb\u4f55\u6761\u5f62\u7801\u4e0a\u6d82\u5199\u5b57\u8ff9\u3002 \u8bd5\u5377\u4e0a\u7684\u95ee\u9898\uff0c\u6709\u7e41\u4f53\u548c\u7b80\u4f53\u4e24\u79cd\u7248\u672c\u3002\u82e5\u8981\u7b80\u4f53\u5b57\u7248\uff0c\u8bf7\u7ffb\u5230\u7b2c\u516d\u9875\u3002cambridge international examinations cambridge international general certificate of secondary education *0847136758*",
+            "2": "2 0509/12/m/j/18 \u00a9 ucles 2018 questions in traditional characters  \u8acb\u56de\u7b54\u6240\u6709\u554f\u984c\uff0c\u628a\u7b54\u6848\u5beb\u5728\u8a66\u5377\u4e0a\u3002 \u53ef\u4ee5\u7528\u7e41\u9ad4\u5b57\u6216\u8005\u7c21\u9ad4\u5b57\u56de\u7b54\u554f\u984c\u3002 \u5728\u8003\u8a66\u4e2d \u4e0d\u5141\u8a31\u4f7f\u7528\u5b57\u5178\u3002 \u63d2\u9801\u4e0a\u7684\u662f\u95b1\u8b80\u77ed\u6587\u3002\u8003\u5b98 \u4e0d\u6703\u95b1\u8b80\u6216\u8005\u8a55\u5224\u63d2\u9801\u3002 \u6bcf\u4e00\u984c\u6216\u8005\u6bcf\u4e00\u5c0f\u984c\u7684\u5206\u6578\u5728\u5176\u5f8c\u9762\u7684\u62ec\u865f [ ]\u91cc\u3002 \u7b2c\u4e00\u90e8\u5206 \u8acb\u95b1\u8b80\u63d2\u9801\u4e0a\u7684 \u77ed\u6587\u4e00\uff0c\u7136\u5f8c\u5728\u8a66\u5377\u4e0a\u56de\u7b54\u4ee5\u4e0b\u554f\u984c\u3002\u7e3d\u5206 25\u5206\uff0c\u5176\u4e2d\u5167\u5bb9\u4f54 20\u5206\uff0c\u8a9e\u8a00\u7684 \u6e96\u78ba\u6027\u4f54 5\u5206\u3002 \u554f\u984c  1  (a) \u91cd\u8b80\u77ed\u6587\u7b2c\u4e00\u6bb5\uff0c \u7528\u81ea\u5df1\u7684\u8a71\u8aaa\u660e\u4f5c\u8005\u600e\u6a23\u7528\u5c0d\u6bd4\u7684\u624b\u6cd5\u9ad4\u73fe\u500b\u9ad4\u7684\u5b64\u7368\u611f\u3002       [3]  (b) \u5f9e\u7b2c\u4e8c\u6bb5\u4e2d\uff0c\u6211\u5011\u600e\u9ebd\u770b\u51fa\u96fb\u8996\u6a5f\u548c\u6536\u97f3\u6a5f\u5c0d\u5df4\u9ece\u4e0a\u73ed\u65cf\u7684\u751f\u6d3b\u5f88\u91cd\u8981\uff1f     [2]  (c) \u91cd\u8b80\u77ed\u6587\u7b2c\u4e09\u6bb5\uff0c\u8aaa\u4e00\u8aaa   (i) \u4ee5\u7fa4\u9ad4\u6587\u5316\u70ba\u4e3b\u7684\u793e\u6703\u7406\u5ff5\u662f\u751a\u9ebd\uff1b       [2]   (ii) \u4f60\u600e\u6a23\u7406\u89e3\u6587\u4e2d\u7684\u201c\u96e2\u7d93\u53db\u9053\u201d\uff1b   [1]   (iii) \u4f5c\u8005\u662f\u600e\u6a23\u7406\u89e3\u500b\u9ad4\u548c\u793e\u6703\u7684\u95dc\u4fc2\u7684\u3002     [2]",
+            "3": "3 0509/12/m/j/18 \u00a9 ucles 2018 [turn over (d) \u91cd\u8b80\u7b2c\u56db\u6bb5\uff0c \u8aaa\u4e00\u8aaa\u4e00\u500b\u4eba\u5982\u679c\u6c92\u6709\u9762\u5c0d\u5b64\u7368\u7684\u6a5f\u6703\uff0c\u6703\u5728\u54ea\u4e9b\u65b9\u9762\u53d7\u5230\u5f71\u97ff\u3002       [3]  (e) \u91cd\u8b80\u7b2c\u4e94\u6bb5\uff0c\u8aaa\u4e00\u8aaa   (i) \u4f5c\u8005\u7528\u4e86\u751a\u9ebd\u624b\u6cd5\u8ad6\u8b49\u4eba\u8981\u52c7\u65bc\u627f\u64d4\u5b64\u7368\uff1b     [2]   (ii) \u674e\u767d\u7684\u8a69\u4e2d\u54ea\u4e9b\u8a5e\u8868\u73fe\u4e86\u4ed6\u7684\u5b64\u7368\u611f\u548c\u81ea\u8c6a\uff1f     [2]  (f) \u901a\u904e\u5168\u6587\u7e3d\u7d50\u4e00\u4e0b\u4eba\u5011\u9762\u5c0d\u5b64\u7368\u7684\u6642\u5019\u6301\u6709\u54ea\u4e9b\u4e0d\u540c\u7684\u614b\u5ea6\u3002       [3] [\u7e3d\u5206\uff1a25]",
+            "4": "4 0509/12/m/j/18 \u00a9 ucles 2018 \u7b2c\u4e8c\u90e8\u5206 \u8acb\u95b1\u8b80\u63d2\u9801\u4e0a\u7684 \u77ed\u6587\u4e8c\uff0c\u7136\u5f8c\u5728\u8a66\u5377\u4e0a\u56de\u7b54\u7b2c\u4e8c\u984c\u3002\u7e3d\u5206 25\u5206\uff0c\u5176\u4e2d\u5167\u5bb9\u4f54 15\u5206\uff0c\u7d44\u7e54 \u7d50\u69cb\u4f54 5\u5206\uff0c\u8a9e\u8a00\u7684\u6e96\u78ba\u6027\u4f54 5\u5206\u3002 \u554f\u984c  2 \u6839\u64da\u63d2\u9801\u4e0a\u7684\u5169\u7bc7\u6587\u7ae0\uff0c\u7528\u81ea\u5df1\u7684\u8a71\u5c31\u4ee5\u4e0b\u5169\u9ede\u9032\u884c\u7e3d\u7d50\uff0c\u5beb\u4e00\u7bc7\u77ed\u6587\uff1a  \u2013 \u6211\u5011\u70ba\u751a\u9ebd\u8981\u63a5\u53d7\u5b64\u7368\u3001\u5b78\u6703\u7368\u8655\uff1b   \u2013 \u4eba\u5011\u61c9\u8a72\u600e\u6a23\u9762\u5c0d\u5b64\u7368\u3001\u5b78\u6703\u7368\u8655\u3002 \uff08\u5b57\u6578250\u5b57\u5de6\u53f3\uff09 \u8acb\u628a\u6a19\u9ede\u7b26\u865f\u6a19\u5728\u5169\u500b\u65b9\u683c\u4e4b\u9593\u3002 15 30 45 60 75 90 105 120 135 150 165 180 195 210",
+            "5": "5 0509/12/m/j/18 \u00a9 ucles 2018 [turn over [\u7e3d\u5206\uff1a25] please turn over to find questions in simplified characters225 240 255 270 285 300 315 330 345 360 375 390 405 420 435 450",
+            "6": "6 0509/12/m/j/18 \u00a9 ucles 2018 questions in simplified characters  \u8bf7\u56de\u7b54\u6240\u6709\u95ee\u9898\uff0c\u628a\u7b54\u6848\u5199\u5728\u8bd5\u5377\u4e0a\u3002 \u53ef\u4ee5\u7528\u7e41\u4f53\u5b57\u6216\u8005\u7b80\u4f53\u5b57\u56de\u7b54\u95ee\u9898\u3002 \u5728\u8003\u8bd5\u4e2d \u4e0d\u5141\u8bb8\u4f7f\u7528\u5b57\u5178\u3002 \u63d2\u9875\u4e0a\u7684\u662f\u9605\u8bfb\u77ed\u6587\u3002\u8003\u5b98 \u4e0d\u4f1a\u9605\u8bfb\u6216\u8005\u8bc4\u5224\u63d2\u9875\u3002 \u6bcf\u4e00\u9898\u6216\u8005\u6bcf\u4e00\u5c0f\u9898\u7684\u5206\u6570\u5728\u5176\u540e\u9762\u7684\u62ec\u53f7 [ ]\u91cc\u3002 \u7b2c\u4e00\u90e8\u5206 \u8bf7\u9605\u8bfb\u63d2\u9875\u4e0a\u7684 \u77ed\u6587\u4e00\uff0c\u7136\u540e\u5728\u8bd5\u5377\u4e0a\u56de\u7b54\u4ee5\u4e0b\u95ee\u9898\u3002\u603b\u5206 25\u5206\uff0c\u5176\u4e2d\u5185\u5bb9\u5360 20\u5206\uff0c\u8bed\u8a00\u7684 \u51c6\u786e\u6027\u5360 5\u5206\u3002 \u95ee\u9898  1  (a) \u91cd\u8bfb\u77ed\u6587\u7b2c\u4e00\u6bb5\uff0c \u7528\u81ea\u5df1\u7684\u8bdd\u8bf4\u660e\u4f5c\u8005\u600e\u6837\u7528\u5bf9\u6bd4\u7684\u624b\u6cd5\u4f53\u73b0\u4e2a\u4f53\u7684\u5b64\u72ec\u611f\u3002  ...  ...  ... [3]  (b) \u4ece\u7b2c\u4e8c\u6bb5\u4e2d\uff0c\u6211\u4eec\u600e\u4e48\u770b\u51fa\u7535\u89c6\u673a\u548c\u6536\u97f3\u673a\u5bf9\u5df4\u9ece\u4e0a\u73ed\u65cf\u7684\u751f\u6d3b\u5f88\u91cd\u8981\uff1f  ...  ... [2]  (c) \u91cd\u8bfb\u77ed\u6587\u7b2c\u4e09\u6bb5\uff0c\u8bf4\u4e00\u8bf4   (i) \u4ee5\u7fa4\u4f53\u6587\u5316\u4e3a\u4e3b\u7684\u793e\u4f1a\u7406\u5ff5\u662f\u4ec0\u4e48\uff1b    ...  ... [2]   (ii) \u4f60\u600e\u6837\u7406\u89e3\u6587\u4e2d\u7684\u201c\u79bb\u7ecf\u53db\u9053\u201d\uff1b  ... [1]   (iii) \u4f5c\u8005\u662f\u600e\u6837\u7406\u89e3\u4e2a\u4f53\u548c\u793e\u4f1a\u7684\u5173\u7cfb\u7684\u3002  ...  ... [2]",
+            "7": "7 0509/12/m/j/18 \u00a9 ucles 2018  (d) \u91cd\u8bfb\u7b2c\u56db\u6bb5\uff0c\u8bf4\u4e00\u8bf4\u4e00\u4e2a\u4eba\u5982\u679c\u6ca1\u6709\u9762\u5bf9\u5b64\u72ec\u7684\u673a\u4f1a\uff0c\u4f1a\u5728\u54ea\u4e9b\u65b9\u9762\u53d7\u5230\u5f71\u54cd\u3002       [3]  (e) \u91cd\u8bfb\u7b2c\u4e94\u6bb5\uff0c\u8bf4\u4e00\u8bf4   (i) \u4f5c\u8005\u7528\u4e86\u4ec0\u4e48\u624b\u6cd5\u8bba\u8bc1\u4eba\u8981\u52c7\u4e8e\u627f\u62c5\u5b64\u72ec\uff1b     [2]   (ii) \u674e\u767d\u7684\u8bd7\u4e2d\u54ea\u4e9b\u8bcd\u8868\u73b0\u4e86\u4ed6\u7684\u5b64\u72ec\u611f\u548c\u81ea\u8c6a\uff1f     [2]  (f) \u901a\u8fc7\u5168\u6587\u603b\u7ed3\u4e00\u4e0b\u4eba\u4eec\u9762\u5bf9\u5b64\u72ec\u7684\u65f6\u5019\u6301\u6709\u54ea\u4e9b\u4e0d\u540c\u7684\u6001\u5ea6\u3002       [3] [\u603b\u5206\uff1a25] [turn over",
+            "8": "8 0509/12/m/j/18 \u00a9 ucles 2018 \u7b2c\u4e8c\u90e8\u5206 \u8bf7\u9605\u8bfb\u63d2\u9875\u4e0a\u7684 \u77ed\u6587\u4e8c\uff0c\u7136\u540e\u5728\u8bd5\u5377\u4e0a\u56de\u7b54\u7b2c\u4e8c\u9898\u3002\u603b\u5206 25\u5206\uff0c\u5176\u4e2d\u5185\u5bb9\u5360 15\u5206\uff0c\u7ec4\u7ec7\u7ed3\u6784 \u53605\u5206\uff0c\u8bed\u8a00\u7684\u51c6\u786e\u6027\u5360 5\u5206\u3002 \u95ee\u9898  2 \u6839\u636e\u63d2\u9875\u4e0a\u7684\u4e24\u7bc7\u6587\u7ae0\uff0c\u7528\u81ea\u5df1\u7684\u8bdd\u5c31\u4ee5\u4e0b\u4e24\u70b9\u8fdb\u884c\u603b\u7ed3\uff0c\u5199\u4e00\u7bc7\u77ed\u6587\uff1a  \u2013 \u6211\u4eec\u4e3a\u4ec0\u4e48\u8981\u63a5\u53d7\u5b64\u72ec\u3001\u5b66\u4f1a\u72ec\u5904\uff1b  \u2013 \u4eba\u4eec\u5e94\u8be5\u600e\u6837\u9762\u5bf9\u5b64\u72ec\u3001\u5b66\u4f1a\u72ec\u5904\u3002 \uff08\u5b57\u6570250\u5b57\u5de6\u53f3\uff09 \u8bf7\u628a\u6807\u70b9\u7b26\u53f7\u6807\u5728\u4e24\u4e2a\u65b9\u683c\u4e4b\u95f4\u3002 15 30 45 60 75 90 105 120 135 150 165 180 195 210",
+            "9": "9 0509/12/m/j/18 \u00a9 ucles 2018[\u603b\u5206\uff1a25]225 240 255 270 285 300 315 330 345 360 375 390 405 420 435 450",
+            "10": "10 0509/12/m/j/18 \u00a9 ucles 2018 blank page",
+            "11": "11 0509/12/m/j/18 \u00a9 ucles 2018blank page",
+            "12": "12 0509/12/m/j/18 \u00a9 ucles 2018 blank page permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the  publisher will be pleased to make amends at the earliest possible opportunity. to avoid the issue of disclosure of answer-related information to candidates, all copyright acknowledgements are reproduced online in the cambridge international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download at www.cie.org.uk after  the live examination series. 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."
+        },
+        "0509_s18_qp_13.pdf": {
+            "1": "this document consists of 9 printed pages, 3 blank pages and 1 insert. ki 144736/3 \u00a9 ucles 2018  [turn overfirst language chinese  0509/13 paper 1  reading  may/june 2018  2 hours candidates answer on the question paper. no additional materials are required. read these instructions first write your centre number, candidate number and name in the spaces at the top of this page. write in dark blue or black pen. do not use staples, paper clips, glue or correction fluid. do not  write in any barcodes. answer all questions in the spaces provided. the questions on this question paper are printed twice, once in traditional and once in simplified characters.  if you wish to read them in traditional characters, turn to page 2; if you wish to read them in simplified  characters, turn to page 6. you may write your answers in either traditional or simplified characters. dictionaries are not permitted. the insert contains the reading passages. the insert is not assessed by the examiner. the number of marks is given in brackets [  ] at the end of each question or part question. \u8acb\u5148\u95b1\u8b80\u4ee5\u4e0b\u8aaa\u660e \u8acb\u628a\u8003\u8a66\u4e2d\u5fc3\u7de8\u865f \u3001\u8003\u751f\u865f\u548c\u59d3\u540d\u5beb\u5728\u672c\u9801\u4e0a\u65b9\u7684\u7a7a\u683c\u4e2d \u3002 \u8acb\u7528\u6df1\u85cd\u8272\u6216\u8005\u9ed1\u8272\u7b46\u7b54\u5377 \u3002 \u8acb\u4e0d\u8981\u7528\u8a02\u66f8\u91d8 \u3001\u66f2\u5225\u91dd\u3001\u81a0\u6c34\u6216\u8005\u5857\u6539\u6db2 \u3002 \u8acb\u4e0d\u8981\u5728\u4efb\u4f55\u689d\u5f62\u78bc\u4e0a\u5857\u5beb\u5b57\u8de1 \u3002 \u8a66\u5377\u4e0a\u7684\u554f\u984c \uff0c\u6709\u7e41\u9ad4\u548c\u7c21\u9ad4\u5169\u7a2e\u7248\u672c \u3002\u82e5\u8981\u7e41\u9ad4\u5b57\u7248 \uff0c\u8acb\u7ffb\u5230\u7b2c\u4e8c\u9801 \u3002 \u8bf7\u5148\u9605\u8bfb\u4ee5\u4e0b\u8bf4\u660e \u8bf7\u628a\u8003\u8bd5\u4e2d\u5fc3\u7f16\u53f7\u3001\u8003\u751f\u53f7\u548c\u59d3\u540d\u5199\u5728\u672c\u9875\u4e0a\u65b9\u7684\u7a7a\u683c\u4e2d\u3002 \u8bf7\u7528\u6df1\u84dd\u8272\u6216\u8005\u9ed1\u8272\u7b14\u7b54\u5377\u3002 \u8bf7\u4e0d\u8981\u7528\u8ba2\u4e66\u9489\u3001\u66f2\u522b\u9488\u3001\u80f6\u6c34\u6216\u8005\u6d82\u6539\u6db2\u3002 \u8bf7\u4e0d\u8981\u5728\u4efb\u4f55\u6761\u5f62\u7801\u4e0a\u6d82\u5199\u5b57\u8ff9\u3002 \u8bd5\u5377\u4e0a\u7684\u95ee\u9898\uff0c\u6709\u7e41\u4f53\u548c\u7b80\u4f53\u4e24\u79cd\u7248\u672c\u3002\u82e5\u8981\u7b80\u4f53\u5b57\u7248\uff0c\u8bf7\u7ffb\u5230\u7b2c\u516d\u9875\u3002cambridge international examinations cambridge international general certificate of secondary education *6802567263*",
+            "2": "2 0509/13/m/j/18 \u00a9 ucles 2018 questions in traditional characters  \u8acb\u56de\u7b54\u6240\u6709\u554f\u984c\uff0c\u628a\u7b54\u6848\u5beb\u5728\u8a66\u5377\u4e0a\u3002 \u53ef\u4ee5\u7528\u7e41\u9ad4\u5b57\u6216\u8005\u7c21\u9ad4\u5b57\u56de\u7b54\u554f\u984c\u3002 \u5728\u8003\u8a66\u4e2d \u4e0d\u5141\u8a31\u4f7f\u7528\u5b57\u5178\u3002 \u63d2\u9801\u4e0a\u7684\u662f\u95b1\u8b80\u77ed\u6587\u3002\u8003\u5b98\u4e0d\u6703\u95b1\u8b80\u6216\u8005\u8a55\u5224\u63d2\u9801\u3002 \u6bcf\u4e00\u984c\u6216\u8005\u6bcf\u4e00\u5c0f\u984c\u7684\u5206\u6578\u5728\u5176\u5f8c\u9762\u7684\u62ec\u865f[  ]\u88cf\u3002 \u7b2c\u4e00\u90e8\u5206 \u8acb\u95b1\u8b80\u63d2\u9801\u4e0a\u7684 \u77ed\u6587\u4e00\uff0c\u7136\u5f8c\u5728\u8a66\u5377\u4e0a\u56de\u7b54\u4ee5\u4e0b\u554f\u984c\u3002\u7e3d\u5206 25\u5206\uff0c\u5176\u4e2d\u5167\u5bb9\u4f54 20\u5206\uff0c\u8a9e\u8a00\u7684 \u6e96\u78ba\u6027\u4f54 5\u5206\u3002 \u554f\u984c  1  (a) \u201c\u6211\u201d\u70ba\u751a\u9ebd\u559c\u6b61\u51fa\u9580\u7684\u6642\u5019\u5e36\u7684\u6771\u897f\u8d8a\u5c11\u8d8a\u597d\uff1f\uff08\u81f3\u5c11 \u5169\u9ede\uff09     [2]  (b) \u6bcd\u89aa\u70ba\u201c\u6211\u201d\u6e96\u5099\u4e86\u5f88\u591a\u6771\u897f\uff0c\u7528\u81ea\u5df1\u7684\u8a71\u8aaa\u8aaa\u9019\u4e9b\u6771\u897f\u600e\u6a23\u5c55\u73fe\u4e86\u6bcd\u89aa\u5c0d\u201c\u6211\u201d\u7684 \u95dc\u5fc3\uff1f         [4]  (c) \u91cd\u8b80\u201c\u2026\u2026\u628a\u5e06\u5e03\u888b\u585e\u5f97\u50cf\u8981\u53bb\u7a7f\u8d8a\u661f\u969b\u4e00\u6a23\u2026\u2026\u201d\uff0c\u8aaa\u8aaa\u4f60\u5c0d\u201c\u585e\u201d\u548c\u201c\u7a7f\u8d8a\u661f\u969b\u201d  \u7684\u7406\u89e3\u3002     [2]",
+            "3": "3 0509/13/m/j/18 \u00a9 ucles 2018 [turn over (d) \u91cd\u8b80\u77ed\u6587\u7b2c\u4e09\u6bb5\u6700\u5f8c\u4e00\u53e5\uff0c\u201c\u9019\u7a2e\u60c5\u5f62\u201d\u6307\u7684\u662f\u4ec0\u9ebc\u60c5\u5f62\uff1f     [2]  (e) \u5c0d\u6bd4\u6bcd\u89aa\u4ee5\u524d\u548c\u73fe\u5728\u70ba\u201c\u6211\u201d\u6e96\u5099\u7684\u6771\u897f\uff0c\u8aaa\u8aaa\u6bcd\u89aa\u614b\u5ea6\u6709\u54ea\u4e9b\u8b8a\u5316\uff1b\u4e26\u5c31\u6bcf\u4e00\u500b\u8b8a \u5316\u8209\u4f8b\u8aaa\u660e\u3002         [4]  (f) \u201c\u5bb6\u88e1\u67d4\u548c\u7684\u71c8\u5149\u8f15\u8f15\u6253\u4eae\u6bcd\u89aa\u7684\u767d\u9aee\u201d\u9019\u4e00\u7d30\u7bc0\u8aaa\u660e \u4e86\u751a\u9ebd\uff1f   [1]  (g) \u5f9e\u54ea\u4e9b\u52d5\u4f5c\u63cf\u5beb\u80fd\u770b\u51fa\u201c\u6211\u201d\u63a5\u904e\u8c6c\u809a\u96de\u6e6f\u6642\u7684\u614b\u5ea6\uff1f       [3]  (h) \u91cd\u8b80\u77ed\u6587\u7b2c\u4e09\u6bb5\u548c\u7b2c\u4e94\u6bb5\uff0c\u8aaa\u4e00\u8aaa\u6bcd\u89aa\u5169\u6b21\u7684\u7b11\u6709\u751a\u9ebd\u4e0d\u540c\u3002     [2] [\u7e3d\u5206\uff1a25]",
+            "4": "4 0509/13/m/j/18 \u00a9 ucles 2018 \u7b2c\u4e8c\u90e8\u5206 \u8acb\u95b1\u8b80\u63d2\u9801\u4e0a\u7684 \u77ed\u6587\u4e8c\uff0c\u7136\u5f8c\u5728\u8a66\u5377\u4e0a\u56de\u7b54\u7b2c\u4e8c\u984c\u3002\u7e3d\u5206 25\u5206\uff0c\u5176\u4e2d\u5167\u5bb9\u4f54 15\u5206\uff0c\u7d44\u7e54\u7d50\u69cb \u4f545\u5206\uff0c\u8a9e\u8a00\u7684\u6e96\u78ba\u6027\u4f54 5\u5206\u3002 \u554f\u984c  2 \u6839\u64da\u63d2\u9801\u4e0a\u7684\u5169\u7bc7\u6587\u7ae0\uff0c\u7528\u81ea\u5df1\u7684\u8a71\u5c31\u4ee5\u4e0b\u5169\u9ede\u9032\u884c\u7e3d\u7d50\uff0c\u5beb\u4e00\u7bc7\u77ed\u6587\uff1a  \u2013 \u4eba\u5011\u70ba\u751a\u9ebd\u6703\u62d2\u7d55\u5225\u4eba\u7684\u597d\u610f\u4ee5\u53ca\u61c9\u8a72\u5982\u4f55\u5c0d\u5f85\u5225\u4eba\u7684\u597d\u610f\uff1b   \u2013 \u4eba\u5011\u61c9\u8a72\u5982\u4f55\u65bd\u5584\u3002 \uff08\u5b57\u6578 250 \u5b57\u5de6\u53f3\uff09 15 30 45 60 75 90 105 120 135 150 165 180 195 210\u8acb\u628a\u6a19\u9ede\u7b26\u865f\u6a19\u5728\u5169\u500b\u65b9\u683c\u4e4b\u9593\u3002",
+            "5": "5 0509/13/m/j/18 \u00a9 ucles 2018 [turn over [\u7e3d\u5206\uff1a25] please turn over to find questions in simplified characters225 240 255 270 285 300 315 330 345 360 375 390 405 420 435 450",
+            "6": "6 0509/13/m/j/18 \u00a9 ucles 2018 questions in simplified characters  \u8bf7\u56de\u7b54\u6240\u6709\u95ee\u9898\uff0c\u628a\u7b54\u6848\u5199\u5728\u8bd5\u5377\u4e0a\u3002 \u53ef\u4ee5\u7528\u7e41\u4f53\u5b57\u6216\u8005\u7b80\u4f53\u5b57\u56de\u7b54\u95ee\u9898\u3002 \u5728\u8003\u8bd5\u4e2d \u4e0d\u5141\u8bb8\u4f7f\u7528\u5b57\u5178\u3002 \u63d2\u9875\u4e0a\u7684\u662f\u9605\u8bfb\u77ed\u6587\u3002\u8003\u5b98\u4e0d\u4f1a\u9605\u8bfb\u6216\u8005\u8bc4\u5224\u63d2\u9875\u3002 \u6bcf\u4e00\u9898\u6216\u8005\u6bcf\u4e00\u5c0f\u9898\u7684\u5206\u6570\u5728\u5176\u540e\u9762\u7684\u62ec\u53f7[  ]\u91cc\u3002 \u7b2c\u4e00\u90e8\u5206 \u8bf7\u9605\u8bfb\u63d2\u9875\u4e0a\u7684 \u77ed\u6587\u4e00\uff0c\u7136\u540e\u5728\u8bd5\u5377\u4e0a\u56de\u7b54\u4ee5\u4e0b\u95ee\u9898\u3002\u603b\u5206 25\u5206\uff0c\u5176\u4e2d\u5185\u5bb9\u5360 20\u5206\uff0c\u8bed\u8a00\u7684 \u51c6\u786e\u6027\u5360 5\u5206\u3002 \u95ee\u9898  1  (a) \u201c\u6211\u201d\u4e3a\u4ec0\u4e48\u559c\u6b22\u51fa\u95e8\u7684\u65f6\u5019\u5e26\u7684\u4e1c\u897f\u8d8a\u5c11\u8d8a\u597d\uff1f\uff08\u81f3\u5c11 \u4e24\u70b9\uff09  ...  ... [2]  (b) \u6bcd\u4eb2\u4e3a\u201c\u6211\u201d\u51c6\u5907\u4e86\u5f88\u591a\u4e1c\u897f\uff0c\u7528\u81ea\u5df1\u7684\u8bdd\u8bf4\u8bf4\u8fd9\u4e9b\u4e1c\u897f\u600e\u6837\u5c55\u73b0\u4e86\u6bcd\u4eb2\u5bf9\u201c\u6211\u201d\u7684 \u5173\u5fc3\uff1f  ...  ...  ...  ... [4]  (c) \u91cd\u8bfb\u201c\u2026\u2026\u628a\u5e06\u5e03\u888b\u585e\u5f97\u50cf\u8981\u53bb\u7a7f\u8d8a\u661f\u9645\u4e00\u6837\u2026\u2026\u201d\uff0c\u8bf4\u8bf4\u4f60\u5bf9\u201c\u585e\u201d\u548c\u201c\u7a7f\u8d8a\u661f \u9645\u201d \u7684\u7406\u89e3\u3002  ...  ... [2]",
+            "7": "7 0509/13/m/j/18 \u00a9 ucles 2018  (d) \u91cd\u8bfb\u77ed\u6587\u7b2c\u4e09\u6bb5\u6700\u540e\u4e00\u53e5\uff0c\u201c\u8fd9\u79cd\u60c5\u5f62\u201d\u6307\u7684\u662f\u4ec0\u4e48\u60c5\u5f62\uff1f     [2]  (e) \u5bf9\u6bd4\u6bcd\u4eb2\u4ee5\u524d\u548c\u73b0\u5728\u4e3a\u201c\u6211\u201d\u51c6\u5907\u7684\u4e1c\u897f\uff0c\u8bf4\u8bf4\u6bcd\u4eb2\u6001\u5ea6\u6709\u54ea\u4e9b\u53d8\u5316\uff1b\u5e76\u5c31\u6bcf\u4e00\u4e2a\u53d8 \u5316\u4e3e\u4f8b\u8bf4\u660e\u3002         [4]  (f) \u201c\u5bb6\u91cc\u67d4\u548c\u7684\u706f\u5149\u8f7b\u8f7b\u6253\u4eae\u6bcd\u4eb2\u7684\u767d\u53d1\u201d\u8fd9\u4e00\u7ec6\u8282\u8bf4\u660e\u4e86\u4ec0\u4e48\uff1f   [1]  (g) \u4ece\u54ea\u4e9b\u52a8\u4f5c\u63cf\u5199\u80fd\u770b\u51fa\u201c\u6211\u201d\u63a5\u8fc7\u732a\u809a\u9e21\u6c64\u65f6\u7684\u6001\u5ea6\uff1f       [3]  (h) \u91cd\u8bfb\u77ed\u6587\u7b2c\u4e09\u6bb5\u548c\u7b2c\u4e94\u6bb5\uff0c\u8bf4\u4e00\u8bf4\u6bcd\u4eb2\u4e24\u6b21\u7684\u7b11\u6709\u4ec0\u4e48\u4e0d\u540c\u3002     [2] [\u603b\u5206\uff1a25] [turn over",
+            "8": "8 0509/13/m/j/18 \u00a9 ucles 2018 \u7b2c\u4e8c\u90e8\u5206 \u8bf7\u9605\u8bfb\u63d2\u9875\u4e0a\u7684 \u77ed\u6587\u4e8c\uff0c\u7136\u540e\u5728\u8bd5\u5377\u4e0a\u56de\u7b54\u7b2c\u4e8c\u9898\u3002\u603b\u5206 25\u5206\uff0c\u5176\u4e2d\u5185\u5bb9\u5360 15\u5206\uff0c\u7ec4\u7ec7\u7ed3\u6784 \u53605\u5206\uff0c\u8bed\u8a00\u7684\u51c6\u786e\u6027\u5360 5\u5206\u3002 \u95ee\u9898  2 \u6839\u636e\u63d2\u9875\u4e0a\u7684\u4e24\u7bc7\u6587\u7ae0\uff0c\u7528\u81ea\u5df1\u7684\u8bdd\u5c31\u4ee5\u4e0b\u4e24\u70b9\u8fdb\u884c\u603b\u7ed3\uff0c\u5199\u4e00\u7bc7\u77ed\u6587\uff1a  \u2013 \u4eba\u4eec\u4e3a\u4ec0\u4e48\u4f1a\u62d2\u7edd\u522b\u4eba\u7684\u597d\u610f\u4ee5\u53ca\u5e94\u8be5\u5982\u4f55\u5bf9\u5f85\u522b\u4eba\u7684\u597d\u610f\uff1b  \u2013 \u4eba\u4eec\u5e94\u8be5\u5982\u4f55\u65bd\u5584\u3002 \uff08\u5b57\u6570 250 \u5b57\u5de6\u53f3\uff09 15 30 45 60 75 90 105 120 135 150 165 180 195 210\u8bf7\u628a\u6807\u70b9\u7b26\u53f7\u6807\u5728\u4e24\u4e2a\u65b9\u683c\u4e4b\u95f4\u3002",
+            "9": "9 0509/13/m/j/18 \u00a9 ucles 2018[\u603b\u5206\uff1a 25]225 240 255 270 285 300 315 330 345 360 375 390 405 420 435 450",
+            "10": "10 0509/13/m/j/18 \u00a9 ucles 2018 blank page",
+            "11": "11 0509/13/m/j/18 \u00a9 ucles 2018blank page",
+            "12": "12 0509/13/m/j/18 \u00a9 ucles 2018 blank page permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the  publisher will be pleased to make amends at the earliest possible opportunity. to avoid the issue of disclosure of answer-related information to candidates, all copyright acknowledgements are reproduced online in the cambridge international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download at www.cie.org.uk after  the live examination series. 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."
+        },
+        "0509_s18_qp_21.pdf": {
+            "1": "read these instructions first write your centre number, candidate number and name in the spaces at the top of this page.   write in dark blue or black pen.   do not use staples, paper clips, glue or correction fluid.   do not  write in any barcodes. the essay titles on this question paper are printed twice, once in traditional and once in simplified characters.  if you wish to read the essay titles in traditional characters, turn to page 2; if you wish to read the essay titles  in simplified characters, turn to page 3. answer one question in the space provided.   you should write between 400 and 600 characters.   all questions in this paper carry equal marks. \u8bf7\u5148\u9605\u8bfb\u4ee5\u4e0b\u8bf4\u660e \u8bf7\u628a\u8003\u8bd5\u4e2d\u5fc3\u7f16\u53f7\u3001\u8003\u751f\u53f7\u548c\u59d3\u540d\u5199\u5728\u672c\u9875\u4e0a\u65b9\u7684\u7a7a\u683c\u4e2d\u3002 \u8bf7\u7528\u6df1\u84dd\u8272\u6216\u8005\u9ed1\u8272\u7b14\u7b54\u5377\u3002 \u8bf7\u4e0d\u8981\u7528\u8ba2\u4e66\u9489\u3001\u66f2\u522b\u9488\u3001\u80f6\u6c34\u6216\u8005\u6d82\u6539\u6db2\u3002 \u8bf7\u4e0d\u8981\u5728\u4efb\u4f55\u6761\u5f62\u7801\u4e0a\u6d82\u5199\u5b57\u8ff9\u3002 \u8bd5\u5377\u4e0a\u7684\u95ee\u9898\u6709\u7e41\u4f53\u548c\u7b80\u4f53\u4e24\u79cd\u7248\u672c\u3002\u82e5\u8981\u7e41\u4f53\u5b57\u7248\uff0c\u8bf7\u7ffb\u5230\u7b2c 2 \u9875\uff1b\u82e5\u8981\u7b80\u4f53\u5b57\u7248\uff0c\u8bf7\u7ffb\u5230\u7b2c 3 \u9875\u3002 \u8bf7\u9009\u4e00\u9898\uff0c\u5e76\u5728\u7a7a\u767d\u5904\u7b54\u9898\u3002\u6587\u7ae0\u5b57\u6570\u5e94\u5728 400 \u5230 600 \u5b57\u4e4b\u95f4\u3002\u6240\u6709\u9898\u76ee\u5206\u503c\u76f8\u540c\u3002 \u8acb\u5148\u95b1\u8b80\u4ee5\u4e0b\u8aaa\u660e \u8acb\u628a\u8003\u8a66\u4e2d\u5fc3\u7de8\u865f\u3001\u8003\u751f\u865f\u548c\u59d3\u540d\u5beb\u5728\u672c\u9801\u4e0a\u65b9\u7684\u7a7a\u683c\u4e2d\u3002 \u8acb\u7528\u6df1\u85cd\u8272\u6216\u8005\u9ed1\u8272\u7b46\u7b54\u5377\u3002 \u8acb\u4e0d\u8981\u7528\u8a02\u66f8\u91d8\u3001\u66f2\u5225\u91dd\u3001\u81a0\u6c34\u6216\u8005\u5857\u6539\u6db2\u3002 \u8acb\u4e0d\u8981\u5728\u4efb\u4f55\u689d\u5f62\u78bc\u4e0a\u5857\u5beb\u5b57\u8de1\u3002 \u8a66\u5377\u4e0a\u7684\u554f\u984c\u6709\u7e41\u9ad4\u548c\u7c21\u9ad4\u5169\u7a2e\u7248\u672c\u3002\u82e5\u8981\u7e41\u9ad4\u5b57\u7248\uff0c\u8acb\u7ffb\u5230\u7b2c  2 \u9801\uff1b\u82e5\u8981\u7c21\u9ad4\u5b57\u7248\uff0c\u8acb\u7ffb\u5230\u7b2c  3 \u9801\u3002 \u8acb\u9078\u4e00\u984c\uff0c\u4e26\u5728\u7a7a\u767d\u8655\u7b54\u984c\u3002\u6587\u7ae0\u5b57\u6578\u61c9\u5728 400 \u5230 600 \u5b57\u4e4b\u9593\u3002\u6240\u6709\u984c\u76ee\u5206\u503c\u76f8\u540c\u3002first language chinese  0509/21 paper 2  writing  may/june 2018   1 hour 15 minutes candidates answer on the question paper. no additional materials are required. this document consists of 5 printed pages and 3 blank pages. dc (jm) 163540 \u00a9 ucles 2018  [turn overcambridge international examinations cambridge international general certificate of secondary education *3615162129*",
+            "2": "0509/21/m/j/182 \u00a9 ucles 2018 essay questions in traditional characters \u8acb\u9078\u4e00\u984c\uff0c\u4e26\u5728\u7a7a\u683c\u5167\u7b54\u984c\u3002\u8acb\u5beb\u4e00\u7bc7 400 \u5230 600 \u5b57\u7684\u6587\u7ae0\u3002 \u7b2c\u4e00\u90e8\u5206\uff1a\u8b70\u8ad6 1 \u201c\u8b80\u66f8\u767e\u904d\uff0c\u5176\u7fa9\u81ea\u898b\u201d\uff0c\u5f9e \u6b63\u53cd\u5169\u500b\u65b9\u9762\u8ac7\u8ac7\u4f60\u7684\u60f3\u6cd5\u3002 2 \u5e74\u8f15\u4eba\u9700\u8981\u8868\u63da\u591a\u65bc\u6279\u8a55\uff0c\u5f9e \u6b63\u53cd\u5169\u500b\u65b9\u9762\u8ac7\u8ac7\u4f60\u7684\u89c0\u9ede\u3002 3 \u6709\u4eba\u8aaa\uff0c\u201c\u4eba\u61c9\u8a72\u7518\u65bc\u5e73\u51e1\u201d\u3002\u4f60\u70ba\u751a\u9ebd\u540c\u610f \u6216\u8005\u4e0d\u540c\u610f\u9019\u500b\u8aaa\u6cd5\u3002  4 \u6709\u4eba\u8aaa\uff0c\u201c\u4e00\u500b\u4eba\u4e0d\u80fd\u8f38\u5728\u8d77\u8dd1\u7dda\u4e0a\u201d\u3002\u4f60\u70ba\u751a\u9ebd\u540c\u610f \u6216\u8005\u4e0d\u540c\u610f\u9019\u500b\u89c0\u9ede\u3002 \u7b2c\u4e8c\u90e8\u5206\uff1a\u63cf\u5beb\u8207\u6558\u8ff0 5 \u63cf\u5beb\u5b78\u6821\u8ab2\u9593\u4f11\u606f\u7684\u666f\u8c61 6 \u63cf\u5beb\u4f60\u5728\u4e00\u6b21\u5835\u8eca\u7d93\u6b77\u4e2d\u7684\u6240\u898b\u6240\u611f 7 \u4ee5\u201c\u5012\u9709\u7684\u4e00\u5929\u201d\u70ba\u984c\uff0c\u5beb\u4e00\u500b\u6545\u4e8b 8 \u6558\u8ff0\u4f60\u53bb\u52d5\u7269\u5712\u7684\u4e00\u6b21\u7d93\u6b77",
+            "3": "0509/21/m/j/183 \u00a9 ucles 2018 essay questions in simplified characters \u8bf7\u9009\u4e00\u9898\uff0c\u5e76\u5728\u7a7a\u683c\u5185\u7b54\u9898\u3002\u8bf7\u5199\u4e00\u7bc7 400 \u5230 600 \u5b57\u7684\u6587\u7ae0\u3002 \u7b2c\u4e00\u90e8\u5206\uff1a\u8bae\u8bba 1 \u201c\u8bfb\u4e66\u767e\u904d\uff0c\u5176\u4e49\u81ea\u89c1\u201d\uff0c\u4ece \u6b63\u53cd\u4e24\u4e2a\u65b9\u9762\u8c08\u8c08\u4f60\u7684\u60f3\u6cd5\u3002 2 \u5e74\u8f7b\u4eba\u9700\u8981\u8868\u626c\u591a\u4e8e\u6279\u8bc4\uff0c\u4ece \u6b63\u53cd\u4e24\u4e2a\u65b9\u9762\u8c08\u8c08\u4f60\u7684\u89c2\u70b9\u3002 3 \u6709\u4eba\u8bf4\uff0c\u201c\u4eba\u5e94\u8be5\u7518\u4e8e\u5e73\u51e1\u201d\u3002\u4f60\u4e3a\u4ec0\u4e48\u540c\u610f \u6216\u8005\u4e0d\u540c\u610f\u8fd9\u4e2a\u8bf4\u6cd5\u3002 4 \u6709\u4eba\u8bf4\uff0c\u201c\u4e00\u4e2a\u4eba\u4e0d\u80fd\u8f93\u5728\u8d77\u8dd1\u7ebf\u4e0a\u201d\u3002\u4f60\u4e3a\u4ec0\u4e48\u540c\u610f \u6216\u8005\u4e0d\u540c\u610f\u8fd9\u4e2a\u89c2\u70b9\u3002 \u7b2c\u4e8c\u90e8\u5206\uff1a\u63cf\u5199\u4e0e\u53d9\u8ff0 5 \u63cf\u5199\u5b66\u6821\u8bfe\u95f4\u4f11\u606f\u7684\u666f\u8c61 6 \u63cf\u5199\u4f60\u5728\u4e00\u6b21\u5835\u8f66\u7ecf\u5386\u4e2d\u7684\u6240\u89c1\u6240\u611f 7 \u4ee5\u201c\u5012\u9709\u7684\u4e00\u5929\u201d\u4e3a\u9898\uff0c\u5199\u4e00\u4e2a\u6545\u4e8b 8 \u53d9\u8ff0\u4f60\u53bb\u52a8\u7269\u56ed\u7684\u4e00\u6b21\u7ecf\u5386 [turn over",
+            "4": "0509/21/m/j/184 \u00a9 ucles 2018 \u8acb\u628a\u6240\u9078\u4f5c\u6587\u984c\u865f\u5beb\u5728\u9019\u88e1 / \u8bf7\u628a\u6240\u9009\u4f5c\u6587\u9898\u53f7\u5199\u5728\u8fd9\u91cc : 100 200 300",
+            "5": "0509/21/m/j/185 \u00a9 ucles 2018 400 500 600 700",
+            "6": "0509/21/m/j/186 \u00a9 ucles 2018 blank page",
+            "7": "0509/21/m/j/187 \u00a9 ucles 2018 blank page",
+            "8": "0509/21/m/j/188 \u00a9 ucles 2018 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 international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download at www.cie.org.uk after  the live examination series. 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.blank page"
+        },
+        "0509_s18_qp_22.pdf": {
+            "1": "read these instructions first write your centre number, candidate number and name in the spaces at the top of this page.   write in dark blue or black pen.   do not use staples, paper clips, glue or correction fluid.   do not  write in any barcodes. the essay titles on this question paper are printed twice, once in traditional and once in simplified characters.  if you wish to read the essay titles in traditional characters, turn to page 2; if you wish to read the essay titles  in simplified characters, turn to page 3. answer one question in the space provided.   you should write between 400 and 600 characters.   all questions in this paper carry equal marks. \u8bf7\u5148\u9605\u8bfb\u4ee5\u4e0b\u8bf4\u660e \u8bf7\u628a\u8003\u8bd5\u4e2d\u5fc3\u7f16\u53f7\u3001\u8003\u751f\u53f7\u548c\u59d3\u540d\u5199\u5728\u672c\u9875\u4e0a\u65b9\u7684\u7a7a\u683c\u4e2d\u3002 \u8bf7\u7528\u6df1\u84dd\u8272\u6216\u8005\u9ed1\u8272\u7b14\u7b54\u5377\u3002 \u8bf7\u4e0d\u8981\u7528\u8ba2\u4e66\u9489\u3001\u66f2\u522b\u9488\u3001\u80f6\u6c34\u6216\u8005\u6d82\u6539\u6db2\u3002 \u8bf7\u4e0d\u8981\u5728\u4efb\u4f55\u6761\u5f62\u7801\u4e0a\u6d82\u5199\u5b57\u8ff9\u3002 \u8bd5\u5377\u4e0a\u7684\u95ee\u9898\u6709\u7e41\u4f53\u548c\u7b80\u4f53\u4e24\u79cd\u7248\u672c\u3002\u82e5\u8981\u7e41\u4f53\u5b57\u7248\uff0c\u8bf7\u7ffb\u5230\u7b2c 2 \u9875\uff1b\u82e5\u8981\u7b80\u4f53\u5b57\u7248\uff0c\u8bf7\u7ffb\u5230\u7b2c 3 \u9875\u3002 \u8bf7\u9009\u4e00\u9898\uff0c\u5e76\u5728\u7a7a\u767d\u5904\u7b54\u9898\u3002\u6587\u7ae0\u5b57\u6570\u5e94\u5728 400 \u5230 600 \u5b57\u4e4b\u95f4\u3002\u6240\u6709\u9898\u76ee\u5206\u503c\u76f8\u540c\u3002 \u8acb\u5148\u95b1\u8b80\u4ee5\u4e0b\u8aaa\u660e \u8acb\u628a\u8003\u8a66\u4e2d\u5fc3\u7de8\u865f\u3001\u8003\u751f\u865f\u548c\u59d3\u540d\u5beb\u5728\u672c\u9801\u4e0a\u65b9\u7684\u7a7a\u683c\u4e2d\u3002 \u8acb\u7528\u6df1\u85cd\u8272\u6216\u8005\u9ed1\u8272\u7b46\u7b54\u5377\u3002 \u8acb\u4e0d\u8981\u7528\u8a02\u66f8\u91d8\u3001\u66f2\u5225\u91dd\u3001\u81a0\u6c34\u6216\u8005\u5857\u6539\u6db2\u3002 \u8acb\u4e0d\u8981\u5728\u4efb\u4f55\u689d\u5f62\u78bc\u4e0a\u5857\u5beb\u5b57\u8de1\u3002 \u8a66\u5377\u4e0a\u7684\u554f\u984c\u6709\u7e41\u9ad4\u548c\u7c21\u9ad4\u5169\u7a2e\u7248\u672c\u3002\u82e5\u8981\u7e41\u9ad4\u5b57\u7248\uff0c\u8acb\u7ffb\u5230\u7b2c  2 \u9801\uff1b\u82e5\u8981\u7c21\u9ad4\u5b57\u7248\uff0c\u8acb\u7ffb\u5230\u7b2c  3 \u9801\u3002 \u8acb\u9078\u4e00\u984c\uff0c\u4e26\u5728\u7a7a\u767d\u8655\u7b54\u984c\u3002\u6587\u7ae0\u5b57\u6578\u61c9\u5728 400 \u5230 600 \u5b57\u4e4b\u9593\u3002\u6240\u6709\u984c\u76ee\u5206\u503c\u76f8\u540c\u3002first language chinese  0509/22 paper 2  writing  may/june 2018   1 hour 15 minutes candidates answer on the question paper. no additional materials are required. this document consists of 5 printed pages and 3 blank pages. ki 143015/2 \u00a9 ucles 2018  [turn overcambridge international examinations cambridge international general certificate of secondary education *7551561308*",
+            "2": "0509/22/m/j/182 \u00a9 ucles 2018 essay questions in traditional characters \u8acb\u9078\u4e00\u984c\uff0c\u4e26\u5728\u7a7a\u683c\u5167\u7b54\u984c\u3002\u8acb\u5beb\u4e00\u7bc7 400 \u5230 600 \u5b57\u7684\u6587\u7ae0\u3002 \u7b2c\u4e00\u90e8\u5206\uff1a\u8b70\u8ad6 1 \u201c\u8b80\u66f8\u767e\u904d\uff0c\u5176\u7fa9\u81ea\u898b\u201d\uff0c\u5f9e \u6b63\u53cd\u5169\u500b\u65b9\u9762\u8ac7\u8ac7\u4f60\u7684\u60f3\u6cd5\u3002 2 \u5e74\u8f15\u4eba\u9700\u8981\u8868\u63da\u591a\u65bc\u6279\u8a55\uff0c\u5f9e \u6b63\u53cd\u5169\u500b\u65b9\u9762\u8ac7\u8ac7\u4f60\u7684\u89c0\u9ede\u3002 3 \u6709\u4eba\u8aaa\uff0c\u201c\u4eba\u61c9\u8a72\u7518\u65bc\u5e73\u51e1\u201d\u3002\u4f60\u70ba\u751a\u9ebd\u540c\u610f \u6216\u8005\u4e0d\u540c\u610f\u9019\u500b\u8aaa\u6cd5\u3002  4 \u6709\u4eba\u8aaa\uff0c\u201c\u4e00\u500b\u4eba\u4e0d\u80fd\u8f38\u5728\u8d77\u8dd1\u7dda\u4e0a\u201d\u3002\u4f60\u70ba\u751a\u9ebd\u540c\u610f \u6216\u8005\u4e0d\u540c\u610f\u9019\u500b\u89c0\u9ede\u3002 \u7b2c\u4e8c\u90e8\u5206\uff1a\u63cf\u5beb\u8207\u6558\u8ff0 5 \u63cf\u5beb\u5b78\u6821\u8ab2\u9593\u4f11\u606f\u7684\u666f\u8c61 6 \u63cf\u5beb\u4f60\u5728\u4e00\u6b21\u5835\u8eca\u7d93\u6b77\u4e2d\u7684\u6240\u898b\u6240\u611f 7 \u4ee5\u201c\u5012\u9709\u7684\u4e00\u5929\u201d\u70ba\u984c\uff0c\u5beb\u4e00\u500b\u6545\u4e8b 8 \u6558\u8ff0\u4f60\u53bb\u52d5\u7269\u5712\u7684\u4e00\u6b21\u7d93\u6b77",
+            "3": "0509/22/m/j/183 \u00a9 ucles 2018 essay questions in simplified characters \u8bf7\u9009\u4e00\u9898\uff0c\u5e76\u5728\u7a7a\u683c\u5185\u7b54\u9898\u3002\u8bf7\u5199\u4e00\u7bc7 400 \u5230 600 \u5b57\u7684\u6587\u7ae0\u3002 \u7b2c\u4e00\u90e8\u5206\uff1a\u8bae\u8bba 1 \u201c\u8bfb\u4e66\u767e\u904d\uff0c\u5176\u4e49\u81ea\u89c1\u201d\uff0c\u4ece \u6b63\u53cd\u4e24\u4e2a\u65b9\u9762\u8c08\u8c08\u4f60\u7684\u60f3\u6cd5\u3002 2 \u5e74\u8f7b\u4eba\u9700\u8981\u8868\u626c\u591a\u4e8e\u6279\u8bc4\uff0c\u4ece \u6b63\u53cd\u4e24\u4e2a\u65b9\u9762\u8c08\u8c08\u4f60\u7684\u89c2\u70b9\u3002 3 \u6709\u4eba\u8bf4\uff0c\u201c\u4eba\u5e94\u8be5\u7518\u4e8e\u5e73\u51e1\u201d\u3002\u4f60\u4e3a\u4ec0\u4e48\u540c\u610f \u6216\u8005\u4e0d\u540c\u610f\u8fd9\u4e2a\u8bf4\u6cd5\u3002 4 \u6709\u4eba\u8bf4\uff0c\u201c\u4e00\u4e2a\u4eba\u4e0d\u80fd\u8f93\u5728\u8d77\u8dd1\u7ebf\u4e0a\u201d\u3002\u4f60\u4e3a\u4ec0\u4e48\u540c\u610f \u6216\u8005\u4e0d\u540c\u610f\u8fd9\u4e2a\u89c2\u70b9\u3002 \u7b2c\u4e8c\u90e8\u5206\uff1a\u63cf\u5199\u4e0e\u53d9\u8ff0 5 \u63cf\u5199\u5b66\u6821\u8bfe\u95f4\u4f11\u606f\u7684\u666f\u8c61 6 \u63cf\u5199\u4f60\u5728\u4e00\u6b21\u5835\u8f66\u7ecf\u5386\u4e2d\u7684\u6240\u89c1\u6240\u611f 7 \u4ee5\u201c\u5012\u9709\u7684\u4e00\u5929\u201d\u4e3a\u9898\uff0c\u5199\u4e00\u4e2a\u6545\u4e8b 8 \u53d9\u8ff0\u4f60\u53bb\u52a8\u7269\u56ed\u7684\u4e00\u6b21\u7ecf\u5386 [turn over",
+            "4": "0509/22/m/j/184 \u00a9 ucles 2018 \u8acb\u628a\u6240\u9078\u4f5c\u6587\u984c\u865f\u5beb\u5728\u9019\u88e1 / \u8bf7\u628a\u6240\u9009\u4f5c\u6587\u9898\u53f7\u5199\u5728\u8fd9\u91cc : 100 200 300",
+            "5": "0509/22/m/j/185 \u00a9 ucles 2018 400 500 600 700",
+            "6": "0509/22/m/j/186 \u00a9 ucles 2018 blank page",
+            "7": "0509/22/m/j/187 \u00a9 ucles 2018 blank page",
+            "8": "0509/22/m/j/188 \u00a9 ucles 2018 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 international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download at www.cie.org.uk  after the live examination series. 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.blank page"
+        },
+        "0509_s18_qp_23.pdf": {
+            "1": "read these instructions first write your centre number, candidate number and name in the spaces at the top of this page.   write in dark blue or black pen.   do not use staples, paper clips, glue or correction fluid.   do not  write in any barcodes. the essay titles on this question paper are printed twice, once in traditional and once in simplified characters.  if you wish to read the essay titles in traditional characters, turn to page 2; if you wish to read the essay  titles in simplified characters, turn to page 3. answer one question in the space provided.   you should write between 400 and 600 characters.   all questions in this paper carry equal marks. \u8bf7\u5148\u9605\u8bfb\u4ee5\u4e0b\u8bf4\u660e \u8bf7\u628a\u8003\u8bd5\u4e2d\u5fc3\u7f16\u53f7\u3001\u8003\u751f\u53f7\u548c\u59d3\u540d\u5199\u5728\u672c\u9875\u4e0a\u65b9\u7684\u7a7a\u683c\u4e2d\u3002 \u8bf7\u7528\u6df1\u84dd\u8272\u6216\u8005\u9ed1\u8272\u7b14\u7b54\u5377\u3002 \u8bf7\u4e0d\u8981\u7528\u8ba2\u4e66\u9489\u3001\u66f2\u522b\u9488\u3001\u80f6\u6c34\u6216\u8005\u6d82\u6539\u6db2\u3002 \u8bf7\u4e0d\u8981\u5728\u4efb\u4f55\u6761\u5f62\u7801\u4e0a\u6d82\u5199\u5b57\u8ff9\u3002 \u8bd5\u5377\u4e0a\u7684\u95ee\u9898\u6709\u7e41\u4f53\u548c\u7b80\u4f53\u4e24\u79cd\u7248\u672c\u3002\u82e5\u8981\u7e41\u4f53\u5b57\u7248\uff0c\u8bf7\u7ffb\u5230\u7b2c 2 \u9875\uff1b\u82e5\u8981\u7b80\u4f53\u5b57\u7248\uff0c\u8bf7\u7ffb\u5230\u7b2c 3 \u9875\u3002 \u8bf7\u9009\u4e00\u9898\uff0c\u5e76\u5728\u7a7a\u767d\u5904\u7b54\u9898\u3002\u6587\u7ae0\u5b57\u6570\u5e94\u5728 400 \u5230 600 \u5b57\u4e4b\u95f4\u3002\u6240\u6709\u9898\u76ee\u5206\u503c\u76f8\u540c\u3002 \u8acb\u5148\u95b1\u8b80\u4ee5\u4e0b\u8aaa\u660e \u8acb\u628a\u8003\u8a66\u4e2d\u5fc3\u7de8\u865f\u3001\u8003\u751f\u865f\u548c\u59d3\u540d\u5beb\u5728\u672c\u9801\u4e0a\u65b9\u7684\u7a7a\u683c\u4e2d\u3002 \u8acb\u7528\u6df1\u85cd\u8272\u6216\u8005\u9ed1\u8272\u7b46\u7b54\u5377\u3002 \u8acb\u4e0d\u8981\u7528\u8a02\u66f8\u91d8\u3001\u66f2\u5225\u91dd\u3001\u81a0\u6c34\u6216\u8005\u5857\u6539\u6db2\u3002 \u8acb\u4e0d\u8981\u5728\u4efb\u4f55\u689d\u5f62\u78bc\u4e0a\u5857\u5beb\u5b57\u8de1\u3002 \u8a66\u5377\u4e0a\u7684\u554f\u984c\u6709\u7e41\u9ad4\u548c\u7c21\u9ad4\u5169\u7a2e\u7248\u672c\u3002\u82e5\u8981\u7e41\u9ad4\u5b57\u7248\uff0c\u8acb\u7ffb\u5230\u7b2c  2 \u9801\uff1b\u82e5\u8981\u7c21\u9ad4\u5b57\u7248\uff0c\u8acb\u7ffb\u5230\u7b2c  3 \u9801\u3002 \u8acb\u9078\u4e00\u984c\uff0c\u4e26\u5728\u7a7a\u767d\u8655\u7b54\u984c\u3002\u6587\u7ae0\u5b57\u6578\u61c9\u5728 400 \u5230 600 \u5b57\u4e4b\u9593\u3002\u6240\u6709\u984c\u76ee\u5206\u503c\u76f8\u540c\u3002first language chinese  0509/23 paper 2  writing  may/june 2018   1 hour 15 minutes candidates answer on the question paper. no additional materials are required. this document consists of 5 printed pages and 3 blank pages. ki 144779/3 \u00a9 ucles 2018  [turn overcambridge international examinations cambridge international general certificate of secondary education *0789389075*",
+            "2": "0509/23/m/j/182 \u00a9 ucles 2018 essay questions in traditional characters \u8acb\u9078\u4e00\u984c\uff0c\u4e26\u5728\u7a7a\u683c\u5167\u7b54\u984c\u3002\u8acb\u5beb\u4e00\u7bc7 400 \u5230 600 \u5b57\u7684\u6587\u7ae0\u3002 \u7b2c\u4e00\u90e8\u5206\uff1a\u8b70\u8ad6 1 \u201c\u4e0d\u4ee5\u898f\u77e9\uff0c\u4e0d\u6210\u65b9\u5713\u201d\u3002\u5f9e \u6b63\u53cd\u5169\u500b\u65b9\u9762\u8ac7\u8ac7\u4f60\u7684\u770b\u6cd5\u3002 2 \u96fb\u5b50\u7ffb\u8b6f\u5de5\u5177\u5c0d\u5b78\u7fd2\u5916\u8a9e\u6709\u751a\u9ebd\u597d\u8655 \u548c\u58de\u8655\uff1f 3 \u767c\u5c55\u7d93\u6fdf\u6bd4\u4fdd\u8b77\u74b0\u5883\u66f4\u91cd\u8981\u3002\u4f60\u70ba\u751a\u9ebd\u540c\u610f \u6216\u8005\u4e0d\u540c\u610f\u9019\u500b\u89c0\u9ede\uff1f  4 \u5c0a\u91cd\u7236\u6bcd\u5c31\u61c9\u8a72\u505a\u4e00\u500b\u807d\u8a71\u7684\u5b69\u5b50\u3002\u4f60\u70ba\u751a\u9ebd\u540c\u610f \u6216\u8005\u4e0d\u540c\u610f\u9019\u500b\u8aaa\u6cd5\uff1f \u7b2c\u4e8c\u90e8\u5206\uff1a\u63cf\u5beb\u8207\u6558\u8ff0 5 \u63cf\u5beb\u5348\u9910\u6642\u9593\u5b78\u6821\u98df\u5802\u7684\u7e41\u5fd9\u666f\u8c61\u3002 6 \u5047\u8a2d\u4f60\u662f\u4e00\u689d\u9b5a\uff0c\u63cf\u5beb\u4e00\u4e0b\u4f60\u770b\u5230\u7684\u6d77\u5e95\u4e16\u754c\u3002 7 \u4ee5\u201c\u90a3\u5929\u6211\u771f\u7684\u5f88\u59d4\u5c48\u201d\u70ba\u60c5\u5883\uff0c\u5beb\u4e00\u500b\u6545\u4e8b\u3002 8 \u6558\u8ff0\u4f60\u505a\u5bb6\u52d9\u7684\u4e00\u6b21\u7d93\u6b77\u3002",
+            "3": "0509/23/m/j/183 \u00a9 ucles 2018 essay questions in simplified characters \u8bf7\u9009\u4e00\u9898\uff0c\u5e76\u5728\u7a7a\u683c\u5185\u7b54\u9898\u3002\u8bf7\u5199\u4e00\u7bc7 400 \u5230 600 \u5b57\u7684\u6587\u7ae0\u3002 \u7b2c\u4e00\u90e8\u5206\uff1a\u8bae\u8bba 1 \u201c\u4e0d\u4ee5\u89c4\u77e9\uff0c\u4e0d\u6210\u65b9\u5706\u201d\u3002\u4ece \u6b63\u53cd\u4e24\u4e2a\u65b9\u9762\u8c08\u8c08\u4f60\u7684\u770b\u6cd5\u3002 2 \u7535\u5b50\u7ffb\u8bd1\u5de5\u5177\u5bf9\u5b66\u4e60\u5916\u8bed\u6709\u4ec0\u4e48\u597d\u5904 \u548c\u574f\u5904\uff1f 3 \u53d1\u5c55\u7ecf\u6d4e\u6bd4\u4fdd\u62a4\u73af\u5883\u66f4\u91cd\u8981\u3002\u4f60\u4e3a\u4ec0\u4e48\u540c\u610f \u6216\u8005\u4e0d\u540c\u610f\u8fd9\u4e2a\u89c2\u70b9\uff1f  4 \u5c0a\u91cd\u7236\u6bcd\u5c31\u5e94\u8be5\u505a\u4e00\u4e2a\u542c\u8bdd\u7684\u5b69\u5b50\u3002\u4f60\u4e3a\u4ec0\u4e48\u540c\u610f \u6216\u8005\u4e0d\u540c\u610f\u8fd9\u4e2a\u8bf4\u6cd5\uff1f \u7b2c\u4e8c\u90e8\u5206\uff1a\u63cf\u5199\u4e0e\u53d9\u8ff0 5 \u63cf\u5199\u5348\u9910\u65f6\u95f4\u5b66\u6821\u98df\u5802\u7684\u7e41\u5fd9\u666f\u8c61\u3002 6 \u5047\u8bbe\u4f60\u662f\u4e00\u6761\u9c7c\uff0c\u63cf\u5199\u4e00\u4e0b\u4f60\u770b\u5230\u7684\u6d77\u5e95\u4e16\u754c\u3002 7 \u4ee5\u201c\u90a3\u5929\u6211\u771f\u7684\u5f88\u59d4\u5c48\u201d\u4e3a\u60c5\u5883\uff0c\u5199\u4e00\u4e2a\u6545\u4e8b\u3002 8 \u53d9\u8ff0\u4f60\u505a\u5bb6\u52a1\u7684\u4e00\u6b21\u7ecf\u5386\u3002 [turn over",
+            "4": "0509/23/m/j/184 \u00a9 ucles 2018 \u8acb\u628a\u6240\u9078\u4f5c\u6587\u984c\u865f\u5beb\u5728\u9019\u88cf / \u8bf7\u628a\u6240\u9009\u4f5c\u6587\u9898\u53f7\u5199\u5728\u8fd9\u91cc\u3002 : 100 200 300",
+            "5": "0509/23/m/j/185 \u00a9 ucles 2018 400 500 600 700",
+            "6": "0509/23/m/j/186 \u00a9 ucles 2018 blank page",
+            "7": "0509/23/m/j/187 \u00a9 ucles 2018 blank page",
+            "8": "0509/23/m/j/188 \u00a9 ucles 2018 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 international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download at www.cie.org.uk  after the live examination series. 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.blank page"
+        }
+    },
+    "2019": {
+        "0509_s19_qp_11.pdf": {
+            "1": "this document consists of 9 printed pages, 3 blank pages and 1 insert. nl 164041/2 \u00a9 ucles 2019  [turn overfirst language chinese  0509/11 paper 1  reading  may/june 2019  2 hours candidates answer on the question paper. no additional materials are required. read these instructions first write your centre number, candidate number and name in the spaces at the top of this page. write in dark blue or black pen. do not use staples, paper clips, glue or correction fluid. do not write in any barcodes. answer all questions in the spaces provided. the questions on this question paper are printed twice, once in traditional and once in simplified characters.  if you wish to read them in traditional characters, turn to page 2; if you wish to read them in simplified  characters, turn to page 6. y ou may write your answers in either traditional or simplified characters. dictionaries are not permitted. the insert contains the reading passages. the insert is not assessed by the examiner. the number of marks is given in brackets [  ] at the end of each question or part question. \u8acb\u5148\u95b1\u8b80\u4ee5\u4e0b\u8aaa\u660e \u8acb\u628a\u8003\u8a66\u4e2d\u5fc3\u7de8\u865f \u3001\u8003\u751f\u865f\u548c\u59d3\u540d\u5beb\u5728\u672c\u9801\u4e0a\u65b9\u7684\u7a7a\u683c\u4e2d \u3002 \u8acb\u7528\u6df1\u85cd\u8272\u6216\u8005\u9ed1\u8272\u7b46\u7b54\u5377 \u3002 \u8acb\u4e0d\u8981\u7528\u8a02\u66f8\u91d8 \u3001\u66f2\u5225\u91dd\u3001\u81a0\u6c34\u6216\u8005\u5857\u6539\u6db2 \u3002 \u8acb\u4e0d\u8981\u5728\u4efb\u4f55\u689d\u5f62\u78bc\u4e0a\u5857\u5beb\u5b57\u8de1 \u3002 \u8a66\u5377\u4e0a\u7684\u554f\u984c \uff0c\u6709\u7e41\u9ad4\u548c\u7c21\u9ad4\u5169\u7a2e\u7248\u672c \u3002\u82e5\u8981\u7e41\u9ad4\u5b57\u7248 \uff0c\u8acb\u7ffb\u5230\u7b2c\u4e8c\u9801 \u3002 \u8bf7\u5148\u9605\u8bfb\u4ee5\u4e0b\u8bf4\u660e \u8bf7\u628a\u8003\u8bd5\u4e2d\u5fc3\u7f16\u53f7\u3001\u8003\u751f\u53f7\u548c\u59d3\u540d\u5199\u5728\u672c\u9875\u4e0a\u65b9\u7684\u7a7a\u683c\u4e2d\u3002 \u8bf7\u7528\u6df1\u84dd\u8272\u6216\u8005\u9ed1\u8272\u7b14\u7b54\u5377\u3002 \u8bf7\u4e0d\u8981\u7528\u8ba2\u4e66\u9489\u3001\u66f2\u522b\u9488\u3001\u80f6\u6c34\u6216\u8005\u6d82\u6539\u6db2\u3002 \u8bf7\u4e0d\u8981\u5728\u4efb\u4f55\u6761\u5f62\u7801\u4e0a\u6d82\u5199\u5b57\u8ff9\u3002 \u8bd5\u5377\u4e0a\u7684\u95ee\u9898\uff0c\u6709\u7e41\u4f53\u548c\u7b80\u4f53\u4e24\u79cd\u7248\u672c\u3002\u82e5\u8981\u7b80\u4f53\u5b57\u7248\uff0c\u8bf7\u7ffb\u5230\u7b2c\u516d\u9875\u3002cambridge assessment international education cambridge international general certificate of secondary education *2907544864*",
+            "2": "2 0509/11/m/j/19 \u00a9 ucles 2019 questions in traditional characters  \u8acb\u56de\u7b54\u6240\u6709\u554f\u984c\uff0c\u628a\u7b54\u6848\u5beb\u5728\u8a66\u5377\u4e0a\u3002 \u53ef\u4ee5\u7528\u7e41\u9ad4\u5b57\u6216\u8005\u7c21\u9ad4\u5b57\u56de\u7b54\u554f\u984c\u3002 \u5728\u8003\u8a66\u4e2d \u4e0d\u5141\u8a31\u4f7f\u7528\u5b57\u5178\u3002 \u63d2\u9801\u4e0a\u7684\u662f\u95b1\u8b80\u77ed\u6587\u3002\u8003\u5b98\u4e0d\u6703\u95b1\u8b80\u6216\u8005\u8a55\u5224\u63d2\u9801\u3002 \u6bcf\u4e00\u984c\u6216\u8005\u6bcf\u4e00\u5c0f\u984c\u7684\u5206\u6578\u5728\u5176\u5f8c\u9762\u7684\u62ec\u865f [ ]\u88e1\u3002 \u7b2c\u4e00\u90e8\u5206 \u8acb\u95b1\u8b80\u63d2\u9801\u4e0a\u7684 \u77ed\u6587\u4e00\uff0c\u7136\u5f8c\u5728\u8a66\u5377\u4e0a\u56de\u7b54\u4ee5\u4e0b\u554f\u984c\u3002\u7e3d\u5206 25\u5206\uff0c\u5176\u4e2d\u5167\u5bb9\u4f54 20\u5206\uff0c\u8a9e\u8a00\u7684 \u6e96\u78ba\u6027\u4f54 5\u5206\u3002 \u554f\u984c  1  (a) \u91cd\u8b80\u7b2c\u4e00\u6bb5\uff0c\u6307\u51fa\u99ac\u5e6b\u53e4\u9053\u7684\u958b\u59cb\u548c\u7d42\u6b62\u7684\u5730\u65b9\u3002    ..   [2]  (b) \u91cd\u8b80\u7b2c\u4e00\u6bb5\uff0c   (i) \u99ac\u5e6b\u53e4\u9053\u4e0a\u70ba\u4ec0\u9ebc\u6703\u6709\u5f88\u591a\u652f\u7dda\uff1f      ..   [2]   (ii) \u70ba\u4ec0\u9ebc\u8aaa\u53e4\u9053\u50cf\u4e00\u5f35\u5de8\u5927\u7684\u7db2\uff1f      ..   [3]  (c) \u91cd\u8b80\u7b2c\u4e8c\u6bb5\uff0c\u8acb\u6982\u62ec\u4e00\u4e0b\u99ac\u5e6b\u53e4\u9053\u5f62\u6210\u7684\u539f\u56e0\u3002        ..   [4]",
+            "3": "3 0509/11/m/j/19 \u00a9 ucles 2019 [turn over3 [turn over (d) \u91cd\u8b80\u7b2c\u4e09\u6bb5\uff0c\u8acb\u8aaa\u660e\u70ba\u4ec0\u9ebc\u8981\u4fdd\u8b77\u99ac\u5e6b\u53e4\u9053\u3002    ..   [2]  (e) \u91cd\u8b80\u7b2c\u4e09\u6bb5\uff0c\u8acb\u6982\u62ec\u6587\u7ae0\u5f9e\u54ea\u4e9b\u65b9\u9762\u8aaa\u660e\u4e86\u9019\u652f\u968a\u4f0d\u7684\u4e0d\u5408\u6642\u5b9c\u3002    ..   [2]  (f) \u91cd\u8b80\u7b2c\u56db\u6bb5\uff0c\u8acb\u89e3\u91cb\u201c\u5200\u8015\u706b\u7a2e\u201d\u7684\u542b\u7fa9\u3002  ..   [1]  (g) \u91cd\u8b80\u7b2c\u56db\u6bb5\uff0c\u7e3d\u7d50\u4eca\u5929\u7684\u99ac\u5e6b\u53e4\u9053\u7d66\u7576\u5730\u767e\u59d3\u5e36\u4f86\u7684\u73fe\u5be6\u610f\u7fa9\u3002        ..   [4] [\u7e3d\u5206\uff1a25]",
+            "4": "4 0509/11/m/j/19 \u00a9 ucles 2019 \u7b2c\u4e8c\u90e8\u5206 \u8acb\u95b1\u8b80\u63d2\u9801\u4e0a\u7684 \u77ed\u6587\u4e8c\uff0c\u7136\u5f8c\u5728\u8a66\u5377\u4e0a\u56de\u7b54\u7b2c\u4e8c\u984c\u3002\u7e3d\u5206 25\u5206\uff0c\u5176\u4e2d\u5167\u5bb9\u4f54 15\u5206\uff0c\u7d44 \u7e54\u7d50\u69cb\u4f54 5\u5206\uff0c\u8a9e\u8a00\u7684\u6e96\u78ba\u6027\u4f54 5\u5206\u3002 \u554f\u984c  2 \u6839\u64da\u63d2\u9801\u4e0a\u7684\u5169\u7bc7\u6587\u7ae0\uff0c\u7528\u81ea\u5df1\u7684\u8a71\u5c31\u4ee5\u4e0b\u5169\u9ede\u9032\u884c\u7e3d\u7d50\uff0c\u5beb\u4e00\u7bc7\u77ed\u6587\uff1a  \u2013 \u4fdd\u8b77\u6587\u5316\u907a\u7522\u7684\u50f9\u503c   \u2013 \u4fdd\u8b77\u6587\u5316\u907a\u7522\u6240\u9762\u81e8\u7684\u554f\u984c \uff08\u5b57\u6578250\u5b57\u5de6\u53f3\uff09 \u8acb\u628a\u6a19\u9ede\u7b26\u865f\u6a19\u5728\u5169\u500b\u65b9\u683c\u4e4b\u9593\u3002 15 30 45 60 75 90 105 120 135 150 165 180 195 210",
+            "5": "5 0509/11/m/j/19 \u00a9 ucles 2019 [turn over [\u7e3d\u5206\uff1a25] please turn over to find questions in simplified characters225 240 255 270 285 300 315 330 345 360 375 390 405 420 435 450",
+            "6": "6 0509/11/m/j/19 \u00a9 ucles 2019 questions in simplified characters  \u8bf7\u56de\u7b54\u6240\u6709\u95ee\u9898\uff0c\u628a\u7b54\u6848\u5199\u5728\u8bd5\u5377\u4e0a\u3002 \u53ef\u4ee5\u7528\u7e41\u4f53\u5b57\u6216\u8005\u7b80\u4f53\u5b57\u56de\u7b54\u95ee\u9898\u3002 \u5728\u8003\u8bd5\u4e2d \u4e0d\u5141\u8bb8\u4f7f\u7528\u5b57\u5178\u3002 \u63d2\u9875\u4e0a\u7684\u662f\u9605\u8bfb\u77ed\u6587\u3002\u8003\u5b98\u4e0d\u4f1a\u9605\u8bfb\u6216\u8005\u8bc4\u5224\u63d2\u9875\u3002 \u6bcf\u4e00\u9898\u6216\u8005\u6bcf\u4e00\u5c0f\u9898\u7684\u5206\u6570\u5728\u5176\u540e\u9762\u7684\u62ec\u53f7 [ ]\u91cc\u3002 \u7b2c\u4e00\u90e8\u5206 \u8bf7\u9605\u8bfb\u63d2\u9875\u4e0a\u7684 \u77ed\u6587\u4e00\uff0c\u7136\u540e\u5728\u8bd5\u5377\u4e0a\u56de\u7b54\u4ee5\u4e0b\u95ee\u9898\u3002\u603b\u5206 25\u5206\uff0c\u5176\u4e2d\u5185\u5bb9\u5360 20\u5206\uff0c\u8bed\u8a00\u7684 \u51c6\u786e\u6027\u5360 5\u5206\u3002 \u95ee\u9898  1  (a) \u91cd\u8bfb\u7b2c\u4e00\u6bb5\uff0c\u6307\u51fa\u9a6c\u5e2e\u53e4\u9053\u7684\u5f00\u59cb\u548c\u7ec8\u6b62\u7684\u5730\u65b9\u3002  ...  .   [2]  (b) \u91cd\u8bfb\u7b2c\u4e00\u6bb5\uff0c   (i) \u9a6c\u5e2e\u53e4\u9053\u4e0a\u4e3a\u4ec0\u4e48\u4f1a\u6709\u5f88\u591a\u652f\u7ebf\uff1f    ...  .   [2]   (ii) \u4e3a\u4ec0\u4e48\u8bf4\u53e4\u9053\u50cf\u4e00\u5f20\u5de8\u5927\u7684\u7f51\uff1f  ...  ...  .   [3]  (c) \u91cd\u8bfb\u7b2c\u4e8c\u6bb5\uff0c\u8bf7\u6982\u62ec\u4e00\u4e0b\u9a6c\u5e2e\u53e4\u9053\u5f62\u6210\u7684\u539f\u56e0\u3002  ...  ...  ...  .   [4]",
+            "7": "7 0509/11/m/j/19 \u00a9 ucles 2019 [turn over  (d) \u91cd\u8bfb\u7b2c\u4e09\u6bb5\uff0c\u8bf7\u8bf4\u660e\u4e3a\u4ec0\u4e48\u8981\u4fdd\u62a4\u9a6c\u5e2e\u53e4\u9053\u3002    ..   [2]  (e) \u91cd\u8bfb\u7b2c\u4e09\u6bb5\uff0c\u8bf7\u6982\u62ec\u6587\u7ae0\u4ece\u54ea\u4e9b\u65b9\u9762\u8bf4\u660e\u4e86\u8fd9\u652f\u961f\u4f0d\u7684\u4e0d\u5408\u65f6\u5b9c\u3002    ..   [2]  (f) \u91cd\u8bfb\u7b2c\u56db\u6bb5\uff0c\u8bf7\u89e3\u91ca\u201c\u5200\u8015\u706b\u79cd\u201d\u7684\u542b\u4e49\u3002  ..   [1]  (g) \u91cd\u8bfb\u7b2c\u56db\u6bb5\uff0c\u603b\u7ed3\u4eca\u5929\u7684\u9a6c\u5e2e\u53e4\u9053\u7ed9\u5f53\u5730\u767e\u59d3\u5e26\u6765\u7684\u73b0\u5b9e\u610f\u4e49\u3002        ..   [4] [\u603b\u5206\uff1a25] [turn over",
+            "8": "8 0509/11/m/j/19 \u00a9 ucles 2019 \u7b2c\u4e8c\u90e8\u5206 \u8bf7\u9605\u8bfb\u63d2\u9875\u4e0a\u7684 \u77ed\u6587\u4e8c\uff0c\u7136\u540e\u5728\u8bd5\u5377\u4e0a\u56de\u7b54\u7b2c\u4e8c\u9898\u3002\u603b\u5206 25\u5206\uff0c\u5176\u4e2d\u5185\u5bb9\u5360 15\u5206\uff0c\u7ec4\u7ec7\u7ed3\u6784 \u53605\u5206\uff0c\u8bed\u8a00\u7684\u51c6\u786e\u6027\u5360 5\u5206\u3002 \u95ee\u9898  2 \u6839\u636e\u63d2\u9875\u4e0a\u7684\u4e24\u7bc7\u6587\u7ae0\uff0c\u7528\u81ea\u5df1\u7684\u8bdd\u5c31\u4ee5\u4e0b\u4e24\u70b9\u8fdb\u884c\u603b\u7ed3\uff0c\u5199\u4e00\u7bc7\u77ed\u6587\uff1a  \u2013 \u4fdd\u62a4\u6587\u5316\u9057\u4ea7\u7684\u4ef7\u503c  \u2013 \u4fdd\u62a4\u6587\u5316\u9057\u4ea7\u6240\u9762\u4e34\u7684\u95ee\u9898 \uff08\u5b57\u6570250\u5b57\u5de6\u53f3\uff09 \u8bf7\u628a\u6807\u70b9\u7b26\u53f7\u6807\u5728\u4e24\u4e2a\u65b9\u683c\u4e4b\u95f4\u3002 15 30 45 60 75 90 105 120 135 150 165 180 195 210",
+            "9": "9 0509/11/m/j/19 \u00a9 ucles 20199 [\u603b\u5206\uff1a25]225 240 255 270 285 300 315 330 345 360 375 390 405 420 435 450",
+            "10": "10 0509/11/m/j/19 \u00a9 ucles 2019 blank page",
+            "11": "11 0509/11/m/j/19 \u00a9 ucles 201911 blank page",
+            "12": "12 0509/11/m/j/19 \u00a9 ucles 2019 blank page permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the  publisher will be pleased to make amends at the earliest possible opportunity. 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 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."
+        },
+        "0509_s19_qp_12.pdf": {
+            "1": "this document consists of 9 printed pages, 3 blank pages and 1 insert. nl 164043/1 \u00a9 ucles 2019  [turn overfirst language chinese  0509/12 paper 1  reading  may/june 2019  2 hours candidates answer on the question paper. no additional materials are required. read these instructions first write your centre number, candidate number and name in the spaces at the top of this page. write in dark blue or black pen. do not use staples, paper clips, glue or correction fluid. do not write in any barcodes. answer all questions in the spaces provided. the questions on this question paper are printed twice, once in traditional and once in simplified characters.  if you wish to read them in traditional characters, turn to page 2; if you wish to read them in simplified  characters, turn to page 6. y ou may write your answers in either traditional or simplified characters. dictionaries are not permitted. the insert contains the reading passages. the insert is not assessed by the examiner. the number of marks is given in brackets [  ] at the end of each question or part question. \u8acb\u5148\u95b1\u8b80\u4ee5\u4e0b\u8aaa\u660e \u8acb\u628a\u8003\u8a66\u4e2d\u5fc3\u7de8\u865f \u3001\u8003\u751f\u865f\u548c\u59d3\u540d\u5beb\u5728\u672c\u9801\u4e0a\u65b9\u7684\u7a7a\u683c\u4e2d \u3002 \u8acb\u7528\u6df1\u85cd\u8272\u6216\u8005\u9ed1\u8272\u7b46\u7b54\u5377 \u3002 \u8acb\u4e0d\u8981\u7528\u8a02\u66f8\u91d8 \u3001\u66f2\u5225\u91dd\u3001\u81a0\u6c34\u6216\u8005\u5857\u6539\u6db2 \u3002 \u8acb\u4e0d\u8981\u5728\u4efb\u4f55\u689d\u5f62\u78bc\u4e0a\u5857\u5beb\u5b57\u8de1 \u3002 \u8a66\u5377\u4e0a\u7684\u554f\u984c \uff0c\u6709\u7e41\u9ad4\u548c\u7c21\u9ad4\u5169\u7a2e\u7248\u672c \u3002\u82e5\u8981\u7e41\u9ad4\u5b57\u7248 \uff0c\u8acb\u7ffb\u5230\u7b2c\u4e8c\u9801 \u3002 \u8bf7\u5148\u9605\u8bfb\u4ee5\u4e0b\u8bf4\u660e \u8bf7\u628a\u8003\u8bd5\u4e2d\u5fc3\u7f16\u53f7\u3001\u8003\u751f\u53f7\u548c\u59d3\u540d\u5199\u5728\u672c\u9875\u4e0a\u65b9\u7684\u7a7a\u683c\u4e2d\u3002 \u8bf7\u7528\u6df1\u84dd\u8272\u6216\u8005\u9ed1\u8272\u7b14\u7b54\u5377\u3002 \u8bf7\u4e0d\u8981\u7528\u8ba2\u4e66\u9489\u3001\u66f2\u522b\u9488\u3001\u80f6\u6c34\u6216\u8005\u6d82\u6539\u6db2\u3002 \u8bf7\u4e0d\u8981\u5728\u4efb\u4f55\u6761\u5f62\u7801\u4e0a\u6d82\u5199\u5b57\u8ff9\u3002 \u8bd5\u5377\u4e0a\u7684\u95ee\u9898\uff0c\u6709\u7e41\u4f53\u548c\u7b80\u4f53\u4e24\u79cd\u7248\u672c\u3002\u82e5\u8981\u7b80\u4f53\u5b57\u7248\uff0c\u8bf7\u7ffb\u5230\u7b2c\u516d\u9875\u3002cambridge assessment international education cambridge international general certificate of secondary education *9828699925*",
+            "2": "2 0509/12/m/j/19 \u00a9 ucles 2019 questions in traditional characters  \u8acb\u56de\u7b54\u6240\u6709\u554f\u984c\uff0c\u628a\u7b54\u6848\u5beb\u5728\u8a66\u5377\u4e0a\u3002 \u53ef\u4ee5\u7528\u7e41\u9ad4\u5b57\u6216\u8005\u7c21\u9ad4\u5b57\u56de\u7b54\u554f\u984c\u3002 \u5728\u8003\u8a66\u4e2d \u4e0d\u5141\u8a31\u4f7f\u7528\u5b57\u5178\u3002 \u63d2\u9801\u4e0a\u7684\u662f\u95b1\u8b80\u77ed\u6587\u3002\u8003\u5b98 \u4e0d\u6703\u95b1\u8b80\u6216\u8005\u8a55\u5224\u63d2\u9801\u3002 \u6bcf\u4e00\u984c\u6216\u8005\u6bcf\u4e00\u5c0f\u984c\u7684\u5206\u6578\u5728\u5176\u5f8c\u9762\u7684\u62ec\u865f [ ]\u88e1\u3002 \u7b2c\u4e00\u90e8\u5206 \u8acb\u95b1\u8b80\u63d2\u9801\u4e0a\u7684 \u77ed\u6587\u4e00\uff0c\u7136\u5f8c\u5728\u8a66\u5377\u4e0a\u56de\u7b54\u4ee5\u4e0b\u554f\u984c\u3002\u7e3d\u5206 25\u5206\uff0c\u5176\u4e2d\u5167\u5bb9\u4f54 20\u5206\uff0c\u8a9e\u8a00\u7684 \u6e96\u78ba\u6027\u4f54 5\u5206\u3002 \u554f\u984c  1  (a) \u201c\u6211\u201d\u5230\u7ad9\u4e0b\u8eca\u6642\u7684\u5fc3\u60c5\u600e\u9ebc\u6a23\uff1f     [2]  (b) \u662f\u4ec0\u9ebc\u8b93\u201c\u6211\u201d\u5fcd\u4e0d\u4f4f\u7aef\u8a73\u8d77\u554f\u8def\u7684\u5973\u5b50\uff1f\u8acb\u5217\u51fa\u4e09\u9ede\u3002       [3]  (c) \u70ba\u4ec0\u9ebc\u201c\u6211\u201d\u89ba\u5f97\u554f\u8def\u5973\u5b50\u5230\u4e9e\u6d32\u751f\u6d3b\u6703\u5f88\u8271\u96e3\uff1f       [3]",
+            "3": "3 0509/12/m/j/19 \u00a9 ucles 2019 [turn over3  (d) \u7b2c\u4e94\u6bb5\u4e2d\uff0c\u554f\u8def\u5973\u5b50\u7684\u54ea\u4e9b\u751f\u6d3b\u614b\u5ea6\u5e6b\u201c\u6211\u201d\u64fa\u812b\u4e86\u56f0\u64fe\uff1f\u8acb\u5217\u51fa\u56db\u9ede\u3002         [4]  (e) \u6587\u7ae0\u6700\u5f8c\u5929\u6c23\u7684\u8b8a\u5316\u8c61\u5fb5\u4e86\u4ec0\u9ebc\uff1f   [1]  (f) \u7d9c\u5408\u5168\u6587\uff0c\u201c\u6211\u201d\u5c0d\u554f\u8def\u5973\u5b50\u7684\u614b\u5ea6\u524d\u5f8c\u6709\u4ec0\u9ebc\u8b8a\u5316\uff1f         [4]  (g) \u4f5c\u8005\u901a\u904e\u7d30\u7bc0\u63cf\u5beb\u5851\u9020\u4e86\u554f\u8def\u5973\u5b50\u6d3b\u6f51\u723d\u6717\u7684\u6027\u683c\uff0c\u8acb\u5f9e\u6587\u4e2d\u627e\u51fa\u4e09\u500b\u4f8b\u5b50\u3002       [3] [\u7e3d\u5206\uff1a25]",
+            "4": "4 0509/12/m/j/19 \u00a9 ucles 2019 \u7b2c\u4e8c\u90e8\u5206 \u8acb\u95b1\u8b80\u63d2\u9801\u4e0a\u7684 \u77ed\u6587\u4e8c\uff0c\u7136\u5f8c\u5728\u8a66\u5377\u4e0a\u56de\u7b54\u7b2c\u4e8c\u984c\u3002\u7e3d\u5206 25\u5206\uff0c\u5176\u4e2d\u5167\u5bb9\u4f54 15\u5206\uff0c\u7d44 \u7e54\u7d50\u69cb\u4f54 5\u5206\uff0c\u8a9e\u8a00\u7684\u6e96\u78ba\u6027\u4f54 5\u5206\u3002 \u554f\u984c  2 \u6839\u64da\u63d2\u9801\u4e0a\u7684\u5169\u7bc7\u6587\u7ae0\uff0c\u7528\u81ea\u5df1\u7684\u8a71\u5c31\u4ee5\u4e0b\u5169\u9ede\u9032\u884c\u7e3d\u7d50\uff0c\u5beb\u4e00\u7bc7\u77ed\u6587\uff1a  \u2013 \u4eba\u5011\u5982\u4f55\u9762\u5c0d\u9078\u64c7   \u2013 \u600e\u6a23\u7372\u5f97\u6210\u529f \uff08\u5b57\u6578250\u5b57\u5de6\u53f3\uff09 \u8acb\u628a\u6a19\u9ede\u7b26\u865f\u6a19\u5728\u5169\u500b\u65b9\u683c\u4e4b\u9593\u3002 15 30 45 60 75 90 105 120 135 150 165 180 195 210",
+            "5": "5 0509/12/m/j/19 \u00a9 ucles 2019 [turn over [\u7e3d\u5206\uff1a25] please turn over to find questions in simplified characters225 240 255 270 285 300 315 330 345 360 375 390 405 420 435 450",
+            "6": "6 0509/12/m/j/19 \u00a9 ucles 2019 questions in simplified characters  \u8bf7\u56de\u7b54\u6240\u6709\u95ee\u9898\uff0c\u628a\u7b54\u6848\u5199\u5728\u8bd5\u5377\u4e0a\u3002 \u53ef\u4ee5\u7528\u7e41\u4f53\u5b57\u6216\u8005\u7b80\u4f53\u5b57\u56de\u7b54\u95ee\u9898\u3002 \u5728\u8003\u8bd5\u4e2d \u4e0d\u5141\u8bb8\u4f7f\u7528\u5b57\u5178\u3002 \u63d2\u9875\u4e0a\u7684\u662f\u9605\u8bfb\u77ed\u6587\u3002\u8003\u5b98 \u4e0d\u4f1a\u9605\u8bfb\u6216\u8005\u8bc4\u5224\u63d2\u9875\u3002 \u6bcf\u4e00\u9898\u6216\u8005\u6bcf\u4e00\u5c0f\u9898\u7684\u5206\u6570\u5728\u5176\u540e\u9762\u7684\u62ec\u53f7 [ ]\u91cc\u3002 \u7b2c\u4e00\u90e8\u5206 \u8bf7\u9605\u8bfb\u63d2\u9875\u4e0a\u7684 \u77ed\u6587\u4e00\uff0c\u7136\u540e\u5728\u8bd5\u5377\u4e0a\u56de\u7b54\u4ee5\u4e0b\u95ee\u9898\u3002\u603b\u5206 25\u5206\uff0c\u5176\u4e2d\u5185\u5bb9\u5360 20\u5206\uff0c\u8bed\u8a00\u7684 \u51c6\u786e\u6027\u5360 5\u5206\u3002 \u95ee\u9898  1  (a) \u201c\u6211\u201d\u5230\u7ad9\u4e0b\u8f66\u65f6\u7684\u5fc3\u60c5\u600e\u4e48\u6837\uff1f  ...  ... [2]  (b) \u662f\u4ec0\u4e48\u8ba9\u201c\u6211\u201d\u5fcd\u4e0d\u4f4f\u7aef\u8be6\u8d77\u95ee\u8def\u7684\u5973\u5b50\uff1f\u8bf7\u5217\u51fa\u4e09\u70b9\u3002  ...  ...  ... [3]  (c) \u4e3a\u4ec0\u4e48\u201c\u6211\u201d\u89c9\u5f97\u95ee\u8def\u5973\u5b50\u5230\u4e9a\u6d32\u751f\u6d3b\u4f1a\u5f88\u8270\u96be\uff1f  ...  ...  ... [3]",
+            "7": "7 0509/12/m/j/19 \u00a9 ucles 2019 [turn over  (d) \u7b2c\u4e94\u6bb5\u4e2d\uff0c\u95ee\u8def\u5973\u5b50\u7684\u54ea\u4e9b\u751f\u6d3b\u6001\u5ea6\u5e2e\u201c\u6211\u201d\u6446\u8131\u4e86\u56f0\u6270\uff1f\u8bf7\u5217\u51fa\u56db\u70b9\u3002         [4]  (e) \u6587\u7ae0\u6700\u540e\u5929\u6c14\u7684\u53d8\u5316\u8c61\u5f81\u4e86\u4ec0\u4e48\uff1f   [1]  (f) \u7efc\u5408\u5168\u6587\uff0c\u201c\u6211\u201d\u5bf9\u95ee\u8def\u5973\u5b50\u7684\u6001\u5ea6\u524d\u540e\u6709\u4ec0\u4e48\u53d8\u5316\uff1f         [4]  (g) \u4f5c\u8005\u901a\u8fc7\u7ec6\u8282\u63cf\u5199\u5851\u9020\u4e86\u95ee\u8def\u5973\u5b50\u6d3b\u6cfc\u723d\u6717\u7684\u6027\u683c\uff0c\u8bf7\u4ece\u6587\u4e2d\u627e\u51fa\u4e09\u4e2a\u4f8b\u5b50\u3002       [3] [\u603b\u5206\uff1a25]",
+            "8": "8 0509/12/m/j/19 \u00a9 ucles 2019 \u7b2c\u4e8c\u90e8\u5206 \u8bf7\u9605\u8bfb\u63d2\u9875\u4e0a\u7684 \u77ed\u6587\u4e8c\uff0c\u7136\u540e\u5728\u8bd5\u5377\u4e0a\u56de\u7b54\u7b2c\u4e8c\u9898\u3002\u603b\u5206 25\u5206\uff0c\u5176\u4e2d\u5185\u5bb9\u5360 15\u5206\uff0c\u7ec4\u7ec7\u7ed3\u6784 \u53605\u5206\uff0c\u8bed\u8a00\u7684\u51c6\u786e\u6027\u5360 5\u5206\u3002 \u95ee\u9898  2 \u6839\u636e\u63d2\u9875\u4e0a\u7684\u4e24\u7bc7\u6587\u7ae0\uff0c\u7528\u81ea\u5df1\u7684\u8bdd\u5c31\u4ee5\u4e0b\u4e24\u70b9\u8fdb\u884c\u603b\u7ed3\uff0c\u5199\u4e00\u7bc7\u77ed\u6587\uff1a  \u2013 \u4eba\u4eec\u5982\u4f55\u9762\u5bf9\u9009\u62e9  \u2013 \u600e\u6837\u83b7\u5f97\u6210\u529f \uff08\u5b57\u6570250\u5b57\u5de6\u53f3\uff09 \u8bf7\u628a\u6807\u70b9\u7b26\u53f7\u6807\u5728\u4e24\u4e2a\u65b9\u683c\u4e4b\u95f4\u3002 15 30 45 60 75 90 105 120 135 150 165 180 195 210",
+            "9": "9 0509/12/m/j/19 \u00a9 ucles 20199 [\u603b\u5206\uff1a25]225 240 255 270 285 300 315 330 345 360 375 390 405 420 435 450",
+            "10": "10 0509/12/m/j/19 \u00a9 ucles 2019 blank page",
+            "11": "11 0509/12/m/j/19 \u00a9 ucles 201911 blank page",
+            "12": "12 0509/12/m/j/19 \u00a9 ucles 2019 blank page permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. every reasonable  effort has been made by the publisher (ucles) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the publisher will be  pleased to make amends at the earliest possible opportunity. 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 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."
+        },
+        "0509_s19_qp_13.pdf": {
+            "1": "this document consists of 9 printed pages, 3 blank pages and 1 insert. nl 165100/2 \u00a9 ucles 2019  [turn overfirst language chinese  0509/13 paper 1  reading  may/june 2019  2 hours candidates answer on the question paper. no additional materials are required. read these instructions first write your centre number, candidate number and name in the spaces at the top of this page. write in dark blue or black pen. do not use staples, paper clips, glue or correction fluid. do not write in any barcodes. answer all questions in the spaces provided. the questions on this question paper are printed twice, once in traditional and once in simplified characters.  if you wish to read them in traditional characters, turn to page 2; if you wish to read them in simplified  characters, turn to page 6. y ou may write your answers in either traditional or simplified characters. dictionaries are not permitted. the insert contains the reading passages. the insert is not assessed by the examiner. the number of marks is given in brackets [  ] at the end of each question or part question. \u8acb\u5148\u95b1\u8b80\u4ee5\u4e0b\u8aaa\u660e \u8acb\u628a\u8003\u8a66\u4e2d\u5fc3\u7de8\u865f \u3001\u8003\u751f\u865f\u548c\u59d3\u540d\u5beb\u5728\u672c\u9801\u4e0a\u65b9\u7684\u7a7a\u683c\u4e2d \u3002 \u8acb\u7528\u6df1\u85cd\u8272\u6216\u8005\u9ed1\u8272\u7b46\u7b54\u5377 \u3002 \u8acb\u4e0d\u8981\u7528\u8a02\u66f8\u91d8 \u3001\u66f2\u5225\u91dd\u3001\u81a0\u6c34\u6216\u8005\u5857\u6539\u6db2 \u3002 \u8acb\u4e0d\u8981\u5728\u4efb\u4f55\u689d\u5f62\u78bc\u4e0a\u5857\u5beb\u5b57\u8de1 \u3002 \u8a66\u5377\u4e0a\u7684\u554f\u984c \uff0c\u6709\u7e41\u9ad4\u548c\u7c21\u9ad4\u5169\u7a2e\u7248\u672c \u3002\u82e5\u8981\u7e41\u9ad4\u5b57\u7248 \uff0c\u8acb\u7ffb\u5230\u7b2c\u4e8c\u9801 \u3002 \u8bf7\u5148\u9605\u8bfb\u4ee5\u4e0b\u8bf4\u660e \u8bf7\u628a\u8003\u8bd5\u4e2d\u5fc3\u7f16\u53f7\u3001\u8003\u751f\u53f7\u548c\u59d3\u540d\u5199\u5728\u672c\u9875\u4e0a\u65b9\u7684\u7a7a\u683c\u4e2d\u3002 \u8bf7\u7528\u6df1\u84dd\u8272\u6216\u8005\u9ed1\u8272\u7b14\u7b54\u5377\u3002 \u8bf7\u4e0d\u8981\u7528\u8ba2\u4e66\u9489\u3001\u66f2\u522b\u9488\u3001\u80f6\u6c34\u6216\u8005\u6d82\u6539\u6db2\u3002 \u8bf7\u4e0d\u8981\u5728\u4efb\u4f55\u6761\u5f62\u7801\u4e0a\u6d82\u5199\u5b57\u8ff9\u3002 \u8bd5\u5377\u4e0a\u7684\u95ee\u9898\uff0c\u6709\u7e41\u4f53\u548c\u7b80\u4f53\u4e24\u79cd\u7248\u672c\u3002\u82e5\u8981\u7b80\u4f53\u5b57\u7248\uff0c\u8bf7\u7ffb\u5230\u7b2c\u516d\u9875\u3002cambridge assessment international education cambridge international general certificate of secondary education *5934379001*",
+            "2": "2 0509/13/m/j/19 \u00a9 ucles 2019 questions in traditional characters  \u8acb\u56de\u7b54\u6240\u6709\u554f\u984c\uff0c\u628a\u7b54\u6848\u5beb\u5728\u8a66\u5377\u4e0a\u3002 \u53ef\u4ee5\u7528\u7e41\u9ad4\u5b57\u6216\u8005\u7c21\u9ad4\u5b57\u56de\u7b54\u554f\u984c\u3002 \u5728\u8003\u8a66\u4e2d \u4e0d\u5141\u8a31\u4f7f\u7528\u5b57\u5178\u3002 \u63d2\u9801\u4e0a\u7684\u662f\u95b1\u8b80\u77ed\u6587\u3002\u8003\u5b98 \u4e0d\u6703\u95b1\u8b80\u6216\u8005\u8a55\u5224\u63d2\u9801\u3002 \u6bcf\u4e00\u984c\u6216\u8005\u6bcf\u4e00\u5c0f\u984c\u7684\u5206\u6578\u5728\u5176\u5f8c\u9762\u7684\u62ec\u865f[  ]\u88cf\u3002 \u7b2c\u4e00\u90e8\u5206 \u8acb\u95b1\u8b80\u63d2\u9801\u4e0a\u7684 \u77ed\u6587\u4e00\uff0c\u7136\u5f8c\u5728\u8a66\u5377\u4e0a\u56de\u7b54\u4ee5\u4e0b\u554f\u984c\u3002\u7e3d\u5206 25\u5206\uff0c\u5176\u4e2d\u5167\u5bb9\u4f54 20\u5206\uff0c\u8a9e\u8a00\u7684 \u6e96\u78ba\u6027\u4f54 5\u5206\u3002 \u554f\u984c  1  (a) \u201c\u6211\u201d\u89ba\u5f97\u7236\u6bcd\u61c9\u8a72\u5982\u4f55\u76f8\u8655\u624d\u50cf\u771f\u6b63\u76f8\u611b\u7684\u4eba\uff1f     [2]  (b) \u6bcd\u89aa\u5f97\u77e5\u7236\u89aa\u5de5\u5ee0\u5012\u9589\u5f8c\u7684\u5fc3\u60c5\u662f\u600e\u6a23\u7684\uff1f     [2]  (c) \u6839\u64da\u7b2c\u4e8c\u6bb5\uff0c\u8aaa\u8aaa\u201c\u6211\u201d\u70ba\u4ec0\u9ebc\u89ba\u5f97\u5f88\u7121\u5948 \u3002   [1]  (d) \u56de\u8001\u5bb6\u5f8c\uff0c\u7236\u89aa\u7684\u5fc3\u614b\u548c\u751f\u6d3b\u767c\u751f\u4e86\u4e00\u4e9b\u8b8a\u5316\u3002\u8acb\u5f9e\u7b2c\u4e09\u6bb5\u4e2d\u627e\u51fa\u4e09\u9ede\u8aaa\u660e\u3002       [3]  (e) \u7b2c\u4e09\u6bb5\u4e2d\uff0c\u201c\u5728\u82b1\u5718\u9326\u7c07\u7684\u5915\u967d\u88e1\uff0c\u5169\u628a\u8001\u85e4\u6905\u4e26\u80a9\u6416\u7acb\u201d\u9019\u5e45\u756b\u9762\u8aaa\u660e\u4e86\u4ec0\u9ebc\uff1f     [2]",
+            "3": "3 0509/13/m/j/19 \u00a9 ucles 2019 [turn over3 [turn over (f) \u7b2c\u56db\u6bb5\u4e2d\uff0c\u54ea\u4e9b \u77ed\u8a9e\u8868\u73fe\u4e86\u7236\u6bcd\u7684\u6df1\u60c5\uff1f         [4]  (g) \u901a\u8b80\u5168\u6587\uff0c\u201c\u6211\u201d\u5c0d\u611b\u60c5\u7684\u7406\u89e3\u767c\u751f\u4e86\u54ea\u4e9b\u8b8a\u5316\uff1f     [2]  (h) \u6839\u64da\u5168\u6587\uff0c\u600e\u6a23\u770b\u51fa\u7236\u6bcd\u7684\u611b\u60c5\u662f\u7121\u8a00\u7684\uff1f         [4] [\u7e3d\u5206\uff1a25]",
+            "4": "4 0509/13/m/j/19 \u00a9 ucles 2019 \u7b2c\u4e8c\u90e8\u5206 \u8acb\u95b1\u8b80\u63d2\u9801\u4e0a\u7684 \u77ed\u6587\u4e8c\uff0c\u7136\u5f8c\u5728\u8a66\u5377\u4e0a\u56de\u7b54\u7b2c\u4e8c\u984c\u3002\u7e3d\u5206 25\u5206\uff0c\u5176\u4e2d\u5167\u5bb9\u4f54 15\u5206\uff0c\u7d44\u7e54\u7d50\u69cb \u4f545\u5206\uff0c\u8a9e\u8a00\u7684\u6e96\u78ba\u6027\u4f54 5\u5206\u3002 \u554f\u984c  2 \u6839\u64da\u63d2\u9801\u4e0a\u7684\u5169\u7bc7\u6587\u7ae0\uff0c\u7528\u81ea\u5df1\u7684\u8a71\u5c31\u4ee5\u4e0b\u5169\u9ede\u9032\u884c\u7e3d\u7d50\uff0c\u5beb\u4e00\u7bc7\u77ed\u6587\uff1a   \u2013 \u611b\u60c5\u7684\u4e0d\u540c\u8868\u73fe\u65b9\u5f0f   \u2013 \u5728\u611b\u60c5\u4e2d\uff0c\u4eba\u5011\u61c9\u8a72\u600e\u6a23\u5c0d\u5f85\u5c0d\u65b9 \uff08\u5b57\u6578 250 \u5b57\u5de6\u53f3\uff09 15 30 45 60 75 90 105 120 135 150 165 180 195 210\u8acb\u628a\u6a19\u9ede\u7b26\u865f\u6a19\u5728\u5169\u500b\u65b9\u683c\u4e4b\u9593\u3002",
+            "5": "5 0509/13/m/j/19 \u00a9 ucles 2019 [turn over [\u7e3d\u5206\uff1a25] please turn over to find questions in simplified characters225 240 255 270 285 300 315 330 345 360 375 390 405 420 435 450",
+            "6": "6 0509/13/m/j/19 \u00a9 ucles 2019 questions in simplified characters  \u8bf7\u56de\u7b54\u6240\u6709\u95ee\u9898\uff0c\u628a\u7b54\u6848\u5199\u5728\u8bd5\u5377\u4e0a\u3002 \u53ef\u4ee5\u7528\u7e41\u4f53\u5b57\u6216\u8005\u7b80\u4f53\u5b57\u56de\u7b54\u95ee\u9898\u3002 \u5728\u8003\u8bd5\u4e2d \u4e0d\u5141\u8bb8\u4f7f\u7528\u5b57\u5178\u3002 \u63d2\u9875\u4e0a\u7684\u662f\u9605\u8bfb\u77ed\u6587\u3002\u8003\u5b98 \u4e0d\u4f1a\u9605\u8bfb\u6216\u8005\u8bc4\u5224\u63d2\u9875\u3002 \u6bcf\u4e00\u9898\u6216\u8005\u6bcf\u4e00\u5c0f\u9898\u7684\u5206\u6570\u5728\u5176\u540e\u9762\u7684\u62ec\u53f7[  ]\u91cc\u3002 \u7b2c\u4e00\u90e8\u5206 \u8bf7\u9605\u8bfb\u63d2\u9875\u4e0a\u7684 \u77ed\u6587\u4e00\uff0c\u7136\u540e\u5728\u8bd5\u5377\u4e0a\u56de\u7b54\u4ee5\u4e0b\u95ee\u9898\u3002\u603b\u5206 25\u5206\uff0c\u5176\u4e2d\u5185\u5bb9\u5360 20\u5206\uff0c\u8bed\u8a00\u7684 \u51c6\u786e\u6027\u5360 5\u5206\u3002 \u95ee\u9898  1  (a) \u201c\u6211\u201d\u89c9\u5f97\u7236\u6bcd\u5e94\u8be5\u5982\u4f55\u76f8\u5904\u624d\u50cf\u771f\u6b63\u76f8\u7231\u7684\u4eba\uff1f  ...  ... [2]  (b) \u6bcd\u4eb2\u5f97\u77e5\u7236\u4eb2\u5de5\u5382\u5012\u95ed\u540e\u7684\u5fc3\u60c5\u662f\u600e\u6837\u7684\uff1f  ...  ... [2]  (c) \u6839\u636e\u7b2c\u4e8c\u6bb5\uff0c\u8bf4\u8bf4\u201c\u6211\u201d\u4e3a\u4ec0\u4e48\u89c9\u5f97\u5f88\u65e0\u5948\u3002  ... [1]  (d) \u56de\u8001\u5bb6\u540e\uff0c\u7236\u4eb2\u7684\u5fc3\u6001\u548c\u751f\u6d3b\u53d1\u751f\u4e86\u4e00\u4e9b\u53d8\u5316\u3002\u8bf7\u4ece\u7b2c\u4e09\u6bb5\u4e2d\u627e\u51fa\u4e09\u70b9\u8bf4\u660e\u3002  ...  ...  ... [3]  (e) \u7b2c\u4e09\u6bb5\u4e2d\uff0c\u201c\u5728\u82b1\u56e2\u9526\u7c07\u7684\u5915\u9633\u91cc\uff0c\u4e24\u628a\u8001\u85e4\u6905\u5e76\u80a9\u6447\u7acb\u201d\u8fd9\u5e45\u753b\u9762\u8bf4\u660e\u4e86\u4ec0\u4e48\uff1f  ...  ... [2]",
+            "7": "7 0509/13/m/j/19 \u00a9 ucles 2019 [turn over  (f) \u7b2c\u56db\u6bb5\u4e2d\uff0c\u54ea\u4e9b \u77ed\u8bed\u8868\u73b0\u4e86\u7236\u6bcd\u7684\u6df1\u60c5\uff1f         [4]  (g) \u901a\u8bfb\u5168\u6587\uff0c\u201c\u6211\u201d\u5bf9\u7231\u60c5\u7684\u7406\u89e3\u53d1\u751f\u4e86\u54ea\u4e9b\u53d8\u5316\uff1f     [2]  (h) \u6839\u636e\u5168\u6587\uff0c\u600e\u6837\u770b\u51fa\u7236\u6bcd\u7684\u7231\u60c5\u662f\u65e0\u8a00\u7684\uff1f         [4] [\u603b\u5206\uff1a25] [turn over",
+            "8": "8 0509/13/m/j/19 \u00a9 ucles 2019 \u7b2c\u4e8c\u90e8\u5206 \u8bf7\u9605\u8bfb\u63d2\u9875\u4e0a\u7684 \u77ed\u6587\u4e8c\uff0c\u7136\u540e\u5728\u8bd5\u5377\u4e0a\u56de\u7b54\u7b2c\u4e8c\u9898\u3002\u603b\u5206 25\u5206\uff0c\u5176\u4e2d\u5185\u5bb9\u5360 15\u5206\uff0c\u7ec4\u7ec7\u7ed3\u6784 \u53605\u5206\uff0c\u8bed\u8a00\u7684\u51c6\u786e\u6027\u5360 5\u5206\u3002 \u95ee\u9898  2 \u6839\u636e\u63d2\u9875\u4e0a\u7684\u4e24\u7bc7\u6587\u7ae0\uff0c\u7528\u81ea\u5df1\u7684\u8bdd\u5c31\u4e0b\u9762\u4e24\u70b9\u8fdb\u884c\u603b\u7ed3\uff0c\u5199\u4e00\u7bc7\u77ed\u6587\uff1a   \u2013 \u7231\u60c5\u7684\u4e0d\u540c\u8868\u73b0\u65b9\u5f0f   \u2013 \u5728\u7231\u60c5\u4e2d\uff0c\u4eba\u4eec\u5e94\u8be5\u600e\u6837\u5bf9\u5f85\u5bf9\u65b9 \uff08\u5b57\u6570 250 \u5b57\u5de6\u53f3\uff09 15 30 45 60 75 90 105 120 135 150 165 180 195 210\u8bf7\u628a\u6807\u70b9\u7b26\u53f7\u6807\u5728\u4e24\u4e2a\u65b9\u683c\u4e4b\u95f4\u3002",
+            "9": "9 0509/13/m/j/19 \u00a9 ucles 20199 [\u603b\u5206\uff1a 25]225 240 255 270 285 300 315 330 345 360 375 390 405 420 435 450",
+            "10": "10 0509/13/m/j/19 \u00a9 ucles 2019 blank page",
+            "11": "11 0509/13/m/j/19 \u00a9 ucles 201911 blank page",
+            "12": "12 0509/13/m/j/19 \u00a9 ucles 2019 blank page permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. every reasonable  effort has been made by the publisher (ucles) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the publisher will  be pleased to make amends at the earliest possible opportunity. 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 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."
+        },
+        "0509_s19_qp_21.pdf": {
+            "1": "read these instructions first write your centre number, candidate number and name in the spaces at the top of this page.   write in dark blue or black pen.   do not use staples, paper clips, glue or correction fluid.   do not write in any barcodes. the essay titles on this question paper are printed twice, once in traditional and once in simplified characters.  if you wish to read the essay titles in traditional characters, turn to page 2; if you wish to read the essay titles  in simplified characters, turn to page 3. answer one question in the space provided.   y ou should write between 400 and 600 characters.   all questions in this paper carry equal marks. \u8bf7\u5148\u9605\u8bfb\u4ee5\u4e0b\u8bf4\u660e \u8bf7\u628a\u8003\u8bd5\u4e2d\u5fc3\u7f16\u53f7\u3001\u8003\u751f\u53f7\u548c\u59d3\u540d\u5199\u5728\u672c\u9875\u4e0a\u65b9\u7684\u7a7a\u683c\u4e2d\u3002 \u8bf7\u7528\u6df1\u84dd\u8272\u6216\u8005\u9ed1\u8272\u7b14\u7b54\u5377\u3002 \u8bf7\u4e0d\u8981\u7528\u8ba2\u4e66\u9489\u3001\u66f2\u522b\u9488\u3001\u80f6\u6c34\u6216\u8005\u6d82\u6539\u6db2\u3002 \u8bf7\u4e0d\u8981\u5728\u4efb\u4f55\u6761\u5f62\u7801\u4e0a\u6d82\u5199\u5b57\u8ff9\u3002 \u8bd5\u5377\u4e0a\u7684\u95ee\u9898\u6709\u7e41\u4f53\u548c\u7b80\u4f53\u4e24\u79cd\u7248\u672c\u3002\u82e5\u8981\u7e41\u4f53\u5b57\u7248\uff0c\u8bf7\u7ffb\u5230\u7b2c 2 \u9875\uff1b\u82e5\u8981\u7b80\u4f53\u5b57\u7248\uff0c\u8bf7\u7ffb\u5230\u7b2c 3 \u9875\u3002 \u8bf7\u9009\u4e00\u9898\uff0c\u5e76\u5728\u7a7a\u683c\u5167\u7b54\u9898\u3002\u6587\u7ae0\u5b57\u6570\u5e94\u5728 400 \u5230 600 \u5b57\u4e4b\u95f4\u3002\u6240\u6709\u9898\u76ee\u5206\u503c\u76f8\u540c\u3002 \u8acb\u5148\u95b1\u8b80\u4ee5\u4e0b\u8aaa\u660e \u8acb\u628a\u8003\u8a66\u4e2d\u5fc3\u7de8\u865f\u3001\u8003\u751f\u865f\u548c\u59d3\u540d\u5beb\u5728\u672c\u9801\u4e0a\u65b9\u7684\u7a7a\u683c\u4e2d\u3002 \u8acb\u7528\u6df1\u85cd\u8272\u6216\u8005\u9ed1\u8272\u7b46\u7b54\u5377\u3002 \u8acb\u4e0d\u8981\u7528\u8a02\u66f8\u91d8\u3001\u66f2\u5225\u91dd\u3001\u81a0\u6c34\u6216\u8005\u5857\u6539\u6db2\u3002 \u8acb\u4e0d\u8981\u5728\u4efb\u4f55\u689d\u5f62\u78bc\u4e0a\u5857\u5beb\u5b57\u8de1\u3002 \u8a66\u5377\u4e0a\u7684\u554f\u984c\u6709\u7e41\u9ad4\u548c\u7c21\u9ad4\u5169\u7a2e\u7248\u672c\u3002\u82e5\u8981\u7e41\u9ad4\u5b57\u7248\uff0c\u8acb\u7ffb\u5230\u7b2c  2 \u9801\uff1b\u82e5\u8981\u7c21\u9ad4\u5b57\u7248\uff0c\u8acb\u7ffb\u5230\u7b2c  3 \u9801\u3002 \u8acb\u9078\u4e00\u984c\uff0c\u4e26\u5728\u7a7a\u683c\u5167\u7b54\u984c\u3002\u6587\u7ae0\u5b57\u6578\u61c9\u5728 400 \u5230 600 \u5b57\u4e4b\u9593\u3002\u6240\u6709\u984c\u76ee\u5206\u503c\u76f8\u540c\u3002first language chinese  0509/21 paper 2  writing  may/june 2019   1 hour 15 minutes candidates answer on the question paper. no additional materials are required. this document consists of 5 printed pages and 3 blank pages. nl 164035/1 \u00a9 ucles 2019  [turn overcambridge assessment international education cambridge international general certificate of secondary education *6021746374*",
+            "2": "0509/21/m/j/192 \u00a9 ucles 2019 essay questions in traditional characters \u8acb\u9078\u4e00\u984c\uff0c\u4e26\u5728\u7a7a\u683c\u5167\u7b54\u984c\u3002\u8acb\u5beb\u4e00\u7bc7 400 \u5230 600 \u5b57\u7684\u6587\u7ae0\u3002 \u7b2c\u4e00\u90e8\u5206\uff1a\u8b70\u8ad6 1 \u8ac7\u8ac7\u628a\u96fb\u8166\u8ab2\u5217\u70ba\u5fc5\u4fee\u8ab2\u7684 \u5229\u8207\u5f0a\u3002 2 \u505a\u4e00\u500b\u5faa\u898f\u8e48\u77e9\u7684\u4eba\u6709\u4ec0\u9ebc \u597d\u8655\u548c\u58de\u8655\uff1f 3 \u201c\u4e0a\u5927\u5b78\u61c9\u8a72\u662f\u514d\u8cbb\u7684\u201d\u3002\u4f60\u70ba\u4ec0\u9ebc\u540c\u610f \u6216\u8005\u4e0d\u540c\u610f\u9019\u500b\u8aaa\u6cd5\uff1f 4 \u201c\u4eba\u4e0d\u8981\u7e3d\u662f\u77e5\u96e3\u800c\u4e0a\uff0c\u4e5f\u8981\u5b78\u6703\u7e5e\u9053\u800c\u884c\u201d\u3002\u4f60\u70ba\u4ec0\u9ebc\u540c\u610f \u6216\u8005\u4e0d\u540c\u610f\u9019\u500b\u8aaa\u6cd5\uff1f \u7b2c\u4e8c\u90e8\u5206\uff1a\u63cf\u5beb\u8207\u6558\u8ff0 5 \u4f60\u5728\u4e00\u8f1b\u64c1\u64e0\u7684\u516c\u4ea4\u8eca\u4e0a\uff0c\u63cf\u5beb\u7576\u6642\u7684\u5834\u666f\u548c\u4f60\u7684\u611f\u53d7\u3002 6 \u4f60\u548c\u670b\u53cb\u5728\u9910\u5ef3\u5403\u98ef\uff0c\u63cf\u5beb\u98df\u7269\u7684\u8272\u9999\u5473\u3002 7 \u6558\u8ff0\u4f60\u53c3\u89c0\u85dd\u8853\u7bc0\u7684\u4e00\u6b21\u7d93\u6b77\u3002 8 \u4ee5\u201c\u8b93\u6211\u751f\u6c23\u7684\u4e00\u4ef6\u4e8b\u201d\u70ba\u984c\uff0c\u5beb\u4e00\u500b\u6545\u4e8b\u3002",
+            "3": "0509/21/m/j/193 \u00a9 ucles 2019 essay questions in simplified characters \u8bf7\u9009\u4e00\u9898\uff0c\u5e76\u5728\u7a7a\u683c\u5167\u7b54\u9898\u3002\u8bf7\u5199\u4e00\u7bc7 400 \u5230 600 \u5b57\u7684\u6587\u7ae0\u3002 \u7b2c\u4e00\u90e8\u5206\uff1a\u8bae\u8bba 1 \u8c08\u8c08\u628a\u7535\u8111\u8bfe\u5217\u4e3a\u5fc5\u4fee\u8bfe\u7684 \u5229\u4e0e\u5f0a\u3002 2 \u505a\u4e00\u4e2a\u5faa\u89c4\u8e48\u77e9\u7684\u4eba\u6709\u4ec0\u4e48 \u597d\u5904\u548c\u574f\u5904\uff1f 3 \u201c\u4e0a\u5927\u5b66\u5e94\u8be5\u662f\u514d\u8d39\u7684\u201d\u3002\u4f60\u4e3a\u4ec0\u4e48\u540c\u610f \u6216\u8005\u4e0d\u540c\u610f\u8fd9\u4e2a\u8bf4\u6cd5\uff1f 4 \u201c\u4eba\u4e0d\u8981\u603b\u662f\u77e5\u96be\u800c\u4e0a\uff0c\u4e5f\u8981\u5b66\u4f1a\u7ed5\u9053\u800c\u884c\u201d\u3002\u4f60\u4e3a\u4ec0\u4e48\u540c\u610f \u6216\u8005\u4e0d\u540c\u610f\u8fd9\u4e2a\u8bf4\u6cd5\uff1f \u7b2c\u4e8c\u90e8\u5206\uff1a\u63cf\u5199\u4e0e\u53d9\u8ff0 5 \u4f60\u5728\u4e00\u8f86\u62e5\u6324\u7684\u516c\u4ea4\u8f66\u4e0a\uff0c\u63cf\u5199\u5f53\u65f6\u7684\u573a\u666f\u548c\u4f60\u7684\u611f\u53d7\u3002  6 \u4f60\u548c\u670b\u53cb\u5728\u9910\u5385\u5403\u996d\uff0c\u63cf\u5199\u98df\u7269\u7684\u8272\u9999\u5473\u3002 7 \u53d9\u8ff0\u4f60\u53c2\u89c2\u827a\u672f\u8282\u7684\u4e00\u6b21\u7ecf\u5386\u3002 8 \u4ee5\u201c\u8ba9\u6211\u751f\u6c14\u7684\u4e00\u4ef6\u4e8b\u201d\u4e3a\u9898\uff0c\u5199\u4e00\u4e2a\u6545\u4e8b\u3002 [turn over",
+            "4": "0509/21/m/j/194 \u00a9 ucles 2019 \u8acb\u628a\u6240\u9078\u4f5c\u6587\u984c\u865f\u5beb\u5728\u9019\u88e1 / \u8bf7\u628a\u6240\u9009\u4f5c\u6587\u9898\u53f7\u5199\u5728\u8fd9\u91cc : 100 200 300",
+            "5": "0509/21/m/j/195 \u00a9 ucles 2019 400 500 600 700",
+            "6": "0509/21/m/j/196 \u00a9 ucles 2019 blank page",
+            "7": "0509/21/m/j/197 \u00a9 ucles 2019 blank page",
+            "8": "0509/21/m/j/198 \u00a9 ucles 2019 blank page permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. every reasonable  effort has been made by the publisher (ucles) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the publisher will  be pleased to make amends at the earliest possible opportunity. 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 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."
+        },
+        "0509_s19_qp_22.pdf": {
+            "1": "read these instructions first write your centre number, candidate number and name in the spaces at the top of this page.   write in dark blue or black pen.   do not use staples, paper clips, glue or correction fluid.   do not write in any barcodes. the essay titles on this question paper are printed twice, once in traditional and once in simplified characters.  if you wish to read the essay titles in traditional characters, turn to page 2; if you wish to read the essay titles  in simplified characters, turn to page 3. answer one question in the space provided.   y ou should write between 400 and 600 characters.   all questions in this paper carry equal marks. \u8bf7\u5148\u9605\u8bfb\u4ee5\u4e0b\u8bf4\u660e \u8bf7\u628a\u8003\u8bd5\u4e2d\u5fc3\u7f16\u53f7\u3001\u8003\u751f\u53f7\u548c\u59d3\u540d\u5199\u5728\u672c\u9875\u4e0a\u65b9\u7684\u7a7a\u683c\u4e2d\u3002 \u8bf7\u7528\u6df1\u84dd\u8272\u6216\u8005\u9ed1\u8272\u7b14\u7b54\u5377\u3002 \u8bf7\u4e0d\u8981\u7528\u8ba2\u4e66\u9489\u3001\u66f2\u522b\u9488\u3001\u80f6\u6c34\u6216\u8005\u6d82\u6539\u6db2\u3002 \u8bf7\u4e0d\u8981\u5728\u4efb\u4f55\u6761\u5f62\u7801\u4e0a\u6d82\u5199\u5b57\u8ff9\u3002 \u8bd5\u5377\u4e0a\u7684\u95ee\u9898\u6709\u7e41\u4f53\u548c\u7b80\u4f53\u4e24\u79cd\u7248\u672c\u3002\u82e5\u8981\u7e41\u4f53\u5b57\u7248\uff0c\u8bf7\u7ffb\u5230\u7b2c 2 \u9875\uff1b\u82e5\u8981\u7b80\u4f53\u5b57\u7248\uff0c\u8bf7\u7ffb\u5230\u7b2c 3 \u9875\u3002 \u8bf7\u9009\u4e00\u9898\uff0c\u5e76\u5728\u7a7a\u683c\u5167\u7b54\u9898\u3002\u6587\u7ae0\u5b57\u6570\u5e94\u5728 400 \u5230 600 \u5b57\u4e4b\u95f4\u3002\u6240\u6709\u9898\u76ee\u5206\u503c\u76f8\u540c\u3002 \u8acb\u5148\u95b1\u8b80\u4ee5\u4e0b\u8aaa\u660e \u8acb\u628a\u8003\u8a66\u4e2d\u5fc3\u7de8\u865f\u3001\u8003\u751f\u865f\u548c\u59d3\u540d\u5beb\u5728\u672c\u9801\u4e0a\u65b9\u7684\u7a7a\u683c\u4e2d\u3002 \u8acb\u7528\u6df1\u85cd\u8272\u6216\u8005\u9ed1\u8272\u7b46\u7b54\u5377\u3002 \u8acb\u4e0d\u8981\u7528\u8a02\u66f8\u91d8\u3001\u66f2\u5225\u91dd\u3001\u81a0\u6c34\u6216\u8005\u5857\u6539\u6db2\u3002 \u8acb\u4e0d\u8981\u5728\u4efb\u4f55\u689d\u5f62\u78bc\u4e0a\u5857\u5beb\u5b57\u8de1\u3002 \u8a66\u5377\u4e0a\u7684\u554f\u984c\u6709\u7e41\u9ad4\u548c\u7c21\u9ad4\u5169\u7a2e\u7248\u672c\u3002\u82e5\u8981\u7e41\u9ad4\u5b57\u7248\uff0c\u8acb\u7ffb\u5230\u7b2c  2 \u9801\uff1b\u82e5\u8981\u7c21\u9ad4\u5b57\u7248\uff0c\u8acb\u7ffb\u5230\u7b2c  3 \u9801\u3002 \u8acb\u9078\u4e00\u984c\uff0c\u4e26\u5728\u7a7a\u683c\u5167\u7b54\u984c\u3002\u6587\u7ae0\u5b57\u6578\u61c9\u5728 400 \u5230 600 \u5b57\u4e4b\u9593\u3002\u6240\u6709\u984c\u76ee\u5206\u503c\u76f8\u540c\u3002first language chinese  0509/22 paper 2  writing  may/june 2019   1 hour 15 minutes candidates answer on the question paper. no additional materials are required. this document consists of 5 printed pages and 3 blank pages. nl 164046/2 \u00a9 ucles 2019  [turn overcambridge assessment international education cambridge international general certificate of secondary education *5782027565*",
+            "2": "0509/22/m/j/192 \u00a9 ucles 2019 essay questions in traditional characters \u8acb\u9078\u4e00\u984c\uff0c\u4e26\u5728\u7a7a\u683c\u5167\u7b54\u984c\u3002\u8acb\u5beb\u4e00\u7bc7 400 \u5230 600 \u5b57\u7684\u6587\u7ae0\u3002 \u7b2c\u4e00\u90e8\u5206\uff1a\u8b70\u8ad6 1 \u73fe\u5728\u6709\u5f88\u591a\u7236\u6bcd\u9001\u5b69\u5b50\u51fa\u570b\u7559\u5b78\u3002\u8ac7\u4e00\u8ac7\u51fa\u570b\u7559\u5b78\u7684 \u597d\u8655\u548c\u58de\u8655\u3002 2 \u8ac7\u8ac7\u52e4\u5109\u7684 \u597d\u8655\u548c\u58de\u8655\u3002 3 \u6709\u4eba\u8aaa\uff1a\u201c\u73fe\u5728\u7684\u5e74\u8f15\u4eba\u82b1\u592a\u591a\u6642\u9593\u7167\u93e1\u5b50\u3002\u201d\u4f60\u540c\u610f \u6216\u8005\u4e0d\u540c\u610f\u9019\u500b\u8aaa\u6cd5\u3002 4 \u201c\u4e16\u754c\u4e0a\u6c92\u6709\u5b8c\u7f8e\u7684\u4eba\u751f\u201d\u3002\u4f60\u540c\u610f \u6216\u8005\u4e0d\u540c\u610f\u9019\u500b\u89c0\u9ede\u3002 \u7b2c\u4e8c\u90e8\u5206\uff1a\u63cf\u5beb\u8207\u6558\u8ff0 5 \u6625\u7bc0\u5feb\u5230\u4e86\uff0c\u4f60\u5728\u5e74\u8ca8\u5e02\u5834\u8cfc\u7269\u3002\u63cf\u5beb\u5e02\u5834\u4e0a\u7199\u7199\u6518\u6518\u7684\u5834\u9762\u548c\u6c23\u6c1b\u3002 6 \u63cf\u5beb\u4f60\u6700\u7406\u60f3\u7684\u81e5\u5ba4 7 \u6558\u8ff0\u4f60\u53bb\u904a\u6a02\u5834\u7684\u4e00\u6b21\u7d93\u6b77 8  \u201c\u7576\u6211\u628a\u9580\u6253\u958b\u7684\u90a3\u4e00\u77ac \u9593\uff0c\u6211\u77e5\u9053\u6211\u7684\u547d\u904b\u5c07\u5f9e\u6b64\u6539\u8b8a\u2026\u2026\u201d\u3002\u7528\u9019\u53e5\u8a71\u70ba\u958b\u7aef\uff0c\u5beb\u4e00\u500b  \u6545\u4e8b\u3002",
+            "3": "0509/22/m/j/193 \u00a9 ucles 2019 essay questions in simplified characters \u8bf7\u9009\u4e00\u9898\uff0c\u5e76\u5728\u7a7a\u683c\u5167\u7b54\u9898\u3002\u8bf7\u5199\u4e00\u7bc7 400 \u5230 600 \u5b57\u7684\u6587\u7ae0\u3002 \u7b2c\u4e00\u90e8\u5206\uff1a\u8bae\u8bba 1 \u73b0\u5728\u6709\u5f88\u591a\u7236\u6bcd\u9001\u5b69\u5b50\u51fa\u56fd\u7559\u5b66\u3002\u8c08\u4e00\u8c08\u51fa\u56fd\u7559\u5b66\u7684 \u597d\u5904\u548c\u574f\u5904\u3002 2 \u8c08\u8c08\u52e4\u4fed\u7684 \u597d\u5904\u548c\u574f\u5904\u3002 3 \u6709\u4eba\u8bf4\uff1a\u201c\u73b0\u5728\u7684\u5e74\u8f7b\u4eba\u82b1\u592a\u591a\u65f6\u95f4\u7167\u955c\u5b50\u3002\u201d\u4f60\u540c\u610f \u6216\u8005\u4e0d\u540c\u610f\u8fd9\u4e2a\u8bf4\u6cd5\u3002 4 \u201c\u4e16\u754c\u4e0a\u6ca1\u6709\u5b8c\u7f8e\u7684\u4eba\u751f\u201d\u3002\u4f60\u540c\u610f \u6216\u8005\u4e0d\u540c\u610f\u8fd9\u4e2a\u89c2\u70b9\u3002 \u7b2c\u4e8c\u90e8\u5206\uff1a\u63cf\u5199\u4e0e\u53d9\u8ff0 5 \u6625\u8282\u5feb\u5230\u4e86\uff0c\u4f60\u5728\u5e74\u8d27\u5e02\u573a\u8d2d\u7269\u3002\u63cf\u5199\u5e02\u573a\u4e0a\u7199\u7199\u6518\u6518\u7684\u573a\u9762\u548c\u6c14\u6c1b\u3002 6 \u63cf\u5199\u4f60\u6700\u7406\u60f3\u7684\u5367\u5ba4 7 \u53d9\u8ff0\u4f60\u53bb\u6e38\u4e50\u573a\u7684\u4e00\u6b21\u7ecf\u5386 8  \u201c\u5f53\u6211\u628a\u95e8\u6253\u5f00\u7684\u90a3\u4e00\u77ac\u95f4\uff0c\u6211\u77e5\u9053\u6211\u7684\u547d\u8fd0\u5c06\u4ece\u6b64\u6539\u53d8\u2026\u2026\u201d\u3002\u7528\u8fd9\u53e5\u8bdd\u4e3a\u5f00\u7aef\uff0c\u5199\u4e00\u4e2a  \u6545\u4e8b\u3002 [turn over",
+            "4": "0509/22/m/j/194 \u00a9 ucles 2019 \u8acb\u628a\u6240\u9078\u4f5c\u6587\u984c\u865f\u5beb\u5728\u9019\u88e1 / \u8bf7\u628a\u6240\u9009\u4f5c\u6587\u9898\u53f7\u5199\u5728\u8fd9\u91cc : 100 200 300",
+            "5": "0509/22/m/j/195 \u00a9 ucles 2019 400 500 600 700",
+            "6": "0509/22/m/j/196 \u00a9 ucles 2019 blank page",
+            "7": "0509/22/m/j/197 \u00a9 ucles 2019 blank page",
+            "8": "0509/22/m/j/198 \u00a9 ucles 2019 blank page permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. every reasonable  effort has been made by the publisher (ucles) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the publisher will  be pleased to make amends at the earliest possible opportunity. 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 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."
+        },
+        "0509_s19_qp_23.pdf": {
+            "1": "read these instructions first write your centre number, candidate number and name in the spaces at the top of this page.   write in dark blue or black pen.   do not use staples, paper clips, glue or correction fluid.   do not write in any barcodes. the essay titles on this question paper are printed twice, once in traditional and once in simplified characters.  if you wish to read the essay titles in traditional characters, turn to page 2; if you wish to read the essay  titles in simplified characters, turn to page 3. answer one question in the space provided.   y ou should write between 400 and 600 characters.   all questions in this paper carry equal marks. \u8bf7\u5148\u9605\u8bfb\u4ee5\u4e0b\u8bf4\u660e \u8bf7\u628a\u8003\u8bd5\u4e2d\u5fc3\u7f16\u53f7\u3001\u8003\u751f\u53f7\u548c\u59d3\u540d\u5199\u5728\u672c\u9875\u4e0a\u65b9\u7684\u7a7a\u683c\u4e2d\u3002 \u8bf7\u7528\u6df1\u84dd\u8272\u6216\u8005\u9ed1\u8272\u7b14\u7b54\u5377\u3002 \u8bf7\u4e0d\u8981\u7528\u8ba2\u4e66\u9489\u3001\u66f2\u522b\u9488\u3001\u80f6\u6c34\u6216\u8005\u6d82\u6539\u6db2\u3002 \u8bf7\u4e0d\u8981\u5728\u4efb\u4f55\u6761\u5f62\u7801\u4e0a\u6d82\u5199\u5b57\u8ff9\u3002 \u8bd5\u5377\u4e0a\u7684\u95ee\u9898\u6709\u7e41\u4f53\u548c\u7b80\u4f53\u4e24\u79cd\u7248\u672c\u3002\u82e5\u8981\u7e41\u4f53\u5b57\u7248\uff0c\u8bf7\u7ffb\u5230\u7b2c 2 \u9875\uff1b\u82e5\u8981\u7b80\u4f53\u5b57\u7248\uff0c\u8bf7\u7ffb\u5230\u7b2c 3 \u9875\u3002 \u8bf7\u9009\u4e00\u9898\uff0c\u5e76\u5728\u7a7a\u683c\u5167\u7b54\u9898\u3002\u6587\u7ae0\u5b57\u6570\u5e94\u5728 400 \u5230 600 \u5b57\u4e4b\u95f4\u3002\u6240\u6709\u9898\u76ee\u5206\u503c\u76f8\u540c\u3002 \u8acb\u5148\u95b1\u8b80\u4ee5\u4e0b\u8aaa\u660e \u8acb\u628a\u8003\u8a66\u4e2d\u5fc3\u7de8\u865f\u3001\u8003\u751f\u865f\u548c\u59d3\u540d\u5beb\u5728\u672c\u9801\u4e0a\u65b9\u7684\u7a7a\u683c\u4e2d\u3002 \u8acb\u7528\u6df1\u85cd\u8272\u6216\u8005\u9ed1\u8272\u7b46\u7b54\u5377\u3002 \u8acb\u4e0d\u8981\u7528\u8a02\u66f8\u91d8\u3001\u66f2\u5225\u91dd\u3001\u81a0\u6c34\u6216\u8005\u5857\u6539\u6db2\u3002 \u8acb\u4e0d\u8981\u5728\u4efb\u4f55\u689d\u5f62\u78bc\u4e0a\u5857\u5beb\u5b57\u8de1\u3002 \u8a66\u5377\u4e0a\u7684\u554f\u984c\u6709\u7e41\u9ad4\u548c\u7c21\u9ad4\u5169\u7a2e\u7248\u672c\u3002\u82e5\u8981\u7e41\u9ad4\u5b57\u7248\uff0c\u8acb\u7ffb\u5230\u7b2c  2 \u9801\uff1b\u82e5\u8981\u7c21\u9ad4\u5b57\u7248\uff0c\u8acb\u7ffb\u5230\u7b2c  3 \u9801\u3002 \u8acb\u9078\u4e00\u984c\uff0c\u4e26\u5728\u7a7a\u683c\u5167\u7b54\u984c\u3002\u6587\u7ae0\u5b57\u6578\u61c9\u5728 400 \u5230 600 \u5b57\u4e4b\u9593\u3002\u6240\u6709\u984c\u76ee\u5206\u503c\u76f8\u540c\u3002first language chinese  0509/23 paper 2  writing  may/june 2019   1 hour 15 minutes candidates answer on the question paper. no additional materials are required. this document consists of 5 printed pages and 3 blank pages. nl 164037/2 \u00a9 ucles 2019  [turn overcambridge assessment international education cambridge international general certificate of secondary education *2290900773*",
+            "2": "0509/23/m/j/192 \u00a9 ucles 2019 essay questions in traditional characters \u8acb\u9078\u4e00\u984c\uff0c\u4e26\u5728\u7a7a\u683c\u5167\u7b54\u984c\u3002\u8acb\u5beb\u4e00\u7bc7 400 \u5230 600 \u5b57\u7684\u6587\u7ae0\u3002 \u7b2c\u4e00\u90e8\u5206\uff1a\u8b70\u8ad6 1 \u8ac7\u8ac7\u5718\u968a\u7cbe\u795e\u7684 \u597d\u8655\u548c\u58de\u8655\u3002 2  \u5982\u4eca\uff0c\u7121\u4eba\u5546\u5e97\u3001\u7121\u4eba\u99d5\u99db\u6c7d\u8eca\u4ee5\u53ca\u8207\u6a5f\u5668\u4eba\u5c0d\u5f08\u7684\u4e8b\u4f8b\u5df2\u5c62\u898b\u4e0d\u9bae\u3002\u8ac7\u8ac7\u4eba\u5de5\u667a\u80fd\u7d66\u4eba\u5011 \u7684\u751f\u6d3b\u5e36\u4f86\u7684 \u5229\u8207\u5f0a\u3002 3 \u4f4e\u8abf\u505a\u4eba\u662f\u4e00\u7a2e\u667a\u6167\u548c\u4fee\u990a\u3002\u4f60\u70ba\u4ec0\u9ebc\u540c\u610f \u6216\u8005\u4e0d\u540c\u610f\u9019\u500b\u89c0\u9ede\uff1f 4  \u6709\u4eba\u8aaa\uff1a\u201c\u6d0b\u5a03\u5a03\u662f\u7d66\u5973\u5b69\u7684\uff0c\u5c0f\u6c7d\u8eca\u662f\u7d66\u7537\u5b69\u7684\uff1b\u5973\u5b69\u559c\u6b61\u7c89\u7d05\u8272\uff0c\u7537\u5b69\u559c\u6b61\u85cd\u8272\u3002\u201d  \u4f60\u70ba\u4ec0\u9ebc\u540c\u610f \u6216\u8005\u4e0d\u540c\u610f\u9019\u500b\u8aaa\u6cd5\uff1f \u7b2c\u4e8c\u90e8\u5206\uff1a\u63cf\u5beb\u8207\u6558\u8ff0 5 \u63cf\u5beb\u5b78\u6821\u904b\u52d5\u6703\u4e0a\u6fc0\u52d5\u4eba\u5fc3\u7684\u5834\u9762 6 \u4f60\u5728\u4e00\u500b\u8b93\u4f60\u89ba\u5f97\u5fc3\u66e0\u795e\u6021\u7684\u5730\u65b9\uff0c\u63cf\u5beb\u5468\u570d\u7684\u666f\u8272\u3002 7 \u6558\u8ff0\u8b93\u4f60\u5370\u8c61\u6df1\u523b\u7684\u4e00\u6b21\u7d93\u6b77 8 \u4ee5\u201c\u2026\u2026\u8981\u662f\u6211\u7576\u521d\u807d\u4e86\u5abd\u5abd\u7684\u8a71\uff0c\u4e8b\u60c5\u7684\u7d50\u679c\u5c31\u4e0d\u6703\u9019\u6a23\u4e86\u201d\u70ba\u7d50\u5c3e\uff0c\u5beb\u4e00\u500b\u6545\u4e8b\u3002",
+            "3": "0509/23/m/j/193 \u00a9 ucles 2019 essay questions in simplified characters \u8bf7\u9009\u4e00\u9898\uff0c\u5e76\u5728\u7a7a\u683c\u5167\u7b54\u9898\u3002\u8bf7\u5199\u4e00\u7bc7 400 \u5230 600 \u5b57\u7684\u6587\u7ae0\u3002 \u7b2c\u4e00\u90e8\u5206\uff1a\u8bae\u8bba 1 \u8c08\u8c08\u56e2\u961f\u7cbe\u795e\u7684 \u597d\u5904\u548c\u574f\u5904\u3002 2  \u5982\u4eca\uff0c\u65e0\u4eba\u5546\u5e97\u3001\u65e0\u4eba\u9a7e\u9a76\u6c7d\u8f66\u4ee5\u53ca\u4e0e\u673a\u5668\u4eba\u5bf9\u5f08\u7684\u4e8b\u4f8b\u5df2\u5c61\u89c1\u4e0d\u9c9c\u3002\u8c08\u8c08\u4eba\u5de5\u667a\u80fd\u7ed9\u4eba\u4eec \u7684\u751f\u6d3b\u5e26\u6765\u7684 \u5229\u4e0e\u5f0a\u3002 3 \u4f4e\u8c03\u505a\u4eba\u662f\u4e00\u79cd\u667a\u6167\u548c\u4fee\u517b\u3002\u4f60\u4e3a\u4ec0\u4e48\u540c\u610f \u6216\u8005\u4e0d\u540c\u610f\u8fd9\u4e2a\u89c2\u70b9\uff1f 4  \u6709\u4eba\u8bf4\uff1a\u201c\u6d0b\u5a03\u5a03\u662f\u7ed9\u5973\u5b69\u7684\uff0c\u5c0f\u6c7d\u8f66\u662f\u7ed9\u7537\u5b69\u7684\uff1b\u5973\u5b69\u559c\u6b22\u7c89\u7ea2\u8272\uff0c\u7537\u5b69\u559c\u6b22\u84dd\u8272\u3002\u201d  \u4f60\u4e3a\u4ec0\u4e48\u540c\u610f \u6216\u8005\u4e0d\u540c\u610f\u8fd9\u4e2a\u8bf4\u6cd5\uff1f \u7b2c\u4e8c\u90e8\u5206\uff1a\u63cf\u5199\u4e0e\u53d9\u8ff0 5 \u63cf\u5199\u5b66\u6821\u8fd0\u52a8\u4f1a\u4e0a\u6fc0\u52a8\u4eba\u5fc3\u7684\u573a\u9762 6 \u4f60\u5728\u4e00\u4e2a\u8ba9\u4f60\u89c9\u5f97\u5fc3\u65f7\u795e\u6021\u7684\u5730\u65b9\uff0c\u63cf\u5199\u5468\u56f4\u7684\u666f\u8272\u3002 7 \u53d9\u8ff0\u8ba9\u4f60\u5370\u8c61\u6df1\u523b\u7684\u4e00\u6b21\u7ecf\u5386 8 \u4ee5\u201c\u2026\u2026\u8981\u662f\u6211\u5f53\u521d\u542c\u4e86\u5988\u5988\u7684\u8bdd\uff0c\u4e8b\u60c5\u7684\u7ed3\u679c\u5c31\u4e0d\u4f1a\u8fd9\u6837\u4e86\u201d\u4e3a\u7ed3\u5c3e\uff0c\u5199\u4e00\u4e2a\u6545\u4e8b\u3002 [turn over",
+            "4": "0509/23/m/j/194 \u00a9 ucles 2019 \u8acb\u628a\u6240\u9078\u4f5c\u6587\u984c\u865f\u5beb\u5728\u9019\u88cf / \u8bf7\u628a\u6240\u9009\u4f5c\u6587\u9898\u53f7\u5199\u5728\u8fd9\u91cc\u3002 : 100 200 300",
+            "5": "0509/23/m/j/195 \u00a9 ucles 2019 400 500 600 700",
+            "6": "0509/23/m/j/196 \u00a9 ucles 2019 blank page",
+            "7": "0509/23/m/j/197 \u00a9 ucles 2019 blank page",
+            "8": "0509/23/m/j/198 \u00a9 ucles 2019 blank page permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. every reasonable  effort has been made by the publisher (ucles) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the publisher will  be pleased to make amends at the earliest possible opportunity. 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 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."
+        }
+    },
+    "2020": {
+        "0509_s20_qp_11.pdf": {
+            "1": "this document has 16 pages. blank pages are indicated.cambridge igcse\u2122dc (ks) 199589 \u00a9 ucles 2020  [turn over *8335059103* first language chinese  0509/11 paper 1 reading, directed writing and classical chinese  may/june 2020  2 hours 15 minutes you must answer on the question paper. you will need:  insert (enclosed) instructions  \u25cf answer all questions in chinese .  \u25cf use a black or dark blue pen. do not use an erasable pen or correction fluid.  \u25cf write your name, centre number and candidate number in the boxes at the top of the page.  \u25cf write your answer to each question in the space provided.  \u25cf do not write on any bar codes.  \u25cf dictionaries are not allowed.  \u25cf the questions on this question paper are printed twice, once in traditional and once in simplified  characters. to read them in traditional characters, turn to page 4; to read them in simplified characters,  turn to page 10. you may write your answer in either traditional or simplified characters. information \u25cf\t the \ttotal\tmark\tfor\tthis\tpaper\tis\t60. \u25cf\t the \tnumber\tof\tmarks\tfor\teach\tquestion \tor\tpart\tquestion \tis\tshown\tin\tbrackets \t[\t]. \u25cf\t the \tinsert\tcontains\tthe\treading\tpassages. this document has 16 pages. blank pages are indicated. nl 182428/4 \u00a9 ucles 2020 [turn overcambridge igcse\u2122 first language chinese 0509/12 paper 1 reading, directed writing and classical chinese may/june 2020  2 hours 15 minutes you must answer on the question paper. you will need: insert (enclosed) instructions  \u25cf answer all questions in chinese .  \u25cf use a black or dark blue pen. do not use an erasable pen or correction fluid.  \u25cf write your name, centre number and candidate number in the boxes at the top of the page.  \u25cf write your answer to each question in the space provided.  \u25cf do not write on any bar codes.  \u25cf dictionaries are not allowed.  \u25cf the questions on this question paper are printed twice, once in traditional and once in simplified  characters. to read them in traditional characters, turn to page 4; to read them in simplified characters,  turn to page 10. you may write your answer in either traditional or simplified characters. information \u25cf\t the\ttotal\tmark\tfor\tthis\tpaper\tis\t60. \u25cf\t the\tnumber\tof\tmarks\tfor\teach\tquestion\tor\tpart\tquestion\tis\tshown\tin\tbrackets\t[\t ]. \u25cf\t the\tinsert\tcontains\tthe\treading\tpassages. \u8aaa\u660e \u25cf\t\u8acb\u7528\u4e2d\u6587\u56de\u7b54 \u6240\u6709\u554f\u984c\u3002\u8acb\u4f7f\u7528\u9ed1\u8272\u6216\u6df1\u85cd\u8272\u7684\u7b46\u3002 \u4e0d\u8981\u7528\u53ef\u64e6\u7b46\u6216\u8005\u5857\u6539\u6db2\u3002 \u25cf\t\u5728\u672c\u9801\u4e0a\u65b9\u7684\u65b9\u6846\u4e2d\u586b\u5beb\u4f60\u7684\u59d3\u540d\u3001\u4e2d\u5fc3\u865f\u78bc\u548c\u8003\u751f\u865f\u78bc\u3002 \u25cf\t\u8acb\u628a\u6bcf\u4e00\u984c\u7684\u7b54\u6848\u5beb\u5728\u8a66\u5377\u6240\u63d0\u4f9b\u7684\u7a7a\u683c\u3002 \u25cf\t\u4e0d\u8981\u5728\u4efb\u4f55\u689d\u78bc\u4e0a\u66f8\u5beb\u3002 \u25cf\t\u4e0d\u53ef\u4ee5\u4f7f\u7528\u5b57\u5178\u3002 \u25cf\t\u9019\u4efd\u8a66\u5377\u4e2d\u7684\u554f\u984c\u6709\u7e41\u9ad4\u548c\u7c21\u9ad4\u5169\u7a2e\u7248\u672c\u3002\u8981\u8b80\u7e41\u9ad4\u7248\uff0c\u8acb\u7ffb\u5230\u7b2c\u56db\u9801\u3002\u8981\u8b80\u7c21\u9ad4\u7248\uff0c\u8acb\u7ffb\u5230 \u7b2c\u5341\u9801\u3002\u4f60\u53ef\u4ee5\u7528\u7e41\u9ad4\u5b57\u6216\u662f\u7c21\u9ad4\u5b57\u56de\u7b54\u554f\u984c\u3002 \u8bf4\u660e \u25cf\t\u8bf7\u7528\u4e2d\u6587\u56de\u7b54 \u6240\u6709\u95ee\u9898\u3002\u8bf7\u4f7f\u7528\u9ed1\u8272\u6216\u6df1\u84dd\u8272\u7684\u7b14\u3002 \u4e0d\u8981\u7528\u53ef\u64e6\u7b14\u6216\u8005\u6d82\u6539\u6db2\u3002 \u25cf\t\u5728\u672c\u9875\u4e0a\u65b9\u7684\u65b9\u6846\u4e2d\u586b\u5199\u4f60\u7684\u59d3\u540d\u3001\u4e2d\u5fc3\u53f7\u7801\u548c\u8003\u751f\u53f7\u7801\u3002 \u25cf\t\u8bf7\u628a\u6bcf\u4e00\u9898\u7684\u7b54\u6848\u5199\u5728\u8bd5\u5377\u6240\u63d0\u4f9b\u7684\u7a7a\u683c\u3002 \u25cf\t\u4e0d\u8981\u5728\u4efb\u4f55\u6761\u7801\u4e0a\u4e66\u5199\u3002 \u25cf\t\u4e0d\u53ef\u4ee5\u4f7f\u7528\u5b57\u5178\u3002 \u25cf\t\u8fd9\u4efd\u8bd5\u5377\u4e2d\u7684\u95ee\u9898\u6709\u7e41\u4f53\u548c\u7b80\u4f53\u4e24\u79cd\u7248\u672c\u3002\u8981\u8bfb\u7e41\u4f53\u7248\uff0c\u8bf7\u7ffb\u5230\u7b2c\u56db\u9875\u3002\u8981\u8bfb\u7b80\u4f53\u7248\uff0c\u8bf7\u7ffb\u5230 \u7b2c\u5341\u9875\u3002\u4f60\u53ef\u4ee5\u7528\u7e41\u4f53\u5b57\u6216\u662f\u7b80\u4f53\u5b57\u56de\u7b54\u95ee\u9898\u3002 *8451393962*",
+            "2": "2 0509/11/m/j/20 \u00a9 ucles 20202 0509/12/m/j/20 \u00a9 ucles 2020\u4fe1\u606f  \u25cf\u9019\u4efd\u8a66\u5377\u7684\u7e3d\u5206\u662f\u516d\u5341\u5206\u3002  \u25cf\u6bcf\u4e00\u984c\u6216\u8005\u6bcf\u4e00\u5c0f\u984c\u7684\u5206\u6578\u986f\u793a\u5728\u5404\u984c\u5f8c\u9762\u7684\u62ec\u865f  [ ] \u88e1\u3002  \u25cf\u9019\u4efd\u63d2\u9801\u6709\u8003\u751f\u9700\u8981\u95b1\u8b80\u7684\u77ed\u6587\u3002 \u4fe1\u606f  \u25cf\u8fd9\u4efd\u8bd5\u5377\u7684\u603b\u5206\u662f\u516d\u5341\u5206\u3002  \u25cf\u6bcf\u4e00\u9898\u6216\u8005\u6bcf\u4e00\u5c0f\u9898\u7684\u5206\u6570\u663e\u793a\u5728\u5404\u9898\u540e\u9762\u7684\u62ec\u53f7  [ ] \u91cc\u3002  \u25cf\u8fd9\u4efd\u63d2\u9875\u6709\u8003\u751f\u9700\u8981\u9605\u8bfb\u7684\u77ed\u6587\u3002",
+            "3": "3 0509/11/m/j/20 \u00a9 ucles 2020 [turn over blank page",
+            "4": "4 0509/11/m/j/20 \u00a9 ucles 20204 0509/12/m/j/20 \u00a9 ucles 2020questions in traditional characters  \u7b2c\u4e00\u90e8\u5206 \u8acb\u95b1\u8b80\u63d2\u9801\u4e0a\u7684 \u77ed\u6587\u4e00\uff0c\u7136\u5f8c\u5728\u8a66\u5377\u4e0a\u56de\u7b54\u554f\u984c 1\u3002 1 (a) \u7a97\u5916\u7684\u5169\u7a2e\u8072\u97f3\u5438\u5f15\u4e86 \u300c\u6211\u300d\u548c\u7238\u7238\u7684\u6ce8\u610f\u529b\uff0c\u9019\u5169\u7a2e\u8072\u97f3\u6709\u4ec0\u9ebd\u4e0d\u5c0b\u5e38\u4e4b\u8655\uff1f  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+            "5": "5 0509/11/m/j/20 \u00a9 ucles 2020 [turn over5 0509/12/m/j/20 \u00a9 ucles 2020 [turn over (g) \u5728\u300c\u6211\u300d\u770b\u4f86\uff0c  (i) \u5c0d\u5916\u9109\u4eba\u4f86\u8aaa\uff0c \u300c\u4e0d\u53ef\u8a00\u8ff0\u7684\u75db \u300d\u6307\u7684\u662f\u4ec0\u9ebd\uff1f   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\u8acb\u6839\u64da\u6587\u7ae0\u5167\u5bb9\uff0c\u8aaa\u8aaa\u4f5c\u8005\u60f3\u901a\u904e\u4e0b\u9762\u53e5\u5b50\u4e2d\u7684\u5283\u7dda\u90e8\u5206\u8aaa\u660e\u4ec0\u9ebd\u3002  (i)  \u300c\u90a3\u500b\u7537\u4eba\u50cf\u9e7f\u4e00\u6a23\u6fd5\u6f09\u6f09\u4eae\u6676\u6676\u7684\u773c\u775b\u3001\u82b1\u767d\u7684\u9b0d\u6e23\u548c\u5f9e\u7834\u5e3d\u5b50\u4e0b\u9f5c\u51fa\u7684\u982d\u9aee\u523a\u75db\u4e86 \u6211\u7684\u96d9\u773c\u3002 \u300d\uff08\u7b2c\u56db\u6bb5\uff09   \ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd   \ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd  [2]  (ii) \u300c\u5c0f\u5df7\u88cf\u5f4c\u6f2b\u8457\u6fc3\u90c1\u7684\u7159\u706b\u6c23\u4ee4\u4eba\u7a92\u606f\u3002 \u300d\uff08\u7b2c\u56db\u6bb5\uff09   \ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd   \ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd  [2]  (iii) \u300c\u6211\u56e0\u5c0d\u65b9\u7684\u611f\u6fc0\u800c\u5145\u6eff\u6127\u759a\uff0c\u7121\u80fd\u70ba\u529b\u7684\u60b2\u50b7\u5982\u6d6a\u6f6e\u822c\u5c07\u6211\u541e\u6c92\u3002 \u300d\uff08\u7b2c\u516d\u6bb5\uff09   \ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd   \ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd  [2]  (iv) \u300c\u5728\u6f2b\u9577\u7684\u6642\u9593\u88cf\uff0c\u6211\u5728\u56de\u60f3\u7684\u540c\u6642\u90fd\u4e0d\u77e5\u9053\u600e\u6a23\u624d\u80fd\u5fcd\u4f4f\u54ed\u6ce3\u3002 \u300d\uff08\u7b2c\u4e03\u6bb5\uff09   \ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd   \ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd  [2]  [\u7e3d\u5206\uff1a 23]",
+            "6": "6 0509/11/m/j/20 \u00a9 ucles 20206 0509/12/m/j/20 \u00a9 ucles 2020\u7b2c\u4e8c\u90e8\u5206 2\t\t\u8acb\u95b1\u8b80\u63d2\u9801\u4e0a\u7684 \u77ed\u6587\u4e8c\u548c \u77ed\u6587\u4e09\uff0c\u7136\u5f8c\u5728\u8a66\u5377\u4e0a\u56de\u7b54\u554f\u984c 2\u3002  \u672c\u984c\u7684\u7e3d\u5206\u662f 25\u5206\uff1a  \u2022  \u8003\u751f\u5fc5\u9808\u5c0d\u5169\u7bc7\u77ed\u6587\u4e2d\u7684\u4e8b\u5be6\u548c\u89c0\u9ede\u9032\u884c\u5206\u6790\u3001\u8a55\u50f9\u548c\u64f4\u5c55\u3002\u5728\u7be9\u9078\u548c\u7e3d\u7d50\u77ed\u6587\u4e2d\u7684\u76f8\u95dc \u4fe1\u606f\u7684\u57fa\u790e\u4e0a\uff0c\u7528\u81ea\u5df1\u7684\u8a71\u5beb\u4e00\u7bc7\u6587\u7ae0\u3002\uff08\u4f54 15\u5206\uff09 \u2022 \u8a9e\u8a00\u8cea\u91cf\uff08\u4f54 10\u5206\uff09 \t \u8003\u751f\u5beb\u7684\u5167\u5bb9\u5fc5\u9808\u4ee5 \u77ed\u6587\u4e8c\u548c \u77ed\u6587\u4e09\u4e2d\u7684\u76f8\u95dc\u4fe1\u606f\u70ba\u8f14\u52a9\u57fa\u790e\u3002 \t \u8003\u751f\u6240\u5beb\u7684\u5b57\u6578\u5fc5\u9808\u5728 250\u81f3350\u5b57\u4e4b\u9593\u3002 \t\t\u6691\u671f\u5230\u4e86\uff0c\u4e0d\u5c11\u540c\u5b78\u5728\u5c0b\u627e\u5be6\u7fd2\u5de5\u4f5c\u7684\u6a5f\u6703\u3002\u70ba\u4e86\u5e6b\u52a9\u540c\u5b78\u5011\u66f4\u597d\u5730\u4e86\u89e3\u8077\u5834\u9700\u6c42\uff0c\u5b78\u6821\u5c55\u958b \u4e86\u4e00\u7cfb\u5217\u7684\u8a0e\u8ad6\u3002\u8acb\u4f60\u7d66\u6821\u5831\u5beb\u4e00\u7bc7\u6587\u7ae0\u3002  \u5728\u4f60\u7684\u6587\u7ae0\u4e2d\uff0c\u4f60\u61c9\u7576\uff1a  \u2022 \t\u8aaa\u660e\u6027\u683c\u5916\u5411\u5728\u8077\u5834\u4e2d\u7684\u512a\u52e2\uff1b  \u2022 \u8aaa\u660e\u6027\u683c\u5167\u5411\u5728\u8077\u5834\u4e2d\u7684\u512a\u52e2\uff1b  \u2022 \u8aaa\u660e\u8077\u5834\u70ba\u4ec0\u9ebd\u9700\u8981\u5169\u7a2e\u4e0d\u540c\u6027\u683c\u7684\u4eba\u3002   100 200",
+            "7": "7 0509/11/m/j/20 \u00a9 ucles 2020 [turn over7 0509/12/m/j/20 \u00a9 ucles 2020 [turn over 300 400 500 600 [\u7e3d\u5206\uff1a 25]",
+            "8": "8 0509/11/m/j/20 \u00a9 ucles 20208 0509/12/m/j/20 \u00a9 ucles 2020\u7b2c\u4e09\u90e8\u5206 \t\u8acb\u95b1\u8b80\u63d2\u9801\u4e0a\u7684 \u77ed\u6587\u56db\uff0c\u7136\u5f8c\u5728\u8a66\u5377\u4e0a\u56de\u7b54\u554f\u984c 3\u3002 3 (a) \u8acb\u5f9e\u539f\u6587\u4e2d\u627e\u51fa\u76f8\u61c9\u7684\u8a5e\u53e5\u586b\u7a7a\u3002  (i) \u4f5c\u8005\u7528\u9aa8\u982d\u4f86\u6bd4\u55bb\u76e4\u5c71 \ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd \u7684\u5916\u5f62\uff0c\t [1]  (ii) \u76e4\u5c71\u4e0a\u7684\u571f\u58e4\u5b55\u80b2\u4e86\u76e4\u5c71\u4e2d \ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd \u7684\u74b0\u5883\u3002\t [1]  (b) \u4f5c\u8005\u7528\u300c\u65e5\u5149\u6a6b\u5c04\uff0c\u5f71\u843d\u585e\u5916 \u300d\u63cf\u5beb\u4e86\u76e4\u5c71\u4ec0\u9ebd\u6a23\u7684\u7279\u9ede\uff1f  \ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd  [1]  (c) \u7528\u81ea\u5df1\u7684\u8a71\u8aaa\u8aaa\u5f9e\u54ea\u88cf\u53ef\u4ee5\u770b\u51fa\u4f86\u67b0\u77f3\u5341\u5206\u5bec\u5927\uff1f  \ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd  [1]  (d) \u77ed\u6587\u4e2d\u7684\u5169\u6b21\u7b11\u8072\u6709\u4ec0\u9ebd\u4e0d\u540c\uff1f  (i) \t\u7b2c\u4e00\u6b21\u300c\u6bcf\u805e\u7b11\u8072\uff0c\u7686\u81bd\u843d \u300d\u662f\u56e0\u70ba \ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd \u3002\t[1]  (ii) \u7b2c\u4e8c\u6b21\u300c\u64ab\u677e\u4e0b\u77b0\uff0c\u9a5a\u5b9a\u4e43\u7b11 \u300d\u662f\u56e0\u70ba \ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd \u3002\t[1]  (e) \u7528\u81ea\u5df1\u7684\u8a71\u8aaa\u8aaa\u4f5c\u8005\u767b\u76e4\u5c71\u5f8c\u6709\u4ec0\u9ebd\u611f\u6168\uff1f  \ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd  \ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd  [1]  (f) \u4e0b\u9762\u63cf\u5beb\u767b\u5c71\u4e4b\u96aa\u7684\u53e5\u5b50\u662f\u54ea\u4e00\u9805\uff1f   (i) \u76e4\u9802\u5982\u521d\u62bd\u7b4d\u3002\t   (ii) \u5954\u98a8\u5ffd\u4f86\uff0c\u7ffb\u96f2\u62b9\u6d77\u3002\t   (iii) \u5c71\u77f3\u7919\u53f3\u81c2\uff0c\u5de6\u5c65\u865b\u4e0d\u898b\u5e95\u3002\t   (iv) \u592a\u53e4\u96f2\u5d50\uff0c\u8755\u58c1\u7686\u7fe0\u3002\t   [1]",
+            "9": "9 0509/11/m/j/20 \u00a9 ucles 2020 [turn over9 0509/12/m/j/20 \u00a9 ucles 2020 [turn over (g) \u89e3\u91cb\u4e0b\u9762\u5283\u7dda\u5b57\u8a5e\u7684\u610f\u601d\uff1a  (i) \u92b3\u800c\u898f\t     \ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd  [1]  (ii) \u4f4f\u8db3\u4e0d\u5f97\u4e45     \ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd  [1]  (iii) \u8fc2\u800c\u50fb     \ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd  [1]  (iv) \u95ca\u4ee5\u638c     \ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd  [1]  [\u7e3d\u5206\uff1a 12] please turn over to find questions in simplified characters",
+            "10": "10 0509/11/m/j/20 \u00a9 ucles 202010 0509/12/m/j/20 \u00a9 ucles 2020questions in simplified characters  \u7b2c\u4e00\u90e8\u5206 \u8bf7\u9605\u8bfb\u63d2\u9875\u4e0a\u7684 \u77ed\u6587\u4e00\uff0c\u7136\u540e\u5728\u8bd5\u5377\u4e0a\u56de\u7b54\u95ee\u9898 1\u3002 1 (a) \u7a97\u5916\u7684\u4e24\u79cd\u58f0\u97f3\u5438\u5f15\u4e86\u201c\u6211\u201d\u548c\u7238\u7238\u7684\u6ce8\u610f\u529b\uff0c\u8fd9\u4e24\u79cd\u58f0\u97f3\u6709\u4ec0\u4e48\u4e0d\u5bfb\u5e38\u4e4b\u5904\uff1f  \ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd  \ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd  [2]  (b) \u7b2c\u4e8c\u6bb5\u4e2d\uff0c\u4f5c\u8005\u5bf9\u5916\u4e61\u4eba\u7684\u63cf\u5199\u53cd\u6620\u4e86\u4ed6\u4eec\u600e\u6837\u7684\u751f\u6d3b\u73b0\u72b6\uff1f\u8bf7\u5217\u51fa \u4e24\u70b9\u3002  \ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd  \ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd  [2]  (c) \u5176\u4ed6\u770b\u70ed\u95f9\u7684\u4eba\u5bf9\u5916\u4e61\u4eba\u7684\u6001\u5ea6\u600e\u4e48\u6837\uff1f  \ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd  [1]  (d) \u7b2c\u4e09\u6bb5\u4e2d\uff0c\u7238\u7238\u4e00\u7cfb\u5217\u7684\u4e3e\u52a8\u8bf4\u660e\u4e86\u4ed6\u4ec0\u4e48\u6837\u7684\u6001\u5ea6\u548c\u5fc3\u60c5\uff1f  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\u201c\u5728\u6f2b\u957f\u7684\u65f6\u95f4\u91cc\uff0c\u6211\u5728\u56de\u60f3\u7684\u540c\u65f6\u90fd\u4e0d\u77e5\u9053\u600e\u6837\u624d\u80fd\u5fcd\u4f4f\u54ed\u6ce3\u3002\u201d\uff08\u7b2c\u4e03\u6bb5\uff09   \ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd   \ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd  [2]  [\u603b\u5206\uff1a 23]",
+            "12": "12 0509/11/m/j/20 \u00a9 ucles 202012 0509/12/m/j/20 \u00a9 ucles 2020\u7b2c\u4e8c\u90e8\u5206 2\t\t\u8bf7\u9605\u8bfb\u63d2\u9875\u4e0a\u7684 \u77ed\u6587\u4e8c\u548c \u77ed\u6587\u4e09\uff0c\u7136\u540e\u5728\u8bd5\u5377\u4e0a\u56de\u7b54\u95ee\u9898 2\u3002  \u672c\u9898\u7684\u603b\u5206\u662f 25\u5206\uff1a \u2022 \u8003\u751f\u5fc5\u987b\u5bf9\u4e24\u7bc7\u77ed\u6587\u4e2d\u7684\u4e8b\u5b9e\u548c\u89c2\u70b9\u8fdb\u884c\u5206\u6790\u3001\u8bc4\u4ef7\u548c\u6269\u5c55\u3002\u5728\u7b5b\u9009\u548c\u603b\u7ed3\u77ed\u6587\u4e2d\u7684\u76f8\u5173\u4fe1 \u606f\u7684\u57fa\u7840\u4e0a\uff0c\u7528\u81ea\u5df1\u7684\u8bdd\u5199\u4e00\u7bc7\u6587\u7ae0\u3002\uff08\u5360 15\u5206\uff09 \u2022 \u8bed\u8a00\u8d28\u91cf\uff08\u5360 10\u5206\uff09 \t \u8003\u751f\u5199\u7684\u5185\u5bb9\u5fc5\u987b\u4ee5 \u77ed\u6587\u4e8c\u548c \u77ed\u6587\u4e09\u4e2d\u7684\u76f8\u5173\u4fe1\u606f\u4e3a\u8f85\u52a9\u57fa\u7840\u3002 \t \u8003\u751f\u6240\u5199\u7684\u5b57\u6570\u5fc5\u987b\u5728 250\u81f3350\u5b57\u4e4b\u95f4\u3002 \t\t\u6691\u671f\u5230\u4e86\uff0c\u4e0d\u5c11\u540c\u5b66\u5728\u5bfb\u627e\u5b9e\u4e60\u5de5\u4f5c\u7684\u673a\u4f1a\u3002\u4e3a\u4e86\u5e2e\u52a9\u540c\u5b66\u4eec\u66f4\u597d\u5730\u4e86\u89e3\u804c\u573a\u9700\u6c42\uff0c\u5b66\u6821\u5c55\u5f00 \u4e86\u4e00\u7cfb\u5217\u7684\u8ba8\u8bba\u3002\u8bf7\u4f60\u7ed9\u6821\u62a5\u5199\u4e00\u7bc7\u6587\u7ae0\u3002  \u5728\u4f60\u7684\u6587\u7ae0\u4e2d\uff0c\u4f60\u5e94\u5f53\uff1a  \u2022 \t\u8bf4\u660e\u6027\u683c\u5916\u5411\u5728\u804c\u573a\u4e2d\u7684\u4f18\u52bf\uff1b  \u2022 \u8bf4\u660e\u6027\u683c\u5185\u5411\u5728\u804c\u573a\u4e2d\u7684\u4f18\u52bf\uff1b  \u2022 \u8bf4\u660e\u804c\u573a\u4e3a\u4ec0\u4e48\u9700\u8981\u4e24\u79cd\u4e0d\u540c\u6027\u683c\u7684\u4eba\u3002   100 200",
+            "13": "13 0509/11/m/j/20 \u00a9 ucles 2020 [turn over13 0509/12/m/j/20 \u00a9 ucles 2020 [turn over 300 400 500 600 [\u7e3d\u5206\uff1a 25]",
+            "14": "14 0509/11/m/j/20 \u00a9 ucles 20201414 0509/12/m/j/20 \u00a9 ucles 2020\u7b2c\u4e09\u90e8\u5206  \u8bf7\u9605\u8bfb\u63d2\u9875\u4e0a\u7684 \u77ed\u6587\u56db\uff0c\u7136\u540e\u5728\u8bd5\u5377\u4e0a\u56de\u7b54\u95ee\u9898 3\u3002 3 (a) \u8bf7\u4ece\u539f\u6587\u4e2d\u627e\u51fa\u76f8\u5e94\u7684\u8bcd\u53e5\u586b\u7a7a\u3002  (i) \u4f5c\u8005\u7528\u9aa8\u5934\u6765\u6bd4\u55bb\u76d8\u5c71 \ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd \u7684\u5916\u5f62\uff0c\t [1]  (ii) \u76d8\u5c71\u4e0a\u7684\u571f\u58e4\u5b55\u80b2\u4e86\u76d8\u5c71\u4e2d \ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd \u7684\u73af\u5883\u3002\t [1]  (b) \u4f5c\u8005\u7528\u201c\u65e5\u5149\u6a2a\u5c04\uff0c\u5f71\u843d\u585e\u5916\u201d\u63cf\u5199\u4e86\u76d8\u5c71\u4ec0\u4e48\u6837\u7684\u7279\u70b9\uff1f  \ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd  [1]  (c) \u7528\u81ea\u5df1\u7684\u8bdd\u8bf4\u8bf4\u4ece\u54ea\u91cc\u53ef\u4ee5\u770b\u51fa\u6765\u67b0\u77f3\u5341\u5206\u5bbd\u5927\uff1f  \ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd  [1]  (d) \u77ed\u6587\u4e2d\u7684\u4e24\u6b21\u7b11\u58f0\u6709\u4ec0\u4e48\u4e0d\u540c\uff1f  (i) \t\u7b2c\u4e00\u6b21\u201c\u6bcf\u95fb\u7b11\u58f0\uff0c\u7686\u80c6\u843d\u201d\u662f\u56e0\u4e3a \ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd \u3002\t[1]  (ii) \u7b2c\u4e8c\u6b21\u201c\u629a\u677e\u4e0b\u77b0\uff0c\u60ca\u5b9a\u4e43\u7b11\u201d\u662f\u56e0\u4e3a \ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd \u3002\t[1]  (e) \u7528\u81ea\u5df1\u7684\u8bdd\u8bf4\u8bf4\u4f5c\u8005\u767b\u76d8\u5c71\u540e\u6709\u4ec0\u4e48\u611f\u6168\uff1f  \ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd  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\u76d8\u9876\u5982\u521d\u62bd\u7b0b\u3002\t \t   (ii)\t \u5954\u98ce\u5ffd\u6765\uff0c\u7ffb\u4e91\u62b9\u6d77\u3002\t \t   (iii)\t\u5c71\u77f3\u788d\u53f3\u81c2\uff0c\u5de6\u5c65\u865a\u4e0d\u89c1\u5e95\u3002\t   (iv)\t\u592a\u53e4\u4e91\u5c9a\uff0c\u8680\u58c1\u7686\u7fe0\u3002\t \t   [1]",
+            "15": "15 0509/11/m/j/20 \u00a9 ucles 202015 0509/12/m/j/20 \u00a9 ucles 2020 (g) \u89e3\u91ca\u4e0b\u9762\u5212\u7ebf\u5b57\u8bcd\u7684\u610f\u601d\uff1a  (i) \u9510\u800c\u89c4     \ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd  [1]  (ii) \u4f4f\u8db3\u4e0d\u5f97\u4e45     \ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd  [1]  (iii) \u8fc2\u800c\u50fb     \ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd  [1]  (iv) \u9614\u4ee5\u638c     \ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd  [1]  [\u603b\u5206\uff1a 12]",
+            "16": "16 0509/11/m/j/20 \u00a9 ucles 2020 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 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.blank page"
+        },
+        "0509_s20_qp_12.pdf": {
+            "1": "this document has 16 pages. blank pages are indicated. nl 182428/4 \u00a9 ucles 2020  [turn overcambridge igcse\u2122 first language chinese  0509/12 paper 1 reading, directed writing and classical chinese  may/june 2020  2 hours 15 minutes you must answer on the question paper. you will need:  insert (enclosed) instructions  \u25cf answer all questions in chinese .  \u25cf use a black or dark blue pen. do not use an erasable pen or correction fluid.  \u25cf write your name, centre number and candidate number in the boxes at the top of the page.  \u25cf write your answer to each question in the space provided.  \u25cf do not write on any bar codes.  \u25cf dictionaries are not allowed.  \u25cf the questions on this question paper are printed twice, once in traditional and once in simplified  characters. to read them in traditional characters, turn to page 4; to read them in simplified characters,  turn to page 10. you may write your answer in either traditional or simplified characters. information \u25cf\t the \ttotal\tmark\tfor\tthis\tpaper\tis\t60. \u25cf\t the \tnumber\tof\tmarks\tfor\teach\tquestion \tor\tpart\tquestion \tis\tshown\tin\tbrackets \t[\t]. \u25cf\t the \tinsert\tcontains\tthe\treading\tpassages. \u8aaa\u660e \u25cf\t\u8acb\u7528\u4e2d\u6587\u56de\u7b54 \u6240\u6709\u554f\u984c\u3002\u8acb\u4f7f\u7528\u9ed1\u8272\u6216\u6df1\u85cd\u8272\u7684\u7b46\u3002 \u4e0d\u8981\u7528\u53ef\u64e6\u7b46\u6216\u8005\u5857\u6539\u6db2\u3002 \u25cf\t\u5728\u672c\u9801\u4e0a\u65b9\u7684\u65b9\u6846\u4e2d\u586b\u5beb\u4f60\u7684\u59d3\u540d\u3001\u4e2d\u5fc3\u865f\u78bc\u548c\u8003\u751f\u865f\u78bc\u3002 \u25cf\t\u8acb\u628a\u6bcf\u4e00\u984c\u7684\u7b54\u6848\u5beb\u5728\u8a66\u5377\u6240\u63d0\u4f9b\u7684\u7a7a\u683c\u3002 \u25cf\t\u4e0d\u8981\u5728\u4efb\u4f55\u689d\u78bc\u4e0a\u66f8\u5beb\u3002 \u25cf\t\u4e0d\u53ef\u4ee5\u4f7f\u7528\u5b57\u5178\u3002 \u25cf\t\u9019\u4efd\u8a66\u5377\u4e2d\u7684\u554f\u984c\u6709\u7e41\u9ad4\u548c\u7c21\u9ad4\u5169\u7a2e\u7248\u672c\u3002\u8981\u8b80\u7e41\u9ad4\u7248\uff0c\u8acb\u7ffb\u5230\u7b2c\u56db\u9801\u3002\u8981\u8b80\u7c21\u9ad4\u7248\uff0c\u8acb\u7ffb\u5230 \u7b2c\u5341\u9801\u3002\u4f60\u53ef\u4ee5\u7528\u7e41\u9ad4\u5b57\u6216\u662f\u7c21\u9ad4\u5b57\u56de\u7b54\u554f\u984c\u3002 \u8bf4\u660e \u25cf\t\u8bf7\u7528\u4e2d\u6587\u56de\u7b54 \u6240\u6709\u95ee\u9898\u3002\u8bf7\u4f7f\u7528\u9ed1\u8272\u6216\u6df1\u84dd\u8272\u7684\u7b14\u3002 \u4e0d\u8981\u7528\u53ef\u64e6\u7b14\u6216\u8005\u6d82\u6539\u6db2\u3002 \u25cf\t\u5728\u672c\u9875\u4e0a\u65b9\u7684\u65b9\u6846\u4e2d\u586b\u5199\u4f60\u7684\u59d3\u540d\u3001\u4e2d\u5fc3\u53f7\u7801\u548c\u8003\u751f\u53f7\u7801\u3002 \u25cf\t\u8bf7\u628a\u6bcf\u4e00\u9898\u7684\u7b54\u6848\u5199\u5728\u8bd5\u5377\u6240\u63d0\u4f9b\u7684\u7a7a\u683c\u3002 \u25cf\t\u4e0d\u8981\u5728\u4efb\u4f55\u6761\u7801\u4e0a\u4e66\u5199\u3002 \u25cf\t\u4e0d\u53ef\u4ee5\u4f7f\u7528\u5b57\u5178\u3002 \u25cf\t\u8fd9\u4efd\u8bd5\u5377\u4e2d\u7684\u95ee\u9898\u6709\u7e41\u4f53\u548c\u7b80\u4f53\u4e24\u79cd\u7248\u672c\u3002\u8981\u8bfb\u7e41\u4f53\u7248\uff0c\u8bf7\u7ffb\u5230\u7b2c\u56db\u9875\u3002\u8981\u8bfb\u7b80\u4f53\u7248\uff0c\u8bf7\u7ffb\u5230 \u7b2c\u5341\u9875\u3002\u4f60\u53ef\u4ee5\u7528\u7e41\u4f53\u5b57\u6216\u662f\u7b80\u4f53\u5b57\u56de\u7b54\u95ee\u9898\u3002 *8451393962*",
+            "2": "2 0509/12/m/j/20 \u00a9 ucles 2020 \u4fe1\u606f  \u25cf\u9019\u4efd\u8a66\u5377\u7684\u7e3d\u5206\u662f\u516d\u5341\u5206\u3002  \u25cf\u6bcf\u4e00\u984c\u6216\u8005\u6bcf\u4e00\u5c0f\u984c\u7684\u5206\u6578\u986f\u793a\u5728\u5404\u984c\u5f8c\u9762\u7684\u62ec\u865f  [ ] \u88e1\u3002  \u25cf\u9019\u4efd\u63d2\u9801\u6709\u8003\u751f\u9700\u8981\u95b1\u8b80\u7684\u77ed\u6587\u3002 \u4fe1\u606f  \u25cf\u8fd9\u4efd\u8bd5\u5377\u7684\u603b\u5206\u662f\u516d\u5341\u5206\u3002  \u25cf\u6bcf\u4e00\u9898\u6216\u8005\u6bcf\u4e00\u5c0f\u9898\u7684\u5206\u6570\u663e\u793a\u5728\u5404\u9898\u540e\u9762\u7684\u62ec\u53f7  [ ] \u91cc\u3002  \u25cf\u8fd9\u4efd\u63d2\u9875\u6709\u8003\u751f\u9700\u8981\u9605\u8bfb\u7684\u77ed\u6587\u3002",
+            "3": "3 0509/12/m/j/20 \u00a9 ucles 2020 [turn over blank page",
+            "4": "4 0509/12/m/j/20 \u00a9 ucles 2020 questions in traditional characters  \u7b2c\u4e00\u90e8\u5206 \u8acb\u95b1\u8b80\u63d2\u9801\u4e0a\u7684 \u77ed\u6587\u4e00\uff0c\u7136\u5f8c\u5728\u8a66\u5377\u4e0a\u56de\u7b54\u554f\u984c 1\u3002 1 (a) \u7a97\u5916\u7684\u5169\u7a2e\u8072\u97f3\u5438\u5f15\u4e86 \u300c\u6211\u300d\u548c\u7238\u7238\u7684\u6ce8\u610f\u529b\uff0c\u9019\u5169\u7a2e\u8072\u97f3\u6709\u4ec0\u9ebd\u4e0d\u5c0b\u5e38\u4e4b\u8655\uff1f  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+            "5": "5 0509/12/m/j/20 \u00a9 ucles 2020 [turn over  (g) \u5728\u300c\u6211\u300d\u770b\u4f86\uff0c  (i) \u5c0d\u5916\u9109\u4eba\u4f86\u8aaa\uff0c \u300c\u4e0d\u53ef\u8a00\u8ff0\u7684\u75db \u300d\u6307\u7684\u662f\u4ec0\u9ebd\uff1f   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\u300d\uff08\u7b2c\u516d\u6bb5\uff09   \ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd   \ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd  [2]  (iv) \u300c\u5728\u6f2b\u9577\u7684\u6642\u9593\u88cf\uff0c\u6211\u5728\u56de\u60f3\u7684\u540c\u6642\u90fd\u4e0d\u77e5\u9053\u600e\u6a23\u624d\u80fd\u5fcd\u4f4f\u54ed\u6ce3\u3002 \u300d\uff08\u7b2c\u4e03\u6bb5\uff09   \ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd   \ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd  [2]  [\u7e3d\u5206\uff1a 23]",
+            "6": "6 0509/12/m/j/20 \u00a9 ucles 2020 \u7b2c\u4e8c\u90e8\u5206 2\t\t\u8acb\u95b1\u8b80\u63d2\u9801\u4e0a\u7684 \u77ed\u6587\u4e8c\u548c \u77ed\u6587\u4e09\uff0c\u7136\u5f8c\u5728\u8a66\u5377\u4e0a\u56de\u7b54\u554f\u984c 2\u3002  \u672c\u984c\u7684\u7e3d\u5206\u662f 25\u5206\uff1a  \u2022  \u8003\u751f\u5fc5\u9808\u5c0d\u5169\u7bc7\u77ed\u6587\u4e2d\u7684\u4e8b\u5be6\u548c\u89c0\u9ede\u9032\u884c\u5206\u6790\u3001\u8a55\u50f9\u548c\u64f4\u5c55\u3002\u5728\u7be9\u9078\u548c\u7e3d\u7d50\u77ed\u6587\u4e2d\u7684\u76f8\u95dc \u4fe1\u606f\u7684\u57fa\u790e\u4e0a\uff0c\u7528\u81ea\u5df1\u7684\u8a71\u5beb\u4e00\u7bc7\u6587\u7ae0\u3002\uff08\u4f54 15\u5206\uff09 \u2022 \u8a9e\u8a00\u8cea\u91cf\uff08\u4f54 10\u5206\uff09 \t \u8003\u751f\u5beb\u7684\u5167\u5bb9\u5fc5\u9808\u4ee5 \u77ed\u6587\u4e8c\u548c \u77ed\u6587\u4e09\u4e2d\u7684\u76f8\u95dc\u4fe1\u606f\u70ba\u8f14\u52a9\u57fa\u790e\u3002 \t \u8003\u751f\u6240\u5beb\u7684\u5b57\u6578\u5fc5\u9808\u5728 250\u81f3350\u5b57\u4e4b\u9593\u3002 \t\t\u6691\u671f\u5230\u4e86\uff0c\u4e0d\u5c11\u540c\u5b78\u5728\u5c0b\u627e\u5be6\u7fd2\u5de5\u4f5c\u7684\u6a5f\u6703\u3002\u70ba\u4e86\u5e6b\u52a9\u540c\u5b78\u5011\u66f4\u597d\u5730\u4e86\u89e3\u8077\u5834\u9700\u6c42\uff0c\u5b78\u6821\u5c55\u958b \u4e86\u4e00\u7cfb\u5217\u7684\u8a0e\u8ad6\u3002\u8acb\u4f60\u7d66\u6821\u5831\u5beb\u4e00\u7bc7\u6587\u7ae0\u3002  \u5728\u4f60\u7684\u6587\u7ae0\u4e2d\uff0c\u4f60\u61c9\u7576\uff1a  \u2022 \t\u8aaa\u660e\u6027\u683c\u5916\u5411\u5728\u8077\u5834\u4e2d\u7684\u512a\u52e2\uff1b  \u2022 \u8aaa\u660e\u6027\u683c\u5167\u5411\u5728\u8077\u5834\u4e2d\u7684\u512a\u52e2\uff1b  \u2022 \u8aaa\u660e\u8077\u5834\u70ba\u4ec0\u9ebd\u9700\u8981\u5169\u7a2e\u4e0d\u540c\u6027\u683c\u7684\u4eba\u3002   100 200",
+            "7": "7 0509/12/m/j/20 \u00a9 ucles 2020 [turn over 300 400 500 600 [\u7e3d\u5206\uff1a 25]",
+            "8": "8 0509/12/m/j/20 \u00a9 ucles 2020 \u7b2c\u4e09\u90e8\u5206 \t\u8acb\u95b1\u8b80\u63d2\u9801\u4e0a\u7684 \u77ed\u6587\u56db\uff0c\u7136\u5f8c\u5728\u8a66\u5377\u4e0a\u56de\u7b54\u554f\u984c 3\u3002 3 (a) \u8acb\u5f9e\u539f\u6587\u4e2d\u627e\u51fa\u76f8\u61c9\u7684\u8a5e\u53e5\u586b\u7a7a\u3002  (i) \u4f5c\u8005\u7528\u9aa8\u982d\u4f86\u6bd4\u55bb\u76e4\u5c71 \ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd \u7684\u5916\u5f62\uff0c \t [1]  (ii) \u76e4\u5c71\u4e0a\u7684\u571f\u58e4\u5b55\u80b2\u4e86\u76e4\u5c71\u4e2d \ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd \u7684\u74b0\u5883\u3002 \t [1]  (b) \u4f5c\u8005\u7528\u300c\u65e5\u5149\u6a6b\u5c04\uff0c\u5f71\u843d\u585e\u5916 \u300d\u63cf\u5beb\u4e86\u76e4\u5c71\u4ec0\u9ebd\u6a23\u7684\u7279\u9ede\uff1f  \ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd  [1]  (c) \u7528\u81ea\u5df1\u7684\u8a71\u8aaa\u8aaa\u5f9e\u54ea\u88cf\u53ef\u4ee5\u770b\u51fa\u4f86\u67b0\u77f3\u5341\u5206\u5bec\u5927\uff1f  \ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd  [1]  (d) \u77ed\u6587\u4e2d\u7684\u5169\u6b21\u7b11\u8072\u6709\u4ec0\u9ebd\u4e0d\u540c\uff1f  (i) \t\u7b2c\u4e00\u6b21\u300c\u6bcf\u805e\u7b11\u8072\uff0c\u7686\u81bd\u843d \u300d\u662f\u56e0\u70ba \ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd \u3002\t[1]  (ii) \u7b2c\u4e8c\u6b21\u300c\u64ab\u677e\u4e0b\u77b0\uff0c\u9a5a\u5b9a\u4e43\u7b11 \u300d\u662f\u56e0\u70ba \ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd \u3002\t[1]  (e) \u7528\u81ea\u5df1\u7684\u8a71\u8aaa\u8aaa\u4f5c\u8005\u767b\u76e4\u5c71\u5f8c\u6709\u4ec0\u9ebd\u611f\u6168\uff1f  \ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd  \ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd  [1]  (f) \u4e0b\u9762\u63cf\u5beb\u767b\u5c71\u4e4b\u96aa\u7684\u53e5\u5b50\u662f\u54ea\u4e00\u9805\uff1f   (i) \u76e4\u9802\u5982\u521d\u62bd\u7b4d\u3002\t   (ii) \u5954\u98a8\u5ffd\u4f86\uff0c\u7ffb\u96f2\u62b9\u6d77\u3002\t   (iii) \u5c71\u77f3\u7919\u53f3\u81c2\uff0c\u5de6\u5c65\u865b\u4e0d\u898b\u5e95\u3002\t   (iv) \u592a\u53e4\u96f2\u5d50\uff0c\u8755\u58c1\u7686\u7fe0\u3002\t   [1]",
+            "9": "9 0509/12/m/j/20 \u00a9 ucles 2020 [turn over  (g) \u89e3\u91cb\u4e0b\u9762\u5283\u7dda\u5b57\u8a5e\u7684\u610f\u601d\uff1a  (i) \u92b3\u800c\u898f\t     \ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd  [1]  (ii) \u4f4f\u8db3\u4e0d\u5f97\u4e45     \ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd  [1]  (iii) \u8fc2\u800c\u50fb     \ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd  [1]  (iv) \u95ca\u4ee5\u638c     \ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd  [1]  [\u7e3d\u5206\uff1a 12] please turn over to find questions in simplified characters",
+            "10": "10 0509/12/m/j/20 \u00a9 ucles 2020 questions in simplified characters  \u7b2c\u4e00\u90e8\u5206 \u8bf7\u9605\u8bfb\u63d2\u9875\u4e0a\u7684 \u77ed\u6587\u4e00\uff0c\u7136\u540e\u5728\u8bd5\u5377\u4e0a\u56de\u7b54\u95ee\u9898 1\u3002 1 (a) \u7a97\u5916\u7684\u4e24\u79cd\u58f0\u97f3\u5438\u5f15\u4e86\u201c\u6211\u201d\u548c\u7238\u7238\u7684\u6ce8\u610f\u529b\uff0c\u8fd9\u4e24\u79cd\u58f0\u97f3\u6709\u4ec0\u4e48\u4e0d\u5bfb\u5e38\u4e4b\u5904\uff1f  \ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd  \ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd  [2]  (b) \u7b2c\u4e8c\u6bb5\u4e2d\uff0c\u4f5c\u8005\u5bf9\u5916\u4e61\u4eba\u7684\u63cf\u5199\u53cd\u6620\u4e86\u4ed6\u4eec\u600e\u6837\u7684\u751f\u6d3b\u73b0\u72b6\uff1f\u8bf7\u5217\u51fa \u4e24\u70b9\u3002  \ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd  \ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd  [2]  (c) \u5176\u4ed6\u770b\u70ed\u95f9\u7684\u4eba\u5bf9\u5916\u4e61\u4eba\u7684\u6001\u5ea6\u600e\u4e48\u6837\uff1f  \ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd  [1]  (d) \u7b2c\u4e09\u6bb5\u4e2d\uff0c\u7238\u7238\u4e00\u7cfb\u5217\u7684\u4e3e\u52a8\u8bf4\u660e\u4e86\u4ed6\u4ec0\u4e48\u6837\u7684\u6001\u5ea6\u548c\u5fc3\u60c5\uff1f  \ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd  \ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd  [2]  (e) \u6587\u7ae0\u4e2d\u600e\u6837\u8868\u73b0\u4e86\u7238\u7238\u7684\u6177\u6168\uff1f  \ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd  \ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd  [2]  (f) \u5bf9\u6bd4\u7b2c\u4e09\u6bb5\u548c\u7b2c\u516d\u6bb5\uff0c\u201c\u6211\u201d\u7684\u5fc3\u7406\u6709\u4ec0\u4e48\u53d8\u5316\uff1f\u8bf7\u5217\u51fa \u4e09\u70b9\u3002  \ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd  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+            "12": "12 0509/12/m/j/20 \u00a9 ucles 2020 \u7b2c\u4e8c\u90e8\u5206 2\t\t\u8bf7\u9605\u8bfb\u63d2\u9875\u4e0a\u7684 \u77ed\u6587\u4e8c\u548c \u77ed\u6587\u4e09\uff0c\u7136\u540e\u5728\u8bd5\u5377\u4e0a\u56de\u7b54\u95ee\u9898 2\u3002  \u672c\u9898\u7684\u603b\u5206\u662f 25\u5206\uff1a \u2022 \u8003\u751f\u5fc5\u987b\u5bf9\u4e24\u7bc7\u77ed\u6587\u4e2d\u7684\u4e8b\u5b9e\u548c\u89c2\u70b9\u8fdb\u884c\u5206\u6790\u3001\u8bc4\u4ef7\u548c\u6269\u5c55\u3002\u5728\u7b5b\u9009\u548c\u603b\u7ed3\u77ed\u6587\u4e2d\u7684\u76f8\u5173\u4fe1 \u606f\u7684\u57fa\u7840\u4e0a\uff0c\u7528\u81ea\u5df1\u7684\u8bdd\u5199\u4e00\u7bc7\u6587\u7ae0\u3002\uff08\u5360 15\u5206\uff09 \u2022 \u8bed\u8a00\u8d28\u91cf\uff08\u5360 10\u5206\uff09 \t \u8003\u751f\u5199\u7684\u5185\u5bb9\u5fc5\u987b\u4ee5 \u77ed\u6587\u4e8c\u548c \u77ed\u6587\u4e09\u4e2d\u7684\u76f8\u5173\u4fe1\u606f\u4e3a\u8f85\u52a9\u57fa\u7840\u3002 \t \u8003\u751f\u6240\u5199\u7684\u5b57\u6570\u5fc5\u987b\u5728 250\u81f3350\u5b57\u4e4b\u95f4\u3002 \t\t\u6691\u671f\u5230\u4e86\uff0c\u4e0d\u5c11\u540c\u5b66\u5728\u5bfb\u627e\u5b9e\u4e60\u5de5\u4f5c\u7684\u673a\u4f1a\u3002\u4e3a\u4e86\u5e2e\u52a9\u540c\u5b66\u4eec\u66f4\u597d\u5730\u4e86\u89e3\u804c\u573a\u9700\u6c42\uff0c\u5b66\u6821\u5c55\u5f00 \u4e86\u4e00\u7cfb\u5217\u7684\u8ba8\u8bba\u3002\u8bf7\u4f60\u7ed9\u6821\u62a5\u5199\u4e00\u7bc7\u6587\u7ae0\u3002  \u5728\u4f60\u7684\u6587\u7ae0\u4e2d\uff0c\u4f60\u5e94\u5f53\uff1a  \u2022 \t\u8bf4\u660e\u6027\u683c\u5916\u5411\u5728\u804c\u573a\u4e2d\u7684\u4f18\u52bf\uff1b  \u2022 \u8bf4\u660e\u6027\u683c\u5185\u5411\u5728\u804c\u573a\u4e2d\u7684\u4f18\u52bf\uff1b  \u2022 \u8bf4\u660e\u804c\u573a\u4e3a\u4ec0\u4e48\u9700\u8981\u4e24\u79cd\u4e0d\u540c\u6027\u683c\u7684\u4eba\u3002   100 200",
+            "13": "13 0509/12/m/j/20 \u00a9 ucles 2020 [turn over 300 400 500 600 [\u7e3d\u5206\uff1a 25]",
+            "14": "14 0509/12/m/j/20 \u00a9 ucles 2020 \u7b2c\u4e09\u90e8\u5206  \u8bf7\u9605\u8bfb\u63d2\u9875\u4e0a\u7684 \u77ed\u6587\u56db\uff0c\u7136\u540e\u5728\u8bd5\u5377\u4e0a\u56de\u7b54\u95ee\u9898 3\u3002 3 (a) \u8bf7\u4ece\u539f\u6587\u4e2d\u627e\u51fa\u76f8\u5e94\u7684\u8bcd\u53e5\u586b\u7a7a\u3002  (i) \u4f5c\u8005\u7528\u9aa8\u5934\u6765\u6bd4\u55bb\u76d8\u5c71 \ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd \u7684\u5916\u5f62\uff0c \t [1]  (ii) \u76d8\u5c71\u4e0a\u7684\u571f\u58e4\u5b55\u80b2\u4e86\u76d8\u5c71\u4e2d \ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd \u7684\u73af\u5883\u3002 \t [1]  (b) \u4f5c\u8005\u7528\u201c\u65e5\u5149\u6a2a\u5c04\uff0c\u5f71\u843d\u585e\u5916\u201d\u63cf\u5199\u4e86\u76d8\u5c71\u4ec0\u4e48\u6837\u7684\u7279\u70b9\uff1f  \ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd  [1]  (c) \u7528\u81ea\u5df1\u7684\u8bdd\u8bf4\u8bf4\u4ece\u54ea\u91cc\u53ef\u4ee5\u770b\u51fa\u6765\u67b0\u77f3\u5341\u5206\u5bbd\u5927\uff1f  \ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd  [1]  (d) \u77ed\u6587\u4e2d\u7684\u4e24\u6b21\u7b11\u58f0\u6709\u4ec0\u4e48\u4e0d\u540c\uff1f  (i) \t\u7b2c\u4e00\u6b21\u201c\u6bcf\u95fb\u7b11\u58f0\uff0c\u7686\u80c6\u843d\u201d\u662f\u56e0\u4e3a \ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd \u3002\t[1]  (ii) \u7b2c\u4e8c\u6b21\u201c\u629a\u677e\u4e0b\u77b0\uff0c\u60ca\u5b9a\u4e43\u7b11\u201d\u662f\u56e0\u4e3a \ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd \u3002\t[1]  (e) \u7528\u81ea\u5df1\u7684\u8bdd\u8bf4\u8bf4\u4f5c\u8005\u767b\u76d8\u5c71\u540e\u6709\u4ec0\u4e48\u611f\u6168\uff1f  \ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd  \ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd  [1]  (f) \u4e0b\u9762\u63cf\u5199\u767b\u5c71\u4e4b\u9669\u7684\u53e5\u5b50\u662f\u54ea\u4e00\u9879\uff1f   (i)\t \u76d8\u9876\u5982\u521d\u62bd\u7b0b\u3002\t \t   (ii)\t \u5954\u98ce\u5ffd\u6765\uff0c\u7ffb\u4e91\u62b9\u6d77\u3002\t \t   (iii)\t\u5c71\u77f3\u788d\u53f3\u81c2\uff0c\u5de6\u5c65\u865a\u4e0d\u89c1\u5e95\u3002\t   (iv)\t\u592a\u53e4\u4e91\u5c9a\uff0c\u8680\u58c1\u7686\u7fe0\u3002\t \t   [1]",
+            "15": "15 0509/12/m/j/20 \u00a9 ucles 2020 (g) \u89e3\u91ca\u4e0b\u9762\u5212\u7ebf\u5b57\u8bcd\u7684\u610f\u601d\uff1a  (i) \u9510\u800c\u89c4     \ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd  [1]  (ii) \u4f4f\u8db3\u4e0d\u5f97\u4e45     \ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd  [1]  (iii) \u8fc2\u800c\u50fb     \ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd  [1]  (iv) \u9614\u4ee5\u638c     \ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd  [1]  [\u603b\u5206\uff1a 12]",
+            "16": "16 0509/12/m/j/20 \u00a9 ucles 2020 permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible \ufffd 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 \ufffd 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 \ufffd this is produced for each series of examinations and is freely available to download  at www \ufffdcambridgeinternational \ufffdorg after the live examination series \ufffd cambridge assessment international education is part of the cambridge assessment group \ufffd 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 \ufffdblank page"
+        },
+        "0509_s20_qp_13.pdf": {
+            "1": "this document has 16 pages. blank pages are indicated. nl 182431/3 \u00a9 ucles 2020  [turn overcambridge igcse\u2122 first language chinese  0509/13 paper 1 reading, directed writing and classical chinese  may/june 2020  2 hours 15 minutes you must answer on the question paper. you will need:  insert (enclosed) instructions  \u25cf answer all questions in chinese .  \u25cf use a black or dark blue pen. do not use an erasable pen or correction fluid.  \u25cf write your name, centre number and candidate number in the boxes at the top of the page.  \u25cf write your answer to each question in the space provided.  \u25cf do not write on any bar codes.  \u25cf dictionaries are not allowed.  \u25cf the questions on this question paper are printed twice, once in traditional and once in simplified  characters. to read them in traditional characters, turn to page 4; to read them in simplified characters,  turn to page 10. you may write your answer in either traditional or simplified characters. information \u25cf\t the \ttotal\tmark\tfor\tthis\tpaper\tis\t60. \u25cf\t the \tnumber\tof\tmarks\tfor\teach\tquestion \tor\tpart\tquestion \tis\tshown\tin\tbrackets \t[\t]. \u25cf\t the \tinsert\tcontains\tthe\treading\tpassages. \u8aaa\u660e \u25cf\t\u8acb\u7528\u4e2d\u6587\u56de\u7b54 \u6240\u6709\u554f\u984c\u3002\u8acb\u4f7f\u7528\u9ed1\u8272\u6216\u6df1\u85cd\u8272\u7684\u7b46\u3002 \u4e0d\u8981\u7528\u53ef\u64e6\u7b46\u6216\u8005\u5857\u6539\u6db2\u3002 \u25cf\t\u5728\u672c\u9801\u4e0a\u65b9\u7684\u65b9\u6846\u4e2d\u586b\u5beb\u4f60\u7684\u59d3\u540d\u3001\u4e2d\u5fc3\u865f\u78bc\u548c\u8003\u751f\u865f\u78bc\u3002 \u25cf\t\u8acb\u628a\u6bcf\u4e00\u984c\u7684\u7b54\u6848\u5beb\u5728\u8a66\u5377\u6240\u63d0\u4f9b\u7684\u7a7a\u683c\u3002 \u25cf\t\u4e0d\u8981\u5728\u4efb\u4f55\u689d\u78bc\u4e0a\u66f8\u5beb\u3002 \u25cf\t\u4e0d\u53ef\u4ee5\u4f7f\u7528\u5b57\u5178\u3002 \u25cf\t\u9019\u4efd\u8a66\u5377\u4e2d\u7684\u554f\u984c\u6709\u7e41\u9ad4\u548c\u7c21\u9ad4\u5169\u7a2e\u7248\u672c\u3002\u8981\u8b80\u7e41\u9ad4\u7248\uff0c\u8acb\u7ffb\u5230\u7b2c\u56db\u9801\u3002\u8981\u8b80\u7c21\u9ad4\u7248\uff0c\u8acb\u7ffb\u5230 \u7b2c\u5341\u9801\u3002\u4f60\u53ef\u4ee5\u7528\u7e41\u9ad4\u5b57\u6216\u662f\u7c21\u9ad4\u5b57\u56de\u7b54\u554f\u984c\u3002 \u8bf4\u660e \u25cf\t\u8bf7\u7528\u4e2d\u6587\u56de\u7b54 \u6240\u6709\u95ee\u9898\u3002\u8bf7\u4f7f\u7528\u9ed1\u8272\u6216\u6df1\u84dd\u8272\u7684\u7b14\u3002 \u4e0d\u8981\u7528\u53ef\u64e6\u7b14\u6216\u8005\u6d82\u6539\u6db2\u3002 \u25cf\t\u5728\u672c\u9875\u4e0a\u65b9\u7684\u65b9\u6846\u4e2d\u586b\u5199\u4f60\u7684\u59d3\u540d\u3001\u4e2d\u5fc3\u53f7\u7801\u548c\u8003\u751f\u53f7\u7801\u3002 \u25cf\t\u8bf7\u628a\u6bcf\u4e00\u9898\u7684\u7b54\u6848\u5199\u5728\u8bd5\u5377\u6240\u63d0\u4f9b\u7684\u7a7a\u683c\u3002 \u25cf\t\u4e0d\u8981\u5728\u4efb\u4f55\u6761\u7801\u4e0a\u4e66\u5199\u3002 \u25cf\t\u4e0d\u53ef\u4ee5\u4f7f\u7528\u5b57\u5178\u3002 \u25cf\t\u8fd9\u4efd\u8bd5\u5377\u4e2d\u7684\u95ee\u9898\u6709\u7e41\u4f53\u548c\u7b80\u4f53\u4e24\u79cd\u7248\u672c\u3002\u8981\u8bfb\u7e41\u4f53\u7248\uff0c\u8bf7\u7ffb\u5230\u7b2c\u56db\u9875\u3002\u8981\u8bfb\u7b80\u4f53\u7248\uff0c\u8bf7\u7ffb\u5230 \u7b2c\u5341\u9875\u3002\u4f60\u53ef\u4ee5\u7528\u7e41\u4f53\u5b57\u6216\u662f\u7b80\u4f53\u5b57\u56de\u7b54\u95ee\u9898\u3002 *7390111476*",
+            "2": "2 0509/13/m/j/20 \u00a9 ucles 2020 \u4fe1\u606f  \u25cf\u9019\u4efd\u8a66\u5377\u7684\u7e3d\u5206\u662f\u516d\u5341\u5206\u3002  \u25cf\u6bcf\u4e00\u984c\u6216\u8005\u6bcf\u4e00\u5c0f\u984c\u7684\u5206\u6578\u986f\u793a\u5728\u5404\u984c\u5f8c\u9762\u7684\u62ec\u865f  [ ] \u88e1\u3002  \u25cf\u9019\u4efd\u63d2\u9801\u6709\u8003\u751f\u9700\u8981\u95b1\u8b80\u7684\u77ed\u6587\u3002 \u4fe1\u606f  \u25cf\u8fd9\u4efd\u8bd5\u5377\u7684\u603b\u5206\u662f\u516d\u5341\u5206\u3002  \u25cf\u6bcf\u4e00\u9898\u6216\u8005\u6bcf\u4e00\u5c0f\u9898\u7684\u5206\u6570\u663e\u793a\u5728\u5404\u9898\u540e\u9762\u7684\u62ec\u53f7  [ ] \u91cc\u3002  \u25cf\u8fd9\u4efd\u63d2\u9875\u6709\u8003\u751f\u9700\u8981\u9605\u8bfb\u7684\u77ed\u6587\u3002",
+            "3": "3 0509/13/m/j/20 \u00a9 ucles 2020 [turn over blank page",
+            "4": "4 0509/13/m/j/20 \u00a9 ucles 2020 questions in traditional characters  \u7b2c\u4e00\u90e8\u5206 \u8acb\u95b1\u8b80\u63d2\u9801\u4e0a\u7684 \u77ed\u6587\u4e00\uff0c\u7136\u5f8c\u5728\u8a66\u5377\u4e0a\u56de\u7b54\u554f\u984c 1\u3002 1 (a) \u54ea\u5169\u8655\u74b0\u5883\u63cf\u5beb\u70d8\u6258\u51fa\u4e86\u6545\u4e8b\u958b\u59cb\u6642\u7684\u6c23\u6c1b\uff1f  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+            "5": "5 0509/13/m/j/20 \u00a9 ucles 2020 [turn over  (g) \u300c\u6211\u7684\u7b46\u7aef\u9813\u5728\u7a3f\u7d19\u4e0a\uff0c\u4e0a\u9762\u6c92\u6709\u51fa\u73fe\u4e00\u500b\u5b57\u3002 \u300d\uff08\u7b2c\u4e00\u6bb5\uff09\u7d50\u5408\u4e0a\u4e0b\u6587\uff0c\u8aaa\u8aaa \u300c\u9813\u300d\u8868\u660e \u4e86\u4ec0\u9ebd\u3002  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\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd   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+            "6": "6 0509/13/m/j/20 \u00a9 ucles 2020 \u7b2c\u4e8c\u90e8\u5206 2\t\t\u8acb\u95b1\u8b80\u63d2\u9801\u4e0a\u7684 \u77ed\u6587\u4e8c\u548c \u77ed\u6587\u4e09\uff0c\u7136\u5f8c\u5728\u8a66\u5377\u4e0a\u56de\u7b54\u554f\u984c 2\u3002  \u672c\u984c\u7684\u7e3d\u5206\u662f 25\u5206\uff1a  \u2022  \u8003\u751f\u5fc5\u9808\u5c0d\u5169\u7bc7\u77ed\u6587\u4e2d\u7684\u4e8b\u5be6\u548c\u89c0\u9ede\u9032\u884c\u5206\u6790\u3001\u8a55\u50f9\u548c\u64f4\u5c55\u3002\u5728\u7be9\u9078\u548c\u7e3d\u7d50\u77ed\u6587\u4e2d\u7684\u76f8\u95dc \u4fe1\u606f\u7684\u57fa\u790e\u4e0a\uff0c\u7528\u81ea\u5df1\u7684\u8a71\u5beb\u4e00\u5c01\u4fe1\u3002\uff08\u4f54 15\u5206\uff09 \u2022 \u8a9e\u8a00\u8cea\u91cf\uff08\u4f54 10\u5206\uff09 \t \u8003\u751f\u5beb\u7684\u4fe1\u7684\u5167\u5bb9\u5fc5\u9808\u4ee5 \u77ed\u6587\u4e8c\u548c \u77ed\u6587\u4e09\u4e2d\u7684\u76f8\u95dc\u4fe1\u606f\u70ba\u8f14\u52a9\u57fa\u790e\u3002 \t \u8003\u751f\u5beb\u7684\u4fe1\u7684\u5b57\u6578\u5fc5\u9808\u5728 250\u81f3350\u5b57\u4e4b\u9593\u3002 \t\t\u4f60\u6240\u5728\u7684\u5b78\u6821\u6253\u7b97\u63a8\u51fa\u4e00\u5957\u65b0\u6b3e\u6821\u670d\uff0c\u5f15\u8d77\u4e86\u5b78\u751f\u5011\u7684\u71b1\u70c8\u8a0e\u8ad6\u3002\u8acb\u4f60\u4ee5\u652f\u6301\u6821\u670d\u7684\u5b78\u751f\u4ee3\u8868 \u7684\u540d\u7fa9\uff0c\u7d66\u4f60\u7684\u540c\u5b78\u5011\u5beb\u4e00\u5c01\u4fe1\u3002\u5728\u4f60\u7684\u4fe1\u4e2d\uff0c\u8acb\u8aaa\u660e\uff1a  \u2022 \t\u7a7f\u6821\u670d\u5c0d\u5b78\u751f\u7684\u597d\u8655\uff1b  \u2022 \u5b78\u751f\u5011\u548c\u5bb6\u9577\u5011\u5c0d\u6821\u670d\u7684\u8a34\u6c42\uff1b  \u2022 \u6821\u670d\u5728\u6821\u5712\u6587\u5316\u4e2d\u80fd\u8d77\u5230\u7684\u4f5c\u7528\u3002   100 200",
+            "7": "7 0509/13/m/j/20 \u00a9 ucles 2020 [turn over 300 400 500 600 [\u7e3d\u5206\uff1a 25]",
+            "8": "8 0509/13/m/j/20 \u00a9 ucles 2020 \u7b2c\u4e09\u90e8\u5206  \u8acb\u95b1\u8b80\u63d2\u9801\u4e0a\u7684 \u77ed\u6587\u56db\uff0c\u7136\u5f8c\u5728\u8a66\u5377\u4e0a\u56de\u7b54\u554f\u984c 3\u3002 3 (a) \u77ed\u6587\u4e2d\u54ea\u88cf\u53ef\u4ee5\u770b\u51fa \u300c\u6211\u300d\u5728\u5bb6\u904e\u7684\u65e5\u5b50\u5f88\u6e05\u975c\uff1f  \ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd  [1]  (b) \u8acb\u7528\u81ea\u5df1\u7684\u8a71\u8aaa\u8aaa\u5c0f\u5973\u5152\u611b\u66f8\u7684\u8868\u73fe\u3002  \ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd  \ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd  [2]  (c) \u89e3\u91cb\u4e0b\u5217\u5283\u7dda\u8a5e\u8a9e\uff1a  (i) \u6216\u4e73\u4e8e\u6bcd     \ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd  [1]  (ii) \u6545\u4f59\u8b80\u5e38\u4e0d\u5ee2     \ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd  [1]  (iii) \u610f\u5230\u5373\u7b46     \ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd  [1]  (iv) \u4f59\u5617\u8b02     \ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd  [1]  (d) \u4f5c\u8005\u7528\u300c\u5154\u8d77\u9dbb\u843d \u300d\u4f86\u5f62\u5bb9\u4ec0\u9ebd\uff1f  \ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd  [1]  (e) \u8acb\u7528\u81ea\u5df1\u7684\u8a71\u56de\u7b54 \u300c\u6211\u300d\u8b80\u66f8\u7684\u76ee\u7684\u662f\u4ec0\u9ebd\u3002  \ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd  [1]  (f) \u4e0b\u5217\u53e5\u5b50\u5206\u522b\u6307\u7684\u662f\u8ab0\uff1f   (i) \u300c\u2026\u2026\u5373\u8b80\u300a\u5c1a\u66f8\u300b \u300d\u6307\u7684\u662f \ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd \u3002\t [1]      (ii) \u300c\u2026\u2026\u82e5\u751a\u89e3\u8005 \u300d\u6307\u7684\u662f \ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd \u3002\t [1]     (iii) \u300c\u2026\u2026\u4e0d\u4ee5\u70ba\u4f3c\u4e5f \u300d\u6307\u7684\u662f \ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd \u3002\t [1]  [\u7e3d\u5206\uff1a 12]",
+            "9": "9 0509/13/m/j/20 \u00a9 ucles 2020 [turn over please turn over to find questions in simplified characters",
+            "10": "10 0509/13/m/j/20 \u00a9 ucles 2020 questions in simplified characters  \u7b2c\u4e00\u90e8\u5206 \u8bf7\u9605\u8bfb\u63d2\u9875\u4e0a\u7684 \u77ed\u6587\u4e00\uff0c\u7136\u540e\u5728\u8bd5\u5377\u4e0a\u56de\u7b54\u95ee\u9898 1\u3002 1 (a) \u54ea\u4e24\u5904\u73af\u5883\u63cf\u5199\u70d8\u6258\u51fa\u4e86\u6545\u4e8b\u5f00\u59cb\u65f6\u7684\u6c14\u6c1b\uff1f  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+            "11": "11 0509/13/m/j/20 \u00a9 ucles 2020 [turn over  (g) \u201c\u6211\u7684\u7b14\u7aef\u987f\u5728\u7a3f\u7eb8\u4e0a\uff0c\u4e0a\u9762\u6ca1\u6709\u51fa\u73b0\u4e00\u4e2a\u5b57\u3002\u201d\uff08\u7b2c\u4e00\u6bb5\uff09\u7ed3\u5408\u4e0a\u4e0b\u6587\uff0c\u8bf4\u8bf4\u201c\u987f\u201d\u8868\u660e \u4e86\u4ec0\u4e48\u3002  \ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd  \ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd  [1]  (h) \u8bf7\u6839\u636e\u6587\u7ae0\u5185\u5bb9\uff0c\u8bf4\u8bf4\u4f5c\u8005\u60f3\u901a\u8fc7\u4e0b\u9762\u53e5\u5b50\u4e2d\u7684\u5212\u7ebf\u90e8\u5206\u8bf4\u660e\u4ec0\u4e48\uff1f  (i) \t\u201c\u65d7\u888d\u5782\u6302\u5728\u8863\u67b6\u4e0a\uff0c\u4e0e\u6211\u9ed8\u9ed8\u5bf9\u89c6\u3002\u201d\uff08\u7b2c\u4e00\u6bb5\uff09   \ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd   \ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd  [2]  (ii) \u201c\u4ed6\u7684\u7b11\u5bb9\u50f5\u4f4f\u4e86\u3002\u201d\uff08\u7b2c\u56db\u6bb5\uff09   \ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd   \ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd  [2]  (iii) \u201c\u8001\u4eba\u8138\u4e0a\u5f88\u5feb\u6d8c\u51fa\u4e00\u56e2\u548c\u6c14\u7684\u559c\u60a6\u3002\u201d(\u7b2c\u4e94\u6bb5)   \ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd   \ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd  [2]  (iv) \u201c\u6211\u548c\u516d\u513f\u5750\u7740\uff0c\u804a\u7740\uff0c\u76f4\u5230\u6211\u54c1\u4e0d\u51fa\u8336\u7684\u5473\u9053\u3002\u201d(\u7b2c\u516d\u6bb5)   \ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd   \ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd  [2]  [\u603b\u5206\uff1a 23]",
+            "12": "12 0509/13/m/j/20 \u00a9 ucles 2020 \u7b2c\u4e8c\u90e8\u5206 2\t\t\u8bf7\u9605\u8bfb\u63d2\u9875\u4e0a\u7684 \u77ed\u6587\u4e8c\u548c \u77ed\u6587\u4e09\uff0c\u7136\u540e\u5728\u8bd5\u5377\u4e0a\u56de\u7b54\u95ee\u9898 2\u3002  \u672c\u9898\u7684\u603b\u5206\u662f 25\u5206\uff1a \u2022 \u8003\u751f\u5fc5\u987b\u5bf9\u4e24\u7bc7\u77ed\u6587\u4e2d\u7684\u4e8b\u5b9e\u548c\u89c2\u70b9\u8fdb\u884c\u5206\u6790\u3001\u8bc4\u4ef7\u548c\u6269\u5c55\u3002\u5728\u7b5b\u9009\u548c\u603b\u7ed3\u77ed\u6587\u4e2d\u7684\u76f8\u5173\u4fe1\u606f \u7684\u57fa\u7840\u4e0a\uff0c\u7528\u81ea\u5df1\u7684\u8bdd\u5199\u4e00\u5c01\u4fe1\u3002\uff08\u5360 15\u5206\uff09 \u2022 \u8bed\u8a00\u8d28\u91cf\uff08\u5360 10\u5206\uff09 \t \u8003\u751f\u5199\u7684\u4fe1\u7684\u5185\u5bb9\u5fc5\u987b\u4ee5 \u77ed\u6587\u4e8c\u548c \u77ed\u6587\u4e09\u4e2d\u7684\u76f8\u5173\u4fe1\u606f\u4e3a\u8f85\u52a9\u57fa\u7840\u3002 \t \u8003\u751f\u5199\u7684\u4fe1\u7684\u5b57\u6570\u5fc5\u987b\u5728 250\u81f3350\u5b57\u4e4b\u95f4\u3002 \t\t\u4f60\u6240\u5728\u7684\u5b66\u6821\u6253\u7b97\u63a8\u51fa\u4e00\u5957\u65b0\u6b3e\u6821\u670d\uff0c\u5f15\u8d77\u4e86\u5b66\u751f\u4eec\u7684\u70ed\u70c8\u8ba8\u8bba\u3002\u8bf7\u4f60\u4ee5\u652f\u6301\u6821\u670d\u7684\u5b66\u751f\u4ee3\u8868\u7684 \u540d\u4e49\uff0c\u7ed9\u4f60\u7684\u540c\u5b66\u4eec\u5199\u4e00\u5c01\u4fe1\u3002\u5728\u4f60\u7684\u4fe1\u4e2d\uff0c\u8bf7\u8bf4\u660e\uff1a  \u2022 \t\u7a7f\u6821\u670d\u5bf9\u5b66\u751f\u7684\u597d\u5904\uff1b  \u2022 \u5b66\u751f\u4eec\u548c\u5bb6\u957f\u4eec\u5bf9\u6821\u670d\u7684\u8bc9\u6c42\uff1b  \u2022 \u6821\u670d\u5728\u6821\u56ed\u6587\u5316\u4e2d\u80fd\u8d77\u5230\u7684\u4f5c\u7528\u3002   100 200",
+            "13": "13 0509/13/m/j/20 \u00a9 ucles 2020 [turn over 300 400 500 600 [\u603b\u5206\uff1a 25]",
+            "14": "14 0509/13/m/j/20 \u00a9 ucles 202014 \u7b2c\u4e09\u90e8\u5206  \u8bf7\u9605\u8bfb\u63d2\u9875\u4e0a\u7684 \u77ed\u6587\u56db\uff0c\u7136\u540e\u5728\u8bd5\u5377\u4e0a\u56de\u7b54\u95ee\u9898 3\u3002 3 (a) \u77ed\u6587\u4e2d\u54ea\u91cc\u53ef\u4ee5\u770b\u51fa\u201c\u6211\u201d\u5728\u5bb6\u8fc7\u7684\u65e5\u5b50\u5f88\u6e05\u9759\uff1f  \ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd  [1]  (b) \u8bf7\u7528\u81ea\u5df1\u7684\u8bdd\u8bf4\u8bf4\u5c0f\u5973\u513f\u7231\u4e66\u7684\u8868\u73b0\u3002  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\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd  [2]  (c) \u89e3\u91ca\u4e0b\u5217\u5212\u7ebf\u8bcd\u8bed\uff1a  (i) \u6216\u4e73\u4e8e\u6bcd     \ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd  [1]  (ii) \u6545\u4f59\u8bfb\u5e38\u4e0d\u5e9f     \ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd  [1]  (iii) \u610f\u5230\u5373\u7b14     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\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd  [1]  (f) \u4e0b\u5217\u53e5\u5b50\u5206\u522b\u6307\u7684\u662f\u8c01\uff1f    (i) \u201c\u2026\u2026\u5373\u8bfb\u300a\u5c1a\u4e66\u300b\u201d\u6307\u7684\u662f \ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd \u3002\t [1]   (ii) \u201c\u2026\u2026\u82e5\u751a\u89e3\u8005\u201d\u6307\u7684\u662f \ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd \u3002\t [1]   (iii) \u201c\u2026\u2026\u4e0d\u4ee5\u4e3a\u4f3c\u4e5f\u201d\u6307\u7684\u662f \ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd \u3002\t [1]  [\u603b\u5206\uff1a 12]",
+            "15": "15 0509/13/m/j/20 \u00a9 ucles 2020blank page",
+            "16": "16 0509/13/m/j/20 \u00a9 ucles 2020 permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible \ufffd 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 \ufffd 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 \ufffd this is produced for each series of examinations and is freely available to download  at www \ufffdcambridgeinternational \ufffdorg after the live examination series \ufffd cambridge assessment international education is part of the cambridge assessment group \ufffd 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 \ufffdblank page"
+        },
+        "0509_s20_qp_21.pdf": {
+            "1": "this document has 16 pages. blank pages are indicated. dc (pq) 198143 \u00a9 ucles 2020  [turn overcambridge igcse\u2122 first language chinese  0509/21 paper 2 writing  may/june 2020  2 hours you must answer on the question paper. no additional materials are needed. instructions  \u25cf answer two questions, one from section 1 and one from section 2.  \u25cf use a black or dark blue pen. do not use an erasable pen or correction fluid.  \u25cf write your name, centre number and candidate number in the boxes at the top of the page.  \u25cf write your answer to each question in the space provided.  \u25cf do not write on any bar codes.  \u25cf dictionaries are not allowed.  \u25cf the essay titles on this question paper are printed twice, once in traditional and once in simplified  characters. to read the titles in traditional characters, turn to page 4; to read the titles in simplified  characters, turn to page 10. you may write your answer in either traditional or simplified characters. information  \u25cf the total mark for this paper is 50.  \u25cf each question is worth 25 marks . *3902165221* this document has 16 pages. blank pages are indicated. nl 182351/2 \u00a9 ucles 2020 [turn overcambridge igcse\u2122 first language chinese 0509/22 paper 2 writing may/june 2020  2 hours you must answer on the question paper. no additional materials are needed. instructions  \u25cf answer two questions, one from section 1 and one from section 2.  \u25cf use a black or dark blue pen. do not use an erasable pen or correction fluid.  \u25cf write your name, centre number and candidate number in the boxes at the top of the page.  \u25cf write your answer to each question in the space provided.  \u25cf do not write on any bar codes.  \u25cf dictionaries are not allowed.  \u25cf the essay titles on this question paper are printed twice, once in traditional and once in simplified  characters. to read the titles in traditional characters, turn to page 4; to read the titles in simplified  characters, turn to page 10. you may write your answer in either traditional or simplified characters. information  \u25cf the total mark for this paper is 50.  \u25cf each question is worth 25 marks . \u8aaa\u660e \u25cf \u8acb\u56de\u7b54\u5169\u500b\u554f\u984c\uff0c\u5f9e\u7b2c\u4e00\u90e8\u5206\u9078\u64c7 \u4e00\u500b\u554f\u984c\uff0c\u7136\u5f8c\u5f9e\u7b2c\u4e8c\u90e8\u5206\u4e5f\u9078\u64c7 \u4e00\u500b\u554f\u984c\u4f86\u7b54\u984c\u3002 \u25cf \u8acb\u4f7f\u7528\u9ed1\u8272\u6216\u6df1\u85cd\u8272\u7684\u7b46\u3002 \u4e0d\u8981\u7528\u53ef\u64e6\u7b46\u6216\u8005\u5857\u6539\u6db2\u3002 \u25cf \u5728\u672c\u9801\u4e0a\u65b9\u7684\u65b9\u6846\u4e2d\u586b\u5beb\u4f60\u7684\u59d3\u540d\u3001\u4e2d\u5fc3\u865f\u78bc\u548c\u8003\u751f\u865f\u78bc\u3002 \u25cf \u8acb\u628a\u6bcf\u4e00\u984c\u7684\u7b54\u6848\u5beb\u5728\u8a66\u5377\u6240\u63d0\u4f9b\u7684\u7a7a\u683c\u3002 \u25cf \u4e0d\u8981\u5728\u4efb\u4f55\u689d\u78bc\u4e0a\u66f8\u5beb\u3002 \u25cf \u4e0d\u53ef\u4ee5\u4f7f\u7528\u5b57\u5178\u3002 \u25cf \u9019\u4efd\u8a66\u5377\u4e2d\u7684\u4f5c\u6587\u984c\u76ee\u6709\u7e41\u9ad4\u548c\u7c21\u9ad4\u5169\u7a2e\u7248\u672c\u3002\u8981\u8b80\u7e41\u9ad4\u7248\u7684\u984c\u76ee\uff0c\u8acb\u7ffb\u5230\u7b2c\u56db\u9801\u3002\u8981\u8b80\u7c21\u9ad4 \u7248\u7684\u984c\u76ee\uff0c\u8acb\u7ffb\u5230\u7b2c\u5341\u9801\u3002\u4f60\u53ef\u4ee5\u7528\u7e41\u9ad4\u5b57\u6216\u662f\u7c21\u9ad4\u5b57\u56de\u7b54\u554f\u984c\u3002 \u8bf4\u660e \u25cf \u8bf7\u56de\u7b54\u4e24\u4e2a\u95ee\u9898\uff0c\u4ece\u7b2c\u4e00\u90e8\u5206\u9009\u62e9 \u4e00\u4e2a\u95ee\u9898\uff0c\u7136\u540e\u4ece\u7b2c\u4e8c\u90e8\u5206\u4e5f\u9009\u62e9 \u4e00\u4e2a\u95ee\u9898\u6765\u7b54\u9898\u3002 \u25cf \u8bf7\u4f7f\u7528\u9ed1\u8272\u6216\u6df1\u84dd\u8272\u7684\u7b14\u3002 \u4e0d\u8981\u7528\u53ef\u64e6\u7b14\u6216\u8005\u6d82\u6539\u6db2\u3002 \u25cf \u5728\u672c\u9875\u4e0a\u65b9\u7684\u65b9\u6846\u4e2d\u586b\u5199\u4f60\u7684\u59d3\u540d\u3001\u4e2d\u5fc3\u53f7\u7801\u548c\u8003\u751f\u53f7\u7801\u3002 \u25cf \u8bf7\u628a\u6bcf\u4e00\u9898\u7684\u7b54\u6848\u5199\u5728\u8bd5\u5377\u6240\u63d0\u4f9b\u7684\u7a7a\u683c\u3002 \u25cf \u4e0d\u8981\u5728\u4efb\u4f55\u6761\u7801\u4e0a\u4e66\u5199\u3002 \u25cf \u4e0d\u53ef\u4ee5\u4f7f\u7528\u5b57\u5178\u3002 \u25cf \u8fd9\u4efd\u8bd5\u5377\u4e2d\u7684\u4f5c\u6587\u9898\u76ee\u6709\u7e41\u4f53\u548c\u7b80\u4f53\u4e24\u79cd\u7248\u672c\u3002\u8981\u8bfb\u7e41\u4f53\u7248\u7684\u9898\u76ee\uff0c\u8bf7\u7ffb\u5230\u7b2c\u56db\u9875\u3002\u8981\u8bfb\u7b80\u4f53 \u7248\u7684\u9898\u76ee\uff0c\u8bf7\u7ffb\u5230\u7b2c\u5341\u9875\u3002\u4f60\u53ef\u4ee5\u7528\u7e41\u4f53\u5b57\u6216\u662f\u7b80\u4f53\u5b57\u56de\u7b54\u95ee\u9898\u3002 *7475135624*",
+            "2": "2 0509/21/m/j/20 \u00a9 ucles 20202 0509/22/m/j/20 \u00a9 ucles 2020\u4fe1\u606f \u25cf \u9019\u4efd\u8a66\u5377\u7684\u7e3d\u5206\u662f\u4e94\u5341\u5206\u3002 \u25cf \u6bcf\u4e00\u984c\u7684\u5206\u503c\u662f\u4e8c\u5341\u4e94\u5206\u3002 \u4fe1\u606f  \u25cf\u8fd9\u4efd\u8bd5\u5377\u7684\u603b\u5206\u662f\u4e94\u5341\u5206\u3002  \u25cf\u6bcf\u4e00\u9898\u7684\u5206\u503c\u662f\u4e8c\u5341\u4e94\u5206\u3002",
+            "3": "3 0509/21/m/j/20 \u00a9 ucles 2020 [turn over blank page",
+            "4": "4 0509/21/m/j/20 \u00a9 ucles 20204 0509/22/m/j/20 \u00a9 ucles 2020questions in traditional characters \u8acb\u5beb\u5169\u7bc7\u4f5c\u6587\uff0c\u6bcf\u7bc7\u4f5c\u6587\u7684\u5b57\u6578\u61c9\u7576\u5728 400\u5230600\u4e4b\u9593\u3002 \u5728\u7b2c\u4e00\u90e8\u5206\u4e2d\u4efb\u9078\u4e00\u984c\uff0c\u5728\u7b2c\u4e8c\u90e8\u5206\u4e2d\u518d\u4efb\u9078\u4e00\u984c\u3002 \u7b2c\u4e00\u90e8\u5206 \u8b70\u8ad6 1\t\t\u201c\u771f\u4eba\u79c0\u7bc0\u76ee\u70ba\u4eba\u5011\u63d0\u4f9b\u4e86\u4e00\u500b\u9003\u907f\u73fe\u5be6\u751f\u6d3b\u7684\u6a5f\u6703\u3002\u201d\u4f60\u540c\u610f\u55ce\uff1f\u5beb\u4e00\u7bc7\u5177\u6709\u8aaa\u670d\u529b\u7684\u6587 \u7ae0\uff0c\u8aaa\u660e\u4f60\u70ba\u4ec0\u9ebc\u540c\u610f \u6216\u8005\u4e0d\u540c\u610f\u9019\u500b\u89c0\u9ede\u3002\t \u6216\u8005 2\t\t\u6211\u5011\u61c9\u8a72\u5728\u4e4e\u5225\u4eba\u5c0d\u81ea\u5df1\u7684\u8a55\u50f9\u55ce\uff1f\u7d66\u4f60\u7684\u5b78\u6821\u96dc\u8a8c\u5beb\u4e00\u7bc7\u6709\u8aaa\u670d\u529b\u7684\u6587\u7ae0\uff0c\u8aaa\u660e\u4f60\u70ba\u4ec0\u9ebc\u89ba \u5f97\u4eba\u5011\u61c9\u8a72 \u6216\u8005\u4e0d\u61c9\u8a72\u5728\u4e4e\u5225\u4eba\u5c0d\u81ea\u5df1\u7684\u8a55\u50f9\u3002 \u8a0e\u8ad6 3\t\t\u4f60\u5c07\u53c3\u52a0\u5b78\u6821\u8209\u8fa6\u7684\u4f5c\u6587\u6bd4\u8cfd\uff0c\u5c31\u5982\u4f55\u770b\u5f85\u5bb6\u9577\u5c0d\u5b69\u5b50\u7684\u7ba1\u675f\u5beb\u4e00\u7bc7\u6587\u7ae0\u3002 \t \u6587\u7ae0\u5fc5\u9808\u5305\u62ec\u4ee5\u4e0b\u5e7e\u9ede\uff1a  \u2022\t \u7d50\u5408\u4f60\u7684\u89aa\u8eab\u7d93\u6b77\uff0c\u5f9e\u597d\u58de\u5169\u500b\u65b9\u9762\u8ac7\u8ac7\u5bb6\u9577\u7ba1\u675f\u5b69\u5b50\u7684\u65b9\u6cd5\uff1b  \u2022\t \u4f60\u7d66\u5bb6\u9577\u7684\u5efa\u8b70\uff1b  \u2022\t \u4f60\u7684\u5efa\u8b70\u5c07\u5982\u4f55\u5f71\u97ff\u5b69\u5b50\u7684\u6210\u9577\u3002 \u6216\u8005 4\t\t\u4f60\u5011\u5b78\u6821\u6821\u520a\u6709\u4e00\u500b\u5c08\u6b04\u53eb\u505a\u201c\u5e74\u8f15\u4eba\u8207\u611b\u597d\u201d\uff0c\u4f60\u53d7\u9080\u5beb\u4e00\u7bc7\u6587\u7ae0\u3002 \t \u6587\u7ae0\u5fc5\u9808\u5305\u62ec\u4ee5\u4e0b\u5e7e\u9ede\uff1a\t  \u2022\t \u5e74\u8f15\u4eba\u4e2d\u6700\u5e38\u898b\u7684\u611b\u597d\uff1b  \u2022\t \u5f9e\u6b63\u53cd\u5169\u500b\u65b9\u9762\u8ac7\u8ac7\u611b\u597d\u5982\u4f55\u5f71\u97ff\u5e74\u8f15\u4eba\uff1b  \u2022\t \u5982\u4f55\u66f4\u597d\u5730\u5229\u7528\u696d\u9918\u6642\u9593\u3002",
+            "5": "5 0509/21/m/j/20 \u00a9 ucles 2020 [turn over5 0509/22/m/j/20 \u00a9 ucles 2020 [turn over\t\t\t\t\u8acb\u628a\u9078\u984c\u5b57\u6bcd\u5beb\u5728\u9019\u88e1\u4e26\u4f5c\u7b54.. 100 200 300 400",
+            "6": "6 0509/21/m/j/20 \u00a9 ucles 20206 0509/22/m/j/20 \u00a9 ucles 2020 500 600 700 8007 0509/22/m/j/20 \u00a9 ucles 2020 [turn over\u7b2c\u4e8c\u90e8\u5206 \u63cf\u8ff0 5\t\t\u63cf\u8ff0\u7a97\u5916\u7f8e\u9e97\u7684\u79cb\u8272\u3002 \u6216\u8005 6\t\t\u5728\u6e05\u7406\u623f\u9593\u6642\uff0c\u4f60\u770b\u5230\u4e86\u5152\u6642\u7684\u73a9\u5177\u7bb1\u3002\t \u63cf\u5beb\u7bb1\u88e1\u7684\u73a9\u5177\u548c\u4f60\u7684\u611f\u53d7\u3002 \u6558\u8ff0 7\t\t\u4ee5\u201c\u90a3\u5929\u6211\u4e0a\u932f\u8eca\u4e86\u2026\u2026\u201d\u70ba\u958b\u982d\u5beb\u4e00\u500b\u6545\u4e8b\u3002\t \u6216\u8005 8\t\t\u6558\u8ff0\u4f60\u7b2c\u4e00\u6b21\u6399\u9322\u7684\u7d93\u6b77\u3002",
+            "7": "7 0509/21/m/j/20 \u00a9 ucles 2020 [turn over 6 0509/22/m/j/20 \u00a9 ucles 2020 500 600 700 8007 0509/22/m/j/20 \u00a9 ucles 2020 [turn over\u7b2c\u4e8c\u90e8\u5206 \u63cf\u8ff0 5\t\t\u63cf\u8ff0\u7a97\u5916\u7f8e\u9e97\u7684\u79cb\u8272\u3002 \u6216\u8005 6\t\t\u5728\u6e05\u7406\u623f\u9593\u6642\uff0c\u4f60\u770b\u5230\u4e86\u5152\u6642\u7684\u73a9\u5177\u7bb1\u3002\t \u63cf\u5beb\u7bb1\u88e1\u7684\u73a9\u5177\u548c\u4f60\u7684\u611f\u53d7\u3002 \u6558\u8ff0 7\t\t\u4ee5\u201c\u90a3\u5929\u6211\u4e0a\u932f\u8eca\u4e86\u2026\u2026\u201d\u70ba\u958b\u982d\u5beb\u4e00\u500b\u6545\u4e8b\u3002\t \u6216\u8005 8\t\t\u6558\u8ff0\u4f60\u7b2c\u4e00\u6b21\u6399\u9322\u7684\u7d93\u6b77\u3002",
+            "8": "8 0509/21/m/j/20 \u00a9 ucles 20208 0509/22/m/j/20 \u00a9 ucles 2020    \u8acb\u628a\u9078\u984c\u5b57\u6bcd\u5beb\u5728\u9019\u88e1\u4e26\u4f5c\u7b54.. 100 200 300 400",
+            "9": "9 0509/21/m/j/20 \u00a9 ucles 2020 [turn over 8 0509/22/m/j/20 \u00a9 ucles 2020    \u8acb\u628a\u9078\u984c\u5b57\u6bcd\u5beb\u5728\u9019\u88e1\u4e26\u4f5c\u7b54.. 100 200 300 4009 0509/22/m/j/20 \u00a9 ucles 2020 [turn over 500 600 700 800",
+            "10": "10 0509/21/m/j/20 \u00a9 ucles 202010 0509/22/m/j/20 \u00a9 ucles 2020questions in simplified characters \u8bf7\u5199\u4e24\u7bc7\u4f5c\u6587\uff0c\u6bcf\u7bc7\u4f5c\u6587\u7684\u5b57\u6570\u5e94\u5f53\u5728 400\u5230600\u4e4b\u95f4\u3002 \u5728\u7b2c\u4e00\u90e8\u5206\u4e2d\u4efb\u9009\u4e00\u9898\uff0c\u5728\u7b2c\u4e8c\u90e8\u5206\u4e2d\u518d\u4efb\u9009\u4e00\u9898\u3002 \u7b2c\u4e00\u90e8\u5206 \u8bae\u8bba 1\t\t\u201c\u771f\u4eba\u79c0\u8282\u76ee\u4e3a\u4eba\u4eec\u63d0\u4f9b\u4e86\u4e00\u4e2a\u9003\u907f\u73b0\u5b9e\u751f\u6d3b\u7684\u673a\u4f1a\u3002\u201d\u4f60\u540c\u610f\u5417\uff1f\u5199\u4e00\u7bc7\u5177\u6709\u8bf4\u670d\u529b\u7684\u6587 \u7ae0\uff0c\u8bf4\u660e\u4f60\u4e3a\u4ec0\u4e48\u540c\u610f \u6216\u8005\u4e0d\u540c\u610f\u8fd9\u4e2a\u89c2\u70b9\u3002 \u6216\u8005 2\t\t\u6211\u4eec\u5e94\u8be5\u5728\u4e4e\u522b\u4eba\u5bf9\u81ea\u5df1\u7684\u8bc4\u4ef7\u5417\uff1f\u7ed9\u4f60\u7684\u5b66\u6821\u6742\u5fd7\u5199\u4e00\u7bc7\u6709\u8bf4\u670d\u529b\u7684\u6587\u7ae0\uff0c\u8bf4\u660e\u4f60\u4e3a\u4ec0\u4e48\u89c9 \u5f97\u4eba\u4eec\u5e94\u8be5 \u6216\u8005\u4e0d\u5e94\u8be5\u5728\u4e4e\u522b\u4eba\u5bf9\u81ea\u5df1\u7684\u8bc4\u4ef7\u3002 \u8ba8\u8bba 3\t\t\u4f60\u5c06\u53c2\u52a0\u5b66\u6821\u4e3e\u529e\u7684\u4f5c\u6587\u6bd4\u8d5b\uff0c\u5c31\u5982\u4f55\u770b\u5f85\u5bb6\u957f\u5bf9\u5b69\u5b50\u7684\u7ba1\u675f\u5199\u4e00\u7bc7\u6587\u7ae0\u3002 \t \u6587\u7ae0\u5fc5\u987b\u5305\u62ec\u4ee5\u4e0b\u51e0\u70b9\uff1a  \u2022\t \u7ed3\u5408\u4f60\u7684\u4eb2\u8eab\u7ecf\u5386\uff0c\u4ece\u597d\u574f\u4e24\u4e2a\u65b9\u9762\u8c08\u8c08\u5bb6\u957f\u7ba1\u675f\u5b69\u5b50\u7684\u65b9\u6cd5\uff1b  \u2022\t \u4f60\u7ed9\u5bb6\u957f\u7684\u5efa\u8bae\uff1b  \u2022\t \u4f60\u7684\u5efa\u8bae\u5c06\u5982\u4f55\u5f71\u54cd\u5b69\u5b50\u7684\u6210\u957f\u3002 \u6216\u8005 4\t\t\u4f60\u4eec\u5b66\u6821\u6821\u520a\u6709\u4e00\u4e2a\u4e13\u680f\u53eb\u505a\u201c\u5e74\u8f7b\u4eba\u4e0e\u7231\u597d\u201d\uff0c\u4f60\u53d7\u9080\u5199\u4e00\u7bc7\u6587\u7ae0\u3002 \t \u6587\u7ae0\u5fc5\u987b\u5305\u62ec\u4ee5\u4e0b\u51e0\u70b9\uff1a\t  \u2022\t \u5e74\u8f7b\u4eba\u4e2d\u6700\u5e38\u89c1\u7684\u7231\u597d\uff1b  \u2022\t \u4ece\u6b63\u53cd\u4e24\u4e2a\u65b9\u9762\u8c08\u8c08\u7231\u597d\u5982\u4f55\u5f71\u54cd\u5e74\u8f7b\u4eba\uff1b  \u2022\t \u5982\u4f55\u66f4\u597d\u5730\u5229\u7528\u4e1a\u4f59\u65f6\u95f4\u300211 0509/22/m/j/20 \u00a9 ucles 2020 [turn over\t\t\t\t\u8bf7\u628a\u9009\u9898\u5b57\u6bcd\u5199\u5728\u8fd9\u91cc\u5e76\u4f5c\u7b54.. 100 200 300 400",
+            "11": "11 0509/21/m/j/20 \u00a9 ucles 2020 [turn over 10 0509/22/m/j/20 \u00a9 ucles 2020questions in simplified characters \u8bf7\u5199\u4e24\u7bc7\u4f5c\u6587\uff0c\u6bcf\u7bc7\u4f5c\u6587\u7684\u5b57\u6570\u5e94\u5f53\u5728 400\u5230600\u4e4b\u95f4\u3002 \u5728\u7b2c\u4e00\u90e8\u5206\u4e2d\u4efb\u9009\u4e00\u9898\uff0c\u5728\u7b2c\u4e8c\u90e8\u5206\u4e2d\u518d\u4efb\u9009\u4e00\u9898\u3002 \u7b2c\u4e00\u90e8\u5206 \u8bae\u8bba 1\t\t\u201c\u771f\u4eba\u79c0\u8282\u76ee\u4e3a\u4eba\u4eec\u63d0\u4f9b\u4e86\u4e00\u4e2a\u9003\u907f\u73b0\u5b9e\u751f\u6d3b\u7684\u673a\u4f1a\u3002\u201d\u4f60\u540c\u610f\u5417\uff1f\u5199\u4e00\u7bc7\u5177\u6709\u8bf4\u670d\u529b\u7684\u6587 \u7ae0\uff0c\u8bf4\u660e\u4f60\u4e3a\u4ec0\u4e48\u540c\u610f \u6216\u8005\u4e0d\u540c\u610f\u8fd9\u4e2a\u89c2\u70b9\u3002 \u6216\u8005 2\t\t\u6211\u4eec\u5e94\u8be5\u5728\u4e4e\u522b\u4eba\u5bf9\u81ea\u5df1\u7684\u8bc4\u4ef7\u5417\uff1f\u7ed9\u4f60\u7684\u5b66\u6821\u6742\u5fd7\u5199\u4e00\u7bc7\u6709\u8bf4\u670d\u529b\u7684\u6587\u7ae0\uff0c\u8bf4\u660e\u4f60\u4e3a\u4ec0\u4e48\u89c9 \u5f97\u4eba\u4eec\u5e94\u8be5 \u6216\u8005\u4e0d\u5e94\u8be5\u5728\u4e4e\u522b\u4eba\u5bf9\u81ea\u5df1\u7684\u8bc4\u4ef7\u3002 \u8ba8\u8bba 3\t\t\u4f60\u5c06\u53c2\u52a0\u5b66\u6821\u4e3e\u529e\u7684\u4f5c\u6587\u6bd4\u8d5b\uff0c\u5c31\u5982\u4f55\u770b\u5f85\u5bb6\u957f\u5bf9\u5b69\u5b50\u7684\u7ba1\u675f\u5199\u4e00\u7bc7\u6587\u7ae0\u3002 \t \u6587\u7ae0\u5fc5\u987b\u5305\u62ec\u4ee5\u4e0b\u51e0\u70b9\uff1a  \u2022\t \u7ed3\u5408\u4f60\u7684\u4eb2\u8eab\u7ecf\u5386\uff0c\u4ece\u597d\u574f\u4e24\u4e2a\u65b9\u9762\u8c08\u8c08\u5bb6\u957f\u7ba1\u675f\u5b69\u5b50\u7684\u65b9\u6cd5\uff1b  \u2022\t \u4f60\u7ed9\u5bb6\u957f\u7684\u5efa\u8bae\uff1b  \u2022\t \u4f60\u7684\u5efa\u8bae\u5c06\u5982\u4f55\u5f71\u54cd\u5b69\u5b50\u7684\u6210\u957f\u3002 \u6216\u8005 4\t\t\u4f60\u4eec\u5b66\u6821\u6821\u520a\u6709\u4e00\u4e2a\u4e13\u680f\u53eb\u505a\u201c\u5e74\u8f7b\u4eba\u4e0e\u7231\u597d\u201d\uff0c\u4f60\u53d7\u9080\u5199\u4e00\u7bc7\u6587\u7ae0\u3002 \t \u6587\u7ae0\u5fc5\u987b\u5305\u62ec\u4ee5\u4e0b\u51e0\u70b9\uff1a\t  \u2022\t \u5e74\u8f7b\u4eba\u4e2d\u6700\u5e38\u89c1\u7684\u7231\u597d\uff1b  \u2022\t \u4ece\u6b63\u53cd\u4e24\u4e2a\u65b9\u9762\u8c08\u8c08\u7231\u597d\u5982\u4f55\u5f71\u54cd\u5e74\u8f7b\u4eba\uff1b  \u2022\t \u5982\u4f55\u66f4\u597d\u5730\u5229\u7528\u4e1a\u4f59\u65f6\u95f4\u300211 0509/22/m/j/20 \u00a9 ucles 2020 [turn over\t\t\t\t\u8bf7\u628a\u9009\u9898\u5b57\u6bcd\u5199\u5728\u8fd9\u91cc\u5e76\u4f5c\u7b54.. 100 200 300 400",
+            "12": "12 0509/21/m/j/20 \u00a9 ucles 202012 0509/22/m/j/20 \u00a9 ucles 2020 500 600 700 80013 0509/22/m/j/20 \u00a9 ucles 2020 [turn over\u7b2c\u4e8c\u90e8\u5206 \u63cf\u8ff0 5\t\t\u63cf\u8ff0\u7a97\u5916\u7f8e\u4e3d\u7684\u79cb\u8272\u3002 \u6216\u8005 6\t\t\u5728\u6e05\u7406\u623f\u95f4\u65f6\uff0c\u4f60\u770b\u5230\u4e86\u513f\u65f6\u7684\u73a9\u5177\u7bb1\u3002\t \u63cf\u5199\u7bb1\u91cc\u7684\u73a9\u5177\u548c\u4f60\u7684\u611f\u53d7\u3002 \u53d9\u8ff0 7\t\t\u4ee5\u201c\u90a3\u5929\u6211\u4e0a\u9519\u8f66\u4e86\u2026\u2026\u201d\u4e3a\u5f00\u5934\u5199\u4e00\u4e2a\u6545\u4e8b\u3002\t \u6216\u8005 8\t\t\u53d9\u8ff0\u4f60\u7b2c\u4e00\u6b21\u6323\u94b1\u7684\u7ecf\u5386\u3002",
+            "13": "13 0509/21/m/j/20 \u00a9 ucles 2020 [turn over 12 0509/22/m/j/20 \u00a9 ucles 2020 500 600 700 80013 0509/22/m/j/20 \u00a9 ucles 2020 [turn over\u7b2c\u4e8c\u90e8\u5206 \u63cf\u8ff0 5\t\t\u63cf\u8ff0\u7a97\u5916\u7f8e\u4e3d\u7684\u79cb\u8272\u3002 \u6216\u8005 6\t\t\u5728\u6e05\u7406\u623f\u95f4\u65f6\uff0c\u4f60\u770b\u5230\u4e86\u513f\u65f6\u7684\u73a9\u5177\u7bb1\u3002\t \u63cf\u5199\u7bb1\u91cc\u7684\u73a9\u5177\u548c\u4f60\u7684\u611f\u53d7\u3002 \u53d9\u8ff0 7\t\t\u4ee5\u201c\u90a3\u5929\u6211\u4e0a\u9519\u8f66\u4e86\u2026\u2026\u201d\u4e3a\u5f00\u5934\u5199\u4e00\u4e2a\u6545\u4e8b\u3002\t \u6216\u8005 8\t\t\u53d9\u8ff0\u4f60\u7b2c\u4e00\u6b21\u6323\u94b1\u7684\u7ecf\u5386\u3002",
+            "14": "14 0509/21/m/j/20 \u00a9 ucles 202014 0509/22/m/j/20 \u00a9 ucles 2020\t\t\t\t\u8bf7\u628a\u9009\u9898\u5b57\u6bcd\u5199\u5728\u8fd9\u91cc\u5e76\u4f5c\u7b54.. 100 200 300 40015 0509/22/m/j/20 \u00a9 ucles 2020 500 600 700 800",
+            "15": "15 0509/21/m/j/20 \u00a9 ucles 202015 0509/22/m/j/20 \u00a9 ucles 2020 500 600 700 800",
+            "16": "16 0509/21/m/j/20 \u00a9 ucles 2020 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 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.blank page"
+        },
+        "0509_s20_qp_22.pdf": {
+            "1": "this document has 16 pages. blank pages are indicated. nl 182351/2 \u00a9 ucles 2020  [turn overcambridge igcse\u2122 first language chinese  0509/22 paper 2 writing  may/june 2020  2 hours you must answer on the question paper. no additional materials are needed. instructions  \u25cf answer two questions, one from section 1 and one from section 2.  \u25cf use a black or dark blue pen. do not use an erasable pen or correction fluid.  \u25cf write your name, centre number and candidate number in the boxes at the top of the page.  \u25cf write your answer to each question in the space provided.  \u25cf do not write on any bar codes.  \u25cf dictionaries are not allowed.  \u25cf the essay titles on this question paper are printed twice, once in traditional and once in simplified  characters. to read the titles in traditional characters, turn to page 4; to read the titles in simplified  characters, turn to page 10. you may write your answer in either traditional or simplified characters. information  \u25cf the total mark for this paper is 50.  \u25cf each question is worth 25 marks . \u8aaa\u660e \u25cf \u8acb\u56de\u7b54\u5169\u500b\u554f\u984c\uff0c\u5f9e\u7b2c\u4e00\u90e8\u5206\u9078\u64c7 \u4e00\u500b\u554f\u984c\uff0c\u7136\u5f8c\u5f9e\u7b2c\u4e8c\u90e8\u5206\u4e5f\u9078\u64c7 \u4e00\u500b\u554f\u984c\u4f86\u7b54\u984c\u3002 \u25cf \u8acb\u4f7f\u7528\u9ed1\u8272\u6216\u6df1\u85cd\u8272\u7684\u7b46\u3002 \u4e0d\u8981\u7528\u53ef\u64e6\u7b46\u6216\u8005\u5857\u6539\u6db2\u3002 \u25cf \u5728\u672c\u9801\u4e0a\u65b9\u7684\u65b9\u6846\u4e2d\u586b\u5beb\u4f60\u7684\u59d3\u540d\u3001\u4e2d\u5fc3\u865f\u78bc\u548c\u8003\u751f\u865f\u78bc\u3002 \u25cf \u8acb\u628a\u6bcf\u4e00\u984c\u7684\u7b54\u6848\u5beb\u5728\u8a66\u5377\u6240\u63d0\u4f9b\u7684\u7a7a\u683c\u3002 \u25cf \u4e0d\u8981\u5728\u4efb\u4f55\u689d\u78bc\u4e0a\u66f8\u5beb\u3002 \u25cf \u4e0d\u53ef\u4ee5\u4f7f\u7528\u5b57\u5178\u3002 \u25cf \u9019\u4efd\u8a66\u5377\u4e2d\u7684\u4f5c\u6587\u984c\u76ee\u6709\u7e41\u9ad4\u548c\u7c21\u9ad4\u5169\u7a2e\u7248\u672c\u3002\u8981\u8b80\u7e41\u9ad4\u7248\u7684\u984c\u76ee\uff0c\u8acb\u7ffb\u5230\u7b2c\u56db\u9801\u3002\u8981\u8b80\u7c21\u9ad4 \u7248\u7684\u984c\u76ee\uff0c\u8acb\u7ffb\u5230\u7b2c\u5341\u9801\u3002\u4f60\u53ef\u4ee5\u7528\u7e41\u9ad4\u5b57\u6216\u662f\u7c21\u9ad4\u5b57\u56de\u7b54\u554f\u984c\u3002 \u8bf4\u660e \u25cf \u8bf7\u56de\u7b54\u4e24\u4e2a\u95ee\u9898\uff0c\u4ece\u7b2c\u4e00\u90e8\u5206\u9009\u62e9 \u4e00\u4e2a\u95ee\u9898\uff0c\u7136\u540e\u4ece\u7b2c\u4e8c\u90e8\u5206\u4e5f\u9009\u62e9 \u4e00\u4e2a\u95ee\u9898\u6765\u7b54\u9898\u3002 \u25cf \u8bf7\u4f7f\u7528\u9ed1\u8272\u6216\u6df1\u84dd\u8272\u7684\u7b14\u3002 \u4e0d\u8981\u7528\u53ef\u64e6\u7b14\u6216\u8005\u6d82\u6539\u6db2\u3002 \u25cf \u5728\u672c\u9875\u4e0a\u65b9\u7684\u65b9\u6846\u4e2d\u586b\u5199\u4f60\u7684\u59d3\u540d\u3001\u4e2d\u5fc3\u53f7\u7801\u548c\u8003\u751f\u53f7\u7801\u3002 \u25cf \u8bf7\u628a\u6bcf\u4e00\u9898\u7684\u7b54\u6848\u5199\u5728\u8bd5\u5377\u6240\u63d0\u4f9b\u7684\u7a7a\u683c\u3002 \u25cf \u4e0d\u8981\u5728\u4efb\u4f55\u6761\u7801\u4e0a\u4e66\u5199\u3002 \u25cf \u4e0d\u53ef\u4ee5\u4f7f\u7528\u5b57\u5178\u3002 \u25cf \u8fd9\u4efd\u8bd5\u5377\u4e2d\u7684\u4f5c\u6587\u9898\u76ee\u6709\u7e41\u4f53\u548c\u7b80\u4f53\u4e24\u79cd\u7248\u672c\u3002\u8981\u8bfb\u7e41\u4f53\u7248\u7684\u9898\u76ee\uff0c\u8bf7\u7ffb\u5230\u7b2c\u56db\u9875\u3002\u8981\u8bfb\u7b80\u4f53 \u7248\u7684\u9898\u76ee\uff0c\u8bf7\u7ffb\u5230\u7b2c\u5341\u9875\u3002\u4f60\u53ef\u4ee5\u7528\u7e41\u4f53\u5b57\u6216\u662f\u7b80\u4f53\u5b57\u56de\u7b54\u95ee\u9898\u3002 *7475135624*",
+            "2": "2 0509/22/m/j/20 \u00a9 ucles 2020 \u4fe1\u606f \u25cf \u9019\u4efd\u8a66\u5377\u7684\u7e3d\u5206\u662f\u4e94\u5341\u5206\u3002 \u25cf \u6bcf\u4e00\u984c\u7684\u5206\u503c\u662f\u4e8c\u5341\u4e94\u5206\u3002 \u4fe1\u606f  \u25cf\u8fd9\u4efd\u8bd5\u5377\u7684\u603b\u5206\u662f\u4e94\u5341\u5206\u3002  \u25cf\u6bcf\u4e00\u9898\u7684\u5206\u503c\u662f\u4e8c\u5341\u4e94\u5206\u3002",
+            "3": "3 0509/22/m/j/20 \u00a9 ucles 2020 [turn over blank page",
+            "4": "4 0509/22/m/j/20 \u00a9 ucles 2020 questions in traditional characters \u8acb\u5beb\u5169\u7bc7\u4f5c\u6587\uff0c\u6bcf\u7bc7\u4f5c\u6587\u7684\u5b57\u6578\u61c9\u7576\u5728 400\u5230600\u4e4b\u9593\u3002 \u5728\u7b2c\u4e00\u90e8\u5206\u4e2d\u4efb\u9078\u4e00\u984c\uff0c\u5728\u7b2c\u4e8c\u90e8\u5206\u4e2d\u518d\u4efb\u9078\u4e00\u984c\u3002 \u7b2c\u4e00\u90e8\u5206 \u8b70\u8ad6 1\t\t\u201c\u771f\u4eba\u79c0\u7bc0\u76ee\u70ba\u4eba\u5011\u63d0\u4f9b\u4e86\u4e00\u500b\u9003\u907f\u73fe\u5be6\u751f\u6d3b\u7684\u6a5f\u6703\u3002\u201d\u4f60\u540c\u610f\u55ce\uff1f\u5beb\u4e00\u7bc7\u5177\u6709\u8aaa\u670d\u529b\u7684\u6587 \u7ae0\uff0c\u8aaa\u660e\u4f60\u70ba\u4ec0\u9ebc\u540c\u610f \u6216\u8005\u4e0d\u540c\u610f\u9019\u500b\u89c0\u9ede\u3002 \t \u6216\u8005 2\t\t\u6211\u5011\u61c9\u8a72\u5728\u4e4e\u5225\u4eba\u5c0d\u81ea\u5df1\u7684\u8a55\u50f9\u55ce\uff1f\u7d66\u4f60\u7684\u5b78\u6821\u96dc\u8a8c\u5beb\u4e00\u7bc7\u6709\u8aaa\u670d\u529b\u7684\u6587\u7ae0\uff0c\u8aaa\u660e\u4f60\u70ba\u4ec0\u9ebc\u89ba \u5f97\u4eba\u5011\u61c9\u8a72 \u6216\u8005\u4e0d\u61c9\u8a72\u5728\u4e4e\u5225\u4eba\u5c0d\u81ea\u5df1\u7684\u8a55\u50f9\u3002 \u8a0e\u8ad6 3\t\t\u4f60\u5c07\u53c3\u52a0\u5b78\u6821\u8209\u8fa6\u7684\u4f5c\u6587\u6bd4\u8cfd\uff0c\u5c31\u5982\u4f55\u770b\u5f85\u5bb6\u9577\u5c0d\u5b69\u5b50\u7684\u7ba1\u675f\u5beb\u4e00\u7bc7\u6587\u7ae0\u3002 \t \u6587\u7ae0\u5fc5\u9808\u5305\u62ec\u4ee5\u4e0b\u5e7e\u9ede\uff1a  \u2022\t \u7d50\u5408\u4f60\u7684\u89aa\u8eab\u7d93\u6b77\uff0c\u5f9e\u597d\u58de\u5169\u500b\u65b9\u9762\u8ac7\u8ac7\u5bb6\u9577\u7ba1\u675f\u5b69\u5b50\u7684\u65b9\u6cd5\uff1b  \u2022\t \u4f60\u7d66\u5bb6\u9577\u7684\u5efa\u8b70\uff1b  \u2022\t \u4f60\u7684\u5efa\u8b70\u5c07\u5982\u4f55\u5f71\u97ff\u5b69\u5b50\u7684\u6210\u9577\u3002 \u6216\u8005 4\t\t\u4f60\u5011\u5b78\u6821\u6821\u520a\u6709\u4e00\u500b\u5c08\u6b04\u53eb\u505a\u201c\u5e74\u8f15\u4eba\u8207\u611b\u597d\u201d\uff0c\u4f60\u53d7\u9080\u5beb\u4e00\u7bc7\u6587\u7ae0\u3002 \t \u6587\u7ae0\u5fc5\u9808\u5305\u62ec\u4ee5\u4e0b\u5e7e\u9ede\uff1a \t  \u2022\t \u5e74\u8f15\u4eba\u4e2d\u6700\u5e38\u898b\u7684\u611b\u597d\uff1b  \u2022\t \u5f9e\u6b63\u53cd\u5169\u500b\u65b9\u9762\u8ac7\u8ac7\u611b\u597d\u5982\u4f55\u5f71\u97ff\u5e74\u8f15\u4eba\uff1b  \u2022\t \u5982\u4f55\u66f4\u597d\u5730\u5229\u7528\u696d\u9918\u6642\u9593\u3002",
+            "5": "5 0509/22/m/j/20 \u00a9 ucles 2020 [turn over \t\t\t\t\u8acb\u628a\u9078\u984c\u5b57\u6bcd\u5beb\u5728\u9019\u88e1\u4e26\u4f5c\u7b54.. 100 200 300 400",
+            "6": "6 0509/22/m/j/20 \u00a9 ucles 2020 500 600 700 800",
+            "7": "7 0509/22/m/j/20 \u00a9 ucles 2020 [turn over \u7b2c\u4e8c\u90e8\u5206 \u63cf\u8ff0 5\t\t\u63cf\u8ff0\u7a97\u5916\u7f8e\u9e97\u7684\u79cb\u8272\u3002 \u6216\u8005 6\t\t\u5728\u6e05\u7406\u623f\u9593\u6642\uff0c\u4f60\u770b\u5230\u4e86\u5152\u6642\u7684\u73a9\u5177\u7bb1\u3002 \t\u63cf\u5beb\u7bb1\u88e1\u7684\u73a9\u5177\u548c\u4f60\u7684\u611f\u53d7\u3002 \u6558\u8ff0 7\t\t\u4ee5\u201c\u90a3\u5929\u6211\u4e0a\u932f\u8eca\u4e86\u2026\u2026\u201d\u70ba\u958b\u982d\u5beb\u4e00\u500b\u6545\u4e8b\u3002 \t \u6216\u8005 8\t\t\u6558\u8ff0\u4f60\u7b2c\u4e00\u6b21\u6399\u9322\u7684\u7d93\u6b77\u3002",
+            "8": "8 0509/22/m/j/20 \u00a9 ucles 2020     \u8acb\u628a\u9078\u984c\u5b57\u6bcd\u5beb\u5728\u9019\u88e1\u4e26\u4f5c\u7b54.. 100 200 300 400",
+            "9": "9 0509/22/m/j/20 \u00a9 ucles 2020 [turn over 500 600 700 800",
+            "10": "10 0509/22/m/j/20 \u00a9 ucles 2020 questions in simplified characters \u8bf7\u5199\u4e24\u7bc7\u4f5c\u6587\uff0c\u6bcf\u7bc7\u4f5c\u6587\u7684\u5b57\u6570\u5e94\u5f53\u5728 400\u5230600\u4e4b\u95f4\u3002 \u5728\u7b2c\u4e00\u90e8\u5206\u4e2d\u4efb\u9009\u4e00\u9898\uff0c\u5728\u7b2c\u4e8c\u90e8\u5206\u4e2d\u518d\u4efb\u9009\u4e00\u9898\u3002 \u7b2c\u4e00\u90e8\u5206 \u8bae\u8bba 1\t\t\u201c\u771f\u4eba\u79c0\u8282\u76ee\u4e3a\u4eba\u4eec\u63d0\u4f9b\u4e86\u4e00\u4e2a\u9003\u907f\u73b0\u5b9e\u751f\u6d3b\u7684\u673a\u4f1a\u3002\u201d\u4f60\u540c\u610f\u5417\uff1f\u5199\u4e00\u7bc7\u5177\u6709\u8bf4\u670d\u529b\u7684\u6587 \u7ae0\uff0c\u8bf4\u660e\u4f60\u4e3a\u4ec0\u4e48\u540c\u610f \u6216\u8005\u4e0d\u540c\u610f\u8fd9\u4e2a\u89c2\u70b9\u3002 \u6216\u8005 2\t\t\u6211\u4eec\u5e94\u8be5\u5728\u4e4e\u522b\u4eba\u5bf9\u81ea\u5df1\u7684\u8bc4\u4ef7\u5417\uff1f\u7ed9\u4f60\u7684\u5b66\u6821\u6742\u5fd7\u5199\u4e00\u7bc7\u6709\u8bf4\u670d\u529b\u7684\u6587\u7ae0\uff0c\u8bf4\u660e\u4f60\u4e3a\u4ec0\u4e48\u89c9 \u5f97\u4eba\u4eec\u5e94\u8be5 \u6216\u8005\u4e0d\u5e94\u8be5\u5728\u4e4e\u522b\u4eba\u5bf9\u81ea\u5df1\u7684\u8bc4\u4ef7\u3002 \u8ba8\u8bba 3\t\t\u4f60\u5c06\u53c2\u52a0\u5b66\u6821\u4e3e\u529e\u7684\u4f5c\u6587\u6bd4\u8d5b\uff0c\u5c31\u5982\u4f55\u770b\u5f85\u5bb6\u957f\u5bf9\u5b69\u5b50\u7684\u7ba1\u675f\u5199\u4e00\u7bc7\u6587\u7ae0\u3002 \t \u6587\u7ae0\u5fc5\u987b\u5305\u62ec\u4ee5\u4e0b\u51e0\u70b9\uff1a  \u2022\t \u7ed3\u5408\u4f60\u7684\u4eb2\u8eab\u7ecf\u5386\uff0c\u4ece\u597d\u574f\u4e24\u4e2a\u65b9\u9762\u8c08\u8c08\u5bb6\u957f\u7ba1\u675f\u5b69\u5b50\u7684\u65b9\u6cd5\uff1b  \u2022\t \u4f60\u7ed9\u5bb6\u957f\u7684\u5efa\u8bae\uff1b  \u2022\t \u4f60\u7684\u5efa\u8bae\u5c06\u5982\u4f55\u5f71\u54cd\u5b69\u5b50\u7684\u6210\u957f\u3002 \u6216\u8005 4\t\t\u4f60\u4eec\u5b66\u6821\u6821\u520a\u6709\u4e00\u4e2a\u4e13\u680f\u53eb\u505a\u201c\u5e74\u8f7b\u4eba\u4e0e\u7231\u597d\u201d\uff0c\u4f60\u53d7\u9080\u5199\u4e00\u7bc7\u6587\u7ae0\u3002 \t \u6587\u7ae0\u5fc5\u987b\u5305\u62ec\u4ee5\u4e0b\u51e0\u70b9\uff1a \t  \u2022\t \u5e74\u8f7b\u4eba\u4e2d\u6700\u5e38\u89c1\u7684\u7231\u597d\uff1b  \u2022\t \u4ece\u6b63\u53cd\u4e24\u4e2a\u65b9\u9762\u8c08\u8c08\u7231\u597d\u5982\u4f55\u5f71\u54cd\u5e74\u8f7b\u4eba\uff1b  \u2022\t \u5982\u4f55\u66f4\u597d\u5730\u5229\u7528\u4e1a\u4f59\u65f6\u95f4\u3002",
+            "11": "11 0509/22/m/j/20 \u00a9 ucles 2020 [turn over \t\t\t\t\u8bf7\u628a\u9009\u9898\u5b57\u6bcd\u5199\u5728\u8fd9\u91cc\u5e76\u4f5c\u7b54.. 100 200 300 400",
+            "12": "12 0509/22/m/j/20 \u00a9 ucles 2020 500 600 700 800",
+            "13": "13 0509/22/m/j/20 \u00a9 ucles 2020 [turn over \u7b2c\u4e8c\u90e8\u5206 \u63cf\u8ff0 5\t\t\u63cf\u8ff0\u7a97\u5916\u7f8e\u4e3d\u7684\u79cb\u8272\u3002 \u6216\u8005 6\t\t\u5728\u6e05\u7406\u623f\u95f4\u65f6\uff0c\u4f60\u770b\u5230\u4e86\u513f\u65f6\u7684\u73a9\u5177\u7bb1\u3002 \t\u63cf\u5199\u7bb1\u91cc\u7684\u73a9\u5177\u548c\u4f60\u7684\u611f\u53d7\u3002 \u53d9\u8ff0 7\t\t\u4ee5\u201c\u90a3\u5929\u6211\u4e0a\u9519\u8f66\u4e86\u2026\u2026\u201d\u4e3a\u5f00\u5934\u5199\u4e00\u4e2a\u6545\u4e8b\u3002 \t \u6216\u8005 8\t\t\u53d9\u8ff0\u4f60\u7b2c\u4e00\u6b21\u6323\u94b1\u7684\u7ecf\u5386\u3002",
+            "14": "14 0509/22/m/j/20 \u00a9 ucles 2020 \t\t\t\t\u8bf7\u628a\u9009\u9898\u5b57\u6bcd\u5199\u5728\u8fd9\u91cc\u5e76\u4f5c\u7b54.. 100 200 300 400",
+            "15": "15 0509/22/m/j/20 \u00a9 ucles 2020 500 600 700 800",
+            "16": "16 0509/22/m/j/20 \u00a9 ucles 2020 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 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.blank page"
+        },
+        "0509_s20_qp_23.pdf": {
+            "1": "this document has 16 pages. blank pages are indicated. nl 182350/2 \u00a9 ucles 2020  [turn overcambridge igcse\u2122 first language chinese  0509/23 paper 2 writing  may/june 2020  2 hours you must answer on the question paper. no additional materials are needed. instructions  \u25cf answer two questions, one from section 1 and one from section 2.  \u25cf use a black or dark blue pen. do not use an erasable pen or correction fluid.  \u25cf write your name, centre number and candidate number in the boxes at the top of the page.  \u25cf write your answer to each question in the space provided.  \u25cf do not write on any bar codes.  \u25cf dictionaries are not allowed.  \u25cf the essay titles on this question paper are printed twice, once in traditional and once in simplified  characters. to read the titles in traditional characters, turn to page 4; to read the titles in simplified  characters, turn to page 10. you may write your answer in either traditional or simplified characters. information \u25cf\t the \ttotal\tmark\tfor\tthis\tpaper\tis\t50. \u25cf\t each \tquestion \tis\tworth\t25\tmarks . \u8aaa\u660e \u25cf\t\u8acb\u56de\u7b54\u5169\u500b\u554f\u984c\uff0c\u5f9e\u7b2c\u4e00\u90e8\u5206\u9078\u64c7 \u4e00\u500b\u554f\u984c\uff0c\u7136\u5f8c\u5f9e\u7b2c\u4e8c\u90e8\u5206\u4e5f\u9078\u64c7 \u4e00\u500b\u554f\u984c\u4f86\u7b54\u984c\u3002 \u25cf\t\u8acb\u4f7f\u7528\u9ed1\u8272\u6216\u6df1\u85cd\u8272\u7684\u7b46\u3002 \u4e0d\u8981\u7528\u53ef\u64e6\u7b46\u6216\u8005\u5857\u6539\u6db2\u3002 \u25cf\t\u5728\u672c\u9801\u4e0a\u65b9\u7684\u65b9\u6846\u4e2d\u586b\u5beb\u4f60\u7684\u59d3\u540d\u3001\u4e2d\u5fc3\u865f\u78bc\u548c\u8003\u751f\u865f\u78bc\u3002 \u25cf\t\u8acb\u628a\u6bcf\u4e00\u984c\u7684\u7b54\u6848\u5beb\u5728\u8a66\u5377\u6240\u63d0\u4f9b\u7684\u7a7a\u683c\u3002 \u25cf\t\u4e0d\u8981\u5728\u4efb\u4f55\u689d\u78bc\u4e0a\u66f8\u5beb\u3002 \u25cf\t\u4e0d\u53ef\u4ee5\u4f7f\u7528\u5b57\u5178\u3002 \u25cf\t\u9019\u4efd\u8a66\u5377\u4e2d\u7684\u4f5c\u6587\u984c\u76ee\u6709\u7e41\u9ad4\u548c\u7c21\u9ad4\u5169\u7a2e\u7248\u672c\u3002\u8981\u8b80\u7e41\u9ad4\u7248\u7684\u984c\u76ee\uff0c\u8acb\u7ffb\u5230\u7b2c\u56db\u9801\u3002\u8981\u8b80\u7c21\u9ad4 \u7248\u7684\u984c\u76ee\uff0c\u8acb\u7ffb\u5230\u7b2c\u5341\u9801\u3002\u4f60\u53ef\u4ee5\u7528\u7e41\u9ad4\u5b57\u6216\u662f\u7c21\u9ad4\u5b57\u56de\u7b54\u554f\u984c\u3002 \u8bf4\u660e \u25cf\t\u8bf7\u56de\u7b54\u4e24\u4e2a\u95ee\u9898\uff0c\u4ece\u7b2c\u4e00\u90e8\u5206\u9009\u62e9 \u4e00\u4e2a\u95ee\u9898\uff0c\u7136\u540e\u4ece\u7b2c\u4e8c\u90e8\u5206\u4e5f\u9009\u62e9 \u4e00\u4e2a\u95ee\u9898\u6765\u7b54\u9898\u3002 \u25cf\t\u8bf7\u4f7f\u7528\u9ed1\u8272\u6216\u6df1\u84dd\u8272\u7684\u7b14\u3002 \u4e0d\u8981\u7528\u53ef\u64e6\u7b14\u6216\u8005\u6d82\u6539\u6db2\u3002 \u25cf\t\u5728\u672c\u9875\u4e0a\u65b9\u7684\u65b9\u6846\u4e2d\u586b\u5199\u4f60\u7684\u59d3\u540d\u3001\u4e2d\u5fc3\u53f7\u7801\u548c\u8003\u751f\u53f7\u7801\u3002 \u25cf\t\u8bf7\u628a\u6bcf\u4e00\u9898\u7684\u7b54\u6848\u5199\u5728\u8bd5\u5377\u6240\u63d0\u4f9b\u7684\u7a7a\u683c\u3002 \u25cf\t\u4e0d\u8981\u5728\u4efb\u4f55\u6761\u7801\u4e0a\u4e66\u5199\u3002 \u25cf\t\u4e0d\u53ef\u4ee5\u4f7f\u7528\u5b57\u5178\u3002 \u25cf\t\u8fd9\u4efd\u8bd5\u5377\u4e2d\u7684\u4f5c\u6587\u9898\u76ee\u6709\u7e41\u4f53\u548c\u7b80\u4f53\u4e24\u79cd\u7248\u672c\u3002\u8981\u8bfb\u7e41\u4f53\u7248\u7684\u9898\u76ee\uff0c\u8bf7\u7ffb\u5230\u7b2c\u56db\u9875\u3002\u8981\u8bfb\u7b80\u4f53 \u7248\u7684\u9898\u76ee\uff0c\u8bf7\u7ffb\u5230\u7b2c\u5341\u9875\u3002\u4f60\u53ef\u4ee5\u7528\u7e41\u4f53\u5b57\u6216\u662f\u7b80\u4f53\u5b57\u56de\u7b54\u95ee\u9898\u3002 *6640977392*",
+            "2": "2 0509/23/m/j/20 \u00a9 ucles 2020 \u4fe1\u606f \u25cf\t\u9019\u4efd\u8a66\u5377\u7684\u7e3d\u5206\u662f\u4e94\u5341\u5206\u3002 \u25cf\t\u6bcf\u4e00\u984c\u7684\u5206\u503c\u662f\u4e8c\u5341\u4e94\u5206\u3002 \u4fe1\u606f \u25cf\t\u8fd9\u4efd\u8bd5\u5377\u7684\u603b\u5206\u662f\u4e94\u5341\u5206\u3002 \u25cf\t\u6bcf\u4e00\u9898\u7684\u5206\u503c\u662f\u4e8c\u5341\u4e94\u5206\u3002",
+            "3": "3 0509/23/m/j/20 \u00a9 ucles 2020 [turn over blank page",
+            "4": "4 0509/23/m/j/20 \u00a9 ucles 2020 questions in traditional characters \u8acb\u5beb\u5169\u7bc7\u4f5c\u6587\uff0c\u6bcf\u7bc7\u4f5c\u6587\u7684\u5b57\u6578\u61c9\u7576\u5728 400\u5230600\u4e4b\u9593\u3002 \u5728\u7b2c\u4e00\u90e8\u5206\u4e2d\u4efb\u9078\u4e00\u984c\uff0c\u5728\u7b2c\u4e8c\u90e8\u5206\u4e2d\u518d\u4efb\u9078\u4e00\u984c\u3002 \u7b2c\u4e00\u90e8\u5206 \u8b70\u8ad6 1\t\t\u201c\u6240\u6709\u5b78\u751f\u90fd\u5fc5\u9808\u53c3\u52a0\u5fd7\u9858\u8005\u6d3b\u52d5\u3002\u201d\u4f60\u540c\u610f\u55ce\uff1f\u7d66\u6821\u9577\u5beb\u4e00\u7bc7\u5177\u6709\u8aaa\u670d\u529b\u7684\u6587\u7ae0\uff0c\u8aaa\u660e\u4f60\u70ba \u4ec0\u9ebc\u540c\u610f \u6216\u8005\u4e0d\u540c\u610f\u9019\u500b\u89c0\u9ede\u3002 \u6216\u8005 2\t\t\u201c\u98f2\u98df\u6c7a\u5b9a\u5065\u5eb7\u3002\u201d\u4f60\u540c\u610f\u55ce\uff1f\u8acb\u7d66\u7db2\u4e0a\u67d0\u9752\u5c11\u5e74\u96dc\u8a8c\u5beb\u4e00\u7bc7\u5177\u6709\u8aaa\u670d\u529b\u7684\u6587\u7ae0\uff0c\u8aaa\u660e\u4f60\u70ba\u4ec0 \u9ebc\u540c\u610f\u6216\u8005\u4e0d\u540c\u610f\u9019\u500b\u89c0\u9ede\u3002 \u8a0e\u8ad6 3\t\t\u7576\u5730\u653f\u5e9c\u9080\u8acb\u5c45\u6c11\u5011\u5c31\u7576\u5730\u7684\u6587\u7269\u4fdd\u8b77\u548c\u65c5\u904a\u767c\u5c55\u63d0\u51fa\u5efa\u8b70\u3002\u8acb\u7d66\u7576\u5730\u653f\u5e9c\u5beb\u4e00\u5c01\u4fe1\u3002 \t \u6587\u7ae0\u5fc5\u9808\u5305\u62ec\u4ee5\u4e0b\u5e7e\u9ede\uff1a  \u2022\t \u5f9e\u597d\u58de\u5169\u65b9\u9762\uff0c\u8ac7\u8ac7\u4f60\u5c0d\u653f\u5e9c\u6587\u7269\u4fdd\u8b77\u73fe\u6709\u63aa\u65bd\u7684\u8a55\u50f9\uff1b  \u2022\t \u4f60\u5c0d\u6587\u7269\u4fdd\u8b77\u7684\u5efa\u8b70\uff1b  \u2022\t \u4f60\u7684\u5efa\u8b70\u5982\u4f55\u63a8\u52d5\u65c5\u904a\u696d\u7684\u767c\u5c55\u3002 \u6216\u8005 4\t\t\u73fe\u5728\u4e2d\u5b78\u751f\u8acb\u5bb6\u6559\u3001\u4e0a\u88dc\u7fd2\u73ed\u8d8a\u4f86\u8d8a\u666e\u904d\u4e86\u3002\u8acb\u7d66\u7576\u5730\u5831\u793e\u5beb\u4e00\u7bc7\u6587\u7ae0\u3002 \t \u6587\u7ae0\u5fc5\u9808\u5305\u62ec\u4ee5\u4e0b\u5e7e\u9ede\uff1a  \u2022\t \u76ee\u524d\u4e2d\u5b78\u751f\u7684\u5b78\u7fd2\u58d3\u529b\uff1b  \u2022\t \u8acb\u5bb6\u6559\u3001\u4e0a\u88dc\u7fd2\u73ed\u7684\u597d\u8655\u548c\u58de\u8655\uff1b  \u2022\t \u5b78\u751f\u600e\u6a23\u624d\u80fd\u505a\u5230\u52de\u9038\u7d50\u5408\u3002",
+            "5": "5 0509/23/m/j/20 \u00a9 ucles 2020 [turn over \t\t\t\t\u8acb\u628a\u9078\u984c\u5b57\u6bcd\u5beb\u5728\u9019\u88e1\u4e26\u4f5c\u7b54.. 100 200 300 400",
+            "6": "6 0509/23/m/j/20 \u00a9 ucles 2020 500 600 700 800",
+            "7": "7 0509/23/m/j/20 \u00a9 ucles 2020 [turn over \u7b2c\u4e8c\u90e8\u5206 \u63cf\u8ff0 5\t\t\u63cf\u5beb\u5b78\u6821\u65b0\u5e74\u665a\u6703\u7684\u5834\u666f\u548c\u4f60\u7576\u6642\u7684\u5fc3\u60c5\u3002 \u6216\u8005 6\t\t\u4e0a\u500b\u661f\u671f\u516d\u4f60\u5728\u516c\u5712\u88e1\u5f85\u4e86\u4e00\u500b\u4e0b\u5348\uff0c\u63cf\u5beb\u4f60\u7684\u6240\u898b\u6240\u611f\u3002 \u6558\u8ff0 7\t\t\u4ee5\u201c\u7a81\u7136\uff0c\u6211\u807d\u5230\u4e00\u8072\u5de8\u97ff..\u201d\u70ba\u60c5\u5883\uff0c\u5beb\u4e00\u500b\u6545\u4e8b\u3002 \u6216\u8005 8\t\t\u6558\u8ff0\u4f60\u4e00\u6b21\u5916\u51fa\u65c5\u904a\u7684\u7d93\u6b77\u3002",
+            "8": "8 0509/23/m/j/20 \u00a9 ucles 2020     \u8acb\u628a\u9078\u984c\u5b57\u6bcd\u5beb\u5728\u9019\u88e1\u4e26\u4f5c\u7b54.. 100 200 300 400",
+            "9": "9 0509/23/m/j/20 \u00a9 ucles 2020 [turn over 500 600 700 800",
+            "10": "10 0509/23/m/j/20 \u00a9 ucles 2020 questions in simplified characters \u8bf7\u5199\u4e24\u7bc7\u4f5c\u6587\uff0c\u6bcf\u7bc7\u4f5c\u6587\u7684\u5b57\u6570\u5e94\u5f53\u5728 400\u5230600\u4e4b\u95f4\u3002 \u5728\u7b2c\u4e00\u90e8\u5206\u4e2d\u4efb\u9009\u4e00\u9898\uff0c\u5728\u7b2c\u4e8c\u90e8\u5206\u4e2d\u518d\u4efb\u9009\u4e00\u9898\u3002 \u7b2c\u4e00\u90e8\u5206 \u8bae\u8bba 1\t\t\u201c\u6240\u6709\u5b66\u751f\u90fd\u5fc5\u987b\u53c2\u52a0\u5fd7\u613f\u8005\u6d3b\u52a8\u3002\u201d\u4f60\u540c\u610f\u5417\uff1f\u7ed9\u6821\u957f\u5199\u4e00\u7bc7\u5177\u6709\u8bf4\u670d\u529b\u7684\u6587\u7ae0\uff0c\u8bf4\u660e\u4f60\u4e3a \u4ec0\u4e48\u540c\u610f \u6216\u8005\u4e0d\u540c\u610f\u8fd9\u4e2a\u89c2\u70b9\u3002 \u6216\u8005 2\t\t\u201c\u996e\u98df\u51b3\u5b9a\u5065\u5eb7\u3002\u201d\u4f60\u540c\u610f\u5417\uff1f\u8bf7\u7ed9\u7f51\u4e0a\u67d0\u9752\u5c11\u5e74\u6742\u5fd7\u5199\u4e00\u7bc7\u5177\u6709\u8bf4\u670d\u529b\u7684\u6587\u7ae0\uff0c\u8bf4\u660e\u4f60\u4e3a\u4ec0 \u4e48\u540c\u610f\u6216\u8005\u4e0d\u540c\u610f\u8fd9\u4e2a\u89c2\u70b9\u3002 \u8ba8\u8bba 3\t\t\u5f53\u5730\u653f\u5e9c\u9080\u8bf7\u5c45\u6c11\u4eec\u5c31\u5f53\u5730\u7684\u6587\u7269\u4fdd\u62a4\u548c\u65c5\u6e38\u53d1\u5c55\u63d0\u51fa\u5efa\u8bae\u3002\u8bf7\u7ed9\u5f53\u5730\u653f\u5e9c\u5199\u4e00\u5c01\u4fe1\u3002 \t \t \u6587\u7ae0\u5fc5\u987b\u5305\u62ec\u4ee5\u4e0b\u51e0\u70b9\uff1a  \u2022\t \u4ece\u597d\u574f\u4e24\u65b9\u9762\uff0c\u8c08\u8c08\u4f60\u5bf9\u653f\u5e9c\u6587\u7269\u4fdd\u62a4\u73b0\u6709\u63aa\u65bd\u7684\u8bc4\u4ef7\uff1b  \u2022\t \u4f60\u5bf9\u6587\u7269\u4fdd\u62a4\u7684\u5efa\u8bae\uff1b  \u2022\t \u4f60\u7684\u5efa\u8bae\u5982\u4f55\u63a8\u52a8\u65c5\u6e38\u4e1a\u7684\u53d1\u5c55\u3002 \u6216\u8005 4\t\t\u73b0\u5728\u4e2d\u5b66\u751f\u8bf7\u5bb6\u6559\u3001\u4e0a\u8865\u4e60\u73ed\u8d8a\u6765\u8d8a\u666e\u904d\u4e86\u3002\u8bf7\u7ed9\u5f53\u5730\u62a5\u793e\u5199\u4e00\u7bc7\u6587\u7ae0\u3002 \t \u6587\u7ae0\u5fc5\u987b\u5305\u62ec\u4ee5\u4e0b\u51e0\u70b9\uff1a  \u2022\t \u76ee\u524d\u4e2d\u5b66\u751f\u7684\u5b66\u4e60\u538b\u529b\uff1b  \u2022\t \u8bf7\u5bb6\u6559\u3001\u4e0a\u8865\u4e60\u73ed\u7684\u597d\u5904\u548c\u574f\u5904\uff1b  \u2022\t \u5b66\u751f\u600e\u6837\u624d\u80fd\u505a\u5230\u52b3\u9038\u7ed3\u5408\u3002",
+            "11": "11 0509/23/m/j/20 \u00a9 ucles 2020 [turn over \t\t\t\t\u8bf7\u628a\u9009\u9898\u5b57\u6bcd\u5199\u5728\u8fd9\u91cc\u5e76\u4f5c\u7b54.. 100 200 300 400",
+            "12": "12 0509/23/m/j/20 \u00a9 ucles 2020 500 600 700 800",
+            "13": "13 0509/23/m/j/20 \u00a9 ucles 2020 [turn over \u7b2c\u4e8c\u90e8\u5206 \u63cf\u8ff0 5\t\t\u63cf\u5199\u5b66\u6821\u65b0\u5e74\u665a\u4f1a\u7684\u573a\u666f\u548c\u4f60\u5f53\u65f6\u7684\u5fc3\u60c5\u3002 \u6216\u8005 6\t\t\u4e0a\u4e2a\u661f\u671f\u516d\u4f60\u5728\u516c\u56ed\u91cc\u5446\u4e86\u4e00\u4e2a\u4e0b\u5348\uff0c\u63cf\u5199\u4f60\u7684\u6240\u89c1\u6240\u611f\u3002 \u53d9\u8ff0 7\t\t\u4ee5\u201c\u7a81\u7136\uff0c\u6211\u542c\u5230\u4e00\u58f0\u5de8\u54cd..\u201d\u4e3a\u60c5\u5883\uff0c\u5199\u4e00\u4e2a\u6545\u4e8b\u3002 \u6216\u8005 8\t\t\u53d9\u8ff0\u4f60\u4e00\u6b21\u5916\u51fa\u65c5\u6e38\u7684\u7ecf\u5386\u3002",
+            "14": "14 0509/23/m/j/20 \u00a9 ucles 2020 \t\t\t\t\u8bf7\u628a\u9009\u9898\u5b57\u6bcd\u5199\u5728\u8fd9\u91cc\u5e76\u4f5c\u7b54.. 100 200 300 400",
+            "15": "15 0509/23/m/j/20 \u00a9\tucles\t2020 500 600 700 800",
+            "16": "16 0509/23/m/j/20 \u00a9 ucles 2020 permission \tto\treproduce \titems\twhere\tthird-party \towned\tmaterial\tprotected \tby\tcopyright \tis\tincluded\thas\tbeen\tsought\tand\tcleared\twhere\tpossible. \tevery\t reasonable \teffort\thas\tbeen\tmade\tby\tthe\tpublisher \t(ucles) \tto\ttrace\tcopyright \tholders,\tbut\tif\tany\titems\trequiring \tclearance \thave\tunwittingly \tbeen\tincluded, \tthe\t publisher \twill\tbe\tpleased\tto\tmake\tamends\tat\tthe\tearliest\tpossible\topportunity. to\tavoid\tthe\tissue\tof\tdisclosure \tof\tanswer-related \tinformation \tto\tcandidates, \tall\tcopyright \tacknowledgements \tare\treproduced \tonline\tin\tthe\tcambridge \t assessment \tinternational \teducation \tcopyright \tacknowledgements \tbooklet.\tthis\tis\tproduced \tfor\teach\tseries\tof\texaminations \tand\tis\tfreely\tavailable \tto\tdownload \t at\twww.cambridgeinternational.org \tafter\tthe\tlive\texamination \tseries. cambridge \tassessment \tinternational \teducation \tis\tpart\tof\tthe\tcambridge \tassessment \tgroup.\tcambridge \tassessment \tis\tthe\tbrand\tname\tof\tthe\tuniversity \tof\t cambridge \tlocal\texaminations \tsyndicate \t(ucles), \twhich\titself\tis\ta\tdepartment \tof\tthe\tuniversity \tof\tcambridge.blank page"
+        },
+        "0509_w20_qp_12.pdf": {
+            "1": "this document has 16 pages. blank pages are indicated. nl 207654 \u00a9 ucles 2020  [turn overcambridge igcse\u2122 first language chinese  0509/12 paper 1 reading, directed writing and classical chinese  october/november 2020  2 hours 15 minutes you must answer on the question paper. you will need:  insert (enclosed) instructions  \u25cf answer all questions in chinese .  \u25cf use a black or dark blue pen. do not use an erasable pen or correction fluid.  \u25cf write your name, centre number and candidate number in the boxes at the top of the page.  \u25cf write your answer to each question in the space provided.  \u25cf do not write on any bar codes.  \u25cf dictionaries are not allowed.  \u25cf the questions on this question paper are printed twice, once in traditional and once in simplified  characters. to read them in traditional characters, turn to page 4; to read them in simplified characters,  turn to page 10. you may write your answer in either traditional or simplified characters. information \u25cf\t the \ttotal\tmark\tfor\tthis\tpaper\tis\t60. \u25cf\t the \tnumber\tof\tmarks\tfor\teach\tquestion \tor\tpart\tquestion \tis\tshown\tin\tbrackets \t[\t]. \u25cf\t the \tinsert\tcontains\tthe\treading\tpassages. \u8aaa\u660e \u25cf\t\u8acb\u7528\u4e2d\u6587\u56de\u7b54 \u6240\u6709\u554f\u984c\u3002\u8acb\u4f7f\u7528\u9ed1\u8272\u6216\u6df1\u85cd\u8272\u7684\u7b46\u3002 \u4e0d\u8981\u7528\u53ef\u64e6\u7b46\u6216\u8005\u5857\u6539\u6db2\u3002 \u25cf\t\u5728\u672c\u9801\u4e0a\u65b9\u7684\u65b9\u6846\u4e2d\u586b\u5beb\u4f60\u7684\u59d3\u540d\u3001\u4e2d\u5fc3\u865f\u78bc\u548c\u8003\u751f\u865f\u78bc\u3002 \u25cf\t\u8acb\u628a\u6bcf\u4e00\u984c\u7684\u7b54\u6848\u5beb\u5728\u8a66\u5377\u6240\u63d0\u4f9b\u7684\u7a7a\u683c\u5167\u3002 \u25cf\t\u4e0d\u8981\u5728\u4efb\u4f55\u689d\u78bc\u4e0a\u66f8\u5beb\u3002 \u25cf\t\u4e0d\u53ef\u4ee5\u4f7f\u7528\u5b57\u5178\u3002 \u25cf\t\u9019\u4efd\u8a66\u5377\u4e2d\u7684\u554f\u984c\u6709\u7e41\u9ad4\u548c\u7c21\u9ad4\u5169\u7a2e\u7248\u672c\u3002\u8981\u8b80\u7e41\u9ad4\u7248\uff0c\u8acb\u7ffb\u5230\u7b2c\u56db\u9801\u3002\u8981\u8b80\u7c21\u9ad4\u7248\uff0c\u8acb\u7ffb\u5230 \u7b2c\u5341\u9801\u3002\u4f60\u53ef\u4ee5\u7528\u7e41\u9ad4\u5b57\u6216\u662f\u7c21\u9ad4\u5b57\u56de\u7b54\u554f\u984c\u3002 \u8bf4\u660e \u25cf\t\u8bf7\u7528\u4e2d\u6587\u56de\u7b54 \u6240\u6709\u95ee\u9898\u3002\u8bf7\u4f7f\u7528\u9ed1\u8272\u6216\u6df1\u84dd\u8272\u7684\u7b14\u3002 \u4e0d\u8981\u7528\u53ef\u64e6\u7b14\u6216\u8005\u6d82\u6539\u6db2\u3002 \u25cf\t\u5728\u672c\u9875\u4e0a\u65b9\u7684\u65b9\u6846\u4e2d\u586b\u5199\u4f60\u7684\u59d3\u540d\u3001\u4e2d\u5fc3\u53f7\u7801\u548c\u8003\u751f\u53f7\u7801\u3002 \u25cf\t\u8bf7\u628a\u6bcf\u4e00\u9898\u7684\u7b54\u6848\u5199\u5728\u8bd5\u5377\u6240\u63d0\u4f9b\u7684\u7a7a\u683c\u5167\u3002 \u25cf\t\u4e0d\u8981\u5728\u4efb\u4f55\u6761\u7801\u4e0a\u4e66\u5199\u3002 \u25cf\t\u4e0d\u53ef\u4ee5\u4f7f\u7528\u5b57\u5178\u3002 \u25cf\t\u8fd9\u4efd\u8bd5\u5377\u4e2d\u7684\u95ee\u9898\u6709\u7e41\u4f53\u548c\u7b80\u4f53\u4e24\u79cd\u7248\u672c\u3002\u8981\u8bfb\u7e41\u4f53\u7248\uff0c\u8bf7\u7ffb\u5230\u7b2c\u56db\u9875\u3002\u8981\u8bfb\u7b80\u4f53\u7248\uff0c\u8bf7\u7ffb\u5230 \u7b2c\u5341\u9875\u3002\u4f60\u53ef\u4ee5\u7528\u7e41\u4f53\u5b57\u6216\u662f\u7b80\u4f53\u5b57\u56de\u7b54\u95ee\u9898\u3002 *0135365127*",
+            "2": "2 0509/12/o/n/20 \u00a9 ucles 2020 \u4fe1\u606f  \u25cf\u9019\u4efd\u8a66\u5377\u7684\u7e3d\u5206\u662f\u516d\u5341\u5206\u3002  \u25cf\u6bcf\u4e00\u984c\u6216\u8005\u6bcf\u4e00\u5c0f\u984c\u7684\u5206\u6578\u986f\u793a\u5728\u5404\u984c\u5f8c\u9762\u7684\u62ec\u865f  [ ] \u88e1\u3002  \u25cf\u9019\u4efd\u63d2\u9801\u6709\u8003\u751f\u9700\u8981\u95b1\u8b80\u7684\u77ed\u6587\u3002 \u4fe1\u606f  \u25cf\u8fd9\u4efd\u8bd5\u5377\u7684\u603b\u5206\u662f\u516d\u5341\u5206\u3002  \u25cf\u6bcf\u4e00\u9898\u6216\u8005\u6bcf\u4e00\u5c0f\u9898\u7684\u5206\u6570\u663e\u793a\u5728\u5404\u9898\u540e\u9762\u7684\u62ec\u53f7  [ ] \u91cc\u3002  \u25cf\u8fd9\u4efd\u63d2\u9875\u6709\u8003\u751f\u9700\u8981\u9605\u8bfb\u7684\u77ed\u6587\u3002",
+            "3": "3 0509/12/o/n/20 \u00a9 ucles 2020 [turn over blank page",
+            "4": "4 0509/12/o/n/20 \u00a9 ucles 2020 questions in traditional characters  \u7b2c\u4e00\u90e8\u5206 \u8acb\u95b1\u8b80\u63d2\u9801\u4e0a\u7684 \u77ed\u6587\u4e00\uff0c\u7136\u5f8c\u5728\u8a66\u5377\u4e0a\u56de\u7b54\u554f\u984c 1\u3002 1 (a) \u5f9e\u7b2c\u4e8c\u6bb5\u4e2d\u600e\u6a23\u770b\u51fa\u963f\u6bcd\u8a87\u5927\u5176\u8fad\uff1f  \ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd  [1]  (b) \u7b2c\u4e8c\u6bb5\u4e2d\uff0c \u300c\u6211\u300d\u5c0d\u963f\u6bcd\u54c0\u6b4e\u7684\u614b\u5ea6\u6709\u54ea\u4e9b\u8b8a\u5316\uff1f  \ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd  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\u300c\u6211\u300d\u5c0d\u963f\u6bcd\u5f88\u6709\u8010\u5fc3\uff1f  \ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd  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+            "5": "5 0509/12/o/n/20 \u00a9 ucles 2020 [turn over  (h) \u300c\u4ed6\u6703\u62cd\u8457\u80f8\u812f\u5927\u8072\u5730\u8aaa\uff1a \u300e\u6211\u6709\u4e00\u842c\u53f0\uff01 \u300f\u300d\uff08\u7b2c\u56db\u6bb5\uff09\u7d50\u5408\u4e0a\u4e0b\u6587\uff0c\u8aaa\u8aaa\u4f5c\u8005\u60f3\u901a\u904e   \u300c\u62cd\u8457\u80f8\u812f \u300d\u8aaa\u660e\u4ec0\u9ebc\uff1f  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\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd  [2]  (ii) \u6211\u53ea\u80fd\u82e6\u7b11\uff1a \u300c\u6211\u525b\u559d\u7684\u662f\u725b\u5976\uff0c\u4f60\u525b\u559d\u7684\u4e0d\u662f\u9ed1\u829d\u9ebb\u6e6f\u561b\uff01 \u300d\uff08\u7b2c\u4e09\u6bb5\uff09   \ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd   \ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd  [2]  (iii) \u6211\u7ad9\u5728\u65c1\u908a\u96e3\u4ee5\u63d2\u5634\uff0c\u6b63\u634f\u8457\u51b7\u6c57\u3002\uff08\u7b2c\u516d\u6bb5\uff09   \ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd   \ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd  [2]  (iv) \u8001\u4eba\u5bb6\u99ac\u4e0a\u5c31\u7834\u984f\u5927\u7b11\u3002\uff08\u7b2c\u516d\u6bb5\uff09   \ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd   \ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd  [2]  [\u7e3d\u5206\uff1a 23]",
+            "6": "6 0509/12/o/n/20 \u00a9 ucles 2020 \u7b2c\u4e8c\u90e8\u5206 2\u0007\u0007 \u8acb\u95b1\u8b80\u63d2\u9801\u4e0a\u7684 \u77ed\u6587\u4e8c\u548c\u77ed\u6587\u4e09\uff0c\u7136\u5f8c\u5728\u8a66\u5377\u4e0a\u56de\u7b54\u554f\u984c 2\u3002  \u672c\u984c\u7684\u7e3d\u5206\u662f 25\u5206\uff1a  \u2022  \u8003\u751f\u5fc5\u9808\u5c0d\u5169\u7bc7\u77ed\u6587\u4e2d\u7684\u4e8b\u5be6\u548c\u89c0\u9ede\u9032\u884c\u5206\u6790\u3001\u8a55\u50f9\u548c\u64f4\u5c55\u3002\u5728\u7be9\u9078\u548c\u7e3d\u7d50\u77ed\u6587\u4e2d\u7684\u76f8\u95dc \u4fe1\u606f\u7684\u57fa\u790e\u4e0a\uff0c\u7528\u81ea\u5df1\u7684\u8a71\u5beb\u4e00\u7bc7\u6587\u7ae0\u3002\uff08\u4f54 15\u5206\uff09 \u2022 \u8a9e\u8a00\u8cea\u91cf\uff08\u4f54 10\u5206\uff09 \u0007\u8003\u751f\u5beb\u7684\u5167\u5bb9\u5fc5\u9808\u4ee5 \u77ed\u6587\u4e8c\u548c \u77ed\u6587\u4e09\u4e2d\u7684\u76f8\u95dc\u4fe1\u606f\u70ba\u8f14\u52a9\u57fa\u790e\u3002 \u0007\u8003\u751f\u6240\u5beb\u7684\u5b57\u6578\u5fc5\u9808\u5728 250\u81f3350\u5b57\u4e4b\u9593\u3002 \u0007\u0007 \u96a8\u8457\u7562\u696d\u5b63\u7684\u4f86\u81e8\uff0c\u4e00\u4f4d \u300c\u659c\u69d3\u9752\u5e74 \u300d\u5230\u4f60\u7684\u5b78\u6821\uff0c\u505a\u4e86\u4e00\u5834\u6709\u95dc\u5c31\u696d\u6a5f\u6703\u7684\u6f14\u8b1b\u3002\u8001\u5e2b\u8acb\u4f60 \u7d66\u6821\u5831\u5beb\u4e00\u7bc7\u6587\u7ae0\uff0c\u5411\u540c\u5b78\u5011\u4ecb\u7d39 \u300c\u659c\u69d3\u9752\u5e74 \u300d\u3002\u5728\u6587\u7ae0\u4e2d\uff0c\u4f60\u5fc5\u9808\u5305\u62ec  \u2022 \u0007 \u4fc3\u4f7f\u5e74\u8f15\u4eba\u6210\u70ba \u300c\u659c\u69d3\u9752\u5e74 \u300d\u7684\u56e0\u7d20\uff1b  \u2022 \u300c\u659c\u69d3\u9752\u5e74 \u300d\u9081\u5411\u6210\u529f\u6240\u9700\u8981\u7684\u500b\u4eba\u7279\u8cea\uff1b  \u2022 \u9577\u8f29\u5c0d\u60f3\u6210\u70ba \u300c\u659c\u69d3\u9752\u5e74 \u300d\u7684\u5e74\u8f15\u4eba\u6709\u4ec0\u9ebc\u64d4\u5fc3\u3002   100 200",
+            "7": "7 0509/12/o/n/20 \u00a9 ucles 2020 [turn over 300 400 500 600 [\u7e3d\u5206\uff1a 25]",
+            "8": "8 0509/12/o/n/20 \u00a9 ucles 2020 \u7b2c\u4e09\u90e8\u5206  \u8acb\u95b1\u8b80\u63d2\u9801\u4e0a\u7684 \u77ed\u6587\u56db\uff0c\u7136\u5f8c\u5728\u8a66\u5377\u4e0a\u56de\u7b54\u554f\u984c 3\u3002 3 (a) \u5929\u4e0b\u4eba\u8a8d\u70ba\u4ec0\u9ebc\u6a23\u7684\u7269\u54c1\u662f\u73cd\u8cb4\u7684\uff1f  \ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd  \ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd  [2]  (b) \u98f2\u9152\u7684\u5668\u5177\u5728\u7576\u6642\u88ab\u7a31\u4f5c\u4ec0\u9ebc\uff1f   \u670d   \u7235   \u7389   \u4e58  [1]  (c) \u539f\u672c\u4ec0\u9ebc\u6a23\u7684\u4eba\u6709\u8cc7\u683c\u5f97\u5230\u541b\u738b\u7684\u734e\u8cde\uff1f  \ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd  [1]  (d) \u9117\u5357\u4e4b\u5f79\u52dd\u5229\u4e4b\u5f8c\uff0c\u5f9e\u54ea\u88e1\u770b\u51fa\u738b\u5c0d\u5c07\u58eb\u7684\u5c0a\u91cd\uff1f  \ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd  [1]  (e) \u70ba\u4ec0\u9ebc\u5f8c\u4f86 \u300c\u5c07\u58eb\u7686\u4e0d\u98f2\u800c\u6012 \u300d\uff1f  \ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd  [1]  (f) \u4e0b\u9762\u54ea\u500b\u53e5\u5b50\u4e2d\u7684 \u300c\u4e4b\u300d\u6307\u7684\u662f\u79e6\u570b\uff1f   \u4eba\u7686\u5f97\u800c\u6709\u4e4b   \u5c07\u58eb\u98f2\u4e4b\u7686\u559c   \u674e\u7267\u64ca\u537b\u4e4b   \u65bd\u4e4b\u4e00\u4e0d\u7576  [1]  c  a b c   d c  a b c   d",
+            "9": "9 0509/12/o/n/20 \u00a9 ucles 2020 [turn over  (g) \u89e3\u91cb\u4ee5\u5e95\u7dda\u7684\u8a5e\u8a9e\uff1a  (i)  \u7686\u5f97\u800c\u6709\u4e4b   \ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd  [1]  (ii) \u6545\u670d\u6709\u7ae0\uff0c\u7235\u6709\u7b49   \ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd  [1]  (iii) \u6614\u8005\u8d99\u738b\u5f97\u65bc\u95d0\u4e4b\u7389 \u0007   \ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd  [1]  (iv) \u4ee5\u98f2\u6709\u529f\u8005   \ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd  [1]  (h) \u9019\u5247\u77ed\u6587\u5c0d\u73fe\u4ee3\u4eba\u6709\u4ec0\u9ebc\u6a23\u7684\u555f\u793a\uff1f  \ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd  [1]  [\u7e3d\u5206\uff1a 12]",
+            "10": "10 0509/12/o/n/20 \u00a9 ucles 2020 questions in simplified characters  \u7b2c\u4e00\u90e8\u5206 \u8bf7\u9605\u8bfb\u63d2\u9875\u4e0a\u7684 \u77ed\u6587\u4e00\uff0c\u7136\u540e\u5728\u8bd5\u5377\u4e0a\u56de\u7b54\u95ee\u9898 1\u3002 1 (a) \u4ece\u7b2c\u4e8c\u6bb5\u4e2d\u600e\u6837\u770b\u51fa\u963f\u6bcd\u5938\u5927\u5176\u8f9e\uff1f  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+            "11": "11 0509/12/o/n/20 \u00a9 ucles 2020 [turn over  (h) \u201c\u4ed6\u4f1a\u62cd\u7740\u80f8\u812f\u5927\u58f0\u5730\u8bf4\uff1a\u2018\u6211\u6709\u4e00\u4e07\u53f0\uff01\u2019\u201d\uff08\u7b2c\u56db\u6bb5\uff09\u7ed3\u5408\u4e0a\u4e0b\u6587\uff0c\u8bf4\u8bf4\u4f5c\u8005\u60f3\u901a\u8fc7   \u201c\u62cd\u7740\u80f8\u812f\u201d\u8bf4\u660e\u4ec0\u4e48\uff1f  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+            "12": "12 0509/12/o/n/20 \u00a9 ucles 2020 \u7b2c\u4e8c\u90e8\u5206 2\u0007\u0007 \u8bf7\u9605\u8bfb\u63d2\u9875\u4e0a\u7684 \u77ed\u6587\u4e8c\u548c\u77ed\u6587\u4e09\uff0c\u7136\u540e\u5728\u8bd5\u5377\u4e0a\u56de\u7b54\u95ee\u9898 2\u3002  \u672c\u9898\u7684\u603b\u5206\u662f 25\u5206\uff1a \u2022 \u8003\u751f\u5fc5\u987b\u5bf9\u4e24\u7bc7\u77ed\u6587\u4e2d\u7684\u4e8b\u5b9e\u548c\u89c2\u70b9\u8fdb\u884c\u5206\u6790\u3001\u8bc4\u4ef7\u548c\u6269\u5c55\u3002\u5728\u7b5b\u9009\u548c\u603b\u7ed3\u77ed\u6587\u4e2d\u7684\u76f8\u5173\u4fe1\u606f \u7684\u57fa\u7840\u4e0a\uff0c\u7528\u81ea\u5df1\u7684\u8bdd\u5199\u4e00\u7bc7\u6587\u7ae0\u3002\uff08\u5360 15\u5206\uff09 \u2022 \u8bed\u8a00\u8d28\u91cf\uff08\u5360 10\u5206\uff09 \u0007\u8003\u751f\u5199\u7684\u5185\u5bb9\u5fc5\u987b\u4ee5 \u77ed\u6587\u4e8c\u548c \u77ed\u6587\u4e09\u4e2d\u7684\u76f8\u5173\u4fe1\u606f\u4e3a\u8f85\u52a9\u57fa\u7840\u3002 \u0007\u8003\u751f\u6240\u5199\u7684\u5b57\u6570\u5fc5\u987b\u5728 250\u81f3350\u5b57\u4e4b\u95f4\u3002 \u0007\u0007 \u968f\u7740\u6bd5\u4e1a\u5b63\u7684\u6765\u4e34\uff0c\u4e00\u4f4d\u201c\u659c\u6760\u9752\u5e74\u201d\u5230\u4f60\u7684\u5b66\u6821\uff0c\u505a\u4e86\u4e00\u573a\u6709\u5173\u5c31\u4e1a\u673a\u4f1a\u7684\u6f14\u8bb2\u3002\u8001\u5e08\u8bf7\u4f60\u7ed9 \u6821\u62a5\u5199\u4e00\u7bc7\u6587\u7ae0\uff0c\u5411\u540c\u5b66\u4eec\u4ecb\u7ecd\u201c\u659c\u6760\u9752\u5e74\u201d\u3002\u5728\u6587\u7ae0\u4e2d\uff0c\u4f60\u5fc5\u987b\u5305\u62ec  \u2022 \u0007 \u4fc3\u4f7f\u5e74\u8f7b\u4eba\u6210\u4e3a\u201c\u659c\u6760\u9752\u5e74\u201d\u7684\u56e0\u7d20\uff1b  \u2022 \u201c\u659c\u6760\u9752\u5e74\u201d\u8fc8\u5411\u6210\u529f\u6240\u9700\u8981\u7684\u4e2a\u4eba\u7279\u8d28\uff1b  \u2022 \u957f\u8f88\u5bf9\u60f3\u6210\u4e3a\u201c\u659c\u6760\u9752\u5e74\u201d\u7684\u5e74\u8f7b\u4eba\u6709\u4ec0\u4e48\u62c5\u5fc3\u3002   100 200",
+            "13": "13 0509/12/o/n/20 \u00a9 ucles 2020 [turn over 300 400 500 600 [\u603b\u5206\uff1a 25]",
+            "14": "14 0509/12/o/n/20 \u00a9 ucles 202014 \u7b2c\u4e09\u90e8\u5206  \u8bf7\u9605\u8bfb\u63d2\u9875\u4e0a\u7684 \u77ed\u6587\u56db\uff0c\u7136\u540e\u5728\u8bd5\u5377\u4e0a\u56de\u7b54\u95ee\u9898 3\u3002 3 (a) \u5929\u4e0b\u4eba\u8ba4\u4e3a\u4ec0\u4e48\u6837\u7684\u7269\u54c1\u662f\u73cd\u8d35\u7684\uff1f  \ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd  \ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd  [2]  (b) \u996e\u9152\u7684\u5668\u5177\u5728\u5f53\u65f6\u88ab\u79f0\u4f5c\u4ec0\u4e48\uff1f   \u670d   \u7235   \u7389   \u4e58  [1]  (c) \u539f\u672c\u4ec0\u4e48\u6837\u7684\u4eba\u6709\u8d44\u683c\u5f97\u5230\u541b\u738b\u7684\u5956\u8d4f\uff1f  \ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd  [1]  (d) \u9117\u5357\u4e4b\u5f79\u80dc\u5229\u4e4b\u540e\uff0c\u4ece\u54ea\u91cc\u770b\u51fa\u738b\u5bf9\u5c06\u58eb\u7684\u5c0a\u91cd\uff1f  \ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd  [1]  (e) \u4e3a\u4ec0\u4e48\u540e\u6765\u201c\u5c06\u58eb\u7686\u4e0d\u996e\u800c\u6012\u201d\uff1f  \ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd  [1]  (f) \u4e0b\u9762\u54ea\u4e2a\u53e5\u5b50\u4e2d\u7684\u201c\u4e4b\u201d\u6307\u7684\u662f\u79e6\u56fd\uff1f   \u4eba\u7686\u5f97\u800c\u6709\u4e4b   \u5c06\u58eb\u996e\u4e4b\u7686\u559c   \u674e\u7267\u51fb\u5374\u4e4b   \u65bd\u4e4b\u4e00\u4e0d\u5f53  [1]  c  a b c   d c  a b c   d",
+            "15": "15 0509/12/o/n/20 \u00a9 ucles 2020 (g) \u89e3\u91ca\u4ee5\u4e0b\u5212\u7ebf\u7684\u8bcd\u8bed\uff1a  (i)  \u7686\u5f97\u800c\u6709\u4e4b   \ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd  [1]  (ii) \u6545\u670d\u6709\u7ae0\uff0c\u7235\u6709\u7b49   \ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd  [1]  (iii) \u6614\u8005\u8d75\u738b\u5f97\u4e8e\u9617\u4e4b\u7389 \u0007\u0007   \ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd  [1]  (iv) \u4ee5\u996e\u6709\u529f\u8005   \ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd  [1]  (h) \u8fd9\u5219\u77ed\u6587\u5bf9\u73b0\u4ee3\u4eba\u6709\u4ec0\u4e48\u6837\u7684\u542f\u793a\uff1f  \ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd  [1]  [\u603b\u5206\uff1a 12]",
+            "16": "16 0509/12/o/n/20 \u00a9 ucles 2020 permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible \ufffd 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 \ufffd 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 \ufffd this is produced for each series of examinations and is freely available to download  at www \ufffdcambridgeinternational \ufffdorg after the live examination series \ufffd cambridge assessment international education is part of the cambridge assessment group \ufffd 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 \ufffdblank page"
+        },
+        "0509_w20_qp_22.pdf": {
+            "1": "this document has 16 pages. blank pages are indicated. nl 207656 \u00a9 ucles 2020  [turn overcambridge igcse\u2122 first language chinese  0509/22 paper 2 writing  october/november 2020  2 hours you must answer on the question paper. no additional materials are needed. instructions  \u25cf answer two questions, one from section 1 and one from section 2.  \u25cf use a black or dark blue pen. do not use an erasable pen or correction fluid.  \u25cf write your name, centre number and candidate number in the boxes at the top of the page.  \u25cf write your answer to each question in the space provided.  \u25cf do not write on any bar codes.  \u25cf dictionaries are not allowed.  \u25cf the essay titles on this question paper are printed twice, once in traditional and once in simplified  characters. to read the titles in traditional characters, turn to page 4; to read the titles in simplified  characters, turn to page 10. you may write your answer in either traditional or simplified characters. information \u25cf\t the \ttotal\tmark\tfor\tthis\tpaper\tis\t50. \u25cf\t each \tquestion \tis\tworth\t25\tmarks . \u8aaa\u660e \u25cf\t\u8acb\u56de\u7b54\u5169\u500b\u554f\u984c\uff0c\u5f9e\u7b2c\u4e00\u90e8\u5206\u9078\u64c7 \u4e00\u500b\u554f\u984c\uff0c\u7136\u5f8c\u5f9e\u7b2c\u4e8c\u90e8\u5206\u4e5f\u9078\u64c7 \u4e00\u500b\u554f\u984c\u4f86\u7b54\u984c\u3002 \u25cf\t\u8acb\u4f7f\u7528\u9ed1\u8272\u6216\u6df1\u85cd\u8272\u7684\u7b46\u3002 \u4e0d\u8981\u7528\u53ef\u64e6\u7b46\u6216\u8005\u5857\u6539\u6db2\u3002 \u25cf\t\u5728\u672c\u9801\u4e0a\u65b9\u7684\u65b9\u6846\u4e2d\u586b\u5beb\u4f60\u7684\u59d3\u540d\u3001\u4e2d\u5fc3\u865f\u78bc\u548c\u8003\u751f\u865f\u78bc\u3002 \u25cf\t\u8acb\u628a\u6bcf\u4e00\u984c\u7684\u7b54\u6848\u5beb\u5728\u8a66\u5377\u6240\u63d0\u4f9b\u7684\u7a7a\u683c\u5167\u3002 \u25cf\t\u4e0d\u8981\u5728\u4efb\u4f55\u689d\u78bc\u4e0a\u66f8\u5beb\u3002 \u25cf\t\u4e0d\u53ef\u4ee5\u4f7f\u7528\u5b57\u5178\u3002 \u25cf\t\u9019\u4efd\u8a66\u5377\u4e2d\u7684\u4f5c\u6587\u984c\u76ee\u6709\u7e41\u9ad4\u548c\u7c21\u9ad4\u5169\u7a2e\u7248\u672c\u3002\u8981\u8b80\u7e41\u9ad4\u7248\u7684\u984c\u76ee\uff0c\u8acb\u7ffb\u5230\u7b2c\u56db\u9801\u3002\u8981\u8b80\u7c21\u9ad4 \u7248\u7684\u984c\u76ee\uff0c\u8acb\u7ffb\u5230\u7b2c\u5341\u9801\u3002\u4f60\u53ef\u4ee5\u7528\u7e41\u9ad4\u5b57\u6216\u662f\u7c21\u9ad4\u5b57\u56de\u7b54\u554f\u984c\u3002 \u8bf4\u660e \u25cf\t\u8bf7\u56de\u7b54\u4e24\u4e2a\u95ee\u9898\uff0c\u4ece\u7b2c\u4e00\u90e8\u5206\u9009\u62e9 \u4e00\u4e2a\u95ee\u9898\uff0c\u7136\u540e\u4ece\u7b2c\u4e8c\u90e8\u5206\u4e5f\u9009\u62e9 \u4e00\u4e2a\u95ee\u9898\u6765\u7b54\u9898\u3002 \u25cf\t\u8bf7\u4f7f\u7528\u9ed1\u8272\u6216\u6df1\u84dd\u8272\u7684\u7b14\u3002 \u4e0d\u8981\u7528\u53ef\u64e6\u7b14\u6216\u8005\u6d82\u6539\u6db2\u3002 \u25cf\t\u5728\u672c\u9875\u4e0a\u65b9\u7684\u65b9\u6846\u4e2d\u586b\u5199\u4f60\u7684\u59d3\u540d\u3001\u4e2d\u5fc3\u53f7\u7801\u548c\u8003\u751f\u53f7\u7801\u3002 \u25cf\t\u8bf7\u628a\u6bcf\u4e00\u9898\u7684\u7b54\u6848\u5199\u5728\u8bd5\u5377\u6240\u63d0\u4f9b\u7684\u7a7a\u683c\u5167\u3002 \u25cf\t\u4e0d\u8981\u5728\u4efb\u4f55\u6761\u7801\u4e0a\u4e66\u5199\u3002 \u25cf\t\u4e0d\u53ef\u4ee5\u4f7f\u7528\u5b57\u5178\u3002 \u25cf\t\u8fd9\u4efd\u8bd5\u5377\u4e2d\u7684\u4f5c\u6587\u9898\u76ee\u6709\u7e41\u4f53\u548c\u7b80\u4f53\u4e24\u79cd\u7248\u672c\u3002\u8981\u8bfb\u7e41\u4f53\u7248\u7684\u9898\u76ee\uff0c\u8bf7\u7ffb\u5230\u7b2c\u56db\u9875\u3002\u8981\u8bfb\u7b80\u4f53 \u7248\u7684\u9898\u76ee\uff0c\u8bf7\u7ffb\u5230\u7b2c\u5341\u9875\u3002\u4f60\u53ef\u4ee5\u7528\u7e41\u4f53\u5b57\u6216\u662f\u7b80\u4f53\u5b57\u56de\u7b54\u95ee\u9898\u3002 *4952052414*",
+            "2": "2 0509/22/o/n/20 \u00a9 ucles 2020 \u4fe1\u606f \u25cf\t\u9019\u4efd\u8a66\u5377\u7684\u7e3d\u5206\u662f\u4e94\u5341\u5206\u3002 \u25cf\t\u6bcf\u4e00\u984c\u7684\u5206\u503c\u662f\u4e8c\u5341\u4e94\u5206\u3002 \u4fe1\u606f \u25cf\t\u8fd9\u4efd\u8bd5\u5377\u7684\u603b\u5206\u662f\u4e94\u5341\u5206\u3002 \u25cf\t\u6bcf\u4e00\u9898\u7684\u5206\u503c\u662f\u4e8c\u5341\u4e94\u5206\u3002",
+            "3": "3 0509/22/o/n/20 \u00a9 ucles 2020 [turn over blank page",
+            "4": "4 0509/22/o/n/20 \u00a9 ucles 2020 questions in traditional characters \u8acb\u5beb\u5169\u7bc7\u4f5c\u6587\uff0c\u6bcf\u7bc7\u4f5c\u6587\u7684\u5b57\u6578\u61c9\u7576\u5728 400\u5230600\u4e4b\u9593\u3002 \u5728\u7b2c\u4e00\u90e8\u5206\u4e2d\u4efb\u9078\u4e00\u984c\uff0c\u5728\u7b2c\u4e8c\u90e8\u5206\u4e2d\u518d\u4efb\u9078\u4e00\u984c\u3002 \u7b2c\u4e00\u90e8\u5206 \u8b70\u8ad6 1\t\t\u201c\u4e2d\u5b78\u751f\u53c3\u52a0\u793e\u6703\u5be6\u8e10\u6703\u5f71\u97ff\u5b78\u7fd2\u3002\u201d\u4f60\u540c\u610f\u55ce\uff1f\u5beb\u4e00\u7bc7\u5177\u6709\u8aaa\u670d\u529b\u7684\u6587\u7ae0\uff0c\u8aaa\u660e\u4f60\u70ba\u4ec0\u9ebc\u540c \u610f\u6216\u8005\u4e0d\u540c\u610f\u9019\u500b\u89c0\u9ede\u3002 \u6216\u8005 2\t\t\u201c\u6211\u5011\u61c9\u8a72\u907f\u958b\u6709\u592a\u591a\u8ca0\u80fd\u91cf\u7684\u4eba\u3002\u201d\u4f60\u70ba\u4ec0\u9ebc\u540c\u610f \u6216\u8005\u4e0d\u540c\u610f\u9019\u500b\u8aaa\u6cd5\uff1f\u8acb\u5beb\u4e00\u7bc7\u5177\u6709\u8aaa\u670d \u529b\u7684\u6587\u7ae0\u4f86\u652f\u6301\u4f60\u7684\u89c0\u9ede\u3002 \u8a0e\u8ad6 3\t\t\u4f60\u5c07\u53c3\u52a0\u5b78\u6821\u8209\u8fa6\u7684\u4f5c\u6587\u6bd4\u8cfd\uff0c\u4ee5\u201c\u5805\u6301\u8207\u6210\u529f\u201d\u70ba\u984c\u5beb\u4e00\u7bc7\u6587\u7ae0\u3002 \t \t \u6587\u7ae0\u5fc5\u9808\u5305\u62ec\u4ee5\u4e0b\u5e7e\u9ede\uff1a  \u2022\t \u4f60\u8a8d\u70ba\u4ec0\u9ebc\u662f\u6210\u529f\uff1b  \u2022\t \u5f9e\u6b63\u53cd\u5169\u500b\u65b9\u9762\u8ac7\u8ac7\u5805\u6301\u548c\u6210\u529f\u7684\u95dc\u4fc2\uff1b  \u2022\t \u9752\u5c11\u5e74\u5982\u4f55\u901a\u904e\u5805\u6301\u53d6\u5f97\u6210\u529f\u3002 \u6216\u8005 4\t\t\u81ea\u4e2d\u570b\u53d6\u6d88\u7368\u751f\u5b50\u5973\u653f\u7b56\u4ee5\u4f86\uff0c\u4e0d\u5c11\u7236\u6bcd\u958b\u59cb\u8003\u616e\u751f\u7b2c\u4e8c\u500b\u5b69\u5b50\u3002\u5728\u4e00\u6b21\u73ed\u6703\u4e0a\uff0c\u540c\u5b78\u5011\u5c0d\u6b64 \u5404\u6292\u5df1\u898b\u3002\u8acb\u5c31\u9019\u6b21\u8a0e\u8ad6\u5beb\u4e00\u7bc7\u6587\u7ae0\u3002 \t \u6587\u7ae0\u5fc5\u9808\u5305\u62ec\u4ee5\u4e0b\u5e7e\u9ede\uff1a  \u2022\t \u540c\u5b78\u5011\u8a8d\u70ba\u5bb6\u9577\u70ba\u4ec0\u9ebc\u8981\u751f\u4e8c\u80ce\uff1b  \u2022\t \u540c\u5b78\u5011\u5c0d\u7236\u6bcd\u751f\u4e8c\u80ce\u7684\u671f\u5f85\u548c\u64d4\u6182\uff1b  \u2022\t \u600e\u6a23\u548c\u5f1f\u5f1f\u59b9\u59b9\u76f8\u8655\u3002",
+            "5": "5 0509/22/o/n/20 \u00a9 ucles 2020 [turn over \t\t\t\t\u8acb\u628a\u9078\u984c\u5b57\u6bcd\u5beb\u5728\u9019\u88e1\u4e26\u4f5c\u7b54.. 100 200 300 400",
+            "6": "6 0509/22/o/n/20 \u00a9 ucles 2020 500 600 700 800",
+            "7": "7 0509/22/o/n/20 \u00a9 ucles 2020 [turn over \u7b2c\u4e8c\u90e8\u5206 \u63cf\u8ff0 5\t\t\u5728\u6a5f\u5834\uff0c\u4f60\u767c\u73fe\u96a8\u8eab\u651c\u5e36\u7684\u80cc\u5305\u4e1f\u4e86\u3002\u63cf\u5beb\u4e00\u4e0b\u7576\u6642\u7684\u60c5\u5883\u548c\u4f60\u7684\u611f\u53d7\u3002 \u6216\u8005 6\t\t\u4f60\u932f\u904e\u4e86\u56de\u5bb6\u7684\u672b\u73ed\u8eca\uff0c\u8eca\u7ad9\u88e1\u53ea\u5269\u4f60\u548c\u4e00\u500b\u6d41\u6d6a\u6f22\u3002\u63cf\u5beb\u9019\u500b\u6d41\u6d6a\u6f22\u548c\u4f60\u7576\u6642\u7684\u5fc3\u7406\u6d3b\u52d5\u3002 \u6558\u8ff0 7\t\t\u201c\u5728\u5922\u88e1\uff0c\u6211\u6210\u4e86\u6821\u9577\u2026\u2026\u201d\u7528\u9019\u53e5\u8a71\u958b\u982d\u5beb\u4e00\u7bc7\u8a18\u6558\u6587\u3002 \u6216\u8005 8\t\t\u6558\u8ff0\u4f60\u4e00\u6b21\u5750\u8239\u7684\u7d93\u6b77\u3002 \t",
+            "8": "8 0509/22/o/n/20 \u00a9 ucles 2020     \u8acb\u628a\u9078\u984c\u5b57\u6bcd\u5beb\u5728\u9019\u88e1\u4e26\u4f5c\u7b54.. 100 200 300 400",
+            "9": "9 0509/22/o/n/20 \u00a9 ucles 2020 [turn over 500 600 700 800",
+            "10": "10 0509/22/o/n/20 \u00a9 ucles 2020 questions in simplified characters \u8bf7\u5199\u4e24\u7bc7\u4f5c\u6587\uff0c\u6bcf\u7bc7\u4f5c\u6587\u7684\u5b57\u6570\u5e94\u5f53\u5728 400\u5230600\u4e4b\u95f4\u3002 \u5728\u7b2c\u4e00\u90e8\u5206\u4e2d\u4efb\u9009\u4e00\u9898\uff0c\u5728\u7b2c\u4e8c\u90e8\u5206\u4e2d\u518d\u4efb\u9009\u4e00\u9898\u3002 \u7b2c\u4e00\u90e8\u5206 \u8bae\u8bba 1\t\t\u201c\u4e2d\u5b66\u751f\u53c2\u52a0\u793e\u4f1a\u5b9e\u8df5\u4f1a\u5f71\u54cd\u5b66\u4e60\u3002\u201d\u4f60\u540c\u610f\u5417\uff1f\u5199\u4e00\u7bc7\u5177\u6709\u8bf4\u670d\u529b\u7684\u6587\u7ae0\uff0c\u8bf4\u660e\u4f60\u4e3a\u4ec0\u4e48\u540c \u610f\u6216\u8005\u4e0d\u540c\u610f\u8fd9\u4e2a\u89c2\u70b9\u3002 \u6216\u8005 2\t\t\u201c\u6211\u4eec\u5e94\u8be5\u907f\u5f00\u6709\u592a\u591a\u8d1f\u80fd\u91cf\u7684\u4eba\u3002\u201d\u4f60\u4e3a\u4ec0\u4e48\u540c\u610f \u6216\u8005\u4e0d\u540c\u610f\u8fd9\u4e2a\u8bf4\u6cd5\uff1f\u8bf7\u5199\u4e00\u7bc7\u5177\u6709\u8bf4\u670d \u529b\u7684\u6587\u7ae0\u6765\u652f\u6301\u4f60\u7684\u89c2\u70b9\u3002 \u8ba8\u8bba 3\t\t\u4f60\u5c06\u53c2\u52a0\u5b66\u6821\u4e3e\u529e\u7684\u4f5c\u6587\u6bd4\u8d5b\uff0c\u4ee5\u201c\u575a\u6301\u4e0e\u6210\u529f\u201d\u4e3a\u9898\u5199\u4e00\u7bc7\u6587\u7ae0\u3002 \t \t \u6587\u7ae0\u5fc5\u987b\u5305\u62ec\u4ee5\u4e0b\u51e0\u70b9\uff1a  \u2022\t \u4f60\u8ba4\u4e3a\u4ec0\u4e48\u662f\u6210\u529f\uff1b  \u2022\t \u4ece\u6b63\u53cd\u4e24\u4e2a\u65b9\u9762\u8c08\u8c08\u575a\u6301\u548c\u6210\u529f\u7684\u5173\u7cfb\uff1b  \u2022\t \u9752\u5c11\u5e74\u5982\u4f55\u901a\u8fc7\u575a\u6301\u53d6\u5f97\u6210\u529f\u3002 \u6216\u8005 4\t\t\u81ea\u4e2d\u56fd\u53d6\u6d88\u72ec\u751f\u5b50\u5973\u653f\u7b56\u4ee5\u6765\uff0c\u4e0d\u5c11\u7236\u6bcd\u5f00\u59cb\u8003\u8651\u751f\u7b2c\u4e8c\u4e2a\u5b69\u5b50\u3002\u5728\u4e00\u6b21\u73ed\u4f1a\u4e0a\uff0c\u540c\u5b66\u4eec\u5bf9\u6b64 \u5404\u6292\u5df1\u89c1\u3002\u8bf7\u5c31\u8fd9\u6b21\u8ba8\u8bba\u5199\u4e00\u7bc7\u6587\u7ae0\u3002 \t \u6587\u7ae0\u5fc5\u987b\u5305\u62ec\u4ee5\u4e0b\u51e0\u70b9\uff1a  \u2022\t \u540c\u5b66\u4eec\u8ba4\u4e3a\u5bb6\u957f\u4e3a\u4ec0\u4e48\u8981\u751f\u4e8c\u80ce\uff1b  \u2022\t \u540c\u5b66\u4eec\u5bf9\u7236\u6bcd\u751f\u4e8c\u80ce\u7684\u671f\u5f85\u548c\u62c5\u5fe7\uff1b  \u2022\t \u600e\u6837\u548c\u5f1f\u5f1f\u59b9\u59b9\u76f8\u5904\u3002",
+            "11": "11 0509/22/o/n/20 \u00a9 ucles 2020 [turn over \t\t\t\t\u8bf7\u628a\u9009\u9898\u5b57\u6bcd\u5199\u5728\u8fd9\u91cc\u5e76\u4f5c\u7b54.. 100 200 300 400",
+            "12": "12 0509/22/o/n/20 \u00a9 ucles 2020 500 600 700 800",
+            "13": "13 0509/22/o/n/20 \u00a9 ucles 2020 [turn over \u7b2c\u4e8c\u90e8\u5206 \u63cf\u8ff0 5\t\t\u5728\u673a\u573a\uff0c\u4f60\u53d1\u73b0\u968f\u8eab\u643a\u5e26\u7684\u80cc\u5305\u4e22\u4e86\u3002\u63cf\u5199\u4e00\u4e0b\u5f53\u65f6\u7684\u60c5\u5883\u548c\u4f60\u7684\u611f\u53d7\u3002 \u6216\u8005 6\t\t\u4f60\u9519\u8fc7\u4e86\u56de\u5bb6\u7684\u672b\u73ed\u8f66\uff0c\u8f66\u7ad9\u91cc\u53ea\u5269\u4f60\u548c\u4e00\u4e2a\u6d41\u6d6a\u6c49\u3002\u63cf\u5199\u8fd9\u4e2a\u6d41\u6d6a\u6c49\u548c\u4f60\u5f53\u65f6\u7684\u5fc3\u7406\u6d3b\u52a8\u3002 \u53d9\u8ff0 7\t\t\u201c\u5728\u68a6\u91cc\uff0c\u6211\u6210\u4e86\u6821\u957f\u2026\u2026\u201d\u7528\u8fd9\u53e5\u8bdd\u5f00\u5934\u5199\u4e00\u7bc7\u8bb0\u53d9\u6587\u3002 \u6216\u8005 8\t\t\u53d9\u8ff0\u4f60\u4e00\u6b21\u5750\u8239\u7684\u7ecf\u5386\u3002",
+            "14": "14 0509/22/o/n/20 \u00a9 ucles 2020 \t\t\t\t\u8bf7\u628a\u9009\u9898\u5b57\u6bcd\u5199\u5728\u8fd9\u91cc\u5e76\u4f5c\u7b54.. 100 200 300 400",
+            "15": "15 0509/22/o/n/20 \u00a9\tucles\t2020 500 600 700 800",
+            "16": "16 0509/22/o/n/20 \u00a9 ucles 2020 permission \tto\treproduce \titems\twhere\tthird-party \towned\tmaterial\tprotected \tby\tcopyright \tis\tincluded\thas\tbeen\tsought\tand\tcleared\twhere\tpossible. \tevery\t reasonable \teffort\thas\tbeen\tmade\tby\tthe\tpublisher \t(ucles) \tto\ttrace\tcopyright \tholders,\tbut\tif\tany\titems\trequiring \tclearance \thave\tunwittingly \tbeen\tincluded, \tthe\t publisher \twill\tbe\tpleased\tto\tmake\tamends\tat\tthe\tearliest\tpossible\topportunity. to\tavoid\tthe\tissue\tof\tdisclosure \tof\tanswer-related \tinformation \tto\tcandidates, \tall\tcopyright \tacknowledgements \tare\treproduced \tonline\tin\tthe\tcambridge \t assessment \tinternational \teducation \tcopyright \tacknowledgements \tbooklet.\tthis\tis\tproduced \tfor\teach\tseries\tof\texaminations \tand\tis\tfreely\tavailable \tto\tdownload \t at\twww.cambridgeinternational.org \tafter\tthe\tlive\texamination \tseries. cambridge \tassessment \tinternational \teducation \tis\tpart\tof\tthe\tcambridge \tassessment \tgroup.\tcambridge \tassessment \tis\tthe\tbrand\tname\tof\tthe\tuniversity \tof\t cambridge \tlocal\texaminations \tsyndicate \t(ucles), \twhich\titself\tis\ta\tdepartment \tof\tthe\tuniversity \tof\tcambridge.blank page"
+        }
+    },
+    "2021": {
+        "0509_s21_qp_12.pdf": {
+            "1": "this document has 16 pages. any blank pages are indicated. nl 197674/3 \u00a9 ucles 2021  [turn overcambridge igcse\u2122 first language chinese  0509/12 paper 1 reading, directed writing and classical chinese  may/june 2021  2 hours 15 minutes you must answer on the question paper. you will need:  insert (enclosed) instructions  \u25cf answer all questions in chinese .  \u25cf use a black or dark blue pen. do not use an erasable pen or correction fluid.  \u25cf write your name, centre number and candidate number in the boxes at the top of the page.  \u25cf write your answer to each question in the space provided.  \u25cf do not write on any bar codes.  \u25cf dictionaries are not allowed.  \u25cf the questions on this question paper are printed twice, once in traditional and once in simplified  characters. to read them in traditional characters, turn to page 4; to read them in simplified characters,  turn to page 10. you may write your answer in either traditional or simplified characters. information \u25cf\t the \ttotal\tmark\tfor\tthis\tpaper\tis\t60. \u25cf\t the \tnumber\tof\tmarks\tfor\teach\tquestion \tor\tpart\tquestion \tis\tshown\tin\tbrackets \t[\t]. \u25cf\t the \tinsert\tcontains\tthe\treading\tpassages. \u8aaa\u660e \u25cf\t\u8acb\u7528\u4e2d\u6587\u56de\u7b54 \u6240\u6709\u554f\u984c\u3002\u8acb\u4f7f\u7528\u9ed1\u8272\u6216\u6df1\u85cd\u8272\u7684\u7b46\u3002 \u4e0d\u8981\u7528\u53ef\u64e6\u7b46\u6216\u8005\u5857\u6539\u6db2\u3002 \u25cf\t\u5728\u672c\u9801\u4e0a\u65b9\u7684\u65b9\u6846\u4e2d\u586b\u5beb\u4f60\u7684\u59d3\u540d\u3001\u4e2d\u5fc3\u865f\u78bc\u548c\u8003\u751f\u865f\u78bc\u3002 \u25cf\t\u8acb\u628a\u6bcf\u4e00\u984c\u7684\u7b54\u6848\u5beb\u5728\u8a66\u5377\u6240\u63d0\u4f9b\u7684\u7a7a\u683c\u5167\u3002 \u25cf\t\u4e0d\u8981\u5728\u4efb\u4f55\u689d\u78bc\u4e0a\u66f8\u5beb\u3002 \u25cf\t\u4e0d\u53ef\u4ee5\u4f7f\u7528\u5b57\u5178\u3002 \u25cf\t\u9019\u4efd\u8a66\u5377\u4e2d\u7684\u554f\u984c\u6709\u7e41\u9ad4\u548c\u7c21\u9ad4\u5169\u7a2e\u7248\u672c\u3002\u8981\u8b80\u7e41\u9ad4\u7248\uff0c\u8acb\u7ffb\u5230\u7b2c\u56db\u9801\u3002\u8981\u8b80\u7c21\u9ad4\u7248\uff0c\u8acb\u7ffb\u5230 \u7b2c\u5341\u9801\u3002\u4f60\u53ef\u4ee5\u7528\u7e41\u9ad4\u5b57\u6216\u662f\u7c21\u9ad4\u5b57\u56de\u7b54\u554f\u984c\u3002 \u8bf4\u660e \u25cf\t\u8bf7\u7528\u4e2d\u6587\u56de\u7b54 \u6240\u6709\u95ee\u9898\u3002\u8bf7\u4f7f\u7528\u9ed1\u8272\u6216\u6df1\u84dd\u8272\u7684\u7b14\u3002 \u4e0d\u8981\u7528\u53ef\u64e6\u7b14\u6216\u8005\u6d82\u6539\u6db2\u3002 \u25cf\t\u5728\u672c\u9875\u4e0a\u65b9\u7684\u65b9\u6846\u4e2d\u586b\u5199\u4f60\u7684\u59d3\u540d\u3001\u4e2d\u5fc3\u53f7\u7801\u548c\u8003\u751f\u53f7\u7801\u3002 \u25cf\t\u8bf7\u628a\u6bcf\u4e00\u9898\u7684\u7b54\u6848\u5199\u5728\u8bd5\u5377\u6240\u63d0\u4f9b\u7684\u7a7a\u683c\u5167\u3002 \u25cf\t\u4e0d\u8981\u5728\u4efb\u4f55\u6761\u7801\u4e0a\u4e66\u5199\u3002 \u25cf\t\u4e0d\u53ef\u4ee5\u4f7f\u7528\u5b57\u5178\u3002 \u25cf\t\u8fd9\u4efd\u8bd5\u5377\u4e2d\u7684\u95ee\u9898\u6709\u7e41\u4f53\u548c\u7b80\u4f53\u4e24\u79cd\u7248\u672c\u3002\u8981\u8bfb\u7e41\u4f53\u7248\uff0c\u8bf7\u7ffb\u5230\u7b2c\u56db\u9875\u3002\u8981\u8bfb\u7b80\u4f53\u7248\uff0c\u8bf7\u7ffb\u5230 \u7b2c\u5341\u9875\u3002\u4f60\u53ef\u4ee5\u7528\u7e41\u4f53\u5b57\u6216\u662f\u7b80\u4f53\u5b57\u56de\u7b54\u95ee\u9898\u3002 *9592219587*",
+            "2": "2 0509/12/m/j/21 \u00a9 ucles 2021 \u4fe1\u606f  \u25cf\u9019\u4efd\u8a66\u5377\u7684\u7e3d\u5206\u662f\u516d\u5341\u5206\u3002  \u25cf\u6bcf\u4e00\u984c\u6216\u8005\u6bcf\u4e00\u5c0f\u984c\u7684\u5206\u6578\u986f\u793a\u5728\u5404\u984c\u5f8c\u9762\u7684\u62ec\u865f  [ ] \u88e1\u3002  \u25cf\u9019\u4efd\u63d2\u9801\u6709\u8003\u751f\u9700\u8981\u95b1\u8b80\u7684\u77ed\u6587\u3002 \u4fe1\u606f  \u25cf\u8fd9\u4efd\u8bd5\u5377\u7684\u603b\u5206\u662f\u516d\u5341\u5206\u3002  \u25cf\u6bcf\u4e00\u9898\u6216\u8005\u6bcf\u4e00\u5c0f\u9898\u7684\u5206\u6570\u663e\u793a\u5728\u5404\u9898\u540e\u9762\u7684\u62ec\u53f7  [ ] \u91cc\u3002  \u25cf\u8fd9\u4efd\u63d2\u9875\u6709\u8003\u751f\u9700\u8981\u9605\u8bfb\u7684\u77ed\u6587\u3002",
+            "3": "3 0509/12/m/j/21 \u00a9 ucles 2021 [turn over blank page",
+            "4": "4 0509/12/m/j/21 \u00a9 ucles 2021 questions in traditional characters  \u7b2c\u4e00\u90e8\u5206 \u8acb\u95b1\u8b80\u63d2\u9801\u4e0a\u7684 \u77ed\u6587\u4e00\uff0c\u7136\u5f8c\u5728\u8a66\u5377\u4e0a\u56de\u7b54\u554f\u984c 1\u3002 1 (a) \u5f9e\u8ce3\u83dc\u5c0f\u5925\u7684\u81ea\u884c\u8eca\u548c\u4ed6\u7684\u5916\u8868\u4f86\u770b\uff0c\u4ed6\u5c0d\u81ea\u5df1\u7684\u751f\u610f\u614b\u5ea6\u5982\u4f55\uff1f  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+            "5": "5 0509/12/m/j/21 \u00a9 ucles 2021 [turn over  (f) \u59e8\u7236\u6700\u5f8c\u7684\u7b11\u6709\u4ec0\u9ebc\u542b\u7fa9\uff1f  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\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd   \ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd  [1]  (iv) \u300c\u602f\u751f\u751f\u5730\u53eb\u4ed6 \u300d\uff08\u7b2c\u516d\u6bb5\uff09   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\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd  [2]   (v) \u300c\u4e09\u6b65\u4e26\u4f5c\u5169\u6b65\u885d\u4e0b\u4e86\u6a13 \u300d\uff08\u7b2c\u4e03\u6bb5\uff09   \ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd   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+            "6": "6 0509/12/m/j/21 \u00a9 ucles 2021 \u7b2c\u4e8c\u90e8\u5206 2\u0007\u0007 \u8acb\u95b1\u8b80\u63d2\u9801\u4e0a\u7684 \u77ed\u6587\u4e8c\u548c \u77ed\u6587\u4e09\uff0c\u7136\u5f8c\u5728\u8a66\u5377\u4e0a\u56de\u7b54\u554f\u984c 2\u3002  \u672c\u984c\u7684\u7e3d\u5206\u662f 25\u5206\uff1a  \u2022  \u8003\u751f\u5fc5\u9808\u5c0d\u5169\u7bc7\u77ed\u6587\u4e2d\u7684\u4e8b\u5be6\u548c\u89c0\u9ede\u9032\u884c\u5206\u6790\u3001\u8a55\u50f9\u548c\u64f4\u5c55\u3002\u5728\u7be9\u9078\u548c\u7e3d\u7d50\u77ed\u6587\u4e2d\u7684\u76f8\u95dc \u8cc7\u8a0a\u7684\u57fa\u790e\u4e0a\uff0c\u7528\u81ea\u5df1\u7684\u8a71\u5beb\u4e00\u7bc7\u6587\u7ae0\u3002\uff08\u4f54 15\u5206\uff09 \u2022 \u8a9e\u8a00\u54c1\u8cea\uff08\u4f54 10\u5206\uff09 \u0007\u8003\u751f\u5beb\u7684\u5167\u5bb9\u5fc5\u9808\u4ee5 \u77ed\u6587\u4e8c\u548c \u77ed\u6587\u4e09\u4e2d\u7684\u76f8\u95dc\u8cc7\u8a0a\u70ba\u8f14\u52a9\u57fa\u790e\u3002 \u0007\u8003\u751f\u6240\u5beb\u7684\u5b57\u6578\u5fc5\u9808\u5728 250\u81f3350\u5b57\u4e4b\u9593\u3002 \u0007\u0007 \u70ba\u4e86\u66f4\u597d\u5730\u5e6b\u52a9\u5b78\u751f\u5011\u7406\u89e3\u6d88\u8cbb\u548c\u5e78\u798f\u7684\u95dc\u4fc2\uff0c\u5b78\u6821\u8fd1\u671f\u5c55\u958b\u4e86\u4e00\u7cfb\u5217\u6d3b\u52d5\u3002\u6821\u520a\u9080\u8acb\u4f60\u5c31\u9019 \u500b\u8a71\u984c\u5beb\u4e00\u7bc7\u6587\u7ae0\uff0c\u4f60\u7684\u6587\u7ae0\u8981\u5305\u62ec\u4ee5\u4e0b\u4e09\u9ede\uff1a  \u2022 \u0007 \u4eba\u5011\u70ba\u4ec0\u9ebc\u559c\u6b61\u6d88\u8cbb\uff1b  \u2022 \u76f2\u76ee\u7684\u6d88\u8cbb\u6709\u4ec0\u9ebc\u8ca0\u9762\u5f71\u97ff\uff1b  \u2022 \u5e74\u8f15\u4eba\u600e\u6a23\u7372\u5f97\u771f\u6b63\u7684\u5feb\u6a02\u3002 100 200",
+            "7": "7 0509/12/m/j/21 \u00a9 ucles 2021 [turn over 300 400 500 600 [\u7e3d\u5206\uff1a 25]",
+            "8": "8 0509/12/m/j/21 \u00a9 ucles 2021 \u7b2c\u4e09\u90e8\u5206  \u8acb\u95b1\u8b80\u63d2\u9801\u4e0a\u7684 \u77ed\u6587\u56db\uff0c\u7136\u5f8c\u5728\u8a66\u5377\u4e0a\u56de\u7b54\u554f\u984c 3\u3002 3 (a) \u7528\u81ea\u5df1\u7684\u8a71\u8aaa\u8aaa\u9127\u5f3c\u7684\u5916\u8c8c\u6709\u4ec0\u9ebc\u7279\u9ede\uff1f  \ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd  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\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd  [1]  (ii) \u300c\u2026\u2026\u4e0d\u907a\u4e00\u8a00 \u300d\uff1f     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\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd  \ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd  \ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd  [2]  (d) \u7528\u81ea\u5df1\u7684\u8a71\u8aaa\u8aaa\u9127\u5f3c\u70ba\u4ec0\u9ebc\u61f7\u6709\u4e0d\u5e73\u4e4b\u6c23\uff1f  \ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd  \ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd  \ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd  [2]  (e) \u89e3\u91cb\u4e0b\u5217\u5283\u7dda\u8a5e\u8a9e\uff1a   (i) \u5169\u751f\u96c5\u805e\u5176\u9152\u72c2  \ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd  \ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd  [1]  (ii) \u5f3c\u6b62\u4e4b\u66f0  \ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd  \ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd  [1]",
+            "9": "9 0509/12/m/j/21 \u00a9 ucles 2021 [turn over  (iii) \u6458\u4e03\u7d93\u6578\u5341\u7fa9\u53e9\u4e4b  \ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd  \ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd  [1]  (iv) \u88ab\u9aee\u8df3\u53eb  \ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd  \ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd  [1]  [\u7e3d\u5206\uff1a 12]",
+            "10": "10 0509/12/m/j/21 \u00a9 ucles 2021 questions in simplified characters  \u7b2c\u4e00\u90e8\u5206 \u8bf7\u9605\u8bfb\u63d2\u9875\u4e0a\u7684 \u77ed\u6587\u4e00\uff0c\u7136\u540e\u5728\u8bd5\u5377\u4e0a\u56de\u7b54\u95ee\u9898 1\u3002 1 (a) \u4ece\u5356\u83dc\u5c0f\u4f19\u7684\u81ea\u884c\u8f66\u548c\u4ed6\u7684\u5916\u8868\u6765\u770b\uff0c\u4ed6\u5bf9\u81ea\u5df1\u7684\u751f\u610f\u6001\u5ea6\u5982\u4f55\uff1f  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+            "11": "11 0509/12/m/j/21 \u00a9 ucles 2021 [turn over  (f) \u59e8\u7236\u6700\u540e\u7684\u7b11\u6709\u4ec0\u4e48\u542b\u4e49\uff1f  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\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd   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+            "12": "12 0509/12/m/j/21 \u00a9 ucles 2021 \u7b2c\u4e8c\u90e8\u5206 2\u0007\u0007 \u8bf7\u9605\u8bfb\u63d2\u9875\u4e0a\u7684 \u77ed\u6587\u4e8c\u548c \u77ed\u6587\u4e09\uff0c\u7136\u540e\u5728\u8bd5\u5377\u4e0a\u56de\u7b54\u95ee\u9898 2\u3002  \u672c\u9898\u7684\u603b\u5206\u662f 25\u5206\uff1a \u2022 \u0007\u8003\u751f\u5fc5\u987b\u5bf9\u4e24\u7bc7\u77ed\u6587\u4e2d\u7684\u4e8b\u5b9e\u548c\u89c2\u70b9\u8fdb\u884c\u5206\u6790\u3001\u8bc4\u4ef7\u548c\u6269\u5c55\u3002\u5728\u7b5b\u9009\u548c\u603b\u7ed3\u77ed\u6587\u4e2d\u7684\u76f8\u5173\u4fe1\u606f \u7684\u57fa\u7840\u4e0a\uff0c\u7528\u81ea\u5df1\u7684\u8bdd\u5199\u4e00\u7bc7\u6587\u7ae0\u3002\uff08\u5360 15\u5206\uff09 \u2022 \u8bed\u8a00\u8d28\u91cf\uff08\u5360 10\u5206\uff09 \u0007\u8003\u751f\u5199\u7684\u5185\u5bb9\u5fc5\u987b\u4ee5 \u77ed\u6587\u4e8c\u548c \u77ed\u6587\u4e09\u4e2d\u7684\u76f8\u5173\u4fe1\u606f\u4e3a\u8f85\u52a9\u57fa\u7840\u3002 \u0007\u8003\u751f\u6240\u5199\u7684\u5b57\u6570\u5fc5\u987b\u5728 250\u81f3350\u5b57\u4e4b\u95f4\u3002 \u0007\u0007 \u4e3a\u4e86\u66f4\u597d\u5730\u5e2e\u52a9\u5b66\u751f\u4eec\u7406\u89e3\u6d88\u8d39\u548c\u5e78\u798f\u7684\u5173\u7cfb\uff0c\u5b66\u6821\u8fd1\u671f\u5c55\u5f00\u4e86\u4e00\u7cfb\u5217\u6d3b\u52a8\u3002\u6821\u520a\u9080\u8bf7\u4f60\u5c31\u8fd9\u4e2a \u8bdd\u9898\u5199\u4e00\u7bc7\u6587\u7ae0\uff0c\u4f60\u7684\u6587\u7ae0\u8981\u5305\u62ec\u4ee5\u4e0b\u4e09\u70b9\uff1a  \u2022 \u0007 \u4eba\u4eec\u4e3a\u4ec0\u4e48\u559c\u6b22\u6d88\u8d39\uff1b  \u2022 \u76f2\u76ee\u7684\u6d88\u8d39\u6709\u4ec0\u4e48\u8d1f\u9762\u5f71\u54cd\uff1b  \u2022 \u5e74\u8f7b\u4eba\u600e\u6837\u83b7\u5f97\u771f\u6b63\u7684\u5feb\u4e50\u3002   100 200",
+            "13": "13 0509/12/m/j/21 \u00a9 ucles 2021 [turn over 300 400 500 600 [\u603b\u5206\uff1a 25]",
+            "14": "14 0509/12/m/j/21 \u00a9 ucles 202114 \u7b2c\u4e09\u90e8\u5206  \u8bf7\u9605\u8bfb\u63d2\u9875\u4e0a\u7684 \u77ed\u6587\u56db\uff0c\u7136\u540e\u5728\u8bd5\u5377\u4e0a\u56de\u7b54\u95ee\u9898 3\u3002 3 (a) \u7528\u81ea\u5df1\u7684\u8bdd\u8bf4\u8bf4\u9093\u5f3c\u7684\u5916\u8c8c\u6709\u4ec0\u4e48\u7279\u70b9\uff1f  \ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd  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+            "15": "15 0509/12/m/j/21 \u00a9 ucles 2021 (iii) \u6458\u4e03\u7ecf\u6570\u5341\u4e49\u53e9\u4e4b  \ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd  \ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd  [1]  (iv) \u88ab\u53d1\u8df3\u53eb  \ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd  \ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd  [1]  [\u603b\u5206\uff1a 12]",
+            "16": "16 0509/12/m/j/21 \u00a9 ucles 2021 permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible \ufffd 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 \ufffd 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 \ufffd this is produced for each series of examinations and is freely available to download  at www \ufffdcambridgeinternational \ufffdorg after the live examination series \ufffd cambridge assessment international education is part of the cambridge assessment group \ufffd 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 \ufffdblank page"
+        },
+        "0509_s21_qp_13.pdf": {
+            "1": "this document has 16 pages. any blank pages are indicated. nl 198583/3 \u00a9 ucles 2021  [turn overcambridge igcse\u2122 first language chinese  0509/13 paper 1 reading, directed writing and classical chinese  may/june 2021  2 hours 15 minutes you must answer on the question paper. you will need:  insert (enclosed) instructions  \u25cf answer all questions in chinese .  \u25cf use a black or dark blue pen. do not use an erasable pen or correction fluid.  \u25cf write your name, centre number and candidate number in the boxes at the top of the page.  \u25cf write your answer to each question in the space provided.  \u25cf do not write on any bar codes.  \u25cf dictionaries are not allowed.  \u25cf the questions on this question paper are printed twice, once in traditional and once in simplified  characters. to read them in traditional characters, turn to page 4; to read them in simplified characters,  turn to page 10. you may write your answer in either traditional or simplified characters. information \u25cf\t the \ttotal\tmark\tfor\tthis\tpaper\tis\t60. \u25cf\t the \tnumber\tof\tmarks\tfor\teach\tquestion \tor\tpart\tquestion \tis\tshown\tin\tbrackets \t[\t]. \u25cf\t the \tinsert\tcontains\tthe\treading\tpassages. \u8aaa\u660e \u25cf\t\u8acb\u7528\u4e2d\u6587\u56de\u7b54 \u6240\u6709\u554f\u984c\u3002\u8acb\u4f7f\u7528\u9ed1\u8272\u6216\u6df1\u85cd\u8272\u7684\u7b46\u3002 \u4e0d\u8981\u7528\u53ef\u64e6\u7b46\u6216\u8005\u5857\u6539\u6db2\u3002 \u25cf\t\u5728\u672c\u9801\u4e0a\u65b9\u7684\u65b9\u6846\u4e2d\u586b\u5beb\u4f60\u7684\u59d3\u540d\u3001\u4e2d\u5fc3\u865f\u78bc\u548c\u8003\u751f\u865f\u78bc\u3002 \u25cf\t\u8acb\u628a\u6bcf\u4e00\u984c\u7684\u7b54\u6848\u5beb\u5728\u8a66\u5377\u6240\u63d0\u4f9b\u7684\u7a7a\u683c\u5185\u3002 \u25cf\t\u4e0d\u8981\u5728\u4efb\u4f55\u689d\u78bc\u4e0a\u66f8\u5beb\u3002 \u25cf\t\u4e0d\u53ef\u4ee5\u4f7f\u7528\u5b57\u5178\u3002 \u25cf\t\u9019\u4efd\u8a66\u5377\u4e2d\u7684\u554f\u984c\u6709\u7e41\u9ad4\u548c\u7c21\u9ad4\u5169\u7a2e\u7248\u672c\u3002\u8981\u8b80\u7e41\u9ad4\u7248\uff0c\u8acb\u7ffb\u5230\u7b2c\u56db\u9801\u3002\u8981\u8b80\u7c21\u9ad4\u7248\uff0c\u8acb\u7ffb\u5230 \u7b2c\u5341\u9801\u3002\u4f60\u53ef\u4ee5\u7528\u7e41\u9ad4\u5b57\u6216\u662f\u7c21\u9ad4\u5b57\u56de\u7b54\u554f\u984c\u3002 \u8bf4\u660e \u25cf\t\u8bf7\u7528\u4e2d\u6587\u56de\u7b54 \u6240\u6709\u95ee\u9898\u3002\u8bf7\u4f7f\u7528\u9ed1\u8272\u6216\u6df1\u84dd\u8272\u7684\u7b14\u3002 \u4e0d\u8981\u7528\u53ef\u64e6\u7b14\u6216\u8005\u6d82\u6539\u6db2\u3002 \u25cf\t\u5728\u672c\u9875\u4e0a\u65b9\u7684\u65b9\u6846\u4e2d\u586b\u5199\u4f60\u7684\u59d3\u540d\u3001\u4e2d\u5fc3\u53f7\u7801\u548c\u8003\u751f\u53f7\u7801\u3002 \u25cf\t\u8bf7\u628a\u6bcf\u4e00\u9898\u7684\u7b54\u6848\u5199\u5728\u8bd5\u5377\u6240\u63d0\u4f9b\u7684\u7a7a\u683c\u5185\u3002 \u25cf\t\u4e0d\u8981\u5728\u4efb\u4f55\u6761\u7801\u4e0a\u4e66\u5199\u3002 \u25cf\t\u4e0d\u53ef\u4ee5\u4f7f\u7528\u5b57\u5178\u3002 \u25cf\t\u8fd9\u4efd\u8bd5\u5377\u4e2d\u7684\u95ee\u9898\u6709\u7e41\u4f53\u548c\u7b80\u4f53\u4e24\u79cd\u7248\u672c\u3002\u8981\u8bfb\u7e41\u4f53\u7248\uff0c\u8bf7\u7ffb\u5230\u7b2c\u56db\u9875\u3002\u8981\u8bfb\u7b80\u4f53\u7248\uff0c\u8bf7\u7ffb\u5230 \u7b2c\u5341\u9875\u3002\u4f60\u53ef\u4ee5\u7528\u7e41\u4f53\u5b57\u6216\u662f\u7b80\u4f53\u5b57\u56de\u7b54\u95ee\u9898\u3002 *1698726347*",
+            "2": "2 0509/13/m/j/21 \u00a9 ucles 2021 \u4fe1\u606f  \u25cf\u9019\u4efd\u8a66\u5377\u7684\u7e3d\u5206\u662f\u516d\u5341\u5206\u3002  \u25cf\u6bcf\u4e00\u984c\u6216\u8005\u6bcf\u4e00\u5c0f\u984c\u7684\u5206\u6578\u986f\u793a\u5728\u5404\u984c\u5f8c\u9762\u7684\u62ec\u865f  [ ] \u88e1\u3002  \u25cf\u9019\u4efd\u63d2\u9801\u6709\u8003\u751f\u9700\u8981\u95b1\u8b80\u7684\u77ed\u6587\u3002 \u4fe1\u606f  \u25cf\u8fd9\u4efd\u8bd5\u5377\u7684\u603b\u5206\u662f\u516d\u5341\u5206\u3002  \u25cf\u6bcf\u4e00\u9898\u6216\u8005\u6bcf\u4e00\u5c0f\u9898\u7684\u5206\u6570\u663e\u793a\u5728\u5404\u9898\u540e\u9762\u7684\u62ec\u53f7  [ ] \u91cc\u3002  \u25cf\u8fd9\u4efd\u63d2\u9875\u6709\u8003\u751f\u9700\u8981\u9605\u8bfb\u7684\u77ed\u6587\u3002",
+            "3": "3 0509/13/m/j/21 \u00a9 ucles 2021 [turn over blank page",
+            "4": "4 0509/13/m/j/21 \u00a9 ucles 2021 questions in traditional characters  \u7b2c\u4e00\u90e8\u5206 \u8acb\u95b1\u8b80\u63d2\u9801\u4e0a\u7684 \u77ed\u6587\u4e00\uff0c\u7136\u5f8c\u5728\u8a66\u5377\u4e0a\u56de\u7b54\u554f\u984c 1\u3002 1 (a) \u9130\u5c45\u5927\u5b38\u9001 \u300c\u6211\u300d\u751f\u65e5\u79ae\u7269\u6642\u7684\u52d5\u4f5c\u8aaa\u660e\u4e86\u4ec0\u9ebc\uff1f  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+            "5": "5 0509/13/m/j/21 \u00a9 ucles 2021 [turn over  (f) \u623f\u6771\u7684\u8a71\u5c0d \u300c\u6211\u300d\u6709\u4ec0\u9ebc\u5f71\u97ff\uff1f  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\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd  \ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd   \ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd  [2]  (iii) \u300c\u9732\u51fa\u4e00\u9ede\u53cd\u7701\u7684\u6a23\u5b50 \u300d\uff08\u7b2c\u516d\u6bb5\uff09   \ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd  \ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd   \ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd  [1]  (iv) \u300c\u6211\u56c1\u5685\u9053 \u300d\uff08\u7b2c\u5341\u6bb5\uff09   \ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd  \ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd   \ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd  [2]  (v) \u300c\u50cf\u4e00\u628a\u706b\u7d05\u7684\u70d9\u9435\u71d9\u5728\u6211\u7684\u5fc3\u4e0a \u300d(\u7b2c\u5341\u4e8c\u6bb5)   \ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd   \ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd  [2]  [\u7e3d\u5206\uff1a 23]",
+            "6": "6 0509/13/m/j/21 \u00a9 ucles 2021 \u7b2c\u4e8c\u90e8\u5206 2\t\t\u8acb\u95b1\u8b80\u63d2\u9801\u4e0a\u7684 \u77ed\u6587\u4e8c\u548c \u77ed\u6587\u4e09\uff0c\u7136\u5f8c\u5728\u8a66\u5377\u4e0a\u56de\u7b54\u554f\u984c 2\u3002  \u672c\u984c\u7684\u7e3d\u5206\u662f 25\u5206\uff1a  \u2022  \u8003\u751f\u5fc5\u9808\u5c0d\u5169\u7bc7\u77ed\u6587\u4e2d\u7684\u4e8b\u5be6\u548c\u89c0\u9ede\u9032\u884c\u5206\u6790\u3001\u8a55\u50f9\u548c\u64f4\u5c55\u3002\u5728\u7be9\u9078\u548c\u7e3d\u7d50\u77ed\u6587\u4e2d\u7684\u76f8\u95dc \u8cc7\u8a0a\u7684\u57fa\u790e\u4e0a\uff0c\u7528\u81ea\u5df1\u7684\u8a71\u5beb\u4e00\u7bc7\u6587\u7ae0\u3002\uff08\u4f54 15\u5206\uff09 \u2022 \u8a9e\u8a00\u54c1\u8cea\uff08\u4f54 10\u5206\uff09 \t \u8003\u751f\u5beb\u7684\u5167\u5bb9\u5fc5\u9808\u4ee5 \u77ed\u6587\u4e8c\u548c \u77ed\u6587\u4e09\u4e2d\u7684\u76f8\u95dc\u8cc7\u8a0a\u70ba\u8f14\u52a9\u57fa\u790e\u3002 \t \u8003\u751f\u6240\u5beb\u7684\u5b57\u6578\u5fc5\u9808\u5728 250\u81f3350\u5b57\u4e4b\u9593\u3002 \t\t\u4f60\u7684\u5b78\u6821\u6700\u8fd1\u6253\u7b97\u70ba\u6821\u5712\u516c\u5171\u6d3b\u52d5\u5834\u6240\u5beb\u4e00\u4efd\u5b89\u5168\u9808\u77e5\u3002\u5b89\u5168\u9808\u77e5\u8981\u5beb\u5f97\u591a\u8a73\u7d30\uff1f\u5c31\u9019\u500b\u554f \u984c\uff0c\u6821\u520a\u9080\u8acb\u4f60\u5beb\u4e00\u7bc7\u6587\u7ae0\u3002\u5728\u4f60\u7684\u6587\u7ae0\u88e1\uff0c\u8acb\u5305\u62ec\u4ee5\u4e0b\u4e09\u500b\u8981\u9ede\uff1a  \u2022 \t\u4e00\u4e9b\u5b78\u6821\u63d0\u4f9b\u5b89\u5168\u9808\u77e5\u7684\u76ee\u7684\uff1b  \u2022 \u53cd\u5c0d\u5197\u9577\u7684\u5b89\u5168\u9808\u77e5\u7684\u539f\u56e0\uff1b  \u2022 \u5408\u7406\u7684\u5b89\u5168\u610f\u8b58\u61c9\u8a72\u662f\u4ec0\u9ebc\u6a23\u7684\u3002   100 200",
+            "7": "7 0509/13/m/j/21 \u00a9 ucles 2021 [turn over 300 400 500 600 [\u7e3d\u5206\uff1a 25]",
+            "8": "8 0509/13/m/j/21 \u00a9 ucles 2021 \u7b2c\u4e09\u90e8\u5206  \u8acb\u95b1\u8b80\u63d2\u9801\u4e0a\u7684 \u77ed\u6587\u56db\uff0c\u7136\u5f8c\u5728\u8a66\u5377\u4e0a\u56de\u7b54\u554f\u984c 3\u3002 3 (a) \u300c\u6211\u300d\u70ba\u4ec0\u9ebc\u8981\u5411\u5225\u4eba\u5bb6\u501f\u66f8\uff1f  \ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd  \ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd  [2]  (b) \u8acb\u7528\u81ea\u5df1\u7684\u8a71\u8aaa\u8aaa\u51ac\u5929\u6284\u5beb\u66f8\u672c\u7684\u8271\u8f9b\u3002  \ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd  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+            "9": "9 0509/13/m/j/21 \u00a9 ucles 2021 [turn over  (f) \u4e0b\u9762\u53e5\u5b50\u4e2d\u54ea\u4e00\u9805\u7684 \u300c\u4ee5\u300d\u548c\u5176\u4ed6\u7684\u4e0d\u540c\uff1f   \u7121\u5f9e\u81f4\u66f8\u4ee5\u89c0   \u8a08\u65e5\u4ee5\u9084   \u4eba\u591a\u4ee5\u66f8\u5047\u9918   \u4e0d\u6562\u51fa\u4e00\u8a00\u4ee5\u5fa9  [1]  [\u7e3d\u5206\uff1a 12]c  a b c   d",
+            "10": "10 0509/13/m/j/21 \u00a9 ucles 2021 questions in simplified characters  \u7b2c\u4e00\u90e8\u5206 \u8bf7\u9605\u8bfb\u63d2\u9875\u4e0a\u7684 \u77ed\u6587\u4e00\uff0c\u7136\u540e\u5728\u8bd5\u5377\u4e0a\u56de\u7b54\u95ee\u9898 1\u3002 1 (a) \u90bb\u5c45\u5927\u5a76\u9001\u201c\u6211\u201d\u751f\u65e5\u793c\u7269\u7684\u52a8\u4f5c\u8bf4\u660e\u4e86\u4ec0\u4e48\uff1f  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+            "11": "11 0509/13/m/j/21 \u00a9 ucles 2021 [turn over  (f) \u623f\u4e1c\u7684\u8bdd\u5bf9\u201c\u6211\u201d\u6709\u4ec0\u4e48\u5f71\u54cd\uff1f  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\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd   \ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd  [2]  [\u603b\u5206\uff1a 23]",
+            "12": "12 0509/13/m/j/21 \u00a9 ucles 2021 \u7b2c\u4e8c\u90e8\u5206 2\t\t\u8bf7\u9605\u8bfb\u63d2\u9875\u4e0a\u7684 \u77ed\u6587\u4e8c\u548c \u77ed\u6587\u4e09\uff0c\u7136\u540e\u5728\u8bd5\u5377\u4e0a\u56de\u7b54\u95ee\u9898 2\u3002  \u672c\u9898\u7684\u603b\u5206\u662f 25\u5206\uff1a \u2022 \u8003\u751f\u5fc5\u987b\u5bf9\u4e24\u7bc7\u77ed\u6587\u4e2d\u7684\u4e8b\u5b9e\u548c\u89c2\u70b9\u8fdb\u884c\u5206\u6790\u3001\u8bc4\u4ef7\u548c\u6269\u5c55\u3002\u5728\u7b5b\u9009\u548c\u603b\u7ed3\u77ed\u6587\u4e2d\u7684\u76f8\u5173\u4fe1\u606f \u7684\u57fa\u7840\u4e0a\uff0c\u7528\u81ea\u5df1\u7684\u8bdd\u5199\u4e00\u7bc7\u6587\u7ae0\u3002\uff08\u5360 15\u5206\uff09 \u2022 \u8bed\u8a00\u8d28\u91cf\uff08\u5360 10\u5206\uff09 \t \u8003\u751f\u5199\u7684\u5185\u5bb9\u5fc5\u987b\u4ee5 \u77ed\u6587\u4e8c\u548c \u77ed\u6587\u4e09\u4e2d\u7684\u76f8\u5173\u4fe1\u606f\u4e3a\u8f85\u52a9\u57fa\u7840\u3002 \t \u8003\u751f\u6240\u5199\u7684\u5b57\u6570\u5fc5\u987b\u5728 250\u81f3350\u5b57\u4e4b\u95f4\u3002 \t\t\u4f60\u7684\u5b66\u6821\u6700\u8fd1\u6253\u7b97\u4e3a\u6821\u56ed\u516c\u5171\u6d3b\u52a8\u573a\u6240\u5199\u4e00\u4efd\u5b89\u5168\u987b\u77e5\u3002\u5b89\u5168\u987b\u77e5\u8981\u5199\u5f97\u591a\u8be6\u7ec6\uff1f\u5c31\u8fd9\u4e2a\u95ee\u9898\uff0c \u6821\u520a\u9080\u8bf7\u4f60\u5199\u4e00\u7bc7\u6587\u7ae0\u3002\u5728\u4f60\u7684\u6587\u7ae0\u91cc\uff0c\u8bf7\u5305\u62ec\u4ee5\u4e0b\u4e09\u4e2a\u8981\u70b9\uff1a  \u2022 \t\u4e00\u4e9b\u5b66\u6821\u63d0\u4f9b\u5b89\u5168\u987b\u77e5\u7684\u76ee\u7684\uff1b  \u2022 \u53cd\u5bf9\u5197\u957f\u7684\u5b89\u5168\u987b\u77e5\u7684\u539f\u56e0\uff1b  \u2022 \u5408\u7406\u7684\u5b89\u5168\u610f\u8bc6\u5e94\u8be5\u662f\u4ec0\u4e48\u6837\u7684\u3002   100 200",
+            "13": "13 0509/13/m/j/21 \u00a9 ucles 2021 [turn over 300 400 500 600 [\u603b\u5206\uff1a 25]",
+            "14": "14 0509/13/m/j/21 \u00a9 ucles 202114 \u7b2c\u4e09\u90e8\u5206  \u8bf7\u9605\u8bfb\u63d2\u9875\u4e0a\u7684 \u77ed\u6587\u56db\uff0c\u7136\u540e\u5728\u8bd5\u5377\u4e0a\u56de\u7b54\u95ee\u9898 3\u3002 3 (a) \u201c\u6211\u201d\u4e3a\u4ec0\u4e48\u8981\u5411\u522b\u4eba\u5bb6\u501f\u4e66\uff1f  \ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd  \ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd  [2]  (b) \u8bf7\u7528\u81ea\u5df1\u7684\u8bdd\u8bf4\u8bf4\u51ac\u5929\u6284\u5199\u4e66\u672c\u7684\u8270\u8f9b\u3002  \ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd  \ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd  [2]  (c) \u4e3a\u4ec0\u4e48\u5927\u5bb6\u90fd\u613f\u610f\u628a\u4e66\u501f\u7ed9\u201c\u6211\u201d\uff1f  \ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd  [1]  (d) \u89e3\u91ca\u4e0b\u9762\u5212\u7ebf\u5b57\u8bcd\u7684\u610f\u601d\u3002  (i) \u6216\u9047\u5176\u53f1\u5484     \ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd  [1]  (ii) \u8272\u6108\u606d     \ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd  [1]  (iii) \u4fdf\u5176\u6b23\u60a6     \ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd  [1]  (iv) \u5352\u83b7\u6709\u6240\u95fb     \ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd  [1]  (e) \u201c\u6211\u201d\u4e3a\u4ec0\u4e48\u8981\u5411\u9a6c\u541b\u5219\u8bb2\u8ff0\u6c42\u5b66\u7684\u4e0d\u6613\uff1f  \ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd  \ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd  [2]",
+            "15": "15 0509/13/m/j/21 \u00a9 ucles 2021 (f) \u4e0b\u9762\u53e5\u5b50\u4e2d\u54ea\u4e00\u9879\u7684\u201c\u4ee5\u201d\u548c\u5176\u4ed6\u7684\u4e0d\u540c\uff1f   \u65e0\u4ece\u81f4\u4e66\u4ee5\u89c2   \u8ba1\u65e5\u4ee5\u8fd8   \u4eba\u591a\u4ee5\u4e66\u5047\u4f59   \u4e0d\u6562\u51fa\u4e00\u8a00\u4ee5\u590d  [1]  [\u603b\u5206\uff1a 12]c  a b c   d",
+            "16": "16 0509/13/m/j/21 \u00a9 ucles 2021 permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible \ufffd 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 \ufffd 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 \ufffd this is produced for each series of examinations and is freely available to download  at www \ufffdcambridgeinternational \ufffdorg after the live examination series \ufffd cambridge assessment international education is part of the cambridge assessment group \ufffd 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 \ufffdblank page"
+        },
+        "0509_s21_qp_22.pdf": {
+            "1": "*2722748009*this document has 16 pages. any blank pages are indicated. nl 198585/2 \u00a9 ucles 2021  [turn overcambridge igcse\u2122 first language chinese  0509/22 paper 2 writing  may/june 2021  2 hours you must answer on the question paper. no additional materials are needed. instructions  \u25cf answer two questions, one from section 1 and one from section 2.  \u25cf use a black or dark blue pen. do not use an erasable pen or correction fluid.  \u25cf write your name, centre number and candidate number in the boxes at the top of the page.  \u25cf write your answer to each question in the space provided.  \u25cf do not write on any bar codes.  \u25cf dictionaries are not allowed.  \u25cf the essay titles on this question paper are printed twice, once in traditional and once in simplified  characters. to read the titles in traditional characters, turn to page 4; to read the titles in simplified  characters, turn to page 10. you may write your answer in either traditional or simplified characters. information  \u25cf the total mark for this paper is 50.  \u25cf each question is worth 25 marks. \u8aaa\u660e \u25cf \u8acb\u56de\u7b54\u5169\u500b\u554f\u984c\uff0c\u5f9e\u7b2c\u4e00\u90e8\u5206\u9078\u64c7 \u4e00\u500b\u554f\u984c\uff0c\u7136\u5f8c\u5f9e\u7b2c\u4e8c\u90e8\u5206\u4e5f\u9078\u64c7 \u4e00\u500b\u554f\u984c\u4f86\u7b54\u984c\u3002 \u25cf \u8acb\u4f7f\u7528\u9ed1\u8272\u6216\u6df1\u85cd\u8272\u7684\u7b46\u3002 \u4e0d\u8981\u7528\u53ef\u64e6\u7b46\u6216\u8005\u5857\u6539\u6db2\u3002 \u25cf \u5728\u672c\u9801\u4e0a\u65b9\u7684\u65b9\u6846\u4e2d\u586b\u5beb\u4f60\u7684\u59d3\u540d\u3001\u4e2d\u5fc3\u865f\u78bc\u548c\u8003\u751f\u865f\u78bc\u3002 \u25cf \u8acb\u628a\u6bcf\u4e00\u984c\u7684\u7b54\u6848\u5beb\u5728\u8a66\u5377\u6240\u63d0\u4f9b\u7684\u7a7a\u683c\u5167\u3002 \u25cf \u4e0d\u8981\u5728\u4efb\u4f55\u689d\u78bc\u4e0a\u66f8\u5beb\u3002 \u25cf \u4e0d\u53ef\u4ee5\u4f7f\u7528\u5b57\u5178\u3002 \u25cf \u9019\u4efd\u8a66\u5377\u4e2d\u7684\u4f5c\u6587\u984c\u76ee\u6709\u7e41\u9ad4\u548c\u7c21\u9ad4\u5169\u7a2e\u7248\u672c\u3002\u8981\u8b80\u7e41\u9ad4\u7248\u7684\u984c\u76ee\uff0c\u8acb\u7ffb\u5230\u7b2c\u56db\u9801\u3002\u8981\u8b80\u7c21\u9ad4 \u7248\u7684\u984c\u76ee\uff0c\u8acb\u7ffb\u5230\u7b2c\u5341\u9801\u3002\u4f60\u53ef\u4ee5\u7528\u7e41\u9ad4\u5b57\u6216\u662f\u7c21\u9ad4\u5b57\u56de\u7b54\u554f\u984c\u3002 \u8bf4\u660e \u25cf \u8bf7\u56de\u7b54\u4e24\u4e2a\u95ee\u9898\uff0c\u4ece\u7b2c\u4e00\u90e8\u5206\u9009\u62e9 \u4e00\u4e2a\u95ee\u9898\uff0c\u7136\u540e\u4ece\u7b2c\u4e8c\u90e8\u5206\u4e5f\u9009\u62e9 \u4e00\u4e2a\u95ee\u9898\u6765\u7b54\u9898\u3002 \u25cf \u8bf7\u4f7f\u7528\u9ed1\u8272\u6216\u6df1\u84dd\u8272\u7684\u7b14\u3002 \u4e0d\u8981\u7528\u53ef\u64e6\u7b14\u6216\u8005\u6d82\u6539\u6db2\u3002 \u25cf \u5728\u672c\u9875\u4e0a\u65b9\u7684\u65b9\u6846\u4e2d\u586b\u5199\u4f60\u7684\u59d3\u540d\u3001\u4e2d\u5fc3\u53f7\u7801\u548c\u8003\u751f\u53f7\u7801\u3002 \u25cf \u8bf7\u628a\u6bcf\u4e00\u9898\u7684\u7b54\u6848\u5199\u5728\u8bd5\u5377\u6240\u63d0\u4f9b\u7684\u7a7a\u683c\u5185\u3002 \u25cf \u4e0d\u8981\u5728\u4efb\u4f55\u6761\u7801\u4e0a\u4e66\u5199\u3002 \u25cf \u4e0d\u53ef\u4ee5\u4f7f\u7528\u5b57\u5178\u3002 \u25cf \u8fd9\u4efd\u8bd5\u5377\u4e2d\u7684\u4f5c\u6587\u9898\u76ee\u6709\u7e41\u4f53\u548c\u7b80\u4f53\u4e24\u79cd\u7248\u672c\u3002\u8981\u8bfb\u7e41\u4f53\u7248\u7684\u9898\u76ee\uff0c\u8bf7\u7ffb\u5230\u7b2c\u56db\u9875\u3002\u8981\u8bfb\u7b80\u4f53 \u7248\u7684\u9898\u76ee\uff0c\u8bf7\u7ffb\u5230\u7b2c\u5341\u9875\u3002\u4f60\u53ef\u4ee5\u7528\u7e41\u4f53\u5b57\u6216\u662f\u7b80\u4f53\u5b57\u56de\u7b54\u95ee\u9898\u3002",
+            "2": "2 0509/22/m/j/21 \u00a9 ucles 2021 \u4fe1\u606f \u25cf \u9019\u4efd\u8a66\u5377\u7684\u7e3d\u5206\u662f\u4e94\u5341\u5206\u3002 \u25cf \u6bcf\u4e00\u984c\u7684\u5206\u503c\u662f\u4e8c\u5341\u4e94\u5206\u3002 \u4fe1\u606f  \u25cf\u8fd9\u4efd\u8bd5\u5377\u7684\u603b\u5206\u662f\u4e94\u5341\u5206\u3002  \u25cf\u6bcf\u4e00\u9898\u7684\u5206\u503c\u662f\u4e8c\u5341\u4e94\u5206\u3002",
+            "3": "3 0509/22/m/j/21 \u00a9 ucles 2021 [turn over blank page",
+            "4": "4 0509/22/m/j/21 \u00a9 ucles 2021 questions in traditional characters \t \u8acb\u5beb \u5169\u7bc7\u4f5c\u6587\uff0c\u6bcf\u7bc7\u4f5c\u6587\u7684\u5b57\u6578\u61c9\u7576\u5728 400\u5230600\u5b57\u4e4b\u9593\u3002 \t \u5728\u7b2c\u4e00\u90e8\u5206\u4e2d \u4efb\u9078\u4e00\u984c\uff0c\u5728\u7b2c\u4e8c\u90e8\u5206\u4e2d \u518d\u4efb\u9078\u4e00\u984c\u3002 \t \u7b2c\u4e00\u90e8\u5206 \t \u8b70\u8ad6 \u9078\u64c7\t \t 1\t\t\u6709\u4eba\u8aaa\uff1a \u300c\u5728\u4e00\u500b\u96fb\u5b50\u5316\u7684\u6642\u4ee3\uff0c\u5b78\u751f\u4e0d\u518d\u9700\u8981\u5b78\u5beb\u5b57\u4e86\u3002 \u300d\u4f60\u540c\u610f\u55ce\uff1f\u8acb\u7d66\u7576\u5730\u5831 \u793e\u5beb\u4e00\u7bc7\u5177\u6709\u8aaa\u670d\u529b\u7684\u6587\u7ae0\uff0c\u8aaa\u660e\u4f60\u70ba\u4ec0\u9ebc\u8d0a\u6210 \u6216\u8005\u4e0d\u8d0a\u6210\u9019\u500b\u89c0\u9ede\u3002 \u6216\u8005\t \t 2\t\t \t\u6709\u4eba\u8aaa\uff1a \u300c\u6210\u529f\u6e90\u81ea\u6a5f\u9047\u3002 \u300d\u4f60\u540c\u610f\u55ce\uff1f\u8acb\u7d66\u67d0\u7db2\u7ad9\u5beb\u4e00\u7bc7\u5177\u6709\u8aaa\u670d\u529b\u7684\u6587\u7ae0\uff0c\u8aaa\u660e \u4f60\u70ba\u4ec0\u9ebc\u540c\u610f \u6216\u8005\u4e0d\u540c\u610f\u9019\u500b\u89c0\u9ede\u3002 \t \u8a0e\u8ad6 \u6216\u8005\t \t 3\t\t\u5728\u6211\u5011\u7684\u751f\u6d3b\u4e2d\uff0c\u5ee3\u544a\u5e7e\u4e4e\u7121\u8655\u4e0d\u5728\u3002\u8acb\u70ba\u6821\u520a\u5beb\u4e00\u7bc7\u6587\u7ae0\u8aaa\u8aaa\u5ee3\u544a\u7d66\u9752\u5c11\u5e74\u6d88\u8cbb\u8005 \u5e36\u4f86\u7684\u5f71\u97ff\u3002 \t \t \t \u6587\u7ae0\u5fc5\u9808\u5305\u62ec\u4ee5\u4e0b\u5e7e\u9ede\uff1a    \u2022\t \u5ee3\u544a\u7684\u4f5c\u7528\uff1b    \u2022\t \u5ee3\u544a\u7684\u5229\u5f0a\uff1b    \u2022\t \u4f60\u89ba\u5f97\u9752\u5c11\u5e74\u61c9\u8a72\u600e\u6a23\u6b63\u78ba\u770b\u5f85\u5ee3\u544a\u3002 \u6216\u8005\t \t 4\t\t\u6bcf\u500b\u5b78\u751f\u7684\u5b78\u7fd2\u65b9\u5f0f\u548c\u80fd\u529b\u90fd\u5404\u4e0d\u76f8\u540c\uff0c \u300c\u56e0\u6750\u65bd\u6559 \u300d\u662f\u8001\u5e2b\u5011\u9075\u5faa\u7684\u6559\u80b2\u7406\u5ff5\u4e4b \u4e00\u3002\u7d50\u5408\u4f60\u7684\u5b78\u7fd2\u7d93\u6b77\uff0c\u7d66\u6821\u5712\u7db2\u5beb\u4e00\u7bc7\u6587\u7ae0\u8ac7\u8ac7\u4f60\u7684\u770b\u6cd5\u3002 \t \t \t \u6587\u7ae0\u5fc5\u9808\u5305\u62ec\u4ee5\u4e0b\u5e7e\u9ede\uff1a    \u2022\t \u76ee\u524d\u6559\u5b78\u4e2d\u7684\u963b\u7919\u548c\u300c\u56e0\u6750\u65bd\u6559\u300d\u7684\u76ca\u8655;    \u2022\t \u4f60\u5c0d\u8001\u5e2b\u5011\u7684\u5efa\u8b70\uff1b    \u2022\t \u4f60\u7684\u5efa\u8b70\u600e\u6a23\u4f7f\u5b78\u751f\u5728\u5b78\u7fd2\u4e2d\u53d7\u76ca\u3002",
+            "5": "5 0509/22/m/j/21 \u00a9 ucles 2021 [turn over \t\t\t\t\u8acb\u628a\u6240\u9078\u984c\u865f\u5beb\u5728\u9019\u88e1\u4e26\u4f5c\u7b54.. 100 200 300 400",
+            "6": "6 0509/22/m/j/21 \u00a9 ucles 2021 500 600 700 800",
+            "7": "7 0509/22/m/j/21 \u00a9 ucles 2021 [turn over \t \u7b2c\u4e8c\u90e8\u5206 \t \u63cf\u8ff0 \u9078\u64c7\t \t 5\t\t\u63cf\u5beb\u4f60\u7d93\u6b77\u904e\u7684\u4e00\u500b\u5c37\u5c2c\u7684\u5834\u666f\u548c\u4f60\u7576\u6642\u7684\u611f\u53d7\u3002 \u6216\u8005\t \t 6\t\t \t\u4e0a\u500b\u9031\u672b\uff0c\u4f60\u53bb\u4e86\u4e00\u500b\u82b1\u9ce5\u5e02\u5834\u3002\u63cf\u8ff0\u4f60\u7684\u6240\u898b\u6240\u611f\u3002 \t \u6558\u8ff0 \u6216\u8005\t \t 7  \u4ee5\u300c\u9060\u8655\uff0c\u7d42\u65bc\u51fa\u73fe\u4e86\u4e00\u500b\u4eba \u2026\u2026\u300d\u70ba\u958b\u982d\uff0c\u5beb\u4e00\u500b\u6545\u4e8b\u3002 \u6216\u8005\t \t 8\t\t \t\u6558\u8ff0\u4e00\u6b21\u4f60\u53c3\u52a0\u6148\u5584\u6d3b\u52d5\u7684\u7d93\u6b77\u3002",
+            "8": "8 0509/22/m/j/21 \u00a9 ucles 2021     \u8acb\u628a\u6240\u9078\u984c\u865f\u5beb\u5728\u9019\u88e1\u4e26\u4f5c\u7b54.. 100 200 300 400",
+            "9": "9 0509/22/m/j/21 \u00a9 ucles 2021 [turn over 500 600 700 800",
+            "10": "10 0509/22/m/j/21 \u00a9 ucles 2021 questions in simplified characters \t \u8bf7\u5199 \u4e24\u7bc7\u4f5c\u6587\uff0c\u6bcf\u7bc7\u4f5c\u6587\u7684\u5b57\u6570\u5e94\u5f53\u5728 400\u5230600\u5b57\u4e4b\u95f4\u3002 \t \u5728\u7b2c\u4e00\u90e8\u5206\u4e2d \u4efb\u9009\u4e00\u9898\uff0c\u5728\u7b2c\u4e8c\u90e8\u5206\u4e2d \u518d\u4efb\u9009\u4e00\u9898\u3002 \t \u7b2c\u4e00\u90e8\u5206 \t \u8bae\u8bba \u9009\u62e9\t \t 1\t\t\u6709\u4eba\u8bf4\uff1a\u201c\u5728\u4e00\u4e2a\u7535\u5b50\u5316\u7684\u65f6\u4ee3\uff0c\u5b66\u751f\u4e0d\u518d\u9700\u8981\u5b66\u5199\u5b57\u4e86\u3002\u201d\u4f60\u540c\u610f\u5417\uff1f\u8bf7\u7ed9\u5f53\u5730\u62a5 \u793e\u5199\u4e00\u7bc7\u5177\u6709\u8bf4\u670d\u529b\u7684\u6587\u7ae0\uff0c\u8bf4\u660e\u4f60\u4e3a\u4ec0\u4e48\u8d5e\u6210 \u6216\u8005\u4e0d\u8d5e\u6210\u8fd9\u4e2a\u89c2\u70b9\u3002 \u6216\u8005\t \t 2\t\t \t\u6709\u4eba\u8bf4\uff1a\u201c\u6210\u529f\u6e90\u81ea\u673a\u9047\u3002\u201d\u4f60\u540c\u610f\u5417\uff1f\u8bf7\u7ed9\u67d0\u7f51\u7ad9\u5199\u4e00\u7bc7\u5177\u6709\u8bf4\u670d\u529b\u7684\u6587\u7ae0\uff0c\u8bf4\u660e \u4f60\u4e3a\u4ec0\u4e48\u540c\u610f \u6216\u8005\u4e0d\u540c\u610f\u8fd9\u4e2a\u89c2\u70b9\u3002 \t \u8ba8\u8bba \u6216\u8005\t \t 3\t\t\u5728\u6211\u4eec\u7684\u751f\u6d3b\u4e2d\uff0c\u5e7f\u544a\u51e0\u4e4e\u65e0\u5904\u4e0d\u5728\u3002\u8bf7\u4e3a\u6821\u520a\u5199\u4e00\u7bc7\u6587\u7ae0\u8bf4\u8bf4\u5e7f\u544a\u7ed9\u9752\u5c11\u5e74\u6d88\u8d39\u8005 \u5e26\u6765\u7684\u5f71\u54cd\u3002 \t \t \t \u6587\u7ae0\u5fc5\u987b\u5305\u62ec\u4ee5\u4e0b\u51e0\u70b9\uff1a    \u2022\t \u5e7f\u544a\u7684\u4f5c\u7528\uff1b    \u2022\t \u5e7f\u544a\u7684\u5229\u5f0a\uff1b    \u2022\t \u4f60\u89c9\u5f97\u9752\u5c11\u5e74\u5e94\u8be5\u600e\u6837\u6b63\u786e\u770b\u5f85\u5e7f\u544a\u3002 \u6216\u8005\t \t 4\t\t\u6bcf\u4e2a\u5b66\u751f\u7684\u5b66\u4e60\u65b9\u5f0f\u548c\u80fd\u529b\u90fd\u5404\u4e0d\u76f8\u540c\uff0c\u201c\u56e0\u6750\u65bd\u6559\u201d\u662f\u8001\u5e08\u4eec\u9075\u5faa\u7684\u6559\u80b2\u7406\u5ff5\u4e4b \u4e00\u3002\u7ed3\u5408\u4f60\u7684\u5b66\u4e60\u7ecf\u5386\uff0c\u7ed9\u6821\u56ed\u7f51\u5199\u4e00\u7bc7\u6587\u7ae0\u8c08\u8c08\u4f60\u7684\u770b\u6cd5\u3002 \t \t \t \u6587\u7ae0\u5fc5\u987b\u5305\u62ec\u4ee5\u4e0b\u51e0\u70b9\uff1a    \u2022\t \u76ee\u524d\u6559\u5b66\u4e2d\u7684\u963b\u788d\u548c\u201c\u56e0\u6750\u65bd\u6559\u201d\u7684\u76ca\u5904;    \u2022\t \u4f60\u5bf9\u8001\u5e08\u4eec\u7684\u5efa\u8bae\uff1b    \u2022\t \u4f60\u7684\u5efa\u8bae\u600e\u6837\u4f7f\u5b66\u751f\u5728\u5b66\u4e60\u4e2d\u53d7\u76ca\u3002",
+            "11": "11 0509/22/m/j/21 \u00a9 ucles 2021 [turn over \t\t\t\t\u8bf7\u628a\u6240\u9009\u9898\u53f7\u5199\u5728\u8fd9\u91cc\u5e76\u4f5c\u7b54.. 100 200 300 400",
+            "12": "12 0509/22/m/j/21 \u00a9 ucles 2021 500 600 700 800",
+            "13": "13 0509/22/m/j/21 \u00a9 ucles 2021 [turn over \t \u7b2c\u4e8c\u90e8\u5206 \t \u63cf\u8ff0 \u9009\u62e9\t \t 5\t\t\u63cf\u5199\u4f60\u7ecf\u5386\u8fc7\u7684\u4e00\u4e2a\u5c34\u5c2c\u7684\u573a\u666f\u548c\u4f60\u5f53\u65f6\u7684\u611f\u53d7\u3002 \u6216\u8005\t \t 6\t\t \t\u4e0a\u4e2a\u5468\u672b\uff0c\u4f60\u53bb\u4e86\u4e00\u4e2a\u82b1\u9e1f\u5e02\u573a\u3002\u63cf\u8ff0\u4f60\u7684\u6240\u89c1\u6240\u611f\u3002 \t \u53d9\u8ff0 \u6216\u8005\t \t 7  \u4ee5\u201c\u8fdc\u5904\uff0c\u7ec8\u4e8e\u51fa\u73b0\u4e86\u4e00\u4e2a\u4eba \u2026\u2026\u201d\u4e3a\u5f00\u5934\uff0c\u5199\u4e00\u4e2a\u6545\u4e8b\u3002 \u6216\u8005\t \t 8\t\t \t\u53d9\u8ff0\u4e00\u6b21\u4f60\u53c2\u52a0\u6148\u5584\u6d3b\u52a8\u7684\u7ecf\u5386\u3002",
+            "14": "14 0509/22/m/j/21 \u00a9 ucles 2021 \t\t\t\t\u8bf7\u628a\u6240\u9009\u9898\u53f7\u5199\u5728\u8fd9\u91cc\u5e76\u4f5c\u7b54.. 100 200 300 400",
+            "15": "15 0509/22/m/j/21 \u00a9 ucles 2021 500 600 700 800",
+            "16": "16 0509/22/m/j/21 \u00a9 ucles 2021 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 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.blank page"
+        },
+        "0509_s21_qp_23.pdf": {
+            "1": "this document has 16 pages. any blank pages are indicated. nl 198586/2 \u00a9 ucles 2021  [turn overcambridge igcse\u2122 first language chinese  0509/23 paper 2 writing  may/june 2021  2 hours you must answer on the question paper. no additional materials are needed. instructions  \u25cf answer two questions, one from section 1 and one from section 2.  \u25cf use a black or dark blue pen. do not use an erasable pen or correction fluid.  \u25cf write your name, centre number and candidate number in the boxes at the top of the page.  \u25cf write your answer to each question in the space provided.  \u25cf do not write on any bar codes.  \u25cf dictionaries are not allowed.  \u25cf the essay titles on this question paper are printed twice, once in traditional and once in simplified  characters. to read the titles in traditional characters, turn to page 4; to read the titles in simplified  characters, turn to page 10. you may write your answer in either traditional or simplified characters. information \u25cf\t the \ttotal\tmark\tfor\tthis\tpaper\tis\t50. \u25cf\t each \tquestion \tis\tworth\t25\tmarks. \u8aaa\u660e \u25cf\t\u8acb\u56de\u7b54\u5169\u500b\u554f\u984c\uff0c\u5f9e\u7b2c\u4e00\u90e8\u5206\u9078\u64c7 \u4e00\u500b\u554f\u984c\uff0c\u7136\u5f8c\u5f9e\u7b2c\u4e8c\u90e8\u5206\u4e5f\u9078\u64c7 \u4e00\u500b\u554f\u984c\u4f86\u7b54\u984c\u3002 \u25cf\t\u8acb\u4f7f\u7528\u9ed1\u8272\u6216\u6df1\u85cd\u8272\u7684\u7b46\u3002 \u4e0d\u8981\u7528\u53ef\u64e6\u7b46\u6216\u8005\u5857\u6539\u6db2\u3002 \u25cf\t\u5728\u672c\u9801\u4e0a\u65b9\u7684\u65b9\u6846\u4e2d\u586b\u5beb\u4f60\u7684\u59d3\u540d\u3001\u4e2d\u5fc3\u865f\u78bc\u548c\u8003\u751f\u865f\u78bc\u3002 \u25cf\t\u8acb\u628a\u6bcf\u4e00\u984c\u7684\u7b54\u6848\u5beb\u5728\u8a66\u5377\u6240\u63d0\u4f9b\u7684\u7a7a\u683c\u5167\u3002 \u25cf\t\u4e0d\u8981\u5728\u4efb\u4f55\u689d\u78bc\u4e0a\u66f8\u5beb\u3002 \u25cf\t\u4e0d\u53ef\u4ee5\u4f7f\u7528\u5b57\u5178\u3002 \u25cf\t\u9019\u4efd\u8a66\u5377\u4e2d\u7684\u4f5c\u6587\u984c\u76ee\u6709\u7e41\u9ad4\u548c\u7c21\u9ad4\u5169\u7a2e\u7248\u672c\u3002\u8981\u8b80\u7e41\u9ad4\u7248\u7684\u984c\u76ee\uff0c\u8acb\u7ffb\u5230\u7b2c\u56db\u9801\u3002\u8981\u8b80\u7c21\u9ad4 \u7248\u7684\u984c\u76ee\uff0c\u8acb\u7ffb\u5230\u7b2c\u5341\u9801\u3002\u4f60\u53ef\u4ee5\u7528\u7e41\u9ad4\u5b57\u6216\u662f\u7c21\u9ad4\u5b57\u56de\u7b54\u554f\u984c\u3002 \u8bf4\u660e \u25cf\t\u8bf7\u56de\u7b54\u4e24\u4e2a\u95ee\u9898\uff0c\u4ece\u7b2c\u4e00\u90e8\u5206\u9009\u62e9 \u4e00\u4e2a\u95ee\u9898\uff0c\u7136\u540e\u4ece\u7b2c\u4e8c\u90e8\u5206\u4e5f\u9009\u62e9 \u4e00\u4e2a\u95ee\u9898\u6765\u7b54\u9898\u3002 \u25cf\t\u8bf7\u4f7f\u7528\u9ed1\u8272\u6216\u6df1\u84dd\u8272\u7684\u7b14\u3002 \u4e0d\u8981\u7528\u53ef\u64e6\u7b14\u6216\u8005\u6d82\u6539\u6db2\u3002 \u25cf\t\u5728\u672c\u9875\u4e0a\u65b9\u7684\u65b9\u6846\u4e2d\u586b\u5199\u4f60\u7684\u59d3\u540d\u3001\u4e2d\u5fc3\u53f7\u7801\u548c\u8003\u751f\u53f7\u7801\u3002 \u25cf\t\u8bf7\u628a\u6bcf\u4e00\u9898\u7684\u7b54\u6848\u5199\u5728\u8bd5\u5377\u6240\u63d0\u4f9b\u7684\u7a7a\u683c\u5167\u3002 \u25cf\t\u4e0d\u8981\u5728\u4efb\u4f55\u6761\u7801\u4e0a\u4e66\u5199\u3002 \u25cf\t\u4e0d\u53ef\u4ee5\u4f7f\u7528\u5b57\u5178\u3002 \u25cf\t\u8fd9\u4efd\u8bd5\u5377\u4e2d\u7684\u4f5c\u6587\u9898\u76ee\u6709\u7e41\u4f53\u548c\u7b80\u4f53\u4e24\u79cd\u7248\u672c\u3002\u8981\u8bfb\u7e41\u4f53\u7248\u7684\u9898\u76ee\uff0c\u8bf7\u7ffb\u5230\u7b2c\u56db\u9875\u3002\u8981\u8bfb\u7b80\u4f53 \u7248\u7684\u9898\u76ee\uff0c\u8bf7\u7ffb\u5230\u7b2c\u5341\u9875\u3002\u4f60\u53ef\u4ee5\u7528\u7e41\u4f53\u5b57\u6216\u662f\u7b80\u4f53\u5b57\u56de\u7b54\u95ee\u9898\u3002 *1311193867*",
+            "2": "2 0509/23/m/j/21 \u00a9 ucles 2021 \u4fe1\u606f \u25cf\t\u9019\u4efd\u8a66\u5377\u7684\u7e3d\u5206\u662f\u4e94\u5341\u5206\u3002 \u25cf\t\u6bcf\u4e00\u984c\u7684\u5206\u503c\u662f\u4e8c\u5341\u4e94\u5206\u3002 \u4fe1\u606f \u25cf\t\u8fd9\u4efd\u8bd5\u5377\u7684\u603b\u5206\u662f\u4e94\u5341\u5206\u3002 \u25cf\t\u6bcf\u4e00\u9898\u7684\u5206\u503c\u662f\u4e8c\u5341\u4e94\u5206\u3002",
+            "3": "3 0509/23/m/j/21 \u00a9 ucles 2021 [turn over blank page",
+            "4": "4 0509/23/m/j/21 \u00a9 ucles 2021 questions in traditional characters \t \u8acb\u5beb \u5169\u7bc7\u4f5c\u6587\uff0c\u6bcf\u7bc7\u4f5c\u6587\u7684\u5b57\u6578\u61c9\u7576\u5728 400\u5230600\u4e4b\u9593\u3002 \t \u5728\u7b2c\u4e00\u90e8\u5206\u4e2d \u4efb\u9078\u4e00\u984c\uff0c\u5728\u7b2c\u4e8c\u90e8\u5206\u4e2d \u518d\u4efb\u9078\u4e00\u984c\u3002 \t \u7b2c\u4e00\u90e8\u5206 \t \u8b70\u8ad6 \u9078\u64c7\t \t 1\t\t\u4f60\u89ba\u5f97\u5b78\u6821\u6709\u8cac\u4efb\u6559\u80b2\u5b78\u751f\u5b78\u7fd2\u50b3\u7d71\u6587\u5316\u55ce\uff1f\u8acb\u7d66\u7576\u5730\u5831\u793e\u5beb\u4e00\u7bc7\u5177\u6709\u8aaa\u670d\u529b\u7684\u6587 \u7ae0\uff0c\u8aaa\u660e\u4f60\u70ba\u4ec0\u9ebc\u89ba\u5f97\u5b78\u6821\u61c9\u8a72 \u6216\u8005\u4e0d\u61c9\u8a72\u9019\u6a23\u505a\u3002 \u6216\u8005\t \t 2\t\t \t\u5f88\u591a\u5bb6\u9577\u8a8d\u70ba\u96f6\u7528\u9322\u61c9\u8a72\u8207\u505a\u5bb6\u52d9\u639b\u9264\u3002\u4f60\u540c\u610f\u55ce\uff1f\u8acb\u7d66\u7db2\u4e0a\u67d0\u89aa\u5b50\u96dc\u8a8c\u5beb\u4e00\u7bc7\u5177\u6709 \u8aaa\u670d\u529b\u7684\u6587\u7ae0\uff0c\u8aaa\u660e\u4f60\u70ba\u4ec0\u9ebc\u540c\u610f \u6216\u8005\u4e0d\u540c\u610f\u9019\u500b\u89c0\u9ede\u3002 \t \u8a0e\u8ad6 \u6216\u8005\t \t 3\t\t\u4f60\u7684\u5b78\u6821\u9080\u8acb\u5b78\u751f\u5c31\u9752\u5c11\u5e74\u73a9\u624b\u6a5f\u7684\u60c5\u6cc1\u63d0\u51fa\u770b\u6cd5\u3002\u8acb\u7d66\u6821\u5712\u7db2\u5beb\u4e00\u7bc7\u6587\u7ae0\u3002 \t \t \t \u6587\u7ae0\u5fc5\u9808\u5305\u62ec\u4ee5\u4e0b\u5e7e\u9ede\uff1a    \u2022\t \u9752\u5c11\u5e74\u73a9\u624b\u6a5f\u7684\u5229\u5f0a\uff1b    \u2022\t \u4f60\u7d66\u5bb6\u9577\u6216\u8001\u5e2b\u7684\u5efa\u8b70\uff1b    \u2022\t \u4f60\u7d66\u9752\u5c11\u5e74\u7684\u5efa\u8b70\u3002 \u6216\u8005\t \t 4\t\t\u5982\u4f55\u770b\u5f85\u81ea\u5df1\u548c\u7956\u7236\u6bcd\u7684\u95dc\u4fc2\uff1f\u4f60\u5c45\u4f4f\u7684\u793e\u5340\u7ba1\u7406\u59d4\u54e1\u6703\u865f\u53ec\u793e\u5340\u7684\u4e2d\u5b78\u751f\u5c31\u6b64\u5beb\u4e00 \u7bc7\u6587\u7ae0\u3002 \t \t \t \u6587\u7ae0\u5fc5\u9808\u5305\u62ec\u4ee5\u4e0b\u5e7e\u9ede\uff1a    \u2022\t \u548c\u7956\u7236\u6bcd\u4f4f\u5728\u4e00\u8d77\u7684\u597d\u8655\u548c\u58de\u8655\uff1b    \u2022\t \u4f60\u89ba\u5f97\u6700\u7406\u60f3\u7684\u7956\u5b6b\u95dc\u4fc2\u662f\u4ec0\u9ebc\u6a23\u7684\uff1b    \u2022\t \u7956\u5b6b\u96d9\u65b9\u600e\u6a23\u5f9e\u9019\u7a2e\u7406\u60f3\u7684\u95dc\u4fc2\u4e2d\u53d7\u76ca\u3002",
+            "5": "5 0509/23/m/j/21 \u00a9 ucles 2021 [turn over \t\t\t\t\u8acb\u628a\u6240\u9078\u984c\u865f\u5beb\u5728\u9019\u88e1\u4e26\u4f5c\u7b54.. 100 200 300 400",
+            "6": "6 0509/23/m/j/21 \u00a9 ucles 2021 500 600 700 800",
+            "7": "7 0509/23/m/j/21 \u00a9 ucles 2021 [turn over \t \u7b2c\u4e8c\u90e8\u5206 \t \u63cf\u8ff0 \u9078\u64c7\t \t 5\t\t\u63cf\u8ff0\u4e00\u500b\u8b93\u4f60\u6b4e\u70ba\u89c0\u6b62\u7684\u756b\u9762\u3002 \u6216\u8005\t \t 6\t\t \t\u63cf\u5beb\u4f60\u548c\u4f60\u95ca\u5225\u5df2\u4e45\u7684\u5152\u6642\u597d\u53cb\u5076\u9047\u7684\u5834\u666f\u548c\u4f60\u7684\u611f\u53d7\u3002 \t \u6558\u8ff0 \u6216\u8005\t \t 7\t\t\u4ee5\u300c\u4e00\u500b\u8271\u96e3\u7684\u6c7a\u5b9a \u300d\u70ba\u984c\uff0c\u5beb\u4e00\u500b\u6545\u4e8b\u3002 \u6216\u8005\t \t 8\t\t \t\u6558\u8ff0\u4e00\u4ef6\u767c\u751f\u5728\u4f60\u5bb6\u7684\u65b0\u9bae\u4e8b\u3002",
+            "8": "8 0509/23/m/j/21 \u00a9 ucles 2021     \u8acb\u628a\u6240\u9078\u984c\u865f\u5beb\u5728\u9019\u88e1\u4e26\u4f5c\u7b54.. 100 200 300 400",
+            "9": "9 0509/23/m/j/21 \u00a9 ucles 2021 [turn over 500 600 700 800",
+            "10": "10 0509/23/m/j/21 \u00a9 ucles 2021 questions in simplified characters \t \u8bf7\u5199 \u4e24\u7bc7\u4f5c\u6587\uff0c\u6bcf\u7bc7\u4f5c\u6587\u7684\u5b57\u6570\u5e94\u5f53\u5728 400\u5230600\u5b57\u4e4b\u95f4\u3002 \t \u5728\u7b2c\u4e00\u90e8\u5206\u4e2d \u4efb\u9009\u4e00\u9898\uff0c\u5728\u7b2c\u4e8c\u90e8\u5206\u4e2d \u518d\u4efb\u9009\u4e00\u9898\u3002 \t \u7b2c\u4e00\u90e8\u5206 \t \u8bae\u8bba \u9009\u62e9\t \t 1\t\t\u4f60\u89c9\u5f97\u5b66\u6821\u6709\u8d23\u4efb\u6559\u80b2\u5b66\u751f\u5b66\u4e60\u4f20\u7edf\u6587\u5316\u5417\uff1f\u8bf7\u7ed9\u5f53\u5730\u62a5\u793e\u5199\u4e00\u7bc7\u5177\u6709\u8bf4\u670d\u529b\u7684\u6587 \u7ae0\uff0c\u8bf4\u660e\u4f60\u4e3a\u4ec0\u4e48\u89c9\u5f97\u5b66\u6821\u5e94\u8be5 \u6216\u8005\u4e0d\u5e94\u8be5\u8fd9\u6837\u505a\u3002 \u6216\u8005\t \t 2\t\t \t\u5f88\u591a\u5bb6\u957f\u8ba4\u4e3a\u96f6\u7528\u94b1\u5e94\u8be5\u4e0e\u505a\u5bb6\u52a1\u6302\u94a9\u3002\u4f60\u540c\u610f\u5417\uff1f\u8bf7\u7ed9\u7f51\u4e0a\u67d0\u4eb2\u5b50\u6742\u5fd7\u5199\u4e00\u7bc7\u5177\u6709 \u8bf4\u670d\u529b\u7684\u6587\u7ae0\uff0c\u8bf4\u660e\u4f60\u4e3a\u4ec0\u4e48\u540c\u610f \u6216\u8005\u4e0d\u540c\u610f\u8fd9\u4e2a\u89c2\u70b9\u3002 \t \u8ba8\u8bba \u6216\u8005\t \t 3\t\t\u4f60\u7684\u5b66\u6821\u9080\u8bf7\u5b66\u751f\u5c31\u9752\u5c11\u5e74\u73a9\u624b\u673a\u7684\u60c5\u51b5\u63d0\u51fa\u770b\u6cd5\u3002\u8bf7\u7ed9\u6821\u56ed\u7f51\u5199\u4e00\u7bc7\u6587\u7ae0\u3002 \t \t \t \u6587\u7ae0\u5fc5\u987b\u5305\u62ec\u4ee5\u4e0b\u51e0\u70b9\uff1a    \u2022\t \u9752\u5c11\u5e74\u73a9\u624b\u673a\u7684\u5229\u5f0a\uff1b    \u2022\t \u4f60\u7ed9\u5bb6\u957f\u6216\u8001\u5e08\u7684\u5efa\u8bae\uff1b    \u2022\t \u4f60\u7ed9\u9752\u5c11\u5e74\u7684\u5efa\u8bae\u3002 \u6216\u8005\t \t 4\t\t\u5982\u4f55\u770b\u5f85\u81ea\u5df1\u548c\u7956\u7236\u6bcd\u7684\u5173\u7cfb\uff1f\u4f60\u5c45\u4f4f\u7684\u793e\u533a\u7ba1\u7406\u59d4\u5458\u4f1a\u53f7\u53ec\u793e\u533a\u7684\u4e2d\u5b66\u751f\u5c31\u6b64\u5199\u4e00 \u7bc7\u6587\u7ae0\u3002 \t \t \t \u6587\u7ae0\u5fc5\u987b\u5305\u62ec\u4ee5\u4e0b\u51e0\u70b9\uff1a    \u2022\t \u548c\u7956\u7236\u6bcd\u4f4f\u5728\u4e00\u8d77\u7684\u597d\u5904\u548c\u574f\u5904\uff1b    \u2022\t \u4f60\u89c9\u5f97\u6700\u7406\u60f3\u7684\u7956\u5b59\u5173\u7cfb\u662f\u4ec0\u4e48\u6837\u7684\uff1b    \u2022\t \u7956\u5b59\u53cc\u65b9\u600e\u6837\u4ece\u8fd9\u79cd\u7406\u60f3\u7684\u5173\u7cfb\u4e2d\u53d7\u76ca\u3002",
+            "11": "11 0509/23/m/j/21 \u00a9 ucles 2021 [turn over \t\t\t\t\u8bf7\u628a\u6240\u9009\u9898\u53f7\u5199\u5728\u8fd9\u91cc\u5e76\u4f5c\u7b54.. 100 200 300 400",
+            "12": "12 0509/23/m/j/21 \u00a9 ucles 2021 500 600 700 800",
+            "13": "13 0509/23/m/j/21 \u00a9 ucles 2021 [turn over \t \u7b2c\u4e8c\u90e8\u5206 \t \u63cf\u8ff0 \u9009\u62e9\t \t 5\t\t\u63cf\u8ff0\u4e00\u4e2a\u8ba9\u4f60\u53f9\u4e3a\u89c2\u6b62\u7684\u753b\u9762\u3002 \u6216\u8005\t \t 6\t\t \t\u63cf\u5199\u4f60\u548c\u4f60\u9614\u522b\u5df2\u4e45\u7684\u513f\u65f6\u597d\u53cb\u5076\u9047\u7684\u573a\u666f\u548c\u4f60\u7684\u611f\u53d7\u3002 \t \u53d9\u8ff0 \u6216\u8005\t \t 7\t\t\u4ee5\u201c\u4e00\u4e2a\u8270\u96be\u7684\u51b3\u5b9a\u201d\u4e3a\u9898\uff0c\u5199\u4e00\u4e2a\u6545\u4e8b\u3002 \u6216\u8005\t \t 8\t\t \t\u53d9\u8ff0\u4e00\u4ef6\u53d1\u751f\u5728\u4f60\u5bb6\u7684\u65b0\u9c9c\u4e8b\u3002",
+            "14": "14 0509/23/m/j/21 \u00a9 ucles 2021 \t\t\t\t\u8bf7\u628a\u6240\u9009\u9898\u53f7\u5199\u5728\u8fd9\u91cc\u5e76\u4f5c\u7b54.. 100 200 300 400",
+            "15": "15 0509/23/m/j/21 \u00a9\tucles\t2021 500 600 700 800",
+            "16": "16 0509/23/m/j/21 \u00a9 ucles 2021 permission \tto\treproduce \titems\twhere\tthird-party \towned\tmaterial\tprotected \tby\tcopyright \tis\tincluded\thas\tbeen\tsought\tand\tcleared\twhere\tpossible. \tevery\t reasonable \teffort\thas\tbeen\tmade\tby\tthe\tpublisher \t(ucles) \tto\ttrace\tcopyright \tholders,\tbut\tif\tany\titems\trequiring \tclearance \thave\tunwittingly \tbeen\tincluded, \tthe\t publisher \twill\tbe\tpleased\tto\tmake\tamends\tat\tthe\tearliest\tpossible\topportunity. to\tavoid\tthe\tissue\tof\tdisclosure \tof\tanswer-related \tinformation \tto\tcandidates, \tall\tcopyright \tacknowledgements \tare\treproduced \tonline\tin\tthe\tcambridge \t assessment \tinternational \teducation \tcopyright \tacknowledgements \tbooklet.\tthis\tis\tproduced \tfor\teach\tseries\tof\texaminations \tand\tis\tfreely\tavailable \tto\tdownload \t at\twww.cambridgeinternational.org \tafter\tthe\tlive\texamination \tseries. cambridge \tassessment \tinternational \teducation \tis\tpart\tof\tthe\tcambridge \tassessment \tgroup.\tcambridge \tassessment \tis\tthe\tbrand\tname\tof\tthe\tuniversity \tof\t cambridge \tlocal\texaminations \tsyndicate \t(ucles), \twhich\titself\tis\ta\tdepartment \tof\tthe\tuniversity \tof\tcambridge.blank page"
+        }
+    },
+    "2022": {
+        "0509_s22_qp_11.pdf": {
+            "1": "this document has 16 pages. any blank pages are indicated.  [turn overcambridge igcse\u2122 dc (ce) 311018 \u00a9 ucles 2022first language chinese  0509/11 paper 1 reading, directed writing and classical chinese  may/june  2022  2 hours 15 minutes you must answer on the question paper. you will need:  insert (enclosed) instructions  \u25cf answer all questions in chinese .  \u25cf use a black or dark blue pen. do not use an erasable pen or correction fluid.  \u25cf write your name, centre number and candidate number in the boxes at the top of the page.  \u25cf write your answer to each question in the space provided.  \u25cf do not write on any bar codes.  \u25cf dictionaries are not allowed.  \u25cf the questions on this question paper are printed twice, once in traditional and once in simplified  characters. to read them in traditional characters, turn to page 4; to read them in simplified characters,  turn to page 10. you may write your answer in either traditional or simplified characters. information \u25cf\t the \ttotal\tmark\tfor\tthis\tpaper\tis\t60. \u25cf\t the \tnumber\tof\tmarks\tfor\teach\tquestion \tor\tpart\tquestion \tis\tshown\tin\tbrackets \t[\t]. \u25cf\t the \tinsert\tcontains\tthe\treading\tpassages. *2187624852* this document has 16 pages. any blank pages are indicated. nl 304592/3 \u00a9 ucles 2022 [turn overcambridge igcse\u2122 first language chinese 0509/12 paper 1 reading, directed writing and classical chinese may/june 2022  2 hours 15 minutes you must answer on the question paper. you will need: insert (enclosed) instructions  \u25cf answer all questions in chinese .  \u25cf use a black or dark blue pen. do not use an erasable pen or correction fluid.  \u25cf write your name, centre number and candidate number in the boxes at the top of the page.  \u25cf write your answer to each question in the space provided.  \u25cf do not write on any bar codes.  \u25cf dictionaries are not allowed.  \u25cf the questions on this question paper are printed twice, once in traditional and once in simplified  characters. to read them in traditional characters, turn to page 4; to read them in simplified characters,  turn to page 10. you may write your answer in either traditional or simplified characters. information \u25cf\t the\ttotal\tmark\tfor\tthis\tpaper\tis\t60. \u25cf\t the\tnumber\tof\tmarks\tfor\teach\tquestion\tor\tpart\tquestion\tis\tshown\tin\tbrackets\t[\t ]. \u25cf\t the\tinsert\tcontains\tthe\treading\tpassages. \u8aaa\u660e \u25cf\t\u8acb\u7528\u4e2d\u6587\u56de\u7b54 \u6240\u6709\u554f\u984c\u3002\u8acb\u4f7f\u7528\u9ed1\u8272\u6216\u6df1\u85cd\u8272\u7684\u7b46\u3002 \u4e0d\u8981\u7528\u53ef\u64e6\u7b46\u6216\u8005\u5857\u6539\u6db2\u3002 \u25cf\t\u5728\u672c\u9801\u4e0a\u65b9\u7684\u65b9\u6846\u4e2d\u586b\u5beb\u4f60\u7684\u59d3\u540d\u3001\u4e2d\u5fc3\u865f\u78bc\u548c\u8003\u751f\u865f\u78bc\u3002 \u25cf\t\u8acb\u628a\u6bcf\u4e00\u984c\u7684\u7b54\u6848\u5beb\u5728\u8a66\u5377\u6240\u63d0\u4f9b\u7684\u7a7a\u683c\u5167\u3002 \u25cf\t\u4e0d\u8981\u5728\u4efb\u4f55\u689d\u78bc\u4e0a\u66f8\u5beb\u3002 \u25cf\t\u4e0d\u53ef\u4ee5\u4f7f\u7528\u5b57\u5178\u3002 \u25cf\t\u9019\u4efd\u8a66\u5377\u4e2d\u7684\u554f\u984c\u6709\u7e41\u9ad4\u548c\u7c21\u9ad4\u5169\u7a2e\u7248\u672c\u3002\u8981\u8b80\u7e41\u9ad4\u7248\uff0c\u8acb\u7ffb\u5230\u7b2c\u56db\u9801\u3002\u8981\u8b80\u7c21\u9ad4\u7248\uff0c\u8acb\u7ffb\u5230 \u7b2c\u5341\u9801\u3002\u4f60\u53ef\u4ee5\u7528\u7e41\u9ad4\u5b57\u6216\u662f\u7c21\u9ad4\u5b57\u56de\u7b54\u554f\u984c\u3002 \u8bf4\u660e \u25cf\t\u8bf7\u7528\u4e2d\u6587\u56de\u7b54 \u6240\u6709\u95ee\u9898\u3002\u8bf7\u4f7f\u7528\u9ed1\u8272\u6216\u6df1\u84dd\u8272\u7684\u7b14\u3002 \u4e0d\u8981\u7528\u53ef\u64e6\u7b14\u6216\u8005\u6d82\u6539\u6db2\u3002 \u25cf\t\u5728\u672c\u9875\u4e0a\u65b9\u7684\u65b9\u6846\u4e2d\u586b\u5199\u4f60\u7684\u59d3\u540d\u3001\u4e2d\u5fc3\u53f7\u7801\u548c\u8003\u751f\u53f7\u7801\u3002 \u25cf\t\u8bf7\u628a\u6bcf\u4e00\u9898\u7684\u7b54\u6848\u5199\u5728\u8bd5\u5377\u6240\u63d0\u4f9b\u7684\u7a7a\u683c\u5167\u3002 \u25cf\t\u4e0d\u8981\u5728\u4efb\u4f55\u6761\u7801\u4e0a\u4e66\u5199\u3002 \u25cf\t\u4e0d\u53ef\u4ee5\u4f7f\u7528\u5b57\u5178\u3002 \u25cf\t\u8fd9\u4efd\u8bd5\u5377\u4e2d\u7684\u95ee\u9898\u6709\u7e41\u4f53\u548c\u7b80\u4f53\u4e24\u79cd\u7248\u672c\u3002\u8981\u8bfb\u7e41\u4f53\u7248\uff0c\u8bf7\u7ffb\u5230\u7b2c\u56db\u9875\u3002\u8981\u8bfb\u7b80\u4f53\u7248\uff0c\u8bf7\u7ffb\u5230 \u7b2c\u5341\u9875\u3002\u4f60\u53ef\u4ee5\u7528\u7e41\u4f53\u5b57\u6216\u662f\u7b80\u4f53\u5b57\u56de\u7b54\u95ee\u9898\u3002 *6468564393*",
+            "2": "2 0509/11/m/j/22 \u00a9 ucles 20222 0509/12/m/j/22 \u00a9 ucles 2022\u4fe1\u606f  \u25cf\u9019\u4efd\u8a66\u5377\u7684\u7e3d\u5206\u662f\u516d\u5341\u5206\u3002  \u25cf\u6bcf\u4e00\u984c\u6216\u8005\u6bcf\u4e00\u5c0f\u984c\u7684\u5206\u6578\u986f\u793a\u5728\u5404\u984c\u5f8c\u9762\u7684\u62ec\u865f  [ ] \u88e1\u3002  \u25cf\u9019\u4efd\u63d2\u9801\u6709\u8003\u751f\u9700\u8981\u95b1\u8b80\u7684\u77ed\u6587\u3002 \u4fe1\u606f  \u25cf\u8fd9\u4efd\u8bd5\u5377\u7684\u603b\u5206\u662f\u516d\u5341\u5206\u3002  \u25cf\u6bcf\u4e00\u9898\u6216\u8005\u6bcf\u4e00\u5c0f\u9898\u7684\u5206\u6570\u663e\u793a\u5728\u5404\u9898\u540e\u9762\u7684\u62ec\u53f7  [ ] \u91cc\u3002  \u25cf\u8fd9\u4efd\u63d2\u9875\u6709\u8003\u751f\u9700\u8981\u9605\u8bfb\u7684\u77ed\u6587\u3002",
+            "3": "3 0509/11/m/j/22 \u00a9 ucles 2022 [turn over blank page",
+            "4": "4 0509/11/m/j/22 \u00a9 ucles 20224 0509/12/m/j/22 \u00a9 ucles 2022questions in traditional characters  \u7b2c\u4e00\u90e8\u5206 \u8acb\u95b1\u8b80\u63d2\u9801\u4e0a\u7684 \u77ed\u6587\u4e00\uff0c\u7136\u5f8c\u5728\u8a66\u5377\u4e0a\u56de\u7b54\u554f\u984c 1\u3002 1 (a) \u5f9e\u8001\u66f9\u4e0a\u73ed\u524d\u5f8c\u7684\u52d5\u4f5c\u4f86\u770b\uff0c\u4ed6\u5c0d\u81ea\u5df1\u7684\u5de5\u4f5c\u614b\u5ea6\u5982\u4f55\uff1f  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+            "5": "5 0509/11/m/j/22 \u00a9 ucles 2022 [turn over5 0509/12/m/j/22 \u00a9 ucles 2022 [turn over (g) \u901a\u8b80\u5168\u6587\uff0c\u5f9e\u54ea\u4e9b\u65b9\u9762\u53ef\u4ee5\u770b\u51fa\u4f86\u8001\u66f9\u5728\u5152\u5b50\u5bb6\u50cf\u500b\u5ba2\u4eba\uff1f  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+            "6": "6 0509/11/m/j/22 \u00a9 ucles 20226 0509/12/m/j/22 \u00a9 ucles 2022\u7b2c\u4e8c\u90e8\u5206 2\u0007\u0007 \u8acb\u95b1\u8b80\u63d2\u9801\u4e0a\u7684 \u77ed\u6587\u4e8c\u548c \u77ed\u6587\u4e09\uff0c\u7136\u5f8c\u5728\u8a66\u5377\u4e0a\u56de\u7b54\u554f\u984c 2\u3002  \u672c\u984c\u7684\u7e3d\u5206\u662f 25\u5206\uff1a  \u2022  \u8003\u751f\u5fc5\u9808\u5c0d\u5169\u7bc7\u77ed\u6587\u4e2d\u7684\u4e8b\u5be6\u548c\u89c0\u9ede\u9032\u884c\u5206\u6790\u3001\u8a55\u50f9\u548c\u64f4\u5c55\u3002\u5728\u7be9\u9078\u548c\u7e3d\u7d50\u77ed\u6587\u4e2d\u7684\u76f8\u95dc \u8cc7\u8a0a\u7684\u57fa\u790e\u4e0a\uff0c\u7528\u81ea\u5df1\u7684\u8a71\u5beb\u4e00\u7bc7\u6587\u7ae0\u3002\uff08\u4f54 15\u5206\uff09 \u2022 \u8a9e\u8a00\u54c1\u8cea\uff08\u4f54 10\u5206\uff09 \u0007\u8003\u751f\u5beb\u7684\u5167\u5bb9\u5fc5\u9808\u4ee5 \u77ed\u6587\u4e8c\u548c \u77ed\u6587\u4e09\u4e2d\u7684\u76f8\u95dc\u8cc7\u8a0a\u70ba\u8f14\u52a9\u57fa\u790e\u3002 \u0007\u8003\u751f\u6240\u5beb\u7684\u5b57\u6578\u5fc5\u9808\u5728 250\u81f3350\u5b57\u4e4b\u9593\u3002 \u0007\u0007 \u4f60\u7684\u5b78\u6821\u6253\u7b97\u8209\u8fa6\u4e00\u500b\u540d\u70ba \u300c\u6211\u5011\u7684\u98f2\u98df\u65b9\u5f0f \u300d\u7684\u8ad6\u58c7\u3002\u8acb\u7d66\u6821\u5831\u5beb\u4e00\u7bc7\u6587\u7ae0\uff0c\u5728\u4f60\u7684\u6587\u7ae0 \u4e2d\uff0c\u8acb\u5305\u62ec\u4ee5\u4e0b\u4e09\u500b\u8981\u9ede\uff1a  \u2022 \u0007 \u73fe\u4ee3\u98f2\u98df\u548c\u98f2\u98df\u65b9\u5f0f\u7684\u8b8a\u5316\uff1b  \u2022 \u9019\u4e9b\u8b8a\u5316\u7684\u539f\u56e0\uff1b  \u2022 \u600e\u6a23\u5f9e\u672c\u8cea\u4e0a\u6539\u8b8a\u4eba\u5011\u7684\u98f2\u98df\u65b9\u5f0f\u3002 100 200",
+            "7": "7 0509/11/m/j/22 \u00a9 ucles 2022 [turn over7 0509/12/m/j/22 \u00a9 ucles 2022 [turn over 300 400 500 600 [\u7e3d\u5206\uff1a 25]",
+            "8": "8 0509/11/m/j/22 \u00a9 ucles 20228 0509/12/m/j/22 \u00a9 ucles 2022\u7b2c\u4e09\u90e8\u5206  \u8acb\u95b1\u8b80\u63d2\u9801\u4e0a\u7684 \u77ed\u6587\u56db\uff0c\u7136\u5f8c\u5728\u8a66\u5377\u4e0a\u56de\u7b54\u554f\u984c 3\u3002 3 (a) \u4f5c\u8005\u5c0d\u7ae5\u5fc3\u7684\u614b\u5ea6\u662f\u4ec0\u9ebc\uff1f  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+            "9": "9 0509/11/m/j/22 \u00a9 ucles 2022 [turn over9 0509/12/m/j/22 \u00a9 ucles 2022 [turn over (e) \u4e0b\u9762\u53e5\u5b50\u4e2d\uff0c\u54ea\u4e00\u500b\u5283\u7dda\u7684\u865b\u8a5e\u8868\u793a\u539f\u56e0\uff1f   \u6709\u9053\u7406\u5f9e\u805e\u898b\u800c\u5165   \u65bc\u662f\u7109\u53c8\u77e5\u7f8e\u540d\u4e4b\u53ef\u597d\u4e5f   \u592b\u9053\u7406\u805e\u898b   \u53cd\u4ee5\u591a\u8b80\u66f8\u8b58\u7fa9\u7406\u800c\u53cd\u969c\u4e4b  [1]  (f) \u89e3\u91cb\u4e0b\u9762\u5283\u7dda\u5b57\u8a5e\u7684\u610f\u601d\u3002    (i) \u80e1\u7136\u800c\u907d\u5931\u4e5f  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+            "10": "10 0509/11/m/j/22 \u00a9 ucles 202210 0509/12/m/j/22 \u00a9 ucles 2022questions in simplified characters  \u7b2c\u4e00\u90e8\u5206 \u8bf7\u9605\u8bfb\u63d2\u9875\u4e0a\u7684 \u77ed\u6587\u4e00\uff0c\u7136\u540e\u5728\u8bd5\u5377\u4e0a\u56de\u7b54\u95ee\u9898 1\u3002 1 (a) \u4ece\u8001\u66f9\u4e0a\u73ed\u524d\u540e\u7684\u52a8\u4f5c\u6765\u770b\uff0c\u4ed6\u5bf9\u81ea\u5df1\u7684\u5de5\u4f5c\u6001\u5ea6\u5982\u4f55\uff1f  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+            "11": "11 0509/11/m/j/22 \u00a9 ucles 2022 [turn over11 0509/12/m/j/22 \u00a9 ucles 2022 [turn over (g) \u901a\u8bfb\u5168\u6587\uff0c\u4ece\u54ea\u4e9b\u65b9\u9762\u53ef\u4ee5\u770b\u51fa\u6765\u8001\u66f9\u5728\u513f\u5b50\u5bb6\u50cf\u4e2a\u5ba2\u4eba\uff1f  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+            "12": "12 0509/11/m/j/22 \u00a9 ucles 202212 0509/12/m/j/22 \u00a9 ucles 2022\u7b2c\u4e8c\u90e8\u5206 2\u0007\u0007 \u8bf7\u9605\u8bfb\u63d2\u9875\u4e0a\u7684 \u77ed\u6587\u4e8c\u548c \u77ed\u6587\u4e09\uff0c\u7136\u540e\u5728\u8bd5\u5377\u4e0a\u56de\u7b54\u95ee\u9898 2\u3002  \u672c\u9898\u7684\u603b\u5206\u662f 25\u5206\uff1a \u2022 \u8003\u751f\u5fc5\u987b\u5bf9\u4e24\u7bc7\u77ed\u6587\u4e2d\u7684\u4e8b\u5b9e\u548c\u89c2\u70b9\u8fdb\u884c\u5206\u6790\u3001\u8bc4\u4ef7\u548c\u6269\u5c55\u3002\u5728\u7b5b\u9009\u548c\u603b\u7ed3\u77ed\u6587\u4e2d\u7684\u76f8\u5173\u4fe1 \u606f\u7684\u57fa\u7840\u4e0a\uff0c\u7528\u81ea\u5df1\u7684\u8bdd\u5199\u4e00\u7bc7\u6587\u7ae0\u3002\uff08\u5360 15\u5206\uff09 \u2022 \u8bed\u8a00\u8d28\u91cf\uff08\u5360 10\u5206\uff09 \u0007\u8003\u751f\u5199\u7684\u5185\u5bb9\u5fc5\u987b\u4ee5 \u77ed\u6587\u4e8c\u548c \u77ed\u6587\u4e09\u4e2d\u7684\u76f8\u5173\u4fe1\u606f\u4e3a\u8f85\u52a9\u57fa\u7840\u3002 \u0007\u8003\u751f\u6240\u5199\u7684\u5b57\u6570\u5fc5\u987b\u5728 250\u81f3350\u5b57\u4e4b\u95f4\u3002 \u0007\u0007 \u4f60\u7684\u5b66\u6821\u6253\u7b97\u4e3e\u529e\u4e00\u4e2a\u540d\u4e3a\u201c\u6211\u4eec\u7684\u996e\u98df\u65b9\u5f0f\u201d\u7684\u8bba\u575b\u3002\u8bf7\u7ed9\u6821\u62a5\u5199\u4e00\u7bc7\u6587\u7ae0\uff0c\u5728\u4f60\u7684\u6587\u7ae0 \u4e2d\uff0c\u8bf7\u5305\u62ec\u4ee5\u4e0b\u4e09\u4e2a\u8981\u70b9\uff1a  \u2022 \u0007 \u73b0\u4ee3\u996e\u98df\u548c\u996e\u98df\u65b9\u5f0f\u7684\u53d8\u5316\uff1b  \u2022 \u8fd9\u4e9b\u53d8\u5316\u7684\u539f\u56e0\uff1b  \u2022 \u600e\u6837\u4ece\u672c\u8d28\u4e0a\u6539\u53d8\u4eba\u4eec\u7684\u996e\u98df\u65b9\u5f0f\u3002   100 200",
+            "13": "13 0509/11/m/j/22 \u00a9 ucles 2022 [turn over13 0509/12/m/j/22 \u00a9 ucles 2022 [turn over 300 400 500 600 [\u603b\u5206\uff1a 25]",
+            "14": "14 0509/11/m/j/22 \u00a9 ucles 202214 0509/12/m/j/22 \u00a9 ucles 202214 \u7b2c\u4e09\u90e8\u5206  \u8bf7\u9605\u8bfb\u63d2\u9875\u4e0a\u7684 \u77ed\u6587\u56db\uff0c\u7136\u540e\u5728\u8bd5\u5377\u4e0a\u56de\u7b54\u95ee\u9898 3\u3002 3 (a) \u4f5c\u8005\u5bf9\u7ae5\u5fc3\u7684\u6001\u5ea6\u662f\u4ec0\u4e48\uff1f  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\u201c\u52a1\u6b32\u4ee5\u626c\u4e4b\u800c\u7ae5\u5fc3\u5931\u201d\u0007\u4e2d\u7684\u201c\u4e4b\u201d\u6307\u7684\u662f_______\u3002  \ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd  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+            "15": "15 0509/11/m/j/22 \u00a9 ucles 202215 0509/12/m/j/22 \u00a9 ucles 2022 (e) \u4e0b\u9762\u53e5\u5b50\u4e2d\uff0c\u54ea\u4e00\u4e2a\u5212\u7ebf\u7684\u865a\u8bcd\u8868\u793a\u539f\u56e0\uff1f   \u6709\u9053\u7406\u4ece\u95fb\u89c1\u800c\u5165   \u4e8e\u662f\u7109\u53c8\u77e5\u7f8e\u540d\u4e4b\u53ef\u597d\u4e5f   \u592b\u9053\u7406\u95fb\u89c1   \u53cd\u4ee5\u591a\u8bfb\u4e66\u8bc6\u4e49\u7406\u800c\u53cd\u969c\u4e4b  [1]  (f) \u89e3\u91ca\u4e0b\u9762\u5212\u7ebf\u5b57\u8bcd\u7684\u610f\u601d\u3002   (i) \u80e1\u7136\u800c\u907d\u5931\u4e5f  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\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd  [1]   (ii) \u6240\u77e5\u6240\u89c9\u65e5\u4ee5\u76ca\u5e7f  \ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd  \ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd  [1]  (iii) \u7686\u81ea\u591a\u8bfb\u4e66\u8bc6\u4e49\u7406\u800c\u6765\u4e5f  \ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd  \ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd  [1]  (iv) \u7ae5\u5fc3\u56fa\u81ea\u5728\u4e5f  \ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd  \ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd  [1]  [\u603b\u5206\uff1a 12]c  a b c   d",
+            "16": "16 0509/11/m/j/22 \u00a9 ucles 2022 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.blank page"
+        },
+        "0509_s22_qp_12.pdf": {
+            "1": "this document has 16 pages. any blank pages are indicated. nl 304592/3 \u00a9 ucles 2022  [turn overcambridge igcse\u2122 first language chinese  0509/12 paper 1 reading, directed writing and classical chinese  may/june 2022  2 hours 15 minutes you must answer on the question paper. you will need:  insert (enclosed) instructions  \u25cf answer all questions in chinese .  \u25cf use a black or dark blue pen. do not use an erasable pen or correction fluid.  \u25cf write your name, centre number and candidate number in the boxes at the top of the page.  \u25cf write your answer to each question in the space provided.  \u25cf do not write on any bar codes.  \u25cf dictionaries are not allowed.  \u25cf the questions on this question paper are printed twice, once in traditional and once in simplified  characters. to read them in traditional characters, turn to page 4; to read them in simplified characters,  turn to page 10. you may write your answer in either traditional or simplified characters. information \u25cf\t the \ttotal\tmark\tfor\tthis\tpaper\tis\t60. \u25cf\t the \tnumber\tof\tmarks\tfor\teach\tquestion \tor\tpart\tquestion \tis\tshown\tin\tbrackets \t[\t]. \u25cf\t the \tinsert\tcontains\tthe\treading\tpassages. \u8aaa\u660e\u8aaa\u660e \u25cf\t\u8acb\u7528\u4e2d\u6587\u4e2d\u6587\u56de\u7b54 \u6240\u6709\u6240\u6709\u554f\u984c\u3002\u8acb\u4f7f\u7528\u9ed1\u8272\u6216\u6df1\u85cd\u8272\u7684\u7b46\u3002 \u4e0d\u8981\u4e0d\u8981\u7528\u53ef\u64e6\u7b46\u6216\u8005\u5857\u6539\u6db2\u3002 \u25cf\t\u5728\u672c\u9801\u4e0a\u65b9\u7684\u65b9\u6846\u4e2d\u586b\u5beb\u4f60\u7684\u59d3\u540d\u3001\u4e2d\u5fc3\u865f\u78bc\u548c\u8003\u751f\u865f\u78bc\u3002 \u25cf\t\u8acb\u628a\u6bcf\u4e00\u984c\u7684\u7b54\u6848\u5beb\u5728\u8a66\u5377\u6240\u63d0\u4f9b\u7684\u7a7a\u683c\u5167\u3002 \u25cf\t\u4e0d\u8981\u4e0d\u8981\u5728\u4efb\u4f55\u689d\u78bc\u4e0a\u66f8\u5beb\u3002 \u25cf\t\u4e0d\u53ef\u4ee5\u4e0d\u53ef\u4ee5\u4f7f\u7528\u5b57\u5178\u3002 \u25cf\t\u9019\u4efd\u8a66\u5377\u4e2d\u7684\u554f\u984c\u6709\u7e41\u9ad4\u548c\u7c21\u9ad4\u5169\u7a2e\u7248\u672c\u3002\u8981\u8b80\u7e41\u9ad4\u7248\uff0c\u8acb\u7ffb\u5230\u7b2c\u56db\u9801\u3002\u8981\u8b80\u7c21\u9ad4\u7248\uff0c\u8acb\u7ffb\u5230 \u7b2c\u5341\u9801\u3002\u4f60\u53ef\u4ee5\u7528\u7e41\u9ad4\u5b57\u6216\u662f\u7c21\u9ad4\u5b57\u56de\u7b54\u554f\u984c\u3002 \u8bf4\u660e\u8bf4\u660e \u25cf\t\u8bf7\u7528\u4e2d\u6587\u4e2d\u6587\u56de\u7b54 \u6240\u6709\u6240\u6709\u95ee\u9898\u3002\u8bf7\u4f7f\u7528\u9ed1\u8272\u6216\u6df1\u84dd\u8272\u7684\u7b14\u3002 \u4e0d\u8981\u4e0d\u8981\u7528\u53ef\u64e6\u7b14\u6216\u8005\u6d82\u6539\u6db2\u3002 \u25cf\t\u5728\u672c\u9875\u4e0a\u65b9\u7684\u65b9\u6846\u4e2d\u586b\u5199\u4f60\u7684\u59d3\u540d\u3001\u4e2d\u5fc3\u53f7\u7801\u548c\u8003\u751f\u53f7\u7801\u3002 \u25cf\t\u8bf7\u628a\u6bcf\u4e00\u9898\u7684\u7b54\u6848\u5199\u5728\u8bd5\u5377\u6240\u63d0\u4f9b\u7684\u7a7a\u683c\u5167\u3002 \u25cf\t\u4e0d\u8981\u4e0d\u8981\u5728\u4efb\u4f55\u6761\u7801\u4e0a\u4e66\u5199\u3002 \u25cf\t\u4e0d\u53ef\u4ee5\u4e0d\u53ef\u4ee5\u4f7f\u7528\u5b57\u5178\u3002 \u25cf\t\u8fd9\u4efd\u8bd5\u5377\u4e2d\u7684\u95ee\u9898\u6709\u7e41\u4f53\u548c\u7b80\u4f53\u4e24\u79cd\u7248\u672c\u3002\u8981\u8bfb\u7e41\u4f53\u7248\uff0c\u8bf7\u7ffb\u5230\u7b2c\u56db\u9875\u3002\u8981\u8bfb\u7b80\u4f53\u7248\uff0c\u8bf7\u7ffb\u5230 \u7b2c\u5341\u9875\u3002\u4f60\u53ef\u4ee5\u7528\u7e41\u4f53\u5b57\u6216\u662f\u7b80\u4f53\u5b57\u56de\u7b54\u95ee\u9898\u3002 *6468564393*",
+            "2": "2 0509/12/m/j/22 \u00a9 ucles 2022 \u4fe1\u606f\u4fe1\u606f  \u25cf\u9019\u4efd\u8a66\u5377\u7684\u7e3d\u5206\u662f\u516d\u5341\u5206\u3002  \u25cf\u6bcf\u4e00\u984c\u6216\u8005\u6bcf\u4e00\u5c0f\u984c\u7684\u5206\u6578\u986f\u793a\u5728\u5404\u984c\u5f8c\u9762\u7684\u62ec\u865f  [ ] \u88e1\u3002  \u25cf\u9019\u4efd\u63d2\u9801\u6709\u8003\u751f\u9700\u8981\u95b1\u8b80\u7684\u77ed\u6587\u3002 \u4fe1\u606f\u4fe1\u606f  \u25cf\u8fd9\u4efd\u8bd5\u5377\u7684\u603b\u5206\u662f\u516d\u5341\u5206\u3002  \u25cf\u6bcf\u4e00\u9898\u6216\u8005\u6bcf\u4e00\u5c0f\u9898\u7684\u5206\u6570\u663e\u793a\u5728\u5404\u9898\u540e\u9762\u7684\u62ec\u53f7  [ ] \u91cc\u3002  \u25cf\u8fd9\u4efd\u63d2\u9875\u6709\u8003\u751f\u9700\u8981\u9605\u8bfb\u7684\u77ed\u6587\u3002",
+            "3": "3 0509/12/m/j/22 \u00a9 ucles 2022 [turn over blank page",
+            "4": "4 0509/12/m/j/22 \u00a9 ucles 2022 questions in traditional characters  \u7b2c\u4e00\u90e8\u5206\u7b2c\u4e00\u90e8\u5206 \u8acb\u95b1\u8b80\u63d2\u9801\u4e0a\u7684 \u77ed\u6587\u4e00\u77ed\u6587\u4e00\uff0c\u7136\u5f8c\u5728\u8a66\u5377\u4e0a\u56de\u7b54\u554f\u984c 1\u3002 1 (a) \u5f9e\u8001\u66f9\u4e0a\u73ed\u524d\u5f8c\u7684\u52d5\u4f5c\u4f86\u770b\uff0c\u4ed6\u5c0d\u81ea\u5df1\u7684\u5de5\u4f5c\u614b\u5ea6\u5982\u4f55\uff1f  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+            "5": "5 0509/12/m/j/22 \u00a9 ucles 2022 [turn over  (g) \u901a\u8b80\u5168\u6587\uff0c\u5f9e\u54ea\u4e9b\u65b9\u9762\u53ef\u4ee5\u770b\u51fa\u4f86\u8001\u66f9\u5728\u5152\u5b50\u5bb6\u50cf\u500b\u5ba2\u4eba\uff1f  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\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd  [1]   (v) \u300c\u8001\u66f9\u4e00\u500b\u4eba\u5750\u5728\u5ba2\u5ef3\u88e1\uff0c\u807d\u8457\u6ef4\u6ef4\u7b54\u7b54\u7684\u6642\u9418\u3002 \u300d\uff08\u7b2c\u516d\u6bb5\uff09  \ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd  \ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd  \ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd  [2]  [\u7e3d\u5206\uff1a 23]",
+            "6": "6 0509/12/m/j/22 \u00a9 ucles 2022 \u7b2c\u4e8c\u90e8\u5206\u7b2c\u4e8c\u90e8\u5206 2\u0007\u0007 \u8acb\u95b1\u8b80\u63d2\u9801\u4e0a\u7684 \u77ed\u6587\u4e8c\u77ed\u6587\u4e8c\u548c \u77ed\u6587\u4e09\u77ed\u6587\u4e09\uff0c\u7136\u5f8c\u5728\u8a66\u5377\u4e0a\u56de\u7b54\u554f\u984c 2\u3002  \u672c\u984c\u7684\u7e3d\u5206\u662f 25\u5206\uff1a  \u2022  \u8003\u751f\u5fc5\u9808\u5c0d\u5169\u7bc7\u77ed\u6587\u4e2d\u7684\u4e8b\u5be6\u548c\u89c0\u9ede\u9032\u884c\u5206\u6790\u3001\u8a55\u50f9\u548c\u64f4\u5c55\u3002\u5728\u7be9\u9078\u548c\u7e3d\u7d50\u77ed\u6587\u4e2d\u7684\u76f8\u95dc \u8cc7\u8a0a\u7684\u57fa\u790e\u4e0a\uff0c\u7528\u81ea\u5df1\u7684\u8a71\u5beb\u4e00\u7bc7\u6587\u7ae0\u3002\uff08\u4f54 15\u5206\uff09 \u2022 \u8a9e\u8a00\u54c1\u8cea\uff08\u4f54 10\u5206\uff09 \u0007\u8003\u751f\u5beb\u7684\u5167\u5bb9\u5fc5\u9808\u4ee5 \u77ed\u6587\u4e8c\u77ed\u6587\u4e8c\u548c \u77ed\u6587\u4e09\u77ed\u6587\u4e09\u4e2d\u7684\u76f8\u95dc\u8cc7\u8a0a\u70ba\u8f14\u52a9\u57fa\u790e\u3002 \u0007\u8003\u751f\u6240\u5beb\u7684\u5b57\u6578\u5fc5\u9808\u5728 250\u81f3350\u5b57\u4e4b\u9593\u3002 \u0007\u0007 \u4f60\u7684\u5b78\u6821\u6253\u7b97\u8209\u8fa6\u4e00\u500b\u540d\u70ba \u300c\u6211\u5011\u7684\u98f2\u98df\u65b9\u5f0f \u300d\u7684\u8ad6\u58c7\u3002\u8acb\u7d66\u6821\u5831\u5beb\u4e00\u7bc7\u6587\u7ae0\uff0c\u5728\u4f60\u7684\u6587\u7ae0 \u4e2d\uff0c\u8acb\u5305\u62ec\u4ee5\u4e0b\u4e09\u500b\u8981\u9ede\uff1a  \u2022 \u0007 \u73fe\u4ee3\u98f2\u98df\u548c\u98f2\u98df\u65b9\u5f0f\u7684\u8b8a\u5316\uff1b  \u2022 \u9019\u4e9b\u8b8a\u5316\u7684\u539f\u56e0\uff1b  \u2022 \u600e\u6a23\u5f9e\u672c\u8cea\u4e0a\u6539\u8b8a\u4eba\u5011\u7684\u98f2\u98df\u65b9\u5f0f\u3002 100 200",
+            "7": "7 0509/12/m/j/22 \u00a9 ucles 2022 [turn over 300 400 500 600 [\u7e3d\u5206\uff1a 25]",
+            "8": "8 0509/12/m/j/22 \u00a9 ucles 2022 \u7b2c\u4e09\u90e8\u5206\u7b2c\u4e09\u90e8\u5206  \u8acb\u95b1\u8b80\u63d2\u9801\u4e0a\u7684 \u77ed\u6587\u56db\u77ed\u6587\u56db\uff0c\u7136\u5f8c\u5728\u8a66\u5377\u4e0a\u56de\u7b54\u554f\u984c 3\u3002 3 (a) \u4f5c\u8005\u5c0d\u7ae5\u5fc3\u7684\u614b\u5ea6\u662f\u4ec0\u9ebc\uff1f  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+            "9": "9 0509/12/m/j/22 \u00a9 ucles 2022 [turn over  (e) \u4e0b\u9762\u53e5\u5b50\u4e2d\uff0c\u54ea\u4e00\u500b\u5283\u7dda\u7684\u865b\u8a5e\u8868\u793a\u539f\u56e0\uff1f   \u6709\u9053\u7406\u5f9e\u805e\u898b\u800c\u5165   \u65bc\u662f\u7109\u53c8\u77e5\u7f8e\u540d\u4e4b\u53ef\u597d\u4e5f   \u592b\u9053\u7406\u805e\u898b   \u53cd\u4ee5\u591a\u8b80\u66f8\u8b58\u7fa9\u7406\u800c\u53cd\u969c\u4e4b  [1]  (f) \u89e3\u91cb\u4e0b\u9762\u5283\u7dda\u5b57\u8a5e\u7684\u610f\u601d\u3002    (i) \u80e1\u7136\u800c\u907d\u5931\u4e5f  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+            "11": "11 0509/12/m/j/22 \u00a9 ucles 2022 [turn over  (g) \u901a\u8bfb\u5168\u6587\uff0c\u4ece\u54ea\u4e9b\u65b9\u9762\u53ef\u4ee5\u770b\u51fa\u6765\u8001\u66f9\u5728\u513f\u5b50\u5bb6\u50cf\u4e2a\u5ba2\u4eba\uff1f  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\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd  \ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd  [2]  [\u603b\u5206\uff1a 23]",
+            "12": "12 0509/12/m/j/22 \u00a9 ucles 2022 \u7b2c\u4e8c\u90e8\u5206\u7b2c\u4e8c\u90e8\u5206 2\u0007\u0007 \u8bf7\u9605\u8bfb\u63d2\u9875\u4e0a\u7684 \u77ed\u6587\u4e8c\u77ed\u6587\u4e8c\u548c \u77ed\u6587\u4e09\u77ed\u6587\u4e09\uff0c\u7136\u540e\u5728\u8bd5\u5377\u4e0a\u56de\u7b54\u95ee\u9898 2\u3002  \u672c\u9898\u7684\u603b\u5206\u662f 25\u5206\uff1a \u2022 \u8003\u751f\u5fc5\u987b\u5bf9\u4e24\u7bc7\u77ed\u6587\u4e2d\u7684\u4e8b\u5b9e\u548c\u89c2\u70b9\u8fdb\u884c\u5206\u6790\u3001\u8bc4\u4ef7\u548c\u6269\u5c55\u3002\u5728\u7b5b\u9009\u548c\u603b\u7ed3\u77ed\u6587\u4e2d\u7684\u76f8\u5173\u4fe1 \u606f\u7684\u57fa\u7840\u4e0a\uff0c\u7528\u81ea\u5df1\u7684\u8bdd\u5199\u4e00\u7bc7\u6587\u7ae0\u3002\uff08\u5360 15\u5206\uff09 \u2022 \u8bed\u8a00\u8d28\u91cf\uff08\u5360 10\u5206\uff09 \u0007\u8003\u751f\u5199\u7684\u5185\u5bb9\u5fc5\u987b\u4ee5 \u77ed\u6587\u4e8c\u77ed\u6587\u4e8c\u548c \u77ed\u6587\u4e09\u77ed\u6587\u4e09\u4e2d\u7684\u76f8\u5173\u4fe1\u606f\u4e3a\u8f85\u52a9\u57fa\u7840\u3002 \u0007\u8003\u751f\u6240\u5199\u7684\u5b57\u6570\u5fc5\u987b\u5728 250\u81f3350\u5b57\u4e4b\u95f4\u3002 \u0007\u0007 \u4f60\u7684\u5b66\u6821\u6253\u7b97\u4e3e\u529e\u4e00\u4e2a\u540d\u4e3a\u201c\u6211\u4eec\u7684\u996e\u98df\u65b9\u5f0f\u201d\u7684\u8bba\u575b\u3002\u8bf7\u7ed9\u6821\u62a5\u5199\u4e00\u7bc7\u6587\u7ae0\uff0c\u5728\u4f60\u7684\u6587\u7ae0 \u4e2d\uff0c\u8bf7\u5305\u62ec\u4ee5\u4e0b\u4e09\u4e2a\u8981\u70b9\uff1a  \u2022 \u0007 \u73b0\u4ee3\u996e\u98df\u548c\u996e\u98df\u65b9\u5f0f\u7684\u53d8\u5316\uff1b  \u2022 \u8fd9\u4e9b\u53d8\u5316\u7684\u539f\u56e0\uff1b  \u2022 \u600e\u6837\u4ece\u672c\u8d28\u4e0a\u6539\u53d8\u4eba\u4eec\u7684\u996e\u98df\u65b9\u5f0f\u3002   100 200",
+            "13": "13 0509/12/m/j/22 \u00a9 ucles 2022 [turn over 300 400 500 600 [\u603b\u5206\uff1a 25]",
+            "14": "14 0509/12/m/j/22 \u00a9 ucles 202214 \u7b2c\u4e09\u90e8\u5206\u7b2c\u4e09\u90e8\u5206  \u8bf7\u9605\u8bfb\u63d2\u9875\u4e0a\u7684 \u77ed\u6587\u56db\u77ed\u6587\u56db\uff0c\u7136\u540e\u5728\u8bd5\u5377\u4e0a\u56de\u7b54\u95ee\u9898 3\u3002 3 (a) \u4f5c\u8005\u5bf9\u7ae5\u5fc3\u7684\u6001\u5ea6\u662f\u4ec0\u4e48\uff1f  \ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd  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\u4ece\u65f6\u95f4\u89d2\u5ea6\u6765\u770b\uff0c\u4f5c\u8005\u4ece\u54ea\u4e09\u4e2a\u9636\u6bb5\u9610\u8ff0\u4e86\u4eba\u4eec\u5931\u53bb\u7ae5\u5fc3\u7684\u539f\u56e0\uff1f  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\u201c\u52a1\u6b32\u4ee5\u626c\u4e4b\u800c\u7ae5\u5fc3\u5931\u201d \u0007\u4e2d\u7684\u201c\u4e4b\u201d\u6307\u7684\u662f_______\u3002  \ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd  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+            "16": "16 0509/12/m/j/22 \u00a9 ucles 2022 permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible \ufffd 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 \ufffd 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 \ufffd this is produced for each series of examinations and is freely available to download  at www \ufffdcambridgeinternational \ufffdorg after the live examination series \ufffd cambridge assessment international education is part of cambridge assessment \ufffd cambridge assessment is the brand name of the university of cambridge  local examinations syndicate (ucles), which is a department of the university of cambridge \ufffdblank page"
+        },
+        "0509_s22_qp_13.pdf": {
+            "1": "this document has 16 pages. any blank pages are indicated. nl 212773/1 \u00a9 ucles 2022  [turn overcambridge igcse\u2122 first language chinese  0509/13 paper 1 reading, directed writing and classical chinese  may/june 2022  2 hours 15 minutes you must answer on the question paper. you will need:  insert (enclosed) instructions  \u25cf answer all questions in chinese .  \u25cf use a black or dark blue pen. do not use an erasable pen or correction fluid.  \u25cf write your name, centre number and candidate number in the boxes at the top of the page.  \u25cf write your answer to each question in the space provided.  \u25cf do not write on any bar codes.  \u25cf dictionaries are not allowed.  \u25cf the questions on this question paper are printed twice, once in traditional and once in simplified  characters. to read them in traditional characters, turn to page 4; to read them in simplified characters,  turn to page 10. you may write your answer in either traditional or simplified characters. information \u25cf\t the \ttotal\tmark\tfor\tthis\tpaper\tis\t60. \u25cf\t the \tnumber\tof\tmarks\tfor\teach\tquestion \tor\tpart\tquestion \tis\tshown\tin\tbrackets \t[\t]. \u25cf\t the \tinsert\tcontains\tthe\treading\tpassages. \u8aaa\u660e\u8aaa\u660e \u25cf\t\u8acb\u7528\u4e2d\u6587\u4e2d\u6587\u56de\u7b54 \u6240\u6709\u6240\u6709\u554f\u984c\u3002\u8acb\u4f7f\u7528\u9ed1\u8272\u6216\u6df1\u85cd\u8272\u7684\u7b46\u3002 \u4e0d\u8981\u4e0d\u8981\u7528\u53ef\u64e6\u7b46\u6216\u8005\u5857\u6539\u6db2\u3002 \u25cf\t\u5728\u672c\u9801\u4e0a\u65b9\u7684\u65b9\u6846\u4e2d\u586b\u5beb\u4f60\u7684\u59d3\u540d\u3001\u4e2d\u5fc3\u865f\u78bc\u548c\u8003\u751f\u865f\u78bc\u3002 \u25cf\t\u8acb\u628a\u6bcf\u4e00\u984c\u7684\u7b54\u6848\u5beb\u5728\u8a66\u5377\u6240\u63d0\u4f9b\u7684\u7a7a\u683c\u5167\u3002 \u25cf\t\u4e0d\u8981\u4e0d\u8981\u5728\u4efb\u4f55\u689d\u78bc\u4e0a\u66f8\u5beb\u3002 \u25cf\t\u4e0d\u53ef\u4ee5\u4e0d\u53ef\u4ee5\u4f7f\u7528\u5b57\u5178\u3002 \u25cf\t\u9019\u4efd\u8a66\u5377\u4e2d\u7684\u554f\u984c\u6709\u7e41\u9ad4\u548c\u7c21\u9ad4\u5169\u7a2e\u7248\u672c\u3002\u8981\u8b80\u7e41\u9ad4\u7248\uff0c\u8acb\u7ffb\u5230\u7b2c\u56db\u9801\u3002\u8981\u8b80\u7c21\u9ad4\u7248\uff0c\u8acb\u7ffb\u5230 \u7b2c\u5341\u9801\u3002\u4f60\u53ef\u4ee5\u7528\u7e41\u9ad4\u5b57\u6216\u662f\u7c21\u9ad4\u5b57\u56de\u7b54\u554f\u984c\u3002 \u8bf4\u660e\u8bf4\u660e \u25cf\t\u8bf7\u7528\u4e2d\u6587\u4e2d\u6587\u56de\u7b54 \u6240\u6709\u6240\u6709\u95ee\u9898\u3002\u8bf7\u4f7f\u7528\u9ed1\u8272\u6216\u6df1\u84dd\u8272\u7684\u7b14\u3002 \u4e0d\u8981\u4e0d\u8981\u7528\u53ef\u64e6\u7b14\u6216\u8005\u6d82\u6539\u6db2\u3002 \u25cf\t\u5728\u672c\u9875\u4e0a\u65b9\u7684\u65b9\u6846\u4e2d\u586b\u5199\u4f60\u7684\u59d3\u540d\u3001\u4e2d\u5fc3\u53f7\u7801\u548c\u8003\u751f\u53f7\u7801\u3002 \u25cf\t\u8bf7\u628a\u6bcf\u4e00\u9898\u7684\u7b54\u6848\u5199\u5728\u8bd5\u5377\u6240\u63d0\u4f9b\u7684\u7a7a\u683c\u5167\u3002 \u25cf\t\u4e0d\u8981\u4e0d\u8981\u5728\u4efb\u4f55\u6761\u7801\u4e0a\u4e66\u5199\u3002 \u25cf\t\u4e0d\u53ef\u4ee5\u4e0d\u53ef\u4ee5\u4f7f\u7528\u5b57\u5178\u3002 \u25cf\t\u8fd9\u4efd\u8bd5\u5377\u4e2d\u7684\u95ee\u9898\u6709\u7e41\u4f53\u548c\u7b80\u4f53\u4e24\u79cd\u7248\u672c\u3002\u8981\u8bfb\u7e41\u4f53\u7248\uff0c\u8bf7\u7ffb\u5230\u7b2c\u56db\u9875\u3002\u8981\u8bfb\u7b80\u4f53\u7248\uff0c\u8bf7\u7ffb\u5230 \u7b2c\u5341\u9875\u3002\u4f60\u53ef\u4ee5\u7528\u7e41\u4f53\u5b57\u6216\u662f\u7b80\u4f53\u5b57\u56de\u7b54\u95ee\u9898\u3002 *4192694717*",
+            "2": "2 0509/13/m/j/22 \u00a9 ucles 2022 \u4fe1\u606f\u4fe1\u606f  \u25cf\u9019\u4efd\u8a66\u5377\u7684\u7e3d\u5206\u662f\u516d\u5341\u5206\u3002  \u25cf\u6bcf\u4e00\u984c\u6216\u8005\u6bcf\u4e00\u5c0f\u984c\u7684\u5206\u6578\u986f\u793a\u5728\u5404\u984c\u5f8c\u9762\u7684\u62ec\u865f  [ ] \u88e1\u3002  \u25cf\u9019\u4efd\u63d2\u9801\u6709\u8003\u751f\u9700\u8981\u95b1\u8b80\u7684\u77ed\u6587\u3002 \u4fe1\u606f\u4fe1\u606f  \u25cf\u8fd9\u4efd\u8bd5\u5377\u7684\u603b\u5206\u662f\u516d\u5341\u5206\u3002  \u25cf\u6bcf\u4e00\u9898\u6216\u8005\u6bcf\u4e00\u5c0f\u9898\u7684\u5206\u6570\u663e\u793a\u5728\u5404\u9898\u540e\u9762\u7684\u62ec\u53f7  [ ] \u91cc\u3002  \u25cf\u8fd9\u4efd\u63d2\u9875\u6709\u8003\u751f\u9700\u8981\u9605\u8bfb\u7684\u77ed\u6587\u3002",
+            "3": "3 0509/13/m/j/22 \u00a9 ucles 2022 [turn over blank page",
+            "4": "4 0509/13/m/j/22 \u00a9 ucles 2022 questions in traditional characters  \u7b2c\u4e00\u90e8\u5206\u7b2c\u4e00\u90e8\u5206 \u8acb\u95b1\u8b80\u63d2\u9801\u4e0a\u7684 \u77ed\u6587\u4e00\u77ed\u6587\u4e00\uff0c\u7136\u5f8c\u5728\u8a66\u5377\u4e0a\u56de\u7b54\u554f\u984c 1\u3002 1 (a) \u5f9e\u5c0d\u6b50\u7dad\u7236\u89aa\u5de5\u4f5c\u6642\u7684\u6a23\u5b50\u7684\u63cf\u5beb\u4e2d\uff0c\u80fd\u770b\u51fa\u4ed6\u5c0d\u5de5\u4f5c\u6709\u4ec0\u9ebc\u6a23\u7684\u611f\u60c5\uff1f  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+            "5": "5 0509/13/m/j/22 \u00a9 ucles 2022 [turn over  (g) \u5411\u7236\u89aa\u5766\u767d\u81ea\u5df1\u7684\u60f3\u6cd5\u6642\uff0c\u6b50\u7dad\u7684\u5fc3\u60c5\u600e\u9ebc\u6a23\uff1f  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\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd   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\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd  [2]  (iv) \u300c\u6b50\u7dad\u7262\u7262\u5730\u77aa\u8457\u5730\u677f\uff0c\u611f\u5230\u6e6f\u59c6\u7684\u76ee\u5149\u5728\u4ed6\u7684\u982d\u9802\u71d2\u51fa\u6d1e\u4f86\u4e86\u3002 \u300d\uff08\u7b2c\u4e03\u6bb5\uff09   \ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd   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\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd  [2]   (v) \u300c\u4ed6\u9813\u4e86\u9813\uff0c\u633a\u76f4\u4e86\u80cc\uff0c\u7528\u8f15\u5fae\u537b\u7a69\u5065\u7684\u8072\u97f3\u8aaa\u3002 \u300d\uff08\u7b2c\u4e03\u6bb5\uff09   \ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd   \ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd  [1]  [\u7e3d\u5206\uff1a 23]",
+            "6": "6 0509/13/m/j/22 \u00a9 ucles 2022 \u7b2c\u4e8c\u90e8\u5206\u7b2c\u4e8c\u90e8\u5206 2\u0007\u0007 \u8acb\u95b1\u8b80\u63d2\u9801\u4e0a\u7684 \u77ed\u6587\u4e8c\u77ed\u6587\u4e8c\u548c \u77ed\u6587\u4e09\u77ed\u6587\u4e09\uff0c\u7136\u5f8c\u5728\u8a66\u5377\u4e0a\u56de\u7b54\u554f\u984c 2\u3002  \u672c\u984c\u7684\u7e3d\u5206\u662f 25\u5206\uff1a  \u2022  \u8003\u751f\u5fc5\u9808\u5c0d\u5169\u7bc7\u77ed\u6587\u4e2d\u7684\u4e8b\u5be6\u548c\u89c0\u9ede\u9032\u884c\u5206\u6790\u3001\u8a55\u50f9\u548c\u64f4\u5c55\u3002\u5728\u7be9\u9078\u548c\u7e3d\u7d50\u77ed\u6587\u4e2d\u7684\u76f8\u95dc \u8cc7\u8a0a\u7684\u57fa\u790e\u4e0a\uff0c\u7528\u81ea\u5df1\u7684\u8a71\u5beb\u4e00\u7bc7\u6587\u7ae0\u3002\uff08\u4f54 15\u5206\uff09 \u2022 \u8a9e\u8a00\u54c1\u8cea\uff08\u4f54 10\u5206\uff09 \u0007\u8003\u751f\u5beb\u7684\u5167\u5bb9\u5fc5\u9808\u4ee5 \u77ed\u6587\u4e8c\u77ed\u6587\u4e8c\u548c \u77ed\u6587\u4e09\u77ed\u6587\u4e09\u4e2d\u7684\u76f8\u95dc\u8cc7\u8a0a\u70ba\u8f14\u52a9\u57fa\u790e\u3002 \u0007\u8003\u751f\u6240\u5beb\u7684\u5b57\u6578\u5fc5\u9808\u5728 250\u81f3350\u5b57\u4e4b\u9593\u3002 \u0007\u0007 \u5047\u8a2d\u4f60\u7684\u53d4\u53d4\u6709\u4e00\u5bb6\u516c\u53f8\uff0c\u4ed6\u975e\u5e38\u6ce8\u91cd\u5de5\u4f5c\u6548\u7387\u4e14\u95dc\u5fc3\u54e1\u5de5\u5065\u5eb7\u3002\u6700\u8fd1\uff0c\u4ed6\u7684\u516c\u53f8\u6709\u5e7e\u500b\u5e74\u8f15 \u7684\u54e1\u5de5\u7533\u8acb\u4e86\u5728\u5bb6\u8fa6\u516c\uff0c\u4ed6\u60f3\u77ad\u89e3\u4f60\u7684\u770b\u6cd5\u3002\u7d66\u4f60\u7684\u53d4\u53d4\u5beb\u4e00\u5c01\u90f5\u4ef6\uff0c\u544a\u8a34\u4ed6\u4f60\u7684\u60f3\u6cd5\u3002\u5728\u90f5 \u4ef6\u4e2d\uff0c\u8acb\u5305\u62ec\u4ee5\u4e0b\u5169\u500b\u8981\u9ede\uff1a  \u2022 \u5c0d\u54e1\u5de5\u4f86\u8aaa\uff0c\u5c45\u5bb6\u8fa6\u516c\u6709\u54ea\u4e9b\u5229\u8207\u5f0a\uff1b  \u2022 \u5c0d\u96c7\u4e3b\u4f86\u8aaa\uff0c\u8a72\u5982\u4f55\u61c9\u5c0d\u5de5\u4f5c\u5834\u6240\u591a\u5143\u5316\u7684\u8da8\u52e2\u3002 100 200",
+            "7": "7 0509/13/m/j/22 \u00a9 ucles 2022 [turn over 300 400 500 600 [\u7e3d\u5206\uff1a 25]",
+            "8": "8 0509/13/m/j/22 \u00a9 ucles 2022 \u7b2c\u4e09\u90e8\u5206\u7b2c\u4e09\u90e8\u5206  \u8acb\u95b1\u8b80\u63d2\u9801\u4e0a\u7684 \u77ed\u6587\u56db\u77ed\u6587\u56db\uff0c\u7136\u5f8c\u5728\u8a66\u5377\u4e0a\u56de\u7b54\u554f\u984c 3\u3002 3 (a) \u780d\u67f4\u3001\u653e\u7267\u3001\u8015\u7530\u548c\u6253\u9b5a\u6709\u4ec0\u9ebc\u76f8\u540c\u4e4b\u8655\uff1f  \ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd  \ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd  \ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd  [2]  (b) \u7528\u81ea\u5df1\u7684\u8a71\u56de\u7b54\uff0c\u70ba\u4ec0\u9ebc\u8aaa \u300c\u64c7\u696d\u83ab\u82e5\u6f01 \u300d\uff1f  \ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd  \ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd  [1]  (c) \u821c\u548c\u5c1a\u7236\u70ba\u4ec0\u9ebc\u8981\u4ee5\u6253\u9b5a\u70ba\u751f\uff1f  \ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd  \ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd  [1]  (d) \u70ba\u4ec0\u9ebc\u4f5c\u8005\u8aaa\u56b4\u9675\u662f \u300c\u53e4\u4eca\u4e00\u4eba \u300d\uff1f  \ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd  \ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd  [1]  (e) \u4e0b\u5217\u53e5\u5b50\u5206\u5225\u6307\u7684\u662f\u8ab0\uff1f   (i) \u300c\u4e0d\u6562\u4e0d\u807d\u547d\u7109 \u300d \u8aaa\u7684\u662f  \ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd  [1]  (ii) \u300c\u7686\u70ba\u4e16\u800c\u8d77 \u300d \u8aaa\u7684\u662f  \ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd  [1]",
+            "9": "9 0509/13/m/j/22 \u00a9 ucles 2022 [turn over  (f) \u89e3\u91cb\u4e0b\u9762\u5283\u7dda\u5b57\u8a5e\u7684\u610f\u601d\u3002   (i) \u800c\u7368\u7121\u50ad\u6f01  \ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd  [1]  (ii) \u84cb\u6a02\u751f\u65bc\u81ea\u6709\u5176\u8eab\u6545\u4e5f  \ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd  [1]  (iii) \u53c8\u7109\u8db3\u6a02\u4e4e  \ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd  [1]  (iv) \u8c48\u60df\u50ad\u54c9  \ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd  [1]  (v) \u4ea6\u5f80\u5f80\u65bc\u6f01  \ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd  [1]  [\u7e3d\u5206\uff1a 12]",
+            "10": "10 0509/13/m/j/22 \u00a9 ucles 2022 questions in simplified characters  \u7b2c\u4e00\u90e8\u5206\u7b2c\u4e00\u90e8\u5206 \u8bf7\u9605\u8bfb\u63d2\u9875\u4e0a\u7684 \u77ed\u6587\u4e00\u77ed\u6587\u4e00\uff0c\u7136\u540e\u5728\u8bd5\u5377\u4e0a\u56de\u7b54\u95ee\u9898 1\u3002 1 (a) \u4ece\u5bf9\u6b27\u7ef4\u7236\u4eb2\u5de5\u4f5c\u65f6\u7684\u6837\u5b50\u7684\u63cf\u5199\u4e2d\uff0c\u80fd\u770b\u51fa\u4ed6\u5bf9\u5de5\u4f5c\u6709\u4ec0\u4e48\u6837\u7684\u611f\u60c5\uff1f  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+            "11": "11 0509/13/m/j/22 \u00a9 ucles 2022 [turn over  (g) \u5411\u7236\u4eb2\u5766\u767d\u81ea\u5df1\u7684\u60f3\u6cd5\u65f6\uff0c\u6b27\u7ef4\u7684\u5fc3\u60c5\u600e\u4e48\u6837\uff1f  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\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd   \ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd  [2]  (iii) \u201c\u4ed6\u6307\u7740\u94b1\u5305\u56b7\u56b7\u3002\u201d\uff08\u7b2c\u4e94\u6bb5\uff09   \ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd   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\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd  [2]  (iv) \u201c\u6b27\u7ef4\u7262\u7262\u5730\u77aa\u7740\u5730\u677f\uff0c\u611f\u5230\u6c64\u59c6\u7684\u76ee\u5149\u5728\u4ed6\u7684\u5934\u9876\u70e7\u51fa\u6d1e\u6765\u4e86\u3002\u201d(\u7b2c\u4e03\u6bb5)   \ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd   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\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd  [2]   (v) \u201c\u4ed6\u987f\u4e86\u987f\uff0c\u633a\u76f4\u4e86\u80cc\uff0c\u7528\u8f7b\u5fae\u5374\u7a33\u5065\u7684\u58f0\u97f3\u8bf4\u3002\u201d\uff08\u7b2c\u4e03\u6bb5\uff09   \ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd   \ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd  [1]  [\u603b\u5206\uff1a 23]",
+            "12": "12 0509/13/m/j/22 \u00a9 ucles 2022 \u7b2c\u4e8c\u90e8\u5206\u7b2c\u4e8c\u90e8\u5206 2\u0007\u0007 \u8bf7\u9605\u8bfb\u63d2\u9875\u4e0a\u7684 \u77ed\u6587\u4e8c\u77ed\u6587\u4e8c\u548c \u77ed\u6587\u4e09\u77ed\u6587\u4e09\uff0c\u7136\u540e\u5728\u8bd5\u5377\u4e0a\u56de\u7b54\u95ee\u9898 2\u3002  \u672c\u9898\u7684\u603b\u5206\u662f 25\u5206\uff1a \u2022 \u0007\u8003\u751f\u5fc5\u987b\u5bf9\u4e24\u7bc7\u77ed\u6587\u4e2d\u7684\u4e8b\u5b9e\u548c\u89c2\u70b9\u8fdb\u884c\u5206\u6790\u3001\u8bc4\u4ef7\u548c\u6269\u5c55\u3002\u5728\u7b5b\u9009\u548c\u603b\u7ed3\u77ed\u6587\u4e2d\u7684\u76f8\u5173\u4fe1\u606f \u7684\u57fa\u7840\u4e0a\uff0c\u7528\u81ea\u5df1\u7684\u8bdd\u5199\u4e00\u7bc7\u6587\u7ae0\u3002\uff08\u5360 15\u5206\uff09 \u2022 \u8bed\u8a00\u8d28\u91cf\uff08\u5360 10\u5206\uff09 \u0007\u8003\u751f\u5199\u7684\u5185\u5bb9\u5fc5\u987b\u4ee5 \u77ed\u6587\u4e8c\u77ed\u6587\u4e8c\u548c \u77ed\u6587\u4e09\u77ed\u6587\u4e09\u4e2d\u7684\u76f8\u5173\u4fe1\u606f\u4e3a\u8f85\u52a9\u57fa\u7840\u3002 \u0007\u8003\u751f\u6240\u5199\u7684\u5b57\u6570\u5fc5\u987b\u5728 250\u81f3350\u5b57\u4e4b\u95f4\u3002 \u0007\u0007 \u5047\u8bbe\u4f60\u7684\u53d4\u53d4\u6709\u4e00\u5bb6\u516c\u53f8\uff0c\u4ed6\u975e\u5e38\u6ce8\u91cd\u5de5\u4f5c\u6548\u7387\u4e14\u5173\u5fc3\u5458\u5de5\u5065\u5eb7\u3002\u6700\u8fd1\uff0c\u4ed6\u7684\u516c\u53f8\u6709\u51e0\u4e2a\u5e74\u8f7b\u7684 \u5458\u5de5\u7533\u8bf7\u4e86\u5728\u5bb6\u529e\u516c\uff0c\u4ed6\u60f3\u4e86\u89e3\u4f60\u7684\u770b\u6cd5\u3002\u7ed9\u4f60\u7684\u53d4\u53d4\u5199\u4e00\u5c01\u90ae\u4ef6\uff0c\u544a\u8bc9\u4ed6\u4f60\u7684\u60f3\u6cd5\u3002\u5728\u90ae\u4ef6 \u4e2d\uff0c\u8bf7\u5305\u62ec\u4ee5\u4e0b\u4e24\u4e2a\u8981\u70b9\uff1a  \u2022 \u5bf9\u5458\u5de5\u6765\u8bf4\uff0c\u5c45\u5bb6\u529e\u516c\u6709\u54ea\u4e9b\u5229\u4e0e\u5f0a\uff1b  \u2022 \u5bf9\u96c7\u4e3b\u6765\u8bf4\uff0c\u8be5\u5982\u4f55\u5e94\u5bf9\u5de5\u4f5c\u573a\u6240\u591a\u5143\u5316\u7684\u8d8b\u52bf\u3002 \u0007   100 200",
+            "13": "13 0509/13/m/j/22 \u00a9 ucles 2022 [turn over 300 400 500 600 [\u603b\u5206\uff1a 25]",
+            "14": "14 0509/13/m/j/22 \u00a9 ucles 202214 \u7b2c\u4e09\u90e8\u5206\u7b2c\u4e09\u90e8\u5206  \u8bf7\u9605\u8bfb\u63d2\u9875\u4e0a\u7684 \u77ed\u6587\u56db\u77ed\u6587\u56db\uff0c\u7136\u540e\u5728\u8bd5\u5377\u4e0a\u56de\u7b54\u95ee\u9898 3\u3002 3 (a) \u780d\u67f4\u3001\u653e\u7267\u3001\u8015\u7530\u548c\u6253\u9c7c\u6709\u4ec0\u4e48\u76f8\u540c\u4e4b\u5904\uff1f  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\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd  [1]  (e) \u4e0b\u5217\u53e5\u5b50\u5206\u522b\u6307\u7684\u662f\u8c01\uff1f   (i) \u201c\u4e0d\u6562\u4e0d\u542c\u547d\u7109\u201d \u8bf4\u7684\u662f  \ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd  [1]  (ii) \u201c\u7686\u4e3a\u4e16\u800c\u8d77\u201d \u8bf4\u7684\u662f  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+            "15": "15 0509/13/m/j/22 \u00a9 ucles 2022 (f) \u89e3\u91ca\u4e0b\u9762\u5212\u7ebf\u5b57\u8bcd\u7684\u610f\u601d\u3002   (i) \u800c\u72ec\u65e0\u4f63\u6e14  \ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd  [1]  (ii) \u76d6\u4e50\u751f\u4e8e\u81ea\u6709\u5176\u8eab\u6545\u4e5f  \ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd  [1]  (iii) \u53c8\u7109\u8db3\u4e50\u4e4e  \ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd  [1]  (iv) \u5c82\u60df\u4f63\u54c9  \ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd  [1]  (v) \u4ea6\u5f80\u5f80\u4e8e\u6e14  \ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd  [1]  [\u603b\u5206\uff1a 12]",
+            "16": "16 0509/13/m/j/22 \u00a9 ucles 2022 permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible \ufffd 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 \ufffd 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 \ufffd this is produced for each series of examinations and is freely available to download  at www \ufffdcambridgeinternational \ufffdorg after the live examination series \ufffd cambridge assessment international education is part of cambridge assessment \ufffd cambridge assessment is the brand name of the university of cambridge  local examinations syndicate (ucles), which is a department of the university of cambridge \ufffdblank page"
+        },
+        "0509_s22_qp_21.pdf": {
+            "1": "*0131822324*this document has 16 pages. any blank pages are indicated. nl 310077 \u00a9 ucles 2022  [turn overcambridge igcse\u2122 first language chinese  0509/21 paper 2 writing  may/june 2022  2 hours you must answer on the question paper. no additional materials are needed. instructions  \u25cf answer two questions, one from section 1 and one from section 2.  \u25cf use a black or dark blue pen. do not use an erasable pen or correction fluid.  \u25cf write your name, centre number and candidate number in the boxes at the top of the page.  \u25cf write your answer to each question in the space provided.  \u25cf do not write on any bar codes.  \u25cf dictionaries are not allowed.  \u25cf the essay titles on this question paper are printed twice, once in traditional and once in simplified  characters. to read the titles in traditional characters, turn to page 4; to read the titles in simplified  characters, turn to page 10. you may write your answer in either traditional or simplified characters. information  \u25cf the total mark for this paper is 50.  \u25cf each question is worth 25 marks. \u8aaa\u660e\u8aaa\u660e \u25cf \u8acb\u56de\u7b54\u5169\u500b\u5169\u500b\u554f\u984c\uff0c\u5f9e\u7b2c\u4e00\u90e8\u5206\u9078\u64c7 \u4e00\u500b\u4e00\u500b\u554f\u984c\uff0c\u7136\u5f8c\u5f9e\u7b2c\u4e8c\u90e8\u5206\u4e5f\u9078\u64c7 \u4e00\u500b\u4e00\u500b\u554f\u984c\u4f86\u7b54\u984c\u3002 \u25cf \u8acb\u4f7f\u7528\u9ed1\u8272\u6216\u6df1\u85cd\u8272\u7684\u7b46\u3002 \u4e0d\u8981\u4e0d\u8981\u7528\u53ef\u64e6\u7b46\u6216\u8005\u5857\u6539\u6db2\u3002 \u25cf \u5728\u672c\u9801\u4e0a\u65b9\u7684\u65b9\u6846\u4e2d\u586b\u5beb\u4f60\u7684\u59d3\u540d\u3001\u4e2d\u5fc3\u865f\u78bc\u548c\u8003\u751f\u865f\u78bc\u3002 \u25cf \u8acb\u628a\u6bcf\u4e00\u984c\u7684\u7b54\u6848\u5beb\u5728\u8a66\u5377\u6240\u63d0\u4f9b\u7684\u7a7a\u683c\u5167\u3002 \u25cf \u4e0d\u8981\u4e0d\u8981\u5728\u4efb\u4f55\u689d\u78bc\u4e0a\u66f8\u5beb\u3002 \u25cf \u4e0d\u53ef\u4ee5\u4e0d\u53ef\u4ee5\u4f7f\u7528\u5b57\u5178\u3002 \u25cf \u9019\u4efd\u8a66\u5377\u4e2d\u7684\u4f5c\u6587\u984c\u76ee\u6709\u7e41\u9ad4\u548c\u7c21\u9ad4\u5169\u7a2e\u7248\u672c\u3002\u8981\u8b80\u7e41\u9ad4\u7248\u7684\u984c\u76ee\uff0c\u8acb\u7ffb\u5230\u7b2c\u56db\u9801\u3002\u8981\u8b80\u7c21\u9ad4 \u7248\u7684\u984c\u76ee\uff0c\u8acb\u7ffb\u5230\u7b2c\u5341\u9801\u3002\u4f60\u53ef\u4ee5\u7528\u7e41\u9ad4\u5b57\u6216\u662f\u7c21\u9ad4\u5b57\u56de\u7b54\u554f\u984c\u3002 \u8bf4\u660e\u8bf4\u660e \u25cf \u8bf7\u56de\u7b54\u4e24\u4e2a\u4e24\u4e2a\u95ee\u9898\uff0c\u4ece\u7b2c\u4e00\u90e8\u5206\u9009\u62e9 \u4e00\u4e2a\u4e00\u4e2a\u95ee\u9898\uff0c\u7136\u540e\u4ece\u7b2c\u4e8c\u90e8\u5206\u4e5f\u9009\u62e9 \u4e00\u4e2a\u4e00\u4e2a\u95ee\u9898\u6765\u7b54\u9898\u3002 \u25cf \u8bf7\u4f7f\u7528\u9ed1\u8272\u6216\u6df1\u84dd\u8272\u7684\u7b14\u3002 \u4e0d\u8981\u4e0d\u8981\u7528\u53ef\u64e6\u7b14\u6216\u8005\u6d82\u6539\u6db2\u3002 \u25cf \u5728\u672c\u9875\u4e0a\u65b9\u7684\u65b9\u6846\u4e2d\u586b\u5199\u4f60\u7684\u59d3\u540d\u3001\u4e2d\u5fc3\u53f7\u7801\u548c\u8003\u751f\u53f7\u7801\u3002 \u25cf \u8bf7\u628a\u6bcf\u4e00\u9898\u7684\u7b54\u6848\u5199\u5728\u8bd5\u5377\u6240\u63d0\u4f9b\u7684\u7a7a\u683c\u5185\u3002 \u25cf \u4e0d\u8981\u4e0d\u8981\u5728\u4efb\u4f55\u6761\u7801\u4e0a\u4e66\u5199\u3002 \u25cf \u4e0d\u53ef\u4ee5\u4e0d\u53ef\u4ee5\u4f7f\u7528\u5b57\u5178\u3002 \u25cf \u8fd9\u4efd\u8bd5\u5377\u4e2d\u7684\u4f5c\u6587\u9898\u76ee\u6709\u7e41\u4f53\u548c\u7b80\u4f53\u4e24\u79cd\u7248\u672c\u3002\u8981\u8bfb\u7e41\u4f53\u7248\u7684\u9898\u76ee\uff0c\u8bf7\u7ffb\u5230\u7b2c\u56db\u9875\u3002\u8981\u8bfb\u7b80\u4f53 \u7248\u7684\u9898\u76ee\uff0c\u8bf7\u7ffb\u5230\u7b2c\u5341\u9875\u3002\u4f60\u53ef\u4ee5\u7528\u7e41\u4f53\u5b57\u6216\u662f\u7b80\u4f53\u5b57\u56de\u7b54\u95ee\u9898\u3002",
+            "2": "2 0509/21/m/j/22 \u00a9 ucles 2022 \u4fe1\u606f\u4fe1\u606f \u25cf \u9019\u4efd\u8a66\u5377\u7684\u7e3d\u5206\u662f\u4e94\u5341\u5206\u3002 \u25cf \u6bcf\u4e00\u984c\u7684\u5206\u503c\u662f\u4e8c\u5341\u4e94\u5206\u3002 \u4fe1\u606f\u4fe1\u606f  \u25cf\u8fd9\u4efd\u8bd5\u5377\u7684\u603b\u5206\u662f\u4e94\u5341\u5206\u3002  \u25cf\u6bcf\u4e00\u9898\u7684\u5206\u503c\u662f\u4e8c\u5341\u4e94\u5206\u3002",
+            "3": "3 0509/21/m/j/22 \u00a9 ucles 2022 [turn over blank page",
+            "4": "4 0509/21/m/j/22 \u00a9 ucles 2022 questions in traditional characters \u8acb\u5beb\u5169\u7bc7\u5169\u7bc7\u4f5c\u6587\uff0c\u6bcf\u7bc7\u4f5c\u6587\u7684\u5b57\u6578\u61c9\u7576\u5728 400\u5230600\u5b57\u4e4b\u9593\u3002 \u5728\u7b2c\u4e00\u90e8\u5206\u4e2d \u4efb\u9078\u4e00\u984c\u4efb\u9078\u4e00\u984c\uff0c\u5728\u7b2c\u4e8c\u90e8\u5206\u4e2d \u518d\u4efb\u9078\u4e00\u984c\u518d\u4efb\u9078\u4e00\u984c\u3002 \u7b2c\u4e00\u90e8\u5206\u7b2c\u4e00\u90e8\u5206 \u8b70\u8ad6\u8b70\u8ad6 \u9078\u64c7\t \t 1  \u300c\u4eba\u4e0d\u8981\u505a\u8ffd\u96a8\u8005\uff0c\u8981\u722d\u505a\u9818\u5148\u8005\u3002 \u300d\u4f60\u540c\u610f\u55ce\uff1f\u5beb\u4e00\u7bc7\u5177\u6709\u8aaa\u670d\u529b\u7684\u6587\u7ae0\uff0c\u8aaa\u660e\u4f60 \u70ba\u4ec0\u9ebc\u540c\u610f \u6216\u8005\u6216\u8005\u4e0d\u540c\u610f\u9019\u500b\u89c0\u9ede\u3002 \u6216\u8005\t \t 2   \u300c\u53ea\u8981\u5b78\u7fd2\u6210\u7e3e\u597d\u5c31\u884c\uff0c\u5176\u5b83\u4ec0\u9ebc\u90fd\u4e0d\u91cd\u8981\u3002 \u300d\u4f60\u540c\u610f\u55ce\uff1f\u5beb\u4e00\u7bc7\u5177\u6709\u8aaa\u670d\u529b\u7684\u6587 \u7ae0\uff0c\u8aaa\u660e\u4f60\u70ba\u4ec0\u9ebc\u540c\u610f \u6216\u8005\u6216\u8005\u4e0d\u540c\u610f\u9019\u500b\u8aaa\u6cd5\u3002 \u8a0e\u8ad6\u8a0e\u8ad6 \u6216\u8005\t \t 3\t\t\u7576\u5730\u4e00\u5e74\u4e00\u5ea6\u7684 \u300c\u7f8e\u98df\u7bc0\u300d\u6d3b\u52d5\u53c8\u8981\u958b\u59cb\u4e86\uff0c\u5b78\u6821\u865f\u53ec\u5927\u5bb6\u5c31\u6b64\u5beb\u4e00\u7bc7\u6587\u7ae0\u3002\u6587\u7ae0\u5fc5 \u9808\u5305\u62ec\u4ee5\u4e0b\u5e7e\u9ede\uff1a    \u2022 \u300c\u7f8e\u98df\u7bc0\u300d\u6d3b\u52d5\u7684\u6982\u6cc1\uff1b    \u2022\t \u8209\u8fa6\u8a72\u6d3b\u52d5\u7684\u5229\u8207\u5f0a\uff1b    \u2022\t\u8b93\u300c\u7f8e\u98df\u7bc0\u300d\u66f4\u52a0\u5b8c\u5584\u7684\u5efa\u8b70\u3002 \u6216\u8005\t \t 4\t\t\u5728\u65c5\u884c\u4e2d\uff0c\u8d8a\u4f86\u8d8a\u591a\u7684\u904a\u5ba2\u6703\u9078\u64c7\u4f4f\u5728\u7576\u5730\u4eba\u5bb6\u800c\u4e0d\u662f\u661f\u7d1a\u9152\u5e97\u3002\u8acb\u4f60\u5c31\u9019\u7a2e\u73fe\u8c61\u5beb \u4e00\u7bc7\u535a\u5ba2\u3002\u535a\u5ba2\u5fc5\u9808\u5305\u62ec\u4ee5\u4e0b\u5e7e\u9ede\uff1a    \u2022\t \u65c5\u884c\u7684\u76ee\u7684\uff1b    \u2022\t \u4f4f\u5728\u7576\u5730\u4eba\u5bb6\u7684\u597d\u8655\u548c\u58de\u8655\uff1b    \u2022\t \u9019\u6a23\u7684\u6539\u8b8a\u6703\u5c0d\u7576\u5730\u4eba\u7684\u751f\u6d3b\u5e36\u4f86\u4ec0\u9ebc\u5f71\u97ff\u3002",
+            "5": "5 0509/21/m/j/22 \u00a9 ucles 2022 [turn over 100 200 300 400\u8acb\u628a\u6240\u9078\u984c\u865f\u5beb\u5728\u9019\u88e1\u4e26\u4f5c\u7b54..",
+            "6": "6 0509/21/m/j/22 \u00a9 ucles 2022 500 600 700 800",
+            "7": "7 0509/21/m/j/22 \u00a9 ucles 2022 [turn over \u7b2c\u4e8c\u90e8\u5206\u7b2c\u4e8c\u90e8\u5206 \u63cf\u8ff0\u63cf\u8ff0 \u9078\u64c7\t \t 5\t\t\u4e0a\u500b\u661f\u671f\u4e94\uff0c\u8001\u5e2b\u5e36\u9818\u5168\u73ed\u540c\u5b78\u53c3\u89c0\u4e86\u7576\u5730\u7684\u4e00\u5bb6\u5546\u696d\u516c\u53f8\u3002\u63cf\u5beb\u4f60\u770b\u5230\u7684\u8fa6\u516c\u5ba4\u7684 \u5834\u666f\u548c\u5de5\u4f5c\u6c1b\u570d\u3002 \u6216\u8005\t \t 6\t\t \t\u4e00\u5929\uff0c\u4f60\u60f3\u8d77\u5c0f\u6642\u5019\u548c\u597d\u670b\u53cb\u73a9 \u300c\u6349\u8ff7\u85cf\u300d\u7684\u904a\u6232\u3002\u63cf\u5beb\u4f60\u85cf\u8eab\u7684\u5730\u65b9\u548c\u4f60\u8a18\u61b6\u4e2d\u7684 \u611f\u53d7\u3002 \u6558\u8ff0\u6558\u8ff0 \u6216\u8005\t \t 7  \u4ee5\u300c\u6211\u5728\u7db2\u7d61\u4e16\u754c\u4e2d\u7684\u865b\u64ec\u751f\u6d3b\u300d\u70ba\u60c5\u5883\uff0c\u5beb\u4e00\u500b\u6545\u4e8b\u3002 \u6216\u8005\t \t 8\t\t \t\u6558\u8ff0\u4e00\u4ef6\u4f60\u60f3\u518d\u7d93\u6b77\u4e00\u6b21\u7684\u4e8b\u60c5\u3002",
+            "8": "8 0509/21/m/j/22 \u00a9 ucles 2022 100 200 300 400\u8acb\u628a\u6240\u9078\u984c\u865f\u5beb\u5728\u9019\u88e1\u4e26\u4f5c\u7b54..",
+            "9": "9 0509/21/m/j/22 \u00a9 ucles 2022 [turn over 500 600 700 800",
+            "10": "10 0509/21/m/j/22 \u00a9 ucles 2022 questions in simplified characters \u8bf7\u5199\u4e24\u7bc7\u4e24\u7bc7\u4f5c\u6587\uff0c\u6bcf\u7bc7\u4f5c\u6587\u7684\u5b57\u6570\u5e94\u5f53\u5728 400\u5230600\u5b57\u4e4b\u95f4\u3002 \u5728\u7b2c\u4e00\u90e8\u5206\u4e2d \u4efb\u9009\u4e00\u9898\u4efb\u9009\u4e00\u9898\uff0c\u5728\u7b2c\u4e8c\u90e8\u5206\u4e2d \u518d\u4efb\u9009\u4e00\u9898\u518d\u4efb\u9009\u4e00\u9898\u3002 \u7b2c\u4e00\u90e8\u5206\u7b2c\u4e00\u90e8\u5206 \u8bae\u8bba\u8bae\u8bba \u9009\u62e9\t \t 1\t\t\u201c\u4eba\u4e0d\u8981\u505a\u8ffd\u968f\u8005\uff0c\u8981\u4e89\u505a\u9886\u5148\u8005\u3002\u201d\u4f60\u540c\u610f\u5417\uff1f\u5199\u4e00\u7bc7\u5177\u6709\u8bf4\u670d\u529b\u7684\u6587\u7ae0\uff0c\u8bf4\u660e\u4f60 \u4e3a\u4ec0\u4e48\u540c\u610f \u6216\u8005\u6216\u8005\u4e0d\u540c\u610f\u8fd9\u4e2a\u89c2\u70b9\u3002 \u6216\u8005\t \t 2\t\t \t\u201c\u53ea\u8981\u5b66\u4e60\u6210\u7ee9\u597d\u5c31\u884c\uff0c\u5176\u5b83\u4ec0\u4e48\u90fd\u4e0d\u91cd\u8981\u3002\u201d\u4f60\u540c\u610f\u5417\uff1f\u5199\u4e00\u7bc7\u5177\u6709\u8bf4\u670d\u529b\u7684\u6587 \u7ae0\uff0c\u8bf4\u660e\u4f60\u4e3a\u4ec0\u4e48\u540c\u610f \u6216\u8005\u6216\u8005\u4e0d\u540c\u610f\u8fd9\u4e2a\u8bf4\u6cd5\u3002 \u8ba8\u8bba\u8ba8\u8bba \u6216\u8005\t \t 3\t\t\u5f53\u5730\u4e00\u5e74\u4e00\u5ea6\u7684\u201c\u7f8e\u98df\u8282\u201d\u6d3b\u52a8\u53c8\u8981\u5f00\u59cb\u4e86\uff0c\u5b66\u6821\u53f7\u53ec\u5927\u5bb6\u5c31\u6b64\u5199\u4e00\u7bc7\u6587\u7ae0\u3002\u6587\u7ae0\u5fc5 \u987b\u5305\u62ec\u4ee5\u4e0b\u51e0\u70b9\uff1a    \u2022\t \u201c\u7f8e\u98df\u8282\u201d\u6d3b\u52a8\u7684\u6982\u51b5\uff1b    \u2022\t \u4e3e\u529e\u8be5\u6d3b\u52a8\u7684\u5229\u4e0e\u5f0a\uff1b    \u2022\t \u8ba9\u201c\u7f8e\u98df\u8282\u201d\u66f4\u52a0\u5b8c\u5584\u7684\u5efa\u8bae\u3002 \u6216\u8005\t \t 4\t\t\u5728\u65c5\u884c\u4e2d\uff0c\u8d8a\u6765\u8d8a\u591a\u7684\u6e38\u5ba2\u4f1a\u9009\u62e9\u4f4f\u5728\u5f53\u5730\u4eba\u5bb6\u800c\u4e0d\u662f\u661f\u7ea7\u9152\u5e97\u3002\u8bf7\u4f60\u5c31\u8fd9\u79cd\u73b0\u8c61\u5199 \u4e00\u7bc7\u535a\u5ba2\u3002\u535a\u5ba2\u5fc5\u987b\u5305\u62ec\u4ee5\u4e0b\u51e0\u70b9\uff1a    \u2022\t \u65c5\u884c\u7684\u76ee\u7684\uff1b    \u2022\t \u4f4f\u5728\u5f53\u5730\u4eba\u5bb6\u7684\u597d\u5904\u548c\u574f\u5904\uff1b    \u2022\t \u8fd9\u6837\u7684\u6539\u53d8\u4f1a\u5bf9\u5f53\u5730\u4eba\u7684\u751f\u6d3b\u5e26\u6765\u4ec0\u4e48\u5f71\u54cd\u3002",
+            "11": "11 0509/21/m/j/22 \u00a9 ucles 2022 [turn over 100 200 300 400\u8bf7\u628a\u6240\u9009\u9898\u53f7\u5199\u5728\u8fd9\u91cc\u5e76\u4f5c\u7b54..",
+            "12": "12 0509/21/m/j/22 \u00a9 ucles 2022 500 600 700 800",
+            "13": "13 0509/21/m/j/22 \u00a9 ucles 2022 [turn over \u7b2c\u4e8c\u90e8\u5206\u7b2c\u4e8c\u90e8\u5206 \u63cf\u8ff0\u63cf\u8ff0 \u9009\u62e9\t \t 5\t\t\u4e0a\u4e2a\u661f\u671f\u4e94\uff0c\u8001\u5e08\u5e26\u9886\u5168\u73ed\u540c\u5b66\u53c2\u89c2\u4e86\u5f53\u5730\u7684\u4e00\u5bb6\u5546\u4e1a\u516c\u53f8\u3002\u63cf\u5199\u4f60\u770b\u5230\u7684\u529e\u516c\u5ba4\u7684 \u573a\u666f\u548c\u5de5\u4f5c\u6c1b\u56f4\u3002 \u6216\u8005\t \t 6\t\t \t\u4e00\u5929\uff0c\u4f60\u60f3\u8d77\u5c0f\u65f6\u5019\u548c\u597d\u670b\u53cb\u73a9\u201c\u6349\u8ff7\u85cf\u201d\u7684\u6e38\u620f\u3002\u63cf\u5199\u4f60\u85cf\u8eab\u7684\u5730\u65b9\u548c\u4f60\u8bb0\u5fc6\u4e2d\u7684 \u611f\u53d7\u3002 \u53d9\u8ff0\u53d9\u8ff0 \u6216\u8005\t \t 7\t\t\u4ee5\u201c\u6211\u5728\u7f51\u7edc\u4e16\u754c\u4e2d\u7684\u865a\u62df\u751f\u6d3b\u201d\u4e3a\u60c5\u5883\uff0c\u5199\u4e00\u4e2a\u6545\u4e8b\u3002 \u6216\u8005\t \t 8\t\t \t\u53d9\u8ff0\u4e00\u4ef6\u4f60\u60f3\u518d\u7ecf\u5386\u4e00\u6b21\u7684\u4e8b\u60c5\u3002",
+            "14": "14 0509/21/m/j/22 \u00a9 ucles 2022 100 200 300 400\u8bf7\u628a\u6240\u9009\u9898\u53f7\u5199\u5728\u8fd9\u91cc\u5e76\u4f5c\u7b54..",
+            "15": "15 0509/21/m/j/22 \u00a9 ucles 2022 500 600 700 800",
+            "16": "16 0509/21/m/j/22 \u00a9 ucles 2022 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.blank page"
+        },
+        "0509_s22_qp_22.pdf": {
+            "1": "*1754876550*this document has 16 pages. any blank pages are indicated. nl 304634/2 \u00a9 ucles 2022  [turn overcambridge igcse\u2122 first language chinese  0509/22 paper 2 writing  may/june 2022  2 hours you must answer on the question paper. no additional materials are needed. instructions  \u25cf answer two questions, one from section 1 and one from section 2.  \u25cf use a black or dark blue pen. do not use an erasable pen or correction fluid.  \u25cf write your name, centre number and candidate number in the boxes at the top of the page.  \u25cf write your answer to each question in the space provided.  \u25cf do not write on any bar codes.  \u25cf dictionaries are not allowed.  \u25cf the essay titles on this question paper are printed twice, once in traditional and once in simplified  characters. to read the titles in traditional characters, turn to page 4; to read the titles in simplified  characters, turn to page 10. you may write your answer in either traditional or simplified characters. information  \u25cf the total mark for this paper is 50.  \u25cf each question is worth 25 marks. \u8aaa\u660e\u8aaa\u660e \u25cf \u8acb\u56de\u7b54\u5169\u500b\u5169\u500b\u554f\u984c\uff0c\u5f9e\u7b2c\u4e00\u90e8\u5206\u9078\u64c7 \u4e00\u500b\u4e00\u500b\u554f\u984c\uff0c\u7136\u5f8c\u5f9e\u7b2c\u4e8c\u90e8\u5206\u4e5f\u9078\u64c7 \u4e00\u500b\u4e00\u500b\u554f\u984c\u4f86\u7b54\u984c\u3002 \u25cf \u8acb\u4f7f\u7528\u9ed1\u8272\u6216\u6df1\u85cd\u8272\u7684\u7b46\u3002 \u4e0d\u8981\u4e0d\u8981\u7528\u53ef\u64e6\u7b46\u6216\u8005\u5857\u6539\u6db2\u3002 \u25cf \u5728\u672c\u9801\u4e0a\u65b9\u7684\u65b9\u6846\u4e2d\u586b\u5beb\u4f60\u7684\u59d3\u540d\u3001\u4e2d\u5fc3\u865f\u78bc\u548c\u8003\u751f\u865f\u78bc\u3002 \u25cf \u8acb\u628a\u6bcf\u4e00\u984c\u7684\u7b54\u6848\u5beb\u5728\u8a66\u5377\u6240\u63d0\u4f9b\u7684\u7a7a\u683c\u5167\u3002 \u25cf \u4e0d\u8981\u4e0d\u8981\u5728\u4efb\u4f55\u689d\u78bc\u4e0a\u66f8\u5beb\u3002 \u25cf \u4e0d\u53ef\u4ee5\u4e0d\u53ef\u4ee5\u4f7f\u7528\u5b57\u5178\u3002 \u25cf \u9019\u4efd\u8a66\u5377\u4e2d\u7684\u4f5c\u6587\u984c\u76ee\u6709\u7e41\u9ad4\u548c\u7c21\u9ad4\u5169\u7a2e\u7248\u672c\u3002\u8981\u8b80\u7e41\u9ad4\u7248\u7684\u984c\u76ee\uff0c\u8acb\u7ffb\u5230\u7b2c\u56db\u9801\u3002\u8981\u8b80\u7c21\u9ad4 \u7248\u7684\u984c\u76ee\uff0c\u8acb\u7ffb\u5230\u7b2c\u5341\u9801\u3002\u4f60\u53ef\u4ee5\u7528\u7e41\u9ad4\u5b57\u6216\u662f\u7c21\u9ad4\u5b57\u56de\u7b54\u554f\u984c\u3002 \u8bf4\u660e\u8bf4\u660e \u25cf \u8bf7\u56de\u7b54\u4e24\u4e2a\u4e24\u4e2a\u95ee\u9898\uff0c\u4ece\u7b2c\u4e00\u90e8\u5206\u9009\u62e9 \u4e00\u4e2a\u4e00\u4e2a\u95ee\u9898\uff0c\u7136\u540e\u4ece\u7b2c\u4e8c\u90e8\u5206\u4e5f\u9009\u62e9 \u4e00\u4e2a\u4e00\u4e2a\u95ee\u9898\u6765\u7b54\u9898\u3002 \u25cf \u8bf7\u4f7f\u7528\u9ed1\u8272\u6216\u6df1\u84dd\u8272\u7684\u7b14\u3002 \u4e0d\u8981\u4e0d\u8981\u7528\u53ef\u64e6\u7b14\u6216\u8005\u6d82\u6539\u6db2\u3002 \u25cf \u5728\u672c\u9875\u4e0a\u65b9\u7684\u65b9\u6846\u4e2d\u586b\u5199\u4f60\u7684\u59d3\u540d\u3001\u4e2d\u5fc3\u53f7\u7801\u548c\u8003\u751f\u53f7\u7801\u3002 \u25cf \u8bf7\u628a\u6bcf\u4e00\u9898\u7684\u7b54\u6848\u5199\u5728\u8bd5\u5377\u6240\u63d0\u4f9b\u7684\u7a7a\u683c\u5185\u3002 \u25cf \u4e0d\u8981\u4e0d\u8981\u5728\u4efb\u4f55\u6761\u7801\u4e0a\u4e66\u5199\u3002 \u25cf \u4e0d\u53ef\u4ee5\u4e0d\u53ef\u4ee5\u4f7f\u7528\u5b57\u5178\u3002 \u25cf \u8fd9\u4efd\u8bd5\u5377\u4e2d\u7684\u4f5c\u6587\u9898\u76ee\u6709\u7e41\u4f53\u548c\u7b80\u4f53\u4e24\u79cd\u7248\u672c\u3002\u8981\u8bfb\u7e41\u4f53\u7248\u7684\u9898\u76ee\uff0c\u8bf7\u7ffb\u5230\u7b2c\u56db\u9875\u3002\u8981\u8bfb\u7b80\u4f53 \u7248\u7684\u9898\u76ee\uff0c\u8bf7\u7ffb\u5230\u7b2c\u5341\u9875\u3002\u4f60\u53ef\u4ee5\u7528\u7e41\u4f53\u5b57\u6216\u662f\u7b80\u4f53\u5b57\u56de\u7b54\u95ee\u9898\u3002",
+            "2": "2 0509/22/m/j/22 \u00a9 ucles 2022 \u4fe1\u606f\u4fe1\u606f \u25cf \u9019\u4efd\u8a66\u5377\u7684\u7e3d\u5206\u662f\u4e94\u5341\u5206\u3002 \u25cf \u6bcf\u4e00\u984c\u7684\u5206\u503c\u662f\u4e8c\u5341\u4e94\u5206\u3002 \u4fe1\u606f\u4fe1\u606f  \u25cf\u8fd9\u4efd\u8bd5\u5377\u7684\u603b\u5206\u662f\u4e94\u5341\u5206\u3002  \u25cf\u6bcf\u4e00\u9898\u7684\u5206\u503c\u662f\u4e8c\u5341\u4e94\u5206\u3002",
+            "3": "3 0509/22/m/j/22 \u00a9 ucles 2022 [turn over blank page",
+            "4": "4 0509/22/m/j/22 \u00a9 ucles 2022 questions in traditional characters \u8acb\u5beb\u5169\u7bc7\u5169\u7bc7\u4f5c\u6587\uff0c\u6bcf\u7bc7\u4f5c\u6587\u7684\u5b57\u6578\u61c9\u7576\u5728 400\u5230600\u5b57\u4e4b\u9593\u3002 \u5728\u7b2c\u4e00\u90e8\u5206\u4e2d \u4efb\u9078\u4e00\u984c\u4efb\u9078\u4e00\u984c\uff0c\u5728\u7b2c\u4e8c\u90e8\u5206\u4e2d \u518d\u4efb\u9078\u4e00\u984c\u518d\u4efb\u9078\u4e00\u984c\u3002 \u7b2c\u4e00\u90e8\u5206\u7b2c\u4e00\u90e8\u5206 \u8b70\u8ad6\u8b70\u8ad6 \u9078\u64c7\t \t 1  \u300c\u4eba\u4e0d\u8981\u505a\u8ffd\u96a8\u8005\uff0c\u8981\u722d\u505a\u9818\u5148\u8005\u3002 \u300d\u4f60\u540c\u610f\u55ce\uff1f\u5beb\u4e00\u7bc7\u5177\u6709\u8aaa\u670d\u529b\u7684\u6587\u7ae0\uff0c\u8aaa\u660e\u4f60 \u70ba\u4ec0\u9ebc\u540c\u610f \u6216\u8005\u6216\u8005\u4e0d\u540c\u610f\u9019\u500b\u89c0\u9ede\u3002 \u6216\u8005\t \t 2   \u300c\u53ea\u8981\u5b78\u7fd2\u6210\u7e3e\u597d\u5c31\u884c\uff0c\u5176\u5b83\u4ec0\u9ebc\u90fd\u4e0d\u91cd\u8981\u3002 \u300d\u4f60\u540c\u610f\u55ce\uff1f\u5beb\u4e00\u7bc7\u5177\u6709\u8aaa\u670d\u529b\u7684\u6587 \u7ae0\uff0c\u8aaa\u660e\u4f60\u70ba\u4ec0\u9ebc\u540c\u610f \u6216\u8005\u6216\u8005\u4e0d\u540c\u610f\u9019\u500b\u8aaa\u6cd5\u3002 \u8a0e\u8ad6\u8a0e\u8ad6 \u6216\u8005\t \t 3\t\t\u7576\u5730\u4e00\u5e74\u4e00\u5ea6\u7684 \u300c\u7f8e\u98df\u7bc0\u300d\u6d3b\u52d5\u53c8\u8981\u958b\u59cb\u4e86\uff0c\u5b78\u6821\u865f\u53ec\u5927\u5bb6\u5c31\u6b64\u5beb\u4e00\u7bc7\u6587\u7ae0\u3002\u6587\u7ae0\u5fc5 \u9808\u5305\u62ec\u4ee5\u4e0b\u5e7e\u9ede\uff1a    \u2022 \u300c\u7f8e\u98df\u7bc0\u300d\u6d3b\u52d5\u7684\u6982\u6cc1\uff1b    \u2022\t \u8209\u8fa6\u8a72\u6d3b\u52d5\u7684\u5229\u8207\u5f0a\uff1b    \u2022\t\u8b93\u300c\u7f8e\u98df\u7bc0\u300d\u66f4\u52a0\u5b8c\u5584\u7684\u5efa\u8b70\u3002 \u6216\u8005\t \t 4\t\t\u5728\u65c5\u884c\u4e2d\uff0c\u8d8a\u4f86\u8d8a\u591a\u7684\u904a\u5ba2\u6703\u9078\u64c7\u4f4f\u5728\u7576\u5730\u4eba\u5bb6\u800c\u4e0d\u662f\u661f\u7d1a\u9152\u5e97\u3002\u8acb\u4f60\u5c31\u9019\u7a2e\u73fe\u8c61\u5beb \u4e00\u7bc7\u535a\u5ba2\u3002\u535a\u5ba2\u5fc5\u9808\u5305\u62ec\u4ee5\u4e0b\u5e7e\u9ede\uff1a    \u2022\t \u65c5\u884c\u7684\u76ee\u7684\uff1b    \u2022\t \u4f4f\u5728\u7576\u5730\u4eba\u5bb6\u7684\u597d\u8655\u548c\u58de\u8655\uff1b    \u2022\t \u9019\u6a23\u7684\u6539\u8b8a\u6703\u5c0d\u7576\u5730\u4eba\u7684\u751f\u6d3b\u5e36\u4f86\u4ec0\u9ebc\u5f71\u97ff\u3002",
+            "5": "5 0509/22/m/j/22 \u00a9 ucles 2022 [turn over 100 200 300 400\u8acb\u628a\u6240\u9078\u984c\u865f\u5beb\u5728\u9019\u88e1\u4e26\u4f5c\u7b54..",
+            "6": "6 0509/22/m/j/22 \u00a9 ucles 2022 500 600 700 800",
+            "7": "7 0509/22/m/j/22 \u00a9 ucles 2022 [turn over \u7b2c\u4e8c\u90e8\u5206\u7b2c\u4e8c\u90e8\u5206 \u63cf\u8ff0\u63cf\u8ff0 \u9078\u64c7\t \t 5\t\t\u4e0a\u500b\u661f\u671f\u4e94\uff0c\u8001\u5e2b\u5e36\u9818\u5168\u73ed\u540c\u5b78\u53c3\u89c0\u4e86\u7576\u5730\u7684\u4e00\u5bb6\u5546\u696d\u516c\u53f8\u3002\u63cf\u5beb\u4f60\u770b\u5230\u7684\u8fa6\u516c\u5ba4\u7684 \u5834\u666f\u548c\u5de5\u4f5c\u6c1b\u570d\u3002 \u6216\u8005\t \t 6\t\t \t\u4e00\u5929\uff0c\u4f60\u60f3\u8d77\u5c0f\u6642\u5019\u548c\u597d\u670b\u53cb\u73a9 \u300c\u6349\u8ff7\u85cf\u300d\u7684\u904a\u6232\u3002\u63cf\u5beb\u4f60\u85cf\u8eab\u7684\u5730\u65b9\u548c\u4f60\u8a18\u61b6\u4e2d\u7684 \u611f\u53d7\u3002 \u6558\u8ff0\u6558\u8ff0 \u6216\u8005\t \t 7  \u4ee5\u300c\u6211\u5728\u7db2\u7d61\u4e16\u754c\u4e2d\u7684\u865b\u64ec\u751f\u6d3b\u300d\u70ba\u60c5\u5883\uff0c\u5beb\u4e00\u500b\u6545\u4e8b\u3002 \u6216\u8005\t \t 8\t\t \t\u6558\u8ff0\u4e00\u4ef6\u4f60\u60f3\u518d\u7d93\u6b77\u4e00\u6b21\u7684\u4e8b\u60c5\u3002",
+            "8": "8 0509/22/m/j/22 \u00a9 ucles 2022 100 200 300 400\u8acb\u628a\u6240\u9078\u984c\u865f\u5beb\u5728\u9019\u88e1\u4e26\u4f5c\u7b54..",
+            "9": "9 0509/22/m/j/22 \u00a9 ucles 2022 [turn over 500 600 700 800",
+            "10": "10 0509/22/m/j/22 \u00a9 ucles 2022 questions in simplified characters \u8bf7\u5199\u4e24\u7bc7\u4e24\u7bc7\u4f5c\u6587\uff0c\u6bcf\u7bc7\u4f5c\u6587\u7684\u5b57\u6570\u5e94\u5f53\u5728 400\u5230600\u5b57\u4e4b\u95f4\u3002 \u5728\u7b2c\u4e00\u90e8\u5206\u4e2d \u4efb\u9009\u4e00\u9898\u4efb\u9009\u4e00\u9898\uff0c\u5728\u7b2c\u4e8c\u90e8\u5206\u4e2d \u518d\u4efb\u9009\u4e00\u9898\u518d\u4efb\u9009\u4e00\u9898\u3002 \u7b2c\u4e00\u90e8\u5206\u7b2c\u4e00\u90e8\u5206 \u8bae\u8bba\u8bae\u8bba \u9009\u62e9\t \t 1\t\t\u201c\u4eba\u4e0d\u8981\u505a\u8ffd\u968f\u8005\uff0c\u8981\u4e89\u505a\u9886\u5148\u8005\u3002\u201d\u4f60\u540c\u610f\u5417\uff1f\u5199\u4e00\u7bc7\u5177\u6709\u8bf4\u670d\u529b\u7684\u6587\u7ae0\uff0c\u8bf4\u660e\u4f60 \u4e3a\u4ec0\u4e48\u540c\u610f \u6216\u8005\u6216\u8005\u4e0d\u540c\u610f\u8fd9\u4e2a\u89c2\u70b9\u3002 \u6216\u8005\t \t 2\t\t \t\u201c\u53ea\u8981\u5b66\u4e60\u6210\u7ee9\u597d\u5c31\u884c\uff0c\u5176\u5b83\u4ec0\u4e48\u90fd\u4e0d\u91cd\u8981\u3002\u201d\u4f60\u540c\u610f\u5417\uff1f\u5199\u4e00\u7bc7\u5177\u6709\u8bf4\u670d\u529b\u7684\u6587 \u7ae0\uff0c\u8bf4\u660e\u4f60\u4e3a\u4ec0\u4e48\u540c\u610f \u6216\u8005\u6216\u8005\u4e0d\u540c\u610f\u8fd9\u4e2a\u8bf4\u6cd5\u3002 \u8ba8\u8bba\u8ba8\u8bba \u6216\u8005\t \t 3\t\t\u5f53\u5730\u4e00\u5e74\u4e00\u5ea6\u7684\u201c\u7f8e\u98df\u8282\u201d\u6d3b\u52a8\u53c8\u8981\u5f00\u59cb\u4e86\uff0c\u5b66\u6821\u53f7\u53ec\u5927\u5bb6\u5c31\u6b64\u5199\u4e00\u7bc7\u6587\u7ae0\u3002\u6587\u7ae0\u5fc5 \u987b\u5305\u62ec\u4ee5\u4e0b\u51e0\u70b9\uff1a    \u2022\t \u201c\u7f8e\u98df\u8282\u201d\u6d3b\u52a8\u7684\u6982\u51b5\uff1b    \u2022\t \u4e3e\u529e\u8be5\u6d3b\u52a8\u7684\u5229\u4e0e\u5f0a\uff1b    \u2022\t \u8ba9\u201c\u7f8e\u98df\u8282\u201d\u66f4\u52a0\u5b8c\u5584\u7684\u5efa\u8bae\u3002 \u6216\u8005\t \t 4\t\t\u5728\u65c5\u884c\u4e2d\uff0c\u8d8a\u6765\u8d8a\u591a\u7684\u6e38\u5ba2\u4f1a\u9009\u62e9\u4f4f\u5728\u5f53\u5730\u4eba\u5bb6\u800c\u4e0d\u662f\u661f\u7ea7\u9152\u5e97\u3002\u8bf7\u4f60\u5c31\u8fd9\u79cd\u73b0\u8c61\u5199 \u4e00\u7bc7\u535a\u5ba2\u3002\u535a\u5ba2\u5fc5\u987b\u5305\u62ec\u4ee5\u4e0b\u51e0\u70b9\uff1a    \u2022\t \u65c5\u884c\u7684\u76ee\u7684\uff1b    \u2022\t \u4f4f\u5728\u5f53\u5730\u4eba\u5bb6\u7684\u597d\u5904\u548c\u574f\u5904\uff1b    \u2022\t \u8fd9\u6837\u7684\u6539\u53d8\u4f1a\u5bf9\u5f53\u5730\u4eba\u7684\u751f\u6d3b\u5e26\u6765\u4ec0\u4e48\u5f71\u54cd\u3002",
+            "11": "11 0509/22/m/j/22 \u00a9 ucles 2022 [turn over 100 200 300 400\u8bf7\u628a\u6240\u9009\u9898\u53f7\u5199\u5728\u8fd9\u91cc\u5e76\u4f5c\u7b54..",
+            "12": "12 0509/22/m/j/22 \u00a9 ucles 2022 500 600 700 800",
+            "13": "13 0509/22/m/j/22 \u00a9 ucles 2022 [turn over \u7b2c\u4e8c\u90e8\u5206\u7b2c\u4e8c\u90e8\u5206 \u63cf\u8ff0\u63cf\u8ff0 \u9009\u62e9\t \t 5\t\t\u4e0a\u4e2a\u661f\u671f\u4e94\uff0c\u8001\u5e08\u5e26\u9886\u5168\u73ed\u540c\u5b66\u53c2\u89c2\u4e86\u5f53\u5730\u7684\u4e00\u5bb6\u5546\u4e1a\u516c\u53f8\u3002\u63cf\u5199\u4f60\u770b\u5230\u7684\u529e\u516c\u5ba4\u7684 \u573a\u666f\u548c\u5de5\u4f5c\u6c1b\u56f4\u3002 \u6216\u8005\t \t 6\t\t \t\u4e00\u5929\uff0c\u4f60\u60f3\u8d77\u5c0f\u65f6\u5019\u548c\u597d\u670b\u53cb\u73a9\u201c\u6349\u8ff7\u85cf\u201d\u7684\u6e38\u620f\u3002\u63cf\u5199\u4f60\u85cf\u8eab\u7684\u5730\u65b9\u548c\u4f60\u8bb0\u5fc6\u4e2d\u7684 \u611f\u53d7\u3002 \u53d9\u8ff0\u53d9\u8ff0 \u6216\u8005\t \t 7\t\t\u4ee5\u201c\u6211\u5728\u7f51\u7edc\u4e16\u754c\u4e2d\u7684\u865a\u62df\u751f\u6d3b\u201d\u4e3a\u60c5\u5883\uff0c\u5199\u4e00\u4e2a\u6545\u4e8b\u3002 \u6216\u8005\t \t 8\t\t \t\u53d9\u8ff0\u4e00\u4ef6\u4f60\u60f3\u518d\u7ecf\u5386\u4e00\u6b21\u7684\u4e8b\u60c5\u3002",
+            "14": "14 0509/22/m/j/22 \u00a9 ucles 2022 100 200 300 400\u8bf7\u628a\u6240\u9009\u9898\u53f7\u5199\u5728\u8fd9\u91cc\u5e76\u4f5c\u7b54..",
+            "15": "15 0509/22/m/j/22 \u00a9 ucles 2022 500 600 700 800",
+            "16": "16 0509/22/m/j/22 \u00a9 ucles 2022 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.blank page"
+        },
+        "0509_s22_qp_23.pdf": {
+            "1": "*2197051813*this document has 16 pages. any blank pages are indicated. nl 212405/1 \u00a9 ucles 2022  [turn overcambridge igcse\u2122 first language chinese  0509/23 paper 2 writing  may/june 2022  2 hours you must answer on the question paper. no additional materials are needed. instructions  \u25cf answer two questions, one from section 1 and one from section 2.  \u25cf use a black or dark blue pen. do not use an erasable pen or correction fluid.  \u25cf write your name, centre number and candidate number in the boxes at the top of the page.  \u25cf write your answer to each question in the space provided.  \u25cf do not write on any bar codes.  \u25cf dictionaries are not allowed.  \u25cf the essay titles on this question paper are printed twice, once in traditional and once in simplified  characters. to read the titles in traditional characters, turn to page 4; to read the titles in simplified  characters, turn to page 10. you may write your answer in either traditional or simplified characters. information  \u25cf the total mark for this paper is 50.  \u25cf each question is worth 25 marks. \u8aaa\u660e\u8aaa\u660e \u25cf \u8acb\u56de\u7b54\u5169\u500b\u5169\u500b\u554f\u984c\uff0c\u5f9e\u7b2c\u4e00\u90e8\u5206\u9078\u64c7 \u4e00\u500b\u4e00\u500b\u554f\u984c\uff0c\u7136\u5f8c\u5f9e\u7b2c\u4e8c\u90e8\u5206\u4e5f\u9078\u64c7 \u4e00\u500b\u4e00\u500b\u554f\u984c\u4f86\u7b54\u984c\u3002 \u25cf \u8acb\u4f7f\u7528\u9ed1\u8272\u6216\u6df1\u85cd\u8272\u7684\u7b46\u3002 \u4e0d\u8981\u4e0d\u8981\u7528\u53ef\u64e6\u7b46\u6216\u8005\u5857\u6539\u6db2\u3002 \u25cf \u5728\u672c\u9801\u4e0a\u65b9\u7684\u65b9\u6846\u4e2d\u586b\u5beb\u4f60\u7684\u59d3\u540d\u3001\u4e2d\u5fc3\u865f\u78bc\u548c\u8003\u751f\u865f\u78bc\u3002 \u25cf \u8acb\u628a\u6bcf\u4e00\u984c\u7684\u7b54\u6848\u5beb\u5728\u8a66\u5377\u6240\u63d0\u4f9b\u7684\u7a7a\u683c\u5167\u3002 \u25cf \u4e0d\u8981\u4e0d\u8981\u5728\u4efb\u4f55\u689d\u78bc\u4e0a\u66f8\u5beb\u3002 \u25cf \u4e0d\u53ef\u4ee5\u4e0d\u53ef\u4ee5\u4f7f\u7528\u5b57\u5178\u3002 \u25cf \u9019\u4efd\u8a66\u5377\u4e2d\u7684\u4f5c\u6587\u984c\u76ee\u6709\u7e41\u9ad4\u548c\u7c21\u9ad4\u5169\u7a2e\u7248\u672c\u3002\u8981\u8b80\u7e41\u9ad4\u7248\u7684\u984c\u76ee\uff0c\u8acb\u7ffb\u5230\u7b2c\u56db\u9801\u3002\u8981\u8b80\u7c21\u9ad4 \u7248\u7684\u984c\u76ee\uff0c\u8acb\u7ffb\u5230\u7b2c\u5341\u9801\u3002\u4f60\u53ef\u4ee5\u7528\u7e41\u9ad4\u5b57\u6216\u662f\u7c21\u9ad4\u5b57\u56de\u7b54\u554f\u984c\u3002 \u8bf4\u660e\u8bf4\u660e \u25cf \u8bf7\u56de\u7b54\u4e24\u4e2a\u4e24\u4e2a\u95ee\u9898\uff0c\u4ece\u7b2c\u4e00\u90e8\u5206\u9009\u62e9 \u4e00\u4e2a\u4e00\u4e2a\u95ee\u9898\uff0c\u7136\u540e\u4ece\u7b2c\u4e8c\u90e8\u5206\u4e5f\u9009\u62e9 \u4e00\u4e2a\u4e00\u4e2a\u95ee\u9898\u6765\u7b54\u9898\u3002 \u25cf \u8bf7\u4f7f\u7528\u9ed1\u8272\u6216\u6df1\u84dd\u8272\u7684\u7b14\u3002 \u4e0d\u8981\u4e0d\u8981\u7528\u53ef\u64e6\u7b14\u6216\u8005\u6d82\u6539\u6db2\u3002 \u25cf \u5728\u672c\u9875\u4e0a\u65b9\u7684\u65b9\u6846\u4e2d\u586b\u5199\u4f60\u7684\u59d3\u540d\u3001\u4e2d\u5fc3\u53f7\u7801\u548c\u8003\u751f\u53f7\u7801\u3002 \u25cf \u8bf7\u628a\u6bcf\u4e00\u9898\u7684\u7b54\u6848\u5199\u5728\u8bd5\u5377\u6240\u63d0\u4f9b\u7684\u7a7a\u683c\u5185\u3002 \u25cf \u4e0d\u8981\u4e0d\u8981\u5728\u4efb\u4f55\u6761\u7801\u4e0a\u4e66\u5199\u3002 \u25cf \u4e0d\u53ef\u4ee5\u4e0d\u53ef\u4ee5\u4f7f\u7528\u5b57\u5178\u3002 \u25cf \u8fd9\u4efd\u8bd5\u5377\u4e2d\u7684\u4f5c\u6587\u9898\u76ee\u6709\u7e41\u4f53\u548c\u7b80\u4f53\u4e24\u79cd\u7248\u672c\u3002\u8981\u8bfb\u7e41\u4f53\u7248\u7684\u9898\u76ee\uff0c\u8bf7\u7ffb\u5230\u7b2c\u56db\u9875\u3002\u8981\u8bfb\u7b80\u4f53 \u7248\u7684\u9898\u76ee\uff0c\u8bf7\u7ffb\u5230\u7b2c\u5341\u9875\u3002\u4f60\u53ef\u4ee5\u7528\u7e41\u4f53\u5b57\u6216\u662f\u7b80\u4f53\u5b57\u56de\u7b54\u95ee\u9898\u3002",
+            "2": "2 0509/23/m/j/22 \u00a9 ucles 2022 \u4fe1\u606f\u4fe1\u606f \u25cf \u9019\u4efd\u8a66\u5377\u7684\u7e3d\u5206\u662f\u4e94\u5341\u5206\u3002 \u25cf \u6bcf\u4e00\u984c\u7684\u5206\u503c\u662f\u4e8c\u5341\u4e94\u5206\u3002 \u4fe1\u606f\u4fe1\u606f  \u25cf\u8fd9\u4efd\u8bd5\u5377\u7684\u603b\u5206\u662f\u4e94\u5341\u5206\u3002  \u25cf\u6bcf\u4e00\u9898\u7684\u5206\u503c\u662f\u4e8c\u5341\u4e94\u5206\u3002",
+            "3": "3 0509/23/m/j/22 \u00a9 ucles 2022 [turn over blank page",
+            "4": "4 0509/23/m/j/22 \u00a9 ucles 2022 questions in traditional characters \u8acb\u5beb\u5169\u7bc7\u5169\u7bc7\u4f5c\u6587\uff0c\u6bcf\u7bc7\u4f5c\u6587\u7684\u5b57\u6578\u61c9\u7576\u5728 400\u5230600\u5b57\u4e4b\u9593\u3002 \u5728\u7b2c\u4e00\u90e8\u5206\u4e2d \u4efb\u9078\u4e00\u984c\u4efb\u9078\u4e00\u984c\uff0c\u5728\u7b2c\u4e8c\u90e8\u5206\u4e2d \u518d\u4efb\u9078\u4e00\u984c\u518d\u4efb\u9078\u4e00\u984c\u3002 \u7b2c\u4e00\u90e8\u5206\u7b2c\u4e00\u90e8\u5206 \u8b70\u8ad6\u8b70\u8ad6 \u9078\u64c7\t \t 1  \u300c\u632b\u6298\u5c0d\u4e00\u500b\u4eba\u7684\u6210\u9577\u6709\u5e6b\u52a9\u3002 \u300d\u4f60\u540c\u610f\u55ce\uff1f\u5beb\u4e00\u7bc7\u5177\u6709\u8aaa\u670d\u529b\u7684\u6587\u7ae0\uff0c\u8aaa\u660e\u4f60\u70ba\u4ec0 \u9ebc\u540c\u610f\u6216\u8005\u6216\u8005\u4e0d\u540c\u610f\u9019\u500b\u89c0\u9ede\u3002 \u6216\u8005\t \t 2   \u300c\u7a7f\u6821\u670d\u4e0d\u5229\u65bc\u5b78\u751f\u5c55\u793a\u81ea\u6211\u3002 \u300d\u4f60\u540c\u610f\u55ce\uff1f\u5beb\u4e00\u7bc7\u5177\u6709\u8aaa\u670d\u529b\u7684\u6587\u7ae0\uff0c\u8aaa\u660e\u4f60\u70ba\u4ec0 \u9ebc\u540c\u610f\u6216\u8005\u6216\u8005\u4e0d\u540c\u610f\u9019\u500b\u8aaa\u6cd5\u3002 \u8a0e\u8ad6\u8a0e\u8ad6 \u6216\u8005\t \t 3\t\t\u7576\u5730\u653f\u5e9c\u6c7a\u5b9a\u53d6\u7de0\u8def\u908a\u6524\u9ede\uff0c\u8acb\u7d66\u7576\u5730\u5831\u793e\u5beb\u4e00\u7bc7\u6587\u7ae0\uff0c\u8868\u9054\u4f60\u5c0d\u9019\u500b\u6c7a\u5b9a\u7684\u770b\u6cd5\u3002 \t \t \t \u6587\u7ae0\u5fc5\u9808\u5305\u62ec\u4ee5\u4e0b\u5e7e\u9ede\uff1a    \u2022\t \u8def\u908a\u6524\u9ede\u5b58\u5728\u7684\u5229\u8207\u5f0a\uff1b    \u2022\t \u53d6\u7de0\u5f8c\u6703\u7d66\u7576\u5730\u4eba\u5e36\u4f86\u4ec0\u9ebc\u5f71\u97ff\uff1b    \u2022\t \u53d6\u7de0\u5f8c\u5c0d\u7576\u5730\u74b0\u5883\u6703\u6709\u4ec0\u9ebc\u5f71\u97ff\u3002 \u6216\u8005\t \t 4\t\t\u4f60\u7684\u5b78\u6821\u4ee5 \u300c\u4ea4\u901a\u5b89\u5168\u7684\u91cd\u8981\u6027 \u300d\u70ba\u4e3b\u984c\u958b\u5c55\u4f5c\u6587\u6bd4\u8cfd\u3002\u8acb\u570d\u7e5e\u9019\u4e00\u4e3b\u984c\u5beb\u4e00\u7bc7\u6587\u7ae0\u3002 \t \t \t \u6587\u7ae0\u5fc5\u9808\u5305\u62ec\u4ee5\u4e0b\u5e7e\u9ede\uff1a    \u2022\t \u9752\u5c11\u5e74\u5c0d\u4ea4\u901a\u5b89\u5168\u7684\u666e\u904d\u614b\u5ea6\uff1b    \u2022\t \u7576\u5730\u4ea4\u901a\u7684\u512a\u52e2\u548c\u7f3a\u9677\uff1b    \u2022\t \u5982\u4f55\u52a0\u5f37\u9752\u5c11\u5e74\u7684\u4ea4\u901a\u5b89\u5168\u610f\u8b58\u3002",
+            "5": "5 0509/23/m/j/22 \u00a9 ucles 2022 [turn over 100 200 300 400\u8acb\u628a\u6240\u9078\u984c\u865f\u5beb\u5728\u9019\u88e1\u4e26\u4f5c\u7b54..",
+            "6": "6 0509/23/m/j/22 \u00a9 ucles 2022 500 600 700 800",
+            "7": "7 0509/23/m/j/22 \u00a9 ucles 2022 [turn over \u7b2c\u4e8c\u90e8\u5206\u7b2c\u4e8c\u90e8\u5206 \u63cf\u8ff0\u63cf\u8ff0 \u9078\u64c7\t \t 5\t\t\u70ba\u4e00\u500b\u5f9e\u6c92\u898b\u904e\u4f60\u7684\u4eba\u63cf\u5beb\u4e00\u4e0b\u4f60\u81ea\u5df1\u3002 \u6216\u8005\t \t 6\t\t \t\u4e0a\u500b\u661f\u671f\u5929\uff0c\u4f60\u53bb\u65b0\u958b\u7684\u8cfc\u7269\u4e2d\u5fc3\u901b\u8857\u4e86\u3002\u63cf\u5beb\u5546\u5e97\u6ae5\u7a97\u88e1\u7684\u5c55\u793a\u548c\u4f60\u7684\u611f\u53d7\u3002 \u6558\u8ff0\u6558\u8ff0 \u6216\u8005\t \t 7\t\t\u4ee5\u300c\u6211\u7c21\u76f4\u4e0d\u6562\u76f8\u4fe1\u6211\u4e2d\u4e86\u5343\u842c\u5143\u7684\u5f69\u7968 \u2026\u2026 \u300d\u70ba\u958b\u982d\uff0c\u5beb\u4e00\u500b\u6545\u4e8b\u3002 \u6216\u8005\t \t 8\t\t \t\u6558\u8ff0\u4e00\u4ef6\u8b93\u4f60\u5fc3\u7169\u7684\u4e8b\u60c5\u3002",
+            "8": "8 0509/23/m/j/22 \u00a9 ucles 2022 100 200 300 400\u8acb\u628a\u6240\u9078\u984c\u865f\u5beb\u5728\u9019\u88e1\u4e26\u4f5c\u7b54..",
+            "9": "9 0509/23/m/j/22 \u00a9 ucles 2022 [turn over 500 600 700 800",
+            "10": "10 0509/23/m/j/22 \u00a9 ucles 2022 questions in simplified characters \u8bf7\u5199\u4e24\u7bc7\u4e24\u7bc7\u4f5c\u6587\uff0c\u6bcf\u7bc7\u4f5c\u6587\u7684\u5b57\u6570\u5e94\u5f53\u5728 400\u5230600\u5b57\u4e4b\u95f4\u3002 \u5728\u7b2c\u4e00\u90e8\u5206\u4e2d \u4efb\u9009\u4e00\u9898\u4efb\u9009\u4e00\u9898\uff0c\u5728\u7b2c\u4e8c\u90e8\u5206\u4e2d \u518d\u4efb\u9009\u4e00\u9898\u518d\u4efb\u9009\u4e00\u9898\u3002 \u7b2c\u4e00\u90e8\u5206\u7b2c\u4e00\u90e8\u5206 \u8bae\u8bba\u8bae\u8bba \u9009\u62e9\t \t 1\t\t\u201c\u632b\u6298\u5bf9\u4e00\u4e2a\u4eba\u7684\u6210\u957f\u6709\u5e2e\u52a9\u3002\u201d\u4f60\u540c\u610f\u5417\uff1f\u5199\u4e00\u7bc7\u5177\u6709\u8bf4\u670d\u529b\u7684\u6587\u7ae0\uff0c\u8bf4\u660e\u4f60\u4e3a\u4ec0 \u4e48\u540c\u610f\u6216\u8005\u6216\u8005\u4e0d\u540c\u610f\u8fd9\u4e2a\u89c2\u70b9\u3002 \u6216\u8005\t \t 2\t\t \t\u201c\u7a7f\u6821\u670d\u4e0d\u5229\u4e8e\u5b66\u751f\u5c55\u793a\u81ea\u6211\u3002\u201d\u4f60\u540c\u610f\u5417\uff1f\u5199\u4e00\u7bc7\u5177\u6709\u8bf4\u670d\u529b\u7684\u6587\u7ae0\uff0c\u8bf4\u660e\u4f60\u4e3a\u4ec0 \u4e48\u540c\u610f\u6216\u8005\u6216\u8005\u4e0d\u540c\u610f\u8fd9\u4e2a\u8bf4\u6cd5\u3002 \u8ba8\u8bba\u8ba8\u8bba \u6216\u8005\t \t 3\t\t\u5f53\u5730\u653f\u5e9c\u51b3\u5b9a\u53d6\u7f14\u8def\u8fb9\u644a\u70b9\uff0c\u8bf7\u7ed9\u5f53\u5730\u62a5\u793e\u5199\u4e00\u7bc7\u6587\u7ae0\uff0c\u8868\u8fbe\u4f60\u5bf9\u8fd9\u4e2a\u51b3\u5b9a\u7684\u770b\u6cd5\u3002 \t \t \t \u6587\u7ae0\u5fc5\u987b\u5305\u62ec\u4ee5\u4e0b\u51e0\u70b9\uff1a    \u2022\t \u8def\u8fb9\u644a\u70b9\u5b58\u5728\u7684\u5229\u4e0e\u5f0a\uff1b    \u2022\t \u53d6\u7f14\u540e\u4f1a\u7ed9\u5f53\u5730\u4eba\u5e26\u6765\u4ec0\u4e48\u5f71\u54cd\uff1b    \u2022\t \u53d6\u7f14\u540e\u5bf9\u5f53\u5730\u73af\u5883\u4f1a\u6709\u4ec0\u4e48\u5f71\u54cd\u3002 \u6216\u8005\t \t 4\t\t\u4f60\u7684\u5b66\u6821\u4ee5\u201c\u4ea4\u901a\u5b89\u5168\u7684\u91cd\u8981\u6027\u201d\u4e3a\u4e3b\u9898\u5f00\u5c55\u4f5c\u6587\u6bd4\u8d5b\u3002\u8bf7\u56f4\u7ed5\u8fd9\u4e00\u4e3b\u9898\u5199\u4e00\u7bc7\u6587\u7ae0\u3002 \t \t \t \u6587\u7ae0\u5fc5\u987b\u5305\u62ec\u4ee5\u4e0b\u51e0\u70b9\uff1a    \u2022\t \u9752\u5c11\u5e74\u5bf9\u4ea4\u901a\u5b89\u5168\u7684\u666e\u904d\u6001\u5ea6\uff1b    \u2022\t \u5f53\u5730\u4ea4\u901a\u7684\u4f18\u52bf\u548c\u7f3a\u9677\uff1b    \u2022\t \u5982\u4f55\u52a0\u5f3a\u9752\u5c11\u5e74\u7684\u4ea4\u901a\u5b89\u5168\u610f\u8bc6\u3002",
+            "11": "11 0509/23/m/j/22 \u00a9 ucles 2022 [turn over 100 200 300 400\u8bf7\u628a\u6240\u9009\u9898\u53f7\u5199\u5728\u8fd9\u91cc\u5e76\u4f5c\u7b54..",
+            "12": "12 0509/23/m/j/22 \u00a9 ucles 2022 500 600 700 800",
+            "13": "13 0509/23/m/j/22 \u00a9 ucles 2022 [turn over \u7b2c\u4e8c\u90e8\u5206\u7b2c\u4e8c\u90e8\u5206 \u63cf\u8ff0\u63cf\u8ff0 \u9009\u62e9\t \t 5\t\t\u4e3a\u4e00\u4e2a\u4ece\u6ca1\u89c1\u8fc7\u4f60\u7684\u4eba\u63cf\u5199\u4e00\u4e0b\u4f60\u81ea\u5df1\u3002 \u6216\u8005\t \t 6\t\t \t\u4e0a\u4e2a\u661f\u671f\u5929\uff0c\u4f60\u53bb\u65b0\u5f00\u7684\u8d2d\u7269\u4e2d\u5fc3\u901b\u8857\u4e86\u3002\u63cf\u5199\u5546\u5e97\u6a71\u7a97\u91cc\u7684\u5c55\u793a\u548c\u4f60\u7684\u611f\u53d7\u3002 \u53d9\u8ff0\u53d9\u8ff0 \u6216\u8005\t \t 7  \u4ee5\u201c\u6211\u7b80\u76f4\u4e0d\u6562\u76f8\u4fe1\u6211\u4e2d\u4e86\u5343\u4e07\u5143\u7684\u5f69\u7968 \u2026\u2026\u201d \u4e3a\u5f00\u5934\uff0c \u5199\u4e00\u4e2a\u6545\u4e8b\u3002 \u6216\u8005\t \t 8\t\t \t\u53d9\u8ff0\u4e00\u4ef6\u8ba9\u4f60\u5fc3\u70e6\u7684\u4e8b\u60c5\u3002",
+            "14": "14 0509/23/m/j/22 \u00a9 ucles 2022 100 200 300 400\u8bf7\u628a\u6240\u9009\u9898\u53f7\u5199\u5728\u8fd9\u91cc\u5e76\u4f5c\u7b54..",
+            "15": "15 0509/23/m/j/22 \u00a9 ucles 2022 500 600 700 800",
+            "16": "16 0509/23/m/j/22 \u00a9 ucles 2022 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.blank page"
+        }
+    },
+    "Specimen Papers": {}
+}
\ No newline at end of file
diff --git a/0606.json b/0606.json
new file mode 100644
index 0000000..d240048
--- /dev/null
+++ b/0606.json
@@ -0,0 +1,3204 @@
+{
+    "2002": {
+        "0606_w02_qp_1.pdf": {
+            "1": "",
+            "2": "",
+            "3": "",
+            "4": "",
+            "5": "",
+            "6": "",
+            "7": "",
+            "8": ""
+        },
+        "0606_w02_qp_2.pdf": {
+            "1": "time 2 hours instructions to candidates write your name, centre number and candidate number in the spaces provided on the answer paper/answer booklet. answer all the questions. write your answers on the separate answer paper provided. if you use more than one sheet of paper, fasten the sheets together.give non-exact numerical answers correct to 3 significant figures, or 1 decimal place in the case of angles in degrees, unless a different level of accuracy is specified in the question. information for candidates the number of marks is given in brackets [ ] at the end of each question or part question. the total number of marks for this paper is 80.the use of an electronic calculator is expected, where appropriate.you are reminded of the need for clear presentation in your answers.international general certificate of secondary education cambridge international examinations additional mathematics 0606/2 paper 2 october/november session 2002 2hours additional materials: answer paper electronic calculatorgraph papermathematical tables this question paper consists of 5 printed pages and 3 blank pages. sp (nh/tc) s40047/2 \u00a9cie 2002 [turn over",
+            "2": "2 0606/2/o/n/02mathematical formulae 1. algebra quadratic equation for the equation ax2+ bx+ c= 0, . binomial theorem (a+ b)n= an+ an\u20131b+ an\u20132b2 + \u2026 + an\u2013rbr+ \u2026 + bn, where nis a positive integer and = . 2. trigonometry identities sin2a+ cos2a= 1. sec2a= 1 + tan2a. cosec2a= 1 + cot2a. formulae for \u2206abc = = . a2= b2+ c2\u2013 2bccos a. \u2206= bcsin a.1 2c sin cb sin ba sin an! (n\u2013 r)!r! )n r()n r( )n 2( )n 1(xbb a c a=\u00b1\u2013\u201324 2",
+            "3": "3 0606/2/o/n/02 [turn over1 write down the inverse of the matrix and use this to solve the simultaneous equations 4x+ 3y+ 7 = 0, 7x+ 6y+ 16 = 0. [4] 2 find the first three terms in the expansion, in ascending powers of x, of (2 + x)6and hence obtain the coefficient of x2in the expansion of (2 + x\u2013x2)6. [4] 3 given that k= and that p= , express in its simplest surd form (i) p, (ii) p\u2013 . [5] 4 given that /h5105= {x: \u2013 5 < x< 5}, a= {x: 8 > 2 x+ 1}, b= {x: x2> x+ 2}, find the values of x which define the set a /h20669 b. [6] 5 (a) the producer of a play requires a total cast of 5, of which 3 are actors and 2 are actresses. he auditions 5 actors and 4 actresses for the cast. find the total number of ways in which the cast canbe obtained. [3] (b) find how many different odd 4-digit numbers less than 4000 can be made from the digits 1, 2, 3, 4, 5, 6, 7 if no digit may be repeated. [3] 6 the cubic polynomial f( x) is such that the coefficient of x3is \u20131 and the roots of the equation f( x)=0 are 1, 2 and k. given that f( x) has a remainder of 8 when divided by x\u20133, find (i) the value of k, (ii) the remainder when f( x) is divided by x+3 . [6] 7 (i) differentiate xsin xwith respect to x. [2] (ii) hence evaluate \u222b0\u03c0\u20132xcos xdx. [4]1 p1+  k 1\u2013k1 3)43 76(",
+            "4": "4 0606/2/o/n/028 (i) sketch the graph of y= lnx. [2] (ii) determine the equation of the straight line which would need to be drawn on the graph of y= lnx in order to obtain a graphical solution of the equation x2ex\u20132= 1. [4] 9 (a) find, in its simplest form, the product of a1 3+ b2 3and a2 3\u2013 a1 3b2 3+ b4 3. [3] (b) given that 22x+2\u00d75x\u20131= 8x\u00d752x,evaluate 10x. [4] 10 in the diagram, oa\u2192=a,ob\u2192=b,am\u2192=mb\u2192and op\u2192= 1 3ob\u2192. (i) express ap\u2192and om\u2192in terms of aand b. [3] (ii) given that oq\u2192= /h9261om\u2192, express oq\u2192in terms of /h9261, aand b. [1] (iii) given that aq\u2192= /h9262ap\u2192, express oq\u2192in terms of /h9262, aand b. [2] (iv) hence find the value of /h9261and of /h9262. [3] 11 a car moves on a straight road. as the driver passes a point aon the road with a speed of 20 ms\u20131, he notices an accident ahead at a point b. he immediately applies the brakes and the car moves with an acceleration of ams\u20132, where a=\u2013 6 and ts is the time after passing a. when t=4, the car passes the accident at b. the car then moves with a constant acceleration of 2 ms\u20132until the original speed of 20 ms\u20131is regained at a point c. find (i) the speed of the car at b, [4] (ii) the distance ab, [3] (iii) the time taken for the car to travel from bto c. [2] sketch the velocity-time graph for the journey from ato c. [2]3t 2a ob pqm ba",
+            "5": "5 0606/2/o/n/0212 answer only oneof the following two alternatives. either the diagram shows a greenhouse standing on a horizontal rectangular base. the vertical semicircular ends and the curved roof are made from polythene sheeting. the radius of each semicircle is rm and the length of the greenhouse is lm. given that 120 m2of polythene sheeting is used for the greenhouse, express lin terms of rand show that the volume, vm3, of the greenhouse is given by v= 60r\u2013 . [4] given that rcan vary, find, to 2 decimal places, the value of rfor which vhas a stationary value. [3] find this value of vand determine whether it is a maximum or a minimum. [3] or the diagram shows part of the curve y=x2ln x, crossing the x-axis at qand having a minimum point at p. (i) find the value of at q. [4] (ii) show that the x-coordinate of pis . [3] (iii) find the value of at p. [3]d2y dx21 edy dxq o xy py = x2 ln x\u03c0r3 2l m r m",
+            "6": "6 0606/2/o/n/02blank page",
+            "7": "7 0606/2/o/n/02blank page",
+            "8": "8 0606/2/o/n/02blank page"
+        }
+    },
+    "2003": {
+        "0606_s03_qp_1.pdf": {
+            "1": "this document consists of 5printed pages and 3blank pages. mcs uch176 s38225/4 \u00a9 cie 2003 [turn overcambridge international examinations  international general certificate of secondary education additional mathematics 0606/01 paper 1 may/june 2003 2 hours additional materials: answer booklet/paper electronic calculator graph papermathematical tables read these instructions first if you have been given an answer booklet, follow the instructions on the front cover of the booklet. write your centre number, candidate number and name on all the work you hand in.write in dark blue or black pen on both sides of the paper.you may use a soft pencil for any diagrams or graphs.do not use staples, paper clips, highlighters, glue or correction fluid. answer allthe questions. write your answers on the separate answer booklet/paper provided. give non-exact numerical answers correct to 3 significant figures, or 1 decimal place in the case of anglesin degrees, unless a different level of accuracy is specified in the question.at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question. the total number of marks for this paper is 80.the use of an electronic calculator is expected, where appropriate.you are reminded of the need for clear presentation in your answers.",
+            "2": "0606/1/m/j/032 mathema tical f ormulae 1.  algebra quadratic equation for the equation ax2+bx+c= 0, x= . binomial theorem (a+b)n=an+()an\u2013 1b+()an\u2013 2b2+ \u2026 + ()an\u2013rbr+ \u2026 + bn, where nis a positive integer and ()= . 2.  trigonometry identities sin2a+ cos2a= 1. sec2a= 1 + tan2a. cosec2a= 1 + cot2a. formulae for \u2206abc = = . a2=b2+c2\u2013 2bc cosa. \u2206=bcsina.c\u2013\u2013\u2013\u2013 sincb\u2013\u2013\u2013\u2013 sinba\u2013\u2013\u2013\u2013 sinan!\u2013\u2013\u2013\u2013\u2013\u2013\u2013\u2013(n\u2013r)!r!n rn rn 2n1\u2013b\u00b1 \u221a(b2\u2013 4ac)\u2013\u2013\u2013\u2013\u2013\u2013\u2013\u2013\u2013\u2013\u2013\u2013\u2013\u20132a 21\u2013",
+            "3": "1 find the values of kfor which the line y#kx02 meets the curve y/vthinspace2#4x0x/vthinspace2. [4] 2 the area of a rectangle is . the length of one side is . find, without using a calculator, the length of the other side in the form , where aand bare integers. [4] 3 (i) find the first 3 terms in the expansion, in ascending powers of x, of (2 0x)/vthinspace5. [3] (ii)hence find the value of the constant kfor which the coefficient of xin the expansion of (k!x)(2 0x)/vthinspace5is 08. [2] 4 an ocean liner is travelling at 36 km h/vthinspace01on a bearing of 090\u00b0. at 0600 hours the liner, which is 90 km from a lifeboat and on a bearing of 315\u00b0 from the lifeboat, sends a message for assistance. the lifeboat sets off immediately and travels in a straight line at constant speed, intercepting theliner at 0730 hours. find the speed at which the lifeboat travels. [5] 5 find the distance between the points of intersection of the curve and the line y#4x!9. [6] 6 given that a# , find bsuch that 4 a /vthinspace01!b#a/vthinspace2. [6] 7 the function f is defined, for 0\u00b0 \u2264x\u2264360\u00b0, by f( x)#40cos 2x. (i)state the amplitude and period of f. [2] (ii)sketch the graph of f, stating the coordinates of the maximum points. [4] 8 the universal set /chr69and the sets o, p and s are given by /chr69#{x:xis an integer such that 3 \u2264x\u2264100}, o#{x:xis an odd number}, p#{x:xis a prime number}, s#{x:xis a perfect square}. in the venn diagram below, each of the sets o, p and sis represented by a circle. (i)copy the venn diagram and label each circle with the appropriate letter. [2] (ii)place each of the numbers 34, 35, 36 and 37 in the appropriate part of your diagram. [2] (iii)state the value of n( o\u221es) and of n( o\u2020s). [3]/chr702 0\u22123 1/chr71y/vthinspace/vthinspace/vthinspace= /vthinspace/vthinspace/vthinspace3+4 x\u221aa\u2212\u221ab(\u221a3+\u221a2)m (1+\u221a6)m/vthinspace/vthinspace2 0606/1/m/j/03 [turn over3 /chr69",
+            "4": "9 solve (i)log/vthinspace42!log/vthinspace9(2x!5)#log/vthinspace864, [4] (ii)9/vthinspacey!5(3/vthinspacey010)#0. [4] the table above shows experimental values of the variables xand y. on graph paper draw the graph of xy against x/vthinspace2. [3] hence (i)express yin terms of x, [4] (ii)find the value of xfor which . [2] 11 a curve has the equation y#xe/vthinspace2x. (i)find the x-coordinate of the turning point of the curve. [4] (ii)find the value of kfor which . [3] (iii)determine whether the turning point is a maximum or a minimum. [2]d/vthinspace/vthinspace2/vthinspace/vthinspacey d/vthinspacex/vthinspace/vthinspace2/vthinspace/vthinspace/vthinspace= /vthinspace/vthinspace/vthinspaceke/vthinspace/vthinspace2x(1+x)x/vthinspace/vthinspace/vthinspace= /vthinspace/vthinspace/vthinspace45 y 0606/1/m/j/034 10x 23 45 6 y 9.2 8.8 9.4 10.4 11.6",
+            "5": "12 answer only oneof the following two alternatives. either the diagram shows part of the curve y#2 sin x!4 cos x, intersecting the y-axis at aand with its maximum point at b. a line is drawn from aparallel to the x-axis and a line is drawn from b parallel to the y-axis. find the area of the shaded region. [11] or the diagram shows part of the curve , intersecting the y-axis at a. the tangent to the curve at the point p(2, 3) intersects the y-axis at b. find the area of the shaded region abp. [11]y/vthinspace/vthinspace/vthinspace= /vthinspace/vthinspace/vthinspace\u221a1+4x 0606/1/m/j/035 by ay#2 sin x ! 4 cos x ox by a ox/radicalfully#1! 4x p(2, 3)",
+            "6": "blank page 0606/1/m/j/036",
+            "7": "blank page 0606/1/m/j/037",
+            "8": "blank page 0606/1/m/j/038"
+        },
+        "0606_s03_qp_2.pdf": {
+            "1": "this document consists of 5printed pages and 3blank pages. mcs uch187 s46467/1 \u00a9 cie 2003 [turn overcambridge international examinations  international general certificate of secondary education additional mathematics 0606/02 paper 2 may/june 2003 2 hours additional materials: answer booklet/paper electronic calculator graph papermathematical tables read these instructions first if you have been given an answer booklet, follow the instructions on the front cover of the booklet. write your centre number, candidate number and name on all the work you hand in.write in dark blue or black pen on both sides of the paper.you may use a soft pencil for any diagrams or graphs.do not use staples, paper clips, highlighters, glue or correction fluid. answer allthe questions. write your answers on the separate answer booklet/paper provided. give non-exact numerical answers correct to 3 significant figures, or 1 decimal place in the case of anglesin degrees, unless a different level of accuracy is specified in the question.at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question. the total number of marks for this paper is 80.the use of an electronic calculator is expected, where appropriate.you are reminded of the need for clear presentation in your answers.",
+            "2": "0606/2/m/j/032 mathema tical f ormulae 1.  algebra quadratic equation for the equation ax2+bx+c= 0, x= . binomial theorem (a+b)n=an+()an\u2013 1b+()an\u2013 2b2+ \u2026 + ()an\u2013rbr+ \u2026 + bn, where nis a positive integer and ()= . 2.  trigonometry identities sin2a+ cos2a= 1. sec2a= 1 + tan2a. cosec2a= 1 + cot2a. formulae for \u2206abc = = . a2=b2+c2\u2013 2bc cosa. \u2206=bcsina.c\u2013\u2013\u2013\u2013 sincb\u2013\u2013\u2013\u2013 sinba\u2013\u2013\u2013\u2013 sinan!\u2013\u2013\u2013\u2013\u2013\u2013\u2013\u2013(n\u2013r)!r!n rn rn 2n1\u2013b\u00b1 \u221ab2\u2013 4ac\u2013\u2013\u2013\u2013\u2013\u2013\u2013\u2013\u2013\u2013\u2013\u2013\u20132a 21\u2013",
+            "3": "1 given that 4 x/vthinspace4012x/vthinspace30b/vthinspace2/vthinspacex/vthinspace207bx02 is exactly divisible by 2 x!b, (i)show that 3 b/vthinspace3!7b/vthinspace204#0, [2] (ii)find the possible values of b. [5] 2 the position vectors of points aand b, relative to an origin o, are 6 i03jand 15 i!9jrespectively. (i)find the unit vector parallel to {a}b. [3] the point clies on absuch that {a}c#2{c}b. (ii)find the position vector of c. [3] 3 express in the form , where aand bare integers. [6] 4 simplify . [4] 5 a function f is defined by for the domain x0. (i)evaluate f/vthinspace2(0). [3] (ii)obtain an expression for f/vthinspace01. [2] (iii)state the domain and the range of f/vthinspace01. [2] 6 find the solution set of the quadratic inequality (i) x/vthinspace208x!12p0, [3] (ii) x/vthinspace208x`0. [2] hence find the solution set of the inequality | x/vthinspace208x!6|`6. [2]f:x/vthinspace/vthinspace/vthinspace\u221a/vthinspace/vthinspace /vthinspacee/vthinspace/vthinspacex+1 416/vthinspace/vthinspacex+1+20(4/vthinspace/vthinspace2x) 2/vthinspace/vthinspacex\u22123/vthinspace/vthinspace8/vthinspace/vthinspacex+2a+b\u221a2 /chr998 /vthinspace1\u00a0/chr703\u221ax+2 \u221ax/chr71\u00a0dx 0606/2/m/j/03 [turn over3",
+            "4": "7 (i) find the number of different arrangements of the letters of the word mexico. find the number of these arrangements (ii)which begin with m, (iii)which have the letter x at one end and the letter c at the other end. [5] four of the letters of the word mexico are selected at random. find the number of different combinations if (iv)there is no restriction on the letters selected, (v)the letter m must be selected. [3] 8 (a) find all the angles between 0\u00b0 and 360\u00b0 which satisfy the equation [4] (b)find all the angles between 0 and 3 radians which satisfy the equation1!3 cos /vthinspace2y#4 sin y. [4] 9 a motorcyclist travels on a straight road so that, tseconds after leaving a fixed point, his velocity, vms/vthinspace01, is given by v#12t0t/vthinspace2. on reaching his maximum speed at t#6, the motorcyclist continues at this speed for another 6 seconds and then comes to rest with a constant deceleration of 4m s/vthinspace02. (i)find the total distance travelled. [6] (ii)sketch the velocity-time graph for the whole of the motion. [2] 10 a curve has the equation . (i)find the value of kfor which . [2] (ii)find the equation of the normal to the curve at the point where the curve crosses the x-axis. [4] a point ( x,y) moves along the curve in such a way that the x-coordinate of the point is increasing at a constant rate of 0.05 units per second. (iii)find the corresponding rate of change of the y-coordinate at the instant that y#6. [3]d/vthinspacey d/vthinspacex/vthinspace/vthinspace/vthinspace= /vthinspace/vthinspace/vthinspacek (x\u22122)/vthinspace/vthinspace2y/vthinspace/vthinspace/vthinspace= /vthinspace/vthinspace/vthinspace2x+4 x\u221223(sin\u00a0x \u2212cos\u00a0x) =2(sin\u00a0x +cos\u00a0x). 0606/2/m/j/034",
+            "5": "11 answer only oneof the following two alternatives. either solutions to this question by accurate drawing will not be accepted. the diagram shows a triangle abc in which ais the point (3, 2), cis the point (7, 4) and angle acb#90\u00b0. the line bdis parallel to acand dis the point ( , 11). the lines baand dcare extended to meet at e. find (i)the coordinates of b, [7] (ii)the ratio of the area of the quadrilateral abdc to the area of the triangle ebd. [3] or the diagram shows a right-angled triangle opq and a circle, centre oand radius rcm, which cuts op and oq at aand brespectively. given that ap#6 cm, pq#5 cm, qb#7 cm and angle opq#90\u00b0, find (i)the length of the arc ab, [6] (ii)the area of the shaded region. [4]13 /vthinspace1 2 /vthinspace/vthinspace/vthinspace 0606/2/m/j/035 by eoxa(3, 2)c(7, 4)d(131 2, 11) p oq r cm 6 cm ar cm7 cm b 5 cm",
+            "6": "blank page 0606/2/m/j/036",
+            "7": "blank page 0606/2/m/j/037",
+            "8": "blank page 0606/2/m/j/038"
+        },
+        "0606_w03_qp_1.pdf": {
+            "1": "this document consists of 6printed pages and 2blank pages. mcs uch190 s47473/1 \u00a9 cie 2003 [turn overcambridge international examinations international general certificate of secondary education additional mathematics 0606/01 paper 1 october/november 2003 2 hours additional materials: answer booklet/paper electronic calculator graph papermathematical tables read these instructions first if you have been given an answer booklet, follow the instructions on the front cover of the booklet. write your centre number, candidate number and name on all the work you hand in.write in dark blue or black pen on both sides of the paper.you may use a soft pencil for any diagrams or graphs.do not use staples, paper clips, highlighters, glue or correction fluid. answer allthe questions. write your answers on the separate answer booklet/paper provided. give non-exact numerical answers correct to 3 significant figures, or 1 decimal place in the case of anglesin degrees, unless a different level of accuracy is specified in the question.at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question. the total number of marks for this paper is 80.the use of an electronic calculator is expected, where appropriate.you are reminded of the need for clear presentation in your answers.",
+            "2": "0606/1/o/n/032 mathema tical f ormulae 1.  algebra quadratic equation for the equation ax2+bx+c= 0, x= . binomial theorem (a+b)n=an+()an\u2013 1b+()an\u2013 2b2+ \u2026 + ()an\u2013rbr+ \u2026 + bn, where nis a positive integer and ()= . 2.  trigonometry identities sin2a+ cos2a= 1. sec2a= 1 + tan2a. cosec2a= 1 + cot2a. formulae for \u2206abc = = . a2=b2+c2\u2013 2bc cosa. \u2206=bcsina.c\u2013\u2013\u2013\u2013 sincb\u2013\u2013\u2013\u2013 sinba\u2013\u2013\u2013\u2013 sinan!\u2013\u2013\u2013\u2013\u2013\u2013\u2013\u2013(n\u2013r)!r!n rn rn 2n1\u2013b\u00b1 \u221ab2\u2013 4ac\u2013\u2013\u2013\u2013\u2013\u2013\u2013\u2013\u2013\u2013\u2013\u2013\u20132a 21\u2013",
+            "3": "1 find the values of kfor which the line x!3y#kand the curve y/vthinspace2#2x!3do not intersect. [4] 2 without using a calculator, solve the equation . [4] 3 the expression x/vthinspace3!ax/vthinspace2!bx03, where aand bare constants, has a factor of x03 and leaves a remainder of 15 when divided by x!2. find the value of aand of b. [5] 4 a rectangular block has a square base. the length of each side of the base is and the volume of the block is . find, without using a calculator, the height of the block inthe form , where aand bare integers. [5] the diagram shows part of the curve . find the area of the shaded region bounded by the curve and the coordinate axes. [6] 6 in this question, iis a unit vector due east and jis a unit vector due north. a plane flies from pto q. the velocity, in still air, of the plane is (280 i040j)k mh /vthinspace01and there is a constant wind blowing with velocity (50 i070j)k mh/vthinspace01. find (i)the bearing of qfrom p, [4] (ii)the time of flight, to the nearest minute, given that the distance pqis 273 km. [2]y/vthinspace/vthinspace/vthinspace=/vthinspace/vthinspace/vthinspace6\u00a0sin/chr703x+\u03c0 4/chr71(a\u221a2+b\u221a3)\u00a0m(4\u221a2\u22123\u221a3)\u00a0m/vthinspace/vthinspace3(\u221a3\u2212\u221a2)\u00a0m2/vthinspace/vthinspacex\u22123 8/vthinspace/vthinspace\u2212x/vthinspace/vthinspace/vthinspace=/vthinspace/vthinspace/vthinspace32 4/vthinspace/vthinspace/vthinspace1 2/vthinspace/vthinspace/vthinspace/vthinspace/vthinspace/vthinspacex 0606/1/o/n/03 [turn over3 y#6 sin(3x !\u03c0 4)y o x5",
+            "4": "7 a small manufacturing firm produces four types of product, a, b, cand d. each product requires three processes \u2013 assembly, finishing and packaging. the number of minutes required for each type of product for each process and the cost, in $ per minute, of each process are given in the followingtable. the firm receives an order for 40 of type a, 50 of type b, 50 of type cand 60 of type d. write down three matrices such that matrix multiplication will give the total cost of meeting this order. hence evaluate this total cost. [6] 8 given that ,find (i) , [3] (ii)the approximate change in yas xincreases from 1 to 1 !p, where pis small, [2] (iii)the rate of change of xat the instant when x#1, given that yis changing at the rate of 0.12 units per second at this instant. [2] 9 (a) solve, for 0\u00b0 `x`360\u00b0, the equation 4 tan /vthinspace2x!8 sec x#1. [4] (b)given that y`4, find the largest value of ysuch that 5 tan(2 y!1)#16. [4] 10 the function f is given by f: , x\u00e2/chr82. (i)state the range of f. [1] (ii)solve the equation f( x)#0, giving your answer correct to two decimal places. [2] (iii)sketch the graph of y#f(x), showing on your diagram the coordinates of the points of intersection with the axes. [2] (iv)find an expression for f/vthinspace01in terms of x. [3]x/vthinspace/vthinspace/vthinspace\u221a/vthinspace/vthinspace/vthinspace5\u22123e/vthinspace/vthinspace/vthinspace1 2/vthinspace/vthinspace/vthinspace/vthinspace/vthinspace/vthinspacexd/vthinspacey d/vthinspacexy/vthinspace/vthinspace/vthinspace=/vthinspace/vthinspace/vthinspaceln\u00a0x 2x+3 0606/1/o/n/034 number of minutescost per typeab c dminute ($) process assembly 8 6 6 5 0.60 finishing 5 4 3 2 0.20 packaging 3 3 2 2 0.50",
+            "5": "11 solutions to this question by accurate drawing will not be accepted. the diagram, which is not drawn to scale, shows a parallelogram oabc where ois the origin and ais the point (2, 6). the equations of oa, oc and cbare y#3x, and y#3x015 respectively. the perpendicular from ato ocmeets oc at the point d. find (i)the coordinates of c, b and d, [8] (ii)the perimeter of the parallelogram oabc, correct to 1 decimal place. [3]y/vthinspace/vthinspace/vthinspace=/vthinspace/vthinspace/vthinspace/vthinspace1 2/vthinspace/vthinspacex 0606/1/o/n/03 [turn over5 y o xy#   x1 2y#3x 015y#3x a(2, 6) c db [question 12 is printed on the next page.]",
+            "6": "12 answer only oneof the following two alternatives. either a piece of wire, 125 cm long, is bent to form the shape shown in the diagram. this shape encloses a plane region, of area acm/vthinspace2, consisting of a semi-circle of radius rcm, a rectangle of length xcm and an isosceles triangle having two equal sides of length cm. (i)express xin terms of rand hence show that . [6] given that rcan vary, (ii)calculate, to 1 decimal place, the value of rfor which ahas a maximum value. [4] or the diagram shows the cross-section of a hollow cone of height 30 cm and base radius 12 cm and a solid cylinder of radius rcm and height hcm. both stand on a horizontal surface with the cylinder inside the cone. the upper circular edge of the cylinder is in contact with the cone. (i)express hin terms of rand hence show that the volume, vcm/vthinspace3, of the cylinder is given by . [4] given that rcan vary, (ii)find the volume of the largest cylinder which can stand inside the cone and show that, in this case, the cylinder occupies of the volume of the cone. [6] [the volume, v, of a cone of height hand radius ris given by .] v/vthinspace/vthinspace/vthinspace=/vthinspace/vthinspace/vthinspace/vthinspace1 3/vthinspace/vthinspace/vthinspace/vthinspace/vthinspace/vthinspace\u03c0r/vthinspace/vthinspace2/vthinspace/vthinspaceh/vthinspace4 9/vthinspace/vthinspace/vthinspacev/vthinspace/vthinspace/vthinspace=/vthinspace/vthinspace/vthinspace\u03c0(30 r/vthinspace/vthinspace2\u2212/vthinspace5 2/vthinspace/vthinspacer/vthinspace/vthinspace3)a/vthinspace/vthinspace/vthinspace=/vthinspace/vthinspace/vthinspace125r\u2212\u03c0r/vthinspace/vthinspace2 2\u22127r/vthinspace/vthinspace2 45r 46 0606/1/o/n/03r cm  45rcm45rcmx cm 12 cm30 cm r cmh cm",
+            "7": "blank page 0606/1/o/n/037",
+            "8": "blank page 0606/1/o/n/038"
+        },
+        "0606_w03_qp_2.pdf": {
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+    },
+    "2004": {
+        "0606_s04_qp_1.pdf": {
+            "1": "this document consists of 5printed pages and 3blank pages. mcs ucj106 s61381/1 \u00a9 ucles 2004 [turn overuniversity of cambridge international examinations  international general certificate of secondary education additional mathematics 0606/01 paper 1 may/june 2004 2 hours additional materials: answer booklet/paper electronic calculator graph paper (3 sheets)mathematical tables read these instructions first if you have been given an answer booklet, follow the instructions on the front cover of the booklet. write your centre number, candidate number and name on all the work you hand in.write in dark blue or black pen on both sides of the paper.you may use a soft pencil for any diagrams or graphs.do not use staples, paper clips, highlighters, glue or correction fluid. answer allthe questions. write your answers on the separate answer booklet/paper provided. give non-exact numerical answers correct to 3 significant figures, or 1 decimal place in the case of anglesin degrees, unless a different level of accuracy is specified in the question.at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question. the total number of marks for this paper is 80.the use of an electronic calculator is expected, where appropriate.you are reminded of the need for clear presentation in your answers.",
+            "2": "0606/1/m/j/042 mathema tical f ormulae 1.  algebra quadratic equation for the equation ax2+bx+c= 0, x= . binomial theorem (a+b)n=an+()an\u2013 1b+()an\u2013 2b2+ \u2026 + ()an\u2013rbr+ \u2026 + bn, where nis a positive integer and ()= . 2.  trigonometry identities sin2a+ cos2a= 1. sec2a= 1 + tan2a. cosec2a= 1 + cot2a. formulae for \u2206abc = = . a2=b2+c2\u2013 2bc cosa. \u2206=bcsina.c\u2013\u2013\u2013\u2013 sincb\u2013\u2013\u2013\u2013 sinba\u2013\u2013\u2013\u2013 sinan!\u2013\u2013\u2013\u2013\u2013\u2013\u2013\u2013(n\u2013r)!r!n rn rn 2n1\u2013b\u00b1 \u221ab2\u2013 4ac\u2013\u2013\u2013\u2013\u2013\u2013\u2013\u2013\u2013\u2013\u2013\u2013\u2013\u20132a 21\u2013",
+            "3": "/space5001 given that , find (i) an expression for , (ii) the x-coordinates of the stationary points. [4] /space5002 find the x-coordinates of the three points of intersection of the curve y#x/vthinspace3with the line y#5x02, expressing non-integer values in the form , where aand bare integers. [5] 3 (i) sketch on the same diagram the graphs of y#|2x!3 | and y#10x. [3] (ii) find the values of xfor which x!|2x!3|# 1. [3] /space5004 the function f is defined, for 0 \u00b0\u2264x\u2264360\u00b0, by where a, band care positive integers. given that the amplitude of f is 2 and the period of f is 120\u00b0, (i) state the value of aand of b. [2] given further that the minimum value of f is 01, (ii) state the value of c, [1] (iii) sketch the graph of f. [3] /space5005 the straight line 5y !2x#1 meets the curve xy!24#0 at the points a and b. find the length of ab, correct to one decimal place. [6] /space5006 the table below shows the daily production, in kilograms, of two types, s/vthinspace1and s/vthinspace2, of sweets from a small company, the percentages of the ingredients a, b and crequired to produce s/vthinspace1and s/vthinspace2. given that the costs, in dollars per kilogram, of a, b and care 4, 6 and 8 respectively, use matrix multiplication to calculate the total cost of daily production. [6] f(x)=a\u00a0sin\u00a0(bx )+c, a&\u221abd/vthinspacey d/vthinspacexy=3x\u22122 x/vthinspace/vthinspace2+5 0606/1/m/j/04 [turn over3 percentagedaily abc production (kg) type s/vthinspace1 60 30 10 300 type s/vthinspace2 50 40 10 240",
+            "4": "/space5007 to a cyclist travelling due south on a straight horizontal road at 7 ms/vthinspace01, the wind appears to be blowing from the north-east. given that the wind has a constant speed of 12 ms/vthinspace01, find the direction from which the wind is blowing. [5] /space5008 a curve has the equation y#(ax!3) ln x, where xp0 and ais a positive constant. the normal to the curve at the point where the curve crosses the x-axis is parallel to the line 5 y!x#2. find the value of a. [7] /space5009 (a) calculate the term independent of xin the binomial expansion of . [3] (b)in the binomial expansion of (1 !kx)/vthinspacen, where n\u22653 and k is a constant, the coefficients of x/vthinspace2 and x/vthinspace3are equal. express kin terms of n. [4] the diagram shows an isosceles triangle abc in which bc#ac#20 cm, and angle bac#0.7 radians. dcis an arc of a circle, centre a. find, correct to 1 decimal place, (i) the area of the shaded region, [4] (ii) the perimeter of the shaded region. [4] the diagram shows part of a curve, passing through the points (2, 3.5) and (5, 1.4). the gradient of the curve at any point ( x, y) is , where ais a positive constant. (i) show that a#20 and obtain the equation of the curve. [5] the diagram also shows lines perpendicular to the x-axis at x#2, x#pand x#5. given that the areas of the regions aand bare equal, (ii) find the value of p. [5]\u2212/vthinspace/vthinspace/vthinspacea x/vthinspace/vthinspace3/chr70x\u22121 2x/vthinspace/vthinspace5/chr7118 0606/1/m/j/044 c bda20 cm 20 cm 0.7 rad10 y x p 5 2(2, 3.5) (5, 1.4) oab11",
+            "5": "12 answer only oneof the following two alternatives. either (a)an examination paper contains 12 different questions of which 3 are on trigonometry, 4 are on algebra and 5 are on calculus. candidates are asked to answer 8 questions. calculate (i) the number of different ways in which a candidate can select 8 questions if there is no restriction, (ii) the number of these selections which contain questions on only 2 of the 3 topics,trigonometry, algebra and calculus. [4] (b)a fashion magazine runs a competition, in which 8 photographs of dresses are shown, lettereda, b, c, d, e, f, gand h. competitors are asked to submit an arrangement of 5 letters showing their choice of dresses in descending order of merit. the winner is picked at randomfrom those competitors whose arrangement of letters agrees with that chosen by a panel ofexperts. (i) calculate the number of possible arrangements of 5 letters chosen from the 8. calculate the number of these arrangements (ii) in which ais placed first, (iii) which contain a. [6] orthe table shows experimental values of the variables xand ywhich are related by the equation y#ab /vthinspacex, where aand bare constants. (i) use the data above in order to draw, on graph paper, the straight line graph of lg yagainst x, using 1 cm for 1 unit of xand 10 cm for 1 unit of lg y. [2] (ii) use your graph to estimate the value of aand of b. [5] (iii) on the same diagram, draw the straight line representing y#2/vthinspacexand hence find the value of xfor which ab/vthinspacex#2/vthinspacex. [3] 0606/1/m/j/045 x 2468 1 0 y 9.8 19.4 37.4 74.0 144.4",
+            "6": "blank page 0606/1/m/j/046",
+            "7": "blank page 0606/1/m/j/047",
+            "8": "blank page 0606/1/m/j/048"
+        },
+        "0606_s04_qp_2.pdf": {
+            "1": "this document consists of 5printed pages and 3blank pages. mcs ucj107 s61254/1 \u00a9 ucles 2004 [turn overuniversity of cambridge international examinations  international general certificate of secondary education additional mathematics 0606/02 paper 2 may/june 2004 2 hours additional materials: answer booklet/paper electronic calculator graph papermathematical tables read these instructions first if you have been given an answer booklet, follow the instructions on the front cover of the booklet. write your centre number, candidate number and name on all the work you hand in.write in dark blue or black pen on both sides of the paper.you may use a soft pencil for any diagrams or graphs.do not use staples, paper clips, highlighters, glue or correction fluid. answer allthe questions. write your answers on the separate answer booklet/paper provided. give non-exact numerical answers correct to 3 significant figures, or 1 decimal place in the case of anglesin degrees, unless a different level of accuracy is specified in the question.at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question. the total number of marks for this paper is 80.the use of an electronic calculator is expected, where appropriate.you are reminded of the need for clear presentation in your answers.",
+            "2": "0606/2/m/j/042 mathema tical f ormulae 1.  algebra quadratic equation for the equation ax2+bx+c= 0, x= . binomial theorem (a+b)n=an+()an\u2013 1b+()an\u2013 2b2+ \u2026 + ()an\u2013rbr+ \u2026 + bn, where nis a positive integer and ()= . 2.  trigonometry identities sin2a+ cos2a= 1. sec2a= 1 + tan2a. cosec2a= 1 + cot2a. formulae for \u2206abc = = . a2=b2+c2\u2013 2bc cosa. \u2206=bcsina.c\u2013\u2013\u2013\u2013 sincb\u2013\u2013\u2013\u2013 sinba\u2013\u2013\u2013\u2013 sinan!\u2013\u2013\u2013\u2013\u2013\u2013\u2013\u2013(n\u2013r)!r!n rn rn 2n1\u2013b\u00b1 \u221ab2\u2013 4ac\u2013\u2013\u2013\u2013\u2013\u2013\u2013\u2013\u2013\u2013\u2013\u2013\u20132a 21\u2013",
+            "3": "1 the position vectors of the points aand b, relative to an origin o, are i07jand 4i!kj respectively, where kis a scalar. the unit vector in the direction of {a|bis 0.6i!0.8j. find the value of k. [4] 2 given that xis measured in radians and xp10, find the smallest value of xsuch that [4] 3 given that /chr69#{students in a college}, a#{students who are over 180 cm tall}, b#{students who are vegetarian}, c#{students who are cyclists}, express in words each of the following (i) a\u221ebc#\u2205,/space500/space500(ii) /space500a\u00e4c,. [2] express in set notation the statement (iii) all students who are both vegetarians and cyclists are not over 180 cm tall. [2] 4 prove the identity (1 !sec \u03b8)(cosec \u03b80cot \u03b8)]tan \u03b8. [4] 5 the roots of the quadratic equation are cand d. without using a calculator, show that . [5] 6 (a) find the values of xfor which 2 x/vthinspace2p3x!14. [3] (b)find the values of kfor which the line y!kx#8 is a tangent to the curve x/vthinspace2!4y#20. [3] 7 functions f and g are defined for x\u00e2/chr82by f:x\u221ae/vthinspacex, g:x\u221a2x03. (i) solve the equation fg( x)#7. [2] function h is defined as gf.(ii) express h in terms of xand state its range. [2] (iii) express h /vthinspace01in terms of x. [2]1 c+1 d/vthinspace/vthinspace/vthinspace=/vthinspace/vthinspace/vthinspace\u221a5x/vthinspace/vthinspace2\u2212\u221a20x+2/vthinspace/vthinspace/vthinspace=/vthinspace/vthinspace/vthinspace0 10\u00a0cos/chr70x+1 2/chr71/vthinspace/vthinspace/vthinspace=/vthinspace/vthinspace/vthinspace3. 0606/2/m/j/04 [turn over3",
+            "4": "8 solve (i)log/vthinspace3(2x!1)#2!log/vthinspace3(3x011), [4] (ii)log/vthinspace4y!log/vthinspace2y#9. [4] 9 express 6!4x0x/vthinspace2in the form a0(x!b)/vthinspace2, where aand bare integers. [2] (i) find the coordinates of the turning point of the curve y#6!4x0x/vthinspace2and determine the nature of this turning point. [3] the function f is defined by f : x\u221a6!4x0x/vthinspace2for the domain 0 \u2264x\u22645. (ii) find the range of f. [2] (iii) state, giving a reason, whether or not f has an inverse. [1] 10 solutions to this question by accurate drawing will not be accepted. in the diagram the points a, band chave coordinates ( 02, 4), (1,01) and (6, 2) respectively. the line ad is parallel to bcand angle acd#90\u00b0. (i) find the equations of adand cd. [6] (ii) find the coordinates of d. [2] (iii) show that triangle acd is isosceles. [2] 11 it is given that y#(x!1)(2x03)/vthinspace3/chr472. (i) show that can be written in the form and state the value of k. [4] hence (ii) find, in terms of p, an approximate value of ywhen x#6!p, where pis small, [3] (iii) evaluate . [3] /chr996 2x\u221a2x\u22123\u00a0d/vthinspacexkx\u221a2x\u22123d/vthinspacey d/vthinspacex 0606/2/m/j/044 d c(6, 2) b(1, \u22121)a(\u22122, 4) oy x",
+            "5": "12 answer only oneof the following two alternatives. either a particle moves in a straight line so that, ts after leaving a fixed point o, its velocity, vms/vthinspace01, is given by . (i) find the acceleration of the particle when v#8. [4] (ii) calculate, to the nearest metre, the displacement of the particle from owhen t#6. [4] (iii) state the value which vapproaches as tbecomes very large. [1] (iv) sketch the velocity-time graph for the motion of the particle. [2] or (i) by considering sec \u03b8as (cos \u03b8)/vthinspace01show that . [2] (ii) the diagram shows a straight road joining two points, pand q, 10 km apart. a man is at point a, where apis perpendicular to pqand apis 2 km. the man wishes to reach qas quickly as possible and travels across country in a straight line to meet the road at point x, where angle pax#\u03b8radians. the man travels across country along axat 3 km h/vthinspace01but on reaching the road he travels at 5k mh/vthinspace01along xq. given that he takes thours to travel from ato q, show that [4] (iii) given that \u03b8can vary, show that thas a stationary value when px#1.5 km. [5] t/vthinspace/vthinspace/vthinspace=/vthinspace/vthinspace/vthinspace2\u00a0sec\u00a0\u03b8 3+2\u22122\u00a0tan\u00a0\u03b8 5/vthinspace/vthinspace/vthinspace.d d/vthinspace\u03b8\u00a0(sec \u00a0\u03b8)=sin\u00a0\u03b8 cos/vthinspace/vthinspace2\u00a0\u03b8v/vthinspace/vthinspace/vthinspace=/vthinspace/vthinspace/vthinspace10(1 \u2212e/vthinspace/vthinspace\u2212/vthinspace1 2/vthinspace/vthinspace/vthinspacet) 0606/2/m/j/045 a pxq 10 km2k m\u03b8",
+            "6": "blank page 0606/2/m/j/046",
+            "7": "blank page 0606/2/m/j/047",
+            "8": "blank page 0606/2/m/j/048"
+        },
+        "0606_w04_qp_1.pdf": {
+            "1": "this document consists of 5 printed pages and 3 blank pages. mcs ucj135 s69945/1 \u00a9ucles 2004 [turn overuniversity of cambridge international examinations  international general certificate of secondary education additional mathematics 0606/01 paper 1 october/november 2004 2hours additional materials: answer booklet/paper electronic calculator graph papermathematical tables read these instructions first if you have been given an answer booklet, follow the instructions on the front cover of the booklet. write your centre number, candidate number and name on all the work you hand in.write in dark blue or black pen on both sides of the paper.you may use a soft pencil for any diagrams or graphs.do not use staples, paper clips, highlighters, glue or correction fluid. answer all the questions. write your answers on the separate answer booklet/paper provided. give non-exact numerical answers correct to 3 significant figures, or 1 decimal place in the case of anglesin degrees, unless a different level of accuracy is specified in the question.at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question. the total number of marks for this paper is 80.the use of an electronic calculator is expected, where appropriate.you are reminded of the need for clear presentation in your answers.",
+            "2": "\u00a9ucles 2004 0606/1/o/n/042 mathema tical f ormulae 1.  algebra quadratic equation for the equation ax2+ bx + c= 0, x= . binomial theorem (a+ b)n= an+ ()an\u2013 1b+ ()an\u2013 2b2+ \u2026 + ()an\u2013 rbr+ \u2026 + bn, where n is a positive integer and ()= . 2.  trigonometry identities sin2a+ cos2a= 1. sec2a= 1 + tan2a. cosec2a= 1 + cot2a. formulae for \u2206abc = = . a2= b2+ c2\u2013 2bc cos a. \u2206= bcsin a.c\u2013\u2013\u2013\u2013 sin cb\u2013\u2013\u2013\u2013 sin ba\u2013\u2013\u2013\u2013 sin an!\u2013\u2013\u2013\u2013\u2013\u2013\u2013\u2013(n\u2013 r)! r!n rn rn 2n1\u2013b \u00b1 \u221ab2\u2013 4ac\u2013\u2013\u2013\u2013\u2013\u2013\u2013\u2013\u2013\u2013\u2013\u2013\u20132a 21\u2013",
+            "3": "/space5001 the position vectors of points a, band c, relative to an origin o, are i !9j, 5i 03jand k(i!3j) respectively, where k is a constant. given that c lies on the line ab, find the value of k. [4] /space5002 a youth club has facilities for members to play pool, darts and table-tennis. every member plays at least one of the three games. p, dand trepresent the sets of members who play pool, darts and table-tennis respectively. express each of the following in set language and illustrate each bymeans of a venn diagram. (i) the set of members who only play pool. [2] (ii) the set of members who play exactly 2 games, neither of which is darts. [2] /space5003 without using a calculator, solve, for x and y, the simultaneous equations . [5] the diagram shows a sector cod of a circle, centre o, in which angle cod #radians. the points aand blie on od and oc respectively, and ab is an arc of a circle, centre o, of radius 7 cm. given that the area of the shaded region abcd is 48 cm /vthinspace2, find the perimeter of this shaded region. [6] /space5005 given that the expansion of (a !x)(1 02x)/vthinspacenin ascending powers of xis 3 041x!bx/vthinspace2!\u2026, find the values of the constants a, n and b. [6] /space5006 the function f is defined, for 0 `x`\u03c0, by f/vthinspace (x)#5!3cos 4x. find (i) the amplitude and the period of f, [2] (ii) the coordinates of the maximum and minimum points of the curve y #f/vthinspace(x). [4] /space5007 (a) find the number of different arrangements of the 9 letters of the word singapore in whichs does not occur as the first letter. [2] (b) 3 students are selected to form a chess team from a group of 5 girls and 3 boys. find thenumber of possible teams that can be selected in which there are more girls than boys. [4]4 3)/vthinspace/vthinspacey\u22121=81 /vthinspace1 9 3/vthinspace/vthinspace4x\u00d7( 8/vthinspace/vthinspacex\u00f72/vthinspace/vthinspacey=64,  \u00a9ucles 2004 0606/1/o/n/04 [turn over3 dc b 7 cmoarad4 3/space5004",
+            "4": "/space5008 the function f is defined, for x \u00e2/chr82, by (i) find f/vthinspace01in terms of x and explain what this implies about the symmetry of the graph of y#f(x). [3] the function g is defined, for x \u00e2/chr82, by (ii) find the values of x for which f(x) #g/vthinspace01(x). [3] (iii) state the value of x for which gf( x)#02. [1] /space5009 (a) solve, for 0\u00b0 \u2264x\u2264360\u00b0, the equation sin/vthinspace2x#3cos/vthinspace2x!4sinx. [4] (b)solve, for 0 `y`4, the equation cot 2y #0.25, giving your answers in radians correct  to 2 decimal places. [4] 10 a curve has the equation y #x/vthinspace3lnx, where x p0. (i) find an expression for . [2] hence (ii) calculate the value of ln xat the stationary point of the curve, [2] (iii) find the approximate increase in y as xincreases from e to e !p, where p is small, [2] (iv) find . [3] 11 the line 4y #3x!1intersects the curve xy#28x027y at the point p(1, 1) and at the point q. the perpendicular bisector of pq intersects the line y#4xat the point r. calculate the area of triangle pqr. [9]/chr99/vthinspace/vthinspace/vthinspacex/vthinspace/vthinspace2\u00a0ln\u00a0x/vthinspace/vthinspace/vthinspaced/vthinspacexd/vthinspacey d/vthinspacex g : x /vthinspace/vthinspace/vthinspace\u221a/vthinspace/vthinspace /vthinspacex\u22123 2\u00a0.  f : x /vthinspace/vthinspace/vthinspace\u221a/vthinspace/vthinspace /vthinspace3x+11 x\u22123\u00a0,\u00a0x/vthinspace/vthinspace/vthinspace=c/vthinspace/vthinspace/vthinspace3.  \u00a9ucles 2004 0606/1/o/n/044",
+            "5": "12 answer only one of the following two alternatives. either (a)at the beginning of 1960, the number of animals of a certain species was estimated at 20 000. this number decreased so that, after a period of n years, the population was 20 000e/vthinspace00.05n. estimate (i) the population at the beginning of 1970, [1] (ii) the year in which the population would be expected to have first decreased to 2000. [3] (b)solve the equation 3/vthinspacex!102#8\"3/vthinspacex01. [6] or a curve has the equation . (i) show that the exact value of the y-coordinate of the stationary point of the curve is . [4] (ii) determine whether the stationary point is a maximum or a minimum. [2] (iii) calculate the area enclosed by the curve, the x-axis and the lines x #0 and x #1. [4]2\u221a3y=e/vthinspace/vthinspace/vthinspace1 2/vthinspace/vthinspace/vthinspacex+3e/vthinspace/vthinspace\u2212/vthinspace1 2/vthinspace/vthinspace/vthinspacex \u00a9ucles 2004 0606/1/o/n/045",
+            "6": "blank page 0606/1/o/n/046",
+            "7": "blank page 0606/1/o/n/047",
+            "8": "blank page 0606/1/o/n/048 every reasonable effort has been made to trace all copyright holders. the publishers would be pleased to hear from anyone whose  rights we have unwittingly infringed. university of cambridge international examinations is part of the university of cambridge local examinations syndicate (ucles), which is itself a department of the university of cambridge"
+        },
+        "0606_w04_qp_2.pdf": {
+            "1": "this document consists of 5 printed pages and 3 blank pages. (kn) s69811 \u00a9ucles 2004 [turn overuniversity of cambridge international examinations  international general certificate of secondary education additional mathematics 0606/02 paper 2 october/november 2004 2hours additional materials: answer booklet/paper electronic calculator graph papermathematical tables read these instructions first if you have been given an answer booklet, follow the instructions on the front cover of the booklet. write your centre number, candidate number and name on all the work you hand in.write in dark blue or black pen on both sides of the paper.you may use a soft pencil for any diagrams or graphs.do not use staples, paper clips, highlighters, glue or correction fluid. answer all the questions. write your answers on the separate answer booklet/paper provided. give non-exact numerical answers correct to 3 significant figures, or 1 decimal place in the case of anglesin degrees, unless a different level of accuracy is specified in the question.at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question. the total number of marks for this paper is 80.the use of an electronic calculator is expected, where appropriate.you are reminded of the need for clear presentation in your answers.",
+            "2": "2 0606/02/o/n/04 \u00a9 ucles 2004mathematical formulae 1. algebra quadratic equation for the equation ax2+ bx + c= 0, . binomial theorem (a+ b)n= an+ an\u20131b+ an\u20132b2 + \u2026 + an\u2013rbr+ \u2026 + bn, where n is a positive integer and = . 2. trigonometry identities sin2a+ cos2a= 1. sec2a= 1 + tan2a. cosec2a= 1 + cot2a. formulae for \u2206 abc = = . a2= b2+ c2\u2013 2bc cos a. \u2206=  bcsin a.1 2c sin cb sin ba sin an! (n\u2013 r)!r!)n r()n r( )n 2( )n1(xbb a c a=\u2212\u00b1 \u221224 2",
+            "3": "3 0606/02/o/n/04 [turn over1 given that a= /h20898/h20899 , find a\u20131and hence solve the simultaneous equations 2x+ 3y + 4 = 0 \u20135x+ 4y + 13 = 0. [4] 2 given that , where aand bare integers, find, without using a calculator, the value of aand of b. [4] 3 the diagram shows part of the curve   y= 3sin 2x + 4cos x. find the area of the shaded region, bounded by the curve and the coordinate axes. [5] 4 find the values of kfor which the line   y= x+ 2   meets the curve   y2+ (x+ k)2= 2. [5] 5 solve the equation   log16(3x\u2013 1) = log4(3x) + log4(0.5). [6] 6 given that   x= 3sin\u03b8\u2013 2cos\u03b8and y = 3cos\u03b8+ 2sin\u03b8, (i) find the value of the acute angle \u03b8for which x = y,[ 3] (ii) show that   x2+ y2is constant for all values of \u03b8.[ 3] 7 given that 6 x3+ 5ax \u2013 12a leaves a remainder of \u20134 when divided by x\u2013 a, find the possible values ofa. [7] 8 a motor boat travels in a straight line across a river which flows at 3 ms\u20131between straight parallel banks 200 m apart. the motor boat, which has a top speed of 6 ms\u20131in still water, travels directly from a point a on one bank to a point b, 150 m downstream of a, on the opposite bank. assuming that the motor boat is travelling at top speed, find, to the nearest second, the time it takes to travel from ato b. [7]y x o \u03c0 2ab+=+313 4323 \u20135 4 \u00a9 ucles 2004",
+            "4": "4 0606/02/o/n/04 \u00a9 ucles 20049 in order that each of the equations (i) y= abx, (ii) y= axk, (iii) px+ qy = xy, where a, b, a, k, pand qare unknown constants, may be represented by a straight line, they each need to be expressed in the form   y= mx+ c, where x and yare each functions of xand/or y, and m and c are constants. copy the following table and insert in it an expression for y, x, m and c for each case. [7] 10 the function f is defined by   f: x \uf061 /h20919x2\u2013 8x + 7 /h20919 for the domain   3 /h11088x/h110888. (i) by first considering the stationary value of the function  x\uf061x2\u2013 8x + 7, show that the graph of  y= f(x) has a stationary point at x= 4 and determine the nature of this stationary point. [4] (ii) sketch the graph of y= f(x). [2] (iii) find the range of f. [2] the function g is defined by   g: x \uf061 /h20919x2\u2013 8x + 7 /h20919 for the domain   3 /h11088x/h11088k. (iv) determine the largest value of kfor which g\u20131exists. [1] 11 the diagram shows a trapezium oabc, where o is the origin. the equation of oais   y = 3x and the equation of ocis   y + 2x = 0.   the line through aperpendicular to oameets the y-axis at b and bcis parallel to ao. given that the length of oais units, calculate the coordinates of a, of b and of c. [10]250y xab cy = 3x y + 2x = 0 oyxmc y= abx y= axk px+ qy = xy",
+            "5": "\u00a9 ucles 20045 0606/02/o/n/0412 answer only one of the following two alternatives. either a particle, travelling in a straight line, passes a fixed point oon the line with a speed of 0.5 ms\u20131. the acceleration, ams\u20132, of the particle, ts after passing o, is given by   a = 1.4 \u2013 0.6t. (i) show that the particle comes instantaneously to rest when t= 5. [4] (ii) find the total distance travelled by the particle between t= 0 and t = 10. [6] or each member of a set of curves has an equation of the form  y= ax + , where aand b are integers. (i) for the curve where a = 3 and b = 2, find the area bounded by the curve, the x-axis and the lines x= 2 and x = 4. [4] another curve of this set has a stationary point at (2, 3). (ii) find the value of aand of b in this case and determine the nature of the stationary point. [6]b x2",
+            "6": "6 0606/02/o/n/04blank page",
+            "7": "7 0606/02/o/n/04blank page",
+            "8": "8 0606/02/o/n/04blank page every reasonable effort has been made to trace all copyright holders. the publishers would be pleased to hear from anyone whose rights we have unwittingly infringed. university of cambridge international examinations is part of the university of cambridge local examinations syndicate (ucles),  which is itself a department of the university of cambridge."
+        }
+    },
+    "2005": {
+        "0606_s05_qp_1.pdf": {
+            "1": "this document consists of 5 printed pages and 3 blank pages. sp (nf/kn) s87030 \u00a9ucles 2005 [turn overuniversity of cambridge international examinations international general certificate of secondary education additional mathematics 0606/01 paper 1 may/june 2005 2 hours additional materials: answer booklet/paper electronic calculator graph papermathematical tables read these instructions first if you have been given an answer booklet, follow the instructions on the front cover of the booklet. write your centre number, candidate number and name on all the work you hand in.write in dark blue or black pen on both sides of the paper.you may use a soft pencil for any diagrams or graphs.do not use staples, paper clips, highlighters, glue or correction fluid. answer all the questions. write your answers on the separate answer booklet/paper provided. give non-exact numerical answers correct to 3 significant figures, or 1 decimal place in the case of anglesin degrees, unless a different level of accuracy is specified in the question.at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question. the total number of marks for this paper is 80.the use of an electronic calculator is expected, where appropriate.you are reminded of the need for clear presentation in your answers.",
+            "2": "2 0606/01/m/j/05 \u00a9ucles 2005mathematical formulae 1. algebra quadratic equation for the equation ax2+ bx + c= 0, . binomial theorem (a+ b)n= an+ an\u20131b+ an\u20132b2 + \u2026 + an\u2013rbr+ \u2026 + bn, where n is a positive integer and = . 2. trigonometry identities sin2a+ cos2a= 1. sec2a= 1 + tan2a. cosec2a= 1 + cot2a. formulae for \u2206 abc = = . a2= b2+ c2\u2013 2bc cos a. \u2206= bcsin a.1 2c sin cb sin ba sin an! (n\u2013 r)!r!)n r()n r( )n 2( )n1(xbb a c a=\u2212\u00b1 \u221224 2",
+            "3": "3 0606/01/m/j/05 \u00a9ucles 2005 [turn over1 given that   a = /h20898/h20899 ,   find (a2)\u20131. [4] 2 a student has a collection of 9 cds, of which 4 are by the beatles, 3 are by abba and 2 are by the rolling stones. she selects 4 of the cds from her collection. calculate the number of ways in whichshe can make her selection if (i) her selection must contain her favourite beatles cd, [2] (ii) her selection must contain 2 cds by one group and 2 cds by another. [3] 3 given that  \u03b8is acute and that   sin \u03b8= ,   express, without using a calculator,   in the  form   a + , where aand b are integers. [5] 4 the position vectors of points a and brelative to an origin o are  \u20133i \u2013 jand  i + 2j respectively.  the point clies on ab and is such that ac\u2192=ab\u2192. find the position vector of cand show that it is a unit vector. [6] 5 the function f is defined, for 0\u00b0 /h11088x/h11088180\u00b0, by f(x) = a + 5 cos bx, where a and b are constants. (i) given that the maximum value of f is 3, state the value of a. [1] (ii) state the amplitude of f. [1] (iii) given that the period of f is 120\u00b0, state the value of b. [1] (iv) sketch the graph of f. [3] 6 given that each of the following functions is defined for the domain   \u20132 /h11088x/h110883,   find the range of (i) f : x\uf061 2 \u2013 3x, [1] (ii) g : x\uf061/h209192 \u2013 3x /h20919, [2] (iii) h : x\uf061 2 \u2013 /h20919 3x /h20919. [2]   state which of the functions f, g and h has an inverse. [2]3\u20135bsin\u03b8\u2013\u2013\u2013\u2013\u2013\u2013\u2013\u2013\u2013cos\u03b8\u2013 sin\u03b81 321 \u20131 1",
+            "4": "4 0606/01/m/j/05 \u00a9ucles 20057 (a) variables l and t are related by the equation   l = l0(1 + \u03b1)twhere l0and \u03b1are constants. given that l0= 0.64 and \u03b1= 2.5 \u00d7 10\u20133, find the value of tfor which l = 0.66. [3] (b) solve the equation   1 + lg(8 \u2013 x) = lg(3x + 2). [4] 8 the table above shows experimental values of the variables xand ywhich are related by an equation of the form   y = kxn,   where k and n are constants. (i) using graph paper, draw the graph of lg yagainst lg x. [3] (ii) use your graph to estimate the value of kand of n. [4] 9 (i) determine the set of values of k for which the equation x2+ 2x + k= 3kx \u2013 1 has no real roots. [5] (ii) hence state, giving a reason, what can be deduced about the curve y= (x + 1)2and the line   y= 3x \u2013 1. [2] 10 the remainder when   2 x3+ 2x2\u2013 13x + 12   is divided by   x+ ais three times the remainder when it is divided by   x\u2013 a. (i) show that   2a3+ a2\u2013 13a + 6 = 0. [3] (ii) solve this equation completely. [5] 11 a particle travels in a straight line so that, t seconds after passing a fixed point aon the line, its acceleration, a ms\u20132, is given by   a= \u20132 \u2013 2t.   it comes to rest at a point b when t = 4. (i) find the velocity of the particle at a. [4] (ii) find the distance ab. [3] (iii) sketch the velocity-time graph for the motion from a to b. [1]x 10 100 1000 10 000 y 1900 250 31 4",
+            "5": "5 0606/01/m/j/05 \u00a9ucles 200512 answer only one of the following two alternatives. either the diagram, which is not drawn to scale, shows part of the graph of   y= 8 \u2013 e2x,   crossing the y-axis at a. the tangent to the curve at acrosses the x-axis at b. find the area of the shaded region bounded by the curve, the tangent and the x-axis. [10] or a piece of wire, of length 2 m, is divided into two pieces. one piece is bent to form a square of side xm and the other is bent to form a circle of radius r m. (i) express r in terms of x and show that the total area, a m2, of the two shapes is given by a= . [4] given that x can vary, find (ii) the stationary value of a, [4] (iii) the nature of this stationary value. [2](\u03c0+ 4)x2\u2013 4x + 1\u2013\u2013\u2013\u2013\u2013\u2013\u2013\u2013\u2013\u2013\u2013\u2013\u2013\u2013\u2013\u03c0y x oa b",
+            "6": "6 0606/01/m/j/05blank page",
+            "7": "7 0606/01/m/j/05blank page",
+            "8": "8 0606/01/m/j/05blank page permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. every reasonable effort has been made by the publisher (ucles) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the publisher will be pleased to make amends atthe earliest possible opportunity. university of cambridge international examinations is part of the university of cambridge local examinations syndicate (ucles),  which is itself a department of the university of cambridge."
+        },
+        "0606_s05_qp_2.pdf": {
+            "1": "this document consists of 6 printed pages and 2 blank pages. (kn) s76935 \u00a9ucles 2005 [turn overuniversity of cambridge international examinations international general certificate of secondary education additional mathematics 0606/02 paper 2 may/june 2005 2 hours additional materials: answer booklet/paper electronic calculator graph papermathematical tables read these instructions first if you have been given an answer booklet, follow the instructions on the front cover of the booklet. write your centre number, candidate number and name on all the work you hand in.write in dark blue or black pen on both sides of the paper.you may use a soft pencil for any diagrams or graphs.do not use staples, paper clips, highlighters, glue or correction fluid. answer all the questions. write your answers on the separate answer booklet/paper provided. give non-exact numerical answers correct to 3 significant figures, or 1 decimal place in the case of anglesin degrees, unless a different level of accuracy is specified in the question.at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question. the total number of marks for this paper is 80.the use of an electronic calculator is expected, where appropriate.you are reminded of the need for clear presentation in your answers.",
+            "2": "2 0606/02/m/j/05 \u00a9 ucles 2005mathematical formulae 1. algebra quadratic equation for the equation ax2+ bx + c= 0, . binomial theorem (a+ b)n= an+ an\u20131b+ an\u20132b2 + \u2026 + an\u2013rbr+ \u2026 + bn, where n is a positive integer and = . 2. trigonometry identities sin2a+ cos2a= 1. sec2a= 1 + tan2a. cosec2a= 1 + cot2a. formulae for \u2206 abc = = . a2= b2+ c2\u2013 2bc cos a. \u2206=  bcsin a.1 2c sin cb sin ba sin an! (n\u2013 r)!r!)n r()n r( )n 2( )n1(xbb a c a=\u2212\u00b1 \u221224 2",
+            "3": "3 0606/02/m/j/05 \u00a9 ucles 2005 [turn over1 a curve has the equation   y= . (i) find an expression for   . [3] (ii) given that yis increasing at a rate of 0.2 units per second when x= \u2013 0.5, find the corresponding rate of change of x.[ 2] 2 a flower show is held over a three-day period \u2013 thursday, friday and saturday. the table below shows the entry price per day for an adult and for a child, and the number of adults and children attending oneach day. (i) write down two matrices such that their product will give the amount of entry money paid on thursday and hence calculate this product. [2] (ii) write down two matrices such that the elements of their product give the amount of entry money paid for each of friday and saturday and hence calculate this product. [2]  (iii) calculate the total amount of entry money paid over the three-day period. [1] 3 the diagram shows a square abcd of area 60 m 2. the point plies on bc and the sum of the lengths of apand bpis 12 m. given that the lengths of apand bpare xm and y m respectively, form two equations in xand y and hence find the length of bp.[ 5]ab dcpdy\u2013\u2013\u2013dx8\u2013\u2013\u2013\u2013\u20132x\u2013 1 thursday friday saturday price ($) \u2013 adult 12 10 10 price ($) \u2013 child 5 4 4 number of adults 300 180 400number of children 40 40 150",
+            "4": "4 0606/02/m/j/05 \u00a9 ucles 20054 the functions f and g are defined by f : x\uf061sinx,     0 /h11088 x/h11088 , g : x\uf0612x\u2013 3,     x \u2208/h11938. solve the equation   g\u20131f(x) = g2(2.75). [5] 5(i) differentiate   xln x \u2013 x with respect to x.[ 2] (ii) the diagram shows part of the graph of   y= ln x.   use your result from part (i) to evaluate the area of the shaded region bounded by the curve, the line x= 3 and the x\u2013axis. [4]   6 a curve has the equation   y= ,   for 0 < x < \u03c0.  (i) find and show that the x-coordinate of the stationary point satisfies   2 sin x\u2013 cos x= 0. [4] (ii) find the x-coordinate of the stationary point. [2]  7 solve, for x and y, the simultaneous equations 125x= 25(5y), 7x\u00f74 9y= 1. [6]dy\u2013\u2013\u2013dxe2x\u2013\u2013\u2013\u2013sinxy x oy = ln  x 3\u03c0\u20132",
+            "5": "5 0606/02/m/j/05 \u00a9 ucles 2005 [turn over8 the venn diagram above represents the sets /h5105= {homes in a certain town}, c= {homes with a computer}, d= {homes with a dishwasher}. it is given that n(c\u2229d)=  k, n(c)=  7 \u00d7n(c\u2229d), n(d)=  4 \u00d7n(c \u2229 d), and n(/h5105)=  6 \u00d7n(c\u2032 \u2229 d \u2032). (i) copy the venn diagram above and insert, in each of its four regions, the number, in terms of k, of homes represented by that region. [5] (ii) given that there are 165 000 homes which do not have both a computer and a dishwasher, calculate the number of homes in the town. [2] 9 a plane, whose speed in still air is 300 km h\u20131, flies directly from x to y. given that yis 720 km from x on a bearing of 150\u00b0 and that there is a constant wind of 120 km h\u20131blowing towards the west, find the time taken for the flight. [7] 10 (a) solve, for 0\u00b0< x< 360\u00b0, 4 tan2x+ 15 secx = 0. [4] (b) given that y> 3, find the smallest value of ysuch that tan (3y \u2013 2) = \u2013 5. [4] 11(a) (i) expand   (2 + x)5.[ 3] (ii) use your answer to part (i) to find the integers aand bfor which   (2 + )5can be expressed in the form   a+ b .[ 3 ] (b) find the coefficient of xin the expansion of   /h20898x \u2013 /h208997 .[ 3]4\u2013x33c d/h5105",
+            "6": "6 0606/02/m/j/05 \u00a9 ucles 200512 answer only one of the following two alternatives.  either solutions to this question by accurate drawing will not be accepted. the diagram, which is not drawn to scale, shows a right-angled triangle abc, where a is the point  (6, 11) and b is the point (8, 8). the point d(5, 6) is the mid-point of bc. the line deis parallel to acand angle dec is a right-angle. find the area of the entire figure abdeca.[ 11]   or the diagram, which is not drawn to scale, shows a circle abcda, centre oand radius 10 cm.  the chord bdis 16 cm long. bed is an arc of a circle, centre a. (i) show that the length of abis approximately 17.9 cm. for the shaded region enclosed by the arcs bcd and bed, find (ii) its perimeter, (iii) its area. [11]bdc e o a16 cm 10 cmy x oc ed (5, 6)a (6, 11) b (8, 8)",
+            "7": "7 0606/02/m/j/05blank page",
+            "8": "8 0606/02/m/j/05blank page every reasonable effort has been made to trace all copyright holders where the publishers (i.e. ucles) are aware that third-party material has been reproduced. the publishers would be pleased to hear from anyone whose rights they have unwittingly infringed. university of cambridge international examinations is part of the university of cambridge local examinations syndicate (ucles),  which is itself a department of the university of cambridge."
+        },
+        "0606_w05_qp_1.pdf": {
+            "1": "university of cambridge international examinations international general certificate of secondary education additional mathematics 0606/01 paper 1 october/november 2005 2 hours additional materials: answer booklet/paper electronic calculator graph paper (2 sheets)mathematical tables read these instructions first if you have been given an answer booklet, follow the instructions on the front cover of the booklet. write your centre number, candidate number and name on all the work you hand in.write in dark blue or black pen on both sides of the paper.you may use a soft pencil for any diagrams or graphs.do not use staples, paper clips, highlighters, glue or correction fluid. answer all the questions. write your answers on the separate answer booklet/paper provided. give non-exact numerical answers correct to 3 significant figures, or 1 decimal place in the case of anglesin degrees, unless a different level of accuracy is specified in the question.at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question. the total number of marks for this paper is 80.the use of an electronic calculator is expected, where appropriate.you are reminded of the need for clear presentation in your answers. this document consists of 6 printed pages and 2 blank pages. sp (nf/kn) s96217/1 \u00a9 ucles 2005 [turn over",
+            "2": "2 0606/01/o/n/05 \u00a9 ucles 2005mathematical formulae 1. algebra quadratic equation for the equation ax2+ bx + c= 0, . binomial theorem (a+ b)n= an+ an\u20131b+ an\u20132b2 + \u2026 + an\u2013rbr+ \u2026 + bn, where n is a positive integer and = . 2. trigonometry identities sin2a+ cos2a= 1. sec2a= 1 + tan2a. cosec2a= 1 + cot2a. formulae for \u2206 abc = = . a2= b2+ c2\u2013 2bc cos a. \u2206= bcsin a.1 2c sin cb sin ba sin an! (n\u2013 r)!r!)n r()n r( )n 2( )n1(xbb a c a=\u2212\u00b1 \u221224 2",
+            "3": "3 0606/01/o/n/05 \u00a9 ucles 2005 [turn over1 find the set of values of xfor which   (x \u2013 6)2> x. [3] 2 (a) (i) (ii) for each of the venn diagrams above, express the shaded region in set notation. [2] (b) (i) copy the venn diagram above and shade the region that represents  a\u2229b\u2229c'. [1] (ii) copy the venn diagram above and shade the region that represents  a'\u2229(b\u222ac). [1] 3 find the values of the constant cfor which the line   2y = x+ c is a tangent to the curve   y= 2x + . [4] 4 a cuboid has a square base of side   (2 \u2013 ) m   and a volume of   (2 \u2013 3) m3. find the height of the cuboid in the form   (a + b ) m,   where a and b are integers. [4] 5 the diagram, which is not drawn to scale, shows a horizontal rectangular surface. one corner of the surface is taken as the origin o andiand j are unit vectors along the edges of the surface. a fly, f, starts at the point with position vector  ( i+ 12j) cm  and crawls across the surface with a velocity of (3i+ 2j) cm s\u20131.  at the instant that the fly starts crawling, a spider, s, at the point with position vector (85i + 5j) cm,  sets off across the surface with a velocity of  (\u20135 i+ kj) cm s\u20131,  where k is a constant. given that the spider catches the fly, calculate the value of k. [6]j i o33 36\u2013xab c/h5105ab/h5105ab/h5105",
+            "4": "4 0606/01/o/n/05 \u00a9 ucles 20056 a particle starts from rest at a fixed point o and moves in a straight line towards a point a. the  velocity,  v ms\u20131, of the particle, t seconds after leaving o, is given by   v = 6 \u2013 6e\u20133t.   given that the particle reaches a when t = ln 2, find (i) the acceleration of the particle at a, [3] (ii) the distance oa. [4] 7 (a) solve   log7(17y + 15) = 2 + log7(2y\u2013 3). [4] (b) evaluate   logp8 \u00d7log16p. [3] 8 a curve has the equation   y= (x+ 2) . (i) show that   = , where kis a constant, and state the value of k. [4] (ii) hence evaluate   /h2084825dx. [4] 9 (a) find all the angles between 0\u00b0 and 360\u00b0 which satisfy the equation 3cos x= 8tan x. [5] (b) given that 4 /h11088 y/h110886, find the value of yfor which 2cos/h20898/h20899 + = 0. [3] 32y\u2013\u20133x\u22121xx\u22121kx dy\u2013\u2013\u2013dxx\u22121",
+            "5": "5 0606/01/o/n/05 \u00a9 ucles 2005 [turn over10 solutions to this question by accurate drawing will not be accepted. the diagram, which is not drawn to scale, shows a quadrilateral abcd in which a is (0, 10), b is (2, 16) and cis (8, 14). (i) show that triangle abc is isosceles. [2] the point d lies on the x-axis and is such that ad= cd. find (ii) the coordinates of d, [4] (iii) the ratio of the area of triangle abc to the area of triangle acd. [3] 11 a function f is defined by   f : x\uf061/h209192x\u2013 3/h20919\u2013 4,   for \u20132 /h11088x/h110883. (i) sketch the graph of y= f(x). [2] (ii) state the range of f. [2] (iii) solve the equation f(x) = \u20132. [3] a function g is defined by   g: x\uf061/h209192x\u2013 3/h20919\u2013 4,   for \u20132 /h11088x/h11088k. (iv) state the largest value of k for which g has an inverse. [1] (v) given that g has an inverse, express g in the form   g: x\uf061ax+ b,   where a and b are constants. [2]y xb (2, 16) c (8, 14) da (0, 10) o",
+            "6": "6 0606/01/o/n/05 \u00a9 ucles 200512 answer only one of the following two alternatives. either variables xand y are related by the equation   yxn= a,   where aand n are constants. the table below shows measured values of x and y. (i) on graph paper plot lg yagainst lg x, using a scale of 2 cm to represent 0.1 on the lg xaxis and 1 cm to represent 0.1 on the lg yaxis. draw a straight line graph to represent the equation   yxn= a. [3] (ii) use your graph to estimate the value of aand of n. [4] (iii) on the same diagram, draw the line representing the equation   y = x2and hence find the value of x for which   xn+ 2= a. [3] or the diagram shows a semicircle, centre o, of radius 8 cm. the radius oc makes an angle of 1.2 radians with the radius ob. the arc cd of a circle has centre a and the point d lies on ob. find the area of (i) sector cob, [2] (ii) sector cad, [5] (iii) the shaded region. [3]abc od8 cm 8 cm1.2 radx 1.5 2 2.5 3 3.5 y 7.3 3.5 2.0 1.3 0.9",
+            "7": "7 0606/01/o/n/05blank page",
+            "8": "8 0606/01/o/n/05blank page permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. every reasonable effort has been made by the publisher (ucles) to trace copyright holders, but if any items requiring clearance have unwittingly been included, thepublisher will be pleased to make amends at the earliest possible opportunity. university of cambridge international examinations is part of the university of cambridge local examinations syndicate (ucles), which is itself a department of the university of cambridge."
+        },
+        "0606_w05_qp_2.pdf": {
+            "1": "university of cambridge international examinations international general certificate of secondary education additional mathematics 0606/02 paper 2 october/november 2005 2 hours additional materials: answer booklet/paper electronic calculator graph papermathematical tables read these instructions first if you have been given an answer booklet, follow the instructions on the front cover of the booklet. write your centre number, candidate number and name on all the work you hand in.write in dark blue or black pen on both sides of the paper.you may use a soft pencil for any diagrams or graphs.do not use staples, paper clips, highlighters, glue or correction fluid. answer all the questions. write your answers on the separate answer booklet/paper provided. give non-exact numerical answers correct to 3 significant figures, or 1 decimal place in the case of anglesin degrees, unless a different level of accuracy is specified in the question.at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question. the total number of marks for this paper is 80.the use of an electronic calculator is expected, where appropriate.you are reminded of the need for clear presentation in your answers. this document consists of 5 printed pages and 3 blank pages. sp (nf/kn) s93693 \u00a9 ucles 2005 [turn over",
+            "2": "2 0606/02/o/n/05 \u00a9 ucles 2005mathematical formulae 1. algebra quadratic equation for the equation ax2+ bx + c= 0, . binomial theorem (a+ b)n= an+ an\u20131b+ an\u20132b2 + \u2026 + an\u2013rbr+ \u2026 + bn, where n is a positive integer and = . 2. trigonometry identities sin2a+ cos2a= 1. sec2a= 1 + tan2a. cosec2a= 1 + cot2a. formulae for \u2206 abc = = . a2= b2+ c2\u2013 2bc cos a. \u2206= bcsin a.1 2c sin cb sin ba sin an! (n\u2013 r)!r!)n r()n r( )n 2( )n1(xbb a c a=\u2212\u00b1 \u221224 2",
+            "3": "3 0606/02/o/n/05 \u00a9 ucles 2005 [turn over1 variables v and t are related by the equation v= 1000e\u2013kt, where k is a constant. given that v= 500 when t = 21, find (i) the value of k, [2]  (ii) the value of v when t = 30. [2] 2 the line   x + y= 10   meets the curve   y2= 2x + 4   at the points a and b. find the coordinates of the  mid-point of ab. [5] 3 (i) given that   y = 1 + ln (2 x\u2013 3),   obtain an expression for  . [2] (ii) hence find, in terms of p, the approximate value of ywhen  x = 2 + p,  where p is small. [3] 4 the function f is given by   f : x\uf0612 + 5 sin 3x  for 0\u00b0 /h11088x/h11088180\u00b0. (i) state the amplitude and period of f. [2]  (ii) sketch the graph of y= f(x). [3] 5 the binomial expansion of (1 + px)n, where n > 0, in ascending powers of xis 1 \u2013 12x + 28p2x2+ qx3+ ... . find the value of n, of p and of q. [6] 6 it is given that   a = /h20898/h20899 and that   a +a\u20131= ki,  where p and kare constants and i is the identity matrix. evaluate p and k. [6]31 5pdy\u2013\u2013\u2013dx",
+            "4": "4 0606/02/o/n/05 \u00a9 ucles 20057 in the diagram  op\u2192 = p,  oq\u2192 = q,  pm\u2192 = pq\u2192  and  on\u2192 = oq\u2192. (i) given that ox\u2192 = mom\u2192, express ox\u2192 in terms of m, p and q. [2] (ii) given that px\u2192 = npn\u2192, express ox\u2192 in terms of n, p and q. [3] (iii) hence evaluate m and n. [2] 8 (a) find the value of each of the integers pand q for which   /h20898/h20899\u2013 = 2p\u00d75q. [2] (b) (i) express the equation   4x\u2013 2x+ 1= 3   as a quadratic equation in 2x. [2]   (ii) hence find the value of x, correct to 2 decimal places. [3] 9 the function   f(x) = x3\u2013 6x2+ ax+ b,   where a and bare constants, is exactly divisible by  x\u2013 3  and leaves a remainder of \u201355 when divided by  x+ 2. (i) find the value of aand of b. [4] (ii) solve the equation f(x) = 0. [4] 10 a curve is such that   = 6x \u2013 2.   the gradient of the curve at the point (2, \u20139) is 3. (i) express y in terms of x. [5] (ii) show that the gradient of the curve is never less than \u2013 . [3] 11 (a) each day a newsagent sells copies of 10 different newspapers, one of which is the times . a customer buys 3 different newspapers. calculate the number of ways the customer can select his newspapers (i) if there is no restriction, [1] (ii) if 1 of the 3 newspapers is the times . [1] (b) calculate the number of different 5-digit numbers which can be formed using the digits 0,1,2,3,4 without repetition and assuming that a number cannot begin with 0. [2] how many of these 5-digit numbers are even? [4]16\u2013\u20133d2y\u2013\u2013\u2013\u2013 dx23\u20132 25\u2013\u2013162\u201351\u20133p m q onxp q",
+            "5": "5 0606/02/o/n/05 \u00a9 ucles 200512 answer only one of the following two alternatives. either the diagram, which is not drawn to scale, shows part of the curve   y= x2\u2013 10x + 24   cutting the x-axis at q(4, 0). the tangent to the curve at the point pon the curve meets the coordinate axes at s(0, 15) and at  t(3.75, 0). (i) find the coordinates of p. [4]  the normal to the curve at p meets the x-axis at r. (ii) find the coordinates of r. [2] (iii) calculate the area of the shaded region bounded by the x-axis, the line pr and the curve pq. [5] or a curve has the equation   y= 2cos x\u2013 cos 2x,   where 0 < x /h11088 . (i) obtain expressions for   and . [4] (ii) given that  sin 2x may be expressed as  2sin xcosx,  find the x-coordinate of the stationary point of the curve and determine the nature of this stationary point. [4] (iii) evaluate   \u222bydx. [3]d2y\u2013\u2013\u2013\u2013 dx2dy\u2013\u2013\u2013dx\u03c0\u20132s (0, 15) q (4, 0)p rot (3.75, 0)xy y = x2 \u2013 10x + 24 \u03c0/2 \u03c0/3",
+            "6": "6 0606/02/o/n/05blank page",
+            "7": "7 0606/02/o/n/05blank page",
+            "8": "8 0606/02/o/n/05blank page permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. every reasonable effort has been made by the publisher (ucles) to trace copyright holders, but if any items requiring clearance have unwittingly been included, thepublisher will be pleased to make amends at the earliest possible opportunity. university of cambridge international examinations is part of the university of cambridge local examinations syndicate (ucles), which is itself a department of the university of cambridge."
+        }
+    },
+    "2006": {
+        "0606_s06_qp_1.pdf": {
+            "1": "this document consists of 5 printed pages and 3 blank pages. spa (nf/kn) t04535 \u00a9 ucles 2006 [turn overuniversity of cambridge international examinations international general certificate of secondary education additional mathematics 0606/01 paper 1 may/june 2006 2 hours additional materials: answer booklet/paper electronic calculator graph papermathematical tables read these instructions first if you have been given an answer booklet, follow the instructions on the front cover of the booklet. write your centre number, candidate number and name on all the work you hand in.write in dark blue or black pen on both sides of the paper.you may use a soft pencil for any diagrams or graphs.do not use staples, paper clips, highlighters, glue or correction fluid. answer all the questions. write your answers on the separate answer booklet/paper provided. give non-exact numerical answers correct to 3 significant figures, or 1 decimal place in the case of anglesin degrees, unless a different level of accuracy is specified in the question.the use of an electronic calculator is expected, where appropriate.you are reminded of the need for clear presentation in your answers. the number of marks is given in brackets [  ] at the end of each question or part question. the total number of marks for this paper is 80.at the end of the examination, fasten all your work securely together.",
+            "2": "2 0606/01/m/j/06 \u00a9 ucles 2006mathematical formulae 1. algebra quadratic equation for the equation ax2+ bx + c= 0, . binomial theorem (a+ b)n= an+ an\u20131b+ an\u20132b2 + \u2026 + an\u2013rbr+ \u2026 + bn, where n is a positive integer and = . 2. trigonometry identities sin2a+ cos2a= 1. sec2a= 1 + tan2a. cosec2a= 1 + cot2a. formulae for \u2206 abc = = . a2= b2+ c2\u2013 2bc cos a. \u2206= bcsin a.1 2c sin cb sin ba sin an! (n\u2013 r)!r!)n r()n r( )n 2( )n1(xbb a c a=\u2212\u00b1 \u221224 2",
+            "3": "3 0606/01/m/j/06 \u00a9 ucles 2006 [turn over1 a curve has the equation   y= (x\u2013 1)(2x \u2013 3)8.   find the gradient of the curve at the point where x= 2. [4] 2 the line   y + 4x = 23   intersects the curve   xy+ x= 20   at two points, aand b.  find the equation of the perpendicular bisector of the line ab. [6] 3 a plane flies due north from ato b, a distance of 1000 km, in a time of 2 hours. during this time a steady wind, with a speed of 150 km h\u20131, is blowing from the south-east. find  (i) the speed of the plane in still air, [4] (ii) the direction in which the plane must be headed. [2] 4 the diagram shows part of the curve  y= f(x),  where   f(x) = p \u2013 exand p is a constant.   the curve crosses the y-axis at (0, 2).   (i) find the value of p. [2] (ii) find the coordinates of the point where the curve crosses the x-axis. [2] (iii) copy the diagram above and on it sketch the graph of  y= f\u20131(x). [2] 5 the matrices a and b are given by   a= /h20898/h20899, b= /h20898/h20899.   find matrices p and q such that (i) p = b2\u2013 2a, [3] (ii) q = b(a\u20131). [4] 6 the cubic polynomial f(x) is such that the coefficient of x3is 1 and the roots of f(x) = 0 are  \u20132, 1 + and 1 \u2013 . (i) express f(x) as a cubic polynomial in xwith integer coefficients. [3] (ii) find the remainder when f(x) is divided by   x\u2013 3. [2] (iii) solve the equation  f(\u2013 x) = 0. [2]3 30\u2013 1 43\u20132 \u20131 6212 12y x o",
+            "4": "4 0606/01/m/j/06 \u00a9 ucles 20067 a particle moves in a straight line, so that, t s after leaving a fixed point o, its velocity, v ms\u20131, is given by v= pt2+ qt+ 4, where pand qare constants. when t = 1 the acceleration of the particle is 8 m s\u20132. when t = 2 the displacement of the particle from o is 22 m. find the value of pand of q. [7] 8 (i) given that   y = ,   show that   = . [5] (ii) the diagram shows part of the curve   y= .   using the result given in part (i), find the   area of the shaded region bounded by the curve, the x-axis and the lines x = and x= .   [3] 9 (a) given that u = log4x, find, in simplest form in terms of u, (i) x, (ii) log4/h20898/h20899 , (iii) logx8. [5] (b) solve the equation   (log3y)2+ log3(y2) = 8. [4] 10 the function f is defined, for 0\u00b0 /h11088x/h11088180\u00b0, by  f(x) = 3cos 4x \u2013 1. (i) solve the equation f(x) = 0. [3]   (ii) state the amplitude of f. [1] (iii) state the period of f. [1] (iv) state the maximum and minimum values of f. [2] (v) sketch the graph of y= f(x). [3]16\u2013\u2013x5\u03c0\u2013\u2013 \u201343\u03c0\u2013\u2013 \u201342\u2013\u2013\u2013\u2013\u2013\u2013\u20131 \u2013 sin xy x oy = 2\u2013\u2013\u2013\u2013\u2013\u20131 \u2013 sinx 3\u03c0\u2013\u2013\u201345\u03c0\u2013\u2013\u201341\u2013\u2013\u2013\u2013\u2013\u2013\u20131 \u2013 sin xdy\u2013\u2013dx1 + sin x\u2013\u2013\u2013\u2013\u2013\u2013\u2013cosx",
+            "5": "5 0606/01/m/j/06 \u00a9 ucles 200611 answer only one of the following two alternatives. either the table below shows values of the variables xand ywhich are related by the equation y= , where a and b are constants. (i) using graph paper, plot yagainst xy and draw a straight line graph. [3] (ii) use your graph to estimate the value of aand of b. [4] an alternative method for obtaining a straight line graph for the equation   y= is to plot x on the vertical axis and on the horizontal axis. (iii) without drawing a second graph, use your values of aand bto estimate the gradient and the intercept on the vertical axis of the graph of xplotted against . [3] or the diagram, which is not drawn to scale, shows a quadrilateral abcd in which a is (6, \u20133), b is (0, 6) and angle bad is 90\u00b0. the equation of the line bcis   5y = 3x + 30   and c lies on the line   y= x.   the line cd is parallel to the y-axis. (i) find the coordinates of cand of d. [6] (ii) show that triangle bad is isosceles and find its area. [4]y x obc d a(6, \u20133)(0, 6)y = x 5y = 3x + 301\u2013y1\u2013\u2013ya\u2013\u2013 \u2013\u2013\u2013x + ba\u2013\u2013 \u2013\u2013\u2013x + b x 0.1 0.4 1.0 2.0 3.0 y 8.0 6.0 4.0 2.6 1.9",
+            "6": "6 0606/01/m/j/06blank page",
+            "7": "7 0606/01/m/j/06blank page",
+            "8": "8 0606/01/m/j/06blank page permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. every reasonable effort has been made by the publisher (ucles) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the publisher will be pleased to make amends atthe earliest possible opportunity. university of cambridge international examinations is part of the university of cambridge local examinations syndicate (ucles), which is itself a department of the university of cambridge."
+        },
+        "0606_s06_qp_2.pdf": {
+            "1": "this document consists of 6 printed pages and 2 blank pages. spa (nf/kn) t04646 \u00a9 ucles 2006 [turn overuniversity of cambridge international examinations international general certificate of secondary education additional mathematics 0606/02 paper 2 may/june 2006 2 hours additional materials: answer booklet/paper electronic calculator mathematical tables read these instructions first if you have been given an answer booklet, follow the instructions on the front cover of the booklet. write your centre number, candidate number and name on all the work you hand in.write in dark blue or black pen on both sides of the paper.you may use a soft pencil for any diagrams or graphs.do not use staples, paper clips, highlighters, glue or correction fluid. answer all the questions. write your answers on the separate answer booklet/paper provided. give non-exact numerical answers correct to 3 significant figures, or 1 decimal place in the case of anglesin degrees, unless a different level of accuracy is specified in the question.the use of an electronic calculator is expected, where appropriate.you are reminded of the need for clear presentation in your answers. the number of marks is given in brackets [  ] at the end of each question or part question. the total number of marks for this paper is 80.at the end of the examination, fasten all your work securely together.",
+            "2": "2 0606/02/m/j/06 \u00a9 ucles 2006mathematical formulae 1. algebra quadratic equation for the equation ax2+ bx + c= 0, . binomial theorem (a+ b)n= an+ an\u20131b+ an\u20132b2 + \u2026 + an\u2013rbr+ \u2026 + bn, where n is a positive integer and = . 2. trigonometry identities sin2a+ cos2a= 1. sec2a= 1 + tan2a. cosec2a= 1 + cot2a. formulae for \u2206 abc = = . a2= b2+ c2\u2013 2bc cos a. \u2206= bcsin a.1 2c sin cb sin ba sin an! (n\u2013 r)!r!)n r()n r( )n 2( )n1(xbb a c a=\u2212\u00b1 \u221224 2",
+            "3": "3 0606/02/m/j/06 \u00a9 ucles 2006 [turn over1 variables xand yare connected by the equation   y= (3x \u2013 1) ln x.   given that xis increasing at the rate of 3 units per second, find the rate of increase of ywhen x = 1. [4] 2 the table shows the number of games played and the results of five teams in a football league. played won drawn lost parrots 8530 quails 7412 robins 8404 swallows 7214 terns 8116 a win earns 3 points, a draw 1 point and a loss 0 points. write down two matrices which on multiplication display in their product the total number of points earned by each team and hencecalculate these totals. [4] 3 the points a and bare such that the unit vector in the direction of ab\u2192is   0.28i + pj,   where p is a positive constant. (i) find the value of p. [2]   the position vectors of aand b, relative to an origin o, are   qi \u2013 7j and   12i + 17j respectively. (ii) find the value of the constant q. [3] 4 (a) differentiate   e tanxwith respect to x. [2]  (b) evaluate /h208480e1\u20132xdx. [4]   5 the diagram shows a right-angled triangle abc in which the length of acis ( + )cm. the area of triangle abc is (1 + )cm2. (i) find the length of abin the form (a + b )cm, where a and b are integers. [3] (ii) express (bc)2in the form (c + d )cm2, where c and d are integers. [3] 155 3155 3b ac1\u20132",
+            "4": "4 0606/02/m/j/06 \u00a9 ucles 20066 (a) the venn diagram above represents the universal set /h5105of all teachers in a college. the sets c, b and prepresent teachers who teach chemistry, biology and physics respectively.  sketch the diagram twice.  (i) on the first diagram shade the region which represents those teachers who teach  physics and chemistry but not biology. [1] (ii) on the second diagram shade the region which represents those teachers who teach either biology or chemistry or both, but not physics. [1] (b) in a group of 20 language teachers, fis the set of teachers who teach french and s is the set of teachers who teach spanish. given that n( f) = 16 and n(s) = 10, state the maximum and minimum possible values of (i) n(f\u2229 s), (ii) n(f\u222a s). [4]  7 (a) 7 boys are to be seated in a row. calculate the number of different ways in which this can be done if 2 particular boys, andrew and brian, have exactly 3 of the other boys between them. [4] (b) a box contains sweets of 6 different flavours. there are at least 2 sweets of each flavour. a girlselects 3 sweets from the box. given that these 3 sweets are not all of the same flavour, calculatethe number of different ways she can select her 3 sweets. [3] 8 (i) in the binomial expansion of    /h20898x + /h208998 , where k is a positive constant, the term independent of x is 252. evaluate k. [4] (ii) using your value of k, find the coefficient of x4in the expansion of   /h208981\u2013  /h20899/h20898x + /h208998 . [3]k\u2013\u2013 x3x4\u2013\u20134k\u2013\u2013 x3c b p/h5105",
+            "5": "5 0606/02/m/j/06 \u00a9 ucles 2006 [turn over9 a cuboid has a total surface area of 120 cm2.  its base measures x cm by 2x cm and its height is h cm. (i) obtain an expression for hin terms of x. [2] given that the volume of the cuboid is vcm3, (ii) show that   v = 40x \u2013 . [1] given that x can vary, (iii) show that v has a stationary value when   h= . [4] 10 (a) given that   a = sec x + cosec x and   b = sec x \u2013 cosec x,   show that  a2+ b2\u22612sec2xcosec2x. [4] (b) find, correct to 2 decimal places, the values of ybetween 0 and 6 radians which satisfy the equation  2cot y = 3sin y. [5] 11 the diagram shows a sector oacb of a circle, centre o, in which angle aob = 2.5 radians. the line ac is parallel to ob. (i) show that angle aoc = (5 \u2013 \u03c0) radians. [3] given that the radius of the circle is 12 cm, find (ii) the area of the shaded region, [3] (iii) the perimeter of the shaded region. [3]2.5 rad o bc a4x\u2013\u201334x3\u2013\u2013\u20133",
+            "6": "6 0606/02/m/j/06 \u00a9 ucles 200612 answer only one of the following two alternatives. either (i) express   2x2\u2013 8x + 3   in the form   a(x+ b)2+ c,   where a, b and c are integers. [2] a function f is defined by   f : x\uf0612x2\u2013 8x + 3,   x \u2208/h11938. (ii) find the coordinates of the stationary point on the graph of y= f (x). [2] (iii) find the value of f2(0). [2] a function g is defined by   g : x\uf0612x2\u2013 8x + 3,   x \u2208/h11938,   where x /h11088n.  (iv) state the greatest value of n for which g has an inverse. [1] (v) using the result obtained in part (i), find an expression for g\u20131. [3] or the equation of a curve is   y= 10 \u2013 x2+ 6x. (i) find the set of values of xfor which y /h1109115. [3] (ii) express y in the form   a \u2013 (x+ b)2,   where a andbare integers. [2] (iii) hence, or otherwise, find the coordinates of the stationary point on the curve. [2] functions f and g are defined, for x\u2208/h11938, by f : x\uf061 10 \u2013 x2+ 6x, g : x\uf0612x\u2013 k, where k is a constant. (iv) find the value of kfor which the equation   gf ( x) = 0   has two equal roots. [3]",
+            "7": "7 0606/02/m/j/06blank page",
+            "8": "8 0606/02/m/j/06blank page permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. every reasonable effort has been made by the publisher (ucles) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the publisher will be pleased to make amends atthe earliest possible opportunity. university of cambridge international examinations is part of the university of cambridge local examinations syndicate (ucles), which is itself a department of the university of cambridge."
+        },
+        "0606_w06_qp_1.pdf": {
+            "1": "university of cambridge international examinations international general certificate of secondary education additional mathematics  0606/01 paper 1 october/november 2006 2 hours additional materials: answer paper  electronic calculator graph paper (1 sheet) mathematical tables read these instructions first if you have been given an answer booklet, follow the instructions on the front cover of the booklet. write your centre number, candidate number and name on all the work you hand in.write in dark blue or black pen on both sides of the paper.y ou may use a soft pencil for any diagrams or graphs.do not use staples, paper clips, highlighters, glue or correction fluid. answer all the questions. write your answers on the separate answer paper provided.give non-exact numerical answers correct to 3 significant figures, or 1 decimal place in the case of angles in degrees, unless a different level of accuracy is specified in the question.the use of an electronic calculator is expected, where appropriate. y ou are reminded of the need for clear presentation in your answers. the number of marks is given in brackets [  ] at the end of each question or part question. the total number of marks for this paper is 80.at the end of the examination, fasten all your work securely together. this document consists of 6 printed pages and 2 blank pages. sp (slm) t26709/1 \u00a9 ucles 2006 [turn over",
+            "2": "2 0606/01/o/n/06 \u00a9 ucles 2006mathematical formulae 1. algebra quadratic equation  for the equation ax2 + bx + c = 0, xbb a c a=\u2212 \u221224 2. binomial theorem (a + b)n = an + (n 1)an\u20131 b + (n2)an\u20132 b2 + \u2026 + (n r)an\u2013r br + \u2026 + bn,  where n is a positive integer and (n r) = n! (n \u2013 r)!r!. 2. trigonometry identities  sin2 a + cos2 a = 1.  sec2 a = 1 + tan2 a.  cosec2 a = 1 + cot2 a. formulae for \u2206 abc a sin a = b sin b = c sin c . a2 = b2 + c2 \u2013 2bc cos a. \u2206 = 1  2 bc sin a .",
+            "3": "3 0606/01/o/n/06 \u00a9 ucles 2006 [turn over1 express each of the following statements in appropriate set notation.  (i) x is not an element of set a.  (ii) the number of elements not in set b is 16.  (iii) sets c and d have no common element.  [3] 2 \u20131 \u20133\u2013201y 60\u00b0 120\u00b0 90\u00b0 30\u00b0 x  the diagram shows part of the graph of   y = asin(bx) + c.   state the value of  (i) a,  (ii) b,  (iii) c.  [3] 3 the equation of a curve is   y = 8 (3x \u2013 4)2 .  (i) find the gradient of the curve where x = 2. [3]  (ii) find the approximate change in y when x increases from 2 to 2 + p, where p is small. [2] 4 the vector \u2192op has a magnitude of 10 units and is parallel to the vector  3 i \u2212 4j. the vector \u2192oq has a  magnitude of 15 units and is parallel to the vector 4 i + 3j.  (i) express  \u2192op  and  \u2192oq  in terms of i and j. [3]  (ii) given that the magnitude of  \u2192pq  is  \u03bb13,  find the value of \u03bb . [3]",
+            "4": "4 0606/01/o/n/06 \u00a9 ucles 20065 a large airline has a fleet of aircraft consisting of 5 aircraft of type a, 8 of type b, 4 of type c and  10 of type d. the aircraft have 3 classes of seat known as economy, business and first. the table  below shows the number of these seats in each of the 4 types of aircraft. class of seat type of aircrafteconomy business first a 300 60 40 b 150 50 20 c 120 40 0 d 100 0 0  (i) write down two matrices whose product shows the total number of seats in each class.  (ii) evaluate this product of matrices.  on a particular day, each aircraft made one flight. 5% of the economy seats were empty, 10% of the  business seats were empty and 20% of the first seats were empty.  (iii) write down a matrix whose product with the matrix found in part (ii) will give the total number of  empty seats on that day.  (iv) evaluate this total.  [6] 6 given that the coefficient of  x2  in the expansion of  ( k + x)(2 \u2013 x 2)6  is 84, find the value of the  constant k.  [6] 7 the function f is defined for the domain  \u20133 /h11088 x /h11088 3  by f(x) = 9(x \u2013 1 3)2 \u2013 11.  (i) find the range of f. [3]  (ii) state the coordinates and nature of the turning point of   (a) the curve y = f(x),   (b) the curve y =  /h20919 f(x) /h20919.  [4]",
+            "5": "5 0606/01/o/n/06 \u00a9 ucles 2006 [turn over8 (a) solve the equation   lg( x + 12) = 1 + lg(2 \u2013 x). [3]  (b) given that  log2 p = a,  log8 q = b  and  p q = 2c,  express c in terms of a and b. [4] 9 a curve has the equation   y = 2x \u2013 4 x + 3 .  (i) obtain an expression for dydx and hence explain why the curve has no turning points. [3]  the curve intersects the x-axis at the point p. the tangent to the curve at p meets the y-axis at the  point q.  (ii) find the area of the triangle poq, where o is the origin. [5] 10 the cubic polynomial f( x) is such that the coefficient of  x 3  is 1 and the roots of f( x) = 0 are 1, k and k2.  it is given that f( x) has a remainder of 7 when divided by  x \u2013 2.  (i) show that   k3 \u2013 2k2 \u2013 2k \u2013 3 = 0. [3]  (ii) hence find a value for k and show that there are no other real values of k which satisfy this  equation. [5] 11 (a) solve, for  0\u00b0 /h11088 x /h11088 360\u00b0,  the equation     2cot x = 1 + tan x. [5]  (b) given that y is measured in radians, find the two smallest positive values of y such that     6sin(2y + 1) + 5 = 0. [5]",
+            "6": "6 0606/01/o/n/06 \u00a9 ucles 200612 answer only one of the following two alternatives.  either y xb ao cy = 4  \u2013 e\u20132 x  the diagram shows part of the curve   y = 4 \u2013 e\u20132x   which crosses the axes at a and at b.  (i) find the coordinates of a and of b. [2]  the normal to the curve at b meets the x-axis at c.  (ii) find the coordinates of c. [4]  (iii) show that the area of the shaded region is approximately 10.3 square units. [5]  or  the variables x and y are related by the equation  y = 10\u2013abx, where a and b are constants. the table  below shows values of x and y. x   15 20 25 30 35 40 y0.15 0.38 0.95 2.32 5.90 14.80  (i) draw a straight line graph of lg y against x, using a scale of 2 cm to represent 5 units on the x-axis  and 2 cm to represent 0.5 units on the lg y  - axis. [2]  (ii) use your graph to estimate the value of a and of b. [4]  (iii) estimate the value of x when y = 10. [2]  (iv) on the same diagram, draw the line representing   y5 = 10\u2013x   and hence find the value of x    for which   10a \u2013 x 5 = bx. [3]",
+            "7": "7 0606/01/o/n/06blank page",
+            "8": "8 0606/01/o/n/06blank page permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. every reasonable  effort has been made by the publisher (ucles) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the publisher will be pleased to make amends at the earliest possible opportunity. university of cambridge international examinations is part of the university of cambridge local examinations syndicate (ucles), which is itself a department  of the university of cambridge."
+        },
+        "0606_w06_qp_2.pdf": {
+            "1": "university of cambridge international examinations international general certificate of secondary education additional mathematics 0606/02 paper 2 october/november 2006 2 hours additional materials: answer paper  electronic calculator mathematical tables read these instructions first if you have been given an answer booklet, follow the instructions on the front cover of the booklet. write your centre number, candidate number and name on all the work you hand in.write in dark blue or black pen on both sides of the paper.y ou may use a soft pencil for any diagrams or graphs.do not use staples, paper clips, highlighters, glue or correction fluid. answer all the questions. write your answers on the separate answer paper provided.give non-exact numerical answers correct to 3 significant figures, or 1 decimal place in the case of angles in degrees, unless a different level of accuracy is specified in the question.the use of an electronic calculator is expected, where appropriate.y ou are reminded of the need for clear presentation in your answers. the number of marks is given in brackets [  ] at the end of each question or part question. the total number of marks for this paper is 80.at the end of the examination, fasten all your work securely together. this document consists of 5 printed pages and 3 blank pages. sp (slm) t26710/1 \u00a9 ucles 2006 [turn over",
+            "2": "2 0606/02/o/n/06 \u00a9 ucles 2006mathematical formulae 1. algebra quadratic equation  for the equation ax2 + bx + c = 0, xbb a c a=\u2212 \u221224 2. binomial theorem (a + b)n = an + (n 1)an\u20131 b + (n2)an\u20132 b2 + \u2026 + (n r)an\u2013r br + \u2026 + bn,  where n is a positive integer and (n r) = n! (n \u2013 r)!r!  . 2. trigonometry identities sin2 a + cos2 a = 1. sec2 a = 1 + tan2 a. cosec2 a = 1 + cot2 a. formulae for \u2206 abc a sin a = b sin b = c sin c  . a2 = b2 + c2 \u2013 2bc cos a. \u2206 = 12 bc sin a.",
+            "3": "3 0606/02/o/n/06 \u00a9 ucles 2006 [turn over1 the functions f and g are defined for x /h20678 /h11938 by     f : x  /h21739 x3,     g : x  /h21739 x + 2.  express each of the following as a composite function, using only f, g, f \u20131 and/or g\u20131 :  (i) x /h21739 x3 + 2, [1]  (ii) x /h21739 x3 \u2013 2, [1]  (iii) x /h21739 (x + 2)1 3. [1] 2 prove the identity  cos x cot x + sin x /h11013 cosec x . [4] 3 evaluate      \u222b0\u03c0\u20136sin(2x + \u03c0\u20136 )dx.  [4] 4 90  m2 ms\u20131 ab   the diagram shows a river 90 m wide, flowing at 2 ms\u20131 between parallel banks. a ferry travels in a  straight line from a point a to a point b directly opposite a. given that the ferry takes exactly one  minute to cross the river, find  (i) the speed of the ferry in still water, [3]  (ii) the angle to the bank at which the ferry must be steered. [2] 5  the straight line   2 x + y  =  14   intersects the curve   2 x2 \u2013 y2  =  2 xy \u2013 6   at the points a and b. show  that the length of ab is 24 5 units. [7]",
+            "4": "4 0606/02/o/n/06 \u00a9 ucles 20066  a curve has equation   y  =  x3 + ax + b,   where a and b  are constants. the gradient of the curve at the  point (2, 7) is 3. find  (i) the value of a and of b, [5]  (ii) the coordinates of the other point on the curve where the gradient is 3. [2] 7 (a) find the value of m for which the line   y = mx \u2013 3   is a tangent to the curve   y = x + 1 x    and find  the x-coordinate of the point at which this tangent touches the curve. [5]  (b) find the value of c and of d for which   {x : \u2013 5 < x < 3}   is the solution set of   x2 + cx < d. [2] 8 given that   a = 41 32\u2212 \u2212\u239b \u239d\u239c\u239e \u23a0\u239f ,   use the inverse matrix of a to   (i) solve the simultaneous equations  y  \u2013 4x + 8  =  0,  2 y \u2013 3x + 1  =  0,  (ii) find the matrix b such that   ba = \u2212 \u2212\u239b \u239d\u239c\u239e \u23a0\u239f23 91.  [8] 9 (a) express   258 352\u2212() \u2212 \u2212   in the form p + q 5, where p and q are integers. [4]  (b) given that   a bb aabx xy y 3 126 \u2212 +\u00d7 ()= ,   find the value of x and of y. [4] 10 (a) how many different four-digit numbers can be formed from the digits 1, 2, 3, 4, 5, 6,  7, 8, 9 if no digit may be repeated? [2]  (b) in a group of 13 entertainers, 8 are singers and 5 are comedians. a concert is to be given by 5 of these entertainers. in the concert there must be at least 1 comedian and there must be more singers than comedians. find the number of different ways that the 5 entertainers can be selected. [6] 11 the equation of a curve is    yxx =\u2212e2.  (i) show that   d dey xxx =\u2212()\u2212 1 22 2. [3]  (ii) find an expression for d2y dx2 . [2]  the curve has a stationary point at m.  (iii) find the coordinates of m. [2]  (iv) determine the nature of the stationary point at m. [2]",
+            "5": "5 0606/02/o/n/06 \u00a9 ucles 200612 answer only one of the following two alternatives.  either r cm /h9258radl om n   the diagram shows a sector of a circle, centre o and radius r cm. angle lom is \u03b8 radians. the tangent  to the circle at l meets the line through o and m at n. the shaded region shown has perimeter p cm  and area a cm2. obtain an expression, in terms of r and \u03b8, for  (i) p, [4]  (ii) a. [3]  given that \u03b8 = 1.2 and that p = 83, find the value of  (iii) r, [2]  (iv) a. [1]  or solutions to this question by accurate drawing will not be accepted. y xa (3, 3)  b (6, 3) coe (10, k)d   the diagram shows an isosceles triangle abc in which a is the point (3, 3), b is the point (6, 3) and  c lies below the x-axis. given that the area of triangle abc is 6 square units,  (i) find the coordinates of c. [3]  the line cb is extended to the point d so that b is the mid-point of cd.  (ii) find the coordinates of d. [2]  a line is drawn from d, parallel to ac, to the point e (10, k) and c is joined to e.  (iii) find the value of k. [3]  (iv) prove that angle ced is not a right angle. [2]",
+            "6": "6 0606/02/o/n/06blank page",
+            "7": "7 0606/02/o/n/06blank page",
+            "8": "8 0606/02/o/n/06blank page permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. every reasonable  effort has been made by the publisher (ucles) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the publisher will be pleased to make amends at the earliest possible opportunity. university of cambridge international examinations is part of the university of cambridge local examinations syndicate (ucles), which is itself a department  of the university of cambridge."
+        }
+    },
+    "2007": {
+        "0606_s07_qp_1.pdf": {
+            "1": "this document consists of 6 printed pages and 2 blank pages. sp (slm/cgw) t35481/2 \u00a9 ucles 2007 [turn overuniversity of cambridge international examinations international general certificate of secondary education read these instructions first if you have been given an answer booklet, follow the instructions on the front cover of the booklet. write your centre number, candidate number and name on all the work you hand in.write in dark blue or black pen.y ou may use a soft pencil for any diagrams or graphs.do not use staples, paper clips, highlighters, glue or correction fluid. answer all the questions. write your answers on the separate answer booklet/paper provided.give non-exact numerical answers correct to 3 significant figures, or 1 decimal place in the case of angles in degrees, unless a different level of accuracy is specified in the question.the use of an electronic calculator is expected, where appropriate.y ou are reminded of the need for clear presentation in your answers. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question.the total number of marks for this paper is 80. *1398595418*additional mathematics 0606/01 paper 1 may/june 2007  2 hours additional materials: answer booklet/paper graph paper electronic calculator mathematical tables",
+            "2": "2 0606/01/m/j/07 \u00a9 ucles 2007mathematical formulae 1. algebra quadratic equation  for the equation ax2 + bx + c = 0, xbb a c a=\u2212 \u221224 2. binomial theorem (a + b)n = an + (n 1)an\u20131 b + (n2)an\u20132 b2 + \u2026 + (n r)an\u2013r br + \u2026 + bn,  where n is a positive integer and (n r) = n! (n \u2013 r)!r! . 2. trigonometry identities sin2 a + cos2 a = 1. sec2 a = 1 + tan2 a. cosec2 a = 1 + cot2 a. formulae for \u2206 abc a sin a = b sin b = c sin c . a2 = b2 + c2 \u2013 2bc cos a. \u2206 = 1  2 bc sin a .",
+            "3": "3 0606/01/m/j/07 \u00a9 ucles 2007 [turn over1 (a) a bc/h5105   the diagram above shows a universal set /h5105 and the three sets a, b and c.   (i) copy the above diagram and shade the region representing ( a  c/h11032)  b. [1]   (ii) a bc/h5105    express, in set notation, the set represented by the shaded region in the diagram above. [1]  (b) x y/h5105   the diagram shows a universal set /h5105 and the sets x and y. show, by means of two diagrams, that  the set (x  y)/h11032 is not the same as the set x/h11032  y /h11032. [2] 2 find the equation of the normal to the curve   y = 2x + 4 x \u2013 2   at the point where x = 4. [5] 3 the straight line   3 x = 2y + 18   intersects the curve   2 x2 \u2013 23x + 2y + 50 = 0   at the points a and b.  given that a lies below the x-axis and that the point p lies on ab such that ap : pb = 1 : 2, find the  coordinates of p. [6] 4 (i) find the first three terms, in ascending powers of u, in the expansion of   (2 + u)5. [2]  (ii) by replacing u with   2x \u2013 5x2,   find the coefficient of  x2  in the expansion of   (2 + 2 x \u2013 5x2)5.  [4]",
+            "4": "4 0606/01/m/j/07 \u00a9 ucles 20075 a curve has the equation   yx x=+9 .  (i) find expressions for   dy dx   and   d2y dx2 . [4]  (ii) show that the curve has a stationary value when x = 9. [1]  (iii) find the nature of this stationary value. [2] 6 a b oj i  the diagram shows a large rectangular television screen in which one corner is taken as the origin o  and i and j are unit vectors along two of the edges. in a game, an alien spacecraft appears at the point  a with position vector 12 j cm and moves across the screen with velocity (40 i + 15j) cm per second. a  player fires a missile from a point b; the missile is fired 0.5 seconds after the spacecraft appears on the  screen. the point b has position vector 46 i cm and the velocity of the missile is ( ki +30j) cm per second,  where k is a constant. given that the missile hits the spacecraft,  (i) show that the spacecraft moved across the screen for 1.8 seconds before impact, [4]  (ii) find the value of k. [3] 7 (a) use the substitution   u = 5x   to solve the equation   5x + 1 = 8 + 4 (5\u2013x). [5]  (b) given that   log( p \u2013 q) = log p \u2013 log q ,   express p in terms of q. [3] 8 (a) solve, for 0 /h11088 x /h11088 2, the equation   1 + 5cos 3x = 0,   giving your answer in radians correct to  2 decimal places. [3]  (b) find all the angles between 0\u00ba and 360\u00ba such that     sec y + 5tan y = 3cos y. [5]",
+            "5": "5 0606/01/m/j/07 \u00a9 ucles 2007 [turn over9 x 0.100 0.125 0.160 0.200 0.400 y 0.050 0.064 0.085 0.111 0.286  the table above shows experimental values of the variables x and y.  (i) on graph paper draw the graph of  1 y  against  1 x . [3]  hence,  (ii) express y in terms of x, [4]  (iii) find the value of x for which y = 0.15. [2] 10 a bed c 8m5m5m  the diagram shows an isosceles triangle abc in which ab = 8 m, bc = ca = 5 m. abda is a sector of  the circle, centre a and radius 8 m. cbec is a sector of the circle, centre c and radius 5 m.  (i) show that angle bce is 1.287 radians correct to 3 decimal places. [2]  (ii) find the perimeter of the shaded region. [4]  (iii) find the area of the shaded region. [4] [question 11 is printed on the next page.]",
+            "6": "6 0606/01/m/j/07 \u00a9 ucles 200711 answer only one of the following two alternatives.  either y y = 3  sin x + 4  cos  x x o \u03c0 2  the graph shows part of the curve   y = 3sin x + 4 cos x   for 0 /h11088 x /h11088 \u03c0 2 radians.  (i) find the coordinates of the maximum point of the curve. [5]  (ii) find the area of the shaded region. [5]  or y y = (3x + 2)212 x oba c  the diagram, which is not drawn to scale, shows part of the curve   y = 12 (3x + 2)2 ,   intersecting the  y-axis at a. the tangent to the curve at a meets the x-axis at b. the point c lies on the curve and bc is  parallel to the y-axis.  (i) find the x-coordinate of b. [4]  (ii) find the area of the shaded region. [6]",
+            "7": "7 0606/01/m/j/07blank page",
+            "8": "8 0606/01/m/j/07blank page permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here 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."
+        },
+        "0606_s07_qp_2.pdf": {
+            "1": "this document consists of 5 printed pages and 3 blank pages. sp (slm/cgw) t31723/2 \u00a9 ucles 2007 [turn overuniversity of cambridge international examinations international general certificate of secondary education read these instructions first if you have been given an answer booklet, follow the instructions on the front cover of the booklet. write your centre number, candidate number and name on all the work you hand in.write in dark blue or black pen.y ou may use a soft pencil for any diagrams or graphs.do not use staples, paper clips, highlighters, glue or correction fluid. answer all the questions. write your answers on the separate answer booklet/paper provided.give non-exact numerical answers correct to 3 significant figures, or 1 decimal place in the case of angles in degrees, unless a different level of accuracy is specified in the question.the use of an electronic calculator is expected, where appropriate.y ou are reminded of the need for clear presentation in your answers. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question.the total number of marks for this paper is 80. *9948893586*additional mathematics 0606/02 paper 2 may/june 2007  2 hours additional materials: answer booklet/paper electronic calculator mathematical tables",
+            "2": "2 0606/02/m/j/07 \u00a9 ucles 2007mathematical formulae 1. algebra quadratic equation  for the equation ax2 + bx + c = 0, xbb a c a=\u2212 \u221224 2. binomial theorem (a + b)n = an + (n 1)an\u20131 b + (n2)an\u20132 b2 + \u2026 + (n r)an\u2013r br + \u2026 + bn,  where n is a positive integer and (n r) = n! (n \u2013 r)!r! . 2. trigonometry identities sin2 a + cos2 a = 1. sec2 a = 1 + tan2 a. cosec2 a = 1 + cot2 a. formulae for \u2206 abc a sin a = b sin b = c sin c . a2 = b2 + c2 \u2013 2bc cos a. \u2206 = 1  2 bc sin a .",
+            "3": "3 0606/02/m/j/07 \u00a9 ucles 2007 [turn over1 a triangle has a base of length (13 \u2013 2 x) m and a perpendicular height of x m. calculate the range of  values of x for which the area of the triangle is greater than 3 m2. [3] 2 0135y x 2\u2013 \u03c0 4\u2013 \u03c0 4 \u03c0 2 \u03c0  the diagram shows part of the graph of y = a tan (bx) + c. find the value of    (i) c,           (ii) b,           (iii) a. [3] 3 the roots of the equation   xx228 2 0\u2212 +=    are p and q, where p >  q. without using a calculator,  express p q  in the form  mn+ , where m and n are integers. [5] 4 an artist has 6 watercolour paintings and 4 oil paintings. she wishes to select 4 of these 10 paintings  for an exhibition.   (i) find the number of different selections she can make. [2]  (ii) in how many of these selections will there be more watercolour paintings than oil paintings? [3] 5 (i) express  1 32  as a power of 2. [1]  (ii) express  ()641 x as a power of 2. [1]  (iii) hence solve the equation  ()64 21 321 x x= . [3] 6 (i) differentiate x2 ln x with respect to x. [2]  (ii) use your result to show that  /h20885e 14x ln x dx = e2 + 1. [4]",
+            "4": "4 0606/02/m/j/07 \u00a9 ucles 20077 given that a = /h20898 2 3  \u20132 \u20131/h20899  and b = /h20898 8 10 \u2013 4 2/h20899, find the matrices x and y such that   (i) x = a2 + 2b, [3]  (ii) ya = b. [4] 8 the equation of the curve c is   2y = x2 + 4.   the equation of the line l is   y  = 3x \u2013 k,   where k is an  integer.   (i) find the largest value of the integer k for which l intersects c. [4]  (ii) in the case where k = \u2013 2, show that the line joining the points of intersection of l and c is bisected  by the line   y = 2x + 5. [4] 9 the position vectors, relative to an origin o, of three points  p, q and r are i + 3j , 5i + 11j and 9i + 9j  respectively.  (i) by finding the magnitude of the vectors \u2192pr, \u2192rq and \u2192qp, show that angle pqr is 90\u00b0. [4]  (ii) find the unit vector parallel to \u2192pr. [2]  (iii) given that \u2192oq = m\u2192op + n\u2192or, where m and n are constants, find the value of m and of n. [3] 10 the functions f and g are defined, for x /h9280 /h11938, by     f  :  x a  3x \u2013 2,    g : x a  7x \u2013 a x + 1 , where x \u2260 \u20131 and a is a positive constant.  (i) obtain expressions for f\u20131 and g\u20131. [3]  (ii) determine the value of a for which f\u20131g(4) = 2. [3]  (iii) if a = 9, show that there is only one value of x for which g(x) = g\u20131(x). [3] 11 a particle, moving in a straight line, passes through a fixed point o with velocity 14 ms\u20131. the  acceleration, a ms\u20132, of the particle, t seconds after passing through o, is given by   a = 2t \u2013 9.   the  particle subsequently comes to instantaneous rest, firstly at a and later at  b. find   (i) the acceleration of the particle at a and at b, [4]  (ii) the greatest speed of the particle as it travels from a to b, [2]  (iii) the distance ab. [4]",
+            "5": "5 0606/02/m/j/07 \u00a9 ucles 200712 answer only one of the following two alternatives.  either  solutions to this question by accurate drawing will not be accepted. o dcb a e (3,  4)(\u20131, 6) xy  the diagram shows a quadrilateral abcd. the point e lies on ad such that angle aeb = 90\u00b0. the line  ec is parallel to the x-axis and the line cd is parallel to the y-axis. the points a and e are (\u2013 1, 6) and  (3, 4) respectively. given that the gradient of ab is 1 3 ,  (i) find the coordinates of b. [5]  given also that the area of triangle ebc is 24 units2,   (ii) find the coordinates of c, [3]  (iii) find the coordinates of d. [2]  or   (a) the expression   f(x) = x3 + ax2 + bx + c   leaves the same remainder, r, when it is divided by    x + 2   and when it is divided by   x \u2013 2.   (i) evaluate b. [2]   f(x) also leaves the same remainder, r, when divided by   x \u20131.    (ii) evaluate a. [2]   f(x) leaves a remainder of 4 when divided by   x \u2013 3.   (iii) evaluate c. [1]  (b) solve the equation   x3 + 3x2 = 2,   giving your answers to 2 decimal places where necessary. [5]",
+            "6": "6 0606/02/m/j/07blank page",
+            "7": "7 0606/02/m/j/07blank page",
+            "8": "8 0606/02/m/j/07blank page permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here 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."
+        },
+        "0606_w07_qp_1.pdf": {
+            "1": "this document consists of 5 printed pages and 3 blank pages. sp (sc) t44477/2 \u00a9 ucles 2007 [turn overuniversity of cambridge international examinations international general certificate of secondary education read these instructions first if you have been given an answer booklet, follow the instructions on the front cover of the booklet. write your centre number, candidate number and name on all the work you hand in.write in dark blue or black pen.y ou may use a soft pencil for any diagrams or graphs.do not use staples, paper clips, highlighters, glue or correction fluid. answer all the questions. write your answers on the separate answer booklet/paper provided.give non-exact numerical answers correct to 3 significant figures, or 1 decimal place in the case of angles in degrees, unless a different level of accuracy is specified in the question.the use of an electronic calculator is expected, where appropriate.y ou are reminded of the need for clear presentation in your answers. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question.the total number of marks for this paper is 80. *1452322200*additional mathematics 0606/01 paper 1 october/november 2007  2 hours additional materials: answer booklet/paper graph paper (1 sheet) electronic calculator mathematical tables",
+            "2": "2 0606/01/o/n/07 \u00a9 ucles 2007mathematical formulae 1. algebra quadratic equation  for the equation ax2 + bx + c = 0, xbb a c a=\u2212 \u221224 2. binomial theorem (a + b)n = an + (n 1)an\u20131 b + (n2)an\u20132 b2 + \u2026 + (n r)an\u2013r br + \u2026 + bn,  where n is a positive integer and (n r) = n! (n \u2013 r)!r! . 2. trigonometry identities sin2 a + cos2 a = 1. sec2 a = 1 + tan2 a. cosec2 a = 1 + cot2 a. formulae for \u2206 abc a sin a = b sin b = c sin c . a2 = b2 + c2 \u2013 2bc cos a. \u2206 = 1  2 bc sin a .",
+            "3": "3 0606/01/o/n/07 \u00a9 ucles 2007 [turn over1 given that  a = (2 \u20131 3 1),  find the value of each of the constants m and n for which a2 + ma = ni,  where i is the identity matrix. [4] 2 show that 1\u2013\u2013\u2013\u2013\u2013\u2013\u20131 \u2013 cos \u03b8  \u2013  1\u2013\u2013\u2013\u2013\u2013\u2013\u20131 + cos \u03b8   \u2261  2cosec \u03b8 cot \u03b8.   [4] 3 given that  p = 3 + 1 3 \u2013 1 ,  express in its simplest surd form,  (i) p, [3]  (ii) p \u2013 1\u2013p. [2] 4 a badminton team of 4 men and 4 women is to be selected from 9 men and 6 women.   (i) find the total number of ways in which the team can be selected if there are no restrictions on the  selection. [3]  two of the men are twins.  (ii) find the number of ways in which the team can be selected if exactly one of the twins is in the team. [3] 5 in this question, i is a unit vector due east, and j is a unit vector due north.  a plane flies from p to q where \u2192pq = (960i + 400j) km. a constant wind is blowing with velocity  (\u201360i + 60j) km h\u20131. given that the plane takes 4 hours to travel from p to q, find   (i) the velocity, in still air, of the plane, giving your answer in the form ( ai + bj) km h\u20131, [4]  (ii) the bearing, to the nearest degree, on which the plane must be directed. [2] 6 a curve is such that  dydx = 6 4x + 1 ,  and (6, 20) is a point on the curve.  (i) find the equation of the curve. [4]  a line with gradient \u2013 1 2 is a normal to the curve.  (ii) find the coordinates of the points at which this normal meets the coordinate axes. [4]",
+            "4": "4 0606/01/o/n/07 \u00a9 ucles 20077 (i) use the substitution   u = 2x to solve the equation   22x = 2x + 2 + 5. [5]  (ii) solve the equation   2log93 + log5(7y \u2013 3) = log28. [4] 8 (a) the remainder when the expression   x3 \u2013 11x2 + kx \u2013 30   is divided by   x \u2013 1   is 4 times the  remainder when this expression is divided by   x \u2013 2.   find the value of the constant k. [4]  (b) solve the equation   x3 \u2013 4x2 \u2013 8x + 8 = 0,   expressing non-integer solutions in the form    a \u00b1 b,   where a and b are integers. [5] 9  x 2468 1 0 y 14.4 10.8 11.2 12.6 14.4  the table shows experimental values of two variables, x and y.  (i) using graph paper, plot xy against x2. [2]  (ii) use the graph of xy against x2 to express y in terms of x. [4]  (iii) find the value of y for which  y = 83\u2013\u2013x. [3] 10  adbc 0.8 rad 10 cm10 cm  the diagram shows a sector abc of the circle, centre a and radius 10 cm, in which angle  bac = 0.8 radians. the arc cd of a circle has centre b and the point d lies on ab.  (i) show that the length of the straight line bc is 7.79 cm, correct to 2 decimal places. [2]  (ii) find the perimeter of the shaded region. [4]  (iii) find the area of the shaded region. [4]",
+            "5": "5 0606/01/o/n/07 \u00a9 ucles 200711 answer only one of the following two alternatives.  either  a curve has the equation   y = xe2x.  (i) obtain expressions for  dy dx  and  d2y dx2 . [5]  (ii) show that the y-coordinate of the stationary point of the curve is   \u2013 1 2e . [3]  (iii) determine the nature of this stationary point. [2]  or  (i) show that   d dx (ln x\u2013\u2013\u2013x2) = 1 \u2013 2 lnx\u2013\u2013\u2013\u2013\u2013\u2013\u2013x3 . [3]  (ii) show that the y-coordinate of the stationary point of the curve  y = ln x\u2013\u2013\u2013x2  is  1\u2013\u20132e . [3]  (iii) use the result from part  (i) to find   \u222b (ln x\u2013\u2013\u2013x3) dx. [4]",
+            "6": "6 0606/01/o/n/07blank page",
+            "7": "7 0606/01/o/n/07blank page",
+            "8": "8 0606/01/o/n/07blank page permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here 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."
+        },
+        "0606_w07_qp_2.pdf": {
+            "1": "this document consists of 6 printed pages and 2 blank pages. sp (sc) t44479/1 \u00a9 ucles 2007 [turn overuniversity of cambridge international examinations international general certificate of secondary education read these instructions first if you have been given an answer booklet, follow the instructions on the front cover of the booklet. write your centre number, candidate number and name on all the work you hand in.write in dark blue or black pen.y ou may use a soft pencil for any diagrams or graphs.do not use staples, paper clips, highlighters, glue or correction fluid. answer all the questions. write your answers on the separate answer booklet/paper provided.give non-exact numerical answers correct to 3 significant figures, or 1 decimal place in the case ofangles in degrees, unless a different level of accuracy is specified in the question.the use of an electronic calculator is expected, where appropriate.y ou are reminded of the need for clear presentation in your answers. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question.the total number of marks for this paper is 80. *8975290358*additional mathematics 0606/02 paper 2 october/november 2007  2 hours additional materials: answer booklet/paper electronic calculator mathematical tables",
+            "2": "2 0606/02/o/n/07 \u00a9 ucles 2007mathematical formulae 1. algebra quadratic equation  for the equation ax2 + bx + c = 0, xbb a c a=\u2212 \u221224 2. binomial theorem (a + b)n = an + (n 1)an\u20131 b + (n2)an\u20132 b2 + \u2026 + (n r)an\u2013r br + \u2026 + bn,  where n is a positive integer and (n r) = n! (n \u2013 r)!r!  . 2. trigonometry identities sin2 a + cos2 a = 1. sec2 a = 1 + tan2 a. cosec2 a = 1 + cot2 a. formulae for \u2206 abc a sin a = b sin b = c sin c . a2 = b2 + c2 \u2013 2bc cos a. \u2206 = 1  2 bc sin a .",
+            "3": "3 0606/02/o/n/07 \u00a9 ucles 2007 [turn over1 the two variables x and y are related by the equation   yx2 = 800.  (i) obtain an expression for   dy dx   in terms of x. [2]  (ii) hence find the approximate change in y as x increases from 10 to 10 + p, where p is small. [2] 2 solve the equation   3sin  (x\u20132 \u2013 1) = 1   for 0 < x < 6\u03c0  radians. [5]     3 (i) express  9 x + 1  as a power of 3.  [1]  (ii) express  3272x  as a power of 3. [1]  (iii) express  54 \u00d7 3272x\u2013\u2013\u2013\u2013\u2013\u2013\u2013\u2013\u2013\u2013\u2013\u2013\u2013\u2013\u20139x + 1 + 216(32x \u2013 1)  as a fraction in its simplest form. [3] 4 a cycle shop sells three models of racing cycles, a, b and c. the table below shows the numbers of  each model sold over a four-week period and the cost of each model in $.           model weekabc 1  8 1 2 4 2  7 1 0 231 0 1 2 04  6   8 4 cost ($) 300 500 800  in the first two weeks the shop banked 30% of all money received, but in the last two weeks the shop  only banked  20% of all money received.    (i) write down three matrices such that matrix multiplication will give the total amount of money banked over the four-week period. [2]  (ii) hence evaluate this total amount. [4] 5 (i) expand   (1 + x) 5. [1]  (ii) hence express   (1 +   2)5   in the form   a + b   2,   where a and b are integers. [3]  (iii) obtain the corresponding result for   (1 \u2013   2)5   and hence evaluate   (1 +   2)5 + (1 \u2013   2)5. [2]",
+            "4": "4 0606/02/o/n/07 \u00a9 ucles 20076 two circular flower beds have a combined area of  29\u03c0\u2013\u2013\u20132 m2.  the sum of the circumferences of the two  flower beds is 10\u03c0   m. determine the radius of each flower bed. [6] 7 the position vectors of points a and b, relative to an origin o, are  2i + 4j  and  6i + 10j  respectively.   the position vector of c, relative to o, is   ki + 25j,   where k is a positive constant.  (i) find the value of k for which the length of bc is 25 units. [3]  (ii) find the value of k for which abc is a straight line. [3] 8 given that x /h9280 /h11938 and that    /h5105 = {x : 2 < x < 10} ,      a = {x : 3x + 2 < 20}     and b = {x : x2 < 11x \u2013 28} ,   find the set of values of x which define   (i) a /h20669 b,  (ii) (a /h33371 b)/h11032.  [7] 9 a particle travels in a straight line so that, t s after passing through a fixed point o, its speed, v ms\u20131, is   given by   v = 8cos (t\u20132).  (i) find the acceleration of the particle when t = 1. [3]  the particle first comes to instantaneous rest at the point p.  (ii) find the distance op.  [4]",
+            "5": "5 0606/02/o/n/07 \u00a9 ucles 2007 [turn over10  y x om x  the diagram shows part of the curve   y = 4   x \u2013 x.   the origin o lies on the curve and the curve  intersects the positive x-axis at x. the maximum point of the curve is at m. find   (i) the coordinates of x and of m, [5]  (ii) the area of the shaded region. [4] 11 solutions to this question by accurate drawing will not be accepted.  y x ocb a (6, \u20133)  the diagram shows a triangle abc in which a is the point (6, \u20133). the line ac passes through the  origin o. the line ob is perpendicular to ac.    (i) find the equation of ob. [2]  the area of triangle aob is 15 units2.    (ii) find the coordinates of b. [3]  the length of ao is 3 times the length of oc.  (iii) find the coordinates of c. [2]  the point d is such that the quadrilateral abcd is a kite.    (iv) find the area of abcd. [2]",
+            "6": "6 0606/02/o/n/07 \u00a9 ucles 200712 answer only one of the following two alternatives.  either   the function f is defined, for x > 0, by   f : x /h21739 ln x.    (i) state the range of f. [1]  (ii) state the range of f \u20131. [1]  (iii) on the same diagram, sketch and label the graphs of  y = f(x)  and  y = f \u20131(x). [2]  the function g is defined, for x > 0, by   g : x /h21739 3x + 2.  (iv) solve the equation   fg ( x) = 3. [2]  (v) solve the equation   f \u20131g\u20131 (x) = 7. [4]  or (i) find the values of k for which   y = kx + 2   is a tangent to the curve   y = 4x 2 + 2x + 3. [4]  (ii) express   4x2 + 2x + 3   in the form   a(x + b)2 + c,   where a, b and c are constants. [3]  (iii) determine, with explanation, whether or not the curve   y = 4x2 + 2x + 3   meets the x-axis. [2]  the function f is defined by   f : x /h21739 4x2 + 2x + 3   where  x /h11091 p.   (iv) determine the smallest value of p for which f has an inverse. [1]",
+            "7": "7 0606/02/o/n/07blank page",
+            "8": "8 0606/02/o/n/07blank page permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here 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."
+        }
+    },
+    "2008": {
+        "0606_s08_qp_1.pdf": {
+            "1": "this document consists of 6 printed pages and 2 blank pages. spa (nf/dt) t56698 \u00a9 ucles 2008 [turn overuniversity of cambridge international examinations international general certificate of secondary education read these instructions first if you have been given an answer booklet, follow the instructions on the front cover of the booklet. write your centre number, candidate number and name on all the work you hand in.write in dark blue or black pen.y ou may use a soft pencil for any diagrams or graphs.do not use staples, paper clips, highlighters, glue or correction fluid. answer all the questions. write your answers on the separate answer booklet/paper provided.give non-exact numerical answers correct to 3 significant figures, or 1 decimal place in the case of angles in degrees, unless a different level of accuracy is specified in the question.the use of an electronic calculator is expected, where appropriate.y ou are reminded of the need for clear presentation in your answers. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question.the total number of marks for this paper is 80. *8575667431*additional mathematics 0606/01 paper 1 may/june 2008  2 hours additional materials: answer booklet/paper electronic calculator mathematical tables",
+            "2": "2 0606/01/m/j/08 \u00a9 ucles 2008mathematical formulae 1. algebra quadratic equation  for the equation ax2 + bx + c = 0, xbb a c a=\u2212 \u221224 2. binomial theorem (a + b)n = an + (n 1)an\u20131 b + (n2)an\u20132 b2 + \u2026 + (n r)an\u2013r br + \u2026 + bn,  where n is a positive integer and (n r) = n! (n \u2013 r)!r! . 2. trigonometry identities sin2 a + cos2 a = 1. sec2 a = 1 + tan2 a. cosec2 a = 1 + cot2 a. formulae for \u2206 abc a sin a = b sin b = c sin c . a2 = b2 + c2 \u2013 2bc cos a. \u2206 = 1  2 bc sin a .",
+            "3": "3 0606/01/m/j/08 \u00a9 ucles 2008 [turn over1 express   83 2 43 2\u2212 +   in the form  ab+ 2,  where a and b are integers. [3] 2 a committee of 5 people is to be selected from 6 men and 4 women. find  (i) the number of different ways in which the committee can be selected, [1]  (ii) the number of these selections with more women than men. [4] 3 the line   y = 3x + k   is a tangent to the curve   x2 + xy + 16 = 0.  (i) find the possible values of k. [3]  (ii) for each of these values of  k, find the coordinates of the point of contact of the tangent with the  curve. [2] 4 variables x and y are such that, when e y is plotted against x2, a straight line graph passing through the  points (0.2, 1) and (0.5, 1.6) is obtained.  (i) find the value of e y when x = 0. [2]  (ii) express y in terms of x. [3] 5 variables x and y are connected by the equation   y = x tan x.   given that x is increasing at the rate of  2 units per second, find the rate of increase of y when  x = \u03c0 4. [5] 6 solve the equation   x2 (2x + 3) = 17x \u2013 12. [6]",
+            "4": "4 0606/01/m/j/08 \u00a9 ucles 20087 ob ca 4 cm  the diagram shows a sector oab of a circle, centre o, radius 4 cm. the tangent to the circle at a meets  the line ob extended at c. given that the area of the sector oab is 10 cm2, calculate  (i) the angle aob in radians, [2]  (ii) the perimeter of the shaded region. [4] 8 (i) given that   log9 x = a log3 x,   find a. [1]  (ii) given that   log27 y = b log3 y,   find b. [1]  (iii) hence solve, for x and y, the simultaneous equations 6log9 x + 3 log27  y = 8, log3 x + 2 log9 y = 2.  [4] 9 a curve is such that   dy dx = 2 cos /h208982x \u2013 \u03c0 2/h20899.   the curve passes through the point /h20898\u03c0 2, 3/h20899.  (i) find the equation of the curve. [4]  (ii) find the equation of the normal to the curve at the point where  x = 3\u03c0 4. [4]",
+            "5": "5 0606/01/m/j/08 \u00a9 ucles 2008 [turn over10 in this question,  i is a unit vector due east and j is a unit vector due north.  at 0900 hours a ship sails from the point p with position vector (2 i + 3j) km relative to an origin o.  the ship sails north-east with a speed of 15 2 km h\u20131.  (i) find, in terms of i and j, the velocity of the ship. [2]  (ii) show that the ship will be at the point with position vector (24.5 i + 25.5j) km at 1030 hours. [1]  (iii) find, in terms of i, j and t, the position of the ship t hours after leaving p. [2]  at the same time as the ship leaves p, a submarine leaves the point q with position vector   (47i \u2013 27j) km. the submarine proceeds with a speed of 25 km h\u20131 due north to meet the ship.    (iv) find, in terms of i and j, the velocity of the ship relative to the submarine. [2]  (v) find the position vector of the point where the submarine meets the ship. [2] 11 solve the equation   (i) 3 sin x + 5 cos x = 0 for   0\u00b0 < x < 360\u00b0, [3]  (ii) 3 tan2 y \u2013 sec y \u2013 1 = 0 for   0\u00b0 < y < 360\u00b0, [5]  (iii) sin(2z \u2013 0.6) = 0.8 for   0 < z < 3 radians. [4] [question 12 is printed on the next page.]",
+            "6": "6 0606/01/m/j/08 \u00a9 ucles 200812 answer only one of the following two alternatives.  either  a curve has equation   y = (x2 \u2013 3)e\u2013x.  (i) find the coordinates of the points of intersection of the curve with the x-axis. [2]  (ii) find the coordinates of the stationary points of the curve. [5]  (iii) determine the nature of these stationary points. [3]  or a particle moves in a straight line such that its displacement, s m, from a fixed point o at a time t s, is  given by s = ln(t + 1)   for   0 /h11088 t /h11088 3,s =  1 2ln (t \u2013 2) \u2013 ln(t + 1) + ln 16   for t > 3.  find  (i) the initial velocity of the particle, [2]  (ii) the velocity of the particle when t = 4, [2]  (iii) the acceleration of the particle when t = 4, [2]  (iv) the value of t when the particle is instantaneously at rest, [2]  (v) the distance travelled by the particle in the 4th second. [2]",
+            "7": "7 0606/01/m/j/08blank page",
+            "8": "8 0606/01/m/j/08blank page permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here 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."
+        },
+        "0606_s08_qp_2.pdf": {
+            "1": "this document consists of 5 printed pages and 3 blank pages. spa (nf/dt) t56699 \u00a9 ucles 2008 [turn overuniversity of cambridge international examinations international general certificate of secondary education read these instructions first if you have been given an answer booklet, follow the instructions on the front cover of the booklet. write your centre number, candidate number and name on all the work you hand in.write in dark blue or black pen.y ou may use a soft pencil for any diagrams or graphs.do not use staples, paper clips, highlighters, glue or correction fluid. answer all the questions. write your answers on the separate answer booklet/paper provided.give non-exact numerical answers correct to 3 significant figures, or 1 decimal place in the case of angles in degrees, unless a different level of accuracy is specified in the question.the use of an electronic calculator is expected, where appropriate.y ou are reminded of the need for clear presentation in your answers. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question.the total number of marks for this paper is 80. *0132636683*additional mathematics 0606/02 paper 2 may/june 2008  2 hours additional materials: answer booklet/paper electronic calculator mathematical tables",
+            "2": "2 0606/02/m/j/08 \u00a9 ucles 2008mathematical formulae 1. algebra quadratic equation  for the equation ax2 + bx + c = 0, xbb a c a=\u2212 \u221224 2. binomial theorem (a + b)n = an + (n 1)an\u20131 b + (n2)an\u20132 b2 + \u2026 + (n r)an\u2013r br + \u2026 + bn,  where n is a positive integer and (n r) = n! (n \u2013 r)!r! . 2. trigonometry identities sin2 a + cos2 a = 1. sec2 a = 1 + tan2 a. cosec2 a = 1 + cot2 a. formulae for \u2206 abc a sin a = b sin b = c sin c . a2 = b2 + c2 \u2013 2bc cos a. \u2206 = 1  2 bc sin a .",
+            "3": "3 0606/02/m/j/08 \u00a9 ucles 2008 [turn over1 the equation of a curve is given by   y = x2 + ax + 3,   where a is a constant. given that this equation  can also be written as   y = (x + 4)2 + b,   find  (i) the value of a and of b, [2]  (ii) the coordinates of the turning point of the curve. [1] 2 (a) illustrate the following statements using a separate venn diagram for each.   (i) a \u2229 b = \u2205, (ii)    (c \u222a d) \u2282 e. [2]  (b) y x/h5105   express, in set notation, the set represented by the shaded region. [2] 3 find the coordinates of the points where the straight line   y = 2x \u2013 3   intersects the curve x2 + y2 + xy + x = 30. [5] 4 (i) sketch, on the same diagram, the graphs of   y = x \u2013 3   and   y = /h209192x \u2013 9 /h20919. [3]  (ii) solve the equation   /h209192x \u2013 9 /h20919 = x \u2013 3. [2] 5 find the coefficient of x3 in the expansion of   (i) (1 + 3x)8,  [2]  (ii) (1 \u2013 4x)(1 + 3x)8. [3] 6 (a) given that sin x = p,  find an expression, in terms of p, for  sec2 x. [2]  (b) prove that   sec a cosec a \u2013  cot a \u2261 tan a . [4]",
+            "4": "4 0606/02/m/j/08 \u00a9 ucles 20087 y x op (x, y) y=42 x2  the diagram shows part of the curve   y x=42 2.   the point p (x, y) lies on this curve.  (i) write down an expression, in terms of x, for (op)2. [1]  (ii) denoting (op)2 by s, find an expression for  ds dx . [2]  (iii) find the value of x for which s has a stationary value and the corresponding value of op. [3] 8 solve the equation  (i) 22x + 1 = 20, [3]  (ii) 5 25125 2541 3 2y yy y\u2212 + \u2212= . [4] 9 given that   a = /h208984 1 2 3/h20899,   b = /h208983 \u201350 2/h20899   and   c = /h2089841/h20899,   calculate  (i) ab, [2]  (ii) bc, [2]  (iii) the matrix x such that ax = b.  [4] 10 (a) find   (i) /h2084812 (2x \u2013 1)4 dx, [2]   (ii) /h20848x(x \u20131)2dx. [3]  (b) (i) given that   yx x=\u2212 + 25 4() ,   show that   d dy xx x=+ +31 4() . [3]   (ii) hence find   /h20848()x x+ +1 4dx. [2]",
+            "5": "5 0606/02/m/j/08 \u00a9 ucles 200811 the function f is defined by f(x) = (x + 1)2 + 2  for  x /h11091 \u20131.  find  (i) the range of f, [1]  (ii) f 2(1), [1]  (iii) an expression for f \u20131(x) . [3]  the function g is defined by g(x) = 20 x + 1   for   x /h11091 0.  find  (iv) g\u20131 (2), [2]  (v) the value of x for which fg(x) = 38. [4] 12 answer only one of the following two alternatives.  either  the diagram shows the curve   y = 4x \u2013 x2,   which crosses the x-axis at the origin o and the point a.  the tangent to the curve at the point (1, 3) crosses the x-axis at the point b.  (i) find the coordinates of a and of b. [5]  (ii) find the area of the shaded region. [5]  or  solutions to this question by accurate drawing will not be accepted. the points a (\u20132, 2), b ( 4, 4) and c (5, 2) are the vertices of a triangle. the perpendicular  bisector of ab and the line through  a parallel to bc intersect at the point d. find the area of the  quadrilateral abcd. [10]",
+            "6": "6 0606/02/m/j/08blank page",
+            "7": "7 0606/02/m/j/08blank page",
+            "8": "8 0606/02/m/j/08blank page permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here 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."
+        },
+        "0606_w08_qp_1.pdf": {
+            "1": "this document consists of 5 printed pages and 3 blank pages. spa (cm/dt) t56700 \u00a9 ucles 2008 [turn overuniversity of cambridge international examinations international general certificate of secondary education read these instructions first if you have been given an answer booklet, follow the instructions on the front cover of the booklet. write your centre number, candidate number and name on all the work you hand in.write in dark blue or black pen.y ou may use a soft pencil for any diagrams or graphs.do not use staples, paper clips, highlighters, glue or correction fluid. answer all the questions. write your answers on the separate answer booklet/paper provided.give non-exact numerical answers correct to 3 significant figures, or 1 decimal place in the case of angles in degrees, unless a different level of accuracy is specified in the question.the use of an electronic calculator is expected, where appropriate.y ou are reminded of the need for clear presentation in your answers. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question.the total number of marks for this paper is 80. *9606941300*additional mathematics 0606/01 paper 1 october/november 2008  2 hours additional materials: answer booklet/paper electronic calculator mathematical tables",
+            "2": "2 0606/01/o/n/08 \u00a9 ucles 2008mathematical formulae 1. algebra quadratic equation  for the equation ax2 + bx + c = 0, xbb a c a=\u2212 \u221224 2. binomial theorem (a + b)n = an + (n 1)an\u20131 b + (n2)an\u20132 b2 + \u2026 + (n r)an\u2013r br + \u2026 + bn,  where n is a positive integer and (n r) = n! (n \u2013 r)!r! . 2. trigonometry identities sin2 a + cos2 a = 1. sec2 a = 1 + tan2 a. cosec2 a = 1 + cot2 a. formulae for \u2206 abc a sin a = b sin b = c sin c . a2 = b2 + c2 \u2013 2bc cos a. \u2206 = 1  2 bc sin a .",
+            "3": "3 0606/01/o/n/08 \u00a9 ucles 2008 [turn over1 b a c/h5105  (i) copy the venn diagram above and shade the region that represents  a \u222a (b \u2229 c). [1]  (ii) copy the venn diagram above and shade the region that represents  a \u2229 (b \u222a c). [1]  (iii) copy the venn diagram above and shade the region that represents  ( a \u222a b \u222a c)/h11032. [1] 2 find the set of values of x for which   (2x + 1)2 > 8x + 9. [4] 3 prove that   sin a 1 + cos a + 1 + cos a sin a \u2261 2 cosec a. [4] 4 a function f is such that   f(x) = ax3 + bx2 + 3x + 4.   when f(x) is divided by   x \u2013 1,   the remainder  is 3. when f(x) is divided by   2x + 1,   the remainder is 6. find the value of a and of b. [5] 5 given that a = 5i \u2013 12j and that b = pi + j, find  (i) the unit vector in the direction of a, [2]  (ii) the values of the constants p and q such that qa + b = 19i \u2013 23j. [3] 6 (i) solve the equation   2 t = 9 + 5 t . [3]  (ii) hence, or otherwise, solve the equation   2 x1 2 = 9 + 5x\u2013 12 . [3] 7 (i) express   4x2 \u2013 12x + 3   in the form   ( ax + b)2 + c,   where   a, b and c are constants and a > 0.  [3]  (ii) hence, or otherwise, find the coordinates of the stationary point of the curve   y = 4x2 \u2013 12x + 3.  [2]  (iii) given that   f( x) = 4x2 \u2013 12x + 3,   write down the range of f. [1]",
+            "4": "4 0606/01/o/n/08 \u00a9 ucles 20088 a curve is such that   d2y dx2 = 4e\u20132x.   given that dy dx = 3 when x = 0 and that the curve passes through the  point (2, e\u20134), find the equation of the curve. [6] 9 (i) find, in ascending powers of x, the first 3 terms in the expansion of   (2 \u2013 3 x)5. [3]  the first 3 terms in the expansion of   ( a + bx)(2 \u2013 3x)5   in ascending powers of x are 64 \u2013 192x + cx2.  (ii) find the value of a, of b and of c. [5] 10 (a) functions f and g are defined, for x /h9280 /h11938, by f(x) = 3 \u2013 x, g(x) = x x + 2 ,   where x \u2260 \u20132.   (i) find fg(x). [2]   (ii) hence find the value of x for which  fg(x) = 10. [2]  (b) a function h is defined, for x /h9280 /h11938, by   h(x) = 4 + ln x,   where   x > 1.   (i) find the range of h. [1]   (ii) find the value of h\u20131(9). [2]   (iii) on the same axes, sketch the graphs of y = h(x) and y = h\u20131(x). [3] 11 solve the equation   (i) tan 2x \u2013 3 cot 2x = 0,   for   0\u00b0 < x < 180\u00b0, [4]  (ii) cosec y = 1 \u2013 2cot2 y,   for   0\u00b0 /h11088 y /h11088 360\u00b0, [5]  (iii) sec(z + \u03c0 2) = \u20132,   for   0 < z < \u03c0 radians. [3]",
+            "5": "5 0606/01/o/n/08 \u00a9 ucles 200812 answer only one of the following two alternatives.  either  a curve has equation   y = x2 x + 1 .  (i) find the coordinates of the stationary points of the curve. [5]  the normal to the curve at the point where x = 1 meets the x-axis at m. the tangent to the curve at the  point where x = \u20132 meets the y-axis at n.  (ii) find the area of the triangle mno, where o is the origin. [6]  or  a curve has equation  y = ex \u2013 2 \u2013 2x + 6.  (i) find the coordinates of the stationary point of the curve and determine the nature of the stationary  point. [6]  the area of the region enclosed by the curve, the positive x-axis, the positive y-axis and the line x = 3  is  k + e \u2013 e\u20132.  (ii) find the value of k. [5]",
+            "6": "6 0606/01/o/n/08blank page",
+            "7": "7 0606/01/o/n/08blank page",
+            "8": "8 0606/01/o/n/08blank page permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here 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."
+        },
+        "0606_w08_qp_2.pdf": {
+            "1": "this document consists of 6 printed pages and 2 blank pages. spa (cm/dt) t56701 \u00a9 ucles 2008 [turn overuniversity of cambridge international examinations international general certificate of secondary education read these instructions first if you have been given an answer booklet, follow the instructions on the front cover of the booklet. write your centre number, candidate number and name on all the work you hand in.write in dark blue or black pen.y ou may use a soft pencil for any diagrams or graphs.do not use staples, paper clips, highlighters, glue or correction fluid. answer all the questions. write your answers on the separate answer booklet/paper provided.give non-exact numerical answers correct to 3 significant figures, or 1 decimal place in the case of angles in degrees, unless a different level of accuracy is specified in the question.the use of an electronic calculator is expected, where appropriate.y ou are reminded of the need for clear presentation in your answers. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question.the total number of marks for this paper is 80. *6283117453*additional mathematics 0606/02 paper 2 october/november 2008  2 hours additional materials: answer booklet/paper graph paper (1 sheet) electronic calculator mathematical tables",
+            "2": "2 0606/02/o/n/08 \u00a9 ucles 2008mathematical formulae 1. algebra quadratic equation  for the equation ax2 + bx + c = 0, xbb a c a=\u2212 \u221224 2. binomial theorem (a + b)n = an + (n 1)an\u20131 b + (n2)an\u20132 b2 + \u2026 + (n r)an\u2013r br + \u2026 + bn,  where n is a positive integer and (n r) = n! (n \u2013 r)!r! . 2. trigonometry identities sin2 a + cos2 a = 1. sec2 a = 1 + tan2 a. cosec2 a = 1 + cot2 a. formulae for \u2206 abc a sin a = b sin b = c sin c . a2 = b2 + c2 \u2013 2bc cos a. \u2206 = 1  2 bc sin a .",
+            "3": "3 0606/02/o/n/08 \u00a9 ucles 2008 [turn over1 given that   a = /h20898 13 6  7 4/h20899,   find the inverse matrix a\u20131 and hence solve the simultaneous equations 13x + 6y = 41,  7x + 4y = 24.  [4] 2 variables x and y are connected by the equation   y = (2x \u2013 9)3.   given that x is increasing at the rate of  4 units per second, find the rate of increase of  y when x = 7. [4] 3 find the set of values of m for which the line   y = mx + 2   does not meet the curve   y = x2 \u2013 5x + 18.  [5] 4 (i) differentiate  x ln x  with respect to x. [2]  (ii) hence find   /h20848ln x dx. [3] 5 solve the equation  (i) 4x 25\u2013x = 24x 8x\u20133 , [3]  (ii) lg (2y + 10) + lg y = 2. [3] 6 (a) a sports team of 3 attackers, 2 centres and 4 defenders is to be chosen from a squad of 5 attackers, 3 centres and 6 defenders.  calculate the number of different ways in which this can be done. [3]  (b) how many different 4-digit numbers greater than 3000 can be formed using the six digits 1, 2, 3, 4, 5 and 6 if no digit can be used more than once? [3]",
+            "4": "4 0606/02/o/n/08 \u00a9 ucles 20087 q p1.4 ms \u2013148 m  the diagram shows a river with parallel banks. the river is 48 m wide and is flowing with a speed of  1.4 ms\u20131. a boat travels in a straight line from a point p on one bank to a point q which is on the other  bank directly opposite p. given that the boat takes 10 seconds to cross the river, find  (i) the speed of the boat in still water, [4]  (ii) the angle to the bank at which the boat should be steered. [2] 8 the function f is defined, for 0 /h11088 x /h11088 2 \u03c0, by f(x) = 3 + 5 sin 2x.  state  (i) the amplitude of f, [1]  (ii) the period of f, [1]  (iii) the maximum and minimum values of f. [2]  sketch the graph of  y = f(x). [3] 9 the line   y = 2x \u2013 9   intersects the curve   x2 + y2 + xy + 3x = 46 at the points a and b. find the  equation of the perpendicular bisector of ab. [8]",
+            "5": "5 0606/02/o/n/08 \u00a9 ucles 2008 [turn over10 y x oy = x   \u2212 8x  + 16x32  the diagram shows part of the curve   y = x3 \u2013 8x2 + 16x.  (i) show that the curve has a minimum point at (4, 0) and find the coordinates of the maximum  point. [4]  (ii) find the area of the shaded region enclosed by the x-axis and the curve. [4] 11 the table shows experimental values of two variables x and y. x 2468 y 2.25 0.81 0.47 0.33  (i) using graph paper, plot xy against 1 x and draw a straight line graph . [3]  (ii) use your graph to express y in terms of x. [5]  (iii) estimate the value of x and of y for which  xy = 4. [3] [question 12 is printed on the next page.]",
+            "6": "6 0606/02/o/n/08 \u00a9 ucles 200812 answer only one of the following two alternatives.  either od cb a 6 cm0.6 rad2 cm  the diagram shows a sector aob of a circle with centre o and radius 6 cm. angle aob = 0.6 radians.  the point d lies on ob such that the length of od is 2 cm. the point c lies on oa such that ocd is a  right angle.  (i) show that the length of oc is approximately 1.65 cm and find the length of cd. [4]  (ii) find the perimeter of the shaded region. [3]  (iii) find the area of the shaded region. [3]  or  a particle moves in a straight line so that t seconds after passing a fixed point o its acceleration,  a ms\u20132, is given by   a = 4t \u2013 12. given that its speed at o is 16 ms\u20131, find  (i) the values of t at which the particle is stationary, [5]  (ii) the distance the particle travels in the fifth second. [5]",
+            "7": "7 0606/02/o/n/08blank page",
+            "8": "8 0606/02/o/n/08blank page permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here 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."
+        }
+    },
+    "2009": {
+        "0606_s09_qp_1.pdf": {
+            "1": "this document consists of 6 printed pages and 2 blank pages. sp (sm) v06774 \u00a9 ucles 2009 [turn overuniversity of cambridge international examinations international general certificate of secondary education read these instructions first if you have been given an answer booklet, follow the instructions on the front cover of the booklet. write your centre number, candidate number and name on all the work you hand in.write in dark blue or black pen.y ou may use a soft pencil for any diagrams or graphs.do not use staples, paper clips, highlighters, glue or correction fluid. answer all the questions. write your answers on the separate answer booklet/paper provided.give non-exact numerical answers correct to 3 significant figures, or 1 decimal place in the case of angles in degrees, unless a different level of accuracy is specified in the question.the use of an electronic calculator is expected, where appropriate.y ou are reminded of the need for clear presentation in your answers. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question.the total number of marks for this paper is 80. *6942311642*additional mathematics 0606/01 paper 1 may/june 2009  2 hours additional materials: answer booklet/paper graph paper (2 sheets) electronic calculator mathematical tables",
+            "2": "2 0606/01/m/j/09 \u00a9 ucles 2009mathematical formulae 1. algebra quadratic equation  for the equation ax2 + bx + c = 0, xbb a c a=\u2212 \u221224 2. binomial theorem (a + b)n = an + (n 1) an\u20131 b + (n2) an\u20132 b2 + \u2026 + (n r) an\u2013r br + \u2026 + bn,  where n is a positive integer and (n r) = n! (n \u2013 r)!r! . 2. trigonometry identities sin2 a + cos2 a = 1. sec2 a = 1 + tan2 a. cosec2 a = 1 + cot2 a. formulae for \u2206 abc a sin a = b sin b = c sin c . a2 = b2 + c2 \u2013 2bc cos a. \u2206 = 1  2 bc sin a .",
+            "3": "3 0606/01/m/j/09 \u00a9 ucles 2009 [turn over1   15 cm15 cm12 cm ba o  the diagram shows a sector aob of a circle, centre o, radius 15 cm. the length of the arc ab is 12 cm.    (i) find, in radians, angle aob. [2]  (ii) find the area of the sector aob. [2] 2 the equation of a curve is    y = x3 \u2013 8.    find the equation of the normal to the curve at the point where the curve crosses the x-axis. [4] 3 show that   1 \u2013 cos2/h9258 sec2/h9258  \u2013 1 = 1 \u2013 sin2/h9258. [4] 4 the line    y = 5x \u2013 3    is a tangent to the curve    y = kx2 \u2013 3x + 5    at the point a. find  (i) the value of k, [3]  (ii) the coordinates of a. [2] 5 (a) solve the equation  92x \u2013 1 = 27x. [3]  (b) given that   ab\u20131 22 3 ab3\u20132 3  = a pbq,  find the value of p and of q. [2] 6 solve the equation      2 x3 + 3x2 \u2013 32x + 15 = 0. [6] 7 (i)   find   d\u2013dx(xe3x \u2013e3x\u2013\u2013\u20133) . [3]  (ii) hence find      \u222bxe3xdx. [3]",
+            "4": "4 0606/01/m/j/098 a curve has equation  y = 2x x2 + 9  .  (i) find the x-coordinate of each of the stationary points of the curve. [4]  (ii) given that x is increasing at the rate of 2 units per second, find the rate of increase of y when x = 1. [3] 9 at 10 00 hours, a ship p leaves a point a with position vector    (\u2013 4 i + 8j)  km relative to an origin o,  where i is a unit vector due east and j is a unit vector due north. the ship sails north-east with a speed  of 10\u221a 2 km h\u20131. find    (i) the velocity vector of p, [2]    (ii) the position vector of p at 12 00 hours. [2]  at 12 00 hours, a second ship q leaves a point b with position vector    (19i + 34j) km    travelling with velocity vector    (8 i + 6j) km h \u20131.  (iii) find the velocity of p relative to q. [2]  (iv) hence, or otherwise, find the time at which p and q meet and the position vector of the point  where this happens. [3] \u00a9 ucles 2009",
+            "5": "5 0606/01/m/j/09 \u00a9 ucles 200910 solutions to this question by accurate drawing will not be accepted. cy x q o a (\u2013 4, 0)p (1, 10) b (8,   9)  the diagram shows the line ab passing through the points a(\u2013 4, 0) and b(8, 9). the line through the  point p(1, 10), perpendicular to ab, meets ab at c and the x-axis at q. find  (i) the coordinates of c and of q, [7]  (ii) the area of triangle acq. [2] 11 the table shows experimental values of variables s and t.   t 5 15 30 70 100 s 1305 349 152 55 36    (i) by plotting a suitable straight line graph, show that s and t are related by the equation s = kt n,    where k and n are constants. [4]  (ii) use your graph to find the value of k and of n. [4]  (iii) estimate the value of s when t  = 50. [2] [turn over",
+            "6": "6 0606/01/m/j/0912 answer only one of the following two alternatives.  either  (i) state the amplitude of  1 + sin (x\u20133). [1]  (ii) state, in radians, the period of  1 + sin (x\u20133). [1] y xx 3 oaby = 1.5 y = 1  + sin (\u2013)  the diagram shows the curve  y = 1 + sin (x\u20133)  meeting the line y = 1.5 at points a and b. find  (iii) the x-coordinate of a and of b, [3]  (iv) the area of the shaded region. [6]  or  a particle moves in a straight line such that t s after passing through a fixed point o, its velocity, v m s\u20131, is given by  v = k cos 4t,  where k is a positive constant. find  (i) the value of t when the particle is first instantaneously at rest, [1]  (ii) an expression for the acceleration of the particle t s after passing through o. [2]  given that the acceleration of the particle is 12 m s\u20132 when t = 3\u03c0 8 ,  (iii) find the value of k. [2]  using your value for k,  (iv) sketch the velocity-time curve for the particle for 0 /h33355 t /h33355 \u03c0, [2]  (v) find the displacement of the particle from o when t = \u03c0 24 . [4] \u00a9 ucles 2009",
+            "7": "7 0606/01/m/j/09blank page",
+            "8": "8 0606/01/m/j/09blank page permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here 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."
+        },
+        "0606_s09_qp_2.pdf": {
+            "1": "this document consists of 6 printed pages and 2 blank pages. sp (sm) v07190/1 \u00a9 ucles 2009 [turn overuniversity of cambridge international examinations international general certificate of secondary education read these instructions first if you have been given an answer booklet, follow the instructions on the front cover of the booklet. write your centre number, candidate number and name on all the work you hand in.write in dark blue or black pen.y ou may use a soft pencil for any diagrams or graphs.do not use staples, paper clips, highlighters, glue or correction fluid. answer all the questions. write your answers on the separate answer paper provided.give non-exact numerical answers correct to 3 significant figures, or 1 decimal place in the case ofangles in degrees, unless a different level of accuracy is specified in the question.the use of an electronic calculator is expected, where appropriate.y ou are reminded of the need for clear presentation in your answers. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question.the total number of marks for this paper is 80. *3058027732*additional mathematics 0606/02 paper 2 may/june 2009  2 hours additional materials: answer paper graph paper (1 sheet) electronic calculator mathematical tables",
+            "2": "2 0606/02/m/j/09 \u00a9 ucles 2009mathematical formulae 1. algebra quadratic equation  for the equation ax2 + bx + c = 0, xbb a c a=\u2212 \u221224 2. binomial theorem (a + b)n = an + (n 1) an\u20131 b + (n2) an\u20132 b2 + \u2026 + (n r) an\u2013r br + \u2026 + bn,  where n is a positive integer and (n r) = n! (n \u2013 r)!r!  . 2. trigonometry identities sin2 a + cos2 a = 1. sec2 a = 1 + tan2 a. cosec2 a = 1 + cot2 a. formulae for \u2206 abc a sin a = b sin b = c sin c . a2 = b2 + c2 \u2013 2bc cos a. \u2206 = 1  2 bc sin a .",
+            "3": "3 0606/02/m/j/09 \u00a9 ucles 2009 [turn over1 (a)  x/h5105 y   express, in set notation, the set represented by the shaded region. [1]  (b)  in a class of 30 students, 17 are studying politics, 14 are studying economics and 10 are studying  both of these subjects.   (i) illustrate this information using a venn diagram. [1]   find the number of students studying   (ii) neither of these subjects, [1]   (iii) exactly one of these subjects. [1] 2 given that  a = /h208987 6 3 4/h20899,  find a1\u2212 and hence solve the simultaneous equations 7x + 6y = 17, 3x + 4y =   3.  [4] 3 sketch the graph of   y = /h20919 x2 \u2013 8x + 12 /h20919/h20919. [4] 4 find the coefficient of x4 in the expansion of   (i) (1 + 2x)6, [2]  (ii) /h208981 \u2013 x  4/h20899(1 + 2x)6. [3]",
+            "4": "4 0606/02/m/j/09 \u00a9 ucles 20095  two variables, x and y, are related by the equation y = 6x2 + 32 x3 .  (i) obtain an expression for  dy dx . [2]  (ii) use your expression to f ind the approximate change in the value of y when x increases from  2 to 2.04. [3] 6 the function f is defined by   f(x) = 2 + x \u2013 3   for x /h11091 3. find  (i) the range of f, [1]  (ii) an expression for f \u20131(x). [2]  the function g is def ined by   g(x) = 12 x + 2   for x /h11022 0. find  (iii) gf(12). [2] 7 given that    logp  x = 9    and    logpy = 6,    find  (i) logp x, [1]  (ii) logp (1 x) , [1]  (iii) logp (xy ), [2]  (iv) logy x. [2]",
+            "5": "5 0606/02/m/j/09 \u00a9 ucles 2009 [turn over8  y xt unitsy = 27  \u2013 x2p q os r   the diagram shows part of the curve   y = 27 \u2013 x2.   the points p and s lie on this curve. the points q  and r lie on the x-axis and pqrs is a rectangle. the length of oq is t units.  (i) find the length of pq in terms of t and hence show that the area, a square units, of pqrs is given  by      a = 54t \u2013 2t 3. [2]  (ii) given that  t can vary, find the value of t for which a has a stationary value. [3]  (iii) find this stationary value of a and determine its nature. [3] 9 a musician has to play 4 pieces from a list of 9. of these 9 pieces 4 were written by beethoven, 3 by  handel and 2 by sibelius. calculate the number of ways the 4 pieces can be chosen if   (i)  there are no restrictions, [2]  (ii) there must be 2 pieces by beethoven, 1 by handel and 1 by sibelius, [3]  (iii) there must be at least one piece by each composer. [4] 10 the line      2 x + y = 12      intersects the curve      x2 + 3xy + y2 = 176      at the points a and b. find the equation of the perpendicular bisector of ab. [9] 11 (a) find all the angles between 0\u00ba and 360\u00ba which satisfy   (i) 2sin x \u2013 3cos x = 0, [3]     (ii) 2sin2 y \u2013 3cos y = 0. [5]  (b)  given that    0 /h33355 z /h33355 3 radians,    find, correct to 2 decimal places, all the values of z for which  sin(2z + 1) = 0.9.  [3]",
+            "6": "6 0606/02/m/j/09 \u00a9 ucles 200912 answer only one of the following two alternatives.  either  the point p(0, 5) lies on the curve for which   dy dx = e1 2x.  the point q, with x-coordinate 2, also lies  on the curve.     (i) find, in terms of e, the y-coordinate of q. [5]  the tangents to the curve at the points p and q intersect at the point r.    (ii) find, in terms of e, the x-coordinate of r. [5]  or     b oac dy y = e      + 5 x  x\u00b9\u00b2   the diagram shows part of the curve y =  e1 2x+ 5 crossing the y-axis at a. the normal to the curve  at a meets the x-axis at b.   (i) find the coordinates of b. [4]   the line through b, parallel to the y-axis, meets the curve at c. the line through c, parallel to the x-axis, meets the y-axis at d.    (ii) find the area of the shaded region. [6]",
+            "7": "7 0606/02/m/j/09blank page",
+            "8": "8 0606/02/m/j/09blank page permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here 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."
+        },
+        "0606_w09_qp_01.pdf": {
+            "1": "this document consists of 5 printed pages and 3 blank pages. dc (slm) 11532/2 \u00a9 ucles 2009 [turn overuniversity of cambridge international examinations international general certificate of secondary education read these instructions first if you have been given an answer booklet, follow the instructions on the front cover of the booklet. write your centre number, candidate number and name on all the work you hand in.write in dark blue or black pen.y ou may use a soft pencil for any diagrams or graphs.do not use staples, paper clips, highlighters, glue or correction fluid. answer all the questions. write your answers on the separate answer booklet/paper provided.give non-exact numerical answers correct to 3 significant figures, or 1 decimal place in the case of angles in degrees, unless a different level of accuracy is specified in the question.the use of an electronic calculator is expected, where appropriate.y ou are reminded of the need for clear presentation in your answers. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question.the total number of marks for this paper is 80. * 8 1 6086321 0 *additional mathematics 0606/01 paper 1 october/november 2009  2 hours additional materials: answer booklet/paper electronic calculator  mathematical tables",
+            "2": "2 0606/01/o/n/09 \u00a9 ucles 2009mathematical formulae 1. algebra quadratic equation  for the equation ax2 + bx + c = 0, x bb ac  a = \u2212 \u22122 4  2 . binomial theorem (a + b)n = an + (n 1)an\u20131 b + (n2)an\u20132 b2 + \u2026 + (n r)an\u2013r br + \u2026 + bn,  where n is a positive integer and (n r) = n! (n \u2013 r)!r! . 2. trigonometry identities sin2 a + cos2 a = 1. sec2 a = 1 + tan2 a. cosec2 a = 1 + cot2 a. formulae for \u2206abc a sin a = b sin b = c sin c . a2 = b2 + c2 \u2013 2bc cos a. \u2206 = 1  2 bc sin a .",
+            "3": "3 0606/01/o/n/09 \u00a9 ucles 2009 [turn over1 given that  f (x) = 2x3 \u2013 7x2 + 7ax + 16  is divisible by  x \u2013 a,  find  (i) the value of the constant a, [2]  (ii) the remainder when f  (x) is divided by  2 x + 1. [2] 2                       place team1st 2nd 3rd 4th harriers 6 3 1 2 strollers 3 2 4 3 road runners 2 5 5 0 olympians 1 2 2 7  the table shows the results achieved by four teams in twelve events of an athletics match. in each  event, 1st  place scores 5 points, 2nd place scores 3 points, 3rd place scores 2 points and 4th place scores 1 point.    (i) write down two matrices whose product shows the total number of points scored by each team. [2]  (ii) evaluate this product of matrices. [2] 3 find the values of k for which the equation  x 2 \u2013 2(2k + 1) x + (k + 2) = 0  has two equal roots. [4] 4 solve the simultaneous equations     x + 3y = 13,     x 2 + 3y2 = 43. [5] 5     ba c3 +    2 3 \u2013    2  the diagram shows a triangle abc, where angle b is a right angle,  the length of ab = 3 + 2 and the  length of bc = 3 \u2013 2.    (i) find the length of  ac in the form  k, where k is an integer. [2]  (ii) find  tan a  in the form  ab c+2,  where a, b and c are integers. [3]",
+            "4": "4 0606/01/o/n/09 \u00a9 ucles 20096 set a is such that  a = {x : 3x2 \u2013 10x \u2013 8 \ue0f8 0}.    (i) find the set of values of x which define the set a. [3]    set b is such that  b = {x : 7 \u2013 2x \ue0f8 1}.  (ii) find the set of values of x which define the set a \ue0f9 b. [2] 7 a committee of 8 people is to be selected from 7 teachers and 6 students. find the number of different  ways in which the committee can be selected if    (i) there are no restrictions, [2]  (ii) there are to be more teachers than students on the committee. [4] 8 the number, n, of bacteria present in an experiment, t minutes after measurements begin, is given by   n = 1000e\u2013kt,  where k is a constant.  (i) state the number of bacteria when t = 0. [1]  when t = 0, the number of bacteria is decreasing at the rate of 20 per minute. find  (ii) the value of  k, [3]  (iii) the time taken for the number of bacteria to decrease by 50%. [3] 9 differentiate, with respect to x,  (i) (1 \u2013 2x)20, [2]  (ii) x2ln x, [3]  (iii) tan(2x + 1)__________ x  . [3]      10 a curve has equation  y = 3x 3 \u2013 2x 2 + 2x.    (i) show that the equation of the tangent to the curve at the point  where  x = 1 is     y = 7x \u2013 4. [4]  (ii) find the coordinates of the point where this tangent meets the curve again. [5]",
+            "5": "5 0606/01/o/n/09 \u00a9 ucles 200911 (a) show that   tan \ue075 + cot \ue075 = cosec \ue075 sec\ue075. [3]  (b) solve the equation     (i) tan x = 3 sin x  for  0 \u00b0 \ue02c x \ue02c 360 \u00b0, [4]   (ii) 2cot2 y + 3 cosec y = 0  for  0 \ue02c y \ue02c 2 \u03c0 radians. [5] 12 answer only one of the following two alternatives.  either  a solid circular cylinder has radius r cm and height h cm. the volume of the cylinder is 1000 cm3.  (i) find an expression for h in terms of r. [2]  (ii) hence show that the total surface area, a cm2, of the cylinder is given by      a = 2\u03c0\u2009r2 + 2000 r. [2]  (iii) given that r varies, find, correct to 2 decimal places, the value of r when a has a stationary value. [4]  (iv) find this stationary value of a and determine its nature. [3]  or y x oa by = x + cos  2x  the diagram shows part of the curve  y = x + cos 2x. the curve has a maximum point at a and a  minimum point at b.  (i) find the x-coordinate of the point a and of the point b. [6]  (ii) find, in terms of \u03c0, the area of the shaded region. [5]   ",
+            "6": "6 0606/01/o/n/09blank page",
+            "7": "7 0606/01/o/n/09blank page",
+            "8": "8 0606/01/o/n/09blank page permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the  publisher will be pleased to make amends at the earliest possible opportunity. 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."
+        },
+        "0606_w09_qp_02.pdf": {
+            "1": "this document consists of 5 printed pages and 3 blank pages. dc (cw) 15823 \u00a9 ucles 2009 [turn overuniversity of cambridge international examinations international general certificate of secondary education read these instructions first if you have been given an answer booklet, follow the instructions on the front cover of the booklet. write your centre number, candidate number and name on all the work you hand in.write in dark blue or black pen.y ou may use a soft pencil for any diagrams or graphs.do not use staples, paper clips, highlighters, glue or correction fluid. answer all the questions. write your answers on the separate answer booklet/paper provided.give non-exact numerical answers correct to 3 significant figures, or 1 decimal place in the case of angles in degrees, unless a different level of accuracy is specified in the question.the use of an electronic calculator is expected, where appropriate.y ou are reminded of the need for clear presentation in your answers. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question.the total number of marks for this paper is 80. * 399303 2000 *additional mathematics 0606/02 paper 2 october/november 2009  2 hours additional materials: answer booklet/paper graph paper (2 sheets)  electronic calculator mathematical tables",
+            "2": "2 0606/02/o/n/09 \u00a9 ucles 2009mathematical formulae 1. algebra quadratic equation  for the equation ax2 + bx + c = 0, x bb ac  a = \u2212 \u22122 4  2 . binomial theorem (a + b)n = an +(n 1)an\u20131 b + (n2)an\u20132 b2 + \u2026 + (n r)an\u2013r br + \u2026 + bn,  where n is a positive integer and (n r) = n! (n \u2013 r)!r!  . 2. trigonometry identities sin2 a + cos2 a = 1. sec2 a = 1 + tan2 a. cosec2 a = 1 + cot2 a. formulae for \u2206abc a sin a = b sin b = c sin c . a2 = b2 + c2 \u2013 2bc cos a. \u2206 = 1  2 bc sin a .",
+            "3": "3 0606/02/o/n/09 \u00a9 ucles 2009 [turn over1 a function f is defined by  f: x \ue0b0 e x\u20131,  where x \ue02e 0.  (i) state the range of f. [1]  (ii) find an expression for f \u20131. [2]  (iii) state the domain of f \u20131. [1] 2 (i) find the first four terms, in ascending powers of x, in the expansion of   \ue0312  \u2013 x  2\ue0326 . [4]  (ii) find the coefficient of x3 in the expansion of   (l + x)2 \ue0312  \u2013 x  2\ue0326 . [2] 3 the table shows experimental values of the variables x and y which are related by the equation    y = a x2 + b x ,  where a and b are constants. x 2  4 6 8 10 y 6.24  2.82 1.79 1.33 1.05  (i) using graph paper, plot x2y against x and draw a straight line graph . [3]  (ii) use your graph to estimate the value of a and of b. [4] 4 find the coordinates and the nature of the stationary points of the curve    y = x3 + 3x2 \u2013 45x + 60. [7] 5 relative to an origin o, the position vectors of  points a and b are \ue0317 24\ue032 and \ue03110 20\ue032 respectively.  find  (i) the length of  oa, [2]  (ii) the length of  ab. [2]  given that abc is a straight line and that the length of ac is equal to the length of oa, find  (iii)  the position vector of the point c. [3] 6 (i) given that   y = xx4+ 12,   show that   dy dx = kx x(+2) 4+ 12,   where k is a constant  to be found. [4]  (ii) hence evaluate  6 \u20132\ue0653+6 4+12x x dx . [3]",
+            "4": "4 0606/02/o/n/09 \u00a9 ucles 20097 (i) using graph paper, draw the curve  y = sin 2x  for  0\u00b0 \ue0f8 x \ue0f8 360 \u00b0. [3]  in order to solve the equation  1 + sin 2x = 2cos x  another curve must be added to your diagram.   (ii) write down the equation of this curve and add this curve to your diagram. [3]  (iii) state the number of values of x which satisfy the equation  1 + sin 2x = 2cos x  for  0 \u00b0 \ue0f8 x \ue0f8 360 \u00b0 .  [1] 8  it is given that a = \ue0312 \u20131 4 3\ue032,  b = \ue0311 \u201332 0\ue032 and c = \ue0315 \u20132\ue032. find  (i) ab, [2]  (ii) bc, [2]  (iii) a\u20131, and hence find the matrix x such that ax = b. [4]   9 a particle moves in a straight line so that, t seconds after passing through a fixed point o, its velocity,   v ms\u20131, is given by   v = 20 (2t + 4)2.   find  (i) the velocity of the particle at o, [1]  (ii) the acceleration of the particle when  t = 3, [3]  (iii) the distance travelled by the particle in the first 8 seconds. [4] 10 (a) solve   lg(7x \u2013 3) + 2 lg5 = 2 + lg(x + 3). [4]  (b) use the substitution  u = 3x  to solve the equation   3x+1 + 32\u2013 x = 28 . [5]",
+            "5": "5 0606/02/o/n/09 \u00a9 ucles 200911 answer only one of the following two alternatives.  either 3 cm 3 cm\ufffd3 cmq bpd ca \ufffd3 cm \u03c0 3_  in the diagram, acb is an arc of a circle with centre p, and adb is an arc of a circle with centre  q.   angle aqb = \u03c0 3,  aq = bq = 3 cm and ap = bp = 3 cm.   (i) show that angle apb = 2\u03c0 3. [2]  (ii) find the perimeter of the shaded region. [3]  (iii) find the area of the shaded region. [5]  or  solutions to this question by accurate drawing will not be accepted. ab (8, 1) (\u20132,  1)e fy x oc(6,  9) d  the diagram shows a parallelogram with vertices a(\u20132, 1), b(8, 1), c(6, 9) and d.  (i) find the coordinates of d. [2]  the point e lies on the diagonal db such that de =  1  4 db .  (ii) find the coordinates of e. [2]  the point f is such that ef is parallel to ab.   the area of trapezium aefb is  11  2 \ue033 (the area of parallelogram abcd).  (iii) find the coordinates of f. [6]",
+            "6": "6 0606/02/o/n/09blank page",
+            "7": "7 0606/02/o/n/09blank page",
+            "8": "8 0606/02/o/n/09blank page permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the  publisher will be pleased to make amends at the earliest possible opportunity. 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."
+        },
+        "0606_w09_qp_1.pdf": {
+            "1": "this document consists of 5 printed pages and 3 blank pages. dc (slm) 11532/2 \u00a9 ucles 2009 [turn overuniversity of cambridge international examinations international general certificate of secondary education read these instructions first if you have been given an answer booklet, follow the instructions on the front cover of the booklet. write your centre number, candidate number and name on all the work you hand in.write in dark blue or black pen.y ou may use a soft pencil for any diagrams or graphs.do not use staples, paper clips, highlighters, glue or correction fluid. answer all the questions. write your answers on the separate answer booklet/paper provided.give non-exact numerical answers correct to 3 significant figures, or 1 decimal place in the case of angles in degrees, unless a different level of accuracy is specified in the question.the use of an electronic calculator is expected, where appropriate.y ou are reminded of the need for clear presentation in your answers. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question.the total number of marks for this paper is 80. * 8 1 6086321 0 *additional mathematics 0606/01 paper 1 october/november 2009  2 hours additional materials: answer booklet/paper electronic calculator  mathematical tables",
+            "2": "2 0606/01/o/n/09 \u00a9 ucles 2009mathematical formulae 1. algebra quadratic equation  for the equation ax2 + bx + c = 0, x bb ac  a = \u2212 \u22122 4  2 . binomial theorem (a + b)n = an + (n 1)an\u20131 b + (n2)an\u20132 b2 + \u2026 + (n r)an\u2013r br + \u2026 + bn,  where n is a positive integer and (n r) = n! (n \u2013 r)!r! . 2. trigonometry identities sin2 a + cos2 a = 1. sec2 a = 1 + tan2 a. cosec2 a = 1 + cot2 a. formulae for \u2206abc a sin a = b sin b = c sin c . a2 = b2 + c2 \u2013 2bc cos a. \u2206 = 1  2 bc sin a .",
+            "3": "3 0606/01/o/n/09 \u00a9 ucles 2009 [turn over1 given that  f (x) = 2x3 \u2013 7x2 + 7ax + 16  is divisible by  x \u2013 a,  find  (i) the value of the constant a, [2]  (ii) the remainder when f  (x) is divided by  2 x + 1. [2] 2                       place team1st 2nd 3rd 4th harriers 6 3 1 2 strollers 3 2 4 3 road runners 2 5 5 0 olympians 1 2 2 7  the table shows the results achieved by four teams in twelve events of an athletics match. in each  event, 1st  place scores 5 points, 2nd place scores 3 points, 3rd place scores 2 points and 4th place scores 1 point.    (i) write down two matrices whose product shows the total number of points scored by each team. [2]  (ii) evaluate this product of matrices. [2] 3 find the values of k for which the equation  x 2 \u2013 2(2k + 1) x + (k + 2) = 0  has two equal roots. [4] 4 solve the simultaneous equations     x + 3y = 13,     x 2 + 3y2 = 43. [5] 5     ba c3 +    2 3 \u2013    2  the diagram shows a triangle abc, where angle b is a right angle,  the length of ab = 3 + 2 and the  length of bc = 3 \u2013 2.    (i) find the length of  ac in the form  k, where k is an integer. [2]  (ii) find  tan a  in the form  ab c+2,  where a, b and c are integers. [3]",
+            "4": "4 0606/01/o/n/09 \u00a9 ucles 20096 set a is such that  a = {x : 3x2 \u2013 10x \u2013 8 \ue0f8 0}.    (i) find the set of values of x which define the set a. [3]    set b is such that  b = {x : 7 \u2013 2x \ue0f8 1}.  (ii) find the set of values of x which define the set a \ue0f9 b. [2] 7 a committee of 8 people is to be selected from 7 teachers and 6 students. find the number of different  ways in which the committee can be selected if    (i) there are no restrictions, [2]  (ii) there are to be more teachers than students on the committee. [4] 8 the number, n, of bacteria present in an experiment, t minutes after measurements begin, is given by   n = 1000e\u2013kt,  where k is a constant.  (i) state the number of bacteria when t = 0. [1]  when t = 0, the number of bacteria is decreasing at the rate of 20 per minute. find  (ii) the value of  k, [3]  (iii) the time taken for the number of bacteria to decrease by 50%. [3] 9 differentiate, with respect to x,  (i) (1 \u2013 2x)20, [2]  (ii) x2ln x, [3]  (iii) tan(2x + 1)__________ x  . [3]      10 a curve has equation  y = 3x 3 \u2013 2x 2 + 2x.    (i) show that the equation of the tangent to the curve at the point  where  x = 1 is     y = 7x \u2013 4. [4]  (ii) find the coordinates of the point where this tangent meets the curve again. [5]",
+            "5": "5 0606/01/o/n/09 \u00a9 ucles 200911 (a) show that   tan \ue075 + cot \ue075 = cosec \ue075 sec\ue075. [3]  (b) solve the equation     (i) tan x = 3 sin x  for  0 \u00b0 \ue02c x \ue02c 360 \u00b0, [4]   (ii) 2cot2 y + 3 cosec y = 0  for  0 \ue02c y \ue02c 2 \u03c0 radians. [5] 12 answer only one of the following two alternatives.  either  a solid circular cylinder has radius r cm and height h cm. the volume of the cylinder is 1000 cm3.  (i) find an expression for h in terms of r. [2]  (ii) hence show that the total surface area, a cm2, of the cylinder is given by      a = 2\u03c0\u2009r2 + 2000 r. [2]  (iii) given that r varies, find, correct to 2 decimal places, the value of r when a has a stationary value. [4]  (iv) find this stationary value of a and determine its nature. [3]  or y x oa by = x + cos  2x  the diagram shows part of the curve  y = x + cos 2x. the curve has a maximum point at a and a  minimum point at b.  (i) find the x-coordinate of the point a and of the point b. [6]  (ii) find, in terms of \u03c0, the area of the shaded region. [5]   ",
+            "6": "6 0606/01/o/n/09blank page",
+            "7": "7 0606/01/o/n/09blank page",
+            "8": "8 0606/01/o/n/09blank page permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the  publisher will be pleased to make amends at the earliest possible opportunity. 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."
+        },
+        "0606_w09_qp_2.pdf": {
+            "1": "this document consists of 5 printed pages and 3 blank pages. dc (cw) 15823 \u00a9 ucles 2009 [turn overuniversity of cambridge international examinations international general certificate of secondary education read these instructions first if you have been given an answer booklet, follow the instructions on the front cover of the booklet. write your centre number, candidate number and name on all the work you hand in.write in dark blue or black pen.y ou may use a soft pencil for any diagrams or graphs.do not use staples, paper clips, highlighters, glue or correction fluid. answer all the questions. write your answers on the separate answer booklet/paper provided.give non-exact numerical answers correct to 3 significant figures, or 1 decimal place in the case of angles in degrees, unless a different level of accuracy is specified in the question.the use of an electronic calculator is expected, where appropriate.y ou are reminded of the need for clear presentation in your answers. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question.the total number of marks for this paper is 80. * 399303 2000 *additional mathematics 0606/02 paper 2 october/november 2009  2 hours additional materials: answer booklet/paper graph paper (2 sheets)  electronic calculator mathematical tables",
+            "2": "2 0606/02/o/n/09 \u00a9 ucles 2009mathematical formulae 1. algebra quadratic equation  for the equation ax2 + bx + c = 0, x bb ac  a = \u2212 \u22122 4  2 . binomial theorem (a + b)n = an +(n 1)an\u20131 b + (n2)an\u20132 b2 + \u2026 + (n r)an\u2013r br + \u2026 + bn,  where n is a positive integer and (n r) = n! (n \u2013 r)!r!  . 2. trigonometry identities sin2 a + cos2 a = 1. sec2 a = 1 + tan2 a. cosec2 a = 1 + cot2 a. formulae for \u2206abc a sin a = b sin b = c sin c . a2 = b2 + c2 \u2013 2bc cos a. \u2206 = 1  2 bc sin a .",
+            "3": "3 0606/02/o/n/09 \u00a9 ucles 2009 [turn over1 a function f is defined by  f: x \ue0b0 e x\u20131,  where x \ue02e 0.  (i) state the range of f. [1]  (ii) find an expression for f \u20131. [2]  (iii) state the domain of f \u20131. [1] 2 (i) find the first four terms, in ascending powers of x, in the expansion of   \ue0312  \u2013 x  2\ue0326 . [4]  (ii) find the coefficient of x3 in the expansion of   (l + x)2 \ue0312  \u2013 x  2\ue0326 . [2] 3 the table shows experimental values of the variables x and y which are related by the equation    y = a x2 + b x ,  where a and b are constants. x 2  4 6 8 10 y 6.24  2.82 1.79 1.33 1.05  (i) using graph paper, plot x2y against x and draw a straight line graph . [3]  (ii) use your graph to estimate the value of a and of b. [4] 4 find the coordinates and the nature of the stationary points of the curve    y = x3 + 3x2 \u2013 45x + 60. [7] 5 relative to an origin o, the position vectors of  points a and b are \ue0317 24\ue032 and \ue03110 20\ue032 respectively.  find  (i) the length of  oa, [2]  (ii) the length of  ab. [2]  given that abc is a straight line and that the length of ac is equal to the length of oa, find  (iii)  the position vector of the point c. [3] 6 (i) given that   y = xx4+ 12,   show that   dy dx = kx x(+2) 4+ 12,   where k is a constant  to be found. [4]  (ii) hence evaluate  6 \u20132\ue0653+6 4+12x x dx . [3]",
+            "4": "4 0606/02/o/n/09 \u00a9 ucles 20097 (i) using graph paper, draw the curve  y = sin 2x  for  0\u00b0 \ue0f8 x \ue0f8 360 \u00b0. [3]  in order to solve the equation  1 + sin 2x = 2cos x  another curve must be added to your diagram.   (ii) write down the equation of this curve and add this curve to your diagram. [3]  (iii) state the number of values of x which satisfy the equation  1 + sin 2x = 2cos x  for  0 \u00b0 \ue0f8 x \ue0f8 360 \u00b0 .  [1] 8  it is given that a = \ue0312 \u20131 4 3\ue032,  b = \ue0311 \u201332 0\ue032 and c = \ue0315 \u20132\ue032. find  (i) ab, [2]  (ii) bc, [2]  (iii) a\u20131, and hence find the matrix x such that ax = b. [4]   9 a particle moves in a straight line so that, t seconds after passing through a fixed point o, its velocity,   v ms\u20131, is given by   v = 20 (2t + 4)2.   find  (i) the velocity of the particle at o, [1]  (ii) the acceleration of the particle when  t = 3, [3]  (iii) the distance travelled by the particle in the first 8 seconds. [4] 10 (a) solve   lg(7x \u2013 3) + 2 lg5 = 2 + lg(x + 3). [4]  (b) use the substitution  u = 3x  to solve the equation   3x+1 + 32\u2013 x = 28 . [5]",
+            "5": "5 0606/02/o/n/09 \u00a9 ucles 200911 answer only one of the following two alternatives.  either 3 cm 3 cm\ufffd3 cmq bpd ca \ufffd3 cm \u03c0 3_  in the diagram, acb is an arc of a circle with centre p, and adb is an arc of a circle with centre  q.   angle aqb = \u03c0 3,  aq = bq = 3 cm and ap = bp = 3 cm.   (i) show that angle apb = 2\u03c0 3. [2]  (ii) find the perimeter of the shaded region. [3]  (iii) find the area of the shaded region. [5]  or  solutions to this question by accurate drawing will not be accepted. ab (8, 1) (\u20132,  1)e fy x oc(6,  9) d  the diagram shows a parallelogram with vertices a(\u20132, 1), b(8, 1), c(6, 9) and d.  (i) find the coordinates of d. [2]  the point e lies on the diagonal db such that de =  1  4 db .  (ii) find the coordinates of e. [2]  the point f is such that ef is parallel to ab.   the area of trapezium aefb is  11  2 \ue033 (the area of parallelogram abcd).  (iii) find the coordinates of f. [6]",
+            "6": "6 0606/02/o/n/09blank page",
+            "7": "7 0606/02/o/n/09blank page",
+            "8": "8 0606/02/o/n/09blank page permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the  publisher will be pleased to make amends at the earliest possible opportunity. 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."
+        }
+    },
+    "2010": {
+        "0606_s10_qp_11.pdf": {
+            "1": "university of cambridge international examinations international general certificate of secondary education read these instructions first if you have been given an answer booklet, follow the instructions on the front cover of the booklet. write your centre number, candidate number and name on all the work you hand in.write in dark blue or black pen.y ou may use a soft pencil for any diagrams or graphs.do not use staples, paper clips, highlighters, glue or correction fluid. answer all the questions. write your answers on the separate answer booklet/paper provided.give non-exact numerical answers correct to 3 significant figures, or 1 decimal place in the case of angles in degrees, unless a different level of accuracy is specified in the question.the use of an electronic calculator is expected, where appropriate.y ou are reminded of the need for clear presentation in your answers. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question.the total number of marks for this paper is 80. *3914377199*additional mathematics 0606/11 paper 1 may/june 2010  2 hours additional materials: answer booklet/paper electronic calculator this document consists of 5 printed pages and 3 blank pages. dc (leo/kn) 25698/1 \u00a9 ucles 2010 [turn over",
+            "2": "2 0606/11/m/j/10 \u00a9 ucles 2010mathematical formulae 1. algebra quadratic equation  for the equation ax2 + bx + c = 0, x bb a c   a = \u2212 \u22122 4  2 . binomial theorem (a + b)n = an + (n 1)an\u20131 b + (n2)an\u20132 b2 + \u2026 + (n r)an\u2013r br + \u2026 + bn,  where n is a positive integer and (n r) = n! (n \u2013 r)!r! . 2. trigonometry identities sin2 a + cos2 a = 1. sec2 a = 1 + tan2 a. cosec2 a = 1 + cot2 a. formulae for \u2206abc a sin a = b sin b = c sin c . a2 = b2 + c2 \u2013 2bc cos a. \u2206 = 1  2 bc sin a .",
+            "3": "3 0606/11/m/j/10 \u00a9 ucles 2010 [turn over1 differentiate with respect to x  (i)   1 + x3, [2]  (ii) x2 cos 2x. [3] 2 (i) find the first 3 terms of the expansion, in ascending powers of x, of  (1 + 3x)6. [2]  (ii) hence find the coefficient of x2 in the expansion of  (1 + 3 x)6 (1 \u2013 3x \u2013 5x2). [3] 3 find the set of values of k for which the equation  x2 + (k \u2013 2)x + (2k \u2013 4) = 0 has real roots. [5] 4 (a) ab c/h5105   (i) copy the venn diagram above and shade the region that represents ( a \u2229 b) \u222a c. [1]   (ii) copy the venn diagram above and shade the region that represents a\u02b9 \u2229 b\u02b9. [1]   (iii) copy the venn diagram above and shade the region that represents ( a \u222a b) \u2229 c. [1]  (b) it is given that the universal set  /h5105 = {x : 2 /h11088 x /h11088 20, x is an integer},      x = {x : 4 < x < 15, x is an integer},      y = {x : x /h11091 9, x is an integer},      z = {x : x is a multiple of 5}.   (i) list the elements of x \u2229 y. [1]     (ii) list the elements of x \u222a y. [1]   (iii) find (x \u222a y)\u02b9 \u2229 z. [1] 5 solve the equation  3 x(x2 + 6) = 8 \u2013 17x2. [6]",
+            "4": "4 0606/11/m/j/10 \u00a9 ucles 20106 given that  log8 p = x  and  log8 q = y,  express in terms of x and/or y  (i) log8    p + log8 q2, [2]  (ii) log8 /h20920q\u20138/h20921, [2]  (iii) log2 (64p). [3] 7 the function f is defined by      f ( x) = (2x + 1)2 \u2013 3    for  x /h11091 \u2013 1 2 .  find  (i) the range of f, [1]    (ii) an expression for f\u20131 (x). [3]   the function g is defined by      g ( x) = 3 1 + x     for  x > \u20131.  (iii) find the value of x for which fg(x) = 13. [4] 8 (a) solve the equation (23 \u2013 4x) (4x + 4) = 2. [3]  (b) (i) simplify    108 \u2013 12\u2013\u2013  3 , giving your answer in the form k  3, where k is an integer. [2]   (ii) simplify    5+ 3\u2013\u2013\u2013\u2013\u2013  5\u2013 2 , giving your answer in the form a  5 + b, where a and b are integers. [3] 9 (a)  variables x and y are related by the equation  y = 5x + 2 \u2013 4e\u2013x.   (i) find dy\u2013\u2013dx . [2]   (ii) hence find the approximate change in y when x increases from 0 to p, where p is small. [2]  (b) a square of area a cm2 has a side of length x cm. given that the area is increasing at a constant rate  of 0.5 cm2 s\u20131, find the rate of increase of x when a = 9. [4]",
+            "5": "5 0606/11/m/j/10 \u00a9 ucles 201010 solve  (i) 4 sin x = cos x   for   0\u00b0 < x < 360\u00b0, [3]  (ii) 3 + sin y = 3 cos2 y   for   0\u00b0 < y < 360\u00b0, [5]  (iii) sec /h20920z\u20133/h20921 = 4   for   0 < z < 5 radians. [3] 11 answer only one of the following two alternatives.  either  a curve has equation  y = ln x\u2013\u2013\u2013x2 , where x > 0.  (i) find the exact coordinates of the stationary point of the curve. [6]  (ii) show that  d2y\u2013\u2013\u2013dx2 can be written in the form  a ln x + b\u2013\u2013\u2013\u2013\u2013\u2013\u2013\u2013x4 ,  where a and b are integers. [3]  (iii) hence, or otherwise, determine the nature of the stationary point of the curve. [2]  or   a curve is such that  dy\u2013\u2013dx = 6 cos /h209202x + \u03c0\u20132/h20921 for \u2013 \u03c0\u20134 /h11088 x /h11088 5\u03c0\u2013\u20134 . the curve passes through the point /h20920\u03c0\u20134, 5/h20921.  find  (i) the equation of the curve, [4]  (ii) the x-coordinates of the stationary points of the curve, [3]  (iii) the equation of the normal to the curve at the point on the curve where  x = 3\u03c0\u2013\u20134. [4]",
+            "6": "6 0606/11/m/j/10 \u00a9 ucles 2010blank page",
+            "7": "7 0606/11/m/j/10 \u00a9 ucles 2010blank page",
+            "8": "8 0606/11/m/j/10 \u00a9 ucles 2010blank page permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the publisher will be pleased to make amends at the earliest possible opportunity. 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."
+        },
+        "0606_s10_qp_12.pdf": {
+            "1": "read these instructions first if you have been given an answer booklet, follow the instructions on the front cover of the booklet. write your centre number, candidate number and name on all the work you hand in.write in dark blue or black pen.y ou may use a soft pencil for any diagrams or graphs.do not use staples, paper clips, highlighters, glue or correction fluid. answer all the questions. write your answers on the separate answer booklet/paper provided.give non-exact numerical answers correct to 3 significant figures, or 1 decimal place in the case ofangles in degrees, unless a different level of accuracy is specified in the question.the use of an electronic calculator is expected, where appropriate.y ou are reminded of the need for clear presentation in your answers. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question.the total number of marks for this paper is 80.additional mathematics 0606/12 paper 1 may/june 2010  2 hours additional materials: answer booklet/paper electronic calculator  graph paper (2 sheets) this document consists of 6 printed pages and 2 blank pages. dc (sm/kn) 25700 \u00a9 ucles 2010 [turn over *6316616089*university of cambridge international examinations international general certificate of secondary education",
+            "2": "2 0606/12/m/j/10 \u00a9 ucles 2010mathematical formulae 1. algebra quadratic equation  for the equation ax2 + bx + c = 0, x bb a c   a = \u2212 \u22122 4  2 . binomial theorem (a + b)n = an + (n 1)an\u20131 b + (n2)an\u20132 b2 + \u2026 + (n r)an\u2013r br + \u2026 + bn,  where n is a positive integer and (n r) = n! (n \u2013 r)!r! . 2. trigonometry identities sin2 a + cos2 a = 1. sec2 a = 1 + tan2 a. cosec2 a = 1 + cot2 a. formulae for \u2206abc a sin a = b sin b = c sin c . a2 = b2 + c2 \u2013 2bc cos a. \u2206 = 1  2 bc sin a .",
+            "3": "3 0606/12/m/j/10 \u00a9 ucles 2010 [turn over1 find the coordinates of the points of intersection of the curve  y2 + y = 10x \u2013 8x2  and the straight line   y + 4x + 1 = 0. [5] 2 the expression  6 x3 + ax2 \u2013 (a + 1)x + b  has a remainder of 15 when divided by  x + 2  and a remainder  of 24 when divided by  x + 1.  show that a = 8 and find the value of b. [5] 3 given that  joa = /h20898\u201317 25/h20899  and  job = /h208984 5/h20899, find  (i) the unit vector parallel to jab, [3]   (ii) the vector joc, such that jac = 3jab. [2] 4 oy2 sec x\u00d7 \u00d7(2.4, 1.6)(1.3, 3.8)  variables x and y are such that, when y2 is plotted against sec x, a straight line graph passing through the  points (2.4, 1.6) and (1.3, 3.8) is obtained.  (i) express y2 in terms of sec x. [3]  (ii) hence find the exact value of  cos x  when y = 2. [2]",
+            "4": "4 0606/12/m/j/10 \u00a9 ucles 20105 y x oa by = 6 \u2013  33\u2013x  the diagram shows part of the curve  y = 6 \u2013 3\u2013x  which passes through the point a where x = 3. the  normal to the curve at the point a meets the x-axis at the point b. find the coordinates of the point b.  [5] 6 (a) (i) on the same diagram, sketch the curves  y = cos x  and  y = 1 + cos 2x  for  0 /h11088 x /h11088 2\u03c0. [3]     (ii) hence state the number of solutions of the equation      cos 2x \u2013 cos x + 1 = 0  where  0 /h11088 x /h11088 2\u03c0. [1]  (b) the function f is given by  f( x) = 5sin 3x.  find   (i) the amplitude of f, [1]   (ii) the period of f. [1] 7 the table shows values of the variables p and v which are related by the equation  p = kv n,  where k and  n are constants. v 10 50 110 230 p 1412 151 53 19  (i) using graph paper, plot  lg p  against  lg v  and draw a straight line graph. [3]  use your graph to estimate  (ii) the value of n, [2]  (iii) the value of p when v = 170. [2]",
+            "5": "5 0606/12/m/j/10 \u00a9 ucles 2010 [turn over8 given that  a = /h208984 3 1 2/h20899  and  b = /h20898\u20132 0  1 4/h20899,  find  (i) 3a \u2013 2b, [2]  (ii) a\u20131, [2]  (iii) the matrix x such that xb\u20131 = a. [3] 9 oa bx y8 cm 3 cm  the diagram shows a sector oxy of a circle centre o, radius 3 cm and a sector oab of a circle  centre o, radius 8 cm. the point x lies on the line oa and the point y lies on the line  ob. the perimeter  of the region xabyx is 15. 5 cm. find  (i) the angle aob in radians, [3]  (ii) the ratio of the area of the sector oxy to the area of the region xabyx in the form p : q, where  p and q are integers. [4] 10 a music student needs to select 7 pieces of music from 6 classical pieces and 4 modern pieces. find the number of different selections that she can make if  (i) there are no restrictions, [1]  (ii) there are to be only 2 modern pieces included, [2]  (iii) there are to be more classical pieces than modern pieces. [4]",
+            "6": "6 0606/12/m/j/10 \u00a9 ucles 201011 a particle moves in a straight line such that its displacement, x m, from a fixed point o on the line at  time t seconds is given by  x = 12{1n (2t + 3)}.  find  (i) the value of t when the displacement of the particle from o is 48 m, [3]  (ii) the velocity of the particle when t = 1, [3]  (iii) the acceleration of the particle when t =1. [3] 12 answer only one of the following two alternatives.  either y y = 5 x oab      , 7 c\u03c0\u2013\u20134  the diagram shows part of a curve for which  dy\u2013\u2013dx = 8 cos 2x.  the curve passes through the   point  b /h20920\u03c0\u20134, 7/h20921.  the line  y = 5  meets the curve at the points a and c.  (i) show that the curve has equation  y = 3 + 4 sin 2x. [3]  (ii) find the x-coordinate of the point a and of the point c. [4]  (iii) find the area of the shaded region. [5]  or  a curve is such that  dy\u2013\u2013dx = 6e3x \u2013 12.  the curve passes through the point (0, 1).  (i) find the equation of the curve. [4]  (ii) find the coordinates of the stationary point of the curve. [3]  (iii) determine the nature of the stationary point. [2]  (iv) find the coordinates of the point where the tangent to the curve at the point (0, 1) meets the  x-axis. [3]",
+            "7": "7 0606/12/m/j/10 \u00a9 ucles 2010blank page",
+            "8": "8 0606/12/m/j/10 \u00a9 ucles 2010blank page permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the publisher will be pleased to make amends at the earliest possible opportunity. 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."
+        },
+        "0606_s10_qp_13.pdf": {
+            "1": "read these instructions first if you have been given an answer booklet, follow the instructions on the front cover of the booklet. write your centre number, candidate number and name on all the work you hand in.write in dark blue or black pen.y ou may use a soft pencil for any diagrams or graphs.do not use staples, paper clips, highlighters, glue or correction fluid. answer all the questions. write your answers on the separate answer booklet/paper provided.give non-exact numerical answers correct to 3 significant figures, or 1 decimal place in the case ofangles in degrees, unless a different level of accuracy is specified in the question.the use of an electronic calculator is expected, where appropriate.y ou are reminded of the need for clear presentation in your answers. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question.the total number of marks for this paper is 80.additional mathematics 0606/13 paper 1 may/june 2010  2 hours additional materials: answer booklet/paper electronic calculator  graph paper (2 sheets) this document consists of 6 printed pages and 2 blank pages. dc (sm/kn) 25701 \u00a9 ucles 2010 [turn over *5581385216*university of cambridge international examinations international general certificate of secondary education",
+            "2": "2 0606/13/m/j/10 \u00a9 ucles 2010mathematical formulae 1. algebra quadratic equation  for the equation ax2 + bx + c = 0, x bb a c   a = \u2212 \u22122 4  2 . binomial theorem (a + b)n = an + (n 1)an\u20131 b + (n2)an\u20132 b2 + \u2026 + (n r)an\u2013r br + \u2026 + bn,  where n is a positive integer and (n r) = n! (n \u2013 r)!r! . 2. trigonometry identities sin2 a + cos2 a = 1. sec2 a = 1 + tan2 a. cosec2 a = 1 + cot2 a. formulae for \u2206abc a sin a = b sin b = c sin c . a2 = b2 + c2 \u2013 2bc cos a. \u2206 = 1  2 bc sin a .",
+            "3": "3 0606/13/m/j/10 \u00a9 ucles 2010 [turn over1 find the coordinates of the points of intersection of the curve  y2 + y = 10x \u2013 8x2  and the straight line   y + 4x + 1 = 0. [5] 2 the expression  6 x3 + ax2 \u2013 (a + 1)x + b  has a remainder of 15 when divided by  x + 2  and a remainder  of 24 when divided by  x + 1.  show that a = 8 and find the value of b. [5] 3 given that  joa = /h20898\u201317 25/h20899  and  job = /h208984 5/h20899, find  (i) the unit vector parallel to jab, [3]   (ii) the vector joc, such that jac = 3jab. [2] 4 oy2 sec x\u00d7 \u00d7(2.4, 1.6)(1.3, 3.8)  variables x and y are such that, when y2 is plotted against sec x, a straight line graph passing through the  points (2.4, 1.6) and (1.3, 3.8) is obtained.  (i) express y2 in terms of sec x. [3]  (ii) hence find the exact value of  cos x  when y = 2. [2]",
+            "4": "4 0606/13/m/j/10 \u00a9 ucles 20105 y x oa by = 6 \u2013  33\u2013x  the diagram shows part of the curve  y = 6 \u2013 3\u2013x  which passes through the point a where x = 3. the  normal to the curve at the point a meets the x-axis at the point b. find the coordinates of the point b.  [5] 6 (a) (i) on the same diagram, sketch the curves  y = cos x  and  y = 1 + cos 2x  for  0 /h11088 x /h11088 2\u03c0. [3]     (ii) hence state the number of solutions of the equation      cos 2x \u2013 cos x + 1 = 0  where  0 /h11088 x /h11088 2\u03c0. [1]  (b) the function f is given by  f( x) = 5sin 3x.  find   (i) the amplitude of f, [1]   (ii) the period of f. [1] 7 the table shows values of the variables p and v which are related by the equation  p = kv n,  where k and  n are constants. v 10 50 110 230 p 1412 151 53 19  (i) using graph paper, plot  lg p  against  lg v  and draw a straight line graph. [3]  use your graph to estimate  (ii) the value of n, [2]  (iii) the value of p when v = 170. [2]",
+            "5": "5 0606/13/m/j/10 \u00a9 ucles 2010 [turn over8 given that  a = /h208984 3 1 2/h20899  and  b = /h20898\u20132 0  1 4/h20899,  find  (i) 3a \u2013 2b, [2]  (ii) a\u20131, [2]  (iii) the matrix x such that xb\u20131 = a. [3] 9 oa bx y8 cm 3 cm  the diagram shows a sector oxy of a circle centre o, radius 3 cm and a sector oab of a circle  centre o, radius 8 cm. the point x lies on the line oa and the point y lies on the line  ob. the perimeter  of the region xabyx is 15. 5 cm. find  (i) the angle aob in radians, [3]  (ii) the ratio of the area of the sector oxy to the area of the region xabyx in the form p : q, where  p and q are integers. [4] 10 a music student needs to select 7 pieces of music from 6 classical pieces and 4 modern pieces. find the number of different selections that she can make if  (i) there are no restrictions, [1]  (ii) there are to be only 2 modern pieces included, [2]  (iii) there are to be more classical pieces than modern pieces. [4]",
+            "6": "6 0606/13/m/j/10 \u00a9 ucles 201011 a particle moves in a straight line such that its displacement, x m, from a fixed point o on the line at  time t seconds is given by  x = 12{1n (2t + 3)}.  find  (i) the value of t when the displacement of the particle from o is 48 m, [3]  (ii) the velocity of the particle when t = 1, [3]  (iii) the acceleration of the particle when t =1. [3] 12 answer only one of the following two alternatives.  either y y = 5 x oab      , 7 c\u03c0\u2013\u20134  the diagram shows part of a curve for which  dy\u2013\u2013dx = 8 cos 2x.  the curve passes through the   point  b /h20920\u03c0\u20134, 7/h20921.  the line  y = 5  meets the curve at the points a and c.  (i) show that the curve has equation  y = 3 + 4 sin 2x. [3]  (ii) find the x-coordinate of the point a and of the point c. [4]  (iii) find the area of the shaded region. [5]  or  a curve is such that  dy\u2013\u2013dx = 6e3x \u2013 12.  the curve passes through the point (0, 1).  (i) find the equation of the curve. [4]  (ii) find the coordinates of the stationary point of the curve. [3]  (iii) determine the nature of the stationary point. [2]  (iv) find the coordinates of the point where the tangent to the curve at the point (0, 1) meets the  x-axis. [3]",
+            "7": "7 0606/13/m/j/10 \u00a9 ucles 2010blank page",
+            "8": "8 0606/13/m/j/10 \u00a9 ucles 2010blank page permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the publisher will be pleased to make amends at the earliest possible opportunity. 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."
+        },
+        "0606_s10_qp_21.pdf": {
+            "1": "university of cambridge international examinations international general certificate of secondary education read these instructions first if you have been given an answer booklet, follow the instructions on the front cover of the booklet. write your centre number, candidate number and name on all the work you hand in.write in dark blue or black pen.y ou may use a soft pencil for any diagrams or graphs.do not use staples, paper clips, highlighters, glue or correction fluid. answer all the questions. write your answers on the separate answer booklet/paper provided.give non-exact numerical answers correct to 3 significant figures, or 1 decimal place in the case of angles in degrees, unless a different level of accuracy is specified in the question.the use of an electronic calculator is expected, where appropriate.y ou are reminded of the need for clear presentation in your answers. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question.the total number of marks for this paper is 80. *1406924476*additional mathematics 0606/21 paper 2 may/june 2010  2 hours additional materials: answer booklet/paper electronic calculator this document consists of 6 printed pages and 2 blank pages. dc (leo/kn) 25699/1 \u00a9 ucles 2010 [turn over",
+            "2": "2 0606/21/m/j/10 \u00a9 ucles 2010mathematical formulae 1. algebra quadratic equation  for the equation ax2 + bx + c = 0, x bb a c   a = \u2212 \u22122 4  2 . binomial theorem (a + b)n = an + (n 1)an\u20131 b + (n2)an\u20132 b2 + \u2026 + (n r)an\u2013r br + \u2026 + bn,  where n is a positive integer and (n r) = n! (n \u2013 r)!r! . 2. trigonometry identities sin2 a + cos2 a = 1. sec2 a = 1 + tan2 a. cosec2 a = 1 + cot2 a. formulae for \u2206abc a sin a = b sin b = c sin c . a2 = b2 + c2 \u2013 2bc cos a. \u2206 = 1  2 bc sin a .",
+            "3": "3 0606/21/m/j/10 \u00a9 ucles 2010 [turn over1 oy\u2013\u2013x2 x3\u00d7 \u00d7(7, 1)(3, 9)  the variables x and y are related so that, when y\u2013\u2013x2 is plotted against x3, a straight line graph passing   through (3, 9) and (7, 1) is obtained. express y in terms of x. [4] 2 in a singing competition there are 8 contestants. each contestant sings in the first round of this  competition.  (i) in how many different orders could the contestants sing? [1]  after the first round 5 contestants are chosen.  (ii) in how many different ways can these 5 contestants be chosen? [2]  these 5 contestants sing again and then first, second and third prizes are awarded to three of them.  (iii) in how many different ways can the prizes be awarded? [2] 3 it is given that  x \u2013 1  is a factor of f( x), where  f(x) = x3 \u2013 6x2 + ax + b.  (i) express b in terms of a. [2]  (ii) show that the remainder when f( x) is divided by  x \u2013 3  is twice the remainder when f( x) is divided  by  x \u2013 2. [4]",
+            "4": "4 0606/21/m/j/10 \u00a9 ucles 20104 (a) given that  sin x = p  and  cos x = 2p,  where x is acute, find the exact value of p and the exact value  of cosec x. [3]   (b) prove that  (cot x + tan x) (cot x \u2013 tan x) = 1\u2013\u2013\u2013\u2013\u2013sin2 x \u2013 1\u2013\u2013\u2013\u2013\u2013cos2 x . [3] 5 given that a curve has equation  y = x2 + 64   x,  find the coordinates of the point on the curve where    d2y\u2013\u2013\u2013dx2 = 0. [7] 6 the line  y = x + 4  intersects the curve  2 x2 + 3xy \u2013 y2 + 1 = 0  at the points a and b. find the length of  the line ab. [7] 7 solutions to this question by accurate drawing will not be accepted. oy xc(4, 10) da(\u20131, 5)b(\u20132, 6)  in the diagram the points a(\u20131, 5), b(\u20132, 6), c(4, 10) and d are the vertices of a quadrilateral in which  ad is parallel to the x-axis. the perpendicular bisector of bc passes through d. find the area of the  quadrilateral abcd. [8]",
+            "5": "5 0606/21/m/j/10 \u00a9 ucles 2010 [turn over8 (a) given that  a = /h208982      3 7 1    \u20135 4 /h20899  and  b = /h208982 18 6/h20899,  calculate   (i) 2a, [1]   (ii) b2, [2]   (iii) ba. [2]  (b) (i) given that  c = /h208982 17 6/h20899,  find c\u20131. [2]   (ii) given also that  d = /h20898  4 3\u20132 \u20131/h20899,  find the matrix x such that xc = d. [2] 9 a particle starts from rest and moves in a straight line so that, t seconds after leaving a fixed point o, its  velocity, v ms\u20131, is given by     v = 4 sin 2t.  (i) find the distance travelled by the particle before it first comes to instantaneous rest. [5]  (ii) find the acceleration of the particle when t = 3. [3] 10 in this question, /h2089810/h20899 is a unit vector due east and /h2089801/h20899 is a unit vector due north.  a lighthouse has position vector /h208982748/h20899 km relative to an origin o. a boat moves in such a way that its   position vector is given by /h20898  4 + 8t12 + 6t/h20899 km, where t is the time, in hours, after 1200.  (i) show that at 1400 the boat is 25 km from the lighthouse. [4]  (ii) find the length of time for which the boat is less than 25 km from the lighthouse. [4]",
+            "6": "6 0606/21/m/j/10 \u00a9 ucles 201011 answer only one of the following two alternatives.  either b o acd 0.8\u03c0 6 cm  the diagram represents a company logo abcda, consisting of a sector oabco of a circle, centre o  and radius 6 cm, and a triangle aod.  angle aoc = 0.8\u03c0 radians and c is the mid-point of od. find  (i) the perimeter of the logo, [7]  (ii) the area of the logo. [5]  or  y op(1, 8) y = x3 \u2013 6x2 + 8x + 5 q x  the diagram shows part of the curve  y = x3 \u2013 6x2 + 8x + 5.  the tangent to the curve at the point p(1, 8)  cuts the curve at the point q.  (i) show that the x-coordinate of q is 4.  [6]  (ii) find the area of the shaded region. [6]",
+            "7": "7 0606/21/m/j/10 \u00a9 ucles 2010blank page",
+            "8": "8 0606/21/m/j/10 \u00a9 ucles 2010blank page permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the publisher will be pleased to make amends at the earliest possible opportunity. 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."
+        },
+        "0606_s10_qp_22.pdf": {
+            "1": "university of cambridge international examinations international general certificate of secondary education read these instructions first if you have been given an answer booklet, follow the instructions on the front cover of the booklet. write your centre number, candidate number and name on all the work you hand in.write in dark blue or black pen.y ou may use a soft pencil for any diagrams or graphs.do not use staples, paper clips, highlighters, glue or correction fluid. answer all the questions. write your answers on the separate answer booklet/paper provided.give non-exact numerical answers correct to 3 significant figures, or 1 decimal place in the case of angles in degrees, unless a different level of accuracy is specified in the question.the use of an electronic calculator is expected, where appropriate.y ou are reminded of the need for clear presentation in your answers. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question.the total number of marks for this paper is 80. *0316746513*additional mathematics 0606/22 paper 2 may/june 2010  2 hours additional materials: answer booklet/paper electronic calculator  graph paper (2 sheets) this document consists of 6 printed pages and 2 blank pages. dc (leo/kn) 25706 \u00a9 ucles 2010 [turn over",
+            "2": "2 0606/22/m/j/10 \u00a9 ucles 2010mathematical formulae 1. algebra quadratic equation  for the equation ax2 + bx + c = 0, x bb a c   a = \u2212 \u22122 4  2 . binomial theorem (a + b)n = an + (n 1)an\u20131 b + (n2)an\u20132 b2 + \u2026 + (n r)an\u2013r br + \u2026 + bn,  where n is a positive integer and (n r) = n! (n \u2013 r)!r! . 2. trigonometry identities sin2 a + cos2 a = 1. sec2 a = 1 + tan2 a. cosec2 a = 1 + cot2 a. formulae for \u2206abc a sin a = b sin b = c sin c . a2 = b2 + c2 \u2013 2bc cos a. \u2206 = 1  2 bc sin a .",
+            "3": "3 0606/22/m/j/10 \u00a9 ucles 2010 [turn over1 find  \u222b   (2 + 5x \u2013 1\u2013\u2013\u2013\u2013\u2013\u2013(x \u2013 2)2) dx. [3] 2 (a) ab c/h5105   copy the diagram and shade the region which represents the set  a \u222a (b \u2229 c/h11032). [1]  (b) xy/h5105   express, in set notation, the set represented by the shaded region. [1]  (c) the universal set /h5105 and the sets p and q are such that n( /h5105) = 30, n(p) = 18 and n(q) = 16. given  that n(p \u222a q)/h11032 = 2, find n(p \u2229 q). [2] 3 the volume v cm3 of a spherical ball of radius r cm is given by  v = 4\u20133 \u03c0r3.  given that the radius is  increasing at a constant rate of 1\u2013\u03c0  cm s\u20131, find the rate at which the volume is increasing when v = 288\u03c0.  [4]",
+            "4": "4 0606/22/m/j/10 \u00a9 ucles 20104 a \u03b8 b c16\u2013\u2013 2 7  3  the diagram shows a right-angled triangle abc in which the length of ab is 16\u2013\u2013   2 , the length of bc is  7  3 and angle bca is \u03b8.  (i) find tan \u03b8 in the form  a  6\u2013\u2013\u2013\u2013b ,  where a and b are integers. [2]  (ii) calculate the length of ac, giving your answer in the form c  d, where c and d are integers and d is  as small as possible. [3] 5 solve the equation  2 x3 \u2013 3x2 \u2013 11x + 6 = 0. [6] 6 rq (x, y) p oy = 12 \u2013 2xy x  the diagram shows part of the line  y = 12 \u2013 2x.  the point q ( x, y) lies on this line and the points p and  r lie on the coordinate axes such that  opqr is a rectangle.  (i) write down an expression, in terms of x, for the area a of the rectangle opqr. [2]  (ii) given that x can vary, find the value of x for which a has a stationary value. [3]  (iii) find this stationary value of a and determine its nature. [2]",
+            "5": "5 0606/22/m/j/10 \u00a9 ucles 2010 [turn over7 (i) sketch the graph of  y = \u23d03x + 9 \u23d0  for \u20135 < x < 2, showing the coordinates of the points where the  graph meets the axes. [3]  (ii) on the same diagram, sketch the graph of  y = x + 6. [1]  (iii) solve the equation  \u23d03x + 9\u23d0= x + 6. [3] 8 (a) (i) write down the first 4 terms, in ascending powers of x, of the expansion of  (1 \u2013 3 x)7. [3]   (ii) find the coefficient of x3 in the expansion of  (5 + 2 x)(1 \u2013 3x)7. [2]  (b) find the term which is independent of x in the expansion of  /h20920x2 + 2\u2013\u2013x/h209219. [3] 9 (i) given that  y = x + 2\u2013\u2013\u2013\u2013\u2013\u2013\u2013\u2013\u2013 (4x + 12)\u00bd, show that  dy\u2013\u2013dx = k(x + 4)\u2013\u2013\u2013\u2013\u2013\u2013\u2013\u2013\u2013 (4x + 12)3/2,  where k is a constant to be found. [5]  (ii) hence evaluate  \u222b 113x + 4\u2013\u2013\u2013\u2013\u2013\u2013\u2013\u2013\u2013 (4x + 12)3/2 dx. [3] 10 (a) given that  logp x = 6  and  logp y = 4,  find the value of   (i) logp /h20920x2 \u2013\u2013\u2013y/h20921, [2]   (ii) logy x. [2]  (b) find the value of 2z, where z = 5 + log23. [3]  (c) express    512  as a power of 4. [2] 11 (a) solve, for  0 < x < 3  radians, the equation  4 sin x \u2013 3 = 0,  giving your answers correct to 2 decimal  places. [3]  (b) solve, for  0\u00b0 < y < 360\u00b0,  the equation  4 cosec y = 6 sin y + cot y. [6]",
+            "6": "6 0606/22/m/j/10 \u00a9 ucles 201012 answer only one of the following two alternatives.  either  it is given that  f( x) = 4x2 + kx + k.  (i) find the set of values of k for which the equation f( x) = 3 has no real roots. [5]  in the case where k = 10,  (ii) express f(x) in the form  ( ax + b)2 + c, [3]  (iii) find the least value of f( x) and the value of x for which this least value occurs. [2]  or  the functions f, g and h are defined, for x \u2208 /h11938, by     f (x) = x2 + 1,     g ( x) = 2x \u2013 5,     h ( x) = 2x.  (i) write down the range of f. [1]  (ii) find the value of gf(3). [2]  (iii) solve the equation  fg( x) = g\u20131 (15). [5]  (iv) on the same axes, sketch the graph of y = h(x) and the graph of the inverse function y = h\u20131(x),  indicating clearly which graph represents h and which graph represents h\u20131. [2]",
+            "7": "7 0606/22/m/j/10 \u00a9 ucles 2010blank page",
+            "8": "8 0606/22/m/j/10 \u00a9 ucles 2010blank page permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the publisher will be pleased to make amends at the earliest possible opportunity. 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."
+        },
+        "0606_s10_qp_23.pdf": {
+            "1": "university of cambridge international examinations international general certificate of secondary education read these instructions first if you have been given an answer booklet, follow the instructions on the front cover of the booklet. write your centre number, candidate number and name on all the work you hand in.write in dark blue or black pen.y ou may use a soft pencil for any diagrams or graphs.do not use staples, paper clips, highlighters, glue or correction fluid. answer all the questions. write your answers on the separate answer booklet/paper provided.give non-exact numerical answers correct to 3 significant figures, or 1 decimal place in the case of angles in degrees, unless a different level of accuracy is specified in the question.the use of an electronic calculator is expected, where appropriate.y ou are reminded of the need for clear presentation in your answers. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question.the total number of marks for this paper is 80. *366157799 4*additional mathematics 0606/23 paper 2 may/june 2010  2 hours additional materials: answer booklet/paper electronic calculator  graph paper (2 sheets) this document consists of 6 printed pages and 2 blank pages. dc (leo/kn) 25707 \u00a9 ucles 2010 [turn over",
+            "2": "2 0606/23/m/j/10 \u00a9 ucles 2010mathematical formulae 1. algebra quadratic equation  for the equation ax2 + bx + c = 0, x bb a c   a = \u2212 \u22122 4  2 . binomial theorem (a + b)n = an + (n 1)an\u20131 b + (n2)an\u20132 b2 + \u2026 + (n r)an\u2013r br + \u2026 + bn,  where n is a positive integer and (n r) = n! (n \u2013 r)!r! . 2. trigonometry identities sin2 a + cos2 a = 1. sec2 a = 1 + tan2 a. cosec2 a = 1 + cot2 a. formulae for \u2206abc a sin a = b sin b = c sin c . a2 = b2 + c2 \u2013 2bc cos a. \u2206 = 1  2 bc sin a .",
+            "3": "3 0606/23/m/j/10 \u00a9 ucles 2010 [turn over1 find  \u222b   (2 + 5x \u2013 1\u2013\u2013\u2013\u2013\u2013\u2013(x \u2013 2)2) dx. [3] 2 (a) ab c/h5105   copy the diagram and shade the region which represents the set  a \u222a (b \u2229 c/h11032). [1]  (b) xy/h5105   express, in set notation, the set represented by the shaded region. [1]  (c) the universal set /h5105 and the sets p and q are such that n( /h5105) = 30, n(p) = 18 and n(q) = 16. given  that n(p \u222a q)/h11032 = 2, find n(p \u2229 q). [2] 3 the volume v cm3 of a spherical ball of radius r cm is given by  v = 4\u20133 \u03c0r3.  given that the radius is  increasing at a constant rate of 1\u2013\u03c0  cm s\u20131, find the rate at which the volume is increasing when v = 288\u03c0.  [4]",
+            "4": "4 0606/23/m/j/10 \u00a9 ucles 20104 a \u03b8 b c16\u2013\u2013 2 7  3  the diagram shows a right-angled triangle abc in which the length of ab is 16\u2013\u2013   2 , the length of bc is  7  3 and angle bca is \u03b8.  (i) find tan \u03b8 in the form  a  6\u2013\u2013\u2013\u2013b ,  where a and b are integers. [2]  (ii) calculate the length of ac, giving your answer in the form c  d, where c and d are integers and d is  as small as possible. [3] 5 solve the equation  2 x3 \u2013 3x2 \u2013 11x + 6 = 0. [6] 6 rq (x, y) p oy = 12 \u2013 2xy x  the diagram shows part of the line  y = 12 \u2013 2x.  the point q ( x, y) lies on this line and the points p and  r lie on the coordinate axes such that  opqr is a rectangle.  (i) write down an expression, in terms of x, for the area a of the rectangle opqr. [2]  (ii) given that x can vary, find the value of x for which a has a stationary value. [3]  (iii) find this stationary value of a and determine its nature. [2]",
+            "5": "5 0606/23/m/j/10 \u00a9 ucles 2010 [turn over7 (i) sketch the graph of  y = \u23d03x + 9 \u23d0  for \u20135 < x < 2, showing the coordinates of the points where the  graph meets the axes. [3]  (ii) on the same diagram, sketch the graph of  y = x + 6. [1]  (iii) solve the equation  \u23d03x + 9\u23d0= x + 6. [3] 8 (a) (i) write down the first 4 terms, in ascending powers of x, of the expansion of  (1 \u2013 3 x)7. [3]   (ii) find the coefficient of x3 in the expansion of  (5 + 2 x)(1 \u2013 3x)7. [2]  (b) find the term which is independent of x in the expansion of  /h20920x2 + 2\u2013\u2013x/h209219. [3] 9 (i) given that  y = x + 2\u2013\u2013\u2013\u2013\u2013\u2013\u2013\u2013\u2013 (4x + 12)\u00bd, show that  dy\u2013\u2013dx = k(x + 4)\u2013\u2013\u2013\u2013\u2013\u2013\u2013\u2013\u2013 (4x + 12)3/2,  where k is a constant to be found. [5]  (ii) hence evaluate  \u222b 113x + 4\u2013\u2013\u2013\u2013\u2013\u2013\u2013\u2013\u2013 (4x + 12)3/2 dx. [3] 10 (a) given that  logp x = 6  and  logp y = 4,  find the value of   (i) logp /h20920x2 \u2013\u2013\u2013y/h20921, [2]   (ii) logy x. [2]  (b) find the value of 2z, where z = 5 + log23. [3]  (c) express    512  as a power of 4. [2] 11 (a) solve, for  0 < x < 3  radians, the equation  4 sin x \u2013 3 = 0,  giving your answers correct to 2 decimal  places. [3]  (b) solve, for  0\u00b0 < y < 360\u00b0,  the equation  4 cosec y = 6 sin y + cot y. [6]",
+            "6": "6 0606/23/m/j/10 \u00a9 ucles 201012 answer only one of the following two alternatives.  either  it is given that  f( x) = 4x2 + kx + k.  (i) find the set of values of k for which the equation f( x) = 3 has no real roots. [5]  in the case where k = 10,  (ii) express f(x) in the form  ( ax + b)2 + c, [3]  (iii) find the least value of f( x) and the value of x for which this least value occurs. [2]  or  the functions f, g and h are defined, for x \u2208 /h11938, by     f (x) = x2 + 1,     g ( x) = 2x \u2013 5,     h ( x) = 2x.  (i) write down the range of f. [1]  (ii) find the value of gf(3). [2]  (iii) solve the equation  fg( x) = g\u20131 (15). [5]  (iv) on the same axes, sketch the graph of y = h(x) and the graph of the inverse function y = h\u20131(x),  indicating clearly which graph represents h and which graph represents h\u20131. [2]",
+            "7": "7 0606/23/m/j/10 \u00a9 ucles 2010blank page",
+            "8": "8 0606/23/m/j/10 \u00a9 ucles 2010blank page permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the publisher will be pleased to make amends at the earliest possible opportunity. 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."
+        },
+        "0606_w10_qp_11.pdf": {
+            "1": "this document consists of 6 printed pages and 2 blank pages. dc (slm) 34223 \u00a9 ucles 2010 [turn overuniversity of cambridge international examinations international general certificate of secondary education read these instructions first if you have been given an answer booklet, follow the instructions on the front cover of the booklet. write your centre number, candidate number and name on all the work you hand in.write in dark blue or black pen.y ou may use a soft pencil for any diagrams or graphs.do not use staples, paper clips, highlighters, glue or correction fluid. answer all the questions. write your answers on the separate answer booklet/paper provided.give non-exact numerical answers correct to 3 significant figures, or 1 decimal place in the case of angles in degrees, unless a different level of accuracy is specified in the question.the use of an electronic calculator is expected, where appropriate.y ou are reminded of the need for clear presentation in your answers. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question.the total number of marks for this paper is 80. *0523546408*additional mathematics 0606/11 paper 1 october/november 2010  2 hours additional materials: answer booklet/paper electronic calculator  graph paper (1 sheet)",
+            "2": "2 0606/11/o/n/10 \u00a9 ucles 2010mathematical formulae 1. algebra quadratic equation  for the equation ax2 + bx + c = 0, xbb a c a=\u2212 \u221224 2. binomial theorem (a + b)n = an + (n 1)an\u20131 b + (n2)an\u20132 b2 + \u2026 + (n r)an\u2013r br + \u2026 + bn,  where n is a positive integer and (n r) = n! (n \u2013 r)!r! . 2. trigonometry identities sin2 a + cos2 a = 1 sec2 a = 1 + tan2 a cosec2 a = 1 + cot2 a formulae for \u2206abc a sin a = b sin b = c sin c a2 = b2 + c2 \u2013 2bc cos a \u2206 = 1  2 bc sin a",
+            "3": "3 0606/11/o/n/10 \u00a9 ucles 2010 [turn over1 the equation of a curve is given by  y = 2x2 + ax + 14, where a is a constant.  given that this equation can also be written as  y = 2(x \u2013 3)2 + b, where b is a constant, find  (i) the value of a and of b, [2]  (ii) the minimum value of y. [1] 2 (i) sketch, on the same set of axes, the graphs of  y = cos x and  y = sin 2x for 0\u00b0 /h11088 x /h11088 180\u00b0. [2]  (ii) hence write down the number of solutions of the equation sin 2 x \u2013 cos x = 0 for 0\u00b0 /h11088 x /h11088 180\u00b0.  [1] 3 show that  cos x 1 \u2013 sin x  +  cos x 1 + sin x   =  2 sec x. [4] 4 factorise completely the expression  2 x3 \u2013 11x2 \u2013 20x \u2013 7. [5] 5 a curve has the equation  y = 2x sin x + \u03c0 3.  the curve passes through the point p (\u03c0 2, a).  (i) find, in terms of \u03c0, the value of a. [1]  (ii) using your value of a, find the equation of the normal to the curve at p. [5] 6 (i) find, in ascending powers of x, the first 3 terms in the expansion of  (2 \u2013 5 x)6, giving your answer  in the form a + bx + cx2, where a, b and c are integers. [3]  (ii) find the coefficient of x in the expansion of  (2 \u2013 5 x)6 (1 + x 2)10 . [3] 7 (a) sets a and b are such that     a = {x : sin x = 0.5 for 0\u00b0 /h11088 x /h11088 360\u00b0},    b = {x : cos (x \u2013 30\u00b0) = \u2013 0.5 for 0\u00b0 /h11088 x /h11088 360\u00b0}.   find the elements of    (i) a, [2]   (ii) ab. [2]  (b) set c is such that    c = {x : sec2 3x = 1 for 0\u00b0 /h11088 x /h11088 180\u00b0}.   find n(c). [3]",
+            "4": "4 0606/11/o/n/10 \u00a9 ucles 20108 variables x and y are such that, when ln y is plotted against ln x, a straight line graph passing through the  points (2, 5.8) and (6, 3.8) is obtained. 1ny 1nx o(2, 5.8) (6, 3.8)  (i) find the value of ln y when lnx = 0. [2]  (ii) given that y = axb, find the value of a and of b. [5] 9 x cm x cm4x cma cm2  the figure shows a rectangular metal block of length 4 x cm, with a cross-section which is a square of  side x cm and area a cm2. the block is heated and the area of the cross-section increases at a constant  rate of 0.003  cm2s\u20131. find  (i)  da dx in terms of x, [1]  (ii) the rate of increase of x when x = 5, [3]  (iii) the rate of increase of the volume of the block when x = 5. [4]",
+            "5": "5 0606/11/o/n/10 \u00a9 ucles 2010 [turn over10 p\u03c0\u20133 edcb a o 4 cm  the diagram shows a circle, centre o, radius 4 cm, enclosed within a sector pbcdp of a circle, centre  p. the circle centre o touches the sector at points a, c and e. angle bpd is \u03c0 3 radians.  (i) show that pa  = 4 3cm and pb = 12 cm. [2]    find, to 1 decimal place,  (ii) the area of the shaded region , [4]  (iii) the perimeter of the shaded region . [4] 11 (i) find  /h208851 1+x dx. [2]  (ii) given that  y = 2x 1+x, show that  dy dx = a 1+x + bx /h208981+x/h208993, where a and b are to be found. [4]  (iii) hence find  /h20885x /h208981+x/h208993  dx and evaluate  /h208853 0x /h208981+x/h208993  dx. [4]",
+            "6": "6 0606/11/o/n/10 \u00a9 ucles 201012 answer only one of the following two alternatives. either  a curve is such that  dy dx = 4x2 \u2013 9. the curve passes through the point (3, 1).   (i) find the equation of the curve. [4]  the curve has stationary points at a and b.  (ii) find the coordinates of a and of b. [3]  (iii) find the equation of the perpendicular bisector of the line ab. [4] or  a curve has the equation  y = ae2x + be\u2013x where  x /h11091 0. at the point where  x = 0,  y  = 50 and  dy dx = \u2013 20.  (i) show that a = 10 and find the value of b. [5]  (ii) using the values of a and b found in part (i), find the coordinates of the stationary point on the  curve. [4]  (iii) determine the nature of the stationary point, giving a reason for your answer. [2]",
+            "7": "7 0606/11/o/n/10 \u00a9 ucles 2010blank page",
+            "8": "8 0606/11/o/n/10 \u00a9 ucles 2010blank page permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the publisher will be pleased to make amends at the earliest possible opportunity. 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."
+        },
+        "0606_w10_qp_12.pdf": {
+            "1": "this document consists of 6 printed pages and 2 blank pages. dc (slm) 34224 \u00a9 ucles 2010 [turn overuniversity of cambridge international examinations international general certificate of secondary education read these instructions first if you have been given an answer booklet, follow the instructions on the front cover of the booklet. write your centre number, candidate number and name on all the work you hand in.write in dark blue or black pen.y ou may use a soft pencil for any diagrams or graphs.do not use staples, paper clips, highlighters, glue or correction fluid. answer all the questions. write your answers on the separate answer booklet/paper provided.give non-exact numerical answers correct to 3 significant figures, or 1 decimal place in the case of angles in degrees, unless a different level of accuracy is specified in the question.the use of an electronic calculator is expected, where appropriate.y ou are reminded of the need for clear presentation in your answers. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question.the total number of marks for this paper is 80. *3899679080*additional mathematics 0606/12 paper 1 october/november 2010  2 hours additional materials: answer booklet/paper electronic calculator  graph paper (1 sheet)",
+            "2": "2 0606/12/o/n/10 \u00a9 ucles 2010mathematical formulae 1. algebra quadratic equation  for the equation ax2 + bx + c = 0, xbb a c a=\u2212 \u221224 2. binomial theorem (a + b)n = an + (n 1)an\u20131 b + (n2)an\u20132 b2 + \u2026 + (n r)an\u2013r br + \u2026 + bn,  where n is a positive integer and (n r) = n! (n \u2013 r)!r! . 2. trigonometry identities sin2 a + cos2 a = 1 sec2 a = 1 + tan2 a cosec2 a = 1 + cot2 a formulae for \u2206abc a sin a = b sin b = c sin c a2 = b2 + c2 \u2013 2bc cos a \u2206 = 1  2 bc sin a",
+            "3": "3 0606/12/o/n/10 \u00a9 ucles 2010 [turn over1 the equation of a curve is given by  y = 2x2 + ax + 14, where a is a constant.  given that this equation can also be written as  y = 2(x \u2013 3)2 + b, where b is a constant, find  (i) the value of a and of b, [2]  (ii) the minimum value of y. [1] 2 (i) sketch, on the same set of axes, the graphs of  y = cos x and  y = sin 2x for 0\u00b0 /h11088 x /h11088 180\u00b0. [2]  (ii) hence write down the number of solutions of the equation sin 2 x \u2013 cos x = 0 for 0\u00b0 /h11088 x /h11088 180\u00b0.  [1] 3 show that  cos x 1 \u2013 sin x  +  cos x 1 + sin x   =  2 sec x. [4] 4 factorise completely the expression  2 x3 \u2013 11x2 \u2013 20x \u2013 7. [5] 5 a curve has the equation  y = 2x sin x + \u03c0 3.  the curve passes through the point p (\u03c0 2, a).  (i) find, in terms of \u03c0, the value of a. [1]  (ii) using your value of a, find the equation of the normal to the curve at p. [5] 6 (i) find, in ascending powers of x, the first 3 terms in the expansion of  (2 \u2013 5 x)6, giving your answer  in the form a + bx + cx2, where a, b and c are integers. [3]  (ii) find the coefficient of x in the expansion of  (2 \u2013 5 x)6 (1 + x 2)10 . [3] 7 (a) sets a and b are such that     a = {x : sin x = 0.5 for 0\u00b0 /h11088 x /h11088 360\u00b0},    b = {x : cos (x \u2013 30\u00b0) = \u2013 0.5 for 0\u00b0 /h11088 x /h11088 360\u00b0}.   find the elements of    (i) a, [2]   (ii) ab. [2]  (b) set c is such that    c = {x : sec2 3x = 1 for 0\u00b0 /h11088 x /h11088 180\u00b0}.   find n(c). [3]",
+            "4": "4 0606/12/o/n/10 \u00a9 ucles 20108 variables x and y are such that, when ln y is plotted against ln x, a straight line graph passing through the  points (2, 5.8) and (6, 3.8) is obtained. 1ny 1nx o(2, 5.8) (6, 3.8)  (i) find the value of ln y when lnx = 0. [2]  (ii) given that y = axb, find the value of a and of b. [5] 9 x cm x cm4x cma cm2  the figure shows a rectangular metal block of length 4 x cm, with a cross-section which is a square of  side x cm and area a cm2. the block is heated and the area of the cross-section increases at a constant  rate of 0.003  cm2s\u20131. find  (i)  da dx in terms of x, [1]  (ii) the rate of increase of x when x = 5, [3]  (iii) the rate of increase of the volume of the block when x = 5. [4]",
+            "5": "5 0606/12/o/n/10 \u00a9 ucles 2010 [turn over10 p\u03c0\u20133 edcb a o 4 cm  the diagram shows a circle, centre o, radius 4 cm, enclosed within a sector pbcdp of a circle, centre  p. the circle centre o touches the sector at points a, c and e. angle bpd is \u03c0 3 radians.  (i) show that pa  = 4 3cm and pb = 12 cm. [2]    find, to 1 decimal place,  (ii) the area of the shaded region , [4]  (iii) the perimeter of the shaded region . [4] 11 (i) find  /h208851 1+x dx. [2]  (ii) given that  y = 2x 1+x, show that  dy dx = a 1+x + bx /h208981+x/h208993, where a and b are to be found. [4]  (iii) hence find  /h20885x /h208981+x/h208993  dx and evaluate  /h208853 0x /h208981+x/h208993  dx. [4]",
+            "6": "6 0606/12/o/n/10 \u00a9 ucles 201012 answer only one of the following two alternatives. either  a curve is such that  dy dx = 4x2 \u2013 9. the curve passes through the point (3, 1).   (i) find the equation of the curve. [4]  the curve has stationary points at a and b.  (ii) find the coordinates of a and of b. [3]  (iii) find the equation of the perpendicular bisector of the line ab. [4] or  a curve has the equation  y = ae2x + be\u2013x where  x /h11091 0. at the point where  x = 0,  y  = 50 and  dy dx = \u2013 20.  (i) show that a = 10 and find the value of b. [5]  (ii) using the values of a and b found in part (i), find the coordinates of the stationary point on the  curve. [4]  (iii) determine the nature of the stationary point, giving a reason for your answer. [2]",
+            "7": "7 0606/12/o/n/10 \u00a9 ucles 2010blank page",
+            "8": "8 0606/12/o/n/10 \u00a9 ucles 2010blank page permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the publisher will be pleased to make amends at the earliest possible opportunity. 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."
+        },
+        "0606_w10_qp_13.pdf": {
+            "1": "this document consists of 5 printed pages and 3 blank pages. dc (slm) 34235 \u00a9 ucles 2010 [turn overuniversity of cambridge international examinations international general certificate of secondary education read these instructions first if you have been given an answer booklet, follow the instructions on the front cover of the booklet. write your centre number, candidate number and name on all the work you hand in.write in dark blue or black pen.y ou may use a soft pencil for any diagrams or graphs.do not use staples, paper clips, highlighters, glue or correction fluid. answer all the questions. write your answers on the separate answer booklet/paper provided.give non-exact numerical answers correct to 3 significant figures, or 1 decimal place in the case of angles in degrees, unless a different level of accuracy is specified in the question.the use of an electronic calculator is expected, where appropriate.y ou are reminded of the need for clear presentation in your answers. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question.the total number of marks for this paper is 80. * 0 5 1 3 2 6 0 4 5 1 *additional mathematics 0606/13 paper 1 october/november 2010  2 hours additional materials: answer booklet/paper electronic calculator  graph paper (1 sheet)",
+            "2": "2 0606/13/o/n/10 \u00a9 ucles 2010mathematical formulae 1. algebra quadratic equation  for the equation ax2 + bx + c = 0, xbb ac a=\u2212 \u221224 2. binomial theorem (a + b)n = an + (n 1)an\u20131 b + (n2)an\u20132 b2 + \u2026 + (n r)an\u2013r br + \u2026 + bn,  where n is a positive integer and (n r) = n! (n \u2013 r)!r! . 2. trigonometry identities sin2 a + cos2 a = 1 sec2 a = 1 + tan2 a cosec2 a = 1 + cot2 a formulae for \u2206abc a sin a = b sin b = c sin c a2 = b2 + c2 \u2013 2bc cos a \u2206 = 1  2 bc sin a",
+            "3": "3 0606/13/o/n/10 \u00a9 ucles 2010 [turn over1 show that sec x \u2013 cos x = sin x tan x. [3] 2 a 4-digit number is formed by using four of the seven digits 2, 3, 4, 5, 6, 7 and 8. no digit can be used  more than once in any one number. find how many different 4-digit numbers can be formed if  (i) there are no restrictions, [2]  (ii) the number is even. [2] 3 the line y = mx + 2 is a tangent to the curve y = x2 + 12x + 18. find the possible values of m. [4] 4 the remainder when the expression x3 + kx2 \u2013 5x \u2013 3 is divided by x \u2013 2 is 5 times the remainder when  the expression is divided by x + 1.  find the value of k. [4] 5 solve the simultaneous equations      log3 a = 2 log3 b,     log3 (2a \u2013 b) = 1. [5] 6 solve the equation 3x3 + 7x2 \u2013 22x \u2013 8 = 0. [6] 7 (i) sketch the graph of  y = |3x \u2013 5|, for \u20132 \ue03c x \ue03c 3, showing the coordinates of the points where the  graph meets the axes.  [3]  (ii)  on the same diagram, sketch the graph of  y = 8x. [1]  (iii) solve the equation 8 x = |3x \u2013 5|. [3] 8 (a) a function f is defined, for x  \ue052, by      f(x) = x2 + 4x \u2013 6.   (i) find the least value of f( x) and the value of x for which it occurs. [2]   (ii) hence write down a suitable domain for f( x) in order that f\u20131(x) exists. [1]  (b) functions g and h are defined, for x  \ue052, by    g(x) = x 2 \u2013 1,    h(x) = x2 \u2013 x.   (i) find g\u20131(x). [2]   (ii) solve gh(x) = g\u20131(x). [3]",
+            "4": "4 0606/13/o/n/10 \u00a9 ucles 20109 (a) find  \ue045(x1 3 \u2013 3)2 dx. [3]  (b) (i) given that  y = x x26+, find  dy dx. [3]   (ii) hence find \ue045x2 + 3 x26+  dx. [2] 10 a particle travels in a straight line so that, t s after passing through a fixed point o, its displacement s m  from o is given by s = ln(t2 + 1).  (i) find the value of t when s = 5. [2]  (ii) find the distance travelled by the particle during the third second. [2]  (iii) show that, when t = 2, the velocity of the particle is 0.8 ms\u20131. [2]  (iv) find the acceleration of the particle when t = 2. [3] 11 solve the equation  (i) 3 sin x \u2013 4 cos x = 0,  for 0\u00b0 \ue03c x \ue03c 360\u00b0, [3]  (ii) 11 sin y + 1 = 4 cos2 y,  for 0\u00b0 \ue03c y \ue03c 360\u00b0, [4]  (iii) sec (2z + \u03c0  3) = \u20132,  for  0 \ue03c z \ue03c \u03c0 radians. [4]",
+            "5": "5 0606/13/o/n/10 \u00a9 ucles 201012 answer only one of the following two alternatives. either a curve has the equation  y = a sin 2x  + b cos 3x . the curve passes through the point with coordinates (\u03c0  12, 3) and has a gradient of  \u2013 4 when  x  = \u03c0  3.  (i) show that a = 4 and find the value of b. [6] (ii) given that, for  0 \ue03c x \ue03c \u03c0  3, the curve lies above the x-axis, find the area of the region enclosed by the   curve, the y-axis and the line x = \u03c0  3. [5] or y x ob y = 4x2 \u2013 2x3c a the diagram shows the curve y = 4x2 \u2013 2x3. the point a lies on the curve and the x-coordinate of a is 1.   the curve crosses the x-axis at the point b. the normal to the curve at the point a crosses the y-axis at the  point c.   (i) show that the coordinates of c are (0, 2.5). [5]  (ii) find the area of the shaded region. [6]",
+            "6": "6 0606/13/o/n/10 \u00a9 ucles 2010blank page",
+            "7": "7 0606/13/o/n/10 \u00a9 ucles 2010blank page",
+            "8": "8 0606/13/o/n/10 \u00a9 ucles 2010blank page permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the  publisher will be pleased to make amends at the earliest possible opportunity. 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."
+        },
+        "0606_w10_qp_21.pdf": {
+            "1": "this document consists of 6 printed pages and 2 blank pages. dc (cw/dj) 34225 \u00a9 ucles 2010 [turn overuniversity of cambridge international examinations international general certificate of secondary education *2915442350*additional mathematics 0606/21 paper 2 october/november 2010  2 hours additional materials: answer booklet/paper  electronic calculator read these instructions first if you have been given an answer booklet, follow the instructions on the front cover of the booklet. write your centre number, candidate number and name on all the work you hand in.write in dark blue or black pen.y ou may use a soft pencil for any diagrams or graphs.do not use staples, paper clips, highlighters, glue or correction fluid. answer all the questions. write your answers on the separate answer booklet/paper provided.give non-exact numerical answers correct to 3 significant figures, or 1 decimal place in the case of angles in degrees, unless a different level of accuracy is specified in the question.the use of an electronic calculator is expected, where appropriate.y ou are reminded of the need for clear presentation in your answers. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question.the total number of marks for this paper is 80.",
+            "2": "2 0606/21/o/n/10 \u00a9 ucles 2010mathematical formulae 1. algebra quadratic equation  for the equation ax2 + bx + c = 0, xbb a c a=\u2212 \u221224 2. binomial theorem (a + b)n = an + (n 1)an\u20131 b + (n2)an\u20132 b2 + \u2026 + (n r)an\u2013r br + \u2026 + bn,  where n is a positive integer and (n r) = n! (n \u2013 r)!r! . 2. trigonometry identities sin2 a + cos2 a = 1 sec2 a = 1 + tan2 a cosec2 a = 1 + cot2 a formulae for \u2206abc a sin a = b sin b = c sin c a2 = b2 + c2 \u2013 2bc cos a \u2206 = 1  2 bc sin a",
+            "3": "3 0606/21/o/n/10 \u00a9 ucles 2010 [turn over1 solve the equation /h209042x + 10 /h20904 = 7. [3] 2 the expression x3 + ax2 \u2013 15x + b has a factor x \u2013 2 and leaves a remainder of 75 when divided by  x + 3. find the value of a and of b. [5] 3 a number, n0, of fish of a particular species are introduced to a lake. the number, n, of these fish in the  lake, t weeks after their introduction, is given by n = n0e\u2013kt, where k is a constant. calculate  (i) the value of k if, after 34 weeks, the number of these fish has fallen to 1 2 of the number introduced,  [2]  (ii) the number of weeks it takes for the number of these fish to have fallen to 15 of the number  introduced. [3] 4 students take three multiple-choice tests, each with ten questions. a correct answer earns 5 marks. if no  answer is given 1 mark is scored. an incorrect answer loses 2 marks. a student\u2019s final total mark is the sum of 20% of the mark in test 1, 30% of the mark in test 2 and 50% of the mark in test 3. one student\u2019s responses are summarized in the table below. test 1 test 2 test 3 correct answer 7 6 5no answer 1 3 5incorrect answer 2 1 0  write down three matrices such that matrix multiplication will give this student\u2019s final total mark and hence find this total mark. [5] 5 find the set of values of m for which the line y = mx \u2013 2 cuts the curve y = x 2 + 8x + 7 in two distinct  points. [6]",
+            "4": "4 0606/21/o/n/10 \u00a9 ucles 20106 a 4-digit number is formed by using four of the seven digits 1, 3, 4, 5, 7, 8 and 9. no digit can be used  more than once in any one number. find how many different 4-digit numbers can be formed if  (i) there are no restrictions, [2]  (ii) the number is less than 4000,  [2]  (iii) the number is even and less than 4000. [2] 7 45 cm 60 cmx cmx cmx cm  a rectangular sheet of metal measures 60 cm by 45 cm. a scoop is made by cutting out squares, of side  x cm, from two corners of the sheet and folding the remainder as shown.  (i) show that the volume, v cm3, of the scoop is given by     v = 2700x \u2013 165x2 + 2x3. [2]  (ii) given that x can vary, find the value of x for which v has a stationary value. [4] 8 solve the equation  (i) lg(5x + 10) + 2 lg3 = 1 + lg(4x + 12), [4]  (ii) 92y 37\u2013y = 34y+3 27y\u20132 . [3]",
+            "5": "5 0606/21/o/n/10 \u00a9 ucles 2010 [turn over9 a plane, whose speed in still air is 250 kmh\u20131, flies directly from a to b, where b is 500 km from a on  a bearing of 060\u00b0. there is a constant wind of 80 kmh\u20131 blowing from the south. find, to the nearest  minute, the time taken for the flight. [7] 10 solutions to this question by accurate drawing will not be accepted. y x ob(6,5) a(1,4) c d  the diagram shows a quadrilateral abcd in which a is the point (1, 4) and b is the point (6, 5). angle  abc is a right angle and the point c lies on the x-axis. the line ad is parallel to the y-axis and the line  cd is parallel to ba. find   (i) the equation of the line cd, [5]  (ii) the area of the quadrilateral abcd. [4] 11 solve the equation  (i) 5 sin x \u2013 3 cos x = 0, for 0\u00b0 /h33355 x /h33355 360\u00b0, [3]  (ii) 2 cos2 y \u2013 sin y \u2013 1 = 0, for 0\u00b0 /h33355 y /h33355 360\u00b0, [5]  (iii) 3 sec z = 10, for 0 /h33355 z /h33355 6 radians. [3]",
+            "6": "6 0606/21/o/n/10 \u00a9 ucles 201012 answer only one of the following two alternatives.  either  the functions f and g are defined, for x /h11022 1, by  f(x) = (x + 1)2 \u2013 4,  g(x) = 3x + 5 x \u2013 1 .  find  (i) fg(9), [2]  (ii) expressions for f\u20131(x) and g\u20131(x), [4]  (iii) the value of x for which g(x) = g\u20131(x). [4]  or a particle moves in a straight line so that, at time t s after passing a fixed point o, its velocity is v ms \u20131,  where v = 6t + 4 cos 2t.  find  (i) the velocity of the particle at the instant it passes o, [1]  (ii) the acceleration of the particle when t = 5, [4]  (iii) the greatest value of the acceleration, [1]  (iv) the distance travelled in the fifth second. [4]",
+            "7": "7 0606/21/o/n/10 \u00a9 ucles 2010blank page",
+            "8": "8 0606/21/o/n/10 \u00a9 ucles 2010blank page permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the publisher will be pleased to make amends at the earliest possible opportunity. 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."
+        },
+        "0606_w10_qp_22.pdf": {
+            "1": "this document consists of 6 printed pages and 2 blank pages. dc (slm) 34222 \u00a9 ucles 2010 [turn overuniversity of cambridge international examinations international general certificate of secondary education *9337164288*additional mathematics 0606/22 paper 2 october/november 2010  2 hours additional materials: answer booklet/paper  electronic calculator read these instructions first if you have been given an answer booklet, follow the instructions on the front cover of the booklet. write your centre number, candidate number and name on all the work you hand in.write in dark blue or black pen.y ou may use a soft pencil for any diagrams or graphs.do not use staples, paper clips, highlighters, glue or correction fluid. answer all the questions. write your answers on the separate answer booklet/paper provided.give non-exact numerical answers correct to 3 significant figures, or 1 decimal place in the case of angles in degrees, unless a different level of accuracy is specified in the question.the use of an electronic calculator is expected, where appropriate.y ou are reminded of the need for clear presentation in your answers. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question.the total number of marks for this paper is 80.",
+            "2": "2 0606/22/o/n/10 \u00a9 ucles 2010mathematical formulae 1. algebra quadratic equation  for the equation ax2 + bx + c = 0, xbb a c a=\u2212 \u221224 2. binomial theorem (a + b)n = an + (n 1)an\u20131 b + (n2)an\u20132 b2 + \u2026 + (n r)an\u2013r br + \u2026 + bn,  where n is a positive integer and (n r) = n! (n \u2013 r)!r! . 2. trigonometry identities sin2 a + cos2 a = 1 sec2 a = 1 + tan2 a cosec2 a = 1 + cot2 a formulae for \u2206abc a sin a = b sin b = c sin c a2 = b2 + c2 \u2013 2bc cos a \u2206 = 1  2 bc sin a",
+            "3": "3 0606/22/o/n/10 \u00a9 ucles 2010 [turn over1 solve the equation /h209042x + 10 /h20904 = 7. [3] 2 the expression x3 + ax2 \u2013 15x + b has a factor x \u2013 2 and leaves a remainder of 75 when divided by  x + 3. find the value of a and of b. [5] 3 a number, n0, of fish of a particular species are introduced to a lake. the number, n, of these fish in the  lake, t weeks after their introduction, is given by n = n0e\u2013kt, where k is a constant. calculate  (i) the value of k if, after 34 weeks, the number of these fish has fallen to 1 2 of the number introduced,  [2]  (ii) the number of weeks it takes for the number of these fish to have fallen to 15 of the number  introduced. [3] 4 students take three multiple-choice tests, each with ten questions. a correct answer earns 5 marks. if no  answer is given 1 mark is scored. an incorrect answer loses 2 marks. a student\u2019s final total mark is the sum of 20% of the mark in test 1, 30% of the mark in test 2 and 50% of the mark in test 3. one student\u2019s responses are summarized in the table below. test 1 test 2 test 3 correct answer 7 6 5no answer 1 3 5incorrect answer 2 1 0  write down three matrices such that matrix multiplication will give this student\u2019s final total mark and hence find this total mark. [5] 5 find the set of values of m for which the line y = mx \u2013 2 cuts the curve y = x 2 + 8x + 7 in two distinct  points. [6]",
+            "4": "4 0606/22/o/n/10 \u00a9 ucles 20106 a 4-digit number is formed by using four of the seven digits 1, 3, 4, 5, 7, 8 and 9. no digit can be used  more than once in any one number. find how many different 4-digit numbers can be formed if  (i) there are no restrictions, [2]  (ii) the number is less than 4000,  [2]  (iii) the number is even and less than 4000. [2] 7 45 cm 60 cmx cmx cmx cm  a rectangular sheet of metal measures 60 cm by 45 cm. a scoop is made by cutting out squares, of side  x cm, from two corners of the sheet and folding the remainder as shown.  (i) show that the volume, v cm3, of the scoop is given by     v = 2700x \u2013 165x2 + 2x3. [2]  (ii) given that x can vary, find the value of x for which v has a stationary value. [4] 8 solve the equation  (i) lg(5x + 10) + 2 lg3 = 1 + lg(4x + 12), [4]  (ii) 92y 37\u2013y = 34y+3 27y\u20132 . [3]",
+            "5": "5 0606/22/o/n/10 \u00a9 ucles 2010 [turn over9 a plane, whose speed in still air is 250 kmh\u20131, flies directly from a to b, where b is 500 km from a on  a bearing of 060\u00b0. there is a constant wind of 80 kmh\u20131 blowing from the south. find, to the nearest  minute, the time taken for the flight. [7] 10 solutions to this question by accurate drawing will not be accepted. y x ob(6,5) a(1,4) c d  the diagram shows a quadrilateral abcd in which a is the point (1, 4) and b is the point (6, 5). angle  abc is a right angle and the point c lies on the x-axis. the line ad is parallel to the y-axis and the line  cd is parallel to ba. find   (i) the equation of the line cd, [5]  (ii) the area of the quadrilateral abcd. [4] 11 solve the equation  (i) 5 sin x \u2013 3 cos x = 0, for 0\u00b0 /h33355 x /h33355 360\u00b0, [3]  (ii) 2 cos2 y \u2013 sin y \u2013 1 = 0, for 0\u00b0 /h33355 y /h33355 360\u00b0, [5]  (iii) 3 sec z = 10, for 0 /h33355 z /h33355 6 radians. [3]",
+            "6": "6 0606/22/o/n/10 \u00a9 ucles 201012 answer only one of the following two alternatives.  either  the functions f and g are defined, for x /h11022 1, by  f(x) = (x + 1)2 \u2013 4,  g(x) = 3x + 5 x \u2013 1 .  find  (i) fg(9), [2]  (ii) expressions for f\u20131(x) and g\u20131(x), [4]  (iii) the value of x for which g(x) = g\u20131(x). [4]  or a particle moves in a straight line so that, at time t s after passing a fixed point o, its velocity is v ms \u20131,  where v = 6t + 4 cos 2t.  find  (i) the velocity of the particle at the instant it passes o, [1]  (ii) the acceleration of the particle when t = 5, [4]  (iii) the greatest value of the acceleration, [1]  (iv) the distance travelled in the fifth second. [4]",
+            "7": "7 0606/22/o/n/10 \u00a9 ucles 2010blank page",
+            "8": "8 0606/22/o/n/10 \u00a9 ucles 2010blank page permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the publisher will be pleased to make amends at the earliest possible opportunity. 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."
+        },
+        "0606_w10_qp_23.pdf": {
+            "1": "this document consists of 7 printed pages and 1 blank page. dc (cw/dj) 34220 \u00a9 ucles 2010 [turn overuniversity of cambridge international examinations international general certificate of secondary education *8579300390*additional mathematics 0606/23 paper 2 october/november 2010  2 hours additional materials: answer booklet/paper  graph paper (1 sheet)  electronic calculator read these instructions first if you have been given an answer booklet, follow the instructions on the front cover of the booklet. write your centre number, candidate number and name on all the work you hand in.write in dark blue or black pen.y ou may use a soft pencil for any diagrams or graphs.do not use staples, paper clips, highlighters, glue or correction fluid. answer all the questions. write your answers on the separate answer booklet/paper provided.give non-exact numerical answers correct to 3 significant figures, or 1 decimal place in the case of angles in degrees, unless a different level of accuracy is specified in the question.the use of an electronic calculator is expected, where appropriate.y ou are reminded of the need for clear presentation in your answers. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question.the total number of marks for this paper is 80.",
+            "2": "2 0606/23/o/n/10 \u00a9 ucles 2010mathematical formulae 1. algebra quadratic equation  for the equation ax2 + bx + c = 0, xbb a c a=\u2212 \u221224 2. binomial theorem (a + b)n = an + (n 1)an\u20131 b + (n2)an\u20132 b2 + \u2026 + (n r)an\u2013r br + \u2026 + bn,  where n is a positive integer and (n r) = n! (n \u2013 r)!r! . 2. trigonometry identities sin2 a + cos2 a = 1 sec2 a = 1 + tan2 a cosec2 a = 1 + cot2 a formulae for \u2206abc a sin a = b sin b = c sin c a2 = b2 + c2 \u2013 2bc cos a \u2206 = 1  2 bc sin a",
+            "3": "3 0606/23/o/n/10 \u00a9 ucles 2010 [turn over1 the two variables x and y are such that y = 10 (x + 4)3 .  (i) find an expression for dy d x . [2]  (ii) hence find the approximate change in y as x increases from 6 to 6 + p, where p is small. [2] 2 find the equation of the curve which passes through the point (4, 22) and for which dy d x = 3x(x \u2013 2).   [4] 3 (a) 0 0\u00ba 60\u00ba 120\u00ba 180\u00ba 240\u00ba 300\u00ba 360\u00bax12345678910y  the diagram shows the curve y = a cos bx + c for 0\u00b0 /h33355 x /h33355 360\u00b0. find the value of   (i) a,    (ii)    b,    (iii)    c. [3]  (b) given that f( x) = 6 sin 2x + 7, state   (i) the period of f, [1]   (ii) the amplitude of f. [1]",
+            "4": "4 0606/23/o/n/10 \u00a9 ucles 20104 (i) find, in ascending powers of x, the first 4 terms of the expansion of (1 + x)6. [2]  (ii) hence find the coefficient of p3 in the expansion of (1 + p \u2013 p2)6. [3] 5 (a) given that a = (2 \u20134 1) and b = /h20898 3 \u20131  0 5\u20132 7/h20899 , find the matrix product ab. [2]  (b) given that c = /h20898 3 5\u20132 \u20134/h20899  and d = /h208986 \u201342 8/h20899 , find   (i) the inverse matrix c\u20131, [2]   (ii) the matrix x such that cx = d. [2] 6 (a) a/h5105 b   copy the diagram above and shade the region which represents the set a/h11032 /h33371 b. [1]  (b) the sets p, q and r are such that     p /h33370 q = /h11083 and p /h33371 q /h20666 r.   draw a venn diagram showing the sets p, q and r. [2] (c) in a group of 50 students f denotes the set of students who speak french and s denotes the set of  students who speak spanish. it is given that n( f) = 24, n(s ) = 18, n(f /h33370 s) = x and n(f/h11032 /h33370 s/h11032) = 3x.  write down an equation in x and hence find the number of students in the group who speak neither  french nor spanish. [3] 7 the line y = 2x \u2013 6 meets the curve 4 x 2 + 2xy \u2013 y2 = 124 at the points a and b. find the length of the  line ab. [7]",
+            "5": "5 0606/23/o/n/10 \u00a9 ucles 2010 [turn over8 (i) show that (5 + 3\u221a\u23af2 )2 = 43 + 30\u221a\u23af2 . [1]  hence find, without using a calculator, the positive square root of  (ii) 86 + 60\u221a\u23af2 , giving your answer in the form a + b\u221a\u23af2 , where a and b are integers, [2]  (iii) 43 \u2013 30\u221a\u23af2 , giving your answer in the form c + d\u221a\u23af2 , where c and d are integers, [1]  (iv) 1 43 + 30\u221a\u23af2, giving your answer in the form f + g\u221a\u23af2 h, where f, g and h are integers. [3] 9 x ab cod 30 cm8 cm  the diagram shows a rectangle abcd and an arc axb of a circle with centre at o, the mid-point of  dc.  the lengths of dc and bc are 30 cm and 8 cm respectively. find  (i) the length of oa, [2]  (ii) the angle aob, in radians, [2]  (iii) the perimeter of figure adocbxa, [2]  (iv) the area of figure adocbxa. [2] 10 the equation of a curve is y = x2ex. the tangent to the curve at the point p(1, e) meets the y-axis at the  point a. the normal to the curve at p meets the x-axis at the point b. find the area of the triangle oab,  where o is the origin. [9]",
+            "6": "6 0606/23/o/n/10 \u00a9 ucles 201011 b xq p aob a  in the diagram  \u23af \u2192oa = a,  \u23af \u2192ob = b,  \u23af \u2192op = 2a and  \u23af \u2192oq = 3b.  (i) given that  \u23af \u2192ax = l \u23af \u2192aq, express  \u23af \u2192ox in terms of l, a and b. [3]  (ii) given that  \u23af \u2192bx = k \u23af \u2192bp,  express  \u23af \u2192ox in terms of k, a and b. [3]  (iii) hence find the value of l and of k. [3]",
+            "7": "7 0606/23/o/n/10 \u00a9 ucles 201012 answer only one of the following two alternatives.  either   the table shows values of the variables v and p which are related by the equation p = a v2 + b v , where a  and b are constants. v 2468 p 6.22 2.84 1.83 1.35  (i) using graph paper, plot v2 p on the y-axis against v on the x-axis and draw a straight line graph.  [2]  (ii) use your graph to estimate the value of a and of b . [4]  in another method of finding a and b from a straight line graph, 1 v is plotted along the x-axis. in this  case, and without drawing a second graph,  (iii) state the variable that should be plotted on the y-axis, [2]  (iv) explain how the values of a and b could be obtained. [2]  or the table shows experimental values of two variables r and t. t 2 8 24 54 r 22 134 560 1608  (i) using the y-axis for ln r and the x-axis for ln t, plot ln r against ln t to obtain a straight line graph.  [2]  (ii) find the gradient and the intercept on the y-axis of this graph and express r in terms of t. [6]  another method of finding the relationship between r and t from a straight line graph is to plot lg r on  the y-axis and lg t on the x -axis. without drawing this second graph, find the value of the gradient and  of the intercept on the y-axis for this graph. [2]",
+            "8": "8 0606/23/o/n/10 \u00a9 ucles 2010blank page permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the publisher will be pleased to make amends at the earliest possible opportunity. 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."
+        }
+    },
+    "2011": {
+        "0606_s11_qp_11.pdf": {
+            "1": "this document consists of 16 printed pages. dc (sm/dj) 42191/2 \u00a9 ucles 2011 [turn overuniversity of cambridge international examinations international general certificate of secondary education read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen.y ou may use a pencil for any diagrams or graphs.do not use staples, paper clips, highlighters, glue or correction fluid.do not write in any barcodes. answer all the questions. give non-exact numerical answers correct to 3 significant figures, or 1 decimal place in the case of angles in degrees, unless a different level of accuracy is specified in the question.the use of an electronic calculator is expected, where appropriate.y ou are reminded of the need for clear presentation in your answers. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question.the total number of marks for this paper is 80. *6061060040* additional mathematics  0606/11 paper 1 may/june 2011  2 hours candidates answer on the question paper. additional materials: electronic calculator for examiner\u2019s use 1 23456789 101112 total",
+            "2": "2 0606/11/m/j/11 \u00a9 ucles 2011mathematical formulae 1. algebra quadratic  equation  for the equation ax2 + bx + c = 0, xbb a c a=\u2212 \u221224 2. binomial theorem (a + b)n = an + (n 1)an\u20131 b + (n 2)an\u20132 b2 + \u2026 + (n r)an\u2013r br + \u2026 + bn,  where n is a positive integer and (n r) = n! (n \u2013 r)!r! . 2. trigonometry identities sin2 a + cos2 a = 1 sec2 a = 1 + tan2 a cosec2 a = 1 + cot2 a formulae for \u2206abc a sin a = b sin b = c sin c a2 = b2 + c2 \u2013 2bc cos a \u2206 = 1  2 bc sin a",
+            "3": "3 \u00a9 ucles 2011 [turn overfor examiner\u2019 s use 0606/11/m/j/111 show that     1 1 \u2013 cos\u03b8 + 1 1 + cos\u03b8 = 2cosec2\u03b8. [3] 2 express  lg a + 3lg b \u2013 3  as a single logarithm. [3]",
+            "4": "4 \u00a9 ucles 2011for examiner\u2019 s use 0606/11/m/j/113 (a) shade the region corresponding to the set given below each venn diagram. a (a\u222ab)\u2229c\u02b9b ca (a\u222ab\u222ac)\u02b9b ca (a\u2229b)\u222a(b\u2229c)\u222a(c\u2229a)b c/h5105/h5105/h5105  [3]  (b) given that  p = {p : tan p = 1 for 0\u00ba /h11088 p /h11088 540\u00ba}, find n(p). [1] 4 (a) solve the equation  163x\u20132 = 82x. [3]",
+            "5": "5 \u00a9 ucles 2011 [turn overfor examiner\u2019 s use 0606/11/m/j/11 (b) given that  ab   4 32 52 52 5\u2013 \u2013 a  b1 33 5 = apbq, find the value of p and of q. [2] 5 (i) y 456 3 210 45\u00b0 90\u00b0 135\u00b0 180\u00b0 \u20131 \u20132 \u20133 \u20134x   on the diagram above, sketch the curve  y = 1 + 3sin2x  for  0\u00ba /h11088 x /h11088 180\u00ba. [3]  (ii) y 456 3 210 45\u00b0 90\u00b0 135\u00b0 180\u00b0 \u20131 \u20132 \u20133 \u20134x   on the diagram above, sketch the curve y = /h208411 + 3sin2x/h20841 for 0\u00ba /h11088 x /h11088 180\u00ba. [1]  (iii) write down the number of solutions of the equation /h208411 + 3sin2x/h20841 = 1 for 0\u00ba /h11088 x /h11088 180\u00ba. [1]",
+            "6": "6 \u00a9 ucles 2011for examiner\u2019 s use 0606/11/m/j/116 the curves y = x2 and 3y = \u20132x2 + 20x \u2013 20 meet at the point a. y xa oy = x2 3y = \u20132x2 + 20x \u2013 20  (i) show that the x-coordinate of a is 2. [1]  (ii) show that the gradients of the two curves are equal at a. [3]  (iii) find the equation of the tangent to the curves at a. [1]",
+            "7": "7 \u00a9 ucles 2011 [turn overfor examiner\u2019 s use 0606/11/m/j/117 the points a and b have coordinates (\u20132, 15) and (3, 5) respectively. the perpendicular to  the line ab at the point a (\u20132, 15) crosses the y-axis at the point c. find the area of the  triangle abc. [6]",
+            "8": "8 \u00a9 ucles 2011for examiner\u2019 s use 0606/11/m/j/118 (a) the matrices a, b and c are given by a = /h208982 1 1 32 5/h20899, b = /h208982  1  3  41  5  6  7/h20899   and c = /h208989 10/h20899. write down, but do not evaluate, matrix products which may be calculated    from the matrices a, b and c. [2]  (b) given that  x = /h208982 43 5/h20899 and y = /h208982x 3 y  x 4y/h20899, find the value of x and of y such that    x-1y = /h20898\u201312x + 3y 6\u20137x + 3y 6/h20899. [6]",
+            "9": "9 \u00a9 ucles 2011 [turn overfor examiner\u2019 s use 0606/11/m/j/119 a body moves in a straight line such that, t s after passing through a fixed point o, its  displacement from o is s m. the velocity v ms\u20131 of the body is such that v = 5cos4t.  (i) write down the velocity of the body as it passes through o. [1]  (ii) find the value of t when the acceleration of the body is first equal to 10 ms\u20132. [4]  (iii) find the value of s when t = 5. [4]",
+            "10": "10 \u00a9 ucles 2011for examiner\u2019 s use 0606/11/m/j/1110 (a) a curve is such that dy dx = ae1\u2013x \u2013 3x2, where a is a constant. at the point (1, 4), the gradient  of the curve is 2.   (i) find the value of a. [1]   (ii) find the equation of the curve. [5]",
+            "11": "11 \u00a9 ucles 2011 [turn overfor examiner\u2019 s use 0606/11/m/j/11 (b) (i) find /h20848(7x + 8)1 3dx. [2]   (ii) hence evaluate 8 0/h20848(7x + 8)13dx. [2]",
+            "12": "12 \u00a9 ucles 2011for examiner\u2019 s use 0606/11/m/j/1111 (a) the function f is such that f( x) = 2x2 \u2013 8x + 5.   (i) show that f(x) = 2(x + a)2 + b, where a and b are to be found. [2]   (ii) hence, or otherwise, write down a suitable domain for f so that f\u20131 exists. [1]  (b) the functions g and h are defined respectively by g(x) = x2 + 4,       x /h11091 0,       h(x) = 4x \u2013 25, x /h11091 0.   (i) write down the range of g and of h\u20131. [2]",
+            "13": "13 \u00a9 ucles 2011 [turn overfor examiner\u2019 s use 0606/11/m/j/11  (ii) on the axes below, sketch the graphs of y = g(x) and y = g\u20131(x), showing the coordinates  of any points where the curves meet the coordinate axes. [3] y x o   (iii) find the value of x for which gh(x) = 85. [4]",
+            "14": "14 \u00a9 ucles 2011for examiner\u2019 s use 0606/11/m/j/1112 answer only one of the following two alternatives. either  the equation of a curve is y = (x \u2013 1)(x2 \u2013 6x + 2).  (i) find the x-coordinates of the stationary points on the curve and determine the nature of each  of these stationary points. [6]  (ii) given that z = y2 and that z is increasing at the constant rate of 10 units per second, find the  rate of change of y when x = 2. [2]   (iii) hence find the rate of change of x when x = 2. [2] or  the diagram shows a cuboid with a rectangular base of sides x cm and 2x cm. the height of the  cuboid is y cm and its volume is 72 cm3. y cm x cm 2x cm  (i) show that the surface area a cm2 of the cuboid is given by  a = 4x2 + 216 x.  [3]  (ii) given that x can vary, find the dimensions of the cuboid when a is a minimum. [4]  (iii) given that x increases from 2 to 2 + p, where p is small, find, in terms of p, the corresponding  approximate change in a, stating whether this change is an increase or a decrease. [3]",
+            "15": "15 \u00a9 ucles 2011for examiner\u2019 s use 0606/11/m/j/11start your answer to question 12 here. indicate which question you are answering.   either or .. ",
+            "16": "16 \u00a9 ucles 2011 0606/11/m/j/11for examiner\u2019 s use 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.continue your answer here if necessary. .. "
+        },
+        "0606_s11_qp_12.pdf": {
+            "1": "this document consists of 16 printed pages. dc (nh/cgw) 42186/1 \u00a9 ucles 2011 [turn overread these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen.y ou may use a pencil for any diagrams or graphs.do not use staples, paper clips, highlighters, glue or correction fluid.do not write in any barcodes. answer all the questions. give non-exact numerical answers correct to 3 significant figures, or 1 decimal place in the case of angles in degrees, unless a different level of accuracy is specified in the question.the use of an electronic calculator is expected, where appropriate.y ou are reminded of the need for clear presentation in your answers. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [ ] at the end of each question or part question.the total number of marks for this paper is 80. *6732187560* additional mathematics 0606/12 paper 1 may/june 2011  2 hours candidates answer on the question paper. additional materials electronic calculator for examiner\u2019s use 1 23456789 101112 totaluniversity of cambridge international examinations international general certificate of secondary education",
+            "2": "2 0606/12/m/j/11 \u00a9 ucles 2011mathematical formulae 1. algebra quadratic equation  for the equation ax2 + bx + c = 0, x bb a c   a = \u2212 \u22122 4  2 . binomial theorem (a + b)n = an + (n 1)an\u20131 b + (n2)an\u20132 b2 + \u2026 + (n r)an\u2013r br + \u2026 + bn,  where n is a positive integer and (n r) = n! (n \u2013 r)!r! . 2. trigonometry identities sin2 a + cos2 a = 1 sec2 a = 1 + tan2 a cosec2 a = 1 + cot2 a formulae for \u2206abc a sin a = b sin b = c sin c a2 = b2 + c2 \u2013 2bc cos a \u2206 = 1  2 bc sin a",
+            "3": "3 \u00a9 ucles 2011 [turn overfor examiner\u2019 s use 0606/12/m/j/111 find the value of k for which the x-axis is a tangent to the curve      y = x2 + (2k + 10)x + k  2 + 5. [3]",
+            "4": "4 \u00a9 ucles 2011for examiner\u2019 s use 0606/12/m/j/112 the coefficient of  x3  in the expansion of  (2 + ax)5  is 10 times the coefficient of  x2  in the  expansion of  /h208981 + ax 3/h208994  . find the value of a. [4]",
+            "5": "5 \u00a9 ucles 2011 [turn overfor examiner\u2019 s use 0606/12/m/j/113 (a) 5 4 3 2 1 \u03c0 \u03c0 x  2y  o   the figure shows the graph of  y = k + m sin px  for  0 /h11088 x /h11088 \u03c0, where k, m and p are positive  constants. complete the following statements.   k = ..    m = ..    p = .. [3]  (b) the function g is such that  g(x) = 1 + 5cos3x . write down   (i) the amplitude of g, [1]   (ii) the period of g in terms of \u03c0. [1]",
+            "6": "6 \u00a9 ucles 2011for examiner\u2019 s use 0606/12/m/j/114 you must not use a calculator in question 4.  in the triangle abc, angle b = 90\u00b0, ab = 4 + 2 2  and  bc = 1 + 2 .  (i) find tan c, giving your answer in the form  k 2 . [2]  (ii) find the area of the triangle abc, giving your answer in the form  p + q 2, where p  and q  are integers. [2]  (iii) find the area of the square whose side is of length ac, giving your answer in the form s + t 2, where s  and t  are integers. [2]",
+            "7": "7 \u00a9 ucles 2011 [turn overfor examiner\u2019 s use 0606/12/m/j/115 (i) show that  2x \u2013 1  is a factor of  2 x3 \u2013 5x2 + 10x \u2013 4. [2]  (ii) hence show that  2x3 \u2013 5x2 + 10x \u2013 4 = 0  has only one real root and state the value of this  root. [4]",
+            "8": "8 \u00a9 ucles 2011for examiner\u2019 s use 0606/12/m/j/116 the figure shows the graph of a straight line with  1g y  plotted against x. the  straight line passes  through the points a (5,3) and b (15,5). a (5,3)b (15,5) x lg y   o  (i) express  lg y  in terms of x. [3]  (ii) show that  y = a (10bx)  where a and b are to be found. [3]",
+            "9": "9 \u00a9 ucles 2011 [turn overfor examiner\u2019 s use 0606/12/m/j/117 a team of 6 members is to be selected from 6 women and 8 men.  (i) find the number of different teams that can be selected.  [1]  (ii) find the number of different teams that consist of 2 women and 4 men. [3]  (iii) find the number of different teams that contain no more than 1 woman. [3]",
+            "10": "10 \u00a9 ucles 2011for examiner\u2019 s use 0606/12/m/j/118 (i) sketch the curve  y = (2x \u2013 5)(2x + 1) for  \u20131 /h11088 x /h11088 3, stating the coordinates of the points  where the curve meets the coordinate axes. [4]  (ii) state the coordinates of the stationary point on the curve. [1]  (iii) using your answers to parts (i) and (ii), sketch the curve  y = \u23d0(2x \u2013 5)(2x + 1) \u23d0 for  \u20131 /h11088 x /h11088 3. [2]",
+            "11": "11 \u00a9 ucles 2011for examiner\u2019 s use 0606/12/m/j/11 [turn over9 the figure shows a circle, centre o, radius r cm. the length of the arc ab of the circle is 9 \u03c0 cm.   angle aob is \u03b8 radians and is 3 times angle oba.      \u03b8 rada bor cm 9\u03c0 cm  (i) show that  \u03b8  = 3\u03c0 5 . [2]  (ii) find the value of r. [2]  (iii) find the area of the shaded region. [3]",
+            "12": "12 \u00a9 ucles 2011for examiner\u2019 s use 0606/12/m/j/1110 relative to an origin o, points a and b have position vectors  /h208985 \u20136/h20899  and   /h2089829 \u201313/h20899  respectively.  (i) find a unit vector parallel to  ab. [3]  the points a, b and c  lie on a straight line such that  2 ac = 3ab.  (ii) find the position vector of the point c. [4]",
+            "13": "13 \u00a9 ucles 2011for examiner\u2019 s use 0606/12/m/j/11 [turn over11 solve  (i) 2cot2 x \u2013 5cosec  x \u2013 1 = 0  for  0\u00b0 < x < 180\u00b0, [5]  (ii) 5cos 2y \u2013 4sin 2y = 0  for  0\u00b0 < y < 180\u00b0, [4]  (iii) cos /h20898z + \u03c0 6/h20899 = \u2013 1 2  for  0 < z < 2\u03c0 radians. [3]",
+            "14": "14 \u00a9 ucles 2011for examiner\u2019 s use 0606/12/m/j/1112 answer only one of the following two alternatives.  either  the tangent to the curve  y = 3x3 + 2x2 \u2013 5x + 1  at the point where  x = \u20131  meets the y-axis at the  point a.  (i) find the coordinates of the point a. [3]  the curve meets the y-axis at the point b. the normal to the curve at b meets the x-axis at the  point c. the tangent to the curve at the point where  x = \u20131  and the normal to the curve at b meet  at the point d.  (ii) find the area of the triangle acd. [7]  or    r qy y = x (x  \u2013 3)2 x op  the diagram shows  the curve  y = x (x \u2013 3)2 . the curve has a maximum at the point p and  touches the x-axis at the point q. the tangent at p and the normal at q meet at the point r. find  the area of the shaded region pqr. [10]",
+            "15": "15 \u00a9 ucles 2011for examiner\u2019 s use 0606/12/m/j/11start your answer to question 12 here. indicate which question you are answering.  either or ... [turn over",
+            "16": "16 \u00a9 ucles 2011for examiner\u2019 s use 0606/12/m/j/11continue your answer here if necessary.  permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here 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."
+        },
+        "0606_s11_qp_21.pdf": {
+            "1": "this document consists of 14 printed pages and 2 blank pages. dc (nh/sw) 42198/1 \u00a9 ucles 2011 [turn overuniversity of cambridge international examinations international general certificate of secondary education *1668603243* additional mathematics 0606/21 paper 2 may/june 2011  2 hours candidates answer on the question paper. additional materials: electronic calculator read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen.y ou may use a pencil for any diagrams or graphs.do not use staples, paper clips, highlighters, glue or correction fluid.do not write in any barcodes. answer all the questions. give non-exact numerical answers correct to 3 significant figures, or 1 decimal place in the case of angles in degrees, unless a different level of accuracy is specified in the question.the use of an electronic calculator is expected, where appropriate.y ou are reminded of the need for clear presentation in your answers. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [ ] at the end of each question or part question.the total number of marks for this paper is 80.for examiner\u2019s use 1 23456789 1011 total",
+            "2": "2 0606/21/m/j/11 \u00a9 ucles 2011mathematical formulae 1. algebra quadratic equation  for the equation ax2 + bx + c = 0, x bb a c   a = \u2212 \u22122 4  2 . binomial theorem (a + b)n = an + (n 1)an\u20131 b + (n2)an\u20132 b2 + \u2026 + (n r)an\u2013r br + \u2026 + bn,  where n is a positive integer and (n r) = n! (n \u2013 r)!r! . 2. trigonometry identities sin2 a + cos2 a = 1 sec2 a = 1 + tan2 a cosec2 a = 1 + cot2 a formulae for \u2206abc a sin a = b sin b = c sin c  a2 = b2 + c2 \u2013 2bc cos a \u2206 = 1  2 bc sin a",
+            "3": "3 0606/21/m/j/11 \u00a9 ucles 2011 [turn overfor examiner\u2019 s use1 without using a calculator, express (5 + 2   3)2 2 +   3 in the form p + q   3, where p and q are integers.  [4] 2 (i) find the coefficient of x3 in the expansion of /h208981 \u2013 x 2/h2089912 .  [2]  (ii) find the coefficient of x3 in the expansion of (1 + 4 x) /h208981 \u2013 x 2/h2089912 .  [3]",
+            "4": "4 0606/21/m/j/11 \u00a9 ucles 2011for examiner\u2019 s use3 relative to an origin o, the position vectors of the points a and b are i \u2013 4j and 7i + 20j  respectively.  the point c lies on ab and is such that \u2192ac = 2 3 \u2192ab. find the position vector of c  and the magnitude of this vector. [5]",
+            "5": "5 0606/21/m/j/11 \u00a9 ucles 2011 [turn overfor examiner\u2019 s use4 find the set of values of k for which the line  y = 2x \u2013 5  cuts the curve  y = x2 + kx + 11  in two  distinct points. [6]",
+            "6": "6 0606/21/m/j/11 \u00a9 ucles 2011for examiner\u2019 s use5 the expression  x3 + 8x2 + px \u2013 25  leaves a remainder of r when divided by  x \u2013 1  and a  remainder of  \u2013 r  when divided by  x + 2.  (i) find the value of p. [4]  (ii) hence find the remainder when the expression is divided by x + 3. [2]",
+            "7": "7 0606/21/m/j/11 \u00a9 ucles 2011 [turn overfor examiner\u2019 s use6 (a) a shelf contains 8 different travel books, of which 5 are about europe and 3 are about africa.   (i) find the number of different ways the books can be arranged if there are no restrictions.  [2]   (ii) find the number of different ways the books can be arranged if the 5 books about europe are kept together. [2]  (b) 3 dvds and 2 videotapes are to be selected from a collection of 7 dvds and 5 videotapes.   calculate the number of different selections that could be made. [3]",
+            "8": "8 0606/21/m/j/11 \u00a9 ucles 2011for examiner\u2019 s use7 the variables x and y are related so that when lg y is plotted against lg x a straight line graph  passing through the points (4, 12) and (6, 17) is obtained.   (4,12)lg y lg xo(6,17)  (i) express y in terms of x, giving your answer in the form  y = axb.  [6]  (ii) find the value of x when y = 300. [2]",
+            "9": "9 0606/21/m/j/11 \u00a9 ucles 2011 [turn overfor examiner\u2019 s use8 the temperature, t \u00b0 celsius, of an object, t minutes after it is removed from a heat source, is  given by t = 55e\u20130.1t + 15.  (i) find the temperature of the object at the instant it is removed from the heat source. [1]  (ii) find the temperature of the object when t = 8. [1]  (iii) find the value of t when t = 25. [3]  (iv) find the rate of change of t when t = 16. [3]",
+            "10": "10 0606/21/m/j/11 \u00a9 ucles 2011for examiner\u2019 s use9 a coastguard station receives a distress call from a ship which is travelling at 15 km h\u20131 on a  bearing of 150\u00b0. a lifeboat leaves the coastguard station at 15 00 hours; at this time the ship is at a  distance of 30 km on a bearing of 270\u00b0. the lifeboat travels in a straight line at constant speed and reaches the ship at 15 40 hours.    (i) find the speed of the lifeboat. [5]  (ii) find the bearing on which the lifeboat travelled. [3]",
+            "11": "11 0606/21/m/j/11 \u00a9 ucles 2011 [turn overfor examiner\u2019 s use10 (i) solve the equation     3 sin x + 4 cos x = 0     for     0\u00b0 < x < 360\u00b0. [3]  (ii) solve the equation     6 cos y + 6 sec y = 13     for     0\u00b0 < y < 360\u00b0. [5]  (iii) solve the equation     sin(2 z \u2013 3) = 0.7     for     0 < z < \u03c0  radians. [3]",
+            "12": "12 0606/21/m/j/11 \u00a9 ucles 2011for examiner\u2019 s use11 answer only one of the following two alternatives.  either 1.8 radc a beod 12  cm   the diagram shows an isosceles triangle aob and a sector ocdeo of a circle with centre o. the  line ab is a tangent to the circle. angle aob = 1.8 radians and the radius of the circle is 12 cm.  (i) show that the distance ac = 7.3 cm to 1 decimal place. [2]  (ii) find the perimeter of the shaded region. [6]  (iii) find the area of the shaded region. [4]  or y x y = x  sin xqp o  the diagram shows part of the curve  y = x sin x  and the normal to the curve at the point   p /h20898\u03c0 2 , \u03c0 2/h20899.  the curve passes through the point q(\u03c0, 0).  (i) show that the normal to the curve at p passes through the point q. [4]  (ii) given that d dx (x cos x) = cos x \u2013 x sin x, find /h20848x sin xdx. [3]  (iii) find the area of the shaded region. [5]",
+            "13": "13 0606/21/m/j/11 \u00a9 ucles 2011 [turn overfor examiner\u2019 s usestart your answer to question 11 here. indicate which question you are answering.  either or .. ",
+            "14": "14 0606/21/m/j/11 \u00a9 ucles 2011for examiner\u2019 s usecontinue your answer here if necessary. ..",
+            "15": "15 0606/21/m/j/11 \u00a9 ucles 2011blank page",
+            "16": "16 0606/21/m/j/11 \u00a9 ucles 2011permission 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.blank page"
+        },
+        "0606_s11_qp_22.pdf": {
+            "1": "this document consists of 16 printed pages. dc (nh/sw) 42199/1 \u00a9 ucles 2011 [turn over *7560400886* additional mathematics 0606/22 paper 2 may/june 2011  2 hours candidates answer on the question paper. additional materials: electronic calculator read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen.y ou may use a pencil for any diagrams or graphs.do not use staples, paper clips, highlighters, glue or correction fluid.do not write in any barcodes. answer all the questions. give non-exact numerical answers correct to 3 significant figures, or 1 decimal place in the case of angles in degrees, unless a different level of accuracy is specified in the question.the use of an electronic calculator is expected, where appropriate.y ou are reminded of the need for clear presentation in your answers. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [ ] at the end of each question or part question.the total number of marks for this paper is 80.for examiner\u2019s use 1 23456789 1011 totaluniversity of cambridge international examinations international general certificate of secondary education",
+            "2": "2 0606/22/m/j/11 \u00a9 ucles 2011mathematical formulae 1. algebra quadratic equation  for the equation ax2 + bx + c = 0, x bb a c   a = \u2212 \u22122 4  2 . binomial theorem (a + b)n = an + (n 1)an\u20131 b + (n2)an\u20132 b2 + \u2026 + (n r)an\u2013r br + \u2026 + bn,  where n is a positive integer and (n r) = n! (n \u2013 r)!r! . 2. trigonometry identities sin2 a + cos2 a = 1 sec2 a = 1 + tan2 a cosec2 a = 1 + cot2 a formulae for \u2206abc a sin a = b sin b = c sin c  a2 = b2 + c2 \u2013 2bc cos a \u2206 = 1  2 bc sin a",
+            "3": "3 0606/22/m/j/11 \u00a9 ucles 2011 [turn overfor examiner\u2019 s use1 (i) given that  y = sin 3x, find dy dx. [1]  (ii) hence find the approximate increase in y as x increases from \u03c0 9 to \u03c0 9 + p, where p is small.    [2] 2 (a) an outdoor club has three sections, walking, biking and rock-climbing. using /h5105 to denote  the set of all members of the club and w, b and r to denote the members of the walking, biking and rock-climbing sections respectively, write each of the following statements using set notation.   (i) there are 72 members in the club. [1]   (ii) every member of the rock-climbing section is also a member of the walking section.     [1]  (b) (i)    x y/h5105   on the diagram shade the region which  represents the set x  y \u02b9. [1]   (ii) using set notation express the set x  y \u02b9 in an alternative way.  [1]",
+            "4": "4 0606/22/m/j/11 \u00a9 ucles 2011for examiner\u2019 s use3 (i) given that a = /h20898  2 1 \u20132 5/h20899, find the inverse of the matrix a + i, where i is the identity matrix.    [3]  (ii) hence, or otherwise, find the matrix x such that ax + x = b, where b = /h2089814  4/h20899. [2]",
+            "5": "5 0606/22/m/j/11 \u00a9 ucles 2011 [turn overfor examiner\u2019 s use4 (a) prove that 1 1 \u2013 sin x \u2013 1 1 + sin x = 2 tan x sec x.  [3]  (b) an acute angle x is such that  sin x = p.  given that  sin 2 x = 2 sin x cos x, find an expression,  in terms of p, for cosec 2x. [3]",
+            "6": "6 0606/22/m/j/11 \u00a9 ucles 2011for examiner\u2019 s use5 (i) given that y = x 2x + 15 , show that dy dx = k(x + 5)\u2013\u2013\u2013\u2013\u2013\u2013\u20132x + 15, where k is a constant to be found. [3]      (ii) hence find /h20848x + 5\u2013\u2013\u2013\u2013\u2013\u2013\u20132x + 15dx  and evaluate 5 \u20133/h20848x + 5\u2013\u2013\u2013\u2013\u2013\u2013\u20132x + 15dx.  [3]",
+            "7": "7 0606/22/m/j/11 \u00a9 ucles 2011 [turn overfor examiner\u2019 s use6 the line  y = 3x \u2013 9  intersects the curve  49 x2 \u2013 y2 + 42x + 8y = 247 at the points a and b.    find the length of the line ab.  [7]",
+            "8": "8 0606/22/m/j/11 \u00a9 ucles 2011for examiner\u2019 s use7 a particle moves in a straight line so that, t s after passing through a fixed point o, its velocity,   v ms\u20131, is given by v = 60\u2013\u2013\u2013\u2013\u2013\u2013\u2013(3t + 4)2.  (i) find the velocity of the particle as it passes through o. [1]  (ii) find the acceleration of the particle when t = 2. [3]  (iii) find an expression for the displacement of the particle from o, t s after it has passed  through o.  [4]",
+            "9": "9 0606/22/m/j/11 \u00a9 ucles 2011 [turn overfor examiner\u2019 s use8 (a) (i) solve  3x = 200, giving your answer to 2 decimal places. [2]   (ii) solve  log5 (5y + 40) \u2013 log5 (y + 2) = 2.  [4]  (b) given that (24z3)2 \u2013\u2013\u2013\u2013\u2013\u2013\u201327 \u00d7 12z = 2a3bzc, evaluate a, b and c.  [3]",
+            "10": "10 0606/22/m/j/11 \u00a9 ucles 2011for examiner\u2019 s use9 solutions to this question by accurate drawing will not be accepted. y xd c x = 14 b (\u20132, \u201310)a (4, 2) m o  the diagram shows the quadrilateral abcd in which a is the point (4, 2) and b is the point  (\u20132, \u201310). the points c and d lie on the line x = 14.  the diagonal ac is perpendicular to ab and  passes through the mid-point, m, of the diagonal  bd.  find the area of the quadrilateral abcd.   [9]",
+            "11": "11 0606/22/m/j/11 \u00a9 ucles 2011 [turn overfor examiner\u2019 s usecontinue your answer here if necessary.",
+            "12": "12 0606/22/m/j/11 \u00a9 ucles 2011for examiner\u2019 s use10 (a) (i) express 18 + 16x \u2013 2x2 in the form a + b(x + c)2, where a, b and c are integers.  [3]   a function f is defined by  f : x \u2192 18 + 16x \u2013 2x2 for x  /h11938.   (ii) write down the coordinates of the stationary point on the graph of  y = f(x). [1]   (iii) sketch the graph of  y = f(x). [2]",
+            "13": "13 0606/22/m/j/11 \u00a9 ucles 2011 [turn overfor examiner\u2019 s use (b) a function g is defined by  g : x \u2192 (x + 3)2 \u2013 7 for x > \u20133.   (i) find an expression for  g\u20131 (x).  [2]   (ii) solve the equation  g\u20131 (x) = g(0).  [3]",
+            "14": "14 0606/22/m/j/11 \u00a9 ucles 2011for examiner\u2019 s use11 answer only one of the following two alternatives.  either  (a) using an equilateral triangle  of side 2 units, find the exact value of sin 60\u00b0 and of cos 60\u00b0.    [3]  (b) p qx cm60\u00b0 60\u00b0 x cm y cms r   pqrs is a trapezium in which pq = rs = x cm and qr = y cm.   angle qps = angle rsp = 60\u00b0 and qr is parallel to ps.   (i) given that the perimeter of the trapezium is 60 cm, express y in terms of  x. [2]   (ii) given that the area of the trapezium is a cm2 , show that         a  =   3(30x \u2013 x2) 2 . [3]   (iii) given that x can vary, find the value of x for which a has a stationary value and  determine the nature of this stationary value. [4]  or     r cm h cm           for a sphere of radius r: v olume = 4 3 \u03c0 r3 surface area = 4 \u03c0 r2  the diagram shows a solid object in the form of a cylinder of height h cm and radius r cm on top  of a hemisphere of radius r cm. given that the volume of the object is 2880 \u03c0 cm3,  (i) express h in terms of r, [2]  (ii) show that the external surface area, a cm2, of the object is given by         a = 5 3 \u03c0 r2 + 5760\u03c0 r .  [3]  given that r can vary,  (iii) find the value of r for which a has a stationary value, [4]  (iv) find this stationary value of a, leaving your answer in terms of \u03c0,  [2]  (v) determine the nature of this stationary value. [1]",
+            "15": "15 0606/22/m/j/11 \u00a9 ucles 2011 [turn overfor examiner\u2019 s usestart your answer to question 11 here. indicate which question you are answering.  either or .. ",
+            "16": "16 0606/22/m/j/11 \u00a9 ucles 2011for examiner\u2019 s usecontinue your answer here if necessary.  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."
+        },
+        "0606_w11_qp_11.pdf": {
+            "1": "this document consists of 14 printed pages and 2 blank pages. dc (nf/cgw) 48822 \u00a9 ucles 2011 [turn overuniversity of cambridge international examinations international general certificate of secondary education *6409782612* additional mathematics 0606/11 paper 1 october/november 2011  2 hours candidates answer on the question paper. additional materials: electronic calculator read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen.y ou may use a pencil for any diagrams or graphs.do not use staples, paper clips, highlighters, glue or correction fluid. answer all the questions. give non-exact numerical answers correct to 3 significant figures, or 1 decimal place in the case of angles in degrees, unless a different level of accuracy is specified in the question.the use of an electronic calculator is expected, where appropriate.y ou are reminded of the need for clear presentation in your answers. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question.the total number of marks for this paper is 80. for examiner\u2019s use  1  2 3 4 5 6 7 8 910 total",
+            "2": "2 0606/11/o/n/11 \u00a9 ucles 2011for examiner\u2019 s use mathematical formulae  1. algebra quadratic equation  for the equation ax2 + bx + c  = 0, xbb a c a=\u2212 \u221224 2. binomial theorem (a + b)n = an + (n 1)an\u20131 b + (n2)an\u20132 b2 + \u2026 + (n r)an\u2013r br + \u2026 + bn,  where n is a positive integer and (n r) = n! (n \u2013 r)!r! .  2. trigonometry identities  sin2 a + cos2 a = 1 sec2 a = 1 + tan2 a cosec2 a = 1 + cot2 a formulae for \u2206abc a sin a = b sin b = c sin c a2 = b2 + c2 \u2013 2bc cos a \u2206 = 1  2 bc sin a",
+            "3": "3 0606/11/o/n/11 \u00a9 ucles 2011 [turn overfor examiner\u2019 s use1 (a) sets a and b are such that n( a) = 15 and n(b) = 7. find the greatest and least possible  values of   (i) n(a  b), [2]   (ii) n(a  b). [2]  (b) on a venn diagram draw 3 sets p, q and r such that      p  q = \u2205 and p  r = p. [2]",
+            "4": "4 0606/11/o/n/11 \u00a9 ucles 2011for examiner\u2019 s use2 the function f is such that f( x) = 4x3 \u2013 8x2 + ax + b, where a and b are constants. it is given  that 2x \u2013 1 is a factor of f( x) and that when f( x) is divided by x + 2 the remainder is 20. find the  remainder when f( x) is divided by x \u2013 1. [6]",
+            "5": "5 0606/11/o/n/11 \u00a9 ucles 2011 [turn overfor examiner\u2019 s use3 variables t and n are such that when 1g n is plotted against 1g t, a straight line graph passing  through the points (0.45, 1.2) and (1, 3.4) is obtained. lg n lg t(0.45,  1.2)(1, 3.4) o  (i) express the equation of the straight line graph in the form 1g n = m 1g t + 1g c, where m and c  are constants to be found. [4]  (ii) hence express n in terms of t. [1]",
+            "6": "6 0606/11/o/n/11 \u00a9 ucles 2011for examiner\u2019 s use4 six-digit numbers are to be formed using the digits 3, 4, 5, 6, 7 and 9. each digit may only be  used once in any number.  (i) find how many different six-digit numbers can be formed. [1]  find how many of these six-digit numbers are  (ii) even, [1]  (iii) greater than 500 000, [1]  (iv) even and greater than 500 000. [3]",
+            "7": "7 0606/11/o/n/11 \u00a9 ucles 2011 [turn overfor examiner\u2019 s use5 a particle moves in a straight line such that its displacement, x m, from a fixed point o at time  t s, is given by x = 3 + sin 2t, where t /h11091 0.  (i) find the velocity of the particle when t = 0. [2]  (ii) find the value of t when the particle is first at rest. [2]  (iii) find the distance travelled by the particle before it first comes to rest. [2]  (iv) find the acceleration of the particle when t = 3\u03c0 4. [2]",
+            "8": "8 0606/11/o/n/11 \u00a9 ucles 2011for examiner\u2019 s use6 (a) xy o (0,  p)(q, 1) (\u2013 /pi1  ,  \u20135)12   the diagram shows part of the graph y = p + 3tan3x passing through the points (\u2013 \u03c0 12, \u20135), (0, p)  and (q, 1). find the value of p and of q. [4]  (b) it is given that f( x) = a cos(bx)+c, where a, b and c are integers. the maximum value of f is  11, the minimum value of f is 3 and the period of f is 72 \u00b0. find the value of a, of b and of c.  [4]",
+            "9": "9 0606/11/o/n/11 \u00a9 ucles 2011 [turn overfor examiner\u2019 s use7 the coefficient of x2 in the expansion of /h208981 + x 5/h20899n , where n is a positive integer, is 3 5.  (i) find the value of n. [4]  (ii) using this value of n, find the term independent of x in the expansion of      /h208981 + x 5/h20899 n  /h208982 \u2013 3 x/h20899 2 . [4]",
+            "10": "10 0606/11/o/n/11 \u00a9 ucles 2011for examiner\u2019 s use8 (a) find  /h20885(ex + 1)2 dx  and hence evaluate  /h208852 0(ex + 1)2 dx. [6]  (b) a curve is such that dy dx = (4x +1)\u20131 2. given that the curve passes through the point with    coordinates (2, 4.5), find the equation of the curve. [5]",
+            "11": "11 0606/11/o/n/11 \u00a9 ucles 2011 [turn overfor examiner\u2019 s use9 (i) solve  1 + cot2 x = 8 sin x  for 0\u00b0 /h11088 x /h11088 360\u00b0. [5]  (ii) solve  4 sin(2y \u2013 0.3) + 5 cos(2y \u2013 0.3) = 0  for  0 /h11088 y /h11088 \u03c0 radians. [5]",
+            "12": "12 0606/11/o/n/11 \u00a9 ucles 2011for examiner\u2019 s use10 answer only one of the following two alternatives.  either a b g def c\u03b8 \u03b8\u03b8 r cmr cm  the figure shows a sector  abc of a circle centre c, radius 2r cm, where angle acb is 3\u03b8 radians.  the points d, e, f and g lie on an arc of a circle centre c, radius r cm. the points d and g are  the midpoints of ca and cb respectively. angles dce and fcg are each \u03b8 radians. the area of  the shaded region is 5 cm2.  (i) by first expressing \u03b8 in terms of r, show that the perimeter, p cm, of the shaded region is   given by p = 4r + 8 r. [6]  (ii) given that r can vary, show that the stationary value of p can be written in the form  k2, where k is a constant to be found. [4]  (iii) determine the nature of this stationary value and find the value of \u03b8 for which it occurs. [2]  or 10 cm r cm \u03b8 \u03b8oa bdce f  the figure shows a sector oab of a circle, centre o, radius 10 cm. angle aob = 2\u03b8 radians  where 0 < \u03b8 < \u03c0 2. a circle centre c, radius r cm, touches the arc ab at the point d. the lines oa  and ob are tangents to the circle at the points e and f respectively.  (i) write down, in terms of r, the length of oc. [1]  (ii) hence show that r = 10 sin \u03b8 1 + sin \u03b8 .  [2]  (iii) given that \u03b8 can vary, find dr d\u03b8 when r = 10 3. [6]  (iv) given that r is increasing at 2 cms\u20131, find the rate at which \u03b8 is increasing when \u03b8 = \u03c0 6 . [3]",
+            "13": "13 0606/11/o/n/11 \u00a9 ucles 2011 [turn overfor examiner\u2019 s usestart your answer to question 10 here. indicate which question you are answering.       either or ... ..",
+            "14": "14 0606/11/o/n/11 \u00a9 ucles 2011for examiner\u2019 s usecontinue your answer here if necessary. ... ...",
+            "15": "15 0606/11/o/n/11 \u00a9 ucles 2011blank page",
+            "16": "16 0606/11/o/n/11 \u00a9 ucles 2011permission 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.blank page"
+        },
+        "0606_w11_qp_12.pdf": {
+            "1": "this document consists of 16 printed pages. dc (leo/cgw) 48824 \u00a9 ucles 2011 [turn overuniversity of cambridge international examinations international general certificate of secondary education *6890064064* additional mathematics 0606/12 paper 1 october/november 2011  2 hours candidates answer on the question paper. additional materials: electronic calculator read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen.y ou may use a pencil for any diagrams or graphs.do not use staples, paper clips, highlighters, glue or correction fluid. answer all the questions. give non-exact numerical answers correct to 3 significant figures, or 1 decimal place in the case of angles in degrees, unless a different level of accuracy is specified in the question.the use of an electronic calculator is expected, where appropriate.y ou are reminded of the need for clear presentation in your answers. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question.the total number of marks for this paper is 80.for examiner\u2019s use  1  2 3 4 5 6 7 8 910 11 total",
+            "2": "2 0606/12/o/n/11 \u00a9 ucles 2011mathematical formulae 1. algebra quadratic equation  for the equation ax2 + bx + c = 0, xbb a c a=\u2212 \u221224 2. binomial theorem (a + b)n = an + (n 1)an\u20131 b + (n 2)an\u20132 b2 + \u2026 + (n r)an\u2013r br + \u2026 + bn,  where n is a positive integer and (n r) = n! (n \u2013 r)!r! . 2. trigonometry identities sin2 a + cos2 a = 1 sec2 a = 1 + tan2 a cosec2 a = 1 + cot2 a formulae for \u2206abc a sin a = b sin b = c sin c a2 = b2 + c2 \u2013 2bc cos a \u2206 = 1  2 bc sin a",
+            "3": "3 0606/12/o/n/11 \u00a9 ucles 2011 [turn overfor examiner\u2019 s use1 show that     1 tan \u03b8 + cot \u03b8 = sin \u03b8 cos \u03b8. [3]",
+            "4": "4 0606/12/o/n/11 \u00a9 ucles 2011for examiner\u2019 s use2 find the coordinates of the points where the line   2 y = x \u2013 1 meets the curve   x2 + y2 = 29. [5]",
+            "5": "5 0606/12/o/n/11 \u00a9 ucles 2011 [turn overfor examiner\u2019 s use3 (i) express logx2 in terms of a logarithm to base 2. [1]  (ii) using the result of part (i), and the substitution   u = log2x, find the values of x which satisfy  the equation   log2x = 3 \u2013 2 logx2. [4]",
+            "6": "6 0606/12/o/n/11 \u00a9 ucles 2011for examiner\u2019 s use4 a curve has equation y = (3x2 + 15)2 3. find the equation of the normal to the curve at the point  where x = 2. [6]",
+            "7": "7 0606/12/o/n/11 \u00a9 ucles 2011 [turn overfor examiner\u2019 s use5 variables x and y are such that, when y2 is plotted against 2x, a straight line graph is obtained.  this line has a gradient of 5 and passes through the point (16,81). o(16,81) 2 xy 2  (i) express y2 in terms of 2x. [3]  (ii) find the value of x when y = 6. [3]",
+            "8": "8 0606/12/o/n/11 \u00a9 ucles 2011for examiner\u2019 s use6 (i) given that   (3 + x)5 + (3 \u2013 x)5 = a + bx2 + cx4, find the value of a, of b and of c. [4]  (ii) hence, using the substitution   y = x2, solve, for x, the equation         (3 + x)5 + (3 \u2013 x)5 = 1086. [4]",
+            "9": "9 0606/12/o/n/11 \u00a9 ucles 2011 [turn overfor examiner\u2019 s use7 (i) show that /h208984 \u2013 x/h208992 x can be written in the form px\u2013 1 2 + q + rx12 , where p, q and r are   integers to be found. [3]  (ii) a curve is such that dy dx = /h208984 \u2013 x/h208992 x for x > 0.  given that the curve passes through the   point (9, 30), find the equation of the curve. [5]",
+            "10": "10 0606/12/o/n/11 \u00a9 ucles 2011for examiner\u2019 s use8 the line cd is the perpendicular bisector of the line joining the point a (\u20131, \u20135) and the  point b  (5,3).  (i) find the equation of the line cd. [4]",
+            "11": "11 0606/12/o/n/11 \u00a9 ucles 2011 [turn overfor examiner\u2019 s use (ii) given that m is the midpoint of ab, that 2 cm = md, and that the x-coordinate of c is \u2013 2,  find the coordinates of d. [3]  (iii) find the area of the triangle cad. [2]",
+            "12": "12 0606/12/o/n/11 \u00a9 ucles 2011for examiner\u2019 s use9 (i) given that y = x sin 4x, find dy dx . [3]  (ii) hence find /h20885 x cos 4x dx and evaluate  0\u03c0 8/h20885 x cos 4 x dx. [6]",
+            "13": "13 0606/12/o/n/11 \u00a9 ucles 2011 [turn overfor examiner\u2019 s use10 (i) solve   2 sec2 x = 5 tan x + 5,  for 0\u00b0 < x < 360\u00b0. [5]  (ii) solve   2 sin /h20898y 2 + \u03c0 3/h20899 = 1,  for  0 < y < 4\u03c0 radians. [5]",
+            "14": "14 0606/12/o/n/11 \u00a9 ucles 2011for examiner\u2019 s use11 answer only one of the following two alternatives. either  a curve has equation y = e\u2013x (acos 2 x + bsin 2x). at the point (0, 4) on the curve, the gradient of  the tangent is 6.  (i) find the value of a. [1]  (ii) show that b = 5 . [5]  (iii) find the value of x, where 0 <  x < \u03c0 2 radians, for which y has a stationary value. [5] or  a curve has equation y = 1n(x2 \u2013 1) x2 \u2013 1, for x > 1.  (i) show that dy dx = k\u200ax(1 \u2013 1n(x2 \u20131)) (x2 \u2013 1)2, where k is a constant to be found. [4]  (ii) hence find the approximate change in y when x increases from 5 to 5 + p, where  p is  small. [2]  (iii) find, in terms of e, the coordinates of the stationary point on the curve. [5] start your answer to question 11 here. indicate which question you are answering.       either or .. ",
+            "15": "15 0606/12/o/n/11 \u00a9 ucles 2011 [turn overfor examiner\u2019 s usecontinue your answer to question 11 here. .. ",
+            "16": "16 0606/12/o/n/11 \u00a9 ucles 2011for examiner\u2019 s use 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.continue your answer here if necessary. .. "
+        },
+        "0606_w11_qp_13.pdf": {
+            "1": "this document consists of 16 printed pages. dc (nf/cgw) 48825 \u00a9 ucles 2011 [turn overuniversity of cambridge international examinations international general certificate of secondary education *8208281311* additional mathematics 0606/13 paper 1 october/november 2011  2 hours candidates answer on the question paper. additional materials: electronic calculator read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen.y ou may use a pencil for any diagrams or graphs.do not use staples, paper clips, highlighters, glue or correction fluid. answer all questions. give non-exact numerical answers correct to 3 significant figures, or 1 decimal place in the case of angles in degrees, unless a different level of accuracy is specified in the question.the use of an electronic calculator is expected, where appropriate.y ou are reminded of the need for clear presentation in your answers. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question.the total number of marks for this paper is 80.for examiner\u2019s use  1  2 3 4 5 6 7 8 910 11 12 total",
+            "2": "2 0606/13/o/n/11 \u00a9 ucles 2011for examiner\u2019 s usemathematical formulae 1. algebra quadratic equation  for the equation ax2 + bx + c = 0, xbb a c a=\u2212 \u221224 2. binomial theorem (a + b)n = an + (n 1)an\u20131 b + (n2)an\u20132 b2 + \u2026 + (n r)an\u2013r br + \u2026 + bn,  where n is a positive integer and (n r) = n! (n \u2013 r)!r! . 2. trigonometry identities sin2 a + cos2 a = 1 sec2 a = 1 + tan2 a cosec2 a = 1 + cot2 a formulae for \u2206abc a sin a = b sin b = c sin c a2 = b2 + c2 \u2013 2bc cos a \u2206 = 1  2 bc sin a",
+            "3": "3 0606/13/o/n/11 \u00a9 ucles 2011 [turn overfor examiner\u2019 s use 1 given that 6x3 2y45  4 2x12 y\u20131 = axp yq, find the values of the constants a, p and q.  [3] 2 express /h20881/h33701/h33701/h33702 in the form k cos \u03b8, where k is a constant to be found.  [4]1 \u2013 cos2 \u03b8 4 sec2 \u03b8 \u2013 4",
+            "4": "4 0606/13/o/n/11 \u00a9 ucles 2011for examiner\u2019 s use3 (i) given that a = /h20898  4 3 \u2013 8 \u20132/h20899 , find a\u20131.  [2]  (ii) hence find the matrix m such that /h20898  4 3\u2013 8 \u20132/h20899 m = /h208981 42 3/h20899 .  [3]",
+            "5": "5 0606/13/o/n/11 \u00a9 ucles 2011 [turn overfor examiner\u2019 s use4 (a) sets a and b are such that n( a) = 11, n(b) = 13 and n(a  b) = 18.   find n(a  b).  [2]  (b) sets /h5105, x and y are such that /h5105 = {\u03b8:0 /h33355 \u03b8 /h33355 2\u03c0}, x = {\u03b8:sin \u03b8 = \u2013 0.5}, y = /h20902\u03b8:sec2 \u03b8 = 4 3/h20903 .   (i) find, in terms of \u03c0, the elements of the set x.  [1]   (ii) find, in terms of \u03c0, the elements of the set y.  [2]   (iii) use set notation to describe the relationship between the sets x and y.  [1]",
+            "6": "6 0606/13/o/n/11 \u00a9 ucles 2011for examiner\u2019 s use5 it is given that lg p3 q = 10a and lg  p  q2 = a.  (i) find, in terms of a, expressions for lg p  and lg q.  [5]  (ii) find the value of logp q.  [1]",
+            "7": "7 0606/13/o/n/11 \u00a9 ucles 2011 [turn overfor examiner\u2019 s use6 a curve has equation      y = 6 cos x 2 + 4 sin x 2 , for 0 /h11021 x /h11021 2\u03c0  radians.  (i) find the x-coordinate of the stationary point on the curve.  [5]  (ii) determine the nature of this stationary point.  [2]",
+            "8": "8 0606/13/o/n/11 \u00a9 ucles 2011for examiner\u2019 s use7  xy b ca om (1,3) (\u2013 4,2)  the figure shows a right-angled triangle abc, where the point a has coordinates (\u2013 4,2) , the  angle b is 90\u00b0 and the point c lies on the x-axis. the point m(1,3) is the midpoint of ab. find  the area of the triangle abc. [7]",
+            "9": "9 0606/13/o/n/11 \u00a9 ucles 2011 [turn overfor examiner\u2019 s use8 vectors a and b are such that a = /h208983 + m 5 \u2013 2n/h20899 and b = /h208984 \u2013 2n 10 + 3m/h20899 .  (i) given that 3 a + b = /h208981 + n \u20135/h20899 , find the value of m and of n.  [4]  (ii) show that the magnitude of b is k \u221a\u23af5, where k is an integer to be found.  [2]  (iii) find the unit vector in the direction of b.  [1]",
+            "10": "10 0606/13/o/n/11 \u00a9 ucles 2011for examiner\u2019 s use9 the function f is defined, for 0\u00b0 /h33355 x /h33355 360\u00b0, by f(x) = 2 sin 3x \u20131.  (i) state the amplitude and period of f.  [2]  (ii) state the maximum value of f and the corresponding values of x.  [3]  (iii) sketch the graph of f.  [2]",
+            "11": "11 0606/13/o/n/11 \u00a9 ucles 2011 [turn overfor examiner\u2019 s use10 (a) differentiate tan (3 x + 2) with respect to x.  [2]  (b) differentiate (\u221a\u23afx + 1 )2 3 with respect to x.  [3]  (c) differentiate ln (x3 \u2013 1) 2x + 3 with respect to x.  [3]",
+            "12": "12 0606/13/o/n/11 \u00a9 ucles 2011for examiner\u2019 s use11 a particle moves in a straight line so that, t s after leaving a fixed point o, its velocity v ms\u20131 is  given by v = 3e2t + 4t.  (i) find the initial velocity of the particle.  [1]  (ii) find the initial acceleration of the particle.  [3]",
+            "13": "13 0606/13/o/n/11 \u00a9 ucles 2011 [turn overfor examiner\u2019 s use (iii) find the distance travelled by the particle in the third second.  [4]",
+            "14": "14 0606/13/o/n/11 \u00a9 ucles 2011for examiner\u2019 s use12 answer only one of the following two alternatives.  either  a function f is such that f( x) = ln (5x \u2013 10), for x /h11022 2.  (i) state the range of f.  [1]  (ii) find f\u20131 (x).  [3]  (iii) state the range of f\u20131.  [1]  (iv) solve f(x) = 0.  [2]  a function g is such that g( x) = 2x \u2013 ln 2, for x /h20678 /h11938.  (v) solve gf(x) = f(x2).  [5]  or  a function f is such that f( x) = 4e\u2013x + 2, for x /h20678 /h11938.  (i) state the range of f.  [1]  (ii) solve f(x) = 26.  [2]  (iii) find f\u20131(x).  [3]  (iv) state the domain of f\u20131.  [1]  a function g is such that g( x) = 2ex \u2013 4, for x /h20678 /h11938.  (v) using the substitution t = ex or otherwise, solve g(x) = f(x).  [5] start your answer to question 12 here.indicate which question you are answering.        either or ... .",
+            "15": "15 0606/13/o/n/11 \u00a9 ucles 2011 [turn overfor examiner\u2019 s usecontinue your answer to question 12 here. .",
+            "16": "16 0606/13/o/n/11 \u00a9 ucles 2011for examiner\u2019s use 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.continue your answer here if necessary. ..."
+        },
+        "0606_w11_qp_21.pdf": {
+            "1": "this document consists of 18 printed pages and 2 blank pages. dc (nf/cgw) 48828 \u00a9 ucles 2011 [turn overuniversity of cambridge international examinations international general certificate of secondary education *1741350364* additional mathematics 0606/21 paper 2 october/november 2011  2 hours candidates answer on the question paper. additional materials: electronic calculator read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen.y ou may use a pencil for any diagrams or graphs.do not use staples, paper clips, highlighters, glue or correction fluid. answer all the questions. give non-exact numerical answers correct to 3 significant figures, or 1 decimal place in the case of angles in degrees, unless a different level of accuracy is specified in the question.the use of an electronic calculator is expected, where appropriate.y ou are reminded of the need for clear presentation in your answers. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question.the total number of marks for this paper is 80.for examiner\u2019s use  1  2 3 4 5 6 7 8 910 11 12 total",
+            "2": "2 0606/21/o/n/11 \u00a9 ucles 2011for examiner\u2019 s usemathematical formulae 1. algebra quadratic equation  for the equation ax2 + bx + c  = 0, xbb a c a=\u2212 \u221224 2. binomial theorem (a + b)n = an + (n 1)an\u20131 b + (n 2)an\u20132 b2 + \u2026 + (n r)an\u2013r br + \u2026 + bn,  where n is a positive integer and (n r) = n! (n \u2013 r)!r! . 2. trigonometry identities sin2 a + cos2 a = 1 sec2 a = 1 + tan2 a cosec2 a = 1 + cot2 a formulae for \u2206abc a sin a = b sin b = c sin c a2 = b2 + c2 \u2013 2bc cos a \u2206 = 1  2 bc sin a",
+            "3": "3 0606/21/o/n/11 \u00a9 ucles 2011 [turn overfor examiner\u2019 s use1 solve the equation    |4 x \u2013 5| = 21. [3] 2 given that the straight line   y = 3x + c   is a tangent to the curve   y = x2 + 9x + k,   express k in  terms of c. [4]",
+            "4": "4 0606/21/o/n/11 \u00a9 ucles 2011for examiner\u2019 s use3 32 2+\u221a3\u03b8  without using a calculator, find the value of cos \u03b8, giving your answer in the form a + b 3 c, where  a, b and c  are integers. [5]",
+            "5": "5 0606/21/o/n/11 \u00a9 ucles 2011 [turn overfor examiner\u2019 s use4 (i) given that  y = 1 x2 + 3 , show that  dy dx = kx (x2 + 3)2 , where k is a constant to be found. [2]  (ii) hence find  /h20885 6x (x2 + 3)2 dx  and evaluate  /h208853 16x (x2 + 3)2 dx. [3]",
+            "6": "6 0606/21/o/n/11 \u00a9 ucles 2011for examiner\u2019 s use5 (a) the functions f and g are defined, for x  /h11938, by f : x /h21739 2x + 3, g : x /h21739 x2 \u2013 1.   find fg(4). [2]  (b) the functions h and k are defined, for x > 0, by h : x /h21739 x + 4, k : x /h21739 x.   express each of the following in terms of h and k.   (i)  x /h21739 x + 4  [1]   (ii) x /h21739 x + 8 [1]   (iii) x /h21739 x2 \u2013 4 [2]",
+            "7": "7 0606/21/o/n/11 \u00a9 ucles 2011 [turn overfor examiner\u2019 s use6 solutions to this question by accurate drawing will not be accepted.  the points a(1, 4), b(3, 8), c(13, 13) and d are the vertices of a trapezium in which ab is  parallel to dc and angle bad is 90\u00b0. find the coordinates of d. [6]",
+            "8": "8 0606/21/o/n/11 \u00a9 ucles 2011for examiner\u2019 s use7 (a) given that tan x = p, find an expression, in terms of p, for cosec2x. [3]  (b) prove that    (1 + sec \u03b8\u200a\u200a)(1 \u2013 cos\u03b8\u200a\u200a) = sin\u03b8 tan\u03b8. [4]",
+            "9": "9 0606/21/o/n/11 \u00a9 ucles 2011 [turn overfor examiner\u2019 s use8 a x bp ba o  in the diagram oa = a,  ob = b and  ap = 2 5 ab.  (i) given that ox = \u03bcop, where \u03bc is a constant, express ox in terms of \u03bc, a and b. [3]  (ii) given also that ax = \u03bbob, where \u03bb is a constant, use a vector method to find the value of \u03bc  and of \u03bb. [5]",
+            "10": "10 0606/21/o/n/11 \u00a9 ucles 2011for examiner\u2019 s use9 the table shows experimental values of two variables x and y. x 12345 y 3.40 2.92 2.93 3.10 3.34  it is known that x and y are related by the equation  y =  a x + bx, where a and b are constants.  (i) complete the following table. x x y x  [1]  (ii) on the grid on page 11 plot yx against x x and draw a straight line graph. [2]  (iii) use your graph to estimate the value of a and of b. [3]  (iv) estimate the value of y when x is 1.5. [1]",
+            "11": "11 0606/21/o/n/11 \u00a9 ucles 2011 [turn overfor examiner\u2019 s use 212345678 o4 6 8 10 12 x \u221a xy \u221a x",
+            "12": "12 0606/21/o/n/11 \u00a9 ucles 2011for examiner\u2019 s use10 it is given that a = /h208983 2 1 \u20135/h20899 and b = /h20898\u20131 4\u20132 3/h20899.  (i) find 2a \u2013 b. [2]  (ii) find ba. [2]",
+            "13": "13 0606/21/o/n/11 \u00a9 ucles 2011 [turn overfor examiner\u2019 s use (iii) find the inverse matrix, a\u20131. [2]  (iv) use your answer to part (iii)  to solve the simultaneous equations  3x + 2y = 23,  x \u2013 \u200a5y = 19.  [2]",
+            "14": "14 0606/21/o/n/11 \u00a9 ucles 2011for examiner\u2019 s use11 (a) (i) solve 52x+3 252x = 252\u2013x 125x . [3]   (ii) solve 1g y + 1g(y \u2013 15) = 2. [4]",
+            "15": "15 0606/21/o/n/11 \u00a9 ucles 2011 [turn overfor examiner\u2019 s use (b) without using a calculator, and showing each stage of your working, find the value of   2 log12 4 \u2013 1 2 log12 81 + 4 log12 3. [3]",
+            "16": "16 0606/21/o/n/11 \u00a9 ucles 2011for examiner\u2019 s use12 answer only one of the following two alternatives.  either y x ap (1,1n  2) y =1n (x+1)   \u2013 1n x c ob d  the diagram shows part of the curve   y = 1n (x +1) \u2013 1n x. the tangent to the curve at the point  p (1, 1n 2) meets the x-axis at a and the y-axis at b. the normal to the curve at p meets the  x-axis at c and the y-axis at d.  (i) find, in terms of 1n 2, the coordinates of a, b, c and d. [8]  (ii) given that area of triangle bpd area of triangle apc = 1 k, express k in terms of 1n 2. [3]  or  a curve has equation   y = xex. the curve has a stationary point at p.  (i) find, in terms of e, the coordinates of p and determine the nature of this stationary point. [5]  the normal to the curve at the point q (1, e) meets the x-axis at r and the y-axis at s.  (ii) find, in terms of e, the area of triangle ors, where o is the origin. [6]",
+            "17": "17 0606/21/o/n/11 \u00a9 ucles 2011 [turn overfor examiner\u2019 s usestart your answer to question 12 here. indicate which question you are answering.       either or  ...  ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ...",
+            "18": "18 0606/21/o/n/11 \u00a9 ucles 2011for examiner\u2019 s usecontinue your answer here if necessary.  ...  ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ...",
+            "19": "19 0606/21/o/n/11 \u00a9 ucles 2011blank page",
+            "20": "20 0606/21/o/n/11 \u00a9 ucles 2011permission 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.blank page"
+        },
+        "0606_w11_qp_22.pdf": {
+            "1": "this document consists of 16 printed pages. dc (nf/cgw) 48833 \u00a9 ucles 2011 [turn overuniversity of cambridge international examinations international general certificate of secondary education *8134180748* additional mathematics 0606/22 paper 2 october/november 2011  2 hours candidates answer on the question paper. additional materials: electronic calculator read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen.y ou may use a pencil for any diagrams or graphs.do not use staples, paper clips, highlighters, glue or correction fluid. answer all the questions. give non-exact numerical answers correct to 3 significant figures, or 1 decimal place in the case of angles in degrees, unless a different level of accuracy is specified in the question.the use of an electronic calculator is expected, where appropriate.y ou are reminded of the need for clear presentation in your answers. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question.the total number of marks for this paper is 80.for examiner\u2019s use  1  2 3 4 5 6 7 8 910 11 total",
+            "2": "2 0606/22/o/n/11 \u00a9 ucles 2011mathematical formulae 1. algebra quadratic equation  for the equation ax2 + bx + c = 0, xbb a c a=\u2212 \u221224 2. binomial theorem (a + b)n = an + (n 1)an\u20131 b + (n 2)an\u20132 b2 + \u2026 + (n r)an\u2013r br + \u2026 + bn,  where n is a positive integer and (n r) = n! (n \u2013 r)!r! . 2. trigonometry identities sin2 a + cos2 a = 1 sec2 a = 1 + tan2 a cosec2 a = 1 + cot2 a formulae for \u2206abc a sin a = b sin b = c sin c a2 = b2 + c2 \u2013 2bc cos a \u2206 = 1  2 bc sin a",
+            "3": "3 0606/22/o/n/11 \u00a9 ucles 2011 [turn overfor examiner\u2019 s use1 (a) the universal set /h5105 and the sets a and b shown in the venn diagram below are such that n(a) = 15,   n(b) = 20,   n(a /h11032  b) = 6 and   n(/h5105) = 30.   in the venn diagram below insert the number of elements in the set represented by each of  the four regions. [4] a/h5105 b  (b) in the venn diagram below shade the region that represents ( p  q)  r/h11032. [1] p rq/h5105",
+            "4": "4 0606/22/o/n/11 \u00a9 ucles 2011for examiner\u2019 s use2 (i) on the grid below, draw on the same axes, for 0\u00b0 /h11088 x /h11088 180\u00b0, the graphs of y = sin x  and y = 1 + cos 2x. [3]  (ii) state the number of roots of the equation sin x = 1 + cos 2x for 0\u00b0 /h11088 x /h11088 180\u00b0. [1]  (iii) without extending your graphs state the number of roots of the equation sin x = 1 + cos 2x  for 0\u00b0 /h11088 x /h11088 360\u00b0. [1]",
+            "5": "5 0606/22/o/n/11 \u00a9 ucles 2011 [turn overfor examiner\u2019 s use3 it is given that 2 x \u2013 1 is a factor of the expression 4 x3 + ax2 \u2013 11x + b and that the remainder  when the expression is divided by x + 2 is 25. find the remainder when the expression is divided  by x + 1. [6]",
+            "6": "6 0606/22/o/n/11 \u00a9 ucles 2011for examiner\u2019 s use4 it is given that a = /h208983 \u20132 1 \u20135/h20899, b = /h20898 1 \u20134 2\u20133 5 0/h20899 and c = /h20898 4 2\u20137/h20899.  (i) calculate ab. [2]  (ii) calculate bc. [2]  (iii) find the inverse matrix, a\u20131. [2]",
+            "7": "7 0606/22/o/n/11 \u00a9 ucles 2011 [turn overfor examiner\u2019 s use5 four boys and three girls are to be seated in a row. calculate the number of different ways that  this can be done if  (i) the boys and girls sit alternately, [2]  (ii) the boys sit together and the girls sit together, [2]  (iii) a boy sits at each end of the row. [2]",
+            "8": "8 0606/22/o/n/11 \u00a9 ucles 2011for examiner\u2019 s use6 the length of a rectangular garden is x m and the width of the garden is 10 m less than the length.  (i) given that the perimeter of the garden is greater than 140 m, write down a linear inequality  in x. [1]  (ii) given that the area of the garden is less than 3000 m2, write down a quadratic inequality in x.  [1]  (iii) by solving these two inequalities, find the set of possible values of x. [4]",
+            "9": "9 0606/22/o/n/11 \u00a9 ucles 2011 [turn overfor examiner\u2019 s use7  de c b aof 8 cm20 cm 6 cm\u03b8  in the diagram ad and be are arcs of concentric circles centre o, where oa = 6 cm and  ab = 8 cm. the area of the region abed is 32 cm2. the triangle ocf is isosceles with  oc = of = 20 cm.   (i) find the angle /h9258 in radians. [3]  (ii) find the perimeter of the region bcfe. [5]",
+            "10": "10 0606/22/o/n/11 \u00a9 ucles 2011for examiner\u2019 s use8 a particle travels in a straight line so that, t s after passing through a fixed point o, its velocity,  v ms\u20131, is given by v = 12cos (t 3).  (i) find the value of t when the velocity of the particle first equals 2 ms\u20131. [2]  (ii) find the acceleration of the particle when t = 3. [3]  (iii) find the distance of the particle from o when it first comes to instantaneous rest. [4]",
+            "11": "11 0606/22/o/n/11 \u00a9 ucles 2011 [turn overfor examiner\u2019 s use9 it is given that f( x) = 2x2 \u2013 12x + 10.  (i) find the value of a, of b and of c for which f(x) = a(x + b)2 + c. [3]  (ii) sketch the graph of y = |f(x)| for \u20131 /h11088 x /h11088 7. [4]  (iii) find the set of values of k for which the equation |f( x)| = k has 4 distinct roots. [2]",
+            "12": "12 0606/22/o/n/11 \u00a9 ucles 2011for examiner\u2019 s use10 y xp oqy  =  x3  \u2013  9x2  +  24x   +  2  the diagram shows part of the curve y = x3 \u2013 9x2 + 24x + 2 cutting the y-axis at the point p. the  curve has a minimum point at q.  (i) find the coordinates of the point q. [4]",
+            "13": "13 0606/22/o/n/11 \u00a9 ucles 2011 [turn overfor examiner\u2019 s use (ii) find the area of the region enclosed by the curve and the line pq. [6]",
+            "14": "14 0606/22/o/n/11 \u00a9 ucles 2011for examiner\u2019 s use11 answer only one of the following two alternatives. either ob xt as  in the diagram above  \u23af \u2192oa = a,  \u23af \u2192ob = b,  \u23af \u2192os = 3 5  \u23af \u2192oa and  \u23af \u2192ot = 75 \u23af \u2192ob.  (i) given that  \u23af \u2192ax = l \u23af \u2192ab, where l is a constant, express  \u23af \u2192ox in terms of l, a and b. [2]  (ii) given that  \u23af \u2192sx = k \u23af \u2192st,  where k is a constant, express  \u23af \u2192ox in terms of k, a and b. [4]  (iii) hence evaluate l and k. [4] or oc d rqp  in the diagram above  \u23af \u2192oc = c and   \u23af \u2192od = d. the points p and q lie on oc and od produced  respectively, so that oc : cp = 1 : 2 and od : dq = 2 : 1. the line cd is extended to r so that  cd = dr.  (i) find, in terms of c and/or d, the vectors  \u23af \u2192op,  \u23af \u2192oq and  \u23af \u2192or. [5]  (ii) show that the points p, q and r are collinear and find the ratio pq : qr. [5]",
+            "15": "15 0606/22/o/n/11 \u00a9 ucles 2011 [turn overfor examiner\u2019 s usestart your answer to question 11 here. indicate which question you are answering.        either or .. ",
+            "16": "16 0606/22/o/n/11 \u00a9 ucles 2011for examiner\u2019 s use 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.continue your answer here if necessary. .. "
+        },
+        "0606_w11_qp_23.pdf": {
+            "1": "this document consists of 16 printed pages. dc (leo/cgw) 48835 \u00a9 ucles 2011 [turn overuniversity of cambridge international examinations international general certificate of secondary education *9273068136* additional mathematics 0606/23 paper 2 october/november 2011  2 hours candidates answer on the question paper. additional materials: electronic calculator read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen.y ou may use a pencil for any diagrams or graphs.do not use staples, paper clips, highlighters, glue or correction fluid. answer all questions. give non-exact numerical answers correct to 3 significant figures, or 1 decimal place in the case of angles in degrees, unless a different level of accuracy is specified in the question.the use of an electronic calculator is expected, where appropriate.y ou are reminded of the need for clear presentation in your answers. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question.the total number of marks for this paper is 80.for examiner\u2019s use  1  2 3 4 5 6 7 8 910 11 12 total",
+            "2": "2 0606/23/o/n/11 \u00a9 ucles 2011for examiner\u2019 s usemathematical formulae 1. algebra quadratic equation  for the equation ax2 + bx + c = 0, xbb a c a=\u2212 \u221224 2. binomial theorem (a + b)n = an + (n 1)an\u20131 b + (n2)an\u20132 b2 + \u2026 + (n r)an\u2013r br + \u2026 + bn,  where n is a positive integer and (n r) = n! (n \u2013 r)!r! . 2. trigonometry identities sin2 a + cos2 a = 1 sec2 a = 1 + tan2 a cosec2 a = 1 + cot2 a formulae for \u2206abc a sin a = b sin b = c sin c a2 = b2 + c2 \u2013 2bc cos a \u2206 = 1  2 bc sin a",
+            "3": "3 0606/23/o/n/11 \u00a9 ucles 2011 [turn overfor examiner\u2019 s use1 solve the inequality x(2x \u2013 1) /h11022 15.  [3] 2 (i) given that y = (12 \u2013 4x)5, find dy dx  .  [2]  (ii) hence find the approximate change in y as x increases from 0.5 to 0.5 + p, where p is small.  [2]",
+            "4": "4 0606/23/o/n/11 \u00a9 ucles 2011for examiner\u2019 s use3 (i) find the coefficient of x3 in the expansion of (1 \u2013 2 x)7.  [2]  (ii) find the coefficient of x3 in the expansion of (1 + 3 x2)(1 \u2013 2x)7.  [3]",
+            "5": "5 0606/23/o/n/11 \u00a9 ucles 2011 [turn overfor examiner\u2019 s use4 without using a calculator, find the positive root of the equation (5 \u2013 2 \u221a\u23af2)x2 \u2013 (4 + 2 \u221a\u23af2)x \u2013 2 = 0,  giving your answer in the form a + b \u221a\u23af2, where a and b are integers.  [6]",
+            "6": "6 0606/23/o/n/11 \u00a9 ucles 2011for examiner\u2019 s use5 a school council of 6 people is to be chosen from a group of 8 students and 6 teachers. calculate  the number of different ways that the council can be selected if  (i) there are no restrictions,  [2]  (ii) there must be at least 1 teacher on the council and more students than teachers.  [3]  after the council is chosen, a chairperson and a secretary have to be selected from the 6 council members.  (iii) calculate the number of different ways in which a chairperson and a secretary can be selected.  [1]",
+            "7": "7 0606/23/o/n/11 \u00a9 ucles 2011 [turn overfor examiner\u2019 s use6 (i) in the space below sketch the graph of   y = /h20919(2x + 3)(2x \u2013 7)/h20919.  [4]  (ii) how many values of x satisfy the equation /h20919(2x + 3)(2x \u2013 7)/h20919 = 2x ? [2]",
+            "8": "8 0606/23/o/n/11 \u00a9 ucles 2011for examiner\u2019 s use7  (1,3) o (3,\u20131)xxy  the variables x and y are related in such a way that when  y x is plotted against x a straight line is   obtained, as shown in the graph. the line passes through the points (1, 3) and (3, \u20131).  (i) express y in terms of x.  [4]  (ii) find the value of x and of y such that  y x = \u2013 9.  [2]",
+            "9": "9 0606/23/o/n/11 \u00a9 ucles 2011 [turn overfor examiner\u2019 s use8 a sector of a circle, of radius r cm, has a perimeter of 200 cm.  (i) express the area, a cm2, of the sector in terms of r.  [3]  (ii) given that r can vary, find the stationary value of a.  [3]",
+            "10": "10 0606/23/o/n/11 \u00a9 ucles 2011for examiner\u2019 s use9 an aircraft, whose speed in still air is 350 kmh\u20131, flies in a straight line from a to b, a distance of  480 km. there is a wind of 50 kmh\u20131 blowing from the north. the pilot sets a course of 130\u00b0.  (i) calculate the time taken to fly from a to b.  [5]  (ii) calculate the bearing of b from a.  [3]",
+            "11": "11 0606/23/o/n/11 \u00a9 ucles 2011 [turn overfor examiner\u2019 s use10 the line y = 2x + 10 intersects the curve 2 x2 + 3xy \u2013 5y + y2 = 218 at the points a and b.  find the equation of the perpendicular bisector of ab.  [9]",
+            "12": "12 0606/23/o/n/11 \u00a9 ucles 2011for examiner\u2019 s use11 (i) solve      4 cot 1 2 x = 1, for 0\u00b0 /h11021 x /h11021 360\u00b0.  [3]  (ii) solve      3(1 \u2013 tan y cos y) = 5 cos2 y \u2013 2, for 0\u00b0 /h11021 y /h11021 360\u00b0. [5]",
+            "13": "13 0606/23/o/n/11 \u00a9 ucles 2011 [turn overfor examiner\u2019 s use (iii) solve      3 sec2 z = 4, for 0 /h11021 z /h11021 2 \u03c0  radians.  [3]",
+            "14": "14 0606/23/o/n/11 \u00a9 ucles 2011for examiner\u2019 s use12 answer only one of the following two alternatives.  either oy x (1, 0) qp (e, 1)y=ln  x  the diagram shows part of the curve y = ln x cutting the x-axis at the point (1, 0). the normal to  the curve at the point p(e, 1) cuts the x-axis at the point q.  (i) show that q is the point /h20898e + 1 e , 0/h20899 .  [4]  (ii) show that d dx (x ln x) = 1 + ln x.  [1]  (iii) hence find /h20885ln xdx and the area of the shaded region. [5]  or y x oba (0,1)y = e x cos  x (/pi1 , 0)2  the diagram shows part of the curve y = ex cos x, cutting the x-axis at the point /h20898\u03c0 2, 0/h20899 . the  normal to the curve at the point a(0, 1) cuts the x-axis at the point b.  (i) find the coordinates of b.  [4]  (ii) show that d dx [ex (cos x + sin x)] = 2ex cos x.  [2]  (iii) hence find /h20885ex cos xdx and the area of the shaded region.  [4]",
+            "15": "15 0606/23/o/n/11 \u00a9 ucles 2011 [turn overfor examiner\u2019 s usestart your answer to question 12 here. indicate which question you are answering.       either or ...",
+            "16": "16 0606/23/o/n/11 \u00a9 ucles 2011for examiner\u2019s use 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.continue your answer here if necessary. ..."
+        }
+    },
+    "2012": {
+        "0606_s12_qp_11.pdf": {
+            "1": "this document consists of 16 printed pages. dc (slm) 57494 \u00a9 ucles 2012 [turn overuniversity of cambridge international examinations international general certificate of secondary education read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen.y ou may use a pencil for any diagrams or graphs.do not use staples, paper clips, highlighters, glue or correction fluid.do not write in any barcodes. answer all the questions. give non-exact numerical answers correct to 3 significant figures, or 1 decimal place in the case of angles in degrees, unless a different level of accuracy is specified in the question.the use of an electronic calculator is expected, where appropriate.y ou are reminded of the need for clear presentation in your answers. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question.the total number of marks for this paper is 80. *1445389868* additional mathematics  0606/11 paper 1 may/june 2012  2 hours candidates answer on the question paper. additional materials: electronic calculator for examiner\u2019s use 1 23456789 1011 total",
+            "2": "2 0606/11/m/j/12 \u00a9 ucles 2012mathematical formulae 1. algebra quadratic equation  for the equation ax2 + bx + c = 0, xbb a c a=\u2212 \u221224 2 binomial theorem (a + b)n = an + (n 1)an\u20131 b + (n2)an\u20132 b2 + \u2026 + (n r)an\u2013r br + \u2026 + bn,  where n is a positive integer and (n r) = n! (n \u2013 r)!r! 2. trigonometry identities sin2 a + cos2 a = 1 sec2 a = 1 + tan2 a cosec2 a = 1 + cot2 a formulae for \u2206abc a sin a = b sin b = c sin c a2 = b2 + c2 \u2013 2bc cos a \u2206 = 1  2 bc sin a",
+            "3": "3 0606/11/m/j/12 \u00a9 ucles 2012 [turn overfor examiner\u2019 s use1 (i) sketch the graph of   y = /h208952x \u2013 5/h20895, showing the coordinates of the points where the graph  meets the coordinate axes. [2] y x o  (ii) solve   /h208952x \u2013 5/h20895 = 3 . [2]",
+            "4": "4 0606/11/m/j/12 \u00a9 ucles 2012for examiner\u2019 s use2 the expression   2x3 + ax2 + bx \u2013 30   is divisible by   x + 2   and leaves a remainder of  \u201335  when  divided by   2x \u2013 1. find the values of the constants a and b. [5]",
+            "5": "5 0606/11/m/j/12 \u00a9 ucles 2012 [turn overfor examiner\u2019 s use3 find the set of values of k for which the line   y = 2x + k   cuts the curve   y = x2 + kx + 5   at two  distinct points.  [6]",
+            "6": "6 0606/11/m/j/12 \u00a9 ucles 2012for examiner\u2019 s use4 (a) arrangements containing 5 different letters from the word amplitude are to be made.  find   (i) the number of 5-letter arrangements if there are no restrictions, [1]   (ii) the number of 5-letter arrangements which start with the letter a and end with theletter e.  [1]  (b) tickets for a concert are given out randomly to a class containing 20 students. no student is given more than one ticket. there are 15 tickets.   (i) find the number of ways in which this can be done. [1]",
+            "7": "7 0606/11/m/j/12 \u00a9 ucles 2012 [turn overfor examiner\u2019 s use  there are 12 boys and 8 girls in the class. find the number of different ways in which   (ii) 10 boys and 5 girls get tickets,  [3]   (iii) all the boys get tickets. [1]",
+            "8": "8 0606/11/m/j/12 \u00a9 ucles 2012for examiner\u2019 s use5 (i) find the equation of the tangent to the curve     y = x3 + 2x2 \u2013 3x + 4     at the point where the  curve crosses the y-axis. [4]  (ii) find the coordinates of the point where this tangent meets the curve again. [3]",
+            "9": "9 0606/11/m/j/12 \u00a9 ucles 2012 [turn overfor examiner\u2019 s use6 (i) given that   15cos2  \u03b8  + 2sin2 \u03b8  = 7, show that   tan2 \u03b8  = 8 5. [4]  (ii) solve   15cos2 \u03b8 + 2sin2 \u03b8  = 7   for   0 /h11088 \u03b8 /h11088 \u03c0   radians. [3]",
+            "10": "10 0606/11/m/j/12 \u00a9 ucles 2012for examiner\u2019 s use7 the table shows values of variables x and y. x 1 3 6 10 14 y 2.5 4.5 0 \u201320 \u201356  (i) by plotting a suitable straight line graph, show that y and x are related by the equation y = ax + bx2, where a  and b  are constants. [4]",
+            "11": "11 0606/11/m/j/12 \u00a9 ucles 2012 [turn overfor examiner\u2019 s use (ii) use your graph to find the value of a  and of b. [4] 8 (a) find the value of x for which    2lg x \u2013 lg(5x + 60) = 1 . [5]  (b) solve    log5 y = 4logy 5 . [4]",
+            "12": "12 0606/11/m/j/12 \u00a9 ucles 2012for examiner\u2019 s use9 find the values of the positive constants p and q such that, in the binomial expansion of  ( p + qx)10, the coefficient of x5 is 252 and the coefficient of x3 is 6 times the coefficient of x2.  [8]",
+            "13": "13 0606/11/m/j/12 \u00a9 ucles 2012 [turn overfor examiner\u2019 s use10 variables x and y are such that   y = e2x + e\u20132x .  (i) find  dy dx. [2]  (ii) by using the substitution   u = e2x ,  find the value of y  when  dy dx = 3. [4]  (iii) given that x  is decreasing at the rate of 0.5 units s\u20131, find the corresponding rate of change  of y  when x = 1. [3]",
+            "14": "14 0606/11/m/j/12 \u00a9 ucles 2012for examiner\u2019 s useanswer only one of the following two alternatives. 11 either the diagram shows part of the curve    y = 9x 2 \u2013 x3, which meets the x-axis at the origin o and at  the point a. the line    y \u2013 2x + 18 = 0   passes through a  and meets the y-axis at the point b. y o ba xy = 9x2 \u2013 x3 y \u2013 2x + 18 = 0not to scale  (i) show that, for  x  /h11091 0,  9x2 \u2013 x3 /h11088 108. [4]  (ii) find the area of the shaded region bounded by the curve, the line ab  and the y-axis. [6]  or  the diagram shows part of the curve    y = 2sin 3 x . the normal to the curve    y = 2sin 3 x     at the  point where  x = \u03c0 9 meets the y-axis at the point p. y op \u03c0 9xy = 2sin 3x not to scale  (i) find the coordinates of p. [5]  (ii) find the area of the shaded region bounded by the curve, the normal and the y-axis. [5]",
+            "15": "15 0606/11/m/j/12 \u00a9 ucles 2012 [turn overfor examiner\u2019 s usestart your answer to question 11 here. indicate which question you are answering.   either or ...",
+            "16": "16 0606/11/m/j/12 \u00a9 ucles 2012for examiner\u2019 s use permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here 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.continue your answer here if necessary. ..."
+        },
+        "0606_s12_qp_12.pdf": {
+            "1": "this document consists of 20 printed pages. dc (slm) 57493 \u00a9 ucles 2012 [turn overuniversity of cambridge international examinations international general certificate of secondary education *4520603884* additional mathematics  0606/12 paper 1 may/june 2012  2 hours candidates answer on the question paper. additional materials electronic calculator read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen.y ou may use a pencil for any diagrams or graphs.do not use staples, paper clips, highlighters, glue or correction fluid.do not write in any barcodes. answer all the questions. give non-exact numerical answers correct to 3 significant figures, or 1 decimal place in the case of angles in degrees, unless a different level of accuracy is specified in the question.the use of an electronic calculator is expected, where appropriate.y ou are reminded of the need for clear presentation in your answers. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [ ] at the end of each question or part question.the total number of marks for this paper is 80.for examiner\u2019s use 1 23456789 101112 total",
+            "2": "2 0606/12/m/j/12 \u00a9 ucles 2012mathematical formulae 1. algebra quadratic equation  for the equation ax2 + bx + c = 0, xbb a c a=\u2212 \u221224 2 binomial theorem (a + b)n = an + (n 1)an\u20131 b + (n2)an\u20132 b2 + \u2026 + (n r)an\u2013r br + \u2026 + bn,  where n is a positive integer and (n r) = n! (n \u2013 r)!r!  2. trigonometry identities sin2 a + cos2 a = 1 sec2 a = 1 + tan2 a cosec2 a = 1 + cot2 a formulae for \u2206abc a sin a = b sin b = c sin c a2 = b2 + c2 \u2013 2bc cos a \u2206 = 1  2 bc sin a",
+            "3": "3 0606/12/m/j/12 \u00a9 ucles 2012 [turn overfor examiner\u2019 s use1 (i) find /h208857x \u2013 5  dx. [3]  (ii) hence evaluate 3 2/h208857x \u2013 5  dx. [2]",
+            "4": "4 0606/12/m/j/12 \u00a9 ucles 2012for examiner\u2019 s use2 using the substitution  u = 2x, find the values of x such that    22x+2 = 5 (2x) \u2013 1 . [5]",
+            "5": "5 0606/12/m/j/12 \u00a9 ucles 2012 [turn overfor examiner\u2019 s use3 show that   cot a + sin a 1 + cos a  = cosec a . [4]",
+            "6": "6 0606/12/m/j/12 \u00a9 ucles 2012for examiner\u2019 s use4 solve the simultaneous equations   5 x + 3y = 2  and  2 x  \u2013  3 y = 1 . [5]",
+            "7": "7 0606/12/m/j/12 \u00a9 ucles 2012 [turn overfor examiner\u2019 s use5 differentiate the following with respect to x.  (i) (2 \u2013 x2)1n(3x + 1) [3]  (ii) 4 \u2013 tan 2x 5x [3]",
+            "8": "8 0606/12/m/j/12 \u00a9 ucles 2012for examiner\u2019 s use6 you must not use a calculator in this question.  (i) express 8   3 + 1 in the form a(  3 \u2013 1), where a is an integer. [2]  an equilateral triangle has sides of length 8   3 + 1.  (ii) show that the height of the  triangle is 6 \u2013 2   3. [2]",
+            "9": "9 0606/12/m/j/12 \u00a9 ucles 2012 [turn overfor examiner\u2019 s use (iii) hence, or otherwise, find the area of the triangle in the form p  3 \u2013 q, where p and  q are  integers. [2]",
+            "10": "10 0606/12/m/j/12 \u00a9 ucles 2012for examiner\u2019 s use7 (i) sketch the graph of  y = |x2 \u2013 x \u2013 6|, showing the coordinates of the points where the curve  meets the coordinate axes. [3]  (ii) solve |x2 \u2013 x \u2013 6| = 6. [3]",
+            "11": "11 0606/12/m/j/12 \u00a9 ucles 2012for examiner\u2019 s use [turn over8 oa bx2\u03c0 3rad10 cm  the figure shows a circle, centre o, with radius 10 cm. the lines xa and xb are tangents to the   circle at a and b respectively, and angle aob is 2\u03c0 3 radians.  (i) find the perimeter of the shaded region. [3]  (ii) find the area of the shaded region. [4]",
+            "12": "12 0606/12/m/j/12 \u00a9 ucles 2012for examiner\u2019 s use9 variables n and x are such that  n = 200 + 50e x 100 .  (i) find the value of n when x = 0. [1]  (ii) find the value of x when n = 600. [3]",
+            "13": "13 0606/12/m/j/12 \u00a9 ucles 2012for examiner\u2019 s use [turn over (iii) find the value of n when  dn dx = 45. [4]",
+            "14": "14 0606/12/m/j/12 \u00a9 ucles 2012for examiner\u2019 s use10 (a) it is given that  f( x) = 1 2 + x for x /hs11005 \u20132, x/h33528/h11938.   (i) find f  \u2033(x). [2]   (ii) find f  \u20131 (x). [2]   (iii) solve f  2(x) = \u20131. [3]",
+            "15": "15 0606/12/m/j/12 \u00a9 ucles 2012for examiner\u2019 s use (b) the functions g, h and k are defined, for x/h33528/h11938, by     g(x) = 1 x + 5,  x /hs11005 \u20135,     h(x) = x2 \u20131,     k(x) = 2x + 1.   express the following in terms of g, h and/or k.   (i) 1 (x2\u20131) + 5 [1]   (ii) 2 x + 5 + 1 [1] [turn over",
+            "16": "16 0606/12/m/j/12 \u00a9 ucles 2012for examiner\u2019 s use11 the point p lies on the line joining a(\u20131, \u20135) and b(11, 13) such that ap = 1 3ab.  (i) find the equation of the line perpendicular to ab and passing through p. [5]  the line perpendicular to ab passing through p and the line parallel to the x-axis passing through  b intersect at the point q.  (ii) find the coordinates of the point q. [2]",
+            "17": "17 0606/12/m/j/12 \u00a9 ucles 2012 [turn overfor examiner\u2019 s use (iii) find the area of the triangle pbq. [2]",
+            "18": "18 0606/12/m/j/12 \u00a9 ucles 2012for examiner\u2019 s useanswer only one of the following two alternatives. 12 either at 12 00 hours, a ship has position vector   (54i + 16j) km relative to a lighthouse, where i is  a unit vector due east and j is a unit vector due north. the ship is travelling with a speed of  20 km h \u20131 in the direction   3 i +4j.  (i) show that the position vector of the ship at 15 00 hours is   (90 i + 64j) km. [2]  (ii) find the position vector of the ship t hours after 12 00 hours. [2]  a speedboat leaves the lighthouse at 14 00 hours and travels in a straight line to intercept the ship.  given that the speedboat intercepts the ship at 16 00 hours, find  (iii) the speed of the speedboat, [3]  (iv) the velocity of the speedboat relative to the ship, [1]  (v) the angle the direction of the speedboat makes with north. [2]  or ra o bpq  the position vectors of points a and b relative to an origin o are a and b respectively. the point  p is such that  op = 5 4 ob . the point q is such that  aq = 1 3 ab . the point r lies on oa such  that rqp is a straight line where  or =\u03bboa  and  qr = \u03bcpr .  (i) express oq and pq in terms of a and b. [2]  (ii) express qr in terms of \u03bb, a and b. [2]  (iii) express qr in terms of \u03bc , a and b. [3]  (iv) hence find the value of \u03bb and of \u03bc. [3]",
+            "19": "19 0606/12/m/j/12 \u00a9 ucles 2012 [turn overfor examiner\u2019 s usestart your answer to question 12 here. indicate which question you are answering.   either or ...",
+            "20": "20 0606/12/m/j/12 \u00a9 ucles 2012for examiner\u2019 s usecontinue your answer here if necessary. ... permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here 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."
+        },
+        "0606_s12_qp_13.pdf": {
+            "1": "this document consists of 16 printed pages. dc (slm) 57492 \u00a9 ucles 2012 [turn overuniversity of cambridge international examinations international general certificate of secondary education *1237304545* additional mathematics  0606/13 paper 1 may/june 2012  2 hours candidates answer on the question paper. additional materials: electronic calculator read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen.y ou may use a pencil for any diagrams or graphs.do not use staples, paper clips, highlighters, glue or correction fluid.do not write in any barcodes. answer all the questions. give non-exact numerical answers correct to 3 significant figures, or 1 decimal place in the case of angles in degrees, unless a different level of accuracy is specified in the question.the use of an electronic calculator is expected, where appropriate.y ou are reminded of the need for clear presentation in your answers. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question.the total number of marks for this paper is 80.for examiner\u2019s use 1 23456789 1011 total",
+            "2": "2 0606/13/m/j/12 \u00a9 ucles 2012mathematical formulae 1. algebra quadratic equation  for the equation ax2 + bx + c = 0, xbb a c a=\u2212 \u221224 2 binomial theorem (a + b)n = an + (n 1)an\u20131 b + (n2)an\u20132 b2 + \u2026 + (n r)an\u2013r br + \u2026 + bn,  where n is a positive integer and (n r) = n! (n \u2013 r)!r! 2. trigonometry identities sin2 a + cos2 a = 1 sec2 a = 1 + tan2 a cosec2 a = 1 + cot2 a formulae for \u2206abc a sin a = b sin b = c sin c a2 = b2 + c2 \u2013 2bc cos a \u2206 = 1  2 bc sin a",
+            "3": "3 0606/13/m/j/12 \u00a9 ucles 2012 [turn overfor examiner\u2019 s use1 (i) sketch the graph of   y = /h208952x \u2013 5/h20895, showing the coordinates of the points where the graph  meets the coordinate axes. [2] y x o  (ii) solve   /h208952x \u2013 5/h20895 = 3 . [2]",
+            "4": "4 0606/13/m/j/12 \u00a9 ucles 2012for examiner\u2019 s use2 the expression   2x3 + ax2 + bx \u2013 30   is divisible by   x + 2   and leaves a remainder of  \u201335  when  divided by   2x \u2013 1. find the values of the constants a and b. [5]",
+            "5": "5 0606/13/m/j/12 \u00a9 ucles 2012 [turn overfor examiner\u2019 s use3 find the set of values of k for which the line   y = 2x + k   cuts the curve   y = x2 + kx + 5   at two  distinct points.  [6]",
+            "6": "6 0606/13/m/j/12 \u00a9 ucles 2012for examiner\u2019 s use4 (a) arrangements containing 5 different letters from the word amplitude are to be made.  find   (i) the number of 5-letter arrangements if there are no restrictions, [1]   (ii) the number of 5-letter arrangements which start with the letter a and end with theletter e.  [1]  (b) tickets for a concert are given out randomly to a class containing 20 students. no student is given more than one ticket. there are 15 tickets.   (i) find the number of ways in which this can be done. [1]",
+            "7": "7 0606/13/m/j/12 \u00a9 ucles 2012 [turn overfor examiner\u2019 s use  there are 12 boys and 8 girls in the class. find the number of different ways in which   (ii) 10 boys and 5 girls get tickets,  [3]   (iii) all the boys get tickets. [1]",
+            "8": "8 0606/13/m/j/12 \u00a9 ucles 2012for examiner\u2019 s use5 (i) find the equation of the tangent to the curve     y = x3 + 2x2 \u2013 3x + 4     at the point where the  curve crosses the y-axis. [4]  (ii) find the coordinates of the point where this tangent meets the curve again. [3]",
+            "9": "9 0606/13/m/j/12 \u00a9 ucles 2012 [turn overfor examiner\u2019 s use6 (i) given that   15cos2  \u03b8  + 2sin2 \u03b8  = 7, show that   tan2 \u03b8  = 8 5. [4]  (ii) solve   15cos2 \u03b8 + 2sin2 \u03b8  = 7   for   0 /h11088 \u03b8 /h11088 \u03c0   radians. [3]",
+            "10": "10 0606/13/m/j/12 \u00a9 ucles 2012for examiner\u2019 s use7 the table shows values of variables x and y. x 1 3 6 10 14 y 2.5 4.5 0 \u201320 \u201356  (i) by plotting a suitable straight line graph, show that y and x are related by the equation y = ax + bx2, where a  and b  are constants. [4]",
+            "11": "11 0606/13/m/j/12 \u00a9 ucles 2012 [turn overfor examiner\u2019 s use (ii) use your graph to find the value of a  and of b. [4] 8 (a) find the value of x for which    2lg x \u2013 lg(5x + 60) = 1 . [5]  (b) solve    log5 y = 4logy 5 . [4]",
+            "12": "12 0606/13/m/j/12 \u00a9 ucles 2012for examiner\u2019 s use9 find the values of the positive constants p and q such that, in the binomial expansion of  ( p + qx)10, the coefficient of x5 is 252 and the coefficient of x3 is 6 times the coefficient of x2.  [8]",
+            "13": "13 0606/13/m/j/12 \u00a9 ucles 2012 [turn overfor examiner\u2019 s use10 variables x and y are such that   y = e2x + e\u20132x .  (i) find  dy dx. [2]  (ii) by using the substitution   u = e2x ,  find the value of y  when  dy dx = 3. [4]  (iii) given that x  is decreasing at the rate of 0.5 units s\u20131, find the corresponding rate of change  of y  when x = 1. [3]",
+            "14": "14 0606/13/m/j/12 \u00a9 ucles 2012for examiner\u2019 s useanswer only one of the following two alternatives. 11 either the diagram shows part of the curve    y = 9x 2 \u2013 x3, which meets the x-axis at the origin o and at  the point a. the line    y \u2013 2x + 18 = 0   passes through a  and meets the y-axis at the point b. y o ba xy = 9x2 \u2013 x3 y \u2013 2x + 18 = 0not to scale  (i) show that, for  x  /h11091 0,  9x2 \u2013 x3 /h11088 108. [4]  (ii) find the area of the shaded region bounded by the curve, the line ab  and the y-axis. [6]  or  the diagram shows part of the curve    y = 2sin 3 x . the normal to the curve    y = 2sin 3 x     at the  point where  x = \u03c0 9 meets the y-axis at the point p. y op \u03c0 9xy = 2sin 3x not to scale  (i) find the coordinates of p. [5]  (ii) find the area of the shaded region bounded by the curve, the normal and the y-axis. [5]",
+            "15": "15 0606/13/m/j/12 \u00a9 ucles 2012 [turn overfor examiner\u2019 s usestart your answer to question 11 here. indicate which question you are answering.   either or ...",
+            "16": "16 0606/13/m/j/12 \u00a9 ucles 2012for examiner\u2019 s use permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here 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.continue your answer here if necessary. ..."
+        },
+        "0606_s12_qp_21.pdf": {
+            "1": "this document consists of 16 printed pages. dc (slm) 57491 \u00a9 ucles 2012 [turn overuniversity of cambridge international examinations international general certificate of secondary education *0050607792* additional mathematics 0606/21 paper 2 may/june 2012  2 hours candidates answer on the question paper. additional materials: electronic calculator read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen.y ou may use a pencil for any diagrams or graphs.do not use staples, paper clips, highlighters, glue or correction fluid.do not write in any barcodes. answer all the questions. give non-exact numerical answers correct to 3 significant figures, or 1 decimal place in the case of angles in degrees, unless a different level of accuracy is specified in the question.the use of an electronic calculator is expected, where appropriate.y ou are reminded of the need for clear presentation in your answers. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [ ] at the end of each question or part question.the total number of marks for this paper is 80.for examiner\u2019s use 1 23456789 101112 total",
+            "2": "2 0606/21/m/j/12 \u00a9 ucles 2012mathematical formulae 1. algebra quadratic equation  for the equation ax2 + bx + c = 0, xbb a c a=\u2212 \u221224 2 binomial theorem (a + b)n = an + (n 1)an\u20131 b + (n2)an\u20132 b2 + \u2026 + (n r)an\u2013r br + \u2026 + bn,  where n is a positive integer and (n r) = n! (n \u2013 r)!r! 2. trigonometry identities sin2 a + cos2 a = 1 sec2 a = 1 + tan2 a cosec2 a = 1 + cot2 a formulae for \u2206abc a sin a = b sin b = c sin c  a2 = b2 + c2 \u2013 2bc cos a \u2206 = 1  2 bc sin a",
+            "3": "3 0606/21/m/j/12 \u00a9 ucles 2012 [turn overfor examiner\u2019 s use1 (i) given that a = /h208984 \u20133 2 5/h20899, find the inverse matrix a\u20131. [2]  (ii) use your answer to part (i) to solve the simultaneous equations     4x \u2013 3y = \u201310,     2x + 5y = 21. [2]",
+            "4": "4 0606/21/m/j/12 \u00a9 ucles 2012for examiner\u2019 s use2 a cuboid has a square base of side (2 +   3) cm and a volume of (16 + 9   3) cm3. without using a  calculator, find the height of the cuboid in the form ( a + b   3) cm, where a and b are integers.  [4]",
+            "5": "5 0606/21/m/j/12 \u00a9 ucles 2012 [turn overfor examiner\u2019 s use3 (a) 12 10 8 6 4 2 o 180\u00b0y x   the diagram shows a sketch of the curve  y = asin(bx) + c  for 0\u00b0 /h11088 x /h11088 180\u00b0. find the  values of a, b and c. [3]  (b) given that  f( x) = 5cos3x + 1, for all x, state   (i) the period of f, [1]   (ii) the amplitude of f. [1]",
+            "6": "6 0606/21/m/j/12 \u00a9 ucles 2012for examiner\u2019 s use4 (i) find   d dx(x2 lnx). [2]  (ii) hence, or otherwise, find   /h20885xlnx d x. [3]",
+            "7": "7 0606/21/m/j/12 \u00a9 ucles 2012 [turn overfor examiner\u2019 s use5 (a) solve the equation   32x = 1000, giving your answer to 2 decimal places. [2]  (b) solve the equation   362y\u20135 63y = 62y\u20131 216 y+6. [4]",
+            "8": "8 0606/21/m/j/12 \u00a9 ucles 2012for examiner\u2019 s use6 by shading the venn diagrams below, investigate whether each of the following statements is true  or false. state your conclusions clearly.  (i) a  b/h11032 = (a/h11032  b)/h11032 [2] b a/h5105 b a/h5105 a  b/h11032 (a/h11032  b)/h11032  (ii) x  y = x/h11032  y/h11032 [2] y x/h5105 y x/h5105 x  y x/h11032  y/h11032  (iii) (p  q)  (q  r) = q  (p  r) [2] q rp/h5105 q rp/h5105 (p  q)  (q  r) q  (p  r)",
+            "9": "9 0606/21/m/j/12 \u00a9 ucles 2012 [turn overfor examiner\u2019 s use7 given that    f( x) = x2  \u2013  648   x , find the value of x for which f /h11033(x) = 0. [6]",
+            "10": "10 0606/21/m/j/12 \u00a9 ucles 2012for examiner\u2019 s use8 relative to an origin o, the position vectors of the points a and b are 2i \u2013 3j and 11i + 42j  respectively.  (i) write down an expression for \u2192ab. [2]  the point c lies on ab such that \u2192ac = 1 3\u2192ab.  (ii) find the length of \u2192oc. [4]  the point d lies on \u2192oa such that \u2192dc is parallel to \u2192ob.  (iii) find the position vector of d. [2]",
+            "11": "11 0606/21/m/j/12 \u00a9 ucles 2012 [turn overfor examiner\u2019 s use9 a particle moves in a straight line so that, t s after passing through a fixed point o, its velocity,  v ms\u20131, is given by  v = 2t \u2013 11 + 6 t + 1 . find the acceleration of the particle when it is at  instantaneous rest. [7]",
+            "12": "12 0606/21/m/j/12 \u00a9 ucles 2012for examiner\u2019 s use10 solutions to this question by accurate drawing will not be accepted. o dc (\u20133, 2)b (7, 7) a (11, 4)y x  the diagram shows a trapezium abcd with vertices a(11, 4), b(7, 7), c(\u20133, 2) and d. the side  ad is parallel to bc and the side cd is perpendicular to bc. find the area of the trapezium  abcd. [9]",
+            "13": "13 0606/21/m/j/12 \u00a9 ucles 2012 [turn overfor examiner\u2019 s use11  b a cd1 rad 12 cm  the diagram shows a right-angled triangle abc and a sector cbdc of a circle with centre c and  radius 12 cm. angle acb = 1 radian and acd is a straight line.  (i) show that the length of ab is approximately 10.1 cm. [1]  (ii) find the perimeter of the shaded region. [5]  (iii) find the area of the shaded region. [4]",
+            "14": "14 0606/21/m/j/12 \u00a9 ucles 2012for examiner\u2019 s use12 answer only one of the following two alternatives.  either  the equation of a curve is     y = 2x2 \u2013 20x + 37.  (i) express y in the form a(x + b)2 + c, where a, b and c are integers. [3]  (ii) write down the coordinates of the stationary point on the curve. [1]  a function f is defined by     f : x /h21739 2x2 \u2013 20x + 37 for x /h11022 k. given that the function f\u20131(x) exists,  (iii) write down the least possible value of k, [1]  (iv) sketch the graphs of y = f(x) and y = f\u20131(x) on the axes provided, [2]  (v) obtain an expression for f\u20131. [3]  or  a function g is defined by     g : x /h21739 5x2 + px + 72, where p is a constant. the function can also  be written as     g : x /h21739 5(x \u2013 4)2 + q.  (i) find the value of p and of q. [3]  (ii) find the range of the function g. [1]  (iii) sketch the graph of the function on the axes provided. [2]  (iv) given that the function h is defined by h : x /h21739 ln x, where x /h11022 0, solve the equation  gh(x) = 12. [4] start your answer to question 12 here. indicate which question you are answering.  either or .. ..",
+            "15": "15 0606/21/m/j/12 \u00a9 ucles 2012 [turn overcontinue your answer here.   oy x",
+            "16": "16 0606/21/m/j/12 \u00a9 ucles 2012permission 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.continue your answer here if necessary.  "
+        },
+        "0606_s12_qp_22.pdf": {
+            "1": "this document consists of 16 printed pages. dc (slm) 57489 \u00a9 ucles 2012 [turn over *0104471722*university of cambridge international examinations international general certificate of secondary education additional mathematics 0606/22 paper 2 may/june 2012  2 hours candidates answer on the question paper. additional materials: electronic calculator read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen.y ou may use a pencil for any diagrams or graphs.do not use staples, paper clips, highlighters, glue or correction fluid.do not write in any barcodes. answer all the questions. give non-exact numerical answers correct to 3 significant figures, or 1 decimal place in the case of angles in degrees, unless a different level of accuracy is specified in the question.the use of an electronic calculator is expected, where appropriate.y ou are reminded of the need for clear presentation in your answers. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [ ] at the end of each question or part question.the total number of marks for this paper is 80.for examiner\u2019s use 1 23456789 1011 total",
+            "2": "2 0606/22/m/j/12 \u00a9 ucles 2012mathematical formulae 1. algebra quadratic equation  for the equation ax2 + bx + c = 0, x bb a c   a = \u2212 \u22122 4  2  binomial theorem (a + b)n = an + (n 1)an\u20131 b + (n2)an\u20132 b2 + \u2026 + (n r)an\u2013r br + \u2026 + bn,  where n is a positive integer and (n r) = n! (n \u2013 r)!r! 2. trigonometry identities sin2 a + cos2 a = 1 sec2 a = 1 + tan2 a cosec2 a = 1 + cot2 a formulae for \u2206abc a sin a = b sin b = c sin c  a2 = b2 + c2 \u2013 2bc cos a \u2206 = 1  2 bc sin a",
+            "3": "3 0606/22/m/j/12 \u00a9 ucles 2012 [turn overfor examiner\u2019 s use1 it is given that p is the set of prime numbers, s is the set of square numbers and n is the set of  numbers between 10 and 90. write each of the following statements using set notation.  (i) 7 is a prime number. [1]  (ii) 8 is not a square number. [1]  (iii) there are 6 square numbers between 10 and 90. [1] 2 (i) given that    y = (4x + 1)3, find dy dx. [2]  (ii) hence find the approximate increase in y as x increases from 6 to 6 + p, where p  is small. [2]",
+            "4": "4 0606/22/m/j/12 \u00a9 ucles 2012for examiner\u2019 s use3 find the values of m for which the line    y = mx \u2013 5 is a tangent to the curve       y = x2 + 3x + 4. [5]",
+            "5": "5 0606/22/m/j/12 \u00a9 ucles 2012 [turn overfor examiner\u2019 s use4 in a competition the contestants search for hidden targets which are classed as difficult, medium  or easy. in the first round, finding a difficult target scores 5 points, a medium target 3 points and an easy target 1 point. the number of targets found by the two contestants, claire and denise, are shown in the table. target contestantdifficult medium easy claire 4 1 7 denise 2 5 1  in the second round, finding a difficult target scores 8 points, a medium target 4 points and an  easy target 2 points. in the second round claire finds 2 difficult, 5 medium and 2 easy targets whilst denise finds 4 difficult, 3 medium and 6 easy targets.  (i) write down the sum of two matrix products which, on evaluation, would give the total score for each contestant. [3]  (ii) use matrix multiplication and addition to calculate the total score for each contestant. [2]",
+            "6": "6 0606/22/m/j/12 \u00a9 ucles 2012for examiner\u2019 s use5 it is given that x \u2013 2 is a factor of     f( x) = x3 + kx2 \u2013 8x \u2013 8.  (i) find the value of the integer k. [2]  (ii) using your value of k, find the non-integer roots of the equation f( x) = 0 in the form a \u00b1  b, where a and b are integers. [5]",
+            "7": "7 0606/22/m/j/12 \u00a9 ucles 2012 [turn overfor examiner\u2019 s use6 (a) find the coefficient of x3 in the expansion of   (i) (1 \u2013 2x)7, [2]   (ii) (3 + 4x)(1 \u2013 2x)7. [3]  (b) find the term independent of x in the expansion of     /h20898x + 3\u2013\u2013x2/h208996 . [3]",
+            "8": "8 0606/22/m/j/12 \u00a9 ucles 2012for examiner\u2019 s use7 the table shows experimental values of variables x and y. x 5 30 150 400 y 8.9 21.9 48.9 80.6  (i) by plotting a suitable straight line graph, show that y and x are related by the equation  y = axb, where a and b are constants. [4]",
+            "9": "9 0606/22/m/j/12 \u00a9 ucles 2012 [turn overfor examiner\u2019 s use (ii) use your graph to estimate the value of a and of b. [4]  (iii) estimate the value of y when x = 100. [2]",
+            "10": "10 0606/22/m/j/12 \u00a9 ucles 2012for examiner\u2019 s use8 an open rectangular cardboard box with a square base is to have a volume of 256 cm3. find the  dimensions of the box if the area of cardboard used is as small as possible. [7]",
+            "11": "11 0606/22/m/j/12 \u00a9 ucles 2012 [turn overfor examiner\u2019 s use9 (a) solve the equation   (i) 3 sin x \u2013 5 cos x = 0 for 0\u00b0 < x < 360\u00b0, [3]   (ii) 5 sin2 y + 9 cos y \u2013 3 = 0 for 0\u00b0 < y < 360\u00b0. [5]",
+            "12": "12 0606/22/m/j/12 \u00a9 ucles 2012for examiner\u2019 s use (b) solve  sin(3 \u2013 z) = 0.8 for 0 < z < \u03c0 radians. [4] 10 (a) a team of 7 people is to be chosen from 5 women and 7 men. calculate the number of  different ways in which this can be done if   (i) there are no restrictions, [1]   (ii) the team is to contain more women than men. [3]",
+            "13": "13 0606/22/m/j/12 \u00a9 ucles 2012 [turn overfor examiner\u2019 s use (b) (i) how many different 4-digit numbers, less than 5000, can be formed using 4 of the 6  digits 1, 2, 3, 4, 5 and 6 if no digit can be used more than once? [2]   (ii) how many of these 4-digit numbers are divisible by 5? [2]",
+            "14": "14 0606/22/m/j/12 \u00a9 ucles 2012for examiner\u2019 s use11 answer only one of the following two alternatives.  either y y = sin     x1 2 xqp       , o3\u03c0 2\u221a2 2/h20898/h20899  the diagram shows part of the curve y = sin 1 2 x. the tangent to the curve at the point p /h208983\u03c0 2,   2 2/h20899  cuts the x -axis at the point q.  (i) find the coordinates of q. [4]  (ii) find the area of the shaded region bounded by the curve, the tangent and the x-axis. [7]  or  (i) given that y = xe\u2013x, find dy dx and hence show that /h20885xe\u2013x dx = \u2013xe\u2013x \u2013 e\u2013x + c. [4] y x or  2, y = xe\u2013x2 e2/h20898/h20899  the diagram shows part of the curve y = xe\u2013x and the tangent to the curve at the point r /h208982, 2\u2013\u2013e2/h20899.  (ii) find the area of the shaded region bounded by the curve, the tangent and the y-axis. [7]",
+            "15": "15 0606/22/m/j/12 \u00a9 ucles 2012 [turn overfor examiner\u2019 s usestart your answer to question 11 here. indicate which question you are answering.  either or ... ",
+            "16": "16 0606/22/m/j/12 \u00a9 ucles 2012for examiner\u2019 s use permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here 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.continue your answer here if necessary. "
+        },
+        "0606_s12_qp_23.pdf": {
+            "1": "this document consists of 16 printed pages. dc (slm) 57480 \u00a9 ucles 2012 [turn overuniversity of cambridge international examinations international general certificate of secondary education *1194717369* additional mathematics 0606/23 paper 2 may/june 2012  2 hours candidates answer on the question paper. additional materials: electronic calculator read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen.y ou may use a pencil for any diagrams or graphs.do not use staples, paper clips, highlighters, glue or correction fluid.do not write in any barcodes. answer all the questions. give non-exact numerical answers correct to 3 significant figures, or 1 decimal place in the case of angles in degrees, unless a different level of accuracy is specified in the question.the use of an electronic calculator is expected, where appropriate.y ou are reminded of the need for clear presentation in your answers. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [ ] at the end of each question or part question.the total number of marks for this paper is 80.for examiner\u2019s use 1 23456789 101112 total",
+            "2": "2 0606/23/m/j/12 \u00a9 ucles 2012mathematical formulae 1. algebra quadratic equation  for the equation ax2 + bx + c = 0, xbb a c a=\u2212 \u221224 2 binomial theorem (a + b)n = an + (n 1)an\u20131 b + (n2)an\u20132 b2 + \u2026 + (n r)an\u2013r br + \u2026 + bn,  where n is a positive integer and (n r) = n! (n \u2013 r)!r! 2. trigonometry identities sin2 a + cos2 a = 1 sec2 a = 1 + tan2 a cosec2 a = 1 + cot2 a formulae for \u2206abc a sin a = b sin b = c sin c  a2 = b2 + c2 \u2013 2bc cos a \u2206 = 1  2 bc sin a",
+            "3": "3 0606/23/m/j/12 \u00a9 ucles 2012 [turn overfor examiner\u2019 s use1 (i) given that a = /h208984 \u20133 2 5/h20899, find the inverse matrix a\u20131. [2]  (ii) use your answer to part (i) to solve the simultaneous equations     4x \u2013 3y = \u201310,     2x + 5y = 21. [2]",
+            "4": "4 0606/23/m/j/12 \u00a9 ucles 2012for examiner\u2019 s use2 a cuboid has a square base of side (2 +   3) cm and a volume of (16 + 9   3) cm3. without using a  calculator, find the height of the cuboid in the form ( a + b   3) cm, where a and b are integers.  [4]",
+            "5": "5 0606/23/m/j/12 \u00a9 ucles 2012 [turn overfor examiner\u2019 s use3 (a) 12 10 8 6 4 2 o 180\u00b0y x   the diagram shows a sketch of the curve  y = asin(bx) + c  for 0\u00b0 /h11088 x /h11088 180\u00b0. find the  values of a, b and c. [3]  (b) given that  f( x) = 5cos3x + 1, for all x, state   (i) the period of f, [1]   (ii) the amplitude of f. [1]",
+            "6": "6 0606/23/m/j/12 \u00a9 ucles 2012for examiner\u2019 s use4 (i) find   d dx(x2 lnx). [2]  (ii) hence, or otherwise, find   /h20885xlnx d x. [3]",
+            "7": "7 0606/23/m/j/12 \u00a9 ucles 2012 [turn overfor examiner\u2019 s use5 (a) solve the equation   32x = 1000, giving your answer to 2 decimal places. [2]  (b) solve the equation   362y\u20135 63y = 62y\u20131 216 y+6. [4]",
+            "8": "8 0606/23/m/j/12 \u00a9 ucles 2012for examiner\u2019 s use6 by shading the venn diagrams below, investigate whether each of the following statements is true  or false. state your conclusions clearly.  (i) a  b/h11032 = (a/h11032  b)/h11032 [2] b a/h5105 b a/h5105 a  b/h11032 (a/h11032  b)/h11032  (ii) x  y = x/h11032  y/h11032 [2] y x/h5105 y x/h5105 x  y x/h11032  y/h11032  (iii) (p  q)  (q  r) = q  (p  r) [2] q rp/h5105 q rp/h5105 (p  q)  (q  r) q  (p  r)",
+            "9": "9 0606/23/m/j/12 \u00a9 ucles 2012 [turn overfor examiner\u2019 s use7 given that    f( x) = x2  \u2013  648   x , find the value of x for which f /h11033(x) = 0. [6]",
+            "10": "10 0606/23/m/j/12 \u00a9 ucles 2012for examiner\u2019 s use8 relative to an origin o, the position vectors of the points a and b are 2i \u2013 3j and 11i + 42j  respectively.  (i) write down an expression for \u2192ab. [2]  the point c lies on ab such that \u2192ac = 1 3\u2192ab.  (ii) find the length of \u2192oc. [4]  the point d lies on \u2192oa such that \u2192dc is parallel to \u2192ob.  (iii) find the position vector of d. [2]",
+            "11": "11 0606/23/m/j/12 \u00a9 ucles 2012 [turn overfor examiner\u2019 s use9 a particle moves in a straight line so that, t s after passing through a fixed point o, its velocity,  v ms\u20131, is given by  v = 2t \u2013 11 + 6 t + 1 . find the acceleration of the particle when it is at  instantaneous rest. [7]",
+            "12": "12 0606/23/m/j/12 \u00a9 ucles 2012for examiner\u2019 s use10 solutions to this question by accurate drawing will not be accepted. o dc (\u20133, 2)b (7, 7) a (11, 4)y x  the diagram shows a trapezium abcd with vertices a(11, 4), b(7, 7), c(\u20133, 2) and d. the side  ad is parallel to bc and the side cd is perpendicular to bc. find the area of the trapezium  abcd. [9]",
+            "13": "13 0606/23/m/j/12 \u00a9 ucles 2012 [turn overfor examiner\u2019 s use11  b a cd1 rad 12 cm  the diagram shows a right-angled triangle abc and a sector cbdc of a circle with centre c and  radius 12 cm. angle acb = 1 radian and acd is a straight line.  (i) show that the length of ab is approximately 10.1 cm. [1]  (ii) find the perimeter of the shaded region. [5]  (iii) find the area of the shaded region. [4]",
+            "14": "14 0606/23/m/j/12 \u00a9 ucles 2012for examiner\u2019 s use12 answer only one of the following two alternatives.  either  the equation of a curve is     y = 2x2 \u2013 20x + 37.  (i) express y in the form a(x + b)2 + c, where a, b and c are integers. [3]  (ii) write down the coordinates of the stationary point on the curve. [1]  a function f is defined by     f : x /h21739 2x2 \u2013 20x + 37 for x /h11022 k. given that the function f\u20131(x) exists,  (iii) write down the least possible value of k, [1]  (iv) sketch the graphs of y = f(x) and y = f\u20131(x) on the axes provided, [2]  (v) obtain an expression for f\u20131. [3]  or  a function g is defined by     g : x /h21739 5x2 + px + 72, where p is a constant. the function can also  be written as     g : x /h21739 5(x \u2013 4)2 + q.  (i) find the value of p and of q. [3]  (ii) find the range of the function g. [1]  (iii) sketch the graph of the function on the axes provided. [2]  (iv) given that the function h is defined by h : x /h21739 ln x, where x /h11022 0, solve the equation  gh(x) = 12. [4] start your answer to question 12 here. indicate which question you are answering.  either or .. ..",
+            "15": "15 0606/23/m/j/12 \u00a9 ucles 2012 [turn overcontinue your answer here.   oy x",
+            "16": "16 0606/23/m/j/12 \u00a9 ucles 2012permission 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.continue your answer here if necessary.  "
+        },
+        "0606_w12_qp_11.pdf": {
+            "1": "this document consists of 16 printed pages. dc (nh/jg) 50034/5 \u00a9 ucles 2012 [turn over *0835058084* additional mathematics  0606/11 paper 1 october/november 2012  2 hours candidates answer on the question paper. additional materials: electronic calculator. read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen.y ou may use a pencil for any diagrams or graphs.do not use staples, paper clips, highlighters, glue or correction fluid. answer all the questions. give non-exact numerical answers correct to 3 significant figures, or 1 decimal place in the case of angles in degrees, unless a different level of accuracy is specified in the question.the use of an electronic calculator is expected, where appropriate.y ou are reminded of the need for clear presentation in your answers. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [ ] at the end of each question or part question.the total number of marks for this paper is 80.for examiner\u2019s use  1  2 3 4 5 6 7 8 9101112 totaluniversity of cambridge international examinations international general certificate of secondary education",
+            "2": "2 \u00a9 ucles 2012 0606/11/o/n/12for examiner\u2019 s use mathematical formulae  1. algebra quadratic equation  for the equation ax2 + bx + c  = 0, xbb a c a=\u2212 \u221224 2 binomial theorem (a + b)n = an + (n 1)an\u20131 b + (n2)an\u20132 b2 + \u2026 + (n r)an\u2013r br + \u2026 + bn,  where n is a positive integer and (n r) = n! (n \u2013 r)!r!  2. trigonometry identities  sin2 a + cos2 a = 1 sec2 a = 1 + tan2 a cosec2 a = 1 + cot2 a formulae for \u2206abc a sin a = b sin b = c sin c a2 = b2 + c2 \u2013 2bc cos a \u2206 = 1  2 bc sin a",
+            "3": "3 [turn over \u00a9 ucles 2012 0606/11/o/n/12for examiner\u2019 s use1 (i) sketch the graph of  y = |3 + 5x|, showing the coordinates of the points where your graph  meets the coordinate axes. [2]  (ii) solve the equation  |3 + 5 x| = 2. [2] 2 find the values of k for which the line  y = k \u2013 6x is a tangent to the curve y = x(2x + k). [4]",
+            "4": "4 \u00a9 ucles 2012 0606/11/o/n/12for examiner\u2019 s use3 given that p = logq 32, express, in terms of p,  (i) logq 4, [2]  (ii) logq 16q. [2] 4 using the substitution u = 5x, or otherwise, solve      52x+1 = 7(5x) \u2013 2. [5]",
+            "5": "5 [turn over \u00a9 ucles 2012 0606/11/o/n/12for examiner\u2019 s use5 given that  y = x2 cos 4x , find  (i) dy dx , [3]  (ii) the approximate change in y when x increases from \u03c0 4 to \u03c0 4 + p, where p is small. [2]",
+            "6": "6 \u00a9 ucles 2012 0606/11/o/n/12for examiner\u2019 s use6 (i) find the first 3 terms, in descending powers of x, in the expansion of /h20898x + 2 x2/h208996 . [3]  (ii) hence find the term independent of x in the expansion of /h208982 \u2013 4 x3/h20899 /h20898x + 2 x2/h208996 . [2]",
+            "7": "7 [turn over \u00a9 ucles 2012 0606/11/o/n/12for examiner\u2019 s use7 do not use a calculator in any part of this question.  (a) (i) show that 3 5 \u2013 2 2 is a square root of 53 \u2013 12 10. [1]   (ii) state the other square root of 53 \u2013 12 10. [1]  (b) express 63 + 7 2 43 + 5 2 in the form a + b 6, where a and b are integers to be found. [4]",
+            "8": "8 \u00a9 ucles 2012 0606/11/o/n/12for examiner\u2019 s use8 the points a(\u20133, 6), b(5, 2) and c lie on a straight line such that b is the mid-point of ac.  (i) find the coordinates of c. [2]  the point d lies on the y-axis and the line cd is perpendicular to ac.  (ii) find the area of the triangle acd. [5]",
+            "9": "9 [turn over \u00a9 ucles 2012 0606/11/o/n/12for examiner\u2019 s use9 a function g is such that g( x) = 1 2x \u2013 1  for 1 /h11088 x /h11088 3.  (i) find the range of g. [1]  (ii) find g\u20131(x). [2]  (iii) write down the domain of g\u20131(x). [1]  (iv) solve g2(x) = 3. [3]",
+            "10": "10 \u00a9 ucles 2012 0606/11/o/n/12for examiner\u2019 s use10 the table shows values of the variables x and y. x 10\u00b0 30\u00b0 45\u00b0 60\u00b0 80\u00b0 y 11.2 16 19.5 22.4 24.7  (i) using the graph paper below, plot a suitable straight line graph to show that, for  10\u00b0 /h11088 x /h11088 80\u00b0,      y = a sin x + b, where a and b are positive constants. [4]",
+            "11": "11 [turn over \u00a9 ucles 2012 0606/11/o/n/12for examiner\u2019 s use (ii) use your graph to find the value of a and of b. [3]  (iii) estimate the value of y when x = 50. [2]  (iv) estimate the value of x when y = 12. [2]",
+            "12": "12 \u00a9 ucles 2012 0606/11/o/n/12for examiner\u2019 s use11 (a) solve cosec /h208982x \u2013 \u03c0 3/h20899 = 2 for 0 < x < \u03c0 radians. [4]  (b) (i) given that 5(cos y + sin y)(2 cos y \u2013 sin y) = 7, show that 12 tan2 y \u2013 5 tan y \u2013 3 = 0. [4]",
+            "13": "13 [turn over \u00a9 ucles 2012 0606/11/o/n/12for examiner\u2019 s use (ii) hence solve  5(cos y + sin y)(2 cos y \u2013 sin y) = 7 for 0\u00b0 < x < 180\u00b0. [3]",
+            "14": "14 \u00a9 ucles 2012 0606/11/o/n/12for examiner\u2019 s use12 answer only one of the following two alternatives.  either y y = (12 \u2013 6x)(1 + x)2 x aoc b  the diagram shows part of the graph of y = (12 \u2013 6x)(1 + x)2, which meets the x-axis at the  points a and b. the point c is the maximum point of the curve.  (i) find the coordinates of each of a, b and c. [6]  (ii) find the area of the shaded region. [5]  or y xa ob  the diagram shows part of a curve such that  dy dx = 3x2 \u2013 6x \u2013 9. points a and b are stationary  points of the curve and lines from a and b are drawn perpendicular to the x-axis. given that the  curve passes through the point (0, 30), find  (i) the equation of the curve, [4]  (ii) the x-coordinate of a and of b, [3]  (iii) the area of the shaded region. [4]",
+            "15": "15 [turn over \u00a9 ucles 2012 0606/11/o/n/12for examiner\u2019 s usestart your answer to question 12 here. indicate which question you are answering.   either or ... ..",
+            "16": "16 \u00a9 ucles 2012 0606/11/o/n/12for examiner\u2019 s usecontinue your answer here if necessary. ... . 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."
+        },
+        "0606_w12_qp_12.pdf": {
+            "1": "this document consists of 16 printed pages. dc (cw/sw) 50035/5 \u00a9 ucles 2012 [turn overuniversity of cambridge international examinations international general certificate of secondary education *8006817548* additional mathematics  0606/12 paper 1 october/november 2012  2 hours candidates answer on the question paper. additional materials: electronic calculator. read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen.y ou may use a pencil for any diagrams or graphs.do not use staples, paper clips, highlighters, glue or correction fluid. answer all the questions. give non-exact numerical answers correct to 3 significant figures, or 1 decimal place in the case of angles in degrees, unless a different level of accuracy is specified in the question.the use of an electronic calculator is expected, where appropriate.y ou are reminded of the need for clear presentation in your answers. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question.the total number of marks for this paper is 80.for examiner\u2019s use  1  2 3 4 5 6 7 8 910 11 total",
+            "2": "2 0606/12/o/n/12 \u00a9 ucles 2012mathematical formulae 1. algebra quadratic equation  for the equation ax2 + bx + c = 0, xbb a c a=\u2212 \u221224 2 binomial theorem (a + b)n = an + (n 1)an\u20131 b + (n 2)an\u20132 b2 + \u2026 + (n r)an\u2013r br + \u2026 + bn,  where n is a positive integer and (n r) = n! (n \u2013 r)!r!  2. trigonometry identities sin2 a + cos2 a = 1 sec2 a = 1 + tan2 a cosec2 a = 1 + cot2 a formulae for \u2206abc a sin a = b sin b = c sin c a2 = b2 + c2 \u2013 2bc cos a \u2206 = 1  2 bc sin a",
+            "3": "3 0606/12/o/n/12 \u00a9 ucles 2012 [turn overfor examiner\u2019 s use1 it is given that   a = 4 3 , b = \u20131 2 and c = 21 2 .  (i) find | a + b + c|. [2]  (ii) find \u03bb and \u03bc such that   \u03bb a + \u03bc b = c. [3]",
+            "4": "4 0606/12/o/n/12 \u00a9 ucles 2012for examiner\u2019 s use2 (i) find the inverse of the matrix   2 \u20131 \u20131 1.5 . [2]  (ii) hence find the matrix a such that     2 \u20131\u20131 1.5  a =    1 6\u20130.5 4 . [3] 3 (i) show that   cot\u03b8  + sin\u03b8 1 + cos\u03b8 = cosec\u03b8. [5]  (ii) explain why the equation   cot\u03b8 + sin\u03b8 1 + cos\u03b8 = 1 2   has no solution. [1]",
+            "5": "5 0606/12/o/n/12 \u00a9 ucles 2012 [turn overfor examiner\u2019 s use4 given that loga pq = 9  and loga p2q = 15, find the value of  (i) loga p  and of loga q, [4]  (ii) logp a + logq a. [2]",
+            "6": "6 0606/12/o/n/12 \u00a9 ucles 2012for examiner\u2019 s use5 the line x \u2013 2y = 6 intersects the curve   x2 + xy + 10y + 4y2 = 156 at the points a and b.  find the length of ab. [7]",
+            "7": "7 0606/12/o/n/12 \u00a9 ucles 2012 [turn overfor examiner\u2019 s use6 15\u00b04 \u000b\u00a5\u0016 \u000e 1\f\u0016\u00a5\u0015 \u000e 4 \u0219  using sin15\u00b0 = 2 4 (3 \u2013 1) and without using a calculator, find the value of sin \u03b8 in the form  a + b2, where a and b are integers. [5]",
+            "8": "8 0606/12/o/n/12 \u00a9 ucles 2012for examiner\u2019 s use7 solutions to this question by accurate drawing will not be accepted. e d b (8, 4)a (\u20135, 4) o xy c (6, 8)  the vertices of the trapezium abcd  are the points a(\u20135, 4), b(8, 4), c(6, 8) and d. the line ab  is parallel to the line dc. the lines ad and bc are extended to meet at e and angle aeb = 90\u00b0.  (i) find the coordinates of d and of  e. [6]",
+            "9": "9 0606/12/o/n/12 \u00a9 ucles 2012 [turn overfor examiner\u2019 s use (ii) find the area of the trapezium abcd . [2]",
+            "10": "10 0606/12/o/n/12 \u00a9 ucles 2012for examiner\u2019 s use8 1.5 rad a c d bo 10 cm 18 cm  the diagram shows an isosceles triangle obd  in which ob = od = 18 cm and angle  bod  = 1.5 radians. an arc of the circle, centre o and radius 10 cm, meets ob at a and od at c.  (i) find the area of the shaded region. [3]  (ii) find the perimeter of the shaded region. [4]",
+            "11": "11 0606/12/o/n/12 \u00a9 ucles 2012 [turn overfor examiner\u2019 s use9 (a) (i) using the axes below, sketch for 0 /h11088 x /h11088 \u03c0, the graphs of      y = sin 2x   and   y = 1 + cos 2x. [4] 3 xy 2 1 o \u20131\u009b 4 \u20132 \u20133\u009b 23\u009b 4\u009b   (ii) write down the solutions of the equation   sin 2 x \u2013 cos 2 x = 1, for 0 /h11088 x /h11088 \u03c0. [2]  (b) (i) write down the amplitude and period of   5 cos 4 x \u2013 3. [2]   (ii) write down the period of   4 tan 3 x. [1]",
+            "12": "12 0606/12/o/n/12 \u00a9 ucles 2012for examiner\u2019 s use10 a function f is such that   f( x) = 4 x3 + 4x2 + ax + b. it is given that 2 x \u2013 1 is a factor of both f( x)  and f\u200a\u200a\u02b9(x).  (i) show that b = 2 and find the value of a. [5]  using the values of a and b from part (i),  (ii) find the remainder when f( x) is divided by x + 3, [2]",
+            "13": "13 0606/12/o/n/12 \u00a9 ucles 2012 [turn overfor examiner\u2019 s use (iii) express f( x) in the form   f( x) = (2 x \u2013 1)( px2 + qx + r), where p, q and r are integers to be  found, [2]  (iv) find the values of x for which f( x) = 0. [2]",
+            "14": "14 0606/12/o/n/12 \u00a9 ucles 2012for examiner\u2019 s use11 answer only one of the following two alternatives.  either  a curve is such that   y = 5x2 1 + x2  .  (i) show that   dy dx = kx (1 + x2)2  , where k is an integer to be found. [4]  (ii) find the coordinates of the stationary point on the curve and determine the nature of this  stationary point. [3]  (iii) by using your result from part (i), find  /h20885x (1 + x2)2 dx and hence evaluate  /h208852 \u20131x (1 + x2)2 dx.  [4]  or  a curve is such that   y = ax2 + b x2 \u2013 2  , where a and b are constants.  (i) show that   dy dx = \u2013 2x(2a + b) (x2 \u2013 2)2  . [4]  it is given that y = \u20133 and  dy dx = \u201310 when x = 1.  (ii) find the value of a and of b. [3]  (iii) using your values of a and b, find the coordinates of the stationary point on the curve, and  determine the nature of this stationary point. [4] start your answer to question 11 here. indicate which question you are answering.       either or .. ",
+            "15": "15 0606/12/o/n/12 \u00a9 ucles 2012 [turn overfor examiner\u2019 s usecontinue your answer here. .. ..",
+            "16": "16 0606/12/o/n/12 \u00a9 ucles 2012for examiner\u2019 s use 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.continue your answer here if necessary. .. .."
+        },
+        "0606_w12_qp_13.pdf": {
+            "1": "this document consists of 16 printed pages. dc (sjf/cgw) 50036/5 \u00a9 ucles 2012 [turn over *5843670487* additional mathematics  0606/13 paper 1 october/november 2012  2 hours candidates answer on the question paper. additional materials: electronic calculator read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen.y ou may use a pencil for any diagrams or graphs.do not use staples, paper clips, highlighters, glue or correction fluid. answer all questions. give non-exact numerical answers correct to 3 significant figures, or 1 decimal place in the case of angles in degrees, unless a different level of accuracy is specified in the question.the use of an electronic calculator is expected, where appropriate.y ou are reminded of the need for clear presentation in your answers. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question.the total number of marks for this paper is 80.for examiner\u2019s use  1  2 3 4 5 6 7 8 910 11 totaluniversity of cambridge international examinations international general certificate of secondary education",
+            "2": "2 0606/13/o/n/12 \u00a9 ucles 2012for examiner\u2019 s usemathematical formulae 1. algebra quadratic equation  for the equation ax2 + bx + c = 0, xbb a c a=\u2212 \u221224 2 binomial theorem (a + b)n = an + (n 1)an\u20131 b + (n2)an\u20132 b2 + \u2026 + (n r)an\u2013r br + \u2026 + bn,  where n is a positive integer and (n r) = n! (n \u2013 r)!r!  2. trigonometry identities sin2 a + cos2 a = 1 sec2 a = 1 + tan2 a cosec2 a = 1 + cot2 a formulae for \u2206abc a sin a = b sin b = c sin c a2 = b2 + c2 \u2013 2bc cos a \u2206 = 1  2 bc sin a",
+            "3": "3 0606/13/o/n/12 \u00a9 ucles 2012 [turn overfor examiner\u2019 s use1 (a) on the venn diagrams below, shade the region corresponding to the set given below each  venn diagram. q p pf(qer)r/h5105 q p pe(qfr)r/h5105 [2]  (b) it is given that sets /h5105, b, s and f are such that    /h5105 = {students in a school},    b = {students who are boys},   s = {students in the swimming team},   f = {students in the football team}.  express each of the following statements in set notation.  (i) all students in the football team are boys. [1]      (ii) there are no students who are in both the swimming team and the football team. [1]  ",
+            "4": "4 0606/13/o/n/12 \u00a9 ucles 2012for examiner\u2019 s use2 the rate of change of a variable x with respect to time t is  4cos2t.  (i) find the rate of change of x with respect to t when t = \u03c0 6 . [1]  the rate of change of a variable y with respect to time t is 3sint.  (ii) using your result from part (i), find the rate of change of y with respect to x when t = \u03c0 6 . [3] 3 a committee of 7 members is to be selected from 6 women and 9 men. find the number of  different committees that may be selected if  (i) there are no restrictions, [1]  (ii) the committee must consist of 2 women and 5 men, [2]  (iii) the committee must contain at least 1 woman. [3]",
+            "5": "5 0606/13/o/n/12 \u00a9 ucles 2012 [turn overfor examiner\u2019 s use4 (i) on the axes below sketch, for 0 /h33355 x /h33355 \u03c0, the graphs of y = tan x    and     y = 1 + 3sin 2x. [3] 8 6 4 2 o \u20132 \u20134 \u20136 \u20138x y  \u009b\u0003 \u009b\u0003 \u0015\u009b\u0003 \u0017\u0016\u009b \u0017  write down  (ii) the coordinates of the stationary points on the curve   y = 1 + 3sin 2x for 0 /h33355 x /h33355 \u03c0, [2]  (iii) the number of solutions of the equation tan x = 1 + 3sin 2x for 0 /h33355 x /h33355 \u03c0. [1]",
+            "6": "6 0606/13/o/n/12 \u00a9 ucles 2012for examiner\u2019 s use5 a pilot flies his plane directly from a point a to a point b, a distance of 450 km. the bearing of b  from a is 030\u00b0. a wind of 80 km h\u20131 is blowing from the east. given that the plane can travel at  320 km h\u20131 in still air, find  (i) the bearing on which the plane must be steered, [4]  (ii) the time taken to fly from a to b. [4]",
+            "7": "7 0606/13/o/n/12 \u00a9 ucles 2012 [turn overfor examiner\u2019 s use6 in the expansion of ( p + x)6, where p is a positive integer, the coefficient of x2 is equal to  1.5 times the coefficient of x3.  (i) find the value of p. [4]  (ii) use your value of p to find the term independent of x in the expansion of ( p + x)6 /h208981\u2013 1 x /h208992 . [3]",
+            "8": "8 0606/13/o/n/12 \u00a9 ucles 2012for examiner\u2019 s use7 a particle p moves along the x-axis such that its distance, x m, from the origin o at time t s is   given by   x = t t2 + 1 for t /h33356 0.  (i) find the greatest distance of p from o. [4]      (ii) find the acceleration of p at the instant when p is at its greatest distance from o. [3]",
+            "9": "9 0606/13/o/n/12 \u00a9 ucles 2012 [turn overfor examiner\u2019 s use8 (i) given that   3 x3 + 5x2 + px + 8 /h11013 (x \u2013 2)(ax2 + bx + c), find the value of each of the integers  a, b, c and p. [5]      (ii) using the values found in part (i), factorise completely   3 x3 + 5x2 + px + 8. [2]    ",
+            "10": "10 0606/13/o/n/12 \u00a9 ucles 2012for examiner\u2019 s use9 20 cm 20 cm10 cm10 cm     rad cd a bo/ \u20146  the diagram shows four straight lines, ad, bc, ac and bd. lines ac and bd intersect at o  such that angle aob is \u03c0 6 radians. ab is an arc of the circle, centre  o and radius 10 cm, and  cd is an arc of the circle, centre o and radius 20 cm.  (i) find the perimeter of abcd. [4]    ",
+            "11": "11 0606/13/o/n/12 \u00a9 ucles 2012 [turn overfor examiner\u2019 s use (ii) find the area of abcd. [4]    ",
+            "12": "12 0606/13/o/n/12 \u00a9 ucles 2012for examiner\u2019 s use10 (i) solve   tan2 x \u2013 2sec x + 1 = 0  for 0\u00b0 /h33355 x /h33355 360\u00b0. [4]  (ii) solve   cos2 3y = 5sin2 3y  for 0 /h33355 y /h33355 2 radians. [4]",
+            "13": "13 0606/13/o/n/12 \u00a9 ucles 2012 [turn overfor examiner\u2019 s use (iii) solve   2cosec /h20898z + \u03c0 4 /h20899 = 5  for 0 /h33355 z /h33355 6 radians. [4]",
+            "14": "14 0606/13/o/n/12 \u00a9 ucles 2012for examiner\u2019 s use11 answer only one of the following two alternatives.  either  the tangent to the curve   y = 5ex + 3e\u2013x  at the point where x = 1n 3 5, meets the x-axis at the  point p.  (i) find the coordinates of p. [5]  the area of the region enclosed by the curve   y = 5ex + 3e\u2013x, the y-axis, the positive x-axis and  the line x = a is 12 square units.  (ii) show that   5e2a \u2013 14ea \u2013 3 = 0. [3]  (iii) hence find the value of a. [3]  or  (i) given that   y = 3e2x 1 + e2x , show that   dy dx = ae2x (1 + e2x)2 , where a is a constant to be found. [4]  (ii) find the equation of the tangent to the curve   y = 3e2x 1 + e2x  at the point where the curve  crosses the y-axis. [3]  (iii) using your result from part (i), find /h20885e2x (1 + e2x)2 dx and hence evaluate /h20885 01n3e2x (1 + e2x)2 dx.    [4] start your answer to question 11 here. indicate which question you are answering.       either or ... ...",
+            "15": "15 0606/13/o/n/12 \u00a9 ucles 2012 [turn overfor examiner\u2019 s usecontinue your answer here. .",
+            "16": "16 0606/13/o/n/12 \u00a9 ucles 2012for examiner\u2019s use 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.continue your answer here if necessary. ..."
+        },
+        "0606_w12_qp_21.pdf": {
+            "1": "this document consists of 17 printed pages and 3 blank pages. dc (leo/jg) 50026/6 \u00a9 ucles 2012 [turn overuniversity of cambridge international examinations international general certificate of secondary education *1269823337* additional mathematics  0606/21 paper 2 october/november 2012  2 hours candidates answer on the question paper. additional materials: electronic calculator read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen.y ou may use a pencil for any diagrams or graphs.do not use staples, paper clips, highlighters, glue or correction fluid. answer all the questions. give non-exact numerical answers correct to 3 significant figures, or 1 decimal place in the case of angles in degrees, unless a different level of accuracy is specified in the question.the use of an electronic calculator is expected, where appropriate.y ou are reminded of the need for clear presentation in your answers. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question.the total number of marks for this paper is 80. for examiner\u2019s use  1  2 3 4 5 6 7 8 910 11 total",
+            "2": "2 \u00a9 ucles 2012 0606/21/o/n/12for examiner\u2019 s usemathematical formulae 1. algebra quadratic equation  for the equation ax2 + bx + c  = 0, xbb a c a=\u2212 \u221224 2 binomial theorem (a + b)n = an + (n 1)an\u20131 b + (n 2)an\u20132 b2 + \u2026 + (n r)an\u2013r br + \u2026 + bn,  where n is a positive integer and (n r) = n! (n \u2013 r)!r! 2. trigonometry identities sin2 a + cos2 a = 1 sec2 a = 1 + tan2 a cosec2 a = 1 + cot2 a formulae for \u2206abc a sin a = b sin b = c sin c a2 = b2 + c2 \u2013 2bc cos a \u2206 = 1  2 bc sin a",
+            "3": "3 \u00a9 ucles 2012 [turn over 0606/21/o/n/12for examiner\u2019 s use1 solve the inequality 4 x \u2013 9 > 4x(5 \u2013 x). [4]",
+            "4": "4 \u00a9 ucles 2012 0606/21/o/n/12for examiner\u2019 s use2 (a) it is given that /h5105 is the set of integers, p is the set of prime numbers between 10 and  50, f is the set of multiples of 5, and t is the set of multiples of 10. write the following  statements using set notation.   (i) there are 11 prime numbers between 10 and 50. [1]   (ii) 18 is not a multiple of 5. [1]   (iii) all multiples of 10 are multiples of 5. [1]  (b) (i) in the venn diagram below shade the region that represents ( a/h11032  b)  (a  b/h11032). [1] a/h5105 b   (ii) in the venn diagram below shade the region that represents q  (r  s/h11032). [1] q/h5105 r s",
+            "5": "5 \u00a9 ucles 2012 [turn over 0606/21/o/n/12for examiner\u2019 s use3 (i) on the grid below draw, for 0\u00b0 /h11088 x /h11088 360\u00b0, the graphs of   y = 3 sin 2x   and   y = 2 + cos x.  [4]  (ii) state the number of values of x for which   3 sin 2x = 2 + cos x  in the interval 0\u00b0 /h11088 x /h11088 360\u00b0.  [1]",
+            "6": "6 \u00a9 ucles 2012 0606/21/o/n/12for examiner\u2019 s use4 it is given that   f( x) = 4 + 8x \u2013 x2.  (i) find the value of a and of b for which f(x) = a \u2013 (x + b)2 and hence write down the coordinates  of the stationary point of the curve y = f(x). [3]  (ii) on the axes below, sketch the graph of y = f(x), showing the coordinates of the point where  your graph intersects the y-axis. [2] y x o",
+            "7": "7 \u00a9 ucles 2012 [turn over 0606/21/o/n/12for examiner\u2019 s use5 it is given that a = /h208984 \u20132 8 \u20133/h20899, b = /h208982  0 45 \u20131 4/h20899 and c = /h20898 5\u20132 3/h20899.  (i) calculate  abc. [4]  (ii) calculate a\u20131 b. [4]",
+            "8": "8 \u00a9 ucles 2012 0606/21/o/n/12for examiner\u2019 s use6 the normal to the curve   y = x3 + 6x2 \u2013 34x + 44 at the point p (2, 8) cuts the x-axis at a and the  y-axis at b. show that the mid-point of the line ab lies on the line   4 y = x + 9. [8]",
+            "9": "9 \u00a9 ucles 2012 [turn over 0606/21/o/n/12for examiner\u2019 s use7 in this question /h208981 0/h20899 is a unit vector due east and /h2089801/h20899 is a unit vector due north. at 12 00 a  coastguard, at point o, observes a ship with position vector /h208981612/h20899 km relative to o. the ship is  moving at a steady speed of 10  kmh\u20131 on a bearing of 330\u00b0.  (i) find the value of p such that /h20898\u20135 p/h20899 kmh\u20131 represents the velocity of the ship. [2]  (ii) write down, in terms of t, the position vector of the ship, relative to o, t hours after 12 00.  [2]  (iii) find the time  when the ship is due north of o. [2]  (iv) find the distance of the ship from o at this time. [2]",
+            "10": "10 \u00a9 ucles 2012 0606/21/o/n/12for examiner\u2019 s use8 prs q ox cmy cm 1 rad  in the diagram pq and rs are arcs of concentric circles with centre o and angle  poq = 1 radian.  the radius of the larger circle is x cm and the radius of the smaller circle is y cm.  (i) given that the perimeter of the shaded region is 20 cm, express y in terms of x. [2]  (ii) given that the area of the shaded region is 16  cm2, express y2 in terms of x2. [2]",
+            "11": "11 \u00a9 ucles 2012 [turn over 0606/21/o/n/12for examiner\u2019 s use (iii) find the value of x and of y. [4]",
+            "12": "12 \u00a9 ucles 2012 0606/21/o/n/12for examiner\u2019 s use9 (a) an art gallery displays 10 paintings in a row. of these paintings, 5 are by picasso, 4 by  monet and 1 by turner.   (i) find the number of different ways the paintings can be displayed if there are no restrictions. [1]   (ii) find the number of different ways the paintings can be displayed if the paintings by each of the artists are kept together.  [3]  (b) a committee of  4 senior students and 2 junior students is to be selected from a group     of 6 senior students and 5 junior students.   (i) calculate the number of different committees which can be selected. [3]",
+            "13": "13 \u00a9 ucles 2012 [turn over 0606/21/o/n/12for examiner\u2019 s use  one of the 6 senior students is a cousin of one of the 5 junior students.   (ii) calculate the number of different committees which can be selected if at most one of  these cousins is included. [3]",
+            "14": "14 \u00a9 ucles 2012 0606/21/o/n/12for examiner\u2019 s use10 (i) the remainder when the expression x3 + 9x2 + bx + c is divided by x \u2013 2 is twice the  remainder when the expression is divided by x \u2013 1. show that c = 24. [5]  (ii) given that x + 8 is a factor of   x3 + 9x2 + bx + 24, show that the equation   x3 + 9x2 + bx + 24 = 0 has only one real root. [4]",
+            "15": "15 0606/21/o/n/12 \u00a9 ucles 2012 [turn overblank page question 11 is printed on the next page.",
+            "16": "16 \u00a9 ucles 2012 0606/21/o/n/12for examiner\u2019 s use11 answer only one of the following alternatives. either  a particle travels in a straight line so that, t s after passing through a fixed point o, its  displacement, s m, from o is given by s = t2 \u2013 10t + 10ln(l + t), where t > 0.  (i) find the distance travelled in the twelfth second. [2]  (ii) find the value of t when the particle is at instantaneous rest. [5]  (iii) find the acceleration of the particle when t = 9. [3] or  a particle travels in a straight line so that, t s after passing through a fixed point o, its velocity,  v cms\u20131, is given by v = 4e2t \u2013 24t.  (i) find the velocity of the particle as it passes through o. [1]  (ii) find the distance travelled by the particle in the third second. [4]  (iii) find an expression for the acceleration of the particle and hence find the stationary value of  the velocity. [5] start your answer to question 11 here. indicate which question you are answering.       either or  ...  ... ... ... ... ... ... ... ... ... ...",
+            "17": "17 \u00a9 ucles 2012 [turn over 0606/21/o/n/12for examiner\u2019 s usecontinue your answer here. .. ",
+            "18": "18 \u00a9 ucles 2012 0606/21/o/n/12for examiner\u2019 s usecontinue your answer here if necessary. .. ",
+            "19": "19 0606/21/o/n/12 \u00a9 ucles 2012blank page",
+            "20": "20 0606/21/o/n/12 \u00a9 ucles 2012permission 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.blank page"
+        },
+        "0606_w12_qp_23.pdf": {
+            "1": "this document consists of 16 printed pages. dc (leo/jg) 50029/6 \u00a9 ucles 2012 [turn over *4183751999* additional mathematics  0606/23 paper 2 october/november 2012  2 hours candidates answer on the question paper. additional materials: electronic calculator read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen.y ou may use a pencil for any diagrams or graphs.do not use staples, paper clips, highlighters, glue or correction fluid. answer all questions. give non-exact numerical answers correct to 3 significant figures, or 1 decimal place in the case of angles in degrees, unless a different level of accuracy is specified in the question.the use of an electronic calculator is expected, where appropriate.y ou are reminded of the need for clear presentation in your answers. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question.the total number of marks for this paper is 80.for examiner\u2019s use  1  2 3 4 5 6 7 8 910 11 12 totaluniversity of cambridge international examinations international general certificate of secondary education",
+            "2": "2 0606/23/o/n/12 \u00a9 ucles 2012for examiner\u2019 s usemathematical formulae 1. algebra quadratic equation  for the equation ax2 + bx + c = 0, xbb a c a=\u2212 \u221224 2 binomial theorem (a + b)n = an + (n 1)an\u20131 b + (n2)an\u20132 b2 + \u2026 + (n r)an\u2013r br + \u2026 + bn,  where n is a positive integer and (n r) = n! (n \u2013 r)!r! 2. trigonometry identities sin2 a + cos2 a = 1 sec2 a = 1 + tan2 a cosec2 a = 1 + cot2 a formulae for \u2206abc a sin a = b sin b = c sin c a2 = b2 + c2 \u2013 2bc cos a \u2206 = 1  2 bc sin a",
+            "3": "3 0606/23/o/n/12 \u00a9 ucles 2012 [turn overfor examiner\u2019 s use1 solve the equation  |5x + 7| = 13. [3] 2 (i) given that  a = /h208987 8 4 6/h20899, find the inverse matrix, a\u20131. [2]  (ii) use your answer to part (i) to solve the simultaneous equations      7 x + 8y = 39,      4 x + 6y = 23. [2]",
+            "4": "4 0606/23/o/n/12 \u00a9 ucles 2012for examiner\u2019 s use3 without using a calculator, simplify (33 \u2013 1)2 23 \u2013 3, giving your answer in the form a3 + b 3, where a and b are integers. [4]",
+            "5": "5 0606/23/o/n/12 \u00a9 ucles 2012 [turn overfor examiner\u2019 s use4 the points x, y and z are such that \u2192xy = 3\u2192yz. the position vectors of x and z, relative to an   origin o, are /h208984 \u201327/h20899 and /h2089820 \u20137/h20899 respectively. find the unit vector in the direction \u2192oy. [5]",
+            "6": "6 0606/23/o/n/12 \u00a9 ucles 2012for examiner\u2019 s use5 find the set of values of m for which the line   y = mx + 2   does not meet the curve  y = mx2 + 7x + 11. [6]",
+            "7": "7 0606/23/o/n/12 \u00a9 ucles 2012 [turn overfor examiner\u2019 s use6 (a) given that cos x = p, find an expression, in terms of p, for tan2 x. [3]  (b) prove that   (cot \u03b8 + tan \u03b8)2 = sec2 \u03b8 + cosec2 \u03b8. [3]",
+            "8": "8 0606/23/o/n/12 \u00a9 ucles 2012for examiner\u2019 s use7 (a) find /h20885(x + 3) x dx. [3]  (b) find /h2088520 (2x + 5)2 dx and hence evaluate /h20885 01020 (2x + 5)2 dx. [4]",
+            "9": "9 0606/23/o/n/12 \u00a9 ucles 2012 [turn overfor examiner\u2019 s use8 solutions to this question by accurate drawing will not be accepted.  the points a (4, 5), b(\u20132, 3), c(1, 9) and d are the vertices of a trapezium in which bc is  parallel to ad and angle bcd is 90\u00b0. find the area of the trapezium. [8]",
+            "10": "10 0606/23/o/n/12 \u00a9 ucles 2012for examiner\u2019 s use9 the table shows experimental values of two variables x and y. x 1234 y 9.41 1.29 \u2013 0.69 \u2013 1.77  it is known that x and y are related by the equation   y = a x2 + bx, where a and b  are constants.  (i) a straight line graph is to be drawn to represent this information. given that x2y is plotted  on the vertical axis, state the variable to be plotted on the horizontal axis. [1]  (ii) on the grid opposite, draw this straight line graph. [3]  (iii) use your graph to estimate the value of a and of b. [3]  (iv) estimate the value of y when x is 3.7. [2]",
+            "11": "11 0606/23/o/n/12 \u00a9 ucles 2012 [turn over",
+            "12": "12 0606/23/o/n/12 \u00a9 ucles 2012for examiner\u2019 s use10 ad bc 200  m80 m x m  a track runs due east from a to b, a distance of 200 m. the point c is 80 m due north of b.  a cyclist travels on the track from a to d, where d is x m due west of b. the cyclist then travels  in a straight line across rough ground from d to c. the cyclist travels at 10 m s\u20131 on the track  and at 6 m s\u20131 across rough ground.  (i) show that the time taken, t s, for the cyclist to travel from a to c is given by  t = 200 \u2013 x 10 + (x2 + 6400) 6 [2]  (ii) given that x can vary, find the value of x for which t has a stationary value and the  corresponding value of t. [6]",
+            "13": "13 0606/23/o/n/12 \u00a9 ucles 2012 [turn overfor examiner\u2019 s use11 (a) solve (2x\u20132)1 2 = 100, giving your answer to 1 decimal place.  [3]  (b) solve logy 2 = 3 \u2013 logy 256. [3]  (c) solve 65z\u20132 36z = 216z\u20131 363\u2013z. [4]",
+            "14": "14 0606/23/o/n/12 \u00a9 ucles 2012for examiner\u2019 s use12 answer only one of the following alternatives. either  (i) express   4x2 + 32x + 55 in the form ( ax + b)2 + c, where a, b and c are constants and a is  positive. [3]  the functions f and g are defined by   f : x /h21739 4x2 + 32x + 55 for x > \u2013 4,   g : x /h21739 1 x for x > 0.  (ii) find f\u20131(x). [3]  (iii) solve the equation fg( x) = 135. [4] or the functions h and k are defined by   h : x /h21739  2x \u2013 7  for x /h11091 c,   k : x /h21739 3x \u2013 4 x \u2013 2 for x > 2.  (i) state the least possible value of c. [1]  (ii) find h\u20131(x). [2]  (iii) solve the equation k( x) = x. [3]  (iv) find an expression for the function k2, in the form k2 : x /h21739 a + b x where a and b are  constants. [4]",
+            "15": "15 0606/23/o/n/12 \u00a9 ucles 2012 [turn overfor examiner\u2019 s usestart your answer to question 12 here. indicate which question you are answering.  either or ... ",
+            "16": "16 0606/23/o/n/12 \u00a9 ucles 2012for examiner\u2019s use 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.continue your answer here if necessary. ..."
+        }
+    },
+    "2013": {
+        "0606_s13_qp_11.pdf": {
+            "1": "this document consists of 16 printed pages. dc (rw/sw) 57083/4 \u00a9 ucles 2013 [turn overuniversity of cambridge international examinations international general certificate of secondary education read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen.y ou may use a pencil for any diagrams or graphs.do not use staples, paper clips, highlighters, glue or correction fluid.do not write in any barcodes. answer all the questions. give non-exact numerical answers correct to 3 significant figures, or 1 decimal place in the case of angles in degrees, unless a different level of accuracy is specified in the question.the use of an electronic calculator is expected, where appropriate.y ou are reminded of the need for clear presentation in your answers. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question.the total number of marks for this paper is 80. * 5 5 4 4 6 5 2 3 1 5 * additional mathematics  0606/11 paper 1 may/june 2013  2 hours candidates answer on the question paper. additional materials: electronic calculator",
+            "2": "2 0606/11/m/j/13 \u00a9 ucles 2013mathematical formulae 1.\u2002algebra quadratic\u2002equation  for the equation ax2 + bx + c = 0, xab b ac 242!=- - . binomial theorem (a + b)n = an + (n 1)an\u20131 b + (n2)an\u20132 b2 + \u2026 + (n r)an\u2013r br + \u2026 + bn,  where n is a positive integer and (n r) = n! (n \u2013 r)!r! . 2.\u2002trigonometry identities sin2 a + cos2 a = 1 sec2 a = 1 + tan2 a cosec2 a = 1 + cot2 a formulae for \u2206abc a sin a = b sin b = c sin c a2 = b2 + c2 \u2013 2bc cos a \u2206 = 1  2 bc sin a",
+            "3": "3 0606/11/m/j/13 \u00a9 ucles 2013 [turn\u2002over for examiner\u2019 s use1\u2002 on the axes below sketch, for 0 2rxg g , the graph of \u2002 (i)\u2002 cos y x 1 = - , [2] \u2002 (ii)\u2002 sin y x 2= . [2] \u20132\u201310y x12 \ufffd 2\ufffd 3\ufffd 22\ufffd \u2002 (iii)\u2002 state the number of solutions of the equation cos sinx x 2 1- = , for r 0 2xg g . [1]",
+            "4": "4 0606/11/m/j/13 \u00a9 ucles 2013 for examiner\u2019 s use2\u2002 variables x and y are such that y abx= , where a and b are constants. the diagram shows the  graph of ln y against x, passing through the points (2, 4) and (8, 10). (2, 4)(8, 10) x oln y \u2002 find the value of a and of b. [5]",
+            "5": "5 0606/11/m/j/13 \u00a9 ucles 2013 [turn\u2002over for examiner\u2019 s use3\u2002 a committee of 6 members is to be selected from 5 men and 9 women.  find the number of  different committees that could be selected if \u2002 (i)\u2002 there are no restrictions, [1] \u2002 (ii)\u2002 there are exactly 3 men and 3 women on the committee, [2] \u2002 (iii)\u2002 there is at least 1 man on the committee. [3]",
+            "6": "6 0606/11/m/j/13 \u00a9 ucles 2013 for examiner\u2019 s use4\u2002 (i)\u2002 given that  logx21 4=, find the value of x. [1] \u2002 (ii)\u2002 solve  log logy y 2 5 1221 4 4- - = ^ h . [4]",
+            "7": "7 0606/11/m/j/13 \u00a9 ucles 2013 [turn\u2002over for examiner\u2019 s use5\u2002 (i)\u2002 find  xx 16d2-c my . [2] \u2002 (ii)\u2002 hence find the value of the positive constant k for which 2 xx 16d kk 23- =c my . [4]",
+            "8": "8 0606/11/m/j/13 \u00a9 ucles 2013 for examiner\u2019 s use6\u2002 (i)\u2002 given that a2 315=-c m , find a1 -. [2] \u2002 (ii)\u2002 using your answer from part (i), or otherwise, find the values of a, b, c and d such that a cb d 17 175a-= c c m m . [5]",
+            "9": "9 0606/11/m/j/13 \u00a9 ucles 2013 [turn\u2002over for examiner\u2019 s use7\u2002 calculators\u2002must\u2002not\u2002be\u2002used\u2002in\u2002this\u2002question. b 5 \u2013 2 ac 5 + 1 \u2002 the diagram shows a triangle abc in which angle 90ca= . sides ab and ac are 5 2- and  5 1+ respectively. find \u2002 (i)\u2002 tan b in the form a b 5+ , where a and b are integers, [3] \u2002 (ii)\u2002 secb2 in the form c d 5+ , where c and d are integers. [4]",
+            "10": "10 0606/11/m/j/13 \u00a9 ucles 2013 for examiner\u2019 s use8\u2002 \u03b8 radma d b fe c6 cm 16 cm 16 cm \u2002 the diagram shows a square abcd of side 16 cm. m is the mid-point of ab. the points e and f  are on ad and bc respectively such that ae bf= =  6 cm. ef is an arc of the circle centre m,  such that angle emf is i radians. \u2002 (i)\u2002 show that . 1 855i=  radians, correct to 3 decimal places. [2] \u2002 (ii)\u2002 calculate the perimeter of the shaded region. [4]",
+            "11": "11 0606/11/m/j/13 \u00a9 ucles 2013 [turn\u2002over for examiner\u2019 s use\u2002 (iii)\u2002 calculate the area of the shaded region. [3]",
+            "12": "12 0606/11/m/j/13 \u00a9 ucles 2013 for examiner\u2019 s use9\u2002 ba cop qa b c \u2002 the figure shows points a, b and c with position vectors a, b and c respectively, relative to  an origin o. the point p lies on ab such that 3:4 : ap ab= . the point q lies on oc such that  2:3 : oq qc= . \u2002 (i)\u2002 express ap in terms of a and b and hence show that 3 op41a b= + ^ h . [3] \u2002 (ii)\u2002 find pq in terms of a, b and c. [3]",
+            "13": "13 0606/11/m/j/13 \u00a9 ucles 2013 [turn\u2002over for examiner\u2019 s use\u2002 (iii)\u2002 given that pq bc5 6= , find c in terms of a and b. [2]",
+            "14": "14 0606/11/m/j/13 \u00a9 ucles 2013 for examiner\u2019 s use10\u2002 the point a, whose x-coordinate is 2, lies on the curve with equation y x x x 4 13 2= - + + . \u2002 (i)\u2002 find the equation of the tangent to the curve at a. [4] \u2002 this tangent meets the curve again at the point b. \u2002 (ii)\u2002 find the coordinates of b. [4]",
+            "15": "15 0606/11/m/j/13 \u00a9 ucles 2013 [turn\u2002over for examiner\u2019 s use\u2002 (iii)\u2002 find the equation of the perpendicular bisector of the line ab. [4] question\u200211\u2002is\u2002printed\u2002on\u2002the\u2002next\u2002page.",
+            "16": "16 0606/11/m/j/13 \u00a9 ucles 2013for examiner\u2019 s use11\u2002 (a)\u2002 solve  rsinx 231 + = -` j  for r 0 2xg g  radians. [4] \u2002 (b)\u2002 solve  tan coty y2- =  for y 0 180c cg g . [6] 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."
+        },
+        "0606_s13_qp_12.pdf": {
+            "1": "this document consists of 17 printed pages and 3 blank pages. dc (leo/sw) 57088/3 \u00a9 ucles 2013 [turn overuniversity of cambridge international examinations international general certificate of secondary education * 6 1 1 1 6 3 9 0 6 5 * additional mathematics 0606/12 paper 1 may/june 2013  2 hours candidates answer on the question paper. additional materials: electronic calculator read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen.y ou may use a pencil for any diagrams or graphs.do not use staples, paper clips, highlighters, glue or correction fluid.do not write in any barcodes. answer all the questions. give non-exact numerical answers correct to 3 significant figures, or 1 decimal place in the case of angles in degrees, unless a different level of accuracy is specified in the question.the use of an electronic calculator is expected, where appropriate.y ou are reminded of the need for clear presentation in your answers. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [ ] at the end of each question or part question.the total number of marks for this paper is 80.",
+            "2": "2 0606/12/m/j/13 \u00a9 ucles 2013mathematical formulae 1.\u2002algebra quadratic\u2002equation  for the equation ax2 + bx + c = 0, x b b  ac  a = \u2212 \u22122 4  2 . binomial theorem (a + b)n = an + (n 1)an\u20131 b + (n 2)an\u20132 b2 + \u2026 + (n r)an\u2013r br + \u2026 + bn,  where n is a positive integer and (n r) = n! (n \u2013 r)!r! . 2.\u2002trigonometry identities sin2 a + cos2 a = 1 sec2 a = 1 + tan2 a cosec2 a = 1 + cot2 a formulae for \u2206abc a sin a = b sin b = c sin c  a2 = b2 + c2 \u2013 2bc cos a \u2206 = 1  2 bc sin a",
+            "3": "3 0606/12/m/j/13 \u00a9 ucles 2013 [turn\u2002over for examiner\u2019 s use1 /h5105 a b \u2002 the v enn diagram shows the universal set \ue025, the set a and the set b. given that n( b ) = 5, n( a\ue039) = 10  and n(\ue025) = 26, find \u2002 (i)\u2002 n( )a b+,  [1] \u2002 (ii)\u2002 n(a), [1] \u2002 (iii)\u2002 n ( )b a+l . [1]",
+            "4": "4 0606/12/m/j/13 \u00a9 ucles 2013 for examiner\u2019 s use2\u2002 a 4-digit number is to be formed from the digits 1, 2, 5, 7, 8 and 9. each digit may only be used  once. find the number of different 4-digit numbers that can be formed if \u2002 (i)\u2002 there are no restrictions, [1] \u2002 (ii)\u2002 the 4-digit numbers are divisible by 5, [2] \u2002 (iii)\u2002 the 4-digit numbers are divisible by 5 and are greater than 7000. [2]",
+            "5": "5 0606/12/m/j/13 \u00a9 ucles 2013 [turn\u2002over for examiner\u2019 s use3\u2002 show that    (1 \u2013 cos \u03b8 \u2013 sin \u03b8 )2 \u2013 2(1 \u2013 sin \u03b8 )(1 \u2013 cos \u03b8 ) = 0. [3]",
+            "6": "6 0606/12/m/j/13 \u00a9 ucles 2013 for examiner\u2019 s use4\u2002 find the set of values of k for which the curve    y = 2x2 + kx + 2k \u2013 6    lies above the x-axis for  all values of x. [4]",
+            "7": "7 0606/12/m/j/13 \u00a9 ucles 2013 [turn\u2002over for examiner\u2019 s use5\u2002 the line    3x + 4y = 15    cuts the curve    2 xy = 9    at the points a and b. find the length of the  line ab. [6]",
+            "8": "8 0606/12/m/j/13 \u00a9 ucles 2013 for examiner\u2019 s use6\u2002 the normal to the curve    y + 2 = 3 tan x, at the point on the curve where    x = 43r, cuts the  y-axis at the point p. find the coordinates of p. [6]",
+            "9": "9 0606/12/m/j/13 \u00a9 ucles 2013 [turn\u2002over for examiner\u2019 s use7\u2002 it is given that    f(x) = 6x3 \u2013 5x2 + ax + b    has a factor of x + 2 and leaves a remainder of 27  when divided by x \u2013 1. \u2002 (i)\u2002 show that b = 40 and find the value of a. [4] \u2002 (ii)\u2002 show that    f(x) = (x + 2)(px2 + qx + r), where p, q and r are integers to be found. [2] \u2002 (iii)\u2002 hence solve f(x) = 0. [2]",
+            "10": "10 0606/12/m/j/13 \u00a9 ucles 2013 for examiner\u2019 s use8\u2002 (a)\u2002 given that the matrix a = 4 32 5 \u2013c m , find  \u2002 \u2002 (i)\u2002 a2,  [2] \u2002 \u2002 (ii)\u2002 3a + 4i, where i is the identity matrix. [2]",
+            "11": "11 0606/12/m/j/13 \u00a9 ucles 2013 [turn\u2002over for examiner\u2019 s use\u2002 (b)\u2002 (i)\u2002 find the inverse matrix of 6 91 3 \u2013c m . [2] \u2002 \u2002 (ii)\u2002 hence solve the equations      6x + y = 5,      \u20139x + 3y = 23. [3]",
+            "12": "12 0606/12/m/j/13 \u00a9 ucles 2013 for examiner\u2019 s use9\u2002 (i)\u2002 given that n is a positive integer, find the first 3 terms in the expansion of x 121n +c m  in  ascending powers of x. [2] \u2002 (ii)\u2002 given that the coefficient of x2 in the expansion of (1 \u2013 x) x 121n +c m  is 425, find the value  of n. [5]",
+            "13": "13 0606/12/m/j/13 \u00a9 ucles 2013 [turn\u2002over for examiner\u2019 s use10\u2002 (a)\u2002 (i)\u2002 find d x x2 5- y . [2] \u2002 \u2002 (ii)\u2002 hence evaluate d x x2 5 315- y . [2]",
+            "14": "14 0606/12/m/j/13 \u00a9 ucles 2013 for examiner\u2019 s use\u2002 (b)\u2002 (i)\u2002\u2002 find ddlnxx x3^ h . [2] \u2002 \u2002 (ii)\u2002 hence find d ln x x x2y . [3]",
+            "15": "15 0606/12/m/j/13 \u00a9 ucles 2013 [turn\u2002over for examiner\u2019 s use11\u2002 (a)\u2002 solve      cos2x + 2sec2x + 3 = 0 for x 0 360g gc c . [5] \u2002 (b)\u2002 solve      sin y622 r-` j  = 1 for 0 yg g r. [4]",
+            "16": "16 0606/12/m/j/13 \u00a9 ucles 2013 for examiner\u2019 s use12\u2002 a particle p moves in a straight line such that, t s after leaving a point o, its velocity v m s\u20131 is  given by v = 36t \u20133t2 for t h 0. \u2002 (i)\u2002 find the value of t when the velocity of p stops increasing. [2] \u2002 (ii)\u2002 find the value of t when p comes to instantaneous rest. [2] \u2002 (iii)\u2002 find the distance of p from o when p is at instantaneous rest. [3]",
+            "17": "17 0606/12/m/j/13 \u00a9 ucles 2013 for examiner\u2019 s use\u2002 \u2002 (iv)\u2002 find the speed of p when p is again at o. [4]",
+            "18": "18 0606/12/m/j/13 \u00a9 ucles 2013blank\u2002page",
+            "19": "19 0606/12/m/j/13 \u00a9 ucles 2013blank\u2002page",
+            "20": "20 0606/12/m/j/13 \u00a9 ucles 2013permission 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.blank\u2002page"
+        },
+        "0606_s13_qp_13.pdf": {
+            "1": "this document consists of 16 printed pages. dc (tl/sw) 71814 \u00a9 ucles 2013 [turn overuniversity of cambridge international examinations international general certificate of secondary education read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen.y ou may use a pencil for any diagrams or graphs.do not use staples, paper clips, highlighters, glue or correction fluid.do not write in any barcodes. answer all the questions. give non-exact numerical answers correct to 3 significant figures, or 1 decimal place in the case of angles in degrees, unless a different level of accuracy is specified in the question.the use of an electronic calculator is expected, where appropriate.y ou are reminded of the need for clear presentation in your answers. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question.the total number of marks for this paper is 80. *6607517764* additional mathematics  0606/13 paper 1 may/june 2013  2 hours candidates answer on the question paper. additional materials: electronic calculator",
+            "2": "2 0606/13/m/j/13 \u00a9 ucles 2013mathematical formulae 1. algebra quadratic equation  for the equation ax2 + bx + c = 0, xabb a c 242!=-- . binomial theorem (a + b)n = an + (n 1)an\u20131 b + (n2)an\u20132 b2 + \u2026 + (n r)an\u2013r br + \u2026 + bn,  where n is a positive integer and (n r) = n! (n \u2013 r)!r! . 2. trigonometry identities sin2 a + cos2 a = 1 sec2 a = 1 + tan2 a cosec2 a = 1 + cot2 a formulae for \u03b4abc a sin a = b sin b = c sin c a2 = b2 + c2 \u2013 2bc cos a \u03b4 = 1  2 bc sin a",
+            "3": "3 0606/13/m/j/13 \u00a9 ucles 2013 [turn overfor examiner\u2019 s use1 on the axes below sketch, for 02 r xgg , the graph of  (i) cosyx 1 =- , [2]  (ii) sinyx 2 = . [2] \u20132\u201310y x12 \u009b 2\u009b 3\u009b 22\u009b  (iii) state the number of solutions of the equation cos sinxx 21 -= , for r 02xgg . [1]",
+            "4": "4 0606/13/m/j/13 \u00a9 ucles 2013for examiner\u2019 s use2 variables x and y are such that ya bx= , where a and b are constants. the diagram shows the  graph of ln y against x, passing through the points (2, 4) and (8, 10). (2, 4)(8, 10) x oln y  find the value of a and of b. [5]",
+            "5": "5 0606/13/m/j/13 \u00a9 ucles 2013 [turn overfor examiner\u2019 s use3 a committee of 6 members is to be selected from 5 men and 9 women.  find the number of  different committees that could be selected if  (i) there are no restrictions, [1]  (ii) there are exactly 3 men and 3 women on the committee, [2]  (iii) there is at least 1 man on the committee. [3]",
+            "6": "6 0606/13/m/j/13 \u00a9 ucles 2013for examiner\u2019 s use4 (i) given that  logx21 4=, find the value of x. [1]  (ii) solve  log logyy 25 1 221 44-- =^h . [4]",
+            "7": "7 0606/13/m/j/13 \u00a9 ucles 2013 [turn overfor examiner\u2019 s use5 (i) find  xx 16d2-cmy . [2]  (ii) hence find the value of the positive constant k for which 2 xx 16d kk 23-=cmy . [4]",
+            "8": "8 0606/13/m/j/13 \u00a9 ucles 2013for examiner\u2019 s use6 (i) given that a2 315=- cm , find a1 -. [2]  (ii) using your answer from part (i), or otherwise, find the values of a, b, c and d such that a cb d 17 175a-=ccmm . [5]",
+            "9": "9 0606/13/m/j/13 \u00a9 ucles 2013 [turn overfor examiner\u2019 s use7 calculators must not be used in this question. b 5 \u2013 2 ac 5 + 1  the diagram shows a triangle abc in which angle 90c a= . sides ab and ac are 52- and  51+ respectively. find  (i) tan b in the form ab 5 + , where a and b are integers, [3]  (ii) secb2 in the form cd 5 + , where c and d are integers. [4]",
+            "10": "10 0606/13/m/j/13 \u00a9 ucles 2013for examiner\u2019 s use8  \u0219 radma d b fe c6 cm 16 cm 16 cm  the diagram shows a square abcd of side 16 cm. m is the mid-point of ab. the points e and f  are on ad and bc respectively such that ae bf==  6 cm. ef is an arc of the circle centre m,  such that angle emf is i radians.  (i) show that . 1 855 i=  radians, correct to 3 decimal places. [2]  (ii) calculate the perimeter of the shaded region. [4]",
+            "11": "11 0606/13/m/j/13 \u00a9 ucles 2013 [turn overfor examiner\u2019 s use (iii) calculate the area of the shaded region. [3]",
+            "12": "12 0606/13/m/j/13 \u00a9 ucles 2013for examiner\u2019 s use9  ba cop qa b c  the figure shows points a, b and c with position vectors a, b and c respectively, relative to  an origin o. the point p lies on ab such that 3:4 :ap ab = . the point q lies on oc such that  2:3 :oq qc = .  (i) express ap in terms of a and b and hence show that 3 op41ab=+^h . [3]  (ii) find pq in terms of a, b and c. [3]",
+            "13": "13 0606/13/m/j/13 \u00a9 ucles 2013 [turn overfor examiner\u2019 s use (iii) given that pq bc56= , find c in terms of a and b. [2]",
+            "14": "14 0606/13/m/j/13 \u00a9 ucles 2013for examiner\u2019 s use10 the point a, whose x-coordinate is 2, lies on the curve with equation yx x x 4132=- + + .  (i) find the equation of the tangent to the curve at a. [4]  this tangent meets the curve again at the point b.  (ii) find the coordinates of b. [4]",
+            "15": "15 0606/13/m/j/13 \u00a9 ucles 2013 [turn overfor examiner\u2019 s use (iii) find the equation of the perpendicular bisector of the line ab. [4] question 11 is printed on the next page.",
+            "16": "16 0606/13/m/j/13 \u00a9 ucles 2013for examiner\u2019 s use11 (a) solve  rsinx 231 += -`j  for r 02xgg  radians. [4]  (b) solve  tan cotyy2-=  for y 0 180ccgg . [6] 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."
+        },
+        "0606_s13_qp_21.pdf": {
+            "1": "this document consists of 16 printed pages. dc (nh/sw) 57089/6 \u00a9 ucles 2013 [turn over * 5 2 7 2 7 0 5 0 4 6 * additional mathematics 0606/21 paper 2 may/june 2013  2 hours candidates answer on the question paper. additional materials: electronic calculator read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen.y ou may use a pencil for any diagrams or graphs.do not use staples, paper clips, highlighters, glue or correction fluid.do not write in any barcodes. answer all the questions. give non-exact numerical answers correct to 3 significant figures, or 1 decimal place in the case of angles in degrees, unless a different level of accuracy is specified in the question.the use of an electronic calculator is expected, where appropriate.y ou are reminded of the need for clear presentation in your answers. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [ ] at the end of each question or part question.the total number of marks for this paper is 80.university of cambridge international examinations international general certificate of secondary education",
+            "2": "2 0606/21/m/j/13 \u00a9 ucles 2013mathematical formulae 1.\u2002algebra quadratic\u2002equation  for the equation ax2 + bx + c = 0, x b b  ac  a = \u2212 \u22122 4  2 . binomial theorem (a + b)n = an + (n 1)an\u20131 b + (n2)an\u20132 b2 + \u2026 + (n r)an\u2013r br + \u2026 + bn,  where n is a positive integer and (n r) = n! (n \u2013 r)!r! . 2.\u2002trigonometry identities sin2 a + cos2 a = 1 sec2 a = 1 + tan2 a cosec2 a = 1 + cot2 a formulae for \u2206abc a sin a = b sin b = c sin c  a2 = b2 + c2 \u2013 2bc cos a \u2206 = 1  2 bc sin a",
+            "3": "3 0606/21/m/j/13 \u00a9 ucles 2013 [turn over for examiner\u2019s use1\u2002 prove that cossin 12 ii+c m  + 2 4cossintan122 iii-= + c m . [4]",
+            "4": "4 0606/21/m/j/13 \u00a9 ucles 2013 for examiner\u2019s use2 t s 24 20 516 ov ms\u20131 \u2002 the velocity-time graph represents the motion of a particle moving in a straight line. \u2002 (i)\u2002 find the acceleration during the first 5 seconds. [1] \u2002 (ii)\u2002 find the length of time for which the particle is travelling with constant velocity . [1] \u2002 (iii)\u2002 find the total distance travelled by the particle. [3]",
+            "5": "5 0606/21/m/j/13 \u00a9 ucles 2013 [turn over for examiner\u2019s use3\u2002 variables x and y are related by the equation sin y 10 42= -  x, where x02g gr. given that \u2002 x is increasing at a rate of 0.2 radians per second, find the corresponding rate of change of y  when y = 8. [6]",
+            "6": "6 0606/21/m/j/13 \u00a9 ucles 2013 for examiner\u2019s use4\u2002 (i)\u2002 sketch the graph of y x 4 2= -  on the axes below, showing the coordinates of the points  where the graph meets the axes. [3] x oy \u2002 (ii)\u2002 solve the equation x x4 2- = . [3]",
+            "7": "7 0606/21/m/j/13 \u00a9 ucles 2013 [turn over for examiner\u2019s use5 x cmr uq pt s \u2002 a piece of wire of length 96  cm is formed into the rectangular shape pqrstu shown in the  diagram. it is given that pq = tu = sr = x cm. it may be assumed that pq and tu coincide  and that ts and qr have the same length. \u2002 (i)\u2002 show that the area, acm2, enclosed by the wire is given by ax x 296 32 =-. [2] \u2002 (ii)\u2002 given that x can vary, find the stationary value of a and determine the nature of this  stationary value. [4]",
+            "8": "8 0606/21/m/j/13 \u00a9 ucles 2013 for examiner\u2019s use6\u2002 find the equation of the normal to the curve yxx 282 =-+ at the point on the curve where x = 4.  [6]",
+            "9": "9 0606/21/m/j/13 \u00a9 ucles 2013 [turn over for examiner\u2019s use7\u2002 (i)\u2002 find the first four terms in the expansion of ( ) x 26+  in ascending powers of x. [3] \u2002 (ii)\u2002 hence find the coefficient of x3 in the expansion of x x x 1 3 1 26+ - +^ ^ ^ h h h . [4]",
+            "10": "10 0606/21/m/j/13 \u00a9 ucles 2013 for examiner\u2019s use8\u2002 the line\u2002 2 8 y x= -  cuts the curve 2 5 32 0x y xy2 2+ - + =  at the points a and b. find the  length of the line ab. [7]",
+            "11": "11 0606/21/m/j/13 \u00a9 ucles 2013 [turn over for examiner\u2019s use9\u2002 it is given that x \u2208 \ue052\u2002and that \ue025 = {x : \u2212 5 < x < 12}, \u2002    s = {x : 5x + 24 > x2}, \u2002    t = {x : 2x + 7 > 15}. \u2002 find the values of x such that \u2002 (i)\u2002 x s!, [3] \u2002 (ii)\u2002 x s tj! , [2] \u2002 (iii)\u2002 ( )x s tk! l. [3]",
+            "12": "12 0606/21/m/j/13 \u00a9 ucles 2013 for examiner\u2019s use10\u2002 a plane, whose speed in still air is 240 kmh\u20131, flies directly from a to b, where b is 500 km from  a on a bearing of 032\u00b0. there is a constant wind of 50 kmh\u20131 blowing from the west. \u2002 (i)\u2002 find the bearing on which the plane is steered. [4]",
+            "13": "13 0606/21/m/j/13 \u00a9 ucles 2013 [turn over for examiner\u2019s use\u2002 (ii)\u2002 find, to the nearest minute, the time taken for the flight. [4]",
+            "14": "14 0606/21/m/j/13 \u00a9 ucles 2013 for examiner\u2019s use11\u2002 a one-one function f is defined by ( ) ( 1) 5x xf2= - -  for x kh. \u2002 (i)\u2002 state the least value that k can take. [1] \u2002 for this least value of k \u2002 (ii)\u2002 write down the range of f, [1] \u2002 (iii)\u2002 find ( )x f1 -, [2]",
+            "15": "15 0606/21/m/j/13 \u00a9 ucles 2013 [turn over for examiner\u2019s use\u2002 (iv)\u2002 sketch and label, on the axes below, the graph of ( ) y x f=  and of ( ) y x f1=-, [2] x oy y = x \u2002 (v)\u2002 find the value of x for which ( ) ( )x xf f1=-. [2] question\u200212\u2002is\u2002printed\u2002on\u2002the\u2002next\u2002page.",
+            "16": "16 0606/21/m/j/13 \u00a9 ucles 2013 for examiner\u2019s use12\u2002 the function   ( )x x x ax bf3 2= + + +    is divisible by x3- and leaves a remainder  of 20 when divided by x1+. \u2002 (i)\u2002 show that b6= and find the value of a. [4] \u2002 (ii)\u2002 using your value of a and taking b as 6, find the non-integer roots of the equation ( ) 0xf=  in the form p q! , where p and q are integers. [5] 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."
+        },
+        "0606_s13_qp_22.pdf": {
+            "1": "this document consists of 15 printed pages and 1 blank page. dc (nh/sw) 57090/3 \u00a9 ucles 2013 [turn over * 5 8 9 9 8 3 2 6 4 7 * additional mathematics 0606/22 paper 2 may/june 2013  2 hours candidates answer on the question paper. additional materials: electronic calculator read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen.y ou may use a pencil for any diagrams or graphs.do not use staples, paper clips, highlighters, glue or correction fluid.do not write in any barcodes. answer all the questions. give non-exact numerical answers correct to 3 significant figures, or 1 decimal place in the case of angles in degrees, unless a different level of accuracy is specified in the question.the use of an electronic calculator is expected, where appropriate.y ou are reminded of the need for clear presentation in your answers. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [ ] at the end of each question or part question.the total number of marks for this paper is 80.university of cambridge international examinations international general certificate of secondary education",
+            "2": "2 0606/22/m/j/13 \u00a9 ucles 2013mathematical formulae 1.\u2002algebra quadratic\u2002equation  for the equation ax2 + bx + c = 0, x b b  ac  a = \u2212 \u22122 4  2 . binomial theorem (a + b)n = an + (n 1)an\u20131 b + (n2)an\u20132 b2 + \u2026 + (n r)an\u2013r br + \u2026 + bn,  where n is a positive integer and (n r) = n! (n \u2013 r)!r! . 2.\u2002trigonometry identities sin2 a + cos2 a = 1 sec2 a = 1 + tan2 a cosec2 a = 1 + cot2 a formulae for \u2206abc a sin a = b sin b = c sin c  a2 = b2 + c2 \u2013 2bc cos a \u2206 = 1  2 bc sin a",
+            "3": "3 0606/22/m/j/13 \u00a9 ucles 2013 [turn over for examiner\u2019s use1 (4, 18) (1, 3) x2 oy \u2002 variables x and y are such that when y is plotted against x2 a straight line graph passing  through the points (1, 3) and (4, 18) is obtained. express y in terms of x. [4]",
+            "4": "4 0606/22/m/j/13 \u00a9 ucles 2013 for examiner\u2019s use2\u2002 (a)\u2002 solve the equation 3p+1 = 0.7 , giving your answer to 2 decimal places. [3] \u2002 (b)\u2002 express   (4 ) yy x 833 2#   in the form 2a \u00d7 xb \u00d7 yc, where a, b and c are constants. [3]",
+            "5": "5 0606/22/m/j/13 \u00a9 ucles 2013 [turn over for examiner\u2019s use3\u2002 (a) oy x oya xoy x oy x oy x oy xb c d e f \u2002 \u2002 (i)\u2002 write down the letter of each graph which does not represent a function. [2] \u2002 \u2002 (ii)\u2002 write down the letter of each graph which represents a function that does not have an  inverse. [2] \u2002 (b) x o 55y y = f(x) \u2002 \u2002 the diagram shows the graph of a function y = f(x). on the same axes sketch the graph of  y = f \u20131(x). [2]",
+            "6": "6 0606/22/m/j/13 \u00a9 ucles 2013 for examiner\u2019s use4\u2002 the position vectors of the points a and b, relative to an origin o, are 4i \u2013 21j and 22i \u2013 30j  respectively. the point  c lies on ab such that ab ac 3= . \u2002 (i)\u2002 find the position vector of c relative to o. [4] \u2002 \u2002 (ii)\u2002 find the unit vector in the direction oc. [2]",
+            "7": "7 0606/22/m/j/13 \u00a9 ucles 2013 [turn over for examiner\u2019s use5\u2002 calculators\u2002must\u2002not\u2002be\u2002used\u2002in\u2002this\u2002question. a b d x xc5 4 + 7 2 \u2002 the diagram shows a trapezium abcd in which ad = 7 cm and ab = 4 5 cm+^ h . ax is  perpendicular to dc with dx = 2 cm and xc = x cm. given that the area of trapezium abcd is  15 5 2 cm2+ ^ h , obtain an expression for x in the form a + b 5, where a and b are integers. [6]",
+            "8": "8 0606/22/m/j/13 \u00a9 ucles 2013 for examiner\u2019s use6 or \ufffd 3 ra b \u2002 the shaded region in the diagram is\u2002a segment of a circle with centre o and radius r cm. \u2002 angle aob = 3r radians. \u2002 (i)\u2002 show that the perimeter of the segment is r 33r+c m  cm. [2] \u2002 (ii)\u2002 given that the perimeter of the segment is 26 cm, find the value of r and the area of the  segment. [5]",
+            "9": "9 0606/22/m/j/13 \u00a9 ucles 2013 [turn over for examiner\u2019s use7\u2002 differentiate, with respect to x, \u2002 (i)\u2002 (3 \u2212 5x)12, [2] \u2002 (ii)\u2002 x2 sin x, [2] \u2002 (iii)\u2002 1tanx ex2+ . [4]",
+            "10": "10 0606/22/m/j/13 \u00a9 ucles 2013 for examiner\u2019s use8\u2002 solutions\u2002to\u2002this\u2002question\u2002by\u2002accurate\u2002drawing\u2002will\u2002not\u2002be\u2002accepted. \u2002 the points a(\u2212 6, 2), b(2, 6) and c are the vertices of a triangle. \u2002 (i)\u2002 find the equation of the line ab in the form y = mx + c . [2] \u2002 (ii)\u2002 given that angle abc = 90\u00b0, find the equation of bc. [2]",
+            "11": "11 0606/22/m/j/13 \u00a9 ucles 2013 [turn over for examiner\u2019s use\u2002 (iii)\u2002 given that the length of ac is 10 units, find the coordinates of each of the two possible  positions of point c. [4]",
+            "12": "12 0606/22/m/j/13 \u00a9 ucles 2013 for examiner\u2019s use9\u2002 (a)\u2002 the graph of y = k(3x) + c passes through the points (0, 14) and (\u2212 2, 6). find the value of\u2002 k  and of c. [3] \u2002 (b)\u2002 the variables x and y are connected by the equation y = ex + 25 \u2212 24e\u2013x. \u2002 \u2002 (i)\u2002 find the value of y when x = 4. [1] \u2002 \u2002 (ii)\u2002 find the value of ex when y = 20 and hence find the corresponding value of x. [4]",
+            "13": "13 0606/22/m/j/13 \u00a9 ucles 2013 [turn over for examiner\u2019s use10\u2002 (a)\u2002 the function f is defined, for 0\u00b0  x  360\u00b0, by f(x) = 1 + 3 cos 2x. \u2002 \u2002 (i)\u2002 sketch the graph of y = f(x) on the axes below. [4] o \u201355y x90\u00b0 180\u00b0 270\u00b0 360\u00b0 \u2002 \u2002 (ii)\u2002 state the amplitude of f. [1] \u2002 \u2002 (iii)\u2002 state the period of f. [1] \u2002 (b)\u2002 given that cos x = p , where 270\u00b0 < x < 360\u00b0,  find cosec x in terms of p. [3]",
+            "14": "14 0606/22/m/j/13 \u00a9 ucles 2013 for examiner\u2019s use11\u2002 a curve has equation y = 3x +  ( )x 41 3- . \u2002 (i)\u2002 find xy dd and  xy dd 22  . [4] \u2002 (ii)\u2002 show that the coordinates of the stationary points of the curve are (5, 16) and (3, 8). [2] \u2002 (iii)\u2002 determine the nature of each of these stationary points. [2]",
+            "15": "15 0606/22/m/j/13 \u00a9 ucles 2013 for examiner\u2019s use\u2002 (iv)\u2002 find \u222b ( )x x3 41 3+ -c m dx. [2] \u2002 (v)\u2002 hence find the area of the region enclosed by the curve, the line x = 5, the x-axis and the  line x = 6 . [2]",
+            "16": "16 0606/22/m/j/13 \u00a9 ucles 2013permission 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.blank\u2002page"
+        },
+        "0606_s13_qp_23.pdf": {
+            "1": "this document consists of 16 printed pages. dc (jf/sw) 71796 \u00a9 ucles 2013 [turn over * 8 4 8 5 2 9 6 2 9 8 * additional mathematics 0606/23 paper 2 may/june 2013  2 hours candidates answer on the question paper. additional materials: electronic calculator read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen.y ou may use a pencil for any diagrams or graphs.do not use staples, paper clips, highlighters, glue or correction fluid.do not write in any barcodes. answer all the questions. give non-exact numerical answers correct to 3 significant figures, or 1 decimal place in the case of angles in degrees, unless a different level of accuracy is specified in the question.the use of an electronic calculator is expected, where appropriate.y ou are reminded of the need for clear presentation in your answers. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [ ] at the end of each question or part question.the total number of marks for this paper is 80.university of cambridge international examinations international general certificate of secondary education",
+            "2": "2 0606/23/m/j/13 \u00a9 ucles 2013mathematical formulae 1.\u2002algebra quadratic\u2002equation  for the equation ax2 + bx + c = 0, x b b  ac  a = \u2212 \u22122 4  2 . binomial theorem (a + b)n = an + (n 1)an\u20131 b + (n2)an\u20132 b2 + \u2026 + (n r)an\u2013r br + \u2026 + bn,  where n is a positive integer and (n r) = n! (n \u2013 r)!r! . 2.\u2002trigonometry identities sin2 a + cos2 a = 1 sec2 a = 1 + tan2 a cosec2 a = 1 + cot2 a formulae for \u2206abc a sin a = b sin b = c sin c  a2 = b2 + c2 \u2013 2bc cos a \u2206 = 1  2 bc sin a",
+            "3": "3 0606/23/m/j/13 \u00a9 ucles 2013 [turn over for examiner\u2019s use1\u2002 prove that cossin 12 ii+c m  + 2 4cossintan122 iii-= + c m . [4]",
+            "4": "4 0606/23/m/j/13 \u00a9 ucles 2013 for examiner\u2019s use2 t s 24 20 516 ov ms\u20131 \u2002 the velocity-time graph represents the motion of a particle moving in a straight line. \u2002 (i)\u2002 find the acceleration during the first 5 seconds. [1] \u2002 (ii)\u2002 find the length of time for which the particle is travelling with constant velocity . [1] \u2002 (iii)\u2002 find the total distance travelled by the particle. [3]",
+            "5": "5 0606/23/m/j/13 \u00a9 ucles 2013 [turn over for examiner\u2019s use3\u2002 variables x and y are related by the equation sin y 10 42= -  x, where x02g gr. given that \u2002 x is increasing at a rate of 0.2 radians per second, find the corresponding rate of change of y  when y = 8. [6]",
+            "6": "6 0606/23/m/j/13 \u00a9 ucles 2013 for examiner\u2019s use4\u2002 (i)\u2002 sketch the graph of y x 4 2= -  on the axes below, showing the coordinates of the points  where the graph meets the axes. [3] x oy \u2002 (ii)\u2002 solve the equation x x4 2- = . [3]",
+            "7": "7 0606/23/m/j/13 \u00a9 ucles 2013 [turn over for examiner\u2019s use5 x cmr uq pt s \u2002 a piece of wire of length 96  cm is formed into the rectangular shape pqrstu shown in the  diagram. it is given that pq = tu = sr = x cm. it may be assumed that pq and tu coincide  and that ts and qr have the same length. \u2002 (i)\u2002 show that the area, acm2, enclosed by the wire is given by ax x 296 32 =-. [2] \u2002 (ii)\u2002 given that x can vary, find the stationary value of a and determine the nature of this  stationary value. [4]",
+            "8": "8 0606/23/m/j/13 \u00a9 ucles 2013 for examiner\u2019s use6\u2002 find the equation of the normal to the curve yxx 282 =-+ at the point on the curve where x = 4.  [6]",
+            "9": "9 0606/23/m/j/13 \u00a9 ucles 2013 [turn over for examiner\u2019s use7\u2002 (i)\u2002 find the first four terms in the expansion of ( ) x 26+  in ascending powers of x. [3] \u2002 (ii)\u2002 hence find the coefficient of x3 in the expansion of x x x 1 3 1 26+ - +^ ^ ^ h h h . [4]",
+            "10": "10 0606/23/m/j/13 \u00a9 ucles 2013 for examiner\u2019s use8\u2002 the line\u2002 2 8 y x= -  cuts the curve 2 5 32 0x y xy2 2+ - + =  at the points a and b. find the  length of the line ab. [7]",
+            "11": "11 0606/23/m/j/13 \u00a9 ucles 2013 [turn over for examiner\u2019s use9\u2002 it is given that x \u2208 \ue052\u2002and that \ue025 = {x : \u2212 5 < x < 12}, \u2002    s = {x : 5x + 24 > x2}, \u2002    t = {x : 2x + 7 > 15}. \u2002 find the values of x such that \u2002 (i)\u2002 x s!, [3] \u2002 (ii)\u2002 x s tj! , [2] \u2002 (iii)\u2002 ( )x s tk! l. [3]",
+            "12": "12 0606/23/m/j/13 \u00a9 ucles 2013 for examiner\u2019s use10\u2002 a plane, whose speed in still air is 240 kmh\u20131, flies directly from a to b, where b is 500 km from  a on a bearing of 032\u00b0. there is a constant wind of 50 kmh\u20131 blowing from the west. \u2002 (i)\u2002 find the bearing on which the plane is steered. [4]",
+            "13": "13 0606/23/m/j/13 \u00a9 ucles 2013 [turn over for examiner\u2019s use\u2002 (ii)\u2002 find, to the nearest minute, the time taken for the flight. [4]",
+            "14": "14 0606/23/m/j/13 \u00a9 ucles 2013 for examiner\u2019s use11\u2002 a one-one function f is defined by ( ) ( 1) 5x xf2= - -  for x kh. \u2002 (i)\u2002 state the least value that k can take. [1] \u2002 for this least value of k \u2002 (ii)\u2002 write down the range of f, [1] \u2002 (iii)\u2002 find ( )x f1 -, [2]",
+            "15": "15 0606/23/m/j/13 \u00a9 ucles 2013 [turn over for examiner\u2019s use\u2002 (iv)\u2002 sketch and label, on the axes below, the graph of ( ) y x f=  and of ( ) y x f1=-, [2] x oy y = x \u2002 (v)\u2002 find the value of x for which ( ) ( )x xf f1=-. [2] question\u200212\u2002is\u2002printed\u2002on\u2002the\u2002next\u2002page.",
+            "16": "16 0606/23/m/j/13 \u00a9 ucles 2013 for examiner\u2019s use12\u2002 the function   ( )x x x ax bf3 2= + + +    is divisible by x3- and leaves a remainder  of 20 when divided by x1+. \u2002 (i)\u2002 show that b6= and find the value of a. [4] \u2002 (ii)\u2002 using your value of a and taking b as 6, find the non-integer roots of the equation ( ) 0xf=  in the form p q! , where p and q are integers. [5] 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."
+        },
+        "0606_w13_qp_11.pdf": {
+            "1": "this document consists of 16 printed pages. dc (cw/cgw) 67138/4 \u00a9 ucles 2013 [turn overuniversity of cambridge international examinations international general certificate of secondary education * 2 6 4 7 3 8 5 2 4 6 * additional mathematics  0606/11 paper 1 october/november 2013  2 hours candidates answer on the question paper. additional materials: electronic calculator read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen.y ou may use a pencil for any diagrams or graphs.do not use staples, paper clips, highlighters, glue or correction fluid.do not write in any barcodes. answer all the questions. give non-exact numerical answers correct to 3 significant figures, or 1 decimal place in the case of angles in degrees, unless a different level of accuracy is specified in the question.the use of an electronic calculator is expected, where appropriate.y ou are reminded of the need for clear presentation in your answers. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question.the total number of marks for this paper is 80.",
+            "2": "2 0606/11/o/n/13 \u00a9 ucles 2013mathematical formulae 1.\u2002algebra quadratic\u2002equation  for the equation ax2 + bx + c = 0, xab b ac 242!=- - . binomial theorem (a + b)n = an + (n 1)an\u20131 b + (n2)an\u20132 b2 + \u2026 + (n r)an\u2013r br + \u2026 + bn,  where n is a positive integer and (n r) = n! (n \u2013 r)!r! . 2.\u2002trigonometry identities sin2 a + cos2 a = 1 sec2 a = 1 + tan2 a cosec2 a = 1 + cot2 a formulae for \u2206abc a sin a = b sin b = c sin c a2 = b2 + c2 \u2013 2bc cos a \u2206 = 1  2 bc sin a",
+            "3": "3 0606/11/o/n/13 \u00a9 ucles 2013 [turn\u2002over for examiner\u2019 s use1\u2002 the diagram shows the graph of ( ) sin y a bx c= +  for 0 2xg g r, where a, b and c are positive  integers. 4 3 2 1 oy x \u20131 \u20132 \u20133\ufffd 2\ufffd \u2002 state the value of a, of b and of c. [3] \u2002 a = b = c =  2\u2002 find the set of values of k for which the curve ( ) ( ) y k x x k 1 3 12= + - + +  lies below the  x-axis. [4]",
+            "4": "4 0606/11/o/n/13 \u00a9 ucles 2013 for examiner\u2019 s use3\u2002 show that 1 12cossin sincossecii iii+++= . [4]",
+            "5": "5 0606/11/o/n/13 \u00a9 ucles 2013 [turn\u2002over for examiner\u2019 s use4\u2002 the sets a and b are such that : , cos a x x x210 6 0 2 \u00b0 \u00b0g g = =$ ., : , tan b x x x 3 0 6 0 2 \u00b0 \u00b0g g = =\" ,. \u2002 (i)\u2002 find n(a). [1] \u2002 (ii)\u2002 find n(b). [1] \u2002 (iii)\u2002 find the elements of a , b. [1] \u2002 (iv)\u2002 find the elements of a + b. [1]",
+            "6": "6 0606/11/o/n/13 \u00a9 ucles 2013 for examiner\u2019 s use5\u2002 (i)\u2002 find (9 3 ) sin x xd +y . [3] \u2002 (ii)\u2002 hence show that r ( ) sin x x a b 9 3 d 9r + = +ry , where a and b are constants to be found. [3]",
+            "7": "7 0606/11/o/n/13 \u00a9 ucles 2013 [turn\u2002over for examiner\u2019 s use6\u2002 the function ( ) 4 2x ax x bxf3 2= + + - , where a and b are constants, is such that x2 1-  is a  factor. given that the remainder when ( )xf is divided by x2- is twice the remainder when ( )xf  is divided by x1+, find the value of a and of b. [6]",
+            "8": "8 0606/11/o/n/13 \u00a9 ucles 2013 for examiner\u2019 s use7\u2002 (a)\u2002 (i)\u2002 find how many different 4-digit numbers can be formed from the digits \u2002 \u2002 \u2002 1, 3, 5, 6, 8 and 9  if each digit may be used only once. [1] \u2002 \u2002 (ii)\u2002 find how many of these 4-digit numbers are even. [1] \u2002 (b)\u2002 a team of 6 people is to be selected from 8 men and 4 women. find the number of different  teams that can be selected if \u2002 \u2002 (i)\u2002 there are no restrictions, [1] \u2002 \u2002 (ii)\u2002 the team contains all 4 women, [1] \u2002 \u2002 (iii)\u2002 the team contains at least 4 men. [3]",
+            "9": "9 0606/11/o/n/13 \u00a9 ucles 2013 [turn\u2002over for examiner\u2019 s use8\u2002 (i)\u2002 on the grid below, sketch the graph of ( ) ( ) y x x 2 3 = - + for x5 4g g- , and  \u2002 \u2002 state the coordinates of the points where the curve meets the coordinate axes. [4] y x \u20135 \u20134 \u20133 \u20132 \u20131 1 3 24 o \u2002 (ii)\u2002 find the coordinates of the stationary point on the curve ( ) ( ) y x x 2 3 = - + . [2] \u2002 (iii)\u2002 given that k is a positive constant, state the set of values of k for which  \u2002 \u2002 ( ) ( )x x k 2 3- + =  has 2 solutions only. [1]",
+            "10": "10 0606/11/o/n/13 \u00a9 ucles 2013 for examiner\u2019 s use9\u2002 (a)\u2002 differentiate ( ) lnx x4 2 13+  with respect to x. [3] \u2002 (b)\u2002 (i)\u2002 given that yxx 22=+, show that xy xx 24 dd 3= ++ ^ h. [4]",
+            "11": "11 0606/11/o/n/13 \u00a9 ucles 2013 [turn\u2002over for examiner\u2019 s use\u2002 \u2002 (ii)\u2002 hence find yxxx 25 20d3++c edd^ h. [2] \u2002 \u2002 (iii)\u2002 hence evaluate  27yxxx 25 20d 27 3++c edd^ h. [2]",
+            "12": "12 0606/11/o/n/13 \u00a9 ucles 2013 for examiner\u2019 s use10\u2002 solutions\u2002to\u2002this\u2002question\u2002by\u2002accurate\u2002drawing\u2002will\u2002not\u2002be\u2002accepted. \u2002 the points ( , )a 3 2-  and ( , )b1 4 are vertices of an isosceles triangle abc , where angle \u00b0 b 90= . \u2002 (i)\u2002 find the length of the line ab. [1] \u2002 (ii)\u2002 find the equation of the line bc. [3]",
+            "13": "13 0606/11/o/n/13 \u00a9 ucles 2013 [turn\u2002over for examiner\u2019 s use\u2002 \u2002 (iii)\u2002 find the coordinates of each of the two possible positions of c. [6]",
+            "14": "14 0606/11/o/n/13 \u00a9 ucles 2013 for examiner\u2019 s use11\u2002 (a)\u2002 it is given that the matrix 2 431a=j lkkn poo. \u2002 \u2002 (i)\u2002 find a + 2i. [1] \u2002 \u2002 (ii)\u2002 find a 2. [2] \u2002 \u2002 (iii)\u2002 using your answer to part (ii) find the matrix b such that a2b = i. [2]",
+            "15": "15 0606/11/o/n/13 \u00a9 ucles 2013 [turn\u2002over for examiner\u2019 s use\u2002 (b)\u2002 given that the matrix cx xx 11 2=- +- x1-j lkkn poo, show that det 0c!. [4] 12\u2002 (a)\u2002 a function f is such that ( ) 3 1x xf2= -   for x 10 8g g- . \u2002 \u2002 (i)\u2002 find the range of f. [3] \u2002 \u2002 (ii)\u2002 write down a suitable domain for f for which f1 - exists. [1] question\u200212(b)\u2002is\u2002printed\u2002on\u2002the\u2002next\u2002page.",
+            "16": "16 0606/11/o/n/13 \u00a9 ucles 2013 for examiner\u2019 s use\u2002 (b)\u2002 functions g and h are defined by ( ) 4 2xg ex= -  for  xrd , ( ) 5 lnx xh=  for  x02. \u2002 \u2002 (i)\u2002 find ( )x g1 -. [2] \u2002 \u2002 (ii)\u2002 solve ( ) 18xgh= . [3] 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."
+        },
+        "0606_w13_qp_12.pdf": {
+            "1": "this document consists of 16 printed pages. dc (sjw/cgw) 80816 \u00a9 ucles 2013 [turn overuniversity of cambridge international examinations international general certificate of secondary education * 0 9 8 6 6 1 0 4 7 5 * additional mathematics  0606/12 paper 1 october/november 2013  2 hours candidates answer on the question paper. additional materials: electronic calculator read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen.y ou may use a pencil for any diagrams or graphs.do not use staples, paper clips, highlighters, glue or correction fluid.do not write in any barcodes. answer all the questions. give non-exact numerical answers correct to 3 significant figures, or 1 decimal place in the case of angles in degrees, unless a different level of accuracy is specified in the question.the use of an electronic calculator is expected, where appropriate.y ou are reminded of the need for clear presentation in your answers. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question.the total number of marks for this paper is 80.",
+            "2": "2 0606/12/o/n/13 \u00a9 ucles 2013mathematical formulae 1.\u2002algebra quadratic\u2002equation  for the equation ax2 + bx + c = 0, xab b ac 242!=- - . binomial theorem (a + b)n = an + (n 1)an\u20131 b + (n2)an\u20132 b2 + \u2026 + (n r)an\u2013r br + \u2026 + bn,  where n is a positive integer and (n r) = n! (n \u2013 r)!r! . 2.\u2002trigonometry identities sin2 a + cos2 a = 1 sec2 a = 1 + tan2 a cosec2 a = 1 + cot2 a formulae for \u2206abc a sin a = b sin b = c sin c a2 = b2 + c2 \u2013 2bc cos a \u2206 = 1  2 bc sin a",
+            "3": "3 0606/12/o/n/13 \u00a9 ucles 2013 [turn\u2002over for examiner\u2019 s use1\u2002 the diagram shows the graph of ( ) sin y a bx c= +  for 0 2xg g r, where a, b and c are positive  integers. 4 3 2 1 oy x \u20131 \u20132 \u20133\ufffd 2\ufffd \u2002 state the value of a, of b and of c. [3] \u2002 a = b = c =  2\u2002 find the set of values of k for which the curve ( ) ( ) y k x x k 1 3 12= + - + +  lies below the  x-axis. [4]",
+            "4": "4 0606/12/o/n/13 \u00a9 ucles 2013 for examiner\u2019 s use3\u2002 show that 1 12cossin sincossecii iii+++= . [4]",
+            "5": "5 0606/12/o/n/13 \u00a9 ucles 2013 [turn\u2002over for examiner\u2019 s use4\u2002 the sets a and b are such that : , cos a x x x210 6 0 2 \u00b0 \u00b0g g = =$ ., : , tan b x x x 3 0 6 0 2 \u00b0 \u00b0g g = =\" ,. \u2002 (i)\u2002 find n(a). [1] \u2002 (ii)\u2002 find n(b). [1] \u2002 (iii)\u2002 find the elements of a , b. [1] \u2002 (iv)\u2002 find the elements of a + b. [1]",
+            "6": "6 0606/12/o/n/13 \u00a9 ucles 2013 for examiner\u2019 s use5\u2002 (i)\u2002 find (9 3 ) sin x xd +y . [3] \u2002 (ii)\u2002 hence show that r ( ) sin x x a b 9 3 d 9r + = +ry , where a and b are constants to be found. [3]",
+            "7": "7 0606/12/o/n/13 \u00a9 ucles 2013 [turn\u2002over for examiner\u2019 s use6\u2002 the function ( ) 4 2x ax x bxf3 2= + + - , where a and b are constants, is such that x2 1-  is a  factor. given that the remainder when ( )xf is divided by x2- is twice the remainder when ( )xf  is divided by x1+, find the value of a and of b. [6]",
+            "8": "8 0606/12/o/n/13 \u00a9 ucles 2013 for examiner\u2019 s use7\u2002 (a)\u2002 (i)\u2002 find how many different 4-digit numbers can be formed from the digits \u2002 \u2002 \u2002 1, 3, 5, 6, 8 and 9  if each digit may be used only once. [1] \u2002 \u2002 (ii)\u2002 find how many of these 4-digit numbers are even. [1] \u2002 (b)\u2002 a team of 6 people is to be selected from 8 men and 4 women. find the number of different  teams that can be selected if \u2002 \u2002 (i)\u2002 there are no restrictions, [1] \u2002 \u2002 (ii)\u2002 the team contains all 4 women, [1] \u2002 \u2002 (iii)\u2002 the team contains at least 4 men. [3]",
+            "9": "9 0606/12/o/n/13 \u00a9 ucles 2013 [turn\u2002over for examiner\u2019 s use8\u2002 (i)\u2002 on the grid below, sketch the graph of ( ) ( ) y x x 2 3 = - + for x5 4g g- , and  \u2002 \u2002 state the coordinates of the points where the curve meets the coordinate axes. [4] y x \u20135 \u20134 \u20133 \u20132 \u20131 1 3 24 o \u2002 (ii)\u2002 find the coordinates of the stationary point on the curve ( ) ( ) y x x 2 3 = - + . [2] \u2002 (iii)\u2002 given that k is a positive constant, state the set of values of k for which  \u2002 \u2002 ( ) ( )x x k 2 3- + =  has 2 solutions only. [1]",
+            "10": "10 0606/12/o/n/13 \u00a9 ucles 2013 for examiner\u2019 s use9\u2002 (a)\u2002 differentiate ( ) lnx x4 2 13+  with respect to x. [3] \u2002 (b)\u2002 (i)\u2002 given that yxx 22=+, show that xy xx 24 dd 3= ++ ^ h. [4]",
+            "11": "11 0606/12/o/n/13 \u00a9 ucles 2013 [turn\u2002over for examiner\u2019 s use\u2002 \u2002 (ii)\u2002 hence find yxxx 25 20d3++c edd^ h. [2] \u2002 \u2002 (iii)\u2002 hence evaluate  27yxxx 25 20d 27 3++c edd^ h. [2]",
+            "12": "12 0606/12/o/n/13 \u00a9 ucles 2013 for examiner\u2019 s use10\u2002 solutions\u2002to\u2002this\u2002question\u2002by\u2002accurate\u2002drawing\u2002will\u2002not\u2002be\u2002accepted. \u2002 the points ( , )a 3 2-  and ( , )b1 4 are vertices of an isosceles triangle abc , where angle \u00b0 b 90= . \u2002 (i)\u2002 find the length of the line ab. [1] \u2002 (ii)\u2002 find the equation of the line bc. [3]",
+            "13": "13 0606/12/o/n/13 \u00a9 ucles 2013 [turn\u2002over for examiner\u2019 s use\u2002 \u2002 (iii)\u2002 find the coordinates of each of the two possible positions of c. [6]",
+            "14": "14 0606/12/o/n/13 \u00a9 ucles 2013 for examiner\u2019 s use11\u2002 (a)\u2002 it is given that the matrix 2 431a=j lkkn poo. \u2002 \u2002 (i)\u2002 find a + 2i. [1] \u2002 \u2002 (ii)\u2002 find a 2. [2] \u2002 \u2002 (iii)\u2002 using your answer to part (ii) find the matrix b such that a2b = i. [2]",
+            "15": "15 0606/12/o/n/13 \u00a9 ucles 2013 [turn\u2002over for examiner\u2019 s use\u2002 (b)\u2002 given that the matrix cx xx 11 2=- +- x1-j lkkn poo, show that det 0c!. [4] 12\u2002 (a)\u2002 a function f is such that ( ) 3 1x xf2= -   for x 10 8g g- . \u2002 \u2002 (i)\u2002 find the range of f. [3] \u2002 \u2002 (ii)\u2002 write down a suitable domain for f for which f1 - exists. [1] question\u200212(b)\u2002is\u2002printed\u2002on\u2002the\u2002next\u2002page.",
+            "16": "16 0606/12/o/n/13 \u00a9 ucles 2013 for examiner\u2019 s use\u2002 (b)\u2002 functions g and h are defined by ( ) 4 2xg ex= -  for  xrd , ( ) 5 lnx xh=  for  x02. \u2002 \u2002 (i)\u2002 find ( )x g1 -. [2] \u2002 \u2002 (ii)\u2002 solve ( ) 18xgh= . [3] 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."
+        },
+        "0606_w13_qp_13.pdf": {
+            "1": "* 0 7 4 8 0 0 0 4 4 7 * this document consists of 16 printed pages. dc (nh/cgw) 67137/4 \u00a9 ucles 2013 [turn overuniversity of cambridge international examinations international general certificate of secondary education additional mathematics 0606/13 paper 1 october/november 2013  2 hours candidates answer on the question paper. additional materials: electronic calculator read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen.y ou may use a pencil for any diagrams or graphs.do not use staples, paper clips, highlighters, glue or correction fluid.do not write in any barcodes. answer all the questions. give non-exact numerical answers correct to 3 significant figures, or 1 decimal place in the case of angles in degrees, unless a different level of accuracy is specified in the question.the use of an electronic calculator is expected, where appropriate.y ou are reminded of the need for clear presentation in your answers. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [ ] at the end of each question or part question.the total number of marks for this paper is 80.",
+            "2": "2 0606/13/o/n/13 \u00a9 ucles 2013mathematical formulae 1.\u2002algebra quadratic\u2002equation  for the equation ax2 + bx + c = 0, x b b  ac  a = \u2212 \u22122 4  2 . binomial theorem (a + b)n = an + (n 1)an\u20131 b + (n2)an\u20132 b2 + \u2026 + (n r)an\u2013r br + \u2026 + bn,  where n is a positive integer and (n r) = n! (n \u2013 r)!r! . 2.\u2002trigonometry identities sin2 a + cos2 a = 1 sec2 a = 1 + tan2 a cosec2 a = 1 + cot2 a formulae for \u2206abc a sin a = b sin b = c sin c  a2 = b2 + c2 \u2013 2bc cos a \u2206 = 1  2 bc sin a",
+            "3": "3 0606/13/o/n/13 \u00a9 ucles 2013 [turn\u2002over for examiner\u2019 s use1\u2002 the coefficient of x2 in the expansion of px26+^ h  is 60. \u2002 (i)\u2002 find the value of the positive constant p. [3] \u2002 (ii)\u2002 using your value of p, find the coefficient of x2 in the expansion of x px3 26- +^ ^ h h . [3]",
+            "4": "4 0606/13/o/n/13 \u00a9 ucles 2013 for examiner\u2019 s use2\u2002 solve lg lgy y2 5 60 1- + = ^ h . [5]",
+            "5": "5 0606/13/o/n/13 \u00a9 ucles 2013 [turn\u2002over for examiner\u2019 s use3\u2002 show that tan sin sin sec2 2 4 2i i i i- = . [4]",
+            "6": "6 0606/13/o/n/13 \u00a9 ucles 2013 for examiner\u2019 s use4\u2002 a curve has equation ey x3x 22 = +^ h . \u2002 (i)\u2002 show that dd e xy xa x 32x 32 = ++ ^^ hh, where a is a constant to be found. [4] \u2002 (ii)\u2002 find the exact coordinates of the point on the curve where dd xy0=. [2]",
+            "7": "7 0606/13/o/n/13 \u00a9 ucles 2013 [turn\u2002over for examiner\u2019 s use5\u2002 for xr!, the functions f and g are defined by \u2002   fx x 23= ^ h , \u2002   g x x x 4 52= - ^ h . \u2002 (i)\u2002 express f212c m as a power of 2. [2] \u2002 (ii)\u2002 find the values of x for which f and g are increasing at the same rate with respect to x. [4]",
+            "8": "8 0606/13/o/n/13 \u00a9 ucles 2013 for examiner\u2019 s use6\u2002 do\u2002not\u2002use\u2002a\u2002calculator\u2002in\u2002this\u2002question. \u2002 the diagram shows part of the curve y x42= - . o4y xy = 4 \u2013 x 2 2 \u2002 show that the area of the shaded region can be written in the form p2, where p is an integer to  be found. [6]",
+            "9": "9 0606/13/o/n/13 \u00a9 ucles 2013 [turn\u2002over for examiner\u2019 s use7\u2002 it is given that at t t t2 12 2=- +c m . \u2002 (i)\u2002 find the value of t for which det a = 1. [3] \u2002 (ii)\u2002 in the case when t3=, find a\u20131 and hence solve      x y3 5+ = ,      x y7 3 11+ = .  [5]",
+            "10": "10 0606/13/o/n/13 \u00a9 ucles 2013 for examiner\u2019 s use8\u2002 the diagram shows two concentric circles, centre o, radii 4 cm and 6 cm. the points a and b lie  on the larger circle and the points c and d lie on the smaller circle such that oda and ocb are  straight lines. a d 4 cmrad2 cm bc oi \u2002 (i)\u2002 given that the area of triangle ocd is 7.5 cm2, show that 1.215i=  radians, to 3 decimal  places. [2] \u2002 (ii)\u2002 find the perimeter of the shaded region. [4]",
+            "11": "11 0606/13/o/n/13 \u00a9 ucles 2013 [turn\u2002over for examiner\u2019 s use\u2002 (iii)\u2002 find the area of the shaded region. [3]",
+            "12": "12 0606/13/o/n/13 \u00a9 ucles 2013 for examiner\u2019 s use9\u2002 (a)\u2002 (i)\u2002 solve  sin cosx x 6 52= +    for x 0 180\u00b0 \u00b01 1 . [4] \u2002 \u2002 (ii)\u2002 hence, or otherwise, solve  cos siny y 6 52= +   for y 0 180\u00b0 \u00b01 1 . [3]",
+            "13": "13 0606/13/o/n/13 \u00a9 ucles 2013 [turn\u2002over for examiner\u2019 s use\u2002 (b)\u2002 solve  cot cotz z 4 3 02- =   for  z 01 1 r radians. [4]",
+            "14": "14 0606/13/o/n/13 \u00a9 ucles 2013 for examiner\u2019 s use10\u2002 the variables s and t are related by the equation t ksn= , where k and n are constants. the table  below shows values of variables s and t. s 2 4 6 8 t 25.00 6.25 2.78 1.56 \u2002 (i)\u2002 a straight line graph is to be drawn for this information with lg t plotted on the vertical axis.  state the variable which must be plotted on the horizontal axis. [1] \u2002 (ii)\u2002 draw this straight line graph on the grid below. [3] o121g t",
+            "15": "15 0606/13/o/n/13 \u00a9 ucles 2013 [turn\u2002over for examiner\u2019 s use\u2002 (iii)\u2002 use your graph to find the value of k and of n. [4] \u2002 (iv)\u2002 estimate the value of s when t = 4. [2] question\u200211\u2002is\u2002printed\u2002on\u2002the\u2002next\u2002page.",
+            "16": "16 0606/13/o/n/13 \u00a9 ucles 2013 for examiner\u2019 s use 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.11\u2002 (i)\u2002 given that e e dx225 43x xk2 2 0\u2013- = <c m , where k is a constant, show that     4e 12e 5 0k k4 2- + = . [5] \u2002 (ii)\u2002 using a substitution of eyk2= , or otherwise, find the possible values of k. [4]"
+        },
+        "0606_w13_qp_21.pdf": {
+            "1": "this document consists of 18 printed pages and 2 blank pages. dc (leg/sw) 67890/2 \u00a9 ucles 2013 [turn overuniversity of cambridge international examinations international general certificate of secondary education * 0 9 1 7 8 8 6 3 7 4 * additional mathematics 0606/21 paper 2 october/november 2013  2 hours candidates answer on the question paper. additional materials: electronic calculator read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen.y ou may use a pencil for any diagrams or graphs.do not use staples, paper clips, highlighters, glue or correction fluid.do not write in any barcodes. answer all the questions. give non-exact numerical answers correct to 3 significant figures, or 1 decimal place in the case of  angles in degrees, unless a different level of accuracy is specified in the question.the use of an electronic calculator is expected, where appropriate.y ou are reminded of the need for clear presentation in your answers. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [ ] at the end of each question or part question.the total number of marks for this paper is 80.",
+            "2": "2 0606/21/o/n/13 \u00a9 ucles 2013mathematical formulae 1.\u2002algebra quadratic\u2002equation  for the equation ax2 + bx + c = 0, x b b  ac  a = \u2212 \u22122 4  2 . binomial theorem (a + b)n = an + (n 1)an\u20131 b + (n 2)an\u20132 b2 + \u2026 + (n r)an\u2013r br + \u2026 + bn,  where n is a positive integer and (n r) = n! (n \u2013 r)!r! . 2.\u2002trigonometry identities sin2 a + cos2 a = 1 sec2 a = 1 + tan2 a cosec2 a = 1 + cot2 a formulae for \u2206abc a sin a = b sin b = c sin c  a2 = b2 + c2 \u2013 2bc cos a \u2206 = 1  2 bc sin a",
+            "3": "3 0606/21/o/n/13 \u00a9 ucles 2013 [turn\u2002over for examiner\u2019 s use1\u2002 find the set of values of x for which x x 6 521- . [3]",
+            "4": "4 0606/21/o/n/13 \u00a9 ucles 2013 for examiner\u2019 s use2\u2002do\u2002not\u2002use\u2002a\u2002calculator\u2002in\u2002this\u2002question. \u2002 express 54 5 122 -- ^ h in the form p q5+, where p and q are integers. [4]",
+            "5": "5 0606/21/o/n/13 \u00a9 ucles 2013 [turn\u2002over for examiner\u2019 s use3\u2002 (i)\u2002 given that y x4158 = -j lkkn poo, find dd xy. [2] \u2002 (ii)\u2002 hence find the approximate change in y as x increases from 12 to p 12+, where p is small.  [2]",
+            "6": "6 0606/21/o/n/13 \u00a9 ucles 2013 for examiner\u2019 s use4\u2002 given that logx 5p= and logy 2p=, find \u2002 (i)\u2002 logxp2, [1] \u2002 (ii)\u2002 logx1 p, [1] \u2002 (iii)\u2002 log pxy. [2]",
+            "7": "7 0606/21/o/n/13 \u00a9 ucles 2013 [turn\u2002over for examiner\u2019 s use5\u2002 solve the simultaneous equations \u2002     , 25641024yx = \u2002     3 9 243.x y2#=  [5]",
+            "8": "8 0606/21/o/n/13 \u00a9 ucles 2013 for examiner\u2019 s use6\u2002 (a)\u2002 (i)\u2002 find the coefficient of x3 in the expansion of x 1 26-^ h . [2] \u2002 \u2002 (ii)\u2002 find the coefficient of x3 in the expansion of x12+e o x 1 26-^ h . [3] \u2002 (b)\u2002 expand x x214 + e o  in a series of powers of x with integer coefficients. [3]",
+            "9": "9 0606/21/o/n/13 \u00a9 ucles 2013 [turn\u2002over for examiner\u2019 s use7\u2002 x cm \u2002 the diagram shows a box in the shape of a cuboid with a square cross-section of side x cm. the  volume of the box is 3500 cm3. four pieces of tape are fastened round the box as shown. the  pieces of tape are parallel to the edges of the box. \u2002 (i)\u2002 given that the total length of the four pieces of tape is l cm, show that l x x147000 2= + . [3] \u2002 (ii)\u2002 given that x can vary, find the stationary value of l and determine the nature of this stationary  value. [5]",
+            "10": "10 0606/21/o/n/13 \u00a9 ucles 2013 for examiner\u2019 s use8\u2002 the table shows experimental values of two variables x and y. x 2 4 6 8 y 9.6 38.4 105 232 \u2002 it is known that x and y are related by the equation y ax bx3= + , where a and b are constants. \u2002 (i)\u2002 a straight line graph is to be drawn for this information with xy on the vertical axis. state the  variable which must be plotted on the horizontal axis. [1] \u2002 (ii)\u2002 draw this straight line graph on the grid below. [2] o102030y x",
+            "11": "11 0606/21/o/n/13 \u00a9 ucles 2013 [turn\u2002over for examiner\u2019 s use\u2002 (iii)\u2002 use your graph to estimate the value of a and of b. [3] \u2002 (iv)\u2002 estimate the value of x for which y x2 25= . [2]",
+            "12": "12 0606/21/o/n/13 \u00a9 ucles 2013 for examiner\u2019 s use9\u2002 40 m 70 m1.8 m s\u20131 pq \u2002 the diagram shows a river with parallel banks. the river is 40 m wide and is flowing with a  speed of 1.8 ms\u20131. a canoe travels in a straight line from a point p on one bank to a point q on  the opposite bank 70 m downstream from p. given that the canoe takes 12 s to travel from p to q,  calculate the speed of the canoe in still water and the angle to the bank that the canoe was steered. [8]",
+            "13": "13 0606/21/o/n/13 \u00a9 ucles 2013 [turn\u2002over for examiner\u2019 s use",
+            "14": "14 0606/21/o/n/13 \u00a9 ucles 2013 for examiner\u2019 s use10 1.4 rado a b12 cm \u2002 the diagram shows a circle with centre o and a chord ab. the radius of the circle is 12 cm and  angle aob is 1.4 radians. \u2002 (i)\u2002 find the perimeter of the shaded region. [5]",
+            "15": "15 0606/21/o/n/13 \u00a9 ucles 2013 [turn\u2002over for examiner\u2019 s use\u2002 (ii)\u2002 find the area of the shaded region. [4]",
+            "16": "16 0606/21/o/n/13 \u00a9 ucles 2013 for examiner\u2019 s use11 o qp (9, e3)y xyex 3= \u2002 the diagram shows part of the curve e yx 3= . the tangent to the curve at , ep93^ h  meets the  x-axis at q. \u2002 (i)\u2002 find the coordinates of q. [4]",
+            "17": "17 0606/21/o/n/13 \u00a9 ucles 2013 [turn\u2002over for examiner\u2019 s use\u2002 (ii)\u2002 find the area of the shaded region bounded by the curve, the coordinate axes and the tangent  to the curve at p. [6]",
+            "18": "18 0606/21/o/n/13 \u00a9 ucles 2013 for examiner\u2019 s use12\u2002 (a)\u2002 solve the equation    coseccosxx270 + =  for 0\u00b0 360\u00b0 xg g  . [4] \u2002 (b)\u2002 solve the equation    sin y 7 2 1 5 - = ^ h  for  y0 5g g  radians. [5]",
+            "19": "19 0606/21/o/n/13 \u00a9 ucles 2013blank\u2002page",
+            "20": "20 0606/21/o/n/13 \u00a9 ucles 2013permission 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.blank\u2002page"
+        },
+        "0606_w13_qp_22.pdf": {
+            "1": "this document consists of 18 printed pages and 2 blank pages. dc (sjw/sw) 81064 \u00a9 ucles 2013 [turn overuniversity of cambridge international examinations international general certificate of secondary education * 3 0 3 1 9 4 4 7 2 3 * additional mathematics 0606/22 paper 2 october/november 2013  2 hours candidates answer on the question paper. additional materials: electronic calculator read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen.y ou may use a pencil for any diagrams or graphs.do not use staples, paper clips, highlighters, glue or correction fluid.do not write in any barcodes. answer all the questions. give non-exact numerical answers correct to 3 significant figures, or 1 decimal place in the case of  angles in degrees, unless a different level of accuracy is specified in the question.the use of an electronic calculator is expected, where appropriate.y ou are reminded of the need for clear presentation in your answers. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [ ] at the end of each question or part question.the total number of marks for this paper is 80.",
+            "2": "2 0606/22/o/n/13 \u00a9 ucles 2013mathematical formulae 1.\u2002algebra quadratic\u2002equation  for the equation ax2 + bx + c = 0, x b b  ac  a = \u2212 \u22122 4  2 . binomial theorem (a + b)n = an + (n 1)an\u20131 b + (n 2)an\u20132 b2 + \u2026 + (n r)an\u2013r br + \u2026 + bn,  where n is a positive integer and (n r) = n! (n \u2013 r)!r! . 2.\u2002trigonometry identities sin2 a + cos2 a = 1 sec2 a = 1 + tan2 a cosec2 a = 1 + cot2 a formulae for \u2206abc a sin a = b sin b = c sin c  a2 = b2 + c2 \u2013 2bc cos a \u2206 = 1  2 bc sin a",
+            "3": "3 0606/22/o/n/13 \u00a9 ucles 2013 [turn\u2002over for examiner\u2019 s use1\u2002 find the set of values of x for which x x 6 521- . [3]",
+            "4": "4 0606/22/o/n/13 \u00a9 ucles 2013 for examiner\u2019 s use2\u2002do\u2002not\u2002use\u2002a\u2002calculator\u2002in\u2002this\u2002question. \u2002 express 54 5 122 -- ^ h in the form p q5+, where p and q are integers. [4]",
+            "5": "5 0606/22/o/n/13 \u00a9 ucles 2013 [turn\u2002over for examiner\u2019 s use3\u2002 (i)\u2002 given that y x4158 = -j lkkn poo, find dd xy. [2] \u2002 (ii)\u2002 hence find the approximate change in y as x increases from 12 to p 12+, where p is small.  [2]",
+            "6": "6 0606/22/o/n/13 \u00a9 ucles 2013 for examiner\u2019 s use4\u2002 given that logx 5p= and logy 2p=, find \u2002 (i)\u2002 logxp2, [1] \u2002 (ii)\u2002 logx1 p, [1] \u2002 (iii)\u2002 log pxy. [2]",
+            "7": "7 0606/22/o/n/13 \u00a9 ucles 2013 [turn\u2002over for examiner\u2019 s use5\u2002 solve the simultaneous equations \u2002     , 25641024yx = \u2002     3 9 243.x y2#=  [5]",
+            "8": "8 0606/22/o/n/13 \u00a9 ucles 2013 for examiner\u2019 s use6\u2002 (a)\u2002 (i)\u2002 find the coefficient of x3 in the expansion of x 1 26-^ h . [2] \u2002 \u2002 (ii)\u2002 find the coefficient of x3 in the expansion of x12+e o x 1 26-^ h . [3] \u2002 (b)\u2002 expand x x214 + e o  in a series of powers of x with integer coefficients. [3]",
+            "9": "9 0606/22/o/n/13 \u00a9 ucles 2013 [turn\u2002over for examiner\u2019 s use7\u2002 x cm \u2002 the diagram shows a box in the shape of a cuboid with a square cross-section of side x cm. the  volume of the box is 3500 cm3. four pieces of tape are fastened round the box as shown. the  pieces of tape are parallel to the edges of the box. \u2002 (i)\u2002 given that the total length of the four pieces of tape is l cm, show that l x x147000 2= + . [3] \u2002 (ii)\u2002 given that x can vary, find the stationary value of l and determine the nature of this stationary  value. [5]",
+            "10": "10 0606/22/o/n/13 \u00a9 ucles 2013 for examiner\u2019 s use8\u2002 the table shows experimental values of two variables x and y. x 2 4 6 8 y 9.6 38.4 105 232 \u2002 it is known that x and y are related by the equation y ax bx3= + , where a and b are constants. \u2002 (i)\u2002 a straight line graph is to be drawn for this information with xy on the vertical axis. state the  variable which must be plotted on the horizontal axis. [1] \u2002 (ii)\u2002 draw this straight line graph on the grid below. [2] o102030y x",
+            "11": "11 0606/22/o/n/13 \u00a9 ucles 2013 [turn\u2002over for examiner\u2019 s use\u2002 (iii)\u2002 use your graph to estimate the value of a and of b. [3] \u2002 (iv)\u2002 estimate the value of x for which y x2 25= . [2]",
+            "12": "12 0606/22/o/n/13 \u00a9 ucles 2013 for examiner\u2019 s use9\u2002 40 m 70 m1.8 m s\u20131 pq \u2002 the diagram shows a river with parallel banks. the river is 40 m wide and is flowing with a  speed of 1.8 ms\u20131. a canoe travels in a straight line from a point p on one bank to a point q on  the opposite bank 70 m downstream from p. given that the canoe takes 12 s to travel from p to q,  calculate the speed of the canoe in still water and the angle to the bank that the canoe was steered. [8]",
+            "13": "13 0606/22/o/n/13 \u00a9 ucles 2013 [turn\u2002over for examiner\u2019 s use",
+            "14": "14 0606/22/o/n/13 \u00a9 ucles 2013 for examiner\u2019 s use10 1.4 rado a b12 cm \u2002 the diagram shows a circle with centre o and a chord ab. the radius of the circle is 12 cm and  angle aob is 1.4 radians. \u2002 (i)\u2002 find the perimeter of the shaded region. [5]",
+            "15": "15 0606/22/o/n/13 \u00a9 ucles 2013 [turn\u2002over for examiner\u2019 s use\u2002 (ii)\u2002 find the area of the shaded region. [4]",
+            "16": "16 0606/22/o/n/13 \u00a9 ucles 2013 for examiner\u2019 s use11 o qp (9, e3)y xyex 3= \u2002 the diagram shows part of the curve e yx 3= . the tangent to the curve at , ep93^ h  meets the  x-axis at q. \u2002 (i)\u2002 find the coordinates of q. [4]",
+            "17": "17 0606/22/o/n/13 \u00a9 ucles 2013 [turn\u2002over for examiner\u2019 s use\u2002 (ii)\u2002 find the area of the shaded region bounded by the curve, the coordinate axes and the tangent  to the curve at p. [6]",
+            "18": "18 0606/22/o/n/13 \u00a9 ucles 2013 for examiner\u2019 s use12\u2002 (a)\u2002 solve the equation    coseccosxx270 + =  for 0\u00b0 360\u00b0 xg g  . [4] \u2002 (b)\u2002 solve the equation    sin y 7 2 1 5 - = ^ h  for  y0 5g g  radians. [5]",
+            "19": "19 0606/22/o/n/13 \u00a9 ucles 2013blank\u2002page",
+            "20": "20 0606/22/o/n/13 \u00a9 ucles 2013permission 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.blank\u2002page"
+        },
+        "0606_w13_qp_23.pdf": {
+            "1": "this document consists of 19 printed pages and 1 blank page. dc (kn/sw) 67884/4 \u00a9 ucles 2013\b [turn overuniversity of cambridge international examinations international general certificate of secondary education * 7 1 3 2 3 9 8 2 2 2 * additional mathematics\b 0606/23 paper 2\b october/november 2013 \b 2 hours candidates answer on the question paper. additional materials: electronic calculator read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen.y ou may use a pencil for any diagrams or graphs.do not use staples, paper clips, highlighters, glue or correction fluid.do not write in any barcodes. answer all the questions. give non-exact numerical answers correct to 3 significant figures, or 1 decimal place in the case of angles in degrees, unless a different level of accuracy is specified in the question.the use of an electronic calculator is expected, where appropriate.y ou are reminded of the need for clear presentation in your answers. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [ ] at the end of each question or part question.the total number of marks for this paper is 80.",
+            "2": "2 0606/23/o/n/13 \u00a9\bucles\b2013mathematical formulae 1.\balgebra quadratic\bequation \b for\bthe\bequation\b ax2\b+\bbx\b+\bc\b=\b0, xb b ac a=\u2212 \u221224 2 binomial theorem (a\b+\bb)n\b=\ban\b+\b(n 1)an\u20131\bb\b+\b(n 2)an\u20132\bb2\b+\b\u2026\b+\b(n r)an\u2013r\bbr\b+\b\u2026\b+\b bn, \b where\b n\bis\ba\bpositive\binteger\band\b(n r)\b=\bn! (n\b\u2013\br)!r! 2.\btrigonometry identities sin2\ba\b+\bcos2\ba\b=\b1 sec2\ba\b=\b1\b+\btan2\ba cosec2\ba\b=\b1\b+\bcot2\ba formulae for \u2206abc a sin\ba = b sin\bb = c sin\bc a2\b=\bb2\b+\bc2\b\u2013\b2bc\bcos\b a \u2206\b=\b1\b 2\bbc\bsin\ba",
+            "3": "3 0606/23/o/n/13 \u00a9\bucles\b2013 [turn\bover for examiner\u2019 s use1\bfind\bthe\bcoordinates\bof\bthe\bstationary\bpoints\bon\bthe\bcurve\b\b\b y\b=\bx3\b\u2013\b6x2\b\u2013\b36 x\b+\b16.\b \b [5]",
+            "4": "4 0606/23/o/n/13 \u00a9\bucles\b2013 for examiner\u2019 s use2\b (i)\bfind\bhow\bmany\bdifferent\bnumbers\bcan\bbe\bformed\busing\b4\bof\bthe\bdigits\b \b \b1,\b2,\b3,\b4,\b5,\b6\band\b7\bif\bno\bdigit\bis\brepeated.\b [1] \bfind\bhow\bmany\bof\bthese\b4-digit\bnumbers\bare \b (ii)\bodd,\b [1] \b (iii)\bodd\band\bless\bthan\b3000.\b [3]",
+            "5": "5 0606/23/o/n/13 \u00a9\bucles\b2013 [turn\bover for examiner\u2019 s use3\bfind\bthe\bset\bof\bvalues\bof\b k\bfor\bwhich\bthe\bline\b\b\b y\b=\b3x\b\u2013\bk\b\b\bdoes\bnot\bmeet\bthe\bcurve\b\b\b y\b=\bkx2\b+\b11 x\b\u2013\b6. \b [6]",
+            "6": "6 0606/23/o/n/13 \u00a9\bucles\b2013 for examiner\u2019 s use4 y xo(0, 3) ,23rc m \b (a)\b (i)\b the\bdiagram\bshows\bthe\bgraph\bof\b y\b=\ba\b+\bc\btan( bx)\bpassing\bthrough\bthe\bpoints\b(0,\b3)\band \b \b \b ,23re o.\bfind\bthe\bvalue\bof\b a\band\bof\b b.\b [2] \b \b (ii)\b given\bthat\bthe\bpoint\b ,87re o\balso\blies\bon\bthe\bgraph,\bfind\bthe\bvalue\bof\b c.\b [1]",
+            "7": "7 0606/23/o/n/13 \u00a9\bucles\b2013 [turn\bover for examiner\u2019 s use\b (b)\bgiven\bthat\b ( ) 8 5 3 cosx x f= - ,\bstate\bthe\bperiod\band\bthe\bamplitude\bof\bf.\b [2] \b \bperiod\b...\b\b\bamplitude\b...",
+            "8": "8 0606/23/o/n/13 \u00a9\bucles\b2013 for examiner\u2019 s use5\b (a)\b (i)\b in\bthe\bvenn\bdiagram\bbelow\bshade\bthe\bregion\bthat\brepresents\b a bj l ^ h.\b [1] a b/h5105 \b \b (ii)\b in\bthe\bvenn\bdiagram\bbelow\bshade\bthe\bregion\bthat\brepresents\b p q rk k l.\b [1] p q r/h5105 \b (b)\bexpress,\bin\bset\bnotation,\bthe\bset\brepresented\bby\bthe\bshaded\bregion.\b [1] s t/h5105 \b answer\b\b\b...",
+            "9": "9 0606/23/o/n/13 \u00a9\bucles\b2013 [turn\bover for examiner\u2019 s use\b (c)\bthe\buniversal\bset\b \ue025\band\bthe\bsets\b v\band\b w\bare\bsuch\bthat\bn( \ue025)\b=\b40,\bn( v )\b=\b18\band\bn( w)\b=\b14.\b given\bthat\b n ( )v w xk =\band\b n(( )v wj )x3=l\bfind\bthe\bvalue\bof\b x. \b \byou\bmay\buse\bthe\bvenn\bdiagram\bbelow\bto\bhelp\byou.\b [3] vw/h5105",
+            "10": "10 0606/23/o/n/13 \u00a9\bucles\b2013 for examiner\u2019 s use6\bthe\bexpression\b\b\b2 x3\b+\bax2\b+\bbx\b+\b21\b\b\bhas\ba\bfactor\b\b\b x\b+\b3\b\b\band\bleaves\ba\bremainder\bof\b65\bwhen\b divided\bby\b\b\b x\b\u2013\b2. \b (i)\bfind\bthe\bvalue\bof\b a\band\bof\b b.\b [5] \b (ii)\bhence\bfind\bthe\bvalue\bof\bthe\bremainder\bwhen\bthe\bexpression\bis\bdivided\bby\b2 x\b+\b1.\b [2]",
+            "11": "11 0606/23/o/n/13 \u00a9\bucles\b2013 [turn\bover for examiner\u2019 s use7\bthe\bline\b\b\b4 x\b+\by\b=\b16\b\b\bintersects\bthe\bcurve\b\b\bx y4 81 - =\b\b\bat\bthe\bpoints\b a\band\b b.\bthe\b x-coordinate\bof\b \b a\bis\bless\bthan\bthe\b x-coordinate\bof\b b.\bgiven\bthat\bthe\bpoint\b c\blies\bon\bthe\bline\b ab\bsuch\bthat\b ac :\bcb\b=\b1\b:\b2,\bfind\bthe\bcoordinates\bof\b c.\b\b [8]",
+            "12": "12 0606/23/o/n/13 \u00a9\bucles\b2013 for examiner\u2019 s use8\b solutions\bto\bthis\bquestion\bby\baccurate\bdrawing\bwill\bnot\bbe\baccepted. xy x d c (10, 4) b (6, \u20134)a (\u20134, 6) o \bthe\bdiagram\bshows\ba\bquadrilateral\b abcd,\bwith\bvertices\b a(\u2212\b4,\b6),\b b(6,\b\u2212\b4),\b c(10,\b4)\band\b d. \b the\bangle\b adc\b=\b90\u00b0.\bthe\blines\b bc\band\b ad\bare\bextended\bto\bintersect\bat\bthe\bpoint\b x. \b (i)\bgiven\bthat\b c\bis\bthe\bmidpoint\bof\b bx,\bfind\bthe\bcoordinates\bof\b d.\b [7]",
+            "13": "13 0606/23/o/n/13 \u00a9\bucles\b2013 [turn\bover for examiner\u2019 s use\b \b (ii)\b hence\bcalculate\bthe\barea\bof\bthe\bquadrilateral\b abcd.\b [2]",
+            "14": "14 0606/23/o/n/13 \u00a9\bucles\b2013 for examiner\u2019 s use9\ba\bparticle\btravels\bin\ba\bstraight\bline\bso\bthat,\b t s\bafter\bpassing\bthrough\ba\bfixed\bpoint\b o,\bits\bvelocity,\b v\bms\u20131,\bis\bgiven\bby\b\b sin v t 3 6 2= + . \b (i)\bfind\bthe\bvelocity\bof\bthe\bparticle\bwhen\b t4r=.\b [1] \b (ii)\bfind\bthe\bacceleration\bof\bthe\bparticle\bwhen\b t\b=\b2.\b [3]",
+            "15": "15 0606/23/o/n/13 \u00a9\bucles\b2013 [turn\bover for examiner\u2019 s use\bthe\bparticle\bfirst\bcomes\bto\binstantaneous\brest\bat\bthe\bpoint\b p. \b (iii)\bfind\bthe\bdistance\b op.\b \b [5]",
+            "16": "16 0606/23/o/n/13 \u00a9\bucles\b2013 for examiner\u2019 s use10 120  cm30 cm h cm \b\b\b\b\b\b\b\b\b\b\b\bthe\bvolume\bof\ba\bcone\bof\b height\bh\band\bradius r\bis r h31 2r \bthe\bdiagram\bshows\ba\bcontainer\bin\bthe\bshape\bof\ba\bcone\bof\bheight\b120\bcm\band\bradius\b30\bcm.\bwater\bis\b poured\binto\bthe\bcontainer\bat\ba\brate\bof\b 20 cm s3 1r-. \b (i)\bat\bthe\binstant\bwhen\bthe\bdepth\bof\bwater\bin\bthe\bcone\bis\b h\bcm\bthe\bvolume\bof\bwater\bin\bthe\bcone\bis\b v cm3.\bshow\bthat\b vh 483r=.\b \b [3]",
+            "17": "17 0606/23/o/n/13 \u00a9\bucles\b2013 [turn\bover for examiner\u2019 s use\b (ii)\bfind\bthe\brate\bat\bwhich\b h\bis\bincreasing\bwhen\b h\b=\b50.\b \b [3] \b (iii)\bfind\bthe\brate\bat\bwhich\bthe\bcircular\barea\bof\bthe\bwater\u2019s\bsurface\bis\bincreasing\bwhen\b h\b=\b50.\b [4]",
+            "18": "18 0606/23/o/n/13 \u00a9\bucles\b2013 for examiner\u2019 s use11\bin\bthis\bquestion\b i\bis\ba\bunit\bvector\bdue\beast\band\b j\bis\ba\bunit\bvector\bdue\bnorth. \bat\btime\b t =\b0\bboat\b a\bleaves\bthe\borigin\b o\band\btravels\bwith\bvelocity\b(2 i\b+\b4j)\bkmh\u20131.\balso\bat\btime\b t\b=\b0\b boat\b b\b leaves\b the\b point\b with\b position\b vector\b (\u201321 i\b +\b 22j)\bkm\b and\b travels\b with\b velocity\b (5i\b+\b3j)\bkmh\u20131. \b (i)\bwrite\bdown\bthe\bposition\bvectors\bof\bboats\b a\band\b b\bafter\b t\bhours.\b [2] \b (ii)\bshow\bthat\b a\band\b b\bare\b25\bkm\bapart\bwhen\b t\b=\b2.\b [3]",
+            "19": "19 0606/23/o/n/13 \u00a9\bucles\b2013 [turn\bover for examiner\u2019 s use\b (iii)\bfind\bthe\blength\bof\btime\bfor\bwhich\b a\band\b b\bare\bless\bthan\b25\bkm\bapart.\b [5]",
+            "20": "20 0606/23/o/n/13 \u00a9\bucles\b2013permission 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.blank\bpage"
+        }
+    },
+    "2014": {
+        "0606_s14_qp_11.pdf": {
+            "1": "this document consists of 16 printed pages. dc (lk/cgw) 73326/4 \u00a9 ucles 2014  [turn overcambridge international examinations cambridge international general certificate of secondary education * 9 7 8 0 7 1 0 6 7 7 * additional mathematics  0606/11 paper 1  may/june 2014  2 hours candidates answer on the question paper. additional materials:  electronic calculator read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen. y ou may use an hb pencil for any diagrams or graphs. do not use staples, paper clips, glue or correction fluid. do not  write in any barcodes. answer all the questions. give non-exact numerical answers correct to 3 significant figures, or 1 decimal place in the case of  angles  in degrees, unless a different level of accuracy is specified in the question. the use of an electronic calculator is expected, where appropriate. y ou are reminded of the need for clear presentation in your answers. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question. the total number of marks for this paper is 80.",
+            "2": "2 0606/11/m/j/14 \u00a9 ucles 2014mathematical formulae 1.\u2002algebra quadratic\u2002equation  for the equation ax2 + bx + c = 0, xab b ac 242!=- - binomial theorem (a + b)n = an + (n 1)an\u20131 b + (n 2)an\u20132 b2 + \u2026 + (n r)an\u2013r br + \u2026 + bn,  where n is a positive integer and (n r) = n! (n \u2013 r)!r!  2.\u2002trigonometry identities sin2 a + cos2 a = 1 sec2 a = 1 + tan2 a cosec2 a = 1 + cot2 a formulae for \u2206abc a sin a = b sin b = c sin c a2 = b2 + c2 \u2013 2bc cos a \u2206 = 1  2 bc sin a",
+            "3": "3 0606/11/m/j/14 \u00a9 ucles 2014 [turn\u2002over1\u2002show that   . tansincossec1iiii ++=  [4]",
+            "4": "4 0606/11/m/j/14 \u00a9 ucles 20142\u2002vectors a, b and c are such that , a nd a b c4 32 25 2= = =-j lkkj lkkj lkkn poon poon poo. \u2002 \u2002(i)\u2002show that . a b c = +  [2] \u2002(ii)\u2002given that a b c7 m n+ = , find the value of m and of .n [3]",
+            "5": "5 0606/11/m/j/14 \u00a9 ucles 2014 [turn\u2002over3\u2002(a)\u2002on the venn diagrams below, shade the regions indicated.   a cb/h5105 a cb/h5105 a cb/h5105  (i)\u2002 c a b+ +  (ii)\u2002 a b c , + l ^ h  (iii)\u2002 a b c , + l ^ h    [3] \u2002(b)\u2002sets p and q are such that  \u2002 \u2002   : p x x x 2 02= + = \" , and : q x x x 2 7 02= + + = \" ,, where xr!. \u2002 \u2002(i)\u2002find .pn^ h [1] \u2002 \u2002(ii)\u2002find .qn^ h [1]",
+            "6": "6 0606/11/m/j/14 \u00a9 ucles 20144\u2002find the set of values of k for which the line y k x4 3= -^ h  does not intersect the curve  . y x x 4 8 82= + - [5]",
+            "7": "7 0606/11/m/j/14 \u00a9 ucles 2014 [turn\u2002over5\u2002(i)\u2002given that yex2= , find xy dd. [2] \u2002(ii)\u2002use your answer to part (i) to find x xe dx2y . [2] \u2002(iii)\u2002hence evaluate x xe dx 02 2y . [2]",
+            "8": "8 0606/11/m/j/14 \u00a9 ucles 20146\u2002matrices a and b are such that a\u2002=\u20021 7 44 6 2-j lk kkn po oo and b = 2 31 5j lkkn poo. \u2002(i)\u2002\u2002\u2002find ab. [2] \u2002(ii)\u2002find b1-. [2] \u2002(iii)\u2002using your answer to part (ii), solve the simultaneous equations      , .x y x y4 2 3 6 10 22+ = - + = - [3]",
+            "9": "9 0606/11/m/j/14 \u00a9 ucles 2014 [turn\u2002over7\u2002a curve is such that  xyx x4 11 dd 2= + +^ h for x02. the curve passes through the point ,21 65j lkkn poo. \u2002(i)\u2002find the equation of the curve.  [4] \u2002(ii)\u2002find the equation of the normal to the curve at the point where x1=.  [4]",
+            "10": "10 0606/11/m/j/14 \u00a9 ucles 20148\u2002the table shows values of variables v and p. v 10 50 100 200 p 95.0 8.5 3.0 1.1 \u2002(i)\u2002by plotting a suitable straight line graph, show that v and p are related by the equation p k vn= ,  where k and n are constants.  [4] \u2002 \u2002",
+            "11": "11 0606/11/m/j/14 \u00a9 ucles 2014 [turn\u2002over\u2002 use your graph to find \u2002(ii)\u2002the value of n, [2] \u2002(iii)\u2002the value of p when v35= . [2]",
+            "12": "12 0606/11/m/j/14 \u00a9 ucles 20149\u2002(a)\u2002the diagram shows the velocity-time graph of a particle p moving in a straight line with velocity  vms1- at time ts after leaving a fixed point. 5 0 10 20 30 40 50 60 70t s1015v ms\u20131 \u2002 \u2002 find the distance travelled by the particle p. [2] \u2002(b)\u2002the diagram shows the displacement-time graph of a particle q moving in a straight line with  displacement sm from a fixed point at time ts. 5 0 5 10 15 20 25 30 t s1015s m 20",
+            "13": "13 0606/11/m/j/14 \u00a9 ucles 2014 [turn\u2002over  on the axes below, plot the corresponding velocity-time graph for the particle q. [3] 1 0 5 10 15 20 25 30t s23v ms\u20131 \u2002(c)\u2002the displacement s m of a particle r, which is moving in a straight line, from a fixed point at  time t s is given by ln s t t 4 16 1 13 = - + +^ h .     \u2002 \u2002(i)\u2002\u2002find the value of t for which the particle r is instantaneously at rest.  [3] \u2002 \u2002(ii)\u2002find the value of t for which the acceleration of the particle r is .025ms2-. [2]",
+            "14": "14 0606/11/m/j/14 \u00a9 ucles 201410\u2002(a)\u2002how many even numbers less than 500 can be formed using the digits 1, 2, 3, 4 and 5?  each digit  may be used only once in any number.  [4] \u2002(b)\u2002a committee of 8 people is to be chosen from 7 men and 5 women.  find the number of different  committees that could be selected if  \u2002 \u2002(i)\u2002 the committee contains at least 3 men and at least 3 women,  [4] \u2002 \u2002(ii)\u2002the oldest man or the oldest woman, but not both, must be included in the committee.  [2]",
+            "15": "15 0606/11/m/j/14 \u00a9 ucles 2014 [turn\u2002over11\u2002(a)\u2002solve         sin c os x x 5 2 3 2 0 + =   for x 0 180 c cg g . [4] \u2002(b)\u2002solve         cot c osec y y 2 3 02+ =   for y 0 360 c cg g . [4] question\u200211(c)\u2002is\u2002printed\u2002on\u2002the\u2002next\u2002page.",
+            "16": "16 0606/11/m/j/14 \u00a9 ucles 2014permission 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.\u2002(c)\u2002solve         3cos . z1 2 2 + =^ h   for z0 6g g  radians.  [4]"
+        },
+        "0606_s14_qp_12.pdf": {
+            "1": "additional mathematics \b 0606/12 paper \b1\b may/june 2014 \b 2 hours candidates \banswer \bon\bthe\bquestion \bpaper. additional \bmaterials: \b electronic \bcalculator read these instructions first write \byour\bcentre \bnumber, \bcandidate \bnumber \band\bname \bon\ball\bthe\bwork \byou\bhand \bin. write \bin\bdark\bblue\bor\bblack \bpen. y ou\bmay\buse\ban\bhb\bpencil \bfor\bany\bdiagrams \bor\bgraphs. do\bnot\buse\bstaples, \bpaper \bclips, \bglue\bor\bcorrection \bfluid. do\bnot \bwrite \bin\bany \bbarcodes. answer \ball\bthe\bquestions. give \bnon-exact \bnumerical \banswers \bcorrect \bto\b3\bsignificant \bfigures, \bor\b1\bdecimal \bplace \bin\bthe\bcase \bof\b angles \bin\bdegrees, \bunless \ba\bdifferent \blevel\bof\baccuracy \bis\bspecified \bin\bthe\bquestion. the\buse\bof\ban\belectronic \bcalculator \bis\bexpected, \bwhere \bappropriate. y ou\bare\breminded \bof\bthe\bneed \bfor\bclear \bpresentation \bin\byour\banswers. at\bthe\bend\bof\bthe\bexamination, \bfasten \ball\byour\bwork \bsecurely \btogether. the\bnumber \bof\bmarks \bis\bgiven \bin\bbrackets \b[\b]\bat\bthe\bend\bof\beach \bquestion \bor\bpart\bquestion. the\btotal\bnumber \bof\bmarks \bfor\bthis\bpaper \bis\b80. this\bdocument \bconsists \bof\b15\bprinted \bpages \band\b1\bblank \bpage. dc\b(nf/cgw) \b73328/3 \u00a9\bucles \b2014\b [turn overcambridge international examinations cambridge \binternational \bgeneral \bcertificate \bof\bsecondary \beducation * 2 8 0 6 8 4 6 6 6 5 *",
+            "2": "2 0606/12/m/j/14 \u00a9 ucles 2014mathematical formulae 1.\u2002algebra quadratic equation  for the equation ax2 + bx + c = 0, x b b  ac  a = \u2212 \u22122 4  2  binomial theorem (a + b)n = an + (n 1)an\u20131 b + (n 2)an\u20132 b2 + \u2026 + (n r)an\u2013r br + \u2026 + bn,  where n is a positive integer and (n r) = n! (n \u2013 r)!r! 2.\u2002trigonometry identities sin2 a + cos2 a = 1 sec2 a = 1 + tan2 a cosec2 a = 1 + cot2 a formulae for \u2206abc a sin a = b sin b = c sin c  a2 = b2 + c2 \u2013 2bc cos a \u2206 = 1  2 bc sin a",
+            "3": "3 0606/12/m/j/14 \u00a9 ucles 2014 [turn\u2002over1\u2002show that     sincos cossin aa aa 11 +++     can be written in the form secp a , where p is an integer to be  \u2002 found.  [4]",
+            "4": "4 0606/12/m/j/14 \u00a9 ucles 20142\u2002(a)\u2002on the venn diagrams below, draw sets a and b as indicated. \u2002 \u2002 (i)\u2002  (ii) /h5105 /h5105 a /h20666 b a /h20669 b = /h11632  [2] \u2002(b)\u2002the universal set % and sets  p and q are such that n( %) = 20, ( )p q 15 n,= , ( )p 13 n=  and  ( )p q 4 n+=.  find \u2002 \u2002 (i)\u2002 ( )qn , [1] \u2002 \u2002(ii)\u2002 ( )p qn, l ^ h , [1] \u2002 \u2002(iii)\u2002 ( )p qn+ l. [1]",
+            "5": "5 0606/12/m/j/14 \u00a9 ucles 2014 [turn\u2002over3\u2002(i)\u2002sketch the graph of     y x x 2 1 2 = + - ^ ^ h h      for x2 3g g- , showing the coordinates of the  points where the curve meets the x- and y-axes.  [3] \u2002(ii)\u2002find the non-zero values of k for which the equation x k x 2 1 2 + = - ^ ^ h h  has two solutions only.  [2]",
+            "6": "6 0606/12/m/j/14 \u00a9 ucles 20144\u2002the region enclosed by the curve     sin y x 2 3= ,     the x-axis and the line x = a , where \u2002  a 0 11 1  radian, lies entirely above the x-axis. given that the area of this region is 31 square unit,  find the value of a. [6]",
+            "7": "7 0606/12/m/j/14 \u00a9 ucles 2014 [turn\u2002over5\u2002(i)\u2002given that 2 481 x y5#=, show that x y5 2 3\u2013 + = . [3] \u2002(ii)\u2002solve the simultaneous equations  2 481 x y5#= and 7 49 1x y 2# =. [4]",
+            "8": "8 0606/12/m/j/14 \u00a9 ucles 20146\u2002(a)\u2002matrices x, y and z are such that x2 13 2=c m , y1 4 63 5 7=f p   and z 1 2 3=^ h .  write  \u2002 \u2002 down all the matrix products which are possible using any two of these matrices. do not  \u2002 \u2002 evaluate these products.  [2] \u2002(b)\u2002matrices a and b are such that a5 42 1=--c m  and ab3 69 3=- -c m .  find the matrix b. [5]",
+            "9": "9 0606/12/m/j/14 \u00a9 ucles 2014 [turn\u2002over7\u2002the diagram shows a circle, centre o, radius 8  cm. points p and q lie on the circle such that the chord  pq = 12  cm and angle poq i= radians. p q o8 cm12 cm \u03b8 rad \u2002(i)\u2002show that .1696 i= , correct to 3 decimal places.  [2] \u2002(ii)\u2002find the perimeter of the shaded region.  [3] \u2002(iii)\u2002find the area of the shaded region.  [3]",
+            "10": "10 0606/12/m/j/14 \u00a9 ucles 20148\u2002(a)\u2002(i)\u2002how many different 5-digit numbers can be formed using the digits 1, 2, 4, 5, 7 and 9 if no  digit is repeated?  [1] \u2002 \u2002(ii)\u2002how many of these numbers are even?  [1] \u2002 \u2002(iii)\u2002how many of these numbers are less than 60  000 and even?  [3] \u2002(b)\u2002how many different groups of 6 children can be chosen from a class of 18 children if the class  contains one set of twins who must not be separated?  [3]",
+            "11": "11 0606/12/m/j/14 \u00a9 ucles 2014 [turn\u2002over9\u2002a solid circular cylinder has a base radius of r cm and a volume of 4000  cm3. \u2002(i)\u2002show that the total surface area, a cm2, of the cylinder is given by arr800022r = + . [3] \u2002(ii)\u2002given that r can vary, find the minimum total surface area of the cylinder, justifying that this area  is a minimum.  [6]",
+            "12": "12 0606/12/m/j/14 \u00a9 ucles 201410\u2002in this question i is a unit vector due east and j is a unit vector due north. \u2002 at 12  00 hours, a ship leaves a port p and travels with a speed of 26  kmh\u20131 in the direction i j5 12+ . \u2002(i)\u2002show that the velocity of the ship is i j10 24+ ^ h  kmh\u20131. [2] \u2002(ii)\u2002write down the position vector of the ship, relative to p, at 16  00 hours.  [1] \u2002(iii)\u2002find the position vector of the ship, relative to p, t hours after 16  00 hours.  [2] \u2002 at 16  00 hours, a speedboat leaves a lighthouse which has position vector i j120 81+ ^ h  km, relative to  p, to intercept the ship. the speedboat has a velocity of i j22 30 - +^ h  kmh\u20131. \u2002(iv)\u2002find the position vector, relative to p, of the speedboat t hours after 16  00 hours.  [1]",
+            "13": "13 0606/12/m/j/14 \u00a9 ucles 2014 [turn\u2002over\u2002(v)\u2002find the time at which the speedboat intercepts the ship and the position vector , relative to p, of  the point of interception.  [4]",
+            "14": "14 0606/12/m/j/14 \u00a9 ucles 201411\u2002(a)\u2002solve     tan t an x x5 02+ =    for \u00b0 \u00b0x 0 180 g g . [3] \u2002(b)\u2002solve     cos s in y y 2 1 02- = -    for \u00b0 \u00b0y 0 360 g g . [4]",
+            "15": "15 0606/12/m/j/14 \u00a9 ucles 2014\u2002(c)\u2002solve     secz2 26r- =` j   for z0g g r radians.  [4]",
+            "16": "16 0606/12/m/j/14 \u00a9 ucles 2014permission \bto\breproduce \bitems \bwhere \bthird-party \bowned \bmaterial \bprotected \bby\bcopyright \bis\bincluded \bhas\bbeen \bsought \band\bcleared \bwhere \bpossible. \bevery \b reasonable \beffort \bhas\bbeen \bmade \bby\bthe\bpublisher \b(ucles) \bto\btrace \bcopyright \bholders, \bbut\bif\bany\bitems \brequiring \bclearance \bhave \bunwittingly \bbeen \bincluded, \bthe\b publisher \bwill\bbe\bpleased \bto\bmake \bamends \bat\bthe\bearliest \bpossible \bopportunity. university \bof\bcambridge \binternational \bexaminations \bis\bpart\bof\bthe\bcambridge \bassessment \bgroup. \bcambridge \bassessment \bis\bthe\bbrand \bname \bof\buniversity \bof\b cambridge \blocal \bexaminations \bsyndicate \b(ucles), \bwhich \bis\bitself \ba\bdepartment \bof\bthe\buniversity \bof\bcambridge.blank\u2002page"
+        },
+        "0606_s14_qp_13.pdf": {
+            "1": "this document consists of 15 printed pages and 1 blank page. dc (cw/cgw) 73329/3 \u00a9 ucles 2014 [turn overcambridge international examinations cambridge international general certificate of secondary education *4354645867* additional mathematics  0606/13 paper 1 may/june 2014  2 hours candidates answer on the question paper. additional materials: electronic calculator read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen. y ou may use an hb pencil for any diagrams or graphs. do not use staples, paper clips, glue or correction fluid. do not write in any barcodes. answer all the questions. give non-exact numerical answers correct to 3 significant figures, or 1 decimal place in the case of  angles in degrees, unless a different level of accuracy is specified in the question. the use of an electronic calculator is expected, where appropriate. y ou are reminded of the need for clear presentation in your answers. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question. the total number of marks for this paper is 80.",
+            "2": "2 0606/13/m/j/14 \u00a9 ucles 2014mathematical formulae 1. algebra quadratic  equation  for the equation ax2 + bx + c = 0, xabb a c 242!=-- binomial theorem (a + b)n = an + (n 1)an\u20131 b + (n 2)an\u20132 b2 + \u2026 + (n r)an\u2013r br + \u2026 + bn,  where n is a positive integer and (n r) = n! (n \u2013 r)!r! 2. trigonometry identities sin2 a + cos2 a = 1 sec2 a = 1 + tan2 a cosec2 a = 1 + cot2 a formulae for \u2206abc a sin a = b sin b = c sin c a2 = b2 + c2 \u2013 2bc cos a \u2206 = 1  2 bc sin a",
+            "3": "3 0606/13/m/j/14 \u00a9 ucles 2014 [turn over1 (i) show that yx x36 52=- + can be written in the form () ya x b c2=- + , where a, b and c  are constants to be found. [3]  (ii) hence, or otherwise, find the coordinates of the stationary point of the curve yx x36 52=- + .    [1] 2 given that 24 8 1xyx y4## =-and 331 xy=+, find the value of x and of y. [4]",
+            "4": "4 0606/13/m/j/14 \u00a9 ucles 20143 (i) find, in terms of p, the remainder when  xp xp x 2132 2+++   is divided by x3+. [2]  (ii) hence find the set of values of p for which this remainder is negative. [3]",
+            "5": "5 0606/13/m/j/14 \u00a9 ucles 2014 [turn over4 the diagram shows a thin square sheet of metal measuring 24 cm by 24 cm. a square of side x cm is  cut off from each corner. the remainder is then folded to form an open box, x cm deep, whose square  base is shown shaded in the diagram. 24 cm 24 cm x cm x cm  (i) show that the volume, v cm3, of the box is given by vx x x49 65 7 632=- + . [2]  (ii) given that x can vary, find the maximum volume of the box. [4]",
+            "6": "6 0606/13/m/j/14 \u00a9 ucles 20145 (i) the first three terms in the expansion of () x 256- , in ascending powers of x, are pq xr x2++ .  find the value of each of the integers p, q and r. [3]  (ii) in the expansion of () () xa b x 2563-+ , the constant term is equal to 512 and the  coefficient of x is zero. find the value of each of the constants a and b. [4]",
+            "7": "7 0606/13/m/j/14 \u00a9 ucles 2014 [turn over6 find the equation of the normal to the curve () yx x 12231=- at the point on the curve  where x2=. [6]",
+            "8": "8 0606/13/m/j/14 \u00a9 ucles 20147 (a) a 5-character password is to be chosen from the letters a, b, c, d, e and the digits 4, 5, 6, 7.  each letter or digit may be used only once. find the number of different passwords that can be chosen if   (i)  there are no restrictions, [1]   (ii) the password contains 2 letters followed by 3 digits. [2]  (b) a school has 3 concert tickets to give out at random to a class of 18 boys and 15 girls.  find the number of ways in which this can be done if   (i) there are no restrictions, [1]   (ii) 2 of the tickets are given to boys and 1 ticket is given to a girl, [2]",
+            "9": "9 0606/13/m/j/14 \u00a9 ucles 2014 [turn over  (iii) at least 1 boy gets a ticket. [2]",
+            "10": "10 0606/13/m/j/14 \u00a9 ucles 20148 a particle moves in a straight line such that, t s after passing through a fixed point o, its velocity,  vms1-, is given by v54 et2=--.  (i) find the velocity of the particle at o. [1]  (ii) find the value of t when the acceleration of the particle is 6ms2-. [3]  (iii) find the distance of the particle from o when . t15= . [5]  (iv) explain why the particle does not return to o. [1]",
+            "11": "11 0606/13/m/j/14 \u00a9 ucles 2014 [turn over9 solve  (i) sin cos cosxx x 32 =      for \u00b0\u00b0x 0 180gg , [4]  (ii) sin cosyy 10 82+=      for \u00b0\u00b0y 0 360gg . [5]",
+            "12": "12 0606/13/m/j/14 \u00a9 ucles 201410 the table shows experimental values of x and y. x 1.50 1.75 2.00 2.25 y 3.9 8.3 19.5 51.7  (i) complete the following table. x2 1g y  [1]  (ii) by plotting a suitable straight line graph on the grid on page 13, show that x and y are related    by the equation ya bx2= , where a and b are constants. [2]  (iii) use your graph to find the value of a and of b. [4]  (iv) estimate the value of y when . x12 5= . [2]",
+            "13": "13 0606/13/m/j/14 \u00a9 ucles 2014 [turn over2 1 \u201310 1 2 3 4 5 6",
+            "14": "14 0606/13/m/j/14 \u00a9 ucles 201411 the diagram shows the graph of cos sinyx x 33 3 =+ , which crosses the x-axis at a and has a  maximum point at b. b a xy ocos sinyx x 33 3 =+  (i) find the x-coordinate of a. [3]  (ii) find xy dd and hence find the x-coordinate of b. [4]",
+            "15": "15 0606/13/m/j/14 \u00a9 ucles 2014 (iii) showing all your working, find the area of the shaded region bounded by the curve, the x-axis  and the line through b parallel to the y-axis. [5]",
+            "16": "16 0606/13/m/j/14 \u00a9 ucles 2014permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here 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.blank page"
+        },
+        "0606_s14_qp_21.pdf": {
+            "1": "this document consists of 15 printed pages and 1 blank page. dc (rw/sw) 73390/3 \u00a9 ucles 2014  [turn overcambridge international examinations cambridge international general certificate of secondary education * 8 6 5 2 2 2 4 7 5 1 * additional mathematics  0606/21 paper 2  may/june 2014  2 hours candidates answer on the question paper. additional materials:  electronic calculator read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen. y ou may use an hb pencil for any diagrams or graphs. do not use staples, paper clips, glue or correction fluid. do not  write in any barcodes. answer all the questions. give non-exact numerical answers correct to 3 significant figures, or 1 decimal place in the case of   angles in degrees, unless a different level of accuracy is specified in the question. the use of an electronic calculator is expected, where appropriate. y ou are reminded of the need for clear presentation in your answers. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question. the total number of marks for this paper is 80.",
+            "2": "2 0606/21/m/j/14 \u00a9 ucles 2014mathematical formulae 1.\u2002algebra quadratic \u2002equation  for the equation ax2 + bx + c = 0, x b b  ac  a = \u2212 \u22122 4  2  binomial theorem (a + b)n = an + (n 1)an\u20131 b + (n 2)an\u20132 b2 + \u2026 + (n r)an\u2013r br + \u2026 + bn,  where n is a positive integer and (n r) = n! (n \u2013 r)!r! 2.\u2002trigonometry identities sin2 a + cos2 a = 1 sec2 a = 1 + tan2 a cosec2 a = 1 + cot2 a formulae for \u2206abc a sin a = b sin b = c sin c  a2 = b2 + c2 \u2013 2bc cos a \u2206 = 1  2 bc sin a",
+            "3": "3 0606/21/m/j/14 \u00a9 ucles 2014 [turn\u2002over1\u2002find the set of values of x for which  x x x 21+^ h . [3] 2\u2002without\u2002using\u2002a\u2002calculator , express  6 1 32+-^ h   in the form  a b 3+ , where a and b are integers to  be found.  [4]",
+            "4": "4 0606/21/m/j/14 \u00a9 ucles 20143\u2002(i)\u2002on the axes below, sketch the graph of  y x x4 2 = - + ^ ^ h h   showing the coordinates of the points  where the curve meets the x-axis.  [2] y x o \u2002(ii)\u2002find the set of values of k for which  x x k 4 2- + = ^ ^ h h   has four solutions.  [3]",
+            "5": "5 0606/21/m/j/14 \u00a9 ucles 2014 [turn\u2002over4\u2002the expression x ax bx2 123 2+ + +  has a factor x4- and leaves a remainder of 12- when divided by  x1-. find the value of each of the constants a and b. [5]",
+            "6": "6 0606/21/m/j/14 \u00a9 ucles 20145\u2002(i)\u2002express  x x2 62- +   in the form  p x q r2- +^ h , where p, q and r are constants to be found.  [3] \u2002(ii)\u2002hence state the least value of  x x2 62- +   and the value of x at which this occurs.  [2]",
+            "7": "7 0606/21/m/j/14 \u00a9 ucles 2014 [turn\u2002over6\u2002(a)\u2002find the coefficient of x5 in the expansion of  x 3 28-^ h . [2] \u2002(b)\u2002(i)\u2002write down the first three terms in the expansion of  x 1 26+^ h   in ascending powers of x. [2] \u2002 \u2002(ii)\u2002in the expansion of  ax x 1 1 26+ +^ ^ h h , the coefficient of x2 is 1.5 times the coefficient of x.  find the value of the constant a. [4]",
+            "8": "8 0606/21/m/j/14 \u00a9 ucles 20147\u2002given that a curve has equation  yxx12 = + , where x02, find \u2002(i)\u2002xy dd , [2] \u2002(ii)\u2002xy dd 22  . [2] \u2002 hence, or otherwise, find \u2002(iii)\u2002the coordinates and nature of the stationary point of the curve.  [4]",
+            "9": "9 0606/21/m/j/14 \u00a9 ucles 2014 [turn\u2002over8\u2002a sector of a circle of radius r cm has an angle of i radians, where r1i . the perimeter of the sector  is 30  cm. \u2002(i)\u2002show that the area, a cm2, of the sector is given by  a r r 152= - . [3] \u2002(ii)\u2002given that r can vary, find the maximum area of the sector.  [3]",
+            "10": "10 0606/21/m/j/14 \u00a9 ucles 20149\u2002solutions \u2002to\u2002this\u2002question\u2002by\u2002accurate\u2002drawing\u2002will\u2002not\u2002be\u2002accepted. \u2002 the points ,a p 1^ h , ,b1 6^ h , ,c q4^ h  and ,d5 4^ h , where p and q are constants, are the vertices of a kite  abcd . the diagonals of the kite, ac and bd, intersect at the point e. the line ac is the perpendicular  bisector of bd. find \u2002(i)\u2002the coordinates of e, [2] \u2002(ii)\u2002the equation of the diagonal ac, [3]",
+            "11": "11 0606/21/m/j/14 \u00a9 ucles 2014 [turn\u2002over\u2002(iii)\u2002the area of the kite abcd . [3]",
+            "12": "12 0606/21/m/j/14 \u00a9 ucles 201410\u2002find  xy dd  when \u2002(i)\u2002 cos sin y xx23=j lkkn poo, [4] \u2002(ii)\u2002lntanyxx l=+. [4]",
+            "13": "13 0606/21/m/j/14 \u00a9 ucles 2014 [turn\u2002over11\u2002(a)\u2002solve 2641 x x52=-. [4] \u2002(b)\u2002by changing the base of log 4a2, express  log log 4 2la a 2+ ^ ^ h h   as a single logarithm to base  a. [4]",
+            "14": "14 0606/21/m/j/14 \u00a9 ucles 201412\u2002the functions f and g are defined by     xxx 12f=+^ h  for x02,     x x 1 g= + ^ h  for x 12-. \u2002(i)\u2002find 8fg^ h. [2] \u2002(ii)\u2002find an expression for xf2^ h, giving your answer in the form bx cax +, where a, b and c are integers  to be found.  [3] \u2002(iii)\u2002find an expression for x g1-^ h, stating its domain and range.  [4]",
+            "15": "15 0606/21/m/j/14 \u00a9 ucles 2014\u2002(iv)\u2002on the same axes, sketch the graphs of y xg= ^ h and y xg1=-^ h, indicating the geometrical  relationship between the graphs.  [3] y x o",
+            "16": "16 0606/21/m/j/14 \u00a9 ucles 2014blank\u2002page permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the  publisher will be pleased to make amends at the earliest possible opportunity. cambridge international examinations is part of the cambridge assessment group. cambridge assessment is the brand name of university of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge."
+        },
+        "0606_s14_qp_22.pdf": {
+            "1": "additional mathematics \b 0606/22 paper \b2\b may/june 2014 \b 2 hours candidates \banswer \bon\bthe\bquestion \bpaper. additional \bmaterials: \b electronic \bcalculator read these instructions first write \byour\bcentre \bnumber, \bcandidate \bnumber \band\bname \bon\ball\bthe\bwork \byou\bhand \bin. write \bin\bdark\bblue\bor\bblack \bpen. y ou\bmay\buse\ban\bhb\bpencil \bfor\bany\bdiagrams \bor\bgraphs. do\bnot\buse\bstaples, \bpaper \bclips, \bglue\bor\bcorrection \bfluid. do\bnot \bwrite \bin\bany \bbarcodes. answer \ball\bthe\bquestions. give \bnon-exact \bnumerical \banswers \bcorrect \bto\b3\bsignificant \bfigures, \bor\b1\bdecimal \bplace \bin\bthe\bcase \bof\b angles \bin\bdegrees, \bunless \ba\bdifferent \blevel\bof\baccuracy \bis\bspecified \bin\bthe\bquestion. the\buse\bof\ban\belectronic \bcalculator \bis\bexpected, \bwhere \bappropriate. y ou\bare\breminded \bof\bthe\bneed \bfor\bclear \bpresentation \bin\byour\banswers. at\bthe\bend\bof\bthe\bexamination, \bfasten \ball\byour\bwork \bsecurely \btogether. the\bnumber \bof\bmarks \bis\bgiven \bin\bbrackets \b[\b]\bat\bthe\bend\bof\beach \bquestion \bor\bpart\bquestion. the\btotal\bnumber \bof\bmarks \bfor\bthis\bpaper \bis\b80. this\bdocument \bconsists \bof\b14\bprinted \bpages \band\b2\bblank \bpages. dc\b(nf/sw) \b73391/3 \u00a9\bucles \b2014\b [turn overcambridge international examinations cambridge \binternational \bgeneral \bcertificate \bof\bsecondary \beducation * 7 0 2 4 7 0 9 2 3 8 *",
+            "2": "2 0606/22/m/j/14 \u00a9 ucles 2014mathematical formulae 1.\u2002algebra quadratic equation  for the equation ax2 + bx + c = 0, x b b  ac  a = \u2212 \u22122 4  2  binomial theorem (a + b)n = an + (n 1)an\u20131 b + (n 2)an\u20132 b2 + \u2026 + (n r)an\u2013r br + \u2026 + bn,  where n is a positive integer and (n r) = n! (n \u2013 r)!r! 2.\u2002trigonometry identities sin2 a + cos2 a = 1 sec2 a = 1 + tan2 a cosec2 a = 1 + cot2 a formulae for \u2206abc a sin a = b sin b = c sin c  a2 = b2 + c2 \u2013 2bc cos a \u2206 = 1  2 bc sin a",
+            "3": "3 0606/22/m/j/14 \u00a9 ucles 2014 [turn\u2002over1\u2002without\u2002using\u2002a\u2002calculator , express  52 5 12+ -^ h in the form a b 5+ , where a and b are  \u2002 constants to be found.  [4] 2\u2002find the values of k for which the line     y k x2 0 + - =     is a tangent to the curve y x x 2 9 42= - +.  [5]",
+            "4": "4 0606/22/m/j/14 \u00a9 ucles 20143\u2002(i)\u2002given that  x1+ is a factor of    x x x d 3 14 73 2- - +, show that d = 10.  [1] \u2002(ii)\u2002show that     x x x 3 14 7 103 2- - +    can be written in the form   x ax bx c12+ + + ^ ^h h, where a, b  and c are constants to be found.  [2] \u2002(iii)\u2002hence solve the equation    x x x 3 14 7 10 03 2- - + = . [2]",
+            "5": "5 0606/22/m/j/14 \u00a9 ucles 2014 [turn\u2002over4\u2002(i)\u2002express     x x12 6 52- +      in the form p x q r2- +^ h , where p, q and r are constants  to be found.  [3] \u2002(ii)\u2002hence find the greatest value of   x x12 6 51 2- +   and state the value of x at which this  \u2002 \u2002 occurs.  [2]",
+            "6": "6 0606/22/m/j/14 \u00a9 ucles 20145\u2002(i)\u2002find and simplify the first three terms of the expansion, in ascending powers of x, of x 1 45-^ h .  [2] \u2002(ii)\u2002the first three terms in the expansion of   x ax bx 1 4 15 2- + + ^ ^h h   are  x x 1 23 2222- + . find the  value of each of the constants a and b. [4]",
+            "7": "7 0606/22/m/j/14 \u00a9 ucles 2014 [turn\u2002over6\u2002(a)\u2002(i)\u2002state the value of u for which lgu 0=. [1] \u2002 \u2002(ii)\u2002hence solve lgx2 3 0 + = . [2] \u2002(b)\u2002express   log log loga 2 15 5a 3 3-^ ^ h h ,    where a > 1, as a single logarithm to base 3.  [4]",
+            "8": "8 0606/22/m/j/14 \u00a9 ucles 20147\u2002differentiate with respect to x \u2002(i)\u2002xex4 3, [2] \u2002(ii)\u2002ln cosx 2+^ h , [2] \u2002(iii)\u2002sin xx 1+. [3]",
+            "9": "9 0606/22/m/j/14 \u00a9 ucles 2014 [turn\u2002over8\u2002the line     y x 5= -      meets the curve     x y x2 35 02 2+ + - =      at the points a and b. find the  exact  length of ab. [6]",
+            "10": "10 0606/22/m/j/14 \u00a9 ucles 20149\u2002a curve is such that xyx2 1dd21 = +^ h . the curve passes through the point (4, 10). \u2002(i)\u2002find the equation of the curve.  [4] \u2002(ii)\u2002find y xdy  and hence evaluate y xd. 01 5y . [5]",
+            "11": "11 0606/22/m/j/14 \u00a9 ucles 2014 [turn\u2002over10\u2002two variables x and y are connected by the relationship y a bx= , where a and b are constants. \u2002(i)\u2002transform the relationship y a bx=  into a straight line form.  [2] \u2002 an experiment was carried out measuring values of y for certain values of x. the values of lny and x  were plotted and a line of best fit was drawn. the graph is shown on the grid below. ln y x101 \u2013123456 23456 \u2002(ii)\u2002use the graph to determine the value of a and the value of b, giving each to 1 significant figure.  [4] \u2002(iii)\u2002find x when y = 220.  [2]",
+            "12": "12 0606/22/m/j/14 \u00a9 ucles 201411\u2002the functions f and g are defined, for real values of x greater than 2, by  ( )x 2 1 fx= - ,  ( )x x x1 g= +^ h . \u2002(i)\u2002state the range of f.  [1] \u2002(ii)\u2002find an expression for ( )x f1-, stating its domain and range.  [4]",
+            "13": "13 0606/22/m/j/14 \u00a9 ucles 2014 [turn\u2002over\u2002(iii)\u2002find an expression for ( )xgf  and explain why the equation ( )x 0 gf= has no solutions.  [4]",
+            "14": "14 0606/22/m/j/14 \u00a9 ucles 201412\u2002a curve has equation y x x x9 243 2= - + . \u2002(i)\u2002find the set of values of x for which xy0ddh. [4] \u2002 the normal to the curve at the point on the curve where x = 3 cuts the y-axis at the point p. \u2002(ii)\u2002find the equation of the normal and the coordinates of p. [5]",
+            "15": "15 0606/22/m/j/14 \u00a9 ucles 2014blank\u2002page",
+            "16": "16 0606/22/m/j/14 \u00a9 ucles 2014blank\u2002page permission \bto\breproduce \bitems \bwhere \bthird-party \bowned \bmaterial \bprotected \bby\bcopyright \bis\bincluded \bhas\bbeen \bsought \band\bcleared \bwhere \bpossible. \bevery \b reasonable \beffort \bhas\bbeen \bmade \bby\bthe\bpublisher \b(ucles) \bto\btrace \bcopyright \bholders, \bbut\bif\bany\bitems \brequiring \bclearance \bhave \bunwittingly \bbeen \bincluded, \bthe\b publisher \bwill\bbe\bpleased \bto\bmake \bamends \bat\bthe\bearliest \bpossible \bopportunity. cambridge \binternational \bexaminations \bis\bpart\bof\bthe\bcambridge \bassessment \bgroup. \bcambridge \bassessment \bis\bthe\bbrand \bname \bof\buniversity \bof\bcambridge \blocal \b examinations \bsyndicate \b(ucles), \bwhich \bis\bitself \ba\bdepartment \bof\bthe\buniversity \bof\bcambridge."
+        },
+        "0606_s14_qp_23.pdf": {
+            "1": "this document consists of 16 printed pages. dc (nh/cgw) 73394/4 \u00a9 ucles 2014  [turn overcambridge international examinations cambridge international general certificate of secondary education * 9 1 0 4 5 3 8 9 2 1 * additional mathematics  0606/23 paper 2  may/june 2014  2 hours candidates answer on the question paper. additional materials:  electronic calculator read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen. y ou may use an hb pencil for any diagrams or graphs. do not use staples, paper clips, glue or correction fluid. do not  write in any barcodes. answer all the questions. give non-exact numerical answers correct to 3 significant figures, or 1 decimal place in the case of angles in degrees, unless a different level of accuracy is specified in the question. the use of an electronic calculator is expected, where appropriate. y ou are reminded of the need for clear presentation in your answers. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question. the total number of marks for this paper is 80.",
+            "2": "2 0606/23/m/j/14 \u00a9 ucles 2014mathematical formulae 1.\u2002algebra quadratic equation  for the equation ax2 + bx + c = 0, x b b  ac  a = \u2212 \u22122 4  2  binomial theorem (a + b)n = an + (n 1)an\u20131 b + (n 2)an\u20132 b2 + \u2026 + (n r)an\u2013r br + \u2026 + bn,  where n is a positive integer and (n r) = n! (n \u2013 r)!r!  2.\u2002trigonometry identities sin2 a + cos2 a = 1 sec2 a = 1 + tan2 a cosec2 a = 1 + cot2 a formulae for \u2206abc a sin a = b sin b = c sin c  a2 = b2 + c2 \u2013 2bc cos a \u2206 = 1  2 bc sin a",
+            "3": "3 0606/23/m/j/14 \u00a9 ucles 2014 [turn\u2002over1 r cm1.6 rad500  cm2 \u2002 the diagram shows a sector of a circle of radius r cm. the angle of the sector is 1.6 radians and the area  of the sector is 500cm2. \u2002(i)\u2002find the value of r. [2]  (ii) hence find the perimeter of the sector.  [2]",
+            "4": "4 0606/23/m/j/14 \u00a9 ucles 20142\u2002using the substitution logu x3= , solve, for x, the equation \u2002log logx12 3 4x 3- = . [5]",
+            "5": "5 0606/23/m/j/14 \u00a9 ucles 2014 [turn\u2002over3\u2002in a motor racing competition, the winning driver in each race scores 5 points, the second and third  placed drivers score 3 and 1 points respectively. each team has two members. the results of the drivers  in one team, over a number of races, are shown in the table below .   driver  1st place  2nd place  3rd place   alan  3 1 4   brian  1 4 0 \u2002(i)\u2002write down two matrices whose product under matrix multiplication will give the number of  points scored by each of the drivers. hence calculate the number of points scored by alan and by  brian.  [3] \u2002(ii)\u2002the points scored by alan and by brian are added to give the number of points scored by the team.  using your answer to part \u2002(i),\u2002write down two matrices whose product would give the number of  points scored by the team.  [1]",
+            "6": "6 0606/23/m/j/14 \u00a9 ucles 20144\u2002(a)\u2002illustrate the following statements using the venn diagrams below.     (i) a b a ,= (ii) a b c ++ q= [2] /h5105 /h5105a b a ,= a b c ++ q= \u2002(b)\u2002it is given that \ue025 is the set of integers between 1 and 100 inclusive. s and c are subsets of \ue025, where  s is the set of square numbers and c is the set of cube numbers. write the following statements  using set notation. \u2002 \u2002 (i)\u200250 is not a cube number.  [1] \u2002 \u2002(ii)\u200264 is both a square number and a cube number.  [1] \u2002 \u2002(iii)\u2002there are 90 integers between 1 and 100 inclusive which are not square numbers.  [1]",
+            "7": "7 0606/23/m/j/14 \u00a9 ucles 2014 [turn\u2002over5\u2002do\u2002not\u2002use\u2002a\u2002calculator \u2002in\u2002this\u2002question. \u2002(i)\u2002show that 2 2 4 8 2 2 3 02+ - + = ^ ^ h h . [2] \u2002(ii)\u2002solve the equation x x 2 2 2 2 0 3 4 22+ - + =+ ^ ^ h h , giving your answer in the form a b 2+   where a and b are integers.  [3]",
+            "8": "8 0606/23/m/j/14 \u00a9 ucles 20146\u2002find the coordinates of the points of intersection of the curve x y8 101 - =  and the line x y 9 + = .  [6]",
+            "9": "9 0606/23/m/j/14 \u00a9 ucles 2014 [turn\u2002over7\u2002(a)\u2002prove that    sec c osectan c ot sin c os1 i ii i i i ++=+. [3] \u2002(b)\u2002given that tanx125=-  and \u00b0 \u00b0x 90 1801 1 , find the exact value of sinx and of cosx, giving \u2002 \u2002 each answer as a fraction.  [3] \u2002 \u2002 answer    sinx=            cosx=",
+            "10": "10 0606/23/m/j/14 \u00a9 ucles 20148\u2002a curve is such that xyx x6 8 3dd2= - +. \u2002(i)\u2002show that the curve has no stationary points.  [2] \u2002 given that the curve passes through the point p(2, 10), \u2002(ii)\u2002find the equation of the tangent to the curve at the point p, [2] \u2002(iii)\u2002find the equation of the curve.  [4]",
+            "11": "11 0606/23/m/j/14 \u00a9 ucles 2014 [turn\u2002over9\u2002solutions \u2002to\u2002this\u2002question\u2002by\u2002accurate\u2002drawing\u2002will\u2002not\u2002be\u2002accepted. \u2002 the points ( , ) a2 11 , ( , ) b 2 3-  and ( , ) c2 1- are the vertices of a triangle. \u2002(i)\u2002find the equation of the perpendicular bisector of ab. [4] \u2002 the line through  a parallel to bc intersects the perpendicular bisector of ab at the point d.  \u2002(ii)\u2002find the area of the quadrilateral abcd.  [6]",
+            "12": "12 0606/23/m/j/14 \u00a9 ucles 201410\u2002(i)\u2002given that y xx 212 2= +, show that xy xk 21dd 2 3= + ^ h, where k is a constant to be found.  [5]",
+            "13": "13 0606/23/m/j/14 \u00a9 ucles 2014 [turn\u2002over\u2002(ii)\u2002hence find  xx 216d 2 3+c edd^ h and evaluate  xx 216d 2 310 + 2c edd^ h. [3]",
+            "14": "14 0606/23/m/j/14 \u00a9 ucles 201411 m npa b o \u2002 in the diagram oaa2=  and obb5= . the point m is the midpoint of oa and the point n lies on ob  such that : :onnb 3 2= . \u2002(i)\u2002find an expression for the vector mb in terms of a and b. [2] \u2002 the point p lies on an such that ap anm= . \u2002(ii)\u2002find an expression for the vector ap in terms of m, a and b. [2]",
+            "15": "15 0606/23/m/j/14 \u00a9 ucles 2014 [turn\u2002over\u2002(iii)\u2002find an expression for the vector mp in terms of m, a and b. [2] \u2002(iv)\u2002given that m, p and b are collinear, find the value of m. [4] question \u200212\u2002is\u2002printed\u2002on\u2002the\u2002next\u2002page.",
+            "16": "16 0606/23/m/j/14 \u00a9 ucles 2014permission 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.12\u2002the function f is such that ( )x x 2 3 f= + - for x4 28g g . \u2002(i)\u2002find the range of f.  [2] \u2002(ii)\u2002find ( )12f2. [2] \u2002(iii)\u2002find an expression for ( )x f1-. [2] \u2002 the function g is defined by ( )xx120g=  for x0h. \u2002(iv)\u2002find the value of x for which ( )x 20 gf= . [3]"
+        },
+        "0606_w14_qp_11.pdf": {
+            "1": "this document consists of 15 printed pages and 1 blank page. dc (lk/slm) 81862/3 \u00a9 ucles 2014  [turn overcambridge international examinations cambridge international general certificate of secondary education * 8 0 2 3 6 5 2 7 1 3 * additional mathematics  0606/11 paper 1  october/november 2014  2 hours candidates answer on the question paper. additional materials:  electronic calculator read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen. y ou may use an hb pencil for any diagrams or graphs. do not use staples, paper clips, glue or correction fluid. do not  write in any barcodes. answer all the questions. give non-exact numerical answers correct to 3 significant figures, or 1 decimal place in the case of  angles  in degrees, unless a different level of accuracy is specified in the question. the use of an electronic calculator is expected, where appropriate. y ou are reminded of the need for clear presentation in your answers. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question. the total number of marks for this paper is 80.",
+            "2": "2 0606/11/o/n/14 \u00a9 ucles 2014mathematical formulae 1.\u2002algebra quadratic \u2002equation  for the equation ax2 + bx + c = 0, xab b ac 242!=- - . binomial theorem (a + b)n = an + (n 1)an\u20131 b + (n 2)an\u20132 b2 + \u2026 + (n r)an\u2013r br + \u2026 + bn,  where n is a positive integer and (n r) = n! (n \u2013 r)!r! . 2.\u2002trigonometry identities sin2 a + cos2 a = 1 sec2 a = 1 + tan2 a cosec2 a = 1 + cot2 a formulae for \u2206abc a sin a = b sin b = c sin c a2 = b2 + c2 \u2013 2bc cos a \u2206 = 1  2 bc sin a",
+            "3": "3 0606/11/o/n/14 \u00a9 ucles 2014 [turn\u2002over1\u2002find the coordinates of the stationary point on the curve y xx16 2= + .\u2002 [4] 2\u2002(a)\u2002on the axes below, sketch the curve cos y x3 2 1 = -   for x 0 180 \u00b0 \u00b0g g . [3] o2 \u20132 \u20134 \u2013646 45\u00b0 90\u00b0 135\u00b0 180\u00b0y x \u2002(b)\u2002(i)\u2002state the amplitude of sinx 1 4 2 - . [1] \u2002 \u2002(ii)\u2002state the period of tanx 5 3 1+. [1]",
+            "4": "4 0606/11/o/n/14 \u00a9 ucles 20143\u2002a curve is such thaty x x 32 d d=+  for x 32-. the curve passes through the point ( , ) 6 10 . \u2002(i)\u2002find the equation of the curve.  [4] \u2002(ii)\u2002find the x-coordinate of the point on the curve where y = 6. [1]",
+            "5": "5 0606/11/o/n/14 \u00a9 ucles 2014 [turn\u2002over4\u2002(i)\u2002using the substitution y5x= , show that the equation ( ) 5 5 2 2 5x x x 2 1 1- + =+ +can be  \u2002 \u2002 written in the form  ay by 2 02+ + =, where a and b are constants to be found.  [2] \u2002(ii)\u2002hence solve the equation ( ) 5 5 2 2 5x x x 2 1 1- + =+ + . [4]",
+            "6": "6 0606/11/o/n/14 \u00a9 ucles 20145\u2002(i)\u2002find the equation of the tangent to the curve nl y x x3= - at the point on the curve  where x1=. [4] \u2002(ii)\u2002show that this tangent bisects the line joining the points \u2002( , ) 2 16-\u2002and ( , ) 12 2. [2]",
+            "7": "7 0606/11/o/n/14 \u00a9 ucles 2014 [turn\u2002over6\u2002(i)\u2002given that the coefficient of x2 in the expansion of ( ) px 26+ is 60, find the value of the positive  constant p. [3] \u2002(ii)\u2002using your value of p, find the coefficient of x2 in the expansion of ( ) ( )x px3 26- + . [3]",
+            "8": "8 0606/11/o/n/14 \u00a9 ucles 20147\u2002matrices a and b are such that a ab b3 2a=-j lkkn poo and bab ba 2 2=-j lkkn poo , where a and b are non-zero constants. \u2002(i)\u2002find a1\u2013. [2] \u2002(ii)\u2002using your answer to part (i),\u2002find the matrix x such that  xa\u2002=\u2002b. [4]",
+            "9": "9 0606/11/o/n/14 \u00a9 ucles 2014 [turn\u2002over8\u2002the point p lies on the line joining ( , ) a 2 3-  and ( , ) b1019 such that : :appb 1 3= . \u2002(i)\u2002show that the x-coordinate of p is 1 and find the y-coordinate of p. [2] \u2002(ii)\u2002find the equation of the line through p which is perpendicular to ab. [3] \u2002 the line through p which is perpendicular to ab meets the y-axis at the point q. \u2002(iii)\u2002find the area of the triangle aqb . [3]",
+            "10": "10 0606/11/o/n/14 \u00a9 ucles 20149\u2002the table shows experimental values of variables x and y. x 2 2.5 3 3.5 4 y 18.8 29.6 46.9 74.1 117.2 \u2002(i)\u2002by plotting a suitable straight line graph on the grid below, show that x and y are related by the  equation y abx= , where a and b are constants.  [4]",
+            "11": "11 0606/11/o/n/14 \u00a9 ucles 2014 [turn\u2002over\u2002(ii)\u2002use your graph to find the value of a and of b. [4]",
+            "12": "12 0606/11/o/n/14 \u00a9 ucles 201410\u2002(a)\u2002(i)\u2002find how many different 4-digit numbers can be formed using the digits 1, 2, 3, 4, 5 and 6 if  no digit is repeated.  [1] \u2002 \u2002(ii)\u2002how many of the 4-digit numbers found in part (i) are greater than 6000?  [1] \u2002 \u2002(iii)\u2002how many of the 4-digit numbers found in part (i) are greater than 6000 and are odd?  [1] \u2002(b)\u2002a quiz team of 10 players is to be chosen from a class of 8 boys and 12 girls. \u2002 \u2002 (i)\u2002find the number of different teams that can be chosen if the team has to have equal numbers  of girls and boys.  [3] \u2002 \u2002(ii)\u2002find the number of different teams that can be chosen if the team has to include the youngest  and oldest boy and the youngest and oldest girl.  [2]",
+            "13": "13 0606/11/o/n/14 \u00a9 ucles 2014 [turn\u2002over11\u2002(a)\u2002solve cos c ot x x 2 3 3=   for \u00b0 \u00b0x 0 90g g . [5] \u2002(b)\u2002solve sec y22r+ = -j lkkn poo   for y0g g r radians.  [4]",
+            "14": "14 0606/11/o/n/14 \u00a9 ucles 201412 a br op q \u2002 the position vectors of points a and b relative to an origin o are a and b respectively. the point p  is such that op oan= . the point q is such that oq obm= . the lines aq and bp intersect at the  point  r. \u2002(i)\u2002express aq in terms of m, a and b. [1] \u2002(ii)\u2002express bp in terms of n, a and b. [1] \u2002 it is given that ar aq 3=  and br bp 8 7= . \u2002(iii)\u2002express or in terms of m, a and b. [2]",
+            "15": "15 0606/11/o/n/14 \u00a9 ucles 2014\u2002(iv)\u2002express or in terms of n, a and b. [2] \u2002(v)\u2002hence find the value of n and of  m. [3]",
+            "16": "16 0606/11/o/n/14 \u00a9 ucles 2014permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the  publisher will be pleased to make amends at the earliest possible opportunity. cambridge international examinations is part of the cambridge assessment group. cambridge assessment is the brand name of university of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge.blank\u2002page"
+        },
+        "0606_w14_qp_12.pdf": {
+            "1": "this document consists of 15 printed pages and 1 blank page. dc (lk/slm) 97555 \u00a9 ucles 2014  [turn overcambridge international examinations cambridge international general certificate of secondary education * 6 9 4 1 6 5 4 3 4 9 * additional mathematics  0606/12 paper 1  october/november 2014  2 hours candidates answer on the question paper. additional materials:  electronic calculator read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen. y ou may use an hb pencil for any diagrams or graphs. do not use staples, paper clips, glue or correction fluid. do not  write in any barcodes. answer all the questions. give non-exact numerical answers correct to 3 significant figures, or 1 decimal place in the case of  angles  in degrees, unless a different level of accuracy is specified in the question. the use of an electronic calculator is expected, where appropriate. y ou are reminded of the need for clear presentation in your answers. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question. the total number of marks for this paper is 80.",
+            "2": "2 0606/12/o/n/14 \u00a9 ucles 2014mathematical formulae 1.\u2002algebra quadratic \u2002equation  for the equation ax2 + bx + c = 0, xab b ac 242!=- - . binomial theorem (a + b)n = an + (n 1)an\u20131 b + (n 2)an\u20132 b2 + \u2026 + (n r)an\u2013r br + \u2026 + bn,  where n is a positive integer and (n r) = n! (n \u2013 r)!r! . 2.\u2002trigonometry identities sin2 a + cos2 a = 1 sec2 a = 1 + tan2 a cosec2 a = 1 + cot2 a formulae for \u2206abc a sin a = b sin b = c sin c a2 = b2 + c2 \u2013 2bc cos a \u2206 = 1  2 bc sin a",
+            "3": "3 0606/12/o/n/14 \u00a9 ucles 2014 [turn\u2002over1\u2002find the coordinates of the stationary point on the curve y xx16 2= + .\u2002 [4] 2\u2002(a)\u2002on the axes below, sketch the curve cos y x3 2 1 = -   for x 0 180 \u00b0 \u00b0g g . [3] o2 \u20132 \u20134 \u2013646 45\u00b0 90\u00b0 135\u00b0 180\u00b0y x \u2002(b)\u2002(i)\u2002state the amplitude of sinx 1 4 2 - . [1] \u2002 \u2002(ii)\u2002state the period of tanx 5 3 1+. [1]",
+            "4": "4 0606/12/o/n/14 \u00a9 ucles 20143\u2002a curve is such thaty x x 32 d d=+  for x 32-. the curve passes through the point ( , ) 6 10 . \u2002(i)\u2002find the equation of the curve.  [4] \u2002(ii)\u2002find the x-coordinate of the point on the curve where y = 6. [1]",
+            "5": "5 0606/12/o/n/14 \u00a9 ucles 2014 [turn\u2002over4\u2002(i)\u2002using the substitution y5x= , show that the equation ( ) 5 5 2 2 5x x x 2 1 1- + =+ +can be  \u2002 \u2002 written in the form  ay by 2 02+ + =, where a and b are constants to be found.  [2] \u2002(ii)\u2002hence solve the equation ( ) 5 5 2 2 5x x x 2 1 1- + =+ + . [4]",
+            "6": "6 0606/12/o/n/14 \u00a9 ucles 20145\u2002(i)\u2002find the equation of the tangent to the curve nl y x x3= - at the point on the curve  where x1=. [4] \u2002(ii)\u2002show that this tangent bisects the line joining the points \u2002( , ) 2 16-\u2002and ( , ) 12 2. [2]",
+            "7": "7 0606/12/o/n/14 \u00a9 ucles 2014 [turn\u2002over6\u2002(i)\u2002given that the coefficient of x2 in the expansion of ( ) px 26+ is 60, find the value of the positive  constant p. [3] \u2002(ii)\u2002using your value of p, find the coefficient of x2 in the expansion of ( ) ( )x px3 26- + . [3]",
+            "8": "8 0606/12/o/n/14 \u00a9 ucles 20147\u2002matrices a and b are such that a ab b3 2a=-j lkkn poo and bab ba 2 2=-j lkkn poo , where a and b are non-zero constants. \u2002(i)\u2002find a1\u2013. [2] \u2002(ii)\u2002using your answer to part (i),\u2002find the matrix x such that  xa\u2002=\u2002b. [4]",
+            "9": "9 0606/12/o/n/14 \u00a9 ucles 2014 [turn\u2002over8\u2002the point p lies on the line joining ( , ) a 2 3-  and ( , ) b1019 such that : :appb 1 3= . \u2002(i)\u2002show that the x-coordinate of p is 1 and find the y-coordinate of p. [2] \u2002(ii)\u2002find the equation of the line through p which is perpendicular to ab. [3] \u2002 the line through p which is perpendicular to ab meets the y-axis at the point q. \u2002(iii)\u2002find the area of the triangle aqb . [3]",
+            "10": "10 0606/12/o/n/14 \u00a9 ucles 20149\u2002the table shows experimental values of variables x and y. x 2 2.5 3 3.5 4 y 18.8 29.6 46.9 74.1 117.2 \u2002(i)\u2002by plotting a suitable straight line graph on the grid below, show that x and y are related by the  equation y abx= , where a and b are constants.  [4]",
+            "11": "11 0606/12/o/n/14 \u00a9 ucles 2014 [turn\u2002over\u2002(ii)\u2002use your graph to find the value of a and of b. [4]",
+            "12": "12 0606/12/o/n/14 \u00a9 ucles 201410\u2002(a)\u2002(i)\u2002find how many different 4-digit numbers can be formed using the digits 1, 2, 3, 4, 5 and 6 if  no digit is repeated.  [1] \u2002 \u2002(ii)\u2002how many of the 4-digit numbers found in part (i) are greater than 6000?  [1] \u2002 \u2002(iii)\u2002how many of the 4-digit numbers found in part (i) are greater than 6000 and are odd?  [1] \u2002(b)\u2002a quiz team of 10 players is to be chosen from a class of 8 boys and 12 girls. \u2002 \u2002 (i)\u2002find the number of different teams that can be chosen if the team has to have equal numbers  of girls and boys.  [3] \u2002 \u2002(ii)\u2002find the number of different teams that can be chosen if the team has to include the youngest  and oldest boy and the youngest and oldest girl.  [2]",
+            "13": "13 0606/12/o/n/14 \u00a9 ucles 2014 [turn\u2002over11\u2002(a)\u2002solve cos c ot x x 2 3 3=   for \u00b0 \u00b0x 0 90g g . [5] \u2002(b)\u2002solve sec y22r+ = -j lkkn poo   for y0g g r radians.  [4]",
+            "14": "14 0606/12/o/n/14 \u00a9 ucles 201412 a br op q \u2002 the position vectors of points a and b relative to an origin o are a and b respectively. the point p  is such that op oan= . the point q is such that oq obm= . the lines aq and bp intersect at the  point  r. \u2002(i)\u2002express aq in terms of m, a and b. [1] \u2002(ii)\u2002express bp in terms of n, a and b. [1] \u2002 it is given that ar aq 3=  and br bp 8 7= . \u2002(iii)\u2002express or in terms of m, a and b. [2]",
+            "15": "15 0606/12/o/n/14 \u00a9 ucles 2014\u2002(iv)\u2002express or in terms of n, a and b. [2] \u2002(v)\u2002hence find the value of n and of  m. [3]",
+            "16": "16 0606/12/o/n/14 \u00a9 ucles 2014permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the  publisher will be pleased to make amends at the earliest possible opportunity. cambridge international examinations is part of the cambridge assessment group. cambridge assessment is the brand name of university of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge.blank\u2002page"
+        },
+        "0606_w14_qp_13.pdf": {
+            "1": "this document consists of 15 printed pages and 1 blank page. dc (lk/slm) 81861/3 \u00a9 ucles 2014  [turn overcambridge international examinations cambridge international general certificate of secondary education * 8 5 3 8 8 2 7 9 5 0 * additional mathematics  0606/13 paper 1  october/november 2014  2 hours candidates answer on the question paper. additional materials:  electronic calculator read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen. y ou may use an hb pencil for any diagrams or graphs. do not use staples, paper clips, glue or correction fluid. do not  write in any barcodes. answer all the questions. give non-exact numerical answers correct to 3 significant figures, or 1 decimal place in the case of  angles  in degrees, unless a different level of accuracy is specified in the question. the use of an electronic calculator is expected, where appropriate. y ou are reminded of the need for clear presentation in your answers. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question. the total number of marks for this paper is 80.",
+            "2": "2 0606/13/o/n/14 \u00a9 ucles 2014mathematical formulae 1.\u2002algebra quadratic \u2002equation  for the equation ax2 + bx + c = 0, x b b  ac  a = \u2212 \u22122 4  2 . binomial theorem (a + b)n = an + (n 1)an\u20131 b + (n 2)an\u20132 b2 + \u2026 + (n r)an\u2013r br + \u2026 + bn,  where n is a positive integer and (n r) = n! (n \u2013 r)!r! . 2.\u2002trigonometry identities sin2 a + cos2 a = 1 sec2 a = 1 + tan2 a cosec2 a = 1 + cot2 a formulae for \u2206abc a sin a = b sin b = c sin c  a2 = b2 + c2 \u2013 2bc cos a \u2206 = 1  2 bc sin a",
+            "3": "3 0606/13/o/n/14 \u00a9 ucles 2014 [turn\u2002over1\u2002the diagram shows the graph of cos y a bx c = +   for \u00b0 \u00b0x 0 360 g g , where a, b and c are  positive integers.  oy x180\u00b017 360\u00b0 \u2002 state the value of each of a, b and c. [3] \u2002  a =   b =   c =",
+            "4": "4 0606/13/o/n/14 \u00a9 ucles 20142\u2002the line   y x4 8= +   cuts the curve   xy x 4 2= +   at the points a and b. find the exact length  of ab. [5]",
+            "5": "5 0606/13/o/n/14 \u00a9 ucles 2014 [turn\u2002over3\u2002the universal set \ue025 is the set of real numbers. sets a, b and c are such that     a = :x x x5 6 02+ + = \" ,,     b = :x x x x3 2 1 0 - + + = ^ ^ ^ h h h \" ,,     c = :x x x3 02+ + = \" ,. \u2002(i)\u2002state the value of each of n( a), n(b) and n( c). [3] \u2002 \u2002 na= ^ h \u2002 \u2002 \u2002 \u2002 nb= ^ h \u2002 \u2002 \u2002 \u2002 nc= ^ h \u2002(ii)\u2002list the elements in the set a b,. [1] \u2002(iii)\u2002list the elements in the set a b+. [1] \u2002(iv)\u2002describe the set cl. [1]",
+            "6": "6 0606/13/o/n/14 \u00a9 ucles 20144\u2002(a)\u2002solve sin c os x x 3 5 0 + =   for \u00b0 \u00b0x 0 360 g g . [3] \u2002(b)\u2002solve cosec y342r+ =j lkkn poo   for y0g g r radians.  [5]",
+            "7": "7 0606/13/o/n/14 \u00a9 ucles 2014 [turn\u2002over5\u2002(a)\u2002a drinks machine sells coffee, tea and cola.  coffee costs $0.50, tea costs $0.40 and cola costs  $0.45. the table below shows the numbers of drinks sold over a 4-day period. coffee tea cola tuesday 12 2 1 wednesday 9 3 0 thursday 8 5 1 friday 11 2 0 \u2002 \u2002 (i)\u2002write down 2 matrices whose product will give the amount of money the drinks machine  took each day and evaluate this product.  [4] \u2002 \u2002(ii)\u2002hence write down the total amount of money taken by the machine for this 4-day period.  [1] \u2002(b)\u2002matrices x and y are such that x = 2 54 1-j lkkn poo and xy = i, where i is the identity matrix. find the  \u2002 \u2002 matrix y. [3]",
+            "8": "8 0606/13/o/n/14 \u00a9 ucles 20146\u2002the diagram shows a sector, aob , of a circle centre o, radius 12  cm. angle . aob 0 9=  radians. the  point c lies on oa such that oc = cb. 0.9 radoca b12 cm \u2002(i)\u2002show that oc = 9.65  cm correct to 3 significant figures.  [2] \u2002(ii)\u2002find the perimeter of the shaded region.  [3]",
+            "9": "9 0606/13/o/n/14 \u00a9 ucles 2014 [turn\u2002over\u2002(iii)\u2002find the area of the shaded region.  [3] 7\u2002solve the equation   log l og x x 1 2 18 95 5+ = - ^ h . [5]",
+            "10": "10 0606/13/o/n/14 \u00a9 ucles 20148\u2002(i) given that f l n x x x3= ^ h , show that f ln x x 3 1= + l^ ^h h . [3] \u2002(ii)\u2002hence find ln dx x 1+^ hy . [2] \u2002(iii)\u2002hence find lndx x 12y  in the form lnp q+ , where p and q are integers.  [3]",
+            "11": "11 0606/13/o/n/14 \u00a9 ucles 2014 [turn\u2002over9\u2002(a)\u2002given that the first 3 terms in the expansion of qx5p-^ h  are x rx 625 15002- + , find the value of  each of the integers p, q and r. [5] \u2002(b)\u2002find the value of the term that is independent of x in the expansion of xx241 312 +j lkkn poo. [3]",
+            "12": "12 0606/13/o/n/14 \u00a9 ucles 201410\u2002(a)\u2002solve the following simultaneous equations. 2551yx 3 2=- 27381yx 1=-  [5]",
+            "13": "13 0606/13/o/n/14 \u00a9 ucles 2014 [turn\u2002over\u2002(b)\u2002the diagram shows a triangle abc  such that ab 2 3= +^ h  cm, bc 1 2 3 = +^ h  cm  and ac 2= cm. b ca 2 cm 1 2 3 cm +^ h2 3 cm +^ h \u2002 \u2002 without using a calculator, find the value of cosa in the form a b 3+ , where a and b are  constants to be found.  [4]",
+            "14": "14 0606/13/o/n/14 \u00a9 ucles 201411\u2002the diagram shows part of the curve y x x5 12= + - ^ ^ h h . o xy y = (x + 5)(x \u2013 1)2 \u2002(i)\u2002find the x-coordinates of the stationary points of the curve.  [5]",
+            "15": "15 0606/13/o/n/14 \u00a9 ucles 2014\u2002(ii)\u2002find d x x x5 12+ -^ ^ h h y . [3] \u2002(iii)\u2002hence find the area enclosed by the curve and the x-axis.   [2] \u2002(iv)\u2002find the set of positive values of k for which the equation x k x5 12+ = - ^ ^ h h has only one real  solution.  [2] ",
+            "16": "16 0606/13/o/n/14 \u00a9 ucles 2014permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the  publisher will be pleased to make amends at the earliest possible opportunity. cambridge international examinations is part of the cambridge assessment group. cambridge assessment is the brand name of university of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge.blank\u2002page"
+        },
+        "0606_w14_qp_21.pdf": {
+            "1": "this document consists of 15 printed pages and 1 blank page. dc (cw/slm) 81813/3 \u00a9 ucles 2014  [turn overcambridge international examinations cambridge international general certificate of secondary education * 9 5 8 5 8 0 0 3 2 6 * additional mathematics  0606/21 paper 2  october/november 2014  2 hours candidates answer on the question paper. additional materials:  electronic calculator read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen. y ou may use an hb pencil for any diagrams or graphs. do not use staples, paper clips, glue or correction fluid. do not  write in any barcodes. answer all the questions. give non-exact numerical answers correct to 3 significant figures, or 1 decimal place in the case of   angles in degrees, unless a different level of accuracy is specified in the question. the use of an electronic calculator is expected, where appropriate. y ou are reminded of the need for clear presentation in your answers. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question. the total number of marks for this paper is 80.",
+            "2": "2 0606/21/o/n/14 \u00a9 ucles 2014mathematical formulae 1.\u2002algebra quadratic \u2002equation  for the equation ax2 + bx + c = 0, x b b  ac  a = \u2212 \u22122 4  2  binomial theorem (a + b)n = an + (n 1)an\u20131 b + (n 2)an\u20132 b2 + \u2026 + (n r)an\u2013r br + \u2026 + bn,  where n is a positive integer and (n r) = n! (n \u2013 r)!r!  2.\u2002trigonometry identities sin2 a + cos2 a = 1 sec2 a = 1 + tan2 a cosec2 a = 1 + cot2 a formulae for \u2206abc a sin a = b sin b = c sin c  a2 = b2 + c2 \u2013 2bc cos a \u2206 = 1  2 bc sin a",
+            "3": "3 0606/21/o/n/14 \u00a9 ucles 2014 [turn\u2002over1\u2002(a)\u2002on each of the venn diagrams below shade the region which represents the given set. a cb/h5105a cb/h5105  ( )a b c + , l (a b c + , ) l  [2] \u2002(b)\u2002in a year group of  98 pupils, f is the set of pupils who play football and h is the set of pupils who  play hockey. there are 60 pupils who play football and 50 pupils who play hockey. the number  that play both sports is x and the number that play neither is   x 30 2- . find the value of x. [3]",
+            "4": "4 0606/21/o/n/14 \u00a9 ucles 20142\u2002solve the inequality   ( ) x x x 9 2 1 12 21 + - + . [3] 3\u2002solve the following simultaneous equations. ( ) log log x y 3 22 2+ = + ( ) log x y 32+ =  [5]",
+            "5": "5 0606/21/o/n/14 \u00a9 ucles 2014 [turn\u2002over4\u2002the functions f and g are defined for real values of x by    ( )x x 1 3 f= - - for , x 12   ( )xxx 2 32g=-- for . x 22 \u2002(i)\u2002find gf(37).  [2] \u2002(ii)\u2002find an expression for ( )x f1-. [2] \u2002(iii)\u2002find an expression for ( ).x g1- [2]",
+            "6": "6 0606/21/o/n/14 \u00a9 ucles 20145\u2002the number of bacteria b in a culture, t days after the first observation, is given by  b 500 400e.t0 2= + . \u2002(i)\u2002find the initial number present.  [1] \u2002(ii)\u2002find the number present after 10 days.  [1] \u2002(iii)\u2002find the rate at which the bacteria are increasing after 10 days.  [2] \u2002(iv)\u2002find the value of t when b10000= . [3]",
+            "7": "7 0606/21/o/n/14 \u00a9 ucles 2014 [turn\u2002over6\u2002(i)\u2002calculate the coordinates of the points where the line y x 2= + cuts the curve . x y 102 2+ =  [4] \u2002(ii)\u2002find the exact values of m for which the line y m x5 = + is a tangent to the curve . x y 102 2+ =  [4]",
+            "8": "8 0606/21/o/n/14 \u00a9 ucles 20147\u2002a particle moving in a straight line passes through a fixed point o. the displacement, x metres, of the  particle, t seconds after it passes through o, is given by . sin x t t 2= + \u2002(i)\u2002find an expression for the velocity, vms1-, at time t. [2]  when the particle is first at instantaneous rest, find \u2002(ii)\u2002the value of t, [2] \u2002(iii)\u2002its displacement and acceleration.  [3]",
+            "9": "9 0606/21/o/n/14 \u00a9 ucles 2014 [turn\u2002over8\u2002(i)\u2002given that yxx 222 =+ , show that( ) xy xkx 2 dd 2 2=+ , where k is a constant to be found.  [3] \u2002(ii)\u2002hence find ( ) xxx2d2 2+c edd . [2]",
+            "10": "10 0606/21/o/n/14 \u00a9 ucles 20149\u2002integers a and b are such that ( )a a b 3 5 5 512+ + - = . find the possible values of a and the  corresponding values of b. [6]",
+            "11": "11 0606/21/o/n/14 \u00a9 ucles 2014 [turn\u2002over10\u2002(i)\u2002prove that . sec c osec cot t an x x x x- =  [4] \u2002(ii)\u2002use the result from part (i) to solve the equation sec c osec cot x x x 3=   for 0\u00b0 x1 1  360\u00b0.  [4]",
+            "12": "12 0606/21/o/n/14 \u00a9 ucles 201411 pq os r0.8 rad5 cm x cm \u2002 the diagram shows a sector opq  of a circle with centre o and radius x cm. angle poq  is 0.8 radians.  the point s lies on oq such that os = 5 cm. the point r lies on op such that angle ors is a right  angle. given that the area of triangle ors is one-fifth of the area of sector opq , find \u2002(i)\u2002the area of sector opq  in terms of x and hence show that the value of x is 8.837 correct to  4 significant figures,  [5]",
+            "13": "13 0606/21/o/n/14 \u00a9 ucles 2014 [turn\u2002over\u2002(ii)\u2002the perimeter of pqsr , [3] \u2002(iii)\u2002the area of pqsr . [2]",
+            "14": "14 0606/21/o/n/14 \u00a9 ucles 201412\u2002(i)\u2002show that x2- is a factor of x x3 14 323 2- + . [1] \u2002(ii)\u2002hence factorise x x3 14 323 2- + completely.  [4]",
+            "15": "15 0606/21/o/n/14 \u00a9 ucles 2014\u2002 the diagram below shows part of the curve y xx3 1432 2= - +  cutting the x-axis at the points p and q. y x p qoy = 3x \u2013 14 + 32 x2 \u2002(iii)\u2002state the x-coordinates of p and q. [1] \u2002(iv)\u2002find ( ) xxx 3 1432d2- + y and hence determine the area of the shaded region.  [4]",
+            "16": "16 0606/21/o/n/14 \u00a9 ucles 2014blank\u2002page permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the  publisher will be pleased to make amends at the earliest possible opportunity. cambridge international examinations is part of the cambridge assessment group. cambridge assessment is the brand name of university of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge."
+        },
+        "0606_w14_qp_22.pdf": {
+            "1": "this document consists of 15 printed pages and 1 blank page. dc (lk/slm) 97553 \u00a9 ucles 2014  [turn overcambridge international examinations cambridge international general certificate of secondary education * 4 9 9 3 1 9 7 9 6 9 * additional mathematics  0606/22 paper 2  october/november 2014  2 hours candidates answer on the question paper. additional materials:  electronic calculator read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen. y ou may use an hb pencil for any diagrams or graphs. do not use staples, paper clips, glue or correction fluid. do not  write in any barcodes. answer all the questions. give non-exact numerical answers correct to 3 significant figures, or 1 decimal place in the case of   angles in degrees, unless a different level of accuracy is specified in the question. the use of an electronic calculator is expected, where appropriate. y ou are reminded of the need for clear presentation in your answers. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question. the total number of marks for this paper is 80.",
+            "2": "2 0606/22/o/n/14 \u00a9 ucles 2014mathematical formulae 1.\u2002algebra quadratic \u2002equation  for the equation ax2 + bx + c = 0, x b b  ac  a = \u2212 \u22122 4  2  binomial theorem (a + b)n = an + (n 1)an\u20131 b + (n 2)an\u20132 b2 + \u2026 + (n r)an\u2013r br + \u2026 + bn,  where n is a positive integer and (n r) = n! (n \u2013 r)!r!  2.\u2002trigonometry identities sin2 a + cos2 a = 1 sec2 a = 1 + tan2 a cosec2 a = 1 + cot2 a formulae for \u2206abc a sin a = b sin b = c sin c  a2 = b2 + c2 \u2013 2bc cos a \u2206 = 1  2 bc sin a",
+            "3": "3 0606/22/o/n/14 \u00a9 ucles 2014 [turn\u2002over1\u2002(a)\u2002on each of the venn diagrams below shade the region which represents the given set. a cb/h5105a cb/h5105  ( )a b c + , l (a b c + , ) l  [2] \u2002(b)\u2002in a year group of  98 pupils, f is the set of pupils who play football and h is the set of pupils who  play hockey. there are 60 pupils who play football and 50 pupils who play hockey. the number  that play both sports is x and the number that play neither is   x 30 2- . find the value of x. [3]",
+            "4": "4 0606/22/o/n/14 \u00a9 ucles 20142\u2002solve the inequality   ( ) x x x 9 2 1 12 21 + - + . [3] 3\u2002solve the following simultaneous equations. ( ) log log x y 3 22 2+ = + ( ) log x y 32+ =  [5]",
+            "5": "5 0606/22/o/n/14 \u00a9 ucles 2014 [turn\u2002over4\u2002the functions f and g are defined for real values of x by    ( )x x 1 3 f= - - for , x 12   ( )xxx 2 32g=-- for . x 22 \u2002(i)\u2002find gf(37).  [2] \u2002(ii)\u2002find an expression for ( )x f1-. [2] \u2002(iii)\u2002find an expression for ( ).x g1- [2]",
+            "6": "6 0606/22/o/n/14 \u00a9 ucles 20145\u2002the number of bacteria b in a culture, t days after the first observation, is given by  b 500 400e.t0 2= + . \u2002(i)\u2002find the initial number present.  [1] \u2002(ii)\u2002find the number present after 10 days.  [1] \u2002(iii)\u2002find the rate at which the bacteria are increasing after 10 days.  [2] \u2002(iv)\u2002find the value of t when b10000= . [3]",
+            "7": "7 0606/22/o/n/14 \u00a9 ucles 2014 [turn\u2002over6\u2002(i)\u2002calculate the coordinates of the points where the line y x 2= + cuts the curve . x y 102 2+ =  [4] \u2002(ii)\u2002find the exact values of m for which the line y m x5 = + is a tangent to the curve . x y 102 2+ =  [4]",
+            "8": "8 0606/22/o/n/14 \u00a9 ucles 20147\u2002a particle moving in a straight line passes through a fixed point o. the displacement, x metres, of the  particle, t seconds after it passes through o, is given by . sin x t t 2= + \u2002(i)\u2002find an expression for the velocity, vms1-, at time t. [2]  when the particle is first at instantaneous rest, find \u2002(ii)\u2002the value of t, [2] \u2002(iii)\u2002its displacement and acceleration.  [3]",
+            "9": "9 0606/22/o/n/14 \u00a9 ucles 2014 [turn\u2002over8\u2002(i)\u2002given that yxx 222 =+ , show that( ) xy xkx 2 dd 2 2=+ , where k is a constant to be found.  [3] \u2002(ii)\u2002hence find ( ) xxx2d2 2+c edd . [2]",
+            "10": "10 0606/22/o/n/14 \u00a9 ucles 20149\u2002integers a and b are such that ( )a a b 3 5 5 512+ + - = . find the possible values of a and the  corresponding values of b. [6]",
+            "11": "11 0606/22/o/n/14 \u00a9 ucles 2014 [turn\u2002over10\u2002(i)\u2002prove that . sec c osec cot t an x x x x- =  [4] \u2002(ii)\u2002use the result from part (i) to solve the equation sec c osec cot x x x 3=   for 0\u00b0 x1 1  360\u00b0.  [4]",
+            "12": "12 0606/22/o/n/14 \u00a9 ucles 201411 pq os r0.8 rad5 cm x cm \u2002 the diagram shows a sector opq  of a circle with centre o and radius x cm. angle poq  is 0.8 radians.  the point s lies on oq such that os = 5 cm. the point r lies on op such that angle ors is a right  angle. given that the area of triangle ors is one-fifth of the area of sector opq , find \u2002(i)\u2002the area of sector opq  in terms of x and hence show that the value of x is 8.837 correct to  4 significant figures,  [5]",
+            "13": "13 0606/22/o/n/14 \u00a9 ucles 2014 [turn\u2002over\u2002(ii)\u2002the perimeter of pqsr , [3] \u2002(iii)\u2002the area of pqsr . [2]",
+            "14": "14 0606/22/o/n/14 \u00a9 ucles 201412\u2002(i)\u2002show that x2- is a factor of x x3 14 323 2- + . [1] \u2002(ii)\u2002hence factorise x x3 14 323 2- + completely.  [4]",
+            "15": "15 0606/22/o/n/14 \u00a9 ucles 2014\u2002 the diagram below shows part of the curve y xx3 1432 2= - +  cutting the x-axis at the points p and q. y x p qoy = 3x \u2013 14 + 32 x2 \u2002(iii)\u2002state the x-coordinates of p and q. [1] \u2002(iv)\u2002find ( ) xxx 3 1432d2- + y and hence determine the area of the shaded region.  [4]",
+            "16": "16 0606/22/o/n/14 \u00a9 ucles 2014blank\u2002page permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the  publisher will be pleased to make amends at the earliest possible opportunity. cambridge international examinations is part of the cambridge assessment group. cambridge assessment is the brand name of university of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge."
+        },
+        "0606_w14_qp_23.pdf": {
+            "1": "additional mathematics \b 0606/23 paper \b2\b october/november 2014 \b 2 hours candidates \banswer \bon\bthe\bquestion \bpaper. additional \bmaterials: \b electronic \bcalculator read these instructions first write \byour\bcentre \bnumber, \bcandidate \bnumber \band\bname \bon\ball\bthe\bwork \byou\bhand \bin. write \bin\bdark\bblue\bor\bblack \bpen. y ou\bmay\buse\ban\bhb\bpencil \bfor\bany\bdiagrams \bor\bgraphs. do\bnot\buse\bstaples, \bpaper \bclips, \bglue\bor\bcorrection \bfluid. do\bnot \bwrite \bin\bany \bbarcodes. answer \ball\bthe\bquestions. give \bnon-exact \bnumerical \banswers \bcorrect \bto\b3\bsignificant \bfigures, \bor\b1\bdecimal \bplace \bin\bthe\bcase \bof\b angles \bin\bdegrees, \bunless \ba\bdifferent \blevel\bof\baccuracy \bis\bspecified \bin\bthe\bquestion. the\buse\bof\ban\belectronic \bcalculator \bis\bexpected, \bwhere \bappropriate. y ou\bare\breminded \bof\bthe\bneed \bfor\bclear \bpresentation \bin\byour\banswers. at\bthe\bend\bof\bthe\bexamination, \bfasten \ball\byour\bwork \bsecurely \btogether. the\bnumber \bof\bmarks \bis\bgiven \bin\bbrackets \b[\b]\bat\bthe\bend\bof\beach \bquestion \bor\bpart\bquestion. the\btotal\bnumber \bof\bmarks \bfor\bthis\bpaper \bis\b80. this\bdocument \bconsists \bof\b16\bprinted \bpages. dc\b(nf/slm) \b81812/2 \u00a9\bucles \b2014\b [turn overcambridge international examinations cambridge \binternational \bgeneral \bcertificate \bof\bsecondary \beducation * 2 2 4 9 2 3 9 0 5 9 *",
+            "2": "2 0606/23/o/n/14 \u00a9 ucles 2014mathematical formulae 1.\u2002algebra quadratic \u2002equation  for the equation ax2 + bx + c = 0, xb b ac a=\u2212 \u221224 2 binomial theorem (a + b)n = an + (n 1)an\u20131 b + (n 2)an\u20132 b2 + \u2026 + (n r)an\u2013r br + \u2026 + bn,  where n is a positive integer and (n r) = n! (n \u2013 r)!r! 2.\u2002trigonometry identities sin2 a + cos2 a = 1 sec2 a = 1 + tan2 a cosec2 a = 1 + cot2 a formulae for \u2206abc a sin a\b=\bb sin b\b=\bc sin c a2 = b2 + c2 \u2013 2bc cos a \u2206 = 1  2 bc sin a",
+            "3": "3 0606/23/o/n/14 \u00a9 ucles 2014 [turn\u2002over1\u2002the expression     x x x x p 3 8 33 f3 2= + - + ^ h      has a factor of  x2-. \u2002(i)\u2002show that  p10=  and express xf^ h as a product of a linear factor and a quadratic factor.  [4] \u2002(ii)\u2002hence solve the equation ( )x 0 f=. [2]",
+            "4": "4 0606/23/o/n/14 \u00a9 ucles 20142\u2002a committee of four is to be selected from 7 men and 5 women. find the number of different  committees that could be selected if  \u2002(i)\u2002there are no restrictions,  [1] \u2002(ii)\u2002there must be two male and two female members.  [2] \u2002 a brother and sister, ken and betty, are among the 7 men and 5 women. \u2002(iii)\u2002find how many different committees of four could be selected so that there are two male and two  female members which must include either ken or betty but not both.  [4]",
+            "5": "5 0606/23/o/n/14 \u00a9 ucles 2014 [turn\u2002over3\u2002points a and b have coordinates (\u22122,  10) and (4,  2) respectively. c is the mid-point of the line ab. \u2002 point d is such that  cd12 9=c m . \u2002(i)\u2002find the coordinates of  c and of d. [3] \u2002(ii)\u2002show that cd is perpendicular to ab. [3] \u2002(iii)\u2002find the area of triangle abd . [2]",
+            "6": "6 0606/23/o/n/14 \u00a9 ucles 20144\u2002the profit $ p made by a company in its nth year is modelled by  p 1000eanb=+. \u2002 in the first year the company made $2000 profit. \u2002(i)\u2002show that ln a b 2 + = . [1] \u2002 in the second year the company made $3297 profit. \u2002(ii)\u2002find another linear equation connecting  a and b. [2] \u2002(iii)\u2002solve the two equations from parts (i) and (ii) to find the value of a and of  b. [2] \u2002(iv)\u2002using your values for a and b, find the profit in the 10th year.  [2]",
+            "7": "7 0606/23/o/n/14 \u00a9 ucles 2014 [turn\u2002over5\u2002 r oba3a pqx \u2002 in the diagram b op=, a pq=\u2002and a or 3= . the lines oq and pr intersect at x. \u2002(i)\u2002given that ox oqn= , express ox in terms of n, a and b.\u2002 [1] \u2002(ii)\u2002given that rx rpm= , express ox in terms of m, a and b.\u2002 [2] \u2002(iii)\u2002hence find the value of   n and of m and state the value of the ratio pr xx. [3]",
+            "8": "8 0606/23/o/n/14 \u00a9 ucles 20146\u2002variables x and y are such that, when lny  is plotted against 3x, a straight line graph passing through  (4, 19) and (9,  39) is obtained. ln y o 3x(4, 19)(9, 39) \u2002(i)\u2002find the equation of this line in the form lny m c 3x= + , where m and c are constants to be found.  [3] \u2002(ii)\u2002find y when . x 0 5= . [2]",
+            "9": "9 0606/23/o/n/14 \u00a9 ucles 2014 [turn\u2002over\u2002(iii)\u2002find x when y2000= . [3]",
+            "10": "10 0606/23/o/n/14 \u00a9 ucles 20147\u2002the functions f and g are defined for real values of x by   xx21 f= + ^ h  for x12,  x x 2 g2= + ^ h . \u2002 find an expression for \u2002(i)\u2002 x f1-^ h, [2] \u2002(ii)\u2002 xgf^ h, [2] \u2002(iii)\u2002 xfg^ h. [2]",
+            "11": "11 0606/23/o/n/14 \u00a9 ucles 2014 [turn\u2002over\u2002(iv)\u2002show that xxx 23 2ff=++^ h  and solve x xff= ^ h . [4]",
+            "12": "12 0606/23/o/n/14 \u00a9 ucles 20148\u2002a particle moving in a straight line passes through a fixed point o. the displacement, x metres, of the  particle, t seconds after it passes through o, is given by     cos x t t 5 3 2 3 = - +.  \u2002(i)\u2002find expressions for the velocity and acceleration of the particle after t seconds.  [3] \u2002(ii)\u2002find the maximum velocity of the particle and the value of t at which this first occurs.  [3]",
+            "13": "13 0606/23/o/n/14 \u00a9 ucles 2014 [turn\u2002over\u2002(iii)\u2002find the value of t when the velocity of the particle is first equal to 2  ms\u22121 and its acceleration at  this time.\u2002 [3]",
+            "14": "14 0606/23/o/n/14 \u00a9 ucles 20149\u2002(i)\u2002determine the coordinates and nature of each of the two turning points on the  \u2002 \u2002 curve     y xx421= +-. [6]",
+            "15": "15 0606/23/o/n/14 \u00a9 ucles 2014 [turn\u2002over\u2002(ii)\u2002find the equation of the normal to the curve at the point (3,  13) and find the x-coordinate of the  point where this normal cuts the curve again.  [6]",
+            "16": "16 0606/23/o/n/14 \u00a9 ucles 201410\u2002(i)\u2002prove that     cos c oscosecx xx11 1122 -++= . [3] \u2002(ii)\u2002hence solve the equation     cos c os x x 11 118-++=  for \u00b0 \u00b0x 0 3601 1 . [4] permission \bto\breproduce \bitems \bwhere \bthird-party \bowned \bmaterial \bprotected \bby\bcopyright \bis\bincluded \bhas\bbeen \bsought \band\bcleared \bwhere \bpossible. \bevery \b reasonable \beffort \bhas\bbeen \bmade \bby\bthe\bpublisher \b(ucles) \bto\btrace \bcopyright \bholders, \bbut\bif\bany\bitems \brequiring \bclearance \bhave \bunwittingly \bbeen \bincluded, \bthe\b publisher \bwill\bbe\bpleased \bto\bmake \bamends \bat\bthe\bearliest \bpossible \bopportunity. cambridge \binternational \bexaminations \bis\bpart\bof\bthe\bcambridge \bassessment \bgroup. \bcambridge \bassessment \bis\bthe\bbrand \bname \bof\buniversity \bof\bcambridge \blocal \b examinations \bsyndicate \b(ucles), \bwhich \bis\bitself \ba\bdepartment \bof\bthe\buniversity \bof\bcambridge."
+        }
+    },
+    "2015": {
+        "0606_m15_qp_12.pdf": {
+            "1": "this document consists of 16 printed pages. dc (cw/sg) 99296/4 \u00a9 ucles 2015  [turn overcambridge international examinations cambridge international general certificate of secondary education * 0 9 8 5 1 4 8 7 5 5 * additional mathematics  0606/12 paper 1  february/march 2015  2 hours candidates answer on the question paper. additional materials:  electronic calculator read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen. y ou may use an hb pencil for any diagrams or graphs. do not use staples, paper clips, glue or correction fluid. do not  write in any barcodes. answer all the questions. give non-exact numerical answers correct to 3 significant figures, or 1 decimal place in the case of  angles  in degrees, unless a different level of accuracy is specified in the question. the use of an electronic calculator is expected, where appropriate. y ou are reminded of the need for clear presentation in your answers. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question. the total number of marks for this paper is 80.",
+            "2": "2 0606/12/f/m/15 \u00a9 ucles 2015mathematical formulae 1.\u2002algebra quadratic equation  for the equation ax2 + bx + c = 0, x b b  ac  a = \u2212 \u22122 4  2  binomial theorem (a + b)n = an + (n 1)an\u20131 b + (n 2)an\u20132 b2 + \u2026 + (n r)an\u2013r br + \u2026 + bn,  where n is a positive integer and (n r) = n! (n \u2013 r)!r! 2.\u2002trigonometry identities sin2 a + cos2 a = 1 sec2 a = 1 + tan2 a cosec2 a = 1 + cot2 a formulae for \u2206abc a sin a = b sin b = c sin c  a2 = b2 + c2 \u2013 2bc cos a \u2206 = 1  2 bc sin a",
+            "3": "3 0606/12/f/m/15 \u00a9 ucles 2015 [turn\u2002over1\u2002a sports club has members who play a variety of sports. sets c, f and t are such that   c = { members who play cricket},   f = { members who play football},   t = { members who play tennis}.  describe the following in words. \u2002(i)\u2002c f, [1] \u2002(ii)\u2002tl [1] \u2002(iii)\u2002f t+ q= [1] \u2002(iv)\u2002 ( )c t 10 n+=  [1]",
+            "4": "4 0606/12/f/m/15 \u00a9 ucles 20152\u2002find the values of k for which the line y k x3 = - does not meet the curve y x x k 2 32= - +. [5]",
+            "5": "5 0606/12/f/m/15 \u00a9 ucles 2015 [turn\u2002over3\u2002(i)\u2002on the axes below sketch the graph of y x 4 5= - ,stating the coordinates of the points  where the graph meets the coordinate axes.  [3] y xo \u2002(ii)\u2002solve x 4 5 9 - = . [3]",
+            "6": "6 0606/12/f/m/15 \u00a9 ucles 20154\u2002(i)\u2002write down, in ascending powers of x, the first 3 terms in the expansion of ( ) x 3 26+ .  give each term in its simplest form.  [3] \u2002(ii)\u2002hence find the coefficient of x2 in the expansion of ( ) ( )x x2 3 26- + . [2]",
+            "7": "7 0606/12/f/m/15 \u00a9 ucles 2015 [turn\u2002over5\u2002 (2, 1)(3, 5)e y o x \u2002 variables x and y are such that when ey is plotted against x a straight line graph is obtained. the  diagram shows this straight line graph which passes through the points (2, 1) and (3, 5). \u2002(i)\u2002express y in terms of x. [4] \u2002(ii)\u2002state the values of x for which y exists.  [1] \u2002(iii)\u2002find the value of x when lny 6= . [1]",
+            "8": "8 0606/12/f/m/15 \u00a9 ucles 20156\u2002(i)\u2002given thattanyxx2= ,find xy dd. [3] \u2002(ii)\u2002hence find the equation of the normal to the curvetanyxx2= at the point where x8r=. [3]",
+            "9": "9 0606/12/f/m/15 \u00a9 ucles 2015 [turn\u2002over7\u2002the polynomial ( )x a x bx x 3 4 p3 2= + - - has a factor of x2 1- and leaves a remainder  of 10- when divided by x2+. \u2002(i)\u2002show that a10=  and find the value of b. [4] \u2002(ii)\u2002given that ( ) ( ) ( ) x x rx sx t 2 1 p2= - + + ,find the value of each of the integers  r, s and t. [2] \u2002(iii)\u2002hence find the exact solutions of ( )x 0 p=. [3]",
+            "10": "10 0606/12/f/m/15 \u00a9 ucles 20158\u2002(a)\u2002a function f is such that ( ) sin 2 fi i=  for 02g gir. \u2002 \u2002 (i)\u2002write down the range of f.  [1] \u2002 \u2002(ii)\u2002write down a suitable restricted domain for f such that f1- exists.  [1] \u2002(b)\u2002functions g and h are such that     ( ) ln x x 2 4 g= +  for x02,     ( )x x 4 h2= +  for  x02. \u2002 \u2002 (i)\u2002find g1-, stating its domain and its range.  [4] \u2002 \u2002(ii)\u2002solve ( )x 10 gh= . [3]",
+            "11": "11 0606/12/f/m/15 \u00a9 ucles 2015 [turn\u2002over\u2002 \u2002(iii)\u2002solve ( ) ( ) x xg h=l l . [3]",
+            "12": "12 0606/12/f/m/15 \u00a9 ucles 20159 x cm x cm y cmx cm \u2002 the diagram shows an empty container in the form of an open triangular prism. the triangular faces  are equilateral with a side of x cm and the length of each rectangular face is y cm. the container is  made from thin sheet metal. when full, the container holds 200 3 cm3. \u2002(i)\u2002show that a cm2 , the total area of the thin sheet metal used, is given by  axx 23 16002 = + . [5]",
+            "13": "13 0606/12/f/m/15 \u00a9 ucles 2015 [turn\u2002over\u2002(ii)\u2002given that x and y can vary, find the stationary value of a and determine its nature.  [6]",
+            "14": "14 0606/12/f/m/15 \u00a9 ucles 201510\u2002do\u2002not\u2002use\u2002a\u2002calculator \u2002in\u2002this\u2002question. a b c\u03b8( ) cm 1 2 5+ ( ) cm 2 5+ \u2002 the diagram shows triangle abc  which is right-angled at the point b. the side ab 1 2 5 = +^ h  cm  and the side bc 5 2= +^ h  cm. angle bcai=. \u2002(i)\u2002find tani in the form a b 5+ , where a and b are integers to be found.  [3] \u2002(ii)\u2002hence find sec2i in the form c d 5+ , where c and d are integers to be found.  [3]",
+            "15": "15 0606/12/f/m/15 \u00a9 ucles 2015 [turn\u2002over11\u2002(a)\u2002(i)\u2002show thatcot t ancoseccosx xxx+= . [3] \u2002 \u2002(ii)\u2002hence solve .cot t ancosec y yy 3 330 5+=    for y0g g r radians, giving your answers in  terms of r. [3] question \u200211(b)\u2002is\u2002printed\u2002on\u2002the\u2002next\u2002page.",
+            "16": "16 0606/12/f/m/15 \u00a9 ucles 2015\u2002(b)\u2002solve sin c os z z 2 8 52+ =   for z 0 360 \u00b0 \u00b01 1 . [4] 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 international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download at www.cie.org.uk after  the live examination series. 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."
+        },
+        "0606_m15_qp_22.pdf": {
+            "1": "this document consists of 16 printed pages. dc (ac/fd) 99297/4 \u00a9 ucles 2015  [turn overcambridge international examinations cambridge international general certificate of secondary education * 8 4 7 5 1 4 8 9 1 2 * additional mathematics  0606/22 paper 2  february/march 2015  2 hours candidates answer on the question paper. additional materials:  electronic calculator read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen. y ou may use an hb pencil for any diagrams or graphs. do not use staples, paper clips, glue or correction fluid. do not  write in any barcodes. answer all the questions. give non-exact numerical answers correct to 3 significant figures, or 1 decimal place in the case of  angles  in degrees, unless a different level of accuracy is specified in the question. the use of an electronic calculator is expected, where appropriate. y ou are reminded of the need for clear presentation in your answers. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question. the total number of marks for this paper is 80.",
+            "2": "2 0606/22/f/m/15 \u00a9 ucles 2015mathematical formulae 1.\u2002algebra quadratic equation  for the equation ax2 + bx + c = 0, x b b  ac  a = \u2212 \u22122 4  2  binomial theorem (a + b)n = an + (n 1)an\u20131 b + (n 2)an\u20132 b2 + \u2026 + (n r)an\u2013r br + \u2026 + bn,  where n is a positive integer and (n r) = n! (n \u2013 r)!r! 2.\u2002trigonometry identities sin2 a + cos2 a = 1 sec2 a = 1 + tan2 a cosec2 a = 1 + cot2 a formulae for \u2206abc a sin a = b sin b = c sin c  a2 = b2 + c2 \u2013 2bc cos a \u2206 = 1  2 bc sin a ",
+            "3": "3 0606/22/f/m/15 \u00a9 ucles 2015 [turn\u2002over1\u2002(i)\u2002state the amplitude of cosx 4 3 -. [1] \u2002(ii)\u2002state the period of cosx 4 3 -. [1] \u2002(iii)\u2002the function f is defined, for x 0 360 c cg g , by ( ) cos x x 4 3 f= - . sketch the graph of ( ) y x f=  on  the axes below.  [2] 90\u00b005y x \u20135180\u00b0 270\u00b0 360\u00b0 \u2002",
+            "4": "4 0606/22/f/m/15 \u00a9 ucles 20152\u2002(a)\u2002jean has nine different flags. \u2002 \u2002 (i)\u2002\u2002find the number of different ways in which jean can choose three flags from her nine flags.   [1] \u2002 \u2002(ii)\u2002jean has five flagpoles in a row. she puts one of her nine flags on each flagpole. calculate the  number of different five-flag arrangements she can make.  [1] \u2002(b)\u2002\u2002\u2002the six digits of the number 738925 are rearranged so that the resulting six-digit number is even.  find the number of different ways in which this can be done.   [2] \u2002",
+            "5": "5 0606/22/f/m/15 \u00a9 ucles 2015 [turn\u2002over3\u2002\u2002solve the simultaneous equations ., y xx x y y 2 43 2 162 2 - =- + =  [5]",
+            "6": "6 0606/22/f/m/15 \u00a9 ucles 20154\u2002\u2002(i)\u2002differentiate   sin c osx x    with respect to x, giving your answer in terms of sin x. [3] \u2002(ii)\u2002hence find sinx xd2y . [3]",
+            "7": "7 0606/22/f/m/15 \u00a9 ucles 2015 [turn\u2002over5\u2002\u2002the position vectors of the points a and b relative to an origin o are \u22122i + 17j and 6i + 2j respectively. \u2002(i)\u2002find the vector ab. [1] \u2002(ii)\u2002find the unit vector in the direction of ab.  [2] \u2002(iii)\u2002the position vector of the point c relative to the origin o is such that m oc oa ob = + , where m  is a constant. given that c lies on the x-axis, find the vector oc.  [3]",
+            "8": "8 0606/22/f/m/15 \u00a9 ucles 20156\u2002 b c o\u03b8 rad 20 cma \u2002 aob  is a sector of a circle with centre o and radius 20  cm. angle aob  = \u03b8 radians. aoc  is a straight  line and triangle obc  is isosceles with ob = oc.  \u2002 \u2002(i)\u2002given that the length of the arc ab is 15\u03c0 cm, find the exact value of \u03b8.  [2] \u2002(ii)\u2002find the area of the shaded region.  [4]",
+            "9": "9 0606/22/f/m/15 \u00a9 ucles 2015 [turn\u2002over7\u2002it is given that a = 1 35 10- -j lkkn poo and b = 3 45 10j lkkn poo. \u2002(i)\u2002find a2 + b. [2] \u2002(ii)\u2002find det b. [1] \u2002(iii)\u2002find the inverse matrix, b\u22121. [2] \u2002(iv)\u2002find the matrix x, given that bx = a. [2]",
+            "10": "10 0606/22/f/m/15 \u00a9 ucles 20158\u2002solutions \u2002to\u2002this\u2002question\u2002by\u2002accurate\u2002drawing\u2002will\u2002not\u2002be\u2002accepted. \u2002 the points a and b have coordinates (2, \u22121) and (6, 5) respectively. \u2002(i)\u2002find the equation of the perpendicular bisector of ab, giving your answer in the form ax by c + = ,  where a, b and c are integers.  [4] \u2002 the point c has coordinates (10, \u22122). \u2002(ii)\u2002find the equation of the line through c which is parallel to ab.    [2] \u2002",
+            "11": "11 0606/22/f/m/15 \u00a9 ucles 2015 [turn\u2002over\u2002(iii)\u2002calculate the length of bc. [2] \u2002(iv)\u2002show that triangle abc  is isosceles.    [1]",
+            "12": "12 0606/22/f/m/15 \u00a9 ucles 20159\u2002 y =4 (2x + 1)2+ 2xy a oy = 4x x \u2002 the diagram shows part of the curve ( )yxx2 1422=++  and the line y = 4x. \u2002(i)\u2002find the coordinates of a, the stationary point of the curve.    [5] \u2002(ii)\u2002verify that a is also the point of intersection of the curve ( )yxx2 1422=++  and the line y = 4x.  [1]",
+            "13": "13 0606/22/f/m/15 \u00a9 ucles 2015 [turn\u2002over\u2002(iii)\u2002without\u2002using\u2002a\u2002calculator , find the area of the shaded region enclosed by the line y = 4x, the  curve and the y-axis.  [6]",
+            "14": "14 0606/22/f/m/15 \u00a9 ucles 201510\u2002(a)\u2002(i)\u2002sketch the graph of y 5 ex= -  on the axes below, showing the exact coordinates of any  points where the graph meets the  coordinate axes.   [3] o xy \u2002 \u2002(ii)\u2002find the range of values of k for which the equation k5 ex- =  has no solutions.   [1] \u2002(b)\u2002simplify log l og log 2 821 a a a+ +j lkkn poo, giving your answer in the form logp 2a, where p is a  constant.  [2] \u2002(c)\u2002solve the equation log l ogx x 4 13 9- = . [4]",
+            "15": "15 0606/22/f/m/15 \u00a9 ucles 2015 [turn\u2002over11\u2002\u2002(a)\u2002a particle p moves in a straight line. starting from rest, p moves with constant acceleration for  30 seconds after which it moves with constant velocity, k ms\u22121, for 90 seconds. p then moves  with constant deceleration until it comes to rest; the magnitude of the deceleration is twice the  magnitude of the initial acceleration. \u2002 \u2002 (i)\u2002use the information to complete the velocity-time graph.    [2] t secondsv ms \u20131 k o \u2002 \u2002(ii)\u2002given that the particle travels 450 metres while it is accelerating, find the value of k and the  acceleration of the particle.    [4] question \u200211(b)\u2002is\u2002printed\u2002on\u2002the\u2002next\u2002page. \u2002",
+            "16": "16 0606/22/f/m/15 \u00a9 ucles 2015permission 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 international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download at www.cie.org.uk after  the live examination series. 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.\u2002(b)\u2002a body q moves in a straight line such that, t seconds after passing a fixed point, its acceleration,  a ms\u22122, is given by a t3 62= + . when t = 0, the velocity of the body is 5  ms\u22121. find the velocity  when t = 3. [5] "
+        },
+        "0606_s15_qp_11.pdf": {
+            "1": "this document consists of 15 printed pages and 1 blank page. dc (rw/sw) 91459/2 \u00a9 ucles 2015  [turn overcambridge international examinations cambridge international general certificate of secondary education * 1 1 1 2 0 1 6 0 6 9 * additional mathematics  0606/11 paper 1  may/june 2015  2 hours candidates answer on the question paper. additional materials:  electronic calculator read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen. y ou may use an hb pencil for any diagrams or graphs. do not use staples, paper clips, glue or correction fluid. do not  write in any barcodes. answer all the questions. give non-exact numerical answers correct to 3 significant figures, or 1 decimal place in the case of  angles  in degrees, unless a different level of accuracy is specified in the question. the use of an electronic calculator is expected, where appropriate. y ou are reminded of the need for clear presentation in your answers. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question. the total number of marks for this paper is 80.",
+            "2": "2 0606/11/m/j/15 \u00a9 ucles 2015mathematical formulae 1.\u2002algebra quadratic \u2002equation  for the equation ax2 + bx + c = 0, xab b ac 242!=- - binomial theorem (a + b)n = an + (n 1)an\u20131 b + (n 2)an\u20132 b2 + \u2026 + (n r)an\u2013r br + \u2026 + bn,  where n is a positive integer and (n r) = n! (n \u2013 r)!r!  2.\u2002trigonometry identities sin2 a + cos2 a = 1 sec2 a = 1 + tan2 a cosec2 a = 1 + cot2 a formulae for \u2206abc a sin a = b sin b = c sin c a2 = b2 + c2 \u2013 2bc cos a \u2206 = 1  2 bc sin a",
+            "3": "3 0606/11/m/j/15 \u00a9 ucles 2015 [turn\u2002over1\u2002(i)\u2002state the period of sinx2. [1] \u2002(ii)\u2002state the amplitude of cos x 1 2 3 + . [1] \u2002(iii)\u2002on the axes below, sketch the graph of \u2002 \u2002 (a)\u2002 sin y x 2=      for \u00b0 \u00b0x 0 180 g g , [1] \u2002 \u2002(b)\u2002 cos y x 1 2 3 = +      for \u00b0 \u00b0x 0 180 g g . [2] o \u2013245\u00b0 90\u00b0 135\u00b0 180\u00b024 \u20134y x \u2002(iv)\u2002state the number of solutions of     sin c os x x2 2 3 1 - =  for \u00b0 \u00b0x 0 180 g g . [1]",
+            "4": "4 0606/11/m/j/15 \u00a9 ucles 20152\u2002do\u2002not\u2002use\u2002a\u2002calculator \u2002in\u2002this\u2002question . 4 3 2+^ h c b cm  cma 5 28+^ hradi \u2002 the diagram shows the triangle abc  where angle b is a right angle, ab 4 3 2 = +^ h  cm,  bc 8 5 2 = +^ h  cm and angle bac i= radians. showing all your working, find \u2002(i)\u2002tani in the form a b 2+ , where a and b are integers,  [2] \u2002(ii)\u2002sec2i in the form c d 2+ , where c and d are integers.  [3]",
+            "5": "5 0606/11/m/j/15 \u00a9 ucles 2015 [turn\u2002over3\u2002(i)\u2002find the first 4 terms in the expansion of     x226+^ h      in ascending powers of x. [3] \u2002(ii)\u2002find the term independent of x in the expansion of     xx2 13 26 22 + -^ ch m. [3]",
+            "6": "6 0606/11/m/j/15 \u00a9 ucles 20154\u2002(a)\u2002given that the matrix k2 4 0x=-j lkkn poo, find x2 in terms of the constant k. [2] \u2002(b)\u2002given that the matrix a b1 5a=j lkkn poo and the matrix 65 3261 31a1= -- -j lk kkn po oo, find the value of each of the  \u2002 \u2002 integers a and b. [3]",
+            "7": "7 0606/11/m/j/15 \u00a9 ucles 2015 [turn\u2002over5\u2002the curve      y x y x 42= + -     intersects the line      y x3 1= -      at the points a and b. find the  equation of the perpendicular bisector of the line ab. [8]",
+            "8": "8 0606/11/m/j/15 \u00a9 ucles 20156\u2002the polynomial      x ax x bx 15 2 f3 2= - + - ^ h      has a factor of      x2 1-     and a remainder of 5 when  divided by     x1-. \u2002(i)\u2002show that b8= and find the value of a. [4] \u2002(ii)\u2002using the values of a and b from part (i), express xf^ h in the form x2 1- ^ h  xg^ h, where xg^ h is a  quadratic factor to be found.  [2] \u2002(iii)\u2002show that the equation x 0 f= ^ h  has only one real root.  [2]",
+            "9": "9 0606/11/m/j/15 \u00a9 ucles 2015 [turn\u2002over7\u2002the point a, where x0=, lies on the curve lnyxx 14 32 =-+ ^ h. the normal to the curve at a meets the  x-axis at the point b. \u2002(i)\u2002find the equation of this normal.  [7] \u2002(ii)\u2002find the area of the triangle aob , where o is the origin.  [2]",
+            "10": "10 0606/11/m/j/15 \u00a9 ucles 20158\u2002it is given that  x 3 f ex2= ^ h      for x0h, \u2002\u2002 \u2002 \u2002 x x 2 5 g2= + + ^ ^h h \u2002\u2002\u2002\u2002\u2002for x0h. \u2002(i)\u2002write down the range of f and of g.  [2] \u2002(ii)\u2002find g1-, stating its domain.  [3] \u2002(iii)\u2002find the exact solution of x 41 gf= ^ h . [4]",
+            "11": "11 0606/11/m/j/15 \u00a9 ucles 2015 [turn\u2002over\u2002(iv)\u2002evaluate ln4 fl^ h . [2]",
+            "12": "12 0606/11/m/j/15 \u00a9 ucles 20159 ocd by xy = x3 \u2013 5x2 + 3x + 10y = 3x + 10 a \u2002 the diagram shows parts of the line      y x3 10= +      and the curve      y x x x 5 3 103 2= - + + .  the line and the curve both pass through the point a on the y-axis. the curve has a maximum at the  point b and a minimum at the point c. the line through c, parallel to the y-axis, intersects the line       y x3 10= +      at the point d. \u2002(i)\u2002show that the line ad is a tangent to the curve at a. [2] \u2002(ii)\u2002find the x-coordinate of b and of c. [3]",
+            "13": "13 0606/11/m/j/15 \u00a9 ucles 2015 [turn\u2002over\u2002(iii)\u2002find the area of the shaded region abcd , showing all your working.  [5]",
+            "14": "14 0606/11/m/j/15 \u00a9 ucles 201510\u2002(a)\u2002solve     sin c osec x x 4 =      for \u00b0 \u00b0x 0 360 g g . [3] \u2002(b)\u2002solve     tan s ec y y3 2 3 2 02- - =     for \u00b0 \u00b0y 0 180 g g . [6]",
+            "15": "15 0606/11/m/j/15 \u00a9 ucles 2015\u2002(c)\u2002solve     tanz33r- =` j      for z0 2g g r radians.  [3]",
+            "16": "16 0606/11/m/j/15 \u00a9 ucles 2015permission 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 international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download at www.cie.org.uk after  the live examination series. 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.blank\u2002page"
+        },
+        "0606_s15_qp_12.pdf": {
+            "1": "additional mathematics \b 0606/12 paper \b1\b may/june 2015 \b 2 hours candidates \banswer \bon\bthe\bquestion \bpaper. additional \bmaterials: \b electronic \bcalculator read these instructions first write \byour\bcentre \bnumber, \bcandidate \bnumber \band\bname \bon\ball\bthe\bwork \byou\bhand \bin. write \bin\bdark\bblue\bor\bblack \bpen. y ou\bmay\buse\ban\bhb\bpencil \bfor\bany\bdiagrams \bor\bgraphs. do\bnot\buse\bstaples, \bpaper \bclips, \bglue\bor\bcorrection \bfluid. do\bnot \bwrite \bin\bany \bbarcodes. answer \ball\bthe\bquestions. give \bnon-exact \bnumerical \banswers \bcorrect \bto\b3\bsignificant \bfigures, \bor\b1\bdecimal \bplace \bin\bthe\bcase \bof\b angles \bin\bdegrees, \bunless \ba\bdifferent \blevel\bof\baccuracy \bis\bspecified \bin\bthe\bquestion. the\buse\bof\ban\belectronic \bcalculator \bis\bexpected, \bwhere \bappropriate. y ou\bare\breminded \bof\bthe\bneed \bfor\bclear \bpresentation \bin\byour\banswers. at\bthe\bend\bof\bthe\bexamination, \bfasten \ball\byour\bwork \bsecurely \btogether. the\bnumber \bof\bmarks \bis\bgiven \bin\bbrackets \b[\b]\bat\bthe\bend\bof\beach \bquestion \bor\bpart\bquestion. the\btotal\bnumber \bof\bmarks \bfor\bthis\bpaper \bis\b80. this\bdocument \bconsists \bof\b16\bprinted \bpages. dc\b(cw/jg) \b91463/2 \u00a9\bucles \b2015\b [turn overcambridge international examinations cambridge \binternational \bgeneral \bcertificate \bof\bsecondary \beducation * 9 9 3 7 8 4 8 4 1 4 *",
+            "2": "2 0606/12/m/j/15 \u00a9 ucles 2015mathematical formulae 1.\u2002algebra quadratic equation  for the equation ax2 + bx + c = 0, x b b  ac  a = \u2212 \u22122 4  2  binomial theorem (a + b)n = an + (n 1)an\u20131 b + (n 2)an\u20132 b2 + \u2026 + (n r)an\u2013r br + \u2026 + bn,  where n is a positive integer and (n r) = n! (n \u2013 r)!r! 2.\u2002trigonometry identities sin2 a + cos2 a = 1 sec2 a = 1 + tan2 a cosec2 a = 1 + cot2 a formulae for \u2206abc a sin a = b sin b = c sin c  a2 = b2 + c2 \u2013 2bc cos a \u2206 = 1  2 bc sin a",
+            "3": "3 0606/12/m/j/15 \u00a9 ucles 2015 [turn\u2002over1\u2002given that the graph of ( ) y k x k x 2 5 12= + + + does not meet the x-axis, find the possible values  of k. [4] 2\u2002show that cosectan c otsecii ii+= . [4]",
+            "4": "4 0606/12/m/j/15 \u00a9 ucles 20153\u2002find the inverse of the matrix 4 52 3j lkkn poo and hence solve the simultaneous equations x y4 2 8 0 + - =,  x y5 3 9 0 + - =. [5]",
+            "5": "5 0606/12/m/j/15 \u00a9 ucles 2015 [turn\u2002over4 1.7rad 2.4rada cb 12 cmo \u2002 the diagram shows a circle, centre o, radius 12  cm. the points a, b and c lie on the circumference of  this circle such that angle aob  is 1.7 radians and angle aoc  is 2.4 radians. \u2002(i)\u2002find the area of the shaded region.  [4] \u2002(ii)\u2002find the perimeter of the shaded region.  [5]",
+            "6": "6 0606/12/m/j/15 \u00a9 ucles 20155\u2002(a)\u2002a security code is to be chosen using 6 of the following:    \u2022 the letters a, b and c    \u2022 the numbers 2, 3 and 5    \u2022 the symbols * and $. \u2002 \u2002 none of the above may be used more than once. find the number of different security codes that  may be chosen if \u2002 \u2002 (i)\u2002there are no restrictions,  [1] \u2002 \u2002(ii)\u2002the security code starts with a letter and finishes with a symbol,  [2] \u2002 \u2002(iii)\u2002the two symbols are next to each other in the security code.  [3]",
+            "7": "7 0606/12/m/j/15 \u00a9 ucles 2015 [turn\u2002over\u2002(b)\u2002two teams, each of 4 students, are to be selected from a class of 8 boys and 6 girls. find the  number of different ways the two teams may be selected if \u2002 \u2002 (i)\u2002there are no restrictions,  [2] \u2002 \u2002(ii)\u2002one team is to contain boys only and the other team is to contain girls only . [2]",
+            "8": "8 0606/12/m/j/15 \u00a9 ucles 20156\u2002a particle moves in a straight line such that its displacement, x m, from a fixed point o after t s, is  given by ln x t t 10 4 42= + - ^ h . \u2002(i)\u2002find the initial displacement of the particle from o. [1] \u2002(ii)\u2002find the values of t when the particle is instantaneously at rest.  [4]",
+            "9": "9 0606/12/m/j/15 \u00a9 ucles 2015 [turn\u2002over\u2002(iii)\u2002find the value of t when the acceleration of the particle is zero.  [5]",
+            "10": "10 0606/12/m/j/15 \u00a9 ucles 20157 a x c d7a4ab b \u2002 in the diagram ab = 4a, bc = b and dc = 7a. the lines ac and db intersect at the point x. find, in  terms of a and b, \u2002(i)\u2002da, [1] \u2002(ii)\u2002db. [1] \u2002 given that ax acm= , find, in terms of a, b and m, \u2002(iii)\u2002ax, [1] \u2002(iv)\u2002dx. [2]",
+            "11": "11 0606/12/m/j/15 \u00a9 ucles 2015 [turn\u2002over\u2002 given that dx dbn= , \u2002(v)\u2002find the value of m and of n. [4]",
+            "12": "12 0606/12/m/j/15 \u00a9 ucles 20158\u2002(i)\u2002find x 10e e dx x2 2+-^ hy . [2] \u2002(ii)\u2002hence find ( ) x 10e e dx x kk2 2+- -y  in terms of the constant k. [2] \u2002(iii)\u2002given that ( ) x 10 60 e e dx x kk2 2+ = -- -y , show that 11 11 120 0 e ek k2 2- + =-. [2]",
+            "13": "13 0606/12/m/j/15 \u00a9 ucles 2015 [turn\u2002over\u2002(iv)\u2002using a substitution of yek2=  or otherwise, find the value of k in the form lna b , where  a and b are constants.  [3]",
+            "14": "14 0606/12/m/j/15 \u00a9 ucles 20159\u2002a curve has equation cos y x x 4 3 2 = + . the normal to the curve at the point where x4r= meets  the x- and y-axes at the points a and b respectively. find the exact area of the triangle aob ,  where o is the origin.  [8]",
+            "15": "15 0606/12/m/j/15 \u00a9 ucles 2015 [turn\u2002over10\u2002(a)\u2002solve cos s ec x x 2 3 3=   for \u00b0 \u00b0x 0 120 g g . [3] \u2002(b)\u2002solve cosec c ot y y 3 5 5 02+ - =  for \u00b0 \u00b0y 0 360 g g . [5] question \u200210(c)\u2002is\u2002printed\u2002on\u2002the\u2002next\u2002page.",
+            "16": "16 0606/12/m/j/15 \u00a9 ucles 2015\u2002(c)\u2002solve sinz 231r+ =j lkkn poo    for   z0 2g g r radians.  [4] permission \bto\breproduce \bitems \bwhere \bthird-party \bowned \bmaterial \bprotected \bby\bcopyright \bis\bincluded \bhas\bbeen \bsought \band\bcleared \bwhere \bpossible. \bevery \breasonable \b effort \bhas\bbeen \bmade \bby\bthe\bpublisher \b(ucles) \bto\btrace \bcopyright \bholders, \bbut\bif\bany\bitems \brequiring \bclearance \bhave \bunwittingly \bbeen \bincluded, \bthe\bpublisher \bwill\b be\bpleased \bto\bmake \bamends \bat\bthe\bearliest \bpossible \bopportunity. to\bavoid \bthe\bissue \bof\bdisclosure \bof\banswer-related \binformation \bto\bcandidates, \ball\bcopyright \backnowledgements \bare\breproduced \bonline \bin\bthe\bcambridge \binternational \b examinations \bcopyright \backnowledgements \bbooklet. \bthis\bis\bproduced \bfor\beach \bseries \bof\bexaminations \band\bis\bfreely \bavailable \bto\bdownload \bat\bwww.cie.org.uk \bafter\b the\blive\bexamination \bseries. cambridge \binternational \bexaminations \bis\bpart\bof\bthe\bcambridge \bassessment \bgroup. \bcambridge \bassessment \bis\bthe\bbrand \bname \bof\buniversity \bof\bcambridge \blocal \b examinations \bsyndicate \b(ucles), \bwhich \bis\bitself \ba\bdepartment \bof\bthe\buniversity \bof\bcambridge."
+        },
+        "0606_s15_qp_13.pdf": {
+            "1": "this document consists of 15 printed pages and 1 blank page. dc (st/sw) 105918 \u00a9 ucles 2015  [turn overcambridge international examinations cambridge international general certificate of secondary education * 7 5 5 2 6 5 9 0 8 8 * additional mathematics  0606/13 paper 1  may/june 2015  2 hours candidates answer on the question paper. additional materials:  electronic calculator read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen. y ou may use an hb pencil for any diagrams or graphs. do not use staples, paper clips, glue or correction fluid. do not  write in any barcodes. answer all the questions. give non-exact numerical answers correct to 3 significant figures, or 1 decimal place in the case of  angles  in degrees, unless a different level of accuracy is specified in the question. the use of an electronic calculator is expected, where appropriate. y ou are reminded of the need for clear presentation in your answers. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question. the total number of marks for this paper is 80.",
+            "2": "2 0606/13/m/j/15 \u00a9 ucles 2015mathematical formulae 1.\u2002algebra quadratic \u2002equation  for the equation ax2 + bx + c = 0, xab b ac 242!=- - binomial theorem (a + b)n = an + (n 1)an\u20131 b + (n 2)an\u20132 b2 + \u2026 + (n r)an\u2013r br + \u2026 + bn,  where n is a positive integer and (n r) = n! (n \u2013 r)!r!  2.\u2002trigonometry identities sin2 a + cos2 a = 1 sec2 a = 1 + tan2 a cosec2 a = 1 + cot2 a formulae for \u2206abc a sin a = b sin b = c sin c a2 = b2 + c2 \u2013 2bc cos a \u2206 = 1  2 bc sin a",
+            "3": "3 0606/13/m/j/15 \u00a9 ucles 2015 [turn\u2002over1\u2002(i)\u2002state the period of sinx2. [1] \u2002(ii)\u2002state the amplitude of cos x 1 2 3 + . [1] \u2002(iii)\u2002on the axes below, sketch the graph of \u2002 \u2002 (a)\u2002 sin y x 2=      for \u00b0 \u00b0x 0 180 g g , [1] \u2002 \u2002(b)\u2002 cos y x 1 2 3 = +      for \u00b0 \u00b0x 0 180 g g . [2] o \u2013245\u00b0 90\u00b0 135\u00b0 180\u00b024 \u20134y x \u2002(iv)\u2002state the number of solutions of     sin c os x x2 2 3 1 - =  for \u00b0 \u00b0x 0 180 g g . [1]",
+            "4": "4 0606/13/m/j/15 \u00a9 ucles 20152\u2002do\u2002not\u2002use\u2002a\u2002calculator \u2002in\u2002this\u2002question . 4 3 2+^ h c b cm  cma 5 28+^ hradi \u2002 the diagram shows the triangle abc  where angle b is a right angle, ab 4 3 2 = +^ h  cm,  bc 8 5 2 = +^ h  cm and angle bac i= radians. showing all your working, find \u2002(i)\u2002tani in the form a b 2+ , where a and b are integers,  [2] \u2002(ii)\u2002sec2i in the form c d 2+ , where c and d are integers.  [3]",
+            "5": "5 0606/13/m/j/15 \u00a9 ucles 2015 [turn\u2002over3\u2002(i)\u2002find the first 4 terms in the expansion of     x226+^ h      in ascending powers of x. [3] \u2002(ii)\u2002find the term independent of x in the expansion of     xx2 13 26 22 + -^ ch m. [3]",
+            "6": "6 0606/13/m/j/15 \u00a9 ucles 20154\u2002(a)\u2002given that the matrix k2 4 0x=-j lkkn poo, find x2 in terms of the constant k. [2] \u2002(b)\u2002given that the matrix a b1 5a=j lkkn poo and the matrix 65 3261 31a1= -- -j lk kkn po oo, find the value of each of the  \u2002 \u2002 integers a and b. [3]",
+            "7": "7 0606/13/m/j/15 \u00a9 ucles 2015 [turn\u2002over5\u2002the curve      y x y x 42= + -     intersects the line      y x3 1= -      at the points a and b. find the  equation of the perpendicular bisector of the line ab. [8]",
+            "8": "8 0606/13/m/j/15 \u00a9 ucles 20156\u2002the polynomial      x ax x bx 15 2 f3 2= - + - ^ h      has a factor of      x2 1-     and a remainder of 5 when  divided by     x1-. \u2002(i)\u2002show that b8= and find the value of a. [4] \u2002(ii)\u2002using the values of a and b from part (i), express xf^ h in the form x2 1- ^ h  xg^ h, where xg^ h is a  quadratic factor to be found.  [2] \u2002(iii)\u2002show that the equation x 0 f= ^ h  has only one real root.  [2]",
+            "9": "9 0606/13/m/j/15 \u00a9 ucles 2015 [turn\u2002over7\u2002the point a, where x0=, lies on the curve lnyxx 14 32 =-+ ^ h. the normal to the curve at a meets the  x-axis at the point b. \u2002(i)\u2002find the equation of this normal.  [7] \u2002(ii)\u2002find the area of the triangle aob , where o is the origin.  [2]",
+            "10": "10 0606/13/m/j/15 \u00a9 ucles 20158\u2002it is given that  x 3 f ex2= ^ h      for x0h, \u2002\u2002 \u2002 \u2002 x x 2 5 g2= + + ^ ^h h \u2002\u2002\u2002\u2002\u2002for x0h. \u2002(i)\u2002write down the range of f and of g.  [2] \u2002(ii)\u2002find g1-, stating its domain.  [3] \u2002(iii)\u2002find the exact solution of x 41 gf= ^ h . [4]",
+            "11": "11 0606/13/m/j/15 \u00a9 ucles 2015 [turn\u2002over\u2002(iv)\u2002evaluate ln4 fl^ h . [2]",
+            "12": "12 0606/13/m/j/15 \u00a9 ucles 20159 ocd by xy = x3 \u2013 5x2 + 3x + 10y = 3x + 10 a \u2002 the diagram shows parts of the line      y x3 10= +      and the curve      y x x x 5 3 103 2= - + + .  the line and the curve both pass through the point a on the y-axis. the curve has a maximum at the  point b and a minimum at the point c. the line through c, parallel to the y-axis, intersects the line       y x3 10= +      at the point d. \u2002(i)\u2002show that the line ad is a tangent to the curve at a. [2] \u2002(ii)\u2002find the x-coordinate of b and of c. [3]",
+            "13": "13 0606/13/m/j/15 \u00a9 ucles 2015 [turn\u2002over\u2002(iii)\u2002find the area of the shaded region abcd , showing all your working.  [5]",
+            "14": "14 0606/13/m/j/15 \u00a9 ucles 201510\u2002(a)\u2002solve     sin c osec x x 4 =      for \u00b0 \u00b0x 0 360 g g . [3] \u2002(b)\u2002solve     tan s ec y y3 2 3 2 02- - =     for \u00b0 \u00b0y 0 180 g g . [6]",
+            "15": "15 0606/13/m/j/15 \u00a9 ucles 2015\u2002(c)\u2002solve     tanz33r- =` j      for z0 2g g r radians.  [3]",
+            "16": "16 0606/13/m/j/15 \u00a9 ucles 2015permission 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 international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download at www.cie.org.uk after  the live examination series. 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.blank\u2002page"
+        },
+        "0606_s15_qp_21.pdf": {
+            "1": "this document consists of 15 printed pages and 1 blank page. dc (leg/sw) 91464/2 \u00a9 ucles 2015  [turn overcambridge international examinations cambridge international general certificate of secondary education * 8 4 5 6 9 2 9 6 2 4 * additional mathematics  0606/21 paper 2  may/june 2015  2 hours candidates answer on the question paper. additional materials:  electronic calculator read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen. y ou may use an hb pencil for any diagrams or graphs. do not use staples, paper clips, glue or correction fluid. do not  write in any barcodes. answer all the questions. give non-exact numerical answers correct to 3 significant figures, or 1 decimal place in the case of   angles in degrees, unless a different level of accuracy is specified in the question. the use of an electronic calculator is expected, where appropriate. y ou are reminded of the need for clear presentation in your answers. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question. the total number of marks for this paper is 80.",
+            "2": "2 0606/21/m/j/15 \u00a9 ucles 2015mathematical formulae 1.\u2002algebra quadratic \u2002equation  for the equation ax2 + bx + c = 0, x b b  ac  a = \u2212 \u22122 4  2  binomial theorem (a + b)n = an + (n 1)an\u20131 b + (n 2)an\u20132 b2 + \u2026 + (n r)an\u2013r br + \u2026 + bn,  where n is a positive integer and (n r) = n! (n \u2013 r)!r! 2.\u2002trigonometry identities sin2 a + cos2 a = 1 sec2 a = 1 + tan2 a cosec2 a = 1 + cot2 a formulae for \u2206abc a sin a = b sin b = c sin c  a2 = b2 + c2 \u2013 2bc cos a \u2206 = 1  2 bc sin a",
+            "3": "3 0606/21/m/j/15 \u00a9 ucles 2015 [turn\u2002over1\u2002(a)\u2002write  log x27 as a logarithm to base 3.  [2] \u2002(b)\u2002given that  log log log y3 1 5 3 1a a a= - + ^ h , express y in terms of a. [3]",
+            "4": "4 0606/21/m/j/15 \u00a9 ucles 20152\u2002(a) o x 24y \u2002 \u2002 the diagram shows the graph of f () y x=  passing through 0,4^ h  and touching the x-axis at ,2 0^ h .  given that the graph of f () y x= is a straight line, write down the two possible expressions for f ()x.  [2] \u2002(b)\u2002on the axes below, sketch the graph of e y 3x= +-, stating the coordinates of any point of  intersection with the coordinate axes.  [3] o xy",
+            "5": "5 0606/21/m/j/15 \u00a9 ucles 2015 [turn\u2002over3\u2002(a)\u2002find the matrix a if     a4 54 30 21 5 6552 318 219+-- -= c c m m. [2] \u2002(b)\u2002\u2002 p30 70 50 4025 15 40 2065 80 30 75=f p          q 650 500 450 225 =^ h \u2002 \u2002 the matrix p represents the number of 4 different televisions that are on sale in each of 3 shops.  the matrix q represents the value of each television in dollars. \u2002 \u2002 (i)\u2002state, without evaluation, what is represented by the matrix qp. [1] \u2002 \u2002(ii)\u2002given that the matrix r1 1 1=f p, state, without evaluation, what is represented by the matrix  qpr . [1]",
+            "6": "6 0606/21/m/j/15 \u00a9 ucles 20154\u2002 rad43r8 cm o qp t \u2002 the diagram shows a circle, centre o, radius  8 cm. the points p and q lie on the circle. the lines pt and qt  are tangents to the circle and angle  poq43r=  radians. \u2002(i)\u2002find the length of pt. [2] \u2002(ii)\u2002find the area of the shaded region.  [3] \u2002(iii)\u2002find the perimeter of the shaded region.  [2]",
+            "7": "7 0606/21/m/j/15 \u00a9 ucles 2015 [turn\u2002over5\u2002(a)\u2002a lock can be opened using only the number 4351. state whether this is a permutation or a \u2002 \u2002 combination of digits, giving a reason for your answer.  [1] \u2002(b)\u2002there are twenty numbered balls in a bag. two of the balls are numbered 0, six are numbered 1,  five are numbered 2 and seven are numbered 3, as shown in the table below . number on ball 0 1 2 3 frequency 2 6 5 7 \u2002 \u2002 four of these balls are chosen at random, without replacement. calculate the number of ways this  can be done so that \u2002 \u2002 (i)\u2002the four balls all have the same number,  [2] \u2002 \u2002(ii)\u2002the four balls all have different numbers,  [2] \u2002 \u2002(iii)\u2002the four balls have numbers that total 3.  [3]",
+            "8": "8 0606/21/m/j/15 \u00a9 ucles 20156\u2002a particle p is projected from the origin o so that it moves in a straight line. at time t seconds after  projection, the velocity of the particle, v ms\u20131, is given by     v t t 2 14 1 22= - + . \u2002(i)\u2002find the time at which p first comes to instantaneous rest.  [2] \u2002(ii)\u2002find an expression for the displacement of p from o at time t seconds.  [3] \u2002(iii)\u2002find the acceleration of p when t = 3. [2]",
+            "9": "9 0606/21/m/j/15 \u00a9 ucles 2015 [turn\u2002over7\u2002(a)\u2002the four points o, a, b and c are such that a oa 5= ,       b ob 15= ,       b a oc 24 3 = - . \u2002 \u2002 show that b lies on the line  ac. [3] \u2002(b)\u2002relative to an origin o, the position vector of the point p is   i \u2013 4j   and the position vector of the  point q is   3i + 7j. find \u2002 \u2002 (i)\u2002pq, [2] \u2002 \u2002(ii)\u2002the unit vector in the direction pq, [1] \u2002 \u2002(iii)\u2002the position vector of m, the mid-point of pq. [2]",
+            "10": "10 0606/21/m/j/15 \u00a9 ucles 20158\u2002(a)\u2002(i)\u2002find e d xx4 3+y . [2] \u2002 \u2002(ii)\u2002hence evaluate e d x .x4 3 2 53+y . [2] \u2002(b)\u2002(i)\u2002find d cosxx3j lkkn poo y . [2] \u2002 \u2002(ii)\u2002hence evaluate d cosxx3 06r j lkkn poo y . [2]",
+            "11": "11 0606/21/m/j/15 \u00a9 ucles 2015 [turn\u2002over\u2002(c)\u2002find d x x x12 +-^ hy . [4]",
+            "12": "12 0606/21/m/j/15 \u00a9 ucles 20159\u2002(a)\u2002find the set of values of x for which   x x4 19 5 02g + - . [3] \u2002(b)\u2002(i)\u2002express x x 8 92+ -  in the form x a b2+ +^ h , where a and b are integers.  [2] \u2002 \u2002(ii)\u2002use your answer to part (i) to find the greatest value of x x 9 82- -  and the value of x at  which this occurs.  [2]",
+            "13": "13 0606/21/m/j/15 \u00a9 ucles 2015 [turn\u2002over\u2002 \u2002(iii)\u2002sketch the graph of y x x 9 82= - -, indicating the coordinates of any points of intersection  with the coordinate axes.  [2] o xy",
+            "14": "14 0606/21/m/j/15 \u00a9 ucles 201510\u2002the relationship between experimental values of two variables, x and y, is given by y a bx= , where a  and b are constants. \u2002(i)\u2002by transforming the relationship y a bx= , show that plotting lny against x should produce a  straight line graph.  [2] \u2002(ii)\u2002the diagram below shows the results of plotting ln  y against x for 7 different pairs of values of  variables, x and y. a line of best fit has been drawn. 6 1 0 2 3 4 5 6x810ln y 1112 579 \u2002 \u2002 by taking readings from the diagram, find the value of a and of b, giving each value correct to  1 significant figure.  [4] \u2002(iii)\u2002estimate the value of y when x = 2.5.  [2]",
+            "15": "15 0606/21/m/j/15 \u00a9 ucles 201511 a b c/h5105 \u2002 the venn diagram above shows the sets a, b and c. it is given that \u2002 \u2002 na b c 48 , , = ^ h ,  \u2002 \u2002 na 30= ^ h ,  n()b 25= ,  n()c 15= , \u2002 \u2002 n( )a b 7 +=, nb c 6 += ^ h , na b c 16 + + = l l^ h . \u2002(i)\u2002find the value of x, where nx a b c+ + = ^ h . [3]  \u2002(ii)\u2002find the value of y, where ny a b c+ + = l ^ h . [3] \u2002(iii)\u2002hence show that a b c + + q= l l . [1] \u2002",
+            "16": "16 0606/21/m/j/15 \u00a9 ucles 2015permission 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 international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download at www.cie.org.uk after  the live examination series. 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.blank\u2002page"
+        },
+        "0606_s15_qp_22.pdf": {
+            "1": "this document consists of 16 printed pages. dc (nh/sw) 91465/1 \u00a9 ucles 2015  [turn over * 8 8 7 8 4 1 0 8 4 3 * additional mathematics  0606/22 paper 2  may/june 2015  2 hours candidates answer on the question paper. additional materials:  electronic calculator read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen. y ou may use an hb pencil for any diagrams or graphs. do not use staples, paper clips, glue or correction fluid. do not  write in any barcodes. answer all the questions. give non-exact numerical answers correct to 3 significant figures, or 1 decimal place in the case of  angles  in degrees, unless a different level of accuracy is specified in the question. the use of an electronic calculator is expected, where appropriate. y ou are reminded of the need for clear presentation in your answers. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question. the total number of marks for this paper is 80.cambridge international examinations cambridge international general certificate of secondary education",
+            "2": "2 0606/22/m/j/15 \u00a9 ucles 2015mathematical formulae 1.\u2002algebra quadratic equation  for the equation ax2 + bx + c = 0, x b b  ac  a = \u2212 \u22122 4  2  binomial theorem (a + b)n = an + (n 1)an\u20131 b + (n 2)an\u20132 b2 + \u2026 + (n r)an\u2013r br + \u2026 + bn,  where n is a positive integer and (n r) = n! (n \u2013 r)!r! 2.\u2002trigonometry identities sin2 a + cos2 a = 1 sec2 a = 1 + tan2 a cosec2 a = 1 + cot2 a formulae for \u2206abc a sin a = b sin b = c sin c  a2 = b2 + c2 \u2013 2bc cos a \u2206 = 1  2 bc sin a",
+            "3": "3 0606/22/m/j/15 \u00a9 ucles 2015 [turn\u2002over1\u2002the universal set contains all the integers from 0 to 12 inclusive. given that  a = {1, 2, 3, 8, 12},    b = {0, 2, 3, 4, 6}    and   c = {1, 2, 4, 6, 7, 9, 10}, \u2002(i)\u2002complete the venn diagram,  [3] a b c/h5105 \u2002(ii)\u2002state the value of ( )a b c nk kl l , [1] \u2002(iii)\u2002write down the elements of the set a b ck kl . [1]",
+            "4": "4 0606/22/m/j/15 \u00a9 ucles 20152\u2002the table shows the number of passengers in economy class and in business class on 3 flights from  london to paris. the table also shows the departure times for the 3 flights and the cost of a single ticket  in each class. departure time number of passengers in  economy classnumber of passengers in  business class 09 30 60 50 13 30 70 52 15 45 58 34 single ticket price (\u00a3) 120 300 \u2002(i)\u2002write down a matrix, p, for the numbers of passengers and a matrix, q, of single ticket prices,  such that the matrix product qp can be found.  [2] \u2002(ii)\u2002find the matrix product qp. [2] \u2002(iii)\u2002given that  1 1 1r=j lk kkn po oo, explain what information is found by evaluating the matrix product qpr . [1]",
+            "5": "5 0606/22/m/j/15 \u00a9 ucles 2015 [turn\u2002over3\u2002do\u2002not\u2002use\u2002a\u2002calculator \u2002in\u2002this\u2002question. acmbc ( )6 3 5+ \u2002 the diagram shows the right-angled triangle abc , where 6 3 5 ab= +^ h cm and angle b = 90\u00b0. the \u2002 area of this triangle is 236 155cm2 +j lkkn poo . \u2002(i)\u2002find the length of the side bc in the form 5 a b cm +^ h , where a and b are integers.  [3] \u2002(ii)\u2002find ac2^ h  in the form 5 c d cm2+^ h , where c and d are integers.  [2]",
+            "6": "6 0606/22/m/j/15 \u00a9 ucles 20154\u2002\u2002a river, which is 80  m wide, flows at 2  ms\u20131 between parallel, straight banks. a man wants to row his  boat straight across the river and land on the other bank directly opposite his starting point. he is able  to row his boat in still water at 3  ms\u20131. find \u2002(i)\u2002the direction in which he must row his boat,  [2] \u2002(ii)\u2002the time it takes him to cross the river.  [3]",
+            "7": "7 0606/22/m/j/15 \u00a9 ucles 2015 [turn\u2002over5\u2002solve the simultaneous equations     2 3 7 , 4.x y xy x y2 2+ = + = [5] 6\u2002(a)\u2002solve 641 2x=-. [2] \u2002(b)\u2002solve 2 8 16 64 2 4 log l og log l og log y y y2 a a a a a+ + - = . [4]",
+            "8": "8 0606/22/m/j/15 \u00a9 ucles 20157\u2002in the expansion of 1 2 xn+^ h , the coefficient of x4 is ten times the coefficient of x2. find the value of  the positive integer, n. [6]",
+            "9": "9 0606/22/m/j/15 \u00a9 ucles 2015 [turn\u2002over8 b a c o xy y = x + 10 y = x2\u2013 6x + 10 \u2002 the graph of  6 10 y x x2= - +  cuts the y-axis at a. the graphs of  6 10 y x x2= - +  and 10 y x= +   cut one another at a and b. the line bc is perpendicular to the x-axis. calculate the area of the shaded  region enclosed by the curve and the line ab, showing all your working.  [8]",
+            "10": "10 0606/22/m/j/15 \u00a9 ucles 20159\u2002solutions \u2002by\u2002accurate\u2002drawing\u2002will\u2002not\u2002be\u2002accepted. oy = mx + 4 24 \u20131qrp (2, 10) xy \u2002 the line 4 y m x= +  meets the lines 2x= and 1 x=-  at the points p and q respectively. the point r is  such that qr is parallel to the y-axis and the gradient of rp is 1. the point p has coordinates (2, 10). \u2002(i)\u2002find the value of m. [2] \u2002(ii)\u2002find the  y-coordinate of q. [1] \u2002(iii)\u2002find the coordinates of r. [2]",
+            "11": "11 0606/22/m/j/15 \u00a9 ucles 2015 [turn\u2002over\u2002(iv)\u2002find the equation of the line through p, perpendicular to pq, giving your answer in the form  ax by c + = , where a, b and c are integers . [3] \u2002(v)\u2002find the coordinates of the midpoint, m, of the line pq. [2] \u2002(vi)\u2002find the area of triangle qrm . [2]",
+            "12": "12 0606/22/m/j/15 \u00a9 ucles 201510\u2002(a)\u2002the function f is defined by  : s in x xf7  for 0\u00b0 360\u00b0xg g . on the axes below, sketch the  graph of ( ) y x f= . [2] o 90\u00b0 180\u00b0 270\u00b0 360\u00b0 xy \u2002(b)\u2002the functions g and hg are defined, for  1xh, by     4 3 , .ln x x x xg hg= - =^ ^ ^h h h \u2002 \u2002 (i)\u2002show that  43xhex =+^ h . [2]",
+            "13": "13 0606/22/m/j/15 \u00a9 ucles 2015 [turn\u2002over\u2002 \u2002(ii) o x 1y = g(x)y \u2002 \u2002 the diagram shows the graph of  y xg= ^ h. given that g and h are inverse functions, sketch, on the  same diagram, the graph of  y xh= ^ h. give the coordinates of any point where your graph meets  the coordinate axes.  [2] \u2002 \u2002(iii)\u2002state the domain of h.  [1] \u2002 \u2002(iv)\u2002state the range of h.  [1]",
+            "14": "14 0606/22/m/j/15 \u00a9 ucles 201511 o ab c d q psrh 48 \u2002 the diagram shows a cuboid of height h units inside a right pyramid opqrs  of height 8 units and with  square base of side 4 units. the base of the cuboid sits on the square base pqrs  of the pyramid. the  points a, b, c and d are corners of the cuboid and lie on the edges op, oq, or and os, respectively,  of the pyramid opqrs . the pyramids opqrs  and oabcd  are similar. \u2002(i)\u2002find an expression for ad in terms of h and hence show that the volume v of the cuboid is given \u2002 \u2002 by 44 16 vhh h32= - +  units3. [4]",
+            "15": "15 0606/22/m/j/15 \u00a9 ucles 2015 [turn\u2002over\u2002(ii)\u2002given that h can vary, find the value of h for which v is a maximum.  [4] question \u200212\u2002is\u2002printed\u2002on\u2002the\u2002next\u2002page.",
+            "16": "16 0606/22/m/j/15 \u00a9 ucles 2015permission 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 international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download at www.cie.org.uk after  the live examination series. 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.12\u2002(i)\u2002show that x = \u20132 is a root of the polynomial equation 15 26 11 6 0 x x x3 2+ - - = . [1] \u2002(ii)\u2002find the remainder when 15 26 11 6 x x x3 2+ - - is divided by x \u2013 3. [2] \u2002(iii)\u2002find the value of p and of q such that 15 26 11 6 x x x3 2+ - - is a factor of \u2002 \u2002 15 37 6 x px x qx4 2 3+ - + + . [4]"
+        },
+        "0606_s15_qp_23.pdf": {
+            "1": "this document consists of 15 printed pages and 1 blank page. dc (nf/sw) 105994 \u00a9 ucles 2015  [turn overcambridge international examinations cambridge international general certificate of secondary education * 5 7 8 8 7 7 5 7 0 7 * additional mathematics  0606/23 paper 2  may/june 2015  2 hours candidates answer on the question paper. additional materials:  electronic calculator read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen. y ou may use an hb pencil for any diagrams or graphs. do not use staples, paper clips, glue or correction fluid. do not  write in any barcodes. answer all the questions. give non-exact numerical answers correct to 3 significant figures, or 1 decimal place in the case of   angles in degrees, unless a different level of accuracy is specified in the question. the use of an electronic calculator is expected, where appropriate. y ou are reminded of the need for clear presentation in your answers. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question. the total number of marks for this paper is 80.",
+            "2": "2 0606/23/m/j/15 \u00a9 ucles 2015mathematical formulae 1.\u2002algebra quadratic \u2002equation  for the equation ax2 + bx + c = 0, x b b  ac  a = \u2212 \u22122 4  2  binomial theorem (a + b)n = an + (n 1)an\u20131 b + (n 2)an\u20132 b2 + \u2026 + (n r)an\u2013r br + \u2026 + bn,  where n is a positive integer and (n r) = n! (n \u2013 r)!r! 2.\u2002trigonometry identities sin2 a + cos2 a = 1 sec2 a = 1 + tan2 a cosec2 a = 1 + cot2 a formulae for \u2206abc a sin a = b sin b = c sin c  a2 = b2 + c2 \u2013 2bc cos a \u2206 = 1  2 bc sin a",
+            "3": "3 0606/23/m/j/15 \u00a9 ucles 2015 [turn\u2002over1\u2002(a)\u2002write  log x27 as a logarithm to base 3.  [2] \u2002(b)\u2002given that  log log log y3 1 5 3 1a a a= - + ^ h , express y in terms of a. [3]",
+            "4": "4 0606/23/m/j/15 \u00a9 ucles 20152\u2002(a) o x 24y \u2002 \u2002 the diagram shows the graph of f () y x=  passing through 0,4^ h  and touching the x-axis at ,2 0^ h .  given that the graph of f () y x= is a straight line, write down the two possible expressions for f ()x.  [2] \u2002(b)\u2002on the axes below, sketch the graph of e y 3x= +-, stating the coordinates of any point of  intersection with the coordinate axes.  [3] o xy",
+            "5": "5 0606/23/m/j/15 \u00a9 ucles 2015 [turn\u2002over3\u2002(a)\u2002find the matrix a if     a4 54 30 21 5 6552 318 219+-- -= c c m m. [2] \u2002(b)\u2002\u2002 p30 70 50 4025 15 40 2065 80 30 75=f p          q 650 500 450 225 =^ h \u2002 \u2002 the matrix p represents the number of 4 different televisions that are on sale in each of 3 shops.  the matrix q represents the value of each television in dollars. \u2002 \u2002 (i)\u2002state, without evaluation, what is represented by the matrix qp. [1] \u2002 \u2002(ii)\u2002given that the matrix r1 1 1=f p, state, without evaluation, what is represented by the matrix  qpr . [1]",
+            "6": "6 0606/23/m/j/15 \u00a9 ucles 20154\u2002 rad43r8 cm o qp t \u2002 the diagram shows a circle, centre o, radius  8 cm. the points p and q lie on the circle. the lines pt and qt  are tangents to the circle and angle  poq43r=  radians. \u2002(i)\u2002find the length of pt. [2] \u2002(ii)\u2002find the area of the shaded region.  [3] \u2002(iii)\u2002find the perimeter of the shaded region.  [2]",
+            "7": "7 0606/23/m/j/15 \u00a9 ucles 2015 [turn\u2002over5\u2002(a)\u2002a lock can be opened using only the number 4351. state whether this is a permutation or a \u2002 \u2002 combination of digits, giving a reason for your answer.  [1] \u2002(b)\u2002there are twenty numbered balls in a bag. two of the balls are numbered 0, six are numbered 1,  five are numbered 2 and seven are numbered 3, as shown in the table below . number on ball 0 1 2 3 frequency 2 6 5 7 \u2002 \u2002 four of these balls are chosen at random, without replacement. calculate the number of ways this  can be done so that \u2002 \u2002 (i)\u2002the four balls all have the same number,  [2] \u2002 \u2002(ii)\u2002the four balls all have different numbers,  [2] \u2002 \u2002(iii)\u2002the four balls have numbers that total 3.  [3]",
+            "8": "8 0606/23/m/j/15 \u00a9 ucles 20156\u2002a particle p is projected from the origin o so that it moves in a straight line. at time t seconds after  projection, the velocity of the particle, v ms\u20131, is given by     v t t 2 14 1 22= - + . \u2002(i)\u2002find the time at which p first comes to instantaneous rest.  [2] \u2002(ii)\u2002find an expression for the displacement of p from o at time t seconds.  [3] \u2002(iii)\u2002find the acceleration of p when t = 3. [2]",
+            "9": "9 0606/23/m/j/15 \u00a9 ucles 2015 [turn\u2002over7\u2002(a)\u2002the four points o, a, b and c are such that a oa 5= ,       b ob 15= ,       b a oc 24 3 = - . \u2002 \u2002 show that b lies on the line  ac. [3] \u2002(b)\u2002relative to an origin o, the position vector of the point p is   i \u2013 4j   and the position vector of the  point q is   3i + 7j. find \u2002 \u2002 (i)\u2002pq, [2] \u2002 \u2002(ii)\u2002the unit vector in the direction pq, [1] \u2002 \u2002(iii)\u2002the position vector of m, the mid-point of pq. [2]",
+            "10": "10 0606/23/m/j/15 \u00a9 ucles 20158\u2002(a)\u2002(i)\u2002find e d xx4 3+y . [2] \u2002 \u2002(ii)\u2002hence evaluate e d x .x4 3 2 53+y . [2] \u2002(b)\u2002(i)\u2002find d cosxx3j lkkn poo y . [2] \u2002 \u2002(ii)\u2002hence evaluate d cosxx3 06r j lkkn poo y . [2]",
+            "11": "11 0606/23/m/j/15 \u00a9 ucles 2015 [turn\u2002over\u2002(c)\u2002find d x x x12 +-^ hy . [4]",
+            "12": "12 0606/23/m/j/15 \u00a9 ucles 20159\u2002(a)\u2002find the set of values of x for which   x x4 19 5 02g + - . [3] \u2002(b)\u2002(i)\u2002express x x 8 92+ -  in the form x a b2+ +^ h , where a and b are integers.  [2] \u2002 \u2002(ii)\u2002use your answer to part (i) to find the greatest value of x x 9 82- -  and the value of x at  which this occurs.  [2]",
+            "13": "13 0606/23/m/j/15 \u00a9 ucles 2015 [turn\u2002over\u2002 \u2002(iii)\u2002sketch the graph of y x x 9 82= - -, indicating the coordinates of any points of intersection  with the coordinate axes.  [2] o xy",
+            "14": "14 0606/23/m/j/15 \u00a9 ucles 201510\u2002the relationship between experimental values of two variables, x and y, is given by y a bx= , where a  and b are constants. \u2002(i)\u2002by transforming the relationship y a bx= , show that plotting lny against x should produce a  straight line graph.  [2] \u2002(ii)\u2002the diagram below shows the results of plotting ln  y against x for 7 different pairs of values of  variables, x and y. a line of best fit has been drawn. 6 1 0 2 3 4 5 6x810ln y 1112 579 \u2002 \u2002 by taking readings from the diagram, find the value of a and of b, giving each value correct to  1 significant figure.  [4] \u2002(iii)\u2002estimate the value of y when x = 2.5.  [2]",
+            "15": "15 0606/23/m/j/15 \u00a9 ucles 201511 a b c/h5105 \u2002 the venn diagram above shows the sets a, b and c. it is given that \u2002 \u2002 na b c 48 , , = ^ h ,  \u2002 \u2002 na 30= ^ h ,  n()b 25= ,  n()c 15= , \u2002 \u2002 n( )a b 7 +=, nb c 6 += ^ h , na b c 16 + + = l l^ h . \u2002(i)\u2002find the value of x, where nx a b c+ + = ^ h . [3]  \u2002(ii)\u2002find the value of y, where ny a b c+ + = l ^ h . [3] \u2002(iii)\u2002hence show that a b c + + q= l l . [1] \u2002",
+            "16": "16 0606/23/m/j/15 \u00a9 ucles 2015permission 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 international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download at www.cie.org.uk after  the live examination series. 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.blank\u2002page"
+        },
+        "0606_w15_qp_11.pdf": {
+            "1": "this document consists of 16 printed pages. dc (leg/cgw) 98539/3 \u00a9 ucles 2015  [turn overuniversity of cambridge international examinations international general certificate of secondary education * 6 1 3 3 6 0 6 8 8 6 * additional mathematics  0606/11 paper 1  october/november 2015  2 hours candidates answer on the question paper. additional materials:  electronic calculator read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen. y ou may use an hb pencil for any diagrams or graphs. do not use staples, paper clips, glue or correction fluid. do not  write in any barcodes. answer all the questions. give non-exact numerical answers correct to 3 significant figures, or 1 decimal place in the case of  angles  in degrees, unless a different level of accuracy is specified in the question. the use of an electronic calculator is expected, where appropriate. y ou are reminded of the need for clear presentation in your answers. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question. the total number of marks for this paper is 80.",
+            "2": "2 0606/11/o/n/15 \u00a9 ucles 2015mathematical formulae 1.\u2002algebra quadratic \u2002equation  for the equation ax2 + bx + c = 0, xab b ac 242!=- - . binomial theorem (a + b)n = an + (n 1)an\u20131 b + (n 2)an\u20132 b2 + \u2026 + (n r)an\u2013r br + \u2026 + bn,  where n is a positive integer and (n r) = n! (n \u2013 r)!r! . 2.\u2002trigonometry identities sin2 a + cos2 a = 1 sec2 a = 1 + tan2 a cosec2 a = 1 + cot2 a formulae for \u2206abc a sin a = b sin b = c sin c a2 = b2 + c2 \u2013 2bc cos a \u2206 = 1  2 bc sin a",
+            "3": "3 0606/11/o/n/15 \u00a9 ucles 2015 [turn\u2002over1\u2002find the range of values of k for which the equation   kx k x xk 8 22+ = -    has 2 real distinct roots.  [4]",
+            "4": "4 0606/11/o/n/15 \u00a9 ucles 20152\u2002a curve, showing the relationship between two variables x and y, passes through the point  , p 1 3-^ h . \u2002 the curve has a gradient of 2 at p. given that     dd xy522 =- ,     find the equation of the curve.  [4]",
+            "5": "5 0606/11/o/n/15 \u00a9 ucles 2015 [turn\u2002over3\u2002show that sec c osec sec cosec 1 12 2i i i i - + - = . [5]",
+            "6": "6 0606/11/o/n/15 \u00a9 ucles 20154\u2002(a)\u20026 books are to be chosen from 8 different books. \u2002 \u2002 (i)\u2002find the number of different selections of 6 books that could be made.  [1] \u2002 \u2002 a clock is to be displayed on a shelf with 3 of the 8 different books on each side of it. find the  number of ways this can be done if \u2002 \u2002 (ii)\u2002there are no restrictions on the choice of books,  [1] \u2002 \u2002(iii)\u20023 of the 8 books are music books which have to be kept together.  [2] \u2002(b)\u2002a team of 6 tennis players is to be chosen from 10 tennis players consisting of 7 men and  3 women.  find the number of different teams that could be chosen if the team must include at  least 1 woman.  [3]",
+            "7": "7 0606/11/o/n/15 \u00a9 ucles 2015 [turn\u2002over5\u2002variables x and y are such that   ln y x x 3 2 12= - + ^ ^h h. \u2002 \u2002 (i)\u2002find the value of  dd xy  when  x2=. [4] \u2002 \u2002 (ii)\u2002\u2002hence find the approximate change in y when x changes from 2 to 2.03.  [2]",
+            "8": "8 0606/11/o/n/15 \u00a9 ucles 20156\u2002it is given that  \ue025 = ,where isanintege r x x x 1 12|g g \" ,  and that sets a, b, c and d are such that  \u2002    a = multiple s of 3 \" ,, \u2002    b = prime numbers \" ,, \u2002    c = odd integers \" ,, \u2002    d = even integers \" ,. \u2002 write down the following sets in terms of their elements. \u2002(i)\u2002a b+ [1] \u2002(ii)\u2002a c, [1] \u2002(iii)\u2002a c+l  [1] \u2002(iv)\u2002d b, l ^ h  [1] \u2002(v)\u2002write down a set  e such that e d1. [1]",
+            "9": "9 0606/11/o/n/15 \u00a9 ucles 2015 [turn\u2002over7\u2002two variables, x and y, are such that  y a xb= , where a and b are constants. when lny is plotted  against lnx, a straight line graph is obtained which passes through the points . , . 1 4 5 8 ^ h  and . , . 2 2 6 0 ^ h . \u2002(i)\u2002find the value of a and of b. [4] \u2002(ii)\u2002calculate the value of y when x = 5. [2]",
+            "10": "10 0606/11/o/n/15 \u00a9 ucles 20158\u2002find the equation of the tangent to the curve  y xx 52 1 2= +-  at the point where  x = 2. [7]",
+            "11": "11 0606/11/o/n/15 \u00a9 ucles 2015 [turn\u2002over9\u2002you\u2002are\u2002not\u2002allowed\u2002to\u2002use\u2002a\u2002calculator \u2002in\u2002this\u2002question. \u2002(i)\u2002find  dx x4+ y . [2] \u2002(ii) ab y = \u221a4  + xy x 5 o \u2002 \u2002 the diagram shows the graph of  y x 4= + , which meets the y-axis at the point a and the line    x5= at the point b. using your answer to part (i), find the area of the region enclosed by the  curve and the straight line ab. [5]",
+            "12": "12 0606/11/o/n/15 \u00a9 ucles 201510 a e dbc 10 cm \u2002 the diagram shows two circles, centres a and b, each of radius 10  cm. the point b lies on the  circumference of the circle with centre a. the two circles intersect at the points c and d. the point e  lies on the circumference of the circle centre b such that abe is a diameter.  \u2002(i)\u2002explain why triangle abc  is equilateral.  [1] \u2002(ii)\u2002write down, in terms of r, angle cbe . [1] \u2002(iii)\u2002find the perimeter of the shaded region.  [5]",
+            "13": "13 0606/11/o/n/15 \u00a9 ucles 2015 [turn\u2002over\u2002(iv)\u2002find the area of the shaded region.  [3]",
+            "14": "14 0606/11/o/n/15 \u00a9 ucles 201511\u2002(a)\u2002a function f is such that  fx x x6 42= + + ^ h   for  x0h. \u2002 \u2002 (i)\u2002show that  x x 6 42+ +   can be written in the form  x a b2+ +^ h , where a and b are integers.  [2] \u2002 \u2002 (ii)\u2002write down the range of f.  [1] \u2002 \u2002(iii)\u2002find  f1-  and state its domain.  [3]",
+            "15": "15 0606/11/o/n/15 \u00a9 ucles 2015 [turn\u2002over\u2002(b)\u2002functions g and h are such that, for  xrd ,     g exx= ^ h       and      hx x 5 2= + ^ h . \u2002 \u2002 solve  h g x 372= ^ h . [4] question \u200212\u2002is\u2002printed\u2002on\u2002the\u2002next\u2002page.",
+            "16": "16 0606/11/o/n/15 \u00a9 ucles 201512\u2002the line     x y2 1 0 - + =     meets the curve     x y 3 192+ =      at the points a and b.  the  perpendicular bisector of the line ab meets the x-axis at the point c. find the area of the triangle abc .  [9] 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 international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download at www.cie.org.uk after  the live examination series. 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."
+        },
+        "0606_w15_qp_12.pdf": {
+            "1": "this document consists of 16 printed pages. dc (slm) 115230 \u00a9 ucles 2015  [turn overuniversity of cambridge international examinations international general certificate of secondary education * 8 9 4 7 2 6 6 4 7 2 * additional mathematics  0606/12 paper 1  october/november 2015  2 hours candidates answer on the question paper. additional materials:  electronic calculator read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen. y ou may use an hb pencil for any diagrams or graphs. do not use staples, paper clips, glue or correction fluid. do not  write in any barcodes. answer all the questions. give non-exact numerical answers correct to 3 significant figures, or 1 decimal place in the case of  angles  in degrees, unless a different level of accuracy is specified in the question. the use of an electronic calculator is expected, where appropriate. y ou are reminded of the need for clear presentation in your answers. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question. the total number of marks for this paper is 80.",
+            "2": "2 0606/12/o/n/15 \u00a9 ucles 2015mathematical formulae 1.\u2002algebra quadratic \u2002equation  for the equation ax2 + bx + c = 0, xab b ac 242!=- - . binomial theorem (a + b)n = an + (n 1)an\u20131 b + (n 2)an\u20132 b2 + \u2026 + (n r)an\u2013r br + \u2026 + bn,  where n is a positive integer and (n r) = n! (n \u2013 r)!r! . 2.\u2002trigonometry identities sin2 a + cos2 a = 1 sec2 a = 1 + tan2 a cosec2 a = 1 + cot2 a formulae for \u2206abc a sin a = b sin b = c sin c a2 = b2 + c2 \u2013 2bc cos a \u2206 = 1  2 bc sin a",
+            "3": "3 0606/12/o/n/15 \u00a9 ucles 2015 [turn\u2002over1\u2002find the range of values of k for which the equation   kx k x xk 8 22+ = -    has 2 real distinct roots.  [4]",
+            "4": "4 0606/12/o/n/15 \u00a9 ucles 20152\u2002a curve, showing the relationship between two variables x and y, passes through the point  , p 1 3-^ h . \u2002 the curve has a gradient of 2 at p. given that     dd xy522 =- ,     find the equation of the curve.  [4]",
+            "5": "5 0606/12/o/n/15 \u00a9 ucles 2015 [turn\u2002over3\u2002show that sec c osec sec cosec 1 12 2i i i i - + - = . [5]",
+            "6": "6 0606/12/o/n/15 \u00a9 ucles 20154\u2002(a)\u20026 books are to be chosen from 8 different books. \u2002 \u2002 (i)\u2002find the number of different selections of 6 books that could be made.  [1] \u2002 \u2002 a clock is to be displayed on a shelf with 3 of the 8 different books on each side of it. find the  number of ways this can be done if \u2002 \u2002 (ii)\u2002there are no restrictions on the choice of books,  [1] \u2002 \u2002(iii)\u20023 of the 8 books are music books which have to be kept together.  [2] \u2002(b)\u2002a team of 6 tennis players is to be chosen from 10 tennis players consisting of 7 men and  3 women.  find the number of different teams that could be chosen if the team must include at  least 1 woman.  [3]",
+            "7": "7 0606/12/o/n/15 \u00a9 ucles 2015 [turn\u2002over5\u2002variables x and y are such that   ln y x x 3 2 12= - + ^ ^h h. \u2002 \u2002 (i)\u2002find the value of  dd xy  when  x2=. [4] \u2002 \u2002 (ii)\u2002\u2002hence find the approximate change in y when x changes from 2 to 2.03.  [2]",
+            "8": "8 0606/12/o/n/15 \u00a9 ucles 20156\u2002it is given that  \ue025 = ,where isanintege r x x x 1 12|g g \" ,  and that sets a, b, c and d are such that  \u2002    a = multiple s of 3 \" ,, \u2002    b = prime numbers \" ,, \u2002    c = odd integers \" ,, \u2002    d = even integers \" ,. \u2002 write down the following sets in terms of their elements. \u2002(i)\u2002a b+ [1] \u2002(ii)\u2002a c, [1] \u2002(iii)\u2002a c+l  [1] \u2002(iv)\u2002d b, l ^ h  [1] \u2002(v)\u2002write down a set  e such that e d1. [1]",
+            "9": "9 0606/12/o/n/15 \u00a9 ucles 2015 [turn\u2002over7\u2002two variables, x and y, are such that  y a xb= , where a and b are constants. when lny is plotted  against lnx, a straight line graph is obtained which passes through the points . , . 1 4 5 8 ^ h  and . , . 2 2 6 0 ^ h . \u2002(i)\u2002find the value of a and of b. [4] \u2002(ii)\u2002calculate the value of y when x = 5. [2]",
+            "10": "10 0606/12/o/n/15 \u00a9 ucles 20158\u2002find the equation of the tangent to the curve  y xx 52 1 2= +-  at the point where  x = 2. [7]",
+            "11": "11 0606/12/o/n/15 \u00a9 ucles 2015 [turn\u2002over9\u2002you\u2002are\u2002not\u2002allowed\u2002to\u2002use\u2002a\u2002calculator \u2002in\u2002this\u2002question. \u2002(i)\u2002find  dx x4+ y . [2] \u2002(ii) ab y = \u221a4  + xy x 5 o \u2002 \u2002 the diagram shows the graph of  y x 4= + , which meets the y-axis at the point a and the line    x5= at the point b. using your answer to part (i), find the area of the region enclosed by the  curve and the straight line ab. [5]",
+            "12": "12 0606/12/o/n/15 \u00a9 ucles 201510 a e dbc 10 cm \u2002 the diagram shows two circles, centres a and b, each of radius 10  cm. the point b lies on the  circumference of the circle with centre a. the two circles intersect at the points c and d. the point e  lies on the circumference of the circle centre b such that abe is a diameter.  \u2002(i)\u2002explain why triangle abc  is equilateral.  [1] \u2002(ii)\u2002write down, in terms of r, angle cbe . [1] \u2002(iii)\u2002find the perimeter of the shaded region.  [5]",
+            "13": "13 0606/12/o/n/15 \u00a9 ucles 2015 [turn\u2002over\u2002(iv)\u2002find the area of the shaded region.  [3]",
+            "14": "14 0606/12/o/n/15 \u00a9 ucles 201511\u2002(a)\u2002a function f is such that  fx x x6 42= + + ^ h   for  x0h. \u2002 \u2002 (i)\u2002show that  x x 6 42+ +   can be written in the form  x a b2+ +^ h , where a and b are integers.  [2] \u2002 \u2002 (ii)\u2002write down the range of f.  [1] \u2002 \u2002(iii)\u2002find  f1-  and state its domain.  [3]",
+            "15": "15 0606/12/o/n/15 \u00a9 ucles 2015 [turn\u2002over\u2002(b)\u2002functions g and h are such that, for  xrd ,     g exx= ^ h       and      hx x 5 2= + ^ h . \u2002 \u2002 solve  h g x 372= ^ h . [4] question \u200212\u2002is\u2002printed\u2002on\u2002the\u2002next\u2002page.",
+            "16": "16 0606/12/o/n/15 \u00a9 ucles 201512\u2002the line     x y2 1 0 - + =     meets the curve     x y 3 192+ =      at the points a and b.  the  perpendicular bisector of the line ab meets the x-axis at the point c. find the area of the triangle abc .  [9] 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 international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download at www.cie.org.uk after  the live examination series. 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."
+        },
+        "0606_w15_qp_13.pdf": {
+            "1": "this document consists of 16 printed pages. dc (ac/cgw) 98537/3 \u00a9 ucles 2015 \b [turn overcambridge international examinations cambridge international general certificate of secondary education * 1 8 0 7 0 4 5 4 9 1 * additional mathematics  0606/13 paper 1  october/november 2015  2 hours candidates answer on the question paper. additional materials:  electronic calculator read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen. y ou may use an hb pencil for any diagrams or graphs. do not use staples, paper clips, glue or correction fluid. do not  write in any barcodes. answer all the questions. give non-exact numerical answers correct to 3 significant figures, or 1 decimal place in the case of  angles  in degrees, unless a different level of accuracy is specified in the question. the use of an electronic calculator is expected, where appropriate. y ou are reminded of the need for clear presentation in your answers. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question. the total number of marks for this paper is 80.",
+            "2": "2 0606/13/o/n/15 \u00a9\bucles\b2015mathematical formulae 1.\u2002algebra quadratic \u2002equation \bfor\bthe\bequation\bax2\b+\bbx\b+\bc\b=\b0, x b b  ac  a = \u2212 \u22122 4  2  binomial theorem (a\b+\bb)n\b=\ban\b+\b(n 1)an\u20131\bb\b+\b(n 2)an\u20132\bb2\b+\b\u2026\b+\b(n r)an\u2013r\bbr\b+\b\u2026\b+\bbn, \bwhere\bn\bis\ba\bpositive\binteger\band\b(n r)\b=\bn! (n\b\u2013\br)!r!\b 2.\u2002trigonometry identities sin2\ba\b+\bcos2\ba\b=\b1 sec2\ba\b=\b1\b+\btan2\ba cosec2\ba\b=\b1\b+\bcot2\ba formulae for \u2206abc a sin\ba = b sin\bb = c sin\bc  a2\b=\bb2\b+\bc2\b\u2013\b2bc\bcos\ba \u2206\b=\b1\b 2\bbc\bsin\ba",
+            "3": "3 0606/13/o/n/15 \u00a9\bucles\b2015 [turn\u2002over1\u2002on\bthe\bvenn\bdiagrams\bbelow,\bshade\bthe\bregions\bindicated. \u2002(i)\u2002 \u2002a b c a /h20669 /h20871b /h20668 c/h20872/h5105 \b[1] \u2002(ii)\u2002 \u2002a b c a /h20668 /h20871b /h20669 c/h20872/h5105 \b[1] \u2002(iii)\u2002 \u2002a b c /h20871a /h20668b/h20872' /h20669 c/h5105 \b[1]",
+            "4": "4 0606/13/o/n/15 \u00a9\bucles\b20152\u2002solve cos x 2 3412 r- =j lkkn poofor\b\b x03g gr.\b [4]",
+            "5": "5 0606/13/o/n/15 \u00a9\bucles\b2015 [turn\u2002over3\u2002(a)\u2002matrices\ba\u2002and\u2002b\u2002are\bsuch\bthat\b2 41 3a=j lkkn poo\band\b3 68 01 2b=j lkkn poo.\bfind\bab.\b [2] \u2002(b)\u2002given\bthat\bmatrix\b4 26 8x=-j lkkn poo,\bfind\bthe\binteger\bvalue\bof\bm\band\bof\bn\bsuch\bthat\b m n x x i2= + ,\b where\bi\bis\bthe\bidentity\bmatrix.\b [5] \u2002(c)\u2002given\bthat\bmatrix\ba a32y=j lkkn poo,\bfind\bthe\bvalues\bof\ba\bfor\bwhich\bdet\by\b=\b0.\b [2]",
+            "6": "6 0606/13/o/n/15 \u00a9\bucles\b20154\u2002you\u2002are\u2002not\u2002allowed\u2002to\u2002use\u2002a\u2002calculator \u2002in\u2002this\u2002question. a bc (4\u221a3+1)  cm \u2002the\bdiagram\bshows\btriangle\babc\bwith\bside\b ( ) ab 4 3 1 = + \bcm.\bangle  b\bis\ba\bright\bangle.\bit\bis\bgiven \u2002that\bthe\barea\bof\bthis\btriangle\bis\b247\bcm2. \u2002(i)\u2002find\bthe\blength\bof\bthe\bside\bbc\bin\bthe\bform\b( )a b3+\bcm,\bwhere\ba\band\bb\bare\bintegers.\b [3] \u2002(ii)\u2002hence\bfind\bthe\blength\bof\bthe\bside\bac\bin\bthe\bform\bp2\bcm,\bwhere\bp\bis\ban\binteger.\b [2]",
+            "7": "7 0606/13/o/n/15 \u00a9\bucles\b2015 [turn\u2002over5\u2002find\bthe\bequation\bof\bthe\bnormal\bto\bthe\bcurve tan y x 5 3= - at\bthe\bpoint\bwhere\bx4r=.\b [5]",
+            "8": "8 0606/13/o/n/15 \u00a9\bucles\b20156\u2002(i)\u2002\u2002on\bthe\baxes\bbelow,\bsketch\bthe\bgraph\bof y x x4 122= - -showing\bthe\bcoordinates \bof\bthe\b points\bwhere\bthe\bgraph\bmeets\bthe\baxes.\b [3] y x o \u2002(ii)\u2002find\bthe\bcoordinates \bof\bthe\bstationary\bpoint\bon\bthe\bcurve y x x4 122= - -.\b [2] \u2002(iii)\u2002find\bthe\bvalues\bof\bk\bsuch\bthat\bthe\bequation x x k 4 122- - =has\bonly\b2\bsolutions.\b [2]",
+            "9": "9 0606/13/o/n/15 \u00a9\bucles\b2015 [turn\u2002over7\u2002a\bcurve,\bshowing\bthe\brelationship \bbetween\btwo\bvariables\bx\band\by,\bis\bsuch\bthat\bddcosxyx 6 322 =.\bgiven \u2002that\bthe\bcurve\bhas\ba\bgradient\bof\b4 3\bat\bthe\bpoint\b,9 31 r- c m,\bfind\bthe\bequation\bof\bthe\bcurve.\b [6]",
+            "10": "10 0606/13/o/n/15 \u00a9\bucles\b20158\u2002(a)\u2002given\bthat\bthe\bfirst\b4\bterms\bin\bthe\bexpansion\bof\b( ) kx 28+\bare\b x px qx 256 2562 3+ + +,\bfind\bthe\b value\bof\bk,\bof\bp\band\bof\bq.\b [3] \u2002(b)\u2002find\bthe\bterm\bthat\bis\bindependent \bof x\bin\bthe\bexpansion\bof\bxx2 29 -c m.\b [3]",
+            "11": "11 0606/13/o/n/15 \u00a9\bucles\b2015 [turn\u2002over9\u2002(a)\u2002five\bdifferent\bbooks\bare\bto\bbe\barranged\bon\ba\bshelf.\bthere\bare\b2\bmathematics \bbooks\band\b3\bhistory\b books.\bfind\bthe\bnumber\bof\bdifferent\barrangements \bof\bbooks\bif \u2002 \u2002 (i)\u2002the mathematics books are next to each other,  [2] \u2002 \u2002(ii)\u2002the mathematics books are not next to each other.   [2] \u2002(b)\u2002\u2002to\bcompete\bin\ba\bquiz,\ba\bteam\bof\b5\bis\bto\bbe\bchosen\bfrom\ba\bgroup\bof\b9\bmen\band\b6\bwomen.\bfind\bthe\b number\bof\bdifferent\bteams\bthat\bcan\bbe\bchosen\bif \u2002 \u2002 (i)\u2002there are no restrictions,  [1] \u2002 \u2002 (ii)\bat\bleast\btwo\bmen\bmust\bbe\bon\bthe\bteam.\b [3]",
+            "12": "12 0606/13/o/n/15 \u00a9\bucles\b201510\u2002 6 cm c ab y x6 cm 10 cm \u2002the\bdiagram\bshows\ban\bisosceles\btriangle\babc\bsuch\bthat\bac =\b10\bcm\band\bab =\bbc =\b6\bcm. \u2002 bx\bis\ban\barc\bof\ba\bcircle,\bcentre\bc,\band\bby\bis\ban\barc\bof\ba\bcircle,\bcentre\ba. \u2002(i)\u2002show\bthat\bangle\babc\b=\b1.970\bradians,\bcorrect\bto\b3\bdecimal\bplaces.\b [2] \u2002(ii)\u2002find\bthe\bperimeter\bof\bthe\bshaded\bregion.\b [4]",
+            "13": "13 0606/13/o/n/15 \u00a9\bucles\b2015 [turn\u2002over\u2002(iii)\u2002find\bthe\barea\bof\bthe\bshaded\bregion.\b [3]",
+            "14": "14 0606/13/o/n/15 \u00a9\bucles\b201511\u2002the\bline x y 2 0- + =intersects\bthe\bcurve x y x 2 2 1 02 2- + + = at\bthe\bpoints\ba\band\bb.\bthe\b perpendicular \bbisector\bof\bthe\bline\bab\bintersects\bthe\bcurve\bat\bthe\bpoints\bc\band\bd.\bfind\bthe\blength\bof\bthe\b line\bcd\bin\bthe\bform\ba5,\bwhere\ba\bis\ban\binteger.\b [10]",
+            "15": "15 0606/13/o/n/15 \u00a9\bucles\b2015 [turn\u2002overquestion \u200212\u2002is\u2002printed\u2002on\u2002the\u2002next\u2002page.",
+            "16": "16 0606/13/o/n/15 \u00a9\bucles\b2015permission \bto\breproduce\bitems\bwhere\bthird-party \bowned\bmaterial\bprotected\bby\bcopyright\bis\bincluded\bhas\bbeen\bsought\band\bcleared\bwhere\bpossible.\bevery\breasonable \beffort\bhas\bbeen\b made\bby\bthe\bpublisher\b(ucles)\bto\btrace\bcopyright\bholders,\bbut\bif\bany\bitems\brequiring\bclearance\bhave\bunwittingly \bbeen\bincluded,\bthe\bpublisher\bwill\bbe\bpleased\bto\bmake\bamends\bat\b the\bearliest\bpossible\bopportunity. to\bavoid\bthe\bissue\bof\bdisclosure\bof\banswer-related \binformation \bto\bcandidates, \ball\bcopyright\backnowledgements \bare\breproduced \bonline\bin\bthe\bcambridge \binternational \bexaminations \b copyright\backnowledgements \bbooklet.\bthis\bis\bproduced\bfor\beach\bseries\bof\bexaminations \band\bis\bfreely\bavailable\bto\bdownload\bat\bwww.cie.org.uk \bafter\bthe\blive\bexamination \bseries. cambridge \binternational \bexaminations \bis\bpart\bof\bthe\bcambridge \bassessment \bgroup.\bcambridge \bassessment \bis\bthe\bbrand\bname\bof\buniversity\bof\bcambridge \blocal\bexaminations \b syndicate\b(ucles),\bwhich\bis\bitself\ba\bdepartment \bof\bthe\buniversity\bof\bcambridge.12\u2002(a)\u2002given\bthat\b2 4 128x x y 2 1# =- +\band\b2791yy x 42 =-- ,\bfind\bthe\bvalue\bof\beach\bof\bthe\bintegers\b\bx\band\by.\b\b[4] \u2002(b)\u2002solve ( )2 5 5 1 0z z2+ - =.\b [4]"
+        },
+        "0606_w15_qp_21.pdf": {
+            "1": "this document consists of 16 printed pages. dc (ac/cgw) 98388/4 \u00a9 ucles 2015 \b [turn overcambridge international examinations cambridge international general certificate of secondary education * 4 0 3 3 8 5 4 1 1 6 * additional mathematics  0606/21 paper 2  october/november 2015  2 hours candidates answer on the question paper. additional materials:  electronic calculator read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen. y ou may use an hb pencil for any diagrams or graphs. do not use staples, paper clips, glue or correction fluid. do not  write in any barcodes. answer all the questions. give non-exact numerical answers correct to 3 significant figures, or 1 decimal place in the case of   angles in degrees, unless a different level of accuracy is specified in the question. the use of an electronic calculator is expected, where appropriate. y ou are reminded of the need for clear presentation in your answers. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question. the total number of marks for this paper is 80.",
+            "2": "2 0606/21/o/n/15 \u00a9\bucles\b2015mathematical formulae 1.\u2002algebra quadratic\u2002equation \bfor\bthe\bequation\bax2\b+\bbx\b+\bc\b=\b0, x b b  ac  a = \u2212 \u22122 4  2  binomial theorem (a\b+\bb)n\b=\ban\b+\b(n 1)an\u20131\bb\b+\b(n 2)an\u20132\bb2\b+\b\u2026\b+\b(n r)an\u2013r\bbr\b+\b\u2026\b+\bbn, \bwhere\bn\bis\ba\bpositive\binteger\band\b(n r)\b=\bn! (n\b\u2013\br)!r!\b 2.\u2002trigonometry identities sin2\ba\b+\bcos2\ba\b=\b1 sec2\ba\b=\b1\b+\btan2\ba cosec2\ba\b=\b1\b+\bcot2\ba formulae for \u2206abc a sin\ba = b sin\bb = c sin\bc  a2\b=\bb2\b+\bc2\b\u2013\b2bc\bcos\ba \u2206\b=\b1\b 2\bbc\bsin\ba",
+            "3": "3 0606/21/o/n/15 \u00a9\bucles\b2015 [turn\u2002over1\u2002it\bis\bgiven\bthat\b\b( )x x x x 4 4 15 18 f3 2= - - + . \u2002(i)\u2002show\bthat\bx2+\b\bis\ba\bfactor\bof\b( )xf.\b [1] \u2002(ii)\u2002hence\bfactorise\b( )xf\bcompletely \band\bsolve\bthe\bequation\b( )x 0 f=.\b [4]",
+            "4": "4 0606/21/o/n/15 \u00a9\bucles\b20152\u2002(i)\u2002find,\bin\bthe\bsimplest\bform,\bthe\bfirst\b3\bterms\bof\bthe\bexpansion\bof\b( ) x 2 36-,\bin\bascending\bpowers\b of\bx.\b [3] \u2002(ii)\u2002find\bthe\bcoefficient \bof\bx2\bin\bthe\bexpansion\bof\b( ) ( )x x 1 2 2 36+ - .\b [2]",
+            "5": "5 0606/21/o/n/15 \u00a9\bucles\b2015 [turn\u2002over3\u2002relative\bto\ban\borigin  o,\bpoints\ba, b\band\bc\bhave\bposition\bvectors\b5 4c m,\b10 12-c m\band\b6 18-c m\brespectively. \ball\b distances\bare\bmeasured\bin\bkilometres. \ba\bman\bdrives\bat\ba\bconstant\bspeed\bdirectly\bfrom  a\bto\bb in\b20\bminutes. \u2002(i)\u2002calculate\bthe\bspeed\bin\bkmh\u20131\bat\bwhich\bthe\bman\bdrives\bfrom\ba\bto\bb.\b [3] \u2002he\bnow\bdrives\bdirectly\bfrom  b\bto\bc\bat\bthe\bsame\bspeed. \u2002(ii)\u2002find\bhow\blong\bit\btakes\bhim\bto\bdrive\bfrom  b\bto\bc.\b\b [3]",
+            "6": "6 0606/21/o/n/15 \u00a9\bucles\b20154\u2002(a)\u2002given\bthat\b2 3 75 41 22 34 01 and a b =- =--f c p m,\bcalculate\b2ba.\b [3] \u2002(b)\u2002the\bmatrices\bc\band\bd\bare\bgiven\bby\b1 12 63 12 4and c d =-=-c c m m.\b \u2002 \u2002(i)\u2002find\bc\u20131.\b [2] \u2002 \u2002(ii)\u2002hence\bfind\bthe\bmatrix\u2002x\bsuch\bthat\bcx\u2002+\u2002d\u2002=\u2002i,\bwhere\bi\bis\bthe\bidentity\bmatrix.\b [3]",
+            "7": "7 0606/21/o/n/15 \u00a9\bucles\b2015 [turn\u2002over5\u2002(a)\bsolve\bthe\bfollowing\bequations\bto\bfind\bp\band\bq. 8 2 4q p p q1 2 1 7 4# =- + -81= 9 3# \b[4] \u2002(b)\u2002solve\bthe\bequation\b\b\b\b\b ( ) ( ) x x3 2 1 2 2 g lg lg l- + + = -.\b [5]",
+            "8": "8 0606/21/o/n/15 \u00a9\bucles\b20156\u2002y x4 235 1 00 \u03c0 \u03c0 23\u03c0 2\u03c0 2 \bthe\bfigure\bshows\bpart\bof\bthe\bgraph\bof sin y a b c x = + . \u2002(i)\u2002find\bthe\bvalue\bof\beach\bof\bthe\bintegers\ba,\bb\band\bc.\b\b [3] \u2002using\byour\bvalues\bof\ba,\bb\band\bc find \u2002(ii)\u2002dd xy,\b\b [2]",
+            "9": "9 0606/21/o/n/15 \u00a9\bucles\b2015 [turn\u2002over\u2002(iii)\u2002the\bequation\bof\bthe\bnormal\bto\bthe\bcurve\bat\b,23r` j.\b [3]",
+            "10": "10 0606/21/o/n/15 \u00a9\bucles\b20157 8 cm h cm 6 cmr cm \u2002a\bcone,\bof\bheight\b8\bcm\band\bbase\bradius\b6\bcm,\bis\bplaced\bover\ba\bcylinder\bof\bradius\br\bcm\band\bheight\bh\bcm\b and\bis\bin\bcontact\bwith\bthe\bcylinder\balong\bthe\bcylinder\u2019s\bupper\brim.\bthe\barrangement \bis\bsymmetrical \band\b the\bdiagram\bshows\ba\bvertical\bcross-section \bthrough\bthe\bvertex\bof\bthe\bcone.\b \u2002(i)\u2002use\bsimilar\btriangles\bto\bexpress\bh\bin\bterms\bof r.\b [2] \u2002(ii)\u2002hence\bshow\bthat\bthe\bvolume,\bv\bcm3,\bof\bthe\bcylinder\bis\bgiven\bby\bv r r 82 34 3r r= - .\b [1]",
+            "11": "11 0606/21/o/n/15 \u00a9\bucles\b2015 [turn\u2002over\u2002(iii)\u2002given\bthat\br\bcan\bvary,\bfind\bthe\bvalue\bof\br which\bgives\ba\bstationary\bvalue\bof\bv.\bfind\bthis\bstationary\b value\bof\bv\bin\bterms\bof\b\u03c0\band\bdetermine\bits\bnature.\b [6]",
+            "12": "12 0606/21/o/n/15 \u00a9\bucles\b20158\u2002solutions\u2002to\u2002this\u2002question\u2002by\u2002accurate\u2002drawing\u2002will\u2002not\u2002be\u2002accepted. \u2002two\bpoints\ba\band\bb\bhave\bcoordinates \b(\u20133,\b2)\band\b(9,\b8)\brespectively. \u2002(i)\u2002find\bthe\bcoordinates \bof\bc, the\bpoint\bwhere\bthe\bline\bab\bcuts\bthe\by-axis.\b [3] \u2002(ii)\u2002find\bthe\bcoordinates \bof\bd,\bthe\bmid-point\bof\bab.\b [1]",
+            "13": "13 0606/21/o/n/15 \u00a9\bucles\b2015 [turn\u2002over\u2002(iii)\u2002find\bthe\bequation\bof\bthe\bperpendicular \bbisector\bof\bab.\b [2] \u2002the\bperpendicular \bbisector\bof\bab\bcuts\bthe\by-axis\bat\bthe\bpoint\be.\b \u2002(iv)\u2002find\bthe\bcoordinates \bof\be.\b [1] \u2002(v)\u2002show\bthat\bthe\barea\bof\btriangle\babe\bis\bfour\btimes\bthe\barea\bof\btriangle  ecd.\b \b[3]",
+            "14": "14 0606/21/o/n/15 \u00a9\bucles\b20159\b\bsolve\bthe\bfollowing\bequations. \u2002(i)\u2002sin c os x x 4 2 5 2 0 + = \bfor\b x 0 180 c cg g \b [3] \u2002(ii)\u2002cot c osec y y3 32+ = \bfor\b y 0 360 c cg g \b [5]",
+            "15": "15 0606/21/o/n/15 \u00a9\bucles\b2015 [turn\u2002over\u2002(iii)\u2002cos z4 21 r+ = - ` j \bfor\b z0 2g g r\bradians,\bgiving\beach\banswer\bas\ba\bmultiple\bof\b\u03c0\b [4] question\u200210\u2002is\u2002printed\u2002on\u2002the\u2002next\u2002page.\u2002",
+            "16": "16 0606/21/o/n/15 \u00a9\bucles\b2015permission \bto\breproduce\bitems\bwhere\bthird-party \bowned\bmaterial\bprotected\bby\bcopyright\bis\bincluded\bhas\bbeen\bsought\band\bcleared\bwhere\bpossible.\bevery\breasonable \beffort\bhas\bbeen\b made\bby\bthe\bpublisher\b(ucles)\bto\btrace\bcopyright\bholders,\bbut\bif\bany\bitems\brequiring\bclearance\bhave\bunwittingly \bbeen\bincluded,\bthe\bpublisher\bwill\bbe\bpleased\bto\bmake\bamends\bat\b the\bearliest\bpossible\bopportunity. to\bavoid\bthe\bissue\bof\bdisclosure\bof\banswer-related \binformation \bto\bcandidates, \ball\bcopyright\backnowledgements \bare\breproduced \bonline\bin\bthe\bcambridge \binternational \bexaminations \b copyright\backnowledgements \bbooklet.\bthis\bis\bproduced\bfor\beach\bseries\bof\bexaminations \band\bis\bfreely\bavailable\bto\bdownload\bat\bwww.cie.org.uk \bafter\bthe\blive\bexamination \bseries. cambridge \binternational \bexaminations \bis\bpart\bof\bthe\bcambridge \bassessment \bgroup.\bcambridge \bassessment \bis\bthe\bbrand\bname\bof\buniversity\bof\bcambridge \blocal\bexaminations \b syndicate\b(ucles),\bwhich\bis\bitself\ba\bdepartment \bof\bthe\buniversity\bof\bcambridge.10\u2002a\bparticle\bis\bmoving\bin\ba\bstraight\bline\bsuch\bthat\bits\bvelocity,\bv\bms\u20131,\bt seconds\bafter\bpassing\ba\b fixed\bpoint\bo\bis\b\b\b\bv 6 1 e et t2 2= - --. \u2002(i)\u2002find\ban\bexpression \bfor\bthe\bdisplacement, \bs\bm,\bfrom\bo\bof\bthe\bparticle  after\bt seconds.\b [3] \u2002(ii)\u2002using\bthe\bsubstitution \buet2= , or\botherwise,\bfind\bthe\btime\bwhen\bthe\bparticle\bis\bat\brest.\b [3] \u2002(iii)\u2002find\bthe\bacceleration \bat\bthis\btime.\b [2]"
+        },
+        "0606_w15_qp_22.pdf": {
+            "1": "this document consists of 16 printed pages. dc (slm) 115963 \u00a9 ucles 2015 \b [turn overcambridge international examinations cambridge international general certificate of secondary education * 9 3 3 4 9 5 4 2 0 2 * additional mathematics  0606/22 paper 2  october/november 2015  2 hours candidates answer on the question paper. additional materials:  electronic calculator read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen. y ou may use an hb pencil for any diagrams or graphs. do not use staples, paper clips, glue or correction fluid. do not  write in any barcodes. answer all the questions. give non-exact numerical answers correct to 3 significant figures, or 1 decimal place in the case of   angles in degrees, unless a different level of accuracy is specified in the question. the use of an electronic calculator is expected, where appropriate. y ou are reminded of the need for clear presentation in your answers. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question. the total number of marks for this paper is 80.",
+            "2": "2 0606/22/o/n/15 \u00a9\bucles\b2015mathematical formulae 1.\u2002algebra quadratic\u2002equation \bfor\bthe\bequation\bax2\b+\bbx\b+\bc\b=\b0, x b b  ac  a = \u2212 \u22122 4  2  binomial theorem (a\b+\bb)n\b=\ban\b+\b(n 1)an\u20131\bb\b+\b(n 2)an\u20132\bb2\b+\b\u2026\b+\b(n r)an\u2013r\bbr\b+\b\u2026\b+\bbn, \bwhere\bn\bis\ba\bpositive\binteger\band\b(n r)\b=\bn! (n\b\u2013\br)!r!\b 2.\u2002trigonometry identities sin2\ba\b+\bcos2\ba\b=\b1 sec2\ba\b=\b1\b+\btan2\ba cosec2\ba\b=\b1\b+\bcot2\ba formulae for \u2206abc a sin\ba = b sin\bb = c sin\bc  a2\b=\bb2\b+\bc2\b\u2013\b2bc\bcos\ba \u2206\b=\b1\b 2\bbc\bsin\ba",
+            "3": "3 0606/22/o/n/15 \u00a9\bucles\b2015 [turn\u2002over1\u2002it\bis\bgiven\bthat\b\b( )x x x x 4 4 15 18 f3 2= - - + . \u2002(i)\u2002show\bthat\bx2+\b\bis\ba\bfactor\bof\b( )xf.\b [1] \u2002(ii)\u2002hence\bfactorise\b( )xf\bcompletely \band\bsolve\bthe\bequation\b( )x 0 f=.\b [4]",
+            "4": "4 0606/22/o/n/15 \u00a9\bucles\b20152\u2002(i)\u2002find,\bin\bthe\bsimplest\bform,\bthe\bfirst\b3\bterms\bof\bthe\bexpansion\bof\b( ) x 2 36-,\bin\bascending\bpowers\b of\bx.\b [3] \u2002(ii)\u2002find\bthe\bcoefficient \bof\bx2\bin\bthe\bexpansion\bof\b( ) ( )x x 1 2 2 36+ - .\b [2]",
+            "5": "5 0606/22/o/n/15 \u00a9\bucles\b2015 [turn\u2002over3\u2002relative\bto\ban\borigin  o,\bpoints\ba, b\band\bc\bhave\bposition\bvectors\b5 4c m,\b10 12-c m\band\b6 18-c m\brespectively. \ball\b distances\bare\bmeasured\bin\bkilometres. \ba\bman\bdrives\bat\ba\bconstant\bspeed\bdirectly\bfrom  a\bto\bb in\b20\bminutes. \u2002(i)\u2002calculate\bthe\bspeed\bin\bkmh\u20131\bat\bwhich\bthe\bman\bdrives\bfrom\ba\bto\bb.\b [3] \u2002he\bnow\bdrives\bdirectly\bfrom  b\bto\bc\bat\bthe\bsame\bspeed. \u2002(ii)\u2002find\bhow\blong\bit\btakes\bhim\bto\bdrive\bfrom  b\bto\bc.\b\b [3]",
+            "6": "6 0606/22/o/n/15 \u00a9\bucles\b20154\u2002(a)\u2002given\bthat\b2 3 75 41 22 34 01 and a b =- =--f c p m,\bcalculate\b2ba.\b [3] \u2002(b)\u2002the\bmatrices\bc\band\bd\bare\bgiven\bby\b1 12 63 12 4and c d =-=-c c m m.\b \u2002 \u2002(i)\u2002find\bc\u20131.\b [2] \u2002 \u2002(ii)\u2002hence\bfind\bthe\bmatrix\u2002x\bsuch\bthat\bcx\u2002+\u2002d\u2002=\u2002i,\bwhere\bi\bis\bthe\bidentity\bmatrix.\b [3]",
+            "7": "7 0606/22/o/n/15 \u00a9\bucles\b2015 [turn\u2002over5\u2002(a)\bsolve\bthe\bfollowing\bequations\bto\bfind\bp\band\bq. 8 2 4q p p q1 2 1 7 4# =- + -81= 9 3# \b[4] \u2002(b)\u2002solve\bthe\bequation\b\b\b\b\b ( ) ( ) x x3 2 1 2 2 g lg lg l- + + = -.\b [5]",
+            "8": "8 0606/22/o/n/15 \u00a9\bucles\b20156\u2002y x4 235 1 00 \u03c0 \u03c0 23\u03c0 2\u03c0 2 \bthe\bfigure\bshows\bpart\bof\bthe\bgraph\bof sin y a b c x = + . \u2002(i)\u2002find\bthe\bvalue\bof\beach\bof\bthe\bintegers\ba,\bb\band\bc.\b\b [3] \u2002using\byour\bvalues\bof\ba,\bb\band\bc find \u2002(ii)\u2002dd xy,\b\b [2]",
+            "9": "9 0606/22/o/n/15 \u00a9\bucles\b2015 [turn\u2002over\u2002(iii)\u2002the\bequation\bof\bthe\bnormal\bto\bthe\bcurve\bat\b,23r` j.\b [3]",
+            "10": "10 0606/22/o/n/15 \u00a9\bucles\b20157 8 cm h cm 6 cmr cm \u2002a\bcone,\bof\bheight\b8\bcm\band\bbase\bradius\b6\bcm,\bis\bplaced\bover\ba\bcylinder\bof\bradius\br\bcm\band\bheight\bh\bcm\b and\bis\bin\bcontact\bwith\bthe\bcylinder\balong\bthe\bcylinder\u2019s\bupper\brim.\bthe\barrangement \bis\bsymmetrical \band\b the\bdiagram\bshows\ba\bvertical\bcross-section \bthrough\bthe\bvertex\bof\bthe\bcone.\b \u2002(i)\u2002use\bsimilar\btriangles\bto\bexpress\bh\bin\bterms\bof r.\b [2] \u2002(ii)\u2002hence\bshow\bthat\bthe\bvolume,\bv\bcm3,\bof\bthe\bcylinder\bis\bgiven\bby\bv r r 82 34 3r r= - .\b [1]",
+            "11": "11 0606/22/o/n/15 \u00a9\bucles\b2015 [turn\u2002over\u2002(iii)\u2002given\bthat\br\bcan\bvary,\bfind\bthe\bvalue\bof\br which\bgives\ba\bstationary\bvalue\bof\bv.\bfind\bthis\bstationary\b value\bof\bv\bin\bterms\bof\b\u03c0\band\bdetermine\bits\bnature.\b [6]",
+            "12": "12 0606/22/o/n/15 \u00a9\bucles\b20158\u2002solutions\u2002to\u2002this\u2002question\u2002by\u2002accurate\u2002drawing\u2002will\u2002not\u2002be\u2002accepted. \u2002two\bpoints\ba\band\bb\bhave\bcoordinates \b(\u20133,\b2)\band\b(9,\b8)\brespectively. \u2002(i)\u2002find\bthe\bcoordinates \bof\bc, the\bpoint\bwhere\bthe\bline\bab\bcuts\bthe\by-axis.\b [3] \u2002(ii)\u2002find\bthe\bcoordinates \bof\bd,\bthe\bmid-point\bof\bab.\b [1]",
+            "13": "13 0606/22/o/n/15 \u00a9\bucles\b2015 [turn\u2002over\u2002(iii)\u2002find\bthe\bequation\bof\bthe\bperpendicular \bbisector\bof\bab.\b [2] \u2002the\bperpendicular \bbisector\bof\bab\bcuts\bthe\by-axis\bat\bthe\bpoint\be.\b \u2002(iv)\u2002find\bthe\bcoordinates \bof\be.\b [1] \u2002(v)\u2002show\bthat\bthe\barea\bof\btriangle\babe\bis\bfour\btimes\bthe\barea\bof\btriangle  ecd.\b \b[3]",
+            "14": "14 0606/22/o/n/15 \u00a9\bucles\b20159\b\bsolve\bthe\bfollowing\bequations. \u2002(i)\u2002sin c os x x 4 2 5 2 0 + = \bfor\b x 0 180 c cg g \b [3] \u2002(ii)\u2002cot c osec y y3 32+ = \bfor\b y 0 360 c cg g \b [5]",
+            "15": "15 0606/22/o/n/15 \u00a9\bucles\b2015 [turn\u2002over\u2002(iii)\u2002cos z4 21 r+ = - ` j \bfor\b z0 2g g r\bradians,\bgiving\beach\banswer\bas\ba\bmultiple\bof\b\u03c0\b [4] question\u200210\u2002is\u2002printed\u2002on\u2002the\u2002next\u2002page.\u2002",
+            "16": "16 0606/22/o/n/15 \u00a9\bucles\b2015permission \bto\breproduce\bitems\bwhere\bthird-party \bowned\bmaterial\bprotected\bby\bcopyright\bis\bincluded\bhas\bbeen\bsought\band\bcleared\bwhere\bpossible.\bevery\breasonable \beffort\bhas\bbeen\b made\bby\bthe\bpublisher\b(ucles)\bto\btrace\bcopyright\bholders,\bbut\bif\bany\bitems\brequiring\bclearance\bhave\bunwittingly \bbeen\bincluded,\bthe\bpublisher\bwill\bbe\bpleased\bto\bmake\bamends\bat\b the\bearliest\bpossible\bopportunity. to\bavoid\bthe\bissue\bof\bdisclosure\bof\banswer-related \binformation \bto\bcandidates, \ball\bcopyright\backnowledgements \bare\breproduced \bonline\bin\bthe\bcambridge \binternational \bexaminations \b copyright\backnowledgements \bbooklet.\bthis\bis\bproduced\bfor\beach\bseries\bof\bexaminations \band\bis\bfreely\bavailable\bto\bdownload\bat\bwww.cie.org.uk \bafter\bthe\blive\bexamination \bseries. cambridge \binternational \bexaminations \bis\bpart\bof\bthe\bcambridge \bassessment \bgroup.\bcambridge \bassessment \bis\bthe\bbrand\bname\bof\buniversity\bof\bcambridge \blocal\bexaminations \b syndicate\b(ucles),\bwhich\bis\bitself\ba\bdepartment \bof\bthe\buniversity\bof\bcambridge.10\u2002a\bparticle\bis\bmoving\bin\ba\bstraight\bline\bsuch\bthat\bits\bvelocity,\bv\bms\u20131,\bt seconds\bafter\bpassing\ba\b fixed\bpoint\bo\bis\b\b\b\bv 6 1 e et t2 2= - --. \u2002(i)\u2002find\ban\bexpression \bfor\bthe\bdisplacement, \bs\bm,\bfrom\bo\bof\bthe\bparticle  after\bt seconds.\b [3] \u2002(ii)\u2002using\bthe\bsubstitution \buet2= , or\botherwise,\bfind\bthe\btime\bwhen\bthe\bparticle\bis\bat\brest.\b [3] \u2002(iii)\u2002find\bthe\bacceleration \bat\bthis\btime.\b [2]"
+        },
+        "0606_w15_qp_23.pdf": {
+            "1": "this document consists of 16 printed pages. dc (kn/cgw) 98325/2 \u00a9 ucles 2015  [turn overcambridge international examinations cambridge international general certificate of secondary education * 1 2 9 6 1 1 8 2 2 1 * additional mathematics  0606/23 paper 2  october/november 2015  2 hours candidates answer on the question paper. additional materials:  electronic calculator read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen. y ou may use an hb pencil for any diagrams or graphs. do not use staples, paper clips, glue or correction fluid. do not  write in any barcodes. answer all the questions. give non-exact numerical answers correct to 3 significant figures, or 1 decimal place in the case of  angles in  degrees, unless a different level of accuracy is specified in the question. the use of an electronic calculator is expected, where appropriate. y ou are reminded of the need for clear presentation in your answers. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question. the total number of marks for this paper is 80.",
+            "2": "2 0606/23/o/n/15 \u00a9 ucles 2015mathematical formulae 1.\u2002algebra quadratic \u2002equation  for the equation ax2 + bx + c = 0, xb b ac a=\u2212 \u221224 2 binomial theorem (a + b)n = an + (n 1)an\u20131 b + (n 2)an\u20132 b2 + \u2026 + (n r)an\u2013r br + \u2026 + bn,  where n is a positive integer and (n r) = n! (n \u2013 r)!r! 2.\u2002trigonometry identities sin2 a + cos2 a = 1 sec2 a = 1 + tan2 a cosec2 a = 1 + cot2 a formulae for \u2206abc a sin a = b sin b = c sin c a2 = b2 + c2 \u2013 2bc cos a \u2206 = 1  2 bc sin a",
+            "3": "3 0606/23/o/n/15 \u00a9 ucles 2015 [turn\u2002over1\u2002find the equation of the tangent to the curve     y x x x 3 5 73 2= + - -      at the point where  x = 2. [5]",
+            "4": "4 0606/23/o/n/15 \u00a9 ucles 20152\u2002find the values of k for which the line     y x k 2 2= + +     cuts the curve     ( ) y x k x 2 2 82= + + +       in two distinct points.  [6]",
+            "5": "5 0606/23/o/n/15 \u00a9 ucles 2015 [turn\u2002over3\u2002(a)\u2002given that  yxx 223 =- , find xy dd . [3] \u2002(b)\u2002given that y x x4 6= + , show that ( ) xy xk x 4 61 dd=++ and state the value of k. [3]",
+            "6": "6 0606/23/o/n/15 \u00a9 ucles 20154\u2002solve the following simultaneous equations, giving your answers for both x and y in the form  a b 3+ , where a and b are integers. \u2002     x y2 9+ = \u2002     x y3 2 5 + =  [5]",
+            "7": "7 0606/23/o/n/15 \u00a9 ucles 2015 [turn\u2002over5\u2002the roots of the equation     x ax bx c 03 2+ + + =      are 1, 3 and 3. show that c 9\u2013=  and find the  value of a and of b. [4]",
+            "8": "8 0606/23/o/n/15 \u00a9 ucles 20156\u2002\u2002solve the following equation. \u2002     ( ) loglogx29 15 322 x2- = +  [5]",
+            "9": "9 0606/23/o/n/15 \u00a9 ucles 2015 [turn\u2002over7\u2002the velocity, vms1-, of a particle travelling in a straight line, t seconds after passing through a fixed  \u2002 point o, is given by ( )vt210 2=+ . \u2002(i)\u2002find the acceleration of the particle when t = 3. [3] \u2002(ii)\u2002explain why the particle never comes to rest.  [1] \u2002(iii)\u2002find an expression for the displacement of the particle from o after time t s. [3] \u2002(iv)\u2002find the distance travelled by the particle between t = 3 and t = 8. [2]",
+            "10": "10 0606/23/o/n/15 \u00a9 ucles 20158\u2002(i)\u2002prove that     sec c osec sec c osec x x x x2 2 2 2+ = . [4] \u2002(ii)\u2002hence, or otherwise, solve  sec c osec tan x x x 42 2 2+ =      for x 90 2701 1c c . [4]",
+            "11": "11 0606/23/o/n/15 \u00a9 ucles 2015 [turn\u2002over9\u2002given that ( )x x x 3 12 2 f2= + +, \u2002(i)\u2002find values of a, b and c such that ( ) ( ) x a x b c f2= + +, [3] \u2002(ii)\u2002state the minimum value of f( x) and the value of x at which it occurs,  [2] \u2002(iii)\u2002solve  y10 f= c m , giving each answer for y correct to 2 decimal places.  [3]",
+            "12": "12 0606/23/o/n/15 \u00a9 ucles 201510\u2002\u2002(i)\u2002given that exkxddex x 2 22 2=- - ^ h , state the value of k. [1]  \u2002(ii)\u2002using your result from part (i), find x x3 e dx22-y . [2] \u2002(iii)\u2002hence find the area enclosed by the curve y x3 ex22=-, the x-axis and the lines x1= and  x 2= . [2]",
+            "13": "13 0606/23/o/n/15 \u00a9 ucles 2015 [turn\u2002over\u2002(iv)\u2002find the coordinates of the stationary points on the curve y x3 ex22=-. [4]",
+            "14": "14 0606/23/o/n/15 \u00a9 ucles 201511\u2002the trees in a certain forest are dying because of an unknown virus.   \u2002 the number of trees, n, surviving t years after the onset of the virus is shown in the table below. t 1 2 3 4 5 6 n 2000 1300 890 590 395 260 \u2002 the relationship between n and t is thought to be of the form  n abt=-. \u2002(i)\u2002transform this relationship into straight line form.  [1] \u2002(ii)\u2002using the given data, draw this straight line on the grid below.  [3] ",
+            "15": "15 0606/23/o/n/15 \u00a9 ucles 2015 [turn\u2002over\u2002(iii)\u2002use your graph to estimate the value of a and of b. [3] \u2002 if the trees continue to die in the same way, find \u2002(iv)\u2002the number of trees surviving after 10 years,  [1] \u2002(v)\u2002the number of years taken until there are only 10 trees surviving.  [2] question \u200212\u2002is\u2002printed\u2002on\u2002the\u2002next\u2002page.",
+            "16": "16 0606/23/o/n/15 \u00a9 ucles 2015permission 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 international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download at www.cie.org.uk after  the live examination series. 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.12\u2002a plane that can travel at 250  kmh\u20131 in still air sets off on a bearing of 070\u00b0. a wind with speed w kmh\u20131  from the south blows the plane off course so that the plane actually travels on a bearing of 060\u00b0. \u2002 find, in kmh\u20131, the resultant speed v of the plane and the windspeed w. [5]"
+        }
+    },
+    "2016": {
+        "0606_m16_qp_12.pdf": {
+            "1": "this document consists of 16 printed pages. dc (leg/fd) 106873/3 \u00a9 ucles 2016  [turn overcambridge international examinations cambridge international general certificate of secondary education * 9 2 4 2 8 1 9 0 7 2 * additional mathematics  0606/12 paper 1  february/march 2016  2 hours candidates answer on the question paper. additional materials:  electronic calculator read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen. y ou may use an hb pencil for any diagrams or graphs. do not use staples, paper clips, glue or correction fluid. do not  write in any barcodes. answer all the questions. give non-exact numerical answers correct to 3 significant figures, or 1 decimal place in the case of  angles  in degrees, unless a different level of accuracy is specified in the question. the use of an electronic calculator is expected, where appropriate. y ou are reminded of the need for clear presentation in your answers. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question. the total number of marks for this paper is 80.",
+            "2": "2 0606/12/f/m/16 \u00a9 ucles 2016mathematical formulae 1.\u2002algebra quadratic equation  for the equation ax2 + bx + c = 0, x b b  ac  a = \u2212 \u22122 4  2  binomial theorem (a + b)n = an + (n 1)an\u20131 b + (n 2)an\u20132 b2 + \u2026 + (n r)an\u2013r br + \u2026 + bn,  where n is a positive integer and (n r) = n! (n \u2013 r)!r! 2.\u2002trigonometry identities sin2 a + cos2 a = 1 sec2 a = 1 + tan2 a cosec2 a = 1 + cot2 a formulae for \u2206abc a sin a = b sin b = c sin c  a2 = b2 + c2 \u2013 2bc cos a \u2206 = 1  2 bc sin a",
+            "3": "3 0606/12/f/m/16 \u00a9 ucles 2016 [turn\u2002over1\u2002find the values of a for which the line    y xa 9 = +     intersects the curve    y x x 2 3 12=- + +     at  2 distinct points.  [4] 2\u2002given that     p q rp q rp q ra b c 312 3221 = -- - , find the values of  a, b and c. [3]",
+            "4": "4 0606/12/f/m/16 \u00a9 ucles 20163\u2002solve    log l ogx x 35 25+ = . [3]",
+            "5": "5 0606/12/f/m/16 \u00a9 ucles 2016 [turn\u2002over4\u2002(i)\u2002on the axes below, sketch the graphs of    y x2= -   and  y x 3 2= + . [4] \u201399 \u20136 6xy 0 \u2002(ii)\u2002solve   x x 3 2 2 + = -. [3]",
+            "6": "6 0606/12/f/m/16 \u00a9 ucles 20165\u2002(a)\u2002a 6-character password is to be chosen from the following 9 characters. letters a b e f numbers 5 8 9 symbols * $ \u2002 \u2002 each character may be used only once in any password. \u2002 \u2002 find the number of different 6-character passwords that may be chosen if \u2002 \u2002 (i)\u2002there are no restrictions,  [1] \u2002 \u2002(ii)\u2002the password must consist of 2 letters, 2 numbers and 2 symbols, in that order , [2] \u2002 \u2002(iii)\u2002the password must start and finish with a symbol.  [2]",
+            "7": "7 0606/12/f/m/16 \u00a9 ucles 2016 [turn\u2002over\u2002(b)\u2002an examination consists of a section a, containing 10 short questions, and a section b, containing  5 long questions. candidates are required to answer 6 questions from section a and 3 questions  from section b. find the number of different selections of questions that can be made if \u2002 \u2002 (i)\u2002 there are no further restrictions,  [2] \u2002 \u2002(ii)\u2002candidates must answer the first 2 questions in section a and the first question in section b.  [2]",
+            "8": "8 0606/12/f/m/16 \u00a9 ucles 20166\u2002a function f is such that    f ex 6x4= + ^ h     for  xr!. \u2002(i)\u2002write down the range of f.  [1] \u2002(ii)\u2002find    fx1-^ h  and state its domain and range.  [4] \u2002(iii)\u2002find    fxl^ h. [1] \u2002(iv)\u2002hence find the exact solution of f f x x= l ^ ^h h . [2]",
+            "9": "9 0606/12/f/m/16 \u00a9 ucles 2016 [turn\u2002over7\u2002the polynomial    fx ax x x b 7 93 2+ - + = ^ h    is divisible by x2 1-.  the remainder when  fx^ h  is  divided by  x2-  is 5 times the remainder when  fx^ h  is divided by  x1+. \u2002(i)\u2002show that  a6=  and find the value of b.  [4] \u2002(ii)\u2002using the values from part (i), show that   fx x cx dx e 2 12= - + + ^ ^ ^ h h h, where c, d and e are  integers to be found.  [2] \u2002(iii)\u2002hence factorise   fx^ h  completely.  [2]",
+            "10": "10 0606/12/f/m/16 \u00a9 ucles 20168\u2002 lg y lg x 0(1.3, 3)(2.55, 4.5) \u2002 the variables x and y are such that when lgy is plotted against lgx the straight line graph shown  above is obtained. \u2002(i)\u2002given that  y a xb=  , find the value of a and of b. [5]",
+            "11": "11 0606/12/f/m/16 \u00a9 ucles 2016 [turn\u2002over\u2002(ii)\u2002find the value of lg y when x100= . [2] \u2002(iii)\u2002find the value of x when y = 8000.  [2] ",
+            "12": "12 0606/12/f/m/16 \u00a9 ucles 20169\u2002 a c o br cm irad \u2002 the diagram shows a circle, centre o, radius r cm. points a, b and c are such that a and b lie on the  circle and the tangents at a and b meet at c. angle aob  = i radians. \u2002(i)\u2002given that the area of the major sector aob  is 7 times the area of the minor sector aob , find the  value of i. [2] \u2002(ii)\u2002given also that the perimeter of the minor sector aob  is 20  cm, show that the value of r, correct  to 2 decimal places, is 7.18.  [2]",
+            "13": "13 0606/12/f/m/16 \u00a9 ucles 2016 [turn\u2002over\u2002(iii)\u2002using the values of i and r from parts (i) and (ii), find the perimeter of the shaded region abc .  [3] \u2002(iv)\u2002find the area of the shaded region  abc . [3]",
+            "14": "14 0606/12/f/m/16 \u00a9 ucles 201610\u2002(i)\u2002find dd( )xx x2 123 1-1 j lkkn poo. [3] \u2002(ii)\u2002hence, show that   d x x xxpx q c 2 1152 1 21 23 - =-+ + ^^^ hhh y  , where c is a constant of integration,  \u2002 \u2002 and p and q are integers to be found.  [6]",
+            "15": "15 0606/12/f/m/16 \u00a9 ucles 2016 [turn\u2002over\u2002(iii)\u2002hence find d x x x 2 1 .0 5121 - ^ h y . [2] \u2002 question \u200211\u2002is\u2002printed\u2002on\u2002the\u2002next\u2002page.",
+            "16": "16 0606/12/f/m/16 \u00a9 ucles 201611\u2002(i)\u2002show that     cosec c osectan11 1122 i ii--+= . [4] \u2002(ii)\u2002hence solve     cosec c osectan11 116i ii--+= +      for 0 3601 1i c c . [4] 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 international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download at www.cie.org.uk after  the live examination series. 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."
+        },
+        "0606_m16_qp_22.pdf": {
+            "1": "this document consists of 16 printed pages. dc (nf/fd) 106874/3 \u00a9 ucles 2016  [turn overcambridge international examinations cambridge international general certificate of secondary education * 5 7 6 4 7 8 3 2 7 3 * additional mathematics  0606/22 paper 2  february/ march 2016  2 hours candidates answer on the question paper. additional materials:  electronic calculator read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen. you may use an hb pencil for any diagrams or graphs. do not use staples, paper clips, glue or correction fluid. do not write in any barcodes. answer all the questions. give non-exact numerical answers correct to 3 significant figures, or 1 decimal place in the case of  angles  in degrees, unless a different level of accuracy is specified in the question. the use of an electronic calculator is expected, where appropriate. you are reminded of the need for clear presentation in your answers. at the end of the examination, fasten all your work securely together . the number of marks is given in brackets [  ] at the end of each question or part question. the total number of marks for this paper is 80.",
+            "2": "2 0606/22/f/m/16 \u00a9 ucles 2016mathematical formulae 1.\u2002algebra quadratic equation  for the equation ax2 + bx + c = 0, x b b  ac  a = \u2212 \u22122 4  2  binomial theorem (a + b)n = an + (n 1)an\u20131 b + (n 2)an\u20132 b2 + \u2026 + (n r)an\u2013r br + \u2026 + bn,  where n is a positive integer and (n r) = n! (n \u2013 r)!r! 2.\u2002trigonometry identities sin2 a + cos2 a = 1 sec2 a = 1 + tan2 a cosec2 a = 1 + cot2 a formulae for \u2206abc a sin a = b sin b = c sin c  a2 = b2 + c2 \u2013 2bc cos a \u2206 = 1  2 bc sin a",
+            "3": "3 0606/22/f/m/16 \u00a9 ucles 2016 [turn\u2002over1\u2002two variables x and y are such that yx95=-  for x92. \u2002(i)\u2002find an expression for xy dd . [2] \u2002(ii)\u2002hence, find the approximate change in y as x increases from 13 to 13 + h, where h is small.  [2]",
+            "4": "4 0606/22/f/m/16 \u00a9 ucles 20162\u2002the sets a, b and c are such that , , , , , .c a b c a b b b c a b2 12 14 19n n n n+ + , ,q1 = = = = =^ ^ ^ ^h h h h \u2002 complete the venn diagram to show the sets a, b and c and hence state a b c n+ +l l ^ h . \ue025      a b c n+ +l l ^ h  = .  [4]",
+            "5": "5 0606/22/f/m/16 \u00a9 ucles 2016 [turn\u2002over3\u2002find the equation of the curve which passes through the point (1,  7) and for which xy xx9 3 dd 24 =- . [4]",
+            "6": "6 0606/22/f/m/16 \u00a9 ucles 20164\u2002(a)\u2002 cos x a bx c f + = ^ h    has a period of 60\u00b0, an amplitude of 10 and is such that f (0) = 14.  state  the values of a, b and c. [2] \u2002(b)\u2002sketch the graph of sin y x 3 4 2 = -  for \u00b0x 0 180\u00b0 g g  on the axes below.  [3] 45\u00b0oy x90\u00b0 135\u00b0 180\u00b0",
+            "7": "7 0606/22/f/m/16 \u00a9 ucles 2016 [turn\u2002over5\u2002(i)\u2002find, in ascending powers of x, the first 3 terms of the expansion of kx37+^ h , where k is a \u2002 \u2002 constant. give each term in its simplest form.  [3] \u2002(ii)\u2002given that, in the expansion of kx37+^ h , the coefficient of x2 is twice the coefficient of x, \u2002 \u2002 find the value of k. [2]",
+            "8": "8 0606/22/f/m/16 \u00a9 ucles 20166\u2002do\u2002not\u2002use\u2002a\u2002calculator \u2002in\u2002this\u2002question. x1 3 3+ 6 2 3+ 5 3- \u2002 the diagram shows two parallelograms that are similar. the base and height, in centimetres, of each  \u2002 parallelogram is shown. given that x, the height of the smaller parallelogram, is p q 63+ , find the  value of each of the integers p and q. [5]",
+            "9": "9 0606/22/f/m/16 \u00a9 ucles 2016 [turn\u2002over7\u2002(a)\u2002given that 4 26 08 4a=-j lkkn poo  and 6 71 22 1b=-j lkkn poo\u2002, find  a \u2212 3b. [2] \u2002(b)\u2002given that 2 40 1c=-j lkkn poo  and 4 33 5d=- -j lkkn poo , find \u2002 \u2002 (i)\u2002the inverse matrix c\u22121, [2] \u2002 \u2002(ii)\u2002the matrix x such that xd\u22121 = c. [3]",
+            "10": "10 0606/22/f/m/16 \u00a9 ucles 20168\u2002the line   2 y = x + 2   meets the curve   x x y y 3 122 2+ - =    at the points a and b. \u2002(i)\u2002find the coordinates of the points a and b. [5] \u2002(ii)\u2002given that the point  c has coordinates (0,  6), show that the triangle abc  is right-angled.  [2]",
+            "11": "11 0606/22/f/m/16 \u00a9 ucles 2016 [turn\u2002over9\u2002 p 1 mx m q t rrads i \u2002 pqrs  is a quadrilateral with ps parallel to qr. the perimeter of pqrs  is 3 m. the length of pq is 1 m  and the length of ps is x m. the point t is on qr such that st is parallel to pq. angle srt is q radians. \u2002(i)\u2002find an expression for x in terms of q. [3] \u2002(ii)\u2002show that the area, a m2, of pqrs  is given by coseca 12i= -  . [2] \u2002(iii)\u2002hence find the exact value of q  when  a 133= -c m  m2. [2]",
+            "12": "12 0606/22/f/m/16 \u00a9 ucles 201610\u2002(a)\u2002the vectors p and q are such that p = 11i \u2212 24j and q = 2i + aj. \u2002 \u2002 (i)\u2002find the value of each of the constants a and b such that p + 2q = (a + b)i \u2212 20j. [3] \u2002 \u2002(ii)\u2002using the values of a and b found in part (i), find the unit vector in the direction p + 2q. [2]",
+            "13": "13 0606/22/f/m/16 \u00a9 ucles 2016 [turn\u2002over (b)\u2002 o bca a b \u2002 \u2002 the points a and b have position vectors a and b with respect to an origin o. the point c lies on  ab and is such that ab : ac is 1 : l. find an expression for oc in terms of a, b and l. [3] \u2002(c)\u2002the points s and t have position vectors s and t with respect to an origin o. the points o, s and t  do not lie in a straight line. given that the vector   2 s + mt   is parallel to the vector   ( m + 3)s + 9t,    where m is a positive constant, find the value of m. [3]",
+            "14": "14 0606/22/f/m/16 \u00a9 ucles 201611\u2002a curve has equation      yxx 12=+ . \u2002(i)\u2002find the coordinates of the stationary points of the curve.  [5]",
+            "15": "15 0606/22/f/m/16 \u00a9 ucles 2016 [turn\u2002over\u2002(ii)\u2002show that xy xpx qx 1 dd 22 23 3= ++ ^ h , where p and q are integers to be found, and determine the nature of    the stationary points of the curve.  [5] question \u200212\u2002is\u2002printed\u2002on\u2002the\u2002next\u2002page.",
+            "16": "16 0606/22/f/m/16 \u00a9 ucles 2016permission 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 international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download at www.cie.org.uk after  the live examination series. 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.12\u2002a particle p is projected from the origin o so that it moves in a straight line. at time t seconds \u2002 after projection, the velocity of the particle, v ms\u22121, is given by v t t 9 63 9 02= - +  . \u2002(i)\u2002show that p first comes to instantaneous rest when t = 2. [2] \u2002(ii)\u2002find the acceleration of p when t = 3.5. [2] \u2002(iii)\u2002find an expression for the displacement of p from o at time t seconds.  [3] \u2002(iv)\u2002find the distance travelled by p    (a) in the first 2 seconds,  [2]   (b) in the first 3 seconds.  [2]"
+        },
+        "0606_s16_qp_11.pdf": {
+            "1": "this document consists of 15 printed pages and 1 blank page. dc (lk/sw) 106867/3 \u00a9 ucles 2016  [turn overcambridge international examinations cambridge international general certificate of secondary education * 5 4 7 0 3 1 2 3 7 2 * additional mathematics  0606/11 paper 1  may/june 2016  2 hours candidates answer on the question paper. additional materials:  electronic calculator read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen. y ou may use an hb pencil for any diagrams or graphs. do not use staples, paper clips, glue or correction fluid. do not  write in any barcodes. answer all the questions. give non-exact numerical answers correct to 3 significant figures, or 1 decimal place in the case of  angles  in degrees, unless a different level of accuracy is specified in the question. the use of an electronic calculator is expected, where appropriate. y ou are reminded of the need for clear presentation in your answers. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question. the total number of marks for this paper is 80.",
+            "2": "2 0606/11/m/j/16 \u00a9 ucles 2016mathematical formulae 1.\u2002algebra quadratic \u2002equation  for the equation ax2 + bx + c = 0, xab b ac 242!=- - binomial theorem (a + b)n = an + (n 1)an\u20131 b + (n 2)an\u20132 b2 + \u2026 + (n r)an\u2013r br + \u2026 + bn,  where n is a positive integer and (n r) = n! (n \u2013 r)!r!  2.\u2002trigonometry identities sin2 a + cos2 a = 1 sec2 a = 1 + tan2 a cosec2 a = 1 + cot2 a formulae for \u2206abc a sin a = b sin b = c sin c a2 = b2 + c2 \u2013 2bc cos a \u2206 = 1  2 bc sin a",
+            "3": "3 0606/11/m/j/16 \u00a9 ucles 2016 [turn\u2002over1\u2002find the value of k for which the curve y x x k 2 32= - + \u2002(i)\u2002passes through the point ( , ) 4 7- , [1] \u2002(ii)\u2002meets the x-axis at one point only.  [2] 2\u2002(a)\u2002solve the equation 16 8x x3 1 2=- + . [3]  \u2002(b)\u2002given that  a ba b3 32 2131 21 -- ` j  = a p b q, find the value of each of the constants p and q. [2]",
+            "4": "4 0606/11/m/j/16 \u00a9 ucles 20163\u2002find the equation of the normal to the curve ( )n y x 1 2 72= -  at the point where the curve crosses the positive x-axis. give your answer in the form ax b cy 0 + + = , where a, b and c are integers.  [5]",
+            "5": "5 0606/11/m/j/16 \u00a9 ucles 2016 [turn\u2002over4\u2002(a)\u2002given the matrices a1 32 0=-j lkkn poo and b3 10 2=j lkkn poo , find a b 22-  . [3] \u2002(b)\u2002using a matrix method, solve the equations      x y4 1+ =  ,     x y10 3 1+ =  . [4]",
+            "6": "6 0606/11/m/j/16 \u00a9 ucles 20165\u2002do\u2002not\u2002use\u2002a\u2002calculator \u2002in\u2002this\u2002question. \u2002(i)\u2002show that    ddee exx px4x x x4 4 4- =j lkkn poo  , where p is an integer to be found.  [4] \u2002(ii)\u2002hence find the exact value of e dx xnx4 01 2y  , giving your answer in the form nacb1 2+ , where \u2002 \u2002 a, b and c are integers to be found.  [4]",
+            "7": "7 0606/11/m/j/16 \u00a9 ucles 2016 [turn\u2002over6\u2002the function f is defined by    ( )fx x 2 5= - +    for x5 01g-  . \u2002(i)\u2002write down the range of f.  [2] \u2002(ii)\u2002find ( ) fx1- and state its domain and range.  [4] \u2002 the function g is defined by     ( )gxx4=     for x5 11g- -  . \u2002(iii)\u2002solve ( )fgx 0= . [3]",
+            "8": "8 0606/11/m/j/16 \u00a9 ucles 20167\u2002 75 m 2.4 ms\u2013130 m ba \u2002 the diagram shows a river with parallel banks. the river is 75  m wide and is flowing with a speed of  2.4 ms\u20131. a speedboat travels in a straight line from a point a on one bank to a point b on the opposite  bank, 30  m downstream from a. the speedboat can travel at a speed of 4.5  ms\u20131 in still water. \u2002(i)\u2002find the angle to the bank and the direction in which the speedboat is steered.  [4]",
+            "9": "9 0606/11/m/j/16 \u00a9 ucles 2016 [turn\u2002over\u2002(ii)\u2002find the time the speedboat takes to travel from a to b. [4]",
+            "10": "10 0606/11/m/j/16 \u00a9 ucles 20168\u2002solutions \u2002to\u2002this\u2002question\u2002by\u2002accurate\u2002drawing\u2002will\u2002not\u2002be\u2002accepted. \u2002 three points have coordinates ( , ) a 8 6-  , ( , ) b4 2  and ( , ) c 1 7-  . the line through c perpendicular to  ab intersects ab at the point p. \u2002(i)\u2002find the equation of the line ab. [2] \u2002(ii)\u2002find the equation of the line cp. [2] \u2002(iii)\u2002show that p is the midpoint of ab. [3]",
+            "11": "11 0606/11/m/j/16 \u00a9 ucles 2016 [turn\u2002over\u2002(iv)\u2002calculate the length of cp. [1] \u2002(v)\u2002hence find the area of the triangle abc . [2]",
+            "12": "12 0606/11/m/j/16 \u00a9 ucles 20169\u2002(i)\u2002show that   cos c ot cot c os x x x x 2 1 2 + = +    can be written in the form ( ) ( ) cos c os sin a x x x b 0 - - = ,   where a and b are constants to be found.  [4] \u2002(ii)\u2002hence, or otherwise, solve   cos c ot cot c os x x x x 2 1 2 + = +   for x 01 1 r . [3]",
+            "13": "13 0606/11/m/j/16 \u00a9 ucles 2016 [turn\u2002over10\u2002(i)\u2002given that ( )fx x kx p 43= + + is exactly divisible by  x2+ and ( )fxl is exactly divisible by  x2 1- , find the value of k and of p. [4] \u2002(ii)\u2002using the values of k and p found in part (i), show that ( ) ( ) ( ) fx x ax bx c 22= + + +  , where a, b and c are integers to be found.  [2] \u2002(iii)\u2002hence show that ( )fx 0=  has only one solution and state this solution.  [2]",
+            "14": "14 0606/11/m/j/16 \u00a9 ucles 201611 b o2\u03b8 rada r cm \u2002 the diagram shows a circle, centre o, radius r cm. the points a and b lie on the circle such that  angle aob 2i=  radians. \u2002(i)\u2002find, in terms of r and i, an expression for the length of the chord ab. [1] \u2002(ii)\u2002given that the perimeter of the shaded region is 20  cm, show that sinr10 i i=+ . [2]",
+            "15": "15 0606/11/m/j/16 \u00a9 ucles 2016\u2002(iii)\u2002given that r and i can vary, find the value of ddr i when i = 6r . [4] \u2002(iv)\u2002given that r is increasing at the rate of 15  cm s\u20131, find the corresponding rate of change of  i when i = 6r . [3]",
+            "16": "16 0606/11/m/j/16 \u00a9 ucles 2016permission 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 international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download at www.cie.org.uk after  the live examination series. 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.blank\u2002page"
+        },
+        "0606_s16_qp_12.pdf": {
+            "1": "additional mathematics \b 0606/12 paper \b1\b may/june 2016 \b 2 hours candidates \banswer \bon\bthe\bquestion \bpaper. additional \bmaterials: \b electronic \bcalculator read these instructions first write \byour\bcentre \bnumber, \bcandidate \bnumber \band\bname \bon\ball\bthe\bwork \byou\bhand \bin. write \bin\bdark\bblue\bor\bblack \bpen. y ou\bmay\buse\ban\bhb\bpencil \bfor\bany\bdiagrams \bor\bgraphs. do\bnot\buse\bstaples, \bpaper \bclips, \bglue\bor\bcorrection \bfluid. do\bnot \bwrite \bin\bany \bbarcodes. answer \ball\bthe\bquestions. give \bnon-exact \bnumerical \banswers \bcorrect \bto\b3\bsignificant \bfigures, \bor\b1\bdecimal \bplace \bin\bthe\bcase \bof\b angles \bin\bdegrees, \bunless \ba\bdifferent \blevel\bof\baccuracy \bis\bspecified \bin\bthe\bquestion. the\buse\bof\ban\belectronic \bcalculator \bis\bexpected, \bwhere \bappropriate. y ou\bare\breminded \bof\bthe\bneed \bfor\bclear \bpresentation \bin\byour\banswers. at\bthe\bend\bof\bthe\bexamination, \bfasten \ball\byour\bwork \bsecurely \btogether. the\bnumber \bof\bmarks \bis\bgiven \bin\bbrackets \b[\b]\bat\bthe\bend\bof\beach \bquestion \bor\bpart\bquestion. the\btotal\bnumber \bof\bmarks \bfor\bthis\bpaper \bis\b80. this\bdocument \bconsists \bof\b16\bprinted \bpages. dc\b(st/sw) \b106862/3 \u00a9\bucles \b2016\b [turn overcambridge international examinations cambridge \binternational \bgeneral \bcertificate \bof\bsecondary \beducation * 0 9 9 3 8 1 1 3 1 0 *",
+            "2": "2 0606/12/m/j/16 \u00a9 ucles 2016mathematical formulae 1.\u2002algebra quadratic equation  for the equation ax2 + bx + c = 0, x b b  ac  a = \u2212 \u22122 4  2  binomial theorem (a + b)n = an + (n 1)an\u20131 b + (n 2)an\u20132 b2 + \u2026 + (n r)an\u2013r br + \u2026 + bn,  where n is a positive integer and (n r) = n! (n \u2013 r)!r! 2.\u2002trigonometry identities sin2 a + cos2 a = 1 sec2 a = 1 + tan2 a cosec2 a = 1 + cot2 a formulae for \u2206abc a sin a = b sin b = c sin c  a2 = b2 + c2 \u2013 2bc cos a \u2206 = 1  2 bc sin a",
+            "3": "3 0606/12/m/j/16 \u00a9 ucles 2016 [turn\u2002over1\u2002(a)\u2002the universal set \ue025 is the set of real numbers and sets x, y and z are such that    x = {integer multiples of 5},    y = {integer multiples of 10},    z = {r, 2, e}.   use set notation to complete the two statements below.   y ... x y \ue0f9\u2009z = ...  [2] \u2002(b)\u2002\u2002on each of the venn diagrams below, shade the region indicated. a b (a  /h33370 b) /h33371 c a  /h33370 (b /h33371 c )c/h5105 a b c/h5105 [2]",
+            "4": "4 0606/12/m/j/16 \u00a9 ucles 20162\u2002(i)\u2002the first 3 terms in the expansion of x2415 -c m  are ab xc 2+ +x. find the value of each of the  integers a, b and c. [3] \u2002(ii)\u2002hence find the term independent of x in the expansion of xx 2413 45 - +c ^m h. [2]",
+            "5": "5 0606/12/m/j/16 \u00a9 ucles 2016 [turn\u2002over3\u2002vectors\u2002\u2002a,\u2002b\u2002and\u2002c\u2002are such that \u2002\u2002\u2002a\u2002=\u2002y2j lkkn poo,  b\u2002=\u20021 3j lkkn poo\u2002\u2002and c\u2002=\u20025 5-j lkkn poo. \u2002(i)\u2002given that a b c = - , find the possible values of y. [3] \u2002\u2002\u2002(ii)\u2002given that\u2002b c b c b c 4 2 n m + + - = - ^ ^ ^ h h h, find the value of n and of m. [3]",
+            "6": "6 0606/12/m/j/16 \u00a9 ucles 20164\u2002do\u2002not\u2002use\u2002a\u2002calculator\u2002in\u2002this\u2002question. \u2002 find the positive value of x for which  x x 4 5 2 5 1 02+ + - - = ^ ^ h h , giving your answer in the   form ba 5+, where a and b are integers.  [6]",
+            "7": "7 0606/12/m/j/16 \u00a9 ucles 2016 [turn\u2002over5\u2002\u2002(i)\u2002show that cos sec sin tan 1 1 i i i i - + = ^ ^ h h . [4] \u2002(ii)\u2002hence solve the equation  cos sec sin 1 1 i i i - + = ^ ^ h h  for 0g gir radians.  [3]",
+            "8": "8 0606/12/m/j/16 \u00a9 ucles 20166 show that  xx4 1ddex3+ ^ h  can be written in the form  xpx q 4 1ex3 ++ ^ h, where p and q are   integers to be found.  [5]",
+            "9": "9 0606/12/m/j/16 \u00a9 ucles 2016 [turn\u2002over7 a ob y = 1 \u2013 2cos3 xy x   the diagram shows part of the graph of y x 1 32cos= - , which crosses the x-axis at the point a and  has a maximum at the point b. \u2002(i)\u2002find the coordinates of a. [2] \u2002(ii)\u2002find the coordinates of b. [2] \u2002(iii)\u2002showing all your working, find the area of the shaded region bounded by the curve, the x-axis  and the perpendicular from b to the x-axis.  [4]",
+            "10": "10 0606/12/m/j/16 \u00a9 ucles 20168 0.2 1 2 3 4 x20.40.6lg y 00.70.80.91.0 0.10.30.5 0.0(1, 0.73) (4, 0.10)   variables x and y are such that when lgy is plotted against x2, the straight line graph shown above is  obtained.  \u2002(i)\u2002given that y a bx2= , find the value of a and of b. [4] \u2002(ii)\u2002find the value of y when x = 1.5.  [2] \u2002(iii)\u2002find the positive value of x when y = 2. [2]",
+            "11": "11 0606/12/m/j/16 \u00a9 ucles 2016 [turn\u2002over9 a curve passes through the point ,234-c m  and is such that  xxy3 10dd 21= +-^ h . \u2002(i)\u2002find the equation of the curve.  [4]  the normal to the curve, at the point where x5=, meets the line y35=-  at the point p. \u2002(ii)\u2002find the  x-coordinate of p. [6]",
+            "12": "12 0606/12/m/j/16 \u00a9 ucles 201610\u2002 x cm y cmb ca d   the diagram shows a badge, made of thin sheet metal, consisting of two semi-circular pieces, centres  b and c, each of radius x cm.  they are attached to each other by a rectangular piece of thin sheet  metal, abcd , such that ab and cd are the radii of the semi-circular pieces and ad = bc = y cm.    \u2002(i)\u2002given that the area of the badge is 20  cm2, show that the perimeter, p cm, of the badge is given  \u2002 \u2002 by p xx240= + .   [4]",
+            "13": "13 0606/12/m/j/16 \u00a9 ucles 2016 [turn\u2002over\u2002(ii)\u2002given that x can vary, find the minimum value of p, justifying that this value is a minimum.  [5]",
+            "14": "14 0606/12/m/j/16 \u00a9 ucles 201611\u2002(a)\u2002\u2002 101020v ms\u20131 30 20 30 40 50 60t s o \u2002 \u2002 the diagram shows the velocity-time graph of a particle p moving in a straight line with velocity  v ms\u20131 at time t s after leaving a fixed point. \u2002 \u2002(i)\u2002find the distance travelled by the particle p. [2] \u2002 \u2002(ii)\u2002write down the deceleration of the particle when t = 30.  [1]",
+            "15": "15 0606/12/m/j/16 \u00a9 ucles 2016 [turn\u2002over\u2002(b)\u2002\u2002the diagram shows a velocity-time graph of a particle q moving in a straight line with velocity  v ms\u20131, at time t s after leaving a fixed point. 5 10 15 2036v ms\u20131 t s o \u2002 \u2002 the displacement of q at time t s is s m. on the axes below, draw the corresponding  displacement-time graph for q. [2] 5 10 15 20306090s m t s o question\u200211(c)\u2002is\u2002printed\u2002on\u2002the\u2002next\u2002page.",
+            "16": "16 0606/12/m/j/16 \u00a9 ucles 2016\u2002(c)\u2002the velocity, v ms\u20131, of a particle r moving in a straight line, t s after passing through a fixed  point o, is given by v4 6et2= + . \u2002 \u2002(i)\u2002\u2002explain why the particle is never at rest.  [1] \u2002 \u2002(ii)\u2002find the exact value of t for which the acceleration of r is 12 ms\u20132. [2] \u2002 \u2002(iii)\u2002showing all your working, find the distance travelled by r in the interval between . t0 4=   and . t0 5= . [4] permission \bto\breproduce \bitems \bwhere \bthird-party \bowned \bmaterial \bprotected \bby\bcopyright \bis\bincluded \bhas\bbeen \bsought \band\bcleared \bwhere \bpossible. \bevery \breasonable \b effort \bhas\bbeen \bmade \bby\bthe\bpublisher \b(ucles) \bto\btrace \bcopyright \bholders, \bbut\bif\bany\bitems \brequiring \bclearance \bhave \bunwittingly \bbeen \bincluded, \bthe\bpublisher \bwill\b be\bpleased \bto\bmake \bamends \bat\bthe\bearliest \bpossible \bopportunity. to\bavoid \bthe\bissue \bof\bdisclosure \bof\banswer-related \binformation \bto\bcandidates, \ball\bcopyright \backnowledgements \bare\breproduced \bonline \bin\bthe\bcambridge \binternational \b examinations \bcopyright \backnowledgements \bbooklet. \bthis\bis\bproduced \bfor\beach \bseries \bof\bexaminations \band\bis\bfreely \bavailable \bto\bdownload \bat\bwww.cie.org.uk \bafter\b the\blive\bexamination \bseries. cambridge \binternational \bexaminations \bis\bpart\bof\bthe\bcambridge \bassessment \bgroup. \bcambridge \bassessment \bis\bthe\bbrand \bname \bof\buniversity \bof\bcambridge \blocal \b examinations \bsyndicate \b(ucles), \bwhich \bis\bitself \ba\bdepartment \bof\bthe\buniversity \bof\bcambridge."
+        },
+        "0606_s16_qp_13.pdf": {
+            "1": "this document consists of 15 printed pages and 1 blank page. dc (slm) 122174 \u00a9 ucles 2016  [turn overcambridge international examinations cambridge international general certificate of secondary education * 5 8 7 0 4 3 8 4 3 5 * additional mathematics  0606/13 paper 1  may/june 2016  2 hours candidates answer on the question paper. additional materials:  electronic calculator read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen. y ou may use an hb pencil for any diagrams or graphs. do not use staples, paper clips, glue or correction fluid. do not  write in any barcodes. answer all the questions. give non-exact numerical answers correct to 3 significant figures, or 1 decimal place in the case of  angles  in degrees, unless a different level of accuracy is specified in the question. the use of an electronic calculator is expected, where appropriate. y ou are reminded of the need for clear presentation in your answers. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question. the total number of marks for this paper is 80.",
+            "2": "2 0606/13/m/j/16 \u00a9 ucles 2016mathematical formulae 1.\u2002algebra quadratic \u2002equation  for the equation ax2 + bx + c = 0, xab b ac 242!=- - binomial theorem (a + b)n = an + (n 1)an\u20131 b + (n 2)an\u20132 b2 + \u2026 + (n r)an\u2013r br + \u2026 + bn,  where n is a positive integer and (n r) = n! (n \u2013 r)!r!  2.\u2002trigonometry identities sin2 a + cos2 a = 1 sec2 a = 1 + tan2 a cosec2 a = 1 + cot2 a formulae for \u2206abc a sin a = b sin b = c sin c a2 = b2 + c2 \u2013 2bc cos a \u2206 = 1  2 bc sin a",
+            "3": "3 0606/13/m/j/16 \u00a9 ucles 2016 [turn\u2002over1\u2002find the value of k for which the curve y x x k 2 32= - + \u2002(i)\u2002passes through the point ( , ) 4 7- , [1] \u2002(ii)\u2002meets the x-axis at one point only.  [2] 2\u2002(a)\u2002solve the equation 16 8x x3 1 2=- + . [3]  \u2002(b)\u2002given that  a ba b3 32 2131 21 -- ` j  = a p b q, find the value of each of the constants p and q. [2]",
+            "4": "4 0606/13/m/j/16 \u00a9 ucles 20163\u2002find the equation of the normal to the curve ( )n y x 1 2 72= -  at the point where the curve crosses the positive x-axis. give your answer in the form ax b cy 0 + + = , where a, b and c are integers.  [5]",
+            "5": "5 0606/13/m/j/16 \u00a9 ucles 2016 [turn\u2002over4\u2002(a)\u2002given the matrices a1 32 0=-j lkkn poo and b3 10 2=j lkkn poo , find a b 22-  . [3] \u2002(b)\u2002using a matrix method, solve the equations      x y4 1+ =  ,     x y10 3 1+ =  . [4]",
+            "6": "6 0606/13/m/j/16 \u00a9 ucles 20165\u2002do\u2002not\u2002use\u2002a\u2002calculator \u2002in\u2002this\u2002question. \u2002(i)\u2002show that    ddee exx px4x x x4 4 4- =j lkkn poo  , where p is an integer to be found.  [4] \u2002(ii)\u2002hence find the exact value of e dx xnx4 01 2y  , giving your answer in the form nacb1 2+ , where \u2002 \u2002 a, b and c are integers to be found.  [4]",
+            "7": "7 0606/13/m/j/16 \u00a9 ucles 2016 [turn\u2002over6\u2002the function f is defined by    ( )fx x 2 5= - +    for x5 01g-  . \u2002(i)\u2002write down the range of f.  [2] \u2002(ii)\u2002find ( ) fx1- and state its domain and range.  [4] \u2002 the function g is defined by     ( )gxx4=     for x5 11g- -  . \u2002(iii)\u2002solve ( )fgx 0= . [3]",
+            "8": "8 0606/13/m/j/16 \u00a9 ucles 20167\u2002 75 m 2.4 ms\u2013130 m ba \u2002 the diagram shows a river with parallel banks. the river is 75  m wide and is flowing with a speed of  2.4 ms\u20131. a speedboat travels in a straight line from a point a on one bank to a point b on the opposite  bank, 30  m downstream from a. the speedboat can travel at a speed of 4.5  ms\u20131 in still water. \u2002(i)\u2002find the angle to the bank and the direction in which the speedboat is steered.  [4]",
+            "9": "9 0606/13/m/j/16 \u00a9 ucles 2016 [turn\u2002over\u2002(ii)\u2002find the time the speedboat takes to travel from a to b. [4]",
+            "10": "10 0606/13/m/j/16 \u00a9 ucles 20168\u2002solutions \u2002to\u2002this\u2002question\u2002by\u2002accurate\u2002drawing\u2002will\u2002not\u2002be\u2002accepted. \u2002 three points have coordinates ( , ) a 8 6-  , ( , ) b4 2  and ( , ) c 1 7-  . the line through c perpendicular to  ab intersects ab at the point p. \u2002(i)\u2002find the equation of the line ab. [2] \u2002(ii)\u2002find the equation of the line cp. [2] \u2002(iii)\u2002show that p is the midpoint of ab. [3]",
+            "11": "11 0606/13/m/j/16 \u00a9 ucles 2016 [turn\u2002over\u2002(iv)\u2002calculate the length of cp. [1] \u2002(v)\u2002hence find the area of the triangle abc . [2]",
+            "12": "12 0606/13/m/j/16 \u00a9 ucles 20169\u2002(i)\u2002show that   cos c ot cot c os x x x x 2 1 2 + = +    can be written in the form ( ) ( ) cos c os sin a x x x b 0 - - = ,   where a and b are constants to be found.  [4] \u2002(ii)\u2002hence, or otherwise, solve   cos c ot cot c os x x x x 2 1 2 + = +   for x 01 1 r . [3]",
+            "13": "13 0606/13/m/j/16 \u00a9 ucles 2016 [turn\u2002over10\u2002(i)\u2002given that ( )fx x kx p 43= + + is exactly divisible by  x2+ and ( )fxl is exactly divisible by  x2 1- , find the value of k and of p. [4] \u2002(ii)\u2002using the values of k and p found in part (i), show that ( ) ( ) ( ) fx x ax bx c 22= + + +  , where a, b and c are integers to be found.  [2] \u2002(iii)\u2002hence show that ( )fx 0=  has only one solution and state this solution.  [2]",
+            "14": "14 0606/13/m/j/16 \u00a9 ucles 201611 b o2\u03b8 rada r cm \u2002 the diagram shows a circle, centre o, radius r cm. the points a and b lie on the circle such that  angle aob 2i=  radians. \u2002(i)\u2002find, in terms of r and i, an expression for the length of the chord ab. [1] \u2002(ii)\u2002given that the perimeter of the shaded region is 20  cm, show that sinr10 i i=+ . [2]",
+            "15": "15 0606/13/m/j/16 \u00a9 ucles 2016\u2002(iii)\u2002given that r and i can vary, find the value of ddr i when i = 6r . [4] \u2002(iv)\u2002given that r is increasing at the rate of 15  cm s\u20131, find the corresponding rate of change of  i when i = 6r . [3]",
+            "16": "16 0606/13/m/j/16 \u00a9 ucles 2016permission 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 international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download at www.cie.org.uk after  the live examination series. 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.blank\u2002page"
+        },
+        "0606_s16_qp_21.pdf": {
+            "1": "this document consists of 15 printed pages and 1 blank page. dc (rw/sg) 106861/1 \u00a9 ucles 2016  [turn overcambridge international examinations cambridge international general certificate of secondary education * 3 9 1 1 9 9 9 3 9 1 * additional mathematics  0606/21 paper 2  may/june 2016  2 hours candidates answer on the question paper. additional materials:  electronic calculator read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen. you may use an hb pencil for any diagrams or graphs. do not use staples, paper clips, glue or correction fluid. do not write in any barcodes. answer all the questions. give non-exact numerical answers correct to 3 significant figures, or 1 decimal place in the case of   angles in degrees, unless a different level of accuracy is specified in the question. the use of an electronic calculator is expected, where appropriate. you are reminded of the need for clear presentation in your answers. at the end of the examination, fasten all your work securely together . the number of marks is given in brackets [  ] at the end of each question or part question. the total number of marks for this paper is 80.",
+            "2": "2 0606/21/m/j/16 \u00a9 ucles 2016mathematical formulae 1.\u2002algebra quadratic \u2002equation  for the equation ax2 + bx + c = 0, x b b  ac  a = \u2212 \u22122 4  2  binomial theorem (a + b)n = an + (n 1)an\u20131 b + (n 2)an\u20132 b2 + \u2026 + (n r)an\u2013r br + \u2026 + bn,  where n is a positive integer and (n r) = n! (n \u2013 r)!r! 2.\u2002trigonometry identities sin2 a + cos2 a = 1 sec2 a = 1 + tan2 a cosec2 a = 1 + cot2 a formulae for \u2206abc a sin a = b sin b = c sin c  a2 = b2 + c2 \u2013 2bc cos a \u2206 = 1  2 bc sin a",
+            "3": "3 0606/21/m/j/16 \u00a9 ucles 2016 [turn\u2002over1\u2002find the values of x for which x x4 2 72 - +^ ^ h h . [3] 2\u2002(a)\u2002illustrate the statements    a bf and b cf     using the venn diagram below. \u2002 [1] /h5105 \u2002(b)\u2002it is given that \u2002   the elements of set \ue025  are the letters of the alphabet,    the elements of set p  are the letters in the word maths ,    the elements of set q are the letters in the word exam . \u2002 \u2002 (i)\u2002write the following using set notation. \u2002    the letter h is in the word maths . [1] \u2002 \u2002(ii)\u2002write the following using set notation. \u2002    the number of letters occurring in both of the words maths  and exam is two.  [1] \u2002 \u2002(iii)\u2002list the elements of the set p qk l. [1]",
+            "4": "4 0606/21/m/j/16 \u00a9 ucles 20163\u2002do\u2002not\u2002use\u2002a\u2002calculator \u2002in\u2002this\u2002question. \u2002(i)\u2002find the value of   logp- p2. [1] \u2002(ii)\u2002find   lg101 nj lkkn poo. [1] \u2002(iii)\u2002show that  loglg lglgy1020 4 52 -=^ h , where y is a constant to be found.  [2] \u2002(iv)\u2002solve  log l og log x x2 3 600r r r+ = . [2]",
+            "5": "5 0606/21/m/j/16 \u00a9 ucles 2016 [turn\u2002over4 a b c\u03b8 rad \u2002 the diagram shows 3 circles with centres a, b and c, each of radius 5  cm. each circle touches the other  two circles. angle bac  is \u03b8 radians. \u2002(i)\u2002write down the value of \u03b8. [1] \u2002(ii)\u2002find the area of the shaded region between the circles.  [4]",
+            "6": "6 0606/21/m/j/16 \u00a9 ucles 20165\u2002do\u2002not\u2002use\u2002a\u2002calculator \u2002in\u2002this\u2002question. \u2002(a)\u2002express  78 5- in the form a b+ , where a and b are integers.  [3] \u2002(b)\u2002given that   p q 28 3 2 32+ = +^ h , where p and q are integers, find the values of p and of q. [3]",
+            "7": "7 0606/21/m/j/16 \u00a9 ucles 2016 [turn\u2002over6\u2002(i)\u2002express  x x4 8 52+ -   in the form  p x q r2+ +^ h , where p, q and r are constants to \u2002be found.  [3] \u2002(ii)\u2002state the coordinates of the vertex of \u2002\u2002y x x 4 8 52= + - .\u2002 [2] \u2002(iii)\u2002on the axes below, sketch the graph of  y x x 4 8 52= + -, showing the coordinates of the points  where the curve meets the axes.  [3] o xy",
+            "8": "8 0606/21/m/j/16 \u00a9 ucles 20167\u2002o, p, q and r are four points such that  p op=,  qoq=  and  q p or 3 2= - . \u2002(i)\u2002find,\u2002in terms of \u2002p\u2002and\u2002q, \u2002  (a) pq, [1] \u2002  (b) qr. [1] \u2002(ii)\u2002justifying your answer, what can be said about the positions of the points p, q and r? [2] \u2002(iii)\u2002given that \u2002 i j op 3= +\u2002and\u2002that\u2002 i j oq 2= + , find the unit vector in the direction or. [3]",
+            "9": "9 0606/21/m/j/16 \u00a9 ucles 2016 [turn\u2002over8\u2002(a)\u2002(i)\u2002use the binomial theorem to expand a b4+^ h , giving each term in its simplest form.  [2] \u2002 \u2002(ii)\u2002hence find the term independent of x in the expansion of xx2514 +j lkkn poo. [2] \u2002(b)\u2002the coefficient of x3 in the expansion of x12n +j lkkn poo equals n 125. find the value of the positive  integer  n. [3]",
+            "10": "10 0606/21/m/j/16 \u00a9 ucles 20169\u2002(a)\u2002given that  tan y a bx c = +    has period r 4 radians and passes through the points ,0 2-^ h  and \u2002 \u2002r,160j lkkn poo, find the value of each of the constants a, b and c. [3]  a = ...    b = ...    c = ... \u2002(b)\u2002(i)\u2002on the axes below, draw the graph of cos y x2 3 1 = +  for r rx32 32g g-  radians.  [3] 32r-2r-3r-6r-6r 3r 2r 32ry x \u201344 o \u2002 \u2002(ii)\u2002using your graph, or otherwise, find the exact solutions of cos x 2 3 1 12+ = ^ h  for  \u2002 \u2002 \u2002r rx32 32g g-  radians.  [2]",
+            "11": "11 0606/21/m/j/16 \u00a9 ucles 2016 [turn\u2002over10\u2002(a)\u2002(i)\u2002find how many 5-digit even numbers can be made using each of the digits 1, 2, 3, 4, 5 once  only.  [2] \u2002 \u2002(ii)\u2002find how many different 3-digit numbers can be made using the digits 1, 2, 3, 4, 5 if each  digit can be used once only.  [2] \u2002(b)\u2002a man and two women are to sit in a row of five empty chairs. calculate the number of ways they  can be seated if \u2002 \u2002 (i)\u2002the two women must sit next to each other,  [2] \u2002 \u2002(ii)\u2002all three people must sit next to each other.  [2]",
+            "12": "12 0606/21/m/j/16 \u00a9 ucles 201611\u2002(i)\u2002find   x x x 3 d23- ^ hy . [2] \u2002 the diagram shows part of the curve y x x 323= -    and the lines y x3=    and   y x2 27 3= - . the curve  and the line y x3=  meet the x-axis at o and the curve and the line y x2 27 3= -  meet the x-axis at a. y x x 323 = -y x2 27 3= - y x3=y o a xb \u2002(ii)\u2002find the coordinates of a. [1] \u2002(iii)\u2002verify that the coordinates of b are ,3 9^ h . [1]",
+            "13": "13 0606/21/m/j/16 \u00a9 ucles 2016 [turn\u2002over\u2002(iv)\u2002find the area of the shaded region.  [4]",
+            "14": "14 0606/21/m/j/16 \u00a9 ucles 201612\u2002a curve has equation  yxxx12 512 =--- . \u2002(i)\u2002find  xy dd. [3] \u2002(ii)\u2002find  xy dd 22 . [2]",
+            "15": "15 0606/21/m/j/16 \u00a9 ucles 2016\u2002(iii)\u2002find the coordinates of the stationary points of the curve and determine their nature.  [5]",
+            "16": "16 0606/21/m/j/16 \u00a9 ucles 2016permission 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 international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download at www.cie.org.uk after  the live examination series. 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.blank\u2002page"
+        },
+        "0606_s16_qp_22.pdf": {
+            "1": "this document consists of 12 printed pages. dc (kn/sw) 106860/4 \u00a9 ucles 2016  [turn over * 9 6 6 2 4 0 1 7 0 8 * additional mathematics  0606/22 paper 2  may/june 2016  2 hours candidates answer on the question paper. additional materials:  electronic calculator read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen. y ou may use an hb pencil for any diagrams or graphs. do not use staples, paper clips, glue or correction fluid. do not  write in any barcodes. answer all the questions. give non-exact numerical answers correct to 3 significant figures, or 1 decimal place in the case of  angles  in degrees, unless a different level of accuracy is specified in the question. the use of an electronic calculator is expected, where appropriate. y ou are reminded of the need for clear presentation in your answers. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question. the total number of marks for this paper is 80.cambridge international examinations cambridge international general certificate of secondary education",
+            "2": "2 0606/22/m/j/16 \u00a9 ucles 2016mathematical formulae 1.\u2002algebra quadratic equation  for the equation ax2 + bx + c = 0, x b b  ac  a = \u2212 \u22122 4  2  binomial theorem (a + b)n = an + (n 1)an\u20131 b + (n 2)an\u20132 b2 + \u2026 + (n r)an\u2013r br + \u2026 + bn,  where n is a positive integer and (n r) = n! (n \u2013 r)!r! 2.\u2002trigonometry identities sin2 a + cos2 a = 1 sec2 a = 1 + tan2 a cosec2 a = 1 + cot2 a formulae for \u2206abc a sin a = b sin b = c sin c  a2 = b2 + c2 \u2013 2bc cos a \u2206 = 1  2 bc sin a",
+            "3": "3 0606/22/m/j/16 \u00a9 ucles 2016 [turn\u2002over1\u2002(i)\u2002given that  x k x k2 4 3 02+ + - =   has no real roots, show that k satisfies  k k 4 3 021 - + .  [2] \u2002(ii)\u2002solve the inequality         k k 4 3 021 - + .  [2] 2\u2002variables x and y are related by the equation  yxx 35 1=-- . \u2002(i)\u2002find xy dd, simplifying your answer.  [2] \u2002(ii)\u2002hence find the approximate change in x when y increases from 9 by the small amount 0.07.  [3]",
+            "4": "4 0606/22/m/j/16 \u00a9 ucles 20163\u2002a team of 3 people is to be selected from 7 women and 6 men. find the number of different teams that  could be selected if there must be more women than men on the team.  [3] 4\u2002\u2002do\u2002not\u2002use\u2002a\u2002calculator \u2002in\u2002this\u2002question. \u2002 \u2002 the polynomial p()x x x qx 2 3 563 2= - + +  has a factor x \u2013 2. \u2002(i)\u2002show that q = \u221230.  [1] \u2002(ii)\u2002factorise p ()x completely and hence state all the solutions of p()x 0= . [4] ",
+            "5": "5 0606/22/m/j/16 \u00a9 ucles 2016 [turn\u2002over5\u2002the coordinates of three points are a(\u22122, 6), b(6, 10) and c(p, 0). \u2002(i)\u2002find the coordinates of m, the mid-point of ab. [2] \u2002(ii)\u2002given that cm is perpendicular to ab, find the value of the constant p. [2] \u2002(iii)\u2002find angle mcb . [3]",
+            "6": "6 0606/22/m/j/16 \u00a9 ucles 20166 o a b5 cm radi \u2002 the diagram shows a sector of a circle with centre o and radius 5  cm. the length of the arc ab is 7 cm.  angle aob  is \u03b8 radians. \u2002(i)\u2002explain why \u03b8 must be greater than 1 radian.  [1] \u2002(ii)\u2002find the value of \u03b8. [2] \u2002(iii)\u2002calculate the area of the sector aob . [2] \u2002(iv)\u2002calculate the area of the shaded segment.  [2]",
+            "7": "7 0606/22/m/j/16 \u00a9 ucles 2016 [turn\u2002over7\u2002the matrix a is 4 35 2j lkkn poo and the matrix b is 4 12 3j lkkn poo.  \u2002(i)\u2002find the matrix c such that 3a bc= + . [2] \u2002(ii)\u2002show that ( )det det det ab a b# = . [4] \u2002(iii)\u2002find the matrix ( )ab1-. [2]",
+            "8": "8 0606/22/m/j/16 \u00a9 ucles 20168\u2002find the coordinates of the points of intersection of the curve y x45 30 + + = and the line  \u2002 y x15 10 = + . [6]",
+            "9": "9 0606/22/m/j/16 \u00a9 ucles 2016 [turn\u2002over9\u2002(a)\u2002find   xx xx1d23 2+ +y . [3] \u2002(b)\u2002(i)\u2002find ( )sin x x5 dr+ y . [2] \u2002 \u2002(ii)\u2002hence evaluate ( )sinx x5 d0 5r+ -ry . [2]",
+            "10": "10 0606/22/m/j/16 \u00a9 ucles 201610\u2002(a)\u2002\u2002the graph of the curve ( ) ( ) y p q 4 4x x2= -  passes through the points (0, 2) and (0.5, 14). find the  value of  p and of q. [3] \u2002(b)\u2002the variables x and y are connected by the equation ( ) y 10 2 10x x2= - . using the substitution  u10x= , or otherwise, find the exact value of x when y = 24.  [3] \u2002(c)\u2002solve   ( ) log l og x x1 32 2+ - = . [3]",
+            "11": "11 0606/22/m/j/16 \u00a9 ucles 2016 [turn\u2002over11\u2002(a)\u2002a function f is defined, for all real x, by      ( )x x x f2= - . \u2002 \u2002 find the greatest value of f  (x) and the value of x for which this occurs.  [3] \u2002(b)\u2002the domain of g()x x x2= -  is such that ( )x g1- exists. explain why x1h is a suitable domain  for g( x). [1] \u2002(c)\u2002the functions h and k are defined by \u2002    : ( ) lgx x 2 h7 + for x 22-, \u2002    :x x 5 1 k7+ -  for x 1 1011 1 . \u2002 \u2002 (i)\u2002find hk(10).  [2] \u2002 \u2002(ii)\u2002find ( )x k1-, stating its domain and range.  [5]  question \u200212\u2002is\u2002printed\u2002on\u2002the\u2002next\u2002page.",
+            "12": "12 0606/22/m/j/16 \u00a9 ucles 2016permission 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 international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download at www.cie.org.uk after  the live examination series. 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.12\u2002\u2002solve the equation \u2002(i)\u2002sin c os a a 8 2 72+ =   for  a 0 180 g gc c , [4] \u2002(ii)\u2002 ( ) . cosec b3 1 2 5 + =    for   b0g g r radians.  [4]"
+        },
+        "0606_s16_qp_23.pdf": {
+            "1": "this document consists of 15 printed pages and 1 blank page. dc (st/sg) 125570 \u00a9 ucles 2016  [turn overcambridge international examinations cambridge international general certificate of secondary education * 1 5 0 9 9 5 0 9 3 3 * additional mathematics  0606/23 paper 2  may/june 2016  2 hours candidates answer on the question paper. additional materials:  electronic calculator read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen. you may use an hb pencil for any diagrams or graphs. do not use staples, paper clips, glue or correction fluid. do not write in any barcodes. answer all the questions. give non-exact numerical answers correct to 3 significant figures, or 1 decimal place in the case of   angles in degrees, unless a different level of accuracy is specified in the question. the use of an electronic calculator is expected, where appropriate. you are reminded of the need for clear presentation in your answers. at the end of the examination, fasten all your work securely together . the number of marks is given in brackets [  ] at the end of each question or part question. the total number of marks for this paper is 80.",
+            "2": "2 0606/23/m/j/16 \u00a9 ucles 2016mathematical formulae 1.\u2002algebra quadratic \u2002equation  for the equation ax2 + bx + c = 0, x b b  ac  a = \u2212 \u22122 4  2  binomial theorem (a + b)n = an + (n 1)an\u20131 b + (n 2)an\u20132 b2 + \u2026 + (n r)an\u2013r br + \u2026 + bn,  where n is a positive integer and (n r) = n! (n \u2013 r)!r! 2.\u2002trigonometry identities sin2 a + cos2 a = 1 sec2 a = 1 + tan2 a cosec2 a = 1 + cot2 a formulae for \u2206abc a sin a = b sin b = c sin c  a2 = b2 + c2 \u2013 2bc cos a \u2206 = 1  2 bc sin a",
+            "3": "3 0606/23/m/j/16 \u00a9 ucles 2016 [turn\u2002over1\u2002find the values of x for which x x4 2 72 - +^ ^ h h . [3] 2\u2002(a)\u2002illustrate the statements    a bf and b cf     using the venn diagram below. \u2002 [1] /h5105 \u2002(b)\u2002it is given that \u2002   the elements of set \ue025  are the letters of the alphabet,    the elements of set p  are the letters in the word maths ,    the elements of set q are the letters in the word exam . \u2002 \u2002 (i)\u2002write the following using set notation. \u2002    the letter h is in the word maths . [1] \u2002 \u2002(ii)\u2002write the following using set notation. \u2002    the number of letters occurring in both of the words maths  and exam is two.  [1] \u2002 \u2002(iii)\u2002list the elements of the set p qk l. [1]",
+            "4": "4 0606/23/m/j/16 \u00a9 ucles 20163\u2002do\u2002not\u2002use\u2002a\u2002calculator \u2002in\u2002this\u2002question. \u2002(i)\u2002find the value of   logp- p2. [1] \u2002(ii)\u2002find   lg101 nj lkkn poo. [1] \u2002(iii)\u2002show that  loglg lglgy1020 4 52 -=^ h , where y is a constant to be found.  [2] \u2002(iv)\u2002solve  log l og log x x2 3 600r r r+ = . [2]",
+            "5": "5 0606/23/m/j/16 \u00a9 ucles 2016 [turn\u2002over4 a b c\u03b8 rad \u2002 the diagram shows 3 circles with centres a, b and c, each of radius 5  cm. each circle touches the other  two circles. angle bac  is \u03b8 radians. \u2002(i)\u2002write down the value of \u03b8. [1] \u2002(ii)\u2002find the area of the shaded region between the circles.  [4]",
+            "6": "6 0606/23/m/j/16 \u00a9 ucles 20165\u2002do\u2002not\u2002use\u2002a\u2002calculator \u2002in\u2002this\u2002question. \u2002(a)\u2002express  78 5- in the form a b+ , where a and b are integers.  [3] \u2002(b)\u2002given that   p q 28 3 2 32+ = +^ h , where p and q are integers, find the values of p and of q. [3]",
+            "7": "7 0606/23/m/j/16 \u00a9 ucles 2016 [turn\u2002over6\u2002(i)\u2002express  x x4 8 52+ -   in the form  p x q r2+ +^ h , where p, q and r are constants to \u2002be found.  [3] \u2002(ii)\u2002state the coordinates of the vertex of \u2002\u2002y x x 4 8 52= + - .\u2002 [2] \u2002(iii)\u2002on the axes below, sketch the graph of  y x x 4 8 52= + -, showing the coordinates of the points  where the curve meets the axes.  [3] o xy",
+            "8": "8 0606/23/m/j/16 \u00a9 ucles 20167\u2002o, p, q and r are four points such that  p op=,  qoq=  and  q p or 3 2= - . \u2002(i)\u2002find,\u2002in terms of \u2002p\u2002and\u2002q, \u2002  (a) pq, [1] \u2002  (b) qr. [1] \u2002(ii)\u2002justifying your answer, what can be said about the positions of the points p, q and r? [2] \u2002(iii)\u2002given that \u2002 i j op 3= +\u2002and\u2002that\u2002 i j oq 2= + , find the unit vector in the direction or. [3]",
+            "9": "9 0606/23/m/j/16 \u00a9 ucles 2016 [turn\u2002over8\u2002(a)\u2002(i)\u2002use the binomial theorem to expand a b4+^ h , giving each term in its simplest form.  [2] \u2002 \u2002(ii)\u2002hence find the term independent of x in the expansion of xx2514 +j lkkn poo. [2] \u2002(b)\u2002the coefficient of x3 in the expansion of x12n +j lkkn poo equals n 125. find the value of the positive  integer  n. [3]",
+            "10": "10 0606/23/m/j/16 \u00a9 ucles 20169\u2002(a)\u2002given that  tan y a bx c = +    has period r 4 radians and passes through the points ,0 2-^ h  and \u2002 \u2002r,160j lkkn poo, find the value of each of the constants a, b and c. [3]  a = ...    b = ...    c = ... \u2002(b)\u2002(i)\u2002on the axes below, draw the graph of cos y x2 3 1 = +  for r rx32 32g g-  radians.  [3] 32r-2r-3r-6r-6r 3r 2r 32ry x \u201344 o \u2002 \u2002(ii)\u2002using your graph, or otherwise, find the exact solutions of cos x 2 3 1 12+ = ^ h  for  \u2002 \u2002 \u2002r rx32 32g g-  radians.  [2]",
+            "11": "11 0606/23/m/j/16 \u00a9 ucles 2016 [turn\u2002over10\u2002(a)\u2002(i)\u2002find how many 5-digit even numbers can be made using each of the digits 1, 2, 3, 4, 5 once  only.  [2] \u2002 \u2002(ii)\u2002find how many different 3-digit numbers can be made using the digits 1, 2, 3, 4, 5 if each  digit can be used once only.  [2] \u2002(b)\u2002a man and two women are to sit in a row of five empty chairs. calculate the number of ways they  can be seated if \u2002 \u2002 (i)\u2002the two women must sit next to each other,  [2] \u2002 \u2002(ii)\u2002all three people must sit next to each other.  [2]",
+            "12": "12 0606/23/m/j/16 \u00a9 ucles 201611\u2002(i)\u2002find   x x x 3 d23- ^ hy . [2] \u2002 the diagram shows part of the curve y x x 323= -    and the lines y x3=    and   y x2 27 3= - . the curve  and the line y x3=  meet the x-axis at o and the curve and the line y x2 27 3= -  meet the x-axis at a. y x x 323 = -y x2 27 3= - y x3=y o a xb \u2002(ii)\u2002find the coordinates of a. [1] \u2002(iii)\u2002verify that the coordinates of b are ,3 9^ h . [1]",
+            "13": "13 0606/23/m/j/16 \u00a9 ucles 2016 [turn\u2002over\u2002(iv)\u2002find the area of the shaded region.  [4]",
+            "14": "14 0606/23/m/j/16 \u00a9 ucles 201612\u2002a curve has equation  yxxx12 512 =--- . \u2002(i)\u2002find  xy dd. [3] \u2002(ii)\u2002find  xy dd 22 . [2]",
+            "15": "15 0606/23/m/j/16 \u00a9 ucles 2016\u2002(iii)\u2002find the coordinates of the stationary points of the curve and determine their nature.  [5]",
+            "16": "16 0606/23/m/j/16 \u00a9 ucles 2016permission 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 international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download at www.cie.org.uk after  the live examination series. 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.blank\u2002page"
+        },
+        "0606_w16_qp_11.pdf": {
+            "1": "this document consists of 16 printed pages. dc (cw/sg) 116669/2 \u00a9 ucles 2016  [turn overcambridge international examinations cambridge international general certificate of secondary education * 0 8 7 2 6 9 0 5 1 6 * additional mathematics  0606/11 paper 1  october/november 2016  2 hours candidates answer on the question paper. additional materials:  electronic calculator read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen. y ou may use an hb pencil for any diagrams or graphs. do not use staples, paper clips, glue or correction fluid. do not  write in any barcodes. answer all the questions. give non-exact numerical answers correct to 3 significant figures, or 1 decimal place in the case of  angles  in degrees, unless a different level of accuracy is specified in the question. the use of an electronic calculator is expected, where appropriate. y ou are reminded of the need for clear presentation in your answers. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question. the total number of marks for this paper is 80.",
+            "2": "2 0606/11/o/n/16 \u00a9 ucles 2016mathematical formulae 1.\u2002algebra quadratic \u2002equation  for the equation ax2 + bx + c = 0, xab b ac 242!=- - . binomial theorem (a + b)n = an + (n 1)an\u20131 b + (n 2)an\u20132 b2 + \u2026 + (n r)an\u2013r br + \u2026 + bn,  where n is a positive integer and (n r) = n! (n \u2013 r)!r! . 2.\u2002trigonometry identities sin2 a + cos2 a = 1 sec2 a = 1 + tan2 a cosec2 a = 1 + cot2 a formulae for \u2206abc a sin a = b sin b = c sin c a2 = b2 + c2 \u2013 2bc cos a \u2206 = 1  2 bc sin a",
+            "3": "3 0606/11/o/n/16 \u00a9 ucles 2016 [turn\u2002over1\u2002(a)\u2002sets \ue025, a and b are such that n(\ue025) , ( ) , ( ) a b a b 26 7 3 n n + + = = = l   and  ( )b 15 n=  . \u2002 \u2002 using a venn diagram, or otherwise, find \u2002 \u2002 (i)\u2002 ( )an , [1] \u2002 \u2002(ii)\u2002 ( )a bn,, [1] \u2002 \u2002(iii)\u2002 ( )a bn, l. [1] \u2002(b)\u2002it is given that  \ue025 { : } x x0 301 1 =  ,  p = {multiples of 5},  q = {multiples of 6} and  r = {multiples of 2}. use set notation to complete the following statements. \u2002 \u2002 (i)\u2002q  ...   r, [1] \u2002 \u2002(ii)\u2002p q+= ...  [1]",
+            "4": "4 0606/11/o/n/16 \u00a9 ucles 20162\u2002given that   ( ) p qrp q rp q ra b c 53231 21 23 =-- , find the value of each of the integers a, b and c. [3] 3\u2002by using the substitution log y x3= , or otherwise, find the values of x for which  ( )log l og log x x 3 9 032 35 3+ - = . [6]",
+            "5": "5 0606/11/o/n/16 \u00a9 ucles 2016 [turn\u2002over4\u2002(i)\u2002find the first 3 terms in the expansion of   xx231 25 -j lkkn poo , in descending powers of x. [3] \u2002(ii)\u2002hence find the coefficient of x7 in the expansion of xxx31231 325 + -j lkkj lkkn poon poo . [2]",
+            "6": "6 0606/11/o/n/16 \u00a9 ucles 20165\u2002(i)\u2002find the equation of the normal to the curve  ( )ln y x213 2 = +   at the point p where  x31=-  . [4] \u2002 the normal to the curve at the point p intersects the y-axis at the point q. the curve ( )ln y x213 2 = +   intersects the y-axis at the point r . \u2002(ii)\u2002find the area of the triangle pqr . [3]",
+            "7": "7 0606/11/o/n/16 \u00a9 ucles 2016 [turn\u2002over6\u2002(a)\u2002matrices x, y and z are such that  x2 4 63 1 5= -j lk kkn po oo\u2002,  y 1 1 0 = -^ h     and z0 51 3=-j lkkn poo . \u2002 \u2002 write down all the matrix products which are possible using any two of these matrices. do not  evaluate these products.  [2] \u2002(b)\u2002matrices a, b and c are such that  a1 2 4 7=-j lkkn poo ,  b4 102 4=-j lkkn poo  and  ac b=. \u2002 \u2002 (i)\u2002find a1- . [2] \u2002 \u2002(ii)\u2002hence find c. [3]",
+            "8": "8 0606/11/o/n/16 \u00a9 ucles 20167 y x oab ccosy x26r= -j lkkn poo \u2002 the diagram shows part of the graph of cos y x26r= -j lkkn poo. the graph intersects the y-axis at the  \u2002 point  a, has a maximum point at b and intersects the x-axis at the point c. \u2002(i)\u2002find the coordinates of a. [1] \u2002(ii)\u2002find the coordinates of b. [2]",
+            "9": "9 0606/11/o/n/16 \u00a9 ucles 2016 [turn\u2002over\u2002(iii)\u2002find the coordinates of c. [2] \u2002(iv)\u2002find cosx x 26dr-j lkkn poo y  . [1] \u2002(v)\u2002hence find the area of the shaded region.  [2]",
+            "10": "10 0606/11/o/n/16 \u00a9 ucles 20168 irad 12 cmb ca do \u2002 the diagram shows a sector aob  of the circle, centre o, radius 12  cm, together with points c and  d such that abcd  is a rectangle. the angle aob  is i radians and the perimeter of the sector aob  is  47 cm. \u2002(i)\u2002show that .1 92i=  radians correct to 2 decimal places.  [2] \u2002(ii)\u2002find the length of cd. [2]",
+            "11": "11 0606/11/o/n/16 \u00a9 ucles 2016 [turn\u2002over\u2002(iii)\u2002given that the total area of the shape is 425  cm2, find the length of ad. [5]",
+            "12": "12 0606/11/o/n/16 \u00a9 ucles 20169\u2002do\u2002not\u2002use\u2002a\u2002calculator \u2002in\u2002this\u2002question. \u2002 the polynomial p( x) is   ax x bx4 183 2- + + .   it is given that p( x) and ( )xpl are both divisible  by x2 3- . \u2002(i)\u2002show that a4= and find the value of b. [4] \u2002(ii)\u2002using the values of a and b from part (i), factorise p( x) completely.  [2]",
+            "13": "13 0606/11/o/n/16 \u00a9 ucles 2016 [turn\u2002over\u2002(iii)\u2002hence find the values of x for which p( x) x2= +  . [3]",
+            "14": "14 0606/11/o/n/16 \u00a9 ucles 201610\u2002(a) v ms\u20131 u 0 20 30u 2 t s \u2002 \u2002 the diagram shows part of the velocity-time graph for a particle, moving at vms1- in a straight  \u2002 \u2002 line, t s after passing through a fixed point. the particle travels at ums1-for 20  s and then  \u2002 \u2002 decelerates uniformly for 10  s to a velocity of u 2ms1-. in this 30  s interval, the particle travels  \u2002 \u2002 165 m. \u2002 \u2002 (i)\u2002find the value of u. [3] \u2002 \u2002(ii)\u2002find the acceleration of the particle between t = 20 and t = 30. [2]",
+            "15": "15 0606/11/o/n/16 \u00a9 ucles 2016 [turn\u2002over\u2002(b)\u2002\u2002a particle p travels in a straight line such that,  t s after passing through a fixed point o, its  velocity, vms1-, is given by vt 832 = 4 e-j lkkn poo. \u2002 \u2002 (i)\u2002find the speed of p at o. [1] \u2002 \u2002(ii)\u2002find the value of t for which p is instantaneously at rest.  [2] \u2002 \u2002(iii)\u2002find the acceleration of p when t = 1. [4] question \u200211\u2002is\u2002printed\u2002on\u2002the\u2002next\u2002page.",
+            "16": "16 0606/11/o/n/16 \u00a9 ucles 201611\u2002the variables x and y are such that when lny is plotted against x, a straight line graph is obtained. this  line passes through the points , . , . ln ln x y x y 4 0 20 12 0 08 and = = = = . \u2002(i)\u2002given that y a bx= , find the value of a and of b. [5] \u2002(ii)\u2002find the value of y when x6= . [2] \u2002(iii)\u2002find the value of x when . y 1 1=  . [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. to avoid the issue of disclosure of answer-related information to candidates, all copyright acknowledgements are reproduced online in the cambridge international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download at www.cie.org.uk after  the live examination series. 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."
+        },
+        "0606_w16_qp_12.pdf": {
+            "1": "this document consists of 16 printed pages. dc (st/sg) 126424 \u00a9 ucles 2016  [turn overcambridge international examinations cambridge international general certificate of secondary education * 3 1 0 9 5 9 4 6 7 9 * additional mathematics  0606/12 paper 1  october/november 2016  2 hours candidates answer on the question paper. additional materials:  electronic calculator read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen. y ou may use an hb pencil for any diagrams or graphs. do not use staples, paper clips, glue or correction fluid. do not  write in any barcodes. answer all the questions. give non-exact numerical answers correct to 3 significant figures, or 1 decimal place in the case of  angles  in degrees, unless a different level of accuracy is specified in the question. the use of an electronic calculator is expected, where appropriate. y ou are reminded of the need for clear presentation in your answers. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question. the total number of marks for this paper is 80.",
+            "2": "2 0606/12/o/n/16 \u00a9 ucles 2016mathematical formulae 1.\u2002algebra quadratic \u2002equation  for the equation ax2 + bx + c = 0, xab b ac 242!=- - . binomial theorem (a + b)n = an + (n 1)an\u20131 b + (n 2)an\u20132 b2 + \u2026 + (n r)an\u2013r br + \u2026 + bn,  where n is a positive integer and (n r) = n! (n \u2013 r)!r! . 2.\u2002trigonometry identities sin2 a + cos2 a = 1 sec2 a = 1 + tan2 a cosec2 a = 1 + cot2 a formulae for \u2206abc a sin a = b sin b = c sin c a2 = b2 + c2 \u2013 2bc cos a \u2206 = 1  2 bc sin a",
+            "3": "3 0606/12/o/n/16 \u00a9 ucles 2016 [turn\u2002over1\u2002(a)\u2002sets \ue025, a and b are such that n(\ue025) , ( ) , ( ) a b a b 26 7 3 n n + + = = = l   and  ( )b 15 n=  . \u2002 \u2002 using a venn diagram, or otherwise, find \u2002 \u2002 (i)\u2002 ( )an , [1] \u2002 \u2002(ii)\u2002 ( )a bn,, [1] \u2002 \u2002(iii)\u2002 ( )a bn, l. [1] \u2002(b)\u2002it is given that  \ue025 { : } x x0 301 1 =  ,  p = {multiples of 5},  q = {multiples of 6} and  r = {multiples of 2}. use set notation to complete the following statements. \u2002 \u2002 (i)\u2002q  ...   r, [1] \u2002 \u2002(ii)\u2002p q+= ...  [1]",
+            "4": "4 0606/12/o/n/16 \u00a9 ucles 20162\u2002given that   ( ) p qrp q rp q ra b c 53231 21 23 =-- , find the value of each of the integers a, b and c. [3] 3\u2002by using the substitution log y x3= , or otherwise, find the values of x for which  ( )log l og log x x 3 9 032 35 3+ - = . [6]",
+            "5": "5 0606/12/o/n/16 \u00a9 ucles 2016 [turn\u2002over4\u2002(i)\u2002find the first 3 terms in the expansion of   xx231 25 -j lkkn poo , in descending powers of x. [3] \u2002(ii)\u2002hence find the coefficient of x7 in the expansion of xxx31231 325 + -j lkkj lkkn poon poo . [2]",
+            "6": "6 0606/12/o/n/16 \u00a9 ucles 20165\u2002(i)\u2002find the equation of the normal to the curve  ( )ln y x213 2 = +   at the point p where  x31=-  . [4] \u2002 the normal to the curve at the point p intersects the y-axis at the point q. the curve ( )ln y x213 2 = +   intersects the y-axis at the point r . \u2002(ii)\u2002find the area of the triangle pqr . [3]",
+            "7": "7 0606/12/o/n/16 \u00a9 ucles 2016 [turn\u2002over6\u2002(a)\u2002matrices x, y and z are such that  x2 4 63 1 5= -j lk kkn po oo\u2002,  y 1 1 0 = -^ h     and z0 51 3=-j lkkn poo . \u2002 \u2002 write down all the matrix products which are possible using any two of these matrices. do not  evaluate these products.  [2] \u2002(b)\u2002matrices a, b and c are such that  a1 2 4 7=-j lkkn poo ,  b4 102 4=-j lkkn poo  and  ac b=. \u2002 \u2002 (i)\u2002find a1- . [2] \u2002 \u2002(ii)\u2002hence find c. [3]",
+            "8": "8 0606/12/o/n/16 \u00a9 ucles 20167 y x oab ccosy x26r= -j lkkn poo \u2002 the diagram shows part of the graph of cos y x26r= -j lkkn poo. the graph intersects the y-axis at the  \u2002 point  a, has a maximum point at b and intersects the x-axis at the point c. \u2002(i)\u2002find the coordinates of a. [1] \u2002(ii)\u2002find the coordinates of b. [2]",
+            "9": "9 0606/12/o/n/16 \u00a9 ucles 2016 [turn\u2002over\u2002(iii)\u2002find the coordinates of c. [2] \u2002(iv)\u2002find cosx x 26dr-j lkkn poo y  . [1] \u2002(v)\u2002hence find the area of the shaded region.  [2]",
+            "10": "10 0606/12/o/n/16 \u00a9 ucles 20168 irad 12 cmb ca do \u2002 the diagram shows a sector aob  of the circle, centre o, radius 12  cm, together with points c and  d such that abcd  is a rectangle. the angle aob  is i radians and the perimeter of the sector aob  is  47 cm. \u2002(i)\u2002show that .1 92i=  radians correct to 2 decimal places.  [2] \u2002(ii)\u2002find the length of cd. [2]",
+            "11": "11 0606/12/o/n/16 \u00a9 ucles 2016 [turn\u2002over\u2002(iii)\u2002given that the total area of the shape is 425  cm2, find the length of ad. [5]",
+            "12": "12 0606/12/o/n/16 \u00a9 ucles 20169\u2002do\u2002not\u2002use\u2002a\u2002calculator \u2002in\u2002this\u2002question. \u2002 the polynomial p( x) is   ax x bx4 183 2- + + .   it is given that p( x) and ( )xpl are both divisible  by x2 3- . \u2002(i)\u2002show that a4= and find the value of b. [4] \u2002(ii)\u2002using the values of a and b from part (i), factorise p( x) completely.  [2]",
+            "13": "13 0606/12/o/n/16 \u00a9 ucles 2016 [turn\u2002over\u2002(iii)\u2002hence find the values of x for which p( x) x2= +  . [3]",
+            "14": "14 0606/12/o/n/16 \u00a9 ucles 201610\u2002(a) v ms\u20131 u 0 20 30u 2 t s \u2002 \u2002 the diagram shows part of the velocity-time graph for a particle, moving at vms1- in a straight  \u2002 \u2002 line, t s after passing through a fixed point. the particle travels at ums1-for 20  s and then  \u2002 \u2002 decelerates uniformly for 10  s to a velocity of u 2ms1-. in this 30  s interval, the particle travels  \u2002 \u2002 165 m. \u2002 \u2002 (i)\u2002find the value of u. [3] \u2002 \u2002(ii)\u2002find the acceleration of the particle between t = 20 and t = 30. [2]",
+            "15": "15 0606/12/o/n/16 \u00a9 ucles 2016 [turn\u2002over\u2002(b)\u2002\u2002a particle p travels in a straight line such that,  t s after passing through a fixed point o, its  velocity, vms1-, is given by vt 832 = 4 e-j lkkn poo. \u2002 \u2002 (i)\u2002find the speed of p at o. [1] \u2002 \u2002(ii)\u2002find the value of t for which p is instantaneously at rest.  [2] \u2002 \u2002(iii)\u2002find the acceleration of p when t = 1. [4] question \u200211\u2002is\u2002printed\u2002on\u2002the\u2002next\u2002page.",
+            "16": "16 0606/12/o/n/16 \u00a9 ucles 201611\u2002the variables x and y are such that when lny is plotted against x, a straight line graph is obtained. this  line passes through the points , . , . ln ln x y x y 4 0 20 12 0 08 and = = = = . \u2002(i)\u2002given that y a bx= , find the value of a and of b. [5] \u2002(ii)\u2002find the value of y when x6= . [2] \u2002(iii)\u2002find the value of x when . y 1 1=  . [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. to avoid the issue of disclosure of answer-related information to candidates, all copyright acknowledgements are reproduced online in the cambridge international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download at www.cie.org.uk after  the live examination series. 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."
+        },
+        "0606_w16_qp_13.pdf": {
+            "1": "this document consists of 15 printed pages and 1 blank page. dc (rw/ar) 116667/2 \u00a9 ucles 2016  [turn overcambridge international examinations cambridge international general certificate of secondary education * 8 7 6 7 8 8 5 4 6 1 * additional mathematics  0606/13 paper 1  october/november 2016  2 hours candidates answer on the question paper. additional materials:  electronic calculator read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen. y ou may use an hb pencil for any diagrams or graphs. do not use staples, paper clips, glue or correction fluid. do not  write in any barcodes. answer all the questions. give non-exact numerical answers correct to 3 significant figures, or 1 decimal place in the case of  angles  in degrees, unless a different level of accuracy is specified in the question. the use of an electronic calculator is expected, where appropriate. y ou are reminded of the need for clear presentation in your answers. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question. the total number of marks for this paper is 80.",
+            "2": "2 0606/13/o/n/16 \u00a9 ucles 2016mathematical formulae 1.\u2002algebra quadratic \u2002equation  for the equation ax2 + bx + c = 0, x b b  ac  a = \u2212 \u22122 4  2  binomial theorem (a + b)n = an + (n 1)an\u20131 b + (n 2)an\u20132 b2 + \u2026 + (n r)an\u2013r br + \u2026 + bn,  where n is a positive integer and (n r) = n! (n \u2013 r)!r!  2.\u2002trigonometry identities sin2 a + cos2 a = 1 sec2 a = 1 + tan2 a cosec2 a = 1 + cot2 a formulae for \u2206abc a sin a = b sin b = c sin c  a2 = b2 + c2 \u2013 2bc cos a \u2206 = 1  2 bc sin a",
+            "3": "3 0606/13/o/n/16 \u00a9 ucles 2016 [turn\u2002over1\u2002on the axes below, sketch the graph of   cos y x 2 3=    for \u00b0 x0 180 g g . [3] y 3 2 1 0 \u20131 \u20132 \u2013330\u00b0 60\u00b0 90\u00b0 120\u00b0 150\u00b0 180\u00b0x 2\u2002express     mm m mm 24 39 +-     in the form amb+, where a and b are integers to be found.  [3]",
+            "4": "4 0606/13/o/n/16 \u00a9 ucles 20163\u2002(i)\u2002given that  x p x 3 1 2 32+ - =- ^ h , show that, for x to be real,  p p 3 9 02h - - . [3] \u2002(ii)\u2002hence find the set of values of p for which x is real, expressing your answer in exact form.  [3]",
+            "5": "5 0606/13/o/n/16 \u00a9 ucles 2016 [turn\u2002over4\u2002(i)\u2002find, in ascending powers of x, the first 3 terms in the expansion of  x246 -j lkkn poo. [3] \u2002(ii)\u2002hence find the term independent of x in the expansion of  xx42 3226 + + -4 xj lkkj lkkn poon poo. [3]",
+            "6": "6 0606/13/o/n/16 \u00a9 ucles 20165\u2002(i)\u2002given that   log xy25 9=, show that   log l og x y 53 3+ = . [3] \u2002(ii)\u2002hence solve the equations \u2002 \u2002   log xy25 9=, \u2002 \u2002   log l og x y 63 3# =- . [5]",
+            "7": "7 0606/13/o/n/16 \u00a9 ucles 2016 [turn\u2002over6\u2002(i)\u2002find lnxx3 11dd 2- ^^ h h. [2] \u2002(ii)\u2002hence show that   lnxxx p x c3 113 11 d22 -= - + ^ h y , where p is a constant to be found, and c is a    constant of integration.  [1] \u2002(iii)\u2002given that  a lnxxx3 112 d22-= y , where a 22, find the value of a. [4]",
+            "8": "8 0606/13/o/n/16 \u00a9 ucles 20167 0 1 2 3 4 512345ln y 1 x(1.5, 3.5) (4.0, 1.5) \u2002 the variables x and y are such that when lny is plotted against x1 the straight line graph shown above is  obtained. \u2002(i)\u2002given that   y a exb= ,   find the value of a and of b. [4]",
+            "9": "9 0606/13/o/n/16 \u00a9 ucles 2016 [turn\u2002over\u2002(ii)\u2002find the value of y when . x 0 32= . [2] \u2002(iii)\u2002find the value of x when y20= . [2]",
+            "10": "10 0606/13/o/n/16 \u00a9 ucles 20168\u2002(a)\u2002(i)\u2002show that     cosec sincosecsec2 i iii-= . [3] \u2002 \u2002(ii)\u2002hence solve     cosec sincosec4i ii -=  for \u00b0 \u00b00 3601 1i . [3]",
+            "11": "11 0606/13/o/n/16 \u00a9 ucles 2016 [turn\u2002over\u2002(b)\u2002solve   rtanx 341 + =j lkkn poo  for  r x 0 21 1 , giving your answers in terms of r. [3]",
+            "12": "12 0606/13/o/n/16 \u00a9 ucles 20169\u2002(a)\u2002a team of 5 students is to be chosen from a class of 10 boys and 8 girls. find the number of  different teams that may be chosen if \u2002 \u2002 (i)\u2002there are no restrictions,  [1] \u2002 \u2002(ii)\u2002the team must contain at least one boy and one girl.  [4]",
+            "13": "13 0606/13/o/n/16 \u00a9 ucles 2016 [turn\u2002over\u2002(b)\u2002a computer password, which must contain 6 characters, is to be chosen from the following  10 characters:  symbols  ? ! *  numbers  3 5 7  letters  w x y z \u2002 \u2002 each character may be used once only in any password. find the number of possible passwords  that may be chosen if \u2002 \u2002 (i)\u2002there are no restrictions,  [1] \u2002 \u2002(ii)\u2002each password must start with a letter and finish with a number,  [2] \u2002 \u2002(iii)\u2002each password must contain at least one symbol.  [3]",
+            "14": "14 0606/13/o/n/16 \u00a9 ucles 201610\u2002a curve y xf=^ h  is such that    x x 6 8 f ex2= - l^ h . \u2002(i)\u2002given that the curve passes through the point p ,0 3-^ h , find the equation of the curve.  [5] \u2002 the normal to the curve  y xf=^ h at p meets the line y x2 3= -  at the point q. \u2002(ii)\u2002find the area of the triangle opq , where o is the origin.  [5]",
+            "15": "15 0606/13/o/n/16 \u00a9 ucles 201611\u2002a particle moving in a straight line has a velocity of v ms\u20131 such that, t s after leaving a fixed point,   v t t 4 8 32= - +. \u2002(i)\u2002find the acceleration of the particle when t3=. [2] \u2002(ii)\u2002find the values of t for which the particle is momentarily at rest.  [2] \u2002(iii)\u2002find the total distance the particle has travelled when . t1 5= . [5]",
+            "16": "16 0606/13/o/n/16 \u00a9 ucles 2016permission 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 international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download at www.cie.org.uk after  the live examination series. 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.blank\u2002page"
+        },
+        "0606_w16_qp_21.pdf": {
+            "1": "this document consists of 16 printed pages. dc (nh/jg) 116665/2 \u00a9 ucles 2016  [turn over * 1 0 7 8 7 6 6 1 6 2 * additional mathematics  0606/21 paper 2  october/november 2016  2 hours candidates answer on the question paper. additional materials:  electronic calculator read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen. y ou may use an hb pencil for any diagrams or graphs. do not use staples, paper clips, glue or correction fluid. do not  write in any barcodes. answer all the questions. give non-exact numerical answers correct to 3 significant figures, or 1 decimal place in the case of   angles in degrees, unless a different level of accuracy is specified in the question. the use of an electronic calculator is expected, where appropriate. y ou are reminded of the need for clear presentation in your answers. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question. the total number of marks for this paper is 80.cambridge international examinations cambridge international general certificate of secondary education",
+            "2": "2 0606/21/o/n/16 \u00a9 ucles 2016mathematical formulae 1.\u2002algebra quadratic \u2002equation  for the equation ax2 + bx + c = 0, x b b  ac  a = \u2212 \u22122 4  2  binomial theorem (a + b)n = an + (n 1)an\u20131 b + (n 2)an\u20132 b2 + \u2026 + (n r)an\u2013r br + \u2026 + bn,  where n is a positive integer and (n r) = n! (n \u2013 r)!r!  2.\u2002trigonometry identities sin2 a + cos2 a = 1 sec2 a = 1 + tan2 a cosec2 a = 1 + cot2 a formulae for \u2206abc a sin a = b sin b = c sin c  a2 = b2 + c2 \u2013 2bc cos a \u2206 = 1  2 bc sin a",
+            "3": "3 0606/21/o/n/16 \u00a9 ucles 2016 [turn\u2002over1\u2002solve the equation  4 3x x- = . [3] 2\u2002without\u2002using\u2002a\u2002calculator , find the integers a and b such that  3 1 3 13 3a b ++-= - . [5]",
+            "4": "4 0606/21/o/n/16 \u00a9 ucles 20163\u2002solve the equation  22101 lg lgxx-+= c m . [5] 4\u2002the number of bacteria, n, present in a culture can be modelled by the equation   7000 2000 n e0.05t= +-,  where t is measured in days. find \u2002(i)\u2002the number of bacteria when t = 10, [1]",
+            "5": "5 0606/21/o/n/16 \u00a9 ucles 2016 [turn\u2002over\u2002(ii)\u2002the value of t when the number of bacteria reaches 7500,   [3] \u2002(iii)\u2002the rate at which the number of bacteria is decreasing after 8 days.  [3]",
+            "6": "6 0606/21/o/n/16 \u00a9 ucles 20165\u2002the curve with equation  2 7 2 y x x x3 2= + - +  passes through the point a (\u22122, 16). find \u2002(i)\u2002the equation of the tangent to the curve at the point a, [3] \u2002(ii)\u2002the coordinates of the point where this tangent meets the curve again.  [5]",
+            "7": "7 0606/21/o/n/16 \u00a9 ucles 2016 [turn\u2002over6\u2002(i)\u2002prove that  1 1 tancos cotsincos s inxx xxx x+-+= - . [4] \u2002(ii)\u2002hence solve the equation  1 13 4 180\u00b0 180\u00b0tancos cotsinsin c osxx xxx x x for 1 1+-+= - - . [4]",
+            "8": "8 0606/21/o/n/16 \u00a9 ucles 20167 14 cmx cm p sr q x cm3 cm \u2002(i)\u2002show that the area, a cm2, of the trapezium pqrs  is given by 7 9x a x2= + - ^ h . [2]",
+            "9": "9 0606/21/o/n/16 \u00a9 ucles 2016 [turn\u2002over\u2002(ii)\u2002given that x can vary, find the stationary value of a. [7]",
+            "10": "10 0606/21/o/n/16 \u00a9 ucles 20168\u2002the function xf^ h is given by  13 1xxxf33 =+-^ h    for   0 g x g 3. \u2002(i)\u2002show that  1x xkxf3 22 = +l^ ^h h , where k is a constant to be determined.  [3] \u2002(ii)\u2002find   1 xxxd32 2+ ^ hy   and hence evaluate   1 xxxd32 12 2+ ^ hy  . [4]",
+            "11": "11 0606/21/o/n/16 \u00a9 ucles 2016 [turn\u2002over\u2002(iii)\u2002find   f  \u22121(x), stating its domain.  [4]",
+            "12": "12 0606/21/o/n/16 \u00a9 ucles 20169\u2002the line 4 y k x= - , where k is a positive constant, passes through the point p (0, \u22124) and is a tangent  to the curve  2 8 x y y2 2+ - = at the point t. find \u2002(i)\u2002the value of k, [5]",
+            "13": "13 0606/21/o/n/16 \u00a9 ucles 2016 [turn\u2002over\u2002(ii)\u2002the coordinates of  t, [3] \u2002(iii)\u2002the length of tp. [2]",
+            "14": "14 0606/21/o/n/16 \u00a9 ucles 201610\u2002the town of cambley is 5  km east and p km north of edwintown so that the position vector of cambley  from edwintown is 10005000 pm c  metres. manjit sets out from edwintown at the same time as raj sets out  from cambley. manjit sets out from edwintown on a bearing of 020\u00b0 at a speed of 2.5  ms\u20131 so that her  position vector relative to edwintown after t seconds is given by 2.5 20\u00b02.5 70\u00b0 coscos ttc m  metres. raj sets out  from cambley on a bearing of 310\u00b0 at 2  ms\u20131. \u2002(i)\u2002find the position vector of raj relative to edwintown after t seconds.  [2]",
+            "15": "15 0606/21/o/n/16 \u00a9 ucles 2016 [turn\u2002over\u2002 manjit and raj meet after t seconds. \u2002(ii)\u2002find the value of t and of p. [5] question \u200211\u2002is\u2002printed\u2002on\u2002the\u2002next\u2002page.",
+            "16": "16 0606/21/o/n/16 \u00a9 ucles 2016permission 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 international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download at www.cie.org.uk after  the live examination series. 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.11\u2002mr and mrs coldicott have 5 sons and 4 daughters. all 11 members of the family play tennis. six  members of the family enter a tennis competition where teams consist of 4 males and 2 females. \u2002 find the number of different teams of 4 males and 2 females that could be selected if \u2002(i)\u2002there are no further restrictions,  [2] \u2002(ii)\u2002mr and mrs coldicott must both be in the team,  [2] \u2002(iii)\u2002either mr or mrs coldicott is in the team but not both.  [3]"
+        },
+        "0606_w16_qp_22.pdf": {
+            "1": "this document consists of 16 printed pages. dc (st/jg) 126423 \u00a9 ucles 2016  [turn over * 0 7 2 8 4 4 1 6 9 4 * additional mathematics  0606/22 paper 2  october/november 2016  2 hours candidates answer on the question paper. additional materials:  electronic calculator read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen. y ou may use an hb pencil for any diagrams or graphs. do not use staples, paper clips, glue or correction fluid. do not  write in any barcodes. answer all the questions. give non-exact numerical answers correct to 3 significant figures, or 1 decimal place in the case of   angles in degrees, unless a different level of accuracy is specified in the question. the use of an electronic calculator is expected, where appropriate. y ou are reminded of the need for clear presentation in your answers. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question. the total number of marks for this paper is 80.cambridge international examinations cambridge international general certificate of secondary education",
+            "2": "2 0606/22/o/n/16 \u00a9 ucles 2016mathematical formulae 1.\u2002algebra quadratic \u2002equation  for the equation ax2 + bx + c = 0, x b b  ac  a = \u2212 \u22122 4  2  binomial theorem (a + b)n = an + (n 1)an\u20131 b + (n 2)an\u20132 b2 + \u2026 + (n r)an\u2013r br + \u2026 + bn,  where n is a positive integer and (n r) = n! (n \u2013 r)!r!  2.\u2002trigonometry identities sin2 a + cos2 a = 1 sec2 a = 1 + tan2 a cosec2 a = 1 + cot2 a formulae for \u2206abc a sin a = b sin b = c sin c  a2 = b2 + c2 \u2013 2bc cos a \u2206 = 1  2 bc sin a",
+            "3": "3 0606/22/o/n/16 \u00a9 ucles 2016 [turn\u2002over1\u2002solve the equation  4 3x x- = . [3] 2\u2002without\u2002using\u2002a\u2002calculator , find the integers a and b such that  3 1 3 13 3a b ++-= - . [5]",
+            "4": "4 0606/22/o/n/16 \u00a9 ucles 20163\u2002solve the equation  22101 lg lgxx-+= c m . [5] 4\u2002the number of bacteria, n, present in a culture can be modelled by the equation   7000 2000 n e0.05t= +-,  where t is measured in days. find \u2002(i)\u2002the number of bacteria when t = 10, [1]",
+            "5": "5 0606/22/o/n/16 \u00a9 ucles 2016 [turn\u2002over\u2002(ii)\u2002the value of t when the number of bacteria reaches 7500,   [3] \u2002(iii)\u2002the rate at which the number of bacteria is decreasing after 8 days.  [3]",
+            "6": "6 0606/22/o/n/16 \u00a9 ucles 20165\u2002the curve with equation  2 7 2 y x x x3 2= + - +  passes through the point a (\u22122, 16). find \u2002(i)\u2002the equation of the tangent to the curve at the point a, [3] \u2002(ii)\u2002the coordinates of the point where this tangent meets the curve again.  [5]",
+            "7": "7 0606/22/o/n/16 \u00a9 ucles 2016 [turn\u2002over6\u2002(i)\u2002prove that  1 1 tancos cotsincos s inxx xxx x+-+= - . [4] \u2002(ii)\u2002hence solve the equation  1 13 4 180\u00b0 180\u00b0tancos cotsinsin c osxx xxx x x for 1 1+-+= - - . [4]",
+            "8": "8 0606/22/o/n/16 \u00a9 ucles 20167 14 cmx cm p sr q x cm3 cm \u2002(i)\u2002show that the area, a cm2, of the trapezium pqrs  is given by 7 9x a x2= + - ^ h . [2]",
+            "9": "9 0606/22/o/n/16 \u00a9 ucles 2016 [turn\u2002over\u2002(ii)\u2002given that x can vary, find the stationary value of a. [7]",
+            "10": "10 0606/22/o/n/16 \u00a9 ucles 20168\u2002the function xf^ h is given by  13 1xxxf33 =+-^ h    for   0 g x g 3. \u2002(i)\u2002show that  1x xkxf3 22 = +l^ ^h h , where k is a constant to be determined.  [3] \u2002(ii)\u2002find   1 xxxd32 2+ ^ hy   and hence evaluate   1 xxxd32 12 2+ ^ hy  . [4]",
+            "11": "11 0606/22/o/n/16 \u00a9 ucles 2016 [turn\u2002over\u2002(iii)\u2002find   f  \u22121(x), stating its domain.  [4]",
+            "12": "12 0606/22/o/n/16 \u00a9 ucles 20169\u2002the line 4 y k x= - , where k is a positive constant, passes through the point p (0, \u22124) and is a tangent  to the curve  2 8 x y y2 2+ - = at the point t. find \u2002(i)\u2002the value of k, [5]",
+            "13": "13 0606/22/o/n/16 \u00a9 ucles 2016 [turn\u2002over\u2002(ii)\u2002the coordinates of  t, [3] \u2002(iii)\u2002the length of tp. [2]",
+            "14": "14 0606/22/o/n/16 \u00a9 ucles 201610\u2002the town of cambley is 5  km east and p km north of edwintown so that the position vector of cambley  from edwintown is 10005000 pm c  metres. manjit sets out from edwintown at the same time as raj sets out  from cambley. manjit sets out from edwintown on a bearing of 020\u00b0 at a speed of 2.5  ms\u20131 so that her  position vector relative to edwintown after t seconds is given by 2.5 20\u00b02.5 70\u00b0 coscos ttc m  metres. raj sets out  from cambley on a bearing of 310\u00b0 at 2  ms\u20131. \u2002(i)\u2002find the position vector of raj relative to edwintown after t seconds.  [2]",
+            "15": "15 0606/22/o/n/16 \u00a9 ucles 2016 [turn\u2002over\u2002 manjit and raj meet after t seconds. \u2002(ii)\u2002find the value of t and of p. [5] question \u200211\u2002is\u2002printed\u2002on\u2002the\u2002next\u2002page.",
+            "16": "16 0606/22/o/n/16 \u00a9 ucles 2016permission 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 international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download at www.cie.org.uk after  the live examination series. 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.11\u2002mr and mrs coldicott have 5 sons and 4 daughters. all 11 members of the family play tennis. six  members of the family enter a tennis competition where teams consist of 4 males and 2 females. \u2002 find the number of different teams of 4 males and 2 females that could be selected if \u2002(i)\u2002there are no further restrictions,  [2] \u2002(ii)\u2002mr and mrs coldicott must both be in the team,  [2] \u2002(iii)\u2002either mr or mrs coldicott is in the team but not both.  [3]"
+        },
+        "0606_w16_qp_23.pdf": {
+            "1": "this document consists of 16 printed pages. dc (lk/sg) 116670/2 \u00a9 ucles 2016  [turn overcambridge international examinations cambridge international general certificate of secondary education * 3 6 6 6 4 5 3 2 4 9 * additional mathematics  0606/23 paper 2  october/november 2016  2 hours candidates answer on the question paper. additional materials:  electronic calculator read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen. y ou may use an hb pencil for any diagrams or graphs. do not use staples, paper clips, glue or correction fluid. do not  write in any barcodes. answer all the questions. give non-exact numerical answers correct to 3 significant figures, or 1 decimal place in the case of  angles in  degrees, unless a different level of accuracy is specified in the question. the use of an electronic calculator is expected, where appropriate. y ou are reminded of the need for clear presentation in your answers. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question. the total number of marks for this paper is 80.",
+            "2": "2 0606/23/o/n/16 \u00a9 ucles 2016mathematical formulae 1. algebra quadratic  equation  for the equation ax2 + bx + c = 0, xb b ac a=\u2212 \u221224 2 binomial theorem (a + b)n = an + (n 1)an\u20131 b + (n 2)an\u20132 b2 + \u2026 + (n r)an\u2013r br + \u2026 + bn,  where n is a positive integer and (n r) = n! (n \u2013 r)!r!  2. trigonometry identities sin2 a + cos2 a = 1 sec2 a = 1 + tan2 a cosec2 a = 1 + cot2 a formulae for \u2206abc a sin a = b sin b = c sin c a2 = b2 + c2 \u2013 2bc cos a \u2206 = 1  2 bc sin a",
+            "3": "3 0606/23/o/n/16 \u00a9 ucles 2016 [turn over1 without using a calculator , show that  k5 35 3 32++= -   where k is an integer to be found.  [3] 2 solve the equation  e e 6x x3= . [3]",
+            "4": "4 0606/23/o/n/16 \u00a9 ucles 20163 (i) show that dd cossin cos x xx x 1 11 +=+c m  . [4]  (ii) y x3 2 1 01 2y =1 1 + cos  x   the diagram shows part of the graph of cosyx 11=+. use the result from part (i) to find the area   enclosed by the graph and the lines , x x 0 2= =  and y0=. [2]",
+            "5": "5 0606/23/o/n/16 \u00a9 ucles 2016 [turn over4 the cubic given by ( )px x ax bx 243 2= + + -  is divisible by x2-. when ( )px is divided by x1-  the remainder is 20-.  (i) form a pair of equations in a and b and solve them to find the value of a and of b. [4]  (ii) factorise ( )px completely and hence solve ( )px 0=. [4]",
+            "6": "6 0606/23/o/n/16 \u00a9 ucles 20165 in this question all lengths are in centimetres. a b c60\u00b0  in the  triangle abc shown above, ac 3 1= + , bc 3 1= -  and angle \u00b0 acb 60= .  (i) without using a calculator , show that the length of ab 6= . [3]  (ii) show that angle \u00b0 cab 15= . [2]  (iii) without using a calculator , find the area of triangle abc.  [2]",
+            "7": "7 0606/23/o/n/16 \u00a9 ucles 2016 [turn over6 a curve has equation tan y x 7= + .    find  (i) the equation of the tangent to the curve at the point where x4r= , [4]  (ii)  the values of x between 0 and r radians for which dd xyy=. [4]",
+            "8": "8 0606/23/o/n/16 \u00a9 ucles 20167 in this question all lengths are in metres. h 0.5h + 2 r  a conical tent is to be made with height h , base radius  r and slant height 0.5 h + 2, as shown in the   diagram.   (i) show that . r h h 2 4 0 752 2= + - . [2]",
+            "9": "9 0606/23/o/n/16 \u00a9 ucles 2016 [turn over the volume of the tent,  v, is given by r h31 2r .  (ii) given that h can vary find, correct to 2 decimal places, the value of h which gives a stationary  value of v. [5]  (iii) determine the nature of this stationary value.  [2]",
+            "10": "10 0606/23/o/n/16 \u00a9 ucles 20168 10 cm6 cma ct b o  the points  a, b and c lie on a circle centre o, radius 6  cm. the tangents to the circle at a and c meet  at the point t. the length of ot is 10  cm. find  (i) the angle toa in radians,  [2]",
+            "11": "11 0606/23/o/n/16 \u00a9 ucles 2016 [turn over (ii) the area of the region tabct,  [6]  (iii) the perimeter of the region tabct.  [2]",
+            "12": "12 0606/23/o/n/16 \u00a9 ucles 20169 in this question i is a unit vector due east and j is a unit vector due north. units of length and velocity  are metres and metres per second respectively.  the initial position vectors of particles a and b, relative to a fixed point o, are i +5j and qi \u2013 15 j  respectively. a and b start moving at the same time. a moves with velocity pi \u2013 3j and b moves with  velocity 3 i \u2013 j.  (i) given that a travels with a speed of 5  ms\u20131, find the value of the positive constant p. [1]  (ii) find the direction of motion of b as a bearing correct to the nearest degree.  [2]  (iii) state the position vector of a after t seconds .  [1]  (iv) state the position vector of b after t seconds.  [1]",
+            "13": "13 0606/23/o/n/16 \u00a9 ucles 2016 [turn over (v) find the time taken until a and b meet.  [2]  (vi) find the position vector of the point where a and b meet.  [1]  (vii) find the value of the constant q. [1]",
+            "14": "14 0606/23/o/n/16 \u00a9 ucles 201610 the functions f and g are defined for x12 by   ( )f lnx x 2= + ,   ( )g ex 2 3x= +  .  (i) find ( )fgx. [1]  (ii) find ( )ffx. [1]  (iii) find ( )gx1-. [2]",
+            "15": "15 0606/23/o/n/16 \u00a9 ucles 2016 [turn over (iv) solve the equation ( )fx 4=. [1]  (v) solve the equation ( )gfx 20= . [4] question 11 is printed on the next page.",
+            "16": "16 0606/23/o/n/16 \u00a9 ucles 2016permission 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 international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download at www.cie.org.uk after  the live examination series. 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.11 it is given that apq2 3=j lkkn poo and that a a i 5 22- = , where i is the identity matrix.  (i) find a relationship connecting the constants p and q. [4]  (ii) given that p and q are positive and that det a p3=- , find the value of p and of q. [4]"
+        }
+    },
+    "2017": {
+        "0606_m17_qp_12.pdf": {
+            "1": "this document consists of 14 printed pages and 2 blank pages. dc (lk/sg) 129474/2 \u00a9 ucles 2017  [turn over *5331723388* additional mathematics  0606/12 paper 1  february/march 2017  2 hours candidates answer on the question paper. additional materials:  electronic calculator read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen. you may use an hb pencil for any diagrams or graphs. do not use staples, paper clips, glue or correction fluid. do not  write in any barcodes. answer all the questions. give non-exact numerical answers correct to 3 significant figures, or 1 decimal place in the case of  angles  in degrees, unless a different level of accuracy is specified in the question. the use of an electronic calculator is expected, where appropriate. you are reminded of the need for clear presentation in your answers. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question. the total number of marks for this paper is 80.cambridge international examinations cambridge international general certificate of secondary education",
+            "2": "2 0606/12/f/m/17 \u00a9 ucles 2017 mathematical formulae 1. algebra quadratic equation  for the equation ax2 + bx + c = 0, x bb ac  a = \u2212 \u22122 4  2  binomial theorem (a + b)n = an + (n 1)an\u20131 b + (n 2)an\u20132 b2 + \u2026 + (n r)an\u2013r br + \u2026 + bn,  where n is a positive integer and (n r) = n! (n \u2013 r)!r! 2. trigonometry identities sin2 a + cos2 a = 1 sec2 a = 1 + tan2 a cosec2 a = 1 + cot2 a formulae for \u2206abc a sin a = b sin b = c sin c  a2 = b2 + c2 \u2013 2bc cos a \u2206 = 1  2 bc sin a",
+            "3": "3 0606/12/f/m/17 \u00a9 ucles 2017 [turn over 1 (a) it is given that \ue025 = {: ,} xx x 03 5 r 11 !  and sets a and b are such that a = {multiples of 5} and b = {multiples of 7}.   (i) find   ()nab+. [1]   (ii) find   ()nab,. [1]  (b) it is given that sets x, y and z are such that xy y +=,   xz z +=   and yz+ q=.   on the venn diagram below, illustrate sets x, y and z. [3] /h5105",
+            "4": "4 0606/12/f/m/17 \u00a9 ucles 2017 2 (i) on the axes below sketch, for \u00b0\u00b0x 0 360 gg , the graph of cos yx13 2 =+ . [3] 360\u00b0 270\u00b0 180\u00b0 xy o90\u00b0  (ii) write down the coordinates of the point where this graph first has a minimum value.  [1] 3 the first three terms in the expansion of ax 45 +j lkkn poo are bx cx 322++ . find the value of each of the  constants a, b and c. [5]",
+            "5": "5 0606/12/f/m/17 \u00a9 ucles 2017 [turn over 4 (a) it is given that a1 23 4=-j lkkn poo.   (i) find a1-. [2]   (ii) using your answer to part (i), find the matrix m such that am = 1 45 2--j lkkn poo. [3]  (b) x is a 21 3- -j lkkn poo   and y is a2 41 3j lkkn poo, where a is a constant.   given that   det x = 4 det y,   find the value of a. [2]",
+            "6": "6 0606/12/f/m/17 \u00a9 ucles 2017 5 (i) show that    cosecs in cotcos ii ii -= . [3]  (ii) hence solve the equation    cosecs in cos31ii i -= ,    for 0gi 2gr radians.  [4]",
+            "7": "7 0606/12/f/m/17 \u00a9 ucles 2017 [turn over 6 (a) the letters of the word thursday are arranged in a straight line. find the number of different  arrangements of these letters if   (i) there are no restrictions,  [1]   (ii) the arrangement must start with the letter t and end with the letter y ,  [1]   (iii) the second letter in the arrangement must be y .  [1]  (b) 7 children have to be divided into two groups, one of 4 children and the other of 3 children. given  that there are 3 girls and 4 boys, find the number of different ways this can be done if   (i) there are no restrictions,  [1]   (ii) all the boys are in one group,  [1]   (iii) one boy and one girl are twins and must be in the same group.  [3]",
+            "8": "8 0606/12/f/m/17 \u00a9 ucles 2017 7 (a) a vector v has a magnitude of 102 units and has the same direction as 8 15-j lkkn poo. find v in the form    a bj lkkn poo, where a and b are integers.  [2]  (b) vectors c4 3=j lkkn poo  and dpq pq5=- +j lkkn poo  are such that    cdp2272 +=j lkkn poo. find the possible values of the     constants p and q. [6]",
+            "9": "9 0606/12/f/m/17 \u00a9 ucles 2017 [turn over 8 a curve  is such that ddsinxyx 4222 = . the curve has a gradient of 5 at the point where x2r=.  (i) find an expression for the gradient of the curve at the point (,)xy. [4]  the curve passes through the point p12rc,21-m.  (ii) find the equation of the curve.  [4]  (iii) find the equation of the normal to the curve at the point p, giving your answer in the form  ym xc=+ , where m and c are constants correct to 3 decimal places.  [3]",
+            "10": "10 0606/12/f/m/17 \u00a9 ucles 2017 9 i rada bc o  the diagram shows a circle, centre o, radius 10  cm. points a, b and c lie on the circumference of the  circle such that ac bc= . the area of the minor sector aob  is cm202r and angle aob  is i radians.  (i) find the value of i in terms of r. [2]  (ii) find the perimeter of the shaded region.  [4]",
+            "11": "11 0606/12/f/m/17 \u00a9 ucles 2017 [turn over  (iii) find the area of the shaded region.  [3]",
+            "12": "12 0606/12/f/m/17 \u00a9 ucles 2017 10  y o xaby = (2x \u2013 5)3 2 y33=  the diagram shows part of the curve ()yx 2523=-  and the line y33= . the curve meets the  x-axis at the point a and the line y33=  at the point b. find the area of the shaded region enclosed     by the line ab and the curve, giving your answer in the form p 203, where p is an integer. you must  show all your working.  [8]",
+            "13": "13 0606/12/f/m/17 \u00a9 ucles 2017 [turn over question 11 is printed on the next page.",
+            "14": "14 0606/12/f/m/17 \u00a9 ucles 2017 11 it is given that e yabx= , where a and b are constants.  when lny is plotted against x a straight line  graph is obtained which passes through the points (1.0, 0.7) and (2.5, 3.7).  (i) find the value of a and of b. [6]  (ii) find the value of y when x2=. [2]",
+            "15": "15 0606/12/f/m/17 \u00a9 ucles 2017 blank page",
+            "16": "16 0606/12/f/m/17 \u00a9 ucles 2017 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 international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download at www.cie.org.uk after  the live examination series. 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.blank page"
+        },
+        "0606_m17_qp_22.pdf": {
+            "1": "this document consists of 15 printed pages and 1 blank page. dc (lk/sg) 129475/3 \u00a9 ucles 2017  [turn over *4214767259* additional mathematics  0606/22 paper 2  february/march 2017  2 hours candidates answer on the question paper. additional materials:  electronic calculator read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen. you may use an hb pencil for any diagrams or graphs. do not use staples, paper clips, glue or correction fluid. do not  write in any barcodes. answer all the questions. give non-exact numerical answers correct to 3 significant figures, or 1 decimal place in the case of  angles  in degrees, unless a different level of accuracy is specified in the question. the use of an electronic calculator is expected, where appropriate. you are reminded of the need for clear presentation in your answers. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question. the total number of marks for this paper is 80.cambridge international examinations cambridge international general certificate of secondary education",
+            "2": "2 0606/22/f/m/17 \u00a9 ucles 2017 mathematical formulae 1. algebra quadratic equation  for the equation ax2 + bx + c = 0, x bb ac  a = \u2212 \u22122 4  2  binomial theorem (a + b)n = an + (n 1)an\u20131 b + (n 2)an\u20132 b2 + \u2026 + (n r)an\u2013r br + \u2026 + bn,  where n is a positive integer and (n r) = n! (n \u2013 r)!r! 2. trigonometry identities sin2 a + cos2 a = 1 sec2 a = 1 + tan2 a cosec2 a = 1 + cot2 a formulae for \u2206abc a sin a = b sin b = c sin c  a2 = b2 + c2 \u2013 2bc cos a \u2206 = 1  2 bc sin a",
+            "3": "3 0606/22/f/m/17 \u00a9 ucles 2017 [turn over 1 solve the equation x 53 10 -= . [3] 2 the value, v dollars, of a car aged t years is given by e v12000.t02=-.  (i) write down the value of the car when it was new.  [1]  (ii) find the time it takes for the value to decrease to 32 of the value when it was new.  [2]",
+            "4": "4 0606/22/f/m/17 \u00a9 ucles 2017 3 the polynomial ()px is   xxx x 23 84432-- +- .  (i) show that ()px can be written as    () () xx xx 14 432-- -+ . [1]  (ii) hence write ()px as a product of its linear factors, showing all your working.  [4]  4 find the set of values of k for which the line    yx k 3=+    and the curve    yx x 23 42=- +   do not  intersect.  [4]",
+            "5": "5 0606/22/f/m/17 \u00a9 ucles 2017 [turn over 5 x 20 3 5+  the diagram shows a trapezium made from a rectangle and a right-angled triangle. the dimensions, in  centimetres, of the rectangle and triangle are shown. the area, in square centimetres, of the trapezium  is 13 55+ . without using a calculator , find the value of x in the form pq 5+ , where p and q are  integers.  [5]",
+            "6": "6 0606/22/f/m/17 \u00a9 ucles 2017 6 (a) (i) express xx893-- 36`` jj    in the form axb, where a and b are constants to be found.  [2]   (ii) hence solve the equation xx8 625093-= --6 3`` jj . [2]  ",
+            "7": "7 0606/22/f/m/17 \u00a9 ucles 2017 [turn over  (b) it is given that () () logl og ya xx24 31aa=+ -- ,   where a is a positive integer.   (i) explain why x must be greater than 0.75.  [1]   (ii) show that y can be written as ()log xx x 16 24 9a32-+ . [3]   (iii) find the value of x for which ()log yx 9a= . [2]",
+            "8": "8 0606/22/f/m/17 \u00a9 ucles 2017 7 (a) calculate the magnitude and bearing of the resultant velocity of ms101- on a bearing of 240 \u00b0 and  ms51- due south.  [5]  (b) a car travelling east along a road at a velocity of kmh 381- passes a lorry travelling west on the  same road at a velocity of kmh 561-. write down the velocity of the lorry relative to the car.  [2]",
+            "9": "9 0606/22/f/m/17 \u00a9 ucles 2017 [turn over 8 the points a(3, 7) and b(8, 4) lie on the line l. the line through the point c(6, \u22124) with gradient 61  meets the line l at the point d. calculate  (i) the coordinates of d, [6]  (ii) the equation of the line through d perpendicular to the line yx32 10 -= . [2]",
+            "10": "10 0606/22/f/m/17 \u00a9 ucles 2017 9 (a) find ed xx21+y . [2]  (b) (i) given that lnyxx= , find dd xy. [3]   (ii) hence find () ln lndx xxx11 1 22-+j lkkn poo y . [3]",
+            "11": "11 0606/22/f/m/17 \u00a9 ucles 2017 [turn over 10 solve, for \u00b0\u00b0x 0 360 gg , the equation  (i) (\u00b0 ) cotx21 043-= , [4]  (ii) sinc os cos xx x22-= . [5]",
+            "12": "12 0606/22/f/m/17 \u00a9 ucles 2017 11 the functions f and g are defined by  ()ff or xxxx222 h =-, ()gf or xxx2102 h =-.  (i) state the range of g.  [1]  (ii) explain why fg(1) does not exist.  [2]  (iii) show that ()gfxa xbxc 2 2=+ + , where a, b and c are constants to be found.  [3]",
+            "13": "13 0606/22/f/m/17 \u00a9 ucles 2017 [turn over  (iv) state the domain of gf.  [1]  (v) show that ()fxxx 28 12 =++ -. [4]",
+            "14": "14 0606/22/f/m/17 \u00a9 ucles 2017 12 the diagram shows a shape made by cutting an equilateral triangle out of a rectangle of width x cm.  x cm  the perimeter of the shape is 20  cm.   (i) show that the area, a cm2, of the shape is given by      ax x 10463 2=-+j lkkn poo. [3]",
+            "15": "15 0606/22/f/m/17 \u00a9 ucles 2017  (ii) given that x can vary, find the value of x which produces the maximum area and calculate this  maximum area. give your answers to 2 significant figures.  [4]",
+            "16": "16 0606/22/f/m/17 \u00a9 ucles 2017 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 international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download at www.cie.org.uk after  the live examination series. 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.blank page"
+        },
+        "0606_s17_qp_11.pdf": {
+            "1": "this document consists of 12 printed pages. dc (rw/fd) 129466/3 \u00a9 ucles 2017  [turn over *9272080016* additional mathematics  0606/11 paper 1  may/june 2017  2 hours candidates answer on the question paper. additional materials:  electronic calculator read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen. you may use an hb pencil for any diagrams or graphs. do not use staples, paper clips, glue or correction fluid. do not  write in any barcodes. answer all the questions. give non-exact numerical answers correct to 3 significant figures, or 1 decimal place in the case of  angles  in degrees, unless a different level of accuracy is specified in the question. the use of an electronic calculator is expected, where appropriate. you are reminded of the need for clear presentation in your answers. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question. the total number of marks for this paper is 80.cambridge international examinations cambridge international general certificate of secondary education",
+            "2": "2 0606/11/m/j/17 \u00a9 ucles 2017 mathematical formulae 1. algebra quadratic  equation  for the equation ax2 + bx + c = 0, xabb ac 242!=-- binomial theorem (a + b)n = an + (n 1)an\u20131 b + (n 2)an\u20132 b2 + \u2026 + (n r)an\u2013r br + \u2026 + bn,  where n is a positive integer and (n r) = n! (n \u2013 r)!r!  2. trigonometry identities sin2 a + cos2 a = 1 sec2 a = 1 + tan2 a cosec2 a = 1 + cot2 a formulae for \u2206abc a sin a = b sin b = c sin c a2 = b2 + c2 \u2013 2bc cos a \u2206 = 1  2 bc sin a",
+            "3": "3 0606/11/m/j/17 \u00a9 ucles 2017 [turn over 1 the line yk x5 =- , where k is a positive constant, is a tangent to the curve yx x42=+  at the point a.  (i) find the exact value of k. [3]  (ii) find the gradient of the normal to the curve at the point a, giving your answer in the form ab 5+ ,   where a and b are constants.  [2]",
+            "4": "4 0606/11/m/j/17 \u00a9 ucles 2017 2 it is given that xx ax bx 48 p32=+ +- ^h . when xp^h is divided by   x3-   the remainder is 6.  given that   10p= l^h , find the value of a and of b. [5] 3 (a) simplify xy xy8103 6'- 3, giving your answer in the form xyab, where a and b are integers.  [2]  (b) (i) show that tt42 5221 23 -+ - ^^ hh  can be written in the form tq tr 2p-+^^ hh , where p, q and r  are constants to be found.  [3]   (ii) hence solve the equation   tt42 52 021 23 -+ -= ^^ hh . [1]",
+            "5": "5 0606/11/m/j/17 \u00a9 ucles 2017 [turn over 4 (a) it is given that   x 35 fex4=+-^h    for xr!.   (i) state the range of f.  [1]   (ii) find   f1-   and state its domain.  [4]  (b) it is given that   xx 5 g2=+ ^h    and   ln xxh= ^h    for x02. solve x 2 hg = ^h . [3]",
+            "6": "6 0606/11/m/j/17 \u00a9 ucles 2017 5 (a) oa m cb ba c   the diagram shows a figure oabc , where a oa=, b ob= and c oc=. the lines ac and ob  intersect at the point m where m is the midpoint of the line ac.   (i) find, in terms of a and c, the vector om. [2]   (ii) given that ::om mb 23= , find b in terms of a and c. [2]",
+            "7": "7 0606/11/m/j/17 \u00a9 ucles 2017 [turn over  (b) vectors i and j are unit vectors parallel to the x-axis and y-axis respectively.   the vector p has a magnitude of 39  units and has the same direction as   ij10 24 -+ .   (i) find p in terms of i and j. [2]   (ii) find the vector q such that pq2+ is parallel to the positive y-axis and has a magnitude of  12 units.  [3]   (iii) hence show that q k5= , where k is an integer to be found.  [2]",
+            "8": "8 0606/11/m/j/17 \u00a9 ucles 2017 6  oa d b c8 cm 12 cm  the diagram shows a circle, centre o, radius 12  cm. the points a and b lie on the circumference of the  circle and form a rectangle with the points c and d. the length of ad is 8 cm and the area of the minor  sector aob  is 150  cm2.  (i) show that angle aob  is 2.08 radians, correct to 2  decimal places.  [2]  (ii) find the area of the shaded region adcb . [6]  (iii) find the perimeter of the shaded region adcb . [3]",
+            "9": "9 0606/11/m/j/17 \u00a9 ucles 2017 [turn over 7 show that the curve y x382 35 =+^h  has only one stationary point. find the coordinates of this stationary  point and determine its nature.  [8]",
+            "10": "10 0606/11/m/j/17 \u00a9 ucles 2017 8 (i) on the axes below sketch the graphs of   yx 25=-    and   yx x 98 01 62=- . [5] \u20131 1 0 \u201310\u20135510y 2 3 4 5 6 x  (ii) solve x25 4 -= . [3]  (iii) hence show that the graphs of    yx 25=-     and    yx x 98 01 62=-     intersect at the points  where y4=. [1]  (iv) hence find the values of x for which xx x 92 58 01 62g-- . [2]",
+            "11": "11 0606/11/m/j/17 \u00a9 ucles 2017 [turn over 9 (i) show that tans ecxx54343122+= +j lkkj lkkn poon poo . [1]  (ii) given that ddtans ecxxx 3 31 32=j lkkj lkk cn poon poo m , find   secxx3d2j lkkn poo y . [1]  (iii) oy xy = 5 + 4 tan2x 3j lkkn poo 2   the diagram shows part of the curve tan yx5432=+j lkkn poo. using the results from parts (i) and (ii),    find the exact area of the shaded region enclosed by the curve, the x-axis and the lines rx2= and  rx=. [5] question 10 is printed on the next page.",
+            "12": "12 0606/11/m/j/17 \u00a9 ucles 2017 10 (a) given that yx41ex 23 =+, find xy dd. [3]  (b) variables x, y and t are such that   rrcoss in yx x 43233=+ ++j lkkj lkkn poon poo   and   ty10dd= .   (i) find the value of  xy dd when rx2=. [3]   (ii) find the value of  tx dd when rx2=. [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. to avoid the issue of disclosure of answer-related information to candidates, all copyright acknowledgements are reproduced online in the cambridge international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download at www.cie.org.uk after  the live examination series. 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."
+        },
+        "0606_s17_qp_12.pdf": {
+            "1": "this document consists of 12 printed pages. dc (lk/cgw) 129467/2 \u00a9 ucles 2017  [turn over *0147311657* additional mathematics  0606/12 paper 1  may/june 2017  2 hours candidates answer on the question paper. additional materials:  electronic calculator read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen. you may use an hb pencil for any diagrams or graphs. do not use staples, paper clips, glue or correction fluid. do not  write in any barcodes. answer all the questions. give non-exact numerical answers correct to 3 significant figures, or 1 decimal place in the case of  angles  in degrees, unless a different level of accuracy is specified in the question. the use of an electronic calculator is expected, where appropriate. you are reminded of the need for clear presentation in your answers. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question. the total number of marks for this paper is 80.cambridge international examinations cambridge international general certificate of secondary education",
+            "2": "2 0606/12/m/j/17 \u00a9 ucles 2017 mathematical formulae 1. algebra quadratic equation  for the equation ax2 + bx + c = 0, x bb ac  a = \u2212 \u22122 4  2  binomial theorem (a + b)n = an + (n 1)an\u20131 b + (n 2)an\u20132 b2 + \u2026 + (n r)an\u2013r br + \u2026 + bn,  where n is a positive integer and (n r) = n! (n \u2013 r)!r! 2. trigonometry identities sin2 a + cos2 a = 1 sec2 a = 1 + tan2 a cosec2 a = 1 + cot2 a formulae for \u2206abc a sin a = b sin b = c sin c  a2 = b2 + c2 \u2013 2bc cos a \u2206 = 1  2 bc sin a",
+            "3": "3 0606/12/m/j/17 \u00a9 ucles 2017 [turn over 1 on each of the venn diagrams below, shade the region which represents the given set. a b c (a + b) , c/h5105 a b c (a + b ) + c/h5105a b c (a , b) + c/h5105  [3] 2 it is given that ()yxx 154221 =++. showing all your working, find the exact value of dd xy when x3=.  [5]",
+            "4": "4 0606/12/m/j/17 \u00a9 ucles 2017 3 vectors i and j are unit vectors parallel to the x-axis and y-axis respectively.  (a) the vector v has a magnitude of 35  units and has the same direction as ij2-. find v giving  your answer in the form ijab+, where a and b are integers.  [2]  (b) the velocity vector w makes an angle of 30\u00b0 with the positive x-axis and is such that w 2=.  find w giving your answer in the form ijcd+, where c and d are integers.  [2] 4 the first 3 terms in the expansion of x36n -j lkkn poo are ax bx 812++ . find the value of each of the constants  n, a and b. [5]",
+            "5": "5 0606/12/m/j/17 \u00a9 ucles 2017 [turn over 5 a particle p moves in a straight line, such that its displacement, x m, from a fixed point o, t s after  passing o, is given by ()cos xt43 4 =- .  (i) find the velocity of p at time t. [1]  (ii) hence write down the maximum speed of p. [1]  (iii) find the smallest value of t for which the acceleration of p is zero.  [3]  (iv) for the value of t found in part (iii), find the distance of p from o. [1]",
+            "6": "6 0606/12/m/j/17 \u00a9 ucles 2017 6 (i) show that cott ancoseccosiiii+= . [4]  it is given that cott ancosecd222 43 a 0 iiii+= y , where a 0411r.  (ii) using your answer to part (i) find the value of a, giving your answer in terms of r. [4]",
+            "7": "7 0606/12/m/j/17 \u00a9 ucles 2017 [turn over 7 it is given that () ya 10bx= , where a and b are constants. the straight line graph obtained when lgy is  plotted against x passes through the points (.,.) 0522 and (.,.) 1037.  (i) find the value of a and of b. [5]  using your values of a and b, find  (ii) the value of y when . x06= , [2]  (iii) the value of x when y600= . [2]",
+            "8": "8 0606/12/m/j/17 \u00a9 ucles 2017 8 (a) a 5-digit number is to be formed from the seven digits 1, 2, 3, 5, 6, 8 and 9. each digit can only be  used once in any 5-digit number. find the number of different 5-digit numbers that can be formed if   (i) there are no restrictions,  [1]   (ii) the number is divisible by 5,  [1]   (iii) the number is greater than 60  000, [1]   (iv) the number is greater than 60  000 and even.  [3]  (b) ranjit has 25 friends of whom 15 are boys and 10 are girls. ranjit wishes to hold a birthday party  but can only invite 7 friends. find the number of different ways these 7 friends can be selected if    (i) there are no restrictions,  [1]   (ii) only 2 of the 7 friends are boys,  [1]   (iii) the 25 friends include a boy and his sister who cannot be separated.  [3]",
+            "9": "9 0606/12/m/j/17 \u00a9 ucles 2017 [turn over 9 (a) given that a3 1 41 2 5=-j lk kkn po oo, b1 32 0=-j lkkn poo and ca b= ,   (i) state the order of a, [1]   (ii) find c. [3]  (b) the matrix x5 412 7=- -j lkkn poo.   (i) find x1-. [2]   (ii) using x1-, find the coordinates of the point of intersection of the lines     , .yx yx12 52 6 74 52=- =- [4]",
+            "10": "10 0606/12/m/j/17 \u00a9 ucles 2017 10 4 cma do cb8 cm  the diagram shows a circle, centre o, radius 8  cm. the points a, b, c and d lie on the circumference of  the circle such that ab is parallel to dc. the length of the arc ad is 4 cm and the length of the chord ab  is 15  cm.  (i) find, in radians, angle aod . [1]  (ii) hence show that angle . doc 143=  radians, correct to 2 decimal places.  [3]",
+            "11": "11 0606/12/m/j/17 \u00a9 ucles 2017 [turn over  (iii) find the perimeter of the shaded region.  [3]  (iv) find the area of the shaded region.  [4] question 11 is printed on the next page.",
+            "12": "12 0606/12/m/j/17 \u00a9 ucles 2017 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 international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download at www.cie.org.uk after  the live examination series. 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.11 the curve ()fyx=  passes through the point 7,21 2j lkkn poo and is such that ()fexx21=-l .  (i) find the equation of the curve.  [4]  (ii) find the value of x for which f  \u02ba(x) = 4, giving your answer in the form ln ab 2 + , where a and b  are constants.  [4]"
+        },
+        "0606_s17_qp_13.pdf": {
+            "1": "this document consists of 15 printed pages and 1 blank page. dc (kn/cgw) 129468/2 \u00a9 ucles 2017  [turn over *8262841617* additional mathematics  0606/13 paper 1  may/june 2017  2 hours candidates answer on the question paper. additional materials:  electronic calculator read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen. you may use an hb pencil for any diagrams or graphs. do not use staples, paper clips, glue or correction fluid. do not  write in any barcodes. answer all the questions. give non-exact numerical answers correct to 3 significant figures, or 1 decimal place in the case of angles in  degrees, unless a different level of accuracy is specified in the question. the use of an electronic calculator is expected, where appropriate. you are reminded of the need for clear presentation in your answers. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question. the total number of marks for this paper is 80.cambridge international examinations cambridge international general certificate of secondary education",
+            "2": "2 0606/13/m/j/17 \u00a9 ucles 2017 mathematical formulae 1. algebra quadratic  equation  for the equation ax2 + bx + c = 0, xabb ac 242!=-- binomial theorem (a + b)n = an + (n 1)an\u20131 b + (n 2)an\u20132 b2 + \u2026 + (n r)an\u2013r br + \u2026 + bn,  where n is a positive integer and (n r) = n! (n \u2013 r)!r!  2. trigonometry identities sin2 a + cos2 a = 1 sec2 a = 1 + tan2 a cosec2 a = 1 + cot2 a formulae for \u2206abc a sin a = b sin b = c sin c a2 = b2 + c2 \u2013 2bc cos a \u2206 = 1  2 bc sin a",
+            "3": "3 0606/13/m/j/17 \u00a9 ucles 2017 [turn over 1 (a) on the venn diagram below, shade the region which represents ab cb +, + ll ^^ hh . [1] a b c/h5105  (b) complete the venn diagram below to show the sets y and z such that zx y 11 . [1] x/h5105 2 given that  cos yx34 9 =+ , write down  (i) the amplitude of  y, [1]  (ii) the period of  y. [1]",
+            "4": "4 0606/13/m/j/17 \u00a9 ucles 2017 3 (i) on the axes below, sketch the graph of   sin yx32=-    for  0 360 ggi cc . [3] 6y x4 2 0 90\u00b0 180\u00b0 270\u00b0 360\u00b0 \u20132 \u20134 \u20136  (ii) given that    sinxk 03 2 gg -     for x 0 360 ggcc , write down the value of k. [1]",
+            "5": "5 0606/13/m/j/17 \u00a9 ucles 2017 [turn over 4 in this question, all dimensions are in centimetres. a b c3 + 2\u221a5 m 4 + 6\u221a5  the diagram shows an isosceles triangle abc , where  ab = ac. the point m is the mid-point of bc.   given that  am 32 5 =+   and  bc 46 5 =+ ,   find, without using a calculator ,  (i) the area of triangle abc , [2]  (ii)  tan abc , giving your answer in the form  cab 5+   where a, b and c are positive integers.  [3]",
+            "6": "6 0606/13/m/j/17 \u00a9 ucles 2017 5 the normal to the curve yx 49=+ , at the point where x4=, meets the x- and y-axes at the points a  and b. find the coordinates of the mid-point of the line ab. [7]",
+            "7": "7 0606/13/m/j/17 \u00a9 ucles 2017 [turn over 6 (a) given that   a = 3 21 4j lkkn poo,   b = 5 2 11 4 0-j lk kkn po oo  and  c = 5 32 1-j lkkn poo, find   (i) a + 3c, [2]   (ii) ba. [2]  (b) (i) given that  x = 1 43 2- -j lkkn poo, find x\u20131. [2]   (ii) hence find y, such that   xy = 5 1510 20-j lkkn poo. [3]",
+            "8": "8 0606/13/m/j/17 \u00a9 ucles 2017 7 (a) show that   coss ectans intansin22 iiiiii++= . [4]",
+            "9": "9 0606/13/m/j/17 \u00a9 ucles 2017 [turn over  (b) given that sin x3z =  and cosy3 z=  , find the numerical value of yx y 922 2- . [3]",
+            "10": "10 0606/13/m/j/17 \u00a9 ucles 2017 8 it is given that ()xx ax xb 24 p32=+ ++ , where a and b are constants.  it is given also that  x21+  is a  factor of ()xp and that when ()xp is divided by x1- there is a remainder of 12-.  (i) find the value of a and of b. [5]  (ii) using your values of a and b, write ()xp in the form () () xx21 q+ , where ()xq is a quadratic  expression.  [2]  (iii) hence find the exact solutions of the equation ()x 0 p=. [2]",
+            "11": "11 0606/13/m/j/17 \u00a9 ucles 2017 [turn over 9 it is given that x 56 15e edxx kk55-=- -^hy .  (i) show that 3 eekk55-=-. [5]  (ii) hence, using the substitution   yek5= ,   or otherwise, find the value of k. [3]",
+            "12": "12 0606/13/m/j/17 \u00a9 ucles 2017 10 it is given that () ()ln yx x 10 25 1 =+ +.  (i) find xy dd. [4]  (ii)  hence show that ()()() ln ln xxax bxx c 51551 d+++- + = y , where a and b are integers and c is a     constant of integration.  [3]",
+            "13": "13 0606/13/m/j/17 \u00a9 ucles 2017 [turn over  (iii) hence find ()lnxx51 d 051 + y , giving your answer in the form lndf 5+, where d and f are integers.    [2]",
+            "14": "14 0606/13/m/j/17 \u00a9 ucles 2017 11 a curve has equation yx xx 6=- .  (i) find the coordinates of the stationary point of the curve.  [4]  (ii) determine the nature of this stationary point.  [2]  (iii) find the approximate change in y when x increases from 4 to h4+, where h is small.  [3]",
+            "15": "15 0606/13/m/j/17 \u00a9 ucles 2017 12 a particle moves in a straight line, such that its velocity, vms1-, t s after passing a fixed point o, is  given by sin vt t32 26=+ + .  (i) find the acceleration of the particle at time t. [2]  (ii) hence find the smallest value of t for which the acceleration of the particle is zero.  [2]  (iii) find the displacement, x m from o, of the particle at time t. [5]",
+            "16": "16 0606/13/m/j/17 \u00a9 ucles 201716 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 international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download at www.cie.org.uk after  the live examination series. 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.blank page"
+        },
+        "0606_s17_qp_21.pdf": {
+            "1": "this document consists of 12 printed pages. dc (kn/fd) 129463/3 \u00a9 ucles 2017  [turn overcambridge international examinations cambridge international general certificate of secondary education *6595404132* additional mathematics  0606/21 paper 2  may/june 2017  2 hours candidates answer on the question paper. additional materials:  electronic calculator read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen. you may use an hb pencil for any diagrams or graphs. do not use staples, paper clips, glue or correction fluid. do not  write in any barcodes. answer all the questions. give non-exact numerical answers correct to 3 significant figures, or 1 decimal place in the case of   angles in degrees, unless a different level of accuracy is specified in the question. the use of an electronic calculator is expected, where appropriate. you are reminded of the need for clear presentation in your answers. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question. the total number of marks for this paper is 80.",
+            "2": "2 0606/21/m/j/17 \u00a9 ucles 2017 mathematical formulae 1. algebra quadratic equation  for the equation ax2 + bx + c = 0, x bb ac  a = \u2212 \u22122 4  2  binomial theorem (a + b)n = an + (n 1)an\u20131 b + (n 2)an\u20132 b2 + \u2026 + (n r)an\u2013r br + \u2026 + bn,  where n is a positive integer and (n r) = n! (n \u2013 r)!r! 2. trigonometry identities sin2 a + cos2 a = 1 sec2 a = 1 + tan2 a cosec2 a = 1 + cot2 a formulae for \u2206abc a sin a = b sin b = c sin c  a2 = b2 + c2 \u2013 2bc cos a \u2206 = 1  2 bc sin a",
+            "3": "3 0606/21/m/j/17 \u00a9 ucles 2017 [turn over 1  find the equation of the curve which passes through the point (2, 17) and for which xyx41dd3=+ . [4] 2 do not use a calculator in this question.  (a) show that 24 2715930# +  can be written in the form a2, where a is an integer.  [3]  (b) solve the equation xx 31 23 += - ^^ hh , giving your answer in the form bc 3+ , where b and c  are integers.  [3]",
+            "4": "4 0606/21/m/j/17 \u00a9 ucles 2017 3 the variables  x and y are such that ()lnyx 12=+ .  (i) find an expression for xy dd. [2]  (ii) hence, find the approximate change in y when x increases from 3 to h3+, where h is small.  [2] 4 (a) given that cos yx71 03 =- , where the angle x is measured in degrees, state   (i) the period of y, [1]   (ii) the amplitude of y. [1]  (b) 0 0\u00b0 45\u00b0 90\u00b0 135\u00b0 180\u00b0 225\u00b0 270\u00b0 315\u00b0 360\u00b024681012y x   find the equation of the curve shown, in the form () ya bx c g=+ , where ()xg is a trigonometric  function and a, b and c are integers to be found.  [4]",
+            "5": "5 0606/21/m/j/17 \u00a9 ucles 2017 [turn over 5 (i) given that a is a constant, expand () ax24+ , in ascending powers of x, simplifying each term of  your expansion.  [2]  given also that the coefficient of x2 is equal to the coefficient of x3,   (ii) show that a3=,  [1]  (iii) use your expansion to show that the value of 1.974 is 15.1 to 1 decimal place.  [2]",
+            "6": "6 0606/21/m/j/17 \u00a9 ucles 2017 6 four cinemas, p, q, r and s each sell adult, student and child tickets. the number of tickets sold by  each cinema on one weekday were     p: 90 adult, 10 student, 30 child      q: 45 student      r: 25 adult, 15 child      s: 10 adult, 100 child.  (i) given that 1111 l=^h , construct a matrix, m, of the number of tickets sold, such that the  matrix product lm can be found.  [1]  (ii) find the matrix product lm. [1]  (iii) state what information is represented by the matrix product lm. [1]  an adult ticket costs $5, a student ticket costs $4 and a child ticket costs $3.  (iv) construct a matrix, n, of the ticket costs, such that the matrix product lmn  can be found and  state what information is represented by the matrix product lmn . [2]",
+            "7": "7 0606/21/m/j/17 \u00a9 ucles 2017 [turn over 7 (a) on each of the venn diagrams below shade the region which represents the given set. \u2229 \u2229\u2229 /h5105 /h5105x xpp' qq rr y' y    [2]  (b) in a group of students, each student studies at most two of art, music and design. no student  studies both music and design.     a denotes the set of students who study art,      m denotes the set of students who study music,      d denotes the set of students who study design.    (i) write the following using set notation.       no student studies both music and design.  [1]   there are 100 students in the group. 39 students study art, 45 study music and 36 study design.   12 students study both art and music. 25 students study both art and design.    (ii) complete the venn diagram below to represent this information and hence find the number of  students in the group who do not study any of these subjects.    /h5105a     [3]",
+            "8": "8 0606/21/m/j/17 \u00a9 ucles 2017 8  (a) a football club has 30 players. in how many different ways can a captain and a vice-captain be  selected at random from these players?  [1]  (b) a team of 11 teachers is to be chosen from 2 mathematics teachers, 5 computing teachers and 9  science teachers. find the number of different teams that can be chosen if   (i) the team must have exactly 1 mathematics teacher,  [2]   (ii) the team must have exactly 1 mathematics teacher and at least 4 computing teachers.  [4]",
+            "9": "9 0606/21/m/j/17 \u00a9 ucles 2017 [turn over 9  the curve xx yy y 34 3022+- +- = and the line () yx21=-  intersect at the points a and b.  (i) find the coordinates of a and of b. [5]  (ii) find the equation of the perpendicular bisector of the line ab, giving your answer in the form  ax by c += , where a, b and c are integers.  [4]",
+            "10": "10 0606/21/m/j/17 \u00a9 ucles 2017 10 the table shows values of the variables t and p. t 1 1.5 2 2.5 p 4.39 8.33 15.8 30.0  (i) draw the graph of lnp against t on the grid below.  [2] 0.5123ln p 0 1 1.5 2 2.5 t  (ii) use the graph to estimate the value of p when . t22= . [2]  (iii) find the gradient of the graph and state the coordinates of the point where the graph meets the  vertical axis.  [2]  (iv) using your answers to part (iii), show that pa bt= , where a and b are constants to be found.  [3]  (v)  given that your equation in part (iv) is valid for values of t up to 10, find the smallest value of t,  correct to 1 decimal place, for which p is at least 1000.  [2]",
+            "11": "11 0606/21/m/j/17 \u00a9 ucles 2017 [turn over 11 (i) prove that ()sinc ot tans ec xx xx+= . [4]  (ii) hence solve the equation ()sinc ot tan xx x 2 +=  for x 0 360 ggcc . [4] question 12 is printed on the next page.",
+            "12": "12 0606/21/m/j/17 \u00a9 ucles 2017 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 international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download at www.cie.org.uk after  the live examination series. 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.12  a particle moves in a straight line so that, t seconds after passing a fixed point o, its displacement, s m,  from o is given by     cos st t 13 5 =+ - .  (i) find the distance between the particle\u2019s first two positions of instantaneous rest.  [7]  (ii) find the acceleration when t = \u03c0. [2]"
+        },
+        "0606_s17_qp_22.pdf": {
+            "1": "this document consists of 12 printed pages. dc (lk/fd) 129464/2 \u00a9 ucles 2017  [turn over *8715888044* additional mathematics  0606/22 paper 2  may/june 2017  2 hours candidates answer on the question paper. additional materials:  electronic calculator read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen. you may use an hb pencil for any diagrams or graphs. do not use staples, paper clips, glue or correction fluid. do not  write in any barcodes. answer all the questions. give non-exact numerical answers correct to 3 significant figures, or 1 decimal place in the case of  angles  in degrees, unless a different level of accuracy is specified in the question. the use of an electronic calculator is expected, where appropriate. you are reminded of the need for clear presentation in your answers. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question. the total number of marks for this paper is 80.cambridge international examinations cambridge international general certificate of secondary education",
+            "2": "2 0606/22/m/j/17 \u00a9 ucles 2017 mathematical formulae 1. algebra quadratic equation  for the equation ax2 + bx + c = 0, x bb ac  a = \u2212 \u22122 4  2  binomial theorem (a + b)n = an + (n 1)an\u20131 b + (n 2)an\u20132 b2 + \u2026 + (n r)an\u2013r br + \u2026 + bn,  where n is a positive integer and (n r) = n! (n \u2013 r)!r! 2. trigonometry identities sin2 a + cos2 a = 1 sec2 a = 1 + tan2 a cosec2 a = 1 + cot2 a formulae for \u2206abc a sin a = b sin b = c sin c  a2 = b2 + c2 \u2013 2bc cos a \u2206 = 1  2 bc sin a",
+            "3": "3 0606/22/m/j/17 \u00a9 ucles 2017 [turn over 1 solve xx53 13 += - . [3] 2 without using a calculator , express 35152 -+- j lkkn poo in the form ab 5+ , where a and b are integers.  [5]",
+            "4": "4 0606/22/m/j/17 \u00a9 ucles 2017 3 without using a calculator , factorise the expression xx10 21 432-+ . [5] 4 the point p lies on the curve yx x 37 112=- +. the normal to the curve at p has equation yx k 5+= .  find the coordinates of p and the value of k. [6]",
+            "5": "5 0606/22/m/j/17 \u00a9 ucles 2017 [turn over 5 (i) show that [. (. )]ddln lnxxx kx x 04 02 5554-= , where k is an integer to be found.  [2]  (ii) express ln x1253 in terms of lnx5. [1]  (iii) hence find ()ln d xx x 12543y . [2] 6 show that the roots of () px pq xq 02+- -=  are real for all real values of p and q.  [4]",
+            "6": "6 0606/22/m/j/17 \u00a9 ucles 2017 7 (a) given that    ab7=, where a and b are positive constants, find,    (i) logba, [1]   (ii) logab. [1]  (b) solve the equation    logy41 81=- . [2]  (c) solve the equation     43216xx1 22 =- . [3]",
+            "7": "7 0606/22/m/j/17 \u00a9 ucles 2017 [turn over 8 solutions to this question by accurate drawing will not be accepted.  the points a and b are (\u22128, 8) and (4, 0) respectively.   (i) find the equation of the line ab. [2]   (ii) calculate the length of ab. [2]  the point c is (0, 7) and d is the mid-point of ab.  (iii) show that angle adc  is a right angle.  [3]  the point e is such that ae4 7=-j lkkn poo.  (iv) write down the position vector of the point e. [1]   (v) show that acbe  is a parallelogram.  [2]",
+            "8": "8 0606/22/m/j/17 \u00a9 ucles 2017 9 a function f is defined, for x3 2g, by    ()fxx x 26 52=- +.  (i) express ()fx in the form ()ax bc2-+ , where a, b and c are constants.  [3]  (ii) on the same axes, sketch the graphs of ()fyx=  and ()fyx1=-, showing the geometrical  relationship between them.  [3]  xy o  (iii) using your answer from part (i), find an expression for ()fx1-, stating its domain.  [3] ",
+            "9": "9 0606/22/m/j/17 \u00a9 ucles 2017 [turn over 10 solve the equation  (i) sinx 4343r-=j lkkn poo  for x02ggr radians,  [4]  (ii) tans ec sec yy y 21 4322+= + for \u00b0\u00b0y 0 360 gg . [5]",
+            "10": "10 0606/22/m/j/17 \u00a9 ucles 2017 11  ea ob d xy y = x3 + 4x2 \u2013 5x + 5 cy = 5   the diagram shows part of the curve yxxx 45 532=+ -+  and the line y = 5. the curve and the  line intersect at the points a, b and c. the points d and e are on the x-axis and the lines ae and  cd are parallel to the y-axis.  (i) find () d xxx x 45 532+- + y . [2]  (ii) find the area of each of the rectangles oeab  and obcd . [4]",
+            "11": "11 0606/22/m/j/17 \u00a9 ucles 2017 [turn over  (iii) hence calculate the total area of the shaded regions enclosed between the line and the curve. you  must show all your working.  [4] question 12 is printed on the next page.",
+            "12": "12 0606/22/m/j/17 \u00a9 ucles 2017 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 international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download at www.cie.org.uk after  the live examination series. 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.12 the function g is defined, for x212-, by ()gxx213=+.  (i) show that ()gxl is always negative.  [2]  (ii) write down the range of g.  [1]   the function h is defined, for all real x, by ()hxk x3 =+ , where k is a constant.  (iii) find an expression for ()hgx. [1]  (iv) given that ()hg05=, find the value of k. [2]  (v) state the domain of hg.  [1]"
+        },
+        "0606_s17_qp_23.pdf": {
+            "1": "this document consists of 15 printed pages and 1 blank page. dc (st/fc) 129465/2 \u00a9 ucles 2017  [turn over *7292744436* additional mathematics  0606/23 paper 2  may/june 2017  2 hours candidates answer on the question paper. additional materials:  electronic calculator read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen. you may use an hb pencil for any diagrams or graphs. do not use staples, paper clips, glue or correction fluid. do not  write in any barcodes. answer all the questions. give non-exact numerical answers correct to 3 significant figures, or 1 decimal place in the case of   angles in degrees, unless a different level of accuracy is specified in the question. the use of an electronic calculator is expected, where appropriate. you are reminded of the need for clear presentation in your answers. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question. the total number of marks for this paper is 80.cambridge international examinations cambridge international general certificate of secondary education",
+            "2": "2 0606/23/m/j/17 \u00a9 ucles 2017 mathematical formulae 1. algebra quadratic  equation  for the equation ax2 + bx + c = 0, x bb ac  a = \u2212 \u22122 4  2  binomial theorem (a + b)n = an + (n 1)an\u20131 b + (n 2)an\u20132 b2 + \u2026 + (n r)an\u2013r br + \u2026 + bn,  where n is a positive integer and (n r) = n! (n \u2013 r)!r! 2. trigonometry identities sin2 a + cos2 a = 1 sec2 a = 1 + tan2 a cosec2 a = 1 + cot2 a formulae for \u2206abc a sin a = b sin b = c sin c  a2 = b2 + c2 \u2013 2bc cos a \u2206 = 1  2 bc sin a",
+            "3": "3 0606/23/m/j/17 \u00a9 ucles 2017 [turn over 1 (a) solve the equation  . 72 5x25=+,  giving your answer correct to 2 decimal places.  [3]   (b) express   pqq 6255 123 41^^ hh  in the form pq5ab c, where a, b and c are constants.  [3]  ",
+            "4": "4 0606/23/m/j/17 \u00a9 ucles 2017 2   y x oa y x ocy x ob y x od  the four graphs above are labelled a, b, c and d.  (i) write down the letter of each graph that represents a function, giving a reason for your choice.  [2]  (ii) write down the letter of each graph that represents a function which has an inverse, giving a  reason for your choice.  [2]",
+            "5": "5 0606/23/m/j/17 \u00a9 ucles 2017 [turn over 3   oy3 (0.2, 5)(1, 13) 1 x  variables x and y are such that when y3 is plotted against x1, a straight line graph passing through the  points (0.2, 5) and (1, 13) is obtained. express y in terms of x. [4]  ",
+            "6": "6 0606/23/m/j/17 \u00a9 ucles 2017 4  (a) vectors a, b and c are such that 5 6a=-j lkkn poo, 11 15b=-j lkkn poo and 3 a + c = b.   (i) find c. [1]   (ii) find the unit vector in the direction of b. [2]  (b)    p r q op q   in the diagram,  op p=  and  oq q=. the point r lies on pq such that pr = 3rq. find  or  in  terms of p and q, simplifying your answer.  [3]",
+            "7": "7 0606/23/m/j/17 \u00a9 ucles 2017 [turn over 5  (a) how many 5-digit numbers are there that have 5 different digits and are divisible by 5?  [3]     (b) a committee of 8 people is to be selected from 9 men and 5 women. find the number of different  committees that can be selected if the committee must have at least 4 women.  [3]  ",
+            "8": "8 0606/23/m/j/17 \u00a9 ucles 2017 6  the first three terms of the binomial expansion of ax2n-^h  are bx bx 64 16 1002- + . find the value of  each of the integers n, a and b. [7]  ",
+            "9": "9 0606/23/m/j/17 \u00a9 ucles 2017 [turn over 7  differentiate with respect to x,  (i) cos xx 1410+^h , [4]  (ii) tanxex45- . [4]",
+            "10": "10 0606/23/m/j/17 \u00a9 ucles 2017 8   \u03b8 radoa b2\ufffd cmr cmr cm  the diagram shows a circle, centre o of radius r cm, and a chord ab. angle aob  = \u03b8 radians. the  length of the major arc ab is 5 times the length of the minor arc ab. the minor arc ab has length  2r cm.  (i) find the value of \u03b8 and of r. [2]  (ii) calculate the exact perimeter of the shaded segment.  [2]  (iii) calculate the exact area of the shaded segment.  [4]",
+            "11": "11 0606/23/m/j/17 \u00a9 ucles 2017 [turn over 9  the functions f and g are defined, for x12 , by ()fxx 91=- , ()xx 2 g2=+ .    (i) find an expression for  ()xf1-, stating its domain.  [3]  (ii) find the exact value of fg(7).  [2]  (iii) solve ()xx x 58 39 5 gf2=+ - . [4]   ",
+            "12": "12 0606/23/m/j/17 \u00a9 ucles 2017 10  solve the equation  (a) sinx 21 =   for   xggrr-   radians,  [3]  (b) ()tany 32 15 1 += c    for   y 0 180 ggcc , [4]  ",
+            "13": "13 0606/23/m/j/17 \u00a9 ucles 2017 [turn over  (c) cotc osec cosec zz z 37 122=- +   for   z 0 360 ggcc . [5]  ",
+            "14": "14 0606/23/m/j/17 \u00a9 ucles 2017 11   q4y = 5x + 20 y = 5+ r xy opx10  the diagram shows part of the curve  yx51 0 =+   and the line  yx45 20 =+ . the line and curve  intersect at the points  p(0, 5)  and q. the line qr is parallel to the y-axis.   (i) find the coordinates of q. [4]",
+            "15": "15 0606/23/m/j/17 \u00a9 ucles 2017   (ii) find the area of the shaded region. you must show all your working.  [6]",
+            "16": "16 0606/23/m/j/17 \u00a9 ucles 2017 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 international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download at www.cie.org.uk after  the live examination series. 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.blank page"
+        },
+        "0606_w17_qp_11.pdf": {
+            "1": "this document consists of 16 printed pages. dc (nh/fc) 135359/3 \u00a9 ucles 2017  [turn over *1404301964* additional mathematics  0606/11 paper 1  october/november 2017  2 hours candidates answer on the question paper. additional materials:  electronic calculator read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen. you may use an hb pencil for any diagrams or graphs. do not use staples, paper clips, glue or correction fluid. do not  write in any barcodes. answer all the questions. give non-exact numerical answers correct to 3 significant figures, or 1 decimal place in the case of  angles  in degrees, unless a different level of accuracy is specified in the question. the use of an electronic calculator is expected, where appropriate. you are reminded of the need for clear presentation in your answers. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question. the total number of marks for this paper is 80.cambridge international examinations cambridge international general certificate of secondary education",
+            "2": "2 0606/11/o/n/17 \u00a9 ucles 2017 mathematical formulae 1. algebra quadratic  equation  for the equation ax2 + bx + c = 0, xabb ac 242!=-- . binomial theorem (a + b)n = an + (n 1)an\u20131 b + (n 2)an\u20132 b2 + \u2026 + (n r)an\u2013r br + \u2026 + bn,  where n is a positive integer and (n r) = n! (n \u2013 r)!r! . 2. trigonometry identities sin2 a + cos2 a = 1 sec2 a = 1 + tan2 a cosec2 a = 1 + cot2 a formulae for \u2206abc a sin a = b sin b = c sin c a2 = b2 + c2 \u2013 2bc cos a \u2206 = 1  2 bc sin a",
+            "3": "3 0606/11/o/n/17 \u00a9 ucles 2017 [turn over 1 express in set notation the shaded regions shown in the venn diagrams below.  (i)   /h5105 a b     [1]  (ii)   /h5105 a b c     [1]  (iii)   /h5105 a b     [1]",
+            "4": "4 0606/11/o/n/17 \u00a9 ucles 2017 2 the polynomial  p(x) is   ax bx x13 432+- +,   where a and b are integers. given that    x21-   is a  factor of ()xp and also a factor of ()xpl,  (i) find the value of a and of b. [5]  using your values of a and b,  (ii)  find the remainder when ()xp is divided by x1+. [2]",
+            "5": "5 0606/11/o/n/17 \u00a9 ucles 2017 [turn over 3 (a) given that tl g221 21 r=-, express l in terms of t, g and r. [2]  (b) by using the substitution yx31=, or otherwise, solve  xx 43 032 31-+ =. [4]",
+            "6": "6 0606/11/o/n/17 \u00a9 ucles 2017 4 when lg y is plotted against x2 a straight line is obtained which passes through the points (4,  3) and  (12, 7).  (i) find the gradient of the line.  [1]  (ii) use your answer to part (i) to express lg y in terms of x. [2]  (iii) hence express y in terms of x, giving your answer in the form  ya 10bx2= ^h  where a and b are  constants.  [3]",
+            "7": "7 0606/11/o/n/17 \u00a9 ucles 2017 [turn over 5y y = 4e2x + 16e\u20132x x1oab  the diagram shows part of the graph of y41 6 eexx22=+- meeting the y-axis at the point a and the  line x = 1 at the point b.  (i) find the coordinates of a. [1]  (ii) find the y-coordinate of b. [1]  (iii) find x 41 6 ee dxx22+-^hy . [2]  (iv) hence find the area of the shaded region enclosed by the curve and the line ab. you must show all  your working.  [4]",
+            "8": "8 0606/11/o/n/17 \u00a9 ucles 2017 6 (a) functions f and g are such that, for xrd, xx 3 f2=+ ^h , xx 41 g=- ^h .   (i) state the range of f.  [1]   (ii) solve ()x 4 fg=. [3]",
+            "9": "9 0606/11/o/n/17 \u00a9 ucles 2017 [turn over  (b) a function h is such that xxx 421h=-+^h  for xrd, x4!.   (i)  find x h1-^h and state its range.  [4]   (ii) find xh2^h, giving your answer in its simplest form.  [3]",
+            "10": "10 0606/11/o/n/17 \u00a9 ucles 2017 7 (i) write    lnxx 2121 -+j lkkn poo   as the difference of two logarithms.  [1]  a curve has equation   lnyxxx21214 =-++j lkkn poo   for x212.  (ii) using your answer to part (i) show that    xy xxba 41 dd 22 =-+,   where a and b are integers.  [4]",
+            "11": "11 0606/11/o/n/17 \u00a9 ucles 2017 [turn over  (iii) hence find the x-coordinate of the stationary point on the curve.  [2]  (iv) determine the nature of this stationary point.  [2]",
+            "12": "12 0606/11/o/n/17 \u00a9 ucles 2017 8 (a) 10 people are to be chosen, to receive concert tickets, from a group of 8 men and 6 women.   (i) find the number of different ways the 10 people can be chosen if 6 of them are men and 4 of  them are women.  [2]   the group of 8 men and 6 women contains a man and his wife.   (ii) find the number of different ways the 10 people can be chosen if both the man and his wife  are chosen or neither of them is chosen.  [3]",
+            "13": "13 0606/11/o/n/17 \u00a9 ucles 2017 [turn over  (b) freddie has forgotten the 6-digit code that he uses to lock his briefcase. he knows that he did not  repeat any digit and that he did not start his code with a zero.   (i) find the number of different 6-digit numbers he could have chosen.  [1]   freddie also remembers that his 6-digit code is divisible by 5.   (ii) find the number of different 6-digit numbers he could have chosen.  [3]   freddie decides to choose a new 6-digit code for his briefcase once he has opened it. he plans to  have the 6-digit number divisible by 2 and greater than 600  000, again with no repetitions of digits.   (iii) find the number of different 6-digit numbers he can choose.  [3]",
+            "14": "14 0606/11/o/n/17 \u00a9 ucles 2017 9 p a qb10 cm24 cm  the diagram shows a circle, centre a, radius 10  cm, intersecting a circle, centre b, radius 24  cm. the  two circles intersect at the points p and q. the radii ap and aq are tangents to the circle with centre b.  the radii bp and bq are tangents to the circle with centre a.  (i) show that angle p aq is 2.35 radians, correct to 3 significant figures.  [2]  (ii) find angle pbq  in radians.  [1]  (iii) find the perimeter of the shaded region.  [3]",
+            "15": "15 0606/11/o/n/17 \u00a9 ucles 2017 [turn over  (iv) find the area of the shaded region.  [4] question 10 is printed on the next page.",
+            "16": "16 0606/11/o/n/17 \u00a9 ucles 2017 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 international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download at www.cie.org.uk after  the live examination series. 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.10 (a) solve    cosecs in xx 32 42 0 -=  for \u00b0x 0 180\u00b0 gg . [4]  (b) solve    tany 343r-=j lkkn poo  for y02gg r radians, giving your answers in terms of r. [4]"
+        },
+        "0606_w17_qp_12.pdf": {
+            "1": "*4541912001* this document consists of 16 printed pages. dc (kn/sg) 135362/4 \u00a9 ucles 2017  [turn overcambridge international examinations cambridge international general certificate of secondary education additional mathematics  0606/12 paper 1  october/november 2017  2 hours candidates answer on the question paper. additional materials:  electronic calculator read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen. you may use an hb pencil for any diagrams or graphs. do not use staples, paper clips, glue or correction fluid. do not  write in any barcodes. answer all the questions. give non-exact numerical answers correct to 3 significant figures, or 1 decimal place in the case of  angles  in degrees, unless a different level of accuracy is specified in the question. the use of an electronic calculator is expected, where appropriate. you are reminded of the need for clear presentation in your answers. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question. the total number of marks for this paper is 80.",
+            "2": "2 0606/12/o/n/17 \u00a9 ucles 2017 mathematical formulae 1. algebra quadratic  equation  for the equation ax2 + bx + c = 0, xabb ac 242!=-- . binomial theorem (a + b)n = an + (n 1)an\u20131 b + (n 2)an\u20132 b2 + \u2026 + (n r)an\u2013r br + \u2026 + bn,  where n is a positive integer and (n r) = n! (n \u2013 r)!r! . 2. trigonometry identities sin2 a + cos2 a = 1 sec2 a = 1 + tan2 a cosec2 a = 1 + cot2 a formulae for \u2206abc a sin a = b sin b = c sin c a2 = b2 + c2 \u2013 2bc cos a \u2206 = 1  2 bc sin a",
+            "3": "3 0606/12/o/n/17 \u00a9 ucles 2017 [turn over 1 (i) on the venn diagram below, draw sets x and y such that  xy 0 n+= ^ h .  /h5105  [1]  (ii) on the venn diagram below, draw sets a, b and c such that  ca b,1 l ^h . /h5105  [2]",
+            "4": "4 0606/12/o/n/17 \u00a9 ucles 2017 2 the graph of   ()sin ya bx c =+    has an amplitude of 4, a period of r 3 and passes through the point    r,122j lkkn poo. find the value of each of the constants a, b and c. [4]",
+            "5": "5 0606/12/o/n/17 \u00a9 ucles 2017 [turn over 3 (i) find, in ascending powers of x, the first 3 terms in the expansion of  x2425 -j lkkn poo.  [3]  (ii) hence find the term independent of x in the expansion of  x xx241 325 22 --j lkkj lkkn poon poo. [3]",
+            "6": "6 0606/12/o/n/17 \u00a9 ucles 2017 4 given that lnyxx 132 22 =++ ^h , find the value of xy dd when x = 2, giving your answer as ln ab 14 + , where    a and b are fractions in their simplest form.  [6]",
+            "7": "7 0606/12/o/n/17 \u00a9 ucles 2017 [turn over 5 when lgy is plotted against x, a straight line is obtained which passes through the points (0.6, 0.3) and  (1.1, 0.2).  (i) find lgy in terms of x. [4]  (ii) find y in terms of x, giving your answer in the form ya 10bx= ^h , where a and b are constants.  [3]",
+            "8": "8 0606/12/o/n/17 \u00a9 ucles 2017 6 functions f and g are defined, for x02, by     () ln xxf= ,     ()xx 23 g2=+ .  (i) write down the range of f.  [1]  (ii) write down the range of g.  [1]  (iii) find the exact value of ()4 fg1-. [2]  (iv) find x g1-^h and state its domain.  [3]",
+            "9": "9 0606/12/o/n/17 \u00a9 ucles 2017 [turn over 7 a polynomial  xp^h is   ax xb x 8532++ +,  where a and b are integers. it is given that  x21-  is a  factor of  xp^h  and that a remainder of \u201325 is obtained when  xp^h  is divided by  x + 2.  (i) find the value of a and of b. [5]  (ii) using your values of a and b, find the exact solutions of x 5 p= ^h . [2]",
+            "10": "10 0606/12/o/n/17 \u00a9 ucles 2017 8 a b4 ms\u20131120  m 50 m  the diagram shows a river which is 120  m wide and is flowing at 4  ms\u20131. points a and b are on opposite  sides of the river such that b is 50  m downstream from a. a man needs to cross the river from a to b in  a boat which can travel at 5  ms\u20131 in still water.    (i) show that the man must point his boat upstream at an angle of approximately 65\u00b0 to the bank.    [4]",
+            "11": "11 0606/12/o/n/17 \u00a9 ucles 2017 [turn over  (ii) find the time the man takes to cross the river from a to b. [6]",
+            "12": "12 0606/12/o/n/17 \u00a9 ucles 2017 9 (a) 60 40 20x m 0 10 20 30 t s   the diagram shows the displacement-time graph of a particle p which moves in a straight line  such that, t s after leaving a fixed point o, its displacement from  o is x m. on the axes below, draw  the velocity-time graph of p. 6 4 2 0 10 20 30 t svelocity ms\u20131  [3]",
+            "13": "13 0606/12/o/n/17 \u00a9 ucles 2017 [turn over  (b) a particle  q moves in a straight line such that its velocity, v ms\u20131, t s after passing through a fixed     point o, is given by e vt323 t5=+-, for t h 0.   (i)  find the velocity of q when   t = 0. [1]   (ii)  find the value of t when the acceleration of q is zero.  [3]   (iii) find the distance of q from o when  t = 0.5. [4]",
+            "14": "14 0606/12/o/n/17 \u00a9 ucles 2017 10 6.2 cm 5 cm 5 cm a cdb ef  the diagram shows an isosceles triangle abc , where ab = ac = 5 cm. the arc bec  is part of the  circle centre a and has length 6.2  cm. the point d is the midpoint of the line bc. the arc bfc is a   semi-circle centre d.  (i) show that angle bac  is 1.24 radians.  [1]  (ii) find the perimeter of the shaded region.  [3]  (iii) find the area of the shaded region.  [4]",
+            "15": "15 0606/12/o/n/17 \u00a9 ucles 2017 [turn over 11 (a) solve cot23 55 z+= c ^h   for 0 360 cggz c. [4] question 11(b) is printed on the next page.",
+            "16": "16 0606/12/o/n/17 \u00a9 ucles 201716 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 international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download at www.cie.org.uk after  the live examination series. 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. (b) (i) show that  cott ansecsiniiii+= . [3]   (ii)  hence solve   cott ansec 333 23 iii +=-   for  rr 22ggi - , giving your answers in terms of r.  [4]"
+        },
+        "0606_w17_qp_13.pdf": {
+            "1": "*6581423218* this document consists of 15 printed pages and 1 blank page. dc (lk/fc) 135366/3 \u00a9 ucles 2017  [turn overcambridge international examinations cambridge international general certificate of secondary education additional mathematics  0606/13 paper 1  october/november 2017  2 hours candidates answer on the question paper. additional materials:  electronic calculator read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen. you may use an hb pencil for any diagrams or graphs. do not use staples, paper clips, glue or correction fluid. do not  write in any barcodes. answer all the questions. give non-exact numerical answers correct to 3 significant figures, or 1 decimal place in the case of  angles  in degrees, unless a different level of accuracy is specified in the question. the use of an electronic calculator is expected, where appropriate. you are reminded of the need for clear presentation in your answers. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question. the total number of marks for this paper is 80.",
+            "2": "2 0606/13/o/n/17 \u00a9 ucles 2017 mathematical formulae 1. algebra quadratic  equation  for the equation ax2 + bx + c = 0, x bb ac  a = \u2212 \u22122 4  2  binomial theorem (a + b)n = an + (n 1)an\u20131 b + (n 2)an\u20132 b2 + \u2026 + (n r)an\u2013r br + \u2026 + bn,  where n is a positive integer and (n r) = n! (n \u2013 r)!r!  2. trigonometry identities sin2 a + cos2 a = 1 sec2 a = 1 + tan2 a cosec2 a = 1 + cot2 a formulae for \u2206abc a sin a = b sin b = c sin c  a2 = b2 + c2 \u2013 2bc cos a \u2206 = 1  2 bc sin a",
+            "3": "3 0606/13/o/n/17 \u00a9 ucles 2017 [turn over 1 given that   sec y22i =    and   tan x 5i=- ,   express y in terms of x. [2] 2 a curve is such that its gradient at the point ( x, y) is given by e10 3x5+.   given that the curve passes  though the point (0, 9), find the equation of the curve.  [4]",
+            "4": "4 0606/13/o/n/17 \u00a9 ucles 2017 3 find the set of values of  k  for which the equation   kx xk34 02+- +=    has no real roots.  [4] 4 the graph of  ()cos ya bx c =+   has an amplitude of 3, a period of  4r and passes through the point     ,1225rcm .  find the value of each of the constants a, b and c. [4]",
+            "5": "5 0606/13/o/n/17 \u00a9 ucles 2017 [turn over 5 (i) find () d xx71 053--y . [2]  (ii)  given that (7 10) d xx1425 a 653-=-y , find the exact value of a. [3]",
+            "6": "6 0606/13/o/n/17 \u00a9 ucles 2017 6 when ln y is plotted against x2 a straight line is obtained which passes through the points (0.2, 2.4) and  (0.8, 0.9).  (i) express  ln y in the form px q2+, where  p and q are constants.  [3]  (ii) hence express y in terms of z, where ezx2= . [3]",
+            "7": "7 0606/13/o/n/17 \u00a9 ucles 2017 [turn over 7 (i) find, in ascending powers of  x, the first 3 terms in the expansion of   x2426 -cm . give each term in  its simplest form.  [3]  (ii)  hence find the coefficient of x2 in the expansion of   x xx 24126 2 -+c cm m. [4]",
+            "8": "8 0606/13/o/n/17 \u00a9 ucles 2017 8 it is given that () () yx x43 135=- - .  (i) show that   () ()dd xyxa xb 3132=- + ,   where a and b are integers to be found.  [5]  (ii) hence find, in terms of h, where h is small, the approximate change in y when x increases from   3 to 3 + h. [3]",
+            "9": "9 0606/13/o/n/17 \u00a9 ucles 2017 [turn over 9 (a) a 6-digit number is to be formed using the digits 1, 3, 5, 6, 8, 9.  each of these digits may be used  only once in any 6-digit number. find how many different 6-digit numbers can be formed if   (i) there are no restrictions,  [1]   (ii) the number formed is even,  [1]   (iii) the number formed is even and greater than 300  000. [3]  (b) ruby wants to have a party for her friends. she can only invite 8 of her 15 friends.     (i)  find the number of different ways she can choose her friends for the party if there are no  restrictions.  [1]   two of her 15 friends are twins who cannot be separated.   (ii) find the number of different ways she can now choose her friends for the party.  [3]",
+            "10": "10 0606/13/o/n/17 \u00a9 ucles 2017 10 (a) given that ,a nd ab abab41 2 53 413 188 4=-=-= cc c mm m, find the value of a and of b. [4]",
+            "11": "11 0606/13/o/n/17 \u00a9 ucles 2017 [turn over  (b) it is given  that , xy3 45 11 42 0=--=-cc mm    and xz = y.   (i) find x1-. [2]   (ii) hence find z. [3]",
+            "12": "12 0606/13/o/n/17 \u00a9 ucles 2017 11 a b d co 14.8  cm 10 cm  the diagram shows a circle, centre  o, radius 10  cm. the points a, b, c and d lie on the circumference  of the circle such that ab is parallel to dc. the length of the minor arc ab is 14.8  cm. the area of the  minor sector odc is 21.8  cm2.  (i) write down, in radians, angle aob . [1]  (ii) find, in radians, angle doc . [2]",
+            "13": "13 0606/13/o/n/17 \u00a9 ucles 2017 [turn over  (iii) find the perimeter of the shaded region.  [4]  (iv) find the area of the shaded region.  [3]",
+            "14": "14 0606/13/o/n/17 \u00a9 ucles 2017 12 the line   yx21=+    intersects the curve   xy y 14 2 =-    at the points p and q. the midpoint of the  line pq is the point m.  (i) show that the point ,10823-cm  lies on the perpendicular bisector of pq. [9]",
+            "15": "15 0606/13/o/n/17 \u00a9 ucles 2017  the line pq intersects the y-axis at the point r. the perpendicular bisector of pq intersects the y-axis at  the point s.  (ii) find the area of the triangle rsm . [3]",
+            "16": "16 0606/13/o/n/17 \u00a9 ucles 2017 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 international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download at www.cie.org.uk after  the live examination series. 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.blank page"
+        },
+        "0606_w17_qp_21.pdf": {
+            "1": "*7690408726* this document consists of 15 printed pages and 1 blank pag e. dc (cw) 135370/2 \u00a9 ucles 2017  [turn overadditional mathematics  0606/21 paper 2  october/november 2017  2 hours candidates answer on the question paper. additional materials:  electronic calculator read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen. you may use an hb pencil for any diagrams or graphs. do not use staples, paper clips, glue or correction fluid. do not  write in any barcodes. answer all the questions. give non-exact numerical answers correct to 3 significant figures, or 1 decimal place in the case of   angles in degrees, unless a different level of accuracy is specified in the question. the use of an electronic calculator is expected, where appropriate. you are reminded of the need for clear presentation in your answers. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question. the total number of marks for this paper is 80.cambridge international examinations cambridge international general certificate of secondary education",
+            "2": "2 0606/21/o/n/17 \u00a9 ucles 2017 mathematical formulae 1. algebra quadratic equation  for the equation ax2 + bx + c = 0, x bb ac  a = \u2212 \u22122 4  2  binomial theorem (a + b)n = an + (n 1)an\u20131 b + (n 2)an\u20132 b2 + \u2026 + (n r)an\u2013r br + \u2026 + bn,  where n is a positive integer and (n r) = n! (n - r)!r!  2. trigonometry identities sin2 a + cos2 a = 1 sec2 a = 1 + tan2 a cosec2 a = 1 + cot2 a formulae for \u2206abc a sin a = b sin b = c sin c a2 = b2 + c2 \u2013 2bc cos a \u2206 = 1  2 bc sin a",
+            "3": "3 0606/21/o/n/17 \u00a9 ucles 2017 [turn over 1 solve the inequality    () () xx15 122 -- . [4] 2 show that    sins intansec11 112iiii--+= . [4]",
+            "4": "4 0606/21/o/n/17 \u00a9 ucles 2017 3 solve the equation    () () logl og xx10 52 755+= +- . [4]",
+            "5": "5 0606/21/o/n/17 \u00a9 ucles 2017 [turn over 4 solve the following simultaneous equations for x and y, giving each answer in its simplest surd form. xy34+=     xy25 3 -=  [5]",
+            "6": "6 0606/21/o/n/17 \u00a9 ucles 2017 5 (i) find   xx325 dd +`j . [2]  (ii) use your answer to part (i) to find   ()xx3230d2+y . [2]  (iii) hence evaluate ()xx3230d212 +y . [2]",
+            "7": "7 0606/21/o/n/17 \u00a9 ucles 2017 [turn over 6 it is given that  p qm2 3=-cm  where p and q are integers.  (i) if det m =13, find an equation connecting p and q. [1]  (ii) given also that  p q pqm4 63 3 312 2 2=-- - -+eo , find a second equation connecting p and q. [2]  (iii) find the value of p and of q. [4]",
+            "8": "8 0606/21/o/n/17 \u00a9 ucles 2017 7 find y in terms of x, given that    xyxx62 dd 22 3=+   and that when  x = 1, y = 3 and xy dd1=. [6]",
+            "9": "9 0606/21/o/n/17 \u00a9 ucles 2017 [turn over 8 given that  () za a33 =+ +  and zb 79 32=+ , find the value of each of the integers a and b. [6]",
+            "10": "10 0606/21/o/n/17 \u00a9 ucles 2017 9 (i) expand (1 + x)4, simplifying all coefficients.  [1]  (ii) expand (6 - x)4, simplifying  all coefficients.  [2]  (iii) hence express  (6 - x)4 - (1+ x)4 = 175 in the form ax3 + bx2 + cx + d = 0, where a, b, c and d  are integers.  [2]",
+            "11": "11 0606/21/o/n/17 \u00a9 ucles 2017 [turn over  (iv) show that x = 2 is a solution of the equation in part (iii) and show that this equation has no other  real roots.  [5]",
+            "12": "12 0606/21/o/n/17 \u00a9 ucles 2017 10 in this question i is a unit vector due east and j is a unit vector due north. units of length and velocity  are metres and metres per second respectively.  the initial position vectors of particles a and b, relative to a fixed point o, are 2 i + 4j and 10 i +14 j  respectively. particles a and b start moving at the same time. a moves with constant velocity i + j and  b moves with constant velocity -2i - 3j. find  (i) the position vector of  a after t seconds,  [1]  (ii) the position vector of  b after t seconds.  [1]  it is given that x is the distance between  a and b after t seconds.  (iii) show that   x\u200a\u200a2 = (8 - 3t)2 + (10 - 4t)2. [3]",
+            "13": "13 0606/21/o/n/17 \u00a9 ucles 2017 [turn over  (iv) find the value of t for which  (8 - 3t)2 + (10 - 4t)2 has a stationary value and the corresponding  value of x. [4]",
+            "14": "14 0606/21/o/n/17 \u00a9 ucles 2017 11 the line   y = kx + 3,   where  k is a positive constant, is a tangent to the curve   x2 - 2x + y2 = 8 at the  point  p.  (i) find the value of k. [4]  (ii) find the coordinates of p. [3]  (iii) find the equation of the normal to the curve at p. [2]",
+            "15": "15 0606/21/o/n/17 \u00a9 ucles 2017 12 (i) differentiate   ()cosx1-  with respect to x. [2]  (ii) hence find  xy dd  given that   () tanc os yx x 41=+-. [2]  (iii) using your answer to part (ii) find the values of x in the range 0 g x g 2r such that   xy dd = 4. [6]",
+            "16": "16 0606/21/o/n/17 \u00a9 ucles 2017 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 international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download at www.cie.org.uk after  the live examination series. 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.blank page"
+        },
+        "0606_w17_qp_22.pdf": {
+            "1": "*8047669716* this document consists of 15 printed pages and 1 blank page. dc (al/fc) 135371/2 \u00a9 ucles 2017  [turn overadditional mathematics  0606/22 paper 2  october/november 2017  2 hours candidates answer on the question paper. additional materials:  electronic calculator read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen. you may use an hb pencil for any diagrams or graphs. do not use staples, paper clips, glue or correction fluid. do not  write in any barcodes. answer all the questions. give non-exact numerical answers correct to 3 significant figures, or 1 decimal place in the case of   angles in degrees, unless a different level of accuracy is specified in the question. the use of an electronic calculator is expected, where appropriate. you are reminded of the need for clear presentation in your answers. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question. the total number of marks for this paper is 80.cambridge international examinations cambridge international general certificate of secondary education",
+            "2": "2 0606/22/o/n/17 \u00a9 ucles 2017 mathematical formulae 1. algebra quadratic  equation  for the equation ax2 + bx + c = 0, x bb ac  a = \u2212 \u22122 4  2  binomial theorem (a + b)n = an + (n 1)an\u20131 b + (n 2)an\u20132 b2 + \u2026 + (n r)an\u2013r br + \u2026 + bn,  where n is a positive integer and (n r) = n! (n \u2013 r)!r!  2. trigonometry identities sin2 a + cos2 a = 1 sec2 a = 1 + tan2 a cosec2 a = 1 + cot2 a formulae for \u2206abc a sin a = b sin b = c sin c  a2 = b2 + c2 \u2013 2bc cos a \u2206 = 1  2 bc sin a",
+            "3": "3 0606/22/o/n/17 \u00a9 ucles 2017 [turn over 1 if z23=+  find the integers a and b such that  az bz 132+= + . [5] ",
+            "4": "4 0606/22/o/n/17 \u00a9 ucles 2017 2 solve the equation  x xxxx2 56. ... 15 05 0505+ +=-- . [5] 3 solve the inequality  x x 3 312+ - . [3]",
+            "5": "5 0606/22/o/n/17 \u00a9 ucles 2017 [turn over 4 solve the simultaneous equations logl og xy4222+=^h , log yx742-= ^h .  [5]",
+            "6": "6 0606/22/o/n/17 \u00a9 ucles 2017 5 naomi is going on holiday and intends to read 4 books during her time away. she selects these books  from 5 mystery, 3 crime and 2 romance books. find the number of ways in which she can make her  selection in each of the following cases.  (i) there are no restrictions.  [1]  (ii) she selects at least 2 mystery books.  [3]  (iii) she selects at least 1 book of each type.  [3]",
+            "7": "7 0606/22/o/n/17 \u00a9 ucles 2017 [turn over 6 the volume of a closed cylinder of base radius x cm and height h cm is 500  cm3.  (i) express h in terms of x. [1]  (ii) show that the total surface area of the cylinder is given by  xx21000cm a22r=+ . [2]  (iii) given that x can vary, find the stationary value of a and show that this value is a minimum.  [5]",
+            "8": "8 0606/22/o/n/17 \u00a9 ucles 2017 7 the gradient of the normal to a curve at the point with coordinates  ,xy^h   is given by  xx 13-.  (i) find the equation of the curve, given that the curve passes through the point  (1, \u221210).  [5]  (ii) find, in the form   ym xc=+ , the equation of the tangent to the curve at the point where  x4=. [4]",
+            "9": "9 0606/22/o/n/17 \u00a9 ucles 2017 [turn over 8 the matrix a is 2 41 3cm .  (i) find 2a1-^h . [3]  (ii) hence solve the simultaneous equations yx245 0 ++ =, yx689 0 ++ =.  [4]",
+            "10": "10 0606/22/o/n/17 \u00a9 ucles 2017 9 (i) find lnxxxdd^h . [2]  (ii) hence find lnxxd y . [2]",
+            "11": "11 0606/22/o/n/17 \u00a9 ucles 2017 [turn over  (iii) hence, given that k02, show that ln ln xx kk41 d kk2=-^h y . [4]",
+            "12": "12 0606/22/o/n/17 \u00a9 ucles 2017 10 (i) without using a calculator , solve the equation  cc671 032-+ =. [5]  it is given that tans in yx x 6 =+ .  (ii) find xy dd. [2]",
+            "13": "13 0606/22/o/n/17 \u00a9 ucles 2017 [turn over  (iii) if  xy7dd= show that  cosc os xx 671 032-+ =. [2]  (iv) hence solve the equation  xy7dd= for x0gg r radians.  [2]",
+            "14": "14 0606/22/o/n/17 \u00a9 ucles 2017 11 y x y = 4 + 3 x \u2013 x2y = mx + 8 o ab  the diagram shows the curve  yx x 432=+ - intersecting the positive x-axis at the point a. the  line ym x8 =+  is a tangent to the curve at the point b. find  (i) the coordinates of a, [2]  (ii) the value of m, [3]",
+            "15": "15 0606/22/o/n/17 \u00a9 ucles 2017  (iii) the coordinates of b, [2]  (iv) the area of the shaded region, showing all your working.  [5]",
+            "16": "16 0606/22/o/n/17 \u00a9 ucles 201716 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 international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download at www.cie.org.uk after  the live examination series. 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.blank page"
+        },
+        "0606_w17_qp_23.pdf": {
+            "1": "*7407739830* this document consists of 16 printed pages. dc (nf/ar) 135372/4 \u00a9 ucles 2017  [turn overcambridge international examinations cambridge international general certificate of secondary education additional mathematics  0606/23 paper 2  october/november 2017  2 hours candidates answer on the question paper. additional materials:  electronic calculator read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen. you may use an hb pencil for any diagrams or graphs. do not use staples, paper clips, glue or correction fluid. do not  write in any barcodes. answer all the questions. give non-exact numerical answers correct to 3 significant figures, or 1 decimal place in the case of  angles in  degrees, unless a different level of accuracy is specified in the question. the use of an electronic calculator is expected, where appropriate. you are reminded of the need for clear presentation in your answers. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question. the total number of marks for this paper is 80.",
+            "2": "2 0606/23/o/n/17 \u00a9 ucles 2017 mathematical formulae 1. algebra quadratic  equation  for the equation ax2 + bx + c = 0, xbb ac a=\u2212 \u221224 2 binomial theorem (a + b)n = an + (n 1)an\u20131 b + (n 2)an\u20132 b2 + \u2026 + (n r)an\u2013r br + \u2026 + bn,  where n is a positive integer and (n r) = n! (n \u2013 r)!r!  2. trigonometry identities sin2 a + cos2 a = 1 sec2 a = 1 + tan2 a cosec2 a = 1 + cot2 a formulae for \u2206abc a sin a = b sin b = c sin c a2 = b2 + c2 \u2013 2bc cos a \u2206 = 1  2 bc sin a",
+            "3": "3 0606/23/o/n/17 \u00a9 ucles 2017 [turn over 1 (a) on each of the diagrams below, shade the region which represents the given set. a b c/h5105 a b c /h20871a /h20668 b/h20872 /h20669 c' /h20871a /h20669 b' /h20872 /h20668 c/h5105 [2]  (b)  p q r/h5105 7 42 8 1 3 65   the venn diagram shows the number of elements in each of its subsets.   complete the following.   n(p') =    n((q \ue0f8 r) \ue0f9 p) = ..   n(q' \ue0f8 p) =   [3]",
+            "4": "4 0606/23/o/n/17 \u00a9 ucles 2017 2 solve the equation xx31 5 -= +. [3] 3 find integers p and q such that     pq31 31133-++=+ . [4]",
+            "5": "5 0606/23/o/n/17 \u00a9 ucles 2017 [turn over 4 solve the simultaneous equations      logl og xy1133+= + ^h ,    logxy 23-=^h . [5]",
+            "6": "6 0606/23/o/n/17 \u00a9 ucles 2017 5  d a o bx c  the diagram shows points o, a, b, c, d and x. the position vectors of a, b and c relative to o are   oa a=, ob b= and oc b23= . the vector cd a3= .  (i) if ox odm=  express ox in terms of  m, a and b. [1]  (ii) if ax abn=  express ox in terms of n, a and b. [2]  (iii) use your two expressions for ox to find the value of   m and of  n. [3]",
+            "7": "7 0606/23/o/n/17 \u00a9 ucles 2017 [turn over  (iv) find the ratio xbax. [1]  (v) find the ratio xdox. [1]",
+            "8": "8 0606/23/o/n/17 \u00a9 ucles 2017 6 the functions f and g are defined for real values of x by xx 21 f2=+ + ^^hh  , xxx 212g=--^h  , x21! .  (i) find 3 f2-^h . [2]  (ii) show that    xx gg1=-^^hh . [3]  (iii) solve  x198gf= ^h . [4]",
+            "9": "9 0606/23/o/n/17 \u00a9 ucles 2017 [turn over 7 a particle moving in a straight line passes through a fixed point o. its velocity, vms1-, t s after passing  through o, is given by cos vt32 1 =-  for t0h.  (i) find the value of t when the particle is first at rest.  [2]  (ii) find the displacement from o of the particle when t4r=. [3]  (iii) find the acceleration of the particle when it is first at rest.  [3]",
+            "10": "10 0606/23/o/n/17 \u00a9 ucles 2017 8 ab c 50 m1 ms\u20131 3 ms\u20131 a  a man, who can row a boat at 3  ms\u22121 in still water, wants to cross a river from a to b as shown in the  diagram. ab is perpendicular to both banks of the river. the river, which is 50  m wide, is flowing at  1 ms\u22121 in the direction shown. the man points his boat at an angle a\u00b0 to the bank. find  (i) the angle a, [2]  (ii) the resultant speed of the boat from a to b, [2]",
+            "11": "11 0606/23/o/n/17 \u00a9 ucles 2017 [turn over  (iii) the time taken for the boat to travel from a to b. [2]  on another occasion the man points the boat in the same direction but the river speed has increased to  1.8 ms\u22121 and as a result he lands at the point c.  (iv) state the time taken for the boat to travel from a to c and hence find the distance  bc. [2]",
+            "12": "12 0606/23/o/n/17 \u00a9 ucles 2017 9 (i) show that   ln ln xxx xx 13 dd 34=-cm  . [3]  (ii) find the exact coordinates of the stationary point of the curve   lnyxx 3=  . [3]",
+            "13": "13 0606/23/o/n/17 \u00a9 ucles 2017 [turn over  (iii) use the result from part (i) to find   ln xxxd4j lkkn poo y  . [4]",
+            "14": "14 0606/23/o/n/17 \u00a9 ucles 2017 10 (a) show that    cossin sincoscosecxx xxx112+++= . [3]  (b) solve the following equations.   (i) cotc osec yy 502+- =   for \u00b0\u00b0y 0 360 gg  [5]",
+            "15": "15 0606/23/o/n/17 \u00a9 ucles 2017 [turn over   (ii) cosz2423 r+= - `j    for z0gg r radians  [4] question 11 is printed on the next page.",
+            "16": "16 0606/23/o/n/17 \u00a9 ucles 2017 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 international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download at www.cie.org.uk after  the live examination series. 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.11 the cubic equation  x3 + ax2 + bx \u2212 36 = 0  has a repeated positive integer root.  (i) if the repeated root is x = 3 find the other positive root and the value of a and of b. [4]  (ii) there are other possible values of a and b for which the cubic equation has a repeated positive  integer root. in each case state all three integer roots of the equation.  [4]"
+        }
+    },
+    "2018": {
+        "0606_m18_qp_12.pdf": {
+            "1": "*5325132921* this document consists of 15 printed pages and 1 blank page. dc (sc/cgw) 144843/3 \u00a9 ucles 2018  [turn overadditional mathematics  0606/12 paper 1  february/march 2018  2 hours candidates answer on the question paper. additional materials:  electronic calculator read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen. you may use an hb pencil for any diagrams or graphs. do not use staples, paper clips, glue or correction fluid. do not  write in any barcodes. answer all the questions. give non-exact numerical answers correct to 3 significant figures, or 1 decimal place in the case of  angles  in degrees, unless a different level of accuracy is specified in the question. the use of an electronic calculator is expected, where appropriate. you are reminded of the need for clear presentation in your answers. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question. the total number of marks for this paper is 80.cambridge international examinations cambridge international general certificate of secondary education",
+            "2": "2 0606/12/f/m/18 \u00a9 ucles 2018 mathematical formulae 1. algebra quadratic equation  for the equation ax2 + bx + c = 0, x bb ac  a = \u2212 \u22122 4  2  binomial theorem (a + b)n = an + (n 1)an\u20131 b + (n 2)an\u20132 b2 + \u2026 + (n r)an\u2013r br + \u2026 + bn,  where n is a positive integer and (n r) = n! (n \u2013 r)!r! 2. trigonometry identities sin2 a + cos2 a = 1 sec2 a = 1 + tan2 a cosec2 a = 1 + cot2 a formulae for \u2206abc a sin a = b sin b = c sin c  a2 = b2 + c2 \u2013 2bc cos a \u2206 = 1  2 bc sin a",
+            "3": "3 0606/12/f/m/18 \u00a9 ucles 2018 [turn over 1 the remainder obtained when the polynomial    ()xx ax xb3 p32=+ -+     is divided by    x3+    is  twice the remainder obtained when ()xp is divided by    x2-.    given also that ()xp is divisible by     x1+,    find the value of a and of b. [5]",
+            "4": "4 0606/12/f/m/18 \u00a9 ucles 2018 2 a curve has equation   sin yx45 3 =+ .  (i) find xy dd. [2]  (ii) hence find the equation of the tangent to the curve    sin yx45 3 =+     at the point where rx3=.   [3]",
+            "5": "5 0606/12/f/m/18 \u00a9 ucles 2018 [turn over 3 do not use a calculator in this question.  (a) simplify    32 5 4562 5 + -- ^ ^^h hh,   giving your answer in the form ab 5+ , where a and b are    integers.  [3]  (b) in this part, all lengths are in centimetres. ba cab 62 3 =- bc 62 3 =+   the diagram shows the triangle abc  with ab 62 3 =-  and bc 62 3 =+ . given that     cosabc21=- , find the length of ac in the form cd , where c and d are integers.  [3]",
+            "6": "6 0606/12/f/m/18 \u00a9 ucles 2018 4 it is given that   lnyxx 2412 =+- ^h.  (i) find the values of x for which y is not defined.  [2]  (ii) find xy dd. [3]  (iii) hence find the approximate increase in y when x increases from 2 to 2 + h, where h is small.  [2]",
+            "7": "7 0606/12/f/m/18 \u00a9 ucles 2018 [turn over 5 the first 3 terms in the expansion of ax2n+^h  are equal to xb x 1024 12802-+ , where n, a and b are  constants.  (i) find the value of each of n, a and b. [5]  (ii) hence find the term independent of x in the expansion of ax xx21 n2 +-j lkk ^n poo h . [3]",
+            "8": "8 0606/12/f/m/18 \u00a9 ucles 2018 6 a b com  the diagram shows the quadrilateral oabc  such that a oa=, b ob= and c oc=. it is given that  am : mc = 2 : 1 and om : mb = 3 : 2.  (i) find ac in terms of a and c. [1]  (ii) find om in terms of a and c. [2]  (iii) find om in terms of b. [1]",
+            "9": "9 0606/12/f/m/18 \u00a9 ucles 2018 [turn over  (iv) find 51 0 ac+  in terms of b. [2]  (v) find ab in terms of a and c, giving your answer in its simplest form.  [2]",
+            "10": "10 0606/12/f/m/18 \u00a9 ucles 2018 7 (a) find the values of a for which    detaaaa42163=-j lkkn poo . [3]  (b) it is given that 3421a=j lkkn poo and 20 35b=-j lkkn poo.   (i) find a\u20131. [2]   (ii) hence find the matrix c such that ac = b. [3]  (c) find the 2 # 2 matrix d such that 4 d + 3i = o. [1]",
+            "11": "11 0606/12/f/m/18 \u00a9 ucles 2018 [turn over 8 a particle p, moving in a straight line, passes through a fixed point o at time t = 0 s. at time  t s after   leaving o, the displacement of the particle is x m and its velocity is v ms\u20131, where    , vt t 12 48 0 et2h =- .  (i) find x in terms of t. [4]  (ii) find the value of t when the acceleration of p is zero.  [3]  (iii) find the velocity of p when the acceleration is zero.  [2]",
+            "12": "12 0606/12/f/m/18 \u00a9 ucles 2018 9 the table shows values of the variables x and y. x 2 4 6 8 10 y 736 271 100 37 13  the relationship between x and y is thought to be of the form ya ebx= , where a and b are constants.  (i) transform this relationship into straight line form.  [1]  (ii) hence, by plotting a suitable graph, show that the relationship ya ebx=  is correct.  [2]",
+            "13": "13 0606/12/f/m/18 \u00a9 ucles 2018 [turn over  (iii) use your graph to find the value of a and of b. [4]  (iv) estimate the value of x when y = 500.  [2]  (v) estimate the value of y when x = 5. [2]",
+            "14": "14 0606/12/f/m/18 \u00a9 ucles 2018 10 ab c d oy xyx x 21 32=+ - ^^ hh  the diagram shows the graph of    yx x 21 32=+ - ^^ hh .    the curve has a minimum at the point a, a  maximum at the point b and intersects the y-axis and the x-axis at the points c and d respectively.  (i) find the x-coordinate of a and of b. [5]  (ii) write down the coordinates of c and of d. [2]",
+            "15": "15 0606/12/f/m/18 \u00a9 ucles 2018  (iii) showing all your working, find the area of the shaded region.  [5]",
+            "16": "16 0606/12/f/m/18 \u00a9 ucles 2018 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 international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download at www.cie.org.uk after  the live examination series. 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.blank page"
+        },
+        "0606_m18_qp_22.pdf": {
+            "1": "this document consists of 14 printed pages and 2 blank pages. dc (kn/cgw) 144842/2 \u00a9 ucles 2018  [turn over *4569060243* additional mathematics  0606/22 paper 2  february/march 2018  2 hours candidates answer on the question paper. additional materials:  electronic calculator read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen. you may use an hb pencil for any diagrams or graphs. do not use staples, paper clips, glue or correction fluid. do not  write in any barcodes. answer all the questions. give non-exact numerical answers correct to 3 significant figures, or 1 decimal place in the case of  angles  in degrees, unless a different level of accuracy is specified in the question. the use of an electronic calculator is expected, where appropriate. you are reminded of the need for clear presentation in your answers. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question. the total number of marks for this paper is 80.cambridge international examinations cambridge international general certificate of secondary education",
+            "2": "2 0606/22/f/m/18 \u00a9 ucles 2018 mathematical formulae 1. algebra quadratic equation  for the equation ax2 + bx + c = 0, x bb ac  a = \u2212 \u22122 4  2  binomial theorem (a + b)n = an + (n 1)an\u20131 b + (n 2)an\u20132 b2 + \u2026 + (n r)an\u2013r br + \u2026 + bn,  where n is a positive integer and (n r) = n! (n \u2013 r)!r! 2. trigonometry identities sin2 a + cos2 a = 1 sec2 a = 1 + tan2 a cosec2 a = 1 + cot2 a formulae for \u2206abc a sin a = b sin b = c sin c  a2 = b2 + c2 \u2013 2bc cos a \u2206 = 1  2 bc sin a",
+            "3": "3 0606/22/f/m/18 \u00a9 ucles 2018 [turn over 1 (a) p q r/h5105   using set notation, write down the set represented by the shaded region.  [1]  (b)   \ue025  = {1, 2, 3, 4, 5, 6, 7, 8, 9, 10}       a  = { x: x is a prime number}       b  = { x: x is an even number}      c  = {1, 2, 3, 4, 8}   (i) complete the venn diagram to show the elements of each set.  [3] ab c/h5105   (ii) write down the value of  (( )) abcn,, l. [1]",
+            "4": "4 0606/22/f/m/18 \u00a9 ucles 2018 2 determine the set of values of k for which the equation   () () kx kx 32 23 102-+ -+ =   has no real  roots.  [5] 3 a group of five people consists of two women, alice and betty, and three men, carl, david and ed.  (i) three of these five people are chosen at random to be a chairperson, a treasurer and a secretary.  find the number of ways in which this can be done if the chairperson and treasurer are both men.  [2]   these five people sit in a row of five chairs. find the number of different possible seating arrangements  if    (ii) david must sit in the middle,   [1]  (iii) alice and carl must sit together.   [2]",
+            "5": "5 0606/22/f/m/18 \u00a9 ucles 2018 [turn over 4 (a) (i) state the amplitude of  15sin2 x \u2013 5. [1]   (ii) state the period of  15sin2 x \u2013 5. [1]  (b) 4 3 2 1 90 0  \u20131  \u20132  \u20133  \u20134\u201345 \u201390 \u2013135 \u2013180 45 135 180 xy   the diagram shows the graph of  () yx f=  for x 180 180 gg - cc c, where f  (x) is a trigonometric  function.   (i)  write down two possible expressions for the trigonometric function f( x). [2]   (ii) state the number of solutions of the equation  ()x 1 f=  for  x 180 180 gg - cc c. [1]",
+            "6": "6 0606/22/f/m/18 \u00a9 ucles 2018 5 0.5 ms\u20131104  m ab c  a river is 104 metres wide and the current flows at 0.5  ms\u20131 parallel to its banks. a woman can swim at  1.6 ms\u20131 in still water. she swims from point a and aims for point b which is directly opposite, but she  is carried downstream to point c. calculate the time it takes the woman to swim across the river and the  distance downstream, bc, that she travels.  [4] 6 (i) differentiate  tanx13+j lkkn poo  with respect to x. [2]  (ii) hence find  secxx3d2j lkkn poo y . [2]",
+            "7": "7 0606/22/f/m/18 \u00a9 ucles 2018 [turn over 7 a \u03b8 rad bd o c8 cm 1.4 rad  the diagram shows a circle with centre o and radius 8  cm. the points a, b, c and d lie on the  circumference of the circle. angle aob  = \u03b8 radians and angle cod  = 1.4 radians. the area of sector  aob  is 20  cm2.  (i) find angle \u03b8. [2]  (ii)  find the length of the arc ab. [2]  (iii)  find the area of the shaded segment.   [3]",
+            "8": "8 0606/22/f/m/18 \u00a9 ucles 2018 8 (a)  solve the following equations.   (i) 51 4 ex34=+ [2]   (ii) ()lg lg lg yy27 23 -+ =  [4]  (b) write  () () logl oglogl og rpq 2r 222-   as a single logarithm to base 2.  [2]",
+            "9": "9 0606/22/f/m/18 \u00a9 ucles 2018 [turn over 9 solutions to this question by accurate drawing will not be accepted.  p is the point (8, 2) and q is the point (11, 6).   (i) find the equation of the line l which passes through p and is perpendicular to the line pq.  [3]  the point r lies on l such that the area of triangle pqr  is 12.5 units2.   (ii) showing all your working, find the coordinates of each of the two possible positions of point r.    [6]",
+            "10": "10 0606/22/f/m/18 \u00a9 ucles 2018 10 (a) the function f is defined by   ()xx 1 f2=+ ,   for all real values of x. the graph of y = f(x) is  given below. y x1y o 1 + x2=   (i) explain, with reference to the graph, why f does not have an inverse.  [1]   (ii) find ()xf2. [2]  (b) the function g is defined, for x > k, by   ()xx 1 g2=+    and g has an inverse.   (i)  write down a possible value for k. [1]   (ii)  find  ()xg1-. [2]",
+            "11": "11 0606/22/f/m/18 \u00a9 ucles 2018 [turn over  (c) the function h is defined, for all real values of x, by   h( x) = 4ex + 2.   sketch the graph of  y = h(x).  hence, on the same axes, sketch the graph of  y = h\u20131(x). give the coordinates of any points where  your graphs meet the coordinate axes.  [4] oy x",
+            "12": "12 0606/22/f/m/18 \u00a9 ucles 2018 11 (a) (i) show that  () () sincossins in aaaa 11-+ = cot a. [2]   (ii) hence solve   () () sinc ossins in xxxx 3313 13 -+ = 21  for  x 0 180 ggcc . [4]",
+            "13": "13 0606/22/f/m/18 \u00a9 ucles 2018 [turn over  (b) solve   tans ec yy 10 102-- =  for  r y02gg   radians.  [5]",
+            "14": "14 0606/22/f/m/18 \u00a9 ucles 2018 12 the volume, v, and surface area, s, of a sphere of radius r are given by   r vr34 3=    and   r sr42=    respectively.  the volume of a sphere increases at a rate of 200  cm3 per second. at the instant when the radius of the  sphere is 10  cm, find  (i) the rate of increase of the radius of the sphere,  [4]  (ii) the rate of increase of the surface area of the sphere.  [3]  ",
+            "15": "15 0606/22/f/m/18 \u00a9 ucles 2018 blank page",
+            "16": "16 0606/22/f/m/18 \u00a9 ucles 201816 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 international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download at www.cie.org.uk after  the live examination series. 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.blank page"
+        },
+        "0606_s18_qp_11.pdf": {
+            "1": "*3936138431* this document consists of 16 printed pages. dc (sc/sg) 145845/2 \u00a9 ucles 2018  [turn overadditional mathematics  0606/11 paper 1  may/june 2018  2 hours candidates answer on the question paper. additional materials:  electronic calculator read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen. you may use an hb pencil for any diagrams or graphs. do not use staples, paper clips, glue or correction fluid. do not  write in any barcodes. answer all the questions. give non-exact numerical answers correct to 3 significant figures, or 1 decimal place in the case of  angles  in degrees, unless a different level of accuracy is specified in the question. the use of an electronic calculator is expected, where appropriate. you are reminded of the need for clear presentation in your answers. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question. the total number of marks for this paper is 80.cambridge international examinations cambridge international general certificate of secondary education",
+            "2": "2 0606/11/m/j/18 \u00a9 ucles 2018 mathematical formulae 1. algebra quadratic  equation  for the equation ax2 + bx + c = 0, xabb ac 242!=-- binomial theorem (a + b)n = an + (n 1)an\u20131 b + (n 2)an\u20132 b2 + \u2026 + (n r)an\u2013r br + \u2026 + bn,  where n is a positive integer and (n r) = n! (n \u2013 r)!r!  2. trigonometry identities sin2 a + cos2 a = 1 sec2 a = 1 + tan2 a cosec2 a = 1 + cot2 a formulae for \u2206abc a sin a = b sin b = c sin c a2 = b2 + c2 \u2013 2bc cos a \u2206 = 1  2 bc sin a",
+            "3": "3 0606/11/m/j/18 \u00a9 ucles 2018 [turn over 1 solve the equations  yx 4 -= , xy xy841 6022+- -- =.  [5]",
+            "4": "4 0606/11/m/j/18 \u00a9 ucles 2018 2 find the equation of the perpendicular bisector of the line joining the points (1, 3) and (4, -5). give  your answer in the form ax + by + c = 0, where a, b and c are integers.  [5]",
+            "5": "5 0606/11/m/j/18 \u00a9 ucles 2018 [turn over 3 diagrams a to d show four different graphs. in each case the whole graph is shown and the scales on  the two axes are the same. y xa oy xb o y xc oy xd o  place ticks in the boxes in the table to indicate which descriptions, if any, apply to each graph. there  may be more than one tick in any row or column of the table.  [4] a b c d not a function one-one  function a function  that is its own  inverse a function  with no inverse",
+            "6": "6 0606/11/m/j/18 \u00a9 ucles 2018 4 (i) the curve   sin ya bc x =+    has an amplitude of 4 and a period of r 3. given that the curve passes   through the point r,122j lkkn poo, find the value of each of the constants a, b and c. [4]  (ii) using your values of a, b and c, sketch the graph of sin ya bc x =+  for rx0gg  radians.  [3] y x 06 \u20136r",
+            "7": "7 0606/11/m/j/18 \u00a9 ucles 2018 [turn over 5 the population, p, of a certain bacterium t days after the start of an experiment is modelled by   p = 800ekt, where k is a constant.  (i) state what the figure 800 represents in this experiment.  [1]  (ii) given that the population is 20  000 two days after the start of the experiment, calculate the value  of k. [3]  (iii) calculate the population three days after the start of the experiment.  [2]",
+            "8": "8 0606/11/m/j/18 \u00a9 ucles 2018 6 (a) write   logl og log pq 223 3+ ^^ hh    as a single logarithm to base 3.  [3]  (b) given that   logl og 54 53 0aa2-+ = ^h ,   find the possible values of a. [3]",
+            "9": "9 0606/11/m/j/18 \u00a9 ucles 2018 [turn over 7 (i) find the inverse of the matrix 4 52 3 --j lkkn poo. [2]  (ii) hence solve the simultaneous equations  8x - 4y - 5 = 0, -10x + 6y - 7 = 0.  [4]",
+            "10": "10 0606/11/m/j/18 \u00a9 ucles 2018 8 (a) given that p = 2i - 5j and q = i - 3j, find the unit vector in the direction of 3 p - 4q. [4]  (b) b a1.25  kmh\u20131   a river flows between parallel banks at a speed of 1.25  kmh-1. a boy standing at point a on one  bank sends a toy boat across the river to his father standing directly opposite at point b. the toy  boat, which can travel at v kmh-1 in still water, crosses the river with resultant speed 2.73  kmh-1  along the line ab.   (i) calculate the value of v. [2]",
+            "11": "11 0606/11/m/j/18 \u00a9 ucles 2018 [turn over   the direction in which the boy points the boat makes an angle i with the line ab.   (ii) find the value of i. [2]",
+            "12": "12 0606/11/m/j/18 \u00a9 ucles 2018 9 (i) find the first 3 terms in the expansion of   xx21618 -j lkkn poo   in descending powers of x. [3]  (ii) hence find the coefficient of x4 in the expansion of   xxx2161118 22 -+j lkkj lkkn poon poo. [3]",
+            "13": "13 0606/11/m/j/18 \u00a9 ucles 2018 [turn over 10 do not use a calculator in this question.  (a) simplify    6556 5 ++. [3]  (b) show that   32.05 7#^h    can be written in the form ab , where a and b are integers and a > b.  [2]  (c) solve the equation   xx24+= ,   giving your answers in simplest surd form.  [4]",
+            "14": "14 0606/11/m/j/18 \u00a9 ucles 2018 11 y xa oyxx1627 2=+  the diagram shows part of the graph of   yxx1627 2=+ ,   which has a minimum at a.  (i) find the coordinates of a. [4]",
+            "15": "15 0606/11/m/j/18 \u00a9 ucles 2018 [turn over  the points p and q lie on the curve    yxx1627 2=+     and have x-coordinates 1 and 3 respectively.  (ii) find the area enclosed by the curve and the line pq. you must show all your working.  [6] question 12 is printed on the next page.",
+            "16": "16 0606/11/m/j/18 \u00a9 ucles 201816 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 international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download at www.cie.org.uk after  the live examination series. 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.12 a curve is such that   xyx25dd 22 21 =--^h .   given that the curve has a gradient of 6 at the point ,29 32j lkkn poo,   find the equation of the curve.  [8]"
+        },
+        "0606_s18_qp_12.pdf": {
+            "1": "*1239049889* this document consists of 16 printed pages. dc (kn/sw) 145846/4 \u00a9 ucles 2018  [turn overadditional mathematics  0606/12 paper 1  may/june 2018  2 hours candidates answer on the question paper. additional materials:  electronic calculator read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen. you may use an hb pencil for any diagrams or graphs. do not use staples, paper clips, glue or correction fluid. do not  write in any barcodes. answer all the questions. give non-exact numerical answers correct to 3 significant figures, or 1 decimal place in the case of  angles  in degrees, unless a different level of accuracy is specified in the question. the use of an electronic calculator is expected, where appropriate. you are reminded of the need for clear presentation in your answers. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question. the total number of marks for this paper is 80.cambridge international examinations cambridge international general certificate of secondary education",
+            "2": "2 0606/12/m/j/18 \u00a9 ucles 2018mathematical formulae 1. algebra quadratic equation  for the equation ax2 + bx + c = 0, x bb ac  a = \u2212 \u22122 4  2  binomial theorem (a + b)n = an + (n 1)an\u20131 b + (n 2)an\u20132 b2 + \u2026 + (n r)an\u2013r br + \u2026 + bn,  where n is a positive integer and (n r) = n! (n \u2013 r)!r! 2. trigonometry identities sin2 a + cos2 a = 1 sec2 a = 1 + tan2 a cosec2 a = 1 + cot2 a formulae for \u2206abc a sin a = b sin b = c sin c  a2 = b2 + c2 \u2013 2bc cos a \u2206 = 1  2 bc sin a",
+            "3": "3 \u00a9 ucles 2018 [turn over 0606/12/m/j/181 it is given that   tan yx13=+ .  (i) state the period of y. [1]  (ii) on the axes below, sketch the graph of   tan yx13=+    for  \u00b0x 0 180 \u00b0\u00b0gg . [3] 030 60 90 120 150 180y x",
+            "4": "4 0606/12/m/j/18 \u00a9 ucles 2018 2 find the values of k for which the line  yk x 12=-   does not meet the curve  () yx kx 93 152=- ++ .  [5]",
+            "5": "5 0606/12/m/j/18 \u00a9 ucles 2018 [turn over 3 the variables x and y are such that when e  y is plotted against x 2, a straight line graph passing through  the points (5, 3) and (3, 1) is obtained. find y in terms of x. [5]",
+            "6": "6 0606/12/m/j/18 \u00a9 ucles 2018 4 a particle p moves so that its displacement, x metres from a fixed point o, at time t seconds, is given by  ()lnxt 53=+ .   (i) find the value of t when the displacement of p is 3m.  [2]  (ii) find the velocity of p when t = 0. [2]  (iii) explain why, after passing through o, the velocity of p is never negative.  [1]  (iv) find the acceleration of p when t = 0.  [2]",
+            "7": "7 0606/12/m/j/18 \u00a9 ucles 2018 [turn over 5 (i) the first three terms in the expansion of  x3915 -j lkkn poo  can be written as  axb xc 2++ . find the value  of each of the constants a, b and c. [3]  (ii) use your values of a, b and c to find the term independent of x in the expansion of          ()xx 391295 2-+j lkkn poo . [3]",
+            "8": "8 0606/12/m/j/18 \u00a9 ucles 2018 6 find the coordinates of the stationary point of the curve   yxx 212=-+. [6]",
+            "9": "9 0606/12/m/j/18 \u00a9 ucles 2018 [turn over 7 a population, b, of a particular bacterium, t hours after measurements began, is given by b1000et 4 = .  (i) find the value of b when t = 0. [1]  (ii) find the time taken for b to double in size.  [3]  (iii) find the value of b when t = 8. [1]",
+            "10": "10 0606/12/m/j/18 \u00a9 ucles 2018 8 (a) solve   coss in 34 42ii+=    for   \u00b0\u00b00 180 ggi . [4]  (b) solve   sinc os 23 2 zz=    for 22ggrrz -  radians.  [4]",
+            "11": "11 0606/12/m/j/18 \u00a9 ucles 2018 [turn over 9 (a) (i) solve  lgx3=.  [1]   (ii) write  lg lg ab23-+   as a single logarithm.  [3]  (b) (i) solve  xx560 -+ =. [2]   (ii) hence, showing all your working, find the values of a such that  logl og a56 40a 4-+ =.  [3]",
+            "12": "12 0606/12/m/j/18 \u00a9 ucles 2018 10 do not use a calculator in this question.  all lengths in this question are in centimetres. 60\u00b0ba c43 5- 43 5+  the diagram shows the triangle abc , where ab 43 5 =- , bc 43 5 =+  and angle \u00b0 abc 60= .   it is known that \u00b0 sin6023= , \u00b0 cos6021=, \u00b0 tan603= .  (i) find the exact value of ac. [4]",
+            "13": "13 0606/12/m/j/18 \u00a9 ucles 2018 [turn over  (ii) hence show that   () cosecaqcbp43 52=+ ,   where p and q are integers.  [4] ",
+            "14": "14 0606/12/m/j/18 \u00a9 ucles 2018 11 oy x baey83x4 =+  the diagram shows the graph of the curve   y3 8ex4 =+.   the curve meets the y-axis at the point a.   the normal to the curve at a meets the x-axis at the point b. find the area of the shaded region  enclosed by the curve, the line ab and the line through b parallel to the y-axis. give your answer in  the form ae , where a is a constant. you must show all your working.     [10]",
+            "15": "15 0606/12/m/j/18 \u00a9 ucles 2018 [turn over question 12 is printed on the next page.",
+            "16": "16 0606/12/m/j/18 \u00a9 ucles 2018 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 international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download at www.cie.org.uk after  the live examination series. 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.12 do not use a calculator in this question.  (a) given that   68 3 9pp q q2 23##+ -   is equal to  2374# ,  find the value of each of the constants p and q.   [3]  (b) using the substitution  ux31 = , or otherwise, solve  xx43 01 32 3++ =. [4]  "
+        },
+        "0606_s18_qp_13.pdf": {
+            "1": "*5006741950* this document consists of 16 printed pages. dc (nf/sg) 162658 \u00a9 ucles 2018  [turn overadditional mathematics  0606/13 paper 1  may/june 2018  2 hours candidates answer on the question paper. additional materials:  electronic calculator read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen. you may use an hb pencil for any diagrams or graphs. do not use staples, paper clips, glue or correction fluid. do not  write in any barcodes. answer all the questions. give non-exact numerical answers correct to 3 significant figures, or 1 decimal place in the case of  angles  in degrees, unless a different level of accuracy is specified in the question. the use of an electronic calculator is expected, where appropriate. you are reminded of the need for clear presentation in your answers. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question. the total number of marks for this paper is 80.cambridge international examinations cambridge international general certificate of secondary education",
+            "2": "2 0606/13/m/j/18 \u00a9 ucles 2018 mathematical formulae 1. algebra quadratic  equation  for the equation ax2 + bx + c = 0, xabb ac 242!=-- binomial theorem (a + b)n = an + (n 1)an\u20131 b + (n 2)an\u20132 b2 + \u2026 + (n r)an\u2013r br + \u2026 + bn,  where n is a positive integer and (n r) = n! (n \u2013 r)!r!  2. trigonometry identities sin2 a + cos2 a = 1 sec2 a = 1 + tan2 a cosec2 a = 1 + cot2 a formulae for \u2206abc a sin a = b sin b = c sin c a2 = b2 + c2 \u2013 2bc cos a \u2206 = 1  2 bc sin a",
+            "3": "3 0606/13/m/j/18 \u00a9 ucles 2018 [turn over 1 solve the equations  yx 4 -= , xy xy841 6022+- -- =.  [5]",
+            "4": "4 0606/13/m/j/18 \u00a9 ucles 2018 2 find the equation of the perpendicular bisector of the line joining the points (1, 3) and (4, -5). give  your answer in the form ax + by + c = 0, where a, b and c are integers.  [5]",
+            "5": "5 0606/13/m/j/18 \u00a9 ucles 2018 [turn over 3 diagrams a to d show four different graphs. in each case the whole graph is shown and the scales on  the two axes are the same. y xa oy xb o y xc oy xd o  place ticks in the boxes in the table to indicate which descriptions, if any, apply to each graph. there  may be more than one tick in any row or column of the table.  [4] a b c d not a function one-one  function a function  that is its own  inverse a function  with no inverse",
+            "6": "6 0606/13/m/j/18 \u00a9 ucles 2018 4 (i) the curve   sin ya bc x =+    has an amplitude of 4 and a period of r 3. given that the curve passes   through the point r,122j lkkn poo, find the value of each of the constants a, b and c. [4]  (ii) using your values of a, b and c, sketch the graph of sin ya bc x =+  for rx0gg  radians.  [3] y x 06 \u20136r",
+            "7": "7 0606/13/m/j/18 \u00a9 ucles 2018 [turn over 5 the population, p, of a certain bacterium t days after the start of an experiment is modelled by   p = 800ekt, where k is a constant.  (i) state what the figure 800 represents in this experiment.  [1]  (ii) given that the population is 20  000 two days after the start of the experiment, calculate the value  of k. [3]  (iii) calculate the population three days after the start of the experiment.  [2]",
+            "8": "8 0606/13/m/j/18 \u00a9 ucles 2018 6 (a) write   logl og log pq 223 3+ ^^ hh    as a single logarithm to base 3.  [3]  (b) given that   logl og 54 53 0aa2-+ = ^h ,   find the possible values of a. [3]",
+            "9": "9 0606/13/m/j/18 \u00a9 ucles 2018 [turn over 7 (i) find the inverse of the matrix 4 52 3 --j lkkn poo. [2]  (ii) hence solve the simultaneous equations  8x - 4y - 5 = 0, -10x + 6y - 7 = 0.  [4]",
+            "10": "10 0606/13/m/j/18 \u00a9 ucles 2018 8 (a) given that p = 2i - 5j and q = i - 3j, find the unit vector in the direction of 3 p - 4q. [4]  (b) b a1.25  kmh\u20131   a river flows between parallel banks at a speed of 1.25  kmh-1. a boy standing at point a on one  bank sends a toy boat across the river to his father standing directly opposite at point b. the toy  boat, which can travel at v kmh-1 in still water, crosses the river with resultant speed 2.73  kmh-1  along the line ab.   (i) calculate the value of v. [2]",
+            "11": "11 0606/13/m/j/18 \u00a9 ucles 2018 [turn over   the direction in which the boy points the boat makes an angle i with the line ab.   (ii) find the value of i. [2]",
+            "12": "12 0606/13/m/j/18 \u00a9 ucles 2018 9 (i) find the first 3 terms in the expansion of   xx21618 -j lkkn poo   in descending powers of x. [3]  (ii) hence find the coefficient of x4 in the expansion of   xxx2161118 22 -+j lkkj lkkn poon poo. [3]",
+            "13": "13 0606/13/m/j/18 \u00a9 ucles 2018 [turn over 10 do not use a calculator in this question.  (a) simplify    6556 5 ++. [3]  (b) show that   32.05 7#^h    can be written in the form ab , where a and b are integers and a > b.  [2]  (c) solve the equation   xx24+= ,   giving your answers in simplest surd form.  [4]",
+            "14": "14 0606/13/m/j/18 \u00a9 ucles 2018 11 y xa oyxx1627 2=+  the diagram shows part of the graph of   yxx1627 2=+ ,   which has a minimum at a.  (i) find the coordinates of a. [4]",
+            "15": "15 0606/13/m/j/18 \u00a9 ucles 2018 [turn over  the points p and q lie on the curve    yxx1627 2=+     and have x-coordinates 1 and 3 respectively.  (ii) find the area enclosed by the curve and the line pq. you must show all your working.  [6] question 12 is printed on the next page.",
+            "16": "16 0606/13/m/j/18 \u00a9 ucles 201816 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 international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download at www.cie.org.uk after  the live examination series. 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.12 a curve is such that   xyx25dd 22 21 =--^h .   given that the curve has a gradient of 6 at the point ,29 32j lkkn poo,   find the equation of the curve.  [8]"
+        },
+        "0606_s18_qp_21.pdf": {
+            "1": "*6234149436* this document consists of 15 printed pages and 1 blank page. dc (nf/sw) 145871/1 \u00a9 ucles 2018  [turn overcambridge international examinations cambridge international general certificate of secondary education additional mathematics  0606/21 paper 2  may/june 2018  2 hours candidates answer on the question paper. additional materials:  electronic calculator read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen. you may use an hb pencil for any diagrams or graphs. do not use staples, paper clips, glue or correction fluid. do not  write in any barcodes. answer all the questions. give non-exact numerical answers correct to 3 significant figures, or 1 decimal place in the case of   angles in degrees, unless a different level of accuracy is specified in the question. the use of an electronic calculator is expected, where appropriate. you are reminded of the need for clear presentation in your answers. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question. the total number of marks for this paper is 80.",
+            "2": "2 0606/21/m/j/18 \u00a9 ucles 2018 mathematical formulae 1. algebra quadratic equation  for the equation ax2 + bx + c = 0, x bb ac  a = \u2212 \u22122 4  2  binomial theorem (a + b)n = an + (n 1)an\u20131 b + (n 2)an\u20132 b2 + \u2026 + (n r)an\u2013r br + \u2026 + bn,  where n is a positive integer and (n r) = n! (n \u2013 r)!r! 2. trigonometry identities sin2 a + cos2 a = 1 sec2 a = 1 + tan2 a cosec2 a = 1 + cot2 a formulae for \u2206abc a sin a = b sin b = c sin c  a2 = b2 + c2 \u2013 2bc cos a \u2206 = 1  2 bc sin a",
+            "3": "3 0606/21/m/j/18 \u00a9 ucles 2018 [turn over 1 a, b and c are subsets of the same universal set.  (i) write each of the following statements in words.   (a) ab1y [1]   (b) ac+ q= [1]  (ii) write each of the following statements in set notation.   (a) there are 3 elements in set a or b or both.  [1]   (b) x is an element of a but it is not an element of c. [1]",
+            "4": "4 0606/21/m/j/18 \u00a9 ucles 2018 2 the variables x and y are such that  lnyx 31=- ^h    for x312.  (i) find xy dd. [2]  (ii) hence find the approximate change in x when y increases from .ln12^h  to ..ln12 0125+ ^h . [3]",
+            "5": "5 0606/21/m/j/18 \u00a9 ucles 2018 [turn over 3 a 7-character password is to be selected from the 12 characters shown in the table. each character may  be used only once. characters upper-case letters a b c d lower-case letters e f g h digits 1 2 3 4  find the number of different passwords  (i) if there are no restrictions,  [1]  (ii) that start with a digit,  [1]  (iii) that contain 4 upper-case letters and 3 lower-case letters such that all the upper-case letters are  together and all the lower-case letters are together.  [3]",
+            "6": "6 0606/21/m/j/18 \u00a9 ucles 2018 4 do not use a calculator in this question.  it is given that x4+ is a factor of   xx xa x 23 12 p2 3=+ +- ^h .   when xp^h is divided by x1- the  remainder is b.  (i) show that a 23=-  and find the value of the constant b. [2]  (ii) factorise xp^h completely and hence state all the solutions of x 0 p= ^h . [4]",
+            "7": "7 0606/21/m/j/18 \u00a9 ucles 2018 [turn over 5 the function f is defined by   xx251f=-^h    for . x252 .  (i) find an expression for xf1-^h. [2]  (ii) state the domain of xf1-^h. [1]  (iii) find an expression for xf2^h, giving your answer in the form cx dax b ++, where a, b, c and d are  integers to be found.  [3]",
+            "8": "8 0606/21/m/j/18 \u00a9 ucles 2018 6  x rad o cda b 16 cm40 cm  in the diagram aob  and doc  are sectors of a circle centre o. the angle aob  is x radians. the length  of the arc ab is 40  cm and the radius ob is 16  cm.  (i) find the value of x. [2]  (ii) find the area of sector aob . [2]  (iii) given that the area of the shaded region abcd  is 140 cm2, find the length of oc. [3]",
+            "9": "9 0606/21/m/j/18 \u00a9 ucles 2018 [turn over 7 differentiate with respect to x  (i) tanxx4 , [2]  (ii) x 1ex 231 -+ . [3]",
+            "10": "10 0606/21/m/j/18 \u00a9 ucles 2018 8 an experiment was carried out recording values of y for certain values of x. the variables x and y are  thought to be connected by the relationship ya xn= , where a and n are constants.  (i) transform the relationship ya xn=  into straight line form.  [2]  the values of ln  y and ln  x were plotted and a line of best fit drawn. this is shown in the diagram  below. 0012345 2 4 6 8ln xln y  (ii) use the graph to find the value of a and of n, stating the coordinates of the points that you use.  [3]  (iii) find the value of x when y = 50.  [2]",
+            "11": "11 0606/21/m/j/18 \u00a9 ucles 2018 [turn over 9 (i) express   xx51 432--    in the form px qr2++^h , where p, q and r are constants.  [3]  (ii) sketch the graph of  yx x 51 432=- -   on the axes below. show clearly any points where your  graph meets the coordinate axes.  [4] oy x  (iii) state the set of values of k for which   xx k 51 432-- =   has exactly four solutions.  [2]",
+            "12": "12 0606/21/m/j/18 \u00a9 ucles 2018 10 a particle moves in a straight line such that its displacement, s metres, from a fixed point o at time  t seconds, is given by   cos st43=+ ,   where t0h. the particle is initially at rest.  (i) find the exact value of t when the particle is next at rest.  [2]  (ii) find the distance travelled by the particle between t4r=  and t2r= seconds.  [3]  (iii) find the greatest acceleration of the particle.  [2]",
+            "13": "13 0606/21/m/j/18 \u00a9 ucles 2018 [turn over 11 (a) solve    coss in xx 10 392+=    for \u00b0\u00b0x 0 36011 . [5]  (b) solve    tans in yy 32 42=    for y 011 r radians.  [5]",
+            "14": "14 0606/21/m/j/18 \u00a9 ucles 2018 12 in this question all lengths are in metres. 30\u00b0x ha b 5 c  a water container is in the shape of a triangular prism. the diagrams show the container and  its cross -section. the cross-section of the water in the container is an isosceles triangle abc , with  angle  abc  = angle bac  = 30\u00b0. the length of ab is x and the depth of water is h. the length of the  container is 5.  (i) show that xh23=  and hence find the volume of water in the container in terms of h. [3]",
+            "15": "15 0606/21/m/j/18 \u00a9 ucles 2018  (ii) the container is filled at a rate of 0.5  m3 per minute. at the instant when h is 0.25  m, find    (a) the rate at which h is increasing,  [4]   (b) the rate at which x is increasing.  [2]",
+            "16": "16 0606/21/m/j/18 \u00a9 ucles 2018 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 international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download at www.cie.org.uk after  the live examination series. 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.blank page"
+        },
+        "0606_s18_qp_22.pdf": {
+            "1": "this document consists of 15 printed pages and 1 blank page. dc (kn/sw) 145515/2 \u00a9 ucles 2018  [turn over *4401850851* additional mathematics  0606/22 paper 2  may/june 2018  2 hours candidates answer on the question paper. additional materials:  electronic calculator read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen. you may use an hb pencil for any diagrams or graphs. do not use staples, paper clips, glue or correction fluid. do not  write in any barcodes. answer all the questions. give non-exact numerical answers correct to 3 significant figures, or 1 decimal place in the case of  angles  in degrees, unless a different level of accuracy is specified in the question. the use of an electronic calculator is expected, where appropriate. you are reminded of the need for clear presentation in your answers. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question. the total number of marks for this paper is 80.cambridge international examinations cambridge international general certificate of secondary education",
+            "2": "2 0606/22/m/j/18 \u00a9 ucles 2018 mathematical formulae 1. algebra quadratic equation  for the equation ax2 + bx + c = 0, x bb ac  a = \u2212 \u22122 4  2  binomial theorem (a + b)n = an + (n 1)an\u20131 b + (n 2)an\u20132 b2 + \u2026 + (n r)an\u2013r br + \u2026 + bn,  where n is a positive integer and (n r) = n! (n \u2013 r)!r! 2. trigonometry identities sin2 a + cos2 a = 1 sec2 a = 1 + tan2 a cosec2 a = 1 + cot2 a formulae for \u2206abc a sin a = b sin b = c sin c  a2 = b2 + c2 \u2013 2bc cos a \u2206 = 1  2 bc sin a",
+            "3": "3 0606/22/m/j/18 \u00a9 ucles 2018 [turn over 1 (i)  show that   coscot sinc osec ii ii+= . [3]  (ii) hence solve   coscot sin4 ii i+=   for  \u00b0\u00b009 0 ggi . [2] ",
+            "4": "4 0606/22/m/j/18 \u00a9 ucles 2018 2 (a)  on the venn diagram below, shade the region that represents ab+l. /h5105 a b  [1]  (b) the universal set  \ue025  and sets  p, q and r are such that     ()pq r ,, q=l , () pq r ++ q= l ,     n( ) qr 8 +=,  n( )rp 8 +=, n( ) pq 10 += ,     n(p) = 21, n(q) = 15, n(\ue025) = 30.   complete the venn diagram to show this information and state the value of n( r). /h5105 p q r   n(r) =   [4]",
+            "5": "5 0606/22/m/j/18 \u00a9 ucles 2018 [turn over 3 it is given that   x + 3   is a factor of the polynomial   ()xx ax xb 22 4 p32=+ -+ .   the remainder when  p (x) is divided by   x \u2212 2   is  \u221215. find the remainder when p  (x) is divided by   x + 1. [6]",
+            "6": "6 0606/22/m/j/18 \u00a9 ucles 2018 4 find the coordinates of the points where the line   yx23 6 -=    intersects the curve  x y 4952 2 += .  [5]",
+            "7": "7 0606/22/m/j/18 \u00a9 ucles 2018 [turn over 5 (a)  four parts in a play are to be given to four of the girls chosen from the seven girls in a drama class.  find the number of different ways in which this can be done.  [2]  (b) three singers are chosen at random from a group of 5 chinese, 4 indian and 2 british singers. find  the number of different ways in which this can be done if   (i) no chinese singer is chosen,  [1]   (ii) one singer of each nationality is chosen,  [2]   (iii) the three singers chosen are all of the same nationality.  [2]",
+            "8": "8 0606/22/m/j/18 \u00a9 ucles 2018 6 1.5 rad o c deba 5 cm  in the diagram,  abc  is an arc of the circle centre o, radius 5  cm, and angle aoc is 1.5 radians. ad and  ce are diameters of the circle and de is a straight line.  (i) find the total perimeter of the shaded regions.  [3]  (ii) find the total area of the shaded regions.  [3]",
+            "9": "9 0606/22/m/j/18 \u00a9 ucles 2018 [turn over 7 vectors i and j are vectors parallel to the x-axis and y-axis respectively.  given that   a = 2i + 3j,   b = i \u2212 5j   and   c = 3i + 11j,   find  (i) the exact value of   ac+, [2]  (ii) the value of the constant m such that   a + mb   is parallel to j, [2]  (iii) the value of the constant n such that   na \u2212 b = c. [2]",
+            "10": "10 0606/22/m/j/18 \u00a9 ucles 2018 8 (a)  a = 2 11 3- -j lkkn poo and b = 0 32 5- -j lkkn poo. find ( ba)\u22121. [4]  (b)  the matrix  x is such that xc = d, where c = 2 05 103 4-j lkkn poo and d = 454-^h .    (i)  state the order of the matrix c. [1]   (ii) find the matrix  x. [2]",
+            "11": "11 0606/22/m/j/18 \u00a9 ucles 2018 [turn over 9 (i)  differentiate  sin xx4^h   with respect to x. [4]  (ii) hence find   sincossin xxxxxx x 8d43++c ^h m y .  [3]  ",
+            "12": "12 0606/22/m/j/18 \u00a9 ucles 2018 10 (a) (i) on the axes below, sketch the graph of  () () yx x35 =+ -   showing the coordinates of the  points where the curve meets the x-axis.  [2] oy x   (ii) write down a suitable domain for the function  () () () xx x35 f=+ -   such that f  has an  inverse.  [1]  (b) the functions g and h are defined by      ()xx 31 g=-   for x > 1,     h()xx4=  for x \u2260 0.   (i) find hg  (x). [1]   (ii) find (hg)\u20131(x). [2]  (c) given that  p( a) = b  and that the function p has an inverse, write down  p\u20131 (b). [1]",
+            "13": "13 0606/22/m/j/18 \u00a9 ucles 2018 [turn over 11 (a)  find   d xx21-3y .  [2]   (b) (i) find   sinxx4dy . [2]   (ii) hence evaluate    sinxx4drr 84y . [2]  (c) show that    x3 edlnx 3 08= y . [5]",
+            "14": "14 0606/22/m/j/18 \u00a9 ucles 2018 12 in this question all lengths are in centimetres.  the volume of a cone of height h and base radius r is given by  r vr h31 2= .  it is known that  rsin12 462=-,  rcos12 462=+,  rtan1223=- . hr 6radr  a water cup is in the shape of a cone with its axis vertical. the diagrams show the cup and its   cross-section. the vertical angle of the cone is r 6 radians. the depth of water in the cup is h. the  surface of the water is a circle of radius r.   (i) find an expression for r in terms of h and show that the volume of water in the cup is given by     r()vh 374 33 =-. [4]",
+            "15": "15 0606/22/m/j/18 \u00a9 ucles 2018  (ii) water is poured into the cup at a rate of 30  cm3 s\u20131. find, correct to 2 decimal places, the rate at  which the depth of water is increasing when h = 5. [4]",
+            "16": "16 0606/22/m/j/18 \u00a9 ucles 2018 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 international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download at www.cie.org.uk after  the live examination series. 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.blank page"
+        },
+        "0606_s18_qp_23.pdf": {
+            "1": "*5291701669* this document consists of 15 printed pages and 1 blank page. dc (jm) 162865 \u00a9 ucles 2018  [turn overcambridge international examinations cambridge international general certificate of secondary education additional mathematics  0606/23 paper 2  may/june 2018  2 hours candidates answer on the question paper. additional materials:  electronic calculator read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen. you may use an hb pencil for any diagrams or graphs. do not use staples, paper clips, glue or correction fluid. do not  write in any barcodes. answer all the questions. give non-exact numerical answers correct to 3 significant figures, or 1 decimal place in the case of   angles in degrees, unless a different level of accuracy is specified in the question. the use of an electronic calculator is expected, where appropriate. you are reminded of the need for clear presentation in your answers. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question. the total number of marks for this paper is 80.",
+            "2": "2 0606/23/m/j/18 \u00a9 ucles 2018 mathematical formulae 1. algebra quadratic equation  for the equation ax2 + bx + c = 0, x bb ac  a = \u2212 \u22122 4  2  binomial theorem (a + b)n = an + (n 1)an\u20131 b + (n 2)an\u20132 b2 + \u2026 + (n r)an\u2013r br + \u2026 + bn,  where n is a positive integer and (n r) = n! (n \u2013 r)!r! 2. trigonometry identities sin2 a + cos2 a = 1 sec2 a = 1 + tan2 a cosec2 a = 1 + cot2 a formulae for \u2206abc a sin a = b sin b = c sin c  a2 = b2 + c2 \u2013 2bc cos a \u2206 = 1  2 bc sin a",
+            "3": "3 0606/23/m/j/18 \u00a9 ucles 2018 [turn over 1 a, b and c are subsets of the same universal set.  (i) write each of the following statements in words.   (a) ab1y [1]   (b) ac+ q= [1]  (ii) write each of the following statements in set notation.   (a) there are 3 elements in set a or b or both.  [1]   (b) x is an element of a but it is not an element of c. [1]",
+            "4": "4 0606/23/m/j/18 \u00a9 ucles 2018 2 the variables x and y are such that  ln yx 31=- ^h    for x312.  (i) find xy dd. [2]  (ii) hence find the approximate change in x when y increases from . ln12^h  to .. ln12 0125+ ^h . [3]",
+            "5": "5 0606/23/m/j/18 \u00a9 ucles 2018 [turn over 3 a 7-character password is to be selected from the 12 characters shown in the table. each character may  be used only once. characters upper-case letters a b c d lower-case letters e f g h digits 1 2 3 4  find the number of different passwords  (i) if there are no restrictions,  [1]  (ii) that start with a digit,  [1]  (iii) that contain 4 upper-case letters and 3 lower-case letters such that all the upper-case letters are  together and all the lower-case letters are together.  [3]",
+            "6": "6 0606/23/m/j/18 \u00a9 ucles 2018 4 do not use a calculator in this question.  it is given that x4+ is a factor of   xx xa x 23 12 p2 3=+ +- ^h .   when xp^h is divided by x1- the  remainder is b.  (i) show that a 23=-  and find the value of the constant b. [2]  (ii) factorise xp^h completely and hence state all the solutions of x 0 p= ^h . [4]",
+            "7": "7 0606/23/m/j/18 \u00a9 ucles 2018 [turn over 5 the function f is defined by   xx251f=-^h    for . x 252 .  (i) find an expression for x f1-^h. [2]  (ii) state the domain of x f1-^h. [1]  (iii) find an expression for xf2^h, giving your answer in the form cx dax b ++, where a, b, c and d are  integers to be found.  [3]",
+            "8": "8 0606/23/m/j/18 \u00a9 ucles 2018 6  x rad o cda b 16 cm40 cm  in the diagram aob  and doc  are sectors of a circle centre o. the angle aob  is x radians. the length  of the arc ab is 40  cm and the radius ob is 16  cm.  (i) find the value of x. [2]  (ii) find the area of sector aob . [2]  (iii) given that the area of the shaded region abcd  is 140 cm2, find the length of oc. [3]",
+            "9": "9 0606/23/m/j/18 \u00a9 ucles 2018 [turn over 7 differentiate with respect to x  (i) tanxx4 , [2]  (ii) x 1ex 231 -+ . [3]",
+            "10": "10 0606/23/m/j/18 \u00a9 ucles 2018 8 an experiment was carried out recording values of y for certain values of x. the variables x and y are  thought to be connected by the relationship ya xn= , where a and n are constants.  (i) transform the relationship ya xn=  into straight line form.  [2]  the values of ln  y and ln  x were plotted and a line of best fit drawn. this is shown in the diagram  below. 0012345 2 4 6 8ln xln y  (ii) use the graph to find the value of a and of n, stating the coordinates of the points that you use.  [3]  (iii) find the value of x when y = 50.  [2]",
+            "11": "11 0606/23/m/j/18 \u00a9 ucles 2018 [turn over 9 (i) express   xx51 432--    in the form px qr2++^h , where p, q and r are constants.  [3]  (ii) sketch the graph of  yx x 51 432=- -   on the axes below. show clearly any points where your  graph meets the coordinate axes.  [4] oy x  (iii) state the set of values of k for which   xx k 51 432-- =   has exactly four solutions.  [2]",
+            "12": "12 0606/23/m/j/18 \u00a9 ucles 2018 10 a particle moves in a straight line such that its displacement, s metres, from a fixed point o at time  t seconds, is given by   cos st43=+ ,   where t0h. the particle is initially at rest.  (i) find the exact value of t when the particle is next at rest.  [2]  (ii) find the distance travelled by the particle between t4r=  and t2r= seconds.  [3]  (iii) find the greatest acceleration of the particle.  [2]",
+            "13": "13 0606/23/m/j/18 \u00a9 ucles 2018 [turn over 11 (a) solve    coss in xx 10 392+=    for \u00b0\u00b0x 0 36011 . [5]  (b) solve    tans in yy 32 42=    for y 011 r radians.  [5]",
+            "14": "14 0606/23/m/j/18 \u00a9 ucles 2018 12 in this question all lengths are in metres. 30\u00b0x ha b 5 c  a water container is in the shape of a triangular prism. the diagrams show the container and  its cross -section. the cross-section of the water in the container is an isosceles triangle abc , with  angle  abc  = angle bac  = 30\u00b0. the length of ab is x and the depth of water is h. the length of the  container is 5.  (i) show that xh23=  and hence find the volume of water in the container in terms of h. [3]",
+            "15": "15 0606/23/m/j/18 \u00a9 ucles 2018  (ii) the container is filled at a rate of 0.5  m3 per minute. at the instant when h is 0.25  m, find    (a) the rate at which h is increasing,  [4]   (b) the rate at which x is increasing.  [2]",
+            "16": "16 0606/23/m/j/18 \u00a9 ucles 2018 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 international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download at www.cie.org.uk after  the live examination series. 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.blank page"
+        },
+        "0606_w18_qp_11.pdf": {
+            "1": "*0088942780* this document consists of 15 printed pages and 1 blank page. dc (rw/sg) 153502/3 \u00a9 ucles 2018  [turn overadditional mathematics  0606/11 paper 1  october/november 2018  2 hours candidates answer on the question paper. additional materials:  electronic calculator read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen. you may use an hb pencil for any diagrams or graphs. do not use staples, paper clips, glue or correction fluid. do not  write in any barcodes. answer all the questions. give non-exact numerical answers correct to 3 significant figures, or 1 decimal place in the case of  angles  in degrees, unless a different level of accuracy is specified in the question. the use of an electronic calculator is expected, where appropriate. you are reminded of the need for clear presentation in your answers. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question. the total number of marks for this paper is 80.cambridge international examinations cambridge international general certificate of secondary education",
+            "2": "2 0606/11/o/n/18 \u00a9 ucles 2018 mathematical formulae 1. algebra quadratic  equation  for the equation ax2 + bx + c = 0, xabb ac 242!=-- . binomial theorem (a + b)n = an + (n 1)an\u20131 b + (n 2)an\u20132 b2 + \u2026 + (n r)an\u2013r br + \u2026 + bn,  where n is a positive integer and (n r) = n! (n \u2013 r)!r! . 2. trigonometry identities sin2 a + cos2 a = 1 sec2 a = 1 + tan2 a cosec2 a = 1 + cot2 a formulae for \u2206abc a sin a = b sin b = c sin c a2 = b2 + c2 \u2013 2bc cos a \u2206 = 1  2 bc sin a",
+            "3": "3 0606/11/o/n/18 \u00a9 ucles 2018 [turn over 1 (a) on the axes below, sketch the graph of   cos yx32 1 =- ,   for \u00b0\u00b0 \u00b0 x 0 360 gg . 5 4 3 2 1 0 \u20131 \u20132 \u20133 \u20134 \u20135 \u20136xy 90 180 270 360  [3]  (b) given that   sin yx46= ,   write down   (i) the amplitude of y, [1]   (ii) the period of y. [1]",
+            "4": "4 0606/11/o/n/18 \u00a9 ucles 2018 2     ()xx xx a 25 4 p32=+ ++      ()xx ax b 43 q2=+ +  given that p( x) has a remainder of   2 when divided by   x21+   and that q( x) is divisible by   x2+,  (i) find the value of each of the constants a and b. [3]  given that   () () () xx x rp q =-    and using your values of a and b,  (ii) find the exact remainder when r( x) is divided by   x32-. [3]",
+            "5": "5 0606/11/o/n/18 \u00a9 ucles 2018 [turn over 3 the coefficient of x2 in the expansion of   () ()xk x 236-+    is equal to 972. find the possible values of the  constant  k. [6]",
+            "6": "6 0606/11/o/n/18 \u00a9 ucles 2018 4 (i) write   xx982-+    in the form   ()xp q2-- ,   where p and q are constants.  [2]  (ii) hence write down the coordinates of the minimum point on the curve   yx x982=- +. [1]  (iii) on the axes below, sketch the graph of    yx x982=- +,   showing the coordinates of the points  where the curve meets the coordinate axes. 20 16 812 4 0 \u20138\u20134 \u201312 \u201316xy 10 8 6 4 2 \u20132  [3]  (iv) write down the value of k for which   xx k 982-+ =   has exactly 3  solutions.  [1]",
+            "7": "7 0606/11/o/n/18 \u00a9 ucles 2018 [turn over 5 r cm o\u03b8a brad  the diagram shows a circle with centre o and radius r cm. the minor arc ab is such that angle aob  is  i radians. the area of the minor sector aob  is 48  cm2.  (i) show that   r96 2i= . [2]  (ii) given that the minor arc ab has length 12  cm, find the value of r and of i. [3]  (iii) using your values of r and i, find the area of the shaded region.  [2]",
+            "8": "8 0606/11/o/n/18 \u00a9 ucles 2018 6 a curve has equation   ()lnyxx 52232 =++.  (i) show that   lnxy 453dd=-    when x0=. [4]  (ii) hence find the equation of the tangent to the curve at the point where x0=. [2]",
+            "9": "9 0606/11/o/n/18 \u00a9 ucles 2018 [turn over 7 (a) express   lg lgxy 23+-    as a single logarithm to base 10.  [3]  (b) (i) solve   xx6730 +- =. [2]   (ii) hence, given that   logl oga 6 373 0a 3+- =,   find the possible values of a. [4]",
+            "10": "10 0606/11/o/n/18 \u00a9 ucles 2018 8 (i) find   ()xx54dd 223+ . [2]  (ii) hence find   ()xx x 54 d221+ y . [2]  given that   ()xx x 541519da 2 021+= y ,  (iii) find the value of the positive constant a. [4]",
+            "11": "11 0606/11/o/n/18 \u00a9 ucles 2018 [turn over 9 variables s and t are such that   st43 et=+-.  (i) find the value of s when t0=. [1]  (ii) find the exact value of t when ts2dd=. [4]  (iii) find the approximate increase in s when t increases from ln5 to ln h5+, where h is small.  [3]",
+            "12": "12 0606/11/o/n/18 \u00a9 ucles 2018 10 particle a is at the point with position vector 2 5-j lkkn poo at time t = 0 and moves with a speed of 10  ms-1 in the  same direction as 3 4j lkkn poo.  (i) given that a is at the point with position vector a38j lkkn poo when t = 6 s, find the value of the constant a. [3]  particle b is at the point with position vector 16 37j lkkn poo at time t = 0 and moves with velocity 4 2j lkkn poo ms-1.  (ii) write down, in terms of t, the position vector of b at time t s. [1]",
+            "13": "13 0606/11/o/n/18 \u00a9 ucles 2018 [turn over  (iii) verify that particles a and b collide.  [4]  (iv) write down the position vector of the point of collision.  [1]",
+            "14": "14 0606/11/o/n/18 \u00a9 ucles 2018 11 (a) () cos xx 32 f=-    for rx02gg .   (i) write down the range of f.  [2]   (ii) find the exact value of (.)25f1-. [3]",
+            "15": "15 0606/11/o/n/18 \u00a9 ucles 2018  (b) ()xx 3 g2=-    for xr!.   find the exact solutions of ()x 6 g2=- . [4]",
+            "16": "16 0606/11/o/n/18 \u00a9 ucles 2018 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 international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download at www.cie.org.uk after  the live examination series. 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.blank page"
+        },
+        "0606_w18_qp_12.pdf": {
+            "1": "*7206840868* this document consists of 16 printed pages. dc (st/jg) 153501/2 \u00a9 ucles 2018  [turn overcambridge international examinations cambridge international general certificate of secondary education additional mathematics  0606/12 paper 1  october/november 2018  2 hours candidates answer on the question paper. additional materials:  electronic calculator read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen. you may use an hb pencil for any diagrams or graphs. do not use staples, paper clips, glue or correction fluid. do not  write in any barcodes. answer all the questions. give non-exact numerical answers correct to 3 significant figures, or 1 decimal place in the case of  angles  in degrees, unless a different level of accuracy is specified in the question. the use of an electronic calculator is expected, where appropriate. you are reminded of the need for clear presentation in your answers. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question. the total number of marks for this paper is 80.",
+            "2": "2 0606/12/o/n/18 \u00a9 ucles 2018 mathematical formulae 1. algebra quadratic  equation  for the equation ax2 + bx + c = 0, xabb ac 242!=-- . binomial theorem (a + b)n = an + (n 1)an\u20131 b + (n 2)an\u20132 b2 + \u2026 + (n r)an\u2013r br + \u2026 + bn,  where n is a positive integer and (n r) = n! (n \u2013 r)!r! . 2. trigonometry identities sin2 a + cos2 a = 1 sec2 a = 1 + tan2 a cosec2 a = 1 + cot2 a formulae for \u2206abc a sin a = b sin b = c sin c a2 = b2 + c2 \u2013 2bc cos a \u2206 = 1  2 bc sin a",
+            "3": "3 0606/12/o/n/18 \u00a9 ucles 2018 [turn over 1 solve   (\u00b0 ) sinx 12 50 0 ++ =   for \u00b0\u00b0x 180 180 gg - . [4] ",
+            "4": "4 0606/12/o/n/18 \u00a9 ucles 2018 2 find the equation of the curve which has a gradient of 4 at the point (, ) 03- and is such that   xy5ddex 22 2=+ . [5]",
+            "5": "5 0606/12/o/n/18 \u00a9 ucles 2018 [turn over 3 (i) on the axes below, sketch the graph of   yx 63=- ,   showing the coordinates of the points where the  graph meets the coordinate axes.  [2] 1012 8 46 2 0 \u20134\u20132 \u20136 \u20138 \u201310 \u201312xy 5 6 4 3 2 1 \u20131 \u20132  (ii) solve   x 63 2 -= . [3]  (iii) hence find the values of x for which   x 63 22 - . [1]",
+            "6": "6 0606/12/o/n/18 \u00a9 ucles 2018 4   ()ln yx x1 23=+  (i) find the value of  xy dd when . x03= . you must show all your working.  [4]  (ii) hence find the approximate increase in y when x increases from 0.3 to .h 03+, where h is small.  [1]",
+            "7": "7 0606/12/o/n/18 \u00a9 ucles 2018 [turn over 5 the 7th term in the expansion of ()ab x12+  in ascending powers of x is x9246. it is given that a and b are  positive constants.  (i)  show that ba1=. [2]  the 6th term in the expansion of ()ab x12+  in ascending powers of x is x1985.  (ii) find the value of a and of b. [4]",
+            "8": "8 0606/12/o/n/18 \u00a9 ucles 2018 6 (i) find   ()xx5 125dd 232- . [2]  (ii) using your answer to part  (i), find   ()xx x 5 125 d231--y . [2]  (iii)  hence find   ()xxx5 125 d2 610 31--y . [2]",
+            "9": "9 0606/12/o/n/18 \u00a9 ucles 2018 [turn over 7 (a) the vector v has a magnitude of 39 units and is in the same direction as 12 5-eo . write v in the    form a beo, where a and b are constants.  [2]  (b) vectors p and q are such that rs rp6=+ +eo  and r sq51 21=+ -eo , where r and s are constants. given that   pq230 0+= eo, find the value of r and of s. [4]",
+            "10": "10 0606/12/o/n/18 \u00a9 ucles 2018 8   a aa43 4=+eo  (i) find the values of the constant a for which a1- does not exist.  [3]    (ii) given that a4=, find a1-. [2]  (iii) hence find the matrix b such that ab2 43 5=-eo . [3]",
+            "11": "11 0606/12/o/n/18 \u00a9 ucles 2018 [turn over 9 the polynomial    ()xa xb xc x9 p32=+ +-     is divisible by x3+. it is given that ()03 6 p= l  and ()08 6 p = ll .  (i) find the value of each of the constants a, b and c.  [6]  (ii) using your values of a, b and c, find the remainder when ()xp is divided by x21-. [2]",
+            "12": "12 0606/12/o/n/18 \u00a9 ucles 2018 10 y x 0y = a + 4 cos  bx6 6 mp r  the diagram shows part of the curve   cos ya bx 4 =+ ,   where a and b are positive constants. the curve  meets the y-axis at the point (,)06 and the x-axis at the point ,60rbl . the curve meets the x-axis again at the  point  p and has a minimum at the point m.  (i) find the value of a and of b. [3]",
+            "13": "13 0606/12/o/n/18 \u00a9 ucles 2018 [turn over  using your values of a and b find,  (ii) the exact coordinates of p, [2]  (iii) the exact coordinates of m. [2]",
+            "14": "14 0606/12/o/n/18 \u00a9 ucles 2018 11 r cm o   radip q  the diagram shows the sector opq  of a circle, centre o, radius r cm, where angle poq i= radians. the  perimeter of the sector is 10  cm.  (i) show that area, a cm2, of the sector is given by    ()a50 22ii=+. [5]",
+            "15": "15 0606/12/o/n/18 \u00a9 ucles 2018 [turn over  it is given that i can vary and a has a maximum value.  (ii) find the maximum value of a. [5] question 12 is printed on the next page.",
+            "16": "16 0606/12/o/n/18 \u00a9 ucles 2018 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 international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download at www.cie.org.uk after  the live examination series. 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.12 the line   yx25=+    intersects the curve   yxy5 +=    at the points a and b. find the coordinates of the  point where the perpendicular bisector of the line ab intersects the line yx=. [9]"
+        },
+        "0606_w18_qp_13.pdf": {
+            "1": "*3103611472* this document consists of 15 printed pages and 1 blank page. dc (st/jg) 153500/3 \u00a9 ucles 2018  [turn overcambridge international examinations cambridge international general certificate of secondary education additional mathematics  0606/13 paper 1  october/november 2018  2 hours candidates answer on the question paper. additional materials:  electronic calculator read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen. you may use an hb pencil for any diagrams or graphs. do not use staples, paper clips, glue or correction fluid. do not  write in any barcodes. answer all the questions. give non-exact numerical answers correct to 3 significant figures, or 1 decimal place in the case of  angles  in degrees, unless a different level of accuracy is specified in the question. the use of an electronic calculator is expected, where appropriate. you are reminded of the need for clear presentation in your answers. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question. the total number of marks for this paper is 80.",
+            "2": "2 0606/13/o/n/18 \u00a9 ucles 2018 mathematical formulae 1. algebra quadratic  equation  for the equation ax2 + bx + c = 0, xabb ac 242!=-- . binomial theorem (a + b)n = an + (n 1)an\u20131 b + (n 2)an\u20132 b2 + \u2026 + (n r)an\u2013r br + \u2026 + bn,  where n is a positive integer and (n r) = n! (n \u2013 r)!r! . 2. trigonometry identities sin2 a + cos2 a = 1 sec2 a = 1 + tan2 a cosec2 a = 1 + cot2 a formulae for \u2206abc a sin a = b sin b = c sin c a2 = b2 + c2 \u2013 2bc cos a \u2206 = 1  2 bc sin a",
+            "3": "3 0606/13/o/n/18 \u00a9 ucles 2018 [turn over 1 (a) in the expansion of   ()px25+    the coefficient of x3 is equal to 258-  . find the value of the constant p.  [3]  (b) find the term independent of x in the expansion of   xx241 2 28 + eo . [3]",
+            "4": "4 0606/13/o/n/18 \u00a9 ucles 2018 2  r cm oi radp q  the diagram shows a sector poq  of a circle, centre o, radius r cm, where angle poq i= radians. the  perimeter of the sector is 20  cm.    (i) show that the area, a cm2, of the sector is given by  ar r 102=- . [3]  it is given that r can vary and that a has a maximum value.  (ii) find the value of i for which a has a maximum value.    [3]",
+            "5": "5 0606/13/o/n/18 \u00a9 ucles 2018 [turn over 3 do not use a calculator in this question.  in this question, all lengths are in centimetres.  a triangle abc  is such that angle \u00b0, ba b 90 53 5 == +  and  bc 53 5 =- .  (i) find, in its simplest surd form, the length of ac. [3]  (ii) find tanbca, giving your answer in the form ab 3+ , where a and b are integers.  [3]",
+            "6": "6 0606/13/o/n/18 \u00a9 ucles 2018 4 in this question, the units of x are radians and the units of y are centimetres.  it is given that   ()cos yx 1310=+ .  (i) find the value of  xy dd when x2r=. [4]  given also that y is increasing at a rate of 6  cm s\u22121 when x2r=,  (ii) find the corresponding rate of change of x. [2]",
+            "7": "7 0606/13/o/n/18 \u00a9 ucles 2018 [turn over 5 (i) show that   logl og 4293= . [2]  (ii) hence solve   logl ogx 4393+= . [3]",
+            "8": "8 0606/13/o/n/18 \u00a9 ucles 2018 6 a particle p is moving in a straight line such that its displacement, s m, from a fixed point o at time t s, is  given by   st12 41 2 e.t05=+ --.  (i) find the value of t when p is instantaneously at rest.  [3]  (ii) find an expression for the acceleration of p at time t s. [2]  (iii) find the value of s when the acceleration of p is 0.3  ms\u22122. [3]  (iv) explain why the acceleration of the particle will always be positive.  [1]",
+            "9": "9 0606/13/o/n/18 \u00a9 ucles 2018 [turn over 7  a b d o c  the diagram shows a quadrilateral oabc . the point d lies on ob such that   od db2=    and   ad mac= ,  where m is a scalar quantity. oa a=   ob b=   oc c=  (i) find ad in terms of m, a and c. [1]  (ii) find ad in terms of a and b. [2]  (iii) given that   ab c 15 16 9 =- ,   find the value of m. [3]",
+            "10": "10 0606/13/o/n/18 \u00a9 ucles 2018 8   () sin xx54f=+    for   x02gg r radians    ()xx3gr=-    for   xr!  (i) write down the range of ()xf. [2]  (ii) find ()xf1- and write down its range.  [3]  (iii) solve   ()x21 1 fg= . [4]",
+            "11": "11 0606/13/o/n/18 \u00a9 ucles 2018 [turn over 9 find the equation of the normal to the curve   ()lnyxx31 22 =+   at the point where x2=, giving your answer   in the form ym xc=+ , where m and c are correct to 2 decimal places. you must show all your working.  [8]",
+            "12": "12 0606/13/o/n/18 \u00a9 ucles 2018 10 xy = 12 + x \u2013 x2y ob ay = x + 8  the diagram shows the curve   yx x 122=+ -   intersecting the line  yx 8=+    at the points a and b.  (i) find the coordinates of the points a and b. [3]  (ii) find   () xx x 12 d2+- y . [2]",
+            "13": "13 0606/13/o/n/18 \u00a9 ucles 2018 [turn over  (iii) showing all your working, find the area of the shaded region.  [4]",
+            "14": "14 0606/13/o/n/18 \u00a9 ucles 2018 11 the polynomial   ()xa xx bx 17 8 p32=+ +-    is divisible by   x21-   and has a remainder of  35-  when  divided by   x3+.  (i) by finding the value of each of the constants a and b, verify that  ab=. [4]  using your values of a and b,   (ii) find ()xp in the form  )() (xx21 q- , where ()xq is a quadratic expression,  [2]",
+            "15": "15 0606/13/o/n/18 \u00a9 ucles 2018  (iii) factorise ()xp completely,  [1]  (iv) solve   sins in sin ab 17 8032ii i ++ -=    for   \u00b0\u00b00 18011i . [3]",
+            "16": "16 0606/13/o/n/18 \u00a9 ucles 2018 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 international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download at www.cie.org.uk after  the live examination series. 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.blank page"
+        },
+        "0606_w18_qp_21.pdf": {
+            "1": "this document consists of 14 printed pages and 2 blank pag es. dc (st/jg) 153499/2 \u00a9 ucles 2018  [turn over *1207805813* additional mathematics  0606/21 paper 2  october/november 2018  2 hours candidates answer on the question paper. additional materials:  electronic calculator read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen. you may use an hb pencil for any diagrams or graphs. do not use staples, paper clips, glue or correction fluid. do not  write in any barcodes. answer all the questions. give non-exact numerical answers correct to 3 significant figures, or 1 decimal place in the case of   angles in degrees, unless a different level of accuracy is specified in the question. the use of an electronic calculator is expected, where appropriate. you are reminded of the need for clear presentation in your answers. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question. the total number of marks for this paper is 80.cambridge international examinations cambridge international general certificate of secondary education",
+            "2": "2 0606/21/o/n/18 \u00a9 ucles 2018 mathematical formulae 1. algebra quadratic  equation  for the equation ax2 + bx + c = 0, xabb ac 242!=-- . binomial theorem (a + b)n = an + (n 1)an\u20131 b + (n 2)an\u20132 b2 + \u2026 + (n r)an\u2013r br + \u2026 + bn,  where n is a positive integer and (n r) = n! (n \u2013 r)!r! . 2. trigonometry identities sin2 a + cos2 a = 1 sec2 a = 1 + tan2 a cosec2 a = 1 + cot2 a formulae for \u2206abc a sin a = b sin b = c sin c a2 = b2 + c2 \u2013 2bc cos a \u2206 = 1  2 bc sin a",
+            "3": "3 0606/21/o/n/18 \u00a9 ucles 2018 [turn over 1 solve the inequality   () ()xx29 101 -+ . [4] 2 (a) solve   31 0x 21=-b l. [3]  (b) solve   23eeyy12 32=-+. [4]",
+            "4": "4 0606/21/o/n/18 \u00a9 ucles 2018 3 do not use a calculator in this question.  (a) simplify   () () 22 54 23 5 +- ,   giving your answer in the form ab c+ , where a, b and c are  integers.  [3]  (b) simplify   343 6 2- +,   giving your answer in the form pq32+ , where p and q are integers.  [4] ",
+            "5": "5 0606/21/o/n/18 \u00a9 ucles 2018 [turn over 4  solve   secc ot tan xx x 5 =-    for \u00b0\u00b0x 0 36011 . [6]",
+            "6": "6 0606/21/o/n/18 \u00a9 ucles 2018 5   a3 12 1=-eo .  (i) find a2. [2]  (ii) find constants p and q such that   pqaa i2+= . [4]",
+            "7": "7 0606/21/o/n/18 \u00a9 ucles 2018 [turn over 6  a 5-digit code is to be formed from the digits 1, 2, 3, 4, 5, 6, 7, 8, 9. each digit can be used once only in any  code. find how many codes can be formed if   (i) the first digit of the code is 6 and the other four digits are odd,  [2]  (ii) each of the first three digits is even,  [2]  (iii) the first and last digits are prime.  [2]",
+            "8": "8 0606/21/o/n/18 \u00a9 ucles 2018 7 (i) show that   cosc oscoseccotxxxx11 112--+= . [4]  (ii) hence solve the equation   cosc ossecxxx11 11 --+=    for x02gg r radians.  [4]",
+            "9": "9 0606/21/o/n/18 \u00a9 ucles 2018 [turn over 8 y x 0 5bae yxx 52=+-  the diagram shows part of the curve   yx ex52=+-,   the normal to the curve at the point a and the   line x5=. the normal to the curve at a meets the y-axis at the point b. the x-coordinate of a is 2.5.  (i) find the equation of the normal ab. [4]  (ii) showing all your working, find the area of the shaded region.  [6]",
+            "10": "10 0606/21/o/n/18 \u00a9 ucles 2018 9 in this question, all lengths are in metres. y 2r  the diagram shows a window formed by a semi-circle of radius r on top of a rectangle with dimensions  2r by y. the total perimeter of the window is 5.  (i) find y in terms of r. [2]  (ii) show that the total area of the window is   arrr 52222 r=- - . [2]",
+            "11": "11 0606/21/o/n/18 \u00a9 ucles 2018 [turn over  (iii) given that r can vary, find the value of r which gives a maximum area of the window and find this  area. (you are not required to show that this area is a maximum.)  [5] ",
+            "12": "12 0606/21/o/n/18 \u00a9 ucles 2018 10 the line   yx12 2 =-    is a tangent to two curves. each curve has an equation of the form  yk kxx 62=+ +- , where k is a constant.  (i) find the two values of  k. [5]",
+            "13": "13 0606/21/o/n/18 \u00a9 ucles 2018 [turn over  the line   yx12 2 =-    is a tangent to one curve at the point a and the other curve at the point b.   (ii) find the coordinates of a and of b. [3]  (iii) find the equation of the perpendicular bisector of ab. [3]",
+            "14": "14 0606/21/o/n/18 \u00a9 ucles 2018 11 r nhx x x \u2013 215 9  there are 70 girls in a year group at a school. the venn diagram gives some  information about the numbers  of these girls who play rounders ( r), hockey ( h) and netball ( n).   n(r) = 28     n(h) = 38     n(n) = 35.  find the value of x and hence the number of girls who play netball only.  [6]",
+            "15": "15 0606/21/o/n/18 \u00a9 ucles 2018 blank page",
+            "16": "16 0606/21/o/n/18 \u00a9 ucles 2018 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 international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download at www.cie.org.uk after  the live examination series. 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.blank page"
+        },
+        "0606_w18_qp_22.pdf": {
+            "1": "*4429896348* this document consists of 15 printed pages and 1 blank page. dc (sc/cgw) 153503/3 \u00a9 ucles 2018  [turn overadditional mathematics  0606/22 paper 2  october/november 2018  2 hours candidates answer on the question paper. additional materials:  electronic calculator read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen. you may use an hb pencil for any diagrams or graphs. do not use staples, paper clips, glue or correction fluid. do not  write in any barcodes. answer all the questions. give non-exact numerical answers correct to 3 significant figures, or 1 decimal place in the case of   angles in degrees, unless a different level of accuracy is specified in the question. the use of an electronic calculator is expected, where appropriate. you are reminded of the need for clear presentation in your answers. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question. the total number of marks for this paper is 80.cambridge international examinations cambridge international general certificate of secondary education",
+            "2": "2 0606/22/o/n/18 \u00a9 ucles 2018 mathematical formulae 1. algebra quadratic  equation  for the equation ax2 + bx + c = 0, x bb ac  a = \u2212 \u22122 4  2  binomial theorem (a + b)n = an + (n 1)an\u20131 b + (n 2)an\u20132 b2 + \u2026 + (n r)an\u2013r br + \u2026 + bn,  where n is a positive integer and (n r) = n! (n \u2013 r)!r!  2. trigonometry identities sin2 a + cos2 a = 1 sec2 a = 1 + tan2 a cosec2 a = 1 + cot2 a formulae for \u2206abc a sin a = b sin b = c sin c  a2 = b2 + c2 \u2013 2bc cos a \u2206 = 1  2 bc sin a",
+            "3": "3 0606/22/o/n/18 \u00a9 ucles 2018 [turn over 1 solve the inequality   () () xx x 34 132 -+ +. [3] 2 /h5105 f c  there are 105 boys in a year group at a school. some boys play football ( f) and some play cricket ( c). \u2022 x boys play both football and cricket. \u2022 the number of boys that play neither game is the same as the number of boys that play both. \u2022 40 boys play cricket. \u2022 the number of boys that only play football is twice the number of boys that only play cricket.  complete the venn diagram and find the value of x. [5]",
+            "4": "4 0606/22/o/n/18 \u00a9 ucles 2018 3 a curve has equation   sinyxx 23 =  .   find  (i) xy dd , [3]  (ii) the equation of the tangent to the curve at the point where rx4=. [3]",
+            "5": "5 0606/22/o/n/18 \u00a9 ucles 2018 [turn over 4 solve  (i) 26x31=-, [3]  (ii) () loglogy14 132 y3+= +  . [5]",
+            "6": "6 0606/22/o/n/18 \u00a9 ucles 2018 5 solve the simultaneous equations    482qp111=+ ,  39pq 31253=+ 27.  [5]",
+            "7": "7 0606/22/o/n/18 \u00a9 ucles 2018 [turn over 6 (a) a 5-character code is to be formed from the 13 characters shown below. each character may be used  once only in any code.     letters  : a,  b,  c,  d,  e,  f     numbers: 1,  2,  3,  4,  5,  6,  7   find the number of different codes in which no two letters follow each other and no two numbers  follow each other.  [3]  (b) a netball team of 7 players is to be chosen from 10 girls. 3 of these 10 girls are sisters. find the number  of different ways the team can be chosen if the team does not contain all 3 sisters.  [3]",
+            "8": "8 0606/22/o/n/18 \u00a9 ucles 2018 7 solve the quadratic equation    xx 13 13 02-+ ++ = `` jj ,   giving your answer in the form ab 3+ ,  where a and b are constants.  [6]",
+            "9": "9 0606/22/o/n/18 \u00a9 ucles 2018 [turn over 8 (i) show that   sins intans ecxxxx11 112--+= . [4]  (ii) hence solve the equation   sins incose cxxx11 11 --+=    for \u00b0\u00b0x 0 360 gg . [4]",
+            "10": "10 0606/22/o/n/18 \u00a9 ucles 2018 9 o ba (4, 4)y = 2\u221axy x  the diagram shows part of the curve   yx2= .   the normal to the curve at the point a (4, 4) meets the  x-axis at the point b.  (i) find the equation of the line  ab. [4]  (ii) find the coordinates of  b. [1]",
+            "11": "11 0606/22/o/n/18 \u00a9 ucles 2018 [turn over  (iii) showing all your working, find the area of the shaded region.  [4]",
+            "12": "12 0606/22/o/n/18 \u00a9 ucles 2018 10 two lines are tangents to the curve    yx x 12 42=- -.   the equation of each tangent is of the form  yk kx 21=+ -, where k is a constant.  (i) find the two possible values of k. [5]",
+            "13": "13 0606/22/o/n/18 \u00a9 ucles 2018 [turn over  (ii) find the coordinates of the point of intersection of the two tangents.  [4]",
+            "14": "14 0606/22/o/n/18 \u00a9 ucles 2018 11 the functions f and g are defined for real values of x1h  by  ()xx 43 f=- ,  ()xxx 3121g=-+.  (i) find ()xgf . [2]  (ii) find ()x g1-. [3]  (iii) solve ()xx 1 fg=- . [4]",
+            "15": "15 0606/22/o/n/18 \u00a9 ucles 2018 12 a plane that can travel at 260  km/h in still air heads due north. a wind with speed 40  km/h from a bearing of  310\u00b0 blows the plane off course. find the resultant speed of the plane and its direction as a bearing correct to  1 decimal place.  [6]",
+            "16": "16 0606/22/o/n/18 \u00a9 ucles 2018 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 international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download at www.cie.org.uk after  the live examination series. 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.blank page"
+        },
+        "0606_w18_qp_23.pdf": {
+            "1": "*7180504136* this document consists of 15 printed pages and 1 blank page. dc (st/sw) 153497/2 \u00a9 ucles 2018  [turn overcambridge international examinations cambridge international general certificate of secondary education additional mathematics  0606/23 paper 2  october/november 2018  2 hours candidates answer on the question paper. additional materials:  electronic calculator read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen. you may use an hb pencil for any diagrams or graphs. do not use staples, paper clips, glue or correction fluid. do not  write in any barcodes. answer all the questions. give non-exact numerical answers correct to 3 significant figures, or 1 decimal place in the case of  angles in  degrees, unless a different level of accuracy is specified in the question. the use of an electronic calculator is expected, where appropriate. you are reminded of the need for clear presentation in your answers. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question. the total number of marks for this paper is 80.",
+            "2": "2 0606/23/o/n/18 \u00a9 ucles 2018 mathematical formulae 1. algebra quadratic  equation  for the equation ax2 + bx + c = 0, xabb ac 242!=-- . binomial theorem (a + b)n = an + (n 1)an\u20131 b + (n 2)an\u20132 b2 + \u2026 + (n r)an\u2013r br + \u2026 + bn,  where n is a positive integer and (n r) = n! (n \u2013 r)!r! . 2. trigonometry identities sin2 a + cos2 a = 1 sec2 a = 1 + tan2 a cosec2 a = 1 + cot2 a formulae for \u2206abc a sin a = b sin b = c sin c a2 = b2 + c2 \u2013 2bc cos a \u2206 = 1  2 bc sin a",
+            "3": "3 0606/23/o/n/18 \u00a9 ucles 2018 [turn over 1  solve the equation   xx53 31 3 -= -+ . [3] 2  on each of the venn diagrams below, shade the region indicated. a b c a b ca b c(a /h33371 b /h33371 c)' (a /h33370 b) /h33371 c' a /h33370 b /h33370 c' [3]",
+            "4": "4 0606/23/o/n/18 \u00a9 ucles 2018 3  (i) write   xx 872+-    in the form ()ax b2-- , where a and b are constants.  [3]  (ii) hence state the maximum value of   xx 872+-    and the value of x at which it occurs.  [2]  (iii)  using your answer to part (i) , or otherwise, solve the equation   zz 87 024+- = . [3]",
+            "5": "5 0606/23/o/n/18 \u00a9 ucles 2018 [turn over 4     ()y xxx213 d d2 24=++  (i) find xy dd, given that xy1dd= when x1=. [3]  (ii) find y in terms of x, given that y3= when x1=. [3]",
+            "6": "6 0606/23/o/n/18 \u00a9 ucles 2018 5 given that a2 13 4=eo  and b1 24 5=-eo , find  (i) a1-, [2]  (ii) the matrix c such that ca b=, [2]  (iii) the matrix d such that ad bi1+=-. [3]",
+            "7": "7 0606/23/o/n/18 \u00a9 ucles 2018 [turn over 6  solve the simultaneous equations  ()log xy232+= , logl ogxy3122= - .   [5]",
+            "8": "8 0606/23/o/n/18 \u00a9 ucles 2018 7  a squad of 20 boys, which includes 2 sets of twins, is available for selection for a cricket team of 11 players.  calculate the number of different teams that can be selected if  (i) there are no restrictions,  [1]  (ii) both sets of twins are selected,  [2]  (iii) one set of twins is selected but neither twin from the other set is selected,  [2]  (iv) exactly one twin from each set of twins is selected.  [2]",
+            "9": "9 0606/23/o/n/18 \u00a9 ucles 2018 [turn over 8 variables x and y are such that when y2 is plotted against e2x a straight line is obtained which passes through  the points (1.5, 5.5) and (3.7, 12.1). find  (i) y in terms of e2x, [3]  (ii) the value of y when x3=, [1]  (iii) the value of x when y50= . [3]",
+            "10": "10 0606/23/o/n/18 \u00a9 ucles 2018 9 (a) solve   sinx 243r+=bl    for x011 r radians.  [3]  (b)  solve   secc osec yy 34 =    for \u00b0\u00b0y 0 36011 . [3]",
+            "11": "11 0606/23/o/n/18 \u00a9 ucles 2018 [turn over  (c)  solve   cott an cosec zz z 72-=    for \u00b0\u00b0z 0 36011 . [6]",
+            "12": "12 0606/23/o/n/18 \u00a9 ucles 2018 10  the equation of a curve is   yx x32=+    for x 3h-.  (i) find xy dd . [3]  (ii) find the equation of the tangent to the curve   yx x32=+     at the point where x1=. [3]",
+            "13": "13 0606/23/o/n/18 \u00a9 ucles 2018 [turn over  (iii) find the coordinates of the turning points of the curve   yx x32=+  . [4]",
+            "14": "14 0606/23/o/n/18 \u00a9 ucles 2018 11  a line with equation   yx k 55=- ++    is a tangent to a curve with equation   yk xx 72=- -.   (i) find the two possible values of k. [5]  (ii) find, for each  of your values of k,   \u2022 the equation of the tangent   \u2022 the equation of the curve   \u2022 the coordinates of the point of contact of the tangent and the curve.  [5]",
+            "15": "15 0606/23/o/n/18 \u00a9 ucles 2018    (iii) find the distance between the two points of contact.  [2]",
+            "16": "16 0606/23/o/n/18 \u00a9 ucles 2018 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 international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download at www.cie.org.uk after  the live examination series. 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.blank page"
+        }
+    },
+    "2019": {
+        "0606_m19_qp_12.pdf": {
+            "1": "this document consists of 15 printed pages and 1 blank page. dc (jm/cb) 165270/2 \u00a9 ucles 2019  [turn over *6715046212*cambridge assessment international education cambridge international general certificate of secondary education additional mathematics  0606/12 paper 1  february/march 2019  2 hours candidates answer on the question paper. additional materials:  electronic calculator read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen. you may use an hb pencil for any diagrams or graphs. do not use staples, paper clips, glue or correction fluid. do not  write in any barcodes. answer all the questions. give non-exact numerical answers correct to 3 significant figures, or 1 decimal place in the case of  angles  in degrees, unless a different level of accuracy is specified in the question. the use of an electronic calculator is expected, where appropriate. you are reminded of the need for clear presentation in your answers. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question. the total number of marks for this paper is 80.",
+            "2": "2 0606/12/f/m/19 \u00a9 ucles 2019 mathematical formulae 1. algebra quadratic equation  for the equation ax2 + bx + c = 0, x bb ac  a = \u2212 \u22122 4  2  binomial theorem (a + b)n = an + (n 1)an\u20131 b + (n 2)an\u20132 b2 + \u2026 + (n r)an\u2013r br + \u2026 + bn,  where n is a positive integer and (n r) = n! (n \u2013 r)!r! 2. trigonometry identities sin2 a + cos2 a = 1 sec2 a = 1 + tan2 a cosec2 a = 1 + cot2 a formulae for \u2206abc a sin a = b sin b = c sin c  a2 = b2 + c2 \u2013 2bc cos a \u2206 = 1  2 bc sin a",
+            "3": "3 0606/12/f/m/19 \u00a9 ucles 2019 [turn over 1 (a) given that  \ue025{: }, xx12 0 11 =  a = {multiples of 3},  b = {multiples of 4},   find   (i)  n(),a [1]   (ii)  n( ). ab+  [1]  (b) on the venn diagram below, draw the sets p, q and r such that  pq1  and  . qr+ q= \t\t\t \t\t \ue025  [2]  (c) using set notation, describe the shaded areas shown in the venn diagrams below. s tx y z/h5105 /h5105   ..  ...  [2]",
+            "4": "4 0606/12/f/m/19 \u00a9 ucles 2019 2 on the axes below, sketch the graph of the curve   yx x 25 32=- -,   stating the coordinates of any points  where the curve meets the coordinate axes. xy 10 \u2013100 \u20131 4  [4]",
+            "5": "5 0606/12/f/m/19 \u00a9 ucles 2019 [turn over 3 (i) find the first 3 terms in the expansion, in ascending powers of x, of x396 -fp . give the terms in their  simplest form.  [3]  (ii) hence find the term independent of x in the expansion of xxx39262 --ff pp . [3]",
+            "6": "6 0606/12/f/m/19 \u00a9 ucles 2019 4 the polynomial   ()xx ax bx 24 9 p32=+ +- ,   where a and b are constants.    when ()xpl is divided by    x +\u20093   there is a remainder of -24 .  (i) show that ab67 8 -=  . [2]  it is given that    2 x - 1    is a factor of p  (x).  (ii) find the value of a and of b. [4]  (iii) write p  (x) in the form () () xx21 q- , where q  (x) is a quadratic factor.  [2]  (iv) hence factorise p  (x) completely.  [1]",
+            "7": "7 0606/12/f/m/19 \u00a9 ucles 2019 [turn over 5 it is given that . log xp4= giving your answer in its simplest form, find, in terms of p,  (i)  ()log x164, [2]  (ii)  logx 25647 fp . [2]  using your answers to parts  (i) and (ii),  (iii) solve   ()logl og xx162565447 -= fp ,   giving your answer correct to 2 decimal places.  [3]",
+            "8": "8 0606/12/f/m/19 \u00a9 ucles 2019 6 (a) given that  a1 02 1=-eo ,  b1 2 34 5 1=- fp   and  c 32 0 =-` j, write down the matrix products which   are possible. you do not need to evaluate your products.  [2]  (b) it is given that   x2 52 3=-eo    and   y4 21 0=eo .   (i) find  x-1. [2]   (ii) hence find the matrix z such that  xz =\u2009y. [3]",
+            "9": "9 0606/12/f/m/19 \u00a9 ucles 2019 [turn over 7 do not use a calculator in this question.  all lengths in this question are in centimetres. a b c d5 23+ 5 10 2- 5 63+  the diagram shows the trapezium abcd , where ab 23 5 =+ , dc 63 5 =+ , ad 10 25 =-  and  angle  adc = 90\u00b0.  (i) find the area of abcd , giving your answer in the form ab 5+ , where a and b are integers.  [3]  (ii) find cotbcd, giving your answer in the form cd 5+ , where c and d are fractions in their simplest  form.  [3]",
+            "10": "10 0606/12/f/m/19 \u00a9 ucles 2019 8 (a) 05101520v 2 4 6 8 10 t  the diagram shows the velocity-time graph of a particle p moving in a straight line with velocity v ms-1 at  time t seconds after leaving a fixed point.  (i) write down the value of the acceleration of  p when t =\u20095. [1]  (ii) find the distance travelled by the particle  p between t =\u20090 and t =\u200910. [2]",
+            "11": "11 0606/12/f/m/19 \u00a9 ucles 2019 [turn over  (b) a particle q moves such that its velocity, v ms-1, t seconds after leaving a fixed point, is given by   sin vt32 1 =- .   (i) find the speed of q when t7 12r= . [2]   (ii) find the least value of t for which the acceleration of q is zero.  [3]",
+            "12": "12 0606/12/f/m/19 \u00a9 ucles 2019 9 the area of a sector of a circle of radius r cm is 36  cm2.  (i) show that the perimeter, p cm, of the sector is such that prr272=+ . [3]  (ii) hence, given that r can vary, find the stationary value of  p and determine its nature.  [4]",
+            "13": "13 0606/12/f/m/19 \u00a9 ucles 2019 [turn over 10 a curve is such that when x = 0, both y =\u2009-5 and xy10dd= . given that   xy43ddex 22 2=+ ,   find  (i) the equation of the curve,  [7]  (ii) the equation of the normal to the curve at the point where x41=. [3]",
+            "14": "14 0606/12/f/m/19 \u00a9 ucles 2019 11 (a) solve    sincos tan xx x21=    for \u00b0x 0 180\u00b0 gg . [3]",
+            "15": "15 0606/12/f/m/19 \u00a9 ucles 2019  (b) (i) show that   seccotsincos iiii -= . [3]   (ii) hence solve    seccotsin333 21iii-=     for 32 32ggrri -  , where i is in radians.  [4]",
+            "16": "16 0606/12/f/m/19 \u00a9 ucles 2019 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 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.blank page"
+        },
+        "0606_m19_qp_22.pdf": {
+            "1": "this document consists of 14 printed pages and 2 blank pages. dc (ks/tp) 165271/2 \u00a9 ucles 2019  [turn overcambridge assessment international education cambridge international general certificate of secondary education *1438509375* additional mathematics  0606/22 paper 2  february/march 2019  2 hours candidates answer on the question paper. additional materials:  electronic calculator read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen. you may use an hb pencil for any diagrams or graphs. do not use staples, paper clips, glue or correction fluid. do not  write in any barcodes. answer all the questions. give non-exact numerical answers correct to 3 significant figures, or 1 decimal place in the case of  angles  in degrees, unless a different level of accuracy is specified in the question. the use of an electronic calculator is expected, where appropriate. you are reminded of the need for clear presentation in your answers. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question. the total number of marks for this paper is 80.",
+            "2": "2 0606/22/f/m/19 \u00a9 ucles 2019 mathematical formulae 1. algebra quadratic equation  for the equation ax2 + bx + c = 0, x bb ac  a = \u2212 \u22122 4  2  binomial theorem (a + b)n = an + (n 1)an\u20131 b + (n 2)an\u20132 b2 + \u2026 + (n r)an\u2013r br + \u2026 + bn,  where n is a positive integer and (n r) = n! (n \u2013 r)!r! 2. trigonometry identities sin2 a + cos2 a = 1 sec2 a = 1 + tan2 a cosec2 a = 1 + cot2 a formulae for \u2206abc a sin a = b sin b = c sin c  a2 = b2 + c2 \u2013 2bc cos a \u2206 = 1  2 bc sin a",
+            "3": "3 0606/22/f/m/19 \u00a9 ucles 2019 [turn over 1 a band can play 25 different pieces of music. from these pieces of music, 8 are to be selected for a concert.  (i) find the number of different ways this can be done.  [1]  the 8 pieces of music are then arranged in order.  (ii) find the number of different arrangements possible.  [1]  the band has 15 members. three members are chosen at random to be the treasurer, secretary and agent.    (iii) find the number of ways in which this can be done.  [1] 2 variables x and y are related by the equation    yx eln x= .  (i) show that     .ln y x xxx dd el x =- [4]  (ii) hence find the approximate change in y as x increases from 2 to 2 + h, where h is small.  [2]",
+            "4": "4 0606/22/f/m/19 \u00a9 ucles 2019 3 the function f is defined, for x 0 360 ggcc , by () sin xa bc x f=+ , where a, b and c are constants with  b02 and c02. the graph of () yxf=  meets the y-axis at the point (0, -1), has a period of 120\u00b0 and an  amplitude of 5.   (i) sketch the graph of  () yxf=   on the axes below.  [3] 60\u00b0 0\u00b0 120\u00b0 180\u00b0 240\u00b0 300\u00b0 360\u00b06 \u2013 6y x0  (ii) write down the value of each of the constants a, b and c. [2] a = .   b = .   c = .",
+            "5": "5 0606/22/f/m/19 \u00a9 ucles 2019 [turn over 4 (a) find the values of x for which   . xx21 342g++` j  [3]  (b) show that, whatever the value of k, the equation    xkxk41022++ +=    has no real roots.  [3]",
+            "6": "6 0606/22/f/m/19 \u00a9 ucles 2019 5 solutions to this question by accurate drawing will not be accepted.  the points a(3, 2), b(7, -4), c(2, -3) and d(k, 3) are such that cd is perpendicular to ab. find the   equation of the perpendicular bisector of cd. [6]",
+            "7": "7 0606/22/f/m/19 \u00a9 ucles 2019 [turn over 6 the relationship between experimental values of two variables, x and y, is given by  ya bx= , where a and  b are constants.  (i) transform the relationship ya bx=  into straight line form.  [2]  the diagram shows lny plotted against x for ten different pairs of values of x and y. the line of best fit has  been drawn. 8 7 6 5 4 3 2 1 0 1 2 3 4 xln y  (ii) find the equation of the line of best fit and the value, correct to 1 significant figure, of a and of b. [4]  (iii) find the value, correct to 1 significant figure, of y when x = 2.7. [2]",
+            "8": "8 0606/22/f/m/19 \u00a9 ucles 2019 7 (i) given that   yx x12=+ ,   show that   xy xax b 1dd p22 = ++ ` j ,   where a, b and p are positive constants.  [4]  (ii) explain why the graph of   yx x12=+    has no stationary points.  [2]",
+            "9": "9 0606/22/f/m/19 \u00a9 ucles 2019 [turn over 8 relative to an origin o, the position vectors of the points a and b are 2 i + 12j and 6 i - 4j respectively.  (i) write down and simplify an expression for  ab. [2]  the point c lies on ab such that ac : cb is 1 : 3.  (ii) find the unit vector in the direction of  oc. [4]  the point d lies on oa  such that od : da is 1 : m.  (iii) find an expression for ad in terms of m, i and j. [2]",
+            "10": "10 0606/22/f/m/19 \u00a9 ucles 2019 9 (a) it is given that   ()xx 65 g4=+    for all real x.   (i) explain why g is a function but does not have an inverse.  [2]   (ii) find  ()xg2 and state its domain.  [2]   it is given that   ()xx 65 h4=+   for  xkg.   (iii) state the greatest value of k such that h-1 exists.  [1]   (iv) for this value of k, find  h-1(x). [3]",
+            "11": "11 0606/22/f/m/19 \u00a9 ucles 2019 [turn over  (b) the function p is defined by   ()x 32 pex=+    for all real x.   (i) state the range of p.  [1]   (ii) on the axes below, sketch and label the graphs of () yxp=  and () yxp1=-. state the coordinates  of any points of intersection with the coordinate axes.  [3] y x oyx=   (iii) hence explain why the equation  () () xxpp1=- has no solutions.  [1]",
+            "12": "12 0606/22/f/m/19 \u00a9 ucles 2019 10  y x odab cyx x 15=+ + yx33-=  the diagram shows the curve   yx x 15=+ +    and the straight line   yx33-= . the curve and line  intersect at the points a and b. the lines bc and ad are perpendicular to the x-axis.  (i) using the substitution  u2 = x, or otherwise, find the coordinates of a and of b. you must show all your  working.  [6]",
+            "13": "13 0606/22/f/m/19 \u00a9 ucles 2019 [turn over  (ii) find the area of the shaded region, showing all your working.  [6]",
+            "14": "14 0606/22/f/m/19 \u00a9 ucles 2019 11 (a) find  ().xxxx1d626+y  [3]  (b) (i) find  () . cos4 5dii- y  [2]     (ii) hence evaluate    () . cos4 5d .1252ii- y  [2]",
+            "15": "15 0606/22/f/m/19 \u00a9 ucles 2019 blank page",
+            "16": "16 0606/22/f/m/19 \u00a9 ucles 2019 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 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.blank page"
+        },
+        "0606_s19_qp_11.pdf": {
+            "1": "this document consists of 15 printed pages and 1 blank page. dc (ce/cb) 165273/2 \u00a9 ucles 2019  [turn over *2049112309* additional mathematics  0606/11 paper 1  may/june 2019  2 hours candidates answer on the question paper. additional materials:  electronic calculator read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen. you may use an hb pencil for any diagrams or graphs. do not use staples, paper clips, glue or correction fluid. do not  write in any barcodes. answer all the questions. give non-exact numerical answers correct to 3 significant figures, or 1 decimal place in the case of  angles  in degrees, unless a different level of accuracy is specified in the question. the use of an electronic calculator is expected, where appropriate. you are reminded of the need for clear presentation in your answers. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question. the total number of marks for this paper is 80.cambridge assessment international education cambridge international general certificate of secondary education",
+            "2": "2 0606/11/m/j/19 \u00a9 ucles 2019 mathematical formulae 1. algebra quadratic  equation  for the equation ax2 + bx + c = 0, xabb ac 242!=-- binomial theorem (a + b)n = an + (n 1)an\u20131 b + (n 2)an\u20132 b2 + \u2026 + (n r)an\u2013r br + \u2026 + bn,  where n is a positive integer and (n r) = n! (n \u2013 r)!r!  2. trigonometry identities sin2 a + cos2 a = 1 sec2 a = 1 + tan2 a cosec2 a = 1 + cot2 a formulae for \u2206abc a sin a = b sin b = c sin c a2 = b2 + c2 \u2013 2bc cos a \u2206 = 1  2 bc sin a",
+            "3": "3 0606/11/m/j/19 \u00a9 ucles 2019 [turn over 1 (a) on the venn diagrams below, shade the region indicated. a b ca b c/h5105 /h5105 ()ab c +, ()'ab c ,+  [2]  (b) on the venn diagram below, draw sets p, q and r such that pr1,  qr1   and   pq+ q=. \ue025   [2]",
+            "4": "4 0606/11/m/j/19 \u00a9 ucles 2019 2 (i) write down the amplitude of   sinx 43 1-. [1]  (ii) write down the period of   sinx 43 1-. [1]  (iii) on the axes below, sketch the graph of   sin yx43 1 =-    for   \u00b0\u00b0 \u00b0 x 90 90 gg - . 6 4 2 \u201390 \u201360 \u201330 0 30 60 90 \u20132 \u20134 \u20136y x  [3]",
+            "5": "5 0606/11/m/j/19 \u00a9 ucles 2019 [turn over 3 the polynomial   () () () xx xk 21 12 p=- +- ,   where k is a constant.  (i) write down the value of ()kp-. [1]  when p( x) is divided by   x + 3   the remainder is 23.  (ii) find the value of k. [2]  (iii) using your value of k, show that the equation ()x 25 p=-  has no real solutions.  [3]",
+            "6": "6 0606/11/m/j/19 \u00a9 ucles 2019 4 (i) the first 3 terms, in ascending powers of x, in the expansion of   bx28+` j   can be written as    a + 256x +\u00a0cx2. find the value of each of the constants a, b and c. [4]  (ii) using the values found in part (i), find the term independent of x in the expansion of      bx xx22328+-` bj l. [3]",
+            "7": "7 0606/11/m/j/19 \u00a9 ucles 2019 [turn over 5 a particle p is moving with a velocity of 20  ms-1 in the same direction as 43eo.  (i) find the velocity vector of p. [2]  at time t = 0 s, p has position vector 21eo relative to a fixed point o.  (ii) write down the position vector of p after t s. [2]  a particle q has position vector 1817eo  relative to o at time t = 0 s and has a velocity vector 128eo  ms-1.  (iii) given that p and q collide, find the value of t when they collide and the position vector of the point of  collision.  [3]",
+            "8": "8 0606/11/m/j/19 \u00a9 ucles 2019 6 y xp oqyx x 32 12=- + yx25=+  the diagram shows the curve   yx x 32 12=- +   and the straight line   yx25=+    intersecting at the points  p and q. showing all your working, find the area of the shaded region.  [8]",
+            "9": "9 0606/11/m/j/19 \u00a9 ucles 2019 [turn over 7 (a) solve   logl ogxx 1239+= . [3]  (b) solve   () ( logl og y31 0221 42 4-= ) y1-+ . [5]",
+            "10": "10 0606/11/m/j/19 \u00a9 ucles 2019 8 it is given that   ()x 51 fex=-  for xrd .  (i) write down the range of f.  [1]  (ii) find f\u200a\u200a-1 and state its domain.  [3]  it is given also that   ()xx 4 g2=+    for   xrd .  (iii) find the value of fg(1).  [2]",
+            "11": "11 0606/11/m/j/19 \u00a9 ucles 2019 [turn over  (iv) find the exact solutions of   ()x 40 g2= . [3]",
+            "12": "12 0606/11/m/j/19 \u00a9 ucles 2019 9 in this question all lengths are in centimetres.  a closed cylinder has base radius r, height h and volume v.  it is given that the total surface area of the  cylinder is 600 r and that v, r and h can vary.  (i) show that   vr r 3003rr =- . [3]  (ii) find the stationary value of v and determine its nature.  [5]",
+            "13": "13 0606/11/m/j/19 \u00a9 ucles 2019 [turn over 10 when lg y is plotted against x2 a straight line graph is obtained which passes through the points  (2, 4)  and    (6, 16).  (i) show that   y10ab x2=+, where a and b are constants.  [4]  (ii) find  y  when  x31= . [2]  (iii) find the positive value of  x  when  y = 2. [3]",
+            "14": "14 0606/11/m/j/19 \u00a9 ucles 2019 11 it is given that   yx x12 32 21 =+ - ` `j j.  (i) show that   xy xpx qx 231 dd 212 = -++ ` j,   where p and q are integers.  [5]",
+            "15": "15 0606/11/m/j/19 \u00a9 ucles 2019  (ii) hence find the equation of the normal to the curve   yx x12 32 21 =+ - ` `j j   at the point where x = 2,  giving your answer in the form ax + by + c = 0, where a, b and c are integers.  [4]",
+            "16": "16 0606/11/m/j/19 \u00a9 ucles 2019 blank page permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the  publisher will be pleased to make amends at the earliest possible opportunity. 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 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."
+        },
+        "0606_s19_qp_12.pdf": {
+            "1": "this document consists of 16 printed pages. dc (jm/tp) 165274/2 \u00a9 ucles 2019  [turn over *0773973091* additional mathematics  0606/12 paper 1  may/june 2019  2 hours candidates answer on the question paper. additional materials:  electronic calculator read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen. you may use an hb pencil for any diagrams or graphs. do not use staples, paper clips, glue or correction fluid. do not  write in any barcodes. answer all the questions. give non-exact numerical answers correct to 3 significant figures, or 1 decimal place in the case of  angles  in degrees, unless a different level of accuracy is specified in the question. the use of an electronic calculator is expected, where appropriate. you are reminded of the need for clear presentation in your answers. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question. the total number of marks for this paper is 80.cambridge assessment international education cambridge international general certificate of secondary education",
+            "2": "2 0606/12/m/j/19 \u00a9 ucles 2019 mathematical formulae 1. algebra quadratic equation  for the equation ax2 + bx + c = 0, x bb ac  a = \u2212 \u22122 4  2  binomial theorem (a + b)n = an + (n 1)an\u20131 b + (n 2)an\u20132 b2 + \u2026 + (n r)an\u2013r br + \u2026 + bn,  where n is a positive integer and (n r) = n! (n \u2013 r)!r! 2. trigonometry identities sin2 a + cos2 a = 1 sec2 a = 1 + tan2 a cosec2 a = 1 + cot2 a formulae for \u2206abc a sin a = b sin b = c sin c  a2 = b2 + c2 \u2013 2bc cos a \u2206 = 1  2 bc sin a",
+            "3": "3 0606/12/m/j/19 \u00a9 ucles 2019 [turn over 1 (a) on the venn diagrams below, shade the region indicated. aa cbb c/h5105 /h5105 ab c ++ll l ()ab c ,+  [2]  (b)  \ue025 {: } xx0 360 \u00b0\u00b0gg =    {: .} cos px x20 5 ==    {: .} sin qx x05 ==   find pq+. [3]",
+            "4": "4 0606/12/m/j/19 \u00a9 ucles 2019 2 do not use a calculator in this question.  find the coordinates of the points of intersection of the curve   () () yx x 23 12=+ -   and the line  () yx32 3 =+ . [5]",
+            "5": "5 0606/12/m/j/19 \u00a9 ucles 2019 [turn over 3 the number, b, of a certain type of bacteria at time t days can be described by   b200 800 eett22=+-.  (i) find the value of b when t0=. [1]  (ii) at the instant when   tb1200dd= , show that   34 0 eett42-- =. [3]  (iii) using the substitution   uet2= , or otherwise, solve   34 0 eett42-- =. [2]",
+            "6": "6 0606/12/m/j/19 \u00a9 ucles 2019 4 (a) given that    qp rpr qr 221223 -` `j j   can be written in the form   paqbr c,   find the value of each of the constants a,   b and c. [3]  (b) solve  , .xy xy34 43 1421 21 21 21-= +=- - [3]",
+            "7": "7 0606/12/m/j/19 \u00a9 ucles 2019 [turn over 5 9.6 cm12 cma bcoradi  the diagram shows the right-angled triangle oab . the point c lies on the line ob. angle oab  2r= radians  and angle aob  = i radians. ac is an arc of the circle, centre o, radius 12  cm and ac has length 9.6  cm.  (i) find the value of i. [2]  (ii) find the area of the shaded region.  [4]",
+            "8": "8 0606/12/m/j/19 \u00a9 ucles 2019 6 (a) eight books are to be arranged on a shelf. there are 4 mathematics books, 3 geography books and  1 french book.   (i) find the number of different arrangements of the books if there are no restrictions.  [1]   (ii) find the number of different arrangements if the mathematics books have to be kept together.  [3]   (iii) find the number of different arrangements if the mathematics books have to be kept together and  the geography books have to be kept together.  [3]",
+            "9": "9 0606/12/m/j/19 \u00a9 ucles 2019 [turn over  (b) a team of 6 players is to be chosen from 8 men and 4 women. find the number of different ways this  can be done if   (i) there are no restrictions,  [1]   (ii) there is at least one woman in the team.  [2]",
+            "10": "10 0606/12/m/j/19 \u00a9 ucles 2019 7 a pilot wishes to fly his plane from a point a to a point b on a bearing of 055\u00b0. there is a wind blowing at  120 km h\u20131 from the west. the plane can fly at 650  km h\u20131 in still air.  (i) find the direction in which the pilot must fly his plane in order to reach b. [4]  (ii) given that the distance between a and b is 1250  km, find the time it will take the pilot to fly from  a to b. [4]",
+            "11": "11 0606/12/m/j/19 \u00a9 ucles 2019 [turn over 8 when e  y is plotted against x1, a straight line graph passing through the points (2,  20) and (4,  8) is obtained.  (i) find y in terms of x. [5]  (ii) hence find the positive values of x for which y is defined.  [1]  (iii) find the exact value of y when x = 3. [1]  (iv) find the exact value of x when y = 2. [2]",
+            "12": "12 0606/12/m/j/19 \u00a9 ucles 2019 9 y x op qy = 5cos yx42 3 =+  the diagram shows the curve   cos yx42 3 =+    intersecting the line   y5=   at the points p and q.  (i) find, in terms of r, the x-coordinate of p and of q. [3]",
+            "13": "13 0606/12/m/j/19 \u00a9 ucles 2019 [turn over  (ii) find the exact area of the shaded region. you must show all your working.  [6]",
+            "14": "14 0606/12/m/j/19 \u00a9 ucles 2019 10 x cm4x cm h cm  the diagram shows an open container in the shape of a cuboid of width x cm, length 4 x cm and height h cm.   the volume of the container is 800  cm3.  (i) show that the external surface area, s cm2, of the open container is such that   sxx42000 2=+ . [4]",
+            "15": "15 0606/12/m/j/19 \u00a9 ucles 2019 [turn over  (ii) given that x can vary, find the stationary value of s and determine its nature.  [5] question 11 is printed on the next page.",
+            "16": "16 0606/12/m/j/19 \u00a9 ucles 2019 11 the normal to the curve   yx x23 132 =- + `` jj    at the point where x37=, meets the y-axis at the point p.  find the exact coordinates of the point p. [7] 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 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."
+        },
+        "0606_s19_qp_13.pdf": {
+            "1": "this document consists of 16 printed pages. dc (kn/tp) 165276/2 \u00a9 ucles 2019  [turn over *6938333361* additional mathematics  0606/13 paper 1  may/june 2019  2 hours candidates answer on the question paper. additional materials:  electronic calculator read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen. you may use an hb pencil for any diagrams or graphs. do not use staples, paper clips, glue or correction fluid. do not  write in any barcodes. answer all the questions. give non-exact numerical answers correct to 3 significant figures, or 1 decimal place in the case of  angles  in degrees, unless a different level of accuracy is specified in the question. the use of an electronic calculator is expected, where appropriate. you are reminded of the need for clear presentation in your answers. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question. the total number of marks for this paper is 80.cambridge assessment international education cambridge international general certificate of secondary education",
+            "2": "2 0606/13/m/j/19 \u00a9 ucles 2019 mathematical formulae 1. algebra quadratic  equation  for the equation ax2 + bx + c = 0, xabb ac 242!=-- binomial theorem (a + b)n = an + (n 1)an\u20131 b + (n 2)an\u20132 b2 + \u2026 + (n r)an\u2013r br + \u2026 + bn,  where n is a positive integer and (n r) = n! (n \u2013 r)!r!  2. trigonometry identities sin2 a + cos2 a = 1 sec2 a = 1 + tan2 a cosec2 a = 1 + cot2 a formulae for \u2206abc a sin a = b sin b = c sin c a2 = b2 + c2 \u2013 2bc cos a \u2206 = 1  2 bc sin a",
+            "3": "3 0606/13/m/j/19 \u00a9 ucles 2019 [turn over 1 describe, using set notation, the relationship between the sets shown in each of the venn diagrams below. a x y zb  . .  . ./h5105 /h5105  [3] 2 given that    pqrqr pqrp1 ab c 22 31=-`j,   find the value of each of the constants a, b and c. [3]",
+            "4": "4 0606/13/m/j/19 \u00a9 ucles 2019 3 show that the line   ym x4 =+    will touch or intersect the curve   yx xm32=+ +   for all values of m.   [4]",
+            "5": "5 0606/13/m/j/19 \u00a9 ucles 2019 [turn over 4 it is given that   ()lnyxx 1253 =-+   for  x12.  (i) find the value of  xy dd when x2=. you must show all your working.  [4]  (ii) find the approximate change in y as x increases from 2 to p2+, where p is small.  [1]",
+            "6": "6 0606/13/m/j/19 \u00a9 ucles 2019 5 (i) on the axes below, sketch the graph of   yx x 31 452=- - ,   showing the coordinates of the points  where the graph meets the coordinate axes. y x 0 \u20131 6  [4]  (ii) find the exact value of k such that   xx k 31 452-- =   has 3 solutions only.  [3]",
+            "7": "7 0606/13/m/j/19 \u00a9 ucles 2019 [turn over 6 (a) (i) show that   sectan coseccos iiii -= . [3]   (ii) solve   seccosectan222 23iii-=    for 0 180 ggi cc . [3]  (b) solve   rsin2312z+=bl    for r 0211z  radians.  [4]",
+            "8": "8 0606/13/m/j/19 \u00a9 ucles 2019 7 do not use a calculator in this question.  in this question, all lengths are in centimetres. a b c25 1- 252+  the diagram shows the triangle abc  such that   ab 25 1 =- ,   bc 25=+    and angle abc 90= c.    (i) find the exact length of ac. [3]",
+            "9": "9 0606/13/m/j/19 \u00a9 ucles 2019 [turn over  (ii) find tanacb, giving your answer in the form pq r+ , where p, q and r are integers.  [3]  (iii) hence find secacb2, giving your answer in the form   st u+    where s, t and u are integers.  [2]",
+            "10": "10 0606/13/m/j/19 \u00a9 ucles 2019 8    xfex37|   for  xrd    xx21 g27| +   for   x0h  (i) write down the range of g.  [1]  (ii) show that   () ln 62 5 fg1=-. [3]  (iii) solve   () () xx 6 fg= l ll ,   giving your answer in the form lna, where a is an integer.  [3]",
+            "11": "11 0606/13/m/j/19 \u00a9 ucles 2019 [turn over  (iv) on the axes below, sketch the graph of gy= and the graph of gy1=-, showing the points where the  graphs meet the coordinate axes. y x o  [3]",
+            "12": "12 0606/13/m/j/19 \u00a9 ucles 2019 9 (a) jack has won 7 trophies for sport and wants to arrange them on a shelf. he has 2 trophies for cricket,   4 trophies for football and 1 trophy for swimming. find the number of different arrangements if   (i) there are no restrictions,  [1]   (ii) the football trophies are to be kept together,  [3]   (iii) the football trophies are to be kept together and the cricket trophies are to be kept together.  [3]",
+            "13": "13 0606/13/m/j/19 \u00a9 ucles 2019 [turn over  (b) a team of 8 players is to be chosen from 6 girls and 8 boys. find the number of different ways the team  may be chosen if   (i) there are no restrictions,  [1]   (ii) all the girls are in the team,  [1]   (iii) at least 1 girl is in the team.  [2]",
+            "14": "14 0606/13/m/j/19 \u00a9 ucles 2019 10 a curve is such that   xyx23dd 22 21 =+-` j.   the curve has a gradient of 5 at the point where x3= and passes    through the point ,21 31- eo .  (i)  find the equation of the curve.  [7]",
+            "15": "15 0606/13/m/j/19 \u00a9 ucles 2019 [turn over  (ii)  find the equation of the normal to the curve at the point where x3=, giving your answer in the form    ax by c0 ++ =, where a, b and c are integers.  [4] question 11 is printed on the next page.",
+            "16": "16 0606/13/m/j/19 \u00a9 ucles 2019 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 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.11 a pilot wishes to fly his plane from a point a to a point b. the bearing of b from a is 050\u00b0. a wind is  blowing from the north at a speed of 120  km h\u20131. the plane can fly at 600  km h\u20131 in still air.  (i) find the bearing on which the pilot must fly his plane in order to reach b. [4]  (ii) given that the distance from a to b is 2500  km, find the time taken to fly from a to b. [4]"
+        },
+        "0606_s19_qp_21.pdf": {
+            "1": "cambridge assessment international education cambridge international general certificate of secondary education *8109129254* this document consists of 15 printed pages and 1 blank page. dc (nf/tp) 165272/1 \u00a9 ucles 2019  [turn overadditional mathematics  0606/21 paper 2  may/june 2019  2 hours candidates answer on the question paper. additional materials:  electronic calculator read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen. you may use an hb pencil for any diagrams or graphs. do not use staples, paper clips, glue or correction fluid. do not  write in any barcodes. answer all the questions. give non-exact numerical answers correct to 3 significant figures, or 1 decimal place in the case of   angles in degrees, unless a different level of accuracy is specified in the question. the use of an electronic calculator is expected, where appropriate. you are reminded of the need for clear presentation in your answers. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question. the total number of marks for this paper is 80.",
+            "2": "2 0606/21/m/j/19 \u00a9 ucles 2019 mathematical formulae 1. algebra quadratic equation  for the equation ax2 + bx + c = 0, x bb ac  a = \u2212 \u22122 4  2  binomial theorem (a + b)n = an + (n 1)an\u20131 b + (n 2)an\u20132 b2 + \u2026 + (n r)an\u2013r br + \u2026 + bn,  where n is a positive integer and (n r) = n! (n \u2013 r)!r! 2. trigonometry identities sin2 a + cos2 a = 1 sec2 a = 1 + tan2 a cosec2 a = 1 + cot2 a formulae for \u2206abc a sin a = b sin b = c sin c  a2 = b2 + c2 \u2013 2bc cos a \u2206 = 1  2 bc sin a",
+            "3": "3 0606/21/m/j/19 \u00a9 ucles 2019 [turn over 1 find the values of x for which   x(6x + 7) h 20. [3] 2 two variables x and y are such that    lnyxx 3=     for x 2 0.  (i) show that    ln xy xx 13 dd 4=-. [3]  (ii) hence find the approximate change in y as x increases from e to e  + h, where h is small.  [2]",
+            "4": "4 0606/21/m/j/19 \u00a9 ucles 2019 3 (i) sketch the graph of   yx 53=-    on the axes below, showing the coordinates of the points where the  graph meets the coordinate axes. y x o [3]  (ii) solve the equation   xx53 2 -= -. [3] 4 without using a calculator , express   51532 +- ` j     in the form pq5+, where p and q are integers.  [4]",
+            "5": "5 0606/21/m/j/19 \u00a9 ucles 2019 [turn over 5  v ms\u20131 o t s 410 k k + 6  the velocity-time graph represents the motion of a particle travelling in a straight line.  (i) find the acceleration during the last 6 seconds of the motion.  [1]  (ii) the particle travels with constant velocity for 23 seconds. find the value of k. [1]  (iii) using your answer to part (ii) , find the total distance travelled by the particle.  [3]",
+            "6": "6 0606/21/m/j/19 \u00a9 ucles 2019 6 (a)   x xx xa3 23=+- -eo   given that a does not have an inverse, find the exact values of x. [3]  (b)   b0 4 53 1 2=-fp   and c0 31 42 5=-eo   (i) write down the order of matrix b. [1]   (ii) the matrix  bc9 3 612 8 315 3 20=- - -- fp . explain why cb bc! . [2]",
+            "7": "7 0606/21/m/j/19 \u00a9 ucles 2019 [turn over 7 the variables x, y and u are such that    tanyu=    and   xu 13=+ .  (i) state the rate of change of y with respect to u. [1]  (ii)  hence find the rate of change of y with respect to x, giving your answer in terms of x. [4]",
+            "8": "8 0606/21/m/j/19 \u00a9 ucles 2019 8  92radrb cde a8 cm  the diagram shows a right-angled triangle abc  with ab = 8 cm and angle abc2r= radians. the points  d   and e lie on ac and bc respectively. bad  and ecd  are sectors of the circles with centres a and c   respectively. angle bad92r=  radians.  (i) find the area of the shaded region.  [6]",
+            "9": "9 0606/21/m/j/19 \u00a9 ucles 2019 [turn over  (ii) find the perimeter of the shaded region.  [3]",
+            "10": "10 0606/21/m/j/19 \u00a9 ucles 2019 9 (a) eleven different television sets are to be displayed in a line in a large shop.   (i) find the number of different ways the televisions can be arranged.  [1]   of these television sets, 6 are made by company a and 5 are made by company b.   (ii) find the number of different ways the televisions can be arranged so that no two sets made by  company a are next to each other.  [2]  (b) a group of people is to be selected from 5 women and 3 men.   (i) calculate the number of different groups of 4 people that have exactly 3  women.  [2]   (ii) calculate the number of different groups of at most 4 people where the number of women is the  same as the number of men.  [2]",
+            "11": "11 0606/21/m/j/19 \u00a9 ucles 2019 [turn over 10 solutions to this question by accurate drawing will not be accepted.  the points a and b have coordinates (  p, 3) and (1,  4) respectively and the line  l has equation   xy32+= .  (i) given that the gradient of ab is 31, find the value of p. [2]  (ii) show that l is the perpendicular bisector of  ab. [3]  (iii) given that ,cq 10-` j lies on l, find the value of q. [1]  (iv) find the area of triangle abc . [2]",
+            "12": "12 0606/21/m/j/19 \u00a9 ucles 2019 11 (a) (i)  show that    sincosecc ot cos 11 iii i-=+. [4]   (ii) hence solve    sincosecc ot 25 iii-=    for 180 360 \u00b0\u00b011i . [2]",
+            "13": "13 0606/21/m/j/19 \u00a9 ucles 2019 [turn over  (b) solve    tan3 421z-= - ` j   for  r02ggz    radians.  [3]",
+            "14": "14 0606/21/m/j/19 \u00a9 ucles 2019 12 (a) given that  ax50 edx2 0= y ,  find the exact value of a. you must show all your working.  [4]",
+            "15": "15 0606/21/m/j/19 \u00a9 ucles 2019  (b) a curve is such that   cosxyx 32 5dd=- .   the curve passes through the point ,558rrbl .   (i) find the equation of the curve.  [4]   (ii) find yxdy  and hence evaluate ryxdr 2y . [5]",
+            "16": "16 0606/21/m/j/19 \u00a9 ucles 2019 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 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.blank page"
+        },
+        "0606_s19_qp_22.pdf": {
+            "1": "this document consists of 16 printed pages. dc (lk) 165275/2 \u00a9 ucles 2019  [turn over *3034680663* additional mathematics  0606/22 paper 2  may/june 2019  2 hours candidates answer on the question paper. additional materials:  electronic calculator read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen. you may use an hb pencil for any diagrams or graphs. do not use staples, paper clips, glue or correction fluid. do not  write in any barcodes. answer all the questions. give non-exact numerical answers correct to 3 significant figures, or 1 decimal place in the case of  angles  in degrees, unless a different level of accuracy is specified in the question. the use of an electronic calculator is expected, where appropriate. you are reminded of the need for clear presentation in your answers. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question. the total number of marks for this paper is 80.cambridge assessment international education cambridge international general certificate of secondary education",
+            "2": "2 0606/22/m/j/19 \u00a9 ucles 2019 mathematical formulae 1. algebra quadratic equation  for the equation ax2 + bx + c = 0, x bb ac  a = \u2212 \u22122 4  2  binomial theorem (a + b)n = an + (n 1)an\u20131 b + (n 2)an\u20132 b2 + \u2026 + (n r)an\u2013r br + \u2026 + bn,  where n is a positive integer and (n r) = n! (n \u2013 r)!r! 2. trigonometry identities sin2 a + cos2 a = 1 sec2 a = 1 + tan2 a cosec2 a = 1 + cot2 a formulae for \u2206abc a sin a = b sin b = c sin c  a2 = b2 + c2 \u2013 2bc cos a \u2206 = 1  2 bc sin a",
+            "3": "3 0606/22/m/j/19 \u00a9 ucles 2019 [turn over 1 given that   lnsinyxx 2=  ,   find an expression for dd xy . [4] 2 find the values of k for which the equation   ()kx kx k 102-+ -=    has real and distinct roots.  [4]",
+            "4": "4 0606/22/m/j/19 \u00a9 ucles 2019 3 (i) given that   x2-   is a factor of   ax xx12 5632-+ +,   use the factor theorem to show that a4=. [2]  (ii) showing all your working, factorise   xx x 41 25 632-+ +   and hence solve   xx x 41 25 6032-+ += .  [4]",
+            "5": "5 0606/22/m/j/19 \u00a9 ucles 2019 [turn over 4 a circle has diameter  x which is increasing at a constant rate of .c ms 0011-. find the exact rate of change of  the area of the circle when cm x6= . [5]",
+            "6": "6 0606/22/m/j/19 \u00a9 ucles 2019 5  (i) express    xx51 512-+    in the form px qr2++` j , where p, q and r are constants.  [3]  (ii) hence state the least value of   . xx 30 22-+    and the value of x at which this occurs.  [2]",
+            "7": "7 0606/22/m/j/19 \u00a9 ucles 2019 [turn over 6 (a) state the order of the matrix 0 51 84 18 6eo . [1]  (b) a2 14 3=--eo   (i) find a1-. [2]   (ii) hence, given that   aba = i,   find the matrix b. [3]",
+            "8": "8 0606/22/m/j/19 \u00a9 ucles 2019 7 (a) solve   ()lgx 302-= . [2]   (b) (i) show that, for a02,   lnln ln aaa1 ()sinx25++bl    may be written as ()sinxk25++ , where k is an  integer.  [3]   (ii) hence find   lnln ln daaax1 ()sinx25++c ed ddbl . [3]",
+            "9": "9 0606/22/m/j/19 \u00a9 ucles 2019 [turn over 8 (a) in the binomial expansion of   ax 26 -bl ,   the coefficient of x3 is 120 times the coefficient of x5. find   the possible values of the constant a.  [4]  (b) (i) expand   () x 1220+    in ascending powers of x, as far as the term in x3. simplify each term.  [2]   (ii) use your expansion to show that the value of 0.9820 is 0.67 to 2 decimal places.  [2]",
+            "10": "10 0606/22/m/j/19 \u00a9 ucles 2019 9 (a) solve    sinc os xx 61 312-=   for  \u00b0\u00b0x 0 360 gg . [4]",
+            "11": "11 0606/22/m/j/19 \u00a9 ucles 2019 [turn over  (b) (i)  show that, for y2211rr- ,    tantan yy 14 2+   can be written in the form sinay , where  a is an  integer.  [3]   (ii) hence solve     tantan yy 14302++=    for y2211rr-  radians.  [1]",
+            "12": "12 0606/22/m/j/19 \u00a9 ucles 2019 10 (a) find the unit vector in the direction of ij51 5- . [2]  (b) the position vectors of points a and b relative to an origin o are 3 5-eo  and 12 7eo respectively. the   point c lies on ab such that  ac : cb is 2 : 1.   (i) find the position vector of c relative to o. [3]",
+            "13": "13 0606/22/m/j/19 \u00a9 ucles 2019 [turn over   the point  d lies on ob such that  od : ob  is 1 : m and .dc6 125=eo .   (ii) find the value of m. [3]",
+            "14": "14 0606/22/m/j/19 \u00a9 ucles 2019 11 the velocity, v m s\u22121, of a particle travelling in a straight line, t seconds after passing through a fixed   point o, is given by    v t14 3= +` j.  (i) explain why the direction of motion of the particle never changes.  [1]  (ii) showing all your working, find the acceleration of the particle when t5=. [3]  (iii) find an expression for the displacement of the particle from o after t seconds.  [3]  (iv) find the distance travelled by the particle in the fourth second.  [2]",
+            "15": "15 0606/22/m/j/19 \u00a9 ucles 2019 [turn over 12 (a) the functions f and g are defined by     ()fxx 52=-  for x12,     ()gxx 492=-     for x02.   (i) state the range of g.  [1]   (ii) find the domain of gf.  [1]   (iii) showing all your working, find the exact solutions of   ()gfx 4=. [3] question 12(b) is printed on the next page.",
+            "16": "16 0606/22/m/j/19 \u00a9 ucles 2019 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 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. (b) the function h is defined by    ()hxx 12=-    for x 1g-.   (i) state the geometrical relationship between the graphs of ()h yx=  and ()h yx1=-. [1]   (ii) find an expression for  ()hx1-. [3]"
+        },
+        "0606_s19_qp_23.pdf": {
+            "1": "this document consists of 16 printed pages. dc (sc/cb) 165277/2 \u00a9 ucles 2019  [turn over *9164116781* additional mathematics  0606/23 paper 2  may/june 2019  2 hours candidates answer on the question paper. additional materials:  electronic calculator read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen. you may use an hb pencil for any diagrams or graphs. do not use staples, paper clips, glue or correction fluid. do not  write in any barcodes. answer all the questions. give non-exact numerical answers correct to 3 significant figures, or 1 decimal place in the case of   angles in degrees, unless a different level of accuracy is specified in the question. the use of an electronic calculator is expected, where appropriate. you are reminded of the need for clear presentation in your answers. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question. the total number of marks for this paper is 80.cambridge assessment international education cambridge international general certificate of secondary education",
+            "2": "2 0606/23/m/j/19 \u00a9 ucles 2019 mathematical formulae 1. algebra quadratic equation  for the equation ax2 + bx + c = 0, x bb ac  a = \u2212 \u22122 4  2  binomial theorem (a + b)n = an + (n 1)an\u20131 b + (n 2)an\u20132 b2 + \u2026 + (n r)an\u2013r br + \u2026 + bn,  where n is a positive integer and (n r) = n! (n \u2013 r)!r! 2. trigonometry identities sin2 a + cos2 a = 1 sec2 a = 1 + tan2 a cosec2 a = 1 + cot2 a formulae for \u2206abc a sin a = b sin b = c sin c  a2 = b2 + c2 \u2013 2bc cos a \u2206 = 1  2 bc sin a",
+            "3": "3 0606/23/m/j/19 \u00a9 ucles 2019 [turn over 1 find the values of x for which   9 x2 + 18x - 1 1 x + 1. [3] 2 differentiate   tanc osxx32   with respect to x. [4]",
+            "4": "4 0606/23/m/j/19 \u00a9 ucles 2019 3 the points a, b and c have coordinates (4, 7), ( -3, 9) and (6, 4) respectively.   (i) find the equation of the line, l, that is parallel to the line ab and passes through c. give your answer  in the form ax + by = c, where a, b and c are integers.  [3]  (ii) the line l meets the x-axis at the point d and the y-axis at the point e. find the length of de. [2]",
+            "5": "5 0606/23/m/j/19 \u00a9 ucles 2019 [turn over 4 the function f is defined, for 0\u00b0 g x g 360\u00b0, by   () sin xx 43 2 f=+ .  (i) sketch the graph of y = f(x) on the axes below. y x8 00\u00b0 60\u00b0 120\u00b0 180\u00b0 240\u00b0 300\u00b0 360\u00b0 \u20138  [3]  (ii) state the period of f.  [1]  (iii) state the amplitude of f.  [1]",
+            "6": "6 0606/23/m/j/19 \u00a9 ucles 2019 5 (a) given that   a = 2 0 63 1 4-fp   and that , ao a +=   (i) state the order of the matrix a, [1]   (ii) write down the matrix o. [1]  (b) b = 1 31 2-eo   and c = . .. .04 0602 02 -eo  .   find the matrix product bc and state a relationship between b and c. [2]  (c) d = aa 14 5-eo  , where a is a positive integer. find d-1 in terms of a. [2]",
+            "7": "7 0606/23/m/j/19 \u00a9 ucles 2019 [turn over 6 a curve has equation    yx x 35 23=- - ` j .  (i) find  xy dd and xy dd2 2 . [4]  (ii) find the exact value of the x-coordinate of each of the stationary points of the curve.  [2]  (iii) use the second derivative test to determine the nature of each of the stationary points.  [2]",
+            "8": "8 0606/23/m/j/19 \u00a9 ucles 2019 7 50 cm d c oa b 94radr  the diagram shows a company logo, abcd . the logo is part of a sector, aob , of a circle, centre o and  radius 50  cm. the points c and d lie on ob and oa respectively. the lengths ad and bc are equal and   ad : ao  is 7 : 10. the angle aob  is 94r radians.  (i) find the perimeter of abcd . [5]",
+            "9": "9 0606/23/m/j/19 \u00a9 ucles 2019 [turn over  (ii) find the area of abcd . [3]",
+            "10": "10 0606/23/m/j/19 \u00a9 ucles 2019 8 (a) (i) given that    xpxxx qx rx1428 16 13 10 7f -= -++ + eo ,   find the value of each of the constants p,  q and r. [3]   (ii) explain why there is no term independent of x in the binomial expansion of   xpx1 28 -eo . [1]  (b) in the binomial expansion of   x12n -eo ,   where n is a positive integer, the coefficient of x is 30. form   an equation in n and hence find the value of n. [4]",
+            "11": "11 0606/23/m/j/19 \u00a9 ucles 2019 [turn over 9 oy = 7yx162=-y x  the diagram shows the curve  y = 16 - x2  and the straight line y = 7. find the area of the shaded region.  you must show all your working.  [6]",
+            "12": "12 0606/23/m/j/19 \u00a9 ucles 2019 10 o bap rq pq  the diagram shows a triangle oab . the point p is the midpoint of oa and the point q lies on ob such that    oq ob41= . the position vectors of p and q relative to o are p and q respectively.  (i) find, in terms of p and q, an expression for each of the vectors pq, qa and pb. [3]  (ii) given that pr pbm=  and that qr qan= , find an expression for pq in terms of m, n, p and q. [2]",
+            "13": "13 0606/23/m/j/19 \u00a9 ucles 2019 [turn over  (iii) using your expressions for pq, find the value of m and of n. [4]",
+            "14": "14 0606/23/m/j/19 \u00a9 ucles 2019 11 a particle travelling in a straight line passes through a fixed point o. the displacement, x metres, of the  particle, t seconds after it passes through o, is given by   sin xt t 5=+ .  (i) show that the particle is never at rest.  [2]  (ii) find the distance travelled by the particle between t3r= and t2r=. [2]",
+            "15": "15 0606/23/m/j/19 \u00a9 ucles 2019 [turn over  (iii) find the acceleration of the particle when t = 4. [2]  (iv) find the value of t when the velocity of the particle is first at its minimum.  [2] question 12 is printed on the next page.",
+            "16": "16 0606/23/m/j/19 \u00a9 ucles 2019 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 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.12 do not use a calculator in this question.  the line   y = 4x - 6   intersects the curve   y = 10x3 - 19x2 - x  at the points a, b, and c. given that c is  the point (2, 2), find the coordinates of the midpoint of ab. [10]"
+        },
+        "0606_w19_qp_11.pdf": {
+            "1": "this document consists of 16 printed pages. dc (ce/sw) 172295/2 \u00a9 ucles 2019  [turn over *3060253848* additional mathematics  0606/11 paper 1  october/november 2019  2 hours candidates answer on the question paper. additional materials:  electronic calculator read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen. you may use an hb pencil for any diagrams or graphs. do not use staples, paper clips, glue or correction fluid. do not  write in any barcodes. answer all the questions. give non-exact numerical answers correct to 3 significant figures, or 1 decimal place in the case of  angles  in degrees, unless a different level of accuracy is specified in the question. the use of an electronic calculator is expected, where appropriate. you are reminded of the need for clear presentation in your answers. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question. the total number of marks for this paper is 80.cambridge assessment international education cambridge international general certificate of secondary education",
+            "2": "2 0606/11/o/n/19 \u00a9 ucles 2019 mathematical formulae 1. algebra quadratic equation  for the equation ax2 + bx + c = 0, xabb ac 242!=-- . binomial theorem (a + b)n = an + (n 1)an\u20131 b + (n 2)an\u20132 b2 + \u2026 + (n r)an\u2013r br + \u2026 + bn,  where n is a positive integer and (n r) = n! (n \u2013 r)!r! . 2. trigonometry identities sin2 a + cos2 a = 1 sec2 a = 1 + tan2 a cosec2 a = 1 + cot2 a formulae for \u2206abc a sin a = b sin b = c sin c a2 = b2 + c2 \u2013 2bc cos a \u2206 = 1  2 bc sin a",
+            "3": "3 0606/11/o/n/19 \u00a9 ucles 2019 [turn over 1 using set notation, describe the regions shaded on the venn diagrams below. /h5105 /h5105 a by x z  ..  ..  [2] 2 find the values of k for which the line   yk x3 =-    and the curve   yx xk 232=+ +   do not intersect.  [5]",
+            "4": "4 0606/11/o/n/19 \u00a9 ucles 2019 3 given that   74 91xy# =   and   5 125251 x5y 32 # =  ,   calculate the value of x and of y. [5]",
+            "5": "5 0606/11/o/n/19 \u00a9 ucles 2019 [turn over 4 it is given that   ()lnyxx 23412 =-+.  (i) find  xy dd . [3]  (ii) find the approximate change in y as x increases from 2 to h2+, where h is small.  [2]",
+            "6": "6 0606/11/o/n/19 \u00a9 ucles 2019 5    ()x 31 fex2=+  for xrd     ()xx 1 g=+  for xrd  (i) write down the range of f and of g.  [2]  (ii) evaluate   ()0fg2. [2]  (iii) on the axes below, sketch the graphs of () yxf=  and () yxf1=-, stating the coordinates of the points  where the graphs meet the coordinate axes.  [3] y x o",
+            "7": "7 0606/11/o/n/19 \u00a9 ucles 2019 [turn over 6 find the equation of the normal to the curve   yx 85=+    at the point where x21=, giving your answer in  the form , ax by c0 ++ = where a, b and c are integers.  [5]",
+            "8": "8 0606/11/o/n/19 \u00a9 ucles 2019 7 when lgy is plotted against x, a straight line graph passing through the points (2.2, 3.6) and (3.4, 6) is  obtained.  (i) given that   , ya bx=  find the value of each of the constants a and b. [5]  (ii) find x when . y900=  [2]",
+            "9": "9 0606/11/o/n/19 \u00a9 ucles 2019 [turn over 8 do not use a calculator in this question.  in this question, all lengths are in centimetres. 75+ 5 11 2+5 43+a b d c  the diagram shows the trapezium abcd  in which angle adc  is 90\u00b0 and ab is parallel to dc. it is given  that   , ab 43 5 =+    dc 11 25 =+    and   . ad 75=+  (i) find the perimeter of the trapezium, giving your answer in simplest surd form.  [3]  (ii) find the area of the trapezium, giving your answer in simplest surd form.  [3]",
+            "10": "10 0606/11/o/n/19 \u00a9 ucles 2019 9 a db o15 cm 10 cm 10 cmc  the diagram shows a circle with centre o and radius 10  cm. the points a, b, c and d lie on the circle such  that the chord ab = 15 cm and the chord cd = 10 cm. the chord ab is parallel to the chord dc.  (i) show that the angle aob  is 1.70 radians correct to 2 decimal places.  [2]  (ii) find the perimeter of the shaded region.  [4]",
+            "11": "11 0606/11/o/n/19 \u00a9 ucles 2019 [turn over  (iii) find the area of the shaded region.  [4]",
+            "12": "12 0606/11/o/n/19 \u00a9 ucles 2019 10 y x oy = 2 + cos  3x y = 1.5  the diagram shows part of the graph of   cos yx23=+    and the straight line .. y15=  find the exact area of  the shaded region bounded by the curve and the straight line. you must show all your working.  [9]",
+            "13": "13 0606/11/o/n/19 \u00a9 ucles 2019 [turn over continuation of working space for question 10",
+            "14": "14 0606/11/o/n/19 \u00a9 ucles 2019 11 (a) jess wants to arrange 9 different books on a shelf. there are 4 mathematics books, 3  physics books and  2 chemistry books. find the number of different possible arrangements of the books if   (i) there are no restrictions,  [1]   (ii) a chemistry book is at each end of the shelf,  [2]   (iii) all the mathematics books are kept together and all the physics books are kept together.  [3]",
+            "15": "15 0606/11/o/n/19 \u00a9 ucles 2019 [turn over  (b) a quiz team of 6 children is to be chosen from a class of 8 boys and 10 girls. find the number of ways  of choosing the team if   (i) there are no restrictions,  [1]   (ii) there are more boys than girls in the team.  [4] question 12 is printed on the next page.",
+            "16": "16 0606/11/o/n/19 \u00a9 ucles 2019 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 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.12 a curve is such that   sinxyx 23 dd 22r=+ bl . given that the curve has a gradient of 5 at the point ,335rrbl , find  the equation of the curve.  [8]"
+        },
+        "0606_w19_qp_12.pdf": {
+            "1": "this document consists of 16 printed pages. dc (lk/tp) 172296/2 \u00a9 ucles 2019  [turn over *7218149806* additional mathematics  0606/12 paper 1  october/november 2019  2 hours candidates answer on the question paper. additional materials:  electronic calculator read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen. you may use an hb pencil for any diagrams or graphs. do not use staples, paper clips, glue or correction fluid. do not  write in any barcodes. answer all the questions. give non-exact numerical answers correct to 3 significant figures, or 1 decimal place in the case of  angles  in degrees, unless a different level of accuracy is specified in the question. the use of an electronic calculator is expected, where appropriate. you are reminded of the need for clear presentation in your answers. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question. the total number of marks for this paper is 80.cambridge assessment international education cambridge international general certificate of secondary education",
+            "2": "2 0606/12/o/n/19 \u00a9 ucles 2019 mathematical formulae 1. algebra quadratic  equation  for the equation ax2 + bx + c = 0, xabb ac 242!=-- . binomial theorem (a + b)n = an + (n 1)an\u20131 b + (n 2)an\u20132 b2 + \u2026 + (n r)an\u2013r br + \u2026 + bn,  where n is a positive integer and (n r) = n! (n \u2013 r)!r! . 2. trigonometry identities sin2 a + cos2 a = 1 sec2 a = 1 + tan2 a cosec2 a = 1 + cot2 a formulae for \u2206abc a sin a = b sin b = c sin c a2 = b2 + c2 \u2013 2bc cos a \u2206 = 1  2 bc sin a",
+            "3": "3 0606/12/o/n/19 \u00a9 ucles 2019 [turn over 1 (i) on the axes below, sketch the graph of   cos yx23 1 =-   for \u00b0\u00b0x 90 90 gg - . y x 01 -1 -2 -3 -4234 30\u00b0 -30\u00b0 -60\u00b0 -90\u00b0 60\u00b0 90\u00b0  [3]  (ii) write down the amplitude of   cosx 23 1-. [1]  (iii) write down the period of   cosx 23 1-. [1]",
+            "4": "4 0606/12/o/n/19 \u00a9 ucles 2019 2 when lgy2 is plotted against x, a straight line is obtained passing through the points  (5, 12)  and  (3, 20).   find y in terms of x, giving your answer in the form   y10ax b=+,   where a and b are integers.  [5]",
+            "5": "5 0606/12/o/n/19 \u00a9 ucles 2019 [turn over 3 the first three terms in the expansion of   ()xx 1712144--bl    can be written as   ax bx 12++ . find the value  of each of the constants a and b. [6]",
+            "6": "6 0606/12/o/n/19 \u00a9 ucles 2019 4 (i) on the axes below, sketch the graph of   yx x 29 52=- -   showing the coordinates of the points  where the graph meets the axes.  [4] y x o  (ii) find the values of k for which   xx k 29 52-- =   has exactly 2 solutions.  [3]",
+            "7": "7 0606/12/o/n/19 \u00a9 ucles 2019 [turn over 5 (a) it is given that  f  : x x7  for   x0h,      g : x x57+ for   x0h.   identify each of the following functions with one of    f  -1,   g-1,   fg,   gf,   f  2,   g2.   (i) x5+ [1]   (ii) x5- [1]   (iii) x2 [1]   (iv) x10+  [1]  (b) it is given that      ()hxaxb 2=+    where a and b are constants.   (i) why is x22gg-  not a suitable domain for h( x)? [1]   (ii) given that ()h1 4= and ()h1 16= l , find the value of a and of b. [2]",
+            "8": "8 0606/12/o/n/19 \u00a9 ucles 2019 6 (a) write   p pq rrqp 12 -3ak    in the form pqrab c, where a, b and c are constants.  [3]  (b) solve   logl og x27 3x 7+= . [4]",
+            "9": "9 0606/12/o/n/19 \u00a9 ucles 2019 [turn over 7 it is given that    ()e yx 15x2=+ + ^ h .  (i) find dd xy. [3]  (ii) find the approximate change in y as x increases from 0.5 to .p 05+, where p is small.  [2]  (iii) given that y is increasing at a rate of 2 units per second when . x 05= , find the corresponding rate of  change in x. [2]",
+            "10": "10 0606/12/o/n/19 \u00a9 ucles 2019 8 (a) five teams took part in a competition in which each team played each of the other 4 teams. the  following table represents the results after all the matches had been played. team won drawn lost a 2 1 1 b 1 3 0 c 1 1 2 d 0 1 3 e 3 0 1   points in the competition were awarded to the teams as follows      4 for each match won,      2 for each match drawn,      0 for each match lost.   (i) write down two matrices whose product under matrix multiplication will give the total number of  points awarded to each team.  [2]   (ii) evaluate the matrix product from part (i)  and hence state which team was awarded the most  points.  [2]",
+            "11": "11 0606/12/o/n/19 \u00a9 ucles 2019 [turn over  (b) it is given that   a1 21 4=-cm     and    b5 10 2=-cm .   (i) find a-1. [2]   (ii) hence find the matrix c such that ac = b. [3]",
+            "12": "12 0606/12/o/n/19 \u00a9 ucles 2019 9 a solid circular cylinder has a base radius of r cm and a height of h cm. the cylinder has a volume of  cm 12003r  and a total surface area of s cm2.  (i) show that srr22400 2rr=+ . [3]",
+            "13": "13 0606/12/o/n/19 \u00a9 ucles 2019 [turn over  (ii) given that h and r can vary, find the stationary value of s and determine its nature.  [5]    ",
+            "14": "14 0606/12/o/n/19 \u00a9 ucles 2019 10  18 cm 18 cmoab c10 cm  the diagram shows a circle centre o, radius 10  cm. the points a, b and c lie on the circumference of the  circle such that ab = bc = 18 cm.  (i) show that angle . aob 224=  radians correct to 2 decimal places.  [3]  (ii) find the perimeter of the shaded region.  [5]",
+            "15": "15 0606/12/o/n/19 \u00a9 ucles 2019 [turn over continuation of working space for question 10(ii).  (iii) find the area of the shaded region.  [3] question 11 is printed on the next page.",
+            "16": "16 0606/12/o/n/19 \u00a9 ucles 2019 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 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.11 a curve is such that   ()dd xyx23 122 32 =--. given that the curve has a gradient of 6 at the point (3, 11), find     the equation of the curve.  [8]"
+        },
+        "0606_w19_qp_13.pdf": {
+            "1": "this document consists of 15 printed pages and 1 blank page. dc (sc/fc) 172297/1 \u00a9 ucles 2019  [turn over *9428013313* additional mathematics  0606/13 paper 1  october/november 2019  2 hours candidates answer on the question paper. additional materials:  electronic calculator read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen. you may use an hb pencil for any diagrams or graphs. do not use staples, paper clips, glue or correction fluid. do not  write in any barcodes. answer all the questions. give non-exact numerical answers correct to 3 significant figures, or 1 decimal place in the case of  angles  in degrees, unless a different level of accuracy is specified in the question. the use of an electronic calculator is expected, where appropriate. you are reminded of the need for clear presentation in your answers. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question. the total number of marks for this paper is 80.cambridge assessment international education cambridge international general certificate of secondary education",
+            "2": "2 0606/13/o/n/19 \u00a9 ucles 2019 mathematical formulae 1. algebra quadratic  equation  for the equation ax2 + bx + c = 0, xabb ac 242!=-- . binomial theorem (a + b)n = an + (n 1)an\u20131 b + (n 2)an\u20132 b2 + \u2026 + (n r)an\u2013r br + \u2026 + bn,  where n is a positive integer and (n r) = n! (n \u2013 r)!r! . 2. trigonometry identities sin2 a + cos2 a = 1 sec2 a = 1 + tan2 a cosec2 a = 1 + cot2 a formulae for \u2206abc a sin a = b sin b = c sin c a2 = b2 + c2 \u2013 2bc cos a \u2206 = 1  2 bc sin a",
+            "3": "3 0606/13/o/n/19 \u00a9 ucles 2019 [turn over 1 in a group of 145 students, the numbers studying mathematics, physics and chemistry are given below. all  students study at least one of the three subjects.     x students study all 3 subjects     24 students study both mathematics and chemistry     23 students study both physics and chemistry     28 students study both mathematics and physics     50 students study chemistry     75 students study physics     80 students study mathematics  (i) using the venn diagram, find the value of x. [4] /h5105mathematics physics chemistry  (ii) find the number of students who study mathematics only.  [1]",
+            "4": "4 0606/13/o/n/19 \u00a9 ucles 2019 2 (i) on the axes below, sketch the graph of   cos yx54 3 =-    for \u00b0\u00b0 . x 90 90 gg - y x 02 - 2 - 4 - 6 - 8 - 1046 45\u00b0 -45\u00b0 -90\u00b0 90\u00b0  [4]  (ii) write down the amplitude of y. [1]  (iii) write down the period of y. [1]",
+            "5": "5 0606/13/o/n/19 \u00a9 ucles 2019 [turn over 3 (i) differentiate   yx 312 31 =--` j   with respect to x. [2]  (ii) find the approximate change in y as x increases from 3 to ,p 3+ where p is small.  [1]  (iii) find the equation of the normal to the curve   yx 312 31 =--` j   at the point where . x 3=  [3]",
+            "6": "6 0606/13/o/n/19 \u00a9 ucles 2019 4 it is given that . a5 42 1=-eo  (i) find a-1. [2]  (ii) hence find, in radians, the acute angles x and y such that  , .tant an tant anxy xy52 12 47+= -=  [5]",
+            "7": "7 0606/13/o/n/19 \u00a9 ucles 2019 [turn over 5 (i) differentiate   () ()ln xx 3322++    with respect to x. [3]  (ii) hence find   () . lnxx x3d2+ y  [2]",
+            "8": "8 0606/13/o/n/19 \u00a9 ucles 2019 6 x 1 1.5 2 2.5 3 y 6 14.3 48 228 1536  the table shows values of the variables x and y such that , ya bx2=  where a and b are constants.  (i) draw a straight line graph to show that . ya bx2=  [4]",
+            "9": "9 0606/13/o/n/19 \u00a9 ucles 2019 [turn over  (ii) use your graph to find the value of a and of b. [4]  (iii) estimate the value of x when . y 100=  [2]",
+            "10": "10 0606/13/o/n/19 \u00a9 ucles 2019 7 (a) a 5-digit code is to be chosen from the digits     1,  2,  3,  4,  5,  6,  7,  8 and 9.    each digit may be used  once only in any 5-digit code. find the number of different 5-digit codes that may be chosen if   (i) there are no restrictions,  [1]   (ii) the code is divisible by 5,  [1]   (iii) the code is even and greater than 70  000. [3]  (b) a team of 6 people is to be chosen from 8 men and 6 women. find the number of different teams that  may be chosen if   (i) there are no restrictions,  [1]   (ii) there are no women in the team,  [1]   (iii) there are a husband and wife who must not be separated.  [3]",
+            "11": "11 0606/13/o/n/19 \u00a9 ucles 2019 [turn over 8 (a) given that   logxpa=   and  , logyqa=   find, in terms of p and q,   (i) , log axya2 [2]   (ii) logayx a3 eo, [2]   (iii) . logl ogaaxy+  [1]  (b) using the substitution , m 3x=  or otherwise, solve   . 33 40xx 12-+ =+ [3]",
+            "12": "12 0606/13/o/n/19 \u00a9 ucles 2019 9 p q r os irad2r cmr cm  the diagram shows a sector opq  of the circle centre o, radius 3 r cm. the points s and r lie on op and oq  respectively such that ors is a sector of the circle centre o, radius 2 r cm. the angle poq i= radians. the  perimeter of the shaded region pqrs  is 100  cm.  (i) find i in terms of r. [2]  (ii) hence show that the area, a cm2, of the shaded region pqrs  is given by  . ar r 502=-  [2]",
+            "13": "13 0606/13/o/n/19 \u00a9 ucles 2019 [turn over  (iii) given that r can vary and that a has a maximum value, find this value of a. [2]  (iv) given that a is increasing at the rate of 3  cm2 s-1 when r = 10, find the corresponding rate of change  of r. [3]  (v) find the corresponding rate of change of i when r = 10. [3]",
+            "14": "14 0606/13/o/n/19 \u00a9 ucles 2019 10 (a) v ms-1 t s0 - 2020 5 10   the velocity-time graph for a particle p is shown by the two straight lines in the diagram.   (i) find the deceleration of p for  . t 51 0 gg  [2]   (ii) write down the value of t when the speed of p is zero.  [1]   (iii) find the distance p has travelled for . t 01 0 gg  [2]",
+            "15": "15 0606/13/o/n/19 \u00a9 ucles 2019  (b) a particle q has a displacement of x m from a fixed point o, t s after leaving o. the velocity, v ms-1, of  q at time t s is given by   . v 61et2=+   (i) find an expression for x in terms of t. [3]   (ii) find the value of t when the acceleration of q is 24  ms-2. [3]",
+            "16": "16 0606/13/o/n/19 \u00a9 ucles 2019 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 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.blank page"
+        },
+        "0606_w19_qp_21.pdf": {
+            "1": "this document consists of 15 printed pages and 1 blank pag e. dc (nf/sg) 172320/3 \u00a9 ucles 2019  [turn over *5120051451*cambridge assessment international education cambridge international general certificate of secondary education additional mathematics  0606/21 paper 2  october/november 2019  2 hours candidates answer on the question paper. additional materials:  electronic calculator read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen. you may use an hb pencil for any diagrams or graphs. do not use staples, paper clips, glue or correction fluid. do not  write in any barcodes. answer all the questions. give non-exact numerical answers correct to 3 significant figures, or 1 decimal place in the case of   angles in degrees, unless a different level of accuracy is specified in the question. the use of an electronic calculator is expected, where appropriate. you are reminded of the need for clear presentation in your answers. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question. the total number of marks for this paper is 80.",
+            "2": "2 0606/21/o/n/19 \u00a9 ucles 2019 mathematical formulae 1. algebra quadratic equation  for the equation ax2 + bx + c = 0, xabb ac 242!=-- . binomial theorem (a + b)n = an + (n 1)an\u20131 b + (n 2)an\u20132 b2 + \u2026 + (n r)an\u2013r br + \u2026 + bn,  where n is a positive integer and (n r) = n! (n \u2013 r)!r! . 2. trigonometry identities sin2 a + cos2 a = 1 sec2 a = 1 + tan2 a cosec2 a = 1 + cot2 a formulae for \u2206abc a sin a = b sin b = c sin c a2 = b2 + c2 \u2013 2bc cos a \u2206 = 1  2 bc sin a",
+            "3": "3 0606/21/o/n/19 \u00a9 ucles 2019 [turn over 1 (i) on the axes below, draw the graph of  yx 23=- . y x 02468 -2-2 2 4 -4 [2]  (ii) solve the equation   x 72 30 -- =. [3] 2  y x0246 r 2r -2  the figure shows part of the graph of   cos yp qr x =+ . find the value of each of the integers p, q and r.     p=           q=           r= [3]",
+            "4": "4 0606/21/o/n/19 \u00a9 ucles 2019 3 (a) solve   3 eexx21 43=+-. [3]  (b) solve   () () lg lg yy61 52 -+ += . [5]",
+            "5": "5 0606/21/o/n/19 \u00a9 ucles 2019 [turn over 4 do not use a calculator in this question.  solve the following simultaneous equations, giving your answers for both x and y in the form ab 2+ ,  where a and b are integers. xy25+=      xy32 7 -=  [5]",
+            "6": "6 0606/21/o/n/19 \u00a9 ucles 2019 5 a particle is moving in a straight line such that t seconds after passing a fixed point o its displacement, s m,  is given by   sinc os st t 32 42 4 =+ -.  (i) find expressions for the velocity and acceleration of the particle at time t. [3]  (ii) find the first time when the particle is instantaneously at rest.  [3]  (iii) find the acceleration of the particle at the time found in part (ii) . [2]",
+            "7": "7 0606/21/o/n/19 \u00a9 ucles 2019 [turn over 6 do not use a calculator in this question.  the curve   xy x11 5 =+    cuts the line   yx 10=+    at the points a and b. the mid-point of ab is the  point  c. show that the point c lies on the line   xy 11+= . [7]",
+            "8": "8 0606/21/o/n/19 \u00a9 ucles 2019 7 (a) (i) use the factor theorem to show that   x21-   is a factor of ()xp, where   ()xx x 49 5 p3=+ -. [1]   (ii) write ()xp as a product of linear and quadratic factors.  [2]",
+            "9": "9 0606/21/o/n/19 \u00a9 ucles 2019 [turn over  (b) (i) show that   tansec sins ec xx xx 13 45 02-- =   can be written as   sins in xx 49 503+- =. [3]   (ii) using your answers to part (a)(ii)  and part (b)(i)  solve the equation      tansec sins ec xx xx 13 45 02-- =   for x0211 r radians.  [4]",
+            "10": "10 0606/21/o/n/19 \u00a9 ucles 2019 8 the equation of a curve is given by   yx ex2=-.  (i) find   xy dd. [3]  (ii) find the exact coordinates of the stationary point on the curve   yx ex2=-. [2]",
+            "11": "11 0606/21/o/n/19 \u00a9 ucles 2019 [turn over  (iii) find, in terms of e, the equation of the tangent to the curve   yx ex2=-   at the point ,11 e2 eo . [2]  (iv) using your answer to part (i) , find   xxedx2-y . [3]",
+            "12": "12 0606/21/o/n/19 \u00a9 ucles 2019 9 given that   a5 92 3=--eo    and   b2 61 5=eo , find  (i) a1-, [2]  (ii) b2, [2]  (iii) the matrix c, where   bc ab1+=-, [3]",
+            "13": "13 0606/21/o/n/19 \u00a9 ucles 2019 [turn over  (iv) the matrix d, where   bdai2=-. [3]",
+            "14": "14 0606/21/o/n/19 \u00a9 ucles 2019 10 (i) expand   ()x34+    evaluating each coefficient.  [3]  in the expansion of   () xxpx34-+bl  the coefficient of x is zero.  (ii) find the value of the constant p. [2]  (iii) hence find the term independent of x. [1]  (iv) show that the coefficient of x2 is 90.  [2]",
+            "15": "15 0606/21/o/n/19 \u00a9 ucles 2019 11 a plane, which can travel at a speed of 300  km h\u20131 in still air, heads due north. the plane is blown off course  by a wind so that it travels on a bearing of 010\u00b0 at a speed of 280  km h\u20131.  (i) find the speed of the wind.  [3]  (ii) find the direction of the wind as a bearing correct to the nearest degree.  [3]",
+            "16": "16 0606/21/o/n/19 \u00a9 ucles 2019 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 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.blank page"
+        },
+        "0606_w19_qp_22.pdf": {
+            "1": "this document consists of 16 printed pages. dc (leg/sg) 172298/2 \u00a9 ucles 2019  [turn over *5192885901* additional mathematics  0606/22 paper 2  october/november 2019  2 hours candidates answer on the question paper. additional materials:  electronic calculator read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen. you may use an hb pencil for any diagrams or graphs. do not use staples, paper clips, glue or correction fluid. do not  write in any barcodes. answer all the questions. give non-exact numerical answers correct to 3 significant figures, or 1 decimal place in the case of   angles in degrees, unless a different level of accuracy is specified in the question. the use of an electronic calculator is expected, where appropriate. you are reminded of the need for clear presentation in your answers. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question. the total number of marks for this paper is 80.cambridge assessment international education cambridge international general certificate of secondary education",
+            "2": "2 0606/22/o/n/19 \u00a9 ucles 2019 mathematical formulae 1. algebra quadratic  equation  for the equation ax2 + bx + c = 0, x bb ac  a = \u2212 \u22122 4  2  binomial theorem (a + b)n = an + (n 1)an\u20131 b + (n 2)an\u20132 b2 + \u2026 + (n r)an\u2013r br + \u2026 + bn,  where n is a positive integer and (n r) = n! (n \u2013 r)!r!  2. trigonometry identities sin2 a + cos2 a = 1 sec2 a = 1 + tan2 a cosec2 a = 1 + cot2 a formulae for \u2206abc a sin a = b sin b = c sin c  a2 = b2 + c2 \u2013 2bc cos a \u2206 = 1  2 bc sin a",
+            "3": "3 0606/22/o/n/19 \u00a9 ucles 2019 [turn over 1 on each of the venn diagrams below, shade the region indicated. /h5105 a b ab ab +, + ll^^ hh /h5105 a b c ab c +,^ h /h5105 a b c ab c++ l  [3]",
+            "4": "4 0606/22/o/n/19 \u00a9 ucles 2019 2 given that   sinc os yx x 23 3 =+ ,   show that   dd ddsinxy xyyk x 3322 ++ = ,   where k is a constant to be  determined.  [5]",
+            "5": "5 0606/22/o/n/19 \u00a9 ucles 2019 [turn over 3 a 5-digit code is formed using the following characters.    letters  a e i o u    numbers  1 2 3 4 5 6    symbols  @ \u2217 #  no character can be repeated in a code. find the number of possible codes if  (i) there are no restrictions,  [2]  (ii) the code starts with a symbol followed by two letters and then two numbers,  [2]  (iii) the first two characters are numbers, and no other numbers appear in the code.  [2]",
+            "6": "6 0606/22/o/n/19 \u00a9 ucles 2019 4 find the values of k for which the line   yk x3 =+    does not meet the curve   yx x51 22=+ +. [5]",
+            "7": "7 0606/22/o/n/19 \u00a9 ucles 2019 [turn over 5 at the point where x1= on the curve   y xk 12= +^ h,   the normal has a gradient of 31.  (i) find the value of the constant k. [4]  (ii) using your value of k, find the equation of the tangent to the curve at x2=. [3]",
+            "8": "8 0606/22/o/n/19 \u00a9 ucles 2019 6 (i) show that   sectan tansec sin xx xx x 112 +++= . [5]",
+            "9": "9 0606/22/o/n/19 \u00a9 ucles 2019 [turn over  (ii) hence solve the equation   sectan tansecsinxx xxx1113+++=+    for   x 0 180 ccgg . [4]",
+            "10": "10 0606/22/o/n/19 \u00a9 ucles 2019 7 (a) the cubic equation   xa xb x40 032++ -=    has three positive integer roots. two of the roots are 2  and 4. find the other root and the value of each of the integers a and b.  [4]  (b) do not use a calculator in this question.   solve the equation   xx x 54 64 0032-= --    given that it has three integer roots, only one of which is  positive.  [4]",
+            "11": "11 0606/22/o/n/19 \u00a9 ucles 2019 [turn over 8 (i) a particle a travels with a speed of 6.5  ms\u20131 in the direction ij51 2 -- . find the velocity, va, of a. [2]  (ii) a particle b travels with velocity ij12 9 =-vb. find the speed, in ms\u20131, of b. [2]  particle a starts moving from the point with position vector ij20 7-. at the same time particle b starts  moving from the point with position vector ij1 67 1 -+ .  (iii) find ra, the position vector of a after t seconds, and rb, the position vector of b after t seconds.  [2]  (iv) find the time when the particles collide and the position vector of the point of collision.  [3]",
+            "12": "12 0606/22/o/n/19 \u00a9 ucles 2019 9 mp b (5,-1)a (-3,5)(r,s)  the diagram shows the points  a (\u20133, 5) and  b (5, \u20131). the mid-point of ab is m and the line pm is  perpendicular to ab. the point p has coordinates ( r, s).  (i) find the equation of the line pm in the form ym xc=+ , where m and c are exact constants.  [5]  (ii) hence find an expression for s in terms of r. [1]",
+            "13": "13 0606/22/o/n/19 \u00a9 ucles 2019 [turn over  (iii) given that the length of pm is 10 units, find the value of  r and of s. [5]",
+            "14": "14 0606/22/o/n/19 \u00a9 ucles 2019 10 (i) given that   lnyxx 2= ,   find dd xy. [3]  (ii) find the coordinates of the stationary point on the curve   lnyxx 2= . [3]",
+            "15": "15 0606/22/o/n/19 \u00a9 ucles 2019 [turn over  (iii) using your answer to part (i) , find   dln xxx3y  . [3]  (iv) hence evaluate    12 dln xxx3 y  . [2] question 11 is printed on the next page.",
+            "16": "16 0606/22/o/n/19 \u00a9 ucles 2019 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 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.11 do not use a calculator in this question.  solve the quadratic equation   xx 53 35 302-+ ++ = ^^ hh ,   giving your answers in the form   ab 5+ ,    where a and b are constants.  [6]"
+        },
+        "0606_w19_qp_23.pdf": {
+            "1": "this document consists of 15 printed pages and 1 blank page. dc (nh/fc) 172299/2 \u00a9 ucles 2019  [turn over *3629900230* additional mathematics  0606/23 paper 2  october/november 2019  2 hours candidates answer on the question paper. additional materials:  electronic calculator read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen. you may use an hb pencil for any diagrams or graphs. do not use staples, paper clips, glue or correction fluid. do not  write in any barcodes. answer all the questions. give non-exact numerical answers correct to 3 significant figures, or 1 decimal place in the case of  angles  in degrees, unless a different level of accuracy is specified in the question. the use of an electronic calculator is expected, where appropriate. you are reminded of the need for clear presentation in your answers. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question. the total number of marks for this paper is 80.cambridge assessment international education cambridge international general certificate of secondary education",
+            "2": "2 0606/23/o/n/19 \u00a9 ucles 2019 mathematical formulae 1. algebra quadratic equation  for the equation ax2 + bx + c = 0, xabb ac 242!=-- . binomial theorem (a + b)n = an + (n 1)an\u20131 b + (n 2)an\u20132 b2 + \u2026 + (n r)an\u2013r br + \u2026 + bn,  where n is a positive integer and (n r) = n! (n \u2013 r)!r! . 2. trigonometry identities sin2 a + cos2 a = 1 sec2 a = 1 + tan2 a cosec2 a = 1 + cot2 a formulae for \u2206abc a sin a = b sin b = c sin c a2 = b2 + c2 \u2013 2bc cos a \u2206 = 1  2 bc sin a",
+            "3": "3 0606/23/o/n/19 \u00a9 ucles 2019 [turn over 1 solve   xx32 4 += +. [3] 2 (i) show that   coscosc otcosxxxx1ecec--= . [3]  (ii) hence solve   coscosc ot xxx 12ec --=  for   \u00b0\u00b0x 0 18011 . [2]",
+            "4": "4 0606/23/o/n/19 \u00a9 ucles 2019 3 the first four terms in the expansion of   () () ax bx 125++    are   xx cx 23 2 21023++ + , where a, b and c are  integers. show that   aa31 62 102-+ =   and hence find the values of a, b and c. [8]",
+            "5": "5 0606/23/o/n/19 \u00a9 ucles 2019 [turn over 4 (i) given that   yx x 24 72=- -,   write y in the form ()ax bc2-+ , where a, b and c are constants.  [3]  (ii) hence write down the minimum value of y and the value of x at which it occurs.  [2]  (iii) using your answer to part (i) , solve the equation  pp24 70 -- =, giving your answer correct to  2 decimal places.  [3]",
+            "6": "6 0606/23/o/n/19 \u00a9 ucles 2019 5 (a) solve   coty 3412 r-=bl    for y011 r radians.  [4]  (b) solve   cott an cose c zz z 77+=    for \u00b0\u00b0z 0 360 gg . [6]",
+            "7": "7 0606/23/o/n/19 \u00a9 ucles 2019 [turn over 6 do not use a calculator in this question. c b a33\u2013 33+  (i) find tan acb  in the form rs 3+ , where r and s are integers.  [3]  (ii) find ac in the form tu, where t and u are integers and t1!. [3]",
+            "8": "8 0606/23/o/n/19 \u00a9 ucles 2019 7 oy xx = 2 ()yxx36 22=++  the diagram shows part of the curve   ()yxx326 2=++    and the line x2=.  (i) find, correct to 2 decimal places, the coordinates of the stationary point.  [6]",
+            "9": "9 0606/23/o/n/19 \u00a9 ucles 2019 [turn over  (ii) find the area of the shaded region, showing all your working.  [4]",
+            "10": "10 0606/23/o/n/19 \u00a9 ucles 2019 8 the roots of the equation   xa xb x24 032++ +=    are 2, 3 and p, where p is an integer.  (i) find the value of p. [1]  (ii) show that a 1=- and find the value of b. [4]",
+            "11": "11 0606/23/o/n/19 \u00a9 ucles 2019 [turn over  given that a curve has equation   yxxb x2432=- ++    find, using your value of b,  (iii) xy dd , [1]  (iv) the integer value of x for which the gradient of the curve is 2 and the corresponding value of y. [3]  the coordinates of the point p on the curve are given by the values of x and y found in part (iv) .  (v) find the equation of the tangent to the curve at p. [1]",
+            "12": "12 0606/23/o/n/19 \u00a9 ucles 2019 9 b o a cd x  the diagram shows points o, a, b, c, d and x. the position vectors of a, b, and  c relative to o are , oa a=    ob b2=  and oc a3= . the vector cd b=.  (i) given that ax adm= , find ox in terms of m, a and b. [2]  (ii) given that bx bcn= , find ox in terms of n, a and b. [2]",
+            "13": "13 0606/23/o/n/19 \u00a9 ucles 2019 [turn over  (iii) hence find the value of m and of n. [4]  (iv) find the ratio xdax. [1]",
+            "14": "14 0606/23/o/n/19 \u00a9 ucles 2019 10 the functions f and g are defined by () () , () .ln xx x xx3232 4ff or ge forrx22 !=+ - =-  (i) solve ()x 5 gf=. [5]",
+            "15": "15 0606/23/o/n/19 \u00a9 ucles 2019  (ii) find   ()x f1-. [2]  (iii) solve   () () xx fg1=-. [4]",
+            "16": "16 0606/23/o/n/19 \u00a9 ucles 2019 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 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.blank page"
+        }
+    },
+    "2020": {
+        "0606_m20_qp_12.pdf": {
+            "1": "dc (nf/cb) 196735/3 r \u00a9 ucles 2020  [turn overthis document has 16 pages. blank pages are indicated. *6562346474* additional mathematics  0606/12 paper 1  february/march  2020  2 hours you must answer on the question paper. no additional materials are needed. instructions  \u25cf answer all questions.  \u25cf use a black or dark blue pen. you may use an hb pencil for any diagrams or graphs.  \u25cf write your name, centre number and candidate number in the boxes at the top of the page.  \u25cf write your answer to each question in the space provided.  \u25cf do not use an erasable pen or correction fluid.  \u25cf do not write on any bar codes.  \u25cf you should use a calculator where appropriate.  \u25cf you must show all necessary working clearly; no marks will be given for unsupported answers from a  calculator.  \u25cf give non-exact numerical answers correct to 3 significant figures, or 1 decimal place for angles in  degrees, unless a different level of accuracy is specified in the question. information  \u25cf the total mark for this paper is 80.  \u25cf the number of marks for each question or part question is shown in brackets [  ].cambridge igcse\u2122",
+            "2": "2 0606/12/f/m/20 \u00a9 ucles 2020 mathematical formulae 1.algebra quadratic equation    for the equation ax2 + bx + c = 0, xabb ac 242!=-- binomial theorem () \u2026\u2026 ab anabnabn rab b12nn nn nr rn 12 2+=++ ++ ++-- -j lkkj lkkj lkkn poon poon poo    where n is a positive integer and () !!! n r nr rn=-j lkkn poo arithmetic series ua n d sn al na n d1 21 212 1n n\u2212 \u2212=+ = += + ^^ ^ hh h #- geometric series ua r sra rr srar111 11nn nn1 1!\u2212\u2212 \u2212= = =3\u2212 ^ ^^h hh 2.trigonometry identities sin2 a + cos2 a = 1 sec2 a = 1 + tan2 a cosec2 a = 1 + cot2 a formulae for \u2206abc sins in sin aa bb cc== a2 = b2 + c2 \u2013 2bc cos a \u2206 = 21 bc sin a",
+            "3": "3 0606/12/f/m/20 \u00a9 ucles 2020 [turn over 1 (a) on the axes below sketch the graph of    () () () y xxx32 41 =- --+ ,   showing the coordinates of  the points where the curve intersects the coordinate axes.  [3] oy x  (b) hence find the values of x for which   () () () xxx32 41 02 ---+ . [2]",
+            "4": "4 0606/12/f/m/20 \u00a9 ucles 2020 2 find the values of k for which the line   yk x3 =+    is a tangent to the curve   yx xk 24 12=+ +- . [5]",
+            "5": "5 0606/12/f/m/20 \u00a9 ucles 2020 [turn over 3 the first 3 terms in the expansion of    () ax35- ,  in ascending powers of x, can be written in the form    bx cx 812-+ . find the value of each of a, b and c. [5]",
+            "6": "6 0606/12/f/m/20 \u00a9 ucles 2020 4 the tangent to the curve    ln yxx34623 =- - `j ,   at the point where , x 2= meets the y-axis at the   point  p. find the exact coordinates of p. [6]",
+            "7": "7 0606/12/f/m/20 \u00a9 ucles 2020 [turn over 5 do not use a calculator in this question.  in this question all lengths are in centimetres. a b cd 24 3+53-  the diagram shows the isosceles triangle abc , where    ab ac=  and bc 24 3 =+ .   the height,  ad, of the triangle is 53- .  (a) find the area of the triangle abc , giving your answer in the form ab 3+ , where a and b are  integers.  [2]  (b) find , tanabc giving your answer in the form cd 3+ , where c and d are integers.  [3]  (c) find secabc2, giving your answer in the form ef 3+ , where e and f are integers.  [2]",
+            "8": "8 0606/12/f/m/20 \u00a9 ucles 2020 6 solutions by accurate drawing will not be accepted.  the points a and b have coordinates (, ) 24-  and (, ) 610 respectively.  (a) find the equation of the perpendicular bisector of the line ab, giving your answer in the form  ax by c0 ++ =, where a, b and c are integers.  [4]  the point c has coordinates (, )p5  and lies on the perpendicular bisector of ab.  (b)  find the value of  p. [1]  it is given that the line ab bisects the line cd.  (c)  find the coordinates of d. [2]",
+            "9": "9 0606/12/f/m/20 \u00a9 ucles 2020 [turn over 7 ()xa xx bx 31 2 p32=+ +-    has a factor of    x21+.   when ()xp is divided by   x3-  the remainder  is 105.  (a) find the value of a and of b. [5]  (b) using your values of a and b, write ()xp as a product of   x21+   and a quadratic factor.  [2]  (c) hence solve ()x 0 p=. [2]",
+            "10": "10 0606/12/f/m/20 \u00a9 ucles 2020 8 in this question all distances are in km.  a ship  p sails from a point a, which has position vector 0 0eo, with a speed of 52  kmh-1 in the direction of   5 12-eo .  (a) find the velocity vector of the ship.  [1]  (b) write down the position vector of p at a time t hours after leaving a. [1]  at the same time that ship p sails from  a, a ship q sails from a point b, which has position vector 12 8eo ,   with velocity vector 25 45-eo  kmh-1.  (c) write down the position vector of  q at a time t hours after leaving b. [1]  (d) using your answers to parts (b)  and (c), find the displacement vector pq at time t hours.  [1]",
+            "11": "11 0606/12/f/m/20 \u00a9 ucles 2020 [turn over  (e) hence show that pq tt34 168 2082=- + . [2]  (f) find the value of t when p and q are first 2  km  apart.  [2]",
+            "12": "12 0606/12/f/m/20 \u00a9 ucles 2020 9 (a) (i) find how many different 4-digit numbers can be formed using the digits 2, 3, 5, 7, 8 and 9, if  each digit may be used only once in any number.  [1]   (ii) how many of the numbers found in part (i)  are divisible by 5?  [1]   (iii) how many of the numbers found in part (i)  are odd and greater than 7000?  [4]",
+            "13": "13 0606/12/f/m/20 \u00a9 ucles 2020 [turn over  (b) the number of combinations of n items taken 3 at a time is 92 n. find the value of the constant n.  [4]",
+            "14": "14 0606/12/f/m/20 \u00a9 ucles 2020 10 (a) solve   \u00b0 tan4 521a+= - `j   for 0 360 \u00b0\u00b0gga . [3]  (b) (i) show that   sins inseca11 11 2 iii--+= ,   where a is a constant to be found.  [3]",
+            "15": "15 0606/12/f/m/20 \u00a9 ucles 2020 [turn over   (ii) hence solve   sins in 311 3118zz--+=-    for 33ggrrz -  radians.  [5] question 11 is on the next page.",
+            "16": "16 0606/12/f/m/20 \u00a9 ucles 2020 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 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.11 given that   .lnxx xx232 313124 da 1++--=j lkkn poo y    and that a 12, find the value of a. [7]"
+        },
+        "0606_m20_qp_22.pdf": {
+            "1": "cambridge igcse\u2122*1552216622* dc (pq/cb) 196734/3 r \u00a9 ucles 2020  [turn overthis document has 16 pages. blank pages are indicated.additional mathematics  0606/22 paper 2  february/march  2020  2 hours you must answer on the question paper. no additional materials are needed. instructions  \u25cf answer all questions.  \u25cf use a black or dark blue pen. you may use an hb pencil for any diagrams or graphs.  \u25cf write your name, centre number and candidate number in the boxes at the top of the page.  \u25cf write your answer to each question in the space provided.  \u25cf do not use an erasable pen or correction fluid.  \u25cf do not write on any bar codes.  \u25cf you should use a calculator where appropriate.  \u25cf you must show all necessary working clearly; no marks will be given for unsupported answers from a  calculator.  \u25cf give non-exact numerical answers correct to 3 significant figures, or 1 decimal place for angles in  degrees, unless a different level of accuracy is specified in the question. information  \u25cf the total mark for this paper is 80.  \u25cf the number of marks for each question or part question is shown in brackets [  ].",
+            "2": "2 0606/22/f/m/20 \u00a9 ucles 2020 mathematical formulae 1.algebra quadratic equation    for the equation ax2 + bx + c = 0, xabb ac 242!=-- binomial theorem () \u2026\u2026 ab anabnabn rab b12nn nn nr rn 12 2+=++ ++ ++-- -j lkkj lkkj lkkn poon poon poo    where n is a positive integer and () !!! n r nr rn=-j lkkn poo arithmetic series ua n d sn al na n d1 21 212 1n n\u2212 \u2212=+ = += + ^^ ^ hh h #- geometric series ua r sra rr srar111 11nn nn1 1!\u2212\u2212 \u2212= = =3\u2212 ^ ^^h hh 2.trigonometry identities sin2 a + cos2 a = 1 sec2 a = 1 + tan2 a cosec2 a = 1 + cot2 a formulae for \u2206abc sins in sin aa bb cc== a2 = b2 + c2 \u2013 2bc cos a \u2206 = 21 bc sin a",
+            "3": "3 0606/22/f/m/20 \u00a9 ucles 2020 [turn over 1 find the values of x for which   () () . xx xx 12 20 52 1121 -+ +-   [4]  2 variables x and y are such that, when 1g  y is plotted against ,x3 a straight line graph passing through the  points (6, 7) and (10, 9) is obtained. find y as a function of x. [4]",
+            "4": "4 0606/22/f/m/20 \u00a9 ucles 2020 3 find the exact solution of   . 33 40xx21-- =+  [4] 4 the position vectors of three points, a, b and c, relative to an origin o, are ,5 7- -eo  10 4-eo  and x yeo respectively. given that , ac bc4=  find the unit vector in the direction of .oc  [5]",
+            "5": "5 0606/22/f/m/20 \u00a9 ucles 2020 [turn over 5 (a) on the axes below, sketch the graph of   , yx 57=-    showing the coordinates of the points  where the graph meets the coordinate axes.  [3] oy x  (b) solve   . x5751 14 -- =  [3]",
+            "6": "6 0606/22/f/m/20 \u00a9 ucles 2020 6 (a) a circle has a radius of 6  cm. a sector of this circle has a perimeter of 26 5r+`j  cm. find the area  of this sector.  [4]  (b)   o7 cma brad4r   the diagram shows the sector aob  of a circle with centre o and radius 7  cm.   angle aob4r= radians. find the perimeter of the shaded region.  [3]",
+            "7": "7 0606/22/f/m/20 \u00a9 ucles 2020 [turn over 7 find the coordinates of the points of intersection of the curves   xy 512=-    and   . yx x212=- + [5]",
+            "8": "8 0606/22/f/m/20 \u00a9 ucles 2020 8  12 0 - 1 - 2 - 3 - 4 - 5 - 6f(x) x2r 34r 38r 32r  the diagram shows the graph of   f()c os xa bx c =+    for x038ggr   radians.  (a) explain why f is a function.  [1]  (b) write down the range of f.  [1]  (c) find the value of each of the constants a, b and c. [4]",
+            "9": "9 0606/22/f/m/20 \u00a9 ucles 2020 [turn over 9 variables x and y are such that   .sinyxx ex 23 =    use differentiation to find the approximate change in y  as x increases from 0.5 to .,h 05+ where h is small.  [6]",
+            "10": "10 0606/22/f/m/20 \u00a9 ucles 2020 10 (a)  g()xx31=+    for . x 1h   (i) find an expression for g( ).x1- [2]   (ii) write down the range of g.1- [1]   (iii) find the domain of g.1- [2]",
+            "11": "11 0606/22/f/m/20 \u00a9 ucles 2020 [turn over  (b)  ()x31- ()x 21n= h    for . x32h   the graph of ()xh y=  intersects the line yx= at two distinct points. on the axes below, sketch  the graph of  ()xh y=  and hence sketch the graph of h( ). yx1=-  [4] oy x",
+            "12": "12 0606/22/f/m/20 \u00a9 ucles 2020 11  rh  a container is a circular cylinder, open at one end, with a base radius of r cm and a height of h cm. the  volume of the container is 1000  cm3. given that r and h can vary and that the total outer surface area of  the container has a minimum value, find this value.  [8]",
+            "13": "13 0606/22/f/m/20 \u00a9 ucles 2020 [turn over 12 a particle p moves in a straight line such that, t seconds after passing through a fixed point o, its  acceleration, a ms2-, is given by . a 6=-  when , t 0= the velocity of p is ms181-.   (a) find the time at which p comes to instantaneous rest.  [3]  (b) find the distance travelled by p in the 3rd second.  [3]",
+            "14": "14 0606/22/f/m/20 \u00a9 ucles 2020 13 (a) the sum of the first two terms of a geometric progression is 10 and the third term is 9.   (i) find the possible values of the common ratio and the first term.  [5]   (ii) find the sum to infinity of the convergent progression.  [1]",
+            "15": "15 0606/22/f/m/20 \u00a9 ucles 2020  (b) in an arithmetic progression, u 101=-  and . u 144=  find   , uu uu100 101 102 200f +++ +    the sum  of the 100th to the 200th terms of the progression.  [4]",
+            "16": "16 0606/22/f/m/20 \u00a9 ucles 2020 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 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.blank page"
+        },
+        "0606_s20_qp_11.pdf": {
+            "1": "cambridge igcse\u2122this document has 16 pages. blank pages are indicated. dc (leg/sw) 196733/3 r \u00a9 ucles 2020  [turn over *4440026581* additional mathematics  0606/11 paper 1  may/june  2020  2 hours you must answer on the question paper. no additional materials are needed. instructions  \u25cf answer all questions.  \u25cf use a black or dark blue pen. you may use an hb pencil for any diagrams or graphs.  \u25cf write your name, centre number and candidate number in the boxes at the top of the page.  \u25cf write your answer to each question in the space provided.  \u25cf do not use an erasable pen or correction fluid.  \u25cf do not write on any bar codes.  \u25cf you should use a calculator where appropriate.  \u25cf you must show all necessary working clearly; no marks will be given for unsupported answers from a  calculator.  \u25cf give non-exact numerical answers correct to 3 significant figures, or 1 decimal place for angles in  degrees, unless a different level of accuracy is specified in the question. information  \u25cf the total mark for this paper is 80.  \u25cf the number of marks for each question or part question is shown in brackets [  ].",
+            "2": "2 0606/11/m/j/20 \u00a9 ucles 2020 mathematical formulae 1.algebra quadratic equation    for the equation ax2 + bx + c = 0, xabb ac 242!=-- binomial theorem () \u2026\u2026 ab anabnabn rab b12nn nn nr rn 12 2+=++ ++ ++-- -j lkkj lkkj lkkn poon poon poo    where n is a positive integer and () !!! n r nr rn=-j lkkn poo arithmetic series ua n d sn al na n d1 21 212 1n n\u2212 \u2212=+ = += + ^^ ^ hh h #- geometric series ua r sra rr srar111 11nn nn1 1!\u2212\u2212 \u2212= = =3\u2212 ^ ^^h hh 2.trigonometry identities sin2 a + cos2 a = 1 sec2 a = 1 + tan2 a cosec2 a = 1 + cot2 a formulae for \u2206abc sins in sin aa bb cc== a2 = b2 + c2 \u2013 2bc cos a \u2206 = 21 bc sin a",
+            "3": "3 0606/11/m/j/20 \u00a9 ucles 2020 [turn over 1 the diagram shows the graph of a cubic curve   f() yx= . y x 5 05 \u2013 1 \u2013 2() yx f=  (a) find an expression for f()x. [2]  (b) solve f()x 0g. [2]",
+            "4": "4 0606/11/m/j/20 \u00a9 ucles 2020 2 (a) write down the period of cosx231-. [1]  (b) on the axes below, sketch the graph of   cos yx231 =-    for  \u00b0\u00b0x 360 360 gg - .  [3] y x \u2013 360\u00b0 \u2013 180\u00b0 180\u00b0 360\u00b0 \u2013 101 \u2013 22 \u2013 33",
+            "5": "5 0606/11/m/j/20 \u00a9 ucles 2020 [turn over 3 the radius, r cm, of a circle is increasing at the rate of 5  cms\u20131. find, in terms of r, the rate at which the  area of the circle is increasing when  r3=. [4]",
+            "6": "6 0606/11/m/j/20 \u00a9 ucles 2020 4 do not use a calculator in this question.  find the positive solution of the equation   xx 54 74 27 102++ -- = `` jj ,   giving your answer in  the form ab 7+ , where a and b are fractions in their simplest form.  [5]",
+            "7": "7 0606/11/m/j/20 \u00a9 ucles 2020 [turn over 5 find the equation of the tangent to the curve lnyxx 2312 =+- `j  at the point where x1=. give your   answer in the form ym xc=+ , where m and c are constants correct to 3 decimal places.  [6]",
+            "8": "8 0606/11/m/j/20 \u00a9 ucles 2020 6 the line   yx56=+    meets the curve   xy 8=   at the points a and b.  (a) find the coordinates of a and of b. [3]  (b) find the coordinates of the point where the perpendicular bisector of the line  ab meets the   line yx=. [5]",
+            "9": "9 0606/11/m/j/20 \u00a9 ucles 2020 [turn over 7 12 cmradi 9.6 cmcd a bmo  the diagram shows an isosceles triangle oab  such that oa ob=  and angle aobi= radians. the  points c and d lie on oa and ob respectively. cd is an arc of length 9.6  cm of the circle, centre o,  radius 12  cm. the arc cd touches the line ab at the point m.  (a) find the value of i. [1]  (b) find the total area of the shaded regions.  [4]  (c) find the total perimeter of the shaded regions.  [3]",
+            "10": "10 0606/11/m/j/20 \u00a9 ucles 2020 8 (a) show that   xx233 233 -++   can be written as   xx 4912 2-. [2]  (b) hence find   dxxx4912 2-y ,   giving your answer as a single logarithm and an arbitrary constant.  [3]",
+            "11": "11 0606/11/m/j/20 \u00a9 ucles 2020 [turn over  (c) given that   a dl nxxx49125522-= y , where a 22, find the exact value of a. [4]",
+            "12": "12 0606/11/m/j/20 \u00a9 ucles 2020 9 (a) an arithmetic progression has a second term of 14- and a sum to 21 terms of 84. find the first  term and the 21st term of this progression.  [5]",
+            "13": "13 0606/11/m/j/20 \u00a9 ucles 2020 [turn over  (b) a geometric progression has a second term of p272 and a fifth term of p5. the common ratio, r, is  such that r 0111 .   (i) find r in terms of p. [2]   (ii) hence find, in terms of p, the sum to infinity of the progression.  [3]   (iii) given that the sum to infinity is 81, find the value of p. [2]",
+            "14": "14 0606/11/m/j/20 \u00a9 ucles 2020 10 (a) (i) show that   secs eccot11 1122 iii--+= . [3]   (ii) hence solve   secs ec xx11 11 226--+=   for \u00b0x 90 90\u00b011- . [5]",
+            "15": "15 0606/11/m/j/20 \u00a9 ucles 2020 [turn over  (b) solve   cose cy32r+=bl    for y02gg r radians, giving your answers in terms of r. [4] question 11 is printed on the next page.",
+            "16": "16 0606/11/m/j/20 \u00a9 ucles 2020 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 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.11 a curve is such that   ddcosxyx 5222 = .   this curve has a gradient of 43 at the point ,12 45rr-bl . find the  equation of this curve.  [8]"
+        },
+        "0606_s20_qp_12.pdf": {
+            "1": "*5814812485* dc (nf/cb) 196732/3 r \u00a9 ucles 2020  [turn overthis document has 16 pages. blank pages are indicated.additional mathematics  0606/12 paper 1  may/june  2020  2 hours you must answer on the question paper. no additional materials are needed. instructions  \u25cf answer all questions.  \u25cf use a black or dark blue pen. you may use an hb pencil for any diagrams or graphs.  \u25cf write your name, centre number and candidate number in the boxes at the top of the page.  \u25cf write your answer to each question in the space provided.  \u25cf do not use an erasable pen or correction fluid.  \u25cf do not write on any bar codes.  \u25cf you should use a calculator where appropriate.  \u25cf you must show all necessary working clearly; no marks will be given for unsupported answers from a  calculator.  \u25cf give non-exact numerical answers correct to 3 significant figures, or 1 decimal place for angles in  degrees, unless a different level of accuracy is specified in the question. information  \u25cf the total mark for this paper is 80.  \u25cf the number of marks for each question or part question is shown in brackets [  ].cambridge igcse\u2122",
+            "2": "2 0606/12/m/j/20 \u00a9 ucles 2020 mathematical formulae 1.algebra quadratic equation    for the equation ax2 + bx + c = 0, xabb ac 242!=-- binomial theorem () \u2026\u2026 ab anabnabn rab b12nn nn nr rn 12 2+=++ ++ ++-- -j lkkj lkkj lkkn poon poon poo    where n is a positive integer and () !!! n r nr rn=-j lkkn poo arithmetic series ua n d sn al na n d1 21 212 1n n\u2212 \u2212=+ = += + ^^ ^ hh h #- geometric series ua r sra rr srar111 11nn nn1 1!\u2212\u2212 \u2212= = =3\u2212 ^ ^^h hh 2.trigonometry identities sin2 a + cos2 a = 1 sec2 a = 1 + tan2 a cosec2 a = 1 + cot2 a formulae for \u2206abc sins in sin aa bb cc== a2 = b2 + c2 \u2013 2bc cos a \u2206 = 21 bc sin a",
+            "3": "3 0606/12/m/j/20 \u00a9 ucles 2020 [turn over 1 on the axes below, sketch the graph of   () () () yx xx212 =-++    showing the coordinates of the  points where the curve meets the axes.  [3] oy x",
+            "4": "4 0606/12/m/j/20 \u00a9 ucles 2020 2 the volume, v, of a sphere of radius r is given by vr34 3r= .  the radius, r cm, of a sphere is increasing at the rate of 0.5  cms-1. find, in terms of r, the rate of change  of the volume of the sphere when . r025= . [4]",
+            "5": "5 0606/12/m/j/20 \u00a9 ucles 2020 [turn over 3 (a) find the first 3 terms in the expansion of   x4166 -bl    in ascending powers of x. give each term in  its simplest form.  [3]  (b) hence find the term independent of x in the expansion of   xxx41616 2 --b bl l. [3]",
+            "6": "6 0606/12/m/j/20 \u00a9 ucles 2020 4 (a) (i) find how many different 5-digit numbers can be formed using the digits 1, 2, 3, 5, 7 and 8, if  each digit may be used only once in any number.  [1]   (ii) how many of the numbers found in part (i)  are not divisible by 5?  [1]   (iii) how many of the numbers found in part (i)  are even and greater than 30  000?  [4]  (b) the number of combinations of n items taken 3 at a time is 6 times the number of combinations  of n items taken 2 at a time. find the value of the constant n. [4]",
+            "7": "7 0606/12/m/j/20 \u00a9 ucles 2020 [turn over 5     :( ) xx 23 f27 +    for x02  (a) find the range of f.  [1]  (b) explain why f has an inverse.  [1]  (c) find f-1. [3]  (d) state the domain of f-1. [1]  (e) given that   :( ) lnxx 4 g7 +   for , x 02  find the exact solution of    ()x 49 fg= . [3]",
+            "8": "8 0606/12/m/j/20 \u00a9 ucles 2020 6  oy xd (1, 0) ca bxy25+=-xy30+=  the diagram shows the straight line  xy25+=-  and part of the curve   xy30+= . the straight line  intersects the x-axis at the point a and intersects the curve at the point b. the point c lies on the curve.  the point d has coordinates (, ) 10. the line cd is parallel to the y-axis.  (a) find the coordinates of each of the points a and b. [3]",
+            "9": "9 0606/12/m/j/20 \u00a9 ucles 2020 [turn over  (b) find the area of the shaded region, giving your answer in the form lnpq+ , where p and q are  positive integers.  [6]",
+            "10": "10 0606/12/m/j/20 \u00a9 ucles 2020 7 (a) given that     yx x 15 22=- + `j ,    show that     xy xax bxc 25 2 dd2 =+++,    where a, b and c are  integers.  [5]",
+            "11": "11 0606/12/m/j/20 \u00a9 ucles 2020 [turn over  (b) find the coordinates of the stationary point of the curve    yx x 15 22=- + `j , for x02. give  each coordinate correct to 2 significant figures.  [3]  (c) determine the nature of this stationary point.  [2]",
+            "12": "12 0606/12/m/j/20 \u00a9 ucles 2020 8  o rbqpa  the diagram shows a triangle oab  such that oa a= and ob b=. the point p lies on oa such that   op oa43= . the point q is the mid-point of ab. the lines ob and pq are extended to meet at the    point  r. find, in terms of a and b,  (a) ab, [1]  (b) pq. give your answer in its simplest form.  [3]",
+            "13": "13 0606/12/m/j/20 \u00a9 ucles 2020 [turn over  it is given that   npqq r=    and   , br kb=    where n and k are positive constants.  (c) find qr in terms of n, a and b. [1]  (d) find qr in terms of k, a and b. [2]  (e) hence find the value of n and of k. [3]",
+            "14": "14 0606/12/m/j/20 \u00a9 ucles 2020 9 (a) a particle p moves in a straight line such that its displacement, x m, from a fixed point o at time t s  is given by   sin xt10 25 =- .   (i) find the speed of p when tr=. [1]   (ii) find the value of t for which p is first at rest.  [2]   (iii) find the acceleration of p when it is first at rest.  [2]",
+            "15": "15 0606/12/m/j/20 \u00a9 ucles 2020 [turn over  (b)  v t sv ms\u20131 0 5 10 15 20 25   the diagram shows the velocity\u2013time graph for a particle q travelling in a straight line with  velocity v ms-1 at time t s. the particle accelerates at 3.5  ms-2 for the first 10  s of its motion and  then travels at constant velocity, v ms-1, for 10  s. the particle then decelerates at a constant rate  and comes to rest. the distance travelled during the interval t 20 25gg  is 112.5  m.   (i) find the value of v. [1]   (ii) find the velocity of q when t25= . [3]   (iii) find the value of t when q comes to rest.  [3] question 10 is printed on the next page.",
+            "16": "16 0606/12/m/j/20 \u00a9 ucles 2020 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 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.10 (a) solve   tanx31=-    for x22ggrr-  radians, giving your answers in terms of r. [4]  (b) use your answers to part (a)  to sketch the graph of    tan yx 43 4 =+    for   x22ggrr-  radians    on the axes below. show the coordinates of the points where the curve meets the axes. oy x r 2\u2013r 4\u2013r 2r 4 [3]"
+        },
+        "0606_s20_qp_13.pdf": {
+            "1": "cambridge igcse\u2122dc (jc/ct) 196731/3 r \u00a9 ucles 2020  [turn overthis document has 16 pages. blank pages are indicated. *2037547431* additional mathematics  0606/13 paper 1  may/june  2020  2 hours you must answer on the question paper. no additional materials are needed. instructions  \u25cf answer all questions.  \u25cf use a black or dark blue pen. you may use an hb pencil for any diagrams or graphs.  \u25cf write your name, centre number and candidate number in the boxes at the top of the page.  \u25cf write your answer to each question in the space provided.  \u25cf do not use an erasable pen or correction fluid.  \u25cf do not write on any bar codes.  \u25cf you should use a calculator where appropriate.  \u25cf you must show all necessary working clearly; no marks will be given for unsupported answers from a  calculator.  \u25cf give non-exact numerical answers correct to 3 significant figures, or 1 decimal place for angles in  degrees, unless a different level of accuracy is specified in the question. information  \u25cf the total mark for this paper is 80.  \u25cf the number of marks for each question or part question is shown in brackets [  ].",
+            "2": "2 0606/13/m/j/20 \u00a9 ucles 2020 mathematical formulae 1.algebra quadratic equation    for the equation ax2 + bx + c = 0, xabb ac 242!=-- binomial theorem () \u2026\u2026 ab anabnabn rab b12nn nn nr rn 12 2+=++ ++ ++-- -j lkkj lkkj lkkn poon poon poo    where n is a positive integer and () !!! n r nr rn=-j lkkn poo arithmetic series ua n d sn al na n d1 21 212 1n n\u2212 \u2212=+ = += + ^^ ^ hh h #- geometric series ua r sra rr srar111 11nn nn1 1!\u2212\u2212 \u2212= = =3\u2212 ^ ^^h hh 2.trigonometry identities sin2 a + cos2 a = 1 sec2 a = 1 + tan2 a cosec2 a = 1 + cot2 a formulae for \u2206abc sins in sin aa bb cc== a2 = b2 + c2 \u2013 2bc cos a \u2206 = 21 bc sin a",
+            "3": "3 0606/13/m/j/20 \u00a9 ucles 2020 [turn over 1   () e x 3 fx=+  for xr!    ()xx 95 g=-  for xr!  (a) find the range of f and of g.  [2]  (b) find the exact solution of   () () xx fg1=-l. [3]  (c) find the solution of   ()x 112 g2= . [2]",
+            "4": "4 0606/13/m/j/20 \u00a9 ucles 2020 2 (a) given that   logl og xy2824+= ,   find the value of xy. [3]  (b) using the substitution y2x= , or otherwise, solve   22 21 0xx x 21 1-- +=++. [4]",
+            "5": "5 0606/13/m/j/20 \u00a9 ucles 2020 [turn over 3 at time t s, a particle travelling in a straight line has acceleration ()t21 ms221+--. when t0=, the  particle is 4  m from a fixed point o and is travelling with velocity 8ms1- away from o.   (a) find the velocity of the particle at time t s. [3]  (b) find the displacement of the particle from o at time t s. [4]",
+            "6": "6 0606/13/m/j/20 \u00a9 ucles 2020 4 (a) write   xx23 42+-    in the form ()ax bc2++ , where a, b and c are constants.  [3]  (b) hence write down the coordinates of the stationary point on the curve   yx x 23 42=+ -. [2]  (c) on the axes below, sketch the graph of   yx x 23 42=+ -,   showing the exact values of the  intercepts of the curve with the coordinate axes.  [3] oy x  (d) find the value of k for which   xx k 23 42+- =   has exactly 3 values of x. [1]",
+            "7": "7 0606/13/m/j/20 \u00a9 ucles 2020 [turn over 5    ()xx ax xb 61 2 p32=+ ++ , where a and b are integers.  ()xp has a remainder of 11 when divided by x3- and a remainder of 21- when divided by x1+.  (a) given that   () () () xx qx2 p=- ,   find ()qx , a quadratic factor with numerical coefficients.  [6]  (b) hence solve   ()x 0 p=. [2]",
+            "8": "8 0606/13/m/j/20 \u00a9 ucles 2020 6 (a) find the unit vector in the direction of 5 12-eo . [1]  (b) given that   kr4 12 310 5+-=-ee e oo o,   find the value of each of the constants k and r. [3]",
+            "9": "9 0606/13/m/j/20 \u00a9 ucles 2020 [turn over  (c) relative to an origin o, the points a, b and c have position vectors p, 3qp- and 95qp-    respectively.   (i) find ab in terms of p and q. [1]   (ii) find ac in terms of p and q. [1]   (iii) explain why a, b and c all lie in a straight line.  [1]   (iv) find the ratio   ab : bc. [1]",
+            "10": "10 0606/13/m/j/20 \u00a9 ucles 2020 7 o ac d bradi 12 cm10 cm  the diagram shows an isosceles triangle oab  such that oa ob 12cm ==  and angle aobi= radians.  points c and d lie on oa and ob respectively such that cd is an arc of the circle, centre o, radius  10 cm. the area of the sector ocd35cm2= .  (a) show that .07i= . [1]  (b) find the perimeter of the shaded region.  [4]  (c) find the area of the shaded region.  [3]",
+            "11": "11 0606/13/m/j/20 \u00a9 ucles 2020 [turn over 8 (a) an arithmetic progression has a first term of 7 and a common difference of 0.4. find the least  number of terms so that the sum of the progression is greater than 300.  [4]   (b) the sum of the first two terms of a geometric progression is 9 and its sum to infinity is 36. given  that the terms of the progression are positive, find the common ratio.  [4]",
+            "12": "12 0606/13/m/j/20 \u00a9 ucles 2020 9 xy 2= x3=yx53\u2013=y xo ba cd   the diagram shows part of the curve   xy 2=   intersecting the straight line   yx53=-    at the point a.  the straight line meets the x-axis at the point b. the point c lies on the x-axis and the point d lies on  the curve such that the line cd has equation   x3=.   find the exact area of the shaded region, giving  your answer in the form lnpq+ , where p and q are constants.  [8]",
+            "13": "13 0606/13/m/j/20 \u00a9 ucles 2020 [turn over additional working space for question 9.",
+            "14": "14 0606/13/m/j/20 \u00a9 ucles 2020 10 (a) given that   yx x2 =+ ,   show that   y x xax b 22 dd=++,   where a and b are constants.  [5]",
+            "15": "15 0606/13/m/j/20 \u00a9 ucles 2020  (b) find the exact coordinates of the stationary point of the curve   yx x2 =+ . [3]  (c) determine the nature of this stationary point.  [2]",
+            "16": "16 0606/13/m/j/20 \u00a9 ucles 2020 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 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.blank page"
+        },
+        "0606_s20_qp_21.pdf": {
+            "1": "cambridge igcse\u2122*3574984631* dc (pq/cb) 183937/5 \u00a9 ucles 2020  [turn overthis document has 16 pages. blank pages are indicated.additional mathematics  0606/21 paper 2  may/june  2020  2 hours you must answer on the question paper. no additional materials are needed. instructions  \u25cf answer  all questions.  \u25cf use a black or dark blue pen. you may use an hb pencil for any diagrams or graphs.  \u25cf write your name, centre number and candidate number in the boxes at the top of the page.  \u25cf write your answer to each question in the space provided.  \u25cf do not use an erasable pen or correction fluid.  \u25cf do not write on any bar codes.  \u25cf you should use a calculator where appropriate.  \u25cf you must show all necessary working clearly; no marks will be given for unsupported answers from a  calculator.  \u25cf give non-exact numerical answers correct to 3 significant figures, or 1 decimal place for angles in  degrees, unless a different level of accuracy is specified in the question. information  \u25cf the total mark for this paper is 80.  \u25cf the number of marks for each question or part question is shown in brackets [  ].",
+            "2": "2 0606/21/m/j/20 \u00a9 ucles 2020 mathematical formulae 1. algebra quadratic equation  for the equation ax bx c02++ =, xabb ac 242!=-- binomial theorem ()ab aa ba ba bnn n rb12nn nn nr rn 12 2ff += ++ ++++-- -ee e oo o  where n is a positive integer and  () !!! n r nr rn=-eo arithmetic series  () ua nd1n=+ -  () {( )} sn al na nd21 2121n=+ =+ - geometric series  ua rnn1=-  ()() srarr111nn ! =--  () srar111 =- 3 2. trigonometry identities sinc os aa 122+= sect an aa 122=+ eccosc ot aa 122=+ formulae for \u2206abc sins in sin aa bb cc== cos ab cb ca222 2=+ - sinbc a21t=",
+            "3": "3 0606/21/m/j/20 \u00a9 ucles 2020 [turn over 1 variables x and y are such that, when y4 is plotted against ,x1 a straight line graph passing through the  points (0.5, 9) and (3, 34) is obtained. find y as a function of x. [4] 2 (a) write   xx91 252-+    in the form () , px qr2-+  where p, q and r are constants.  [3]   (b) hence write down the coordinates of the minimum point of the curve   . yx x 91 252=- + [1]",
+            "4": "4 0606/21/m/j/20 \u00a9 ucles 2020 3 do not use a calculator in this question.     p()xx xx 15 22 15 232=+ -+  (a) find the remainder when ()xp is divided by . x1+ [2]  (b) (i) show that x2+ is a factor of ()xp.  [1]   (ii) write ()xp as a product of linear factors.  [3]",
+            "5": "5 0606/21/m/j/20 \u00a9 ucles 2020 [turn over 4 (a) in an examination, candidates must select 2 questions from the 5 questions in section a and select  4 questions from the 8 questions in section b. find the number of ways in which this can be done.  [2]  (b) the digits of the number 6  378 129 are to be arranged so that the resulting 7-digit number is even.  find the number of ways in which this can be done.   [2] 5 the vectors a and b are such that   ai ja=+    and    . bi j 12 b =+    (a) find the value of each of the constants a and b such that   () . ab ij 43 2 a -= +-  [3]   (b) hence find the unit vector in the direction of   . ba 4-  [2]",
+            "6": "6 0606/21/m/j/20 \u00a9 ucles 2020 6 find the values of k for which the line   yk x7 =-    and the curve   yx x 38 52=+ +   do not intersect.  [6]",
+            "7": "7 0606/21/m/j/20 \u00a9 ucles 2020 [turn over 7 (a) solve the simultaneous equations , 10 5xy2=+ 10 50xy34=+,   giving x and y in exact simplified form.  [4]  (b) solve   . xx21 0032 31-- = [3]",
+            "8": "8 0606/21/m/j/20 \u00a9 ucles 2020 8 (a) expand   () ,x 25-    simplifying each coefficient.  [3]  (b) hence solve    eeee.()xx xx28 0 10 325 45 #=- +-  [4]",
+            "9": "9 0606/21/m/j/20 \u00a9 ucles 2020 [turn over 9 a particle travels in a straight line. as it passes through a fixed point o, the particle is travelling at a  velocity of 3  ms\u20131. the particle continues at this velocity for 60 seconds then decelerates at a constant  rate for 15 seconds to a velocity of 1.6  ms\u20131. the particle then decelerates again at a constant rate for  5 seconds to reach point a, where it stops.    (a) sketch the velocity-time graph for this journey on the axes below.  [3] ov ms\u20131 t s  (b) find the distance between o and a.   [3]  (c) find the deceleration in the last 5 seconds.  [1]",
+            "10": "10 0606/21/m/j/20 \u00a9 ucles 2020 10   oy x() yx 32=- yx432= (, ) bb 4 (, ) aa 0  the diagram shows part of the graphs of   yx432=    and   () yx 32=- .   the graph of () yx 32=-     meets the x-axis at the point a(a, 0) and the two graphs intersect at the point b(b, 4).  (a) find the value of a and of b. [2]",
+            "11": "11 0606/21/m/j/20 \u00a9 ucles 2020 [turn over  (b) find the area of the shaded region.  [5]",
+            "12": "12 0606/21/m/j/20 \u00a9 ucles 2020 11 the function f is defined by   ()x21+ f()n l x=    for . x 0h  (a) sketch the graph of f() yx=  and hence sketch the graph of f( ) yx1=- on the axes below.  [3] oy x  the function g is defined by   g()( ) xx 412=- +   for . x 4g  (b) (i) find an expression for g( )x1- and state its domain and range.  [4]",
+            "13": "13 0606/21/m/j/20 \u00a9 ucles 2020 [turn over   (ii) find and simplify an expression for fg().x [2]   (iii)  explain why the function gf does not exist.  [1]",
+            "14": "14 0606/21/m/j/20 \u00a9 ucles 2020 12 (a) find the x-coordinates of the stationary points of the curve   e( ). yx 23x36=+  [6]    (b) a curve has equation f() yx=  and has exactly two stationary points. given that f( ),xx 47=-ll   f( .)05 0=l  and f( ),30=l  use the second derivative test to determine the nature of each of the  stationary points of this curve.  [2]",
+            "15": "15 0606/21/m/j/20 \u00a9 ucles 2020  (c) in this question all lengths are in centimetres. x 4xh   the diagram shows a solid cuboid with height h and a rectangular base measuring 4 x by x. the  volume of the cuboid is 40  cm3. given that x and h can vary and that the surface area of the cuboid  has a minimum value, find this value.       [5]",
+            "16": "16 0606/21/m/j/20 \u00a9 ucles 2020 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 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.blank page"
+        },
+        "0606_s20_qp_22.pdf": {
+            "1": "cambridge igcse\u2122*0698096858* dc (pq/cb) 183938/6 \u00a9 ucles 2020  [turn overthis document has 12 pages. blank pages are indicated.additional mathematics  0606/22 paper 2  may/june  2020  2 hours you must answer on the question paper. no additional materials are needed. instructions  \u25cf answer all questions.  \u25cf use a black or dark blue pen. you may use an hb pencil for any diagrams or graphs.  \u25cf write your name, centre number and candidate number in the boxes at the top of the page.  \u25cf write your answer to each question in the space provided.  \u25cf do not use an erasable pen or correction fluid.  \u25cf do not write on any bar codes.  \u25cf you should use a calculator where appropriate.  \u25cf you must show all necessary working clearly; no marks will be given for unsupported answers from a  calculator.  \u25cf give non-exact numerical answers correct to 3 significant figures, or 1 decimal place for angles in  degrees, unless a different level of accuracy is specified in the question. information  \u25cf the total mark for this paper is 80.  \u25cf the number of marks for each question or part question is shown in brackets [  ].",
+            "2": "2 0606/22/m/j/20 \u00a9 ucles 2020 mathematical formulae 1. algebra quadratic equation  for the equation ax bx c02++ =, xabb ac 242!=-- binomial theorem ()ab aa ba ba bnn n rb12nn nn nr rn 12 2ff += ++ ++++-- -ee e oo o  where n is a positive integer and  () !!! n r nr rn=-eo arithmetic series  () ua nd1n=+ -  () {( )} sn al na nd21 2121n=+ =+ - geometric series  ua rnn1=-  ()() srarr111nn ! =--  () srar111 =- 3 2. trigonometry identities sinc os aa 122+= sect an aa 122=+ eccosc ot aa 122=+ formulae for \u2206abc sins in sin aa bb cc== cos ab cb ca222 2=+ - sinbc a21t=",
+            "3": "3 0606/22/m/j/20 \u00a9 ucles 2020 [turn over 1 variables x and y are such that   e. sin yxx=+-   use differentiation to find the approximate change in   y as x increases from 4r to ,h4r+ where h is small.  [4] 2 do not use a calculator in this question.  the point ,p 15-`j  lies on the curve   . yx10 25 2=+   find the exact value of p, simplifying your  answer.  [5]",
+            "4": "4 0606/22/m/j/20 \u00a9 ucles 2020 3 find the values of  k for which the line   yx 3=-    intersects the curve   yk xk x5122=+ +   at two  distinct points.  [6]  4 the three roots of ()x 0 p=, where   ()xp xa xb xc 232=+ ++    are , x21= xn= and , xn=-  where  a, b, c and n are integers. the y-intercept of the graph of ()xp y=  is 4. find (),xp  simplifying your  coefficients.  [5]",
+            "5": "5 0606/22/m/j/20 \u00a9 ucles 2020 [turn over 5 solutions to this question by accurate drawing will not be accepted.  the points a and b are (4, 3) and (12, \u22127) respectively.  (a) find the equation of the line l, the perpendicular bisector of the line ab.  [4]  (b) the line parallel to ab which passes through the point (5, 12) intersects l at the point c. find the  coordinates of c. [4]",
+            "6": "6 0606/22/m/j/20 \u00a9 ucles 2020 6 (a) find the equation of the tangent to the curve   tan yx22 7 =+    at the point where . x8r=   give your answer in the form , ax ybcr-= + where a, b and c are integers.  [5]  (b) this tangent intersects the x-axis at p and the y-axis at q. find the length of pq. [2]",
+            "7": "7 0606/22/m/j/20 \u00a9 ucles 2020 [turn over 7 giving your answer in its simplest form, find the exact value of  (a) d,xx5210 04 +y  [4]  (b) ed .xnlx422 02+`jy  [5]",
+            "8": "8 0606/22/m/j/20 \u00a9 ucles 2020 8 (a) solve   cotc osec xx 31 42 02-- =   for \u00b0\u00b0 . x 0 36011  [5]  (b) show that   .cotsinc ostanc os sinyyyyy y 244-=-  [4]",
+            "9": "9 0606/22/m/j/20 \u00a9 ucles 2020 [turn over 9 (a) solve the equation   .279243xx 25 =- [3]   (b)           , logl og ba21 ab-=   where a 02 and . b 02   solve this equation for b, giving your answers in terms of a. [5]",
+            "10": "10 0606/22/m/j/20 \u00a9 ucles 2020 10 (a) the first 5 terms of a sequence are given below. 4   2-   1   .05-    0.25   (i) find the 20th term of the sequence.  [2]   (ii) explain why the sum to infinity exists for this sequence and find the value of this sum.  [2]",
+            "11": "11 0606/22/m/j/20 \u00a9 ucles 2020 [turn over  (b) the tenth term of an arithmetic progression is 15 times the second term. the sum of the first  6 terms of the progression is 87.   (i) find the common difference of the progression.  [4]   (ii) for this progression, the nth term is 6990. find the value of n. [3] question 11 is printed on the next page.",
+            "12": "12 0606/22/m/j/20 \u00a9 ucles 2020 11  a bc1c2  the circles with centres c1 and c2 have equal radii of length r cm. the line c1c2 is a radius of both  circles. the two circles intersect at a and b.  (a) given that the perimeter of the shaded region is 4 r cm, find the value of r.  [4]  (b) find the exact area of the shaded region.  [4] 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 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."
+        },
+        "0606_s20_qp_23.pdf": {
+            "1": "cambridge igcse\u2122*5963414462* dc (pq/cb) 183935/5 \u00a9 ucles 2020  [turn overthis document has 16 pages. blank pages are indicated.additional mathematics  0606/23 paper 2  may/june  2020  2 hours you must answer on the question paper. no additional materials are needed. instructions  \u25cf answer  all questions.  \u25cf use a black or dark blue pen. you may use an hb pencil for any diagrams or graphs.  \u25cf write your name, centre number and candidate number in the boxes at the top of the page.  \u25cf write your answer to each question in the space provided.  \u25cf do not use an erasable pen or correction fluid.  \u25cf do not write on any bar codes.  \u25cf you should use a calculator where appropriate.  \u25cf you must show all necessary working clearly; no marks will be given for unsupported answers from a  calculator.  \u25cf give non-exact numerical answers correct to 3 significant figures, or 1 decimal place for angles in  degrees, unless a different level of accuracy is specified in the question. information  \u25cf the total mark for this paper is 80.  \u25cf the number of marks for each question or part question is shown in brackets [  ].",
+            "2": "2 0606/23/m/j/20 \u00a9 ucles 2020 mathematical formulae 1. algebra quadratic equation  for the equation ax bx c02++ =, xabb ac 242!=-- binomial theorem ()ab aa ba ba bnn n rb12nn nn nr rn 12 2ff += ++ ++++-- -ee e oo o  where n is a positive integer and  () !!! n r nr rn=-eo arithmetic series  () ua nd1n=+ -  () {( )} sn al na nd21 2121n=+ =+ - geometric series  ua rnn1=-  ()() srarr111nn ! =--  () srar111 =- 3 2. trigonometry identities sinc os aa 122+= sect an aa 122=+ eccosc ot aa 122=+ formulae for \u2206abc sins in sin aa bb cc== cos ab cb ca222 2=+ - sinbc a21t=",
+            "3": "3 0606/23/m/j/20 \u00a9 ucles 2020 [turn over1 solutions to this question by accurate drawing will not be accepted.  find the equation of the perpendicular bisector of the line joining the points (4, 7-) and ( 8-, 9).  [4] 2 find the set of values of k for which   xk xk 44 23 02-+ +=    has no real roots.  [5]",
+            "4": "4 0606/23/m/j/20 \u00a9 ucles 2020 3 (a) on the axes below, sketch the graph of   () () () , yx xx216 =-+- -    showing the coordinates of  the points where the graph meets the coordinate axes. oy x  [2]  (b) hence solve   () () () . xx x 216 0g -+ --   [2]",
+            "5": "5 0606/23/m/j/20 \u00a9 ucles 2020 [turn over 4 (a) (i) find how many different 5-digit numbers can be formed using five of the eight digits  1, 2, 3, 4, 5, 6, 7, 8   if each digit can be used once only.  [2]   (ii) find how many of these 5-digit numbers are greater than 60  000. [2]  (b) a team of 3 people is to be selected from 4 men and 5 women. find the number of different teams  that could be selected which include at least 2 women.  [2]",
+            "6": "6 0606/23/m/j/20 \u00a9 ucles 2020 5 do not use a calculator in this question.  (a) simplify   .72128 [2]  (b) simplify   131 32 33 +-+ ,   giving your answer as a fraction with an integer denominator.  [4]",
+            "7": "7 0606/23/m/j/20 \u00a9 ucles 2020 [turn over 6 (a) the curve   sin ya bx c =+    has a period of 180\u00b0, an amplitude of 20 and passes through the point   (90\u00b0, 3-). find the value of each of the constants a, b and c. [3]  (b) the function g is defined, for \u00b0\u00b0 , x 135 135 gg -  by   () . tan xx324 g=-    sketch the graph of   () yx g=  on the axes below, stating the coordinates of the point where the graph crosses the  y-axis.  [2] 0 135\u00b0y x \u00b0135-",
+            "8": "8 0606/23/m/j/20 \u00a9 ucles 2020 7 variables x and y are connected by the relationship   , ya xn=    where a and n are constants.  (a) transform the relationship   ya xn=    to straight line form.  [2]  when lyn is plotted against lxn a straight line graph passing through the points (0, 0.5) and (3.2, 1.7)  is obtained.  (b) find the value of n and of a. [4]  (c)  find the value of y when . x 11=  [2]",
+            "9": "9 0606/23/m/j/20 \u00a9 ucles 2020 [turn over 8 (a) differentiate   () sin xx43+- tan y=    with respect to x. [2]  (b) variables x and y are such that   en( ).lyx 225 x3=+   use differentiation to find the approximate  change in y as x increases from 1 to 1 + h, where h is small.  [6]",
+            "10": "10 0606/23/m/j/20 \u00a9 ucles 2020 9 do not use a calculator in this question.   (a) find the term independent of x in the binomial expansion of   xx316 -bl . [2]   (b) in the expansion of   x12n +bl    the coefficient of x4 is half the coefficient of x6. find the value of  the positive constant n. [6]",
+            "11": "11 0606/23/m/j/20 \u00a9 ucles 2020 [turn over 10 solve the equation  (a) sect an aa 51 48 02+- =   for   , a 0 180 \u00b0\u00b0gg  [4]  (b)  sinb 54820r-+ = bl    for   b44ggrr-    radians.  [4]",
+            "12": "12 0606/23/m/j/20 \u00a9 ucles 2020 11 in this question all lengths are in centimetres.  the volume, v, of a cone of height h and base radius  r is given by   . vr h31 2r= 180w 90r  the diagram shows a large hollow cone from which a smaller cone of height 180 and base radius 90  has been removed. the remainder has been fitted with a circular base of radius 90 to form a container  for water. the depth of water in the container is w and the surface of the water is a circle of radius r.   (a) find an expression for r in terms of w and show that the volume v of the water in the container is  given by   . vw12180 4860003 rr =+ - `j  [3]   ",
+            "13": "13 0606/23/m/j/20 \u00a9 ucles 2020 [turn over  (b) water is poured into the container at a rate of 10  000 cm3s\u22121. find the rate at which the depth of the  water is increasing when . w 10=  [4]",
+            "14": "14 0606/23/m/j/20 \u00a9 ucles 2020 12 (a) (i) given that   f(),cosxx1=    show that   f( ). tans ec xx x =l   [3]    (ii) hence find   ed . tans ecxx x 3x3 4- `jy  [3]",
+            "15": "15 0606/23/m/j/20 \u00a9 ucles 2020  (b) given that   ,lpxpx102 dn 25 += y    find the value of the positive constant p. [5]",
+            "16": "16 0606/23/m/j/20 \u00a9 ucles 2020 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 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.blank page"
+        },
+        "0606_w20_qp_11.pdf": {
+            "1": "cambridge igcse\u2122*3081135600* dc (pq/fc) 187997/3 \u00a9 ucles 2020  [turn overthis document has 16 pages. blank pages are indicated.additional mathematics  0606/11 paper 1  october/november  2020  2 hours you must answer on the question paper. no additional materials are needed. instructions  \u25cf answer all questions.  \u25cf use a black or dark blue pen. you may use an hb pencil for any diagrams or graphs.  \u25cf write your name, centre number and candidate number in the boxes at the top of the page.  \u25cf write your answer to each question in the space provided.  \u25cf do not use an erasable pen or correction fluid.  \u25cf do not write on any bar codes.  \u25cf you should use a calculator where appropriate.   \u25cf you must show all necessary working clearly; no marks will be given for unsupported answers from a  calculator.   \u25cf give non-exact numerical answers correct to 3 significant figures, or 1 decimal place for angles in  degrees, unless a different level of accuracy is specified in the question. information  \u25cf the total mark for this paper is 80.  \u25cf the number of marks for each question or part question is shown in brackets [  ].",
+            "2": "2 0606/11/o/n/20 \u00a9 ucles 2020 mathematical formulae 1. algebra quadratic equation  for the equation ax bx c02++ =, xabb ac 242!=-- binomial theorem ()ab aa ba ba bnn n rb12nn nn nr rn 12 2ff += ++ ++++-- -ee e oo o  where n is a positive integer and  () !!! n r nr rn=-eo arithmetic series  () ua nd1n=+ -  () {( )} sn al na nd21 2121n=+ =+ - geometric series  ua rnn1=-  ()() srarr111nn ! =--  () srar111 =- 3 2. trigonometry identities sinc os aa 122+= sect an aa 122=+ eccosc ot aa 122=+ formulae for \u2206abc sins in sin aa bb cc== cos ab cb ca222 2=+ - sinbc a21t=",
+            "3": "3 0606/11/o/n/20 \u00a9 ucles 2020 [turn over 1  - 2 - 1 0 424y x  the diagram shows the graph of () yx p= , where ()xp is a cubic function. find the two possible  expressions for ()xp. [3] 2 (a) write down the amplitude of   cosx143+ bl. [1]  (b) write down the period of   cosx143+ bl. [1]  (c) on the axes below, sketch the graph of   cos yx143=+ bl   for x 180 180 \u00b0\u00b0 \u00b0 gg - .  - 60 60 120 180xy 0 - 120 - 180123456  [3]",
+            "4": "4 0606/11/o/n/20 \u00a9 ucles 2020 3 (a) write   p qp rqr 313231 -`` jj    in the form pq rab c, where a, b and c are constants.  [3]  (b) solve   xx65 1032 31-+ =. [3]",
+            "5": "5 0606/11/o/n/20 \u00a9 ucles 2020 [turn over 4 it is given that   sintanyxx3= .   (a) find the exact value of xy dd when x3r=. [4]  (b) hence find the approximate change in y as x increases from 3r to h3r+, where h is small.  [1]    (c) given that x is increasing at the rate of  3 units per second, find the corresponding rate of change in  y when x3r=, giving your answer in its simplest surd form.  [2]",
+            "6": "6 0606/11/o/n/20 \u00a9 ucles 2020 5 (a) (i) find how many different 4-digit numbers can be formed using the digits 1, 3, 4, 6, 7 and 9.    each digit may be used once only in any 4-digit number.  [1]   (ii) how many of these 4-digit numbers are even and greater than 6000?  [3]",
+            "7": "7 0606/11/o/n/20 \u00a9 ucles 2020 [turn over  (b) a committee of 5 people is to be formed from 6 doctors, 4 dentists and 3 nurses. find the number  of different committees that could be formed if   (i) there are no restrictions,  [1]   (ii) the committee contains at least one doctor,  [2]   (iii) the committee contains all the nurses.  [1]",
+            "8": "8 0606/11/o/n/20 \u00a9 ucles 2020 6 a particle p is initially at the point with position vector 30 10eo and moves with a constant speed of  10ms1- in the same direction as 4 3-eo .   (a) find the position vector of p after t s. [3]  as p starts moving, a particle q starts to move such that its position vector after t s is given by  t80 905 12-+ ee oo .  (b) write down the speed of q. [1]    (c) find the exact distance between p and q when t10= , giving your answer in its simplest surd  form.  [3]",
+            "9": "9 0606/11/o/n/20 \u00a9 ucles 2020 [turn over 7 it is given that   () ()ln xx 52 3 f=+    for x232-.    (a)  write down the range of f.  [1]  (b) find f1- and state its domain.  [3]  (c) on the axes below, sketch the graph of () yx f=  and the graph of () yx f1=-. label each curve   and state the intercepts on the coordinate axes. oy x  [5]",
+            "10": "10 0606/11/o/n/20 \u00a9 ucles 2020 8 (a) (i) show that   () () cose cs in sinsec11 22 ii ii+-= . [4]   (ii) hence solve   () () cose cs in sin 143 2ii i +- =   for   \u00b0\u00b0180 180 ggi - . [4]",
+            "11": "11 0606/11/o/n/20 \u00a9 ucles 2020 [turn over  (b) solve   sinc os 332332 rrzz+= + ee oo    for 032ggrz  radians, giving your answers in terms of r.  [4]",
+            "12": "12 0606/11/o/n/20 \u00a9 ucles 2020 9 (a) given that   lnx xx1 2313 da 1-+= eoy ,   where a 02, find the exact value of a, giving your answer  in simplest surd form.  [6]",
+            "13": "13 0606/11/o/n/20 \u00a9 ucles 2020 [turn over  (b) find the exact value of   sinc os xx x 2312 d 0r 3 r+- + e bl o y . [5]",
+            "14": "14 0606/11/o/n/20 \u00a9 ucles 2020 10 (a) an arithmetic progression has a second term of 8 and a fourth term of 18. find the least number of  terms for which the sum of this progression is greater than 1560.  [6]",
+            "15": "15 0606/11/o/n/20 \u00a9 ucles 2020  (b) a geometric progression has a sum to infinity of 72. the sum of the first 3 terms of this progression  is 8333.    (i) find the value of the common ratio.  [5]   (ii) hence find the value of the first term.  [1]",
+            "16": "16 0606/11/o/n/20 \u00a9 ucles 2020 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 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.blank page"
+        },
+        "0606_w20_qp_12.pdf": {
+            "1": "cambridge igcse\u2122*7394703437* dc (pq/fc) 187996/3 \u00a9 ucles 2020  [turn overthis document has 16 pages. blank pages are indicated.additional mathematics  0606/12 paper 1  october/november  2020  2 hours you must answer on the question paper. no additional materials are needed. instructions  \u25cf answer all questions.  \u25cf use a black or dark blue pen. you may use an hb pencil for any diagrams or graphs.  \u25cf write your name, centre number and candidate number in the boxes at the top of the page.  \u25cf write your answer to each question in the space provided.  \u25cf do not use an erasable pen or correction fluid.  \u25cf do not write on any bar codes.  \u25cf you should use a calculator where appropriate.  \u25cf you must show all necessary working clearly; no marks will be given for unsupported answers from a  calculator.  \u25cf give non-exact numerical answers correct to 3 significant figures, or 1 decimal place for angles in  degrees, unless a different level of accuracy is specified in the question. information  \u25cf the total mark for this paper is 80.  \u25cf the number of marks for each question or part question is shown in brackets [  ].",
+            "2": "2 0606/12/o/n/20 \u00a9 ucles 2020 mathematical formulae 1. algebra quadratic equation  for the equation ax bx c02++ =, xabb ac 242!=-- binomial theorem ()ab aa ba ba bnn n rb12nn nn nr rn 12 2ff += ++ ++++-- -ee e oo o  where n is a positive integer and () !!! n r nr rn=-eo arithmetic series  () ua nd1n=+ -  () {( )} sn al na nd21 2121n=+ =+ - geometric series  ua rnn1=-  ()() srarr111nn ! =--  () srar111 =- 3 2. trigonometry identities sinc os aa 122+= sect an aa 122=+ eccosc ot aa 122=+ formulae for \u2206abc sins in sin aa bb cc== cos ab cb ca222 2=+ - sinbc a21t=",
+            "3": "3 0606/12/o/n/20 \u00a9 ucles 2020 [turn over 1 the curve   yx k 242=+ +   intersects the straight line () yk x4 =+  at two distinct points. find the  possible values of k. [4] 2 - 5 - 4 - 3 - 2 - 1 0 1 25y x  the diagram shows the graph of () yx f= , where ()xf is a cubic polynomial.  (a) find ()xf. [3]  (b) write down the values of x such that ()x 0 f1. [2]",
+            "4": "4 0606/12/o/n/20 \u00a9 ucles 2020 3 (a) write down the amplitude of cosx231-. [1]  (b) write down the period of cosx231-. [1]  (c) on the axes below, sketch the graph of   cos yx231 =-    for   x3 ggrr-  radians.   - r 0 r 2r 3r1 - 1 - 2 - 323y x  [3]",
+            "5": "5 0606/12/o/n/20 \u00a9 ucles 2020 [turn over 4 the 7th and 10th terms of an arithmetic progression are 158 and 149 respectively.  (a) find the common difference and the first term of the progression.  [3]  (b) find the least number of terms of the progression for their sum to be negative.  [3]",
+            "6": "6 0606/12/o/n/20 \u00a9 ucles 2020 5 find the coefficient of x2 in the expansion of   xxxx325 -+bb ll . [5]",
+            "7": "7 0606/12/o/n/20 \u00a9 ucles 2020 [turn over 6  ()xx x23 f2=+ -   for x 1h-     (a) given that the minimum value of xx232+-  occurs when x 1=- , explain why ()xf has an inverse.  [1]  (b) on the axes below, sketch the graph of () yx f=  and the graph of () yx f1=-. label each graph  and state the intercepts on the coordinate axes. oy x  [4]",
+            "8": "8 0606/12/o/n/20 \u00a9 ucles 2020 7 a curve has equation   lnyxx 21352 =+- `j    for x3522.  (a) find the equation of the normal to the curve at the point where x 2= . [6]  (b) find the approximate change in y as x increases from 2 to h2+, where h is small.  [1]",
+            "9": "9 0606/12/o/n/20 \u00a9 ucles 2020 [turn over 8 (a) find the number of ways in which 12 people can be put into 3 groups containing 3, 4 and 5 people  respectively.  [3]  (b) 4-digit numbers are to be formed using four of the digits 2, 3, 7, 8 and 9. each digit may be used  once only in any 4-digit number. find how many 4-digit numbers can be formed if   (i) there are no restrictions,  [1]   (ii) the number is even,  [1]   (iii) the number is greater than 7000 and odd.  [3]",
+            "10": "10 0606/12/o/n/20 \u00a9 ucles 2020 9 a curve has equation   () yx x 21 43 =- +.   (a) show that   () xy xax b 434 dd=++,   where a and b are constants.  [5]  (b) hence write down the x-coordinate of the stationary point of the curve.  [1]  (c) determine the nature of this stationary point.  [2]",
+            "11": "11 0606/12/o/n/20 \u00a9 ucles 2020 [turn over 10 the polynomial   ()xx ax bx 62 p32=+ ++ ,   where a and b are integers, has a factor of   x2-.      (a) given that   () () 12 0 pp=- ,  find the value of a and of b. [4]  (b) using your values of a and b,     (i) find the remainder when ()xp is divided by x21-,  [2]   (ii) factorise   ()xp. [2]",
+            "12": "12 0606/12/o/n/20 \u00a9 ucles 2020 11 in this question all lengths are in centimetres and all angles are in radians. a b co r rr rd e f  the diagram shows the rectangle adef , where af de r == . the points b and c lie on ad such that     ab cd r == . the curve bc is an arc of the circle, centre o, radius r and has a length of 1.5 r.  (a) show that the perimeter of the shaded region is (. .) sin r 75 20 75 + . [5]",
+            "13": "13 0606/12/o/n/20 \u00a9 ucles 2020 [turn over  (b) find the area of the shaded region, giving your answer in the form kr2, where k is a constant  correct to 2 decimal places.  [4] ",
+            "14": "14 0606/12/o/n/20 \u00a9 ucles 2020 12 (a)  0v ms\u20131 t s 2030v 60 90   the diagram shows the velocity\u2013time graph of a particle p that travels 2775  m in 90  s, reaching a  final velocity of vms1-.   (i) find the value of v. [3]   (ii) write down the acceleration of p when t40= . [1]",
+            "15": "15 0606/12/o/n/20 \u00a9 ucles 2020  (b) the acceleration, a ms2-, of a particle q travelling in a straight line, is given by   cos at62=    at  time t s. when t0= the particle is at point o and is travelling with a velocity of 10ms1-.   (i) find the velocity of q at time t. [3]   (ii) find the displacement of q from o at time t. [3]",
+            "16": "16 0606/12/o/n/20 \u00a9 ucles 2020 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 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.blank page"
+        },
+        "0606_w20_qp_13.pdf": {
+            "1": "dc (pq/fc) 187995/4 \u00a9 ucles 2020  [turn overthis document has 16 pages. blank pages are indicated. *2950468632* additional mathematics  0606/13 paper 1  october/november  2020  2 hours you must answer on the question paper. no additional materials are needed. instructions  \u25cf answer all questions.  \u25cf use a black or dark blue pen. you may use an hb pencil for any diagrams or graphs.  \u25cf write your name, centre number and candidate number in the boxes at the top of the page.  \u25cf write your answer to each question in the space provided.  \u25cf do not use an erasable pen or correction fluid.  \u25cf do not write on any bar codes.  \u25cf you should use a calculator where appropriate.  \u25cf you must show all necessary working clearly; no marks will be given for unsupported answers from a  calculator.  \u25cf give non-exact numerical answers correct to 3 significant figures, or 1 decimal place for angles in  degrees, unless a different level of accuracy is specified in the question. information  \u25cf the total mark for this paper is 80.  \u25cf the number of marks for each question or part question is shown in brackets [  ].cambridge igcse\u2122",
+            "2": "2 0606/13/o/n/20 \u00a9 ucles 2020 mathematical formulae 1.algebra quadratic equation    for the equation ax2 + bx + c = 0, xabb ac 242!=-- binomial theorem () \u2026\u2026 ab anabnabn rab b12nn nn nr rn 12 2+=++ ++ ++-- -j lkkj lkkj lkkn poon poon poo    where n is a positive integer and () !!! n r nr rn=-j lkkn poo arithmetic series ua n d sn al na n d1 21 212 1n n\u2212 \u2212=+ = += + ^^ ^ hh h #- geometric series ua r sra rr srar111 11nn nn1 1!\u2212\u2212 \u2212= = =3\u2212 ^ ^^h hh 2.trigonometry identities sin2 a + cos2 a = 1 sec2 a = 1 + tan2 a cosec2 a = 1 + cot2 a formulae for \u2206abc sins in sin aa bb cc== a2 = b2 + c2 \u2013 2bc cos a \u2206 = 21 bc sin a",
+            "3": "3 0606/13/o/n/20 \u00a9 ucles 2020 [turn over 1 (a) on the axes below, sketch the graph of   () () () yx xx21 3 =- +- ,   stating the intercepts on the  coordinate axes.   oy x  [3]  (b) hence write down the values of x such that   () () () xx x 21 302 -+ - .  [2]",
+            "4": "4 0606/13/o/n/20 \u00a9 ucles 2020 2 (a)  given that   yx 1ex 223 =+- ,  find xy dd. [3]  (b) hence, given that y is increasing at the rate of 2 units per second, find the exact rate of change of x  when x2=. [3]",
+            "5": "5 0606/13/o/n/20 \u00a9 ucles 2020 [turn over 3 (a)  () ()ln xx 42 1 f=-   (i) write down the largest possible domain for the function f.  [1]   (ii) find ()x f1- and its domain.  [3]  (b)  ()xx 5 g=+    for xr!       ()xx 23 h=-    for x23h    solve   ()x 7 gh =. [3]",
+            "6": "6 0606/13/o/n/20 \u00a9 ucles 2020 4 (a) x m t s 0 50 65 85 12550100150   the diagram shows the x\u2013t graph for a runner, where displacement, x, is measured in metres and  time, t, is measured in seconds.     (i) on the axes below, draw the v\u2013t graph for the runner.  [3]  v ms\u20131 t s 01234 - 4- 3- 2- 150 65 85 125   (ii) find the total distance covered by the runner in 125  s. [1]",
+            "7": "7 0606/13/o/n/20 \u00a9 ucles 2020 [turn over  (b) the displacement, x m, of a particle from a fixed point at time t s is given by   cos xt633r=+ bl .  find the acceleration of the particle when t32r= . [3] 5 given that the coefficient of x2 in the expansion of   () xx112n +- bl    is 425, find the value of the  positive integer n. [5]",
+            "8": "8 0606/13/o/n/20 \u00a9 ucles 2020 6 it is known that   ya 10bx2#= ,   where a and b are constants. when lgy is plotted against x2, a  straight line passing through the points (3.63, 5.25) and (4.83, 6.88) is obtained.    (a)  find the value of a and of b. [4]  using your values of a and b, find   (b) the value of y when x2=,  [2]    (c) the positive value of x when y4=. [2]",
+            "9": "9 0606/13/o/n/20 \u00a9 ucles 2020 [turn over 7 the polynomial   ()xa xb xx 19 4 p32=+ -+ ,   where a and b are constants, has a factor   x4+   and is  such that   () () 21 50 pp= .     (a) show that   () () () xx ax bxc 4 p2=+ ++ , where a, b and c are integers to be found.  [6]  (b) hence factorise ()xp. [1]  (c) find the remainder when ()xpl is divided by x. [1]",
+            "10": "10 0606/13/o/n/20 \u00a9 ucles 2020 8 in this question all lengths are in centimetres. co ba r 0.5 r1.45  r  the diagram shows the figure abc . the arc ab is part of a circle, centre o, radius r, and is of length  1.45r. the point o lies on the straight line cb such that . co r05= .   (a) find, in radians, the angle aob . [1]  (b) find the area of abc , giving your answer in the form  kr2, where  k is a constant.  [3]",
+            "11": "11 0606/13/o/n/20 \u00a9 ucles 2020 [turn over  (c) given that the perimeter of abc  is 12  cm, find the value of r. [4]",
+            "12": "12 0606/13/o/n/20 \u00a9 ucles 2020 9  c o bba xa y  the diagram shows the triangle oac . the point b is the midpoint of oc. the point y lies on ac such  that oy intersects ab at the point x where ::axxb 31= . it is given that oa a= and b ob=.  (a) find ox in terms of a and b, giving your answer in its simplest form.  [3]  (b) find ac in terms of a and b. [1]",
+            "13": "13 0606/13/o/n/20 \u00a9 ucles 2020 [turn over  (c) given that oy oxh= , find ay in terms of a, b and h. [1]  (d) given that ay acm= , find the value of h and of  m. [4]",
+            "14": "14 0606/13/o/n/20 \u00a9 ucles 2020 10 (a) show that   xx11 31 02 +++   can be written as   xxx 31 31 051 2 2+++. [1]  (b) y p oqx = 2 xyxxx 31 31 051 2 2=+++   the diagram shows part of the curve   yxxx 31 31 051 2 2=+++,   the line   x2=   and a straight line of  gradient 1. the curve intersects the y-axis at the point p. the line of gradient 1 passes through p  and intersects the x-axis at the point q. find the area of the shaded region, giving your answer in  the form ln ab323 + `j , where a and b are constants.  [9]",
+            "15": "15 0606/13/o/n/20 \u00a9 ucles 2020 [turn over additional working space for question 10 question 11 is printed on the next page.",
+            "16": "16 0606/13/o/n/20 \u00a9 ucles 2020 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 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.11 (a) given that   cost an xx 23 = ,   show that   sins in xx 23 202+- =. [3]  (b) hence solve   cost an 22 24 43rraa + += bb ll    for 011 ra  radians, giving your answers in  terms of r.  [4]"
+        },
+        "0606_w20_qp_21.pdf": {
+            "1": "cambridge igcse\u2122dc (lk/sg) 187994/3 \u00a9 ucles 2020  [turn overthis document has 16 pages. blank pages are indicated.additional mathematics  0606/21 paper 2  october/november  2020  2 hours you must answer on the question paper. no additional materials are needed. instructions  \u25cf answer all questions.  \u25cf use a black or dark blue pen. you may use an hb pencil for any diagrams or graphs.  \u25cf write your name, centre number and candidate number in the boxes at the top of the page.  \u25cf write your answer to each question in the space provided.  \u25cf do not use an erasable pen or correction fluid.  \u25cf do not write on any bar codes.  \u25cf you should use a calculator where appropriate.  \u25cf you must show all necessary working clearly; no marks will be given for unsupported answers from a  calculator.  \u25cf give non-exact numerical answers correct to 3 significant figures, or 1 decimal place for angles in  degrees, unless a different level of accuracy is specified in the question. information  \u25cf the total mark for this paper is 80.  \u25cf the number of marks for each question or part question is shown in brackets [  ]. *8320369122*",
+            "2": "2 0606/21/o/n/20 \u00a9 ucles 2020 mathematical formulae 1. algebra quadratic equation  for the equation ax bx c02++ =, xabb ac 242!=-- binomial theorem ()ab aa ba ba bnn n rb12nn nn nr rn 12 2ff += ++ ++++-- -ee e oo o  where n is a positive integer and  () !!! n r nr rn=-eo arithmetic series  () ua nd1n=+ -  () {( )} sn an an d l21 2121n=+ =+ - geometric series  ua rnn1=-  ()() srarr111nn ! =--  () srar111 =- 3 2. trigonometry identities sinc os aa 122+= sect an aa 122=+ eccosc ot aa 122=+ formulae for \u2206abc sins in sin aa bb cc== cos ab cb ca222 2=+ - sinbc a21t=",
+            "3": "3 0606/21/o/n/20 \u00a9 ucles 2020 [turn over 1 solve the inequality   xx32 82++ . [3] 2 find the coordinates of the points of intersection of the curve   xx y92+=    and the line yx322 =- .  [5]",
+            "4": "4 0606/21/o/n/20 \u00a9 ucles 2020 3 write     ggllxy32+-    as a single logarithm.  [3] 4 it is given that   ()lnsinc os yx x 3 =+    for   x 0211r.  (a) find xy dd. [3]  (b) find the value of x for which   xy 21 dd=-  . [3]",
+            "5": "5 0606/21/o/n/20 \u00a9 ucles 2020 [turn over 5 the first three terms in the expansion of   () ab xx15++`j    are   xc x 32 2082-+ .   find the value of  each of the integers a, b and c. [7]",
+            "6": "6 0606/21/o/n/20 \u00a9 ucles 2020 6 do not use a calculator in this question.  in this question all lengths are in centimetres.  31+ 15\u00b0a c b31-  in the diagram above  ac 31=- , ab 31=+ , angle \u00b0 abc 15=  and angle \u00b0 cab 90= .  (a) show that   \u00b0 tan152 3 =- . [3]  (b) find the exact length of bc. [2]",
+            "7": "7 0606/21/o/n/20 \u00a9 ucles 2020 [turn over 7 do not use a calculator in this question.     ()pxx xx 23 23 1232=- + -  (a) find the value of p21bl. [1]  (b) write ()px as the product of three linear factors and hence solve   ()px 0=. [5]",
+            "8": "8 0606/21/o/n/20 \u00a9 ucles 2020 8 the population p, in millions, of a country is given by   pa bt#= ,   where t is the number of years  after january 2000 and a and b are constants. in january 2010 the population was 40  million and had  increased to 45 million by january 2013.  (a) show that . b 104=  to 2 decimal places and find a to the nearest integer.  [4]  (b) find the population in january 2020, giving your answer to the nearest million.  [1]  (c) in january of which year will the population be over 100 million for the first time?  [3]",
+            "9": "9 0606/21/o/n/20 \u00a9 ucles 2020 [turn over 9 a particle moves in a straight line such that, t seconds after passing a fixed point o, its displacement  from o is s m, where   ee st 10 12 9tt2=- -+ .  (a) find expressions for the velocity and acceleration at time t. [3]  (b) find the time when the particle is instantaneously at rest.  [3]  (c) find the acceleration at this time.  [2]",
+            "10": "10 0606/21/o/n/20 \u00a9 ucles 2020 10 the gradient of the normal to a curve at the point ( x, y) is given by   xx 1+ .  (a) given that the curve passes through the point (1, 4), show that its equation is    ln yx x 5=- -.  [5]",
+            "11": "11 0606/21/o/n/20 \u00a9 ucles 2020 [turn over  (b) find, in the form ym xc=+ , the equation of the tangent to the curve at the point where x3=.  [3]",
+            "12": "12 0606/21/o/n/20 \u00a9 ucles 2020 11 the equation of a curve is   yx x 162=-    for x04gg .  (a) find the exact coordinates of the stationary point of the curve.  [6]",
+            "13": "13 0606/21/o/n/20 \u00a9 ucles 2020 [turn over  (b) find   dd xx 16223 - `j  and hence evaluate the area enclosed by the curve   yx x 162=-  and the   lines , yx 01==  and x3=. [5]",
+            "14": "14 0606/21/o/n/20 \u00a9 ucles 2020 12  4 cm b a5 cm3 cmc d  the diagram shows a shape consisting of two circles of radius 3  cm and 4  cm with centres a and b  which are 5  cm apart. the circles intersect at c and d as shown. the lines ac and bc are tangents to  the circles, centres b and a respectively. find  (a) the angle cab  in radians,  [2]",
+            "15": "15 0606/21/o/n/20 \u00a9 ucles 2020  (b) the perimeter of the whole shape,  [4]  (c) the area of the whole shape.  [4]",
+            "16": "16 0606/21/o/n/20 \u00a9 ucles 2020 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 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.blank page"
+        },
+        "0606_w20_qp_22.pdf": {
+            "1": "cambridge igcse\u2122dc (lk/sg) 187993/3 \u00a9 ucles 2020  [turn overthis document has 16 pages. blank pages are indicated.additional mathematics  0606/22 paper 2  october/november  2020  2 hours you must answer on the question paper. no additional materials are needed. instructions  \u25cf answer all questions.  \u25cf use a black or dark blue pen. you may use an hb pencil for any diagrams or graphs.  \u25cf write your name, centre number and candidate number in the boxes at the top of the page.  \u25cf write your answer to each question in the space provided.  \u25cf do not use an erasable pen or correction fluid.  \u25cf do not write on any bar codes.  \u25cf you should use a calculator where appropriate.  \u25cf you must show all necessary working clearly; no marks will be given for unsupported answers from a  calculator.  \u25cf give non-exact numerical answers correct to 3 significant figures, or 1 decimal place for angles in  degrees, unless a different level of accuracy is specified in the question. information  \u25cf the total mark for this paper is 80.  \u25cf the number of marks for each question or part question is shown in brackets [  ]. *6696758013*",
+            "2": "2 0606/22/o/n/20 \u00a9 ucles 2020 mathematical formulae 1. algebra quadratic equation  for the equation ax bx c02++ =, xabb ac 242!=-- binomial theorem ()ab aa ba ba bnn n rb12nn nn nr rn 12 2ff += ++ ++++-- -ee e oo o  where n is a positive integer and  () !!! n r nr rn=-eo arithmetic series  () ua nd1n=+ -  () {( )} sn al na nd21 2121n=+ =+ - geometric series  ua rnn1=-  ()() srarr111nn ! =--  () srar111 =- 3 2. trigonometry identities sinc os aa 122+= sect an aa 122=+ eccosc ot aa 122=+ formulae for \u2206abc sins in sin aa bb cc== cos ab cb ca222 2=+ - sinbc a21t=",
+            "3": "3 0606/22/o/n/20 \u00a9 ucles 2020 [turn over 1 solve the inequality   () () xx81 03 52 -- . [4] 2 find the value of x such that   2432 8xx 11 x 3 31 # =-+  . [4]",
+            "4": "4 0606/22/o/n/20 \u00a9 ucles 2020 3 (a) find the equation of the perpendicular bisector of the line joining the points (12, 1) and (4,  3),  giving your answer in the form ym xc=+ . [5]  (b) the perpendicular bisector cuts the axes at points a and b. find the length of ab. [3]",
+            "5": "5 0606/22/o/n/20 \u00a9 ucles 2020 [turn over 4 solve the simultaneous equations.     () () ()log logl ogxy xy2 21 23 33+= += + [6]",
+            "6": "6 0606/22/o/n/20 \u00a9 ucles 2020 5 do not use a calculator in this question.  (a) find the equation of the tangent to the curve   yx xx63 1032=- ++    at the point where x1=.  [4]  (b) find the coordinates of the point where this tangent meets the curve again.  [5]",
+            "7": "7 0606/22/o/n/20 \u00a9 ucles 2020 [turn over 6 find the exact value of ()dxxx1 22 24+y . [6]",
+            "8": "8 0606/22/o/n/20 \u00a9 ucles 2020 7 a geometric progression has a first term of 3 and a second term of 2.4. for this progression, find  (a) the sum of the first 8 terms,  [3]  (b) the sum to infinity,  [1]  (c) the least number of terms for which the sum is greater than 95% of the sum to infinity.  [4]",
+            "9": "9 0606/22/o/n/20 \u00a9 ucles 2020 [turn over 8 do not use a calculator in this question.  in this question lengths are in centimetres.  23 1+ 30\u00b0 ab c you may use the following  trigonometric ratios. sin3021\u00b0= cos3023\u00b0= tan3031\u00b0=  (a) given that the area of the triangle abc  is 5.5  cm2, find the exact length of ac. write your answer  in the form ab 3+ , where a and b are integers.  [4]  (b) show that   bc cd 32=+ ,   where c and d are integers to be found.  [4]",
+            "10": "10 0606/22/o/n/20 \u00a9 ucles 2020 9 a 3a2b bp q o srx  in the diagram b op 2= , s a o 3= , rb s= and a pq=. the lines or and qs intersect at x.  (a) find oq in terms of a and b. [1]  (b) find sq in terms of a and b. [1]  (c) given that  s qx qn= , find ox in terms of a, b and n. [1]  (d) given that r ox om= , find ox in terms of a, b and m.  [1]",
+            "11": "11 0606/22/o/n/20 \u00a9 ucles 2020 [turn over  (e) find the value of m and of n. [3]  (f) find the value of xqx s . [1]  (g) find the value of oxor . [1]",
+            "12": "12 0606/22/o/n/20 \u00a9 ucles 2020 10 the number, b, of bacteria in a sample is given by   e pqbt2=+ ,   where p and q are constants and t is  time in weeks. initially there are 500 bacteria which increase to 600 after 1 week.   (a) find the value of p and of q. [4]",
+            "13": "13 0606/22/o/n/20 \u00a9 ucles 2020 [turn over  (b) find the number of bacteria present after 2 weeks.  [1]  (c) find the first week in which the number of bacteria is greater than 1  000 000. [3]",
+            "14": "14 0606/22/o/n/20 \u00a9 ucles 2020 11 (a) show that     cossintansecxxxx11-=+ . [4]",
+            "15": "15 0606/22/o/n/20 \u00a9 ucles 2020  (b) solve the equation   tanc ot sec xx x 53 2 -=    for \u00b0\u00b0x 0 360 gg . [6]",
+            "16": "16 0606/22/o/n/20 \u00a9 ucles 2020 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 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.blank page"
+        },
+        "0606_w20_qp_23.pdf": {
+            "1": "cambridge igcse\u2122dc (lk/sg) 187992/4 \u00a9 ucles 2020  [turn overthis document has 16 pages. blank pages are indicated.additional mathematics  0606/23 paper 2  october/november  2020  2 hours you must answer on the question paper. no additional materials are needed. instructions  \u25cf answer all questions.  \u25cf use a black or dark blue pen. you may use an hb pencil for any diagrams or graphs.  \u25cf write your name, centre number and candidate number in the boxes at the top of the page.  \u25cf write your answer to each question in the space provided.  \u25cf do not use an erasable pen or correction fluid.  \u25cf do not write on any bar codes.  \u25cf you should use a calculator where appropriate.  \u25cf you must show all necessary working clearly; no marks will be given for unsupported answers from a  calculator.  \u25cf give non-exact numerical answers correct to 3 significant figures, or 1 decimal place for angles in  degrees, unless a different level of accuracy is specified in the question. information  \u25cf the total mark for this paper is 80.  \u25cf the number of marks for each question or part question is shown in brackets [  ]. *4908419373*",
+            "2": "2 0606/23/o/n/20 \u00a9 ucles 2020 mathematical formulae 1. algebra quadratic equation  for the equation ax bx c02++ =, xabb ac 242!=-- binomial theorem ()ab aa ba ba bnn n rb12nn nn nr rn 12 2ff += ++ ++++-- -ee e oo o  where n is a positive integer and  () !!! n r nr rn=-eo arithmetic series  () ua nd1n=+ -  () {( )} sn al na nd21 2121n=+ =+ - geometric series  ua rnn1=-  ()() srarr111nn ! =--  () srar111 =- 3 2. trigonometry identities sinc os aa 122+= sect an aa 122=+ eccosc ot aa 122=+ formulae for \u2206abc sins in sin aa bb cc== cos ab cb ca222 2=+ - sinbc a21t=",
+            "3": "3 0606/23/o/n/20 \u00a9 ucles 2020 [turn over 1 solve   xx32 4=+- . [3] 2 solve the simultaneous equations.       y xx xy34 25 42+= +=  [5]",
+            "4": "4 0606/23/o/n/20 \u00a9 ucles 2020 3 find the values of k for which the equation   () xk x99 02++ +=    has two distinct real roots.  [4] 4 it is given that   ()ln sin yx 1=+    for x 011 r.  (a) find dd xy. [2]",
+            "5": "5 0606/23/o/n/20 \u00a9 ucles 2020 [turn over  (b) find the value of  dd xy when x6r=, giving your answer in the form  a1, where a is an integer.  [2]  (c) find the values of x for which ddtanxyx = . [5]",
+            "6": "6 0606/23/o/n/20 \u00a9 ucles 2020 5 solve the following simultaneous equations.     39 243xy 1# =-     82422 yx21 21 # =-+  [5]",
+            "7": "7 0606/23/o/n/20 \u00a9 ucles 2020 [turn over 6 a 4-digit code is to be formed using 4 different numbers selected from 1, 2, 3, 4, 5, 6, 7, 8 and 9. find  how many different codes can be formed if  (a) there are no restrictions,  [1]  (b) only prime numbers are used,  [1]  (c) two even numbers are followed by two odd numbers,  [2]  (d) the code forms an even number.  [2]",
+            "8": "8 0606/23/o/n/20 \u00a9 ucles 2020 7 a curve has equation    cos yx x = .  (a) find dd xy. [2]  (b) find the equation of the normal to the curve at the point where xr=, giving your answer in the  form ym xc=+ . [4]",
+            "9": "9 0606/23/o/n/20 \u00a9 ucles 2020 [turn over  (c) using your answer to part (a) , find the exact value of   0sindxx xr 6y . [5]",
+            "10": "10 0606/23/o/n/20 \u00a9 ucles 2020 8 do not use a calculator in this question.     () ()logl og logl ogyx xy13 22222 22+= += +-  (a) show that   xx63 2032+- =. [4]",
+            "11": "11 0606/23/o/n/20 \u00a9 ucles 2020 [turn over  (b) find the roots of   xx63 2032+- =. [4]  (c) give a reason why only one root is a valid solution of the logarithmic equations. find the value of  y corresponding to this root.  [2]",
+            "12": "12 0606/23/o/n/20 \u00a9 ucles 2020 9 x m 300  m 400  mb c d e a  the rectangle abcde  represents a ploughed field where m ab 300=  and m ae 400= . joseph needs  to walk from a to d in the least possible time. he can walk at .ms 091- on the ploughed field and at  .ms 151- on any part of the path bcd  along the edge of the field. he walks from a to c and then from  c to d. the distance mx bc= .  (a) find, in terms of x, the total time, t s, joseph takes for the journey.  [3]",
+            "13": "13 0606/23/o/n/20 \u00a9 ucles 2020 [turn over  (b) given that x can vary, find the value of x for which t is a minimum and hence find the minimum  value of t. [6]",
+            "14": "14 0606/23/o/n/20 \u00a9 ucles 2020 10 (a) the sum of the first 4 terms of an arithmetic progression is 38 and the sum of the next 4 terms is  86. find the first term and the common difference.  [5]",
+            "15": "15 0606/23/o/n/20 \u00a9 ucles 2020 [turn over  (b) the third term of a geometric progression is 12 and the sixth term is 96-. find the sum of the first  10 terms of this progression.  [6] question 11 is printed on the next page.",
+            "16": "16 0606/23/o/n/20 \u00a9 ucles 2020 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 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.11 do not use a calculator in this question.  solve the quadratic equation   xx 72 47 202-- ++ = `` jj ,   giving each of your answers in the form  ab 7+ , where a and b are constants.  [7]"
+        }
+    },
+    "2021": {
+        "0606_m21_qp_12.pdf": {
+            "1": "this document has 16 pages. cambridge igcse\u2122 dc (ce/sw) 202024/2 \u00a9 ucles 2021  [turn overadditional mathematics  0606/12 paper 1  february/march  2021  2 hours you must answer on the question paper. no additional materials are needed. instructions  \u25cf answer all questions.  \u25cf use a black or dark blue pen. you may use an hb pencil for any diagrams or graphs.  \u25cf write your name, centre number and candidate number in the boxes at the top of the page.  \u25cf write your answer to each question in the space provided.  \u25cf do not use an erasable pen or correction fluid.  \u25cf do not write on any bar codes.  \u25cf you should use a calculator where appropriate.  \u25cf you must show all necessary working clearly; no marks will be given for unsupported answers from a  calculator.  \u25cf give non-exact numerical answers correct to 3 significant figures, or 1 decimal place for angles in  degrees, unless a different level of accuracy is specified in the question. information  \u25cf the total mark for this paper is 80.  \u25cf the number of marks for each question or part question is shown in brackets [  ]. *3251633375*",
+            "2": "2 0606/12/f/m/21 \u00a9 ucles 2021 mathematical formulaemathematical formulae 1. algebra quadratic equation for the equation ax bx c 02++ =, xabb ac 242!=-- binomial theorem ()ab aa ba ba bnn n rb12nn nn nr rn 12 2ff += ++ ++++-- -ee e oo o where n is a positive integer and  () !!! n r nr rn=-eo arithmetic series  () ua nd1n=+ - () {( )} sn al na nd21 2121n=+ =+ - geometric series  ua rnn1=- ()() srarr111nn ! =-- () srar111 =- 3 2. trigonometry identities sinc os aa 122+= sect an aa 122=+ eccosc ot aa 122=+ formulae for \u2206abc sins in sin aa bb cc== cos ab cb ca222 2=+ - sinbc a21t=",
+            "3": "3 0606/12/f/m/21 \u00a9 ucles 2021 [turn over 1 find the exact solutions of the equation  . ln ln xx 35 25 102+- = `j  [4]",
+            "4": "4 0606/12/f/m/21 \u00a9 ucles 2021 2 y x 2r- r- r 2r 01234567 y = a sin bx + c  the diagram shows the graph of sin ya bx c =+   where x is in radians and  x 22ggrr- , where a, b  and c are positive constants. find the value of each of a, b and c. [3]",
+            "5": "5 0606/12/f/m/21 \u00a9 ucles 2021 [turn over 3 the line ab is such that the points a and b have coordinates (, ) 46-  and (2, 14) respectively.  (a) the point c, with coordinates (7, a) lies on the perpendicular bisector of ab. find the value of a.    [4]  (b) given that the point d also lies on the perpendicular bisector of ab, find the coordinates of d such  that the line ab bisects the line cd. [2]",
+            "6": "6 0606/12/f/m/21 \u00a9 ucles 2021 4 (a) show that  xx25 32+-   can be written in the form ax bc2++`j , where a, b and c are constants.  [3]  (b) hence write down the coordinates of the stationary point on the curve with equation  yx x 25 32=+ -. [2]  (c) on the axes below, sketch the graph of   yx x 25 32=+ -,   stating the coordinates of the intercepts  with the axes.  [3] y x o  (d) write down the value of k for which the equation   xx k 25 32+- =   has exactly 3 distinct  solutions.  [1]",
+            "7": "7 0606/12/f/m/21 \u00a9 ucles 2021 [turn over 5 in this question all lengths are in kilometres and time is in hours.  boat a sails, with constant velocity, from a point o with position vector 0 0eo. after 3 hours a is at the  point with position vector 12 9-eo .  (a) find the position vector, op, of a at time t. [1]  at the same time as a sails from o, boat b sails from a point with position vector  12 6eo, with constant  velocity  5 8-eo .  (b) find the position vector,  oq, of b at time t. [1]  (c) show that at time t   pq tt26 36 1802=+ +2. [3]  (d) hence show that a and b do not collide.  [2]",
+            "8": "8 0606/12/f/m/21 \u00a9 ucles 2021 6 (a) a geometric progression has first term 10 and sum to infinity 6.   (i) find the common ratio of this progression.  [2]   (ii) hence find the sum of the first 7 terms, giving your answer correct to 2 decimal places.  [2]",
+            "9": "9 0606/12/f/m/21 \u00a9 ucles 2021 [turn over  (b) the first three terms of an arithmetic progression are    log3x,  () log3x2,  () log3x3.   (i) find the common difference of this progression.  [1]   (ii) find, in terms of n and log3x, the sum to n terms of this progression. simplify your answer.  [2]   (iii) given that the sum to n terms is log 3081 3x, find the value of n. [2]   (iv) hence, given that the sum to n terms is also equal to 1027, find the value of x. [2]",
+            "10": "10 0606/12/f/m/21 \u00a9 ucles 2021 7 do not use a calculator in this question  in this question all lengths are in centimetres. 17 1- 17 4+17 1+b ca d e  the diagram shows a trapezium abcde  such that ab is parallel to ec and abcd  is a rectangle. it is  given that bc 17 1 =+ , ed 17 1 =-  and . dc 17 4 =+  (a) find the perimeter of the trapezium, giving your answer in the form ab 17+ , where a and b are  integers.  [3]  (b) find the area of the trapezium, giving your answer in the form cd 17+ , where c and d are  integers.  [2]",
+            "11": "11 0606/12/f/m/21 \u00a9 ucles 2021 [turn over  (c) find tanaed , giving your answer in the form ef 17 8+, where e and f are integers.  [2]  (d) hence show that secaed81 917 322=+. [2]",
+            "12": "12 0606/12/f/m/21 \u00a9 ucles 2021 8 (a) (i) show that   . sint an coss ec xx xx+=  [3]   (ii) hence solve the equation  sint an cos22 24ii i+=    for r 04ggi , where i is in radians.  [4]",
+            "13": "13 0606/12/f/m/21 \u00a9 ucles 2021 [turn over  (b) solve the equation   (\u00b0 ) coty38 3 +=    for \u00b0\u00b0y 0 360 gg . [3]",
+            "14": "14 0606/12/f/m/21 \u00a9 ucles 2021 9 the polynomial  ()xx xx 23 1 p32=- -+    has a factor x21-.  (a) find ()xp in the form () () xx21 q- , where ()xq is a quadratic factor.  [2] y x obayx1= yx x 23 12=- ++  the diagram shows the graph of   yx1=   for x02, and the graph of   yx x 23 12=- ++ .   the curves  intersect at the points a and b.  (b) using your answer to part (a) , find the exact x-coordinate of a and of b. [4]",
+            "15": "15 0606/12/f/m/21 \u00a9 ucles 2021 [turn over  (c) find the exact area of the shaded region.  [6] question 10 is printed on the next page.",
+            "16": "16 0606/12/f/m/21 \u00a9 ucles 2021 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 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.10 a curve has equation   yx x21 0 12 23 =+ -`j    for x12.  (a) show that xy dd can be written in the form   (x xax bxc21 0 12 221 2+ -++ )` `jj , where a, b and c are  integers.  [5]  (b) show that, for x12, the curve has exactly one stationary point. find the value of x at this  stationary point.  [4]"
+        },
+        "0606_m21_qp_22.pdf": {
+            "1": "this document has 16 pages. cambridge igcse\u2122 dc (ce/sw) 202023/5 \u00a9 ucles 2021  [turn over *2436662856* additional mathematics  0606/22 paper 2  february/march  2021  2 hours you must answer on the question paper. no additional materials are needed. instructions  \u25cf answer all questions.  \u25cf use a black or dark blue pen. you may use an hb pencil for any diagrams or graphs.  \u25cf write your name, centre number and candidate number in the boxes at the top of the page.  \u25cf write your answer to each question in the space provided.  \u25cf do not use an erasable pen or correction fluid.  \u25cf do not write on any bar codes.  \u25cf you should use a calculator where appropriate.  \u25cf you must show all necessary working clearly; no marks will be given for unsupported answers from a  calculator.  \u25cf give non-exact numerical answers correct to 3 significant figures, or 1 decimal place for angles in  degrees, unless a different level of accuracy is specified in the question. information  \u25cf the total mark for this paper is 80.  \u25cf the number of marks for each question or part question is shown in brackets [  ].",
+            "2": "2 0606/22/f/m/21 \u00a9 ucles 2021 mathematical formulae 1. algebra quadratic equation  for the equation ax bx c02++ =, xabb ac 242!=-- binomial theorem ()ab aa ba ba bnn n rb12nn nn nr rn 12 2ff += ++ ++++-- -ee e oo o  where n is a positive integer and  () !!! n r nr rn=-eo arithmetic series  () ua nd1n=+ -  () {( )} sn al na nd21 2121n=+ =+ - geometric series  ua rnn1=-  ()() srarr111nn ! =--  () srar111 =- 3 2. trigonometry identities sinc os aa 122+= sect an aa 122=+ eccosc ot aa 122=+ formulae for \u2206abc sins in sin aa bb cc== cos ab cb ca222 2=+ - sinbc a21t=",
+            "3": "3 0606/22/f/m/21 \u00a9 ucles 2021 [turn over 1 solve the equation   xx49 65 += -  . [3]  2 find the values of the constant k for which the equation   () kx kx31 25 02-+ +=    has equal roots.   [4]",
+            "4": "4 0606/22/f/m/21 \u00a9 ucles 2021 3 y x \u2013 1012 \u2013 2\u2013 1 1 2 \u2013 2  the diagram shows the graph of  () yx f= , where () () () xa xb xc f2=+ + and a, b and c are integers.  (a) find the value of each of a, b and c. [2]  (b) hence solve the inequality   ()x 1 fg-. [3]",
+            "5": "5 0606/22/f/m/21 \u00a9 ucles 2021 [turn over 4 the curve   xy4 45122+=    and the line   xy20+=    intersect at two points. find the exact distance  between these points.  [6]",
+            "6": "6 0606/22/f/m/21 \u00a9 ucles 2021 5 a cube of side x cm has surface area scm2. the volume, vcm3, of the cube is increasing at a rate of  480cms31-. find, at the instant when v = 512,  (a) the rate of increase of x, [4]  (b) the rate of increase of s. [2]",
+            "7": "7 0606/22/f/m/21 \u00a9 ucles 2021 [turn over 6 b c 7.5 cm16 cma orad2 7r  aob  is a sector of a circle with centre o and radius 16  cm. angle aob  is 72r radians. the point c lies  on ob such that oc is of length 7.5  cm and ac is a straight line.  (a) find the perimeter of the shaded region.  [3]  (b) find the area of the shaded region.  [3]",
+            "8": "8 0606/22/f/m/21 \u00a9 ucles 2021 7 a curve has equation () yx p= , where   ()xx xx46 1 p32=- +- .  (a) find the equation of the tangent to the curve at the point (3, 8). give your answer in the form  ym xc=+ . [5]  (b) (i) given that p1- exists, write down the gradient of the tangent to the curve () yx p1=- at the  point (8, 3).  [1]   (ii) find the coordinates of the point of intersection of these two tangents.  [2]",
+            "9": "9 0606/22/f/m/21 \u00a9 ucles 2021 [turn over 8 a photographer takes 12 different photographs. there are 3 of sunsets, 4 of oceans, and 5 of mountains.  (a) the photographs are arranged in a line on a wall.   (i) how many possible arrangements are there if there are no restrictions?  [1]   (ii) how many possible arrangements are there if the first photograph is of a sunset and the last  photograph is of an ocean?  [2]   (iii) how many possible arrangements are there if all the photographs of mountains are next to  each other?  [2]  (b) three of the photographs are to be selected for a competition.   (i) find the number of different possible selections if no photograph of a sunset is chosen.  [2]   (ii) find the number of different possible selections if one photograph of each type (sunset,  ocean, mountain) is chosen.  [2]",
+            "10": "10 0606/22/f/m/21 \u00a9 ucles 2021 9 (a) in the expansion of   kkx25 -bl ,   where k is a constant, the coefficient of x2 is 160. find the value  of k. [3]  (b) (i) find, in ascending powers of x, the first 3 terms in the expansion of   x 136+`j ,   simplifying  the coefficient of each term.  [2]",
+            "11": "11 0606/22/f/m/21 \u00a9 ucles 2021 [turn over   (ii) when   xa x 132 6++`` jj   is written in ascending powers of x, the first three terms are    xb x 46 82++ , where a and b are constants. find the value of a and of b. [3]",
+            "12": "12 0606/22/f/m/21 \u00a9 ucles 2021 10 the function f is defined by   ()xx x41 2f2 =-  for .. x 05 15 gg .  the diagram shows a sketch of () yx f= . y x 00.5 1.5yx x41 22 =-  (a) (i) it is given that f1- exists. find the domain and range of f1-. [3]",
+            "13": "13 0606/22/f/m/21 \u00a9 ucles 2021 [turn over   (ii) find an expression for ()x f1-. [3]  (b) the function g is defined by ()xgex2=  for all real x. show that ()xgfebxa12=-eo, where a and b  are integers.  [2]",
+            "14": "14 0606/22/f/m/21 \u00a9 ucles 2021 11 (a) (i) find    xx 10 11d6-c edd`j . [2]    (ii) find   xxx25d32+ c edd`j  . [3]",
+            "15": "15 0606/22/f/m/21 \u00a9 ucles 2021 [turn over  (b) (i) differentiate   ()tan yx 31 =+    with respect to x. [2]   (ii) hence find   () secsinxxx231d2 rr 1210 +-c eddeo  . [4] question 12 is printed on the next page.",
+            "16": "16 0606/22/f/m/21 \u00a9 ucles 2021 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 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.12 a particle p travels in a straight line so that, t seconds after passing through a fixed point o, its velocity,   vms1-, is given by     vt 2e=  for  t02gg ,     vet 2=-  for  t22 .  given that, after leaving o, particle p is never at rest, find the distance it travels between t = 1 and  t = 3. [6]"
+        },
+        "0606_s21_qp_11.pdf": {
+            "1": "this document has 16 pages. any blank pages are indicated. cambridge igcse\u2122 *2172618678* additional mathematics  0606/11 paper 1  may/june  2021  2 hours you must answer on the question paper. no additional materials are needed. instructions  \u25cf answer all questions.  \u25cf use a black or dark blue pen. you may use an hb pencil for any diagrams or graphs.  \u25cf write your name, centre number and candidate number in the boxes at the top of the page.  \u25cf write your answer to each question in the space provided.  \u25cf do not use an erasable pen or correction fluid.  \u25cf do not write on any bar codes.  \u25cf you should use a calculator where appropriate.  \u25cf you must show all necessary working clearly; no marks will be given for unsupported answers from a  calculator.  \u25cf give non-exact numerical answers correct to 3 significant figures, or 1 decimal place for angles in  degrees, unless a different level of accuracy is specified in the question. information  \u25cf the total mark for this paper is 80.  \u25cf the number of marks for each question or part question is shown in brackets [  ]. dc (lk/fc) 202078/4 \u00a9 ucles 2021  [turn over",
+            "2": "2 0606/11/m/j/21 \u00a9 ucles 2021 mathematical formulae 1. algebra quadratic equation for the equation ax bx c 02++ =, xabb ac 242!=-- binomial theorem ()ab aa ba ba bnn n rb12nn nn nr rn 12 2ff += ++ ++++-- -ee e oo o where n is a positive integer and  () !!! n r nr rn=-eo arithmetic series  () ua nd1n=+ - () {( )} sn al na nd21 2121n=+ =+ - geometric series  ua rnn1=- ()() srarr111nn ! =-- () srar111 =- 3 2. trigonometry identities sinc os aa 122+= sect an aa 122=+ eccosc ot aa 122=+ formulae for \u2206abc sins in sin aa bb cc== cos ab cb ca222 2=+ - sinbc a21t=",
+            "3": "3 0606/11/m/j/21 \u00a9 ucles 2021 [turn over 1 (a) on the axes, sketch the graph of   () () () yx xx 51 32 2 =+ -- ,   stating the intercepts with the  coordinate axes.  [3] y ox  (b) hence find the values of x for which () () () xx x 51 32 202 +- - . [2] 2 find   ()dx xx11 11 235 ---eoy ,   giving your answer in the form  lnab+ , where a and b are rational  numbers.  [5]",
+            "4": "4 0606/11/m/j/21 \u00a9 ucles 2021 3 the polynomial   ()pxa xx bx 9632=- +- , where a and b are constants, has a factor of x2-. the  polynomial has a remainder of 66 when divided by  x3-.  (a) find the value of a and of b. [4]  (b) using your values of a and b, show that () () () pqxx x 2 =- , where ()qx is a quadratic factor to be  found.  [2]  (c) hence show that the equation ()px 0= has only one real solution.  [2]",
+            "5": "5 0606/11/m/j/21 \u00a9 ucles 2021 [turn over 4 the first 3 terms in the expansion of   axx1335 +-` bj l,   in ascending powers of x, can be written in the   form bx cx 272++ , where a, b and c are integers. find the values of a, b and c. [8]",
+            "6": "6 0606/11/m/j/21 \u00a9 ucles 2021 5 the functions f and g are defined as follows. )(fxx x42=+    for  xr! ()gex 1x2=+    for  xr!  (a) find the range of f.  [2]  (b) write down the range of g.  [1]  (c) find the exact solution of the equation  )(fgx 21= , giving your answer as a single logarithm.  [4]",
+            "7": "7 0606/11/m/j/21 \u00a9 ucles 2021 [turn over 6 (a) (i) find how many different 5-digit numbers can be formed using the digits  1,  3,  5,  6,  8 and 9.    no digit may be used more than once in any 5-digit number.  [1]   (ii) how many of these 5-digit numbers are odd?  [1]   (iii) how many of these 5-digit numbers are odd and greater than 60  000?  [3]  (b) given that   () cc n 45 1nn 41 5##=++,  find the value of n. [4]",
+            "8": "8 0606/11/m/j/21 \u00a9 ucles 2021 7 (a) in this question, all lengths are in metres and time, t, is in seconds. \u20131001020304050displacement time 10 20 30 40   the diagram shows the displacement\u2013time graph for a runner, for t04 0 gg .    (i) find the distance the runner has travelled when t40= . [1]   (ii) on the axes, draw the corresponding velocity\u2013time graph for the runner, for t04 0 gg . [2] \u201310246velocity time1 \u20132 \u20133 \u2013 4 \u20135 \u2013635 10 20 30 40",
+            "9": "9 0606/11/m/j/21 \u00a9 ucles 2021 [turn over  (b) a particle, p, moves in a straight line such that its displacement from a fixed point at time t is s.   the acceleration of p is given by  t2421 +-`j , for  t02.   (i)  given that p has a velocity of 9 when t6=, find the velocity of p at time t. [3]   (ii) given that s31= when t6=, find the displacement of p at time t. [3]",
+            "10": "10 0606/11/m/j/21 \u00a9 ucles 2021 8 do not use a calculator in this question.  a curve has equation   yx x 23 12=- +- `j .   the x-coordinate of a point a on the curve is   3 231 -+.  (a) show that the coordinates of a can be written in the form , pq rs33++`j , where p, q, r and s  are integers.  [5]",
+            "11": "11 0606/11/m/j/21 \u00a9 ucles 2021 [turn over  (b) find the x-coordinate of the stationary point on the curve, giving your answer in the form ab 3+  ,  where a and b are rational numbers.  [3]",
+            "12": "12 0606/11/m/j/21 \u00a9 ucles 2021 9 (a) (i) write   xyyx63 42 +++    in the form () () ax bcyd++ , where a, b, c and d are positive  integers.  [1]   (ii) hence solve the equation   sincos coss in 63 42 0 ii ii ++ +=    for \u00b0\u00b00 36011i . [4]",
+            "13": "13 0606/11/m/j/21 \u00a9 ucles 2021 [turn over  (b) solve the equation   rsec21 4231z+= bl    for rr11z - , where z is in radians. give your   answers in terms of r. [5]",
+            "14": "14 0606/11/m/j/21 \u00a9 ucles 2021 10 in this question all lengths are in centimetres. o a b c251510  the diagram shows a shaded shape. the arc ab is the major arc of a circle, centre o, radius 10. the line  ab is of length 15, the line oc is of length 25 and the lengths of ac and bc are equal.  (a) show that the angle aob  is 1.70 radians correct to 2 decimal places.  [2]  (b) find the perimeter of the shaded shape.  [4]",
+            "15": "15 0606/11/m/j/21 \u00a9 ucles 2021  (c) find the area of the shaded shape.  [5]",
+            "16": "16 0606/11/m/j/21 \u00a9 ucles 2021 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 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.blank page"
+        },
+        "0606_s21_qp_12.pdf": {
+            "1": "this document has 16 pages. cambridge igcse\u2122 *3617765859* additional mathematics  0606/12 paper 1  may/june  2021  2 hours you must answer on the question paper. no additional materials are needed. instructions  \u25cf answer all questions.  \u25cf use a black or dark blue pen. you may use an hb pencil for any diagrams or graphs.  \u25cf write your name, centre number and candidate number in the boxes at the top of the page.  \u25cf write your answer to each question in the space provided.  \u25cf do not use an erasable pen or correction fluid.  \u25cf do not write on any bar codes.  \u25cf you should use a calculator where appropriate.  \u25cf you must show all necessary working clearly; no marks will be given for unsupported answers from a  calculator.  \u25cf give non-exact numerical answers correct to 3 significant figures, or 1 decimal place for angles in  degrees, unless a different level of accuracy is specified in the question. information  \u25cf the total mark for this paper is 80.  \u25cf the number of marks for each question or part question is shown in brackets [  ]. dc (lk/fc) 202077/1 \u00a9 ucles 2021  [turn over",
+            "2": "2 0606/12/m/j/21 \u00a9 ucles 2021 mathematical formulae 1. algebra quadratic equation for the equation ax bx c 02++ =, xabb ac 242!=-- binomial theorem ()ab aa ba ba bnn n rb12nn nn nr rn 12 2ff += ++ ++++-- -ee e oo o where n is a positive integer and  () !!! n r nr rn=-eo arithmetic series  () ua nd1n=+ - () {( )} sn al na nd21 2121n=+ =+ - geometric series  ua rnn1=- ()() srarr111nn ! =-- () srar111 =- 3 2. trigonometry identities sinc os aa 122+= sect an aa 122=+ eccosc ot aa 122=+ formulae for \u2206abc sins in sin aa bb cc== cos ab cb ca222 2=+ - sinbc a21t=",
+            "3": "3 0606/12/m/j/21 \u00a9 ucles 2021 [turn over 1 write   () pr qpqr r 213231 -- `j   in the form  pq rab c, where a, b and c are constants.  [3]",
+            "4": "4 0606/12/m/j/21 \u00a9 ucles 2021 2 (a) on the axes, sketch the graph of   yx 43=- ,   stating the intercepts with the coordinate axes.  [2] y ox  (b) solve the inequality   x 43 7h- . [3]",
+            "5": "5 0606/12/m/j/21 \u00a9 ucles 2021 [turn over 3 opba ccba  the diagram shows the quadrilateral oabc  such that a oa=, b ob= and c oc=. the lines ob and  ac intersect at the point p, such that ::appc 32= .  (a) find op in terms of a and c. [3]  (b) given also that ::oppb 23= , show that bc a 23 2 =+ . [2]",
+            "6": "6 0606/12/m/j/21 \u00a9 ucles 2021 4 a curve is such that   -()dd xyx3222 31 =+ .   the curve has gradient 4 at the point (2,  6.2). find the equation  of the curve.  [6]",
+            "7": "7 0606/12/m/j/21 \u00a9 ucles 2021 [turn over 5 (a) given that   logl og logl og p 54 20aa aa+- = ,   find the value of p. [2]  (b) solve the equation   () 38 33 0xx21+- =+. [3]  (c) solve the equation   2 4log 2 log 4.y y+=   [3]",
+            "8": "8 0606/12/m/j/21 \u00a9 ucles 2021 6 do not use a calculator in this question.  a curve has equation   yx x 35 85 602=+ -+ `j .  (a) find the x-coordinate of the stationary point on the curve, giving your answer in the form ab 5+ ,  where a and b are integers.  [4]",
+            "9": "9 0606/12/m/j/21 \u00a9 ucles 2021 [turn over  (b) hence find the y-coordinate of this stationary point, giving your answer in the form c5, where c  is an integer.  [3]",
+            "10": "10 0606/12/m/j/21 \u00a9 ucles 2021 7 (a) a six-character password is to be made from the following eight characters.    digits   1 3 5 8 9    symbols   * $ #   no character may be used more than once in a password.   find the number of different passwords that can be chosen if   (i) there are no restrictions,  [1]   (ii) the password starts with a digit and finishes with a digit,  [2]   (iii) the password starts with three symbols.  [2]  (b) the number of combinations of 5 objects selected from n objects is six times the number of  combinations of 4 objects selected from n1- objects. find the value of n. [3]",
+            "11": "11 0606/12/m/j/21 \u00a9 ucles 2021 [turn over 8 variables x and y are such that ya xb= , where a and b are constants. when lgy is plotted against lgx,  a straight line graph passing through the points (0.61, 0.57) and (5.36, 4.37) is obtained.  (a) find the value of a and of b. [5]  using your values of a and b, find  (b) the value of y when x3=, [2]  (c) the value of x when y3=. [2]",
+            "12": "12 0606/12/m/j/21 \u00a9 ucles 2021 9 (a) the first three terms of an arithmetic progression are ,,48 20 - . find the smallest number of terms  for which the sum of this arithmetic progression is greater than 2000.  [4]",
+            "13": "13 0606/12/m/j/21 \u00a9 ucles 2021 [turn over  (b) the 7th and 9th terms of a geometric progression are 27 and 243 respectively. given  that the  geometric progression has a positive common ratio, find   (i) this common ratio,  [2]   (ii) the 30th term, giving your answer as a power of 3.  [2]  (c) explain why the geometric progression   1, sini, sin2i, \u2026   for rr 2211i - , where i is in  radians, has a sum to infinity.  [2]",
+            "14": "14 0606/12/m/j/21 \u00a9 ucles 2021 10 (a) solve the equation   sinc osec cossec 022aa aa+=    for rr11a - , where a is in radians.  [4]",
+            "15": "15 0606/12/m/j/21 \u00a9 ucles 2021 [turn over  (b) (i) show that   sincos cossinsec112ii iii-+-= . [4]   (ii) hence solve the equation   sincos cossin 133 3134zz zz -+-=   for  \u00b0\u00b00 180 ggz . [4] question 11 is printed on the next page.",
+            "16": "16 0606/12/m/j/21 \u00a9 ucles 2021 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 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.11 the normal to the curve   lnyxx 2322 =-+`j    at the point where x2= meets the y-axis at the point p.   find the coordinates of p. [7]"
+        },
+        "0606_s21_qp_13.pdf": {
+            "1": "this document has 16 pages. any blank pages are indicated. cambridge igcse\u2122 *2445269796* additional mathematics  0606/13 paper 1  may/june  2021  2 hours you must answer on the question paper. no additional materials are needed. instructions  \u25cf answer all questions.  \u25cf use a black or dark blue pen. you may use an hb pencil for any diagrams or graphs.  \u25cf write your name, centre number and candidate number in the boxes at the top of the page.  \u25cf write your answer to each question in the space provided.  \u25cf do not use an erasable pen or correction fluid.  \u25cf do not write on any bar codes.  \u25cf you should use a calculator where appropriate.  \u25cf you must show all necessary working clearly; no marks will be given for unsupported answers from a  calculator.  \u25cf give non-exact numerical answers correct to 3 significant figures, or 1 decimal place for angles in  degrees, unless a different level of accuracy is specified in the question. information  \u25cf the total mark for this paper is 80.  \u25cf the number of marks for each question or part question is shown in brackets [  ]. dc (lk/fc) 202076/2 \u00a9 ucles 2021  [turn over",
+            "2": "2 0606/13/m/j/21 \u00a9 ucles 2021 mathematical formulae 1. algebra quadratic equation for the equation ax bx c 02++ =, xabb ac 242!=-- binomial theorem ()ab aa ba ba bnn n rb12nn nn nr rn 12 2ff += ++ ++++-- -ee e oo o where n is a positive integer and  () !!! n r nr rn=-eo arithmetic series  () ua nd1n=+ - () {( )} sn al na nd21 2121n=+ =+ - geometric series  ua rnn1=- ()() srarr111nn ! =-- () srar111 =- 3 2. trigonometry identities sinc os aa 122+= sect an aa 122=+ eccosc ot aa 122=+ formulae for \u2206abc sins in sin aa bb cc== cos ab cb ca222 2=+ - sinbc a21t=",
+            "3": "3 0606/13/m/j/21 \u00a9 ucles 2021 [turn over 1 find the possible values of the constant k such that the equation   kx kx k 43 102++ +=    has two  different real roots.  [4]",
+            "4": "4 0606/13/m/j/21 \u00a9 ucles 2021 2 (a) find   ddexxx 23`j . [3]  (b) (i) find    dd xx342 31 + `j . [2]   (ii) hence find    dx xx342 0232 +- `jy . [3]",
+            "5": "5 0606/13/m/j/21 \u00a9 ucles 2021 [turn over 3 solve the equation   cose cc ot cot 22 922ii i += +,   where i is in radians and rr 2211i - . [5]",
+            "6": "6 0606/13/m/j/21 \u00a9 ucles 2021 4 (a) find the first three non-zero terms in the expansion of x2426 -eo  in ascending powers of x. simplify  each term.  [3]  (b)  hence find the term independent of x in the expansion of x x243126 22 - - e eo o. [3]",
+            "7": "7 0606/13/m/j/21 \u00a9 ucles 2021 [turn over 5 when ey is plotted against x2 a straight line graph passing through the points (2.24,  5) and (4.74,  10) is  obtained. find y in terms of x. [5]",
+            "8": "8 0606/13/m/j/21 \u00a9 ucles 2021 6  o d c a2aaa b  the diagram shows a circle, centre o, radius 2 a. the points a and b lie on the circumference of the  circle. the points c and d are the mid-points of the lines ob and oa respectively. the arc dc is part of  a circle centre o. the chord ab is of length 2 a.  (a) find angle aob , giving your answer in radians in terms of r. [1]  (b) find, in terms of a and r, the perimeter of the shaded region abcd . [2]  (c) find, in terms of a and r, the area of the shaded region abcd . [3]",
+            "9": "9 0606/13/m/j/21 \u00a9 ucles 2021 [turn over 7 (a) a committee of 8 people is to be formed from 5 teachers, 4 doctors and 3 police officers. find the  number of different committees that could be chosen if   (i) all 4 doctors are on the committee,  [2]   (ii) there are at least 2 teachers on the committee.  [3]  (b) given that   p 6 pnn 51 4#=-, find the value of n. [3]",
+            "10": "10 0606/13/m/j/21 \u00a9 ucles 2021 8 y x 03 p qrcos ya bx c =+ 65r  the graph shows the curve   cos ya bx c =+ ,   for .x 02 8 gg , where a, b and c are constants and x is   in radians. the curve meets the y-axis at (0, 3) and the x-axis at the point p and point , r650rbl .  the curve has a minimum at point q. the period of  cosab xc+ is r radians.  (a) find the value of each of a, b and c. [4]  (b) find the coordinates of p. [1]  (c) find the coordinates of q. [2]",
+            "11": "11 0606/13/m/j/21 \u00a9 ucles 2021 [turn over 9 (a) show that the equation of the curve   yx x422=- - ` `j j   can be written as   yx ax bx 832=+ ++ ,   where a and b are integers. hence find the exact coordinates of the stationary points on the curve.  [4]  (b) on the axes, sketch the graph of   yx x422=- - ` `j j,   stating the intercepts with the coordinate  axes.  [4] y ox  (c) find the possible values of the constant k for which xx k 422-- = ` `j j  has exactly 4 different  solutions.  [2]",
+            "12": "12 0606/13/m/j/21 \u00a9 ucles 2021 10 oa ca b d ce  the diagram shows the parallelogram oabc , such that a oa= and c oc=. the point d lies on cb  such that ::cddb 31= . when extended, the lines ab and od meet at the point e. it is given that  oe hod=  and be kab= , where h and k are constants.  (a) find de in terms of a, c and h. [4]",
+            "13": "13 0606/13/m/j/21 \u00a9 ucles 2021 [turn over  (b) find de in terms of a, c and k. [1]  (c) hence find the value of h and of k. [4]",
+            "14": "14 0606/13/m/j/21 \u00a9 ucles 2021 11 the line   xy21 0 +=    intersects the two lines satisfying the equation   xy 2 +=    at the points a and  b.  (a) show that the point (, ) c 520-  lies on the perpendicular bisector of the line ab. [8]",
+            "15": "15 0606/13/m/j/21 \u00a9 ucles 2021  (b) the point d also lies on this perpendicular bisector. m is the mid-point of ab. the distance cd is  three times the distance of cm. find the possible coordinates of d. [4]",
+            "16": "16 0606/13/m/j/21 \u00a9 ucles 2021 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 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.blank page"
+        },
+        "0606_s21_qp_21.pdf": {
+            "1": "this document has 16 pages. any blank pages are indicated. dc (rw/sg) 202074/2 \u00a9 ucles 2021  [turn over *9726863048* additional mathematics  0606/21 paper 2  may/june  2021  2 hours you must answer on the question paper. no additional materials are needed. instructions  \u25cf answer  all questions.  \u25cf use a black or dark blue pen. you may use an hb pencil for any diagrams or graphs.  \u25cf write your name, centre number and candidate number in the boxes at the top of the page.  \u25cf write your answer to each question in the space provided.  \u25cf do not use an erasable pen or correction fluid.  \u25cf do not write on any bar codes.  \u25cf you should use a calculator where appropriate.  \u25cf you must show all necessary working clearly; no marks will be given for unsupported answers from a  calculator.  \u25cf give non-exact numerical answers correct to 3 significant figures, or 1 decimal place for angles in  degrees, unless a different level of accuracy is specified in the question. information  \u25cf the total mark for this paper is 80.  \u25cf the number of marks for each question or part question is shown in brackets [  ].cambridge igcse\u2122",
+            "2": "2 0606/21/m/j/21 \u00a9 ucles 2021 mathematical formulae 1. algebra quadratic equation for the equation ax bx c 02++ =, xabb ac 242!=-- binomial theorem ()ab aa ba ba bnn n rb12nn nn nr rn 12 2ff += ++ ++++-- -ee e oo o where n is a positive integer and  () !!! n r nr rn=-eo arithmetic series  () ua nd1n=+ - () {( )} sn al na nd21 2121n=+ =+ - geometric series  ua rnn1=- ()() srarr111nn ! =-- () srar111 =- 3 2. trigonometry identities sinc os aa 122+= sect an aa 122=+ eccosc ot aa 122=+ formulae for \u2206abc sins in sin aa bb cc== cos ab cb ca222 2=+ - sinbc a21t=",
+            "3": "3 0606/21/m/j/21 \u00a9 ucles 2021 [turn over 1 (a) write the expression    xx612-+    in the form ()xa b2++ , where a and b are constants.  [2]  (b) hence write down the coordinates of the minimum point on the curve   yx x612=- +. [1] 2 variables x and y are such that, when lny is plotted against lnx, a straight line graph passing through  the points (6, 5) and (8, 9) is obtained. show that yxepq=   where p and q are integers.  [4]",
+            "4": "4 0606/21/m/j/21 \u00a9 ucles 2021 3 (a) solve the inequality   x41 92- . [3]  (b) solve the equation   xx21 11 20 -+ =. [3]",
+            "5": "5 0606/21/m/j/21 \u00a9 ucles 2021 [turn over 4 the graph of   tan ya bx 2=+ ,   where a and b are constants, passes through the point (0, 4-) and has  period 480\u00b0.  (a) find the value of a and of b. [3]  (b) on the axes, sketch the graph of y for values of x between 0\u00b0 and 480\u00b0.  [2] xy 0 480\u00b0",
+            "6": "6 0606/21/m/j/21 \u00a9 ucles 2021 5 the curves   yx2=    and   yx 272=    intersect at o(0, 0) and at the point a. find the equation of the  perpendicular bisector of the line oa. [8]",
+            "7": "7 0606/21/m/j/21 \u00a9 ucles 2021 [turn over 6 variables x and y are such that    cos y xx 2 ex 2=+ , where x is in radians. use differentiation to find the  approximate change in y as x increases from 1 to h1+, where h is small.  [6]",
+            "8": "8 0606/21/m/j/21 \u00a9 ucles 2021 7 find the exact values of the constant k for which the line   yx21=+    is a tangent to the curve  yx kx k 422=+ +- . [6]",
+            "9": "9 0606/21/m/j/21 \u00a9 ucles 2021 [turn over 8 in this question, a, b, c and d are positive constants.  (a) (i) it is given that   () () logl og yx x 32 1aa=+ +- .   explain why x must be greater than 21. [1]   (ii) find the exact solution of the equation   () loglog y36 2 aa +=. [3]  (b) write the expression   () () logl og log ba 99aa b+    in the form log cd 9a+ , where c and d are  integers.  [4]",
+            "10": "10 0606/21/m/j/21 \u00a9 ucles 2021 9 a curve is such that    rsinxyx62 dd 22 =- bl .   given that  xy 21 dd= at the point rr,41 213bl  on the curve, find  the equation of the curve.  [7]",
+            "11": "11 0606/21/m/j/21 \u00a9 ucles 2021 [turn over 10 relative to an origin o, the position vectors of the points a, b, c and d are oa6 5=-eo ,  ob10 3=eo,  ocx y=eo and od12 7=eo.  (a) find the unit vector in the direction of ab. [3]  (b) the point a is the mid\u2011point of bc. find the value of x and of y. [2]  (c) the point e lies on od such that oe : od is 1 : 1m+. find the value of m such that be is parallel  to the x\u2011axis.  [3]",
+            "12": "12 0606/21/m/j/21 \u00a9 ucles 2021 11 the 2nd, 8th and 44th terms of an arithmetic progression form the first three terms of a geometric  progression. in the arithmetic progression, the first term is 1 and the common difference is positive.  (a) (i) show that the common difference of the arithmetic progression is 5.  [5]   (ii) find the sum of the first 20 terms of the arithmetic progression.  [2]",
+            "13": "13 0606/21/m/j/21 \u00a9 ucles 2021 [turn over  (b) (i) find the 5th term of the geometric progression.  [2]   (ii) explain whether or not the sum to infinity of this geometric progression exists.  [1]",
+            "14": "14 0606/21/m/j/21 \u00a9 ucles 2021 12 x b a oy () () yx x 93=- - yk 3=-(, ) ckk 3-  the diagram shows part of the curve () () yx x 93=- - and the line yk 3=- , where k32. the line  through the maximum point of the curve, parallel to the y\u2011axis, meets the x\u2011axis at a. the curve meets  the x\u2011axis at b, and the line yk 3=-  meets the curve at the point c(k, k3-). find the area of the  shaded region.  [9]",
+            "15": "15 0606/21/m/j/21 \u00a9 ucles 2021 continuation of working space for question 12.",
+            "16": "16 0606/21/m/j/21 \u00a9 ucles 2021 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 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.blank page"
+        },
+        "0606_s21_qp_22.pdf": {
+            "1": "this document has 16 pages. dc (rw/sg) 202073/2 \u00a9 ucles 2021  [turn over *4371182274* additional mathematics  0606/22 paper 2  may/june  2021  2 hours you must answer on the question paper. no additional materials are needed. instructions  \u25cf answer all questions.  \u25cf use a black or dark blue pen. you may use an hb pencil for any diagrams or graphs.  \u25cf write your name, centre number and candidate number in the boxes at the top of the page.  \u25cf write your answer to each question in the space provided.  \u25cf do not use an erasable pen or correction fluid.  \u25cf do not write on any bar codes.  \u25cf you should use a calculator where appropriate.  \u25cf you must show all necessary working clearly; no marks will be given for unsupported answers from a  calculator.  \u25cf give non-exact numerical answers correct to 3 significant figures, or 1 decimal place for angles in  degrees, unless a different level of accuracy is specified in the question. information  \u25cf the total mark for this paper is 80.  \u25cf the number of marks for each question or part question is shown in brackets [  ].cambridge igcse\u2122",
+            "2": "2 0606/22/m/j/21 \u00a9 ucles 2021 mathematical formulae 1. algebra quadratic equation for the equation ax bx c 02++ =, xabb ac 242!=-- binomial theorem ()ab aa ba ba bnn n rb12nn nn nr rn 12 2ff += ++ ++++-- -ee e oo o where n is a positive integer and  () !!! n r nr rn=-eo arithmetic series  () ua nd1n=+ - () {( )} sn al na nd21 2121n=+ =+ - geometric series  ua rnn1=- ()() srarr111nn ! =-- () srar111 =- 3 2. trigonometry identities sinc os aa 122+= sect an aa 122=+ eccosc ot aa 122=+ formulae for \u2206abc sins in sin aa bb cc== cos ab cb ca222 2=+ - sinbc a21t=",
+            "3": "3 0606/22/m/j/21 \u00a9 ucles 2021 [turn over 1 using the binomial theorem, expand   ()1ex24+ , simplifying each term.  [2] 2 on the axes, sketch the graph of     () () () y xxx3 312 =--+    stating the intercepts with the coordinate  axes.  [3] y x o",
+            "4": "4 0606/22/m/j/21 \u00a9 ucles 2021 3 find the values of the constant k for which    ()kx xk 21 61 02-+ ++ =    has real roots.  [5]",
+            "5": "5 0606/22/m/j/21 \u00a9 ucles 2021 [turn over 4 the polynomial   ()pxm xxx n 29 3932=- ++ ,   where m and n are constants, has a factor x31-, and  remainder 6 when divided by x1-. show that x2- is a factor of ()px. [6]",
+            "6": "6 0606/22/m/j/21 \u00a9 ucles 2021 5 the function f is defined, for \u00b0\u00b0x 0 810 gg , by   ()fc os xx232=-+ .  (a) write down the amplitude of f.  [1]  (b) find the period of f.  [2]  (c) on the axes, sketch the graph of ()f yx= . [2] 00\u00b0 90\u00b0 180\u00b0 270\u00b0 360\u00b0 450\u00b0 540\u00b0 630\u00b0 720\u00b0 810\u00b0xy 5 \u2013 5",
+            "7": "7 0606/22/m/j/21 \u00a9 ucles 2021 [turn over 6 the points a(5, 4-) and c(11, 6) are such that ac is the diagonal of a square, abcd .  (a) find the length of the line ac. [2]  (b) (i) the coordinates of the centre, e, of the square are (8, y). find the value of y. [1]   (ii) find the equation of the diagonal bd. [3]   (iii) given that the x\u2011coordinate of b is less than the x\u2011coordinate of d, write eb and ed as  column vectors.  [2]",
+            "8": "8 0606/22/m/j/21 \u00a9 ucles 2021 7 97rrada18 cm c db  dab  is a sector of a circle, centre a, radius 18  cm. the lines cb and cd are tangents to the circle.  angle dab  is r 97 radians.  (a) find the perimeter of the shaded region.  [3]  (b) find the area of the shaded region.  [3]",
+            "9": "9 0606/22/m/j/21 \u00a9 ucles 2021 [turn over 8 a particle moves in a straight line so that, t seconds after passing through a fixed point o, its velocity,  v ms1-, is given by   vt t 33 07 22=- +.  (a) find the distance between the particle\u2019s two positions of instantaneous rest.  [6]  (b) find the acceleration of the particle when t2=. [2]",
+            "10": "10 0606/22/m/j/21 \u00a9 ucles 2021 9 solve the following simultaneous equations.     xx yy xy43 8 4022++ = +=  [6]",
+            "11": "11 0606/22/m/j/21 \u00a9 ucles 2021 [turn over 10 (a) find   () x edx13+y . [2]  (b) (i) differentiate, with respect to x,   sin yx x4 = . [2]    (ii) hence show that   rcosxx x 4483 1 6drr 3 4=- y . [4]",
+            "12": "12 0606/22/m/j/21 \u00a9 ucles 2021 11 in this question all lengths are in centimetres.  the volume and surface area of a sphere of radius r are  rr34 3  and  rr42  respectively. x y  the diagram shows a solid object made from a hemisphere of radius x and a cylinder of radius x and  height y. the volume of the object is 500  cm3.  (a) find an expression for y in terms of x and show that the surface area, s, of the object is given by  r sxx 35 1000 2=+ . [4]",
+            "13": "13 0606/22/m/j/21 \u00a9 ucles 2021 [turn over  (b) given that x can vary and that s has a minimum value, find the value of x for which s is a minimum.  [4]",
+            "14": "14 0606/22/m/j/21 \u00a9 ucles 2021 12 do not use a calculator in this question. y a o bc xyx211=+ yx51=-  the diagram shows part of the curve   yx211=+  and part of the line    yx51=- .  the curve meets the y\u2011axis at point a. the line meets the x\u2011axis at point b. the line and curve intersect  at point c.  (a) (i) find the coordinates of a and b. [1]   (ii) verify that the x\u2011coordinate of c is 2.  [2]",
+            "15": "15 0606/22/m/j/21 \u00a9 ucles 2021 [turn over  (b) find the exact area of the shaded region.  [5] question 13 is printed on the next page.",
+            "16": "16 0606/22/m/j/21 \u00a9 ucles 2021 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 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.13 the functions f and g are defined, for x02, by     ()fxxx 3212 =-,     ()gxx1=.  (a) find and simplify an expression for ()fgx. [2]  (b) (i) given that f1- exists, write down the range of f1-. [1]   (ii) show that ()fxpx qx r 412 =++- , where p, q and r are integers.  [4]"
+        },
+        "0606_s21_qp_23.pdf": {
+            "1": "this document has 16 pages. any blank pages are indicated. dc (rw/sg) 202072/3 \u00a9 ucles 2021  [turn over *2417627705* additional mathematics  0606/23 paper 2  may/june  2021  2 hours you must answer on the question paper. no additional materials are needed. instructions  \u25cf answer  all questions.  \u25cf use a black or dark blue pen. you may use an hb pencil for any diagrams or graphs.  \u25cf write your name, centre number and candidate number in the boxes at the top of the page.  \u25cf write your answer to each question in the space provided.  \u25cf do not use an erasable pen or correction fluid.  \u25cf do not write on any bar codes.  \u25cf you should use a calculator where appropriate.  \u25cf you must show all necessary working clearly; no marks will be given for unsupported answers from a  calculator.  \u25cf give non-exact numerical answers correct to 3 significant figures, or 1 decimal place for angles in  degrees, unless a different level of accuracy is specified in the question. information  \u25cf the total mark for this paper is 80.  \u25cf the number of marks for each question or part question is shown in brackets [  ].cambridge igcse\u2122",
+            "2": "2 0606/23/m/j/21 \u00a9 ucles 2021 mathematical formulae 1. algebra quadratic equation for the equation ax bx c 02++ =, xabb ac 242!=-- binomial theorem ()ab aa ba ba bnn n rb12nn nn nr rn 12 2ff += ++ ++++-- -ee e oo o where n is a positive integer and  () !!! n r nr rn=-eo arithmetic series  () ua nd1n=+ - () {( )} sn al na nd21 2121n=+ =+ - geometric series  ua rnn1=- ()() srarr111nn ! =-- () srar111 =- 3 2. trigonometry identities sinc os aa 122+= sect an aa 122=+ eccosc ot aa 122=+ formulae for \u2206abc sins in sin aa bb cc== cos ab cb ca222 2=+ - sinbc a21t=",
+            "3": "3 0606/23/m/j/21 \u00a9 ucles 2021 [turn over 1 do not use a calculator in this question.  write   73 545 --   with a rational denominator, simplifying your answer.  [3] 2 given that   () () y27 37 19xx21=- ++,   find the value of x when y30= . [4]",
+            "4": "4 0606/23/m/j/21 \u00a9 ucles 2021 3 (a) write   () yxx y 8127 5 4335    in the form xy3abc##   where a, b and c are constants.  [3]  (b) (i) find the value of a such that    log2823 a=. [2]   (ii) write   log a3()a2   as a single logarithm to base a. [2]",
+            "5": "5 0606/23/m/j/21 \u00a9 ucles 2021 [turn over 4 variables x and y are such that    cossinyxx=  .   using differentiation, find the approximate change in y as  x increases from r 4- to rh4-, where h is small.  [4] 5 (a) solve the inequality   xx21 72 102g -+ . [3]  (b) hence find the area enclosed between the curve   yx x 21 72 12=- +   and the x\u2011axis.  [3]",
+            "6": "6 0606/23/m/j/21 \u00a9 ucles 2021 6 the polynomial p is given by   ()pxx xx 36 15 2132=- -+ .  (a) show that . x 025 =-  is a root of the equation ()px 0=. [1]  (b) show that the equation ()px 0= has a repeated root.  [4]",
+            "7": "7 0606/23/m/j/21 \u00a9 ucles 2021 [turn over 7 (a) sketch the graph of the curve  ()ln yx 43=-   on the axes, stating the intercept with the x\u2011axis.  [2] \u2013 1 3xy 0  (b) find the equation of the tangent to the curve   ()ln yx 43=-   at the point where x2=. [5]",
+            "8": "8 0606/23/m/j/21 \u00a9 ucles 2021 8 (a) (i) find rsin3dzz+eo y . [2]   (ii) find   ()sinc os 55 d22ii i + y . [2]  (b) show that     1e xx 11131dee2 +- =-ebl o y . [4]",
+            "9": "9 0606/23/m/j/21 \u00a9 ucles 2021 [turn over 9 (a) the function f is defined, for all real x, by    ()fxx x 13 422=- - .   (i) write ()fx in the form () ab xc2++ , where a, b and c are constants.  [3]   (ii) hence write down the range of f.  [1]  (b) the function g is defined, for x1h, by   ()gxx x212=+ -.   (i) given that  ()x g1- exists, write down the domain and range of g1-. [2]   (ii) show that ()xp xq 1 g12=-++- , where p and q are integers.  [4]",
+            "10": "10 0606/23/m/j/21 \u00a9 ucles 2021 10 in this question all lengths are in centimetres.  the volume and curved surface area of a cone of base radius r, height h and sloping edge l are rrh31 2  and rrl respectively. y xxy22+  the diagram shows a cone of base radius x, height y and sloping edge xy22+ .  the volume of the  cone is 10 r.  (a) find an expression for y in terms of x and show that the curved surface area, s, of the cone is given  by   rsxx9006 =+. [3]",
+            "11": "11 0606/23/m/j/21 \u00a9 ucles 2021 [turn over  (b) given that x can vary and that s has a minimum value, find the exact value of x for which s is a  minimum.  [5]",
+            "12": "12 0606/23/m/j/21 \u00a9 ucles 2021 11 (a) the first three terms of an arithmetic progression are  p1 , q1 , q1- .   (i) show that the common difference can be written as p32-  . [3]   (ii) the 10th term of the progression is pk, where k is a constant. find the value of k. [2]",
+            "13": "13 0606/23/m/j/21 \u00a9 ucles 2021 [turn over  (b) the sum to infinity of a geometric progression is 8. the second term of the progression is 23. find  the two possible values of the common ratio.  [5]",
+            "14": "14 0606/23/m/j/21 \u00a9 ucles 2021 12 a particle moves in a straight line such that its displacement, s metres, from a fixed point o at time  t seconds, is given by    cos st t 22=+ - ,   for t0h.  (a) find the displacement of the particle from o at the time when it first comes to instantaneous rest.  [5]",
+            "15": "15 0606/23/m/j/21 \u00a9 ucles 2021  (b) find the time when the particle next comes to rest.  [1]  (c) find the distance travelled by the particle for rt023gg . [2]",
+            "16": "16 0606/23/m/j/21 \u00a9 ucles 2021 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 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.blank page"
+        },
+        "0606_w21_qp_11.pdf": {
+            "1": "this document has 16 pages. cambridge igcse\u2122additional mathematics  0606/11 paper 1  october/november  2021  2 hours you must answer on the question paper. no additional materials are needed. instructions  \u25cf answer all questions.  \u25cf use a black or dark blue pen. you may use an hb pencil for any diagrams or graphs.  \u25cf write your name, centre number and candidate number in the boxes at the top of the page.  \u25cf write your answer to each question in the space provided.  \u25cf do not use an erasable pen or correction fluid.  \u25cf do not write on any bar codes.  \u25cf you should use a calculator where appropriate.   \u25cf you must show all necessary working clearly; no marks will be given for unsupported answers from a  calculator.   \u25cf give non-exact numerical answers correct to 3 significant figures, or 1 decimal place for angles in  degrees, unless a different level of accuracy is specified in the question. information  \u25cf the total mark for this paper is 80.  \u25cf the number of marks for each question or part question is shown in brackets [  ]. *7876434750* dc (cj/fc) 212434/2 \u00a9 ucles 2021  [turn over",
+            "2": "2 0606/11/o/n/21 \u00a9 ucles 2021 mathematical formulae 1. algebra quadratic equation  for the equation ax bx c02++ =, xabb ac 242!=-- binomial theorem ()ab aa ba ba bnn n rb12nn nn nr rn 12 2ff += ++ ++++-- -ee e oo o  where n is a positive integer and  () !!! n r nr rn=-eo arithmetic series  () ua nd1n=+ -  () {( )} sn al na nd21 2121n=+ =+ - geometric series  ua rnn1=-  ()() srarr111nn ! =--  () srar111 =- 3 2. trigonometry identities sinc os aa 122+= sect an aa 122=+ eccosc ot aa 122=+ formulae for \u2206abc sins in sin aa bb cc== cos ab cb ca222 2=+ - sinbc a21t=",
+            "3": "3 0606/11/o/n/21 \u00a9 ucles 2021 [turn over 1 - 90\u00b0 - 690\u00b0 180\u00b0 270\u00b0 360\u00b0xy - 180\u00b0 - 270\u00b0 - 360\u00b0 - 4- 20 2  the diagram shows the graph of   sin yabxc =+    for , x 360 360 \u00b0\u00b0gg -  where a, b and c are integers.    (a) write down the period of . sinabxc+ [1]  (b) find the value of a, of b and of c. [3]",
+            "4": "4 0606/11/o/n/21 \u00a9 ucles 2021 2 points a and c have coordinates (, )46-  and (, ) 218 respectively. the point b lies on the line ac such  that   . ab ac32=  (a) find the coordinates of b. [2]  (b) find the equation of the line l, which is perpendicular to ac and passes through b. [2]  (c) find the area enclosed by the line l and the coordinate axes.  [2]",
+            "5": "5 0606/11/o/n/21 \u00a9 ucles 2021 [turn over 3 (a) find the vector which has magnitude 39 and is in the same direction as 512 -bl .  [2]  (b) given that   a12=-bl    and   b54=-bl ,  find the constants m and n such that ab564mn+=eo . [4]",
+            "6": "6 0606/11/o/n/21 \u00a9 ucles 2021 4 (a) given that    rqp r pqpqrab c 32 3=- -`j,   find the value of each of the constants a, b and c. [3]  (b) solve the equation   xx38 5054 52-+ =. [4]",
+            "7": "7 0606/11/o/n/21 \u00a9 ucles 2021 [turn over 5 the polynomial   ()p ax bx x x 6432=+ ++ ,   where a and b are integers, is divisible by x2-. when  ()pxl is divided by x1+ the remainder is 7-.   (a) find the value of a and of b. [5]  (b) using your answers to part (a) , find the remainder when ()pxll is divided by x. [2]",
+            "8": "8 0606/11/o/n/21 \u00a9 ucles 2021 6 a curve with equation ()f yx=  is such that   ddexyx4 6x 22 3=+ .   the curve has a gradient of 5 at the  point ,035bl . find ()fx. [7]",
+            "9": "9 0606/11/o/n/21 \u00a9 ucles 2021 [turn over 7 the first three terms, in ascending powers of x, in the expansion of   ax2n+`j    can be written as  bx cx 642++ ,  where n, a, b and c are constants.  (a) find the value of n. [1]  (b) show that bc5 7682= .  [4]  (c) given that b12= , find the exact value of a and of c. [2]",
+            "10": "10 0606/11/o/n/21 \u00a9 ucles 2021 8 od bca 6 cm 5 cm  the diagram shows a circle, centre o, radius 5  cm. the lines aob  and cod  are diameters of this circle.  the line ac has length 6  cm.  (a) show that angle aoc  = 1.287 radians, correct to 3 decimal places.  [2]  (b) find the perimeter of the shaded region.  [2]",
+            "11": "11 0606/11/o/n/21 \u00a9 ucles 2021 [turn over  (c) find the area of the shaded region.  [3]",
+            "12": "12 0606/11/o/n/21 \u00a9 ucles 2021 9 (a) find the coordinates of the stationary points on the curve   yx x 21 32=+ - `` jj .   give your answers  in exact form.  [4]",
+            "13": "13 0606/11/o/n/21 \u00a9 ucles 2021 [turn over  (b) on the axes below, sketch the graph of   yx x 21 32=+ - `` jj ,   stating the coordinates of the  points where the curve meets the axes.  [4] oy x  (c) hence write down the value of the constant k such that   xx k 21 32+- = `` jj    has exactly  3 distinct solutions.  [1]",
+            "14": "14 0606/11/o/n/21 \u00a9 ucles 2021 10 (a)  jess runs on 5 days each week to prepare for a race.     in week 1, every run is 2  km.   in week 2, every run is 2.5  km.   in week 3, every run is 3  km.   jess increases the distance of the run by 0.5  km every week.   (i) find the week in which jess runs 16  km on each of the 5 days.  [2]   (ii) find the total distance jess will have run by the end of week 8.  [3]",
+            "15": "15 0606/11/o/n/21 \u00a9 ucles 2021 [turn over  (b) kyle also runs on 5 days each week to prepare for a race.   in week 1, every run is 2  km.   in week 2, every run is 2.5  km.   in week 3, every run is 3.125  km.   the distances he runs each week form a geometric progression.   (i) find the common ratio of the geometric progression.  [1]   (ii) find the first week in which kyle will run more than 16  km on each of the 5 days.  [3]   (iii) find the total distance kyle will have run by the end of week 8.  [3] question 11 is printed on the next page.",
+            "16": "16 0606/11/o/n/21 \u00a9 ucles 2021 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 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.11 (a) solve the equation   cose cc ot 35 52ii-=    for \u00b0\u00b00 180 ggi .  [4]  (b)  solve the equation   rsin321z+= - bl ,   where z is in radians and rrggz - . give your answers  in terms of r.  [4]"
+        },
+        "0606_w21_qp_12.pdf": {
+            "1": "this document has 16 pages. any blank pages are indicated. cambridge igcse\u2122 dc (ce/cb) 212422/4 \u00a9 ucles 2021  [turn overadditional mathematics  0606/12 paper 1  october/november  2021  2 hours you must answer on the question paper. no additional materials are needed. instructions  \u25cf answer all questions.  \u25cf use a black or dark blue pen. you may use an hb pencil for any diagrams or graphs.  \u25cf write your name, centre number and candidate number in the boxes at the top of the page.  \u25cf write your answer to each question in the space provided.  \u25cf do not use an erasable pen or correction fluid.  \u25cf do not write on any bar codes.  \u25cf you should use a calculator where appropriate.  \u25cf you must show all necessary working clearly; no marks will be given for unsupported answers from a  calculator.  \u25cf give non-exact numerical answers correct to 3 significant figures, or 1 decimal place for angles in  degrees, unless a different level of accuracy is specified in the question. information  \u25cf the total mark for this paper is 80.  \u25cf the number of marks for each question or part question is shown in brackets [  ]. *5982126712*",
+            "2": "2 0606/12/o/n/21 \u00a9 ucles 2021 mathematical formulae 1. algebra quadratic equation  for the equation ax bx c02++ =, xabb ac 242!=-- binomial theorem ()ab aa ba ba bnn n rb12nn nn nr rn 12 2ff += ++ ++++-- -ee e oo o  where n is a positive integer and () !!! n r nr rn=-eo arithmetic series  () ua nd1n=+ -  () {( )} sn al na nd21 2121n=+ =+ - geometric series  ua rnn1=-  ()() srarr111nn ! =--  () srar111 =- 3 2. trigonometry identities sinc os aa 122+= sect an aa 122=+ eccosc ot aa 122=+ formulae for \u2206abc sins in sin aa bb cc== cos ab cb ca222 2=+ - sinbc a21t=",
+            "3": "3 0606/12/o/n/21 \u00a9 ucles 2021 [turn over 1 x 0y - 3 - 51 5  the diagram shows the graph of the cubic function () yx f= . the intercepts of the curve with the axes  are all integers.  (a) find the set of values of x for which ()x 0 f1. [1]  (b) find an expression for ()xf. [3]",
+            "4": "4 0606/12/o/n/21 \u00a9 ucles 2021 2 (a) given that   xy xz zzy xyzab c3 32 =-`` jj ,   find the exact values of the constants a, b and c. [3]  (b) solve the equation   () () 52 1723 0pp21-+ =+. [4]",
+            "5": "5 0606/12/o/n/21 \u00a9 ucles 2021 [turn over 3 (a) write   lg lg ab 32 4 +-    as a single logarithm to base 10.  [4]  (b) solve the equation   logl oga 34 27a 4+= . [5]",
+            "6": "6 0606/12/o/n/21 \u00a9 ucles 2021 4 solve the equation   , cotx2330r+- = bl    where x11rr-  radians. give your answers in terms  of r. [4] 5 find the possible values of the constant c for which the line yc= is a tangent to the curve . sin yx534 =+  [3]",
+            "7": "7 0606/12/o/n/21 \u00a9 ucles 2021 [turn over 6 do not use a calculator in this question.  the polynomial   ()xx ax xb 10 10 p32=+ -+ ,   where a and b are integers, is divisible by   x21+.  when ()xp is divided by  x1+,  the remainder is 24-.  (a) find the value of a and of b. [4]  (b) find an expression for ()xp as the product of three linear factors.  [4]  (c) write down the remainder when ()xp is divided by x. [1]",
+            "8": "8 0606/12/o/n/21 \u00a9 ucles 2021 7 (a) oa b ca b c   the diagram shows triangle oac , where oa a=, ob b= and oc c=. the point b lies on the  line ac such that ::abbc mn= , where m and n are constants.   (i) write down ab in terms of a and b. [1]   (ii) write down bc in terms of b and c. [1]   (iii) hence show that () nm mn ac b += + . [2]  (b) given that   () ()2 114 714 2mn m +--=+-ee e oo o,   find the value of each of the constants m and n.  [4]",
+            "9": "9 0606/12/o/n/21 \u00a9 ucles 2021 [turn over 8 (a) a 5-digit number is made using the digits   0, 1, 4, 5, 6, 7 and 9. no digit may be used more  than once in any 5-digit number. find how many such 5-digit numbers are even and greater than  50 000. [3]  (b) the number of combinations of n objects taken 4 at a time is equal to 6 times the number of  combinations of n objects taken 2 at a time. calculate the value of n. [5]",
+            "10": "10 0606/12/o/n/21 \u00a9 ucles 2021 9 m a ob d c n6 cm 4 cm 12 cm  the diagram shows a circle, centre o, radius 12  cm, and a rectangle abcd . the diagonals ac and  bd intersect at o. the sides ab and ad of the rectangle have lengths 6  cm and 4  cm respectively. the  points m and n lie on the circumference of the circle such that mac  and ndb  are straight lines.  (a) show that angle aod  is 1.176 radians correct to 3 decimal places.  [2]  (b) find the perimeter of the shaded region.  [4]",
+            "11": "11 0606/12/o/n/21 \u00a9 ucles 2021 [turn over  (c) find the area of the shaded region.  [3]",
+            "12": "12 0606/12/o/n/21 \u00a9 ucles 2021 10 xa by - 1 2 0()yx213 2=++()x2+  the diagram shows the graph of the curve   y x213 2= ++ ()x2+ `j   for x 22-. the points a and b lie  on the curve such that the x-coordinates of a and of b are -1 and 2 respectively.  (a) find the exact y-coordinates of a and of b. [2]  (b) find the area of the shaded region enclosed by the line ab and the curve, giving your answer in the   form lnqpr- , where p, q and r are integers.  [6]",
+            "13": "13 0606/12/o/n/21 \u00a9 ucles 2021 [turn over additional working space for question 10(b).",
+            "14": "14 0606/12/o/n/21 \u00a9 ucles 2021 11 (a) t sv ms-1 60 30 10 0 25 35 55   the diagram shows the velocity\u2013time graph for a particle p, travelling in a straight line with  velocity vms1- at a time t seconds. p accelerates at a constant rate for the first 10  s of its motion,  and then travels at constant velocity, 30ms1-, for another 15  s. p then accelerates at a constant  rate for a further 10  s and reaches a velocity of  06ms1-. p then decelerates at a constant rate and  comes to rest when t55= .   (i) find the acceleration when t12= . [1]   (ii) find the acceleration when t50= . [1]   (iii) find the total distance travelled by the particle p. [2]",
+            "15": "15 0606/12/o/n/21 \u00a9 ucles 2021  (b) a particle q travels in a straight line such that its velocity, vms1-, at time t s after passing through  a fixed point o is given by cos vt43 4 =- .   (i) find the speed of q when t95r= . [2]   (ii) find the smallest positive value of t for which the acceleration of q is zero.  [3]   (iii) find an expression for the displacement of q from o at time t. [2]",
+            "16": "16 0606/12/o/n/21 \u00a9 ucles 2021 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 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.blank page"
+        },
+        "0606_w21_qp_13.pdf": {
+            "1": "this document has 16 pages. any blank pages are indicated. cambridge igcse\u2122 dc (pq/sg) 212423/2 \u00a9 ucles 2021  [turn over *2709190526* additional mathematics  0606/13 paper 1  october/november  2021  2 hours you must answer on the question paper. no additional materials are needed. instructions  \u25cf answer all questions.  \u25cf use a black or dark blue pen. you may use an hb pencil for any diagrams or graphs.  \u25cf write your name, centre number and candidate number in the boxes at the top of the page.  \u25cf write your answer to each question in the space provided.  \u25cf do not use an erasable pen or correction fluid.  \u25cf do not write on any bar codes.  \u25cf you should use a calculator where appropriate.  \u25cf you must show all necessary working clearly; no marks will be given for unsupported answers from a  calculator.  \u25cf give non-exact numerical answers correct to 3 significant figures, or 1 decimal place for angles in  degrees, unless a different level of accuracy is specified in the question. information  \u25cf the total mark for this paper is 80.  \u25cf the number of marks for each question or part question is shown in brackets [  ].",
+            "2": "2 0606/13/o/n/21 \u00a9 ucles 2021 mathematical formulae 1. algebra quadratic equation for the equation ax bx c 02++ =, xabb ac 242!=-- binomial theorem ()ab aa ba ba bnn n rb12nn nn nr rn 12 2ff += ++ ++++-- -ee e oo o where n is a positive integer and  () !!! n r nr rn=-eo arithmetic series  () ua nd1n=+ - () {( )} sn al na nd21 2121n=+ =+ - geometric series  ua rnn1=- ()() srarr111nn ! =-- () srar111 =- 3 2. trigonometry identities sinc os aa 122+= sect an aa 122=+ eccosc ot aa 122=+ formulae for \u2206abc sins in sin aa bb cc== cos ab cb ca222 2=+ - sinbc a21t=",
+            "3": "3 0606/13/o/n/21 \u00a9 ucles 2021 [turn over 1 on the axes below, sketch the graph of   () () () y xxx412 134 =- +- +   stating the intercepts with the  coordinate axes.  [3] 0y x 2 a particle moves in a straight line such that its velocity, vms1-, at time t seconds after passing through  a fixed point o, is given by v 25 et3=- . find the speed of the particle when t1=. [2]",
+            "4": "4 0606/13/o/n/21 \u00a9 ucles 2021 3 solve the equation   cotx2331 2 r-=bl ,   where x is in radians and x01g r. [5]",
+            "5": "5 0606/13/o/n/21 \u00a9 ucles 2021 [turn over 4 (a) find the first three terms, in ascending powers of x2, in the expansion of   x21 3228 -eo .   write your  coefficients as rational numbers.  [3]  (b) find the coefficient of x2 in the expansion of   xxx 21 3221 282 -+e bo l. [3]",
+            "6": "6 0606/13/o/n/21 \u00a9 ucles 2021 5 a geometric progression is such that its sum to 4 terms is 17 times its sum to 2 terms. it is given that the  common ratio of this geometric progression is positive and not equal to 1.  (a) find the common ratio of this geometric progression.  [3]  (b) given that the 6th term of the geometric progression is 64, find the first term.  [2]  (c) explain why this geometric progression does not have a sum to infinity.  [1]",
+            "7": "7 0606/13/o/n/21 \u00a9 ucles 2021 [turn over 6 (a) a 5-digit number is made using the digits   0,  1,  2,  3,  4,  5,  6,  7,  8 and 9.  no digit may be used  more than once in any 5-digit number. find how many such 5-digit numbers are odd and greater  than 70  000. [3]  (b) the number of combinations of n objects taken 3 at a time is 2 times the number of combinations  of n objects taken 2 at a time. find the value of n. [4]",
+            "8": "8 0606/13/o/n/21 \u00a9 ucles 2021 7 p b ao q  the diagram shows a circle, centre o, radius 10  cm. the points a, b and p lie on the circumference of  the circle. the chord ab is of length 14  cm. the point q lies on ab and the line poq  is perpendicular to  ab.  (a) show that angle  poa  is 2.366 radians, correct to 3 decimal places.  [2]  (b) find the area of the shaded region.  [3]",
+            "9": "9 0606/13/o/n/21 \u00a9 ucles 2021 [turn over  (c) find the perimeter of the shaded region.  [5]",
+            "10": "10 0606/13/o/n/21 \u00a9 ucles 2021 8 the curves   yx x12=+ -   and   yx x 26 22=+ -   intersect at the points a and b.  (a) show that the mid-point of the line ab is (2, 9).  [5]  the line  l is the perpendicular bisector of ab.  (b) show that the point c (12, 7) lies on the line l. [3]",
+            "11": "11 0606/13/o/n/21 \u00a9 ucles 2021 [turn over  (c) the point d also lies on l, such that the distance of d from ab is two times the distance of c from  ab. find the coordinates of the two possible positions of d. [4]",
+            "12": "12 0606/13/o/n/21 \u00a9 ucles 2021 9 when ey2 is plotted against x2, a straight line graph passing through the points (4, 7.96) and (2, 3.76) is  obtained.  (a) find y in terms of x. [5]  (b) find y when x1=.  [2]  (c) using your equation from part (a) , find the positive values of  x for which the straight line exists.  [3]",
+            "13": "13 0606/13/o/n/21 \u00a9 ucles 2021 [turn over 10 a curve with equation () yx f=  is such that   dd xyx23 522 21 =+ +-`j    for x02.   the curve has gradient  10 at the point ,3219bl .   (a) show that, when x11= , xy52dd= .  [5]  (b) find ()xf. [4]",
+            "14": "14 0606/13/o/n/21 \u00a9 ucles 2021 11  a curve has equation   yxx 152 31 =+-`j    for x 12-.  (a) show that   xy xxax bxc 31 5dd 222 32 = +-++ ` `j j   where a, b and c are integers.  [6]",
+            "15": "15 0606/13/o/n/21 \u00a9 ucles 2021  (b) find the x-coordinate of the stationary point on the curve.  [2]  (c) explain how you could determine the nature of this stationary point.  [2]   [you are not required to find the nature of this stationary point.]",
+            "16": "16 0606/13/o/n/21 \u00a9 ucles 2021 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 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.blank page"
+        },
+        "0606_w21_qp_21.pdf": {
+            "1": "this document has 16 pages. any blank pages are indicated. cambridge igcse\u2122 dc (pq/fc) 212424/3 \u00a9 ucles 2021  [turn over *7116278869* additional mathematics  0606/21 paper 2  october/november  2021  2 hours you must answer on the question paper. no additional materials are needed. instructions  \u25cf answer all questions.  \u25cf use a black or dark blue pen. you may use an hb pencil for any diagrams or graphs.  \u25cf write your name, centre number and candidate number in the boxes at the top of the page.  \u25cf write your answer to each question in the space provided.  \u25cf do not use an erasable pen or correction fluid.  \u25cf do not write on any bar codes.  \u25cf you should use a calculator where appropriate.  \u25cf you must show all necessary working clearly; no marks will be given for unsupported answers from a  calculator.  \u25cf give non-exact numerical answers correct to 3 significant figures, or 1 decimal place for angles in  degrees, unless a different level of accuracy is specified in the question. information  \u25cf the total mark for this paper is 80.  \u25cf the number of marks for each question or part question is shown in brackets [  ].",
+            "2": "2 0606/21/o/n/21 \u00a9 ucles 2021 mathematical formulae 1. algebra quadratic equation  for the equation ax bx c02++ =, xabb ac 242!=-- binomial theorem ()ab aa ba ba bnn n rb12nn nn nr rn 12 2ff += ++ ++++-- -ee e oo o  where n is a positive integer and  () !!! n r nr rn=-eo arithmetic series  () ua nd1n=+ -  () {( )} sn an an d l21 2121n=+ =+ - geometric series  ua rnn1=-  ()() srarr111nn ! =--  () srar111 =- 3 2. trigonometry identities sinc os aa 122+= sect an aa 122=+ eccosc ot aa 122=+ formulae for \u2206abc sins in sin aa bb cc== cos ab cb ca222 2=+ - sinbc a21t=",
+            "3": "3 0606/21/o/n/21 \u00a9 ucles 2021 [turn over 1 solve the inequality   () () xx x 52 362 +- +. [3] 2 solve the following simultaneous equations. xy x 152+=  yx31 1 +=  [5]",
+            "4": "4 0606/21/o/n/21 \u00a9 ucles 2021 3 a curve has equation   sinyxx 123=++.   (a) show that the exact value of dd xy at the point where x6r= can be written as   k 612r+bl ,   where k  is an integer.  [5]  (b) find the equation of the normal to the curve at the point where x0=. [4]",
+            "5": "5 0606/21/o/n/21 \u00a9 ucles 2021 [turn over 4 find rational values a and b such that   ab 52 521++-=. [5]",
+            "6": "6 0606/21/o/n/21 \u00a9 ucles 2021 5 it is given that tan yx 32=  for \u00b0 \u00b0x 0 36011 .  (a) show that   ddtansecxymx x2=    where m is an integer to be found.  [2]  (b) find all values of x such that   ddseccosecxyxx 3= . [5]",
+            "7": "7 0606/21/o/n/21 \u00a9 ucles 2021 [turn over 6 find the values of m for which the line   yxm 2 =-    does not touch or cut the curve  ()yx x m 18 12=+ ++ .  [6]",
+            "8": "8 0606/21/o/n/21 \u00a9 ucles 2021 7 (a) use logarithms to solve the following equation, giving your answer correct to 1 decimal place.  53 2xx22 3#=-+ [4]  (b) solve the equation   () () logl og yy 11 2132 3+- =- . [5]",
+            "9": "9 0606/21/o/n/21 \u00a9 ucles 2021 [turn over 8 marc chooses 5 people from 4 men, 4 women and 2 children.  find the number of ways that marc can do this  (a) if there are no restrictions,  [1]  (b) if at least 2 men are chosen,  [3]  (c) if at least 1 man, at least 1 woman and at least 1 child are chosen.  [3]",
+            "10": "10 0606/21/o/n/21 \u00a9 ucles 2021 9 the following functions are defined for x12.  f()xxx 13=+ -          g()xx 12=+  (a) find f( )xg. [2]  (b) find ()x g1-. [2]",
+            "11": "11 0606/21/o/n/21 \u00a9 ucles 2021 [turn over  (c) do not use a calculator in this part of the question.   solve the equation   f()g () xx= . [5]",
+            "12": "12 0606/21/o/n/21 \u00a9 ucles 2021 10  y x oyxxx5 2+-=  the diagram shows part of the curve   yxxx5 2=+ -.  (a) find, in the form ym xc=+ , the equation of the tangent to the curve at the point where x1=.  [5]",
+            "13": "13 0606/21/o/n/21 \u00a9 ucles 2021 [turn over  (b) find the exact area enclosed by the curve, the x-axis, and the lines x1= and x3=. [4]",
+            "14": "14 0606/21/o/n/21 \u00a9 ucles 2021 11 the volume, v, of a cone with base radius r and vertical height h is given by rh31 2r .  the curved surface area of a cone with base radius r and slant height l is given by rlr.   a cone has base radius r cm, vertical height h cm and volume v cm3. the curved surface area of the  cone is r4cm2.  (a) show that   hrr16 2 22=- . [4]  (b) show that   vr r31626 r=- . [2]",
+            "15": "15 0606/21/o/n/21 \u00a9 ucles 2021  (c) given that r can vary and that v has a maximum value, find the value of r that gives the maximum  volume.  [5]",
+            "16": "16 0606/21/o/n/21 \u00a9 ucles 2021 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 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.blank page"
+        },
+        "0606_w21_qp_22.pdf": {
+            "1": "this document has 16 pages. any blank pages are indicated. cambridge igcse\u2122additional mathematics  0606/22 paper 2  october/november  2021  2 hours you must answer on the question paper. no additional materials are needed. instructions  \u25cf answer all questions.  \u25cf use a black or dark blue pen. you may use an hb pencil for any diagrams or graphs.  \u25cf write your name, centre number and candidate number in the boxes at the top of the page.  \u25cf write your answer to each question in the space provided.  \u25cf do not use an erasable pen or correction fluid.  \u25cf do not write on any bar codes.  \u25cf you should use a calculator where appropriate.  \u25cf you must show all necessary working clearly; no marks will be given for unsupported answers from a  calculator.  \u25cf give non-exact numerical answers correct to 3 significant figures, or 1 decimal place for angles in  degrees, unless a different level of accuracy is specified in the question. information  \u25cf the total mark for this paper is 80.  \u25cf the number of marks for each question or part question is shown in brackets [  ]. *8550153025* dc (lk/fc) 212425/3 \u00a9 ucles 2021  [turn over",
+            "2": "2 0606/22/o/n/21 \u00a9 ucles 2021 mathematical formulae 1. algebra quadratic equation  for the equation ax bx c02++ =, xabb ac 242!=-- binomial theorem ()ab aa ba ba bnn n rb12nn nn nr rn 12 2ff += ++ ++++-- -ee e oo o  where n is a positive integer and  () !!! n r nr rn=-eo arithmetic series  () ua nd1n=+ -  () {( )} sn al na nd21 2121n=+ =+ - geometric series  ua rnn1=-  ()() srarr111nn ! =--  () srar111 =- 3 2. trigonometry identities sinc os aa 122+= sect an aa 122=+ eccosc ot aa 122=+ formulae for \u2206abc sins in sin aa bb cc== cos ab cb ca222 2=+ - sinbc a21t=",
+            "3": "3 0606/22/o/n/21 \u00a9 ucles 2021 [turn over 1  - 6- 5- 4- 3- 2- 10y x1 2 3 4 5 65101520  (a) on the axes, draw the graphs of   yx53 2 =+ -   and   yx11=- . [4]  (b) using the graphs, or otherwise, solve the inequality   xx 11 53 2 1-+ -. [2]",
+            "4": "4 0606/22/o/n/21 \u00a9 ucles 2021 2 (a) expand   () x 234- , evaluating all of the coefficients.  [4]  (b) the sum of the first three terms in ascending powers of x in the expansion of   () xxa23 14-+ bl   is   xbc x32++ , where a, b and c are integers. find the values of each of a, b and c. [4]",
+            "5": "5 0606/22/o/n/21 \u00a9 ucles 2021 [turn over 3 (a) show that   secs eccotcosecxxxx11 112-++= . [4]  (b) hence solve the equation   secs ecsecxxx11 113-++=    for   x 0 360 \u00b0\u00b011 . [4]",
+            "6": "6 0606/22/o/n/21 \u00a9 ucles 2021 4 (a) find the x-coordinates of the stationary points on the curve   ln yx xx 372=+ -, where x02.  [5]  (b) determine the nature of each of these stationary points.  [3]",
+            "7": "7 0606/22/o/n/21 \u00a9 ucles 2021 [turn over 5 (a) solve the following simultaneous equations.      ee23 8 -=ee 5xy xy+=  [5]  (b) solve the equation   ee 5() () tt21 53=--. [4] ",
+            "8": "8 0606/22/o/n/21 \u00a9 ucles 2021 6 do not use a calculator in this question.  all lengths in this question are in centimetres.  you may use the following  trigonometrical ratios. \u00b0 \u00b0sin cos6023 6021 3= = \u00b0 tan60=a c b60\u00b0 62\u2013 62+  the diagram shows triangle abc  with ac 62=- , ab 62=+    and angle \u00b0 cab 60= .  (a) find the exact length of bc. [3]  (b) show that   sinacb6 42=+. [2]  (c) show that the perpendicular distance from a to the line bc is 1.  [2]",
+            "9": "9 0606/22/o/n/21 \u00a9 ucles 2021 [turn over 7 it is given that   () ddexy x11 x 22 2 2=++   for   x 12-.  (a) find an expression for dd xy given that   dd xy2=   when x0=. [3]  (b) find an expression for y given that   y4=   when   x0=. [3]",
+            "10": "10 0606/22/o/n/21 \u00a9 ucles 2021 8 variables x and y are such that when y is plotted against () logx12+, where x 12-, a straight line is  obtained which passes through (, .) 2104 and (, .) 4154.  (a) find y in terms of () logx12+. [4]  (b) find the value of y when x15= . [1]",
+            "11": "11 0606/22/o/n/21 \u00a9 ucles 2021 [turn over  (c) find the value of x when y25= . [3]",
+            "12": "12 0606/22/o/n/21 \u00a9 ucles 2021 9 (a) find the equation of the normal to the curve   yx xx4632=+ -+    at the point (, ) 14. [5]",
+            "13": "13 0606/22/o/n/21 \u00a9 ucles 2021 [turn over  (b) do not use a calculator in this part of the question.   find the exact x-coordinate of each of the two points where the normal cuts the curve again.  [5]",
+            "14": "14 0606/22/o/n/21 \u00a9 ucles 2021 10 (a) the first three terms of an arithmetic progression are x, x54- and x82+. find x and the common  difference.  [4]",
+            "15": "15 0606/22/o/n/21 \u00a9 ucles 2021  (b) the first three terms of a geometric progression are y, y54- and y82+.   (i) find the two possible values of y. [4]   (ii) for each of these values of y, find the corresponding value of the common ratio.  [2]",
+            "16": "16 0606/22/o/n/21 \u00a9 ucles 2021 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 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.blank page"
+        },
+        "0606_w21_qp_23.pdf": {
+            "1": "this document has 16 pages. any blank pages are indicated. cambridge igcse\u2122 dc (ce/cb) 212426/3 \u00a9 ucles 2021  [turn overadditional mathematics  0606/23 paper 2  october/november  2021  2 hours you must answer on the question paper. no additional materials are needed. instructions  \u25cf answer all questions.  \u25cf use a black or dark blue pen. you may use an hb pencil for any diagrams or graphs.  \u25cf write your name, centre number and candidate number in the boxes at the top of the page.  \u25cf write your answer to each question in the space provided.  \u25cf do not use an erasable pen or correction fluid.  \u25cf do not write on any bar codes.  \u25cf you should use a calculator where appropriate.  \u25cf you must show all necessary working clearly; no marks will be given for unsupported answers from a  calculator.  \u25cf give non-exact numerical answers correct to 3 significant figures, or 1 decimal place for angles in  degrees, unless a different level of accuracy is specified in the question. information  \u25cf the total mark for this paper is 80.  \u25cf the number of marks for each question or part question is shown in brackets [  ]. *3772962579*",
+            "2": "2 0606/23/o/n/21 \u00a9 ucles 2021 mathematical formulae 1. algebra quadratic equation  for the equation ax bx c02++ =, xabb ac 242!=-- binomial theorem ()ab aa ba ba bnn n rb12nn nn nr rn 12 2ff += ++ ++++-- -ee e oo o  where n is a positive integer and  () !!! n r nr rn=-eo arithmetic series  () ua nd1n=+ -  () {( )} sn al na nd21 2121n=+ =+ - geometric series  ua rnn1=-  ()() srarr111nn ! =--  () srar111 =- 3 2. trigonometry identities sinc os aa 122+= sect an aa 122=+ eccosc ot aa 122=+ formulae for \u2206abc sins in sin aa bb cc== cos ab cb ca222 2=+ - sinbc a21t=",
+            "3": "3 0606/23/o/n/21 \u00a9 ucles 2021 [turn over 1 x 0 - 2- 1 1 2 3 4 5 6 7 8 - 2246810y  (a) on the axes draw the graphs of  yx 5 =-   and  yx62 7 =- -. [4]  (b) use your graphs to solve the inequality  xx56 272-- -. [2]",
+            "4": "4 0606/23/o/n/21 \u00a9 ucles 2021 2 solve the following simultaneous equations. give your answers in the form ab 3+ , where a and b are  rational. xy xy3 23 5+= -= [5]",
+            "5": "5 0606/23/o/n/21 \u00a9 ucles 2021 [turn over 3 012 - 1 - 2 - 3 - 4- r 2r r xy r 2-r 2r 23  (a) the curve has equation cos ya bx c =+  where a, b and c are integers. find the values of a, b  and c. [3]  (b) another curve has equation   sin yx 23 4 =+ .   write down   (i) the amplitude,  [1]   (ii) the period in radians.  [1]",
+            "6": "6 0606/23/o/n/21 \u00a9 ucles 2021 4 (a) solve the equation   () logx2321 6-= .   give your answer in exact form.  [2]  (b) solve the equation   () ln lnuu24 1 -- =.   give your answer in exact form.  [3]  (c) solve the equation   2739vv 25=-. [3]",
+            "7": "7 0606/23/o/n/21 \u00a9 ucles 2021 [turn over 5 (a) show that   cose cc osectansecxxxx11 112-++= . [4]  (b) hence solve the equation   cose cc oseccose cxxx11 115-++=    for \u00b0\u00b0x 0 36011 . [4]",
+            "8": "8 0606/23/o/n/21 \u00a9 ucles 2021 6 it is given that  sec x 2 i =+    and   tan y 52i =+ .  (a) express y in terms of x. [2]  (b) find   xy dd in terms of x. [1]  (c) a curve has the equation found in part (a) . find the equation of the tangent to the curve when   r 3i= . [4]",
+            "9": "9 0606/23/o/n/21 \u00a9 ucles 2021 [turn over 7 the vector p has magnitude 39 and is in the direction ij521-+ . the vector q has magnitude 34 and is  in the direction ij15 8-.  (a) write both p and q in terms of i and j. [4]  (b) find the magnitude of pq+ and the angle this vector makes with the positive x-axis.  [4]",
+            "10": "10 0606/23/o/n/21 \u00a9 ucles 2021 8 x0y yx29= x4=yxx152 =-+  the diagram shows part of the curve  yxx152 =-+, and the straight lines x4= and yx29= .  (a) find the coordinates of the stationary point on the curve  yxx152 =-+. [5]",
+            "11": "11 0606/23/o/n/21 \u00a9 ucles 2021 [turn over  (b) given that the curve and the line   yx29=    intersect at the point (2, 9), find the area of the shaded  region.  [5]",
+            "12": "12 0606/23/o/n/21 \u00a9 ucles 2021 9 an arithmetic progression has first term a and common difference d. the third term is 13 and the tenth  term is 41.   (a) find the value of a and of d. [4]  (b) find the number of terms required to give a sum of 2555.  [4]",
+            "13": "13 0606/23/o/n/21 \u00a9 ucles 2021 [turn over  (c) given that sn is the sum to n terms, show that   () ss kk31 2kk2-= + . [4]",
+            "14": "14 0606/23/o/n/21 \u00a9 ucles 2021 10 (a) it is given that   ()xx xx 441 51 8 f32=- -+ .   find the equation of the normal to the curve  () yx f= at the point where  x1=. [5]",
+            "15": "15 0606/23/o/n/21 \u00a9 ucles 2021  (b) do not use a calculator in this part of the question.   it is also given that xa+, where a is an integer, is a factor of ()xf. find a and hence solve the  equation ()x 0 f=. [6]",
+            "16": "16 0606/23/o/n/21 \u00a9 ucles 2021 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 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.blank page"
+        }
+    },
+    "2022": {
+        "0606_m22_qp_12.pdf": {
+            "1": "this document has 16 pages. any blank pages are indicated.  [turn overcambridge igcse\u2122 *7011674582* dc (cj/cgw) 303740/2 \u00a9 ucles 2022additional mathematics  0606/12 paper 1  february/march  2022  2 hours you must answer on the question paper. no additional materials are needed. instructions  \u25cf answer all questions.  \u25cf use a black or dark blue pen. you may use an hb pencil for any diagrams or graphs.  \u25cf write your name, centre number and candidate number in the boxes at the top of the page.  \u25cf write your answer to each question in the space provided.  \u25cf do not use an erasable pen or correction fluid.  \u25cf do not write on any bar codes.  \u25cf you should use a calculator where appropriate.  \u25cf you must show all necessary working clearly; no marks will be given for unsupported answers from a  calculator.  \u25cf give non-exact numerical answers correct to 3 significant figures, or 1 decimal place for angles in  degrees, unless a different level of accuracy is specified in the question. information  \u25cf the total mark for this paper is 80.  \u25cf the number of marks for each question or part question is shown in brackets [  ].",
+            "2": "2 0606/12/f/m/22 \u00a9 ucles 2022 mathematical formulaemathematical formulae 1. algebra quadratic equation for the equation ax bx c 02++ =, xabb ac 242!=-- binomial theorem ()ab aa ba ba bnn n rb12nn nn nr rn 12 2ff += ++ ++++-- -ee e oo o where n is a positive integer and  () !!! n r nr rn=-eo arithmetic series  () ua nd1n=+ - () {( )} sn al na nd21 2121n=+ =+ - geometric series  ua rnn1=- ()() srarr111nn ! =-- () srar111 =- 3 2. trigonometry identities sinc os aa 122+= sect an aa 122=+ eccosc ot aa 122=+ formulae for \u2206abc sins in sin aa bb cc== cos ab cb ca222 2=+ - sinbc a21t=",
+            "3": "3 0606/12/f/m/22 \u00a9 ucles 2022 [turn over 1 find the values of k such that the line   yk x91=+    does not meet the curve   () . yk xx k 32 142=+ ++  [5]",
+            "4": "4 0606/12/f/m/22 \u00a9 ucles 2022 2 do not use a calculator in this question.  solve the equation   () () xx 35 32 35 102-+ +- =,   giving your solutions in the form ab 3+ ,  where a and b are rational numbers.  [6]",
+            "5": "5 0606/12/f/m/22 \u00a9 ucles 2022 [turn over 3 the curve with equation   sin ya bx c =+ ,   where a, b and c are constants, passes through the points    r(, ) 41 1 and r,345 -eo . it is given that   sinab xc+   has period r16.  (a) find the exact values of a, b and c. [4]  (b) using your answer to part (a) , find the coordinates of the minimum point on the curve for  r x01 6 gg . [4] ",
+            "6": "6 0606/12/f/m/22 \u00a9 ucles 2022 4 (a) show that   () x x 211 214 2 -+-   can be written as   ()xx 2123 2-+. [1]  (b)  find  ()dxxx2123 225 -+y ,    giving your answer in the form n ab1+ , where a and b are constants.  [5]",
+            "7": "7 0606/12/f/m/22 \u00a9 ucles 2022 [turn over 5 variables  x and y are such that   ()nyxx 1 3232 =-.  (a) find dd xy.  [3]  (b) hence find the approximate change in y when x increases from 2 to h2+, where h is small.  [2]  (c) at the instant when x2=, y is increasing at the rate of 4 units per second. find the corresponding  rate of increase in x. [2]",
+            "8": "8 0606/12/f/m/22 \u00a9 ucles 2022 6 the normal to the curve  tan yx 13=+   at the point p with x-coordinate r 12, meets the x-axis at the  point q.  the line  rx12=   meets the x-axis at the point r. find the area of the triangle pqr .   [8]",
+            "9": "9 0606/12/f/m/22 \u00a9 ucles 2022 [turn over 7 a curve ()f yx=  is such that  dd()xyx 2322 31=--.  the curve passes through the point (, .) 2102- . the  gradient of the tangent to the curve at  (, .) 2102-   is \u20136. find ()fx.  [8]",
+            "10": "10 0606/12/f/m/22 \u00a9 ucles 2022 8 in this question, all lengths are in metres and all times are in seconds.  a particle a is moving in the direction  20 21-eo   with a speed of 58.  (a) find the velocity vector of a. [1]  (b) given that a is initially at the point with position vector 5 3-eo , write down the position vector of a  at time t. [1]   a particle b starts to move such that its position vector at time t is tt 44 235 4 --+eo .  (c) find the displacement vector ab at time t. [2]",
+            "11": "11 0606/12/f/m/22 \u00a9 ucles 2022 [turn over  (d) hence find the distance ab, at time t, in the form pt qt r2++ , where p, q and r are constants.  [2]  (e) find the value of t when the distance ab is 6, giving your answer correct to 2 decimal places.  [2]",
+            "12": "12 0606/12/f/m/22 \u00a9 ucles 2022 9 (a) the function f is such that   () n( ) fxx 15 2 =+ ,  for xa2, where a is as small as possible.     (i) write down the value of a. [1]   (ii) hence find the range of f.  [1]   (iii) find f1-()x, stating its domain.  [3]   (iv) on the axes, sketch the graphs of ()f yx=  and f y1=-()x, stating the exact values of the  intercepts of the curves with the coordinate axes.  [4] y o x",
+            "13": "13 0606/12/f/m/22 \u00a9 ucles 2022 [turn over  (b) the function g is such that   gxx 4217| -, for x02. solve the equation g( )x 22=- .  [3]",
+            "14": "14 0606/12/f/m/22 \u00a9 ucles 2022 10 (a) the first three terms of an arithmetic progression are   ,, sins in sin xx x 35 39 3.   find the exact  values of x, where  rx02gg ,  for which the sum to twenty terms is equal to 390.  [6]",
+            "15": "15 0606/12/f/m/22 \u00a9 ucles 2022  (b) the first three terms of a geometric progression are ,, cosc os cos yy y 20 10 523.   (i) explain why this progression has a sum to infinity.  [2]   (ii) find the value of y, where y is in radians and y 0211 , for which the sum to infinity is 9.  give your answer correct to 2 decimal places.  [4]         ",
+            "16": "16 0606/12/f/m/22 \u00a9 ucles 2022 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.blank page"
+        },
+        "0606_m22_qp_22.pdf": {
+            "1": "this document has 16 pages. any blank pages are indicated.  [turn overdc (rw/cgw) 303976/2 \u00a9 ucles 2022 *1704896938* additional mathematics  0606/22 paper 2  february/march  2022  2 hours you must answer on the question paper. no additional materials are needed. instructions  \u25cf answer all questions.  \u25cf use a black or dark blue pen. you may use an hb pencil for any diagrams or graphs.  \u25cf write your name, centre number and candidate number in the boxes at the top of the page.  \u25cf write your answer to each question in the space provided.  \u25cf do not use an erasable pen or correction fluid.  \u25cf do not write on any bar codes.  \u25cf you should use a calculator where appropriate.  \u25cf you must show all necessary working clearly; no marks will be given for unsupported answers from a  calculator.  \u25cf give non-exact numerical answers correct to 3 significant figures, or 1 decimal place for angles in  degrees, unless a different level of accuracy is specified in the question. information  \u25cf the total mark for this paper is 80.  \u25cf the number of marks for each question or part question is shown in brackets [  ].cambridge igcse\u2122",
+            "2": "2 0606/22/f/m/22 \u00a9 ucles 2022 mathematical formulae 1. algebra quadratic equation  for the equation ax bx c02++ =, xabb ac 242!=-- binomial theorem ()ab aa ba ba bnn n rb12nn nn nr rn 12 2ff += ++ ++++-- -ee e oo o  where n is a positive integer and  () !!! n r nr rn=-eo arithmetic series  () ua nd1n=+ -  () {( )} sn al na nd21 2121n=+ =+ - geometric series  ua rnn1=-  ()() srarr111nn ! =--  () srar111 =- 3 2. trigonometry identities sinc os aa 122+= sect an aa 122=+ eccosc ot aa 122=+ formulae for \u2206abc sins in sin aa bb cc== cos ab cb ca222 2=+ - sinbc a21t=",
+            "3": "3 0606/22/f/m/22 \u00a9 ucles 2022 [turn over 1 a line, l,  has equation   xy45 9 += .   points a and b have coordinates ( 6-, 7) and (1, 9) respectively.  find the equation of the line parallel to l which passes through the mid\u2011point of ab. [3] 2 solve the equation   () logl og xx87 2255+- =. [3]",
+            "4": "4 0606/22/f/m/22 \u00a9 ucles 2022 3 a group of students, 4  girls and  3 boys, stand in line.  (a) find the number of different ways the students can stand in line if there are no restrictions.  [1]  (b) find the number of different ways the students can stand in line if the 3  boys are next to each  other.  [2]  (c) cam and dea are 2 of the girls. find the number of ways the students can stand in line if cam and  dea are not next to each other.  [2]",
+            "5": "5 0606/22/f/m/22 \u00a9 ucles 2022 [turn over 4 find the x\u2011coordinates of the points of intersection of the curves   x y 4912 2 +=    and   yx23= .      give your answers correct to 3  decimal places.  [5]",
+            "6": "6 0606/22/f/m/22 \u00a9 ucles 2022 5 (a) y x4 0 4 1   the diagram shows the graph of ()f yx= , where ()fx is a quadratic function. write down the two  possible expressions for ()fx. [2]  (b) the three roots of ()px 0=, where   ()pxx ax bx 5232=+ +-    are    x51=,  xn= and  xn 1=+ ,      where a and b are positive integers and n is a negative integer. find ()px, simplifying your  coefficients.  [5]",
+            "7": "7 0606/22/f/m/22 \u00a9 ucles 2022 [turn over 6 (a) (i) use the binomial theorem to expand   () x 137+    in ascending powers of x, as far as the term  in x3. simplify each term.  [2]   (ii) show that your expansion from part (i) gives the value of  .1037 as 1.23 to 2  decimal places.  [2]  (b) find the term independent of x in the expansion of    x x 22415 + eo . [2]",
+            "8": "8 0606/22/f/m/22 \u00a9 ucles 2022 7 in this question, all angles are in radians.  (a) solve the equation   sect an 32ii=+    for  rr11i - . [5]  (b) show that, for r0211z ,     costansec 12zzz -= . [3]  (c) given that   cose cx817=-    and that    rr x232 11 ,    find the exact value of cotx. [2]",
+            "9": "9 0606/22/f/m/22 \u00a9 ucles 2022 [turn over 8 15 cm a cm c oba rad6r  the diagram shows the sector aob  of a circle, centre  o and radius 15  cm. angle aob  is r 6 radians.  point  c lies on ob such that cb is a cm. ac is a straight line.  (a) find the exact value of a such that the area of triangle aoc  is equal to the area of the shaded  region acb . [4]  (b) for the value of a found in part (a), find the perimeter of the shaded region. give your answer  correct to 1 decimal place.  [3]",
+            "10": "10 0606/22/f/m/22 \u00a9 ucles 2022 9 (a) a vehicle travels along a straight, horizontal road. at time t0= seconds, the vehicle, travelling at  a velocity of wms1-, passes point  o. the vehicle travels at this constant velocity for 12  seconds.  it then slows down, with constant deceleration, for 10  seconds until it reaches a velocity of  ()w14ms1--. it continues to travel at this velocity for 28  seconds until it reaches point  a, 458  m  from o.   find the value of w. [4]",
+            "11": "11 0606/22/f/m/22 \u00a9 ucles 2022 [turn over  (b) a particle moves in a straight line. the velocity, vms1-, of the particle at time t seconds, where  t0h, is given by    () () vt t45=- -.   (i) find the value of t for which the acceleration of the particle is 0ms2-. [2]   (ii) find the set of values of t for which the velocity of the particle is negative.  [2]   (iii) find the distance travelled by the particle in the first 5  seconds of its motion.  [4]",
+            "12": "12 0606/22/f/m/22 \u00a9 ucles 2022 10 relative to an origin  o, the position vector of point p is ij32- and the position vector of point q is  ij81 3+ .  (a) the point  r is such that  pq pr5= .  find the unit vector in the direction or. [5]  (b) the position vector of s relative to o is mj. given that rs is parallel to pq, find the value of m.   [3]",
+            "13": "13 0606/22/f/m/22 \u00a9 ucles 2022 [turn over 11 y xa b 0 2e y64x \u2212 5=+  the diagram shows part of the graphs of   e y6x45=+-   and    x2=.   the line x2= meets the curve  at the point  b(2, b) and the line ab is parallel to the x\u2011axis. find the area of the shaded region.  [7]",
+            "14": "14 0606/22/f/m/22 \u00a9 ucles 2022 12 in this question all lengths are in centimetres. o p a bq h12 8r c  the diagram shows a right triangular prism of height h inside a right pyramid.  the pyramid has a height of 12 and a base that is an equilateral triangle, abc , of side 8.  the base of the prism sits on the base of the pyramid.  points p, q and r lie on the edges oa, ob and oc, respectively, of the pyramid oabc .  pyramids oabc  and opqr  are similar.  (a) show that the volume, v, of the triangular prism is given by    () va hb hc h93 32=+ +    where a,  b and c are integers to be found.  [4]",
+            "15": "15 0606/22/f/m/22 \u00a9 ucles 2022  (b) it is given that, as h varies, v has a maximum value. find the value of h that gives this maximum  value of v. [3]",
+            "16": "16 0606/22/f/m/22 \u00a9 ucles 2022 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.blank page"
+        },
+        "0606_s22_qp_11.pdf": {
+            "1": "this document has 16 pages. any blank pages are indicated.  [turn overdc (rw/fc) 303927/3 \u00a9 ucles 2022 *6277213431* additional mathematics  0606/11 paper 1  may/june  2022  2 hours you must answer on the question paper. no additional materials are needed. instructions  \u25cf answer all questions.  \u25cf use a black or dark blue pen. you may use an hb pencil for any diagrams or graphs.  \u25cf write your name, centre number and candidate number in the boxes at the top of the page.  \u25cf write your answer to each question in the space provided.  \u25cf do not use an erasable pen or correction fluid.  \u25cf do not write on any bar codes.  \u25cf you should use a calculator where appropriate.  \u25cf you must show all necessary working clearly; no marks will be given for unsupported answers from a  calculator.  \u25cf give non-exact numerical answers correct to 3 significant figures, or 1 decimal place for angles in  degrees, unless a different level of accuracy is specified in the question. information  \u25cf the total mark for this paper is 80.  \u25cf the number of marks for each question or part question is shown in brackets [  ].cambridge igcse\u2122",
+            "2": "2 0606/11/m/j/22 \u00a9 ucles 2022 mathematical formulae 1. algebra quadratic equation for the equation ax bx c 02++ =, xabb ac 242!=-- binomial theorem ()ab aa ba ba bnn n rb12nn nn nr rn 12 2ff += ++ ++++-- -ee e oo o where n is a positive integer and  () !!! n r nr rn=-eo arithmetic series  () ua nd1n=+ - () {( )} sn al na nd21 2121n=+ =+ - geometric series  ua rnn1=- ()() srarr111nn ! =-- () srar111 =- 3 2. trigonometry identities sinc os aa 122+= sect an aa 122=+ eccosc ot aa 122=+ formulae for \u2206abc sins in sin aa bb cc== cos ab cb ca222 2=+ - sinbc a21t=",
+            "3": "3 0606/11/m/j/22 \u00a9 ucles 2022 [turn over 1 find constants a, b and c such that      pq rpqrpq rab c 121323 = --- `j. [3]",
+            "4": "4 0606/11/m/j/22 \u00a9 ucles 2022 2 a particle moves in a straight line such that its displacement, s metres, from a fixed point, at time  t seconds, t0h, is given by   st 1321 =+-`j .  (a) find the exact speed of the particle when t1=. [3]  (b) show that the acceleration of the particle will never be zero.  [2]",
+            "5": "5 0606/11/m/j/22 \u00a9 ucles 2022 [turn over 3 a function f is such that    () () fl n xx 21=+ ,  for x212-.  (a) write down the range of f.  [1]  a function g is such that   ()gxx 57=- ,    for xr!.  (b) find the exact solution of the equation   ()gfx 13= . [3]  (c) find the solution of the equation    () () fgxx1=-l . [6]",
+            "6": "6 0606/11/m/j/22 \u00a9 ucles 2022 4 (a) y x\u2013 2 1 3 024   the diagram shows the graph of ()f yx= , where ()fx is a cubic. find the possible expressions  for ()fx. [3]  (b) (i) on the axes below, sketch the graph of   yx 21=+    and the graph of   () yx 41=- ,   stating the coordinates of the points where the graphs meet the coordinate axes.  [3] y xo",
+            "7": "7 0606/11/m/j/22 \u00a9 ucles 2022 [turn over   (ii) find the exact solutions of the equation   () xx21 41 += - . [4]",
+            "8": "8 0606/11/m/j/22 \u00a9 ucles 2022 5 (a) find the vector which is in the opposite direction to  15 8-eo  and has a magnitude of 8.5.  [2]  (b) find the values of a and b such that  a bab a532 1 262++=+ee e oo o. [3] 6 (a) write down the values of k for which the line yk= is a tangent to the curve rsin yx 4410 =+ + bl .   [2]",
+            "9": "9 0606/11/m/j/22 \u00a9 ucles 2022 [turn over  (b) (i) show that () costan costan sinsin 11 11 21 2 ii ii ii -+++-=+ . [4]   (ii) hence solve the equation costan costan 11 113ii ii -+++-=,  for \u00b0\u00b00 360 ggi . [4]",
+            "10": "10 0606/11/m/j/22 \u00a9 ucles 2022 7 (a) the first three terms of an arithmetic progression are    lg3,  lg33 ,  lg53 .  given that the sum to n  terms of this progression can be written as lg256 81, find the value of n. [5]",
+            "11": "11 0606/11/m/j/22 \u00a9 ucles 2022 [turn over  (b) do not use a calculator in this part of the question.   the first three terms of a geometric progression are    ln256,  ln16,  ln4.   find the sum to infinity  of this progression, giving your answer in the form lnp2. [4]",
+            "12": "12 0606/11/m/j/22 \u00a9 ucles 2022 8 do not use a calculator in this question.  (a) find the exact coordinates of the points of intersection of the curve   yx x25 202=+ -   and the  line yx35 10 =+ . [4]",
+            "13": "13 0606/11/m/j/22 \u00a9 ucles 2022 [turn over  (b) it is given that   tan3 231i=+-,  for r0211i .   find cose c2i in the form ab 3+ , where a and  b are constants.  [5]",
+            "14": "14 0606/11/m/j/22 \u00a9 ucles 2022 9 a circle, centre o and radius r cm, has a sector oab  of fixed area 10cm2. angle aob  is i radians and  the perimeter of the sector is p cm.  (a) find an expression for p in terms of r. [3]  (b) find the value of r for which p has a stationary value.  [3]  (c) determine the nature of this stationary value.  [2]  (d) find the value of i at this stationary value.  [1]",
+            "15": "15 0606/11/m/j/22 \u00a9 ucles 2022 10 the normal to the curve   rtan yx 32=+ bl    at the point  p with coordinates ( p, 1-), where rp 061g,  meets the x\u2011axis at the point  a and the y\u2011axis at the point  b. find the exact coordinates of the mid\u2011point  of ab. [10]",
+            "16": "16 0606/11/m/j/22 \u00a9 ucles 2022 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.blank page"
+        },
+        "0606_s22_qp_12.pdf": {
+            "1": "this document has 16 pages. any blank pages are indicated.  [turn overcambridge igcse\u2122additional mathematics  0606/12 paper 1  may/june  2022  2 hours you must answer on the question paper. no additional materials are needed. instructions  \u25cf answer all questions.  \u25cf use a black or dark blue pen. you may use an hb pencil for any diagrams or graphs.  \u25cf write your name, centre number and candidate number in the boxes at the top of the page.  \u25cf write your answer to each question in the space provided.  \u25cf do not use an erasable pen or correction fluid.  \u25cf do not write on any bar codes.  \u25cf you should use a calculator where appropriate.  \u25cf you must show all necessary working clearly; no marks will be given for unsupported answers from a  calculator.  \u25cf give non-exact numerical answers correct to 3 significant figures, or 1 decimal place for angles in  degrees, unless a different level of accuracy is specified in the question. information  \u25cf the total mark for this paper is 80.  \u25cf the number of marks for each question or part question is shown in brackets [  ]. *9896994444* dc (cj/fc) 303920/4 \u00a9 ucles 2022",
+            "2": "2 0606/12/m/j/22 \u00a9 ucles 2022 mathematical formulae 1. algebra quadratic equation for the equation ax bx c 02++ =, xabb ac 242!=-- binomial theorem ()ab aa ba ba bnn n rb12nn nn nr rn 12 2ff += ++ ++++-- -ee e oo o where n is a positive integer and  () !!! n r nr rn=-eo arithmetic series  () ua nd1n=+ - () {( )} sn al na nd21 2121n=+ =+ - geometric series  ua rnn1=- ()() srarr111nn ! =-- () srar111 =- 3 2. trigonometry identities sinc os aa 122+= sect an aa 122=+ eccosc ot aa 122=+ formulae for \u2206abc sins in sin aa bb cc== cos ab cb ca222 2=+ - sinbc a21t=",
+            "3": "3 0606/12/m/j/22 \u00a9 ucles 2022 [turn over 1  y x 0 \u2013 82 180\u00b0 \u2013 180\u00b0  the diagram shows the graph of  sin ya bx c =+ ,  where a, b and c are integers, for   \u00b0\u00b0x 180 180 gg - .  find the values of a, b and c. [3]",
+            "4": "4 0606/12/m/j/22 \u00a9 ucles 2022 2 given that  sec x2i =   and  cot y22i += ,  find y in terms of x. [4]",
+            "5": "5 0606/12/m/j/22 \u00a9 ucles 2022 [turn over 3 variables x and y are such that, when   g( ) ly21+   is plotted against x2, a straight line graph passing  through the points (1, 1) and (2, 5) is obtained.  (a) find y in terms of x. [4]  (b) find the value of y when x23= . [1]  (c) find the value of x when y2=. [2]",
+            "6": "6 0606/12/m/j/22 \u00a9 ucles 2022 4 (a) find the unit vector in the same direction as 15 8-eo . [2]  (b) given that  a b abba 2 5 341 242 -+-=+-e e e o o o,  find the values of a and b. [3]",
+            "7": "7 0606/12/m/j/22 \u00a9 ucles 2022 [turn over 5 the first three terms, in ascending powers of x, in the expansion of   ()xx 1623123+-bl    can be written  in the form   px qx 82++ ,   where p and q are constants. find the values of p and q. [8]",
+            "8": "8 0606/12/m/j/22 \u00a9 ucles 2022 6 the polynomial  p()xx ax xb 6632=+ ++ ,  where a and b are integers, is divisible by x21-. when  p()x is divided by x2-, the remainder is 120.  (a) find the values of a and b. [4]  (b) hence write down the remainder when p()x is divided by x. [1]  (c) find the value of p( )0ll. [2]",
+            "9": "9 0606/12/m/j/22 \u00a9 ucles 2022 [turn over 7 (a) show that   () xx x 232 11 11 2 +--+-   can be written as   () () xxx 12 383 2-+-   . [2]  (b)  find  () ()dxxxx12 383a 22-+-y   where  a 22. give your answers in the form lncd+ , where c and d  are functions of a.   [6]",
+            "10": "10 0606/12/m/j/22 \u00a9 ucles 2022 8 (a) a team of 6 people is to be chosen from 10 people. two of the people are sisters who must not be  separated. find the number of different teams that can be formed.  [3]  (b)  a 6-character password is to be chosen from the following characters.    digits  2 4 8    letters  x y z     symbols  * # !   no character may be used more than once in any password. find the number of different passwords  that may be chosen if    (i) there are no other restrictions,  [1]   (ii) the password starts with two letters and ends with two digits.  [3]",
+            "11": "11 0606/12/m/j/22 \u00a9 ucles 2022 [turn over 9 the normal to the curve  ()lnyxx 1322 =++,  at the point a on the curve where x0=, meets the x-axis at  point b. point c has coordinates (, )ln 03 2. find the gradient of the line bc in terms of ln2. [9]",
+            "12": "12 0606/12/m/j/22 \u00a9 ucles 2022 10 (a) given the simultaneous equations       g,ll g xy21+=      , xy31 32-=   (i) show that   xx13 30 02-- =. [4]   (ii) solve these simultaneous equations, giving your answers in exact form.  [2]",
+            "13": "13 0606/12/m/j/22 \u00a9 ucles 2022 [turn over  (b) solve the equation  logl og xa34ax+= ,  where a is a positive constant, giving x in terms of a. [5]",
+            "14": "14 0606/12/m/j/22 \u00a9 ucles 2022 11 in this question all lengths are in kilometres and time is in hours.  a particle p moves in a straight line such that its displacement, s, from a fixed point at time  t is given by     () () st t252=+ - , for t0h.  (a) find the values of t for which the velocity of p is zero.  [4]  (b) on the axes, draw the displacement\u2013time graph for p for t06gg , stating the coordinates of the  points where the graph meets the coordinate axes.  [2] s t 0 6 5 4 3 2 1",
+            "15": "15 0606/12/m/j/22 \u00a9 ucles 2022  (c) on the axes below, draw the velocity\u2013time graph for p for t06gg , stating the coordinates of the  points where the graph meets the coordinate axes.  [2] velocity t 0 6 5 4 3 2 1  (d) (i) write down an expression for the acceleration of p at time  t.  [1]   (ii) hence, on the axes below, draw the acceleration\u2013time graph for  p for t06gg , stating the    coordinates of the points where the graph meets the coordinate axes.  [2] acceleration t 0 6 5 4 3 2 1",
+            "16": "16 0606/12/m/j/22 \u00a9 ucles 2022 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.blank page"
+        },
+        "0606_s22_qp_13.pdf": {
+            "1": " [turn overdc (nf/fc) 303987/4 \u00a9 ucles 2022this document has 16 pages. any blank pages are indicated. *7338070369* additional mathematics  0606/13 paper 1  may/june  2022  2 hours you must answer on the question paper. no additional materials are needed. instructions  \u25cf answer all questions.  \u25cf use a black or dark blue pen. you may use an hb pencil for any diagrams or graphs.  \u25cf write your name, centre number and candidate number in the boxes at the top of the page.  \u25cf write your answer to each question in the space provided.  \u25cf do not use an erasable pen or correction fluid.  \u25cf do not write on any bar codes.  \u25cf you should use a calculator where appropriate.  \u25cf you must show all necessary working clearly; no marks will be given for unsupported answers from a  calculator.  \u25cf give non-exact numerical answers correct to 3 significant figures, or 1 decimal place for angles in  degrees, unless a different level of accuracy is specified in the question. information  \u25cf the total mark for this paper is 80.  \u25cf the number of marks for each question or part question is shown in brackets [  ].cambridge igcse\u2122",
+            "2": "2 0606/13/m/j/22 \u00a9 ucles 2022 mathematical formulae 1. algebra quadratic equation for the equation ax bx c 02++ =, xabb ac 242!=-- binomial theorem ()ab aa ba ba bnn n rb12nn nn nr rn 12 2ff += ++ ++++-- -ee e oo o where n is a positive integer and  () !!! n r nr rn=-eo arithmetic series  () ua nd1n=+ - () {( )} sn al na nd21 2121n=+ =+ - geometric series  ua rnn1=- ()() srarr111nn ! =-- () srar111 =- 3 2. trigonometry identities sinc os aa 122+= sect an aa 122=+ eccosc ot aa 122=+ formulae for \u2206abc sins in sin aa bb cc== cos ab cb ca222 2=+ - sinbc a21t=",
+            "3": "3 0606/13/m/j/22 \u00a9 ucles 2022 [turn over 1 (a) find the rational numbers a, b and c, such that the first three terms, in descending powers of x, in  the expansion of    xx391 25 - eo  can be written in the form   . ax bx cx10 74++  [3]  (b) hence find the coefficient of x4 in the expansion of    . xx x39111 25 32 -+ e eo o [3]",
+            "4": "4 0606/13/m/j/22 \u00a9 ucles 2022 2 in this question, all lengths are in centimetres and all angles are in radians. b a co 810  the diagram shows a circle, centre o, radius 8. the points  a, b and c lie on the circumference of the  circle. the chord ab has length 10.  (a) show that angle boa  is 1.35 correct to 2 decimal places.  [2]  (b) given that the minor arc bc has a length of 18, find angle boc . [2]  (c) find the area of the minor sector aoc . [3]",
+            "5": "5 0606/13/m/j/22 \u00a9 ucles 2022 [turn over 3 (a) find the exact solution of the equation   . 235 0 eexx63-- = [3]  (b) solve the following simultaneous equations.     1eeexx y 47 57 2' =-+     xy18 0 +=  [5]",
+            "6": "6 0606/13/m/j/22 \u00a9 ucles 2022 4 variables  x and y are such that when ey4 is plotted against x, a straight line of gradient 52, passing  through (10,  2), is obtained.  (a) find y in terms of x. [3]  (b) find the value of y when x45= , giving your answer in the form lnp. [2]  (c) find the values of x for which y can be defined.  [1]",
+            "7": "7 0606/13/m/j/22 \u00a9 ucles 2022 [turn over 5 the velocity, , vms1- of a particle moving in a straight line, t seconds after passing through a fixed  point o, is given by    . sin vt 63=  (a) find the time at which  the acceleration of the particle is first equal to . 9ms2-- [4]  (b) find the displacement of the particle from o when .. t56=  [4]",
+            "8": "8 0606/13/m/j/22 \u00a9 ucles 2022 6 (a) it is given that  fxx 22\"|   for , x 0h     gxx21\"| +  for . x 0h   each of the expressions in the table can be written as one of the following. ff gg fg gf fg fg22 11--lm lm   complete the table. the first row has been completed for you.  [5] expression function notation 2 gl 0 x4 xx88 22++ x43+ x 21-",
+            "9": "9 0606/13/m/j/22 \u00a9 ucles 2022 [turn over  (b) it is given that   () () xx 3 1 h2=+-  for . xah  the value of a is as small as possible such that h1-  exists.   (i)  write down the value of a. [1]   (ii) write down the range of h.  [1]   (iii) find ()x h1- and state its domain.  [3]",
+            "10": "10 0606/13/m/j/22 \u00a9 ucles 2022 7 a curve has equation   ()yxx 52123 =++    for . x 0h  (a) show that     ()()() ,xy xxax b521 dd 221 =+++    where a and b are integers to be found.  [4]  (b) show that there are no stationary points on this curve.  [1]",
+            "11": "11 0606/13/m/j/22 \u00a9 ucles 2022 [turn over  (c) find the approximate change in y when x increases from 1 to ,p 1+ where p is small.  [2]  (d) given that when x1= the rate of change in  x is 2.5 units per second, find the corresponding rate  of change in y. [2]",
+            "12": "12 0606/13/m/j/22 \u00a9 ucles 2022 8 (a) a 6-digit number is formed from the digits  0,  1,  2,  5,  6,  7,  8,  9.  a number cannot start with 0  and each digit can be used at most once in any 6-digit number.   (i) find how many 6-digit numbers can be formed if there are no further restrictions.  [1]   (ii) find how many of these 6-digit numbers are divisible by 5.  [3]   (iii) find how many of these 6-digit numbers are greater than 850  000. [3]",
+            "13": "13 0606/13/m/j/22 \u00a9 ucles 2022 [turn over  (b) a team of 8 people is to be chosen from 12 people. three of the people are brothers who must not  be separated. find the number of different teams that can be chosen.  [3]",
+            "14": "14 0606/13/m/j/22 \u00a9 ucles 2022 9 (a) solve the equation   , cose c 32342 rz-= bl   for . 011 rz   give your solutions in terms of r.   [4]  (b) given that   cose c x212i -=    and   , tan y12i +=   find y in terms of x. [4]",
+            "15": "15 0606/13/m/j/22 \u00a9 ucles 2022 10 (a) show that    ()x1+64 2 2 +-xx 23 1 ++   can be written as  .() ()xxx 23 114 10 2+++ [2]  (b) hence find the exact value of   () ().xxxx23 114 10d202 +++y    give your answer in the form , lnpq+   where p and q are rational numbers.  [6]",
+            "16": "16 0606/13/m/j/22 \u00a9 ucles 2022 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.blank page"
+        },
+        "0606_s22_qp_21.pdf": {
+            "1": " [turn over*8556660969* dc (nf/cgw) 214154/2 \u00a9 ucles 2022this document has 12 pages.additional mathematics  0606/21 paper 2  may/june  2022  2 hours you must answer on the question paper. no additional materials are needed. instructions  \u25cf answer all questions.  \u25cf use a black or dark blue pen. you may use an hb pencil for any diagrams or graphs.  \u25cf write your name, centre number and candidate number in the boxes at the top of the page.  \u25cf write your answer to each question in the space provided.  \u25cf do not use an erasable pen or correction fluid.  \u25cf do not write on any bar codes.  \u25cf you should use a calculator where appropriate.  \u25cf you must show all necessary working clearly; no marks will be given for unsupported answers from a  calculator.  \u25cf give non-exact numerical answers correct to 3 significant figures, or 1 decimal place for angles in  degrees, unless a different level of accuracy is specified in the question. information  \u25cf the total mark for this paper is 80.  \u25cf the number of marks for each question or part question is shown in brackets [  ].cambridge igcse\u2122",
+            "2": "2 0606/21/m/j/22 \u00a9 ucles 2022 mathematical formulae 1. algebra quadratic equation for the equation ax bx c 02++ =, xabb ac 242!=-- binomial theorem ()ab aa ba ba bnn n rb12nn nn nr rn 12 2ff += ++ ++++-- -ee e oo o where n is a positive integer and  () !!! n r nr rn=-eo arithmetic series  () ua nd1n=+ - () {( )} sn al na nd21 2121n=+ =+ - geometric series  ua rnn1=- ()() srarr111nn ! =-- () srar111 =- 3 2. trigonometry identities sinc os aa 122+= sect an aa 122=+ eccosc ot aa 122=+ formulae for \u2206abc sins in sin aa bb cc== cos ab cb ca222 2=+ - sinbc a21t=",
+            "3": "3 0606/21/m/j/22 \u00a9 ucles 2022 [turn over 1 (a) solve the equation   , 51 2w1=-   giving your answer correct to 2 decimal places.  [2]  (b) solve the equation   . xx 56 032 31-+ = [3] 2 (a) write   () lg lg lg xx26 3 -+ + `j    as a single logarithm to base 10.  [2]  (b) hence solve the equation   () . lg lg lg xx 26 30 -+ += `j  [4]",
+            "4": "4 0606/21/m/j/22 \u00a9 ucles 2022 3 variables x and y are such that when y3 is plotted against ,x2 a straight line passing through the points  (9, 8) and (16,  1) is obtained. find y as a function of x. [4] 4 the polynomial   ()xm xx nx 17 6 p32=- ++     has a factor .x3- it has a remainder of 12- when  divided by .x1+ find the remainder when ()xp is divided by .x2- [6]",
+            "5": "5 0606/21/m/j/22 \u00a9 ucles 2022 [turn over 5 (a) (i) write down, in ascending powers of x, the first three terms in the expansion of   () .x 14n+    simplify each term.  [2]   (ii) in the expansion of    () ()xx 14 14n+-    the coefficient of x2 is 6032. given that , n 02  find  the value of n. [3]  (b) find the term independent of x in the expansion of   .x x 28 410 -eo  [2]",
+            "6": "6 0606/21/m/j/22 \u00a9 ucles 2022 6 (a) (i) a 5-digit number is to be formed from the seven digits 0, 1, 2, 3, 4, 5, 6. each digit can be  used at most once in any number and the number does not start with 0. find the number of  ways in which this can be done.  [2]   (ii) find how many of these 5-digit numbers are even.  [3]  (b) a team of 7 people is to be selected from a group of 9 women and 6 men. find the number of  different teams that can be selected which include at least one man.  [2]",
+            "7": "7 0606/21/m/j/22 \u00a9 ucles 2022 [turn over  (c) (i) show that   () cc nn61 nn 323+= -    for . n 3h [5]   (ii) hence solve the equation   cc n4nn 32+=    where . n 3h [2]",
+            "8": "8 0606/21/m/j/22 \u00a9 ucles 2022 7 variables x and y are such that   ().sinyxx 134 =+   use differentiation to find the approximate change  in y when x increases from 1.9 to .,h 19+ where h is small.  [6]",
+            "9": "9 0606/21/m/j/22 \u00a9 ucles 2022 [turn over 8 in this question, i is a unit vector due east and j is a unit vector due north. distances are measured in  kilometres and time is measured in hours.  at 09  00, ship a leaves a point p with position vector   ij51 6+    relative to an origin o. it sails with a  constant speed of 63 on a bearing of 120\u00b0.  (a) show that the velocity vector of a is    . ij93 3-  [2]  (b) find the position vector of a at 12  00. [1]  (c) at 11  00 ship b leaves a point q with position vector   . ij29 16+    it sails with constant velocity  .j 12 3 -  write down the position vector of b, t hours after it starts sailing.  [1]  (d) find the distance between the two ships at 12  00. [3]",
+            "10": "10 0606/21/m/j/22 \u00a9 ucles 2022 9 in this question all lengths are in metres. h 5x  the diagram shows a water container in the shape of a triangular prism. the depth of water in the  container is h. the container has length 5. the water in the container forms a prism with a uniform  cross-section that is an equilateral triangle of side x.  (a) show that the volume, v, of the water is given by   . vh 53 32 =  [4]  (b) water is pumped into the container at a rate of 0.5  m3 per minute. find the rate at which the depth  of the water is increasing when the depth of the water is 0.1  m. [4]",
+            "11": "11 0606/21/m/j/22 \u00a9 ucles 2022 [turn over 10 (a) differentiate   lnxx x2-   with respect to x. simplify your answer.  [2]  (b) a curve is such that   .xy xx1 dd 22 2 =+eo    it is given that    xy 22dd ee2 =+     at the point ,.6eee32+ eo   using your answer to part (a) , find the exact equation of the curve.  [8] question 11 is printed on the next page.",
+            "12": "12 0606/21/m/j/22 \u00a9 ucles 2022 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.11  y a cd b o xcos yx 5 =x4r=eyx 2=  the diagram shows part of the curves    yex 2=    and   cos yx 5 =    and part of the line    . x4r=    the  curves intersect at a. the curve cos yx 5 =  cuts the x-axis at b. the line x4r= cuts the x-axis at c and  the curve yex 2=  at d. find the exact area of the shaded region, abcd . [7]"
+        },
+        "0606_s22_qp_22.pdf": {
+            "1": "this document has 16 pages.  [turn overcambridge igcse\u2122 dc (kn/sw) 303758/3 \u00a9 ucles 2022 *1223544829* additional mathematics  0606/22 paper 2  may/june  2022  2 hours you must answer on the question paper. no additional materials are needed. instructions  \u25cf answer all questions.  \u25cf use a black or dark blue pen. you may use an hb pencil for any diagrams or graphs.  \u25cf write your name, centre number and candidate number in the boxes at the top of the page.  \u25cf write your answer to each question in the space provided.  \u25cf do not use an erasable pen or correction fluid.  \u25cf do not write on any bar codes.  \u25cf you should use a calculator where appropriate.  \u25cf you must show all necessary working clearly; no marks will be given for unsupported answers from a  calculator.  \u25cf give non-exact numerical answers correct to 3 significant figures, or 1 decimal place for angles in  degrees, unless a different level of accuracy is specified in the question. information  \u25cf the total mark for this paper is 80.  \u25cf the number of marks for each question or part question is shown in brackets [  ].",
+            "2": "2 0606/22/m/j/22 \u00a9 ucles 2022 mathematical formulae 1. algebra quadratic equation for the equation ax bx c 02++ =, xabb ac 242!=-- binomial theorem ()ab aa ba ba bnn n rb12nn nn nr rn 12 2ff += ++ ++++-- -ee e oo o where n is a positive integer and  () !!! n r nr rn=-eo arithmetic series  () ua nd1n=+ - () {( )} sn al na nd21 2121n=+ =+ - geometric series  ua rnn1=- ()() srarr111nn ! =-- () srar111 =- 3 2. trigonometry identities sinc os aa 122+= sect an aa 122=+ eccosc ot aa 122=+ formulae for \u2206abc sins in sin aa bb cc== cos ab cb ca222 2=+ - sinbc a21t=",
+            "3": "3 0606/22/m/j/22 \u00a9 ucles 2022 [turn over 1 do not use a calculator in this question.   a curve has equation   yxx 36=++   where x0h. find the exact value of y when x6=. give your  answer in the form ab c+ , where a, b and c are integers.  [3] 2 y x 0\u2013 11 2.55 y = g( x) y = g( x)f() yx=  the diagram shows the graphs of () yx f=  and ()g yx= , where ()f yx=  and ()g yx=  are straight  lines. solve the inequality   () () fxx gg . [5]",
+            "4": "4 0606/22/m/j/22 \u00a9 ucles 2022 3 find the possible values of k for which the equation    () kx kx54 02++ -=    has real roots.  [5] 4 variables x and y are related by the equation   xy121 2 =+ +x   where x02. use differentiation to find  the approximate change in x when y increases from 4 by the small amount 0.01.  [5]",
+            "5": "5 0606/22/m/j/22 \u00a9 ucles 2022 [turn over 5 (a) solve the equation    1256255xx 21 33 =- . [3]  (b) on the axes, sketch the graph of   y43ex=+    showing the values of any intercepts with the  coordinate axes.  [2] y x o",
+            "6": "6 0606/22/m/j/22 \u00a9 ucles 2022 6  (a) in this question, i is a unit vector due east and j is a unit vector due north.    a cyclist rides at a speed of 4  ms\u22121 on a bearing of 015\u00b0. write the velocity vector of the cyclist in  the form xi + yj, where x and y are constants.  [2]   (b) a vector of magnitude 6 on a bearing of 300\u00b0 is added to a vector of magnitude 2 on a bearing of  230\u00b0 to give a vector v.  find the magnitude and bearing of v. [5]",
+            "7": "7 0606/22/m/j/22 \u00a9 ucles 2022 [turn over 7 differentiate   lntanyxx ex4 =    with respect to x.  [4]",
+            "8": "8 0606/22/m/j/22 \u00a9 ucles 2022 8 the function f is defined by   ()fs in cos xx x 322=-    for x24gg ,   where x is in radians.   (a) find the x-coordinate of the stationary point on the curve ()f yx= .  [5]",
+            "9": "9 0606/22/m/j/22 \u00a9 ucles 2022 [turn over  (b) solve the equation   ()fc os xx 13=- . [5]",
+            "10": "10 0606/22/m/j/22 \u00a9 ucles 2022 9 in this question all lengths are in centimetres. 2z radoap qt  the diagram shows a circle, centre o, radius a. the lines pt and qt are tangents to the circle at p and  q respectively. angle poq  is 2z radians.  (a) in the case when the area of the sector opq  is equal to the area of the shaded region, show that  tan2zz= . [4]",
+            "11": "11 0606/22/m/j/22 \u00a9 ucles 2022 [turn over  (b) in the case when the perimeter of the sector opq  is equal to half the perimeter of the shaded  region, find an expression for tanz in terms of  z. [3] ",
+            "12": "12 0606/22/m/j/22 \u00a9 ucles 2022 10 (a) a geometric progression has first term a and common ratio r, where r02. the second term of  this progression is 8. the sum of the third and fourth terms is 160.   (i) show that r satisfies the equation   rr 20 02+- =. [4]   (ii) find the value of a. [3]",
+            "13": "13 0606/22/m/j/22 \u00a9 ucles 2022 [turn over  (b) an arithmetic progression has first term p and common difference 2. the qth term of this  progression is 14.    a different arithmetic progression has first term p and common difference 4. the sum of the first   q terms of this progression is 168.    find the values of p and q.  [6]",
+            "14": "14 0606/22/m/j/22 \u00a9 ucles 2022 11 y p q b a ry = 1 y = 1 + cos  x x o  the diagram shows part of the line   y1=   and one complete period of the curve   cos yx1=+ ,   where  x is in radians. the line pq is a tangent to the curve at p and at q. the line qr is parallel to the y-axis.   area a is enclosed by the line y1= and the curve. area b is enclosed by the line y1=, the line pq  and the curve.  given that   area a : area b is 1 : k   find the exact value of k.  [9]",
+            "15": "15 0606/22/m/j/22 \u00a9 ucles 2022 [turn over continuation of working space for question 11.  question 12 is printed on the next page.",
+            "16": "16 0606/22/m/j/22 \u00a9 ucles 2022 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.12 a curve is such that   xy x x1 dd 22 42 =+fp .   given that the gradient of the curve is 34 at the point (1, \u22121),  find the equation of the curve.  [7]"
+        },
+        "0606_s22_qp_23.pdf": {
+            "1": "this document has 16 pages. any blank pages are indicated.  [turn overdc (rw/cgw) 214193/1 \u00a9 ucles 2022 *2585156821* additional mathematics  0606/23 paper 2  may/june  2022  2 hours you must answer on the question paper. no additional materials are needed. instructions  \u25cf answer  all questions.  \u25cf use a black or dark blue pen. you may use an hb pencil for any diagrams or graphs.  \u25cf write your name, centre number and candidate number in the boxes at the top of the page.  \u25cf write your answer to each question in the space provided.  \u25cf do not use an erasable pen or correction fluid.  \u25cf do not write on any bar codes.  \u25cf you should use a calculator where appropriate.  \u25cf you must show all necessary working clearly; no marks will be given for unsupported answers from a  calculator.  \u25cf give non-exact numerical answers correct to 3 significant figures, or 1 decimal place for angles in  degrees, unless a different level of accuracy is specified in the question. information  \u25cf the total mark for this paper is 80.  \u25cf the number of marks for each question or part question is shown in brackets [  ].cambridge igcse\u2122",
+            "2": "2 0606/23/m/j/22 \u00a9 ucles 2022 mathematical formulae 1. algebra quadratic equation for the equation ax bx c 02++ =, xabb ac 242!=-- binomial theorem ()ab aa ba ba bnn n rb12nn nn nr rn 12 2ff += ++ ++++-- -ee e oo o where n is a positive integer and  () !!! n r nr rn=-eo arithmetic series  () ua nd1n=+ - () {( )} sn al na nd21 2121n=+ =+ - geometric series  ua rnn1=- ()() srarr111nn ! =-- () srar111 =- 3 2. trigonometry identities sinc os aa 122+= sect an aa 122=+ eccosc ot aa 122=+ formulae for \u2206abc sins in sin aa bb cc== cos ab cb ca222 2=+ - sinbc a21t=",
+            "3": "3 0606/23/m/j/22 \u00a9 ucles 2022 [turn over 1 solve the equation   x47 35 9 -- =. [3] 2 do not use a calculator in this question.  variables x and y are related by the equation   yk x2= .   when x12=+ , y12=- . find the value  of k, giving your answer in the form ab c+ , where a, b and c are integers.  [4]",
+            "4": "4 0606/23/m/j/22 \u00a9 ucles 2022 3 the points a, b and c have coordinates (2, 6), (6, 1) and ( p, q) respectively. given that b is the mid\u2011point  of ac, find the equation of the line that passes through c and is perpendicular to ab. give your answer  in the form ax by c += , where a, b and c are integers.  [5] 4 (a) find the range of values of x satisfying the inequality   () () xx51 601 -- . [2]  (b) show that the equation   ()kx kx k 21 42 102+- +- =,    where k21!-,  has distinct, real roots.  [3]",
+            "5": "5 0606/23/m/j/22 \u00a9 ucles 2022 [turn over 5 y 0 x 4r=(, ) p03 (, ) q27r x 4r=-x  the diagram shows part of the graph of    tan ya bx c =+ .   the graph has vertical asymptotes at  r x 4=-  and r x4=  and passes through the points p and q.  (a) write down the period of  tanab xc+. [1]  (b) find the values of a, b and c. [4]",
+            "6": "6 0606/23/m/j/22 \u00a9 ucles 2022 6 the polynomial ()px is such that   ()pxx ax xb 65 232=+ -+ ,  where a and b are integers. it is given  that ()px is divisible by x23- and that ()p1 4= l .  (a) find the values of a and b. [5]  do not use a calculator in this part of the question.  (b) using your values of a and b, factorise ()px fully.  [3]",
+            "7": "7 0606/23/m/j/22 \u00a9 ucles 2022 [turn over 7 (a) (i) write down the set of values of x for which   ()lgx53-   exists.  [1]   (ii) solve the equation   ()lgx53 1 -= . [1]  (b) it is given that    logl og log x42164 162yy y=+ + ,    where y02. find an expression for y in  terms of x. simplify your answer.  [5]",
+            "8": "8 0606/23/m/j/22 \u00a9 ucles 2022 8 (a) differentiate   yx2ex4=    with respect to x. [2]  (b) hence find    xxedx4y . [4]",
+            "9": "9 0606/23/m/j/22 \u00a9 ucles 2022 [turn over 9 (a) find the unit vector in the direction of   ij40 9-. [2]  (b) the position vectors of points p and q relative to an origin o are p and q respectively. the point r  lies on the line pq and is between p and q such that pqprk=.   (i) write down the set of all possible values of k. [1]   (ii) given that the position vector of r relative to o is   mnpq+    show that mn 1 += . [3]",
+            "10": "10 0606/23/m/j/22 \u00a9 ucles 2022 10 y oa b c xyx x 322=+ -  the diagram shows part of the curve    yx x 322=+ -.  the point  a lies on the curve and has an  x\u2011coordinate of 1.5. the tangent to the curve at a meets the x\u2011axis at b. the curve meets the x\u2011axis at c.  find the area of the shaded region.  [10]",
+            "11": "11 0606/23/m/j/22 \u00a9 ucles 2022 [turn over continuation of working space for question 10.",
+            "12": "12 0606/23/m/j/22 \u00a9 ucles 2022 11 (a) the sum of the first 20 terms of an arithmetic progression is 1100. the sum of the first 70 terms is  14 350. find the 12th term.  [6]",
+            "13": "13 0606/23/m/j/22 \u00a9 ucles 2022 [turn over  (b) the first three terms of a geometric progression are   x6+,   x9-,   ()x211+.   show that x  satisfies the equation   xx43 156 02-+ =.   hence show that a sum to infinity exists for each  possible value of x. [7]",
+            "14": "14 0606/23/m/j/22 \u00a9 ucles 2022 12 in this question all lengths are in centimetres. x y  a container is a half\u2011cylinder, open as shown. it has length y and uniform cross\u2011section of radius x. the  volume of the container is 25  000. given that x and y can vary and that the outer surface area, s, of the  container has a minimum value, find this value.  [8]",
+            "15": "15 0606/23/m/j/22 \u00a9 ucles 2022 blank page",
+            "16": "16 0606/23/m/j/22 \u00a9 ucles 2022 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.blank page"
+        }
+    },
+    "Other Resources": {},
+    "Specimen Papers": {}
+}
\ No newline at end of file
diff --git a/0607.json b/0607.json
new file mode 100644
index 0000000..5f09701
--- /dev/null
+++ b/0607.json
@@ -0,0 +1,5734 @@
+{
+    "2009": {
+        "0607_s09_qp_1.pdf": {
+            "1": "    this document consists of 10 printed pages and 2 blank pages.  ib09 06_0607_01/4rp  \u00a9 ucles 2009  [turn over       *5853680123* for examiner's use    university of cambridge international examinations  international general certificate of secondary education       cambridge international mathematics 0607/01     paper 1 (core)  may/june 2009     45 minutes    candidates answer on the question paper    additional materials: geometrical instruments      read these instructions first    write your centre number, candidate number and name on all the work you hand in.  write in dark blue or black pen.  do not use staples, paper clips, highlighters, glue or correction fluid. you may use a pencil for any diagrams or graphs.  do not  write in any barcodes    answer all the questions.  calculators must not be used in this paper.  all answers should be given in their simplest form. you must show all the relevant working to gain full marks and you will be given marks for correct methods  even if your answer is incorrect. the number of marks is given in brackets [  ] at the end of each question or part question.  the total of the marks for this paper is 40.   ",
+            "2": "2  \u00a9 ucles 2009 0607/01/m/j/09   formula list  area, a, of triangle, base b, height h. a = 1 2bh  area, a, of circle, radius r. a = \u03c0r2  circumference, c, of circle, radius r. c = 2\u03c0r  curved surface area, a, of cylinder of radius r, height h. a = 2\u03c0rh  curved surface area, a, of cone of radius r, sloping edge l. a = \u03c0rl  curved surface area, a, of sphere of radius r. a = 4\u03c0r2  volume, v, of prism, cross-sectional area a, length l. v =al  volume, v, of pyramid, base area a, height h. v= 1 3ah  volume, v, of cylinder of radius r, height h. v = \u03c0r2h  volume, v, of cone of radius r, height h. v = 1 3\u03c0r2h  volume, v, of sphere of radius r. v = 4 3\u03c0r3 ",
+            "3": "3  \u00a9 ucles 2009 0607/01/m/j/09 [turn over  for  examiner's  use  answer all the questions.    1 (a) list all six factors of 18.     answer (a)    ,   ,    ,    ,    ,    [1]     (b) find the highest common factor of 18 and 24.         answer (b)    [2]        2 (a) work out   2 + 3 \u00d7 4.         answer (a)    [1]      (b) the lowest temperature in geneva one year was  \u221215  \u00b0c.   the highest temperature the same year was 50  \u00b0c above this.   what was the highest temperature?         answer (b)   \u00b0c [1]    (c) gerry and danos share $450.   danos receives 2 5 of this amount.   work out how much danos receives.        answer (c) $  [1]     ",
+            "4": "4  \u00a9 ucles 2009 0607/01/m/j/09  for  examiner's  use 3 (a) write  5\u00d75\u00d75\u00d75  as a power of 5.       answer (a)     [1]     (b) simplify.   2 x 5 \u00d7 3x2       answer (b)    [2]      4  25  20 15 10  5 0  busnumber of  students  cycletravel survey car foot      50 students took part in a survey on how they travelled to school.    what fraction of the students travelled by car?  give your answer in its lowest terms.    answer    [2]     ",
+            "5": "5  \u00a9 ucles 2009 0607/01/m/j/09 [turn over  for  examiner's  use 5 (a) put a ring around the letters below that have line symmetry.           [2]   (b) put a ring around the letters below that have rotational symmetry.         [2]      6 (a) factorise completely.    3p 2 \u2212 12p            answer (a)    [2]     (b) expand and simplify.    3(2x + y) \u2212 2(x \u2212 3 y)            answer (b)    [2]     ",
+            "6": "6  \u00a9 ucles 2009 0607/01/m/j/09  for  examiner's  use 7 solve the simultaneous equations.    x \u2212 y = 4  3x + 2y = 17                       answer x =           y =     [3]       8 the first four terms of a sequence are  2,  7,  12,  17.     (a) write down the next two terms of the sequence.           answer (a)   ,    [1]     (b) find the nth term of the sequence.            answer (b)    [2]     ",
+            "7": "7  \u00a9 ucles 2009 0607/01/m/j/09 [turn over  for  examiner's  use 9 describe fully the single  transformation that maps triangle p onto triangle q in each diagram below.     (a)   y x \u20133 \u20132 \u20131 1 2 3 3  2 1    \u20131 \u20132 0  pq        answer (a)     [2]       (b)   py x \u20133 \u20132 \u20131 1 2 3 3  2 1    \u20131 \u20132 0 q          answer (b)     [2]      ",
+            "8": "   8  \u00a9 ucles 2009 0607/01/m/j/09  for  examiner's  use 10 the masses of a number of athletes were recorded.   the results are shown in the cumulative frequency diagram.    100 90 8070605040302010 0 70 60 80 90 100 110 120 130 mass (kg)cumulative frequency        (a) how many masses were recorded altogether?      answer (a)    [1]     (b) how many athletes had a mass less than 80 kg?      answer (b)    [1]       (c) find the median mass.        answer (c)   kg [1]      ",
+            "9": "9  \u00a9 ucles 2009 0607/01/m/j/09 [turn over  for  examiner's  use 11 find the values of x, y and z in the diagrams below.      (a)   150\u00b0 x\u00b0not to  scale         answer (a) x =     [1]     (b)     y\u00b0 70\u00b0not to  scale         answer (b) y =     [2]      (c)   120\u00b0 100\u00b0 150\u00b0100\u00b0100\u00b0 z\u00b0 not to scale        answer (c) z =     [2]      question 12 is on the next page     ",
+            "10": "10  \u00a9 ucles 2009 0607/01/m/j/09  for  examiner's  use 12     b 15  m50  m  10  m not to scale d a e c       the diagram shows a tower bc  of height 50  m.   the tower is 15  m from a flagpole de.   the flagpole is 10  m from a point a on horizontal ground.   find the height, de, of the flagpole.                 answer de =   m [3]     ",
+            "11": "11   0607/01/m/j/09  blank page",
+            "12": "12    permission to reproduce items where thir d-party owned material protected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holder s, 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.     0607/01/m/j/09  blank page "
+        },
+        "0607_s09_qp_2.pdf": {
+            "1": "    this document consists of 8 printed pages.  ib09 06_0607_02/5rp  \u00a9 ucles 2009  [turn over      *6634783498* for examiner's use    university of cambridge international examinations  international general certificate of secondary education       cambridge international mathematics 0607/02     paper 2 (extended)  may/june 2009     45 minutes    candidates answer on the question paper    additional materials: geometrical instruments      read these instructions first    write your centre number, candidate number and name on all the work you hand in.  write in dark blue or black pen.  do not use staples, paper clips, highlighters, glue or correction fluid. you may use a pencil for any diagrams or graphs.  do not  write in any barcodes    answer all the questions.  calculators must not be used in this paper.  all answers should be given in their simplest form. you must show all the relevant working to gain full marks and you will be given marks for correct methods  even if your answer is incorrect. the number of marks is given in brackets [  ] at the end of each question or part question.  the total of the marks for this paper is 40.   ",
+            "2": "2  \u00a9 ucles 2009 0607/02/m/j/09   formula list  for the equation ax2 + bx + c = 0 x =2_\u00b1 4 2_ bb a c a  curved surface area, a, of cylinder of radius r, height h. a = 2\u03c0rh  curved surface area, a, of cone of radius r, sloping edge l. a = \u03c0rl  curved surface area, a, of sphere of radius r. a = 4\u03c0r2  volume, v, of pyramid, base area a, height h. v= 1 3ah  volume, v, of cylinder of radius r, height h. v = \u03c0r2h  volume, v, of cone of radius r, height h. v = 1 3\u03c0r2h  volume, v, of sphere of radius r. v = 4 3\u03c0r3   ==sin sin sin abc ab c      a2 = b2 + c2 \u2013 2bc cos a   area = 1 2bc sin a a a b cb c",
+            "3": "3  \u00a9 ucles 2009 0607/02/m/j/09 [turn over  for  examiner's  use  answer all the questions.    1 the distance from the earth to the moon is 3.8 \u00d7 105   km.   a spacecraft travels this distance four times.  calculate the total distance travelled.   give your answer in standard form.           answer   km [2]      2 for the function   f(x) = 2sin  3x write down      (a) the amplitude, answer (a)  [1]    (b) the period. answer (b)  [1]      3  o d a z\u00b0y\u00b0b  c  20\u00b0x\u00b0not to  scale       a , b, c and d lie on a circle, centre o.   ac is a diameter and angle acd = 20\u00b0.  ab = bc.   find the values of  x, y and z.     answer x =     [1]     y =     [1]     z =     [1]   ",
+            "4": "4  \u00a9 ucles 2009 0607/02/m/j/09  for  examiner's  use 4 write the following as algebraic expressions.     (a) one-third of the sum of p and q.      answer (a)    [1]    (b) the square root of the product of x and y.      answer (b)    [1]        5 list the elements of the following sets.     (a) a = { x  | x\u2208w, \u2013 4 < x y1}       answer (a)     [1]    (b) b = {prime numbers between 25 and 35}       answer (b)    [1]       (c) c = { x | x\u2208o, |  x | = 4}       answer (c)     [1]       6 (a) write as a single logarithm.     log6 + log3 \u2013 log2        answer (a)    [1]       (b) simplify.    _98 50 + 8           answer (b)    [2]   ",
+            "5": "5  \u00a9 ucles 2009 0607/02/m/j/09 [turn over  for  examiner's  use 7 the first five terms of a sequence are  0, 3, 8, 15, 24.     (a) write down the next two terms of the sequence.        answer (a)   ,     [1]      (b) find the nth term of the sequence.           answer (b)    [2]      8   y x \u20133 \u20134 \u20132 \u20131 1 2 3 43 21 \u20131\u20132\u201330f        the diagram shows a flag f .     (a) translate  flag f by \uf8f7\uf8f7 \uf8f8\uf8f6 \uf8ec\uf8ec \uf8ed\uf8eb 2_3 .   label the image p. [2]     (b) reflect flag f in the line x = 1.  label the image q. [2]      ",
+            "6": "6  \u00a9 ucles 2009 0607/02/m/j/09  for  examiner's  use 9 solve the simultaneous equations.     2 x + 3y = 7   5 x \u2013 4y = \u201317                              answer x =          y =     [4]       10 make t the subject of the formula.      =_ 2ay t                    answer t =    [3]     ",
+            "7": "7  \u00a9 ucles 2009 0607/02/m/j/09 [turn over  for  examiner's  use 11 the points  a(\u22123, 5)  and  b(3, 2)  are shown on the diagram below.    y x 0a bnot to scale      (a) (i)  write down the vector ab in component form.      answer (a)(i) \uf8f7\uf8f7\uf8f7 \uf8f8\uf8f6 \uf8ec\uf8ec\uf8ec \uf8ed\uf8eb    [1]     (ii) find \uf8e6 ab\uf8e6 leaving your answer in surd form.       answer (a)(ii)     [2]     (b) calculate the gradient of the line ab.          answer (b)    [2]     (c) calculate the co-ordinates of the midpoint of the line ab.        answer (c) (  ,   ) [1]    (d) find the equation of the perpendicular bisector of the line ab.             answer (d)    [2]      question 12 is on the next page. ",
+            "8": "8    permission to reproduce items where thir d-party owned material protected by copyright is included has been sought and cleared w here 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.    \u00a9 ucles 2009 0607/02/m/j/09 for  examiner's  use 12 find the value of the following.     (a) 23 16         answer (a)    [1]     (b) (cos  30\u00b0)2            answer (b)    [2]      "
+        },
+        "0607_s09_qp_3.pdf": {
+            "1": "    this document consists of 16 printed pages.  ib09 06_0607_03/3rp  \u00a9 ucles 2009  [turn over       *5760555781* for examiner's use    university of cambridge international examinations  international general certificate of secondary education       cambridge international mathematics 0607/03     paper 3 (core)  may/june 2009     1 hour 45 minutes    candidates answer on the question paper    additional materials: geometrical instruments   graphics calculator      read these instructions first    write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen.  do not use staples, paper clips, highlighters, glue or correction fluid.  you may use a pencil for any diagrams or graphs. do not  write in any barcodes   answer all the questions. unless instructed otherwise, give your answers exactly or correct to three significant figures as appropriate.  answers in degrees should be given to one decimal place.  for \u03c0, use your calculator value.  you must show all the relevant working to gain full marks and you will be given marks for correct methods,  including sketches, even if your answer is incorrect.  the number of marks is given in brackets [  ] at the end of each question or part question.  the total number of the marks for this paper is 96.   ",
+            "2": "2  \u00a9 ucles 2009 0607/03/m/j/09   formula list  area, a, of triangle, base b, height h. a = 1 2bh  area, a, of circle, radius r. a = \u03c0r2  circumference, c, of circle, radius r. c = 2\u03c0r  curved surface area, a, of cylinder of radius r, height h. a = 2\u03c0rh  curved surface area, a, of cone of radius r, sloping edge l. a = \u03c0rl  curved surface area, a, of sphere of radius r. a = 4\u03c0r2  volume, v, of prism, cross-sectional area a, length l. v =al  volume, v, of pyramid, base area a, height h. v= 1 3ah  volume, v, of cylinder of radius r, height h. v = \u03c0r2h  volume, v, of cone of radius r, height h. v = 1 3\u03c0r2h  volume, v, of sphere of radius r. v = 4 3\u03c0r3 ",
+            "3": "3  \u00a9 ucles 2009 0607/03/m/j/09 [turn over  for  examiner's  use answer all the questions.  1   55 7 27wcu 11      100 students are asked if they walk ( w) or cycle (c) as part of their regular exercise.    the venn diagram shows this information.   (a)  how many students    (i) walk and cycle,     answer (a)(i)    [1]    (ii) cycle but do not walk,     answer (a)(ii)    [1]     (iii) do not walk and do not cycle?     answer (a)(iii)    [1]    (b) write down the value of     (i) n(w),     answer (b)(i)    [1]     (ii) n(c\u2032).     answer (b)(ii)     [1]     (c) one of the students is chosen at random.   find the probability that this student does at least one of these types of exercise.      answer (c)    [1]    (d) a school has 2000 students.   use your results to predict the number of students from the school who do at least one of these  types of exercise.       answer (d)    [1] ",
+            "4": "4  \u00a9 ucles 2009 0607/03/m/j/09  for  examiner's  use 2 konrad keeps a record of the marks he receives in ten tests.     mark 7 8 9 10  frequency 5 2 2 1    (a) find    (i) the mode,     answer (a)(i)    [1]   (ii) the median,     answer (a)(ii)     [1]   (iii) the mean,     answer (a)(iii)     [1]   (iv) the range,     answer (a)(iv)     [1]   (v) the upper quartile.     answer (a)(v)     [1]    (b) a pie chart to show this information has been started below.    complete and label the pie chart accurately .    7 marks 8 marks     [2]   ",
+            "5": "5  \u00a9 ucles 2009 0607/03/m/j/09 [turn over  for  examiner's  use  (c)     6 543210 8 71 0 9 frequency mark      on the grid above, draw a bar chart to show konrad\u2019s marks. [3]      (d) work out the percentage of the ten tests in which konrad\u2019s marks were 9 or 10.                     answer (d)   % [2]       ",
+            "6": "6  \u00a9 ucles 2009 0607/03/m/j/09  for  examiner's  use 3 (a) the ratio of abdul\u2019s height to babar\u2019s height is     abdul : babar = 6 : 5    abdul\u2019s height is 180  cm.    calculate babar\u2019s height.           answer (a)   cm [2]    (b) the masses of abdul and babar are in the same ratio as their heights.     the total of their masses is 121  kg.     show that abdul\u2019s mass is 66  kg.               [2]         (c)  last year abdul\u2019s mass was 63  kg.     it is now 66  kg.     calculate the percentage increase in abdul\u2019s mass.                      answer (c)   % [2]    ",
+            "7": "7  \u00a9 ucles 2009 0607/03/m/j/09 [turn over  for  examiner's  use  (d)  convert 63  kg into grams.   give your answer in standard form.                 answer (d)   g [3]     (e) abdul and babar run 100 metres.     (i) abdul runs at a steady speed of 7 metres per second.     find the time taken for abdul to run the 100 metres.                  answer (e)(i)   seconds [2]     (ii) babar takes 14.5 seconds to run the 100 metres.    find his speed, in metres per second.                      answer (e)(ii)   m/s [2]      ",
+            "8": "8  \u00a9 ucles 2009 0607/03/m/j/09  for  examiner's  use 4   0\u2013223 \u20131y x       the diagram shows a sketch of the graph of the function y = 3 \u2013 x 2.     (a) on the diagram, sketch the graph of the function y = 2x + 2  for  \u22122 y  x y=2. [2]    (b) solve the equation  3 \u2212 x2 = 2x + 2.   give your answers correct to 4 decimal places.         answer (b) x =   or      [2]     (c) on the diagram, sketch the straight line y = 4.    from your diagram, explain why the equation 3 \u2013 x 2 = 4 has no solutions. [1]        ",
+            "9": "9  \u00a9 ucles 2009 0607/03/m/j/09 [turn over  for  examiner's  use 5   75\u00b035\u00b06 cm 12  cmdc b a7 cmnot to scale      abcd is a trapezium with ab parallel to dc.     ab = 12  cm, dc = 6  cm and the height of the trapezium is 7  cm.     angle dab = 75\u00b0 and angle cdb = 35\u00b0.     calculate    (a) the area of triangle abd ,            answer (a)   cm2 [2]    (b) the area of the trapezium,               answer (b)   cm2 [2]    (c) angle adc,       answer (c)    [1]      (d) angle abd .     answer (d)    [1]     ",
+            "10": "10  \u00a9 ucles 2009 0607/03/m/j/09  for  examiner's  use 6 each day lavinia records the number of glasses of water and the number of cups of coffee she  drinks.    the results for one week are shown in the table.   day sun mon tue wed thu fri sat  number of glasses of water 8 5 6 3 7 7 6  number of cups of coffee 2 4 4 6 2 1 2    (a) on the grid, draw a scatter diagram to show this information.    6  5 4 3 2 1  0 1 2 3 4 5 6 7 8  number of glasses of waternumber of cups of coffee    [3]     (b) which of these words (positive, negative, none) describes the correlation between the number  of glasses of water and the number of cups of coffee?      answer (b)    [1]    (c) (i)  calculate the mean number of cups of coffee.        answer (c)(i)    [1]    (ii) the mean number of glasses of water is 6.    draw the line of best fit for this data. [2]  ",
+            "11": "11  \u00a9 ucles 2009 0607/03/m/j/09 [turn over  for  examiner's  use 7   4 cmnot to scale 3 cm5 cm      the diagram shows a solid cone of height 4  cm and radius 3cm.   the length of the sloping edge of the cone is 5  cm.     (a) (i)  calculate the volume of the cone.              answer (a) (i)   cm3 [2]    (ii) the cone is made of metal.    1  cm3 of the metal has a mass of 7.5  g.       calculate the mass of the cone.         answer (a) (ii)   g [2]     (b) (i) calculate the total  surface area of the cone.        answer (b) (i)   cm2 [3]    (ii) change your answer into square metres.          answer (b) (ii)   m2 [1]    (iii) one pot of paint covers 7  m2.      how many of these cones can be painted using one pot of paint?         answer (b) (iii)   [2] ",
+            "12": "12  \u00a9 ucles 2009 0607/03/m/j/09  for  examiner's  use 8  7 \u20136\u20132 4y x0      (a) on the diagram, sketch the graph of the function   y = 3 3x \u2212 x2 + 1  for   \u22122 y x y=4. [4]   (b) find the value of y when     (i) x = 0 answer (b)(i)     [1]         (ii) x = 3.5 answer (b)(ii)     [1]     (c) find the three values of x when y = 0.     answer (c) x =    ,    ,     [3]    (d) find the co-ordinates of the local minimum point.      answer (d) (   ,    ) [2]     (e) find the value of x when  3 3x \u2212 x2 + 1 = \u22122        answer (e)    [1]     (f) the domain of the function  f( x) = 3 3x \u2212 x2 + 1  is   \u22122 y x y=4.     find the range of the function.        answer (f)    [2]      ",
+            "13": "13  \u00a9 ucles 2009 0607/03/m/j/09 [turn over  for  examiner's  use 9   op qt 70\u00b0not to scale      the diagram shows a circle, centre o.     tp and tq are tangents to the circle at p and q.     angle ptq  = 70\u00b0.     (a) calculate    (i) angle tpq ,              answer (a)(i)    [2]    (ii) angle poq.           answer (a)(ii)    [2]    (b) another circle can be drawn through the points o, p, t and q.    complete the statement.     \u201cot is a   of this new circle.\u201d [1]       ",
+            "14": "14  \u00a9 ucles 2009 0607/03/m/j/09  for  examiner's  use 10   0 l (1,2)m (1,6) k (8,2)y  xnot to  scale        the diagram shows triangle klm  on a co-ordinate grid.     the diagram is not to scale so do not measure any lengths or angles.     (a) write down the equation of the straight line which passes through l and m.               answer (a)    [1]    (b) find the gradient of the line mk.             answer (b)    [2]   ",
+            "15": "15  \u00a9 ucles 2009 0607/03/m/j/09 [turn over  for  examiner's  use  (c) find the co-ordinates of the midpoint of the line mk.               answer (c) (  ,    ) [2]             (d) calculate the length of mk.                     answer (d)    [2]     (e) use trigonometry to calculate the size of angle lkm.                    answer (e)    [2]       question 11 is printed on the next page.    ",
+            "16": "16    permission to reproduce items where thir d-party owned material protected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holder s, 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.     0607/03/m/j/09 for  examiner's  use 11 (a) find the value of   2_ 5 2xy   when x = 7 and y = 4.   give your answer as a fraction in its lowest terms.       answer (a)     [2]     (b) 2 52xy\u2212 can be written as a single fraction  10x  y        \u2212.     fill in the two missing values.            [2]     (c)  2 52xy\u2212 = 1 and y = 14.     find the value of x.            answer (c) x =   [2]      (d) 2 52xy\u2212 = 1.     find y in terms of x.               answer (d) y =    [2]   "
+        },
+        "0607_s09_qp_4.pdf": {
+            "1": "    this document consists of 23 printed pages and 1 blank page.  ib09 06_0607_04/4rp  \u00a9 ucles 2009  [turn over      *6816953946* for examiner's use    university of cambridge international examinations  international general certificate of secondary education       cambridge international mathematics 0607/04     paper 4 (extended)  may/june 2009     2 hours 15 minutes    candidates answer on the question paper    additional materials: geometrical instruments   graphics calculator      read these instructions first    write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen.  do not use staples, paper clips, highlighters, glue or correction fluid.  you may use a pencil for any diagrams or graphs. do not  write in any barcodes.   answer all the questions.   unless instructed otherwise, give your answers exactly or correct to three significant figures as appropriate.  answers in degrees should be given to one decimal place.  for \u03c0, use your calculator value.    you must show all the relevant working to gain full marks and you will be given marks for correct methods,  including sketches, even if your answer is incorrect.   the number of marks is given in brackets [  ] at the end of each question or part question.  the total number of the marks for this paper is 120.   ",
+            "2": "2  \u00a9 ucles 2009 0607/04/m/j/09  formula list  for the equation ax2 + bx + c = 0 x =2_\u00b1 4 2_ bb a c a  curved surface area, a, of cylinder of radius r, height h. a = 2\u03c0rh  curved surface area, a, of cone of radius r, sloping edge l. a = \u03c0rl  curved surface area, a, of sphere of radius r. a = 4\u03c0r2  volume, v, of pyramid, base area a, height h. v= 1 3ah  volume, v, of cylinder of radius r, height h. v = \u03c0r2h  volume, v, of cone of radius r, height h. v = 1 3\u03c0r2h  volume, v, of sphere of radius r. v = 4 3\u03c0r3     ==sin sin sin abc ab c     a2 = b2 + c2 \u2013 2bc cos a   area = 1 2bc sin a     a a b cb c",
+            "3": "3  \u00a9 ucles 2009 0607/04/m/j/09 [turn over  for  examiner's  use answer all the questions.    1 katharine and lucas share a gift of $200 in the ratio    katharine : lucas = 11 : 9     (a) show that katharine receives $110.             [2]   (b) katharine spends $60.   she then invests the remaining $50 for 3 years at 5% simple interest per year.   find the amount katharine has after 3 years.                 answer (b) $    [2]    (c) lucas receives $90 and spends $30.   he invests the remaining $60 for 3 years at 4% compound  interest per year.   find the amount lucas has after 3 years.  give your answer correct to 2 decimal places.                        answer (c) $     [3]     ",
+            "4": "4  \u00a9 ucles 2009 0607/04/m/j/09  for  examiner's  use 2 davinia records the shoe sizes of the girls in her class.    shoe size 35 36 37 38 39 40  frequency 2 7 6 4 3 2     find     (a) the mean,     answer (a)     [1]   (b) the median,     answer (b)     [1]   (c) the mode,     answer (c)     [1]   (d) the lower quartile,     answer (d)     [1]   (e) the inter-quartile range.     answer (e)     [1]        3 (a) factorise completely 2 x + 4y + px +2py.          answer (a)    [2]     (b) solve the equation  2 x2 + 2x \u2212 5 = 0.   give your answers correct to 2 decimal places.                         answer (b) x =   or     [4] ",
+            "5": "5  \u00a9 ucles 2009 0607/04/m/j/09 [turn over  for  examiner's  use (c) y varies as the square root of w.   when w = 9, y = 4.   find the value of y when w = 36.           answer (c) y=     [3]      4 (a)   k l       shade k \u2229 l\u2032 on the diagram. [1]     (b)   a b  c      shade ( a \u2229 b) \u222a c on the diagram. [2]     (c) there are 20 students in helena\u2019s class.   6 students have fair hair.   10 students have long hair.   8 students do not have fair hair and do not have long hair.   how many students have fair hair and long hair?               answer (c)    [2]   ",
+            "6": "6  \u00a9 ucles 2009 0607/04/m/j/09  for  examiner's  use 5    200  \u201330 \u20133 5 0y  x      (a) for o3 y x y 5, sketch the following graphs on the diagram above.    (i) y = x 4 o 4x3 [2]     (ii) y = \uf8e640 o 17x\uf8e6 [2]     (b) solve the equation x4 o 4x3 = 0.       answer (b) x =    or     [2]     (c) find the co-ordinates of the local minimum point on the graph of      y = x4 o 4x3.       answer (c) (    ,    ) [2]     (d) solve the equation  x4 \u2212 4x3 = \uf8e640 o 17x \uf8e6.     answer (d) x  =    or     [2]     ",
+            "7": "7  \u00a9 ucles 2009 0607/04/m/j/09 [turn over  for  examiner's  use 6 (a) farooz cycles 35 kilometres in 21 2 hours.    she then walks for 13 4 hours at 4  km/h.      calculate farooz\u2019s average speed for the whole journey.                   answer (a)   km/h [3]         (b) basil runs 10 kilometres at an average speed of 12.6 km/h.    (i) find the time, in minutes, basil takes.         answer (b)(i)   minutes [2]    (ii) basil\u2019s speed of 12.6 km/h is 5% faster than his speed in a previous run.   find basil\u2019s speed in his previous run.                  answer (b)(ii)   km/h [2]      ",
+            "8": "8  \u00a9 ucles 2009 0607/04/m/j/09  for  examiner's  use 7 (a)   2 1.5 1 0.5 \u20130.5 \u20131 \u20131.5 \u201320 \u20131 1 2 \u20132 \u20131.5 \u20130.5 0.5 1.5y  x       the graph shows y = f(x ), where f( x) = 2 x o 1.     (i) find the inverse function, f  \u22121(x).                     answer (a)(i) f  \u22121(x) =     [2]     (ii) sketch the graph of y = f  \u22121(x) on the diagram above.  [1]                        ",
+            "9": "9  \u00a9 ucles 2009 0607/04/m/j/09 [turn over  for  examiner's  use  (b)     2 1.5 1 0.5 \u20130.5 \u20131 \u20131.5 \u201320 \u20131 1 2 \u20132 \u20131.5 \u20130.5 0.5 1.5y  x         the graph shows y = g(x), where g( x) = x3.     (i) find the inverse function, g\u22121(x).            answer (b)(i) g \u22121 (x) =     [1]     (ii) sketch the graph of y = g\u22121 (x) on the diagram above. [2]     (iii) describe fully the single  transformation which maps the graph of y = g(x) onto the graph of  y = g\u22121 (x).          answer (b)(iii)    [2]     ",
+            "10": "10  \u00a9 ucles 2009 0607/04/m/j/09  for  examiner's  use 8   ap b 7 km5 km 3 km northnorth north not to scale       sunil walks 15 kilometres along three straight paths pa, ab and bp.    pa = 3  km, ab = 7  km and bp = 5  km.    (a) calculate      (i) angle apb,                 answer (a)(i)    [3]        (ii) the area of triangle apb.                answer (a)(ii)   km2 [2]   ",
+            "11": "11  \u00a9 ucles 2009 0607/04/m/j/09 [turn over  for  examiner's  use  (b) the bearing of a from p is 220\u00b0.     find   (i) the bearing of p from a,          answer (b)(i)    [1]     (ii) the bearing sunil uses when walking from b to p.             answer (b)(ii)    [2]      9   \u20132 3y x0       f(x) = x3 \u2212 x2 \u2212 7x \u2212 1     for the domain \u22122 y x y 3     (a) sketch the graph of y = f( x), [2]    (b) find the range of the function f( x).     answer (b)    [2]   ",
+            "12": "12  \u00a9 ucles 2009 0607/04/m/j/09  for  examiner's  use 10 a football team plays 28 games.   the table shows the results.    result win  (w) draw  (d) lose  (l)  frequency 14 5 9     (a) one of the games is chosen at random.     what is the probability that the team   (i) wins,          answer (a)(i)    [1]     (ii) draws,               answer (a)(ii)    [1]    (iii) loses?               answer (a)(iii)    [1]   ",
+            "13": "13  \u00a9 ucles 2009 0607/04/m/j/09 [turn over  for  examiner's  use  (b) the football team plays two more games.     the tree diagram shows the possible outcomes.   first game second game  w d l w d l w d lw d  l     using the probabilities you have worked out in part (a) for both of these games,   find the probability that the team    (i) wins both games,        answer (b)(i)    [2]    (ii) wins one game and draws the other,          answer (b)(ii)    [2]    (iii) does not lose both games.          answer (b)(iii)    [2]     ",
+            "14": "14  \u00a9 ucles 2009 0607/04/m/j/09  for  examiner's  use 11   y  x  t u  q6 cm 2.5  cm  3 cm not to scale      in the diagram, xy and tu are parallel. yt  and xu intersect at q.     (a) complete the statement.       \u201ctriangle xqy is    to triangle uqt. \u201d  [1]     (b) yq = 2.5  cm, xq = 3 cm and qu = 6  cm.     (i) calculate the length of qt.                    answer (b)(i)   cm [2]   ",
+            "15": "15  \u00a9 ucles 2009 0607/04/m/j/09 [turn over  for  examiner's  use  (ii) the area of triangle xqy  is 2.8  cm2.     calculate the area of triangle uqt.                      answer (b)(ii)   cm2 [2]     (iii) angle xyq = 26.5\u00b0.     use the sine rule to calculate angle qxy .                        answer (b)(iii)    [3]     ",
+            "16": "16  \u00a9 ucles 2009 0607/04/m/j/09  for  examiner's  use 12   o  c l  q k  p 30\u00b0  30\u00b0 12  cm  3 cm  12  cm not to scale      the diagram shows a slice of cake.    okl and cpq are identical sectors of radius 12  cm and angle 30\u00b0.    okl is vertically above cpq and co = ql = pk = 3  cm.    calculate     (a) the length of the arc kl,                    answer (a)   cm [2]     (b) the area of the sector okl,                 answer (b)   cm2 [2]   ",
+            "17": "17  \u00a9 ucles 2009 0607/04/m/j/09 [turn over  for  examiner's  use  (c) the volume of the slice of cake,                         answer (c)   cm3 [2]       (d) the total  surface area of the slice of cake.                   answer (d)   cm2 [4]     ",
+            "18": "18  \u00a9 ucles 2009 0607/04/m/j/09  for  examiner's  use 13 ten players in a basketball club want to find out if there is any correlation between a person\u2019s height  (h centimetres) and the number of points ( p) scored in a month.    player fred greg andy bill chris dave ed hans ian jim  height (h) 185 190 183 186 165 185 175 170 190 170  points (p) 50 59 52 53 47 55 50 51 63 52     (a) on the grid below, draw a scatter diagram to show the information in the table.    p  h  height (cm)number of points scored65  60 55 50 45  160 165 170 175 180 185 190  0   [3]     (b) describe any correlation between the height and the number of points scored.     answer (b)    [1]   ",
+            "19": "19  \u00a9 ucles 2009 0607/04/m/j/09 [turn over  for  examiner's  use  (c) find     (i) the mean height,      answer (c)(i)   cm [1]    (ii) the mean number of points scored.        answer (c)(ii)    [1]     (d) (i)  find the equation of the line of regression, which gives p in terms of h.       answer (d)(i) p =    [2]    (ii) draw the line of regression accurately on the grid. [2]    (iii) predict the number of points a player of height 178  cm would score.        answer (d)(iii)    [1]      ",
+            "20": "20  \u00a9 ucles 2009 0607/04/m/j/09  for  examiner's  use 14   y x10 9 87654321 0 1 2 3 4 5 6 7 8 9 10       (a) on the grid above draw the following lines.    y = 2x,         for  0 y x y  5    x + y = 10,     for  0 y x y 10    2x + y = 10, for  0 y x y  5  [3]    (b) show, by shading the unwanted  regions, the region, t, containing the points which satisfy the  three inequalities     y [ 2 x, x + y y  10  and 2x + y [  10 [1]     ",
+            "21": "21  \u00a9 ucles 2009 0607/04/m/j/09 [turn over  for  examiner's  use  (c) find the greatest value of x in the region, t, when     (i) x \u2208 o,     answer (c)(i) x =     [1]    (ii) x \u2208 k.       answer (c)(ii) x =    [1]     (d) (x, y) lies in the region t.   find all pairs of integer values of x and y when   2x + y = 11        answer (d)    [2]      ",
+            "22": "22  \u00a9 ucles 2009 0607/04/m/j/09  for  examiner's  use 15 (a) (i) red pencils cost 12 cents each.     what is the greatest number of red pencils you can buy for 360 cents?          answer (a)(i)    [1]    (ii) blue pencils cost x cents each.    write down, in terms of x, the greatest number of blue pencils you can buy for 360 cents.       answer (a)(ii)    [1]    (iii) yellow pencils cost ( x + 8) cents each.    write down, in terms of x, the greatest number of yellow pencils you can buy for 360 cents.         answer (a)(iii)    [1]      (b) the number of blue pencils in part (a)(ii)  is 16 more than the number of yellow pencils in part  (a)(iii) .     (i) write down an equation in x and show that it simplifies to    x 2 + 8x \u2212 180 = 0.                                [4]   ",
+            "23": "23  \u00a9 ucles 2009 0607/04/m/j/09 for  examiner's  use  (ii) factorise.  x2 + 8x \u2212 180               answer (b)(ii)    [2]     (iii) solve the equation.  x2 + 8x \u2212 180 = 0           answer (b)(iii) x=   or    [1]    (iv) write down the cost of a blue pencil.         answer (b)(iv)   cents [1]     ",
+            "24": "24    permission to reproduce items where thir d-party owned material protected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holder s, 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.     0607/04/m/j/09  blank page "
+        },
+        "0607_s09_qp_5.pdf": {
+            "1": "    this document consists of 3 printed pages and 1 blank page.  ib09 06_0607_05/5rp  \u00a9 ucles 2009  [turn over      *9267088157* university of cambridge international examinations  international general certificate of secondary education       cambridge international mathematics 0607/05     paper 5 (core)  may/june 2009     1 hour    additional materials: answer booklet/paper   graphics calculator      read these instructions first    write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen.  do not use staples, paper clips, highlighters, glue or correction fluid.  you may use a pencil for any diagrams or graphs.   answer all the questions.   you must show all relevant working to gain full mark s for correct methods, including sketches, even if your  answer is incorrect.   in this paper you will also be assessed on your ability to provide full reasons and communicate your  mathematics clearly and precisely.    at the end of the examination, fasten all your work securely together. the total number of the marks for this paper is 24.   ",
+            "2": "2  \u00a9 ucles 2009 0607/05/m/j/09   answer all questions.    investigation   removing discs     652 10 71 43 89     the diagram shows ten discs, numbered 1 to 10, arranged in a circle.   you remove the disc numbered 1, and, going clockwise, le ave the next one, remove the one after that,  leave the next one, and so on until only one disc remains.  the discs which you remove are, in order, numbered 1, 3, 5, 7, 9, 2, 6, 10, 8.  the remaining disc is numbered 4.  1 copy and complete the table showing the number on the remaining disc when you have  2 discs, 3 discs, 4 discs, \u2026., 20 discs in the circle. you may find it useful to draw some more  diagrams to help you.   number of discs in the circle number on the remaining disc  2 2  3 2  4 4  5   6   7   8 8  9   10 4  11 6  12 8  13 10  14   15 14  16 16  17   18   19 6  20 8 ",
+            "3": "3  \u00a9 ucles 2009 0607/05/m/j/09 2 when you have 2, 4, 8, 16 or 32 discs in the circle, the number on the remaining disc is always the  same as the total number of discs in the circle. assume this pattern continues.    write down the next two numbers when this happens.     3 use question 2, and any patterns you see in y our table, to find the number on the remaining disc  when the circle contains      (a) 33 discs,     (b) 31 discs,     (c) 68 discs,     (d) 127 discs,    (e) 200 discs.    4 how many discs are there when     (a) the remaining disc is numbered 14 and there are between 20 and 30 discs in the circle ,       (b) the remaining disc is numbered 24 and there are between 30 and 50 discs in the circle?    5 consider the original ten discs again.  remove the disc numbered 10, and going anticlockwise , leave the next one, remove the one after  that, leave the next one, and so on until only one disc remains.  you should finish with the disc numbered 7.     (a) write down the numbers on the discs in the order in which you remove them.     (b) when you started with the disc numbered 1 and worked clockwise, the order was    1 3 5 7 9 2 6 10 8    compare this order with the order you have written down in part (a) .   explain how the two orders are related.    (c) when there are 700 discs and you work clockwise, first removing the disc numbered 1, the  remaining disc is the disc numbered 376.  find the number on the remaining disc when you work anticlockwise, first removing the disc numbered 700.    ",
+            "4": "4    permission to reproduce items where thir d-party owned material protected by copyright  is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holder s, 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.     0607/05/m/j/09  blank page  "
+        },
+        "0607_s09_qp_6.pdf": {
+            "1": "this document consists of 4 printed pages.  ib09 06_0607_06/5rp  \u00a9 ucles 2009 [ turn over   *7384524122*u niversity of cambridge international examinations  international general certificate of secondary education  c ambridge international mathematics 0607/06   paper 6 (extended)  may/june 2009  1 hour 30 minutes  additional materials: answer booklet/paper  graphics calculator r ead these instructions first  write your centre number, candidate number and name on all the work you hand in.  write in dark blue or black pen.  do not use staples, paper clips, highlighters, glue or correction fluid.  you may use a pencil for any diagrams or graphs.  answer both parts a and b.  you must show all relevant working to gain full mark s for correct methods, including sketches, even if your  answer is incorrect.  in this paper you will also be assessed on your ability to provide full reasons and communicate your  mathematics clearly and precisely.  at the end of the examination, fasten all your work securely together.  the total number of the marks for this paper is 40. ",
+            "2": "2  \u00a9  ucles 2009 0607/06/m/j/09 answer both  parts a and b.  a. investigation removing discs 24 marks   652 10 71 43 89 t en discs, numbered 1 to 10, form a circle.  you remove the disc numbered 1, and, going clockwise, le ave the next one, remove the one after that,  leave the next one, and so on until only one disc remains.  the discs which you remove are, in order, numbered 1, 3, 5, 7, 9, 2, 6, 10, 8.  the remaining disc is numbered 4.  1 copy and complete the table showing the number on the remaining disc when you have  2 discs, 3 discs, 4 discs, \u2026., 20 discs in the circle.  number of discs in the circle number on the remaining disc  2 2 3 2 4 4 5 6 7 8 8 9 10 4 11 6 12 8 13 10 14 15 14 16 16 17 18 19 6 20 8",
+            "3": "3  \u00a9  ucles 2009 0607/06/m/j/09 [turn over2 when you have 2, 4, 8 or 16 discs in the circle, the number on the remaining disc is always the same  as the total number of discs in the circle. assume this pattern continues.  write down the next three numbers when this happens.  3 use question 2, and any patterns you see in your table, to find the number on the remaining disc  when the circle contains  (a) 65 discs, (b) 125 discs, (c) 200 discs, (d) 100  000 discs. 4 find an algebraic expression for the number of discs in the circle, when the remaining disc is  numbered 10.  5 consider the original ten discs again.  remove the disc numbered 10, and going anticlockwise , leave the next one, remove the one after  that, leave the next one, and so on until only one disc remains.  you should finish with the disc numbered 7.  (a) (i) write down the numbers on the discs in the order in which you remove them. (ii) when you started with the disc numbered 1 and worked clockwise, the order was 1    3    5    7    9    2    6    10    8  compare this order with the order you have written down in part (a) (i).  explain how the two orders are related.  (b) (i) when you have n discs in the circle and work clockwise from the disc numbered 1, the number on the remaining disc is x.  when you work anticlockwise from the disc numbered n, the number on the remaining disc  is y. find a rule connecting x, y and n.  (ii) find the number on the remaining disc when there are 100 discs and you work anticlockwise by first removing the disc numbered 100. part b is on the next page. ",
+            "4": "4  b. modelling hanging chain 16 marks  pqy  0x a b not to scale t he diagram shows two vertical poles ( ap and bq) that support the ends ( a and b) of a hanging chain.  the chain is symmetrical about the y-axis.  the poles are each 7.52 metres high and are 4 metres apart.  the lowest point of the chain is 2 metres above the horizontal ground ( pq).  the units are in metres.  1 write down the co-ordinates of a, b and the lowest point of the chain.  2 the scientist galileo chose one of the following models for the shape of a hanging chain.  which model best fits the hanging chain in the diagram?  y = ax + b  y = | ax + b |  y = ax2 + b  y = a sin x + b  3 use the co-ordinates of the lowest point of the chain to find the value of b in your chosen model.  4 find the value of a in your chosen model.  5 according to your model, how high is the cha in above a point on the ground that is 50  cm from one  of the poles?  6 today, engineers use the model y   =   k \uf8f7 \uf8f8\uf8f6\uf8ec \uf8ed\uf8eb+xwxw1, w >  1,  for a hanging chain.  (a) use the co-ordinates of the lowest point of the chain to find the value of k. (b) find the value of w for this model. 7 the two models give heights for the hanging chain. the difference in these heights is h.  (a) sketch the graph of h against x. (b) find the greatest difference in height between the two models. permission to reproduce items where thir d-party owned material protected by copyright is included has been sought and cleared w here possible. every   reasonable effort has been made by  the publisher (ucles) to trace copyright holder s, 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.  0607/06/m/j/09"
+        }
+    },
+    "2010": {
+        "0607_s10_qp_1.pdf": {
+            "1": "    this document consists of 8 printed pages.  ib10 06_0607_01/2rp  \u00a9 ucles 2010  [turn over      *9521008140* for examiner's use    university of cambridge international examinations  international general certificate of secondary education       cambridge international mathematics 0607/01     paper 1 (core)  may/june 2010     45 minutes    candidates answer on the question paper    additional materials: geometrical instruments      read these instructions first    write your centre number, candidate number and name on all the work you hand in.  write in dark blue or black pen.  do not use staples, paper clips, highlighters, glue or correction fluid. you may use a pencil for any diagrams or graphs.  do not  write in any barcodes.    answer all the questions.  calculators must not be used in this paper.  all answers should be given in their simplest form. you must show all the relevant working to gain full marks and you will be given marks for correct methods  even if your answer is incorrect. the number of marks is given in brackets [  ] at the end of each question or part question.  the total number of marks for this paper is 40.   ",
+            "2": "2  \u00a9 ucles 2010 0607/01/m/j/10    formula list  area, a, of triangle, base b, height h. a = 1 2bh  area, a, of circle, radius r. a = \u03c0r2  circumference, c, of circle, radius r. c = 2\u03c0r  curved surface area, a, of cylinder of radius r, height h. a = 2\u03c0rh  curved surface area, a, of cone of radius r, sloping edge l. a = \u03c0rl  curved surface area, a, of sphere of radius r. a = 4\u03c0r2  volume, v, of prism, cross-sectional area a, length l. v =al  volume, v, of pyramid, base area a, height h. v= 1 3ah  volume, v, of cylinder of radius r, height h. v = \u03c0r2h  volume, v, of cone of radius r, height h. v = 1 3\u03c0r2h  volume, v, of sphere of radius r. v = 4 3\u03c0r3 ",
+            "3": "3  \u00a9 ucles 2010 0607/01/m/j/10 [turn over  for  examiner's  use   answer all the questions.    1 write down the value of     (a) 23,        answer(a)    [1]    (b) 2 0.         answer(b)     [1]       2 simplify   48 48+ \u00d7.   give your answer as a fraction in its lowest terms.                 answer    [2]      3 p = 2 \u00d7 10 5     find the value of 6 p, giving your answer in standard form.                 answer    [2]         ",
+            "4": "4  \u00a9 ucles 2010 0607/01/m/j/10  for  examiner's  use   4 the heights of 20 buildings are measured.    (a) state whether the data is discrete or continuous.         answer(a)    [1]    (b) the heights, correct to the nearest metre, are shown below.    12 10 15 18 8 9 23 26 14 21            11 16 20 21 22 13 22 25 17 19      draw an ordered  stem-and-leaf diagram to show this information.                                             [3]      (c) work out the range of the heights.      answer(c)   m [1]      ",
+            "5": "5  \u00a9 ucles 2010 0607/01/m/j/10 [turn over  for  examiner's  use   5 (a)  simplify  5p2 \u00d7 3p3.               answer(a)    [2]    (b) factorise completely 2x 2 + 6xy .               answer(b)    [2]      6 (a)  plot the points a(\u22121, 5) and b(3, 7) on the grid.    y x8 7654321 \u20131\u20132 \u20131 \u20132 1 0 2345678       [2]     (b) write down the coordinates of the midpoint of the line joining a and b.     answer(b) (    ,    ) [1]       ",
+            "6": "6  \u00a9 ucles 2010 0607/01/m/j/10  for  examiner's  use   7 all measurements in this question are in centimetres.  three rectangles are placed together to form the shape below.                                                                                               2 23 46not to scale      (a) calculate the area of this shape.                                                                                                        answer(a)   cm2 [2]    (b) the shape is projected onto a screen and the enlargement is shown below.    24 xnot to scale                      find the value of x.              answer(b) x =   cm [2]      ",
+            "7": "7  \u00a9 ucles 2010 0607/01/m/j/10 [turn over  for  examiner's  use   8 the probability that it is windy is 0.3 .   (a) write down the probability that it is not windy.       answer(a)    [1]     (b) anita plans to go sailing.    if it is windy, the probability that she will go sailing is 0.8 .    if it is not windy, the probability that she will go sailing is 0.1 .      (i) complete the tree diagram.    0.3 ..0.8 ..windy not windysailing not sailing 0.1 ..sailing not sailing       [2]     (ii) find the probability that it is windy and anita goes sailing.            answer(b)(ii)    [2]     9 (a)  solve the inequality 3( x \u2013 1) < 6.            answer(a)    [2]     (b) show your solution on the number line below.    \u20134 \u20133 \u20132 \u20131 0 1 2 3 4x       [2]   ",
+            "8": "8      permission to reproduce items where thir d-party owned material protected by copyright  is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holder s, 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 t he cambridge assessment group. ca mbridge assessment is the brand name of university of  cambridge local examinations syndicate (ucles), which is itself a department of the university of cambridge.    \u00a9 ucles 2010 0607/01/m/j/10 for  examiner's  use  10 the venn diagram shows the numbers 1 to 9 placed in different regions.   u ab 5 7 94 83 61 2        complete the following statements.  (a) n(a) =    [1]  (b) a \u2229b = {   } [1] (c) (a\u222ab) ' = {   } [1]    (d) a number in the venn diagram is chosen at random.    find the probability that the number is in a.       answer(d)     [1]       11    \u22122, 1, 4, 7, 10, \u2026..     (a) write down the next term of the sequence.      answer(a)    [1]    (b) find the nth term of the sequence.        answer(b)    [2]    (c) is the number 296 a term of the sequence?      you must  show your working.          [2] "
+        },
+        "0607_s10_qp_2.pdf": {
+            "1": "    this document consists of 10 printed pages and 2 blank pages.  ib10 06_0607_02/2rp  \u00a9 ucles 2010  [turn over      *0414909462* for examiner's use    university of cambridge international examinations  international general certificate of secondary education       cambridge international mathematics 0607/02     paper 2 (extended)  may/june 2010     45 minutes    candidates answer on the question paper    additional materials: geometrical instruments      read these instructions first    write your centre number, candidate number and name on all the work you hand in.  write in dark blue or black pen.  do not use staples, paper clips, highlighters, glue or correction fluid. you may use a pencil for any diagrams or graphs.  do not  write in any barcodes.    answer all the questions.  calculators must not be used in this paper.  all answers should be given in their simplest form. you must show all the relevant working to gain full marks and you will be given marks for correct methods  even if your answer is incorrect. the number of marks is given in brackets [  ] at the end of each question or part question.  the total number of marks for this paper is 40.   ",
+            "2": "2  \u00a9 ucles 2010 0607/02/m/j/10    formula list  for the equation ax2 + bx + c = 0 x =2_\u00b1 4 2_ bb a c a  curved surface area, a, of cylinder of radius r, height h. a = 2\u03c0rh  curved surface area, a, of cone of radius r, sloping edge l. a = \u03c0rl  curved surface area, a, of sphere of radius r. a = 4\u03c0r2  volume, v, of pyramid, base area a, height h. v= 1 3ah  volume, v, of cylinder of radius r, height h. v = \u03c0r2h  volume, v, of cone of radius r, height h. v = 1 3\u03c0r2h  volume, v, of sphere of radius r. v = 4 3\u03c0r3   ==sin sin sin abc ab c   a2 = b2 + c2 \u2013 2bc cos a   area = 1 2bc sin a       a a b cb c",
+            "3": "3  \u00a9 ucles 2010 0607/02/m/j/10 [turn over  for  examiner's  use   answer all the questions.     1 write 36  000 in standard form.       answer     [1]       2 (a) find the value of     (i) 3 0,     answer(a)(i)     [1]      (ii) 1 236.     answer(a)(ii)     [1]     (b)  28 \u00f7 2 = 2x     find the value of x.          answer(b) x =    [1]       3 factorise completely  3x 2y \u2013 12y3.                 answer    [2]       ",
+            "4": "4  \u00a9 ucles 2010 0607/02/m/j/10  for  examiner's  use   4           4 321 \u20131\u20132\u20133\u201340 \u201390\u00b0 90\u00b0 180\u00b0 270\u00b0 360\u00b0 \u2013180\u00b0y x      the diagram shows the graph of y = f( x), where f( x) = asin(bx).    find the values of a and b.                     answer a  =    [1]     answer b  =     [1]     ",
+            "5": "5  \u00a9 ucles 2010 0607/02/m/j/10 [turn over  for  examiner's  use   5 (a) factorise  2 x2 + x \u2013 6.               answer(a)    [2]    (b) solve the equation.         2 x 2 = 6 \u2013 x                answer(b) x =   or x =     [2]      6 (a) 3log2 + 2log3 = log k      find the value of k.            answer(a) k =    [2]     (b) find the value of log 25 log 5.               answer(b)     [1]      ",
+            "6": "6  \u00a9 ucles 2010 0607/02/m/j/10  for  examiner's  use   7 p = 5 1\uf8eb\uf8f6\uf8ec\uf8f7\uf8ed\uf8f8 and q = 4 2\u2212\uf8eb\uf8f6\uf8ec\uf8f7\uf8ed\uf8f8     (a)  write 2 p \u2212 1 2q as a column vector.             answer(a)   \uf8eb\uf8f6 \uf8ec\uf8f7 \uf8ec\uf8f7\uf8ec\uf8f7\uf8ed\uf8f8[2]       (b)  find  \u2502q\u2502  leaving your answer in surd form.               answer(b)    [2]        8 (a) simplify  72 50\u2212 .              answer(a)    [2]     (b)  write  1 23\u2212  in its simplest form by rationalising the denominator.                 answer(b)    [2]   ",
+            "7": "7  \u00a9 ucles 2010 0607/02/m/j/10 [turn over  for  examiner's  use   9   b a8 642 \u20132\u20134\u20136\u201380y x \u20132 2 4 6 8 \u20134 \u20136 \u20138      (a) describe fully the single  transformation which maps shape a onto shape b.     [3]     (b) draw the image of shape a after a stretch, with y-axis invariant and scale factor 2. [2]      ",
+            "8": "8  \u00a9 ucles 2010 0607/02/m/j/10  for  examiner's  use   10  bo c eda 55\u00b0 20\u00b0not to scale                                    the points a, b, c and d lie on a circle, centre o.   ab is a diameter, angle bad  = 55\u00b0 and angle bdc = 20\u00b0.    abe and dce are straight lines.     find    (a) angle abd ,         answer(a)    [1]     (b) angle bcd,        answer(b)    [1]    (c) angle aed .         answer(c)    [1]      ",
+            "9": "9  \u00a9 ucles 2010 0607/02/m/j/10 [turn over  for  examiner's  use   11  0y xp qlnot to scale      the diagram shows a line, l, which passes through the points p(0, 4) and q(2, 0).     (a) find the equation of the line l.          answer(a)    [2]     (b) find the equation of the line which is perpendicular to l and passes through the midpoint of pq.                                answer(b)    [4]      ",
+            "10": "10  \u00a9 ucles 2010 0607/02/m/j/10  for  examiner's  use   12  700 600500400300200100 010 20 30 40 50y x      the graph shows the result of an experiment measuring x and y.   it is known that y is directly proportional to the square of x.    find the equation connecting y and x.          answer    [3]      ",
+            "11": "11  \u00a9 ucles 2010 0607/02/m/j/10 blank page ",
+            "12": "12      permission to reproduce items where thir d-party owned material protected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holder s, 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. ca mbridge assessment is the brand name of university of  cambridge local examinations syndicate (ucles), which is itself a department of the university of cambridge.    \u00a9 ucles 2010 0607/02/m/j/10  blank page "
+        },
+        "0607_s10_qp_3.pdf": {
+            "1": "    this document consists of 17 printed pages and 3 blank pages.  ib10 06_0607_03/2rp  \u00a9 ucles 2010  [turn over      *3843129279* for examiner's use    university of cambridge international examinations  international general certificate of secondary education       cambridge international mathematics 0607/03     paper 3 (core)  may/june 2010     1 hour 45 minutes    candidates answer on the question paper    additional materials: geometrical instruments   graphics calculator      read these instructions first    write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen.  do not use staples, paper clips, highlighters, glue or correction fluid.  you may use a pencil for any diagrams or graphs. do not  write in any barcodes.   answer all the questions. unless instructed otherwise, give your answers exactly or correct to three significant figures as appropriate.  answers in degrees should be given to one decimal place.  for \u03c0, use your calculator value.  you must show all the relevant working to gain full marks and you will be given marks for correct methods,  including sketches, even if your answer is incorrect.  the number of marks is given in brackets [  ] at the end of each question or part question.  the total number of marks for this paper is 96.   ",
+            "2": "2  \u00a9 ucles 2010 0607/03/m/j/10    formula list  area, a, of triangle, base b, height h. a = 1 2bh  area, a, of circle, radius r. a = \u03c0r2  circumference, c, of circle, radius r. c = 2\u03c0r  curved surface area, a, of cylinder of radius r, height h. a = 2\u03c0rh  curved surface area, a, of cone of radius r, sloping edge l. a = \u03c0rl  curved surface area, a, of sphere of radius r. a = 4\u03c0r2  volume, v, of prism, cross-sectional area a, length l. v =al  volume, v, of pyramid, base area a, height h. v= 1 3ah  volume, v, of cylinder of radius r, height h. v = \u03c0r2h  volume, v, of cone of radius r, height h. v = 1 3\u03c0r2h  volume, v, of sphere of radius r. v = 4 3\u03c0r3 ",
+            "3": "3  \u00a9 ucles 2010 0607/03/m/j/10 [turn over  for  examiner's  use   answer all the questions.    1 (a) sangita and asha share $140 in the ratio        sangita : asha = 4 : 3.      show that sangita receives $80.             [2]     (b) sangita spends  7 16 of her $80 on clothes.      (i) calculate how much she spends on clothes.          answer(b)(i) $    [2]      (ii) after sangita has bought her clothes, the money remaining from the $80 is 9 11 of the price  of an electronic game.       calculate the price of this game.             answer(b)(ii) $    [2]    (c) asha invests her $60 for two years at 6% per year compound interest.      calculate the amount asha has after the two years.    give your answer correct to 2 decimal places.                answer(c) $    [3]   ",
+            "4": "4  \u00a9 ucles 2010 0607/03/m/j/10  for  examiner's  use   2 (a) y = 2x \u2013 3     (i) find the value of y when x = \u2013 1.          answer(a)(i)    [1]     (ii) make x the subject of the formula.                answer(a)(ii) x =    [2]      (iii) find the value of x when y = 6.              answer(a)(iii)    [1]    (b) solve the simultaneous equations y = 2x \u2013 3 and y = 9 \u2013 x.                              answer(b) x =         y =     [3]     ",
+            "5": "5  \u00a9 ucles 2010 0607/03/m/j/10 [turn over  for  examiner's  use   3   t bay x6 54321 \u20131\u20132\u20133\u20134\u20135\u201360 \u20136 \u20135 \u20134 \u20133 \u20132 \u2013 1 123456      (a) describe fully the single  transformation that maps       (i) triangle t onto triangle a,       [2]      (ii) triangle t onto triangle b.     [3]     (b) on the grid, draw the enlargement of triangle t, centre (0, 0), scale factor 2. [2]       ",
+            "6": "6  \u00a9 ucles 2010 0607/03/m/j/10  for  examiner's  use   4 ahmed\u2019s football team has played 20 games.   the number of goals scored in these games is shown in the table.   number of goals 0 1 2 3 4 5  frequency 4 9 3 2 1 1     (a) ahmed begins to draw a pie chart to show this information.      complete the pie chart accurately and label each sector.      5 goals 4 goals 3 goals       [3]     (b) find       (i) the mode,     answer(b)(i)     [1]     (ii) the mean,     answer(b)(ii)    [1]     (iii) the range,     answer(b)(iii)    [1]   ",
+            "7": "7  \u00a9 ucles 2010 0607/03/m/j/10 [turn over  for  examiner's  use     (iv) the lower quartile,     answer(b)(iv)     [1]     (v) the upper quartile.     answer(b)(v)    [1]    (c) a game is picked at random.     find the probability that in this game      (i) 1 goal was scored,           answer(c)(i)    [1]     (ii) 6 goals were scored,            answer(c)(ii)    [1]     (iii) more than one goal was scored.           answer(c)(iii)    [1]      ",
+            "8": "8  \u00a9 ucles 2010 0607/03/m/j/10  for  examiner's  use   5  6 54321 \u20131\u20132\u20133\u20134\u20135\u20136\u20137\u20138\u20139 \u201310\u20132 \u20131 1 20y x      (a) on the diagram, sketch the graphs of       (i) y = 31 x, for  \u2212 2 y x y 2, x  \u2260 0, [2]      (ii) y = x3 \u2212 2, for  \u2212 2 y  x y 2. [2]   ",
+            "9": "9  \u00a9 ucles 2010 0607/03/m/j/10 [turn over  for  examiner's  use    (b) the graph of y = 31 x has two asymptotes.      write down the equation of each asymptote.      answer(b)              [2]     (c) (i) the graphs of 31yx=  and y = x3 \u2212 2 intersect at two points.       write down the co-ordinates of these two points.        give each answer correct to 4 decimal places.     answer(c)(i) (   ,    )      (    ,    ) [2]      (ii) solve the equation 3 312 xx=\u2212 .        give each answer correct to 4 decimal places.           answer(c)(ii) x =   or x =     [1]     (d) the graph of y = x3 \u2212 2 is a single transformation of the graph of y = x3.      describe fully this single  transformation.   [2]      ",
+            "10": "10  \u00a9 ucles 2010 0607/03/m/j/10  for  examiner's  use   6  0y xa (2, 3)b (10, 9) cnot to scale      in the right-angled triangle abc, a is the point (2, 3) and b is the point (10, 9).     (a) write down the co-ordinates of the point c.     answer(a) (    ,    ) [1]    (b) calculate the length of ab.                answer(b)    [3]    (c) (i)  find the gradient of ab.             answer(c)(i)    [2]     (ii) the line l is parallel to ab and passes through the origin.      write down the equation of l.      answer(c)(ii)    [1]     ",
+            "11": "11  \u00a9 ucles 2010 0607/03/m/j/10 [turn over  for  examiner's  use   7 each day a train leaves paris at 20  32 and arrives in barcelona at 08  24 the next day.    the distance between paris and barcelona is 1150 km.    (a) (i) find the time taken for the journey, in hours and minutes.            answer(a)(i)   h    min [2]      (ii) calculate the average speed of the train, in kilometres per hour.                         answer(a)(ii)   km/h [3]    (b) one day the average speed of the train was 95 km/h.    as a result the train was late arriving in barcelona.    calculate by how many minutes the train was late.     give your answer correct to the nearest minute.                           answer(b)   min [3]     ",
+            "12": "12  \u00a9 ucles 2010 0607/03/m/j/10  for  examiner's  use   8  o ab m 56\u00b0 8 cmnot to scale      oab  is a sector of a circle, centre o, radius 8 cm.   angle aob  = 56\u00b0.   m is the midpoint of the chord ab.   om is perpendicular to the chord ab.    calculate    (a) the length of the arc ab,                 answer(a)   cm [2]    (b) the length of the chord ab,              answer(b)   cm [3]    (c) the perimeter of the shaded region.              answer(c)   cm [1]      ",
+            "13": "13  \u00a9 ucles 2010 0607/03/m/j/10 [turn over  for  examiner's  use   9  b acnorth north 12  km17  kmnot to scale      b is 12 km from a on a bearing of 320\u00b0.   c is 17 km from a.   angle bac = 90\u00b0.    (a) find the bearing of c from a.              answer(a)    [1]    (b) use trigonometry to calculate angle abc.                     answer(b)    [2]    (c) calculate the bearing of c from b.         answer(c)    [2]       ",
+            "14": "14  \u00a9 ucles 2010 0607/03/m/j/10  for  examiner's  use   10 a sphere has a radius of 8 cm.   (a) calculate the surface area.             answer(a)   cm2 [2]     (b) calculate the volume.            answer(b)   cm3 [2]     (c) the sphere is solid and is made of iron.    1cm3 of iron has a mass of 7.87 g.      calculate the mass of the sphere in      (i) grams,           answer(c)(i)   g [2]      (ii) kilograms.     answer(c)(ii)    kg [1]    (d) the sphere is melted down and made into a cube.      use your answer to  part (b)  to calculate the length of a side of the cube.                 answer(d)   cm [2]      ",
+            "15": "15  \u00a9 ucles 2010 0607/03/m/j/10 [turn over  for  examiner's  use   11  t a wopb q 38\u00b0not to scale      a, b, p and q are points on the circumference of a circle, centre o.    ab is a diameter.   taw  is a tangent to the circle at a.   aq = qb and angle pat = 38\u00b0.    (a) find the size of      (i) angle apb,         answer(a)(i)    [1]      (ii) angle pba,        answer(a)(ii)    [1]     (iii) angle baq .         answer(a)(iii)    [1]    (b) use answers from part (a)  to explain why the lines pb and aq  are not parallel.     [1]       ",
+            "16": "16  \u00a9 ucles 2010 0607/03/m/j/10  for  examiner's  use   12 the table shows information about the heights of 120 flowers.   height (h cm) 0 y h i 10 10 y h i 20 20 y h i 30 30 y h i 40  frequency 19 37 47 17     (a) calculate the percentage of the flowers with a height of less than 10 cm.              answer(a)   % [2]    (b) find the fraction of the flowers with a height of at least 20 cm.    give your answer in its lowest terms.                answer(b)    [2]    (c) calculate an estimate of the mean height of the flowers.          answer(c)   cm [2]    (d) (i) complete the cumulative frequency table.    height (h cm) h i 10 h i 20 h i 30 h i 40  cumulative frequency 19   120     [2]          ",
+            "17": "17  \u00a9 ucles 2010 0607/03/m/j/10 for  examiner's  use     (ii)  120 100 80604020 010 20 30 40cumulative frequency height (cm)        on the grid, draw the cumulative frequency curve from the information in your table in  part (d)(i) .     the points (0, 0) and (10, 19) have been plotted for you. [3]     (iii) use your cumulative frequency curve to find the median height.      answer(d)(iii)   cm [1]      ",
+            "18": "18  \u00a9 ucles 2010 0607/03/m/j/10  blank page ",
+            "19": "19  \u00a9 ucles 2010 0607/03/m/j/10 blank page ",
+            "20": "20      permission to reproduce items where thir d-party owned material protected by copyright is included has been sought and cleared w here 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 t he cambridge assessment group. ca mbridge assessment is the brand name of university of  cambridge local examinations syndicate (ucles), which is itself a department of the university of cambridge.    \u00a9 ucles 2010 0607/03/m/j/10  blank page   "
+        },
+        "0607_s10_qp_4.pdf": {
+            "1": "    this document consists of 18 printed pages and 2 blank pages.  ib10 06_0607_04/2rp  \u00a9 ucles 2010  [turn over      *6828773900* for examiner's use    university of cambridge international examinations  international general certificate of secondary education       cambridge international mathematics 0607/04     paper 4 (extended)  may/june 2010     2 hours 15 minutes    candidates answer on the question paper    additional materials: geometrical instruments   graphics calculator      read these instructions first    write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen.  do not use staples, paper clips, highlighters, glue or correction fluid.  you may use a pencil for any diagrams or graphs. do not  write in any barcodes.   answer all the questions.   unless instructed otherwise, give your answers exactly or correct to three significant figures as appropriate.  answers in degrees should be given to one decimal place.  for \u03c0, use your calculator value.    you must show all the relevant working to gain full marks and you will be given marks for correct methods,  including sketches, even if your answer is incorrect.   the number of marks is given in brackets [  ] at the end of each question or part question.  the total number of marks for this paper is 120.   ",
+            "2": "2  \u00a9 ucles 2010 0607/04/m/j/10    formula list  for the equation ax2 + bx + c = 0 x =2_\u00b1 4 2_ bb a c a  curved surface area, a, of cylinder of radius r, height h. a = 2\u03c0rh  curved surface area, a, of cone of radius r, sloping edge l. a = \u03c0rl  curved surface area, a, of sphere of radius r. a = 4\u03c0r2  volume, v, of pyramid, base area a, height h. v= 1 3ah  volume, v, of cylinder of radius r, height h. v = \u03c0r2h  volume, v, of cone of radius r, height h. v = 1 3\u03c0r2h  volume, v, of sphere of radius r. v = 4 3\u03c0r3   ==sin sin sin abc ab c   a2 = b2 + c2 \u2013 2bc cos a   area = 1 2bc sin a       a a b cb c",
+            "3": "3  \u00a9 ucles 2010 0607/04/m/j/10 [turn over  for  examiner's  use   answer all the questions.    1 (a) samia buys 8 kg of oranges, which cost $1.55 per kilogram.    she pays with a $20 note.      calculate how much change she receives.          answer(a) $    [2]    (b) $1.55 per kilogram is $0.05 more than the cost per kilogram last year.     calculate the percentage increase on last year\u2019s  cost per kilogram.               answer(b)   % [2]    (c) the cost of melons is $0.84 per kilogram.    this is an increase of 12% on last year\u2019s cost per kilogram.    calculate last year\u2019s cost per kilogram.             answer(c) $    [2]     (d) the cost of bananas is $0.75 per kilogram.     the cost increases by 6% each year.    how many complete years will it take for the cost to become greater than $1 per kilogram?             answer(d)    [3]     ",
+            "4": "4  \u00a9 ucles 2010 0607/04/m/j/10  for  examiner's  use   2 (a)  show clearly that   (x2 \u2013 x + 1)(x + 1) = x3 + 1               [2]     (b) show that x 2 \u2013 x + 1 = 0 has no solutions.                        [3]    (c) f(x)  =  x 3 + 1     (i) find  f(2).     answer(c)(i)    [1]     (ii) find  f(\u20131).     answer(c)(ii)    [1]     (iii) find  f  \u20131(x).                answer(c)(iii) f  \u22121(x) =     [3]     (iv) solve the equation f  \u20131(x) = 3 .       answer(c)(iv) x =    [1]       ",
+            "5": "5  \u00a9 ucles 2010 0607/04/m/j/10 [turn over  for  examiner's  use   3 u = { x | 0 i x y  12, x \u2208 w}     a  = {multiples of 3} b = {factors of 30} c = { x=| 6 y x y  11, x  \u2208 w }     (a) list the elements of the sets.  a = {   }  b = {   }  c = {   } [3]    (b)  u ab c       put the 12 elements of u in the correct regions of the venn diagram. [2]     (c) complete the following statements.  (i) a \u2229 b = {   } [1] (ii) a \u222a c = {   } [1] (iii)  (a \u222a c  ) \u2229 b = {   } [1] (iv)  b  ' = {   } [1] (v) n (a \u2229 b \u2229 c ) ' =    [1]      ",
+            "6": "6  \u00a9 ucles 2010 0607/04/m/j/10  for  examiner's  use   4 the masses of 100 bags of flour are given in the table.   mass (m grams) frequency  980ymi 990 4  990ymi 1000 10  1000ymi 1005 50  1005ymi 1010 20  1010ymi 1020 8  1020ymi 1040 8    (a) calculate an estimate of the mean mass of a bag of flour, correct to the nearest gram.      answer(a)   g [3]    (b) (i) complete the frequency density column in this table.    mass (m grams) frequency frequency density  980ymi 990 4   990ymi 1000 10   1000ymi 1005 50   1005ymi 1010 20   1010ymi 1020 8   1020ymi 1040 8        [3]      (ii) on the grid opposite, draw an accurate histogram to show this information.    ",
+            "7": "7  \u00a9 ucles 2010 0607/04/m/j/10 [turn over  for  examiner's  use   10 9 87654321 980 990 1000 1010 1020 1030 1040 mass (grams)frequency density m 0       [4]       ",
+            "8": "8  \u00a9 ucles 2010 0607/04/m/j/10  for  examiner's  use   5                                          (a) on the axes, sketch the graph of   y = f( x) where f(x) =  21. (2 3 )xx\u2212\u2212 [3]     (b) write down the equations of the three asymptotes.     answer(b)    ,    ,     [3]     (c) write down the co-ordinates of the local maximum point.     answer(c) (    ,    ) [2]    (d) write down the domain and range of f( x).     answer(d)  domain         range     [4]    (e) how many solutions are there to these equations?     (i) f(x) = 0.5     answer(e)(i)    [1]    (ii) |f(x)| = 0.5     answer(e)(ii)     [1]   3 21 \u20131\u20132\u20133 \u20133\u2013 2\u2013 1 1 2 3 4 50y x",
+            "9": "9  \u00a9 ucles 2010 0607/04/m/j/10 [turn over  for  examiner's  use     6 (a) a car uses fuel at a rate of 5.6 litres per 100 km.     calculate the distance travelled when the car has used 14 litres of fuel.                       answer(a)   km [2]    (b) the car passes a post at a speed of 72 km/h.     (i) change 72 km/h into m/s.                    answer(b)(i)   m/s [2]     (ii) the car has a length of 4.5 metres.       calculate, in seconds, the time the car takes to pass the post completely.                     answer(b)(ii)   s [2]     ",
+            "10": "10  \u00a9 ucles 2010 0607/04/m/j/10  for  examiner's  use   7 (a) one day zak sold some books at $5 each. he received a total of $ x.     write down, in terms of x, the number of books he sold.     answer(a)    [1]    (b) the next day zak reduced the price of each book to $4.     he received $13 more than on the first day.    (i) write down, in terms of x, the number of books he sold on this day.     answer(b)(i)    [1]     (ii) he sold a total of 46 books during the 2 days.       write down an equation in x to show this information.       answer(b)(ii)    [1]     (iii) solve your equation.                               answer(b)(iii) x =    [3]    (c) calculate the mean price of a book during these two days.    give your answer correct to 2 decimal places.              answer(c) $    [2]     ",
+            "11": "11  \u00a9 ucles 2010 0607/04/m/j/10 [turn over  for  examiner's  use   8 a student investigates the monthly rainfall ( r) and the monthly temperature ( t) of ten cities.    monthly rainfall ( r mm) 1 3 4 5 8 10 13 15 17 20  monthly temperature ( t\u00b0 c) 2 6 9 3 11 16 15 20 25 23     (a) without  doing any calculations, underline the word tha t best describes the correlation between  rainfall and temperature.        none negative positive [1]     (b) find      (i) the mean rainfall,     answer(b)(i)   mm [1]     (ii) the interquartile range of the rainfall.      answer(b)(ii)   mm [1]     (c) find the equation of the linear regression line, giving t in terms of r.        answer(c) t  =    [2]      ",
+            "12": "12  \u00a9 ucles 2010 0607/04/m/j/10  for  examiner's  use   9  8.6\u00b058.3\u00b082.5\u00b0t d a k770  km1410  km 180  kmnot to scale      the diagram shows the cities of amman ( a), damascus ( d), tehran (t) and kuwait (k).    ad =180 km, dt = 1410 km and tk = 770 km.    angle adk = 82.5\u00b0, angle akd = 8.6\u00b0 and angle dtk = 58.3\u00b0.    (a) use the sine rule in triangle adk to calculate the distance ak.                    answer(a)   km [3]    (b) use the cosine rule in triangle dkt to calculate the distance dk.                        answer(b)   km [3]   ",
+            "13": "13  \u00a9 ucles 2010 0607/04/m/j/10 [turn over  for  examiner's  use    (c) calculate the area of the quadrilateral adtk.                        answer(c)   km2 [3]    (d) calculate the distance at.                                     answer(d)   km [5]    (e) a map is drawn to a scale of 1: 5  000  000.     calculate the length of dt on the map, in centimetres.           answer(e)   cm [2]     ",
+            "14": "14  \u00a9 ucles 2010 0607/04/m/j/10  for  examiner's  use   10  not to  scale  d  a b c  4 cm3 cm 8 cm 1.5 cm      the diagram shows a gold bar of length 8 cm.   the cross-section of the bar, abcd, is an isosceles trapezium.   ab = 4 cm, dc = 3 cm and these parallel edges are 1.5 cm apart.     (a) write down the mathematical name for this solid.   [1]     (b) (i)  calculate the area of the trapezium.                    answer(b)(i)   cm2 [2]     (ii) one cubic centimetre of gold has a mass of 19.3 g.      calculate the mass of the gold bar.                  answer(b)(ii)   g [3]       ",
+            "15": "15  \u00a9 ucles 2010 0607/04/m/j/10 [turn over  for  examiner's  use     (iii) calculate the total  surface area of the gold bar.                                           answer(b)(iii)   cm2 [4]    (c) a box can hold a maximum of 20 kg.      find the largest number of gold bars that can be put in the box.                            answer(c)    [3]      ",
+            "16": "16  \u00a9 ucles 2010 0607/04/m/j/10  for  examiner's  use   11 a school bus picks up students at the town centre and takes them to the school.   on any day the probability that the bus is on time at the town centre is 5 6.     (a) write down the probability that the bus is not on time at the town centre.      answer(a)    [1]     (b) if the bus is on time at the town centre, the probability that it is on time at the school is 7 8.    if the bus is not on time at the town centre then the probability that it is on time at the school  is 1 4.      (i) draw a tree diagram and write the correct probability against each branch.                                                            [4] ",
+            "17": "17  \u00a9 ucles 2010 0607/04/m/j/10 [turn over  for  examiner's  use     (ii) calculate the probability that the bus is on time at the school.                         answer(b)(ii)    [3]     (iii) calculate the probability that the bus is never on time at the school in a week of 5 school  days.     give your answer as a decimal, correct to 2 significant figures.                          answer(b)(iii)    [2]     (iv) there are 192 days in this school\u2019s year.       on how many days is the bus expected to be on time at the school?                answer(b)(iv)    [1]     ",
+            "18": "18  \u00a9 ucles 2010 0607/04/m/j/10  for  examiner's  use   12 find the next term and the nth term in each of the sequences.    (a) 6, 12, 24, 48, 96, \u2026\u2026\u2026             answer(a) next term =    [1]     nth term =      [2]     (b) \u20131, 0, 3, 8, 15, \u2026\u2026\u2026                                             answer(b) next term =    [1]     nth term =      [3]     ",
+            "19": "19  \u00a9 ucles 2010 0607/04/m/j/10 blank page ",
+            "20": "20      permission to reproduce items where thir d-party owned material protected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holder s, 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 t he cambridge assessment group. ca mbridge assessment is the brand name of university of  cambridge local examinations syndicate (ucles), which is itself a department of the university of cambridge.    \u00a9 ucles 2010 0607/04/m/j/10  blank page "
+        },
+        "0607_s10_qp_5.pdf": {
+            "1": "    this document consists of 4 printed pages.  ib10 06_0607_05/5rp   \u00a9 ucles 2010  [turn over      *8483854260**8483854260* university of cambridge international examinations  international general certificate of secondary education         cambridge international mathematics 0607/05     paper 5 (core)  may/june 2010     1 hour    candidates answer on the question paper.  additional materials: graphics calculator      read these instructions first    write your centre number, candidate number and name on all the work you hand in.  write in dark blue or black pen. do not use staples, paper clips, highlighters, glue or correction fluid.  you may use a pencil for any diagrams or graphs.   answer all the questions.    you must show all relevant working to gain full marks for correct methods, including sketches.    in this paper you will also be assessed on your ability to provide full reasons and communicate your  mathematics clearly and precisely.    at the end of the examination, fasten all your work securely together.  the total number of the marks for this paper is 24.   ",
+            "2": "2  \u00a9 ucles 2010 0607/05/m/j/10  for  examiner's  use  answer all questions.    investigation   fermat\u2019s little theorem        the division  46 \u00f7 5  gives 9 with a remainder of 1.  a method for finding the remainder is       46 \u00f7 5 = 9.2     because 9 \u00d7 5 = 45, the remainder is 46 \u2013 45 = 1.   the division  921 \u00f7 7  gives a remainder of 4.  a method for finding the remainder is       921 \u00f7 7 =131.571\u2026..     because   131 \u00d7 7 = 917, the remainder is 921 \u2013 917 = 4.   the division  2 11 \u00f7 13 gives a remainder of 7.  a method for finding the remainder is       211 \u00f7 13 = 157.5384\u2026..     because   157 \u00d7 13 = 2041, the remainder is 211 \u2013 2041 = 7.      note:   to calculate the value of 25  either  use the appropriate calculator key  or use 25 = 2 \u00d7 2 \u00d7 2 \u00d7 2 \u00d7 2.  the value of 25 is 32.      1 find the remainder in these divisions.     (a) 57 \u00f7  6                 (b) 579 \u00f7 13                 (c) 25 \u00f7 7                     (d)  29 \u00f7 17               ",
+            "3": "3  \u00a9 ucles 2010 0607/05/m/j/10 [turn over  for  examiner's  use 2 in 1640 the french mathematician fermat found something interesting about the remainder when  dividing by a prime number.  some of his results are shown in the table below.    prime division remainder division remainder division remainder  3 22 \u00f7 3       5 24 \u00f7 5  34 \u00f7 5  44 \u00f7 5   7 26 \u00f7 7 1 36 \u00f7 7  46 \u00f7 7   11 210 \u00f7 11  310 \u00f7 11  410 \u00f7 11 1   212 \u00f7 13          complete the unshaded boxes in this table. you may use the space below to show any working.                3 use the patterns you have found in your table to complete the following statements.  (a) 712  \u00f7  has a remainder of  .  (b) 316  \u00f7  has a remainder of  .     4 from the table 26 \u00f7 7 has a remainder of 1.   this means that 26 \u2013 1 will divide by 7 exactly.     so    26 \u2013 1 has a prime factor of 7.       (a) complete the following statements to show why 712 \u2013 1 has a prime factor of 13.    has a remainder of 1.   this means that  will divide by  exactly.     so  7 12 \u2013 1 has a  prime  factor of 13.     (b) write down  a prime factor of 316 \u2013 1.                 the investigation continues on the next page.",
+            "4": "4    permission to reproduce items where thir d-party owned material protected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holder s, 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.     0607/05/m/j/10  for  examiner's  use 5 complete the general statement below.         a p-1 \u2013  1 has a prime factor of  .         this is called fermat\u2019s little theorem.  6 when p > 25 and a = 3, write down a statement using fermat\u2019s little theorem.              7 write down a prime factor, other than 3, of 4 194 303.   [2 22 = 4 194 304]                "
+        },
+        "0607_s10_qp_6.pdf": {
+            "1": "    this document consists of 7 printed pages and 1 blank page.  ib10 06_0607_06/5rp   \u00a9 ucles 2010  [turn over      *0661845285**0661845285* university of cambridge international examinations  international general certificate of secondary education         cambridge international mathematics 0607/06     paper 6 (extended)  may/june 2010     1 hour 30 minutes    candidates answer on the question paper.  additional materials: graphics calculator      read these instructions first    write your centre number, candidate number and name on all the work you hand in.  write in dark blue or black pen. do not use staples, paper clips, highlighters, glue or correction fluid.  you may use a pencil for any diagrams or graphs.   answer both parts a and b.  you are advised to spend 45 minutes on part a and 45 minutes on part b.   you must show all relevant working to gain full marks for correct methods, including sketches.   in this paper you will also be assessed on your ability to provide full reasons and communicate your  mathematics clearly and precisely.    at the end of the examination, fasten all your work securely together. the total number of the marks for this paper is 40.   ",
+            "2": "2  \u00a9 ucles 2010 0607/06/m/j/10  for  examiner's  use  answer both  parts a and b.    a. investigation fermat\u2019s little theorem (20 marks)   you are advised to spend 45 minutes on part a.    the division 46 \u00f7 5 gives 9 with a remainder of 1.  a method for finding the remainder is       46 \u00f7 5 = 9.2     because 9 \u00d7 5 = 45, the remainder is 46 \u2013 45 = 1.   the division 921 \u00f7 7  gives a remainder of 4.  a method for finding the remainder is       921 \u00f7 7 = 131.571\u2026.     because    131 \u00d7 7 = 917, the remainder is 921 \u2013 917 = 4.   the division 2 11 \u00f7 13  gives a remainder of 7.  a method for finding the remainder is       211 \u00f7 13 = 157.5384\u2026.     because    157 \u00d7 13 = 2041, the remainder is 211 \u2013 2041 = 7.    1 find the remainder in these divisions.     (a) 1234 \u00f7 7                   (b) 29 \u00f7 9                 ",
+            "3": "3  \u00a9 ucles 2010 0607/06/m/j/10 [turn over  for  examiner's  use 2 in 1640 the french mathematician fermat found something interesting about the remainder when  dividing by a prime number.  some of his results are shown in the table below.    prime division remainder division remainder division remainder  3 23 \u00f7 3       5 25 \u00f7 5  35 \u00f7 5  45 \u00f7 5   7 27 \u00f7 7 2 37 \u00f7 7  47 \u00f7 7   11 211 \u00f7 11         complete the unshaded boxes in this table. you may use the space below to show any working.                3 use the patterns you have found in your table to complete the following statements.     (a) 7 11 \u00f7    has a remainder of    .      (b) 817 \u00f7    has a remainder of    .     4 from the table 27 \u00f7 7 has a remainder of 2.   so   27 \u2013  2 has a prime factor of 7.     because  27 \u2013  2  = 2(26 \u2013  1) and 7 is not a factor of 2,      26 \u2013  1 has a prime factor of 7.    (a) complete the following statements to show why 5 12 \u2013 1 has a prime factor of 13.    has a remainder of 5.   so  513 \u2013 5 has a prime factor of   .  because 513 \u2013 5 =   and  is not a factor of 5,        512 \u2013 1 has a  prime  factor of 13.     (b) write down  a prime factor of 816 \u2013 1.                   part a continues on page 4.",
+            "4": "4  \u00a9 ucles 2010 0607/06/m/j/10  for  examiner's  use 5 complete the general statement below.         a p-1 \u2013  1 has a prime factor of  .          this is known as fermat\u2019s little theorem.  6 fermat noted that p must not be a factor of a.   give an example to show the result is not true when p is a factor of a.                  7 by writing 7 24 \u2013 1 in different ways, you can use fermat\u2019s little theorem to find prime factors.    examples:     7 24 \u2013 1  = ( )1247  \u2013 1  = ( )21247\u2212 \u2013 1    using fermat\u2019s little theorem with p = 2,  724 \u2013 1 has a prime factor of 2.          7 24 \u2013 1  = ()387  \u2013 1  = ()4187\u2212 \u2013 1    fermat\u2019s little theorem with p = 4 cannot be used because 4 is not a prime number.      use the above method to find as many prime factors as you can of 7 24 \u2013 1.   remember: p must not be a factor of a.   show all your working. ",
+            "5": "5  \u00a9 ucles 2010 0607/06/m/j/10 [turn over  for  examiner's  use blank page                                                                             part b starts on page 6.",
+            "6": "6  \u00a9 ucles 2010 0607/06/m/j/10  for  examiner's  use b. modelling change of average speed (20 marks)    you are advised to spend 45 minutes on part b.      sam makes a journey in two stages.  in stage 1, he cycles at 10 km/h for one hour.  in stage 2, he cycles at 20 km/h.      1 in stage 2, sam cycles for 30 minutes.    (a) find the total  distance he travels.        km     (b) show that his average speed for the whole journey is 13.3 km/h.         2 if, in stage 2, he cycles for 15 minutes, show that his average speed is now 12 km/h.        3 if, in stage 2, he cycles for 12 minutes, find his average speed.           km/h     4 (a)  in stage 2, sam cycles for x minutes.     write down a formula for s, the average speed, in km/h.         (b) your formula is a mathematical model for the average speed.    show that it simplifies to       s = 600 + 20 60 +x x.          ",
+            "7": "7  \u00a9 ucles 2010 0607/06/m/j/10 [turn over  for  examiner's  use 5 use the model to find sam\u2019s average speed if, in stage 2, he cycles for 13 minutes.                 km/h     6 on the axes below, sketch the graph of s against x for 0 y x y 500.  show any important details on  your sketch.    s x 00 500    7 find how many minutes sam must cycle in stage 2 to have an average speed of 13 km/h.                          min              part b continues on page 8.",
+            "8": "8      permission to reproduce items where thir d-party owned material protected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holder s, 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 t he cambridge assessment group. ca mbridge assessment is the brand name of university of  cambridge local examinations syndicate (ucles), which is itself a department of the university of cambridge.   \u00a9 ucles 2010 0607/06/m/j/10  for  examiner's  use 8 in stage 2, instead of 20 km/h, sam cycles at y km/h for x minutes.    (a) modify the model in question 4(b) .            (b) find y if, after 24 minutes in stage 2, sam\u2019s average speed is 8 km/h.                        y =         (c) on the axes below sketch the graph of s against x if he stops for x minutes at the end of stage 1.    s x 00      "
+        },
+        "0607_w10_qp_1.pdf": {
+            "1": "    this document consists of 10 printed pages and 2 blank pages.  ib10 11_0607_01/2rp  \u00a9 ucles 2010  [turn over      *5564235406* for examiner's use    university of cambridge international examinations  international general certificate of secondary education       cambridge international mathematics 0607/01     paper 1 (core)  october/november 2010     45 minutes    candidates answer on the question paper    additional materials: geometrical instruments      read these instructions first    write your centre number, candidate number and name on all the work you hand in.  write in dark blue or black pen.  do not use staples, paper clips, highlighters, glue or correction fluid. you may use a pencil for any diagrams or graphs.  do not  write in any barcodes.    answer all the questions.  calculators must not be used in this paper.  all answers should be given in their simplest form. you must show all the relevant working to gain full marks and you will be given marks for correct methods  even if your answer is incorrect. the number of marks is given in brackets [  ] at the end of each question or part question.  the total number of marks for this paper is 40.   ",
+            "2": "2  \u00a9 ucles 2010 0607/01/o/n/10  formula list  area, a, of triangle, base b, height h. a = 1 2bh  area, a, of circle, radius r. a = \u03c0r2  circumference, c, of circle, radius r. c = 2\u03c0r  curved surface area, a, of cylinder of radius r, height h. a = 2\u03c0rh  curved surface area, a, of cone of radius r, sloping edge l. a = \u03c0rl  curved surface area, a, of sphere of radius r. a = 4\u03c0r2  volume, v, of prism, cross-sectional area a, length l. v =al  volume, v, of pyramid, base area a, height h. v= 1 3ah  volume, v, of cylinder of radius r, height h. v = \u03c0r2h  volume, v, of cone of radius r, height h. v = 1 3\u03c0r2h  volume, v, of sphere of radius r. v = 4 3\u03c0r3 ",
+            "3": "3  \u00a9 ucles 2010 0607/01/o/n/10 [turn over  for  examiner's  use answer all the questions.    1 (a) find the lowest common multiple of 6 and 9.          answer(a)    [1]     (b) work out  5 2 \u2013 23.           answer(b)    [2]      2 (a) samir and josef divide $250 in the ratio 2 : 3.        calculate how much money each receives.             answer(a) samir $         josef $     [2]    (b) a recipe for 3 people needs 600 g of pasta.       work out how much pasta is needed for 8 people.              answer(b)   g [2]      ",
+            "4": "4  \u00a9 ucles 2010 0607/01/o/n/10  for  examiner's  use 3 p(2, 3) and q(4, 7) are two points.     (a) find the gradient of the line joining p and q.                  answer(a)    [2]    (b)  find the co-ordinates of the midpoint of the line joining p and q.         answer(b) (   ,   ) [1]      4  60\u00b0 not to scale o      a circle, centre o, has an area of 600 cm2.    find the area of the shaded sector.              answer   cm2 [2]      ",
+            "5": "5  \u00a9 ucles 2010 0607/01/o/n/10 [turn over  for  examiner's  use 5 the heights of a number of students were measured.   the results are shown in the cumulative frequency diagram.    120 110 100 90 8070605040302010 0 155 150 160 165 170 175 180 185 190 height (cm)cumulative frequency      (a) how many students were measured?      answer(a)     [1]       (b) find the interquartile range.           answer(b)   cm [2]      ",
+            "6": "6  \u00a9 ucles 2010 0607/01/o/n/10  for  examiner's  use 6  diagram 1 diagram 2 diagram 3 diagram 4     (a) draw diagram 4 in this sequence. [1]    (b) (i)  write down, as a sequence, the number of dots in each diagram.      answer(b)(i)   ,    ,    ,     [1]     (ii) write down the nth term of this sequence.           answer(b)(ii)    [1]       7 solve the simultaneous equations    2 x =  y + 8   and   3 x + 2y =  5  .                          answer x  =         y =     [4]      ",
+            "7": "7  \u00a9 ucles 2010 0607/01/o/n/10 [turn over  for  examiner's  use 8 (a)  bda 70\u00b0e cx\u00b0 not to scale       in the diagram de is parallel to bc.    ad = de and angle abc = 70\u00b0.      find the value of x.     answer(a) x =     [2]      (b)                            y\u00b020\u00b0 z\u00b0oq pnot to scale       the diagram shows a circle, centre o, with a tangent drawn at p.    angle oqp  = 20\u00b0.      find the values of y and z.     answer(b) y =     [1]     z =     [1]      ",
+            "8": "8  \u00a9 ucles 2010 0607/01/o/n/10  for  examiner's  use 9 (a) expand the brackets and simplify.         3(x \u2013 y) \u2013 2( x \u2013 5y )                answer(a)    [2]     (b) factorise completely.        3 x2 + 9xy2                answer(b)    [2]    (c) write as a single fraction.        2 35x x\u2212                   answer(c)    [2]      ",
+            "9": "9  \u00a9 ucles 2010 0607/01/o/n/10 [turn over  for  examiner's  use 10      5 m5 m4 mnot to scale      a cuboid has a square base of side 5 m and a height of 4 m.   (a) calculate the volume of the cuboid.            answer(a)   m3 [1]     (b) calculate the total surface area of the cuboid.                   answer(b)   m2 [2]      ",
+            "10": "10  \u00a9 ucles 2010 0607/01/o/n/10  for  examiner's  use 11           student a b c d e f g h  test 1 25 20 40 25 50 20 30 40  test 2 30 25 35 25 40 30 35 40    the table shows the marks scored by 8 students in two mathematics tests.   the marks for students a to f are shown on the scatter diagram below.    test 2 test 140 302010 10 20 30 40 500      (a) on the diagram, plot the marks for students g and h. [1]    (b) the mean for test 1 is 31.25.       calculate the mean for test 2.          answer(b)    [2]    (c)  plot the mean point on the scatter diagram. [1]    (d) draw the line of best fit on the scatter diagram. [1]      ",
+            "11": "11  \u00a9 ucles 2010 0607/01/o/n/10 blank page ",
+            "12": "12      permission to reproduce items where thir d-party owned material protected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holder s, 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 t he cambridge assessment group. ca mbridge assessment is the brand name of university of  cambridge local examinations syndicate (ucles), which is itself a department of the university of cambridge.    \u00a9 ucles 2010 0607/01/o/n/10  blank page   "
+        },
+        "0607_w10_qp_2.pdf": {
+            "1": "    this document consists of 10 printed pages and 2 blank pages.  ib10 11_0607_02/2rp  \u00a9 ucles 2010  [turn over      *9648538625* for examiner's use    university of cambridge international examinations  international general certificate of secondary education       cambridge international mathematics 0607/02     paper 2 (extended)  october/november 2010     45 minutes    candidates answer on the question paper    additional materials: geometrical instruments      read these instructions first    write your centre number, candidate number and name on all the work you hand in.  write in dark blue or black pen.  do not use staples, paper clips, highlighters, glue or correction fluid. you may use a pencil for any diagrams or graphs.  do not  write in any barcodes.    answer all the questions.  calculators must not be used in this paper.  all answers should be given in their simplest form. you must show all the relevant working to gain full marks and you will be given marks for correct methods  even if your answer is incorrect.  the number of marks is given in brackets [  ] at the end of each question or part question.  the total number of marks for this paper is 40.   ",
+            "2": "2  \u00a9 ucles 2010 0607/02/o/n/10  formula list  for the equation ax2 + bx + c = 0 x =2_\u00b1 4 2_ bb a c a  curved surface area, a, of cylinder of radius r, height h. a = 2\u03c0rh  curved surface area, a, of cone of radius r, sloping edge l. a = \u03c0rl  curved surface area, a, of sphere of radius r. a = 4\u03c0r2  volume, v, of pyramid, base area a, height h. v= 1 3ah  volume, v, of cylinder of radius r, height h. v = \u03c0r2h  volume, v, of cone of radius r, height h. v = 1 3\u03c0r2h  volume, v, of sphere of radius r. v = 4 3\u03c0r3   ==sin sin sin abc ab c   a2 = b2 + c2 \u2013 2bc cos a   area = 1 2bc sin a       a a b cb c",
+            "3": "3  \u00a9 ucles 2010 0607/02/o/n/10 [turn over  for  examiner's  use answer all the questions.    1 (a)  simplify 75.            answer(a)    [2]    (b)  find the value of log 101000.         answer(b)    [1]       2 factorise completely.     2 ac \u2013 5bc + 6a \u2013 15b             answer    [2]       3 the gradient of the line joining the points (2, 1) and (6, a) is 3 2.       find the value of a.               answer a  =    [3]      ",
+            "4": "4  \u00a9 ucles 2010 0607/02/o/n/10  for  examiner's  use 4 the cumulative frequency curve shows the heights of 200 plants measured correct to the nearest  centimetre.    200 190180170160150140130120 110 100 908070605040302010 20 10 30 40 50 60 70 80 height (cm)cumulative frequency 0      (a) use the graph to find      (i) the median,     answer(a)(i)    cm [1]     (ii) the interquartile range.       answer(a)(ii)   cm [2]    (b) find the percentage of plants with heights greater than 50 cm.        answer(b)   % [2]       ",
+            "5": "5  \u00a9 ucles 2010 0607/02/o/n/10 [turn over  for  examiner's  use 5 a cuboid has a square base of side x cm and a height of y cm.       find, in terms of x and y,    (a) the volume of the cuboid,      answer(a)   cm3 [1]    (b) the total surface area of the cuboid.                                                           answer(b)   cm2 [2]        6 the distance between towns a and b is 50 km.     the bearing of a from b is 210\u00b0.   (a) sketch the positions of a and b showing clearly the angle of 210\u00b0.    north        [1]    (b) calculate how far west a is from b.             answer(b)   km [2]      ",
+            "6": "6  \u00a9 ucles 2010 0607/02/o/n/10  for  examiner's  use 7 a = 3 2\u2212\uf8eb\uf8f6\uf8ec\uf8f7\uf8ed\uf8f8 b = 2 5\u2212\uf8eb\uf8f6\uf8ec\uf8f7\uf8ed\uf8f8     when 2a + kb = 2 16\u2212\uf8eb\uf8f6\uf8ec\uf8f7\uf8ed\uf8f8 find the value of k.                      answer    [3]       8 f( x) = 2x \u2013 1                  g(x) = 3x 2 + 1     find     (a) g(2),       answer(a)    [1]    (b) g(f(x)),        answer(b)    [2]    (c) the inverse function f  -1(x).            answer(c)    [2]       ",
+            "7": "7  \u00a9 ucles 2010 0607/02/o/n/10 [turn over  for  examiner's  use 9 the table shows the marks ( x) gained by 100 students in an examination.      mark (x) 0 y x i 10 10 y  x i 20 20 y x i 40 40 y x i 45 45 y x i 60  frequency 20 10 10 30 30           use this information to draw a histogram on the grid below.      6 54321 010 20 30 40 50 60frequency density markx         [3]      ",
+            "8": "8  \u00a9 ucles 2010 0607/02/o/n/10  for  examiner's  use 10 in hurghada the probability that the sun will shine on any day is 0.8.     if the sun shines, the probability ahmed will go to the beach is 0.9.    if the sun does not shine, the probability he will go to the beach is 0.5.   (a) complete the tree diagram.    0.8 ..0.9 ..the sun shines the sun does not shinegoes to beach does not go to beach .. ..goes to beach does not go to beach                                 [2]    (b) find the probability that ahmed will go to the beach on a given day.                 answer(b)    [2]      ",
+            "9": "9  \u00a9 ucles 2010 0607/02/o/n/10 [turn over  for  examiner's  use 11 the diagram shows part of the graph of y = f(x), where f(x) = ax2 + bx \u2013 6.    y x8 642 \u20132\u20134\u20136\u201380 \u20133 \u2013 2 \u2013 1 1234      find the values of  a and b.         answer a  =          b =     [3]       ",
+            "10": "10  \u00a9 ucles 2010 0607/02/o/n/10  for  examiner's  use 12 which of the following functions are shown by the graphs below?   in each case k > 1.    write the correct letter under each graph.    a y =  k x     b y = | x + k |     c y = kx    d y = | x \u2212 k |    e y = k \u2212x     f y = x k       y x0 .. y x0 ..y x0 ..        [3]      ",
+            "11": "11  \u00a9 ucles 2010 0607/02/o/n/10 blank page ",
+            "12": "12      permission to reproduce items where thir d-party owned material protected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holder s, 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 t he cambridge assessment group. ca mbridge assessment is the brand name of university of  cambridge local examinations syndicate (ucles), which is itself a department of the university of cambridge.    \u00a9 ucles 2010 0607/02/o/n/10  blank page "
+        },
+        "0607_w10_qp_3.pdf": {
+            "1": "    this document consists of 14 printed pages and 2 blank pages.  ib10 11_0607_03/3rp  \u00a9 ucles 2010  [turn over      *9269295756* for examiner's use      university of cambridge international examinations  international general certificate of secondary education       cambridge international mathematics 0607/03     paper 3 (core)  october/november 2010     1 hour 45 minutes    candidates answer on the question paper    additional materials: geometrical instruments  graphics calculator      read these instructions first    write your centre number, candidate number and name on all the work you hand in.  write in dark blue or black pen. do not use staples, paper clips, highlighters, glue or correction fluid.  you may use a pencil for any diagrams or graphs.  do not  write in any barcodes.    answer all the questions.  unless instructed otherwise, give your answers exactly or correct to three significant figures as appropriate. answers in degrees should be given to one decimal place.  for \u03c0, use your calculator value.  you must show all the relevant working to gain full marks and you will be given marks for correct methods,  including sketches, even if your answer is incorrect.  the number of marks is given in brackets [  ] at the end of each question or part question.  the total number of marks for this paper is 96.   ",
+            "2": "2  \u00a9 ucles 2010 0607/03/o/n/10  formula list  area, a, of triangle, base b, height h. a = 1 2bh  area, a, of circle, radius r. a = \u03c0r2  circumference, c, of circle, radius r. c = 2\u03c0r  curved surface area, a, of cylinder of radius r, height h. a = 2\u03c0rh  curved surface area, a, of cone of radius r, sloping edge l. a = \u03c0rl  curved surface area, a, of sphere of radius r. a = 4\u03c0r2  volume, v, of prism, cross-sectional area a, length l. v =al  volume, v, of pyramid, base area a, height h. v= 1 3ah  volume, v, of cylinder of radius r, height h. v = \u03c0r2h  volume, v, of cone of radius r, height h. v = 1 3\u03c0r2h  volume, v, of sphere of radius r. v = 4 3\u03c0r3 ",
+            "3": "3  \u00a9 ucles 2010 0607/03/o/n/10 [turn over  for  examiner's  use answer all the questions.    1 in 2008 the population of a city was 276  000.    (a) write 276  000 in standard form.     answer(a)     [1]       (b) 197 400  of the population were male.      calculate the number of males in the population.                answer(b)    [2]      (c) a year later the population of 276  000 had increased by 4 %.     (i) calculate the new population.                       answer(c)(i)     [2]      (ii) write your answer to part (c)(i)  correct to the nearest ten thousand.                 answer(c)(ii)    [1]     ",
+            "4": "4  \u00a9 ucles 2010 0607/03/o/n/10  for  examiner's  use 2 20 students answered questions in a quiz.     the number of correct answers for each student is shown in the table.   25 21 24 25 29 18 24 30 25 25  29 17 15 15 19 25 23 21 16 19    (a) (i)  complete the stem-and-leaf plot to show this information.     the numbers in the first row of the table above have been plotted.   stem leaf  1 8  2 5   1   4   5   9   4   5   5    3 0       key  1 | 8 = 18        [2]      (ii) complete the ordered  stem-and-leaf plot.    stem leaf  1   2   3         key  1 | 8 = 18     [1]     (iii) use your stem-and-leaf plot in part(a)(ii)  to find the median.     answer(a)(iii)    [1]       ",
+            "5": "5  \u00a9 ucles 2010 0607/03/o/n/10 [turn over  for  examiner's  use  (b) complete the bar chart, which has already been started for you.     15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 306 543210number of students number of correct answers      [3]     (c) calculate the percentage of students who scored 29 correct answers.                     answer(c)   % [2]          ",
+            "6": "6  \u00a9 ucles 2010 0607/03/o/n/10  for  examiner's  use 3  y x8 7654321 \u20131\u20132\u20133\u20134\u20135\u20136\u20137\u201380 \u20138 \u20137 \u20136 \u20135 \u20134 \u20133 \u20132 \u2013 1 12345678t v      (a)  on the grid,    (i) draw the translation of triangle t  by 4 2\uf8eb\uf8f6\uf8ec\uf8f7\uf8ed\uf8f8,  [2]      (ii) draw the reflection of triangle t in the y-axis, [2]     (iii) draw the rotation of triangle t about (0, 0) through 180\u00b0. [2]    (b)  describe fully the single  transformation that maps triangle t onto triangle v.      [3]   ",
+            "7": "7  \u00a9 ucles 2010 0607/03/o/n/10 [turn over  for  examiner's  use 4 farah takes 19 minutes to walk from home to school.     the distance from her home to school is 850 metres.   (a) she leaves home at 07  51.     at what time does she arrive at school?         answer(a)    [1]     (b) calculate her average speed in      (i) metres per minute,                answer(b)(i)    m/min [2]     (ii) kilometres per hour.               answer(b)(ii)   km/h [2]    (c) each day, in a week of 5 school days, farah walks to and from school.      calculate the total  distance farah walks.    give your answer in kilometres.                 answer(c)   km [2]     ",
+            "8": "8  \u00a9 ucles 2010 0607/03/o/n/10  for  examiner's  use 5   09 \u20131\u2013 4 4y x        f(x) = x2 g(x) = ( x \u2013 1)2      (a) sketch the graphs of y = f( x) and y = g( x) on the axes above.  [4]    (b) describe fully the  single transformation that maps the graph of y = f( x) onto the graph of     y = g(x).     [2]     (c) the graph of y = h(x) is a translation of the graph of y = f( x) by the vector 0 3\uf8eb\uf8f6\uf8ec\uf8f7\uf8ed\uf8f8.      write down h(x) in terms of x.          answer(c)  h( x) =   [2]     ",
+            "9": "9  \u00a9 ucles 2010 0607/03/o/n/10 [turn over  for  examiner's  use 6  8 7654321 012345678y x      (a) (i)  on the grid, draw accurately the line    y = 1 2x + 2,   for 0 y x y 8. [2]      (ii) p is the point where the line cuts the y-axis.     q is the point on the line where x = 6.     mark the points p and q  on the grid. [2]    (b) mark the point r (6, 2) on the grid and draw the triangle qpr . [1]    (c) use trigonometry to calculate angle qpr .    give your answer correct to 1 decimal place.                  answer(c) angle qpr  =    [3]     ",
+            "10": "10  \u00a9 ucles 2010 0607/03/o/n/10  for  examiner's  use 7  d e ac bxnot to scale 108\u00b0      the diagram shows a five-sided polygon abcde, with the side ab extended to x.     (a) write down the geometrical name of the polygon abcde.   answer(a)     [1]    (b) ae is parallel to bc and angle eab = 108\u00b0.    write down the size of angle cbx.   answer(b)    [1]    (c) calculate the sum of the five interior angles of the polygon abcde.       answer(c)    [2]     (d) the angles bcd, cde and dea  are equal.     calculate the size of one of these angles.           answer(d)    [2]     (e) (i) on the diagram, extend the sides cd and ae until they meet at f. [1]      (ii) write down the special name of the quadrilateral abcf.     answer(e)(ii)      [1]     (iii) calculate the size of angle dfe .     answer(e)(iii)    [2]     (iv) write down the special name of the triangle def .     answer(e)(iv)     [1]     ",
+            "11": "11  \u00a9 ucles 2010 0607/03/o/n/10 [turn over  for  examiner's  use 8   u pq gc dbe fa      the venn diagram shows a universal set, u = { a, b, c, d, e, f, g}, and the sets p and q .    (a) complete the following statements.      (i)  p = {  }    [1]      (ii)    = { b, c, d, g }     [1]      (iii)  p\u2229q = {   }    [1]      (iv)  n(p\u222aq) =       [1]    (b) on the venn diagram, shade the region p \u2229q\u2032. [1]    (c) an element is chosen at random from u.      (i) write down the probability that the element is e.      answer(c)(i)     [1]     (ii) write down the probability that the element is h.     answer(c)(ii)     [1]    (d) an element is chosen at random from set p.    write down the probability that the element is e.     answer(d)    [1]     (e) 70 students are asked to choose a letter at random from u.    how many students would you expect to choose a letter from set p?     answer(e)     [2]     ",
+            "12": "12  \u00a9 ucles 2010 0607/03/o/n/10  for  examiner's  use 9 fahran counted the number of steps it took each student to walk across the sports hall.      the results for the 100 students are shown in the table.   number of steps 18 19 20 21 22 23 24  frequency 3 7 9 11 20 31 19    (a) calculate the fraction of students who took 22 steps.     give your answer in its lowest terms.          answer(a)    [2]    (b) find      (i) the range,   answer(b)(i)    [1]     (ii) the mean,   answer(b)(ii)    [1]      (iii) the median,   answer(b)(iii)     [1]     (iv) the mode.   answer(b)(iv)    [1]    (c) fahran planned to draw a pie chart to show his results.    calculate the sector angle for the number of students who took 23 steps.    do not draw the pie chart.                     answer(c)    [2]     ",
+            "13": "13  \u00a9 ucles 2010 0607/03/o/n/10 [turn over  for  examiner's  use 10 (a)  1 hectare (ha) = 10  000 m2    calculate the number of hectares in 1 km2.     answer(a)     [1]     (b)    ed abc0.4  km 0.8  km 1.2  km0.3  kmnot to scale       the diagram shows a field abcde.    calculate the area of the field     (i) in km 2,           answer(b)(i)   km2 [3]     (ii) in hectares.     answer(b)(ii)   ha [1]    (c) (i) there is a fence around the field abcde.     calculate the length of the fence.            answer(c)(i)   km [4]     (ii) the cost of the fence is $450 per kilometre.     calculate the total cost of the fence.       answer(c)(ii) $    [1]     ",
+            "14": "14  \u00a9 ucles 2010 0607/03/o/n/10  for  examiner's  use 11    4 \u20134\u2013360y x        f(x) =  2x x\u2212, x \u2260 2       (a) on the diagram, sketch the graph of  y =  2x x\u2212. [3]     (b) the graph has two asymptotes.    write down the equation of each asymptote.    answer(b)             [2]     (c) write down the range of f(x).      answer(c)    [2]     (d) (i) on the same diagram, sketch the graph of y =  2x. [1]      (ii) solve the equation  2x x\u2212 =  2x.            answer(d)(ii) x  =   or x =     [2]   ",
+            "15": "15  \u00a9 ucles 2010 0607/03/o/n/10  blank page",
+            "16": "16    permission to reproduce items where t hird-party owned material protected by copyright  is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holder s, 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 t he cambridge assessment group. ca mbridge assessment is the brand name of university of  cambridge local examinations syndicate (ucles), which is itself a department of the university of cambridge.   \u00a9 ucles 2010 0607/03/o/n/10  blank page "
+        },
+        "0607_w10_qp_4.pdf": {
+            "1": "    this document consists of 18 printed pages and 2 blank pages.  ib10 11_0607_04/3rp  \u00a9 ucles 2010  [turn over      *9202671358* for examiner's use    university of cambridge international examinations  international general certificate of secondary education       cambridge international mathematics 0607/04     paper 4 (extended)  october/november 2010     2 hours 15 minutes    candidates answer on the question paper    additional materials: geometrical instruments   graphics calculator      read these instructions first    write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen.  do not use staples, paper clips, highlighters, glue or correction fluid.  you may use a pencil for any diagrams or graphs. do not  write in any barcodes.   answer all the questions.   unless instructed otherwise, give your answers exactly or correct to three significant figures as appropriate.  answers in degrees should be given to one decimal place.  for \u03c0, use your calculator value.    you must show all the relevant working to gain full marks and you will be given marks for correct methods,  including sketches, even if your answer is incorrect.   the number of marks is given in brackets [  ] at the end of each question or part question.  the total number of marks for this paper is 120.   ",
+            "2": "2  \u00a9 ucles 2010 0607/04/o/n/10  formula list  for the equation ax2 + bx + c = 0 x =2_\u00b1 4 2_ bb a c a  curved surface area, a, of cylinder of radius r, height h. a = 2\u03c0rh  curved surface area, a, of cone of radius r, sloping edge l. a = \u03c0rl  curved surface area, a, of sphere of radius r. a = 4\u03c0r2  volume, v, of pyramid, base area a, height h. v= 1 3ah  volume, v, of cylinder of radius r, height h. v = \u03c0r2h  volume, v, of cone of radius r, height h. v = 1 3\u03c0r2h  volume, v, of sphere of radius r. v = 4 3\u03c0r3   ==sin sin sin abc ab c   a2 = b2 + c2 \u2013 2bc cos a   area = 1 2bc sin a       a a b cb c",
+            "3": "3  \u00a9 ucles 2010 0607/04/o/n/10 [turn over  for  examiner's  use answer all the questions.    1 a train from picton to christchurch leaves picton at 13  00.   the length of the journey is 340 km.    (a) the train arrives at christchurch at 18  21.    show that the average speed is 63.55 km/h, correct to 2 decimal places.                      [4]     (b) one day the weather is bad and the average speed of 63.55 km/h is reduced by 15 %.      (i) calculate the new average speed.               answer(b)(i)   km/h [2]     (ii) calculate the new time of arrival at christchurch.     give your answer to the nearest minute.                     answer(b)(ii)    [3]     ",
+            "4": "4  \u00a9 ucles 2010 0607/04/o/n/10  for  examiner's  use 2 (a)  (i) find the value of  27 \u00d7 36.             answer(a)(i)    [1]     (ii) write your answer to part (i)  in standard form.           answer(a)(ii)    [1]     (b) find the value of  ()31 22, giving your answer in standard form.              answer(b)    [2]     (c) m5 = 2000.    find the value of m.             answer(c)    [1]    (d) 5 n = 2000.    find the value of n.                    answer(d)    [2]     ",
+            "5": "5  \u00a9 ucles 2010 0607/04/o/n/10 [turn over  for  examiner's  use 3 (a) solve the equation     x2 + 2x \u2013 4 = 0.    give your answers correct to 2 decimal places.                               answer(a) x =   or x =     [3]     (b) solve the inequality    x2 + 2x \u2013 4 y 0.                           answer(b)    [2]     ",
+            "6": "6  \u00a9 ucles 2010 0607/04/o/n/10  for  examiner's  use 4   05 5y x      (a)  on the diagram above, sketch  the lines      (i) x + y  = 5, [1]      (ii) y = 1, [1]      (iii) y = 2x. [1]     (b) write r in the region where   x [ 0,   y [ 1,   y [ 2x   and   x + y y  5. [1]     ",
+            "7": "7  \u00a9 ucles 2010 0607/04/o/n/10 [turn over  for  examiner's  use 5 the numbers of passengers in 72 taxis arriving at a city centre were recorded.      the table shows the results.   number of passengers 1 2 3 4 5 6  frequency 7 27 19 8 9 2    (a) find     (i) the range,     answer(a)(i)    [1]    (ii) the mode,     answer(a)(ii)     [1]    (iii) the median,     answer(a)(iii)     [1]    (iv) the mean,     answer(a)(iv)     [1]    (v) the upper quartile.     answer(a)(v)     [1]     (b) the probability that a taxi, chosen at random, had n passengers is 3 8.      find the value of n.          answer(b)    [2]     (c) (i) a taxi was chosen at random.       calculate the probability that it had 5 passengers.    give your answer as a fraction, in its lowest terms.        answer(c)(i)    [2]      (ii) later, when 360 taxis have arrived at the city centre, how many would be expected to have  5 passengers?       answer(c)(ii)     [1]     ",
+            "8": "8  \u00a9 ucles 2010 0607/04/o/n/10  for  examiner's  use 6 (a) potatoes cost $ t per kilogram and carrots cost $(3 t \u2013 1) per kilogram.    the total cost of 20 kg of potatoes and 8 kg of carrots is $42.60.      find the value t.               answer(a)    [3]     (b) peas cost $ y per kilogram and beans cost $( y + 2) per kilogram.    anna spends $15 on peas and $9 on beans.     the total mass of the peas and the beans is 8 kg.       (i) write an equation in terms of y and show that it simplifies to           4 y2 \u2013 4y \u2013 15 = 0.                                  [4]      (ii)  factorise the expression           4 y 2 \u2013 4y \u2013 15.           answer(b)(ii)    [2]     (iii) find the cost of 1 kg of peas.         answer(b)(iii) $    [1]     ",
+            "9": "9  \u00a9 ucles 2010 0607/04/o/n/10 [turn over  for  examiner's  use 7  f(x) = sinx\u00b0  g(x) = 2sin x\u00b0 h(x) = 3sin(4 x)\u00b0 k(x) = sin( x + 60)\u00b0     (a) write down the domain of f(x).        answer(a)    [1]    (b) write down the amplitude and period of h( x).             answer(b) amplitude =      period =      [2]    (c) describe fully a single  transformation that maps the graph of y = f( x) onto the graph of       (i) y = g(x),                      [3]      (ii) y = k(x).                   [2]   ",
+            "10": "10  \u00a9 ucles 2010 0607/04/o/n/10  for  examiner's  use 8   u ty x6 54321 \u20131\u20132\u20133\u20134\u20135\u201360 \u20136 \u20135 \u20134 \u20133 \u20132 \u2013 1 123456      (a) on the grid,      (i) draw the translation of triangle t by ()6 3\u2212, [2]      (ii) draw the reflection of triangle t in the line y = \u2013 x.  [2]    (b) describe fully the single  transformation that maps triangle t onto triangle u.     [3]     (c) write down the inverse of the transformation in part (a)(i) .     [2]     ",
+            "11": "11  \u00a9 ucles 2010 0607/04/o/n/10 [turn over  for  examiner's  use 9   u a b c       u = {prime numbers less than 20}    a = {factors of 12}    b = {factors of 70}    c = {factors of 91}     (a) list the 8 elements of set u.    (1 is not a prime number.)     answer(a) {  } [1]     (b) write all the elements of u in the correct parts of the venn diagram above. [3]    (c) list the elements of ( b \u222ac)'.     answer(c) {  } [1]    (d) write down the value of  n((b \u222ac)\u2229a' ).     answer(d )  [1]     (e) on the venn diagram, shade the region      b\u2229a'\u2229c '. [1]     ",
+            "12": "12  \u00a9 ucles 2010 0607/04/o/n/10  for  examiner's  use 10 (a)   a b x dcnot to scale           a , b, c and d lie on a circle.    ac and bd intersect at x.       (i) explain why triangles abx and dcx are similar.               [3]      (ii) bx = 2 cm, cx = 4 cm and the area of triangle abx is 4.5 cm2.      calculate the area of triangle dcx.             answer(a)(ii)   cm2 [2]   ",
+            "13": "13  \u00a9 ucles 2010 0607/04/o/n/10 [turn over  for  examiner's  use  (b)  50\u00b032\u00b0s pyr q8 cmnot to scale       pqrs  is a cyclic quadrilateral.    angle rsq = 32\u00b0 and angle prq  = 50\u00b0.     (i) find angle psq.     answer(b)(i)    [1]     (ii) calculate angle pqr .     answer(b)(ii)    [2]     (iii) pr  and qs intersect at right angles at y and qr = 8 cm.       calculate the length of ry.                 answer(b)(iii)   cm [2]      (iv) write down the size of the radius of the circle that can be drawn through q, r and y.     answer(b)(iv)    cm [1]     ",
+            "14": "14  \u00a9 ucles 2010 0607/04/o/n/10  for  examiner's  use 11 during one week a caf\u00e9 records the number of hot drinks ( x) and cold drinks ( y) it sells each day.     the table shows the results.   day mon tues wed thurs fri sat sun  number of hot drinks (x ) 55 29 40 45 65 80 60  number of cold drinks (y) 30 46 35 27 20 15 25    (a) complete the scatter diagram by plotting the points for friday, saturday and sunday.    the first four points have been plotted for you.   60 5040302010 010 20 30 40 50 60 70 80y x number of hot drinksnumber of cold drinks       [2]     (b) describe any correlation between x and y.        [1]    (c) (i)  find the equation of the line of regression, giving y in terms of x.     answer(c)(i)   y =     [2]      (ii) 50 hot drinks are sold on one day in the following week.     how many cold drinks would you expect to be sold on this day?         answer(c)(ii)    [2]     ",
+            "15": "15  \u00a9 ucles 2010 0607/04/o/n/10 [turn over  for  examiner's  use 12 in triangle abc, ab = 10 cm, bc = 6 cm and angle bac = 30\u00b0.     (a) calculate the sine of angle acb.     give your answer correct to 4 decimal places.               answer(a)    [3]    (b) to draw triangle abc accurately, the line ab and an angle 30\u00b0 have been drawn.     a b30\u00b0      (i) on the diagram, mark the two possible positions of c, so that bc = 6 cm.      label them c 1 and c 2. [2]      (ii) use your answer to part (a)  to calculate the sizes of angle ac 1b and angle ac 2b.      give your answers correct to 1 decimal place.            answer(b)(ii) angle ac 1b =         angle ac 2b =      [2]     (iii) calculate the size of angle c 1bc 2.       answer(b)(iii) angle c1bc 2=    [1]     ",
+            "16": "16  \u00a9 ucles 2010 0607/04/o/n/10  for  examiner's  use 13   10  cm3 m25  cm po qa bnot to scale      the diagram shows a water trough in the shape of a prism.     the cross-section is a semicircle, centre o, radius 25 cm.    the length of the trough is 3 metres .    (a) calculate the area of the semicircle.                answer(a)   cm2 [2]    (b) calculate the volume of the trough, giving your answer in cm 3.                    answer(b)   cm3 [2]   ",
+            "17": "17  \u00a9 ucles 2010 0607/04/o/n/10 [turn over  for  examiner's  use  (c) the diagram also shows water in the trough.    the depth pq is 10 cm.    ab is horizontal and opq  is vertical.      (i) calculate angle aob .              answer(c)(i)     [3]     (ii) calculate the area of triangle aob .              answer(c)(ii)    cm2 [2]      (iii) calculate the area of the sector aob .             answer(c)(iii)   cm2 [2]     (iv) calculate the shaded area apbq .      answer(c)(iv)    cm2 [1]     (v) calculate the volume of water in the trough.     give your answer in litres.              answer(c)(v)    litres [2]     ",
+            "18": "18  \u00a9 ucles 2010 0607/04/o/n/10  for  examiner's  use 14   20 \u2013201.5 \u20130.50y x          f(x) = 2 21 26x xx+ ++     (a) on the axes above, sketch the graph of   y = f( x)   for     \u201320 y x y  20.    (note that  \u20130.5 y y y 1.5) [3]     (b) find the co-ordinates of the local maximum point.       answer(b) (   ,    ) [2]    (c) find the range of f( x).     answer(c)    [3]    (d) the graph has one asymptote.     write down the equation of this asymptote.    answer(d)    [1]     (e) solve the equation       2 215 26 5xx xx++= ++ .       answer(e)  x  =    [2]     ",
+            "19": "19  \u00a9 ucles 2010 0607/04/o/n/10 blank page ",
+            "20": "20      permission to reproduce items where thir d-party owned material protected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holder s, 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.    \u00a9 ucles 2010 0607/04/o/n/10  blank page "
+        },
+        "0607_w10_qp_5.pdf": {
+            "1": "    this document consists of 6 printed pages and 2 blank pages.  ib10 11_0607_05/3rp  \u00a9 ucles 2010  [turn over      *3620551787* university of cambridge international examinations  international general certificate of secondary education       cambridge international mathematics 0607/05     paper 5 (core)  october/november 2010     1 hour    candidates answer on the question paper  additional materials: graphics calculator      read these instructions first    write your centre number, candidate number and name on all the work you hand in.  write in dark blue or black pen.  do not use staples, paper clips, highlighters, glue or correction fluid. you may use a pencil for any diagrams or graphs.    answer all the questions.   you must show all relevant working to gain full marks for correct methods, including sketches.   in this paper you will also be assessed on your ability to provide full reasons and communicate your  mathematics clearly and precisely.    at the end of the examination, fasten all your work securely together.  the total number of marks for this paper is 24.   ",
+            "2": "2  \u00a9 ucles 2010 0607/05/o/n/10  for  examiner's  use answer all questions.     investigation the fibonacci sequence          the fibonacci sequence is a sequence of numbers that is found in many real-life situations.   the fibonacci sequence begins          1 1 2 3 5 \u2026\u2026.   where, apart from the first two terms, each term is the sum of the previous two terms.   for example       1 + 1 = 2, 1 + 2 = 3, 2 + 3 = 5 and so on.     1 complete the table for the first 15 fibonacci numbers.    you must show your working.         term  position 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15  fibonacci  number 1 1 2 3 5 8 13 21 34 55 89 144 233      ",
+            "3": "3  \u00a9 ucles 2010 0607/05/o/n/10 [turn over  for  examiner's  use 2 (a)  the table shows fibonacci numbers that are multiples of 2.      complete the table.   term  position 3  9   fibonacci  number 2 8        notice that: 2 is the third term in the fibonacci sequence, 8 is the sixth term in the  fibonacci sequence, and so on.      every third term in the fibonacci sequence is a multiple of 2 .              (b) the next two tables show other patterns.      complete the tables and the statements that follow.     (i)     term   position 4 8 12   fibonacci  number 3        3 is the    term in the fibonacci sequence.      every    term in the fibonacci sequence is a multiple of 3.       (ii)  term  position    20  fibonacci  number 5 55  6  765     5 is the    term in the fibonacci sequence.      every    term in the fibonacci sequence is a multiple of     .       (c) complete the following statement.     every    term in the fibonacci sequence is a multiple of 8.     ",
+            "4": "4  \u00a9 ucles 2010 0607/05/o/n/10  for  examiner's  use 3 a golden rectangle is a rectangle with width and length that are consecutive  fibonacci numbers.    2 3 5 etc.35 8      when a golden rectangle is divided into the least number of squares, the length of the side of each  square is a fibonacci number.    3 21 11      the diagram above shows the 2 by 3 golden rectangle.   the least number of squares it can be divided into is three.   these squares have sides 1, 1 and 2.   5 3      the diagram above shows the 3 by 5 golden rectangle.   the least number of squares it can be divided into is four.   these squares have sides 1, 1, 2 and 3.  ",
+            "5": "5  \u00a9 ucles 2010 0607/05/o/n/10 [turn over  for  examiner's  use  (a) on the grid below, draw the 5 by 8 golden rectangle.     show how this can be divided into the least number of squares.     these squares have sides 1, 1, 2, 3 and 5.        (b) on the grid below, draw the 8 by 13 golden rectangle.      show how this can be divided into the least number of squares.      ",
+            "6": "6  \u00a9 ucles 2010 0607/05/o/n/10  for  examiner's  use  (c) (i) complete the table to show the least number of squares in each of the first six  golden rectangles.    size of rectangle 1 by 1 1 by 2 2 by 3 3 by 5 5 by 8 8 by 13  least number of  squares 1   4        (ii) write down the least number of squares there are in the 21 by 34 golden rectangle.                (iii) when the least number of squares is 11, write down the width and the length of this  golden rectangle.          and                       (d) when the width and the length of a golden rectangle are the ( no1)th and the nth terms of the  fibonacci sequence, write down the least number of squares in terms of n.              ",
+            "7": "7  \u00a9 ucles 2010 0607/05/o/n/10 blank page ",
+            "8": "8      permission to reproduce items where thir d-party owned material protected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holder s, 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 t he cambridge assessment group. ca mbridge assessment is the brand name of university of  cambridge local examinations syndicate (ucles), which is itself a department of the university of cambridge.    \u00a9 ucles 2010 0607/05/o/n/10  blank page "
+        },
+        "0607_w10_qp_6.pdf": {
+            "1": "    this document consists of 10 printed pages and 2 blank pages.  ib10 11_0607_06/4rp  \u00a9 ucles 2010  [turn over      *6357012477* university of cambridge international examinations  international general certificate of secondary education       cambridge international mathematics 0607/06     paper 6 (extended)  october/november 2010     1 hour 30 minutes    candidates answer on the question paper.  additional materials: graphics calculator      read these instructions first    write your centre number, candidate number and name on all the work you hand in.  write in dark blue or black pen.  do not use staples, paper clips, highlighters, glue or correction fluid. you may use a pencil for any diagrams or graphs.    answer both parts a and b.    you must show all relevant working to gain full marks for correct methods, including sketches.   in this paper you will also be assessed on your ability to provide full reasons and communicate your  mathematics clearly and precisely.    at the end of the examination, fasten all your work securely together.  the total number of marks for this paper is 40.   ",
+            "2": "2  \u00a9 ucles 2010 0607/06/o/n/10  for  examiner's  use answer both  parts a and b.    a   investigation the fibonacci sequence 24 marks          you are advised to spend no more than 55 minutes on this part.    the fibonacci sequence is a sequence of numbers that is found in many real-life situations.   the fibonacci sequence begins       1 1 2 3 5 \u2026\u2026.   where, apart from the first two terms, each term is the sum of the previous two terms.   for example      1 + 1 = 2, 1 + 2 = 3, 2 + 3 = 5 and so on.    1 complete the table for the first 15 fibonacci numbers.   you must show your working.         term  position 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15  fibonacci  number 1 1 2 3 5 8 13 21 34 55 89 144 233         ",
+            "3": "3  \u00a9 ucles 2010 0607/06/o/n/10 [turn over  for  examiner's  use 2 (a) the table shows fibonacci numbers that are multiples of 2.      complete the table.   term  position 3  9   fibonacci  number 2 8        notice that: 2 is the third term in the fibonacci sequence, 8 is the sixth term in the  fibonacci sequence, and so on.      every third term in the fibonacci sequence is a  multiple of 2 .       (b) the next two tables show other patterns.        complete the tables and the statements that follow.     (i)     term   position 4 8 12   fibonacci  number 3        3 is the    term in the fibonacci sequence.      every    term in the fibonacci sequence is a multiple of 3.       (ii)  term  position    20  fibonacci  number 5 55  6  765     5 is the    term in the fibonacci sequence.      every    term in the fibonacci sequence is a multiple of     .         (c) complete the following statement.     every    term in the fibonacci sequence is a multiple of 8.     ",
+            "4": "4  \u00a9 ucles 2010 0607/06/o/n/10  for  examiner's  use 3 a golden rectangle is a rectangle with width and length that are consecutive  fibonacci numbers.    2 3 5 etc.35 8      when a golden rectangle is divided into the least number of squares, the length of the side of each  square is a fibonacci number.    3 21 11      the diagram above shows the 2 by 3 golden rectangle.   the least number of squares it can be divided into is three.   these squares have sides 1, 1 and 2.   5 3      the diagram above shows the 3 by 5 golden rectangle.   the least number of squares it can be divided into is four.   these squares have sides 1, 1, 2 and 3.  ",
+            "5": "5  \u00a9 ucles 2010 0607/06/o/n/10 [turn over  for  examiner's  use  (a) on the grid below, draw the 5 by 8 golden rectangle.     show how this can be divided into the least number of squares.     these squares have sides 1, 1, 2, 3 and 5.       (b) on the grid below, draw the 8 by 13 golden rectangle.      show how this can be divided into the least number of squares.       ",
+            "6": "6  \u00a9 ucles 2010 0607/06/o/n/10  for  examiner's  use  (c) (i) complete the table to show the least number of squares in each of the first six  golden rectangles.    size of rectangle 1 by 1 1 by 2 2 by 3 3 by 5 5 by 8 8 by 13  least number of  squares 1   4        (ii) write down the least number of squares there are in the 21 by 34 golden rectangle.                (iii) when the least number of squares is 11, write down the width and the length of this  golden rectangle.          and                       (d) when the width and the length of a golden rectangle are the ( no1)th and the nth terms of the  fibonacci sequence, write down the least number of squares in terms of n.              ",
+            "7": "7  \u00a9 ucles 2010 0607/06/o/n/10 [turn over  for  examiner's  use  (e) in this part, numbers that are two positions apart in the fibonacci sequence are used for the  width and length of a rectangle.  for example, 1 by 2, 1 by 3, 2 by 5, 3 by 8 and so on.    112358 . . .1 fibonacci numberterm position 23456 . . .       write down, in words, the connection between the term positions of the two fibonacci numbers used for the width and length of a rectangle and the least number of squares in the rectangle.         ",
+            "8": "8  \u00a9 ucles 2010 0607/06/o/n/10  for  examiner's  use b    modelling the solar system 16 marks    you are advised to spend no more than 35 minutes on this part.    logarithms to base 10 are written as log.    1 the table below shows information about seven planets in the solar system.    planet distance from the  sun ( s km) time to orbit the  sun ( t days) log s log t  mercury 5.79 x 107 88 7.8 1.9  venus 1.08 x 108 225 8.0 2.4  earth 1.50 x 108 365 8.2 2.6  mars 2.28 x 108 687    jupiter 7.78 x 108 4  330    saturn 1.43 x 109 10  800    pluto 5.91 x 109 90  800 9.8 5.0      complete the table of values for log s and log t.     give each value correct to 2 significant figures.   2 (a) on the grid opposite, plot the seven points (log s, log t).       (b) plot the mean point (8.6, 3.2) and use this to draw a line of best fit.     (do this by eye. do not use your calculator.)        3 the time taken for the planet uranus to orbit the sun is 30  685 days.      use your graph to estimate the distance of uranus from the sun.  give your answer correct to 2 significant figures.       km    4 let x = log s and y = log t.    the equation of the line of best fit is y = mx + c.    use your calculator to find the values of m and c.   give each answer correct to 2 significant figures.     m =         c =        5 a model for this is log t = mlog s + c.   the distance of the planet neptune from the sun is 4.50 x 10 9 km.     use the model to find the time taken for neptune to orbit the sun.    give your answer in standard form correct to 2 significant figures.       days  ",
+            "9": "9  \u00a9 ucles 2010 0607/06/o/n/10 [turn over  for  examiner's  use  789 1 05 4 3 2 1 0 log slog t            question 6 is on the next page. ",
+            "10": "10  \u00a9 ucles 2010 0607/06/o/n/10  for  examiner's  use 6 writing c as log k, the model can be written as log t = m log s + log k.                    (a) show that t = ksm.        (b) find the value of k.       k =        (c) write the model t = ks m using your values of k and m.    use the data for earth to test this model.   ",
+            "11": "11  \u00a9 ucles 2010 0607/06/o/n/10 blank page ",
+            "12": "12      permission to reproduce items where thir d-party owned material protected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holder s, 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 t he cambridge assessment group. ca mbridge assessment is the brand name of university of  cambridge local examinations syndicate (ucles), which is itself a department of the university of cambridge.    \u00a9 ucles 2010 0607/06/o/n/10  blank page "
+        }
+    },
+    "2011": {
+        "0607_s11_qp_11.pdf": {
+            "1": "    this document consists of 8 printed pages.  ib11 06_0607_11/2rp  \u00a9 ucles 2011  [turn over      *5403601149* for examiner's use    university of cambridge international examinations  international general certificate of secondary education       cambridge international mathematics 0607/11     paper 1 (core)  may/june 2011     45 minutes    candidates answer on the question paper    additional materials: geometrical instruments      read these instructions first    write your centre number, candidate number and name on all the work you hand in.  write in dark blue or black pen.  do not use staples, paper clips, highlighters, glue or correction fluid. you may use a pencil for any diagrams or graphs.  do not  write in any barcodes.    answer all the questions.  calculators must not be used in this paper.  all answers should be given in their simplest form. you must show all the relevant working to gain full marks and you will be given marks for correct methods  even if your answer is incorrect. the number of marks is given in brackets [  ] at the end of each question or part question.  the total number of marks for this paper is 40.   ",
+            "2": "2  \u00a9 ucles 2011 0607/11/m/j/11    formula list  area, a, of triangle, base b, height h. a = 1 2bh  area, a, of circle, radius r. a = \u03c0r2  circumference, c, of circle, radius r. c = 2\u03c0r  curved surface area, a, of cylinder of radius r, height h. a = 2\u03c0rh  curved surface area, a, of cone of radius r, sloping edge l. a = \u03c0rl  curved surface area, a, of sphere of radius r. a = 4\u03c0r2  volume, v, of prism, cross-sectional area a, length l. v =al  volume, v, of pyramid, base area a, height h. v= 1 3ah  volume, v, of cylinder of radius r, height h. v = \u03c0r2h  volume, v, of cone of radius r, height h. v = 1 3\u03c0r2h  volume, v, of sphere of radius r. v = 4 3\u03c0r3 ",
+            "3": "3  \u00a9 ucles 2011 0607/11/m/j/11 [turn over  for  examiner's  use   answer all the questions.    1 (a) write 6.149 correct to 1 decimal place.     answer(a)     [1]    (b) write 206 correct to 2 significant figures.       answer(b)    [1]       (c) write 0.0023 in standard form.     answer(c)    [1]      2 (a) list all four factors of 15.     answer(a)   ,    ,    ,     [1]    (b) find the highest common factor of 15 and 21.         answer(b)    [2]      3 (a)  write down the number of lines of symmetry of a regular pentagon.         answer(a)    [1]     (b) a quadrilateral has rotational symmetry of order 2 and no lines of symmetry.       write down the mathematical name of this quadrilateral.          answer(b)    [1]      ",
+            "4": "4  \u00a9 ucles 2011 0607/11/m/j/11  for  examiner's  use   4 (a) solve the equation     2(3 x \u2013 5) = x + 10 .                                    answer(a) x =    [3]     (b) \u22123 y x i 4      show this inequality on the number line below.        \u20134 \u20135 \u20133 \u20132 \u20131 0 1 2 3 4 5x       [2]      5 the nth term of a sequence is 2 n \u2013 3.     (a) write down the first term and the second term of this sequence.       answer(a)   ,     [2]    (b) write down the 100th term of this sequence.      answer(b)    [1]    (c) paulo says that the number 44 is in the sequence.     is he correct?   you must  show your working.                    [2]      ",
+            "5": "5  \u00a9 ucles 2011 0607/11/m/j/11 [turn over  for  examiner's  use   6 shade the required regions in the venn diagrams below.     (a)                  p  \u222a q [1]     (b)                 p\u2032  \u2229 q [1]     7                                                                                                                                                                                                                           the diagram shows two triangles.    (a) write down the value of x.       answer(a) x =    [1]    (b) complete the following statement.  the two triangles are  [1]       (c) find the value of y.        answer(c) y =    [2]   95\u00b0 30\u00b015  cmy cm 95\u00b0x\u00b0 30\u00b05 cm2.5  cmnot to scaleu pq u pq",
+            "6": "6  \u00a9 ucles 2011 0607/11/m/j/11  for  examiner's  use   8 (a) find the gradient of the line  2 y = x + 3.         answer(a)    [2]    (b) write down the gradient of a line parallel to the line  2 y = x + 3.       answer(b)    [1]      9  ox\u00b0not to scale      the area of the circle, centre o, is 100 cm2.   the area of the shaded sector is 20 cm2.    find the value of x.          answer x  =    [2]     ",
+            "7": "7  \u00a9 ucles 2011 0607/11/m/j/11 [turn over  for  examiner's  use   10 (a)  work out 327.             answer(a)    [1]    (b) factorise completely.                                            3y 2 \u2013 15y       answer(b)    [2]        11  u tb 264 3     the venn diagram shows the number of students who play tennis ( t), basketball ( b), both tennis and  basketball or neither of these games.    (a) how many students play basketball only?      answer(a)    [1]    (b) how many students do not play tennis?      answer(b)    [1]    (c) find the probability that a student chosen at random plays tennis.         answer(c)    [2]      ",
+            "8": "8      permission to reproduce items where thir d-party owned material protected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the p ublisher (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 t he cambridge assessment group. ca mbridge assessment is the brand name of university of  cambridge local examinations syndicate (ucles), which is itself a department of the university of cambridge.    \u00a9 ucles 2011 0607/11/m/j/11  for  examiner's  use  12 (a) graph b is a transformation of graph a.  the equation of graph a is y = x 3.     write down the equation of graph b.    y x 0 ay x 03 b     answer(a)     [2]     (b) graph d is a transformation of graph c.  the equation of graph c is y = x2.     write down the equation of graph d.    y x 0 cy x 0 3 d     answer(b)     [2]      "
+        },
+        "0607_s11_qp_12.pdf": {
+            "1": "    this document consists of 10 printed pages and 2 blank pages.  ib11 06_0607_12/2rp  \u00a9 ucles 2011  [turn over      *4075771834* for examiner's use    university of cambridge international examinations  international general certificate of secondary education       cambridge international mathematics 0607/12     paper 1 (core)  may/june 2011     45 minutes    candidates answer on the question paper    additional materials: geometrical instruments      read these instructions first    write your centre number, candidate number and name on all the work you hand in.  write in dark blue or black pen.  do not use staples, paper clips, highlighters, glue or correction fluid. you may use a pencil for any diagrams or graphs.  do not  write in any barcodes.    answer all the questions.  calculators must not be used in this paper.  all answers should be given in their simplest form. you must show all the relevant working to gain full marks and you will be given marks for correct methods  even if your answer is incorrect. the number of marks is given in brackets [  ] at the end of each question or part question.  the total number of marks for this paper is 40.   ",
+            "2": "2  \u00a9 ucles 2011 0607/12/m/j/11    formula list  area, a, of triangle, base b, height h. a = 1 2bh  area, a, of circle, radius r. a = \u03c0r2  circumference, c, of circle, radius r. c = 2\u03c0r  curved surface area, a, of cylinder of radius r, height h. a = 2\u03c0rh  curved surface area, a, of cone of radius r, sloping edge l. a = \u03c0rl  curved surface area, a, of sphere of radius r. a = 4\u03c0r2  volume, v, of prism, cross-sectional area a, length l. v =al  volume, v, of pyramid, base area a, height h. v= 1 3ah  volume, v, of cylinder of radius r, height h. v = \u03c0r2h  volume, v, of cone of radius r, height h. v = 1 3\u03c0r2h  volume, v, of sphere of radius r. v = 4 3\u03c0r3 ",
+            "3": "3  \u00a9 ucles 2011 0607/12/m/j/11 [turn over  for  examiner's  use   answer all the questions.    1 (a) write 2490 correct to 1 significant figure.       answer(a)     [1]    (b)  write 356  000 in standard form.       answer(b)     [1]      2 (a) solve the equation.       6 x \u2013 10  =  x + 5            answer(a) x =    [2]                                                  (b) expand and simplify.                 3(2x + 1) \u2013 2x                    answer(b)    [2]      ",
+            "4": "4  \u00a9 ucles 2011 0607/12/m/j/11  for  examiner's  use   3 (a)  aob cd30\u00b0not to scale       points a, b and c lie on the circumference of a circle, centre o.    the line aoc  is extended to d.    angle bac = 30\u00b0.     calculate the size of angle bcd.             answer(a) angle bcd =    [2]     (b)  north 50\u00b080\u00b0 30\u00b0ab c dnot to scale       the diagram shows a school field abc.    the point d is due south of a.    angle dac = 50\u00b0, angle acb = 30\u00b0 and angle cba = 80\u00b0.      find the bearing of b from a.      answer(b)    [2]      ",
+            "5": "5  \u00a9 ucles 2011 0607/12/m/j/11 [turn over  for  examiner's  use   4  4 m3 m2 m not to scale      the diagram shows the cross-section of a hut.   the width of the hut is 4 m and the total  height is 5 m.    (a) find the area of the cross-section of the hut.                answer(a)   m2 [3]    (b) a house is similar  in shape to the hut and has a total height of 15 m.     calculate the width of the house.                    answer(b)   m [2]      ",
+            "6": "6  \u00a9 ucles 2011 0607/12/m/j/11  for  examiner's  use   5 (a)  work out 3\u20132.      answer(a)    [1]    (b) factorise completely.                              8 pq \u2013 4q 2                                answer(b)    [2]    (c)  simplify.        6 3x x          answer(c)    [1]      6 a train leaves geneva at 09  10 and arrives in verona at 14  10.   the distance from geneva to verona is 390 km.   calculate the average speed of the train in km/h.                     answer   km/h [3]      ",
+            "7": "7  \u00a9 ucles 2011 0607/12/m/j/11 [turn over  for  examiner's  use   7     7 654321 12345670y x ad b      the points a, b and d are three vertices of a parallelogram abcd.            (a) draw the parallelogram abcd. [1]    (b) write down the coordinates of c.       answer(b) (   ,    ) [1]    (c) find the gradient of the line ab.        answer(c)    [1]      ",
+            "8": "8  \u00a9 ucles 2011 0607/12/m/j/11  for  examiner's  use   8 the mapping diagram shows the function f( x) = 3 x \u2013 2.    x 2 5q3x \u2013 2 4p 19      (a) find the values of p and q.              answer(a) p =         q =     [2]     (b)  write down the range of f(x).         answer(b)     [1]      9 the nth term of a sequence is 2 n \u2013 5.     (a)  write down the first term of this sequence.       answer(a)    [1]    (b) write down the 60th term of this sequence.        answer(b)    [1]      ",
+            "9": "9  \u00a9 ucles 2011 0607/12/m/j/11 [turn over  for  examiner's  use   10    y x6 54321 \u20131\u20132\u20133\u20134\u20135\u201360 \u20136\u2013 5\u2013 4\u2013 3\u2013 2\u2013 1 1 2 3 4 5 6a c b     (a) describe fully the single  transformation which maps flag a onto flag b.     [2]     (b) describe fully the single  transformation which maps flag a onto flag c.     [3]     (c)  on the diagram above draw the image of flag a after a reflection in the line x = 3. [2]      ",
+            "10": "10  \u00a9 ucles 2011 0607/12/m/j/11  for  examiner's  use   11         100 90 8070605040302010 0 17 18 19 20 21 22 23 24 25 26number of hot drinks sold temperature (\u00b0c)     the scatter diagram shows the correlation between the number of hot drinks sold and the temperature  each day during a 12 day period.    (a)  use one word to describe the correlation.     answer(a)    [1]    (b) the mean temperature was 22  \u00b0c and the mean number of hot drinks sold was 65.      (i) plot the mean point on the scatter diagram above. [1]      (ii) draw the line of best fit on the scatter diagram. [1]       ",
+            "11": "11  \u00a9 ucles 2011 0607/12/m/j/11 blank page ",
+            "12": "12      permission to reproduce items where thir d-party owned material protected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holder s, 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 t he cambridge assessment group. ca mbridge assessment is the brand name of university of  cambridge local examinations syndicate (ucles), which is itself a department of the university of cambridge.    \u00a9 ucles 2011 0607/12/m/j/11  blank page "
+        },
+        "0607_s11_qp_21.pdf": {
+            "1": "    this document consists of 8 printed pages.  ib11 06_0607_21/4rp  \u00a9 ucles 2011  [turn over      *4380945812* for examiner's use    university of cambridge international examinations  international general certificate of secondary education       cambridge international mathematics 0607/21     paper 2 (extended)  may/june 2011     45 minutes    candidates answer on the question paper    additional materials: geometrical instruments      read these instructions first    write your centre number, candidate number and name on all the work you hand in.  write in dark blue or black pen.  do not use staples, paper clips, highlighters, glue or correction fluid. you may use a pencil for any diagrams or graphs.  do not  write in any barcodes.    answer all the questions.  calculators must not be used in this paper.  all answers should be given in their simplest form. you must show all the relevant working to gain full marks and you will be given marks for correct methods  even if your answer is incorrect. the number of marks is given in brackets [  ] at the end of each question or part question.  the total number of marks for this paper is 40.   ",
+            "2": "2  \u00a9 ucles 2011 0607/21/m/j/11    formula list  for the equation ax2 + bx + c = 0 x =2_\u00b1 4 2_ bb a c a  curved surface area, a, of cylinder of radius r, height h. a = 2\u03c0rh  curved surface area, a, of cone of radius r, sloping edge l. a = \u03c0rl  curved surface area, a, of sphere of radius r. a = 4\u03c0r2  volume, v, of pyramid, base area a, height h. v= 1 3ah  volume, v, of cylinder of radius r, height h. v = \u03c0r2h  volume, v, of cone of radius r, height h. v = 1 3\u03c0r2h  volume, v, of sphere of radius r. v = 4 3\u03c0r3   ==sin sin sin abc ab c   a2 = b2 + c2 \u2013 2bc cos a   area = 1 2bc sin a       a a b cb c",
+            "3": "3  \u00a9 ucles 2011 0607/21/m/j/11 [turn over  for  examiner's  use   answer all the questions.    1 (a) simplify 75.       answer(a)     [1]     (b) simplify 2 53\u2212 by rationalising the denominator.           answer(b)     [2]      2 the first four terms of a sequence are  0,  3,  8,  15.    (a)  write down the next two terms of this sequence.       answer(a)   ,     [1]                                                   (b) find an expression for the nth term of this sequence.                answer(b)    [2]      3 solve the equation         17 \u2013 2 x  =  4x \u2013 7.                                          answer x  =    [2]      ",
+            "4": "4  \u00a9 ucles 2011 0607/21/m/j/11  for  examiner's  use   4  p = 2 3\uf8eb\uf8f6\uf8ec\uf8f7\uf8ed\uf8f8      q = 4 3\u2212\uf8eb\uf8f6\uf8ec\uf8f7\uf8ed\uf8f8     (a) find 2p \u2013 3q.            answer(a) \uf8eb\uf8f6 \uf8ec\uf8f7 \uf8ec\uf8f7\uf8ec\uf8f7\uf8ed\uf8f8   [2]     (b)  calculate   \u2502 q\u2502.           answer(b)    [2]      5 (a)  factorise         x 2 \u2013 3x \u2013 4.            answer(a)    [2]    (b)  solve for x.      10 i 2(6 \u2013 x)             answer(b)    [2]       ",
+            "5": "5  \u00a9 ucles 2011 0607/21/m/j/11 [turn over  for  examiner's  use   6 using set notation describe the regions shaded on the venn diagrams.    (a)  u ab      answer(a)     [1]     (b)  u ab      answer(b)     [1]        7 f varies inversely as the square of d.   when f = 9, d =  2.     (a) find f in terms of d.                 answer(a) f  =    [2]    (b) find the value of f when d is 3.                answer(b) f  =    [1]   ",
+            "6": "6  \u00a9 ucles 2011 0607/21/m/j/11  for  examiner's  use   8 simplify.   (a)  log 9 + 3 log 2 \u2013 2 log 6               answer(a)    [3]     (b)  3 4 81 16\u2212\uf8eb\uf8f6 \uf8ec\uf8f7\uf8ed\uf8f8            answer(b)    [2]       9  dx c xcd+= \u2212     find x in terms of c and d.                        answer x  =    [3]      ",
+            "7": "7  \u00a9 ucles 2011 0607/21/m/j/11 [turn over  for  examiner's  use   10 all the students in a class of 20 took tests in mathematics and chemistry.     the following table shows the results of these two tests.    pass fail  mathematics 12 8  chemistry 11 9    m is the set of students who passed the mathematics test.   c is the set of students who passed the chemistry test.   x is the number of students who passed both tests.     (a) write 3 expressions in terms of x to complete the venn diagram.    u m x .. .. ..c       [3]    (b) two pupils failed both mathematics and chemistry.     find the value of x, the number of students who passed both tests.           answer(b) x =    [2]       11 for 0\u00b0 i x i 360\u00b0 find the values of x that satisfy the equation cos x = \u2013 1 2.                 answer x  =   and x =     [2]      ",
+            "8": "8      permission to reproduce items where thir d-party owned material protected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holder s, 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 t he cambridge assessment group. ca mbridge assessment is the brand name of university of  cambridge local examinations syndicate (ucles), which is itself a department of the university of cambridge.    \u00a9 ucles 2011 0607/21/m/j/11  for  examiner's  use  12   y x3 21 \u20131\u20132\u201330 \u2013180\u00b0 \u201390\u00b0 90\u00b0 180\u00b0 270\u00b0 360\u00b0      (a) write down the equation of the graph.          answer(a)    [2]     (b) on the same axes above sketch the graph of  y = 2 sin x for \u2212180\u00b0 y x y 360\u00b0. [2]        "
+        },
+        "0607_s11_qp_22.pdf": {
+            "1": "    this document consists of 8 printed pages.  ib11 06_0607_22/3rp  \u00a9 ucles 2011  [turn over      *9433607138* for examiner's use    university of cambridge international examinations  international general certificate of secondary education       cambridge international mathematics 0607/22     paper 2 (extended)  may/june 2011     45 minutes    candidates answer on the question paper    additional materials: geometrical instruments      read these instructions first    write your centre number, candidate number and name on all the work you hand in.  write in dark blue or black pen.  do not use staples, paper clips, highlighters, glue or correction fluid. you may use a pencil for any diagrams or graphs.  do not  write in any barcodes.    answer all the questions.  calculators must not be used in this paper.  all answers should be given in their simplest form. you must show all the relevant working to gain full marks and you will be given marks for correct methods  even if your answer is incorrect. the number of marks is given in brackets [  ] at the end of each question or part question.  the total number of marks for this paper is 40.   ",
+            "2": "  2   \u00a9 ucles 2011 0607/22/m/j/11    formula list  for the equation ax2 + bx + c = 0 x =2_\u00b1 4 2_ bb a c a  curved surface area, a, of cylinder of radius r, height h. a = 2\u03c0rh  curved surface area, a, of cone of radius r, sloping edge l. a = \u03c0rl  curved surface area, a, of sphere of radius r. a = 4\u03c0r2  volume, v, of pyramid, base area a, height h. v= 1 3ah  volume, v, of cylinder of radius r, height h. v = \u03c0r2h  volume, v, of cone of radius r, height h. v = 1 3\u03c0r2h  volume, v, of sphere of radius r. v = 4 3\u03c0r3   ==sin sin sin abc ab c   a2 = b2 + c2 \u2013 2bc cos a   area = 1 2bc sin a       a a b cb c",
+            "3": "3  \u00a9 ucles 2011 0607/22/m/j/11 [turn over  for  examiner's  use   answer all the questions.    1 (a) work out 2 327.          answer(a)    [1]     (b)  simplify 13 22(9 )cc\u00d7.             answer(b)    [2]      2 the first four terms of a sequence are  1,  3,  9,  27.    (a) write down the next term of this sequence.       answer(a)    [1]    (b) find an expression for the nth term of this sequence.             answer(b)    [2]        3 the size of one interior angle of a regular polygon is 156\u00b0.   find the number of sides of the polygon.                answer     [2]   ",
+            "4": "  4   \u00a9 ucles 2011 0607/22/m/j/11  for  examiner's  use   4 u = { x | 1 y x y  16, x \u2208 k }     a = { factors of 12 }             b = { factors of 16 }     complete the following.  (a) a =  {    } [1] (b) n (a \u2229 b'  ) =    [1]     5 (a)  find the value of log 2 8.          answer(a)    [1]    (b) write the following as a single logarithm.                                               3log 2 \u2013 log 4 + 2log 5                   answer(b)    [3]     ",
+            "5": "5  \u00a9 ucles 2011 0607/22/m/j/11 [turn over  for  examiner's  use   6 simplify fully   23 93aa aa\u00f7 \u2212\u2212.                       answer    [3]       7 p = 2 3\u2212\uf8eb\uf8f6\uf8ec\uf8f7\uf8ed\uf8f8       q = 5 7\u2212\uf8eb\uf8f6\uf8ec\uf8f7\uf8ed\uf8f8     (a) find p + q .              answer(a)  \uf8eb\uf8f6 \uf8ec\uf8f7 \uf8ec\uf8f7\uf8ec\uf8f7\uf8ed\uf8f8   [2]     (b) work out \u2502p + q\u2502.               answer(b)    [2]     ",
+            "6": "  6   \u00a9 ucles 2011 0607/22/m/j/11  for  examiner's  use   8 (a)  simplify  8 2 + 2 8.            answer(a)    [2]    (b)  simplify by rationalising the denominator.    32 32\u2212               answer(b)    [2]       9 the equation of a line passing through the point (2, 3) is ax + by = d, where a, b, d  \u2208 k.   this line is perpendicular to the line  y = 2x + 5.      find the values of a, b and d.              answer a  =         b =          d =     [3]       ",
+            "7": "7  \u00a9 ucles 2011 0607/22/m/j/11 [turn over  for  examiner's  use   10 the cost of a mango is $ m.   the cost of a pineapple is $ p.    (a) write an expression, in terms of m and p, for the cost of 2 mangoes and 3 pineapples.      answer(a) $    [1]    (b)  the cost of 2 mangoes and 3 pineapples is $13.    the cost of 6 mangoes and 2 pineapples is $18.    write down two equations and solve them to find the  cost of one mango and the cost of one  pineapple.                              answer(b) mango = $           pineapple = $     [4]        11 x is an obtuse  angle and sin x = 1 2.   find the exact value of cos x.                 answer    [2]       ",
+            "8": "  8       permission to reproduce items where thir d-party owned material protected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the p ublisher (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 t he cambridge assessment group. ca mbridge assessment is the brand name of university of  cambridge local examinations syndicate (ucles), which is itself a department of the university of cambridge.    \u00a9 ucles 2011 0607/22/m/j/11  for  examiner's  use  12 the graph of y = f( x) where f( x) = ax 2 + bx + 3 crosses the x-axis at (\u22123, 0) and (1, 0).   the y coordinate of the vertex is 4.     (a) on the axes, sketch the graph of y = f(x), for \u20134 y x y  4.    5 \u20135\u20134 4y x 0         [2]    (b) find the values of a and b.                answer(b) a =    [1]     b =     [1]    (c) write down the range of f(x) when the domain is o.       answer(c)     [1]   "
+        },
+        "0607_s11_qp_31.pdf": {
+            "1": "    this document consists of 16 printed pages.  ib11 06_0607_31/2rp  \u00a9 ucles 2011  [turn over      *9835578859* for examiner's use    university of cambridge international examinations  international general certificate of secondary education       cambridge international mathematics 0607/31     paper 3 (core)  may/june 2011     1 hour 45 minutes    candidates answer on the question paper    additional materials: geometrical instruments   graphics calculator      read these instructions first    write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen.  do not use staples, paper clips, highlighters, glue or correction fluid.  you may use a pencil for any diagrams or graphs. do not  write in any barcodes.   answer all the questions. unless instructed otherwise, give your answers exactly or correct to three significant figures as appropriate.  answers in degrees should be given to one decimal place.  for \u03c0, use your calculator value.  you must show all the relevant working to gain full marks and you will be given marks for correct methods,  including sketches, even if your answer is incorrect.  the number of marks is given in brackets [  ] at the end of each question or part question.  the total number of marks for this paper is 96.   ",
+            "2": "2  \u00a9 ucles 2011 0607/31/m/j/11    formula list  area, a, of triangle, base b, height h. a = 1 2bh  area, a, of circle, radius r. a = \u03c0r2  circumference, c, of circle, radius r. c = 2\u03c0r  curved surface area, a, of cylinder of radius r, height h. a = 2\u03c0rh  curved surface area, a, of cone of radius r, sloping edge l. a = \u03c0rl  curved surface area, a, of sphere of radius r. a = 4\u03c0r2  volume, v, of prism, cross-sectional area a, length l. v =al  volume, v, of pyramid, base area a, height h. v= 1 3ah  volume, v, of cylinder of radius r, height h. v = \u03c0r2h  volume, v, of cone of radius r, height h. v = 1 3\u03c0r2h  volume, v, of sphere of radius r. v = 4 3\u03c0r3 ",
+            "3": "3  \u00a9 ucles 2011 0607/31/m/j/11 [turn over  for  examiner's  use   answer all the questions.    1 ali and amanda are in the same class at school.    (a) in a test ali\u2019s mark is 24 and amanda\u2019s mark is 28.      (i) write down the ratio.    ali\u2019s mark : amanda\u2019s mark.                  give your answer in its simplest form.        answer(a)(i)   :     [1]      (ii) calculate amanda\u2019s mark as a percentage of ali\u2019s mark.              answer(a)(ii)   % [2]    (b) in another test ali\u2019s mark is again 24 but the ratio of the marks changes to    ali\u2019s mark : amanda\u2019s mark   =   8 : 7.     calculate amanda\u2019s mark.           answer(b)    [2]    (c) ali and amanda share $35 in the ratio 3 : 4.      calculate how much ali receives.             answer(c) $    [2]      ",
+            "4": "4  \u00a9 ucles 2011 0607/31/m/j/11  for  examiner's  use   2 (a) simplify fully.      (i) 4312 4x x\u00d7        answer(a)(i)     [2]      (ii) 31 515 3x x\u00f7        answer(a)(ii)     [2]      (iii) 26 3x y y t\u00d7        answer(a)(iii)     [2]     (b) write    2 52cd+   as a single fraction.         answer(b)     [2]      3 a ferry leaves calais at 23  15.   it takes 1 h 55 min to reach dover.     (a) write down the arrival time of the ferry at dover.     answer(a)     [1]    (b) the distance travelled is 43 km.    calculate the average speed of the journey, in km/h.           answer(b)    km/h [3]    (c) in 2009 a ferry ticket cost \u20ac40.    the cost of the ferry ticket increased  each year  by 5%.    calculate the cost of the ferry ticket in 2011.       answer(c) \u20ac    [3]   ",
+            "5": "5  \u00a9 ucles 2011 0607/31/m/j/11 [turn over  for  examiner's  use   4  5 4321 \u20131\u20132\u20133\u20134\u201350 \u20136 \u2013 5 \u2013 4 \u2013 3 \u2013 2 \u2013 1 123456y xh w g      (a) describe fully the single  transformation that maps triangle w onto  (i) triangle g,     [2]    (ii) triangle h.     [3]     (b) on the grid,       (i) draw the translation of triangle w by 1 3\u2212\uf8eb\uf8f6\uf8ec\uf8f7\uf8ed\uf8f8, [2]      (ii) draw the enlargement of triangle w, centre (0, 0), scale factor 1 2 . [2]       ",
+            "6": "6  \u00a9 ucles 2011 0607/31/m/j/11  for  examiner's  use   5 (a) y = 3x \u2013 8     (i) find the value of y when x = \u20135.          answer(a)(i)    [1]     (ii) make x the subject of the equation.                        answer(a)(ii) x =    [2]    (b) solve the simultaneous equations.    show your method.        y  = 2x \u2013 7       y  = 3 \u2013 2x                               answer(b) x =         y =     [3]   ",
+            "7": "7  \u00a9 ucles 2011 0607/31/m/j/11 [turn over  for  examiner's  use   6  100 90 8070605040302010 05 1 01 52 02 53 03 54 04 55 0cumulative frequency test mark      the cumulative frequency graph shows the distribution of test marks for 100 students.    use the graph to find   (a) the median,      answer(a)    [1]    (b) the inter-quartile range,         answer(b)    [2]    (c) the number of students with a mark of at least 20.        answer(c)    [2]      ",
+            "8": "8  \u00a9 ucles 2011 0607/31/m/j/11  for  examiner's  use   7  p c b ad 10  cm10  cm12  cmnot to scale m      the diagram shows a pyramid with a square horizontal base abcd.     the diagonals of the base intersect at  m.     the vertex, p, of the pyramid is vertically above m.     ab = bc = 10 cm and pm = 12 cm.    (a) calculate the volume of the pyramid.                    answer(a)   cm3 [2] ",
+            "9": "9  \u00a9 ucles 2011 0607/31/m/j/11 [turn over  for  examiner's  use    (b)  p c b10  cm13  cmnot to scale       the diagram shows one of the faces of the pyramid, triangle pbc.     the distance from p to the midpoint of bc is 13 cm.     calculate     (i) the area of triangle pbc,                   answer(b)(i)   cm2 [2]     (ii) the total  surface area of the pyramid.                        answer(b)(ii)   cm2 [2]       ",
+            "10": "10  \u00a9 ucles 2011 0607/31/m/j/11  for  examiner's  use   8 32 students are asked how many coins they have.  the results are shown in the pie chart.    45\u00b045\u00b04 coins 5 coins 0 coins 1 coin2 coins3 coins      (a) (i)  measure the angle which shows the number of students who have 4 coins.      answer(a)(i)     [1]     (ii) calculate the number of students who have 4 coins.       answer(a)(ii)    [1]      (iii) calculate the number of students who have more than one coin.      answer(a)(iii)    [2]    (b) complete the frequency table.    number of coins 0 1 2 3 4 5  number of students (frequency)   2 6        [2]    (c) find     (i) the mean, answer(c)(i)    [1]     (ii) the mode, answer(c)(ii)     [1]     (iii) the median. answer(c)(iii)     [1]     ",
+            "11": "11  \u00a9 ucles 2011 0607/31/m/j/11 [turn over  for  examiner's  use   9  north north 140\u00b0 120  mp s qnot to scale      q is 120 m from p, on a bearing of 140\u00b0.    (a) find the bearing of p from q.     answer(a)    [1]    (b) s is due south of p and due west of q.     calculate the distance sq.               answer(b)   m [3]    (c) (i)  r is also 120  m from p and is due west of s.       show r and the line pr on the diagram. [1]      (ii) find the bearing of r from p.         answer(c)(ii)     [1]      ",
+            "12": "12  \u00a9 ucles 2011 0607/31/m/j/11  for  examiner's  use   10  line 1 line 3 line 228 03a 8y xc bnot to scale      the diagram shows three lines, line 1, line 2 and line 3.    line 1 is parallel to the y-axis and passes through (3, 0).     line 2 is parallel to the x-axis and passes through (0, 2).    line 3 passes through (8, 0) and (0, 8).     (a) find the equation of      (i) line 1,     answer(a)(i)    [1]     (ii) line 2,     answer(a)(ii)    [1]      (iii) line 3.             answer(a)(iii)    [2]   ",
+            "13": "13  \u00a9 ucles 2011 0607/31/m/j/11 [turn over  for  examiner's  use    (b) the lines intersect at the points a, b and c as shown in the diagram.     (i) work out the co-ordinates of b.       answer(b)(i) (   ,    ) [2]     (ii) work out the co-ordinates of the midpoint of ab.         answer(b)(ii) (   ,    ) [1]     (iii) calculate the length of bc.                                answer(b)(iii)    [3]      ",
+            "14": "14  \u00a9 ucles 2011 0607/31/m/j/11  for  examiner's  use   11                               ab is a diameter of a circle, centre o.   t is a point on the circle and angle tab = 40\u00b0.   utv  is a tangent to the circle at t.    (a) complete the following statements.   (i) angle atb =  , because  [1]  (ii) angle otv =  , because  [1]    (b) find the size of      (i) angle ato ,     answer(b)(i)    [1]      (ii) angle tob ,      answer(b)(ii)     [1]     (iii) angle utb .     answer(b)(iii)    [1]     (c) ab and uv  are extended to meet at x.     (i) show this on the diagram. [1]      (ii) calculate the size of angle txo .        answer(c)(ii)    [1]   40\u00b0 au vt o bnot to scale",
+            "15": "15  \u00a9 ucles 2011 0607/31/m/j/11 [turn over  for  examiner's  use   12  y x4 \u20134\u20132 20     (a) on the axes, sketch the graph of       (i) y = x 2 \u2013 2   for   \u2013 2 y x y 2, [2]     (ii) y = 2 x   for   \u2013 2 y x y 2. [2]     (b) write down the zeros of   y = x2 \u2013 2.     answer(b) x =    and x =     [2]     (c) solve the equation     2x  = x2 \u2013 2   for   \u2013 2 y x y  2.     answer(c) x =     [1]    (d) for the domain \u2013 2 y x y 2, write down the range of the function 2 x.     answer(d)     [2]       ",
+            "16": "16      permission to reproduce items where thir d-party owned material protected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holder s, 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 t he cambridge assessment group. ca mbridge assessment is the brand name of university of  cambridge local examinations syndicate (ucles), which is itself a department of the university of cambridge.    \u00a9 ucles 2011 0607/31/m/j/11  for  examiner's  use  13      a bag contains 7 white beads and 4 black beads.    two beads are taken out of the bag at random (without replacement).    (a) complete the tree diagram by putting the probabilities in the spaces.    first bead second bead white blackwhite black blackwhite7 116 10       [2]     (b) calculate the probability that     (i) both beads are white,          answer(b)(i)    [2]     (ii) exactly one bead is white.              answer(b)(ii)     [3]   "
+        },
+        "0607_s11_qp_32.pdf": {
+            "1": "    this document consists of 17 printed pages and 3 blank pages.  ib11 06_0607_32/3rp  \u00a9 ucles 2011  [turn over      *5871924244* for examiner's use    university of cambridge international examinations  international general certificate of secondary education       cambridge international mathematics 0607/32     paper 3 (core)  may/june 2011     1 hour 45 minutes    candidates answer on the question paper    additional materials: geometrical instruments   graphics calculator      read these instructions first    write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen.  do not use staples, paper clips, highlighters, glue or correction fluid.  you may use a pencil for any diagrams or graphs. do not  write in any barcodes.   answer all the questions. unless instructed otherwise, give your answers exactly or correct to three significant figures as appropriate.  answers in degrees should be given to one decimal place.  for \u03c0, use your calculator value.  you must show all the relevant working to gain full marks and you will be given marks for correct methods,  including sketches, even if your answer is incorrect.  the number of marks is given in brackets [  ] at the end of each question or part question.  the total number of marks for this paper is 96.   ",
+            "2": "2  \u00a9 ucles 2011 0607/32/m/j/11    formula list  area, a, of triangle, base b, height h. a = 1 2bh  area, a, of circle, radius r. a = \u03c0r2  circumference, c, of circle, radius r. c = 2\u03c0r  curved surface area, a, of cylinder of radius r, height h. a = 2\u03c0rh  curved surface area, a, of cone of radius r, sloping edge l. a = \u03c0rl  curved surface area, a, of sphere of radius r. a = 4\u03c0r2  volume, v, of prism, cross-sectional area a, length l. v =al  volume, v, of pyramid, base area a, height h. v= 1 3ah  volume, v, of cylinder of radius r, height h. v = \u03c0r2h  volume, v, of cone of radius r, height h. v = 1 3\u03c0r2h  volume, v, of sphere of radius r. v = 4 3\u03c0r3 ",
+            "3": "3  \u00a9 ucles 2011 0607/32/m/j/11 [turn over  for  examiner's  use   answer all the questions.    1 (a) write the ratio   12 : 20   in its simplest form.     answer(a)    :     [1]    (b) x : 8   =   3 : 2.     find the value of x.     answer(b) x =    [1]    (c) divide $30 in the ratio   3 : 7.      answer(c) $   : $     [2]     (d) write the fraction 26 3xy xy  in its lowest terms.          answer(d)    [2]     (e) work out  7 19  of  $570.       answer(e) $     [1]     (f) calculate 15% of 60 kg.            answer(f)   kg [2]     (g) sam spends $6 at a shop.      this is 3 25 of sam\u2019s pocket money.      calculate sam\u2019s pocket money.          answer(g) $    [2]   ",
+            "4": "4  \u00a9 ucles 2011 0607/32/m/j/11  for  examiner's  use   2 ten students have the following shoe sizes.      33 36 36 33 35 37 33 32 38 38    (a) find      (i) the mode,     answer(a)(i)    [1]     (ii) the median,     answer(a)(ii)    [1]     (iii) the range,     answer(a)(iii)    [1]     (iv) the upper quartile,     answer(a)(iv)    [1]      (v) the mean.     answer(a)(v)     [1]    (b)  3 210 shoe sizefrequency       on the grid, draw an accurate bar graph to show the frequencies of the shoe sizes. [3]  ",
+            "5": "5  \u00a9 ucles 2011 0607/32/m/j/11 [turn over  for  examiner's  use    (c)  35 3233      complete the pie chart accurately to show the frequencies of the remaining shoe sizes.     label your sectors clearly. [3]    (d) find the probability that a student chosen at random has a shoe size      (i) greater than 36,       answer(d)(i)    [1]     (ii) greater than 30.      answer(d)(ii)    [1]    (e) find the percentage of those students with a shoe size greater than 32 who have a shoe size greater than 33.          answer(e)   % [2]      ",
+            "6": "6  \u00a9 ucles 2011 0607/32/m/j/11  for  examiner's  use   3 u = { x | 1 y x y  10, x \u2208 w }     a = { even numbers }     b = { factors of 36 }     (a)  u ab       write the ten members of u in the correct regions of the venn diagram. [3]     (b) complete the following.  (i) a \u2229 b = {   } [1]  (ii) a \u222a b = {   } [1]  (iii) a' \u2229 b = {   } [1]  (iv) n (b' ) =     [1]      ",
+            "7": "7  \u00a9 ucles 2011 0607/32/m/j/11 [turn over  for  examiner's  use   4  b au wt 9 m 6.5  m 57\u00b0 8 mnot to scale      the diagram shows a vertical flagpole standing on horizontal ground.   two straight wires at and bu are attached to the flagpole as shown.    (a) u is 6.5 m above the ground and bu = 9 m.     calculate the angle between bu and the ground.            answer(a)    [2]    (b) the point w is vertically below the point t.    aw = 8 m and angle wat  = 57\u00b0.     calculate tw, the height of the flagpole.               answer(b)   m [2]      ",
+            "8": "8  \u00a9 ucles 2011 0607/32/m/j/11  for  examiner's  use   5  b o a 6 cm6 cmnot to scale      the diagram shows a sector oab  of a circle, radius 6 cm.    angle aob  = 90\u00b0.    (a) calculate      (i) the area of triangle oab ,               answer(a)(i)   cm2 [2]      (ii) the area of the sector oab ,                 answer(a)(ii)   cm2 [2]     (iii) the area of the region shaded in the diagram.         answer(a)(iii)   cm2 [1]   ",
+            "9": "9  \u00a9 ucles 2011 0607/32/m/j/11 [turn over  for  examiner's  use    (b) calculate      (i) the length of ab,                     answer(b)(i)   cm [2]      (ii) the perimeter of the region shaded in the diagram.                           answer(b)(ii)   cm [3]        ",
+            "10": "10  \u00a9 ucles 2011 0607/32/m/j/11  for  examiner's  use   6  d aceb q 80\u00b0not to scale      in the diagram, deq  is parallel to ac.   de = be and angle acb = 80\u00b0.    (a) (i)  write down the size of angle ceq.     answer(a)(i) angle ceq =    [1]     (ii) give a reason for your answer.   [1]    (b) find the size of      (i) angle beq ,     answer(b)(i) angle beq  =    [1]     (ii) angle dbe ,     answer(b)(ii) angle dbe  =    [1]      (iii) angle bac.     answer(b)(iii) angle bac =     [1]       ",
+            "11": "11  \u00a9 ucles 2011 0607/32/m/j/11 [turn over  for  examiner's  use   7  y x4 321 \u20131\u20132\u20133\u20134 \u20134\u2013 3\u2013 2\u2013 1 1 02 3 4 abcl      (a) write down the co-ordinates of the point a.     answer(a) (    ,    ) [1]     (b) write the vector ab\uf8e7\uf8e7 \u2192 in component form.      answer(b) \uf8eb\uf8f6 \uf8ec\uf8f7 \uf8ec\uf8f7\uf8ec\uf8f7\uf8ed\uf8f8   [1]     (c) the line l passes through b and c.      (i) find the gradient of the line l.             answer(c)(i)    [2]     (ii) find the equation of the line l.       answer(c)(ii)    [2]       ",
+            "12": "12  \u00a9 ucles 2011 0607/32/m/j/11  for  examiner's  use   8  y x20 \u201320\u20134 60      (a) on the axes, sketch the graph of 10 3y x= \u2212, between x = \u2013 4 and x = 6.     (the graph has two separate parts.) [3]      (b) the graph has two asymptotes.     (i) on the axes, sketch the asymptote which is parallel to the y-axis. [1]     (ii) write down the equation of this asymptote.     answer(b)(ii)    [1]     (c) (i) on the axes, sketch the graph of 2 2xy= . [1]     (ii) solve the equation  210 32x x= \u2212.     answer(c)(ii) x =     [1]         ",
+            "13": "13  \u00a9 ucles 2011 0607/32/m/j/11 [turn over  for  examiner's  use   9  6 cm16  cmnot to scale      the diagram shows a glass jug.  the jug is a cylinder of radius 6 cm and height 16 cm.     (a) calculate the volume of the jug     (i) in cm 3,          answer(a)(i)   cm3 [2]     (ii) in litres.     answer(a)(ii)   litres [1]    (b) there are 1500 cm 3 of water in the jug.      (i) calculate the height of the water in the jug.             answer(b)(i)   cm [2]     (ii) how many 25 cl glasses can be filled from the 1500 cm 3 of water in the jug?            answer(b)(ii)    [2]      ",
+            "14": "14  \u00a9 ucles 2011 0607/32/m/j/11  for  examiner's  use   10 (a)  \u20133 \u20132 \u20131 0 1 2x      write down the inequality shown in the diagram.    answer(a)    [2]    (b) solve the simultaneous equations.    show your method.        2 x + y = 1              y = 2x \u2013 5                      answer(b) x =         y =     [3]    (c) the perimeter, p, of a semicircle of radius r, is given by the following formula.    p = \u03c0r + 2r     (i) factorise \u03c0 r + 2r.     answer(c)(i)    [1]     (ii) rearrange the formula p = \u03c0r + 2r to give r in terms of \u03c0 and p.         answer(c)(ii) r =     [1]      ",
+            "15": "15  \u00a9 ucles 2011 0607/32/m/j/11 [turn over  for  examiner's  use   11 on any day, in february, the probability that it will rain in hokitika is 3 7.     (a)  for how many of the 28 days in february, would you expect it to rain?        answer(a)    [1]    (b) (i) complete the tree diagram for two consecutive days by putting the probabilities in the spaces.    first day second day rain no rainrain no rain no rainrain3 737       [2]      (ii) calculate the probability that it will rain on two consecutive days.         answer(b)(ii)    [2]      (iii) calculate the probability that it will rain on exactly one of the two days.              answer(b)(iii)    [3]     (iv) complete the statement.  the probability that  [1]      is 16 49.      ",
+            "16": "16  \u00a9 ucles 2011 0607/32/m/j/11  for  examiner's  use   12 100 students estimate the length, l, of a piece of string.    the results are shown in the table.     length (l cm) 0 y l i 30 30 y l i 40 40 y l i 50 50 y  l i 60 60 y  l i 70 70 y  l i 100  frequency 3 12 30 35 18 2     (a)  using the mid-values of the class intervals, calculate an estimate of the mean.       answer(a)   cm [2]    (b) (i) complete the cumulative frequency table.     length (l cm) l i 30 l i 40 l i 50 l i 60 l i 70 l i 100  cumulative frequency  3 15   98 100       [2]     (ii) on the grid opposite, complete the cumulative frequency curve.   ",
+            "17": "17  \u00a9 ucles 2011 0607/32/m/j/11 for  examiner's  use   100 90 8070605040302010 10 20 30 40 50 60 70 80 90 1000cumulative frequency length (l cm)       [2]      (iii) use your cumulative frequency curve to find the inter-quartile range.            answer(b)(iii)   cm [2]      ",
+            "18": "18  \u00a9 ucles 2011 0607/32/m/j/11  blank page ",
+            "19": "19  \u00a9 ucles 2011 0607/32/m/j/11 blank page ",
+            "20": "20      permission to reproduce items where thir d-party owned material protected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holder s, 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 t he cambridge assessment group. ca mbridge assessment is the brand name of university of  cambridge local examinations syndicate (ucles), which is itself a department of the university of cambridge.    \u00a9 ucles 2011 0607/32/m/j/11  blank page   "
+        },
+        "0607_s11_qp_41.pdf": {
+            "1": "    this document consists of 20 printed pages.  ib11 06_0607_41/4rp  \u00a9 ucles 2011  [turn over      *6342947190* for examiner's use    university of cambridge international examinations  international general certificate of secondary education       cambridge international mathematics 0607/41     paper 4 (extended)  may/june 2011     2 hours 15 minutes    candidates answer on the question paper    additional materials: geometrical instruments   graphics calculator      read these instructions first    write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen.  do not use staples, paper clips, highlighters, glue or correction fluid.  you may use a pencil for any diagrams or graphs. do not  write in any barcodes.   answer all the questions.   unless instructed otherwise, give your answers exactly or correct to three significant figures as appropriate.  answers in degrees should be given to one decimal place.  for \u03c0, use your calculator value.    you must show all the relevant working to gain full marks and you will be given marks for correct methods,  including sketches, even if your answer is incorrect.   the number of marks is given in brackets [  ] at the end of each question or part question.  the total number of marks for this paper is 120.   ",
+            "2": "2  \u00a9 ucles 2011 0607/41/m/j/11    formula list  for the equation ax2 + bx + c = 0 x =2_\u00b1 4 2_ bb a c a  curved surface area, a, of cylinder of radius r, height h. a = 2\u03c0rh  curved surface area, a, of cone of radius r, sloping edge l. a = \u03c0rl  curved surface area, a, of sphere of radius r. a = 4\u03c0r2  volume, v, of pyramid, base area a, height h. v= 1 3ah  volume, v, of cylinder of radius r, height h. v = \u03c0r2h  volume, v, of cone of radius r, height h. v = 1 3\u03c0r2h  volume, v, of sphere of radius r. v = 4 3\u03c0r3   ==sin sin sin abc ab c   a2 = b2 + c2 \u2013 2bc cos a   area = 1 2bc sin a       a a b cb c",
+            "3": "3  \u00a9 ucles 2011 0607/41/m/j/11 [turn over  for  examiner's  use   answer all the questions.    1 (a) in 2009 the height of a tree was 25.2  m.    a year later, the height was 28  m.    calculate the percentage increase in height.          answer(a)   % [3]     (b) the height of 25.2  m was a 20% increase of the height in 2008.    calculate the height in 2008.              answer(b)   m [3]     (c) the height of the tree is expected to increase by 5% of its value each year.    the height is now 30  m.     (i) calculate the expected height in 3 years time.                 answer(c)(i)   m [3]     (ii) calculate the number of years it will take for the tree to reach a height of 40  m.                   answer(c)(ii)    [2]       ",
+            "4": "4  \u00a9 ucles 2011 0607/41/m/j/11  for  examiner's  use   2  20 \u2013200\u20132 4y x     (a) on the axes, sketch the graph of  y = x 3 \u2013 3x2. [3]    (b) write down the zeros of  y = x 3 \u2013 3x2.      answer(b) x =   x =     [1]    (c) write down the co-ordinates of any local maximum or local minimum points.         answer(c)    [2]      ",
+            "5": "5  \u00a9 ucles 2011 0607/41/m/j/11 [turn over  for  examiner's  use   3  6 54321 \u20131\u20132\u20133\u20134\u20135\u201360 \u20136 \u2013 5 \u2013 4 \u2013 3 \u2013 2 \u2013 1 123456y x vp u      (a) describe fully the single  transformation that maps triangle p onto     (i) triangle u,  answer(a)(i)    [3]      (ii) triangle v.  answer(a)(ii)    [2]     (b) on the grid above, draw the following transformations of triangle p.      (i) translation by 6 2\u2212\uf8eb\uf8f6\uf8ec\uf8f7\uf8ed\uf8f8. [2]      (ii) stretch by a scale factor 1.5 with the y-axis invariant. [2]     ",
+            "6": "6  \u00a9 ucles 2011 0607/41/m/j/11  for  examiner's  use   4 (a)                  abcde is a pentagon with angle eab = 120\u00b0, angle abc = 140\u00b0 and angle bcd = 85\u00b0.    ab is parallel to ed and ea = ab.     (i) calculate the size of angle aed .     answer(a)(i)    [1]     (ii) calculate the size of angle edc .     answer(a)(ii)    [2]     (iii) on the diagram above, draw the line eb and calculate the size of angle ebc.     answer(a)(iii)    [1]    (b)  150\u00b0o p qrsnot to scale       p, q, r and s lie on a circle, centre o.    angle por  = 150\u00b0.      calculate the size of     (i) angle psr,     answer(b)(i)    [1]     (ii) angle pqr .     answer(b)(ii)    [1]   e a bcd 120\u00b0 140\u00b085\u00b0 not to scale",
+            "7": "7  \u00a9 ucles 2011 0607/41/m/j/11 [turn over  for  examiner's  use   5  y b xa l6 08not to scale      the diagram shows the line, l, which passes through the points a (8, 0) and b (0, 6).    (a) the line l also passes through the point ( h, 9).    find the value of h.        answer(a) h =    [2]    (b) find the equation of the line which is perpendicular to l and which passes through the  mid-point of the line ab.                    answer(b)    [4]      ",
+            "8": "8  \u00a9 ucles 2011 0607/41/m/j/11  for  examiner's  use   6 (a)  northnorth a bc7 cm 9 cm110\u00b0not to scale       in triangle abc, ab = 9  cm, ac = 7  cm and angle bac = 110\u00b0.     (i) calculate the area of triangle abc.                answer(a)(i)   cm2 [2]     (ii) calculate the length of bc.                        answer(a)(ii)   cm [3]     (iii) the bearing of a from b is 050\u00b0.      find the bearing of c from a.       answer(a)(iii)    [2]    ",
+            "9": "9  \u00a9 ucles 2011 0607/41/m/j/11 [turn over  for  examiner's  use    (b)  p qs r7 cm 4 cm 11  cm75\u00b0 not to scale       in the quadrilateral pqrs , pq = 4  cm, ps = 7  cm and qr = 11  cm.      angle qps = 90\u00b0 and angle qsr = 75\u00b0.      calculate the size of angle qrs.                                       answer(b)    [5]      ",
+            "10": "10  \u00a9 ucles 2011 0607/41/m/j/11  for  examiner's  use   7 nyali sells cakes and ice creams.  she records the number of cakes ( c) and the number of ice creams ( i) she sells each day for 10 days.   the results are shown in the table.   number of cakes ( c)  48 60 52 40 60 36 70 20 44 50  number of ice creams ( i) 50 18 38 50 30 54 14 70 46 50    (a) complete the scatter diagram.     the first 6 points have been plotted for you.    80 70605040302010 10 20 30 40 50 60 70 800number of ice creams number of cakesi c       [2]   ",
+            "11": "11  \u00a9 ucles 2011 0607/41/m/j/11 [turn over  for  examiner's  use    (b) write down one word to describe the correlation between c and i.     answer(b)     [1]    (c) find the equation of the line of regression, writing i in terms of c.     answer(c) i  =   [2]    (d) use your equation to estimate the number of ice creams nyali sells on a day when she sells 67 cakes.         answer(d)    [1]      ",
+            "12": "12  \u00a9 ucles 2011 0607/41/m/j/11  for  examiner's  use   8  8 cm 6 cm 12  cmnot to scale      the diagram shows two similar containers.  the top of the large container has diameter  8 cm.   the top of the small container has diameter  6 cm.    (a) the height of the large container is 12  cm.    calculate the height of the small container.           answer(a)   cm [2]     (b) the volume of the large container is 550  cm3.    calculate the volume of the small container.                  answer(b)   cm3 [3]    (c) write 550  cm3 in litres.      answer(c)   litres [1]       ",
+            "13": "13  \u00a9 ucles 2011 0607/41/m/j/11 [turn over  for  examiner's  use   9  y x1.5 \u20131\u201310 100      (a) (i)  on the axes, sketch the graph of y = f(x), where f(x) = log x for 0 i x y  10. [2]      (ii) write down the co-ordinates of the point where the graph of y = f(x ) crosses the x-axis.     answer(a)(ii) (    ,    ) [1]     (iii) write down the equation of the asymptote of the graph of y = f(x).     answer(a)(iii)    [1]      (iv) find the range of f( x) for the domain 0 i x y 10.     answer(a)(iv)     [2]     (b) solve the equation   10log 20xx\u2212= .     answer(b) x =     [2]     (c) 10g( ) 20xx\u2212=       find the range of g( x) for the domain \u201310 y x y  10.=    answer(c)     [2]     (d)  on the axes, sketch the graph of y = f(x   + 1). [2]     ",
+            "14": "14  \u00a9 ucles 2011 0607/41/m/j/11  for  examiner's  use   10  40  cm 70  cmnot to scale      the diagram shows a water tank which is open at the top.   the tank is in the shape of a cylinder with radius 40  cm and height 70  cm.     (a) (i)  calculate the total surface area of the cylinder.               answer(a)(i)   cm2 [2]     (ii) the cylinder is made of metal which costs $2.40 per square metre.      calculate the cost of the metal.        answer(a)(ii) $    [3]   ",
+            "15": "15  \u00a9 ucles 2011 0607/41/m/j/11 [turn over  for  examiner's  use    (b) (i)  calculate the volume of the cylinder.               answer(b)(i)   cm3 [2]      (ii) water is poured into the empty cylinder at a rate of 8  cm3 per second.      calculate the time taken to fill the cylinder.     give your answer in hours and minutes, correct to the nearest minute.                             answer(b)(ii)   h    min [4]       ",
+            "16": "16  \u00a9 ucles 2011 0607/41/m/j/11  for  examiner's  use   11  1  7  8  12  15  19  19    the diagram shows seven numbered cards.    (a) a card is chosen at random.      (i) write down the probability that it is numbered 12 or 15.     answer(a)(i)    [1]      (ii) the probability that the number on the card is greater than x is 5 7.     write down the value of x.     answer(a)(ii)     [1]     (b) two cards are chosen at random, without replacement, from the seven numbered cards.     (i) when the first card chosen is numbered 1 9, write down the probability that the second card  is also numbered 19.     answer(b)(i)    [1]     (ii)    first card second card numbered 19 not numbered 19numbered 19 not numbere d 19 numbered 19 not numbere d 192 7        complete the tree diagram, by writing the probabilities in the spaces. [2]  ",
+            "17": "17  \u00a9 ucles 2011 0607/41/m/j/11 [turn over  for  examiner's  use     (iii) find the probability that both cards are numbered 19.                  answer(b)(iii)    [2]     (iv) find the probability that exactly one card is numbered 19.                    answer(b)(iv)    [3]    (c) cards are chosen at random, without replacement, from the seven numbered cards, until a card  that is numbered 19 is chosen.     find the probability that this happens with the third card.                      answer(c)    [2]      ",
+            "18": "18  \u00a9 ucles 2011 0607/41/m/j/11  for  examiner's  use   12  m12 10 8642 10 20 30 40 50 60 70 80 90 1000frequency density mass (m grams)      the histogram shows numbers of apples and their masses ( m grams).     (a) complete the frequency table using the information in the histogram.    mass (m grams) 0 y m  i 30 30 y m i  50 50 y m i  60 60 y m i  70 70 y m i  100  frequency 60  110         [3]    (b) calculate an estimate of the mean mass of the apples.     answer(b)   g [2]     (c) complete the cumulative frequency table using the information in your frequency table.    mass (m grams) m i 30 m i 50 m i 60 m i 70 m i 100  cumulative frequency 60    560       [2] ",
+            "19": "19  \u00a9 ucles 2011 0607/41/m/j/11 [turn over  for  examiner's  use    (d) on the grid below, complete the cumulative frequency curve.    600 500400300200100 10 20 30 40 50 60 70 80 90 1000cumulative frequency mass (m grams)       [3]     (e) use your cumulative frequency curve to find     (i) the median,     answer(e)(i)   g [1]     (ii) the lower quartile,      answer(e)(ii)   g [1]      (iii) the inter-quartile range,     answer(e)(iii)    g [1]     (iv) the number of apples with a mass of at least 40 g.     answer(e)(iv)    [2]     ",
+            "20": "20      permission to reproduce items where thir d-party owned material protected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holder s, 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 t he cambridge assessment group. ca mbridge assessment is the brand name of university of  cambridge local examinations syndicate (ucles), which is itself a department of the university of cambridge.    \u00a9 ucles 2011 0607/41/m/j/11  for  examiner's  use  13  w\u00b0 x + 2 xxx + 1not to scale      the area of the right-angled triangle is equal to the area of the square.    (a)  show that    x 2 \u2013 3x \u2013 2 = 0.                         [3]    (b)  solve the equation x 2 \u2013 3x \u2013 2 = 0.    give your answers correct to 2 decimal places.                     answer(b) x =   or x =     [3]     (c)  calculate the value of w.               answer(c) w  =    [2]   "
+        },
+        "0607_s11_qp_42.pdf": {
+            "1": "    this document consists of 16 printed pages.  ib11 06_0607_42/3rp  \u00a9 ucles 2011  [turn over      *0755012000* for examiner's use    university of cambridge international examinations  international general certificate of secondary education       cambridge international mathematics 0607/42     paper 4 (extended)  may/june 2011     2 hours 15 minutes    candidates answer on the question paper    additional materials: geometrical instruments   graphics calculator      read these instructions first    write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen.  do not use staples, paper clips, highlighters, glue or correction fluid.  you may use a pencil for any diagrams or graphs. do not  write in any barcodes.   answer all the questions.   unless instructed otherwise, give your answers exactly or correct to three significant figures as appropriate.  answers in degrees should be given to one decimal place.  for \u03c0, use your calculator value.    you must show all the relevant working to gain full marks and you will be given marks for correct methods,  including sketches, even if your answer is incorrect.   the number of marks is given in brackets [  ] at the end of each question or part question.  the total number of marks for this paper is 120.   ",
+            "2": "2  \u00a9 ucles 2011 0607/42/m/j/11    formula list  for the equation ax2 + bx + c = 0 x =2_\u00b1 4 2_ bb a c a  curved surface area, a, of cylinder of radius r, height h. a = 2\u03c0rh  curved surface area, a, of cone of radius r, sloping edge l. a = \u03c0rl  curved surface area, a, of sphere of radius r. a = 4\u03c0r2  volume, v, of pyramid, base area a, height h. v= 1 3ah  volume, v, of cylinder of radius r, height h. v = \u03c0r2h  volume, v, of cone of radius r, height h. v = 1 3\u03c0r2h  volume, v, of sphere of radius r. v = 4 3\u03c0r3   ==sin sin sin abc ab c   a2 = b2 + c2 \u2013 2bc cos a   area = 1 2bc sin a       a a b cb c",
+            "3": "3  \u00a9 ucles 2011 0607/42/m/j/11 [turn over  for  examiner's  use   answer all the questions.    1 (a) (i) the population of a village is 4620.     the ratio     children : women : men   =   5 : 7 : 8.       show that the number of women in the village is 1617.           [2]      (ii) during the last ten years, the number of women has increased from 1475 to 1617.       calculate the percentage increase in the number of women.           answer(a)(ii)   % [3]    (b) the population of 4620 is expected to decrease by 5%.      calculate the population following this decrease.            answer(b)    [2]    (c) the number of children is now 1155.    this is an increase of 65% on the number of children twenty years ago.     calculate the number of children twenty years ago.                answer(c)    [3]      ",
+            "4": "4  \u00a9 ucles 2011 0607/42/m/j/11  for  examiner's  use   2                                                    (a) describe fully the single  transformation that maps      (i) shape q onto shape g,     [2]      (ii) shape q onto shape h.     [2]     (b) on the grid, draw the enlargement of shape q, centre (2, 5), scale factor 3. [2]    (c) use one mathematical word to complete the statement.   the shapes g and h and the image drawn in part (b)  are all   to shape q. [1]   g q h7 654321 \u20131\u20132\u20133\u20134\u20135\u20136\u201370 \u20136 \u20137 \u2013 5 \u2013 4 \u2013 3 \u2013 2 \u2013 1 123456 7y x",
+            "5": "5  \u00a9 ucles 2011 0607/42/m/j/11 [turn over  for  examiner's  use   3                        100 students are asked which science subjects they study.   the venn diagram shows how many students study biology ( b), chemistry (c) and physics (p).     (a) write down the number of students that study     (i) all three subjects,     answer(a)(i)     [1]     (ii) biology and chemistry,     answer(a)(ii)     [1]      (iii) physics but not chemistry,     answer(a)(iii)     [1]      (iv) exactly one of the three subjects.     answer(a)(iv)     [1]    (b)  find       (i) n ( ) pc\u222a ,     answer(b)(i)     [1]      (ii) n()c'.      answer(b)(ii)     [1]     (c) from the 100 students, one student is chosen at random.    write down the probability that this student studies physics.     answer(c)     [1]     (d) from the students who study chemistry, one student is chosen at random.    find the probability that this student also studies physics.       answer(d)     [2]   u bc p21307 210 45 3",
+            "6": "6  \u00a9 ucles 2011 0607/42/m/j/11  for  examiner's  use   4  q pr100  m 130  m80  mnot to scale      pierre ran around an exercise course.   the three exercise points p, q and r are shown on the diagram.   pq = 80  m, qr = 100  m and rp = 130  m.    (a) (i)  pierre ran from p to q at 2.5  m/s.      calculate the time taken.      answer(a)(i)   s [2]     (ii) the table shows some of the times pierre took to complete each part of the course.     time taken  run from p to q   exercise at q 5 min 20 s  run from q to r 50 s  exercise at r 4 min 28 s  run from r to p 50 s         pierre started from p at 14  55.      at what time did he arrive back at p?           answer(a)(ii)    [2]   ",
+            "7": "7  \u00a9 ucles 2011 0607/42/m/j/11 [turn over  for  examiner's  use    (b) calculate angle pqr .    show all your working and show that your answer rounds to 91.8\u00b0, correct to 1 decimal place.                    [3]     (c) calculate the area of triangle pqr .    show all your working.                answer(c)   m2 [2]    (d) a new exercise point, s, is put on the line qr, so that angle qps = 20\u00b0.      (i) on the diagram, sketch the line ps and label the point s. [1]      (ii) find the size of angle psq.        answer(d)(ii)    [1]     (iii) calculate the distance qs.                    answer(d)(iii)   m [3]      ",
+            "8": "8  \u00a9 ucles 2011 0607/42/m/j/11  for  examiner's  use   5 ten students take part in two quizzes.   the scores in quiz 1 and quiz 2 are shown by the values x and y in the table.    quiz 1 (x) 7 1 1 5 6 4 7 6 5 3  quiz 2 (y) 6 2 1 5 5 5 6 6 4 4    (a)  which word best describes the correlation between x and y?     answer(a)    [1]    (b) the line of best fit on a scatter diagram goes through the mean point.     find the co-ordinates of this point.     answer(b) (   ,    ) [2]    (c)  find the equation of the line of regression, writing y in terms of x.       answer(c) y =    [2]    (d) (i)  how many students scored more than  5 in both quizzes?     answer(d)(i)    [1]     (ii) two of the ten students are chosen at random.     calculate the probability that they both scored more than  5 in both quizzes.                    answer(d)(ii)    [3]      ",
+            "9": "9  \u00a9 ucles 2011 0607/42/m/j/11 [turn over  for  examiner's  use   6  y x4 \u20134\u20135 50      (a) on the axes sketch the graph of   y = f( x), where f(x) = 2 24x x\u2212   ,  between x = \u2013 5 and x = 5.     (the graph has three separate parts.) [5]     (b)  the graph has three asymptotes.     write down their equations.     answer(b)                        [3]     (c) write down the co-ordinates of the local maximum point.     answer(c) (    ,    ) [1]     (d)  (i) write down the range of f(x) for x \u2208 o.     answer(d)(i)     [2]     (ii) the equation f(x) = k, where k   \u2208 o     has no solutions.       write down a possible value of k.     answer(d)(ii) k =     [1]      ",
+            "10": "10  \u00a9 ucles 2011 0607/42/m/j/11  for  examiner's  use   7  6 mm 15  mmnot to scale      the diagram shows a solid made from a cylinder of radius 6  mm, length 15  mm and two hemispheres  of radius 6  mm.    (a) calculate the total surface area of the solid     (i) in mm 2,          answer(a)(i)   mm2 [3]     (ii) in cm 2.     answer(a)(ii)    cm2 [1]    (b) (i)  calculate the total volume of the solid.     give your answer in mm 3.        answer(b)(i)   mm3 [3]     (ii) the solid is made of gold.    1  mm3 of gold has a mass of 0.0193  g.     one gram of gold has a value of $31.80.     calculate the value of the solid.                 answer(b)(ii) $    [3]     ",
+            "11": "11  \u00a9 ucles 2011 0607/42/m/j/11 [turn over  for  examiner's  use   8  64\u00b0 100\u00b0 110\u00b0q\u00b0 r\u00b0p\u00b0cu d t a bonot to scale      the diagram shows a cyclic quadrilateral abcd, centre o.   angle dab  = 110\u00b0 and angle abc = 100\u00b0.   ta and td are tangents at a and d.   td is extended to u and angle udc  = 64\u00b0.    (a) calculate the values of p, q and r.        answer(a) p =    [1]     q =     [1]     r =     [2]    (b)  calculate      (i) angle odc,     answer(b)(i) angle odc  =    [1]     (ii) angle dac.        answer(b)(ii) angle dac  =    [1]       ",
+            "12": "12  \u00a9 ucles 2011 0607/42/m/j/11  for  examiner's  use   9 veronica and tiago walk 9  km.   the first 5  km of the walk is up a hill.    (a)  veronica walks the first 5  km at a speed of 2  km/h.     she then walks the remaining 4  km at a speed of 4  km/h.     calculate the average speed of veronica\u2019s journey.               answer(a)   km/h [4]    (b) tiago walks the first 5  km at a speed of x km/h.      he then increases his speed by 2  km/h for the remaining 4  km.      (i) find, in terms of x, the total time of tiago\u2019s journey.              answer(b)(i)   h [2]      (ii) the average speed for tiago\u2019s journey is 4.5  km/h.      show that  2 x 2 \u2013 5x \u2013 10 = 0.                          [3]   ",
+            "13": "13  \u00a9 ucles 2011 0607/42/m/j/11 [turn over  for  examiner's  use     (iii) solve the equation 2 x2 \u2013 5x \u2013 10 = 0.     give your answers correct to 2 decimal places.                     answer(b)(iii) x =   or x =     [3]      (iv) work out the time tiago took to walk the first 5  km.          answer(b)(iv)   h [1]       10 100 students record how far they can run in one minute.  the results are shown in the table.   distance ( d metres) 0 y d i 200 200 y  d i 250 250 y  d i 300 300 y  d i 400  frequency 5 20 56 19    (a) write down the interval in which the median lies.     answer(a)    [1]    (b) calculate an estimate of the mean.     answer(b)   m [2]    (c) calculate the frequency density of      (i) the interval 250 y d i 300,       answer(c)(i)    [1]      (ii) the interval 0 y d i 250.       answer(c)(ii)     [1]   ",
+            "14": "14  \u00a9 ucles 2011 0607/42/m/j/11  for  examiner's  use   11 y varies inversely as the square root of x.   when x = 9, y = 2.    (a) find y in terms of x.          answer(a) y =    [2]     (b) find y when x = 36.       answer(b) y =    [1]    (c) write x in terms of y.          answer(c) x =    [3]    (d) when y is multiplied by 0.5, x is multiplied by k.    find the value of k.           answer(d)    [2]     ",
+            "15": "15  \u00a9 ucles 2011 0607/42/m/j/11 [turn over  for  examiner's  use   12  s p adqr c b5 cm5 cm 10  cmnot to scale      the diagram shows a cuboid of length 10  cm, with a square cross-section of side 5  cm.     calculate    (a) the length ar,          answer(a) ar  =   cm [3]    (b) angle rac,        answer(b) angle rac =    [2]     (c)  the angle between the plane pbcs and the base abcd.        answer(c)    [2]      ",
+            "16": "16      permission to reproduce items where thir d-party owned material protected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holder s, 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 t he cambridge assessment group. ca mbridge assessment is the brand name of university of  cambridge local examinations syndicate (ucles), which is itself a department of the university of cambridge.    \u00a9 ucles 2011 0607/42/m/j/11  for  examiner's  use  13   f(x) = x 2     (a) write down the value of f(\u20132).     answer(a)     [1]     (b) find x when  f( x) = 9.     answer(b) x =    or x =     [1]     (c)                                  on the axes, sketch and label the graph of      (i) y = f(x ), [1]      (ii) y = f(x  \u2013 1), [1]      (iii) y = 2f(x). [1]     (d) describe fully the single  transformation that maps       (i) the graph of  y = f(x) onto the graph of  y = f(x \u2013 1),        [2]      (ii) the graph of  y = f(x) onto the graph of  y = 2f(x).     [3]   y x10 \u20132\u20133 30"
+        },
+        "0607_s11_qp_5.pdf": {
+            "1": "    this document consists of 5 printed pages and 3 blank pages.  ib11 06_0607_05/4rp  \u00a9 ucles 2011  [turn over      *9892833728* university of cambridge international examinations  international general certificate of secondary education       cambridge international mathematics 0607/05     paper 5 (core)  may/june 2011     1 hour    candidates answer on the question paper    additional materials: graphics calculator      read these instructions first    write your centre number, candidate number and name on all the work you hand in.  write in dark blue or black pen.  do not use staples, paper clips, highlighters, glue or correction fluid. you may use a pencil for any diagrams or graphs.  do not  write in any barcodes.    answer all the questions.    you must show all relevant working to gain full marks for correct methods, including sketches.   in this paper you will also be assessed on your ability to provide full reasons and communicate your  mathematics clearly and precisely.    at the end of the examination, fasten all your work securely together. the total number of marks for this paper is 24.   ",
+            "2": "2  \u00a9 ucles 2011 0607/05/m/j/11  for  examiner's  use   answer all the questions.    investigation pick\u2019s equation      in 1899 the austrian mathematician georg pick found a method to work out the area of any polygon that has its vertices (corners) on a square grid.    his method used the number of dots ( p) on the perimeter of the polygon and the number of dots ( i) inside  the polygon.   in the polygon shown,  p = 7 and i = 4.          1 the diagram below shows 9 polygons, labelled q to y.    for the rectangle r, p = 10 and i = 2.   its area is a = length \u00d7 width = 3 \u00d7 2 = 6 squares.      for the triangle x, p = 8  and i = 1.   its area is  a =  1 2 \u00d7 base \u00d7 height = 1 2 \u00d7 2 \u00d7 4 = 4 squares.     q r s t u v w xy  ",
+            "3": "3  \u00a9 ucles 2011 0607/05/m/j/11 [turn over  for  examiner's  use    complete the table below.   polygon   dots on perimeter  p dots inside  i area  a   p +  2i \u2013 2  q  0  2  r 10 2 6 12  s 14   20  t  2 5   u 8   16  v 16  12   w 18 2    x 8 1 4 8  y   41 2 9   2 use the table to write down an equation connecting  p + 2i \u2013 2 with a.   this is pick\u2019s equation .            3 show that pick\u2019s equation gives the correct value for the area of this polygon.              ",
+            "4": "4  \u00a9 ucles 2011 0607/05/m/j/11  for  examiner's  use   4 use pick\u2019s equation to find the area of this polygon.               area =    squares     5 a polygon has an area a equal to 4 squares.     (a) using pick\u2019s equation, a possible pair of values for p and i is  p = 6 and i = 2.      find another possible pair of values for p and i.                   p =    and i =        ",
+            "5": "5  \u00a9 ucles 2011 0607/05/m/j/11 for  examiner's  use    (b) the diagram below shows a quadrilateral with a = 4, p = 6 and i = 2.         draw, on the square grid below, a quadrilateral with a = 4 and the pair of values for p and i that  you found in part (a) .        6 for any polygon, explain why the value of p is greater than 2.       7 use pick\u2019s equation to show all the possible pairs of values for p and i when a polygon has an  area a  = 6.                              ",
+            "6": "6  \u00a9 ucles 2011 0607/05/m/j/11  blank page ",
+            "7": "7  \u00a9 ucles 2011 0607/05/m/j/11 blank page ",
+            "8": "8    permission to reproduce items where thir d-party owned material protected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holder s, 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 t he cambridge assessment group. ca mbridge assessment is the brand name of university of  cambridge local examinations syndicate (ucles), which is itself a department of the university of cambridge.    \u00a9 ucles 2011 0607/05/m/j/11  blank page "
+        },
+        "0607_s11_qp_6.pdf": {
+            "1": "    this document consists of 8 printed pages.  ib11 06_0607_06/4rp  \u00a9 ucles 2011  [turn over      *5529328366* university of cambridge international examinations  international general certificate of secondary education       cambridge international mathematics 0607/06     paper 6 (extended)  may/june 2011     1 hour 30 minutes    candidates answer on the question paper    additional materials: graphics calculator      read these instructions first    write your centre number, candidate number and name on all the work you hand in.  write in dark blue or black pen.  do not use staples, paper clips, highlighters, glue or correction fluid. you may use a pencil for any diagrams or graphs.  do not  write in any barcodes.    answer both parts a and b.   you must show all relevant working to gain full marks for correct methods, including sketches.   in this paper you will also be assessed on your ability to provide full reasons and communicate your  mathematics clearly and precisely.    at the end of the examination, fasten all your work securely together. the total number of marks for this paper is 40.   ",
+            "2": "2  \u00a9 ucles 2011 0607/06/m/j/11  for  examiner's  use   answer both  parts a and b.    a investigation pick\u2019s equation (20 marks)    you are advised to spend 45 minutes on part a.    in 1899 the austrian mathematician georg pick found a method to work out the area of any polygon that  has its vertices on a square grid.    his method used the number of dots ( p) on the perimeter of the polygon and the number of dots ( i) inside  the polygon.    in the polygon shown, p = 7 and i = 4.           1 (a)  the diagram below shows the first three triangles of a sequence with i = 0.         for the first triangle in the sequence p = 4.    its area is a = 1 2 \u00d7 base \u00d7 height = 1 2 \u00d7 2 \u00d7 1 = 1 square.     complete the table for the first 6 triangles in this sequence.   area ( a) 1       number of dots on the perimeter (p) 4 6        (b) find a formula for p in terms of a.       p =        (c) make a the subject of the formula.       a =      ",
+            "3": "3  \u00a9 ucles 2011 0607/06/m/j/11 [turn over  for  examiner's  use    (d)  show that your formula for a gives the correct value of the area for this triangle.                  2 the diagram below shows a sequence of triangles, each with p = 4.   the number of dots (i) inside the polygon increases by one each time.         (a) the area of the first triangle is 1.       find the area, a, of each of the other three triangles.              ,    ,         (b) explain how the connection between the increase in i and the increase in a changes your answer  in question 1(c)  to give     a = 1 2p + i  \u2013  1.           this is pick\u2019s equation  which works for all polygons.     (c) write down the range of possible values for p.       ",
+            "4": "4  \u00a9 ucles 2011 0607/06/m/j/11  for  examiner's  use   3 show that pick\u2019s equation gives the correct value for the area of this polygon.                   4 use pick\u2019s equation to find the area of this polygon.              area =    squares     ",
+            "5": "5  \u00a9 ucles 2011 0607/06/m/j/11 [turn over  for  examiner's  use   5 a polygon has an area, a, of 4 squares.    (a) using pick\u2019s equation, a possible pair of values for p and i is p = 6 and i = 2.    use pick\u2019s equation to find all the other possible pairs of values.                       (b) the diagram below shows a quadrilateral with a = 4, p = 6 and i = 2.          draw, on the square grid below, a quadrilateral with a = 4 for each of the pairs of values of  p and i that you found in part (a) .     ",
+            "6": "6  \u00a9 ucles 2011 0607/06/m/j/11  for  examiner's  use   b modelling the doubling time (20 marks)   you are advised to spend 45 minutes on part b.      1 $1000 is invested at a rate of 5% compound interest per year.     (a) (i) explain why, after 10 years, the total amount of money is $1000 \u00d7 1.05 10.          (ii) calculate this total amount.     $        (b) write down the total amount of money after y years.     $       (c) (i)  when y is the number of years it takes for the investment of $1000 to double,  show that 1.05 y  =  2.          (ii) show how you can use logarithms to solve the equation  1.05y  =  2  to give  y = 14.2,  correct to 3 significant figures.         (d) (i) when the rate is x% (instead of 5% ) show, by referring to question 1(c) , that the time to  double is given by the following model.                log2 log 1 100yx= +\uf8eb\uf8f6 \uf8ec\uf8f7\uf8ed\uf8f8 ",
+            "7": "7  \u00a9 ucles 2011 0607/06/m/j/11 [turn over  for  examiner's  use     (ii) using the axes given, sketch the graph of y against x for 0 i x y  100.    y 0x 10010     2 (a) there is a different model for y, the time for the investment to double.    which of the following approximates the model in question 1?      a  y = kx  b y = k x c y = kx2     d  y = kcosx e y = k \u2013 x            (b) in question 1 , x = 5 and y = 14.2.    use this information in your model to find k, correct to the nearest 10.    write down your model.        y =        3 use your model to write down the doubling time for a rate of 2%.         years   4 (a) find the doubling time for a rate of 7% using     (i) the model in question 1 ,        years     (ii) your model.        years    (b)  write down the difference between the times given by these two models.        years ",
+            "8": "8      permission to reproduce items where thir d-party owned material protected by copyright is  included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holder s, 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 t he cambridge assessment group. ca mbridge assessment is the brand name of university of  cambridge local examinations syndicate (ucles), which is itself a department of the university of cambridge.    \u00a9 ucles 2011 0607/06/m/j/11  for  examiner's  use  5 the difference between the times given by the models is            (a)  on the axes, sketch the graph of d against x for  2 y x y 100.    d 0x 100 2    (b) find the maximum value of d for  2 y x y 100.              6 the model in  question 1  is accurate for  0 i  x y 100.   comment on the accuracy of your model for 0 i x y  100.               ( )log 2your model log 1 100dx=\u2212 +\uf8eb\uf8f6\uf8ec\uf8f7\uf8ed\uf8f8 "
+        },
+        "0607_w11_qp_1.pdf": {
+            "1": "    this document consists of 8 printed pages.  ib11 11_0607_01/3rp  \u00a9 ucles 2011  [turn over      *0759742191* for examiner's use    university of cambridge international examinations  international general certificate of secondary education       cambridge international mathematics 0607/01     paper 1 (core)  october/november 2011     45 minutes    candidates answer on the question paper    additional materials: geometrical instruments      read these instructions first    write your centre number, candidate number and name on all the work you hand in.  write in dark blue or black pen.  do not use staples, paper clips, highlighters, glue or correction fluid. you may use a pencil for any diagrams or graphs.  do not  write in any barcodes.    answer all the questions.  calculators must not be used in this paper.  all answers should be given in their simplest form. you must show all the relevant working to gain full marks and you will be given marks for correct methods  even if your answer is incorrect. the number of marks is given in brackets [  ] at the end of each question or part question.  the total number of marks for this paper is 40.   ",
+            "2": "2  \u00a9 ucles 2011 0607/01/o/n/11  formula list  area, a, of triangle, base b, height h. a = 1 2bh  area, a, of circle, radius r. a = \u03c0r2  circumference, c, of circle, radius r. c = 2\u03c0r  curved surface area, a, of cylinder of radius r, height h. a = 2\u03c0rh  curved surface area, a, of cone of radius r, sloping edge l. a = \u03c0rl  curved surface area, a, of sphere of radius r. a = 4\u03c0r2  volume, v, of prism, cross-sectional area a, length l. v =al  volume, v, of pyramid, base area a, height h. v= 1 3ah  volume, v, of cylinder of radius r, height h. v = \u03c0r2h  volume, v, of cone of radius r, height h. v = 1 3\u03c0r2h  volume, v, of sphere of radius r. v = 4 3\u03c0r3 ",
+            "3": "3  \u00a9 ucles 2011 0607/01/o/n/11 [turn over  for  examiner's  use answer all the questions.    1 write down the next term in the following sequence.    0, 3, 8, 15, 24, ...       answer    [1]      2 a football stadium holds 62  700 spectators.     (a)  write 62  700 in standard form.     answer(a)     [1]     (b) write 62  700 correct to the nearest thousand.     answer(b)     [1]      3 (a) complete the list of factors of 45.      answer(a)     1,   ,    ,    ,    , 45  [2]     (b) find the highest common factor of 36 and 45.          answer(b)    [1]       4 (a) work out.     (i) 2 3     answer(a)(i)     [1]     (ii) 2(3 + 4) \u2013 5      answer(a)(ii)    [1]     (b)  x= 4      find the value of x.     answer(b) x =     [1]   ",
+            "4": "4  \u00a9 ucles 2011 0607/01/o/n/11  for  examiner's  use 5  u ab q rps t u      the elements  p, q, r, s, t and u are shown in the venn diagram.     complete the following.  (a) a \u2229 b = {  } [1]  (b) a' = {  } [1]  (c) n ( a \u222a b ) =   [1]        6 the graph of  8y x=  is drawn below.   \u20131 \u20132 \u20133 \u20134 \u20135 \u20136 \u20137 \u201388 7 6 5 4 3 2 1 0y x8 7654321 \u20131\u20132\u20133\u20134\u20135\u20136\u20137\u20138      on the grid, draw the two lines of symmetry of the graph. [2]  ",
+            "5": "5  \u00a9 ucles 2011 0607/01/o/n/11 [turn over  for  examiner's  use 7 the stem and leaf diagram shows the heights of 14 plants.    0 7  8  8  9  1 1  3  6  7  9  2 0  1  2  3 2  4      key 1 3 means 13 cm      (a) find the median.         answer(a)   cm [2]    (b) find the interquartile range.             answer(b)   cm [2]      8 simplify.    (a)   2 34x x\u2212           answer(a)     [2]    (b)  2c 2 \u00d7 3c3     answer(b)     [2]     (c)  5 26 2x x       answer(c)     [2]       ",
+            "6": "6  \u00a9 ucles 2011 0607/01/o/n/11  for  examiner's  use 9 (a)  find the sum of the interior angles of a hexagon.        answer(a)    [1]    (b) a hexagon has 4 angles of 100\u00b0 each and 2 angles of x\u00b0 each.    100\u00b0 100\u00b0 100\u00b0100\u00b0x\u00b0 x\u00b0 not to scale        find the value of x.           answer(b) x =    [2]       10                            = 6 2\uf8eb\uf8f6\uf8ec\uf8f7\uf8ed\uf8f8 and  = 1 4\uf8eb\uf8f6\uf8ec\uf8f7\uf8ed\uf8f8 where o is the point (0, 0).     (a)  on the grid, plot the points a and c. [2]    (b)  oabc is a parallelogram.     (i) on the grid, draw this parallelogram. [1]     (ii) write down the co-ordinates of the point b.     answer(b)(ii) (   ,    ) [1]   8 7654321 012345678xy",
+            "7": "7  \u00a9 ucles 2011 0607/01/o/n/11 [turn over  for  examiner's  use 11 a straight line joins the points a(1, 2) and b(3, 8).     (a) find the co-ordinates of the midpoint of the line ab.                 answer(a) (   ,    ) [2]    (b) find the gradient of the line ab.                   answer(b)    [2]    (c) find the equation of the line ab.                       answer(c)    [3]            question 12 is printed on the next page.",
+            "8": "8      permission to reproduce items where thir d-party owned material protected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holder s, 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 t he cambridge assessment group. ca mbridge assessment is the brand name of university of  cambridge local examinations syndicate (ucles), which is itself a department of the university of cambridge.    \u00a9 ucles 2011 0607/01/o/n/11  for  examiner's  use 12   6 cm 1 cm 3 cmb c adenot to scale      in the diagram de is parallel to bc.   ae = 3  cm, ec = 1  cm and bc = 6  cm.    find the length of de.                          answer   cm [2]        "
+        },
+        "0607_w11_qp_2.pdf": {
+            "1": "    this document consists of 8 printed pages.  ib11 11_0607_02/3rp  \u00a9 ucles 2011  [turn over      *0721467745* for examiner's use    university of cambridge international examinations  international general certificate of secondary education       cambridge international mathematics 0607/02     paper 2 (extended)  october/november 2011     45 minutes    candidates answer on the question paper    additional materials: geometrical instruments      read these instructions first    write your centre number, candidate number and name on all the work you hand in.  write in dark blue or black pen.  do not use staples, paper clips, highlighters, glue or correction fluid. you may use a pencil for any diagrams or graphs.  do not  write in any barcodes.    answer all the questions.  calculators must not be used in this paper.  all answers should be given in their simplest form. you must show all the relevant working to gain full marks and you will be given marks for correct methods  even if your answer is incorrect.  the number of marks is given in brackets [  ] at the end of each question or part question.  the total number of marks for this paper is 40.   ",
+            "2": "2  \u00a9 ucles 2011 0607/02/o/n/11  formula list  for the equation ax2 + bx + c = 0 x =2_\u00b1 4 2_ bb a c a  curved surface area, a, of cylinder of radius r, height h. a = 2\u03c0rh  curved surface area, a, of cone of radius r, sloping edge l. a = \u03c0rl  curved surface area, a, of sphere of radius r. a = 4\u03c0r2  volume, v, of pyramid, base area a, height h. v= 1 3ah  volume, v, of cylinder of radius r, height h. v = \u03c0r2h  volume, v, of cone of radius r, height h. v = 1 3\u03c0r2h  volume, v, of sphere of radius r. v = 4 3\u03c0r3   ==sin sin sin abc ab c   a2 = b2 + c2 \u2013 2bc cos a   area = 1 2bc sin a       a a b cb c",
+            "3": "3  \u00a9 ucles 2011 0607/02/o/n/11 [turn over  for  examiner's  use answer all the questions.    1 (a) write 375 \u00d7 1012 in standard form.      answer(a)    [1]    (b) calculate 75% of $2.40.        answer(b) $    [2]    (c)  solve the equation    | x + 1 | = 2.           answer(c) x =    or x =     [2]       2  ua b     (a) n(u) = 20,   n( a) = 10,   n( b) = 7,   n( a  \u222a b) = 13.      find       (i) n(a \u222a b)',     answer(a)(i)     [1]     (ii) n(a  \u2229 b).     answer(a)(ii)     [1]    (b) on the venn diagram, shade the region a  \u222a b'. [1]       ",
+            "4": "4  \u00a9 ucles 2011 0607/02/o/n/11  for  examiner's  use 3 the equation of a straight line is 3 x + 4y = 12.     write the equation in the form y = mx + c.              answer y  =    [2]       4 the volume of a sphere of radius 3 cm is k\u03c0 cm 3.    find the value of k.                 answer k  =    [2]       5 (a) simplify   125.       answer(a)     [1]     (b) simplify   1 63\u2212   by rationalising the denominator.                    answer(b)    [2]      ",
+            "5": "5  \u00a9 ucles 2011 0607/02/o/n/11 [turn over  for  examiner's  use 6    6, 12, 24, 48, 96, ...      (a) write down the next term in the sequence.     answer(a)     [1]    (b) find the 8th term in the sequence.        answer(b)    [1]    (c) find an expression for the nth term of the sequence.            answer(c)    [2]        7 factorise completely.   (a) x 2 \u2013 2x \u2013 24           answer(a)    [2]    (b) xy 2 \u2013 4xz2                 answer(b)    [2]      ",
+            "6": "6  \u00a9 ucles 2011 0607/02/o/n/11  for  examiner's  use 8  qq opr pnot to scale      the diagram shows the vectors  = p and  = q.   r is on qp such that qr = 1 4qp.     find the following vectors in terms of p and q.   give each answer in its simplest form.   (a)      answer(a)        =    [1]     (b)          answer(b)   =     [2]        9  06 1     the die in the diagram has a number on each face.  the numbers are     0,   0,   1,   2,   4,   6.  the die is rolled until it shows 0 on the top face.     find the probability that this happens for the first time on the third roll.               answer    [2]   ",
+            "7": "7  \u00a9 ucles 2011 0607/02/o/n/11 [turn over  for  examiner's  use 10 solve the following equation.    21 19 32xx+++=                           answer x  =    [3]      11 (a) 3 = log  p 8     write down the value of p.       answer(a) p =    [2]    (b)  log12 + log9 = qlog2 + rlog3     find the values of q and r.               answer(b) q =         r =     [3]            question 12 is printed on the next page.",
+            "8": "8      permission to reproduce items where thir d-party owned material protected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holder s, 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. ca mbridge assessment is the brand name of university of  cambridge local examinations syndicate (ucles), which is itself a department of the university of cambridge.    \u00a9 ucles 2011 0607/02/o/n/11  for  examiner's  use 12 an object moves in a circle with speed v.   the force on the object is f.    f varies directly as v2.            when v = 5, f = 200.     (a) find a formula for f in terms of v.              answer(a) f  =    [2]    (b) (i) find f when v = 2.          answer(b)(i) f =    [1]     (ii) find v when f = 968.                answer(b)(ii) v =    [1]        "
+        },
+        "0607_w11_qp_3.pdf": {
+            "1": "    this document consists of 16 printed pages.  ib11 11_0607_03/3rp  \u00a9 ucles 2011  [turn over      *6553972045* for examiner's use    university of cambridge international examinations  international general certificate of secondary education       cambridge international mathematics 0607/03     paper 3 (core)  october/november 2011     1 hour 45 minutes    candidates answer on the question paper    additional materials: geometrical instruments   graphics calculator      read these instructions first    write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen.  do not use staples, paper clips, highlighters, glue or correction fluid.  you may use a pencil for any diagrams or graphs. do not  write in any barcodes.   answer all the questions. unless instructed otherwise, give your answers exactly or correct to three significant figures as appropriate.  answers in degrees should be given to one decimal place.  for \u03c0, use your calculator value.  you must show all the relevant working to gain full marks and you will be given marks for correct methods,  including sketches, even if your answer is incorrect.  the number of marks is given in brackets [  ] at the end of each question or part question.  the total number of marks for this paper is 96.   ",
+            "2": "2  \u00a9 ucles 2011 0607/03/o/n/11  formula list  area, a, of triangle, base b, height h. a = 1 2bh  area, a, of circle, radius r. a = \u03c0r2  circumference, c, of circle, radius r. c = 2\u03c0r  curved surface area, a, of cylinder of radius r, height h. a = 2\u03c0rh  curved surface area, a, of cone of radius r, sloping edge l. a = \u03c0rl  curved surface area, a, of sphere of radius r. a = 4\u03c0r2  volume, v, of prism, cross-sectional area a, length l. v =al  volume, v, of pyramid, base area a, height h. v= 1 3ah  volume, v, of cylinder of radius r, height h. v = \u03c0r2h  volume, v, of cone of radius r, height h. v = 1 3\u03c0r2h  volume, v, of sphere of radius r. v = 4 3\u03c0r3 ",
+            "3": "3  \u00a9 ucles 2011 0607/03/o/n/11 [turn over  for  examiner's  use answer all the questions.    1 a bookcase is full of books.   one shelf holds exactly 35 books.   each book is 3.2  cm wide.                 (a) calculate l, the length of one shelf.        answer(a) l =   cm [1]    (b) the bookcase contains 6 of these shelves.      calculate the total number of books in the bookcase.       answer(b)    [1]    (c) the books cost $6 each or $9 each.    the ratio of $6 books to $9 books in the bookcase is 6 : 9.     (i) write this ratio in its simplest form.    answer(c)(i)   :     [1]     (ii) find the number of $6 books in the bookcase.          answer(c)(ii)    [2]     (iii) find the total  cost of all the books in the bookcase.         answer(c)(iii) $    [2]       l",
+            "4": "4  \u00a9 ucles 2011 0607/03/o/n/11  for  examiner's  use 2 the monthly wages, in dollars, of 10 people are listed below.       1000 1400 1100 900 1050      1500 900 800 950 1300     (a) calculate the mean.      answer(a) $    [1]    (b) write down the mode.     answer(b) $    [1]    (c) find the range.       answer(c) $    [1]    (d) calculate the percentage of these people with wages greater than $1100.          answer(d)   % [2]     (e) one person is chosen at random.      find the probability that this person\u2019s wage is less than $1100.         answer(e)    [1]    (f)  the largest wages, $1500, $1400 and $1300 are removed from the list.     find the median of the remaining seven wages.            answer(f) $    [1]       ",
+            "5": "5  \u00a9 ucles 2011 0607/03/o/n/11 [turn over  for  examiner's  use 3 (a) expand and simplify.    2(x \u2013 3) + 3(2x + 4)             answer(a)    [3]    (b) factorise completely.       3x 2 \u2013 9xy        answer(b)    [2]    (c) solve the equation.       3x + 5 = x + 12            answer(c) x =    [2]    (d)  if a = 3 and b = \u22122 find the value of  2a \u2013 3b.          answer(d)    [2]      ",
+            "6": "6  \u00a9 ucles 2011 0607/03/o/n/11  for  examiner's  use 4 (a) on the axes, sketch the graph of the function  y = x2 \u2013 4 for \u2013 3 y x y 3 .    5 \u20135\u20133 3 0xy       [2]     (b) write down the co-ordinates of the minimum point of this graph.       answer(b) (    ,    ) [1]    (c) write down the equation of the line of symmetry of this graph.      answer(c)    [1]    (d) write down the range of this function.       answer(d)    [1]    (e) write down the co-ordinates of the zeros of this function.      answer(e) (   ,     ) and (    ,    ) [2] ",
+            "7": "7  \u00a9 ucles 2011 0607/03/o/n/11 [turn over  for  examiner's  use  (f) on the same axes, sketch the graph of   y = 1 2x+ 2  for  \u2013 3 y x y 3 . [1]     (g)  find the co-ordinates of the points where        x2 \u2013 4    =    1 2x+ 2 .    give each answer correct to 2 decimal places.     answer(g) (    ,    )      (    ,    ) [2]      5 surya has $5000 in her bank account.  the bank pays interest at a rate of 3% each year.     (a) find how much interest surya receives at the end of the first year.        answer(a) $    [2]     (b)  surya does not remove the interest from her account.     show that the total  amount of money in her account at the end of the second year is $5304.50 .              [2]    (c) surya does not remove any money from her account.     (i) calculate the total  amount of money in her account at the end of the fourth year.       answer(c)(i) $    [2]     (ii) find the total  interest she receives.      answer(c)(ii) $    [1]      ",
+            "8": "8  \u00a9 ucles 2011 0607/03/o/n/11  for  examiner's  use 6 one kilogram of apples costs $ x.   one kilogram of oranges costs $ y.     (a)  write down the cost, in terms of x, of 6  kg of apples.     answer(a) $     [1]    (b)  sami buys 6  kg of apples and 4  kg of oranges.    the total cost is $27.    use this information to write down an equation in x and y.      answer(b)    [1]    (c)  terri buys 2  kg of apples and 3  kg of oranges.    the total cost is $14.    use this information to write down an equation in x and y.      answer(c)    [1]    (d)  solve the two equations to find the cost of 1  kg of apples and the cost of 1  kg of oranges.    show all your working.                          answer(d) 1  kg of apples costs $          1 kg of oranges costs $     [3]      ",
+            "9": "9  \u00a9 ucles 2011 0607/03/o/n/11 [turn over  for  examiner's  use 7 a ship sails 50  km from a point s to a point a on a bearing of 040\u00b0.    northnorth sa not to scale 40\u00b050  km      (a)  the ship took 2 hours 30 minutes to sail from s to a.     find the average speed of the ship in km/h.       answer(a)   km/h [1]    (b)  calculate the distance that a is north of s.             answer(b)   km [3]    (c) find the bearing of s from a.          answer(c)    [1]      ",
+            "10": "10  \u00a9 ucles 2011 0607/03/o/n/11  for  examiner's  use 8 (a)     c a d bp qy\u00b0 x\u00b0 60\u00b0 140\u00b0not to scale       the diagram shows a triangle abc.    ab is parallel to pq and abd  is a straight line.    angle cab = 60\u00b0 and angle cbd = 140\u00b0.       find the values of x and y.       answer(a) x =         y =     [2]     (b)    a bo t 30\u00b0q\u00b0 p\u00b0not to scale       ta and tb are tangents at a and b to the circle, centre o.    angle atb = 30\u00b0.     find the values of p and q.          answer(b) p =         q =     [2]   ",
+            "11": "11  \u00a9 ucles 2011 0607/03/o/n/11 [turn over  for  examiner's  use  (c)  e d c b ao60\u00b040\u00b0not to scale       the straight lines ad and be cross at o.    angle cod = 40\u00b0 and angle doe  = 60\u00b0.      find the size of      (i) angle aob ,     answer(c)(i)    [1]      (ii) angle aoe ,     answer(c)(ii)     [1]     (iii) angle boc.      answer(c)(iii)    [1]    (d)   ab o6 cm10  cmnot to scale       the diagram shows a circle, radius 10  cm, centre o.    a chord ab is drawn so that its midpoint is 6  cm from o.      calculate the length of the chord ab.               answer(d)   cm [4]   ",
+            "12": "12  \u00a9 ucles 2011 0607/03/o/n/11  for  examiner's  use 9 the cumulative frequency curve shows the marks that students scored in an examination.    160 140120100 80604020 010 20 30 40 50 60 70 80 90 100cumulative frequency marks     (a) write down how many students took the examination.     answer(a)     [1]    (b) find how many students scored less than 60 marks.          answer(b)    [1]     (c) the top 10% of students received a prize.      (i) find how many students received a prize.       answer(c)(i)     [1]      (ii) find the lowest possible mark for receiving a prize.      answer(c)(ii)    [2]      ",
+            "13": "13  \u00a9 ucles 2011 0607/03/o/n/11 [turn over  for  examiner's  use 10                                                             a quadrilateral p is drawn on the grid.     (a) write down the geometrical name for the quadrilateral p.     answer(a)     [1]     (b) describe fully the single  transformation that maps p onto q.     [2]     (c) describe fully the single  transformation that maps p onto r.     [2]     (d) on the grid, draw the image of p after a rotation of 90\u00b0 anticlockwise about (0, 0). [2]     (e) on the grid, draw the image of p after an enlargement centre (0, 0), scale factor 2. [2]   \u20131 \u20132 \u20133 \u20134 \u20135 \u20136 \u20137 \u20138 \u20139 \u201310 8 9 107 6 5 4 3 2 1 0y x10 9 87654321 \u20131\u20132\u20133\u20134\u20135\u20136\u20137\u20138\u20139 \u201310p q r",
+            "14": "14  \u00a9 ucles 2011 0607/03/o/n/11  for  examiner's  use 11  7 m 6 mx mnot to scale      a train tunnel is in the shape of a semicircle on top of a rectangle.  the width of the tunnel is 6  m.   the total height of the tunnel is 7  m.    (a) (i)  find the radius of the semicircle.     answer(a)(i)   m [1]     (ii) find the value of x.      answer(a)(ii) x =    [1]    (b) calculate the area of the rectangle.          answer(b)   m2 [1]    (c) calculate the area of the semicircle.    give your answer correct to 2 significant figures.              answer(c)   m2 [3]   ",
+            "15": "15  \u00a9 ucles 2011 0607/03/o/n/11 [turn over  for  examiner's  use  (d)  the length of the tunnel is 35 kilometres.      calculate the volume of earth, in  cubic metres , that was removed to make the tunnel.          answer(d)   m3 [2]     (e) a train travels at an average speed of 105  km/h through the tunnel.     (i) calculate the time, in minutes, it takes the train to travel through the tunnel.           answer(e)(i)   minutes [2]     (ii) the train enters the tunnel at 11  10.     it arrives at the next station at 12  02.      find the number of minutes between the train leaving the tunnel and arriving at the station.             answer(e)(ii)   minutes [2]                       question 12 is printed on the next page.",
+            "16": "16      permission to reproduce items where thir d-party owned material protected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holder s, 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.    \u00a9 ucles 2011 0607/03/o/n/11  for  examiner's  use 12 a bag contains 4 green beads and 8 red beads.   one bead is chosen at random from the bag.   (a) find the probability that the bead chosen is red.       answer(a)    [1]    (b)  the bead is not returned to the bag.      find the probability that a second bead chosen at random from the bag is also red.     answer(b)    [2]    (c) use your answers to parts (a) and (b)  to help you complete the tree diagram.    1st choice 2nd choice red greenred green greenred..  .. .. ..        [2]     (d) calculate the probability that two beads chosen at random are different colours.              answer(d)    [3]     "
+        },
+        "0607_w11_qp_4.pdf": {
+            "1": "    this document consists of 18 printed pages and 2 blank pages.  ib11 11_0607_04/2rp  \u00a9 ucles 2011  [turn over      *8251556869* for examiner's use    university of cambridge international examinations  international general certificate of secondary education       cambridge international mathematics 0607/04     paper 4 (extended)  october/november 2011     2 hours 15 minutes    candidates answer on the question paper    additional materials: geometrical instruments   graphics calculator      read these instructions first    write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen.  do not use staples, paper clips, highlighters, glue or correction fluid.  you may use a pencil for any diagrams or graphs. do not  write in any barcodes.   answer all the questions.   unless instructed otherwise, give your answers exactly or correct to three significant figures as appropriate.  answers in degrees should be given to one decimal place.  for \u03c0, use your calculator value.    you must show all the relevant working to gain full marks and you will be given marks for correct methods,  including sketches, even if your answer is incorrect.   the number of marks is given in brackets [  ] at the end of each question or part question.  the total number of marks for this paper is 120.   ",
+            "2": "2  \u00a9 ucles 2011 0607/04/o/n/11  formula list  for the equation ax2 + bx + c = 0 x =2_\u00b1 4 2_ bb a c a  curved surface area, a, of cylinder of radius r, height h. a = 2\u03c0rh  curved surface area, a, of cone of radius r, sloping edge l. a = \u03c0rl  curved surface area, a, of sphere of radius r. a = 4\u03c0r2  volume, v, of pyramid, base area a, height h. v= 1 3ah  volume, v, of cylinder of radius r, height h. v = \u03c0r2h  volume, v, of cone of radius r, height h. v = 1 3\u03c0r2h  volume, v, of sphere of radius r. v = 4 3\u03c0r3   ==sin sin sin abc ab c   a2 = b2 + c2 \u2013 2bc cos a   area = 1 2bc sin a       a a b cb c",
+            "3": "3  \u00a9 ucles 2011 0607/04/o/n/11 [turn over  for  examiner's  use answer all the questions.    1 alessandro travels from a village in france to his home in italy.   (a) his flight from paris to rome takes 1 hour 57 minutes.     (i) the departure time is 10  25.     write down the arrival time.    answer(a)(i)    [1]     (ii) write down the flight time in hours.       answer(a)(ii)   h [1]     (iii) the distance between paris and rome is 1120  km.       calculate the average speed of the flight.    give your answer in km/h.                  answer(a)(iii)   km/h [2]     (b) the flight time of 1 hour 57 minutes is 26% of alessandro\u2019s total journey time.     calculate alessandro\u2019s total journey time.   give your answer in hours and minutes.                   answer(b)   h   min [3]      ",
+            "4": "4  \u00a9 ucles 2011 0607/04/o/n/11  for  examiner's  use 2  d axb cnot to scale7 cm4 cm 6 cm      in the circle, the chords ab and cd intersect at x.    (a) complete the statement.     angle adx is equal to angle    [1]    (b) ax = 6  cm, dx = 4  cm and xb = 7  cm.     calculate the length of xc.             answer(b)   cm [2]    (c) the area of triangle bxc is 32.7  cm2.     calculate the area of triangle dxa .                 answer(c)   cm2 [2]      ",
+            "5": "5  \u00a9 ucles 2011 0607/04/o/n/11 [turn over  for  examiner's  use 3 maria invests $480 at a rate of 2.6% per year compound interest.    (a) calculate the interest maria receives after 5 years.                       answer(a) $    [4]    (b) calculate the number of years it takes for the total amount to exceed $800.    show your working and give your answer to the nearest integer.                          answer(b)    [3]       ",
+            "6": "6  \u00a9 ucles 2011 0607/04/o/n/11  for  examiner's  use 4  d a c b48\u00b0 95\u00b011  cm 12  cm7 cmnot to scale      in the quadrilateral abcd, ad  = 11  cm, dc = 7  cm and ac = 12  cm.    angle bac = 48\u00b0 and angle abc = 95\u00b0.    (a) calculate the length of bc.                 answer(a)   cm [3]    (b) calculate angle adc.                      answer(b)    [3]       ",
+            "7": "7  \u00a9 ucles 2011 0607/04/o/n/11 [turn over  for  examiner's  use 5   f(x) = 2x2 \u2013 3x \u2013 3     (a) solve the equation f( x) = 0.     give your answers correct to 2 decimal places.                            answer(a) x =   or x =     [3]    (b)  f(2 x \u2013 3) = 8x 2 \u2013 kx  + 24          find the value of k.                         answer(b) k =    [3]      ",
+            "8": "8  \u00a9 ucles 2011 0607/04/o/n/11  for  examiner's  use 6  260\u00b0 4.7  mnot to scale      the diagram shows the cross-section of a tunnel.  this cross-section is made up of a triangle and a sector of radius 4.7  m and angle 260\u00b0.     (a) calculate the area of the cross-section.                                answer(a)   m2 [5]    (b)  the tunnel has a length of 2.4  km.     calculate the volume of earth that was removed to make the tunnel.   give your answer in cubic metres.               answer(b)   m3 [2]   ",
+            "9": "9  \u00a9 ucles 2011 0607/04/o/n/11 [turn over  for  examiner's  use  (c) one cubic metre of earth has a mass of 1530  kg.      calculate the total mass of the earth that was removed.   give your answer in tonnes  and correct to 2 significant figures.             answer(c)   tonnes [3]       7  5 4321 050 70 100 150frequencydensity mass (grams)m      the histogram shows information about the masses of some apples.   (a) complete the frequency table.    mass (m grams) 0 y m  i 70 70 y  m i  100 100 y m i  150  frequency 210         [2]    (b) calculate an estimate of the mean mass of the apples.                    answer(b)   g [2]       ",
+            "10": "10  \u00a9 ucles 2011 0607/04/o/n/11  for  examiner's  use 8 in this question, answers which are not exact should be given correct to 4 significant figures.     (a)   f(x) = x4 \u2013 x2      (i) on the axes, sketch the graph of y = f(x),  for  \u20131.5 y x y 1.5 .    3 \u20131.5\u20131.5 1.5 0xy         [2]     (ii) write down the co-ordinates of the points where the graph meets the axes.     answer(a)(ii) (   ,   ) , (    ,    ) , (    ,    ) [2]     (iii) write down the equation of the line of symmetry of this graph.      answer(a)(iii)    [1]     (iv) find the co-ordinates of the minimum points.     answer(a)(iv) (   ,    ) , (    ,   ) [2]      (v)  write down the range of f( x) when the domain is o.         answer(a)(v)     [1]       ",
+            "11": "11  \u00a9 ucles 2011 0607/04/o/n/11 [turn over  for  examiner's  use  (b) (i) on the axes, sketch the graph of   y = g( x),  where g(x) = 2x \u2013 1.6 . [2]      (ii) solve the equation  2x \u2013 1.6 = 0 .     answer(b)(ii) x =     [1]     (c) (i) solve the equation  x4 \u2013 x2 = 2x \u2013 1.6,   for  \u20131.5 y x y  1.5 .     answer(c)(i) x =    or x =     [2]     (ii) solve the inequality f( x) i g( x).     answer(c)(ii)    [1]        9  sr c b ap dq 12  cm10  cm7 cm not to scale      the diagram shows a cuboid which measures 12  cm by 10  cm by 7  cm.     (a) calculate the total surface area of the cuboid.          answer(a)   cm2 [2]     (b) calculate angle rbc.        answer(b)    [2]    (c) calculate the length bs.             answer(c)   cm [3]     ",
+            "12": "12  \u00a9 ucles 2011 0607/04/o/n/11  for  examiner's  use 10  e a bcd 84\u00b0110\u00b0not to scale      in the pentagon abcde, ab is parallel to ed, bc is parallel to ae and bc = cd.   angle eab = 84\u00b0 and angle bcd = 110\u00b0.     (a) (i)  find the size of angle aed .     answer(a)(i)     [1]     (ii) find the size of angle cde.        answer(a)(ii)    [2]    (b) draw the line bd and find the size of angle abd .       answer(b)    [2]    (c) extend ed and bc to meet at x.      (i) write down the mathematical name of the shape abxe .     answer(c)(i)    [1]     (ii) write down the size of angle cxd.     answer(c)(ii)    [1]    (d)  extend ab and dc  to meet at y.      (i) find the size of angle byc.        answer(d)(i)    [1]     (ii) give a reason why it is not possible to draw a circle through b, y, x and d.  answer(d)(ii)    [1]     ",
+            "13": "13  \u00a9 ucles 2011 0607/04/o/n/11 [turn over  for  examiner's  use 11  y x4 321 \u20131\u20132\u20133\u201340 \u2013 4 \u2013 3 \u2013 2 \u2013 1 1234         f( x) = x2 g( x) = ( x + 2)2 h( x) = 2 x2 k(x) = \u2013 x2     (a) on the grid, sketch the graph of each function.     label each graph clearly. [4]    (b) describe fully the single  transformation that maps       (i) the graph of   y = f(x)  onto the graph of   y = g( x),  answer(b)(i)    [2]      (ii) the graph of   y = f(x)  onto the graph of   y = h( x),  answer(b)(ii)    [3]      (iii) the graph of   y = f(x)  onto the graph of   y = k( x).  answer(b)(iii)    [2]       ",
+            "14": "14  \u00a9 ucles 2011 0607/04/o/n/11  for  examiner's  use 12 on any day, the probability that it rains is 0.15 .    if it rains, the probability that claudia rides her bike is 0.3 .   if it does not rain, the probability that claudia rides her bike is 0.9 .     (a) draw a tree diagram to show this information.     write the probabilities on all the branches.                           [4]    (b) find the probability that       (i) it does not rain and claudia rides her bike,             answer(b)(i)    [2]     (ii) claudia rides her bike.            answer(b)(ii)    [2]    (c) during a period of 15 days, on how many days would claudia expect to ride her bike?          answer(c)    [1]      ",
+            "15": "15  \u00a9 ucles 2011 0607/04/o/n/11 [turn over  for  examiner's  use 13  r4 \u2013443 0xline 1 line 2line 3 not to scaley      (a) line 1 is parallel to the x-axis and passes through the point (0, 3).      write down the equation of line 1.     answer(a)     [1]     (b) line 2 passes through the points (0, 4) and (4, 0).      find the equation of line 2.        answer(b)    [2]     (c) line 3 passes through the point (0, \u2013 4) and has a gradient of 2.      write down the equation of line 3.    answer(c)    [2]    (d) find the co-ordinates of the point of intersection of line 2 and line 3.             answer(d) (   ,    ) [2]     (e) write down the three inequalities that define the region r, shaded in the diagram.     answer(e)    ,    ,     [2]      ",
+            "16": "16  \u00a9 ucles 2011 0607/04/o/n/11  for  examiner's  use 14 ten students take a mental arithmetic test and a calculator test.    the table shows the results.   student a b c d e f g h i j  mental arithmetic test score ( x) 15 8 20 19 13 7 10 20 17 9  calculator test score ( y) 12 8 18 20 11 9 11 20 15 8       (a) complete the scatter diagram to show this information.     the information for students a to f has already been plotted.    20 1816141210 8642 02 4 6 8 10 12 14 16 18 20y x mental arithmetic test scorecalculator test score         [2]     (b) underline one word which best describes the correlation between the scores on each test.        none positive negative [1]   ",
+            "17": "17  \u00a9 ucles 2011 0607/04/o/n/11 [turn over  for  examiner's  use  (c) (i)  the mean score for the mental arithmetic test is 13.8 .       find the mean score for the calculator test.     answer(c)(i)    [1]     (ii) find the equation of the line of regression, giving y in terms of x.           answer(c)(ii) y =    [2]     (iii) draw the line of regression on the scatter diagram. [2]      (iv) a student scores 18 in the mental arithmetic test.       predict this student\u2019s score in the calculator test.        answer(c)(iv)    [1]      ",
+            "18": "18  \u00a9 ucles 2011 0607/04/o/n/11  for  examiner's  use 15 (a) (i) a circle is cut into n equal sectors.       write down, in terms of n, the angle at the centre of each sector.      answer(a)(i)    [1]     (ii) a circle is cut into n + 3 equal sectors.      write down, in terms of n, the angle at the centre of each sector.      answer(a)(ii)    [1]    (b) the angle in part(a)(ii)  is 4\u00b0 smaller than the angle in part(a)(i) .       write down an equation in n and find the value of n.                                         answer(b) n =    [5]       ",
+            "19": "19  \u00a9 ucles 2011 0607/04/o/n/11 blank page ",
+            "20": "20      permission to reproduce items where thir d-party owned material protected by copyright  is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holder s, 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 t he cambridge assessment group. ca mbridge assessment is the brand name of university of  cambridge local examinations syndicate (ucles), which is itself a department of the university of cambridge.    \u00a9 ucles 2011 0607/04/o/n/11  blank page "
+        },
+        "0607_w11_qp_5.pdf": {
+            "1": "    this document consists of 6 printed pages and 2 blank pages.  ib11 11_0607_05/2rp  \u00a9 ucles 2011  [turn over      *4924094545* university of cambridge international examinations  international general certificate of secondary education       cambridge international mathematics 0607/05     paper 5 (core)  october/november 2011     1 hour    candidates answer on the question paper    additional materials: graphics calculator      read these instructions first    write your centre number, candidate number and name on all the work you hand in.  write in dark blue or black pen.  do not use staples, paper clips, highlighters, glue or correction fluid. you may use a pencil for any diagrams or graphs.  do not write in any barcodes.    answer all the questions.    you must show all relevant working to gain full marks for correct methods, including sketches.   in this paper you will also be assessed on your ability to provide full reasons and communicate your  mathematics clearly and precisely.    at the end of the examination, fasten all your work securely together. the total number of marks for this paper is 24.   ",
+            "2": "2  \u00a9 ucles 2011 0607/05/o/n/11  for  examiner's  use answer all questions.    investigation maximising the perimeter    identical shapes can be joined to make larger shapes.   1 squares of side 1  cm may be joined edge to edge, for example                                                  but not like this.            (a) the diagram below shows a shape made of 3 squares and a shape made of 4 squares.     draw a different shape made of 3 squares and a different shape made of 4 squares.          (b) (i) the diagram below shows a shape, made of 5 squares, with a perimeter of 10  cm.       draw two different shapes each made of 5 squares and each with a perimeter greater        than 10  cm.     ",
+            "3": "3  \u00a9 ucles 2011 0607/05/o/n/11 [turn over  for  examiner's  use   (ii) the diagram below shows a shape, made of 6 squares, with a perimeter of 12  cm.       draw two different shapes each made of 6 squares and each with a perimeter greater   than 12  cm.           (c) find the greatest perimeter for shapes made of     (i) 4 squares,      cm     (ii) 5 squares,      cm     (iii) 6 squares.      cm      you may use the grid below to draw your shapes.    ",
+            "4": "4  \u00a9 ucles 2011 0607/05/o/n/11  for  examiner's  use  (d) (i) complete this table.    number of squares 2 3 4 5 6 7 8 9 10  greatest perimeter (cm) 6     16   22      (ii) write down the greatest perimeter for a shape made of 17 squares.         cm      (iii) how many squares make the shape when the greatest perimeter is 32  cm?             (e) look at your table to help you complete the following statements.     (i) to find the greatest perimeter for a shape made of 2 squares,   multiply 2 by 2, then add       (ii) to find the greatest perimeter for a shape made of 7 squares,  multiply 7 by  , then add      (f) write down an expression, in terms of x, for the greatest perimeter for a shape made  of x squares.            ",
+            "5": "5  \u00a9 ucles 2011 0607/05/o/n/11 [turn over  for  examiner's  use 2 equilateral triangles of side 1  cm may be joined edge to edge, for example                                    but not like this.        (a) find the greatest perimeter for a shape made of 6 equilateral triangles.          cm      you may use the grid below to help you.          (b) (i) complete this table.    number of equilateral triangles  2 3 4 5 6 7 8  greatest perimeter (cm) 4      10      (ii) write down the greatest perimeter for a shape made of 10 equilateral triangles.           cm     (iii) how many equilateral triangles make the shape when the greatest perimeter is 18  cm?              (c) write down an expression, in terms of x, for the greatest perimeter for a shape made  of x equilateral triangles.          ",
+            "6": "6  \u00a9 ucles 2011 0607/05/o/n/11  for  examiner's  use 3 find an expression, in terms of x, for the greatest perimeter for a shape made of x regular hexagons.                                                   ",
+            "7": "7  \u00a9 ucles 2011 0607/05/o/n/11 blank page ",
+            "8": "8      permission to reproduce items where thir d-party owned material protected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holder s, 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. ca mbridge assessment is the brand name of university of  cambridge local examinations syndicate (ucles), which is itself a department of the university of cambridge.    \u00a9 ucles 2011 0607/05/o/n/11  blank page "
+        },
+        "0607_w11_qp_6.pdf": {
+            "1": "    this document consists of 12 printed pages.  ib11 11_0607_06/3rp  \u00a9 ucles 2011  [turn over      *1866204662* university of cambridge international examinations  international general certificate of secondary education       cambridge international mathematics 0607/06     paper 6 (extended)  october/november 2011     1 hour 30 minutes    candidates answer on the question paper    additional materials: graphics calculator      read these instructions first    write your centre number, candidate number and name on all the work you hand in.  write in dark blue or black pen.  do not use staples, paper clips, highlighters, glue or correction fluid. you may use a pencil for any diagrams or graphs.  do not write in any barcodes.    answer both parts a and b.   you must show all relevant working to gain full marks for correct methods, including sketches.   in this paper you will also be assessed on your ability to provide full reasons and communicate your  mathematics clearly and precisely.    at the end of the examination, fasten all your work securely together. the total number of marks for this paper is 40.   ",
+            "2": "2  \u00a9 ucles 2011 0607/06/o/n/11  for  examiner's  use answer both  parts a and b.    a investigation maximising the perimeter (20 marks)    identical shapes can be joined to make larger shapes.   1 equilateral triangles of side 1 cm may be joined edge to edge, for example                                   but not like this.                                                                      (a) the diagram below shows a shape made of 4 equilateral triangles and a shape made of 5 equilateral triangles.     draw a different shape made of 4 equilateral triangles and a different shape made  of 5 equilateral triangles.        (b) (i) the diagram below shows a shape, made of 6 equilateral triangles, with a perimeter of 6 cm.       draw a different shape, made of 6 equilateral triangles, with a perimeter greater than 6 cm.       ",
+            "3": "3  \u00a9 ucles 2011 0607/06/o/n/11 [turn over  for  examiner's  use   (ii) the diagram below shows a shape, made of 7 equilateral triangles, with a perimeter  of 7 cm.       draw a different shape, made of 7 equilateral triangles, with a perimeter greater than 7 cm.        (c) (i)  this table shows the greatest  possible perimeters for shapes made of equilateral triangles.      complete the table.   number of equilateral triangles 2 3 4 5 6 7 8  greatest perimeter (cm) 4      10       you may use the grid below to help you.       ",
+            "4": "4  \u00a9 ucles 2011 0607/06/o/n/11  for  examiner's  use   (ii) write down the greatest perimeter for a shape made of 20 equilateral triangles.           cm     (iii) how many equilateral triangles make the shape when the greatest perimeter is 32 cm?                  (d) write down an expression, in terms of x, for the greatest perimeter for a shape made  of x equilateral triangles.            2 squares of side 1 cm may be joined edge to edge, for example                  but not like this.                                                                                             (a) find the greatest perimeter for a shape made of 6 squares.         cm     you may use the grid opposite to help you.  ",
+            "5": "5  \u00a9 ucles 2011 0607/06/o/n/11 [turn over  for  examiner's  use        (b) (i) complete this table.    number of squares 2 3 4 5 6 7 8 9 10  greatest perimeter (cm) 6   12     22     (ii) write down the greatest perimeter for a shape made of 17 squares.         cm     (iii) how many squares make the shape when the greatest perimeter is 32 cm?                 (c) write down an expression, in terms of x, for the greatest perimeter for a shape made  of x squares.                ",
+            "6": "6  \u00a9 ucles 2011 0607/06/o/n/11  for  examiner's  use 3 (a) this table shows the greatest perimeters for shapes made of regular hexagons of side 1 cm.      complete the table.   number of regular hexagons 2 3 4 5 6  greatest  perimeter (cm)     26                           (b) write down an expression, in terms of x, for the greatest perimeter for a shape made  of x regular hexagons.               4 find an expression, in terms of x, for the greatest perimeter for a shape made of x regular octagons.                ",
+            "7": "7  \u00a9 ucles 2011 0607/06/o/n/11 [turn over  for  examiner's  use 5 (a) write down an expression, in terms of x and y, for the greatest perimeter for a shape made  of x regular polygons each with y sides.                (b)  the greatest perimeter for a shape made of x regular polygons, each with y sides is 26 cm.     find three possible pairs of values of x and y.                          x =   y =         x =    y =         x =    y =         ",
+            "8": "8  \u00a9 ucles 2011 0607/06/o/n/11  for  examiner's  use b modelling covering cakes (20 marks)     different shaped cakes are made each with a volume of 4000 cm 3.  the top and sides of each cake are covered in chocolate.                                                                          1 a square-based cake measures x cm by x cm by y cm, as shown in the diagram.    x cmx cm y cm      (a) show that      24000y x=   .                        (b) the area covered in chocolate is s cm 2.  by finding an expression for s in terms of x and y show  that   216000sx x=+   .                           ",
+            "9": "9  \u00a9 ucles 2011 0607/06/o/n/11 [turn over  for  examiner's  use  (c) sketch the graph of s against x for 2 y x y 40 and 0 y s y 10000 on the axes below.    s  0 x  40 10000      (d) find the minimum surface area to be covered in chocolate.     write down the values of x and y.                          minimum surface area =   cm2     x =         y =        ",
+            "10": "10  \u00a9 ucles 2011 0607/06/o/n/11  for  examiner's  use 2 a circular-based (cylindrical) cake has a radius of x cm and a height of y cm.   the area to be covered in chocolate is s cm2 and the volume of the cake is 4000 cm3.    y cmx cm      (a) show that     28000sx x\u03c0=+   .                               (b) sketch the graph of s against x for 1 y x y 20 and 0 y s y 10000 on the axes below.    s  0 x  20 10000    ",
+            "11": "11  \u00a9 ucles 2011 0607/06/o/n/11 [turn over  for  examiner's  use  (c) find the minimum surface area to be covered in chocolate.      write down the values of x and y.                      minimum surface area =   cm2     x =         y =         3  216000sx x=+   and  28000sx x\u03c0=+   are models for the amount of chocolate required to cover  the top and sides of each cake.     (a) explain how you could use these models for surface area to find the volume of chocolate  required.             (b) comment on whether the models give realistic results for the volume of chocolate.                  question 4 is printed on the next page",
+            "12": "12      permission to reproduce items where thir d-party owned material protected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holder s, 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. ca mbridge assessment is the brand name of university of  cambridge local examinations syndicate (ucles), which is itself a department of the university of cambridge.    \u00a9 ucles 2011 0607/06/o/n/11  for  examiner's  use 4 for a cake with minimum  surface area, bakers use the following rule:           test this rule on both cakes.  show your working.         there is twice as much chocolate on the sides as on the top. "
+        }
+    },
+    "2012": {
+        "0607_s12_qp_11.pdf": {
+            "1": "      this document consists of 9 printed pages and 3 blank pages.  ib12 06_0607_11/rp  \u00a9 ucles 2012  [turn over    *4459401971*  university of cambridge international examinations  international general certificate of secondary education       cambridge international mathematics 0607/11     paper 1 (core)  may/june 2012      45 minutes    candidates answer on the question paper    additional materials: geometrical instruments      read these instructions first    write your centre number, candidate number and name on all the work you hand in.  write in dark blue or black pen.  do not use staples, paper clips, highlighters, glue or correction fluid. you may use a pencil for any diagrams or graphs.  do not  write in any barcodes.    answer all the questions.  calculators must not be used in this paper.  all answers should be given in their simplest form. you must show all the relevant working to gain full marks and you will be given marks for correct methods  even if your answer is incorrect. the number of marks is given in brackets [  ] at the end of each question or part question.  the total number of marks for this paper is 40.    for examiner's use   ",
+            "2": "2  \u00a9 ucles 2012 0607/11/m/j/12        formula list  area, a, of triangle, base b, height h. a = 1 2bh  area, a, of circle, radius r. a = \u03c0r2  circumference, c, of circle, radius r. c = 2\u03c0r  curved surface area, a, of cylinder of radius r, height h. a = 2\u03c0rh  curved surface area, a, of cone of radius r, sloping edge l. a = \u03c0rl  curved surface area, a, of sphere of radius r. a = 4\u03c0r2  volume, v, of prism, cross-sectional area a, length l. v =al  volume, v, of pyramid, base area a, height h. v= 1 3ah  volume, v, of cylinder of radius r, height h. v = \u03c0r2h  volume, v, of cone of radius r, height h. v = 1 3\u03c0r2h  volume, v, of sphere of radius r. v = 4 3\u03c0r3 ",
+            "3": "3  \u00a9 ucles 2012 0607/11/m/j/12 [turn over    for  examiner's  use answer all the questions.  1 (a) work out (4 \u2013 7)2.        answer (a)   [1]   (b) write down the value of 144.        answer (b)   [1]         2 (a) write  0.00724538  correct to 3 significant figures.        answer (a)   [1]   (b) write your answer to part (a)  in standard form.        answer (b)   [1]         3 (a) write down the first three multiples of 6.        answer (a)  ,  ,   [1]   (b) find the lowest common multiple of 6 and 15.        answer (b)   [2]            ",
+            "4": "4  \u00a9 ucles 2012 0607/11/m/j/12    for  examiner's  use 4in the venn diagram shade the region a \u2229  bv.        u a b  [1]              5 peter buys one ticket in the school raffle.  the school sells 1000 tickets. the winning ticket is drawn at random.    what is the probability that peter does not have the winning ticket?                 answer    [2]             ",
+            "5": "5    \u00a9 ucles 2012 0607/11/m/j/12  [turn over       for  examiner's  use   6 (a) simplify.       7(x \u2013 2) \u2013 3(3 + x)                answer (a)   [2]   (b) solve the inequality.       7(x \u2013 2) \u2013 3(3 + x) < 1                    answer (b)   [2]   (c) show your answer to part (b)  on the number line below.            \u20136 \u20138 \u20134 \u20132 0 2 4 6 8     [2]         ",
+            "6": "6  \u00a9 ucles 2012 0607/11/m/j/12    for  examiner's  use 7 (a) write as a single fraction.       43x + 3x                answer (a)   [2]   (b) simplify.       57 618 xx                    answer (b)   [2]            8the first five terms of a sequence are  2, 5, 10, 17, 26.    (a) write down the next term in this sequence.        answer (a)   [1]   (b) find the nth term of this sequence.        answer (b)   [3]          ",
+            "7": "7    \u00a9 ucles 2012 0607/11/m/j/12  [turn over       for  examiner's  use   9  alice takes examinations in german and french.  the probability that she passes german is 0.3  .  the probability that she passes french is 0.6  .        (a) complete the tree diagram.        german passpass fail... ...0.3 ...failpass fail... ...french   [2]       (b) work out the probability that alice passes german and fails french.                answer (b)   [2]           ",
+            "8": "8  \u00a9 ucles 2012 0607/11/m/j/12    for  examiner's  use 10 lucy counts the number of words in each sentence of a film review.  the number of words in each sentence is shown below.      7 8 12 7 9 11 4 12 8 12      find    (a) the mode,         answer (a)   [1]   (b) the mean,        answer (b)   [2]   (c) the range.        answer (c)   [1]            11 one lap of the melbourne grand prix circuit is 5200 metres. a racing driver completes a lap in 1.3 minutes.   calculate his average speed in kilometres per hour .                            answer  km/h [3]           ",
+            "9": "9    \u00a9 ucles 2012 0607/11/m/j/12     for  examiner's  use 12 \u20136 \u20138 \u201310 \u20136 \u20138 \u201310\u20134 \u201320 2 4 6 8 10 \u20134\u20132246810 xay         (a) reflect triangle  a in the x-axis.   label it b.   [1]        (b) translate triangle a by the vector \uf8f7\uf8f7 \uf8f8\uf8f6 \uf8ec\uf8ec \uf8ed\uf8eb \u2212\u2212 106.    label it c.      [2]        (c) rotate triangle a  90o anti-clockwise about centre (2, 2).    label it d.   [2]         ",
+            "10": "10    \u00a9 ucles 2012 0607/11/m/j/12     blank page",
+            "11": "11    \u00a9 ucles 2012 0607/11/m/j/12     blank page",
+            "12": "12    permission to reproduce items where third-par ty owned material protected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to t race 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.    \u00a9 ucles 2012 0607/11/m/j/12  blank page  "
+        },
+        "0607_s12_qp_12.pdf": {
+            "1": "    this document consists of 9 printed pages and 3 blank pages.  ib12 06_0607_12/rp  \u00a9 ucles 2012  [turn over    *0613595201*  for examiner's use    university of cambridge international examinations  international general certificate of secondary education       cambridge international mathematics 0607/12     paper 1 (core)  may/june 2012      45 minutes    candidates answer on the question paper    additional materials: geometrical instruments      read these instructions first    write your centre number, candidate number and name on all the work you hand in.  write in dark blue or black pen. do not use staples, paper clips, highlighters, glue or correction fluid.  you may use a pencil for any diagrams or graphs.  do not  write in any barcodes.    answer all the questions.  calculators must not be used in this paper. all answers should be given in their simplest form.  you must show all the relevant working to gain full marks and you will be given marks for correct methods  even if your answer is incorrect. the number of marks is given in brackets [  ] at the end of each question or part question.  the total number of marks for this paper is 40.    for examiner's use   ",
+            "2": "2  \u00a9 ucles 2012 0607/12/m/j/12      formula list  area, a, of triangle, base b, height h. a = 1 2bh  area, a, of circle, radius r. a = \u03c0r2  circumference, c, of circle, radius r. c = 2\u03c0r  curved surface area, a, of cylinder of radius r, height h. a = 2\u03c0rh  curved surface area, a, of cone of radius r, sloping edge l. a = \u03c0rl  curved surface area, a, of sphere of radius r. a = 4\u03c0r2  volume, v, of prism, cross-sectional area a, length l. v =al  volume, v, of pyramid, base area a, height h. v= 1 3ah  volume, v, of cylinder of radius r, height h. v = \u03c0r2h  volume, v, of cone of radius r, height h. v = 1 3\u03c0r2h  volume, v, of sphere of radius r. v = 4 3\u03c0r3 ",
+            "3": "3  \u00a9 ucles 2012 0607/12/m/j/12 [turn over        for  examiner's  use answer all the questions.   1 (a) work out (4 \u2013 7)2.        answer (a)   [1]   (b) write down the value of 144.        answer (b)   [1]         2 (a) write  0.00724538  correct to 3 significant figures.        answer (a)   [1]   (b) write your answer to part (a)  in standard form.        answer (b)   [1]         3 (a) write down the first three multiples of 6.        answer (a)  ,  ,   [1]   (b) find the lowest common multiple of 6 and 15.        answer (b)   [2]                  ",
+            "4": "4  \u00a9 ucles 2012 0607/12/m/j/12  for  examiner's  use 4in the venn diagram shade the region a \u2229  bv.        u a b  [1]              5 peter buys one ticket in the school raffle.  the school sells 1000 tickets. the winning ticket is drawn at random.    what is the probability that peter does not have the winning ticket?                 answer    [2]              ",
+            "5": "5    \u00a9 ucles 2012 0607/12/m/j/12  [turn over       for  examiner's  use  6 (a) simplify.          7 ( x \u2013 2) \u2013 3(3 + x)                answer (a)   [2]   (b) solve the inequality.          7 ( x \u2013 2) \u2013 3(3 + x) < 1                    answer (b)   [2]   (c) show your answer to part (b)  on the number line below.            \u20136 \u20138 \u20134 \u20132 0 2 4 6 8     [2]             ",
+            "6": "6  \u00a9 ucles 2012 0607/12/m/j/12  for  examiner's  use 7 (a) write as a single fraction.                  43x + 3x                answer (a)   [2]   (b) simplify.                  57 618 xx                    answer (b)   [2]            8the first five terms of a sequence are  2, 5, 10, 17, 26.    (a) write down the next term in this sequence.        answer (a)   [1]   (b) find the nth term of this sequence.        answer (b)   [3]             ",
+            "7": "7    \u00a9 ucles 2012 0607/12/m/j/12 [turn over       for  examiner's  use   9  alice takes examinations in german and french.  the probability that she passes german is 0.3  .  the probability that she passes french is 0.6  .        (a) complete the tree diagram.        german passpass fail... ...0.3 ...failpass fail... ...french   [2]       (b) work out the probability that alice passes german and fails french.                answer (b)   [2]           ",
+            "8": "8  \u00a9 ucles 2012 0607/12/m/j/12  for  examiner's  use 10 lucy counts the number of words in each sentence of a film review.  the number of words in each sentence is shown below.      7 8 12 7 9 11 4 12 8 12      find    (a) the mode,         answer (a)   [1]   (b) the mean,        answer (b)   [2]   (c) the range.        answer (c)   [1]            11 one lap of the melbourne grand prix circuit is 5200 metres.  a racing driver completes a lap in 1.3 minutes.   calculate his average speed in kilometres per hour .                            answer  km/h [3]          ",
+            "9": "9    \u00a9 ucles 2012 0607/12/m/j/12        for  examiner's  use   12 \u20136 \u20138 \u201310 \u20136 \u20138 \u201310\u20134 \u201320 2 4 6 8 10 \u20134\u20132246810 xay         (a) reflect triangle  a in the x-axis.   label it b.   [1]        (b) translate triangle a by the vector \uf8f7\uf8f7 \uf8f8\uf8f6 \uf8ec\uf8ec \uf8ed\uf8eb \u2212\u2212 106.    label it c.      [2]        (c) rotate triangle a  90o anti-clockwise about centre (2, 2).    label it d.   [2]           ",
+            "10": "10  \u00a9 ucles 2012 0607/12/m/j/12  blank page    ",
+            "11": "11  \u00a9 ucles 2012 0607/12/m/j/12  blank page",
+            "12": "12      permission to reproduce items where third-par ty owned material protected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to t race 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.    \u00a9 ucles 2012 0607/12/m/j/12  blank page   "
+        },
+        "0607_s12_qp_13.pdf": {
+            "1": "    this document consists of 9 printed pages and 3 blank pages.  ib12 06_0607_13/rp   \u00a9 ucles 2012  [turn over    *8151451650*  for examiner's use    university of cambridge international examinations  international general certificate of secondary education       cambridge international mathematics 0607/13     paper 1 (core)  may/june 2012      45 minutes    candidates answer on the question paper    additional materials: geometrical instruments      read these instructions first    write your centre number, candidate number and name on all the work you hand in.  write in dark blue or black pen.  do not use staples, paper clips, highlighters, glue or correction fluid. you may use a pencil for any diagrams or graphs.  do not  write in any barcodes.    answer all the questions.  calculators must not be used in this paper.  all answers should be given in their simplest form. you must show all the relevant working to gain full marks and you will be given marks for correct methods  even if your answer is incorrect. the number of marks is given in brackets [  ] at the end of each question or part question.  the total number of marks for this paper is 40.   ",
+            "2": "2  \u00a9 ucles 2012 0607/13/m/j/12      formula list  area, a, of triangle, base b, height h. a = 1 2bh  area, a, of circle, radius r. a = \u03c0r2  circumference, c, of circle, radius r. c = 2\u03c0r  curved surface area, a, of cylinder of radius r, height h. a = 2\u03c0rh  curved surface area, a, of cone of radius r, sloping edge l. a = \u03c0rl  curved surface area, a, of sphere of radius r. a = 4\u03c0r2  volume, v, of prism, cross-sectional area a, length l. v =al  volume, v, of pyramid, base area a, height h. v= 1 3ah  volume, v, of cylinder of radius r, height h. v = \u03c0r2h  volume, v, of cone of radius r, height h. v = 1 3\u03c0r2h  volume, v, of sphere of radius r. v = 4 3\u03c0r3 ",
+            "3": "3  \u00a9 ucles 2012 0607/13/m/j/12  [turn over       for  examiner's  use answer all the questions 1 (a) work out 0.2 \u00d7 0.4  .            answer (a)   [1]   (b) write these in order, smallest first.      0.85  89%  0.9  0.745        answer (b)  <  <  <   [1]         2work out 15% of $160  .            answer $   [2]         3 (a) write 0.007582 correct to 3 significant figures.            answer (a)   [1]   (b) write 209 as a decimal.            answer (b)   [1]              ",
+            "4": "4  \u00a9 ucles 2012 0607/13/m/j/12  for  examiner's  use 4 work out.       243 + 332                    answer   [3]         5 (a) find the value of 70  .            answer (a)   [1]   (b) simplify.      7 x2 \u00d7 3x5            answer (b)   [2]         ",
+            "5": "5    \u00a9 ucles 2012 0607/13/m/j/12  [turn over       for  examiner's  use 6 (a) factorise.      3 a \u2013 a2            answer (a)   [1]   (b) expand and simplify.      ( x \u2013 5)(x + 1)            answer (b)   [2]           7 under each shape write the correct letter from the table.          l line symmetry only  r rotational symmetry only  b both line and rotational symmetry  n no symmetry           \u2260     \u03b8  p    \u00a7 \u263a  [3]        ",
+            "6": "6  \u00a9 ucles 2012 0607/13/m/j/12  for  examiner's  use 8 f(x) = 3x + 2     (a) find f(5)  .            answer (a)   [1]    (b) find x when f( x) = 14  .                        answer (b)   [2]             9 a class of 21 students took a mathematics test.  here are their results.       29 34 18 28 43 49 8    29 45 32 28 17 46 32    26 17 42 39 21 38 47     draw an ordered stem-and-leaf diagram to show these results.           0        1        2        3        4            key:  /paseq means   [3]          ",
+            "7": "7    \u00a9 ucles 2012 0607/13/m/j/12  [turn over       for  examiner's  use   10 (a) solve.      5 x \u2013 2 < 3x + 5            answer (a)   [2]   (b) simplify.      xy7 \u00f7 yx 23             answer (b)   [2]         ",
+            "8": "8  \u00a9 ucles 2012 0607/13/m/j/12  for  examiner's  use   11 u = {2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12, 13, 14, 15}   p = {prime numbers}   f = {factors of 6}    (a) complete the venn diagram to show this information.        u pf  [3]   (b) a number is chosen at random from the 14 elements in u.     write down the probability that this number is an element of     (i) (p \u2229 f ),        answer (b)(i)    [1]    (ii) (p \u222a f ) v.        answer (b)(ii)    [1]         ",
+            "9": "9    \u00a9 ucles 2012 0607/13/m/j/12         for  examiner's  use   12   not to scale m (1, \u20131) a (\u20135, \u20134)b        the diagram shows three points a(\u2013 5, \u2013 4), m (1, \u20131) and b.      m is the midpoint of the line ab.       (a) find the co-ordinates of b.                answer (a) (  ,  ) [2]    (b) find the gradient of the line ab.                answer (b)   [2]            (c)  04 1 15y xnot to scale cd       find the length of the line cd.                        answer (c)   [3]          ",
+            "10": "10  \u00a9 ucles 2012 0607/13/m/j/12  blank page",
+            "11": "11    \u00a9 ucles 2012 0607/13/m/j/12     blank page",
+            "12": "12      permission to reproduce items where third-par ty owned material protected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to t race 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.    \u00a9 ucles 2012 0607/13/m/j/12    blank page   "
+        },
+        "0607_s12_qp_21.pdf": {
+            "1": "    this document consists of 8 printed pages.  ib12 06_0607_21/4rp  \u00a9 ucles 2012  [turn over      *6989037045* for examiner's use    university of cambridge international examinations  international general certificate of secondary education       cambridge international mathematics 0607/21     paper 2 (extended)  may/june 2012     45 minutes    candidates answer on the question paper    additional materials: geometrical instruments      read these instructions first    write your centre number, candidate number and name on all the work you hand in.  write in dark blue or black pen.  do not use staples, paper clips, highlighters, glue or correction fluid. you may use a pencil for any diagrams or graphs.  do not  write in any barcodes.    answer all the questions.  calculators must not be used in this paper.  all answers should be given in their simplest form. you must show all the relevant working to gain full marks and you will be given marks for correct methods  even if your answer is incorrect. the number of marks is given in brackets [  ] at the end of each question or part question.  the total number of marks for this paper is 40.   ",
+            "2": "2  \u00a9 ucles 2012 0607/21/m/j/12  formula list  for the equation ax2 + bx + c = 0 x =2_\u00b1 4 2_ bb a c a  curved surface area, a, of cylinder of radius r, height h. a = 2\u03c0rh  curved surface area, a, of cone of radius r, sloping edge l. a = \u03c0rl  curved surface area, a, of sphere of radius r. a = 4\u03c0r2  volume, v, of pyramid, base area a, height h. v= 1 3ah  volume, v, of cylinder of radius r, height h. v = \u03c0r2h  volume, v, of cone of radius r, height h. v = 1 3\u03c0r2h  volume, v, of sphere of radius r. v = 4 3\u03c0r3   ==sin sin sin abc ab c   a2 = b2 + c2 \u2013 2bc cos a   area = 1 2bc sin a       a a b cb c",
+            "3": "3  \u00a9 ucles 2012 0607/21/m/j/12 [turn over  for  examiner's  use answer all the questions.    1 solve the simultaneous equations.      7 2= \u2212y x        3 2= +y x             answer x =              answer y =      [2]        2 a bus leaves afford at 07 55.   it travels 15 km to beetown at a speed of 50 km/h.   find the time the bus arrives in beetown.                  answer    [3]      3 the area of a semicircle is given by the formula 22r \u03c0a = .     make r the subject of the formula.                  answer r =     [3]      ",
+            "4": "4  \u00a9 ucles 2012 0607/21/m/j/12  for  examiner's  use 4 (a)    h4not to scale6       find the exact value of h.         answer(a)    [2]      (b)    g 12\u03b8not to scale        sin32=\u03b8 ,  cos 35=\u03b8 , tan  52=\u03b8 .       find the exact value of g.          answer(b)    [2]      5  0y x     the sketch shows the graph of   y = f(x).    using the same axes, sketch the graph of   y = 2f(x). [2]     ",
+            "5": "5  \u00a9 ucles 2012 0607/21/m/j/12 [turn over  for  examiner's  use 6 (a) find the two possible values of  y x+  when  42=x   and  1=y .          answer(a)   ,     [2]       (b) expand and simplify  ( )( )1 2 3 1 2\u2212 +.           answer(b)    [2]       7 sara records some information about the number of cars in a car park.     u = {cars in the car park}       f = {5-door cars}      s = {silver cars}   fs u      you may use the venn diagram to help you answer the following questions.     (a) n(u) = 12,    n(f) = 7,    2 ) n( = \u2229s f ,    11) n( = \u222as f .      find     (i) n(s),   answer(a)(i)     [1]   (ii) ) n(f s\u2032\u222a .   answer(a)(ii)     [1]    (b) sara chooses a car from the car park at random.     find the probability that it is a 5-door car.       answer(b)    [1]     (c) sara chooses a silver car at random.      find the probability that it is a 5-door car.      answer(c)    [1]     ",
+            "6": "6  \u00a9 ucles 2012 0607/21/m/j/12  for  examiner's  use 8 factorise completely.     (a) 48 22\u2212 +x x                  answer(a)    [2]    (b)  z y xz xy 6 3 2\u2212 \u2212 +                   answer(b)    [2]       9   xy1\u221d      when x = 4, y = 3.    find y when x = 25.                          answer    [3]       ",
+            "7": "7  \u00a9 ucles 2012 0607/21/m/j/12 [turn over  for  examiner's  use 10 the first five terms of a sequence are    \u2013 2, 1, 6, 13, 22.    (a) write down the next term in the sequence.        answer(a)    [1]    (b) find an expression, in terms of n, for the nth term of the sequence.                            answer(b)    [3]      11 two mathematically similar containers have heights of 3 cm and 6 cm.  the larger container, when full, can hold 320 ml of water.     calculate how much water the smaller container can hold when full.                        answer   ml [2]      question 12 is on the next page. ",
+            "8": "8    permission to reproduce items where third-par ty owned material protected by copyright is  included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holder s, 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.    \u00a9 ucles 2012 0607/21/m/j/12  for  examiner's  use 12 (a) (i) 81 3=p       write down the value of p.             answer(a)(i)     [1]     (ii) 812=q       write down the value of q.          answer(a)(ii)    [1]    (b)  2log5 3 log2 log + = y      find the value of y.            answer(b)    [3]       "
+        },
+        "0607_s12_qp_22.pdf": {
+            "1": "    this document consists of 8 printed pages.  ib12 06_0607_22/5rp  \u00a9 ucles 2012  [turn over      *0334232765* for examiner's use    university of cambridge international examinations  international general certificate of secondary education       cambridge international mathematics 0607/22     paper 2 (extended)  may/june 2012     45 minutes    candidates answer on the question paper    additional materials: geometrical instruments      read these instructions first    write your centre number, candidate number and name on all the work you hand in.  write in dark blue or black pen.  do not use staples, paper clips, highlighters, glue or correction fluid. you may use a pencil for any diagrams or graphs.  do not  write in any barcodes.    answer all the questions.  calculators must not be used in this paper.  all answers should be given in their simplest form. you must show all the relevant working to gain full marks and you will be given marks for correct methods  even if your answer is incorrect. the number of marks is given in brackets [  ] at the end of each question or part question.  the total number of marks for this paper is 40.   ",
+            "2": "2  \u00a9 ucles 2012 0607/22/m/j/12  formula list  for the equation ax2 + bx + c = 0 x =2_\u00b1 4 2_ bb a c a  curved surface area, a, of cylinder of radius r, height h. a = 2\u03c0rh  curved surface area, a, of cone of radius r, sloping edge l. a = \u03c0rl  curved surface area, a, of sphere of radius r. a = 4\u03c0r2  volume, v, of pyramid, base area a, height h. v= 1 3ah  volume, v, of cylinder of radius r, height h. v = \u03c0r2h  volume, v, of cone of radius r, height h. v = 1 3\u03c0r2h  volume, v, of sphere of radius r. v = 4 3\u03c0r3   ==sin sin sin abc ab c   a2 = b2 + c2 \u2013 2bc cos a   area = 1 2bc sin a       a a b cb c",
+            "3": "3  \u00a9 ucles 2012 0607/22/m/j/12 [turn over  for  examiner's  use   answer all the questions.    1 (a) find the value of  21 49\u2212.          answer(a)    [1]     (b) when  42=\u2212x   write down the values of x.           answer(b) x =    or x =      [2]       2 (a) factorise       2 62\u2212 \u2212x x .           answer(a)     [2]    (b) solve the equation       0 2 62= \u2212 \u2212 x x .           answer(b) x =    or x =      [1]      ",
+            "4": "4  \u00a9 ucles 2012 0607/22/m/j/12  for  examiner's  use 3 p = \uf8f7 \uf8f8\uf8f6\uf8ec \uf8ed\uf8eb 32     q = \uf8f7 \uf8f8\uf8f6\uf8ec \uf8ed\uf8eb\u2212 53     find   (a) 2p \u2013 3q,                answer(a)  \uf8f7\uf8f7\uf8f7 \uf8f8\uf8f6 \uf8ec\uf8ec\uf8ec \uf8ed\uf8eb    [2]     (b)  p  .               answer(b)    [2]      4 find the next two terms in this sequence.      1, 2, 6, 15, 31, ..                     answer   ,     [2]      ",
+            "5": "5  \u00a9 ucles 2012 0607/22/m/j/12 [turn over  for  examiner's  use 5 factorise completely.     (a) qx xy py pq \u2212 + \u2212        answer(a)    [2]     (b) 2 250 32d c\u2212           answer(b)    [2]      6 (a)  for the function   x y2 sin 3 =   write down     (i) the amplitude,     answer(a)(i)     [1]    (ii) the period.     answer(a)(ii)    [1]       (b) sketch the graph of  x y2 sin 3 =   on the axes below for  o0 y x y o360 .    y x4 0 \u2013490\u00b0 180\u00b0 270\u00b0 360\u00b0         [2]   ",
+            "6": "6  \u00a9 ucles 2012 0607/22/m/j/12  for  examiner's  use 7 solve the simultaneous equations.      3 p + 4q =  7      5p + 6q = 10                            answer p =              q =     [4]        8 y varies directly as 2x, where x is a positive integer.   when x = 3, y = 108.     calculate the value of x when y = 300.                          answer x =     [3]      ",
+            "7": "7  \u00a9 ucles 2012 0607/22/m/j/12 [turn over  for  examiner's  use 9 joe is training for a triathlon.     during one training session he  \u007f swims 1 km in 15 minutes,  \u007f cycles 20 km at a speed of 20 km/h,  \u007f runs at a speed of 8 km/h for 45 minutes.     calculate joe\u2019s average speed for the training session.   give your answer in kilometres per hour.                        answer   km/h  [3]       10 solve the equation.       1141) 3( 73=\u2212\u2212+ x x                            answer x =     [3]       questions 11 and 12 are on the next page. ",
+            "8": "8    permission to reproduce items where thir d-party owned material protected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holder s, 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 t he cambridge assessment group. ca mbridge assessment is the brand name of university of  cambridge local examinations syndicate (ucles), which is itself a department of the university of cambridge.    \u00a9 ucles 2012 0607/22/m/j/12  for  examiner's  use 11 (a) write as a single logarithm.        2log4log3log \u2212 +            answer(a)     [1]     (b) make x the subject of    x y3log= .           answer(b) x =      [1]    (c) simplify completely.         327         answer(c)     [1]      12 the co-ordinates of three points are a(\u22122, 6), b(6, 2) and c(\u22122, \u22122).     (a) find the gradient of ab.       answer(a)    [1]    (b) d is the midpoint of ab.     by using gradients show that the straight lines ab and cd are not perpendicular.                 [3]        "
+        },
+        "0607_s12_qp_23.pdf": {
+            "1": "    this document consists of 8 printed pages.  ib12 06_0607_23/fp  \u00a9 ucles 2012  [turn over      *2686818862* for examiner's use    university of cambridge international examinations  international general certificate of secondary education       cambridge international mathematics 0607/23     paper 2 (extended)  may/june 2012     45 minutes    candidates answer on the question paper    additional materials: geometrical instruments      read these instructions first    write your centre number, candidate number and name on all the work you hand in.  write in dark blue or black pen.  do not use staples, paper clips, highlighters, glue or correction fluid. you may use a pencil for any diagrams or graphs.  do not  write in any barcodes.    answer all the questions.  calculators must not be used in this paper.  all answers should be given in their simplest form. you must show all the relevant working to gain full marks and you will be given marks for correct methods  even if your answer is incorrect. the number of marks is given in brackets [  ] at the end of each question or part question.  the total number of marks for this paper is 40.   ",
+            "2": "2  \u00a9 ucles 2012 0607/23/m/j/12  formula list  for the equation ax2 + bx + c = 0 x =2_\u00b1 4 2_ bb a c a  curved surface area, a, of cylinder of radius r, height h. a = 2\u03c0rh  curved surface area, a, of cone of radius r, sloping edge l. a = \u03c0rl  curved surface area, a, of sphere of radius r. a = 4\u03c0r2  volume, v, of pyramid, base area a, height h. v= 1 3ah  volume, v, of cylinder of radius r, height h. v = \u03c0r2h  volume, v, of cone of radius r, height h. v = 1 3\u03c0r2h  volume, v, of sphere of radius r. v = 4 3\u03c0r3   ==sin sin sin abc ab c   a2 = b2 + c2 \u2013 2bc cos a   area = 1 2bc sin a       a a b cb c",
+            "3": "3  \u00a9 ucles 2012 0607/23/m/j/12 [turn over  for  examiner's  use   answer all the questions.    1 (a) find the value of  21 49\u2212.          answer(a)    [1]     (b) when  42=\u2212x   write down the values of x.           answer(b) x =    or x =      [2]       2 (a) factorise       2 62\u2212 \u2212x x .        answer(a)    [2]    (b) solve the equation       0 2 62= \u2212 \u2212 x x .           answer(b) x =    or x =      [1]      ",
+            "4": "4  \u00a9 ucles 2012 0607/23/m/j/12  for  examiner's  use 3 p = \uf8f7 \uf8f8\uf8f6\uf8ec \uf8ed\uf8eb 32     q = \uf8f7 \uf8f8\uf8f6\uf8ec \uf8ed\uf8eb\u2212 53     find   (a) 2p \u2013 3q,                answer(a)  \uf8f7\uf8f7\uf8f7 \uf8f8\uf8f6 \uf8ec\uf8ec\uf8ec \uf8ed\uf8eb    [2]     (b)  p  .               answer(b)    [2]      4 find the next two terms in this sequence.      1, 2, 6, 15, 31, ..                     answer   ,     [2]          ",
+            "5": "5  \u00a9 ucles 2012 0607/23/m/j/12 [turn over  for  examiner's  use 5 factorise completely.     (a) qx xy py pq \u2212 + \u2212        answer(a)    [2]     (b) 2 250 32d c\u2212           answer(b)    [2]      6 (a)  for the function   x y2 sin 3 =   write down     (i) the amplitude,     answer(a)(i)     [1]    (ii) the period.     answer(a)(ii)    [1]       (b) sketch the graph of  x y2 sin 3 =   on the axes below for  o0 y x y o360 .    y x4 0 \u2013490\u00b0 180\u00b0 270\u00b0 360\u00b0         [2]   ",
+            "6": "6  \u00a9 ucles 2012 0607/23/m/j/12  for  examiner's  use 7 solve the simultaneous equations.      3 p + 4q = 7      5p + 6q = 10                            answer p =              q =     [4]        8 y varies directly as 2x, where x is a positive integer.   when x = 3, y = 108.     calculate the value of x when y = 300.                          answer x =     [3]      ",
+            "7": "7  \u00a9 ucles 2012 0607/23/m/j/12 [turn over  for  examiner's  use 9 joe is training for a triathlon.     during one training session he  \u007f swims 1 km in 15 minutes,  \u007f cycles 20 km at a speed of 20 km/h,  \u007f runs at a speed of 8 km/h for 45 minutes.     calculate joe\u2019s average speed for the training session.   give your answer in kilometres per hour.                        answer   km/h  [3]       10 solve the equation.       1141) 3( 73=\u2212\u2212+ x x                            answer x =     [3]       questions 11 and 12 are on the next page. ",
+            "8": "8      permission to reproduce items where third-par ty owned material protected by copyright is  included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holder s, 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.   \u00a9 ucles 2012 0607/23/m/j/12  for  examiner's  use 11 (a) write as a single logarithm.        2log4log3log \u2212 +            answer(a)     [1]     (b) make x the subject of    x y3log= .           answer(b) x =      [1]    (c) simplify completely.         327         answer(c)     [1]      12 the co-ordinates of three points are a(\u22122, 6), b(6, 2) and c(\u22122, \u22122).     (a) find the gradient of ab.       answer(a)    [1]    (b) d is the midpoint of ab.     by using gradients show that the straight lines ab and cd are not perpendicular.                 [3]       "
+        },
+        "0607_s12_qp_31.pdf": {
+            "1": "    this document consists of 18 printed pages and 2 blank pages.  ib12 06_0607_31/4rp  \u00a9 ucles 2012  [turn over      *0252844276* for examiner's use    university of cambridge international examinations  international general certificate of secondary education       cambridge international mathematics 0607/31     paper 3 (core)  may/june 2012     1 hour 45 minutes    candidates answer on the question paper    additional materials: geometrical instruments   graphics calculator      read these instructions first    write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen.  do not use staples, paper clips, highlighters, glue or correction fluid.  you may use a pencil for any diagrams or graphs. do not  write in any barcodes.   answer all the questions. unless instructed otherwise, give your answers exactly or correct to three significant figures as appropriate.  answers in degrees should be given to one decimal place.  for \u03c0, use your calculator value.  you must show all the relevant working to gain full marks and you will be given marks for correct methods,  including sketches, even if your answer is incorrect.  the number of marks is given in brackets [  ] at the end of each question or part question.  the total number of marks for this paper is 96.   ",
+            "2": "2  \u00a9 ucles 2012 0607/31/m/j/12  formula list  area, a, of triangle, base b, height h. a = 1 2bh  area, a, of circle, radius r. a = \u03c0r2  circumference, c, of circle, radius r. c = 2\u03c0r  curved surface area, a, of cylinder of radius r, height h. a = 2\u03c0rh  curved surface area, a, of cone of radius r, sloping edge l. a = \u03c0rl  curved surface area, a, of sphere of radius r. a = 4\u03c0r2  volume, v, of prism, cross-sectional area a, length l. v =al  volume, v, of pyramid, base area a, height h. v= 1 3ah  volume, v, of cylinder of radius r, height h. v = \u03c0r2h  volume, v, of cone of radius r, height h. v = 1 3\u03c0r2h  volume, v, of sphere of radius r. v = 4 3\u03c0r3 ",
+            "3": "3  \u00a9 ucles 2012 0607/31/m/j/12 [turn over  for  examiner's  use   answer all the questions.    1 some information about 20 students is shown in the venn diagram.   each student is represented by a letter.    u swim (s) tennis (t) a m b c ld kenf g r whi p u v qj      (a) list the students who swim only.     answer(a)     [1]    (b) write down  n ) (t s\u2229 .     answer(b)     [1]     (c) calculate the percentage of the 20 students who do not swim and do not play tennis.           answer(c)   %  [2]    (d) one of the 20 students is chosen at random.      find the probability that the student plays tennis but does not swim.     answer(d)    [1]    (e) a student is chosen at random from those students who swim.     find the probability that this student also plays tennis.        answer(e)    [1]   ",
+            "4": "4  \u00a9 ucles 2012 0607/31/m/j/12  for  examiner's  use 2 mrs edge, mr ray and dr surd teach mathematics at imbright academy.    they spend $7000 on equipment in the ratio    mrs edge : mr ray : dr surd = 33 : 35 : 32 .    (a) (i)  show that mrs edge spends $2310.              [2]    (ii) work out how much mr ray and dr surd spend.           answer(a)(ii) mr ray $              dr surd $     [2]    (b) mrs edge spends all her $2310 on 22 calculators.      find the cost of one calculator.       answer(b) $    [1]       (c) dr surd buys a laptop computer for her class.    the laptop costs $1320.     find how much dr surd has left to spend.         answer(c) $    [1]    (d) mr ray spends 70% of his money on text books.      find how much mr ray spends on text books.          answer(d) $    [2]     ",
+            "5": "5  \u00a9 ucles 2012 0607/31/m/j/12 [turn over  for  examiner's  use 3 (a) solve the simultaneous equations   x + 5y = 9  and  3 x + 2y = 1 .    show all your working.                       answer(a) x =               y =      [3]     (b) (i)  factorise completely.       2 \u03c0r2 + 2\u03c0rh            answer(b)(i)     [2]    (ii) make h the subject of this formula.        s = 2 \u03c0r2 + 2\u03c0rh            answer(b)(ii) h =    [2]    (c) simplify.      3 x \u00d7 2x 2       answer(c)    [2]     ",
+            "6": "6  \u00a9 ucles 2012 0607/31/m/j/12  for  examiner's  use 4    8 7654321 012345678y x      (a) on the grid, plot the points p (2, 3) and r (4, 7). [2]    (b) draw the straight line pr.    find the co-ordinates of m, the midpoint of pr.     answer(b) (  ,    )  [1]     (c) write  in component form.               answer(c)  \uf8f7\uf8f7\uf8f7 \uf8f8\uf8f6 \uf8ec\uf8ec\uf8ec \uf8ed\uf8eb   [1]       (d) calculate the gradient of pr.         answer(d)    [2]   ",
+            "7": "7  \u00a9 ucles 2012 0607/31/m/j/12 [turn over  for  examiner's  use  (e) write down the gradient of a line parallel to pr.         answer(e)    [1]    (f) find the equation of the straight line through the point (5, 3) which is parallel to pr.              answer(f)    [2]      ",
+            "8": "8  \u00a9 ucles 2012 0607/31/m/j/12  for  examiner's  use 5    25 201510 50 40 45 50 55 60 65 70 75cumulative frequency mass (kg)      all the members of a zumba club were weighed and their masses recorded.   the results are shown on the cumulative frequency graph.    (a) find    (i) the number of members in the zumba club,     answer(a)(i)     [1]     (ii) the median,     answer(a)(ii)    kg [1]    (iii) the inter-quartile range.     answer(a)(iii)   kg [2]     (b) a member of the zumba club is selected at random.     find the probability that this member has a mass less than 55kg.    answer(b)    [2]   ",
+            "9": "9  \u00a9 ucles 2012 0607/31/m/j/12 [turn over  for  examiner's  use 6 (a)    ab e c d51\u00b0 82\u00b0not to scale      ac and db are the diagonals of the quadrilateral abcd.   ab is parallel to dc.   angle dce = 82\u00b0 and angle aeb = 51\u00b0.    (i) write down the mathematical name for the quadrilateral abcd.     answer(a)(i)     [1]    (ii) find angle dec.     answer(a)(ii)    [1]     (iii) find angle eab.     answer(a)(iii)     [1]    (iv) find angle aed .     answer(a)(iv)     [1]    (b) calculate the size of one interior angle of a regular pentagon.                    answer(b)    [3]     ",
+            "10": "10  \u00a9 ucles 2012 0607/31/m/j/12  for  examiner's  use 7  c b ae do10.6  cm 5.3  cm 35\u00b0not to scale      de is a tangent at a to the circle, centre o, diameter 10.6 cm.   angle oab  = 35\u00b0.     (a) find    (i) angle abc,     answer(a)(i)     [1]    (ii) angle cad,     answer(a)(ii)    [1]    (iii) angle aob .     answer(a)(iii)    [1]    (b) calculate the length of the arc ab.            answer(b)   cm [2]    (c) use trigonometry to calculate the length of the chord cb.         answer(c)   cm [2]     ",
+            "11": "11  \u00a9 ucles 2012 0607/31/m/j/12 [turn over  for  examiner's  use 8    18  cm30  cm not to scale      the diagram shows the paper used to cover a triangular prism.   the paper is made up of a rectangle, 30  cm by 18  cm, and two equilateral triangles.    (a) find    (i) the length of a side of one of the equilateral triangles,     answer(a)(i)    cm [1]    (ii) the total perimeter of the paper.             answer(a)(ii)   cm [2]    (b) the area of each equilateral triangle is 15.6  cm2, correct to 3 significant figures.     calculate the total area of the paper.              answer(b)   cm2 [2]     ",
+            "12": "12  \u00a9 ucles 2012 0607/31/m/j/12  for  examiner's  use 9    2.8  cm 9.8  cm not to scale l cm      the diagram shows an ice cream cornet.  the cornet is made from a cone and a hemisphere.    the cone has a base radius of 2.8  cm and a height of 9.8  cm.   the hemisphere has a radius of 2.8  cm.     (a) calculate the volume of the hemisphere.             answer(a)   cm3 [2]    (b) the hemisphere is made of ice cream.    the curved surface area of the hemisphere is covered in chocolate.    calculate the surface area covered in chocolate.               answer(b)   cm2 [2]   ",
+            "13": "13  \u00a9 ucles 2012 0607/31/m/j/12 [turn over  for  examiner's  use  (c) calculate the length of the sloping edge, l, of the cone.               answer(c)   cm [2]    (d) calculate the curved surface area of the cone.               answer(d)   cm2 [2]     (e) the radius of the hemisphere in a similar ice cream cornet is 2  cm.       calculate the height of the cone used to make this ice cream cornet.                   answer(e)   cm [2]     ",
+            "14": "14  \u00a9 ucles 2012 0607/31/m/j/12  for  examiner's  use 10 to find some hidden treasure, zareen is given the following instructions.    from p, walk 200 metres on a bearing of 030\u00b0.  then walk 80 metres on a bearing of 120\u00b0. here lies the treasure.     (a) show this information on a sketch of zareen\u2019s route to the treasure.  north p       [2]    (b) use trigonometry to calculate the bearing of the treasure from p.                              answer(b)    [4]     ",
+            "15": "15  \u00a9 ucles 2012 0607/31/m/j/12 [turn over  for  examiner's  use 11    4 4 \u20134 \u201340y x      (a) sketch the graph of   y = 0.1 x3 + 0.15x2 \u2013 0.6x  for  \u2013 4 y x y 4 .  [3]     (b) write down the co-ordinates of the local maximum point and the local minimum point.     answer(b) maximum (    ,    )               minimum (    ,    )  [2]    (c) one of the zeros of   y = 0.1x 3 + 0.15x2 \u2013 0.6x is  \u2013 3.31.      write down the other two zeros.     answer(c) x =    and x =     [2]     (d) using the same axes, sketch the graph of         y = 0.1x3 + 0.15x2 \u2013 0.6x + 3 .   [1]     ",
+            "16": "16  \u00a9 ucles 2012 0607/31/m/j/12  for  examiner's  use 12 the lung capacity of 35 males was measured using a machine.   the machine\u2019s readings are shown in the table.   lung capacity  reading (cm 3) frequency  3300 3  3400 1  3500 3  3600 4  3700 3  3800 6  3900 4  4000 3  4100 2  4200 2  4300 3  4400 1    (a) calculate the mean lung capacity.                answer(a)   cm3 [1]     (b) find the median lung capacity.               answer(b)   cm3 [1]    (c) write down the fraction of males with a reading greater than 3800  cm3.    give your answer in its lowest term.         answer(c)    [2]   ",
+            "17": "17  \u00a9 ucles 2012 0607/31/m/j/12 [turn over  for  examiner's  use  (d) the scatter diagram shows the heights and lung capacity readings of the 35 males.    150 160 170 180 190 2004500 400035003000lung capacity reading (cm3) height (cm)0      (i) describe the correlation between height and lung capacity reading.       answer(d)(i)     [1]    (ii) the mean height of the 35 males is 180  cm.      using your answer to part (a) , draw a line of best fit on the diagram. [2]    (iii) estimate the lung capacity reading for a male of height 165  cm.           answer(d)(iii)   cm3 [1]     ",
+            "18": "18  \u00a9 ucles 2012 0607/31/m/j/12  for  examiner's  use 13    5 6 \u20132 \u201350y x      (a) sketch the graph of   ) 2 (3 \u2212=xy   for  \u2013 2 y x y 6. [2]     (b) write down the equations of the two asymptotes.     answer(b)                   [2]    (c) using the same axes, sketch the line   y = x \u2013 3. [1]     (d) write down the co-ordinates of the points of intersection of         ) 2 (3 \u2212=xy  and  y = x \u2013 3.           answer(d) (    ,    )               and (    ,    )  [2]   ",
+            "19": "19  \u00a9 ucles 2012 0607/31/m/j/12  blank page",
+            "20": "20      permission to reproduce items where third-par ty owned material protected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the publis her (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 t he 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.    \u00a9 ucles 2012 0607/31/m/j/12  blank page  "
+        },
+        "0607_s12_qp_32.pdf": {
+            "1": "    this document consists of 18 printed pages and 2 blank pages.  ib12 06_0607_32/fp  \u00a9 ucles 2012  [turn over      *5691435795* for examiner's use    university of cambridge international examinations  international general certificate of secondary education       cambridge international mathematics 0607/32     paper 3 (core)  may/june 2012     1 hour 45 minutes    candidates answer on the question paper    additional materials: geometrical instruments   graphics calculator      read these instructions first    write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen.  do not use staples, paper clips, highlighters, glue or correction fluid.  you may use a pencil for any diagrams or graphs. do not  write in any barcodes.   answer all the questions. unless instructed otherwise, give your answers exactly or correct to three significant figures as appropriate.  answers in degrees should be given to one decimal place.  for \u03c0, use your calculator value.  you must show all the relevant working to gain full marks and you will be given marks for correct methods,  including sketches, even if your answer is incorrect.  the number of marks is given in brackets [  ] at the end of each question or part question.  the total number of marks for this paper is 96.   ",
+            "2": "2  \u00a9 ucles 2012 0607/32/m/j/12  formula list  area, a, of triangle, base b, height h. a = 1 2bh  area, a, of circle, radius r. a = \u03c0r2  circumference, c, of circle, radius r. c = 2\u03c0r  curved surface area, a, of cylinder of radius r, height h. a = 2\u03c0rh  curved surface area, a, of cone of radius r, sloping edge l. a = \u03c0rl  curved surface area, a, of sphere of radius r. a = 4\u03c0r2  volume, v, of prism, cross-sectional area a, length l. v =al  volume, v, of pyramid, base area a, height h. v= 1 3ah  volume, v, of cylinder of radius r, height h. v = \u03c0r2h  volume, v, of cone of radius r, height h. v = 1 3\u03c0r2h  volume, v, of sphere of radius r. v = 4 3\u03c0r3 ",
+            "3": "3  \u00a9 ucles 2012 0607/32/m/j/12 [turn over  for  examiner's  use   answer all the questions.    1 some information about 20 students is shown in the venn diagram.   each student is represented by a letter.    u swim (s) tennis (t) a m b c ld kenf g r whi p u v qj      (a) list the students who swim only.     answer(a)     [1]    (b) write down  n ) (t s\u2229 .     answer(b)     [1]     (c) calculate the percentage of the 20 students who do not swim and do not play tennis.           answer(c)   %  [2]    (d) one of the 20 students is chosen at random.      find the probability that the student plays tennis but does not swim.     answer(d)    [1]    (e) a student is chosen at random from those students who swim.     find the probability that this student also plays tennis.        answer(e)    [1]   ",
+            "4": "4  \u00a9 ucles 2012 0607/32/m/j/12  for  examiner's  use 2 mrs edge, mr ray and dr surd teach mathematics at imbright academy.    they spend $7000 on equipment in the ratio    mrs edge : mr ray : dr surd = 33 : 35 : 32 .    (a) (i)  show that mrs edge spends $2310.              [2]    (ii) work out how much mr ray and dr surd spend.           answer(a)(ii) mr ray $              dr surd $     [2]    (b) mrs edge spends all her $2310 on 22 calculators.      find the cost of one calculator.       answer(b) $    [1]       (c) dr surd buys a laptop computer for her class.    the laptop costs $1320.     find how much dr surd has left to spend.         answer(c) $    [1]    (d) mr ray spends 70% of his money on text books.      find how much mr ray spends on text books.          answer(d) $    [2]     ",
+            "5": "5  \u00a9 ucles 2012 0607/32/m/j/12 [turn over  for  examiner's  use 3 (a) solve the simultaneous equations   x + 5y = 9  and  3 x + 2y = 1 .    show all your working.                       answer(a) x =               y =      [3]     (b) (i)  factorise completely.       2 \u03c0r2 + 2\u03c0rh            answer(b)(i)     [2]    (ii) make h the subject of this formula.        s = 2 \u03c0r2 + 2\u03c0rh            answer(b)(ii) h =    [2]    (c) simplify.      3 x \u00d7 2x 2       answer(c)    [2]     ",
+            "6": "6  \u00a9 ucles 2012 0607/32/m/j/12  for  examiner's  use 4    8 7654321 012345678y x      (a) on the grid, plot the points p (2, 3) and r (4, 7). [2]    (b) draw the straight line pr.    find the co-ordinates of m, the midpoint of pr.     answer(b) (  ,    )  [1]     (c) write  in component form.               answer(c)  \uf8f7\uf8f7\uf8f7 \uf8f8\uf8f6 \uf8ec\uf8ec\uf8ec \uf8ed\uf8eb   [1]       (d) calculate the gradient of pr.         answer(d)    [2]   ",
+            "7": "7  \u00a9 ucles 2012 0607/32/m/j/12 [turn over  for  examiner's  use  (e) write down the gradient of a line parallel to pr.         answer(e)    [1]    (f) find the equation of the straight line through the point (5, 3) which is parallel to pr.              answer(f)    [2]      ",
+            "8": "8  \u00a9 ucles 2012 0607/32/m/j/12  for  examiner's  use 5    25 201510 50 40 45 50 55 60 65 70 75cumulative frequency mass (kg)      all the members of a zumba club were weighed and their masses recorded.   the results are shown on the cumulative frequency graph.    (a) find    (i) the number of members in the zumba club,     answer(a)(i)     [1]     (ii) the median,     answer(a)(ii)    kg [1]    (iii) the inter-quartile range.     answer(a)(iii)   kg [2]     (b) a member of the zumba club is selected at random.     find the probability that this member has a mass less than 55kg.    answer(b)    [2]   ",
+            "9": "9  \u00a9 ucles 2012 0607/32/m/j/12 [turn over  for  examiner's  use 6 (a)    ab e c d51\u00b0 82\u00b0not to scale      ac and db are the diagonals of the quadrilateral abcd.   ab is parallel to dc.   angle dce = 82\u00b0 and angle aeb = 51\u00b0.    (i) write down the mathematical name for the quadrilateral abcd.     answer(a)(i)     [1]    (ii) find angle dec.     answer(a)(ii)    [1]     (iii) find angle eab.     answer(a)(iii)     [1]    (iv) find angle aed .     answer(a)(iv)     [1]    (b) calculate the size of one interior angle of a regular pentagon.                    answer(b)    [3]     ",
+            "10": "10  \u00a9 ucles 2012 0607/32/m/j/12  for  examiner's  use 7  c b ae do10.6  cm 5.3  cm 35\u00b0not to scale      de is a tangent at a to the circle, centre o, diameter 10.6 cm.   angle oab  = 35\u00b0.     (a) find    (i) angle abc,     answer(a)(i)     [1]    (ii) angle cad,     answer(a)(ii)    [1]    (iii) angle aob .     answer(a)(iii)    [1]    (b) calculate the length of the arc ab.            answer(b)   cm [2]    (c) use trigonometry to calculate the length of the chord cb.         answer(c)   cm [2]     ",
+            "11": "11  \u00a9 ucles 2012 0607/32/m/j/12 [turn over  for  examiner's  use 8    18  cm30  cm not to scale      the diagram shows the paper used to cover a triangular prism.   the paper is made up of a rectangle, 30  cm by 18  cm, and two equilateral triangles.    (a) find    (i) the length of a side of one of the equilateral triangles,     answer(a)(i)    cm [1]    (ii) the total perimeter of the paper.             answer(a)(ii)   cm [2]    (b) the area of each equilateral triangle is 15.6  cm2, correct to 3 significant figures.     calculate the total area of the paper.              answer(b)   cm2 [2]     ",
+            "12": "12  \u00a9 ucles 2012 0607/32/m/j/12  for  examiner's  use 9    2.8  cm 9.8  cm not to scale l cm      the diagram shows an ice cream cornet.  the cornet is made from a cone and a hemisphere.    the cone has a base radius of 2.8  cm and a height of 9.8  cm.   the hemisphere has a radius of 2.8  cm.     (a) calculate the volume of the hemisphere.             answer(a)   cm3 [2]    (b) the hemisphere is made of ice cream.    the curved surface area of the hemisphere is covered in chocolate.    calculate the surface area covered in chocolate.               answer(b)   cm2 [2]   ",
+            "13": "13  \u00a9 ucles 2012 0607/32/m/j/12 [turn over  for  examiner's  use  (c) calculate the length of the sloping edge, l, of the cone.               answer(c)   cm [2]    (d) calculate the curved surface area of the cone.               answer(d)   cm2 [2]     (e) the radius of the hemisphere in a similar ice cream cornet is 2  cm.       calculate the height of the cone used to make this ice cream cornet.                   answer(e)   cm [2]     ",
+            "14": "14  \u00a9 ucles 2012 0607/32/m/j/12  for  examiner's  use 10 to find some hidden treasure, zareen is given the following instructions.    from p, walk 200 metres on a bearing of 030\u00b0.  then walk 80 metres on a bearing of 120\u00b0. here lies the treasure.     (a) show this information on a sketch of zareen\u2019s route to the treasure.  north p       [2]    (b) use trigonometry to calculate the bearing of the treasure from p.                              answer(b)    [4]     ",
+            "15": "15  \u00a9 ucles 2012 0607/31/m/j/12 [turn over  for  examiner's  use 11    4 4 \u20134 \u201340y x      (a) sketch the graph of   y = 0.1 x3 + 0.15x2 \u2013 0.6x  for  \u2013 4 y x y 4 .  [3]     (b) write down the co-ordinates of the local maximum point and the local minimum point.     answer(b) maximum (    ,    )               minimum (    ,    )  [2]    (c) one of the zeros of   y = 0.1x 3 + 0.15x2 \u2013 0.6x is  \u2013 3.31.      write down the other two zeros.     answer(c) x =    and x =     [2]     (d) using the same axes, sketch the graph of         y = 0.1x3 + 0.15x2 \u2013 0.6x + 3 .   [1]     ",
+            "16": "16  \u00a9 ucles 2012 0607/32/m/j/12  for  examiner's  use 12 the lung capacity of 35 males was measured using a machine.   the machine\u2019s readings are shown in the table.   lung capacity  reading (cm 3) frequency  3300 3  3400 1  3500 3  3600 4  3700 3  3800 6  3900 4  4000 3  4100 2  4200 2  4300 3  4400 1    (a) calculate the mean lung capacity.                answer(a)   cm3 [1]     (b) find the median lung capacity.               answer(b)   cm3 [1]    (c) write down the fraction of males with a reading greater than 3800  cm3.    give your answer in its lowest term.         answer(c)    [2]   ",
+            "17": "17  \u00a9 ucles 2012 0607/31/m/j/12 [turn over  for  examiner's  use  (d) the scatter diagram shows the heights and lung capacity readings of the 35 males.    150 160 170 180 190 2004500 400035003000lung capacity reading (cm3) height (cm)0      (i) describe the correlation between height and lung capacity reading.       answer(d)(i)     [1]    (ii) the mean height of the 35 males is 180  cm.      using your answer to part (a) , draw a line of best fit on the diagram. [2]    (iii) estimate the lung capacity reading for a male of height 165  cm.           answer(d)(iii)   cm3 [1]     ",
+            "18": "18  \u00a9 ucles 2012 0607/32/m/j/12  for  examiner's  use 13    5 6 \u20132 \u201350y x      (a) sketch the graph of   ) 2 (3 \u2212=xy   for  \u2013 2 y x y 6. [2]     (b) write down the equations of the two asymptotes.     answer(b)                   [2]    (c) using the same axes, sketch the line   y = x \u2013 3. [1]     (d) write down the co-ordinates of the points of intersection of         ) 2 (3 \u2212=xy  and  y = x \u2013 3.           answer(d) (    ,    )               and (    ,    )  [2]   ",
+            "19": "19  \u00a9 ucles 2012 0607/32/m/j/12  blank page",
+            "20": "20      permission to reproduce items where third-party owned material protected by copyright  is included has been sought and cleared w here possible. every  reasonable effort has been made by the publis her (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 t he 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.   \u00a9 ucles 2012 0607/32/m/j/12  blank page  "
+        },
+        "0607_s12_qp_33.pdf": {
+            "1": "    this document consists of 19 printed pages and 1 blank page.  ib12 06_0607_33/3rp  \u00a9 ucles 2012  [turn over      *9977619076* for examiner's use    university of cambridge international examinations  international general certificate of secondary education       cambridge international mathematics 0607/33     paper 3 (core)  may/june 2012     1 hour 45 minutes    candidates answer on the question paper    additional materials: geometrical instruments   graphics calculator      read these instructions first    write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen.  do not use staples, paper clips, highlighters, glue or correction fluid.  you may use a pencil for any diagrams or graphs. do not  write in any barcodes.   answer all the questions. unless instructed otherwise, give your answers exactly or correct to three significant figures as appropriate.  answers in degrees should be given to one decimal place.  for \u03c0, use your calculator value.  you must show all the relevant working to gain full marks and you will be given marks for correct methods,  including sketches, even if your answer is incorrect.  the number of marks is given in brackets [  ] at the end of each question or part question.  the total number of marks for this paper is 96.   ",
+            "2": "2  \u00a9 ucles 2012 0607/33/m/j/12  formula list  area, a, of triangle, base b, height h. a = 1 2bh  area, a, of circle, radius r. a = \u03c0r2  circumference, c, of circle, radius r. c = 2\u03c0r  curved surface area, a, of cylinder of radius r, height h. a = 2\u03c0rh  curved surface area, a, of cone of radius r, sloping edge l. a = \u03c0rl  curved surface area, a, of sphere of radius r. a = 4\u03c0r2  volume, v, of prism, cross-sectional area a, length l. v =al  volume, v, of pyramid, base area a, height h. v= 1 3ah  volume, v, of cylinder of radius r, height h. v = \u03c0r2h  volume, v, of cone of radius r, height h. v = 1 3\u03c0r2h  volume, v, of sphere of radius r. v = 4 3\u03c0r3 ",
+            "3": "3  \u00a9 ucles 2012 0607/33/m/j/12 [turn over  for  examiner's  use   answer all the questions.    1 mr and mrs habib and their two children are going on holiday from dubai to london.    (a) their flight leaves at 14 20.    they need to be at the airport  212 hours before take-off.    the journey from home to the airport takes 35 minutes.       what is the latest time they can leave home?         answer(a)    [2]     (b) the flight leaves on time at 14 20 and takes 7 hours 30 minutes.     the time in london is 4 hours behind the time in dubai.    what time is it in london when they arrive?         answer(b)    [2]    (c) the price of each ticket is 1600 dirhams.     they must also pay 28% in taxes.     calculate the total  cost of all the tickets including taxes.           answer(c)   dirhams [3]      (d) in london mrs habib changes 3000 dirhams to pounds, \u00a3.    the exchange rate is \u00a31 = 5.50 dirhams.    calculate the amount she receives.    give your answer correct to 2 decimal places.           answer(d)  \u00a3     [2]      ",
+            "4": "4  \u00a9 ucles 2012 0607/33/m/j/12  for  examiner's  use 2 david has a farm on which he keeps chickens and goats.    (a) the probability that a chicken will lay an egg on any day is 0.8 .    (i) find the probability that a chicken will not lay an egg on any day.        answer(a)(i)     [1]    (ii) calculate the probability that a chicken will lay an egg on two consecutive days.             answer(a)(ii)    [2]     (b) david records the number of eggs he collects each day for 90 days.    the results are shown in this table.   number of eggs collected in one day 55 56 57 58 59 60  number of days 11 23 20 16 14 6      find     (i) the mode,     answer(b)(i)     [1]    (ii) the median,     answer(b)(ii)    [1]    (iii) the upper quartile,     answer(b)(iii)    [1]    (iv) the total number of eggs collected in the 90 days.     answer(b)(iv)     [1]   ",
+            "5": "5  \u00a9 ucles 2012 0607/33/m/j/12 [turn over  for  examiner's  use  (c) david records the amount of milk the goats produce over the same 90 days.    the results are shown in this table.    amount of milk  (m, litres) 30 y m < 40 40 y  m < 50 50 y m < 60 60 y  m < 70 70 y m < 80  number of days 10 17 19 26 18      calculate an estimate of the mean amount of milk produced per day.      answer(c)   litres [2]      ",
+            "6": "6  \u00a9 ucles 2012 0607/33/m/j/12  for  examiner's  use 3 all the measurements on the diagram are in centimetres.    a n e p dbc17 58 910 10not to scale      the diagram shows a flag abcde.  an = 8 cm, nc = 5 cm, cb = 10 cm, ab = 17 cm, en = 9 cm and pd = 10 cm.     (a) calculate the total area of the flag.               answer(a)   cm2 [4]    (b) the outside edge of the flag is shown by the solid lines.     (i) calculate the length of cd.             answer(b)(i)    cm [2]    (ii) calculate the total length of the outside edge of the flag.           answer(b)(ii)   cm [2]     ",
+            "7": "7  \u00a9 ucles 2012 0607/33/m/j/12 [turn over  for  examiner's  use 4  bacy x \u20136\u2013 5\u2013 4\u2013 3\u2013 2\u2013 1 0 1234566 54321 \u20131\u20132\u20133\u20134\u20135\u20136      (a) describe fully the single  transformation that maps triangle a onto triangle b.    answer(a)    [2]     (b) describe fully the single  transformation that maps triangle a onto triangle c.    answer(b)    [3]     (c) draw the image of triangle a after an enlargement, centre (3, 6) with scale factor 2. [2]   ",
+            "8": "8  \u00a9 ucles 2012 0607/33/m/j/12  for  examiner's  use 5 (a) in 2010 the men\u2019s world record for running 400 metres was 43.18 seconds.      calculate the average speed of this runner.         answer(a)   m/s [2]    (b)  r m s m     the diagram shows the edge of a running track.   there are two straight sections each s metres long and two semicircular ends of radius r metres.    the formula for the distance around the track, d metres, is        d = 2s + 2 \u03c0r .     (i) calculate the distance around the track when s = 75 and r = 30 .            answer(b)(i)    m [2]     (ii) rearrange  d = 2s + 2 \u03c0r  to make r the subject.             answer(b)(ii)  r =    [2]    (iii) when d = 400 and s = 85, show that r = 36.6 correct to 3 significant figures.                [1]     ",
+            "9": "9  \u00a9 ucles 2012 0607/33/m/j/12 [turn over  for  examiner's  use 6  y x12 \u20136\u2013203      (a) sketch the graph of y = 3x \u2013 5x    for \u2013 2 y x y 3 .   [2]     (b) find the co-ordinates of the local minimum point.     answer(b) (   ,    )  [2]     (c) on the same diagram sketch the graph of y = 4x \u2013 5 .   [2]    (d) write down the solutions to the equation 3 x \u2013 5x = 4x \u2013 5 .      answer(d) x =   or x =     [2]     ",
+            "10": "10  \u00a9 ucles 2012 0607/33/m/j/12  for  examiner's  use 7 a child\u2019s toy is made using a cone and a hemisphere.    h 11  cm 6 cmnot to scale      the hemisphere and the base of the cone each have a radius of 6 cm.   the sloping edge of the cone is 11 cm.   (a) (i)  calculate the height of the cone, h.                 answer(a)(i)    cm [3]    (ii) calculate the volume of the cone.                answer(a)(ii)   cm3 [2]     ",
+            "11": "11  \u00a9 ucles 2012 0607/33/m/j/12 [turn over  for  examiner's  use  (b) (i)  calculate the curved surface area of the cone.               answer(b)(i)    cm2 [2]    (ii) calculate the total surface area of the toy.                   answer(b)(ii)   cm2 [3]     ",
+            "12": "12  \u00a9 ucles 2012 0607/33/m/j/12  for  examiner's  use 8  6 6 \u20136 \u201360y x      (a) (i)  sketch the graph of  ) 2 () 3 ( \u2212+=xxy   for  \u2013 6 y x y 6 .   [2]     (ii) write down the co-ordinates of the point where the curve crosses the x-axis.     answer(a)(ii) (   ,    )  [1]    (iii) write down the co-ordinates of the point where the curve crosses the y-axis.     answer(a)(iii) (  ,    )  [1]    (iv) write down the equations of the two asymptotes.       answer(a)(iv)              and     [2]   ",
+            "13": "13  \u00a9 ucles 2012 0607/33/m/j/12 [turn over  for  examiner's  use  (b) the graph of y = x2 is shown on the axes below.    12 9 63 \u201330 36 \u20136\u2013 3y x      (i) using the same axes, sketch the graph of 2) 3 (+ =x y .  [1]     (ii) describe fully the single  transformation that maps the graph of y = x2 onto the graph of   y = (x + 3)2 .    answer(b)(ii)    [2]       ",
+            "14": "14  \u00a9 ucles 2012 0607/33/m/j/12  for  examiner's  use 9  north 70\u00b0 a pb 8 kmnot to scale       a ship sails on a bearing of 070\u00b0 from a to b.   ab = 8 km.     (a) use trigonometry to calculate     (i) ap, the distance b is east of a,           answer(a)(i)    km [2]    (ii) bp, the distance b is north of a.           answer(a)(ii)   km [2]    ",
+            "15": "15  \u00a9 ucles 2012 0607/33/m/j/12 [turn over  for  examiner's  use  (b) the ship then sails from b to c.    north 70\u00b0 a prqc b 8 km5 km6 kmnot to scale       bq = 5 km and cq = 6 km.    (i) find the distances ar and cr.       answer(b)(i)  ar =   km          cr =     km [1]     (ii)  north a rc not to scale         another ship sails directly from a to c.       using your answers to part (b)(i) , calculate the bearing of c from a.                   answer(b)(ii)   km [3]     ",
+            "16": "16  \u00a9 ucles 2012 0607/33/m/j/12  for  examiner's  use 10 a teacher recorded some information about 10 of his students.   the results are shown in the table.   number days absent  5 1 12 22 3 24 5 46 44 30  mark in a test 74 92 62 68 83 56 87 50 38 62    (a) complete the scatter diagram.     the first 7 points in the table have been plotted for you.    100 90 8070605040302010 0 0 1 02 03 04 05 0mark in test number of days absent     [2]     (b) describe the type of correlation.     answer(b)     [1]    (c) calculate the mean number of days absent, d.       answer(c)  d =    [1]   ",
+            "17": "17  \u00a9 ucles 2012 0607/33/m/j/12 [turn over  for  examiner's  use  (d) the mean mark in the test, t, is 67.2 .      on the scatter diagram plot the point ( d, t).  [1]    (e) draw a line of best fit on your scatter diagram.  [1]    (f) a student who had 36 days absent missed the test.     use your line of best fit to estimate a test mark for that student.     answer(f)    [1]      ",
+            "18": "18  \u00a9 ucles 2012 0607/33/m/j/12  for  examiner's  use 11 (a) these are the first 5 terms of a sequence.        7 11 15 19 23   (i) write down the next two terms in the sequence.     answer(a)(i)     ,      [2]     (ii) find an expression for the nth term of the sequence.             answer(a)(ii)    [2]    (b) write down the nth term of this sequence.    1, 4, 9, 16, 25,           answer(b)    [1]    (c) here is another sequence.    8, 15, 24, 35, 48,         (i) write down the next term of this sequence.        answer(c)(i)     [1]     (ii) use your answers to part (a)(ii)  and part (b)  to find the nth term of this sequence.      answer(c)(ii)     [1]      ",
+            "19": "19  \u00a9 ucles 2012 0607/33/m/j/12  for  examiner's  use 12  o36\u00b094\u00b0 56\u00b05.4  cm 3.8  cm 8.1  cma b dcnot to scale      the diagonals of the trapezium abcd intersect at o.   ab is parallel to dc.   angle abd  = 36\u00b0, angle dbc = 94\u00b0 and angle aod  = 56\u00b0.    (a) find    (i) angle bac,       answer(a)(i)     [2]    (ii) angle bdc,       answer(a)(ii)    [1]    (iii) angle bcd,      answer(a)(iii)    [1]    (iv) angle bca.       answer(a)(iv)     [1]    (b) ab = 5.4 cm, cd = 8.1 cm and ao = 3.8 cm.    triangles aob  and cod are similar.      calculate the length of co.                answer(b)   cm [2]     ",
+            "20": "20    permission to reproduce items where thir d-party owned material protected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holder s, 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.    \u00a9 ucles 2012 0607/33/m/j/12  blank page  "
+        },
+        "0607_s12_qp_41.pdf": {
+            "1": "    this document consists of 19 printed pages and 1 blank page.  ib12 06_0607_41/4rp  \u00a9 ucles 2012  [turn over      *2207603078* for examiner's use    university of cambridge international examinations  international general certificate of secondary education       cambridge international mathematics 0607/41     paper 4 (extended)  may/june 2012     2 hours 15 minutes    candidates answer on the question paper    additional materials: geometrical instruments   graphics calculator      read these instructions first    write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen.  do not use staples, paper clips, highlighters, glue or correction fluid.  you may use a pencil for any diagrams or graphs.  do not  write in any barcodes.    answer all the questions.  unless instructed otherwise, give your answers exactly or correct to three significant figures as appropriate.  answers in degrees should be given to one decimal place.  for \u03c0, use your calculator value.  you must show all the relevant working to gain full marks and you will be given marks for correct methods,  including sketches, even if your answer is incorrect.  the number of marks is given in brackets [  ] at the end of each question or part question. the total number of marks for this paper is 120.   ",
+            "2": "2  \u00a9 ucles 2012 0607/41/m/j/12  formula list  for the equation ax2 + bx + c = 0 x =2_\u00b1 4 2_ bb a c a  curved surface area, a, of cylinder of radius r, height h. a = 2\u03c0rh  curved surface area, a, of cone of radius r, sloping edge l. a = \u03c0rl  curved surface area, a, of sphere of radius r. a = 4\u03c0r2  volume, v, of pyramid, base area a, height h. v= 1 3ah  volume, v, of cylinder of radius r, height h. v = \u03c0r2h  volume, v, of cone of radius r, height h. v = 1 3\u03c0r2h  volume, v, of sphere of radius r. v = 4 3\u03c0r3   ==sin sin sin abc ab c   a2 = b2 + c2 \u2013 2bc cos a   area = 1 2bc sin a       a a b cb c",
+            "3": "3  \u00a9 ucles 2012 0607/41/m/j/12 [turn over  for  examiner's  use   answer all the questions.    1 in july 2009, the population of the world was 6.78 \u00d7 109.     (a) the population of bangladesh was 2.39% of the world population.     (i) calculate the population of bangladesh.     give your answer correct to 2 significant figures.           answer(a)(i)     [2]     (ii) write your answer to part(a)(i)  in standard form.      answer(a)(ii)    [1]     (b) the population of uganda was 3.27 \u00d7 107.      calculate the population of uganda as a percentage of the world population .           answer(b)   % [2]    (c) the world population of 6.78 \u00d7 10 9 was an increase of 169% on the population in 1950.      calculate the population in 1950.    give your answer correct to the nearest million.                       answer(c)    [3]     ",
+            "4": "4  \u00a9 ucles 2012 0607/41/m/j/12  for  examiner's  use 2  42\u00b0 25\u00b0sr q p9 cm18  cmnot to scale      in the quadrilateral pqrs , pr = 18  cm and ps = 9  cm.   angle prq  = 90\u00b0, angle rpq  = 25\u00b0 and angle spr = 42\u00b0.      (a) calculate qr.              answer(a)   cm [2]    (b) calculate the area of the quadrilateral pqrs .                 answer(b)   cm2 [3]    (c) calculate sr.                       answer(c)   cm [3]     ",
+            "5": "5  \u00a9 ucles 2012 0607/41/m/j/12 [turn over  for  examiner's  use 3  \u20136 \u20138 \u20134 \u20132y x 02 4 6 8 1 08 642 \u20132a b pqr      (a) (i)  write down the column vector .      answer(a)(i)   \uf8f7\uf8f7\uf8f7 \uf8f8\uf8f6 \uf8ec\uf8ec\uf8ec \uf8ed\uf8eb   [1]     (ii) calculate .              answer(a)(ii)    [2]    (b) describe fully the single  transformation that maps     (i) p onto q,    answer(b)(i)     [2]    (ii) p onto r.    answer(b)(ii)    [3]   ",
+            "6": "6  \u00a9 ucles 2012 0607/41/m/j/12  for  examiner's  use 4 100 students take part in a reaction time test.   the table shows their results.    reaction time  (t seconds) 0 y t < 20 20 y t < 30 30 y t < 40 40 y t < 80  number of students 20 36 32 12    (a) calculate an estimate of the mean reaction time.                 answer(a)   seconds [2]    (b)    20040 60 80100 80 604020cumulative frequency reaction time (seconds)t       on the grid, complete the cumulative frequency  curve to show the information in the table. [3]    ",
+            "7": "7  \u00a9 ucles 2012 0607/41/m/j/12 [turn over  for  examiner's  use  (c) use your cumulative frequency curve to find      (i) the median,       answer(c)(i)    seconds [1]    (ii) the inter-quartile range,       answer(c)(ii)    seconds [2]    (iii) the number of students with a reaction time of at least 25 seconds.      answer(c)(iii)    [2]      ",
+            "8": "8  \u00a9 ucles 2012 0607/41/m/j/12  for  examiner's  use 5  11  cm 8 cmnot to scale      the diagram shows a solid made up of a cone and a hemisphere.   the hemisphere has a radius of 8  cm.    the cone has a base radius of 8  cm and a height of 11  cm.     (a) (i)  calculate the volume of the solid.                     answer(a)(i)    cm3 [3]     (ii) the solid is made of plastic and 1  cm3 of plastic has a mass of 1.15  g.       calculate the mass of the solid.    give your answer in kilograms.               answer(a)(ii)   kg [2]    ",
+            "9": "9  \u00a9 ucles 2012 0607/41/m/j/12 [turn over  for  examiner's  use  (b) (i)  calculate the surface area of the solid.                                   answer(b)(i)    cm2 [4]     (ii) the surface is painted with silver paint.     the cost of all the paint used is $81.50 .        calculate the cost per square centimetre.    give your answer correct to 2 decimal places.                    answer(b)(ii) $    [2]      ",
+            "10": "10  \u00a9 ucles 2012 0607/41/m/j/12  for  examiner's  use 6  94\u00b0d c baonot to scale      abcd is a cyclic quadrilateral in the circle, centre o.   angle dcb = 94\u00b0.    (a) calculate    (i) angle dab ,     answer(a)(i)     [1]    (ii) the reflex angle dob ,     answer(a)(ii)    [1]     (iii) angle obd .       answer(a)(iii)     [2]     (b) angle bdc = 40\u00b0.      calculate angle dac.        answer(b)    [2]      ",
+            "11": "11  \u00a9 ucles 2012 0607/41/m/j/12 [turn over  for  examiner's  use 7  abcnot to scale     the diagram shows anne\u2019s car journey from a to c.  the total distance from a to c is 720  km.  there is a motorway from a to b and other roads from b to c.    anne travels on the motorway for 7.5 hours and on the other roads for 3 hours.    (a) calculate the average speed of her journey.         answer(a)   km/h [2]    (b) anne\u2019s average speed from a to b is x km/h.    her average speed from b to c is  2x km/h.    (i) find an expression, in terms of x, for the total distance from a to c.     give your answer in its simplest form.              answer(b)(i)     [2]     (ii) find anne\u2019s average speed on the motorway.       answer(b)(ii)    km/h [1]    (c) find the ratio      anne\u2019s distance travelled on the motorway : anne\u2019s distance travelled on the other roads.             answer(c)   :     [2]   ",
+            "12": "12  \u00a9 ucles 2012 0607/41/m/j/12  for  examiner's  use 8    g(x) = x5 \u2013 x3        (a) (i)  sketch the graph of  y = g(x)  for  \u20131.1 y x y 1.1 .    0.3 \u20130.3\u20131.1 1.10y x     [2]      (ii) write down the zeros of g(x).    answer(a)(ii) x =    or x =     or x =      [3]     (iii) find the co-ordinates of the local minimum point.       answer(a)(iii) (   ,    )  [2]    (iv) the point (\u20130.5, 0.09375) is on the graph of y = g(x).      complete the following statement.    the point (   ,  \u20130.09375)  is also on the graph of y = g(x).   [1]     (v) describe the symmetry of the graph of y = g(x).       [3]       ",
+            "13": "13  \u00a9 ucles 2012 0607/41/m/j/12 [turn over  for  examiner's  use  (b)   053 5= + \u2212xx x       this equation can be solved by drawing a suitable straight line on the diagram opposite.     (i) write down the equation of this straight line.      answer(b)(i)     [1]    (ii) on the diagram in part(a)(i) , sketch this straight line.  [1]     (iii) two of the solutions to this equation are  x = \u2013 0.526   and   x = 0.526 .       find the other three solutions.     answer(b)(iii)  x =             or x =              or x =      [2]      ",
+            "14": "14  \u00a9 ucles 2012 0607/41/m/j/12  for  examiner's  use 9  ab     the diagram shows 2 boxes, a and b.   box a contains 2 black marbles and 3 white marbles.   box b contains 4 black marbles and 2 white marbles.     (a) carlene takes out one marble at random from each box.     calculate the probability that she takes out 2 black marbles.           answer(a)    [2]    (b) carlene returns the marbles to the boxes she took them from.    ricky then chooses a box and takes out 2 marbles at random.    the probability that he chooses box a is  32.    calculate the probability that ricky takes out 2 black marbles.                 answer(b)    [3]    (c) ricky returns the marbles to the box he took them from.    ali takes marbles out of box b at random until she gets a white marble.    the probability that this is the nth marble taken out is  51.    find the value of n.            answer(c)    [3]     ",
+            "15": "15  \u00a9 ucles 2012 0607/41/m/j/12 [turn over  for  examiner's  use 10    f(x) = 2x \u2013 3     (a) sketch the graph of  y = f( x), for  \u20133 y x y  3.    y x6 \u20134\u20133 30       [2]     (b) write down the equation of the asymptote of the graph of  y = f(x).     answer(b)     [1]     (c) write down the range of  f(x) for     (i) \u20132 y x y 2,     answer(c)(i)      [2]     (ii) \u2208xo.     answer(c)(ii)      [1]     (d) find the exact solution of the equation  2x \u2013 3 = 0.                 answer(d)  x=    [2]      ",
+            "16": "16  \u00a9 ucles 2012 0607/41/m/j/12  for  examiner's  use 11   f(x) = 2x + 3  g(x) = x \u2013 1  h(x) = x2 + 1     (a) find  f(g(\u2013 5)).     answer(a)     [2]    (b) find x when  f( x) = g( x).       answer(b)  x  =    [2]     (c) find x when  f( x) = h( x).     give your answers correct to 2 decimal places.                          answer(c)  x =   or x =     [4]     (d) find f \u2013 1(x).       answer(d)    [2]     (e) find  ) ( g1 ) ( f1 x x+   in terms of x.    give your answer as a single fraction.                     answer(e)    [3]   ",
+            "17": "17  \u00a9 ucles 2012 0607/41/m/j/12 [turn over  for  examiner's  use 12  \u20136\u2013 4\u2013 2\u20135 \u20133 \u20131y x 0 246 1356 54321 \u20131 \u20132\u20133\u20134\u20135\u20136      (a) on the grid, draw the lines    (i) x = 5,  [1]     (ii) y = \u2013 x,  [1]     (iii) y = 4 \u2013 2x.  [1]     (b) the region r is defined by        y y 0,  x y 5,  y [ \u2013x and y [ 4 \u2013 2x.      on the grid, label the region r.  [2]    (c) the point (h, k) is in the region r.     h and k are integers and  h + 3k = 0.     find the value of h and the value of k.       answer(c)   h =             k =      [2]     ",
+            "18": "18  \u00a9 ucles 2012 0607/41/m/j/12  for  examiner's  use 13 issa sells newspapers and magazines.     the table shows the number of newspapers ( x) and the number of magazines ( y) sold during a period  of 10 days.    number of newspapers ( x)  50 35 60 55 50 40 30 50 55 45  number of magazines ( y) 10 15 10 8 12 15 18 8 10 13    (a) complete the scatter diagram.    the first seven points in the table have been plotted for you.   y x20 1510 5number of magazines 300 35 40 45 50 55 60 number of newspapers       [2]     (b) complete the sentence to make a correct statement about the information on the scatter diagram.    there is   between the number of newspapers sold  and the number of magazines sold. [1]      (c) find the mean number of      (i) newspapers sold,   answer(c)(i)     [1]    (ii) magazines sold.   answer(c)(ii)     [1]   ",
+            "19": "19  \u00a9 ucles 2012 0607/41/m/j/12  for  examiner's  use  (d) find the equation of the line of regression for the number of magazines sold ( y) and the number  of newspapers sold (x).      write your answer in the form  y = mx + c.         answer(d) y =     [2]     (e) find the value of y when x = 32.     answer(e)    [1]    (f) draw the line of regression accurately on the scatter diagram.  [2]     (g) use your graph to predict the number of magazines sold when 43 newspapers are sold.     answer(g)    [1]     ",
+            "20": "20    permission to reproduce items where third-par ty owned material protected by copyright is  included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holder s, 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 t he cambridge assessment group. ca mbridge assessment is the brand name of university of  cambridge local examinations syndicate (ucles), which is itself a department of the university of cambridge.   \u00a9 ucles 2012 0607/41/m/j/12  blank page "
+        },
+        "0607_s12_qp_42.pdf": {
+            "1": "    this document consists of 20 printed pages.  ib12 06_0607_42/4rp  \u00a9 ucles 2012  [turn over      *4601814779* for examiner's use    university of cambridge international examinations  international general certificate of secondary education       cambridge international mathematics 0607/42     paper 4 (extended)  may/june 2012     2 hours 15 minutes    candidates answer on the question paper    additional materials: geometrical instruments   graphics calculator      read these instructions first    write your centre number, candidate number and name on all the work you hand in.  write in dark blue or black pen. do not use staples, paper clips, highlighters, glue or correction fluid.  you may use a pencil for any diagrams or graphs.  do not  write in any barcodes.    answer all the questions.  unless instructed otherwise, give your answers exactly or correct to three significant figures as appropriate. answers in degrees should be given to one decimal place.  for \u03c0, use your calculator value.  you must show all the relevant working to gain full marks and you will be given marks for correct methods,  including sketches, even if your answer is incorrect.  the number of marks is given in brackets [  ] at the end of each question or part question.  the total number of marks for this paper is 120.   ",
+            "2": "2  \u00a9 ucles 2012 0607/42/m/j/12  formula list  for the equation ax2 + bx + c = 0 x =2_\u00b1 4 2_ bb a c a  curved surface area, a, of cylinder of radius r, height h. a = 2\u03c0rh  curved surface area, a, of cone of radius r, sloping edge l. a = \u03c0rl  curved surface area, a, of sphere of radius r. a = 4\u03c0r2  volume, v, of pyramid, base area a, height h. v= 1 3ah  volume, v, of cylinder of radius r, height h. v = \u03c0r2h  volume, v, of cone of radius r, height h. v = 1 3\u03c0r2h  volume, v, of sphere of radius r. v = 4 3\u03c0r3   ==sin sin sin abc ab c   a2 = b2 + c2 \u2013 2bc cos a   area = 1 2bc sin a       a a b cb c",
+            "3": "3  \u00a9 ucles 2012 0607/42/m/j/12 [turn over  for  examiner's  use   answer all the questions.    1 (a) a farmer sows 600 tomato seeds.    85% of the seeds grow into plants.      find the number of seeds that grow into plants.          answer(a)    [2]    (b) (i)  the farmer sows 20  000 carrot seeds.     17  500 of these seeds grow into plants.       calculate the percentage which did not grow into plants.            answer(b)(i)    % [2]     (ii) in one season the farmer sells 161.2 tonnes of carrots.     this is 4% more than he expected to sell.       calculate the number of tonnes he expected to sell.          answer(b)(ii)   tonnes [3]    (c) the farmer sows broccoli seeds, cabbage seeds and pumpkin seeds in the ratio     broccoli seeds : cabbage seeds : pumpkin seeds = 2 : 5 : 7 .     the total number of seeds sown is 8  400.      find the number of cabbage seeds sown.             answer(c)    [2]         ",
+            "4": "4  \u00a9 ucles 2012 0607/42/m/j/12  for  examiner's  use 2 (a)    d a bc 55\u00b0not to scale       c and d are points on the circumference of a circle.    ab is a diameter of the circle and angle abc = 55\u00b0.      find    (i) angle adc,       answer(a)(i)     [1]     (ii) angle cab.      answer(a)(ii)    [1]    (b)  pqr st150\u00b0110\u00b0not to scale       in the diagram angle pqr  = 110\u00b0 and angle rst = 150\u00b0.    pq = qr and pq is parallel to st.      find     (i) angle prq ,       answer(b)(i)     [1]    (ii) angle qrs.      answer(b)(ii)    [2] ",
+            "5": "5  \u00a9 ucles 2012 0607/42/m/j/12 [turn over  for  examiner's  use  (c)  140\u00b0o ba ct not to scale       ta and tb are tangents to a circle centre o.    c is a point on the circumference and angle aob  = 140\u00b0.      (i) find angle atb.      answer(c)(i)     [2]    (ii) find angle acb.       answer(c)(ii)     [2]    (iii) on the diagram, draw the chord ab.       the radius of the circle is 5  cm.     calculate the length of the chord ab.                             answer(c)(iii)   cm [3]     ",
+            "6": "6  \u00a9 ucles 2012 0607/42/m/j/12  for  examiner's  use 3 in a scientific experiment the following six masses, in grams, were recorded.    9.6 \u00d7 10\u20135 1.01 \u00d7 10\u20134 9.3 \u00d7 10\u20135 1.04 \u00d7 10\u20134 1.03 \u00d7 10\u20134 9.8 \u00d7 10\u20135    (a) find the median.      answer(a)   g [1]    (b) find the range.         answer(b)   g [1]    (c) calculate the mean.    give your answer correct to 2 significant figures.         answer(c)   g [2]    (d) another mass, x grams, is recorded.    the mean of the seven masses is now  410 0 . 1\u2212\u00d7 g.      find the value of x.          answer(d) x =   g [3]     ",
+            "7": "7  \u00a9 ucles 2012 0607/42/m/j/12 [turn over  for  examiner's  use 4   f(x) = x2 \u2013 5 g(x) = x \u2013 2     (a) find the value of  f(\u22122).           answer(a)    [1]    (b) solve   f( x) = 4.            answer(b)  x =    [2]     (c) show that   f(g( x)) = 1 42\u2212 \u2212x x .                         [2]     (d) solve   f(g( x)) = f( x).                            answer(d) x =    [2]     ",
+            "8": "8  \u00a9 ucles 2012 0607/42/m/j/12  for  examiner's  use 5  f e a b18  m 12  mnot to scale      ef is a vertical flagpole.   two ropes, af and bf, keep the flagpole in position.   the points a, e and b all lie in a straight line on horizontal ground.   af = 18  m and ae = 12  m.    (a) (i)  calculate the height of the flagpole, ef.                 answer(a)(i)    m [2]    (ii) calculate the size of angle fae.                       answer(a)(ii)    [2]   ",
+            "9": "9  \u00a9 ucles 2012 0607/42/m/j/12 [turn over  for  examiner's  use  (b) angle fae  =  2 \u00d7 angle fbe.      show that be = 30.0  m, correct to 1 decimal place.                           [3]    (c) calculate the length of rope, bf.                   answer(c)   m [2]    (d) p is on bf so that bp = 20  m.    another rope, ep, joins e to p.     use the cosine rule to calculate the length of the rope, ep.                     answer(d)   m [3]     ",
+            "10": "10  \u00a9 ucles 2012 0607/42/m/j/12  for  examiner's  use 6  f(x) = 16 52 \u2212+ \u2212 xx x , for  \u22128 y x y 8.     (a) on the diagram, sketch the graph of y = f( x).    10 \u201313\u20138 8 0y x       [3]    (b) write down the equation of the vertical asymptote.      answer(b)    [1]     (c) find the range of f( x) for the domain  \u22128 y x y  8.                       answer(c)    [2]   ",
+            "11": "11  \u00a9 ucles 2012 0607/42/m/j/12 [turn over  for  examiner's  use  (d) solve   f( x) = 0.              answer(d) x =   or x =     [1]     (e) on the diagram, sketch the graph of y = 3x \u2013 2.  [2]     (f) write down the co-ordinates of the points where   2 316 52 \u2212 =\u2212+ \u2212xxx x.    give each answer correct to 3 decimal places.             answer(f)    (   ,    )            (   ,    ) [2]      ",
+            "12": "12  \u00a9 ucles 2012 0607/42/m/j/12  for  examiner's  use 7 (a)  rajiv invests $525 at x% per year simple interest.    after 3 years he has $588.     find the value of x.             answer(a) x =    [3]     (b) a company\u2019s profits increase by 5% each year.    in 2002 the profit was $10  000.     find the profit in 2010.   give your answer correct to the nearest $100.              answer(b) $     [3]      8 (a) the venn diagram shows the number of athletes ( a) and the number of basketball players ( b) in  a class.    u ab 573 2       use the venn diagram to complete the following.    (i)  n(a) =      [1]     (ii)  n()b a\u2032\u2229  =       [1]    (iii)  n ) (\u2032 \u2229b a =       [1]     ",
+            "13": "13  \u00a9 ucles 2012 0607/42/m/j/12 [turn over  for  examiner's  use  (b) each student in a school orchestra can play at least one of the piano, the violin and the trumpet.        24 students play the piano     24 students play the violin     13 students play the trumpet      12 students play both the piano and the violin      7 students play both the piano and the trumpet     2 students play both the violin and the trumpet     no student plays all three instruments     (i) use this information to complete the venn diagram below where       p =  {students who play the piano},      v =  {students who play the violin},      t =  {students who play the trumpet}.    u pv t       [3]    (ii) how many students are there in this orchestra?                answer(b)(ii)    [1]     ",
+            "14": "14  \u00a9 ucles 2012 0607/42/m/j/12  for  examiner's  use 9  8 cm12  cmnot to scale      the diagram shows a large mug in the shape of a cylinder, open at the top.  the internal radius of the mug is 8  cm and the internal height is 12  cm.    (a) calculate the volume of water the mug holds when filled to the top.                  answer(a)   cm3 [2]    (b) calculate the total  surface area of the inside of the mug.                               answer(b)   cm2 [3]    ",
+            "15": "15  \u00a9 ucles 2012 0607/42/m/j/12 [turn over  for  examiner's  use  (c) 500  cm3 of water is poured into the mug.      calculate the depth of water in the mug.   give your answer in centimetres correct to the nearest millimetre.                  answer(c)   cm [3]     (d) the mug shown in the diagram is mathematically similar to a smaller mug.    the volume of the smaller mug is 81 of the volume of the larger one.     find the radius of the smaller mug.               answer(d)   cm [2]     ",
+            "16": "16  \u00a9 ucles 2012 0607/42/m/j/12  for  examiner's  use 10 the lengths of 30 fish caught in a competition are recorded.   the length of each fish is measured correct to the nearest centimetre.  the results are shown in the ordered stem and leaf diagram.   1 1 1 2 4 5 6 7 8 9    2 0 4 5 7 9        3 2 6 7 8 9        4 3 4 6 7 8        5 2 4 5          6 3 4 9        key 3 f 2 means 32  cm    (a) find the inter-quartile range.      answer(a)   cm [2]     (b) complete the table for the lengths of the 30 fish.    class interval frequency frequency density  9.5 y x < 14.5  0.8  14.5 y x < 19.5    19.5 y x < 39.5    39.5 y x < 49.5    49.5 y x < 69.5        [4]     (c) on the grid, draw a histogram to show this information.    1.0 0.80.60.40.20.0 0 1 02 03 04 05 06 07 0frequency density length (cm)x       [3]     ",
+            "17": "17  \u00a9 ucles 2012 0607/42/m/j/12 [turn over  for  examiner's  use 11 gemma has these four cards.    i h l l      they are shuffled and placed face down on a table.          the cards are turned over, one at a time.   find the probability that,    (a) the first card turned over is   h  ,        answer(a)     [1]     (b) the first two cards turned over are  l l  ,           answer(b)    [2]     (c) the second card turned over is  h  ,        answer(c)     [3]    (d) the cards are turned over in this order.     h i l l        answer(d)    [2]   ",
+            "18": "18  \u00a9 ucles 2012 0607/42/m/j/12  for  examiner's  use 12 a quadrilateral has vertices p(0, 0), q(4, 0), r(6, 4) and s(0, 2).     (a) on the grid, draw the quadrilateral pqrs .    \u2013 6 \u2013 5 \u2013 4 \u2013 3 \u2013 2 \u2013 1 0 123456786 54321 \u20131\u20132\u20133\u20134\u20135\u20136y x       [1]     (b) on the same diagram,      (i) reflect pqrs  in x = 0,    [1]     (ii) translate pqrs  using the vector \uf8f7 \uf8f8\uf8f6\uf8ec \uf8ed\uf8eb \u221232,     [2]     (iii) enlarge pqrs, centre (0, 0), scale factor21.    [3]     ",
+            "19": "19  \u00a9 ucles 2012 0607/42/m/j/12 [turn over  for  examiner's  use 13  opq x \u00b0 10  cmnot to scale      the diagram shows a circle, centre o, radius 10  cm.    pq is a chord and angle poq  = x\u00b0.    (a) write down, in terms of x and  \u03c0, an expression for the area of the sector poq .         answer(a)   cm2 [2]    (b) write down, in terms of x, an expression for the area of the triangle poq .       answer(b)   cm2 [2]    (c) write down, in terms of x and  \u03c0, an expression for the area of the shaded segment.      answer(c)   cm2 [1]    (d) the area of the triangle  poq  is 25 cm 2.    angle poq  is obtuse.     show that x = 150.              [3]     (e) find the area of the shaded segment.            answer(e)   cm2 [2]      question 14 is on the next page. ",
+            "20": "20    permission to reproduce items where third-par ty owned material protected by copyright is  included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holder s, 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 t he cambridge assessment group. ca mbridge assessment is the brand name of university of  cambridge local examinations syndicate (ucles), which is itself a department of the university of cambridge.    \u00a9 ucles 2012 0607/42/m/j/12  for  examiner's  use 14 a regular pentagon is drawn inside a circle so that its vertices lie on the circumference of the circle.  the length of each side of the pentagon is 4  cm.    (a) sketch a diagram to show this information.                               [1]     (b) calculate the radius of the circle.                           answer(b)   cm [4]       "
+        },
+        "0607_s12_qp_43.pdf": {
+            "1": "    this document consists of 20 printed pages.  ib12 06_0607_43/fp  \u00a9 ucles 2012  [turn over      *8967578522* for examiner's use    university of cambridge international examinations  international general certificate of secondary education       cambridge international mathematics 0607/43     paper 4 (extended)  may/june 2012     2 hours 15 minutes    candidates answer on the question paper    additional materials: geometrical instruments   graphics calculator      read these instructions first    write your centre number, candidate number and name on all the work you hand in.  write in dark blue or black pen. do not use staples, paper clips, highlighters, glue or correction fluid.  you may use a pencil for any diagrams or graphs.  do not  write in any barcodes.    answer all the questions.  unless instructed otherwise, give your answers exactly or correct to three significant figures as appropriate. answers in degrees should be given to one decimal place.  for \u03c0, use your calculator value.  you must show all the relevant working to gain full marks and you will be given marks for correct methods,  including sketches, even if your answer is incorrect.  the number of marks is given in brackets [  ] at the end of each question or part question.  the total number of marks for this paper is 120.   ",
+            "2": "2  \u00a9 ucles 2012 0607/43/m/j/12  formula list  for the equation ax2 + bx + c = 0 x =2_\u00b1 4 2_ bb a c a  curved surface area, a, of cylinder of radius r, height h. a = 2\u03c0rh  curved surface area, a, of cone of radius r, sloping edge l. a = \u03c0rl  curved surface area, a, of sphere of radius r. a = 4\u03c0r2  volume, v, of pyramid, base area a, height h. v= 1 3ah  volume, v, of cylinder of radius r, height h. v = \u03c0r2h  volume, v, of cone of radius r, height h. v = 1 3\u03c0r2h  volume, v, of sphere of radius r. v = 4 3\u03c0r3   ==sin sin sin abc ab c   a2 = b2 + c2 \u2013 2bc cos a   area = 1 2bc sin a       a a b cb c",
+            "3": "3  \u00a9 ucles 2012 0607/43/m/j/12 [turn over  for  examiner's  use   answer all the questions.    1 (a) a farmer sows 600 tomato seeds.    85% of the seeds grow into plants.      find the number of seeds that grow into plants.          answer(a)    [2]    (b) (i)  the farmer sows 20  000 carrot seeds.     17  500 of these seeds grow into plants.       calculate the percentage which did not grow into plants.            answer(b)(i)    % [2]     (ii) in one season the farmer sells 161.2 tonnes of carrots.     this is 4% more than he expected to sell.       calculate the number of tonnes he expected to sell.          answer(b)(ii)   tonnes [3]    (c) the farmer sows broccoli seeds, cabbage seeds and pumpkin seeds in the ratio     broccoli seeds : cabbage seeds : pumpkin seeds = 2 : 5 : 7 .     the total number of seeds sown is 8  400.      find the number of cabbage seeds sown.             answer(c)    [2]         ",
+            "4": "4  \u00a9 ucles 2012 0607/43/m/j/12  for  examiner's  use 2 (a)    d a bc 55\u00b0not to scale       c and d are points on the circumference of a circle.    ab is a diameter of the circle and angle abc = 55\u00b0.      find    (i) angle adc,       answer(a)(i)     [1]     (ii) angle cab.      answer(a)(ii)    [1]    (b)  pqr st150\u00b0110\u00b0not to scale       in the diagram angle pqr  = 110\u00b0 and angle rst = 150\u00b0.    pq = qr and pq is parallel to st.      find     (i) angle prq ,       answer(b)(i)     [1]    (ii) angle qrs.      answer(b)(ii)    [2] ",
+            "5": "5  \u00a9 ucles 2012 0607/43/m/j/12 [turn over  for  examiner's  use  (c)  140\u00b0o ba ct not to scale       ta and tb are tangents to a circle centre o.    c is a point on the circumference and angle aob  = 140\u00b0.      (i) find angle atb.      answer(c)(i)     [2]    (ii) find angle acb.       answer(c)(ii)     [2]    (iii) on the diagram, draw the chord ab.       the radius of the circle is 5  cm.     calculate the length of the chord ab.                             answer(c)(iii)   cm [3]     ",
+            "6": "6  \u00a9 ucles 2012 0607/43/m/j/12  for  examiner's  use 3 in a scientific experiment the following six masses, in grams, were recorded.    9.6 \u00d7 10\u20135 1.01 \u00d7 10\u20134 9.3 \u00d7 10\u20135 1.04 \u00d7 10\u20134 1.03 \u00d7 10\u20134 9.8 \u00d7 10\u20135    (a) find the median.      answer(a)   g [1]    (b) find the range.         answer(b)   g [1]    (c) calculate the mean.    give your answer correct to 2 significant figures.         answer(c)   g [2]    (d) another mass, x grams, is recorded.    the mean of the seven masses is now  410 0 . 1\u2212\u00d7 g.      find the value of x.          answer(d) x =   g [3]     ",
+            "7": "7  \u00a9 ucles 2012 0607/43/m/j/12 [turn over  for  examiner's  use 4   f(x) = x2 \u2013 5  g(x) = x \u2013 2     (a) find the value of  f(\u22122).           answer(a)    [1]    (b) solve   f( x) = 4.            answer(b)  x =    [2]     (c) show that   f(g( x)) = 1 42\u2212 \u2212x x .                         [2]     (d) solve   f(g( x)) = f( x).                            answer(d) x =    [2]     ",
+            "8": "8  \u00a9 ucles 2012 0607/43/m/j/12  for  examiner's  use 5  f e a b18  m 12  mnot to scale      ef is a vertical flagpole.   two ropes, af and bf, keep the flagpole in position.   the points a, e and b all lie in a straight line on horizontal ground.   af = 18  m and ae = 12  m.    (a) (i)  calculate the height of the flagpole, ef.                 answer(a)(i)    m [2]    (ii) calculate the size of angle fae.                       answer(a)(ii)    [2]   ",
+            "9": "9  \u00a9 ucles 2012 0607/43/m/j/12 [turn over  for  examiner's  use  (b) angle fae  =  2 \u00d7 angle fbe.      show that be = 30.0  m, correct to 1 decimal place.                           [3]    (c) calculate the length of rope, bf.                   answer(c)   m [2]    (d) p is on bf so that bp = 20  m.    another rope, ep, joins e to p.     use the cosine rule to calculate the length of the rope, ep.                     answer(d)   m [3]     ",
+            "10": "10  \u00a9 ucles 2012 0607/43/m/j/12  for  examiner's  use 6  f(x) = 16 52 \u2212+ \u2212 xx x , for  \u22128 y x y 8.     (a) on the diagram, sketch the graph of y = f( x).    10 \u201313\u20138 8 0y x       [3]    (b) write down the equation of the vertical asymptote.      answer(b)    [1]     (c) find the range of f( x) for the domain  \u22128 y x y  8.                       answer(c)    [2]     ",
+            "11": "11  \u00a9 ucles 2012 0607/43/m/j/12 [turn over  for  examiner's  use  (d) solve   f( x) = 0.              answer(d) x =   or x =     [1]     (e) on the diagram, sketch the graph of y = 3x \u2013 2.  [2]     (f) write down the co-ordinates of the points where   2 316 52 \u2212 =\u2212+ \u2212xxx x.    give each answer correct to 3 decimal places.             answer(f)    (   ,    )            (   ,    ) [2]      ",
+            "12": "12  \u00a9 ucles 2012 0607/43/m/j/12  for  examiner's  use 7 (a)  rajiv invests $525 at x% per year simple interest.    after 3 years he has $588.     find the value of x.             answer(a) x =    [3]     (b) a company\u2019s profits increase by 5% each year.    in 2002 the profit was $10  000.     find the profit in 2010.   give your answer correct to the nearest $100.              answer(b) $     [3]      8 (a) the venn diagram shows the number of athletes ( a) and the number of basketball players ( b) in  a class.    u ab 573 2       use the venn diagram to complete the following.    (i)  n(a) =      [1]     (ii)  n()b a\u2032\u2229  =       [1]    (iii)  n ) (\u2032 \u2229b a =       [1]     ",
+            "13": "13  \u00a9 ucles 2012 0607/43/m/j/12 [turn over  for  examiner's  use  (b) each student in a school orchestra can play at least one of the piano, the violin and the trumpet.        24 students play the piano     24 students play the violin     13 students play the trumpet      12 students play both the piano and the violin      7 students play both the piano and the trumpet     2 students play both the violin and the trumpet     no student plays all three instruments     (i) use this information to complete the venn diagram below where       p =  {students who play the piano},      v =  {students who play the violin},      t =  {students who play the trumpet}.    u pv t       [3]    (ii) how many students are there in this orchestra?                answer(b)(ii)    [1]     ",
+            "14": "14  \u00a9 ucles 2012 0607/43/m/j/12  for  examiner's  use 9  8 cm12  cmnot to scale      the diagram shows a large mug in the shape of a cylinder, open at the top.  the internal radius of the mug is 8  cm and the internal height is 12  cm.    (a) calculate the volume of water the mug holds when filled to the top.                  answer(a)   cm3 [2]    (b) calculate the total  surface area of the inside of the mug.                               answer(b)   cm2 [3]    ",
+            "15": "15  \u00a9 ucles 2012 0607/43/m/j/12 [turn over  for  examiner's  use  (c) 500  cm3 of water is poured into the mug.      calculate the depth of water in the mug.   give your answer in centimetres correct to the nearest millimetre.                  answer(c)   cm [3]     (d) the mug shown in the diagram is mathematically similar to a smaller mug.    the volume of the smaller mug is 81 of the volume of the larger one.     find the radius of the smaller mug.               answer(d)   cm [2]     ",
+            "16": "16  \u00a9 ucles 2012 0607/43/m/j/12  for  examiner's  use 10 the lengths of 30 fish caught in a competition are recorded.   the length of each fish is measured correct to the nearest centimetre.  the results are shown in the ordered stem and leaf diagram.   1 1 1 2 4 5 6 7 8 9    2 0 4 5 7 9        3 2 6 7 8 9        4 3 4 6 7 8        5 2 4 5          6 3 4 9        key 3 f 2 means 32  cm    (a) find the inter-quartile range.      answer(a)   cm [2]     (b) complete the table for the lengths of the 30 fish.    class interval frequency frequency density  9.5 y x < 14.5  0.8  14.5 y x < 19.5    19.5 y x < 39.5    39.5 y x < 49.5    49.5 y x < 69.5        [4]     (c) on the grid, draw a histogram to show this information.    1.0 0.80.60.40.20.0 0 1 02 03 04 05 06 07 0frequency density length (cm)x       [3]     ",
+            "17": "17  \u00a9 ucles 2012 0607/43/m/j/12 [turn over  for  examiner's  use 11 gemma has these four cards.    i h l l      they are shuffled and placed face down on a table.          the cards are turned over, one at a time.   find the probability that,    (a) the first card turned over is   h  ,        answer(a)     [1]     (b) the first two cards turned over are  l l  ,           answer(b)    [2]     (c) the second card turned over is  h  ,        answer(c)     [3]     (d) the cards are turned over in this order.     h i l l         answer(d)    [2]   ",
+            "18": "18  \u00a9 ucles 2012 0607/43/m/j/12  for  examiner's  use 12 a quadrilateral has vertices p(0, 0), q(4, 0), r(6, 4) and s(0, 2).     (a) on the grid, draw the quadrilateral pqrs .    \u2013 6 \u2013 5 \u2013 4 \u2013 3 \u2013 2 \u2013 1 0 123456786 54321 \u20131\u20132\u20133\u20134\u20135\u20136y x       [1]     (b) on the same diagram,      (i) reflect pqrs  in x = 0,    [1]     (ii) translate pqrs  using the vector \uf8f7 \uf8f8\uf8f6\uf8ec \uf8ed\uf8eb \u221232,     [2]     (iii) enlarge pqrs, centre (0, 0), scale factor21.    [3]     ",
+            "19": "19  \u00a9 ucles 2012 0607/43/m/j/12 [turn over  for  examiner's  use 13  opq x \u00b0 10  cmnot to scale      the diagram shows a circle, centre o, radius 10  cm.    pq is a chord and angle poq  = x\u00b0.    (a) write down, in terms of x and  \u03c0, an expression for the area of the sector poq .         answer(a)   cm2 [2]    (b) write down, in terms of x, an expression for the area of the triangle poq .       answer(b)   cm2 [2]    (c) write down, in terms of x and  \u03c0, an expression for the area of the shaded segment.      answer(c)   cm2 [1]    (d) the area of the triangle  poq  is 25 cm 2.    angle poq  is obtuse.     show that x = 150.              [3]     (e) find the area of the shaded segment.            answer(e)   cm2 [2]      question 14 is on the next page. ",
+            "20": "20      permission to reproduce items where thir d-party owned material protected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holder s, 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 t he cambridge assessment group. ca mbridge assessment is the brand name of university of  cambridge local examinations syndicate (ucles), which is itself a department of the university of cambridge.   \u00a9 ucles 2012 0607/43/m/j/12  for  examiner's  use 14 a regular pentagon is drawn inside a circle so that its vertices lie on the circumference of the circle.  the length of each side of the pentagon is 4  cm.    (a) sketch a diagram to show this information.                               [1]     (b) calculate the radius of the circle.                           answer(b)   cm [4]       "
+        },
+        "0607_s12_qp_5.pdf": {
+            "1": "    this document consists of 5 printed pages and 3 blank pages.  ib12 06_0607_05/4rp  \u00a9 ucles 2012  [turn over      *7158128086* university of cambridge international examinations  international general certificate of secondary education       cambridge international mathematics 0607/05     paper 5 (core)  may/june 2012     1 hour    candidates answer on the question paper    additional materials: graphics calculator      read these instructions first    write your centre number, candidate number and name on all the work you hand in.  write in dark blue or black pen.  do not use staples, paper clips, highlighters, glue or correction fluid. you may use a pencil for any diagrams or graphs.  do not write in any barcodes.   answer all the questions.  you must show all relevant working to gain full marks for correct methods, including sketches.  in this paper you will also be assessed on your ability to provide full reasons and communicate your  mathematics clearly and precisely.  at the end of the examination, fasten all your work securely together.  the total number of marks for this paper is 24.   ",
+            "2": "2  \u00a9 ucles 2012 0607/05/m/j/12  for  examiner's  use   answer all the questions.    investigation addition triples      an addition triple has three different  numbers.  the numbers (8, 10, 18) form an addition triple because 8 + 10 = 18. some other addition triples are (10, 11, 21) and (21, 24, 45).    this investigation explores patterns with addition triples.   1 nine addition triples can be found from the list of integers 1, 2, 3, 4, 5, 6, 7.   one of these triples is (3, 4, 7).   write down the other eight addition triples in the spaces provided.   [note that (3, 4, 7) and (4, 3, 7) are the same addition triple.]      (   ,    ,    )          (    ,    ,    )       (   ,    ,    )       (   ,    ,    )        (    ,    ,    )       (   ,    ,    )        (    ,    ,    )       (   ,    ,    )       ( 3 , 4 , 7 )    ",
+            "3": "3  \u00a9 ucles 2012 0607/05/m/j/12 [turn over  for  examiner's  use 2 complete the table, showing the addition triples for each list of integers.    in the last column write the total number of triples.    number  of  integers list of integers addition triples total number  of addition  triples  3 1, 2, 3  (1, 2, 3) 1  4 1, 2, 3, 4   2  5 1, 2, 3, 4, 5    6 1, 2, 3, 4, 5, 6    7 1, 2, 3, 4, 5, 6, 7 leave this blank \u2013 do not write  your answer to question 1 again. 9  8 1, 2, 3, 4, 5, 6, 7, 8  12 ",
+            "4": "4  \u00a9 ucles 2012 0607/05/m/j/12  for  examiner's  use 3 look at the pattern in the last column in the table on page 3.    use it to complete the following table.     number of  integers 3 4 5 6 7 8 9 10 11 12 13 14 15  number of  addition triples 1 2   9 12 16 20  30 36                4 using question 3, complete the following table.     number of  integers 3 5 7 9 11 13 15 17  number of  addition triples 1 = 12  9 = 32 16 = 42  36 = 62                        5 how many integers are in the list when there are 100 addition triples?                                    ",
+            "5": "5  \u00a9 ucles 2012 0607/05/m/j/12  for  examiner's  use 6 (a)  is it possible to have 225 addition triples? explain your answer.                   (b) explain why it is not possible to have 900  000 addition triples.                 7 (a)  the numbers in the second row of the table in question 4 form a sequence.     find the number of addition triples when there are 99 integers in the list.   show how you do this.                            (b) the numbers in the second row of the table in question 3 form a sequence.      find the number of addition triples when there are 100 integers in the list.    show how you do this.                        ",
+            "6": "6  \u00a9 ucles 2012 0607/05/m/j/12  blank page",
+            "7": "7  \u00a9 ucles 2012 0607/05/m/j/12  blank page",
+            "8": "8    permission to reproduce items where third-par ty owned material protected by copyright is  included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holder s, 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 t he cambridge assessment group. ca mbridge assessment is the brand name of university of  cambridge local examinations syndicate (ucles), which is itself a department of the university of cambridge.   \u00a9 ucles 2012 0607/05/m/j/12  blank page "
+        },
+        "0607_s12_qp_6.pdf": {
+            "1": "    this document consists of 11 printed pages and 1 blank page.  ib12 06_0607_06/5rp  \u00a9 ucles 2012  [turn over      *4119238411* university of cambridge international examinations  international general certificate of secondary education       cambridge international mathematics 0607/06     paper 6 (extended)  may/june 2012     1 hour 30 minutes    candidates answer on the question paper    additional materials: graphics calculator      read these instructions first    write your centre number, candidate number and name on all the work you hand in.  write in dark blue or black pen.  do not use staples, paper clips, highlighters, glue or correction fluid. you may use a pencil for any diagrams or graphs.  do not write in any barcodes.   answer both parts a and b.  you must show all relevant working to gain full marks for correct methods, including sketches. in this paper you will also be assessed on your ability to provide full reasons and communicate your  mathematics clearly and precisely.  at the end of the examination, fasten all your work securely together.  the total number of marks for this paper is 40.   ",
+            "2": "2  \u00a9 ucles 2012 0607/06/m/j/12  for  examiner's  use   answer both  parts a and b.    a investigation additional triples (20 marks)    you are advised to spend 45 minutes on part a.   an addition triple has three different  numbers.  the numbers (8, 10, 18) form an addition triple because 8 + 10 = 18.  some other addition triples are (10, 11, 21) and (21, 24, 45).   this investigation explores patterns with addition triples.    1 nine addition triples can be found from the list of integers 1, 2, 3, 4, 5, 6, 7.   one of these triples is (3, 4, 7).    write down the other eight addition triples in the spaces provided.   [note that (3, 4, 7) and (4, 3, 7) are the same addition triple.]       (   ,    ,    )         (   ,    ,    )       (   ,    ,    )       (   ,    ,    )       (   ,    ,    )       (   ,    ,    )        (    ,    ,    )       (   ,    ,    )        ( 3 , 4 , 7 )    ",
+            "3": "3  \u00a9 ucles 2012 0607/06/m/j/12 [turn over  for  examiner's  use 2 complete the table, showing the addition triples for each list of integers.    in the last column write the total number of triples.    number  of  integers list of integers addition triples total number  of addition  triples  3 1, 2, 3  (1, 2, 3) 1  4 1, 2, 3, 4   2  5 1, 2, 3, 4, 5    6 1, 2, 3, 4, 5, 6    7 1, 2, 3, 4, 5, 6, 7 leave this blank \u2013 do not write  your answer to question 1 again. 9  8 1, 2, 3, 4, 5, 6, 7, 8  12 ",
+            "4": "4  \u00a9 ucles 2012 0607/06/m/j/12  for  examiner's  use 3 look at the pattern in the last column in the table on page 3.    use it to complete the following table.     number of   integers 3 4 5 6 7 8 9 10 11 12 13 14 15  number of  addition triples 1 2   9 12 16 20  30                 4 using question 3, complete the following table when there is an odd number of integers in the list.    number of   integers 3 5 7 9 11 13 15  number of  addition triples 1  9 16         5 for the table in question 4, the same three arithmetic operations always take you from the number  of integers in the list to the corresponding number of addition triples.     the first operation is subtract 1 .    find the other two operations.   show that these three operations take you    from 7 integers in the list to 9 addition triples,   and  from 9 integers in the list to 16 addition triples.       ",
+            "5": "5  \u00a9 ucles 2012 0607/06/m/j/12 [turn over  for  examiner's  use 6 using question 5, find     (a)  the number of addition triples when there are 101 integers in the list,                                 (b) the number of integers in the list when there are 11  449 addition triples,                                (c) an expression for the number of addition triples when the list has n integers and n is odd.                                 ",
+            "6": "6  \u00a9 ucles 2012 0607/06/m/j/12  for  examiner's  use 7 using patterns in the table in question 3, find      (a)  the number of addition triples when there are 100 integers in the list,                                  (b) the number of integers in the list when there are 1332 addition triples,                               (c) an expression for the number of addition triples when the list has n integers and n is even.                               ",
+            "7": "7  \u00a9 ucles 2012 0607/06/m/j/12 [turn over  blank page",
+            "8": "8  \u00a9 ucles 2012 0607/06/m/j/12  for  examiner's  use b modelling regiomontanus\u2019 statue (20 marks)    you are advised to spend 45 minutes on part b.    in the 15th century the german mathematician  regiomontanus worked out the best place to stand to view a statue that was on top of a column.  the picture shows a statue of height one metre.  the base c of the statue is one metre above the line  of sight ad.  angle bac is called the angle of view.    the largest angle of view gives the best view of the  statue. not to scaleb c dastatue column regiomontanus     1 the diagram models the picture.    not to scaleb c d a1 m 1 m 3 m     regiomontanus stands 3 metres from the base of the column so ad = 3  m.     (a) (i)  use the right-angled triangle adb to show that the length ab = 13.            (ii) use this answer to write down sin abd  as a fraction.                  (b) show that the length ac = 10.      ",
+            "9": "9  \u00a9 ucles 2012 0607/06/m/j/12 [turn over  for  examiner's  use  (c) regiomontanus wrote that, in triangle abc,        bb aa sin sin=       show that sin bac  1303= .                       2 using the method in question 1, find sin bac when ad = 1  m. ",
+            "10": "10  \u00a9 ucles 2012 0607/06/m/j/12  for  examiner's  use 3 model sin bac by letting ad = x metres.     show that sin bac =  ) 4 )( 1 (2 2+ +x xx.      not to scaleb c d a1 m 1 m",
+            "11": "11  \u00a9 ucles 2012 0607/06/m/j/12 [turn over  for  examiner's  use 4 (a) using the model in question 3, sketch the graph of sin bac against x.     00.4 8sin bac x      (b) find the value of x which makes sin bac a maximum.                 (c) find the largest angle of view.                             question 5 is printed on the next page.",
+            "12": "12    permission to reproduce items where thir d-party owned material protected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holder s, 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.   \u00a9 ucles 2012 0607/06/m/j/12  for  examiner's  use 5 (a)  instead of one metre high, the statue is h metres high.     the base of the statue is still one metre above the line of sight.    modify the model in question 3.                                   (b) the one metre high statue is replaced by a statue that is 2 metres high.    use your model from part (a) to find the change (if any) in    (i) the largest angle of view,                         (ii) the corresponding distance from the column.                        "
+        },
+        "0607_w12_qp_1.pdf": {
+            "1": "      this document consists of 10 printed pages and 2 blank pages.  ib12 11_0607_01/rp  \u00a9 ucles 2012  [turn over    *6733418139*  university of cambridge international examinations  international general certificate of secondary education         cambridge international mathematics 0607/01     paper 1 (core)  november 2012     45 minutes    candidates answer on the question paper    additional materials: geometrical instruments      read these instructions first    write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen.  do not use staples, paper clips, highlighters, glue or correction fluid.  you may use a pencil for any diagrams or graphs. do not  write in any barcodes.   answer all the questions. calculators must not be used in this paper. all answers should be given in their simplest form.  you must show all the relevant working to gain full marks and you will be given marks for correct methods  even if your answer is incorrect. the number of marks is given in brackets [  ] at the end of each question or part question.  the total number of marks for this paper is 40.  for examiner's use   ",
+            "2": "2  \u00a9 ucles 2012 0607/01/o/n/12    formula list  area, a, of triangle, base b, height h. a = 1 2bh  area, a, of circle, radius r. a = \u03c0r2  circumference, c, of circle, radius r. c = 2\u03c0r  curved surface area, a, of cylinder of radius r, height h. a = 2\u03c0rh  curved surface area, a, of cone of radius r, sloping edge l. a = \u03c0rl  curved surface area, a, of sphere of radius r. a = 4\u03c0r2  volume, v, of prism, cross-sectional area a, length l. v =al  volume, v, of pyramid, base area a, height h. v= 1 3ah  volume, v, of cylinder of radius r, height h. v = \u03c0r2h  volume, v, of cone of radius r, height h. v = 1 3\u03c0r2h  volume, v, of sphere of radius r. v = 4 3\u03c0r3",
+            "3": "3      \u00a9 ucles 2012 0607/01/o/n/12 [turn over for  examiner's  use answer all the questions.  1 (a) write 43  200 correct to the nearest thousand.        answer (a)   [1]   (b) write 43  200 in standard form.        answer (b)   [1]        2 (a) complete the following.          \u00d7 36 = 30 [1]   (b) work out  10 + 8 \u00f72  .        answer (b)   [1]         ",
+            "4": "4  \u00a9 ucles 2012 0607/01/o/n/12  for  examiner's  use   3two adults and one child buy tickets to fly from vienna to paris.   the adult ticket price is $44.     the child ticket price is 43of the adult price.    (a) write down the total  cost of two adult tickets and one child ticket.        answer (a) $    [2]   (b) the aircraft leaves vienna airport at 10 45 and arrives in paris at 13 15.     (i) how long, in hours and minutes, does the flight take?         answer (b)(i)  h  min  [1]       (ii) the distance from vienna to paris is 1000 km.     find the average speed of the aircraft.               answer (b)(ii)   km/h  [2]          ",
+            "5": "5      \u00a9 ucles 2012 0607/01/o/n/12 [turn over for  examiner's  use 4the diagram shows the graph of the function   y = f (x)  for  \u20133 y x y 3  .        \u20136 \u20136\u20135 \u20134 \u20133 \u20132 \u20131 0 123456 \u20135\u20134\u20133\u20132\u20131123456y xy = f(x)     (a) write down the range of y = f( x)  for  \u20133 y x y 3  .          answer (a)   [1]   (b) on the same diagram, sketch the graph of y = f( x \u2013 3)  . [1]   (c) describe the single  transformation the maps y = f(x) onto y = f(x) \u2013 3  .         answer (c)   [2]           ",
+            "6": "6  \u00a9 ucles 2012 0607/01/o/n/12  for  examiner's  use 5a bag contains yellow, blue and green discs.  there are 60 discs in the bag.    one disc is chosen at random.    the probability that the disc is yellow is 101 .    the probability that the disc is green is 103 .    (a) find the probability that the disc is blue.           answer (a)   [2]   (b) work out how many discs are green.           answer (b)   [1]          6   a  = 232r \u03c0    make r the subject of the formula.                    answer r =   [3]           ",
+            "7": "7      \u00a9 ucles 2012 0607/01/o/n/12 [turn over for  examiner's  use  7the venn diagram shows the sets a and b.        ab 2 3 71115 20u     (a) list the elements of set b .        answer (a)   [1]   (b) complete the following statements.      (i) 2 \u2208   [1]    (ii) n( a) =    [1]    (iii) a  \u2229 b =  {   } [1]           ",
+            "8": "8  \u00a9 ucles 2012 0607/01/o/n/12  for  examiner's  use 8the nth term of a sequence is  2n \u2013 5  .     (a) find the value of the first term.     answer (a)   [1]   (b) find the difference between the third term and the fourth term.                    answer (b)   [2]          9 (a) factorise completely.       3 x + 13x2         answer (a)   [1]   (b) write as a single fraction.       54x+3y          answer (b)   [2]   (c) write down the inequality that describes the set of numbers shown below.        \u20136 \u20134 \u20132 0 2 4 6 8        answer (c)   [2]          ",
+            "9": "9    \u00a9 ucles 2012 0607/01/o/n/12 [turn over for  examiner's  use   10 b c a14\u00b00.5  m 2 m q r p1.5  mnot to scale     triangle abc is similar  to triangle pqr .      (a) angle bac = 14\u00b0.   write down the size of angle qpr .        answer (a) angle qpr =   [1]   (b) find the length of pr.                        answer (b)   [2]        (c)  ab c d e     which two triangles are congruent?    answer (c)  and   [1]          ",
+            "10": "10  \u00a9 ucles 2012 0607/01/o/n/12  for  examiner's  use 11 (a) write down the gradient of the straight line y = 5x \u2013 1.         answer (a)   [1]     (b) write down the equation of the line parallel to  y = 5x \u2013 1  which passes through the   point (0, 3).        answer (b)   [2]          12 carlos has two spinners.    (a) write down the number of lines of symmetry of this spinner.              answer (a)   [1]   (b) write down the order of rotational symmetry of this spinner.            answer (b)   [1]           ",
+            "11": "11  \u00a9 ucles 2012 0607/01/o/n/12 blank page ",
+            "12": "12    permission to reproduce items where third-par ty owned material protected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to t race 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.    \u00a9 ucles 2012 0607/01/o/n/12  blank page "
+        },
+        "0607_w12_qp_2.pdf": {
+            "1": "    this document consists of 8 printed pages.  ib12 11_0607_02/2rp  \u00a9 ucles 2012  [turn over      *0841359003* for examiner's use    university of cambridge international examinations  international general certificate of secondary education       cambridge international mathematics 0607/02     paper 2 (extended)  october/november 2012     45 minutes    candidates answer on the question paper    additional materials: geometrical instruments      read these instructions first    write your centre number, candidate number and name on all the work you hand in.  write in dark blue or black pen.  do not use staples, paper clips, highlighters, glue or correction fluid. you may use a pencil for any diagrams or graphs.  do not  write in any barcodes.    answer all the questions.  calculators must not be used in this paper.  all answers should be given in their simplest form. you must show all the relevant working to gain full marks and you will be given marks for correct methods  even if your answer is incorrect. the number of marks is given in brackets [  ] at the end of each question or part question.  the total number of marks for this paper is 40.   ",
+            "2": "2  \u00a9 ucles 2012 0607/02/o/n/12  formula list  for the equation ax2 + bx + c = 0 x =2_\u00b1 4 2_ bb a c a  curved surface area, a, of cylinder of radius r, height h. a = 2\u03c0rh  curved surface area, a, of cone of radius r, sloping edge l. a = \u03c0rl  curved surface area, a, of sphere of radius r. a = 4\u03c0r2  volume, v, of pyramid, base area a, height h. v= 1 3ah  volume, v, of cylinder of radius r, height h. v = \u03c0r2h  volume, v, of cone of radius r, height h. v = 1 3\u03c0r2h  volume, v, of sphere of radius r. v = 4 3\u03c0r3   ==sin sin sin abc ab c   a2 = b2 + c2 \u2013 2bc cos a   area = 1 2bc sin a       a a b cb c",
+            "3": "3  \u00a9 ucles 2012 0607/02/o/n/12 [turn over  for  examiner's  use answer all the questions.    1 factorise completely.      yz xy6 3\u2212    answer     [2]        2 (a)  write 250 grams as a percentage of 2 kilograms.       answer(a)    % [2]     (b) manuel scores 46 in a test.    this is 15% more than his previous test score.      calculate manuel\u2019s previous test score.        answer(b)    [3]          3 dariella leaves home at 07  49 and takes 24 minutes to walk to school.     (a) at what time does dariella arrive at school?     answer(a)     [1]    (b) the distance to school is 1.4 km.      calculate dariella\u2019s walking speed.    give your answer in kilometres per hour.         answer(b)   km/h [2]          4 calculate.     (3.24 \u00d7 10 \u20133) \u00f7 (4 \u00d7 104)      give your answer in standard form.       answer    [2]   ",
+            "4": "4  \u00a9 ucles 2012 0607/02/o/n/12  for  examiner's  use 5 (a)   x8 cmp cmnot to scale     31sin =x               32 2cos =x               2 21tan =x       calculate the value of p giving your answer as a simplified fraction.                   answer(a)   p =    [2]     (b)   0y xq      the diagram shows the graph of    x y2sin3= .    q is a local maximum point.     find the co-ordinates of q.            answer(b) (  ,    )  [2]   ",
+            "5": "5  \u00a9 ucles 2012 0607/02/o/n/12 [turn over  for  examiner's  use 6 (a)  simplify   3 23\u2212 \uf8f7\uf8f8\uf8f6\uf8ec\uf8ed\uf8eb.      give your answer as a fraction.       answer(a)    [2]     (b) tlog4log2 2 log3 = \u2212      find the value of t.             answer(b)    [2]      7 y varies inversely as the square root of x.   when x = 16, y = 3.    (a) find y in terms of x.                answer(a)   y =    [2]     (b) find y when x = 36.     answer(b)     [1]        8 write  111\u2212\u2212x  as a single fraction.             answer    [2]   ",
+            "6": "6  \u00a9 ucles 2012 0607/02/o/n/12  for  examiner's  use 9 (a)    y x0a bnot to scale       a is the point (4, 2) and b is the point (1, \u2013 3).      (i) write down the vector  in component form.      answer(a)(i)     =  \uf8f7\uf8f7\uf8f7\uf8f7 \uf8f8\uf8f6 \uf8ec\uf8ec\uf8ec\uf8ec \uf8ed\uf8eb    [1]     (ii)  = \uf8f7 \uf8f8\uf8f6\uf8ec \uf8ed\uf8eb\u2212 43       write down the co-ordinates of c.     answer(a)(ii) (   ,    )  [1]    (b)  rq opmr pnot to scale       opqr  is a parallelogram and m is the midpoint of pq.     = p and  = r.      find  in terms of p and r.             answer(b)    [2]     ",
+            "7": "7  \u00a9 ucles 2012 0607/02/o/n/12 [turn over  for  examiner's  use 10 simplify the following.     (a) 32        answer(a)    [1]     (b)  1 21 +               answer(b)    [2]      11  w cm 4.5  cmnot to scale      the diagrams show two similar shapes.   the lengths shown in the diagrams are in the ratio 2 : 1.   (a) calculate the value of w.       answer(a)   w =    [1]    (b) the area of the larger shape is 56 cm 2.     calculate the area of the smaller shape.            answer(b)   cm2 [2]      question 12 is on the next page ",
+            "8": "8    permission to reproduce items where third-par ty owned material protected by copyright is  included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holder s, 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 t he cambridge assessment group. ca mbridge assessment is the brand name of university of  cambridge local examinations syndicate (ucles), which is itself a department of the university of cambridge.    \u00a9 ucles 2012 0607/02/o/n/12  for  examiner's  use 12 (a)        a bag contains 3 white beads and 2 black beads.   two beads are taken out of the bag at random, without replacement.     calculate the probability that both beads are white.            answer(a)    [2]    (b)   bag a bag b      bag a contains 3 white beads and 2 black beads.    bag b contains 3 white beads and 4 black beads.      one bead is taken out of each bag at random.     calculate the probability that one bead is white and one bead is black.                  answer(b)    [3]     "
+        },
+        "0607_w12_qp_3.pdf": {
+            "1": "    this document consists of 16 printed pages.  ib12 11_0607_03/2rp  \u00a9 ucles 2012  [turn over      *9869593646* for examiner's use    university of cambridge international examinations  international general certificate of secondary education       cambridge international mathematics 0607/03     paper 3 (core)  october/november 2012     1 hour 45 minutes    candidates answer on the question paper    additional materials: geometrical instruments   graphics calculator      read these instructions first    write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen.  do not use staples, paper clips, highlighters, glue or correction fluid.  you may use a pencil for any diagrams or graphs. do not  write in any barcodes.   answer all the questions. unless instructed otherwise, give your answers exactly or correct to three significant figures as appropriate.  answers in degrees should be given to one decimal place.  for \u03c0, use your calculator value.  you must show all the relevant working to gain full marks and you will be given marks for correct methods,  including sketches, even if your answer is incorrect.  the number of marks is given in brackets [  ] at the end of each question or part question.  the total number of marks for this paper is 96.   ",
+            "2": "2  \u00a9 ucles 2012 0607/03/o/n/12  formula list  area, a, of triangle, base b, height h. a = 1 2bh  area, a, of circle, radius r. a = \u03c0r2  circumference, c, of circle, radius r. c = 2\u03c0r  curved surface area, a, of cylinder of radius r, height h. a = 2\u03c0rh  curved surface area, a, of cone of radius r, sloping edge l. a = \u03c0rl  curved surface area, a, of sphere of radius r. a = 4\u03c0r2  volume, v, of prism, cross-sectional area a, length l. v =al  volume, v, of pyramid, base area a, height h. v= 1 3ah  volume, v, of cylinder of radius r, height h. v = \u03c0r2h  volume, v, of cone of radius r, height h. v = 1 3\u03c0r2h  volume, v, of sphere of radius r. v = 4 3\u03c0r3 ",
+            "3": "3  \u00a9 ucles 2012 0607/03/o/n/12 [turn over  for  examiner's  use answer all the questions.    1 1000 people are asked how they travel to work.  150 walk, 450 travel by bus and 25 cycle.  all the rest travel by car.     (a) how many people travel to work by car?      answer(a)    [1]    (b) find the percentage of people who walk to work.         answer(b)   % [1]    (c) the number of people who travel by bus is in the ratio    men : women  =  3 : 2.      calculate the number of men who travel by bus.            answer(c)    [2]    (d) aisha draws a pie chart to show how the 1000 people travel to work.     calculate the sector angle which shows the number of people who walk to work.    (do not draw the pie chart.)              answer(d)    [2]    (e) one of the 1000 people is chosen at random.     what is the probability that this person travels to work by bus?   give your answer as a fraction in its lowest terms.       answer(e)    [2]     ",
+            "4": "4  \u00a9 ucles 2012 0607/03/o/n/12  for  examiner's  use 2  y xa b 0not to scale      the equation of the straight line through a and b is 3x + 8y = 24.    the line cuts the y-axis at a and the x-axis at b.     (a) find the co-ordinates of a.       answer(a) (   ,    )  [1]    (b) find the co-ordinates of b.      answer(b) (  ,    )  [1]    (c) find the gradient of ab.        answer(c)     [2]    (d) m is the midpoint of ab.      write down the co-ordinates of m.         answer(d) (  ,    )  [2]     (e) write down the vector  in component form.         answer(e)  \uf8f7\uf8f7\uf8f7 \uf8f8\uf8f6 \uf8ec\uf8ec\uf8ec \uf8ed\uf8eb     [1]     ",
+            "5": "5  \u00a9 ucles 2012 0607/03/o/n/12 [turn over  for  examiner's  use 3  12  cm 12  cm12  cm 12  cmnot to  scale      the diagram shows a piece of wood with the cross-section shaded.       (a) calculate the area of the cross-section.          answer(a)   cm2  [2]    (b) the piece of wood is 5 metres  long.    (i) calculate the volume of the piece of wood in cm 3.        answer(b)(i)    cm3  [2]    (ii) write your answer to part(b)(i)  in cubic metres.        answer(b)(ii)   m3  [1]     (c) a builder needs 200 of these 5 metre long pieces of wood to construct a house.    the wood costs $9.45 per metre.    calculate the total cost of the wood.              answer(c)   $     [2]     ",
+            "6": "6  \u00a9 ucles 2012 0607/03/o/n/12  for  examiner's  use 4 (a) find the value of   ( p \u2013 q)2 when p = 5.2 and q = \u2212 2.3.        answer(a)     [2]    (b) solve the simultaneous equations.          3 x + 2y = 18      4 x \u2013 2y = \u2212 4                answer(b) x =                 y  =      [2]     (c) simplify   3x5 \u00d7 2x3 .       answer(c)      [2]     (d) solve the following equation.       2(3x \u2013 5) \u2013 3( x + 1) = 5               answer(d) x =     [3]    (e) 2 x = 24 + 24      find the value of x.           answer(e) x  =     [2]     ",
+            "7": "7  \u00a9 ucles 2012 0607/03/o/n/12 [turn over  for  examiner's  use 5 the marks gained by 20 students in a quiz are shown in the table.    mark 1 2 3 4 5  frequency 9 3 5 2 1    find     (a) the mode,       answer(a)     [1]    (b) the mean,      answer(b)     [1]    (c) the median,      answer(c)     [1]     (d) the lower quartile,       answer(d)      [1]    (e) the range.      answer(e)     [1]          ",
+            "8": "8  \u00a9 ucles 2012 0607/03/o/n/12  for  examiner's  use 6 (a)  x\u00b0110\u00b0 not to scale       find the value of x.       answer(a) x =      [1]    (b)  z\u00b0y\u00b0 120\u00b0 ot nanot to scale       tan is a tangent, at a, to the circle, centre o.    oa is a radius.      find the values of y and z.         answer(b) y =                  z  =      [3]    ",
+            "9": "9  \u00a9 ucles 2012 0607/03/o/n/12 [turn over  for  examiner's  use  (c)  w\u00b0w\u00b0w\u00b0 w\u00b0 w\u00b0 140\u00b0not to scale       one angle in a hexagon is 140\u00b0.    each of the other angles is w\u00b0.     find the value of w.                      answer(c) w  =     [3]      ",
+            "10": "10  \u00a9 ucles 2012 0607/03/o/n/12  for  examiner's  use 7  p q r26  cm10  cm not to scale      (a) calculate pr.           answer(a)   cm  [3]    (b) find the area of triangle pqr .                answer(b)   cm2  [2]    (c) use trigonometry to calculate the size of angle prq .                answer(c)     [2]     ",
+            "11": "11  \u00a9 ucles 2012 0607/03/o/n/12 [turn over  for  examiner's  use 8  f( x) = 2x(x \u2212 4)     (a) on the diagram sketch the graph of  y = f(x) for  \u22121 y  x y 6.    6x24 \u20138\u201310y        [3]     (b) find the co-ordinates of the minimum point of the graph.        answer(b) (  ,    )  [1]     (c) write down the equation of the line of symmetry of the graph.      answer(c)     [1]    (d) on the same diagram sketch the graph of  y = 3x \u2013 4 . [2]    (e) write down the co-ordinates of the points where   2 x(x \u2013 4)  =  3x \u2013 4 .    give each answer correct to 3 decimal places.        answer(e) (  ,    )               (   ,    )  [3]     ",
+            "12": "12  \u00a9 ucles 2012 0607/03/o/n/12  for  examiner's  use 9    3 4 5 6 7 8 9 10 11    (a) joachim chooses a number from the list above at random.     find the probability that the number is     (i) an odd number,     answer(a)(i)      [1]    (ii) a prime number,     answer(a)(ii)     [1]    (iii) a factor of 12,     answer(a)(iii)     [1]    (iv) a multiple of 3,     answer(a)(iv)      [1]    (v) a power of 2.     answer(a)(v)      [1]      (b) x is a number in the list above where  6 < x y 9 .      write down all the possible values for x.      answer(b)     [1]       ",
+            "13": "13  \u00a9 ucles 2012 0607/03/o/n/12 [turn over  for  examiner's  use 10 a bank pays interest at a rate of 2.5% each year.    (a) lukas invests $5000 in the bank.    at the end of each year he removes the interest from his bank account.     calculate the total  amount of interest he has removed after 4 years.             answer(a)   $      [3]    (b) marcus also invests $5000 in the bank.    he does not remove any money from the bank for 4 years.     calculate how much more interest marcus will have than lukas at the end of the 4 years.                    answer(b)   $      [4]      ",
+            "14": "14  \u00a9 ucles 2012 0607/03/o/n/12  for  examiner's  use 11   15  cm      the diagram shows the top of a circular pizza with a radius of 15  cm.   it is cut into 6 equal slices.    (a) calculate the area of the top of the whole pizza.         answer(a)   cm2  [2]    (b) find the area of the top of one slice of pizza.      answer(b)   cm2  [1]     (c) find the length of the curved edge of one slice.          answer(c)   cm  [2]     (d) the whole pizza costs $12 to make.    each slice of pizza is sold for $2.75 .    calculate the percentage profit made by selling all six slices.          answer(d)   %  [4]     ",
+            "15": "15  \u00a9 ucles 2012 0607/03/o/n/12 [turn over  for  examiner's  use 12 a large number of plants are grown from seeds.   the probability that a plant has a red flower is 51 .     (a) find the probability that a plant does not have a red flower.       answer(a)      [1]    (b) two of these plants are chosen at random.    (i) complete the tree diagram.    plant 1 plant 2 red flower not red flowerredflower not red flower not red flowerred flower15        [2]     (ii) find the probability that both plants have red flowers.          answer(b)(ii)     [2]       (iii) find the probability that only one of the two plants has a red flower.              answer(b)(iii)     [3]      question 13 is on the next page. ",
+            "16": "16    permission to reproduce items where third-par ty owned material protected by copyright is  included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holder s, 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.    \u00a9 ucles 2012 0607/03/o/n/12  for  examiner's  use 13  6 54321 \u20131\u20132\u20133\u20134\u20135\u20136\u20135 \u20136 \u20137 \u2013 4\u2013 3\u2013 2\u2013 1 1 0 234567y xfp q g      (a) describe fully the single  transformation that maps f onto g.       [2]       (b) describe fully the single  transformation that maps p onto q.       [2]     "
+        },
+        "0607_w12_qp_4.pdf": {
+            "1": "    this document consists of 19 printed pages and 1 blank page.  ib12 11_0607_04/2rp  \u00a9 ucles 2012  [turn over      *3360305085* for examiner's use    university of cambridge international examinations  international general certificate of secondary education       cambridge international mathematics 0607/04     paper 4 (extended)  october/november 2012     2 hours 15 minutes    candidates answer on the question paper    additional materials: geometrical instruments   graphics calculator      read these instructions first    write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen.  do not use staples, paper clips, highlighters, glue or correction fluid.  you may use a pencil for any diagrams or graphs. do not  write in any barcodes.   answer all the questions. unless instructed otherwise, give your answers exactly or correct to three significant figures as appropriate.  answers in degrees should be given to one decimal place.  for \u03c0, use your calculator value.  you must show all the relevant working to gain full marks and you will be given marks for correct methods,  including sketches, even if your answer is incorrect.  the number of marks is given in brackets [  ] at the end of each question or part question.  the total number of marks for this paper is 120.   ",
+            "2": "2  \u00a9 ucles 2012 0607/04/o/n/12  formula list  for the equation ax2 + bx + c = 0 x =2_\u00b1 4 2_ bb a c a  curved surface area, a, of cylinder of radius r, height h. a = 2\u03c0rh  curved surface area, a, of cone of radius r, sloping edge l. a = \u03c0rl  curved surface area, a, of sphere of radius r. a = 4\u03c0r2  volume, v, of pyramid, base area a, height h. v= 1 3ah  volume, v, of cylinder of radius r, height h. v = \u03c0r2h  volume, v, of cone of radius r, height h. v = 1 3\u03c0r2h  volume, v, of sphere of radius r. v = 4 3\u03c0r3   ==sin sin sin abc ab c   a2 = b2 + c2 \u2013 2bc cos a   area = 1 2bc sin a       a a b cb c",
+            "3": "3  \u00a9 ucles 2012 0607/04/o/n/12 [turn over  for  examiner's  use answer all the questions.    1 a number of students were asked how many brothers or sisters they have.  the results are shown in the table.   number of brothers or sisters 0 1 2 3 4 5 6  frequency 9 15 13 6 2 3 2    find    (a) the number of students,     answer(a)    [1]    (b) the median,     answer(b)    [1]     (c) the mean,     answer(c)     [1]    (d) the upper quartile,     answer(d)    [1]    (e) the range,     answer(e)    [1]    (f) the mode.     answer(f)    [1]     ",
+            "4": "4  \u00a9 ucles 2012 0607/04/o/n/12  for  examiner's  use 2 (a) mr pereira shares $200 between his two sons in the ratio    pedro : jose = 3 : 2.     (i) write this ratio in the form n : 1.     answer(a)(i)     : 1 [1]     (ii) show that pedro receives $120.            [1]    (iii) pedro invests his $120 at a rate of 4 % per year simple interest.       calculate the total amount  pedro has after 2 years.               answer(a)(iii)  $    [2]    (iv) jose invests his $80 at a rate of 3.95 % per year compound  interest.       calculate the total amount  jose has after 2 years.           answer(a)(iv)  $    [2]    (v) show that, over 2 years, 3.95% per year compound interest is better than 4% per year  simple interest.                         [2]   ",
+            "5": "5  \u00a9 ucles 2012 0607/04/o/n/12 [turn over  for  examiner's  use  (b) the value of mr pereira\u2019s car is $24  000.    the value of the car decreases by 10 % each year.    (i) find the value of the car after 2 years.                answer(b)(i)  $    [2]    (ii) find the number of complete years it takes for the value of the car to reduce from $24  000  to $10  000.                                 answer(b)(ii)    [2]          ",
+            "6": "6  \u00a9 ucles 2012 0607/04/o/n/12  for  examiner's  use 3  4.8  cm 23.7  cmnot to scale      the diagram shows a solid made using a hemisphere and a cylinder.   the radius of both the hemisphere and the cylinder is 4.8 cm.   the height of the cylinder is 23.7 cm.   (a) (i)  calculate the volume of the solid.     give your answer correct to the nearest cubic centimetre.               answer(a)(i)    cm3 [4]    (ii) write your answer to part(a)(i)  in cubic metres.     answer(a)(ii)   m3 [1]      (iii) the solid is made of wood.     1  m3 of wood has a mass of 820  kg.       calculate the mass of the solid.            answer(a)(iii)   kg [1]   ",
+            "7": "7  \u00a9 ucles 2012 0607/04/o/n/12 [turn over  for  examiner's  use  (b) the surface of the solid, including the base, is painted at a cost of     0.15 cents per square centimetre.     calculate the cost of painting the solid.   give your answer in dollars , correct to the nearest cent.                                                    answer(b)   $    [5]            ",
+            "8": "8  \u00a9 ucles 2012 0607/04/o/n/12  for  examiner's  use 4 (a)  each interior angle of a regular polygon with n sides is 175\u00b0.      find n.                answer(a)   n =    [2]     (b)   74\u00b0 x\u00b0y\u00b0 2x\u00b0c d a bnot to scale       in the diagram ba = bd = bc.    angle dab  = 74\u00b0, angle abd  = x\u00b0, angle dbc = 2x\u00b0 and angle bcd = y\u00b0.    (i) find the value of y.                answer(b)(i)  y =    [3]       (ii) explain why ad is not parallel to bc.       [2]     ",
+            "9": "9  \u00a9 ucles 2012 0607/04/o/n/12 [turn over  for  examiner's  use (c)  ad c bo 150\u00b027\u00b0 not to scale       in the diagram a, b, c and d lie on the circle, centre o.    angle aob  = 150\u00b0 and angle bdc = 27\u00b0.      calculate    (i) angle acb,       answer(c)(i)     [1]     (ii) angle oac.                   answer(c)(ii)     [3]      ",
+            "10": "10  \u00a9 ucles 2012 0607/04/o/n/12  for  examiner's  use 5  r qp7 cm 7.5  cm40\u00b0not to scale      (a) calculate the area of triangle pqr .              answer(a)   cm2 [2]    (b) calculate qr.                                   answer(b)   cm [3]      ",
+            "11": "11  \u00a9 ucles 2012 0607/04/o/n/12 [turn over  for  examiner's  use 6  \u201362 \u2013260y x      f(x) =  64 2\u2212 \u2212x x     (a) on the diagram sketch the graph of  y = f(x) for  \u2013 6 y x y  6. [5]     (b) write down the equations of the three asymptotes.    answer(b)    ,    ,     [3]    (c) find the range of f( x).     answer(c)    [3]     (d) write down the range of  ) ( fx.     answer(d)     [1]     (e) g(x) = log x       (ii) solve the equation x x xlog 64 2= \u2212 \u2212 .     answer(e)(ii)  x =    or x =     [2]     (iii) solve the equation x x xlog 64 2= \u2212 \u2212 .     answer(e)(iii)     [1]      (i) on the same diagram sketch the graph of  y = g(x). [2] ",
+            "12": "12  \u00a9 ucles 2012 0607/04/o/n/12  for  examiner's  use 7  u p qx wt vuy n l mr      the venn diagram shows three sets p, q and r.   u = {l, m, n, t, u, v, w, x, y}    (a) use set notation to complete each statement.     (i) y    r  [1]     (ii) q     p  [1]    (iii) q  \u2229 r =      [1]     (iv) p     q = p  [1]     (b) list the elements of the following sets.     (i) p = {     }  [1]     (ii) p \u2229 q = {    }  [1]    (iii) (p  \u222a r)' = {    }  [1]     (iv) q \u222a r  {    }  [1]     ",
+            "13": "13  \u00a9 ucles 2012 0607/04/o/n/12 [turn over  for  examiner's  use 8  y x3 \u20131\u20132 20      (a) sketch the following lines.    (i) y = x + 1   [1]     (ii)  32xy \u2212 =   [1]     (b) find the co-ordinates of the point of intersection, i, of the two lines in part (a) .     answer(b)   (    ,    ) [1]     (c) find the area of the triangle enclosed by the lines y = x + 1, 32xy \u2212 =and x = 0.         answer(c)    [2]     (d) find the equation of the line which passes through i and is perpendicular to the line y = x + 1.               answer(d)    [3]       ",
+            "14": "14  \u00a9 ucles 2012 0607/04/o/n/12  for  examiner's  use 9 200 students measured the distance, d metres, they walked in 5 minutes.   the table shows the results.    distance ( d metres) 0 y d < 200 200 y d < 300 300 y d < 350 350 y d < 400 400 y d < 500  frequency 13 19 83 70 15     (a) calculate an estimate of the mean distance walked.        answer(a)   m [2]       (b) complete the histogram below.    the bar for 400 y d < 500 has already been drawn for you.    2 1.5 1 0.5 0100 200 300 400 500frequency density distance (metres)d         [4]       ",
+            "15": "15  \u00a9 ucles 2012 0607/04/o/n/12 [turn over  for  examiner's  use 10 (a) solve the equation   6 \u2013 3 x \u2013 x2 = 0 .                           answer(a) x =   or x =     [3]     (b) solve the inequality   6 \u2013 3 x \u2013 x2 y 0 .                 answer(b)    [2]      ",
+            "16": "16  \u00a9 ucles 2012 0607/04/o/n/12  for  examiner's  use 11   f(x) = 2x + 3 g(x) = x2 + x + 2     (a) find f(g(2)).        answer(a)    [2]    (b) find g(f( x)) in its simplest form.                     answer(b)    [3]    (c) find f \u20131(x).               answer(c)    [2]     (d) (i)  find the value of f(f(1)).     answer(d)(i)     [1]    (ii) solve the equation f(f(x)) = f( x).                    answer(d)(ii)  x =    [2]      ",
+            "17": "17  \u00a9 ucles 2012 0607/04/o/n/12 [turn over  for  examiner's  use 12  ac b5 4321 \u20131\u20132\u20133 \u20135\u2013 4\u2013 3\u2013 2\u2013 1 1 0 234567y x      (a) describe fully the single  transformation that maps flag a onto     (i) flag b,         [2]     (ii) flag c.         [3]     (b) draw the rotation of flag a through 90\u00b0 clockwise about the point (1, \u2013 1). [2]        ",
+            "18": "18  \u00a9 ucles 2012 0607/04/o/n/12  for  examiner's  use 13 sara cycles 10  km at a speed of ( x + 3) km/h.   she then cycles a further 4  km at a speed of x km/h.   the total time taken is 1 hour.    (a) (i)  write down an expression in x for the time sara takes to cycle the first 10 km.      answer(a)(i)   hours [1]    (ii) show that x 2 \u2013 11x \u2013 12 = 0.                               [3]       (b) factorise  x 2 \u2013 11x \u2013 12 .        answer(b)    [2]    (c) find the number of minutes sara takes to cycle the first 10 km.          answer(c)   min [2]      ",
+            "19": "19  \u00a9 ucles 2012 0607/04/o/n/12  for  examiner's  use 14  y x 30\u00b0 \u201330\u00b0 0 60\u00b0 \u201360\u00b0 90\u00b0 \u201390\u00b0 120\u00b0 \u2013120\u00b0 150\u00b0 \u2013150\u00b0 180\u00b0 \u2013180\u00b06 42 \u20132\u20134\u20136      the diagram shows the graph of  y = tan x for   \u2013 180\u00b0 y x y 180\u00b0.     (a) (i)  on the diagram sketch the graph of  y = tan( x \u2013 60\u00b0) for   \u2013 180\u00b0 y x y  180\u00b0. [2]     (ii) describe fully the single  transformation that maps the graph of y = tan x onto the graph of    y = tan( x \u2013 60\u00b0).       [2]         (b) solve the equation   tan x = 3 for   \u2013 180\u00b0 y x y 180\u00b0.         answer(b)    [2]     ",
+            "20": "20      permission to reproduce items where thir d-party owned material protected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holder s, 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.    \u00a9 ucles 2012 0607/04/o/n/12  blank page  "
+        },
+        "0607_w12_qp_5.pdf": {
+            "1": "    this document consists of 7 printed pages and 1 blank page.  ib12 11_0607_05/3rp  \u00a9 ucles 2012  [turn over      *5588991114* university of cambridge international examinations  international general certificate of secondary education       cambridge international mathematics 0607/05     paper 5 (core)  october/november 2012     1 hour    candidates answer on the question paper    additional materials: graphics calculator      read these instructions first    write your centre number, candidate number and name on all the work you hand in.  write in dark blue or black pen.  do not use staples, paper clips, highlighters, glue or correction fluid. you may use a pencil for any diagrams or graphs.  do not write in any barcodes.   answer all the questions.  you must show all relevant working to gain full marks for correct methods, including sketches.  in this paper you will also be assessed on your ability to provide full reasons and communicate your  mathematics clearly and precisely.  at the end of the examination, fasten all your work securely together.  the total number of marks for this paper is 24.   ",
+            "2": "2  \u00a9 ucles 2012 0607/05/o/n/12  for  examiner's  use answer all the questions.    investigation straight lines     1 the straight lines in this diagram never cross .   complete the statement.       these lines are called   lines.    2 in this diagram three lines cross at two points.          in this diagram three lines cross at three points.  this is the maximum  number of crossing points for three lines.         draw diagrams to show the following numbers of crossing points for four lines.   put arrow symbols on all the lines that never cross.    (a) three crossing points.                     ",
+            "3": "3  \u00a9 ucles 2012 0607/05/o/n/12 [turn over  for  examiner's  use  (b) four crossing points.                            (c) five crossing points.                          (d) six crossing points.    this is the maximum number of crossing points for four lines.                       ",
+            "4": "4  \u00a9 ucles 2012 0607/05/o/n/12  for  examiner's  use 3 a diagram for the maximum number of crossing points for five lines is to be drawn.    (a) explain how a fifth line must be drawn on your diagram in part 2 (d)  to give the maximum  number of crossing points.             (b) draw this diagram.                                            (c) write down the maximum number of crossing points for five lines.                   ",
+            "5": "5  \u00a9 ucles 2012 0607/05/o/n/12 [turn over  for  examiner's  use 4 complete this table.    number of lines  1 2 3 4 5 6 7 8 9  maximum number  of crossing points 0  3 6  15  28                 5 the formula for the maximum number of crossing points is   ) 1 (21\u2212n n  .   (a) what does the letter n represent?         (b) show that this formula gives the answer in the table when eight lines cross.                  (c) find the number of lines when the maximum number of crossing points is 120.                       ",
+            "6": "6  \u00a9 ucles 2012 0607/05/o/n/12  for  examiner's  use 6 straight lines can also form regions.     there are four regions when two lines cross.   1 2 43      the maximum number of regions when three lines cross is  seven.  1 2 3 4 5 6 7      (a) (i)  draw a diagram to show the maximum  number of regions when four lines cross.     number the regions.                                                 (ii) write down the maximum number of regions when four lines cross.              ",
+            "7": "7  \u00a9 ucles 2012 0607/05/o/n/12  for  examiner's  use  (b)  complete this table.    number of lines  1 2 3 4 5 6 7  maximum number  of regions 2 4 7  16 22          (c) the maximum number of regions forms a sequence.     the maximum number of regions when 21 lines cross is 232.    find the maximum number of regions when 22 lines cross.   show how you get your answer.                       (d) (i)  find a formula for the maximum number of regions when n lines cross.     you may use the formula in question 5  to help you.                                     (ii) test that your formula gives the answer in the table when six lines cross.    ",
+            "8": "8    permission to reproduce items where third-par ty owned material protected by copyright is  included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holder s, 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.   \u00a9 ucles 2012 0607/05/o/n/12  blank page  "
+        },
+        "0607_w12_qp_6.pdf": {
+            "1": "    this document consists of 11 printed pages and 1 blank page.  ib12 11_0607_06/2rp  \u00a9 ucles 2012  [turn over      *1208111882* university of cambridge international examinations  international general certificate of secondary education       cambridge international mathematics 0607/06     paper 6 (extended)  october/november 2012     1 hour 30 minutes    candidates answer on the question paper    additional materials: graphics calculator      read these instructions first    write your centre number, candidate number and name on all the work you hand in.  write in dark blue or black pen.  do not use staples, paper clips, highlighters, glue or correction fluid. you may use a pencil for any diagrams or graphs.  do not write in any barcodes.   answer both parts a and b.  you must show all relevant working to gain full marks for correct methods, including sketches. in this paper you will also be assessed on your ability to provide full reasons and communicate your  mathematics clearly and precisely.  at the end of the examination, fasten all your work securely together.  the total number of marks for this paper is 40.   ",
+            "2": "2  \u00a9 ucles 2012 0607/06/o/n/12  for  examiner's  use answer both  parts a and b.    a investigation straight lines (20 marks)    you are advised to spend no more than 45 minutes on this part.    1 the straight lines in this diagram never cross .   complete the statement.       these lines are called   lines.     2 in this diagram three lines cross at two points.        in this diagram three lines cross at three points.   this is the maximum  number of crossing points for three lines.         draw diagrams to show the following numbers of crossing points for four lines.   put arrow symbols on all the lines that never cross.    (a) three crossing points.                     ",
+            "3": "3  \u00a9 ucles 2012 0607/06/o/n/12 [turn over  for  examiner's  use  (b) four crossing points.                            (c) five crossing points.                          (d) six crossing points.    this is the maximum number of crossing points for four lines.                       ",
+            "4": "4  \u00a9 ucles 2012 0607/06/o/n/12  for  examiner's  use 3 a diagram for the maximum number of crossing points for five lines is to be drawn.    (a) explain how a fifth line must be drawn on your diagram in part 2 (d)  to give the maximum  number of crossing points.           (b) (i)  draw this diagram.                                           (ii) write down the maximum number of crossing points for five lines.                   4 (a) complete this table.    number of lines  1 2 3 4 5 6 7 8 9  maximum number   of crossing points 0  3 6  15  28    ",
+            "5": "5  \u00a9 ucles 2012 0607/06/o/n/12 [turn over  for  examiner's  use  (b) the maximum number of crossing points follows this pattern         0,   odd,   odd,   even,   even,   odd,   odd,     and so on.    explain why this pattern occurs.             5 the maximum number of crossing points forms a sequence.    (a) find a formula for the nth term of this sequence.                       (b) use your formula to show that when 10 lines cross, the maximum number of     crossing points is 45.         (c) find the number of lines when the maximum number of crossing points is 120.                   (d) is it possible for the maximum number of crossing points to be 590?    show how you get your answer.       ",
+            "6": "6  \u00a9 ucles 2012 0607/06/o/n/12  for  examiner's  use b modelling a swing (20 marks)    you are advised to spend no more than 45 minutes on this part.         the diagram shows a swing that is free to move backwards and forwards.  the seat is attached to the top bar by two ropes of equal length.    the length, l  cm, of the ropes is changed.    the time taken, t seconds, for the seat to swing backwards and forwards once is measured.     the results are shown in the table.     length   l cm 0 50 100 150 200 250 300 350  time   t seconds 0 1.4 2.3 2.4 2.8 3.2 3.5 3.8   ",
+            "7": "7  \u00a9 ucles 2012 0607/06/o/n/12 [turn over  for  examiner's  use 1 (a) on the grid below, plot the points for t against l, for 0 y l y  350.    t l4 321 050 100 150 200 length (cm)250 300 350time (seconds)      (b) one of the times in the table is incorrect.    write down this time.        seconds     (c) (i)  on the grid in part (a) , draw the graph of t against l using the seven correct points.       (ii) estimate the correct time for your answer to part (b) .          seconds    ",
+            "8": "8  \u00a9 ucles 2012 0607/06/o/n/12  for  examiner's  use 2 the relationship between t and l can be represented by a model.     (a) which of the following models best fits this relationship?      t = al + b  t = al 2 + b  t = alb                       (b) (i)  use lengths of 50  cm and 200  cm to show that the value of b is 21.                             (ii) find the value of a in your model.     give your answer correct to 1 decimal place.                             ",
+            "9": "9  \u00a9 ucles 2012 0607/06/o/n/12 [turn over  for  examiner's  use  (iii) rewrite your model substituting your values for a and b.      show that your model works when l = 250  cm.                        (c) use your model to find      (i) the length of the rope when the time taken is 4 seconds,                    cm     (ii) an estimate of the correct time for your answer in question 1 (b) .                    seconds      ",
+            "10": "10  \u00a9 ucles 2012 0607/06/o/n/12  for  examiner's  use 3 the model for the time, t seconds, that a pendulum of length l metres  takes for one swing is     9.82\u03c0lt=  .       (a) sketch the graph of t against l for 0 y l y 10.    0 length (metres)lt 107 time (seconds)    ",
+            "11": "11  \u00a9 ucles 2012 0607/06/o/n/12  for  examiner's  use  (b) (i)  show how this model becomes 9.85\u03c0lt=  when l is measured in centimetres .                              (ii) compare this model with your model in question 2 (b) (iii) .  ",
+            "12": "12      permission to reproduce items where third-par ty owned material protected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the publis her (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 t he 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.   \u00a9 ucles 2012 0607/06/o/n/12  blank page  "
+        }
+    },
+    "2013": {
+        "0607_s13_qp_11.pdf": {
+            "1": "    this document consists of 11 printed pages and 1 blank page.  ib13 06_0607_11/4rp  \u00a9 ucles 2013  [turn over      *0968513895* university of cambridge international examinations  international general certificate of secondary education       cambridge international mathematics 0607/11     paper 1 (core)  may/june 2013     45 minutes    candidates answer on the question paper    additional materials: geometrical instruments      read these instructions first    write your centre number, candidate number and name on all the work you hand in.  write in dark blue or black pen.  do not use staples, paper clips, highlighters, glue or correction fluid. you may use a pencil for any diagrams or graphs.  do not  write in any barcodes.    answer all the questions.  calculators must not be used in this paper.  all answers should be given in their simplest form. you must show all the relevant working to gain full marks and you will be given marks for correct methods  even if your answer is incorrect. the number of marks is given in brackets [  ] at the end of each question or part question.  the total number of marks for this paper is 40.   ",
+            "2": "2  \u00a9 ucles 2012 0607/11/m/j/13  formula list  area, a, of triangle, base b, height h. a = 1 2bh  area, a, of circle, radius r. a = \u03c0r2  circumference, c, of circle, radius r. c = 2\u03c0r  curved surface area, a, of cylinder of radius r, height h. a = 2\u03c0rh  curved surface area, a, of cone of radius r, sloping edge l. a = \u03c0rl  curved surface area, a, of sphere of radius r. a = 4\u03c0r2  volume, v, of prism, cross-sectional area a, length l. v =al  volume, v, of pyramid, base area a, height h. v= 1 3ah  volume, v, of cylinder of radius r, height h. v = \u03c0r2h  volume, v, of cone of radius r, height h. v = 1 3\u03c0r2h  volume, v, of sphere of radius r. v = 4 3\u03c0r3   ",
+            "3": "3  \u00a9 ucles 2012 0607/11/m/j/13 [turn over  for  examiner's  use 1 10     30     60     61     63     65     69     using only numbers from the list above, write down     (a) a multiple of 7,         answer (a)   [1]   (b) a prime number,        answer (b)   [1]   (c) the lowest common multiple of 20 and 30.        answer (c)   [1]             2 write 41 as     (a) a decimal,    answer (a)   [1]   (b) a percentage.    answer (b)   [1]         ",
+            "4": "4  \u00a9 ucles 2012 0607/11/m/j/13  for  examiner's  use 3   the bar chart shows the grades obtained by a group of students in an examination.       d01234 frequency grade5 c b a      (a) how many students achieved an a grade?    answer (a)   [1]   (b) write down the modal grade.    answer (b)   [1]   (c) how many students were there altogether?    answer (c)   [1]   (d) how many more students achieved a b grade than a d grade?    answer (d)   [1]          ",
+            "5": "5  \u00a9 ucles 2012 0607/11/m/j/13 [turn over  for  examiner's  use 4        ahmed earns $2500 in may.  in june, he earns 2% more.     work out how much he earns in june.              answer  $  [2]            5        this shape is drawn on a one-centimetre square grid.     (a)  find the perimeter of this shape.        answer (a)  cm [1]   (b) work out the area of this shape.        answer (b)  cm2 [1]          ",
+            "6": "6  \u00a9 ucles 2012 0607/11/m/j/13  for  examiner's  use 6     a box of chocolates contains 4 milk chocolates (m) and 6 plain chocolates (p).  one chocolate is chosen at random and is not replaced.  a second chocolate is chosen at random.     (a) find the probability that the first chocolate chosen is a milk chocolate.        answer (a)   [1]   (b) complete the tree diagram.        mm p... ... ...pm p... ..   [3]        (c) find the probability that both  of the chocolates chosen are milk chocolates.        answer (c)   [2]         ",
+            "7": "7  \u00a9 ucles 2012 0607/11/m/j/13 [turn over  for  examiner's  use 7  \u20134 \u20133 \u20132 \u20131 0 12341234y x 5 \u201355 q p       describe fully the single  transformation which maps triangle p onto triangle q.           [3]              8  a b c120\u00b0not to scale          abc is a sector of a circle with circumference  300  cm.  angle acb is 120\u00b0.   find the length of the arc ab.            answer  cm [2]         ",
+            "8": "8  \u00a9 ucles 2012 0607/11/m/j/13  for  examiner's  use 9   the diagram shows the graph of the function  y = f(x)  for  \u20131 y=x y  2 .       \u20134 \u20133 \u20132 \u20131 0 1234 \u20133\u20132\u20131123y x      (a) on the diagram, draw the graph  of  y = f(x + 3).  [1]   (b) on the diagram, draw the graph of  y = f(x) \u2013 2 .  [1]   (c) describe the single  transformation that maps  y = f( x)  onto  y = f(x ) \u2013 2 .        answer (c)   [2]          ",
+            "9": "9  \u00a9 ucles 2012 0607/11/m/j/13 [turn over  for  examiner's  use 10  \u20136 \u20136\u20135 \u20134 \u20133 \u20132 \u20131 0 123456 \u20135\u20134\u20133\u20132\u20131123456y x p     the diagram shows the point p(\u20134, \u20132) .      (a)  = \uf8f7\uf8f7 \uf8f8\uf8f6 \uf8ec\uf8ec \uf8ed\uf8eb 28      on the grid, plot and label the point q.  [1]   (b) r is the midpoint of the line pq.     write down the co-ordinates of r.        answer (b) (   ) [1]   (c) the line pq is parallel to the line y = 41x + 1 .  ,        write down the equation of the line pq in the form  y = mx + c    answer (c)  y =   [2]          ",
+            "10": "10  \u00a9 ucles 2012 0607/11/m/j/13  for  examiner's  use 11 (a)  simplify.      (i) 5 + 3d \u2013 1 + 4d        answer (a)(i)    [2]         (ii) t3\u00d7t          answer (a) (ii)   [1]            (b) expand the brackets.           8(4 \u2013 3 n)        answer (b)   [1]           (c)  factorise the following expression.       9x2 \u2013 15xy         answer (c)   [2]           ",
+            "11": "11  \u00a9 ucles 2012 0607/11/m/j/13  for  examiner's  use 12 solve the following  equation.       7q \u2013 5 = 6 \u2013 3q                  answer q =    [2]           ",
+            "12": "12    permission to reproduce items where third-par ty owned material protected by copyright is  included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holder s, 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.    \u00a9 ucles 2012 0607/11/m/j/13  blank page     "
+        },
+        "0607_s13_qp_12.pdf": {
+            "1": "    this document consists of 12 printed pages.  ib13 06_0607_12/4rp  \u00a9 ucles 2013  [turn over      *2077414067* university of cambridge international examinations  international general certificate of secondary education       cambridge international mathematics 0607/12     paper 1 (core)  may/june 2013     45 minutes    candidates answer on the question paper    additional materials: geometrical instruments      read these instructions first    write your centre number, candidate number and name on all the work you hand in.  write in dark blue or black pen.  do not use staples, paper clips, highlighters, glue or correction fluid. you may use a pencil for any diagrams or graphs.  do not  write in any barcodes.    answer all the questions.  calculators must not be used in this paper.  all answers should be given in their simplest form. you must show all the relevant working to gain full marks and you will be given marks for correct methods  even if your answer is incorrect. the number of marks is given in brackets [  ] at the end of each question or part question.  the total number of marks for this paper is 40.   ",
+            "2": "2  \u00a9 ucles 2012 0607/12/m/j/13  formula list  area, a, of triangle, base b, height h. a = 1 2bh  area, a, of circle, radius r. a = \u03c0r2  circumference, c, of circle, radius r. c = 2\u03c0r  curved surface area, a, of cylinder of radius r, height h. a = 2\u03c0rh  curved surface area, a, of cone of radius r, sloping edge l. a = \u03c0rl  curved surface area, a, of sphere of radius r. a = 4\u03c0r2  volume, v, of prism, cross-sectional area a, length l. v =al  volume, v, of pyramid, base area a, height h. v= 1 3ah  volume, v, of cylinder of radius r, height h. v = \u03c0r2h  volume, v, of cone of radius r, height h. v = 1 3\u03c0r2h  volume, v, of sphere of radius r. v = 4 3\u03c0r3       ",
+            "3": "3  \u00a9 ucles 2012 0607/12/m/j/13 [turn over  for  examiner's  use 1 write  5392  correct to     (a)  the nearest 100 ,    answer (a)   [1]   (b) the nearest 10 .    answer (b)   [1]            2 here is a list of numbers.     4      5      11      20      27      39      43     use the list to write down     (a) a square number,    answer (a)   [1]   (b) a factor of 20,    answer (b)   [1]   (c) a multiple of 5,    answer (c)   [1]   (d) a prime number.    answer (d)   [1]            3                   write down the order of rotational symmetry of this regular hexagon.        answer   [1]          ",
+            "4": "4  \u00a9 ucles 2012 0607/12/m/j/13  for  examiner's  use 4 (a) work out  6 \u2013 2 \u00d7 2 .        answer (a)   [1]   (b) work out  41 of 128 .                   answer (b)   [1]   (c) find the value of 2-3 .        answer (c)   [1]            5  write down in order of size, starting with the smallest.               31 51 0.3 25%              answer   i  i  i   [2]          ",
+            "5": "5  \u00a9 ucles 2012 0607/12/m/j/13 [turn over  for  examiner's  use 6 (a)      \u20136\u20135\u20134\u20133\u20132\u20131 0 123456 \u20135\u20134\u20133\u20132\u2013112345y xa          reflect triangle a in the y-axis.   [1]             (b)  \u20136\u20135\u20134\u20133\u20132\u201310 123456 \u20135\u20134\u20133\u20132\u2013112345y xb          rotate shape b through 90\u00b0 clockwise about the origin.  [2]         ",
+            "6": "6  \u00a9 ucles 2012 0607/12/m/j/13  for  examiner's  use 7 (a) the line ab is drawn below.       mark a point c so that angle abc = 124\u00b0 .                                      a b  [1]              (b)  not to scale 72\u00b0 pqnorth          the bearing of q from p is 072\u00b0  .      find the bearing of p from q.        answer (b)   [2]          ",
+            "7": "7  \u00a9 ucles 2012 0607/12/m/j/13 [turn over  for  examiner's  use 8  elaine, mark and timi each spin the same spinner a number of times.      they record how many times it lands on the number 4.           number of spins number of times the spinner lands on 4    elaine 10 2    mark 100 26     timi 200 49            who will give the best estimate of the probability that the spinner lands on the number 4?      explain your answer.         because         [2]          ",
+            "8": "8  \u00a9 ucles 2012 0607/12/m/j/13  for  examiner's  use 9 (a)  the cost, in $, of hiring a machine is worked out using the formula    cost   =   50    +    25 \u00d7 number of days hired.     work out the cost of hiring the machine for       (i)  2 days,        answer (a)(i)   $   [1]    (ii)  1 week.        answer (a)(ii)   $   [1]         (b) simplify.       5 x + 4y + 2x \u2013 y         answer (b)   [2]   (c) solve the following equation.     3 x + 5 = 23            answer (c) x =   [2]   (d) solve the following inequality.     4 x \u2013 3 y 7            answer (d)   [2]        ",
+            "9": "9  \u00a9 ucles 2012 0607/12/m/j/13 [turn over  for  examiner's  use  (e)  solve the simultaneous equations.             3 x + y = 19         x  + y = \u22125                                            answer (e) x =       y =   [2]         ",
+            "10": "10  \u00a9 ucles 2012 0607/12/m/j/13  for  examiner's  use 10  2 cm 3 cmnot to scale         a badge is in the shape of a square with four congruent triangles attached. the square has side 3 cm.  the triangles each have a perpendicular height of 2 cm.     work out the area of the badge.                answer  cm 2 [3]          ",
+            "11": "11  \u00a9 ucles 2012 0607/12/m/j/13 [turn over  for  examiner's  use 11   the cumulative frequency curve shows the time, in minutes, spent by 50 customers at a  supermarket checkout.          01020304050 5 10 15 20 time (min)cumulative frequency      (a) use the graph to find      (i) the median time,    answer (a)(i)   min [1]    (ii) the interquartile range.        answer (a)(ii)   min [2]   (b) how many customers spent less than 10 minutes at the checkout?        answer (b)   [1]             question 12 is printed on the next page.   ",
+            "12": "12    permission to reproduce items where third-par ty owned material protected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to t race 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.    \u00a9 ucles 2012 0607/12/m/j/13  for  examiner's  use12   triangles abe and acd are similar.  ae = 4  cm,  eb = 6  cm  and dc = 9  cm.          9 cm6 cm4 cm ba e dcnot to  scale             work out the length of ed.                answer  cm [3]             "
+        },
+        "0607_s13_qp_13.pdf": {
+            "1": "    this document consists of 11 printed pages and 1 blank page.  ib13 06_0607_13/fp  \u00a9 ucles 2013  [turn over      *5740333976* university of cambridge international examinations  international general certificate of secondary education       cambridge international mathematics 0607/13     paper 1 (core)  may/june 2013     45 minutes    candidates answer on the question paper    additional materials: geometrical instruments      read these instructions first    write your centre number, candidate number and name on all the work you hand in.  write in dark blue or black pen.  do not use staples, paper clips, highlighters, glue or correction fluid. you may use a pencil for any diagrams or graphs.  do not  write in any barcodes.    answer all the questions.  calculators must not be used in this paper.  all answers should be given in their simplest form. you must show all the relevant working to gain full marks and you will be given marks for correct methods  even if your answer is incorrect. the number of marks is given in brackets [  ] at the end of each question or part question.  the total number of marks for this paper is 40.   ",
+            "2": "2  \u00a9 ucles 2012 0607/13/m/j/13  formula list  area, a, of triangle, base b, height h. a = 1 2bh  area, a, of circle, radius r. a = \u03c0r2  circumference, c, of circle, radius r. c = 2\u03c0r  curved surface area, a, of cylinder of radius r, height h. a = 2\u03c0rh  curved surface area, a, of cone of radius r, sloping edge l. a = \u03c0rl  curved surface area, a, of sphere of radius r. a = 4\u03c0r2  volume, v, of prism, cross-sectional area a, length l. v =al  volume, v, of pyramid, base area a, height h. v= 1 3ah  volume, v, of cylinder of radius r, height h. v = \u03c0r2h  volume, v, of cone of radius r, height h. v = 1 3\u03c0r2h  volume, v, of sphere of radius r. v = 4 3\u03c0r3   ",
+            "3": "3  \u00a9 ucles 2012 0607/13/m/j/13 [turn over  for  examiner's  use 1 10     30     60     61     63     65     69     using only numbers from the list above, write down     (a) a multiple of 7,         answer (a)   [1]   (b) a prime number,        answer (b)   [1]   (c) the lowest common multiple of 20 and 30.        answer (c)   [1]             2 write 41 as     (a) a decimal,    answer (a)   [1]   (b) a percentage.    answer (b)   [1]         ",
+            "4": "4  \u00a9 ucles 2012 0607/13/m/j/13  for  examiner's  use 3   the bar chart shows the grades obtained by a group of students in an examination.       d01234 frequency grade5 c b a      (a) how many students achieved an a grade?    answer (a)   [1]   (b) write down the modal grade.    answer (b)   [1]   (c) how many students were there altogether?    answer (c)   [1]   (d) how many more students achieved a b grade than a d grade?    answer (d)   [1]          ",
+            "5": "5  \u00a9 ucles 2012 0607/13/m/j/13 [turn over  for  examiner's  use 4        ahmed earns $2500 in may.  in june, he earns 2% more.     work out how much he earns in june.              answer  $  [2]            5        this shape is drawn on a one-centimetre square grid.     (a)  find the perimeter of this shape.        answer (a)  cm [1]   (b) work out the area of this shape.        answer (b)  cm2 [1]          ",
+            "6": "6  \u00a9 ucles 2012 0607/13/m/j/13  for  examiner's  use 6     a box of chocolates contains 4 milk chocolates (m) and 6 plain chocolates (p).  one chocolate is chosen at random and is not replaced.  a second chocolate is chosen at random.     (a) find the probability that the first chocolate chosen is a milk chocolate.        answer (a)   [1]   (b) complete the tree diagram.        mm p... ... ...pm p... ..   [3]        (c) find the probability that both  of the chocolates chosen are milk chocolates.        answer (c)   [2]         ",
+            "7": "7  \u00a9 ucles 2012 0607/13/m/j/13 [turn over  for  examiner's  use 7  \u20134 \u20133 \u20132 \u20131 0 12341234y x 5 \u201355 q p       describe fully the single  transformation which maps triangle p onto triangle q.           [3]              8  a b c120\u00b0not to scale          abc is a sector of a circle with circumference  300  cm.  angle acb is 120\u00b0.   find the length of the arc ab.            answer  cm [2]         ",
+            "8": "8  \u00a9 ucles 2012 0607/13/m/j/13  for  examiner's  use 9   the diagram shows the graph of the function  y = f(x)  for  \u20131 y=x y  2 .       \u20134 \u20133 \u20132 \u20131 0 1234 \u20133\u20132\u20131123y x      (a) on the diagram, draw the graph  of  y = f(x + 3).  [1]   (b) on the diagram, draw the graph of  y = f(x) \u2013 2 .  [1]   (c) describe the single  transformation that maps  y = f( x)  onto  y = f(x ) \u2013 2 .        answer (c)   [2]          ",
+            "9": "9  \u00a9 ucles 2012 0607/13/m/j/13 [turn over  for  examiner's  use 10  \u20136 \u20136\u20135 \u20134 \u20133 \u20132 \u20131 0 123456 \u20135\u20134\u20133\u20132\u20131123456y x p     the diagram shows the point p(\u20134, \u20132) .      (a)  = \uf8f7\uf8f7 \uf8f8\uf8f6 \uf8ec\uf8ec \uf8ed\uf8eb 28      on the grid, plot and label the point q.  [1]   (b) r is the midpoint of the line pq.     write down the co-ordinates of r.        answer (b) (   ) [1]   (c) the line pq is parallel to the line y = 41x + 1 .  ,        write down the equation of the line pq in the form  y = mx + c    answer (c)  y =   [2]          ",
+            "10": "10  \u00a9 ucles 2012 0607/13/m/j/13  for  examiner's  use 11 (a)  simplify.      (i) 5 + 3d \u2013 1 + 4d        answer (a)(i)    [2]         (ii) t3\u00d7t          answer (a) (ii)   [1]            (b) expand the brackets.           8(4 \u2013 3 n)        answer (b)   [1]           (c)  factorise the following expression.       9x2 \u2013 15xy         answer (c)   [2]           ",
+            "11": "11  \u00a9 ucles 2012 0607/13/m/j/13  for  examiner's  use 12 solve the following  equation.       7q \u2013 5 = 6 \u2013 3q                  answer q =    [2]           ",
+            "12": "12    permission to reproduce items where third-par ty owned material protected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to t race 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.    \u00a9 ucles 2012 0607/13/m/j/13  blank page       "
+        },
+        "0607_s13_qp_21.pdf": {
+            "1": "    this document consists of 8 printed pages.  ib13 06_0607_21/3rp  \u00a9 ucles 2013  [turn over      *1024033730* university of cambridge international examinations  international general certificate of secondary education       cambridge international mathematics 0607/21     paper 2 (extended)  may/june 2013     45 minutes    candidates answer on the question paper.    additional materials: geometrical instruments      read these instructions first    write your centre number, candidate number and name on all the work you hand in.  write in dark blue or black pen.  do not use staples, paper clips, highlighters, glue or correction fluid. you may use a pencil for any diagrams or graphs.  do not  write in any barcodes.    answer all the questions.  calculators must not be used in this paper.  all answers should be given in their simplest form. you must show all the relevant working to gain full  marks and you will be given marks for correct methods  even if your answer is incorrect. the number of marks is given in brackets [  ] at the end of each question or part question.  the total number of marks for this paper is 40.   ",
+            "2": "2  \u00a9 ucles 2013 0607/21/m/j/13  formula list  for the equation ax2 + bx + c = 0 x =2_\u00b1 4 2_ bb a c a  curved surface area, a, of cylinder of radius r, height h. a = 2\u03c0rh  curved surface area, a, of cone of radius r, sloping edge l. a = \u03c0rl  curved surface area, a, of sphere of radius r. a = 4\u03c0r2  volume, v, of pyramid, base area a, height h. v= 1 3ah  volume, v, of cylinder of radius r, height h. v = \u03c0r2h  volume, v, of cone of radius r, height h. v = 1 3\u03c0r2h  volume, v, of sphere of radius r. v = 4 3\u03c0r3   ==sin sin sin abc ab c   a2 = b2 + c2 \u2013 2bc cos a   area = 1 2bc sin a       a a b cb c",
+            "3": "3  \u00a9 ucles 2013 0607/21/m/j/13 [turn over  for  examiner's  use answer all the questions.    1 the population of india in 2011 was 1.21 \u00d7 109 .   the population of pakistan in 2011 was 1.77 \u00d7 108 .     calculate the total population of india and pakistan in 2011.   give your answer in standard form.          answer    [2]      2 p is the point  (\u20132, 5) and q is the point  (4, 1).     (a) find the co-ordinates of the midpoint of pq.                 answer(a)  (    ,    ) [1]    (b) find the gradient of pq.           answer(b)    [2]    (c) (i)  find the equation of the line perpendicular to pq which passes through the point  (0, 4).            answer(c)(i)     [2]    (ii) find the x co-ordinate of the point where this line cuts the x-axis.          answer(c)(ii)  x =    [1]   ",
+            "4": "4  \u00a9 ucles 2013 0607/21/m/j/13  for  examiner's  use 3 solve these simultaneous equations.       y = 2x \u2013 8      3 x + 2y = 5                          answer x =              answer y =      [3]        4 one morning, ashad carries out a survey on the colours of 200 cars in his town.    these are his results.   colour silver black red blue other  frequency 78 40 36 30 16    (a) complete this table of relative frequencies.    colour silver black red blue other  relative frequency  0.2                [2]    (b) there is a total of 18  000 cars in the town.    work out an estimate of the number of black cars in the town.           answer(b)    [2]   ",
+            "5": "5  \u00a9 ucles 2013 0607/21/m/j/13 [turn over  for  examiner's  use 5  y\u00b0 x\u00b0130\u00b0 a bo d c enot to scale      a, b, c and d are points on the circle centre o.   dce is a straight line.   angle aod  = 130 \u00b0.     find the value of    (a) x,                answer(a)  x  =    [2]     (b) y.                   answer(b)  y  =    [2]   ",
+            "6": "6  \u00a9 ucles 2013 0607/21/m/j/13  for  examiner's  use 6    u pq r     on the venn diagram write the elements a, b and c in the correct subsets using the following  information.   a \u2208  ( p \u222a q \u222a r)'    b \u2208  p  ' \u2229 (q \u2229 r)    c \u2208  ( q \u222a r)' \u2229 p       [3]       7 (a) write down the value of       (i) log 1000,     answer(a)(i)     [1]    (ii) log 0.01 .     answer(a)(ii)    [1]      (b) find p when       2log 5 \u2013 log 2 = log p .                answer(b)  p =    [2]      ",
+            "7": "7  \u00a9 ucles 2013 0607/21/m/j/13 [turn over  for  examiner's  use 8    5 cmr cm160\u00b0 not to scale        the diagrams show a circle with radius 5  cm and the sector of another circle with angle 160 \u00b0 and  radius r  cm.   the circle and the sector have the same area.    calculate the value of r.                    answer  r =    [4]       9 simplify.    (a)  50 + 8         answer(a)     [2]     (b) ( 3 5+ )2                 answer(b)    [2]      questions 10 and 11 are printed on the next page.  ",
+            "8": "8    permission to reproduce items where thir d-party owned material protected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holder s, 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 t he cambridge assessment group. ca mbridge assessment is the brand name of university of  cambridge local examinations syndicate (ucles), which is itself a department of the university of cambridge.   \u00a9 ucles 2013 0607/21/m/j/13  for  examiner's  use 10 rearrange this equation to make x the subject.     ax \u2013 3y = b( x + 2y)                       answer  x =    [3]      11   ab p q r     write the vectors p, q and r in terms of a and b.           answer p =              q =               r =      [3]     "
+        },
+        "0607_s13_qp_22.pdf": {
+            "1": "    this document consists of 8 printed pages.  ib13 06_0607_22/rp  \u00a9 ucles 2013  [turn over      *4727863751* university of cambridge international examinations  international general certificate of secondary education       cambridge international mathematics 0607/22     paper 2 (extended)  may/june 2013     45 minutes    candidates answer on the question paper.    additional materials: geometrical instruments      read these instructions first    write your centre number, candidate number and name on all the work you hand in.  write in dark blue or black pen.  do not use staples, paper clips, highlighters, glue or correction fluid. you may use a pencil for any diagrams or graphs.  do not  write in any barcodes.    answer all the questions.  calculators must not be used in this paper.  all answers should be given in their simplest form. you must show all the relevant working to gain full  marks and you will be given marks for correct methods  even if your answer is incorrect. the number of marks is given in brackets [  ] at the end of each question or part question.  the total number of marks for this paper is 40.   ",
+            "2": "2  \u00a9 ucles 2013 0607/22/m/j/13  formula list  for the equation ax2 + bx + c = 0 x =2_\u00b1 4 2_ bb a c a  curved surface area, a, of cylinder of radius r, height h. a = 2\u03c0rh  curved surface area, a, of cone of radius r, sloping edge l. a = \u03c0rl  curved surface area, a, of sphere of radius r. a = 4\u03c0r2  volume, v, of pyramid, base area a, height h. v= 1 3ah  volume, v, of cylinder of radius r, height h. v = \u03c0r2h  volume, v, of cone of radius r, height h. v = 1 3\u03c0r2h  volume, v, of sphere of radius r. v = 4 3\u03c0r3   ==sin sin sin abc ab c   a2 = b2 + c2 \u2013 2bc cos a   area = 1 2bc sin a       a a b cb c",
+            "3": "3  \u00a9 ucles 2013 0607/22/m/j/13 [turn over  for  examiner's  use answer all the questions.    1  u 3 31 56 471b a c     the venn diagram shows the number of elements  in each of the sets a, b and c, and n(u) = 30.      (a) find     (i) n(a),   answer(a)(i)     [1]     (ii) n ) (b c\u2032\u222a .   answer(a)(ii)     [1]     (b) shade the region c b a\u222a \u2229) (  on the venn diagram. [1]        2  p 65\u00b0 q b raonot to scale      a, p, q, b and r lie on a circle, centre o.   angle apb = 65\u00b0.     find     (a) angle aqb ,   answer(a) angle aqb  =    [1]    (b) angle aob ,   answer(b) angle aob  =    [1]    (c) angle arb.   answer(c) angle arb =    [1]   ",
+            "4": "4  \u00a9 ucles 2013 0607/22/m/j/13  for  examiner's  use 3  5 4321 \u20131\u20132\u20133\u20134\u20135\u20136\u20137\u20138\u20139 \u201310\u20135 \u2013 4 \u2013 3 \u2013 2 \u2013 1 123456789 1 0y xpq 0      (a) enlarge shape p using centre (3, 4) and scale factor 3. [2]    (b) describe fully the single  transformation that maps shape p onto shape q.       [3]       4 (a)  simplify.      16 x 16 \u00f7 2x2           answer(a)    [2]     (b) 218=n      find the value of n.            answer(b)  n  =    [2]     ",
+            "5": "5  \u00a9 ucles 2013 0607/22/m/j/13 [turn over  for  examiner's  use 5 rationalise the denominator in each of the following.     (a)  32         answer(a)     [1]     (b)  1 31 \u2212              answer(b)    [2]       6 (a)  find the value of ax 3 when a = 1200 and x = 5.    give your answer in standard form.                 answer(a)    [2]    (b)  make x the subject of the formula  y = ax 3.                       answer(b)  x =    [2]      ",
+            "6": "6  \u00a9 ucles 2013 0607/22/m/j/13  for  examiner's  use 7 (a)  write  2log( x + 1) \u2013 log(x \u2013 1)  as a single logarithm.                     answer(a)    [2]    (b) log 3 p = 4  where p is an integer.      find the value of p.                   answer(b)  p =    [2]      8 these are the first five terms of a sequence.   2 6 12 20 30    (a) find the next term.       answer(a)    [1]     (b) find an expression for the nth term.                   answer(b)    [3]   ",
+            "7": "7  \u00a9 ucles 2013 0607/22/m/j/13 [turn over  for  examiner's  use 9 f( x) = 3 + 2x     find   (a) f(f(\u2013 4)),        answer(a)    [2]    (b) f  \u20131(x) .                       answer(b)    [2]       10 y varies inversely as x 2.   when x = 2, y = 24.     find a formula for y in terms of x.                            answer  y  =    [2]        question 11 is printed on the next page. ",
+            "8": "8    permission to reproduce items where third-party owned material protected by copyright  is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to trac e 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.    \u00a9 ucles 2013 0607/22/m/j/13  for  examiner's  use 11  rrnot to scale      the diagram shows a circle of radius r inside a circle of radius r.     (a) find an expression, in terms of \u03c0, r and r, for the shaded area.    factorise your expression completely.                 answer(a)    [2]     (b) when r = r + 3, the shaded area is 24 \u03c0.      find the value of  r.                answer(b)  r =    [2]   "
+        },
+        "0607_s13_qp_23.pdf": {
+            "1": "    this document consists of 8 printed pages.  ib13 06_0607_23/3rp  \u00a9 ucles 2013  [turn over      *4686246803* university of cambridge international examinations  international general certificate of secondary education       cambridge international mathematics 0607/23     paper 2 (extended)  may/june 2013     45 minutes    candidates answer on the question paper.    additional materials: geometrical instruments      read these instructions first    write your centre number, candidate number and name on all the work you hand in.  write in dark blue or black pen.  do not use staples, paper clips, highlighters, glue or correction fluid. you may use a pencil for any diagrams or graphs.  do not  write in any barcodes.    answer all the questions.  calculators must not be used in this paper.  all answers should be given in their simplest form. you must show all the relevant working to gain full  marks and you will be given marks for correct methods  even if your answer is incorrect. the number of marks is given in brackets [  ] at the end of each question or part question.  the total number of marks for this paper is 40.   ",
+            "2": "2  \u00a9 ucles 2013 0607/23/m/j/13  formula list  for the equation ax2 + bx + c = 0 x =2_\u00b1 4 2_ bb a c a  curved surface area, a, of cylinder of radius r, height h. a = 2\u03c0rh  curved surface area, a, of cone of radius r, sloping edge l. a = \u03c0rl  curved surface area, a, of sphere of radius r. a = 4\u03c0r2  volume, v, of pyramid, base area a, height h. v= 1 3ah  volume, v, of cylinder of radius r, height h. v = \u03c0r2h  volume, v, of cone of radius r, height h. v = 1 3\u03c0r2h  volume, v, of sphere of radius r. v = 4 3\u03c0r3   ==sin sin sin abc ab c   a2 = b2 + c2 \u2013 2bc cos a   area = 1 2bc sin a       a a b cb c",
+            "3": "3  \u00a9 ucles 2013 0607/23/m/j/13 [turn over  for  examiner's  use answer all the questions.    1 work out (1.6 \u00d7 103) \u00f7 (4 \u00d7 105).   give your answer in standard form.                answer    [2]       2 solve the equations.     (a) 2 \u2013 3(1 \u2013 2 x) = 4(2 \u2013 x)                    answer(a)  x  =     [3]     (b) sinx = 23\u00b1   for  0\u00b0 y x y 360\u00b0                               answer(b)  x  =     [3]   ",
+            "4": "4  \u00a9 ucles 2013 0607/23/m/j/13  for  examiner's  use 3 find the value of the following.     (a) 40        answer(a)     [1]     (b) 32 27\u2212                  answer(b)     [2]       4 (a) simplify.       98 200\u2212                    answer(a)     [2]    (b) rationalise the denominator.       3 511 \u2212                   answer(b)     [3]      ",
+            "5": "5  \u00a9 ucles 2013 0607/23/m/j/13 [turn over  for  examiner's  use 5 the diagram shows the graph of y = f( x) for \u2013 4 y x y 3.    3 21 \u20131\u20132\u20133 \u20134\u2013 3\u2013 2\u2013 1 1 0 234y x      (a) on the diagram below, sketch the graph of y = |f(x)|.              321 \u20131\u20132\u20133 \u20134\u2013 3\u2013 2\u2013 1 1 0 234y x   [3]     (b)  on the diagram below, sketch the graph of y = f( x \u2013 1).               321 \u20131\u20132\u20133 \u20134\u2013 3\u2013 2\u2013 1 1 0 234y x   [2]   ",
+            "6": "6  \u00a9 ucles 2013 0607/23/m/j/13  for  examiner's  use 6 make x the subject of the equation.  xb xa=+3                    answer   x  =     [3]       7  od e c ba30\u00b070\u00b0 x\u00b0y\u00b0z\u00b0not to scale      b, c, d and e lie on a circle, centre o.   ce is a diameter, angle dac = 30\u00b0 and angle boe  = 70\u00b0.    find the values of x, y and z.                  answer x =              y =               z =     [3]     ",
+            "7": "7  \u00a9 ucles 2013 0607/23/m/j/13 [turn over  for  examiner's  use 8 the points a (1, 9) and b (7, 1) are shown on the diagram below.     02468 1 010 8 642y xa b      (a) calculate the length ab.                      answer(a)     [2]    (b) (i) find the co-ordinates of the midpoint of the line ab.           answer(b)(i)  (   ,    ) [1]    (ii) find the equation of the perpendicular bisector of the line ab.                  answer(b)(ii)    [3]      questions 9 and 10 are printed on the next page. ",
+            "8": "8    permission to reproduce items where thir d-party owned material protected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holder s, 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 t he cambridge assessment group. ca mbridge assessment is the brand name of university of  cambridge local examinations syndicate (ucles), which is itself a department of the university of cambridge.    \u00a9 ucles 2013 0607/23/m/j/13  for  examiner's  use 9 wendy walks 9  km in 211 hours.   she then runs 9  km in 45 minutes.    find her average speed in km/h for the whole journey.                     answer   km/h [3]      10 paulo goes to a supermarket.  the probability that he buys orange juice is 0.65 .   the probability that he does not buy milk is 0.30 .   the probability that he buys milk but does not buy orange juice is 0.15 .   (a) complete the table of probabilities.     buys milk does not buy milk total  buys orange juice   0.65  does not buy orange juice 0.15    total  0.30 1.00      [2]    (b) find the probability that paulo buys either orange juice or milk but not both.                    answer(b)    [2]   "
+        },
+        "0607_s13_qp_31.pdf": {
+            "1": "    this document consists of 16 printed pages.  ib13 06_0607_31/4rp  \u00a9 ucles 2013  [turn over      *4127013103* university of cambridge international examinations  international general certificate of secondary education       cambridge international mathematics 0607/31     paper 3 (core)  may/june 2013     1 hour 45 minutes    candidates answer on the question paper.    additional materials: geometrical instruments   graphics calculator      read these instructions first    write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen.  do not use staples, paper clips, highlighters, glue or correction fluid.  you may use a pencil for any diagrams or graphs. do not  write in any barcodes.   answer all the questions. unless instructed otherwise, give your answers exactly or correct to three significant figures as appropriate.  answers in degrees should be given to one decimal place.  for \u03c0, use your calculator value.  you must show all the relevant working to gain full marks and you will be given marks for correct methods,  including sketches, even if your answer is incorrect.  the number of marks is given in brackets [  ] at the end of each question or part question.  the total number of marks for this paper is 96.   ",
+            "2": "2  \u00a9 ucles 2013 0607/31/m/j/13  formula list  area, a, of triangle, base b, height h. a = 1 2bh  area, a, of circle, radius r. a = \u03c0r2  circumference, c, of circle, radius r. c = 2\u03c0r  curved surface area, a, of cylinder of radius r, height h. a = 2\u03c0rh  curved surface area, a, of cone of radius r, sloping edge l. a = \u03c0rl  curved surface area, a, of sphere of radius r. a = 4\u03c0r2  volume, v, of prism, cross-sectional area a, length l. v =al  volume, v, of pyramid, base area a, height h. v= 1 3ah  volume, v, of cylinder of radius r, height h. v = \u03c0r2h  volume, v, of cone of radius r, height h. v = 1 3\u03c0r2h  volume, v, of sphere of radius r. v = 4 3\u03c0r3 ",
+            "3": "3  \u00a9 ucles 2013 0607/31/m/j/13 [turn over  for  examiner's  use answer all the questions.    1 three friends go out for a meal.  leon orders salmon fillet at $15.00 .  jin orders vegetarian pasta at $10.60 .   callum orders the chef\u2019s speciality at $17.00 .    (a) calculate the total cost of the three meals.             answer(a)  $    [1]     (b) the service charge is 10% of the total cost of the three meals.    calculate the service charge.          answer(b)  $    [2]     (c) find the total cost including the service charge.          answer(c)  $    [1]     (d) the three friends agree to divide the total cost equally.    calculate how much leon pays.           answer(d)  $    [1]     (e) leon pays with a $20 note.     find how much change he receives.            answer(e)  $    [1]      ",
+            "4": "4  \u00a9 ucles 2013 0607/31/m/j/13  for  examiner's  use 2 (a)  q rpa\u00b0 42\u00b061\u00b0 b\u00b0c\u00b0not to scale       in triangle pqr , angle qpr  = 42\u00b0 and angle pqr  = 61\u00b0.    find the values of a, b and c.      answer(a) a =              b =               c =     [3]     (b)       the diagram shows a square.   (i) draw all the lines of symmetry on the square. [2]   (ii) write down the order of rotational symmetry of the square.     answer(b)(ii)    [1]      3 (a) s = qpr        find the value of s when p = 13.2, q = 1.3 and r = 12.8 .    give your answer correct to 3 decimal places.          answer(a)    [2]     (b) write your answer to part (a)  correct to 2 significant figures.   answer(b)     [1]    (c) write your answer to part (b) in standard form.   answer(c)    [1]   ",
+            "5": "5  \u00a9 ucles 2013 0607/31/m/j/13 [turn over  for  examiner's  use 4 23 girls each walked a distance of 2 kilometres.   the number of minutes, correct to the nearest minute, that each girl took is recorded below.   18 19 26 36 18 25 31 43 13 36 18 23               20 20 34 32 41 33 19 17 21 25 40     (a) complete the ordered  stem and leaf diagram to show this information.    1   2   3   4        key       =     [3]    (b) for the times given in part (a)  work out      (i) the range,        answer(b)(i)    [1]     (ii) the median,       answer(b)(ii)    [1]    (iii) the lower quartile,        answer(b)(iii)    [1]    (iv) the upper quartile.            answer(b)(iv)    [1]     ",
+            "6": "6  \u00a9 ucles 2013 0607/31/m/j/13  for  examiner's  use 5 ten children were each given a burger to eat.   the table shows the number of hours since their last meal and the time, in seconds, taken to eat their  burger.    time since last meal, x hours 1.5 1.9 2.3 3.0 3.2 3.5 3.8 4.1 4.7 5.2 time to eat burger, y seconds 90 86 70 72 63 55 60 45 38 25    (a) complete the scatter diagram.    the first six points have been plotted for you.   100 90 8070605040302010 0123 time since last meal (hours)456time to eat burger(seconds)y x     [2]     (b) describe the type of correlation.                answer(b)    [1]   ",
+            "7": "7  \u00a9 ucles 2013 0607/31/m/j/13 [turn over  for  examiner's  use  (c) (i)  find the mean number of hours since the children\u2019s last meal.         answer(c)(i)   hours [1]    (ii) find the mean number of seconds taken to eat a burger.        answer(c)(ii)   seconds [1]    (iii) on the diagram, plot the mean point. [1]     (d) on the diagram, draw the line of best fit by eye. [2]     (e) jordi\u2019s last meal was 4.5 hours ago.     use your line of best fit to estimate the time taken for jordi to eat a burger.        answer(e)   seconds [1]      ",
+            "8": "8  \u00a9 ucles 2013 0607/31/m/j/13  for  examiner's  use 6  c e a b d5 cm 3 cm 3 cmnot to scale 45\u00b0      the diagram shows a right-angled triangle, abc.   bc is parallel to de, ae = de = 3  cm, bc = 5  cm and angle cba = 45\u00b0.    (a) use the letters of this diagram to write down     (i) an angle that is acute,       answer(a)(i)    [1]     (ii) an angle that is obtuse,        answer(a)(ii)     [1]    (iii) two lines that are perpendicular.      answer(a)(iii)   and     [1]      (b) write down the size of the following angles.     (i) angle dea      answer(b)(i)    [1]    (ii) angle dae      answer(b)(ii)    [1]     ",
+            "9": "9  \u00a9 ucles 2013 0607/31/m/j/13 [turn over  for  examiner's  use 7 a zoo has three hippopotamuses (hippos), a male, a female and a baby.   the hippos eat a total of 87.5  kg of food each day.    (a) the hippos eat the food in proportion to their weight.    the male weighs 1600  kg, the female weighs 1400  kg and the baby weighs 500  kg.    (i) show that the male eats 40  kg of food each day.                   [2]    (ii) calculate the amount of food that the female eats each day.              answer(a)(ii)   kg [2]    (b) one kilogram of food costs 0.50 euros (\u20ac).      calculate how much it costs to feed the three hippos for one year (365 days).              answer(b)  \u20ac    [2]    (c) the entrance fee to the zoo is 15 euros per person.      what is the minimum number of people that need to visit the zoo to pay for feeding the three  hippos for one year?                answer(c)    [2]   ",
+            "10": "10  \u00a9 ucles 2013 0607/31/m/j/13  for  examiner's  use 8 (a)  piotr is making patterns with sticks.    pattern 1 pattern 2 pattern 3     (i) in pattern 1 there are 3 sticks.       write down the number of sticks that piotr uses to make pattern 2 and pattern 3.     answer(a)(i) pattern 2              pattern 3     [2]    (ii) find an expression, in terms of n, for the number of sticks used to make pattern n.       answer(a)(ii)    [1]    (iii) find the number of sticks used to make pattern 10.        answer(a)(iii)    [1]    (b) pawel is also making patterns with sticks.    pattern 1 pattern 2 pattern 3      the number of triangles in each pattern forms the sequence 1, 3, 5, \u2026.    (i) write down the next two terms in this sequence.     answer(b)(i)   ,     [2]     (ii) find the number of triangles in pattern 10.       answer(b)(ii)     [1]    (iii) find an expression, in terms of n, for the number of triangles used to make pattern n.          answer(b)(iii)    [2]   ",
+            "11": "11  \u00a9 ucles 2013 0607/31/m/j/13 [turn over  for  examiner's  use 9 a polygon, q, has been drawn on the diagram.    qy x8 7654321 \u20131\u20132\u20133\u20134\u20135\u20136\u20137\u201380 \u2013 1 12345678 \u20132 \u20133 \u20134 \u20135 \u20136 \u20137 \u20138      (a) draw the reflection of shape q in the y-axis. [2]      (b) draw the enlargement of shape q with centre (0, 0), scale factor 2. [2]        ",
+            "12": "12  \u00a9 ucles 2013 0607/31/m/j/13  for  examiner's  use 10 u = {c, a, m, b, r, i, d, g, e}   s = {m, a, g, i, c}   t = {b, r, i, d, g, e}     (a) write down the letters in the set s \u2229 t.         answer(a)    [1]    (b) complete the venn diagram.    u st       [2]   (c) a letter is chosen at random from u.     find the probability that the letter is in the set     (i) s,      answer(c)(i)    [1]   (ii) s \u222a t,       answer(c)(ii)     [1]   (iii) t \u2032.       answer(c)(iii)     [1]    (d) a letter is chosen at random from the set s.    find the probability that the letter is also in the set t.            answer(d)    [2]      ",
+            "13": "13  \u00a9 ucles 2013 0607/31/m/j/13 [turn over  for  examiner's  use 11 faaiz competes in a three-part race.    he runs 10  km, cycles 20  km and rollerblades 10  km.    (a) faaiz takes 40 minutes to run the 10  km.    find his average speed in kilometres per hour.                    answer(a)   km/h [2]    (b) he cycles at 25  km/h.     find the time, in minutes, he takes to cycle 20  km.                      answer(b)   minutes [2]     (c) he takes 32 minutes to rollerblade 10  km.    find his average speed, in km/h, for the whole race .                         answer(c)   km/h [3]     ",
+            "14": "14  \u00a9 ucles 2013 0607/31/m/j/13  for  examiner's  use 12 (a)  heyon is orienteering.     she starts at point f and walks 500  m on a bearing of 050\u00b0 to the point g.     from g she walks 1000  m on a bearing of 140\u00b0  to the point h.     (i)  draw a sketch to show heyon\u2019s walk.     mark the points g and h.    fnorth       [2]     (ii) on your sketch, draw a north line through the point g.       on your sketch, write the values of the angles at g which show that angle fgh  = 90\u00ba. [2]     (b) sean walks from a to b to c.    ac b200  m300  mnot to scale      (i) calculate the distance ac.            answer(b)(i)   m [2]     (ii) use trigonometry to calculate angle bac.                    answer(b)(ii)  angle bac =    [2]     ",
+            "15": "15  \u00a9 ucles 2013 0607/31/m/j/13 [turn over  for  examiner's  use 13 (a)  0.2 mnot to scale       the diagram shows a sphere of radius 0.2  m.      (i) calculate the curved surface area of this sphere.           answer(a)(i)   m2 [2]    (ii) the sphere is painted.      one tin of paint covers an area of 50  m2.        calculate the greatest number of these spheres that can be painted using one tin of paint.         answer(a)(ii)    [2]    (b)  8 cm2 m not to scale       the diagram shows a cylinder of radius 8  cm and length 2  m.    (i) calculate the curved surface area of this cylinder.     give your answer in square centimetres .         answer(b)(i)   cm2 [2]     (ii) calculate the volume of this cylinder.     give your answer in cubic centimetres.     answer(b)(ii)   cm3 [2]      question 14 is printed on the next page. ",
+            "16": "16    permission to reproduce items where thir d-party owned material protected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holder s, 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 t he cambridge assessment group. ca mbridge assessment is the brand name of university of  cambridge local examinations syndicate (ucles), which is itself a department of the university of cambridge.    \u00a9 ucles 2013 0607/31/m/j/13  for  examiner's  use 14  \u20134 43 \u20131y x0      (a) on the diagram, sketch the graph  ) 1 (2 2+= xy  for \u2013 4 y  x y 4. [2]     (b) write down the co-ordinates of the maximum point.      answer(b)  (   ,    ) [1]     (c) write down the equation of the asymptote.       answer(c)     [1]     (d) write down the range of  ) 1 (2 2+= xy  .     answer(d)     [3]       "
+        },
+        "0607_s13_qp_32.pdf": {
+            "1": "    this document consists of 16 printed pages.  ib13 06_0607_32/4rp  \u00a9 ucles 2013  [turn over      *7157903421* university of cambridge international examinations  international general certificate of secondary education       cambridge international mathematics 0607/32     paper 3 (core)  may/june 2013     1 hour 45 minutes    candidates answer on the question paper.    additional materials: geometrical instruments   graphics calculator      read these instructions first    write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen.  do not use staples, paper clips, highlighters, glue or correction fluid.  you may use a pencil for any diagrams or graphs. do not  write in any barcodes.   answer all the questions. unless instructed otherwise, give your answers exactly or correct to three significant figures as appropriate.  answers in degrees should be given to one decimal place.  for \u03c0, use your calculator value.  you must show all the relevant working to gain full marks and you will be given marks for correct methods,  including sketches, even if your answer is incorrect.  the number of marks is given in brackets [  ] at the end of each question or part question.  the total number of marks for this paper is 96.   ",
+            "2": "2  \u00a9 ucles 2013 0607/32/m/j/13  formula list  area, a, of triangle, base b, height h. a = 1 2bh  area, a, of circle, radius r. a = \u03c0r2  circumference, c, of circle, radius r. c = 2\u03c0r  curved surface area, a, of cylinder of radius r, height h. a = 2\u03c0rh  curved surface area, a, of cone of radius r, sloping edge l. a = \u03c0rl  curved surface area, a, of sphere of radius r. a = 4\u03c0r2  volume, v, of prism, cross-sectional area a, length l. v =al  volume, v, of pyramid, base area a, height h. v= 1 3ah  volume, v, of cylinder of radius r, height h. v = \u03c0r2h  volume, v, of cone of radius r, height h. v = 1 3\u03c0r2h  volume, v, of sphere of radius r. v = 4 3\u03c0r3 ",
+            "3": "3  \u00a9 ucles 2013 0607/32/m/j/13 [turn over  for  examiner's  use answer all the questions.    1 a jar is filled with 120 cream toffees, 90 liquorice toffees and 60 chocolate toffees.   (a) how many more cream toffees are there than liquorice toffees?      answer(a)    [1]    (b) find the total number of toffees in the jar.      answer(b)    [1]    (c) one toffee is chosen at random.      find the probability that it is     (i) a liquorice toffee,      answer(c)(i)    [1]    (ii) not  a cream toffee,      answer(c)(ii)    [1]    (iii) a mint toffee.     answer(c)(iii)    [1]    (d) sid is 14 years old, ren is 15 years old and tarrik is 16 years old.     they share all the toffees in the ratio of their ages.    calculate the number of toffees that ren receives.             answer(d)    [2]      ",
+            "4": "4  \u00a9 ucles 2013 0607/32/m/j/13  for  examiner's  use 2 fifteen children were each given a different number of equations to solve.    the number of equations solved and the time taken to solve them, to the nearest second, are shown in  the table.    number of  equations 3 4 6 9 10 11 12 14 15 17 20 21 22 25 30  time  (seconds) 8 11 12 20 21 34 28 40 41 45 60 58 61 70 82    51 0 1 5 number of equations20 25 3085 807570656055504540353025201510 5 0time (seconds)      (a) complete the scatter diagram.    the first eleven points have been plotted for you. [2]   ",
+            "5": "5  \u00a9 ucles 2013 0607/32/m/j/13 [turn over  for  examiner's  use  (b) describe the type of correlation.     answer(b)     [1]     (c) (i)  find the mean number of equations solved.             answer(c)(i)    [1]    (ii) find the mean time taken.          answer(c)(ii)   s [1]     (iii) on the diagram, plot the mean point. [1]     (d) on the diagram, draw the line of best fit by eye. [2]     (e) use your line of best fit to estimate the time taken to solve 8 equations.           answer(e)   s [1]       ",
+            "6": "6  \u00a9 ucles 2013 0607/32/m/j/13  for  examiner's  use 3 yana and jelle are arranging a party.    the cost of one packet of crisps is $  c and the cost of one bottle of juice is $  j.    yana spends a total of $10 on 12 packets of crisps and 5 bottles of juice.   jelle spends a total of $11 on 6 packets of crisps and 10 bottles of juice.       (a)  write down two equations in c and j to show this information.           answer(a)                  [2]     (b) find the cost of one packet of crisps and the cost of one bottle of juice.                 answer(b) crisps $             juice $     [3]        4 a bean plant grows at a constant rate.   the table shows its height above the ground each day.     day 1 2 3 4 5  height above ground ( h cm) 1 3 5      (a)  complete the table. [2]    (b) find an expression, in terms of n, for the height of the bean plant after n days.       answer(b)    [2]    (c) calculate the number of days it takes for the bean plant to reach a height of 83 cm.          answer(c)   days [2]   ",
+            "7": "7  \u00a9 ucles 2013 0607/32/m/j/13 [turn over  for  examiner's  use 5  y x7 654321 \u20131\u20132\u20133\u20134\u201350 1 \u20131 \u20132 \u20133 \u20134 \u20135 \u20136 \u20137 2345      the diagram shows the graph of y = f( x).    (a) write down the zeros of y = f(x ).      answer(a)   and     [2]     (b) on the same diagram, sketch the graphs of        y = f(x ) \u2013 3,        and y = f(x + 2). [2]     ",
+            "8": "8  \u00a9 ucles 2013 0607/32/m/j/13  for  examiner's  use 6  r tupq v s e\u00b0 f \u00b0d \u00b0 b \u00b0 c\u00b0a\u00b0 40\u00b0 51\u00b0not to scale      pq, rs and tu  are parallel lines and uv is a straight line.    find the values of a, b, c, d, e  and f.      answer a =             b =              c =              d =              e =              f =     [6]       ",
+            "9": "9  \u00a9 ucles 2013 0607/32/m/j/13 [turn over  for  examiner's  use 7  12 10 8642 \u20132\u20134 \u20134\u2013 2 0 2468 1 0 1 2y x      (a) on the grid, plot the points a(1, 9) and b(7, \u20133). [2]     (b) write down  in component form.        answer(b)  \uf8f7\uf8f7\uf8f7 \uf8f8\uf8f6 \uf8ec\uf8ec\uf8ec \uf8ed\uf8eb    [1]     (c) find the co-ordinates of the midpoint of ab.     answer(c) (    ,    ) [1]     (d) calculate the length of ab.      answer(d)    [2]    (e) calculate the gradient of ab.         answer(e)    [2]     (f) find the equation of the line passing through the points a and b.    give your answer in the form y = mx + c.           answer(f)  y =     [2]   ",
+            "10": "10  \u00a9 ucles 2013 0607/32/m/j/13  for  examiner's  use 8  classicalcountryrap jazz popularx\u00b0 42\u00b078\u00b084\u00b054\u00b0not to scale      rita asked 60 students what type of music they liked best.   the pie chart shows her results.    (a) find the value of x.       answer(a)    [1]    (b) calculate the number of students who like rap best.           answer(b)    [2]    (c) one of the students is chosen at random.    find the probability that this student liked jazz best.          answer(c)    [1]        ",
+            "11": "11  \u00a9 ucles 2013 0607/32/m/j/13 [turn over  for  examiner's  use 9 u = {a, b, c, d, e, f, g, h}   a = {c, e, g}   b = {f, g, h}     (a) complete the venn diagram.    u ab       [2]    (b) list the elements of the following sets.     (i) a \u222a b     answer(b)(i)    [1]     (ii) b\u2032     answer(b)(ii)     [1]    (iii) a \u2229 b     answer(b)(iii)    [1]     (iv) a \u222a b\u2032      answer(b)(iv)     [1]     (c) write down n(a \u222a b).           answer(c)     [1]        ",
+            "12": "12  \u00a9 ucles 2013 0607/32/m/j/13  for  examiner's  use 10  b ac d500  cm50 cm 300  cmnot to scale      the diagram shows the side view of a child\u2019s slide, abcd.    (a) calculate cd.      answer(a)   cm [3]    (b) use trigonometry to find the size of angle cda.          answer(b)    [2]    (c) tayaab takes 3 seconds to slide from c to d.    calculate his speed in metres per minute.              answer(c)   m/min [3]        ",
+            "13": "13  \u00a9 ucles 2013 0607/32/m/j/13 [turn over  for  examiner's  use 11  40 \u201340\u20133 7y x0      (a) on the diagram, sketch the graph of    y = x3 \u2013 5x2 \u2013 8x + 12. [2]    (b) find the co-ordinates of the local maximum and the local minimum points.       answer(b) (   ,    )                (    ,    )  [2]    (c) on the same diagram sketch the graph of    y = 2x + 3. [1]    (d) find the x co-ordinates of the points where the two graphs intersect.         answer(d)  x  =             or  x =              or  x =     [3]   ",
+            "14": "14  \u00a9 ucles 2013 0607/32/m/j/13  for  examiner's  use 12  not to scale30 cm 30 cm      a closed cylinder has a diameter of 30  cm and a height of 30  cm.      (a) (i)  find the total  surface area of the cylinder.                          answer(a)(i)   cm2 [3]     (ii) find the volume of the cylinder.                       answer(a)(ii)   cm3 [2]         ",
+            "15": "15  \u00a9 ucles 2013 0607/32/m/j/13 [turn over  for  examiner's  use  (b) the cylinder contains a sphere of radius 15  cm.    not to scale 15 cm      (i) find the volume of this sphere.                   answer(b)(i)   cm3 [2]    (ii) find the percentage of the volume of the cylinder that is not taken up by the sphere.              answer(b)(ii)   % [3]      question 13 is printed on the next page. ",
+            "16": "16    permission to reproduce items where thir d-party owned material protected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holder s, 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 t he 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.    \u00a9 ucles 2013 0607/32/m/j/13  for  examiner's  use 13 (a)  expand and simplify.       ( x \u2013 2)(2x + 3)           answer(a)    [2]    (b) factorise completely.       10 x 2 \u2013 15x       answer(b)    [2]    (c) simplify fully the following expressions.     (i)  yxy 282        answer(c)(i)     [2]     (ii) t ts 103 59\u00f7          answer(c)(ii)    [2]     (iii) 32 43 p p\u2212            answer(c)(iii)    [2]    (iv) (2y 2)3           answer(c)(iv)    [2]   "
+        },
+        "0607_s13_qp_33.pdf": {
+            "1": "    this document consists of 16 printed pages.  ib13 06_0607_33/fp  \u00a9 ucles 2013  [turn over      *5902643799* university of cambridge international examinations  international general certificate of secondary education       cambridge international mathematics 0607/33     paper 3 (core)  may/june 2013     1 hour 45 minutes    candidates answer on the question paper.    additional materials: geometrical instruments   graphics calculator      read these instructions first    write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen.  do not use staples, paper clips, highlighters, glue or correction fluid.  you may use a pencil for any diagrams or graphs. do not  write in any barcodes.   answer all the questions. unless instructed otherwise, give your answers exactly or correct to three significant figures as appropriate.  answers in degrees should be given to one decimal place.  for \u03c0, use your calculator value.  you must show all the relevant working to gain full marks and you will be given marks for correct methods,  including sketches, even if your answer is incorrect.  the number of marks is given in brackets [  ] at the end of each question or part question.  the total number of marks for this paper is 96.   ",
+            "2": "2  \u00a9 ucles 2013 0607/33/m/j/13  formula list  area, a, of triangle, base b, height h. a = 1 2bh  area, a, of circle, radius r. a = \u03c0r2  circumference, c, of circle, radius r. c = 2\u03c0r  curved surface area, a, of cylinder of radius r, height h. a = 2\u03c0rh  curved surface area, a, of cone of radius r, sloping edge l. a = \u03c0rl  curved surface area, a, of sphere of radius r. a = 4\u03c0r2  volume, v, of prism, cross-sectional area a, length l. v =al  volume, v, of pyramid, base area a, height h. v= 1 3ah  volume, v, of cylinder of radius r, height h. v = \u03c0r2h  volume, v, of cone of radius r, height h. v = 1 3\u03c0r2h  volume, v, of sphere of radius r. v = 4 3\u03c0r3 ",
+            "3": "3  \u00a9 ucles 2013 0607/33/m/j/13 [turn over  for  examiner's  use answer all the questions.    1 three friends go out for a meal.  leon orders salmon fillet at $15.00 .  jin orders vegetarian pasta at $10.60 .   callum orders the chef\u2019s speciality at $17.00 .    (a) calculate the total cost of the three meals.             answer(a)  $    [1]     (b) the service charge is 10% of the total cost of the three meals.    calculate the service charge.          answer(b)  $    [2]     (c) find the total cost including the service charge.          answer(c)  $    [1]     (d) the three friends agree to divide the total cost equally.    calculate how much leon pays.           answer(d)  $    [1]     (e) leon pays with a $20 note.     find how much change he receives.            answer(e)  $    [1]      ",
+            "4": "4  \u00a9 ucles 2013 0607/33/m/j/13  for  examiner's  use 2 (a)  q rpa\u00b0 42\u00b061\u00b0 b\u00b0c\u00b0not to scale       in triangle pqr , angle qpr  = 42\u00b0 and angle pqr  = 61\u00b0.    find the values of a, b and c.      answer(a) a =              b =               c =     [3]     (b)       the diagram shows a square.   (i) draw all the lines of symmetry on the square. [2]   (ii) write down the order of rotational symmetry of the square.     answer(b)(ii)    [1]      3 (a) s = qpr        find the value of s when p = 13.2, q = 1.3 and r = 12.8 .    give your answer correct to 3 decimal places.          answer(a)    [2]     (b) write your answer to part (a)  correct to 2 significant figures.   answer(b)     [1]    (c) write your answer to part (b)  in standard form.   answer(c)    [1]   ",
+            "5": "5  \u00a9 ucles 2013 0607/33/m/j/13 [turn over  for  examiner's  use 4 23 girls each walked a distance of 2 kilometres.   the number of minutes, correct to the nearest minute, that each girl took is recorded below.   18 19 26 36 18 25 31 43 13 36 18 23               20 20 34 32 41 33 19 17 21 25 40     (a) complete the ordered  stem and leaf diagram to show this information.    1   2   3   4        key       =     [3]    (b) for the times given in part (a)  work out      (i) the range,        answer(b)(i)    [1]     (ii) the median,       answer(b)(ii)    [1]    (iii) the lower quartile,        answer(b)(iii)    [1]    (iv) the upper quartile.            answer(b)(iv)    [1]     ",
+            "6": "6  \u00a9 ucles 2013 0607/33/m/j/13  for  examiner's  use 5 ten children were each given a burger to eat.   the table shows the number of hours since their last meal and the time, in seconds, taken to eat their  burger.    time since last meal, x hours 1.5 1.9 2.3 3.0 3.2 3.5 3.8 4.1 4.7 5.2 time to eat burger, y seconds 90 86 70 72 63 55 60 45 38 25    (a) complete the scatter diagram.    the first six points have been plotted for you.   100 90 8070605040302010 0123 time since last meal (hours)456time to eat burger(seconds)y x     [2]     (b) describe the type of correlation.                answer(b)    [1]   ",
+            "7": "7  \u00a9 ucles 2013 0607/33/m/j/13 [turn over  for  examiner's  use  (c) (i)  find the mean number of hours since the children\u2019s last meal.         answer(c)(i)   hours [1]    (ii) find the mean number of seconds taken to eat a burger.        answer(c)(ii)   seconds [1]    (iii) on the diagram, plot the mean point. [1]     (d) on the diagram, draw the line of best fit by eye. [2]     (e) jordi\u2019s last meal was 4.5 hours ago.     use your line of best fit to estimate the time taken for jordi to eat a burger.        answer(e)   seconds [1]      ",
+            "8": "8  \u00a9 ucles 2013 0607/33/m/j/13  for  examiner's  use 6  c e a b d5 cm 3 cm 3 cmnot to scale 45\u00b0      the diagram shows a right-angled triangle, abc.   bc is parallel to de, ae = de = 3  cm, bc = 5  cm and angle cba = 45\u00b0.    (a) use the letters of this diagram to write down     (i) an angle that is acute,       answer(a)(i)    [1]     (ii) an angle that is obtuse,        answer(a)(ii)     [1]    (iii) two lines that are perpendicular.      answer(a)(iii)   and     [1]      (b) write down the size of the following angles.     (i) angle dea      answer(b)(i)    [1]    (ii) angle dae      answer(b)(ii)    [1]     ",
+            "9": "9  \u00a9 ucles 2013 0607/33/m/j/13 [turn over  for  examiner's  use 7 a zoo has three hippopotamuses (hippos), a male, a female and a baby.   the hippos eat a total of 87.5  kg of food each day.    (a) the hippos eat the food in proportion to their weight.    the male weighs 1600  kg, the female weighs 1400  kg and the baby weighs 500  kg.    (i) show that the male eats 40  kg of food each day.                   [2]    (ii) calculate the amount of food that the female eats each day.              answer(a)(ii)   kg [2]    (b) one kilogram of food costs 0.50 euros (\u20ac).      calculate how much it costs to feed the three hippos for one year (365 days).              answer(b)  \u20ac    [2]    (c) the entrance fee to the zoo is 15 euros per person.      what is the minimum number of people that need to visit the zoo to pay for feeding the three  hippos for one year?                answer(c)    [2]   ",
+            "10": "10  \u00a9 ucles 2013 0607/33/m/j/13  for  examiner's  use 8 (a)  piotr is making patterns with sticks.    pattern 1 pattern 2 pattern 3     (i) in pattern 1 there are 3 sticks.       write down the number of sticks that piotr uses to make pattern 2 and pattern 3.     answer(a)(i) pattern 2              pattern 3     [2]    (ii) find an expression, in terms of n, for the number of sticks used to make pattern n.       answer(a)(ii)    [1]    (iii) find the number of sticks used to make pattern 10.        answer(a)(iii)    [1]    (b) pawel is also making patterns with sticks.    pattern 1 pattern 2 pattern 3      the number of triangles in each pattern forms the sequence 1, 3, 5, \u2026.    (i) write down the next two terms in this sequence.     answer(b)(i)   ,     [2]     (ii) find the number of triangles in pattern 10.       answer(b)(ii)     [1]    (iii) find an expression, in terms of n, for the number of triangles used to make pattern n.          answer(b)(iii)    [2]   ",
+            "11": "11  \u00a9 ucles 2013 0607/33/m/j/13 [turn over  for  examiner's  use 9 a polygon, q, has been drawn on the diagram.    qy x8 7654321 \u20131\u20132\u20133\u20134\u20135\u20136\u20137\u201380 \u2013 1 12345678 \u20132 \u20133 \u20134 \u20135 \u20136 \u20137 \u20138      (a) draw the reflection of shape q in the y-axis. [2]      (b) draw the enlargement of shape q with centre (0, 0), scale factor 2. [2]        ",
+            "12": "12  \u00a9 ucles 2013 0607/33/m/j/13  for  examiner's  use 10 u = {c, a, m, b, r, i, d, g, e}   s = {m, a, g, i, c}   t = {b, r, i, d, g, e}     (a) write down the letters in the set s \u2229 t.         answer(a)    [1]    (b) complete the venn diagram.    u st       [2]   (c) a letter is chosen at random from u.     find the probability that the letter is in the set     (i) s,      answer(c)(i)    [1]   (ii) s \u222a t,       answer(c)(ii)     [1]   (iii) t \u2032.       answer(c)(iii)     [1]    (d) a letter is chosen at random from the set s.    find the probability that the letter is also in the set t.            answer(d)    [2]      ",
+            "13": "13  \u00a9 ucles 2013 0607/33/m/j/13 [turn over  for  examiner's  use 11 faaiz competes in a three-part race.    he runs 10  km, cycles 20  km and rollerblades 10  km.    (a) faaiz takes 40 minutes to run the 10  km.    find his average speed in kilometres per hour.                    answer(a)   km/h [2]    (b) he cycles at 25  km/h.     find the time, in minutes, he takes to cycle 20  km.                      answer(b)   minutes [2]     (c) he takes 32 minutes to rollerblade 10  km.    find his average speed, in km/h, for the whole race .                         answer(c)   km/h [3]     ",
+            "14": "14  \u00a9 ucles 2013 0607/33/m/j/13  for  examiner's  use 12 (a)  heyon is orienteering.     she starts at point f and walks 500  m on a bearing of 050\u00b0 to the point g.     from g she walks 1000  m on a bearing of 140\u00b0  to the point h.     (i) draw a sketch to show heyon\u2019s walk.     mark the points g and h.    fnorth       [2]     (ii) on your sketch, draw a north line through the point g.       on your sketch, write the values of the angles at g which show that angle fgh  = 90\u00ba. [2]     (b) sean walks from a to b to c.    ac b200  m300  mnot to scale      (i) calculate the distance ac.            answer(b)(i)   m [2]     (ii) use trigonometry to calculate angle bac.                    answer(b)(ii)  angle bac =    [2]     ",
+            "15": "15  \u00a9 ucles 2013 0607/33/m/j/13 [turn over  for  examiner's  use 13 (a)  0.2 mnot to scale       the diagram shows a sphere of radius 0.2  m.      (i) calculate the curved surface area of this sphere.           answer(a)(i)   m2 [2]    (ii) the sphere is painted.      one tin of paint covers an area of 50  m2.        calculate the greatest number of these spheres that can be painted using one tin of paint.         answer(a)(ii)    [2]    (b)  8 cm2 m not to scale       the diagram shows a cylinder of radius 8  cm and length 2  m.    (i) calculate the curved surface area of this cylinder.     give your answer in square centimetres .         answer(b)(i)   cm2 [2]     (ii) calculate the volume of this cylinder.     give your answer in cubic centimetres.     answer(b)(ii)   cm3 [2]      question 14 is printed on the next page. ",
+            "16": "16      permission to reproduce items where thir d-party owned material protected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holder s, 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. ca mbridge assessment is the brand name of university of  cambridge local examinations syndicate (ucles), which is itself a department of the university of cambridge.   \u00a9 ucles 2013 0607/33/m/j/13  for  examiner's  use 14  \u20134 43 \u20131y x0      (a) on the diagram, sketch the graph  ) 1 (2 2+= xy  for \u2013 4 y  x y 4. [2]     (b) write down the co-ordinates of the maximum point.      answer(b)  (   ,    ) [1]     (c) write down the equation of the asymptote.       answer(c)     [1]     (d) write down the range of  ) 1 (2 2+= xy  .     answer(d)     [3]       "
+        },
+        "0607_s13_qp_41.pdf": {
+            "1": "    this document consists of 16 printed pages.  ib13 06_0607_41/4rp  \u00a9 ucles 2013 [turn over      *1170642332* for examiner's use    university of cambridge international examinations  international general certificate of secondary education       cambridge international mathematics 0607/41     paper 4 (extended)  may/june 2013     2 hours 15 minutes    candidates answer on the question paper.    additional materials: geometrical instruments   graphics calculator      read these instructions first    write your centre number, candidate number and name on all the work you hand in.  write in dark blue or black pen. do not use staples, paper clips, highlighters, glue or correction fluid.  you may use a pencil for any diagrams or graphs.  do not  write in any barcodes.    answer all the questions.  unless instructed otherwise, give your answers exactly or correct to three significant figures as appropriate. answers in degrees should be given to one decimal place.  for \u03c0, use your calculator value.  you must show all the relevant working to gain full marks and you will be given marks for correct methods,  including sketches, even if your answer is incorrect.  the number of marks is given in brackets [  ] at the end of each question or part question.  the total number of marks for this paper is 120.   ",
+            "2": "2  \u00a9 ucles 2013 0607/41/m/j/13  formula list  for the equation ax2 + bx + c = 0 x =2_\u00b1 4 2_ bb a c a  curved surface area, a, of cylinder of radius r, height h. a = 2\u03c0rh  curved surface area, a, of cone of radius r, sloping edge l. a = \u03c0rl  curved surface area, a, of sphere of radius r. a = 4\u03c0r2  volume, v, of pyramid, base area a, height h. v= 1 3ah  volume, v, of cylinder of radius r, height h. v = \u03c0r2h  volume, v, of cone of radius r, height h. v = 1 3\u03c0r2h  volume, v, of sphere of radius r. v = 4 3\u03c0r3   ==sin sin sin abc ab c   a2 = b2 + c2 \u2013 2bc cos a   area = 1 2bc sin a       a a b cb c",
+            "3": "3  \u00a9 ucles 2013 0607/41/m/j/13 [turn over  for  examiner's  use answer all the questions.    1 each year the value of a car decreases by 12%.  on 1st april 2011 sami bought a car for $15  840.     (a) work out     (i) the value of the car on 1st april 2010,            answer(a)(i) $     [3]    (ii) the value of the car on 1st april 2014,            answer(a)(ii) $     [3]    (iii) the year in which the value of the car will first be below $5000.            answer(a)(iii)     [2]    (b) each year sami drives 20  000  km in his car.    his yearly motoring costs are    \u007f fuel at $0.68 per litre,  \u007f service and other repairs $950,  \u007f tax and insurance $1020.      the car travels 15  km on each litre of fuel.     find the total yearly motoring costs as a percentage of the value of the car in 2011.                  answer (b)    % [4]      ",
+            "4": "4  \u00a9 ucles 2013 0607/41/m/j/13  for  examiner's  use 2  a by x3 21 \u20131\u20132\u20133\u20134\u20135\u201360 \u2013 1 1234567 \u20132 \u20133      (a) describe fully the single transformation that maps triangle a onto triangle b.    answer (a)    [2]    (b) (i)  rotate triangle a through 180\u00b0 about the point (3, 0). label the image c. [2]     (ii) enlarge triangle c with scale factor 2 and centre (6, 0). label the image d. [2]     (iii) describe fully the single  transformation that maps triangle a onto triangle d.    answer(b)(iii)    [3]      ",
+            "5": "5  \u00a9 ucles 2013 0607/41/m/j/13 [turn over  for  examiner's  use 3  10 \u201310\u20132 40xy      (a) on the diagram, sketch the graph of    y = x3 \u2013 3x2 + 2   for   \u20132 y x y 4. [2]     (b) solve the equation    x3 \u2013 3x2 + 2 = 0.         answer (b)   x =              or x =              or x =     [2]    (c) (i) find the co-ordinates of the local maximum and local minimum points.      answer (c)(i) (   ,    )                (   ,    )  [2]    (ii) the equation    x 3 \u2013 3x2 + 2 = k   has 3 solutions.     write down the range of values for k.       answer(c)(ii)      [2]    (d) by drawing a suitable line on your diagram show that    x 3 \u2013 3x2 + 2 = 6 \u2013 3 x    has only one  solution. [2]     ",
+            "6": "6  \u00a9 ucles 2013 0607/41/m/j/13  for  examiner's  use 4  r ac bpqnot to scale      the diagram shows a vertical radio mast pqr  supported by 6 straight wires.   a, b, c and p are on level horizontal ground.   ra = rb = rc and qa = qb = qc.   pq = 30  m, qr = 20  m and angle aqp  = angle bqp  = angle cqp = 65\u00b0.    r pcq 65\u00b0 30 m20 mnot to scale      (a) show that qc = 70.99  m, correct to 2 decimal places.              [2] ",
+            "7": "7  \u00a9 ucles 2013 0607/41/m/j/13 [turn over  for  examiner's  use  (b) using the cosine rule, calculate the length rc.                    answer(b)    m [3]     (c) find the total  length of the 6 wires.               answer(c)    m [1]    (d) calculate the length pc.            answer(d)    m [2]    (e) this is a view from above showing a, b, p and c on horizontal ground.    120\u00b0pnot to scale b ca       calculate the area of triangle bpc.         answer(e)    m2 [2]     ",
+            "8": "8  \u00a9 ucles 2013 0607/41/m/j/13  for  examiner's  use 5  16 15141312 11 10 987654321 123456789 1 0 1 1 1 2 1 3 1 40y x      (a) on the grid, find the region satisfied by the following inequalities.    label the region r.       x y 4 x + y  y 12 5x + 2y [  30 [5]     (b) (h, k) is a point in the region r and h and k are integers.     (i) find the number of possible points ( h, k).     answer(b)(i)     [1]     (ii) find the minimum value of h + k .       answer(b)(ii)     [1]   ",
+            "9": "9  \u00a9 ucles 2013 0607/41/m/j/13 [turn over  for  examiner's  use 6  2 cm 2 cm2.5 cm5 cm 6 cmnot to scale      the diagram shows a child\u2019s wooden brick.  the brick is a cuboid with a semicircular hole cut in the bottom.     (a) find the volume of the brick.                    answer(a)    cm3 [3]    (b) each cubic centimetre of wood has a mass of 0.8  g.    find the mass of the brick.          answer(b)    g [1]    (c) find the total  surface area of the brick.                         answer(c)    cm2 [5]   ",
+            "10": "10  \u00a9 ucles 2013 0607/41/m/j/13  for  examiner's  use 7 (a) the speeds, v km/h, of 140 cars were measured on road a.      the cumulative frequency graph shows the speeds of these cars.    140 130120 110 100 908070605040302010 10 20 30 40 50 speed (km/h)cumulative frequency 60 70 80 90 1000v      (i) find the median speed.       answer(a)(i)    km/h [1]    (ii) find the inter-quartile range of the speeds.          answer(a)(ii)    km/h [2]   ",
+            "11": "11  \u00a9 ucles 2013 0607/41/m/j/13 [turn over  for  examiner's  use  (b)  the speeds of another 140 cars were measured on road b.    the results are shown in this table.    speed  (v km/h) 20 < v y 30 30 < v y 40 40 < v y 45 45 < v y 50 50 < v y 60 60 < v y 80 80 <  v y 100  frequency 6 12 15 20 32 30 25    (i) complete this table of cumulative frequencies for road b.    speed  (v km/h) v y 20 v y 30 v y 40 v y 45 v y 50 v y 60 v  y 80 v y 100  cumulative  frequency 0 6 18     140      [2]    (ii) on the grid in part (a) , draw the cumulative frequency curve for road b. [3]    (iii) make a comparison between the distributions of speeds on roads a and b.    answer(b)(iii)    [2]    (iv) calculate an estimate for the mean speed of the 140 cars on road b.       answer(b)(iv)    km/h [2]      (v) on the grid below, complete the histogram to show the speeds of the cars on road b.    4 321 10 20 30 40 50 speed (km/h)frequency density 60 70 80 90 1000v       [4]   ",
+            "12": "12  \u00a9 ucles 2013 0607/41/m/j/13  for  examiner's  use 8 the table shows the number of left-handed and right-handed girls and boys in a class.     left-handed right-handed total  girls 4 14 18  boys 3 11 14  total 7 25 32     (a) two students are chosen at random from the whole class.    find the probability that they are both left-handed.               answer(a)     [2]    (b) two of the girls are chosen at random.    find the probability that exactly one of these girls is left-handed.                  answer(b)     [3]    (c) two of the right-handed students are chosen at random.    find the probability that at least one is a girl.                          answer(c)      [3]     ",
+            "13": "13  \u00a9 ucles 2013 0607/41/m/j/13 [turn over  for  examiner's  use 9 the resistance,  r ohms, of a standard length of wire varies inversely as the square of its  diameter, d  mm.      (a) the resistance of a standard length of wire of diameter 0.5  mm is 0.8  ohms.     (i) find a formula for r in terms of d.                      answer(a)(i)  r =     [3]    (ii) find the resistance of a standard length of the same type of wire with diameter 2 mm.             answer(a)(ii)    ohms [1]    (iii) the resistance of a standard length of the same type of wire is 4 ohms.     find the diameter of this wire.                  answer(a)(iii)    mm [2]     (b) for a different type of wire the resistance of a standard length is 2  ohms.    find the resistance of a standard length of this wire when the diameter is doubled.             answer(b)    ohms [2]     ",
+            "14": "14  \u00a9 ucles 2013 0607/41/m/j/13  for  examiner's  use 10  10 \u201310\u20136 30xy      (a) on the diagram, sketch the graph of    y = f(x), where          f ( x) = ) 3 () 1 ( +\u2212 xx     between x = \u20136 and x = 3. [3]     (b) find the co-ordinates of the point where the graph crosses the x-axis.       answer (b) (   ,    )  [1]    (c) find the equations of the asymptotes of    y = f(x).      answer(c)    and     [2]     (d) find the range of f( x) for x [ 0.     answer(d)     [2]     (e) find the solutions to the equation    ) 3 () 1 ( +\u2212 xx = \u20135 \u2013 2x .          answer (e)  x =    or x =     [3]    (f) on the diagram, sketch the graph of    y = f(x \u2013 3). [2]     ",
+            "15": "15  \u00a9 ucles 2013 0607/41/m/j/13 [turn over  for  examiner's  use 11  ab c d3 cm 5 cm6 cm onot to scale      the diagram shows a trapezium abcd with diagonals intersecting at o.   ab is parallel to dc.     (a) explain why triangle aob  is similar to triangle cod.    answer(a)      [2]     (b) calculate the length of cd.              answer(b)    cm [2]    (c) find the value of these fractions.    (i) area of triangle abo     area of triangle cbo       answer(c)(i)     [1]    (ii) area of triangle abo     area of triangle cdo       answer(c)(ii)     [1]             (iii)    area of triangle abo         area of trapezium abcd       answer(c)(iii)     [1]      question 12 is printed on the next page. ",
+            "16": "16    permission to reproduce items where third-party owned material protected by copyright  is included has been sought and cleared w here possible. every  reasonable effort has been made by the publis her (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 t he 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.    \u00a9 ucles 2013 0607/41/m/j/13  for  examiner's  use 12 an aircraft travels 5500  km from dubai to london.   the average speed is x km/h.     (a) write down an expression, in terms of x, for the time taken for this journey.        answer(a)    hours [1]    (b) the return journey from london to dubai is    \u007f 60 km/h faster  \u007f half-an-hour shorter       than the journey from dubai to london.      write down an equation in x and show that it simplifies to    x 2 + 60x \u2013 660  000 = 0 .                    [4]    (c) solve the equation    x 2 + 60x \u2013 660  000 = 0 .    give your answers correct to the nearest whole number.                 answer (c)  x =    or x =     [3]    (d) the time that the aircraft leaves dubai is 09  40 local time.    the time in london is 4 hours behind the time in dubai.     use your answer to part (c)  to find the arrival time in london.             answer(d)     [3]   "
+        },
+        "0607_s13_qp_42.pdf": {
+            "1": "    this document consists of 19 printed pages and 1 blank page.  ib13 06_0607_42/2rp  \u00a9 ucles 2013  [turn over      *1604463664* for examiner's use    university of cambridge international examinations  international general certificate of secondary education       cambridge international mathematics 0607/42     paper 4 (extended)  may/june 2013     2 hours 15 minutes    candidates answer on the question paper.    additional materials: geometrical instruments   graphics calculator      read these instructions first    write your centre number, candidate number and name on all the work you hand in.  write in dark blue or black pen. do not use staples, paper clips, highlighters, glue or correction fluid.  you may use a pencil for any diagrams or graphs.  do not  write in any barcodes.    answer all the questions.  unless instructed otherwise, give your answers exactly or correct to three significant figures as appropriate. answers in degrees should be given to one decimal place.  for \u03c0, use your calculator value.  you must show all the relevant working to gain full marks and you will be given marks for correct methods,  including sketches, even if your answer is incorrect.  the number of marks is given in brackets [  ] at the end of each question or part question.  the total number of marks for this paper is 120.   ",
+            "2": "2  \u00a9 ucles 2013 0607/42/m/j/13  formula list  for the equation ax2 + bx + c = 0 x =2_\u00b1 4 2_ bb a c a  curved surface area, a, of cylinder of radius r, height h. a = 2\u03c0rh  curved surface area, a, of cone of radius r, sloping edge l. a = \u03c0rl  curved surface area, a, of sphere of radius r. a = 4\u03c0r2  volume, v, of pyramid, base area a, height h. v= 1 3ah  volume, v, of cylinder of radius r, height h. v = \u03c0r2h  volume, v, of cone of radius r, height h. v = 1 3\u03c0r2h  volume, v, of sphere of radius r. v = 4 3\u03c0r3   ==sin sin sin abc ab c   a2 = b2 + c2 \u2013 2bc cos a   area = 1 2bc sin a   a a b cb c",
+            "3": "3  \u00a9 ucles 2013 0607/42/m/j/13 [turn over  for  examiner's  use answer all the questions.    1 (a) (i) kim\u2019s wage is $720 each month.     she spends $196 each month on food.      calculate $196 as a percentage of $720.      answer(a)(i)   % [1]    (ii) she pays 25% of the $720 in taxes.      find the ratio   money spent on food  : money paid in taxes.     give your answer in its simplest form.        answer(a)(ii)   :     [2]     (iii) the $720 is an increase of 44% on kim\u2019s previous wage.     calculate her previous wage.           answer(a)(iii) $    [3]    (iv) next year the $720 will increase by 4%.     calculate next year\u2019s monthly wage.         answer(a)(iv) $    [2]    ( b) jay\u2019s monthly wage is $650.    each year jay\u2019s monthly wage increases by 5%.     calculate the number of years it will take for jay\u2019s monthly wage to exceed $1000.                   answer(b)    [3]   ",
+            "4": "4  \u00a9 ucles 2013 0607/42/m/j/13  for  examiner's  use 2 (a)  2x 3x 2x + 1x + 3not to scale       the areas of the rectangles are equal.      find the value of x.    show all your working.                             answer(a)  x =     [4]    (b)   \u03b8 y + 12ynot to scale       find the value of y when tan \u03b8 = 31.    show all your working.                   answer(b)  y =     [3]    ",
+            "5": "5  \u00a9 ucles 2013 0607/42/m/j/13 [turn over  for  examiner's  use  (c) jo walks 10  km at w kilometres per hour.    sam cycles 10  km at (w + 9) kilometres per hour.     the difference between the times taken by jo and sam is 212 hours.     (i) show that    w2 + 9w \u2013 36 = 0.                                  [4]     (ii) find the time, in hours and minutes, taken by jo to walk the 10  km.                                        answer(c)(ii)   h    min [4]   ",
+            "6": "6  \u00a9 ucles 2013 0607/42/m/j/13  for  examiner's  use 3  y x5 4321 \u20131\u20132\u20133\u20134\u201350 \u20131 \u20132 \u20133 \u20134 \u201355 4 3 2 1 l     (a) find the equation of the line l.              answer(a)    [2]     (b) (i)  on the grid, draw the line y = 2x + 4. [2]     (ii) on the grid, shade the region where y [ 0 and y  [ 2x + 4. [2]     (c) p is the point (1, \u2013 4) and q is the point (3, 2).     find the equation of the line passing through p and q.                  answer(c)    [3]   ",
+            "7": "7  \u00a9 ucles 2013 0607/42/m/j/13 [turn over  for  examiner's  use 4 the masses of 100 apples are measured.   the results are shown in the table.    mass (m grams) 20 < m y 100 100 < m y 150 150 < m y 240  frequency 28 45 27           (a) calculate an estimate of the mean mass.               answer(a)   g [2]    (b) use the information in the table to complete the histogram.     1.0 0.90.80.70.60.50.40.30.20.1 040 80 120 mass (grams)160 200 240 20 60 100 140 180 220frequency density m       [3]     ",
+            "8": "8  \u00a9 ucles 2013 0607/42/m/j/13  for  examiner's  use 5  b ph k998  km1060  km 1185  km988  km30\u00b0not to scale      the diagram shows some straight line distances between bangkok ( b), hanoi ( h), phnom penh ( p)  and kuala lumpur ( k). angle bhp = 30\u00b0.    (a) calculate bp and show that it rounds to 535  km, correct to the nearest kilometre.                                        [3]       ",
+            "9": "9  \u00a9 ucles 2013 0607/42/m/j/13 [turn over  for  examiner's  use  (b) calculate angle bkp.                            answer(b)    [3]    (c) the bearing of p from k is 020\u00b0.       find the bearing of b from k.        answer(c)    [1]      ",
+            "10": "10  \u00a9 ucles 2013 0607/42/m/j/13  for  examiner's  use 6  rc a b qp 12 cm 20 cm6 cmnot to scale      the diagram shows a triangular prism of length 20  cm.   the cross-section of the prism is triangle abc with angle bac = 90\u00b0, ac = 6  cm and ab = 12  cm.             (a) calculate the volume of the prism.                                answer(a)   cm3 [2]    ",
+            "11": "11  \u00a9 ucles 2013 0607/42/m/j/13 [turn over  for  examiner's  use  (b) (i) calculate the total surface area of the prism.                                 answer(b)(i)   cm2 [4]    (ii) the surface of the prism is painted at a cost of $0.005 per square centimetre.      calculate the cost of painting the surface of the prism.        answer(b)(ii)   $    [1]    (c) calculate the angle between the diagonal line cq and the base abqp .                                answer(c)    [3]     ",
+            "12": "12  \u00a9 ucles 2013 0607/42/m/j/13  for  examiner's  use 7 a flight from london, england to auckland, new zealand departs at 14  00 on february 7th.   the journey takes 2127 hours and the distance is 18  400  km.   the time in new zealand is 13 hours ahead of the time in england.    (a) find the time and the date that the flight arrives in auckland.               answer(a)  time             date       [3]    (b) calculate the average speed of the journey.            answer(b)   km/h [1]    (c) the cost of a ticket for the flight is 3600 pounds (\u00a3).     \u00a31 = 2.09 new zealand dollars (nzd).   (i) calculate the cost of the ticket in nzd.           answer(c)(i)   nzd [1]     (ii) calculate the cost of the journey, in nzd per kilometre.      give your answer correct to 2 decimal places.                  answer(c)(ii)   nzd/km [2]     ",
+            "13": "13  \u00a9 ucles 2013 0607/42/m/j/13 [turn over  for  examiner's  use 8 (a) solve the equation    22 3+ =xx.                                         answer(a)   x =             or  x =     [4]     (b) solve the inequality    x2 [ x3 + 2 .         answer(b)    [3]     ",
+            "14": "14  \u00a9 ucles 2013 0607/42/m/j/13  for  examiner's  use 9  70\u00b08 cm not to scaleb ao      ab is a chord of the circle centre o.    calculate    (a) the length of the chord ab,           answer(a)   cm [3]    (b) the length of the arc ab,           answer(b)   cm [2]    (c) the area of the shaded region.                   answer(c)   cm2 [4]     ",
+            "15": "15  \u00a9 ucles 2013 0607/42/m/j/13 [turn over  for  examiner's  use 10  2 \u201320180\u00b0 360\u00b0xy         f ( x) = cos x  g(x) = 2sin \uf8f7\uf8f8\uf8f6\uf8ec\uf8ed\uf8eb 2x     (a) on the diagram, sketch the following graphs.     (i) y = f(x)  [2]    (ii) y = g(x) [2]    (b) write down the equation of the line of symmetry of the graphs.      answer(b)    [1]    (c) write down the co-ordinates of the local minimum point on the graph of     y = f(x ) for  0\u00b0 y x y 360\u00b0.     answer(c)    (    ,    ) [2]    (d) write down the period and amplitude of g( x).   answer(d)  period =             amplitude =      [2]     (e) write down the range of g( x) for the following domains.      (i) 0\u00b0 y x y 360\u00b0    answer(e)(i)     [1]     (ii) o   answer(e)(ii)     [1]     (f) solve the equation   f( x) = g( x) for  0\u00b0 y x y 360\u00b0.     answer(f) x =    or x =     [2]    (g) shade the regions on the diagram where   y y f( x) and y [ g( x). [1]    ",
+            "16": "16  \u00a9 ucles 2013 0607/42/m/j/13  for  examiner's  use 11  2 5111 10      the diagram shows a disc, with six equal sectors, and an arrow.  when the disc is spun, each sector is equally likely to stop next to the arrow.     (a) the disc is spun.     write down the probability that the sector next to the arrow is labelled with      (i) 1 or 2,   answer(a)(i)    [1]     (ii) an even number,   answer(a)(ii)     [1]     (iii) a number which is a factor of 10.   answer(a)(iii)    [1]    (b) the disc is spun twice.      (i) complete the tree diagram by writing the missing probabilities on each branch.     10first number second number not 1010 not 10   10 not 10 1 6         [2] ",
+            "17": "17  \u00a9 ucles 2013 0607/42/m/j/13 [turn over  for  examiner's  use  (ii) find the probability that the arrow is next to the number 10 twice.              answer(b)(ii)    [2]    (iii) find the probability that the arrow is next to the number 10 at least once.              answer(b)(iii)    [2]    (c) the disc is spun n times until it stops with the number 10 next to the arrow.     find n when the probability that this happens is  7776625.                         answer(c)  n  =      [2]       ",
+            "18": "18  \u00a9 ucles 2013 0607/42/m/j/13  for  examiner's  use 12   month jan feb mar apr may jun jul aug sep oct nov dec  temperature (t \u02dac) 13 13 15 16 19 23 25 26 24 20 18 13  rainfall ( r mm) 59 49 62 46 25 6 1 3 28 62 63 66     the table shows the average monthly temperature, t, and rainfall, r, in malaga, spain.     (a) find the mean, median, upper quartile and range of the average monthly  temperatures.     answer(a)    mean =   \u00b0c          median =    \u00b0c         upper quartile =   \u00b0c         range =   \u00b0c [4]    (b) (i) find the equation of the line of regression for this data, giving r in terms of t.         answer(b)(i)   r  =     [2]     (ii) describe the type of correlation between r and t.     answer(b)(ii)       [1]    (iii) calculate an estimate of the rainfall when the temperature is 22\u00b0c.        answer(b)(iii)      [1]      ",
+            "19": "19  \u00a9 ucles 2013 0607/42/m/j/13  for  examiner's  use 13   p o qyp qxnot to scale      the diagram shows a triangle opq .   the point x is on pq so that  px  : xq = 1  : 2.    = p and  = q.     (a) find  in terms of p and q.    give your answer in its simplest form.            answer(a)       [2]    (b) oqy  is a straight line and oy = 2oq.       find   in terms of p and q.    give your answer in its simplest form.               answer(b)       [3]     (c) p  = \uf8f7 \uf8f8\uf8f6\uf8ec \uf8ed\uf8eb k3  and  |p| = 5.       find the two possible values of k.             answer(c) k =   or k =     [2]     ",
+            "20": "20    permission to reproduce items where third -party owned material protected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to t race 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.   \u00a9 ucles 2013 0607/42/m/j/13  blank page "
+        },
+        "0607_s13_qp_43.pdf": {
+            "1": "    this document consists of 20 printed pages.  ib13 06_0607_43/6rp  \u00a9 ucles 2013  [turn over      *4434452004* for examiner's use    university of cambridge international examinations  international general certificate of secondary education       cambridge international mathematics 0607/43     paper 4 (extended)  may/june 2013     2 hours 15 minutes    candidates answer on the question paper.    additional materials: geometrical instruments   graphics calculator      read these instructions first    write your centre number, candidate number and name on all the work you hand in.  write in dark blue or black pen. do not use staples, paper clips, highlighters, glue or correction fluid.  you may use a pencil for any diagrams or graphs.  do not  write in any barcodes.    answer all the questions.  unless instructed otherwise, give your answers exactly or correct to three significant figures as appropriate. answers in degrees should be given to one decimal place.  for \u03c0, use your calculator value.  you must show all the relevant working to gain full marks and you will be given marks for correct methods,  including sketches, even if your answer is incorrect.  the number of marks is given in brackets [  ] at the end of each question or part question.  the total number of marks for this paper is 120.   ",
+            "2": "2  \u00a9 ucles 2013 0607/43/m/j/13  formula list  for the equation ax2 + bx + c = 0 x =2_\u00b1 4 2_ bb a c a  curved surface area, a, of cylinder of radius r, height h. a = 2\u03c0rh  curved surface area, a, of cone of radius r, sloping edge l. a = \u03c0rl  curved surface area, a, of sphere of radius r. a = 4\u03c0r2  volume, v, of pyramid, base area a, height h. v= 1 3ah  volume, v, of cylinder of radius r, height h. v = \u03c0r2h  volume, v, of cone of radius r, height h. v = 1 3\u03c0r2h  volume, v, of sphere of radius r. v = 4 3\u03c0r3   ==sin sin sin abc ab c   a2 = b2 + c2 \u2013 2bc cos a   area = 1 2bc sin a       a a b cb c",
+            "3": "3  \u00a9 ucles 2013 0607/43/m/j/13 [turn over  for  examiner's  use answer all the questions.    1 y varies inversely as the square root of x.   y = 16 when x = 4.     (a) find the value of y when x = 16.                  answer(a)  y =    [3]     (b) find the value of x when y = 64.                   answer(b)  x =    [2]    (c) find x in terms of y.                  answer(c)  x =    [3]      ",
+            "4": "4  \u00a9 ucles 2013 0607/43/m/j/13  for  examiner's  use 2 (a)  solve the equation.    2log  6 \u2013 log  9 + log  x = 3                        answer(a)  x =    [3]    (b) solve the simultaneous equations.      3x \u2013 4y = 10  5x \u2013 3y = 2                                 answer(b)   x =             y =     [4]     ",
+            "5": "5  \u00a9 ucles 2013 0607/43/m/j/13 [turn over  for  examiner's  use 3 for each venn diagram, describe the shaded region using set notation.    (a)   u ab c       answer(a)    [1]    (b)  u ab c        answer(b)    [1]    (c)  u ab c        answer(c)    [1]    (d)  u ab c       answer(d)    [2]     ",
+            "6": "6  \u00a9 ucles 2013 0607/43/m/j/13  for  examiner's  use 4 (a)  7 cm 4.5 cmcd e b ax8 cm not to scale       in the diagram, be is parallel to cd.     the perpendicular height between the lines be and cd is 8  cm.     the perpendicular height from the point a to the line be is x.      show that x = 14.4  cm.                                        [2]   ",
+            "7": "7  \u00a9 ucles 2013 0607/43/m/j/13 [turn over  for  examiner's  use  (b)  7 cm 4.5 cm8 cmnot to scale       the diagram shows a plastic cup.    the diameter of the circular base is 4.5  cm and the diameter of the circular top is 7  cm.    the height of the cup is 8  cm.      using part (a) , calculate the volume of the cup.     give your answer correct to the nearest cubic centimetre.                                     answer(b)   cm3 [3]      ",
+            "8": "8  \u00a9 ucles 2013 0607/43/m/j/13  for  examiner's  use 5 (a) solve the equation    10 x2 = 5 \u2013 x .    give your answers correct to 2 decimal places.                 answer(a) x =   or x =     [4]     (b) solve the inequality    10 x2 > 5 \u2013 x .       answer(b)     [2]      6 the transformation p is a rotation of 180\u00b0 about the origin.   the transformation q is a reflection in the line y = x.      (a) find the image of the point (6, 2) under the transformation p.       answer(a)   (   ,    ) [1]    (b) find the image of the point (6, 2) under the transformation q.        answer(b)   (   ,    ) [1]     (c) describe fully the single  transformation equivalent to p followed by q.    answer (c)     [2]       ",
+            "9": "9  \u00a9 ucles 2013 0607/43/m/j/13 [turn over  for  examiner's  use 7  4 4 \u20134\u201340y x      (a) on the diagram, sketch the graph of y = f( x), where         f ( x) =  ) 4 () 1 ( 2\u2212\u2212 xx  between x = \u2013  4 and x = 4 .      [4]     (b) write down the equations of the three asymptotes.           answer(b)                                [3]     (c) the line y = x intersects the curve  ) 4 () 1 ( 2\u2212\u2212= xxy  three times.    find the values of the x co-ordinates of the points of intersection.        answer(c)   x =             x =             x =    [3]     ",
+            "10": "10  \u00a9 ucles 2013 0607/43/m/j/13  for  examiner's  use 8   b a c8 cm7 cm 6 cmnot to scale      the diagram shows a triangle abc.       (a) use the cosine rule to find angle abc.                     answer(a)    [3]    (b) find the area of triangle abc, giving your answer correct to 2 decimal places.                  answer(b)   cm2 [3]    (c) find the length of the perpendicular line from c to the line ab.                   answer(c)   cm [2]   ",
+            "11": "11  \u00a9 ucles 2013 0607/43/m/j/13 [turn over  for  examiner's  use 9 the british lions squad for the 2009 tour of south africa originally contained 40 players from  england, ireland, scotland and wales.   the playing positions, either forward or back, of these players is shown in the table.     england ireland scotland wales  forward 6 5 2 6  back 3 9 2 7    (a) a player is selected at random from the squad to visit a local hospital.     calculate the probability that the player chosen is   (i) a forward from ireland,        answer(a)(i)    [1]    (ii) not  from wales.         answer(a)(ii)    [1]    (b) a player is chosen at random from the backs to give a tv interview.      calculate the probability that he is from england.              answer(b)    [2]     (c) three forwards are chosen at random to take part in a \u2018tug-o-war\u2019 competition.       calculate the probability they are all from wales.              answer(c)    [3]       ",
+            "12": "12  \u00a9 ucles 2013 0607/43/m/j/13  for  examiner's  use 10 (a)  1.6 cm 2.4 cmnot to scale       the diagram shows a brass washer.    the washer is made by removing a circular disc of diameter  1.6  cm from a circular disc of  diameter 2.4  cm.     (i) find the area of the top surface of the washer in square centimetres.                    answer(a)(i)   cm2 [2]    (ii) the washer is 2  mm thick.     calculate the volume of the washer in cubic centimetres .                  answer(a)(ii)   cm3 [2]   ",
+            "13": "13  \u00a9 ucles 2013 0607/43/m/j/13 [turn over  for  examiner's  use  (b)  not to scale       the diagram shows a globe made from brass.   globes are hollow spheres.     the outside diameter of this globe is 32  cm and the inside diameter is 30  cm.    (i) find the volume of brass used to make this globe in cubic centimetres.                         answer(b)(i)   cm3 [2]    (ii) a number of globes are to be made by melting 1  000  000 of the brass washers in part (a) .        find the maximum number of globes that can be made.                        answer(b)(ii)    [3]      ",
+            "14": "14  \u00a9 ucles 2013 0607/43/m/j/13  for  examiner's  use 11 carlos delivers computers from a factory to a town that is 720  km away.     when he drives at an average speed of x km/h the journey takes one hour longer than if he drives at  (x +10)  km/h.     (a) write down an equation in x and show that it simplifies to  x2 + 10x \u2013 7200 = 0 .                            [4]    (b) (i)  factorise  x 2 + 10x \u2013 7200.      answer(b)(i)    [2]    (ii) solve the equation  x 2 + 10x \u2013 7200 = 0 .          answer(b)(ii)   x =    or x =     [1]     (iii) carlos drives the 720  km at x  km/h.       work out the time of his journey.                 answer(b)(iii)   hours [1]     ",
+            "15": "15  \u00a9 ucles 2013 0607/43/m/j/13 [turn over  for  examiner's  use 12  \u20134 \u2013446 0y x      (a) (i)  on the diagram, sketch the graph of y = f( x), where        f ( x) = 2 \u2013 ) 3 2 (1 +x   between x =  \u2013  4 and x = 4 . [2]     (ii) write down the co-ordinates of the points where the graph crosses the axes.     answer(a)(ii)    (     ,    )            (   ,    ) [2]    (iii) find f(0.25).     answer(a)(iii)    [1]     (b) solve the inequality   2 \u2013 ) 3 2 (1 +x < 4 .        answer(b)    [4]    (c) find f \u20131(x).          answer(c)    [4]    (d) solve  f \u20131(x) = 1 .       answer(d)  x  =     [2]     ",
+            "16": "16  \u00a9 ucles 2013 0607/43/m/j/13  for  examiner's  use 13 the masses of 200 tomatoes are given in the table.    mass (m grams) frequency   0 < m y 20 12   20 < m y 30 34   30 < m y 40 40   40 < m y 45 60   45 < m y 50 42   50 < m y 80 12     (a) calculate an estimate of the mean mass of a tomato.    give your answer correct to the nearest gram.       answer(a)   g [3]    (b) (i) complete the frequency density column in this table.     mass (m grams) frequency frequency density   0 < m y 20 12    20 < m y 30 34    30 < m y 40 40    40 < m y 45 60    45 < m y 50 42    50 < m y 80 12       [2]    (ii) on the grid opposite, draw an accurate histogram to show this information.     mark a suitable scale on the frequency density axis.   ",
+            "17": "17  \u00a9 ucles 2013 0607/43/m/j/13 [turn over  frequency density 10 20 30 40 mass (grams)50 60 70 800m       [4]         ",
+            "18": "18  \u00a9 ucles 2013 0607/43/m/j/13  for  examiner's  use 14 zaira works at an ice-cream shop.   she wants to find out if there is a correlation between the maximum daily temperature, x \u00b0c, and the  shop\u2019s daily income, $ y.     zaira recorded the following results.    temperature (x \u00b0c)  23 18 27 19 25 20 22 28 17 24  income ($y) 430 320 510 380 510 430 450 530 310 490     (a) (i)  complete the scatter diagram.      the first four points have been plotted for you.    y x 10 12 14 16 18 20 temperature (\u00b0c)22 24 26 28 30 320650 600550500450400350300250income ($)         [3]     (ii) describe the type of correlation between the temperature and the income.         answer(a)(ii)     [1]   ",
+            "19": "19  \u00a9 ucles 2013 0607/43/m/j/13 [turn over  for  examiner's  use  (b) find     (i) the mean temperature,     answer(b)(i)    \u00b0c [1]    (ii) the mean income.     answer(b)(ii)   $    [1]    (c) (i)  find the equation of the regression line for y in terms of x.               answer(c)(i)   y =     [2]     (ii) estimate the income when the temperature is 21\u00b0c.            answer(c)(ii)   $    [1]     (iii) estimate the income when the temperature is 32\u00b0c.            answer(c)(iii)  $    [1]     (iv) explain which of your answers to parts (c)(ii)  and (c)(iii) is likely to be the most reliable.       [2]      question 15 is printed on the next page.   ",
+            "20": "20      permission to reproduce items where thir d-party owned material protected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holder s, 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.    \u00a9 ucles 2013 0607/43/m/j/13  for  examiner's  use 15 find the next term and the nth term in each of the following sequences.    (a) 6,   18,   54,   162,   486,  .                       answer(a)   next term =             nth term =     [3]    (b) \u20131,   1,   5,   11,   19,  .                   answer(b)   next term =             nth term =     [4]         "
+        },
+        "0607_s13_qp_5.pdf": {
+            "1": "    this document consists of 5 printed pages and 3 blank pages.  ib13 06_0607_05/rp  \u00a9 ucles 2013  [turn over      *8732392529* university of cambridge international examinations  international general certificate of secondary education       cambridge international mathematics 0607/05     paper 5 (core)  may/june 2013     1 hour    candidates answer on the question paper.    additional materials: graphics calculator      read these instructions first    write your centre number, candidate number and name on all the work you hand in.  write in dark blue or black pen.  do not use staples, paper clips, highlighters, glue or correction fluid. you may use a pencil for any diagrams or graphs.  do not write in any barcodes.   answer all the questions.  you must show all relevant working to gain full marks for correct methods, including sketches.  in this paper you will also be assessed on your ability to provide full reasons and communicate your  mathematics clearly and precisely.  at the end of the examination, fasten all your work securely together.  the total number of marks for this paper is 24.   ",
+            "2": "2  \u00a9 ucles 2013 0607/05/m/j/13  for  examiner's  use answer all the questions.    investigation diagonals of rectangles    rectangles are drawn on a grid.  the sides of each rectangle lie on gridlines and the length is greater than or equal to the width.  this investigation looks for a method for calculating the number of small squares through which a  diagonal passes.   example the diagram shows a rectangle with length 5 and width 3.  its diagonal passes through 7 small squares.        1  ab c de f g i h  ",
+            "3": "3  \u00a9 ucles 2013 0607/05/m/j/13 [turn over  for  examiner's  use  (a) complete the table for the rectangles a to i.    rectangle length ( x) width (y) number of squares  passed through (s)  example 5 3 7  a     b     c     d     e     f     g     h 9 4 12  i        (b) write down an equation connecting x + y and s.                (c) use this equation to find x and y for the three rectangles where the diagonal passes through  6 squares.                             x  =    y =          x =    y =          x =    y =        ",
+            "4": "4  \u00a9 ucles 2013 0607/05/m/j/13  for  examiner's  use 2 when x and y do not have a common factor, the x by y rectangle is called a basic rectangle.      in question 1 , x and y did not have a common factor.   in this question x and y do have a common factor.     example   the diagram below shows a large rectangle with x = 10 and y = 6.   x and y have a common factor of 2.      the basic 5 by 3 rectangle has a diagonal passing through 7 squares.   so the 10 by 6 rectangle has a diagonal passing through 2 \u00d7 7 = 14 squares.        complete the following table.   length  (x) width  (y) common  factor dimensions of the  basic rectangle calculation to find s  10 6 2 5 by 3 2 \u00d7 7 = 14  6 2       =  8 6       =  25 15       =  13 13       =     ",
+            "5": "5  \u00a9 ucles 2013 0607/05/m/j/13 for  examiner's  use 3 a rectangle has an area of 18 squares.    use question 1  and question 2 to find the minimum and maximum values of s.                    minimum =         maximum =         4 the diagonal of a rectangle passes through 4 squares.   use question 1 and question 2  to find the length and the width of each possible rectangle.   ",
+            "6": "6  \u00a9 ucles 2013 0607/05/m/j/13  blank page",
+            "7": "7  \u00a9 ucles 2013 0607/05/m/j/13 blank page",
+            "8": "8    permission to reproduce items where thir d-party owned material protected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holder s, 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 t he cambridge assessment group. ca mbridge assessment is the brand name of university of  cambridge local examinations syndicate (ucles), which is itself a department of the university of cambridge.    \u00a9 ucles 2013 0607/05/m/j/13 blank page "
+        },
+        "0607_s13_qp_6.pdf": {
+            "1": "    this document consists of 8 printed pages.  ib13 06_0607_06/2rp  \u00a9 ucles 2013  [turn over      *6915781925* university of cambridge international examinations  international general certificate of secondary education       cambridge international mathematics 0607/06     paper 6 (extended)  may/june 2013     1 hour 30 minutes    candidates answer on the question paper.    additional materials: graphics calculator      read these instructions first    write your centre number, candidate number and name on all the work you hand in.  write in dark blue or black pen.  do not use staples, paper clips, highlighters, glue or correction fluid. you may use a pencil for any diagrams or graphs.  do not write in any barcodes.   answer both parts a and b.  you must show all relevant working to gain full marks for correct methods, including sketches. in this paper you will also be assessed on your ability to provide full reasons and communicate your  mathematics clearly and precisely.  at the end of the examination, fasten all your work securely together.  the total number of marks for this paper is 40.   ",
+            "2": "2  \u00a9 ucles 2013 0607/06/m/j/13 for  examiner's  use answer both  parts a and b.    a investigation diagonals of rectangles (20 marks)   you are advised to spend 45 minutes on part a.   rectangles are drawn on a grid. the sides of each rectangle lie on gridlines and the length is greater than or equal to the width.   this investigation looks for a method for calculating the number of small squares through which a  diagonal passes.  1 the diagram shows a rectangle with length 5 and width 3.   the diagonal crosses 4 vertical gridlines inside  the rectangle.              write down    (a)  the number of horizontal gridlines that the diagonal crosses inside the rectangle,             (b) the total number of gridlines that the diagonal crosses inside the rectangle.               2 a rectangle has length x and width y.   x and y do not have a common factor.    (a) write down an expression for    (i) the number of vertical gridlines that a diagonal crosses inside the rectangle, in terms of x,             (ii) the number of horizontal gridlines that a diagonal crosses inside the rectangle, in terms   of y,              (iii) the total number of gridlines, n, which a diagonal crosses inside the rectangle, in terms of x  and y. write your answer in its simplest form.            n =       ",
+            "3": "3    \u00a9 ucles 2013 0607/06/m/j/13 [turn over  for  examiner's  use  (b) s is the number of squares through which the diagonal passes.    for example, the diagonal in question 1  passes through 7 squares.     (i) write s in terms of n.      s =         (ii) write s in terms of x and y.      s =        (c) show that your formula for s in part (b)(ii)  gives the correct value for an 8 by 5 rectangle.    use the grid to show clearly how many squares the diagonal passes through.                                ",
+            "4": "4  \u00a9 ucles 2013 0607/06/m/j/13 for  examiner's  use 3 in question 2 , x and y did not have a common factor.   in this question, x and y do have a common factor.     (a) (i)  show clearly that your formula for s does not give the correct value for a 9 by 6 rectangle.                                 (ii) 9 and 6 have a common factor of 3.     show how you use the value of s for a 3 by 2 rectangle to calculate s for a 9 by 6 rectangle.      ",
+            "5": "5    \u00a9 ucles 2013 0607/06/m/j/13 [turn over  for  examiner's  use  (b)  use your method in part (a)(ii)  to find s for each of these rectangles.     (i) 93 by 90                    (ii) 60 by 35                       4 the diagonal of a rectangle passes through 6 squares.    use question 2  and question 3 to find the length and the width of each possible rectangle.                             ",
+            "6": "6  \u00a9 ucles 2013 0607/06/m/j/13 for  examiner's  use b modelling drilling a tunnel (20 marks)     you are advised to spend 45 minutes on part b.         on the plan, a is south of b and c is east of b.    ab = 500 metres and bc = 300 metres.    engineers want to drill a tunnel from a to c.   the tunnel has one or more straight sections.             1 calculate the length of the shortest possible tunnel from a to c.   give your answer correct to the nearest metre.            m    2 write down the length of the tunnel if the engineers drill through as little hard rock as possible.       m     3 p is a point which is x metres south of b.    the engineers decide to drill from a to p to c.                        through normal rock, from a to p, the drill moves forward at 2 metres per hour.   through the hard rock, from p to c, the drill moves forward at 1 metre per hour.   300  m 500  mbc anormal rocknormalrock hardrocknot toscalenorth 300  m x m 500  mb c ap normal rocknormalrock hardrocknot toscalenorth",
+            "7": "7    \u00a9 ucles 2013 0607/06/m/j/13 [turn over  for  examiner's  use  (a) explain why the time in hours, t, that it takes to drill the tunnel, can be modelled by this  equation.    2900002500xxt + +\u2212=                      (b) all the measurements are accurate.     write down a practical reason why the time given by the model may be different from the actual  time.                           (c) on the diagram, sketch the graph of t against x.    400500600 time (hours)t x0500 distance (metres)    (d) (i)  find, to the nearest metre, the position of p which gives the minimum time to drill the  tunnel.        metres from b     (ii) find this minimum time correct to the nearest 10 hours.        hours    ",
+            "8": "8    permission to reproduce items where third-par ty owned material protected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to t race 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.    \u00a9 ucles 2013 0607/06/m/j/13 for  examiner's  use 4 to drill through normal rock costs 2 thousand dollars per hour.  to drill through the hard rock costs 3 thousand dollars per hour.   (a) the total cost of drilling the tunnel is n thousand dollars.    write down a model for n in terms of x.          n =         (b) (i)  find, to the nearest metre, the position of p which gives the minimum cost.         metres from b        (ii) write, in full, this minimum cost to the nearest ten thousand dollars.     $         5 the model for the time taken to drill the tunnel is    2900002500xxt + +\u2212= .     (a) the position of b and c are fixed.     investigate the position of p which gives the minimum time when a is more than 500  m south     of b.                (b) if ab = d metres explain, using part (a) , why the minimum time in hours is        kdt + =2 , where k = 260 correct to 3 significant figures.      "
+        },
+        "0607_w13_qp_1.pdf": {
+            "1": "    this document consists of 11 printed pages and 1 blank page.  ib13 11_0607_01/4rp  \u00a9 ucles 2013  [turn over      *2859125547* university of cambridge international examinations  international general certificate of secondary education       cambridge international mathematics 0607/01     paper 1 (core)  october/november 2013     45 minutes    candidates answer on the question paper    additional materials: geometrical instruments      read these instructions first    write your centre number, candidate number and name on all the work you hand in.  write in dark blue or black pen.  do not use staples, paper clips, highlighters, glue or correction fluid. you may use a pencil for any diagrams or graphs.  do not  write in any barcodes.    answer all the questions.  calculators must not be used in this paper.  all answers should be given in their simplest form. you must show all the relevant working to gain full marks and you will be given marks for correct methods  even if your answer is incorrect. the number of marks is given in brackets [  ] at the end of each question or part question.  the total number of marks for this paper is 40.   ",
+            "2": "2  \u00a9 ucles 2013 0607/11/o/n/13  formula list  area, a, of triangle, base b, height h. a = 1 2bh  area, a, of circle, radius r. a = \u03c0r2  circumference, c, of circle, radius r. c = 2\u03c0r  curved surface area, a, of cylinder of radius r, height h. a = 2\u03c0rh  curved surface area, a, of cone of radius r, sloping edge l. a = \u03c0rl  curved surface area, a, of sphere of radius r. a = 4\u03c0r2  volume, v, of prism, cross-sectional area a, length l. v =al  volume, v, of pyramid, base area a, height h. v= 1 3ah  volume, v, of cylinder of radius r, height h. v = \u03c0r2h  volume, v, of cone of radius r, height h. v = 1 3\u03c0r2h  volume, v, of sphere of radius r. v = 4 3\u03c0r3       ",
+            "3": "3  \u00a9 ucles 2013 0607/11/o/n/13 [turn over  for  examiner's  use 1 write  8572     (a) correct to the nearest 10 ,    answer (a)   [1]   (b) correct to the nearest 100 .    answer (b)   [1]             2 put one of    +     \u2013    \u00d7    \u00f7    in the box to make the following correct.        3 \u00d7 (11     5) = 18  [1]              3 write the following in order, starting with the smallest.          25  52  33        answer  i i  [2]          ",
+            "4": "4  \u00a9 ucles 2013 0607/11/o/n/13  for  examiner's  use 4         on the shape draw the line of symmetry.  [1]             5 (a)  work out 43 of $120 .             answer (a) $   [1]           (b) a sum of money is divided between stefan and tomas in the ratio      stefan : tomas  =  1 : 3.      (i) what fraction of the money does stefan receive?         answer (b)(i)   [1]    (ii) what percentage of the money does tomas receive?        answer (b)(ii)  %  [1]          ",
+            "5": "5  \u00a9 ucles 2013 0607/11/o/n/13 [turn over  for  examiner's  use 6 (a) jean plays golf. here are her best 10 scores.     69 71 68 70 71 66 71 72 69 70      (i) what is the range of her scores?        answer (a)(i)   [1]    (ii) find jean\u2019s modal score.        answer (a)(ii)   [1]           (b) anya records the shoe size of 10 of her friends.   this frequency table shows her results.          shoe size frequency    3 4    4 2    5 3     6 1       find the mean shoe size.        answer (b)   [3]          ",
+            "6": "6  \u00a9 ucles 2013 0607/11/o/n/13  for  examiner's  use 7 in the diagram be is the diameter of the circle and ac is a tangent to the circle at b.          de bc anot to scale      (a) write down the size of angle bde .        answer (a)   [1]   (b) write down the size of angle cbe.        answer (b)   [1]   (c) which word is the mathematical name for the line de?      diameter  radius  sector     chord  circumference centre          answer (c)   [1]          ",
+            "7": "7  \u00a9 ucles 2013 0607/11/o/n/13 [turn over  for  examiner's  use 8 (a) the diagram shows the graph of  y = x1 .          \u20134\u2013 3\u2013 2\u2013 1 0 1234 \u20134\u20133\u20132\u201311234y x            write down the equations of the two asymptotes of the graph of  y = x1 .    answer (a)        [2]          (b) the diagram shows the graph of y = f( x).      1 \u20131 \u20131123y x\u20132 \u20133 20       (i) write down the domain.    answer (b)(i)   [1]   (ii) write down the range.    answer (b)(ii)   [1]    (iii) on the diagram, sketch the graph of  y = f(x) + 1 .  [1]        ",
+            "8": "8  \u00a9 ucles 2013 0607/11/o/n/13  for  examiner's  use 9   jimmi\u2019s pencil case  only contains 3 pens and 12 pencils.       (a) he chooses an object at random from his pencil case.     find the probability that the object is a pencil.         answer (a)   [1]     (b) jimmi chooses an object at random from his pencil case and then replaces it.   he repeats this 100 times.   how many times do you expect jimmi to choose a pen?            answer (b)   [2]         ",
+            "9": "9  \u00a9 ucles 2013 0607/11/o/n/13 [turn over  for  examiner's  use 10 (a)  solve the following equations.      (i) 6 + 5w = 41         answer (a)(i)   w =   [2]    (ii) 7 (3x \u2013 4) = 35         answer (a)(ii)   x =   [3]           (b)  write down two integers which satisfy the inequality  4 a \u2013 1 < 10 .             answer (b)   [2]          ",
+            "10": "10  \u00a9 ucles 2013 0607/11/o/n/13  for  examiner's  use 11   a is the point (2, \u20131) and b is the point (4, 5).       0y xnot to scale ab      (a) find the co-ordinates of the midpoint of ab.        answer (a) (   ) [1]   (b) (i)  find the gradient of ab.  ,           answer (b)(i)   [2]    (ii) find the equation of the line ab.          answer (b)(ii)   [2]   (c) write down the equation of a line parallel to ab.        answer (c)   [1]          ",
+            "11": "11  \u00a9 ucles 2013 0607/11/o/n/13  for  examiner's  use 12  15 mm 12 mm9 mmnot to scalex y       write down      (a)  tan x,        answer (a)   [1]    (b)  cos y.        answer (b)   [1]          ",
+            "12": "12    permission to reproduce items where third-par ty owned material protected by copyright is  included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holder s, 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.    \u00a9 ucles 2013 0607/11/o/n/13  blank page "
+        },
+        "0607_w13_qp_2.pdf": {
+            "1": "    this document consists of 8 printed pages.  ib13 11_0607_02/2rp  \u00a9 ucles 2013  [turn over      *3859409843* university of cambridge international examinations  international general certificate of secondary education       cambridge international mathematics 0607/02     paper 2 (extended)  october/november 2013     45 minutes    candidates answer on the question paper.    additional materials: geometrical instruments      read these instructions first    write your centre number, candidate number and name on all the work you hand in.  write in dark blue or black pen.  do not use staples, paper clips, highlighters, glue or correction fluid. you may use a pencil for any diagrams or graphs.  do not  write in any barcodes.    answer all the questions.  calculators must not be used in this paper.  all answers should be given in their simplest form. you must show all the relevant working to gain full marks and you will be given marks for correct methods  even if your answer is incorrect.  the number of marks is given in brackets [  ] at the end of each question or part question.  the total number of marks for this paper is 40.   ",
+            "2": "2  \u00a9 ucles 2013 0607/02/o/n/13    formula list  for the equation ax2 + bx + c = 0 x =2_\u00b1 4 2_ bb a c a  curved surface area, a, of cylinder of radius r, height h. a = 2\u03c0rh  curved surface area, a, of cone of radius r, sloping edge l. a = \u03c0rl  curved surface area, a, of sphere of radius r. a = 4\u03c0r2  volume, v, of pyramid, base area a, height h. v= 1 3ah  volume, v, of cylinder of radius r, height h. v = \u03c0r2h  volume, v, of cone of radius r, height h. v = 1 3\u03c0r2h  volume, v, of sphere of radius r. v = 4 3\u03c0r3   ==sin sin sin abc ab c   a2 = b2 + c2 \u2013 2bc cos a   area = 1 2bc sin a       a a b cb c",
+            "3": "3  \u00a9 ucles 2013 0607/02/o/n/13 [turn over  for  examiner's  use answer all the questions.    1 solve the simultaneous equations.  3g \u2013 2h = 11  g \u2013 2h = 5        answer  g  =              h =     [2]      2 (a)     uab       n(u) = 20,  n(a \u222a b) ' = 3,  n(a) = 11,  n( b) = 13.     find n(a \u2229 b'  ).       answer(a)     [2]     (b)  on each venn diagram, shade the region indicated.    upq (p \u2229 q)'ust s \u222a t  '      [2]      3 tiago buys a concert ticket and then sells it for $15.  he makes a profit of 20%.     calculate how much tiago paid for the ticket.           answer  $    [3]     ",
+            "4": "4  \u00a9 ucles 2013 0607/02/o/n/13    for  examiner's  use 4   36\u00b0 52\u00b0d c e p a b qnot to scale      abcd is a parallelogram and bqpc is a rhombus.   dce is a straight line.   angle dab  = 52\u00b0 and angle ecp = 36\u00b0.     find the size of angle bpc.                    answer     [3]       5 (a)  simplify  72.         answer(a)     [1]     (b) 2 1 22 2q p+ = \u2212+      find the values of p and q.             answer(b)  p  =              q =      [3]   ",
+            "5": "5  \u00a9 ucles 2013 0607/02/o/n/13 [turn over  for  examiner's  use 6 simplify the following.     (a)  2y2 \u00d7 3y3              answer(a)    [2]     (b)  3 2727p                  answer(b)    [2]      7 (a)  find the amplitude and period of the function f( x) = 4cos(4x).          answer(a)  amplitude =              period =      [2]     (b)   g( x) = 4cos(4 x) \u2013 4       describe fully the single  transformation that maps the graph of  y = f(x)  onto the graph of   y = g(x).    answer(b)    [2]      ",
+            "6": "6  \u00a9 ucles 2013 0607/02/o/n/13    for  examiner's  use 8 (a)  write down the value of 31 8.       answer(a)     [1]     (b)  find the exact value of 2 34\u2212 \uf8f7 \uf8f8\uf8f6\uf8ec \uf8ed\uf8eb.                 answer(b)    [2]      9  not to scale x\u00b0      the diagram shows a cube of side length 1.    find the value of tan  x\u00b0.                       answer     [3]   ",
+            "7": "7  \u00a9 ucles 2013 0607/02/o/n/13 [turn over  for  examiner's  use 10  x cm 12 cm30\u00b0not to scale      find the exact value of x.                  answer  x  =     [3]      11   not to scaledc b aq pnm      abcd is a parallelogram.   dm = mc and cn  = 2nb.    = p and  = q.      (a) write down   in terms of q.       answer(a)     [1]     (b) find  in terms of p and q.                 answer(b)    [1]      question 12 is printed on the next page. ",
+            "8": "8    permission to reproduce items where third-party owned material protected by copyright  is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to trac e 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.   \u00a9 ucles 2013 0607/02/o/n/13    for  examiner's  use 12   f(x) = 3x \u2013 1 g(x) = 12 \u2013 x     find    (a) f(g(8)),      answer(a)    [2]    (b) f(g(x)), in its simplest form,                  answer(b)    [2]    (c) g \u2013 1(x).          answer(c)  g \u2013 1(x) =     [1]        "
+        },
+        "0607_w13_qp_3.pdf": {
+            "1": "    this document consists of 15 printed pages and 1 blank page.  ib13 11_0607_03/3rp  \u00a9 ucles 2013  [turn over      *7930960218* university of cambridge international examinations  international general certificate of secondary education       cambridge international mathematics 0607/03     paper 3 (core)  october/november 2013     1 hour 45 minutes    candidates answer on the question paper.    additional materials: geometrical instruments   graphics calculator      read these instructions first    write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen.  do not use staples, paper clips, highlighters, glue or correction fluid.  you may use a pencil for any diagrams or graphs. do not  write in any barcodes.   answer all the questions. unless instructed otherwise, give your answers exactly or correct to three significant figures as appropriate.  answers in degrees should be given to one decimal place.  for \u03c0, use your calculator value.  you must show all the relevant working to gain full marks and you will be given marks for correct methods,  including sketches, even if your answer is incorrect.  the number of marks is given in brackets [  ] at the end of each question or part question.  the total number of marks for this paper is 96.   ",
+            "2": "2  \u00a9 ucles 2013 0607/03/o/n/13  formula list  area, a, of triangle, base b, height h. a = 1 2bh  area, a, of circle, radius r. a = \u03c0r2  circumference, c, of circle, radius r. c = 2\u03c0r  curved surface area, a, of cylinder of radius r, height h. a = 2\u03c0rh  curved surface area, a, of cone of radius r, sloping edge l. a = \u03c0rl  curved surface area, a, of sphere of radius r. a = 4\u03c0r2  volume, v, of prism, cross-sectional area a, length l. v =al  volume, v, of pyramid, base area a, height h. v= 1 3ah  volume, v, of cylinder of radius r, height h. v = \u03c0r2h  volume, v, of cone of radius r, height h. v = 1 3\u03c0r2h  volume, v, of sphere of radius r. v = 4 3\u03c0r3 ",
+            "3": "3  \u00a9 ucles 2013 0607/03/o/n/13 [turn over  for  examiner's  use answer all the questions.    1 youming asked 50 of his friends which of these items they owned.  these are his results.   item owned frequency  calculator 48  mp3 player 22  mobile phone 50  laptop 35  car 12  bicycle 15    (a) complete the bar chart to show this information.    60 5040302010 0frequency calculator mp3 playermobile phonelaptop item ownedcar bicycle       [2]     (b) write down the ratio         frequency of mobile phone : frequency of laptop : frequency of bicycle      give your answer in its simplest form.    answer(b)   :    :     [2]    (c) one of youming\u2019s 50 friends is chosen at random.    write down the probability that this person owns     (i) a laptop,     answer(c)(i)    [1]    (ii) a mobile phone.     answer(c)(ii)    [1]   ",
+            "4": "4  \u00a9 ucles 2013 0607/03/o/n/13  for  examiner's  use 2 three sisters, meg, jo and pat, share $1400 .   meg is 15 years old, jo is 17 and pat is 18.   they divide the money in the ratio of their ages.   (a) show that jo receives $476 .                   [2]    (b) find the amount that pat receives.                    answer(b)  $    [2]    (c) work out how many more dollars pat receives than jo.              answer(c)  $    [1]    (d) write your answer to part (c)  as a percentage of the $1400.                 answer(d)   % [2]      ",
+            "5": "5  \u00a9 ucles 2013 0607/03/o/n/13 [turn over  for  examiner's  use 3 on any one night, the probability that jos\u00e9 plays a computer game is 0.6 .   when jos\u00e9 plays a computer game, the probability that he does his homework is 0.1 .  when he does not play a computer game, the probability that he does his homework is 0.8 .   (a) complete the tree diagram.    yesjos\u00e9 plays a computer gamejos\u00e9 does his homework noyes no noyes    0.6         [3]     (b) find the probability that jos\u00e9 plays a computer game and does his homework.              answer(b)    [2]    (c) find the probability that jos\u00e9 does not do his homework.                 answer(c)    [3]     ",
+            "6": "6  \u00a9 ucles 2013 0607/03/o/n/13  for  examiner's  use 4 illyass asks 60 students how many minutes they spend on facebook each week.    the information is shown in the table.   number of minutes, x frequency    0 < x y=20 2  20 < x y=40 8  40 < x y=60 13  60 < x y=80 21   80 < x y=100 10  100 < x y=120 6     (a) write down the midpoint of the interval 0 < x \u011f 20.     answer(a)     [1]     (b) calculate an estimate of the mean number of minutes spent on facebook.       answer(b)   min [2]    (c) complete the cumulative frequency table.    number of minutes, x cumulative  frequency  x y=20 2  x y=40 10  x y=60   x y=80     x y= 100 54    x y= 120 60      [1]         ",
+            "7": "7  \u00a9 ucles 2013 0607/03/o/n/13 [turn over  for  examiner's  use  (d) complete the cumulative frequency curve.    60 5040302010 10 20 30 40 50 60 number of minutes70 80 90 100 110 1200xcumulative frequency       [2]     (e) find the median.       answer(e)   min [1]    (f) find the inter-quartile range.           answer(f)   min [2]     ",
+            "8": "8  \u00a9 ucles 2013 0607/03/o/n/13  for  examiner's  use 5 a pizza box has a height of 5  cm and a square base of side 30  cm.    not to scale      (a) (i)  find the area of the base of the box.       answer(a)(i)    cm2 [1]    (ii) calculate the volume of the box.      answer(a)(ii)   cm3 [1]    (b)    not to scale       the radius of the circular pizza is 15  cm.    (i) find the area of the base of this pizza.      answer(b)(i)   cm2 [1]     (ii) the pizza is cut into 16 equal slices as shown in the diagram.      find the size of the angle of each slice.        answer(b)(ii)    [1]     (iii) calculate the area of one slice of pizza.       answer(b)(iii)   cm2 [1]    (c) a mathematically similar pizza box has height 4  cm.     calculate the length of the sides of the base of this pizza box.         answer(c)   cm [2]   ",
+            "9": "9  \u00a9 ucles 2013 0607/03/o/n/13 [turn over  for  examiner's  use 6 hugo, ana and bella all leave home at 07  45 to travel to school.     (a) hugo lives 3  km from school.    he takes 20  minutes to skateboard to school.      (i) find the time that hugo arrives at school.       answer(a)(i)    [1]    (ii) find his average speed in kilometres per hour.          answer(a)(ii)   km/h [2]    (b) ana lives 1  km from school.    she walks to school at 4  km/h.      find the time that ana arrives at school.         answer(b)    [2]    (c) bella travels to school by car at an average speed of 30  km/h.     she arrives at school at 08  10.      find the distance bella travels to school.         answer(c)   km [2]     (d) which of these three students arrives at school first?          answer(d)    [1]      ",
+            "10": "10  \u00a9 ucles 2013 0607/03/o/n/13  for  examiner's  use 7  ca by x6 42 \u20132\u20134\u20136\u20136 \u20134 \u20132 2 0 4 6 8 10 12      (a) describe fully the single  transformation that maps     (i) shape a onto shape b,       [2]     (ii) shape a onto shape c.       [2]     (b) draw the reflection of shape a in the y-axis. [2]       ",
+            "11": "11  \u00a9 ucles 2013 0607/03/o/n/13 [turn over  for  examiner's  use 8 here are the first four terms of a sequence.    28 25 22 19    (a) write down the next two terms of this sequence.     answer(a)   and     [2]     (b) find the nth term of the sequence.         answer(b)    [2]        9  85\u00b0 135\u00b0 125\u00b0x\u00b0not to scale      (a) write down the mathematical name for this polygon.      answer(a)    [1]    (b) work out the sum of the interior angles of a polygon with five sides.         answer(b)    [2]     (c) find the size of the angle marked x\u00b0 in the diagram.           answer(c)    [2]   ",
+            "12": "12  \u00a9 ucles 2013 0607/03/o/n/13  for  examiner's  use 10 u = {1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12}   a is the set of factors of 12   b = {1, 3, 6, 10}     (a) write down the six elements of set a.         answer(a)     [1]    (b) complete the venn diagram.    u ab       [2]    (c) find the number of elements in     (i) a \u2229 b,       answer(c)(i)    [1]     (ii) a' \u2229 b,       answer(c)(ii)     [1]     (iii) (a \u222a b) '.         answer(c)(iii)     [1]     ",
+            "13": "13  \u00a9 ucles 2013 0607/03/o/n/13 [turn over  for  examiner's  use 11 the diagram shows a circular mirror, centre o and radius 25  cm.   it hangs by two wires, ab and ac.    ab and ac are tangents to the circular mirror.    ao is 60  cm.    25 cma b c onot to scale 60 cm      (a) calculate the length of ab.                answer(a)   cm [3]    (b) use trigonometry to find the size of angle boc.               answer(b)    [3]     (c) calculate the length of the arc bc.            answer(c)   cm [2]   ",
+            "14": "14  \u00a9 ucles 2013 0607/03/o/n/13  for  examiner's  use 12    y x16 \u201310\u20132 50     (a) on the diagram, sketch the graph of y = f( x) where f( x) = \u20132x 2 + 5x +12 . [2]    (b) write down the zeros of f(x).      answer(b)   and     [2]    (c) find the co-ordinates of the maximum point.     answer(c)  (    ,   ) [2]    (d) on the diagram, sketch the graph of y = 2x + 5. [1]     (e) write down the x co-ordinates of the points of intersection of        y  = \u20132x 2 + 5x + 12     and     y = 2x + 5     give your answers correct to two decimal places.         answer(e)  x =   and x =     [3]      ",
+            "15": "15  \u00a9 ucles 2013 0607/03/o/n/13  for  examiner's  use 13 (a) simplify the following expressions.      (i) 2x \u2013 1 + 2(x + 2)        answer(a)(i)    [2]     (ii) 5p3 \u00d7 3p4        answer(a)(ii)     [2]     (iii) 36 46 rr         answer(a)(iii)     [2]     (iv) (6t4)2       answer(a)(iv)    [2]    (b) factorise fully.       12 p 2q + 18pq       answer(b)    [2]    (c) make s the subject of the formula.       r = 2pm + ns            answer(c)  s  =     [2]     ",
+            "16": "16      permission to reproduce items where third-party owned material protected by copyright  is included has been sought and cleared w here possible. every  reasonable effort has been made by the publis her (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 t he 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.   \u00a9 ucles 2013 0607/03/o/n/13  blank page "
+        },
+        "0607_w13_qp_4.pdf": {
+            "1": "    this document consists of 18 printed pages and 2 blank pages.  ib13 11_0607_04/2rp  \u00a9 ucles 2013  [turn over      *3769158093* for examiner's use    university of cambridge international examinations  international general certificate of secondary education       cambridge international mathematics 0607/04     paper 4 (extended)  october/november 2013     2 hours 15 minutes    candidates answer on the question paper.    additional materials: geometrical instruments   graphics calculator      read these instructions first    write your centre number, candidate number and name on all the work you hand in.  write in dark blue or black pen. do not use staples, paper clips, highlighters, glue or correction fluid.  you may use a pencil for any diagrams or graphs.  do not  write in any barcodes.    answer all the questions.  unless instructed otherwise, give your answers exactly or correct to three significant figures as appropriate. answers in degrees should be given to one decimal place.  for \u03c0, use your calculator value.  you must show all the relevant working to gain full marks and you will be given marks for correct methods,  including sketches, even if your answer is incorrect.  the number of marks is given in brackets [  ] at the end of each question or part question.  the total number of marks for this paper is 120.   ",
+            "2": "2  \u00a9 ucles 2013 0607/04/o/n/13  formula list  for the equation ax2 + bx + c = 0 x =2_\u00b1 4 2_ bb a c a  curved surface area, a, of cylinder of radius r, height h. a = 2\u03c0rh  curved surface area, a, of cone of radius r, sloping edge l. a = \u03c0rl  curved surface area, a, of sphere of radius r. a = 4\u03c0r2  volume, v, of pyramid, base area a, height h. v= 1 3ah  volume, v, of cylinder of radius r, height h. v = \u03c0r2h  volume, v, of cone of radius r, height h. v = 1 3\u03c0r2h  volume, v, of sphere of radius r. v = 4 3\u03c0r3   ==sin sin sin abc ab c   a2 = b2 + c2 \u2013 2bc cos a   area = 1 2bc sin a       a a b cb c",
+            "3": "3  \u00a9 ucles 2013 0607/04/o/n/13 [turn over  for  examiner's  use answer all the questions.    1 manuel buys a car for $8000.   (a) each year the value of the car decreases by 8% of its value at the start of the year.    (i) calculate the value of the car after 5 years.                answer(a)(i)  $    [2]     (ii) calculate how many more years it takes for the value of the car to be less than $4000.                          answer(a)(ii)    [2]    (b) manuel has a journey of 235  km.    the journey takes 3  h 15  min and the car uses 19.7 litres of fuel.     (i) calculate the average speed of the journey in kilometres per hour.             answer(b)(i)   km/h [2]    (ii) find the rate at which the car uses fuel.     give your answer in litres per 100  km.           answer(b)(ii)   l/100  km [1]   ",
+            "4": "4  \u00a9 ucles 2013 0607/04/o/n/13  for  examiner's  use 2  w ty x5 4321 \u20131\u20132\u20133\u20134\u201350 \u2013 1 12345 \u20132 \u20133 \u20134 \u20135      (a) (i)  reflect triangle t in the x-axis. label the image u. [2]     (ii) rotate triangle u clockwise through 90 \u00b0 about (0, 0). label the image v. [2]     (iii) describe fully the single  transformation that maps triangle t onto triangle v.       [2]     (b) describe fully the single  transformation that maps triangle t onto triangle w.       [3]     ",
+            "5": "5  \u00a9 ucles 2013 0607/04/o/n/13 [turn over  for  examiner's  use 3  north n wa 346  km 271  km493  kmnot to scale      the diagram shows the straight line distances between the cities auckland ( a), napier (n) and  wellington ( w) in new zealand.     (a) the bearing of w from a is 179\u00b0.      calculate the bearing of n from a.                        answer(a)    [4]    (b) a map shows the three cities.    the scale of the map is 1  : 10  000  000.      calculate the area of triangle anw on the map.    give your answer in square centimetres.       answer(b)   cm2 [3]   ",
+            "6": "6  \u00a9 ucles 2013 0607/04/o/n/13  for  examiner's  use 4  o cnot to scale p14 cm 12 cm      the diagram shows a hollow cone of height 12  cm and sloping edge, op, 14  cm.   c is the centre of the base of the cone.     (a) calculate     (i) the radius of the base of the cone,                answer(a)(i)   cm [3]    (ii) the volume of the cone.                  answer(a)(ii)   cm3 [2]    ",
+            "7": "7  \u00a9 ucles 2013 0607/04/o/n/13 [turn over  for  examiner's  use  (b) the cone is cut along the sloping edge op and opened out to make a sector of a circle.    oab not to scale      (i) calculate the area of the sector and show that it rounds to 317  cm2, correct to 3 significant  figures.                      [2]    (ii) calculate the reflex angle aob .                        answer(b)(ii)    [3]      ",
+            "8": "8  \u00a9 ucles 2013 0607/04/o/n/13  for  examiner's  use 5 200 students each record the number of hours, h, they spend on homework in one week.   the cumulative frequency curve shows the results.   200 180160140120100 80604020 51 0 1 5 2 0 time spent on homework (hours)25 30 350h cumulative frequency      (a) find     (i) the median,     answer(a)(i)    h [1]     (ii) the lower quartile,     answer(a)(ii)    h [1]    (iii) the inter-quartile range,      answer(a)(iii)   h [1]    (iv) the 90th percentile,     answer(a)(iv)   h [1]    (v) the number of students who spend more than 10 hours on homework.     answer(a)(v)    [2]   ",
+            "9": "9  \u00a9 ucles 2013 0607/04/o/n/13 [turn over  for  examiner's  use  (b) (i)  use the cumulative frequency curve to complete the frequency table.    time spent on  homework  h hours 0 < h \u011f 10 10 < h \u011f 15 15 < h \u011f 20 20 < h \u011f 25 25 < h \u011f 35 frequency 20 20  50       [2]     (ii) calculate an estimate of the mean number of hours spent on homework.           answer(b)(ii)   h [2]    (iii) the data is used to draw a histogram.       complete the frequency density table.     (do not draw the histogram.)    time spent on  homework  h hours 0 < h \u011f 15 15 < h \u011f 20 20 < h \u011f 25 25 < h \u011f 35  frequency  density   10       [3]      ",
+            "10": "10  \u00a9 ucles 2013 0607/04/o/n/13  for  examiner's  use 6  y x 10 \u201310 \u201388 0       f( x) = ) 2 () 3 2 ( +\u2212 xx     (a) on the diagram, sketch the graph of  y = f(x). [3]     (b) write down the value of f(0).     answer(b)     [1]    (c) solve the equation   f( x) = 0.       answer(c)    [1]    (d) write down the equations of the asymptotes.      answer(d)                  [2]     (e) find the range of  f( x)  for the domain 0 \u011f x \u011f 8 .       answer(e)     [2]    ",
+            "11": "11  \u00a9 ucles 2013 0607/04/o/n/13 [turn over  for  examiner's  use  (f)   g(x) = 3 \u2013 x      (i) on the diagram, sketch the graph of   y = g(x). [1]    (ii) solve the equation   f( x) = g( x).     answer(f)(ii)  x =   or x =     [2]     (iii) show that the equation   f( x) = g( x)   can be re-arranged into x2 + x \u2013 9 = 0 .                            [3]     (iv) the exact solutions of the equation   x 2 + x \u2013 9 = 0  are   21 k\u00b1 \u2212 .       find the value of k.                 answer(f)(iv)  k =    [2]     ",
+            "12": "12  \u00a9 ucles 2013 0607/04/o/n/13  for  examiner's  use 7  y x0a bnot to scale      a (1, 6) is joined to b (5, 2) by the line ab.    (a) calculate the length of the line ab.           answer(a)    [3]    (b) find the equation of the straight line that passes through a and b.                 answer(b)    [3]    (c) (i)  find the equation of the line which is perpendicular to ab and passes through the origin.       answer(c)(i)    [2]    (ii) find the co-ordinates of the point of intersection of the line in part (c)(i)  and the line ab.           answer(c)(ii)  (   ,    ) [1]   ",
+            "13": "13  \u00a9 ucles 2013 0607/04/o/n/13 [turn over  for  examiner's  use 8 find the nth term of each of the following sequences.     (a)       21,      17,      13,      9,      5,   \u2026\u2026\u2026              answer(a)    [2]     (b)       3,      6,      12,      24,      48,   \u2026\u2026\u2026             answer(b)    [2]     (c)        41,      54,      69,      716,      825,   \u2026\u2026\u2026               answer(c)    [2]     (d)        0,      6,      24,      60,      120,   \u2026\u2026\u2026                             answer(d)    [4]     ",
+            "14": "14  \u00a9 ucles 2013 0607/04/o/n/13  for  examiner's  use 9 if the weather is fine, the probability that alex goes to the beach is 109.   if the weather is not fine, the probability that alex goes to the beach is 103.   the probability that the weather will be fine is 65.     (a) complete the tree diagram.    yesweather is fine alex goes to the beach noyes no noyes          [3]     (b) find the probability that alex goes to the beach.                        answer(b)    [3]     (c) which combination of these events has a probability of 121?    answer(c)  [1]       ",
+            "15": "15  \u00a9 ucles 2013 0607/04/o/n/13 [turn over  for  examiner's  use 10  d c b ax6x\u00b03x\u00b0x\u00b08.55  cm 2.78  cm 9.23  cmnot to scale      a, b, c and d lie on the circumference of a circle.   ac and bd intersect at x.    (a) angle cdx = x\u00b0, angle dcx = 3x\u00b0 and angle cxd = 6x\u00b0.     show that angle abx = 54\u00b0.             [3]     (b) (i)  complete the statement    triangles cdx  and bax are   [1]    (ii) ab = 9.23  cm, dc = 8.55  cm and xc = 2.78  cm.      calculate the length of bx.           answer(b)(ii)   cm [2]     (iii) find the value of   baxcdx triangle of areatriangle of area.       give your answer correct to 2 decimal places.      answer(b)(iii)    [2]     ",
+            "16": "16  \u00a9 ucles 2013 0607/04/o/n/13  for  examiner's  use 11 (a)  0y xnot to scale       the sketch shows the graph of   y = log ax .      on the same diagram, sketch the graph of   y = 2log ax . [2]     (b)  3log  x = log16 \u2013 2log  x     find the value of x.                  answer(b)   x =    [3]     (c) solve the equation   5  y = 100 .    give your answer correct to 4 significant figures.                 answer(c)   y =    [3]     ",
+            "17": "17  \u00a9 ucles 2013 0607/04/o/n/13 [turn over  for  examiner's  use 12  5x 2xnot to scale      the diagram shows a rectangle with length 5 x and width 2 x.    one of the shorter sides is joined to a semicircle with radius x.     (a) find a formula, in terms of x and \u03c0, for the total area, a, of the shape.                    answer(a)   a =    [2]    (b) make x the subject of your formula in part (a) .                    answer(b)   x =    [3]    (c) find the value of x when a = 200.                  answer(c)   x =    [1]     ",
+            "18": "18  \u00a9 ucles 2013 0607/04/o/n/13  for  examiner's  use 13 (a) (i)  factorise.      2 x2 \u2013 x \u2013 1              answer(a)(i)    [2]    (ii) write as a single fraction in its simplest form.         14 1 21 2 \u2212+ \u2212 \u2212 x x x                        answer(a)(ii)    [3]    (b) simplify.         qt pt q pq p 5 5252 2 \u2212 \u2212 +\u2212                          answer(b)    [4]     ",
+            "19": "19  \u00a9 ucles 2013 0607/04/o/n/13  blank page",
+            "20": "20    permission to reproduce items where third -party owned material protected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to t race 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.   \u00a9 ucles 2013 0607/04/o/n/13  blank page "
+        },
+        "0607_w13_qp_5.pdf": {
+            "1": "    this document consists of 6 printed pages and 2 blank pages.  ib13 11_0607_05/2rp  \u00a9 ucles 2013  [turn over      *8541720444* university of cambridge international examinations  international general certificate of secondary education       cambridge international mathematics 0607/05     paper 5 (core)  october/november 2013     1 hour    candidates answer on the question paper    additional materials: graphics calculator      read these instructions first    write your centre number, candidate number and name on all the work you hand in.  write in dark blue or black pen.  do not use staples, paper clips, highlighters, glue or correction fluid. you may use a pencil for any diagrams or graphs.  do not write in any barcodes.   answer all the questions.  you must show all relevant working to gain full marks for correct methods, including sketches.  in this paper you will also be assessed on your ability to provide full reasons and communicate your  mathematics clearly and precisely.  at the end of the examination, fasten all your work securely together.  the total number of marks for this paper is 24.   ",
+            "2": "2  \u00a9 ucles 2013 0607/05/o/n/13  for  examiner's  use answer all the questions.    investigation sums of sequences  here is the method to construct a sequence for this investigation.    method example  write down any two numbers for the first two terms. 3 and 7  add these two terms to make the third term. 3  +  7  =  10  add the second and third terms to make the fourth term. 7  +  10  =  17  add the third and fourth terms to make the fifth term. 10  +  17  =  27  continue in this way to construct the sequence.     this example makes the sequence: 3,  7,  10,  17,  27,  44,       1 show that the sum of the first six terms in this sequence, divided by the fifth term, is 4.                2 (a)  the first two terms of a new sequence are 272 and 412.    (i) use the method to write down the next four terms in this sequence.             272,   412,   ,    ,    ,          (ii) work out the sum of the first six terms in this sequence and divide it by the fifth term.                   ",
+            "3": "3  \u00a9 ucles 2013 0607/05/o/n/13 [turn over  for  examiner's  use  (b)  the first two terms of another sequence are 4.52 and 16.9 .     (i) use the method to write down the next four terms in this sequence.       do not round any of your numbers.           4.52,   16.9,   ,   ,    ,          (ii) work out the sum of the first six terms in this sequence and divide it by the fifth term.                         (c) (i)  choose two negative numbers to be the first two terms of a sequence.       use the method to work out the next four terms in this sequence.     write down the first six terms in your sequence.               ,    ,    ,    ,    ,     (ii) work out the sum of the first six terms in your sequence and divide it by the fifth term.                      (d) describe the connection between the fifth term and the sum of the first six terms in each of these  sequences.           ",
+            "4": "4  \u00a9 ucles 2013 0607/05/o/n/13  for  examiner's  use 3 the first two terms of a new sequence are p and q.   the table shows the working for the first five terms.     working term  p p  q q  p    +    q p + q  q    +    p + q p + 2q  p + q    +    p + 2q 2p + 3q       (a) complete the table.         (b)  find an expression for the sum of these first six terms.    simplify your answer.                       (c) find an equation to connect the fifth term and the sum of the first six terms.                             ",
+            "5": "5  \u00a9 ucles 2013 0607/05/o/n/13 [turn over  for  examiner's  use   4 (a)             3,  7,  10,  17,  27,  44,      (i) write down the next four terms in this sequence.           3,  7,  10,  17,  27,  44,   ,    ,    ,     (ii) work out the sum of the first ten terms in this sequence and divide it by the seventh term.                         (b) (i)  find the next four terms in the sequence in question 3 .     7th term             8th term            9 th term            10 th term          (ii) find an expression for the sum of the first ten terms in this sequence.     simplify your answer.                     (iii) find an equation to connect the seventh term and the sum of the first ten terms.                     ",
+            "6": "6  \u00a9 ucles 2013 0607/05/o/n/13  for  examiner's  use 5 (a)  find the next four terms in the sequence in question 4(b) .     11th term             12th term             13th term            14 th term          (b)  find an expression for the sum of the first fourteen terms.    simplify your answer.                          (c) this sum is a multiple of one of the terms in question 4(b)(i) .    find this multiple.                        (d)  describe this connection using algebra.   ",
+            "7": "7  \u00a9 ucles 2013 0607/05/o/n/13  blank page ",
+            "8": "8    permission to reproduce items where third-party owned material protected by copyright  is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to t race 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 t he 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.    \u00a9 ucles 2013 0607/05/o/n/13  blank page "
+        },
+        "0607_w13_qp_6.pdf": {
+            "1": "    this document consists of 11 printed pages and 1 blank page.  ib13 11_0607_06/2rp  \u00a9 ucles 2013  [turn over      *8778931706* university of cambridge international examinations  international general certificate of secondary education       cambridge international mathematics 0607/06     paper 6 (extended)  october/november 2013     1 hour 30 minutes    candidates answer on the question paper    additional materials: graphics calculator      read these instructions first    write your centre number, candidate number and name on all the work you hand in.  write in dark blue or black pen.  do not use staples, paper clips, highlighters, glue or correction fluid. you may use a pencil for any diagrams or graphs.  do not write in any barcodes.   answer both parts a and b.  you must show all relevant working to gain full marks for correct methods, including sketches. in this paper you will also be assessed on your ability to provide full reasons and communicate your  mathematics clearly and precisely.  at the end of the examination, fasten all your work securely together.  the total number of marks for this paper is 40.   ",
+            "2": "2  \u00a9 ucles 2013 0607/06/o/n/13  for  examiner's  use answer both  parts a and b.    a investigation sums of sequences (20 marks)   you are advised to spend no more than 45 minutes on this part.     here is the method to construct a sequence for this investigation.    method example  write down any two numbers for the first two terms. 3 and 7  add these two terms to make the third term. 3  +  7  =  10  add the second and third terms to make the fourth term. 7  +  10  =  17  add the third and fourth terms to make the fifth term. 10  +  17  =  27  continue in this way to construct the sequence.      this example makes the sequence: 3,  7,  10,  17,  27,  44,         1 show that the sum of the first six terms in this sequence, divided by the fifth term, is 4.               ",
+            "3": "3  \u00a9 ucles 2013 0607/06/o/n/13 [turn over  for  examiner's  use 2 (a)  the first two terms of another sequence are 4.52 and 16.9 .     (i) use the method to write down the next four terms in this sequence.       do not round any of your numbers.           4.52,   16.9,   ,   ,    ,          (ii) work out the sum of the first six terms in this sequence and divide it by the fifth term.                         (b) (i)  choose two negative numbers to be the first two terms of a sequence.       use the method to work out the next four terms in this sequence.     write down the first six terms in your sequence.               ,    ,    ,    ,    ,     (ii) work out the sum of the first six terms in your sequence and divide it by the fifth term.                      ",
+            "4": "4  \u00a9 ucles 2013 0607/06/o/n/13  for  examiner's  use 3 the first two terms of a new sequence are p and q.   the table shows the working for the first five terms.     working term  p p  q q  p    +    q p + q  q    +    p + q p + 2q  p + q    +    p + 2q 2p + 3q       (a) complete the table.     (b)  find an expression for the sum of these first six terms.    simplify your answer.                   (c) find an equation to connect the fifth term and the sum of the first six terms.                    ",
+            "5": "5  \u00a9 ucles 2013 0607/06/o/n/13 [turn over  for  examiner's  use 4 (a)  find the next four terms in the sequence in question 3 .     7th term             8th term             9th term            10 th term            (b)  find an expression for the sum of the first ten terms in this sequence.    simplify your answer.                   (c)  find an equation to connect the seventh term and the sum of the first ten terms.                     ",
+            "6": "6  \u00a9 ucles 2013 0607/06/o/n/13  for  examiner's  use 5 (a)  find the next four terms in the sequence in question 4 .     11th term             12th term             13th term            14 th term          (b)  find an expression for the sum of the first fourteen terms.    simplify your answer.                           (c) this sum is a multiple of one of the terms in question 4(a) .    find this multiple.                       (d)  prove this connection.             ",
+            "7": "7  \u00a9 ucles 2013 0607/06/o/n/13 [turn over  for  examiner's  use 6 in question 2  the connection between the sum of the six terms and the fifth term is     sum of the first 6 terms  = 4 times  5th term       complete the following statements.     sum of the first 10 terms  =             sum of the first 14 terms  =             sum of the first 18 terms  =        ",
+            "8": "8  \u00a9 ucles 2013 0607/06/o/n/13  for  examiner's  use b modelling the earth\u2019s temperature (20 marks)    you are advised to spend no more than 45 minutes on this part.   logarithms to base 10 are written as log.    scientists have been measuring the temperature of the earth since 1860.  the table shows the increase in earth\u2019s temperature since 1860.   the increases are averages for each decade (10 years) correct to 2 decimal places.     final year of  each decade number of years since 1860  (n) temperature increase since 1860 in \u00b0c  (t)  1890 30 0.02  1900 40 0.03  1910 50 0.04  1920 60 0.06  1930 70 0.08  1940 80 0.10  1950 90 0.13  1960 100 0.18  1970 110 0.24  1980 120 0.32    1 (a) on the grid, plot the temperature increase ( t) against the number of years since 1860 ( n),     for  30 \u011f n \u011f 120.      draw a smooth curve that shows the increase in temperature.   0.4 0.30.20.1 0 40 30 50 60 70 80 number of years since 186090 100 110 120 130t ntemperature increase (\u00b0c)  ",
+            "9": "9  \u00a9 ucles 2013 0607/06/o/n/13 [turn over  for  examiner's  use  (b) (i) which of the following models best fits this graph?    t = an + b t = asinbn t = an  b t  = |  an + b  |                    (ii) use the values of n and t for 1900 and 1940 in your model to write down two equations in  a and b.                          (iii) use your equations to show that   0.3 = 0.5 b.              (iv) find the value of b and show that it rounds to 1.74, correct to 3 significant figures.             (v) find the value of a. give your answer correct to 2 significant figures.             a =       (vi) show that your model gives a suitable value of t for 1920.   ",
+            "10": "10  \u00a9 ucles 2013 0607/06/o/n/13  for  examiner's  use 2 (a) (i) complete the table to give the value of log t for each value of n.     give each answer correct to 2 decimal places.     final year of  each decade number of years since  1860 (n) temperature increase since  1860 in \u00b0c (t) log t  1890 30 0.02 \u20131.70  1900 40 0.03   1910 50 0.04   1920 60 0.06 \u20131.22  1930 70 0.08   1940 80 0.10   1950 90 0.13 \u20130.89  1960 100 0.18   1970 110 0.24 \u20130.62  1980 120 0.32 \u20130.49     (ii) on the grid plot log t against n, for 30 \u011f n \u011f 120.    0.5 0 \u20130.5 \u20131 \u20131.5 \u20132 \u20132.510 20 30 40 50 60 70 80 90 100 110 120 130 140 150 160nlog t  ",
+            "11": "11  \u00a9 ucles 2013 0607/06/o/n/13  for  examiner's  use  (iii) the mean point is (75, \u20131.07).     on the grid, draw the line of best fit.    (iv) use your line of best fit to predict the temperature increase by 2020 (160 years since 1860).                  (b) (i)  a model for the line of best fit is   log t = mn + c.      find the values of m and c.      give your answers correct to 2 significant figures.                m =    c =         (ii) use this model to predict the temperature increase by 2020.                       (iii) comment on your two predictions for the temperature increase by 2020.         ",
+            "12": "12      permission to reproduce items where thir d-party owned material protected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holder s, 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 t he cambridge assessment group. ca mbridge assessment is the brand name of university of  cambridge local examinations syndicate (ucles), which is itself a department of the university of cambridge.    \u00a9 ucles 2013 0607/06/o/n/13  blank page   "
+        }
+    },
+    "2014": {
+        "0607_s14_qp_11.pdf": {
+            "1": "    this document consists of 11 printed pages and 1 blank page.  ib14 06_0607_11/5rp  \u00a9 ucles 2014 [turn over       *2660893404* cambridge international examinations  international general certificate of secondary education       cambridge international mathematics 0607/11     paper 1 (core)  may/june 2014     45 minutes    candidates answer on the question paper.    additional materials: geometrical instruments      read these instructions first   write your centre number, candidate number and name on all the work you hand in.  write in dark blue or black pen.  do not use staples, paper clips, glue or correction fluid. you may use an hb pencil for any diagrams or graphs.  do not  write in any barcodes.    answer all the questions.  calculators must not be used in this paper. all answers should be given in their simplest form. you must show all the relevant working to gain full marks and you will be given marks for correct methods  even if your answer is incorrect. the number of marks is given in brackets [  ] at the end of each question or part question.  the total number of marks for this paper is 40.   ",
+            "2": "2  \u00a9 ucles 2014 0607/11/m/j/14  formula list   area, a, of triangle, base b, height h. a = 1 2bh  area, a, of circle, radius r. a = \u03c0r2  circumference, c, of circle, radius r. c = 2\u03c0r  curved surface area, a, of cylinder of radius r, height h. a = 2\u03c0rh  curved surface area, a, of cone of radius r, sloping edge l. a = \u03c0rl  curved surface area, a, of sphere of radius r. a = 4\u03c0r2  volume, v, of prism, cross-sectional area a, length l. v =al  volume, v, of pyramid, base area a, height h. v= 1 3ah  volume, v, of cylinder of radius r, height h. v = \u03c0r2h  volume, v, of cone of radius r, height h. v = 1 3\u03c0r2h  volume, v, of sphere of radius r. v = 4 3\u03c0r3 ",
+            "3": "3  \u00a9 ucles 2014 0607/11/m/j/14 [turn over  1 work out.        2.5 \u00d7 10 \u00f7 5          answer    [1]              2 find    3% of $8000 .             answer $    [1]               3 (a) write 46.849 correct to 1 decimal place.          answer (a)     [1]       (b) after conversion from euros to dollars, a flight from paris to london costs $59.90235 .      write this value correct to 4 significant figures.        answer (b) $   [1]                                   ",
+            "4": "4  \u00a9 ucles 2014 0607/11/m/j/14  4 (a)  arc    circumference    diameter           radius    sector    segment      label the diagram .      use only words from the box above.      .. .       [3]     (b) measure and write down the size of angle abc.      a bc       answer (b)    [1]         ",
+            "5": "5  \u00a9 ucles 2014 0607/11/m/j/14 [turn over  5     \u20134 \u20133 \u20132 \u201310 1234 \u20134\u20133\u20132\u201311234y xb c        (a)  on the grid, plot the point (\u20133, 2).    label this point a. [1]      (b) write down the co-ordinates of point b.        answer (b)   (  ,  ) [1]     (c) find the midpoint of bc.         answer (c)   (  ,  ) [1]                     ",
+            "6": "6  \u00a9 ucles 2014 0607/11/m/j/14  6 (a)       b c d e fanot to scale      the diagram shows a regular hexagon.      work out   the size of angle abc .   show all your working.                  answer (a)    [3]     (b)   135\u00b0    not to scale       the diagram shows a square and four regular octagons.     the interior angle of a regular octagon is 135\u00b0.       use angles to explain why the square and octagons fit   together with no gaps, as shown in the diagram.   answe r (b)    [2]              ",
+            "7": "7  \u00a9 ucles 2014 0607/11/m/j/14 [turn over  7     \u20134 \u20133 \u20132 \u201310 1234 \u20134\u20133\u20132\u201311234y xb a      write ab as a column  vector.             answer\uf8f7\uf8f7\uf8f7 \uf8f8\uf8f6 \uf8ec\uf8ec\uf8ec \uf8ed\uf8eb    [2]            8 a bag contains 3 red balls, 2 blue balls and 1 yellow ball.   a ball is chosen at random.    what is the probability that the ball is either red or blue?   give your answer as a fraction.          answer    [1]                  ",
+            "8": "8  \u00a9 ucles 2014 0607/11/m/j/14  9 (a) complete the mapping diagram for the function f : x a x2.        x \u20132 \u20131  0 1 2 x 0142       [2]      (b) write down the domain of the mapping in part (a) .      answer (b)    [1]      (c) which of these phrases describes the mapping in part (a) .      one-to-one    one-to-many    many-to-one    many-to-many                  answer (c)    [1]             ",
+            "9": "9  \u00a9 ucles 2014 0607/11/m/j/14 [turn over  10   \u20136\u20135\u20134\u20133 \u201310\u20139\u20138\u20137 \u20132\u20131 0 123456789 1 0 \u20135\u20134\u20133\u20132\u20131 \u201310\u20139\u20138\u20137\u2013612345678910y xq        the diagram shows a quadrilateral q.     (a) draw the reflection of q in the y-axis. [2]     (b) draw the enlargement of q with centre (0, 0) and scale factor 21. [3]           ",
+            "10": "10  \u00a9 ucles 2014 0607/11/m/j/14  11 (a)   3p \u2013 5t = 8      work out the value   of 12 p \u2013 20 t.           answer (a)    [2]        (b) solve the following equations.       (i) 5x \u2013 7 = 9 + 3 x           answer (b) (i) x=    [2]      (ii) 4 (4x \u2013 5) = 28           answer (b) (ii) x=    [3]                  ",
+            "11": "11  \u00a9 ucles 2014 0607/11/m/j/14  12     diagram 1 diagram 2 diagram 3 diagram 4        (a) draw diagram 4, the next pattern of dots in this sequence. [1]       (b) complete this table.    diagram number 1 2 3 4  total number of dots 4           [2]      (c) find an expression, in terms of n, for the nth term of the sequence.              answer (c)    [2]           ",
+            "12": "12  permission to reproduce items where third-par ty owned material protected by copyright is  included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holder s, but if any items requiring clearance have unwittingly been included, the  publisher will be pleased to make amends at the earliest possible opportunity.    cambridge international examinations is part of the cambridge asse ssment group. cambridge assessment is the brand name of unive rsity of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge.     \u00a9 ucles 2014 0607/11/m/j/14  blank page "
+        },
+        "0607_s14_qp_12.pdf": {
+            "1": "    this document consists of 11 printed pages and 1 blank page.  ib14 06_0607_12/5rp  \u00a9 ucles 2014 [turn over       *2400943248* cambridge international examinations  international general certificate of secondary education       cambridge international mathematics 0607/12     paper 1 (core)  may/june 2014     45 minutes    candidates answer on the question paper.    additional materials: geometrical instruments      read these instructions first    write your centre number, candidate number and name on all the work you hand in.  write in dark blue or black pen.  do not use staples, paper clips, glue or correction fluid. you may use an hb pencil for any diagrams or graphs.  do not  write in any barcodes.    answer all the questions.  calculators must not be used in this paper. all answers should be given in their simplest form. you must show all the relevant working to gain full marks and you will be given marks for correct methods  even if your answer is incorrect. the number of marks is given in brackets [  ] at the end of each question or part question.  the total number of marks for this paper is 40.   ",
+            "2": "2  \u00a9 ucles 2014 0607/12/m/j/14  formula list   area, a, of triangle, base b, height h. a = 1 2bh  area, a, of circle, radius r. a = \u03c0r2  circumference, c, of circle, radius r. c = 2\u03c0r  curved surface area, a, of cylinder of radius r, height h. a = 2\u03c0rh  curved surface area, a, of cone of radius r, sloping edge l. a = \u03c0rl  curved surface area, a, of sphere of radius r. a = 4\u03c0r2  volume, v, of prism, cross-sectional area a, length l. v =al  volume, v, of pyramid, base area a, height h. v= 1 3ah  volume, v, of cylinder of radius r, height h. v = \u03c0r2h  volume, v, of cone of radius r, height h. v = 1 3\u03c0r2h  volume, v, of sphere of radius r. v = 4 3\u03c0r3 ",
+            "3": "3  \u00a9 ucles 2014 0607/12/m/j/14 [turn over  1 (a) write   107  as a percentage.        answer (a)   %  [1]      (b) work out .         4 \u00d7 5  \u2013  6  \u00f7  2         answer (b)    [2]      (c) write down the prime number in this list.    21 23 25 27       answer (c)     [1]      (d) write 307 000 in standard form.        answer (d)    [1]              2 jane chooses a sweet at random from a bag containing 7 mints and 7 toffees.    choose one term from the list to best describe the probability that jane chooses a mint.       impossible          unlikely           50:50          likely          certain                 answer    [1]         ",
+            "4": "4  \u00a9 ucles 2014 0607/12/m/j/14  3       2x3y xnot to scale          (a) write down an expression in x and y for the perimeter of the triangle.    simplify your answer.        answer (a)    [2]      (b)  using your answer to  part (a) find the perimeter when x = 4 and y = 2.         answer (b)    [2]               4 work out the upper quartile and the lower quartile of this list of numbers.       1   10   4 6  7 6  9   10   9  9              answer upper quartile             lower quartile      [2]            ",
+            "5": "5  \u00a9 ucles 2014 0607/12/m/j/14 [turn over  5      \u20133 \u20132 \u201310 123 \u20138\u20136 \u20137\u20135\u20134\u20133\u20132\u2013112345y x      the diagram shows the line  y = 3x \u2013 5.        (a) on the same diagram, draw the line  y = \u20132. [1]      (b) write down the co-ordinates of the point of intersection of the lines y = 3x \u2013 5 and y = \u20132.        answer (b)  (    ,   ) [1]         ",
+            "6": "6  \u00a9 ucles 2014 0607/12/m/j/14  6 a cuboid measures 3 cm by 4 cm by 3 cm.       3 cm4 cm3 cmnot to scale         find the volume of the cuboid.   give the units of your answer.       answer     [3]             7     70 centilitresa 100 millilitresd 80 cubic centimetresc 0.45 litresbnot to scale        the volume of each of four containers is shown above.      list the containers in order of size, starting with the smallest.       answer   ,    ,    ,     [2]          smallest           ",
+            "7": "7  \u00a9 ucles 2014 0607/12/m/j/14 [turn over  8 (a) complete the mapping diagram for the function  f : x a x + 5.    xx  + 5 1 ... 27 3 ...       [2]        (b) here is a different mapping diagram.     x 1 27 35 9                for this mapping diagram complete the statement  f : x a \u2026\u2026\u2026\u2026\u2026 [2]            ",
+            "8": "8  \u00a9 ucles 2014 0607/12/m/j/14  9 work out, giving your answer as a fraction in its lowest terms.     (a) 83 + 32           answer (a)    [2]     (b) 83 \u00d7 32           answer (b)    [2]     (c) 383 \u2013 132                      answer (c)    [3]             ",
+            "9": "9  \u00a9 ucles 2014 0607/12/m/j/14 [turn over  10 (a) factorise completely.         7 pq + 14 p \u2013 7pt          answer (a)    [2]      (b) expand the brackets and simplify.         10( b \u2013 3a) \u2013 2( a + b)           answer (b)    [2]           ",
+            "10": "10  \u00a9 ucles 2014 0607/12/m/j/14  11 the diagram shows the graph of  y = f(x) for \u20133 y x y 1 .      \u20134 \u20135 \u20133 \u20132 \u201310 1234 \u20132\u201311234y x              on the diagram sketch the graph of  y = f(x \u2013 2). [2]             ",
+            "11": "11  \u00a9 ucles 2014 0607/12/m/j/14  12 a boat sails for 12  km from a to b on a bearing of 120\u00b0.   the boat changes direction and sails for 5  km on a bearing of 030\u00b0 to c.      north not to scale north12  km 5 kma bc       (a) write down the bearing of a from b.       answer (a)    [1]     (b) work out the distance ac.           answer (b)   km [3]             ",
+            "12": "12  permission to reproduce items where third-par ty owned material protected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to t race copyright holders, but if any items requiring clearance have unwittingly been included, the  publisher will be pleased to make amends at the earliest possible opportunity.    cambridge international examinations is part of the cambridge asse ssment group. cambridge assessment is the brand name of unive rsity of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge.     \u00a9 ucles 2014 0607/12/m/j/14  blank page "
+        },
+        "0607_s14_qp_13.pdf": {
+            "1": "    this document consists of 10 printed pages and 2 blank pages.  ib14 06_0607_13/rp  \u00a9 ucles 2014 [turn over       *8687489229* cambridge international examinations  cambridge international general certificate of secondary education       cambridge international mathematics 0607/13     paper 1 (core)  may/june 2014     45 minutes    candidates answer on the question paper.    additional materials: geometrical instruments      read these instructions first    write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen.  do not use staples, paper clips, glue or correction fluid.  you may use an hb pencil for any diagrams or graphs. do not  write in any barcodes.   answer all the questions.  calculators must not be used in this paper.  all answers should be given in their simplest form.  you must show all the relevant working to gain full marks and you will be given marks for correct methods  even if your answer is incorrect.  the number of marks is given in brackets [  ] at the end of each question or part question.  the total number of marks for this paper is 40.   ",
+            "2": "2  \u00a9 ucles 2014 0607/13/m/j/14  formula list   area, a, of triangle, base b, height h. a = 1 2bh  area, a, of circle, radius r. a = \u03c0r2  circumference, c, of circle, radius r. c = 2\u03c0r  curved surface area, a, of cylinder of radius r, height h. a = 2\u03c0rh  curved surface area, a, of cone of radius r, sloping edge l. a = \u03c0rl  curved surface area, a, of sphere of radius r. a = 4\u03c0r2  volume, v, of prism, cross-sectional area a, length l. v =al  volume, v, of pyramid, base area a, height h. v= 1 3ah  volume, v, of cylinder of radius r, height h. v = \u03c0r2h  volume, v, of cone of radius r, height h. v = 1 3\u03c0r2h  volume, v, of sphere of radius r. v = 4 3\u03c0r3 ",
+            "3": "3  \u00a9 ucles 2014 0607/13/m/j/14 [turn over  1 work out.        2.5 \u00d7 10 \u00f7 5          answer    [1]              2 find    3% of $8000 .             answer $    [1]               3 (a) write 46.849 correct to 1 decimal place.          answer (a)     [1]       (b) after conversion from euros to dollars, a flight from paris to london costs $59.90235 .      write this value correct to 4 significant figures.        answer (b) $   [1]                                   ",
+            "4": "4  \u00a9 ucles 2014 0607/13/m/j/14  4 (a)  arc    circumference    diameter           radius    sector    segment      label the diagram .      use only words from the box above.      .. .       [3]     (b) measure and write down the size of angle abc.      a bc         answer (b)     [1]           ",
+            "5": "5  \u00a9 ucles 2014 0607/13/m/j/14 [turn over  5     \u20134 \u20133 \u20132 \u201310 1234 \u20134\u20133\u20132\u201311234y xb c        (a)  on the grid, plot the point (\u20133, 2).    label this point a. [1]      (b) write down the co-ordinates of point b.        answer (b)   (  ,  ) [1]     (c) find the midpoint of bc.         answer (c)   (  ,  ) [1]                     ",
+            "6": "6  \u00a9 ucles 2014 0607/13/m/j/14  6 (a)       b c d e fanot to scale      the diagram shows a regular hexagon.      work out   the size of angle abc .   show all your working.                  answer (a)    [3]     (b)   135\u00b0    not to scale      the diagram shows a square and four regular octagons.     the interior angle of a regular octagon is 135\u00b0.      use angles to explain why the square and octagons fit   together with no gaps, as shown in the diagram.   answer (b)     [2]              ",
+            "7": "7  \u00a9 ucles 2014 0607/13/m/j/14 [turn over  7     \u20134 \u20133 \u20132 \u201310 1234 \u20134\u20133\u20132\u201311234y xb a      write ab as a column  vector.             answer\uf8f7\uf8f7\uf8f7 \uf8f8\uf8f6 \uf8ec\uf8ec\uf8ec \uf8ed\uf8eb    [2]            8 a bag contains 3 red balls, 2 blue balls and 1 yellow ball.   a ball is chosen at random.    what is the probability that the ball is either red or blue?   give your answer as a fraction.          answer    [1]                  ",
+            "8": "8  \u00a9 ucles 2014 0607/13/m/j/14  9 (a) complete the mapping diagram for the function f : x a x2.        x \u20132 \u20131  0 1 2 x 0142       [2]       (b) write down the domain of the mapping in part (a) .      answer (b)    [1]     (c) which of these phrases describes the mapping in part (a) .     one-to-one    one-to-many    many-to-one    many-to-many                  answer (c)    [1]             ",
+            "9": "9  \u00a9 ucles 2014 0607/13/m/j/14 [turn over  10   \u20136\u20135\u20134\u20133 \u201310\u20139\u20138\u20137 \u20132\u20131 0 123456789 1 0 \u20135\u20134\u20133\u20132\u20131 \u201310\u20139\u20138\u20137\u2013612345678910y xq       the diagram shows a quadrilateral q.    (a) draw the reflection of q in the y-axis. [2]     (b) draw the enlargement of q with centre (0, 0) and scale factor  21. [3]            ",
+            "10": "10  \u00a9 ucles 2014 0607/13/m/j/14  11 (a)   3p \u2013 5t = 8      work out the value   of 12 p \u2013 20 t.           answer (a)    [2]        (b) solve the following equations.       (i) 5x \u2013 7 = 9 + 3 x           answer (b) (i) x=    [2]      (ii) 4 (4x \u2013 5) = 28           answer (b) (ii) x=    [3]                  ",
+            "11": "11  \u00a9 ucles 2014 0607/13/m/j/14 [turn over  12     diagram 1 diagram 2 diagram 3 diagram 4       (a) draw diagram 4, the next pattern of dots in this sequence. [1]      (b) complete this table.    diagram number 1 2 3 4  total number of dots 4          [2]       (c) find an expression, in terms of n, for the nth term of the sequence.               answer (c)    [2]            ",
+            "12": "12  permission to reproduce items where third-par ty owned material protected by copyright is  included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holder s, but if any items requiring clearance have unwittingly been included, the  publisher will be pleased to make amends at the earliest possible opportunity.    cambridge international examinations is part of the cambridge asse ssment group. cambridge assessment is the brand name of unive rsity of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge.     \u00a9 ucles 2014 0607/13/m/j/14  blank page   "
+        },
+        "0607_s14_qp_21.pdf": {
+            "1": "    this document consists of 8 printed pages.  ib14 06_0607_21/rp  \u00a9 ucles 2014 [turn over       *3698974700* cambridge international examinations  cambridge international general certificate of secondary education       cambridge international mathematics 0607/21     paper 2 (extended)  may/june 2014     45 minutes    candidates answer on the question paper.    additional materials: geometrical instruments      read these instructions first    write your centre number, candidate number and name on all the work you hand in.  write in dark blue or black pen.  do not use staples, paper clips, glue or correction fluid. you may use an hb pencil for any diagrams or graphs.  do not  write in any barcodes.    answer all the questions.  calculators must not be used in this paper. all answers should be given in their simplest form. you must show all the relevant working to gain full marks and you will be given marks for correct methods  even if your answer is incorrect. the number of marks is given in brackets [  ] at the end of each question or part question.  the total number of marks for this paper is 40.   ",
+            "2": "2  \u00a9 ucles 2014 0607/21/m/j/14  formula list   for the equation ax2 + bx + c = 0 x =2_\u00b1 4 2_ bb a c a  curved surface area, a, of cylinder of radius r, height h. a = 2\u03c0rh  curved surface area, a, of cone of radius r, sloping edge l. a = \u03c0rl  curved surface area, a, of sphere of radius r. a = 4\u03c0r2  volume, v, of pyramid, base area a, height h. v= 1 3ah  volume, v, of cylinder of radius r, height h. v = \u03c0r2h  volume, v, of cone of radius r, height h. v = 1 3\u03c0r2h  volume, v, of sphere of radius r. v = 4 3\u03c0r3   ==sin sin sin abc ab c   a2 = b2 + c2 \u2013 2bc cos a   area = 1 2bc sin a       a a b cb c",
+            "3": "3  \u00a9 ucles 2014 0607/21/m/j/14 [turn over  answer all the questions.    1 (a) factorise.       x2 \u2013 y2       answer(a)     [1]    (b) work out.      164 2 \u2013 362           answer(b)     [1]       2 (a) simplify.       12        answer(a)     [1]    (b) solve the equation.  cos  x = 23   for   0 \u00b0 y x y 90\u00b0            answer(b)   x  =     [1]    (c)  solve the equation.  cos  x = 412\u2212    for   \u2013180 \u00b0 y x y 180 \u00b0                 answer(c)   x  =    or x =     [2]       ",
+            "4": "4  \u00a9 ucles 2014 0607/21/m/j/14  3 find the highest common factor (hcf) in each list.     (a)  24 56 72               answer(a)     [1]     (b)  x3y4 x2y5 x4y2                 answer(b)     [2]       4 a manufacturer made a profit of 60% when he sold a chair for $20.   find the cost of making the chair.                                      answer   $     [3]     ",
+            "5": "5  \u00a9 ucles 2014 0607/21/m/j/14 [turn over  5 a travel agent displays the following exchange rates.         \u00a31 = $1.55     \u00a31 = \u00a5 9.3    (a) change \u00a3200 into dollars ($).             answer(a)    $     [1]     (b) find the number of chinese yuan (\u00a5) received in exchange for $1.                 answer(b)    \u00a5     [2]       6 (a) simplify.       27 75\u2212                answer(a)     [2]    (b) rationalise the denominator.        2 57 \u2212                   answer (b)     [2]     ",
+            "6": "6  \u00a9 ucles 2014 0607/21/m/j/14  7  y x02468 1 0 1 212 10 8642      (a) on the grid, draw the following lines.    x = 1  y = 12 \u2013 2 x   for   0 y x y 6  4y + 3x = 36   for   0 y x y 12      [5]    (b) on the grid, label the region r containing the points which satisfy these three inequalities.    x [ 1 y y 12 \u2013 2 x 4y + 3x [ 36      [1]   (c) (i) find the minimum value of x + y in the region r.           answer (c)(i)     [1]    (ii) find  the co-ordinates of the point corresponding to this minimum value.         answer (c)(ii) (    ,    ) [1]   ",
+            "7": "7  \u00a9 ucles 2014 0607/21/m/j/14 [turn over  8 a bag contains 10 discs, 7 are red and 3 are green.   a disc is picked at random and not replaced.     a second disc is then picked at random.    (a) complete the tree diagram.    one probability is shown on the diagram.   red greenred green greenred   3 10         [2]     (b)  find the probability that      (i) both discs are red,                    answer (b)(i)     [2]    (ii) at least one disc is red.                            answer (b)(ii)     [3]      questions 9 and 10 are printed on the next page. ",
+            "8": "8    permission to reproduce items where thir d-party owned material protected by copyright  is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to t race copyright holders, but if any items requiring clearance have unwittingly been included, the  publisher will be pleased to make amends at the earliest possible opportunity.   cambridge international examinations is part of the cambridge asse ssment group. cambridge assessment is the brand name of unive rsity of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge.   \u00a9 ucles 2014 0607/21/m/j/14  9 in one month there were 120 new cars sold in a town.     the table shows how many cars of each colour were sold.   colour red blue white green silver black yellow  number 17 20 24 x 28 17 x    (a) find the value of x.          answer(a)     [1]     (b) find the relative frequency of white cars, giving your answer as a fraction in its lowest terms.               answer(b)     [2]       10 solve the equation.  7)3 4(+x  =  )3 4(7 +x                                    answe r     [3]   "
+        },
+        "0607_s14_qp_22.pdf": {
+            "1": "    this document consists of 10 printed pages and 2 blank pages.  ib14 06_0607_22/2rp  \u00a9 ucles 2014 [turn over       *8579531881* cambridge international examinations  cambridge international general certificate of secondary education       cambridge international mathematics 0607/22     paper 2 (extended)  may/june 2014     45 minutes    candidates answer on the question paper.    additional materials: geometrical instruments      read these instructions first    write your centre number, candidate number and name on all the work you hand in.  write in dark blue or black pen.  do not use staples, paper clips, glue or correction fluid. you may use an hb pencil for any diagrams or graphs.  do not  write in any barcodes.    answer all the questions.  calculators must not be used in this paper. all answers should be given in their simplest form. you must show all the relevant working to gain full marks and you will be given marks for correct methods  even if your answer is incorrect. the number of marks is given in brackets [  ] at the end of each question or part question.  the total number of marks for this paper is 40.   ",
+            "2": "2  \u00a9 ucles 2014 0607/22/m/j/14  formula list   for the equation ax2 + bx + c = 0 x =2_\u00b1 4 2_ bb a c a  curved surface area, a, of cylinder of radius r, height h. a = 2\u03c0rh  curved surface area, a, of cone of radius r, sloping edge l. a = \u03c0rl  curved surface area, a, of sphere of radius r. a = 4\u03c0r2  volume, v, of pyramid, base area a, height h. v= 1 3ah  volume, v, of cylinder of radius r, height h. v = \u03c0r2h  volume, v, of cone of radius r, height h. v = 1 3\u03c0r2h  volume, v, of sphere of radius r. v = 4 3\u03c0r3   ==sin sin sin abc ab c   a2 = b2 + c2 \u2013 2bc cos a   area = 1 2bc sin a       a a b cb c",
+            "3": "3  \u00a9 ucles 2014 0607/22/m/j/14 [turn over  answer  all the questions.    1 (a)   6 54321 \u20131\u20132\u20133\u20134 \u20134\u2013 3\u2013 2\u2013 1 1 0 23456y xb       b is the point (1, 2)  and   = \uf8f7\uf8f7 \uf8f8\uf8f6 \uf8ec\uf8ec \uf8ed\uf8eb \u221234.      plot the point c on the grid. [1]      (b) p  =  \uf8f7\uf8f7 \uf8f8\uf8f6 \uf8ec\uf8ec \uf8ed\uf8eb 32 q = \uf8f7\uf8f7 \uf8f8\uf8f6 \uf8ec\uf8ec \uf8ed\uf8eb \u221214.      write 2 p \u2013 q as a column vector.                           answer(b) \uf8f7\uf8f7\uf8f7 \uf8f8\uf8f6 \uf8ec\uf8ec\uf8ec \uf8ed\uf8eb    [2]     ",
+            "4": "4  \u00a9 ucles 2014 0607/22/m/j/14  2 (a)  shade one small square so that this shape has exactly 1 line of symmetry.            [1]     (b) shade three small squares so that this shape has exactly 2 lines of symmetry.            [2]     (c)   shade two small squares so that this shape has rotational symmetry of order 4.            [2]     ",
+            "5": "5  \u00a9 ucles 2014 0607/22/m/j/14 [turn over  3 in a year group of a school, students study one subject from art, music or dance.     the table shows the choices of the 180 students.   subject number of students  art 85  music 50  dance 45    use the circle to draw a pie chart to show this information.          [3]      ",
+            "6": "6  \u00a9 ucles 2014 0607/22/m/j/14  4 write each set of numbers in order starting with the smallest.     (a) 31 0.3 3.0 0.29 33%                answer(a)    ,    ,    ,    ,     [2]   smallest               (b) 52 25 ()35  55                  answer(b)     ,    ,    ,     [2]   smallest                5 expand the brackets and simplify.    (a) 2x 2(3x + 5xy)               answer(a)     [2]     (b) (2a \u2013 3b)(a \u2013 2b)              answer (b)     [3]   ",
+            "7": "7  \u00a9 ucles 2014 0607/22/m/j/14 [turn over  6    a = 34 \u00d7 52 b = 22 \u00d7 33 \u00d7 52 c = 32 \u00d7 53 \u00d7 7     (a)  find      (i) a,            answer(a) (i)     [1]     (ii) ab.            answer(a) (ii)     [1]    (b)  leaving your answer as the product of prime factors, find     (i) the highest common factor (hcf) of  a, b and c,                answer(b) (i)     [1]    (ii) the lowest common multiple (lcm) of a, b and c.               answer(b) (ii)     [2]       ",
+            "8": "8  \u00a9 ucles 2014 0607/22/m/j/14  7 ann, babar, chan and demi each throw the same biased  die.   they want to find the probability of throwing a six with this die.   they each throw the die a different number of times.   these are their results.     ann babar chan demi  number of throws 200 20 100 500  number of sixes 60 5 30 200    (a) complete the table below to show the relative frequencies of their results.    write your answers as decimals.                         ann babar chan demi  relative frequency of throwing a six          [2]    (b) give a reason why demi's  result gives the best estimate of the probability of throwing a six with the  biased die.      answer(b)     [1]    (c) estimate the number of times that demi could expect to get a six if he throws the die 1600 times.                answer(c)     [1]      ",
+            "9": "9  \u00a9 ucles 2014 0607/22/m/j/14 [turn over  8 y is proportional to the square root of x.    when  x = 16,  y = 10.     (a) find an equation connecting x and y.                    answer(a)     [2]     (b) find the value of x when y = 1.                answer(b)     [2]       9 work out the following, giving your answers in standard form.     (a) (4.6  \u00d7 10 \u20135)  +  (3 \u00d7 10\u20136)                answer(a)     [2]     (b) (4.6  \u00d7 10\u20135)  \u00d7  (3 \u00d7 10\u20136)                  answer(b)     [2]   ",
+            "10": "10  \u00a9 ucles 2014 0607/22/m/j/14  10 write   23 +x  \u2013  325 +x   as a single fraction in its simplest form.                                        answe r     [3]     ",
+            "11": "11  \u00a9 ucles 2014 0607/22/m/j/14  blank page",
+            "12": "12    permission to reproduce items where thir d-party owned material protected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holder s, but if any items requiring clearance have unwittingly been included, the  publisher will be pleased to make amends at the earliest possible opportunity.   cambridge international examinations is part of the cambridge a ssessment group. cambridge assessment is the brand name of unive rsity of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge.   \u00a9 ucles 2014 0607/22/m/j/14  blank page "
+        },
+        "0607_s14_qp_23.pdf": {
+            "1": "    this document consists of 8 printed pages.  ib14 06_0607_23/2rp  \u00a9 ucles 2014 [turn over       *8932327307* cambridge international examinations  cambridge international general certificate of secondary education       cambridge international mathematics 0607/23     paper 2 (extended)  may/june 2014     45 minutes    candidates answer on the question paper.    additional materials: geometrical instruments      read these instructions first    write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen.  do not use staples, paper clips, glue or correction fluid.  you may use an hb pencil for any diagrams or graphs. do not  write in any barcodes.   answer all the questions.  calculators must not be used in this paper.  all answers should be given in their simplest form.  you must show all the relevant working to gain full marks and you will be given marks for correct methods  even if your answer is incorrect.  the number of marks is given in brackets [  ] at the end of each question or part question.  the total number of marks for this paper is 40.   ",
+            "2": "2  \u00a9 ucles 2014 0607/23/m/j/14  formula list   for the equation ax2 + bx + c = 0 x =2_\u00b1 4 2_ bb a c a  curved surface area, a, of cylinder of radius r, height h. a = 2\u03c0rh  curved surface area, a, of cone of radius r, sloping edge l. a = \u03c0rl  curved surface area, a, of sphere of radius r. a = 4\u03c0r2  volume, v, of pyramid, base area a, height h. v= 1 3ah  volume, v, of cylinder of radius r, height h. v = \u03c0r2h  volume, v, of cone of radius r, height h. v = 1 3\u03c0r2h  volume, v, of sphere of radius r. v = 4 3\u03c0r3   ==sin sin sin abc ab c   a2 = b2 + c2 \u2013 2bc cos a   area = 1 2bc sin a       a a b cb c",
+            "3": "3  \u00a9 ucles 2014 0607/23/m/j/14 [turn over  answer all the questions.    1 the price of a book was $7.00 .   it is reduced by 20%.    find the new price of the book.              answer   $     [2]       2 (a) write 0.0063 in standard form.      answer(a)     [1]     (b) 5.7 \u00d7 109  +  2.4 \u00d7 108  =  k \u00d7 109      find the value of k.                     answer(b)   k =     [2]      3 find the next term in each of these sequences.    (a) 3, 5, 8, 12, 17, \u2026\u2026\u2026\u2026\u2026\u2026\u2026 [1]     (b) 100, 91, 80, 67, 52, \u2026\u2026\u2026\u2026\u2026\u2026\u2026 [1]     (c) 4, 12, 36, 108, 324, \u2026\u2026\u2026\u2026\u2026\u2026\u2026 [1]     ",
+            "4": "4  \u00a9 ucles 2014 0607/23/m/j/14  4   2y 6x     a small square of side 2 y is inside a larger square of side 6 x.     (a) find an expression for the shaded area, a, in terms of  x and  y.              answer(a)   a  =     [2]    (b) rearrange your answer to part (a)  to write x in terms of  y and  a.                         answer(b)   x  =     [3]      5 (a) find 125 0 .     answer(a)     [1]     (b) simplify    3 2727y .           answer(b)     [2]     ",
+            "5": "5  \u00a9 ucles 2014 0607/23/m/j/14 [turn over  6 (a)  d c b ax\u00b0y\u00b0 50\u00b0 98\u00b0not to scale       a, b, c and d lie on the circumference of a circle.    angle abc  = 98\u00b0 and angle acb  = 50\u00b0.      find the value of x and the value of y.           answer(a)  x  =     [1]           y =     [1]     (b)  op ts r qw\u00b0 v\u00b0not to scale65\u00b0       p, q, r and s lie on the circumference of a circle, centre o.    tp is a tangent to the circle at p and pr is a diameter.     find the value of v and the value of w.         answer(b)  v  =     [1]           w =     [1]   ",
+            "6": "6  \u00a9 ucles 2014 0607/23/m/j/14  7 y varies directly as the square of x.   when x = 8, y = 40.     find y when x =12.                             answe r     [3]       8 (a) simplify    )122)(223( + \u2212 .                          answer(a)     [3]     (b) rationalise the denominator of   510.             answer(b)     [2]     ",
+            "7": "7  \u00a9 ucles 2014 0607/23/m/j/14 [turn over  9 (a)  y x2 1 \u20131 \u201320 \u20134\u2013 3\u2013 2\u2013 1 1 2 3 4       the diagram shows the graph of y = f(x).     on the same diagram, sketch the graph of y = 2f( x). [1]    (b)  y x2 1 \u20131 \u201320 \u20134\u2013 3\u2013 2\u2013 1 1 2 3 4       the diagram shows the graph of y = f(x).     on the same diagram, sketch the graph of y = f(x + 1). [1]      10  31 x     find the exact value of cos  x.              answe r     [3]      questions 11 and 12 are printed on the next page.",
+            "8": "8    permission to reproduce items where thir d-party owned material protected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holder s, but if any items requiring clearance have unwittingly been included, the  publisher will be pleased to make amends at the earliest possible opportunity.   cambridge international examinations is part of the cambridge a ssessment group. cambridge assessment is the brand name of unive rsity of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge.   \u00a9 ucles 2014 0607/23/m/j/14  11  u pr qa b cde      the venn diagram shows the sets p, q and r.    complete the following statements using set notation.     (a) p \u2026\u2026.. r  =  { a, b, c, d, e} [1]      (b) q \u2026\u2026.. r  =  \u2205 [1]      (c) e \u2026\u2026.. r [1]     (d) p \u2026\u2026.. q =  p [1]        12   f( x) = x + 3    and    g( x) = x12, 0\u2260x      find    (a) g(f (1)),                answer(a)     [2]     (b) g  \u20131(x).               answer(b)     [1]   "
+        },
+        "0607_s14_qp_31.pdf": {
+            "1": "    this document consists of 16 printed pages.  ib14 06_0607_31/3rp  \u00a9 ucles 2014 [turn over       *1948255737* cambridge international examinations  cambridge international general certificate of secondary education       cambridge international mathematics 0607/31     paper 3 (core)  may/june 2014     1 hour  45 minutes    candidates answer on the question paper.    additional materials: geometrical instruments   graphics calculator      read these instructions first    write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen.  do not use staples, paper clips, glue or correction fluid.  you may use an hb pencil for any diagrams or graphs. do not  write in any barcodes.   answer all the questions.  unless instructed otherwise, give your answers exactly or correct to three significant figures as appropriate.  answers in degrees should be given to one decimal place.  for \u03c0, use your calculator value.  you must show all the relevant working to gain full marks and you will be given marks for correct methods,  including sketches, even if your answer is incorrect.  the number of marks is given in brackets [  ] at the end of each question or part question.  the total number of marks for this paper is 96.   ",
+            "2": "2  \u00a9 ucles 2014 0607/31/m/j/14  formula list   area, a, of triangle, base b, height h. a = 1 2bh  area, a, of circle, radius r. a = \u03c0r2  circumference, c, of circle, radius r. c = 2\u03c0r  curved surface area, a, of cylinder of radius r, height h. a = 2\u03c0rh  curved surface area, a, of cone of radius r, sloping edge l. a = \u03c0rl  curved surface area, a, of sphere of radius r. a = 4\u03c0r2  volume, v, of prism, cross-sectional area a, length l. v =al  volume, v, of pyramid, base area a, height h. v= 1 3ah  volume, v, of cylinder of radius r, height h. v = \u03c0r2h  volume, v, of cone of radius r, height h. v = 1 3\u03c0r2h  volume, v, of sphere of radius r. v = 4 3\u03c0r3 ",
+            "3": "3  \u00a9 ucles 2014 0607/31/m/j/14 [turn over  answer all the questions.    1     21 22 23 24 25 26 27    from the list above, write down    (a) a square number,    answer(a)     [1]    (b) a multiple of 7,    answer(b)     [1]     (c) a factor of 66,   answer(c)     [1]    (d) a cube number,    answer(d)     [1]     (e) a prime number.   answer(e)     [1]        2 2 p + 3q = r    (a) find r when p = 3.1 and q = 2.5 .          answer(a)    r =     [2]    (b) find p when q = \u20131 and r = 4.            answer(b)    p =     [2]    (c) rearrange  2 p + 3q = r to make q the subject.                answer(c)    q =     [2]     ",
+            "4": "4  \u00a9 ucles 2014 0607/31/m/j/14  3  (a)    41, 37, 33, 29, 25, \u2026\u2026      find the next two terms in this sequence.        answer(a)    and     [2]     (b) find 60.    give your answer correct to 1 decimal place.         answer(b)     [2]     (c) write 0.28 as a fraction in its simplest form.         answer(c)     [1]    (d) divide 504 in the ratio 7  : 2 .              answer(d)    :    [2]     (e) write the following numbers in order, starting with the smallest.    81 1.3 \u00d7 10\u20131 14% 0.11              answer(e)   ,    ,    ,     [2]    smallest               ",
+            "5": "5  \u00a9 ucles 2014 0607/31/m/j/14 [turn over  4  a dc nb m20\u00b0not to scale      abcd is a rectangle.    amn  and dcn  are straight lines and angle bam  = 20\u00b0.    find the size of    (a) angle amb ,        answer(a)     [1]    (b) angle mnc ,       answer(b)     [1]    (c) angle bmn .       answer(c)     [1]       ",
+            "6": "6  \u00a9 ucles 2014 0607/31/m/j/14  5 jeffrey has 30 packets of raisins.      the number of raisins in each packet is shown below.   39 38 41 40 38 39 37 42 38 38  39 41 41 40 39 38 37 43 38 39  40 40 39 38 41 38 42 43 39 37     (a) complete the frequency table.    number of raisins frequency  37 3  38   39   40 4  41   42   43 2      [2]    (b) complete the bar chart to show this information.    10 9 8765432 1 0 frequency number of raisins in a packet37 38 39 40 41 42 43         [2]     ",
+            "7": "7  \u00a9 ucles 2014 0607/31/m/j/14 [turn over   (c) find      (i) the range,   answer(c) (i)     [1]    (ii) the mode,     answer(c) (ii)     [1]    (iii) the median,    answer(c) (iii)     [1]     (iv) the mean.    answer(c) (iv)     [1]    (d) jeffrey opens one packet at random.      find the probability that there are more than 40 raisins in this packet.        answer(d)      [1]       ",
+            "8": "8  \u00a9 ucles 2014 0607/31/m/j/14  6 rana gives surfing lessons.   she charges $50 per hour.    (a) rana works 35 hours each week.      calculate how much she earns each week.        answer(a)    $     [1]    (b) rana spends $1300 each week.      find how much she has left each week.        answer(b)    $     [1]    (c) rana gives 10% of the money she has left to charity and saves the remainder.     (i) calculate the amount that rana gives to charity each week.           answer(c) (i)  $     [2]     (ii) calculate  the amount that rana saves each week.         answer(c) (ii)  $     [1]    (d) rana has 6 weeks holiday each year.     she does not earn any money during her holiday.     find the amount of money that rana saves in a year (52 weeks).            answer(d)    $     [2]      ",
+            "9": "9  \u00a9 ucles 2014 0607/31/m/j/14 [turn over  7 max has a die with faces numbered 1 to 6.   he rolls the die 120 times.   the pie chart shows the results.   5 6 1 234x\u00b030\u00b0 30\u00b0 30\u00b060\u00b0not to scale      (a) find the value of x.            answer(a)   x =     [1]    (b) find the number of times that max rolled a 4.            answer(b)      [2]    (c) is the die biased? give a reason for your answer.    answer(c)     because       [2]       ",
+            "10": "10  \u00a9 ucles 2014 0607/31/m/j/14  8         the scatter diagram shows the age, in years, and number of heart beats per minute of 20 people.     (a) describe the type of correlation.    answer(a)      [1]    (b) the mean age of the twenty people is 42 and the mean number of heart beats per minute is 80.     plot this point on the scatter diagram. [1]     (c) draw the line of best fit by eye. [2]    (d) heidi is 28 years old.      estimate heidi\u2019s number of heart beats per minute.          answer(d)      [1]      100 90 8070605040302010 10 20 30 40 age (years)50 60 70 800heart beats per minute",
+            "11": "11  \u00a9 ucles 2014 0607/31/m/j/14 [turn over  9 the distance between mumbai and ahmedabad is 494 kilometres.     (a) an express train takes 6.5 hours for the journey.     find the average speed of the train in kilometres per hour.          answer(a)     km/h [1]    (b) a slow train travels at an average speed of 45 kilometres per hour.      find the time that this train takes to travel the 494 kilometres.    give your answer correct to the nearest minute.            answer(b)     h    min [2]       10 marcina has a box containing 20 mathematical shapes.   s is the set of shapes with equal sides.   a is the set of shapes with equal angles.   n( s) = 8, n( a) = 7 and n( s \u2229 a) = 3.     (a) complete the venn diagram.    u sa       [2]    (b) write down the number of shapes that do not have equal sides or equal angles.      answer(b)      [2]     (c) write down the mathematical name for a shape that could be in the set s \u2229 a.       answer(c)      [1]     (d) shade the region a \u2229 s\u2032. [1]     ",
+            "12": "12  \u00a9 ucles 2014 0607/31/m/j/14  11 the cost of a dress is $ d.   the cost of a pair of shoes is $ s.     adel buys 2 dresses and 4 pairs of shoes for $1100.   so, 2 d + 4s = 1100.    (a) carey buys 5 dresses and 4 pairs of shoes for $1850.     write this as an equation in terms of d and s.           answer(a)      [1]     (b) solve the equations to find the cost of one dress and the cost of one pair of shoes.                                       answer(b)  dress   $               pair of shoes   $     [2]     ",
+            "13": "13  \u00a9 ucles 2014 0607/31/m/j/14 [turn over  12  k ljnot to scale 11 m6 m      (a) find the length jk.                     answer(a)     m [2]    (b) use trigonometry to calculate angle kjl.                         answer(b)      [2]      ",
+            "14": "14  \u00a9 ucles 2014 0607/31/m/j/14  13   18 mm 40 mm30 mm 80 mmnot to scale      a gold bar is in the shape of a prism.  the cross-section is a trapezium.      (a) find the area of the cross-section of the gold bar.            answer(a)     mm2 [3]     (b) find the total surface area of the gold bar.                 answer(b)     mm2 [5]     (c) find the volume of the gold bar.       answer(c)     mm3 [1]     (d) write your answer to part (c) in cm3.     answer(d)     cm3 [1]     (e) the gold bar is melted and made into a cylinder with radius 2  cm.     calculate the height of this cylinder.          answer(e)     cm [2]   ",
+            "15": "15  \u00a9 ucles 2014 0607/31/m/j/14 [turn over  14  a bto r12 cm8 cmnot to scale      the diagram shows a circle, centre o, radius 8  cm.   chord rt is 12  cm and atb is a tangent to the circle at t.    (a) use trigonometry to calculate angle rot.                   answer(a)      [3]    (b) find angle rtb.                 answer(b)      [2]     (c) calculate the length of arc rt.             answer(c)     cm [2]      question 15 is printed on the next page. ",
+            "16": "16    permission to reproduce items where thir d-party owned material protected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the p ublisher (ucles) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the  publisher will be pleased to make amends at the earliest possible opportunity.    cambridge international examinations is part of the cambridge assess ment group. cambridge assessment is the brand name of unive rsity of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge.    \u00a9 ucles 2014 0607/31/m/j/14  15  y x 4 \u20134 \u201339 0        )1 (3)f(2 \u2212+=xxx      (a) on the diagram, sketch the graph of  y = f(x)  between x = \u20134 and x = 4. [4]    (b) find the co-ordinates of the local minimum point.      answer(b)  (    ,    ) [1]    (c) write down the equation of the vertical asymptote.      answer(c)      [1]    (d) write down the range of f( x) for x < 1.      answer(d)      [2]    (e) g(x) = 4 x + 1    on the diagram, sketch the graph of y = g( x). [2]    (f) find the x co-ordinates of the points of intersection of y = f(x) and y = g( x).      answer (f) x =               x  =     [2]   "
+        },
+        "0607_s14_qp_32.pdf": {
+            "1": "    this document consists of 16 printed pages.  ib14 06_0607_32/3rp  \u00a9 ucles 2014 [turn over       *6364749909* cambridge international examinations  cambridge international general certificate of secondary education       cambridge international mathematics 0607/32     paper 3 (core)  may/june 2014     1 hour  45 minutes    candidates answer on the question paper.    additional materials: geometrical instruments   graphics calculator      read these instructions first    write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen.  do not use staples, paper clips, glue or correction fluid.  you may use an hb pencil for any diagrams or graphs. do not  write in any barcodes.   answer all the questions.  unless instructed otherwise, give your answers exactly or correct to three significant figures as appropriate.  answers in degrees should be given to one decimal place.  for \u03c0, use your calculator value.  you must show all the relevant working to gain full marks and you will be given marks for correct methods,  including sketches, even if your answer is incorrect.  the number of marks is given in brackets [  ] at the end of each question or part question.  the total number of marks for this paper is 96.   ",
+            "2": "2  \u00a9 ucles 2014 0607/32/m/j/14  formula list   area, a, of triangle, base b, height h. a = 1 2bh  area, a, of circle, radius r. a = \u03c0r2  circumference, c, of circle, radius r. c = 2\u03c0r  curved surface area, a, of cylinder of radius r, height h. a = 2\u03c0rh  curved surface area, a, of cone of radius r, sloping edge l. a = \u03c0rl  curved surface area, a, of sphere of radius r. a = 4\u03c0r2  volume, v, of prism, cross-sectional area a, length l. v =al  volume, v, of pyramid, base area a, height h. v= 1 3ah  volume, v, of cylinder of radius r, height h. v = \u03c0r2h  volume, v, of cone of radius r, height h. v = 1 3\u03c0r2h  volume, v, of sphere of radius r. v = 4 3\u03c0r3 ",
+            "3": "3  \u00a9 ucles 2014 0607/32/m/j/14 [turn over  answer all the questions.    1 (a) round 245 to the nearest hundred.     answer(a)     [1]     (b) write down a square number between 40 and 60.       answer(b)     [1]     (c) write 0.01 as a percentage.        answe r(c)     [1]    (d) write down all the factors of 18.        answer(d)     [2]    (e) write down the lowest common multiple of 8 and 12.         answer(e)     [1]     (f) write 2114 as a fraction in its lowest terms.       answer(f)     [1]    (g) work out 35% of 48.            answer(g)     [2]    (h) write down a prime number between 10 and 20.       answer(h)     [1]      ",
+            "4": "4  \u00a9 ucles 2014 0607/32/m/j/14  2  ab c     (a) write down the mathematical name of shape a, shape b and shape c.     answer(a)    a              b             c     [3]    (b) on each shape, draw any lines of symmetry. [3]    (c) for each shape, write down the order of rotational symmetry.      answer(c)    a              b             c     [3]     ",
+            "5": "5  \u00a9 ucles 2014 0607/32/m/j/14 [turn over  3 (a)  q\u00b0p\u00b0 r\u00b0 s\u00b058\u00b0 39\u00b0not to scale       three straight lines cross at a point.    find the values of p, q, r and s.         answer(a)    p  =             q =             r =              s =     [4]    (b)    d \u00b0e\u00b0 c\u00b0 114\u00b0not to scale       a straight line intersects three parallel lines.      find the values of c, d and e.     answer(b)  c  =             d =             e =     [3]   ",
+            "6": "6  \u00a9 ucles 2014 0607/32/m/j/14  4 (a) find the value of  3p \u2013 2q when p = 1.5 and q = \u20131.2 .            answer(a)     [2]    (b) solve the equation.          3x = 6             answer(b)   x  =     [1]    (c) solve the simultaneous equations.       x \u2013 y = 10      2 x + y = 2                                answer(c)  x  =            y =    [2]         ",
+            "7": "7  \u00a9 ucles 2014 0607/32/m/j/14 [turn over  5  py x8 7654321 \u20131\u20132\u20133\u20134\u20135\u20136\u20137 \u20138\u20136 \u20135 \u20138\u2013 7 \u2013 4\u2013 3\u2013 2\u2013 1 2 3 1 0 45678       the diagram shows a kite, p.     (a) reflect p in the x-axis. label the image a. [1]      (b) rotate p through 90 \u00b0 anticlockwise about the origin. label the image b. [2]      (c) translate p by the vector  \uf8f7\uf8f7 \uf8f8\uf8f6 \uf8ec\uf8ec \uf8ed\uf8eb \u2212\u2212 76. label the image c. [2]        ",
+            "8": "8  \u00a9 ucles 2014 0607/32/m/j/14  6 jin owns a chinese restaurant.   the table shows the number of orders in one day for rice and noodles.     cost ($) number of  orders  plain rice 1.60 20  fried rice 1.75 35  noodles 1.60 25  chinese noodles 1.85 15    (a) write down the ratio   20  :  35  :  25  :  15   in its simplest form.          answer(a)    :    :    :     [2]     (b) the table shows the cost of rice and noodles.      calculate the total income from the orders of rice and noodles.              answer(b)   $     [3]    (c) the total income for that day was $1500.      work out the income from the rice and noodles as a percentage of the total income.            answer(c)    % [1]        ",
+            "9": "9  \u00a9 ucles 2014 0607/32/m/j/14 [turn over  7 ibrahim ran 12  km for charity.   for each kilometre he received $8.25 .    (a) find how much money ibrahim raised for charity.           answer(a)   $     [1]    (b) ibrahim took 90 minutes to run the 12  km.    find his speed in kilometres per hour.                answer(b)     km/h [2]      8 these are the first four numbers in a sequence.    12 19 26 33    (a) write down the next two numbers in this sequence.              answer(a)     ,    [2]    (b) find the nth term of this sequence.                     answer(b)      [2]       ",
+            "10": "10  \u00a9 ucles 2014 0607/32/m/j/14  9 ren\u00e9 has 6 oranges and 5 plums in a bag.   he picks out a fruit at random and eats it.    (a) find the probability that the fruit is an orange.               answer(a)      [1]     (b) ren\u00e9 picks out a second fruit at random and eats it.      complete the tree diagram.   orangefirst fruit second fruit plumorange plum plumorange          [3]     (c) find the probability that ren\u00e9 eats two oranges.                          answer(c)      [2]        ",
+            "11": "11  \u00a9 ucles 2014 0607/32/m/j/14 [turn over  10   y x10 \u201312\u20132 40        f( x) = 2 x2 \u2013 5x \u2013 8     (a) on the diagram, sketch the graph of y = f(x) between x = \u20132 and x = 4 . [2]     (b) find the zeros of f( x).           answer(b)      ,    [2]    (c) find the co-ordinates of the local minimum point.       answer(c)     (    ,    ) [2]    (d) g(x) = \u20132 x \u2013 3      on the diagram, sketch the graph of y = g( x). [2]     (e) solve f( x) = g( x).      answer(e)  x =    or x =     [2]     ",
+            "12": "12  \u00a9 ucles 2014 0607/32/m/j/14  11  15 cm 15 cm 18 cm 18  cm 18 cmnot to scale      the diagram shows the front of a bird box.  a circular hole of radius 2.1  cm is cut out from the front.    show that the area of the front is 418  cm2, correct to 3 significant figures.                                              [6]     ",
+            "13": "13  \u00a9 ucles 2014 0607/32/m/j/14 [turn over  12 (a) ayako invests $50  000 at a rate of 3.4% per year simple interest.      calculate the total amount that ayako has at the end of 6 years.          answer(a)   $     [3]    (b)  mayumi invests $48  000 at a rate of 3.25% per year compound interest.     calculate the total amount that mayumi has at the end of 6 years.   give your answer correct to the nearest dollar.          answer(b)   $     [3]       13  u soccer tennis      seven children,  a, b, c, d, e, f and g, are asked whether they play soccer or tennis.   a, e and g play soccer.   a, b and c play tennis.    d and f do not play soccer or tennis.    (a) complete the venn diagram. [2]      (b) one of the children is chosen at random.     find the probability that     (i) the child plays both soccer and tennis,       answer(b) (i)     [1]    (ii) the child does not play  soccer or tennis.      answer(b) (ii)     [1]     ",
+            "14": "14  \u00a9 ucles 2014 0607/32/m/j/14  14 the frequency table shows the masses, in kilograms, of 30 dogs.    mass ( x kg) frequency  0 < x y 10 6  10 < x y 20 8  20 < x y 30 7  30 < x y 40 6  40 < x y 50 3     (a) write down the mid-value of the interval 0 < x y 10 .     answer(a)      [1]     (b) calculate an estimate of the mean mass of the 30 dogs.         answer(b)     kg [2]    (c) complete the cumulative frequency table.     mass ( x kg) cumulative  frequency  x y 10 6  x y 20   x y 30   x y 40   x y 50 30      [1]    ",
+            "15": "15  \u00a9 ucles 2014 0607/32/m/j/14 [turn over   (d) use your answer to part (c)  to complete the cumulative frequency curve.    30 252015 10 5 10 20 mass (kg)30 40 500xcumulative frequency       [3]   (e) use your graph to find     (i) the median,   answer(e) (i)    kg [1]    (ii) the lower quartile,      answer(e) (ii)    kg [1]    (iii) the upper quartile.      answer(e) (iii)    kg [1]      question 15 is printed on the next page. ",
+            "16": "16    permission to reproduce items where thir d-party owned material protected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holder s, but if any items requiring clearance have unwittingly been included, the  publisher will be pleased to make amends at the earliest possible opportunity.    cambridge international examinations is part of the cambridge a ssessment group. cambridge assessment is the brand name of unive rsity of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge.    \u00a9 ucles 2014 0607/32/m/j/14  15  y x3 21 \u20131\u20132\u20133\u20134\u20135\u201360 \u2013 1 12345 \u20132 \u20133 \u20134 \u20135      (a) plot and label the points a(\u20131, \u20135) and b(3, 1). [2]     (b) find the gradient of ab.        answer(b)      [2]    (c) find the equation of the line parallel to ab passing through the point (0, 0).                  answer(c)      [1]       "
+        },
+        "0607_s14_qp_33.pdf": {
+            "1": "    this document consists of 16 printed pages.  ib14 06_0607_33/fp  \u00a9 ucles 2014 [turn over       *0284932901* cambridge international examinations  cambridge international general certificate of secondary education       cambridge international mathematics 0607/33     paper 3 (core)  may/june 2014     1 hour  45 minutes    candidates answer on the question paper.    additional materials: geometrical instruments   graphics calculator      read these instructions first    write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen.  do not use staples, paper clips, glue or correction fluid.  you may use an hb pencil for any diagrams or graphs. do not  write in any barcodes.   answer all the questions.  unless instructed otherwise, give your answers exactly or correct to three significant figures as appropriate.  answers in degrees should be given to one decimal place.  for \u03c0, use your calculator value.  you must show all the relevant working to gain full marks and you will be given marks for correct methods,  including sketches, even if your answer is incorrect.  the number of marks is given in brackets [  ] at the end of each question or part question.  the total number of marks for this paper is 96.   ",
+            "2": "2  \u00a9 ucles 2014 0607/33/m/j/14  formula list   area, a, of triangle, base b, height h. a = 1 2bh  area, a, of circle, radius r. a = \u03c0r2  circumference, c, of circle, radius r. c = 2\u03c0r  curved surface area, a, of cylinder of radius r, height h. a = 2\u03c0rh  curved surface area, a, of cone of radius r, sloping edge l. a = \u03c0rl  curved surface area, a, of sphere of radius r. a = 4\u03c0r2  volume, v, of prism, cross-sectional area a, length l. v =al  volume, v, of pyramid, base area a, height h. v= 1 3ah  volume, v, of cylinder of radius r, height h. v = \u03c0r2h  volume, v, of cone of radius r, height h. v = 1 3\u03c0r2h  volume, v, of sphere of radius r. v = 4 3\u03c0r3 ",
+            "3": "3  \u00a9 ucles 2014 0607/33/m/j/14 [turn over  answer all the questions.    1     21 22 23 24 25 26 27    from the list above, write down    (a) a square number,    answer(a)     [1]    (b) a multiple of 7,    answer(b)     [1]     (c) a factor of 66,   answer(c)     [1]    (d) a cube number,    answer(d)     [1]     (e) a prime number.   answer(e)     [1]        2 2 p + 3q = r    (a) find r when p = 3.1 and q = 2.5 .          answer(a)    r =     [2]    (b) find p when q = \u20131 and r = 4.            answer(b)    p =     [2]    (c) rearrange  2 p + 3q = r to make q the subject.                answer(c)    q =     [2]     ",
+            "4": "4  \u00a9 ucles 2014 0607/33/m/j/14  3 (a)    41, 37, 33, 29, 25, \u2026\u2026      find the next two terms in this sequence.        answer(a)    and     [2]     (b) find 60.    give your answer correct to 1 decimal place.         answer (b)     [2]     (c) write 0.28 as a fraction in its simplest form.         answer(c)     [1]    (d) divide 504 in the ratio 7  : 2 .              answer(d)    :    [2]     (e) write the following numbers in order, starting with the smallest.    81 1.3 \u00d7 10\u20131 14% 0.11              answer(e)   ,    ,    ,     [2]    smallest               ",
+            "5": "5  \u00a9 ucles 2014 0607/33/m/j/14 [turn over  4  a dc nb m20\u00b0not to scale      abcd is a rectangle.    amn  and dcn  are straight lines and angle bam  = 20\u00b0.    find the size of    (a) angle amb ,        answer(a)     [1]    (b) angle mnc ,       answer(b)     [1]    (c) angle bmn .       answer(c)     [1]       ",
+            "6": "6  \u00a9 ucles 2014 0607/33/m/j/14  5 jeffrey has 30 packets of raisins.      the number of raisins in each packet is shown below.   39 38 41 40 38 39 37 42 38 38  39 41 41 40 39 38 37 43 38 39  40 40 39 38 41 38 42 43 39 37     (a) complete the frequency table.    number of raisins frequency  37 3  38   39   40 4  41   42   43 2      [2]    (b) complete the bar chart to show this information.    10 9 8765432 1 0 frequency number of raisins in a packet37 38 39 40 41 42 43         [2]     ",
+            "7": "7  \u00a9 ucles 2014 0607/33/m/j/14 [turn over   (c) find      (i) the range,   answer(c) (i)     [1]    (ii) the mode,     answer(c) (ii)     [1]    (iii) the median,    answer(c) (iii)     [1]     (iv) the mean.    answer(c) (iv)     [1]    (d) jeffrey opens one packet at random.      find the probability that there are more than 40 raisins in this packet.        answer(d)      [1]       ",
+            "8": "8  \u00a9 ucles 2014 0607/33/m/j/14  6 rana gives surfing lessons.   she charges $50 per hour.    (a) rana works 35 hours each week.      calculate how much she earns each week.        answer(a)    $     [1]    (b) rana spends $1300 each week.      find how much she has left each week.        answer(b)    $     [1]    (c) rana gives 10% of the money she has left to charity and saves the remainder.     (i) calculate the amount that rana gives to charity each week.           answer(c) (i)  $     [2]     (ii) calculate  the amount that rana saves each week.         answer(c) (ii)  $     [1]    (d) rana has 6 weeks holiday each year.     she does not earn any money during her holiday.     find the amount of money that rana saves in a year (52 weeks).            answer(d)    $     [2]      ",
+            "9": "9  \u00a9 ucles 2014 0607/33/m/j/14 [turn over  7 max has a die with faces numbered 1 to 6.   he rolls the die 120 times.   the pie chart shows the results.   5 6 1 234x\u00b030\u00b0 30\u00b0 30\u00b060\u00b0not to scale      (a) find the value of x.            answer(a)   x =     [1]    (b) find the number of times that max rolled a 4.            answer(b)      [2]    (c) is the die biased? give a reason for your answer.    answer(c)     because       [2]       ",
+            "10": "10  \u00a9 ucles 2014 0607/33/m/j/14  8         the scatter diagram shows the age, in years, and number of heart beats per minute of 20 people.     (a) describe the type of correlation.    answer(a)      [1]    (b) the mean age of the twenty people is 42 and the mean number of heart beats per minute is 80.     plot this point on the scatter diagram. [1]     (c) draw the line of best fit by eye. [2]    (d) heidi is 28 years old.      estimate heidi\u2019s number of heart beats per minute.          answer(d)      [1]      100 90 8070605040302010 10 20 30 40 age (years)50 60 70 800heart beats per minute",
+            "11": "11  \u00a9 ucles 2014 0607/33/m/j/14 [turn over  9 the distance between mumbai and ahmedabad is 494 kilometres.     (a) an express train takes 6.5 hours for the journey.     find the average speed of the train in kilometres per hour.          answer(a)     km/h [1]    (b) a slow train travels at an average speed of 45 kilometres per hour.      find the time that this train takes to travel the 494 kilometres.    give your answer correct to the nearest minute.            answer(b)     h    min [2]       10 marcina has a box containing 20 mathematical shapes.   s is the set of shapes with equal sides.   a is the set of shapes with equal angles.   n( s) = 8, n( a) = 7 and n( s \u2229 a) = 3.     (a) complete the venn diagram.    u sa       [2]    (b) write down the number of shapes that do not have equal sides or equal angles.      answer(b)      [2]     (c) write down the mathematical name for a shape that could be in the set s \u2229 a.       answer(c)      [1]     (d) shade the region a \u2229 s\u2032. [1]     ",
+            "12": "12  \u00a9 ucles 2014 0607/33/m/j/14  11 the cost of a dress is $ d.   the cost of a pair of shoes is $ s.     adel buys 2 dresses and 4 pairs of shoes for $1100.   so, 2 d + 4s = 1100.    (a) carey buys 5 dresses and 4 pairs of shoes for $1850.     write this as an equation in terms of d and s.           answer(a)      [1]     (b) solve the equations to find the cost of one dress and the cost of one pair of shoes.                                       answer(b)  dress   $               pair of shoes   $     [2]     ",
+            "13": "13  \u00a9 ucles 2014 0607/33/m/j/14 [turn over  12  k ljnot to scale 11 m6 m      (a) find the length jk.                     answer(a)     m [2]    (b) use trigonometry to calculate angle kjl.                         answer(b)      [2]      ",
+            "14": "14  \u00a9 ucles 2014 0607/33/m/j/14  13   18 mm 40 mm30 mm 80 mmnot to scale      a gold bar is in the shape of a prism.  the cross-section is a trapezium.      (a) find the area of the cross-section of the gold bar.            answer(a)     mm2 [3]     (b) find the total surface area of the gold bar.                 answer(b)     mm2 [5]     (c) find the volume of the gold bar.       answer(c)     mm3 [1]     (d) write your answer to part (c) in cm3.     answer(d)     cm3 [1]     (e) the gold bar is melted and made into a cylinder with radius 2  cm.     calculate the height of this cylinder.          answer(e)     cm [2]   ",
+            "15": "15  \u00a9 ucles 2014 0607/33/m/j/14 [turn over  14  a bto r12 cm8 cmnot to scale      the diagram shows a circle, centre o, radius 8  cm.   chord rt is 12  cm and atb is a tangent to the circle at t.    (a) use trigonometry to calculate angle rot.                   answer(a)      [3]    (b) find angle rtb.                 answer(b)      [2]     (c) calculate the length of arc rt.             answer(c)     cm [2]      question 15 is printed on the next page. ",
+            "16": "16    permission to reproduce items where thir d-party owned material protected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the p ublisher (ucles) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the  publisher will be pleased to make amends at the earliest possible opportunity.    cambridge international examinations is part of the cambridge a ssessment group. cambridge assessment is the brand name of unive rsity of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge.    \u00a9 ucles 2014 0607/33/m/j/14  15  y x 4 \u20134 \u201339 0        )1 (3)f(2 \u2212+=xxx      (a) on the diagram, sketch the graph of  y = f(x)  between x = \u20134 and x = 4. [4]    (b) find the co-ordinates of the local minimum point.      answer(b)  (    ,    ) [1]    (c) write down the equation of the vertical asymptote.      answer(c)      [1]    (d) write down the range of f( x) for x < 1.      answer(d)      [2]    (e) g(x) = 4 x + 1    on the diagram, sketch the graph of y = g( x). [2]    (f) find the x co-ordinates of the points of intersection of y = f(x) and y = g( x).      answer(f)  x =               x  =     [2]   "
+        },
+        "0607_s14_qp_41.pdf": {
+            "1": "    this document consists of 22 printed pages and 2 blank pages.  ib14 06_0607_41/5rp  \u00a9 ucles 2014 [turn over       *7508068777* cambridge international examinations  cambridge international general certificate of secondary education       cambridge international mathematics 0607/41     paper 4 (extended)  may/june 2014     2 hours 15 minutes    candidates answer on the question paper.    additional materials: geometrical instruments   graphics calculator      read these instructions first    write your centre number, candidate number and name on all the work you hand in.  write in dark blue or black pen. do not use staples, paper clips, glue or correction fluid.  you may use an hb pencil for any diagrams or graphs.  do not  write in any barcodes.    answer all the questions.  unless instructed otherwise, give your answers exactly or correct to three significant figures as appropriate.  answers in degrees should be given to one decimal place.  for \u03c0, use your calculator value.  you must show all the relevant working to gain full marks and you will be given marks for correct methods,  including sketches, even if your answer is incorrect.  the number of marks is given in brackets [  ] at the end of each question or part question.  the total number of marks for this paper is 120.   ",
+            "2": "2  \u00a9 ucles 2014 0607/41/m/j/14  formula list   for the equation ax2 + bx + c = 0 x =2_\u00b1 4 2_ bb a c a  curved surface area, a, of cylinder of radius r, height h. a = 2\u03c0rh  curved surface area, a, of cone of radius r, sloping edge l. a = \u03c0rl  curved surface area, a, of sphere of radius r. a = 4\u03c0r2  volume, v, of pyramid, base area a, height h. v= 1 3ah  volume, v, of cylinder of radius r, height h. v = \u03c0r2h  volume, v, of cone of radius r, height h. v = 1 3\u03c0r2h  volume, v, of sphere of radius r. v = 4 3\u03c0r3   ==sin sin sin abc ab c   a2 = b2 + c2 \u2013 2bc cos a   area = 1 2bc sin a       a a b cb c",
+            "3": "3  \u00a9 ucles 2014 0607/41/m/j/14 [turn over  answer all the questions.    1 you may use these axes to help you answer this question.    0y x      the transformation p is a rotation of 90 \u00b0 clockwise about the origin.   the transformation q is a reflection in the line y = \u2013x.      (a) find the co-ordinates of the image of the point (4, 1) under the transformation p.        answer(a)  (    ,    ) [1]    (b) find the co-ordinates of the image of the point (4, 1) under the transformation q.         answer(b)  (    ,    ) [1]     (c) find the co-ordinates of the image of the point ( x, y) under the transformation p followed by the  transformation q.        answer(c)  (    ,    ) [2]    (d) describe fully the single transformation equivalent to p followed by q.    answer(d)        [2]       ",
+            "4": "4  \u00a9 ucles 2014 0607/41/m/j/14  2 the points a(3, 4), b(9, 2) and c(6, 7) are shown on the diagram below.     2 4 6 8 10 12 14 1610 8 642 0y xa bc      (a) write  as a column vector.        answer(a) \uf8f7\uf8f7\uf8f7 \uf8f8\uf8f6 \uf8ec\uf8ec\uf8ec \uf8ed\uf8eb    [1]     (b) find the gradient of the line ab.           answer(b)     [1]    (c) find the equation of the line ab.    give your answer in the form y = mx + c.                  answer(c)   y  =     [2] ",
+            "5": "5  \u00a9 ucles 2014 0607/41/m/j/14 [turn over   (d) c is the midpoint of am.      find the co-ordinates of m.                   answer(d)  (    ,    ) [2]    (e) the point n is such that abnm is a parallelogram.      find the co-ordinates of n.                           answer(e)  (    ,    ) [2]    (f) find the length bm.                      answer(f)      [1]      ",
+            "6": "6  \u00a9 ucles 2014 0607/41/m/j/14  3  a bc e dnot to scale      in the diagram, bc is parallel to de and ba is parallel to dc.    ace  is a straight line.   bc = 3.5  cm, de = 6.5  cm and ae = 12  cm.     (a) complete the statement.      triangle dec  is similar to triangle     [1]    (b) calculate the length ac.                    answer(b)     cm [3]   ",
+            "7": "7  \u00a9 ucles 2014 0607/41/m/j/14 [turn over   (c) the area of triangle abc  is 7  cm2.      calculate the area of triangle  cde.                                            answer(c)     cm2 [2]      ",
+            "8": "8  \u00a9 ucles 2014 0607/41/m/j/14  4  north b ac d39\u00b06.37  km 4.23  km 7.42  kmnot to scale      the diagram shows four points a, b, c  and d.   b is due north of a and c is due east of a.   ac  = 4.23  km, ad = 7.42  km, bc = 6.37  km and angle cad  = 39 \u00b0.    (a) find the bearing of      (i) d from a,        answer(a) (i)     [1]    (ii) a from d.                   answer(a) (ii)     [1]   ",
+            "9": "9  \u00a9 ucles 2014 0607/41/m/j/14 [turn over   (b) calculate angle abc .                  answer(b)      [2]     (c) calculate cd.                     answer(c)     km [3]    (d) angle acd  is obtuse.      find the bearing of d from c.                                    answer(d)      [4]     ",
+            "10": "10  \u00a9 ucles 2014 0607/41/m/j/14  5 (a) solve the equation.        3log2 \u2013 2log3 + log x = 3log4                     answer (a)   x  =     [3]     (b) solve the simultaneous equations.       5 x \u2013 4y = 1      4 x \u2013 5y = 8                                           answer(b)  x =               y  =     [4]       ",
+            "11": "11  \u00a9 ucles 2014 0607/41/m/j/14 [turn over  6  0\u20132 \u20131010 2y x      (a) on the diagram, sketch the graph of y = f(x), where        f( x) = |4 x2 \u2013 9|     between x = \u20132 and x = 2 . [2]     (b) write down the x co-ordinates where the curve meets the x-axis.     answer(b)   x  =    or x =     [1]    (c) the line y = 3x \u2013 2 intersects the curve y = |4x 2 \u2013 9| twice.       find the y co-ordinates of the points of intersection.       answer(c)   y  =    or y =     [2]    (d) (i) find the value of k when the line y = k meets the curve y = |4x 2 \u2013 9| three times.       answer(d) (i)     [1]    (ii) find the range of values of k when the line y = k meets the curve y = |4x 2 \u2013 9| four times.       answe r(d)(ii)     [2]     ",
+            "12": "12  \u00a9 ucles 2014 0607/41/m/j/14  7 a library allows each member to have up to 10 books on loan.     the table shows the number of books currently on loan to a random sample of 75 members.   number of books on loan 0 1 2 3 4, 5 or 6 7 8 or 9 10  number of members 7 4 20 14 10 8 8 4    (a) write down the mode.      answer(a)      [1]    (b) work out the range.       answer(b)      [1]    (c) find the median.        answer(c)      [1]     (d) find the interquartile range.        answer(d)      [2]    (e) calculate an estimate of the mean.             answer(e)      [2]    (f) two members are chosen at random.    find the probability that they both have at least seven books on loan.               answer(f)      [2]      ",
+            "13": "13  \u00a9 ucles 2014 0607/41/m/j/14 [turn over  8 the venn diagram shows the sets a, b and c.    u ab c       u = {25, 26, 27, 28, 29, 30, 31, 32, 33, 34, 35, 36}    a = {prime numbers}    b = {square numbers}    c = {multiples of 4}     (a) list the elements of set a.   answer(a)      [1]     (b) write all the elements of u in the correct parts of the venn diagram above. [3]     (c) list the elements of ( a \u222a c)'.         answer(c)      [1]     (d) find  n(( a \u222a c)  \u2229 b' ).           answer(d)      [1]       ",
+            "14": "14  \u00a9 ucles 2014 0607/41/m/j/14  9 (a)  find the next term and the nth term in each of the following sequences.     (i) 1, 8, 27, 64, 125, \u2026..             answer(a) (i) next term =              n th term =     [2]    (ii) 4, 10, 18, 28, 40, \u2026..                    answer(a) (ii) next term =              n th term =     [3]    (b) use your results to part (a) , to find the next term and the nth term in the following sequence.     6, 19, 46, 93, 166, \u2026..              answer(b)  next term =              n th term =     [3]     ",
+            "15": "15  \u00a9 ucles 2014 0607/41/m/j/14 [turn over  10 paulo bought a car on january 1st 2010.   by january 1st 2011 the value of the car had reduced by 20%.   by january 1st 2012 the value of the car had reduced by a further 15%.  the value of the car on january 1st 2012 was $18  700.     (a) find how much paulo paid for the car.                                 answer(a)    $     [3]    (b)  the value of the car reduces by 15% every year from 2012.     find the year in which the value of the car will first be below 25% of the price paulo paid in 2010.                                    answer(b)      [3]     ",
+            "16": "16  \u00a9 ucles 2014 0607/41/m/j/14  11  not to scale      the diagram shows the top of a circular cake of diameter  30  cm.   the cake is cut into 16 pieces as shown in the diagram.    (a) (i) the top of each of the 16 pieces of cake has the same area.       find the area of one of the pieces in square centimetres.                  answer(a) (i)    cm2 [2]     (ii) write your answer to part (a)(i)  in square metres.       answer(a) (ii)    m2 [1]    (iii) show that the radius of the inner circle is 7.5  cm.                              [2]   ",
+            "17": "17  \u00a9 ucles 2014 0607/41/m/j/14 [turn over   (b) the diagram shows the top of one of the outer pieces of cake.    not to scale      (i) calculate the perimeter of the top of this piece of cake.                        answer(b) (i)    cm [3]     (ii) the depth of the cake is 8  cm.      calculate the total surface area of this piece of cake.                                           answer(b) (ii)    cm2 [3]   ",
+            "18": "18  \u00a9 ucles 2014 0607/41/m/j/14  12 laura is putting fencing around two flower beds.   she uses 60  m of fencing.   one of the flower beds is a rectangle and the other is a square.    xynot to scale      the length of the rectangle is five times its width, x metres.   the length of a side of the square is y metres.    (a) find and simplify an expression for y in terms of x.                         answer(a)      [2]    (b) the area of the rectangle is equal to the area of the square.     (i) write down a quadratic equation, in terms of x, and show that it simplifies to     4x 2 \u2013 90 x + 225 = 0.                                  [2]   ",
+            "19": "19  \u00a9 ucles 2014 0607/41/m/j/14 [turn over   (ii) solve the equation   4 x2 \u2013 90 x + 225 = 0.     give your answers correct to 3 significant figures.                                   answer(b) (ii)  x =    or x =     [3]     (iii) write down the width of the rectangle, giving a reason for your choice of values of x.    answer(b) (iii)   x =    because       [1]     (iv) calculate the total area of the flower beds.                                  answer(b) (iv)    m2 [2]     ",
+            "20": "20  \u00a9 ucles 2014 0607/41/m/j/14  13 laura sprays insecticide on the flowers in her flower beds.   the insecticide spray is made by dissolving pellets in water.   she measures the time taken, y minutes, to dissolve a pellet in water at different temperatures, x\u00b0c.    her results are shown in the table.    temperature, x\u00b0c 15 18 21 24 27 30 33 36 39 42 45  time, y minutes 5.1 4.9 4.5 4.0 3.2 2.8 2.4 2.1 1.8 1.6 1.1    (a) (i) complete the scatter diagram.     the first four points have been plotted for you.    6 543 2 1 61 2 1 8 2 4 temperature (\u00b0c)30 36 42 480y xtime (minutes)       [3]     (ii) describe the type of correlation shown by the scatter diagram.       answer(a) (ii)     [1]    ",
+            "21": "21  \u00a9 ucles 2014 0607/41/m/j/14 [turn over   (b) find     (i) the mean temperature,         answer(b) (i)    \u00b0c [1]    (ii) the mean time.         answer(b) (ii)    min [1]    (c) (i)  find the equation of the regression line in the form y = mx + c.           answer(c) (i)   y =     [2]    (ii) the value for m represents a connection between time and temperature.     describe this connection.    answer(c) (ii)       [1]    (iii) use your answer to part (c)(i)  to estimate the time taken for a pellet to dissolve when the  temperature is 25 \u00b0c.                answer(c) (iii)    min [1]     ",
+            "22": "22  \u00a9 ucles 2014 0607/41/m/j/14  14  y x4 0 \u20134\u20135 5      (a) (i)  on the diagram, sketch the graph of y = f(x), where        f( x) = 3 222 \u2212\u2212x xx     between  x = \u20135 and x = 5. [4]     (ii) write down the equations of the three asymptotes of the graph.     answer(a) (ii)    ,   ,    [3]    (iii) write down the co-ordinates of the local maximum point of the graph.       answer(a) (iii) (    ,    ) [1]    (iv) write down the co-ordinates of the local minimum point of the graph.        answer(a) (iv) (    ,    ) [2]     (b) solve the inequality     3 222 \u2212\u2212x xx > 3.              answer(b)      [3]     ",
+            "23": "23  \u00a9 ucles 2014 0607/41/m/j/14  blank page",
+            "24": "24    permission to reproduce items where third -party owned material protected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to t race copyright holders, but if any items requiring clearance have unwittingly been included, the  publisher will be pleased to make amends at the earliest possible opportunity.   cambridge international examinations is part of the cambridge asse ssment group. cambridge assessment is the brand name of unive rsity of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge.   \u00a9 ucles 2014 0607/41/m/j/14  blank page  "
+        },
+        "0607_s14_qp_42.pdf": {
+            "1": "    this document consists of 19 printed pages and 1 blank page.  ib14 06_0607_42/6rp  \u00a9 ucles 2014 [turn over       *6941565017* cambridge international examinations  cambridge international general certificate of secondary education       cambridge international mathematics 0607/42     paper 4 (extended)  may/june 2014     2 hours 15 minutes    candidates answer on the question paper.    additional materials: geometrical instruments   graphics calculator      read these instructions first    write your centre number, candidate number and name on all the work you hand in.  write in dark blue or black pen. do not use staples, paper clips, glue or correction fluid.  you may use an hb pencil for any diagrams or graphs.  do not  write in any barcodes.    answer all the questions.  unless instructed otherwise, give your answers exactly or correct to three significant figures as appropriate.  answers in degrees should be given to one decimal place.  for \u03c0, use your calculator value.  you must show all the relevant working to gain full marks and you will be given marks for correct methods,  including sketches, even if your answer is incorrect.  the number of marks is given in brackets [  ] at the end of each question or part question.  the total number of marks for this paper is 120.   ",
+            "2": "2  \u00a9 ucles 2014 0607/42/m/j/14  formula list   for the equation ax2 + bx + c = 0 x =2_\u00b1 4 2_ bb a c a  curved surface area, a, of cylinder of radius r, height h. a = 2\u03c0rh  curved surface area, a, of cone of radius r, sloping edge l. a = \u03c0rl  curved surface area, a, of sphere of radius r. a = 4\u03c0r2  volume, v, of pyramid, base area a, height h. v= 1 3ah  volume, v, of cylinder of radius r, height h. v = \u03c0r2h  volume, v, of cone of radius r, height h. v = 1 3\u03c0r2h  volume, v, of sphere of radius r. v = 4 3\u03c0r3   ==sin sin sin abc ab c   a2 = b2 + c2 \u2013 2bc cos a   area = 1 2bc sin a       a a b cb c",
+            "3": "3  \u00a9 ucles 2014 0607/42/m/j/14 [turn over  answer all the questions.    1 in one country the population of starlings reduced by 5% per year from 1980 to 2010.   on 1st january 2000 the population was 8.5 million.    (a) write 8.5 million in standard form.       answer(a)     [1]     (b) calculate the population on 1st january 2010.    give your answer correct to 2 significant figures.                       answer(b)     [2]     (c) calculate the population on 1st january 1980.    give your answer correct to 3 significant figures.             answer(c)     [3]    (d)  calculate the percentage reduction  in the population from 1st january 1980 to 1st january 2010.               answer(d)    % [3]    (e) if the population of starlings continues to reduce at the same rate, find the year in which the population  will first be below 3  500  000.             answer(e)     [3]     ",
+            "4": "4  \u00a9 ucles 2014 0607/42/m/j/14  2  y x20 0 \u201315\u201315 15     f(x) = 10  cos  20x\u00b0  for   \u201315 y x y 15     (a) on the diagram, sketch the graph of   y = f(x) . [3]     (b) find the co-ordinates of the local maximum and the local minimum points.     answer(b)  (    ,    )           (    ,    )            (    ,    ) [3]     (c) on the same diagram, sketch the graph of y = g( x) where   g( x) = |  x + 2  |   for   \u201315 y x y 15. [1]     (d) solve  f( x) = g( x) .           answer(d)     [2]   ",
+            "5": "5  \u00a9 ucles 2014 0607/42/m/j/14 [turn over  3   ay x8 7654321 \u20131\u201320 \u2013 1 1234567 \u20132 \u20133 \u20134 \u20135 \u20136 \u20137      (a) translate triangle a by the vector   \uf8f7\uf8f7 \uf8f8\uf8f6 \uf8ec\uf8ec \uf8ed\uf8eb\u2212 24 . [2]     (b) describe fully the single transformation that is equivalent to a translation by the vector \uf8f7\uf8f7 \uf8f8\uf8f6 \uf8ec\uf8ec \uf8ed\uf8eb\u2212 24     followed by a rotation of 90 \u00b0 clockwise about (\u20132, 6).    answer(b)        [5]       ",
+            "6": "6  \u00a9 ucles 2014 0607/42/m/j/14  4  1.3 cm 3.5 cm 2.5 cmnot to scale      the diagram shows a brass object, used by builders, known as a plumb bob.  the plumb bob is made up of a hemisphere, a cylinder and a cone, each of radius 1.3  cm.   the height of the cylinder is 3.5  cm and the height of the cone is 2.5  cm.    (a) find the total volume of the plumb bob.                                answer(a)    cm3 [4]   ",
+            "7": "7  \u00a9 ucles 2014 0607/42/m/j/14 [turn over   (b) each cubic centimetre of brass weighs 8.4 grams.      calculate the total mass of the plumb bob.           answer(b)    g [1]    (c) a mathematically similar plumb bob is also made of brass.    its mass is twice the mass of the plumb bob shown in the diagram opposite.     calculate the total height of the larger plumb bob.                  answer(c)    cm [3]       ",
+            "8": "8  \u00a9 ucles 2014 0607/42/m/j/14  5 15 students each took a mathematics test and a physics test.   each test was marked out of 60.   these are their marks.   mathematics mark 25 30 39 47 45 58 42 60 49 32 52 35 55 27 35  physics mark 15 18 25 32 35 37 29 44 28 26 38 23 40 22 32    (a) complete the scatter diagram.     the first 10 points have been plotted for you.    60 504030 20 10 10 20 30 mathematics mark40 50 600physics mark       [2]     (b) what type of correlation is shown by the scatter diagram?       answer(b)      [1]   ",
+            "9": "9  \u00a9 ucles 2014 0607/42/m/j/14 [turn over   (c) (i)  calculate the mean of the mathematics marks.     answer(c) (i)     [1]     (ii) calculate the mean of the physics marks.     answer(c) (ii)     [1]     (d) find the equation of the regression line for the physics marks ( y) and the mathematics marks ( x).     write your answer in the form   y = mx + c.             answer(d)   y =     [2]    (e) find the value of y when x = 26.       answer(e)      [1]    (f) draw accurately the line of regression on the scatter diagram. [2]    (g) it was later decided that the physics test was too difficult.    the physics teacher added 12 marks to each of the physics marks.    write down the equation of the regression line for the new physics marks ( y) in terms of the  mathematics marks ( x).         answer(g)   y =     [1]      ",
+            "10": "10  \u00a9 ucles 2014 0607/42/m/j/14  6 the equation of the straight line l is    5 y + 2x + 20 = 0.     (a) find the gradient of the line l.               answer(a)      [1]     (b) find the co-ordinates of the point where the line l crosses the y-axis.                 answer(b)  (    ,    ) [1]     (c)  find the equation of the line, perpendicular to l, which passes through the point (2, 3).    give your answer in the form y = mx  + c .                            answer(c)  y =     [3]       ",
+            "11": "11  \u00a9 ucles 2014 0607/42/m/j/14 [turn over  7  u b c 11      in a school, biology ( b) and chemistry ( c) are two of the optional subjects.   the venn diagram represents the choices of 40 students.    n( b) = 25 and n( c) = 17.    11 students study neither biology nor chemistry.     (a)  complete the venn diagram. [2]    (b) use set notation to show the number of students who study neither biology nor chemistry.       answer(b)      [1]     (c) one of the 40 students is chosen at random.    what is the probability that this student studies both biology and chemistry?            answer(c)      [1]    (d) two of the 40 students are chosen at random.     find the probability that both students study biology but not chemistry.            answer(d)      [3]    (e) two of the students who study biology are chosen at random.    find the probability that both students also study chemistry.          answer(e)      [3]   ",
+            "12": "12  \u00a9 ucles 2014 0607/42/m/j/14  8  y x7 0 \u20137\u20134 7     f(x) = )1 )(3 (2 + \u2212 x xx     (a) on the diagram, sketch the graph of   y = f(x) for x between \u20134 and 7. [3]     (b) write down the equations of the three asymptotes of the graph of   y = f(x).     answer(b)                                 [3]    (c) find the range of values of x for which   f( x) < 4.           answer(c)      [3]     (d) the graph of y = g( x) is the graph of  y = f(x) translated by the vector   \uf8f7\uf8f7 \uf8f8\uf8f6 \uf8ec\uf8ec \uf8ed\uf8eb 01.    find g( x).         answer(d)    g(x) =     [2]   ",
+            "13": "13  \u00a9 ucles 2014 0607/42/m/j/14 [turn over  9 the table shows a frequency distribution for 79 pieces of data.    x 1 2 3 4 5 6  frequency 9 26 18 11 9 6     (a) when x is the number of children in a family, find    (i) the mode,      answer(a) (i)     [1]    (ii) the range,      answer(a) (ii)     [1]    (iii) the median,      answer(a) (iii)     [1]     (iv) the mean,     answer(a) (iv)     [2]    (v) the upper quartile.      answer(a) (v)     [1]    (b) when x is the distance, to the nearest kilometre, that the children travel to school,     (i) explain why the range of the distances may not be the same as your answer to part (a)(ii) ,    answer(b) (i)          [1]    (ii) write down the modal interval.    answer(b) (ii)    < x y     [1]     ",
+            "14": "14  \u00a9 ucles 2014 0607/42/m/j/14  10  y x 0not to scale      the diagram shows a sketch of the graph of   y = x2 + bx + c  .   the graph passes through the points (1, 2) and (\u20133, \u20136).    (a) use this information to write down two equations in b and c.          answer(a)                   [2]    (b) use these equations to show that   y = x 2 + 4x \u2013 3 .                                  [3]   ",
+            "15": "15  \u00a9 ucles 2014 0607/42/m/j/14 [turn over   (c) (i)  solve the equation   x2 + 4x \u2013 3 = 0 .     give your answers correct to 2 decimal places.                      answer(c) (i)   x =    or x =     [2]      (ii) write down the equation of the line of symmetry of the graph of   y = x2 + 4x \u2013 3 .       answer(c) (ii)     [1]      (iii) find the minimum value of y.           answer(c) (iii)     [1]      ",
+            "16": "16  \u00a9 ucles 2014 0607/42/m/j/14  11 (a)  ob c e da 38\u00b0 23\u00b0not to scale      in the diagram, ec is a diameter of the circle centre o.   abc  and aed  are straight lines.   angle ecd  = 23\u00b0 and angle bae = 38\u00b0.    find      (i) angle dbc ,              answer(a) (i)     [2]     (ii) angle ecb ,                answer(a) (ii)     [2]      (iii) angle doe .           answer(a) (iii)     [1] ",
+            "17": "17  \u00a9 ucles 2014 0607/42/m/j/14 [turn over   (b)   a bc dpqr snot to scale       in the diagram, qa and qb are tangents, at r and s, to the circle centre p.    pc and pd are tangents, at r and s, to the circle centre q.    qr = 8  cm and angle rqs = 56\u00b0.     (i) calculate pr.                answer(b) (i)    cm [2]      (ii) find angle rps.       answer(b) (ii)     [1]     (iii) calculate the perimeter  of the shaded region.                  answer(b) (iii)    cm [4]   ",
+            "18": "18  \u00a9 ucles 2014 0607/42/m/j/14  12  a b d c12.6  cm10.1  cm 13.8  cm 19.5  cmnot to scale      in the diagram angle dab  = 90\u00b0.   ab = 10.1  cm, db = 12.6  cm, bc = 13.8  cm and dc = 19.5  cm.    (a) calculate the length ad.              answer(a)     cm [3]    (b) calculate angle dbc .                  answer(b)      [3]     (c) calculate the total area of the quadrilateral abcd .              answer(c)     cm2 [4]     ",
+            "19": "19  \u00a9 ucles 2014 0607/42/m/j/14  13 gita travels from her home to work in the city.   she drives her car to a car park and cycles the remaining distance.   the car journey takes x minutes.    the cycle journey takes 4 minutes less than the car journey.    (a) write down an expression, in terms of x, for the time in hours  of the cycle journey.        answer(a)    hours [1]    (b) gita\u2019s average speed in her car is 70  km/h and her average speed on her cycle is 15  km/h.    the total distance she travels is 33  km.     (i) write down an equation in x and show that it simplifies to   17 x \u2013 12 = 396.                  [3]    (ii) solve the equation to find the time taken for the car journey.               answer(b) (ii)    min [2]     (c) find the average speed, in kilometres per hour, for the whole journey.          answer(c)     km/h [2]     ",
+            "20": "20    permission to reproduce items where thir d-party owned material protected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the p ublisher (ucles) to trace copyright holder s, but if any items requiring clearance have unwittingly been included, the  publisher will be pleased to make amends at the earliest possible opportunity.    cambridge international examinations is part of the cambridge asse ssment group. cambridge assessment is the brand name of unive rsity of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge.    \u00a9 ucles 2014 0607/42/m/j/14  blank page "
+        },
+        "0607_s14_qp_43.pdf": {
+            "1": "    this document consists of 20 printed pages.  ib14 06_0607_43/4rp  \u00a9 ucles 2014 [turn over       *9855804838* cambridge international examinations  cambridge international general certificate of secondary education       cambridge international mathematics 0607/43     paper 4 (extended)  may/june 2014     2 hours 15 minutes    candidates answer on the question paper.    additional materials: geometrical instruments   graphics calculator      read these instructions first    write your centre number, candidate number and name on all the work you hand in.  write in dark blue or black pen. do not use staples, paper clips, glue or correction fluid.  you may use an hb pencil for any diagrams or graphs.  do not  write in any barcodes.    answer all the questions.  unless instructed otherwise, give your answers exactly or correct to three significant figures as appropriate.  answers in degrees should be given to one decimal place.  for \u03c0, use your calculator value.  you must show all the relevant working to gain full marks and you will be given marks for correct methods,  including sketches, even if your answer is incorrect.  the number of marks is given in brackets [  ] at the end of each question or part question.  the total number of marks for this paper is 120.   ",
+            "2": "2  \u00a9 ucles 2014 0607/43/m/j/14  formula list   for the equation ax2 + bx + c = 0 x =2_\u00b1 4 2_ bb a c a  curved surface area, a, of cylinder of radius r, height h. a = 2\u03c0rh  curved surface area, a, of cone of radius r, sloping edge l. a = \u03c0rl  curved surface area, a, of sphere of radius r. a = 4\u03c0r2  volume, v, of pyramid, base area a, height h. v= 1 3ah  volume, v, of cylinder of radius r, height h. v = \u03c0r2h  volume, v, of cone of radius r, height h. v = 1 3\u03c0r2h  volume, v, of sphere of radius r. v = 4 3\u03c0r3   ==sin sin sin abc ab c   a2 = b2 + c2 \u2013 2bc cos a   area = 1 2bc sin a       a a b cb c",
+            "3": "3  \u00a9 ucles 2014 0607/43/m/j/14 [turn over  answer all the questions.    1 on january 1st  2014 the value of a house was $230  000.   the value of the house increases at a rate of 4.5% of its value each year.    (a) calculate the value of the house, in 10 years time, on january 1st 2024.    give your answer correct to the nearest hundred dollars.                    answer(a)   $     [3]    (b) calculate the whole number of years, from january 1st 2014, it takes for the value of the house to  exceed one million dollars.                              answer(b)      [3]    (c) calculate the percentage change in the value of the house when it increases from $230  000 to  $1  000  000.                  answer(c)    % [3]   ",
+            "4": "4  \u00a9 ucles 2014 0607/43/m/j/14  2 the five members of the schmidt family go by car on a day trip to a mountain resort in france.     (a) the family leave home at 07  55.    they travel 50  km at an average speed of 100  km/h and then 30  km at an average speed of 40  km/h.      (i) at what time does the family arrive at the mountain resort?                     answer(a) (i)     [3]    (ii) calculate the average speed of the journey.                    answer(a) (ii)    km/h [2]    (iii) the car uses fuel at an average rate of 9.5 litres per 100 kilometres.     the cost of fuel is \u20ac1.60 per litre.      calculate the cost of the fuel used during the journey.                             answer(a) (iii)   \u20ac     [2]   ",
+            "5": "5  \u00a9 ucles 2014 0607/43/m/j/14 [turn over   (b) the family consists of 2 adults and 3 children.    they take a cable car ride and buy lunch.    the tickets for the cable car cost \u20ac8.80 for each adult and \u20ac5.50 for each child.   the cost of lunch for each person is \u20ac6.25 .     calculate the total  cost of the cable car tickets and the lunches for the family.                                answer(b)    \u20ac     [2]     (c) the family also spends another \u20ac24.23 in total during the day.    when the family returns home, the car uses the same amount of fuel.      calculate the average cost per person  of the whole day trip.                                 answer(c)    \u20ac     [2]      ",
+            "6": "6  \u00a9 ucles 2014 0607/43/m/j/14  3 (a)   0123456789 1 0 1 1x       write down the inequality shown by the number line.     answer(a)      [2]    (b)   y xnot to scale \u20133 \u20132 1 4 50       the diagram shows the graph of   y = f(x).      solve the inequality   f( x) > 0.       answer(b)      [3]      (c) solve the equation.        x 2 + 4x + 2 = 0     give your answers correct to 2 decimal places.                           answer(c)   x  =    or x =     [3]   ",
+            "7": "7  \u00a9 ucles 2014 0607/43/m/j/14 [turn over  4  de b ac pq not to scale      abcd  is a rectangle, dce  is a straight line and dc = ce.    = p and  = q.    (a) find, in terms of p and q,     (i)  ,           answer(a) (i)     [1]     (ii) .              answer(a) (ii)     [1]     (b) in the diagram above, a is the point (3, 3), b is the point (6, 3) and c is the point (6, 5).      (i) find the co-ordinates of e.         answer(b) (i)  (    ,    ) [2]     (ii) find the equation of the straight line which passes through a and e.     give your answer in the form   ax + by = d   where a, b and d are integers.                        answer(b) (ii)     [4]   ",
+            "8": "8  \u00a9 ucles 2014 0607/43/m/j/14  5 the table shows the test marks of 10 students in geography ( g) and science ( s).    student a b c d e f g h i j  geography ( g) 48 60 72 57 63 39 44 84 41 73  science ( s) 70 55 65 41 74 81 42 63 57 55     (a) find the median and the quartiles of the geography test marks.     answer(a)  median =                lower quartile =                upper quartile =      [3]     (b) find the mean mark for each subject.     answer(b)  geography                science     [2]    (c) find the equation of the linear regression line, giving s in terms of g.      answer(c)   s =      [2]    (d) (i) use the equation in part (c) to predict the science mark when the geography mark is 54.       answer(d) (i)     [1]    (ii) explain briefly why the answer to part (d)(i) may not be reliable.       answer(d) (ii)     [1]      ",
+            "9": "9  \u00a9 ucles 2014 0607/43/m/j/14 [turn over  6  y x300 0 \u2013150\u20132 5.2not to scale        f( x) = 5 x4 \u2013 x5   for \u20132 y x y 5.2     (a) on the diagram, sketch the graph of   y = f(x). [2]     (b) find the zeros of  f( x).     answer(b)      [2]    (c) find the co-ordinates of the local maximum point.      answer(c)  (    ,    ) [1]    (d) find the range of  f( x).      answer(d)      [2]    (e) the equation  f( x) = k,  where k is an integer, has one solution.      write down a possible value of k.       answer (e)     [1]      ",
+            "10": "10  \u00a9 ucles 2014 0607/43/m/j/14  7 (a) five angles of an octagon are each 129 \u00b0.    the other three angles are equal.     calculate one of these three angles.                         answer(a)      [3]     (b)  oc banot to scale       a, b and c lie on a circle, centre o.    the obtuse angle aob  = (6 x + 2) \u00b0 and angle acb  = (2 x + 19) \u00b0.      find the value of x.                        answer(b)      [3]   ",
+            "11": "11  \u00a9 ucles 2014 0607/43/m/j/14 [turn over   (c)   cd b ax 6 cm 5 cm3 cm not to scale       ab  and cd are parallel.    ax = 6  cm, bx = 5  cm and cx = 3  cm.    the area of triangle cxd  = 5.1  cm2.     calculate the area of triangle axb.                               answer(c)     cm2 [3]      ",
+            "12": "12  \u00a9 ucles 2014 0607/43/m/j/14  8  40\u00b0r qp a bc 9 cm5 cmnot to scale      the diagram shows a piece of cake.  the shape is a solid prism of height 5  cm.   the cross-section, abc , is a sector of a circle, centre a, with radius 9  cm.   angle bac  = 40 \u00b0.    (a) calculate    (i) the volume of the prism,               answer(a) (i)    cm3 [3]    (ii) the total surface area of the prism.                                answer(a) (ii)    cm2 [5]   ",
+            "13": "13  \u00a9 ucles 2014 0607/43/m/j/14 [turn over   (b) the piece of cake has a mass of 160  g.    it is cut from a circular cake.     calculate the mass of the circular cake.   give your answer in kilograms.               answer(b)     kg [2]      9 use graphical methods to solve these equations.   use \u20132 y x y 4 in each part and sketch your graphs.    (a) x 3 = 3\u2013x                      answer(a)      [3]    (b)  x 2 \u2013 2x \u2013 3 = log( x + 2)                              answer(b)      [4]     ",
+            "14": "14  \u00a9 ucles 2014 0607/43/m/j/14  10  78\u00b0 47\u00b018 km 24 km26 km c l vbnorth not to scale      the diagram shows straight line distances between cherbourg ( c), barfleur ( b), valonges ( v)    and les pieux ( l).    (a) calculate angle bcv .    show that it rounds to 63.06 \u00b0 correct to 4 significant figures.                           [3]    (b)  calculate the distance lv.                        answer(b)     km [3]   ",
+            "15": "15  \u00a9 ucles 2014 0607/43/m/j/14 [turn over   (c) (i) calculate the shortest distance from v to bc.                          answer(c) (i)    km [2]        (ii) calculate the area of triangle bcv .                          answer(c) (ii)    km2 [2]    (d) the bearing of b from c is 084\u00b0.      find the bearing of    (i) v from c,       answer(d) (i)     [1]    (ii) c from v.          answer(d) (ii)     [1]     ",
+            "16": "16  \u00a9 ucles 2014 0607/43/m/j/14  11 (a) write as a single fraction.        23 121 \u2212+\u2212 x x                        answer(a)      [3]    (b) simplify fully, giving your answer as a single fraction.         x x xx x 3 22 33 \u2212 +\u2212                                      answer(b)      [5]      ",
+            "17": "17  \u00a9 ucles 2014 0607/43/m/j/14 [turn over  12 30 students carry out an experiment in a chemistry lesson.   each student measures the time taken, t seconds, to complete a chemical reaction.   the table shows the results.    reaction time, t seconds 20 i t y 30 30 i t y 35 35 i t y 40 40 i t y 50  frequency  2 18 7 3    (a) calculate an estimate of the mean reaction time.        answer(a)     s [2]     (b) on the grid, draw a histogram to show the information in the table.    4 321 10 20 30 reaction time (seconds)frequency density 40 500t       [3]     ",
+            "18": "18  \u00a9 ucles 2014 0607/43/m/j/14  13  12 1 x13 2 y     the diagram shows two fair dice, x and y, each with 6 faces.     the numbers on x are 1, 1, 1, 1, 2 and 3.   the numbers on y are 1, 1, 1, 2, 3 and 3.     (a) x is rolled.      write down the probability that the number on the top face is     (i) odd,        answer(a) (i)     [1]     (ii) not 1.       answer(a) (ii)     [1]    (b) the two dice are rolled and the numbers on the top faces are noted.     find the probability that    (i) both numbers are 1,                          answer(b) (i)     [2]     ",
+            "19": "19  \u00a9 ucles 2014 0607/43/m/j/14 [turn over   (ii) at least one of the numbers is 1,                    answer(b) (ii)     [3]     (iii) the product of the two numbers is even.                           answer(b) (iii)     [2]      question 14 is printed on the next page.  ",
+            "20": "20    permission to reproduce items where thir d-party owned material protected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the p ublisher (ucles) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the  publisher will be pleased to make amends at the earliest possible opportunity.   cambridge international examinations is part of the cambridge a ssessment group. cambridge assessment is the brand name of unive rsity of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge.   \u00a9 ucles 2014 0607/43/m/j/14  14  ut c b ad 12 cm7 cm3 cmnot to scale      the diagram shows a prism of length 12  cm.   triangle bct is a cross-section of the prism.   angle bct = 90\u00b0, bc = 7  cm and ct = 3  cm.   abcd is horizontal.     (a) calculate the angle between the planes abtu  and abcd .            answer(a)      [2]    (b) calculate at.                answer(b)     cm [3]    (c) calculate the angle of elevation of t from a.              answer(c)      [2]   "
+        },
+        "0607_s14_qp_51.pdf": {
+            "1": "    this document consists of 6 printed pages and 2 blank pages.  ib14 06_0607_51/3rp  \u00a9 ucles 2014 [turn over       *6286435950* cambridge international examinations  cambridge international general certificate of secondary education       cambridge international mathematics 0607/51     paper 5 (core)  may/june 2014     1 hour    candidates answer on the question paper.    additional materials: graphics calculator      read these instructions first    write your centre number, candidate number and name on all the work you hand in.  write in dark blue or black pen.  do not use staples, paper clips, glue or correction fluid. you may use an hb pencil for any diagrams or graphs.  do not  write in any barcodes.    answer all the questions.  you must show all relevant working to gain full marks for correct methods, including sketches. in this paper you will also be assessed on your ability to provide full reasons and communicate your  mathematics clearly and precisely.  at the end of the examination, fasten all your work securely together.  the total number of marks for this paper is 24.   ",
+            "2": "2  \u00a9 ucles 2014 0607/51/m/j/14  answer all the questions.    investigation counting factors      this investigation looks for a method to find how many factors a number has.   1 the five factors of 16 are:  1,  2,  4,  8,  16      write down the five factors of 16 as powers of 2.   three have been written down for you.      2 0 ,21 ,  ,  , 24    2 (a) write down, in ascending order, the four factors of 27.    two have been written down for you.           1 ,  ,  , 27     (b) write down the four factors of 27 as powers of 3.         ,  ,  ,      3 p is a prime  number.     (a) write down the six factors of p 5 as powers of p.    two have been written down for you.        p 0 ,  ,  ,  ,  , p5        (b) write down, in terms of n, the number of factors of pn.          ",
+            "3": "3  \u00a9 ucles 2014 0607/51/m/j/14 [turn over  4 (a) 2 is a prime  number and 128 = 27.     write down the number of factors of 128.             (b) work out each factor of 128 as an ordinary number.                            5 5 is a prime  number.       (a) write 125 as a power of 5.             (b) write down the number of factors of 125.            6 (a) a number, which can be written as a power of 2, has exactly 14 factors.      find this number.                 (b) find another number that has exactly 14 factors.                   ",
+            "4": "4  \u00a9 ucles 2014 0607/51/m/j/14  7 (a) 20 is not a prime number.       20 = 22 \u00d7 51 where 2 and 5 are prime numbers.      find all the factors of 20 by completing the table.      powers of 5    50 51  powers  of 2 20   20  \u00d7  50  =      1      \u00d7    1       =     1 20  \u00d7  51   = \u2026... \u00d7 \u2026...  = \u2026...  21   21  \u00d7  50  =      2      \u00d7    1       =     2 21  \u00d7  51   = \u2026... \u00d7 \u2026...  = \u2026...  22   22  \u00d7  50  = \u2026... \u00d7 \u2026...  = \u2026... 22  \u00d7  51   =      4     \u00d7      5      =     20     (b) the table has 3 rows and 2 columns.       describe how to find the number of factors of 20 from the number of rows and the number of  columns.             (c) 784 = 2 4 \u00d7 72 where 2 and 7 are prime numbers.     (i) how many rows and how many columns would there be in the table for 784?       rows          columns         (ii) work out the number of factors of 784. do not write them out.               ",
+            "5": "5  \u00a9 ucles 2014 0607/51/m/j/14 [turn over  8 (a) 1000  =  2n \u00d7 5n .    find  n.                    (b) use the method of question 7(c)  to find the number of factors of 1000.                      (c) use the method of part (a) and part  (b) to find the number of factors of  1 000  000.                         ",
+            "6": "6  \u00a9 ucles 2014 0607/51/m/j/14  9 (a) 85 = 5 \u00d7 17 where 5 and 17 are prime numbers.    use the method of question 7(c)  to show why 85 has exactly 4 factors.                  (b) find all the numbers that are greater than 80 but smaller than 90 and have exactly 4 factors.    this list of prime numbers is useful in answering this question.  2,  3,  5,  7,  11,  13,  17,  19,  23,  29,  31,  37,  41,  43,  47,  53,  59,  61,  67,  71,  73,  79,  83,  89                                               ",
+            "7": "7  \u00a9 ucles 2014 0607/51/m/j/14 blank page",
+            "8": "8    permission to reproduce items where thir d-party owned material protected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holder s, but if any items requiring clearance have unwittingly been included, the  publisher will be pleased to make amends at the earliest possible opportunity.   cambridge international examinations is part of the cambridge a ssessment group. cambridge assessment is the brand name of unive rsity of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge.   \u00a9 ucles 2014 0607/51/m/j/14 blank page "
+        },
+        "0607_s14_qp_52.pdf": {
+            "1": "    this document consists of 7 printed pages and 1 blank page.  ib14 06_0607_52/4rp  \u00a9 ucles 2014 [turn over       *7695187803* cambridge international examinations  cambridge international general certificate of secondary education       cambridge international mathematics 0607/52     paper 5 (core)  may/june 2014     1 hour    candidates answer on the question paper.    additional materials: graphics calculator      read these instructions first    write your centre number, candidate number and name on all the work you hand in.  write in dark blue or black pen.  do not use staples, paper clips, glue or correction fluid. you may use an hb pencil for any diagrams or graphs.  do not  write in any barcodes.    answer all the questions.  you must show all relevant working to gain full marks for correct methods, including sketches. in this paper you will also be assessed on your ability to provide full reasons and communicate your  mathematics clearly and precisely.  at the end of the examination, fasten all your work securely together.  the total number of marks for this paper is 24.   ",
+            "2": "2  \u00a9 ucles 2014 0607/52/m/j/14  answer all the questions.    investigation fractions within fractions  this investigation looks at sequences of fractions.    one way to form a sequence is by using fractions within fractions as shown below.      1 1then111 + 1then 111 + 1 + 11then and so on.1 111 + 1 + 1 + 11     1 the first three terms of a sequence of fractions are 1, 21, 32.   these terms are calculated in the following way.       1 11 + 1 + 1121 + 1 3211 == =2 31 11 + 1 1 + 11==1 211= 1      (a) (i) fill in the box to complete the calculation of the 4th term.       3 21 5311 1 11 + 1 + 1 + 11 12 351 + 1 + 11 + 1 1== == =    ",
+            "3": "3  \u00a9 ucles 2014 0607/52/m/j/14 [turn over   (ii) show that the 5th term of this sequence of fractions is 85.       11= 1 11 + 1 + 1 + 1 +  11                                       (iii) complete the table to show the first eight terms of this sequence of fractions.    11 21 32 53 85  2113            (iv) explain how you used a pattern to find the numerator and the denominator of the 8th term.       numerator               denominator        ",
+            "4": "4  \u00a9 ucles 2014 0607/52/m/j/14   (b) the numbers   1,   1,   2,   3,   5,   8,   13,   21 are the first eight numbers in a sequence.     (i) work out the next five terms of this sequence.                    ( ii) write down the 12th term of the sequence of fractions in part (a) .                       2 here is a different sequence of fractions.     2 1 + 21 + 1 + 22 1 + 21 + 2 1 + 22 2, , ,12, ...      (a) calculate the 2nd and 3rd terms in this sequence of fractions.     give your answers as single fractions.     the 1st and 4th terms are given.      1 + 21 + 21 + 2212 12 11102= = = =  2 1 + 21 + 1 + 22    ",
+            "5": "5  \u00a9 ucles 2014 0607/52/m/j/14 [turn over   (b)  find the 5th term of this sequence.    give your answer as a single fraction.                     (c)  describe the connection between the numerator of a fraction and the denominator of the previous  fraction in the sequence.                        (d) describe the connection between the denominator of a fraction and the numerator and denominator of  the previous fraction.                   ",
+            "6": "6  \u00a9 ucles 2014 0607/52/m/j/14  3 here is a different sequence of fractions. the first three terms are 3, 43, 712.     (a) calculate the 4th and 5th terms.    give your answers as single fractions.     12 73 4 1 + 31 + 31 + 33 1 + 31 + 1 + 333 ====12 73 11 + 3 1 +3=3 431 31= ... 1 + 31 + 1 + 3331 + 3 = ...     (b)  explain how you can use a pattern to find the numerator and the denominator of the 5th term of this  sequence.     numerator              denominator       ",
+            "7": "7  \u00a9 ucles 2014 0607/52/m/j/14  4 here is a sequence in terms of n.     n 1 + n1 + 1 + nn 1 + n1 + n 1 + nn n, , ,1n, ...      calculate the first four terms in this sequence when n = 4.    give your answers as single fractions.                                        ... ,  ... ,  ... ,  ...     ",
+            "8": "8    permission to reproduce items where thir d-party owned material protected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holder s, but if any items requiring clearance have unwittingly been included, the  publisher will be pleased to make amends at the earliest possible opportunity.    cambridge international examinations is part of the cambridge a ssessment group. cambridge assessment is the brand name of unive rsity of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge.    \u00a9 ucles 2014 0607/52/m/j/14  blank page "
+        },
+        "0607_s14_qp_53.pdf": {
+            "1": "    this document consists of 7 printed pages and 1 blank page.  ib14 06_0607_53/fp  \u00a9 ucles 2014 [turn over       *5687780575* cambridge international examinations  cambridge international general certificate of secondary education       cambridge international mathematics 0607/53     paper 5 (core)  may/june 2014     1 hour    candidates answer on the question paper.    additional materials: graphics calculator      read these instructions first    write your centre number, candidate number and name on all the work you hand in.  write in dark blue or black pen.  do not use staples, paper clips, glue or correction fluid. you may use an hb pencil for any diagrams or graphs.  do not  write in any barcodes.    answer all the questions.  you must show all relevant working to gain full marks for correct methods, including sketches. in this paper you will also be assessed on your ability to provide full reasons and communicate your  mathematics clearly and precisely.  at the end of the examination, fasten all your work securely together.  the total number of marks for this paper is 24.   ",
+            "2": "2  \u00a9 ucles 2014 0607/53/m/j/14  answer all the questions.    investigation fractions within fractions  this investigation looks at sequences of fractions.    one way to form a sequence is by using fractions within fractions as shown below.      1 1then111 + 1then 111 + 1 + 11then and so on.1 111 + 1 + 1 + 11     1 the first three terms of a sequence of fractions are 1, 21, 32.   these terms are calculated in the following way.       1 11 + 1 + 1121 + 1 3211 == =2 31 11 + 1 1 + 11==1 211= 1      (a) (i) fill in the box to complete the calculation of the 4th term.       3 21 5311 1 11 + 1 + 1 + 11 12 351 + 1 + 11 + 1 1== == =    ",
+            "3": "3  \u00a9 ucles 2014 0607/53/m/j/14 [turn over   (ii) show that the 5th term of this sequence of fractions is 85.       11= 1 11 + 1 + 1 + 1 +  11                                       (iii) complete the table to show the first eight terms of this sequence of fractions.    11 21 32 53 85  2113            (iv) explain how you used a pattern to find the numerator and the denominator of the 8th term.           numerator                  denominator         ",
+            "4": "4  \u00a9 ucles 2014 0607/53/m/j/14   (b) the numbers   1,   1,   2,   3,   5,   8,   13,   21 are the first eight numbers in a sequence.     (i) work out the next five terms of this sequence.                    ( ii) write down the 12th term of the sequence of fractions in part (a) .                       2 here is a different sequence of fractions.     2 1 + 21 + 1 + 22 1 + 21 + 2 1 + 22 2, , ,12, ...      (a) calculate the 2nd and 3rd terms in this sequence of fractions.     give your answers as single fractions.     the 1st and 4th terms are given.      1 + 21 + 21 + 2212 12 11102= = = =  2 1 + 21 + 1 + 22    ",
+            "5": "5  \u00a9 ucles 2014 0607/53/m/j/14 [turn over   (b)  find the 5th term of this sequence.    give your answer as a single fraction.                     (c)  describe the connection between the numerator of a fraction and the denominator of the previous  fraction in the sequence.                        (d) describe the connection between the denominator of a fraction and the numerator and denominator of  the previous fraction.                   ",
+            "6": "6  \u00a9 ucles 2014 0607/53/m/j/14  3 here is a different sequence of fractions. the first three terms are 3, 43, 712.     (a) calculate the 4th and 5th terms.    give your answers as single fractions.     12 73 4 1 + 31 + 31 + 33 1 + 31 + 1 + 333 ====12 73 11 + 3 1 +3=3 431 31= ... 1 + 31 + 1 + 3331 + 3 = ...     (b)  explain how you can use a pattern to find the numerator and the denominator of the 5th term of this  sequence.     numerator                  denominator        ",
+            "7": "7  \u00a9 ucles 2014 0607/53/m/j/14  4 here is a sequence in terms of n.     n 1 + n1 + 1 + nn 1 + n1 + n 1 + nn n, , ,1n, ...      calculate the first four terms in this sequence when n = 4.    give your answers as single fractions.                                        ... ,  ... ,  ... ,  ...   ",
+            "8": "8    permission to reproduce items where thir d-party owned material protected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the p ublisher (ucles) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the  publisher will be pleased to make amends at the earliest possible opportunity.    cambridge international examinations is part of the cambridge a ssessment group. cambridge assessment is the brand name of unive rsity of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge.    \u00a9 ucles 2014 0607/53/m/j/14  blank page  "
+        },
+        "0607_s14_qp_61.pdf": {
+            "1": "    this document consists of 8 printed pages.  ib14 06_0607_61/5rp  \u00a9 ucles 2014 [turn over       *5450797540* cambridge international examinations  cambridge international general certificate of secondary education       cambridge international mathematics 0607/61     paper 6 (extended)  may/june 2014     1 hour 30 minutes    candidates answer on the question paper    additional materials: graphics calculator      read these instructions first    write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen.  do not use staples, paper clips, glue or correction fluid.  you may use an hb pencil for any diagrams or graphs. do not  write in any barcodes.   answer both parts a and b.  you must show all relevant working to gain full marks for correct methods, including sketches.  in this paper you will also be assessed on your ability to provide full reasons and communicate your  mathematics clearly and precisely.  at the end of the examination, fasten all your work securely together.  the total number of marks for this paper is 40.   ",
+            "2": "2  \u00a9 ucles 2014 0607/61/m/j/14  answer both  parts a and b.    a investigation counting factors (20 marks)   you are advised to spend 45 minutes on part a.   this investigation looks for a method to find how many factors a number has.     1 (a) (i) write down, in ascending order, the five factors of 16.       two have been written down for you.       1 , ,  ,  , 16      (ii) write down the five factors of 16 as powers of 2.     two have been written down for you.        2 0 , ,  ,  , 24       (b) write down, in ascending order, the four factors of 27 as powers of 3.        ,  ,  ,       2 (a) p is a prime  number.     (i) write down the six factors of p 5 as powers of p.     one has been written down for you.       p0 , , ,  ,  ,      (ii) write down, in terms of n, the number of factors of p n.           (b) 78  125 = 5n where 5 is a prime number.    find the number of factors of 78  125.  do not write them out.            ",
+            "3": "3  \u00a9 ucles 2014 0607/61/m/j/14 [turn over  3 (a) 20 is not a prime number.    20 = 22 \u00d7 51 where 2 and 5 are prime numbers.    find all the factors of 20 by completing the table.      powers of 5    50 51  powers of 2 20   20  \u00d7  50  =      1     \u00d7     1       =     1 20  \u00d7  51   = \u2026... \u00d7 \u2026...  = \u2026...  21   21  \u00d7  50  =      2     \u00d7     1       =     2 21  \u00d7  51   = \u2026... \u00d7 \u2026...  = \u2026...  22   22  \u00d7  50  = \u2026... \u00d7 \u2026...  = \u2026... 22  \u00d7  51   =      4     \u00d7      5      =     20    (b) the table has 3 rows and 2 columns.    describe how to find the number of factors of 20 from the number of rows and the number of  columns.             (c) 4000  =  2 5 \u00d7 53.    find the number of factors of 4000.             4 (a) (i) 1 000  000 = 2n \u00d7 5n.     find n.             (ii) find the number of factors of 1  000  000.              (b) find n such that 10 n has 900 factors.                     ",
+            "4": "4  \u00a9 ucles 2014 0607/61/m/j/14  5 x has exactly two prime factors, 3 and 7.   so x can be written as 3m \u00d7 7n.     find all the possible values of x that have exactly 12 factors.                        6 (a) write 336 in the form p d \u00d7 qe \u00d7 rf where p, q and r are prime  numbers.                   \u00d7    \u00d7         (b) find the number of factors of 336.             7 a number has exactly three prime factors, 2, 3 and 5.   it has exactly 12 factors.     find all possible numbers.                                ",
+            "5": "5  \u00a9 ucles 2014 0607/61/m/j/14 [turn over  b modelling  tides (20 marks)     you are advised to spend 45 minutes on part b.    in this task you will model the height of a tide.    here is the graph of y = sin x\u00b0. its period is 360.    y x 30 60 90 120 150 180 210 240 270 300 330 3601 0.5 \u20130.5 \u201310     1 (a) (i) on the grid below, sketch the graph of y = sin(3 x)\u00b0.    y x 30 60 90 120 150 180 210 240 270 300 330 3601 0.5 \u20130.5 \u201310      (ii) write down the period of the graph of y = sin(3 x)\u00b0.                (b) write down the period of the graph of y = sin(10 x)\u00b0.              (c) write down an expression, in terms of b, for the period of the graph of y = sin( bx)\u00b0.             ",
+            "6": "6  \u00a9 ucles 2014 0607/61/m/j/14  2 the graph below shows the approximate height of the tide at auckland (new zealand) during 25th april  2014.    t is the time of day starting at midnight.   h is the height in metres above a fixed height.         123456789 1 0 1 1 1 2 1 3 1 4 1 5 1 6 1 7 1 8 1 9 2 0 2 1 2 2 2 3 2 41.5 1 0.5 \u20130.5 \u20131 \u20131.50h t      (a) write down the period of the graph.              (b) explain why a model for the height of the tide on 25th april is h = 1.2 sin(30 t)\u00b0.              (c) usually the height of a tide is measured as the height, h metres, above sea level.    the graph below shows this for the tide at auckland on 25th april.   1234567891011121314151617181920212223244 321 0h t       modify the model in part (b).       h =       ",
+            "7": "7  \u00a9 ucles 2014 0607/61/m/j/14 [turn over   (d) the best fishing conditions are when the height of the tide is less than one metre above sea level.      (i) use your calculator with your model for h to find the two times between which there were the  best fishing conditions on the morning  of 25th april.      give your times correct to the nearest minute.                        and         (ii) using your answer to part (i) , write down the times between which there were the best fishing  conditions on the afternoon  of 25th april.         and        3 here is a different model for the height of the tide, d metres, on the morning  of 25th april.    d  =  0.022 t 3 \u2013 0.403 t2 + 1.9 t    (a) compare d with h from question 2(c)  by drawing their graphs on your calculator for 0 < t < 12 .    comment on how the difference in height between d and h varies with time.                 (b) make one change to the model d that makes the graph of d very close to the graph of h for 3 < t < 9.          d =            question 4 and 5 are printed on the next page. ",
+            "8": "8    permission to reproduce items where thir d-party owned material protected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holder s, but if any items requiring clearance have unwittingly been included, the  publisher will be pleased to make amends at the earliest possible opportunity.   cambridge international examinations is part of the cambridge a ssessment group. cambridge assessment is the brand name of unive rsity of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge.   \u00a9 ucles 2014 0607/61/m/j/14  4 the graph below shows the actual height of the tide above sea level on 25th april 2014 at auckland.     1234567891011121314151617181920212223244 321 0h t      the actual period for the height of a tide is 12 hours 25 minutes.  use this fact to improve your model for the height of the tide above sea level on 25th april by changing  one of the numbers in your answer to question 2(c) .          h =           5 the graph for 26th april can be found by translating the graph for 25th april horizontally.   modify your answer to question 4  to give a model for the height of the tide above sea level at auckland on  26th  april.              h =             "
+        },
+        "0607_s14_qp_62.pdf": {
+            "1": "    this document consists of 11 printed pages and 1 blank page.  ib14 06_0607_62/4rp  \u00a9 ucles 2014 [turn over       *6544955278* cambridge international examinations  cambridge international general certificate of secondary education       cambridge international mathematics 0607/62     paper 6 (extended)  may/june 2014     1 hour 30 minutes    candidates answer on the question paper.    additional materials: graphics calculator      read these instructions first    write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen.  do not use staples, paper clips, glue or correction fluid.  you may use an hb pencil for any diagrams or graphs. do not  write in any barcodes.   answer both parts a and b.  you must show all relevant working to gain full marks for correct methods, including sketches.  in this paper you will also be assessed on your ability to provide full reasons and communicate your  mathematics clearly and precisely.  at the end of the examination, fasten all your work securely together.  the total number of marks for this paper is 40.   ",
+            "2": "2  \u00a9 ucles 2014 0607/62/m/j/14  answer both  parts a and b.    a investigation fractions within fractions (20 marks)   you are advised to spend no more than 45 minutes on this part.   this investigation looks at sequences of fractions.  one way to form a sequence is by using fractions within fractions as shown below.     1 1then111 + 1then 111 + 1 + 11then and so on.1 111 + 1 + 1 + 11     1 the first three terms of a sequence of fractions are 1, 21, 32.   these terms are calculated in the following way.     1 11 + 1 + 1121 + 1 3211 == =2 31 11 + 1 1 + 11==1 211= 1      (a) fill in the box to complete the calculation of the 4th term.      3 21 5311 1 11 + 1 + 1 + 11 12 351 + 1 + 11 + 1 1== == =  ",
+            "3": "3  \u00a9 ucles 2014 0607/62/m/j/14 [turn over   (b) show that the 5th term of this sequence of fractions is 85.      11= 1 11 + 1 + 1 + 1 +  11                                      (c) complete the table to show the first eight terms of this sequence of fractions.    11 21 32 53 85  2113            (d) explain how you used a pattern to find the numerator and the denominator of the 8th term.        numerator               denominator       ",
+            "4": "4  \u00a9 ucles 2014 0607/62/m/j/14  2 here is a different sequence of fractions. the first three terms are 2, 32, 56.     (a) calculate the 4th and 5th terms.    give your answers as single fractions.     6 523 1 + 21 + 21 + 22 1 + 21 + 1 + 222 ====6 52 11 + 2 1 +2=2 321 21= ... 1 + 21 + 1 + 2221 + 2 = ...     (b) explain how you can use a pattern to find the numerator and the denominator of the 5th term   of this sequence.     numerator               denominator        ",
+            "5": "5  \u00a9 ucles 2014 0607/62/m/j/14 [turn over  3  you may find this formula useful in this question.    aac b bx242\u2212 \u00b1\u2212=        as more terms in these sequences of fractions are calculated the difference between the terms becomes  smaller and smaller.    this means that the terms become nearly equal to the same number.   this number is called the limit of the sequence.    (a) in the sequence in question 1  all the terms after the 7th term are the same when written   correct to 3 decimal places.    if x is a fraction in the sequence in question 1 then the next fraction is  x+11.    in this case the sequence reaches its limit when xx+=11.      (i) show that xx+=11 can be rearranged to give the quadratic equation x2 + x \u2212 1 = 0.                   (ii)  solve x 2 + x \u2212 1 = 0  and write down the positive decimal solution, correct to 3 decimal  places.                       (iii) complete the table for the sequence in question 1 .     fraction  11 21 32 53 85  2113   decimal 1 0.5 0.667 0.6 0.625  0.619      ",
+            "6": "6  \u00a9 ucles 2014 0607/62/m/j/14   (b) (i) complete the table for the sequence in question 2 .    fraction 12 32 56   4342 8586  decimal 2 0.667 1.2   0.977 1.012        (ii) solve xx+=12 for x > 0.                (iii) explain the connection between the decimals in part (b)(i) and your answer to part (b)(ii) .              (c) the positive solution of  xnx+=1 gives the limit of these sequences of fractions.     (i) xnx+=1 can be rearranged to give the quadratic equation  x2 + x \u2212 n = 0.       solve  x2 + x \u2212 n = 0  and write down the positive value of x in terms of n.                        (ii) find three integer values of n that make the limit a positive integer.                  ",
+            "7": "7  \u00a9 ucles 2014 0607/62/m/j/14 [turn over  b modelling fitness training (20 marks)    you are advised to spend no more than 45 minutes on this part.     viola starts her fitness training. she intends to walk, jog and run to increase her fitness.   1 (a) on day 1 she walks 1.5  km in 20 minutes.        show that her average walking speed is 4.5  km/h.            (b) on day 2 she increases her average walking speed to 5  km/h.         how many minutes does it take her to walk the 1.5  km?                     (c) viola wants to increase her average walking speed by 0.5  km/h each day.        if she does, on which day will she walk at an average of 6.5  km/h?                       2 she now begins to jog as well as walk.   on day 7 she jogs for 20 minutes at 8.1  km/h.    what distance does she jog?                    ",
+            "8": "8  \u00a9 ucles 2014 0607/62/m/j/14  3 from day 10 she trains for one hour.    she walks at an average speed of 6.4  km/h and she jogs at an average speed of 8.1  km/h.   these speeds do not change.    (a) construct a formula for the total distance, d  km, when she walks for x minutes and jogs for the rest of  the hour.                     (b) show that your formula simplifies to the model 607.1 486 xd\u2212= .                      (c) sketch the graph of the model in part (b) on the axes below, for 0 y x y 60.    9 0distance (km) time (min)60xd    ",
+            "9": "9  \u00a9 ucles 2014 0607/62/m/j/14 [turn over   (d) what distance will she travel in the hour when she walks and jogs for the same amount of time?                       (e) the next month viola walks for 20 minutes, jogs for 20 minutes and runs for the rest of the hour.    she travels a total distance of 9  km.     work out her average speed when she is running.                        (f) the next month viola walks for x minutes, jogs for y minutes and runs for the rest of the hour. her  average speed when she is running does not change from the value found in part (e) .      (i) extend your model in part (b) for the total distance, d km, to include walking for   x minutes, jogging for y minutes and running for the rest of the hour.                          (ii) show that your model simplifies to d = 601(750 \u2013 6.1 x \u2013 4.4 y).                  ",
+            "10": "10  \u00a9 ucles 2014 0607/62/m/j/14   (g) (i) rewrite the model in part (f)  when viola\u2019s walking and jogging times are both n minutes.                          (ii) sketch the graph of the model in part (g)(i) on the axes below, for 0 y n y 30.    0distance (km) time (min)30nd       (iii) what is viola doing in her training when n = 0?              (iv) what is viola doing in her training when n = 30?                  ",
+            "11": "11  \u00a9 ucles 2014 0607/62/m/j/14    (v) modify the models in part (b) and part  (f) when viola spends h hours training.                                              model in part (b)               model in part (f)       ",
+            "12": "12    permission to reproduce items where thir d-party owned material protected by copyright  is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holder s, but if any items requiring clearance have unwittingly been included, the  publisher will be pleased to make amends at the earliest possible opportunity.    cambridge international examinations is part of the cambridge a ssessment group. cambridge assessment is the brand name of unive rsity of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge.    \u00a9 ucles 2014 0607/62/m/j/14  blank page "
+        },
+        "0607_s14_qp_63.pdf": {
+            "1": "    this document consists of 12 printed pages.  ib14 06_0607_63/2rp  \u00a9 ucles 2014 [turn over       *6238789273* cambridge international examinations  cambridge international general certificate of secondary education       cambridge international mathematics 0607/63     paper 6 (extended)  may/june 2014     1 hour 30 minutes    candidates answer on the question paper    additional materials: graphics calculator      read these instructions first    write your centre number, candidate number and name on all the work you hand in.  write in dark blue or black pen. do not use staples, paper clips, glue or correction fluid.  you may use an hb pencil for any diagrams or graphs.  do not  write in any barcodes.    answer both parts a and b.  you must show all relevant working to gain full marks for correct methods, including sketches.  in this paper you will also be assessed on your ability to provide full reasons and communicate your  mathematics clearly and precisely.  at the end of the examination, fasten all your work securely together.  the total number of marks for this paper is 40.   ",
+            "2": "2  \u00a9 ucles 2014 0607/63/m/j/14  answer both  parts a and b.    a investigation totals (20 marks)   you are advised to spend no more than 45 minutes on this part.    this investigation looks at possible totals when you make addition sums using only two different  positive integers. the integers have no common factor unless otherwise stated.     example   using only 3 and 4 you can make a total of 23.        23  = 3 + 3 + 3 + 3 + 3  +  4 + 4.     this is written as  23  =      5 \u00d7 3         +         2 \u00d7 4.     in the table below, when a total is possible, the calculation is shown. when a total is not possible, the cell is crossed out.    totals using only 3 and 4    total 1 2 3 4 5 6 7 8  calculation   1 \u00d7 3 1 \u00d7 4  2 \u00d7 3 1 \u00d7 3 + 1 \u00d7 4 2 \u00d7 4   you can make all the totals bigger than 8 by adding 3 to the possible totals 6, 7, 8, \u2026  to get  9, 10, 11, \u2026 .   the largest total that is not possible is 5.   1 (a) complete the tables below. one integer is always 2.    totals using only 2 and 3    total 1 2 3 4 5 6 7 8  calculation  1 \u00d7 2 1 \u00d7 3 2 \u00d7 2  2 \u00d7 3 2 \u00d7 2 + 1 \u00d7 3     the largest total that is not possible is 1.    ",
+            "3": "3  \u00a9 ucles 2014 0607/63/m/j/14 [turn over  totals using only 2 and 5    total 1 2 3 4 5 6 7 8  calculation  1 \u00d7 2  2 \u00d7 2  3 \u00d7 2 1 \u00d7 2 + 1 \u00d7 5 4 \u00d7 2    the largest total that is not possible is \u2026\u2026.       totals using only 2 and 7    total 3 4 5 6 7 8 9 10  calculation    3 \u00d7 2 1 \u00d7 7 4 \u00d7 2  5 \u00d7 2    the largest total that is not possible is \u2026\u2026.        (b) from your answers in part (a) complete the following statement.      the largest total, using  only 2 and y, that is not possible is \u2026\u2026\u2026\u2026     ",
+            "4": "4  \u00a9 ucles 2014 0607/63/m/j/14  2 (a) complete the tables below. one integer is always 3.    totals using only 3 and 5    total 3 4 5 6 7 8 9 10  calculation 1 \u00d7 3  1 \u00d7 5 2 \u00d7 3   3 \u00d7 3     the largest total that is not possible is 7.        totals using only 3 and 7    total 8 9 10 11 12 13 14 15  calculation   1 \u00d7 3 + 1 \u00d7 7  4 \u00d7 3  2 \u00d7 7 5 \u00d7 3    the largest total that is not possible is 11.      totals using only 3 and 8    total 10 11 12 13 14 15 16  calculation   4 \u00d7 3  2 \u00d7 3 + 1 \u00d7 8 5 \u00d7 3 2 \u00d7 8    the largest total that is not possible is 13.      (b)  3 and 6 have a common factor of 3.    explain why, using only 3 and 6, you cannot find the largest total that is not possible.                         ",
+            "5": "5  \u00a9 ucles 2014 0607/63/m/j/14 [turn over  3 (a)  some answers for 5 and y are shown in the table.     y largest total that is not possible  5 6 19  5 7 23  5 8 27  5 9 31      find an expression, in terms of y, for the largest total that is not possible using only 5 and y.                      (b)  some answers for 7 and y are shown in the table.      y largest total that is not possible  7 2 5  7 3 11  7 4 17  7 5 23  7 6 29     find an expression, in terms of y, for the largest total that is not possible using only 7 and y.                             ",
+            "6": "6  \u00a9 ucles 2014 0607/63/m/j/14  4 some answers for x and y are shown in the table.    x the expression for the largest total that is not possible  2   3 2 y \u2013 3  5   7   11 10 y \u2013 11     (a) complete the table by copying the results from questions 1(b)  and 3.     write down an expression, in terms of y, for the largest total that is not possible when x = 13.                  (b) write down an expression, in terms of x and y, for the largest total that is not possible.                  5 (a) using only 24 and 25, calculate the largest total that is not possible.                    (b) using only 24 and 25, show how it is possible to get a total of 320.                ",
+            "7": "7  \u00a9 ucles 2014 0607/63/m/j/14 [turn over  6 the example  on page 2 used only 3 and 4.    totals using 3 and 4    total 1 2 3 4 5 6 7 8  calculation   1 \u00d7 3 1 \u00d7 4  2 \u00d7 3 1 \u00d7 3 + 1 \u00d7 4 2 \u00d7 4    the largest total that is not possible is 5.     the smallest possible  total, after which all totals are possible, is 6.   so 6, 7, 8, 9, \u2026 are all possible.    (a) use your answer to question 4(b) to write down an expression, in terms of x and y, for the smallest  possible total after which all totals are possible.                    (b) show that your expression in part (a)  is equal to ( x \u2013 1)( y \u2013 1).                  (c) find all the pairs of integers so that the smallest possible total, after which all totals are possible, is 24.                                 ",
+            "8": "8  \u00a9 ucles 2014 0607/63/m/j/14  b modelling  designing an open box (20 marks)    you are advised to spend no more than 45 minutes on this part.     25 cmx cm x cm    engineers use an expensive metal to make a box for a machine.    the method to make a net is:  \u007f take a square piece of the metal of side 25  cm  \u007f cut a square, of side x cm, from each corner     1 complete the inequality for x.              <  x  <       2 find a model for the area, a  cm2, of the net by writing a in terms of x.                       a  =        ",
+            "9": "9  \u00a9 ucles 2014 0607/63/m/j/14 [turn over  3 the engineers fold the net to make a box.          the diagram shows the 8 edges of the open box that are strengthened with a seal.     find a model for the length of the seal, l cm, by writing l in terms of x.   write your answer in its simplest form.                     l  =        ",
+            "10": "10  \u00a9 ucles 2014 0607/63/m/j/14  4 (a) show that a model for the volume of the box, v cm3, is    v = 625 x \u2013 100 x2 + 4x3.                (b) assume the measurements on the net are given accurately.    give a reason why the actual volume of the box may be different to v.                             (c) sketch the graph of  v = 625 x \u2013 100 x2 + 4x3.    ov x    (d) find the maximum volume of the box.                    ",
+            "11": "11  \u00a9 ucles 2014 0607/63/m/j/14 [turn over  5 for the machine to work efficiently, the box must have a capacity of at least one litre.      (a) complete this new inequality for x.                   <  x  <         (b) because of cost, the engineers want the area, a cm2, to be less than 450  cm2.      use your answer to part (a)  and question 2  to show that this is not possible.                    (c) the engineers decide to allow an area of metal which is less than 500  cm2.     complete this inequality for x.                <  x  <                             question 6 is printed on the next page. ",
+            "12": "12    permission to reproduce items where thir d-party owned material protected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holder s, but if any items requiring clearance have unwittingly been included, the  publisher will be pleased to make amends at the earliest possible opportunity.    cambridge international examinations is part of the cambridge asse ssment group. cambridge assessment is the brand name of unive rsity of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge.    \u00a9 ucles 2014 0607/63/m/j/14  6 the cost of making the box is made up of three items.     \u007f $2 per square centimetre for the area of metal ( a cm2)  \u007f $1 per centimetre for the length of the seal ( l cm)  \u007f $500 for the labour     (a) find, in terms of x, a model for the cost, $ c.                c =        (b) the company wants to sell the box at a profit of 20%.    write down a model for the selling price, $ s.                s =       (c) find the lowest selling price for a box with a capacity of one litre.                      $       "
+        },
+        "0607_w14_qp_11.pdf": {
+            "1": "    this document consists of 10 printed pages and 2 blank pages.  ib14 11_0607_11/5rp  \u00a9 ucles 2014 [turn over       *7769525239* cambridge international examinations  international general certificate of secondary education       cambridge international mathematics 0607/11     paper 1 (core)  october/november 2014     45 minutes    candidates answer on the question paper.    additional materials: geometrical instruments      read these instructions first    write your centre number, candidate number and name on all the work you hand in.  write in dark blue or black pen.  do not use staples, paper clips, glue or correction fluid. you may use an hb pencil for any diagrams or graphs.  do not  write in any barcodes.    answer all the questions.  calculators must not be used in this paper. all answers should be given in their simplest form. you must show all the relevant working to gain full marks and you will be given marks for correct methods  even if your answer is incorrect. the number of marks is given in brackets [  ] at the end of each question or part question.  the total number of marks for this paper is 40.   ",
+            "2": "2  \u00a9 ucles 2014 0607/11/o/n/14  formula list   area, a, of triangle, base b, height h. a = 1 2bh  area, a, of circle, radius r. a = \u03c0r2  circumference, c, of circle, radius r. c = 2\u03c0r  curved surface area, a, of cylinder of radius r, height h. a = 2\u03c0rh  curved surface area, a, of cone of radius r, sloping edge l. a = \u03c0rl  curved surface area, a, of sphere of radius r. a = 4\u03c0r2  volume, v, of prism, cross-sectional area a, length l. v =al  volume, v, of pyramid, base area a, height h. v= 1 3ah  volume, v, of cylinder of radius r, height h. v = \u03c0r2h  volume, v, of cone of radius r, height h. v = 1 3\u03c0r2h  volume, v, of sphere of radius r. v = 4 3\u03c0r3 ",
+            "3": "3  \u00a9 ucles 2014 0607/11/o/n/14 [turn over  1 (a) write twenty thousand two hundred in figures.         answer (a)     [1]       (b) work out.           20 \u2013 7 \u00d7 2       answer (b)    [1]      (c) complete the following statement.        =6 7 35     [1]             2 the diagram shows a fair spinner in the shape of a regular hexagon.       55 5887        which number is the spinner most likely to land on?    answer    [1]           ",
+            "4": "4  \u00a9 ucles 2014 0607/11/o/n/14  3 the bar chart and the frequency table show the methods of transport used by a group of students, on one  day, to travel from home to school.      car02468 frequency method of transportbus walkmethod of transportfrequency car bus walk8 4        (a) use the frequency table to complete the bar chart. [1]     (b) use the bar chart to complete the frequency table. [1]       (c) how many students are in the group?       answer (c)    [1]    (d) the bus fare for travelling to school is $2.      find the total amount paid by the students who travelled by bus.               answer (d) $   [2]             ",
+            "5": "5  \u00a9 ucles 2014 0607/11/o/n/14 [turn over  4 measure and write down the size of angle pqr.      pq r         answer     [1]              5 a dice was rolled twelve times. these are the scores.     5   1   4   4  2 3   1   1 4   2  5   1     find    (a) the range,       answer (a)    [1]       (b) the mode,        answer (b)     [1]     (c) the median.        answer (c)    [2]            ",
+            "6": "6  \u00a9 ucles 2014 0607/11/o/n/14  6     b ade cnot to scale 3 cm2 cm 6 cm       in the diagram ab is parallel to de.    (a) complete the following.   (i) angle abc  = angle  [1]     (ii) angle bac = angle  [1]    (iii)  triangle abc is  to triangle edc  because    [2]     (b) ab = 6  cm, bc = 2  cm and cd = 3  cm.     work out the length of de.                  answer (b)   cm [2]           ",
+            "7": "7  \u00a9 ucles 2014 0607/11/o/n/14 [turn over  7 find the circumference of a circular pond of radius 4  m.   leave your answer in terms of \u03c0.              answer   m [2]             8 the diagram shows the graph of  y = f(x) for \u20132 y x y 2.    \u20134 \u20133 \u20132 \u20131 0 1234 \u20133 \u20134\u20132\u2013112y x            on the same diagram, sketch the graph of    y = f(x) + 2. [2]              ",
+            "8": "8  \u00a9 ucles 2014 0607/11/o/n/14  9 an aircraft flies for 2 hours and travels a distance of 1500  km.     (a) work out the  speed of the aircraft.              answer (a)   km/h [1]       (b) write your answer to part (a) in standard form.        answer (b)    [1]            10 (a) factorise completely.             6 pq + 2p        answer (a)    [2]     (b) solve the following equation.       4 \u2013 2 x = 6 \u2013 5 x                 answer (b) x =    [2]           ",
+            "9": "9  \u00a9 ucles 2014 0607/11/o/n/14 [turn over  11 some of the students in a language class have visited spain ( s), some have visited france ( f), some have  visited neither country and some have visited both countries.     the venn diagram below illustrates this.     su f 4 64 11        (a) write down n ()\u2032\u222afs .        answer (a)    [1]     (b) work out the total number of students.         answer (b)    [1]       one student is chosen at random.   (c) what is the probability that a student has been to france but not to spain?       answer (c)    [1]     (d) what is the probability that a student has been to france or to spain or to both countries?         answer (d)    [1]             ",
+            "10": "10  \u00a9 ucles 2014 0607/11/o/n/14  12 (a) solve the simultaneous equations.    5x + 3y = 13  3x + 5y = 11                          answer (a) x =            y  =     [4]       (b) the cost of buying 5 burgers and 3 drinks is $13.    the cost of buying 3 burgers and 5 drinks is $11.     find the cost of buying 2 burgers and 2 drinks.          answer (b)  $   [2]                ",
+            "11": "11  \u00a9 ucles 2014 0607/11/o/n/14  blank page",
+            "12": "12  permission to reproduce items where third-par ty owned material protected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to t race copyright holders, but if any items requiring clearance have unwittingly been included, the  publisher will be pleased to make amends at the earliest possible opportunity.    cambridge international examinations is part of the cambridge asse ssment group. cambridge assessment is the brand name of unive rsity of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge.    \u00a9 ucles 2014 0607/11/o/n/14  blank page "
+        },
+        "0607_w14_qp_12.pdf": {
+            "1": "    this document consists of 10 printed pages and 2 blank pages.  ib14 11_0607_12/2rp  \u00a9 ucles 2014 [turn over       * 9855402138*  cambridge international examinations  cambridge international general certificate of secondary education       cambridge international mathematics 0607/12     paper 1 (core)  october/november 2014     45 minutes    candidates answer on the question paper.    additional materials: geometrical instruments      read these instructions first    write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen.  do not use staples, paper clips, glue or correction fluid.  you may use an hb pencil for any diagrams or graphs. do not  write in any barcodes.   answer all the questions.  calculators must not be used in this paper.  all answers should be given in their simplest form.  you must show all the relevant working to gain full marks and you will be given marks for correct methods  even if your answer is incorrect.  the number of marks is given in brackets [  ] at the end of each question or part question.  the total number of marks for this paper is 40.                 ",
+            "2": "2  \u00a9 ucles 2014 0607/12/o/n/14  formula list   area, a, of triangle, base b, height h. a = 1 2bh  area, a, of circle, radius r. a = \u03c0r2  circumference, c, of circle, radius r. c = 2\u03c0r  curved surface area, a, of cylinder of radius r, height h. a = 2\u03c0rh  curved surface area, a, of cone of radius r, sloping edge l. a = \u03c0rl  curved surface area, a, of sphere of radius r. a = 4\u03c0r2  volume, v, of prism, cross-sectional area a, length l. v =al  volume, v, of pyramid, base area a, height h. v= 1 3ah  volume, v, of cylinder of radius r, height h. v = \u03c0r2h  volume, v, of cone of radius r, height h. v = 1 3\u03c0r2h  volume, v, of sphere of radius r. v = 4 3\u03c0r3 ",
+            "3": "3  \u00a9 ucles 2014 0607/12/o/n/14 [turn over  1 (a) write twenty thousand two hundred in figures.         answer (a)     [1]       (b) work out.           20 \u2013 7 \u00d7 2       answer (b)    [1]      (c) complete the following statement.        =6 7 35     [1]               2 the diagram shows a fair spinner in the shape of a regular hexagon.       55 5887        which number is the spinner most likely to land on?    answer    [1]           ",
+            "4": "4  \u00a9 ucles 2014 0607/12/o/n/14  3 the bar chart and the frequency table show the methods of transport used by a group of students, on one  day, to travel from home to school.      car02468 frequency method of transportbus walkmethod of transportfrequency car bus walk8 4        (a) use the frequency table to complete the bar chart. [1]       (b) use the bar chart to complete the frequency table. [1]      (c) how many students are in the group?        answer (c)    [1]    (d) the bus fare for travelling to school is $2.       find the total amount paid by the students who travelled by bus.               answer (d) $   [2]            ",
+            "5": "5  \u00a9 ucles 2014 0607/12/o/n/14 [turn over  4 measure and write down the size of angle pqr.      pq r         answer     [1]              5 a dice was rolled twelve times. these are the scores.     5   1   4   4  2 3   1   1 4   2  5   1    find   (a) the range,      answer (a)    [1]       (b) the mode,       answer (b)    [1]     (c) the median.       answer (c)    [2]            ",
+            "6": "6  \u00a9 ucles 2014 0607/12/o/n/14  6     b ade cnot to scale 3 cm2 cm 6 cm        in the diagram ab is parallel to de.    (a) complete the following.   (i) angle abc  = angle  [1]     (ii) angle bac = angle  [1]    (iii)  triangle abc is  to triangle edc  because    [2]     (b) ab = 6  cm, bc = 2  cm and cd = 3  cm.      work out the length of de.                   answer (b)   cm [2]           ",
+            "7": "7  \u00a9 ucles 2014 0607/12/o/n/14 [turn over  7 find the circumference of a circular pond of radius 4  m.   leave your answer in terms of \u03c0.              answer   m [2]             8 the diagram shows the graph of  y = f(x) for \u20132 y x y 2.    \u20134 \u20133 \u20132 \u20131 0 1234 \u20133 \u20134\u20132\u2013112y x            on the same diagram, sketch the graph of    y = f(x) + 2. [2]              ",
+            "8": "8  \u00a9 ucles 2014 0607/12/o/n/14  9 an aircraft flies for 2 hours and travels a distance of 1500  km.     (a) work out the  speed of the aircraft.              answer (a)   km/h [1]       (b) write your answer to part (a) in standard form.        answer (b)    [1]            10 (a) factorise completely.             6 pq + 2p        answer (a)    [2]     (b) solve the following equation.       4 \u2013 2 x = 6 \u2013 5 x                 answer (b) x =    [2]           ",
+            "9": "9  \u00a9 ucles 2014 0607/12/o/n/14 [turn over  11 some of the students in a language class have visited spain ( s), some have visited france ( f), some have  visited neither country and some have visited both countries.     the venn diagram below illustrates this.     su f 4 64 11        (a) write down n ()\u2032\u222afs .         answer (a)     [1]       (b) work out the total number of students.        answer (b)    [1]       one student is chosen at random.    (c) what is the probability that a student has been to france but not to spain?         answer (c)    [1]       (d) what is the probability that a student has been to france or to spain or to both countries?        answer (d)    [1]             ",
+            "10": "10  \u00a9 ucles 2014 0607/12/o/n/14  12 (a) solve the simultaneous equations.    5x + 3y = 13  3x + 5y = 11                          answer (a) x =            y  =     [4]       (b) the cost of buying 5 burgers and 3 drinks is $13.    the cost of buying 3 burgers and 5 drinks is $11.     find the cost of buying 2 burgers and 2 drinks.          answer (b)  $   [2]                ",
+            "11": "11  \u00a9 ucles 2014 0607/12/o/n/14  blank page ",
+            "12": "12  permission to reproduce items where third-par ty owned material protected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the publis her (ucles) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the  publisher will be pleased to make amends at the earliest possible opportunity.    cambridge international examinations is part of the cambridge asse ssment group. cambridge assessment is the brand name of unive rsity of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge.    \u00a9 ucles 2014 0607/12/o/n/14  blank page   "
+        },
+        "0607_w14_qp_13.pdf": {
+            "1": "    this document consists of 10 printed pages and 2 blank pages.  ib14 11_0607_13/rp  \u00a9 ucles 2014 [turn over       *0970045139* cambridge international examinations  cambridge international general certificate of secondary education       cambridge international mathematics 0607/13     paper 1 (core)  october/november 2014     45 minutes    candidates answer on the question paper.    additional materials: geometrical instruments      read these instructions first    write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen.  do not use staples, paper clips, glue or correction fluid.  you may use an hb pencil for any diagrams or graphs. do not  write in any barcodes.   answer all the questions.  calculators must not be used in this paper.  all answers should be given in their simplest form.  you must show all the relevant working to gain full marks and you will be given marks for correct methods  even if your answer is incorrect.  the number of marks is given in brackets [  ] at the end of each question or part question.  the total number of marks for this paper is 40.   ",
+            "2": "2  \u00a9 ucles 2014 0607/13/o/n/14  formula list   area, a, of triangle, base b, height h. a = 1 2bh  area, a, of circle, radius r. a = \u03c0r2  circumference, c, of circle, radius r. c = 2\u03c0r  curved surface area, a, of cylinder of radius r, height h. a = 2\u03c0rh  curved surface area, a, of cone of radius r, sloping edge l. a = \u03c0rl  curved surface area, a, of sphere of radius r. a = 4\u03c0r2  volume, v, of prism, cross-sectional area a, length l. v =al  volume, v, of pyramid, base area a, height h. v= 1 3ah  volume, v, of cylinder of radius r, height h. v = \u03c0r2h  volume, v, of cone of radius r, height h. v = 1 3\u03c0r2h  volume, v, of sphere of radius r. v = 4 3\u03c0r3 ",
+            "3": "3  \u00a9 ucles 2014 0607/13/o/n/14 [turn over  1 (a) write twenty thousand two hundred in figures.         answer (a)     [1]       (b) work out.           20 \u2013 7 \u00d7 2       answer (b)    [1]      (c) complete the following statement.        =6 7 35     [1]             2 the diagram shows a fair spinner in the shape of a regular hexagon.       55 5887        which number is the spinner most likely to land on?    answer    [1]           ",
+            "4": "4  \u00a9 ucles 2014 0607/13/o/n/14  3 the bar chart and the frequency table show the methods of transport used by a group of students, on one  day, to travel from home to school.      car02468 frequency method of transportbus walkmethod of transportfrequency car bus walk8 4        (a) use the frequency table to complete the bar chart. [1]     (b) use the bar chart to complete the frequency table. [1]       (c) how many students are in the group?       answer (c)    [1]    (d) the bus fare for travelling to school is $2.      find the total amount paid by the students who travelled by bus.               answer (d) $   [2]             ",
+            "5": "5  \u00a9 ucles 2014 0607/13/o/n/14 [turn over  4 measure and write down the size of angle pqr.      pq r         answer     [1]              5 a dice was rolled twelve times. these are the scores.     5   1   4   4  2 3   1   1 4   2  5   1     find    (a) the range,       answer (a)    [1]       (b) the mode,        answer (b)     [1]     (c) the median.        answer (c)    [2]            ",
+            "6": "6  \u00a9 ucles 2014 0607/13/o/n/14  6     b ade cnot to scale 3 cm2 cm 6 cm       in the diagram ab is parallel to de.    (a) complete the following.   (i) angle abc  = angle  [1]     (ii) angle bac = angle  [1]    (iii)  triangle abc is  to triangle edc  because    [2]     (b) ab = 6  cm, bc = 2  cm and cd = 3  cm.     work out the length of de.                  answer (b)   cm [2]           ",
+            "7": "7  \u00a9 ucles 2014 0607/13/o/n/14 [turn over  7 find the circumference of a circular pond of radius 4  m.   leave your answer in terms of \u03c0.              answer   m [2]             8 the diagram shows the graph of  y = f(x) for \u20132 y x y 2.    \u20134 \u20133 \u20132 \u20131 0 1234 \u20133 \u20134\u20132\u2013112y x            on the same diagram, sketch the graph of    y = f(x) + 2. [2]              ",
+            "8": "8  \u00a9 ucles 2014 0607/13/o/n/14  9 an aircraft flies for 2 hours and travels a distance of 1500  km.     (a) work out the  speed of the aircraft.              answer (a)   km/h [1]       (b) write your answer to part (a) in standard form.        answer (b)    [1]            10 (a) factorise completely.             6 pq + 2p        answer (a)    [2]     (b) solve the following equation.       4 \u2013 2 x = 6 \u2013 5 x                 answer (b) x =    [2]           ",
+            "9": "9  \u00a9 ucles 2014 0607/13/o/n/14 [turn over  11 some of the students in a language class have visited spain ( s), some have visited france ( f), some have  visited neither country and some have visited both countries.     the venn diagram below illustrates this.     su f 4 64 11        (a) write down n ()\u2032\u222afs .        answer (a)    [1]     (b) work out the total number of students.         answer (b)    [1]       one student is chosen at random.   (c) what is the probability that a student has been to france but not to spain?       answer (c)    [1]     (d) what is the probability that a student has been to france or to spain or to both countries?         answer (d)    [1]             ",
+            "10": "10  \u00a9 ucles 2014 0607/13/o/n/14  12 (a) solve the simultaneous equations.    5x + 3y = 13  3x + 5y = 11                          answer (a) x =            y  =     [4]       (b) the cost of buying 5 burgers and 3 drinks is $13.    the cost of buying 3 burgers and 5 drinks is $11.     find the cost of buying 2 burgers and 2 drinks.          answer (b)  $   [2]                ",
+            "11": "11  \u00a9 ucles 2014 0607/13/o/n/14  blank page",
+            "12": "12  permission to reproduce items where third-par ty owned material protected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to t race copyright holders, but if any items requiring clearance have unwittingly been included, the  publisher will be pleased to make amends at the earliest possible opportunity.    cambridge international examinations is part of the cambridge asse ssment group. cambridge assessment is the brand name of unive rsity of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge.    \u00a9 ucles 2014 0607/11/o/n/14  blank page   "
+        },
+        "0607_w14_qp_21.pdf": {
+            "1": "    this document consists of 8 printed pages.  ib14 11_0607_21/rp  \u00a9 ucles 2014 [turn over       *5669966743* cambridge international examinations  cambridge international general certificate of secondary education       cambridge international mathematics 0607/21     paper 2 (extended)  october/november 2014     45 minutes    candidates answer on the question paper.    additional materials: geometrical instruments      read these instructions first    write your centre number, candidate number and name on all the work you hand in.  write in dark blue or black pen.  do not use staples, paper clips, glue or correction fluid. you may use an hb pencil for any diagrams or graphs.  do not  write in any barcodes.    answer all the questions.  calculators must not be used in this paper. all answers should be given in their simplest form. you must show all the relevant working to gain full marks and you will be given marks for correct methods  even if your answer is incorrect. the number of marks is given in brackets [  ] at the end of each question or part question.  the total number of marks for this paper is 40.   ",
+            "2": "2  \u00a9 ucles 2014 0607/21/o/n/14  formula list   for the equation ax2 + bx + c = 0 x =2_\u00b1 4 2_ bb a c a  curved surface area, a, of cylinder of radius r, height h. a = 2\u03c0rh  curved surface area, a, of cone of radius r, sloping edge l. a = \u03c0rl  curved surface area, a, of sphere of radius r. a = 4\u03c0r2  volume, v, of pyramid, base area a, height h. v= 1 3ah  volume, v, of cylinder of radius r, height h. v = \u03c0r2h  volume, v, of cone of radius r, height h. v = 1 3\u03c0r2h  volume, v, of sphere of radius r. v = 4 3\u03c0r3   ==sin sin sin abc ab c   a2 = b2 + c2 \u2013 2bc cos a   area = 1 2bc sin a       a a b cb c",
+            "3": "3  \u00a9 ucles 2014 0607/21/o/n/14 [turn over  answer  all the questions.    1 insert brackets in these calculations so that the answers are correct.    (a) 10  \u2013  4  +  3  +  2  =  5 [1]          (b) 10  \u2013  5  \u00d7  7  +  2  =  45 [1]               2    h\u00b0g\u00b0not to scale      the diagram shows a regular hexagon and a regular pentagon.     (a) find g.            answer(a)   g =     [3]     (b) find h.            answer(b)   h =     [2]   ",
+            "4": "4  \u00a9 ucles 2014 0607/21/o/n/14  3 find the value of     (a) 50,         answer(a)      [1]     (b) 32 8\u2212.              answer(b)      [2]      4 (a) 3023 is a prime number.     write down the factors of 3023.     answer(a)      [1]    (b)  p and q are prime numbers.     (i) write down the highest common factor (hcf) of p and q.        answer(b) (i)     [1]     (ii) write down an expression, in terms of p and q, for the lowest common multiple (lcm) of  p and q.           answer(b) (ii)     [1]      ",
+            "5": "5  \u00a9 ucles 2014 0607/21/o/n/14 [turn over  5 (a)  solve this inequality.        3( x + 2) > 5 x \u2013 2               answer(a)      [3]     (b) show your answer to part (a) on this number line.           \u2013 3 \u2013 2 \u2013 1 01234567x  [2]        6 sanjay asks a random sample of 200 students how they travel to school.   these are his results.    method of travel walk cycle bus car train  frequency 52 47 62 27 12     (a) find the relative frequency of a student travelling by bus.       answer(a)      [1]    (b) the school has 1200 students.     (i) explain why it is reasonable to use your answer to part (a)  as the probability that a student  chosen at random from the school travels by bus.       answer(b) (i)     [1]     (ii) estimate the number of students in the school who travel by bus.                 answer(b) (ii)     [1]   ",
+            "6": "6  \u00a9 ucles 2014 0607/21/o/n/14  7 31 students took a test which was marked out of 70.   the stem and leaf diagram shows their results.    1 3  3  4  7     2 4  4  7  8  9  key 2 4   = 24 marks  3 3  3  4  6  7  8     4 0  2  5  5  8  9  9     5 3  4  6  7  8     6 2  5  5  7       (a) find the median.        answer(a)      [1]     (b) another student took the test later.     what mark did this student get if    (i) the median and range do not change,       answer(b) (i)     [1]      (ii) the median and range both increase by 1?         answer(b) (ii)     [1]       8 in standard form,   x = a \u00d7 10 5  and  y = b \u00d7 107 where  a < b.     in standard form,   yx = c \u00d7 10d  where 1 y c < 10.     (a) find the value of d.           answer(a)      [1]    (b) find c in terms of a and b.           answe r(b)  c  =     [2]   ",
+            "7": "7  \u00a9 ucles 2014 0607/21/o/n/14 [turn over  9 here are the sketches of four graphs.    ya x0yb x0 yc x0yd x0      each of the graphs represents one of these equations.    y = x\u00b2 + 3x y = 3 \u2013 2 x y = 3 \u2013 x\u00b2 y = 2x + 3  y = x\u00b2 y =  \u2013 3x y = x\u00b2 \u2013 3  y = 3x     from the equations above, write down which one represents each graph.     answe r graph a  y =              graph b  y =               graph c  y =                graph d  y =     [4]        questions 10 and 11 are printed on the next page. ",
+            "8": "8    permission to reproduce items where thir d-party owned material protected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the p ublisher (ucles) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the  publisher will be pleased to make amends at the earliest possible opportunity.    cambridge international examinations is part of the cambridge a ssessment group. cambridge assessment is the brand name of unive rsity of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge.    \u00a9 ucles 2014 0607/21/o/n/14  10 (a) factorise completely.        8 a2 \u2013 50 b2             answer(a)      [3]    (b) write as a single fraction, simplifying your answer.         53 3 22 \u2212+\u2212 x x              answer(b)      [3]      11 (a)  find   log 28 .        answer(a)      [1]    (b) find p when   log 3 + 2log 5 = log p.              answer(b)    p =     [2]        "
+        },
+        "0607_w14_qp_22.pdf": {
+            "1": "    this document consists of 8 printed pages.  ib14 11_0607_22/rp  \u00a9 ucles 2014 [turn over       *7601043393* cambridge international examinations  cambridge international general certificate of secondary education       cambridge international mathematics 0607/22     paper 2 (extended)  october/november 2014     45 minutes    candidates answer on the question paper.    additional materials: geometrical instruments      read these instructions first    write your centre number, candidate number and name on all the work you hand in.  write in dark blue or black pen.  do not use staples, paper clips, glue or correction fluid. you may use an hb pencil for any diagrams or graphs.  do not  write in any barcodes.    answer all the questions.  calculators must not be used in this paper. all answers should be given in their simplest form. you must show all the relevant working to gain full marks and you will be given marks for correct methods  even if your answer is incorrect. the number of marks is given in brackets [  ] at the end of each question or part question.  the total number of marks for this paper is 40.   ",
+            "2": "2  \u00a9 ucles 2014 0607/22/o/n/14  formula list   for the equation ax2 + bx + c = 0 x =2_\u00b1 4 2_ bb a c a  curved surface area, a, of cylinder of radius r, height h. a = 2\u03c0rh  curved surface area, a, of cone of radius r, sloping edge l. a = \u03c0rl  curved surface area, a, of sphere of radius r. a = 4\u03c0r2  volume, v, of pyramid, base area a, height h. v= 1 3ah  volume, v, of cylinder of radius r, height h. v = \u03c0r2h  volume, v, of cone of radius r, height h. v = 1 3\u03c0r2h  volume, v, of sphere of radius r. v = 4 3\u03c0r3   ==sin sin sin abc ab c   a2 = b2 + c2 \u2013 2bc cos a   area = 1 2bc sin a       a a b cb c",
+            "3": "3  \u00a9 ucles 2014 0607/22/o/n/14 [turn over  answer all the questions.    1 3 2=\u2212x      find the values of x.                  answe r     [2]       2 find the nth term of this sequence.    \u2013 1, 0, 3, 8, 15, \u2026...                  answe r     [3]       3 find the value of  23 916\u2212 \uf8f7\uf8f8\uf8f6\uf8ec\uf8ed\uf8eb.                         answe r     [2]     ",
+            "4": "4  \u00a9 ucles 2014 0607/22/o/n/14  4 b a+ = +2 123     find the values of a and b.                   answe r a  =             b =    [3]      5 (a)   7 24xnot to scale       find x.                answer(a) x  =     [2]    (b)  y8not to scale \u03b1        sin53=\u03b1  cos54=\u03b1  tan43=\u03b1       find y.         answer(b) y  =     [2]     ",
+            "5": "5  \u00a9 ucles 2014 0607/22/o/n/14 [turn over  6 factorise.     (a)  x2 \u2013 5x \u2013 24                answer(a)      [2]     (b)  pq + p \u2013 tq \u2013 t               answer(b)      [2]       7      the bag contains 5 white beads and 3 black beads.   two beads are taken from the bag at random, without replacement.   find the probability that the two beads are different colours.                           answe r     [3]     ",
+            "6": "6  \u00a9 ucles 2014 0607/22/o/n/14  8 y varies inversely as the square root of x.   when x = 4, y = 3.     find    (a) y in terms of x,              answer(a) y  =     [2]    (b) y when x = 9,      answer(b)      [1]    (c) x in terms of y.             answer(c) x  =     [2]      9 (a) find the value of \uf8f7\uf8f8\uf8f6\uf8ec\uf8ed\uf8eb 91log3 .             answer(a)      [1]     (b) 3loglogqp=       find q in terms of p.                  answer(b) q  =     [2]   ",
+            "7": "7  \u00a9 ucles 2014 0607/22/o/n/14 [turn over  10  y xo abl mnot to scale      the equation of the line l is 3x + 4y = 12.   the line cuts the x-axis at a and the y-axis at b.   the midpoint of ab is m.     (a) find the co-ordinates of     (i) a,    answer (a)(i)   (    ,    ) [1]    (ii) b,    answer (a)(ii)  (    ,    ) [1]     (iii) m.   answer (a)(iii) (    ,    ) [1]    (b) find the equation of the line through the origin which is perpendicular to the line l.                                 answer(b)      [3]      questions 11 and 12 are printed on the next page.   ",
+            "8": "8    permission to reproduce items where third -party owned material protected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to t race copyright holders, but if any items requiring clearance have unwittingly been included, the  publisher will be pleased to make amends at the earliest possible opportunity.    cambridge international examinations is part of the cambridge asse ssment group. cambridge assessment is the brand name of unive rsity of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge.    \u00a9 ucles 2014 0607/22/o/n/14  11  102 3 4 5 64 321y x      draw the stretch of the shaded triangle with the y-axis invariant and factor 2. [2]      12  0y x4 2not to scale      the diagram shows the graph of  y = ax2 + bx + c.   the graph passes through (0, 0) and has a maximum point (2, 4).     find the values of a, b and c.              answe r a  =             b =              c  =    [3]   "
+        },
+        "0607_w14_qp_23.pdf": {
+            "1": "    this document consists of 8 printed pages.  ib14 11_0607_23/2rp  \u00a9 ucles 2014 [turn over       *3816987330* cambridge international examinations  cambridge international general certificate of secondary education       cambridge international mathematics 0607/23     paper 2 (extended)  october/november 2014     45 minutes    candidates answer on the question paper.    additional materials: geometrical instruments      read these instructions first    write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen.  do not use staples, paper clips, glue or correction fluid.  you may use an hb pencil for any diagrams or graphs. do not  write in any barcodes.   answer all the questions.  calculators must not be used in this paper.  all answers should be given in their simplest form.  you must show all the relevant working to gain full marks and you will be given marks for correct methods  even if your answer is incorrect.  the number of marks is given in brackets [  ] at the end of each question or part question.  the total number of marks for this paper is 40.   ",
+            "2": "2  \u00a9 ucles 2014 0607/23/o/n/14  formula list   for the equation ax2 + bx + c = 0 x =2_\u00b1 4 2_ bb a c a  curved surface area, a, of cylinder of radius r, height h. a = 2\u03c0rh  curved surface area, a, of cone of radius r, sloping edge l. a = \u03c0rl  curved surface area, a, of sphere of radius r. a = 4\u03c0r2  volume, v, of pyramid, base area a, height h. v= 1 3ah  volume, v, of cylinder of radius r, height h. v = \u03c0r2h  volume, v, of cone of radius r, height h. v = 1 3\u03c0r2h  volume, v, of sphere of radius r. v = 4 3\u03c0r3   ==sin sin sin abc ab c   a2 = b2 + c2 \u2013 2bc cos a   area = 1 2bc sin a       a a b cb c",
+            "3": "3  \u00a9 ucles 2014 0607/23/o/n/14 [turn over  answer all the questions.    1 here are the first five terms of a sequence.        3 7 11 15 19     (a) write down the next term.         answer(a)      [1]    (b) find the nth term of the sequence.                answer(b)      [2]       2 solve these equations.     (a)  5x + 7 = 3             answer(a)   x  =     [2]    (b) 7(x + 3) \u2013 2( x + 4) = 10                      answer(b)   x  =     [3]     ",
+            "4": "4  \u00a9 ucles 2014 0607/23/o/n/14  3 estimate the value of this calculation.    86.113.83.61 89.8 +\u00d7     show clearly the values you use.                   answe r     [3]       4 (a) simplify    23 25\u2212, giving your answer as a fraction.                  answer(a)      [2]     (b) simplify.      (i) (x3)4            answer(b) (i)     [1]      (ii) 410 xx              answer(b) (ii)     [2]     ",
+            "5": "5  \u00a9 ucles 2014 0607/23/o/n/14 [turn over  5 in the venn diagram, show the sets a, b and c so that    a \u222a b = a,  b \u2229 c = \u2205  and  a \u2229 c \u2260 \u2205.    u       [3]       6  ba d cx\u00b0 y\u00b05 cm 12 cmnot to scale      ab = 5  cm, bc = 12  cm and angle abc = 90\u00b0.   bcd  is a straight line.    find    (a) tan x\u00b0,        answer(a)      [1]    (b)  cos y\u00b0.              answer(b)      [3]     ",
+            "6": "6  \u00a9 ucles 2014 0607/23/o/n/14  7 factorise completely.     (a) 3x2 \u2013 75 y2             answer(a)      [2]    (b) 15ap + 10 bp \u2013 9a \u2013 6b                    answer(b)      [2]       8 i  =  \uf8f7\uf8f7 \uf8f8\uf8f6 \uf8ec\uf8ec \uf8ed\uf8eb 01 j = \uf8f7\uf8f7 \uf8f8\uf8f6 \uf8ec\uf8ec \uf8ed\uf8eb 10 a = \uf8f7\uf8f7 \uf8f8\uf8f6 \uf8ec\uf8ec \uf8ed\uf8eb \u221264     (a) a = pi + qj     find the values of p and q.           answer(a) p  =              q  =     [2]     (b) calculate | a |, giving your answer in the form nm  where m and n are prime numbers.                   answer(b)      [3]     ",
+            "7": "7  \u00a9 ucles 2014 0607/23/o/n/14 [turn over  9  40\u00b0bpa o cdt not to scale      b, d and p are points on the circumference of a circle, centre o.   tba and tdc  are tangents to the circle.   dp is a diameter and angle btd  = 40\u00b0.    find the size of angle abp.              answe r     [2]      question 10 is printed on the next page.   ",
+            "8": "8    permission to reproduce items where thir d-party owned material protected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holder s, but if any items requiring clearance have unwittingly been included, the  publisher will be pleased to make amends at the earliest possible opportunity.   cambridge international examinations is part of the cambridge a ssessment group. cambridge assessment is the brand name of unive rsity of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge.   \u00a9 ucles 2014 0607/23/o/n/14  10 f(x) = 2 x + 3 g( x) = 5 \u2013 3 x     (a) find g( x) when f( x) = 11.                  answer(a)      [2]    (b) find and simplify an expression for  f(g( x)) .                    answer(b)      [2]    (c) find g \u20131(x).                  answer(c)   g\u20131(x) =     [2]       "
+        },
+        "0607_w14_qp_31.pdf": {
+            "1": "    this document consists of 16 printed pages.  ib14 11_0607_31/5rp  \u00a9 ucles 2014 [turn over       *0878953678* cambridge international examinations  cambridge international general certificate of secondary education       cambridge international mathematics 0607/31     paper 3 (core)  october/november 2014     1 hour  45 minutes    candidates answer on the question paper.    additional materials: geometrical instruments   graphics calculator      read these instructions first    write your centre number, candidate number and name on all the work you hand in.  write in dark blue or black pen. do not use staples, paper clips, glue or correction fluid.  you may use an hb pencil for any diagrams or graphs.  do not  write in any barcodes.    answer all the questions.  unless instructed otherwise, give your answers exactly or correct to three significant figures as appropriate.  answers in degrees should be given to one decimal place.  for \u03c0, use your calculator value.  you must show all the relevant working to gain full marks and you will be given marks for correct methods,  including sketches, even if your answer is incorrect.  the number of marks is given in brackets [  ] at the end of each question or part question.  the total number of marks for this paper is 96.   ",
+            "2": "2  \u00a9 ucles 2014 0607/31/o/n/14  formula list   area, a, of triangle, base b, height h. a = 1 2bh  area, a, of circle, radius r. a = \u03c0r2  circumference, c, of circle, radius r. c = 2\u03c0r  curved surface area, a, of cylinder of radius r, height h. a = 2\u03c0rh  curved surface area, a, of cone of radius r, sloping edge l. a = \u03c0rl  curved surface area, a, of sphere of radius r. a = 4\u03c0r2  volume, v, of prism, cross-sectional area a, length l. v =al  volume, v, of pyramid, base area a, height h. v= 1 3ah  volume, v, of cylinder of radius r, height h. v = \u03c0r2h  volume, v, of cone of radius r, height h. v = 1 3\u03c0r2h  volume, v, of sphere of radius r. v = 4 3\u03c0r3 ",
+            "3": "3  \u00a9 ucles 2014 0607/31/o/n/14 [turn over  answer all the questions.    1 write down    (a) a factor of 84 which is greater than 10,       answer(a)     [1]    (b) a multiple of 12,       answer(b)     [1]    (c) a prime number between 20 and 30,        answer(c)     [1]     (d) the value of 80,       answer(d)     [1]    (e) the cube root of 64,       answer(e)     [1]    (f) an example of an obtuse angle,        answer(f)     [1]     (g) the order of rotational symmetry of a parallelogram.       answer(g)     [1]     ",
+            "4": "4  \u00a9 ucles 2014 0607/31/o/n/14  2 (a) write 3648 correct to the nearest 100.     answer(a)     [1]     (b) write 2.6351 correct to 2 decimal places.     answer(b)     [1]     (c) write 3.0865 correct to 3 significant figures.     answer(c)     [1]    (d) simplify.     6 a + 3b \u2013 2a \u2013 b            answer(d)     [2]    (e) find the value of   3 p \u2013 2q   when p = \u20131 and q = 2.            answer(e)     [2]      ",
+            "5": "5  \u00a9 ucles 2014 0607/31/o/n/14 [turn over  3 (a) work out.      (i) 183   answer(a) (i)     [1]     (ii)  (0.34 + 1.27)2   answer(a) (ii)     [1]     (iii) 72 \u00d7 105         answer(a) (iii)     [1]     (iv) 87 \u2013 41         answer(a) (iv)     [1]    (v)  45% of 63.8       answer(a) (v)     [2]     (vi) 16.2584.3 \u00d7       answer(a) (vi)     [2]      (b) divide 52 in the ratio  6  : 7.     answer(b)     ,     [2]     (c) dragon fruit cost $1.79 each.    calculate the maximum number of dragon fruit sian can buy for $20.    how much change should she receive from $20?      answer(c)   number of dragon fruit             change   $     [3]     ",
+            "6": "6  \u00a9 ucles 2014 0607/31/o/n/14  4 dave has 3 cats, 2 dogs and 4 rabbits.   he shows this information in a pie chart.    (a) calculate the sector angle for the 3 cats.                 answer(a)      [2]     (b) construct and label the pie chart.           [3]       ",
+            "7": "7  \u00a9 ucles 2014 0607/31/o/n/14 [turn over  5 (a) colin invests $600 at a rate of 2.1% per year simple interest.      calculate how much interest he receives at the end of 3 years.                 answer(a)  $     [2]    (b) ryan invests $600 at a rate of 2% per year compound interest.     calculate how much interest ryan receives at the end of 3 years.                         answer(b)  $     [4]      ",
+            "8": "8  \u00a9 ucles 2014 0607/31/o/n/14  6 to make 10 cupcakes, nadia uses 250  g flour, 125  g sugar, 100  g butter and 3 eggs.     (a) the ratio    flour  : sugar  : butter = 250  : 125  : 100.    write this ratio in its simplest form.         answer(a)     :   :     [2]    (b) the table shows the cost of ingredients.    ingredient cost ($)  500  g flour 1.20  500  g sugar 1.40  250  g butter 2.00  6 eggs 0.90     (i) find the total  cost of the ingredients which nadia uses to make 10 cupcakes.             answer(b) (i)  $     [3]    (ii) find the cost of making one cupcake.           answer(b) (ii)  $     [1]    (iii) nadia sells the cupcakes at the school bake sale for $0.50 each.      find the profit she makes on one cupcake.          answer(b) (iii)  $     [1]    (iv) calculate the percentage profit on one cupcake.           answer(b) (iv)    % [2]      ",
+            "9": "9  \u00a9 ucles 2014 0607/31/o/n/14 [turn over  7 this shape is drawn on a 1cm2 grid.         (a) draw the line of symmetry on this shape. [1]    (b) find the area of this shape in square centimetres.            answer(b)     cm2 [2]    (c) use pythagoras\u2019 theorem to help you calculate the perimeter of this shape.                answer(c)     cm [4]     (d) write your answer to part (c) in metres.       answer(d)     m [1]      ",
+            "10": "10  \u00a9 ucles 2014 0607/31/o/n/14  8  x\u00b0 not to scale      the diagram shows a regular polygon.    (a) write down the mathematical name for this polygon.      answer(a)      [1]     (b) calculate the value of x.            answer(b)      [3]      9        15, 11, 7, 3, \u2026    (a) write down the next two numbers in this sequence.      answer(a)     ,     [2]    (b) find an expression for the nth term of this sequence.                answer(b)      [2]      ",
+            "11": "11  \u00a9 ucles 2014 0607/31/o/n/14 [turn over  10  y x6 54321 \u20131 \u20132\u201330 \u2013 1 123456 \u20132 \u20133      (a) plot and label the points a(\u20132, 6) and b(3, 1) and join them with a straight line. [2]    (b) calculate the length of ab.            answer(b)      [3]    (c) find the gradient of ab.          answer(c)      [2]    (d) find the equation of the line parallel to ab passing through the point (0, 1).      give your answer in the form y = mx + c.                answer(d)   y  =     [2]     ",
+            "12": "12  \u00a9 ucles 2014 0607/31/o/n/14  11 sateja tests seven candles to find the time they take to burn.   the price, in dollars, and the time, in hours, are shown in the table.    price ($) 1.00 1.50 2.00 2.50 5.00 7.50 10.00  time (hours) 15 23 31 42 75 135 170     (a) complete the scatter diagram.    the first 4 points have been plotted for you.    200 180160140120100 80604020 123456789 1 00 price ($)time (hours)       [2] ",
+            "13": "13  \u00a9 ucles 2014 0607/31/o/n/14 [turn over   (b) what type of correlation does your scatter diagram show?       answer(b)      [1]    (c) (i) find the mean price.           answer(c) (i)  $     [1]      (ii) find the mean time.           answer(c) (ii)    hours [1]      (iii) plot the mean point on the scatter diagram. [1]     (iv) on the diagram, draw a line of best fit by eye. [2]    (d) use your line of best fit to estimate the time taken to burn a candle that costs $6.50  .               answer(d)     hours [1]       ",
+            "14": "14  \u00a9 ucles 2014 0607/31/o/n/14  12  \u20133 \u20131030 02xy        f( x) = 2 x3 + 5x2 \u2013 2x \u2013 5    (a) on the diagram, sketch the graph of y = f(x) for  \u20133 y x y 2. [2]    (b) find the zeros of f( x).       answer(b)  x =               x  =                x  =     [2]     ",
+            "15": "15  \u00a9 ucles 2014 0607/31/o/n/14 [turn over   (c) find the co-ordinates of the local maximum and local minimum points.       answer(c)  maximum  (    ,   )             minimum  (    ,   ) [2]     (d) write down the number of solutions to the equations      (i) f(x) = 8,     answer(d) (i)     [1]    (ii) f(x) = 2.      answer(d) (ii)     [1]                      question 13 is printed on the next page.",
+            "16": "16    permission to reproduce items where thir d-party owned material protected by copyright  is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to t race copyright holders, but if any items requiring clearance have unwittingly been included, the  publisher will be pleased to make amends at the earliest possible opportunity.   cambridge international examinations is part of the cambridge asse ssment group. cambridge assessment is the brand name of unive rsity of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge.   \u00a9 ucles 2014 0607/31/o/n/14  13  ry x8 765 4 321 \u20131\u20132\u20133\u20134\u20135\u20136\u20137 \u20138\u20134 \u20132 \u20133 \u20135\u2013 1 2 3 1 04 5 7 68      the diagram shows a quadrilateral r.    (a) reflect r in the line x = 3. label the image s. [2]     (b) translate the image s by the vector  \uf8f7\uf8f7 \uf8f8\uf8f6 \uf8ec\uf8ec \uf8ed\uf8eb\u2212 42. label the image t. [2]     (c) rotate the image t through 180 \u00b0 about the point (3, 0). label the image u. [2]     (d) the three images join r to form one shape.      write down the mathematical name for this shape.       answer(d)      [1]   "
+        },
+        "0607_w14_qp_32.pdf": {
+            "1": "    this document consists of 16 printed pages.  ib14 11_0607_32/fp  \u00a9 ucles 2014   [turn over     *2653090276* cambridge international examinations  cambridge international general certificate of secondary education       cambridge international mathematics 0607/32     paper 3 (core)  october/november 2014     1 hour  45 minutes    candidates answer on the question paper.    additional materials: geometrical instruments   graphics calculator      read these instructions first    write your centre number, candidate number and name on all the work you hand in.  write in dark blue or black pen. do not use staples, paper clips, glue or correction fluid.  you may use an hb pencil for any diagrams or graphs.  do not  write in any barcodes.    answer all the questions.  unless instructed otherwise, give your answers exactly or correct to three significant figures as appropriate.  answers in degrees should be given to one decimal place.  for \u03c0, use your calculator value.  you must show all the relevant working to gain full marks and you will be given marks for correct methods,  including sketches, even if your answer is incorrect.  the number of marks is given in brackets [  ] at the end of each question or part question.  the total number of marks for this paper is 96.   ",
+            "2": "2  \u00a9 ucles 2014 0607/32/o/n/14  formula list   area, a, of triangle, base b, height h. a = 1 2bh  area, a, of circle, radius r. a = \u03c0r2  circumference, c, of circle, radius r. c = 2\u03c0r  curved surface area, a, of cylinder of radius r, height h. a = 2\u03c0rh  curved surface area, a, of cone of radius r, sloping edge l. a = \u03c0rl  curved surface area, a, of sphere of radius r. a = 4\u03c0r2  volume, v, of prism, cross-sectional area a, length l. v =al  volume, v, of pyramid, base area a, height h. v= 1 3ah  volume, v, of cylinder of radius r, height h. v = \u03c0r2h  volume, v, of cone of radius r, height h. v = 1 3\u03c0r2h  volume, v, of sphere of radius r. v = 4 3\u03c0r3 ",
+            "3": "3  \u00a9 ucles 2014 0607/32/o/n/14 [turn over  answer all the questions.    1 write down    (a) a factor of 84 which is greater than 10,       answer(a)     [1]    (b) a multiple of 12,       answer(b)     [1]    (c) a prime number between 20 and 30,        answe r(c)     [1]     (d) the value of 80,       answer(d)     [1]    (e) the cube root of 64,       answer(e)     [1]    (f) an example of an obtuse angle,        answer(f)     [1]     (g) the order of rotational symmetry of a parallelogram.       answer(g)     [1]       ",
+            "4": "4  \u00a9 ucles 2014 0607/32/o/n/14  2 (a) write 3648 correct to the nearest 100.     answer(a)     [1]     (b) write 2.6351 correct to 2 decimal places.     answer(b)     [1]     (c) write 3.0865 correct to 3 significant figures.     answer(c)     [1]    (d) simplify.     6 a + 3b \u2013 2a \u2013 b            answer(d)     [2]    (e) find the value of   3 p \u2013 2q   when p = \u20131 and q = 2.            answer(e)     [2]        ",
+            "5": "5  \u00a9 ucles 2014 0607/32/o/n/14 [turn over  3 (a) work out.      (i) 183   answer(a) (i)     [1]     (ii)  (0.34 + 1.27)2   answer(a) (ii)     [1]     (iii) 72 \u00d7 105         answer(a) (iii)     [1]     (iv) 87 \u2013 41         answer(a) (iv)     [1]    (v)  45% of 63.8       answer(a) (v)     [2]     (vi) 16.2584.3 \u00d7       answer(a) (vi)     [2]        (b) divide 52 in the ratio  6  : 7.     answer(b)     ,     [2]    (c) dragon fruit cost $1.79 each.    calculate the maximum number of dragon fruit sian can buy for $20.   how much change should she receive from $20?        answer(c)   number of dragon fruit             change   $     [3]       ",
+            "6": "6  \u00a9 ucles 2014 0607/32/o/n/14  4 dave has 3 cats, 2 dogs and 4 rabbits.   he shows this information in a pie chart.    (a) calculate the sector angle for the 3 cats.                 answer(a)      [2]     (b) construct and label the pie chart.           [3]         ",
+            "7": "7  \u00a9 ucles 2014 0607/32/o/n/14 [turn over  5 (a) colin invests $600 at a rate of 2.1% per year simple interest.      calculate how much interest he receives at the end of 3 years.                 answer(a)  $     [2]    (b) ryan invests $600 at a rate of 2% per year compound interest.     calculate how much interest ryan receives at the end of 3 years.                         answer(b)  $     [4]        ",
+            "8": "8  \u00a9 ucles 2014 0607/32/o/n/14  6 to make 10 cupcakes, nadia uses 250  g flour, 125  g sugar, 100  g butter and 3 eggs.     (a) the ratio    flour  : sugar  : butter = 250  : 125  : 100.    write this ratio in its simplest form.         answer(a)     :   :     [2]    (b) the table shows the cost of ingredients.    ingredient cost ($)  500  g flour 1.20  500  g sugar 1.40  250  g butter 2.00  6 eggs 0.90     (i) find the total  cost of the ingredients which nadia uses to make 10 cupcakes.             answer(b) (i)  $     [3]    (ii) find the cost of making one cupcake.           answe r(b)(ii)  $     [1]    (iii) nadia sells the cupcakes at the school bake sale for $0.50 each.      find the profit she makes on one cupcake.          answer(b) (iii)  $     [1]    (iv) calculate the percentage profit on one cupcake.           answer(b) (iv)    % [2]        ",
+            "9": "9  \u00a9 ucles 2014 0607/32/o/n/14 [turn over  7 this shape is drawn on a 1cm2 grid.         (a) draw the line of symmetry on this shape. [1]    (b) find the area of this shape in square centimetres.            answer(b)     cm2 [2]    (c) use pythagoras\u2019 theorem to help you calculate the perimeter of this shape.                answer(c)     cm [4]     (d) write your answer to part (c) in metres.       answer(d)     m [1]        ",
+            "10": "10  \u00a9 ucles 2014 0607/32/o/n/14  8  x\u00b0 not to scale      the diagram shows a regular polygon.    (a) write down the mathematical name for this polygon.      answer(a)      [1]     (b) calculate the value of x.            answer(b)      [3]        9        15, 11, 7, 3, \u2026    (a) write down the next two numbers in this sequence.      answer(a)     ,     [2]    (b) find an expression for the nth term of this sequence.               answer(b)      [2]        ",
+            "11": "11  \u00a9 ucles 2014 0607/32/o/n/14 [turn over  10  y x6 54321 \u20131 \u20132\u201330 \u2013 1 123456 \u20132 \u20133      (a) plot and label the points a(\u20132, 6) and b(3, 1) and join them with a straight line. [2]    (b) calculate the length of ab.            answer(b)      [3]    (c) find the gradient of ab.           answer(c)      [2]     (d) find the equation of the line parallel to ab passing through the point (0, 1).      give your answer in the form y = mx + c.                 answer(d)   y  =     [2]       ",
+            "12": "12  \u00a9 ucles 2014 0607/32/o/n/14  11 sateja tests seven candles to find the time they take to burn.   the price, in dollars, and the time, in hours, are shown in the table.    price ($) 1.00 1.50 2.00 2.50 5.00 7.50 10.00  time (hours) 15 23 31 42 75 135 170     (a) complete the scatter diagram.    the first 4 points have been plotted for you.    200 180160140120100 80604020 123456789 1 00 price ($)time (hours)       [2] ",
+            "13": "13  \u00a9 ucles 2014 0607/32/o/n/14 [turn over   (b) what type of correlation does your scatter diagram show?       answer(b)      [1]    (c) (i) find the mean price.           answer(c) (i)  $     [1]      (ii) find the mean time.           answer(c) (ii)    hours [1]      (iii) plot the mean point on the scatter diagram. [1]     (iv) on the diagram, draw a line of best fit by eye. [2]    (d) use your line of best fit to estimate the time taken to burn a candle that costs $6.50  .               answer(d)     hours [1]         ",
+            "14": "14  \u00a9 ucles 2014 0607/32/o/n/14  12  \u20133 \u20131030 02xy        f( x) = 2 x3 + 5x2 \u2013 2x \u2013 5    (a) on the diagram, sketch the graph of y = f(x) for  \u20133 y x y 2. [2]    (b) find the zeros of f( x).       answer(b)  x =               x  =                x  =     [2]     ",
+            "15": "15  \u00a9 ucles 2014 0607/32/o/n/14 [turn over   (c) find the co-ordinates of the local maximum and local minimum points.       answer(c)  maximum  (    ,   )             minimum  (    ,   ) [2]     (d) write down the number of solutions to the equations      (i) f(x) = 8,     answer(d) (i)     [1]    (ii) f(x) = 2.      answer(d) (ii)     [1]                        question 13 is printed on the next page. ",
+            "16": "16    permission to reproduce items where third-par ty owned material protected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the publis her (ucles) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the  publisher will be pleased to make amends at the earliest possible opportunity.   cambridge international examinations is part of the cambridge asse ssment group. cambridge assessment is the brand name of unive rsity of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge.   \u00a9 ucles 2014 0607/32/o/n/14  13  ry x8 765 4 321 \u20131\u20132\u20133\u20134\u20135\u20136\u20137 \u20138\u20134 \u20132 \u20133 \u20135\u2013 1 2 3 1 04 5 7 68      the diagram shows a quadrilateral r.    (a) reflect r in the line x = 3. label the image s. [2]     (b) translate the image s by the vector  \uf8f7\uf8f7 \uf8f8\uf8f6 \uf8ec\uf8ec \uf8ed\uf8eb\u2212 42. label the image t. [2]     (c) rotate the image t through 180 \u00b0 about the point (3, 0). label the image u. [2]     (d) the three images join r to form one shape.      write down the mathematical name for this shape.       answer(d)      [1]     "
+        },
+        "0607_w14_qp_33.pdf": {
+            "1": "    this document consists of 16 printed pages.  ib14 11_0607_33/fp  \u00a9 ucles 2014   [turn over     *4685416834* cambridge international examinations  cambridge international general certificate of secondary education       cambridge international mathematics 0607/33     paper 3 (core)  october/november 2014     1 hour  45 minutes    candidates answer on the question paper.    additional materials: geometrical instruments   graphics calculator      read these instructions first    write your centre number, candidate number and name on all the work you hand in.  write in dark blue or black pen. do not use staples, paper clips, glue or correction fluid.  you may use an hb pencil for any diagrams or graphs.  do not  write in any barcodes.    answer all the questions.  unless instructed otherwise, give your answers exactly or correct to three significant figures as appropriate.  answers in degrees should be given to one decimal place.  for \u03c0, use your calculator value.  you must show all the relevant working to gain full marks and you will be given marks for correct methods,  including sketches, even if your answer is incorrect.  the number of marks is given in brackets [  ] at the end of each question or part question.  the total number of marks for this paper is 96.   ",
+            "2": "2  \u00a9 ucles 2014 0607/33/o/n/14  formula list   area, a, of triangle, base b, height h. a = 1 2bh  area, a, of circle, radius r. a = \u03c0r2  circumference, c, of circle, radius r. c = 2\u03c0r  curved surface area, a, of cylinder of radius r, height h. a = 2\u03c0rh  curved surface area, a, of cone of radius r, sloping edge l. a = \u03c0rl  curved surface area, a, of sphere of radius r. a = 4\u03c0r2  volume, v, of prism, cross-sectional area a, length l. v =al  volume, v, of pyramid, base area a, height h. v= 1 3ah  volume, v, of cylinder of radius r, height h. v = \u03c0r2h  volume, v, of cone of radius r, height h. v = 1 3\u03c0r2h  volume, v, of sphere of radius r. v = 4 3\u03c0r3 ",
+            "3": "3  \u00a9 ucles 2014 0607/33/o/n/14 [turn over  answer all the questions.    1 write down    (a) a factor of 84 which is greater than 10,       answer(a)     [1]    (b) a multiple of 12,       answer(b)     [1]    (c) a prime number between 20 and 30,        answe r(c)     [1]     (d) the value of 80,       answer(d)     [1]    (e) the cube root of 64,       answer(e)     [1]    (f) an example of an obtuse angle,        answer(f)     [1]     (g) the order of rotational symmetry of a parallelogram.       answer(g)     [1]       ",
+            "4": "4  \u00a9 ucles 2014 0607/33/o/n/14  2 (a) write 3648 correct to the nearest 100.     answer(a)     [1]     (b) write 2.6351 correct to 2 decimal places.     answer(b)     [1]     (c) write 3.0865 correct to 3 significant figures.     answer(c)     [1]    (d) simplify.     6 a + 3b \u2013 2a \u2013 b            answer(d)     [2]    (e) find the value of   3 p \u2013 2q   when p = \u20131 and q = 2.            answer(e)     [2]        ",
+            "5": "5  \u00a9 ucles 2014 0607/33/o/n/14 [turn over  3 (a) work out.      (i) 183   answer(a) (i)     [1]     (ii)  (0.34 + 1.27)2   answer(a) (ii)     [1]     (iii) 72 \u00d7 105         answer(a) (iii)     [1]     (iv) 87 \u2013 41         answer(a) (iv)     [1]    (v)  45% of 63.8       answer(a) (v)     [2]     (vi) 16.2584.3 \u00d7       answer(a) (vi)     [2]        (b) divide 52 in the ratio  6  : 7.     answer(b)     ,     [2]    (c) dragon fruit cost $1.79 each.    calculate the maximum number of dragon fruit sian can buy for $20.   how much change should she receive from $20?        answer(c)   number of dragon fruit             change   $     [3]       ",
+            "6": "6  \u00a9 ucles 2014 0607/33/o/n/14  4 dave has 3 cats, 2 dogs and 4 rabbits.   he shows this information in a pie chart.    (a) calculate the sector angle for the 3 cats.                 answer(a)      [2]     (b) construct and label the pie chart.           [3]         ",
+            "7": "7  \u00a9 ucles 2014 0607/33/o/n/14 [turn over  5 (a) colin invests $600 at a rate of 2.1% per year simple interest.      calculate how much interest he receives at the end of 3 years.                 answer(a)  $     [2]    (b) ryan invests $600 at a rate of 2% per year compound interest.     calculate how much interest ryan receives at the end of 3 years.                         answer(b)  $     [4]        ",
+            "8": "8  \u00a9 ucles 2014 0607/33/o/n/14  6 to make 10 cupcakes, nadia uses 250  g flour, 125  g sugar, 100  g butter and 3 eggs.     (a) the ratio    flour  : sugar  : butter = 250  : 125  : 100.    write this ratio in its simplest form.         answer(a)     :   :     [2]    (b) the table shows the cost of ingredients.    ingredient cost ($)  500  g flour 1.20  500  g sugar 1.40  250  g butter 2.00  6 eggs 0.90     (i) find the total  cost of the ingredients which nadia uses to make 10 cupcakes.             answer(b) (i)  $     [3]    (ii) find the cost of making one cupcake.           answe r(b)(ii)  $     [1]    (iii) nadia sells the cupcakes at the school bake sale for $0.50 each.      find the profit she makes on one cupcake.          answer(b) (iii)  $     [1]    (iv) calculate the percentage profit on one cupcake.           answer(b) (iv)    % [2]        ",
+            "9": "9  \u00a9 ucles 2014 0607/33/o/n/14 [turn over  7 this shape is drawn on a 1cm2 grid.         (a) draw the line of symmetry on this shape. [1]    (b) find the area of this shape in square centimetres.            answer(b)     cm2 [2]    (c) use pythagoras\u2019 theorem to help you calculate the perimeter of this shape.                answer(c)     cm [4]     (d) write your answer to part (c) in metres.       answer(d)     m [1]        ",
+            "10": "10  \u00a9 ucles 2014 0607/33/o/n/14  8  x\u00b0 not to scale      the diagram shows a regular polygon.    (a) write down the mathematical name for this polygon.      answer(a)      [1]     (b) calculate the value of x.            answer(b)      [3]        9        15, 11, 7, 3, \u2026    (a) write down the next two numbers in this sequence.      answer(a)     ,     [2]    (b) find an expression for the nth term of this sequence.               answer(b)      [2]        ",
+            "11": "11  \u00a9 ucles 2014 0607/33/o/n/14 [turn over  10  y x6 54321 \u20131 \u20132\u201330 \u2013 1 123456 \u20132 \u20133      (a) plot and label the points a(\u20132, 6) and b(3, 1) and join them with a straight line. [2]    (b) calculate the length of ab.            answer(b)      [3]    (c) find the gradient of ab.           answer(c)      [2]     (d) find the equation of the line parallel to ab passing through the point (0, 1).      give your answer in the form y = mx + c.                 answer(d)   y  =     [2]       ",
+            "12": "12  \u00a9 ucles 2014 0607/33/o/n/14  11 sateja tests seven candles to find the time they take to burn.   the price, in dollars, and the time, in hours, are shown in the table.    price ($) 1.00 1.50 2.00 2.50 5.00 7.50 10.00  time (hours) 15 23 31 42 75 135 170     (a) complete the scatter diagram.    the first 4 points have been plotted for you.    200 180160140120100 80604020 123456789 1 00 price ($)time (hours)       [2] ",
+            "13": "13  \u00a9 ucles 2014 0607/33/o/n/14 [turn over   (b) what type of correlation does your scatter diagram show?       answer(b)      [1]    (c) (i) find the mean price.           answer(c) (i)  $     [1]      (ii) find the mean time.           answer(c) (ii)    hours [1]      (iii) plot the mean point on the scatter diagram. [1]     (iv) on the diagram, draw a line of best fit by eye. [2]    (d) use your line of best fit to estimate the time taken to burn a candle that costs $6.50  .               answer(d)     hours [1]         ",
+            "14": "14  \u00a9 ucles 2014 0607/33/o/n/14  12  \u20133 \u20131030 02xy        f( x) = 2 x3 + 5x2 \u2013 2x \u2013 5    (a) on the diagram, sketch the graph of y = f(x) for  \u20133 y x y 2. [2]    (b) find the zeros of f( x).       answer(b)  x =               x  =                x  =     [2]     ",
+            "15": "15  \u00a9 ucles 2014 0607/33/o/n/14 [turn over   (c) find the co-ordinates of the local maximum and local minimum points.       answer(c)  maximum  (    ,   )             minimum  (    ,   ) [2]     (d) write down the number of solutions to the equations      (i) f(x) = 8,     answer(d) (i)     [1]    (ii) f(x) = 2.      answer(d) (ii)     [1]                        question 13 is printed on the next page. ",
+            "16": "16    permission to reproduce items where third-par ty owned material protected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the publis her (ucles) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the  publisher will be pleased to make amends at the earliest possible opportunity.   cambridge international examinations is part of the cambridge asse ssment group. cambridge assessment is the brand name of unive rsity of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge.   \u00a9 ucles 2014 0607/33/o/n/14  13  ry x8 765 4 321 \u20131\u20132\u20133\u20134\u20135\u20136\u20137 \u20138\u20134 \u20132 \u20133 \u20135\u2013 1 2 3 1 04 5 7 68      the diagram shows a quadrilateral r.    (a) reflect r in the line x = 3. label the image s. [2]     (b) translate the image s by the vector  \uf8f7\uf8f7 \uf8f8\uf8f6 \uf8ec\uf8ec \uf8ed\uf8eb\u2212 42. label the image t. [2]     (c) rotate the image t through 180 \u00b0 about the point (3, 0). label the image u. [2]     (d) the three images join r to form one shape.      write down the mathematical name for this shape.       answer(d)      [1]     "
+        },
+        "0607_w14_qp_41.pdf": {
+            "1": "    this document consists of 20 printed pages.  ib14 11_0607_41/5rp  \u00a9 ucles 2014 [turn over       *5562327434* cambridge international examinations  cambridge international general certificate of secondary education       cambridge international mathematics 0607/41     paper 4 (extended)  october/november 2014     2 hours 15 minutes    candidates answer on the question paper.    additional materials: geometrical instruments   graphics calculator      read these instructions first    write your centre number, candidate number and name on all the work you hand in.  write in dark blue or black pen. do not use staples, paper clips, glue or correction fluid.  you may use an hb pencil for any diagrams or graphs.  do not  write in any barcodes.    answer all the questions.  unless instructed otherwise, give your answers exactly or correct to three significant figures as appropriate.  answers in degrees should be given to one decimal place.  for \u03c0, use your calculator value.  you must show all the relevant working to gain full marks and you will be given marks for correct methods,  including sketches, even if your answer is incorrect.  the number of marks is given in brackets [  ] at the end of each question or part question.  the total number of marks for this paper is 120.   ",
+            "2": "2  \u00a9 ucles 2014 0607/41/o/n/14  formula list   for the equation ax2 + bx + c = 0 x =2_\u00b1 4 2_ bb a c a  curved surface area, a, of cylinder of radius r, height h. a = 2\u03c0rh  curved surface area, a, of cone of radius r, sloping edge l. a = \u03c0rl  curved surface area, a, of sphere of radius r. a = 4\u03c0r2  volume, v, of pyramid, base area a, height h. v= 1 3ah  volume, v, of cylinder of radius r, height h. v = \u03c0r2h  volume, v, of cone of radius r, height h. v = 1 3\u03c0r2h  volume, v, of sphere of radius r. v = 4 3\u03c0r3   ==sin sin sin abc ab c   a2 = b2 + c2 \u2013 2bc cos a   area = 1 2bc sin a       a a b cb c",
+            "3": "3  \u00a9 ucles 2014 0607/41/o/n/14 [turn over  answer  all the questions.    1  y x 0 \u2013 1 123456789 1 0 \u20132 \u20133 \u2013410 9 87654321 \u20131 \u20132      the diagram shows the graph of   5 x + 8y = 40 .     (a) on the grid, show accurately the region defined by these inequalities.    5x + 8y [ 40 y [ 2x + 3 x [ \u20132       [4]    (b) find the minimum value of y in the region.    give your answer correct to 2 decimal places.                  answer(b)     [3]   ",
+            "4": "4  \u00a9 ucles 2014 0607/41/o/n/14  2 the table shows the scores ( y) of 10 students in a mathematics test and their number of    absences ( x) from school.    number of absences ( x) 6 12 0 2 20 17 35 46 35 50  score ( y) 74 61 91 71 68 40 30 63 68 60     (a) complete this scatter diagram.    the first six points have been plotted for you.   100 90 8070605040302010 10 20 30 number of absences40 500y xscore         [2]    (b) what type of correlation is shown by the scatter diagram?      answer(b)     [1]    (c) find the equation of the regression line.    write your answer in the form y = mx + c .       answer(c)  y  =     [2]    ",
+            "5": "5  \u00a9 ucles 2014 0607/41/o/n/14 [turn over   (d) a student who had 26 absences missed the test.      (i) use your equation to estimate a score for that student.     answer(d) (i)     [1]     (ii)  the teacher does not have confidence in this estimate.     use your diagram to explain why.        answer(d) (ii)     [1]      3  \u20133 \u20131422 3xy 0     (a)  on the diagram, sketch the graph of   y = x 3 \u2013 3x + 4   for   \u20133 y x y 3. [2]    (b) describe fully the symmetry of the graph.      answer(b)                  [3]    (c) find the co-ordinates of the local maximum and local minimum.      answer(c)  maximum  (    ,   )             minimum  (    ,   ) [2]     (d) find the range of values of x for which  y < 5.     answer(d)      [3]   ",
+            "6": "6  \u00a9 ucles 2014 0607/41/o/n/14  4 (a) the shapes below form a sequence.    the shapes are made with 1  cm rods.    shape 1 shape 2 shape 3 shape 4        (i) complete the table below.    shape number 1 2 3 4   7  n  number of rods 4 8 12 16      number of squares enclosed 1 3 5 7           [5]     (ii) find the number of squares enclosed by shape 100.                  answe r(a)(ii)     [1]   ",
+            "7": "7  \u00a9 ucles 2014 0607/41/o/n/14 [turn over   (b)  here is another sequence of shapes made with 1  cm rods.    shape 1 shape 2 shape 3 shape 4       (i) find the number of rods in shape 5.            answer(b) (i)     [1]     (ii) find an expression, in terms of n, for the number of rods in shape n.                             answer(b) (ii)     [3]            ",
+            "8": "8  \u00a9 ucles 2014 0607/41/o/n/14  5 the diagram below shows the cylindrical tank in which dipak stores his heating oil.    dcabo2.5 m0.9 mnot to scale      the length of the tank is 2.5  m and its radius is 0.9  m.   dipak measures the depth of the oil to be 0.2  m.      the diagram below shows the cross-section of the tank and the oil.    0.2 m0.9 mo abnot to scale        (a) calculate the rectangular surface area of the oil, abcd .                           answer(a)     m2 [4]   ",
+            "9": "9  \u00a9 ucles 2014 0607/41/o/n/14 [turn over   (b) calculate angle aob  and show that it rounds to 77.9\u00b0 correct to 1 decimal place.                          [3]    (c) find the number of extra  litres of oil that dipak needs to fill the tank.                              answer(c)     litres [5]     ",
+            "10": "10  \u00a9 ucles 2014 0607/41/o/n/14  6  ac b ode not to scale a b     the diagram shows a parallelogram, oacb.   oc  is a diagonal and od = de = ec .      = a  and  = b.     (a)  find these vectors in terms of a and b.     write each answer in its simplest form.     (i)         answer(a) (i)     [1]      (ii)          answer(a) (ii)     [2]     (b)  show that    = .                    [2]    (c)  (i) what two conclusions can you make about ad and eb?        answer(c) (i)                 [1]      (ii) what conclusion can you make about the quadrilateral aebd ?     answer(c) (ii)     [1]   ",
+            "11": "11  \u00a9 ucles 2014 0607/41/o/n/14 [turn over  7 in a survey, 200 people were asked whether they owned a vehicle.     130 owned a car ( c), 30 owned a motorcycle ( m) and 85 owned a bicycle ( b).   18 owned a car and a motorcycle.  17 owned a motorcycle and a bicycle.   60 owned a car and a bicycle.   8 owned a car and a motorcycle and a bicycle.   (a) complete this venn diagram.    u cm b.. .. 10 830200 130 85       [3]     (b) find the probability that a person, chosen at random from these 200 people,      (i) does not own any of the three vehicles,     answer(b) (i)     [1]      (ii) is an element of the set b \u2229 m \u2229 c  \u2032.        answer(b) (ii)     [1]     (c) two of the 200 people are chosen at random, without replacement.      calculate the probability that     (i) both own a motorcycle,          answer(c) (i)     [2]     (ii) one owns only a car and the other owns only a bicycle.         answer(c) (ii)     [3]   ",
+            "12": "12  \u00a9 ucles 2014 0607/41/o/n/14  8 (a)   oa b cde 32\u00b0 55\u00b0not to scale      a, b, c, d and e are points on the circle centre o.   be  is a diameter, angle bec  = 32 \u00b0 and angle adc  = 55 \u00b0.     find      (i) angle ebc ,             answer(a) (i)  angle ebc =     [1]     (ii) angle abe.              answer(a) (ii)  angle abe =     [2]   ",
+            "13": "13  \u00a9 ucles 2014 0607/41/o/n/14 [turn over   (b)   p xq s rnot to scale       p, q, r and s are points on a circle.    pr and qs intersect at x.    ps = 8  cm, qr = 12  cm and px = 5  cm.     (i) explain why triangle pxs is similar to triangle qxr .      answer(b) (i)                             [2]      (ii) calculate the length of qx.              answer(b) (ii)    cm [2]      (iii) find the value of      qxrpxs triangleof areatriangleof area.                  answer(b) (iii)     [1]      ",
+            "14": "14  \u00a9 ucles 2014 0607/41/o/n/14  9 a transport company records the masses, m kg, of 160 parcels it delivers.   the cumulative frequency curve shows this information.     160 140120100 80 604020 51 0 1 5 2 0 mass (kg)25 30 350cumulative frequency m      (a) (i) find the median.        answer(a) (i)    kg [1]     (ii) find the lower quartile.      answer(a) (ii)    kg [1]     (iii)  find the interquartile range.        answer(a) (iii)    kg [1] ",
+            "15": "15  \u00a9 ucles 2014 0607/41/o/n/14 [turn over   (b) use the cumulative frequency curve to complete the frequency table.    mass ( m kg) 0 < m y 10 10 < m y 15 15 < m y 20 20 < m y 25 25 < m y 35  frequency 14  28        [3]     (c) on the grid below, use the results from part (b)  to draw a histogram.    10 9 87654321 51 0 1 5 2 0 mass (kg)25 30 350frequency density m       [3]       ",
+            "16": "16  \u00a9 ucles 2014 0607/41/o/n/14  10   y x \u20135 \u201355 50      (a) f(x) = 10x \u2013 3.      (i) on the diagram, sketch the graph of   y = f(x). [2]      (ii) write down the equation of the asymptote of f( x).       answer(a) (ii)     [1]    (b) g(x) = tan 30 x\u00b0.     (i) on the same diagram, sketch the graph of   y = g( x). [3]     (ii) write down the equations of the vertical asymptotes of g( x) for values of x      between \u20135 and 5.      answer(b) (ii)     [2]    (c) solve the equation  f( x) = g( x)  for values of x between \u20135 and 5.        answer(c)      [2]     ",
+            "17": "17  \u00a9 ucles 2014 0607/41/o/n/14 [turn over  11 janine and gitte work for the same company.     (a) in 2010, the ratio    janine\u2019s salary  : gitte\u2019s salary  was  5  : 4 .     the total of their salaries was $95  400.      find each of their salaries in 2010.             answer (a) janine   $               gitte   $     [2]     (b) each of their salaries was a 6% increase on their 2009 salaries.      (i) write down the ratio of their salaries in 2009.     answer(b) (i)    :     [1]     (ii)  find the total of their salaries in 2009.            answer(b) (ii)   $     [3]    (c) in 2011, janine and gitte each received an increase of the same amount of money.     in 2011,  the ratio    janine\u2019s salary  : gitte\u2019s salary   was   11  : 9 .      find the increase they each received.                 answer(c)    $     [3]     (d) in 2012 janine\u2019s friend, alain, received a salary increase of 8%.    in 2013, his salary was reduced by 8%.     find the percentage change in alain\u2019s salary over the two years.    say whether it is an increase or decrease.        answer(d)     by    % [3]   ",
+            "18": "18  \u00a9 ucles 2014 0607/41/o/n/14  12   north 20\u00b0lq p sx km35 km25 km 25 kmnot to scale      a ship sails from s on a bearing of 020\u00b0.   there is a lighthouse at l, 35  km due north of s.   the light from the lighthouse has a range of 25  km.   sp = x km.    (a) use the cosine rule to show that   x 2 \u2013 kx + 600 = 0, where k = 65.78 correct to 2 decimal places.                                     [3] ",
+            "19": "19  \u00a9 ucles 2014 0607/41/o/n/14 [turn over   (b) (i) solve the equation   x2 \u2013 65.78 x + 600 = 0, giving your answers correct to 2 decimal places.                                 answer(b)   x =    or     [3]     (ii) write down the distance sq.      answer(b) (ii)    km [1]    (c) the ship is sailing at 30  km/h.    use your answers to part (b)  to find the length of time the light is visible from the ship.     give your answer in hours and minutes correct to the nearest minute.                                    answer(c)     h    min [3]      question 13 is printed on the next page. ",
+            "20": "20    permission to reproduce items where thir d-party owned material protected by copyright  is included has been sought and cleared w here possible. every  reasonable effort has been made by the p ublisher (ucles) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the  publisher will be pleased to make amends at the earliest possible opportunity.    cambridge international examinations is part of the cambridge a ssessment group. cambridge assessment is the brand name of unive rsity of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge.    \u00a9 ucles 2014 0607/41/o/n/14  13   f(x) = 3 x \u2013 2 g( x) = x + 3 h( x) = 2 x2 + 7x + 3     (a) find h(g(0)).       answer(a)      [1]    (b) find f(g( x)), writing your answer in its simplest form.            answer(b)      [2]    (c) find f  \u20131(x).               answer(c)      [2]     (d) simplify )(h)(g xx.                         answer(d)      [3]     "
+        },
+        "0607_w14_qp_42.pdf": {
+            "1": "    this document consists of 20 printed pages.  ib14 11_0607_42/2rp  \u00a9 ucles 2014 [turn over       *6674351105* cambridge international examinations  cambridge international general certificate of secondary education       cambridge international mathematics 0607/42     paper 4 (extended)  october/november 2014     2 hours 15 minutes    candidates answer on the question paper.    additional materials: geometrical instruments   graphics calculator      read these instructions first  write your centre number, candidate number and name on all the work you hand in.  write in dark blue or black pen.  do not use staples, paper clips, glue or correction fluid. you may use an hb pencil for any diagrams or graphs.  do not  write in any barcodes.    answer all the questions.  unless instructed otherwise, give your answers exactly or correct to three significant figures as appropriate. answers in degrees should be given to one decimal place.  for \u03c0, use your calculator value.  you must show all the relevant working to gain full marks and you will be given marks for correct methods,  including sketches, even if your answer is incorrect.  the number of marks is given in brackets [  ] at the end of each question or part question.  the total number of marks for this paper is 120.  ",
+            "2": "2  \u00a9 ucles 2014 0607/42/o/n/14  formula list   for the equation ax2 + bx + c = 0 x =2_\u00b1 4 2_ bb a c a  curved surface area, a, of cylinder of radius r, height h. a = 2\u03c0rh  curved surface area, a, of cone of radius r, sloping edge l. a = \u03c0rl  curved surface area, a, of sphere of radius r. a = 4\u03c0r2  volume, v, of pyramid, base area a, height h. v= 1 3ah  volume, v, of cylinder of radius r, height h. v = \u03c0r2h  volume, v, of cone of radius r, height h. v = 1 3\u03c0r2h  volume, v, of sphere of radius r. v = 4 3\u03c0r3   ==sin sin sin abc ab c   a2 = b2 + c2 \u2013 2bc cos a   area = 1 2bc sin a       a a b cb c",
+            "3": "3  \u00a9 ucles 2014 0607/42/o/n/14 [turn over  answer all the questions.    1 (a) asha and karim share a sum of money in the ratio   asha  : karim = 5  : 4 .    asha receives $600.     show that karim receives $480.       [1]     (b) asha spends 20% of her $600 and invests the remaining money at     a rate of 4% per year simple interest.      calculate the amount asha has at the end of 3 years.                       answer(b)   $     [4]    (c) karim invests all of his $480 at a rate of 3.5% per year compound interest.     (i) calculate the amount karim has at the end of 3 years.              answer(c) (i)   $     [3]    (ii) calculate the minimum number of whole years it takes for karim\u2019s $480 to double in value.                       answer(c) (ii)     [3]   ",
+            "4": "4  \u00a9 ucles 2014 0607/42/o/n/14  2 a train leaves beijing at 15  52 and takes 13 hours and 45 minutes to reach xian.    the distance from beijing to xian is 1200  km.   the cost of a ticket is 441 yuan (\u00a5).    (a) calculate the cost per kilometre to travel from beijing to xian.       answer(a)   \u00a5     [1]    (b) find the time that the train arrives in xian.       answer(b)      [1]    (c) calculate the average speed of the train.                 answer(c)     km/h [2]    (d) one day the train is delayed and arrives in xian at 05  58.     for this train, calculate the percentage increase on the scheduled journey time of 13  h 45  min.                    answer(d)     % [4]     (e) the ticket price of \u00a5 441 is a 5% increase on the previous price of a ticket.     calculate the previous price of a ticket.                   answer(e)   \u00a5     [3]   ",
+            "5": "5  \u00a9 ucles 2014 0607/42/o/n/14 [turn over  3  u tc 211 7 10      u = {30 students}   t = {students who go to the theatre}   c = {students who go to the cinema}     (a) (i) how many students go to the theatre but do not go to the cinema?      answer(a) (i)     [1]      (ii) find  n( t \u222a c ).     answer(a) (ii)     [1]     (iii) find  n( t  ' \u222a c ).     answer(a) (iii)     [1]     (b) one of the 30 students is chosen at random.       find the probability that this student     (i) goes to the cinema,       answer(b) (i)     [1]      (ii) either  goes to the theatre or does not go to the cinema.      answer(b) (ii)     [1]    (c) two of the students who go to the theatre are chosen at random.      find the probability that they both also go to the cinema.                        answer(c)      [3]   ",
+            "6": "6  \u00a9 ucles 2014 0607/42/o/n/14  4  y x \u20135 \u20132020 100        f( x) = )2 (2 \u2212xx ,  2\u2260x      (a) on the diagram, sketch the graph of  y = f(x), for values of x between \u20135 and 10.  [2]      (b) find the co-ordinates of      (i) the local maximum point,    answer(b) (i)   (    ,    ) [1]      (ii) the local minimum point.    answer(b) (ii)  (    ,    ) [1]    ",
+            "7": "7  \u00a9 ucles 2014 0607/42/o/n/14 [turn over   (c) write down the range of f( x) for  x \u2208=o.     answer(c)      [2]     (d) write down an integer value of k for which the equation  f( x) = k  has no solutions.       answer(d)      [1]    (e) write down the equation of the vertical asymptote of the graph of  y = f(x).       answer(e)      [1]    (f) (i) on the same diagram, sketch the graph of  y = x + 2. [1]    (ii) complete the following statement.      the graph of  y = x + 2  is   of the graph of  y = f(x).   [1]     (g)  g(x) = 1.5x + 10      (i) on the same diagram, sketch the graph of  y = g( x). [2]     (ii) solve the inequality  g( x) < f( x).       answer(g) (ii)     [2]     ",
+            "8": "8  \u00a9 ucles 2014 0607/42/o/n/14  5 (a)   136\u00b0y\u00b0cd abnot to scale       in the diagram, cd and ab are parallel and ab = bc .     find the value of y.                  answer(a)   y  =     [3]    (b)     (15x + 20)\u00b0 x\u00b0not to scale       the diagram shows part of a regular polygon.   the interior angle is (15 x + 20)\u00b0 and the exterior angle is x\u00b0.     find the number of sides of this polygon.                   answer(b)      [4]   ",
+            "9": "9  \u00a9 ucles 2014 0607/42/o/n/14 [turn over   (c)   d e abcnot to scale 80\u00b030\u00b0       the points a, b, c, d and e lie on the circumference of a circle.     find     (i) angle ace ,       answer(c) (i)  angle ace =      [1]     (ii) angle aec ,        answer(c) (ii)  angle aec =      [1]     (iii) angle edc .        answer(c) (iii)  angle edc  =     [1]      ",
+            "10": "10  \u00a9 ucles 2014 0607/42/o/n/14  6 (a) the time taken, t minutes, for each of 100 cars to complete the same journey is recorded.    time ( t minutes) 0 < t y 10 10 < t y 15 15 < t y 20 20 < t y 40  frequency  4 38 34 24      (i) calculate an estimate of the mean.         answer(a) (i)    min [2]    (ii) on the grid, draw a histogram to show the information given in the table.    8 7654321 10 20 time (minutes)frequency density 30 400 t       [3]   ",
+            "11": "11  \u00a9 ucles 2014 0607/42/o/n/14 [turn over   (b) the time taken, t minutes, for each of another 100 cars to complete the same journey is recorded.    the information is shown in the diagram below.    100 90 8070605040302010 10 20 time (minutes)cumulative frequency 30 40 500t       find    (i) the median,    answer(b) (i)    min [1]    (ii) the inter-quartile range,        answer(b) (ii)    min [2]      (iii) the number of cars taking more than 35 minutes.       answer(b) (iii)     [2]     ",
+            "12": "12  \u00a9 ucles 2014 0607/42/o/n/14  7 (a) solve the simultaneous equations.    show your working.       x + 2y = 4      2 x + 5y  = 11                          answer(a)  x =               y  =     [3]    (b) solve the equation to find x in terms of k.        kx x=\u2212\u2212+ 312 72                                         answer(b)  x =     [4]   ",
+            "13": "13  \u00a9 ucles 2014 0607/42/o/n/14 [turn over   (c) a library spends $120 on newspapers and $90 on magazines.    newspapers cost $ x each.    magazines cost $( x + 0.4) each.      (i) write down, in terms of x, the number of newspapers that can be bought for $120.       answer(c) (i)     [1]     (ii) write down, in terms of x, the number of magazines that can be bought for $90.       answer(c) (ii)     [1]     (iii) the total number of newspapers and magazines  that the library buys is 225.       find the cost of a newspaper.                                                    answer(c) (iii)   $     [4]      ",
+            "14": "14  \u00a9 ucles 2014 0607/42/o/n/14  8  north m gbv240  km 200  km 77\u00b068\u00b033\u00b085\u00b0 not to scale      the diagram shows the straight line distances between milan ( m), venice ( v), bologna ( b) and genoa ( g).    (a) calculate the distance bv.                        answer(a)     km [3]     (b) calculate the distance gb.               answer(b)     km [3]   ",
+            "15": "15  \u00a9 ucles 2014 0607/42/o/n/14 [turn over   (c) a map of the region is drawn to a scale of  1  : 1 000  000.      calculate the area, on the map, of the quadrilateral mvbg .    give your answer in square centimetres.                                     answer(c)     cm2 [5]    (d) the bearing of v from m is 085\u00b0.     calculate the bearing of   (i) g from m,        answer(d) (i)     [1]     (ii) m from v.        answer(d) (ii)     [1]      ",
+            "16": "16  \u00a9 ucles 2014 0607/42/o/n/14  9 the diagram shows two containers, a cuboid and a cylinder, connected by a pipe.    not to scale      the cuboid measures 1.5  m by 1.5  m by 1  m. it is filled with water.   the cylinder is empty. it has radius 80  cm and height 90  cm.    water flows from the cuboid to the cylinder until the cylinder is full.  the water flows through the pipe at a rate of 35  cm3 per second.    (a) calculate the time taken to fill the cylinder.    give your answer in hours and minutes, correct to the nearest minute.                        answer(a)     h    min [5]    (b) calculate the amount of water remaining in the cuboid.    give your answer in cm 3, correct to 2 significant figures.             answer(b)     cm3 [4]    (c) write your answer to part (b)  in standard form.        answer (c)    cm3 [1]   ",
+            "17": "17  \u00a9 ucles 2014 0607/42/o/n/14 [turn over  10  c d a be fnot to scale      in the diagram ad = 2dc, be = 21ec and def  is a straight line.    = r and  = t.     (a) find, in terms of r and t, in their simplest forms,      (i) ,       answer(a) (i)     [1]      (ii) .           answer(a) (ii)     [2]     (b)  = 31r \u2013 31t .      (i) find  in terms of r and/or t.               answer(b) (i)     [1]    (ii) what does your answer show about the point f  ?       [1]      ",
+            "18": "18  \u00a9 ucles 2014 0607/42/o/n/14  11 (a) f(x) = 2 x + 1       find f(f(2)) .           answer(a)      [2]    (b)   y x3 21 \u20131 \u20132\u201330\u2013 1 12345 \u20132 \u20133 \u20134 \u20135       the diagram shows the graph of   y = g(x) .      (i) on the same diagram, sketch the graph of   y = g( x + 1). [2]        (ii) describe fully the single  transformation that maps the graph of  y = g( x)      onto the graph of y = g( x + 1).                      [2]     ",
+            "19": "19  \u00a9 ucles 2014 0607/42/o/n/14 [turn over   (c) h(x) = x3       (i) find h\u20131(x).      answer(c) (i)     [1]     (ii)  y x1 \u201310 1 \u20131       the diagram shows the graph of   y = h(x) .      (a) on the same diagram, sketch the graph of   y = h \u20131(x). [1]      (b) describe fully the single  transformation that maps the graph of  y = h( x)       onto the graph of  y =  h \u20131(x).                   [2]                                question 12 is printed on the next page.   ",
+            "20": "20    permission to reproduce items where third -party owned material protected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to t race copyright holders, but if any items requiring clearance have unwittingly been included, the  publisher will be pleased to make amends at the earliest possible opportunity.   cambridge international examinations is part of the cambridge asse ssment group. cambridge assessment is the brand name of unive rsity of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge.   \u00a9 ucles 2014 0607/42/o/n/14  12  4 cm h cmnot to scale      the two bowls are mathematically similar.  the table shows some information about these bowls.    bowl height (cm) surface area (cm 2) volume (cm3)  large bowl 4 a 500  small bowl h 90 108     calculate   (a) the height of the small bowl, h  cm,                         answer(a)     cm [3]    (b) the surface area of the large bowl, a  cm2.                        answer(b)     cm2 [2]   "
+        },
+        "0607_w14_qp_43.pdf": {
+            "1": "    this document consists of 19 printed pages and 1 blank page.  ib14 11_0607_43/3rp  \u00a9 ucles 2014 [turn over       *0709951729* cambridge international examinations  cambridge international general certificate of secondary education       cambridge international mathematics 0607/43    paper 4 (extended)  october/november 2014     2 hours 15 minutes    candidates answer on the question paper.    additional materials: geometrical instruments   graphics calculator      read these instructions first    write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen.  do not use staples, paper clips, glue or correction fluid.  you may use an hb pencil for any diagrams or graphs. do not  write in any barcodes.   answer all the questions.  unless instructed otherwise, give your answers exactly or correct to three significant figures as appropriate.  answers in degrees should be given to one decimal place.  for \u03c0, use your calculator value.  you must show all the relevant working to gain full marks and you will be given marks for correct methods,  including sketches, even if your answer is incorrect.  the number of marks is given in brackets [  ] at the end of each question or part question.  the total number of marks for this paper is 120.  ",
+            "2": "2  \u00a9 ucles 2014 0607/43/o/n/14  formula list   for the equation ax2 + bx + c = 0 x =2_\u00b1 4 2_ bb a c a  curved surface area, a, of cylinder of radius r, height h. a = 2\u03c0rh  curved surface area, a, of cone of radius r, sloping edge l. a = \u03c0rl  curved surface area, a, of sphere of radius r. a = 4\u03c0r2  volume, v, of pyramid, base area a, height h. v= 1 3ah  volume, v, of cylinder of radius r, height h. v = \u03c0r2h  volume, v, of cone of radius r, height h. v = 1 3\u03c0r2h  volume, v, of sphere of radius r. v = 4 3\u03c0r3   ==sin sin sin abc ab c   a2 = b2 + c2 \u2013 2bc cos a   area = 1 2bc sin a       a a b cb c",
+            "3": "3  \u00a9 ucles 2014 0607/43/o/n/14 [turn over  answer all the questions.    1 (a) one year sami paid 18% of his earnings in tax.    after paying tax he had $65  600.      how much did sami earn before paying tax?                answer(a)   $     [3]     (b) sami and jennie each have $5000 to invest.    they both invest in accounts that give compound interest.     (i) sami invests in an account that gives 4% interest in the first year, 3% interest in the second year  and 2% in any year after that.      calculate the value of sami\u2019s investment after 3 years.                 answer(b) (i)   $     [3]      (ii) jennie\u2019s investment gives 2.5% compound interest each year.       after 5 years, how much more is the value of sami\u2019s investment than jennie\u2019s?                    answer(b) (ii)   $     [3]     ",
+            "4": "4  \u00a9 ucles 2014 0607/43/o/n/14  2  cy xa(3, 1) b(9, \u20133)0not to scale      a  is the point (3, 1) and b is the point (9, \u20133).    (a) c is the midpoint of ab.      find the co-ordinates of c.           answer(a)    (    ,    ) [1]     (b) find the equation of the line, through c, perpendicular to ab.                answer(b)      [4]    (c)  the line ab meets the y-axis at p.    the line in part (b)  meets the y-axis at q.     find the distance pq.                   answer(c)      [2]     ",
+            "5": "5  \u00a9 ucles 2014 0607/43/o/n/14 [turn over  3  bay x7 654321 \u20131\u20132\u20133\u201340 \u2013 1 1234567 \u20132 \u20133 \u20134      (a) describe fully the single  transformation that maps triangle a onto triangle b.     answer(a)               [3]     (b) (i)  enlarge triangle a with scale factor \u20132 and centre (3, 2).     label the image c. [2]      (ii) describe fully the single  transformation that maps triangle c onto triangle a.     answer(b) (ii)              [2]    (c) stretch triangle b with stretch factor 2 and y-axis invariant.    label the image d. [2]     ",
+            "6": "6  \u00a9 ucles 2014 0607/43/o/n/14  4  ab co5 cm 8 cmnot to  scale      the shaded region is formed by the arcs of two circles.  one circle has centre o and radius 5  cm. the other has centre c and radius 8  cm.   the points a, b and c are on the circumference of the circle, centre o.    (a)  calculate angle aco and show that it rounds to 36.87\u00b0 correct to 2 decimal places.                        [2]    (b) calculate the area of the sector cab .                        answer(b)     cm2 [2]   ",
+            "7": "7  \u00a9 ucles 2014 0607/43/o/n/14 [turn over   (c)  calculate the area of the sector oac .                          answer(c)     cm2 [2]     (d) calculate the area of the triangle oac .                      answer(d)     cm2 [2]    (e) using your answers to parts (b) , (c) and (d), calculate the area of the shaded region.                              answer(e)     cm2 [2]     ",
+            "8": "8  \u00a9 ucles 2014 0607/43/o/n/14  5  015 \u201310\u20133 3y x      (a) on the diagram, sketch the graph of  y = f(x) where   f( x) = 3 + 5 x \u2013 x3  for  \u20133 y x y 3. [2]     (b) find the zeros of f( x).        answer(b)     ,    ,     [3]    (c) find the co-ordinates of the local minimum.      answer(c)      (    ,    ) [2]    (d) g(x) = 4 \u2013 2 x     (i) solve the equation f( x) = g( x).       answer(d) (i)   x =     or x =     or x =      [3]     (ii)  write down the range of values of x for which  f(x) > g( x).        answer(d) (ii)     [2]       ",
+            "9": "9  \u00a9 ucles 2014 0607/43/o/n/14 [turn over  6 here is some information about three dolls that are all mathematically similar.    not to  scale       height 8  cm 12  cm   surface area  300  cm2 800  cm2  volume  600  cm3      (a) calculate the surface area of the smallest doll.                          answer(a)     cm2 [2]     (b) calculate the volume of the largest doll.                             answer(b)     cm3 [4]     ",
+            "10": "10  \u00a9 ucles 2014 0607/43/o/n/14  7 (a)  a od p ba bnot to scale        = a and  = b.    d is the midpoint of ab and  = 32.      (i) find  in terms of a and b.           answer(a) (i)     [1]      (ii) find  in terms of a and b.               answer(a) (ii)     [1]      (iii) find  in terms of a and b.     write your answer as simply as possible.                 answer(a) (iii)     [2]    ",
+            "11": "11  \u00a9 ucles 2014 0607/43/o/n/14 [turn over   (b)   a oq ba benot to scale       the triangle aob  is identical to the triangle in part (a).       = a and  = b.    e is the midpoint of  and  = 32ae.      (i) find  in terms of a and b.           answer (b)(i)     [1]      (ii) find  in terms of a and b.     write your answer as simply as possible.               answer(b) (ii)     [2]    (c)  from your answers to parts  (a)(iii)  and (b)(ii) , what can you say about the points p and q?      answer(c)      [1]       ",
+            "12": "12  \u00a9 ucles 2014 0607/43/o/n/14  8 a ship sails 80  km on a bearing of 065\u00b0 from a to b.   it then sails 95  km on a bearing of 210\u00b0 from b to c.   it then sails back to a.     the diagram below shows this journey.    northnorth ab c210\u00b0 65\u00b080 km 95 kmnot to scale      (a) show that angle abc = 35\u00b0.           [1]    (b) (i)  calculate the distance the ship sails from c to a.                         answer(b) (i)    km [3]   ",
+            "13": "13  \u00a9 ucles 2014 0607/43/o/n/14 [turn over    (ii)  calculate the bearing on which the ship sails from c to a.                        answer(b) (ii)     [4]     (c) the ship sails at 18  km/h from a to b.    it then sails at 22  km/h from b to c and then at 15  km/h from c to a.     (i) calculate the total time for the journey.     give your answer in hours and minutes.                 answer(c) (i)    hours    minutes [3]     (ii) find the average speed for the whole journey.                  answer(c) (ii)    km/h [2]     ",
+            "14": "14  \u00a9 ucles 2014 0607/43/o/n/14  9 there are 9 balls in a bag.   5 of these are red, 3 are yellow and 1 is white.   two balls are selected at random without replacement.   (a) complete the probability tree diagram.    redfirst ball second ball 5 9red yellow white  yellowred yellow white whitered yellow         [3]   ",
+            "15": "15  \u00a9 ucles 2014 0607/43/o/n/14 [turn over   (b)  find the probability that      (i) both balls are yellow,                 answer(b) (i)     [2]      (ii)  the two balls are different colours.                   answer(b) (ii)     [3]     (c) write down the probability that the second ball is red.                answer(c)      [1]       ",
+            "16": "16  \u00a9 ucles 2014 0607/43/o/n/14  10 the heights, h cm, of 100 plants in each of two different soils, a and b, were recorded.   the histogram shows the heights of the plants in soil a.    3.5 3 2.5 2 1.5 1 0.5 10 20 30 40 50 height (cm)60 70 80 90 1000frequency density h      (a) complete the frequency table using the information in the histogram.    height  (h cm) 0 < h y 20 20 < h y 40 40 < h y 50 50 < h y 60 60 < h y 70 70 < h y 100  frequency 4  16   18      [2]    (b) calculate an estimate of the mean height of the plants in soil a.          answer(b)     cm [2]    (c)  complete the cumulative frequency table for the heights of the plants in soil a.     height (h  cm) h y 20 h y 40 h y 50 h y 60 h y 70 h y 100  cumulative frequency 4     100      [2]    (d)  the graph opposite shows the cumulative frequency curve for the heights of the plants in soil b.     using the same grid, draw the cumulative frequency curve for the heights of the plants in soil a.        ",
+            "17": "17  \u00a9 ucles 2014 0607/43/o/n/14 [turn over  100 90 8070605040302010 10cumulative frequency 20 30 40 50 height (cm)60 70 80 90 1000hsoil b       [3]     (e) (i)  in which soil is the median height greater?     show how you decide.           answer(e) (i)     [1]      (ii) in which soil do the heights of the plants have a greater inter-quartile range and by how  much?              answer(e) (ii) soil    by    cm [4]    (f)  estimate the number of plants in soil b with a height greater than 85  cm.            answer(f)      [2]     ",
+            "18": "18  \u00a9 ucles 2014 0607/43/o/n/14  11  010 \u20136\u20138 8y x      f( x) =  42 22 \u2212xx     (a)  on the diagram, sketch the graph of y = f(x) between x = \u20138 and x = 8. [3]     (b)  find the range of f( x) when x [ 1.     answer(b)      [3]     (c)  (i) write down the equations of the three asymptotes of the graph of y = f(x).        answer(c) (i)                                [3]     (ii) write down the equations of the asymptotes of the graph of y = f(x + 3).          answer(c) (ii)                                [2]     ",
+            "19": "19  \u00a9 ucles 2014 0607/43/o/n/14  12  fieldwall x mnot to scale      a farmer makes a rectangular field.   for one side of the field he uses a wall.   he uses 100  m of fencing to make the other three sides.   the width of the field is x metres.     (a) show that the area of the field, a m2, is given by   a = 100 x \u2013 2x2 .              [2]    (b) find the width of the field when the area is 900  m2.               answer(b)     m [3]    (c)  find the maximum area of the field.       answer(c)     m2 [1]    (d) another farmer uses 100  m of fencing to make a circular field.    find the area of this field.              answer(d)     m2 [4]     ",
+            "20": "20    permission to reproduce items where thir d-party owned material protected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holder s, but if any items requiring clearance have unwittingly been included, the  publisher will be pleased to make amends at the earliest possible opportunity.   cambridge international examinations is part of the cambridge a ssessment group. cambridge assessment is the brand name of unive rsity of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge.   \u00a9 ucles 2014 0607/43/o/n/14  blank page  "
+        },
+        "0607_w14_qp_51.pdf": {
+            "1": "    this document consists of 6 printed pages and 2 blank pages.  ib14 11_0607_51/rp  \u00a9 ucles 2014 [turn over       *1262558721* cambridge international examinations  cambridge international general certificate of secondary education       cambridge international mathematics 0607/51     paper 5 (core)  october/november 2014     1 hour    candidates answer on the question paper.    additional materials: graphics calculator      read these instructions first    write your centre number, candidate number and name on all the work you hand in.  write in dark blue or black pen.  do not use staples, paper clips, glue or correction fluid. you may use an hb pencil for any diagrams or graphs.  do not  write in any barcodes.    answer all the questions.  you must show all relevant working to gain full marks for correct methods, including sketches. in this paper you will also be assessed on your ability to provide full reasons and communicate your  mathematics clearly and precisely.  at the end of the examination, fasten all your work securely together.  the total number of marks for this paper is 24.   ",
+            "2": "2  \u00a9 ucles 2014 0607/51/o/n/14  answer all the questions.    investigation cubes  identical small cubes fit together to make larger cubes.   there are no gaps between these small cubes.  for each cube that is made, a cross is marked on each outside  face of each small cube.   the diagram shows the first three cubes that can be made.    diagram 1 1 by 1 by 1diagram 2 2 by 2 by 2diagram 3 3 by 3 by 3     this investigation is about the number of crosses that can be marked on cubes.    look at the 1 by 1 by 1 cube.  it is made from 1 small cube. it has 6 crosses on it (3 crosses are on the faces not seen on the diagram).     1 look at the 2 by 2 by 2 cube.    (a) how many small cubes is this cube made from?         .     (b) explain why there are only 3 crosses on each small cube.                (c) find the total number of crosses on the 2 by 2 by 2 cube.        .   ",
+            "3": "3  \u00a9 ucles 2014 0607/51/o/n/14 [turn over  2 look at the 3 by 3 by 3 cube.     (a) how many small cubes is this cube made from?        .      (b) how many of these small cubes have 3 crosses on them?        .      (c) there are 12 small cubes with 2 crosses on them.     there is 1 small cube with no crosses on it.     how many small cubes have only 1 cross on them?        .     3 (a) on the dotty grid below, draw a 4 by 4 by 4 cube.      mark a cross on the outside face of each small cube.       (b) the 4 by 4 by 4 cube is made from 64 small cubes.     (i) how many of these small cubes have 3 crosses on them?        .       (ii) how many of these small cubes have 2 crosses on them?        .  ",
+            "4": "4  \u00a9 ucles 2014 0607/51/o/n/14  4 complete this table.   you may use the dotty grid on page 6 to help you.    size of cube total number  of small cubes number of small cubes with  0 crosses 1 cross 2 crosses 3 crosses  2 by 2 by 2  0 0    3 by 3 by 3  1  12   4 by 4 by 4 64 8 24    5 by 5 by 5  27 54  8       5 (a)  to work out the number of crosses on the 3 by 3 by 3 cube, complete the following.    1 small cube with 0 crosses gives 0 crosses     small cubes with 1 cross gives 6 crosses  12 small cubes with 2 crosses gives  ...  crosses     small cubes with 3 crosses gives  ...  crosses     total =  ...  crosses    (b) the total number of crosses can also be worked out by the following method.    complete the following.    the number of crosses on one face of the 3 by 3 by 3 cube is  .      so the total number of crosses on all the 6 faces is  .     (c) find the total number of crosses on a 4 by 4 by 4 cube.        .      ",
+            "5": "5  \u00a9 ucles 2014 0607/51/o/n/14  6 (a)  the number of small cubes with 0 crosses forms a sequence of cube numbers.    size of cube 2 by 2 by 2 3 by 3 by 3 4 by 4 by 4 5 by 5 by 5  n by n by n  number of  small cubes with 0 crosses 0 1 8 27        for an n by n by n cube, find an expression, in terms of n, for the number of small cubes with    0 crosses.   write your answer in the table above.            (b) the number of small cubes with 1 cross forms a sequence.    find the nth term of this sequence.                          .    (c) the number of small cubes with 2 crosses forms a sequence.    find the nth term of this sequence.                            .     ",
+            "6": "6  \u00a9 ucles 2014 0607/51/o/n/14     ",
+            "7": "7  \u00a9 ucles 2014 0607/51/o/n/14  blank page",
+            "8": "8    permission to reproduce items where thir d-party owned material protected by copyright  is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to t race copyright holders, but if any items requiring clearance have unwittingly been included, the  publisher will be pleased to make amends at the earliest possible opportunity.    cambridge international examinations is part of the cambridge asse ssment group. cambridge assessment is the brand name of unive rsity of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge.    \u00a9 ucles 2014 0607/51/o/n/14  blank page  "
+        },
+        "0607_w14_qp_52.pdf": {
+            "1": "    this document consists of 6 printed pages and 2 blank pages.  ib14 11_0607_52/fp  \u00a9 ucles 2014 [turn over       *9368827495* cambridge international examinations  cambridge international general certificate of secondary education       cambridge international mathematics 0607/52     paper 5 (core)  october/november 2014     1 hour    candidates answer on the question paper.    additional materials: graphics calculator      read these instructions first    write your centre number, candidate number and name on all the work you hand in.  write in dark blue or black pen.  do not use staples, paper clips, glue or correction fluid. you may use an hb pencil for any diagrams or graphs.  do not  write in any barcodes.    answer all the questions.  you must show all relevant working to gain full marks for correct methods, including sketches. in this paper you will also be assessed on your ability to provide full reasons and communicate your  mathematics clearly and precisely.  at the end of the examination, fasten all your work securely together.  the total number of marks for this paper is 24.   ",
+            "2": "2  \u00a9 ucles 2014 0607/52/o/n/14 answer all the questions.    investigation cubes  identical small cubes fit together to make larger cubes.   there are no gaps between these small cubes.  for each cube that is made, a cross is marked on each outside  face of each small cube.   the diagram shows the first three cubes that can be made.    diagram 1 1 by 1 by 1diagram 2 2 by 2 by 2diagram 3 3 by 3 by 3     this investigation is about the number of crosses that can be marked on cubes.    look at the 1 by 1 by 1 cube.  it is made from 1 small cube. it has 6 crosses on it (3 crosses are on the faces not seen on the diagram).     1 look at the 2 by 2 by 2 cube.    (a) how many small cubes is this cube made from?         .     (b) explain why there are only 3 crosses on each small cube.                (c) find the total number of crosses on the 2 by 2 by 2 cube.        .   ",
+            "3": "3  \u00a9 ucles 2014 0607/52/o/n/14 [turn over  2 look at the 3 by 3 by 3 cube.     (a) how many small cubes is this cube made from?        .      (b) how many of these small cubes have 3 crosses on them?        .      (c) there are 12 small cubes with 2 crosses on them.     there is 1 small cube with no crosses on it.     how many small cubes have only 1 cross on them?        .     3 (a) on the dotty grid below, draw a 4 by 4 by 4 cube.      mark a cross on the outside face of each small cube.       (b) the 4 by 4 by 4 cube is made from 64 small cubes.     (i) how many of these small cubes have 3 crosses on them?        .       (ii) how many of these small cubes have 2 crosses on them?        .  ",
+            "4": "4  \u00a9 ucles 2014 0607/52/o/n/14 4 complete this table.   you may use the dotty grid on page 6 to help you.    size of cube total number  of small cubes number of small cubes with  0 crosses 1 cross 2 crosses 3 crosses  2 by 2 by 2  0 0    3 by 3 by 3  1  12   4 by 4 by 4 64 8 24    5 by 5 by 5  27 54  8       5 (a)  to work out the number of crosses on the 3 by 3 by 3 cube, complete the following.    1 small cube with 0 crosses gives 0 crosses     small cubes with 1 cross gives 6 crosses  12 small cubes with 2 crosses gives  ...  crosses     small cubes with 3 crosses gives  ...  crosses     total =  ...  crosses    (b) the total number of crosses can also be worked out by the following method.    complete the following.    the number of crosses on one face of the 3 by 3 by 3 cube is  .      so the total number of crosses on all the 6 faces is  .     (c) find the total number of crosses on a 4 by 4 by 4 cube.        .      ",
+            "5": "5  \u00a9 ucles 2014 0607/52/o/n/14 [turn over  6 (a)  the number of small cubes with 0 crosses forms a sequence of cube numbers.    size of cube 2 by 2 by 2 3 by 3 by 3 4 by 4 by 4 5 by 5 by 5  n by n by n  number of  small cubes with 0 crosses 0 1 8 27        for an n by n by n cube, find an expression, in terms of n, for the number of small cubes with    0 crosses.   write your answer in the table above.            (b) the number of small cubes with 1 cross forms a sequence.    find the nth term of this sequence.                          .    (c) the number of small cubes with 2 crosses forms a sequence.    find the nth term of this sequence.                            .     ",
+            "6": "6  \u00a9 ucles 2014 0607/52/o/n/14     ",
+            "7": "7  \u00a9 ucles 2014 0607/52/o/n/14  blank page",
+            "8": "8    permission to reproduce items where third-par ty owned material protected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the publis her (ucles) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the  publisher will be pleased to make amends at the earliest possible opportunity.    cambridge international examinations is part of the cambridge asse ssment group. cambridge assessment is the brand name of unive rsity of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge.    \u00a9 ucles 2014 0607/52/o/n/14  blank page  "
+        },
+        "0607_w14_qp_53.pdf": {
+            "1": "    this document consists of 6 printed pages and 2 blank pages.  ib14 11_0607_53/fp  \u00a9 ucles 2014 [turn over       *9254095 192* cambridge international examinations  cambridge international general certificate of secondary education       cambridge international mathematics 0607/53     paper 5 (core)  october/november 2014     1 hour    candidates answer on the question paper.    additional materials: graphics calculator      read these instructions first    write your centre number, candidate number and name on all the work you hand in.  write in dark blue or black pen.  do not use staples, paper clips, glue or correction fluid. you may use an hb pencil for any diagrams or graphs.  do not  write in any barcodes.    answer all the questions.  you must show all relevant working to gain full marks for correct methods, including sketches. in this paper you will also be assessed on your ability to provide full reasons and communicate your  mathematics clearly and precisely.  at the end of the examination, fasten all your work securely together.  the total number of marks for this paper is 24.   ",
+            "2": "2  \u00a9 ucles 2014 0607/53/o/n/14 answer all the questions.    investigation cubes  identical small cubes fit together to make larger cubes.   there are no gaps between these small cubes.  for each cube that is made, a cross is marked on each outside  face of each small cube.   the diagram shows the first three cubes that can be made.    diagram 1 1 by 1 by 1diagram 2 2 by 2 by 2diagram 3 3 by 3 by 3     this investigation is about the number of crosses that can be marked on cubes.    look at the 1 by 1 by 1 cube.  it is made from 1 small cube. it has 6 crosses on it (3 crosses are on the faces not seen on the diagram).     1 look at the 2 by 2 by 2 cube.    (a) how many small cubes is this cube made from?         .     (b) explain why there are only 3 crosses on each small cube.                (c) find the total number of crosses on the 2 by 2 by 2 cube.        .   ",
+            "3": "3  \u00a9 ucles 2014 0607/53/o/n/14 [turn over  2 look at the 3 by 3 by 3 cube.     (a) how many small cubes is this cube made from?        .      (b) how many of these small cubes have 3 crosses on them?        .      (c) there are 12 small cubes with 2 crosses on them.     there is 1 small cube with no crosses on it.     how many small cubes have only 1 cross on them?        .     3 (a) on the dotty grid below, draw a 4 by 4 by 4 cube.      mark a cross on the outside face of each small cube.       (b) the 4 by 4 by 4 cube is made from 64 small cubes.     (i) how many of these small cubes have 3 crosses on them?        .       (ii) how many of these small cubes have 2 crosses on them?        .  ",
+            "4": "4  \u00a9 ucles 2014 0607/53/o/n/14 4 complete this table.   you may use the dotty grid on page 6 to help you.    size of cube total number  of small cubes number of small cubes with  0 crosses 1 cross 2 crosses 3 crosses  2 by 2 by 2  0 0    3 by 3 by 3  1  12   4 by 4 by 4 64 8 24    5 by 5 by 5  27 54  8       5 (a)  to work out the number of crosses on the 3 by 3 by 3 cube, complete the following.    1 small cube with 0 crosses gives 0 crosses     small cubes with 1 cross gives 6 crosses  12 small cubes with 2 crosses gives  ...  crosses     small cubes with 3 crosses gives  ...  crosses     total =  ...  crosses    (b) the total number of crosses can also be worked out by the following method.    complete the following.    the number of crosses on one face of the 3 by 3 by 3 cube is  .      so the total number of crosses on all the 6 faces is  .     (c) find the total number of crosses on a 4 by 4 by 4 cube.        .      ",
+            "5": "5  \u00a9 ucles 2014 0607/53/o/n/14 [turn over  6 (a)  the number of small cubes with 0 crosses forms a sequence of cube numbers.    size of cube 2 by 2 by 2 3 by 3 by 3 4 by 4 by 4 5 by 5 by 5  n by n by n  number of  small cubes with 0 crosses 0 1 8 27        for an n by n by n cube, find an expression, in terms of n, for the number of small cubes with    0 crosses.   write your answer in the table above.            (b) the number of small cubes with 1 cross forms a sequence.    find the nth term of this sequence.                          .    (c) the number of small cubes with 2 crosses forms a sequence.    find the nth term of this sequence.                            .     ",
+            "6": "6  \u00a9 ucles 2014 0607/53/o/n/14    ",
+            "7": "7  \u00a9 ucles 2014 0607/53/o/n/14  blank page",
+            "8": "8    permission to reproduce items where third-par ty owned material protected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the publis her (ucles) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the  publisher will be pleased to make amends at the earliest possible opportunity.    cambridge international examinations is part of the cambridge a ssessment group. cambridge assessment is the brand name of unive rsity of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge.    \u00a9 ucles 2014 0607/53/o/n/14  blank page    "
+        },
+        "0607_w14_qp_61.pdf": {
+            "1": "    this document consists of 11 printed pages and 1 blank page.  ib14 11_0607_61/2rp  \u00a9 ucles 2014 [turn over       *3861217397* cambridge international examinations  cambridge international general certificate of secondary education       cambridge international mathematics 0607/61     paper 6 (extended)  october/november 2014     1 hour 30 minutes    candidates answer on the question paper    additional materials: graphics calculator      read these instructions first    write your centre number, candidate number and name on all the work you hand in.  write in dark blue or black pen.  do not use staples, paper clips, glue or correction fluid. you may use an hb pencil for any diagrams or graphs.  do not  write in any barcodes.    answer both parts a and b.  you must show all relevant working to gain full marks for correct methods, including sketches. in this paper you will also be assessed on your ability to provide full reasons and communicate your  mathematics clearly and precisely.  at the end of the examination, fasten all your work securely together.  the total number of marks for this paper is 40.   ",
+            "2": "2  \u00a9 ucles 2014 0607/61/o/n/14  answer both  parts a and b.    a investigation cubes  (20 marks)    you are advised to spend no more than 45 minutes on this part.   identical small cubes fit together to make larger cubes.  there are no gaps between these small cubes. for each cube that is made, a cross is marked on each outside  face of each small cube.   the diagram shows the first three cubes that can be made.   diagram 1 1 by 1 by 1diagram 2 2 by 2 by 2diagram 3 3 by 3 by 3    this investigation is about the number of crosses that can be marked on cubes.     look at the 1 by 1 by 1 cube. it is made from 1 small cube. it has 6 crosses on it (3 crosses are on the faces not seen on the diagram).     1 look at the 2 by 2 by 2 cube.    (a) how many small cubes is this cube made from?        .    (b) explain why there are only 3 crosses on each small cube.              (c) find the total number of crosses on the 2 by 2 by 2 cube.        .   ",
+            "3": "3  \u00a9 ucles 2014 0607/61/o/n/14 [turn over  2 look at the 3 by 3 by 3 cube.     (a) how many small cubes is this cube made from?          .     (b) how many of these small cubes have 3 crosses on them?           .    (c) there are 12 small cubes with 2 crosses on them.     there is 1 small cube with no crosses on it.    how many small cubes have only 1 cross on them?         .     3 complete this table.   you may use the dotty grid on page 7 to help you.   size of cube total number  of small cubes number of small cubes with  0 crosses 1 cross 2 crosses 3 crosses  2 by 2 by 2  0 0    3 by 3 by 3  1  12   4 by 4 by 4 64 8 24    5 by 5 by 5  27 54  8     ",
+            "4": "4  \u00a9 ucles 2014 0607/61/o/n/14  4 (a)  to work out the number of crosses on the 3 by 3 by 3 cube, complete the following.    1 small cube with 0 crosses gives 0 crosses     small cubes with 1 cross gives 6 crosses  12 small cubes with 2 crosses gives  ...  crosses     small cubes with 3 crosses gives  ...  crosses     total =  ...  crosses     (b) the total number of crosses can also be worked out by the following method.    complete the following.     the number of crosses on one face of the 3 by 3 by 3 cube is  .      so the total number of crosses on all the 6 faces is  .    (c) find the total number of crosses on a 4 by 4 by 4 cube.              .    (d) find an expression, in terms of n, for the total number of crosses on an n by n by n cube.                 .    ",
+            "5": "5  \u00a9 ucles 2014 0607/61/o/n/14 [turn over  5 the number of small cubes with 0 crosses forms a sequence.    size of cube 2 by 2 by 2 3 by 3 by 3 4 by 4 by 4 5 by 5 by 5  n by n by n  number of  small cubes with 0 crosses 0 1 8 27       for an n by n by n cube, find an expression, in terms of n, for the number of small cubes with 0 crosses.   write your answer in the table above.            6 for an n by n by n cube, an expression for the number of small cubes with one cross is 6( n \u2013 2) 2.     in an n by n by n cube, can the number of small cubes with 0 crosses equal the number of small cubes with  one cross? show your working.    ",
+            "6": "6  \u00a9 ucles 2014 0607/61/o/n/14  7 for an n by n by n cube, find an expression, in terms of n, for the number of small cubes with 2 crosses.                     .     8 (a) in an n by n by n cube there are 64 small cubes that have 0 crosses on them.     how many small cubes does it have altogether?                 .     (b)  in another n by n by n cube there are 60 small cubes that have 2 crosses on them.    in this cube, how many small cubes have only 1 cross on them?                 .    ",
+            "7": "7  \u00a9 ucles 2014 0607/61/o/n/14 [turn over       ",
+            "8": "8  \u00a9 ucles 2014 0607/61/o/n/14  b modelling fish ponds (20 marks)    you are advised to spend no more than 45 minutes on this part.    volume of a cylinder of radius r, height h, is \u03c0 r2h  volume of a sphere, radius r, is 3 34r\u03c0    fish ponds can be either hemispherical or cylindrical.   dr dcylindrical pond hemispherical pond    1 (a) a hemispherical pond has radius r metres.     when r = 3, show that the volume of the pond is 18\u03c0  m3.           (b) a cylindrical pond has a radius of d metres and a depth of d metres.    show that the volume of this pond is \u03c0 d  3 cubic metres.             (c) the radius and the depth of the cylindrical pond in part (b)  is the same as the radius of the  hemispherical pond in part (a) .    show that  the cylindrical pond holds more water than the hemispherical pond.             (d) a hemispherical pond of radius r metres has the same volume as a cylindrical pond of radius and  depth d metres.      show that   r d 3 32= .      ",
+            "9": "9  \u00a9 ucles 2014 0607/61/o/n/14 [turn over  2 theo wants to work out how many fish he can put in a pond.    a fish needs 5 litres of water for every 0.1  cm of its length.     (a) the average length of 15 fish is 18  cm.    find the number of cubic metres of water needed for these fish.               .      (b) there are f fish in the pond, with an average length of l  cm.    find a model for the number of cubic metres of water, w, needed.                    .     (c) theo\u2019s pond has a volume of 20  m3.      (i) use your model to find the maximum number of fish, of average length 24  cm, that can be put in  this pond.           .       (ii) if theo\u2019s pond is hemispherical find its radius.              .      (iii) if theo\u2019s pond is cylindrical, and the radius and depth are the same, find its radius.                    .   ",
+            "10": "10  \u00a9 ucles 2014 0607/61/o/n/14  3 theo decides to have a cylindrical pond.   the radius, r metres, does not have to be the same as the depth, d metres.     (a) for a pond with volume 20 m3 find a model for the depth, d, in terms of r.                  .     (b) sketch the graph of d against  r for  1 y r y 5.    05rd 7      (c) what practical problem is there when the radius is less than one metre?                  (d) find the radius of a pond when the depth is 1  m.                    .    ",
+            "11": "11  \u00a9 ucles 2014 0607/61/o/n/14  4 the water level must be 30  cm below the top of the sides of the pond.     (a) modify your model in question 3 (a) .                  .    (b) explain how this affects your graph in question 3 (b) .    ",
+            "12": "12    permission to reproduce items where thir d-party owned material protected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holder s, but if any items requiring clearance have unwittingly been included, the  publisher will be pleased to make amends at the earliest possible opportunity.    cambridge international examinations is part of the cambridge assess ment group. cambridge assessment is the brand name of unive rsity of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge.    \u00a9 ucles 2014 0607/61/o/n/14  bank page  "
+        },
+        "0607_w14_qp_62.pdf": {
+            "1": "    this document consists of 11 printed pages and 1 blank page.  ib14 11_0607_62/4rp  \u00a9 ucles 2014 [turn over       *2215383014* cambridge international examinations  cambridge international general certificate of secondary education       cambridge international mathematics 0607/62     paper 6 (extended)  october/november 2014     1 hour 30 minutes    candidates answer on the question paper    additional materials: graphics calculator      read these instructions first    write your centre number, candidate number and name on all the work you hand in.  write in dark blue or black pen.  do not use staples, paper clips, glue or correction fluid. you may use an hb pencil for any diagrams or graphs.  do not  write in any barcodes.    answer both parts a and b.  you must show all relevant working to gain full marks for correct methods, including sketches. in this paper you will also be assessed on your ability to provide full reasons and communicate your  mathematics clearly and precisely.  at the end of the examination, fasten all your work securely together.  the total number of marks for this paper is 40.   ",
+            "2": "2  \u00a9 ucles 2014 0607/62/o/n/14  answer both parts a and b.    a investigation taxicab geometry (20 marks)   you are advised to spend no more than 45 minutes on this part.   a taxicab has to travel from a to b. in taxicab geometry, to go from a to b, you must only go along gridlines  and take a shortest route.   a b    the diagram shows two of the possible shortest routes from a to b.  the taxicab distance ab is 5.    1 (a)   e d c       for this grid, write down the taxicab distance cd and the taxicab distance de.        taxicab distance cd  .        taxicab distance de  .     ",
+            "3": "3  \u00a9 ucles 2014 0607/62/o/n/14 [turn over   (b) on the grids below, show the three possible shortest routes from c to d.    remember, you must only go along gridlines.    d cd cd c     (c) on the grids below, show all of the possible shortest routes from d to e.     draw one route on each grid.    de de de de    ",
+            "4": "4  \u00a9 ucles 2014 0607/62/o/n/14   (d) (i) on the grid below, plot two points with taxicab distance equal to 5 and only one possible shortest  route between them.         (ii)  on the answer grid below, plot two points with taxicab distance not equal to 6 and exactly six  possible shortest routes between them.   you may use the first grid for your working.    working grid           answer grid     ",
+            "5": "5  \u00a9 ucles 2014 0607/62/o/n/14 [turn over  2 the taxicab is based at t, (0, 0) on the grid.   possible destinations are marked .   there are 35 possible shortest routes from t to (4, 3).     ty x3 2 1 102 3 435      (a) write beside each destination on the x-axis and the y-axis, the number  of shortest routes from t.      (b) there are three shortest routes from t to destination (1, 2).    each shortest route goes through either (0, 2) or (1, 1).      explain how the number of shortest routes to (0, 2) and to (1, 1) can be used to find the number of  shortest routes to (1, 2).                     (c) write beside each destination on the grid the  number  of shortest routes from t.    (d)  there are 120 shortest routes from t to destination (7, 3).     how many shortest routes are there from t to (6, 3) and what is this taxicab distance?              number of shortest routes  ...        taxicab distance  ..    ",
+            "6": "6  \u00a9 ucles 2014 0607/62/o/n/14  3 in this question, all taxicab distances are integers.      (a) on the 6 by 6 grid below, plot the seven points where the taxicab distance from s is equal to     the taxicab distance from t.    st     (b) v and w are on the same horizontal gridline. the taxicab distance vw is 9.     how many points have a taxicab distance from v that is equal to the taxicab distance from w?          .     (c) x and y are at opposite corners of a 2 by 2 square.  on each of the following grids, plot all the points  where the taxicab distance from x is equal to the taxicab distance from y.       (i) 2 by 2 grid    xy       (ii) 4 by 4 grid    xy     ",
+            "7": "7  \u00a9 ucles 2014 0607/62/o/n/14 [turn over    (iii) 6 by 6 grid    xy       (iv)  x and y are on an n by n grid, when n is an even number.     find an expression, in terms of n, for the number of points where the taxicab distance from x is  equal to the taxicab distance from y.                 .    ",
+            "8": "8  \u00a9 ucles 2014 0607/62/o/n/14  b modelling throwing a ball (20 marks)    you are advised to spend no more than 45 minutes on this part.   when a ball is thrown the model of its path is    y = ax 2 + bx + c.   y is the vertical height in metres of the ball above the horizontal ground.  x is the horizontal distance in metres that the ball has travelled from where it was thrown.  a, b and c are constants.   1 (a) a ball is thrown from (0, 0).    the model of the ball\u2019s path is    y = _  81x2 +  45x.      (i) on the diagram, sketch the graph of this equation for 0 y x y 12.    y x012       (ii) how far does the ball travel horizontally before hitting the ground?           .     (iii) what is the greatest height that the ball reaches?            .      (iv) a vertical fence, 2  m high, stands on the horizontal ground 6  m from where the ball was thrown.       how far above this fence is the ball when it is 6  m from where it was thrown?           .   ",
+            "9": "9  \u00a9 ucles 2014 0607/62/o/n/14 [turn over    (v) there are two positions where a 2  m high fence could be built so that the ball just passes over the  top. one position is 2  m from where the ball was thrown.        find the other position.           .     (b)  the ball is now thrown from 1.5  m above the ground.     use this information to modify the model in part (a) .           ..     2 a second ball is thrown from (0, 0).   it passes through the points (3, 1.2) and (5, 0).     (a) use these co-ordinates to write down three equations in a, b and c.            ..        ..         ..     (b) solve your equations to find values for a, b and c, and write down the equation of the path of this  second ball.                     a =   ...         b =   ...         c =   ...           ..     ",
+            "10": "10  \u00a9 ucles 2014 0607/62/o/n/14   (c) a vertical fence, 2  m high, stands on the horizontal ground 2  m from where this   second ball was thrown.      will this second ball hit the fence? explain your answer.                        3 a ball is thrown from (0, 0).     it just passes over a fence, k metres from (0, 0) and hits the ground at ( x, 0).     a general model of its path is    ) () ( xkkxxhxy\u2212\u2212= .      h  is the height of the fence in metres.   x  is the horizontal distance, in metres, that the ball travels before hitting the ground.     (a) (i) using the information in question 1(a)  show that this general model gives   y = _  81x2 +  45x.                                   (ii) explain why this general model does not give the equation of the ball\u2019s path in question 1(b) .           ... .        ... .     ",
+            "11": "11  \u00a9 ucles 2014 0607/62/o/n/14   (b) a ball is thrown from (0, 0).    it just passes over a 2  m high fence that is 8  m from (0, 0) and hits the ground at (12, 0).      (i) use the general model to find the equation of the ball\u2019s path.             ..       (ii) find the position where another 2  m high fence could be built so that the ball just passes  over the top.             .     (c) a ball is thrown from (0, 0).    it just passes over two 2.5  m high fences.     the fences are built so that one is twice as far from (0, 0) as the other.    one fence is 10  m from (0, 0).     (i) find the two possible horizontal distances that the ball can travel before it hits the ground.             ..     (ii) find the equation for each path of this ball.                ..           ..     (iii)  what is the greatest height that the ball reaches?            .     ",
+            "12": "12    permission to reproduce items where third-par ty owned material protected by copyright is  included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holder s, but if any items requiring clearance have unwittingly been included, the  publisher will be pleased to make amends at the earliest possible opportunity.    cambridge international examinations is part of the cambridge asse ssment group. cambridge assessment is the brand name of unive rsity of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge.    \u00a9 ucles 2014 0607/62/o/n/14  blank page "
+        },
+        "0607_w14_qp_63.pdf": {
+            "1": "    this document consists of 12 printed pages.  ib14 11_0607_63/5rp  \u00a9 ucles 2014 [turn over       *2009383695* cambridge international examinations  cambridge international general certificate of secondary education       cambridge international mathematics 0607/63     paper 6 (extended)  october/november 2014     1 hour 30 minutes    candidates answer on the question paper    additional materials: graphics calculator      read these instructions first    write your centre number, candidate number and name on all the work you hand in.  write in dark blue or black pen.  do not use staples, paper clips, glue or correction fluid. you may use an hb pencil for any diagrams or graphs.  do not  write in any barcodes.   answer both parts a and b.  you must show all relevant working to gain full marks for correct methods, including sketches.  in this paper you will also be assessed on your ability to provide full reasons and communicate your  mathematics clearly and precisely.  at the end of the examination, fasten all your work securely together.  the total number of marks for this paper is 40.   ",
+            "2": "2  \u00a9 ucles 2014 0607/63/o/n/14  answer both  parts a and b.   a investigation the end result (20 marks)   you are advised to spend no more than 45 minutes on this part.     this investigation looks at some relationships between unit fractions. a unit fraction is a fraction which has a numerator of 1.   1 the difference  between the unit fractions  41 and 51 is     201 2045 51 41=\u2212=\u2212 .     the product  of the unit fractions 41 and 51 is     201 51 41=\u00d7 .     the difference and the product of the unit fractions 41 and 51 are the same.     (a) (i) find the difference and the product of the unit fractions 31 and 41.                difference =           product =   ...      (ii) find the difference and the product of the unit fractions  31 and 51.                 difference =           product =   ...   ",
+            "3": "3  \u00a9 ucles 2014 0607/63/o/n/14 [turn over    (iii) find another pair of unit fractions whose difference and product are the same.                    ...  and   ...    (b) a and b are positive integers where a < b.       write as a single algebraic fraction    (i)  ba11\u2212,             .      (ii)  ba11\u00d7.             .     (c) a pair of unit fractions has the same difference and product.      complete the following statement.       when the larger fraction is  n1, the smaller fraction is ...    ",
+            "4": "4  \u00a9 ucles 2014 0607/63/o/n/14  2 the sum of the unit fractions 21 and 41 is     43 86 824 41 21= =+=+ .     the numbers 3 and 4 form two sides of a right-angled triangle.   3 4not to scale      the hypotenuse of this triangle is 5 25 432 2= =+ .     the set of integers (3, 4, 5) is called a pythagorean triple.     (a) (i) find the sum of the unit fractions 51 and 71.            .      (ii) using your answer to part (a)(i) , find a pythagorean triple that  may be   formed  from the sum of   51 and 71.           ( ...  ,  ..  ,  . )     (iii) find the sum of  91 and 111.              .      (iv) can a pythagorean triple be formed from your answer to part (a)(iii) ?      explain your answer.         ... .     ",
+            "5": "5  \u00a9 ucles 2014 0607/63/o/n/14 [turn over   (b)  for some values of p and q, the sum of the unit fractions p1 and q1 can be used  to form a pythagorean triple.      (i) write as a single algebraic fraction  qp1 1+.                  .      (ii) complete the pythagorean triple in terms of p and q.           ( ..  ,  ...  , pq + 2)     (iii) by applying pythagoras\u2019 theorem to your answer to part (b)(ii) , show that     p 2 + q2 = 2pq + 4.                          ",
+            "6": "6  \u00a9 ucles 2014 0607/63/o/n/14    (iv) find the two algebraic relationships between p and q so that  q p1 1+ can be used   to form a pythagorean triple.                         .          .    ",
+            "7": "7  \u00a9 ucles 2014 0607/63/o/n/14 [turn over                                      part b starts on page 8. ",
+            "8": "8  \u00a9 ucles 2014 0607/63/o/n/14  b modelling rescue mission (20 marks)    you are advised to spend no more than 45 minutes on this part.     a rescue team is going to fly to a disaster area.   there must be at least 35 people in the team and they need at least 80 tonnes of equipment.   the objective of this task is to find the best way to organise the rescue mission.    two planes, x and y, are available to take the rescue team and their equipment.  both planes must be back at the starting airport in less than 24 hours.   the maximum loads, flight times and total cost for each plane are shown in the table.    plane maximum number  of people per flight maximum mass of  equipment (tonnes) maximum return   flight time (hours) cost for return   flight ($ thousand)  x 5 10 3 40  y 7 20 4 65    let  x be the number of return  flights made by plane x   and y be the number of  return  flights made by plane y.   the rescue mission is to be modelled by five inequalities.  1 (a) (i) the total mass, in tonnes, of the equipment carried by the two planes is 10 x + 20 y.       explain why the mass of the equipment to be carried by the two planes can be shown by the  inequality   10 x + 20 y [ 80.        ... .     (ii) find, in terms of x and y, an inequality to show the total number of people carried  by the two planes.         .     (iii) find, in terms of x and y, an inequality to show the total flight time of the two planes.           .   ",
+            "9": "9  \u00a9 ucles 2014 0607/63/o/n/14 [turn over   (b) complete each inequality below to show    (i) the greatest number of flights that plane x would be able to make,           0 y x y       (ii) the greatest number of flights that plane y would be able to make.           0 y y y        (c) write an expression, in terms of x and y, for the total cost of the flights, in thousands of dollars.          .   ",
+            "10": "10  \u00a9 ucles 2014 0607/63/o/n/14  2 (a)  on the grid, find the region satisfied by the inequalities from question 1(a) and question 1(b) .     shade the unwanted  region.    102 3 4 5 6 7 8 9 1010 987654321y x      (b) two of the lines cross when  x =  324 and y =  321.      explain why these values should not be used to find the minimum cost.              ",
+            "11": "11  \u00a9 ucles 2014 0607/63/o/n/14 [turn over   (c) when x = 0 and y = 5, the cost of the rescue mission is 325 thousand dollars.     using your diagram, find the minimum cost of the rescue mission.   write down the number of times each plane must fly.                        plane x  .   plane y ..         minimum cost =  ... thousand dollars    3 plane x is not available to make more than 4 return flights.    how many times should each plane be used to minimise the cost?  what would be the increase  in cost compared to your solution in question 2 ?          plane x  .   plane y ..        increase in cost =  ... thousand dollars     4 compare your solutions to question 2(c)  and question 3 .    which is the better solution? explain your answer.      . ...      . ...       . ...     ",
+            "12": "12    permission to reproduce items where third-par ty owned material protected by copyright is  included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holder s, but if any items requiring clearance have unwittingly been included, the  publisher will be pleased to make amends at the earliest possible opportunity.    cambridge international examinations is part of the cambridge asse ssment group. cambridge assessment is the brand name of unive rsity of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge.   \u00a9 ucles 2014 0607/63/o/n/14  5 a third plane, z, is available to assist with the mission.   this plane must also be back at the starting airport in less than 24 hours.  the maximum loads, flight times and total cost for each plane are shown in the table.   plane maximum number  of people per flight maximum mass of  equipment (tonnes) maximum return   flight time (hours) cost for return   flight ($ thousand)  x 5 10 3 40  y 7 20 4 65  z 4 8 2 50     let  x be the number of return  flights made by plane x,     y  be the number of  return  flights made by plane y,   and z be the number of  return  flights made by plane z.    this rescue mission is to be modelled by six inequalities.   (a) find the six inequalities and an expression for the cost in terms of x, y and z.         inequalities .         .         .         .         .        .         cost ..    (b) explain why the method  of solution used in question 2  is not appropriate for this model.      . ...      . ...      "
+        }
+    },
+    "2015": {
+        "0607_s15_qp_11.pdf": {
+            "1": "    this document consists of 11 printed pages and 1 blank page.  ib15 06_0607_11/4rp  \u00a9 ucles 2015 [turn over       *5433202339* cambridge international examinations  cambridge international general certificate of secondary education       cambridge international mathematics 0607/11     paper 1 (core)  may/june 2015     45 minutes    candidates answer on the question paper.    additional materials: geometrical instruments      read these instructions first    write your centre number, candidate number and name on all the work you hand in.  write in dark blue or black pen.  do not use staples, paper clips, glue or correction fluid. you may use an hb pencil for any diagrams or graphs.  do not  write in any barcodes.    answer all the questions.  calculators must not be used in this paper. all answers should be given in their simplest form. you must show all the relevant working to gain full marks and you will be given marks for correct methods  even if your answer is incorrect. the number of marks is given in brackets [  ] at the end of each question or part question.  the total number of marks for this paper is 40.   ",
+            "2": "2  \u00a9 ucles 2015 0607/11/m/j/15  formula list   area, a, of triangle, base b, height h. a = 1 2bh  area, a, of circle, radius r. a = \u03c0r2  circumference, c, of circle, radius r. c = 2\u03c0r  curved surface area, a, of cylinder of radius r, height h. a = 2\u03c0rh  curved surface area, a, of cone of radius r, sloping edge l. a = \u03c0rl  curved surface area, a, of sphere of radius r. a = 4\u03c0r2  volume, v, of prism, cross-sectional area a, length l. v =al  volume, v, of pyramid, base area a, height h. v= 1 3ah  volume, v, of cylinder of radius r, height h. v = \u03c0r2h  volume, v, of cone of radius r, height h. v = 1 3\u03c0r2h  volume, v, of sphere of radius r. v = 4 3\u03c0r3 ",
+            "3": "3  \u00a9 ucles 2015 0607/11/m/j/15 [turn over  answer all the questions.    1 here is a bus timetable.        bus 1 15  22 15  47 16  02 16  15 16  30a b cd ebus 2 15  40 16  05 16  20 ---- 16  42bus 3 16  09 16  34 ---- 16  54 17  09bus 4 16  38 17  04 17  22 17  50 18  11bus stop     (a) find how many minutes it takes bus 4 to travel from a to e.         answer(a)    min [1]      (b) jane arrives at b  at 16  10.       find how many minutes she has to wait for the next bus.        answer(b)    min [1]      (c)  desi travels from c to e.    he must arrive at e by 17  00.     which is the latest bus that he can catch to arrive on time?          answer(c)     [1]          2 find the lowest common multiple (lcm) of 2 and 5.          answe r     [1]         ",
+            "4": "4  \u00a9 ucles 2015 0607/11/m/j/15  3                                                                                         shade three more squares so that the diagram has rotational symmetry of order 4.    [2]             4 measure and write down the size of the angles marked x and y.                 x x =  y = y  [2]           ",
+            "5": "5  \u00a9 ucles 2015 0607/11/m/j/15 [turn over  5   cone    parallelogram cuboid    pentagon kite    pyramid hexagon    rhombus octagon    trapezium     from the list above, write down the mathematical name   of each of the following shapes.    (a)   answer(a)      (b)       answer(b)      (c)    answer(c)      (d)             answer(d)      (e)    answer(e)      [5]            6 (a) write     4 \u00d7 4 \u00d7 4     as a power of 4.       answer(a)     [1]       (b) write down the value of   08.     answer (b)     [1]           ",
+            "6": "6  \u00a9 ucles 2015 0607/11/m/j/15  7       \u20132\u20132 \u20131 0 1 2 3 4 5 6 \u20131123456y xpl         (a) write down the co-ordinates of p.    answer(a)  (  ,  ) [1]        (b)  write down the co-ordinates of the point where the line l crosses the x-axis.      answer(b)  (  ,  ) [1]             ",
+            "7": "7  \u00a9 ucles 2015 0607/11/m/j/15 [turn over  8 (a) (i) the mass of a blue whale is 180  000  kg.       write 180  000 in standard form.        answer(a)  (i)    [1]     (ii) change 180  000  kg into tonnes.       answer(a)  (ii)    tonnes [1]    (b)  a blue whale eats shrimps.    the mass of a shrimp is 0.001kg.     write 0.001 in standard form.       answer(b)   [1]            9 point a has co-ordinates (1, 4). point b has co-ordinates (6, 3).     write ab as a column vector.     you may use the grid to help you.                 answe r  \uf8f7\uf8f7\uf8f7\uf8f7 \uf8f8\uf8f6 \uf8ec\uf8ec\uf8ec\uf8ec \uf8ed\uf8eb   [2]              ",
+            "8": "8  \u00a9 ucles 2015 0607/11/m/j/15    10 the scatter diagram shows the marks of 10 students in a mathematics test and in a physics test.    0102030405060708090 20 40 60 physics mark80 100 90 70 50 30 10mathematics mark100 110 1200      (a) what type of correlation is shown on the scatter diagram?      answer(a)     [1]      (b) another student scored 88 in the physics test but was absent for the mathematics test.        use the line of best fit to estimate the mathematics mark for this student.      answer(b)     [1]         ",
+            "9": "9  \u00a9 ucles 2015 0607/11/m/j/15 [turn over  11      15 cm 5 cm2 cmy cmnot to scale     the two triangles are similar.    find the value of y.            answe r     [2]            12 (a) expand and simplify.        6 ( x \u2013 2y) + 3(2 x \u2013 y)               answer(a)   [2]     (b) factorise fully.       5 p 2q + 10 pq2             answer(b)   [3]           ",
+            "10": "10  \u00a9 ucles 2015 0607/11/m/j/15  13 solve the following simultaneous equations.    4x + y = 17  x \u2013 3y =1                    answer x =              y =     [3]           14 a bag contains only red balls and blue balls.   the probability of picking a red ball at random from the bag is  158.     (a) what is the probability of picking a blue ball from the bag?         answer(a)   [1]       (b) jane says that there must be exactly 15 balls in the bag.      is she correct?    give a reason for your answer.       answer(b)   because      [1]           ",
+            "11": "11  \u00a9 ucles 2015 0607/11/m/j/15  15 the cumulative frequency diagram shows the scores of 60 students in an english test.      0102030405060 20 40 60 scorecumulative frequency 80 100 10 30 50 70 90      find    (a) the median,      answer(a)     [1]      (b) the lower quartile,      answer(b)     [1]       (c) the interquartile range,     answer(c)     [1]       (d) the number of students who scored more than 90.     answer (d)     [1]           ",
+            "12": "12    permission to reproduce items where third-par ty owned material protected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to t race 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 onl ine in the cambridge  international examinations copyright acknowledgements booklet. this is  produced for each series of examinations and is freely a vailable to download at  www.cie.org.uk after the live examination series.  cambridge international examinations is part of the cambridge asse ssment group. cambridge assessment is the brand name of unive rsity of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge.     \u00a9 ucles 2015 0607/11/m/j/15  blank page "
+        },
+        "0607_s15_qp_12.pdf": {
+            "1": "    this document consists of 11 printed pages and 1 blank page.  ib15 06_0607_12/5rp  \u00a9 ucles 2015 [turn over       *8492677417* cambridge international examinations  cambridge international general certificate of secondary education       cambridge international mathematics 0607/12     paper 1 (core)  may/june 2015     45 minutes    candidates answer on the question paper.    additional materials: geometrical instruments      read these instructions first    write your centre number, candidate number and name on all the work you hand in.  write in dark blue or black pen.  do not use staples, paper clips, glue or correction fluid. you may use an hb pencil for any diagrams or graphs.  do not  write in any barcodes.    answer all the questions.  calculators must not be used in this paper. all answers should be given in their simplest form. you must show all the relevant working to gain full marks and you will be given marks for correct methods  even if your answer is incorrect. the number of marks is given in brackets [  ] at the end of each question or part question.  the total number of marks for this paper is 40.   ",
+            "2": "2    \u00a9 ucles 2015 0607/12/m/j/15  formula list   area, a, of triangle, base b, height h. a = 1 2bh  area, a, of circle, radius r. a = \u03c0r2  circumference, c, of circle, radius r. c = 2\u03c0r  curved surface area, a, of cylinder of radius r, height h. a = 2\u03c0rh  curved surface area, a, of cone of radius r, sloping edge l. a = \u03c0rl  curved surface area, a, of sphere of radius r. a = 4\u03c0r2  volume, v, of prism, cross-sectional area a, length l. v =al  volume, v, of pyramid, base area a, height h. v= 1 3ah  volume, v, of cylinder of radius r, height h. v = \u03c0r2h  volume, v, of cone of radius r, height h. v = 1 3\u03c0r2h  volume, v, of sphere of radius r. v = 4 3\u03c0r3       ",
+            "3": "3  \u00a9 ucles 2015 0607/12/m/j/15 [turn over  answer all the questions.    1 work out .     (a)  23 \u2013 6 \u00d7 3           answer(a)     [1]      (b) 8  \u00f7 (32 \u00f7 4)         answer (b)     [1]            2 write down the five factors of 16.         answe r     [2]            3 joe buys a magazine for  $1.50  and a drink for  $2.35.    how much change does joe get from $5?            answe r $     [2]             ",
+            "4": "4    \u00a9 ucles 2015 0607/12/m/j/15  4 (a) write down the next fraction in this sequence.          21,   51,   81,   111,   141,   \u2026            answer(a)     [1]      (b) the nth term of a sequence is  n 2 \u2013 3.     find the first three terms of this sequence.             answer(b)  ,   ,    [2]           5 in the last ten football matches, west port fc scored the following numbers of goals.      2  5  1  1  4  7  1  3  1  4   find   (a) the range,        answer(a)     [1]      (b) the median ,         answer(b)     [2]    (c) the mean .         answer(c)     [2]             ",
+            "5": "5  \u00a9 ucles 2015 0607/12/m/j/15 [turn over  6 (a)        55\u00b0 p\u00b0 40\u00b0not to scale        the diagram shows a triangle with one side extended.          work out the size of angle p.       answer(a)    [2]       (b)      q\u00b0 130\u00b0not to scale     work out the size of angle q.    give a reason for your answer.    answer(b)   q =  because        [2]           ",
+            "6": "6    \u00a9 ucles 2015 0607/12/m/j/15  7 change 5.6 square centimetres into square millimetres.       answe r    mm2 [1]            8 write the following numbers in standard form.    (a) 346     answer(a)     [1]      (b) 0.00216      answer (b)     [1]            9 estimate the answer to the following calculation by rounding each number to 1 significant figure.    show all your working.        0.47232.96 19.4+                   answe r     [2]           ",
+            "7": "7  \u00a9 ucles 2015 0607/12/m/j/15 [turn over  10 draw the enlargement of the pentagon, centre p, scale factor 3.       p      [2]            11 peter is x years old.   jane is 4 years older than peter.     write down an expression, in terms of   x, for jane\u2019s age.             answe r     [1]           ",
+            "8": "8    \u00a9 ucles 2015 0607/12/m/j/15  12 make r the subject of this formula.            a  = 24r\u03c0           answe r r =     [2]            13 solve the following simultaneous equations.    6x+ 10y =2 6 2x+ 5y =1 2                      answe r x =               y =     [3]         ",
+            "9": "9  \u00a9 ucles 2015 0607/12/m/j/15 [turn over  14      \u20136 \u20136\u20135 \u20134 \u20133 \u20132 \u201310 123456 \u20135\u20134\u20133\u20132\u20131123456y x       (a) on the grid, plot the points a(\u20133, 3)  and  b(5, \u20133) .  [2]     (b) find the gradient of the line ab.      answer (b)     [2]           ",
+            "10": "10    \u00a9 ucles 2015 0607/12/m/j/15  15 a biased coin is spun two times.     the probability of the coin showing a head is  51 .     (a) complete the tree diagram.       head tailtailtailhead hea d1 5 1 51 5  [1]        (b) find the probability of the coin showing a head both times.        answer (b)     [2]           ",
+            "11": "11  \u00a9 ucles 2015 0607/12/m/j/15  16     y xa \u201311y xb \u20131y xc \u201311 y xd 12y xe \u20131 \u20131y xf 11\u20132 1\u20132      write down the letter of the diagram that shows     (a) y = \u2013x \u2013 1,     answer(a)     [1]     (b) y = 2x + 1.      answer(b)     [1]          ",
+            "12": "12    permission to reproduce items where third-par ty owned material protected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to t race 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 onl ine in the cambridge  international examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely a vailable to download at  www.cie.org.uk after the live examination series.  cambridge international examinations is part of the cambridge asse ssment group. cambridge assessment is the brand name of unive rsity of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge.     \u00a9 ucles 2015 0607/12/m/j/15  blank page "
+        },
+        "0607_s15_qp_13.pdf": {
+            "1": "    this document consists of 8 printed pages.  ib15 06_0607_13/4rp  \u00a9 ucles 2015 [turn over       *0248860799* cambridge international examinations  cambridge international general certificate of secondary education       cambridge international mathematics 0607/13     paper 1 (core)  may/june 2015     45 minutes    candidates answer on the question paper.    additional materials: geometrical instruments      read these instructions first    write your centre number, candidate number and name on all the work you hand in.  write in dark blue or black pen.  do not use staples, paper clips, glue or correction fluid. you may use an hb pencil for any diagrams or graphs.  do not  write in any barcodes.    answer all the questions.  calculators must not be used in this paper. all answers should be given in their simplest form. you must show all the relevant working to gain full marks and you will be given marks for correct methods  even if your answer is incorrect. the number of marks is given in brackets [  ] at the end of each question or part question.  the total number of marks for this paper is 40.   ",
+            "2": "2    \u00a9 ucles 2015 0607/13/m/j/15  formula list   area, a, of triangle, base b, height h. a = 1 2bh  area, a, of circle, radius r. a = \u03c0r2  circumference, c, of circle, radius r. c = 2\u03c0r  curved surface area, a, of cylinder of radius r, height h. a = 2\u03c0rh  curved surface area, a, of cone of radius r, sloping edge l. a = \u03c0rl  curved surface area, a, of sphere of radius r. a = 4\u03c0r2  volume, v, of prism, cross-sectional area a, length l. v =al  volume, v, of pyramid, base area a, height h. v= 1 3ah  volume, v, of cylinder of radius r, height h. v = \u03c0r2h  volume, v, of cone of radius r, height h. v = 1 3\u03c0r2h  volume, v, of sphere of radius r. v = 4 3\u03c0r3 ",
+            "3": "3  \u00a9 ucles 2015 0607/13/m/j/15 [turn over  answer all the questions.    1 (a) write forty five thousand in figures.     answer(a)     [1]     (b) write in words the number 2136.      answer(b)     [1]            2 work out.       3 + 4 \u00d7 5     answe r     [1]            3 complete the table.    fraction decimal percentage  41  25%  103 0.3    0.6 60%  [3]            4 write down the value of the following.     (a) 81   answer(a)     [1]      (b) 3125   answer(b)     [1]           5 change 4.1 metres into millimetres.      answe r    mm  [1]       ",
+            "4": "4    \u00a9 ucles 2015 0607/13/m/j/15  6 name two 4-sided shapes with rotational symmetry order 2.      answer  and  [2]          7 divide    $35 in the ratio 4 : 3.                                                             answer  $  and $      [2]             8 the mean of four numbers is 10.   three of the numbers are 6, 15 and 12.   find the other number.          answe r     [2]          9 work out.        107 \u2013  52         answe r     [2]           10 expand the brackets.        4 x (2x \u2013 3)          answe r     [2]       ",
+            "5": "5  \u00a9 ucles 2015 0607/13/m/j/15 [turn over  11 solve the following simultaneous equations.         4 x  +  y  =   13      2 x  \u2013  y  =   5              answer x =                    y =     [2]            12 (a)  110\u00b0 x\u00b0not to scale       find the value of x, giving a reason for your answer.      answe r(a)    because         [2]       (b)   oa bc not to  scale       the diagram shows a circle, centre o.      write down the size of angle acb .     give a reason for your answer.     answe r(b) =    because         [2]       ",
+            "6": "6    \u00a9 ucles 2015 0607/13/m/j/15  13          a fair 6-sided spinner is numbered 1, 2, 2, 2, 3 and 3.  the spinner is spun once.    find the probability that the spinner lands on 3.        answe r     [1]          14 these two rectangles are similar.    12.5  cm 5 cm 2 cmx cmnot to scale       find the value of x.          answe r x =     [2]            15 f(x) = 3 x + 1        find        (a) f(4) ,       answer(a)     [1]      (b) f \uf8f7\uf8f8\uf8f6\uf8ec\uf8ed\uf8eb\u2212 31 .       answer(b)     [1]         ",
+            "7": "7  \u00a9 ucles 2015 0607/13/m/j/15 [turn over  16   1 \u20131 \u20132 \u20133 \u20134 \u201352345 a b678910 xy 102 3 4 5 6 7 8 910c      describe fully the single  transformation that maps     (a)  triangle a onto triangle b,        answer(a)         [2]       (b)  triangle a onto triangle c.        answer(b)         [3]              question 17 is printed on the next page. ",
+            "8": "8    permission to reproduce items where third-par ty owned material protected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to t race 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 onl ine in the cambridge  international examinations copyright acknowledgements booklet. this is  produced for each series of examinations and is freely a vailable to download at  www.cie.org.uk after the live examination series.  cambridge international examinations is part of the cambridge asse ssment group. cambridge assessment is the brand name of unive rsity of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge.     \u00a9 ucles 2015 0607/13/m/j/15  17 the cumulative frequency curve shows the heights of 100 plants.       0102030405060708090100 10 20 30 height (cm)cumulative  frequency 40 50     find   (a) the median,       answer(a)    cm [1]      (b) the inter-quartile range,       answer(b)    cm [2]     (c) the number of plants that are more than 40  cm in height.     answe r(c)     [2]   "
+        },
+        "0607_s15_qp_21.pdf": {
+            "1": "this document consists of 8 printed pages. dc (leg/sw) 99284/5 \u00a9 ucles 2015  [turn overcambridge international examinations cambridge international general certificate of secondary education * 1 6 4 3 4 4 6 5 9 5 * cambridge international mathematics  0607/21 paper 2 (extended)  may/june 2015  45 minutes candidates answer on the question paper. additional materials:  geometrical instruments read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen. do not use staples, paper clips, glue or correction fluid. y ou may use an hb pencil for any diagrams or graphs. do not  write in any barcodes. answer all the questions. calculators must not be used in this paper. all answers should be given in their simplest form. y ou must show all the relevant working to gain full marks and you will be given marks for correct methods  even if your answer is incorrect. the number of marks is given in brackets [ ] at the end of each question or part question. the total number of marks for this paper is 40.",
+            "2": "2 0607/21/m/j/15 \u00a9 ucles 2015formula list for the equation  ax bx c02+ + = xab b ac 242!=- - curved surface area, a, of cylinder of radius r, height h. r a rh2= curved surface area, a, of cone of radius r, sloping edge l. r a rl= curved surface area, a, of sphere of radius r. r a r42= v olume, v, of pyramid, base area a, height h. v ah31= v olume, v, of cylinder of radius r, height h. rv r h2= v olume, v, of cone of radius r, height h. r v r h31 2= v olume, v, of sphere of radius r. r v r34 3=      sin sin sin aa bb cc= =      cos a b c bc a 22 2 2= + -      sinbc a21area=a c bcb a",
+            "3": "3 0607/21/m/j/15 \u00a9 ucles 2015 [turn overanswer all the questions. 1 (a) write 4725.6 correct to two significant figures. \t answer(a)  .. [1]  (b) write 0.01026 correct to three decimal places. \t answer(b)  .. [1] 2 expand and simplify.  (a) x x x 3 2 3 72- - - - ^ ^h h \t answer(a)   . [2]  (b) x y y x 5 3 2 5 - - ^ ^ h h \t answer(b)   . [3]",
+            "4": "4 0607/21/m/j/15 \u00a9 ucles 20153 find the exact value of   27 31-. \t answer\t . [2] 4 simplify    x y168 221 ^ h. \t answer\t . [2] 5 (a) simplify.       27 147+ \t answer(a)   . [2]  (b) rationalise the denominator.         3 53 5 +- \t answer(b)   . [3]",
+            "5": "5 0607/21/m/j/15 \u00a9 ucles 2015 [turn over6 solve.     log log log logx 5 25 10+ - = \t answer\t x=  . [3] 7 there are 400 students at a school.  52 of the students are boys.  70% of the girls can swim.  the ratio of boys that cannot  swim to girls that cannot  swim is 2 : 3.  complete the table. boys girls total can swim cannot swim total 400  [4]",
+            "6": "6 0607/21/m/j/15 \u00a9 ucles 20158 y\u00b0 30\u00b0x cm2 cm1 cm not to scale  (a) write down the value of x. \t answer(a)  x =   [1]  (b) find the value of y. \t answer(b)  y =  . [2] 9   fxx3 21=-^h  (a) find  f 4^h.  answer(a)   . [1]  (b) solve  fx41= ^h .  answer(b)   . [2]  (c) find  fx1-^h. \t answer(c)   . [3]",
+            "7": "7 0607/21/m/j/15 \u00a9 ucles 2015 [turn over10 not to scale nm d c b a \t abcd  is a trapezium. \t ab  = 2dc,  dm = 2mc  and  an = 3nb. \t p ab=  and  a qd=.  (a) write  mc  in terms of p. \t answer(a)   . [2]  (b) find  mn  in terms of p and q. \t answer(b)   . [2] question 11 is printed on the next page.",
+            "8": "8 0607/21/m/j/15 \u00a9 ucles 201511 the point a has co-ordinates \t(2, 8) and the point b has co-ordinates (6, 6).  find the equation of the perpendicular bisector of the line ab. \t answer\t . [4] 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 international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download at www.cie.org.uk after  the live examination series. 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."
+        },
+        "0607_s15_qp_22.pdf": {
+            "1": "this document consists of 8 printed pages. dc (ac/sg) 99283/6 \u00a9 ucles 2015  [turn overcambridge international examinations cambridge international general certificate of secondary education * 1 0 4 9 5 4 7 5 2 6 * cambridge international mathematics  0607/22 paper 2 (extended)  may/june 2015  45 minutes candidates answer on the question paper. additional materials:  geometrical instruments read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen. do not use staples, paper clips, glue or correction fluid. y ou may use an hb pencil for any diagrams or graphs. do not  write in any barcodes. answer all the questions. calculators must not be used in this paper. all answers should be given in their simplest form. y ou must show all the relevant working to gain full marks and you will be given marks for correct methods even if your answer is incorrect. the number of marks is given in brackets [ ] at the end of each question or part question. the total number of marks for this paper is 40.",
+            "2": "2 0607/22/m/j/15 \u00a9 ucles 2015formula list for the equation  ax bx c02+ + = xab b ac 242!=- - curved surface area, a, of cylinder of radius r, height h. r a rh2= curved surface area, a, of cone of radius r, sloping edge l. r a rl= curved surface area, a, of sphere of radius r. r a r42= v olume, v, of pyramid, base area a, height h. v ah31= v olume, v, of cylinder of radius r, height h. rv r h2= v olume, v, of cone of radius r, height h. r v r h31 2= v olume, v, of sphere of radius r. r v r34 3=      sin sin sin aa bb cc= =      cos a b c bc a 22 2 2= + -      sinbc a21area=a c bcb a",
+            "3": "3 0607/22/m/j/15 \u00a9 ucles 2015 [turn overanswer all the questions. 1 (a) work out  ( . )0 32.  answer(a)    [1]  (b) find n when   n 65 24= .  answer(b)  n =    [1] 2 (a) find the value of    (i) 250,  answer(a) (i)    [1]   (ii) 10023.   answer(a) (ii)    [1]  (b) write as a single power of  5. 5 55 3 212 #  answer(b)     [1] 3 find the magnitude of  46-j lkkn poo.  write your answer in surd form as simply as possible.                 answer    [3]",
+            "4": "4 0607/22/m/j/15 \u00a9 ucles 20154 anneke, babar, c\u00e9line, and dieter each throw the same biased  die.  they want to find the probability of throwing a six with this die.  they each throw the die a different number of times.  these are their results. anneke babar c\u00e9line dieter number of throws 200 40 100 500 number of sixes 46 12 15 100  (a) complete the table below to show the relative frequencies of their results.   write your answers as decimals.   anneke babar c\u00e9line dieter relative frequency of throwing a six  [2]  (b) whose result gives the best estimate of the probability of throwing a six with the biased die?   give a reason for your answer. answer(b)  because  ...    .  [1]  (c) the probability of throwing a six with a different biased die is 0.41.   find the expected number of sixes when this die is thrown 600 times.  answer(c)     [1]",
+            "5": "5 0607/22/m/j/15 \u00a9 ucles 2015 [turn over5 a is the point (2, 8) and b is the point (6, 0).  (a) find the co-ordinates of the midpoint of ab.  answer(a)    (... , ...) [1]   (b) find the gradient of ab.  answer(b)     [2] 6 simplify ( )5 32+ .  answer    [2] 7 solve. ( ) x x2 3 4 2g+ -  answer    [3]",
+            "6": "6 0607/22/m/j/15 \u00a9 ucles 20158 3 m 10 m6 m not to scale  the diagram shows a shape made from a cylinder and a cone.  the cylinder and cone have a common radius of 6  m.  the height of the cylinder is 10  m and the height of the cone is 3  m.  calculate the total volume of the shape.  leave your answer as a multiple of \u03c0.  answer  ...  m3 [3] 9 solve these simultaneous equations. x y4 3 18 - =x y5 2 11 + =  answer  x  =    y =    [4]",
+            "7": "7 0607/22/m/j/15 \u00a9 ucles 2015 [turn over10 solve the following equations.  (a) log x + log 3 = log 12  answer(a)  x =    [1]  (b) log x = 3  answer(b)  x =    [1]  (c) 2log x \u2013 log 5 = log 20  answer(c)  x =    [3] 11 a, b, c and d are points on the circle, centre o.  pq is a tangent to the circle at the point c.  angle pcd  = 55\u00b0 and angle ado  = 40\u00b0. abq c po d40\u00b055\u00b0not to scale  find  (a) angle cod ,  answer(a)     [2]  (b) angle dac ,  answer(b)     [1]  (c) angle abc .  answer(c)     [1] question 12 is printed on the next page.",
+            "8": "8 0607/22/m/j/15 \u00a9 ucles 201512 these are sketches of the graphs of six functions. y x 0a y x 0b y x0d y x 0c y x 0ey x 0f  in the table below are four functions.  write the correct letter in the table to match each function with its graph. function graph ( )x x 2 3 f= - ( ) ( ) x x 2 f2= - ( )x x x 4 f3= - ( )x x 5 2 f= -  [4] 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 international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download at www.cie.org.uk after  the live examination series. 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."
+        },
+        "0607_s15_qp_23.pdf": {
+            "1": "this document consists of 12 printed pages. dc (rw/sw) 99290/3 \u00a9 ucles 2015  [turn overcambridge international examinations cambridge international general certificate of secondary education * 4 2 1 2 2 9 3 3 0 7 * cambridge international mathematics  0607/23 paper 2 (extended)  may/june 2015  45 minutes candidates answer on the question paper. additional materials:  geometrical instruments read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen. do not use staples, paper clips, glue or correction fluid. y ou may use an hb pencil for any diagrams or graphs. do not  write in any barcodes. answer all the questions. calculators must not be used in this paper. all answers should be given in their simplest form. y ou must show all the relevant working to gain full marks and you will be given marks for correct methods  even if your answer is incorrect. the number of marks is given in brackets [  ] at the end of each question or part question. the total number of marks for this paper is 40.",
+            "2": "2 0607/23/m/j/15 \u00a9 ucles 2015formula list for the equation  ax bx c02+ + = xab b ac 242!=- - curved surface area, a, of cylinder of radius r, height h. r a rh2= curved surface area, a, of cone of radius r, sloping edge l. r a rl= curved surface area, a, of sphere of radius r. r a r42= v olume, v, of pyramid, base area a, height h. v ah31= v olume, v, of cylinder of radius r, height h. rv r h2= v olume, v, of cone of radius r, height h. r v r h31 2= v olume, v, of sphere of radius r. r v r34 3=      sin sin sin aa bb cc= =      cos a b c bc a 22 2 2= + -      sinbc a21area=a c bcb a",
+            "3": "3 0607/23/m/j/15 \u00a9 ucles 2015 [turn overanswer all the questions. 1 round these numbers to 3 significant figures.  (a) 0.000  604 83 \t answer(a)\t  .. [1]  (b) 6 998 800 \t answer(b)\t  .. [1] 2 by rounding each number to 1 significant figure, estimate the value of . .. . 1 82 10 430583 3116 # + .  show your working. \t answer\t  .. [2]",
+            "4": "4 0607/23/m/j/15 \u00a9 ucles 20153  a2 3 53 2# #=             b2 3 72 2 6# #=  (a) find, giving each answer as the product of prime factors,   (i) the highest common factor (hcf) of a and b, \t answer(a) (i)\t .. [1]   (ii) b. \t answer(a) (ii)\t .. [1]  (b) ap is a cube number.   find the smallest integer value of p. \t answer(b)\t  .. [1]",
+            "5": "5 0607/23/m/j/15 \u00a9 ucles 2015 [turn over4  3 cm5 cm8 cm3 cm not to scale  the diagram shows a rectangle, two semicircles and two right-angled triangles.  (a) find the total area of the shape.   give your answer in the form r a b+ . \t answer(a)\t  ... cm2 [3]  (b) describe fully the symmetry of the shape. answer(b)   .  .. [2] 5 solve. x x5 2 2 4 7 1+ -^ ^ h h \t answer\t  .. [3]",
+            "6": "6 0607/23/m/j/15 \u00a9 ucles 20156 fran\u00e7ois and george each ask a sample of students at their college how they travel to college.  these are their results. walk cycle bus train cartotal number  of students fran\u00e7ois 7 3 4 1 5 20 george 46 24 44 11 25 150  (a) explain why george\u2019s results will give the better estimates of the probabilities of the different types of  travel. answer(a)  . [1]  (b) a student is selected at random.   (i) use george\u2019s results to estimate the probability that the student cycles to college. \t answer(b) (i)\t .. [1]   (ii) there are 3000 students at the college.    use george\u2019s results to estimate the number of students who cycle to college. \t answer(b) (ii)\t .. [1]  ",
+            "7": "7 0607/23/m/j/15 \u00a9 ucles 2015 [turn over7  not to scale 0a xy  the diagram shows the lines      x 2=- ,      y x 121= +       and      x y3 4 20 + = .  (a) use simultaneous equations to find the co-ordinates of the point a. \t answer(a)\t ( ..  , .. )  [3]  (b) (i) p is a point in the region such that x 21-,      y x 1212+      and      x y3 4 201+ .    on the diagram, mark and label a possible position of p. [1]   (ii) q is a point in the region such that x 22-,      y x 121= +       and      x y3 4 201+ .    on the diagram, mark and label a possible position of q. [1]",
+            "8": "8 0607/23/m/j/15 \u00a9 ucles 20158  not to scale abc 35\u00b0d e  in the diagram, a, b, c, d and e are points on the circle.  ad is a diameter and angle cad 35\u00b0= .  find  (a) angle acd , \t answer(a)\t  .. [1]  (b) angle cbd , \t answer(b)\t  .. [1]  (c) angle aec . \t answer(c)\t  .. [2]",
+            "9": "9 0607/23/m/j/15 \u00a9 ucles 2015 [turn over9 the sets p, q and r are subsets of the universal set u.   \u2022 p rk q!   \u2022 q is a subset of r   \u2022 q pk q=  complete the venn diagram to show the sets p, q, and r. u  [3]",
+            "10": "10 0607/23/m/j/15 \u00a9 ucles 201510 (a) factorise   x x 3 102- - . \t answer(a)\t  .. [2]  (b) make x the subject of   yax3 = . \t answer(b)\t  x =  ... [2]",
+            "11": "11 0607/23/m/j/15 \u00a9 ucles 2015 [turn over11 (a) find   log251 5. \t answer(a)\t  .. [1]  (b) find x when   (i) log log log x 2 6- = , \t answer(b) (i)\t .. [1]   (ii) log 421 x=. \t answer(b) (ii)\t .. [1] question 12 is printed on the next page.",
+            "12": "12 0607/23/m/j/15 \u00a9 ucles 2015permission 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 international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download at www.cie.org.uk after  the live examination series. 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.12  not to scaley \u20133 0 2 (0, \u201312)x  the diagram shows a sketch of the graph of   y ax bx c2= + +.  the graph goes through the points ,3 0-^ h, ,0 12-^ h and ,2 0^ h.  find the values a, b and c. \t answer\t a =  . \t \t b =  . \t \t c =  .. [3]"
+        },
+        "0607_s15_qp_31.pdf": {
+            "1": "this document consists of 16 printed pages. dc (st/cgw) 99289/4 \u00a9 ucles 2015  [turn overcambridge international examinations cambridge international general certificate of secondary education * 0 1 9 2 3 0 5 3 9 3 * cambridge international mathematics  0607/31 paper 3 (core)  may/june 2015  1 hour 45 minutes candidates answer on the question paper. additional materials:  geometrical instruments  graphics calculator read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen. do not use staples, paper clips, glue or correction fluid. y ou may use an hb pencil for any diagrams or graphs. do not  write in any barcodes. answer all the questions. unless instructed otherwise, give your answers exactly or correct to three significant figures as appropriate. answers in degrees should be given to one decimal place. for p, use your calculator value. y ou must show all the relevant working to gain full marks and you will be given marks for correct methods,  including sketches, even if your answer is incorrect. the number of marks is given in brackets [  ] at the end of each question or part question. the total number of marks for this paper is 96.",
+            "2": "2 0607/31/m/j/15 \u00a9 ucles 2015formula list area, a, of triangle, base b, height h. a = bh21 area, a, of circle, radius r. a = pr2 circumference, c, of circle, radius r. c = 2pr curved surface area, a, of cylinder of radius r, height h. a = 2prh curved surface area, a, of cone of radius r, sloping edge l. a = prl curved surface area, a, of sphere of radius r. a = 4pr2 v olume, v, of prism, cross-sectional area a, length l. v = al v olume, v, of pyramid, base area a, height h. v= ah31 v olume, v, of cylinder of radius r, height h. v = pr2h v olume, v, of cone of radius r, height h. v = r h31 2r v olume, v, of sphere of radius r. v = r34 3r",
+            "3": "3 0607/31/m/j/15 \u00a9 ucles 2015 [turn overanswer all the questions. 1 (a)  write down three hundred thousand and fifty eight as a number.  answer(a)   .  [1]   (b)  work out.    42 8 6 #-  answer(b)  .  [1]  (c)  write 21 648 correct to the nearest hundred.    answer(c)   .  [1]  (d)  write 0.05625 correct to 2 decimal places.  answer(d)  .  [1]   (e)  find 73 of 182.  answer(e)   .  [1]   (f) the average temperature in amsterdam in february is \u22122\u00b0c.   in july the average temperature is 21\u00b0c.    find the difference between these two temperatures.  answer(f)   . \u00b0c [1]  (g)  write 65% as a fraction in its lowest terms.  answer(g)   .  [2]      (h) divide 133 in the ratio 4 : 3.  answer(h)     : ..  [2] ",
+            "4": "4 0607/31/m/j/15 \u00a9 ucles 20152 (a)  simplify.     x y x y 6 3 2- + +  answer(a)   .  [2]   (b) find the value of a b c 2 3+ + when , a b 3 2= = - and c4=.  answer(b)   .  [2]  (c) l x y 2 3= +   find the value of x when . l 186=  and . y 2 8=  .  answer(c) x  =  .  [2]  (d) solve the equation.    x5 3 7 - =    answer(d)  x = ..  [2]   (e) complete the mapping diagram for :fx x 2 1\"-. x 0 1 2 3f(x)  1   [2]",
+            "5": "5 0607/31/m/j/15 \u00a9 ucles 2015 [turn over3  rp s ut d\u00b0c\u00b0not to scale a\u00b026\u00b0 b\u00b0q  pq and rs are parallel lines.  qr is a straight line and tu is a straight line perpendicular to pq and rs.  angle pqr = 26\u00b0.  find the values of a, b, c and d.  answer a  =  ..  b =  ..  c =  ..  d =  .  [4] 4 thirty students and three teachers go by bus on a school trip to the zoo.  (a) the entrance fee is $10 for each student and $15 for each teacher.   find the total  cost of the entrance fees.  answer(a)  $  .  [2]  (b) the bus costs $600 to hire.   lunch costs $5 for each person.   find the total  cost of the trip including the entrance fees.  answer(b)  $  .  [2]  (c) the total cost of the trip is divided between the 30 students.   calculate the cost of the trip for each student.  answer(c)  $  .  [2]",
+            "6": "6 0607/31/m/j/15 \u00a9 ucles 20155 a list of numbers is shown below.   5   8   6   2   8   4   5   8  (a) for the list of numbers, find    (i) the mode,  answer(a) (i)  .  [1]    (ii) the median,       answer(a) (ii)  .  [1]    (iii) the lower quartile,  answer(a) (iii)  .  [1]    (iv) the range,  answer(a) (iv)  .  [1]    (v) the mean.  answer(a) (v)  .  [1] ",
+            "7": "7 0607/31/m/j/15 \u00a9 ucles 2015 [turn over (b) (i) using the list of numbers, complete the frequency table. number frequency 2 3 4 5 6 7 8 [1]    (ii) complete the bar chart.    one bar has been drawn for you. 1 2345678023 frequency number45 [2]",
+            "8": "8 0607/31/m/j/15 \u00a9 ucles 20156 75  cm25  cm 2 cmnot to scale  the diagram shows a bookshelf.  it is made from a piece of wood 75  cm long, 25  cm wide and 2  cm thick.  (a) find the volume of this piece of wood.  answer(a)   ..  cm3 [2]   (b) (i) find the total surface area of this piece of wood.  answer(b) (i)  ..  cm2 [3]   (ii) write your answer to part (b)(i)  in square metres.  answer(b) (ii)    m2 [1]",
+            "9": "9 0607/31/m/j/15 \u00a9 ucles 2015 [turn over (c) not to scale 75 cmmathse n g l i s hh i s t o r ys c i e n c ea r t   jessie wants to stand 18 books on the bookshelf.    \u2022 5 books are each 3  cm wide    \u2022 6 books are each 4  cm wide    \u2022 4 books are each 2.5  cm wide    \u2022 3 books are each 7  cm wide   can jessie stand all these books on the bookshelf?   show all your working. [2]",
+            "10": "10 0607/31/m/j/15 \u00a9 ucles 20157     23,   16,   9,   2,    \u2026  (a) find the next two terms in this sequence.  answer(a)   ..  ,   [2]  (b) find an expression for the nth term of this sequence.  answer(b)   .  [2] 8 the equation of line l is y x2 3= - .  (a) find the gradient of line l.  answer(a)   .  [2]   (b) write down the gradient of a line parallel to l.  answer(b)   .  [1]  (c) find the equation of the line parallel to l that passes through the point (0, 6).  answer(c)  y =  .  [1]",
+            "11": "11 0607/31/m/j/15 \u00a9 ucles 2015 [turn over9  a b 2u 3 64 5 1  list the elements in each of the following sets.  (a) (i) a  answer(a) (i)  .  [1]   (ii) a b+  answer(a) (ii)  .  [1]   (iii) a b,  answer(a) (iii)  .  [1]   (iv) bl  answer(a) (iv)  .  [1]   (v) a b+l  answer(a) (v)  .  [1]  (b) find n( u).  answer(b)   .  [1]",
+            "12": "12 0607/31/m/j/15 \u00a9 ucles 201510  123456 0 \u20133\u20132\u20131 \u20131 \u20133\u20132xy p 12345678910rq s  (a) triangle q is a reflection of triangle p.   on the grid, draw the line of reflection.        write down the equation of this line.  answer(a)   .  [2]   (b) triangle s is a translation of triangle p.   find the vector for this translation.  answer(b)  \u239b       \u239e \u239c       \u239f \u239d       \u23a0                                       [2]   (c) triangle r is a rotation of triangle p.   find the centre and the angle of rotation.  answer(c)  centre =  ...(... , ...)  angle =  ..   [2] ",
+            "13": "13 0607/31/m/j/15 \u00a9 ucles 2015 [turn over11 (a) campbell can text at an average speed of 100 characters per minute.   find how long it takes her to text a message of 320 characters.   give your answer in minutes and seconds.  answer(a)     min .. s  [2]   (b) diago texts a message of 168 characters in 1 minute 36 seconds.   find the average speed at which he texts.   give your answer in characters per minute.  answer(b)   ..  characters per minute  [3]",
+            "14": "14 0607/31/m/j/15 \u00a9 ucles 201512  on the way to work herr smit drives over a bridge.  the probability that the bridge is closed is 801.  if the bridge is closed then the probability that herr smit is late for work is 32.  if the bridge is open then the probability that he is late for work is 501.  (a) complete the tree diagram. 1 80    bridge closedlate latenot late not latebridge open [3]   (b) find the probability that the bridge is closed and herr smit is not late for work.  answer(b)   .  [2]  (c) in 2014, herr smit worked for 250 days.   estimate the number of days that the bridge was closed and herr smit was not late for work.  answer(c)   .  [2]",
+            "15": "15 0607/31/m/j/15 \u00a9 ucles 2015 [turn over13 a b o46 cmnot to scale 60\u00b0  the diagram shows a sector of a circle, centre o, radius 46  cm.  angle aob = 60\u00b0.  (a) explain why ab = 46  cm. [2]  (b) calculate the length of arc ab.  answer(b)    cm [2]  (c) calculate the area of sector aob .  answer(c)   ... cm2 [2]   (d) find the area of triangle aob .  answer(d)   ..  cm2 [3]  (e) use your answers to part (c)  and part (d)  to find the area of the shaded segment.  answer(e)   ..  cm2 [1]  question 14 is printed on the next page",
+            "16": "16 0607/31/m/j/15 \u00a9 ucles 2015permission 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 international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download at www.cie.org.uk after  the live examination series. 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.14 y x38 \u20133\u201310 0   ( )fx 3 2 1( . )x0 5#= -  (a) on the diagram, sketch the graph of ( )f y x=  for x 10 3 g g- . [2]   (b) write down the x co-ordinate of the point where the curve crosses the x-axis.  answer(b) x = ..  [1]  (c) write down the equation of the horizontal asymptote.  answer(c)   .  [1]  (d) on the same diagram, sketch the graph of y x 2 3=- +. [2]   (e)  find the co-ordinates of the point where the two graphs intersect.  answer(e)  (  ... , . )  [2]"
+        },
+        "0607_s15_qp_32.pdf": {
+            "1": "this document consists of 16 printed pages. dc (leg/fd) 99288/5 \u00a9 ucles 2015  [turn overcambridge international examinations cambridge international general certificate of secondary education * 8 0 2 2 0 9 9 5 2 5 * cambridge international mathematics  0607/32 paper 3 (core)  may/june 2015  1 hour 45 minutes candidates answer on the question paper. additional materials:  geometrical instruments  graphics calculator read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen. do not use staples, paper clips, glue or correction fluid. y ou may use an hb pencil for any diagrams or graphs. do not  write in any barcodes. answer all the questions. unless instructed otherwise, give your answers exactly or correct to three significant figures as appropriate. answers in degrees should be given to one decimal place. for \u03c0, use your calculator value. y ou must show all the relevant working to gain full marks and you will be given marks for correct methods,  including sketches, even if your answer is incorrect. the number of marks is given in brackets [  ] at the end of each question or part question. the total number of marks for this paper is 96.",
+            "2": "2 0607/32/m/j/15 \u00a9 ucles 2015formula list area, a, of triangle, base b, height h. a = bh21 area, a, of circle, radius r. a = \u03c0r2 circumference, c, of circle, radius r. c = 2\u03c0r curved surface area, a, of cylinder of radius r, height h. a = 2\u03c0rh curved surface area, a, of cone of radius r, sloping edge l. a = \u03c0rl curved surface area, a, of sphere of radius r. a = 4\u03c0r2 v olume, v, of prism, cross-sectional area a, length l. v =al v olume, v, of pyramid, base area a, height h. v= ah31 v olume, v, of cylinder of radius r, height h. v = \u03c0r2h v olume, v, of cone of radius r, height h. v = r h31 2r v olume, v, of sphere of radius r. v = r34 3r",
+            "3": "3 0607/32/m/j/15 \u00a9 ucles 2015 [turn overanswer all the questions. 1 (a) write 32 652   (i) correct to the nearest 10, \t answer(a) (i)  . [1]   (ii) correct to the nearest 100. \t answer(a) (ii)  . [1]   (b) write 62.584 correct to 1 decimal place.  answer(b)   . [1]  (c) calculate 4.84.  answer(c)   . [1]  (d) find 2163.  answer(d)   . [1]  (e) find the highest common factor (hcf) of 18 and 45.  answer(e)   . [1]  (f) find the lowest common multiple (lcm) of 6 and 8.  answer(f)   . [1]  (g) divide 442 in the ratio 8 : 9.  answer(g)   ...  : ...[2]  (h) sem buys 7 hamburgers each costing $1.20 .   find how much change he receives from $10.  answer(h) \t$  . [2]",
+            "4": "4 0607/32/m/j/15 \u00a9 ucles 20152 (a) write 0.75 as a fraction.  answer(a)   . [1]  (b) write 32 as a percentage, giving your answer correct to 4 significant figures.  answer(b)   . % [2]  (c) write 48% as a fraction in its lowest terms.  answer(c) \t . [2]  (d) find 8% of 72.  answer(d)   . [1]  (e) the price of a jacket is $96.   the price is reduced by 20%.   find the new price of the jacket.  answer(e) \t$  . [2]  (f) $800 is invested for 5 years at 3% per year simple interest.   find the total interest received at the end of the 5 years.  answer(f)  $  . [2]",
+            "5": "5 0607/32/m/j/15 \u00a9 ucles 2015 [turn over3 a special die has 10 faces numbered 1 to 10.  when the die is rolled it is equally likely to land on any face.  find the probability that the die lands on  (a) an even number, \t answer(a)   . [1]  (b) a prime number, \t answer(b)   . [1]  (c) 11, \t answer(c)   . [1]   (d) a square number less than 5. \t answer(d)   . [1]",
+            "6": "6 0607/32/m/j/15 \u00a9 ucles 20154 jacinta asks some students in her class which colour they prefer.  the results are in the table. colournumber of  students brown 1 green 4 black 8 pink 12 blue 15  (a) calculate the total number of students. \t answer(a)   . [1]  (b) write down the most popular colour. \t answer(b) \t . [1]",
+            "7": "7 0607/32/m/j/15 \u00a9 ucles 2015 [turn over (c) jacinta wants to draw a pie chart for these results. colournumber of  studentssector angle  in pie chart brown 1 green 4 black 8 pink 12 108\u00b0 blue 15 135\u00b0   (i) complete the table.  [2]   (ii) complete the pie chart to show this information.    two sectors have been drawn for you. blue pink  [2]  ",
+            "8": "8 0607/32/m/j/15 \u00a9 ucles 20155 hanra asked 30 students if they ate cereal ( c\t) or toast ( t\t) for breakfast.   the information is shown in the venn diagram. uc 18 6 5t 1  write down the number of students in  (a) c t+,  answer(a)   . [1]  (b) c,  answer(b) \t . [1]  (c) c t, l ^ h,  answer(c)   . [1]  (d) t c, l.  answer(d)   . [1]",
+            "9": "9 0607/32/m/j/15 \u00a9 ucles 2015 [turn over6  10 cm10 cm10 cm5 cmnot to  scale  a trophy is in the shape of a cube of side 10  cm with a sphere of radius 5  cm on top.  (a) find the surface area of the cube. \t answer(a)   .  cm2 [2]  (b) find the surface area of the sphere. \t answer(b)   .  cm2 [2]  (c) find the total volume  of the trophy.  answer(c)   .  cm3 [4]  the trophy is made from metal that costs 4 cents per cm3.  (d) find the cost of the metal used to make the trophy.   give your answer in dollars.  answer(d)  $  . [2]",
+            "10": "10 0607/32/m/j/15 \u00a9 ucles 20157 45\u00b0 12 cm36 cm 18 cm 31 cmb c dge fa not to  scale  the diagram shows a triangle  abc  and a trapezium cdef . \t bcgd  is a straight line and angle fcd\t= 45\u00b0.  ab\t= 36 cm, bc = 12  cm, cd = 31  cm and ed = 18  cm.  (a) find the size of angle cfe .  answer(a) \tangle cfe  =  . [1]   (b) use trigonometry to calculate the size of angle bca .  answer(b) \tangle bca  =  . [2]  (c) use pythagoras\u2019 theorem to find the length of ac.  answer(c) \tac =  ... cm [2]",
+            "11": "11 0607/32/m/j/15 \u00a9 ucles 2015 [turn over (d) use trigonometry to calculate the length of cf.  answer(d)  cf =  ... cm [3]  (e) (i) explain why ef = 13  cm.  [2]   (ii) find the total perimeter of the shape.  answer(e) (ii)\t ... cm [1]  (f) calculate the total area of the shape.  answer(f) \t .. cm2 [3]",
+            "12": "12 0607/32/m/j/15 \u00a9 ucles 20158 the table shows the number of shirts and the number of jackets owned by 12 students. shirts 3 6 2 8 8 10 6 5 9 8 4 12 jackets 5 4 2 4 6 8 5 4 6 5 4 7  (a) complete the scatter diagram.   the first 6 points have been plotted for you. 012345678910 2 1 4 6 8 10 3 5 7 9 11 12 number of shirtsnumber of jackets  [2]  (b) write down the type of correlation shown by the scatter diagram. \t answer(b) \t . [1]  (c) (i) find the mean number of shirts. \t answer(c) (i)  . [1]   (ii) find the mean number of jackets. \t answer(c) (ii)  . [1]   (iii) on the diagram, plot the mean point.  [1]",
+            "13": "13 0607/32/m/j/15 \u00a9 ucles 2015 [turn over (d) on the diagram, draw a line of best fit by eye.  [2]  (e) use your line of best fit to estimate the number of jackets for a student who has 7 shirts. \t answer(e)   . [1]",
+            "14": "14 0607/32/m/j/15 \u00a9 ucles 20159 \u20133 \u2013 610 x10y   fx x x 6 5 32= - - ^h  (a) on the diagram, sketch the graph of   f y x=^h   for x3 1g g- . [2]  (b) write down the y\tco-ordinate of the point where the graph crosses the y-axis.  answer(b) \ty =  . [1]  (c) write down the x\tco-ordinates of the points where the graph crosses the x-axis.  answer(c) \tx\t= ..  and x = ..[2]  (d) find the co-ordinates of the local maximum point. \t answer(d)  ( ...  , ..) [1]  (e) gx x 2 4= + ^h   on the same diagram, sketch the graph of    g y x= ^h. [2]  (f) find the co-ordinates of the points of intersection of f( x) and g(x). \t answer(f)   (... , ...)  and  (... , ...)  [2]",
+            "15": "15 0607/32/m/j/15 \u00a9 ucles 2015 [turn over10 (a) solve.   (i) x5 6 4 + =-  answer(a) (i)  . [2]   (ii) x6 3 211+ \t answer(a) (ii)  . [2]  (b) simplify.   (i) s s3 4# \t answer(b) (i)  . [1]   (ii) t24^h \t answer(b) (ii)  . [1]   (iii) r r18 33' \t answer(b) (iii)  . [2]  (c) expand and simplify. \t x x4 3 3 2 1 - + + ^ ^ h h  answer(c) \t . [2]  (d) factorise completely.  \t y y15 32-  answer(d) \t . [2] question 11 is printed on the next page.",
+            "16": "16 0607/32/m/j/15 \u00a9 ucles 2015permission 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 international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download at www.cie.org.uk after  the live examination series. 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.11 (a) ahmed cycles 15 kilometres in 50 minutes.   find his average speed in kilometres per hour. \t answer(a)    km/h [3]  (b) george runs 15 kilometres at an average speed of 12 kilometres per hour.   find how many minutes it takes george to run the 15 kilometres.  answer(b)   .. min [3]"
+        },
+        "0607_s15_qp_33.pdf": {
+            "1": "this document consists of 16 printed pages. dc (kn/cgw) 100417/4 \u00a9 ucles 2015  [turn overcambridge international examinations cambridge international general certificate of secondary education * 7 9 4 8 3 0 2 2 3 6 * cambridge international mathematics  0607/33 paper 3 (core)  may/june 2015  1 hour 45 minutes candidates answer on the question paper. additional materials:  geometrical instruments  graphics calculator read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen. do not use staples, paper clips, glue or correction fluid. y ou may use an hb pencil for any diagrams or graphs. do not  write in any barcodes. answer all the questions. unless instructed otherwise, give your answers exactly or correct to three significant figures as appropriate. answers in degrees should be given to one decimal place. for \u03c0, use your calculator value. y ou must show all the relevant working to gain full marks and you will be given marks for correct methods,  including sketches, even if your answer is incorrect. the number of marks is given in brackets [  ] at the end of each question or part question. the total number of marks for this paper is 96.",
+            "2": "2 0607/33/m/j/15 \u00a9 ucles 2015formula list area, a, of triangle, base b, height h. a = bh21 area, a, of circle, radius r. a = \u03c0r2 circumference, c, of circle, radius r. c = 2\u03c0r curved surface area, a, of cylinder of radius r, height h. a = 2\u03c0rh curved surface area, a, of cone of radius r, sloping edge l. a = \u03c0rl curved surface area, a, of sphere of radius r. a = 4\u03c0r2 v olume, v, of prism, cross-sectional area a, length l. v =al v olume, v, of pyramid, base area a, height h. v= ah31 v olume, v, of cylinder of radius r, height h. v = \u03c0r2h v olume, v, of cone of radius r, height h. v = r h31 2r v olume, v, of sphere of radius r. v = r34 3r",
+            "3": "3 0607/33/m/j/15 \u00a9 ucles 2015 [turn over    answer all the questions. 1    12            13            14            15            16  from the list of numbers write down  (a) one of the even numbers,  answer(a)   . [1]  (b) a prime number,  answer(b)   . [1]  (c) a multiple of 7,  answer(c)   . [1]  (d) a factor of 84,  answer(d)   . [1]  (e) a square number,  answer(e)   . [1]  (f) a triangle number.  answer(f)   . [1]",
+            "4": "4 0607/33/m/j/15 \u00a9 ucles 20152 (a) work out. .. . 1 831756 6 2-  answer(a)   . [1]  (b) find 98 of 162.  answer(b)   . [1]  (c) write 348.375 correct to   (i) 1 decimal place,  answer(c) (i)  . [1]   (ii) the nearest 10.  answer(c) (ii)  . [1]  (d) write the following numbers in order, starting with the smallest. 31                0.3                33%                .3 33 101#-   answer(d)  ..  <  ..  <  ..  <  .. [2]     smallest",
+            "5": "5 0607/33/m/j/15 \u00a9 ucles 2015 [turn over3 a shop manager buys a box of 48 tins of beans for $16.80 .  (a) calculate the cost of each tin of beans.   give your answer in cents.  answer(a)   ...  cents [1]  (b) the shop manager sells each tin of beans for 75 cents.   (i) find the profit made on each tin of beans.  answer(b) (i)  ...  cents [1]   (ii) calculate the percentage profit.  answer(b) (ii)  . % [2]  (c) in a special offer, the shop manager reduces the selling price of 75 cents by 20%.   (i) find the new selling price of each tin of beans.  answer(c) (i)  ...  cents [2]   (ii) tirza buys 8 tins of beans at the special offer price.    find how much change she receives from $5.    give your answer in cents.  answer(c) (ii)  ...  cents [2]",
+            "6": "6 0607/33/m/j/15 \u00a9 ucles 20154 (a) the marks for a test taken by 20 students are recorded below. 56     73     42     55     63     59     65     48     77     65 73     64     52     41     78     62     73     49     55     64   complete the ordered stem-and-leaf diagram to show this information. stem leaf ..  ..  ..  ..        key:  5 \uf8ef1 = 51   [3]  (b) 60 people each choose their favourite food.   the pie chart shows the results. 132\u00b0150\u00b0burger pizza friespasta18\u00b060\u00b0   (i) write down the most popular choice of food.  answer(b) (i)  . [1]   (ii) calculate the number of people who chose pizza.  answer(b) (ii)  . [2]",
+            "7": "7 0607/33/m/j/15 \u00a9 ucles 2015 [turn over5 (a) solve the following equations.   (i) t 28=  answer(a) (i)  . [1]   (ii) 7.15x + 9.2 = 37.8  answer(a) (ii)  . [2]  (b) m = 3.4l + 2.8n   (i) find the value of m when l = \u22122.1 and n = 0.6 .  answer(b) (i) m =  . [2]   (ii) rearrange the formula to make n the subject.  answer(b) (ii) n =  . [2]  (c) simplify.   (i) n4 \u00d7 n8  answer(c) (i)  . [1]   (ii) yy 416 39  answer(c) (ii)  . [2]",
+            "8": "8 0607/33/m/j/15 \u00a9 ucles 20156 the shapes below are drawn on a 1  cm2 grid. shape 1 shape 5 shape 6shape 2 shape 3 shape 4  (a) complete shape 5 and shape 6 in the pattern.  [2]  (b) shape 1 has an area of 3  cm2.   complete the sequence of areas by finding the area of each shape.   answer(b)   3, .. , .. , .. , .. , .. [2]  (c) find an expression, in terms of n, for the area of shape n.  answer(c)   .. cm2 [1]",
+            "9": "9 0607/33/m/j/15 \u00a9 ucles 2015 [turn over7 a quiz had 7 questions each worth 1 mark.  the bar chart shows the scores for 22 students.  17 6 5 4 3frequency 2 1 02 3 4 score5 6 7  (a) complete the frequency table using the bar chart above. score frequency 1 4 2 3 4 5 6 7 2   [2]  (b) find   (i) the mode,  answer(b) (i)  . [1]   (ii) the range,  answer(b) (ii)  . [1]   (iii) the median,  answer(b) (iii)  . [1]   (iv) the mean,   answer(b) (iv)  . [2]   (v) the interquartile range.  answer(b) (v) .. [2]",
+            "10": "10 0607/33/m/j/15 \u00a9 ucles 20158 in a class of 24 students   \u2022 8 study french ( f)   \u2022 6 study music ( m)    \u2022 3 study both french and music.  (a) complete the venn diagram. f mu    [2]  (b) write down the number of elements in each of the following sets.   (i) f m+ l  answer(b) (i)  . [1]   (ii) ( )f m, l  answer(b) (ii)  . [1]",
+            "11": "11 0607/33/m/j/15 \u00a9 ucles 2015 [turn over9 the probability that dave goes jogging is 32.  if dave goes jogging, the probability that he goes swimming is 43.  if dave does not go jogging, the probability that he goes swimming is 109.  (a) complete the tree diagram. jogging 2 3swimming not swimming not swimmingswimming    not jogging   [3]  (b) find the probability that dave does not go jogging and does not go swimming.  answer(b)   . [2]  (c) find the probability that dave goes swimming.  answer(c)   . [3]",
+            "12": "12 0607/33/m/j/15 \u00a9 ucles 201510 the equation of a line is   y x432 = + .  (a) (i) write down the gradient of this line.  answer(a) (i)  . [1]   (ii) write down the co-ordinates of the point where the line crosses the y-axis.  answer(a) (ii) ( .  , ... ) [1]   (iii) find the co-ordinates of the point where the line crosses the x-axis.  answer(a) (iii) (  .  , ... ) [2]  (b) write down the equation of the line parallel to   y x432 = +    that passes through the point (0, \u20133).  answer(b)   . [1]",
+            "13": "13 0607/33/m/j/15 \u00a9 ucles 2015 [turn over11 a snail travels 3 metres from a to b on a bearing of 120\u00b0.  it then travels 4.5 metres from b to c on a bearing of 030\u00b0.  (a) show this information on the diagram. north northnot to scale ac b   [2]  (b) angle abc  = 90\u00b0.   calculate the distance ac.  answer(b)     metres [2]  (c) use trigonometry to find the bearing of c from a.  answer(c)   . [3]",
+            "14": "14 0607/33/m/j/15 \u00a9 ucles 201512 a b o8 cmnot to scale 8 cm  each vertex of a regular octagon lies on the circumference of a circle, centre o, radius 8  cm.  (a) calculate the circumference of the circle.  answer(a)   ..  cm [2]  (b) calculate the area of the circle.  answer(b)   .  cm2 [2]  (c) show that angle boa  = 45\u00b0.   [1]  (d) find angle bao .  answer(d)   angle bao  =  . [2]",
+            "15": "15 0607/33/m/j/15 \u00a9 ucles 2015 [turn over (e) find the size of each interior angle of a regular octagon.  answer(e)   . [1]  (f) (i) use trigonometry to show that ba = 6.12  cm, correct to 3 significant figures.    [2]   (ii) find the area of triangle oab .  answer(f) (ii)  .  cm2 [4]   (iii) find the area of the octagon.  answer(f) (iii)  .  cm2 [1] question 13 is printed on the next page.",
+            "16": "16 0607/33/m/j/15 \u00a9 ucles 2015permission 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 international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download at www.cie.org.uk after  the live examination series. 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.13 \u20136 \u2013 1560 x15y  ( ) . .x x x x 0 2 0 2 6 f3 2=- - +  (a) on the diagram, sketch the graph of ( ) y x f=     for  x6 6g g- . [2]  (b) find the co-ordinates of    (i) the points where the graph crosses the x-axis,   answer(b) (i) ( .. , .. ), ( .. , .. ) ( .. , .. ) [2]   (ii) the local minimum point.  answer(b) (ii) ( .  , ... ) [2]  (c) the range of f( x)  for the domain  ( ) x k x 6 0 0 is f g g g g - .   write down the value of k.  answer(c)  k =  . [1]"
+        },
+        "0607_s15_qp_41.pdf": {
+            "1": "this document consists of 20 printed pages. dc (kn/sw) 99287/7 \u00a9 ucles 2015  [turn overcambridge international examinations cambridge international general certificate of secondary education * 7 2 6 0 8 7 7 3 2 5 * cambridge international mathematics  0607/41 paper 4 (extended)  may/june 2015  2 hours 15 minutes candidates answer on the question paper. additional materials:  geometrical instruments  graphics calculator read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen. do not use staples, paper clips, glue or correction fluid. y ou may use an hb pencil for any diagrams or graphs. do not  write in any barcodes. answer all the questions. unless instructed otherwise, give your answers exactly or correct to three significant figures as appropriate. answers in degrees should be given to one decimal place. for \u03c0, use your calculator value. y ou must show all the relevant working to gain full marks and you will be given marks for correct methods,  including sketches, even if your answer is incorrect. the number of marks is given in brackets [  ] at the end of each question or part question. the total number of marks for this paper is 120.",
+            "2": "2 0607/41/m/j/15 \u00a9 ucles 2015formula list for the equation  ax bx c02+ + = xab b ac 242!=- - curved surface area, a, of cylinder of radius r, height h. r a rh2= curved surface area, a, of cone of radius r, sloping edge l. r a rl= curved surface area, a, of sphere of radius r. r a r42= v olume, v, of pyramid, base area a, height h. v ah31= v olume, v, of cylinder of radius r, height h. rv r h2= v olume, v, of cone of radius r, height h. r v r h31 2= v olume, v, of sphere of radius r. r v r34 3=      sin sin sin aa bb cc= =      cos a b c bc a 22 2 2= + -      sinbc a21area=a c bcb a",
+            "3": "3 0607/41/m/j/15 \u00a9 ucles 2015 [turn overanswer all the questions. 1 the table shows the marks that 80 students scored in an examination. mark 0 1 2 3 4 5 6 7 8  9 10 number of  students1 5 6 8 9 10 12 8 16 3 2  (a) write down the mode. \t answer(a)\t\t  [1]  (b) write down the range.  \t answer(b)\t\t  [1]  (c) find the median. \t answer(c)\t\t  [1]  (d) find the interquartile range. \t answer(d)\t\t  [2]  (e) calculate the mean.  \t answer(e)\t\t  [1]",
+            "4": "4 0607/41/m/j/15 \u00a9 ucles 20152 solve the simultaneous equations.  you must show all your working.      5x \u2013 2y = 11.5      4x + 3y = 0 \t answer\t\tx\t=\t\t \t y\t=\t\t  [4] 3 a car of length 4.5 metres is travelling at 72  km/h.  the car approaches a tunnel of length 260 metres.  (a) change 72  km/h into m/s. \t answer(a)\t\t.  m/s [1]  (b) find the time it will take for the car to pass completely through the tunnel.   give your answer in seconds. \t answer(b)\t\t..  s [2]",
+            "5": "5 0607/41/m/j/15 \u00a9 ucles 2015 [turn over4 0 2 4 6 1 3 5 xa by \u20132 \u20134 \u20136 \u20131 \u20133 \u20135246810 13579  (a) describe fully the single  transformation that maps triangle a onto triangle b. answer(a)   .  .. [2]  (b) rotate triangle b through 90\u00b0 clockwise, centre (\u20131, 6). draw this triangle and label it c. [3]  (c) describe fully the single  transformation that maps  triangle c onto triangle a. answer(c)   ..  .. [2]",
+            "6": "6 0607/41/m/j/15 \u00a9 ucles 20155 (a) y varies inversely as the square root of x.   y = 5 when x = 9.   (i) find the value of y when x = 25. \t answer(a) (i) y\t=\t\t  [2]   (ii) find the value of x when y = 25. \t answer(a) (ii)\tx\t=\t\t  [2]   (iii) find x in terms of y. \t answer(a) (iii)\tx\t=\t\t  [2]  (b) 024 \u20134 2xy   find the equation of this quadratic curve. \t answer(b)\t\t  [3]",
+            "7": "7 0607/41/m/j/15 \u00a9 ucles 2015 [turn over6 the venn diagram shows the sets a, b and c. a c bu  u = {1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12, 13, 14, 15}  a\t= {factors of 12}  b = {factors of 6}  c = {11, 12, 13, 14}  (a) list the elements of sets a and b. \t answer(a)\t\ta\t= {\t... } \t b\t= {\t... } [2]  (b) write all the elements of u in the correct regions of the venn diagram above.  [3]  (c) list the elements of    (i) a b+, \t answer(c) (i)\t{\t... } [1]   (ii) a c+l,   \t answer(c) (ii)\t{\t... } [1]   (iii) b c, l. \t answer(c) (iii)\t{\t... } [1]  (d) find   (i) a b c n ( ) , , l, \t answer(d) (i)\t\t  [1]   (ii) a b c n ( ) + + l. \t answer(d) (ii)\t\t  [1]",
+            "8": "8 0607/41/m/j/15 \u00a9 ucles 20157 squash balls have radius 1.5  cm.    they are sold in boxes.  each box is a cuboid.    each box has length 15  cm, width 12  cm and height 3  cm.  (a) show that the maximum number of balls in a box is 20.  [1]  (b) calculate the volume of one ball.   \t answer(b)\t\t.  cm3 [2]  (c) calculate the total volume of 20 balls.   \t answer(c)\t\t.  cm3 [1]  (d) write your answer to part (c)  in standard form. \t answer(d)\t\t.  cm3 [1]  (e) calculate the percentage of the volume of the box that the 20 balls fill. \t answer(e)\t\t  % [2]",
+            "9": "9 0607/41/m/j/15 \u00a9 ucles 2015 [turn over8 oca x 26\u00b0not to scale p b  a, b and c lie on a circle, centre o.  ap and bp are tangents to the circle.  ab intersects op at the point x and angle opb  = 26\u00b0.  (a) find the size of   (i) angle abp, \t answer(a) (i)\t\t  [1]   (ii) angle oba , \t answer(a) (ii)\t\t  [1]   (iii) angle acb . \t answer(a) (iii)\t\t  [1]  (b) write down the mathematical name of quadrilateral aobp . \t answer(b)\t\t  [1]  (c) complete these statements.   (i) triangle obp  is congruent to triangle  ..  . [1]   (ii) triangle obp  is similar, but not congruent to, triangle  ...  . [1]",
+            "10": "10 0607/41/m/j/15 \u00a9 ucles 20159 the table shows the amount in dollars, y, that 10 families of different size, x, spend in one week.  number in family, ( x) 2 2 3 3 5 5 6 6 6 6 amount in dollars, ( y). 60 65 80 75 100 105 120 135 125 115   (a) (i) complete the scatter diagram.    the first four points have been plotted for you. xy 1 05060708090100110120130140150 2 3 4 number in familyamount in dollars 5 6 7 8  [2]   (ii) what type of correlation is shown by the scatter diagram? \t answer(a) (ii)\t\t  [1]",
+            "11": "11 0607/41/m/j/15 \u00a9 ucles 2015 [turn over (b) find   (i) the mean family size, \t answer(b) (i)\t\t  [1]   (ii) the mean amount spent in one week. \t answer(b) (ii) $\t\t  [1]  (c) (i) find the equation of the regression line in the form y m x c= + . \t answer(c) (i)\ty\t=\t\t  [2]   (ii) use your answer to part (c)(i)  to estimate the amount spent in one week by a family of 4. \t answer(c) (ii) $ \t  [1]",
+            "12": "12 0607/41/m/j/15 \u00a9 ucles 201510 72\u00b0 58\u00b0 dc80 mnot to scale 64 m65 m ab  (a) find ac.  \t answer(a)\t\t  m [2]",
+            "13": "13 0607/41/m/j/15 \u00a9 ucles 2015 [turn over (b) calculate angle cad . \t answer(b)\t\t  [3]  (c) calculate the area of the quadrilateral abcd . \t answer(c)\t\t...  m2 [4]",
+            "14": "14 0607/41/m/j/15 \u00a9 ucles 201511 paula invests $3000 in bank a and $3000 in bank b.  (a) bank a pays compound interest at a rate of 4% each year.   (i) find the total amount that paula has in bank a at the end of 3 years. \t answer(a) (i) $\t.  [2]   (ii) after how many complete years is the total amount that paula has in bank a greater than $4000? \t answer(a) (ii)    [3]  (b) bank b pays simple interest at a rate of 5% each year.   (i) find the total amount that paula has in bank b at the end of 3 years. \t answer(b) (i) $ .  [1]   (ii) after how many complete years is the total amount that paula has in bank b greater than $4000? \t answer(b) (ii) .. [1]  (c) after how many complete years will the total amount that paula has in bank a be greater than the total  amount that paula has in bank b? \t answer(c)\t.. [3]",
+            "15": "15 0607/41/m/j/15 \u00a9 ucles 2015 [turn over12 bag 1 only contains 6 blue balls and 4 red balls.  bag 2 only contains 8 blue balls and 2 red balls.  marco chooses a ball at random from bag 1 and puts it in bag 2.  he then chooses a ball at random from bag 2 and puts it in bag 1.  (a) complete the tree diagram. blue 6 10   redbluebag 2 bag 1 red blue red  [2]  (b) find the probability that the two balls chosen are   (i) both blue, \t answer(b) (i)    [2]   (ii) one red and one blue. \t answer(b) (ii)    [3]  (c) find the probability that, after marco chooses the two balls, there are exactly 6 blue balls in bag 1. \t answer(c)\t\t  [3]",
+            "16": "16 0607/41/m/j/15 \u00a9 ucles 201513 in this question all lengths are in centimetres. 5x + 46x + 1 not to scale 2x \u2013 1  (a) write down a quadratic equation, in terms of x, and show that it simplifies to  . x x7 24 16 02- - =  [3]  (b) factorise  . x x7 24 162- - \t answer(b)\t\t  [2]",
+            "17": "17 0607/41/m/j/15 \u00a9 ucles 2015 [turn over (c) show that the area of the triangle is 84  cm2.  [2]  (d) the area of this rectangle is equal to the area of the triangle.   find the value of y.   y + 2 ynot to scale \t answer(d)\ty =    [4]",
+            "18": "18 0607/41/m/j/15 \u00a9 ucles 201514 in this question all measurements are in metres.  a rectangular garden has length p and width q.  the garden is divided into 3 sections as shown in the diagram. x grassflowersvegetables2 3 pp qnot to scale1 4q  (a) write down an expression, in terms of p and q, for the area for flowers. \t answer(a)\t\t... .m2 [1]  (b) show that   x p43= .  [2]",
+            "19": "19 0607/41/m/j/15 \u00a9 ucles 2015 [turn over (c) find an expression, in terms of p and q, for the area for grass.   give your answer in its simplest form. \t answer(c)\t  m2 [2]  (d) find the ratio           area for vegetables  :  area for grass . \t answer(d)\t ..   :  .. [2] question 15 is printed on the next page.",
+            "20": "20 0607/41/m/j/15 \u00a9 ucles 2015permission 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 international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download at www.cie.org.uk after  the live examination series. 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.15 the diagram shows a sketch of the graph of f y x=^h where fx x xx x 4 34 3 22 - ++ += ^h  . o xy not to scale  (a) (i) find the equations of the three asymptotes.  answer(a) (i) .. , .. , .. [3]   (ii) find the co-ordinates of the local maximum point. \t answer(a) (ii) ( ..  , ..) [2]   (iii) find the co-ordinates of the local minimum point. \t answer(a) (iii) (  ..  , ..) [2]  (b) find the values of k, when   (i) fx k= ^h  has no solutions, \t answer(b) (i)    [2]   (ii) fx k= ^h  has one solution. \t answer(b) (ii)    [1]  (c) solve the inequality       fx 02 ^h . \t answer(c)\t\t  [3]"
+        },
+        "0607_s15_qp_42.pdf": {
+            "1": "this document consists of 20 printed pages. dc (nh/sw) 99286/6 \u00a9 ucles 2015  [turn over * 5 4 8 3 7 0 5 8 8 5 * cambridge international mathematics  0607/42 paper 4 (extended)  may/june 2015  2 hours 15 minutes candidates answer on the question paper. additional materials:  geometrical instruments  graphics calculator read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen. do not use staples, paper clips, glue or correction fluid. y ou may use an hb pencil for any diagrams or graphs. do not  write in any barcodes. answer all the questions. unless instructed otherwise, give your answers exactly or correct to three significant figures as appropriate. answers in degrees should be given to one decimal place. for \u03c0, use your calculator value. y ou must show all the relevant working to gain full marks and you will be given marks for correct methods,  including sketches, even if your answer is incorrect. the number of marks is given in brackets [  ] at the end of each question or part question. the total number of marks for this paper is 120.cambridge international examinations cambridge international general certificate of secondary education",
+            "2": "2 0607/42/m/j/15 \u00a9 ucles 2015formula list for the equation  ax bx c02+ + = xab b ac 242!=- - curved surface area, a, of cylinder of radius r, height h. r a rh2= curved surface area, a, of cone of radius r, sloping edge l. r a rl= curved surface area, a, of sphere of radius r. r a r42= v olume, v, of pyramid, base area a, height h. v ah31= v olume, v, of cylinder of radius r, height h. rv r h2= v olume, v, of cone of radius r, height h. r v r h31 2= v olume, v, of sphere of radius r. r v r34 3=      sin sin sin aa bb cc= =      cos a b c bc a 22 2 2= + -      sinbc a21area=a c bcb a",
+            "3": "3 0607/42/m/j/15 \u00a9 ucles 2015 [turn overanswer  all the questions. 1 an art gallery values its paintings every five years.  the value of one painting increased by 90% every five years from 1990.  the value in 1995 was $76 000.  (a) calculate the exact value of the painting in   (i) 1990,  answer(a) (i) $ .. [3]   (ii) 2010.  answer(a) (ii) $  .. [3]  (b) the value of the painting continues to increase by 90% every five years.   in which year\u2019s valuation will the value of the painting first be over $10 million?  answer(b)  .. [2]",
+            "4": "4 0607/42/m/j/15 \u00a9 ucles 20152 \u20133\u20132\u201311234567 \u20134\u20133\u20132\u20131 10 2345678910xy bac  (a) describe fully the single  transformation that maps triangle a onto triangle b. answer(a)   .  .. [3]  (b) complete the statement.   triangle a can be mapped onto triangle c by a translation with vector  j lk kkn po oo followed by   a reflection in the line . .. .  [2]  (c) stretch triangle a with the x-axis invariant and stretch factor 2.  [2]",
+            "5": "5 0607/42/m/j/15 \u00a9 ucles 2015 [turn over3 jean-paul goes on holiday and drives 780  km.  he leaves at 06  45 and arrives at 16  10.  (a) find the average speed for the whole journey.  answer(a)  . km/h [3]  (b) he travels partly on autoroutes and partly on other roads.   he travels for 520  km on autoroutes at an average speed of 105  km/h.   find the average speed for the part of the journey on other roads.  answer(b)  . km/h [3]  (c) for every 100  km travelled on autoroutes, jean-paul\u2019s car uses 6 litres of fuel.   for every 100  km travelled on other roads, it uses 8 litres of fuel.   fuel costs 1.63 euros per litre.   the total autoroute toll charges are 15.20 euros.   find the total cost of the journey.  answer(c)  ...  euros [4]",
+            "6": "6 0607/42/m/j/15 \u00a9 ucles 20154 \u20131525 \u20132 4 0 xy    x x x3 6 f3 2= - + ^h  (a) on the diagram, sketch the graph of  y xf=^h for x2 4g g- . [2]  (b) find the co-ordinates of the local maximum point and the local minimum point.  answer(b)  maximum ( . , . )  minimum ( . , . ) [2]  (c) find the range of values of k for which the equation x kf= ^h  has 3 different solutions.  answer(c)  .. [2]",
+            "7": "7 0607/42/m/j/15 \u00a9 ucles 2015 [turn over (d) describe fully the symmetry of the graph of  y xf=^h. answer(d)  ..  .. [3]  (e) the graph of  y xg= ^h is the translation of the graph of  y xf=^h with vector  0 2-j lkkn poo .   write down and simplify  xg^h.  answer(e) g(x) =  . [1]",
+            "8": "8 0607/42/m/j/15 \u00a9 ucles 20155 the table shows the number of goals scored in a season, x, and the average attendance at matches in  thousands, y, for ten teams in a league. team a b c d e f g h i j number of   goals scored in    a season ( x)86 66 75 72 66 55 71 53 47 45 average  attendance in  thousands ( y)76 46 41 60 36 36 45 25 20 35  (a) complete the scatter diagram.   the first five points have been plotted for you. 301520253035404550556065707580y x 40 50 60 number of goals scored in a seasonaverage attendance in thousands 70 80 90  [2]",
+            "9": "9 0607/42/m/j/15 \u00a9 ucles 2015 [turn over (b) what type of correlation is shown by the scatter diagram?  answer(b)  .. [1]  (c) find the mean   (i) number of goals scored,  answer(c) (i) .. [1]   (ii) average attendance.  answer(c) (ii)  .. thousand [1]  (d) find the equation of the line of regression in the form  y m x c= + .  answer(d)  y =  . [2]  (e) use your answer to part (d)  to estimate the average attendance for a team that scored 80 goals in a  season.  answer(e)  .. [1]",
+            "10": "10 0607/42/m/j/15 \u00a9 ucles 20156 e d 180  cm120  cmnot to scale cb a  the diagram shows a fence panel abcde .  the vertical edges ae and bc are of length 120  cm and the horizontal base ec is of length 180  cm.  d is the midpoint of ec.  (a) calculate ad.  answer(a)   cm [2]  (b) show that angle adb = 73.74\u00b0 correct to 2 decimal places.  [3]  (c) ab is an arc of a circle centre d.   find the area of the fence panel.  answer(c)  ... cm2 [3]",
+            "11": "11 0607/42/m/j/15 \u00a9 ucles 2015 [turn over (d) stefan\u2019s fence has 8 panels, each identical to abcde .   he wishes to paint both sides of all the panels.   each litre of paint covers an area of 6 square metres .   calculate the number of litres stefan needs to paint both  sides of the whole fence.  answer(d)  . litres [3]",
+            "12": "12 0607/42/m/j/15 \u00a9 ucles 20157 \u2013101234567891011xy \u20132\u20133 \u20131123456789 \u20132 \u20133 \u20134 \u20135 \u20136 \u20137 \u20138 \u20139  (a) on the grid, show clearly the region defined by these inequalities.     1 xh-   2yh   2 3y xh-   3 5 30 x y g+  [7]  (b) use your diagram to estimate   (i) the greatest value of y in the region,  answer(b) (i) .. [1]   (ii) the greatest value of x + y  in the region.  answer(b) (ii) .. [1]",
+            "13": "13 0607/42/m/j/15 \u00a9 ucles 2015 [turn over8 (a) give an example of   (i) discrete data, answer(a) (i) . [1]   (ii) continuous data. answer(a) (ii)  [1]  (b) the table shows the heights, h cm, of 30 students in a class. height (h cm)150 < h \ue03c 155 155 < h \ue03c 160 160 < h \ue03c 165 165 < h \ue03c 170 170 < h \ue03c 175 175 < h \ue03c 180 frequency 2 4 8 7 5 4   (i) write down the modal interval.  answer(b) (i) ... < h \ue03c ... [1]   (ii) write down the interval that contains the median.  answer(b) (ii) .. < h \ue03c .. [1]   (iii) calculate an estimate of the mean.  answer(b) (iii)  cm [2]   (iv) explain why the answer to part (b)(iii)  is an estimate and not an exact answer. answer(b) (iv)   .. [1]",
+            "14": "14 0607/42/m/j/15 \u00a9 ucles 20159 gitte has a bag containing coloured wristbands.  there are 5 blue wristbands, 2 yellow wristbands and 4 pink wristbands.  gitte takes a wristband at random from the bag.  if it is yellow, she puts it back in the bag.  if it is blue or pink she puts it on her wrist.  she then takes another wristband at random from the bag.  (a) complete the tree diagram. 1st wristband 2nd wristband  blue blue 5 11yellow pink  blue yellow yellow pink  blue pink yellow pink4 112 11  [3]",
+            "15": "15 0607/42/m/j/15 \u00a9 ucles 2015 [turn over (b) if the second wristband is yellow, gitte puts it back in the bag.   if it is blue or pink she puts it on her other wrist.   after choosing the second wristband, find the probability that she is wearing   (i) no wristbands,  answer(b) (i) .. [2]   (ii) a matching pair of wristbands,  answer(b) (ii) .. [3]   (iii) only one wristband.  answer(b) (iii) .. [3]",
+            "16": "16 0607/42/m/j/15 \u00a9 ucles 201510 \u20132020 \u201390 360 0 xy    f(x) = 2tan ( x + 30)\u00b0  (a) on the diagram, sketch the graph of y = f(x) for values of x between \u201390 and 360.  [3]  (b) solve the equation f( x) = 5 for values of x between \u201390 and 360.  answer(b)  x = .. or x = ... [2]  (c) write down the equations of the two asymptotes to this graph for values of x between \u201390 and 360.  answer(c)  .   .. [2]",
+            "17": "17 0607/42/m/j/15 \u00a9 ucles 2015 [turn over (d) on the diagram below, sketch the graph of  tan y x 2 30 \u00b0= + ^ h for values of x between \u201390 and  360. \u20132020 \u201390 360 0 xy  [2]",
+            "18": "18 0607/42/m/j/15 \u00a9 ucles 201511 35\u00b0 a dc 70 m45 m 55 mnot to scale 80 mb  the diagram shows the plan of a field abcd  with a path from a to c.  (a) calculate    (i) the obtuse angle abc ,  answer(a) (i) .. [4]   (ii) angle cad .  answer(a) (ii) .. [4]  (b) waqar walks along the path ac.   calculate his shortest distance from b.  answer(b)  .. m [2]",
+            "19": "19 0607/42/m/j/15 \u00a9 ucles 2015 [turn over12 x x 5 2 f= - ^h     , xxx4 16 41g ! =+- ^h     h(x) = 5 x2 + 3x \u2013 2  (a) find f(g(1)) .  answer(a)  .. [2]  (b) find and simplify these expressions.    (i) g(f(x))  answer(b) (i) .. [2]   (ii) f \u20131(x)  answer(b) (ii) .. [2]  (c) simplify.   (i) f(x)    h(x)  answer(c) (i) .. [3]   (ii) g(x) \u2013 x1 f^h  answer(c) (ii) .. [3] question 13 is printed on the next page.",
+            "20": "20 0607/42/m/j/15 \u00a9 ucles 2015permission 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 international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download at www.cie.org.uk after  the live examination series. 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.13 a d ce fnot to scale b  abcd is a parallelogram.  bfe and cde  are straight lines.  (a) explain why triangles afb and dfe  are similar. answer(a)   .  ...  .. [2]  (b) bc = 10  cm, fd = 4 cm and ec = 8 cm.   (i) calculate the length of ab.  answer(b) (i)  cm [3]   (ii) find the value of  area of dfe area of afb .  answer(b) (ii) .. [1]   (iii) find the value of  area of dfe area of abcd .  answer(b) (iii) .. [2]"
+        },
+        "0607_s15_qp_43.pdf": {
+            "1": "this document consists of 20 printed pages. dc (st/fd) 99285/4 \u00a9 ucles 2015  [turn overcambridge international examinations cambridge international general certificate of secondary education * 5 6 5 0 4 7 5 9 6 2 * cambridge international mathematics  0607/43 paper 4 (extended)  may/june 2015  2 hours 15 minutes candidates answer on the question paper. additional materials:  geometrical instruments  graphics calculator read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen. do not use staples, paper clips, glue or correction fluid. y ou may use an hb pencil for any diagrams or graphs. do not  write in any barcodes. answer all the questions. unless instructed otherwise, give your answers exactly or correct to three significant figures as appropriate. answers in degrees should be given to one decimal place. for p, use your calculator value. y ou must show all the relevant working to gain full marks and you will be given marks for correct methods,  including sketches, even if your answer is incorrect. the number of marks is given in brackets [  ] at the end of each question or part question. the total number of marks for this paper is 120.",
+            "2": "2 0607/43/m/j/15 \u00a9 ucles 2015formula list for the equation  ax2 + bx + c = 0 x = ab b ac 242!- - curved surface area, a, of cylinder of radius r, height h. a = 2prh curved surface area, a, of cone of radius r, sloping edge l. a = prl curved surface area, a, of sphere of radius r. a = 4pr2 v olume, v, of pyramid, base area a, height h. v= ah31 v olume, v, of cylinder of radius r, height h. v = pr2h v olume, v, of cone of radius r, height h. v = r h31 2r v olume, v, of sphere of radius r. v = r34 3r   sin sin sin aa bb cc= =a c bcb a\t a2 = b2 + c2 \u2013 2bc cos a \t area = sinbc a21",
+            "3": "3 0607/43/m/j/15 \u00a9 ucles 2015 [turn overanswer all the questions. 1 sancha flew from santiago to paris, a distance of 11  585 km.  the average speed of the flight was 852.9 km/h.  (a) find the length of time for the flight.   give your answer in hours and minutes.  answer(a)  ..  h  min  [3]   (b) the journey back from paris to santiago took 14 hours 30 minutes.    the plane left paris at 23  20.   the local time in santiago is 6 hours behind the local time in paris.      find the local time this plane arrived in santiago.  answer(b)  .  [2]  (c) find the overall average speed for the total journey from santiago to paris and back to santiago.     answer(c)     km/h  [3]",
+            "4": "4 0607/43/m/j/15 \u00a9 ucles 20152 45 3 2 1 \u20131 \u20132 \u20133 \u20134\u20135\u20134\u20133\u20132\u20131 1023456789a b xy  (a) (i) rotate triangle a through 90\u00b0 anticlockwise about the origin.    label the image c.  [2]   (ii) reflect triangle c in the x-axis.    label the image d.  [2]   (iii)  describe fully the single  transformation that is equivalent to a rotation through     90\u00b0 anticlockwise about the origin followed by a reflection in the x-axis. answer(a) (iii)  ...  ..  [2]  (b) describe fully the single  transformation that maps triangle a onto triangle b. answer(b)   .  ..  [3]",
+            "5": "5 0607/43/m/j/15 \u00a9 ucles 2015 [turn over3 sinitta makes necklaces.   each necklace costs sinitta $56 to make.  they are sold through an internet shop at a selling price of $80.    (a) (i) the internet shop charges her 7% of the selling price.    find the amount that sinitta receives from the shop for a necklace.     answer(a) (i) $  .  [2]   (ii) the shop increases the charge to 12% of the selling price of $80.    calculate the percentage reduction in sinitta\u2019s profit .  answer(a) (ii)  .  % [4]  (b) sinitta also makes silver rings.   each ring contains 22  g of silver.   in the last year the cost of silver has increased by 8% to $143.10 per 100 grams.      (i) find the cost of each 100  g of silver before the increase.   answer(b) (i) $  .  [2]   (ii) find the increase in the cost of the silver in a ring.  answer(b) (ii) $  .  [2]",
+            "6": "6 0607/43/m/j/15 \u00a9 ucles 20154 p is the point (0, 4), q is the point (6, 0) and r is the point (2, 7).          0not to scaley xqr p  (a)  s is the point such that rs qp= .   find the co-ordinates of s.  answer(a)  (  .. , ... )  [2]  (b) calculate qp.  answer(b)   .  [2]  (c) find the equation of the line pq.  answer(c)   .  [2]",
+            "7": "7 0607/43/m/j/15 \u00a9 ucles 2015 [turn over (d) write down the co-ordinates of n, the midpoint of pq.  answer(d)  (  .. , ... )  [1]  (e) find the equation of the perpendicular bisector of pq.  answer(e)   .  [3]  (f) a and b are points on the perpendicular bisector of pq such that an bn! .   what is the mathematical name given to the quadrilateral p aqb ?  answer(f)   .  [1]",
+            "8": "8 0607/43/m/j/15 \u00a9 ucles 20155  40 cm x cm x cm30 cma d cbnot to scale  the diagram shows a rectangle, with sides 40  cm and 30  cm, made from a metal sheet.   a square of side x cm is cut from each of the four corners of the rectangle.  the remaining shape is folded up to make a rectangular open box with abcd  as the base.  the height of the box is x cm.  (a) show that the volume of the box is x x x 1200 140 42 3- + .   [3]  ",
+            "9": "9 0607/43/m/j/15 \u00a9 ucles 2015 [turn over (b) on the diagram, sketch the graph of y x x x 1200 140 42 3= - +   for  x0 25g g . 025xy \u201310005000  [2]  (c) solve the equation x x x 1200 140 4 20002 3- + = .   answer(c) x  = .. or x = .. or x = .  [3]  (d) which solution to part (c)  is not a possible value of x when the volume of the box is 2000  cm3? give a  reason for your answer. answer(d)   .  ..  [1]  (e) what is the maximum volume of the box?   for this volume what is the length of the box?  answer(e)  maximum volume =  ..  cm3  length =  ...  cm [2]  ",
+            "10": "10 0607/43/m/j/15 \u00a9 ucles 20156 (a) (i) find an expression for the nth term of this sequence. 2,  6,  10,  14,  ...  answer(a) (i)  .  [2]   (ii) use your answer to part (a)(i)  to find an expression for u, the nth term of this sequence. 2 102# ,  6 103# ,  10 104# ,  14 105# ,  ...  answer(a) (ii) u =  .  [1]    (b) the nth term, t, of another sequence, is given by t2 10( ) n 3 2#=-.   (i) write down the first 4 terms in this sequence, giving your answers in standard form.     answer(b) (i) . , . , . , .  [2]   (ii) using your answer to part (a)(ii) , find and simplify an expression for tu.  answer(b) (ii)  .  [3]",
+            "11": "11 0607/43/m/j/15 \u00a9 ucles 2015 [turn over7 north b c da 150  m 235  m55\u00b070\u00b0 120  mnot to scale  the diagram shows a field abcd  with a path from a to c.  ac = 150  m, ad = 120  m and cd = 235  m.  angle abc  = 90\u00b0, angle bac  = 55\u00b0 and the bearing of b from a is 070\u00b0.  (a) calculate the length of ab.    answer(a)   .  m [2]  (b) calculate the bearing of d from  a.  answer(b)   .  [4]  (c) calculate the area of the field abcd .  answer(c)     m2 [3]",
+            "12": "12 0607/43/m/j/15 \u00a9 ucles 20158 100 light bulbs were tested.  the length of life, t, in thousands of hours was recorded.  the results are shown in this table. length of life ( t) in  thousands of hourst4 51g t5 61g t6 71g t7 81g t8 91g t9 101g t 10 121g frequency 8 21 31 23 10 5 2  (a) calculate an estimate of the mean value of t.  answer(a)   .  [2]",
+            "13": "13 0607/43/m/j/15 \u00a9 ucles 2015 [turn over (b) draw a cumulative frequency curve for the length of life of the light bulbs. 40102030405060708090100 5 6 7 8 length of life  / in thousands of hourscumulative frequency 9 10 11 12t [5]  (c) use your graph to estimate   (i) the number of light bulbs that lasted longer than 8500 hours,    answer(c) (i)  .  [2]   (ii) the interquartile range.      answer(c) (ii)  ...  hours  [2]",
+            "14": "14 0607/43/m/j/15 \u00a9 ucles 20159 (a) a 20 cm 15 cm40 cmb d c enot to scale   the diagram shows two similar triangles eab and ecd .   ab = 20  cm, cd = 15  cm, ac = 40  cm and angle cab  = 90\u00b0.      (i)  show that ec = 120  cm.  [2]    (ii) find ed.  answer(a) (ii)  ...  cm [2]    (iii) find db.  answer(a) (iii)  ...  cm [2]",
+            "15": "15 0607/43/m/j/15 \u00a9 ucles 2015 [turn over (b)  15 cm40 cm20 cm not to scale      the diagram shows an open waste paper bin made from metal.   the radius of the circular top is 20  cm.   the radius of the circular base is 15  cm.   the perpendicular height of the bin is 40  cm.   using answers from part (a) , calculate   (i) the volume of the waste paper bin,  answer(b) (i)  ..  cm3 [3]   (ii) the area of metal needed to make the bin.  answer(b) (ii)  ..  cm2 [4]",
+            "16": "16 0607/43/m/j/15 \u00a9 ucles 201510 tricia has 2 bags.   in the first bag there are 6 white balls and 4 red balls.  in the second bag there are 4 blue balls, 3 white balls and 2 red balls.  she takes a ball at random out of the first bag.  she then takes a ball at random out of the second bag.    (a) complete the tree diagram to show the probability of all the possible outcomes for the two balls. first ball second ball ... ... ... ...blue bluewhitewhite whitered redred  [2]",
+            "17": "17 0607/43/m/j/15 \u00a9 ucles 2015 [turn over (b) calculate the probability that tricia\u2019s two balls are   (i) both white,    answer(b) (i)  .  [2]   (ii) one white and one red,              answer(b) (ii)  .  [3]   (iii) of different colours.  answer(b) (iii)  .  [3]",
+            "18": "18 0607/43/m/j/15 \u00a9 ucles 201511 0 \u201312\u2013612y x 4   ( )( )( )fxxx 31 2=+-  (a) on the diagram, sketch the graph of ( )f y x=  for values of x between x 6=-  and x4=.    [3]  (b) write down the equations of the asymptotes of the graph of ( )f y x= .  answer(b)   ..   ..  [2]  (c) find the range of values for y when x0h.    answer(c)   .  [2]",
+            "19": "19 0607/43/m/j/15 \u00a9 ucles 2015 [turn over (d)  0 \u201312\u2013612y x 4   on this diagram, sketch the graph of ( )( )yxx 31 2=+-.  [2]  (e)  solve ( )( ) xx 31 26+-=.  answer(e) x  =    or x = ..  [2] question 12 is printed on the next page.",
+            "20": "20 0607/43/m/j/15 \u00a9 ucles 2015permission 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 international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download at www.cie.org.uk after  the live examination series. 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.12  ( ) f g x x x x 3 1 4 2 = - = - ^h  (a) find   (i) ( )g 3,  answer(a) (i)  .  [1]   (ii) ( ( )) f g 3.  answer(a) (ii)  .  [1]  (b) find and simplify expressions for    (i) ( ( )) g fx,  answer(b) (i)  .  [2]   (ii) g ( )x1-,  answer(b) (ii)  .  [2]   (iii) ( ) ( ) f gx x2 3- .  answer(b) (iii)  .  [3]"
+        },
+        "0607_s15_qp_51.pdf": {
+            "1": "this document consists of 8 printed pages. dc (nf/sg) 101336/3 \u00a9 ucles 2015 [turn overcambridge international examinations cambridge international general certificate of secondary education *2977744375* cambridge international mathematics  0607/51 paper 5 (core) may/june 2015  1 hour candidates answer on the question paper. additional materials: graphics calculator read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen. do not use staples, paper clips, glue or correction fluid. y ou may use an hb pencil for any diagrams or graphs. do not write in any barcodes. answer all the questions. y ou must show all relevant working to gain full marks for correct methods, including sketches. in this paper you will also be assessed on your ability to provide full reasons and communicate your  mathematics clearly and precisely. at the end of the examination, fasten all your work securely together. the total number of marks for this paper is 24.",
+            "2": "2 0607/51/m/j/15 \u00a9 ucles 2015answer all the questions. investigation staircases this investigation looks at the number of cubes that make different types of staircase. 1 this is an up staircase of height 3 made using 6 cubes.  it is a 3-step up staircase  because it has a height of 3 cubes.  (a) write down the number of cubes that make an up staircase  of height 2.     (b) on the grid below draw an up staircase  of height 4.",
+            "3": "3 0607/51/m/j/15 \u00a9 ucles 2015 [turn over (c) complete the table for the number of cubes that make these up staircases . height number of cubes123 16456  (d) find how many cubes make an up staircase  of height 10.     (e) (i) what is the height of the tallest up staircase  that can be made from 100 cubes?      (ii) find how many cubes would be left over.   ",
+            "4": "4 0607/51/m/j/15 \u00a9 ucles 20152 this is an up and down staircase  of height 3 made using 9 cubes.  it is a 3-step up and down staircase  because it has a height of 3 cubes.  (a) find how many cubes make an up and down staircase  of height 4.     (b) on the grid below draw an up and down staircase  of height 2.",
+            "5": "5 0607/51/m/j/15 \u00a9 ucles 2015 [turn over (c) complete the table for the number of cubes that make these up and down staircases . height number of cubes123 19456  (d) the numbers of cubes form a sequence.   write down the mathematical name of this sequence.     (e) find how many cubes make an up and down staircase  of height 10.     (f) find an expression, in terms of n, for the number of cubes that make an up and down staircase  of  height n.   ",
+            "6": "6 0607/51/m/j/15 \u00a9 ucles 20153 this is a double staircase  of height 3 made using 12 cubes.  it is a 3-step double staircase  because it has a height of 3 cubes.  (a) find how many cubes make a double staircase  of height 2.     (b) complete the table for the number of cubes that make these double staircases . height number of cubes123 21 2456",
+            "7": "7 0607/51/m/j/15 \u00a9 ucles 2015 [turn over (c) find how many cubes make a double staircase  of height 10.     (d) (i) find an expression, in terms of n, for the number of cubes that make a double staircase  of  height n.      (ii) find the height of a double staircase  made from 240 cubes.     (e) write down the connection between the number of cubes that make a double staircase  and the  number of cubes that make an up and down staircase , when both staircases have the same height.  .. .  .. . question 4 is printed on the next page.",
+            "8": "8 0607/51/m/j/15 \u00a9 ucles 2015permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here 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 onl ine in the cambridge international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to do wnload at www.cie.org.uk after  the live examination series. cambridge international examinations is part of the cambridge assessment group. cambridge assessment is the brand name of unive rsity of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge.4 (a) write down the connection between the number of cubes that make a double staircase  and the  number of cubes that make an up staircase , when both staircases have the same height.  .. .  .. .  (b) find an expression, in terms of n, for the number of cubes that make an up staircase of height n.   "
+        },
+        "0607_s15_qp_52.pdf": {
+            "1": "this document consists of 7 printed pages and 1 blank page. dc (lk/cgw) 100449/3 \u00a9 ucles 2015 [turn overcambridge international examinations cambridge international general certificate of secondary education *1163799309* cambridge international mathematics  0607/52 paper 5 (core) may/june 2015  1 hour candidates answer on the question paper. additional materials: graphics calculator read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen. do not use staples, paper clips, glue or correction fluid. y ou may use an hb pencil for any diagrams or graphs. do not write in any barcodes. answer all the questions. y ou must show all relevant working to gain full marks for correct methods, including sketches. in this paper you will also be assessed on your ability to provide full reasons and communicate your  mathematics clearly and precisely. at the end of the examination, fasten all your work securely together. the total number of marks for this paper is 24.",
+            "2": "2 0607/52/m/j/15 \u00a9 ucles 2015answer all the questions. investigation  molecules this investigation looks at the structure of models of molecules. molecules called alkanes contain carbon atoms (c) and hydrogen atoms (h) arranged in a pattern. 1 these diagrams show the first three alkanes.  hch hh hch hch hh hch hch hch hh  (a) draw a diagram to show the next alkane which contains four carbon atoms.",
+            "3": "3 0607/52/m/j/15 \u00a9 ucles 2015 [turn over (b) (i) complete this table to show the number of hydrogen atoms ( h) for different numbers of carbon  atoms ( c). ch 14 26 3456   (ii) what is the value of h when c is 12?   ...   (iii) find a formula for h in terms of c.  h =  ..   (iv) what is the value of c when h is 100?   ...",
+            "4": "4 0607/52/m/j/15 \u00a9 ucles 20152 alkanes can be made into alcohols by adding one oxygen atom (o).  for example hch hch hoh  (a) complete the table below for an alcohol with 3 carbon atoms. number of carbon atoms cnumber of hydrogen atoms hnumber of oxygen atoms ototal number of atoms t 1416 2619 3  (b) find a formula for t in terms of c.  t =  ..",
+            "5": "5 0607/52/m/j/15 \u00a9 ucles 2015 [turn over3 chemists use small spheres and rods to make models of molecules.  these diagrams show a sequence of molecules of height 1. molecule 1 molecule 2 molecule 3  (a) draw the next two molecules in this sequence.  (b) complete this table for molecules of height 1. molecule mnumber of spheres  snumber of rods  r 110 221 332 4 5 6  (c) write down a formula for s in terms of m.  s =  ..  (d) a molecule of height 1  has 97 spheres.   how many rods does this molecule have?   ...",
+            "6": "6 0607/52/m/j/15 \u00a9 ucles 20154 these diagrams show a sequence of molecules of height 2. molecule 1 molecule 2 molecule 3 molecule 4  (a) complete this table for molecules of height 2. molecule  mnumber of spheres  snumber of rods  r 121 244 367 4 5 6  (b) find, in terms of m, a formula for   (i)  s,  s =  ..   (ii) r.     r =  ..  (c) a molecule of height 2 has 100 spheres.   how many rods does this molecule have?   ...",
+            "7": "7 0607/52/m/j/15 \u00a9 ucles 20155 (a) use your answers to questions 3(c)  and 4(b) to help you complete the table for molecules of  height h. height ( h)number of spheres ( s)  in terms of mnumber of rods ( r)  in terms of m 1 m \u2212 1 2 3 3m 5m \u2212 3 4 5 5m 9m \u2212 5 6  (b) find, in terms of m and h, a formula for    (i) s,  s =  ..   (ii) r.  r =  ..",
+            "8": "8 0607/52/m/j/15 \u00a9 ucles 2015permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here 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 onl ine in the cambridge international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to do wnload at www.cie.org.uk after  the live examination series. cambridge international examinations is part of the cambridge assessment group. cambridge assessment is the brand name of unive rsity of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge.blank page"
+        },
+        "0607_s15_qp_53.pdf": {
+            "1": "this document consists of 7 printed pages and 1 blank page. dc (nh/cgw) 100444/4 \u00a9 ucles 2015 [turn over *2259231181* cambridge international mathematics 0607/53 paper 5 (core) may/june 2015  1 hour candidates answer on the question paper. additional materials: graphics calculator read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen. do not use staples, paper clips, glue or correction fluid. y ou may use an hb pencil for any diagrams or graphs. do not write in any barcodes. answer all the questions. y ou must show all relevant working to gain full marks for correct methods, including sketches. in this paper you will also be assessed on your ability to provide full reasons and communicate your  mathematics clearly and precisely. at the end of the examination, fasten all your work securely together. the total number of marks for this paper is 24.cambridge international examinations cambridge international general certificate of secondary education",
+            "2": "2 0607/53/m/j/15 \u00a9 ucles 2015answer all the questions. investigation  t-v alues a grid of any length and width 10 is numbered 1, 2, 3, \u2026 . 41 42 43 44 45 46 47 48 49 50123456789 1 0 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40 the grid has a letter t placed on it, as shown. the t has a horizontal bar of length 3 and a vertical bar of length 2. the t shown is shape 1 because the number in the top left square of the t is 1. t-values are found using this method. method calculation of t-value for shape 1 square the number at the bottom of the t. 222= 484 multiply together the numbers at each end of the horizontal bar. 1 \u00d7 3 = 3 take the second answer from the first answer to find the t-value. 484 \u2013 3 = 481 the t-value for shape 1 is t1 = 481. this investigation is about finding t-values. 1 (a) complete this table. shape number nworkingt-value tn 12 22 \u2013 1 \u00d7 3 = 484 \u2013 3 t1 = 481 22 32 \u2013 2 \u00d7 4 = 529 \u2013 8 t2 = 521 3t3 = 4t4 = 5t5 =",
+            "3": "3 0607/53/m/j/15 \u00a9 ucles 2015 [turn over (b) explain how you know that t6 = 681 without using the method in the table.  .. .  .. .  .. .  (c) when a t is placed at the end of a line, it still has a t-value.   the t \u201cwraps round\u201d like this. 1 23456789 1 0 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40   work out t9.  t9 =  ..",
+            "4": "4 0607/53/m/j/15 \u00a9 ucles 20152 the t is now placed on this 10 by 10 grid. 41 42 43 44 45 46 47 48 49 50123456789 1 0 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40 61 62 63 64 65 66 67 68 69 7051 52 53 54 55 56 57 58 59 60 81 82 83 84 85 86 87 88 89 9071 72 73 74 75 76 77 78 79 80 91 92 93 94 95 96 97 98 99 100   (a) work out the greatest t-value for a t that fits completely on this grid.   ...  (b) complete this statement for the numbers in the grid.   in each row the numbers increase by 1 and in each column the numbers increase by  .",
+            "5": "5 0607/53/m/j/15 \u00a9 ucles 2015 [turn over (c) complete the squares in this t using expressions in terms of n. nn  + 1  (d) complete this working to show that  tn = 40 n + 441.   the first line of working has been started for you. tn = ( n + ... )2 \u2013 n ( n   +     . )  (e) when tn = 2641, find the value of n.  n =  ..  (f) explain why 840 cannot be a t-value.  .. .  .. .",
+            "6": "6 0607/53/m/j/15 \u00a9 ucles 20153 the t is now placed on a new grid that is 11 squares wide. 45 46 47 48 49 50 51 52 53 54123456789 1 0 12 13 14 15 16 17 18 19 20 21 23 24 25 26 27 28 29 30 31 32 34 35 36 37 38 39 40 41 42 43 5511 22 33 44  t1, t2, t3, t4, t5, \u2026 form a sequence.  (a) complete this table. shape number n12345 8 t-value tn573 661 705  (b) (i) find a formula, in terms of n, for tn .  tn =  ..   (ii) show that your formula in part b(i)  gives the correct result for t10 .",
+            "7": "7 0607/53/m/j/15 \u00a9 ucles 20154 a different t is placed on a grid that is w squares wide.  the t has a horizontal bar of length 3 and a vertical bar of length 3. 123456789 1 0 w n  complete the squares in this t using expressions in terms of n and w. n",
+            "8": "8 0607/53/m/j/15 \u00a9 ucles 2015blank page permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here 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 onl ine in the cambridge international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to do wnload at www.cie.org.uk after  the live examination series. cambridge international examinations is part of the cambridge assessment group. cambridge assessment is the brand name of unive rsity of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge."
+        },
+        "0607_s15_qp_61.pdf": {
+            "1": "this document consists of 12 printed pages. dc (ac/fd) 101335/3 \u00a9 ucles 2015  [turn overcambridge international examinations cambridge international general certificate of secondary education * 6 7 1 4 1 0 0 3 2 9 * cambridge international mathematics  0607/61 paper 6 (extended)  may/june 2015  1 hour 30 minutes candidates answer on the question paper. additional materials:  graphics calculator read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen. do not use staples, paper clips, glue or correction fluid. y ou may use an hb pencil for any diagrams or graphs. do not  write in any barcodes. answer both parts a and b. y ou must show all the relevant working to gain full marks for correct methods, including sketches. in this paper you will also be assessed on your ability to provide full reasons and communicate your  mathematics clearly and precisely. at the end of the examination, fasten all your work securely together. the total number of marks for this paper is 40.",
+            "2": "2 0607/61/m/j/15 \u00a9 ucles 2015answer both  parts a and b. a\t investigation staircases \t(20\tmarks) you are advised to spend no more than 45 minutes on this part. this investigation looks at the number of cubes that make different types of staircase. 1\t this is an  up staircase of height 3 made using 6 cubes. \t it is a 3-step up staircase because it has a height of 3 cubes. \t (a)\t write down the number of cubes that make an up staircase of height 2.   ... \t (b)\t on the grid below draw an up staircase  of height 4.",
+            "3": "3 0607/61/m/j/15 \u00a9 ucles 2015 [turn\tover\t (c)\t complete the table for the number of cubes that make these  up staircases. height 1 2 3 4 5 6 number  of cubes1 6 \t \t (d)\t find an expression, in terms of n, for the number of cubes that make an up staircase  of height n.   ... \t\t \t \t (e)\t find how many cubes make an up staircase  of height 10.   ...",
+            "4": "4 0607/61/m/j/15 \u00a9 ucles 20152\t this is an up and down  staircase  of height 3 made using 9 cubes. \t it is a 3-step up and down  staircase  because it has a height of 3 cubes. \t (a)\t find how many cubes make an  up and down staircase  of height 4.   ... \t (b)\t complete the table for the number of cubes that make these up and down staircases . height 1 2 3 4 5 6 number  of cubes1 9 \t (c)\t find an expression, in terms of n, for the number of cubes that make an up and down  staircase  of  height n.   ... \t (d)\t find how many cubes make an up and down  staircase  of height 10.   ...",
+            "5": "5 0607/61/m/j/15 \u00a9 ucles 2015 [turn\tover3\t this is a  double staircase of height 3 made using 12 cubes. \t it is a 3-step double staircase  because it has a height of 3 cubes. \t (a)\t complete the table for the number of cubes that make these double staircases . height 1 2 3 4 5 6 number  of cubes2 12 \t (b)\t find an expression, in terms of n, for the number of cubes that make a double staircase  of height n.   ... \t (c)\t find how many cubes make a double staircase  of height 10.   ... \t (d)\t find the height of a double staircase  made from 240 cubes.   ...",
+            "6": "6 0607/61/m/j/15 \u00a9 ucles 20154\t this is a sequence of multiple staircases  of heights 1, 2 and 3. \t these are multiple staircases  because, for each staircase, the width, the height and the depth are the  same. \t (a)\t complete the table for the number of cubes that make these multiple staircases . height 1 2 3 4 5 6 number  of cubes1 6 18 \t (b)\t find an expression, in terms of n, for the number of cubes that make a multiple staircase  of  height n.   ...",
+            "7": "7 0607/61/m/j/15 \u00a9 ucles 2015 [turn\tover5\t there are 1800 cubes available. \t use your expressions in questions \t1(d), 3(b) and 4(b) to complete the table. type of staircase maximum height using 1800 cubes number of cubes left over up  up and down 42 36 double multiple",
+            "8": "8 0607/61/m/j/15 \u00a9 ucles 2015b\t modelling boat\ttrips\t(20\tmarks) you are advised to spend no more than 45 minutes on this part. a boat travels up and down a river. the time taken for a journey depends on the speed of the boat and the speed of the water current. 1\t in this model the water is still and so the speed of the water current is zero km  / h.  \t the speed of the boat in still water is 15  km / h. \t (a)\t find how many minutes it will take for the boat to travel 10  km.     min \t (b)\t the boat travels for 24 minutes. \t  find the distance that it travels.   .  km",
+            "9": "9 0607/61/m/j/15 \u00a9 ucles 2015 [turn\toverwhen a boat travels against  the current it goes in exactly the opposite  direction to the current. boat currentwhen a boat travels with  the current it goes in exactly the same  direction as the current. boat current 2\t in this model the water is not still. \t the speed of the water current is 2  km / h. \t the speed of the boat in still water is 15  km / h. \t (a)\t show that it will now take the boat approximately 46 minutes to travel 10  km against  the current. \t (b)\t the boat travels for 20 minutes against  the current. \t  find the distance it travels.    .  km \t (c)\t how far will the boat travel in 46 minutes with  the current?   .  km \t  ",
+            "10": "10 0607/61/m/j/15 \u00a9 ucles 20153\t the boat travels 20  km up the river before returning to where it started. \t the speed of the water current is 2  km / h. \t the speed of the boat in still water is  v km / h. \t (a)\t (i)\t find a model for the total  travelling time, t hours, for this whole journey.  t =  .. \t \t \t (ii)\t show that your model simplifies to tvv 440 2=-. \t \t (iii)\t sketch the graph of tvvv4400 20for2g g =-. t v200 \t \t(iv)\t the model is only appropriate for v k2. \t \t \t find the value of k and give a practical reason why k must have this value. k = .. because    ...",
+            "11": "11 0607/61/m/j/15 \u00a9 ucles 2015 [turn\tover\t (b)\t when the speed of the boat in still water is 18  km / h, find the time taken for the whole journey.   .  hours \t (c)\t the return journey takes the boat 3 hours.  \t  find the speed of the boat in still water.   .  km / h 4\t the boat travels 20  km up the river before returning to where it started. \t the speed of the boat in still water is v km / h. \t a whole journey takes the boat 3 hours. \t (a)\t (i)\t adjust the model in question\t3(a)(ii)  for a water current of 3  km / h.  t =  .. \t \t (ii)\t find the speed of the boat in still water.   .  km / h \t (b)\t the speed of the boat in still water is now 15  km / h. \t  adjust the model in question\t3(a)(ii)  and find the speed of the water current.   .  km / h question \t5\tis\tprinted\ton\tthe\tnext\tpage.",
+            "12": "12 0607/61/m/j/15 \u00a9 ucles 20155\t (a)\t there is a change in the boat\u2019s journey. \t  explain how the journey has changed when the model in \tquestion\t3(a)(ii)  becomes  tvv 480 2=-\t .  ...  ... \t (b)\t describe fully the single  transformation that maps the graph of tvv 440 2=- onto the graph \t \t of  tvv 480 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. to avoid the issue of disclosure of answer-related information to candidates, all copyright acknowledgements are reproduced online in the cambridge international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download at www.cie.org.uk after  the live examination series. 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."
+        },
+        "0607_s15_qp_62.pdf": {
+            "1": "this document consists of 12 printed pages. dc (ac/cgw) 100447/1 \u00a9 ucles 2015  [turn overcambridge international examinations cambridge international general certificate of secondary education * 4 0 1 6 8 6 6 9 8 7 * cambridge international mathematics  0607/62 paper 6 (extended)  may/june 2015  1 hour 30 minutes candidates answer on the question paper. additional materials:  graphics calculator read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen. do not use staples, paper clips, glue or correction fluid. y ou may use an hb pencil for any diagrams or graphs. do not  write in any barcodes. answer both parts a and b. y ou must show all relevant working to gain full marks for correct methods, including sketches. in this paper you will also be assessed on your ability to provide full reasons and communicate your  mathematics clearly and precisely. at the end of the examination, fasten all your work securely together. the total number of marks for this paper is 40.",
+            "2": "2 0607/62/m/j/15 \u00a9 ucles 2015answer both  parts a and b. a\t investigation molecules \t(20\tmarks) you are advised to spend no more than 45 minutes on this part. this investigation looks at the number of spheres and rods that you need to make models of molecules. 1\t chemists use small spheres and rods to make models of molecules. \t these diagrams show a sequence of molecules of height 1. molecule 1 molecule 2 molecule 3 \t (a)\t draw the next two molecules in this sequence. \t (b)\t complete this table for molecules of height 1. molecule mnumber of spheres  snumber of rods  r 1 1 0 2 2 1 3 3 2 4 5 6 \t (c)\t write down a formula for s in terms of m. \t  s =  ..",
+            "3": "3 0607/62/m/j/15 \u00a9 ucles 2015 [turn\tover2\t these diagrams show a sequence of molecules of height 2. molecule 1 molecule 2 molecule 3 molecule 4 \t (a)\t complete this table for molecules of height 2. molecule mnumber of spheres  snumber of rods  r 1 2 1 2 4 4 3 6 7 4 5 6 \t (b)\t find, in terms of m, a formula for \t \t (i)\t s,  s =  .. \t \t (ii)\t r.  \t  r =  ..",
+            "4": "4 0607/62/m/j/15 \u00a9 ucles 20153\t these diagrams show a sequence of molecules of height 3. molecule 1 molecule 2 molecule 3 molecule 4 \t (a)\t complete this table for molecules of height 3. molecule  mnumber of spheres  snumber of rods  r 1 3 2 2 6 7 3 9 12 4 5 6 \t (b)\t find, in terms of m, a formula for \t \t (i)\t s,  s =  .. \t \t (ii)\t r.  \t  r =  ..",
+            "5": "5 0607/62/m/j/15 \u00a9 ucles 2015 [turn\tover4\t (a)\t use your answers to questions \t1(c), 2(b) and 3(b) to help you complete the table for molecules of  height h. height ( h)number of spheres ( s)  in terms of mnumber of rods ( r)  in terms of m 1 m \u2212 1 2 3 4 5 5m 9m \u2212 5 6 \t (b)\t find, in terms of m and h, a formula for  \t \t (i)\t s,  s =  .. \t \t (ii)\t r.  r =  ..",
+            "6": "6 0607/62/m/j/15 \u00a9 ucles 2015\t (c)\t use your answer to part\t(b)(i)\tto find a formula for m in terms of s and h.  m =  .. \t (d)\t find a formula for r in terms of s and h.  r =  ..",
+            "7": "7 0607/62/m/j/15 \u00a9 ucles 2015 [turn\tover5\t (a)\t a molecule has height h and width w.   \t  for example, molecule 4 in question\t3 has h = 3 and w = 4. \t \t use your answer to question\t4(d)\tto show that r = 2hw \u2013 h \u2212 w. \t (b)\t can a square molecule have 544 rods?  ",
+            "8": "8 0607/62/m/j/15 \u00a9 ucles 2015b\t modelling where \tis\tthe\thorizon? \t(20\tmarks) you are advised to spend no more than 45 minutes on this part. this table shows the distance to the horizon ( y kilometres) at different heights above sea level ( x metres). x 1 2 3 4 5 6 7 8 9 10 y 3.6 5.0 6.2 7.1 8.0 8.7 9.4 10.1 10.7 11.3 \t    01 1 2 3 4 5 6 height above sea level (m)distance to horizon (km) 7 8 9 10xy 23456789101112",
+            "9": "9 0607/62/m/j/15 \u00a9 ucles 2015 [turn\tover1\t (a)\t on the grid, plot the points given in the table.    \t  the points (2, 5) and (5, 8) have been plotted for you. \t (b)\t the simplest way to model the data is with a straight line. \t \t (i)\t on the grid, draw the straight line passing through (2, 5) and (5, 8). \t   find the equation of this line.   ... \t \t (ii)\t using this model what is the distance to the horizon when at sea level?   ...",
+            "10": "10 0607/62/m/j/15 \u00a9 ucles 20152\t\tanother model for the data is y ax bx c2= + +. \t assume that, when the height is 0, the distance to the horizon is 0. \t (a)\t show that c = 0.   \t (b)\t when c = 0, the model is y ax bx2= + . \t \t (i)\t use the point (2, 5) to form an equation in a and b.   ... \t \t (ii)\t use the point (5, 8) to form another equation in a and b.   ...",
+            "11": "11 0607/62/m/j/15 \u00a9 ucles 2015\t (c)\t solve the equations in part\t(b) and write down your model.   ... \t (d)\t sketch the graph of y against x for x0 10g g . 0 xy \t (e)\t comment on the validity of this model.  ... question \t3\tis\tprinted\ton\tthe\tnext\tpage.",
+            "12": "12 0607/62/m/j/15 \u00a9 ucles 2015permission 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 international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download at www.cie.org.uk after  the live examination series. 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.3\t another model for this data is y axb= . \t (a)\t use (2, 5) and (5, 8) to write down two equations in a and b. ..     .. \t (b)\t show that . .1 6 2 5b= . \t (c)\t show that b = 0.5,  correct to 1 decimal place. \t (d)\t find the value of a and write down your model.   ... \t (e)\t compare the model in this question with the data on page 8.  ...  ..."
+        },
+        "0607_w15_qp_11.pdf": {
+            "1": "    this document consists of 11 printed pages and 1 blank page.  ib15 11_0607_11/3rp  \u00a9 ucles 2015 [turn over     *0120737079* cambridge international examinations  cambridge international general certificate of secondary education       cambridge international mathematics 0607/11     paper 1 (core)  october/november 2015     45 minutes    candidates answer on the question paper.    additional materials: geometrical instruments      read these instructions first    write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen.  do not use staples, paper clips, glue or correction fluid.  you may use an hb pencil for any diagrams or graphs. do not  write in any barcodes.   answer all the questions.  calculators must not be used in this paper.  all answers should be given in their simplest form.  you must show all the relevant working to gain fu ll marks and you will be given marks for correct methods  even if your answer is incorrect.  the number of marks is given in brackets [  ] at the end of each question or part question.  the total number of marks for this paper is 40.   ",
+            "2": "2  \u00a9 ucles 2015 0607/11/o/n/15  formula list   area, a, of triangle, base b, height h. a = 1 2bh  area, a, of circle, radius r. a = \u03c0r2  circumference, c, of circle, radius r. c = 2\u03c0r  curved surface area, a, of cylinder of radius r, height h. a = 2\u03c0rh  curved surface area, a, of cone of radius r, sloping edge l. a = \u03c0rl  curved surface area, a, of sphere of radius r. a = 4\u03c0r2  volume, v, of prism, cross-sectional area a, length l. v =al  volume, v, of pyramid, base area a, height h. v= 1 3ah  volume, v, of cylinder of radius r, height h. v = \u03c0r2h  volume, v, of cone of radius r, height h. v = 1 3\u03c0r2h  volume, v, of sphere of radius r. v = 4 3\u03c0r3 ",
+            "3": "3  \u00a9 ucles 2015 0607/11/o/n/15 [turn over  answer  all the questions.    1 work out .       5 \u00d7 20  \u00f74     answe r     [1]           2 (a)        a       shape a is drawn on a 1cm square grid.    find the perimeter  of shape a.      answer(a)    cm  [1]      (b) on the grid below, draw a di fferent shape which has the same  area as shape a.                [2]       ",
+            "4": "4  \u00a9 ucles 2015 0607/11/o/n/15  3 (a) write down the value of (\u2013 2)3.       answer(a)     [1]      (b) simplify.       \u20132 \u2013 (\u20138)  2 + 8        give your answer as a fraction in its lowest terms.             answer(b)     [2]           4 a farmer picks a bunch of grapes.    he writes down     a the colour of the grapes   b the number of grapes   c the weight of the grapes   d which plant the grapes were picked from.     (a) which one of a, b, c or d is discrete data?       answer(a)     [1]       (b) which one of a, b, c or d is continuous data?       answer(b)     [1]       ",
+            "5": "5  \u00a9 ucles 2015 0607/11/o/n/15 [turn over  5 niki began a race at 10  05.   she finished the race at 16  05.    (a) how many hours did niki take to complete the race?         answer(a)    h [1]     (b)  the distance of the race was 42  km.     work out niki\u2019s average speed.          answer(b)    km/h [1]            6 from this list write down the irrational number.     5 7 92 9 7       answe r     [1]          ",
+            "6": "6  \u00a9 ucles 2015 0607/11/o/n/15  7 the diagram shows the graph of y = f(x).  \u20134 \u20133 \u20132 \u201310 1 2 31234y x 4 5 \u20134\u20133\u20132\u20131 \u20135 \u20136      write down the equations of the two asymptotes of the graph.       answer             [2]          ",
+            "7": "7  \u00a9 ucles 2015 0607/11/o/n/15 [turn over  8 the total cost of a holiday was $720.     the pie chart shows how this money was spent.   not to  scale food other items hoteltravel 120\u00b0 70\u00b080\u00b0      find the amount of money spent on   (a) food,      answer (a) $     [2]       (b) other items.     answer (b) $     [2]       ",
+            "8": "8  \u00a9 ucles 2015 0607/11/o/n/15  9       012345678 2 3 4 1 xy          the diagram shows the graph of     y = x 2 \u2013 4x + 8     for     0  x   4.      write down the equation of the line of symmetry of this graph.      answe r     [1]           10       p         draw the tangents from p to the circle. [1]          ",
+            "9": "9  \u00a9 ucles 2015 0607/11/o/n/15 [turn over  11 (a) simplify.      (i) 3x \u2013 5 + 2 x \u2013 12        answer(a) (i)     [2]     (ii) 4 \u00d7 d \u00d7 2 \u00d7 d         answer(a) (ii)     [1]     (iii) 3x \u2013 6x            answer(a) (iii)     [2]     (b) factorise completely.         6 ab \u2013 8a 2       answer(b)     [2]      (c) solve the following equation.        x  + 8 = 15          answer(c) x =     [1]       (d) solve the inequality.        6 x < 4x + 11         answer(d)     [2]       ",
+            "10": "10  \u00a9 ucles 2015 0607/11/o/n/15  12 data has been collected about the age (years) and the value (to the nearest $100) of the cars owned by   a class of university students.       age  (years) 1 2 2 3 4 4 5 7 8  value   ($) 8000 6400 5200 4000 3000 2100 1700 1200 800    0100020003000400050006000700080009000 1 2 3 4 5 6 age (years)value ($) 7 8 9 10      (a) complete the scatter diagram.    the first five points have been plotted for you. [2]       (b) what type of correlation is shown on the scatter diagram?      answer(b)     [1]     (c) the mean age is 4 years.     the mean value is $3600.    draw the line of best fit on your diagram. [2]           ",
+            "11": "11  \u00a9 ucles 2015 0607/11/o/n/15  13 the base of this pyramid is a square of side 5  m.   it has perpendicular height 12  m.              work out the volume of the pyramid.              answe r    m3 [3]            14 a rectangle has sides 6  cm and 8  cm.         6 cm not to scale 8 cm       work out the length of a diagonal of this rectangle.             answe r    cm [2]           ",
+            "12": "12    permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to trac e 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 ans wer-related information to candidates, all copyright acknowledgements are reproduced onl ine in the cambridge  international examinations copyright acknow ledgements booklet. this is produced for each  series of examinations and is freely a vailable to download at  www.cie.org.uk after the live examination series.  cambridge international examinations is part of the cambridge as sessment group. cambridge assessment is the brand name of unive rsity of cambridge local  examinations syndicate (ucles), which is itself  a department of the university of cambridge.     \u00a9 ucles 2015 0607/11/o/n/15  blank page "
+        },
+        "0607_w15_qp_12.pdf": {
+            "1": "    this document consists of 11 printed pages and 1 blank page.  ib15 11_0607_12/fp  \u00a9 ucles 2015 [turn over     *9024566157 * cambridge international examinations  cambridge international general certificate of secondary education       cambridge international mathematics 0607/12     paper 1 (core)  october/november 2015     45 minutes    candidates answer on the question paper.    additional materials: geometrical instruments      read these instructions first    write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen.  do not use staples, paper clips, glue or correction fluid.  you may use an hb pencil for any diagrams or graphs. do not  write in any barcodes.   answer all the questions.  calculators must not be used in this paper.  all answers should be given in their simplest form.  you must show all the relevant working to gain fu ll marks and you will be given marks for correct methods  even if your answer is incorrect.  the number of marks is given in brackets [  ] at the end of each question or part question.  the total number of marks for this paper is 40.   ",
+            "2": "2  \u00a9 ucles 2015 0607/12/o/n/15  formula list   area, a, of triangle, base b, height h. a = 1 2bh  area, a, of circle, radius r. a = \u03c0r2  circumference, c, of circle, radius r. c = 2\u03c0r  curved surface area, a, of cylinder of radius r, height h. a = 2\u03c0rh  curved surface area, a, of cone of radius r, sloping edge l. a = \u03c0rl  curved surface area, a, of sphere of radius r. a = 4\u03c0r2  volume, v, of prism, cross-sectional area a, length l. v =al  volume, v, of pyramid, base area a, height h. v= 1 3ah  volume, v, of cylinder of radius r, height h. v = \u03c0r2h  volume, v, of cone of radius r, height h. v = 1 3\u03c0r2h  volume, v, of sphere of radius r. v = 4 3\u03c0r3 ",
+            "3": "3  \u00a9 ucles 2015 0607/12/o/n/15 [turn over  answer  all the questions.    1 work out .       5 \u00d7 20  \u00f74     answe r     [1]           2 (a)        a        shape a is drawn on a 1cm square grid.     find the perimeter  of shape a.      answer(a)    cm  [1]      (b) on the grid below, draw a di fferent shape which has the same  area as shape a.                [2]       ",
+            "4": "4  \u00a9 ucles 2015 0607/12/o/n/15  3 (a) write down the value of (\u2013 2)3.       answer(a)     [1]      (b) simplify.       \u20132 \u2013 (\u20138)  2 + 8        give your answer as a fraction in its lowest terms.             answer(b)     [2]           4 a farmer picks a bunch of grapes.    he writes down     a the colour of the grapes   b the number of grapes   c the weight of the grapes   d which plant the grapes were picked from.     (a) which one of a, b, c or d is discrete data?       answer(a)     [1]       (b) which one of a, b, c or d is continuous data?       answer(b)     [1]       ",
+            "5": "5  \u00a9 ucles 2015 0607/12/o/n/15 [turn over  5 niki began a race at 10  05.   she finished the race at 16  05.    (a) how many hours did niki take to complete the race?         answer(a)    h [1]     (b)  the distance of the race was 42  km.     work out niki\u2019s average speed.          answer(b)    km/h [1]            6 from this list write down the irrational number.     5 7 92 9 7       answe r     [1]          ",
+            "6": "6  \u00a9 ucles 2015 0607/12/o/n/15  7 the diagram shows the graph of y = f(x).  \u20134 \u20133 \u20132 \u201310 1 2 31234y x 4 5 \u20134\u20133\u20132\u20131 \u20135 \u20136      write down the equations of the two asymptotes of the graph.       answer             [2]          ",
+            "7": "7  \u00a9 ucles 2015 0607/12/o/n/15 [turn over  8 the total cost of a holiday was $720.     the pie chart shows how this money was spent.   not to  scale food other items hoteltravel 120\u00b0 70\u00b080\u00b0      find the amount of money spent on   (a) food,      answer (a) $     [2]       (b) other items.     answer (b) $     [2]       ",
+            "8": "8  \u00a9 ucles 2015 0607/12/o/n/15  9       012345678 2 3 4 1 xy          the diagram shows the graph of     y = x 2 \u2013 4x + 8     for     0  x   4.      write down the equation of the line of symmetry of this graph.      answe r     [1]           10       p         draw the tangents from p to the circle. [1]          ",
+            "9": "9  \u00a9 ucles 2015 0607/12/o/n/15 [turn over  11 (a) simplify.      (i) 3x \u2013 5 + 2 x \u2013 12        answer(a) (i)     [2]     (ii) 4 \u00d7 d \u00d7 2 \u00d7 d         answer(a) (ii)     [1]     (iii) 3x \u2013 6x            answer(a) (iii)     [2]     (b) factorise completely.         6 ab \u2013 8a 2       answer(b)     [2]      (c) solve the following equation.        x  + 8 = 15          answer(c) x =     [1]       (d) solve the inequality.        6 x < 4x + 11         answer(d)     [2]       ",
+            "10": "10  \u00a9 ucles 2015 0607/12/o/n/15  12 data has been collected about the age (years) and the value (to the nearest $100) of the cars owned by   a class of university students.       age  (years) 1 2 2 3 4 4 5 7 8  value   ($) 8000 6400 5200 4000 3000 2100 1700 1200 800    0100020003000400050006000700080009000 1 2 3 4 5 6 age (years)value ($) 7 8 9 10      (a) complete the scatter diagram.    the first five points have been plotted for you. [2]       (b) what type of correlation is shown on the scatter diagram?      answer(b)     [1]     (c) the mean age is 4 years.     the mean value is $3600.    draw the line of best fit on your diagram. [2]           ",
+            "11": "11  \u00a9 ucles 2015 0607/12/o/n/15  13 the base of this pyramid is a square of side 5  m.   it has perpendicular height 12  m.              work out the volume of the pyramid.              answe r    m3 [3]            14 a rectangle has sides 6  cm and 8  cm.         6 cm not to scale 8 cm       work out the length of a diagonal of this rectangle.             answe r    cm [2]           ",
+            "12": "12    permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to trac e 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 ans wer-related information to candidates, all copyright acknowledgements are reproduced onl ine in the cambridge  international examinations copyright acknow ledgements booklet. this is produced for each  series of examinations and is freely a vailable to download at  www.cie.org.uk after the live examination series.  cambridge international examinations is part of the cambridge as sessment group. cambridge assessment is the brand name of unive rsity of cambridge local  examinations syndicate (ucles), which is itself  a department of the university of cambridge.     \u00a9 ucles 2015 0607/12/o/n/15  blank page   "
+        },
+        "0607_w15_qp_13.pdf": {
+            "1": "    this document consists of 11 printed pages and 1 blank page.  ib15 11_0607_13/fp  \u00a9 ucles 2015 [turn over     *3736720442 * cambridge international examinations  cambridge international general certificate of secondary education       cambridge international mathematics 0607/13     paper 1 (core)  october/november 2015     45 minutes    candidates answer on the question paper.    additional materials: geometrical instruments      read these instructions first    write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen.  do not use staples, paper clips, glue or correction fluid.  you may use an hb pencil for any diagrams or graphs. do not  write in any barcodes.   answer all the questions.  calculators must not be used in this paper.  all answers should be given in their simplest form.  you must show all the relevant working to gain fu ll marks and you will be given marks for correct methods  even if your answer is incorrect.  the number of marks is given in brackets [  ] at the end of each question or part question.  the total number of marks for this paper is 40.   ",
+            "2": "2  \u00a9 ucles 2015 0607/13/o/n/15  formula list   area, a, of triangle, base b, height h. a = 1 2bh  area, a, of circle, radius r. a = \u03c0r2  circumference, c, of circle, radius r. c = 2\u03c0r  curved surface area, a, of cylinder of radius r, height h. a = 2\u03c0rh  curved surface area, a, of cone of radius r, sloping edge l. a = \u03c0rl  curved surface area, a, of sphere of radius r. a = 4\u03c0r2  volume, v, of prism, cross-sectional area a, length l. v =al  volume, v, of pyramid, base area a, height h. v= 1 3ah  volume, v, of cylinder of radius r, height h. v = \u03c0r2h  volume, v, of cone of radius r, height h. v = 1 3\u03c0r2h  volume, v, of sphere of radius r. v = 4 3\u03c0r3 ",
+            "3": "3  \u00a9 ucles 2015 0607/13/o/n/15 [turn over  answer  all the questions.    1 work out .       5 \u00d7 20  \u00f74     answe r     [1]           2 (a)        a        shape a is drawn on a 1cm square grid.     find the perimeter  of shape a.      answer(a)    cm  [1]      (b) on the grid below, draw a di fferent shape which has the same  area as shape a.                [2]       ",
+            "4": "4  \u00a9 ucles 2015 0607/13/o/n/15  3 (a) write down the value of (\u2013 2)3.       answer(a)     [1]      (b) simplify.       \u20132 \u2013 (\u20138)  2 + 8        give your answer as a fraction in its lowest terms.             answer(b)     [2]           4 a farmer picks a bunch of grapes.    he writes down     a the colour of the grapes   b the number of grapes   c the weight of the grapes   d which plant the grapes were picked from.     (a) which one of a, b, c or d is discrete data?       answer(a)     [1]       (b) which one of a, b, c or d is continuous data?       answer(b)     [1]       ",
+            "5": "5  \u00a9 ucles 2015 0607/13/o/n/15 [turn over  5 niki began a race at 10  05.   she finished the race at 16  05.    (a) how many hours did niki take to complete the race?         answer(a)    h [1]     (b)  the distance of the race was 42  km.     work out niki\u2019s average speed.          answer(b)    km/h [1]            6 from this list write down the irrational number.     5 7 92 9 7       answe r     [1]          ",
+            "6": "6  \u00a9 ucles 2015 0607/13/o/n/15  7 the diagram shows the graph of y = f(x).  \u20134 \u20133 \u20132 \u201310 1 2 31234y x 4 5 \u20134\u20133\u20132\u20131 \u20135 \u20136      write down the equations of the two asymptotes of the graph.       answer             [2]          ",
+            "7": "7  \u00a9 ucles 2015 0607/13/o/n/15 [turn over  8 the total cost of a holiday was $720.     the pie chart shows how this money was spent.   not to  scale food other items hoteltravel 120\u00b0 70\u00b080\u00b0      find the amount of money spent on   (a) food,      answer (a) $     [2]       (b) other items.     answer (b) $     [2]       ",
+            "8": "8  \u00a9 ucles 2015 0607/13/o/n/15  9       012345678 2 3 4 1 xy          the diagram shows the graph of     y = x 2 \u2013 4x + 8     for     0  x   4.      write down the equation of the line of symmetry of this graph.      answe r     [1]           10       p         draw the tangents from p to the circle. [1]          ",
+            "9": "9  \u00a9 ucles 2015 0607/13/o/n/15 [turn over  11 (a) simplify.      (i) 3x \u2013 5 + 2 x \u2013 12        answer(a) (i)     [2]     (ii) 4 \u00d7 d \u00d7 2 \u00d7 d         answer(a) (ii)     [1]     (iii) 3x \u2013 6x            answer(a) (iii)     [2]     (b) factorise completely.         6 ab \u2013 8a 2       answer(b)     [2]      (c) solve the following equation.        x  + 8 = 15          answer(c) x =     [1]       (d) solve the inequality.        6 x < 4x + 11         answer(d)     [2]       ",
+            "10": "10  \u00a9 ucles 2015 0607/13/o/n/15  12 data has been collected about the age (years) and the value (to the nearest $100) of the cars owned by   a class of university students.       age  (years) 1 2 2 3 4 4 5 7 8  value   ($) 8000 6400 5200 4000 3000 2100 1700 1200 800    0100020003000400050006000700080009000 1 2 3 4 5 6 age (years)value ($) 7 8 9 10      (a) complete the scatter diagram.    the first five points have been plotted for you. [2]       (b) what type of correlation is shown on the scatter diagram?      answer(b)     [1]     (c) the mean age is 4 years.     the mean value is $3600.    draw the line of best fit on your diagram. [2]           ",
+            "11": "11  \u00a9 ucles 2015 0607/13/o/n/15  13 the base of this pyramid is a square of side 5  m.   it has perpendicular height 12  m.              work out the volume of the pyramid.              answe r    m3 [3]            14 a rectangle has sides 6  cm and 8  cm.         6 cm not to scale 8 cm       work out the length of a diagonal of this rectangle.             answe r    cm [2]           ",
+            "12": "12    permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to trac e 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 ans wer-related information to candidates, all copyright acknowledgements are reproduced onl ine in the cambridge  international examinations copyright acknow ledgements booklet. this is produced for each  series of examinations and is freely a vailable to download at  www.cie.org.uk after the live examination series.  cambridge international examinations is part of the cambridge as sessment group. cambridge assessment is the brand name of unive rsity of cambridge local  examinations syndicate (ucles), which is itself  a department of the university of cambridge.     \u00a9 ucles 2015 0607/13/o/n/15  blank page   "
+        },
+        "0607_w15_qp_21.pdf": {
+            "1": "this document consists of 8 printed pages. dc (st/sw) 103723/1 \u00a9 ucles 2015  [turn overcambridge international examinations cambridge international general certificate of secondary education * 7 7 3 9 3 6 5 2 3 4 * cambridge international mathematics  0607/21 paper 2 (extended)  october/november 2015  45 minutes candidates answer on the question paper. additional materials:  geometrical instruments read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen. do not use staples, paper clips, glue or correction fluid. y ou may use an hb pencil for any diagrams or graphs. do not  write in any barcodes. answer all the questions. calculators must not be used in this paper. all answers should be given in their simplest form. y ou must show all the relevant working to gain full marks and you will be given marks for correct methods even if your answer is incorrect. the number of marks is given in brackets [  ] at the end of each question or part question. the total number of marks for this paper is 40.",
+            "2": "2 0607/21/o/n/15 \u00a9 ucles 2015formula list for the equation  ax bx c02+ + = xab b ac 242!=- - curved surface area, a, of cylinder of radius r, height h. r a rh2= curved surface area, a, of cone of radius r, sloping edge l. r a rl= curved surface area, a, of sphere of radius r. r a r42= v olume, v, of pyramid, base area a, height h. v ah31= v olume, v, of cylinder of radius r, height h. rv r h2= v olume, v, of cone of radius r, height h. r v r h31 2= v olume, v, of sphere of radius r. r v r34 3=      sin sin sin aa bb cc= =      cos a b c bc a 22 2 2= + -      sinbc a21area=a c bcb a",
+            "3": "3 0607/21/o/n/15 \u00a9 ucles 2015 [turn overanswer all the questions. 1 work out 127 1 3-.  give your answer in its lowest terms.  answer   .  [2] 2 change 12 metres per second into kilometres per hour.  answer     km/h  [2] 3 (a) write 0.000048 in standard form.   answer(a)   .  [1]  (b) work out 2 10 6 108 7# # # ^ ^ h h , giving your answer in standard form.   answer(b)   .  [2] 4 the price of a computer is reduced by 5%.  the actual reduction is $17.  find the original price of the computer.  answer  $  .  [2]",
+            "4": "4 0607/21/o/n/15 \u00a9 ucles 20155 simplify 75 27- .  answer   .  [2] 6  v u at= +  (a) find the value of v when u12= , a 2=-  and t5=.   answer(a)   .  [1]  (b) rearrange the formula to make a the subject.   answer(b)  a = ..  [2] 7  17 cm15 cmnot to scale a bc  work out the length of ac.  answer   ...  cm [3]",
+            "5": "5 0607/21/o/n/15 \u00a9 ucles 2015 [turn over8    0 0 10cumulative frequency journey time (minutes)20 3020406080100120140160180200  the cumulative frequency curve shows information about the journey times to school of 200 students.  (a) find the median.   answer(a)   ..  min [1]  (b) find the number of students with a journey time of more than 20 minutes.   answer(b)   .  [2] 9 find the value of each of the following.  (a) .0 23^ h   answer(a)   .  [1]  (b) 211- e o   answer(b)   .  [1]  (c) 6432   answer(c)   .  [1]  (d) log 39   answer(d)   .  [1]",
+            "6": "6 0607/21/o/n/15 \u00a9 ucles 201510  not to scale 100\u00b0 y\u00b0x\u00b0 a bcd o  a, b, c and d lie on a circle, centre o.    find the value of x and the value of y.  answer x  =  ..  y =  .  [2] 11  not to scale \u201342y x o  the diagram shows the graph of y px q= + .  find the value of p and the value of q.  answer p  =  ..  q =  .  [3]",
+            "7": "7 0607/21/o/n/15 \u00a9 ucles 2015 [turn over12  8 7 4p q 5u  the venn diagram shows the number of elements  in each subset.  (a) find np q, l ^ h.   answer(a)   .  [1]  (b) shade the region p q+ l. [1] 13 a is the point ,4 4-^ h and b is the point ,4 10^ h.  find the equation of the perpendicular bisector of ab.  answer   .  [4] questions 14 and 15 are printed on the next page.",
+            "8": "8 0607/21/o/n/15 \u00a9 ucles 2015permission 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 international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download at www.cie.org.uk after  the live examination series. 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.14 y varies inversely as x.  when x = 9,  y = 3.  (a) find y in terms of x.   answer(a) y  =  .  [2]  (b) find the value of y when x = 81.   answer(b)   .  [1] 15 the graph of ( )cos y a bx = c has a maximum point at (360, 3) and a minimum point at (450, \u20133).  find the value of a and the value of b.  answer a  =  ..  b =  .  [2]  "
+        },
+        "0607_w15_qp_22.pdf": {
+            "1": "this document consists of 8 printed pages. dc (rw/sw) 100759/1 \u00a9 ucles 2015  [turn overcambridge international examinations cambridge international general certificate of secondary education * 5 1 3 8 6 2 6 4 2 7 * cambridge international mathematics  0607/22 paper 2 (extended)  october/november 2015  45 minutes candidates answer on the question paper. additional materials:  geometrical instruments read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen. do not use staples, paper clips, glue or correction fluid. y ou may use an hb pencil for any diagrams or graphs. do not  write in any barcodes. answer all the questions. calculators must not be used in this paper. all answers should be given in their simplest form. y ou must show all the relevant working to gain full marks and you will be given marks for correct methods  even if your answer is incorrect. the number of marks is given in brackets [  ] at the end of each question or part question. the total number of marks for this paper is 40.",
+            "2": "2 0607/22/o/n/15 \u00a9 ucles 2015formula list for the equation  ax bx c02+ + = xab b ac 242!=- - curved surface area, a, of cylinder of radius r, height h. r a rh2= curved surface area, a, of cone of radius r, sloping edge l. r a rl= curved surface area, a, of sphere of radius r. r a r42= v olume, v, of pyramid, base area a, height h. v ah31= v olume, v, of cylinder of radius r, height h. rv r h2= v olume, v, of cone of radius r, height h. r v r h31 2= v olume, v, of sphere of radius r. r v r34 3=      sin sin sin aa bb cc= =      cos a b c bc a 22 2 2= + -      sinbc a21area=a c bcb a",
+            "3": "3 0607/22/o/n/15 \u00a9 ucles 2015 [turn overanswer all the questions. 1 (a) work out      16 8 2 2 4' # - + . \t answer(a)\t  .. [1]  (b) work out      8 10 2 104 3# # #- - ^ ^ h h ,      giving your answer in standard form. \t answer(b)\t  .. [2] 2 solve.  (a) x x x 2 3 1 4 2 11 3 - - = - ^ ^ h h \t answer(a)\t  x =  ... [3]  (b) x4 3 11 - = \t answer(b)\t  x =  ... [2]",
+            "4": "4 0607/22/o/n/15 \u00a9 ucles 20153 x varies as the square of y.  when y4=,   x32= .  find x when y5=. \t answer\tx\t =  .. [3] 4 two fair dice, each numbered 1, 2, 3, 4, 5, 6, are rolled and the total  score is recorded.  find the probability that the total score is  (a) 12, \t answer(a)\t  .. [2]  (b) 13, \t answer(b)\t  .. [1]  (c) 7. \t answer(c)\t  .. [2]",
+            "5": "5 0607/22/o/n/15 \u00a9 ucles 2015 [turn over5 5 12a=-j lkkn poo            2 3b=-j lkkn poo  (a) find      3a b- . \t answer(a)\t  j lk kkn po oo [2]  (b) work out   a. \t answer(b)\t  .. [2] 6 factorise.  (a) ax by ay bx 8 2 4 - + - \t answer(a)\t  .. [2]  (b) x x3 5 122- - \t answer(b)\t  .. [2]",
+            "6": "6 0607/22/o/n/15 \u00a9 ucles 20157 (a) find the value of   60. \t answer(a)\t  .. [1]  (b) write 52- as a fraction. \t answer(b)\t  .. [1] 8  108\u00b0not to scale dco ab  a, b, c, and d lie on a circle, centre o.  ad is parallel to oc and angle adc 108\u00b0= .  find  (a) angle abc , \t answer(a)\t  .. [1]  (b) angle aoc , \t answer(b)\t  .. [1]  (c) angle oca , \t answer(c)\t  .. [1]  (d) angle dac . \t answer(d)\t  .. [1]",
+            "7": "7 0607/22/o/n/15 \u00a9 ucles 2015 [turn over9 in triangle abc ,   ab 48=  cm,   ac 8= cm and angle abc 90\u00b0= .  find  (a) bc, \t answer(a)\t   cm [3]  (b) angle bac . \t answer(b)\t  .. [2] 10 the graph of   y x h k2= - + ^ h    has a vertex at ,2 3-^ h.  find the value of h and the value of k. \t answer\t  h =   \t \t k =  ... [2] question 11 is printed on the next page.",
+            "8": "8 0607/22/o/n/15 \u00a9 ucles 2015permission 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 international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download at www.cie.org.uk after  the live examination series. 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.11 the table shows the marks of 70 students in an examination. mark (x) frequency  x0 101g  8 x 10 151g 16 x 15 201g 20 x 20 301g 12 x 30 501g 14  on the grid below, draw a histogram to show this information.  012frequency density markx345 10 20 30 40 50  [3]"
+        },
+        "0607_w15_qp_23.pdf": {
+            "1": "this document consists of 8 printed pages. dc (st/sw) 103948/3 \u00a9 ucles 2015  [turn overcambridge international examinations cambridge international general certificate of secondary education * 4 7 9 2 8 8 9 3 6 7 * cambridge international mathematics  0607/23 paper 2 (extended)  october/november 2015  45 minutes candidates answer on the question paper. additional materials:  geometrical instruments read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen. do not use staples, paper clips, glue or correction fluid. y ou may use an hb pencil for any diagrams or graphs. do not  write in any barcodes. answer all the questions. calculators must not be used in this paper. all answers should be given in their simplest form. y ou must show all the relevant working to gain full marks and you will be given marks for correct methods even if your answer is incorrect. the number of marks is given in brackets [ ] at the end of each question or part question. the total number of marks for this paper is 40.",
+            "2": "2 0607/23/o/n/15 \u00a9 ucles 2015formula list for the equation  ax bx c02+ + = xab b ac 242!=- - curved surface area, a, of cylinder of radius r, height h. r a rh2= curved surface area, a, of cone of radius r, sloping edge l. r a rl= curved surface area, a, of sphere of radius r. r a r42= v olume, v, of pyramid, base area a, height h. v ah31= v olume, v, of cylinder of radius r, height h. rv r h2= v olume, v, of cone of radius r, height h. r v r h31 2= v olume, v, of sphere of radius r. r v r34 3=      sin sin sin aa bb cc= =      cos a b c bc a 22 2 2= + -      sinbc a21area=a c bcb a",
+            "3": "3 0607/23/o/n/15 \u00a9 ucles 2015 [turn overanswer all the questions. 1 find the highest common factor (hcf) of 60 and 90. \t answer     [1] 2 insert one pair of brackets to make the statement correct.      5  \u2013  2  +  3  \u00d7  2  =  \u2013 5  [1] 3 p = 2 3j lkkn poo   q = 1 6j lkkn poo  find 2 p \u2013 3q.   answer     [2] 4 write 0.72 as a fraction in its lowest terms.  answer\t   [1] 5 the mean of a list of 9 numbers is 6.  when a 10th number is included in the list the mean is 5.5 .  find the value of this 10th number.  answer\t   [2]",
+            "4": "4 0607/23/o/n/15 \u00a9 ucles 20156 not to scalecm cm3 6  find the length of the hypotenuse of the triangle.  answer   ..  cm [2] 7 solve the simultaneous equations. u w u w9 3 19- = + =  answer  u\t=  .. \t\t w\t=    [2] 8 the scale of a map is 1 : 250  000 .  find the actual distance, in kilometres, between two cities which are 42  cm apart on the map.  answer\t ..  km [2]",
+            "5": "5 0607/23/o/n/15 \u00a9 ucles 2015 [turn over9 | x | < 4 and x is an integer.  find the smallest possible value of x.  answer\t   [1] 10 the first 4 terms of a sequence are  20, 13, 6 and \u2013 1.  find  (a) the next term,   answer(a)     [1]   (b) the nth term.  answer(b)     [2] 11 make u the subject of the formula.     v u as22 2= +      answer\tu =    [2] 12 factorise completely.     a b ax bx 2 2- + -  answer\t   [2] ",
+            "6": "6 0607/23/o/n/15 \u00a9 ucles 201513 find the exact value of   (a) 33-,  answer(a)     [1]  (b) 43 16,  answer(b)     [1]  (c) cos 30\u00b0. \t answer(c)     [1] 14 simplify  x641261 ^ h.  answer     [2] 15 on each venn diagram, shade the region indicated. a (a /h33371 b)' (c /h33371 d) /h33370 e 'u ub c de  [2]",
+            "7": "7 0607/23/o/n/15 \u00a9 ucles 2015 [turn over16 find the equation of the straight line passing through (\u2013 2, \u2013 4) and (2, 0).   answer     [3] 17 rationalise the denominator.      53 2+  answer     [2] 18 (a) factorise  y y32-.  answer(a)     [1]  (b) simplify   yy y 93 22 --.  answer(b)     [2] questions 19 and 20 are printed on the next page.",
+            "8": "8 0607/23/o/n/15 \u00a9 ucles 201519 find the value of  (a) loglog 84,  answer(a)     [2]  (b) log 84.  answer(b)     [1] 20  ( ) , gxxxx12 11! =-+  solve the equation ( )gx 21=-.  answer\tx =    [1] permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. every reasonable  effort has been made by the publisher (ucles) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the publisher will  be pleased to make amends at the earliest possible opportunity. to avoid the issue of disclosure of answer-related information to candidates, all copyright acknowledgements are reproduced online in the cambridge international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download at www.cie.org.uk after  the live examination series. 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."
+        },
+        "0607_w15_qp_31.pdf": {
+            "1": "this document consists of 16 printed pages. dc (ac/sw) 100758/4 \u00a9 ucles 2015  [turn overcambridge international examinations cambridge international general certificate of secondary education * 0 2 5 6 8 2 0 3 3 2 * cambridge international mathematics  0607/31 paper 3 (core)  october/november 2015  1 hour 45 minutes candidates answer on the question paper. additional materials:  geometrical instruments  graphics calculator read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen. do not use staples, paper clips, glue or correction fluid. y ou may use an hb pencil for any diagrams or graphs. do not  write in any barcodes. answer all the questions. unless instructed otherwise, give your answers exactly or correct to three significant figures as appropriate. answers in degrees should be given to one decimal place. for \u03c0, use your calculator value. y ou must show all the relevant working to gain full marks and you will be given marks for correct methods, including sketches, even if your answer is incorrect. the number of marks is given in brackets [ ] at the end of each question or part question. the total number of marks for this paper is 96.",
+            "2": "2 0607/31/o/n/15 \u00a9 ucles 2015formula list area, a, of triangle, base b, height h.  a = 21bh area, a, of circle, radius r.  a = rr2 circumference, c, of circle, radius r.  c = 2rr curved surface area, a, of cylinder of radius r, height h.  a = 2rrh curved surface area, a, of cone of radius r, sloping edge l. a = rrl curved surface area, a, of sphere of radius r.  a = 4rr2 v olume, v, of prism, cross-sectional area a, length l.  v = al v olume, v, of pyramid, base area a, height h.  v = 31ah v olume, v, of cylinder of radius r, height h.  v = rr2h v olume, v, of cone of radius r, height h.  v = 31  rr2h v olume, v, of sphere of radius r.  v = 34  rr3",
+            "3": "3 0607/31/o/n/15 \u00a9 ucles 2015 [turn overanswer all the questions. 1 (a) complete the list of factors of 18.   answer(a)     1, ..  , ..  , ..  , .. , 18       [1]  (b) work out.   (i) 676  answer(b) (i)    [1]   (ii) 6.73  answer(b) (ii)    [1]   (iii) .. . 2 93635 26 1-  answer(b) (iii)    [2]  (c) write 807.536 correct to   (i) 2 decimal places,  answer(c) (i)    [1]   (ii) 4 significant figures,  answer(c) (ii)    [1]   (iii) the nearest 10,  answer(c) (iii)    [1]   (iv) the nearest 100.  answer(c) (iv)    [1]",
+            "4": "4 0607/31/o/n/15 \u00a9 ucles 20152 abd ecfa\u00b0 b\u00b0 c\u00b0 d \u00b0136\u00b0 not to scale 48\u00b0  abd and ecf  are parallel straight lines.  find the values of a, b, c and d.  answer a =  .  b =  .  c =  .    d =  . [4]",
+            "5": "5 0607/31/o/n/15 \u00a9 ucles 2015 [turn over3 (a) tejas, wali and niamh share 100 pieces of candy in the ratio 5 : 9 : 11.   find how many pieces of candy wali receives.  answer(a)    [2]  (b) hanneke buys a gold necklace for $ 4500.   she later sells it for $ 5300.   calculate her percentage profit.  answer(b)     % [3]",
+            "6": "6 0607/31/o/n/15 \u00a9 ucles 20154 not to scale  a rectangular patio is 6 metres long and 3.2 metres wide.   it is made up of 8 rows of grey tiles and white tiles as shown in the diagram.  (a) calculate    (i) the area of the patio,    answer(a) (i)  ..  m2  [1]   (ii) the perimeter of the patio.  answer(a) (ii)  ...  m  [1]  (b) all tiles have the same width.    each grey tile is twice as long as a white tile.   complete this statement.   a grey tile has length .. metres and width .. metres.  [2]  (c) find the total number of white tiles and the total number of grey tiles.  answer(c)  number of white tiles    number of grey tiles    [2]  (d) each white tile costs $0.95 and each grey tile costs $1.35 .   find the total cost of the tiles used to make the patio.  answer(d)  $    [2]",
+            "7": "7 0607/31/o/n/15 \u00a9 ucles 2015 [turn over5 romina opens 10 packets of biscuits and counts the number of biscuits in each packet.  the number of biscuits in each packet is shown below. 23  24  23  22  25  23  24  25  26  21  (a) find    (i)  the range,  answer(a) (i)    [1]   (ii) the mode,  answer(a) (ii)    [1]   (iii) the median,  answer(a) (iii)    [1]   (iv) the mean.  answer(a) (iv)    [1]  (b) complete the bar chart.   the first bar has been drawn for you. 21012frequency34 22 23 number of biscuits24 25 26  [2]",
+            "8": "8 0607/31/o/n/15 \u00a9 ucles 20156 each person at a school science fair receives a lunchbox.  there are 50 students, 7 teachers, 9 judges and 84 parents at the science fair.  (a) find the total number of people at the science fair.  answer(a)    [1]  (b) each lunchbox contains two sandwiches.   find the total number of sandwiches in all the lunchboxes.  answer(b)  ...   [1]  (c) paul\u2019s snacks make the lunchboxes.   the lunchbox contains two sandwiches, one piece of fruit and one bottle of water.   the cost of making each lunchbox is $4.25 .   each sandwich costs $1.45 and the bottle of water costs $0.70 .   find the cost of the piece of fruit.  answer(c) $    [2]  (d) the school pays paul\u2019s snacks $5 for each lunchbox.   find how much profit paul\u2019s snacks make on each lunchbox.  answer(d) $    [1]",
+            "9": "9 0607/31/o/n/15 \u00a9 ucles 2015 [turn over7 a taxi company charges a fixed amount of $ f for each journey.   it also charges $2 for each kilometre of the journey.  a taxi journey is m km.  (a) find an expression, in terms of f and m, for the total cost of this journey.  answer(a)  $    [2]  (b) when f = 3 find the total cost of a journey of 6  km.  answer(b) $    [2]  (c) find the distance travelled when f = 3 and the total cost of the journey is $21.  answer(c)   .  km  [2]",
+            "10": "10 0607/31/o/n/15 \u00a9 ucles 20158 u , , , , , , , , ,1 2 3 4 5 6 7 8 9 1 0 =\" ,  , , , , , a 1 3 5 6 7 8=\" ,  , , , , b 1 3 4 7 9 =\" , au b  (a) write the elements of u in the correct places in the venn diagram.  [2]  (b) write down the elements in the set   (i) a b+,  answer(b) (i)    [1]   (ii) a b, l ^ h,  answer(b) (ii)    [1]   (iii) a b+l.  answer(b) (iii)    [1]",
+            "11": "11 0607/31/o/n/15 \u00a9 ucles 2015 [turn over (c) a number is chosen at random from the set {1, 2, 3, 4, 5, 6, 7, 8, 9, 10}.   find the probability that it is     (i) an odd number,  answer(c) (i)    [1]   (ii) a number less than 4,  answer(c) (ii)    [1]   (iii) a triangle number.  answer(c) (iii)    [1] 9 these are the first five terms of a sequence.   \u22122   1   6   13   22  (a) write down the next two terms in this sequence.  answer(a)   . , . [2]  (b) find an expression for the nth term.  answer(b)     [3]",
+            "12": "12 0607/31/o/n/15 \u00a9 ucles 201510 kensuke travels to school either by train or by car.  the probability that he travels by train is 54.  if kensuke travels by train then the probability that he is late for school is 201.  if kensuke travels by car then the probability that he is late for school is 151.  (a) complete the tree diagram. late not late.. .. latetrain 4 5 car not late..   [3]  (b) find the probability that kensuke travels by train and is late for school.  answer(b)     [2]  (c) find the probability that kensuke is not late for school.  answer(c)     [3]",
+            "13": "13 0607/31/o/n/15 \u00a9 ucles 2015 [turn over11 \u20136\u20135\u20134\u20133\u20132\u20131012345678 \u20131 123456xpy \u20132\u20133\u20134\u20135\u20136  (a) reflect shape p in the line x1=. label the image a. [2]  (b) translate shape p by the vector 32 --c m . label the image b. [2]  (c) rotate shape p by 180\u00b0 about the point (0, 0). label the image c. [2]",
+            "14": "14 0607/31/o/n/15 \u00a9 ucles 201512 \u20133\u20132\u20131012345 \u20131 12345678xy \u20132\u20133\u20134  the axes are drawn on a 1  cm2 grid.  a is the point (2, 3) and b is the point (8, \u22123).  (a) plot the points a and b on the grid.  [2]  (b) find the co-ordinates of the midpoint of ab.  answer(b) ( , ) [2]  (c) calculate the length of ab.   give your answer correct to 2 decimal places.  answer(c)   ..  cm [3]  (d) find the gradient of ab.  answer(d)     [2]  (e) find the equation of the straight line that passes through point a and point b.  answer(e)     [2]",
+            "15": "15 0607/31/o/n/15 \u00a9 ucles 2015 [turn over13   not to scale 6 cmab oc  a circle, centre o, is inscribed in a regular pentagon.  each side of the pentagon has length 6  cm.  (a) find angle aob .  answer(a) angle aob =    [1]  (b) find the size of an interior angle of the regular pentagon.  answer(b)    [2]  (c) use trigonometry to find the radius, oc, of the circle.  answer(c)  ..  cm [2]  (d) find the area of the pentagon.  answer(d)     cm2  [3] question 14 is printed on the next page.",
+            "16": "16 0607/31/o/n/15 \u00a9 ucles 2015permission 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 international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download at www.cie.org.uk after  the live examination series. 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.14 0 \u2013525 \u2013306xy   ( ) . . x x x x 0 5 9 5 10 f3 2= - - +  (a) on the diagram, sketch the graph of ( ) y x f=  for x5 6g g- . [2]  (b) find the co-ordinates of    (i) the points where the curve crosses the x-axis,  answer(b) (i) ( , ), ( , ), ( , ) [2]     (ii) the point where the curve crosses the y-axis,  answer(b) (ii)      ( , ) [1]   (iii) the local minimum point.  answer(b) (iii)      ( , ) [2]"
+        },
+        "0607_w15_qp_32.pdf": {
+            "1": "this document consists of 16 printed pages. dc (st/sw) 117644 \u00a9 ucles 2015  [turn overcambridge international examinations cambridge international general certificate of secondary education * 1 8 1 1 6 7 1 8 1 2 * cambridge international mathematics  0607/32 paper 3 (core)  october/november 2015  1 hour 45 minutes candidates answer on the question paper. additional materials:  geometrical instruments  graphics calculator read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen. do not use staples, paper clips, glue or correction fluid. y ou may use an hb pencil for any diagrams or graphs. do not  write in any barcodes. answer all the questions. unless instructed otherwise, give your answers exactly or correct to three significant figures as appropriate. answers in degrees should be given to one decimal place. for \u03c0, use your calculator value. y ou must show all the relevant working to gain full marks and you will be given marks for correct methods, including sketches, even if your answer is incorrect. the number of marks is given in brackets [ ] at the end of each question or part question. the total number of marks for this paper is 96.",
+            "2": "2 0607/32/o/n/15 \u00a9 ucles 2015formula list area, a, of triangle, base b, height h.  a = 21bh area, a, of circle, radius r.  a = rr2 circumference, c, of circle, radius r.  c = 2rr curved surface area, a, of cylinder of radius r, height h.  a = 2rrh curved surface area, a, of cone of radius r, sloping edge l. a = rrl curved surface area, a, of sphere of radius r.  a = 4rr2 v olume, v, of prism, cross-sectional area a, length l.  v = al v olume, v, of pyramid, base area a, height h.  v = 31ah v olume, v, of cylinder of radius r, height h.  v = rr2h v olume, v, of cone of radius r, height h.  v = 31  rr2h v olume, v, of sphere of radius r.  v = 34  rr3",
+            "3": "3 0607/32/o/n/15 \u00a9 ucles 2015 [turn overanswer all the questions. 1 (a) complete the list of factors of 18.   answer(a)     1, ..  , ..  , ..  , .. , 18       [1]  (b) work out.   (i) 676  answer(b) (i)    [1]   (ii) 6.73  answer(b) (ii)    [1]   (iii) .. . 2 93635 26 1-  answer(b) (iii)    [2]  (c) write 807.536 correct to   (i) 2 decimal places,  answer(c) (i)    [1]   (ii) 4 significant figures,  answer(c) (ii)    [1]   (iii) the nearest 10,  answer(c) (iii)    [1]   (iv) the nearest 100.  answer(c) (iv)    [1]",
+            "4": "4 0607/32/o/n/15 \u00a9 ucles 20152 abd ecfa\u00b0 b\u00b0 c\u00b0 d \u00b0136\u00b0 not to scale 48\u00b0  abd and ecf  are parallel straight lines.  find the values of a, b, c and d.  answer a =  .  b =  .  c =  .    d =  . [4]",
+            "5": "5 0607/32/o/n/15 \u00a9 ucles 2015 [turn over3 (a) tejas, wali and niamh share 100 pieces of candy in the ratio 5 : 9 : 11.   find how many pieces of candy wali receives.  answer(a)    [2]  (b) hanneke buys a gold necklace for $ 4500.   she later sells it for $ 5300.   calculate her percentage profit.  answer(b)     % [3]",
+            "6": "6 0607/32/o/n/15 \u00a9 ucles 20154 not to scale  a rectangular patio is 6 metres long and 3.2 metres wide.   it is made up of 8 rows of grey tiles and white tiles as shown in the diagram.  (a) calculate    (i) the area of the patio,    answer(a) (i)  ..  m2  [1]   (ii) the perimeter of the patio.  answer(a) (ii)  ...  m  [1]  (b) all tiles have the same width.    each grey tile is twice as long as a white tile.   complete this statement.   a grey tile has length .. metres and width .. metres.  [2]  (c) find the total number of white tiles and the total number of grey tiles.  answer(c)  number of white tiles    number of grey tiles    [2]  (d) each white tile costs $0.95 and each grey tile costs $1.35 .   find the total cost of the tiles used to make the patio.  answer(d)  $    [2]",
+            "7": "7 0607/32/o/n/15 \u00a9 ucles 2015 [turn over5 romina opens 10 packets of biscuits and counts the number of biscuits in each packet.  the number of biscuits in each packet is shown below. 23  24  23  22  25  23  24  25  26  21  (a) find    (i)  the range,  answer(a) (i)    [1]   (ii) the mode,  answer(a) (ii)    [1]   (iii) the median,  answer(a) (iii)    [1]   (iv) the mean.  answer(a) (iv)    [1]  (b) complete the bar chart.   the first bar has been drawn for you. 21012frequency34 22 23 number of biscuits24 25 26  [2]",
+            "8": "8 0607/32/o/n/15 \u00a9 ucles 20156 each person at a school science fair receives a lunchbox.  there are 50 students, 7 teachers, 9 judges and 84 parents at the science fair.  (a) find the total number of people at the science fair.  answer(a)    [1]  (b) each lunchbox contains two sandwiches.   find the total number of sandwiches in all the lunchboxes.  answer(b)  ...   [1]  (c) paul\u2019s snacks make the lunchboxes.   the lunchbox contains two sandwiches, one piece of fruit and one bottle of water.   the cost of making each lunchbox is $4.25 .   each sandwich costs $1.45 and the bottle of water costs $0.70 .   find the cost of the piece of fruit.  answer(c) $    [2]  (d) the school pays paul\u2019s snacks $5 for each lunchbox.   find how much profit paul\u2019s snacks make on each lunchbox.  answer(d) $    [1]",
+            "9": "9 0607/32/o/n/15 \u00a9 ucles 2015 [turn over7 a taxi company charges a fixed amount of $ f for each journey.   it also charges $2 for each kilometre of the journey.  a taxi journey is m km.  (a) find an expression, in terms of f and m, for the total cost of this journey.  answer(a)  $    [2]  (b) when f = 3 find the total cost of a journey of 6  km.  answer(b) $    [2]  (c) find the distance travelled when f = 3 and the total cost of the journey is $21.  answer(c)   .  km  [2]",
+            "10": "10 0607/32/o/n/15 \u00a9 ucles 20158 u , , , , , , , , ,1 2 3 4 5 6 7 8 9 1 0 =\" ,  , , , , , a 1 3 5 6 7 8=\" ,  , , , , b 1 3 4 7 9 =\" , au b  (a) write the elements of u in the correct places in the venn diagram.  [2]  (b) write down the elements in the set   (i) a b+,  answer(b) (i)    [1]   (ii) a b, l ^ h,  answer(b) (ii)    [1]   (iii) a b+l.  answer(b) (iii)    [1]",
+            "11": "11 0607/32/o/n/15 \u00a9 ucles 2015 [turn over (c) a number is chosen at random from the set {1, 2, 3, 4, 5, 6, 7, 8, 9, 10}.   find the probability that it is     (i) an odd number,  answer(c) (i)    [1]   (ii) a number less than 4,  answer(c) (ii)    [1]   (iii) a triangle number.  answer(c) (iii)    [1] 9 these are the first five terms of a sequence.   \u22122   1   6   13   22  (a) write down the next two terms in this sequence.  answer(a)   . , . [2]  (b) find an expression for the nth term.  answer(b)     [3]",
+            "12": "12 0607/32/o/n/15 \u00a9 ucles 201510 kensuke travels to school either by train or by car.  the probability that he travels by train is 54.  if kensuke travels by train then the probability that he is late for school is 201.  if kensuke travels by car then the probability that he is late for school is 151.  (a) complete the tree diagram. late not late.. .. latetrain 4 5 car not late..   [3]  (b) find the probability that kensuke travels by train and is late for school.  answer(b)     [2]  (c) find the probability that kensuke is not late for school.  answer(c)     [3]",
+            "13": "13 0607/32/o/n/15 \u00a9 ucles 2015 [turn over11 \u20136\u20135\u20134\u20133\u20132\u20131012345678 \u20131 123456xpy \u20132\u20133\u20134\u20135\u20136  (a) reflect shape p in the line x1=. label the image a. [2]  (b) translate shape p by the vector 32 --c m . label the image b. [2]  (c) rotate shape p by 180\u00b0 about the point (0, 0). label the image c. [2]",
+            "14": "14 0607/32/o/n/15 \u00a9 ucles 201512 \u20133\u20132\u20131012345 \u20131 12345678xy \u20132\u20133\u20134  the axes are drawn on a 1  cm2 grid.  a is the point (2, 3) and b is the point (8, \u22123).  (a) plot the points a and b on the grid.  [2]  (b) find the co-ordinates of the midpoint of ab.  answer(b) ( , ) [2]  (c) calculate the length of ab.   give your answer correct to 2 decimal places.  answer(c)   ..  cm [3]  (d) find the gradient of ab.  answer(d)     [2]  (e) find the equation of the straight line that passes through point a and point b.  answer(e)     [2]",
+            "15": "15 0607/32/o/n/15 \u00a9 ucles 2015 [turn over13   not to scale 6 cmab oc  a circle, centre o, is inscribed in a regular pentagon.  each side of the pentagon has length 6  cm.  (a) find angle aob .  answer(a) angle aob =    [1]  (b) find the size of an interior angle of the regular pentagon.  answer(b)    [2]  (c) use trigonometry to find the radius, oc, of the circle.  answer(c)  ..  cm [2]  (d) find the area of the pentagon.  answer(d)     cm2  [3] question 14 is printed on the next page.",
+            "16": "16 0607/32/o/n/15 \u00a9 ucles 2015permission 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 international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download at www.cie.org.uk after  the live examination series. 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.14 0 \u2013525 \u2013306xy   ( ) . . x x x x 0 5 9 5 10 f3 2= - - +  (a) on the diagram, sketch the graph of ( ) y x f=  for x5 6g g- . [2]  (b) find the co-ordinates of    (i) the points where the curve crosses the x-axis,  answer(b) (i) ( , ), ( , ), ( , ) [2]     (ii) the point where the curve crosses the y-axis,  answer(b) (ii)      ( , ) [1]   (iii) the local minimum point.  answer(b) (iii)      ( , ) [2]"
+        },
+        "0607_w15_qp_33.pdf": {
+            "1": "this document consists of 16 printed pages. dc (cw/sw) 117643 \u00a9 ucles 2015  [turn overcambridge international examinations cambridge international general certificate of secondary education * 9 6 0 6 0 9 9 1 7 6 * cambridge international mathematics  0607/33 paper 3 (core)  october/november 2015  1 hour 45 minutes candidates answer on the question paper. additional materials:  geometrical instruments  graphics calculator read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen. do not use staples, paper clips, glue or correction fluid. y ou may use an hb pencil for any diagrams or graphs. do not  write in any barcodes. answer all the questions. unless instructed otherwise, give your answers exactly or correct to three significant figures as appropriate. answers in degrees should be given to one decimal place. for \u03c0, use your calculator value. y ou must show all the relevant working to gain full marks and you will be given marks for correct methods, including sketches, even if your answer is incorrect. the number of marks is given in brackets [ ] at the end of each question or part question. the total number of marks for this paper is 96.",
+            "2": "2 0607/33/o/n/15 \u00a9 ucles 2015formula list area, a, of triangle, base b, height h.  a = 21bh area, a, of circle, radius r.  a = rr2 circumference, c, of circle, radius r.  c = 2rr curved surface area, a, of cylinder of radius r, height h.  a = 2rrh curved surface area, a, of cone of radius r, sloping edge l. a = rrl curved surface area, a, of sphere of radius r.  a = 4rr2 v olume, v, of prism, cross-sectional area a, length l.  v = al v olume, v, of pyramid, base area a, height h.  v = 31ah v olume, v, of cylinder of radius r, height h.  v = rr2h v olume, v, of cone of radius r, height h.  v = 31  rr2h v olume, v, of sphere of radius r.  v = 34  rr3",
+            "3": "3 0607/33/o/n/15 \u00a9 ucles 2015 [turn overanswer all the questions. 1 (a) complete the list of factors of 18.   answer(a)     1, ..  , ..  , ..  , .. , 18       [1]  (b) work out.   (i) 676  answer(b) (i)    [1]   (ii) 6.73  answer(b) (ii)    [1]   (iii) .. . 2 93635 26 1-  answer(b) (iii)    [2]  (c) write 807.536 correct to   (i) 2 decimal places,  answer(c) (i)    [1]   (ii) 4 significant figures,  answer(c) (ii)    [1]   (iii) the nearest 10,  answer(c) (iii)    [1]   (iv) the nearest 100.  answer(c) (iv)    [1]",
+            "4": "4 0607/33/o/n/15 \u00a9 ucles 20152 abd ecfa\u00b0 b\u00b0 c\u00b0 d \u00b0136\u00b0 not to scale 48\u00b0  abd and ecf  are parallel straight lines.  find the values of a, b, c and d.  answer a =  .  b =  .  c =  .    d =  . [4]",
+            "5": "5 0607/33/o/n/15 \u00a9 ucles 2015 [turn over3 (a) tejas, wali and niamh share 100 pieces of candy in the ratio 5 : 9 : 11.   find how many pieces of candy wali receives.  answer(a)    [2]  (b) hanneke buys a gold necklace for $ 4500.   she later sells it for $ 5300.   calculate her percentage profit.  answer(b)     % [3]",
+            "6": "6 0607/33/o/n/15 \u00a9 ucles 20154 not to scale  a rectangular patio is 6 metres long and 3.2 metres wide.   it is made up of 8 rows of grey tiles and white tiles as shown in the diagram.  (a) calculate    (i) the area of the patio,    answer(a) (i)  ..  m2  [1]   (ii) the perimeter of the patio.  answer(a) (ii)  ...  m  [1]  (b) all tiles have the same width.    each grey tile is twice as long as a white tile.   complete this statement.   a grey tile has length .. metres and width .. metres.  [2]  (c) find the total number of white tiles and the total number of grey tiles.  answer(c)  number of white tiles    number of grey tiles    [2]  (d) each white tile costs $0.95 and each grey tile costs $1.35 .   find the total cost of the tiles used to make the patio.  answer(d)  $    [2]",
+            "7": "7 0607/33/o/n/15 \u00a9 ucles 2015 [turn over5 romina opens 10 packets of biscuits and counts the number of biscuits in each packet.  the number of biscuits in each packet is shown below. 23  24  23  22  25  23  24  25  26  21  (a) find    (i)  the range,  answer(a) (i)    [1]   (ii) the mode,  answer(a) (ii)    [1]   (iii) the median,  answer(a) (iii)    [1]   (iv) the mean.  answer(a) (iv)    [1]  (b) complete the bar chart.   the first bar has been drawn for you. 21012frequency34 22 23 number of biscuits24 25 26  [2]",
+            "8": "8 0607/33/o/n/15 \u00a9 ucles 20156 each person at a school science fair receives a lunchbox.  there are 50 students, 7 teachers, 9 judges and 84 parents at the science fair.  (a) find the total number of people at the science fair.  answer(a)    [1]  (b) each lunchbox contains two sandwiches.   find the total number of sandwiches in all the lunchboxes.  answer(b)  ...   [1]  (c) paul\u2019s snacks make the lunchboxes.   the lunchbox contains two sandwiches, one piece of fruit and one bottle of water.   the cost of making each lunchbox is $4.25 .   each sandwich costs $1.45 and the bottle of water costs $0.70 .   find the cost of the piece of fruit.  answer(c) $    [2]  (d) the school pays paul\u2019s snacks $5 for each lunchbox.   find how much profit paul\u2019s snacks make on each lunchbox.  answer(d) $    [1]",
+            "9": "9 0607/33/o/n/15 \u00a9 ucles 2015 [turn over7 a taxi company charges a fixed amount of $ f for each journey.   it also charges $2 for each kilometre of the journey.  a taxi journey is m km.  (a) find an expression, in terms of f and m, for the total cost of this journey.  answer(a)  $    [2]  (b) when f = 3 find the total cost of a journey of 6  km.  answer(b) $    [2]  (c) find the distance travelled when f = 3 and the total cost of the journey is $21.  answer(c)   .  km  [2]",
+            "10": "10 0607/33/o/n/15 \u00a9 ucles 20158 u , , , , , , , , ,1 2 3 4 5 6 7 8 9 1 0 =\" ,  , , , , , a 1 3 5 6 7 8=\" ,  , , , , b 1 3 4 7 9 =\" , au b  (a) write the elements of u in the correct places in the venn diagram.  [2]  (b) write down the elements in the set   (i) a b+,  answer(b) (i)    [1]   (ii) a b, l ^ h,  answer(b) (ii)    [1]   (iii) a b+l.  answer(b) (iii)    [1]",
+            "11": "11 0607/33/o/n/15 \u00a9 ucles 2015 [turn over (c) a number is chosen at random from the set {1, 2, 3, 4, 5, 6, 7, 8, 9, 10}.   find the probability that it is     (i) an odd number,  answer(c) (i)    [1]   (ii) a number less than 4,  answer(c) (ii)    [1]   (iii) a triangle number.  answer(c) (iii)    [1] 9 these are the first five terms of a sequence.   \u22122   1   6   13   22  (a) write down the next two terms in this sequence.  answer(a)   . , . [2]  (b) find an expression for the nth term.  answer(b)     [3]",
+            "12": "12 0607/33/o/n/15 \u00a9 ucles 201510 kensuke travels to school either by train or by car.  the probability that he travels by train is 54.  if kensuke travels by train then the probability that he is late for school is 201.  if kensuke travels by car then the probability that he is late for school is 151.  (a) complete the tree diagram. late not late.. .. latetrain 4 5 car not late..   [3]  (b) find the probability that kensuke travels by train and is late for school.  answer(b)     [2]  (c) find the probability that kensuke is not late for school.  answer(c)     [3]",
+            "13": "13 0607/33/o/n/15 \u00a9 ucles 2015 [turn over11 \u20136\u20135\u20134\u20133\u20132\u20131012345678 \u20131 123456xpy \u20132\u20133\u20134\u20135\u20136  (a) reflect shape p in the line x1=. label the image a. [2]  (b) translate shape p by the vector 32 --c m . label the image b. [2]  (c) rotate shape p by 180\u00b0 about the point (0, 0). label the image c. [2]",
+            "14": "14 0607/33/o/n/15 \u00a9 ucles 201512 \u20133\u20132\u20131012345 \u20131 12345678xy \u20132\u20133\u20134  the axes are drawn on a 1  cm2 grid.  a is the point (2, 3) and b is the point (8, \u22123).  (a) plot the points a and b on the grid.  [2]  (b) find the co-ordinates of the midpoint of ab.  answer(b) ( , ) [2]  (c) calculate the length of ab.   give your answer correct to 2 decimal places.  answer(c)   ..  cm [3]  (d) find the gradient of ab.  answer(d)     [2]  (e) find the equation of the straight line that passes through point a and point b.  answer(e)     [2]",
+            "15": "15 0607/33/o/n/15 \u00a9 ucles 2015 [turn over13   not to scale 6 cmab oc  a circle, centre o, is inscribed in a regular pentagon.  each side of the pentagon has length 6  cm.  (a) find angle aob .  answer(a) angle aob =    [1]  (b) find the size of an interior angle of the regular pentagon.  answer(b)    [2]  (c) use trigonometry to find the radius, oc, of the circle.  answer(c)  ..  cm [2]  (d) find the area of the pentagon.  answer(d)     cm2  [3] question 14 is printed on the next page.",
+            "16": "16 0607/33/o/n/15 \u00a9 ucles 2015permission 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 international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download at www.cie.org.uk after  the live examination series. 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.14 0 \u2013525 \u2013306xy   ( ) . . x x x x 0 5 9 5 10 f3 2= - - +  (a) on the diagram, sketch the graph of ( ) y x f=  for x5 6g g- . [2]  (b) find the co-ordinates of    (i) the points where the curve crosses the x-axis,  answer(b) (i) ( , ), ( , ), ( , ) [2]     (ii) the point where the curve crosses the y-axis,  answer(b) (ii)      ( , ) [1]   (iii) the local minimum point.  answer(b) (iii)      ( , ) [2]"
+        },
+        "0607_w15_qp_41.pdf": {
+            "1": "this document consists of 20 printed pages. dc (lk/cgw) 103946/2 \u00a9 ucles 2015  [turn overcambridge international examinations cambridge international general certificate of secondary education * 1 5 4 5 7 5 4 0 2 1 * cambr idge international mathematics 0607/41 paper 4 (extended)  october/ november 2015  2 hours 15 minutes candidates answer on the question paper. additional materials:  geometric instruments  graphics calculator read these instructi ons first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen. do not use staples, paper clips, glue or correction fluid. y ou may use an hb pencil for any diagrams or graphs. do not write in any barcodes. answer all the questions. unless instructed otherwise, give your answers exactly or correct to three significant figures as appropriate. answers in degrees should be given to one decimal place. for \u03c0, use your calculator value. y ou must show all the relevant working to gain full marks and you will be given marks for correct methods,  including sketches, even if your answer is incorrect. the number of marks is given in brackets [  ] at the end of each question or part question.  the total number of marks for this paper is 120.",
+            "2": "2 0607/41/o/n/15 \u00a9 ucles 2015formula list for the equation  ax2 + bx + c = 0 x = ab b ac 242!- - curved surface area, a, of cylinder of radius r, height h. a = 2\u03c0rh curved surface area, a, of cone of radius r, sloping edge l. a = \u03c0rl curved surface area, a, of sphere of radius r. a = 4\u03c0r2 v olume, v, of pyramid, base area a, height h. v= ah31 v olume, v, of cylinder of radius r, height h. v = \u03c0r2h v olume, v, of cone of radius r, height h. v = 31 \u03c0r2h v olume, v, of sphere of radius r. v = 34 \u03c0r3   sin sin sin aa bb cc= =a c bcb a a2 = b2 + c2 \u2013 2bc cos a  area = sinbc a21",
+            "3": "3 0607/41/o/n/15 \u00a9 ucles 2015 [turn overanswer all the questions. 1 sunil has $80 and asha has $75.  (a) write the ratio  80 : 75  in its simplest form.  answer(a) .  :   ... [1]  (b) (i) sunil spends $24.    work out $24 as a percentage of $80.  answer(b) (i) .. % [1]   (ii) sunil invests $50 at a rate of 2% per year compound interest.    calculate the interest  sunil has after 20 years.  answer(b) (ii) $  . [4]  (c) during each month, asha spends 51 of the money that she had at the beginning of the month.   (i) work out how much of the $75 asha has at the end of the 2nd month. \t answer(c) (i) $    [2]   (ii) calculate the number of whole  months it takes for asha to have less than $5.    answer(c) (ii)  . [3]",
+            "4": "4 0607/41/o/n/15 \u00a9 ucles 20152 (a) p2 3=j lkkn poo q14 8=j lkkn poo   (i) find 2 p + 3q . answer(a) (i)          j lk kkn po oo            [2]   (ii) find q p- . \t answer(a) (ii) \ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd [3]  (b) the graph of y = f(x) is mapped onto the graph of y = f(x + 2) by a translation with vector u vj lkkn poo.   find the value of u and the value of v.  answer(b)  u =  ..  v\t=  .. [2]",
+            "5": "5 0607/41/o/n/15 \u00a9 ucles 2015 [turn over (c) 7 d8y x6 5 4 3 2 1 \u20131 \u20132 \u20133 \u20134 \u20135 \u201360123456 \u20136\u20135\u20134\u20133\u20132\u20131te   (i) draw the image of triangle t under a rotation of 90\u00b0 clockwise about the point ( , ) 1 1- -  . [3]   (ii) describe fully the single  transformation that maps triangle t onto triangle d.  ...  .. [2]   (iii) describe fully the single  transformation that maps triangle t onto triangle e.  ...  .. [3]",
+            "6": "6 0607/41/o/n/15 \u00a9 ucles 20153 y x5 \u20135\u20135 50    ( )fxx12= -  ,      x0!\t  (a) on the diagram, sketch the graph of ( )f y x=\t, for values between x 5=-  and x5=. [2]  (b) solve the inequality ( )fx 01 \ufffd  answer(b) \t . [2]",
+            "7": "7 0607/41/o/n/15 \u00a9 ucles 2015 [turn over (c) find ( ) fx1- .  answer(c)   . [3]  (d) on the diagram, sketch the graph of ( ) f y x1=-\t, for values between x 5=-  and x5=\t. [2] \t (e)\t describe fully the single  transformation that maps the graph of ( )f y x=  onto the graph of ( ) f y x1=-\t.  ...  .. [2]",
+            "8": "8 0607/41/o/n/15 \u00a9 ucles 20154 (a) 9 cm3 cm 4.5 cm xb a c dnot to scale4 cm \t \t ab  and cd are parallel. \t \t ad  and cb intersect at x.   cd = 9 cm, ab = 4 cm,\tax = 4.5  cm and bx = 3 cm.   calculate the length of cx.  answer(a) \t ... cm [2]  (b) s py qr 4 cm 7 cm8 cm6 cm not to scale \t \t p , q, r and s lie on a circle.    pr and qs intersect at y.   qr = 6 cm, ps = 8 cm,\tpy = 7 cm and ys = 4 cm.      calculate the length of ry.  answer(b)   ... cm [2]",
+            "9": "9 0607/41/o/n/15 \u00a9 ucles 2015 [turn over (c) 12 cmnot to scale e f w cm   the two shapes are mathematically similar.   the area of e is 90  cm2 and the area of f is 45  cm2.   find the value of w.  answer(c) \tw =  . [3]",
+            "10": "10 0607/41/o/n/15 \u00a9 ucles 20155 b c da12  cm 11  cm 10  cm35\u00b0 not to scale \t calculate  (a) bc,  answer(a)   ..  cm [2]  (b) angle cad ,  answer(b)   . [3]  (c) the area of the quadrilateral abcd . \t answer(c)   .  cm2 [3]",
+            "11": "11 0607/41/o/n/15 \u00a9 ucles 2015 [turn over6 120 students estimate the mass, m kg, of a bag of oranges.  the frequency table shows the results.  mass (m kg) .m 0 5 11g .m 1 2 11g . .m 1 2 1 41g . .m 1 4 1 61g .m 1 6 21g frequency 4 36 40 32 8  (a) calculate an estimate of the mean. \t answer(a)   ...  kg [2]  (b) complete the histogram to show the information in the table. 20 0 0.2 0.4 0.6 0.8 1.0 mass (kilograms)1.2 1.4 1.6 1.8 2.060 40 m80120 100frequency density 140160200 180  [3]",
+            "12": "12 0607/41/o/n/15 \u00a9 ucles 20157 (a) a solid metal cuboid measures 20  cm by 8  cm by 2  cm.   1 cm3 of the metal has a mass of 7.85  g.   (i) calculate the mass of the cuboid. \t answer(a) (i)  .  g [2]   (ii) the surface of the cuboid is painted at a cost of 8 cents per cm2.    calculate the cost of painting the cuboid.    give your answer in dollars.  answer(a) (ii) $  . [3]  (b) another cuboid measures 16  cm by 6  cm by 4  cm.   it is cut into cubes, each of side 2  cm.   calculate the number of cubes.  answer(b)   . [2] \t (c) another solid metal cuboid measures 20  cm by 12 cm by 4  cm.   it is melted down and made into spheres of radius 1.5  cm.   calculate   (i) the largest number of spheres of radius 1.5  cm that can be made,  answer(c) (i)  . [3]",
+            "13": "13 0607/41/o/n/15 \u00a9 ucles 2015 [turn over  (ii) the volume of metal remaining after the spheres have been made,   answer(c) (ii)  .  cm3 [2]   (iii) the radius of the sphere that can be made using all the remaining metal.  answer(c) (iii)  ..  cm [2]  (d) a plastic cone has radius r cm and perpendicular height 3 r\tcm.   1 cm3 of the plastic has a mass of 0.9  g.   a wooden hemisphere has a radius of 2 r cm.   1 cm3 of the wood has a mass of 0.45  g.   find the mass of the cone as a fraction of the mass of the hemisphere.   give your answer in its lowest terms.  answer(d) \t   [4]",
+            "14": "14 0607/41/o/n/15 \u00a9 ucles 20158 02 \u201314y x    ( )fx x 32= - ( )gx xx=  (a) on the diagram, sketch the graphs of ( )f y x=\tand ( )g y x=\tfor values between x0=\tand x2=. [4]  (b) solve the equation x x3x 2- =   for  x0 2g g  .  answer(b) \tx\t=    [1]",
+            "15": "15 0607/41/o/n/15 \u00a9 ucles 2015 [turn over (c) solve the equation x32- = 0  for  x0 2g g  .  answer(c) \tx\t=  . [1]  (d) (i) find the co-ordinates of the local minimum point on the graph of y = g(x).  answer(d) (i) (   ,     ) [2]   (ii) find the range of g( x) for the domain x 0 21g .  answer(d) (ii)  . [2]  (e) (i) find the values of the following.    g(0.1) = ..      g(0.01) = ..      g(0.001) = ..  [3]   (ii) complete the statement.     starting from x = 0.1, as x gets closer and closer to 0,          g(x) gets closer and closer to the value ...  [1]",
+            "16": "16 0607/41/o/n/15 \u00a9 ucles 20159 0 a11 1 b23  the diagram shows two unbiased dice, a\tand b.  the numbers on die a are 0, 1, 1, 1, 2, 3.  the numbers on die b are 1, 2, 2, 3, 3, 3.  when a die is rolled, the number shown on the top face is recorded.  (a) both dice are rolled.   find the probability that    (i) both dice show 3,  answer(a) (i)  . [2]   (ii) the numbers showing on the two dice add up to 2.  answer(a) (ii)  . [3]",
+            "17": "17 0607/41/o/n/15 \u00a9 ucles 2015 [turn over (b) die b is rolled until it shows 2.   find the probability that this occurs when the die is rolled for the 4th time.  answer(b)   . [2]  (c) die a is rolled until it shows 3.   the probability that this occurs when the die is rolled for the nth time is 466563125  .   find the value of n.  answer(c)   . [2]",
+            "18": "18 0607/41/o/n/15 \u00a9 ucles 201510  f(x) = 2x + 3                 g( x) = x \u2013 1                 h( x) = log (x + 1)  (a) find f(h(9)). \t answer(a)   . [2]  (b) find g(f(x)) in its simplest form.  answer(b)   . [2]  (c) find ( ) ( ) f gx x1 1+  in terms of x.   give your answer as a single fraction.  answer(c)   . [3]",
+            "19": "19 0607/41/o/n/15 \u00a9 ucles 2015 [turn over (d) solve the equation.        ( )hx 1=-  answer(d) \tx =    [2]  (e) solve the equation.        ( ( ))gx 52=   give exact answers.  answer(e)  x  or x =   [3] question 11 is printed on the next page.",
+            "20": "20 0607/41/o/n/15 \u00a9 ucles 201511 (a) cakes cost x cents each and drinks cost y cents each.   2 cakes and 1 drink cost $1.57 .   1 cake and 3 drinks cost $2.96 .   find the total cost of 3 cakes and 2 drinks.   give your answer in dollars.    answer(a) \t$  . [6]  (b) a child\u2019s train ticket costs $ x.   an adult\u2019s train ticket costs $( x + 5).   claudia buys 11 tickets.   she spends $24 on children\u2019s tickets and $24 on adults\u2019 tickets.   write down an equation in x and solve it to find the cost of a child\u2019s ticket.    answer(b)  $  . [4] 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 international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download at www.cie.org.uk after  the live examination series. 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."
+        },
+        "0607_w15_qp_42.pdf": {
+            "1": "this document consists of 20 printed pages. dc (leg/sw) 100760/1 \u00a9 ucles 2015  [turn overcambridge international examinations cambridge international general certificate of secondary education * 7 5 1 1 2 3 6 7 2 1 * cambridge international mathematics  0607/42 paper 4 (extended)  october/november 2015  2 hours 15 minutes candidates answer on the question paper. additional materials:  geometrical instruments  graphics calculator read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen. do not use staples, paper clips, glue or correction fluid. y ou may use an hb pencil for any diagrams or graphs. do not  write in any barcodes. answer all the questions. unless instructed otherwise, give your answers exactly or correct to three significant figures as appropriate. answer in degrees should be given to one decimal place. for \u03c0, use your calculator value. y ou must show all the relevant working to gain full marks and you will be given marks for correct methods,  including sketches, even if your answer is incorrect. the number of marks is given in brackets [  ] at the end of each question or part question. the total number of marks for this paper is 120.",
+            "2": "2 0607/42/o/n/15 \u00a9 ucles 2015formula list for the equation  ax bx c02+ + = xab b ac 242!=- - curved surface area, a, of cylinder of radius r, height h. r a rh2= curved surface area, a, of cone of radius r, sloping edge l. r a rl= curved surface area, a, of sphere of radius r. r a r42= v olume, v, of pyramid, base area a, height h. v ah31= v olume, v, of cylinder of radius r, height h. rv r h2= v olume, v, of cone of radius r, height h. r v r h31 2= v olume, v, of sphere of radius r. r v r34 3=      sin sin sin aa bb cc= =      cos a b c bc a 22 2 2= + -      sinbc a21area=a c bcb a",
+            "3": "3 0607/42/o/n/15 \u00a9 ucles 2015 [turn overanswer all the questions. 1 (a) by writing each number correct to 1 significant figure, find an estimate for . .. ..5 13987 9 12163 1 913 2 ++ ^ h   you must show your working.  answer(a)  . [2]  (b) explain why your answer to part (a)  is greater than the actual answer. answer (b)  .  .. [2]  (c) work out. . .. ..5 13987 9 12163 1 913 2 ++ ^ h  answer(c)  . [1]",
+            "4": "4 0607/42/o/n/15 \u00a9 ucles 20152 (a) solve the equations.   (i) log log log logx 4 3 3 4 5 2 - = -  answer (a)(i) x =  . [3]   (ii) sinx 4 3 1 + =      for     x 0 360 c cg g  answer (a)(ii) .. [3]  (b) make x the subject of the formula. axx1=-  answer (b) x =  . [3]",
+            "5": "5 0607/42/o/n/15 \u00a9 ucles 2015 [turn over3 the table gives the marks of 10 students in a geography exam and a history exam.  geography mark ( x) 12 23 36 41 57 62 78 81 89 93 history mark ( y) 32 43 41 51 52 60 68 65 76 80  (a) find   (i) the mean geography mark,  answer (a)(i) .. [1]   (ii) the mean history mark.  answer (a)(ii) .. [1]  (b) (i) find the equation of the regression line for y in terms of x.  answer (b)(i) y =  . [2]   (ii) estimate the history mark when the geography mark is 51.  answer (b)(ii) .. [1]",
+            "6": "6 0607/42/o/n/15 \u00a9 ucles 20154 the transformation p is a reflection in the x-axis.  the transformation q is a rotation of 90\u00b0 clockwise about the origin.  (a) write down the transformation that is   (i) the inverse of p, answer(a) (i) ..  .. [1]   (ii) the inverse of q. answer(a) (ii) .  .. [2]  (b) describe fully the single  transformation equivalent to p followed by q. answer (b) ..  .. [2]",
+            "7": "7 0607/42/o/n/15 \u00a9 ucles 2015 [turn over5 find the next term and the nth term in each of the following sequences.  (a) 27,      20,      13,      6,      \u2013 1,      ...  answer(a)  next term =  .  nth term =  . [3]  (b) 1024,      512,      256,      128,      64,  ...  answer(b)  next term =  .  nth term =  . [3]",
+            "8": "8 0607/42/o/n/15 \u00a9 ucles 20156 the marks, x, of 800 students in a mathematics exam are given in the table. mark ( x) frequency 0 < x \ue0f8 20 62 20 < x \ue0f8 30 84 30 < x \ue0f8 40 140 40 < x \ue0f8 50 160 50 < x \ue0f8 60 142 60 < x \ue0f8 80 112 80 < x \ue0f8 100 100  (a) calculate an estimate of the mean mark.  answer(a)  .. [2]  (b) complete the cumulative frequency table. mark ( x) cumulative frequency 0 < x \ue0f8 20 62 0 < x \ue0f8 30 0 < x \ue0f8 40 0 < x \ue0f8 50 0 < x \ue0f8 60 0 < x \ue0f8 80 0 < x \ue0f8 100 800  [1]",
+            "9": "9 0607/42/o/n/15 \u00a9 ucles 2015 [turn over (c) on the grid below, draw a cumulative frequency curve.  010203040cumulative frequency markx 5060708090100100200300400500600700800  [3]  (d) use your graph in part (c)  to find estimates for   (i) the median mark,  answer(d) (i) .. [1]   (ii) the interquartile range,  answer(d) (ii) .. [2]   (iii) the minimum mark for a candidate to obtain a grade a, given that 15% of students gain a grade a.  answer(d) (iii) .. [3]",
+            "10": "10 0607/42/o/n/15 \u00a9 ucles 20157 \u2013415y x \u2013156 0   fxxx 2 36 11=-+^^^hhh  (a) (i) on the diagram, sketch the graph of f y x=^h, for values of x between x 4=-  and x6=. [2]   (ii) write down the equations of the asymptotes.  answer(a) (ii)  . ,     . [2]   (iii) write down the co-ordinates of the points where the graph crosses the axes.  answer(a) (iii) (  ... , ...  ),    (  ... , ...  ) [2]  (b) solve the inequality. xxx 2 36 111-+ ^^ hh  answer(b)  . [4]",
+            "11": "11 0607/42/o/n/15 \u00a9 ucles 2015 [turn over8 freddo lives in manchester. he drives to cambridge for a meeting.  the distance from manchester to cambridge is 300  km.  (a) freddo leaves manchester at 07  05 and arrives in cambridge at 10  50.   calculate his average speed.    answer(a)  . km/h [3]  (b) after the meeting freddo drives back to manchester.   his average speed for this journey is 5% more than his average speed driving to cambridge.   he leaves cambridge at 17  45.   find the time freddo arrives in manchester.  answer(b)  .. [3]  (c) freddo\u2019s car uses fuel at the rate of 8.1  km per litre.   fuel costs \u00a31.45 per litre.   find the total cost of fuel for freddo\u2019s journey from manchester to cambridge and back to manchester.  answer(c)  \u00a3 .. [2]",
+            "12": "12 0607/42/o/n/15 \u00a9 ucles 20159 (a) a coat costs $100.   the price is increased by 10% and then decreased by 10%.   find the new price of the coat.  answer(a)  $ .. [2]  (b) a chair costs $1000.   the price is increased by 20% and then decreased by 20%.   find the new price of the chair.  answer(b)  $ .. [2]  (c) a car costs $10  000.   the price is increased by x% and then decreased by x%.   find an expression, in terms of x, for the new price of the car.   give your answer in its simplest form.  answer(c)  $ .. [3]",
+            "13": "13 0607/42/o/n/15 \u00a9 ucles 2015 [turn over10 a bag contains 3 red balls and 5 blue balls.    in an experiment, three balls are chosen at random without replacement.  (a) find the probability that the three balls chosen are   (i) all red,  answer(a) (i) .. [2]   (ii) two red and one blue,  answer(a) (ii) .. [3]   (iii) at least one of each colour.  answer(a) (iii) .. [3]  (b) this experiment is to be carried out 1680 times.   find the expected frequency of 3 red balls being chosen.   answer(b)  .. [2]",
+            "14": "14 0607/42/o/n/15 \u00a9 ucles 201511 a is the point (2, 6) and c is the point (5, 4).  the equation of the line ab is     y x4 14+ = .  the equation of the line bc is     y x 1= - .  (a) b is the point where the lines ab and bc intersect.   find the co-ordinates of the point b.  answer(a)   (  .  , .. ) [3]  (b) m is the midpoint of ac.   find the co-ordinates of m.  answer(b)   (  .  , .. ) [2]",
+            "15": "15 0607/42/o/n/15 \u00a9 ucles 2015 [turn over (c) find the equation of the line bm.  answer(c)   . [3]  (d) the point d lies on the line bm.   the co-ordinates of d are ( k, k + 9).   find the value of k.  answer(d) k = .. [2]",
+            "16": "16 0607/42/o/n/15 \u00a9 ucles 201512 in the diagram, abc  is a straight line and bfed  is a rectangle. 120\u00b012 cm 15 cm 20 cmnot to scaleb cd efa  (a) find bc.  answer(a)  ... cm [3]  (b) show that angle dbc = 34.7\u00b0, correct to 3 significant figures .  [3]",
+            "17": "17 0607/42/o/n/15 \u00a9 ucles 2015 [turn over (c) find the perimeter of the quadrilateral acde.  answer(c)  ... cm [4]  (d) find the area of the quadrilateral acde.  answer(d)   .. cm2 [3]",
+            "18": "18 0607/42/o/n/15 \u00a9 ucles 201513  120y x \u20134050   fx210010x= - ^h  (a) (i) on the diagram, sketch the graph of f y x=^h, for x0 5g g . [2]   (ii) write down the  x co-ordinate of the point where the graph crosses the x-axis.  answer(a) (ii) .. [1]   (iii) write down the range of f( x).  answer(a) (iii) .. [1]  (b) solve the equation. 210010 20x- =  answer(b)  x =  . [1]  (c) describe fully the single  transformation that maps the graph of y2100 x=  onto the graph   of y210010x= - . answer(c)  . [2]",
+            "19": "19 0607/42/o/n/15 \u00a9 ucles 2015 [turn over14 a fraction p has denominator x.  the numerator of the fraction is 3 less than the denominator.  (a) write down fraction p in terms of x.  answer(a)  .. [1]  (b) the numerator and the denominator of fraction p are each increased by 3 to give fraction q.   write down fraction q in terms of x.  answer(b)  .. [1]  (c) q p409- =   (i) write down an equation in x and show that it simplifies to    x x 3 40 02+ - =.  [3]   (ii) solve the equation    x x 3 40 02+ - =.  answer(c) (ii) x =   ..  or x = .. [2]   (iii) write down the original fraction, p.  answer(c) (iii) .. [1] question 15 is printed on the next page.",
+            "20": "20 0607/42/o/n/15 \u00a9 ucles 2015permission 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 international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download at www.cie.org.uk after  the live examination series. 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.15 solve the inequalities.  (a) x2 1531-  answer(a)  .. [3]  (b) log 2 10x2 ^h  answer(b)  .. [2]"
+        },
+        "0607_w15_qp_43.pdf": {
+            "1": "this document consists of 16 printed pages. dc (st/sw) 103703/4 \u00a9 ucles 2015  [turn overcambridge international examinations cambridge international general certificate of secondary education * 3 4 2 3 1 7 5 2 2 9 * cambridge international mathematics  0607/43 paper 4 (extended)  october/november 2015  2 hours 15 minutes candidates answer on the question paper. additional materials:  geometrical instruments  graphics calculator read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen. do not use staples, paper clips, glue or correction fluid. y ou may use an hb pencil for any diagrams or graphs. do not  write in any barcodes. answer all the questions. unless instructed otherwise, give your answers exactly or correct to three significant figures as appropriate. answers in degrees should be given to one decimal place. for \u03c0, use your calculator value. y ou must show all the relevant working to gain full marks and you will be given marks for correct methods,  including sketches, even if your answer is incorrect. the number of marks is given in brackets [  ] at the end of each question or part question. the total number of marks for this paper is 120.",
+            "2": "2 0607/43/o/n/15 \u00a9 ucles 2015formula list for the equation  ax bx c02+ + = xab b ac 242!=- - curved surface area, a, of cylinder of radius r, height h. r a rh2= curved surface area, a, of cone of radius r, sloping edge l. r a rl= curved surface area, a, of sphere of radius r. r a r42= v olume, v, of pyramid, base area a, height h. v ah31= v olume, v, of cylinder of radius r, height h. rv r h2= v olume, v, of cone of radius r, height h. r v r h31 2= v olume, v, of sphere of radius r. r v r34 3=      sin sin sin aa bb cc= =      cos a b c bc a 22 2 2= + -      sinbc a21area=a c bcb a",
+            "3": "3 0607/43/o/n/15 \u00a9 ucles 2015 [turn overanswer all the questions. 1  cd b41\u00b015 cm anot to scale 17 cm  (a) calculate the length of bd.  answer(a)   ..  cm [2]  (b) calculate the area of triangle acd .  answer(b)   .  cm2 [2]  (c) use the cosine rule to find the length of ad.  answer(c)   ..  cm [3]",
+            "4": "4 0607/43/o/n/15 \u00a9 ucles 20152 (a) jay buys a bicycle for $220.   he later sells it for $160.   calculate his percentage loss.  answer(a)     % [3]  (b) a television has a sale price of $216 after a reduction of 10%.   calculate the original price of the television.      answer(b)  $    [3]  (c) the population of a village is 2180.   the population decreases by 3% each year.   (i) calculate the population in 20 years time.  answer(c) (i)    [3]   (ii) calculate the number of whole years it takes for the population to decrease from 2180     to less than 1000.  answer(c) (ii)    [2]",
+            "5": "5 0607/43/o/n/15 \u00a9 ucles 2015 [turn over3 (a) the speeds, v km/h, of 120 cars passing under a bridge are measured.   the table shows the results. speed (v km/h) v 30 501g v0 05 61g v0 06 71g v0 7571g v 75 901g frequency 2 25 46 41 6   (i) write down the interval that contains the lower quartile. \t answer(a) (i)    [1]     (ii) calculate an estimate of the mean. \t answer(a) (ii)  ...  km/h [2]   (iii) complete the table of frequency densities. speed (v km/h) v 30 501g v0 05 61g v0 06 71g v0 7571g v 75 901g frequency density [3]  (b) the table below shows the monthly rainfall and the average midday temperatures of a city. month jan feb mar apr may jun jul aug sep oct nov dec rainfall (r mm)15 20 20 35 70 90 75 70 50 30 12 8 temperature (t\t\u00b0 c)35 25 22 15 10 10 15 20 27 30 38 36   find the equation of the line of regression, giving t in terms of r.  answer(b) \tt =    [2]",
+            "6": "6 0607/43/o/n/15 \u00a9 ucles 20154 (a) (i) shade in one more square so that the diagram has one line of symmetry .     [1]   (ii) shade in two more squares so that the diagram has rotational symmetry of order 2 and no lines of  symmetry. [1]  (b) c b a p qr not to scale   triangle abc  and triangle pqr  are mathematically similar.   ab : pq  =  3 : 2 . \t \t (i)\t cb  = 10.5  cm.    calculate the length of rq.  answer(b) (i)  ..  cm [2]   (ii) the area of triangle abc  is 45  cm2.    calculate the area of triangle pqr .  answer(b) (ii)  .  cm2 [2]",
+            "7": "7 0607/43/o/n/15 \u00a9 ucles 2015 [turn over5 1 012345678910xy 2345678 u t  (a) (i) describe fully the single transformation that maps triangle t onto triangle u. answer(a) (i)  .  .  [3]   (ii) describe fully the inverse of the transformation in part(a)(i) . answer(a) (ii)    .. [2]  (b) (i) draw the image of triangle t under a reflection in the line y = x. [2]   (ii) draw the image of triangle t under a rotation of 90\u00b0 anti-clockwise about the point (6, 8).  [2]  (c) describe fully the single transformation equivalent to a rotation 90\u00b0 clockwise about (0, 0) followed by  a reflection in the line y x=- .   you may use the grid to help you. 0 xy answer(c)   ..  .  [3]",
+            "8": "8 0607/43/o/n/15 \u00a9 ucles 20156 the diagram shows a solid cone inside a cylinder.  the base radius of the cone and the radius of the cylinder are both 10  cm.  the height of both the cone and the cylinder is 30  cm. 30 cm 10 cmnot to scale  (a) find the volume of the cylinder not occupied by the cone. \t answer(a)   .. cm3 [3]  (b) water is poured into the cylinder until it reaches a depth of 15  cm. 15 cmnot to scale   (i) calculate the volume of the part of the cone that is below the water level and show that it rounds  to 2749  cm3, correct to the nearest cubic centimetre.   [4]   (ii) calculate the amount of water that has been poured into the cylinder .    give your answer in litres.  answer(b) (ii)  ...  litres [3]",
+            "9": "9 0607/43/o/n/15 \u00a9 ucles 2015 [turn over7 (a) kim walks 10  km at 4  km/h and then a further 6  km at 3  km/h.   calculate kim\u2019s average speed.  answer(a)   ...  km/h [3]  (b) chung runs at x km/h for 45 minutes and then at ( x \u2013 2) km/h for 30 minutes.       find an expression, in terms of x, for chung\u2019s average speed in km/h.   give your answer in its simplest form.  answer(b)   ...  km/h [4]",
+            "10": "10 0607/43/o/n/15 \u00a9 ucles 20158 (a) (i) solve the inequality.     ( ) ( ) x x2 3 5 31- +  answer(a) (i)    [3]   (ii) show your answer to part(a)(i)  on the number line. \u201310\u20139\u20138\u20137\u20136\u20135\u20134\u20133\u20132\u20131012345678910x [1]  (b) solve the equation.     ( ) ( ) x x3 1 252 2+ + + =   give your answers correct to 2 decimal places.  answer(b)  x =  ...  or x = .. [6]",
+            "11": "11 0607/43/o/n/15 \u00a9 ucles 2015 [turn over (c) solve the equations.   (i) logx x 5= -  answer(c) (i) x =    [3]   (ii) logx x 5= - \t answer(c) (ii) x =  ...  or x = .. [2]  (d) simplify, giving your answer as a single fraction. xx x1 12 --+  answer(d)     [3]",
+            "12": "12 0607/43/o/n/15 \u00a9 ucles 20159 (a) 124\u00b025\u00b0d a bc not to scale   in the quadrilateral abcd , da = ab and da is parallel to cb.   angle dab  = 124\u00b0 and angle bdc  = 25\u00b0.   calculate angle bcd .  answer(a)     [3]  (b) nine of the angles of a 10-sided polygon are each 142\u00b0.      calculate the other angle.  answer(b)     [3]",
+            "13": "13 0607/43/o/n/15 \u00a9 ucles 2015 [turn over (c)  d f x20\u00b0 o 25\u00b0e a bcnot to scale   a, b, c and d lie on the circle,  centre o.   bd is a diameter and edf  is a tangent at d.   ac and bd intersect at x.      angle bca  = 25\u00b0 and angle bdc  = 20\u00b0.   calculate   (i) angle ade , \t answer(c) (i)    [2]   (ii) angle dac , \t answer(c) (ii)    [2]   (iii) angle axd . \t answer(c) (iii)    [1]",
+            "14": "14 0607/43/o/n/15 \u00a9 ucles 201510 in this question, the weather is only considered to be either wet or dry.  when the weather is dry the probability that sara will go walking is 53.  when the weather is wet the probability that sara will go walking is 101.  the probability of a dry day is 32.  (a) complete the tree diagram.  2 3weather 3 5 .. ..walking dryyes no yes nowet [3]  (b) show that the probability that sara goes walking is 3013. [2]  (c) the probability that sara does not go walking when the weather is wet is 309.   complete this tree diagram. 13 30weather 1 13.. ..walking yesdry wet dry wetno  [3]",
+            "15": "15 0607/43/o/n/15 \u00a9 ucles 2015 [turn over11  ( )fx x 162= -      ( ) , gxxx121! =+-     ( )hx 2x=  (a) find h(3). \t answer(a)     [1]  (b) find the range of g( x) for the domain {0, 1}.  answer(b)     [1]  (c) f(x\t\u2013 2) can be written as ( ) ( ) x a x b+ + .   find the value of a and the value of b.  answer(c)  a =  ..  b =    [4]  (d) find the inverse of    (i) g(x), \t answer(d) (i)    [3]   (ii) h(x). \t answer(d) (ii)    [2]  (e) describe fully the single  transformation that maps the graph of ( )f y x=\tonto the graph of y x2 322= - .  ...  .  [2] question 12 is printed on the next page",
+            "16": "16 0607/43/o/n/15 \u00a9 ucles 201512 \u20136 \u20131010y x4 0  (a) on the diagram, sketch the graphs of  ( )yx212=+ and y2 5x= -   for values of x between x = \u2013 6 and x = 4.   [4]  (b) write down the equation of each asymptote of the graph of   (i) yx212=+ , \t answer(b) (i)  ..   .  [2]   (ii) y2 5x= -  .  answer(b) (ii)    [1]  (c) solve the inequality.    xx 2 52120 forx2 2 -+ .  answer(c)     [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. to avoid the issue of disclosure of answer-related information to candidates, all copyright acknowledgements are reproduced online in the cambridge international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download at www.cie.org.uk after  the live examination series. 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."
+        },
+        "0607_w15_qp_51.pdf": {
+            "1": "this document consists of 7 printed pages and 1 blank page. dc (lk) 103666/3 \u00a9 ucles 2015  [turn overcambridge international examinations cambridge international general certificate of secondary education * 8 5 1 5 2 8 4 6 1 1 * cambr idge international ma thematics 0607/51 paper 5 (core)  october/ november 2015  1 hour candidates answer on the question paper. additional materials:  graphics calculator read these instructi ons  first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen. do not use staples, paper clips, glue or correction fluid. y ou may use an hb pencil for any diagrams or graphs. do not write in any barcodes. answer all the questions. y ou must show all relevant working to gain full marks for correct methods, including sketches. in this paper you will also be assessed on your ability to provide full reasons and to communicate  your mathematics clearly and precisely. at the end of the examination, fasten all your work securely together. the total number of marks for this paper is 24.",
+            "2": "2 0607/51/o/n/15 \u00a9 ucles 2015the investigation starts on page 3.",
+            "3": "3 0607/51/o/n/15 \u00a9 ucles 2015 [turn overanswer all the questions. investigation  sums of two squares this investigation looks at the results when two square numbers are added together . 1 here is a list of the first 11 prime numbers.       2       3      5       7       11       13       17       19       23       29       31    (a) in the list there are 4 numbers that are one more than a multiple of 4.   these are called pythagorean primes .    the smallest one is 5 and the largest one is 29.   write down the other two.    5, . , . , 29   (b) the 17th century french mathematician albert girard proved that every pythagorean prime equals the  sum of two square numbers.   write your answers to part (a)  as the sum of two square numbers.   two have been written down for you.      5 = 12 + 22     .   =   .  + .     .  = .  + .      29 = 22 + 52  (c) another pythagorean prime is 101.   write 101 as the sum of two square numbers.     101     =  .  +  .",
+            "4": "4 0607/51/o/n/15 \u00a9 ucles 20152 the sum of two square numbers can equal another square number.    for example,     32    +    42 = 9    +    16       = 25        = 52  we say that 3, 4, 5 is a pythagorean triple .  (a) show, by calculation, that 7, 24, 25 is a pythagorean triple.  (b) each row in this table is a pythagorean triple.   complete the table.    use patterns of numbers in the table to help you. 3 4 5 5 12 13 7 24 25 9 40 11 60 13 113",
+            "5": "5 0607/51/o/n/15 \u00a9 ucles 2015 [turn over (c) what is the connection between the square  of the smallest number and the other two numbers in each  pythagorean triple in the table?  ...  ...  (d) use your answer to  part (c)  and the patterns of numbers in the table to complete the following  pythagorean triple.  .  ,  .  , 421",
+            "6": "6 0607/51/o/n/15 \u00a9 ucles 20153 , ,x x x 2 1 1 - +   is a pythagorean triple when x is a square number.  (a) (i) find the pythagorean triple when x  =  16.  .  ,  .  ,  .     (ii) check that your answer to part (a)(i)  is a pythagorean triple.    use the method of the example in question 2 .  (b) in the table, x is the square of an even number.   each row is a pythagorean triple.    x2 x \u2013 1 x + 1 (x = 16) (x = 36) 12 37 16 63 65 99 24 145   write your answer to part (a)(i)  in the first row of this table.   complete the three columns of the table.   you may use patterns or the fact that , ,x x x 2 1 1 - +   is a pythagorean triple to help you.",
+            "7": "7 0607/51/o/n/15 \u00a9 ucles 2015 (c) what is the connection between the square  of the smallest number and the sum of the other two  numbers in each of the pythagorean triples in the table?  ...  ...  (d) show algebraically that , ,x x x 2 1 1 - +   satisfies your connection in part (c) .",
+            "8": "8 0607/51/o/n/15 \u00a9 ucles 2015permission 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 international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download at www.cie.org.uk after  the live examination series. 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.blank page"
+        },
+        "0607_w15_qp_52.pdf": {
+            "1": "this document consists of 7 printed pages and 1 blank page. dc (nf) 118206 \u00a9 ucles 2015  [turn overcambridge international examinations cambridge international general certificate of secondary education * 3 6 9 8 3 4 6 5 2 1 * cambr idge international ma thematics 0607/52 paper 5 (core)  october/ november 2015  1 hour candidates answer on the question paper. additional materials:  graphics calculator read these instructi ons  first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen. do not use staples, paper clips, glue or correction fluid. y ou may use an hb pencil for any diagrams or graphs. do not write in any barcodes. answer all the questions. y ou must show all relevant working to gain full marks for correct methods, including sketches. in this paper you will also be assessed on your ability to provide full reasons and to communicate  your mathematics clearly and precisely. at the end of the examination, fasten all your work securely together. the total number of marks for this paper is 24.",
+            "2": "2 0607/52/o/n/15 \u00a9 ucles 2015the investigation starts on page 3.",
+            "3": "3 0607/52/o/n/15 \u00a9 ucles 2015 [turn overanswer all the questions. investigation  sums of two squares this investigation looks at the results when two square numbers are added together . 1 here is a list of the first 11 prime numbers.       2       3      5       7       11       13       17       19       23       29       31    (a) in the list there are 4 numbers that are one more than a multiple of 4.   these are called pythagorean primes .    the smallest one is 5 and the largest one is 29.   write down the other two.    5, . , . , 29   (b) the 17th century french mathematician albert girard proved that every pythagorean prime equals the  sum of two square numbers.   write your answers to part (a)  as the sum of two square numbers.   two have been written down for you.      5 = 12 + 22     .   =   .  + .     .  = .  + .      29 = 22 + 52  (c) another pythagorean prime is 101.   write 101 as the sum of two square numbers.     101     =  .  +  .",
+            "4": "4 0607/52/o/n/15 \u00a9 ucles 20152 the sum of two square numbers can equal another square number.    for example,     32    +    42 = 9    +    16       = 25        = 52  we say that 3, 4, 5 is a pythagorean triple .  (a) show, by calculation, that 7, 24, 25 is a pythagorean triple.  (b) each row in this table is a pythagorean triple.   complete the table.    use patterns of numbers in the table to help you. 3 4 5 5 12 13 7 24 25 9 40 11 60 13 113",
+            "5": "5 0607/52/o/n/15 \u00a9 ucles 2015 [turn over (c) what is the connection between the square  of the smallest number and the other two numbers in each  pythagorean triple in the table?  ...  ...  (d) use your answer to  part (c)  and the patterns of numbers in the table to complete the following  pythagorean triple.  .  ,  .  , 421",
+            "6": "6 0607/52/o/n/15 \u00a9 ucles 20153 , ,x x x 2 1 1 - +   is a pythagorean triple when x is a square number.  (a) (i) find the pythagorean triple when x  =  16.  .  ,  .  ,  .     (ii) check that your answer to part (a)(i)  is a pythagorean triple.    use the method of the example in question 2 .  (b) in the table, x is the square of an even number.   each row is a pythagorean triple.    x2 x \u2013 1 x + 1 (x = 16) (x = 36) 12 37 16 63 65 99 24 145   write your answer to part (a)(i)  in the first row of this table.   complete the three columns of the table.   you may use patterns or the fact that , ,x x x 2 1 1 - +   is a pythagorean triple to help you.",
+            "7": "7 0607/52/o/n/15 \u00a9 ucles 2015 (c) what is the connection between the square  of the smallest number and the sum of the other two  numbers in each of the pythagorean triples in the table?  ...  ...  (d) show algebraically that , ,x x x 2 1 1 - +   satisfies your connection in part (c) .",
+            "8": "8 0607/52/o/n/15 \u00a9 ucles 2015permission 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 international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download at www.cie.org.uk after  the live examination series. 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.blank page"
+        },
+        "0607_w15_qp_53.pdf": {
+            "1": "this document consists of 7 printed pages and 1 blank page. dc (st) 118176 \u00a9 ucles 2015  [turn overcambridge international examinations cambridge international general certificate of secondary education * 7 5 5 5 9 0 1 6 8 5 * cambr idge international ma thematics 0607/53 paper 5 (core)  october/ november 2015  1 hour candidates answer on the question paper. additional materials:  graphics calculator read these instructi ons  first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen. do not use staples, paper clips, glue or correction fluid. y ou may use an hb pencil for any diagrams or graphs. do not write in any barcodes. answer all the questions. y ou must show all relevant working to gain full marks for correct methods, including sketches. in this paper you will also be assessed on your ability to provide full reasons and to communicate  your mathematics clearly and precisely. at the end of the examination, fasten all your work securely together. the total number of marks for this paper is 24.",
+            "2": "2 0607/53/o/n/15 \u00a9 ucles 2015the investigation starts on page 3.",
+            "3": "3 0607/53/o/n/15 \u00a9 ucles 2015 [turn overanswer all the questions. investigation  sums of two squares this investigation looks at the results when two square numbers are added together . 1 here is a list of the first 11 prime numbers.       2       3      5       7       11       13       17       19       23       29       31    (a) in the list there are 4 numbers that are one more than a multiple of 4.   these are called pythagorean primes .    the smallest one is 5 and the largest one is 29.   write down the other two.    5, . , . , 29   (b) the 17th century french mathematician albert girard proved that every pythagorean prime equals the  sum of two square numbers.   write your answers to part (a)  as the sum of two square numbers.   two have been written down for you.      5 = 12 + 22     .   =   .  + .     .  = .  + .      29 = 22 + 52  (c) another pythagorean prime is 101.   write 101 as the sum of two square numbers.     101     =  .  +  .",
+            "4": "4 0607/53/o/n/15 \u00a9 ucles 20152 the sum of two square numbers can equal another square number.    for example,     32    +    42 = 9    +    16       = 25        = 52  we say that 3, 4, 5 is a pythagorean triple .  (a) show, by calculation, that 7, 24, 25 is a pythagorean triple.  (b) each row in this table is a pythagorean triple.   complete the table.    use patterns of numbers in the table to help you. 3 4 5 5 12 13 7 24 25 9 40 11 60 13 113",
+            "5": "5 0607/53/o/n/15 \u00a9 ucles 2015 [turn over (c) what is the connection between the square  of the smallest number and the other two numbers in each  pythagorean triple in the table?  ...  ...  (d) use your answer to  part (c)  and the patterns of numbers in the table to complete the following  pythagorean triple.  .  ,  .  , 421",
+            "6": "6 0607/53/o/n/15 \u00a9 ucles 20153 , ,x x x 2 1 1 - +   is a pythagorean triple when x is a square number.  (a) (i) find the pythagorean triple when x  =  16.  .  ,  .  ,  .     (ii) check that your answer to part (a)(i)  is a pythagorean triple.    use the method of the example in question 2 .  (b) in the table, x is the square of an even number.   each row is a pythagorean triple.    x2 x \u2013 1 x + 1 (x = 16) (x = 36) 12 37 16 63 65 99 24 145   write your answer to part (a)(i)  in the first row of this table.   complete the three columns of the table.   you may use patterns or the fact that , ,x x x 2 1 1 - +   is a pythagorean triple to help you.",
+            "7": "7 0607/53/o/n/15 \u00a9 ucles 2015 (c) what is the connection between the square  of the smallest number and the sum of the other two  numbers in each of the pythagorean triples in the table?  ...  ...  (d) show algebraically that , ,x x x 2 1 1 - +   satisfies your connection in part (c) .",
+            "8": "8 0607/53/o/n/15 \u00a9 ucles 2015permission 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 international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download at www.cie.org.uk after  the live examination series. 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.blank page"
+        },
+        "0607_w15_qp_61.pdf": {
+            "1": "this document consists of 12 printed pages. dc (rw/fd) 104122/3 \u00a9 ucles 2015  [turn overcambridge international examinations cambridge international general certificate of secondary education * 0 3 7 6 2 2 7 2 5 5 * cambridge international mathematics  0607/61 paper 6 (extended)  october/november 2015  1 hour 30 minutes candidates answer on the question paper additional materials:  graphics calculator read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen. do not use staples, paper clips, glue or correction fluid. y ou may use an hb pencil for any diagrams or graphs. do not  write in any barcodes. answer both parts a and b. y ou must show all relevant working to gain full marks for correct methods, including sketches. in this paper you will also be assessed on your ability to provide full reasons and communicate your  mathematics clearly and precisely. at the end of the examination, fasten all your work securely together. the total number of marks for this paper is 40.",
+            "2": "2 0607/61/o/n/15 \u00a9 ucles 2015the investigation starts on page 3.",
+            "3": "3 0607/61/o/n/15 \u00a9 ucles 2015 [turn overanswer both  parts a and b. a investigation  sums of two squares (20 marks) you are advised to spend no more than 45 minutes on this part. this investigation looks at the results when two square numbers are added together . 1 here is a list of the first 11 prime numbers.      2       3       5       7       11       13       17       19       23       29       31  (a) in the list there are 4 numbers that are one more than a multiple of 4.   these are called pythagorean primes .   the smallest one is 5 and the largest one is 29.   write down the other two.  5, \u2026.\u2026.\u2026 , \u2026.\u2026.\u2026 , 29  (b) the 17th century french mathematician albert girard proved that every pythagorean prime equals the  sum of two square numbers.   write your answers to  part (a)  as the sum of two square numbers.   two have been written down for you.            5        =        12       +        22      \u2026.\u2026.\u2026  =  \u2026.\u2026.\u2026  +  \u2026.\u2026.\u2026      \u2026.\u2026.\u2026  =  \u2026.\u2026.\u2026  +  \u2026.\u2026.\u2026           29       =        22       +        52  (c) another pythagorean prime is 101.   write 101 as the sum of two square numbers.      101    =  \u2026.\u2026.\u2026  +  \u2026.\u2026.\u2026",
+            "4": "4 0607/61/o/n/15 \u00a9 ucles 20152 the sum of two square numbers can equal a square number.  for example,             32    +    42    =    9     +    16       =    25       =    52  we say that 3, 4, 5 is a pythagorean triple .  (a) show, by calculation, that 7, 24, 25 is a pythagorean triple.  (b) each row in this table is a pythagorean triple.   complete the table.   use patterns of numbers in the table to help you. 3 4 5 5 12 13 7 24 25 9 40 11 60 13 113",
+            "5": "5 0607/61/o/n/15 \u00a9 ucles 2015 [turn over (c) what is the connection between the square  of the smallest number and the other two numbers in each  pythagorean triple in the table?  ...  ...  (d) use your answer to part (c)  and the patterns of numbers in the table to complete the following  pythagorean triples.   (i)   \u2026\u2026\u2026. , \u2026\u2026\u2026. , 421   (ii)   101 , \u2026\u2026\u2026. , \u2026\u2026\u2026.",
+            "6": "6 0607/61/o/n/15 \u00a9 ucles 20153 sometimes the sum of two square numbers can equal the sum of another pair of square numbers.  for example,     52 + 52 = 12  + 72 (both sums equal 50.)  (a) show that  (x + y)2 + (m \u2013 n)2 = (x \u2013 y)2 + (m + n)2 simplifies to    xy = mn.     (x + y)2 + (m \u2013 n)2 = (x \u2013 y)2 + (m + n)2     xy      =      mn",
+            "7": "7 0607/61/o/n/15 \u00a9 ucles 2015 [turn over (b) x, y, m and n are different positive integers with x > y and m > n.   when xy = mn = 6 one solution is      x = 3,  y = 2    and    m = 6,  n = 1.   the substitution of these values into    (x + y)2 + (m \u2013 n)2  =  ( x \u2013 y)2 + (m + n)2  gives these equal sums of square numbers.         52      +       52       =      12       +       72   find all the possible solutions when xy = mn = 12.   for each solution, write the equal sums of square numbers.  (c) complete the following equal sums of square numbers.    92  +  \u2026\u2026\u2026.    =    52  +  \u2026\u2026\u2026.",
+            "8": "8 0607/61/o/n/15 \u00a9 ucles 2015b modelling  population growth (20 marks) you are advised to spend no more than 45 minutes on this part. this modelling task compares three different models of population growth. ten fish are put into a lake to breed. the maximum number of fish that can live in the lake is 100. after ten years the number of fish stays approximately the same. the table shows the number of fish, y, in the lake at the end of x years. number of years ( x) 0 1 2 3 4 5 6 7 8 9 10 number of fish ( y) 10 18 27 41 61 78 88 93 97 99 100 this information is shown below. 0102030405060 number of fish708090100 1 2 3 4 5 number of years6 7 8 9 10xy 1 (a) why is it correct to join the points?  ...  ...  (b) comment on the rate of increase in the number of fish when  the number of fish approaches 100.  ...  ...",
+            "9": "9 0607/61/o/n/15 \u00a9 ucles 2015 [turn over2 the data can be modelled using the cubic function  y = ax3 + bx.  (a) find an equation in a and b so that the model gives the value of y in the table when   (i) x = 1,   ...   (ii) x = 5.   ...  (b) solve the simultaneous equations from part (a)  and write down the model.   ...",
+            "10": "10 0607/61/o/n/15 \u00a9 ucles 20153 the data can also be modelled by the trigonometric function  y = a + cosb x 18 \u00b0 ^ h.  (a) find an equation in a and b so that the model gives the value of y in the table when   (i) x = 0,   ...   (ii) x = 10.   ...  (b) solve the equations from part (a)  and write down your model.   ...",
+            "11": "11 0607/61/o/n/15 \u00a9 ucles 2015 [turn over4 the data can also be modelled by the logistic function  yk 2100 2 xx#=+.  (a) the model gives the value of y in the table when x = 0.   find the value of k.   .  (b) comment on the accuracy of the model when x = 5.  ...  ... question 5 is printed on the next page.",
+            "12": "12 0607/61/o/n/15 \u00a9 ucles 2015permission 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 international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download at www.cie.org.uk after  the live examination series. 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.5 (a) sketch the graphs of your models in questions 2 , 3 and 4 for  x0 15g g .   the original data has been shown again. 0102030405060number of fish708090100 5 10 15xy number of years  (b) give two reasons why the logistic model is the best.  ...  ...  ..."
+        },
+        "0607_w15_qp_62.pdf": {
+            "1": "this document consists of 12 printed pages. dc (st/fd) 104250/3 \u00a9 ucles 2015  [turn overcambridge international examinations cambridge international general certificate of secondary education * 8 7 7 2 0 7 7 2 8 1 * cambridge international mathematics  0607/62 paper 6 (extended)  october/november 2015  1 hour 30 minutes candidates answer on the question paper. additional materials:  graphics calculator read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen. do not use staples, paper clips, glue or correction fluid. y ou may use an hb pencil for any diagrams or graphs. do not  write in any barcodes. answer both parts a and b. y ou must show all relevant working to gain full marks for correct methods, including sketches. in this paper you will also be assessed on your ability to provide full reasons and communicate your  mathematics clearly and precisely. at the end of the examination, fasten all your work securely together. the total number of marks for this paper is 40.",
+            "2": "2 0607/62/o/n/15 \u00a9 ucles 2015answer both  parts a and b. a\t investigation\t stars\t(20\tmarks) \t you are advised to spend no more than 45 minutes on this part. this investigation looks at how stars can be drawn by a robot ant. each diagram in this investigation is the path that the ant draws by repeating these two steps.  \u2022 move one unit forward  \u2022 turn anticlockwise through a\u00b0 where a < 180  1\t (a) a \u00b0a \u00b0 \t \t the ant repeats the two steps 7 times, going round the polygon until it reaches its starting position.  \t \t the ant makes 1 complete revolution (360\u00b0) to draw this regular 7-sided polygon. \t \t show that a = 51.4, correct to 1 decimal place.   \t (b)\t the ant draws a regular  n-sided polygon. \t \t write down a formula for a in terms of n.   ...",
+            "3": "3 0607/62/o/n/15 \u00a9 ucles 2015 [turn\tover2\t (a)  the diagrams show how the ant draws a 7-pointed star. 1st turn 5th turn2nd turn 3rd turna \u00b0 a \u00b0a \u00b0 a \u00b0 a \u00b0 6th turna \u00b0 7th turna \u00b0during the 4th turn the ant completes its first revolution. here is the completed 7-pointed star. \t \t to draw a 7-pointed star, the ant must repeat the two steps 7 times, as shown in the diagrams.   \t \t in doing so, the ant makes 2 complete revolutions (720\u00b0). \t \t calculate a.   ...",
+            "4": "4 0607/62/o/n/15 \u00a9 ucles 2015\t (b)   \t \t the diagram shows another 7-pointed star. \t \t to draw it, the ant repeats the two steps 7 times.    \t \t (i)\t in drawing this star, how many complete revolutions does the ant make before it reaches its  starting position?   ... \t \t (ii)\t explain why a73360#= .  ...  ... \t \t (iii)\t to draw a 7-pointed star,  73360#  is the largest possible value of \ta which is less than 180\u00b0. \t \t \t show that 4 complete revolutions do not give a suitable value for a.",
+            "5": "5 0607/62/o/n/15 \u00a9 ucles 2015 [turn\tover3\t \t the diagram shows the 5-pointed star drawn using the largest possible value of a which is less than 180\u00b0. \t to draw it, the ant repeats the two steps 5 times and makes 2 complete revolutions.  \t \t write down the calculation to find a.  give your answer in a similar form to question\t2(b)(ii) . \t  ... 4\t (a)\t complete the table for stars that are drawn using the largest possible value of a which is less than 180\u00b0. \t \t the first row gives a polygon and is shown here to help you see the pattern. number of points  on the starnumber of revolutions,  n, that the ant makes calculation of a a 3 131360# 120 5 2 144 773603# 154.3 9 11 163.6 \t (b)\t find a formula for a in terms of n.   ...   \t (c)\t find the number of points on the star when a = 172.8 .   ...",
+            "6": "6 0607/62/o/n/15 \u00a9 ucles 20155\t question \t2 shows the only two possible 7-pointed stars. \t (a)\t find the number of possible 11-pointed stars. \t \t write down the number of complete revolutions that the ant makes to draw each of these stars.   ... \t (b)\t explain why the calculation of a for a 15-pointed star using 6 complete revolutions gives the calculation  for the 5-pointed star. \t  ...  ...",
+            "7": "7 0607/62/o/n/15 \u00a9 ucles 2015 [turn\tover\t (c)\t find all the values of a that give a 15-pointed star.  ...",
+            "8": "8 0607/62/o/n/15 \u00a9 ucles 2015b\t modelling\t \tbody\tmass\t(20\tmarks) you are advised to spend no more than 45 minutes on this part. this task looks at three different models for the approximate body mass of an adult. 1 here is a simple model  to calculate the approximate body mass of an adult. measure the height in centimetres and subtract 100 to get the approximate mass in kilograms.  (a)\t find the approximate body mass of an adult who is 1.8  m tall.   ...  (b) find the height of an adult who has an approximate body mass of 50  kg.   ...  (c)\t for a height, h metres, the approximate body mass is m kilograms. \t \t find the formula for m in terms of h.   ...  (d)\t sketch, showing appropriate scales, the graph of the approximate body mass, m. m 0 h",
+            "9": "9 0607/62/o/n/15 \u00a9 ucles 2015 [turn\tover2\t in the 19th century, the belgian mathematician quetelet suggested a different model. \t   \t in his model the approximate body mass of an adult, m kg, varies as the square of the height, h metres. \t for an adult with height 2  m the approximate body mass is 88  kg.    \t (a)\t show that quetelet\u2019 s model  can be written as m = 22 h2.    (b)\t show that an adult with height 1.5  m has an approximate body mass of 49.5  kg.  (c)\t an adult has an approximate body mass of \t77 kg.   calculate the height of this adult.   ...  ",
+            "10": "10 0607/62/o/n/15 \u00a9 ucles 20153\t (a)\t for some adults the simple model  and quetelet\u2019 s model  give the same approximate body mass.  \t \t find the height of these adults.   ... \t (b)\t for most adults, which model gives a larger approximate body mass?   \t \t explain your answer.  ...  ...",
+            "11": "11 0607/62/o/n/15 \u00a9 ucles 2015 [turn\tover4\t quetelet\u2019 s model  gives an approximate body mass which is too small for taller people. \t \t a modern model  uses m = khn and the following information. \t   \t the approximate body mass of an adult is     78 kg for a height of 1.84  m    and  50 kg for a height of 1.54  m.    \t (a)\t write down two equations in terms of  k and n.   ...   ... \t (b)\t show that 1.56 = 1.195n, correct to 3 decimal places. \t (c)\t show that n = 2.5, correct to one decimal place.  (d)\t using n = 2.5, calculate the value of k, correct to the nearest integer.   ... questions \t4(e)\tand\t5\tare\tprinted\ton\tthe\tnext\tpage.",
+            "12": "12 0607/62/o/n/15 \u00a9 ucles 2015permission 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 international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download at www.cie.org.uk after  the live examination series. 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. (e)\t sketch the graph of the modern model . m 0h 5\t above which height does the modern model  give a greater approximate body mass than the quetelet model ?   ..."
+        },
+        "0607_w15_qp_63.pdf": {
+            "1": "this document consists of 12 printed pages. dc (leg/fd) 104389/2 \u00a9 ucles 2015 [turn overcambridge international examinations cambridge international general certificate of secondary education *4589965079* cambridge international mathematics  0607/63 paper 6 (extended) october/november 2015  1 hour 30 minutes candidates answer on the question paper. additional materials: graphics calculator read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen. do not use staples, paper clips, glue or correction fluid. y ou may use an hb pencil for any diagrams or graphs. do not write in any barcodes. answer both parts a and b. y ou must show all the relevant working to gain full marks for correct methods, including sketches. in this paper you will also be assessed on your ability to provide full reasons and communicate your  mathematics clearly and precisely. at the end of the examination, fasten all your work securely together. the total number of marks for this paper is 40.",
+            "2": "2 0607/63/o/n/15 \u00a9 ucles 2015answer both  parts a and b. a investigation position of security cameras (20 marks) you are advised to spend no more than 45 minutes on this part. houses are built around squares. security cameras give a clear view for a distance of one side of a square in any direction. on the diagrams a cross represents a security camera. one square needs a minimum of 2 cameras to view all four sides. two squares, in a row, need a minimum of 3 cameras as shown. this investigation looks at the minimum number of security cameras for squares in different arrangements. 1 (a) (i) three squares in one row need a minimum of 4 cameras.    draw 4 crosses on the diagram to show the positions of the cameras.          (ii) four squares in one row need a minimum of 5 cameras.    draw 5 crosses on the diagram to show the positions of the cameras.          (iii) draw crosses on the diagram to show the positions of the minimum number of cameras for five  squares in one row.         (b) find an expression, in terms of n, for the minimum number of cameras for n squares in one row.   ...",
+            "3": "3 0607/63/o/n/15 \u00a9 ucles 2015 [turn over2 there are now three rows of squares.  (a) (i) what is the minimum number of cameras needed when there is 1 square in each of three rows?    draw crosses on the diagram to show the positions of these cameras.        minimum =  ..   (ii) two squares in each of three rows need a minimum of 6 cameras.    draw crosses on the diagram to show the positions of these cameras.        minimum = 6   (iii) draw crosses on the diagram to show the positions of the minimum number of cameras for 3  squares in each of three rows.        minimum =  ..  (b) find an expression, in terms of n, for the minimum number of cameras for n squares in each of three  rows.   ...",
+            "4": "4 0607/63/o/n/15 \u00a9 ucles 20153 there are now five rows of squares.  find the minimum number of cameras for 2 and 3 squares in each of five rows.      minimum =  ..      minimum =  ..",
+            "5": "5 0607/63/o/n/15 \u00a9 ucles 2015 [turn over4 (a) complete the table to show the minimum number of cameras for an odd number of rows. number of squares in each row 1 square 2 squares 3 squares 4 squares 5 squares n squares one row 2345 three rows 6 five rows 6 seven rows 8  (b) find an expression for the minimum number of cameras for n squares in each of r rows, when r is an  odd number.   ...  (c) for an odd number of rows, the minimum number of cameras is 16.   find all the possible numbers of squares in each row.   ...",
+            "6": "6 0607/63/o/n/15 \u00a9 ucles 20155 now consider even  numbers of rows with an even  number of squares in each row. two rows, each with two squares, need a minimum of 4 cameras. two rows, each with four squares, need a minimum of 7 cameras.  (a) find the minimum number of cameras for 6 and 8 squares in each of two rows.      minimum =  ..      minimum =  ..  (b) find an expression for the minimum number of cameras for two rows each with  n squares, when n is  even.   ...",
+            "7": "7 0607/63/o/n/15 \u00a9 ucles 2015 [turn over6 (a) complete the table to show the minimum number of cameras for even numbers of rows each with an  even number of squares. number of squares in each row 2 squares 4 squares 6 squares 8 squares n squares two rows 4 7 four rows 7 12 six rows 10 24 eight rows 13 40  (b) find an expression for the minimum number of cameras when the number of rows, r, and the number  of squares in each row, n, are both even numbers.   ...",
+            "8": "8 0607/63/o/n/15 \u00a9 ucles 2015b modelling bacteria (20 marks) you are advised to spend no more than 45 minutes on this part. in an experiment a biologist recorded the number of bacteria in a dish at the end of each day for 5 days. the table shows the results. time in days ( x) 12345 number of bacteria ( n) 120 170 250 370 530   1 (a) on the grid below, plot the five points and join them to form a smooth curve. 0100200300400500600 12345xn  (b) write down an estimate for the number of bacteria at the start of the experiment.   ...",
+            "9": "9 0607/63/o/n/15 \u00a9 ucles 2015 [turn over2 (a) which of the following models best fits the relationship between x and n? n = pqx                            n = px2 + q                            n = px + q   ...  (b) use the number of bacteria for day 3 and day 4 with your model to find a value for q.   ...  (c) find the value of p that corresponds to the value for q in part (b) .   ...  (d) (i) rewrite your model substituting your values for p and q.    use your model to estimate the number of bacteria at the end of the seventh day.   ...   (ii) use your model to estimate the number of bacteria at the start of the experiment.   ...   (iii) compare your answer in part (ii)  with your estimate in question 1(b) .  .. .  .. .",
+            "10": "10 0607/63/o/n/15 \u00a9 ucles 20153 in this question log n represents log10 n.  (a) complete the table of values, giving log n correct to 3 significant figures. time in days ( x) 12345 number of bacteria ( n) 120 170 250 370 530 log n (y) 2.08  (b) find the mean value of x and the mean value of y.  mean value of x  ..  mean value of y  ..  (c) on the grid below, plot y against x and draw a line of best fit. 00.511.522.53 12345xy",
+            "11": "11 0607/63/o/n/15 \u00a9 ucles 2015 [turn over (d) the equation of the line of best fit is     y = mx + c.   (i) estimate the value of c from your graph.   ...   (ii) find the value of m.   ...  (e) another model for the number of bacteria, n, is log n = mx + c.   rewrite this model substituting your values for m and c.   use this model to estimate the number of bacteria at the end of the seventh day.   ...  (f) use this model to estimate the number of bacteria at the start of the experiment.   ... question 4 is printed on the next page.",
+            "12": "12 0607/63/o/n/15 \u00a9 ucles 2015permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here 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 onl ine in the cambridge international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to do wnload at www.cie.org.uk after  the live examination series. cambridge international examinations is part of the cambridge assessment group. cambridge assessment is the brand name of unive rsity of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge.4 compare the models in question 2(d)(i)  and question 3(e) .  .. .  .. ."
+        }
+    },
+    "2016": {
+        "0607_s16_qp_11.pdf": {
+            "1": "    this document consists of 8 printed pages.  ib16 06_0607_11/4rp  \u00a9 ucles 2016 [turn over     *7320481266 * cambridge international examinations  cambridge international general certificate of secondary education       cambridge international mathematics 0607/11     paper 1 (core)  may/june 2016     45 minutes    candidates answer on the question paper.    additional materials: geometrical instruments      read these instructions first    write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen.  do not use staples, paper clips, glue or correction fluid.  you may use an hb pencil for any diagrams or graphs. do not  write in any barcodes.   answer all the questions.  calculators must not be used in this paper.  all answers should be given in their simplest form.  you must show all the relevant working to gain fu ll marks and you will be given marks for correct methods  even if your answer is incorrect.  the number of marks is given in brackets [  ] at the end of each question or part question.  the total number of marks for this paper is 40.   ",
+            "2": "2  \u00a9 ucles 2016 0607/11/m/j/16  formula list   area, a, of triangle, base b, height h. a = 1 2bh  area, a, of circle, radius r. a = \u03c0r2  circumference, c, of circle, radius r. c = 2\u03c0r  curved surface area, a, of cylinder of radius r, height h. a = 2\u03c0rh  curved surface area, a, of cone of radius r, sloping edge l. a = \u03c0rl  curved surface area, a, of sphere of radius r. a = 4\u03c0r2  volume, v, of prism, cross-sectional area a, length l. v =al  volume, v, of pyramid, base area a, height h. v= 1 3ah  volume, v, of cylinder of radius r, height h. v = \u03c0r2h  volume, v, of cone of radius r, height h. v = 1 3\u03c0r2h  volume, v, of sphere of radius r. v = 4 3\u03c0r3 ",
+            "3": "3  \u00a9 ucles 2016 0607/11/m/j/16 [turn over  answer all the questions.    1                          shade  32 of this shape.      [1]      2             draw a sector inside this circle.  draw a chord inside this circle.  [2]       3 write down all the factors of 21.           [2]     ",
+            "4": "4  \u00a9 ucles 2016 0607/11/m/j/16  4 work out.    (a) 16 + 8 \u00d7 4            [1]      (b) 16 \u2013 8 \u00f7 4           [1]        5 complete the mapping diagram.    1611952 191571   [1]        6 jenny shares $40 between her two sons in the ratio  3:1.      work out how much each son receives.         $  and   $   [2]      ",
+            "5": "5  \u00a9 ucles 2016 0607/11/m/j/16 [turn over  7 tick the shapes that have both  line symmetry and rotational symmetry.    rectangle kite parallelogram rhombus isosceles triangle   [2]        8 the diagram shows a child\u2019s solid building block in the shape of a cuboid 2  cm by 5  cm by 10  cm.     5 cm10  cm 2 cm        find the total surface area of the cuboid.                    cm2 [3] ",
+            "6": "6  \u00a9 ucles 2016 0607/11/m/j/16  9 write down the next two terms in the sequence.    18, 18, 16, 12, 6, \u2026          ,  [2]          10  the venn diagram shows two sets a and b.    u  = {1, 2, 3, 4, 5, 6, 7, 8, 9}    au b 4 2 6 8193 75      (a) complete the following.   (i)     a = {  }  [1]    (ii)     b\u2032 = {  }  [1]         (iii)    a \u2229 b = {  }  [1]       (b) what is the mathematical name given to the numbers in set a?         [1]     (c) circle the statements which are correct for this venn diagram.       a \u222a b = u 7 \u2209 a n(b) = 4 a \u2229 b\u2032 = {4}  [2]     ",
+            "7": "7  \u00a9 ucles 2016 0607/11/m/j/16 [turn over  11  110\u00b0 not to scale 140\u00b0r\u00b0 80\u00b0     find the value of r.           r =    [3]       12 a car travels 100 metres in 8 seconds.     find its speed in kilometres per hour.             km/h [2]         13 describe the single  transformation that maps   y = f(x)   onto   y = f(x) + 3.      [2]       14  an archer hits the target with probability  107 .   he takes 50 shots at the target.     how many times does he expect to hit the target?          [1]        15 write down all the integers that satisfy the following inequality.    \u20133  x < 2         [2]    questions 16 and 17 are printed on the next page.   ",
+            "8": "8    permission to reproduce items where third-party owned material pr otected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to trac e 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 ans wer-related information to candidates, all copyright acknowledgements are reproduced onl ine in the cambridge  international examinations copyright acknow ledgements booklet. this is produced for each  series of examinations and is freely a vailable to download at  www.cie.org.uk after the live examination series.  cambridge international examinations is par t of the cambridge assessment group. cambri dge assessment is t he brand name of unive rsity of cambridge local  examinations syndicate (ucles), which is itself  a department of the university of cambridge.     \u00a9 ucles 2016 0607/11/m/j/16  16 (a) factorise.         (i) 3x + 6         [1]        (ii) p2 + pq         [1]      (b) expand the brackets and simplify.         x \u2013 3(2 x \u2013 7)             [2]       17 solve the following simultaneous equations.      2 x  +    y  =  8      3 x  +  2y  =  12                              x =               y =  [3]         "
+        },
+        "0607_s16_qp_12.pdf": {
+            "1": "    this document consists of 8 printed pages.  ib16 06_0607_12/3rp  \u00a9 ucles 2016 [turn over     *8403157003* cambridge international examinations  cambridge international general certificate of secondary education       cambridge international mathematics 0607/12     paper 1 (core)  may/june 2016     45 minutes    candidates answer on the question paper.    additional materials: geometrical instruments      read these instructions first    write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen.  do not use staples, paper clips, glue or correction fluid.  you may use an hb pencil for any diagrams or graphs. do not  write in any barcodes.   answer all the questions.  calculators must not be used in this paper.  all answers should be given in their simplest form.  you must show all the relevant working to gain fu ll marks and you will be given marks for correct methods  even if your answer is incorrect.  the number of marks is given in brackets [  ] at the end of each question or part question.  the total number of marks for this paper is 40.          ",
+            "2": "2    \u00a9 ucles 2016 0607/12/m/j/16  formula list   area, a, of triangle, base b, height h. a = 1 2bh  area, a, of circle, radius r. a = \u03c0r2  circumference, c, of circle, radius r. c = 2\u03c0r  curved surface area, a, of cylinder of radius r, height h. a = 2\u03c0rh  curved surface area, a, of cone of radius r, sloping edge l. a = \u03c0rl  curved surface area, a, of sphere of radius r. a = 4\u03c0r2  volume, v, of prism, cross-sectional area a, length l. v =al  volume, v, of pyramid, base area a, height h. v= 1 3ah  volume, v, of cylinder of radius r, height h. v = \u03c0r2h  volume, v, of cone of radius r, height h. v = 1 3\u03c0r2h  volume, v, of sphere of radius r. v = 4 3\u03c0r3       ",
+            "3": "3  \u00a9 ucles 2016 0607/12/m/j/16 [turn over  answer all the questions.    1 ben takes 1 hour 5 minutes to do his homework.    alisa takes 20 minutes less.      work out how long alisa takes.    give your answer as a fraction of an hour.                 hour  [2]        2 draw all the lines of symmetry on this shape.        [1]        3 write down the mathematical name of each of these shapes.   the first shape has been named for you.         rectangle             [ 3 ]        4 write down the value of     (a)   81,          [1]       (b) 38.          [1] ",
+            "4": "4  \u00a9 ucles 2016 0607/12/m/j/16  5 (a) write 30% as a fraction.        [1]       (b) write  2018 as a percentage.         % [1]       (c) work out 15  % of 340 metres.          m [2]      6 (a)     not to scale x\u00b0 35\u00b0     find the value of  x.              x =  [2]            (b)   not to scale  y  \u00b040\u00b0       find the value of y.             y =  [2]           ",
+            "5": "5  \u00a9 ucles 2016 0607/12/m/j/16 [turn over  7 work out.        53 \u00d7  72           [2]        8 (a) write 2.96 correct to 1 significant figure.             [1]       (b) find the approximate value of    96219 .. + 955530 .. .           [2]       (c)  is your answer to part (b)  higher or lower than the actual answer?    give a reason for your answer.     because          [1]         9 a fair 6-sided die is numbered 1, 2, 3, 4, 5 and 6.  the die is rolled once.    find the probability that th e number on the top face is     (a) 2,         [1]       (b) not 2.           [1]   ",
+            "6": "6  \u00a9 ucles 2016 0607/12/m/j/16  10 (a) factorise completely.     x \u2013 5x2             [1]       (b)   r = cb a3 2\u2212      find the value of r when a = 5, b = 2 and c = \u20135.           r =    [3]        11 solve the following simultaneous equations.        2 x + 5y = 15      2 x \u2013 3y  = 7                        x =              y = [2]               12 list the integer values of n for which 3  3n < 15.            [2]   ",
+            "7": "7  \u00a9 ucles 2016 0607/12/m/j/16 [turn over  13   0 123123y 445a x5b 6678     (a) find the vector ab.       \uf8f7\uf8f7 \uf8f8\uf8f6 \uf8ec\uf8ec \uf8ed\uf8eb  [2]          (b)  bc = \uf8f7\uf8f7 \uf8f8\uf8f6 \uf8ec\uf8ec \uf8ed\uf8eb \u2212\u2212 12  .     on the grid above, plot and label the point c.     [1]        14 the diagram shows the graph of y = f(x).    12y x1234 0 \u20134\u20133\u20132\u20131 34 \u20134\u20133\u20132\u20131      write down the equations of the two asymptotes of the graph.         and     [2]    question 15 is printed on the next page. ",
+            "8": "8    permission to reproduce items where third-party owned material pr otected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to trac e 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 ans wer-related information to candidates, all copyright acknowledgements are reproduced onl ine in the cambridge  international examinations copyright acknow ledgements booklet. this is produced for each  series of examinations and is freely a vailable to download at  www.cie.org.uk after the live examination series.  cambridge international examinations is par t of the cambridge assessment group. cambri dge assessment is t he brand name of unive rsity of cambridge local  examinations syndicate (ucles), which is itself  a department of the university of cambridge.     \u00a9 ucles 2016 0607/12/m/j/16  15    10 20 30 40 50 80 70 6020406080100120140160180200 0cumulative  frequency mark     the diagram shows a cumulative frequency curve for the marks of 200 students in a test.      estimate    (a) the median mark,           [1]       (b) the interquartile range.             [2]     "
+        },
+        "0607_s16_qp_13.pdf": {
+            "1": "    this document consists of 8 printed pages.  ib16 06_0607_13/3rp  \u00a9 ucles 2016 [turn over       *4992578810* cambridge international examinations  cambridge international general certificate of secondary education       cambridge international mathematics 0607/13     paper 1 (core)  may/june 2016     45 minutes    candidates answer on the question paper.    additional materials: geometrical instruments      read these instructions first    write your centre number, candidate number and name on all the work you hand in.  write in dark blue or black pen.  do not use staples, paper clips, glue or correction fluid. you may use an hb pencil for any diagrams or graphs.  do not  write in any barcodes.    answer all the questions.  calculators must not be used in this paper. all answers should be given in their simplest form. you must show all the relevant working to gain full marks and you will be given marks for correct methods  even if your answer is incorrect. the number of marks is given in brackets [  ] at the end of each question or part question.  the total number of marks for this paper is 40.   ",
+            "2": "2    \u00a9 ucles 2016 0607/13/m/j/16  formula list   area, a, of triangle, base b, height h. a = 1 2bh  area, a, of circle, radius r. a = \u03c0r2  circumference, c, of circle, radius r. c = 2\u03c0r  curved surface area, a, of cylinder of radius r, height h. a = 2\u03c0rh  curved surface area, a, of cone of radius r, sloping edge l. a = \u03c0rl  curved surface area, a, of sphere of radius r. a = 4\u03c0r2  volume, v, of prism, cross-sectional area a, length l. v =al  volume, v, of pyramid, base area a, height h. v= 1 3ah  volume, v, of cylinder of radius r, height h. v = \u03c0r2h  volume, v, of cone of radius r, height h. v = 1 3\u03c0r2h  volume, v, of sphere of radius r. v = 4 3\u03c0r3 ",
+            "3": "3  \u00a9 ucles 2016 0607/13/m/j/16 [turn over  answer all the questions.    1 the colour of 20 cars in a car park is recorded below.     red red red blue white white blue red green green   red white green red white red green red white white     (a) complete the frequency table.     colour of cars tally frequency  red    blue    white    green    [2]      (b) draw a bar chart to show this information.     complete the scale on the frequency axis.       green white blue redfrequency   [3]      2 write these in order of size, starting with the smallest.    0.49  52 42%         <   <     [2]       smallest   ",
+            "4": "4    \u00a9 ucles 2016 0607/13/m/j/16  3 complete the diagram by shading two more squares to give a shape with rotational symmetry of order 4.         [1]        4 give the mathematical name for each of these quadrilaterals.        [2]         5 write the ratio 9 : 54 in the form 1 : n.    1 :    [1]       6 work out the lowest common multiple (lcm) of  6  and  8.            [2]     ",
+            "5": "5  \u00a9 ucles 2016 0607/13/m/j/16 [turn over  7 in a survey, the favourite lessons of a number of students were recorded.    the pie chart shows the results.    sportscience geographymathematics      (a) find the fraction of students whose favourite lesson was geography.            [2]      (b) the favourite lesson of 9 students was mathematics.       work out the total number of students in the survey.              [2]      8  find the value of  5 x \u2013 3y when  x = 4 and  y = 7.                 [2] ",
+            "6": "6    \u00a9 ucles 2016 0607/13/m/j/16  9   74\u00b0 58\u00b0a\u00b0 not to  scale      (a) find the value of a.        a =  [1]           (b)   pt so120\u00b0not to scale       ps and pt are tangents to the circle centre o.    angle tos = 120\u00b0.      work out the size of angle tpo .              angle  tpo  ==    [2]        10 estimate the value of       (3.96 + 2.08 \u00d7 0.47)2  .             [3] ",
+            "7": "7  \u00a9 ucles 2016 0607/13/m/j/16 [turn over  11  a cup of coffee costs 90 cents.    a cup of tea costs 85 cents.     write down the total cost, in cents, of p cups of coffee and q cups of tea.                 cents  [2]       12 the diagram shows a semicircle with diameter 18  cm.    18 cmnot to scale       find the total perimeter of the semicircle.   leave your answer in terms of \u03c0.            cm  [3]        13   a b cp q r8 cm6 cm9 cmnot to  scale      triangle abc  and triangle pqr are similar.     find the length of pr.            pr =  cm  [2]      question 14 and 15 are printed on the next page. ",
+            "8": "8    permission to reproduce items where third-par ty owned material protected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to t race 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 onl ine in the cambridge  international examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely a vailable to download at  www.cie.org.uk after the live examination series.  cambridge international examinations is part of the cambridge asse ssment group. cambridge assessment is the brand name of unive rsity of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge.     \u00a9 ucles 2016 0607/13/m/j/16  14 (a) complete the statement.     the graph of  y = f(x) is translated by the vector \uf8f7 \uf8f8\uf8f6\uf8ec \uf8ed\uf8eb \u221210 onto the graph of  y =       [1]         (b)  the function  f( x) = 12 \u2013 3 x is defined for  2  x  9.       write down the range of  f( x).           [2]      15   diagram 1 diagram 2 diagram 3 diagram 4    look at the patterns of grey and white squares.    (a) complete the table to show the number of small  squares in each diagram.    diagram 1 2 3 4  small white squares 1 4    small grey squares 8 12     [2]      (b) for diagram 8, write down the number of small white squares.         [1]      (c) write down a rule to find the number of small grey squares in diagram n.             [2]   "
+        },
+        "0607_s16_qp_21.pdf": {
+            "1": "this document consists of 11 printed pages and 1 blank page. dc (lk/ar) 115879/3 \u00a9 ucles 2016  [turn overcambridge international examinations cambridge international general certificate of secondary education * 9 9 8 9 7 3 9 1 8 6 * cambridge international mathematics  0607/21 paper 2 (extended)  may/june 2016  45 minutes candidates answer on the question paper. additional materials:  geometrical instruments read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen. do not use staples, paper clips, glue or correction fluid. you may use an hb pencil for any diagrams or graphs. do not  write in any barcodes. answer all the questions. calculators must not be used in this paper. all answers should be given in their simplest form. you must show all the relevant working to gain full marks and you will be given marks for correct methods  even if your answer is incorrect. the number of marks is given in brackets [ ] at the end of each question or part question. the total number of marks for this paper is 40.",
+            "2": "2 0607/21/m/j/16 \u00a9 ucles 2016formula list for the equation  ax bx c02+ + = xab b ac 242!=- - curved surface area, a, of cylinder of radius r, height h. r a rh2= curved surface area, a, of cone of radius r, sloping edge l. r a rl= curved surface area, a, of sphere of radius r. r a r42= v olume, v, of pyramid, base area a, height h. v ah31= v olume, v, of cylinder of radius r, height h. rv r h2= v olume, v, of cone of radius r, height h. r v r h31 2= v olume, v, of sphere of radius r. r v r34 3=      sin sin sin aa bb cc= =      cos a b c bc a 22 2 2= + -      sinbc a21area=a c bcb a",
+            "3": "3 0607/21/m/j/16 \u00a9 ucles 2016 [turn overanswer all the questions. 1 work out.  (a) .0 048   . [1]  (b) 54 41-  \b\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd [2] 2 (a) shade two more squares so that this shape has exactly one line of symmetry.  [1]  (b) shade two more triangles so that this shape has rotational symmetry of order 3.  [1]",
+            "4": "4 0607/21/m/j/16 \u00a9 ucles 20163 by rounding each number to 1 significant figure, estimate the value of this calculation.  show all your working. . .. 523 99 61137 289# +   . [2] 4  a2 3 75 2 3# #=                      b2 3 53 4# #=  leaving your answer as the product of prime factors, find  (a)\bb2,   . [1]  (b) the highest common factor (hcf) of \ba and b, .   . [1]  (c) the lowest common multiple (lcm) of a\band b.  \b\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd [2]",
+            "5": "5 0607/21/m/j/16 \u00a9 ucles 2016 [turn over5 luis has a large jar containing red, yellow, green and blue beads.  he takes a bead at random from the jar, notes its colour and replaces it.  he repeats this 200 times.  the table shows his results. colour red yellow green blue number of  beads26 72 64 38 relative  frequency  (a) complete the table to show the relative frequencies.  [2]  (b) (i)  there are 5000 beads in the jar altogether.    estimate the number of green beads in the jar.    . [1]   (ii) explain why this is a good estimate.  ...  .. [1] 6 solve. x x 2 312 -+=   . [3]",
+            "6": "6 0607/21/m/j/16 \u00a9 ucles 20167 u = {integers from 1 to 18}  f = {factors of 12}  m = {multiples of 3}  e = {even numbers}  (a) complete the venn diagram by putting the numbers 2, 3, 4, 8, 12, 15 and 18 in the correct subsets. f 1 69 10 1416 e513 71117mu  [2]  (b) list the members of    (i) ( )e f m, , l,   . [1]   (ii) e m f + + l l .   . [1] 8 solve.     ( )x x2 3 2 3 1 2+ -   . [3]",
+            "7": "7 0607/21/m/j/16 \u00a9 ucles 2016 [turn over9  not to  scale   130\u00b0 ocda b  a, b, c and d are points on the circle centre o.  angle bod  = 130\u00b0.  (a) find angle dcb .  angle dcb\b=\b  [1]  (b) find angle bad .  angle bad\b=\b  [1]",
+            "8": "8 0607/21/m/j/16 \u00a9 ucles 201610 factorise completely.  (a) 12x2 \u2013 27xy   . [2]  (b) 4a2 + 8ab \u2013 ac \u2013 2bc  \b\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd [2] 11 rationalise the denominator.     71  \b\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd [1]",
+            "9": "9 0607/21/m/j/16 \u00a9 ucles 2016 [turn over12  q r bap  write the vectors p, q and r in terms of  a  and  b .  p = \b\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd  q =    r = \b\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd [3]",
+            "10": "10 0607/21/m/j/16 \u00a9 ucles 201613  3060 \u201330\u201360 901201501802102402703003302 \u20132y x\u00b0 0  the graph of   y\b=\basin (x + b)\u00b0   is shown in the diagram.  find the value of  a and the value of b.  a =    b =   [2]",
+            "11": "11 0607/21/m/j/16 \u00a9 ucles 201614 o pqy xnot to  scale    the diagram shows a sketch of the graph of   y\b=\bax2\b+\bbx\ufffd  o is the point (0, 0), p\bis the point (4, 0) and \bq is the point (8, 96).  find the value of  a and the value of  b.  a =   \b b\b=\b\b\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd [3]",
+            "12": "12 0607/21/m/j/16 \u00a9 ucles 2016permission 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 international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download at www.cie.org.uk after  the live examination series. 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.blank page"
+        },
+        "0607_s16_qp_22.pdf": {
+            "1": "this document consists of 8 printed pages. dc (lk/sg) 114971/1 \u00a9 ucles 2016  [turn overcambridge international examinations cambridge international general certificate of secondary education * 5 2 9 4 0 0 2 5 2 1 * cambridge international mathematics  0607/22 paper 2 (extended)  may/june 2016  45 minutes candidates answer on the question paper. additional materials:  geometrical instruments read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen. do not use staples, paper clips, glue or correction fluid. you may use an hb pencil for any diagrams or graphs. do not  write in any barcodes. answer all the questions. calculators must not be used in this paper. all answers should be given in their simplest form. you must show all the relevant working to gain full marks and you will be given marks for correct methods even if your answer is incorrect. the number of marks is given in brackets [ ] at the end of each question or part question. the total number of marks for this paper is 40.",
+            "2": "2 0607/22/m/j/16 \u00a9 ucles 2016formula list for the equation  ax bx c02+ + = xab b ac 242!=- - curved surface area, a, of cylinder of radius r, height h. r a rh2= curved surface area, a, of cone of radius r, sloping edge l. r a rl= curved surface area, a, of sphere of radius r. r a r42= v olume, v, of pyramid, base area a, height h. v ah31= v olume, v, of cylinder of radius r, height h. rv r h2= v olume, v, of cone of radius r, height h. r v r h31 2= v olume, v, of sphere of radius r. r v r34 3=      sin sin sin aa bb cc= =      cos a b c bc a 22 2 2= + -      sinbc a21area=a c bcb a",
+            "3": "3 0607/22/m/j/16 \u00a9 ucles 2016 [turn overanswer all the questions. 1 work out 1 321 31+ .   .  [2] 2 increase 1  h 30 min by 10%.    ... h ... min [2] 3 42\u00b0d c a bnot to scale  in the diagram, dc is parallel to ab and ac = ab.  work out angle acb .  angle acb  =   ...  [2]",
+            "4": "4 0607/22/m/j/16 \u00a9 ucles 20164   tp1 2=  rearrange the formula to write p in terms of t.  p =    [2] 5 a biased die, that has six faces, is numbered 1 to 6.  the table shows the results when the die is rolled 60 times. number 1 2 3 4 5 6 frequency 3 12 8 16 7 14  (a) jose rolls the die.   find the probability that the number shown is even.   .  [1]  (b) jose rolls the die 1200 times.   find the expected number of times that the number shown on the die is even.   .  [1] 6 solve the simultaneous equations. 3x \u2013 2y = 7 5x + 2y = 1  x =    y =    [2]",
+            "5": "5 0607/22/m/j/16 \u00a9 ucles 2016 [turn over7 work out 5 108 10 127 ## - .  give your answer in standard form.   .  [2] 8 solve the inequality.     x x9 6 22- +   .  [2] 9 (a)   x x xp 3 5'=   find the value of p.  p =    [1]  (b) work out.   (i) 62^h   .  [1]   (ii)  81 31-   .  [2]",
+            "6": "6 0607/22/m/j/16 \u00a9 ucles 201610 the line   2 x + 3y = 36   intersects the x-axis at p and the y-axis at q.  m is the midpoint of pq.  find the column vector om where o is the origin. \u239b       \u239e \u239c       \u239f \u239d       \u23a0            [4] 11 factorise completely.      p q xp xq 2 2- + -   .  [2] 12 rationalise the denominator.        125 +   .  [2]",
+            "7": "7 0607/22/m/j/16 \u00a9 ucles 2016 [turn over13 the area of a semicircle is 32\u03c0  cm2.  work out the perimeter of the semicircle.  give your answer in terms of \u03c0.   ...  cm [3] 14 00.20.40.60.81.01.21.41.61.8 x 10 20 30frequency density  complete the frequency table using the information in the histogram. class interval frequency x0 201g x 20 301g  [2] questions 15, 16 and 17 are printed on the next page",
+            "8": "8 0607/22/m/j/16 \u00a9 ucles 2016permission 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 international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download at www.cie.org.uk after  the live examination series. 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.15     yx1\\  when x = 4, y = 3.  find y in terms of x.  y =    [2] 16     log log log log y2 3 3 2 6 = + -  find the value of y.  y =    [3] 17 describe fully the single  transformation that maps the graph of  y = cosx  onto the graph of  y = 3cosx.  ...  .. [2]"
+        },
+        "0607_s16_qp_23.pdf": {
+            "1": "this document consists of 8 printed pages. dc (nh/sw) 115871/2 \u00a9 ucles 2016  [turn over * 5 4 7 0 2 7 1 6 0 9 * cambridge international mathematics  0607/23 paper 2 (extended)  may/june 2016  45 minutes candidates answer on the question paper. additional materials:  geometrical instruments read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen. do not use staples, paper clips, glue or correction fluid. y ou may use an hb pencil for any diagrams or graphs. do not  write in any barcodes. answer all the questions. calculators must not be used in this paper. all answers should be given in their simplest form. y ou must show all the relevant working to gain full marks and you will be given marks for correct methods  even if your answer is incorrect. the number of marks is given in brackets [  ] at the end of each question or part question. the total number of marks for this paper is 40.cambridge international examinations cambridge international general certificate of secondary education",
+            "2": "2 0607/23/m/j/16 \u00a9 ucles 2016formula list for the equation  ax bx c02+ + = xab b ac 242!=- - curved surface area, a, of cylinder of radius r, height h. r a rh2= curved surface area, a, of cone of radius r, sloping edge l. r a rl= curved surface area, a, of sphere of radius r. r a r42= v olume, v, of pyramid, base area a, height h. v ah31= v olume, v, of cylinder of radius r, height h. rv r h2= v olume, v, of cone of radius r, height h. r v r h31 2= v olume, v, of sphere of radius r. r v r34 3=      sin sin sin aa bb cc= =      cos a b c bc a 22 2 2= + -      sinbc a21area=a c bcb a",
+            "3": "3 0607/23/m/j/16 \u00a9 ucles 2016 [turn overanswer all the questions. 1 alex drives 40  km to work at a speed of 50  km/h.  he leaves home at 07  45.  find the time he arrives at work. \t \t .. [3] 2 alexis and bertrand share a sum of money in the ratio 3  : 5.  alexis receives $36.  work out how much bertrand receives. \t \t$  ... [2] 3    11      16       8       9       14       6       20       16       12       10  find the median of these ten numbers. \t \t .. [2]",
+            "4": "4 0607/23/m/j/16 \u00a9 ucles 20164 (a) a regular polygon has 12 sides.   work out the sum of the interior angles of the polygon. \t \t .. [2]  (b) the interior angle of a regular polygon is 165\u00b0.   find the number of sides of this polygon. \t \t .. [2] 5 the total cost of 2  kg of apples and 1.5  kg of pears is $9.70 .  apples cost $2.60 per kilogram.  find the cost of 1  kg of pears. \t \t$  [3]",
+            "5": "5 0607/23/m/j/16 \u00a9 ucles 2016 [turn over6 find the next term in each of these sequences.  (a) 81,         77,         72,         66,         59,       ...  [1]  (b)  3,         \u20136,         12,       \u201324,         48,       ...  [1]  (c) 16,           8,           4,           2,           1,       ...  [1] 7 work out, giving your answer in standard form.  (a) 7.5 10 4 104 6# #+- - ^ ^ h h \t \t .. [2]  (b) 7.5 10 4 104 6# # #- - ^ ^ h h \t \t .. [2]",
+            "6": "6 0607/23/m/j/16 \u00a9 ucles 20168 expand the brackets.      7x x2 3- ^ h \t \t\t\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd [2] 9 write this list of numbers in order starting with the smallest. 32   65%   0.7   0.069    0.62   <   <   <   <   [2]                  smallest 10 expand the brackets and simplify.            2 3 4 3 2 3 x x- - - ^ ^ h h \t \t .. [2]",
+            "7": "7 0607/23/m/j/16 \u00a9 ucles 2016 [turn over11 (a) simplify.      3 4 12 7 3- ^ h \t \t .. [2]  (b) rationalise the denominator.            3 27 - \t \t .. [2] 12 solve the simultaneous equations.  you must show all your working. 3 2 5 2 5 3x y x y+ = - - = \t \t\tx\t=  ... \t \t\ty =  ... [4] question 13 is printed on the next page.",
+            "8": "8 0607/23/m/j/16 \u00a9 ucles 201613 (a) sketch the graph of 2 y x3= + .   give the co-ordinates of the point where the graph crosses the y-axis. 0y x \t \t( .  ,  .  ) [2]  (b) sketch the graph of 2 cos y x=  for 180\u00b0 180\u00b0xg g -  .   give the co-ordinates of the point where the graph crosses the y-axis. 0\u2013180 180y x \t \t( .  ,  .  ) [3] 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 international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download at www.cie.org.uk after  the live examination series. 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."
+        },
+        "0607_s16_qp_31.pdf": {
+            "1": "this document consists of 16 printed pages. dc (lk/cgw) 115323/3 \u00a9 ucles 2016  [turn overcambridge international examinations cambridge international general certificate of secondary education * 0 0 1 1 9 8 9 2 0 8 * cambridge international mathematics  0607/31 paper 3 (core)  may/june 2016  1 hour 45 minutes candidates answer on the question paper. additional materials:  geometrical instruments  graphics calculator read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen. do not use staples, paper clips, glue or correction fluid. y ou may use an hb pencil for any diagrams or graphs. do not  write in any barcodes. answer all the questions. unless instructed otherwise, give your answers exactly or correct to three significant figures as appropriate. answers in degrees should be given to one decimal place. for r, use your calculator value. y ou must show all the relevant working to gain full marks and you will be given marks for correct methods,  including sketches, even if your answer is incorrect. the number of marks is given in brackets [  ] at the end of each question or part question. the total number of marks for this paper is 96.",
+            "2": "2 0607/31/m/j/16 \u00a9 ucles 2016formula list area, a, of triangle, base b, height h. a = bh21 area, a, of circle, radius r. a = rr2 circumference, c, of circle, radius r. c = 2rr curved surface area, a, of cylinder of radius r, height h. a = 2rrh curved surface area, a, of cone of radius r, sloping edge l. a = rrl curved surface area, a, of sphere of radius r. a = 4rr2 v olume, v, of prism, cross-sectional area a, length l. v = al v olume, v, of pyramid, base area a, height h. v= ah31 v olume, v, of cylinder of radius r, height h. v = rr2h v olume, v, of cone of radius r, height h. v = r h31 2r v olume, v, of sphere of radius r. v = r34 3r",
+            "3": "3 0607/31/m/j/16 \u00a9 ucles 2016 [turn overanswer all the questions. 1 (a) write 356.31     (i) correct to 1 decimal place,   .. [1]   (ii) correct to 2 significant figures,   .. [1]   (iii) correct to the nearest 100,   .. [1]   (iv) in standard form.   .. [1]  (b) (i) calculate . .168 9 612- .    write down all the figures shown on your calculator, giving your answer as a decimal.   .. [1]   (ii) myrto estimates that the answer to part (b)(i)  is 300.     (a) find the difference between myrto\u2019s estimate and your answer to part (b)(i) .   .. [1]      (b) write this difference as a percentage of your answer to part (b)(i) .     % [1]",
+            "4": "4 0607/31/m/j/16 \u00a9 ucles 20162 (a) write 4 \u00d7 4 \u00d7 4 \u00d7 4 \u00d7 4 \u00d7 4   (i) as a power of 4,   .. [1]    (ii) as an integer.   .. [1]   (b) find the value of    (i) 4 44 2+,   .. [1]    (ii) 4 44 0-.   .. [1]   (c) write 44 210  as a power of 4.   .. [1] ",
+            "5": "5 0607/31/m/j/16 \u00a9 ucles 2016 [turn over3 tingwei buys 2  kg of cheese.  the cheese costs $13.50 for one kilogram.  (a) work out how much tingwei pays for the 2 kg of cheese.  $  . [1]   (b) he uses all the cheese to make 200 cheese balls.   find the mass, in grams , of one cheese ball.   .  g [1]   (c) (i) he sells all these cheese balls at a school fair for $0.25 each.    work out how much money he received.  $  . [1]    (ii) the profit goes to the school charity.    work out how much money goes to the school charity.  $  . [1]   (d) the school fair makes a total profit of  $460.   write the profit that tingwei made as a fraction of $460.   give your answer in its simplest form.   .. [2] ",
+            "6": "6 0607/31/m/j/16 \u00a9 ucles 20164 the number of strawberries in each of 20 boxes is listed below. 32   28   27   32   33   28   34   28   29   29 28   28   33   31   33   33   30   29   29   26  (a) complete the frequency table. number of  strawberries26 27 28 29 30 31 32 33 34 frequency 1 1 1  [2]   (b) find    (i) the range,   .. [1]    (ii) the mode,   .. [1]    (iii) the median,   .. [1]    (iv) the mean.   .. [1]   (c) one of these boxes of strawberries is chosen at random.   find the probability that it contains   (i) exactly 33 strawberries,   .. [1]    (ii) fewer than 30 strawberries.   .. [1]",
+            "7": "7 0607/31/m/j/16 \u00a9 ucles 2016 [turn over5 (a)  a b c d 5 221= - -   (i) find the value of a when b = 2, c = 3 and d = 6.   .. [2]    (ii) find the value of b when a = 12, c = 1 and d = 4.   .. [3]  (b) find the value of   7 p \u2212 4q   when p = \u22123 and q = \u20132.   .. [2]   (c) rearrange   2 y = 3x \u2212 9  to make x the subject.  x =  . [2]  (d) the mass of 1 pomegranate and 2 kiwi fruit is 480  g.   the mass of 1 pomegranate and 6 kiwi fruit is 840  g.   find the mass of 1 pomegranate and the mass of 1 kiwi fruit.   show all your working.  1 pomegranate =  .  g  1 kiwi fruit  =  .  g [4]",
+            "8": "8 0607/31/m/j/16 \u00a9 ucles 20166 30 people were asked where they were going on holiday.  the results are to be shown in a pie chart. countryindia spain south africa united states australia number of  people5 12 3 6 4 sector angle 60\u00b0 48\u00b0  (a) calculate the sector angle for spain.   .. [2]   (b) complete the pie chart.   label each sector. australia india  [3] ",
+            "9": "9 0607/31/m/j/16 \u00a9 ucles 2016 [turn over7 (a) fe a cb105\u00b0 not to scale dg h   afb and cgd  are parallel lines.   efgh  is a straight line and angle afe = 105\u00b0.   find   (i) angle efb,  angle efb =  .. [1]   (ii) angle cgf .  angle cgf  =  .. [1]  (b) not to scalea od c br\u00b0 s\u00b0 p\u00b070\u00b0 q\u00b0   aob  and cod  are diameters of a circle, centre o.   the lines ad and cb are parallel and angle cab  = 70\u00b0.   find the values of p, q, r and s.  p =    q =    r =    s =    [4]",
+            "10": "10 0607/31/m/j/16 \u00a9 ucles 20168 not to scale2.5 km40\u00b0h c s b  the diagram shows four straight cycle tracks hb, hc, bc and cs.  bc = cs and hc = 2.5  km.  angle hbc  = 90\u00b0 and angle bhc  = 40\u00b0.  (a) abimela cycles from home, h, to school, s, each day along cycle track hc and cs.   (i) use trigonometry to find the distance bc.   ..  km [2]   (ii) find the distance abimela cycles to school.   ..  km [1]  (b) one day track hc is blocked and she has to cycle along tracks hb, bc and cs.   find the distance hb.   ..  km [2]   (c) find the extra  distance that abimela now has to cycle to school.   ..  km [1]",
+            "11": "11 0607/31/m/j/16 \u00a9 ucles 2016 [turn over9  1 02 123456783456789y x  (a) on the grid, plot the points a(2, 3) and b(5, 7).   draw the line ab. [2]  (b) write down the co-ordinates of the midpoint of ab.    (  ,   ) [1]   (c) find the gradient of ab.   .. [2]  (d) find the equation of the line parallel to ab that passes through the point (0, 4).   .. [2]",
+            "12": "12 0607/31/m/j/16 \u00a9 ucles 201610 15 cm12 cm 4 cmnot to scale  the diagram shows 12 solid cylinders packed into a box.  each cylinder has radius 1  cm and length 15  cm.  (a) (i) find the volume of one cylinder.   .  cm3 [1]    (ii) work out the volume of 12 cylinders.   .  cm3 [1]   (b) the box measures 15  cm by 12  cm by 4  cm.   find the volume of the box.   .  cm3 [1]  (c) find the volume of the box not taken up by the cylinders.   .  cm3 [1]  (d) write your answer to part (c) as a percentage of the total volume of the box.     % [1]",
+            "13": "13 0607/31/m/j/16 \u00a9 ucles 2016 [turn over11 22 \u22122 \u22124 \u2212646810y 4 6 \u22126\u22124\u221220 8 10xp  the diagram shows a pentagon, p.  (a) draw the image of p after a reflection in the y-axis.   label this image q. [1]   (b) draw the image of p after a translation by the vector 2 6-j lkkn poo .   label this image r. [2]  (c) draw the image of p after an enlargement, scale factor 3, centre (0, 0).    label this image s. [2]  (d) find the ratio length of horizontal side of s :  length of horizontal side of p.   :   [1]   (e)      congruent regular similar   choose a word from the list to complete the statement.   p and s are \u2026\u2026\u2026\u2026\u2026..\u2026\u2026\u2026 shapes.  [1]",
+            "14": "14 0607/31/m/j/16 \u00a9 ucles 201612 the masses of 200 meerkats are recorded in the frequency table. mass  ( x grams) frequency x 200 3001g 5 x 00 00 3 41g 10 x 00 00 4 51g 26 x 00 00 5 61g 34 x 00 00 6 71g 40 x 00 00 7 81g 62 x 00 00 8 91g 18 x 00 00 9 101g 5 total 200  (a) write down the modal group.   x1g   [1]   (b) (i) show that the midpoint of the first group is 250.  [1]    (ii) find an estimate of the mean mass of these 200 meerkats.   .  g [2]   (c) complete the cumulative frequency table. mass  ( x grams)cumulative  frequency x300g 5 x400g x500g x 006g x 007g x 008g x900g 195 x1000g 200  [2] ",
+            "15": "15 0607/31/m/j/16 \u00a9 ucles 2016 [turn over (d) complete the cumulative frequency curve. 20 100 200 300 400 500 mass (grams)600 700 800 900 1000406080 0100120 cumulative frequency140160180200 x  [3]   (e) use your graph to find   (i) the median,   .  g [1]    (ii) the inter-quartile range,   .  g [2]    (iii) the number of meerkats with a mass of more than 850  g.   .. [2] question 13 is printed on the next page.",
+            "16": "16 0607/31/m/j/16 \u00a9 ucles 2016permission 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 international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download at www.cie.org.uk after  the live examination series. 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.13 0 \u22123 310y x \u221210     ( )fx xx2 2= +  (a) on the diagram, sketch the graph of y = f(x) from  x = \u22123 to x = 3. [4]  (b) write down the equation of the vertical asymptote for this graph.   .. [1]   (c) find the co-ordinates of the local minimum point.    (  ,   ) [1]   (d) write down the number of solutions of y = f(x) when y = 6.   .. [1]"
+        },
+        "0607_s16_qp_32.pdf": {
+            "1": "this document consists of 18 printed pages and 2 blank pages. dc (lk/cgw) 115324/3 \u00a9 ucles 2016  [turn overcambridge international examinations cambridge international general certificate of secondary education * 8 2 3 4 0 5 3 6 4 6 * cambridge international mathematics  0607/32 paper 3 (core)  may/june 2016  1 hour 45 minutes candidates answer on the question paper. additional materials:  geometrical instruments  graphics calculator read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen. do not use staples, paper clips, glue or correction fluid. y ou may use an hb pencil for any diagrams or graphs. do not  write in any barcodes. answer all the questions. unless instructed otherwise, give your answers exactly or correct to three significant figures as appropriate. answers in degrees should be given to one decimal place. for r, use your calculator value. y ou must show all the relevant working to gain full marks and you will be given marks for correct methods,  including sketches, even if your answer is incorrect. the number of marks is given in brackets [  ] at the end of each question or part question. the total number of marks for this paper is 96.",
+            "2": "2 0607/32/m/j/16 \u00a9 ucles 2016formula list area, a, of triangle, base b, height h. a = bh21 area, a, of circle, radius r. a = rr2 circumference, c, of circle, radius r. c = 2rr curved surface area, a, of cylinder of radius r, height h. a = 2rrh curved surface area, a, of cone of radius r, sloping edge l. a = rrl curved surface area, a, of sphere of radius r. a = 4rr2 v olume, v, of prism, cross-sectional area a, length l. v =al v olume, v, of pyramid, base area a, height h. v= ah31 v olume, v, of cylinder of radius r, height h. v = rr2h v olume, v, of cone of radius r, height h. v = r h31 2r v olume, v, of sphere of radius r. v = r34 3r",
+            "3": "3 0607/32/m/j/16 \u00a9 ucles 2016 [turn overanswer all the questions. 1 (a) write 9427    (i) in words,  .. [1]   (ii) correct to the nearest 10.   .. [1]  (b) here are four digits.     9 4 2 7   (i) add two of these digits to make a square number.  ...  +  ...  =  ...  [1]   (ii) add two of these digits to make a factor of 48.  ...  +  ...  =  ...  [1]   (iii) add two of these digits to make a prime number.  ...  +  ...  =  ...  [1]",
+            "4": "4 0607/32/m/j/16 \u00a9 ucles 20162 (a) tariq does a survey of every house in his street.   he records the number of children in each house.   the table shows his results. number of  children0 1 2 3 4 5 frequency 4 9 7 3 0 1   (i) find how many houses were in the survey altogether.   .. [1]   (ii) complete the bar chart to show tariq\u2019s results. 1 0 1 0 2 3 4 5 number of children23456 frequency78910  [2]",
+            "5": "5 0607/32/m/j/16 \u00a9 ucles 2016 [turn over (b) a survey of the number of children in each house was carried out in another street.   tariq draws the pie chart below to show the results. 2>20 1   (i) write down the most common number of children in a house.   .. [1]   (ii) explain the meaning of tariq\u2019s label   >2.  .. [1]   (iii) measure the angle for 0 children in a house.   .. [1]   (iv) 15 houses in this survey had 1 child.    work out the number of houses altogether in this survey.   .. [2]",
+            "6": "6 0607/32/m/j/16 \u00a9 ucles 20163 sophie\u2019s garden is a rectangle. 8 mnot to scale 10 m  (a) work out the perimeter of the garden.     m [1]  (b) work out the area of the garden.   give the units of your answer.  .      ..  [3]  (c) sophie buys 12  m3 of soil.   she spreads the soil evenly over the whole of the garden.   work out the depth of this soil.    give your answer in centimetres.   ..  cm [3]  (d) ben\u2019s garden is also a rectangle.    it is an enlargement of sophie\u2019s garden.   one side of ben\u2019s garden is 20  m.   work out the two possible measurements of the other side of ben\u2019s garden.  .. m and .. m  [2]",
+            "7": "7 0607/32/m/j/16 \u00a9 ucles 2016 [turn over4 the total cost of having a party in a hotel is given by this formula. total cost  =  cost of room hire  +  cost per person \u00d7 number of people  the table shows the costs for two different rooms in the hotel. room name cost of room hire ($) cost per person ($) disco room 450 15 ballroom 575 11  (a) work out the total cost for a party of 62 people in the disco room.  $  . [2]  (b) geta has $1000 to spend on her birthday party.   work out the largest number of people that can go to her party.   show clearly how you decide.   .. [5]",
+            "8": "8 0607/32/m/j/16 \u00a9 ucles 20165 12345 \u20135\u20134\u20133\u20132\u201310 \u20134\u20133\u20132\u20131 123456xpqb ay  (a) write down the co-ordinates of a. \t \t \t (  ,   ) [1]   (b) write down the co-ordinates of b. \t \t \t (  ,   ) [1]   (c) on the grid, plot the point (\u20133, \u20132).    label the point c. [1]  (d) write down the co-ordinates of the midpoint of ab. \t \t \t (  ,   ) [1]   (e) reflect the line ab in the y-axis.  [1]  (f) describe fully the single  transformation that maps ab onto pq.  ...  .. [2]",
+            "9": "9 0607/32/m/j/16 \u00a9 ucles 2016 [turn over6 (a) here are the first three patterns in a sequence. pattern 1 x xpattern 2 x xpattern 3 x x x x x x x xpattern 4   (i) in the space above, draw pattern 4.  [1]   (ii) work out the number of crosses in pattern 15.   .. [1]  (b) here are the first five terms of a different sequence. 21           17           13           9          5   (i) write down the next two terms in this sequence.    ,    [2]   (ii) find an expression for the nth term of this sequence.   .. [2]",
+            "10": "10 0607/32/m/j/16 \u00a9 ucles 20167 in the diagram, acd  is a straight line. 55\u00b0b d c a110\u00b0not to scale 10 cm  (a) is angle bcd  acute, obtuse or reflex?   .. [1]  (b) (i) find angle acb .  angle acb  =  . [1]   (ii) find the length of bc.    give a reason for your answer. bc =  cm   because  ...  .. [3]",
+            "11": "11 0607/32/m/j/16 \u00a9 ucles 2016 [turn over8 (a) simplify.       4a + 3a \u2013 a   .. [1]  (b) multiply out the brackets.       x(3x2 \u2013 5)   .. [2]  (c) solve.       2x \u2013 10 = 8  x =  . [2]  (d) simplify.   (i) t\t4 \u00d7 t\t3   .. [1]   (ii) tt 420 25   .. [2]",
+            "12": "12 0607/32/m/j/16 \u00a9 ucles 20169 (a) write this ratio in its simplest form.     1 hour : 24 minutes   .. [2]  (b) carmen works in an office.   she spends time on the phone and on the computer in the ratio 5 : 7.   one day carmen worked for a total of 6 hours.   calculate how long carmen spent on the phone.   ... hours  [2]  (c) carmen recorded the number of hours she worked each day for ten days. 6          7          6          521          3          121          5          6          8          7   (i) work out the range of these times.   ..  hours  [1]   (ii) work out the mean time.   ..  hours  [1]",
+            "13": "13 0607/32/m/j/16 \u00a9 ucles 2016 [turn over10 the length and weight of each of eight new-born babies are shown in the table below. length (cm) 51 56 50 44 49 54 48 47 weight (kg) 3.4 4.2 3.6 1.6 2.4 3.6 2.8 2.1  (a) on the grid, complete the scatter diagram to show this information.   the first five points have been plotted for you. 45 3 2 40 45 50 length (cm)55 60weight (kg) 1 0  [2]  (b) what type of correlation is shown in your diagram?   .. [1]  (c) draw a line of best fit on your scatter diagram.  [1]  (d) use your line of best fit to estimate the weight of a new-born baby of length 53  cm.   ...  kg [1]",
+            "14": "14 0607/32/m/j/16 \u00a9 ucles 201611 (a) a car wheel has a diameter of 63  cm.   calculate the circumference of this wheel and show that it is 198  cm, correct to the nearest cm.  [2]  (b) on a journey, this car wheel rotates 172 times in 12 seconds.   calculate the average speed of the car in metres per second.   .  m/s [4]",
+            "15": "15 0607/32/m/j/16 \u00a9 ucles 2016 [turn over12 each month, ravi earns $5850 plus 5% of any sales he makes.  (a) one month ravi made sales of $153  000.   calculate the total amount that ravi earned that month.   $  ...  [3]  (b) the following month, ravi made sales of $172  000.   calculate the percentage increase in the value of the sales he made.     % [3]",
+            "16": "16 0607/32/m/j/16 \u00a9 ucles 201613 each member of a class of students was asked which languages they could speak.  they could all speak english.  the only other languages were french ( f) and spanish ( s).  the venn diagram below shows the results. fs12 63 8u  (a) find the total number of students in the class.   .. [1]  (b) find the number of students in   (i) f s,,   .. [1]   (ii) ( )f s+ l.   .. [1]  (c) a student is chosen at random from the class.   find the probability that this student   (i) speaks french,   .. [1]   (ii) speaks english, french and spanish,   .. [1]   (iii) speaks exactly two languages.   .. [1]",
+            "17": "17 0607/32/m/j/16 \u00a9 ucles 2016 [turn over14 70 cm90 cmnot to scale xy\u00b0  (a) calculate x.  x =     cm [3]  (b) use trigonometry to calculate angle y.  y =    [2]",
+            "18": "18 0607/32/m/j/16 \u00a9 ucles 201615 20 \u201310\u20132 6xy  (a) on the diagram, sketch the graph of  y x x4 72= - +   for   x2 6g g- . [2]  (b) find the co-ordinates of the local minimum point.  (...  ,  ...)  [1]  (c) on the diagram, sketch the graph of  y = 2x + 3. [2]  (d) find the x co-ordinate of each of the points of intersection of      y = x2 \u2013 4x + 7   and   y = 2x + 3.  x = ... and x = ...  [2]",
+            "19": "19 0607/32/m/j/16 \u00a9 ucles 2016blank page",
+            "20": "20 0607/32/m/j/16 \u00a9 ucles 2016permission 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 international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download at www.cie.org.uk after  the live examination series. 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.blank page"
+        },
+        "0607_s16_qp_33.pdf": {
+            "1": "this document consists of 18 printed pages and 2 blank pages. dc (lk/cgw) 115325/4 \u00a9 ucles 2016  [turn overcambridge international examinations cambridge international general certificate of secondary education * 7 6 5 8 3 7 4 3 0 9 * cambridge international mathematics  0607/33 paper 3 (core)  may/june 2016  1 hour 45 minutes candidates answer on the question paper. additional materials:  geometrical instruments  graphics calculator read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen. do not use staples, paper clips, glue or correction fluid. y ou may use an hb pencil for any diagrams or graphs. do not  write in any barcodes. answer all the questions. unless instructed otherwise, give your answers exactly or correct to three significant figures as appropriate. answers in degrees should be given to one decimal place. for r, use your calculator value. y ou must show all the relevant working to gain full marks and you will be given marks for correct methods,  including sketches, even if your answer is incorrect. the number of marks is given in brackets [  ] at the end of each question or part question. the total number of marks for this paper is 96.",
+            "2": "2 0607/33/m/j/16 \u00a9 ucles 2016formula list area, a, of triangle, base b, height h. a = bh21 area, a, of circle, radius r. a = rr2 circumference, c, of circle, radius r. c = 2rr curved surface area, a, of cylinder of radius r, height h. a = 2rrh curved surface area, a, of cone of radius r, sloping edge l. a = rrl curved surface area, a, of sphere of radius r. a = 4rr2 v olume, v, of prism, cross-sectional area a, length l. v =al v olume, v, of pyramid, base area a, height h. v= ah31 v olume, v, of cylinder of radius r, height h. v = rr2h v olume, v, of cone of radius r, height h. v = r h31 2r v olume, v, of sphere of radius r. v = r34 3r",
+            "3": "3 0607/33/m/j/16 \u00a9 ucles 2016 [turn overanswer all the questions. 1 1 02 123456a cb 78345678y x  (a) write down the co-ordinates of c.  ( ... , ... )  [1]  (b) write down the mathematical name of triangle abc .   .. [1]  (c) measure angle acb .   .. [1]  (d) on the diagram, draw the line of symmetry of triangle abc . [1]",
+            "4": "4 0607/33/m/j/16 \u00a9 ucles 20162 sophie is tiling three of the rectangular walls of a small bathroom.  the diagram shows the dimensions of the three walls. 1.5 m 2.1 m 2.1 m 3 mnot to scale3 m  (a) work out the total area of these three walls.   give your answer in square centimetres.   .  cm2 [4]",
+            "5": "5 0607/33/m/j/16 \u00a9 ucles 2016 [turn over (b) sophie chooses tiles measuring 30  cm by 30  cm to cover the three walls.   (i) work out how many of these tiles she needs to cover all three walls.   .. [3]   (ii) the tiles can be plain or patterned.    each type of tile is sold in boxes of 10.    sophie decides to use 1 patterned tile for every 4 plain tiles.    work out the number of boxes of each type of tile that sophie needs to buy.       .. boxes of patterned tiles         .. boxes of plain tiles  [5]  (c) the bathroom is a cuboid.   work out the volume of the bathroom.     m3 [2]",
+            "6": "6 0607/33/m/j/16 \u00a9 ucles 20163 ravi has 1 green sweet, 2 red sweets, 3 orange sweets and 6 yellow sweets in a bag.  (a) he picks a sweet at random from the bag.   (i) which colour sweet is least likely to be picked?   .. [1]     (ii) which colour sweet has a 50% chance of being picked?   .. [1]   (iii) find the probability that he picks a red sweet.   .. [1]   (iv) find the probability that he picks a purple sweet.   .. [1]  (b) ravi eats two of the sweets from the bag.   from the ten sweets remaining in the bag      \u2022 the probability of picking a yellow sweet stays the same      \u2022 two of the colours have equal probability of being picked.   work out the number of sweets of each colour that could be in the bag now.  green  ..  red  ..  orange  ..  yellow  .. [3]",
+            "7": "7 0607/33/m/j/16 \u00a9 ucles 2016 [turn over4 (a) an electrician charges his customers using this formula. charge = $65 \u00d7 number of hours + $30     (i) work out the charge when the job takes 4 hours.  $  . [2]   (ii) for another job, the electrician charges $485.    work out the length of time this job takes.   ...  hours [2]  (b) the electrician uses his van to travel to work.   one journey of 8  km takes 20 minutes.   calculate the average speed of this journey.     km/h [2]",
+            "8": "8 0607/33/m/j/16 \u00a9 ucles 20165 (a) 15 students go on a school trip.   the age of each student in years, correct to 1 decimal place, is listed below. 13.4 14.7 13.1 15.5 15.3 15.2 14.1 14.2 16.4 14.7 15.2 15.9 13.1 15.1 16.0   (i) complete the ordered stem and leaf diagram to show this information.    16.0 has been entered for you. 13 14 15 16 0 key:   ... ... represents .  [3]   (ii) work out the range.     years [1]   (iii) find the median.     years [1]  (b) another student is 14 years 7 months old.   write this student\u2019s age in years as a decimal, correct to 1 decimal place.      years [2]",
+            "9": "9 0607/33/m/j/16 \u00a9 ucles 2016 [turn over6 here is a set of numbers.       a = {1, 4, 6, 7, 8, 9, 15}  (a) from this set choose   (i) a factor of 12,   .. [1]   (ii) 81,   .. [1]   (iii) a multiple of 5,   .. [1]   (iv) 23,   .. [1]   (v) a prime number.   .. [1]  (b) here is another set of numbers.       b = {2, 4, 6, 8, 10, 12, 14}   complete the diagram for set a and set b. a b 1 154 12  [3]",
+            "10": "10 0607/33/m/j/16 \u00a9 ucles 20167 (a) reflect the triangle in the line pq. p q  [1]  (b) rotate the triangle through 90\u00b0 clockwise about point c. c  [2]",
+            "11": "11 0607/33/m/j/16 \u00a9 ucles 2016 [turn over (c) translate the triangle by the vector 3 2j lkkn poo .  [2]  (d) write down as much information as you can about the single  transformation that    maps triangle a onto triangle b. a b  .. [2]",
+            "12": "12 0607/33/m/j/16 \u00a9 ucles 20168 (a) solve these equations.   (i)  x 2 = 4  x =  . [1]   (ii) x + 3 = \u2212 1  x =  . [1]   (iii) 2(6x \u2013 5) = 8  x =  . [3]  (b) solve these simultaneous equations. x + y =    3 x \u2013 y\u2009 = \u22127  x =   ...  y =   ...  [2]",
+            "13": "13 0607/33/m/j/16 \u00a9 ucles 2016 [turn over9 (a) here are some test results for akbar. subjectenglish (out of 60)mathematics (out of 40)science (out of 70) mark 48 34 49   in which subject did akbar get the highest percentage?   show clearly how you decide.  [3]  (b) last year akbar\u2019s mark in his history test was 60.   this year his mark increased by 35%.   work out akbar\u2019s mark in his history test this year.   .. [3]",
+            "14": "14 0607/33/m/j/16 \u00a9 ucles 201610 (a) show that  (4, 5)  is a point on the line  y = 2x \u2013 3.   [2]  (b) write down the gradient of the line  y = 2x \u2013 3.   .. [1]  (c) write down the equation of the line parallel to  y = 2x \u2013 3  that passes through the point (0, 1).   .  [2]  (d) rearrange this equation to make x the subject.  y = 2x \u2013 3  x =    [2]",
+            "15": "15 0607/33/m/j/16 \u00a9 ucles 2016 [turn over11 the probability that joe is late for school on any day is 0.3 .  (a) complete the tree diagram for two days. first day second day late ..  not latenot latelate not latelate0.3   [2]  (b) work out the probability that joe will be late for school on both days.   .. [2]",
+            "16": "16 0607/33/m/j/16 \u00a9 ucles 201612 (a) simplify.       xx 2182   .. [2]  (b) factorise fully.       3x2 + 6x   .. [2]  (c) show the inequality   x3h\u2009  on the number line. 10\u20131\u20132\u20133 5x 432  [1]  (d) list the integer values which satisfy the inequality  x4 71g.   .. [1]  (e) multiply out the brackets and simplify. (x + 3)(x \u2013 2)   .. [2]",
+            "17": "17 0607/33/m/j/16 \u00a9 ucles 2016 [turn over13 the diagram shows a flagpole that is held in position by two straight wires.  the wires are attached to the flagpole 11.8  m above the ground.  11.8  mnot to scale y\u00b0x 7.2 m 15.2  m  (a) calculate the length of the wire, x.   ...   m [2]  (b) use trigonometry to calculate the size of angle y.   .. [2]",
+            "18": "18 0607/33/m/j/16 \u00a9 ucles 201614 0 \u22123.5 2.525 xy \u221210  (a) on the diagram, sketch the graph of   y = 2x3 + 3x2 \u2013 12x\u2009\u2009\u2009for   . .x 3 5 2 5 g g- . [2]              (b) write down the co-ordinates of the local maximum and the local minimum.  local maximum (  .  ,  .  )  local minimum  (  .  ,  .  ) [2]  (c) write down the co-ordinates of the points where the curve crosses the axes.    ( .  ,  .  )   ( .  ,  .  )   ( .  ,  .  ) [3]",
+            "19": "19 0607/33/m/j/16 \u00a9 ucles 2016blank page",
+            "20": "20 0607/33/m/j/16 \u00a9 ucles 2016permission 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 international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download at www.cie.org.uk after  the live examination series. 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.blank page"
+        },
+        "0607_s16_qp_41.pdf": {
+            "1": "this document consists of 20 printed pages. dc (kn/sg) 115864/3 \u00a9 ucles 2016  [turn overcambridge international examinations cambridge international general certificate of secondary education * 8 3 9 8 4 2 2 7 1 6 * cambridge international mathematics  0607/41 paper 4 (extended)  may/june 2016  2 hours 15 minutes candidates answer on the question paper. additional materials:  geometrical instruments  graphics calculator read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen. do not use staples, paper clips, glue or correction fluid. y ou may use an hb pencil for any diagrams or graphs. do not  write in any barcodes. answer all the questions. unless instructed otherwise, give your answers exactly or correct to three significant figures as appropriate. answers in degrees should be given to one decimal place. for p, use your calculator value. y ou must show all the relevant working to gain full marks and you will be given marks for correct methods,  including sketches, even if your answer is incorrect. the number of marks is given in brackets [  ] at the end of each question or part question. the total number of marks for this paper is 120.",
+            "2": "2 0607/41/m/j/16 \u00a9 ucles 2016formula list for the equation  ax bx c02+ + = xab b ac 242!=- - curved surface area, a, of cylinder of radius r, height h. r a rh2= curved surface area, a, of cone of radius r, sloping edge l. r a rl= curved surface area, a, of sphere of radius r. r a r42= v olume, v, of pyramid, base area a, height h. v ah31= v olume, v, of cylinder of radius r, height h. rv r h2= v olume, v, of cone of radius r, height h. r v r h31 2= v olume, v, of sphere of radius r. r v r34 3=      sin sin sin aa bb cc= =      cos a b c bc a 22 2 2= + -      sinbc a21area=a c bcb a",
+            "3": "3 0607/41/m/j/16 \u00a9 ucles 2016 [turn overanswer all the questions. 1 (a) annelise buys a car that is one year old for $13  600.   the value of this car has reduced by 15% of the value when it was new.   (i) calculate the value of the car when it was new. \t $    [3]   (ii) after the first year the car reduces in value by 11% each year for the next 3 years.    calculate the value of the car after these 3 years. \t $    [3]  (b) boris buys a car for $23  000.   the value of this car reduces by 8% each year.   find the number of complete years it takes for the value of the car to fall below $11  500. \t  .. [3]",
+            "4": "4 0607/41/m/j/16 \u00a9 ucles 20162 the frequency of a radio wave, f , is inversely proportional to the wavelength, l metres.  a radio station broadcasts on a frequency of 93.7 and a wavelength of 3.2  m.  (a) find a formula for f, in terms of l, writing any constants correct to 3 significant figures. \t f =    [3]  (b) chat radio broadcasts with a wavelength of 2.8  m.   find the frequency of chat radio. \t  .  [1]  (c) allsports radio broadcasts with a frequency of 0.35 .   find the wavelength of allsports radio. \t  .. m [2]",
+            "5": "5 0607/41/m/j/16 \u00a9 ucles 2016 [turn over3 \u201311 02345 \u20131 12345678910 \u20132\u20133\u20134\u20135 \u20132 \u20133 \u20134 \u20135ay x  (a) (i) draw the image of quadrilateral a after it has been reflected in the y-axis and then rotated through  90\u00b0 anti-clockwise about the origin.   [3]   (ii) describe fully the single  transformation equivalent to reflection in the y-axis followed by rotation  90\u00b0 anti-clockwise about the origin.  ...  .  [2]  (b) (i) draw the image of quadrilateral a after a stretch, factor 3 with the y-axis invariant.    label the image b.  [2]   (ii) describe fully the single  transformation that maps the quadrilateral b back onto quadrilateral a.  ...  .  [2]",
+            "6": "6 0607/41/m/j/16 \u00a9 ucles 20164 12 cm40 cmnot to scale  the diagram shows a solid trophy for a football tournament.  the sphere on the top has a radius of 15  cm.  the sphere rests on a cylinder with the same radius as the sphere and height 40  cm.  the base is a cylinder with radius 25  cm and height 12  cm.  (a) calculate the volume of the trophy. \t  ... cm3 [4]",
+            "7": "7 0607/41/m/j/16 \u00a9 ucles 2016 [turn over (b) the mass of the trophy is 15  kg.   each member of the winning team receives a model of the trophy made from the same material.   the model is similar to the real trophy and one-fifth of the height.   (i) calculate the total height of each model trophy. \t   cm [1]   (ii) calculate the mass, in grams, of each model trophy. \t  ... g [3]",
+            "8": "8 0607/41/m/j/16 \u00a9 ucles 20165 in kim\u2019s game a player looks at a fixed number of objects on a tray for a length of time, t seconds.  the player is then tested to find how many objects they remember.  the table shows the results for 10 players. time in  seconds (t)30 40 50 60 70 80 90 100 110 120 number of  objects (n)8 10 15 12 16 20 18 23 19 25  (a) complete the scatter diagram.    the first six points have been plotted for you. n 26 24 22 20 18 16 14 12 10 8 6 4 2 0 10 20 30 40 50 60 70 80 90 100 110 120tnumber of objects time in seconds  [2]  (b) what type of correlation is shown by the scatter diagram? \t  .  [1]",
+            "9": "9 0607/41/m/j/16 \u00a9 ucles 2016 [turn over (c) (i) calculate the mean time. \t   s [1]   (ii) calculate the mean number of objects. \t  .  [1]  (d) (i) find the equation of the regression line.    give your answer in the form  n m t c= + . \t n =    [2]   (ii) errol looks at the tray for 85 seconds.    use your equation to estimate the number of objects he remembers. \t  .  [1]",
+            "10": "10 0607/41/m/j/16 \u00a9 ucles 20166 (a) these are the first four terms of a sequence. 5          8          11          14   write down an expression in terms of n for the nth term, sn\t,  of the sequence. \t sn =    [2]  (b) the nth term,  tn\t,  of another sequence is n n2 62-+ .   write down the first four terms of this sequence. \t  ..  , .. , .. , .. [2]  (c) the nth term of a third sequence, un\t, is given by      unt 2 nn=+ .   find an expression for un\t, in terms of n, giving your answer in its simplest form. \t un =    [3]  (d) the nth term of a fourth sequence is given by  s un n+ .   is 501 a term of this fourth sequence?   give your reasons.  because    .  [2]",
+            "11": "11 0607/41/m/j/16 \u00a9 ucles 2016 [turn over7 a30 m36 mnot to scaleb c d68\u00b0  ab is a vertical tower of height 30  m.  bc and bd are straight wires attached to b.  a, c and d are on horizontal ground with \tc due west of d.  angle bca  = 68\u00b0 and bd = 36  m.     (a) calculate ad. \t ad =    m [3]  (b) calculate ac and show that it rounds to 12.1  m, correct to 3 significant figures.  [3]  (c) calculate the bearing of a from d. \t\t  .  [3]",
+            "12": "12 0607/41/m/j/16 \u00a9 ucles 20168 (a) 2 0 \u20134\u20133 3xy   f() logx xx 1 22= + + ^ h   (i) on the diagram, sketch the graph of   f () y x=\tfor values of x between \u20133 and 3.  [2]   (ii) solve   f ()x 0=. \t x =  ..  or x = ... [2]   (iii) write down the equation of the asymptote to the graph of   f () y x= . \t  .  [1]  ",
+            "13": "13 0607/41/m/j/16 \u00a9 ucles 2016 [turn over (b) (i) on this diagram, sketch the graph of   log y x2 1= + ^ h for values of x between \u20133 and 3. 2 0 \u20134\u20133 3xy  [2]   (ii) describe a similarity between the graphs in part (a)(i)  and part (b)(i) .  ...  .  [1]   (iii) explain the differences between the graphs in part (a)(i)  and part (b)(i) .  ...  .  [2]",
+            "14": "14 0607/41/m/j/16 \u00a9 ucles 20169 hamish travels from perth to london by train.   during the journey, the train stops in edinburgh.  (a) the distance from perth to edinburgh is 65  km.   the train travels at an average speed of 48.75  km/h for this part of the journey.   find the time taken to travel from perth to edinburgh.   give your answer in hours and minutes. \t  ...  h ... min [3]  (b) the average speed for the whole journey from perth to london is 119.5  km/h.   the distance from edinburgh to london is 632  km.   find the average speed for the journey from edinburgh to london. \t    km/h [5]  (c) during the journey, the train travels through a tunnel of length 800  m.   the train travels through this tunnel at 120  km/h.   the train is 130  m long.   calculate the time taken for the train to pass completely through the tunnel.   give your answer in seconds. \t  ...  s [3]",
+            "15": "15 0607/41/m/j/16 \u00a9 ucles 2016 [turn over10 a is the point (\u20132, \u20131) and b is the point (6, 3).  (a) calculate   ab. \t  .  [3]  (b) the point p has co-ordinates ( x, y) and pa = pb.   show that x y2 5+ = .   [5]  (c) if p is also on the line y x=, find the co-ordinates of p. \t (  , ..) [2]",
+            "16": "16 0607/41/m/j/16 \u00a9 ucles 201611 60\u00b0 (3x \u2013 1)  cm2x cm 9 cma b cnot to scale  (a) use the cosine rule to show that   x x7 4 80 02- - =.    [4]",
+            "17": "17 0607/41/m/j/16 \u00a9 ucles 2016 [turn over (b) (i) solve the equation x x7 4 80 02- - =.    show all your working. \t x =  ..  or x = ... [3]   (ii) find the length of ab and the length of bc. \t ab =  ..  cm \t bc =  ..  cm [2]  (c) find the area of triangle abc . \t  ..  cm2 [2]",
+            "18": "18 0607/41/m/j/16 \u00a9 ucles 201612 the table shows the masses in grams of 200 eggs.   mass  (m grams)45 1 m g\u20095050 1 m g\u20095555 1 m g\u20096060 1 m g\u20096565 1 m g\u20097070 1 m g\u20097575 1 m g\u200980 frequency 5 19 34 58 46 29 9  (a) calculate an estimate of the mean mass. \t  ..  g [2]  (b) on the grid, complete the cumulative frequency curve for the information in the table. 200 180 160 140 120 100 80 60 40 20 0cumulative frequency mass (grams)40 45 50 55 60 65 70 75 80m  [5]",
+            "19": "19 0607/41/m/j/16 \u00a9 ucles 2016 [turn over (c) use your graph to find   (i) the median mass, \t  ..  g [1]   (ii) the interquartile range. \t  ..  g [2]  (d) this table shows how the eggs are graded according to their mass. size small medium large very large mass (m grams) m g 53 53 1 m g 63 63 1 m g 75 m 2 75   (i) an egg is chosen at random from the 200 eggs.      estimate the probability that the egg is small. \t  .  [1]   (ii) two eggs are chosen from the 200 eggs.    find the probability that both are very large. \t  .  [2] question 13 is printed on the next page.",
+            "20": "20 0607/41/m/j/16 \u00a9 ucles 2016permission 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 international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download at www.cie.org.uk after  the live examination series. 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.13 (a) f ()x x 5 2= -   (i) solve   f ()x1 = 2 . \t x =    [2]   (ii) find and simplify   f f( )x^ h. \t  .  [2]   (iii) find   f  \u20131(x). \t f \u20131(x) =    [2]  (b) g(x) is a function with an inverse function g\u20131(x).   write down the value of   g(g\u20131(3)). \t  .  [1]"
+        },
+        "0607_s16_qp_42.pdf": {
+            "1": "this document consists of 16 printed pages. dc (lk/sg) 114972/2 \u00a9 ucles 2016  [turn over * 7 2 9 5 4 0 4 1 0 1 * cambridge international mathematics  0607/42 paper 4 (extended)  may/june 2016  2 hours 15 minutes candidates answer on the question paper. additional materials:  geometrical instruments  graphics calculator read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen. do not use staples, paper clips, glue or correction fluid. y ou may use an hb pencil for any diagrams or graphs. do not  write in any barcodes. answer all the questions. unless instructed otherwise, give your answers exactly or correct to three significant figures as appropriate. answers in degrees should be given to one decimal place. for \u03c0, use your calculator value. y ou must show all the relevant working to gain full marks and you will be given marks for correct methods,  including sketches, even if your answer is incorrect. the number of marks is given in brackets [  ] at the end of each question or part question. the total number of marks for this paper is 120.cambridge international examinations cambridge international general certificate of secondary education",
+            "2": "2 0607/42/m/j/16 \u00a9 ucles 2016formula list for the equation  ax bx c02+ + = xab b ac 242!=- - curved surface area, a, of cylinder of radius r, height h. r a rh2= curved surface area, a, of cone of radius r, sloping edge l. r a rl= curved surface area, a, of sphere of radius r. r a r42= v olume, v, of pyramid, base area a, height h. v ah31= v olume, v, of cylinder of radius r, height h. rv r h2= v olume, v, of cone of radius r, height h. r v r h31 2= v olume, v, of sphere of radius r. r v r34 3=      sin sin sin aa bb cc= =      cos a b c bc a 22 2 2= + -      sinbc a21area=a c bcb a",
+            "3": "3 0607/42/m/j/16 \u00a9 ucles 2016 [turn overanswer  all the questions. 1 y x8 7 6 5 4 3 2 1 0 \u20131 \u20132 \u20133 \u20134 \u20135 \u20136\u20131\u20132\u20133\u20134\u20135\u20136\u20137\u20138 87654321t v u  (a) translate shape t by the vector 3 4j lkkn poo. [2]  (b) reflect shape t in the line y = \u2013 x. [2]  (c) rotate shape t by 90\u00b0 anticlockwise about (\u20132, 1).  [3]  (d) describe fully the single transformation that maps    (i) shape t onto shape u,  ...  .. [3]   (ii) shape t onto shape v.  ...  .. [3]",
+            "4": "4 0607/42/m/j/16 \u00a9 ucles 20162 nikhil and padma share $630 in the ratio 5 : 4.  (a) show that nikhil receives $350 and that padma receives $280.  [2]  (b) (i) in a sale, prices are reduced by 18%.    padma buys a jacket for $98.40 in this sale.    calculate the original price of the jacket.  $  . [3]   (ii) padma decides that she does not like the jacket and sells it for $30.    calculate the percentage loss made by padma.     .  % [3]   (iii) calculate how much of the $280 padma now has.  $  . [1]",
+            "5": "5 0607/42/m/j/16 \u00a9 ucles 2016 [turn over  (iv) padma invests $150 at a rate of 2% per year compound interest.    calculate the total value of this investment after 10 years.    give your answer correct to the nearest dollar.  $  . [4]  (c) on january 1st 2016, nikhil invested all of his $350 at a rate of 0.15% per month  compound interest.    find in which month and in which year nikhil\u2019s investment will first have a total value of at least $500.  month    year  [5]",
+            "6": "6 0607/42/m/j/16 \u00a9 ucles 20163 (a) the cumulative frequency curve shows information about the average speeds of 200 cars on the same  journey. 20 010 20 30 40 50 60 70 80406080100120140160180200 cumulative frequency average speed (km/h)   (i) find the median.     km/h [1]   (ii) find the inter-quartile range.     km/h [2]   (iii) find the number of cars with an average speed of more than 70  km/h.   .. [2]  (b) a bus completes a journey in 2  h 24  min at an average speed of 50  km/h.   a car completes the same journey in 1  h 45  min.   calculate the average speed of the car.     km/h [3]",
+            "7": "7 0607/42/m/j/16 \u00a9 ucles 2016 [turn over4 (a) the cost of a drink of water is w cents.   the cost of a drink of juice is ( w + 30) cents.   the total cost of 6 drinks of water and 5 drinks of juice is $4.14 .   find the value of w.  w =    [3]  (b) x cmx cm (x + 3)  cm(x + 1)  cmnot to scale   the total area of the square and the rectangle is 10  cm2.   find the perimeter of the square.   give your answer correct to 2 decimal places.   ...  cm [5]",
+            "8": "8 0607/42/m/j/16 \u00a9 ucles 20165 d xc banot to scale  a, b, c and d lie on the circle.  the chords ac and bd intersect at x.  (a) show that triangles adx  and bcx  are similar.   give a reason for each statement that you make.  [2]  (b) ax = 5 cm, dx = 2 cm and cx = 3 cm.   calculate bx.  bx =  ..  cm [2]  (c) ad = 4.61  cm.   calculate angle axd.  angle axd  =  . [3]",
+            "9": "9 0607/42/m/j/16 \u00a9 ucles 2016 [turn over6 y x 201.5 0 \u20131.5   ( ) ( ) f sinx x2=     where x2 is in degrees.  (a) on the diagram, sketch the graph of y = f(x) for x0 20g g . [2]  (b) one solution of the equation f( x) = 0, for x0 20g g  is x = 0.      find the other two solutions.  x = .. or x = .. [2]  (c) find the co-ordinates of the local maximum point.  ( .. , .. ) [2]  (d) there is a local minimum point at (0, 0).   find the co-ordinates of the other local minimum point when x0 20g g .  ( .. , .. ) [2]  (e) write down the range of f( x).   .. [1]  (f) by sketching another graph on the diagram, solve this equation.      ( )sinxx 20122 = -  x =    [2]",
+            "10": "10 0607/42/m/j/16 \u00a9 ucles 20167 (a) 5 cm 12 cmnot to scale   the diagram shows a plastic solid made by joining a hemisphere to a cone.   the radius of the hemisphere is 5  cm and the height of the cone is 12  cm.   (i) calculate the volume of the solid.   ..  cm3 [3]   (ii) one cubic centimetre of the plastic has a mass of 0.95  g.    calculate the mass of the solid.    give your answer in kilograms.     kg [2]   (iii) find the number of these solids that can be made from 1 tonne of plastic.   .  [2]",
+            "11": "11 0607/42/m/j/16 \u00a9 ucles 2016 [turn over  (iv) calculate the total surface area of the solid.   ..  cm2 [4]  (b)  r cm3r cmnot to scale   a solid cone has radius  r cm and height  3 r cm.   the total  surface area of the cone is 377  cm2.   find the value of r.  r =    [5]",
+            "12": "12 0607/42/m/j/16 \u00a9 ucles 20168 the diagram shows the graph of y = f(x) where f( x) = ( ) ( ) ( ) x x xx 2 1 2 + - - . y x0  (a) the equations of the asymptotes to the graph are   , , x a x b x c = = =  and y d=.   find the values of a, b, c and d.  a =    b =    c =    d =    [4]  (b) f(x) = k has only one solution, where k is an integer and k0!.   find the value of k.  k =    [1]  (c) find the integer value of x such that ( )x 0 f1.  x =    [1]  (d) ( )x x p g2= -   on the diagram, sketch a possible graph of y = g( x) so that  f( x) = g( x)  has 5 solutions.  [2]",
+            "13": "13 0607/42/m/j/16 \u00a9 ucles 2016 [turn over9 p g 7 3 2u  the venn diagram shows the following information. \tu = {students in a music group}  p = {students who play the piano}  g = {students who play the guitar} ( )np g 2 ,=l    ( )np g 7 +=l    ( )ng p 3 +=l .  (a) n (u) = 23   find ( )np g+.   .  [1]  (b) a student is chosen at random from the music group.   find the probability that this student plays the piano but does not play the guitar.   .  [1]  (c) two students who play the guitar are chosen at random.   find the probability that they both also play the piano.   .  [3]  (d) on the venn diagram, shade the region p g, l. [1]",
+            "14": "14 0607/42/m/j/16 \u00a9 ucles 201610  ( )fx x x302= - -    ( )gx x 362= -    ( )hx x 2 7= +  (a) find h(f(7)).   .. [2]  (b) find h \u2013 1(x).  h \u2013 1(x) =  . [2]  (c) find g(h( x)) in its simplest factorised form.   .. [3]  (d) simplify ( )( ) gf xx.   .. [4]",
+            "15": "15 0607/42/m/j/16 \u00a9 ucles 2016 [turn over11 34\u00b0a b d cnot to scale 8 cm 19 cm  in the diagram, adc  is a straight line.  (a) calculate ab.  ab =  ..  cm [2]  (b) calculate angle dbc .  angle dbc =  . [5]  (c) calculate the area of triangle abc .   ..  cm2 [2] question 12 is printed on the next page.",
+            "16": "16 0607/42/m/j/16 \u00a9 ucles 2016permission 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 international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download at www.cie.org.uk after  the live examination series. 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.12 (a) find the nth term of the sequence.    1,  8,  27,  64,  125,  \u2026   .. [1]  (b) (i) find the next term in the sequence.     2,  12,  36,  80,  150,  252,  \u2026   .. [2]   (ii) find the nth term of the sequence.    2,  12,  36,  80,  150,  252,  \u2026   .. [2]"
+        },
+        "0607_s16_qp_43.pdf": {
+            "1": "this document consists of 20 printed pages. dc (nf/sw) 115861/4 \u00a9 ucles 2016  [turn overcambridge international examinations cambridge international general certificate of secondary education * 4 0 9 5 8 6 6 3 5 7 * cambridge international mathematics  0607/43 paper 4  (extended)  may/june 2016  2 hours 15 minutes candidates answer on the question paper. additional materials:  geometrical instruments  graphics calculator read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen. do not use staples, paper clips, glue or correction fluid. you may use an hb pencil for any diagrams or graphs. do not  write in any barcodes. answer all the questions. unless instructed otherwise, give your answers exactly or correct to three significant figures as appropriate. answers in degrees should be given to one decimal place. for p, use your calculator value. you must show all the relevant working to gain full marks and you will be given marks for correct methods,  including sketches, even if your answer is incorrect. the number of marks is given in brackets [  ] at the end of each question or part question. the total number of marks for this paper is 120.",
+            "2": "2 0607/43/m/j/16 \u00a9 ucles 2016formula list for the equation  ax bx c02+ + = xab b ac 242!=- - curved surface area, a, of cylinder of radius r, height h. r a rh2= curved surface area, a, of cone of radius r, sloping edge l. r a rl= curved surface area, a, of sphere of radius r. r a r42= v olume, v, of pyramid, base area a, height h. v ah31= v olume, v, of cylinder of radius r, height h. rv r h2= v olume, v, of cone of radius r, height h. r v r h31 2= v olume, v, of sphere of radius r. r v r34 3=      sin sin sin aa bb cc= =      cos a b c bc a 22 2 2= + -      sinbc a21area=a c bcb a",
+            "3": "3 0607/43/m/j/16 \u00a9 ucles 2016 [turn overanswer all the questions. 1 (a) write the number 13205.17268   (i) correct to 1 decimal place,   .  [1]   (ii) correct to 3 significant figures, \t  .  [1]   (iii) correct to the nearest 10, \t  .  [1]   (iv) correct to the nearest 0.001. \t  .  [1]  (b) write the number 120 correct to the nearest 10. \t  .  [1] 2 (a) factorise.      x x3 10 82- -   .  [2]  (b) solve the inequality.      x x3 10 8 021 - -   .  [2]  (c) solve the equation. sin s inx x 3 10 8 02- - =    for    x 0 360 \u00b0 \u00b01 1   .  [3]",
+            "4": "4 0607/43/m/j/16 \u00a9 ucles 20163 y\tis directly proportional to x13+^ h. \t y  = 32 when x = 3.  (a) find the value of y when x = 4.  y =    [3]  (b) find the value of x when .y 135=  . \t x\t=    [2]  (c) find x in terms of y. \t x\t=    [3]",
+            "5": "5 0607/43/m/j/16 \u00a9 ucles 2016 [turn over4   a circle of radius r cm is inside a square, so that the circle touches the sides of the square.  (a) (i) find an expression for the area of the shaded region in terms of r and r.   .  [2]   (ii) calculate the area of the shaded region when r = 6.   .  cm2  [1]  (b) find an expression for the perimeter of the shaded region in terms of r and r. \t  .  [3]",
+            "6": "6 0607/43/m/j/16 \u00a9 ucles 20165  ab not to scale 12.4  cm30\u00b0 c  the area of triangle abc\tis 34.1  cm2. \t ab  = 12.4  cm and angle abc  = 30\u00b0.  (a) show that bc = 11  cm. [1]  (b) find ac.  ac =  ..  cm  [3]",
+            "7": "7 0607/43/m/j/16 \u00a9 ucles 2016 [turn over (c) find angle cab .  angle cab  =    [3]  (d) find the length of the perpendicular line from a\tto the line bc.   ...  cm  [2]",
+            "8": "8 0607/43/m/j/16 \u00a9 ucles 20166 the heights of 400 students are given in the table. height (h cm) frequency h 145 1551g  26 h 155 1601g  66 h 160 1651g  82 h 165 1701g 118 h 170 1751g  82 h 175 1901g  26  (a) calculate an estimate of the mean height of a student. \t \t\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd \tcm  [2]  (b) (i) complete the frequency density column in this table. height (h cm) frequency frequency density h 145 1551g  26 h 155 1601g  66 h 160 1651g  82 h 165 1701g 118 h 170 1751g  82 h 175 1901g  26 [2]",
+            "9": "9 0607/43/m/j/16 \u00a9 ucles 2016 [turn over  (ii) on the grid below, draw an accurate histogram to show this information.    complete the scale on the frequency density axis. 0 140 150 160 170 height (cm)hfrequency density 180 190 [4]",
+            "10": "10 0607/43/m/j/16 \u00a9 ucles 20167 sasha bought a house on 1st january 2013.  by 1st january 2014 the value of the house had increased by 10%.  by 1st january 2015 the value of the house had increased by a further 5% of its value on 1st january 2014.  the value of the house on 1st january 2015 was $103  950.  (a) find how much sasha paid for the house in 2013.  $ .  [4]  (b) by 1st january each year, from 2015, the value of the house increases by 5% of its value on 1st january  the previous year.   the value of the house on 1st january 2015 was $103  950.   find the year in which the value of the house will first be greater than $200  000.   .  [3]",
+            "11": "11 0607/43/m/j/16 \u00a9 ucles 2016 [turn over8  a b not to scale cxd q 6p  abc\tis a triangle.  ax ac32=   and  ad ab21=\ufffd \tax p6=  and dx q=.  find an expression, in terms of p and q, for\t  (a) ad, \t  .  [2]  (b) dc,   .  [2]  (c) cb. \t  .  [3]",
+            "12": "12 0607/43/m/j/16 \u00a9 ucles 20169 the transformation ab\tmeans transformation b followed by transformation a.  (a) the transformation p is a rotation through 90\u00b0 clockwise about the origin.   the transformation q is a rotation through 180\u00b0 about the origin.   the transformation r is a rotation through 270\u00b0 clockwise about the origin.   the transformation s is a reflection in the y-axis.   the transformation t is a reflection in the x-axis.   write down the letter of the single  transformation, p, q, r, s or t, that is equivalent to each of the  transformations qr, pqr , st, sq, ptp  and tpp .  qr =  ..  pqr  =  ..  st =  ..  sq =  ..  ptp  =  ..  tpp  =  .. [6]",
+            "13": "13 0607/43/m/j/16 \u00a9 ucles 2016 [turn over (b)  \u20136\u20135\u20134\u20133\u20132\u20131 123456a \u20136\u20135\u20134\u20133\u20132\u201310123456y x   (i) draw the image of triangle a after a reflection in the line y = x.    label this image b. [2]   (ii) draw the image of triangle b after a reflection in the x-axis.    label this image c. [1]   (iii) describe fully the single  transformation that maps triangle c onto  triangle a.  ...  .  [3]",
+            "14": "14 0607/43/m/j/16 \u00a9 ucles 201610 a company is testing a new drug.  ten patients were examined and given a score before and after taking the drug.  a decrease in score represents an improvement.  the results are shown in the table. patient a b c d e f g h i j score before ( x) 8 14 20 25 32 34 41 42 50 61 score after ( y) 3 4 16 15 20 27 34 28 40 49  (a) (i) complete the scatter diagram.    the first four points have been plotted for you. 005101520253035404550y x score beforescore after 10 20 30 40 50 60 70 [3]   (ii) what type of correlation is shown by the scatter diagram?   .  [1]",
+            "15": "15 0607/43/m/j/16 \u00a9 ucles 2016 [turn over (b) find   (i) the mean score before taking the drug, \t  .  [1]   (ii) the mean score after taking the drug. \t  .  [1]  (c) (i) find the equation of the regression line for y in terms of x.  y =    [2]   (ii) estimate the score after taking the drug when the score before taking the drug was 30. \t  .  [1]   (iii) a patient has a score before taking the drug of 80.    explain why using the line of regression is unlikely to be reliable in predicting the score of the  patient after taking the drug.  ...  .  [1]",
+            "16": "16 0607/43/m/j/16 \u00a9 ucles 201611  8 \u20133 f (x)  =  3 +1 (x2 \u2013 4x + 3)0\u20131 5xy  (a) on the diagram, sketch the graph of y = f(x) between x = \u22121 and x = 5. [4]  (b) write down the equations of the three asymptotes.   ,      ,     [3]  (c) write down the co-ordinates of the local maximum point. ( .  ,  . )  [1]  (d) the line y = x intersects the curve  y x x3 4 31 2= + - +^ h  three times.   find the values of the x co-ordinates of these three points of intersection. x\t=  ...  ,  x\t=   ...  ,  x\t= ... [3]",
+            "17": "17 0607/43/m/j/16 \u00a9 ucles 2016 [turn over12  a d enot to scale c b  a, b, c and d  lie on a circle. \t ade  and bce   are straight lines that intersect at e.  bd = de,   angle bad  =\t4x,  angle bcd  = 6x and angle bdc  = 3x.  find  (a) x, \t x =    [2]  (b) angle cbd  ,  angle cbd  = .  [2]  (c) angle cde  .  angle cde  = .  [3]",
+            "18": "18 0607/43/m/j/16 \u00a9 ucles 201613  60\u00b0 diagram 1 diagram 2 diagram 3not to scale 3 cm 60\u00b0 60\u00b03 cm 60\u00b03 cm 60\u00b0 60\u00b0  diagram 1 is a sector of a circle, radius 3  cm and sector angle 60\u00b0.  diagram 2 has a right-angled triangle, with an angle of 60\u00b0, drawn on a radius of this sector.  diagram 3 has a sector of a circle, with a sector angle 60\u00b0, drawn on the hypotenuse of the right-angled  triangle.  (a) calculate the area of    (i) diagram 1,   .  cm2  [2]   (ii) diagram 2,   .  cm2  [3]",
+            "19": "19 0607/43/m/j/16 \u00a9 ucles 2016 [turn over  (iii) diagram 3.   .  cm2  [3]  (b) diagram 1, diagram 2 and diagram 3 are the first three diagrams in a pattern.   there are 6 diagrams in the pattern.   diagram 4 has a right-angled triangle added to diagram 3 in the same way as diagram 2.   diagram 5 has a sector added to diagram 4 in the same way as diagram 3.   diagram 6 has a right-angled triangle added to diagram 5 in the same way as diagram 2.   find the area of diagram 6.   .  cm2  [4] question 14 is printed on the next page.",
+            "20": "20 0607/43/m/j/16 \u00a9 ucles 201614 in this question, give all your answers as single fractions in terms of x and y.  a bag contains x red balls and y blue balls.  (a) rosario chooses a ball at random from the bag, notes its colour and replaces it in the bag.   he then chooses a ball from the bag a second time, notes its colour and replaces it in the bag.   find the probability, in terms of x\tand y, that the two balls chosen are   (i) both red,   .  [2]   (ii) one red and one blue.   .  [3]  (b) magda chooses a ball at random from the bag and does not replace it.   she then chooses a ball from the bag a second time.   find the probability, in terms of x\tand y,\tthat the two balls chosen are   (i) both red,   .  [3]   (ii) one red and one blue.   .  [3] 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 international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download at www.cie.org.uk after  the live examination series. 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."
+        },
+        "0607_s16_qp_51.pdf": {
+            "1": "this document consists of 8 printed pages. dc (nf/sg) 117229/2 \u00a9 ucles 2016  [turn over * 7 2 3 5 9 6 1 3 1 1 * cambridge international mathematics  0607/51 paper 5  (core)  may/june 2016  1 hour candidates answer on the question paper. additional materials:  graphics calculator read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen. do not use staples, paper clips, glue or correction fluid. y ou may use an hb pencil for any diagrams or graphs. do not  write in any barcodes. answer all the questions. y ou must show all relevant working to gain full marks for correct methods, including sketches. in this paper you will also be assessed on your ability to provide full reasons and communicate your  mathematics clearly and precisely. at the end of the examination, fasten all your work securely together. the total number of marks for this paper is 24.cambridge international examinations cambridge international general certificate of secondary education",
+            "2": "2 0607/51/m/j/16 \u00a9 ucles 2016answer all the questions. investigation\t\t dividing \trectangles this investigation looks at the connections between the rectangles made by dividing one rectangle into two  smaller rectangles. in this investigation \u2022\u2022 the length of a rectangle is always longer than its width lengthlength width width \u2022\u2022 the length and width of a rectangle are always a whole number of units \u2022\u2022 the scale factor of any enlargement is greater than 1. 1\t in the diagrams below, rectangle b is an enlargement of rectangle a. \t (a)\t ba \t \t write down the scale factor of this enlargement.   ..",
+            "3": "3 0607/51/m/j/16 \u00a9 ucles 2016 [turn\tover\t (b)\t b a \t \t write down the scale factor of this enlargement.   .. \t (c)\t ab 4not to scale \t \t for this pair of rectangles, the scale factor is 10. \t \t work out the length of rectangle b.   .. \t (d)\t ab 3 1 5not to scale \t \t work out the length of rectangle b.   ..",
+            "4": "4 0607/51/m/j/16 \u00a9 ucles 20162\t a rectangle is cut into two smaller rectangles, a and b. a b \t when b is an enlargement of a, the original rectangle is called a scale-rectangle . a bwidth width lengthlength abwidthwidthlengthlength \t example \t a 4 by 10 rectangle is cut as shown. a b 410 2 8 4 a b2 4 48 ab2448not to scale 482length of alength of b= =      and     242width of awidth of b= = \t so b is an enlargement of a with scale factor 2. \t this \tmeans\tthat\tthe\trectangle \twith\tdimensions \t4\tby\t10\tis\ta\tscale-rectangle \twith\ta\tfactor\tof\t2.",
+            "5": "5 0607/51/m/j/16 \u00a9 ucles 2016 [turn\tover\t (a)\t a b \t \t the diagram shows a 3 by 10 rectangle. \t \t this is a scale-rectangle . \t \t  show that it has a factor of 3. \t (b)\t ba \t  the diagram shows a 2 by 4 rectangle. \t  is this a scale-rectangle ? \t  write yes or no and give reasons for your answer. \t (c)\t a b3 21m ab321m not to scale \t \t the diagram shows a scale-rectangle  with a factor of 7. \t \t (i)\t find m.   .. \t \t (ii)\t write down the dimensions of the scale-rectangle .     by ",
+            "6": "6 0607/51/m/j/16 \u00a9 ucles 2016\t (d)\t a b3 w75 ab3w75 not to scale \t \t the diagram shows a scale-rectangle  with a factor of 5. \t \t (i)\t find w.   .. \t \t (ii)\t write down the dimensions of the scale-rectangle .     by  3\t a b yx z \t the diagram shows a scale-rectangle  with a factor of n. \t (a)\t when x = 2 and n = 6, \t \t (i)\t work out y,   .. \t \t (ii)\t find z,   .. \t \t (iii)\t complete this statement with a number, z =  \u00d7 x \t \t (iv)\t write down the connection between your answer to part\t(iii) and the factor, n.",
+            "7": "7 0607/51/m/j/16 \u00a9 ucles 2016 [turn\tover\t (b)\t when x = 2 and z = 18, \t \t (i)\t find n,   .. \t \t (ii)\t work out the dimensions of this scale-rectangle .     by  \t (c)\t use your answers to part\t(a) and part\t(b) to complete the second and third rows of the table. \t \t complete the remaining rows of the table. n x y z dimensions 2 2 4 8 4 by 10 6 2 .. by .. 2 18 .. by .. 5 7 .. by .. 1 4 16 4 by 17 5 20 .. by .. question \t4\tis\tprinted\ton\tthe\tnext\tpage.",
+            "8": "8 0607/51/m/j/16 \u00a9 ucles 20164\t a b yx z \t the diagram shows a scale-rectangle  with a factor of n. \t (a)\t work out the dimensions of this scale-rectangle  in terms of n and x.     by  \t (b)\t show that, for any scale-rectangle , its dimensions are in the ratio width  : length  =  n : n2 + 1. permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. every reasonable  effort has been made by the publisher (ucles) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the publisher will  be pleased to make amends at the earliest possible opportunity. to avoid the issue of disclosure of answer-related information to candidates, all copyright acknowledgements are reproduced online in the cambridge international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download at www.cie.org.uk after  the live examination series. 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."
+        },
+        "0607_s16_qp_52.pdf": {
+            "1": "this document consists of 6 printed pages and 2 blank pages. dc (nf) 115859/2 \u00a9 ucles 2016 [turn overcambridge international examinations cambridge international general certificate of secondary education *1465512761* cambridge international mathematics  0607/52 paper 5 (core) may/june 2016  1 hour candidates answer on the question paper. additional materials: graphics calculator read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen. do not use staples, paper clips, glue or correction fluid. you may use an hb pencil for any diagrams or graphs. do not  write in any barcodes. answer all the questions. you must show all relevant working to gain full marks for correct methods, including sketches. in this paper you will also be assessed on your ability to provide full reasons and communicate your  mathematics clearly and precisely. at the end of the examination, fasten all your work securely together. the total number of marks for this paper is 24.",
+            "2": "2 0607/52/m/j/16 \u00a9 ucles 2016answer all the questions. investigation   sums of consecutive integers this investigation looks at the results when the terms of a sequence of consecutive positive integers are added   together. 1 here are four sequences of consecutive positive integers.  the sequence  5, 6, 7, 8, 9, 10, 11 has  7 terms. the median (the middle term) is 8. the sequence  7, 8  has only  2 terms. the median is 7.5 . the sequence  20, 21, 22, 23, 24, 25 has  6 terms. the median is 22.5 . the sequence 20, 21, 22, , 40 has 21 terms. the median is 30. for a sequence of consecutive integers,  (a) give an example to show that the number of terms is calculated using the rule last term \u2013 first term + 1  (b) describe how to calculate the median using only the first term and the last term.  .. .  .. .",
+            "3": "3 0607/52/m/j/16 \u00a9 ucles 2016 [turn over2 (a) complete the table of sequences of consecutive positive integers. sequencenumber  of termsmedian sum of all the terms 3, 4, 5, 6, 7, 8, 9  7 6 7, 8  2 7.520, 21, 22,  , 40 21 30 6305, 6, 7  182, 3, 4, 5, 6, 7, 8, 9  8  6 4.5  27 57  (b) explain how to calculate the sum of all the terms using only the number of terms and the median.  .. .  (c) what is always true about the number of terms when the median is an integer?  .. .  (d) what is always true about the median when the number of terms is even?  .. .",
+            "4": "4 0607/52/m/j/16 \u00a9 ucles 20163 use your answer to question 2(b)  to help you complete the table of sequences of two or more consecutive  positive integers. sequencenumber  of termsmedian sum 51 5 43 4 49 4 use your answers to question 1  and question 2(b)  to help you find the sum of this sequence. 15,  16,  17,  ,  985. ...",
+            "5": "5 0607/52/m/j/16 \u00a9 ucles 2016 [turn over5 sequences have 2 or more terms.  find all the sequences of consecutive positive integers that have a sum of 77.",
+            "6": "6 0607/52/m/j/16 \u00a9 ucles 20166 (a) use the factors of 16 to show why the sum of a sequence of consecutive positive integers cannot  equal 16.  (b) find a number larger than 20 that cannot be written as the sum of consecutive positive integers. ...",
+            "7": "7 0607/52/m/j/16 \u00a9 ucles 2016blank page",
+            "8": "8 0607/52/m/j/16 \u00a9 ucles 2016blank page permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here 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 onl ine in the cambridge international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to do wnload at www.cie.org.uk after  the live examination series. cambridge international examinations is part of the cambridge assessment group. cambridge assessment is the brand name of unive rsity of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge."
+        },
+        "0607_s16_qp_53.pdf": {
+            "1": "this document consists of 8 printed pages. dc (nh/sw) 115854/2 \u00a9 ucles 2016 [turn over *2800503385* cambridge international mathematics 0607/53 paper 5 (core) may/june 2016  1 hour candidates answer on the question paper. additional materials: graphics calculator read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen. do not use staples, paper clips, glue or correction fluid. y ou may use an hb pencil for any diagrams or graphs. do not write in any barcodes. answer all the questions. y ou must show all relevant working to gain full marks for correct methods, including sketches. in this paper you will also be assessed on your ability to provide full reasons and communicate your  mathematics clearly and precisely. at the end of the examination, fasten all your work securely together. the total number of marks for this paper is 24.cambridge international examinations cambridge international general certificate of secondary education",
+            "2": "2 0607/53/m/j/16 \u00a9 ucles 2016answer all the questions. investigation  areas & perimeters this investigation looks at the connection between the area and the perimeter of a rectangle. all diagrams are not to scale. the sides of all rectangles are whole numbers. 1 5 4the area of this 4 by 5 rectangle is 20.  (a) 10 3   find the area of this rectangle.   ...   some rectangles have area 4.   there are three ways to calculate their area. area 4 1 \u00d7 4 2 \u00d7 2 4 \u00d7 1",
+            "3": "3 0607/53/m/j/16 \u00a9 ucles 2016 [turn over (b) some rectangles have area 6.   there are four ways to calculate their area.   complete the table below to show all four ways.   the first one has been done for you. area 6 1 \u00d7 6 .. \u00d7 .. .. \u00d7  \u00d7 ..    (c) some rectangles have the same area.   (i) there are exactly  two ways to calculate their area.    complete the table when this area is a number between 6 and 15. area .. .. \u00d7 .. .. \u00d7 ..   (ii) there are exactly  three  ways to calculate their area.    complete the table when this area is a number between 6 and 15. area .. .. \u00d7 .. .. \u00d7  \u00d7 ..",
+            "4": "4 0607/53/m/j/16 \u00a9 ucles 2016  (iii) there are more than four ways to calculate their area.    complete the table when the area is a number between 6 and 15.    you may not need all the lines. area .. .. \u00d7 .. .. \u00d7  \u00d7  \u00d7  \u00d7  \u00d7  \u00d7  \u00d7 ..",
+            "5": "5 0607/53/m/j/16 \u00a9 ucles 2016 [turn over2 some rectangles have the same area.  this area is between 1 and 20.  (a) (i) list the areas that can be calculated in exactly two  ways.   ...   (ii) write down the mathematical name for the numbers in your answer to part (a)(i) .   ...  (b) (i) list the areas that can be calculated in an odd number of ways.   ...   (ii) write down the mathematical name for the numbers in your answer to part (b)(i) .   ... 3 some rectangles have the same area.  this area is between 150 and 200.  find an area that can be calculated in an odd number of ways.   ...",
+            "6": "6 0607/53/m/j/16 \u00a9 ucles 20164  5 4 the perimeter of this 4 by 5 rectangle is 18.  find the perimeter of each of these rectangles. 10 3   ... 9 2   ...",
+            "7": "7 0607/53/m/j/16 \u00a9 ucles 2016 [turn over5 the width of a rectangle is 3.  its area and its perimeter have the same value.  (a) find its length.   ...  (b) write down its perimeter.   ... 6 x 4  (a) write down an expression for the area of this rectangle.   ...  (b) write down an expression for the perimeter of this rectangle.   ...  (c) the area and the perimeter have the same value.   write down an equation and solve it to find x. question 7 is printed on the next page.",
+            "8": "8 0607/53/m/j/16 \u00a9 ucles 20167 a rectangle has width 2 and length x.  show that this rectangle cannot have the same value for its area as its perimeter. permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here 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 onl ine in the cambridge international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to do wnload at www.cie.org.uk after  the live examination series. cambridge international examinations is part of the cambridge assessment group. cambridge assessment is the brand name of unive rsity of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge."
+        },
+        "0607_s16_qp_61.pdf": {
+            "1": "this document consists of 12 printed pages. dc (lk/fd) 115851/4 \u00a9 ucles 2016  [turn overcambridge international examinations cambridge international general certificate of secondary education * 5 6 5 4 9 5 8 8 7 8 * cambridge international mathematics  0607/61 paper 6 (extended)  may/june 2016  1 hour 30 minutes candidates answer on the question paper. additional materials:  graphics calculator read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen. do not use staples, paper clips, glue or correction fluid. you may use an hb pencil for any diagrams or graphs. do not  write in any barcodes. answer both parts a and b. you must show all the relevant working to gain full marks for correct methods, including sketches. in this paper you will also be assessed on your ability to provide full reasons and communicate your  mathematics clearly and precisely. at the end of the examination, fasten all your work securely together . the total number of marks for this paper is 40.",
+            "2": "2 0607/61/m/j/16 \u00a9 ucles 2016answer both  parts a and b. a  investigation  moving triangles (20 marks) you are advised to spend no more than 45 minutes on this part. q p ar s1 b this investigation is about finding the connection between ap and bq as p and q move. all triangles are right-angled and rs is one unit. in questions 1 , 2 and 3, p is at a. 1  rq p s b  triangle pbq  is an enlargement of triangle psr, with p as the centre of the enlargement.  (a) write down the scale factor of the enlargement in the diagram.     .  (b) complete the table for enlarging triangle psr. scale factor length of ps length of pb 3 4  6 30  7 14   (c) use one word to complete this statement.    psr and pbq  are  triangles because one is an enlargement of the other.",
+            "3": "3 0607/61/m/j/16 \u00a9 ucles 2016 [turn over2  p s bq not to scalexr 21  (a) show that x = 10 when pb = 20.  (b) find the value of x when pb = 16.   ..  (c) find an expression for x when pb = y.   .. 3 p sr x 1q bnot to scale 4 y  for this triangle, find an expression for x when pb = y.   ..",
+            "4": "4 0607/61/m/j/16 \u00a9 ucles 20164 these diagrams show p starting at a and then moving towards b.  (a) p s bq r 316not to scale y   in this diagram p is at a.   find the value of y.   ..  (b) p a s bq r 216not to scale z   in this diagram, p and s have moved towards b.   ps is one unit less than in part (a) .   find the value of z.   ..  (c) using your answers to part (a)  and part (b) , work out the value of ap.   ..",
+            "5": "5 0607/61/m/j/16 \u00a9 ucles 2016 [turn over5 p srq bx y51 a p srq bx z41not to scale  these diagrams show p starting at a and moving towards b.  in the second diagram, ps has decreased by one unit.  using the method of question 4 , show that ap = bq.",
+            "6": "6 0607/61/m/j/16 \u00a9 ucles 20166 p srq bx yn1 a p srqnot to scale bx z1  these diagrams show p starting at a and moving towards b.  in the second diagram, ps has decreased by one unit.  show that ap = bq.",
+            "7": "7 0607/61/m/j/16 \u00a9 ucles 2016 [turn over7 in this question, rs is no longer one unit.  p starts at a and moves towards b.  in the second diagram, ps has decreased by one unit.  p srq bx yn p a srqnot to scale bx z  (a) when rs = 2, find an expression for ap in terms of  x.   ..  (b) when rs = m, find an expression for ap in terms of  x and m.   ..",
+            "8": "8 0607/61/m/j/16 \u00a9 ucles 2016b modelling  musical notes (20 marks) you are advised to spend no more than 45 minutes on this part. this task is about the connection between musical notes. a musical note is made by a sound wave which is modelled by a sine function. here is the sine wave for the note a1, where the time, t, is measured in seconds.  1 t0 \u201311 552 55 each note has a different frequency, which is measured in hertz (hz). the frequency of the note a1 is 55 hz because the sine wave repeats 55 times per second.  1 the frequency of the note a2 is two times the frequency of the note a1.   on the grid below, sketch the sine wave for the note a2 for  t0552g g . 1 t0 \u201311 552 55",
+            "9": "9 0607/61/m/j/16 \u00a9 ucles 2016 [turn over2 the 12 notes in a musical scale are   a,  a#,  b,  c,  c#,  d,  d#,  e,  f,  f#,  g,  g#.  the notes on a piano repeat this scale.  notes in the same scale have the same subscript. (for example, a2, c#2 and f2 are all in the same scale.)  the frequency, f hz, of each note on a piano is modelled by the function    ( ) . fn 275 2n 12# =  where n is an integer from 0 to 87. n 0 1 2 3 4 5 6 7 8 910 11 12 13 14 87 note a0a#0b0c0c#0d0d#0e0f0f#0g0g#0a1a#1b1  (a) when n = 0 the frequency of the note is 27.5  . this is the note a0.   (i) work out the frequency of the note when n = 3.   ..   (ii) write down the note when n = 15.   ..   (iii) work out the frequency of the note e0.   ..  (b) write down all the values of n that give the note a on this piano.  ...  (c) which note has the highest frequency on this piano?   calculate this frequency.  note  frequency .",
+            "10": "10 0607/61/m/j/16 \u00a9 ucles 20163 k times the frequency of a note gives the frequency of the next note.  this means that   ( ) ( ) f fk n n 1 = + .  find the exact  value of k.   .. 4 (a) on the axes below, sketch the graph of ( ) . gx 275 2x 12# =  for x0 87g g . 5000 87g (x) x0  (b) find the note which has frequency closest to 1400  hz.   ..",
+            "11": "11 0607/61/m/j/16 \u00a9 ucles 2016 [turn over5 a different musical scale has 10 notes. q    r    s    t    u    v    w    x    y    z  the frequency of each note is modelled by the function   ( )hn a 2bn#=       where n is an integer from 0 to 29.  when n = 0 the note is q0 and the frequency of this note is 600  hz.  the frequency of the note q1 is 1200 hz.  (a) write down the value of a.   ..  (b) find the value of b.    ..  (c) show that ( ) ( ) h hk n n1 = + where k is a constant to be found. question 6 is printed on the next page.",
+            "12": "12 0607/61/m/j/16 \u00a9 ucles 2016permission 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 international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download at www.cie.org.uk after  the live examination series. 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.6 in musical scales the frequency of the note p1 is two times the frequency of the note p0.    (a) a musical scale has 23 notes.   the frequency of the first note is 75  hz.   work out the frequency of the second note.   ..  (b) the first note in another musical scale has a frequency of 100  hz.   the second note has a frequency of 108  hz.   find the number of notes in this scale.     .."
+        },
+        "0607_s16_qp_62.pdf": {
+            "1": "this document consists of 11 printed pages and 1 blank page. dc (leg/fd) 115846/3 \u00a9 ucles 2016  [turn overcambridge international examinations cambridge international general certificate of secondary education * 6 4 9 3 1 2 5 3 8 8 * cambridge international mathematics  0607/62 paper 6 (extended)  may/june 2016  1 hour 30 minutes candidates answer on the question paper. additional materials:  graphics calculator read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen. do not use staples, paper clips, glue or correction fluid. y ou may use an hb pencil for any diagrams or graphs. do not  write in any barcodes. answer both parts a and b. y ou must show all relevant working to gain full marks for correct methods, including sketches. in this paper you will also be assessed on your ability to provide full reasons and communicate your  mathematics clearly and precisely. at the end of the examination, fasten all your work securely together. the total number of marks for this paper is 40.",
+            "2": "2 0607/62/m/j/16 \u00a9 ucles 2016answer both  parts a and b. a\t investigation sums\tof\tconsecutive \tintegers \t(20\tmarks) you are advised to spend no more than 45 minutes on this part. \t\t this investigation looks at the results when the terms of a sequence of consecutive positive integers are added  together. 1\t the mean of 6 positive integers is 4.5 . \t calculate the sum of the 6 integers.   ... 2\t (a)\t complete the table for sequences of two or more consecutive positive integers. sequencenumber  of termsmean sum of all the terms 5, 6, 7, 8, 9, 10 6 10, 11, 12, .. , 40 31 25 2, 3, 4, 5, 6, 7, 8 35 4 42 49 \t (b)\t describe how to calculate the mean using only the first term and the last term of a sequence of  consecutive integers.  ...  ...",
+            "3": "3 0607/62/m/j/16 \u00a9 ucles 2016 [turn\tover3\t k, k + 1, k + 2, ..., k + 99 is a sequence of consecutive integers. \t (a)\t write down the number of terms in this sequence.   ... \t (b)\t use the first term and the last term to find an expression for the mean in terms of k.   ... \t (c)\t use your answers to part\t(a) and part\t(b) to write down an expression for the sum of all the terms of  the sequence.   ... 4\t use the method of question\t3 to show that the sum of the integers k, k + 1, k + 2, .., k + (n \u2013 1) is n # k n 22 1+ -.",
+            "4": "4 0607/62/m/j/16 \u00a9 ucles 20165\t (a)\t if n is odd, explain why the value of the expression   k n 22 1+ -   must be an integer.  ...  ... \t (b)\t if n is even, explain why the value of the expression   k n 22 1+ -   must end in .5 .  ...  ... 6\t the sum of a sequence of consecutive positive integers is 84. \t (a)\t using question\t4 and question\t5, find all the possible values of n and the corresponding values for the  mean. \t",
+            "5": "5 0607/62/m/j/16 \u00a9 ucles 2016 [turn\tover\t (b)\t write down all the possible sequences of consecutive positive integers whose sum is 84. 7\t find an even number, bigger than 20, which cannot be written as the sum of consecutive integers.   ...",
+            "6": "6 0607/62/m/j/16 \u00a9 ucles 2016b\t modelling traffic \tflow\t(20\tmarks) you are advised to spend no more than 45 minutes on this part. this task looks at maximising the number of cars that can safely pass a point on a road in an hour . 1\t it takes one second to react to an emergency when driving. \t (a)\t the speed of a car is 54 km/h.   \t \t calculate the number of metres that it travels in 1 second.   ... \t (b)\t the speed of a car is x km/h.   \t \t show that the number of metres, a, travelled in 1 second is approximately 0.278 x. 2\t the speed of a car is x km/h. \t when the driver brakes, the number of metres, b, that the car travels before stopping is kx2.   \t when x = 50, b = 20.  \t find an expression for b in terms of x.   ...",
+            "7": "7 0607/62/m/j/16 \u00a9 ucles 2016 [turn\tover3\t for safety, the distance between cars travelling at x km/h must be a + b. a b 4p \t the average length of a car is 4 metres. \t so the number of metres between corresponding points on a road is a + b + 4. \t (a)\t at a speed of x km/h, how many metres does a car travel in one hour?   ... \t (b)\t explain why a model for the number of cars, n, safely passing point p in one hour is .nx kxx 0278 41000 2=+ + \t \t where x km/h is the speed of the cars and k has the value you found in question\t2.  ...  ...  ...",
+            "8": "8 0607/62/m/j/16 \u00a9 ucles 2016\t (c)\t using your value for k from question\t2, sketch the graph of n for 0 g x g 60. 0 60xn speed  (km  / h)number of cars per hour \t (d)\t find the maximum possible number of cars which can safely pass point p in one hour.   ... \t (e)\t (i)\t find, correct to one decimal place, the speed that gives this maximum.   ... \t \t (ii)\t comment on the size of this answer.  ... \t (f)\t when you increase the average length of a car, what is the effect on \t \t (i)\t the maximum number of cars that can pass point p in one hour,  ... \t \t (ii)\t the speed at which this maximum is possible?  ...",
+            "9": "9 0607/62/m/j/16 \u00a9 ucles 2016 [turn\tover4\t a revised model for traffic flow does not include the braking distance, b.  \t this is because the car in front also travels the same braking distance. so the revised model uses k = 0. \t the model also allows 2 seconds, instead of 1 second, for the driver to react to the car in front stopping  quickly. \t assume the average length of a car is 4 metres. \t (a)\t revise the model in question\t3(b).  n =  .. \t (b)\t sketch the graph of n for 0 g x g 60. 0 60xn speed  (km  / h)number of cars per hour",
+            "10": "10 0607/62/m/j/16 \u00a9 ucles 2016\t (c)\t can 1800 cars safely pass point p in one hour? \t \t use algebra to explain your answer.",
+            "11": "11 0607/62/m/j/16 \u00a9 ucles 20165\t there is one speed, greater than 0  km/h, at which both models give the same number of cars per hour. \t find this speed.    ...",
+            "12": "12 0607/62/m/j/16 \u00a9 ucles 2016permission 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 international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download at www.cie.org.uk after  the live examination series. 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.blank\tpage"
+        },
+        "0607_s16_qp_63.pdf": {
+            "1": "this document consists of 12 printed pages. dc (lk/sg) 115876/2 \u00a9 ucles 2016  [turn overcambridge international examinations cambridge international general certificate of secondary education * 4 3 7 2 1 8 9 1 6 3 * cambridge international mathematics  0607/63 paper 6 (extended)  may/june 2016  1 hour 30 minutes candidates answer on the question paper. additional materials:  graphics calculator read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen. do not use staples, paper clips, glue or correction fluid. you may use an hb pencil for any diagrams or graphs. do not  write in any barcodes. answer both parts a and b. you must show all the relevant working to gain full marks for correct methods, including sketches. in this paper you will also be assessed on your ability to provide full reasons and communicate your  mathematics clearly and precisely. at the end of the examination, fasten all your work securely together . the total number of marks for this paper is 40.",
+            "2": "2 0607/63/m/j/16 \u00a9 ucles 2016answer both parts  a and b. a investigation  areas and perimeters  (20 marks) you are advised to spend no more than 45 minutes on this part. this investigation looks at the connection between the perimeter and area of a rectangle. all diagrams are not to scale.   7 4 the area of this 4 by 7 rectangle is 28 and its perimeter is 22. 1 (a)    10 3  find the area and perimeter of this rectangle.  area =  .  perimeter =  .",
+            "3": "3 0607/63/m/j/16 \u00a9 ucles 2016 [turn over (b) x 3   the area and perimeter of this rectangle have the same value.   (i) find x.    ..   (ii) write down its perimeter.    ..  (c) x 7   (i) write down an expression for the area of this rectangle.   ..   (ii) write down an expression for the perimeter of this rectangle.   ..   (iii) the area and the perimeter have the same value.    write down an equation and solve it to find x.   ..",
+            "4": "4 0607/63/m/j/16 \u00a9 ucles 20162 x y  (a) for this rectangle, find an expression, in terms of x and y, for    (i) the area,   ..   (ii) the perimeter.   ..  (b) the area and the perimeter have the same value.    show that yxx 22=- .",
+            "5": "5 0607/63/m/j/16 \u00a9 ucles 2016 [turn over3    yxx 22=-  (a) find y when x12= .    ..  (b) find y when x1=.    ..  (c) sketch the graph of yxx2 2=-  for values of x between 0 and 15. y x015  (d) for which values of x is the graph not valid for rectangles with area equal to perimeter?   give your answer as an inequality.   ..",
+            "6": "6 0607/63/m/j/16 \u00a9 ucles 20164   x y  when the area is less than the perimeter, yxx 221- .  (a) explain this using your method in question 2(b) .   assume that x22.   (b) on your sketch in question 3(c) , mark clearly  a point where  yxx 221-  and  x22.   label this point q.  (c) check that the co-ordinates of your point q give a rectangle in which the area is less than the perimeter.",
+            "7": "7 0607/63/m/j/16 \u00a9 ucles 2016 [turn over5 investigate if it is possible to find a cube where the volume is numerically equal to its total surface area.",
+            "8": "8 0607/63/m/j/16 \u00a9 ucles 2016b modelling  how much grass can the goat eat?  (20 marks) you are advised to spend no more than 45 minutes on this part. a farmer owns a goat and a large field with lots of grass in it.       10 m1 the farmer ties the goat to a point in the field with   a rope that is 10  m long.  find the area of grass that the goat can eat.   .. 2 (a) with the same 10  m rope, she ties the goat to an outside corner of a barn of length 25  m and width 15  m. 10 m 15 m 25 mnot to scale   find the area of grass that the goat can eat.   ..",
+            "9": "9 0607/63/m/j/16 \u00a9 ucles 2016 [turn over (b) with a 20  m rope she ties the goat to the same corner of the barn. 20 m15 m 25 mnot to scale g   explain what happens when the goat continues past point g. 3 with the original 10  m rope, she ties the goat to an outside corner of a barn of length 15  m and width 8  m.  (a) draw a sketch to show the shape of the area of grass the goat can now eat.  (b) show that the area of grass the goat can eat is approximately 239  m2.",
+            "10": "10 0607/63/m/j/16 \u00a9 ucles 20164 the farmer now uses a rope that is x metres long.  the barn is of length 15  m and width 8  m.  (a) the goat can eat an area of grass the same shape  as that in question 2(a) .   (i) complete the inequality for x.   . x1 1  .   (ii) write down a model for the area,  a m2.  a =  .  (b) the goat can eat an area of grass in a shape of the same form as that in question 3(a) .   (i) complete the inequality for x.   . x1 1  .   (ii) find a model for this area, a m2.  a =  .",
+            "11": "11 0607/63/m/j/16 \u00a9 ucles 2016 [turn over (c) (i) when x 15 231 1  , find a model for the area of grass, a m2, that the goat can eat.  a =  .   (ii) the goat needs to reach 700  m2 of grass.    use your model to find the length of the rope.   .. question 4(d) is printed on the next page.",
+            "12": "12 0607/63/m/j/16 \u00a9 ucles 2016permission 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 international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download at www.cie.org.uk after  the live examination series. 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. (d) the goat needs to reach 500  m2 of grass.   find the length of the rope.   .."
+        },
+        "0607_w16_qp_11.pdf": {
+            "1": "    this document consists of 8 printed pages.  ib16 11_0607_11/2rp  \u00a9 ucles 2016 [turn over     *5940164292 *  cambridge international examinations  cambridge international general certificate of secondary education       cambridge international mathematics 0607/11     paper 1 (core)  october/november 2016     45 minutes    candidates answer on the question paper.    additional materials: geometrical instruments      read these instructions first    write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen.  do not use staples, paper clips, glue or correction fluid.  you may use an hb pencil for any diagrams or graphs. do not  write in any barcodes.   answer all the questions.  calculators must not be used in this paper.  all answers should be given in their simplest form.  you must show all the rele vant working to gain full marks and you will be given marks fo r correct methods  even if your answer is incorrect.  the number of marks is given in brackets [  ] at the end of each question or part question.  the total number of marks for this paper is 40.   ",
+            "2": "2  \u00a9 ucles 2016 0607/11/o/n/16  formula list   area, a, of triangle, base b, height h. a = 1 2bh  area, a, of circle, radius r. a = \u03c0r2  circumference, c, of circle, radius r. c = 2\u03c0r  curved surface area, a, of cylinder of radius r, height h. a = 2\u03c0rh  curved surface area, a, of cone of radius r, sloping edge l. a = \u03c0rl  curved surface area, a, of sphere of radius r. a = 4\u03c0r2  volume, v, of prism, cross-sectional area a, length l. v =al  volume, v, of pyramid, base area a, height h. v= 1 3ah  volume, v, of cylinder of radius r, height h. v = \u03c0r2h  volume, v, of cone of radius r, height h. v = 1 3\u03c0r2h  volume, v, of sphere of radius r. v = 4 3\u03c0r3 ",
+            "3": "3  \u00a9 ucles 2016 0607/11/o/n/16 [turn over  answer  all the questions.    1   12y x1235 4 0 \u20134\u20133\u20132\u20131 \u20135 345 \u20134\u20133\u20132\u20131 \u20135 \u2013666 \u20136a      (a)  write down the co-ordinates of point a.       (  ,  )   [1]      (b)  plot the point (4, \u20132) . label this point b.  [1]        2   not to scale 15 cm8 cm17 cm      find the perimeter of this triangle.           cm [1]      3 write down all the factors of 35.         [2] ",
+            "4": "4  \u00a9 ucles 2016 0607/11/o/n/16  4 insert one pair of brackets in each of the following statements to make them correct.      (a) 6   +   3   \u00d7   4   \u2013   12   =   24            [1]      (b)  6   +   3   \u00d7   4   \u2013   12   =   \u201318      [1]        5 work out  107 of  250.               [1]        6 a recipe uses 200  g of rice for 4 people.     work out how much rice this recipe uses for 10 people.            g [ 2 ]       7 (a) change 7.2 kilograms into grams.         g [ 1 ]       (b)  change 86  000  cm3 into m3.           m3 [1]   ",
+            "5": "5  \u00a9 ucles 2016 0607/11/o/n/16 [turn over  8 the cost, $ c, of renting a car for n days is      c  = 20 + 12 n  .     (a) find the cost of renting a car for 5 days.        $  [1]      (b) the cost of renting a car was $104.      find the number of days for which the car was rented.        [2]        9 here are three sets a, b and c.    a = {2, 5, 6, 7, 9, 16} b = {5, 6, 7, 9} c = {even integers between 1 and 10}     (a) write down all the possible values for x when \u2208xa and \u2209xb.           [1]      (b) list the elements of  .ca\u2229            [1]        10 (a) expand the brackets.      \u2013 3  (x \u2013 2)         [1]      (b) factorise completely.      6 x \u2013 10 xy             [2]     ",
+            "6": "6  \u00a9 ucles 2016 0607/11/o/n/16  11 a line is parallel to  y = 3x + 1.  it passes through the point  (0, 7).     write down the equation of this line in the form  y = mx + c.          y =  [2]          12   12345 a b6 \u20136 \u20135 \u20134 \u20133 \u20132 \u20131 0 xy 1 2 3 4 5 6 \u20136\u20135\u20134\u20133\u20132\u20131     (a)  reflect triangle a in the line x = \u20131 .  [2]       (b)  describe the single  transformation that maps triangle a onto triangle b.           [3]  ",
+            "7": "7  \u00a9 ucles 2016 0607/11/o/n/16 [turn over    13 the list shows the number of ice creams sold  each day by a shop for a 10 day period.    75 62 93 82 109 89 76 87 96 494      (a) write down whether this type of data is di screte or continuous. explain your answer.    because        [2]        (b) write down which of the mean or median is th e most suitable average to use for this data.    explain your answer.    because          [2]         14 simplify.        32xx+               [2]        15 solve the simultaneous equations.    3x + 4y = 23  6x \u2013 2y  = 26                        x =            y =  [3]    question 16 is printed on the next page. ",
+            "8": "8    permission to reproduce items where third-party owned material pr otected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to trac e 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 ans wer-related information to candidates, all copyright acknowledgements are reproduced onl ine in the cambridge  international examinations copyright acknow ledgements booklet. this is produced for each  series of examinations and is freely a vailable to download at  www.cie.org.uk after the live examination series.  cambridge international examinations is par t of the cambridge assessment group. cambri dge assessment is t he brand name of unive rsity of cambridge local  examinations syndicate (ucles), which is itself  a department of the university of cambridge.     \u00a9 ucles 2016 0607/11/o/n/16  16 the table shows the mathematics mark, x, and the english mark, y, for each of nine students in a test.    mathematics mark  ( x) 95 40 30 20 70 60 80 30 25  english mark  ( y) 40 70 60 80 45 40 45 75 85     (a)  complete the scatter diagram.    the first four points have been plotted for you.      10 20 30 40 50 80 70 60 mathematics mark0english mark xy 100 904045505560657075808590 35  [2]       (b)  write down the type of correlation shown on the scatter diagram.          [1]       (c)  the mean mathematics mark is 50 and the mean english mark is 60.      using this information, draw the line of best fit on your diagram. [1] "
+        },
+        "0607_w16_qp_12.pdf": {
+            "1": "    this document consists of 8 printed pages.  ib16 11_0607_12/5rp  \u00a9 ucles 2016 [turn over     *6636643373 * cambridge international examinations  cambridge international general certificate of secondary education       cambridge international mathematics 0607/12     paper 1 (core)  october/november 2016     45 minutes    candidates answer on the question paper.    additional materials: geometrical instruments      read these instructions first    write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen.  do not use staples, paper clips, glue or correction fluid.  you may use an hb pencil for any diagrams or graphs. do not  write in any barcodes.   answer all the questions.  calculators must not be used in this paper.  all answers should be given in their simplest form.  you must show all the relevant working to gain fu ll marks and you will be given marks for correct methods  even if your answer is incorrect.  the number of marks is given in brackets [  ] at the end of each question or part question.  the total number of marks for this paper is 40.   ",
+            "2": "2  \u00a9 ucles 2016 0607/12/o/n/16  formula list   area, a, of triangle, base b, height h. a = 1 2bh  area, a, of circle, radius r. a = \u03c0r2  circumference, c, of circle, radius r. c = 2\u03c0r  curved surface area, a, of cylinder of radius r, height h. a = 2\u03c0rh  curved surface area, a, of cone of radius r, sloping edge l. a = \u03c0rl  curved surface area, a, of sphere of radius r. a = 4\u03c0r2  volume, v, of prism, cross-sectional area a, length l. v =al  volume, v, of pyramid, base area a, height h. v= 1 3ah  volume, v, of cylinder of radius r, height h. v = \u03c0r2h  volume, v, of cone of radius r, height h. v = 1 3\u03c0r2h  volume, v, of sphere of radius r. v = 4 3\u03c0r3 ",
+            "3": "3  \u00a9 ucles 2016 0607/12/o/n/16 [turn over  answer  all the questions.    1 here is a list of numbers.     2 3 4 5 6     from this list, write down   (a) the factors of 18,      [1]      (b) the square number,        [1]     (c) a prime number.       [1]       2 write 0.03 as a fraction.          [1]      3 a movie is 2 hours 40 minutes long.    it starts at 10  40.        at what time does it finish?          [1]      4 work out.     (a)  20 \u2013 8 \u00d7 2          [1]     (b) 2 \u00d7 20 \u2013 8            [1]   ",
+            "4": "4    \u00a9 ucles 2016 0607/12/o/n/16  5 the table shows the number of books borrowe d each day from a library during one week.     day monday tuesday wednesday thursday friday saturday  number of books 436 297 735 626 920 1297     (a) on which day was the fewest number of books borrowed?         [1]     (b) find the range of the number of books borrowed.      [1]      6 complete the mapping diagram.    3_26912 5172635   [1]       7 (a) write 0.08219 correct to 3 decimal places.         [1]       (b) write 60  952 correct to 3 significant figures.          [1]       8 write down the next two numbers in this sequence.      19,   14,   9,   4,     ,               [ 2 ]  ",
+            "5": "5  \u00a9 ucles 2016 0607/12/o/n/16 [turn over  9   not to  scale 20  cm6 cm      the rectangle is enlarged by a scale factor of 4.     write down the size of the enlarged rectangle.        length   cm     width    cm [2]       10      north a b     measure the bearing of a from b.         [1]       11 write down the equation of a line parallel to  y = 3x + 5.            [1]      12  find the area of a circle of diameter 12  cm.   give your answer in terms of \u03c0.             cm2 [2] ",
+            "6": "6    \u00a9 ucles 2016 0607/12/o/n/16  13 the area of a floor is 25  m2.   jenny thinks this is the same as 2  500  cm2.     is jenny correct?  explain your answer.    because        [1]         14 the exterior angle of a regular polygon is 40\u00b0.     find the number of sides of this polygon.                   [2]        15   b ac 30\u00b0not to  scale      ab  is the diameter of the circle and c is a point on the circumference.      work out the size of angle abc .          angle abc =     [2]        16 (a) simplify.       (i) 30 \u00d7 6       [1]      (ii) 3 31\uf8f7 \uf8f8\uf8f6\uf8ec \uf8ed\uf8eb       [1]       (b) find the value of n when  2n+1 = 16 .        [1] ",
+            "7": "7  \u00a9 ucles 2016 0607/12/o/n/16 [turn over  17 twenty students in a class each solve a puzzle.     the time taken, t minutes, by each student to solve the puzzle is shown in the table.     (a) complete the table.                     [1]       (b) find an estimate for the mean tim e taken to solve the puzzle.           min  [3]        18 (a) complete the statement using one of the symbols   <  ,  =  or  > .      7    4        [1]       (b)  write down the largest integer value, x, such that     (i) x   \u20133,           [1]     (ii) 2x < 11.          [1]       19 describe the single  transformation that maps the graph of y = x2 onto the graph of y = x2 \u2013 2 .          [2]      question 20 is printed on the next page. time (minutes) number of students midpoint   0 < t  2 1   2 < t  4 6   4 < t  6 6   6 < t  8 6   8 < t  10 1   total 20  ",
+            "8": "8    permission to reproduce items where third-party owned material pr otected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to trac e 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 ans wer-related information to candidates, all copyright acknowledgements are reproduced onl ine in the cambridge  international examinations copyright acknow ledgements booklet. this is produced for each  series of examinations and is freely a vailable to download at  www.cie.org.uk after the live examination series.  cambridge international examinations is par t of the cambridge assessment group. cambri dge assessment is t he brand name of unive rsity of cambridge local  examinations syndicate (ucles), which is itself  a department of the university of cambridge.     \u00a9 ucles 2016 0607/12/o/n/16  20 the table shows the maximum daily temperature, x \u00b0 c, and the daily income, $ y, of an ice cream salesman.    temperature ( x \u00b0 c) 25 18 30 20 25 20 22 28 15  income ($ y) 400 300 500 350 450 400 450 500 250     (a)  complete the scatter diagram.    the first four points have been plotted for you.     12 14 16 18 20 26 24 22 temperature (  c)150200250300350400450500550600 10income  ($) xy 30 28 \u00b032100   [2]       (b)  write down the type of correlation shown on the scatter diagram.         [1]   "
+        },
+        "0607_w16_qp_13.pdf": {
+            "1": "    this document consists of 8 printed pages.  ib16 11_0607_13/fp  \u00a9 ucles 2016 [turn over     *7748862035* cambridge international examinations  cambridge international general certificate of secondary education       cambridge international mathematics 0607/13     paper 1 (core)  october/november 2016     45 minutes    candidates answer on the question paper.    additional materials: geometrical instruments      read these instructions first    write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen.  do not use staples, paper clips, glue or correction fluid.  you may use an hb pencil for any diagrams or graphs. do not  write in any barcodes.   answer all the questions.  calculators must not be used in this paper.  all answers should be given in their simplest form.  you must show all the relevant working to gain fu ll marks and you will be given marks for correct methods  even if your answer is incorrect.  the number of marks is given in brackets [  ] at the end of each question or part question.  the total number of marks for this paper is 40.   ",
+            "2": "2  \u00a9 ucles 2016 0607/13/o/n/16  formula list   area, a, of triangle, base b, height h. a = 1 2bh  area, a, of circle, radius r. a = \u03c0r2  circumference, c, of circle, radius r. c = 2\u03c0r  curved surface area, a, of cylinder of radius r, height h. a = 2\u03c0rh  curved surface area, a, of cone of radius r, sloping edge l. a = \u03c0rl  curved surface area, a, of sphere of radius r. a = 4\u03c0r2  volume, v, of prism, cross-sectional area a, length l. v =al  volume, v, of pyramid, base area a, height h. v= 1 3ah  volume, v, of cylinder of radius r, height h. v = \u03c0r2h  volume, v, of cone of radius r, height h. v = 1 3\u03c0r2h  volume, v, of sphere of radius r. v = 4 3\u03c0r3 ",
+            "3": "3  \u00a9 ucles 2016 0607/13/o/n/16 [turn over  answer  all the questions.    1 here is a list of numbers.     2 3 4 5 6     from this list, write down   (a) the factors of 18,      [1]      (b) the square number,        [1]     (c) a prime number.       [1]       2 write 0.03 as a fraction.          [1]      3 a movie is 2 hours 40 minutes long.    it starts at 10  40.        at what time does it finish?          [1]      4 work out.     (a)  20 \u2013 8 \u00d7 2          [1]     (b) 2 \u00d7 20 \u2013 8            [1]   ",
+            "4": "4    \u00a9 ucles 2016 0607/13/o/n/16  5 the table shows the number of books borrowe d each day from a library during one week.     day monday tuesday wednesday thursday friday saturday  number of books 436 297 735 626 920 1297     (a) on which day was the fewest number of books borrowed?         [1]     (b) find the range of the number of books borrowed.      [1]      6 complete the mapping diagram.    3_26912 5172635   [1]       7 (a) write 0.08219 correct to 3 decimal places.         [1]       (b) write 60  952 correct to 3 significant figures.          [1]       8 write down the next two numbers in this sequence.      19,   14,   9,   4,     ,               [ 2 ]  ",
+            "5": "5  \u00a9 ucles 2016 0607/13/o/n/16 [turn over  9   not to  scale 20  cm6 cm      the rectangle is enlarged by a scale factor of 4.     write down the size of the enlarged rectangle.        length   cm     width    cm [2]       10      north a b     measure the bearing of a from b.         [1]       11 write down the equation of a line parallel to  y = 3x + 5.            [1]      12  find the area of a circle of diameter 12  cm.   give your answer in terms of \u03c0.             cm2 [2] ",
+            "6": "6  \u00a9 ucles 2016 0607/13/o/n/16  13 the area of a floor is 25  m2.   jenny thinks this is the same as 2  500  cm2.     is jenny correct?  explain your answer.    because        [1]         14 the exterior angle of a regular polygon is 40\u00b0.     find the number of sides of this polygon.                   [2]        15   b ac 30\u00b0not to  scale      ab  is the diameter of the circle and c is a point on the circumference.      work out the size of angle abc .          angle abc =     [2]        16 (a) simplify.       (i) 30 \u00d7 6       [1]      (ii) 3 31\uf8f7 \uf8f8\uf8f6\uf8ec \uf8ed\uf8eb       [1]       (b) find the value of n when  2n+1 = 16 .        [1] ",
+            "7": "7  \u00a9 ucles 2016 0607/13/o/n/16 [turn over  17 twenty students in a class each solve a puzzle.     the time taken, t minutes, by each student to solve the puzzle is shown in the table.     (a) complete the table.                     [1]       (b) find an estimate for the mean tim e taken to solve the puzzle.           min  [3]        18 (a) complete the statement using one of the symbols   <  ,  =  or  > .      7    4        [1]       (b)  write down the largest integer value, x, such that     (i) x   \u20133,           [1]     (ii) 2x < 11.          [1]       19 describe the single  transformation that maps the graph of y = x2 onto the graph of y = x2 \u2013 2 .          [2]      question 20 is printed on the next page. time (minutes) number of students midpoint   0 < t  2 1   2 < t  4 6   4 < t  6 6   6 < t  8 6   8 < t  10 1   total 20  ",
+            "8": "8      permission to reproduce items where third-party owned material pr otected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to trac e 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 ans wer-related information to candidates, all copyright acknowledgements are reproduced onl ine in the cambridge  international examinations copyright acknow ledgements booklet. this is produced for each  series of examinations and is freely a vailable to download at  www.cie.org.uk after the live examination series.  cambridge international examinations is par t of the cambridge assessment group. cambri dge assessment is t he brand name of unive rsity of cambridge local  examinations syndicate (ucles), which is itself  a department of the university of cambridge.     \u00a9 ucles 2016 0607/13/o/n/16  20 the table shows the maximum daily temperature, x \u00b0 c, and the daily income, $ y, of an ice cream salesman.    temperature ( x \u00b0 c) 25 18 30 20 25 20 22 28 15  income ($ y) 400 300 500 350 450 400 450 500 250     (a)  complete the scatter diagram.    the first four points have been plotted for you.     12 14 16 18 20 26 24 22 temperature (  c)150200250300350400450500550600 10income  ($) xy 30 28 \u00b032100   [2]       (b)  write down the type of correlation shown on the scatter diagram.         [1]     "
+        },
+        "0607_w16_qp_21.pdf": {
+            "1": "this document consists of 8 printed pages. dc (cw/jg) 117025/2 \u00a9 ucles 2016  [turn over * 6 3 5 0 9 3 4 6 5 0 * cambridge international mathematics  0607/21 paper 2 (extended)  october/november 2016  45 minutes candidates answer on the question paper. additional materials:  geometrical instruments read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen. do not use staples, paper clips, glue or correction fluid. y ou may use an hb pencil for any diagrams or graphs. do not  write in any barcodes. answer all the questions. calculators must not be used in this paper. all answers should be given in their simplest form. y ou must show all the relevant working to gain full marks and you will be given marks for correct methods even if your answer is incorrect. the number of marks is given in brackets [  ] at the end of each question or part question. the total number of marks for this paper is 40.cambridge international examinations cambridge international general certificate of secondary education",
+            "2": "2 0607/21/o/n/16 \u00a9 ucles 2016formula list for the equation  ax bx c02+ + = xab b ac 242!=- - curved surface area, a, of cylinder of radius r, height h. r a rh2= curved surface area, a, of cone of radius r, sloping edge l. r a rl= curved surface area, a, of sphere of radius r. r a r42= v olume, v, of pyramid, base area a, height h. v ah31= v olume, v, of cylinder of radius r, height h. rv r h2= v olume, v, of cone of radius r, height h. r v r h31 2= v olume, v, of sphere of radius r. r v r34 3=      sin sin sin aa bb cc= =      cos a b c bc a 22 2 2= + -      sinbc a21area=a c bcb a",
+            "3": "3 0607/21/o/n/16 \u00a9 ucles 2016 [turn overanswer all the questions. 1 sara and klaus share some money in the ratio 5 : 4 .  klaus receives $48.  work out how much sara receives.  $    [2] 2a p n f h  from the list above, write down the letter which has  line symmetry only,    line symmetry and rotational symmetry,    rotational symmetry only.    [2] 3 the list shows the quiz scores of 13 students. 11       11       11       12       12       13       14       15       15       16       16       19       19  find  (a) the mode,      [1]  (b) the median,      [1]  (c) the upper quartile.      [1] 4 write .4 07 1 03#- as an ordinary number.      [1]",
+            "4": "4 0607/21/o/n/16 \u00a9 ucles 20165 v = u + at  (a) find v when , u a 5 1= = - and t = 1.5 .  v =    [2]  (b) rearrange the formula to write a in terms of t, u and v.  a =    [2] 6 work out 98 187-  , giving your answer in its lowest terms.      [3] 7 the interior angle of a regular polygon is 176\u00b0.  work out how many sides the polygon has.      [3]",
+            "5": "5 0607/21/o/n/16 \u00a9 ucles 2016 [turn over8 120\u00b0 100\u00b0y\u00b0 a bcd onot to scale  a, b, c and d lie on the circle, centre o.  work out the value of y.  y =    [3] 9 on each venn diagram, shade the area indicated. ( )p q+ l w v x + + l lp v w xqu u  [2]",
+            "6": "6 0607/21/o/n/16 \u00a9 ucles 201610 multiply out the brackets and simplify.   ( ) ( ) 2 3 1 3 2 - +      [2] 11 solve the equation.    x3 1- =      [2] 12 find the value of 2523-.      [2] 13 x is positive and x 38 4= .  find the exact value of x.  x =    [2]",
+            "7": "7 0607/21/o/n/16 \u00a9 ucles 2016 [turn over14 the roots of the quadratic equation x ax b 02+ + = are 5 and - 2.  find the value of a and the value of b.  a =    [3]  b =    [3] 15 y is inversely proportional to the square root of ( x - 3).  when x = 7, y = 3.  find y in terms of x.  y =  ...  [2] 16 2y x \u2013245 900  the diagram shows the graph of ( ) \u00b0 sin y a bx = , for x0 90g g .  find the value of a and the value of b.  a =    [2]  b =    [2] question 17 is printed on the next page",
+            "8": "8 0607/21/o/n/16 \u00a9 ucles 201617 (a) log log k 2 3 =   find the value of k.  k =    [1]  (b) log log logp 5 2- =   find the value of p.  p =    [1] permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. every reasonable  effort has been made by the publisher (ucles) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the publisher will  be pleased to make amends at the earliest possible opportunity. to avoid the issue of disclosure of answer-related information to candidates, all copyright acknowledgements are reproduced online in the cambridge international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download at www.cie.org.uk after  the live examination series. 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."
+        },
+        "0607_w16_qp_22.pdf": {
+            "1": "this document consists of 8 printed pages. dc (nf/jg) 117022/1 \u00a9 ucles 2016  [turn over * 1 6 8 2 9 3 5 5 7 6 * cambridge international mathematics  0607/22 paper 2  (extended)  october/november 2016  45 minutes candidates answer on the question paper. additional materials:  geometrical instruments read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen. do not use staples, paper clips, glue or correction fluid. y ou may use an hb pencil for any diagrams or graphs. do not  write in any barcodes. answer all the questions. calculators must not be used in this paper. all answers should be given in their simplest form. y ou must show all the relevant working to gain full marks and you will be given marks for correct methods  even if your answer is incorrect. the number of marks is given in brackets [  ] at the end of each question or part question. the total number of marks for this paper is 40.cambridge international examinations cambridge international general certificate of secondary education",
+            "2": "2 0607/22/o/n/16 \u00a9 ucles 2016formula list for the equation  ax bx c02+ + = xab b ac 242!=- - curved surface area, a, of cylinder of radius r, height h. r a rh2= curved surface area, a, of cone of radius r, sloping edge l. r a rl= curved surface area, a, of sphere of radius r. r a r42= v olume, v, of pyramid, base area a, height h. v ah31= v olume, v, of cylinder of radius r, height h. rv r h2= v olume, v, of cone of radius r, height h. r v r h31 2= v olume, v, of sphere of radius r. r v r34 3=      sin sin sin aa bb cc= =      cos a b c bc a 22 2 2= + -      sinbc a21area=a c bcb a",
+            "3": "3 0607/22/o/n/16 \u00a9 ucles 2016 [turn overanswer all the questions. 1    25           26           27           28           29           30  from this list, write down a prime number.     [1] 2 $84 is divided in the ratio 3 : 4.  find the value of the largest share.  $   [2] 3 in a sale, the price of all furniture is reduced by 30%.  (a) before the sale the price of a chair was $40.   find the price of this chair in the sale.  $   [2]  (b) in the sale, the price of a table is $140.   find the price of this table before  the sale.  $   [3]",
+            "4": "4 0607/22/o/n/16 \u00a9 ucles 20164 work out the following, giving each answer in standard form.  (a) 6.4 10 1.6 102 3# # -- -^ ^ h h     [2]  (b) 6.4 10 1.6 102 3' # #- -^ ^ h h     [2] 5 one day there were 720 students at a school.  the table shows the type of transport the students used to get to school. type of transport walk bus car bicycle number of students 117 280 240 x  (a) find the value of x.  x =    [1]  (b) find the relative frequency of students who went to school by car.   give your answer as a fraction in its lowest terms.     [2]",
+            "5": "5 0607/22/o/n/16 \u00a9 ucles 2016 [turn over6 a bag contains 10 discs.  5 discs are red, 4 are blue and 1 is green.  a disc is chosen at random and not replaced.  a second disc is then chosen at random.  find the probability that  (a) both discs are green,     [1]  (b) both discs are the same colour.     [3] 7 expand the brackets and simplify.  (a) x x x x 3 4 5 5 3 2 - - + ^ ^ h h     [2]  (b) x y x y 4 3 2 - +^ ^ h h     [3]",
+            "6": "6 0607/22/o/n/16 \u00a9 ucles 20168 find the value of 6431.     [1] 9 find the highest common factor (hcf) of x y83 4 and x y124.     [2] 10 in each of the following, rationalise the denominator and simplify your answer.  (a) 36     [2]  (b) 2 33 +     [2]",
+            "7": "7 0607/22/o/n/16 \u00a9 ucles 2016 [turn over11 the points a (3, 8) and b (9, 0) are shown on the diagram below. y x0ba not to scale  find the equation of the perpendicular bisector of the line ab.     [5] question 12 is printed on the next page.",
+            "8": "8 0607/22/o/n/16 \u00a9 ucles 201612 y is proportional to the square of x.  when x = 4, y = 8.  (a) find an equation connecting y and x.     [2]  (b) find the values of x when y = 32.     [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. to avoid the issue of disclosure of answer-related information to candidates, all copyright acknowledgements are reproduced online in the cambridge international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download at www.cie.org.uk after  the live examination series. 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."
+        },
+        "0607_w16_qp_23.pdf": {
+            "1": "this document consists of 8 printed pages. dc (nh/sw) 117016/2 \u00a9 ucles 2016  [turn over * 1 4 4 1 5 4 4 9 3 8 * cambridge international mathematics  0607/23 paper 2 (extended)  october/november 2016  45 minutes candidates answer on the question paper. additional materials:  geometrical instruments read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen. do not use staples, paper clips, glue or correction fluid. y ou may use an hb pencil for any diagrams or graphs. do not  write in any barcodes. answer all the questions. calculators must not be used in this paper. all answers should be given in their simplest form. y ou must show all the relevant working to gain full marks and you will be given marks for correct methods even if your answer is incorrect. the number of marks is given in brackets [ ] at the end of each question or part question. the total number of marks for this paper is 40.cambridge international examinations cambridge international general certificate of secondary education",
+            "2": "2 0607/23/o/n/16 \u00a9 ucles 2016formula list for the equation  ax bx c02+ + = xab b ac 242!=- - curved surface area, a, of cylinder of radius r, height h. r a rh2= curved surface area, a, of cone of radius r, sloping edge l. r a rl= curved surface area, a, of sphere of radius r. r a r42= v olume, v, of pyramid, base area a, height h. v ah31= v olume, v, of cylinder of radius r, height h. rv r h2= v olume, v, of cone of radius r, height h. r v r h31 2= v olume, v, of sphere of radius r. r v r34 3=      sin sin sin aa bb cc= =      cos a b c bc a 22 2 2= + -      sinbc a21area=a c bcb a",
+            "3": "3 0607/23/o/n/16 \u00a9 ucles 2016 [turn overanswer all the questions. 1 here are the first four terms of a sequence. 11   8   5   2  write down the next term of the sequence.     [1] 2 use the formula  2ahx y= + ^ h  to find the value of a when x = 7, y = 13 and h = 6.4 .  a =  ...  [2] 3 work out.  (a) (0.2)3     [1]  (b) 73 54'     [2] 42x\u00b0 2x\u00b0 60\u00b0not to scalex\u00b0 x\u00b0  the diagram shows a pentagon.  find the value of x.  x =  ...  [3]",
+            "4": "4 0607/23/o/n/16 \u00a9 ucles 20165 triangle b is the image of triangle a after a reflection.  triangle c is the image of triangle b after an enlargement, scale factor 2.  triangle d is the image of triangle c after a rotation.  triangle e is the image of triangle d after a stretch, factor 3.  complete this table.  write c if the triangles are congruent.  write s if the triangles are similar.  write n if the triangles are neither congruent nor similar. triangles c, s or n a and b a and c b and d d and e  [3] 6 the table shows the numbers of pets owned by each of 100 families. number of pets frequency 0 23 1 37 2 25 3 10 4 5  (a) write down the range.     [1]  (b) find the median.     [1]  (c) work out the mean.   . [2]",
+            "5": "5 0607/23/o/n/16 \u00a9 ucles 2016 [turn over7 solve the simultaneous equations. 4x \u2013 3y = 12 6x \u2013   y = 11  x =  ...  y =  ...  [3] 8 jakob draws a scatter diagram which shows that two quantities, x and y, are correlated.  he calculates the equation of the regression line as  y = 32 \u2013 1.5 x.  (a) what type of correlation is there between x and y?     [1]  (b) the mean of the y values is 14.   find the mean of the x values.     [2]",
+            "6": "6 0607/23/o/n/16 \u00a9 ucles 20169 75\u00b0 40\u00b0not to scalea b cde p  a, b, c, d and e are points on a circle.  ce and ad intersect at p .  angle dcp  = 40\u00b0 and angle cpd  = 75\u00b0.  find  (a) angle dae ,  angle dae =  ...  [1]  (b) angle abc.  angle abc=  ...  [2] 10 (a) find log5 25.     [1]  (b) 2 log 3 \u2013 log 5 = log p   find p.  p =  ...  [2]",
+            "7": "7 0607/23/o/n/16 \u00a9 ucles 2016 [turn over11 solve. 4x + 2 > 3(2 x \u2013 4)     [3] 12 not to scale ap q oc ab c  oabc  is a parallelogram.  p is the midpoint of cb.  cq : qa =  5 : 3.  oa = a and oc = c.  find these vectors in terms of a and/or c, giving your answers in their simplest form.  (a) cp     [1]  (b) oq     [3] question 13 is printed on the next page.",
+            "8": "8 0607/23/o/n/16 \u00a9 ucles 2016permission 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 international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download at www.cie.org.uk after  the live examination series. 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.13 simplify.  (a) 212     [2]  (b) 5 2 32-^ h     [3]"
+        },
+        "0607_w16_qp_31.pdf": {
+            "1": "* 3 8 7 9 8 2 5 3 3 5 * this document consists of 16 printed pages. dc (slm/jg) 114970/2 \u00a9 ucles 2016  [turn overcambridge international examinations cambridge international general certificate of secondary education cambridge international mathematics  0607/31 paper 3 (core)  october/november 2016  1 hour 45 minutes candidates answer on the question paper. additional materials:  geometrical instruments  graphics calculator read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen. do not use staples, paper clips, highlighters, glue or correction fluid. y ou may use a pencil for any diagrams or graphs. do not  write in any barcodes. answer all the questions. unless instructed otherwise, give your answers exactly or correct to three significant figures as appropriate. answers in degrees should be given to one decimal place. for \u03c0, use your calculator value. y ou must show all the relevant working to gain full marks and you will be given marks for correct methods, including sketches, even if your answer is incorrect. the number of marks is given in brackets [ ] at the end of each question or part question. the total number of marks for this paper is 96.",
+            "2": "2 0607/31/o/n/16 \u00a9 ucles 2016formula list area, a, of triangle, base b, height h.  a = 21bh area, a, of circle, radius r.  a = rr2 circumference, c, of circle, radius r.  c = 2rr curved surface area, a, of cylinder of radius r, height h.  a = 2rrh curved surface area, a, of cone of radius r, sloping edge l. a = rrl curved surface area, a, of sphere of radius r.  a = 4rr2 v olume, v, of prism, cross-sectional area a, length l.  v = al v olume, v, of pyramid, base area a, height h.  v = 31ah v olume, v, of cylinder of radius r, height h.  v = rr2h v olume, v, of cone of radius r, height h.  v = 31  rr2h v olume, v, of sphere of radius r.  v = 34  rr3",
+            "3": "3 0607/31/o/n/16 \u00a9 ucles 2016 [turn overanswer all the questions. 1 a bcnot to scale x cm y cm 12 cm  the diagram shows three regular shapes a, b and c.  (a) write down the correct mathematical name of each shape.  shape a  ...  shape b  ...  shape c  ...  [4]  (b) each shape has the same perimeter.   find the value of x and the value of y.  x =    cm   y =    cm  [3]",
+            "4": "4 0607/31/o/n/16 \u00a9 ucles 20162 a conference centre has 6 rooms.  one day all the rooms are used. room numbernumber of  people 1 7 2 6 3 12 4 10 5 9 6 11  (a) find the total number of people in the six rooms.     [1]  (b) complete the bar chart for the information above. 1 2 3 4 5 60number of people room number4 2681012  [2]",
+            "5": "5 0607/31/o/n/16 \u00a9 ucles 2016 [turn over (c) the cost of using each of the rooms for the day is $300.   the cost is shared equally between the people using it.   (i) calculate the total cost of using all six rooms.  $   [1]    (ii) for room 4, find the cost per person to use the room.  $   [1]   (iii) each person in room 2 has a lunch that costs $8 per person.    find the total  amount paid by all six people in room 2.  $   [2]",
+            "6": "6 0607/31/o/n/16 \u00a9 ucles 20163 (a)    3 9 85 21 -6 r -0.75 0.33 -18 352   from this list, write down   (i) a positive integer,     [1]    (ii) a negative integer,      [1]    (iii) a square number,      [1]    (iv) a number between 0.5 and 1,     [1]    (v) an irrational number.     [1]   (b) write 3 as a decimal   (i) correct to 4 decimal places,     [1]    (ii) correct to 4 significant figures.     [1] ",
+            "7": "7 0607/31/o/n/16 \u00a9 ucles 2016 [turn over (c) write 0.33  as a fraction.     [1]   (d) write 352 as a decimal.     [1]  (e) write 85 as a percentage.     % [1] ",
+            "8": "8 0607/31/o/n/16 \u00a9 ucles 20164 (a) money   write down all the letters from this word that have   (i) line symmetry,     [2]    (ii) rotational symmetry.     [2]   (b) a bc 15 cm 9 cm d ef 4 cm3 cmnot to scale  the diagram shows two right-angled triangles.  triangle abc  is similar to triangle def .   (i) work out the lengths ab and df.  ab =  .. cm  df =  .. cm [3]    (ii) find the ratio    area of triangle abc  : area of triangle def .  .. : .. [2] ",
+            "9": "9 0607/31/o/n/16 \u00a9 ucles 2016 [turn over5 tutku counts the number of petals on each of 100 flowers.  her results are shown in the table. number of petals frequency 15 5 16 10 17 12 18 24 19 27 20 14 21 6 22 2  find   (a) the mode,     [1]  (b) the median,     [1]   (c) the interquartile range,     [2]   (d) the mean.     [2] ",
+            "10": "10 0607/31/o/n/16 \u00a9 ucles 20166 these are the first four terms of a sequence. 326  319  312  305  (a) find the next two terms in this sequence.   . , . [2]   (b) find an expression for the nth term of this sequence.     [2]   (c) pedro says that 249 is a term in this sequence.   is he correct? show working to support your answer.  [1]",
+            "11": "11 0607/31/o/n/16 \u00a9 ucles 2016 [turn over7 (a) ab dc ea\u00b0b\u00b0 c\u00b0 d \u00b0not to scale 107\u00b042\u00b0   the diagram shows a parallelogram abcd and a straight line cde .   find the values of a, b, c and d.  a =  ...  b =  ...  c =  ...  d =  ...  [4]   (b) bad coep\u00b062\u00b0q\u00b0 r\u00b0not to scale   the diagram shows a circle, centre o, with diameter eb.   the line ac is a tangent to the circle at b.   d is a point on the circumference and angle abd  = 62\u00b0.   find the values of p, q and r.  p =  ...    q =  ...    r =  ...  [3]",
+            "12": "12 0607/31/o/n/16 \u00a9 ucles 20168 on any evening, the probability that elise goes to a caf\u00e9 is 52.  if elise goes to a caf\u00e9, the probability that she then goes to the cinema is 31.  if she does not go to a caf\u00e9, the probability that she then goes to the cinema is 74.  (a) complete the tree diagram. cinema not cinema cinema not cinema..caf\u00e9 2 5 not caf\u00e9.. 1 3  [3]   (b) find the probability that, on one evening, elise goes to a caf\u00e9 and goes to the cinema.     [2]   (c) find the probability that, on one evening, elise goes to the cinema.     [3] ",
+            "13": "13 0607/31/o/n/16 \u00a9 ucles 2016 [turn over9 sally leaves home to go to school at 07  45.  she walks 100 metres to the bus stop and arrives at 07  50.  (a) work out her average walking speed in km/h.   ...  km/h [3]   (b) the bus leaves the bus stop at 07  55.   it travels the 6  km to school at an average speed of 40  km/h.   (i) calculate the number of minutes that the bus takes to get to school.   \ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd  min [3]    (ii) work out the time that the bus gets to school.     [1]    (iii) sally takes 5 minutes to walk from the bus to the classroom.    the lesson starts at 08  15.    show that sally gets to the classroom before the lesson starts.  [1]",
+            "14": "14 0607/31/o/n/16 \u00a9 ucles 201610 (a) solve.   (i) x x5 2 3 6+ = +     [2]    (ii) x4 10 10 1 -     [2]   (b) show x 22- on the number line. \u20135\u20134\u20133\u20132\u2013101234x   [1]  (c) simplify.   (i) x x6 22 6#     [2]    (ii) yy 515 28     [2]  (d) yassar buys 2 bottles of drink and 3 bars of chocolate for $5.25 .   hassan buys 1 bottle of drink and 2 bars of chocolate for $3.05 .   find the cost of 1 bottle of drink and the cost of 1 bar of chocolate.   show all your working.  1 bottle of drink = $  ...    1 bar of chocolate = $  ...  [4]",
+            "15": "15 0607/31/o/n/16 \u00a9 ucles 2016 [turn over11 not to scale 12 m0.5 m 1.5 m6 m  the diagram shows a rectangular garden, 6  m by 12  m.  in the garden there is a circular pond with radius 1.5  m.  there is a circular path of width 0.5  m around the pond.  (a) the pond is 0.6  m deep.   work out the volume of water in the pond when it is full.    m3 [2]  (b) work out the area of the path.    m2 [2]   (c) the rest of the garden, apart from the pond and the path, is covered by grass.   work out the area covered by grass.    m2 [2]  question 12 is printed on the next page.",
+            "16": "16 0607/31/o/n/16 \u00a9 ucles 2016permission 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 international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download at www.cie.org.uk after  the live examination series. 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.12 \u20133 \u20136y x 48 0  ( )x x x 6 f2= + -  (a) (i) on the diagram, sketch the graph of ( ) y x x 3 4 f f or g g = - . [2]   (ii) find the co-ordinates of the point where the graph cuts the y-axis.  ( , ) [1]   (iii) find the co-ordinates of the points where the graph cuts the x-axis.  ( , ) and ( , ) [2]    (iv) find the co-ordinates of the local maximum point.  ( , ) [1]  (b) ( )x x 4 g= +   (i) on the diagram, sketch the graph of ( ) y x g= . [2]   (ii) find the co-ordinates of the points of intersection of the graph of ( )xf and the graph of ( )xg.  ( , ) and ( , ) [2]"
+        },
+        "0607_w16_qp_32.pdf": {
+            "1": "this document consists of 19 printed pages and 1 blank page. dc (lk/sg) 114937/2 \u00a9 ucles 2016  [turn overcambridge international examinations cambridge international general certificate of secondary education * 9 7 8 3 5 5 6 2 9 6 * cambridge international mathematics  0607/32 paper 3 (core)  october/november 2016  1 hour 45 minutes candidates answer on the question paper. additional materials:  geometrical instruments  graphics calculator read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen. do not use staples, paper clips, glue or correction fluid. y ou may use an hb pencil for any diagrams or graphs. do not  write in any barcodes. answer all the questions. unless instructed otherwise, give your answers exactly or correct to three significant figures as appropriate. answers in degrees should be given to one decimal place. for \u03c0, use your calculator value. y ou must show all the relevant working to gain full marks and you will be given marks for correct methods, including sketches, even if your answer is incorrect. the number of marks is given in brackets [ ] at the end of each question or part question. the total number of marks for this paper is 96.",
+            "2": "2 0607/32/o/n/16 \u00a9 ucles 2016formula list area, a, of triangle, base b, height h.  a = 21bh area, a, of circle, radius r.  a = rr2 circumference, c, of circle, radius r.  c = 2rr curved surface area, a, of cylinder of radius r, height h.  a = 2rrh curved surface area, a, of cone of radius r, sloping edge l. a = rrl curved surface area, a, of sphere of radius r.  a = 4rr2 v olume, v, of prism, cross-sectional area a, length l.  v = al v olume, v, of pyramid, base area a, height h.  v = 31ah v olume, v, of cylinder of radius r, height h.  v = rr2h v olume, v, of cone of radius r, height h.  v = 31  rr2h v olume, v, of sphere of radius r.  v = 34  rr3",
+            "3": "3 0607/32/o/n/16 \u00a9 ucles 2016 [turn overanswer all the questions. 1 (a) here is a child\u2019s drawing of a house and the path leading to the door.   complete each label with the mathematical name of the shaded shape. ... .. ...  [4]  (b) here is a rectangle.   (i) write down the order of rotational symmetry of the rectangle.     [1]   (ii) on the rectangle, draw all the lines of symmetry.  [2]",
+            "4": "4 0607/32/o/n/16 \u00a9 ucles 20162 175 students, aged 14, 15 or 16, are going on a school trip.  (a) the bar chart below shows the number of males (m) and females (f) in each age group. 45 40 35 30 25 20 15 10 5 0 m f m f m f age 14 age 15 age 16number of students   (i) find the number of females aged 16.     [1]   (ii) of the students aged 14, find how many more females than males there are.     [1]   (iii) find the total number of students aged 15.     [2]",
+            "5": "5 0607/32/o/n/16 \u00a9 ucles 2016 [turn over (b) the trip costs each student $25.   work out the total amount the 175 students pay.   give your answer correct to the nearest hundred dollars.  $  ...  [2]  (c) 12 teachers, together with the 175 students all travel by coach.   each coach holds 44 passengers.   work out how many coaches will be needed.     [3]",
+            "6": "6 0607/32/o/n/16 \u00a9 ucles 20163 (a) (i) measure the size of angle p. p  angle p =  ...  [1]   (ii) what type of angle is angle p?    choose from the list below. acute            obtuse           reflex             right-angle     [1]  (b) 33\u00b0yz xnot to scale   find the size of angle x, angle y and angle z.  angle x =  ...  angle y  =  ...  angle z  =  ...  [3]",
+            "7": "7 0607/32/o/n/16 \u00a9 ucles 2016 [turn over4 here are the first three patterns in a sequence. pattern 1 pattern 2 pattern 3 pattern 4  (a) in the space above, draw pattern 4.  [1]  (b) complete the table. pattern number 1 2 3 4 5 number of squares 4 7 10  [1]  (c) explain how you can find the number of squares in pattern 5 without drawing it.  ...  .  [1]  (d) tom thinks the formula for the number of squares in pattern n is  n + 3.   sarah thinks the formula is 3 n + 1.   is tom correct? is sarah correct?   show clearly how you decide.  [3]",
+            "8": "8 0607/32/o/n/16 \u00a9 ucles 20165 sammy lives 641 km from school.  (a) calculate the total distance that sammy will travel to school  and back in 5 days.   ..  km [2]  (b) the bus that sammy catches travels the 641 km at an average speed of 30  km/h.   work out the time the bus takes to get to school.   give your answer in minutes and seconds.  .. minutes .. seconds [4]",
+            "9": "9 0607/32/o/n/16 \u00a9 ucles 2016 [turn over6 (a) find the value of   6 x + 9y  when x = 2 and y = 5.     [2]  (b) simplify.     6x + 9 \u2212 x + 4     [2]  (c) factorise.     6x + 9y   . [1]",
+            "10": "10 0607/32/o/n/16 \u00a9 ucles 20167 a piece of cheese is in the shape of a prism. 10 cmnot to scale 12 cm 8 cm6 cm  (a) work out the area of the shaded triangle.   .  cm2 [2]  (b) work out the total surface area of the cheese.   .  cm2 [3]  (c) calculate the volume of the cheese.     cm3  [1]",
+            "11": "11 0607/32/o/n/16 \u00a9 ucles 2016 [turn over8 aisha owns a shop.  (a) in the shop, 5 chocolate bars cost a total of $8.95  .   work out how much 9 of these chocolate bars cost.  $  ...  [3]  (b) aisha bought cans of drink for $1.20 each.   she wants to sell these cans to make a profit of 15%.    work out how much she should sell each can for.  $  ...  [3]    (c) she bought cakes for $5.50 each and sold them for $4.84 each.   work out the percentage loss on each cake.     % [3]",
+            "12": "12 0607/32/o/n/16 \u00a9 ucles 20169 solve these equations.  (a) x 52=  x =    [1]  (b) 3(2x \u2013 1) = 9  x =    [3]  (c) 7x + 2 = 20 + 3 x  x =    [3]",
+            "13": "13 0607/32/o/n/16 \u00a9 ucles 2016 [turn over10 (a) complete the table of values for  y3 2x#= . x \u20132 \u20131 0 1 2 3 y 0.75 1.5  [1]  (b) on the diagram, sketch the graph of y3 2x#=  for  x2 3g g- . 025 \u20135\u20132 3xy  [2]  (c) (i) on the diagram, sketch the line y = 8. [1]   (ii) find the value of x where the graphs of y3 2x#=  and  y = 8 intersect.  x =  ...  [1]",
+            "14": "14 0607/32/o/n/16 \u00a9 ucles 201611 (a) steve is growing plants.   here are the heights, in centimetres, of 11 plants that he grows. 27        30        10        25        41        32        27        12        20        29        17   work out the median and inter-quartile range of these heights.  median =  .  cm  inter-quartile range =  .  cm [3]  (b) tam is growing the same type of plants.   the cumulative frequency curve shows the heights of 80 plants that she grows. 80 70 60 50 40 30 20 10 0 0 5 10 15 20 25 30 35 40 45cumulative frequency height of plant (cm)",
+            "15": "15 0607/32/o/n/16 \u00a9 ucles 2016 [turn over  find the median and inter-quartile range of the heights of tam\u2019s plants.  median =  .  cm  inter-quartile range =     cm [3]  (c) use your answers to part (a)  and part (b)  to compare the heights of steve\u2019s plants and tam\u2019s plants.  ...  ...  ...  .  [2]",
+            "16": "16 0607/32/o/n/16 \u00a9 ucles 201612 marcel has a box of coloured beads.  he takes a bead from the box at random, writes down its colour and returns it to the box.  he repeats this 200 times.  his results are shown in the table. colour red white blue number 91 42 67  (a) use the information given to complete the relative frequencies in the table below.   write each value as a decimal.   colour red white blue relative  frequency0.455  [2]  (b) give a reason why the information in  part (a)  gives a good estimate of the probability of taking each  of the colours from the box.  ...  .  [1]  (c) there are 5000 beads in the box.   calculate an estimate of the number of blue beads in the box.     [2]",
+            "17": "17 0607/32/o/n/16 \u00a9 ucles 2016 [turn over (d) marcel selects a bead from the box at random.   calculate an estimate of the probability that the bead is red or white.     [2] 13 this is an important formula in physics.      e = mc2  (a) work out the value of e when  . m 1 3 104#=- and . c3 0 108#= .   give your answer in standard form.     [2]  (b) write .1 3 104#- as an ordinary number.     [1]  (c) rearrange the formula   e = mc2   to make c the subject.  c =  ...  [2]",
+            "18": "18 0607/32/o/n/16 \u00a9 ucles 201614 the diagram shows the frame of a window made from metal rods.  the shape is a rectangle with a semi-circle on top. not to scale 100  cm 80 cm  work out the total length of the metal rods needed to make the window frame.   ..  cm [6]",
+            "19": "19 0607/32/o/n/16 \u00a9 ucles 201615 (a) x cm 6.7 cm4.6 cmnot to scale   find the value of x.  x =  ...  [2]  (b) here is another right-angled triangle. 23\u00b0y cm 10.8  cmnot to scale   use trigonometry to find the value of y.  y =  ...  [3]",
+            "20": "20 0607/32/o/n/16 \u00a9 ucles 2016permission 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 international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download at www.cie.org.uk after  the live examination series. 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.blank page"
+        },
+        "0607_w16_qp_33.pdf": {
+            "1": "this document consists of 19 printed pages and 1 blank page. dc (rw) 126391 \u00a9 ucles 2016  [turn overcambridge international examinations cambridge international general certificate of secondary education * 8 7 3 5 3 9 2 5 5 2 * cambridge international mathematics  0607/33 paper 3 (core)  october/november 2016  1 hour 45 minutes candidates answer on the question paper. additional materials:  geometrical instruments  graphics calculator read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen. do not use staples, paper clips, glue or correction fluid. y ou may use an hb pencil for any diagrams or graphs. do not  write in any barcodes. answer all the questions. unless instructed otherwise, give your answers exactly or correct to three significant figures as appropriate. answers in degrees should be given to one decimal place. for \u03c0, use your calculator value. y ou must show all the relevant working to gain full marks and you will be given marks for correct methods, including sketches, even if your answer is incorrect. the number of marks is given in brackets [ ] at the end of each question or part question. the total number of marks for this paper is 96.",
+            "2": "2 0607/33/o/n/16 \u00a9 ucles 2016formula list area, a, of triangle, base b, height h.  a = 21bh area, a, of circle, radius r.  a = rr2 circumference, c, of circle, radius r.  c = 2rr curved surface area, a, of cylinder of radius r, height h.  a = 2rrh curved surface area, a, of cone of radius r, sloping edge l. a = rrl curved surface area, a, of sphere of radius r.  a = 4rr2 v olume, v, of prism, cross-sectional area a, length l.  v = al v olume, v, of pyramid, base area a, height h.  v = 31ah v olume, v, of cylinder of radius r, height h.  v = rr2h v olume, v, of cone of radius r, height h.  v = 31  rr2h v olume, v, of sphere of radius r.  v = 34  rr3",
+            "3": "3 0607/33/o/n/16 \u00a9 ucles 2016 [turn overanswer all the questions. 1 (a) here is a child\u2019s drawing of a house and the path leading to the door.   complete each label with the mathematical name of the shaded shape. ... .. ...  [4]  (b) here is a rectangle.   (i) write down the order of rotational symmetry of the rectangle.     [1]   (ii) on the rectangle, draw all the lines of symmetry.  [2]",
+            "4": "4 0607/33/o/n/16 \u00a9 ucles 20162 175 students, aged 14, 15 or 16, are going on a school trip.  (a) the bar chart below shows the number of males (m) and females (f) in each age group. 45 40 35 30 25 20 15 10 5 0 m f m f m f age 14 age 15 age 16number of students   (i) find the number of females aged 16.     [1]   (ii) of the students aged 14, find how many more females than males there are.     [1]   (iii) find the total number of students aged 15.     [2]",
+            "5": "5 0607/33/o/n/16 \u00a9 ucles 2016 [turn over (b) the trip costs each student $25.   work out the total amount the 175 students pay.   give your answer correct to the nearest hundred dollars.  $  ...  [2]  (c) 12 teachers, together with the 175 students all travel by coach.   each coach holds 44 passengers.   work out how many coaches will be needed.     [3]",
+            "6": "6 0607/33/o/n/16 \u00a9 ucles 20163 (a) (i) measure the size of angle p. p  angle p =  ...  [1]   (ii) what type of angle is angle p?    choose from the list below. acute            obtuse           reflex             right-angle     [1]  (b) 33\u00b0yz xnot to scale   find the size of angle x, angle y and angle z.  angle x =  ...  angle y  =  ...  angle z  =  ...  [3]",
+            "7": "7 0607/33/o/n/16 \u00a9 ucles 2016 [turn over4 here are the first three patterns in a sequence. pattern 1 pattern 2 pattern 3 pattern 4  (a) in the space above, draw pattern 4.  [1]  (b) complete the table. pattern number 1 2 3 4 5 number of squares 4 7 10  [1]  (c) explain how you can find the number of squares in pattern 5 without drawing it.  ...  .  [1]  (d) tom thinks the formula for the number of squares in pattern n is  n + 3.   sarah thinks the formula is 3 n + 1.   is tom correct? is sarah correct?   show clearly how you decide.  [3]",
+            "8": "8 0607/33/o/n/16 \u00a9 ucles 20165 sammy lives 641 km from school.  (a) calculate the total distance that sammy will travel to school  and back in 5 days.   ..  km [2]  (b) the bus that sammy catches travels the 641 km at an average speed of 30  km/h.   work out the time the bus takes to get to school.   give your answer in minutes and seconds.  .. minutes .. seconds [4]",
+            "9": "9 0607/33/o/n/16 \u00a9 ucles 2016 [turn over6 (a) find the value of   6 x + 9y  when x = 2 and y = 5.     [2]  (b) simplify.     6x + 9 \u2212 x + 4     [2]  (c) factorise.     6x + 9y   . [1]",
+            "10": "10 0607/33/o/n/16 \u00a9 ucles 20167 a piece of cheese is in the shape of a prism. 10 cmnot to scale 12 cm 8 cm6 cm  (a) work out the area of the shaded triangle.   .  cm2 [2]  (b) work out the total surface area of the cheese.   .  cm2 [3]  (c) calculate the volume of the cheese.     cm3  [1]",
+            "11": "11 0607/33/o/n/16 \u00a9 ucles 2016 [turn over8 aisha owns a shop.  (a) in the shop, 5 chocolate bars cost a total of $8.95  .   work out how much 9 of these chocolate bars cost.  $  ...  [3]  (b) aisha bought cans of drink for $1.20 each.   she wants to sell these cans to make a profit of 15%.    work out how much she should sell each can for.  $  ...  [3]    (c) she bought cakes for $5.50 each and sold them for $4.84 each.   work out the percentage loss on each cake.     % [3]",
+            "12": "12 0607/33/o/n/16 \u00a9 ucles 20169 solve these equations.  (a) x 52=  x =    [1]  (b) 3(2x \u2013 1) = 9  x =    [3]  (c) 7x + 2 = 20 + 3 x  x =    [3]",
+            "13": "13 0607/33/o/n/16 \u00a9 ucles 2016 [turn over10 (a) complete the table of values for  y3 2x#= . x \u20132 \u20131 0 1 2 3 y 0.75 1.5  [1]  (b) on the diagram, sketch the graph of y3 2x#=  for  x2 3g g- . 025 \u20135\u20132 3xy  [2]  (c) (i) on the diagram, sketch the line y = 8. [1]   (ii) find the value of x where the graphs of y3 2x#=  and  y = 8 intersect.  x =  ...  [1]",
+            "14": "14 0607/33/o/n/16 \u00a9 ucles 201611 (a) steve is growing plants.   here are the heights, in centimetres, of 11 plants that he grows. 27        30        10        25        41        32        27        12        20        29        17   work out the median and inter-quartile range of these heights.  median =  .  cm  inter-quartile range =  .  cm [3]  (b) tam is growing the same type of plants.   the cumulative frequency curve shows the heights of 80 plants that she grows. 80 70 60 50 40 30 20 10 0 0 5 10 15 20 25 30 35 40 45cumulative frequency height of plant (cm)",
+            "15": "15 0607/33/o/n/16 \u00a9 ucles 2016 [turn over  find the median and inter-quartile range of the heights of tam\u2019s plants.  median =  .  cm  inter-quartile range =     cm [3]  (c) use your answers to part (a)  and part (b)  to compare the heights of steve\u2019s plants and tam\u2019s plants.  ...  ...  ...  .  [2]",
+            "16": "16 0607/33/o/n/16 \u00a9 ucles 201612 marcel has a box of coloured beads.  he takes a bead from the box at random, writes down its colour and returns it to the box.  he repeats this 200 times.  his results are shown in the table. colour red white blue number 91 42 67  (a) use the information given to complete the relative frequencies in the table below.   write each value as a decimal.   colour red white blue relative  frequency0.455  [2]  (b) give a reason why the information in  part (a)  gives a good estimate of the probability of taking each  of the colours from the box.  ...  .  [1]  (c) there are 5000 beads in the box.   calculate an estimate of the number of blue beads in the box.     [2]",
+            "17": "17 0607/33/o/n/16 \u00a9 ucles 2016 [turn over (d) marcel selects a bead from the box at random.   calculate an estimate of the probability that the bead is red or white.     [2] 13 this is an important formula in physics.      e = mc2  (a) work out the value of e when  . m 1 3 104#=- and . c3 0 108#= .   give your answer in standard form.     [2]  (b) write .1 3 104#- as an ordinary number.     [1]  (c) rearrange the formula   e = mc2   to make c the subject.  c =  ...  [2]",
+            "18": "18 0607/33/o/n/16 \u00a9 ucles 201614 the diagram shows the frame of a window made from metal rods.  the shape is a rectangle with a semi-circle on top. not to scale 100  cm 80 cm  work out the total length of the metal rods needed to make the window frame.   ..  cm [6]",
+            "19": "19 0607/33/o/n/16 \u00a9 ucles 201615 (a) x cm 6.7 cm4.6 cmnot to scale   find the value of x.  x =  ...  [2]  (b) here is another right-angled triangle. 23\u00b0y cm 10.8  cmnot to scale   use trigonometry to find the value of y.  y =  ...  [3]",
+            "20": "20 0607/33/o/n/16 \u00a9 ucles 2016permission 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 international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download at www.cie.org.uk after  the live examination series. 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.blank page"
+        },
+        "0607_w16_qp_41.pdf": {
+            "1": "this document consists of 19 printed pages and 1 blank page. dc (nf/sg) 117023/2 \u00a9 ucles 2016  [turn over * 6 6 1 6 4 7 4 6 3 4 * cambridge international mathematics  0607/41 paper 4  (extended)  october/november 2016  2 hours 15 minutes candidates answer on the question paper. additional materials:  geometrical instruments  graphics calculator read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen. do not use staples, paper clips, glue or correction fluid. y ou may use an hb pencil for any diagrams or graphs. do not  write in any barcodes. answer all the questions. unless instructed otherwise, give your answers exactly or correct to three significant figures as appropriate. answers in degrees should be given to one decimal place. for r, use your calculator value. y ou must show all the relevant working to gain full marks and you will be given marks for correct methods,  including sketches, even if your answer is incorrect. the number of marks is given in brackets [  ] at the end of each question or part question. the total number of marks for this paper is 120.cambridge international examinations cambridge international general certificate of secondary education",
+            "2": "2 0607/41/o/n/16 \u00a9 ucles 2016formula list for the equation  ax bx c02+ + = xab b ac 242!=- - curved surface area, a, of cylinder of radius r, height h. r a rh2= curved surface area, a, of cone of radius r, sloping edge l. r a rl= curved surface area, a, of sphere of radius r. r a r42= v olume, v, of pyramid, base area a, height h. v ah31= v olume, v, of cylinder of radius r, height h. rv r h2= v olume, v, of cone of radius r, height h. r v r h31 2= v olume, v, of sphere of radius r. r v r34 3=      sin sin sin aa bb cc= =      cos a b c bc a 22 2 2= + -      sinbc a21area=a c bcb a",
+            "3": "3 0607/41/o/n/16 \u00a9 ucles 2016 [turn overanswer all the questions. 1 toby takes a journey from johannesburg to zurich.  (a) he changes 2500 rand into swiss francs (chf).   1 swiss franc = 12.43 rand.   calculate the amount toby receives in swiss francs.   give your answer correct to the nearest swiss franc.   ..  chf  [2]  (b) toby leaves johannesburg at 19  30 and arrives in zurich at 06  10 the next morning.   local time in zurich is the same as local time in johannesburg.   the distance from johannesburg to zurich is 8350   km.   (i) calculate the average speed of the journey.   ...  km/h  [3]   (ii) after arriving at 06  10, toby takes a further 1 hour 55 minutes to reach his office.    work out the time he arrives at his office.     [1]   (iii) later, toby takes a taxi from his office to a hotel.    the taxi fare is made up of a fixed charge of 20  chf plus 2.40  chf per kilometre.    toby paid 36.80  chf altogether.    work out the distance of toby\u2019s taxi journey.   ..  km  [3]",
+            "4": "4 0607/41/o/n/16 \u00a9 ucles 20162  p t r q8 7910y x6 5 4 3 2 1 \u20133 \u20134\u20132\u20131 \u20135 \u20136 \u20137 \u20138 \u20139 \u201310\u20131\u20132\u20133\u20134\u20135\u20136\u20137\u20138\u20139\u201310 102345678910  (a) u3 2=- -j lkkn poo  and  v5 3=- -j lkkn poo   (i) find u + v.j lk kkn po oo [1]   (ii) draw the image of triangle t under the translation by the vector  u + v. [2]   (iii) calculate | u + v|.     [2]",
+            "5": "5 0607/41/o/n/16 \u00a9 ucles 2016 [turn over (b) describe fully the single  transformation that maps    (i) triangle t onto triangle p,  ...  .  [2]   (ii) triangle t onto triangle q,  ...  .  [3]   (iii) triangle t onto triangle r.  ...  .  [3]",
+            "6": "6 0607/41/o/n/16 \u00a9 ucles 20163  x 2 fsinx=^h  (a) on the diagram, sketch the graph of y = f(x) for  \u00b0 \u00b0x 360 360 g g - .  03 \u20130.5\u2013360\u00b0 360\u00b0y x [3]  (b) find the range of f( x).     [2]  (c) find the value of f( x) when   (i) x = 3780\u00b0,     [1]   (ii) x = 4050\u00b0.     [1]",
+            "7": "7 0607/41/o/n/16 \u00a9 ucles 2016 [turn over (d) (i) find the four values of x from  \u2212360\u00b0 to 1080\u00b0 for which f( x) = 0.5  .   ,   ,   ,  [2]   (ii) the values in the answer to part (d)(i)  form the first four terms of a sequence.    find the nth term of this sequence.     [2]  (e)  xx x 16200360g=-^^hh   (i) on the diagram, sketch the graph of y = g( x) for \u00b0 \u00b0x 0 360 g g . [2]   (ii) solve the equation f( x) = g( x). x = . or x =  [2]",
+            "8": "8 0607/41/o/n/16 \u00a9 ucles 20164  9 cm 9 cmnot to scale  the diagrams show a solid hemisphere and a solid cone.  both the hemisphere and the base of the cone have radius 9  cm.  the volumes of the two shapes are equal.  (a) show that the perpendicular height of the cone is 18  cm. [2]  (b) (i) calculate the total  surface area of the hemisphere.     cm2  [2]",
+            "9": "9 0607/41/o/n/16 \u00a9 ucles 2016 [turn over  (ii) calculate the curved  surface area of the cone.     cm2  [3]  (c) the hemisphere is made from metal.   the metal is melted down and made into spheres  of radius 2  cm.   calculate the number of spheres that are made.     [3]",
+            "10": "10 0607/41/o/n/16 \u00a9 ucles 20165  u p q n(u) = 25          n( p) = 18          n( q) = 12          p q 3 n,=l ^ h .  (a) show that p q 8 n+= ^ h .    [2]  (b) an element is chosen at random from u.   find the probability that the element is a member of    (i) p q,,     [1]   (ii) p q, l.     [1]  (c) an element is chosen at random from p.   find the probability that this element is also a member of q.     [1]  (d) the probability of a single event is 32.   describe this event in terms of p and q.  .  [1]",
+            "11": "11 0607/41/o/n/16 \u00a9 ucles 2016 [turn over6  xy a b0not to scale  a is the point (0, 6) and b is the point (4, 0).  (a) find the equation of the perpendicular bisector of ab.     [5]  (b)  xy a c b0not to scale   the line y = 2x + 3 cuts the y-axis at c.   the perpendicular bisector of ab cuts the y-axis at d.   find the length cd.  cd =    [2]",
+            "12": "12 0607/41/o/n/16 \u00a9 ucles 20167  p q c bx d a 20 cm10 cm9 cm not to scale  the diagram shows a triangular prism with a horizontal base abcd .  x is a point on the line aq.  ab = 20  cm, bc = 10  cm, cq = 9 cm and angle bcq  = 90\u00b0.  (a) calculate angle qbc .  angle qbc  =    [2]  (b) calculate angle baq and show that it rounds to 33.9\u00b0, correct to 1 decimal place. [3]",
+            "13": "13 0607/41/o/n/16 \u00a9 ucles 2016 [turn over (c) ax = 22  cm.   calculate the length of bx.  bx =  ..  cm  [3]",
+            "14": "14 0607/41/o/n/16 \u00a9 ucles 20168  y x0 \u20132\u20134 48       x xx13 f= + + ^h  (a) on the diagram, sketch the graph of y = f(x) for values of x between \u22124 and 4.  [2]  (b) find the zeros of f( x).     [2]  (c) solve the inequality f( x) < 0.     [3]  (d) the asymptotes of the graph are x = a and y = x + b, where a and b are integers.   find the value of a and the value of b.  a =    b =    [2]  (e) x xx1g= +^h   describe fully the single  transformation that maps the graph of y = f(x) onto the graph of y = g( x).  ...  .  [2]",
+            "15": "15 0607/41/o/n/16 \u00a9 ucles 2016 [turn over9 in one day a delivery company delivers 93 parcels.  the histogram shows information about the masses, m kg, of these parcels. 20 10 0 0 1 2 3 5 mass (kilograms)frequency density 7 9 4 6 8 10m  (a) complete the frequency table. mass ( m kg) m0 11g m1 21g m2 31g m3 51g m5 1 0 1g frequency [3]  (b) calculate an estimate of the mean mass.   ...  kg  [2]  (c) two parcels are chosen at random.   find the probability that they both have a mass greater than 1  kg.   give your answer as a decimal, correct to 3 significant figures.     [2]",
+            "16": "16 0607/41/o/n/16 \u00a9 ucles 201610 (a) solve.     7x + 2 = 11  x =    [2]  (b) write as a single fraction, in its simplest form.    x x 21 31 ++-     [2]  (c) simplify the following.   (i) x yx y 48 3 44 2     [2]   (ii) x xx 2 39 22 - --     [4]",
+            "17": "17 0607/41/o/n/16 \u00a9 ucles 2016 [turn over11  f(x) = 3 x + 1 g(x) = logx  (a) find the value of g(f(33)).     [2]  (b) find the value of x when g( x) = f(\u22121).  x =    [2]  (c) find    (i) f \u22121 (x),  f \u20131 (x) =    [2]   (ii) g \u22121 (x).  g \u22121 (x) =    [2]",
+            "18": "18 0607/41/o/n/16 \u00a9 ucles 201612 (a) in 2015, ahmed had a monthly salary of $1375.   in 2016, his monthly salary is $1540.   (i) calculate the percentage increase in ahmed\u2019s monthly salary.     %  [3]   (ii) work out $1375 as a percentage of $1540.     %  [1]   (iii) in 2015, ahmed\u2019s monthly salary of $1375 was 10% more than his monthly salary in 2014.    calculate ahmed\u2019s monthly salary in 2014.  $  .  [3]",
+            "19": "19 0607/41/o/n/16 \u00a9 ucles 2016 (b) samia invested $500 in each of two schemes.    scheme a   3% per year simple interest.    scheme b   2.5% per year compound interest.   (i) calculate the difference between the value of scheme a and the value of scheme b after 5 years.    show all your working.  $  .  [5]   (ii) find the number of complete years it will take for the value of scheme b to be greater than the  value of scheme a.     [4]",
+            "20": "20 0607/41/o/n/16 \u00a9 ucles 2016blank page permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. every reasonable  effort has been made by the publisher (ucles) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the publisher will  be pleased to make amends at the earliest possible opportunity. to avoid the issue of disclosure of answer-related information to candidates, all copyright acknowledgements are reproduced online in the cambridge international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download at www.cie.org.uk after  the live examination series. 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."
+        },
+        "0607_w16_qp_42.pdf": {
+            "1": "this document consists of 16 printed pages. dc (leg/jg) 117020/3 \u00a9 ucles 2016  [turn overcambridge international examinations cambridge international general certificate of secondary education * 9 3 3 5 2 6 4 2 1 2 * cambridge international mathematics  0607/42 paper 4 (extended)  october/november 2016  2 hours 15 minutes candidates answer on the question paper. additional materials:  geometrical instruments  graphics calculator read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen. do not use staples, paper clips, glue or correction fluid. y ou may use an hb pencil for any diagrams or graphs. do not  write in any barcodes. answer all the questions. unless instructed otherwise, give your answers exactly or correct to three significant figures as appropriate. answer in degrees should be given to one decimal place. for r, use your calculator value. y ou must show all the relevant working to gain full marks and you will be given marks for correct methods,  including sketches, even if your answer is incorrect. the number of marks is given in brackets [  ] at the end of each question or part question. the total number of marks for this paper is 120.",
+            "2": "2 0607/42/o/n/16 \u00a9 ucles 2016formula list for the equation  ax bx c02+ + = xab b ac 242!=- - curved surface area, a, of cylinder of radius r, height h. r a rh2= curved surface area, a, of cone of radius r, sloping edge l. r a rl= curved surface area, a, of sphere of radius r. r a r42= v olume, v, of pyramid, base area a, height h. v ah31= v olume, v, of cylinder of radius r, height h. rv r h2= v olume, v, of cone of radius r, height h. r v r h31 2= v olume, v, of sphere of radius r. r v r34 3=      sin sin sin aa bb cc= =      cos a b c bc a 22 2 2= + -      sinbc a21area=a c bcb a",
+            "3": "3 0607/42/o/n/16 \u00a9 ucles 2016 [turn overanswer all the questions. 1 the number of matches in each of 140 matchboxes are counted.  the table shows the results. number of  matches168 169 170 171 172 173 174 175 176 177 178 number of  matchboxes7 13 16 23 22 21 14 11 8 3 2  (a) write down the modal number of matches.    [1]  (b) write down the range.     [1]  (c) find the median.    [1]  (d) find the inter-quartile range.    [2]  (e) calculate the mean.    give your answer correct to one decimal place.    [2]",
+            "4": "4 0607/42/o/n/16 \u00a9 ucles 20162 roberta starts from a point a and walks 1  km north to a point b.    she then walks 2  km east to a point c, then walks 3  km south to a point d and finally walks 4  km west to a  point e.       north a  (a) find the distance ae.   .. km [3]  (b) find the bearing of e from a.    [2]  (c) find the area abcde .    . km2 [2]",
+            "5": "5 0607/42/o/n/16 \u00a9 ucles 2016 [turn over3 ten students at a school each recorded the number of hours they spent revising before an examination.  the school compared the number of hours spent revising and the examination mark.  number of hours  spent revising ( x)3 4 8 9 10 12 13.5 17 21 24 examination mark ( y) 45 36 68 55 62 66 73 81 80 94  (a) what type of correlation is there between the number of hours spent revising and the examination  mark?    [1]  (b) find   (i) the mean number of hours spent revising,    [1]   (ii) the mean examination mark.    [1]  (c) (i) find the equation of the regression line for y in terms of x. \t y =  ... [2]   (ii) estimate the examination mark for a student who spent 19 hours revising.    [1]",
+            "6": "6 0607/42/o/n/16 \u00a9 ucles 20164 42\u00b0 not to scaleb p caq o \t a,  b\tand c\t\tlie on a circle, centre o. \t the line qbp\tis a tangent to the circle at b.  ac = bc\t= bp\tand angle qba\t=\t42\u00b0.  find the value of   (a) angle oab ,  angle oab  =  ... [1]  (b) angle aob ,  angle aob  =  ... [2]  (c) angle bca ,  angle bca  =  ... [1]  (d) angle cbp ,  angle cbp  =  ... [2]  (e) angle cpb .  angle cpb  =  ... [2]",
+            "7": "7 0607/42/o/n/16 \u00a9 ucles 2016 [turn over5 the age, h, of each of 120 passengers travelling on a train are shown in the table. age (years) frequency  0 < h \ue03c 15 12 15 < h \ue03c 20 18 20 < h \ue03c 25 13 25 < h \ue03c 35 27 35 < h \ue03c 50 22 50 < h \ue03c 90 28  (a) calculate an estimate of the mean age of a passenger. \t \t... years [2]  (b) complete the frequency density column in this table. age (years) frequency frequency density  0 < h \ue03c 15 12 15 < h \ue03c 20 18 20 < h \ue03c 25 13 25 < h \ue03c 35 27 35 < h \ue03c 50 22 50 < h \ue03c 90 28  [3]",
+            "8": "8 0607/42/o/n/16 \u00a9 ucles 20166 describe fully the single transformation that is the inverse  of  (a) a reflection in the line y = x,  ...  .. [2]  (b) a rotation of 90\u00b0 clockwise, centre (2, 3),  ...  .. [2]  (c) a translation with vector 4 3-j lkkn poo,  ...  .. [2]  (d) an enlargement scale factor 3, centre (0, 0).  ...  .. [2] 7 solve the simultaneous equations.  you must show all your working. x y3 4 8 + = - x y5 6 7 - = - \t x\t=  ... \t y =  ... [4]",
+            "9": "9 0607/42/o/n/16 \u00a9 ucles 2016 [turn over8 (a)   cosx31=    for 0\u00b0 < x < 90\u00b0.   find the exact value of sinx.    give your answer as a surd.  sinx=  [3]  (b) not to scale10 cm9 cm 11 cma cb   (i) show that cosb31=.  [2]   (ii) using your answer to part (a) , show that the exact value of the area of triangle abc  is 302 cm2.  [3]",
+            "10": "10 0607/42/o/n/16 \u00a9 ucles 20169 a circle of radius 5  cm is inscribed inside a square.    the square has one side on the base of an equilateral triangle, abc .  the other two vertices of the square touch the triangle as shown. not to scalea c b  (a) work out the shaded area.   . cm2 [2]  (b) (i) not to scale10 cm x cm60\u00b0    find the value of x. \t x\t=  ... [2]",
+            "11": "11 0607/42/o/n/16 \u00a9 ucles 2016 [turn over  (ii) work out the length of a side of the equilateral triangle abc .   .. cm [2]   (iii) calculate the area outside the square but inside triangle abc .   . cm2 [4]",
+            "12": "12 0607/42/o/n/16 \u00a9 ucles 201610 y x \u20136 6 \u20131010 0    fxx326= --^^hh  (a) on the diagram, sketch the graph of f y x=^h for values of x\tbetween \t\u20136 and  6.  [3]  (b) write down the equations of the asymptotes of the graph of  f y x=^h.   ..  and ..[2]  (c) solve the equation   fx x=-^h . \t \t [2]  (d) solve the inequality   fx x 01+^h . \t \t [3]  (e) describe fully the single  transformation that maps   (i) yx36= -   onto yx326= --^ h,  ...  .. [2]   (ii) yx26=--^ h  onto yx326= --^ h. \t...  .. [2]",
+            "13": "13 0607/42/o/n/16 \u00a9 ucles 2016 [turn over11 find the next term and the nth term in each of these sequences.  (a) 1,   8,   27,   64,   125,   ...  next term =   \t nth term =   [2]  (b) 3,   7,   13,   21,   31,   ...  next term =   \t nth term =   [4]  (c) \u20132,   1,   14,   43,   94,   ...  next term =   \t nth term =   [4]",
+            "14": "14 0607/42/o/n/16 \u00a9 ucles 201612 a solid hemisphere has radius 6  cm.  (a) find, in terms of r,    (i) the volume of the hemisphere, \t \t. cm3 [2]   (ii) the total  surface area of the hemisphere. \t \t. cm2 [2]  (b) sixteen of these hemispheres, all with radius 6  cm, are made into one solid sphere .   (i) find the radius of the sphere. \t \t.. cm [3]   (ii) find the ratio          surface area of the sphere  :  total surface area of the 16 hemispheres.    give your answer in its simplest form.   .  : [3]",
+            "15": "15 0607/42/o/n/16 \u00a9 ucles 2016 [turn over13 (a) log log log log p q x 3 2 6 + - =   find x in terms of p and q.  \t x\t\t=  ... [3]  (b) solve the equations.   (i) 4 6x=   x\t=  ... [3]   (ii) x x3 2 2 3 1 + - = ^ ^ h h    you must show all your working.  x\t= . or x\t= . [5] question 14 is printed on the next page.",
+            "16": "16 0607/42/o/n/16 \u00a9 ucles 201614 y x \u20132 80 \u20131210   fx x 231x 3= -^h  (a) on the diagram, sketch the graph of  f y x=^h,  for values of x between \u22122 and  8.  [4]  (b) write down the y co-ordinates  of the local minimum points. \t  y =  ..  and y\t=\t.. [2]  (c) write down the co-ordinates of the local maximum point.  ( ...  , ) [2]  (d) solve the equation  x x 2312 1x 3- = -^ h, for all real values of  x. x\t= . or x\t= . or x\t= . or x\t= . [4] 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 international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download at www.cie.org.uk after  the live examination series. 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."
+        },
+        "0607_w16_qp_43.pdf": {
+            "1": "this document consists of 19 printed pages and 1 blank page. dc (rw/jg) 117017/3 \u00a9 ucles 2016  [turn over * 9 0 9 3 7 0 0 0 3 3 * cambridge international mathematics  0607/43 paper 4 (extended)  october/november 2016  2 hours 15 minutes candidates answer on the question paper. additional materials:  geometrical instruments  graphics calculator read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen. do not use staples, paper clips, glue or correction fluid. y ou may use an hb pencil for any diagrams or graphs. do not  write in any barcodes. answer all the questions. unless instructed otherwise, give your answers exactly or correct to three significant figures as appropriate. answers in degrees should be given to one decimal place. for r, use your calculator value. y ou must show all the relevant working to gain full marks and you will be given marks for correct methods,  including sketches, even if your answer is incorrect. the number of marks is given in brackets [  ] at the end of each question or part question. the total number of marks for this paper is 120.cambridge international examinations cambridge international general certificate of secondary education",
+            "2": "2 0607/43/o/n/16 \u00a9 ucles 2016formula list for the equation  ax bx c02+ + = xab b ac 242!=- - curved surface area, a, of cylinder of radius r, height h. r a rh2= curved surface area, a, of cone of radius r, sloping edge l. r a rl= curved surface area, a, of sphere of radius r. r a r42= v olume, v, of pyramid, base area a, height h. v ah31= v olume, v, of cylinder of radius r, height h. rv r h2= v olume, v, of cone of radius r, height h. r v r h31 2= v olume, v, of sphere of radius r. r v r34 3=      sin sin sin aa bb cc= =      cos a b c bc a 22 2 2= + -      sinbc a21area=a c bcb a",
+            "3": "3 0607/43/o/n/16 \u00a9 ucles 2016 [turn overanswer all the questions. 1 (a) work out.   (i) 795073     [1]   (ii) ..3 60 631 2+     [1]  (b) .p 5 62 1 05# =  .q 6 83 1 03# =-   work out, giving your answers in standard form.   (i) p2     [2]   (ii) qp     [2]",
+            "4": "4 0607/43/o/n/16 \u00a9 ucles 20162 gennaro has $276  480 in his pension fund.  (a) gennaro has two options.   option a   receive 25% of the $276  480 now  plus       5.5% of the remaining 75% each year.   option b   receive 5.5% of the whole $276  480 each year.   (i) show that the total amount gennaro will have received at the end of 10  years, if he chooses  option  a, is $183  168.  [3]   (ii) after how many whole years will the total amount received using option  b become more than the  total amount received under option  a?     [4]  (b) the $276  480 is 8% more than the amount the pension fund was worth one year ago.   calculate how much it was worth one year ago.  $  ...  [3]",
+            "5": "5 0607/43/o/n/16 \u00a9 ucles 2016 [turn over3 y x 06 5 4 3 2 1 \u20131\u20131\u20132\u20133\u20134\u20135\u20136\u20137\u20138 \u20132 \u20133 \u20134 \u201351bd c234567a  describe fully the single  transformation that maps  (a) triangle a onto triangle b,  ...  .  [2]  (b) triangle a onto triangle c,  ...  .  [3]  (c) triangle a onto triangle d.  ...  .  [3]",
+            "6": "6 0607/43/o/n/16 \u00a9 ucles 20164 not to scalev c b n ad o  the diagram shows a solid, square-based pyramid vabcd .  o is the centre of the base abcd  and vo is perpendicular to the base.  n is the midpoint of ab.  ab = 6 cm and vo = 8 cm.  (a) calculate   (i) the volume of the pyramid,   .  cm3 [2]   (ii) the length of vn.   ..  cm [2]",
+            "7": "7 0607/43/o/n/16 \u00a9 ucles 2016 [turn over (b) the similar pyramid vpqrs  is removed from the original pyramid to leave the solid below. not to scale c br qps   ad   the height of this solid is half the height of the pyramid vabcd .   (i) find the volume of this solid.   .  cm3 [3]   (ii) find the total surface area of this solid.   .  cm2 [5]",
+            "8": "8 0607/43/o/n/16 \u00a9 ucles 20165 \u20133  \u20131025y x 30   x x x4 6 f3= - + ^h  (a) on the diagram, sketch the graph of   y xf=^h   for x3 3g g- . [2]  (b) solve the equation   x x 2 3 f= +^h .  x = . or x = . or x = . [3]  (c) (i) find the co-ordinates of the local maximum point and the local minimum point.  maximum ( , ...)  minimum ( , ...) [3]   (ii) find the range of values of k for which   x kf=^h    has only one solution.     [1]  (d) describe fully the symmetry of the graph of y xf=^h.  ...  .  [3]",
+            "9": "9 0607/43/o/n/16 \u00a9 ucles 2016 [turn over6 y x0\u00d7 b \u00d7 c \u00d7 anot to scale  the diagram shows the points a (-1, -1), b (1, 3) and c (6, 3).  (a) the points a, b, c and d are the vertices of a parallelogram.   write down the co-ordinates of the three possible positions of d.  ( , ...)  ( , ...)  ( , ...) [3]  (b) e is a point such that c is the midpoint of the line ae.   find the co-ordinates of the point e.  ( , ...) [2]  (c) the line l is perpendicular to the line ac and goes through a.   find the equation of the line l.     [4]",
+            "10": "10 0607/43/o/n/16 \u00a9 ucles 20167 a farmer measured the milk yield of each of his 120 cows over a one-year period.  the results are shown in the frequency table. milk yield (m litres)frequencymilk yield (m litres)cumulative  frequency m 5000 60001g  6 m 6000g   6 m 6000 65001g 12 m 6500g m 6500 70001g 22 m 7000g m 7000 75001g 37 m 7500g m 7500 80001g 20 m 8000g m 8 00 9000 01g 17 m 9000g m 9000 10000 1g  6 m 10000g 120  (a) (i) complete the cumulative frequency table.  [1]   (ii) complete the cumulative frequency curve.  m 500001020304050607080 cumulative frequency milk yield (litres)90100110120 6000 7000 8000 9000 10 000  [3]",
+            "11": "11 0607/43/o/n/16 \u00a9 ucles 2016 [turn over  (iii) use your graph to estimate the median.   ...  litres [1]   (iv) use your graph to estimate the inter-quartile range.   ...  litres [2]   (v) the farmer sells the cows with a milk yield of less than 6200 litres.    use your graph to estimate the number of cows he sells.     [1]  (b) on the grid below, complete the histogram to represent the data in the first table.  m 500000.010.020.030.040.050.060.070.08 frequency density milk yield (litres)6000 7000 8000 9000 10 000  [4]",
+            "12": "12 0607/43/o/n/16 \u00a9 ucles 20168 a ship sails on the following course.   \u2022 60 km on a bearing of 025\u00b0 from a to b   \u2022 80 km on a bearing of 115\u00b0 from b to c   \u2022 75 km on a bearing of 195\u00b0 from c to d  the diagram shows the course. acb dnot to scalenorthnorth north 195\u00b0115\u00b0 25\u00b0  (a) show that angle abc  = 90\u00b0.  [1]  (b) calculate angle bca .  angle bca  =  ...  [2]  (c) calculate the distance ac.  ac =  .  km [2]",
+            "13": "13 0607/43/o/n/16 \u00a9 ucles 2016 [turn over (d) calculate the distance ad.  ad =  .  km [4]  (e) calculate the bearing of d from a.     [4]",
+            "14": "14 0607/43/o/n/16 \u00a9 ucles 20169 justine travels 760  km in her car.  (a) justine\u2019s average speed for the journey is 77  km/h.   calculate the time justine takes to complete the journey.   give your answer in hours and minutes correct to the nearest minute.   h  min [3]  (b) justine travels 270  km on main roads and 490  km on autoroutes.   on main roads her car travels x km on each litre of fuel.   on autoroutes her car travels x4+^ h km on each litre of fuel.   (i) write down an expression, in terms of x, for the fuel that justine\u2019s car uses on main roads on this  journey.   ...  litres [1]   (ii) altogether justine\u2019s car uses 62 litres of fuel for the whole journey.    write down an equation in x and show that it simplifies to   x x31 256 540 02- - =.  [3]",
+            "15": "15 0607/43/o/n/16 \u00a9 ucles 2016 [turn over  (iii) solve the equation   x x31 256 540 02- - =   to find the distance justine\u2019s car travels on 1  litre of  fuel on autoroutes.   ..  km [4]",
+            "16": "16 0607/43/o/n/16 \u00a9 ucles 201610 (a) (i) factorise.      x x2 3 12- +     [2]   (ii) show that   xx2 123+ +-   can be written as   xx x 22 1 1 -- - ^^ ^ hh h .  [3]  (b) \u20133  \u20131020y x 50    xxx x 22 1 1f-- -=^^^ ^hhh h   (i) on the diagram, sketch the graph of   y xf=^h   for values of x between -3 and 5.  [2]",
+            "17": "17 0607/43/o/n/16 \u00a9 ucles 2016 [turn over  (ii) on the same diagram, sketch the graph of   y x2 1= + . [2]   (iii) write down the equations of the asymptotes to the graph of   y xf=^h.        [2]   (iv) solve x 0 f=^h .  x = . or x = . [2]",
+            "18": "18 0607/43/o/n/16 \u00a9 ucles 201611 the 50 members of an activities group either go walking or cycling.  the table shows the choices of the males and females. walking cycling total male 16 29 female total 22 50  (a) complete the table.  [2]  (b) two of the 50 members are chosen at random.   calculate the probability that they both go cycling.     [2]  (c) two of those who go walking are chosen at random.   calculate the probability that one is a male and the other is a female.     [3]",
+            "19": "19 0607/43/o/n/16 \u00a9 ucles 201612 y is inversely proportional to the square root of x.  when x = 25,  y = 2.  (a) find y in terms of x.  y =  ...  [2]  (b) find the value of x when y = 3.     [2]  (c) z = axn   z is proportional to the cube of y.   when x = 4,  z = 500.   find the value of a and the value of n.  a =  ...  n =  ...  [3]",
+            "20": "20 0607/43/o/n/16 \u00a9 ucles 2016permission 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 international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download at www.cie.org.uk after  the live examination series. 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.blank page"
+        },
+        "0607_w16_qp_51.pdf": {
+            "1": "this document consists of 7 printed pages and 1 blank page. dc (cw/sg) 117233/1 \u00a9 ucles 2016  [turn over * 8 4 5 3 9 7 5 0 6 9 * cambridge in terna tional ma thema tics 0607/51 paper 5 (core)  october/ november 2016  1 hour candidates answer on the question paper. additional materials:  graphics calculator read  these  instructions  first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen. do not use staples, paper clips, glue or correction fluid. y ou may use an hb pencil for any diagrams or graphs. do not write in any barcodes. answer all the questions. y ou must show all relevant working to gain full marks for correct methods, including sketches. in this paper you will also be assessed on your ability to provide full reasons and to communicate  your mathematics clearly and precisely. at the end of the examination, fasten all your work securely together. the total number of marks for this paper is 24.cambridge international examinations cambridge international general certificate of secondary education",
+            "2": "2 0607/51/o/n/16 \u00a9 ucles 2016answer all the questions. investigation\t squares \ton\tgrids this investigation looks at the number of squares drawn on square grids. all squares are drawn using gridlines. 1\t here is a 2 by 2 grid. \t explain why there are 5 squares on a 2 by 2 grid.  ...  ... 2\t here is a 3 by 3 grid. \t complete these statements about the numbers of different sized squares on a 3 by 3 grid. \t \t the number of 1 by 1 squares on a 3 by 3 grid is   . \t \t the number of 2 by 2 squares on a 3 by 3 grid is            4 \t \t the number of 3 by 3 squares on a 3 by 3 grid is   . \t \t so the total number of squares on a 3 by 3 grid is   .",
+            "3": "3 0607/51/o/n/16 \u00a9 ucles 2016 [turn\tover3\t complete these statements about the numbers of different sized squares on a 4 by 4 grid. \t you may use the grids below to help you. \t \t the number of 1 by 1 squares on a 4 by 4 grid is   . \t \t the number of 2 by 2 squares on a 4 by 4 grid is   . \t \t the number of 3 by 3 squares on a 4 by 4 grid is   . \t \t the number of 4 by 4 squares on a 4 by 4 grid is   . \t \t so the total number of squares on a 4 by 4 grid is            30",
+            "4": "4 0607/51/o/n/16 \u00a9 ucles 20164\t (a)\t use your results from questions \t1, 2\tand\t3 to help you complete this table. size of gridnumber of\u2026.total  number of  squares1 by 1  squares2 by 2  squares3 by 3  squares4 by 4  squares5 by 5  squares6 by 6  squares 1 by 1 1  1 2 by 2  5 3 by 3 4 4 by 4 30 5 by 5 6 by 6 \t (b)\t what is the mathematical name for the numbers in the 1\tby\t1\tsquares  column?   .. \t (c)\t work out the total  number of squares on an 8 by 8 grid.   .. \t (d)\t here is part of a table for an n by n grid.  \t \t it only has columns for 1 by 1 squares up to 6 by 6 squares. \t \t complete the table using expressions in terms of n. size of gridnumber of\u2026. 1 by 1  squares2 by 2  squares3 by 3  squares4 by 4  squares5 by 5  squares6 by 6  squares n by n (n \u2013 4)2 \t (e)\t write an expression, in terms of n, for the number of 12 by 12 squares on an n by n grid.   ..",
+            "5": "5 0607/51/o/n/16 \u00a9 ucles 2016 [turn\tover\t (f)\t (i)\t find the number of 5 by 5 squares on a 20 by 20 grid.   .. \t \t (ii)\t the number of 5 by 5 squares on an n by n grid is 36. \t \t \t find the value of n.   .. 5\t here is a formula for the total number of squares, t, on an n by n grid. tn n nd3 2 63 2 = + + + \t (a)\t the total number of squares on a 1 by 1 grid is 1. \t \t show that d = 0. \t (b)\t show that the formula gives the correct total number of squares on a 4 by 4 grid. \t (c)\t find the total number of squares on a 10 by 10 grid.   ..",
+            "6": "6 0607/51/o/n/16 \u00a9 ucles 20166\t (a)\t there are nine 7 by 7 squares on a 9 by 9 grid. \t \t the diagrams show a 7 by 7 square drawn in two positions on a 9 by 9 grid. \t \t in each diagram the same 2 by 2 square is shaded. \t \t consider the possible positions of the 7 by 7 square. \t \t explain how the shaded 2 by 2 square can be used to calculate the number of 7 by 7 squares on a  9 by 9 grid.  ...  ...  ...",
+            "7": "7 0607/51/o/n/16 \u00a9 ucles 2016\t (b)\t a square which is bigger than 9 by 9 is drawn on a square grid. \t \t it is only possible to draw 25 of these squares on the square grid. \t \t find two possible sizes for the square and the grid it is drawn on. \t \t you may use the grid below to help you. square size  ..  by  ..   on a   ..  by  ..  grid. square size  ..  by  ..   on a   ..  by  ..  grid.",
+            "8": "8 0607/51/o/n/16 \u00a9 ucles 2016blank\tpage 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 international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download at www.cie.org.uk after  the live examination series. 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."
+        },
+        "0607_w16_qp_52.pdf": {
+            "1": "this document consists of 7 printed pages and 1 blank page. dc (cw/sg) 117490/2 \u00a9 ucles 2016  [turn over * 2 2 3 9 0 9 7 8 8 7 * cambridge in terna tional ma thema tics 0607/52 paper 5 (core)  october/ november 2016  1 hour candidates answer on the question paper. additional materials:  graphics calculator read  these  instructions  first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen. do not use staples, paper clips, glue or correction fluid. y ou may use an hb pencil for any diagrams or graphs. do not write in any barcodes. answer all the questions. y ou must show all relevant working to gain full marks for correct methods, including sketches. in this paper you will also be assessed on your ability to provide full reasons and to communicate  your mathematics clearly and precisely. at the end of the examination, fasten all your work securely together. the total number of marks for this paper is 24.cambridge international examinations cambridge international general certificate of secondary education",
+            "2": "2 0607/52/o/n/16 \u00a9 ucles 2016answer all the questions. investigation\t rectangles \twithin \trectangles this investigation looks for a method to find the number of rectangles when you draw horizontal and vertical  lines inside a rectangle. one horizontal line, ab, is drawn inside a rectangle pqrs . the total number of rectangles is 3. they are pqba , pqrs  and abrs .p a sq b r 1\t (a)\t another line cd is drawn inside the rectangle pqrs . \t \t the total number of rectangles is now 6.p a c sq b d r \t \t four of the 6 rectangles are pqba , pqdc , pqrs  and abdc . \t \t complete the table to show the other two rectangles. pqba pqdc pqrs abdc",
+            "3": "3 0607/52/o/n/16 \u00a9 ucles 2016 [turn\tover\t (b)\t three horizontal lines, ab, cd and ef are drawn inside the rectangle pqrs . p a c e sq b d f r   complete the table to show all ten rectangles. pqba pqrs abdc abrs cdrs \t (c)\t four horizontal lines are drawn inside the rectangle. \t \t find the total number of rectangles.   ...",
+            "4": "4 0607/52/o/n/16 \u00a9 ucles 2016\t (d)\t complete the table. number of horizontal  lines inside the  rectangle0 1 2 3 4 5 6 7 total number of  rectangles3 6 10 36 \t (e)\t the numbers in the bottom row of the table in part\t(d) form a sequence. \t \t write down the mathematical name of these numbers.   ... \t (f)\t ten horizontal lines are drawn inside the rectangle. \t \t find the total number of rectangles.   ...",
+            "5": "5 0607/52/o/n/16 \u00a9 ucles 2016 [turn\tover2\t one vertical line, ab, is drawn inside rectangle pqrs . \t the total number of rectangles is 3.  they are pabs , pqrs  and aqrb .p a q s b r \t (a)\t two vertical lines are drawn inside a rectangle. \t \t find the total number of rectangles.   ... \t (b)\t complete the table. number of vertical  lines inside a rectangle0 1 2 3 4 5 6 7 total number of  rectangles3 \t (c)\t what is the connection between the table in question\t1(d) and the table in question\t2(b)?  ...",
+            "6": "6 0607/52/o/n/16 \u00a9 ucles 20163\t 12 vertical lines are drawn inside a rectangle. \t show that the total number of rectangles is given by the calculation 212 3 12 22#+ + . 4\t (a)\t when n vertical lines are drawn inside a rectangle the total number of rectangles, t, is t n an b212= + +,        where a and b are constants. \t \t find the value of a and the value of b. \t \t use your answers to write down the formula for t.  a =  ..  b =  ..  t =  ..",
+            "7": "7 0607/52/o/n/16 \u00a9 ucles 2016\t (b)\t use your formula in part\t(a) to show that when 7 vertical lines are drawn inside a rectangle, the  number of rectangles is 36. \t (c)\t calculate how many vertical lines are drawn when there are 231 rectangles.   ... 5\t when 30 horizontal lines are drawn inside a rectangle, find the total number of rectangles.   ...",
+            "8": "8 0607/52/o/n/16 \u00a9 ucles 2016blank\tpage 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 international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download at www.cie.org.uk after  the live examination series. 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."
+        },
+        "0607_w16_qp_53.pdf": {
+            "1": "this document consists of 7 printed pages and 1 blank page. dc (rw) 126392 \u00a9 ucles 2016  [turn over * 5 2 5 7 1 0 1 9 6 7 * cambridge in terna tional ma thema tics 0607/53 paper 5 (core)  october/ november 2016  1 hour candidates answer on the question paper. additional materials:  graphics calculator read  these  instructions  first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen. do not use staples, paper clips, glue or correction fluid. y ou may use an hb pencil for any diagrams or graphs. do not write in any barcodes. answer all the questions. y ou must show all relevant working to gain full marks for correct methods, including sketches. in this paper you will also be assessed on your ability to provide full reasons and to communicate  your mathematics clearly and precisely. at the end of the examination, fasten all your work securely together. the total number of marks for this paper is 24.cambridge international examinations cambridge international general certificate of secondary education",
+            "2": "2 0607/53/o/n/16 \u00a9 ucles 2016answer all the questions. investigation\t rectangles \twithin \trectangles this investigation looks for a method to find the number of rectangles when you draw horizontal and vertical  lines inside a rectangle. one horizontal line, ab, is drawn inside a rectangle pqrs . the total number of rectangles is 3. they are pqba , pqrs  and abrs .p a sq b r 1\t (a)\t another line cd is drawn inside the rectangle pqrs . \t \t the total number of rectangles is now 6.p a c sq b d r \t \t four of the 6 rectangles are pqba , pqdc , pqrs  and abdc . \t \t complete the table to show the other two rectangles. pqba pqdc pqrs abdc",
+            "3": "3 0607/53/o/n/16 \u00a9 ucles 2016 [turn\tover\t (b)\t three horizontal lines, ab, cd and ef are drawn inside the rectangle pqrs . p a c e sq b d f r   complete the table to show all ten rectangles. pqba pqrs abdc abrs cdrs \t (c)\t four horizontal lines are drawn inside the rectangle. \t \t find the total number of rectangles.   ...",
+            "4": "4 0607/53/o/n/16 \u00a9 ucles 2016\t (d)\t complete the table. number of horizontal  lines inside the  rectangle0 1 2 3 4 5 6 7 total number of  rectangles3 6 10 36 \t (e)\t the numbers in the bottom row of the table in part\t(d) form a sequence. \t \t write down the mathematical name of these numbers.   ... \t (f)\t ten horizontal lines are drawn inside the rectangle. \t \t find the total number of rectangles.   ...",
+            "5": "5 0607/53/o/n/16 \u00a9 ucles 2016 [turn\tover2\t one vertical line, ab, is drawn inside rectangle pqrs . \t the total number of rectangles is 3.  they are pabs , pqrs  and aqrb .p a q s b r \t (a)\t two vertical lines are drawn inside a rectangle. \t \t find the total number of rectangles.   ... \t (b)\t complete the table. number of vertical  lines inside a rectangle0 1 2 3 4 5 6 7 total number of  rectangles3 \t (c)\t what is the connection between the table in question\t1(d) and the table in question\t2(b)?  ...",
+            "6": "6 0607/53/o/n/16 \u00a9 ucles 20163\t 12 vertical lines are drawn inside a rectangle. \t show that the total number of rectangles is given by the calculation 212 3 12 22#+ + . 4\t (a)\t when n vertical lines are drawn inside a rectangle the total number of rectangles, t, is t n an b212= + +,        where a and b are constants. \t \t find the value of a and the value of b. \t \t use your answers to write down the formula for t.  a =  ..  b =  ..  t =  ..",
+            "7": "7 0607/53/o/n/16 \u00a9 ucles 2016\t (b)\t use your formula in part\t(a) to show that when 7 vertical lines are drawn inside a rectangle, the  number of rectangles is 36. \t (c)\t calculate how many vertical lines are drawn when there are 231 rectangles.   ... 5\t when 30 horizontal lines are drawn inside a rectangle, find the total number of rectangles.   ...",
+            "8": "8 0607/53/o/n/16 \u00a9 ucles 2016blank\tpage 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 international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download at www.cie.org.uk after  the live examination series. 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."
+        },
+        "0607_w16_qp_61.pdf": {
+            "1": "this document consists of 12 printed pages. dc (nh/sg) 117169/4 \u00a9 ucles 2016  [turn over * 9 4 0 1 4 6 2 2 5 8 * cambridge international mathematics  0607/61 paper 6 (extended)  october/november 2016  1 hour 30 minutes candidates answer on the question paper. additional materials:  graphics calculator read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen. do not use staples, paper clips, glue or correction fluid. y ou may use an hb pencil for any diagrams or graphs. do not  write in any barcodes. answer both parts a and b. y ou must show all relevant working to gain full marks for correct methods, including sketches. in this paper you will also be assessed on your ability to provide full reasons and communicate your  mathematics clearly and precisely. at the end of the examination, fasten all your work securely together. the total number of marks for this paper is 40.cambridge international examinations cambridge international general certificate of secondary education",
+            "2": "2 0607/61/o/n/16 \u00a9 ucles 2016answer both  parts a and b. a investigation  squares on grids (20 marks) you are advised to spend no more than 45 minutes on this part. this investigation looks at the number of squares drawn on a grid. all squares are drawn using gridlines. 1 (a) here is a 2 by 2 grid.   explain why there are 5 squares on a 2 by 2 grid.  ...  ...  (b) here is a 3 by 3 grid.   complete these statements about the numbers of different sized squares on a 3 by 3 grid.    the number of 1 by 1 squares on a 3 by 3 grid is   .    the number of 2 by 2 squares on a 3 by 3 grid is  4    the number of 3 by 3 squares on a 3 by 3 grid is   .    so the total number of squares on a 3 by 3 grid is   .",
+            "3": "3 0607/61/o/n/16 \u00a9 ucles 2016 [turn over (c) complete these statements about the numbers of different sized squares on a 4 by 4 grid.   you may use the grids below to help you.    the number of 1 by 1 squares on a 4 by 4 grid is   .    the number of 2 by 2 squares on a 4 by 4 grid is   .    the number of 3 by 3 squares on a 4 by 4 grid is   .    the number of 4 by 4 squares on a 4 by 4 grid is   .    so the total number of squares on a 4 by 4 grid is  30",
+            "4": "4 0607/61/o/n/16 \u00a9 ucles 20162 (a) use your results from question 1  to help you complete this table. size of gridnumber of \u2026total  number of  squares1 by 1  squares2 by 2  squares3 by 3  squares4 by 4  squares5 by 5  squares6 by 6  squares 1 by 1 1 2 by 2 5 3 by 3 4 4 by 4 30 5 by 5 6 by 6  (b) what is the mathematical name for the numbers in the 1 by 1 squares  column?   ..  (c) work out the total  number of squares on an 8 by 8 grid.   ..  (d) write down an expression, in terms of n, for the number of 2 by 2 squares on an n by n grid.   ..",
+            "5": "5 0607/61/o/n/16 \u00a9 ucles 2016 [turn over3 here is a formula for the total number of squares, t, on an n by n grid. 3 2tn ncn d3 2 = + + +  (a) find the values of c and d.  (b) show that your formula gives a total  of 385 squares on a 10 by 10 grid.  (c) the total number of squares on an n by n grid is 1240.   find the value of n.   ..",
+            "6": "6 0607/61/o/n/16 \u00a9 ucles 20164 here is a 1 by 2 grid.  there is a total of 2 squares on a 1 by 2 grid.  write an expression, in terms of n, for the total number of squares on a 1 by n grid.   .. 5 here is a 2 by 3 grid.  there is a total of 8 squares on a 2 by 3 grid.  (a) find the total number of squares on a 2 by 4 grid.   ..  (b) complete this table. size of grid number of \u2026total number  of squares  (t\u2009)1 by 1  squares2 by 2  squares 2 by 1 2 0 2 2 by 2 2 by 3 8 2 by 4 2 by 5 2 by n",
+            "7": "7 0607/61/o/n/16 \u00a9 ucles 2016 [turn over6 complete this table for 3 by n grids.  you may use the grid below to help you. size of grid number of \u2026total number  of squares  (t\u2009)1 by 1  squares2 by 2  squares3 by 3  squares 3 by 1 3 0 0 3 3 by 2 6 2 0 8 3 by 3 9 1 3 by 4 12 3 by 5 15 3 by n 3n 7 the expression for t\u2009in question 6  does not work when n\u2009= 1.  the expression for t for a 4 by n grid is 10 n \u2013 10.  for what values of n will the expression for t for a 4 by n grid not give the correct total?   ..",
+            "8": "8 0607/61/o/n/16 \u00a9 ucles 2016b modelling  measuring rod (20 marks) you are advised to spend no more than 45 minutes on this part. you may find some of these formulas useful. v olume, v, of pyramid, base area a, height h.  31v a h= v olume, v, of cylinder of radius r, height\u2009h.  v r h2r= v olume, v, of cone of radius r, height h. 31v r h2r= v olume, v, of sphere of radius r.  34v r3r= a a cb bc    area = 21sinab c jim has a tank for oil, shown in the picture. he uses a measuring rod to put in the top of the tank to find the amount of oil. this investigation is about how jim marks the measuring rod. here is some information about the tank.  measuring rod 1770  mm 1030  mmlength 1770  mm width 1030  mm capacity 1235 litres",
+            "9": "9 0607/61/o/n/16 \u00a9 ucles 2016 [turn overjim decides to model the volume of oil in his tank. 1 (a) select the shape that jim should use for the model. cuboid    cylinder    sphere    cone    pyramid    circle   ..  (b) jim uses a capacity of 1200 litres and a width of 100  cm.   for his model, show that the length of the tank is 153  cm, correct to the nearest centimetre. 2 (a) give a practical reason why the length of his measuring rod should be more than 100  cm.  ...  ...  (b) this is a cross-section of the tank showing the measuring rod and some oil. not to scale oil   (i) the tank contains 600 litres of oil.    find how many centimetres from the bottom  of the measuring rod jim should mark \u201c600 litres\u201d.   ..   (ii) jim now wants to mark \u201c300 litres\u201d on the measuring rod.    explain why he should not mark this point halfway between the bottom of the measuring rod and  the \u201c600 litres\u201d mark.  ...  ...",
+            "10": "10 0607/61/o/n/16 \u00a9 ucles 20163 jim works out the distance, d\u2009cm, where \u201c300 litres\u201d should be marked on the measuring rod. o x\u00b0 b anot to scale d cm  o is the centre of the cross section and oa and ob are radii.  x\u00b0 is the angle between oa and ob.  he uses this method. shaded area = area of sector oab  \u2013 area of triangle oab  (a) show that an expression for the area of triangle oab  is   1250  sinx\u00b0\u2009cm2.  (b) show that an expression for the area of sector oab  is approximately 21.8 x\u2009cm2.  (c) write down an expression, in terms of x, for the area of the shaded segment.   ..",
+            "11": "11 0607/61/o/n/16 \u00a9 ucles 2016 [turn over (d) using your result from question 1(b)  rounded to the nearest centimetre and your result from  question  3(c), show that a model for the volume of oil, v cm3, is approximately v = 3340x \u2013 191 000 sinx\u00b0.  (e) on the axes, sketch the graph of this model. 420  000 80 000v olume (cm3)v 80 150x  (f) when the tank contains exactly 300 litres of oil, use the model to find   (i) the value of x,   ..   (ii) the value of d, the distance from the bottom of the measuring rod.   ..  (g) write down the distance from the bottom of the measuring rod to the \u201c900 litres\u201d mark.   .. question 4 is printed on the next page.",
+            "12": "12 0607/61/o/n/16 \u00a9 ucles 20164 jim buys oil when the tank contains 100 litres of oil.  work out the distance from the bottom of the measuring rod to where \u201c100 litres\u201d should be marked.   .. 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 international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download at www.cie.org.uk after  the live examination series. 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."
+        },
+        "0607_w16_qp_62.pdf": {
+            "1": "this document consists of 11 printed pages and 1 blank page. dc (nh/sg) 117170/2 \u00a9 ucles 2016  [turn over * 5 8 2 8 2 6 2 9 9 0 * cambridge international mathematics  0607/62 paper 6 (extended)  october/november 2016  1 hour 30 minutes candidates answer on the question paper. additional materials:  graphics calculator read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen. do not use staples, paper clips, glue or correction fluid. y ou may use an hb pencil for any diagrams or graphs. do not  write in any barcodes. answer both parts a and b. y ou must show all relevant working to gain full marks for correct methods, including sketches. in this paper you will also be assessed on your ability to provide full reasons and communicate your  mathematics clearly and precisely. at the end of the examination, fasten all your work securely together. the total number of marks for this paper is 40.cambridge international examinations cambridge international general certificate of secondary education",
+            "2": "2 0607/62/o/n/16 \u00a9 ucles 2016answer both  parts a and b. a\t investigation\t rectangles \twithin \trectangles \t(20\tmarks) you are advised to spend no more than 45 minutes on this part. this investigation looks for a method to find the number of rectangles when you draw horizontal and vertical  lines inside a rectangle. one horizontal line, ab, is drawn inside a rectangle pqrs . the total number of rectangles is 3. they are pqba, pqrs and abrs.         p a sq b r 1\t (a)\t another line cd is drawn inside the rectangle pqrs . \t \t the total number of rectangles is now 6.         p a c sq b d r \t \t three of the 6 rectangles are pqba , pqrs  and abrs . \t \t write down the other three rectangles.  ...",
+            "3": "3 0607/62/o/n/16 \u00a9 ucles 2016 [turn\tover\t (b)\t three horizontal lines,  ab, cd and ef are drawn inside the rectangle pqrs . \t \t find the total number of rectangles.    p a c e sq b d f r   .. \t (c)\t four horizontal lines are drawn inside the rectangle. \t \t find the total number of rectangles.       ..",
+            "4": "4 0607/62/o/n/16 \u00a9 ucles 2016\t (d)\t complete the table. number of horizontal  lines inside the rectangle0 1 2 3 4 5 6 7 total number of  rectangles3 6 36 \t (e)\t the numbers in the bottom row of the table in part\t(d) form a sequence. \t \t write down the mathematical name of these numbers.   .. \t (f)\t ten horizontal lines are drawn inside the rectangle. \t \t find the total number of rectangles.   ..",
+            "5": "5 0607/62/o/n/16 \u00a9 ucles 2016 [turn\tover2\t one vertical line, ab, is drawn inside rectangle  pqrs . \t the total number of rectangles is 3. \t they are p abs, pqrs and aqrb .        pa q sb r \t complete the table. number of vertical lines  inside a rectangle0 1 2 3 4 5 6 7 total number of  rectangles3 3\t (a)\t n vertical lines are drawn inside a rectangle. \t \t the total number of rectangles is   an2 + bn + c. \t \t find the values of a, b and c.  a =  .  b =  .  c =  .",
+            "6": "6 0607/62/o/n/16 \u00a9 ucles 2016\t (b)\t using your values for a, b and c found in part\t(a), factorise an2 + bn + c. \t \t write it in the form a(n + p)(n + q).   .. 4\t two horizontal lines are drawn inside rectangle pqrs  to form a total of 6 rectangles. \t for each  of these 6 rectangles, 3 rectangles are formed when one vertical line is also drawn inside rectangle  pqrs . p q s rp q s r \t so the total number of rectangles is 18. \t (a)\t one horizontal line and one vertical line are drawn inside rectangle pqrs . \t \t find the total number of rectangles.   ..",
+            "7": "7 0607/62/o/n/16 \u00a9 ucles 2016 [turn\tover\t (b)\t three horizontal lines and two vertical lines are drawn inside a rectangle. \t \t find the total number of rectangles.   .. \t (c)\t n horizontal lines and m vertical lines are drawn inside a rectangle. \t \t find an expression, in terms of n and m, for the total number of rectangles. \t \t do not simplify this expression.   .. 5\t abcd  is a square. \t an equal number of horizontal lines and vertical lines are drawn inside the square. \t show that the number of rectangles inside abcd  could not be 762 but it could be 782.",
+            "8": "8 0607/62/o/n/16 \u00a9 ucles 2016b\t modelling\t birthday \tmoney \t(20\tmarks) you are advised to spend no more than 45 minutes on this part. 1\t rosie\u2019s grandmother gave her $10 on her 1st birthday. \t on each birthday after that her grandmother gave her $5 more than she gave rosie on her last birthday. \t (a)\t how much did rosie receive from her grandmother on her 5th birthday?   .. \t (b)\t find a model, in terms of n, for the amount in dollars, a, that rosie received from her grandmother on  her nth birthday.   .. \t (c)\t use your model to show that rosie received $105 from her grandmother on her 20th birthday. 2\t (a)\t find the total amount that rosie had received from her grandmother, up to and including her 5th  birthday.   ..",
+            "9": "9 0607/62/o/n/16 \u00a9 ucles 2016 [turn\tover\t (b)\t a model for the total amount of money, $ t, that rosie received up to and including her nth birthday, is t = kn(n + 3). \t \t (i)\t use your answer to part\t(a) to find the value of  k.   .. \t \t (ii)\t show that rosie received a total of $1150 from her grandmother, up to and including her 20th  birthday. \t (c)\t work out rosie\u2019s age when she first received a total of more than $4  000.   .. 3\t zahari\u2019s grandfather gave him $10 on his 1st birthday. \t on each birthday after that his grandfather gave him 10% more than he gave him on his last birthday. \t how much did zahari receive from his grandfather on his 5th birthday?   ..",
+            "10": "10 0607/62/o/n/16 \u00a9 ucles 20164\t the model   a = 10 \u00d7 1.1n\u20131 can be used to calculate the amount in dollars, a, that zahari received from his  grandfather on his nth birthday. \t (a)\t explain why the numbers 10 and 1.1 are used in the model.  ...  ...  ... \t (b)\t use the model to calculate how much zahari received from his grandfather on his 20th birthday. \t \t give your answer in dollars correct to the nearest cent.   .. 5\t (a) 0 1 40na \t \t (i)\t on the axes, sketch the graph of the model for a that you found in question\t1(b). \t \t (ii)\t on the same axes, sketch the model   a = 10 \u00d7 1.1n\u20131.",
+            "11": "11 0607/62/o/n/16 \u00a9 ucles 2016\t (b)\t after their 1st birthdays, on which birthday did zahari first get more money than rosie?   .. \t (c)\t apart from their 1st birthdays, which of these two situations, a or b, gives zahari more money than  rosie on an earlier birthday? \t \t his grandfather gave him    a $5 on his 1st birthday, with an increase of 15% on each birthday    b $7.50 on his 1st birthday, with an increase of 12% on each birthday. \t \t give reasons for your choice.  ...  ... 6\t zahari\u2019s grandmother gave him $ d on his 1st birthday. \t on each birthday after that his grandmother gave him 10% more than she gave him on his last birthday. \t (a)\t change the model   a = 10 \u00d7 1.1n\u20131 to show this situation.   .. \t (b)\t find the value of d that will give zahari $148 on his 22nd birthday.   ..",
+            "12": "12 0607/62/o/n/16 \u00a9 ucles 2016blank\tpage 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 international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download at www.cie.org.uk after  the live examination series. 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."
+        },
+        "0607_w16_qp_63.pdf": {
+            "1": "this document consists of 16 printed pages. dc (nh/sg) 117171/3 \u00a9 ucles 2016  [turn over * 9 1 6 3 2 9 6 8 8 0 * cambridge international mathematics  0607/63 paper 6 (extended)  october/november 2016  1 hour 30 minutes candidates answer on the question paper. additional materials:  graphics calculator read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen. do not use staples, paper clips, glue or correction fluid. y ou may use an hb pencil for any diagrams or graphs. do not  write in any barcodes. answer both parts a and b. y ou must show all relevant working to gain full marks for correct methods, including sketches. in this paper you will also be assessed on your ability to provide full reasons and communicate your  mathematics clearly and precisely. at the end of the examination, fasten all your work securely together. the total number of marks for this paper is 40.cambridge international examinations cambridge international general certificate of secondary education",
+            "2": "2 0607/63/o/n/16 \u00a9 ucles 2016the investigation starts on page 3.",
+            "3": "3 0607/63/o/n/16 \u00a9 ucles 2016 [turn overanswer both  parts a and b. a investigation  triangular grids (20 marks) you are advised to spend no more than 45 minutes on this part. this investigation looks at geometric results using grids of equilateral triangles. 1 the area of this 2 by 3 parallelogram is 12 triangles.         3 2  (a) write down the area of this 5 by 1 parallelogram.    triangles  (b) find the area of this 6 by 3 parallelogram.    triangles  (c) find a formula for the area, a,   of a parallelogram measuring   s by r on a triangular grid.        r s   ..",
+            "4": "4 0607/63/o/n/16 \u00a9 ucles 2016 (d) two equilateral triangles are drawn on the grid below.   the area of the smaller triangle is 4.   find the area of the larger triangle.   ..  (e) find a formula for the area, a, of an equilateral triangle with side x.   ..  (f)   show that your formula in part (e)  works.   start by drawing another equilateral triangle on the grid above.",
+            "5": "5 0607/63/o/n/16 \u00a9 ucles 2016 [turn over2 (a) each shape is made by joining dots on a triangular grid. b d c ef   complete this table. shapenumber of dots  inside shape ( r)number of dots  on perimeter ( p)area in triangles  (a) b 0 6 c 0 d 0 5 e f 0 4 2  (b) for shapes on a square  grid, pick\u2019s rule is      12a rp= + -.   does pick\u2019s rule work for shapes on triangular grids?   use numbers from the table in part (a)  to support your answer.  (c) write down a formula for a in terms of p.   ..",
+            "6": "6 0607/63/o/n/16 \u00a9 ucles 2016 (d) the table below shows some values for r, p and a for shapes drawn on triangular grids. number of dots inside  shape ( r)number of dots on  perimeter ( p)area in triangles ( a) 0 4 2 0 6 4 0 7 5 1 4 4 1 6 6 1 8 8 1 10 10 2 4 6 2 5 7 2 8 10 2 10 12 3 8 12 3 6 10 3 10 14 3 12 16 4 11 17 4 14 20   find a formula for a in terms of r and p.   ..  (e) when a = 100, find a possible pair of values of r and p.   ..",
+            "7": "7 0607/63/o/n/16 \u00a9 ucles 2016 [turn over3 co-ordinates can be used on triangular grids. \u201311 1 \u20131\u20132\u20133\u20134\u20135 2345234 \u20132 \u20133 \u201340y ab cx  the points a(\u20131, 3), b(2, 4) and c(4, \u20132) are shown on the grid.  (a)    a regular hexagon can be drawn with integer co-ordinates for vertices.   this statement is not true for square grids.   show, using the grid, whether the statement is true for triangular grids. \u201311 1 \u20131\u20132\u20133\u20134\u20135 2345234 \u20132 \u20133 \u201340y x  the statement is  .",
+            "8": "8 0607/63/o/n/16 \u00a9 ucles 2016 (b)    the point ( x, y) is rotated about (0, 0) through 180\u00b0 to the point (\u2013 x, \u2013y).   this statement is true for square grids.   using the grid, investigate whether the statement is true for triangular grids. \u201311 1 \u20131\u20132\u20133\u20134\u20135 2345234 \u20132 \u20133 \u201340y x  the statement is  .  (c)    the point ( x, y) is reflected in the y-axis to the point ( x, \u2013y).   this statement is true for square grids.   using the grid, investigate whether the statement is true for triangular grids. \u201311 1 \u20131\u20132\u20133\u20134\u20135 2345234 \u20132 \u20133 \u201340y x  the statement is  .",
+            "9": "9 0607/63/o/n/16 \u00a9 ucles 2016 [turn over (d)    the midpoint of the line joining the points ( x1, y1) and ( x2, y2) is 2,2x x y y1 2 1 2+ +c m.   this statement is true for square grids.   using the grid, investigate whether the statement is true for triangular grids. \u201311 1 \u20131\u20132\u20133\u20134\u20135 2345234 \u20132 \u20133 \u201340y x  the statement is  .",
+            "10": "10 0607/63/o/n/16 \u00a9 ucles 2016b modelling  wa ves (20 marks) you are advised to spend no more than 45 minutes on this part. this part is about modelling sea waves. the sketch shows part of a sea wave. wave height here are the wave heights, in metres, of a sample of 60 waves in order of size. 0.27 0.30 0.50 0.56 0.57 0.73 0.77 0.78 0.87 0.96 0.99 1.00 1.09 1.16 1.20 1.21 1.34 1.49 1.50 1.51 1.51 1.52 1.55 1.57 1.60 1.61 1.63 1.65 1.69 1.71 1.73 1.76 1.77 1.78 1.83 1.84 1.86 1.92 1.97 1.98 2.06 2.15 2.18 2.20 2.30 2.47 2.49 2.49 2.51 2.63 2.80 2.83 2.98 3.15 3.21 3.23 3.26 3.47 4.76 5.20",
+            "11": "11 0607/63/o/n/16 \u00a9 ucles 2016 [turn over1 the mean height of the highest one-third of the waves in a sample is h.  (a) for the sample of 60 waves, calculate h and show that it rounds to 2.92.  (b) scientists use h to make estimates.   comment on the accuracy of the following estimates.   (i) the highest wave is approximately 2 h.   (ii) the highest 10% of waves have a mean height of approximately 1.27 h.",
+            "12": "12 0607/63/o/n/16 \u00a9 ucles 20162 this frequency table shows 60 wave heights. wave height   (x metres)frequency ( f )   0 < x g 0.5 2 0.5 < x g 1.0 7 1.0 < x g 1.5 9 1.5 < x g 2.0 22 2.0 < x g 2.5 8 2.5 < x g 3.0 5 3.0 < x g 3.5 5 3.5 < x g 4.0 0 4.0 < x g 4.5 0 4.5 < x g 5.0 1 5.0 < x g 5.5 1  two models for the frequency, f, are      a 52 10 f1.8 x#=- -2^ h      b 14 2 f x3 0.7 x# =- -2^ h  (a) on the axes, sketch and label the graph of model a and the graph of model b. f x60 0 4",
+            "13": "13 0607/63/o/n/16 \u00a9 ucles 2016 [turn over (b) for model a, find the wave height that has the maximum frequency.   ..  (c) for model b, find the wave height that has the maximum frequency.   ..  (d) which model best fits the data in the table?   give two reasons for your choice. model  reason 1  ...  ... reason 2  ...  ...",
+            "14": "14 0607/63/o/n/16 \u00a9 ucles 20163 wave machines make waves of different heights and speeds.      (a) this diagram shows the speed, s metres per second, for waves of different heights, h metres. 3.10 0 0.2 0.4 0.6 0.8 1.0 1.2 1.4 1.6 1.8 2.03.153.203.253.30s speed of wave (m/s) height of wave (m)h   the graph of a model connecting s and h is a horizontal line.   (i) without doing any calculations write down a possible model.   (ii) what does your model tell you about the connection between s and h?  ...  ...",
+            "15": "15 0607/63/o/n/16 \u00a9 ucles 2016 [turn over (b) another model uses the connection between water depth, d metres, and wave speed, s metres per  second.   here are some results from some wave machine experiments. d (metres)0.1 0.2 0.3 0.4 0.5 0.6 0.7 0.8 0.9 1.0 1.1 1.2 1.3 1.4 s (metres  per second)0.9 1.4 1.7 2.0 2.2 2.4 2.6 2.8 3.0 3.1 3.3 3.4 3.6 3.7   the results are plotted on this grid. 0 0 0.5 1.0 1.50.51.01.52.02.53.03.5s dspeed depth   here are three possible models.      s a d c= +    cos s c a d= +    s ad2= c+.   (i) which model best fits the data?   ..   (ii) find suitable values for a and c in your model.  a =  .  c =  . question 3(c) is printed on the next page.",
+            "16": "16 0607/63/o/n/16 \u00a9 ucles 2016permission 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 international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download at www.cie.org.uk after  the live examination series. 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. (c) these photographs, taken at different times, show a small island in the bottom right-hand corner.   a wave, marked by a dotted line, travels towards the island.   on both photographs 1  cm represents 100  m.   each photograph shows the time in the form    hour : minute  : second.   use your answer to part (b)(ii)  to calculate the depth of the sea.   ..  m"
+        }
+    },
+    "2017": {
+        "0607_s17_qp_11.pdf": {
+            "1": "      this document consists of 10 printed pages and 2 blank pages.  ib17 06_0607_11/rp  \u00a9 ucles 2017 [turn over   \uf02a\uf039\uf034\uf030\uf035\uf032\uf036\uf034\uf030\uf035\uf035\uf02a \uf020 cambridge international examinations  cambridge international general certificate of secondary education       cambridge international mathematics 0607/11     paper 1 (core)  may/june 2017     45 minutes    candidates answer on the question paper.    additional materials: geometrical instruments      read these instructions first    write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen.  do not use staples, paper clips, glue or correction fluid.  you may use an hb pencil for any diagrams or graphs. do not  write in any barcodes.    answer all the questions.  calculators must not be used in this paper.  all answers should be given in their simplest form.  you must show all the relevant working to gain fu ll marks and you will be given marks for correct methods  even if your answer is incorrect.  the number of marks is given in brackets [  ] at the end of each question or part question.  the total number of marks for this paper is 40.          ",
+            "2": "2    \u00a9 ucles 2017 0607/11/m/j/17  formula list   area, a, of triangle, base b, height h. a = 1 2bh  area, a, of circle, radius r. a = \uf070r2  circumference, c, of circle, radius r. c = 2\uf070r  curved surface area, a, of cylinder of radius r, height h. a = 2\uf070rh  curved surface area, a, of cone of radius r, sloping edge l. a = \uf070rl  curved surface area, a, of sphere of radius r. a = 4\uf070r2  volume, v, of prism, cross-sectional area a, length l. v = al  volume, v, of pyramid, base area a, height h. v = 1 3ah  volume, v, of cylinder of radius r, height h. v = \uf070r2h  volume, v, of cone of radius r, height h. v = 1 3\uf070r2h  volume, v, of sphere of radius r. v = 4 3\uf070r3   ",
+            "3": "3    \u00a9 ucles 2017 0607/11/m/j/17 [turn over  answer all the questions.    1 (a) change 4.3 metres into millimetres.        mm [1]      (b) change 60 hours into days.              days [1]        2 write down a square number between 20 and 30.             [1]        3 insert brackets to make this calculation correct.      24   \u2013   12   \u00f7   3   =   4 [1]        4 find the lowest common multiple (lcm) of 6 and 15.              [2]        5 draw an angle of 73\u00b0 at a.                     a     [1] ",
+            "4": "4    \u00a9 ucles 2017 0607/11/m/j/17  6 the diagram shows how ken\u2019s mass, in kilogram s, has increased with his age, in years.    1 2345 8 7 60 age (years) 1020304050 0mass  (kg) xy 10 9 12 11    (a) write down ken\u2019s mass when he was 6 years old.        kg [1]       (b) write down ken\u2019s age when his mass was 30  kg.         years [1]      7 a tray contains 5 pink cakes, 6 green  cakes and 1 yellow cake only.    hattie chooses one cake at random.     complete the table.    probability of choosing a pink cake     probability of choosing a green cake  21  probability of choosing a yellow cake     probability of choosing a blue cake     [3]      ",
+            "5": "5    \u00a9 ucles 2017 0607/11/m/j/17 [turn over  8 write down the gradient of the line  y = 7 \u2212 x.         [1]        9 raphael is drawing a pie chart for the time, t minutes, that 90 students spe nd on the internet each day.    time ( t minutes) frequency sector angle      0 < t  10 10   10 < t  30 15   30 < t 50 20           t \uf03e 50 45 180\uf0b0     (a) complete the table to show the sector angles in the pie chart.       [2]               (b)  complete the pie chart to show this information.    label each sector.    t50       [2]     ",
+            "6": "6    \u00a9 ucles 2017 0607/11/m/j/17  10   1234567 8 91 0012345678910 ay x      (a) write down the co-ordinates of the point a.    (   ,  ) [1]        (b) c has co-ordinates (4, 6).   c is the midpoint of the line ab.    find the co-ordinates of  b.    (   ,  ) [1]         11  a trader buys a carpet for $640.   she sells it at a profit of 25%.   calculate the selling price of the carpet.             $    [3] ",
+            "7": "7    \u00a9 ucles 2017 0607/11/m/j/17 [turn over  12 find the area of this shape.       2 cm not to scale 8 cm 8 cm4 cm                            cm2 [3]      ",
+            "8": "8    \u00a9 ucles 2017 0607/11/m/j/17  13 (a) shade a segment inside this circle.          [1]       (b) draw a radius inside this circle.         [1]          (c)   poa b50\u00b0not to scale         the diagram shows a circle, centre o.    ap  and bp are tangents to the circle at a and b.      find angle  aob .           angle  aob  =    [3] ",
+            "9": "9    \u00a9 ucles 2017 0607/11/m/j/17 [turn over  14   \u20138 \u201310 \u201320 2210 xy p q \u20132\u20136 \u201346 48       describe fully the  single  transformation that maps shape p onto shape q.       [3]       15 on each venn diagram, shade the region indicated.        a a \u2229b a b ba  \u222a b '      [2]              questions 16 and 17 are printed on the next page.   ",
+            "10": "10      \u00a9 ucles 2017 0607/11/m/j/17  16 solve.       3 x \u2013 4  8           [2]        17 solve the simultaneous equations.    6x + 4y = 34  3x \u2013   y  = 14                              x =            y =     [3]     ",
+            "11": "11    \u00a9 ucles 2017 0607/11/m/j/17  blank page",
+            "12": "12      permission to reproduce items where third-party owned material pr otected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to trac e 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 ans wer-related information to candidates, all copyright acknowledgements are reproduced onl ine in the cambridge  international examinations copyright acknow ledgements booklet. this is produced for each  series of examinations and is freely a vailable to download at  www.cie.org.uk after the live examination series.  cambridge international examinations is par t of the cambridge assessment group. cambri dge assessment is t he brand name of unive rsity of cambridge local  examinations syndicate (ucles), which is itself  a department of the university of cambridge.     \u00a9 ucles 2017 0607/11/m/j/17  blank page "
+        },
+        "0607_s17_qp_12.pdf": {
+            "1": "      this document consists of 8 printed pages.  ib17 06_0607_12/2rp  \u00a9 ucles 2017 [turn over   \uf02a\uf034\uf037\uf035\uf038\uf037\uf038\uf036\uf039\uf037\uf035\uf02a \uf020 cambridge international examinations  cambridge international general certificate of secondary education       cambridge international mathematics 0607/12     paper 1 (core)  may/june 2017     45 minutes    candidates answer on the question paper.    additional materials: geometrical instruments      read these instructions first   write your centre number, candidate number and name on all the work you hand in.  write in dark blue or black pen. do not use staples, paper clips, glue or correction fluid.  you may use an hb pencil for any diagrams or graphs.  do not  write in any barcodes.    answer all the questions.  calculators must not be used in this paper.  all answers should be given in their simplest form. you must show all the relevant working to gain fu ll marks and you will be given marks for correct methods  even if your answer is incorrect.  the number of marks is given in brackets [  ] at the end of each question or part question.  the total number of marks for this paper is 40.         ",
+            "2": "2    \u00a9 ucles 2017 0607/12/m/j/17  formula list   area, a, of triangle, base b, height h. a = 1 2bh  area, a, of circle, radius r. a = \uf070r2  circumference, c, of circle, radius r. c = 2\uf070r  curved surface area, a, of cylinder of radius r, height h. a = 2\uf070rh  curved surface area, a, of cone of radius r, sloping edge l. a = \uf070rl  curved surface area, a, of sphere of radius r. a = 4\uf070r2  volume, v, of prism, cross-sectional area a, length l. v = al  volume, v, of pyramid, base area a, height h. v = 1 3ah  volume, v, of cylinder of radius r, height h. v = \uf070r2h  volume, v, of cone of radius r, height h. v = 1 3\uf070r2h  volume, v, of sphere of radius r. v = 4 3\uf070r3 ",
+            "3": "3    \u00a9 ucles 2017 0607/12/m/j/17 [turn over  answer all the questions.    1 20 25 29 32 33 40 45    from this list of numbers, write down      (a) the multiple of 11,       [1]      (b) the prime number,       [1]       (c) the square number,       [1]      (d) the lowest common multiple (lcm) of 4 and 5.       [1]       2 write  54 as a decimal.          [1]       3 write 30% as a fraction in its simplest form.             [2]       4  share $150 in the ratio 2  : 3.        $  and $     [2]        5 write down the mathematical name for an 8-sided shape.         [1] ",
+            "4": "4    \u00a9 ucles 2017 0607/12/m/j/17  6    x\u00b0      measure the angle marked x in the diagram.          [1]       7 (a)   not to scale a\u00b085\u00b0       write down the size of the angle marked a and give a reason for your answer.       a =  because       [2]      (b)  not to scale q\u00b0120\u00b0 100\u00b0 60\u00b0       find the size of the angle marked q.          q =     [2] ",
+            "5": "5    \u00a9 ucles 2017 0607/12/m/j/17 [turn over  8 give two examples of discrete data.      1.               2.     [2]       9 this sign is a company logo.        4 cm 2 cmnot to scale 2 cm2 cm 8 cm2 cm      the diagram shows a rectangle with two id entical right-angled triangles removed.   work out the area of the shaded region.   give the units of your answer.                    [4]      10 the diameter of an atom is 0.000  000  03  metres.      write this number in standard form.          [1] ",
+            "6": "6    \u00a9 ucles 2017 0607/12/m/j/17  11 voroda invests $200 at 3% per year simple  interest.    work out the total value of this investment at the end of 4 years.           $   [3]        12 (a) factorise.       4 x + 10           [1]       (b) expand.     4(9 a \u2013 3b)           [1]       13  simplify.         109 32 x x\uf0b4               [2]            ",
+            "7": "7    \u00a9 ucles 2017 0607/12/m/j/17 [turn over  14 the point a has co-ordinates (3, 2) and \uf0f7\uf0f7 \uf0f8\uf0f6 \uf0e7\uf0e7 \uf0e8\uf0e6 \uf02d\uf03d35ab .     find the co-ordinates of the point b.        (    ,  ) [2]         15  find the gradient of the line 4 y = 3x \u2013 7.              [1]       16  the point a has co-ordinates (2, 7).    the point b has co-ordinates (5, 1).    find the co-ordinates of the midpoint of the line ab.          (    ,  ) [2]           17  the function  f( x) = x2 is defined for  \u20133  x  6.     write down the range of  f( x).            [2]              questions 18 and 19 are printed on the next page. ",
+            "8": "8      permission to reproduce items where third-party owned material pr otected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to trac e 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 ans wer-related information to candidates, all copyright acknowledgements are reproduced onl ine in the cambridge  international examinations copyright acknow ledgements booklet. this is produced for each  series of examinations and is freely a vailable to download at  www.cie.org.uk after the live examination series.  cambridge international examinations is par t of the cambridge assessment group. cambri dge assessment is t he brand name of unive rsity of cambridge local  examinations syndicate (ucles), which is itself  a department of the university of cambridge.     \u00a9 ucles 2017 0607/12/m/j/17  18 describe the single  transformation that maps the graph of xy1\uf03d onto the graph of 31 \uf02b\uf03dxy .              [2]      19    \u20136 \u20136\u20135 \u20134 \u20133 \u20132 0 123456 \u20135\u20134\u20133\u20132\u2013112456y x3p \u20131           reflect triangle p in the line y = x. [2]   "
+        },
+        "0607_s17_qp_13.pdf": {
+            "1": "      this document consists of 8 printed pages.  ib17 06_0607_13/4rp  \u00a9 ucles 2017 [turn over   \uf02a\uf037\uf037\uf039\uf033\uf033\uf038\uf037\uf030\uf033\uf036\uf02a \uf020 cambridge international examinations  cambridge international general certificate of secondary education       cambridge international mathematics 0607/13     paper 1 (core)  may/june 2017     45 minutes    candidates answer on the question paper.    additional materials: geometrical instruments      read these instructions first   write your centre number, candidate number and name on all the work you hand in.  write in dark blue or black pen. do not use staples, paper clips, glue or correction fluid.  you may use an hb pencil for any diagrams or graphs.  do not  write in any barcodes.    answer all the questions.  calculators must not be used in this paper.  all answers should be given in their simplest form. you must show all the relevant working to gain fu ll marks and you will be given marks for correct methods  even if your answer is incorrect.  the number of marks is given in brackets [  ] at the end of each question or part question.  the total number of marks for this paper is 40.         ",
+            "2": "2    \u00a9 ucles 2017 0607/13/m/j/17  formula list   area, a, of triangle, base b, height h. a = 1 2bh  area, a, of circle, radius r. a = \uf070r2  circumference, c, of circle, radius r. c = 2\uf070r  curved surface area, a, of cylinder of radius r, height h. a = 2\uf070rh  curved surface area, a, of cone of radius r, sloping edge l. a = \uf070rl  curved surface area, a, of sphere of radius r. a = 4\uf070r2  volume, v, of prism, cross-sectional area a, length l. v = al  volume, v, of pyramid, base area a, height h. v = 1 3ah  volume, v, of cylinder of radius r, height h. v = \uf070r2h  volume, v, of cone of radius r, height h. v = 1 3\uf070r2h  volume, v, of sphere of radius r. v = 4 3\uf070r3 ",
+            "3": "3    \u00a9 ucles 2017 0607/13/m/j/17 [turn over    answer all the questions.    1 3 \uf020\uf070 9 21 36 48         from the list of numbers write down    (a) a square number,       [1]     (b) the irrational number,      [1]     (c) the prime number,      [1]     (d) a multiple of 9.       [1]        2 write down two different  fractions between 41 and 21.             ,    [2]         3          use a number to complete the statement.     the diagram has    lines of symmetry. [1]      ",
+            "4": "4    \u00a9 ucles 2017 0607/13/m/j/17  4   b a     arc chord circumference diameter radius sector segment     from the list above select the mathematical name for    (a) the line ab,     [1]      (b) the shaded area.     [1]       5  draw an angle of 164\u00b0 at a.                   a   [1]        6    cnot to  scaleb a p d     abcd is a rectangle.     p is the midpoint of bc.       (a)  write down the mathematical name of triangle apd .       [1]       (b)  write down the mathematical name of quadrilateral apcd .       [1]   ",
+            "5": "5    \u00a9 ucles 2017 0607/13/m/j/17 [turn over    7   \u20132\u201310123 \u20132\u20131456 p 5 1234xy    (a)  write down the co-ordinates of point p.  (   ,  )    [1]           (b) plot and label the point q (5, 1). [1]        8 a circle has diameter 12  m.     find the area, leaving your answer in terms of \u03c0.          m2 [1]          9   not to scale 8 cm 8 cm6 cm6 cm     a square of side 2  cm is removed from the corner of a square of side 8  cm.     find the area of the remaining shape.              cm2 [2] ",
+            "6": "6    \u00a9 ucles 2017 0607/13/m/j/17  10   x70\u00b0not to scale 85\u00b0 \u00b0     find the value of x.          x =     [2]        11 write 4.2 \u00d7 104 as an ordinary number.         [1]       12 find the highest common factor (hcf) of 32 and 48.          [1]       13 the mass of a lorry is 3  800  000  g.      write this mass in tonnes.          tonnes [1]        14 a y = 3x \u2013 2     b 3 + y = 2x     c 2y = 6x \u2013 2      d 3x \u2013 2 + y = 0     a , b, c and d are the equations of four straight lines.      from the list, find the two straight lines that are parallel.           and  [2] ",
+            "7": "7    \u00a9 ucles 2017 0607/13/m/j/17 [turn over  15 expand the brackets and simplify.    3 (4x \u2013 1) \u2013 2  (x + 3)               [2]       16  f(x) = 3 x2 + 1     find the values of x when   f( x) = 49.                 x =    and x =     [2]       17 raoul invests $500 for 4 years at a rate of 3% simple interest per year.      find the total interest he receives at the end of the 4 years.           $    [2]       18   not to  scale 5 cm4 cm10  cm x cm      these two triangles are similar.      find the value of  x.             x =     [2]   questions 19, 20 and 21 are printed on the next page.",
+            "8": "8      permission to reproduce items where third-party owned material pr otected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to trac e 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 ans wer-related information to candidates, all copyright acknowledgements are reproduced onl ine in the cambridge  international examinations copyright acknow ledgements booklet. this is produced for each  series of examinations and is freely a vailable to download at  www.cie.org.uk after the live examination series.  cambridge international examinations is par t of the cambridge assessment group. cambri dge assessment is t he brand name of unive rsity of cambridge local  examinations syndicate (ucles), which is itself  a department of the university of cambridge.     \u00a9 ucles 2017 0607/13/m/j/17  19 (a) complete the statement using one of the symbols <  ,  =  or  >.                                                                        \u20137     \u2013  4                                                                 [1]      (b)   \u20132 \u20131 01234 5 6x    write the information shown on the number line as an inequality.         [2]        20   \u20134\u20133\u20132\u201310 1231234 4y 5678 \u20138\u20137\u20136\u201355678 ab x     describe fully the single  transformation that maps triangle a onto triangle b.    [3]       21 describe the  single  transformation that maps  y = f(x) onto  y = f(x + 3).   [2]      "
+        },
+        "0607_s17_qp_21.pdf": {
+            "1": "this document consists of 7 printed pages and 1 blank page. dc (lk/sg) 133442/3 \u00a9 ucles 2017  [turn overcambridge international examinations cambridge international general certificate of secondary education *1833319952* cambridge international mathematics  0607/21 paper 2 (extended)  may/june 2017  45 minutes candidates answer on the question paper. additional materials:  geometrical instruments read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen. do not use staples, paper clips, glue or correction fluid. you may use an hb pencil for any diagrams or graphs. do not  write in any barcodes. answer all the questions. calculators must not be used in this paper. all answers should be given in their simplest form. you must show all the relevant working to gain full marks and you will be given marks for correct methods  even if your answer is incorrect. the number of marks is given in brackets [ ] at the end of each question or part question. the total number of marks for this paper is 40.",
+            "2": "2 0607/21/m/j/17 \u00a9 ucles 2017 formula list for the equation  ax bx c02++ = xabb ac 242!=-- curved surface area, a, of cylinder of radius r, height h. r ar h2= curved surface area, a, of cone of radius r, sloping edge l. rar l= curved surface area, a, of sphere of radius r. r ar42= v olume, v, of pyramid, base area a, height h. va h31= v olume, v, of cylinder of radius r, height h. rvr h2= v olume, v, of cone of radius r, height h. r vr h31 2= v olume, v, of sphere of radius r. r vr34 3=      sins in sin aa bb cc==      cos ab cb ca222 2=+ -      sinbc a21area=a c bcb a",
+            "3": "3 0607/21/m/j/17 \u00a9 ucles 2017 [turn over answer all the questions. 1 work out.    (.)062   . [1] 2 (a) write the fraction 6016 in its lowest terms.   . [1]  (b) work out.    114 115+   . [1] 3 expand.    ()xx x43-   . [2] 4 change cm4302 into m2.   ..  m2 [1] 5 write down the value of  160.   . [1]",
+            "4": "4 0607/21/m/j/17 \u00a9 ucles 2017 6 find the lowest common multiple (lcm) of 20 and 24.   . [2] 7   ()fxx 23=-  find the value of x when ()fx 25= .  x =   [2] 8 26 cm 24 cm x cmnot to scale  find the value of x.  x =   [3]",
+            "5": "5 0607/21/m/j/17 \u00a9 ucles 2017 [turn over 9 solve the simultaneous equations. xy43 0 += xy25-=  x =    y =   ... [3]    10   p6 3=j lkkn poo  find p , giving your answer in the form a3.   . [2] 11 a is the point (3, 11) and b is the point (7, 3).  find the equation of the line ab, giving your answer in the form ym xc=+  .  y =   [3]",
+            "6": "6 0607/21/m/j/17 \u00a9 ucles 2017 12 solve.    xx25 702-- =    x = ...  or  x = ...  [3] 13 by rationalising the denominator, simplify     612 2- .   . [3] 14 a bag has 3 blue balls and 7 green balls only.  one ball is chosen at random and not replaced.  a second ball is then chosen at random.  find the probability that both balls chosen are the same colour.  give your answer in its simplest form.   . [4]",
+            "7": "7 0607/21/m/j/17 \u00a9 ucles 2017 15 expand the brackets and simplify.     () () xy xy 43 25--   . [3]    16 simplify.    logl og log 23 32 232-+   . [3]    17 write the list of numbers in order, starting with the smallest. \u00b0 sin60    \u00b0 cos60    \u00b0 tan60    2 ... 1  ...  1  ...  1  ...  [2]     smallest",
+            "8": "8 0607/21/m/j/17 \u00a9 ucles 2017 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 international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download at www.cie.org.uk after  the live examination series. 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.blank page"
+        },
+        "0607_s17_qp_22.pdf": {
+            "1": "this document consists of 8 printed pages. dc (lk/sw) 133438/1 \u00a9 ucles 2017  [turn overcambridge international examinations cambridge international general certificate of secondary education *1387440217* cambridge international mathematics  0607/22 paper 2 (extended)  may/june 2017  45 minutes candidates answer on the question paper. additional materials:  geometrical instruments read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen. do not use staples, paper clips, glue or correction fluid. you may use an hb pencil for any diagrams or graphs. do not  write in any barcodes. answer all the questions. calculators must not be used in this paper. all answers should be given in their simplest form. you must show all the relevant working to gain full marks and you will be given marks for correct methods even if your answer is incorrect. the number of marks is given in brackets [ ] at the end of each question or part question. the total number of marks for this paper is 40.",
+            "2": "2 0607/22/m/j/17 \u00a9 ucles 2017 formula list for the equation  ax bx c02++ = xabb ac 242!=-- curved surface area, a, of cylinder of radius r, height h. r ar h2= curved surface area, a, of cone of radius r, sloping edge l. rar l= curved surface area, a, of sphere of radius r. r ar42= v olume, v, of pyramid, base area a, height h. va h31= v olume, v, of cylinder of radius r, height h. rvr h2= v olume, v, of cone of radius r, height h. r vr h31 2= v olume, v, of sphere of radius r. r vr34 3=      sins in sin aa bb cc==      cos ab cb ca222 2=+ -      sinbc a21area=a c bcb a",
+            "3": "3 0607/22/m/j/17 \u00a9 ucles 2017 [turn over answer all the questions. 1 (a) write   5.309  87 correct to 3 decimal places.   . [1]  (b) write 0.003  648 9 correct to 3 significant figures.   . [1] 2 these are the number of points the storm  have scored in their last 20 basketball matches. 28 33 49 37 26 54 46 48 53 34 26 17 46 41 52 48 37 30 45 53  (a) construct an ordered stem and leaf  diagram to show these scores and complete the key.         ...  ...  ...  ...  ... \t \t \t \t \t \t key\t...\t\u2502\t...\t=  53 [3]  (b) find the median score.   . [1] 3 factorise completely.            xx622-   . [2]",
+            "4": "4 0607/22/m/j/17 \u00a9 ucles 2017 4  complete this statement for the parallelogram shown.  this shape has . lines of symmetry and rotational symmetry of order  .  . [2] 5 simplify  () () xx42 13 2 -- -.   . [2] 6 not to scale 9 cm 6 cma c b d  ad is an arc of a circle, centre c, and bcd  is a straight line.  cm bc 9= , cm cd 6=  and angle \u00b0 cad 90= .  find the total area of the shape abcd .   give your answer in terms of  r.   .  cm2 [3]",
+            "5": "5 0607/22/m/j/17 \u00a9 ucles 2017 [turn over 7  xx32 56h+-  (a) solve the inequality.   . [2]  (b)  show your solution to part (a) on this number line. \u20136 \u20135 5 6x \u20134 4 \u20133 3 \u20132 2 \u20131 1 0  [1] 8 not to scalea d b c  adc  is a straight line and angle bac  = angle dbc .  (a) complete the following statement.      triangle acb  is similar to triangle ...  . [1]  (b) cm bc 6=  and cm cd 4= .   calculate the length ac.    ac =  .  cm [2]",
+            "6": "6 0607/22/m/j/17 \u00a9 ucles 2017 9 (a) in each diagram, shade the region indicated. a ab b cu u      ab+ l ()ac b ,+ l [2]  (b) use set notation to describe the shaded region. a b cu   . [1] 10 expand the brackets and simplify. () () xy xy 23 34--   . [3] 11 sketch the graph of   yx 2 =+  . \u20134 \u20132 224y x \u20132 \u201340 4  [3]",
+            "7": "7 0607/22/m/j/17 \u00a9 ucles 2017 [turn over 12 not to scalea e35\u00b0 15\u00b0 cdb  a, b, c, d and e are points on the circle.   angle \u00b0 cad 35=  and angle \u00b0 ebd 15= .  find  (a)  angle cbd ,   angle cbd  =   [1]  (b) angle cde .  angle cde  =   [1] 13  p52 3 =+            q52 3 =-  find    pq22-, writing your answer in its simplest form.   . [3] 14 find the value of x when   logl og logx 52 8-= .  x =   [2] question 15 is printed on the next page.",
+            "8": "8 0607/22/m/j/17 \u00a9 ucles 2017 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 international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download at www.cie.org.uk after  the live examination series. 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.15 y x(3, 0) (\u20132, 0)(4, 12) not to scale0  the equation of this curve is  ya xb xc2=+ +.  find the values of a, b and c.  a =    b =    c =   [3]"
+        },
+        "0607_s17_qp_23.pdf": {
+            "1": "*1080381658* this document consists of 8 printed pages. dc (cw/sw) 133313/1 \u00a9 ucles 2017  [turn overcambridge international mathematics  0607/23 paper 2 (extended)  may/june 2017  45 minutes candidates answer on the question paper. additional materials:  geometrical instruments read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen. do not use staples, paper clips, glue or correction fluid. you may use an hb pencil for any diagrams or graphs. do not  write in any barcodes. answer all the questions. calculators must not be used in this paper. all answers should be given in their simplest form. you must show all the relevant working to gain full marks and you will be given marks for correct methods  even if your answer is incorrect. the number of marks is given in brackets [  ] at the end of each question or part question. the total number of marks for this paper is 40.cambridge international examinations cambridge international general certificate of secondary education",
+            "2": "2 0607/23/m/j/17 \u00a9 ucles 2017 formula list for the equation  ax bx c02++ = xabb ac 242!=-- curved surface area, a, of cylinder of radius r, height h. r ar h2= curved surface area, a, of cone of radius r, sloping edge l. rar l= curved surface area, a, of sphere of radius r. r ar42= v olume, v, of pyramid, base area a, height h. va h31= v olume, v, of cylinder of radius r, height h. rvr h2= v olume, v, of cone of radius r, height h. r vr h31 2= v olume, v, of sphere of radius r. r vr34 3=      sins in sin aa bb cc==      cos ab cb ca222 2=+ -      sinbc a21area=a c bcb a",
+            "3": "3 0607/23/m/j/17 \u00a9 ucles 2017 [turn over answer all the questions. 1 work out 241 .    [2] 2 change 257 to a percentage.   ...  % [1] 3 x 5=  write down the two possible values of x.  x = .. or x = .. [1] 4 these are the first four terms of a sequence. 15  11  7  3  find   (a) the next term,    [1]  (b) the nth term.    [2]",
+            "4": "4 0607/23/m/j/17 \u00a9 ucles 2017 5 expand.    ()xx 332+    [2] 6 work out    810410 227 ## .  give your answer in standard form.    [2] 7  vu at =+  rearrange the formula to write t in terms of a, u and v.  t =  ... [2] 8 simplify.  (a) yy8282'    [2]  (b) w225^ h    [2]",
+            "5": "5 0607/23/m/j/17 \u00a9 ucles 2017 [turn over 9 75\u00b0not to scalep\u00b0 q\u00b0 abcd e  a, b, c, d and e lie on the circle.  angle bce  = 75\u02da.  find the value of p and the value of q.  p =    q =  ... [2] 10 yx 1 =+   and   yx2=-  find the value of x.  x =  ... [2]",
+            "6": "6 0607/23/m/j/17 \u00a9 ucles 2017 11 each diagram shows the graph of  y = f(x).  on each diagram, sketch the function indicated. 0 y = f( x) \u2013 2 y = \u2013 f( x)y x0y x  [2] 12 find the value of  1643.    [1] 13 (a) simplify.    () () 43 43 -+    [2]  (b) rationalise the denominator.     75    [1]",
+            "7": "7 0607/23/m/j/17 \u00a9 ucles 2017 [turn over 14 factorise.  (a) pp 302--    [2]  (b) () () xu vy vu -- -    [2] 15  yx1 3\\  when x = 2,  y = 2.  find y when x = 10.  y =  ... [3] 16  f(x) = 6cos(6 x)  find the amplitude and the period of f( x).  amplitude =    period =  ... [2]  questions 17 and 18 are printed on the next page.",
+            "8": "8 0607/23/m/j/17 \u00a9 ucles 2017 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 international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download at www.cie.org.uk after  the live examination series. 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.17  8 cm 5 cm60\u00b0c banot to scale  find ab.  ab =    cm [3] 18 ()x 10 fx=  find ()xf1-.  ()xf1- =  ..  [1]"
+        },
+        "0607_s17_qp_31.pdf": {
+            "1": "this document consists of 16 printed pages. dc (nf/sw) 133436/1 \u00a9 ucles 2017  [turn overcambridge international examinations cambridge international general certificate of secondary education *9891348022* cambridge international mathematics  0607/31 paper 3 (core)  may/june 2017  1 hour 45 minutes candidates answer on the question paper. additional materials:  geometrical instruments  graphics calculator read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen. do not use staples, paper clips, glue or correction fluid. you may use an hb pencil for any diagrams or graphs. do not  write in any barcodes. answer all the questions. unless instructed otherwise, give your answers exactly or correct to three significant figures as appropriate. answers in degrees should be given to one decimal place. for r, use your calculator value. you must show all the relevant working to gain full marks and you will be given marks for correct methods,  including sketches, even if your answer is incorrect. the number of marks is given in brackets [  ] at the end of each question or part question. the total number of marks for this paper is 96.",
+            "2": "2 0607/31/m/j/17 \u00a9 ucles 2017 formula list area, a, of triangle, base b, height h. a = bh21 area, a, of circle, radius r. a = rr2 circumference, c, of circle, radius r. c = 2rr curved surface area, a, of cylinder of radius r, height h. a = 2rrh curved surface area, a, of cone of radius r, sloping edge l. a = rrl curved surface area, a, of sphere of radius r. a = 4rr2 v olume, v, of prism, cross-sectional area a, length l. v = al v olume, v, of pyramid, base area a, height h. v = ah31 v olume, v, of cylinder of radius r, height h. v = rr2h v olume, v, of cone of radius r, height h. v = rh31 2r v olume, v, of sphere of radius r. v = r34 3r",
+            "3": "3 0607/31/m/j/17 \u00a9 ucles 2017 [turn over answer all the questions. 1 (a) what type of number is 7?   give  two possible mathematical words to describe it. .  and  . [2]  (b) (i) write down a multiple of 7.   ..  [1]   (ii) write 7% as a fraction.   ..  [1]   (iii) work out.        7 + 72 + 73   ..  [1]  (c) write   (i) 71 as a decimal, correct to 2 decimal places,   ..  [2]   (ii) 7 as a decimal, correct to 3 significant figures,   ..  [2]   (iii) 77 in standard form.   ..  [2]",
+            "4": "4 0607/31/m/j/17 \u00a9 ucles 2017 2 rin asked some people how many pets they each have.  the results are shown in the table. number of pets 0 1 2 3 4 5 number of people 14 45 18 11 7 5  (a) find the number of people that rin asked.   ..  [1]  (b) find how many more people have 1 pet than have 2 pets.   ..  [1]  (c) one of the people is chosen at random.   work out the probability that this person has 1 pet.   give your answer as a fraction in its simplest form.   ..  [2]  (d) complete the bar chart. 00 1 2 3 number of petsnumber of people 4 51020304050 [2]",
+            "5": "5 0607/31/m/j/17 \u00a9 ucles 2017 [turn over 3 the price of a game of golf at each of two golf clubs is shown below. the forest golf club each game $13.50               the valley golf club one game for $15 buy 6 games and get the 7th game free  (a) (i) find how much it costs to play 7 games at the forest golf club.  $   [1]   (ii) find how much it costs to play 7 games at the valley golf club.  $   [1]   (iii) find which golf club is cheaper for 7 games, and by how much. .. is cheaper by $. [1]  (b) jason is given $200 to spend playing golf at the forest golf club.   find the greatest number of games he can play.   show all your working.   ..  [3]",
+            "6": "6 0607/31/m/j/17 \u00a9 ucles 2017 4 (a) here are three angles on a straight line. 113\u00b038\u00b0not to scale x   work out the size of angle x.  x =    [1]  (b)  not to scale y   (i) write down the mathematical name for this triangle.   ..  [1]   (ii) find the size of angle y.  y =    [2]   (iii) write down the number of lines of symmetry this triangle has.   ..  [1]",
+            "7": "7 0607/31/m/j/17 \u00a9 ucles 2017 [turn over  (c)  not to scale 24\u00b0 z   work out the size of angle z.  z =    [2] 5 write each of these as a single power of x.  (a) x7 \u00d7 x4   ..  [1]  (b) xx 210   ..  [1]  (c) (x6)3   ..  [1]",
+            "8": "8 0607/31/m/j/17 \u00a9 ucles 2017 6 (a) here is a sequence of patterns using squares and crosses. pattern 1 pattern 2 pattern 3 pattern 4   (i) in the space above, draw pattern 4.  [1]   (ii) find the number of crosses in pattern 5.    .  [1]  (b) these are the first three terms of another sequence. 1             2             4   find two different  sequences that could have 1, 2 and 4 as their first three terms.   in each case, write down the next three terms and the rule for continuing the sequence.   1  ,  2  ,   4  ,  .  ,  .  ,  .   rule  .   1  ,  2  ,   4  ,  .  ,  .  ,  .   rule .  [6]",
+            "9": "9 0607/31/m/j/17 \u00a9 ucles 2017 [turn over 7  not to scale 27.5  cma b15 cm 16 cm 16 cm4 cm 6.5 cm  a company sells tissues in two different boxes, a and b.  each box is a cuboid.  (a)  find the difference between the volumes of the two boxes.   ..  cm3  [4]  (b) the total surface area of box a is 1165  cm2.   show that the total surface area of box b is approximately 80% of the total surface area of box a. [5]",
+            "10": "10 0607/31/m/j/17 \u00a9 ucles 2017 8 (a) work out the value of  5 a \u2212 4b when a = 3 and b = 2.   ..  [2]  (b) factorise completely.     3x2 \u2212 9x   ..  [2]  (c) solve.   (i) 4x + 5 = 13   ..  [2]   (ii) 3(x \u2212 4) = 15   ..  [2]  (d) rearrange this formula to make a the subject.  f = 2a + b  a =  ...  [2]",
+            "11": "11 0607/31/m/j/17 \u00a9 ucles 2017 [turn over 9  \u201310 \u20132 \u20133 \u20134 \u20135\u201355 4 3 2 1 \u20134 \u20133 \u20132 \u20131 1 2 3 4 5xa by  (a) describe fully the single transformation that maps triangle a onto triangle b.  ...  .  [3]  (b) on the grid, translate triangle a by the vector 4 1j lkkn poo .   label the image  c. [2]  (c) on the grid, reflect triangle b in the line x = 1.   label the image d. [2]",
+            "12": "12 0607/31/m/j/17 \u00a9 ucles 2017 10 tariq sells cars.  for each of ten days he records the number of cars sold and the number of hours of sunshine.  his results are shown in the table. number of hours of  sunshine6 5 2 10 11 4 8 2 5 7 number of cars sold 3 6 11 2 0 7 2 12 7 5  (a) complete the scatter diagram to show this information.   the first 6 points have been plotted for you. 00123456number of cars sold789101112 1 2 3 4 5 6 number of hours of sunshine7 8 910 11 12 [2]  (b) what type of correlation is shown in your diagram?   ..  [1]",
+            "13": "13 0607/31/m/j/17 \u00a9 ucles 2017 [turn over  (c) calculate   (i) the mean number of hours of sunshine,   ...  hours  [1]   (ii) the mean number of cars sold.   ..  [1]  (d) on the diagram, draw a line of best fit.  [2]  (e) use your line of best fit to estimate the number of cars sold on a day when there are 3 hours of  sunshine.   ..  [1]  (f) this table shows the number of cars tariq sold each week for one year. number of cars sold number of weeks 0 to 20 12 21 to 40 17 41 to 60 15 61 to 80  7 81 to 100  1   (i) write down the modal class of the number of cars sold.   to   [1]   (ii) find the largest possible range and the smallest possible range of the number of cars sold.  largest range   ..  smallest range   ..  [2]",
+            "14": "14 0607/31/m/j/17 \u00a9 ucles 2017 11 (a) tammi travels 7  km at an average speed of 30  km / h.   find the number of minutes this journey takes.     minutes  [2]  (b) when the speed limit is 50  km / h, tammi travels at a speed 8% below this limit.   find the speed at which tammi travels.     km / h  [2]  (c) in a town, there are 208 roads.   the speed limit on the roads is either 30  km / h or 50  km / h.   the ratio     number of 30  km / h roads : number of 50  km / h roads   =   11 : 2.   calculate the number of 30  km / h roads.   ..  [2]",
+            "15": "15 0607/31/m/j/17 \u00a9 ucles 2017 [turn over 12 the diagram shows a rectangular field. 54 mnot to scaleb ax 85 m  (a) find how much further it is from a to b when walking along two sides of the field rather than straight  across the field.   ..  m  [4]  (b) use trigonometry to calculate angle x.  x =   ...  [2] question 13 is printed on the next page.",
+            "16": "16 0607/31/m/j/17 \u00a9 ucles 2017 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 international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download at www.cie.org.uk after  the live examination series. 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.13  0xy \u20134\u201335 3  (a) on the diagram, sketch the graph of  y = 2x \u2212 3 for values of x from x = \u22123 to x = 3. [2]  (b) on the diagram, sketch the graph of  y = x1  for values of x from x = \u22123 to x = 3. [2]  (c) find the x co-ordinates of the points of intersection of      y = 2x \u2212 3   and   y = x1 . x = .  and  x = . [2]"
+        },
+        "0607_s17_qp_32.pdf": {
+            "1": "this document consists of 16 printed pages. dc (lk/sw) 133449/5 \u00a9 ucles 2017  [turn overcambridge international examinations cambridge international general certificate of secondary education *9105218512* cambridge international mathematics  0607/32 paper 3 (core)  may/june 2017  1 hour 45 minutes candidates answer on the question paper. additional materials:  geometrical instruments  graphics calculator read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen. do not use staples, paper clips, glue or correction fluid. you may use an hb pencil for any diagrams or graphs. do not  write in any barcodes. answer all the questions. unless instructed otherwise, give your answers exactly or correct to three significant figures as appropriate. answers in degrees should be given to one decimal place. for r, use your calculator value. you must show all the relevant working to gain full marks and you will be given marks for correct methods,  including sketches, even if your answer is incorrect. the number of marks is given in brackets [  ] at the end of each question or part question. the total number of marks for this paper is 96.",
+            "2": "2 0607/32/m/j/17 \u00a9 ucles 2017 formula list area, a, of triangle, base b, height h. a = bh21 area, a, of circle, radius r. a = rr2 circumference, c, of circle, radius r. c = 2rr curved surface area, a, of cylinder of radius r, height h. a = 2rrh curved surface area, a, of cone of radius r, sloping edge l. a = rrl curved surface area, a, of sphere of radius r. a = 4rr2 v olume, v, of prism, cross-sectional area a, length l. v = al v olume, v, of pyramid, base area a, height h. v = ah31 v olume, v, of cylinder of radius r, height h. v = rr2h v olume, v, of cone of radius r, height h. v = rh31 2r v olume, v, of sphere of radius r. v = r34 3r",
+            "3": "3 0607/32/m/j/17 \u00a9 ucles 2017 [turn over answer all the questions. 1 (a) write in words the number 70  302.  .. [1]  (b) work out .13683.    write down all the numbers on your calculator display.    [1]  (c) write  623.892   (i) correct to 2 decimal places,    [1]   (ii) correct to 3 significant figures,    [1]   (iii) correct to the nearest 100.    [1]  (d) find the value of xy85+  when x7= and y 9=- .    [2]  (e) solve.       x 54 81 0 -=  x =  ... [2]",
+            "4": "4 0607/32/m/j/17 \u00a9 ucles 2017 2 amir has 12 hens.  (a) each hen lays 5 eggs every week.   (i) work out the total number of eggs amir collects each week.    [1]   (ii) amir sells the eggs at $2.10 for 10 eggs.    he sells all the eggs.    work out how much money he receives.  $  ... [2]   (iii) cynthia buys 10 eggs and pays with a $5 note.    work out how much change she receives.  $  ... [1]  (b) food for the hens costs $20 for a 40  kg bag.   amir uses 8  kg of food each week.   (i) work out how much it costs him to feed the hens each week.  $  ... [2]    (ii) use your answer to part (a)(ii)  to work out the profit that amir makes each week.  $  ... [1]",
+            "5": "5 0607/32/m/j/17 \u00a9 ucles 2017 [turn over 3 u = {a, b, c, d, e, f, g, h}  p = {a, c, e, f, g}  q = {b, d, f, g}  (a) write the elements of u in their correct position in the venn diagram. p qu  [2]  (b) write down an element of p.    [1]  (c) write down the elements of a proper subset of q.  { . } [1]  (d) write down the elements of the complement of p.  { . } [1]  (e) write down ()npq, l.    [1]  (f) using set notation, complete the statement.      c  p [1]  (g) on the diagram below, shade the region pq+l .      p qu  [1]",
+            "6": "6 0607/32/m/j/17 \u00a9 ucles 2017 4  a m db n crp  the diagram shows a rectangle abcd .   the points m, n, p and r are the midpoints of the sides.  (a) on the diagram, label   (i) an acute angle with the letter x , [1]   (ii) a right angle with the letter y , [1]   (iii) an obtuse angle with the letter z . [1]  (b) using the letters on the diagram, write down   (i) two lines that are parallel,  ... and ...  [1]   (ii) two lines that are perpendicular,  ... and ...  [1]   (iii) two shapes that are congruent.  ... and ...  [1]",
+            "7": "7 0607/32/m/j/17 \u00a9 ucles 2017 [turn over 5 these are the first four terms of a sequence. 23    16    x    2  the difference between any two consecutive terms is the same.  (a) find the value of x.  x =  ... [2]  (b) work out the 5th term of this sequence.    [1]  (c) find an expression for the nth term of this sequence.    [2]  (d) is 187-  a term in this sequence?   show how you decide.  [3]",
+            "8": "8 0607/32/m/j/17 \u00a9 ucles 2017 6 (a) appointments with teachers are from 14  15 until 17  25.   (i) work out the total number of minutes between 14  15 and 17  25.   ..  minutes [2]   (ii) each appointment is for 10 minutes.    find the maximum number of appointments that can be made for each teacher.    [1]   (iii) a teacher has only 12 appointments.    work out the total number of minutes for his appointments as a percentage of the     total possible number of minutes for appointments.   ...  % [2]  (b) the table shows the number of appointments for all the teachers. teacher a b c d e f g h i j k l m number of  appointments5 12 8 12 11 18 3 16 8 9 14 8 13   for these numbers of appointments, find   (i) the range,    [1]   (ii) the mode,    [1]   (iii) the median.    [1]",
+            "9": "9 0607/32/m/j/17 \u00a9 ucles 2017 [turn over  (c) one of the 13 teachers is chosen at random.   find the probability that this teacher has   (i) exactly 12 appointments,    [1]   (ii) more than 9 appointments.    [1] 7     . 31 0552 271r --  (a) from this list write down.   (i) all the integers,    [2]   (ii) an irrational number.    [1]  (b) use numbers from the list to complete the following statement.  q = { } [2]  (c) write 0.55 as a fraction in its simplest form.    [2]",
+            "10": "10 0607/32/m/j/17 \u00a9 ucles 2017 8  ten students of different ages record the number of lengths of a pool they can swim. age (years) 5 6 7 8 9 10 12 13 14 15 number of  lengths1 3 4 10 9 7 14 15 18 20  (a) complete the scatter diagram.    the first six points have been plotted for you. 00123456789101112131415161718192021 12345678 age (years)number of lengths 910111213141516  [2]  (b) what type of correlation is shown in the diagram?   ...  [1]",
+            "11": "11 0607/32/m/j/17 \u00a9 ucles 2017 [turn over  (c) calculate    (i) the mean of the ages,   ..  years [1]   (ii) the mean of the number of lengths.    [1]  (d) on the scatter diagram, plot the mean point.  [1]  (e) on the scatter diagram, draw a line of best fit by eye.  [2]  (f) use your line of best fit to estimate the number of complete  lengths a student of age 11 years can  swim.    [2]",
+            "12": "12 0607/32/m/j/17 \u00a9 ucles 2017 9 clarissa records the number of students absent from school each day.  the results for one week are shown in the bar chart. 0 monday tuesday wednesday thursday fridaynumber of absences 510152025  (a) work out the total number of absences during the five days.    [1]  (b) write down which day had the most students absent.    [1]",
+            "13": "13 0607/32/m/j/17 \u00a9 ucles 2017 [turn over  (c) clarissa decides to draw a pie chart to show this information.   (i) show, using a calculation, that the sector angle for monday is 88\u00b0.  [1]   (ii) complete the pie chart.    label each sector clearly. monday friday 96\u00b0 88\u00b0  [3]",
+            "14": "14 0607/32/m/j/17 \u00a9 ucles 2017 10 80 m100  mnot to scale ca b  a track is in the shape of a right-angled triangle.  m ab 100=  and m bc 80= .  (a) find the length of ac.   ac=  ..  m [3]  (b) find the total length of the track.   ...  m [1]  (c) use trigonometry to find the size of angle abc .  angle abc=  ... [2]  (d) margriet jogs around the track at an average speed of 9  km/h.   (i) change 9  km/h to metres/minute.   ...  metres/minute [2]   (ii) calculate the number of minutes it takes her to jog around the track 5 times.   ..  minutes [2]",
+            "15": "15 0607/32/m/j/17 \u00a9 ucles 2017 [turn over 11  not to scale2 cm 10 cm 20 cm 6 cm  the diagram shows a wooden spinning top in the shape of a cone with a cylinder on top.  the cone has radius 6  cm and height 20  cm.  the cylinder has radius 2  cm and height 10  cm.  (a) find the total volume of the spinning top.     cm3 [3]  (b) (i) find the length of the slant height of the cone.   .  cm [2]   (ii) the curved  surface area of the cone is painted red.    find the area painted red.     cm2 [2] question 12 is printed on the next page.",
+            "16": "16 0607/32/m/j/17 \u00a9 ucles 2017 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 international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download at www.cie.org.uk after  the live examination series. 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.12  \u20131.5 2.5xy \u2013707     ()fx xxx233 232=- -+  (a) on the diagram, sketch the graph of ()fyx=  for .. x 15 25 gg -  . [2]  (b) find the x co-ordinate of each point where the curve cuts the x-axis.  x =  .. and  x =  .. and  x =  .. [3]  (c) find the y co-ordinate of the point where the curve cuts the y-axis.  y =  ..  [1]  (d) find the co-ordinates of the local maximum point.  ( .. , .. ) [2]  "
+        },
+        "0607_s17_qp_33.pdf": {
+            "1": "*1657376014* this document consists of 15 printed pages and 1 blank page. dc (lk/sg) 134125/2 \u00a9 ucles 2017  [turn overcambridge international examinations cambridge international general certificate of secondary education cambridge international mathematics  0607/33 paper 3 (core)  may/june 2017  1 hour 45 minutes candidates answer on the question paper. additional materials:  geometrical instruments  graphics calculator read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen. do not use staples, paper clips, glue or correction fluid. you may use an hb pencil for any diagrams or graphs. do not  write in any barcodes. answer all the questions. unless instructed otherwise, give your answers exactly or correct to three significant figures as appropriate. answers in degrees should be given to one decimal place. for r, use your calculator value. you must show all the relevant working to gain full marks and you will be given marks for correct methods,  including sketches, even if your answer is incorrect. the number of marks is given in brackets [  ] at the end of each question or part question. the total number of marks for this paper is 96.",
+            "2": "2 0607/33/m/j/17 \u00a9 ucles 2017 formula list area, a, of triangle, base b, height h. a = bh21 area, a, of circle, radius r. a = rr2 circumference, c, of circle, radius r. c = 2rr curved surface area, a, of cylinder of radius r, height h. a = 2rrh curved surface area, a, of cone of radius r, sloping edge l. a = rrl curved surface area, a, of sphere of radius r. a = 4rr2 v olume, v, of prism, cross-sectional area a, length l. v = al v olume, v, of pyramid, base area a, height h. v= ah31 v olume, v, of cylinder of radius r, height h. v = rr2h v olume, v, of cone of radius r, height h. v = rh31 2r v olume, v, of sphere of radius r. v = r34 3r",
+            "3": "3 0607/33/m/j/17 \u00a9 ucles 2017 [turn over answer all the questions. 1 (a) a bar of chocolate costs $0.80  .   jenny buys 5 of these bars of chocolate.   (i) how much does jenny pay for these 5 bars of chocolate?  $   [1]    (ii) find how much change she receives from $5.  $   [1]    (iii) one day there is a special offer on these bars of chocolate. buy 2 bars and get 1 extra bar free.    chris wants 15 bars of chocolate.    find how much he pays using the special offer.  $   [2]    (iv) chris shares these 15 bars between himself and his brother in the ratio 3 : 2.    find how many bars his brother receives.   . [2]   (b) asli buys 3 slices of pizza and 1 salad for $2.10 .   arend buys 2 slices of pizza and 2 salads for $2.20 .   find the cost of 1 slice of pizza and the cost of 1 salad.   show all your working.  1 slice of pizza = $    1 salad = $    [4]",
+            "4": "4 0607/33/m/j/17 \u00a9 ucles 2017 2 (a) (i) write the number three million two thousand and one in figures.   . [1]   (ii) work out 10 26#- .   . [1]   (iii) find the value of .12544 .   . [1]  (b) complete the list of factors of 20.  1 , ..  , ..  , ..  , ..  , 20 [2]   (c) (i)  calculate ..61 342# , giving your answer as a decimal.    write down your full calculator display.   . [1]   (ii) give your answer to part (c)(i)  correct to 2 decimal places.   . [1]   (iii) give your answer to part (c)(i)  correct to 2 significant figures.   . [1]",
+            "5": "5 0607/33/m/j/17 \u00a9 ucles 2017 [turn over 3 (a) simplify.      aba b 592 2 +-+   . [2]  (b) rm n 62=+    (i) find r when m 3=-  and n 5=.   . [2]   (ii) find m when r26=  and n 4=.   . [2]  (c) solve.      xx36 15 =+   . [2]  (d) factorise completely.      aa b 31 22-   . [2]  (e) simplify.     xy xy 4223 2#   . [2]",
+            "6": "6 0607/33/m/j/17 \u00a9 ucles 2017 4 eight friends were asked these questions. \u2022\t how many minutes did you spend revising for the mathematics test? \u2022\t what was your test score?  the results are shown in the table. number of minutes 60 75 100 150 180 220 270 300 score 62 47 58 65 62 81 90 75  (a) complete the scatter diagram.   the first four points have been plotted for you. 100 90 80 70 60 50 40 30 20 10 0 0 50 100 150 number of minutes200 250 300score  [2]",
+            "7": "7 0607/33/m/j/17 \u00a9 ucles 2017 [turn over  (b) find     (i) the mean number of minutes spent revising,   . [1]    (ii) the mean mark scored on the mathematics test.   . [1]   (c) (i) plot the mean point on the scatter graph.  [1]    (ii) draw a line of best fit by eye on the scatter graph.  [2]   (iii) use your line of best fit to find an estimate of the mark scored on the mathematics test by a  student who spent 200 minutes revising.   . [1] ",
+            "8": "8 0607/33/m/j/17 \u00a9 ucles 2017 5 30 students were asked which drink they liked best.  the results are shown in the table. drink cola ice tea lemonade orange juice green tea number of  students11 8 5 4 2  (a) complete the bar chart. number of students12 10 8 6 4 2 0 cola ice tea lemonade drinkorange juice green tea  [2]   (b) find the probability that one of these 30 students, chosen at random, likes    (i) ice tea best,   \ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd [1]    (ii) orange juice or green tea best,   . [1]   (iii) coffee best.   . [1]",
+            "9": "9 0607/33/m/j/17 \u00a9 ucles 2017 [turn over  (c) complete the pie chart to show the results in the table. green tea cola  [3]  6 the distance from breda to amsterdam is 105  km.  (a) a train from breda to amsterdam takes 35 minutes  to complete the journey.   calculate the average speed of the train in km/h.   ..  km/h  [2]   (b) another train from breda to amsterdam travels at an average speed of 84  km/h.   find the time taken for this train to travel from breda to amsterdam.   give your answer in hours and minutes.   hours  minutes  [2] ",
+            "10": "10 0607/33/m/j/17 \u00a9 ucles 2017 7 suyeon  asks each of 23 students in her class to count the number of steps in their house.  the results are listed below.    23  12  16  23  18  46  32  35  15  21  16  42    41  18  34  26  41  47  23  48  23  33  37  (a) complete the ordered stem and leaf diagram to show this information. 1 2 2 3 4 key:   ... ... represents .  [3]  (b) find   (i) the mode,   . [1]    (ii) the median,   . [1]    (iii) the interquartile range,   . [2]    (iv) the mean.   . [1] ",
+            "11": "11 0607/33/m/j/17 \u00a9 ucles 2017 [turn over 8 (a) write 20043 as a decimal.   . [1]   (b) write the following fractions in order, starting with the smallest. 013 4011141 20043 5  .  , .  , .  , .  [1]       smallest  (c) x 5013 100=   find the value of x.  x =   [1]   (d) write 4011 as a percentage.   ...  % [1]   (e) calculate, giving each answer as a fraction.   (i) 5013 20043+   . [1]    (ii) 4011 5013'   . [1]    (iii) 141 20043#   . [1] ",
+            "12": "12 0607/33/m/j/17 \u00a9 ucles 2017 9 these are the first four terms of a sequence. 64  81  98  115  (a) write down the next two terms in this sequence.  ...  , ...  [2]  (b) find an expression for the nth term of this sequence.   . [2]  10 alperen asks 30 students if they like fish ( f ) or cheese ( c ).  19 like fish, 24 like cheese and 2 like neither fish nor cheese.  (a) complete the venn diagram. u f c 2  [2]  (b) write down the number of students who like fish or cheese but not both.   . [1]   (c) shade the region fc+ l.  [1]   (d) one student is chosen at random.   find the probability that this student likes cheese only.   . [1] ",
+            "13": "13 0607/33/m/j/17 \u00a9 ucles 2017 [turn over 11 y x6 \u20131 \u20132 \u20133 \u20134 \u20135 \u20136\u20136 \u20135 \u20134 \u20133 \u20132 \u20131 1 2 3 4 5 65 4 3 2 1 0  on the grid, draw the image of  (a) shape  after a reflection in the y-axis,  [1]   (b) shape  after a rotation of 90 \u00b0 clockwise about the origin,  [2]   (c) shape  after a translation of 6 5- -cm . [2] ",
+            "14": "14 0607/33/m/j/17 \u00a9 ucles 2017 12  1.5 cm 0.5 cmnot to scale  tamay has 15 identical silver coins.   each coin is a cylinder of radius 1.5  cm and height 0.5  cm.  (a) find the total surface area of one coin.      cm2 [3]   (b) (i) find the total volume of all 15 coins.      cm3 [2]    (ii) the 15 coins are melted down to make one large cylinder of height 3  cm.    calculate the radius of this cylinder.    give your answer correct to 1 decimal place.   .  cm [3] ",
+            "15": "15 0607/33/m/j/17 \u00a9 ucles 2017 13 020y x \u201310\u20133.5 3   ()fxx xx632=+ -  (a) on the diagram, sketch the graph of ()fyx=   for  . x 35 3 gg- . [2]  (b) write down the co-ordinates of the point where the graph crosses the y-axis.   ( ..  , ..  ) [1]   (c) write down the co-ordinates of the points where the graph crosses the x-axis.  ( ..  , ..  ) and (  ..  , ..  ) and (  ..  , ..  ) [2]   (d) write down the co-ordinates of the local minimum.  ( ..  , ..  ) [2]   (e) on the same diagram, sketch and label clearly the graph of   (i) ()fyx 2 =+ , [1]    (ii) ()fyx 1 =- . [1]",
+            "16": "16 0607/33/m/j/17 \u00a9 ucles 2017 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 international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download at www.cie.org.uk after  the live examination series. 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.blank page"
+        },
+        "0607_s17_qp_41.pdf": {
+            "1": "this document consists of 19 printed pages and 1 blank page. dc (rw/sw) 133483/2 \u00a9 ucles 2017  [turn over *9778586246* cambridge international mathematics  0607/41 paper 4 (extended)  may/june 2017  2 hours 15 minutes candidates answer on the question paper. additional materials:  geometrical instruments  graphics calculator read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen. do not use staples, paper clips, glue or correction fluid. you may use an hb pencil for any diagrams or graphs. do not  write in any barcodes. answer all the questions. unless instructed otherwise, give your answers exactly or correct to three significant figures as appropriate. answers in degrees should be given to one decimal place. for r, use your calculator value. you must show all the relevant working to gain full marks and you will be given marks for correct methods,  including sketches, even if your answer is incorrect. the number of marks is given in brackets [  ] at the end of each question or part question. the total number of marks for this paper is 120.cambridge international examinations cambridge international general certificate of secondary education",
+            "2": "2 0607/41/m/j/17 \u00a9 ucles 2017 formula list for the equation  ax bxc02++ = xabb ac 242!=-- curved surface area, a, of cylinder of radius r, height h. r ar h2= curved surface area, a, of cone of radius r, sloping edge l. rar l= curved surface area, a, of sphere of radius r. r ar42= v olume, v, of pyramid, base area a, height h. va h31= v olume, v, of cylinder of radius r, height h. rvr h2= v olume, v, of cone of radius r, height h. r vr h31 2= v olume, v, of sphere of radius r. r vr34 3=      sins in sin aa bb cc==      cos ab cb ca222 2=+ -      sinbc a21area=a c bcb a",
+            "3": "3 0607/41/m/j/17 \u00a9 ucles 2017 [turn over answer all the questions. 1 (a) find the next term and the nth term in each of the following sequences.   (i) 4,   8,   12,   16,   20,   \u2026  next term =    nth term =    [2]   (ii) -1,   -3,   -5,   -7,   -9,   \u2026  next term =    nth term =    [3]   (iii) 3,   12,   27,   48,   75,   \u2026  next term =    nth term =    [3]   (iv) 1,   8,   27,   64,   125,   \u2026  next term =    nth term =    [2]  (b) use your answers to part (a) , to find the next term and the nth term in the following sequence.    7,   25,   61,   121,   211,   \u2026  next term =    nth term =    [3]",
+            "4": "4 0607/41/m/j/17 \u00a9 ucles 2017 2 (a) the heights, x cm, of some plants are shown in the table. height ( x cm) frequency  x01 0 1g 7 x 10 201g 13 x 20 301g 20 x 30 401g 32 x 40 501g 28   calculate an estimate of the mean height of the plants.    ... cm [2]  (b) (i) complete the cumulative frequency table for the plants. height ( x cm)cumulative  frequency x01 0 1g 7 x02 0 1g x03 0 1g x04 0 1g x05 0 1g  [1]",
+            "5": "5 0607/41/m/j/17 \u00a9 ucles 2017 [turn over   (ii) on the grid below, draw the cumulative frequency curve. 010 20 30 40 50xcumulative frequency height (cm)20406080100 1030507090  [3]  (c) use your graph in part (b)(ii)  to find estimates for   (i) the median height,    ... cm [1]   (ii) the interquartile range,    ... cm [2]   (iii) the range of heights of plants that are between the 45th and the 55th percentile.    ... cm [3]",
+            "6": "6 0607/41/m/j/17 \u00a9 ucles 2017 3 37\u00b030 m cd ba 26\u00b0not to scale  in the diagram, bcd  is a straight line.  (a) find ac.  ac =  . m [3]  (b) find bc.  bc =  . m [3]",
+            "7": "7 0607/41/m/j/17 \u00a9 ucles 2017 [turn over  (c) find cd.  cd =  . m [3]  (d) find the area of triangle acd .   . m2 [2]",
+            "8": "8 0607/41/m/j/17 \u00a9 ucles 2017 4 \u20139 \u20138 \u20137 \u20136 \u20135 \u20134 \u20133 \u20132 \u2013101 2 3 4 5 6 7 8 9123456789 \u20131 \u20132 \u20133 \u20134 \u20135 \u20136 \u20137 \u20138 \u20139xy a",
+            "9": "9 0607/41/m/j/17 \u00a9 ucles 2017 [turn over  (a) translate triangle a with vector 0 4-j lkkn poo. label the image b. [2]  (b) rotate triangle a through 90\u00b0 anticlockwise about (0, 0). label the image c. [2]  (c) describe fully the single  transformation that maps triangle c onto triangle a.  ...  .  [2]  (d) reflect triangle a in the line yx=- . label the image d. [3]  (e) describe fully the single  transformation that maps triangle c onto triangle d.  ...  .  [2]",
+            "10": "10 0607/41/m/j/17 \u00a9 ucles 2017 5 46\u00b0not to scale p d bcoa  a, b, c and d lie on a circle, centre o.  ap and bp are tangents to the circle.  angle apb = 46\u00b0.  (a) complete the statement. angle oap  = 90\u00b0 because   .  [1]  (b) find the value of   (i) angle aob ,  angle aob  =    [2]   (ii) angle oab ,  angle oab  =    [2]",
+            "11": "11 0607/41/m/j/17 \u00a9 ucles 2017 [turn over   (iii) angle acb ,  angle acb  =    [2]   (iv) angle adb .  angle adb  =    [2]  (c) ob bisects angle abc .   find angle oac .  angle oac  =    [3]",
+            "12": "12 0607/41/m/j/17 \u00a9 ucles 2017 6 y varies inversely as the square of x.  y = 32 when x = 2.  (a) find the value of y when x = 4.  y =    [3]  (b) find the value of x when y = 512.  x =    [2]  (c) find x in terms of y.  x =    [3]",
+            "13": "13 0607/41/m/j/17 \u00a9 ucles 2017 [turn over 7 \u20134 4xy \u201310010     xx 9 f2=-^h  (a) on the diagram, sketch the graph of yxf=^h, for values of x between -4 and 4.  [4]  (b) solve x 7 f=^h .   .  [2]  (c) the equation xk92-=  has two solutions.   find the range of values of k.   .  [2]",
+            "14": "14 0607/41/m/j/17 \u00a9 ucles 2017 8 the venn diagram shows the sets m, e and t. me t 48u  u = {students at a school}  m = {students who study mathematics}  e = {students who study english}  t = {students who study technology}   me t 8 n++ = ^ h   me t 4 n,, =l ^ h   me 12 n+= ^ h ,      mt 14 n+= ^ h       and et 20 n+= ^ h   m 25 n= ^h ,      e 30 n= ^h ,      t 35 n=^h       and 56 nu= ^h  (a) complete the venn diagram.  [3]  (b) find   (i) me t n+, ll ^ ^ hh,      [1]   (ii) mtn+ l ^ h.      [1]",
+            "15": "15 0607/41/m/j/17 \u00a9 ucles 2017 [turn over  (c) one of these students is chosen at random.   find the probability that this student studies english and mathematics but not technology.      [2]  (d) two of the 56 students are chosen at random.   find the probability that they both study technology.      [2]  (e) a student who studies mathematics is chosen at random.   find the probability that this student also studies technology but not english.      [2]  (f) two students who study english are chosen at random.   find the probability that they both study mathematics but not technology.      [3]",
+            "16": "16 0607/41/m/j/17 \u00a9 ucles 2017 9 ab c12 cm6 cmnot to scale8 cm  the diagram shows triangle abc .  (a) use the cosine rule to find angle abc .  angle abc  =    [3]  (b) use the sine rule to find angle bac .  angle bac  =    [3]",
+            "17": "17 0607/41/m/j/17 \u00a9 ucles 2017 [turn over 10 360 270 180 90xy \u2013303     sinc os xx x 2 f=+^h       for \u00b0\u00b0x 0 360 gg     log xx 2 g=-^h       for \u00b0\u00b0x 0 360 gg  (a) on the diagram, sketch the graph of yxf=^h. [3]  (b) on the same diagram, sketch the graph of yxg=^h. [2]  (c) solve the equation.      sinc os log xx x 22+= -      [3]",
+            "18": "18 0607/41/m/j/17 \u00a9 ucles 2017 11 vito lives in sicily.  table a shows the distances, in km, between different towns.  table b shows the average speed, in km/h, that vito drives his car between towns.  table a   (distances, in km) agrigento catania messina palermo trapani agrigento 175 275 155 170 catania 175 100 215 325 messina 275 100 225 330 palermo 155 215 225 110 trapani 170 325 330 110  table b   (average speeds, in km/h) agrigento catania messina palermo trapani agrigento 90 110 75 100 catania 90 120 95 x 90+ messina 110 120 105 80 palermo 75 95 105 x 30 2+ trapani 100 x 90+ 80 x 30 2+  (a) (i) write down the distance from agrigento to messina.    ... km [1]   (ii) find the time taken for vito to drive from agrigento to messina.    ... hours [2]  (b) on another day, vito drives from agrigento to trapani.   he arrives at trapani at 10  42.   at what time did he leave agrigento?      [3]",
+            "19": "19 0607/41/m/j/17 \u00a9 ucles 2017  (c) one day vito drives from catania to palermo.   vito\u2019s car uses fuel at the rate of 12.5  km/litre.   the cost of fuel is 1.432 euros per litre.   find the cost of this journey.     euros [3]  (d) the time for vito to drive from catania to trapani is 121 hours longer than the time for vito to drive  from palermo to trapani.   (i) show that            xx75 1400 02-+ =.  [5]   (ii) find the two possible average speeds that vito drives from catania to trapani.   km/h, km/h [3]",
+            "20": "20 0607/41/m/j/17 \u00a9 ucles 2017 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 international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download at www.cie.org.uk after  the live examination series. 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.blank page"
+        },
+        "0607_s17_qp_42.pdf": {
+            "1": "this document consists of 19 printed pages and 1 blank page. dc (nf/sw) 133522/2 \u00a9 ucles 2017  [turn over *0756949765* cambridge international mathematics  0607/42 paper 4 (extended)  may/june 2017  2 hours 15 minutes candidates answer on the question paper. additional materials:  geometrical instruments  graphics calculator read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen. do not use staples, paper clips, glue or correction fluid. you may use an hb pencil for any diagrams or graphs. do not  write in any barcodes. answer all the questions. unless instructed otherwise, give your answers exactly or correct to three significant figures as appropriate. answers in degrees should be given to one decimal place. for \u03c0, use your calculator value. you must show all the relevant working to gain full marks and you will be given marks for correct methods,  including sketches, even if your answer is incorrect. the number of marks is given in brackets [  ] at the end of each question or part question. the total number of marks for this paper is 120.cambridge international examinations cambridge international general certificate of secondary education",
+            "2": "2 0607/42/m/j/17 \u00a9 ucles 2017 formula list for the equation  ax bx c02++ = xabb ac 242!=-- curved surface area, a, of cylinder of radius r, height h. r ar h2= curved surface area, a, of cone of radius r, sloping edge l. rar l= curved surface area, a, of sphere of radius r. r ar42= v olume, v, of pyramid, base area a, height h. va h31= v olume, v, of cylinder of radius r, height h. rvr h2= v olume, v, of cone of radius r, height h. r vr h31 2= v olume, v, of sphere of radius r. r vr34 3=      sins in sin aa bb cc==      cos ab cb ca222 2=+ -      sinbc a21area=a c bcb a",
+            "3": "3 0607/42/m/j/17 \u00a9 ucles 2017 [turn over answer all the questions. 1 in 2016,  carla\u2019s salary was $23  970 per year.  (a) from her salary she pays tax at a rate of 20%.   she is paid monthly in equal amounts.   calculate the amount carla receives each month  after tax has been paid.  $    [3]  (b) carla\u2019s salary of $23  970 was 2% more than her salary in 2015.   (i) calculate her yearly salary in 2015.  $    [3]   (ii) from 2016, carla\u2019s employer agrees to pay her an increase of 3% each year.     calculate the year in which her salary is first greater than $30  000.      [3]",
+            "4": "4 0607/42/m/j/17 \u00a9 ucles 2017 2 (a) (i) reflection in the line y = x maps triangle a onto triangle b.    describe fully the single  transformation that maps triangle b onto triangle a.  ...  .  [1]   (ii) enlargement, with centre (2,  1) and scale factor 4, maps triangle c onto triangle d.    describe fully the single  transformation that maps triangle d onto triangle c.  ...  .  [2]   (iii) translation by the vector  3 5-j lkkn poo  maps triangle e onto triangle f.    describe fully the single  transformation that maps triangle f onto triangle e.  ...  .  [2]  (b)  \u20137 \u20136 \u20135 \u20134 \u20133 \u20132 \u2013101 2 3 4 5 6 71234 \u20131 \u20132 \u20133 \u20134xy p   (i) rotate triangle p through 90\u00b0 anticlockwise about (0,  0).    label the image q. [2]   (ii) stretch triangle p with stretch factor 2 and the y-axis invariant.    label the image r. [2]",
+            "5": "5 0607/42/m/j/17 \u00a9 ucles 2017 [turn over 3 two judges each give a mark out of ten for each dancer in a competition.  their marks for ten dancers are shown in the table.   mark from  judge a ( x)4.0 4.6 5.2 6.2 8.8 6.8 7.0 7.4 8.0 8.6 mark from  judge b ( y)3.8 4.0 4.4 5.0 7.6 5.2 5.6 6.8 6.6 7.0  (a) complete the scatter diagram.   the first four points have been plotted for you. 02 4 6 8 10 1 3 5 7 9xy mark from judge b mark from judge a246810 13579 [3]  (b) what type of correlation is shown on your scatter diagram?      [1]  (c) (i) find the equation of the regression line, in the form y = mx + c.  y =    [2]   (ii) judge a gives another dancer a mark of 6.4 .    use your equation to estimate the mark judge b gives this dancer.      [1]",
+            "6": "6 0607/42/m/j/17 \u00a9 ucles 2017 4  p3 2=-j lkkn poo and q4 3=j lkkn poo  (a) find   (i) the column vector p21, j lk k kn po o o       [1]   (ii) the column vector q \u2212 2p,  j lk k kn po o o       [2]   (iii) p, leaving your answer in surd form.      [2]  (b) ab pq=+   mark and label point b on the grid. a [2]",
+            "7": "7 0607/42/m/j/17 \u00a9 ucles 2017 [turn over 5 nitini flies from new delhi to singapore for a holiday.  (a) nitini changes 119  050 indian rupees (inr) to singapore dollars (sgd).   the exchange rate is 1 sgd = 47.62 inr.   find how many singapore dollars he receives.    ..  sgd  [2]  (b) the flight from new delhi to singapore takes 5 hours and 45 minutes.   the distance of the flight is 4150  km.   (i) the time in new delhi when the flight leaves is 21  55.    the time in singapore is 221 hours ahead of the time in new delhi.    find the time in singapore when the flight arrives.      [2]   (ii) find the average speed of the aircraft.   ..  km / h  [3]   (iii) on the return flight the average speed is 750  km / h.    find the time of this flight in hours and minutes. ..  h ...  min  [3]",
+            "8": "8 0607/42/m/j/17 \u00a9 ucles 2017 6 (a) (i) x is proportional to v.    write down an expression for x in terms of v and a constant c.  x =  ..  [1]   (ii) y is proportional to v2.    write down an expression for y in terms of v and a constant k.  y =  ..  [1]   (iii) d = x + y    write down an expression for d in terms of v, c and k.  d =  ..  [1]  (b) the table shows two values of v and the corresponding values of d. v d 12  750 20 2050   using your answer to part (a)(iii) ,   (i) show that 125 = 2 c + 24 k, [1]   (ii) write down a second equation connecting c and k.      [1]",
+            "9": "9 0607/42/m/j/17 \u00a9 ucles 2017 [turn over  (c) solve the simultaneous equations in part (b)  to find the value of c and the value of k.  c =    k =    [3]  (d) find the value of d when v = 40.  d =    [2]",
+            "10": "10 0607/42/m/j/17 \u00a9 ucles 2017 7 a ship sails 65  km on a bearing of 310\u00b0 from a to b.  it then changes course and sails 40  km on a bearing of 250\u00b0 from b to c.  the ship then returns to a.  (a) on the diagram, sketch the path of the ship from a.   on your diagram show the bearings and distances. anorth [3]  (b) find angle abc .      [1]  (c) calculate ac and show that it rounds to 91.8  km, correct to the nearest tenth of a kilometre. [3]",
+            "11": "11 0607/42/m/j/17 \u00a9 ucles 2017 [turn over  (d) find the bearing of c from a.     [4]",
+            "12": "12 0607/42/m/j/17 \u00a9 ucles 2017 8  \u2013400 600xy 05     f(x) = 3sinx  (a) sketch the graph of   y = f(x) for   \u00b0\u00b0x 400 600 gg - . [3]  (b) find the x co-ordinates of the local maximum points of f( x) for \u00b0\u00b0x 400 600 gg - . x = .. or x = .. or x = .. [3]  (c) the point (30,  3) is on the graph.   the point ( a, 3) is also on the graph where \u00b0\u00b0a 600 90011 .   find the two possible values of a. a = .. or a = .. [2]  (d) g(x) = 3 \u2212 x 100   solve the inequality xxgf2^^hh  .  .  [3]",
+            "13": "13 0607/42/m/j/17 \u00a9 ucles 2017 [turn over 9  not to scale ac b(x + 2)  cmx cm 60\u00b0  in the diagram ac = x cm, ab = (x + 2)  cm and angle a = 60\u00b0.  (a) (i) find an expression, in terms of x, for the area of triangle abc .    give your answer in surd form.    . cm2  [2]   (ii) the area of triangle abc  = 18 3 cm2.    show that   x2 + 2x \u2013 72 = 0. [2]  (b) (i) solve the equation    x2 + 2x \u2013 72 = 0. x = .. or x = .. [2]   (ii) find the shortest distance between the line ab and the point c.    ..  cm  [2]",
+            "14": "14 0607/42/m/j/17 \u00a9 ucles 2017 10  not to scale xy 0a (2, 2)b (11, 4)c (14, 8)  a is the point (2, 2), b is the point (11, 4) and c is the point (14, 8).  (a) find the equation, in the form y = mx + c, of    (i)  the line ac,  y =    [3]   (ii) the line through b that is perpendicular to ac.  y =    [3]  (b) show that the point (10, 6) is on both the lines you found in part (a) . [2]",
+            "15": "15 0607/42/m/j/17 \u00a9 ucles 2017 [turn over  (c) ac is the perpendicular bisector of bd.   find the co-ordinates of d. (.. , ...)  [1]  (d) find the exact  area of the quadrilateral abcd .      [4]",
+            "16": "16 0607/42/m/j/17 \u00a9 ucles 2017 11 a farmer sorts the grapefruit he grows into sizes, according to their diameter.  the diameters, d cm, of 170 grapefruit are shown in the table. size small medium large very large diameter ( d cm) d91 0 1g d 10 121g d 12 141g d 14 171g frequency 10 50 65 45  (a) calculate an estimate of the mean diameter of the grapefruit.    ..  cm  [2]  (b) on the grid, draw a histogram to represent this information.   complete the scale on the frequency density axis. 10 12 14 16 18 9 8 11 13 15 17dfrequency density diameter (cm) [4]",
+            "17": "17 0607/42/m/j/17 \u00a9 ucles 2017 [turn over  (c) two of the 170 grapefruit are chosen at random.   calculate the probability that    (i)  they are both very large,      [2]   (ii) one is small and the other is medium.      [3]",
+            "18": "18 0607/42/m/j/17 \u00a9 ucles 2017 12 f(x) = 4 x + 2                   g( x) = 5 \u2212 2 x                   h( x) = x2 \u2212 3  (a) find g(\u22123).      [1]  (b) find f(h(2)).      [2]  (c) find x when f( x) =  \u221210.  x =    [2]  (d) write down the range of h( x).      [1]  (e) find f\u22121(x).  f\u22121(x) =    [2]",
+            "19": "19 0607/42/m/j/17 \u00a9 ucles 2017  (f) k(x) = 10 \u2212 4x   describe fully the single  transformation that maps the graph of y = g( x) onto the graph of y = k( x).  ...  .  [3]  (g) the graph of y = h( x) is translated by the vector 2 0j lkkn poo .   find the equation of the graph of the image.   write your answer in the form y = ax2 + bx + c.  y =    [3]",
+            "20": "20 0607/42/m/j/17 \u00a9 ucles 2017 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 international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download at www.cie.org.uk after  the live examination series. 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.blank page"
+        },
+        "0607_s17_qp_43.pdf": {
+            "1": "*1497386406* this document consists of 20 printed pages. dc (cw/sw) 133314/2 \u00a9 ucles 2017  [turn overcambridge international examinations cambridge international general certificate of secondary education cambridge international mathematics  0607/43 paper 4  (extended)  may/june 2017  2 hours 15 minutes candidates answer on the question paper. additional materials:  geometrical instruments  graphics calculator read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen. do not use staples, paper clips, glue or correction fluid. you may use an hb pencil for any diagrams or graphs. do not  write in any barcodes. answer all the questions. unless instructed otherwise, give your answers exactly or correct to three significant figures as appropriate. answers in degrees should be given to one decimal place. for \u03c0, use your calculator value. you must show all the relevant working to gain full marks and you will be given marks for correct methods,  including sketches, even if your answer is incorrect. the number of marks is given in brackets [  ] at the end of each question or part question. the total number of marks for this paper is 120.",
+            "2": "2 0607/43/m/j/17 \u00a9 ucles 2017 formula list for the equation  ax bx c02++ = xabb ac 242!=-- curved surface area, a, of cylinder of radius r, height h. r ar h2= curved surface area, a, of cone of radius r, sloping edge l. rar l= curved surface area, a, of sphere of radius r. r ar42= v olume, v, of pyramid, base area a, height h. va h31= v olume, v, of cylinder of radius r, height h. rvr h2= v olume, v, of cone of radius r, height h. r vr h31 2= v olume, v, of sphere of radius r. r vr34 3=      sins in sin aa bb cc==      cos ab cb ca222 2=+ -      sinbc a21area=a c bcb a",
+            "3": "3 0607/43/m/j/17 \u00a9 ucles 2017 [turn over answer all the questions. 1 \u201310 \u201310\u20139\u20138\u20137\u20136\u20135\u20134\u20133\u20132\u2013112345678910 \u20139\u20138\u20137\u20136\u20135\u20134\u20133\u20132\u20131 1 0 2345678910y x t u  (a) translate triangle t by the vector 2 7-j lkkn poo. [2]  (b) (i) reflect triangle t in the x-axis. label the image p. [1]   (ii) reflect triangle t in the line x 1=- . label the image q. [1]   (iii) describe fully the single  transformation that maps triangle p onto triangle q.  ...  .. [3]  (c) describe fully the single  transformation that maps triangle t onto triangle u.  ...  .. [3]",
+            "4": "4 0607/43/m/j/17 \u00a9 ucles 2017 2 (a) 68\u00b0cda benot to scale   in the diagram, abc  is a triangle and ab is parallel to de.   angle bca  = 68\u02daand de = dc.   (i) find angle bac .  angle bac  =  ... [2]   (ii) scalene             equilateral             isosceles             right-angled    choose one word from the list to complete the statement.  triangle abc  is  ... [1]  (b) calculate the interior angle of a regular 20 sided polygon.    [3]",
+            "5": "5 0607/43/m/j/17 \u00a9 ucles 2017 [turn over  (c) c ab not to scalep r q   in the diagram, angle a = angle p and angle b = angle q.   (i) explain why angle c = angle r.  .. [1]   (ii) ab = 8 cm, ac = 5 cm, bc = 9 cm and pr = 3 cm.    (a) complete the statement.  triangle abc  is    to triangle pqr  [1]    (b) calculate qr.  qr =    cm [2]",
+            "6": "6 0607/43/m/j/17 \u00a9 ucles 2017 3 (a) 12 students take part in a quiz.   the table shows the number of correct answers given by each student. student a b c d e f g h i j k l number of  correct answers7 6 9 5 6 4 7 8 410 9 3   find    (i) the median,    [1]   (ii) the lower quartile,    [1]   (iii) the number of students with a smaller number of correct answers than the lower quartile.    [1]",
+            "7": "7 0607/43/m/j/17 \u00a9 ucles 2017 [turn over  (b) the table shows the average monthly temperature and the average monthly rainfall in maseru, lesotho. month jan feb mar apr may jun jul aug sep oct nov dec  temperature (t \u02dac)21 21 19 15 11 8 8 11 15 17 19 21 rainfall ( r  mm) 113 102 99 59 28 12 12 14 27 62 83 88   (i) what type of correlation is there between the monthly temperature and the monthly rainfall?    [1]   (ii) find the range of these temperatures.   ..  \u02dac [1]   (iii) find the mean of these temperatures.   ..  \u02dac [1]   (iv) find the equation of the line of regression, giving r in terms of t.  r =  ... [2]   (v) on the diagram, sketch the graph of the regression line for t82 1 gg . r t 21 80100  [2]",
+            "8": "8 0607/43/m/j/17 \u00a9 ucles 2017 4 (a) marie has $260.50 and luk has $208.40 .   (i) find, in its simplest form, the ratio marie\u2019s money : luk\u2019s money.  marie\u2019s money : luk\u2019s money =   : . [2]   (ii) marie spends 16% of her money to buy a new coat.    calculate the cost of the coat.  $  ... [2]   (iii) in a sale, the prices of all books are reduced by 10%.    luk buys a book for $11.25 .    calculate the original price of the book.  $  ... [3]   (iv) marie invests $200 at a rate of 2% per year simple  interest.    calculate the total value of this investment at the end of 25 years.  $  ... [3]",
+            "9": "9 0607/43/m/j/17 \u00a9 ucles 2017 [turn over   (v) luk invests $190 at a rate of 2% per year compound  interest.    calculate the value of this investment at the end of 25 years.  $  ... [3]  (b) fredrik invests $120 at a rate of 5.7% per year compound  interest.   calculate the number of complete years it will take until the value of this investment is first greater  than $300.    [3]",
+            "10": "10 0607/43/m/j/17 \u00a9 ucles 2017 5 8 cm 16 cmnot to scale  the diagram shows a solid sphere of radius 4 cm inside a hollow cone of radius 8  cm and height 16 cm.  the sphere touches the interior of the cone.  (a) calculate the volume of the cone that is not occupied by the sphere.     cm3 [3]  (b) calculate the curved surface area of the cone.     cm2 [3]",
+            "11": "11 0607/43/m/j/17 \u00a9 ucles 2017 [turn over  (c)  8 cm 16 cm vo4 cmnot to scale   the centre, o, of the sphere is directly above the vertex, v, of the cone.   calculate the length ov.  ov =    cm [4]",
+            "12": "12 0607/43/m/j/17 \u00a9 ucles 2017 6 y x 1006   f(x) = log xx5-  (a) on the diagram, sketch the graph of y = f(x) for x01 0 1g . [2]  (b) find the co-ordinates of the local minimum point.  ( ... , ... ) [2]  (c) find the range of f( x) for the domain x15gg .    [2]  (d) solve the equation f( x) = 2. x =  or x =  [2]  (e) solve the inequality f( x) 1 2.    [1]  (f) (i) find f(0.001), f(0.000  01) and f(0.000  000 1).    f(0.001) =  ,   f(0.000  01) = ,  f(0.000  000 1) =  [1]   (ii) complete the statement.    the y-axis is  to the graph of y = f(x). [1]",
+            "13": "13 0607/43/m/j/17 \u00a9 ucles 2017 [turn over 7 35\u00b0b cda 9 cm8 cm 6 cmnot to scale  (a) calculate ab.  ab =    cm [3]  (b) calculate angle bcd .  angle bcd  =  ... [3]",
+            "14": "14 0607/43/m/j/17 \u00a9 ucles 2017 8   ()xx 1 f2=+      ()xx 32 g=+      () , xxx111 h ! =+-  (a) find ()3f-.    [1]  (b) find the value of g(h(1)).    [2]  (c) simplify f(g( x)) + f( x).    [3]  (d) find ()xh1-.   ()xh1- =  ... [3]",
+            "15": "15 0607/43/m/j/17 \u00a9 ucles 2017 [turn over  (e) solve.    (i) g(x) = 1  x =  ... [2]   (ii) ()x 1 g1=-  x =  ... [1]",
+            "16": "16 0607/43/m/j/17 \u00a9 ucles 2017 9 in a survey, 40 students are asked if they like football, f, and if they like baseball, b.  22 like football, 19 like baseball and 6 do not like either football or baseball.  (a) complete the venn diagram to show this information. u f 6.. .. ..b  [2]  (b) how many of these students    (i) like both football and baseball,    [1]   (ii) either like football or do not like baseball?    [1]  (c) find ()fbn+ l.    [1]  (d) two of these students are chosen at random.   find the probability that they both like football.    [2]",
+            "17": "17 0607/43/m/j/17 \u00a9 ucles 2017 [turn over  (e) (i) one of the 19 students who like baseball is chosen at random.     find the probability that this student also likes football.    [1]   (ii) two of the 19 students who like baseball are chosen at random.    find the probability that one likes football and one does not like football.    [3]  (f) another n students take part in the survey.   they all like both baseball and football.   a student is then chosen at random from the (40 + n) students.   the probability that a student likes both football and baseball is 165.   find the value of n.  n =  ... [3]   (g)  u f b   on the venn diagram, shade the region fb,ll . [1]",
+            "18": "18 0607/43/m/j/17 \u00a9 ucles 2017 10 (a) the time, t hours, taken by each of 200 cars to complete a journey of 200 km is recorded.   the results are shown in the table. time ( t hours) 2.5 1 t g 3 3 1 t g 3.25 3.25 1 t g 3.75 frequency 60 100 40   (i) calculate an estimate of the mean.     h [2]   (ii) on the grid, draw the histogram to show the information in the table. 2.5050100150200250 frequency density time (hours)300350400450 2.6 2.7 2.8 2.9 3.0 3.1 3.2 3.3 3.4 3.5 3.6 3.7 3.8t  [3]",
+            "19": "19 0607/43/m/j/17 \u00a9 ucles 2017 [turn over  (b) one car completes the 200  km journey at an average speed of x km/h.   another car completes the 200  km journey at an average speed of ( x + 10) km/h.   the difference between the times taken by the two cars is 20 minutes .   (i) show that xx10 6000 02+- =.  [4]   (ii) find the time taken for the slower journey.    give your answer in hours and minutes correct to the nearest minute.  h  min [4]  question 11 is printed on the next page.",
+            "20": "20 0607/43/m/j/17 \u00a9 ucles 2017 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 international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download at www.cie.org.uk after  the live examination series. 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.11 anm abb onot to scale  in the diagram, oa a= and ob b=.  m is the midpoint of ab and n is the midpoint of am.  (a) find each of these vectors in terms of a and b.   give each vector in its simplest form.   (i) ab  ab =  ... [1]   (ii) an  an =  ... [1]   (iii) on  on =  ... [2]  (b) o is the point (0, 0).    oa8 0=j lkkn poo and ob2 6=j lkkn poo.  find the co-ordinates of n.  ( ... , ... ) [3]"
+        },
+        "0607_s17_qp_51.pdf": {
+            "1": "*6611381144* this document consists of 8 printed pages. dc (al/ar) 136864/1 \u00a9 ucles 2017  [turn overcambridge international mathematics  0607/51 paper 5  (core)  may/june 2017  1 hour candidates answer on the question paper. additional materials:  graphics calculator read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen. do not use staples, paper clips, glue or correction fluid. you may use an hb pencil for any diagrams or graphs. do not  write in any barcodes. answer all the questions. you must show all relevant working to gain full marks for correct methods, including sketches. in this paper you will also be assessed on your ability to provide full reasons and communicate your  mathematics clearly and precisely. at the end of the examination, fasten all your work securely together. the total number of marks for this paper is 24.cambridge international examinations cambridge international general certificate of secondary education",
+            "2": "2 0607/51/m/j/17 \u00a9 ucles 2017 answer all the questions. investigation   virus this investigation looks at the way a virus spreads in plants in a field. 1 in a field there are a large number of plants in a straight line.   the diagram shows the plants near the middle of the field.  on day 1, one of the plants is infected with a virus (v). v  on day 2, that plant is dead (d) and the virus infects the plants next to it. dv v  this continues from day to day so this is the pattern on day 3. ddv vd  the diagram shows that the virus infects two more plants on day 3.  so the total number of plants that are infected or dead is five.  (a) draw the pattern for day 4.  (b) complete this table. day ( n)total number of plants that are  infected or dead ( t) 1 1 2 3 3 5 4 5",
+            "3": "3 0607/51/m/j/17 \u00a9 ucles 2017 [turn over  (c) what is the name of the numbers in the t column in part (b) ? ..  (d) find the total number of plants that are infected or dead on day 9. ..  (e) find a formula for t in terms of n. ..  (f) on which day are there a total of 97 plants that are infected or dead? ..",
+            "4": "4 0607/51/m/j/17 \u00a9 ucles 2017 2 in another field there are a large number of plants in equally spaced rows and columns.   the diagram shows the plants near the middle of the field.  one of the plants is infected with the virus (v). v  on day 2, that plant is dead (d) and the virus infects the plants next to it.  these plants form a cross. dv vv v  on day 3, the virus spreads along the arms of the cross. ddv vddv dv  this continues from day to day.  (a) draw the pattern for day 4.",
+            "5": "5 0607/51/m/j/17 \u00a9 ucles 2017 [turn over  (b) complete this table. day ( n)total number of plants that are  infected or dead ( t) 1 1 2 5 3 9 4 5  (c) find a formula for t in terms of n. .. 3 in another field, one of the plants is infected with a different virus (z).  this virus affects all the plants next to it. z  on day 2 that plant is dead (d) and the plants next to it are infected. dz zz z  on day 3 there are 5 dead plants and 8 infected plants. ddz zddz dz z z zz",
+            "6": "6 0607/51/m/j/17 \u00a9 ucles 2017  (a) draw the pattern for day 4.  (b) complete this table to show the number of infected  plants each day. day ( n) number of infected plants ( p) 1 1 2 4 3 8 4 5   you may use this grid to help you.",
+            "7": "7 0607/51/m/j/17 \u00a9 ucles 2017 [turn over  (c) work out a formula for the number of infected plants ( p) in terms of the day ( n) for n2h. ..  (d) complete this table to show the total number of infected or dead plants each day. day ( n)total number of infected or  dead plants ( t) 1 1 2 5 3 13 4 5  (e) the formula for t in terms of n is tn bn c 22=+ +.   find the value of b and the value of c.  b =  \ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd  c =  \ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd question 3(f) is printed on the next page.",
+            "8": "8 0607/51/m/j/17 \u00a9 ucles 2017 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 international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download at www.cie.org.uk after  the live examination series. 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. (f) show that your formula works when n = 6."
+        },
+        "0607_s17_qp_52.pdf": {
+            "1": "*6940747871* this document consists of 7 printed pages and 1 blank page. dc (st) 133977/1 \u00a9 ucles 2017  [turn overcambridge international examinations cambridge international general certificate of secondary education cambridge international mathematics  0607/52 paper 5  (core)  may/june 2017  1 hour candidates answer on the question paper. additional materials:  graphics calculator read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen. do not use staples, paper clips, glue or correction fluid. you may use an hb pencil for any diagrams or graphs. do not  write in any barcodes. answer all the questions. you must show all relevant working to gain full marks for correct methods, including sketches. in this paper you will also be assessed on your ability to provide full reasons and communicate your  mathematics clearly and precisely. at the end of the examination, fasten all your work securely together. the total number of marks for this paper is 24.",
+            "2": "2 0607/52/m/j/17 \u00a9 ucles 2017 answer all the questions. investigation  number stems  this investigation is about finding numbers that have the same number stem .  the possible number stems  are the nine integers from 1 to 9. here is how to calculate the number stem  of a number.  step 1  add the digits of the number to get a total.  step 2  if the total is 9 or less, stop.    otherwise, add the digits of the total.  step 3  repeat step 2. examples number  124  number  893 step 1  1 + 2 + 4 = 7  step 1  8 + 9 + 3 = 20 step 2  stop  step 2  2 + 0 = 2 number stem i s 7.  step 3  stop   number stem  is 2. 1 (a) complete the tables to show the number stems  for these multiples of 3, 12, 21 and 30. multiple of 3 3 6 9 12 15 18 21 24 27 30 number stem 3 6 9 3 9 3 6 9 3 multiple of 12 12 24 36 48 60 72 84 96 108 120 number stem 3 6 9 9 9 3 multiple of 21 21 42 63 84 105 126 147 168 189 210 number stem 3 9 3 6 9 3 multiple of 30 30 60 90 120 150 180 210 240 270 300 number stem 3 9 3 6 9 3",
+            "3": "3 0607/52/m/j/17 \u00a9 ucles 2017 [turn over  (b) complete this statement.   the numbers in the table that have a  number stem  of 9 are all . of 9.  (c) complete this table.   3 \u00f7 9 = 0 remainder  3  12 \u00f7 9 =  1 remainder  3  21 \u00f7 . =  2     remainder   3  . \u00f7 9 =  3 remainder  3  39 \u00f7 9 = . remainder    (d) complete the statement.   a number that has a . of 3 when divided by 9 has a number stem  of  .",
+            "4": "4 0607/52/m/j/17 \u00a9 ucles 2017  (e) the only one-digit number with a number stem  of 3 is 3.   this sequence shows the first four numbers greater than 3 with a  number stem of 3.  12,   21,   30,   39,   ...   (i) write down the rule for continuing this sequence.       ...   (ii) find the nth term of this sequence.     ...   (iii) find the 87th number greater than 3  that has a number stem  of 3.     ...  ",
+            "5": "5 0607/52/m/j/17 \u00a9 ucles 2017 [turn over 2 (a) complete the tables to show the number stems  for different multiples of 2 and 11. multiple of 2 2 4 6 8 10 12 14 16 18 20 22 24 number stem 2 4 6 8 2 4 6 multiple of 11 11 22 33 44 55 66 77 88 99 number stem 2 4 6 8 2 4 6  (b) the sequence shows the first three numbers greater than 2  with a number stem  of 2.  11,   20,   29,   ...   (i) write down the next two numbers of the sequence.  ,    (ii) find the nth term of this sequence.    ...   (iii) show that 1352 is the 150th number greater than 2 that has a number stem of 2.",
+            "6": "6 0607/52/m/j/17 \u00a9 ucles 2017 3 (a) write down the first four numbers  greater than 8 with a number stem of 8. . , . , . , .  (b) find the nth term of this sequence.    ...  (c) using your answer to part (b) , find the number closest to 10  000 that has a number stem of 8.    ...",
+            "7": "7 0607/52/m/j/17 \u00a9 ucles 2017 4 the integer k is a number stem .  (a) write down, in terms of k, expressions for the first four numbers greater than  k with a number stem   of k. .. , .. , ... , ...  (b) write down, in terms of n and k, the nth term for the sequence of numbers greater than  k with a  number stem of k.    ...",
+            "8": "8 0607/52/m/j/17 \u00a9 ucles 2017 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 international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download at www.cie.org.uk after  the live examination series. 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.blank page"
+        },
+        "0607_s17_qp_53.pdf": {
+            "1": "this document consists of 12 printed pages. dc (st/ar) 134779/2 \u00a9 ucles 2017  [turn over *6057766904* cambridge international mathematics  0607/53 paper 5 (core)  may/june 2017  1 hour candidates answer on the question paper. additional materials:  graphics calculator read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen. do not use staples, paper clips, glue or correction fluid. you may use an hb pencil for any diagrams or graphs. do not  write in any barcodes. answer all the questions. you must show all relevant working to gain full marks for correct methods, including sketches. in this paper you will also be assessed on your ability to provide full reasons and communicate your  mathematics clearly and precisely. at the end of the examination, fasten all your work securely together. the total number of marks for this paper is 24.cambridge international examinations cambridge international general certificate of secondary education",
+            "2": "2 0607/53/m/j/17 \u00a9 ucles 2017 answer all the questions. investigation   regular stars  this investigation is about the construction of regular stars and their properties. here are some regular stars.   1 you can make regular stars by extending the sides of regular polygons.  for example, this regular polygon makes a regular star with 10 sides and 5 points.  (a) use a straight edge to draw the regular stars made from these regular polygons.",
+            "3": "3 0607/53/m/j/17 \u00a9 ucles 2017 [turn over  (b) draw the starting polygon inside this regular star.  (c) (i) complete this table. number of sides ( p) of  the starting polygonnumber of sides ( s)  of the star 5 10 6 7 8 9   (ii) write down a formula for s in terms of p.    ...  ",
+            "4": "4 0607/53/m/j/17 \u00a9 ucles 2017  (d)  this is a point angle. the sum of the 5 point angles in this regular star is 180\u00b0.   (i) complete the table. regular star number of pointssum of star\u2019s point angles 5 6 7 8 9180\u00b0 360\u00b0 540\u00b0 720\u00b0   (ii) is it possible for a regular star, made from a regular polygon, to have the sum of its point angles  equal to 1450\u00b0?     explain how you decide.   ...  ...",
+            "5": "5 0607/53/m/j/17 \u00a9 ucles 2017 [turn over (e) (i) the regular pentagon making a regular star is shown in bold.    the sum of the interior angles of a pentagon is 540\u00b0.    use this information to calculate the value of p. p\u00b0not to scale             ...     (ii) this diagram shows part of a different regular star.    it also shows, in bold, part of the regular polygon that makes it. not to scalea\u00b0 b\u00b0    find an equation connecting a and b.    write your answer in its simplest form.    ...",
+            "6": "6 0607/53/m/j/17 \u00a9 ucles 2017 2 you can also make stars by placing two congruent regular polygons on top of each other and rotating one of  the polygons about their common centre.  for example    and    and  ",
+            "7": "7 0607/53/m/j/17 \u00a9 ucles 2017 [turn over  (a) complete this table. number of sides ( p)  of the starting polygonnumber of points  of the starnumber of sides ( s)  of the star 3 4 5 10 20 6  (b) write down an equation connecting p and s.    ...",
+            "8": "8 0607/53/m/j/17 \u00a9 ucles 2017 3 you can also make regular stars by joining dots that are equally spaced round a circle.  here is a star made by joining every second dot round a circle with 5 equally spaced dots.    this 3-point star is made by connecting every second dot round a circle with 6 equally spaced dots.  regular polygons are also regular stars and their vertices are the points of the star.  (a) draw the stars made by connecting every second dot round these circles. 7 dots 8 dots 9 dots 10 dots",
+            "9": "9 0607/53/m/j/17 \u00a9 ucles 2017 [turn over   complete this table. number of equally  spaced dotsnumber of  points of the star 5 5 6 3 7 8 9 10 11 12  (b) there are 370 equally spaced dots round a circle.   every second dot is joined.   find the number of points of the star.    ...",
+            "10": "10 0607/53/m/j/17 \u00a9 ucles 2017 4 in question 3 you made stars by joining every second dot round a circle.  you can also make stars by joining every third dot.  starting from 1, dots are numbered clockwise.  this gives a way to code the star.  1    4    7    2    5    8    3    6    1  1 2 3 4 5678    (a) here is the code for a star.   1    4    2    5    3    1    (i) draw this star on the diagram below.    1 2 3 45     (ii) write down a different code for the star you have drawn.     ...",
+            "11": "11 0607/53/m/j/17 \u00a9 ucles 2017 [turn over  (b) here are some more stars and their codes. 1 2 3 4 56781 2 3 4 5678 1 2 3 4 56781    2    3    4    5     6    7    8    11 2 3 4 56781 2 3 4 5678 1 2 3 4 56781    3    5    7    11 2 3 4 56781 2 3 4 5678 1 2 3 4 5678 1    4    7    2    5    8    3    6    1     (i) write down the connection between the code and the number of points of the star.  ...  ...     (ii) write down the connection between the code and the number of dots round the circle.  ...  ... questions 4(c) and 4(d) are printed on the next page.",
+            "12": "12 0607/53/m/j/17 \u00a9 ucles 2017 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 international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download at www.cie.org.uk after  the live examination series. 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. (c) make a sketch showing the numbered dots and the regular  star with this code. 1    4    7    1        (d) find three codes, each starting with 1, which make a star with 10 points.   you may use these circles to help you.       ...    ...    ..."
+        },
+        "0607_s17_qp_61.pdf": {
+            "1": "this document consists of 12 printed pages. dc (kn/sw) 136671/3 \u00a9 ucles 2017  [turn overcambridge international examinations cambridge international general certificate of secondary education *6802550875* cambridge international mathematics  0607/61 paper 6 (extended)  may/june 2017  1 hour 30 minutes candidates answer on the question paper. additional materials:  graphics calculator read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen. do not use staples, paper clips, glue or correction fluid. you may use an hb pencil for any diagrams or graphs. do not  write in any barcodes. answer both parts a and b. you must show all the relevant working to gain full marks for correct methods, including sketches. in this paper you will also be assessed on your ability to provide full reasons and communicate your  mathematics clearly and precisely. at the end of the examination, fasten all your work securely together. the total number of marks for this paper is 40.",
+            "2": "2 0607/61/m/j/17 \u00a9 ucles 2017 answer all the questions. a investigation  virus (20 marks) you are advised to spend no more than 45 minutes on this part. this investigation looks at the way a virus spreads in plants in a field. 1 in a field there are a large number of plants in a straight line.   the diagram shows the plants near the middle of the field.  on day 1, one of the plants is infected with a virus (v). v  on day 2, that plant is dead (d) and the virus infects the plants next to it. dv v  this continues from day to day so this is the pattern on day 3. ddv vd  the diagram shows that the virus infects two more plants on day 3.  so the total number of plants that are infected or dead is five.  (a) complete this table. day ( n)total number of plants that are  infected or dead ( t) 1 1 2 3 3 5 4 5",
+            "3": "3 0607/61/m/j/17 \u00a9 ucles 2017 [turn over  (b) find a formula for t in terms of n.    ...  (c) on which day are there a total of 97 plants that are infected or dead?    ... 2 in another field there are a large number of plants in equally spaced rows and columns.    the diagram shows the plants near the middle of the field.  on day 1, one of the plants is infected with a virus (v).  the virus infects all the plants next to it. v  on day 2 that plant is dead (d) and the plants next to it are infected. dv vv v  on day 3 there are 5 dead plants and 8 infected plants. ddv vddv dv v v vv",
+            "4": "4 0607/61/m/j/17 \u00a9 ucles 2017  (a) draw the pattern for day 4.  (b) complete this table to show the number of infected plants each day. day ( n) number of infected plants ( p) 1 1 2 4 3 8 4 5   you may use this grid to help you.",
+            "5": "5 0607/61/m/j/17 \u00a9 ucles 2017 [turn over  (c) work out a formula for the number of infected plants ( p) in terms of the day ( n) for n2h.    ...  (d) complete this table to show the total number of infected or dead plants each day. day ( n)total number of  infected  or dead plants ( t) 1 1 2 5 3 13 4 5  (e) find a formula for t in terms of n.    ...",
+            "6": "6 0607/61/m/j/17 \u00a9 ucles 2017  (f) show that your formula works when n = 6.  (g) on which day are exactly 221 plants infected or dead?    ...",
+            "7": "7 0607/61/m/j/17 \u00a9 ucles 2017 [turn over 3 in another field on day 1 eight plants, in the arrangement below, are infected. vvvvv vvv  on day 2 these plants are dead and the plants next to them are infected.  (a) show that the number of plants that are infected on day n, where  n2h,  is  n43+.  (b) find an expression for the total number of plants that are infected or dead on day n, where n2h.    ...",
+            "8": "8 0607/61/m/j/17 \u00a9 ucles 2017 b modelling  scout\u2019s pace (20 marks) you are advised to spend no more than 45 minutes on this part. this task investigates a way of travelling long distances on foot using a mixture of walking and jogging. 1 explain why multiplying by 601000 changes km/h into metres per minute.  ...  ... 2 (a) a scout walks at 5  km/h.   show that 5  km/h is approximately 83.3 metres per minute.  (b) when walking at 5  km/h, the scout takes 120 paces in one minute.    how many metres does the scout walk in 30 paces?    ...  (c) when jogging at 10  km/h, the scout takes 150 paces in one minute.   how many metres does the scout jog in 30 paces?    ...",
+            "9": "9 0607/61/m/j/17 \u00a9 ucles 2017 [turn over 3 scout\u2019 s pace  means to walk for 30 paces then to jog for 30 paces and to keep repeating this.  (a) show that the scout takes 27 seconds to walk 30 paces then to jog 30 paces.  (b) find the average speed, in m/s, of the scout when using scout\u2019 s pace .    ...  (c) change your answer in  part (b)  into km/h.    ...",
+            "10": "10 0607/61/m/j/17 \u00a9 ucles 2017 4 to find a model for average speed using scout\u2019 s pace  assume that, at different speeds, the scout always takes    \u2022 120 paces per minute when walking     and     \u2022 150 paces per minute when jogging.  the scout walks at x km/h and jogs at y km/h.  (a) show that an expression for the distance travelled by the scout when walking 30 paces is x 625 metres.  (b) the distance travelled by the scout when jogging 30 paces is y 310 metres.   show that a model for the average speed, s km/h, using  scout\u2019 s pace  is       sxy 954=+.",
+            "11": "11 0607/61/m/j/17 \u00a9 ucles 2017 [turn over  (c) find the average speed using scout\u2019 s pace  when the jogging speed, y km/h, is twice   the walking speed, x km/h.   give your answer, in terms of x, in its simplest form.    ...  (d) find y in terms of x when the average speed is 1.5 x km/h.    ...  (e) the average speed is 7  km/h.     the jogging speed is 10  km/h.   find the walking speed.    ... question 5 is printed on the next page.",
+            "12": "12 0607/61/m/j/17 \u00a9 ucles 2017 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 international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download at www.cie.org.uk after  the live examination series. 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.5 the scout now walks at 150 paces per minute and jogs at 180 paces per minute.  change the model in question 4(b)  for the average speed using scout\u2019 s pace .  give your answer in its simplest form.    ..."
+        },
+        "0607_s17_qp_62.pdf": {
+            "1": "*3006023635* this document consists of 12 printed pages. dc (lk/sg) 133976/4 \u00a9 ucles 2017  [turn overcambridge international examinations cambridge international general certificate of secondary education cambridge international mathematics  0607/62 paper 6 (extended)  may/june 2017  1 hour 30 minutes candidates answer on the question paper. additional materials:  graphics calculator read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen. do not use staples, paper clips, glue or correction fluid. you may use an hb pencil for any diagrams or graphs. do not  write in any barcodes. answer both parts a and b. you must show all relevant working to gain full marks for correct methods, including sketches. in this paper you will also be assessed on your ability to provide full reasons and communicate your  mathematics clearly and precisely. at the end of the examination, fasten all your work securely together. the total number of marks for this paper is 40.",
+            "2": "2 0607/62/m/j/17 \u00a9 ucles 2017 answer both  parts a and b. a investigation  number stems (20 marks) you are advised to spend no more than 45 minutes on this part. this investigation is about finding numbers that have the same number stem .  the possible number stems  are the nine integers from 1 to 9. here is how to calculate the number stem  of a number.   step 1  add the digits of the number to get a total.   step 2  if the total is 9 or less, stop.     otherwise, add the digits of the total.   step 3  repeat step 2. examples number  124  number  893 step 1  1 + 2 + 4 = 7  step 1   8 + 9 + 3 = 20 step 2  stop  step 2   2 + 0 = 2 number stem is 7.  step 3   stop   number stem  is 2. 1 (a) complete the tables to show the number stems  for these multiples of 3 and 12. multiple of 3 3 6 9 12 15 18 21 24 27 30 number stem 3 6 9 3 9 3 6 9 3 multiple of 12 12 24 36 48 60 72 84 96 108 120 number stem 3 6 9  (b) (i) complete the sequence to show the first four numbers greater than 3  that have a number stem   of 3. 12,   21,   30,   .   (ii) find the nth term of the sequence in part (b)(i) .   \ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd",
+            "3": "3 0607/62/m/j/17 \u00a9 ucles 2017 [turn over   (iii) find the 87th number greater than 3  that has a number stem of 3.    \ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd  (c) (i) complete this table. number number stem calculation answer 3 3 3 \u00f7 9 0 remainder 3 19 1 19 \u00f7 9 2 remainder 1 22...22 \u00f7...2 remainder 4 35...35 \u00f7 9remainder ...7...\u00f7 9remainder   (ii) a number, that is not a multiple of 9, is divided by 9.    what is the connection between its number stem  and the remainder?  ...   (iii) using your answer to part (c)(ii)  write down the remainder when 104  020 100 is divided by 9.    \ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd",
+            "4": "4 0607/62/m/j/17 \u00a9 ucles 2017 2 the sequence shows the first three numbers greater than 2  with a number stem  of 2.  11,   20,   29,   \u2026  (a) write down the next two numbers of the sequence.  .. , ..  (b) find the nth term of this sequence.   \ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd  (c) using your answer to part (b) , find the largest number less than 10  000 that has a number stem  of 2.   \ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd 3 the integer k is a number stem .  (a) write down, in terms of k, the first four numbers greater than k with a number stem  of k.  .. , ... , ... , ...  (b) write down, in terms of n and k, the nth term for the sequence of numbers greater than k with a  number stem  of k.   \ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd",
+            "5": "5 0607/62/m/j/17 \u00a9 ucles 2017 [turn over 4  (a) complete this table. calculation answer 7 \u00f712 0 remainder  7 15 \u00f712 1 remainder  .. 23 \u00f712..remainder..  (b) an integer, that is not a multiple of 12, has remainder  f  when it is divided by 12.   find, in terms of n and f, the nth term for the sequence of numbers greater than   f  with a remainder  of  f.    \ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd  (c) show that  f  + 10 cannot be a term of the sequence of numbers greater than   f  with a remainder of  f.",
+            "6": "6 0607/62/m/j/17 \u00a9 ucles 2017 b modelling  elev ators (20 marks) you are advised to spend no more than 45 minutes on this part. this task is about the mass an elevator carries and the time it takes to move between floors. easyup  is a company that makes elevators. for each type of elevator, the company uses two mathematical models.  model 1  the company models the masses of the passengers using the elevator.   model 2  the company models the time it takes the elevator to move between floors. 1 the easyup -5 elevator carries a maximum of 5 passengers.  (a) for model 1, the company estimates that \u2022\t102 of the passengers have a mass of 50  kg \u2022\t104 of the passengers have a mass of 70  kg \u2022\t104 of the passengers have a mass of 85  kg.   from the numbers 0, 1, 2, 3, 4, 5, 6, 7, 8 and 9 \u2022\t 0 and 1 give a mass of 50  kg \u2022\t 2, 3, 4 and 5 give a mass of 70  kg \u2022\t 6, 7, 8 and 9 give a mass of 85  kg.",
+            "7": "7 0607/62/m/j/17 \u00a9 ucles 2017 [turn over   (i) numbers are chosen at random from 0, 1, 2, 3, 4, 5, 6, 7, 8 and 9.    each number models the mass of a passenger.    the 5 passengers are a, b, c, d and e.    here is a random number table, arranged in groups of 5 numbers. 1 6 8 5 2 4 7 9 1 1 6 9 8 7 4 9 1 4 6 8 4 2 1 9 0 8 2 8 8 0 8 9 4 7 6 7 4 1 6 5 1 0 4 7 6 6 0 0 4 5    use the last four rows of the random number table to complete the table of trials below.    the first six trials have been completed for you. mass of passenger (kg)total mass (kg)a b c d e trial 1 50 85 85 70 70 360 trial 2 70 85 85 50 50 340 trial 3 85 85 85 85 70 410 trial 4 85 50 70 85 85 375 trial 5 70 70 50 85 50 325 trial 6 85 70 85 85 50 375 trial 7 85 85 trial 8 trial 9 trial 10   (ii) the easyup -5 elevator carries a maximum total mass of 400  kg.    use the results of trials 1 to 10 to work out the relative frequency that the total mass will be more  than 400  kg.    \ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd",
+            "8": "8 0607/62/m/j/17 \u00a9 ucles 2017  (b) for model 2, the diagram below is a distance-time graph for the easyup -5 elevator.   the graph modelling the movement is y = f(t), where f( t) is the number of floors above or below the  ground floor (floor 0) at time t seconds. y t 5 10 15 204 3 2 1 0 \u20131 \u20132ground floor   (i) the graph shows the elevator starting one floor below the ground floor.    at which floor does it stop?   \ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd   (ii) between which two floors does the elevator have the greatest average speed?  ... and ...   (iii) find the average time it takes the elevator to move from one floor to the next.   \ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd",
+            "9": "9 0607/62/m/j/17 \u00a9 ucles 2017 [turn over 2 the easyup -3 elevator carries a maximum of 3 passengers.  the maximum total mass is 240  kg.  (a) for model 1, the company now uses different proportions of passengers for each mass, as shown in the  table.   a number is chosen from 0, 1, 2, 3, 4, 5, 6 and 7 to give the mass.   for example, the numbers 1, 2, 3, 4 and 5 each give the mass 70  kg.   (i) complete the table below. proportion of passengers85 82 amount of numbers 5 numbers 0 1, 2, 3, 4, 5 mass of passenger (kg) 50 70 85   (ii) random numbers model the masses of the 3 passengers, a, b and c.    here is a random number table, arranged in groups of four numbers.    three random numbers are needed for each trial.    the numbers 8 and 9 are not used. cross out the numbers 8 and 9 in the table.    when four numbers remain in a row, cross out the last number. 8 2 1 5 1 6 3 3 6 7 0 5 0 9 1 5 2 0 8 6 1 0 1 1 3 4 8 2 9 0 4 3    use the last four rows of the random number table to complete the table of trials below.    the first four trials have been completed for you. mass of passenger (kg) total mass (kg) a b c trial 1 70 70 70 210 trial 2 70 85 70 225 trial 3 85 85 50 220 trial 4 50 70 70 190 trial 5 trial 6 trial 7 trial 8",
+            "10": "10 0607/62/m/j/17 \u00a9 ucles 2017  (b) for model 2, the diagram below is a distance-time graph for the easyup -3 elevator.   the graph modelling the movement is y = h(t), where h( t) is the number of floors above or below the  ground floor (floor 0) at time t seconds. 15 20 10 51 0 \u20131y tground floor   (i) the graph shows that the easyup -3 elevator starts to move from floor 1.    find the average time it takes the elevator to move from one floor to the next.   \ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd   (ii) ()hc os tk t = .    find the value of the integer k.   \ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd 3 the mass carried by an elevator is x kilograms.  easyup  say that an elevator is well designed when \u2022\t the probability that x is less than the maximum total mass is greater than 0.95    and \u2022\t it takes at most 5 seconds on average to move between floors.  explain whether  (a) the easyup -5 elevator is well designed,  ...  ...  (b) the easyup -3 elevator is well designed.  ...  ...",
+            "11": "11 0607/62/m/j/17 \u00a9 ucles 2017 [turn over 4 write down two ways to improve model 1 in question 1(a) .   ...  ...  ...  ... 5 the easyup -n elevator carries a maximum of n passengers.  the maximum total mass is 80 n kilograms.  (a) for model 1, the company uses different proportions of passengers for each mass, as shown in the  table.   a number is chosen at random from m integers to give the mass.   (i) complete the table. proportion of passengers m2 mm3- amount of numbers  mass of passenger (kg) 50 70 85   (ii) explain why m 4h.  ...   .. question 5(b) and question 5(c) are printed on the next page.",
+            "12": "12 0607/62/m/j/17 \u00a9 ucles 2017 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 international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download at www.cie.org.uk after  the live examination series. 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. (b) for model 2, the distance-time graph for the easyup -7 elevator is modelled by  ()h yt 2=- .   (i) use your answer to question 2  (b)(ii)  to write down the equation of this distance-time graph.   \ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd   (ii) on the grid below, sketch the graph of  ()h yt 2=- , for t01 0 gg . 10 5012 \u20131 \u20132y t  (c) the mass carried by an elevator is x kilograms.   the probability that x is less than the maximum mass is 0.99  .   use this information and your graph in part (b)(ii)  to explain why the easyup -7 elevator is well  designed.  ...  ..."
+        },
+        "0607_s17_qp_63.pdf": {
+            "1": "this document consists of 16 printed pages. dc (nh/ar) 134782/2 \u00a9 ucles 2017  [turn overcambridge international examinations cambridge international general certificate of secondary education *7141363470* cambridge international mathematics  0607/63 paper 6 (extended)  may/june 2017  1 hour 30 minutes candidates answer on the question paper. additional materials:  graphics calculator read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen. do not use staples, paper clips, glue or correction fluid. you may use an hb pencil for any diagrams or graphs. do not  write in any barcodes. answer both parts a and b. you must show all the relevant working to gain full marks for correct methods, including sketches. in this paper you will also be assessed on your ability to provide full reasons and communicate your  mathematics clearly and precisely. at the end of the examination, fasten all your work securely together. the total number of marks for this paper is 40.",
+            "2": "2 0607/63/m/j/17 \u00a9 ucles 2017 answer both  parts a and b. a investigation  regular stars (20 marks) you are advised to spend no more than 45 minutes on this part. this investigation is about the construction of regular stars and their properties. here are some regular stars. 1 you can make regular stars by extending the sides of regular polygons.  for example, this regular polygon makes a regular star with 10 sides and 5 points.  (a) use a straight edge to draw the regular stars made from these regular polygons.",
+            "3": "3 0607/63/m/j/17 \u00a9 ucles 2017 [turn over  (b) (i) complete this table. number of sides ( p) of  the starting polygonnumber of sides ( s) of  the star 5 10 6 7 8 9   (ii) write down a formula for s in terms of p.   \ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd",
+            "4": "4 0607/63/m/j/17 \u00a9 ucles 2017  (c)    this is a point angle. the sum of the 5 point angles in this regular star is 180\u00b0.   (i) complete the table. regular star number of pointssum of star\u2019s point angles 5 6 7 8 9180\u00b0 360\u00b0 540\u00b0 720\u00b0   (ii) is it possible for a regular star, made from a regular polygon, to have the sum of its point angles  equal to 1450\u00b0?    explain how you decide.  ...  ...",
+            "5": "5 0607/63/m/j/17 \u00a9 ucles 2017 [turn over (d) (i) the regular pentagon making a regular star is shown in bold.    the sum of the interior angles of a pentagon is 540\u00b0.    use this information to calculate the value of p. p\u00b0not to scale    ...   (ii) this diagram shows part of a different regular star.    it also shows, in bold, part of the regular polygon that makes it. not to scalea\u00b0 b\u00b0    find an equation connecting a and b.    write your answer in its simplest form.   \ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd",
+            "6": "6 0607/63/m/j/17 \u00a9 ucles 2017 2 you can also make regular stars by joining dots that are equally spaced round a circle.  here is a star made by joining every second dot round a circle with 5 equally spaced dots.   the 3-point star below is made by connecting every second dot round a circle with 6 equally spaced dots.  regular polygons are also regular stars and their vertices are the points of the star.  (a) draw the stars made by connecting every second dot round these circles. 7 dots 8 dots 9 dots 10 dots",
+            "7": "7 0607/63/m/j/17 \u00a9 ucles 2017 [turn over   complete this table. number of equally  spaced dotsnumber of points on  the star  5 5  6 3  7  8  9 10 11  (b) write down two conclusions you can make from the results in your table. 1    ... 2    ...",
+            "8": "8 0607/63/m/j/17 \u00a9 ucles 2017 3 in question 2  you made stars by joining every second dot round a circle.  you can also make stars by joining every third dot. 1 starting from 1, dots are numbered clockwise. this gives a code for this star.   4 7 10 11 2 3 4 5 6 789101112  (a) on the circle below draw the star with this code.   1 3 5 7 9 11 11 2 3 4 5 6 789101112  (b) to make stars you join every nth dot round a circle with 12 dots.   when n = 2 not all the dots are used.   when n = 3 not all the dots are used.   when n g 6, find two other values of n and the codes for stars that do not use all the dots.   there are some 12-dot circles below if you need them.   n = ...  with code 1  ...   n = ...  with code 1  ... 1 2 3 4 5 6 7891011121 2 3 4 5 6 789101112",
+            "9": "9 0607/63/m/j/17 \u00a9 ucles 2017 [turn over  (c) (i) to make stars you join every nth dot round a circle with 20 dots.    for n g 10, not all the dots are used when n = 2 or 4 or 5 or 10.    when d is the number of dots round a circle and nd 2g, what is true about n when not all  the dots are used?  ...  ...  ...  ...   (ii) when d is a prime number greater than 2, find an expression, in terms of d, for the number of  different stars that can be drawn.  ...  ...",
+            "10": "10 0607/63/m/j/17 \u00a9 ucles 2017  (d) here are the last four numbers in the code for a star. ...      98 106 114 1   (i) find the number of dots round the circle \ufffd   \ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd   (ii) find the number of points on the star.   \ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd",
+            "11": "11 0607/63/m/j/17 \u00a9 ucles 2017 [turn over the modelling task starts on page 12.",
+            "12": "12 0607/63/m/j/17 \u00a9 ucles 2017 b modelling    reliability (20 marks) you are advised to spend no more than 45 minutes on this part. this task is about modelling the reliability of usb memory sticks. a factory makes three types of usb memory stick, usb1, usb2 and usb3. the factory tests the reliability of a sample by saving and deleting data 10  000 times a day. the percentage of sticks that still work at the end of each week is recorded. this gives a measure of reliability \ufffd 1 this bar chart shows the percentage, w, of three types of usb stick that were still working at the  end of each week, t\ufffd percentage of usb sticks still working number of weeksusb1 usb2 usb3100 90 80 70 60 50 40 30 20 10 01 2 3tw  (a) what percentage of the usb2 sticks were still working after two weeks?   \ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd  (b) which type of usb stick had the greatest percentage failure from the end of week 1 to the end of  week  2?   write down this percentage.   \ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd",
+            "13": "13 0607/63/m/j/17 \u00a9 ucles 2017 [turn over  (c) the results for the usb3 sticks are modelled by this equation. w = 100 \u2013 15 t   explain why this is not a good model for usb3 sticks that have been tested for 7 or more weeks.  ...  ...  (d) the results for the usb1 sticks fit this model. w = t2 \u20137t + 100   (i) sketch the graph for this model on the axes below for t g 5. percentage of usb1 sticks still working number of weeks100 80 tw 0 5   (ii) explain why this model is not suitable for usb1 sticks that have been tested for more  than three  weeks.  ...  ...  (e) a model for the usb2 sticks is w = kt  + 100, where k is a constant.   find the value of k.   \ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd  ",
+            "14": "14 0607/63/m/j/17 \u00a9 ucles 2017 2 the factory\u2019s engineers want to estimate the percentage of usb1 memory sticks that still work after  a year of testing.  they use the mean time between failures (mtbf) to measure the reliability. mtbftotal numbe roffailure stotaltesting time=  example     15 400 memory sticks are each tested for 10 weeks.     during this time 1100 failed.     mtbf = 110015400 10# = 140 weeks  a model for the percentage, w, of memory sticks still working after time t weeks is w 100 3mt # =-ak,  where m is the mtbf in weeks.  (a) a sample of memory sticks has mtbf = 10 weeks.   (i) sketch a graph of w against  t for t g 30. percentage of memory sticks still working number of weekstw 00   (ii) after how many weeks are only half the sticks still working?   \ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd",
+            "15": "15 0607/63/m/j/17 \u00a9 ucles 2017 [turn over  (b) a sample of ten usb1 sticks is tested for 8 weeks.   during this time 4 failed.   use the model for w to calculate the percentage of usb1 sticks still working after one year (52 weeks).   \ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd    (c) use the model to estimate the probability  of a memory stick still working for as long as its mtbf.   \ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd    (d) another factory says that 99% of their memory sticks still work after 52 weeks.   find the mtbf.   \ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd   question 3 is printed on the next page.",
+            "16": "16 0607/63/m/j/17 \u00a9 ucles 2017 3 one engineer suggests a simpler model.  she says    test 100 memory sticks for 1 week.    the probability that x fail is x 100.  (a) explain why her model for the percentage of memory sticks still working after t weeks is wx100 1100t # =- a k  ...  ...  ...  (b) one memory stick out of the 100 failed in the first week.   (i) use her model to find the percentage of memory sticks still working after 5 weeks.   \ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd     (ii) compare her model with the model in question 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. to avoid the issue of disclosure of answer-related information to candidates, all copyright acknowledgements are reproduced online in the cambridge international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download at www.cie.org.uk after  the live examination series. 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."
+        },
+        "0607_w17_qp_11.pdf": {
+            "1": "      this document consists of 8 printed pages.  ib17 11_0607_11/3rp  \u00a9 ucles 2017 [turn over   \uf02a\uf035\uf031\uf032\uf031\uf039\uf031\uf031\uf033\uf034\uf035 \uf02a\uf020 cambridge international examinations  cambridge international general certificate of secondary education       cambridge international mathematics 0607/11     paper 1 (core)  october/november 2017     45 minutes    candidates answer on the question paper.    additional materials: geometrical instruments      read these instructions first    write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen.  do not use staples, paper clips, glue or correction fluid.  you may use an hb pencil for any diagrams or graphs. do not  write in any barcodes.    answer all the questions.  calculators must not be used in this paper.  all answers should be given in their simplest form.  you must show all the relevant working to gain fu ll marks and you will be given marks for correct methods  even if your answer is incorrect.  the number of marks is given in brackets [  ] at the end of each question or part question.  the total number of marks for this paper is 40.           ",
+            "2": "2    \u00a9 ucles 2017 0607/11/o/n/17  formula list   area, a, of triangle, base b, height h. a = 1 2bh  area, a, of circle, radius r. a = \uf070r2  circumference, c, of circle, radius r. c = 2\uf070r  curved surface area, a, of cylinder of radius r, height h. a = 2\uf070rh  curved surface area, a, of cone of radius r, sloping edge l. a = \uf070rl  curved surface area, a, of sphere of radius r. a = 4\uf070r2  volume, v, of prism, cross-sectional area a, length l. v = al  volume, v, of pyramid, base area a, height h. v = 1 3ah  volume, v, of cylinder of radius r, height h. v = \uf070r2h  volume, v, of cone of radius r, height h. v = 1 3\uf070r2h  volume, v, of sphere of radius r. v = 4 3\uf070r3   ",
+            "3": "3    \u00a9 ucles 2017 0607/11/o/n/17 [turn over  answer all the questions.    1 2 4 8 16 32 48 64    from the list of numbers write down  (a) the square of 4,      [1]       (b) the square root of 64,       [1]       (c) the cube of 2,       [1]      (d) the lowest common multiple (lcm) of 16 and 32.       [1]        2 work out.    (a) (7 \u2013 3) \u00d7 5             [1]      (b) 9 \u2013 4 \u00d7 2          [1]      3 (a) write down the next term in the following sequence.    7,       11,       15,      19,      23,      \u2026          [1]       (b) write down the rule for continuing the following sequence.    3,      8,      13,      18,      23,      \u2026          [1]   ",
+            "4": "4    \u00a9 ucles 2017 0607/11/o/n/17  4 work out 30 \uf0b4 4\u20132.     give your answer as a fraction.             [2]        5   a b c e d       (a) write down the letters of two congruent shapes.       and     [1]      (b) write down the letters of two shapes which are similar but not congruent.     and    [1]      6 draw all the lines of symmetry on this regular hexagon.                [2]   ",
+            "5": "5    \u00a9 ucles 2017 0607/11/o/n/17 [turn over  7 when    f( x) = x6,    find      (a) f(2),          [1]      (b) f(\u20132),           [1]      (c) f\uf0f7\uf0f8\uf0f6\uf0e7\uf0e8\uf0e6 21.             [1]      8 what type of correlation is shown in each scatter diagram?               [2]       9 u = {1, 2, 3, 4, 5, 6}          a = {2, 4, 6}          b = {2, 3, 5, 6}          c = {2, 4}        complete the following.  (a) ba\uf0c7  = {  } [1]  (b) b\u2032 = {  } [1]  (c) c b\uf0c8  = {  } [1]  (d)   n( c b\uf0c8 ) =   [1]  ",
+            "6": "6    \u00a9 ucles 2017 0607/11/o/n/17  10 find the smallest integer value, x, such that    (a) x > \u20133,     [1]      (b) 2x > 16.         [1]        11 (a)  find the value of  6 x + 7y when  x = 3 and  y = \u20135.         [2]      (b) write down an expression, in terms of x and y, for the total cost of x apples at 70 cents each and   y  pears at 50 cents each.         cents [2]       (c) a line has equation 3 x + 4y = 12.     write the equation of this line in the form  y = mx + c.           y =     [2]        12   20 mx mnot to scale50\u00b0     sin 50\u00b0 = 0.766 cos 50\u00b0 = 0.643 tan 50\u00b0 = 1.192     use the information given to work out the value of x.            x =     [2] ",
+            "7": "7    \u00a9 ucles 2017 0607/11/o/n/17 [turn over    13   \u20133\u20132 01231234 45 \u20133\u20132\u2013156 \u20135\u20134y x \u20131     write down the equations of the two asymptotes of the graph.                     [2]        14   \u20133\u20132 01231234 45 \u20133\u20132\u2013156 \u20136\u20135\u20134\u20136\u20135\u20134 6y x \u20131        on the grid, enlarge the shaded triangle with scale factor 2, centre (3, 4).  [2]    question 15 is printed on the next page. ",
+            "8": "8      permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to trac e 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 ans wer-related information to candidates, all copyright acknowledgements are reproduced onl ine in the cambridge  international examinations copyright acknow ledgements booklet. this is produced for each  series of examinations and is freely a vailable to download at  www.cie.org.uk after the live examination series.  cambridge international examinations is part of the cambridge as sessment group. cambridge assessment is the brand name of unive rsity of cambridge local  examinations syndicate (ucles), which is itself  a department of the university of cambridge.     \u00a9 ucles 2017 0607/11/o/n/17  15 (a)    not to  scale oc b a       the diagram shows a circle centre o.     write down the mathematical word that describes the line         (i)     oa,     [1]                 (ii)    bc.     [1]      (b)  not to  scale ba c o       ab  is a diameter of a circle centre o.         write down the size of angle  acb .   angle  acb =     [1]   "
+        },
+        "0607_w17_qp_12.pdf": {
+            "1": "      this document consists of 8 printed pages.  ib17 11_0607_12/rp  \u00a9 ucles 2017 [turn over   \uf02a\uf030\uf031\uf035\uf038\uf038\uf032\uf033\uf032\uf038\uf039 \uf02a\uf020 cambridge international examinations  cambridge international general certificate of secondary education       cambridge international mathematics 0607/12     paper 1 (core)    october/november 2017     45 minutes    candidates answer on the question paper.    additional materials: geometrical instruments      read these instructions first    write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen.  do not use staples, paper clips, glue or correction fluid.  you may use an hb pencil for any diagrams or graphs. do not  write in any barcodes.    answer all the questions.  calculators must not be used in this paper.  all answers should be given in their simplest form.  you must show all the relevant working to gain fu ll marks and you will be given marks for correct methods  even if your answer is incorrect.  the number of marks is given in brackets [  ] at the end of each question or part question.  the total number of marks for this paper is 40.          ",
+            "2": "2    \u00a9 ucles 2017 0607/12/o/n/17  formula list   area, a, of triangle, base b, height h. a = 1 2bh  area, a, of circle, radius r. a = \uf070r2  circumference, c, of circle, radius r. c = 2\uf070r  curved surface area, a, of cylinder of radius r, height h. a = 2\uf070rh  curved surface area, a, of cone of radius r, sloping edge l. a = \uf070rl  curved surface area, a, of sphere of radius r. a = 4\uf070r2  volume, v, of prism, cross-sectional area a, length l. v = al  volume, v, of pyramid, base area a, height h. v = 1 3ah  volume, v, of cylinder of radius r, height h. v = \uf070r2h  volume, v, of cone of radius r, height h. v = 1 3\uf070r2h  volume, v, of sphere of radius r. v = 4 3\uf070r3   ",
+            "3": "3  \u00a9 ucles 2017 0607/12/o/n/17 [turn over  answer all the questions.    1 write     42  652     correct to the nearest hundred.         [1]      2     0 1234567812345678y xa    (a) write down the co-ordinates of the point a.  (   ,  ) [1]         (b) on the grid, plot the point (7, 5). label it b. [1]      3 complete the second column in the table using the words discrete or continuous.    data collected in a survey type of data  number of students   the mass of students   number of pets that students own   the time it takes to get to school     [2]   ",
+            "4": "4    \u00a9 ucles 2017 0607/12/o/n/17  4    class 1number of students 0481216202428 boys key: girls class 2 class 3     the bar chart shows the numbers of students in each of three classes.     work out the difference in the total  number of boys and the total  number of girls.         [2]       5 (a) draw all the lines of symmetry on the regular pentagon.          [2]        (b)             shade four squares on the grid to give the diagram 4 lines of symmetry.  [1]",
+            "5": "5  \u00a9 ucles 2017 0607/12/o/n/17 [turn over  6 the mass, x grams, of each of 130 tomatoes is recorded.     this information is shown in the frequency table below.      mass ( x grams) 0 < x   35 35 < x  50 50 < x  65 65 < x  80 80 < x  100  frequency 25 27 30 28 20     complete the cumulative frequency table.    mass ( x grams) 0 < x  35 0 < x  50 0 < x  65 0 < x  80 0 < x  100  cumulative  frequency     130    [2]       7 this table shows the ages, in years, of 50 students in a school.     age (years) 11 12 13 14 15 16  number of boys 4 3 6 2 5 4  number of girls 2 5 3 6 4 6     (a) how many girls are less than 14 years old?            [1]      (b) what percentage of the students are at least 15 years old?              % [2]      (c) one of the 50 students is chosen at random.      what is the probability that this student is less than 13 years old?    give your answer as a fraction in its simplest form.             [2]  ",
+            "6": "6    \u00a9 ucles 2017 0607/12/o/n/17    8     x\u00b0158 \u00b0172 \u00b0not to  scale      find the value of x.     x =     [1]      9    30 cm 20 cm 40 cmnot to scale    find the volume of the cuboid.          cm3 [2]       10    not to scale x\u00b0    the diagram shows a regular pentagon.    find the size of the exterior angle, x.             [2]      ",
+            "7": "7    \u00a9 ucles 2017 0607/12/o/n/17 [turn over  11   2hba\uf0b4\uf03d        find the value of b when  a = 21 and  h = 6.        b =    [2]       12 (a)  write down the value of 80.         [1]      (b) simplify 6 p3 \u00d7 3p6.                [2]      13 write 88 as a product of prime factors.               [2]      14 a radio originally cost $75.    it is sold for $84.   work out the percentage profit.             % [3]         questions 15, 16 and 17 are printed on the next page.   ",
+            "8": "8      permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to trac e 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 ans wer-related information to candidates, all copyright acknowledgements are reproduced onl ine in the cambridge  international examinations copyright acknow ledgements booklet. this is produced for each  series of examinations and is freely a vailable to download at  www.cie.org.uk after the live examination series.  cambridge international examinations is part of the cambridge as sessment group. cambridge assessment is the brand name of unive rsity of cambridge local  examinations syndicate (ucles), which is itself  a department of the university of cambridge.     \u00a9 ucles 2017 0607/12/o/n/17  15 work out  (8 \u00d7 10\u20133) \u00d7 (7 \u00d7 109).     give your answer in standard form.              [2]       16 find the image of the point (2, 3) after a reflection in the line x = 1.    you may use the grid to help you.    xy 2 4 \u20132 \u201344 2 \u20132 \u201340     (   ,  ) [3]          17 p is the point (5, 7) and \uf0f7 \uf0f8\uf0f6\uf0e7 \uf0e8\uf0e6\uf03d\uf02d23pq .     (a) find the co-ordinates of q.    (   ,  ) [1]         (b) describe fully the single  transformation that maps q onto p.     [2]  "
+        },
+        "0607_w17_qp_13.pdf": {
+            "1": "      this document consists of 8 printed pages.  ib17 11_0607_13/fp  \u00a9 ucles 2017 [turn over   \uf02a\uf038\uf031\uf032\uf033\uf039\uf031\uf033\uf030\uf030\uf037 \uf02a\uf020 cambridge international examinations  cambridge international general certificate of secondary education       cambridge international mathematics 0607/13     paper 1 (core)  october/november 2017     45 minutes    candidates answer on the question paper.    additional materials: geometrical instruments      read these instructions first    write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen.  do not use staples, paper clips, glue or correction fluid.  you may use an hb pencil for any diagrams or graphs. do not  write in any barcodes.    answer all the questions.  calculators must not be used in this paper.  all answers should be given in their simplest form.  you must show all the relevant working to gain fu ll marks and you will be given marks for correct methods  even if your answer is incorrect.  the number of marks is given in brackets [  ] at the end of each question or part question.  the total number of marks for this paper is 40.          ",
+            "2": "2  \u00a9 ucles 2017 0607/13/o/n/17 [turn over  formula list   area, a, of triangle, base b, height h. a = 1 2bh  area, a, of circle, radius r. a = \uf070r2  circumference, c, of circle, radius r. c = 2\uf070r  curved surface area, a, of cylinder of radius r, height h. a = 2\uf070rh  curved surface area, a, of cone of radius r, sloping edge l. a = \uf070rl  curved surface area, a, of sphere of radius r. a = 4\uf070r2  volume, v, of prism, cross-sectional area a, length l. v = al  volume, v, of pyramid, base area a, height h. v = 1 3ah  volume, v, of cylinder of radius r, height h. v = \uf070r2h  volume, v, of cone of radius r, height h. v = 1 3\uf070r2h  volume, v, of sphere of radius r. v = 4 3\uf070r3   ",
+            "3": "3  \u00a9 ucles 2017 0607/13/o/n/17 [turn over  answer all the questions.    1 write     42  652     correct to the nearest hundred.         [1]      2     0 1234567812345678y xa    (a) write down the co-ordinates of the point a.  (   ,  ) [1]         (b) on the grid, plot the point (7, 5). label it b. [1]      3 complete the second column in the table using the words discrete or continuous.    data collected in a survey type of data  number of students   the mass of students   number of pets that students own   the time it takes to get to school     [2]   ",
+            "4": "4  \u00a9 ucles 2017 0607/13/o/n/17 [turn over  4    class 1number of students 0481216202428 boys key: girls class 2 class 3     the bar chart shows the numbers of students in each of three classes.     work out the difference in the total  number of boys and the total  number of girls.         [2]       5 (a) draw all the lines of symmetry on the regular pentagon.          [2]        (b)             shade four squares on the grid to give the diagram 4 lines of symmetry.  [1]",
+            "5": "5  \u00a9 ucles 2017 0607/13/o/n/17 [turn over  6 the mass, x grams, of each of 130 tomatoes is recorded.     this information is shown in the frequency table below.      mass ( x grams) 0 < x   35 35 < x  50 50 < x  65 65 < x  80 80 < x  100  frequency 25 27 30 28 20     complete the cumulative frequency table.    mass ( x grams) 0 < x  35 0 < x  50 0 < x  65 0 < x  80 0 < x  100  cumulative  frequency     130    [2]       7 this table shows the ages, in years, of 50 students in a school.     age (years) 11 12 13 14 15 16  number of boys 4 3 6 2 5 4  number of girls 2 5 3 6 4 6     (a) how many girls are less than 14 years old?            [1]      (b) what percentage of the students are at least 15 years old?              % [2]      (c) one of the 50 students is chosen at random.      what is the probability that this student is less than 13 years old?    give your answer as a fraction in its simplest form.             [2]  ",
+            "6": "6  \u00a9 ucles 2017 0607/13/o/n/17 [turn over    8     x\u00b0158 \u00b0172 \u00b0not to  scale      find the value of x.     x =     [1]      9    30 cm 20 cm 40 cmnot to scale    find the volume of the cuboid.          cm3 [2]       10    not to scale x\u00b0    the diagram shows a regular pentagon.    find the size of the exterior angle, x.             [2]      ",
+            "7": "7    \u00a9 ucles 2017 0607/13/o/n/17 [turn over  11   2hba\uf0b4\uf03d        find the value of b when  a = 21 and  h = 6.        b =    [2]       12 (a)  write down the value of 80.         [1]      (b) simplify 6 p3 \u00d7 3p6.                [2]      13 write 88 as a product of prime factors.               [2]      14 a radio originally cost $75.    it is sold for $84.   work out the percentage profit.             % [3]         questions 15, 16 and 17 are printed on the next page.   ",
+            "8": "8      permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to trac e 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 ans wer-related information to candidates, all copyright acknowledgements are reproduced onl ine in the cambridge  international examinations copyright acknow ledgements booklet. this is produced for each  series of examinations and is freely a vailable to download at  www.cie.org.uk after the live examination series.  cambridge international examinations is part of the cambridge as sessment group. cambridge assessment is the brand name of unive rsity of cambridge local  examinations syndicate (ucles), which is itself  a department of the university of cambridge.     \u00a9 ucles 2017 0607/13/o/n/17  15 work out  (8 \u00d7 10\u20133) \u00d7 (7 \u00d7 109).     give your answer in standard form.              [2]       16 find the image of the point (2, 3) after a reflection in the line x = 1.    you may use the grid to help you.    xy 2 4 \u20132 \u201344 2 \u20132 \u201340     (   ,  ) [3]          17 p is the point (5, 7) and \uf0f7 \uf0f8\uf0f6\uf0e7 \uf0e8\uf0e6\uf03d\uf02d23pq .     (a) find the co-ordinates of q.    (   ,  ) [1]         (b) describe fully the single  transformation that maps q onto p.     [2]    "
+        },
+        "0607_w17_qp_21.pdf": {
+            "1": "*1855009495* this document consists of 8 printed pages. dc (lk/cgw) 134060/1 \u00a9 ucles 2017  [turn overcambridge international mathematics  0607/21 paper 2 (extended)  october/november 2017  45 minutes candidates answer on the question paper. additional materials:  geometrical instruments read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen. do not use staples, paper clips, glue or correction fluid. you may use an hb pencil for any diagrams or graphs. do not  write in any barcodes. answer all the questions. calculators must not be used in this paper. all answers should be given in their simplest form. you must show all the relevant working to gain full marks and you will be given marks for correct methods even if your answer is incorrect. the number of marks is given in brackets [  ] at the end of each question or part question. the total number of marks for this paper is 40.cambridge international examinations cambridge international general certificate of secondary education",
+            "2": "2 0607/21/o/n/17 \u00a9 ucles 2017 formula list for the equation  ax bx c02++ = xabb ac 242!=-- curved surface area, a, of cylinder of radius r, height h. r ar h2= curved surface area, a, of cone of radius r, sloping edge l. rar l= curved surface area, a, of sphere of radius r. r ar42= v olume, v, of pyramid, base area a, height h. va h31= v olume, v, of cylinder of radius r, height h. rvr h2= v olume, v, of cone of radius r, height h. r vr h31 2= v olume, v, of sphere of radius r. r vr34 3=      sins in sin aa bb cc==      cos ab cb ca222 2=+ -      sinbc a21area=a c bcb a",
+            "3": "3 0607/21/o/n/17 \u00a9 ucles 2017 [turn over answer all the questions. 1 by rounding each number correct to 1 significant figure, estimate the value of .. ..18964128 000509 000298# +.    [3] 2 written as the product of their prime factors,    7056 23 742 2##=    and   8232 23 733##= .  giving your answers as the product of prime factors, find  (a) the highest common factor (hcf) of 7056 and 8232,    [1]  (b) the lowest common multiple (lcm) of 7056 and 8232,    [1]  (c) 7056 .     [1] 3 show the inequality  x141g -    on this number line. \u20135 \u20134 \u20133 \u20132 \u20131 0 1 2 3 4 5x  [2]",
+            "4": "4 0607/21/o/n/17 \u00a9 ucles 2017 4 work out   83 61-,   giving your answer as a fraction in its lowest terms.    [2] 5 solve the simultaneous equations.             x \u2013 3y =   4         5x \u2013 6y = \u20137  x =    y =   [3] 6 a is the point (3, 6) and b is the point (, )510- .  (a) work out the co-ordinates of the midpoint of ab.  ( ... , ...  ) [2]  (b) find the length of ab, giving your answer in the form  a5.      [3] 7 work out, giving your answer in standard form. (. )( .) 63 10 56 1045## +    [2]",
+            "5": "5 0607/21/o/n/17 \u00a9 ucles 2017 [turn over 8 shade the region indicated in each of these venn diagrams.  (a)    a b cuaa bb cuu        ab+ll  [1]  (b)        ()ab c ,+  [1]  (c)        ab c ++ l     [1]",
+            "6": "6 0607/21/o/n/17 \u00a9 ucles 2017 9 140\u00b0not to scale 25\u00b0a bd co  a, b, c and d are points on a circle centre o.  find   (a) angle acd ,  angle acd =  \ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd [2]  (b) angle bad .     angle bad =  ... [2]",
+            "7": "7 0607/21/o/n/17 \u00a9 ucles 2017 [turn over 10 y is inversely proportional to the square root of x.  when x = 9, y = 12.  find y when x = 100.    [3] 11 (a) factorise    xx31 02-- .    [2]  (b) using your answer to part (a) , solve    xx31 0022 -- \ufffd    [2] questions 12 and 13 are printed on the next page.",
+            "8": "8 0607/21/o/n/17 \u00a9 ucles 2017 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 international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download at www.cie.org.uk after  the live examination series. 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.12 rationalise the denominator and simplify. 3142 2+    [3] 13 expand the brackets and simplify. () () ab ab 35 23 --    [3]"
+        },
+        "0607_w17_qp_22.pdf": {
+            "1": "*4505123050* this document consists of 8 printed pages. dc (st/cgw) 134057/1 \u00a9 ucles 2017  [turn overcambridge international mathematics  0607/22 paper 2  (extended)  october/november 2017  45 minutes candidates answer on the question paper. additional materials:  geometrical instruments read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen. do not use staples, paper clips, glue or correction fluid. you may use an hb pencil for any diagrams or graphs. do not  write in any barcodes. answer all the questions. calculators must not be used in this paper. all answers should be given in their simplest form. you must show all the relevant working to gain full marks and you will be given marks for correct methods  even if your answer is incorrect. the number of marks is given in brackets [  ] at the end of each question or part question. the total number of marks for this paper is 40.cambridge international examinations cambridge international general certificate of secondary education",
+            "2": "2 0607/22/o/n/17 \u00a9 ucles 2017 formula list for the equation  ax bx c02++ = xabb ac 242!=-- curved surface area, a, of cylinder of radius r, height h. r ar h2= curved surface area, a, of cone of radius r, sloping edge l. rar l= curved surface area, a, of sphere of radius r. r ar42= v olume, v, of pyramid, base area a, height h. va h31= v olume, v, of cylinder of radius r, height h. rvr h2= v olume, v, of cone of radius r, height h. r vr h31 2= v olume, v, of sphere of radius r. r vr34 3=      sins in sin aa bb cc==      cos ab cb ca222 2=+ -      sinbc a21area =a c bcb a",
+            "3": "3 0607/22/o/n/17 \u00a9 ucles 2017 [turn over answer all the questions. 1 100\u00b0not to scale140\u00b0e d a bxc w\u00b0  the diagram shows two parallel lines with two straight lines crossing.  find the value of w.   w =  ...  [2] 2  the volume of a cube is 27  cm3.  find the total surface area.    .  cm2 [2]",
+            "4": "4 0607/22/o/n/17 \u00a9 ucles 2017 3 find the highest common factor (hcf) of  30, 48 and 66.      [1] 4 f(x) = 2x - 3   find the range of f( x) for the domain {0, 1, 2}.   {. } [1] 5  a cb 10 cm \u221a 91 cmnot to scale  work out the length of ab.  ab =  ..  cm [3]",
+            "5": "5 0607/22/o/n/17 \u00a9 ucles 2017 [turn over 6 y = 2x2 - 1  rearrange the formula to write x in terms of y.  x =    [3] 7 (a) change 20  m/s into km/h.    ...  km/h [2]  (b) a train travels at 20  m/s for 45 minutes.   work out the distance travelled.   give your answer in kilometres.    ..  km [2] 8 work out    (. )( .) 32 10 23 1021 20## + ,    giving your answer in standard form.    . [2] 9 find the value of (0.1)2.    . [1]",
+            "6": "6 0607/22/o/n/17 \u00a9 ucles 2017 10 9x\u00b0 6x\u00b0 ba 130\u00b0not to scalec ed  abcd  is a cyclic quadrilateral.  dc is extended to e.  angle bce  = 130\u00b0, angle abc  = 6x\u00b0 and angle adc  = 9x\u00b0.  find the value of  (a) angle bad ,  angle bad  =\t   [1]  (b) angle abc .  angle abc  =    [2] 11 simplify.  (a) xx 412 412      [2]  (b) ()x161641       [2]",
+            "7": "7 0607/22/o/n/17 \u00a9 ucles 2017 [turn over 12 y is proportional to x1.  when x = 4, y = 2.  find y when x = 64.    y =     [3] 13 (a) simplify  18 72+ .      [2]  (b) rationalise the denominator.              51 2+      [2] 14 simplify.     xxx 122 --      [3] questions 15 and 16 are printed on the next page.",
+            "8": "8 0607/22/o/n/17 \u00a9 ucles 2017 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 international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download at www.cie.org.uk after  the live examination series. 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.15 (a) logk = 2log3 - 5log2   find the value of k.  k =\t   [2]  (b) log2 p = -1   find the value of p.  p =\t   [1] 16 i is an acute angle and tan3i= .  write down the value of i.  i=    [1]"
+        },
+        "0607_w17_qp_23.pdf": {
+            "1": "*4493042720* this document consists of 8 printed pages. dc (st/cgw) 134059/2 \u00a9 ucles 2017  [turn overcambridge international mathematics  0607/23 paper 2 (extended)  october/november 2017  45 minutes candidates answer on the question paper. additional materials:  geometrical instruments read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen. do not use staples, paper clips, glue or correction fluid. you may use an hb pencil for any diagrams or graphs. do not  write in any barcodes. answer all the questions. calculators must not be used in this paper. all answers should be given in their simplest form. you must show all the relevant working to gain full marks and you will be given marks for correct methods even if your answer is incorrect. the number of marks is given in brackets [ ] at the end of each question or part question. the total number of marks for this paper is 40.cambridge international examinations cambridge international general certificate of secondary education",
+            "2": "2 0607/23/o/n/17 \u00a9 ucles 2017 formula list for the equation  ax bx c02++ = xabb ac 242!=-- curved surface area, a, of cylinder of radius r, height h. r ar h2= curved surface area, a, of cone of radius r, sloping edge l. rar l= curved surface area, a, of sphere of radius r. r ar42= v olume, v, of pyramid, base area a, height h. va h31= v olume, v, of cylinder of radius r, height h. rvr h2= v olume, v, of cone of radius r, height h. r vr h31 2= v olume, v, of sphere of radius r. r vr34 3=      sins in sin aa bb cc==      cos ab cb ca222 2=+ -      sinbc a21area=a c bcb a",
+            "3": "3 0607/23/o/n/17 \u00a9 ucles 2017 [turn over answer all the questions. 1    27  39  49  51  53  55  58  from this list write down the prime number.      [1] 2 a is the point (1, 3) and b is the point (4, 9).  find ab. ab = j lk kkn po oo [2] 3  36\u00b0 not to scale c ba x\u00b0  ab = ac.  find the value of x.  x =  ...  [2]",
+            "4": "4 0607/23/o/n/17 \u00a9 ucles 2017 4 $144 is shared in the ratio 1 : 7.  find the value of the smaller share.   $  ...  [2] 5 ciara buys 6 red pens and 4 blue pens for a total cost of $3.90 .  blue pens cost $0.45 each.  find the cost of one red pen.                    $  ...  [3] 6 write each number in standard form.  (a) 58 000     [1]  (b) 0.008  09   . [1]  ",
+            "5": "5 0607/23/o/n/17 \u00a9 ucles 2017 [turn over 7 the interior angle of a regular polygon is 160\u00b0.  find the number of sides of this polygon.     [3] 8 solve the equation.          x459015 -=  x =  ...  [3] 9 the mean of two numbers is 46.   the difference between the two numbers is 12.  find the two numbers.  . and . [2]",
+            "6": "6 0607/23/o/n/17 \u00a9 ucles 2017 10 solve the equation.         xx52 402-- =    x =  or x =  [3] 11 rationalise the denominator and simplify your answer. 832     [2] 12 the volume of a sphere is r332 cm3.  find the radius of the sphere.   ..  cm [2]",
+            "7": "7 0607/23/o/n/17 \u00a9 ucles 2017 [turn over 13 a is the point (1, 8) and b is the point (5, 0).   find the equation of the perpendicular bisector of ab in the form ym xc=+ .  y =  ...  [4] 14 rearrange the formula to make  x the subject. axx 253=-    x =   [3] questions 15 and 16 are printed on the next page.",
+            "8": "8 0607/23/o/n/17 \u00a9 ucles 2017 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 international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download at www.cie.org.uk after  the live examination series. 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.15 factorise completely.          xy5 12522-     [3] 16 the probability that it rains today is 0.3 .  if it rains today, the probability that it will rain tomorrow is 0.4 .  if it does not rain today, the probability that it will rain tomorrow is 0.15 .       find the probability that it will rain tomorrow.         [3]"
+        },
+        "0607_w17_qp_31.pdf": {
+            "1": "this document consists of 15 printed pages and 1 blank page. dc (lk/cgw) 133482/3 \u00a9 ucles 2017  [turn over *4610588250* cambridge international mathematics  0607/31 paper 3 (core)  october/november 2017  1 hour 45 minutes candidates answer on the question paper. additional materials:  geometrical instruments  graphics calculator read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen. do not use staples, paper clips, highlighters, glue or correction fluid. you may use an hb pencil for any diagrams or graphs. do not  write in any barcodes. answer all the questions. unless instructed otherwise, give your answers exactly or correct to three significant figures as appropriate. answers in degrees should be given to one decimal place. for \u03c0, use your calculator value. you must show all the relevant working to gain full marks and you will be given marks for correct methods, including sketches, even if your answer is incorrect. the number of marks is given in brackets [ ] at the end of each question or part question. the total number of marks for this paper is 96.cambridge international examinations cambridge international general certificate of secondary education",
+            "2": "2 0607/31/o/n/17 \u00a9 ucles 2017 formula list area, a, of triangle, base b, height h.  a = 21bh area, a, of circle, radius r.  a = rr2 circumference, c, of circle, radius r.  c = 2rr curved surface area, a, of cylinder of radius r, height h.  a = 2rrh curved surface area, a, of cone of radius r, sloping edge l. a = rrl curved surface area, a, of sphere of radius r.  a = 4rr2 v olume, v, of prism, cross-sectional area a, length l.  v = al v olume, v, of pyramid, base area a, height h.  v = 31ah v olume, v, of cylinder of radius r, height h.  v = rr2h v olume, v, of cone of radius r, height h.  v = 31  rr2h v olume, v, of sphere of radius r.  v = 34  rr3",
+            "3": "3 0607/31/o/n/17 \u00a9 ucles 2017 [turn over answer all the questions. 1 (a) bijul and samar work in a restaurant on saturdays.   (i) one saturday bijul sells 280 hamburgers at $1.50 each and 330 bags of fries at $1.10 each.    calculate the total amount of money bijul receives.  $   [2]   (ii) samar is paid $12 per hour.    work out how much she is paid for working 8 hours.  $   [1]   (iii) bijul is paid $15 per hour.    work out samar\u2019s pay per hour as a percentage of bijul\u2019s pay per hour.     % [1]  (b) bijul has $15 to spend on cards.   cards cost $1.20 per packet.   find the greatest number of packets bijul can buy and how much change she receives.   packets of cards and   $  ...  change [3]  (c) samar invests $600 at a rate of 4% simple interest per year.   calculate how much interest she will receive at the end of 5 years.  $   [2]",
+            "4": "4 0607/31/o/n/17 \u00a9 ucles 2017 2 (a) (i) the mean number of sweets in 9 bags is 35.    show that the total number of sweets in all 9 bags is 315.  [1]   (ii) another  bag has  45 sweets.    find the mean number of sweets in all 10 bags.   . [2]  (b) ad, ben and gal share 72 sweets.   they share the sweets in the ratio  ad : ben : gal = 5 : 4 : 3.   work out the number of sweets that ben receives.   . [2]",
+            "5": "5 0607/31/o/n/17 \u00a9 ucles 2017 [turn over 3 (a) write 3562.845    (i) correct to 2 decimal places,   . [1]   (ii) correct to 3 significant figures,   . [1]   (iii) correct to the nearest hundred.   . [1]  (b) work out   14284 632-.   write your answer correct to the nearest whole number.   . [2]  (c) find the value of .15625.   . [1]  (d) write 38% as a fraction in its simplest form.   . [2]  (e) complete the list of factors of 63.  1,   ,  ,  ,  , 63  [2]  (f) write the following in order of size, starting with the smallest. 53              55%             0.59               0.52   1  1  1   [2]      smallest",
+            "6": "6 0607/31/o/n/17 \u00a9 ucles 2017 4 lucy plays a game with the cards below. \u20132.7 11 3 5 68 927 5.8 \u20135 \u2013 7 9  (a) from these numbers, write down   (i) a positive integer,      . [1]   (ii) a square number,   . [1]   (iii) a prime number.   . [1]  (b) the 10 cards are turned over to hide the numbers and one card is chosen at random.   find the probability that the number is   (i) negative,   . [1]   (ii) even,   . [1]   (iii) less than 1.   . [1]",
+            "7": "7 0607/31/o/n/17 \u00a9 ucles 2017 [turn over 5 24 students each recorded the number of hours of voluntary service they completed during one year.  the results are shown in the table. number of  hours30 40 50 60 70 80 number of  students9 5 4 1 2 3  (a) for the number of hours completed, find   (i) the range,   ..  hours [1]   (ii) the mode.   ..  hours [1]  (b) find the mean number of hours completed by a student.   ..  hours [2]  (c) complete the bar chart. 30012345number of students number of hours6 40 50 60 70 80789  [2]",
+            "8": "8 0607/31/o/n/17 \u00a9 ucles 2017 6 here is a pattern of shapes. pattern 1 pattern 2 pattern 3 pattern 4  (a) in the space above, draw pattern 4.  [1]  (b) complete the table. pattern number 1 2 3 4 5 number of dots 1 3  [2]    (c) find an expression for the number of dots in pattern n.   . [2]  (d) use your expression in part (c)  to find the number of dots in pattern 18.   . [2]",
+            "9": "9 0607/31/o/n/17 \u00a9 ucles 2017 [turn over 7 a c f edg103\u00b0 s\u00b042\u00b0not to scale 30\u00b0p\u00b0r\u00b0 t\u00b0q\u00b0b  abc , gd and fe are parallel lines.  agf  and cde  are also parallel lines.  find the values of p, q, r, s and t.  p =    q =    r =    s =    t =    [5]",
+            "10": "10 0607/31/o/n/17 \u00a9 ucles 2017 8 400 students each took a mathematics test.  the results are shown in the table below. mark  ( x) frequency x 10 201g 10 x00231g 30 x00341g 40 x00451g 60 x00561g 120 x00671g 60 x00781g 30 x00891g 30   x0091 0 1g 20  (a) complete the cumulative frequency table for this data. mark ( x) cumulative frequency x g  20 10 x g  30 40 x g  40 x g  50 x g  60 x g  70 x g  80 350 x g  90 380  x g 100 400  [2]",
+            "11": "11 0607/31/o/n/17 \u00a9 ucles 2017 [turn over  (b) complete the cumulative frequency curve. 0100200 10 20 0 30 40 50 mark ( x)60 70 80 90 100300400 cumulative frequency  [2]  (c) use your curve to find   (i) the median mark,   . [1]   (ii) the inter-quartile range,   . [2]   (iii) the number of students with a mark greater than 75.   . [2]",
+            "12": "12 0607/31/o/n/17 \u00a9 ucles 2017 9 80 m 80 mnot to scale 220  m  a path is made up of three straight lines and the arc of a semicircle.  (a) write down the length of the diameter of the semicircle.     m [1]  (b) find the length of the arc of the semicircle.     m [2]  (c) find the total length of the path.     m [1]  (d) kumi walks at an average speed of 4.5  km/h.   work out the time it takes him to walk the whole length of the path.   ...  minutes [2]  (e) calculate the total area enclosed by the path.   ...  m2 [3]",
+            "13": "13 0607/31/o/n/17 \u00a9 ucles 2017 [turn over 10 daisuke is given the following directions. \u2022 start at a. \u2022 face north and then turn clockwise through 150\u00b0. \u2022 walk 225 metres in a straight line to point b. \u2022 face north and then turn 60\u00b0 clockwise. \u2022 walk 270 metres in a straight line to point c.  (a) draw a sketch to show this information.   on the sketch, label b  and c and mark the angles and distances.   north a  [4]  (b) angle abc is a right angle.   use pythagoras\u2019 theorem to calculate the distance ac.  ac  ...  m [2]  (c) use trigonometry to help you work out the bearing of c from a.   . [3]",
+            "14": "14 0607/31/o/n/17 \u00a9 ucles 2017 11 (a) solve.     xx35 3 += -  x =   [2]  (b) expand the brackets and simplify.     () () xx13-+   . [2]  (c) factorise completely.    xy xy323-   . [2]  (d) (i) aa ap 41 2#=    find the value of p.  p =   [1]   (ii) bbbq 412=    find the value of q.  q =   [1]  (e) simplify.     yy 32 53-   . [2]",
+            "15": "15 0607/31/o/n/17 \u00a9 ucles 2017 12  \u20132.5 2.5xy \u20131015   0    () . fxx x 31 592=- -  (a) on the diagram, sketch the graph of ()fyx=  for .. x 25 25 gg-  . [2]  (b) find the co-ordinates of the points where the graph cuts    (i) the x-axis,  (  ,  ) and (  ,  ) [2]   (ii) the y-axis.  (  ,  ) [1]  (c) find the co-ordinates of the local minimum point.  (  ,  ) [2]  (d) find the x co-ordinates of the two points of intersection of the graph of ()fyx=  and the line y5=.  x = ..  and  x = .. [2]",
+            "16": "16 0607/31/o/n/17 \u00a9 ucles 2017 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 international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download at www.cie.org.uk after  the live examination series. 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.blank page"
+        },
+        "0607_w17_qp_32.pdf": {
+            "1": "this document consists of 16 printed pages. dc (nh/ar) 133481/2 \u00a9 ucles 2017  [turn over *5164933141* cambridge international mathematics  0607/32 paper 3 (core)  october/november 2017  1 hour 45 minutes candidates answer on the question paper. additional materials:  geometrical instruments  graphics calculator read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen. do not use staples, paper clips, glue or correction fluid. you may use an hb pencil for any diagrams or graphs. do not  write in any barcodes. answer all the questions. unless instructed otherwise, give your answers exactly or correct to three significant figures as appropriate. answers in degrees should be given to one decimal place. for \u03c0, use your calculator value. you must show all the relevant working to gain full marks and you will be given marks for correct methods, including sketches, even if your answer is incorrect. the number of marks is given in brackets [ ] at the end of each question or part question. the total number of marks for this paper is 96.cambridge international examinations cambridge international general certificate of secondary education",
+            "2": "2 0607/32/o/n/17 \u00a9 ucles 2017 formula list area, a, of triangle, base b, height h.  a = 21bh area, a, of circle, radius r.  a = rr2 circumference, c, of circle, radius r.  c = 2rr curved surface area, a, of cylinder of radius r, height h.  a = 2rrh curved surface area, a, of cone of radius r, sloping edge l. a = rrl curved surface area, a, of sphere of radius r.  a = 4rr2 v olume, v, of prism, cross-sectional area a, length l.  v = al v olume, v, of pyramid, base area a, height h.  v = 31ah v olume, v, of cylinder of radius r, height h.  v = rr2h v olume, v, of cone of radius r, height h.  v = 31  rr2h v olume, v, of sphere of radius r.  v = 34  rr3",
+            "3": "3 0607/32/o/n/17 \u00a9 ucles 2017 [turn over answer all the questions. 1 (a) write a mathematical word in each box to describe the three lines and the shaded area. x  [4]  (b) measure angle x.  x =   [1] 2 complete the table for the three sequences. rule sequence \u22124 27, 23, ..,  ..,  .. .       64, 32,   16,    8,   4 \u00d7 3 then +1  2,  7, ..,  ..,  ..  [4]",
+            "4": "4 0607/32/o/n/17 \u00a9 ucles 2017 3 (a) here are some scores in a mathematics test.      15  7  10  12  20  19  16  11  9  14   (i) work out the range of these scores.   . [1]   (ii) work out the mean score.   . [1]  (b) a group of students were asked if they preferred lessons in mathematics or science.   complete the table. science mathematics total boys 18 girls 15 total 25 48  [3]",
+            "5": "5 0607/32/o/n/17 \u00a9 ucles 2017 [turn over  (c) the results for 30 students in an english exam are shown in the table. pass merit distinction 5 18 7   complete the pie chart to show this information.   you must show all your working.  [5]",
+            "6": "6 0607/32/o/n/17 \u00a9 ucles 2017 4 (a) write in figures the number seven thousand and sixty one.   . [1]  (b) write down   (i) a multiple of 9,   . [1]   (ii) an even number between 21 and 29.   . [1]  (c) find the value of   (i) 625,   . [1]   (ii) 113,   . [1]   (iii) 5 7292-3.   . [1]  (d) insert one pair of brackets to make this calculation correct. 3\u2003 \u00d7\u2003 6\u2003 +\u2003 5\u2003 \u2212\u2003 4\u2003 =\u2003 29  [1]  (e) work out.      ... 61 38252 +   write your answer correct to two decimal places.   . [2]  (f) write  0.031  626   (i) correct to three significant figures,   . [1]   (ii) in standard form.   . [1]",
+            "7": "7 0607/32/o/n/17 \u00a9 ucles 2017 [turn over 5 (a) a train takes 1 hour 30 minutes to travel from cambridge to london.   (i) the train leaves cambridge at 07  25.    find the time that this train arrives in london.   . [1]   (ii) the distance from cambridge to london is 105  km.    work out the average speed of this train.    km/h [2]  (b) there are 104 trains travelling from cambridge to london each day.   (i) 3% of these trains arrive late in london.    work out how many of the trains arrive late in london.   . [2]   (ii) trains from cambridge are either express trains or local trains.    the ratio  express trains  : local trains  = 5 : 3.    how many of the 104 trains are local trains?   . [2]",
+            "8": "8 0607/32/o/n/17 \u00a9 ucles 2017 6 the number 7 is drawn on a rectangular piece of paper. 8 cm not to  scale4 cm 16 cm 4 cm4 cm 10 cm  (a) work out the area of the rectangular piece of paper.   .. cm2 [2]  (b) work out the total area of the shaded number 7.   .. cm2 [4]",
+            "9": "9 0607/32/o/n/17 \u00a9 ucles 2017 [turn over  (c) what fraction of the area of the rectangular piece of paper is the area of the shaded number 7?   give your answer as a fraction in its simplest form.   . [2]  (d) write down the mathematical name for each of the two quadrilaterals that make up the shaded  number  7.   and ...  [2] 7 solve these equations to find the value of x, the value of y and the value of z.     x + x + x = 42     x + y + y = 32     x + y + z = 22  x =    y =    z =   [4]",
+            "10": "10 0607/32/o/n/17 \u00a9 ucles 2017 8 not to  scale25 cm 24 cm7 cm74\u00b0  x  (a) (i) work out the perimeter of the triangle.   ... cm [1]   (ii) write your answer to part (a)(i)  in metres.   . m [1]  (b) work out the size of angle x.  x =   [1]  (c) the triangle is enlarged by scale factor 3.   find the lengths of the sides and the sizes of the angles in the enlarged triangle.   sides  .. cm  .. cm  .. cm   angles .. \u00b0   .. \u00b0   .. \u00b0 [3]  (d) complete this statement with a mathematical word.   the enlarged triangle is .. to the original triangle.  [1]",
+            "11": "11 0607/32/o/n/17 \u00a9 ucles 2017 [turn over 9 in a class of students, 11 like classical music ( c ), 15 like pop music ( p), 8 like both and 6 like neither.  (a) complete the venn diagram to show this information. cp u  [2]  (b) find the total number of students in the class.   . [1]  (c) one student is chosen at random.   find the probability that this student likes both classical music and pop music.   . [1]",
+            "12": "12 0607/32/o/n/17 \u00a9 ucles 2017 10 a cycle track has two straight sections, each 78  m long.  each of the two semi-circular ends has diameter 30  m. not to  scale 30 m 78 m  work out the perimeter of the cycle track.   . m [3] 11 (a) factorise.     5x \u2013 15   . [1]  (b) solve.     4(3x \u2013 2) = 28   . [3]",
+            "13": "13 0607/32/o/n/17 \u00a9 ucles 2017 [turn over  (c) simplify.     a ab 4 23 22 #b   . [2]  (d) on the number line, show the inequality  x g 3. \u20135 \u20134 \u20133 \u20132 \u20131 0 1 2 3 4 5x  [1]  (e) solve.     7x > 3x + 6   . [2]  (f) solve these simultaneous equations.      x + y = 5      x \u2013 y = 7  x =    y =   [2]",
+            "14": "14 0607/32/o/n/17 \u00a9 ucles 2017 12 find the highest common factor (hcf) and the lowest common multiple (lcm) of 54 and 72.  highest common factor    lowest common multiple   [4] 13 sandy is playing a game with a fair dice numbered 1 to 6.  to win the game she needs a 6 on each of the next two throws.  (a) complete the tree diagram. first throw second throw not a 6not a 6 not a 61 666 6 .. . . .  [2]  (b) work out the probability that sandy does not  win the game.   . [3]",
+            "15": "15 0607/32/o/n/17 \u00a9 ucles 2017 [turn over 14 the line ab is drawn on a 1  cm2 grid. 6 5 4 3 2 1 0\u20133 \u20132 \u20131 3 2 1xy ab  (a) write down the co-ordinates of the midpoint of ab.  (... , ...) [1]  (b) use pythagoras\u2019 theorem to work out the length of ab.  ab =  .. cm [2]  (c) work out the gradient of ab.   . [2]  (d) write down the equation of ab in the form y = mx + c.  y =  ...  [2] question 15 is printed on the next page.",
+            "16": "16 0607/32/o/n/17 \u00a9 ucles 2017 15 25 \u2013250\u20131 3xy  (a) on the diagram, sketch the graph of y = 8x2\u2003\u221218x\u2003\u2212\u20035\u2003for\u2003\u22121\u2003g x g 3. [2]  (b) solve the equation 8 x2\u2003\u221218x\u2003\u2212\u20035\u2003=\u20030.  x = . or x = .  [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. to avoid the issue of disclosure of answer-related information to candidates, all copyright acknowledgements are reproduced online in the cambridge international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download at www.cie.org.uk after  the live examination series. 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."
+        },
+        "0607_w17_qp_33.pdf": {
+            "1": "this document consists of 16 printed pages. dc (leg) 154696 \u00a9 ucles 2017  [turn over *4647667183* cambridge international mathematics  0607/33 paper 3 (core)  october/november 2017  1 hour 45 minutes candidates answer on the question paper. additional materials:  geometrical instruments  graphics calculator read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen. do not use staples, paper clips, glue or correction fluid. you may use an hb pencil for any diagrams or graphs. do not  write in any barcodes. answer all the questions. unless instructed otherwise, give your answers exactly or correct to three significant figures as appropriate. answers in degrees should be given to one decimal place. for \u03c0, use your calculator value. you must show all the relevant working to gain full marks and you will be given marks for correct methods, including sketches, even if your answer is incorrect. the number of marks is given in brackets [ ] at the end of each question or part question. the total number of marks for this paper is 96.cambridge international examinations cambridge international general certificate of secondary education",
+            "2": "2 0607/33/o/n/17 \u00a9 ucles 2017 formula list area, a, of triangle, base b, height h.  a = 21bh area, a, of circle, radius r.  a = rr2 circumference, c, of circle, radius r.  c = 2rr curved surface area, a, of cylinder of radius r, height h.  a = 2rrh curved surface area, a, of cone of radius r, sloping edge l. a = rrl curved surface area, a, of sphere of radius r.  a = 4rr2 v olume, v, of prism, cross-sectional area a, length l.  v = al v olume, v, of pyramid, base area a, height h.  v = 31ah v olume, v, of cylinder of radius r, height h.  v = rr2h v olume, v, of cone of radius r, height h.  v = 31  rr2h v olume, v, of sphere of radius r.  v = 34  rr3",
+            "3": "3 0607/33/o/n/17 \u00a9 ucles 2017 [turn over answer all the questions. 1 (a) write a mathematical word in each box to describe the three lines and the shaded area. x  [4]  (b) measure angle x.  x =   [1] 2 complete the table for the three sequences. rule sequence \u22124 27, 23, ..,  ..,  .. .       64, 32,   16,    8,   4 \u00d7 3 then +1  2,  7, ..,  ..,  ..  [4]",
+            "4": "4 0607/33/o/n/17 \u00a9 ucles 2017 3 (a) here are some scores in a mathematics test.      15  7  10  12  20  19  16  11  9  14   (i) work out the range of these scores.   . [1]   (ii) work out the mean score.   . [1]  (b) a group of students were asked if they preferred lessons in mathematics or science.   complete the table. science mathematics total boys 18 girls 15 total 25 48  [3]",
+            "5": "5 0607/33/o/n/17 \u00a9 ucles 2017 [turn over  (c) the results for 30 students in an english exam are shown in the table. pass merit distinction 5 18 7   complete the pie chart to show this information.   you must show all your working.  [5]",
+            "6": "6 0607/33/o/n/17 \u00a9 ucles 2017 4 (a) write in figures the number seven thousand and sixty one.   . [1]  (b) write down   (i) a multiple of 9,   . [1]   (ii) an even number between 21 and 29.   . [1]  (c) find the value of   (i) 625,   . [1]   (ii) 113,   . [1]   (iii) 5 7292-3.   . [1]  (d) insert one pair of brackets to make this calculation correct. 3\u2003 \u00d7\u2003 6\u2003 +\u2003 5\u2003 \u2212\u2003 4\u2003 =\u2003 29  [1]  (e) work out.      ... 61 38252 +   write your answer correct to two decimal places.   . [2]  (f) write  0.031  626   (i) correct to three significant figures,   . [1]   (ii) in standard form.   . [1]",
+            "7": "7 0607/33/o/n/17 \u00a9 ucles 2017 [turn over 5 (a) a train takes 1 hour 30 minutes to travel from cambridge to london.   (i) the train leaves cambridge at 07  25.    find the time that this train arrives in london.   . [1]   (ii) the distance from cambridge to london is 105  km.    work out the average speed of this train.    km/h [2]  (b) there are 104 trains travelling from cambridge to london each day.   (i) 3% of these trains arrive late in london.    work out how many of the trains arrive late in london.   . [2]   (ii) trains from cambridge are either express trains or local trains.    the ratio  express trains  : local trains  = 5 : 3.    how many of the 104 trains are local trains?   . [2]",
+            "8": "8 0607/33/o/n/17 \u00a9 ucles 2017 6 the number 7 is drawn on a rectangular piece of paper. 8 cm not to  scale4 cm 16 cm 4 cm4 cm 10 cm  (a) work out the area of the rectangular piece of paper.   .. cm2 [2]  (b) work out the total area of the shaded number 7.   .. cm2 [4]",
+            "9": "9 0607/33/o/n/17 \u00a9 ucles 2017 [turn over  (c) what fraction of the area of the rectangular piece of paper is the area of the shaded number 7?   give your answer as a fraction in its simplest form.   . [2]  (d) write down the mathematical name for each of the two quadrilaterals that make up the shaded  number  7.   and ...  [2] 7 solve these equations to find the value of x, the value of y and the value of z.     x + x + x = 42     x + y + y = 32     x + y + z = 22  x =    y =    z =   [4]",
+            "10": "10 0607/33/o/n/17 \u00a9 ucles 2017 8 not to  scale25 cm 24 cm7 cm74\u00b0  x  (a) (i) work out the perimeter of the triangle.   ... cm [1]   (ii) write your answer to part (a)(i)  in metres.   . m [1]  (b) work out the size of angle x.  x =   [1]  (c) the triangle is enlarged by scale factor 3.   find the lengths of the sides and the sizes of the angles in the enlarged triangle.   sides  .. cm  .. cm  .. cm   angles .. \u00b0   .. \u00b0   .. \u00b0 [3]  (d) complete this statement with a mathematical word.   the enlarged triangle is .. to the original triangle.  [1]",
+            "11": "11 0607/33/o/n/17 \u00a9 ucles 2017 [turn over 9 in a class of students, 11 like classical music ( c ), 15 like pop music ( p), 8 like both and 6 like neither.  (a) complete the venn diagram to show this information. cp u  [2]  (b) find the total number of students in the class.   . [1]  (c) one student is chosen at random.   find the probability that this student likes both classical music and pop music.   . [1]",
+            "12": "12 0607/33/o/n/17 \u00a9 ucles 2017 10 a cycle track has two straight sections, each 78  m long.  each of the two semi-circular ends has diameter 30  m. not to  scale 30 m 78 m  work out the perimeter of the cycle track.   . m [3] 11 (a) factorise.     5x \u2013 15   . [1]  (b) solve.     4(3x \u2013 2) = 28   . [3]",
+            "13": "13 0607/33/o/n/17 \u00a9 ucles 2017 [turn over  (c) simplify.     a ab 4 23 22 #b   . [2]  (d) on the number line, show the inequality  x g 3. \u20135 \u20134 \u20133 \u20132 \u20131 0 1 2 3 4 5x  [1]  (e) solve.     7x > 3x + 6   . [2]  (f) solve these simultaneous equations.      x + y = 5      x \u2013 y = 7  x =    y =   [2]",
+            "14": "14 0607/33/o/n/17 \u00a9 ucles 2017 12 find the highest common factor (hcf) and the lowest common multiple (lcm) of 54 and 72.  highest common factor    lowest common multiple   [4] 13 sandy is playing a game with a fair dice numbered 1 to 6.  to win the game she needs a 6 on each of the next two throws.  (a) complete the tree diagram. first throw second throw not a 6not a 6 not a 61 666 6 .. . . .  [2]  (b) work out the probability that sandy does not  win the game.   . [3]",
+            "15": "15 0607/33/o/n/17 \u00a9 ucles 2017 [turn over 14 the line ab is drawn on a 1  cm2 grid. 6 5 4 3 2 1 0\u20133 \u20132 \u20131 3 2 1xy ab  (a) write down the co-ordinates of the midpoint of ab.  (... , ...) [1]  (b) use pythagoras\u2019 theorem to work out the length of ab.  ab =  .. cm [2]  (c) work out the gradient of ab.   . [2]  (d) write down the equation of ab in the form y = mx + c.  y =  ...  [2] question 15 is printed on the next page.",
+            "16": "16 0607/33/o/n/17 \u00a9 ucles 2017 15 25 \u2013250\u20131 3xy  (a) on the diagram, sketch the graph of y = 8x2\u2003\u221218x\u2003\u2212\u20035\u2003for\u2003\u22121\u2003g x g 3. [2]  (b) solve the equation 8 x2\u2003\u221218x\u2003\u2212\u20035\u2003=\u20030.  x = . or x = .  [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. to avoid the issue of disclosure of answer-related information to candidates, all copyright acknowledgements are reproduced online in the cambridge international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download at www.cie.org.uk after  the live examination series. 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."
+        },
+        "0607_w17_qp_41.pdf": {
+            "1": "*7234083009* this document consists of 19 printed pages and 1 blank page. dc (nf/sw) 134061/2 \u00a9 ucles 2017  [turn overcambridge international mathematics  0607/41 paper 4  (extended)  october/november 2017  2 hours 15 minutes candidates answer on the question paper. additional materials:  geometrical instruments  graphics calculator read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen. do not use staples, paper clips, glue or correction fluid. you may use an hb pencil for any diagrams or graphs. do not  write in any barcodes. answer all the questions. unless instructed otherwise, give your answers exactly or correct to three significant figures as appropriate. answers in degrees should be given to one decimal place. for r, use your calculator value. you must show all the relevant working to gain full marks and you will be given marks for correct methods,  including sketches, even if your answer is incorrect. the number of marks is given in brackets [  ] at the end of each question or part question. the total number of marks for this paper is 120.cambridge international examinations cambridge international general certificate of secondary education",
+            "2": "2 0607/41/o/n/17 \u00a9 ucles 2017 formula list for the equation  ax bx c02++ = xabb ac 242!=-- curved surface area, a, of cylinder of radius r, height h. r ar h2= curved surface area, a, of cone of radius r, sloping edge l. rar l= curved surface area, a, of sphere of radius r. r ar42= v olume, v, of pyramid, base area a, height h. va h31= v olume, v, of cylinder of radius r, height h. rvr h2= v olume, v, of cone of radius r, height h. r vr h31 2= v olume, v, of sphere of radius r. r vr34 3=      sins in sin aa bb cc==      cos ab cb ca222 2=+ -      sinbc a21area=a c bcb a",
+            "3": "3 0607/41/o/n/17 \u00a9 ucles 2017 [turn over answer all the questions. 1 these are 12 of stefan\u2019s recent homework scores. 10        16        18        11        18        15        8        18        13        9        12        11  (a) find   (i) the mode,     [1]   (ii) the range,     [1]   (iii) the median,     [1]   (iv) the mean,     [1]   (v) the interquartile range.     [2]  (b) the teacher wants to compare stefan\u2019s scores with those of another student in the class.   explain why the mode is not the best value to use to represent stefan\u2019s scores.  ...  .  [1]",
+            "4": "4 0607/41/o/n/17 \u00a9 ucles 2017 2 two banks pay interest in the following ways.  bank a  simple interest at a rate of 2.5% per year for the first year and then compound interest at a  rate of 1.5% per year for each year after that.  bank b  simple interest at 1.6% per year.  (a) cherie invested $3000 in bank a on 1st january 2016.   find how much the investment will be worth on 1st january 2019.  $    [3]  (b) dieter invested $3000 in bank b on 1st january 2016.   find how much the investment will be worth on 1st january 2019.  $    [3]  (c) show that cherie\u2019s investment will be the first to be worth $3500. [4]",
+            "5": "5 0607/41/o/n/17 \u00a9 ucles 2017 [turn over 3 (a) the nth term of a sequence is n2 + 3n.   find the first four terms of this sequence.   ,   ,   ,  [2]  (b) these are the first four terms of another sequence. 5          7          9          11   (i) write down the next two terms.   .  ,  [1]   (ii) find the nth term of this sequence.     [2]  (c) using the sequences in part (a)  and part (b) , or otherwise, find the nth term of this sequence. 14,          24,          36,          50,          \u2026   write your answer as simply as possible.     [2]",
+            "6": "6 0607/41/o/n/17 \u00a9 ucles 2017 4 the table shows the distance that each of 12 students lives from school and the time they each take to get to  school. distance (x km)0.8 1.1 1.2 1.6 1.8 2.4 2.8 3.1 3.5 4.2 4.7 5.1 time (t minutes)15 18 15 24 23 35 37 35 45 48 52 63  (a) complete the scatter diagram.   the first six points have been plotted for you. 1 0 2 3 4 5 6xt time (minutes) distance (km)10 0203040506070 [2]  (b) what type of correlation is shown by the scatter diagram?     [1]",
+            "7": "7 0607/41/o/n/17 \u00a9 ucles 2017 [turn over  (c) (i) find the equation of the regression line in the form t = mx + c.  t =  ...  [2]   (ii) use your answer to part (c)(i)  to estimate the time taken to get to school for a student who lives  2.2 km from school.   .  min  [1]   (iii) why would it not be sensible to use your answer to part (c)(i)  to estimate the time taken to get to  school for a student who lives 10  km from school?  ...  .  [1]",
+            "8": "8 0607/41/o/n/17 \u00a9 ucles 2017 5 the diagram shows a paper cup. not to scale  the curved surface of the cup is made from a sector of a circle with a smaller sector cut from it, as shown  below. not to scale 45\u00b032.5  cm 22.5  cm  the small sector has radius 22.5  cm and the large sector has radius 32.5  cm.  the sectors have the same centre and both have sector angle 45\u00b0.  (a) show that the radius of the base of the cup is 2.81  cm, correct to 2 decimal places. [3]",
+            "9": "9 0607/41/o/n/17 \u00a9 ucles 2017 [turn over  (b) find the total area of the paper that makes the cup, including the circular base.     cm2  [5]  (c) a mathematically similar cup holds 8 times as much liquid as this cup.   find the total area of the paper that makes the larger cup.     cm2  [2]",
+            "10": "10 0607/41/o/n/17 \u00a9 ucles 2017 6  \u20134 \u20133 \u20132 \u2013101 2 3 4 5 6 7 8 9101234567891011121314 \u20131 \u20132 \u20133 \u20134xy acb  (a) describe fully the single  transformation that maps triangle a onto triangle b.  ...  .  [2]  (b) on the grid, draw the image of triangle a after a stretch with scale factor 3 and invariant line the x-axis.  [2]  (c) triangle a can be mapped onto triangle c by a rotation followed by a reflection.   complete the following to fully  describe the two transformations. rotation   reflection    .  [3]",
+            "11": "11 0607/41/o/n/17 \u00a9 ucles 2017 [turn over 7 javier starts a journey at 22  50.  (a) for the first part of the journey he drives for 2 hours 45 minutes at 70  km/h.   find the distance he travels.   ..  km  [3]  (b) javier then stops for 30 minutes.   he then drives the remaining 180  km of his journey at 85  km/h.   (i) find his average speed for the whole journey.   ...  km/h  [4]   (ii) find the time he arrives at his destination.     [2]",
+            "12": "12 0607/41/o/n/17 \u00a9 ucles 2017 8 abc  and acd  are two triangular fields. not to scalenorth 60 m 55\u00b0 63\u00b076\u00b030\u00b0 a dcb  (a) find the bearing of b from c.     [3]  (b) calculate ac and show that it rounds to 104.6  m, correct to 1 decimal place. [3]",
+            "13": "13 0607/41/o/n/17 \u00a9 ucles 2017 [turn over  (c) calculate the total area of the two fields.   ..  m2  [6]  (d) maria walks in a straight line from d towards a.   she stops when she is at her closest point to c.   calculate her distance from c.     m  [2]",
+            "14": "14 0607/41/o/n/17 \u00a9 ucles 2017 9 two bags each contain white balls and black balls only. bag a bag b  bag a contains 3 white balls and 5 black balls.  bag b contains 6 white balls and 3 black balls.  a ball is picked at random from the 8 balls in bag a. \u2022 if it is white, the ball is not replaced and a second ball is picked at random from bag a. \u2022 if it is black, a second ball is picked at random from the 9 balls in bag b.  (a) complete the tree diagram. white blackwhite1st ball 2nd ball blackwhite black [3]",
+            "15": "15 0607/41/o/n/17 \u00a9 ucles 2017 [turn over  (b) find the probability that   (i) both balls are white,     [2]   (ii) exactly one of the two balls is black.     [3]",
+            "16": "16 0607/41/o/n/17 \u00a9 ucles 2017 10 (a)  make y the subject of 3 x + y = 8.  y =  ...  [1]  (b) the line 3 x + y = 8 intersects the curve x2 + y2 = 25 at two points.   (i) use substitution to show that   10 x2 \u2212 48 x + 39 = 0. [3]   (ii) solve the equation 10 x2 \u2212 48 x + 39 = 0 and find the co-ordinates of the two points of intersection.    show all your working.  (   , ...)  (   , ...)  [5]",
+            "17": "17 0607/41/o/n/17 \u00a9 ucles 2017 [turn over 11  x 6 \u20136 \u20136012y   xxxxx 2323f2 =+-+^^^hhh  (a) on the diagram, sketch the graph of   y = f(x)   for values of x between  \u22126 and 6.  [3]  (b) find the co-ordinates of the local minimum.  ( .  , ..)  [2]  (c) find the equations of the two asymptotes that are parallel to the y-axis. . and .. [2]  (d) g(x) = 3 x + 2   solve.   (i) f(x) = g( x)     [3]   (ii) xxfg2^^hh  .  [3]",
+            "18": "18 0607/41/o/n/17 \u00a9 ucles 2017 12 f(x) = 5 \u2212 3 x g(x) = 2 x + 3  (a) solve   f( x) = 11.  x =  ...  [2]  (b) find   f   \u22121(x).  f  \u22121(x) =  ...  [2]  (c) solve   f( x) \u00d7 g( x) = 0.     [2]  (d) simplify.   (i) g\u22121(g(x))     [1]   (ii) f(f(x)) + g( x)     [3]   (iii) xx24 fg+^^hh     [3]",
+            "19": "19 0607/41/o/n/17 \u00a9 ucles 2017 13  not to scale a bq c o cap  oabc  is a parallelogram and opq  is a straight line.  p divides ac in the ratio 1  : 2.  p divides oq in the ratio 1  : 2.  oa a= and oc c=.  (a) find these vectors in terms of  a and/or c.   give each answer in its simplest form.   (i) ac     [1]   (ii) op     [2]   (iii) cq     [2]  (b) use your answer to part(a)(iii)  to complete the statement. the points c, b and q are  ..  [1]",
+            "20": "20 0607/41/o/n/17 \u00a9 ucles 2017 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 international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download at www.cie.org.uk after  the live examination series. 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.blank page"
+        },
+        "0607_w17_qp_42.pdf": {
+            "1": "*5752784072* this document consists of 16 printed pages. dc (lk/ar) 133963/2 \u00a9 ucles 2017  [turn overcambridge international examinations cambridge international general certificate of secondary education cambridge international mathematics  0607/42 paper 4 (extended)  october/november 2017  2 hours 15 minutes candidates answer on the question paper. additional materials:  geometrical instruments  graphics calculator read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen. do not use staples, paper clips, glue or correction fluid. you may use an hb pencil for any diagrams or graphs. do not  write in any barcodes. answer all the questions. unless instructed otherwise, give your answers exactly or correct to three significant figures as appropriate. answers in degrees should be given to one decimal place. for r, use your calculator value. you must show all the relevant working to gain full marks and you will be given marks for correct methods,  including sketches, even if your answer is incorrect. the number of marks is given in brackets [  ] at the end of each question or part question. the total number of marks for this paper is 120.",
+            "2": "2 0607/42/o/n/17 \u00a9 ucles 2017 formula list for the equation  ax bx c02++ = xabb ac 242!=-- curved surface area, a, of cylinder of radius r, height h. r ar h2= curved surface area, a, of cone of radius r, sloping edge l. rar l= curved surface area, a, of sphere of radius r. r ar42= v olume, v, of pyramid, base area a, height h. va h31= v olume, v, of cylinder of radius r, height h. rvr h2= v olume, v, of cone of radius r, height h. r vr h31 2= v olume, v, of sphere of radius r. r vr34 3=      sins in sin aa bb cc==      cos ab cb ca222 2=+ -      sinbc a21area=a c bcb a",
+            "3": "3 0607/42/o/n/17 \u00a9 ucles 2017 [turn over answer all the questions. 1 (a) these are the first four terms of a sequence.        27    20    13    6   (i) write down the next two terms.  ...  , .  [2]   (ii) find the nth term.    [2]  (b) these are the first four terms of another sequence.      8    16    32    64   (i) write down the next two terms.  ...  , .  [2]   (ii) find the nth term.    [2]",
+            "4": "4 0607/42/o/n/17 \u00a9 ucles 2017 2 in a sale, a shop reduces all of its prices by 15%.  (a) jake buys a jacket which had an original price of $65.   (i) calculate how much jake pays for the jacket.  $  ... [2]   (ii) after paying for the jacket, jake has $24.75 left.    work out $24.75 as a fraction of the total amount of money jake had before he bought the jacket.    give your answer in its lowest terms.    [2]  (b) in the sale, amy pays $80.75 for a coat.   calculate the original price of the coat.  $  ... [3]  (c) one day the shop reduces its sale prices by 10%.   calculate the overall percentage reduction of the original prices.   ...  % [2]",
+            "5": "5 0607/42/o/n/17 \u00a9 ucles 2017 [turn over 3 q py x \u20138 \u20137 \u20136 \u20135 \u20134 \u20133 \u20132 \u20131 \u20138\u20137\u20136\u20135\u20134\u20133\u20132\u201311 2 3 4 5 6123456 0  (a) (i) reflect shape p in the line y1=.    label the image a. [2]   (ii) rotate shape p through 90\u00b0 clockwise about (, )11- .    label the image b. [2]   (iii) describe fully the single  transformation that maps shape a onto shape b.  ..  .. [2]  (b) describe fully the single  transformation that maps shape p onto shape q.  ..  .. [3]  (c) stretch shape p with the x-axis invariant and factor 2.  [2]",
+            "6": "6 0607/42/o/n/17 \u00a9 ucles 2017 4 y x \u20133 0 \u2013545    ()()fxxxx 22=--  (a) on the diagram, sketch the graph of ()fyx=  for values of x from \u20133 to 4.  [3]  (b) find the two values of x for which f( x) does not exist.  ...  , .  [2]  (c) when k0!, write down the number of solutions to the equation     ()fxk=.    [1]  (d) ()gx 21x=+-   (i) on the diagram, sketch the graph of ()gyx=  for x24gg- . [2]   (ii) write down the equation of the asymptote to the graph of ()gyx= .    [1]  (e) solve the equation () () g f x x= .  x = .  or x = .  [2]",
+            "7": "7 0607/42/o/n/17 \u00a9 ucles 2017 [turn over 5 (a) carlos owns a vintage car.   each year the value of the car increases by 4% of its value at the start of the year.   at the start of 2012 the value of the car was $17  500.   calculate the value of the car at the start of 2018.   give your answer correct to the nearest $100.  $  ... [4]  (b) alex invests $200 at a rate of r % per year compound interest.    after 12 years, alex has a total amount of $239.12  .   find the value of r.  r =  ... [3]",
+            "8": "8 0607/42/o/n/17 \u00a9 ucles 2017 6 (a) a factory tests the lifetime, t hours, of each of 200 batteries.   the table shows the results. lifetime ( t hours) t 20 301g t00341g t00451g t00561g t00671g t00781g frequency 9 17 39 97 29 9   (i) write down the modal interval.    [1]   (ii) complete the  cumulative  frequency curve. tcumulative frequency lifetime (hours)200 180 160 140 120 100 80 8060 6040 4020 200 30 50 70  [4]   (iii) use your curve to find     (a) the median,   .  hours [1]    (b) the number of batteries with a lifetime greater than 65 hours.    [2]",
+            "9": "9 0607/42/o/n/17 \u00a9 ucles 2017 [turn over  (b) this table shows the lifetimes of the same  batteries but the time intervals are different. lifetime ( t hours) t00241g t00451g t055 51g t 55 601g t 60 081g frequency 26 39 55 42 38   (i) calculate an estimate of the mean.   .  hours [2]   (ii) complete the table to show the frequency densities. lifetime ( t hours) t00241g t00451g t055 51g t 55 601g t 60 081g frequency 26 39 55 42 38 frequency density 3.9  [2]   (iii) complete the histogram. 12 80 60 40 200 30 50 70t11 10 9 8 7 6 5 4 3 2 1frequency density lifetime  (hours)  [3] ",
+            "10": "10 0607/42/o/n/17 \u00a9 ucles 2017 7 (a) ali walks for 1 hour at x km/h and then for 2 hours at x41+fp  km/h.   he walks a total distance of 8  km.   write an equation and solve it to find the value of x.  x =  ... [3]  (b)    not to scale x x x2x(x \u2013 2) (x \u2013 2)   the volume of the cube is equal to the volume of the cuboid.   (i) show that     xxx88 032-+ =.  [3]",
+            "11": "11 0607/42/o/n/17 \u00a9 ucles 2017 [turn over   (ii) y x 0 \u2013407.540    on the diagram, sketch the graph of yxxx8832=- + for . x07 5 gg  . [2]   (iii) find the volume of the cuboid.       [2]",
+            "12": "12 0607/42/o/n/17 \u00a9 ucles 2017 8 a fair 6-sided die is numbered   0, 1, 1, 2, 3, 3.  (a) the die is rolled and the number it shows is recorded.   find the probability that the number is   (i) 3,    [1]   (ii) not 3,    [1]   (iii) an odd number.    [1]  (b) the die is rolled twice.    find the probability that    (i) both numbers are 0,    [2]   (ii) one number is 2 and the other is 3.    [3]  (c) the die is rolled three times and the three numbers shown are added.   find the probability that the total is not 0.    [2]",
+            "13": "13 0607/42/o/n/17 \u00a9 ucles 2017 [turn over 9 (a) (i) find the equation of the line that passes through the points (1, 2) and (3, 12).    give your answer in the form ym xc=+ .  y =  ... [3]   (ii) find the equation of the line that passes through the point (0, 2) and is perpendicular to the line in  part (a)(i) .    [2] .  (b) (i) solve the equation    xx34 402+- =.    you must show all your working.  x =  or x =   [3]   (ii) solve the inequality   xx34 4021 +- .   ...  [2]  (c) the graph of ya xb xc2=+ + has its vertex at the point (1, 5) and intersects the y-axis at (0, 1).   find the values of a, b and c.  a =  ...  b =  ...  c =  ... [3]",
+            "14": "14 0607/42/o/n/17 \u00a9 ucles 2017 10 not to scalea bcdnorth 90 m 120  m 115  m35\u00b0 65\u00b0  the diagram shows a school playing field, abcd , which is on horizontal ground, with d due east of a.  (a) find the bearing of    (i) c from a,    [1]   (ii) a from c.    [2]  (b) calculate the length of cd.  cd =  ..  m [3]",
+            "15": "15 0607/42/o/n/17 \u00a9 ucles 2017 [turn over  (c) calculate angle bac .  angle bac  =  ... [3]  (d) (i) calculate the area of the school playing field.   ..  m2 [4]   (ii) in the school office there is a plan of the school playing field.    it is drawn to a scale of 1 : 500.    calculate the area of the school playing field on the plan.    give your answer in cm2.     cm2 [3] question 11 is printed on the next page.",
+            "16": "16 0607/42/o/n/17 \u00a9 ucles 2017 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 international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download at www.cie.org.uk after  the live examination series. 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.11   ()fxx 21=+       ()gxx 12=+       ()hl og xx=  (a) (i) find the value of f(4.5).    [1]   (ii) find the value of h(f(4.5)).    [1]  (b) find ()fx1-.  ()fx1=-  ... [2]  (c) find g(f( x)) in the form ax bx c2++ .    [3]  (d) ()pxx 12=-   find the single  transformation that maps the graph of  y = g(x)  onto the graph of  y = p(x).  .. [2]  (e) solve the equation   ()hx 10001=-.  x =  ... [1]"
+        },
+        "0607_w17_qp_43.pdf": {
+            "1": "*2134418509* this document consists of 19 printed pages and 1 blank page. dc (st/cgw) 133973/4 \u00a9 ucles 2017  [turn overcambridge international mathematics  0607/43 paper 4 (extended)  october/november 2017  2 hours 15 minutes candidates answer on the question paper. additional materials:  geometrical instruments  graphics calculator read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen. do not use staples, paper clips, glue or correction fluid. you may use an hb pencil for any diagrams or graphs. do not  write in any barcodes. answer all the questions. unless instructed otherwise, give your answers exactly or correct to three significant figures as appropriate. answers in degrees should be given to one decimal place. for r, use your calculator value. you must show all the relevant working to gain full marks and you will be given marks for correct methods,  including sketches, even if your answer is incorrect. the number of marks is given in brackets [  ] at the end of each question or part question. the total number of marks for this paper is 120.cambridge international examinations cambridge international general certificate of secondary education",
+            "2": "2 0607/43/o/n/17 \u00a9 ucles 2017 formula list for the equation  ax bx c02++ = xabb ac 242!=-- curved surface area, a, of cylinder of radius r, height h. r ar h2= curved surface area, a, of cone of radius r, sloping edge l. rar l= curved surface area, a, of sphere of radius r. r ar42= v olume, v, of pyramid, base area a, height h. va h31= v olume, v, of cylinder of radius r, height h. rvr h2= v olume, v, of cone of radius r, height h. r vr h31 2= v olume, v, of sphere of radius r. r vr34 3=      sins in sin aa bb cc==      cos ab cb ca222 2=+ -      sinbc a21area=a c bcb a",
+            "3": "3 0607/43/o/n/17 \u00a9 ucles 2017 [turn over answer all the questions. 1  () () ,( )( ) fg h xx xxxx x 321022=- == =+ y  (a) find    (i) f(4),         [1]   (ii) gf(4).      [1]  (b) find g(g(5)).      [2]  (c) solve f(h( x)) = 10. x = . or x = . [3]  (d) find g(h(f( x))) in terms of x.      [2]",
+            "4": "4 0607/43/o/n/17 \u00a9 ucles 2017 2 alan, brendan and cieran work as gardeners.  (a) the total amount of money they earn is shared in the ratio of the time each person works.   one day alan works for 2 hours 40 minutes, brendan works for 5.5 hours and  cieran works for 200  minutes.   they earn, in total, $379.50 .   by changing all the times into minutes, find the amount of money each person earns.  alan $   ...  brendan $   ...  cieran $   ... [5]  (b) (i)  alan needs to buy some gardening tools.     in shop a, the price of the tools is $70.20 .    in shop b, the price of the tools is 5% less than in shop a.    find the price of the tools in shop b.  $  [2]   (ii) the price of $70.20 is 8% higher than it was last year.    find the price last year.  $  [3]",
+            "5": "5 0607/43/o/n/17 \u00a9 ucles 2017 [turn over  (c) (i) brendan invests $450 for 5 years at a rate of 3.5% per year simple interest.    show that the total value of this investment after 5 years is $528.75 .   [2]   (ii) cieran invests $450 for 5 years at a rate of x % compound interest.     the value of cieran\u2019s investment after 5 years is $530.60 .    find the value of x.      x =  [3]",
+            "6": "6 0607/43/o/n/17 \u00a9 ucles 2017 3 pepe wants to find out if there is a correlation between the hours of sunshine, x hours, and the rainfall,  y cm, in phuket.  pepe recorded the following results. month jan feb mar apr may jun jul aug sep oct nov dec daily sunshine  (x hours)8 9.2 7.9 9.4 8 7.4 7.9 8 7.3 7.4 7.5 8 monthly rainfall  (y cm)4 3 4 15 20 24 30 26 40 28 20 6  (a) (i) complete the scatter diagram.     the first eight points have been plotted for you. xy 0510152025303540 monthly rainfall (cm) daily sunshine (hours)45 8 7 10 9 [2]   (ii) what type of correlation is shown by the scatter diagram?      [1]",
+            "7": "7 0607/43/o/n/17 \u00a9 ucles 2017 [turn over  (b) (i) find the mean number of hours of sunshine.        hours [1]   (ii) find the mean rainfall.             cm [1]  (c) (i) find the equation of the regression line for y in terms of x.  y =  [2]   (ii) estimate the rainfall when the number of hours of sunshine is 7.7 .   cm [1]  ",
+            "8": "8 0607/43/o/n/17 \u00a9 ucles 2017 4  the masses of 120 peaches are recorded in the table. mass ( m grams) frequency   0 1 m g 120 12 120 1 m g 150 27 150 1 m g 180 33 180 1 m g 210 15 210 1 m g 250 28 250 1 m g 300  5  (a) calculate an estimate of the mean mass of a peach.   give your answer correct to the nearest gram.   g [3]  (b) two peaches are chosen at random.   find the probability that they both have a mass of more than 210  g.   give your answer as a fraction in its simplest form.      [3]",
+            "9": "9 0607/43/o/n/17 \u00a9 ucles 2017 [turn over  (c) (i) complete the frequency density column in this table.  mass ( m grams) frequencyfrequency  density   0 1 m g 120 12 120 1 m g 150 27 150 1 m g 180 33 180 1 m g 210 15 210 1 m g 250 28 250 1 m g 300  5 0.1 [2]   (ii) on the grid, draw an accurate histogram to show this information.  frequency density mass (grams)00 300m 250 200 150 100 50  [4]",
+            "10": "10 0607/43/o/n/17 \u00a9 ucles 2017 5  a d fnot to scale e b c  abc  is a triangle and bcfd  is a parallelogram.  ad ab31=   and  aaec31= .   ab p6=   and  ac q6= .   (a) find an expression, in terms of p and/or q, for    (i)  bc,      [1]   (ii) de,      [2]   (iii) fc,      [1]",
+            "11": "11 0607/43/o/n/17 \u00a9 ucles 2017 [turn over   (iv) be.      [2]  (b) the area of triangle ade  is 24 units2.   (i) find the area of triangle abc .   units2 [2]   (ii) find the area of triangle efc .   units2 [3]",
+            "12": "12 0607/43/o/n/17 \u00a9 ucles 2017 6  b c a d8 cm \u221a72 cmnot to scale pv \u221a72 cm  the diagram shows a pyramid with a square base abcd  of side 72 cm.  the diagonals of the base, ac and bd, meet at p.  the vertex, v, is vertically above p and vp = 8 cm.  (a) find the volume of the pyramid.    give the units of your answer.    ..    [3]  (b) find the length ac.  ac =  cm [2]",
+            "13": "13 0607/43/o/n/17 \u00a9 ucles 2017 [turn over  (c) find the length dv.  dv =  cm [3]  (d) find angle vdp .  angle vdp  =  [2]  (e) x is the midpoint of the side cd.   (i) find the length vx.  vx =  cm [3]   (ii) find angle vxp.  angle vxp =  [2]  (f) the pyramid is cut parallel to abcd  to form a smaller pyramid vefgh .   the volume of vefgh  is 24  cm3.   find the vertical height of this pyramid.   cm [3]",
+            "14": "14 0607/43/o/n/17 \u00a9 ucles 2017 7 30 cm 10 cm  the diagram shows a hollow metal hemisphere.  the outside diameter of the hemisphere is 30  cm and the inside diameter is 10  cm.  (a) find the volume of metal used to make the hemisphere.   cm3 [3]  (b)  find the total surface area of the hemisphere.   cm2 [5]",
+            "15": "15 0607/43/o/n/17 \u00a9 ucles 2017 [turn over 8  you may use the grid to help you in answering this question.  the transformation p is a rotation through 90\u00b0 anti-clockwise about the origin.  the transformation  q is a reflection in the line yx=- .  (a) find the image of the point (5, 1) under the transformation p.  ( , ...) [2]  (b) find the image of the point (5, 1) under the transformation q.  ( , ...) [2]  (c) describe fully the single  transformation equivalent to the transformation p followed by the  transformation q.  ...  .. [2]",
+            "16": "16 0607/43/o/n/17 \u00a9 ucles 2017 9  12y x 0 4 \u20132    ()fxx x 102=+ - for x04gg  (a) (i) on the diagram, sketch the graph of ()fyx= . [2]   (ii) write down the co-ordinates of the points where the graph crosses the axes. ( , ...) or ( , ...)  [2]   (iii) solve  ()fx 1=.  x =    [1]",
+            "17": "17 0607/43/o/n/17 \u00a9 ucles 2017 [turn over  (b)  ()gl og xx x 102=-   (i) on the same diagram, sketch the graph of ()gyx= , for x041g.  [2]   (ii) write down the co-ordinates of the minimum point of g  (x).     ( , ...) [2]   (iii) solve the equation.           f (x) = g (x)                          [2]       (iv) solve the equation.               f (x - 1) = g (x - 1)      [2]",
+            "18": "18 0607/43/o/n/17 \u00a9 ucles 2017 10 (a) solve the equation  xx41 232=-  .   give your answers correct to 2 decimal places.   you must show all your working. x = . or x = . [4]  (b) solve the inequality  xx41 2322- .            [2]  (c)  solve the inequality  xx45 12 32g+-  .      [4] ",
+            "19": "19 0607/43/o/n/17 \u00a9 ucles 2017 11 (a) solve the simultaneous equations.   you must show all your working. xy xy32 11 45 10-= -=    x =   y =  [4]  (b) use your answers to part (a) to solve the simultaneous equations. ab ab32 45 022 2-= -=        a =   b =  [2]   (c) (i) use your answers to part (a)  to find the exact answers to these simultaneous equations. 3102 10 11 10 10 1 45 0pq pq## ##-= -=  p =   q =  [3]    (ii) find the value of pq+.   [1]",
+            "20": "20 0607/43/o/n/17 \u00a9 ucles 2017 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 international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download at www.cie.org.uk after  the live examination series. 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.blank page"
+        },
+        "0607_w17_qp_51.pdf": {
+            "1": "this document consists of 6 printed pages and 2 blank pages. dc (kn/sg) 134793/2 \u00a9 ucles 2017  [turn over *9465699284* cambridge international mathematics  0607/51 paper 5 (core)  october/november 2017  1 hour candidates answer on the question paper. additional materials:  graphics calculator read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen. do not use staples, paper clips, glue or correction fluid. you may use an hb pencil for any diagrams or graphs. do not  write in any barcodes. answer all the questions. you must show all relevant working to gain full marks for correct methods, including sketches. in this paper you will also be assessed on your ability to provide full reasons and to communicate  your mathematics clearly and precisely. at the end of the examination, fasten all your work securely together. the total number of marks for this paper is 24.cambridge international examinations cambridge international general certificate of secondary education",
+            "2": "2 0607/51/o/n/17 \u00a9 ucles 2017 answer all the questions. investigation   equable shapes in this investigation, lengths are given in centimetres. the area of a shape is a square centimetres and its perimeter is p centimetres. this task investigates the dimensions of equable  shapes. the shape is equable  if a = p. all the diagrams in this investigation are not to scale. 1 (a) 3.6 4.5   this rectangle is equable.     write down the calculations to show that a = 16.2 and p = 16.2 .  ...  ...  (b) all the rectangles in this table are equable.   complete the table. length ( x) width ( y) area ( a) perimeter ( p) 4.5 3.6 16.2 16.2 7 2.8 10 25 12 28.8 2.2 48.4",
+            "3": "3 0607/51/o/n/17 \u00a9 ucles 2017 [turn over  (c) for the rectangle in part (a) , the value of  (  x  \u2013  2)(  y  \u2013  2) is         (4.5 \u2013 2)(3.6 \u2013 2)       = 2.5 # 1.6       = 4.   the rectangles in the table are equable.   use your answers to part (b)  to complete the first two columns of the table.   calculate the value of ( x \u2013 2)( y \u2013 2) for each rectangle. length ( x) width ( y) (x \u2013 2)( y \u2013 2) 4.5 3.6 2.5 # 1.6 = 4 7 2.8 10 12 2.2 42 2.1  (d) use what you notice about the value of ( x \u2013 2)( y \u2013 2) in part (c)  to find all the equable rectangles that  have integer  lengths and widths.  ...",
+            "4": "4 0607/51/o/n/17 \u00a9 ucles 2017 2 the area, a, of a triangle is 21 # base # height.  (a) 6.5 7.29.7   this right-angled triangle is equable.   write down the calculations to show that a = 23.4 and p = 23.4 .  ...  ...  (b)  x 20x + 16   (i) write down, in its simplest form, an expression, in terms of x, for the perimeter of this triangle.    ...   (ii) write down, in its simplest form, an expression, in terms of x, for the area of this triangle.    ...   (iii) this triangle is equable.     using your answers to part (i)  and part (ii)  find x.    write down the length of each side.  ...",
+            "5": "5 0607/51/o/n/17 \u00a9 ucles 2017 [turn over  (c) x yz   in the diagram,  x, y and z are the lengths of the sides of a right-angled triangle.    all the right-angled triangles in the table below are equable.   use this fact and your answer to part (b)(iii)  to complete the table.  x y z area ( a) perimeter ( p) 6.5 7.2 9.7 23.4 23.4 20 14 14.8 33.6 5.6 9",
+            "6": "6 0607/51/o/n/17 \u00a9 ucles 2017  (d)  for the triangle in part (a) , the value of   (x  \u2013  4)(  y  \u2013  4)  is        (6.5 \u2013 4)(7.2 \u2013 4)       = 2.5   #   3.2      = 8.   the triangles in the table are equable.   use your answers to part (c) to complete the first column of this table.   calculate the value of ( x \u2013 4)( y \u2013 4) for each triangle. x y (x \u2013 4)(  y \u2013 4) 6.5 7.2 2.5 # 3.2 = 8 4.4 24 20 14 5.6 9  (e)  use what you notice about the value of ( x \u2013 4)( y \u2013 4) in part (d)  to find all the equable right-angled  triangles that have integer  bases and heights.   find the lengths of the three sides for each triangle.    ...",
+            "7": "7 0607/51/o/n/17 \u00a9 ucles 2017 blank page",
+            "8": "8 0607/51/o/n/17 \u00a9 ucles 2017 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 international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download at www.cie.org.uk after  the live examination series. 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.blank page"
+        },
+        "0607_w17_qp_52.pdf": {
+            "1": "this document consists of 8 printed pages. dc (st/fc) 134792/2 \u00a9 ucles 2017  [turn over *2616309764* cambridge international mathematics  0607/52 paper 5 (core)  october/november 2017  1 hour candidates answer on the question paper. additional materials:  graphics calculator read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen. do not use staples, paper clips, glue or correction fluid. you may use an hb pencil for any diagrams or graphs. do not  write in any barcodes. answer all the questions. you must show all relevant working to gain full marks for correct methods, including sketches. in this paper you will also be assessed on your ability to provide full reasons and to communicate  your mathematics clearly and precisely. at the end of the examination, fasten all your work securely together. the total number of marks for this paper is 24.cambridge international examinations cambridge international general certificate of secondary education",
+            "2": "2 0607/52/o/n/17 \u00a9 ucles 2017 answer all the questions. investigation   number walls  this investigation looks at what happens when you place numbers on a number wall . you make a number wall  like this. \u2022 integers are put on the bottom row of bricks.  \u2022 the number on a brick is the sum of the numbers on the two bricks below. examples total = 1 45 total = \u20135 72 total = 1 23 58 3 1 (a) complete this number wall . total = 1 3 2  (b) in part (a) , the number 3 is on the middle brick of the bottom row.   in the example, the number 3 is on the end brick of the bottom row.   explain why putting the number 3 on the middle brick of the bottom row increases the total.  ...  ...",
+            "3": "3 0607/52/o/n/17 \u00a9 ucles 2017 [turn over 2 (a) complete this number wall .   total = 1 2 3 4  (b) put the numbers 1, 2, 3 and 4 on the bottom row and complete this  number wall so that the total is   bigger than the total in  part (a) . total =  (c) complete this number wall .   you may use negative numbers. total = 31 10 4 7 4",
+            "4": "4 0607/52/o/n/17 \u00a9 ucles 2017 3 this number wall  is 3 bricks high.  (a) complete each brick using expressions in terms of a, b and c.   write each expression in its simplest form. b c a  (b) use the expression for the total you found in part (a)  to find the value of b. b 77 4    ...",
+            "5": "5 0607/52/o/n/17 \u00a9 ucles 2017 [turn over 4 (a) this number wall is 4 bricks high.   complete each brick using expressions in terms of a, b, c and d.   write each expression in its simplest form. b aa + b d c  (b) in another wall that is 4 bricks high, the total is 34 and the values of a, b, c and d are all the same.   use the expression for the total you found in part (a) to show that the value of a cannot be an integer.",
+            "6": "6 0607/52/o/n/17 \u00a9 ucles 2017  (c) in this number wall  that is 5 bricks high, only integers greater than 0 are used.   find one set of possible values for a, b, c, d and e. b a d e c43 14 9 6 a =  b =  c =  d =  e =  5 in 1653 a french mathematician, blaise pascal, wrote about a triangle of numbers similar to the one shown  below.  it is made in the same way as  number walls  but \u2022 the number on a brick is the sum of the numbers on the two bricks above  and \u2022 the number on the first and last brick in each row is always 1.  1 1 1 2 1 1 3 3 1 1 4 6 4 1 1 5 10 10 5 1 1row 1 row 2 row 3 row 4 row 5 row 6 6 15 20 15 6 1",
+            "7": "7 0607/52/o/n/17 \u00a9 ucles 2017 [turn over  (a) the wall in question 4(a)  is 4 bricks high.   show clearly how your expression for the total in question 4(a)  connects to the numbers in one row of  this triangle.   write down which row this is.  row   ...  (b) a wall that is 5 bricks high has a, b, c, d and e, in that order, along the bottom row.   write down an expression in terms of a, b, c, d and e for the total.    ..  (c) use your expression from part (b)  to check that the set of values you found for a, b, c, d and e in  question 4(c)  gives a total of 43.  question 5(d) is printed on the next page.",
+            "8": "8 0607/52/o/n/17 \u00a9 ucles 2017 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 international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download at www.cie.org.uk after  the live examination series. 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. (d)  a wall that is 5 bricks high has the number 2017 on each  brick of the bottom row.   find the total.    ..."
+        },
+        "0607_w17_qp_53.pdf": {
+            "1": "this document consists of 8 printed pages. dc (leg) 154695 \u00a9 ucles 2017  [turn over *8826971234* cambridge international mathematics  0607/53 paper 5 (core)  october/november 2017  1 hour candidates answer on the question paper. additional materials:  graphics calculator read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen. do not use staples, paper clips, glue or correction fluid. you may use an hb pencil for any diagrams or graphs. do not  write in any barcodes. answer all the questions. you must show all relevant working to gain full marks for correct methods, including sketches. in this paper you will also be assessed on your ability to provide full reasons and to communicate  your mathematics clearly and precisely. at the end of the examination, fasten all your work securely together. the total number of marks for this paper is 24.cambridge international examinations cambridge international general certificate of secondary education",
+            "2": "2 0607/53/o/n/17 \u00a9 ucles 2017 answer all the questions. investigation   number walls  this investigation looks at what happens when you place numbers on a number wall . you make a number wall  like this. \u2022 integers are put on the bottom row of bricks.  \u2022 the number on a brick is the sum of the numbers on the two bricks below. examples total = 1 45 total = \u20135 72 total = 1 23 58 3 1 (a) complete this number wall . total = 1 3 2  (b) in part (a) , the number 3 is on the middle brick of the bottom row.   in the example, the number 3 is on the end brick of the bottom row.   explain why putting the number 3 on the middle brick of the bottom row increases the total.  ...  ...",
+            "3": "3 0607/53/o/n/17 \u00a9 ucles 2017 [turn over 2 (a) complete this number wall .   total = 1 2 3 4  (b) put the numbers 1, 2, 3 and 4 on the bottom row and complete this  number wall so that the total is   bigger than the total in  part (a) . total =  (c) complete this number wall .   you may use negative numbers. total = 31 10 4 7 4",
+            "4": "4 0607/53/o/n/17 \u00a9 ucles 2017 3 this number wall  is 3 bricks high.  (a) complete each brick using expressions in terms of a, b and c.   write each expression in its simplest form. b c a  (b) use the expression for the total you found in part (a)  to find the value of b. b 77 4    ...",
+            "5": "5 0607/53/o/n/17 \u00a9 ucles 2017 [turn over 4 (a) this number wall is 4 bricks high.   complete each brick using expressions in terms of a, b, c and d.   write each expression in its simplest form. b aa + b d c  (b) in another wall that is 4 bricks high, the total is 34 and the values of a, b, c and d are all the same.   use the expression for the total you found in part (a) to show that the value of a cannot be an integer.",
+            "6": "6 0607/53/o/n/17 \u00a9 ucles 2017  (c) in this number wall  that is 5 bricks high, only integers greater than 0 are used.   find one set of possible values for a, b, c, d and e. b a d e c43 14 9 6 a =  b =  c =  d =  e =  5 in 1653 a french mathematician, blaise pascal, wrote about a triangle of numbers similar to the one shown  below.  it is made in the same way as  number walls  but \u2022 the number on a brick is the sum of the numbers on the two bricks above  and \u2022 the number on the first and last brick in each row is always 1.  1 1 1 2 1 1 3 3 1 1 4 6 4 1 1 5 10 10 5 1 1row 1 row 2 row 3 row 4 row 5 row 6 6 15 20 15 6 1",
+            "7": "7 0607/53/o/n/17 \u00a9 ucles 2017 [turn over  (a) the wall in question 4(a)  is 4 bricks high.   show clearly how your expression for the total in question 4(a)  connects to the numbers in one row of  this triangle.   write down which row this is.  row   ...  (b) a wall that is 5 bricks high has a, b, c, d and e, in that order, along the bottom row.   write down an expression in terms of a, b, c, d and e for the total.    ..  (c) use your expression from part (b)  to check that the set of values you found for a, b, c, d and e in  question 4(c)  gives a total of 43.  question 5(d) is printed on the next page.",
+            "8": "8 0607/53/o/n/17 \u00a9 ucles 2017 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 international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download at www.cie.org.uk after  the live examination series. 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. (d)  a wall that is 5 bricks high has the number 2017 on each  brick of the bottom row.   find the total.    ..."
+        },
+        "0607_w17_qp_61.pdf": {
+            "1": "*3088304286* this document consists of 10 printed pages and 2 blank pages. dc (st/sw) 134794/2 \u00a9 ucles 2017  [turn overcambridge international mathematics  0607/61 paper 6 (extended)  october/november 2017  1 hour 30 minutes candidates answer on the question paper. additional materials:  graphics calculator read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen. do not use staples, paper clips, glue or correction fluid. you may use an hb pencil for any diagrams or graphs. do not  write in any barcodes. answer both parts a and b. you must show all relevant working to gain full marks for correct methods, including sketches. in this paper you will also be assessed on your ability to provide full reasons and communicate your  mathematics clearly and precisely. at the end of the examination, fasten all your work securely together. the total number of marks for this paper is 40.cambridge international examinations cambridge international general certificate of secondary education",
+            "2": "2 0607/61/o/n/17 \u00a9 ucles 2017 answer both  parts a and b. a investigation  equable shapes (20 marks) you are advised to spend no more than 45 minutes on this part. in this investigation lengths are given in centimetres. the area of a shape is a square centimetres and its perimeter is p centimetres. this task investigates the dimensions of equable  shapes. the shape is equable  if a = p.  all the diagrams in this investigation are not to scale.  1   3.6 4.5  this rectangle is equable. show by calculation that a = p.  ...  ... 2  y 10  (a) write down an expression, in terms of y, for the area of this rectangle.    ...  (b) write down an expression, in terms of y, for the perimeter of this rectangle.    ...  (c) this rectangle is equable.    using your answers to part (a) and part (b) write an equation in terms of y.    solve this equation.    ...",
+            "3": "3 0607/61/o/n/17 \u00a9 ucles 2017 [turn over 3  y x  this rectangle is equable.  (a) write down the equation a = p in terms of x and y.       (b) show that ( x - 2)(y - 2) = 4 is equivalent to your equation in part (a) .  (c) use part (b)  to find all the equable rectangles that have integer  lengths and widths.  ...",
+            "4": "4 0607/61/o/n/17 \u00a9 ucles 2017 4     this isosceles triangle has base 6 and height 7.2 .     its area is 21\u00d7 base \u00d7 height        =  3 \u00d7 7.2        =  21.6 .     show that it is equable.    3 37.2 5           this isosceles triangle has base 2 a and height h.                  a ah  (a) find, in terms of a and h, an expression for  a and an expression for p.     when a = p, show that   ah aa h 2222-= + .",
+            "5": "5 0607/61/o/n/17 \u00a9 ucles 2017 [turn over  (b) (i) by squaring both sides of the equation in part (a) show that   a2h \u2013 4a2 = 4h.   (ii) write a2 in terms of h.    ...   (iii) for which values of h, the height of an equable isosceles triangle, is your formula for a2 valid?    ...  (c) an equable isosceles triangle has a height of 4.5 .   find its perimeter.            ...",
+            "6": "6 0607/61/o/n/17 \u00a9 ucles 2017 b modelling  carbon dioxide measurements (20 marks) you are advised to spend no more than 45 minutes on this part. this task models data from mauna loa on the island of hawaii. since 1958, scientists at mauna loa have been measuring the amount of carbon dioxide in the atmosphere. the units of measurement are parts per million by volume (ppm). the scientists use a sine wave to model the graph of the amount of carbon dioxide in the atmosphere. here is the graph of y = sin x\u00b0. its period is 360. \u20131\u20130.53000.51 60 90 120 150 180 210 240 270 300 330 360xy     1 (a)   \u20131\u20130.53000.51 60 90 120 150 180 210 240 270 300 330 360xy   (i) on the grid, sketch the graph of y = sin(2 x)\u00b0 for x0 360 gg .     (ii) write down the period of y = sin(2 x)\u00b0.    ...  (b) write down the period of y = sin(6 x)\u00b0.    ...  (c) find the value of k when the period of y = sin(kx)\u00b0 is 40.    ...",
+            "7": "7 0607/61/o/n/17 \u00a9 ucles 2017 [turn over 2 the graph below models the change in the amount of carbon dioxide at mauna loa in one year.  x is the number of months since the start of the year.  x = 0 is the beginning of january and x = 12 is the end of december.  y is the amount of carbon dioxide above a given level. \u20132 \u201341024 2 3 4 5 6 7 8 9 10 11 12xy  the equation of the graph is y = a sin(bx)\u00b0.  (a) write down the period of the graph and find b.  period =  ...  b =   ...  (b) write down the value of a and the equation of the graph.  ...  ",
+            "8": "8 0607/61/o/n/17 \u00a9 ucles 2017 3 the table shows the amount of carbon dioxide at the beginning of each year. yearnumber of months  since the beginning of 2012 ( x)amount of carbon  dioxide in ppm ( y) 2012  0 393 2013 12 395 2014 24 397 2015 36 399 2016 48 401 2017 60 403  (a) on the grid, plot these points. 390 0 12 24 36 48 60xy 395400405  (b) find the equation for y in terms of x that fits the data.     ...",
+            "9": "9 0607/61/o/n/17 \u00a9 ucles 2017 [turn over 4 the expressions for y in question 2  and question 3  combine together to give the complete model.  use one of the operations, addition, subtraction, multiplication or division, to write down the complete  model.    5 the graph shows the complete model for the amount of carbon dioxide between the beginning of 2012 and  the beginning of 2017.   label the points marked on the axes. x number of months since the beginning of 2012amount of carbon dioxide (ppm)y",
+            "10": "10 0607/61/o/n/17 \u00a9 ucles 2017 6 answer this question using your model from question 4 .   (a) find the highest amount of carbon dioxide in the atmosphere between the beginning of january 2012  and the beginning of january 2017.    give your answer correct to 1 decimal place.    ...  (b) find the amount of carbon dioxide at the end of may 2015.    give your answer correct to 1 decimal place.    ... 7 assume that the graph in question 5 continues in the same way.   find when the amount of carbon dioxide first reaches 410  ppm.   write down the year and the month.  year   ...  month   ... 8 explain why this model may not be appropriate for finding the amount of carbon dioxide in the atmosphere  in the year 2050.  ...  ...",
+            "11": "11 0607/61/o/n/17 \u00a9 ucles 2017 blank page",
+            "12": "12 0607/61/o/n/17 \u00a9 ucles 2017 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 international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download at www.cie.org.uk after  the live examination series. 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.blank page"
+        },
+        "0607_w17_qp_62.pdf": {
+            "1": "*4364429874* this document consists of 14 printed pages and 2 blank pages. dc (nf/fc) 134786/2 \u00a9 ucles 2017  [turn overcambridge international mathematics  0607/62 paper 6  (extended)  october/november 2017  1 hour 30 minutes candidates answer on the question paper. additional materials:  graphics calculator read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen. do not use staples, paper clips, glue or correction fluid. you may use an hb pencil for any diagrams or graphs. do not  write in any barcodes. answer both parts a and b. you must show all relevant working to gain full marks for correct methods, including sketches. in this paper you will also be assessed on your ability to provide full reasons and to communicate  your mathematics clearly and precisely. at the end of the examination, fasten all your work securely together. the total number of marks for this paper is 40.cambridge international examinations cambridge international general certificate of secondary education",
+            "2": "2 0607/62/o/n/17 \u00a9 ucles 2017 answer both  parts a and b. a investigation  number walls (20 marks) you are advised to spend no more than 45 minutes on this part. this investigation looks at what happens when you place numbers on a number wall . you make a number wall  like this. \u2022 integers are put on the bottom row of bricks. \u2022 the number on a brick is the sum of the numbers on the two bricks below. examples total = 5 1 4total = 2 \u20135 7 total = 8 3 1 2 35 1 (a) complete this number wall . total = 1 3 2  (b) in part (a) , the number 3 is on the middle brick of the bottom row.   in the example, the number 3 is on the end brick of the bottom row.   explain why putting the number 3 on the middle brick of the bottom row increases the total.  ...  ...",
+            "3": "3 0607/62/o/n/17 \u00a9 ucles 2017 [turn over 2 (a) complete this number wall . total = 1 2 3 4  (b) put the numbers 1, 2, 3 and 4 on the bottom row and complete this number wall  so that the total is  bigger than the total in part (a) . total =  (c) complete this number wall .   you may use negative numbers. total = 31 4 7 410",
+            "4": "4 0607/62/o/n/17 \u00a9 ucles 2017 3 (a) this number wall  is 4 bricks high.   complete each brick using expressions in terms of a, b, c and d.   write each expression in its simplest form. a + b a b c d  (b) in another wall that is 4 bricks high, the total is 34 and the values of a, b, c and d are all the same.   use the expression for the total you found in part (a)  to show that the value of a cannot be an integer.",
+            "5": "5 0607/62/o/n/17 \u00a9 ucles 2017 [turn over  (c) in this number wall  that is 5 bricks high, only integers greater than 0 are used.   find both sets of possible values for a, b, c, d and e. a b43 9 14 6 c d e   set 1     a =   b =   c =   d =   e =  set 2     a =   b =   c =   d =   e = ",
+            "6": "6 0607/62/o/n/17 \u00a9 ucles 2017 4 in 1653 a french mathematician, blaise pascal, wrote about a triangle of numbers similar to the one shown  below.  it is made in the same way as number walls  but \u2022 the number on a brick is the sum of the numbers on the two bricks above   and \u2022 the number on the first and last brick in each row is always 1. 1 1 1 2 1 1 3 3 1 1 4 6 4 1 1 5 10 10 5 1 1row 1 row 2 row 3 row 4 row 5 row 6 6 15 20 15 6 1  (a) the wall in question 3(a)  is 4 bricks high.   show clearly how your expression for the total in question 3(a)  connects to the numbers in one row of  this triangle.   write down which row this is.  row  .  (b) a wall that is 5 bricks high has a, b, c, d and e, in that order, along the bottom row.   write down an expression in terms of a, b, c, d and e for the total.   .  (c) use your expression from part (b)  to check that one of the sets of values you found for a, b, c, d and e  in question 3(c)  gives a total of 43.",
+            "7": "7 0607/62/o/n/17 \u00a9 ucles 2017 [turn over 5 (a) each brick in the bottom row of a number wall   has the letter a written on it.   complete this table. height of wall  (h bricks high)total 1 a 2 2a 3 4 h  (b) a wall that is 6 bricks high has the same integer written on each brick on the bottom row.   the total is 96.   find the integer that has been used.   ..  (c) a wall has the number 5 written on each brick on the bottom row.   the total is 20 971 520.   find the height of the wall.   ..",
+            "8": "8 0607/62/o/n/17 \u00a9 ucles 2017 6 the bricks on the bottom row of a wall are numbered consecutively using positive integers.  for example,          7, 8, 9, \u2026  the total for the wall is 80.  find all the possible heights of the wall.   ..",
+            "9": "9 0607/62/o/n/17 \u00a9 ucles 2017 [turn over b modelling  ranges (20 marks) you are advised to spend no more than 45 minutes on this part. this task looks at the horizontal distance a ball, fired from a toy cannon on horizontal ground, travels before it  hits the ground. the horizontal distance that the ball travels is called the range. the angle the barrel of the toy cannon makes with horizontal ground is called the angle of elevation. angle of elevationthe barrel the range depends on the angle of elevation. this diagram shows the path of a ball and its range for three different angles of elevation. range range range",
+            "10": "10 0607/62/o/n/17 \u00a9 ucles 2017 1 paul has a toy cannon which fires a ball at a speed of v m/s.  he uses a model to calculate the range for the same speed but for different angles of elevation. angle of elevation ( x degrees) 0 10 20 30 40 50 60 70 80 90 range ( r metres) 0 3.5 6.6 8.8 10.0 10.0 8.8 6.6 3.5 0  (a) on the grid, plot these points and draw a graph to show this information. 001234567891011r x 10 20 30 40 50 angle of elevation  (degrees)range (metres) 60 70 80 90  (b) paul wants the range to be 8  m.   use the graph to find the angles of elevation he could use.   ..  (c) paul wants the range to be the maximum.   use the graph to find the angle of elevation he should use.   ..",
+            "11": "11 0607/62/o/n/17 \u00a9 ucles 2017 [turn over  (d) a model for the range is r = a sin(2 x)\u00b0.   find the value of a and write down the model.   ..  (e) use your model to find r when x = 100.   explain your result.  ...  ...  ... 2 paul now fires 8 balls from his cannon.  each ball has the same mass and is fired at the same speed of v m/s.  he records the angle of elevation and range for each ball. angle of elevation ( x degrees) 10 20 30 40 50 60 70 80 range ( r metres) 3.4 5.9 8.3 9.1 9.1 8.0 5.8 3.2  (a) paul did not use an angle of elevation of 90 \u00b0.   give a reason why.  ...  (b) use the information in the table to draw a graph using the axes on the previous page.  (c) how can you tell that the model in question 1  is a good model for these results?  ...  ...",
+            "12": "12 0607/62/o/n/17 \u00a9 ucles 2017 3 paul now fires balls from his cannon, each with a speed of 20  m/s.  (a) another model for the range is .sin rvx9812\u00b02 = ^h.   on the axes below, sketch a graph of the expected ranges using this model. 00range (metres) angle of elevation  (degrees)80xr  (b) paul records the actual range when he fires the balls. angle of elevation ( x degrees). 10 20 30 40 50 60 70 80 range ( r metres). 12.0 21.8 29.2 30.7 30.2 26.3 19.5 10.6   on the same axes, sketch the graph for these ranges.   comment on the suitability of using the model to predict the range.  ...  ...",
+            "13": "13 0607/62/o/n/17 \u00a9 ucles 2017 [turn over 4 paul changes the speed with which each ball is fired.  he records each speed and the maximum range, r metres. speed ( v m/s) 1 5 10 15 20 25 maximum range ( r metres) 0.10 2.49 9.62 19.85 31.03 43.26  (a) on the axes below, sketch the graph of r against v. 00maximum range (metres) speed  (m/s)25vr  (b) paul improves his model in question 3(a)  to estimate the maximum range, and to take account of air  resistance.   the new model is .rvv 9812 981kv 22#=-           where k is a constant.   when v = 15  m/s, find the value of k, correct to 2 decimal places.   ..",
+            "14": "14 0607/62/o/n/17 \u00a9 ucles 2017  (c) comment on the suitability of the model as speed increases.  ...  ...  ...",
+            "15": "15 0607/62/o/n/17 \u00a9 ucles 2017 blank page",
+            "16": "16 0607/62/o/n/17 \u00a9 ucles 2017 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 international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download at www.cie.org.uk after  the live examination series. 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.blank page"
+        },
+        "0607_w17_qp_63.pdf": {
+            "1": "this document consists of 12 printed pages. dc (kn/sg) 137085/3 \u00a9 ucles 2017  [turn over *8729490689* cambridge international mathematics  0607/63 paper 6 (extended)  october/november 2017  1 hour 30 minutes candidates answer on the question paper. additional materials:  graphics calculator read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen. do not use staples, paper clips, glue or correction fluid. you may use an hb pencil for any diagrams or graphs. do not  write in any barcodes. answer both parts a and b. you must show all relevant working to gain full marks for correct methods, including sketches. in this paper you will also be assessed on your ability to provide full reasons and to communicate  your mathematics clearly and precisely. at the end of the examination, fasten all your work securely together. the total number of marks for this paper is 40.cambridge international examinations cambridge international general certificate of secondary education",
+            "2": "2 0607/63/o/n/17 \u00a9 ucles 2017 answer both parts a and b. a investigation  chequered flags (20 marks) you are advised to spend no more than 45 minutes on this part. this investigation is about the number of coloured squares on a chequered flag. a chequered flag has two or more colours making a pattern of squares.  there is always a black square in the top left corner. the size of a flag is m by n, where m is the number of rows and n is the number of columns. 1 (a) the flag above is a 4 by 5, black and white chequered flag.   write down the number of black squares and the number of white squares.    black  .  white  .  (b) (i) complete both tables.  size of flag 2 by 1 2 by 2 2 by 3 2 by 4 2 by 5 2 by n black 1 2 white 1 2 size of flag 4 by 1 4 by 2 4 by 3 4 by 4 4 by 5 4 by n black 2 white 2",
+            "3": "3 0607/63/o/n/17 \u00a9 ucles 2017 [turn over   (ii) find two expressions, in terms of n, for the number of black squares and the number of   white squares on a 6 by n flag.  black  .  white  .  (c) how many different sizes of black and white chequered flags are there with 12 black squares and 12  white squares?   ..  (d) m is an even number.   for the flags in this question find an expression, in terms of m and n, for the number of black squares  on an m by n chequered flag.   ..",
+            "4": "4 0607/63/o/n/17 \u00a9 ucles 2017 2 this is a 3 by 5, black and white chequered flag.  (a) write down the number of black squares and the number of white squares.  black  .  white  .  (b)  is your expression in question 1(d)  correct for this flag?   write down the restrictions on m and n for your expression in question 1(d) .  ...  (c) complete both tables.  size of flag 3 by 1 3 by 2 3 by 3 3 by 4 3 by 5 black white size of flag 5 by 1 5 by 2 5 by 3 5 by 4 5 by 5 black white  (d) m and n are both odd numbers.   using your answer to  question 1(d) , find an expression, in terms of m and n, for the number of black  squares and the number of white squares.  black  .  white  .",
+            "5": "5 0607/63/o/n/17 \u00a9 ucles 2017 [turn over 3 this is a 4 by 6, black, white and grey three-coloured chequered flag.   (a) for this flag, write down the number of squares of each colour.  black  .  white  .  grey  .  (b) (i) complete both tables. size of flag 3 by 1 3 by 2 3 by 3 3 by 4 3 by 5 3 by n black white grey size of flag 6 by 1 6 by 2 6 by 3 6 by 4 6 by 5 6 by n black white grey   (ii) for the flags in this question, find an expression, in terms of m and n, for the number of black  squares on an m by n three-coloured chequered flag.   ..   (iii) is your expression in part (ii)  correct for a flag with 2 rows?    write down the restriction on n for your expression in part (ii) .  ...",
+            "6": "6 0607/63/o/n/17 \u00a9 ucles 2017 4 the number of black squares on a flag with six colours is mn 6.  (a) show that this is not true for a 16 by 14 flag with six colours.  (b) a six-coloured chequered flag has 3 black squares.   find all the possible sizes of the flag. 5 the expression pmn gives the number of each coloured square on an  m by n flag with  p colours.   what is true about m, n and p?  ...",
+            "7": "7 0607/63/o/n/17 \u00a9 ucles 2017 [turn over b modelling  areas of polygons (20 marks) you are advised to spend no more than 45 minutes on this part. this task looks at the relationship between the number of sides and the area of an enclosure. a farmer has a 24 metre length of fencing to make an enclosure. 1 (a) he makes a rectangular enclosure as shown in this diagram. 11 m 1 m area = 11  m2not to scale   complete this table to show all the possible rectangular enclosures he can make with 24  m of fencing.   the sides of the enclosure are always a whole number of metres. 1 by 11 and 11 by 1 are the same rectangle. width (m) length (m) area (m2) 1 11 11 2 10 20  (b) what is the mathematical name of the rectangle that gives the maximum area of the enclosure?   ..",
+            "8": "8 0607/63/o/n/17 \u00a9 ucles 2017 2 the farmer makes an enclosure that is an equilateral triangle with a perimeter of 24  m.  the perpendicular distance from a corner to the opposite side of the enclosure is h metres. hnot to scale  show that the area of this triangle is 27.7  m2, correct to 1 decimal place. 3 (a) the farmer makes an enclosure that is a regular pentagon with a perimeter of 24  m.  a\u00b0not to scale   (i) show that a = 72.",
+            "9": "9 0607/63/o/n/17 \u00a9 ucles 2017 [turn over   (ii) the regular pentagon can be divided into 5 isosceles triangles.    the perpendicular distance from the centre of the pentagon to a side is h metres.    use trigonometry to find the value of h. a\u00b0 h 24 5mnot to scale   ..   (iii) use your value of h to find the area of the isosceles triangle.   ..   (iv) show that the area of the pentagon is 40  m2, correct to the nearest square metre.",
+            "10": "10 0607/63/o/n/17 \u00a9 ucles 2017  (b)  the farmer makes an enclosure in the shape of a regular hexagon with a perimeter of 24  m.   use the method in  part (a)  to find the area of this hexagon.   .. 4 the farmer makes an enclosure that is an n-sided regular polygon with a perimeter of 24  m.   here is an isosceles triangle from this polygon. a\u00b0 h 24 nmnot to scale  (a) (i) use this triangle and the method from question 3 , to show that a model for calculating the   area ( a m2) of a regular n-sided polygon with perimeter 24  m is       \u00b0tana nn180144=j lkkn poo .    show all your working.",
+            "11": "11 0607/63/o/n/17 \u00a9 ucles 2017 [turn over   (ii) write down a condition for n.   ...  (b) use the model to show that the area of a regular octagon with a perimeter of 24  m is 43.5  m2,  correct to 1 decimal place.    (c) sketch the graph of  \u00b0tana nn180144=j lkkn poo  for n35 0 gg  on the grid below. a 50 0 3 50n  (d) the farmer wants to use the 24  m of fencing to make a regular polygon with an area of 44.0  m2,  correct to the nearest 0.1  m2.   find the number of sides of this polygon.   .. questions 4(e), 4(f) and 4(g) are printed on the next page.",
+            "12": "12 0607/63/o/n/17 \u00a9 ucles 2017 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 international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download at www.cie.org.uk after  the live examination series. 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. (e) use your graph to write down an estimate of the greatest possible area of a polygon with a   perimeter of 24  m.   ..  (f) (i) when n is very large, the shape of the polygon is approximately a  .   (ii) calculate the exact value of the greatest possible area of a shape with a perimeter of 24  m.   ..  (g) change the model in question 4(a)  to find the area of any regular polygon with a perimeter of p.   .."
+        }
+    },
+    "2018": {
+        "0607_s18_qp_11.pdf": {
+            "1": "    this document consists of 8 printed pages.  ib18 06_0607_11/2rp  \u00a9 ucles 2018 [turn over     \uf02a\uf030\uf032\uf031\uf030\uf034\uf034\uf032\uf032\uf038\uf033\uf02a \uf020 cambridge international examinations  cambridge international general certificate of secondary education       cambridge international mathematics 0607/11     paper 1 (core)  may/june 2018     45 minutes    candidates answer on the question paper.    additional materials: geometrical instruments      read these instructions first    write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen.  do not use staples, paper clips, glue or correction fluid.  you may use an hb pencil for any diagrams or graphs. do not  write in any barcodes.    answer all the questions.  calculators must not be used in this paper.  all answers should be given in their simplest form.  you must show all the relevant working to gain fu ll marks and you will be given marks for correct methods  even if your answer is incorrect.  the number of marks is given in brackets [  ] at the end of each question or part question.  the total number of marks for this paper is 40.   ",
+            "2": "2  \u00a9 ucles 2018 0607/11/m/j/18  formula list   area, a, of triangle, base b, height h. a = 1 2bh  area, a, of circle, radius r. a = \uf070r2  circumference, c, of circle, radius r. c = 2\uf070r  curved surface area, a, of cylinder of radius r, height h. a = 2\uf070rh  curved surface area, a, of cone of radius r, sloping edge l. a = \uf070rl  curved surface area, a, of sphere of radius r. a = 4\uf070r2  volume, v, of prism, cross-sectional area a, length l. v = al  volume, v, of pyramid, base area a, height h. v = 1 3ah  volume, v, of cylinder of radius r, height h. v = \uf070r2h  volume, v, of cone of radius r, height h. v = 1 3\uf070r2h  volume, v, of sphere of radius r. v = 4 3\uf070r3   ",
+            "3": "3  \u00a9 ucles 2018 0607/11/m/j/18 [turn over  answer all the questions.    1 3 6 12 15 18 36     from the list of numbers write down    (a) a common factor of 9 and 18,      [1]      (b) a common multiple of 6 and 12.      [1]      2 work out  103 of 120.        [1]      3 write down the value of 364 .         [1]      4 write down a prime number between 20 and 30.         [1]     5 insert one pair of brackets to make this calculation correct.    5  +  10  \u00d7  3  \u2013  1  =  25  [1]    6        write down the number of lines of symmetry of this sector.       [1]   ",
+            "4": "4  \u00a9 ucles 2018 0607/11/m/j/18  7 the table shows the number of students in each year group at a school.     boys girls total  year 1 59 65 124  year 2 64 72 136  year 3 70 67 137  year 4 63 65 128  year 5 58 67 125  total 314 336 650     write down     (a) the number of boys in year 4,    [1]       (b) the total number of students in year 2,    [1]       (c) the year group in which there are more boys than girls.     [1]      8 adele is collecting data about the people who live in paris.     (a) write down a type of discrete data that adele could collect.       [1]       (b) write down a type of continuous data that adele could collect.       [1]      9                 the diagram shows a circle, centre o, and a straight line ab.    write down the mathematical name of the line ab.       [1]   b ao",
+            "5": "5  \u00a9 ucles 2018 0607/11/m/j/18 [turn over  10                                  write down the letters for all the shapes that are congruent.       [1]      11 use one of the symbols   >,   <  or  =  to make the following statement correct.    257   51      [1]      12 simplify.      5 e \u2013 4f \u2013 e + 3f         [2]      13 the table shows the favourite football team of each of 30 students.     favourite team chelsea liverpool middlesbrough preston west ham  number of students 5 6 12 4 3     paula draws a pie chart to show this information.     work out the sector angle for liverpool.              [2]   ab c d e f g",
+            "6": "6  \u00a9 ucles 2018 0607/11/m/j/18  14  \u20136 \u20136\u20135\u20134\u20133\u20132\u201310 123456 \u20135\u20134\u20133\u20132\u2013112456y x3a         the diagram shows a point a and the line    y = 23x + 3.     (a) write down the co-ordinates of point a.   (  ,  )[ 1 ]        (b) plot and label the point b (\u20131, \u20133). [1]       (c) draw the line x = 4. [1]       (d) write down the co-ordinates of the point where the line    y = 23x + 3  crosses the x-axis.   (  ,  )[ 1 ]        (e) write down the gradient of the line    y = 23x + 3.       [1]   ",
+            "7": "7  \u00a9 ucles 2018 0607/11/m/j/18 [turn over  15                             (a)  reflect triangle p in the y-axis. label the image q. [1]       (b) rotate triangle p through 90\u00b0 clockwise about the origin. label the image r. [2]       (c) describe fully the single  transformation that maps triangle q onto triangle r.    [2]      16                  write down the elements in  a \uf0c7b\uf0a2.     {   } [2]      17 omar runs at an average speed of 12  km/h.     find the time he will take to run 18  km.          hours [2]    questions 18, 19 and 20 are printed on the next page. ab 4 98 1624 123 15 21\u20134\u20133\u20132\u201310 1231234 4 \u20134\u20133\u20132\u20131p xy",
+            "8": "8       permission to reproduce items where third-party owned material pr otected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to trac e 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 informati on to candidates, all copyright acknowledgements are reproduced onl ine in the cambridge  international examinations copyright acknow ledgements booklet. this is produced for ea ch series of examinations and is freely a vailable to download at  www.cie.org.uk after the live examination series.   cambridge international examinations is part of the cambridge as sessment group. cambridge assessment is the brand name of unive rsity of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge.    \u00a9 ucles 2018 0607/11/m/j/18  18   f(x) = x5     work out f(36).          [1]      19 (a) solve the equation.        5 x = 35        x =   [1]       (b) solve the equation.       5( y \u2013 7 ) = 10         y =   [2]     20 solve the simultaneous equations.      x \u2013 2y =   1  3x +   y = 10                x =       y =   [3]     "
+        },
+        "0607_s18_qp_12.pdf": {
+            "1": "    this document consists of 8 printed pages.  ib18 06_0607_12/rp  \u00a9 ucles 2018 [turn over     \uf02a\uf030\uf033\uf035\uf034\uf030\uf039\uf038\uf037\uf032\uf033\uf02a \uf020 cambridge international examinations  cambridge international general certificate of secondary education       cambridge international mathematics 0607/12     paper 1 (core)  may/june 2018     45 minutes    candidates answer on the question paper.    additional materials: geometrical instruments      read these instructions first    write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen.  do not use staples, paper clips, glue or correction fluid.  you may use an hb pencil for any diagrams or graphs. do not  write in any barcodes.    answer all the questions.  calculators must not be used in this paper.  all answers should be given in their simplest form.  you must show all the relevant working to gain fu ll marks and you will be given marks for correct methods  even if your answer is incorrect.  the number of marks is given in brackets [  ] at the end of each question or part question.  the total number of marks for this paper is 40.   ",
+            "2": "2  \u00a9 ucles 2018 0607/12/m/j/18  formula list   area, a, of triangle, base b, height h. a = 1 2bh  area, a, of circle, radius r. a = \uf070r2  circumference, c, of circle, radius r. c = 2\uf070r  curved surface area, a, of cylinder of radius r, height h. a = 2\uf070rh  curved surface area, a, of cone of radius r, sloping edge l. a = \uf070rl  curved surface area, a, of sphere of radius r. a = 4\uf070r2  volume, v, of prism, cross-sectional area a, length l. v = al  volume, v, of pyramid, base area a, height h. v = 1 3ah  volume, v, of cylinder of radius r, height h. v = \uf070r2h  volume, v, of cone of radius r, height h. v = 1 3\uf070r2h  volume, v, of sphere of radius r. v = 4 3\uf070r3      ",
+            "3": "3  \u00a9 ucles 2018 0607/12/m/j/18 [turn over  answer all the questions.    1 work out.        6 + 24 \u00f7 3         [1]     2 by rounding each number to one significant figure, estimate the value of  3.17 \u00d7 4.8 .            [2]      3 work out 32 of 21.            [1]      4 find 20% of 200.             [1]      5 write down a square number between 12 and 18.         [1]      6 (a)  write  2 \u00d7 2 \u00d7 2  as a power of 2.         [1]      (b) work out 32.         [1]   ",
+            "4": "4  \u00a9 ucles 2018 0607/12/m/j/18  7                        the diagram shows a triangle on a 1  cm2 grid.    find the area of the triangle.          cm2 [1]      8   9 cmnot to  scale    the length of this rectangle is 9  cm.   the perimeter of this rectangle is 30  cm.     work out the width of this rectangle.            cm [2]      9 1 kg of bananas and 2  kg of pears cost $5.95 in total.   pears cost $1.80 per kilogram.    work out the cost of 1  kg of bananas.          $  [2]     ",
+            "5": "5  \u00a9 ucles 2018 0607/12/m/j/18 [turn over  10 find the lowest common multiple (lcm) of 12 and 16.          [2]     11                                  (a) write down the co-ordinates of point a. (  ,  )[ 1 ]        (b) plot the point (\u20133, 1). label this point b.  [1]      12                      find the values of  x and  y.      x =       y =   [2]   y x \u2013 4 \u2013 444 3 2 1 \u20133 \u20132 \u20131 1 2 3 \u20133\u20132\u201310a not to scale x\u00b080\u00b0 y\u00b070\u00b0",
+            "6": "6  \u00a9 ucles 2018 0607/12/m/j/18  13 the point p has co-ordinates (2, 12) and the point q has co-ordinates (10, 8).    find the co-ordinates of the midpoint of  pq.        (  ,  )[ 2 ]         14 the list shows the mark for each of ten students in an examination.    7 9 5 5 8 2 6 4 4 9     (a)  find the median.       [2]       (b)  find the mean.           [2]      15 a = {2, 3, 4, 5, 6, 7}   b = {2, 3, 5, 8}     (a) write  down n( a).       [1]       (b) write down the elements of a \uf0c8 b.      {   } [1]      16 the equations of some straight lines are shown below.       x = 4 y = 3x \u2013 3 y = 4x \u2013 3       y = 4x + 7 y = 4 y = \u20133 x \u2013 3     write down the equations of th e two lines that are parallel.         and    [1]   ",
+            "7": "7  \u00a9 ucles 2018 0607/12/m/j/18 [turn over  17   y x \u2013 4 \u2013 444 3 2 1 \u20133 \u20132 \u20131 1 2 3 \u20133\u20132\u201310a      on the grid, draw the image of triangle a after a reflection in the line y = 1.       [2]      18 describe the  single  transformation that maps  y = f(x) onto  y = f(x) \u2013 2.            [2]      19  f(x) = x2 + 3    find the range of f( x) when the domain is {\u20132, 0, 2, 3}.        {   }  [2]                 questions 20, 21 and 22 are printed on the next page.    ",
+            "8": "8      permission to reproduce items where third-party owned material pr otected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to trac e 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 ans wer-related information to candidates, all copyright acknowledgements are reproduced onl ine in the cambridge  international examinations copyright acknow ledgements booklet. this is produced for each  series of examinations and is freely a vailable to download at  www.cie.org.uk after the live examination series.    cambridge international examinations is part of the cambridge as sessment group. cambridge assessment is the brand name of unive rsity of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge.    \u00a9 ucles 2018 0607/12/m/j/18  20 simplify fully.        efe 352\uf0b4             [2]     21  write down all integer values of x that satisfy    \u20133 < x  1 .        [2]      22 solve the simultaneous equations.  \u00a0  5 x \u2013 y = 7   4 x \u2013 y = 5               x =      y =   [2]     "
+        },
+        "0607_s18_qp_13.pdf": {
+            "1": "    this document consists of 8 printed pages.  ib18 06_0607_13/4rp  \u00a9 ucles 2018 [turn over     \uf02a\uf030\uf032\uf035\uf033\uf032\uf036\uf035\uf033\uf036\uf030 \uf02a\uf020 cambridge international examinations  cambridge international general certificate of secondary education       cambridge international mathematics 0607/13     paper 1 (core)  may/june 2018     45 minutes    candidates answer on the question paper.    additional materials: geometrical instruments      read these instructions first    write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen.  do not use staples, paper clips, glue or correction fluid.  you may use an hb pencil for any diagrams or graphs. do not  write in any barcodes.    answer all the questions.  calculators must not be used in this paper.  all answers should be given in their simplest form.  you must show all the relevant working to gain fu ll marks and you will be given marks for correct methods  even if your answer is incorrect.  the number of marks is given in brackets [  ] at the end of each question or part question.  the total number of marks for this paper is 40.   ",
+            "2": "2  \u00a9 ucles 2018 0607/13/m/j/18  formula list   area, a, of triangle, base b, height h. a = 1 2bh  area, a, of circle, radius r. a = \uf070r2  circumference, c, of circle, radius r. c = 2\uf070r  curved surface area, a, of cylinder of radius r, height h. a = 2\uf070rh  curved surface area, a, of cone of radius r, sloping edge l. a = \uf070rl  curved surface area, a, of sphere of radius r. a = 4\uf070r2  volume, v, of prism, cross-sectional area a, length l. v = al  volume, v, of pyramid, base area a, height h. v = 1 3ah  volume, v, of cylinder of radius r, height h. v = \uf070r2h  volume, v, of cone of radius r, height h. v = 1 3\uf070r2h  volume, v, of sphere of radius r. v = 4 3\uf070r3      ",
+            "3": "3  \u00a9 ucles 2018 0607/13/m/j/18 [turn over  answer all the questions.    1 write 0.37 as a percentage.           %[ 1 ]        2 write down the next square number after 36.    [1]       3 change 5 years into months.    months [1]      4 change 260 centimetres into metres.          metres [1]      5                        the distance-time graph shows sammy\u2019s journey from geneva to berne and back to geneva.     (a)  how far from geneva was sammy at 11  00?       km [1]     (b)  sammy stays for 121 hours in berne.     he then returns to geneva.       (i) how long did the journey from berne to geneva take?          hours [1]      (ii) find the average speed of this journey.           km  / h[ 1 ]    10  00 time4080120160 distance (km) 09  00 11  0012  00 13  00 14  00 15  0016  00berne geneva 0",
+            "4": "4  \u00a9 ucles 2018 0607/13/m/j/18  6                on the grid, shade two squares to give the diagram rotational symmetry of order 4. [1]     7 a polygon has 8 sides.   write down the mathematical name for this shape.      [1]      8 complete the statement.  an angle that is more than 90\u00b0 but is less than 180 \uf0b0 is called      [1]    9                          the diagram shows a line l drawn on a grid.      (a) on the grid, draw the line  x = 3. [1]     (b)  write down the co-ordinates where the line l and the line x = 3 intersect.       (  ,  )[ 1 ]     10 find the distance between the points  (\u20133, 4) and (5 , 4).               [1]   \u20132\u201310123123 4 \u20133\u20132\u2013154 \u20133 \u20134 \u20135 \u20134xly",
+            "5": "5  \u00a9 ucles 2018 0607/13/m/j/18 [turn over  11 complete the mapping diagram.         \uf0f7\uf0f7\uf0f7\uf0f7\uf0f7\uf0f7\uf0f7\uf0f7\uf0f7\uf0f7 \uf0f8\uf0f6 \uf0e7\uf0e7\uf0e7\uf0e7\uf0e7\uf0e7\uf0e7\uf0e7\uf0e7\uf0e7 \uf0e8\uf0e6 1411631   \uf0f7\uf0f7\uf0f7\uf0f7\uf0f7\uf0f7\uf0f7\uf0f7\uf0f7\uf0f7 \uf0f8\uf0f6 \uf0e7\uf0e7\uf0e7\uf0e7\uf0e7\uf0e7\uf0e7\uf0e7\uf0e7\uf0e7 \uf0e8\uf0e6 . ..161186       [1]    12 write down the next term of this sequence.    5, 9, 13, 17, \u2026         [1]    13 find an expression for the nth term of this sequence.    4, 7, 10, 13, 16, \u2026          [2]    14                      the pie chart represents 60 students.    work out how many of the students are boys.            [2]   120\u00b0boys girls",
+            "6": "6  \u00a9 ucles 2018 0607/13/m/j/18  15              the diagram shows an isosceles triangle.     find the value of x.             x =   [2]      16                   (a) measure the angle marked x.      x =   [1]       (b) write down the bearing of q from p.          [1]      17 find the highest common factor (hcf) of 54 and 72.          [1]      18 work out (3 \u00d7 106) \u00d7 (4 \u00d7 104) .  write your answer in standard form.         [2]   north x\u00b0 pqnot to scale148x\u00b0not to scale \u00b0",
+            "7": "7  \u00a9 ucles 2018 0607/13/m/j/18 [turn over  19                           describe fully the  single  transformation that maps shape a onto shape b.      [3]    20 a is the point (4, 9) and b is the point (1, 3).   find \uf0be\uf0ae\uf0be ab.      \uf0be\uf0ae\uf0be ab =  \uf0f7\uf0f7\uf0f7 \uf0f8\uf0f6 \uf0e7\uf0e7\uf0e7 \uf0e8\uf0e6 [2]   21 a bag contains red, blue and green beads only.  there are 40 beads in the bag. one bead is chosen at random.  the probability that the bead is red is  81.   the probability that the bead is blue is 85.     (a) find the probability that the bead is green.           [2]     (b) work out the number of blue beads in the bag.         [1]      questions 22 and 23 are printed on the next page. y x 44 3 2 1 \u20131 1 2 3 \u20133\u20132\u201310a b",
+            "8": "8    permission to reproduce items where third-party owned material pr otected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to trac e 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 ans wer-related information to candidates, all copyright acknowledgements are reproduced onl ine in the cambridge  international examinations copyright acknow ledgements booklet. this is produced for each  series of examinations and is freely a vailable to download at  www.cie.org.uk after the live examination series.    cambridge international examinations is part of the cambridge as sessment group. cambridge assessment is the brand name of unive rsity of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge.    \u00a9 ucles 2018 0607/13/m/j/18  22 write down an expression, in terms of x and y, for the total cost of x pens at 25 cents each and y pens    at 45 cents each.              cents [2]      23 solve the simultaneous equations.    3x + 2y = 21  4x \u2013 5y  = 5                     x =       y =   [4]     "
+        },
+        "0607_s18_qp_21.pdf": {
+            "1": "this document consists of 8 printed pages. dc (nh/sw) 153513/1 \u00a9 ucles 2018  [turn over *4065397237* cambridge international mathematics  0607/21 paper 2 (extended)  may/june 2018  45 minutes candidates answer on the question paper. additional materials:  geometrical instruments read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen. do not use staples, paper clips, glue or correction fluid. you may use an hb pencil for any diagrams or graphs. do not  write in any barcodes. answer all the questions. calculators must not be used in this paper. all answers should be given in their simplest form. you must show all the relevant working to gain full marks and you will be given marks for correct methods  even if your answer is incorrect. the number of marks is given in brackets [ ] at the end of each question or part question. the total number of marks for this paper is 40.cambridge international examinations cambridge international general certificate of secondary education",
+            "2": "2 0607/21/m/j/18 \u00a9 ucles 2018 formula list for the equation  ax bx c02++ = xabb ac 242!=-- curved surface area, a, of cylinder of radius r, height h. r ar h2= curved surface area, a, of cone of radius r, sloping edge l. rar l= curved surface area, a, of sphere of radius r. r ar42= v olume, v, of pyramid, base area a, height h. va h31= v olume, v, of cylinder of radius r, height h. rvr h2= v olume, v, of cone of radius r, height h. r vr h31 2= v olume, v, of sphere of radius r. r vr34 3=      sins in sin aa bb cc==      cos ab cb ca222 2=+ -      sinbc a21area=a c bcb a",
+            "3": "3 0607/21/m/j/18 \u00a9 ucles 2018 [turn over answer all the questions. 1 (a) work out 57 28#-+ .     [1]  (b) find .00013.     [1] 2 (a) find, by measuring, the size of this reflex angle.     [1]  (b) 80\u00b0not to scale x\u00b0   work out the value of x.  x =   [1]  (c) find the size of one exterior angle of a regular 18-sided polygon.     [2]",
+            "4": "4 0607/21/m/j/18 \u00a9 ucles 2018 3 solve these simultaneous equations.      xy xy37 25-= -=  x =    y =   [2] 4 (a) write 0.68 as a fraction in its lowest terms.     [1]  (b) work out   73 98' .     [2] 5 these are the first five terms of a sequence. 1   0   1   4   9  find the nth term of this sequence.     [2]",
+            "5": "5 0607/21/m/j/18 \u00a9 ucles 2018 [turn over 6 (a) expand and simplify.      () () pq pq 27-+     [2]  (b) factorise.     ta at 22-- +     [2] 7  not to scale 140\u00b0o x\u00b0 y\u00b0  o is the centre of the circle.  find the value of x and the value of y.  x =    y =   [2]",
+            "6": "6 0607/21/m/j/18 \u00a9 ucles 2018 8 y varies inversely as x2.  when x = 3, y = 4.  find y in terms of x.  y =   [2] 9 (a) find the value of 2732.     [1]  (b) simplify   hh18 318 3' .     [2] 10  vu as222=-  find s in terms of a, u and v.  s =   [2] 11 in each venn diagram, shade the region indicated. uu ap bq r (a /h33371 b)'(p /h33371 q)/h33370 r  [2]",
+            "7": "7 0607/21/m/j/18 \u00a9 ucles 2018 [turn over 12 (a) simplify fully.      700     [1]  (b) rationalise the denominator.      721 -     [2] 13 simplify fully.     ttt 93 22 --     [3] 14 (a) write down the value of log39.     [1]  (b) logl og logx 22 11+= .   find the value of x.  x =   [2] question 15 is printed on the next page.",
+            "8": "8 0607/21/m/j/18 \u00a9 ucles 2018 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 international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download at www.cie.org.uk after  the live examination series. 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.15  not to scale8 cm ob a  the length of the arc ab34cmr= .  the area of the sector oab  is kcm2r .  find the value of k.  k =   [3]"
+        },
+        "0607_s18_qp_22.pdf": {
+            "1": "*3757916466* this document consists of 8 printed pages. dc (nf/sw) 153514/1 \u00a9 ucles 2018  [turn overcambridge international examinations cambridge international general certificate of secondary education cambridge international mathematics  0607/22 paper 2  (extended)  may/june 2018  45 minutes candidates answer on the question paper. additional materials:  geometrical instruments read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen. do not use staples, paper clips, glue or correction fluid. you may use an hb pencil for any diagrams or graphs. do not  write in any barcodes. answer all the questions. calculators must not be used in this paper. all answers should be given in their simplest form. you must show all the relevant working to gain full marks and you will be given marks for correct methods even if your answer is incorrect. the number of marks is given in brackets [  ] at the end of each question or part question. the total number of marks for this paper is 40.",
+            "2": "2 0607/22/m/j/18 \u00a9 ucles 2018 formula list for the equation  ax bxc02++ = xabb ac 242!=-- curved surface area, a, of cylinder of radius r, height h. r ar h2= curved surface area, a, of cone of radius r, sloping edge l. rar l= curved surface area, a, of sphere of radius r. r ar42= v olume, v, of pyramid, base area a, height h. va h31= v olume, v, of cylinder of radius r, height h. rvr h2= v olume, v, of cone of radius r, height h. r vr h31 2= v olume, v, of sphere of radius r. r vr34 3=      sins in sin aa bb cc==      cos ab cb ca222 2=+ -      sinbc a21area=a c bcb a",
+            "3": "3 0607/22/m/j/18 \u00a9 ucles 2018 [turn over answer all the questions. 1 a quadrilateral has exactly one pair of parallel sides.  write down the mathematical name for this quadrilateral.      [1] 2  76\u00b0not to scale b a41\u00b0x\u00b0  ab is a straight line.  find the value of x.  x =    [1] 3 a bag contains 2 blue balls, 3 red balls and 5 green balls only.  one ball is chosen at random.  find the probability that this ball is red.      [1] 4 write down a prime number between 60 and 70.      [1]",
+            "4": "4 0607/22/m/j/18 \u00a9 ucles 2018 5 solve.       xx79 51 7 += +  x =    [2] 6 write 36 as a product of prime factors.      [2] 7 solve.       x37 11+      [2] 8 point a has co-ordinates (2,  12). point b has co-ordinates (4,  2).  find the co-ordinates of the midpoint of ab.   ( ...  , ...)  [2]",
+            "5": "5 0607/22/m/j/18 \u00a9 ucles 2018 [turn over 9 work out.       452132-      [3] 10  0020406080100 10 20xcumulative frequency 30 40 50  use the cumulative frequency curve to estimate the inter-quartile range.      [2]",
+            "6": "6 0607/22/m/j/18 \u00a9 ucles 2018 11 here are the first four terms of a sequence. 13        9        5        1  (a) write down the next term.      [1]  (b) find an expression, in terms of n, for the nth term.      [2] 12 simplify.       75 12 27 -+      [2] 13 shade the given sets in each of these diagrams. u (a' /h33371 b')' a' /h33370 ba bu a b [2]",
+            "7": "7 0607/22/m/j/18 \u00a9 ucles 2018 [turn over 14 point a has co-ordinates (2,  3). point b has co-ordinates (4,  11).  find the equation of the line ab.  give your answer in the form ym xc=+  .  y =    [3] 15 expand the brackets and simplify.      xy xy 35 53--`` jj      [3] 16 a factory makes soft centre chocolates and hard centre chocolates only.  the probability that a chocolate chosen at random has a hard centre is 0.6  .  three chocolates are chosen at random.  find the probability they are all soft centre chocolates.      [3] questions 17 and 18 are printed on the next page.",
+            "8": "8 0607/22/m/j/18 \u00a9 ucles 2018 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 international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download at www.cie.org.uk after  the live examination series. 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.17 factorise.       xx yy 44 322--      [3] 18 write as a single fraction in its simplest form. nn nn 11 11 -+-+-      [4]"
+        },
+        "0607_s18_qp_23.pdf": {
+            "1": "*4854375045* this document consists of 8 printed pages. dc (lk/sw) 153515/1 \u00a9 ucles 2018  [turn overcambridge international mathematics  0607/23 paper 2 (extended)  may/june 2018  45 minutes candidates answer on the question paper. additional materials:  geometrical instruments read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen. do not use staples, paper clips, glue or correction fluid. you may use an hb pencil for any diagrams or graphs. do not  write in any barcodes. answer all the questions. calculators must not be used in this paper. all answers should be given in their simplest form. you must show all the relevant working to gain full marks and you will be given marks for correct methods  even if your answer is incorrect. the number of marks is given in brackets [  ] at the end of each question or part question. the total number of marks for this paper is 40.cambridge international examinations cambridge international general certificate of secondary education",
+            "2": "2 0607/23/m/j/18 \u00a9 ucles 2018 formula list for the equation  ax bx c02++ = xabb ac 242!=-- curved surface area, a, of cylinder of radius r, height h. r ar h2= curved surface area, a, of cone of radius r, sloping edge l. rar l= curved surface area, a, of sphere of radius r. r ar42= v olume, v, of pyramid, base area a, height h. va h31= v olume, v, of cylinder of radius r, height h. rvr h2= v olume, v, of cone of radius r, height h. r vr h31 2= v olume, v, of sphere of radius r. r vr34 3=      sins in sin aa bb cc==      cos ab cb ca222 2=+ -      sinbc a21area=a c bcb a",
+            "3": "3 0607/23/m/j/18 \u00a9 ucles 2018 [turn over answer all the questions. 1  \u20135\u20134\u20133\u20132\u201310 12345xy \u20135\u20134\u20133\u20132\u2013112345 ml  (a) write down the equation of line l.    [1]  (b) write down the co-ordinates of the point of intersection of line l and line m.  (   ,   ) [1]  (c) find the gradient of line m.    [2] 2 find the highest common factor (hcf) of 96 and 60.    [1] 3 expand and simplify  () () xy yx 52 33 42 +- - .    [2]",
+            "4": "4 0607/23/m/j/18 \u00a9 ucles 2018 4 write down the value of 170.    [1] 5  vufuf=-  find v when u = 30 and f = 10.  v =  ... [2] 6 (a) find a fraction, n, that satisfies this inequality. n75 7611  n =  ... [1]  (b) write down an irrational number, m, that satisfies this inequality. m4711  m =  ... [1] 7 q is the point (3, 7) and pq6 3=-eo .  (a) find the co-ordinates of  p.  (   ,   ) [2]  (b) find pq.   give your answer in its simplest surd form.    [3]",
+            "5": "5 0607/23/m/j/18 \u00a9 ucles 2018 [turn over 8 work out   (5.6 \u00d7 10\u20137)  \u2013  (7.8 \u00d7 10\u20138).  give your answer in standard form.    [2] 9 kim has a piece of rope 18 metres long.  he cuts the rope into two pieces.  the lengths of the pieces are in the ratio 1  : 5.  calculate the length of each piece.     ...  m    ...  m [2] 10 solve    xx32 15 h-+ .    [2]",
+            "6": "6 0607/23/m/j/18 \u00a9 ucles 2018 11 jamil has a biased 6-sided die.  he rolls it 350 times.  the results are shown in the table. number on die 1 2 3 4 5 6 frequency 20 50 72 68 56 84  (a) find the relative frequency of getting a 2 with jamil\u2019s die.    [1]  (b) explain why your answer to part (a)  is a good estimate of the probability of getting a 2.  ... [1]  (c) estimate the number of times jamil will get a 2 if he rolls the die 1400 times.    [1] 12 (a) on the grid, sketch the graph of    \u00b0sin yx=    for x0 360 gg . 360 0y x  [2]  (b) the point ( a, 0.5) is on the graph of   \u00b0sin yx= .   find the two possible values of a.  a =   or a =  [2]",
+            "7": "7 0607/23/m/j/18 \u00a9 ucles 2018 [turn over 13 the masses, m kg, of some watermelons are measured.  the results are shown in the table. mass ( m kg) m81 0 1g m 1 10 1 1g m 1 11 2 1g m 1 12 4 1g m 1 14 8 1g frequency p 26 38 24 17  part of the histogram to show this information is shown below. 8010203040 10 12 mass (kg)mfrequency density 14 16 18  (a) complete the histogram.  [2]  (b) find the value of p.  p =  ... [1] questions 14 and 15 are printed on the next page.",
+            "8": "8 0607/23/m/j/18 \u00a9 ucles 2018 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 international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download at www.cie.org.uk after  the live examination series. 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.14 rearrange this formula to make x the subject. ybxcax=+  x =  ... [3] 15 (a)  solve  logl og logx 32 25-= .  x =  ... [3]   (b) solve log431 y=.  y =  ... [1]"
+        },
+        "0607_s18_qp_31.pdf": {
+            "1": "*6847148825* this document consists of 15 printed pages and 1 blank page. dc (st/sw) 153516/2 \u00a9 ucles 2018  [turn overcambridge international examinations cambridge international general certificate of secondary education cambridge international mathematics  0607/31 paper 3 (core)  may/june 2018  1 hour 45 minutes candidates answer on the question paper. additional materials:  geometrical instruments  graphics calculator read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen. do not use staples, paper clips, glue or correction fluid. you may use an hb pencil for any diagrams or graphs. do not  write in any barcodes. answer all the questions. unless instructed otherwise, give your answers exactly or correct to three significant figures as appropriate. answers in degrees should be given to one decimal place. for r, use your calculator value. you must show all the relevant working to gain full marks and you will be given marks for correct methods,  including sketches, even if your answer is incorrect. the number of marks is given in brackets [  ] at the end of each question or part question. the total number of marks for this paper is 96.",
+            "2": "2 0607/31/m/j/18 \u00a9 ucles 2018 formula list area, a, of triangle, base b, height h. a = bh21 area, a, of circle, radius r. a = rr2 circumference, c, of circle, radius r. c = 2rr curved surface area, a, of cylinder of radius r, height h. a = 2rrh curved surface area, a, of cone of radius r, sloping edge l. a = rrl curved surface area, a, of sphere of radius r. a = 4rr2 v olume, v, of prism, cross-sectional area a, length l. v = al v olume, v, of pyramid, base area a, height h. v = ah31 v olume, v, of cylinder of radius r, height h. v = rr2h v olume, v, of cone of radius r, height h. v = rh31 2r v olume, v, of sphere of radius r. v = r34 3r",
+            "3": "3 0607/31/m/j/18 \u00a9 ucles 2018 [turn over answer all the questions. 1 (a) work out.   (i) ..1642 38-    [1]   (ii) ..52 34 1#-    [1]  (b) (i) work out .142 .    [1]   (ii) write 64% as a fraction in its lowest terms.    [2]  (c) write the following in order of size, starting with the smallest. 95     0.55     55.5% ...   1   ...   1   ... [1]                            smallest  (d) (i) write 2076 in words.  .. [1]   (ii) write two million, five hundred and fifty thousand and two as a number.    [1]",
+            "4": "4 0607/31/m/j/18 \u00a9 ucles 2018 2 (a) a pack of 200 cards is 80  mm thick.   find the thickness of 1 card.   . mm [1]    (b) write 358.297   (i) correct to 1 decimal place,    [1]     (ii) correct to 3 significant figures,    [1]     (iii) correct to the nearest 10.    [1]    (c) work out 59% of $348.  $   [2]   (d) divide 630 in the ratio 8 : 13. . : .  [2] ",
+            "5": "5 0607/31/m/j/18 \u00a9 ucles 2018 [turn over 3   food number of calories 1 bread roll 78 1 bagel 69 1 tomato  3 1 slice of chicken 60 1 slice of cheese 69 1 lettuce leaf  1 1 apple 53  (a) for lunch, clint has 1 bread roll, 1 lettuce leaf, 1 tomato, 2 slices of chicken and 1 apple.   work out the total number of calories in clint\u2019s lunch.    [2]   (b) work out your answer to part (a)  as a percentage of 2500.    % [1]    (c) a bagel costs $0.65 .   find the greatest number of these bagels that clint can buy with $10.   how much change does he receive?   .  bagels    change = $   [3]",
+            "6": "6 0607/31/m/j/18 \u00a9 ucles 2018 4 (a) find the lowest common multiple (lcm) of 7 and 8.    [2]   (b) find the highest common factor (hcf) of 18 and 48.    [2]   (c) jovana invested some money at a rate of 3% per year simple interest.   at the end of 4 years the interest is $78.   work out the amount that she invested.  $   [3]    (d) isabelle invests $800 at a rate of 3.2% per year compound interest.   work out the value of the investment at the end of 2 years.  $   [3]    (e) change 8 kilometres per hour to metres per minute.   .. metres per minute [2] ",
+            "7": "7 0607/31/m/j/18 \u00a9 ucles 2018 [turn over 5 merel counts the number of three-letter words on every page of a book.  her results are shown in the table. number of three-letter words on a page 5 7 8 12 13 16 number of pages (frequency) 10 16 15 13 9 6  (a) find the total number of pages in the book.    [1]   (b) write down the mode.    [1]    (c) find the median.    [1]    (d) find the mean.    [2]    (e) use the information in the table to complete the bar chart. 5 7 8 12 13 160246810121416 number of three-letter words on a pagenumber of pages [2]  ",
+            "8": "8 0607/31/m/j/18 \u00a9 ucles 2018 6 p mo nr 48\u00b0not to scales  p, r and s lie on a circle, centre o.  mpn  is a tangent to the circle at p and angle rpn  = 48\u00b0.  (a) find the size of   (i) angle opr ,  angle opr  =   [1]    (ii) angle orp ,  angle orp  =   [1]    (iii) angle por ,  angle por  =   [1]    (iv) angle sor,  angle sor =   [1]    (v) angle srp,  angle srp =   [1]    (vi) angle osr.  angle osr =   [2] ",
+            "9": "9 0607/31/m/j/18 \u00a9 ucles 2018 [turn over  (b) op = 3 cm.   find   (i) the circumference of the circle,   .  cm [2]    (ii) the length of the minor arc sr,   .  cm [2]    (iii) the area of the circle,     cm2 [2]    (iv) the area of the minor sector sor.     cm2 [2] ",
+            "10": "10 0607/31/m/j/18 \u00a9 ucles 2018 7 (a) complete the mathematical name of each of these angles.  ... angle  ... angle  ... angle  [3]    (b)  not to scale110\u00b0 160\u00b0x\u00b0 95\u00b0110\u00b0135\u00b0   the diagram shows a hexagon.   find the value of x.  x =   [3] ",
+            "11": "11 0607/31/m/j/18 \u00a9 ucles 2018 [turn over 8 (a) on any day, the probability that the sun will shine is 0.64 .   if the sun is shining, the probability that mees goes to the beach is 0.82 .   if the sun is not shining, the probability that mees goes to the beach is 0.15 .   (i) complete the tree diagram. sun is shining sun is not shining ..0.64 ...goes to the beach does not go to the beach goes to the beach does not go to the beach [3]    (ii) find the probability that the sun is shining and mees does not go to the beach.    [2]   (b) on any day in june, the probability that it does not rain is 0.7 .   there are 30 days in june.   find the number of days that it is expected to rain in june.    [2] ",
+            "12": "12 0607/31/m/j/18 \u00a9 ucles 2018 9 a scientist measures the temperature at seven different heights above sea level.  the table shows her results. height above sea level  (h metres)0 500 1000 1500 2500 3000 5000 temperature ( t \u00b0c) 15 11 8.5 5 -1 -5 -17  (a) complete the scatter diagram.    the first three points have been plotted for you. 0 \u20132 \u20134 \u20136 \u20138 \u201310 \u201312 \u201314 \u201316 \u2013181000 2000 3000 4000 5000ht 246810121416 [2] ",
+            "13": "13 0607/31/m/j/18 \u00a9 ucles 2018 [turn over  (b) what type of correlation is shown in the scatter diagram?    [1]    (c) find    (i) the mean height,    m [1]    (ii) the mean temperature.   ... \u00b0c [1]   (d) (i) plot the mean point on the scatter diagram.  [1]    (ii) on the scatter diagram, draw a line of best fit.  [2]    (iii) use your line of best fit to estimate the temperature at a height of 4000  m.   ... \u00b0c [1]  ",
+            "14": "14 0607/31/m/j/18 \u00a9 ucles 2018 10 (a) (i) solve.       x23 151-    [2]    (ii) show your answer to part (a)(i) on this number line. 10 9 8 7 6 5 4 3 2 1 0 \u20131 \u20132x [1]   (b) solve.      xx35 43+= -  x =   [2]   (c) expand the brackets and simplify.                 () () xx21 3 -+    [2]   (d) simplify fully.   (i) rr23#    [1]    (ii) rr 28       [1] ",
+            "15": "15 0607/31/m/j/18 \u00a9 ucles 2018 11   \u20131010 0 6xy    () xx x 21 21 0 f2=- +-    (a) on the diagram, sketch the graph of () yxf=  for x06gg .  [2]   (b) find the co-ordinates of the points where the graph crosses the x-axis. (   ,   ) and (    ,   ) [2]   (c) find the co-ordinates of the local maximum.   (   ,   ) [1]   (d) (i) on the same diagram, draw the line   yx 2=- .    [2]    (ii) solve.       xx x 21 21 022-+ -= - x = .  or  x = . [2]",
+            "16": "16 0607/31/m/j/18 \u00a9 ucles 2018 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 international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download at www.cie.org.uk after  the live examination series. 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.blank page"
+        },
+        "0607_s18_qp_32.pdf": {
+            "1": "*4080524437* this document consists of 16 printed pages. dc (st/sw) 153517/2 \u00a9 ucles 2018  [turn overcambridge international examinations cambridge international general certificate of secondary education cambridge international mathematics  0607/32 paper 3 (core)  may/june 2018  1 hour 45 minutes candidates answer on the question paper. additional materials:  geometrical instruments  graphics calculator read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen. do not use staples, paper clips, glue or correction fluid. you may use an hb pencil for any diagrams or graphs. do not  write in any barcodes. answer all the questions. unless instructed otherwise, give your answers exactly or correct to three significant figures as appropriate. answers in degrees should be given to one decimal place. for r, use your calculator value. you must show all the relevant working to gain full marks and you will be given marks for correct methods,  including sketches, even if your answer is incorrect. the number of marks is given in brackets [  ] at the end of each question or part question. the total number of marks for this paper is 96.",
+            "2": "2 0607/32/m/j/18 \u00a9 ucles 2018 formula list area, a, of triangle, base b, height h. a = bh21 area, a, of circle, radius r. a = rr2 circumference, c, of circle, radius r. c = 2rr curved surface area, a, of cylinder of radius r, height h. a = 2rrh curved surface area, a, of cone of radius r, sloping edge l. a = rrl curved surface area, a, of sphere of radius r. a = 4rr2 v olume, v, of prism, cross-sectional area a, length l. v = al v olume, v, of pyramid, base area a, height h. v = ah31 v olume, v, of cylinder of radius r, height h. v = rr2h v olume, v, of cone of radius r, height h. v = rh31 2r v olume, v, of sphere of radius r. v = r34 3r",
+            "3": "3 0607/32/m/j/18 \u00a9 ucles 2018 [turn over answer all the questions. 1 (a) complete the statement.  6 weeks =  ... days [1]  (b) write in figures the number fifteen thousand and twenty seven.    [1]  (c) write   (i) 144.1 correct to the nearest 10,    [1]   (ii) 5.5349 correct to 2 decimal places,    [1]   (iii) 50 617 correct to 2 significant figures.    [1]  (d) write 0.7   (i) as a fraction,      [1]   (ii) as a percentage.    % [1]  (e) find the value of   0.73.    [1]",
+            "4": "4 0607/32/m/j/18 \u00a9 ucles 2018 2 tam recorded the number of hours of homework he did each night for 25 nights.  his results, in hours, are shown below. 4 1 4 3 2 3 4 2 1 1 3 2 1 2 1 1 3 5 4 1 3 3 1 3 4    (a) complete the frequency table. number of hours number of nights 1 2 3 4 5 [2]  (b) which number of hours is the mode?   .. hours [1]  (c) draw a bar chart to show this information. 0 1 2 3 number of hoursnumber of nights 4 512345678910  [2]",
+            "5": "5 0607/32/m/j/18 \u00a9 ucles 2018 [turn over  (d) on one of the nights, tam did mathematics homework, english homework and history homework.   the pie chart shows the time he spent on each subject. 80\u00b0 130\u00b0mathematicsnot to scale historyenglish   (i) work out the fraction of the total time he spent on mathematics homework.    give your answer in its simplest form.    [2]   (ii) tam spent 3 hours altogether on his homework that night.    work out the time, in minutes, tam spent on english homework.   . min [3]",
+            "6": "6 0607/32/m/j/18 \u00a9 ucles 2018 3  \u201311234 1 2 3 4 5 6 7 \u20132 \u20133 \u201310 \u20132 \u20133xy p\u00b0t r  (a)  write down the co-ordinates of    (i)  t,    (  ,  ) [1]   (ii)  r.  (  ,  ) [1]  (b)  on the grid, draw the line of symmetry of the quadrilateral.  [1]  (c)  measure the size of angle p.    [1]",
+            "7": "7 0607/32/m/j/18 \u00a9 ucles 2018 [turn over 4 in each part, give the mathematical name for the shape described.  (a)  a quadrilateral with each pair of opposite sides parallel.    [1]  (b)  a triangle with exactly two sides equal in length.    [1]  (c)  a polygon with 6 sides.    [1]  (d)  a quadrilateral with all sides of equal length but not all angles equal.    [1]  (e)  a solid shape with six faces.   four of the faces are identical rectangles and the other two faces are identical squares.    [1]",
+            "8": "8 0607/32/m/j/18 \u00a9 ucles 2018 5 (a) a box contains 40 orange counters and 32 blue counters only.   (i) write the ratio  orange counters : blue counters  in its simplest form.   :   [2]   (ii) some of the orange counters are removed.    the ratio  orange counters : blue counters  is now  1 : 2.    work out how many orange counters have been removed.    [2]  (b) another box contains 6 white counters, 3 black counters and 2 red counters only.   (i) one of the 11 counters is chosen from the box at random.    write down the colour of the counter that is least likely to be chosen.    [1]    (ii) one of the 11 counters is chosen from the box at random.    work out the probability that this counter is white.    [1]   (iii)  one white counter is removed from the box of 11 counters.    a counter is now chosen from the box at random.    work out the probability that this counter is white.    [1]",
+            "9": "9 0607/32/m/j/18 \u00a9 ucles 2018 [turn over  (c)  a different box contains 180 counters.   the counters are either yellow or green in the ratio  yellow counters : green counters = 5 : 1.     work out the number of counters of each colour.  yellow  ...  green  ... [2] 6 john and asif take part in a 30  km cycle race.  (a) john starts his race at 10  15.   he takes 121 hours to complete the race.   (i)  at what time does john complete the race?    [1]   (ii) work out john\u2019s average speed, in km/h, for the 30  km race.   ... km/h [1]  (b)  asif completes the 30  km race at a speed of 16  km/h.   work out the time, in hours and minutes, asif takes to complete the race.  h  min [3]",
+            "10": "10 0607/32/m/j/18 \u00a9 ucles 2018 7 (a)  find the missing terms in each of these sequences.   (i)   , 9, 17, 25,   [2]     (ii)   , 8, 16,  , 64 [2]   (iii)  35, 25, 16, 8,  ,   [2]   (iv)  , x24-, x39-, x41 4- ,  [2]  (b) the nth term of another sequence is nn2+.   find the first three terms of this sequence. ... , ... , ...  [2]  (c) find the nth term of this sequence.     1, 5, 9, 13, ...    [2]",
+            "11": "11 0607/32/m/j/18 \u00a9 ucles 2018 [turn over 8 (a) (i) rearrange this formula to make d the subject. cdr=  d =  ... [1]   (ii) a circle has a circumference of 2 metres.    work out the diameter of this circle.    give your answer in centimetres, correct to the nearest whole number.   .. cm [3]  (b) a cd is a ring with inner radius 0.8  cm and outer radius 6  cm. 0.8 cm6 cmnot to scale   find the area of the cd, shown shaded.     cm2 [4]",
+            "12": "12 0607/32/m/j/18 \u00a9 ucles 2018 9 (a)  factorise completely.            x12 16+    [2]  (b)  multiply out the brackets.              ()xx23 5-    [2]  (c)  solve.      ()x82 34 8 +=  x =  ... [3]",
+            "13": "13 0607/32/m/j/18 \u00a9 ucles 2018 [turn over 10 a square has side 8  cm.  a small square is drawn inside this larger square so that the corners of the small square touch the sides of the  larger square. not to scale1 cm 1 cm1 cm 1 cm8 cm   (a) (i) calculate the area of the shaded triangle.   . cm2 [2]   (ii) using your answer to part (a)(i) , calculate the area of the small square.   . cm2 [2]  (b)  calculate the perimeter of the small square.   .. cm [3]",
+            "14": "14 0607/32/m/j/18 \u00a9 ucles 2018 11 the cumulative frequency curve shows the heights, in cm, of 200 girls. 120020406080100120140160180200 130 140 150 160 height (cm)cumulative frequency 170 180 190  (a) find the median height.   .. cm [1]  (b) work out the inter-quartile range of the heights.   .. cm [2]  (c) find the number of girls with a height of 160  cm or less.    [1]",
+            "15": "15 0607/32/m/j/18 \u00a9 ucles 2018 [turn over 12 (a)  not to scale x\u00b0 3.5 m5 m   the diagram shows a ladder, 5  m long, leaning against a vertical wall.   the bottom of the ladder is on horizontal ground, 3.5  m from the wall.   use trigonometry to find the value of x.  x =  ... [2]  (b) a different ladder leans against the same wall.   this ladder makes an angle of 49\u00b0 with the ground and touches the wall 4 m above the ground.   use trigonometry to find the length of this ladder.   include a labelled sketch in your working.    m [4] questions 13 and 14 are printed on the next page.",
+            "16": "16 0607/32/m/j/18 \u00a9 ucles 2018 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 international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download at www.cie.org.uk after  the live examination series. 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.13 a painting is valued at $2400.  the value of the painting increases by 5% each year.  find the value of the painting at the end of 3 years.  $  ... [4] 14 a curve has equation  yx x62=+ -.  (a) find the co-ordinates of the points where this curve crosses   (i) the y-axis,  (  ,  ) [1]   (ii) the x-axis. (  ,  ) and (  ,  ) [2]  (b)  find the co-ordinates of the local minimum.  (  ,  ) [2]  (c)  find the equation of the line of symmetry of the curve.    [2]"
+        },
+        "0607_s18_qp_33.pdf": {
+            "1": "*3410304642* this document consists of 16 printed pages. dc (st/ct) 153518/2 \u00a9 ucles 2018  [turn overcambridge international examinations cambridge international general certificate of secondary education cambridge international mathematics  0607/33 paper 3 (core)  may/june 2018  1 hour 45 minutes candidates answer on the question paper. additional materials:  geometrical instruments  graphics calculator read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen. do not use staples, paper clips, glue or correction fluid. you may use an hb pencil for any diagrams or graphs. do not  write in any barcodes. answer all the questions. unless instructed otherwise, give your answers exactly or correct to three significant figures as appropriate. answers in degrees should be given to one decimal place. for r, use your calculator value. you must show all the relevant working to gain full marks and you will be given marks for correct methods,  including sketches, even if your answer is incorrect. the number of marks is given in brackets [  ] at the end of each question or part question. the total number of marks for this paper is 96.",
+            "2": "2 0607/33/m/j/18 \u00a9 ucles 2018 formula list area, a, of triangle, base b, height h. a = bh21 area, a, of circle, radius r. a = rr2 circumference, c, of circle, radius r. c = 2rr curved surface area, a, of cylinder of radius r, height h. a = 2rrh curved surface area, a, of cone of radius r, sloping edge l. a = rrl curved surface area, a, of sphere of radius r. a = 4rr2 v olume, v, of prism, cross-sectional area a, length l. v = al v olume, v, of pyramid, base area a, height h. v = ah31 v olume, v, of cylinder of radius r, height h. v = rr2h v olume, v, of cone of radius r, height h. v = rh31 2r v olume, v, of sphere of radius r. v = r34 3r",
+            "3": "3 0607/33/m/j/18 \u00a9 ucles 2018 [turn over answer all the questions. 1 (a) work out.       ..36 25 1#+   . [1]    (b) find.   (i) 81   . [1]     (ii) 812   . [1]    (c) change   41   to a decimal.   . [1]   (d) write   56.3942    (i) correct to 2 decimal places,   . [1]     (ii) correct to 3 significant figures,   . [1]     (iii) correct to the nearest 10.   . [1]      (e) calculate the interest  received when    (i) $600 is invested for 3 years at a rate of 2% per year simple interest,  $   [2]    (ii) $600 is invested for 3 years at a rate of 2% per year compound interest.  $   [3] ",
+            "4": "4 0607/33/m/j/18 \u00a9 ucles 2018 2   here is a list of numbers. 9   12   35   41   56  (a) from the list of numbers above, write down   (i) an even number,   . [1]     (ii) a prime number.   . [1]    (b) charee picks one of the five numbers from the list above at random.   find the probability that this number is    (i) an odd number,   . [1]     (ii) a multiple of 4,   . [1]     (iii) a factor of 18.   . [1]  ",
+            "5": "5 0607/33/m/j/18 \u00a9 ucles 2018 [turn over 3 (a) three brothers, al, bob and cole, go to the cinema.   their mother gives them $60 to share in the ratio of their ages. al : bob : cole = 15 : 16 : 17   al receives $18.75 .   show that cole receives $21.25 . [2]    (b) cinema tickets cost $14 each.   al, bob and cole each buy a cinema ticket.   find how much money al has left.  $   [1]   (c)   popcorn (large box) $3.50 popcorn (medium box) $2.50 popcorn (small box) $1.50 water $2.00 cola $2.50   after paying for his cinema ticket, bob wants to buy a large box of popcorn and a cola.   does he have enough money from his share of the $60?   show how you decide. [3]  ",
+            "6": "6 0607/33/m/j/18 \u00a9 ucles 2018 4 here are the ages, in years, of 21 teachers. 26   31   28   64   42   35   58 60   32   49   53   38   29   47 26   48   33   24   63   32   51  (a) complete an ordered stem-and-leaf diagram, including the key, for these ages.   key   ..  |  ..  represents .. [3]   (b) for these ages, find   (i) the range,   . [1]    (ii) the median,     . [1]    (iii) the upper quartile,   . [1]    (iv) the inter-quartile range.   . [1] ",
+            "7": "7 0607/33/m/j/18 \u00a9 ucles 2018 [turn over 5   4 3 2 1 \u20131\u20131 1 2 3 4 5 \u20132 \u20133 \u20134 \u20135 \u20132 \u20133 \u201340xy ab  (a) write down the co-ordinates of point a and point b.   a (   ,   )   b (   ,   ) [2]   (b) find the co-ordinates of the midpoint of ab.   (   ,   ) [1]   (c) find the gradient of ab.   . [2]   (d) find the equation of the line ab.   give your answer in the form ym xc+= .  y =   [2] ",
+            "8": "8 0607/33/m/j/18 \u00a9 ucles 2018 6 (a) a triangle, a rectangle and a semicircle are joined to form this shape. b 11 cm 12 cm 9 cmc ea dnot to scale   cd is the diameter of the semicircle.   (i) show that the length of be is 15  cm.  [2]    (ii) find the perimeter of the shape abcde .   .. cm [3]    (iii) find the total area of the shape abcde .   . cm2 [4] ",
+            "9": "9 0607/33/m/j/18 \u00a9 ucles 2018 [turn over  (b) the diagram shows two similar  triangles, abc  and dec .  not to scalet cm 9.6 cm6.3 cm85\u00b0 39\u00b0 3.2 cm r cm 2.4 cmca b e d   ab is parallel to ed.    (i) find the value of r and the value of t.  r =    t =   [3]    (ii) find angle acb .  angle acb  =   [1]     (iii) find angle cde .  angle cde  =   [1]  ",
+            "10": "10 0607/33/m/j/18 \u00a9 ucles 2018 7 eight people were asked their age and the number of attempts they took to pass their driving test.  the results are shown in the table. age (years) 17 18 19 20 22 25 30 45 number of attempts 1 2 3 3 6 5 4 8    (a) complete the scatter diagram.    the first 4 points have been plotted for you. 01 5 10 15 20 25 30 35 40 452345678 number of  attempts age (years) [2]    (b) find   (i) the mean age,   . [1]    (ii) the mean number of attempts.   . [1] ",
+            "11": "11 0607/33/m/j/18 \u00a9 ucles 2018 [turn over  (c) (i) on the scatter diagram, plot the mean point.   [1]    (ii) on the scatter diagram, draw a line of best fit.     [2]    (iii) use your line of best fit to estimate the number of attempts a 40 year old person might take to  pass their driving test.   . [1] ",
+            "12": "12 0607/33/m/j/18 \u00a9 ucles 2018 8 (a) here are six venn diagrams. a diagram 1b\u222a a diagram 2b\u222a a diagram 3b\u222a a diagram 4b\u222a a diagram 5b\u222a a diagram 6b\u222a   complete the table. shaded areavenn diagram  number  ab, 3 ab+ al ab+ l [3] ",
+            "13": "13 0607/33/m/j/18 \u00a9 ucles 2018 [turn over  (b) (i) 20 students are asked if they study history ( h) or geography ( g).    10 study history, 12 study geography and 3 study both history and geography.    complete the venn diagram. \u222a h g    [3]    (ii) write down the number of students who do not study history or geography.   . [1] ",
+            "14": "14 0607/33/m/j/18 \u00a9 ucles 2018 9 the diagram shows a bridge for a model train set.  the bridge is a cuboid with two identical tunnels.    each tunnel is a cuboid. 38 cmnot to scale 2 cm 2 cm8 cm 2 cm7 cm12 cm  (a) find the shaded area.   . cm2 [4]   (b) find the volume of the bridge.   . cm3 [2] ",
+            "15": "15 0607/33/m/j/18 \u00a9 ucles 2018 [turn over 10 (a) solve.         x38 2+=  x =   [2]    (b) (i) solve.       x 32 3g-      . [2]     (ii) show your answer to  part (b)(i)  on the number line. x \u20136 \u20135 \u20134 \u20133 \u20132 \u20131 0 1 2 3 4 5 6 [1]    (c) simplify.       ab ab 32 3 ++ -   . [2]    (d) expand the brackets and simplify.                 () () xx31 24-+   . [2]    (e) factorise completely.            xy xy323 2-   . [2]    (f)     pa b 322=+   (i) find the value of p when a2= and b 1=- .  p =   [2]      (ii) rearrange the formula to make a the subject.  a =   [2]    question 11 is printed on the next page.",
+            "16": "16 0607/33/m/j/18 \u00a9 ucles 2018 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 international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download at www.cie.org.uk after  the live examination series. 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.11   xy 50 10 \u2013200      () () () xx x 25 8 f=- -  (a) on the diagram, sketch the graph of () yxf=    for   x01 0 gg . [2]   (b) find the co-ordinates of the point where the graph crosses the y-axis.   (   ,   ) [1]   (c) write down the x co-ordinate of each point where the graph crosses the x-axis. x =  and x =   [2]    (d) find the co-ordinates of the local minimum.   (   ,   ) [2]   (e)   () . x 14 10 gx=-   find the x co-ordinate of each point of intersection of () yxf=  and () yxg= . x =  and x =   [2]  "
+        },
+        "0607_s18_qp_41.pdf": {
+            "1": "this document consists of 19 printed pages and 1 blank page. dc (sc/cgw) 153519/3 \u00a9 ucles 2018  [turn over *7051052947* cambridge international mathematics  0607/41 paper 4 (extended)  may/june 2018  2 hours 15 minutes candidates answer on the question paper. additional materials:  geometrical instruments  graphics calculator read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen. do not use staples, paper clips, glue or correction fluid. you may use an hb pencil for any diagrams or graphs. do not  write in any barcodes. answer all the questions. unless instructed otherwise, give your answers exactly or correct to three significant figures as appropriate. answers in degrees should be given to one decimal place. for r, use your calculator value. you must show all the relevant working to gain full marks and you will be given marks for correct methods,  including sketches, even if your answer is incorrect. the number of marks is given in brackets [  ] at the end of each question or part question. the total number of marks for this paper is 120.cambridge international examinations cambridge international general certificate of secondary education",
+            "2": "2 0607/41/m/j/18 \u00a9 ucles 2018 formula list for the equation  ax bx c02++ = xabb ac 242!=-- curved surface area, a, of cylinder of radius r, height h. r ar h2= curved surface area, a, of cone of radius r, sloping edge l. rar l= curved surface area, a, of sphere of radius r. r ar42= v olume, v, of pyramid, base area a, height h. va h31= v olume, v, of cylinder of radius r, height h. rvr h2= v olume, v, of cone of radius r, height h. r vr h31 2= v olume, v, of sphere of radius r. r vr34 3=      sins in sin aa bb cc==      cos ab cb ca222 2=+ -      sinbc a21area=a c bcb a",
+            "3": "3 0607/41/m/j/18 \u00a9 ucles 2018 [turn over answer all the questions. 1 \u22122 2810 6 4 279 5 3 1a t b 4 6 8 1 3 5 7 109xy \u22124 \u22126 0\u22121 \u22123 \u22125  (a) describe fully the single  transformation that maps   (i) triangle t onto triangle a,  .  .  [2]    (ii) triangle t onto triangle b.  .  .  [2]  (b) enlarge triangle t with centre (5, 0) and scale factor 2.  [2]  (c) stretch triangle t with the y-axis invariant and factor 2.  [2]",
+            "4": "4 0607/41/m/j/18 \u00a9 ucles 2018 2 conrad, delia and eli share $8000 in the ratio    conrad : delia : eli = 5 : 7 : 8 .  (a) show that eli receives $3200.  [2]  (b) conrad buys a toy for $65.   he sells it for $55.   calculate the percentage loss.   .  % [3]  (c) delia invests $2500 at a rate of 2.5% per year simple interest.   calculate the interest delia has at the end of 8 years.  $    [2]  (d) eli invests $2400 at a rate of 2.4% per year compound interest.   calculate the interest eli has at the end of 8 years.  $    [3]  (e) conrad buys a coat in a sale.   the sale price is $79.80 after a reduction of 5%.   calculate the original price of the coat.  $    [3]",
+            "5": "5 0607/41/m/j/18 \u00a9 ucles 2018 [turn over 3 (a) show that the point (3, -1) lies on the line   yx27=- .  [1]  (b) find the co-ordinates of the points where the line   yx84=+    crosses   (i) the x-axis,   (   ,   ) [1]   (ii) the y-axis.  (   ,   ) [1]  (c) find the equation of the straight line that passes through the points (1, 2) and (4, 11).   give your answer in the form ym xc=+ .  y =    [3]",
+            "6": "6 0607/41/m/j/18 \u00a9 ucles 2018 4 (a) the list shows the temperature, in degrees celsius, at noon in paris on each of 14 days.  19 18 21 21 23 21 22  20 24 25 22 21 19 17   (i) construct an ordered stem and leaf diagram to show this information, including the key.    key  ...    ...  =    [3]   (ii) find the median and the lower quartile.  median =    lower quartile =    [2]   (iii) find the angle on a pie chart that represents the number of days the temperature was less  than 20 \u00b0c.   .. [2]  (b) 200 students estimated the capacity, x litres, of a container.   the results are shown in the cumulative frequency curve. 200 x150 100 50 0 0 1 2 3 capacity (litres)4 5cumulative frequency",
+            "7": "7 0607/41/m/j/18 \u00a9 ucles 2018 [turn over   find   (i) the median,     litres [1]   (ii) the inter-quartile range,     litres [2]   (iii) the number of students who estimated more than 3.5 litres.   .  [2]  (c) 200 students estimated the area, y m2, of a field.   the table shows the results. area ( y m2) y 100 2001g y 200 2501g y 250 4001g frequency 25 100 75   (i) calculate an estimate of the mean.     m2 [2]   (ii) complete the histogram to show the information in the table. 2 y1.5 1 0.5 0100 200 area (m2)300 400frequency density  [4]",
+            "8": "8 0607/41/m/j/18 \u00a9 ucles 2018 5 2 xy 1 0 180 360 540 \u22121 \u22122  () \u00b0sin xxf=  ()\u00b0logsinxx1g=j lkkn poo  (a) (i) on the diagram, sketch the graph of   () yxf=    for x0 540 gg . [2]   (ii) write down the range of ()xf for x0 540 gg .   .  [1]  (b) (i) on the same diagram, sketch the graph of   () yxg=    for values of x between 0 and 540.  [2]   (ii) give a reason why there are no values of ()xg for x 180 360 gg .  .  [1]   (iii) write down the co-ordinates of the minimum points on the graph of () yxg= .  (  , )  and  (  , ) [2]   (iv) write down the equations of the four asymptotes to the graph of () yxg= .   ,  ,  ,  [2]",
+            "9": "9 0607/41/m/j/18 \u00a9 ucles 2018 [turn over  (c) (i) () () kkfg=  and k09 0 gg .    find the value of k.  k =    [1]   (ii) solve the inequality   () () xxfg2    for values of x between 0 and 540.  .  [2]   (iii) j is an integer.    the equation   ()xjf=   has no solutions.    the equation   ()xjg=   has no solutions.    write down a possible value of j.  j =    [1]",
+            "10": "10 0607/41/m/j/18 \u00a9 ucles 2018 6 (a) 12 cm 40 cmnot to scale   (i) the rectangle can be made into a hollow cylinder with height 40  cm.    (a) show that the radius of this cylinder is 1.910  cm, correct to 3 decimal places.  [2]    (b) calculate the volume of this cylinder.   ..  cm3 [2]   (ii) the rectangle can also be made into a hollow cylinder with height 12  cm.    calculate the difference between the volumes of this cylinder and the cylinder in part (i) .    give your answer correct to the nearest 10  cm3.   ..  cm3 [4]",
+            "11": "11 0607/41/m/j/18 \u00a9 ucles 2018 [turn over  (b) a model of a car is mathematically similar to the actual car.   the volume of the model is 75 cubic centimetres  and the volume of the actual car is 4.8 cubic metres .   the scale is   model : actual = 1 : n .   find the value of n.  n =    [4]",
+            "12": "12 0607/41/m/j/18 \u00a9 ucles 2018 7 1 cent 1 cent 5 cents 10 cents 10 cents 10 cents  the diagram shows coins of values 1 cent, 5 cents and 10 cents.  two of these coins are chosen at random.  find the probability that  (a) each coin has a value of less than 10 cents,   .  [2]  (b) the total value of the two coins is 11 cents,   .  [3]  (c) the total value of the two coins is more than 2 cents.   .  [2]",
+            "13": "13 0607/41/m/j/18 \u00a9 ucles 2018 [turn over 8 every year the value of xavier\u2019s car decreases by 10%.  the value is now $12  960.  (a) calculate the value of the car 2 years ago.  $    [2]  (b) calculate the number of complete years it will take for the value to decrease from $12  960 to less  than $6480.   .  [3]",
+            "14": "14 0607/41/m/j/18 \u00a9 ucles 2018 9 not to scalee a b cd13 cm 15 cm50\u00b0 70\u00b0  in the diagram, abc  is a straight line, ae = be = 13 cm and bc = 15 cm.  angle eab = 70\u00b0, angle ebd  = 90\u00b0 and angle bed  = 50\u00b0.  calculate  (a) the length of the perpendicular line from e to ab,   ...  cm [2]  (b) the length bd,  bd =  ..  cm [2]",
+            "15": "15 0607/41/m/j/18 \u00a9 ucles 2018 [turn over  (c) the length cd,  cd =  ..  cm [4]  (d) the area of the quadrilateral acde .   ..  cm2 [3]",
+            "16": "16 0607/41/m/j/18 \u00a9 ucles 2018 10 (a) sam walks for 30 minutes at 4  km/h and then runs 5  km in 25 minutes.   calculate his average speed.   give your answer in km/h.     km/h [3]  (b) (i) tami walks for 10 minutes at x km/h and then runs y kilometres in z minutes.    find her average speed in terms of x, y and z.    give your answer in km/h, in its simplest form.     km/h [3]   (ii) when tami walks for 10 minutes at 3  km/h and then runs for 20 minutes, her average speed  is 11 km/h.    find the distance tami runs.   ...  km [2]",
+            "17": "17 0607/41/m/j/18 \u00a9 ucles 2018 [turn over  (c) urs walks for t minutes at 3  km/h and then runs for ()t10+  minutes at 7  km/h.   (i) show that his average speed is   tt 553 5 ++ km/h.  [3]   (ii) when the average speed is  521 km/h, find the value of t.  t =    [2]",
+            "18": "18 0607/41/m/j/18 \u00a9 ucles 2018 11  ()x 10 fx=  ()xx 21 g=-  (a) find the value of g(3).   .  [1]  (b) find the range of f  (x) for the domain { -1, 0, 1, 2}.  { ... } [2]  (c) find x when ()x 12 g= .  x =    [2]  (d) the graph of () yxg=  is translated by the vector 2 3eo onto the graph of h( x).   find h( x).   give your answer in its simplest form.  h(x) =    [3]",
+            "19": "19 0607/41/m/j/18 \u00a9 ucles 2018  (e) find ()xf1-.  ()xf1=-    [2]  (f) (()) tan x 1 g= and \u00b0\u00b0x 0 180 gg .   find the two values of x.    x =  or x =  [3]",
+            "20": "20 0607/41/m/j/18 \u00a9 ucles 2018 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 international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download at www.cie.org.uk after  the live examination series. 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.blank page"
+        },
+        "0607_s18_qp_42.pdf": {
+            "1": "this document consists of 20 printed pages. dc (sc/cgw) 153520/3 \u00a9 ucles 2018  [turn overcambridge international examinations cambridge international general certificate of secondary education *6395456361* cambridge international mathematics  0607/42 paper 4 (extended)  may/june 2018  2 hours 15 minutes candidates answer on the question paper. additional materials:  geometrical instruments  graphics calculator read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen. do not use staples, paper clips, glue or correction fluid. you may use an hb pencil for any diagrams or graphs. do not  write in any barcodes. answer all the questions. unless instructed otherwise, give your answers exactly or correct to three significant figures as appropriate. answers in degrees should be given to one decimal place. for r, use your calculator value. you must show all the relevant working to gain full marks and you will be given marks for correct methods,  including sketches, even if your answer is incorrect. the number of marks is given in brackets [  ] at the end of each question or part question. the total number of marks for this paper is 120.",
+            "2": "2 0607/42/m/j/18 \u00a9 ucles 2018 formula list for the equation  ax bxc02++ = xabb ac 242!=-- curved surface area, a, of cylinder of radius r, height h. r ar h2= curved surface area, a, of cone of radius r, sloping edge l. rar l= curved surface area, a, of sphere of radius r. r ar42= v olume, v, of pyramid, base area a, height h. va h31= v olume, v, of cylinder of radius r, height h. rvr h2= v olume, v, of cone of radius r, height h. r vr h31 2= v olume, v, of sphere of radius r. r vr34 3=      sins in sin aa bb cc==      cos ab cb ca222 2=+ -      sinbc a21area =a c bcb a",
+            "3": "3 0607/42/m/j/18 \u00a9 ucles 2018 [turn over answer all the questions. 1 (a) work out.  .315402 23      [1]  (b) write 130.47  correct to   (i) one decimal place,      [1]   (ii) one significant figure.      [1]  (c) work out 23% of $76.80 .  $    [2]  (d) $4200 is shared in the ratio 3 : 4 : 6 : 8 .   find the difference between the largest share and the smallest share.   $    [3]  (e) write down an irrational number less than 10.      [1]  (f) work out   ..7311 01 56 1021## +-- .   give your answer in standard form.      [2]",
+            "4": "4 0607/42/m/j/18 \u00a9 ucles 2018 2 5 \u22125\u22125 0 5y x  ()()fxxx 192=--  (a) on the diagram, sketch the graph of () yxf= , for values of x between -5 and 5.  [3]  (b) write down the equations of the three asymptotes.  ...,    ...,     ... [3]  (c) the line yx= intersects the curve   ()yxx192=--   three times.   find the values of the x co-ordinates of the points of intersection.  x = . or x = . or x = . [3]",
+            "5": "5 0607/42/m/j/18 \u00a9 ucles 2018 [turn over 3 (a) y varies directly as the square root of x.   y = 32 when x = 16.   (i) find y in terms of x.  y =    [2]   (ii) find the value of y when x = 4.  y =    [1]   (iii) find x in terms of y.  x =    [2]  (b) p varies inversely as q2+.   p = 3 when q = 2.   find the value of p when q = 4.  p =    [3]",
+            "6": "6 0607/42/m/j/18 \u00a9 ucles 2018 4 (a) the mass, x grams, of each of 100 oranges is found.   the results are shown in the table. mass ( x grams) frequency   x0 1001g 4 x 100 1401g 14 x 140 1801g 22 x 180 2501g 35 x 250 3001g 25   (i) calculate an estimate of the mean mass of the oranges.    .  g [2]   (ii) two of these oranges are chosen at random.    calculate the probability that they both have a mass of 140  g or less.      [2]   (iii) the oranges with a mass of 140  g or less are removed.    from the remaining oranges, two are chosen at random.    calculate the probability that one orange has a mass of 250  g or less and the other has a mass of  more than 250  g.      [3]",
+            "7": "7 0607/42/m/j/18 \u00a9 ucles 2018 [turn over  (b) (i) complete the frequency density column in this table. mass ( x grams) frequency frequency density   x0 1001g 4 x 100 1401g 14 x 140 1801g 22 x 180 2501g 35 x 250 3001g 25  [2]   (ii) on the grid, draw a histogram to show this information.   50 100 00 150 mass (grams)frequency density 200x 250 300  [4]",
+            "8": "8 0607/42/m/j/18 \u00a9 ucles 2018 5 p r ba not to scale cd qs 12 m30 m16 m 24 m 40 m18 m  in the diagram, abcd  is a rectangle.  (a) find ps.  ps =    m [2]  (b) find angle brs.  angle brs =    [2]  (c) find the perimeter of pqrs .      m [3]",
+            "9": "9 0607/42/m/j/18 \u00a9 ucles 2018 [turn over  (d) find the shaded area.    ...  m2 [3]  (e) explain why triangle asp is similar to triangle bsr.  .  .  [2]",
+            "10": "10 0607/42/m/j/18 \u00a9 ucles 2018 6 \u22122 2810 6 4 2a \u22122 \u22124 \u22126 \u22128 \u2212104 6 8xy \u22124 \u22126 0 \u22128",
+            "11": "11 0607/42/m/j/18 \u00a9 ucles 2018 [turn over  (a) translate triangle a with vector 7 3- -eo .  label the image b. [2]  (b) rotate triangle a through 90\u00b0 anti-clockwise about ( -1, 2).  label the image c. [2]  (c) describe fully the single  transformation that maps triangle c onto triangle b.  .  .  [3]  (d) enlarge triangle a scale factor -2 with centre (3, 1).  label the image d. [2]  (e) describe fully the single  transformation that maps triangle d onto triangle a.  .  .  [2]",
+            "12": "12 0607/42/m/j/18 \u00a9 ucles 2018 7 in this question, all lengths are measured in millimetres.  44 55 28a 5555 a small plastic cup, a, is shown in this diagram.  44 55 28a 5555  these plastic cups are stacked as shown in the diagram.  (a) find the height of a stack of 8 of these cups.    .  mm [2]  (b) find the number of these cups in a stack that has a total height of 105  mm.      [2]  (c) a similar cup, b, has base diameter 42  mm.   find the height of this cup.    .  mm [2]",
+            "13": "13 0607/42/m/j/18 \u00a9 ucles 2018 [turn over  (d)  2r + 2a  h 2r   the formula for the volume of a similar cup is   r()vhr ara 33322 =++.   (i) for cup a, show that a = 8 mm.  [2]   (ii) find the volume of cup a.       mm3 [2]   (iii) find the volume of cup b.      mm3 [3]   (iv) rearrange   r()vhr ara 33322 =++   to make h the subject.  h =    [2] ",
+            "14": "14 0607/42/m/j/18 \u00a9 ucles 2018 8 b a c 120\u00b0not to scale 36\u00b0 o d e f  a, b, c and d lie on a circle, centre o.  def  is a tangent to the circle at d.  aocf  and bce  are straight lines.  (a) complete the statement. angle ode  = 90\u00b0 because  .  .  [1]  (b) find the value of   (i) angle aod ,  angle aod  =    [2]   (ii) angle odc ,  angle odc  =    [2]",
+            "15": "15 0607/42/m/j/18 \u00a9 ucles 2018 [turn over   (iii) angle abc ,   angle abc  =    [1]   (iv) angle cfd ,  angle cfd  =    [1]   (v) angle cab .  angle cab  =\t   [1]",
+            "16": "16 0607/42/m/j/18 \u00a9 ucles 2018 9 ab c8.2 cmnot to scale9.1 cm 11 cm  (a) show that angle . bac 470\u00b0 = , correct to 1 decimal place.  [3]  (b) use the sine rule to find angle abc .  angle abc  =\t   [3]",
+            "17": "17 0607/42/m/j/18 \u00a9 ucles 2018 [turn over  (c) find the area of triangle abc .    .  cm2 [2]  (d) find the length of the perpendicular from b to ac.    ..  cm [2]",
+            "18": "18 0607/42/m/j/18 \u00a9 ucles 2018 10 wasim sprays different amounts of fertiliser on some seedlings.    he measures the amount, x millilitres, sprayed on each seedling.  a week later he measures the height, y centimetres, of each seedling.   his results are shown in the table. amount of  fertiliser ( x ml)1 3 5 7 10 14 18 25 30 35 40 height ( y cm) 15.1 15.6 16.5 16.6 17 19.8 21 25.1 28.8 28.6 29.1  (a) (i) complete the scatter diagram.    the first four points have been plotted for you. 30y x28 26 24 22 20 18 16 14 0 10 20 30 amount of fertiliser (ml)40height (cm)  [3]",
+            "19": "19 0607/42/m/j/18 \u00a9 ucles 2018 [turn over   (ii) what type of correlation is shown by the scatter diagram?      [1]  (b) find   (i) the mean amount of fertiliser,    ...  ml [1]   (ii) the mean height.    ..  cm [1]  (c) (i) find the equation of the regression line in the form ym xc=+ .  y =    [2]   (ii) use your answer to part (c)(i)  to estimate the height of a seedling when the amount of fertiliser  is 20 ml.    ..  cm [1]   (iii) write down the units of m in the equation of the regression line, ym xc=+ .      [1] question 11 is printed on the next page.",
+            "20": "20 0607/42/m/j/18 \u00a9 ucles 2018 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 international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download at www.cie.org.uk after  the live examination series. 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.11 ()xx 27 f=-  ()xxg=  ()xx1h= , x0=y  (a) (i) find f  (3).      [1]   (ii) solve   ()x 1 f=.  x =    [2]  (b) find ()xf1-.  ()xf1- =    [2]  (c) (i) find (())xfg  in terms of x.      [1]   (ii) solve   (())x 5 fg =.  x =    [3]  (d) (i) find ((()))x hgf  in terms of x.      [2]   (ii) find an inequality in terms of x for which ((()))x hgf  exists.      [2]"
+        },
+        "0607_s18_qp_43.pdf": {
+            "1": "*6501475003* this document consists of 20 printed pages. dc (leg/sg) 153521/3 \u00a9 ucles 2018  [turn overcambridge international examinations cambridge international general certificate of secondary education cambridge international mathematics  0607/43 paper 4  (extended)  may/june 2018  2 hours 15 minutes candidates answer on the question paper. additional materials:  geometrical instruments  graphics calculator read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen. do not use staples, paper clips, glue or correction fluid. you may use an hb pencil for any diagrams or graphs. do not  write in any barcodes. answer all the questions. unless instructed otherwise, give your answers exactly or correct to three significant figures as appropriate. answers in degrees should be given to one decimal place. for \u03c0, use your calculator value. you must show all the relevant working to gain full marks and you will be given marks for correct methods,  including sketches, even if your answer is incorrect. the number of marks is given in brackets [  ] at the end of each question or part question. the total number of marks for this paper is 120.",
+            "2": "2 0607/43/m/j/18 \u00a9 ucles 2018 formula list for the equation  ax bx c02++ = xabb ac 242!=-- curved surface area, a, of cylinder of radius r, height h. r ar h2= curved surface area, a, of cone of radius r, sloping edge l. rar l= curved surface area, a, of sphere of radius r. r ar42= v olume, v, of pyramid, base area a, height h. va h31= v olume, v, of cylinder of radius r, height h. rvr h2= v olume, v, of cone of radius r, height h. r vr h31 2= v olume, v, of sphere of radius r. r vr34 3=      sins in sin aa bb cc==      cos ab cb ca222 2=+ -      sinbc a21area=a c bcb a",
+            "3": "3 0607/43/m/j/18 \u00a9 ucles 2018 [turn over answer all the questions. 1 gunter keeps chickens.  he records the number of eggs he collects each day for 31 days.  these are the results. number  of eggs10 11 12 13 14 15 16 17 18 19 20 number  of days5 3 2 3 2 3 2 4 4 1 2  (a) write down the range of the numbers of eggs.    [1]  (b) find the inter-quartile range.    [2]  (c) write down the mode.    [1]  (d) find the median.    [1]  (e) find the mean.    [2]  (f) explain why the mode is not the best measure of average to represent these results.  .. [1]",
+            "4": "4 0607/43/m/j/18 \u00a9 ucles 2018 2 flavia makes china cats.  they each cost $22.60 to make.  (a) flavia sells some of them to ari.   she makes a profit of 35% on each cat.    calculate the price ari pays for each cat.  $  ... [2]  (b) ari sells each cat for $43.   calculate ari\u2019s percentage profit.    % [3]  (c) jean buys 92 of flavia\u2019s cats.   this is 15% more than the number ari bought.   calculate the number of cats that ari bought.    [3]  (d) jean bought the cats for $32 each.   he sells some of the cats for $45 each.   for the rest of the cats he reduces the price by 5% each day.   find the number of reductions he has made when the price first falls below $32.    [3]",
+            "5": "5 0607/43/m/j/18 \u00a9 ucles 2018 [turn over 3  \u20137\u20136\u20135\u20134\u20133\u20132\u2013112345678910 \u20133 \u20132 \u20131 1 0 2 3 4 5 6 7 8 910y xa b  (a) draw the image of triangle a after a translation by the vector    3 7-cm . [2]  (b) draw the image of triangle b after a stretch, factor 3 and the x-axis invariant.  [2]  (c) describe fully the single  transformation that maps triangle a onto triangle b.  ..  .. [3]",
+            "6": "6 0607/43/m/j/18 \u00a9 ucles 2018 4 hamid records the population density, p persons/km2, in ten regions of the city in which he lives.  he also records the distance, d km, of each region from the city centre.  the results are shown in the table. region a b c d e f g h i j distance ( d km) 0.8 1.7 3.1 4.1 3.5 2.8 4.6 3.7 1.9 5.1 population density  (p persons/km2)5600 4800 3600 4500 2800 3300 1100 2300 3900 800  (a) complete the scatter diagram.    the first four points have been plotted for you. 6000 5000 4000 3000 2000 1000 0 0 1 2 3 distance (km)population density (persons/km2) 4 5 6p d [3]  (b) (i) what type of correlation is shown in your scatter diagram?    [1]   (ii) which region fits this model of correlation least  well?  region  ... [1]",
+            "7": "7 0607/43/m/j/18 \u00a9 ucles 2018 [turn over  (c) (i) calculate the equation of the regression line in the form  p = md + c.  p =  ... [2]   (ii) use this equation to estimate the population density of a region 2.4  km from the city centre.   ..  persons/km2 [1]   (iii) why would it not be sensible to use this equation to estimate the population density of a region  6.3 km from the city centre?  .. [1]",
+            "8": "8 0607/43/m/j/18 \u00a9 ucles 2018 5  \u20136 \u20131010 6 0y x   f(x) =  xxxx 625 22 +--+ ^ ^ hh  (a)  on the diagram, sketch the graph of   y = f(x)   for values of x between  -6 and 6.  [3]  (b) find the co-ordinates of the local maximum.  ( ... , ... ) [2]  (c)  find the equations of the three asymptotes to the graph of    y = f(x) .   ,  ,  [3]  (d) the equation   f( x) = k   has no solutions.   find the range of values of k.    [2]",
+            "9": "9 0607/43/m/j/18 \u00a9 ucles 2018 [turn over  (e)  g(x) = x1+   (i) solve   f( x) = g(x).  x = .. or x = .. [2]   (ii) solve the inequality f( x) 2 g(x).    [2] ",
+            "10": "10 0607/43/m/j/18 \u00a9 ucles 2018 6  oy x65\u00b0125\u00b0north north not to scale 80 km 140  km a cb  a ship sails 80  km on a bearing of 065\u00b0 from a to b.  it then sails 140  km on a bearing of 125\u00b0 from b to c.  (a) find ab as a column vector with the components in kilometres.  fp        [4]",
+            "11": "11 0607/43/m/j/18 \u00a9 ucles 2018 [turn over  (b) find ac as a column vector with the components in kilometres.  fp        [5]  (c) the ship sails directly back from c to a.   using your answer to part (b) , calculate   (i) the distance the ship sails from c to a,   .  km [2]   (ii) the bearing of a from c.         [3]",
+            "12": "12 0607/43/m/j/18 \u00a9 ucles 2018 7  d a e b cf105\u00b0 0.6 m0.8 m 1.2 mnot to scale  abcdef  is a solid triangular prism.  (a) calculate the volume of the prism.   ... m3 [3]  (b) calculate the total surface area of the prism.   ... m2 [5]",
+            "13": "13 0607/43/m/j/18 \u00a9 ucles 2018 [turn over  (c) abcdef is made of metal and has a mass of 2170  kg.   it is melted down and made into prisms similar to abcdef .   each of these prisms has a mass of 2.17  kg.   calculate the total surface area of each of these smaller prisms.   ... m2 [3]",
+            "14": "14 0607/43/m/j/18 \u00a9 ucles 2018 8 rashid takes a language examination that has three tests.  the probability that rashid passes the listening and reading test is 0.9 .  the probability that rashid passes the speaking test is 0.8 .  the probability that rashid passes the writing test is 0.7 .  (a)  complete the tree diagram to show the probabilities of passing (p) and failing (f) each part. listening  speaking  writing and reading p p pf f fp f. .0.8 0.9 .. . .p f. . p f. . p f. .  [3]",
+            "15": "15 0607/43/m/j/18 \u00a9 ucles 2018 [turn over  (b) to pass the whole examination rashid has to pass all three tests.    calculate the probability that he passes the whole examination.    [2]  (c) if rashid only fails one test, he can take that test again.   calculate the probability that rashid needs to take one test again.    [4]",
+            "16": "16 0607/43/m/j/18 \u00a9 ucles 2018 9 pattern 1 pattern 2 pattern 3 pattern 4  (a) complete the table for the sequence of patterns above. pattern number 1 2 3 4 5 6 number of grey tiles 1 1 9 9 number of white tiles 0 4 4 16 total number of tiles 1 5 13  [3]  (b) find the number of each colour of tiles in    (i) pattern 15,  grey  ...  white  ... [2]   (ii) pattern 20.  grey  ...  white  ... [2]",
+            "17": "17 0607/43/m/j/18 \u00a9 ucles 2018 [turn over  (c) find an expression, in terms of n, for the total number of tiles in pattern n.    [2]",
+            "18": "18 0607/43/m/j/18 \u00a9 ucles 2018 10 isabel drives from geneva to rome, a distance of 930  km.  her average speed is x km/h.  (a) write down an expression, in terms of x, for the time, in hours, the journey takes.     h [1]  (b) she returns from rome to geneva along the same route at an average speed of ( x + 5) km/h.   the journey takes 21 hour less than the journey from geneva to rome.   (i) write down an equation, in terms of x, and show that it simplifies to x2 + 5x \u2013 9300 = 0.  [3]   (ii) solve this equation.    give your answers correct to 1 decimal place.  x = ... or x = ... [3]   (iii) find the time taken for the journey from rome to geneva in hours and minutes.  ... h ... min [2]",
+            "19": "19 0607/43/m/j/18 \u00a9 ucles 2018 [turn over 11 not to scale xbb dy ca  a, b, c and d are points on the circle.  abx, cdx , ayd and byc are straight lines.  (a) (i)  explain why triangle adx  is similar to triangle cbx.  ..  ..  .. [2]   (ii) use part (a)(i)  to show that xa # xb = xc # xd  [1]  (b) xb = 6 cm, dc = 5 cm and xd = 7 cm.   calculate the length ab.   .  cm [2]  (c) find the value of these fractions.   (i)  area of triangle adx area of triangle cbx    [1]   (ii)  area of triangle ayb area of triangle cyd    [1] question 12 is printed on the next page.",
+            "20": "20 0607/43/m/j/18 \u00a9 ucles 2018 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 international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download at www.cie.org.uk after  the live examination series. 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.12 f(x) = 2x + 1                          g(x) = 4 \u2013 3 x                          h(x) = 2x \u2013 1  (a) find h( -2).    [1]  (b) find g-1(x).  g-1(x) =  ... [2]  (c) find g(f(3)).    [2]  (d) find and simplify  g(g( x)).    [2]  (e) find h-1(7).   ...  [2]  (f) write as a single fraction in its simplest form. fgxx11+^^hh    [3]"
+        },
+        "0607_s18_qp_51.pdf": {
+            "1": "*9594950325* this document consists of 7 printed pages and 1 blank page. dc (ks) 153522/2 \u00a9 ucles 2018  [turn overcambridge international mathematics  0607/51 paper 5  (core)  may/june 2018  1 hour candidates answer on the question paper. additional materials:  graphics calculator read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen. do not use staples, paper clips, glue or correction fluid. you may use an hb pencil for any diagrams or graphs. do not  write in any barcodes. answer all the questions. you must show all relevant working to gain full marks for correct methods, including sketches. in this paper you will also be assessed on your ability to provide full reasons and communicate your  mathematics clearly and precisely. at the end of the examination, fasten all your work securely together. the total number of marks for this paper is 24.cambridge international examinations cambridge international general certificate of secondary education",
+            "2": "2 0607/51/m/j/18 \u00a9 ucles 2018 answer all the questions. investigation   largest products this investigation looks at finding the largest product when two or more positive integers have a given sum. for the positive integers 2 and 5 \u2022 the sum  2 + 5 is 7 \u2022 the product  2 \u00d7 5 is 10. 1 (a) complete this table for all the different  pairs of positive integers that have a sum of 8. integers sum product 1 8 2 8 3 8 4 4 8 16   write down the calculation that gives the largest product.   \ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd  (b) complete this table for all the different  pairs of positive integers that have a sum of 10.   note that 3 and 7 is the same pair as 7 and 3. integers sum product 10 10 3 7 10 21 10 10   write down the calculation that gives the largest product.   \ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd",
+            "3": "3 0607/51/m/j/18 \u00a9 ucles 2018 [turn over  (c) find the largest product of two positive integers that have a sum of 6.   \ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd  (d)  use your answers to part (a) , part (b)  and part (c)  to help you complete the table. sum 6 8 10 12 14 largest product 49  (e) (i) the sum of two positive integers is s.    s is an even number.    find an expression, in terms of s, for the largest product of the two integers.   \ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd   (ii)  the sum of two positive integers is 62.    find the largest product of the two integers.    \ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd  (f) the sum of two positive integers is s.   s is an even number.   the largest product of the two integers is 576.   find the value of s.   \ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd",
+            "4": "4 0607/51/m/j/18 \u00a9 ucles 2018 2 (a) complete this table for all the different  pairs of positive integers that have a sum of 9.   note that 2 and 7 is the same pair as 7 and 2. integers sum product 9 9 9 9   write down the calculation that gives the largest product.   \ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd  (b) find the largest product of two positive integers that have a sum of 7.   \ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd  ",
+            "5": "5 0607/51/m/j/18 \u00a9 ucles 2018 [turn over  (c) use your answers to part (a) and part (b)  to help you complete the table. sum 7 9 11 13 101 largest product 30  (d) the sum of two positive integers is s.   s is an odd number.   (i) explain why the largest product of the two integers is always even.  ...  ...    (ii) find an expression, in terms of s, for the largest product of the two integers.    do not simplify your answer.   \ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd",
+            "6": "6 0607/51/m/j/18 \u00a9 ucles 2018 3 (a) three  positive integers have a sum of 6.   complete the table for all the different sets of positive integers that have a sum of 6.   writing the positive integers in a different order does not give a different set. integers sum product 6 6 6   write down the calculation that gives the largest product.     \ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd  (b) look at how you found the largest product in part (a) and in question 1(a) .   four  positive integers have a sum of 40.    show that the largest product of these four integers is 10 000.",
+            "7": "7 0607/51/m/j/18 \u00a9 ucles 2018  (c) complete the table. sum 6 40 15 24 number of positive integers  in the sum3 4 5 6 largest product 10 000  (d) n integers have a sum of 40, where n is a factor of 40.   find the value of the largest product of the n integers.   \ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd",
+            "8": "8 0607/51/m/j/18 \u00a9 ucles 2018 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 international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download at www.cie.org.uk after  the live examination series. 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.blank page"
+        },
+        "0607_s18_qp_52.pdf": {
+            "1": "*5174399737* this document consists of 7 printed pages and 1 blank page. dc (ce/sw) 153512/2 \u00a9 ucles 2018  [turn overcambridge international examinations cambridge international general certificate of secondary education cambridge international mathematics  0607/52 paper 5  (core)  may/june 2018  1 hour candidates answer on the question paper. additional materials:  graphics calculator read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen. do not use staples, paper clips, glue or correction fluid. you may use an hb pencil for any diagrams or graphs. do not  write in any barcodes. answer all the questions. you must show all relevant working to gain full marks for correct methods, including sketches. in this paper you will also be assessed on your ability to provide full reasons and communicate your  mathematics clearly and precisely. at the end of the examination, fasten all your work securely together. the total number of marks for this paper is 24.",
+            "2": "2 0607/52/m/j/18 \u00a9 ucles 2018 answer all the questions. investigation  tile patterns this investigation looks at the number of grey tiles and the number of white tiles in a sequence of square  patterns. all the tiles are the same size and each is a square. the grey tiles and white tiles make borders around a single grey tile. the single grey tile is the first grey border. the first white border is 8 white tiles surrounding the grey tile. the second grey border is 16 grey tiles surrounding the 8 white tiles. 1 (a) on this grid, complete the diagram to show the second white border.   ",
+            "3": "3 0607/52/m/j/18 \u00a9 ucles 2018 [turn over  (b) on this grid, complete the diagram to show the third grey border.    2 this question looks at the patterns that finish with a white  border. pattern finishes withnumber of white tiles in  bordertotal number of white  tiles in pattern 1st white border 8 8 2nd white border 32 3rd white border 72 4th white border 128  (a) complete the table.",
+            "4": "4 0607/52/m/j/18 \u00a9 ucles 2018  (b) the values in the last column are the first four terms of a sequence.   (i) write each term as a multiple of 8.   8 = 8 #   32 = 8 #   72 = 8 #  128 = 8 #    (ii) the numbers that are multiplied by 8 also form a sequence.    write down the name for this sequence of numbers.    ...   (iii) write down an expression, in terms of n, for the total number of white  tiles in the pattern that  finishes with the nth white border.    ...  (c) here is the pattern that finishes with the first white border.      there are 3 white tiles along one side.   (i) complete the table. pattern finishes withnumber of white tiles  along one side 1st white border 3 2nd white border 3rd white border 4th white border",
+            "5": "5 0607/52/m/j/18 \u00a9 ucles 2018 [turn over   (ii) the numbers of white tiles along one side form a sequence.     find an expression, in terms of n, for the number of white tiles along one side of the pattern that  finishes with the nth white border.    ...   (iii) use your answer to part(c)(ii)  to write down an expression, in terms of n, for the total  number of  all tiles in the pattern that finishes with the nth white border.    ...  (d) use your answers to part (c)(iii)  and part (b)(iii)  to show that an expression for the total number of  grey tiles in the pattern that finishes with the nth white border is 8n2 \u2013 8n + 1.",
+            "6": "6 0607/52/m/j/18 \u00a9 ucles 2018 3 a workman uses the method of question 2  to cover a square floor completely with tiles.   the first tile is grey and the final border is white.  (a) the square floor measures 5.7  m by 5.7  m. each tile measures 30  cm by 30  cm.   (i) work out the number of tiles along one side of the floor.    ...   (ii) use your result from question  2(c)(ii)  to show that this is the 5th white border.   (iii) work out the number of white tiles and the number of grey tiles that the workman needs to cover  the floor completely.  number of white tiles  =  ...  number of grey tiles  =  ...   (iv) tiles are sold in packs of 20 white tiles and packs of 20 grey tiles.    find the number of packs of white tiles and the number of packs of grey tiles that the workman  needs.  number of packs of white tiles =  ...  number of packs of grey tiles =  ...",
+            "7": "7 0607/52/m/j/18 \u00a9 ucles 2018  (b) the workman tiles a different square floor.   he uses the same method of tiling, starting with a grey tile.   he buys enough packs of 20 grey tiles and packs of 20 white tiles to cover the floor completely.   explain why the workman will have some grey tiles left over, whatever the size of the square floor.  ...  ...  ...  ...",
+            "8": "8 0607/52/m/j/18 \u00a9 ucles 2018 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 international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download at www.cie.org.uk after  the live examination series. 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.blank page"
+        },
+        "0607_s18_qp_53.pdf": {
+            "1": "this document consists of 7 printed pages and 1 blank page. dc (leg/sg) 153610/1 \u00a9 ucles 2018  [turn over *5213851942* cambridge international mathematics  0607/53 paper 5 (core)  may/june 2018  1 hour candidates answer on the question paper. additional materials:  graphics calculator read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen. do not use staples, paper clips, glue or correction fluid. you may use an hb pencil for any diagrams or graphs. do not  write in any barcodes. answer all the questions. you must show all relevant working to gain full marks for correct methods, including sketches. in this paper you will also be assessed on your ability to provide full reasons and communicate your  mathematics clearly and precisely. at the end of the examination, fasten all your work securely together. the total number of marks for this paper is 24.cambridge international examinations cambridge international general certificate of secondary education",
+            "2": "2 0607/53/m/j/18 \u00a9 ucles 2018 answer all the questions. investigation   estimating r  this investigation is about using relative frequency to estimate the value of r. area of rectangle = length # width. area, a, of circle radius r is a= rr2. lee draws circles on rectangular pieces of paper. he drops grains of rice at random onto the pieces of paper. he counts the number of grains of rice inside each circle. 1 lee draws a circle of radius 5  cm on a rectangular piece of paper measuring 40  cm by 20  cm. 5 cm40 cm 20 cmnot to scale  (a) (i) find the area of the rectangle.    ...   (ii) the probability, p, that a grain of rice lands inside  the circle is p = area of circle area of rectangle.    the area of the circle is   25 # r.    show that p is approximately 0.098 for this piece of paper.  (b) lee drops 10 grains of rice at random onto the piece of paper.   the diagram shows the result. not to scale key: represents one grain of rice.",
+            "3": "3 0607/53/m/j/18 \u00a9 ucles 2018 [turn over   (i) how many of the grains of rice are inside the circle?    ...   (ii) the relative frequency that a grain of rice is inside the circle  = number of grains of rice inside the circle total number of grains of rice dropped.    find the relative frequency that a grain of rice is inside the circle.    ...  (c) lee drops 10 more grains of rice at random onto the piece of paper. not to scale   show that the relative frequency that a grain of rice is inside the circle is 0.15 .  (d) the relative frequency that a grain of rice is inside the circle gives an estimate for the probability, p.   the area of the circle is   25 # r.   use    area of circle area of rectangle = 0.15   to show that an estimate for r is 4.8 .",
+            "4": "4 0607/53/m/j/18 \u00a9 ucles 2018 2 lee draws a circle of radius 10  cm on a rectangular piece of paper measuring 30  cm by 20  cm. not to scale 10 cm30 cm 20 cm  (a) complete this statement with a number. area of circle = . # r  (b) lee drops 10 grains of rice at random onto the piece of paper.   diagram a shows the result. not to scalea   lee removes the 10 grains of rice and drops another 10 grains of rice at random onto the piece of paper.   diagram b shows the result. not to scaleb",
+            "5": "5 0607/53/m/j/18 \u00a9 ucles 2018 [turn over   (i) complete the table. a bcombined results for  all 20 grains of rice number of grains of rice  inside circle relative frequency 10 20   (ii) use the formula    area of circle area of rectangle = relative frequency    to estimate r using the combined results for all 20 grains of rice.     r =  ",
+            "6": "6 0607/53/m/j/18 \u00a9 ucles 2018 3 lee draws two circles on a different rectangular piece of paper.  the circles touch the edges of the piece of paper and touch each other. x cm 8 cm 16 cm  (a) (i) find the value of x.    ...   (ii) complete this statement with a number. total  area of the two circles =  # r  (b) lee drops 50 grains of rice at random onto the piece of paper.   he removes the 50 grains of rice and drops another 50 grains of rice at random onto the piece of paper.   the table shows his results. first 50 second 50combined results for  all 100 grains of rice number of grains of rice  inside circle36 43 relative frequency    complete the table.  (c) use the formula   total area of circles area of rectangle = relative frequency   to estimate r.    r =    (d) give one reason why the estimate for r in question 3(c)  is more accurate than the estimate for r in  question 2(b)(ii) .  ...",
+            "7": "7 0607/53/m/j/18 \u00a9 ucles 2018 4 lee draws one circle of radius r cm on a different piece of paper.  the circle touches all four edges of the paper. r cm  (a) lee drops 500 grains of rice at random onto the piece of paper.   he removes the 500 grains of rice and drops another 500 grains of rice at random onto the piece of  paper.   the combined number of grains of rice inside the circle is 785.    use the formula   area of circle area of rectangle = relative frequency   to estimate r.   r =    (b) complete this sentence with a single number.    to estimate the value of r when the circle touches all four edges of the paper, multiply     the relative frequency by ..  (c) lee drops n grains of rice at random onto the piece of paper.   he removes the n grains of rice and drops another n grains of rice at random onto the piece of paper.   the combined number of grains of rice inside the circle is k.   show that nk2 is an estimate for r. ",
+            "8": "8 0607/53/m/j/18 \u00a9 ucles 2018 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 international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download at www.cie.org.uk after  the live examination series. 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.blank page"
+        },
+        "0607_s18_qp_61.pdf": {
+            "1": "*5572385172* this document consists of 12 printed pages. dc (lk/sg) 153611/3 \u00a9 ucles 2018  [turn overcambridge international examinations cambridge international general certificate of secondary education cambridge international mathematics  0607/61 paper 6 (extended)  may/june 2018  1 hour 30 minutes candidates answer on the question paper. additional materials:  graphics calculator read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen. do not use staples, paper clips, glue or correction fluid. you may use an hb pencil for any diagrams or graphs. do not  write in any barcodes. answer both parts a (questions 1 to 4) and b (questions 5 to 9). you must show all the relevant working to gain full marks for correct methods, including sketches. in this paper you will also be assessed on your ability to provide full reasons and communicate your  mathematics clearly and precisely. at the end of the examination, fasten all your work securely together. the total number of marks for this paper is 40.",
+            "2": "2 0607/61/m/j/18 \u00a9 ucles 2018 answer both  parts a and b. a investigation  (questions 1 to 4)      largest products   (20 marks) you are advised to spend no more than 45 minutes on this part. this investigation looks at finding the largest product when two or more positive integers have a given sum.  for the positive integers 2 and 5 \u2022 the sum  2 + 5 is 7 \u2022 the product  2 \u00d7 5 is 10. 1 (a) (i) complete the table for all the different  pairs of positive integers that have a sum of 8. integers sum product 1 8 2 8 3 5 8 4 8 16    write down the calculation that gives the largest product.   \ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd   (ii) find the largest product of two positive integers that have a sum of 20.   \ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd    write down the calculation that gives this product.   \ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd",
+            "3": "3 0607/61/m/j/18 \u00a9 ucles 2018 [turn over  (b) (i) complete this table for all the different  pairs of positive integers that have a sum of 9.    note that 2 and 7 is the same pair as 7 and 2. integers sum product 1 9 9 9 9    write down the calculation that gives the largest product.   \ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd   (ii) find the largest product for two positive integers that have a sum of 21.   \ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd    write down the two positive integers that give this product.   \ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd  ",
+            "4": "4 0607/61/m/j/18 \u00a9 ucles 2018 2 tom wants to find the set of positive integers that have a sum of 19 and give the largest product.  he uses the ideas from question 1  and the following method.   \u2022 write 19 in the top box of the diagram. \u2022 write the two positive integers that give the largest product in the two boxes on the next row. \u2022 complete the remaining boxes in the same way.   (a)  complete the diagram. 19 9 2 2 2 3 2 3 2 3   the largest product using tom\u2019s method is       2  \u00d7  2  \u00d7  2  \u00d7  3  \u00d7  2  \u00d7  3  \u00d7  2  \u00d7  3   =   25 \u00d7 33   =   864.  (b) explain why tom does not replace the 2s and the 3s to make another row in the diagram.  ...  ...",
+            "5": "5 0607/61/m/j/18 \u00a9 ucles 2018 [turn over  (c) complete the diagram and find the largest product that tom\u2019s method gives for positive integers that  have a sum of 22. 22   \ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd",
+            "6": "6 0607/61/m/j/18 \u00a9 ucles 2018 3 in any set of positive integers, the replacement of a set of three 2s with a set of two 3s will not change the  sum.  (a) explain why this is correct.  ...  (b) explain why this replacement will always  increase the product of a set of positive integers.   ...  ...  (c) here is tom\u2019s result from question 2(a) .      2  \u00d7  2  \u00d7  2  \u00d7  3  \u00d7  2  \u00d7  3  \u00d7  2  \u00d7  3   =   25 \u00d7 33   =   864   (i) use the replacement to calculate the largest product of a set of positive integers that have a sum  of 19.   \ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd   (ii) write your answer to part (i)  as a product of powers of 2 and 3.   \ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd",
+            "7": "7 0607/61/m/j/18 \u00a9 ucles 2018 [turn over 4 (a) the sum of a set of positive integers is n.   after replacing each set of three 2s in tom\u2019s method with two 3s, the largest product will be 2x \u00d7 3y.   (i) find, in terms of x and y, a formula for the sum n.   \ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd   (ii) explain why x can only be 0, 1 or 2.  ...  ...  (b) use part (a) to find the largest product of a set of positive integers that have a sum of      (i)  60,   \ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd   (ii) 62.   \ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd  (c) 6 377 292 is the largest product of a set of positive integers that have a sum of n.   find the value of n.   \ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd",
+            "8": "8 0607/61/m/j/18 \u00a9 ucles 2018 b modelling (questions 5 to 9) counting prime numbers   (20 marks)      you are advised to spend no more than 45 minutes on this part. prime numbers have only two factors: 1 and the number itself. in this task you will use models for the number of primes in a given range. the function p( x) gives the number of primes that are less than x. for example, p(10) = 4 because there are exactly four primes that are less than 10.   these four primes are 2, 3, 5 and 7. 5 (a) show that p(20) = 8.  (b) p(40) =  12.  find p(50).   \ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd  (c) p(100) =  25.  find p(90).   \ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd",
+            "9": "9 0607/61/m/j/18 \u00a9 ucles 2018 [turn over 6 use your answers to  question 5  to complete the table. x 10 20 40 50 90 100 140 200 p(x) 4 8 12 25 34 46  on the grid plot this information. the first three points have been plotted for you. 50 40 30 20 10 00 20 40 60 80 100 120 140 160 180 200xp(x)",
+            "10": "10 0607/61/m/j/18 \u00a9 ucles 2018 7 a model, l( x), for the number of primes less than x, is a straight line that passes through the points (40, 12)  and (140, 34).  (a) find the equation of the line.   \ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd  (b) use your model to estimate the number of primes that are less than 1000.   \ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd 8 a quadratic model, q( x), for the number of primes that are less than x, is       q(x) = kx \u2013 0.001 x2 .  (a) the model estimates that there are 34 primes that are less than 140.   find the value of k, giving your answer correct to 1 decimal place.   \ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd  (b) the model is quite accurate for the number of primes when x 1 200.   why is the model unsuitable for the number of primes when x 2 200?  ...  ...",
+            "11": "11 0607/61/m/j/18 \u00a9 ucles 2018 [turn over 9 a very good model for the number of primes less than x, where x is less than 1000, is     ()()nlogxxx 210=  .  (a) use the model to find how many primes there are that are   (i) less than 400,   \ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd   (ii) less than 800.   \ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd  (b) use your answers to  part (a)  to complete the table. x0 2001g x 200 4001g x 400 0061g x 600 0081g number of  primes44 31 question 9(c) and 9(d) are printed on the next page.",
+            "12": "12 0607/61/m/j/18 \u00a9 ucles 2018 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 international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download at www.cie.org.uk after  the live examination series. 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. (c) the model is still a good model for x1000h .   (i) a number is chosen at random from the numbers 1 to 10  000.    use the model to estimate the probability that it is prime.   \ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd   (ii) a number is chosen at random from numbers in the range 1 to x.    find, in its simplest form, a model for the probability that it is prime.   \ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd  (d) use the model   ()()logxxx 2n 10=    to estimate the 100th prime.    \ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd"
+        },
+        "0607_s18_qp_62.pdf": {
+            "1": "*4366897499* this document consists of 14 printed pages and 2 blank pages. dc (nf/ct) 153612/2 \u00a9 ucles 2018  [turn overcambridge international examinations cambridge international general certificate of secondary education cambridge international mathematics  0607/62 paper 6  (extended)  may/june 2018  1 hour 30 minutes candidates answer on the question paper. additional materials:  graphics calculator read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen. do not use staples, paper clips, glue or correction fluid. you may use an hb pencil for any diagrams or graphs. do not  write in any barcodes. answer both parts a (questions 1 to 3) and b (questions 4 to 6). you must show all relevant working to gain full marks for correct methods, including sketches. in this paper you will also be assessed on your ability to provide full reasons and communicate your  mathematics clearly and precisely. at the end of the examination, fasten all your work securely together. the total number of marks for this paper is 40.",
+            "2": "2 0607/62/m/j/18 \u00a9 ucles 2018 answer both parts a and b. a investigation (questions 1 to 3) tile patterns   (20 marks) you are advised to spend no more than 45 minutes on this part. this investigation looks at the number of grey tiles and the number of white tiles in a sequence of square  patterns. all the tiles are the same size and each is a square. the grey tiles and white tiles make borders around a single grey tile. the single grey tile is the first grey border.    the first white border is 8 white tiles surrounding the grey tile.   the second grey border is 16 grey tiles surrounding the 8 white tiles.   1  (a) on this grid, complete the diagram to show  the second white border.   ",
+            "3": "3 0607/62/m/j/18 \u00a9 ucles 2018 [turn over   (b) on this grid, complete the diagram to show the third grey border.    2 this question looks at the patterns that finish with a white  border. pattern finishes withnumber of white tiles  in bordertotal number of white  tiles in pattern 1st white border 8 8 2nd white border 32 3rd white border 40 4th white border 128 5th white border 72 200  (a) complete the table.",
+            "4": "4 0607/62/m/j/18 \u00a9 ucles 2018  (b) the values in the last column, for the total number of white tiles in these patterns, form a sequence.   find an expression, in terms of n, for the total number of white  tiles in the pattern that finishes with the  nth white border.   ..  (c) there are 3 white tiles along one side of the pattern that finishes with the first white border.   (i) complete the table. pattern finishes withnumber of white tiles  along one side 1st white border 3 2nd white border 3rd white border nth white border   (ii) use your answer to part (c)(i)  to write down an expression, in terms of n, for the total  number of  all tiles in the pattern that finishes with the nth white border.   ..",
+            "5": "5 0607/62/m/j/18 \u00a9 ucles 2018 [turn over  (d) use your answers in part (b)  and part (c)  to show that an expression for the total number of grey tiles  in the pattern that finishes with the nth white border  is nn88 12-+ . 3 (a) michel uses the tiling method of question 2  to cover a square floor.   the first tile is grey and the final border is white.   the square floor measures 5.7  m by 5.7  m. each tile measures 30  cm by 30  cm.   work out the number of white tiles and the number of grey tiles michel needs to cover the floor  completely.  number of white tiles =  .  number of grey tiles =  .",
+            "6": "6 0607/62/m/j/18 \u00a9 ucles 2018  (b) jasmine has 500 white tiles and 500 grey tiles.   each tile measures 30  cm by 30  cm.   she uses the same method of tiling, but she can finish with a grey border or a white border.   find the side length of the biggest square floor that she can cover completely.   find how many tiles of each colour will not be used in this case.  side length of biggest square floor =  .  number of white tiles not used =  .  number of grey tiles not used =  .",
+            "7": "7 0607/62/m/j/18 \u00a9 ucles 2018 [turn over b modelling (questions 4 to 6) going with the flow   (20 marks) you are advised to spend no more than 45 minutes on this part. in this task you will look at models for how the speed of water in a river changes with its height above the river  bed. the river is 2 metres deep. an engineer measures the speed of water at different heights above the river bed. the water flows parallel to the river bed. the speed of the water at height x metres above the river bed is  v cm/s. 2 mx mv cm/ssurface water river bednot to scale the table shows the data that the engineer collects. height above river bed (x metres)speed of water (v cm/s) 0.2 15.1 0.4 17.5 0.6 18.9 0.8 20.0 1.0 21.0 1.2 21.7 1.4 22.2 1.6 23.0 1.8 23.5 2.0 24.0 the data is plotted on the grid on the next page.",
+            "8": "8 0607/62/m/j/18 \u00a9 ucles 2018 speed of water (cm/s) height above river bed (m)14 0 0.2 0.4 0.6 0.8 1.0 1.2 1.4 1.6 1.8 2.015161718192021222324v x",
+            "9": "9 0607/62/m/j/18 \u00a9 ucles 2018 [turn over 4 (a) the engineer models the data using va xb x122=+ +         where a and b are constants.   (i) use the values of v when x = 1 and when x = 2 to write down two equations, each in terms of a  and b.    ...    ...   (ii)  solve your equations to find the value of a and the value of b.    write your values in the model below.  v =    x2 +   x + 12  (b) the table shows the values that this model gives. x 0.2 0.4 0.6 0.8 1.0 1.2 1.4 1.6 1.8 2.0 v14.3 16.3 18.1 19.7 21.0 22.1 22.9 23.5 23.9 24.0   (i) plot these values and draw the graph of the model on the grid on page 8.   (ii) give the range of values of x for which this model overestimates the speed of the water.   ..",
+            "10": "10 0607/62/m/j/18 \u00a9 ucles 2018 5 in this question, all logarithms are base 10.  the engineer decides to test another model for how v changes with x.  this model is vkx 2m =bl      where k and m are constants.  (a) using x = 2.0 and v = 24.0 find the value of k for this model.  k =  \ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd  (b) (i) take logarithms of both sides of this model to complete the equation below.  log v = .  logx 2bl + .",
+            "11": "11 0607/62/m/j/18 \u00a9 ucles 2018 [turn over   (ii) the graph shows the data values of log  v plotted against logx 2bl and a line of best fit. \u20131 \u20130.9 \u20130.8 \u20130.7 \u20130.6 \u20130.5 \u20130.4 \u20130.3 \u20130.2 \u20130.11.181.201.221.241.261.281.301.321.341.361.38 0log v logx 2bl    use the graph to calculate the value of m for the model, and write down the model.  m =  ..  v = .x 2bl.  (c) use this model to find the height above the river bed where the water is moving at 12  cm/s.   ..",
+            "12": "12 0607/62/m/j/18 \u00a9 ucles 2018 6 a factory releases some dirt into the river.  the dirt moves parallel to the river bed at the same speed as the water.  at the same instant that the factory releases the dirt, the engineer lowers a metal grid into the river. the  metal grid is 20  m from the factory.  the metal grid does not affect the speed of the water but will stop the dirt. 2 mx m20 m dirtv cm/s u cm/ssurfacemetal grid river bednot to scale   (a) the metal grid moves vertically downwards at speed u centimetres  per second.   show that the number of seconds it takes the bottom of the metal grid to move from the surface to a  height x metres  above the river bed is ux 100 2-` j .  (b) the dirt moves along the river towards the grid at the speed given by the model in question 5(b)(ii) .   find an expression, in terms of x, for the time it takes the dirt to move 20  m along the river.   ..",
+            "13": "13 0607/62/m/j/18 \u00a9 ucles 2018 [turn over  (c) use part (a)  and your answer to part (b)  to show that the metal grid stops the dirt at height x if  . uxx1222.02 h -` bjl. question 6(d) is printed on the next page.",
+            "14": "14 0607/62/m/j/18 \u00a9 ucles 2018  (d) (i) on the axes below, sketch the graph of . uxx1222.02 =- ` bjl for x02gg . 02u x   (ii) find the smallest value of u that stops all the dirt.   ..",
+            "15": "15 0607/62/m/j/18 \u00a9 ucles 2018 blank page",
+            "16": "16 0607/62/m/j/18 \u00a9 ucles 2018 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 international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download at www.cie.org.uk after  the live examination series. 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.blank page"
+        },
+        "0607_s18_qp_63.pdf": {
+            "1": "*5499642845* this document consists of 14 printed pages and 2 blank pages. dc (sc/cgw) 153613/2 \u00a9 ucles 2018  [turn overcambridge international examinations cambridge international general certificate of secondary education cambridge international mathematics  0607/63 paper 6 (extended)  may/june 2018  1 hour 30 minutes candidates answer on the question paper. additional materials:  graphics calculator read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen. do not use staples, paper clips, glue or correction fluid. you may use an hb pencil for any diagrams or graphs. do not  write in any barcodes. answer both parts a (questions 1 to 4) and b (questions 5 to 9). you must show all the relevant working to gain full marks for correct methods, including sketches. in this paper you will also be assessed on your ability to provide full reasons and communicate your  mathematics clearly and precisely. at the end of the examination, fasten all your work securely together. the total number of marks for this paper is 40.",
+            "2": "2 0607/63/m/j/18 \u00a9 ucles 2018 answer both  parts a and b. a investigation (questions 1 to 4) estimating r   (20 marks) you are advised to spend no more than 45 minutes on this part. this investigation is about using relative frequency to estimate the value of r. area, a, of circle radius r is a = rr2. 1 lee draws circles on rectangular pieces of paper.  he drops grains of rice at random onto the pieces of paper.  he counts the number of grains of rice inside each circle.  (a) lee draws a circle of radius 5  cm on a rectangular piece of paper measuring 40  cm by 20  cm. 5 cm 20 cm40 cm not to scale   the probability, p, that a grain of rice lands inside  the circle is p = area of circle area of paper .   (i) show that p is approximately 0.098 for this piece of paper.   (ii) lee drops 10 grains of rice at random onto the piece of paper.    the diagram shows the result. not to scale key: represents one grain of rice.",
+            "3": "3 0607/63/m/j/18 \u00a9 ucles 2018 [turn over    the relative frequency that a grain of rice is inside the circle =  number of grains of rice inside the circle total number of grains of rice dropped .    find the relative frequency that a grain of rice is inside the circle.    ...   (iii) lee drops 10 more grains of rice at random onto the piece of paper. not to scale    show that the relative frequency that a grain of rice is inside the circle is 0.15 .   (iv) the relative frequency that a grain of rice is inside the circle gives an estimate for the probability,  p.    the area of the circle is   r25#.    use   area of circle area of paper = 0.15   to show that an estimate for r is 4.8 .",
+            "4": "4 0607/63/m/j/18 \u00a9 ucles 2018  (b) lee draws a circle of radius 10  cm on a rectangular piece of paper measuring 30  cm by 20  cm. not to scale 10 cm30 cm 20 cm   (i) complete this statement with a number. area of circle =  # r   (ii) lee drops 10 grains of rice at random onto the piece of paper.    diagram a shows the result. not to scalea    lee removes the 10 grains of rice and drops another 10 grains of rice at random onto the piece of  paper.    diagram b shows the result. not to scaleb",
+            "5": "5 0607/63/m/j/18 \u00a9 ucles 2018 [turn over    complete the table. a bcombined results for  all 20 grains of rice number of grains of rice  inside circle relative frequency2010   (iii) use the formula area of circle area of paper = relative frequency    to estimate r using the combined results for all 20 grains of rice.  r =  ...",
+            "6": "6 0607/63/m/j/18 \u00a9 ucles 2018 2 (a) lee draws a circle of radius 12  cm on a different piece of paper.   the circle touches all four edges of the paper. 12 cm   lee drops 50 grains of rice at random onto the piece of paper.   he removes the 50 grains of rice and drops another 50 grains of rice at random onto the piece of paper.   the combined number of grains of rice inside the circle is 78.    use the formula   area of circle area of paper = relative frequency   to estimate r.  r =  ...  (b) lee draws a circle of radius r cm on a different piece of paper.   the circle touches all four edges of the paper. r cm   show that, for any value of r,  estimate for r =  k # relative frequency, where k is an integer.   find the value of k.  k =  ...",
+            "7": "7 0607/63/m/j/18 \u00a9 ucles 2018 [turn over 3 lee draws a circle on a piece of paper in the shape of a regular hexagon of side length x cm.  the circle touches all six edges of the paper. x cmnot to scale \u2014 x  cm2\u221a3  lee drops grains of rice at random onto the piece of paper.  he counts the number of grains of rice inside the circle and finds the relative frequency.  (a) find an estimate for the value of r when x = 30 and the relative frequency that the grain of rice is  inside the circle is 0.905 .   use the formula    area of circle area of paper = relative frequency .    ...",
+            "8": "8 0607/63/m/j/18 \u00a9 ucles 2018  (b) show that, for any value of x,  estimate for r =  k # relative frequency, where k is an exact  constant.   find the value of k.  k =  ...",
+            "9": "9 0607/63/m/j/18 \u00a9 ucles 2018 [turn over 4 lee draws a circle on a piece of paper in the shape of a regular polygon with n sides.  the circle touches all n edges of the paper.  he drops grains of rice at random onto the piece of paper.  he counts the number of grains of rice inside the circle and finds the relative frequency. estimate for r =  k # relative frequency  explain clearly why the constant k gives an approximation for r, as the value of n increases.",
+            "10": "10 0607/63/m/j/18 \u00a9 ucles 2018 b modelling (questions 5 to 9) shoe business   (20 marks) you are advised to spend no more than 45 minutes on this part. this task is about the profit made by making and selling shoes.  a company makes and sells two styles of shoe, x and y. the objective of the task is for the company to maximise the amount of profit it makes each day. the number of shoes made each day is modelled using inequalities. each day the company  \u2022 makes x pairs of shoes of style x and y pairs of shoes of style y \u2022 makes at most 150 pairs of shoes. 5 (a) (i) write down, in terms of x and y, an inequality to show how many pairs of shoes can be made  each day.    ...   two machines are used to make each pair of shoes.    machine a is used for at least 3 hours each day.   machine b is used for at least 4 hours each day.   the table shows some information about making each style of shoe. style x style y maximum number of pairs of shoes made each day 80 100 time taken by machine a for each pair of shoes 5 min 2 min time taken by machine b for each pair of shoes 4 min 5 min cost of making one pair of shoes $20 $15 selling price of one pair of shoes $100 $70   (ii) explain why x08 0 gg  and y0 100 gg .  ...  ...   (iii) an inequality for the total time each day, in minutes, that machine a is used is xy52 180h+ .    find, in terms of x and y, an inequality for the total time each day, in minutes, that machine b is  used.    ...  (b) the company sells all the pairs of shoes it makes each day.   find an expression , in terms of x and y, for the total profit  made each day.    ...",
+            "11": "11 0607/63/m/j/18 \u00a9 ucles 2018 [turn over 6 (a) three lines   x80= ,   y100=    and   xy52 180 +=    have been drawn on the grid.   draw two more lines to find the region defined by the five inequalities from question 5(a) .   shade the unwanted  region. 0020406080100 20 40 60 80 100 120 10 30 50 70 90 110 140 130 1501030507090120140 110130150y x  (b) show that the greatest profit each day is $10  250.   write down the number of pairs of shoes of each style to make this profit.  style x  style y ",
+            "12": "12 0607/63/m/j/18 \u00a9 ucles 2018 7 the table shows the amount of material for each style.  style x style y material for one pair of shoes 0.5 m20.4 m2  there is a shortage of material and 50  m2 is used each day to make all the shoes.  (a) draw a line on the grid in question 6  to show this information.  (b) work out the decrease  in the greatest profit because of the shortage.    ...",
+            "13": "13 0607/63/m/j/18 \u00a9 ucles 2018 [turn over 8 the company is considering making bags.  research shows that a model for the profit each day, $ p, from the sale of b bags is  . pb b3056 52=- - .  (a) on the axes below, sketch the graph of   . pb b3056 52=- -   for   b03 5 gg . p b0 35  (b) find the minimum number of bags the company needs to sell each day in order to make a positive  profit.    ...  (c) the greatest number of bags the company can make each day is 80.    find the profit that the company will make each day when it sells all 80 bags.    ...",
+            "14": "14 0607/63/m/j/18 \u00a9 ucles 2018 9 the company decides to make 80 bags each day.  for every 2 bags that it makes, it has to decrease the number of pairs of style x shoes by one.  the shortage of material for making shoes is the same as in question 7 .  there is no shortage of material for making bags.  (a) find the greatest number of pairs of shoes of style y that the company can make.    ...  (b) show that the company\u2019s profit each day has increased.",
+            "15": "15 0607/63/m/j/18 \u00a9 ucles 2018 blank page",
+            "16": "16 0607/63/m/j/18 \u00a9 ucles 2018 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 international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download at www.cie.org.uk after  the live examination series. 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.blank page"
+        },
+        "0607_w18_qp_11.pdf": {
+            "1": "    this document consists of 8 printed pages.  ib18 11_0607_11/2rp  \u00a9 ucles 2018 [turn over     \uf02a\uf038\uf039\uf035\uf034\uf032\uf032\uf038\uf030\uf039\uf032\uf02a \uf020 cambridge international examinations  cambridge international general certificate of secondary education       cambridge international mathematics 0607/11     paper 1 (core)  october/november 2018     45 minutes    candidates answer on the question paper.    additional materials: geometrical instruments      read these instructions first    write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen.  do not use staples, paper clips, glue or correction fluid.  you may use an hb pencil for any diagrams or graphs. do not  write in any barcodes.    answer all the questions.  calculators must not be used in this paper.  all answers should be given in their simplest form.  you must show all the relevant working to gain fu ll marks and you will be given marks for correct methods  even if your answer is incorrect.  the number of marks is given in brackets [  ] at the end of each question or part question.  the total number of marks for this paper is 40.   ",
+            "2": "2  \u00a9 ucles 2018 0607/11/o/n/18  formula list   area, a, of triangle, base b, height h. a = 1 2bh  area, a, of circle, radius r. a = \uf070r2  circumference, c, of circle, radius r. c = 2\uf070r  curved surface area, a, of cylinder of radius r, height h. a = 2\uf070rh  curved surface area, a, of cone of radius r, sloping edge l. a = \uf070rl  curved surface area, a, of sphere of radius r. a = 4\uf070r2  volume, v, of prism, cross-sectional area a, length l. v = al  volume, v, of pyramid, base area a, height h. v = 1 3ah  volume, v, of cylinder of radius r, height h. v = \uf070r2h  volume, v, of cone of radius r, height h. v = 1 3\uf070r2h  volume, v, of sphere of radius r. v = 4 3\uf070r3      ",
+            "3": "3  \u00a9 ucles 2018 0607/11/o/n/18 [turn over  answer all the questions.    1 write the number ten thousand and eleven in figures.       [1]      2 find 10% of 200.           [1]      3  6 8 10 12 14 16    from the list of numbers write down   (a) a cube number,   [1]     (b) a triangle number.    [1]      4 work out.       \u20135 \u00d7 \u2013  4 \u2013 2        [1]       5          write down the mathematical name for the angle shown.         [1]      ",
+            "4": "4  \u00a9 ucles 2018 0607/11/o/n/18  6                  o is the centre of the circle.    on the diagram, draw a diameter. [1]      7   40\u00b0x\u00b0not to scale ab        ab  is a straight line.   find the value of x.      x =   [1]      8 change 3  kg into grams.          g [1]      9        complete the statement.     the diagram has rotational symmetry of order    [1]   o",
+            "5": "5  \u00a9 ucles 2018 0607/11/o/n/18 [turn over  10 divide 42 in the ratio 2 : 5.           and  [2]     11   y x \u2013 4 43 2 1 \u20133 \u20132 \u20131 3 0 2 1 a \u20132 \u20133\u20131      on the grid, draw the image of shape a after a reflection in the y-axis. [1]      12   g c ci is ec      xander spins this unbiased spinner a nd records the letters it lands on.     write down the letter he is most likely to record.           [1]     ",
+            "6": "6  \u00a9 ucles 2018 0607/11/o/n/18  13 in a sale, the price of a washing machine is reduced by 25%.   the original price is $400.   work out the sale price.          $  [2]     14 write down the lowest common multiple (lcm) of 10 and 12.        $  [2]      15 complete the mapping diagram.       \uf0f7\uf0f7\uf0f7\uf0f7\uf0f7\uf0f7\uf0f7\uf0f7\uf0f7\uf0f7 \uf0f8\uf0f6 \uf0e7\uf0e7\uf0e7\uf0e7\uf0e7\uf0e7\uf0e7\uf0e7\uf0e7\uf0e7 \uf0e8\uf0e6 604227156  \uf0f7\uf0f7\uf0f7\uf0f7\uf0f7\uf0f7\uf0f7\uf0f7\uf0f7\uf0f7 \uf0f8\uf0f6 \uf0e7\uf0e7\uf0e7\uf0e7\uf0e7\uf0e7\uf0e7\uf0e7\uf0e7\uf0e7 \uf0e8\uf0e6 . ..14952  [1]     16 the volume of a cone can be estimated using the following formula.    volume = height \u00d7 (base radius) 2     use this formula  to find the volume of a cone with base radius 6  cm and height 5  cm.           cm3[2]     17 asha takes 20 minutes to walk to school.    she walks at 4.5  km  / h.     work out how far asha walks.          km [2]   ",
+            "7": "7  \u00a9 ucles 2018 0607/11/o/n/18 [turn over  18 the exterior angle of a regular polygon is 20\u00b0.      find the number of sides of this polygon.            [2]      19 the time taken, in minutes, by each of 12 st udents to walk to school is shown below.    22 10 23 11 20 24    21 15 29 24 6 11    (a) work out the range.           min [1]       (b) find the median.           min [2]       (c) find the lower quartile.           min [1]      20 40 students were asked if they liked tea or coffee.  10 liked tea only.   16 liked coffee only.   8 did not like tea or coffee.     use this information to complete the venn diagram.    coffeeu tea 8   [2]    questions 21, 22, 23 and 24 are printed on the next page. ",
+            "8": "8    permission to reproduce items where third-party owned material pr otected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to trac e 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 ans wer-related information to candidates, all copyright acknowledgements are reproduced onl ine in the cambridge  international examinations copyright acknow ledgements booklet. this is produced for each  series of examinations and is freely a vailable to download at  www.cie.org.uk after the live examination series.    cambridge international examinations is part of the cambridge as sessment group. cambridge assessment is the brand name of unive rsity of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge.    \u00a9 ucles 2018 0607/11/o/n/18  21 a is the point (6, 4) and b is the point (3, 9).    write down \uf0be\uf0ae\uf0be ab.        \uf0be\uf0ae\uf0be ab =  \uf0f7\uf0f7\uf0f7 \uf0f8\uf0f6 \uf0e7\uf0e7\uf0e7 \uf0e8\uf0e6 [2]     22 write down all the integer values of x that satisfy  \u20132 < x  2.              [2]      23 factorise completely.       4 x2 + 6x          [2]      24 solve the simultaneous equations.       5 x +   y = 8     3 x + 2y = 9                x =      y =   [3]   "
+        },
+        "0607_w18_qp_12.pdf": {
+            "1": "    this document consists of 8 printed pages.  ib18 11_0607_12/2rp  \u00a9 ucles 2018 [turn over     \uf02a\uf031\uf030\uf034\uf039\uf032\uf035\uf033\uf037\uf035\uf030\uf02a \uf020 cambridge international examinations  cambridge international general certificate of secondary education       cambridge international mathematics 0607/12     paper 1 (core)  october/november 2018     45 minutes    candidates answer on the question paper.    additional materials: geometrical instruments      read these instructions first    write your centre number, candidate number and name on all the work you hand in.  write in dark blue or black pen.  do not use staples, paper clips, glue or correction fluid. you may use an hb pencil for any diagrams or graphs.  do not  write in any barcodes.   answer all the questions.  calculators must not be used in this paper.  all answers should be given in their simplest form. you must show all the relevant working to gain fu ll marks and you will be given marks for correct methods  even if your answer is incorrect.  the number of marks is given in brackets [  ] at the end of each question or part question.  the total number of marks for this paper is 40.   ",
+            "2": "2  \u00a9 ucles 2018 0607/12/o/n/18  formula list   area, a, of triangle, base b, height h. a = 1 2bh  area, a, of circle, radius r. a = \uf070r2  circumference, c, of circle, radius r. c = 2\uf070r  curved surface area, a, of cylinder of radius r, height h. a = 2\uf070rh  curved surface area, a, of cone of radius r, sloping edge l. a = \uf070rl  curved surface area, a, of sphere of radius r. a = 4\uf070r2  volume, v, of prism, cross-sectional area a, length l. v = al  volume, v, of pyramid, base area a, height h. v = 1 3ah  volume, v, of cylinder of radius r, height h. v = \uf070r2h  volume, v, of cone of radius r, height h. v = 1 3\uf070r2h  volume, v, of sphere of radius r. v = 4 3\uf070r3      ",
+            "3": "3  \u00a9 ucles 2018 0607/12/o/n/18 [turn over  answer all the questions.    1 write the number 51  025 in words.      [1]      2 write down two factors of 12.      ,  [1]      3 work out.       7 + 14 \u00f7 7 \u2013 3           [1]      4 work out 5% of 100.           [1]      5 paulo and his sister share 35 sweets in the ratio 4 : 3.   paulo keeps the larger share.  how many sweets does paulo keep?            [2]      6              find the value of x.            x =   [2]   44\u00b0not to  scale x\u00b0",
+            "4": "4  \u00a9 ucles 2018 0607/12/o/n/18  7   continuous cumulative discrete random      wendi is collecting data on apples.  which of the words in the box above describes the following type of data.    (a) the number of apples on a tree.      [1]    (b) the weight of an apple.      [1]      8 here are the test scores of five students.    13        16       14       19      13     (a) write down the mode.       [1]     (b) work out the range.       [1]     (c) work out the mean.       [2]      9 a biased die is rolled 200 times and the number on the top face is recorded.      the results are shown in the table.    number on the top face 1 2 3 4 5 6  frequency 21 26 19 84 27 23    (a) write down the relative frequency of rolling a 2.         [1]     (b) the die is rolled 1000 times.     work out an estimate of the number of times the top face shows 4.               [2]   ",
+            "5": "5  \u00a9 ucles 2018 0607/12/o/n/18 [turn over  10 complete the statement.  a quadrilateral with exactly one pa ir of parallel sides is called a  . [1]   11                  the volume of this cuboid is 6000  cm3.  the length of the cuboid is 30  cm and the width of the cuboid is 10  cm.   find h, the height of the cuboid.             cm [2]   12                              alex starts from point a and walks on a bearing of 030 \uf0b0 to point b. he then walks east to point c.     find the bearing of      (a) b from c,          [1]     (b) a from  b.            [2]   h 10 cm 30 cmnot to scale not to  scale abc 30\u00b0north north",
+            "6": "6  \u00a9 ucles 2018 0607/12/o/n/18  13 find the highest common factor (hcf) of 12 and 30.         [1]      14 write 134.6 in standard form.             [1]      15 the nth term of a sequence is n2 \u2013 3.    write down the first three terms.          ,   ,    [2]      16 factorise.      x 2 \u2013 5x           [1]     17 a line has equation    6 2 3\uf03d\uf02by x .    write the equation of this line in the form c mxy\uf02b\uf03d .             y =   [2]   ",
+            "7": "7  \u00a9 ucles 2018 0607/12/o/n/18 [turn over  18 u = {x | x is an integer and 1  x < 5}   a\uf0a2 = {2, 4}     (a) write down the elements of the universal set.      {   } [1]       (b) write down the elements of the set a.      {   } [1]      19   y x \u2013 444 3 2 1 \u20133 \u20132 \u20131 1 2 3 \u20132\u201310 \u2013 5 \u2013 65 6 75 8 \u20133 \u2013 4 \u20135     the diagram shows the graph of y = f(x).    write down the equations of the two asymptotes.                    [2]      20 complete the statement.      the graph of  y = g( x) is translated by the vector \uf0f7 \uf0f8\uf0f6\uf0e7 \uf0e8\uf0e6 02 onto the graph of  y =    [1]      questions 21 and 22 are printed on the next page. ",
+            "8": "8    permission to reproduce items where third-party owned material pr otected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to trac e 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 ans wer-related information to candidates, all copyright acknowledgements are reproduced onl ine in the cambridge  international examinations copyright acknow ledgements booklet. this is produced for each  series of examinations and is freely a vailable to download at  www.cie.org.uk after the live examination series.    cambridge international examinations is part of the cambridge as sessment group. cambridge assessment is the brand name of unive rsity of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge.    \u00a9 ucles 2018 0607/12/o/n/18  21              write down the value of      (a) sin x\u00b0,         [1]     (b) tan y\u00b0.         [1]     22   16 cmo 10 cmnot to  scale x      the diagram shows a chord of length 16  cm inside a circle centre o, radius 10  cm.    work out the length  x.                cm [3]   13 mm 12 mm5 mmx ynot to  scale"
+        },
+        "0607_w18_qp_13.pdf": {
+            "1": "  this document consists of 8 printed pages.  ib18 11_0607_13/rp  \u00a9 ucles 2018 [turn over   \uf02a\uf031\uf036\uf033\uf033\uf031\uf039\uf032\uf036\uf038\uf039\uf02a \uf020 cambridge international examinations  cambridge international general certificate of secondary education        cambridge international mathematics 0607/13     paper 1 (core)  october/november 2018     45 minutes    candidates answer on the question paper.    additional materials: geometrical instruments      read these instructions first   write your centre number, candidate number and name on all the work you hand in.  write in dark blue or black pen. do not use staples, paper clips, glue or correction fluid.  you may use an hb pencil for any diagrams or graphs.  do not  write in any barcodes.    answer all the questions.  calculators must not be used in this paper.  all answers should be given in their simplest form.  you must show all the relevant working to gain full marks and you will be given marks for correct methods  even if your answer is incorrect.  the number of marks is given in brackets [  ] at the end of each question or part question.  the total number of marks for this paper is 40.      ",
+            "2": "2  \u00a9 ucles 2018 0607/13/o/n/18  formula list    area, a, of triangle, base b, height h. a = 1 2bh  area, a, of circle, radius r. a = \uf070r2  circumference, c, of circle, radius r. c = 2\uf070r  curved surface area, a, of cylinder of radius r, height h. a = 2\uf070rh  curved surface area, a, of cone of radius r, sloping edge l. a = \uf070rl  curved surface area, a, of sphere of radius r. a = 4\uf070r2  volume, v, of prism, cross-sectional area a, length l. v = al  volume, v, of pyramid, base area a, height h. v = 1 3ah  volume, v, of cylinder of radius r, height h. v = \uf070r2h  volume, v, of cone of radius r, height h. v = 1 3\uf070r2h  volume, v, of sphere of radius r. v = 4 3\uf070r3   ",
+            "3": "3  \u00a9 ucles 2018 0607/13/o/n/18 [turn over  answer all the questions.     1 write the number 51  025 in words.      [1]      2 write down two factors of 12.     ,  [1]      3 work out.       7 + 14 \u00f7 7 \u2013 3           [1]      4 work out 5% of 100.           [1]      5 paulo and his sister share 35 sweets in the ratio 4 : 3.   paulo keeps the larger share.  how many sweets does paulo keep?            [2]      6              find the value of x.            x =   [2]   44\u00b0not to  scale x\u00b0",
+            "4": "4  \u00a9 ucles 2018 0607/13/o/n/18  7   continuous cumulative discrete random      wendi is collecting data on apples.  which of the words in the box above describes the following type of data.    (a) the number of apples on a tree.      [1]    (b) the weight of an apple.      [1]      8 here are the test scores of five students.    13        16       14       19      13     (a) write down the mode.       [1]     (b) work out the range.       [1]     (c) work out the mean.       [2]      9 a biased die is rolled 200 times and the number on the top face is recorded.      the results are shown in the table.    number on the top face 1 2 3 4 5 6  frequency 21 26 19 84 27 23    (a) write down the relative frequency of rolling a 2.         [1]     (b) the die is rolled 1000 times.      work out an estimate of the number of times the top face shows 4.               [2]     ",
+            "5": "5  \u00a9 ucles 2018 0607/13/o/n/18 [turn over  10 complete the statement.  a quadrilateral with exactly one pa ir of parallel sides is called a  . [1]   11                  the volume of this cuboid is 6000  cm3.  the length of the cuboid is 30  cm and the width of the cuboid is 10  cm.   find h, the height of the cuboid.             cm [2]   12                              alex starts from point a and walks on a bearing of 030 \uf0b0 to point b. he then walks east to point c.     find the bearing of      (a) b from c,          [1]     (b) a from  b.            [2] h 10 cm 30 cmnot to scale not to  scale abc 30\u00b0north north",
+            "6": "6  \u00a9 ucles 2018 0607/13/o/n/18  13 find the highest common factor (hcf) of 12 and 30.         [1]    14 write 134.6 in standard form.             [1]      15 the nth term of a sequence is n2 \uf02d 3.     write down the first three terms.          ,   ,    [2]    16 factorise.       x2 \u2013 5x          [1]   17 a line has equation    6 2 3\uf03d\uf02by x .    write the equation of this line in the form  c mx y\uf02b\uf03d .              y =   [2]   ",
+            "7": "7  \u00a9 ucles 2018 0607/13/o/n/18 [turn over  18 u = {x | x is an integer and 1  x < 5}   a\uf0a2 = {2, 4}     (a) write down the elements of the universal set.      {   } [1]       (b) write down the elements of the set a.      {   } [1]     19                                  the diagram shows the graph of y = f(x).    write down the equations of the two asymptotes.                   [2]      20 complete the statement.      the graph of  y = g( x) is translated by the vector \uf0f7 \uf0f8\uf0f6\uf0e7 \uf0e8\uf0e6 02 onto the graph of  y =    [1]      questions 21 and 22 are printed on the next page. y x \u2013 444 3 2 1 \u20133 \u20132 \u20131 1 2 3 \u20132\u201310 \u2013 5 \u2013 65 6 75 8 \u20133 \u2013 4 \u20135",
+            "8": "8    permission to reproduce items where third-party owned material pr otected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to trac e 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 ans wer-related information to candidates, all copyright acknowledgements are reproduced onl ine in the cambridge  international examinations copyright acknow ledgements booklet. this is produced for each  series of examinations and is freely a vailable to download at  www.cie.org.uk after the live examination series.    cambridge international examinations is part of the cambridge as sessment group. cambridge assessment is the brand name of unive rsity of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge.    \u00a9 ucles 2018 0607/13/o/n/18  21              write down the value of      (a) sin x\u00b0,         [1]     (b) tan y\u00b0.         [1]    22   16 cmo 10 cmnot to  scale x      the diagram shows a chord of length 16  cm inside a circle centre o, radius 10  cm.    work out the length x.                cm [3]     13 mm 12 mm5 mmx ynot to  scale"
+        },
+        "0607_w18_qp_21.pdf": {
+            "1": "*0297609332* this document consists of 7 printed pages and 1 blank page. dc (sc/sg) 155515/3 \u00a9 ucles 2018  [turn overcambridge international mathematics  0607/21 paper 2 (extended)  october/november 2018  45 minutes candidates answer on the question paper. additional materials:  geometrical instruments read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen. do not use staples, paper clips, glue or correction fluid. you may use an hb pencil for any diagrams or graphs. do not  write in any barcodes. answer all the questions. calculators must not be used in this paper. all answers should be given in their simplest form. you must show all the relevant working to gain full marks and you will be given marks for correct methods  even if your answer is incorrect. the number of marks is given in brackets [  ] at the end of each question or part question. the total number of marks for this paper is 40.cambridge international examinations cambridge international general certificate of secondary education",
+            "2": "2 0607/21/o/n/18 \u00a9 ucles 2018 formula list for the equation  ax bx c02++ = xabb ac 242!=-- curved surface area, a, of cylinder of radius r, height h. r ar h2= curved surface area, a, of cone of radius r, sloping edge l. r ar l= curved surface area, a, of sphere of radius r. r ar42= v olume, v, of pyramid, base area a, height h. va h31= v olume, v, of cylinder of radius r, height h. rvr h2= v olume, v, of cone of radius r, height h. r vr h31 2= v olume, v, of sphere of radius r. r vr34 3=      sins in sin aa bb cc==      cos ab cb ca222 2=+ -      sinbc a21area=a c bcb a",
+            "3": "3 0607/21/o/n/18 \u00a9 ucles 2018 [turn over answer all the questions. 1 work out.    75#--      [1] 2 156\u00b0x\u00b0 132\u00b0not to scale  find the value of x.  x =    [1] 3 a bag contains 8 blue balls, 3 red balls and 4 green balls only.  one ball is chosen at random.  find the probability that this ball is red.  give your answer as a fraction in its simplest form.      [2] 4 write 3-2 as a fraction.       [1] 5 solve.    x65 19-=  x =    [2]",
+            "4": "4 0607/21/o/n/18 \u00a9 ucles 2018 6 find the lowest common multiple (lcm) of 12 and 15.      [2] 7 find the size of one exterior angle of a regular octagon.      [2] 8 the point a has co-ordinates (1, 9).  the point b has co-ordinates (4, 5).  find the length of ab.      [2] 9 simplify.    ()xy543 2      [2]",
+            "5": "5 0607/21/o/n/18 \u00a9 ucles 2018 [turn over 10 list the integer values of x for which   x 42 61g- .      [2] 11 simplify.    32 72 50 -+        [2] 12 find the next term and an expression for the nth term of the following sequence.  -9, -3, 7, 21, 39, \u2026  next term =    nth term =    [3] 13 the bearing of point b from point a is 234\u00b0.  work out the bearing of point a from point b.      [2]",
+            "6": "6 0607/21/o/n/18 \u00a9 ucles 2018 14 solve the simultaneous equations. xy xy32 4 23 7+= -=  x =    y =    [4] 15 factorise.     xx47 22--      [2] 16 a bag contains 4 red balls and 5 blue balls only.  two balls are chosen at random without replacement.  find the probability that the two balls chosen are different colours.      [3]",
+            "7": "7 0607/21/o/n/18 \u00a9 ucles 2018 17 rationalise the denominator, giving your answer in its simplest form. 5353 -+      [3] 18 the surface area of a sphere with radius r is equal to the curved surface area of a cone with radius r and  height h.  show that  hr k= ,  where k is a constant.  [4]",
+            "8": "8 0607/21/o/n/18 \u00a9 ucles 2018 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 international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download at www.cie.org.uk after  the live examination series. 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.blank page"
+        },
+        "0607_w18_qp_22.pdf": {
+            "1": "*9162960159* this document consists of 8 printed pages. dc (sc/ct) 155517/2 \u00a9 ucles 2018  [turn overcambridge international mathematics  0607/22 paper 2  (extended)  october/november 2018  45 minutes candidates answer on the question paper. additional materials:  geometrical instruments read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen. do not use staples, paper clips, glue or correction fluid. you may use an hb pencil for any diagrams or graphs. do not  write in any barcodes. answer all the questions. calculators must not be used in this paper. all answers should be given in their simplest form. you must show all the relevant working to gain full marks and you will be given marks for correct methods  even if your answer is incorrect. the number of marks is given in brackets [  ] at the end of each question or part question. the total number of marks for this paper is 40.cambridge international examinations cambridge international general certificate of secondary education",
+            "2": "2 0607/22/o/n/18 \u00a9 ucles 2018 formula list for the equation  ax bx c02++ = xabb ac 242!=-- curved surface area, a, of cylinder of radius r, height h. r ar h2= curved surface area, a, of cone of radius r, sloping edge l. r ar l= curved surface area, a, of sphere of radius r. r ar42= v olume, v, of pyramid, base area a, height h. va h31= v olume, v, of cylinder of radius r, height h. rvr h2= v olume, v, of cone of radius r, height h. r vr h31 2= v olume, v, of sphere of radius r. r vr34 3=      sins in sin aa bb cc==      cos ab cb ca222 2=+ -      sinbc a21area =a c bcb a",
+            "3": "3 0607/22/o/n/18 \u00a9 ucles 2018 [turn over answer all the questions. 1 (a) write  49  059 300   correct to 3 significant figures.     [1]  (b) write your answer to part (a)  in standard form.     [1] 2 find    383 3.     [2] 3 shade two small squares so that the shape has exactly one line of symmetry.  [1] 4 53p=-eo  (a) find the column vector 3 p.  fp  [1]  (b) find p, giving your answer in surd form.     [2]",
+            "4": "4 0607/22/o/n/18 \u00a9 ucles 2018 5 ()xx 27 f=-  for all real x.  (a) find ()2f.     [1]  (b) write down the range of ()xf.     [1] 6 the line with equation   xy23 6 +=    is drawn on the grid. 01 1 \u20131 \u20132 \u20133 \u20134 2 3 4 5 6 7 8 \u20131 \u20132 \u20133 \u2013423456y x  on the grid, show clearly the single  region defined by these three inequalities.   xy23 6g+  x 3h- y 1g- [3] 7 factorise.  (a) x64 12-     [1]  (b) yy262--     [2]",
+            "5": "5 0607/22/o/n/18 \u00a9 ucles 2018 [turn over 8 (a) 22 2p 37'=   find the value of p.     [1]  (b) 22q 5=   find the value of q.     [1] 9 an archer shoots 150 arrows at a target with sections coloured gold, red, blue, black and white.  the table shows her results. colour gold red blue black white frequency 30 60 36 15 9  complete the  compound  bar chart to show these results as percentages. 0 10 20 30 40 50 60 70 80 90 100 percentagegold red  [3] 10 solve.   () xx49 32 1 g+-     [3]",
+            "6": "6 0607/22/o/n/18 \u00a9 ucles 2018 11 the diagram shows nine sketch graphs. a oy xb oy xc oy x d oy xe oy xf oy x g oy xh oy xi oy x  write the letter of the graph which shows each of these functions.  ()xx 23 f=-  graph   ()xx 3 f2=-  graph   ()xx 3 f3=-  graph   () ()xx 3 f2=-  graph   [4]",
+            "7": "7 0607/22/o/n/18 \u00a9 ucles 2018 [turn over 12 oa d cq pb not to scale 40\u00b0 20\u00b0  a, b, c and d are points on the circle centre o.  pq is a tangent to the circle at c.  find these angles.  (a) angle dac  angle dac  =  ...  [2]  (b) angle abc  angle abc  =  ...  [1]  (c) angle acq  angle acq  =  ...  [2] question 13, 14 and 15 are printed on the next page.",
+            "8": "8 0607/22/o/n/18 \u00a9 ucles 2018 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 international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download at www.cie.org.uk after  the live examination series. 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.13 simplify.   ()52 32+     [3] 14 (a) find the value of n when    logl og logl ogn 532+- = .     [1]  (b) find   () log3. 314.     [1] 15  () \u00b0 sin xx 32 f=  (a) write down the amplitude of the graph of ()xf.     [1]  (b) the graph of () yx f=  goes through the points  (75, 1.5) and ( a, 1.5) .   find a possible value of a, greater than 75.     [1]"
+        },
+        "0607_w18_qp_23.pdf": {
+            "1": "this document consists of 8 printed pages. dc (nh/ct) 155516/1 \u00a9 ucles 2018  [turn over *6850365055* cambridge international mathematics  0607/23 paper 2 (extended)  october/november 2018  45 minutes candidates answer on the question paper. additional materials:  geometrical instruments read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen. do not use staples, paper clips, glue or correction fluid. you may use an hb pencil for any diagrams or graphs. do not  write in any barcodes. answer all the questions. calculators must not be used in this paper. all answers should be given in their simplest form. you must show all the relevant working to gain full marks and you will be given marks for correct methods even if your answer is incorrect. the number of marks is given in brackets [ ] at the end of each question or part question. the total number of marks for this paper is 40.cambridge international examinations cambridge international general certificate of secondary education",
+            "2": "2 0607/23/o/n/18 \u00a9 ucles 2018 formula list for the equation  ax bx c02++ = xabb ac 242!=-- curved surface area, a, of cylinder of radius r, height h. r ar h2= curved surface area, a, of cone of radius r, sloping edge l. rar l= curved surface area, a, of sphere of radius r. r ar42= v olume, v, of pyramid, base area a, height h. va h31= v olume, v, of cylinder of radius r, height h. rvr h2= v olume, v, of cone of radius r, height h. r vr h31 2= v olume, v, of sphere of radius r. r vr34 3=      sins in sin aa bb cc==      cos ab cb ca222 2=+ -      sinbc a21area =a c bcb a",
+            "3": "3 0607/23/o/n/18 \u00a9 ucles 2018 [turn over answer all the questions. 1  ym xc=+  (a) find y when m = 21, x = -2 and c = 4.  y =   [2]  (b) rearrange the formula to write m in terms of x, y and c.  m =   [2] 2 solve.    t 62 12 -= -  t =   [2] 3 x 4 3 2 \u20136 \u20135 \u20134 \u20133 \u20132 \u20131 1 0  write down the inequality shown above.   . [1] 4 danny stands to watch a train go past.  the train has a length of 120  m and takes 3 seconds to pass.  find the speed of the train  (a) in m/s,   .. m/s [1]  (b) in km/h.    km/h [2]",
+            "4": "4 0607/23/o/n/18 \u00a9 ucles 2018 5 work out   65 1615'  .  give your answer in its lowest terms.   . [2] 6 (a) simplify 98 .   . [1]  (b) rationalise the denominator. 351 -   . [2] 7 solve the simultaneous equations. tu tu35 32 1-= - +=  t =    u =   [2]",
+            "5": "5 0607/23/o/n/18 \u00a9 ucles 2018 [turn over 8 simplify.  (a) vv12 312 3#   . [2]  (b) x100100 23 ` j   . [2] 9  for the diagram, write down  (a) the number of lines of symmetry,   . [1]  (b) the order of rotational symmetry.   . [1] 10 the volume of a sphere is r36 cubic centimetres.  find the radius of the sphere.   ... cm [2]",
+            "6": "6 0607/23/o/n/18 \u00a9 ucles 2018 11 (a)   t, u and v lie on a circle, centre o.   pq is a tangent to the circle at t.   tu is a diameter.   find the value of x and the value of y.not to scale u vt pq o 42\u00b0x\u00b0 y\u00b0  x =    y =   [2]  (b)   abcd  is a cyclic quadrilateral.   find the value of p and the value of q.d abc not to scale 85\u00b044\u00b0q\u00b0 p\u00b0  p =    q =   [2] 12 sin21i=-  and \u00b0\u00b00 360 ggi  .  find the two values of i.  i =  ..  or i = . [2]",
+            "7": "7 0607/23/o/n/18 \u00a9 ucles 2018 [turn over 13 find the equation of the straight line perpendicular to the line   y = 2x + 1   that passes   through the point (2,  5).  give your answer in the form   y = mx + c.  y =   [3] 14  not to scale  the two solids are mathematically similar.  the larger solid has a volume of 64  cm3.  the smaller solid has a volume of 8  cm3 and a height of 5  cm.  work out the height of the larger solid.   ... cm [3] question 15 is printed on the next page.",
+            "8": "8 0607/23/o/n/18 \u00a9 ucles 2018 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 international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download at www.cie.org.uk after  the live examination series. 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.15 write as a single fraction in its simplest form. xx17 235 --+   . [3]"
+        },
+        "0607_w18_qp_31.pdf": {
+            "1": "this document consists of 16 printed pages. dc (leg/cgw) 153614/2 \u00a9 ucles 2018  [turn overcambridge international examinations cambridge international general certificate of secondary education *6607853333* cambridge international mathematics  0607/31 paper 3 (core)  october/november 2018  1 hour 45 minutes candidates answer on the question paper. additional materials:  geometrical instruments  graphics calculator read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen. do not use staples, paper clips, highlighters, glue or correction fluid. you may use an hb pencil for any diagrams or graphs. do not  write in any barcodes. answer all the questions. unless instructed otherwise, give your answers exactly or correct to three significant figures as appropriate. answers in degrees should be given to one decimal place. for \u03c0, use your calculator value. you must show all the relevant working to gain full marks and you will be given marks for correct methods, including sketches, even if your answer is incorrect. the number of marks is given in brackets [ ] at the end of each question or part question. the total number of marks for this paper is 96.",
+            "2": "2 0607/31/o/n/18 \u00a9 ucles 2018 formula list area, a, of triangle, base b, height h.  a = 21bh area, a, of circle, radius r.  a = rr2 circumference, c, of circle, radius r.  c = 2rr curved surface area, a, of cylinder of radius r, height h.  a = 2rrh curved surface area, a, of cone of radius r, sloping edge l. a = rrl curved surface area, a, of sphere of radius r.  a = 4rr2 v olume, v, of prism, cross-sectional area a, length l.  v = al v olume, v, of pyramid, base area a, height h.  v = 31ah v olume, v, of cylinder of radius r, height h.  v = rr2h v olume, v, of cone of radius r, height h.  v = 31  rr2h v olume, v, of sphere of radius r.  v = 34  rr3",
+            "3": "3 0607/31/o/n/18 \u00a9 ucles 2018 [turn over answer  all the questions. 1 (a) (i) write 88% as a decimal.   \ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd   [1]   (ii) write 0.3 as a fraction.      [1]   (iii) shade 60% of this diagram.  [1]  (b) find the value of     (i) 63,      [1]   (ii) .64, giving your answer correct to 1 decimal place,      [2]   (iii) ..2128 8489 + .      [1]  (c) complete the list of factors of 12.  1  ,  .  ,  .  ,  .  ,  .  ,  12      [1]",
+            "4": "4 0607/31/o/n/18 \u00a9 ucles 2018 2 one day,  pat and terry walk to school.  (a) it takes pat 10 minutes 7 seconds to walk to school.   it takes terry 14 minutes 49 seconds to walk to school.   (i) who takes the least time and by how much?   takes the least time by   minutes  seconds   [1]   (ii) when pat left home, her watch showed this time. hours minutes seconds 7 58 45    what time did the watch show when pat arrived at school? hours minutes seconds     [2]  (b) pat lives 0.78  km from school.   terry lives  87 km from school.   work out who lives closer to school and by how much.   give your answer in metres.  ... lives closer by . metres   [2]",
+            "5": "5 0607/31/o/n/18 \u00a9 ucles 2018 [turn over  (c) one day pat takes 1180 steps on her way to school.   the next day she takes 15% more steps.   work out how many more  steps she takes.   \ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd  [1]  (d) on a different day pat takes 1240 steps on her way to school and terry takes 1400 steps.   write the ratio     1240  :  1400     in its simplest form.    :  ...  [2] ",
+            "6": "6 0607/31/o/n/18 \u00a9 ucles 2018 3 here is a rectangle drawn on a 1  cm2 grid.  (a) work out the perimeter and the area of the rectangle.  perimeter =   \ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd   cm2  [2]  area =  ...   cm2  [2]  (b) a square has the same area as the rectangle.   work out the length of one side of the square.   .   cm  [2]  (c)   h bnot to scale   work out a value for  b and a value for h so that this triangle has the same area as the rectangle.  b =  \ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd   cm  [3]  h =     cm  [3]",
+            "7": "7 0607/31/o/n/18 \u00a9 ucles 2018 [turn over 4 (a) here are the first four terms of  a sequence. 1         4         7         10   (i) write down the next two terms of this sequence.  ...  ,  ...  [1]   (ii) write down the rule to find the next term.   ...   [1]  (b) here are the first four terms of another sequence. 80       40       20       10   write down the next four terms of this sequence.  ... , ... , ... , ...  [2]  (c) here are the first five terms of a different sequence. 1         3         5        7        9   (i) find the nth term.   ...   [2]   (ii) explain why multiplying together any two terms in this sequence gives an answer that is also a  term in the sequence.  ...     [1]",
+            "8": "8 0607/31/o/n/18 \u00a9 ucles 2018 5 \u20132\u20131 1 2 3 4 5 6 7 8 9 \u20133\u20132\u20131012345y xab c  (a) write down the co-ordinates of    (i) point b,  (  ,  )  [1]   (ii) point  a.  (  ,  )  [1]  (b) abcd  is a kite.   (i) on the grid, plot the point d and complete the kite.  [1]   (ii) write down the co-ordinates of point d.  (  ,  )  [1]  (c) on the grid, draw the line of symmetry of the kite.  [1]  (d) the equation of the line bc is   2 y + x = 10.   (i) rearrange   2 y + x = 10   to make y the subject.  y =  ...   [2]   (ii) write down the gradient of the line bc.   ...   [1]  (e) the equation of the line ab is   y = x + 2.   write down the equation of the line parallel to ab, passing through the point (0, \u22124).   ...   [2]",
+            "9": "9 0607/31/o/n/18 \u00a9 ucles 2018 [turn over 6 (a) (i) work out the value of   9 y + 12   when  y = 5.   ...   [1]   (ii) factorise   9 y + 12.   ...   [1]  (b) solve these equations.   (i) x 2 = 8  x =  ..   [1]   (ii) 3x \u2013 5 = 7  x =  ..   [2]  (c) multiply out the brackets and simplify. (x + 3)( x + 2)   ...   [2]  (d) write down the value of   x0.   ...   [1]  (e) simplify fully.   (i) tt53#   ...   [1]   (ii) (p4)2   ...   [1]   (iii) yy 618 39   ...   [2]",
+            "10": "10 0607/31/o/n/18 \u00a9 ucles 2018 7 the table shows how the value of a car changes as it gets older. age (years) 1 1.5 2 3 4 4.5 5 6 value ($) 9000 8000 5000 4500 3000 2500 2000 2000  (a) complete the scatter diagram.   the first four points have been plotted for you. 00200040006000800010 000 1 2 3 4 age (years)value ($) 5 6  [2]  (b) what type of correlation is shown in your scatter diagram?   ...   [1]  (c) (i) find the mean age and the mean value.   mean age =    years  [2]   mean value = $  \ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd   [2]   (ii) on the scatter diagram, draw a line of best fit.  [2]  (d) use your line of best fit to estimate the value of the car when it was 2.5 years old.  $  ...  [1]",
+            "11": "11 0607/31/o/n/18 \u00a9 ucles 2018 [turn over 8 (a) in the diagram, bcd  is a straight line and ce = cd. 110\u00b0not to scale 80\u00b0125\u00b0 x\u00b0y\u00b0d e ab c   work out the value of   (i) x,  x =  ..   [2]   (ii) y.  y =  ..   [2]  (b) on a map, two towns are 8.5  cm apart.   the scale of the map is 1  centimetre represents 5  kilometres.   work out the actual distance between the two towns.   .. km  [1]  (c)    north 70\u00b0y xnorth not to scale   the bearing of y from x is 070\u00b0.   work out the bearing of x from y.   ...   [2]",
+            "12": "12 0607/31/o/n/18 \u00a9 ucles 2018 9 a bag contains black counters, white counters and red counters only.  tam takes a counter, at random, from the bag.  he records the colour of the counter and then replaces the counter in the bag.  he does this 500 times.  the table below shows his results. colour of counter black white red number of times 163 128 209  (a) complete the relative frequency table below.   give each of your answers as a decimal. colour of counter black white red relative frequency  [2]  (b) tam chooses another counter from the bag at random.   work out an estimate of the probability that it is either black or white.   ...   [2]  (c) there is a total of 24 counters in the bag.   work out an estimate of the number of red counters.   ...   [2]",
+            "13": "13 0607/31/o/n/18 \u00a9 ucles 2018 [turn over 10 (a) work out   . . 84 10 15 1038## #-` `j j,   giving your answer   (i) in standard form,   ...   [1]   (ii) as an ordinary number.   ...   [1]  (b) the sun is a sphere of radius 696  000 km.   (i) write 696  000 in standard form.   ...   [1]   (ii) work out the surface area of the sun.    write your answer in standard form correct to 2 significant figures.   . km2  [3]",
+            "14": "14 0607/31/o/n/18 \u00a9 ucles 2018 11 nur recorded the distance, d cm, that 100 people each sit from their computer screen.  the table shows her results. distance from screen ( d cm) frequency d00341g 4 d00451g 50 d00561g 27 d00671g 16 d00781g 3  (a) write down the modal class.  ... d1g ...  [1]  (b) work out an estimate of the mean distance.   .. cm  [2]  (c) draw a bar chart to show this data. 3002040 50 70 distance from screen (cm)frequency 40 60 80103050 d  [2]",
+            "15": "15 0607/31/o/n/18 \u00a9 ucles 2018 [turn over 12  27 cmx cm 51 cmnot to scale 34 cm  the diagram shows two rectangular computer screens.  the screens are mathematically similar.  (a) find the value of x.  x =  ..   [2]  (b)  27 cm 34 cmnot to scale y cm p\u00b0    for the smaller computer screen, work out   (i) the value of  y,   y =  ..   [2]   (ii) the value of p.  p =  ..   [2] question 13 is printed on the next page.",
+            "16": "16 0607/31/o/n/18 \u00a9 ucles 2018 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 international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download at www.cie.org.uk after  the live examination series. 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.13 here is a sketch of the graph   y = xx 34 ++   for values of x between \u22126 and 2. \u20134\u20136x \u2013444 \u20136 20y    (a) (i) on the sketch, draw the asymptotes for this graph.  [1]   (ii) find the equation of each asymptote you have drawn.   ...   [2]   ...   [2]  (b) solve the equation   xx 34 ++ = 3.  x =  ..   [1]  (c) describe fully the single  transformation that maps the graph of   y = xx 34 ++   onto the graph of   y = xx 34 ++ \u2013 1.     [2]"
+        },
+        "0607_w18_qp_32.pdf": {
+            "1": "*8503854593* this document consists of 16 printed pages. dc (st/sg) 153615/2 \u00a9 ucles 2018  [turn overcambridge international mathematics  0607/32 paper 3 (core)  october/november 2018  1 hour 45 minutes candidates answer on the question paper. additional materials:  geometrical instruments  graphics calculator read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen. do not use staples, paper clips, glue or correction fluid. you may use an hb pencil for any diagrams or graphs. do not  write in any barcodes. answer all the questions. unless instructed otherwise, give your answers exactly or correct to three significant figures as appropriate. answers in degrees should be given to one decimal place. for \u03c0, use your calculator value. you must show all the relevant working to gain full marks and you will be given marks for correct methods, including sketches, even if your answer is incorrect. the number of marks is given in brackets [ ] at the end of each question or part question. the total number of marks for this paper is 96.cambridge international examinations cambridge international general certificate of secondary education",
+            "2": "2 0607/32/o/n/18 \u00a9 ucles 2018 formula list area, a, of triangle, base b, height h.  a = 21bh area, a, of circle, radius r.  a = rr2 circumference, c, of circle, radius r.  c = 2rr curved surface area, a, of cylinder of radius r, height h.  a = 2rrh curved surface area, a, of cone of radius r, sloping edge l. a = rrl curved surface area, a, of sphere of radius r.  a = 4rr2 v olume, v, of prism, cross-sectional area a, length l.  v = al v olume, v, of pyramid, base area a, height h.  v = 31ah v olume, v, of cylinder of radius r, height h.  v = rr2h v olume, v, of cone of radius r, height h.  v = 31  rr2h v olume, v, of sphere of radius r.  v = 34  rr3",
+            "3": "3 0607/32/o/n/18 \u00a9 ucles 2018 [turn over answer all the questions. 1 (a) here is a list of numbers. 8    10    14    17    20     25   from this list, write down   (i) an odd number,   . [1]    (ii) a multiple of 7,   . [1]   (iii) a square number.   . [1]  (b) here are the first four numbers in a sequence. 8    11    14    17   write down the next two terms in this sequence.   ...  , ...  [2]   (c) write  3658  correct to the nearest 100.   . [1]  (d)  write 68.437   (i) correct to 2 decimal places,   . [1]   (ii) correct to 3 significant figures.   . [1]  (e)   sm n3 2=+   find the value of s when m = 4.8 and n = 1.6 .  s =    [2]  (f) change 2.3 kilometres into metres.   . m [1]",
+            "4": "4 0607/32/o/n/18 \u00a9 ucles 2018 2 a school shop sells the following. cost (cents) pencil 12  sharpener 25  eraser 10  ruler 30   (a) gigue buys 3 pencils and 1 sharpener.   work out how much he spends.   ...  cents [2]     (b) the cost of a ruler is increased by 20%.   work out the new cost of a ruler.   ...  cents [2]    (c) in a sale, the cost of a sharpener is reduced to 19 cents.   work out the percentage reduction.   . % [2]  ",
+            "5": "5 0607/32/o/n/18 \u00a9 ucles 2018 [turn over 3  some students were asked to choose their favourite colour of candy.  all their choices are shown in the table. favourite colour red blue yellow green orange number of students 6 5 2 2 3  (a) find the number of students that were asked.   . [1]   (b) one of these students is chosen at random.   find the probability that their favourite colour of candy is blue.   . [1]   (c) complete the bar chart. red blue yellow favourite colourgreen orange01234567 number of students [2] ",
+            "6": "6 0607/32/o/n/18 \u00a9 ucles 2018 4 there are 36 cars altogether in a car park.  there are 11 black cars, 10 red cars and the rest of the cars are blue.  (a) work out the number of blue cars.   . [1]   (b) write down the fraction of cars in the car park that are black.   . [1]    (c) the information is to be shown in a pie chart.   work out the sector angle for red cars.   . [2]  ",
+            "7": "7 0607/32/o/n/18 \u00a9 ucles 2018 [turn over 5 (a) vrind   from the letters above, write down all the letters that have   (i) line symmetry,   . [2]    (ii) rotational symmetry,   . [2]     (iii) both line symmetry and rotational symmetry,   . [1]     (iv) neither line symmetry nor rotational symmetry.   . [1]    (b) on a poster, the letter i is a rectangle of width 2  cm and height 11  cm.   (i) work out the perimeter of the letter i.   ... cm [1]    (ii) work out the area of the letter i.   .  cm2 [1] ",
+            "8": "8 0607/32/o/n/18 \u00a9 ucles 2018 6 a bag contains 15 marshmallows. 8 of these are white and 7 are pink.  terry picks a marshmallow at random from the bag and eats it.  he then picks a second marshmallow at random from the bag and eats it.  (a) complete the probability tree diagram. ... ...white pink... ...white pink... ...white pinkfirst marshmallow second marshmallow [3]   (b) find the probability that both marshmallows were white.   . [2] ",
+            "9": "9 0607/32/o/n/18 \u00a9 ucles 2018 [turn over 7  a bcy x \u20136 \u20135 \u20134 \u20133 \u20132 \u20131 \u20136\u20135\u20134\u20133\u20132\u201311 2 3 4 5 6123456 0  (a) describe fully the single  transformation that maps triangle a onto triangle b.  ..  .. [2]   (b) describe fully the single  transformation that maps triangle a onto triangle c.  ..  .. [2]   (c) on the grid, draw the image of triangle a after a rotation of 180\u00b0 about the origin.   label this image d. [2]   (d) describe fully the single  transformation that maps triangle c onto triangle d.  ..  .. [2] ",
+            "10": "10 0607/32/o/n/18 \u00a9 ucles 2018 8  250  m 100  mnot to scale  the diagram shows a rectangle joined to a semicircle.  there is a path along the perimeter of this shape.  (a) show that the length of the path is 757  m, correct to the nearest metre.   [3]   (b) maggie runs around the path at a speed of 220 metres per minute.   work out how long it takes maggie to run around the path.   give your answer in minutes.   .. min [1]     (c) jack takes 10 minutes to walk around the path.    work out his average speed in km/h.    km/h [3]   (d) work out the total  area enclosed by the path.    m2 [3]  (e) the area inside the path is covered with grass.   grass cost $0.29 for one square metre.   work out the total  cost for the grass.  $ . [1]  ",
+            "11": "11 0607/32/o/n/18 \u00a9 ucles 2018 [turn over 9 the diagram shows a 1cm2 grid. y x 1 2 3 4 5 6123456 07 8 9 10789  (a) on the grid, plot the points r(2, 2), s(8, 2) and t(8, 8).   join these points to form a right-angled triangle.  [2]   (b) find   (i) the length of rs,   ... cm [1]     (ii) the area of the triangle,   .. cm2 [1]    (iii) the gradient of rt.   . [2]   (c) find the co-ordinates of the midpoint of rt. ( ... , ...  ) [1]  (d) write down the equation of the line st.    . [1] ",
+            "12": "12 0607/32/o/n/18 \u00a9 ucles 2018 10  (a) a cob e d f15\u00b0 10\u00b0not to scale   the diagram shows a circle, centre o.    ab and cd are parallel chords and the line edf  is a tangent to the circle at d.    angle odc  = 10\u00b0 and angle ocb  = 15\u00b0.   find the size of    (i) angle ode ,  angle ode  =   [1]     (ii) angle cdf ,  angle cdf  =  ...  [1]    (iii) angle cod ,  angle cod  =  ...  [2]     (iv) angle cba .  angle cba  =  ...  [1] ",
+            "13": "13 0607/32/o/n/18 \u00a9 ucles 2018 [turn over  (b) x + 15\u00b0x + 10\u00b0 x + 20\u00b0not to scale x\u00b0x + 25\u00b0   the diagram shows a pentagon.   find the value of x.  x =  ...  [3] ",
+            "14": "14 0607/32/o/n/18 \u00a9 ucles 2018 11 the venn diagram shows the number of students in a class wearing a t-shirt, t, or a cardigan, c. t 8 3 7c .u  (a) there are 20 students in total in the class.   complete the venn diagram.  [1]   (b) find the probability that one of these students, chosen at random, wears   (i) both a t-shirt and a cardigan,   . [1]    (ii) a t-shirt but not a cardigan.   . [1]   (c) find n( t ).   . [1]   (d) on the venn diagram, shade  ct+ l.   [1]  12 (a)    tr s 5=-   find the value of t when r = 3 and s = 4.         t =   [2]  (b) simplify fully.   (i) aba b 362-+-   . [2]   (ii) xx 510     . [1]",
+            "15": "15 0607/32/o/n/18 \u00a9 ucles 2018 [turn over  (c) solve.   (i) x 25=  x =   [1]   (ii) x72 51+=  x =   [2]  (d) expand the brackets and simplify.                () () xx42 22 1 +++     [2]     (e) write down the inequality shown by this number line. \u20134 \u20133 \u20132 \u20131 0 1 2 3 4 5 6 7x   . [1]      (f) solve these simultaneous equations.   you must show all your working.                  xy 9 2-=                  xy31 6 +=  x =    y =   [2] question 13 is printed on the next page.",
+            "16": "16 0607/32/o/n/18 \u00a9 ucles 2018 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 international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download at www.cie.org.uk after  the live examination series. 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.13   \u20132 4xy \u20131210 0not to scale  the diagram shows the graph of () yxf=  where   ()xx x 25 6 f2=- ++    for x24gg- .  (a) use your calculator to find the zeros of ()xf. ... and .. [2]   (b) use your calculator to find the co-ordinates of the local maximum. ( ... , ...  ) [2]  (c) write down the equation of the line of symmetry.   . [1]  "
+        },
+        "0607_w18_qp_33.pdf": {
+            "1": "*2440412193* this document consists of 16 printed pages. dc (jc) 171353 \u00a9 ucles 2018  [turn overcambridge international mathematics  0607/33 paper 3 (core)  october/november 2018  1 hour 45 minutes candidates answer on the question paper. additional materials:  geometrical instruments  graphics calculator read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen. do not use staples, paper clips, glue or correction fluid. you may use an hb pencil for any diagrams or graphs. do not  write in any barcodes. answer all the questions. unless instructed otherwise, give your answers exactly or correct to three significant figures as appropriate. answers in degrees should be given to one decimal place. for \u03c0, use your calculator value. you must show all the relevant working to gain full marks and you will be given marks for correct methods, including sketches, even if your answer is incorrect. the number of marks is given in brackets [ ] at the end of each question or part question. the total number of marks for this paper is 96.cambridge international examinations cambridge international general certificate of secondary education",
+            "2": "2 0607/33/o/n/18 \u00a9 ucles 2018 formula list area, a, of triangle, base b, height h.  a = 21bh area, a, of circle, radius r.  a = rr2 circumference, c, of circle, radius r.  c = 2rr curved surface area, a, of cylinder of radius r, height h.  a = 2rrh curved surface area, a, of cone of radius r, sloping edge l. a = rrl curved surface area, a, of sphere of radius r.  a = 4rr2 v olume, v, of prism, cross-sectional area a, length l.  v = al v olume, v, of pyramid, base area a, height h.  v = 31ah v olume, v, of cylinder of radius r, height h.  v = rr2h v olume, v, of cone of radius r, height h.  v = 31  rr2h v olume, v, of sphere of radius r.  v = 34  rr3",
+            "3": "3 0607/33/o/n/18 \u00a9 ucles 2018 [turn over answer all the questions. 1 (a) here is a list of numbers. 8    10    14    17    20     25   from this list, write down   (i) an odd number,   . [1]    (ii) a multiple of 7,   . [1]   (iii) a square number.   . [1]  (b) here are the first four numbers in a sequence. 8    11    14    17   write down the next two terms in this sequence.   ...  , ...  [2]   (c) write  3658  correct to the nearest 100.   . [1]  (d)  write 68.437   (i) correct to 2 decimal places,   . [1]   (ii) correct to 3 significant figures.   . [1]  (e)   sm n3 2=+   find the value of s when m = 4.8 and n = 1.6 .  s =    [2]  (f) change 2.3 kilometres into metres.   . m [1]",
+            "4": "4 0607/33/o/n/18 \u00a9 ucles 2018 2 a school shop sells the following. cost (cents) pencil 12  sharpener 25  eraser 10  ruler 30   (a) gigue buys 3 pencils and 1 sharpener.   work out how much he spends.   ...  cents [2]     (b) the cost of a ruler is increased by 20%.   work out the new cost of a ruler.   ...  cents [2]    (c) in a sale, the cost of a sharpener is reduced to 19 cents.   work out the percentage reduction.   . % [2]  ",
+            "5": "5 0607/33/o/n/18 \u00a9 ucles 2018 [turn over 3  some students were asked to choose their favourite colour of candy.  all their choices are shown in the table. favourite colour red blue yellow green orange number of students 6 5 2 2 3  (a) find the number of students that were asked.   . [1]   (b) one of these students is chosen at random.   find the probability that their favourite colour of candy is blue.   . [1]   (c) complete the bar chart. red blue yellow favourite colourgreen orange01234567 number of students [2] ",
+            "6": "6 0607/33/o/n/18 \u00a9 ucles 2018 4 there are 36 cars altogether in a car park.  there are 11 black cars, 10 red cars and the rest of the cars are blue.  (a) work out the number of blue cars.   . [1]   (b) write down the fraction of cars in the car park that are black.   . [1]    (c) the information is to be shown in a pie chart.   work out the sector angle for red cars.   . [2]  ",
+            "7": "7 0607/33/o/n/18 \u00a9 ucles 2018 [turn over 5 (a) vrind   from the letters above, write down all the letters that have   (i) line symmetry,   . [2]    (ii) rotational symmetry,   . [2]     (iii) both line symmetry and rotational symmetry,   . [1]     (iv) neither line symmetry nor rotational symmetry.   . [1]    (b) on a poster, the letter i is a rectangle of width 2  cm and height 11  cm.   (i) work out the perimeter of the letter i.   ... cm [1]    (ii) work out the area of the letter i.   .  cm2 [1] ",
+            "8": "8 0607/33/o/n/18 \u00a9 ucles 2018 6 a bag contains 15 marshmallows. 8 of these are white and 7 are pink.  terry picks a marshmallow at random from the bag and eats it.  he then picks a second marshmallow at random from the bag and eats it.  (a) complete the probability tree diagram. ... ...white pink... ...white pink... ...white pinkfirst marshmallow second marshmallow [3]   (b) find the probability that both marshmallows were white.   . [2] ",
+            "9": "9 0607/33/o/n/18 \u00a9 ucles 2018 [turn over 7  a bcy x \u20136 \u20135 \u20134 \u20133 \u20132 \u20131 \u20136\u20135\u20134\u20133\u20132\u201311 2 3 4 5 6123456 0  (a) describe fully the single  transformation that maps triangle a onto triangle b.  ..  .. [2]   (b) describe fully the single  transformation that maps triangle a onto triangle c.  ..  .. [2]   (c) on the grid, draw the image of triangle a after a rotation of 180\u00b0 about the origin.   label this image d. [2]   (d) describe fully the single  transformation that maps triangle c onto triangle d.  ..  .. [2] ",
+            "10": "10 0607/33/o/n/18 \u00a9 ucles 2018 8  250  m 100  mnot to scale  the diagram shows a rectangle joined to a semicircle.  there is a path along the perimeter of this shape.  (a) show that the length of the path is 757  m, correct to the nearest metre.   [3]   (b) maggie runs around the path at a speed of 220 metres per minute.   work out how long it takes maggie to run around the path.   give your answer in minutes.   .. min [1]     (c) jack takes 10 minutes to walk around the path.    work out his average speed in km/h.    km/h [3]   (d) work out the total  area enclosed by the path.    m2 [3]  (e) the area inside the path is covered with grass.   grass cost $0.29 for one square metre.   work out the total  cost for the grass.  $ . [1]  ",
+            "11": "11 0607/33/o/n/18 \u00a9 ucles 2018 [turn over 9 the diagram shows a 1cm2 grid. y x 1 2 3 4 5 6123456 07 8 9 10789  (a) on the grid, plot the points r(2, 2), s(8, 2) and t(8, 8).   join these points to form a right-angled triangle.  [2]   (b) find   (i) the length of rs,   ... cm [1]     (ii) the area of the triangle,   .. cm2 [1]    (iii) the gradient of rt.   . [2]   (c) find the co-ordinates of the midpoint of rt. ( ... , ...  ) [1]  (d) write down the equation of the line st.    . [1] ",
+            "12": "12 0607/33/o/n/18 \u00a9 ucles 2018 10  (a) a cob e d f15\u00b0 10\u00b0not to scale   the diagram shows a circle, centre o.    ab and cd are parallel chords and the line edf  is a tangent to the circle at d.    angle odc  = 10\u00b0 and angle ocb  = 15\u00b0.   find the size of    (i) angle ode ,  angle ode  =   [1]     (ii) angle cdf ,  angle cdf  =  ...  [1]    (iii) angle cod ,  angle cod  =  ...  [2]     (iv) angle cba .  angle cba  =  ...  [1] ",
+            "13": "13 0607/33/o/n/18 \u00a9 ucles 2018 [turn over  (b) x + 15\u00b0x + 10\u00b0 x + 20\u00b0not to scale x\u00b0x + 25\u00b0   the diagram shows a pentagon.   find the value of x.  x =  ...  [3] ",
+            "14": "14 0607/33/o/n/18 \u00a9 ucles 2018 11 the venn diagram shows the number of students in a class wearing a t-shirt, t, or a cardigan, c. t 8 3 7c .u  (a) there are 20 students in total in the class.   complete the venn diagram.  [1]   (b) find the probability that one of these students, chosen at random, wears   (i) both a t-shirt and a cardigan,   . [1]    (ii) a t-shirt but not a cardigan.   . [1]   (c) find n( t ).   . [1]   (d) on the venn diagram, shade  ct+ l.   [1]  12 (a)    tr s 5=-   find the value of t when r = 3 and s = 4.         t =   [2]  (b) simplify fully.   (i) aba b 362-+-   . [2]   (ii) xx 510     . [1]",
+            "15": "15 0607/33/o/n/18 \u00a9 ucles 2018 [turn over  (c) solve.   (i) x 25=  x =   [1]   (ii) x72 51+=  x =   [2]  (d) expand the brackets and simplify.                () () xx42 22 1 +++     [2]     (e) write down the inequality shown by this number line. \u20134 \u20133 \u20132 \u20131 0 1 2 3 4 5 6 7x   . [1]      (f) solve these simultaneous equations.   you must show all your working.                  xy 9 2-=                  xy31 6 +=  x =    y =   [2] question 13 is printed on the next page.",
+            "16": "16 0607/33/o/n/18 \u00a9 ucles 2018 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 international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download at www.cie.org.uk after  the live examination series. 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.13   \u20132 4xy \u20131210 0not to scale  the diagram shows the graph of () yxf=  where   ()xx x 25 6 f2=- ++    for x24gg- .  (a) use your calculator to find the zeros of ()xf. ... and .. [2]   (b) use your calculator to find the co-ordinates of the local maximum. ( ... , ...  ) [2]  (c) write down the equation of the line of symmetry.   . [1]  "
+        },
+        "0607_w18_qp_41.pdf": {
+            "1": "*8575909565* this document consists of 16 printed pages. dc (nf/ct) 156327/3 \u00a9 ucles 2018  [turn overcambridge international mathematics  0607/41 paper 4  (extended)  october/november 2018  2 hours 15 minutes candidates answer on the question paper. additional materials:  geometrical instruments  graphics calculator read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen. do not use staples, paper clips, glue or correction fluid. you may use an hb pencil for any diagrams or graphs. do not  write in any barcodes. answer all the questions. unless instructed otherwise, give your answers exactly or correct to three significant figures as appropriate. answers in degrees should be given to one decimal place. for r, use your calculator value. you must show all the relevant working to gain full marks and you will be given marks for correct methods,  including sketches, even if your answer is incorrect. the number of marks is given in brackets [  ] at the end of each question or part question. the total number of marks for this paper is 120.cambridge international examinations cambridge international general certificate of secondary education",
+            "2": "2 0607/41/o/n/18 \u00a9 ucles 2018 formula list for the equation  ax bx c02++ = xabb ac 242!=-- curved surface area, a, of cylinder of radius r, height h. r ar h2= curved surface area, a, of cone of radius r, sloping edge l. rar l= curved surface area, a, of sphere of radius r. r ar42= v olume, v, of pyramid, base area a, height h. va h31= v olume, v, of cylinder of radius r, height h. rvr h2= v olume, v, of cone of radius r, height h. r vr h31 2= v olume, v, of sphere of radius r. r vr34 3=      sins in sin aa bb cc==      cos ab cb ca222 2=+ -      sinbc a21area =a c bcb a",
+            "3": "3 0607/41/o/n/18 \u00a9 ucles 2018 [turn over answer all the questions. 1 (a) solve the following equations.   (i) x 12 4 -=  x =    [1]   (ii) xx94 68 -= +  x =    [2]   (iii) x1259+=  x =    [2]  (b) (i) solve       xx65 102-+ =.  x =    or  x =  [3]   (ii) use your answer to part (b)(i)  to solve   sins in xx 65 102-+ =    for  \u00b0\u00b0x 09 0 gg .  x =  ...  or  x =  [3]",
+            "4": "4 0607/41/o/n/18 \u00a9 ucles 2018 2 the table shows the marks for 75 students in a test. mark 0 1 2 3 4 5, 6 or 7  8 number of students 6 18 16 8 15 5 7  (a) write down the mode.      [1]  (b) find the range.      [1]  (c) find the median.      [1]  (d) find the inter-quartile range.      [2]  (e) calculate an estimate of the mean.      [2]  (f) give a reason why your answer to part (e)  is an estimate.  .  .  [1]  (g) two of these students are chosen at random.   find the probability that the highest mark of these students is 2.      [3]",
+            "5": "5 0607/41/o/n/18 \u00a9 ucles 2018 [turn over 3  04 \u20134\u201390 90y x   () ()sinx x 12 21 0 f\u00b0=- -  (a) on the diagram sketch the graph of () yxf= , for x 90 90 gg- . [3]  (b) write down the co-ordinates of the x-intercepts.  (  , )  (  , )  [2]  (c) write down the co-ordinates of the local maximum.  (  , )  [1]  (d) the graph of   yx 60=-    intersects the graph of   ()sin yx12 21 0\u00b0=- -  three times.   find the value of the x co-ordinate at each point of intersection.  x = .. or  x = .. or x = .. [3]",
+            "6": "6 0607/41/o/n/18 \u00a9 ucles 2018 4  o cd ba not to scaley x  abcd  is a rectangle.  the equation of the line ab is   xy43 24 += .  (a) find the co-ordinates of    (i) point  a,  (  , )  [1]   (ii) point b,  (  , )  [1]   (iii) the midpoint of ab.  (  , )  [2]",
+            "7": "7 0607/41/o/n/18 \u00a9 ucles 2018 [turn over  (b) rearrange the equation   xy43 24 +=   to make y the subject.  y =    [2]  (c) find the equation of the line bc.   give your answer in the form ym xc=+ .  y =    [3]  (d) find the co-ordinates of    (i) point c,  (  , )  [1]   (ii) point d.  (  , )  [3]",
+            "8": "8 0607/41/o/n/18 \u00a9 ucles 2018 5 the number of fish in a lake decreases by 4% each year.  in january 2018 there are 30  000 fish in the lake.  (a) calculate the number of fish in the lake in   (i) january 2019,      [2]   (ii) january 2029,      [3]   (iii) january 2017.      [3]  (b) find the last year in which there were at least 50  000 fish in the lake.      [4]",
+            "9": "9 0607/41/o/n/18 \u00a9 ucles 2018 [turn over  (c) philip runs a fishing business and he works 50 weeks every year.   in 2018, he catches 800  kg of fish in each of these weeks.   he sells all the fish he catches at a price of $3.50 for each kilogram.   (i) calculate the total amount he receives in 2018.  $    [3]   (ii) for each of the 50 weeks, philip\u2019s business costs $2240 to run.    calculate his profit as a percentage of $2240.     %  [3]  (d) in 2019, philip\u2019s business costs 8% more to run than in 2018.   the selling price of fish decreases by 10%.   find the amount of fish, in kilograms, philip will need to catch each week to keep the percentage profit  found in part (c)(ii) the same.    ...  kg  [4]",
+            "10": "10 0607/41/o/n/18 \u00a9 ucles 2018 6  y x 01 \u20131 \u20132 \u20133 \u20134 \u20135 \u20136 \u20137 \u20138 \u201391 \u20131 \u20132 \u20133 \u20134 \u20135 \u20136 \u20137 \u20138 \u2013923456789 2 3 4 5 6 7 8 9a  (a) reflect triangle a in the line x 2=- .  label the image b. [2]  (b) rotate triangle a through 180\u00b0 about ( -2, -1).  label the image c. [2]  (c) describe fully the single transformation that maps triangle c onto triangle b.  .  .  [2]  (d) enlarge triangle a with centre of enlargement (1,  2) and scale factor 2. label the image d. [2]",
+            "11": "11 0607/41/o/n/18 \u00a9 ucles 2018 [turn over 7 (a) find an expression for the nth term for each of these sequences.   (i) 80,        77,        74,        71,        \u2026      [2]   (ii) 128,        64,        32,        16,        \u2026      [2]  (b) the nth term of a sequence is   n 12-.   find the first four terms of this sequence.   ,   ,   ,   [2]  (c) the nth term of a sequence is   n3- .   find the first four terms of this sequence.   ,   ,   ,   [2]  (d) the nth term of a sequence is       nn 412++ .   (i) find the first three terms of this sequence.   ,   ,   [2]   (ii) show that when n = 41 the number in this sequence is not prime. [1]",
+            "12": "12 0607/41/o/n/18 \u00a9 ucles 2018 8  not to scales ba o d t c  a, b, c and d lie on a circle, centre o.  st is a tangent to the circle at a.  odt  is a straight line that bisects angle aoc .  (a) complete the statement. angle oat =  because  ...  .  [2]  (b) dt = oc   find angle abc .  angle abc  =    [4]",
+            "13": "13 0607/41/o/n/18 \u00a9 ucles 2018 [turn over 9  050 \u201350\u20133 5y x   ()x xxx34 1 f32=- -+     for x35gg- .  (a) on the diagram, sketch the graph of () yxf= . [2]  (b) write down the co-ordinates of the local minimum.  (. , .)  [2]  (c) find the range of values of k so that  ()xkf=  has only one solution.   ...  [2]  (d) () xx x 36 4 g2=- -     for x35gg- .   the graph of () yxf=  intersects the graph of () yxg=  twice.   solve  () () xxfg2 .     [2]",
+            "14": "14 0607/41/o/n/18 \u00a9 ucles 2018 10  not to scalea xb dc o  oac  is a triangle with ab : bc = 1 : 2  and  od : dc = 1 : 2.  the lines ob and ad intersect at x.  oa a6=   and  oc c6=  .  (a) find an expression, in terms of a and/or c, for   (i) ac,  ac =    [1]   (ii) bc,  bc =    [1]   (iii) bd, giving your answer in its simplest form.  bd =    [2]",
+            "15": "15 0607/41/o/n/18 \u00a9 ucles 2018 [turn over  (b) use your answer to part (a)(iii)  to explain why oa and bd are parallel.  .  [1]  (c) explain why triangle oax  and triangle bdx  are similar.  .    .  [2]  (d) find an expression, in terms of a and c, for    (i) ad,  ad =    [2]   (ii) xd, giving your answer in its simplest form.  xd =   ...  [2]  (e) find the ratio   area axo  : area bxd .    :  [2] question 11 is printed on the next page.",
+            "16": "16 0607/41/o/n/18 \u00a9 ucles 2018 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 international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download at www.cie.org.uk after  the live examination series. 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.11  not to scale ab c8.6 cm 9.3 cm  the area of triangle abc  =  23.5  cm2.  (a) show that angle bac  =\u00a036.0\u00b0, correct to 1 decimal place. [2]  (b) use the cosine rule to find bc.  bc =  ... cm [3]  (c) all the angles in triangle abc  are acute.   use the sine rule to find the largest angle in the triangle abc .     [3]"
+        },
+        "0607_w18_qp_42.pdf": {
+            "1": "this document consists of 18 printed pages and 2 blank pages. dc (nh/cgw) 156329/3 \u00a9 ucles 2018  [turn over *3130754688* cambridge international mathematics  0607/42 paper 4  (extended)  october/november 2018  2 hours 15 minutes candidates answer on the question paper. additional materials:  geometrical instruments  graphics calculator read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen. do not use staples, paper clips, glue or correction fluid. you may use an hb pencil for any diagrams or graphs. do not  write in any barcodes. answer all the questions. unless instructed otherwise, give your answers exactly or correct to three significant figures as appropriate. answers in degrees should be given to one decimal place. for r, use your calculator value. you must show all the relevant working to gain full marks and you will be given marks for correct methods,  including sketches, even if your answer is incorrect. the number of marks is given in brackets [  ] at the end of each question or part question. the total number of marks for this paper is 120.cambridge international examinations cambridge international general certificate of secondary education",
+            "2": "2 0607/42/o/n/18 \u00a9 ucles 2018 formula list for the equation  ax bx c02++ = xabb ac 242!=-- curved surface area, a, of cylinder of radius r, height h. r ar h2= curved surface area, a, of cone of radius r, sloping edge l. rar l= curved surface area, a, of sphere of radius r. r ar42= v olume, v, of pyramid, base area a, height h. va h31= v olume, v, of cylinder of radius r, height h. rvr h2= v olume, v, of cone of radius r, height h. r vr h31 2= v olume, v, of sphere of radius r. r vr34 3=      sins in sin aa bb cc==      cos ab cb ca222 2=+ -      sinbc a21area=a c bcb a",
+            "3": "3 0607/42/o/n/18 \u00a9 ucles 2018 [turn over answer  all the questions. 1 adila has $10  000.  (a) she uses some of the money to buy a car.   the salesman reduces the price from $3800 to $3610.   calculate the percentage reduction.     % [3]  (b) adila invests the remaining $6390 at a rate of 3% per year compound interest.   (i) find the value of the investment at the end of 5 years.  $   [3]   (ii) find the least number of complete years after which the value of the investment is more  than $9000.     [4]",
+            "4": "4 0607/42/o/n/18 \u00a9 ucles 2018 2 here are  12 numbers. 15  9  6  14  6  8  12  21  11  19  6  12  (a) for these numbers find   (i) the range,     [1]   (ii) the mode,     [1]   (iii) the median,     [1]   (iv) the mean,     [1]   (v) the inter-quartile range.     [2]  (b) dee chooses a number at random from these numbers.   find the probability that it is a prime number.     [1]",
+            "5": "5 0607/42/o/n/18 \u00a9 ucles 2018 [turn over 3 \u20132 \u20133 \u20134 \u20135 \u20136 \u20131 1 10 2 3 4 5 6 7 8 9 \u20133 \u20134 \u20135\u20132\u201310123457 6 ab xy  (a) translate triangle a by the vector 5 3-eo  . [2]  (b) describe fully the single  transformation that maps triangle a onto triangle b.  ..  .. [3]  (c) describe fully the single  transformation that is equivalent to a reflection in y = -x followed by a  reflection in the y-axis.   you may use the grid below to help you.  ..  .. [3]",
+            "6": "6 0607/42/o/n/18 \u00a9 ucles 2018 4 (a) y varies directly as the square of ( x + 2).   when x = 3, y = 100.   (i) find an equation connecting x and y.     [2]   (ii) find the value of y when x = 18.     [1]   (iii) find the values of x when y = 25.     [2]  (b) z varies inversely as w.   when w = a, z = 18.   find the value of z when w = a 9.     [2]",
+            "7": "7 0607/42/o/n/18 \u00a9 ucles 2018 [turn over 5 30 \u2013200 \u20134 4xy    ()xx x12 6 f3=- +  (a) on the diagram, sketch the graph of () yxf=  for x44gg- . [2]  (b) find the positive zeros of f( x).     [2]  (c) find the co-ordinates of   (i) the local maximum,  ( , )  [1]   (ii) the local minimum.  ( , )  [1]  (d) describe fully the symmetry of the graph of y = f(x).  ..  .. [3]",
+            "8": "8 0607/42/o/n/18 \u00a9 ucles 2018 6 10 cmnot to scale  the diagram shows a regular pentagon, of side 10  cm, with its vertices lying on a circle.  (a) show that the radius of the circle is 8.51  cm, correct to 3 significant figures.  [4]  (b) calculate    (i) the perimeter of the shaded segment,    .. cm [3]   (ii) the area of the shaded segment.    . cm2 [3]",
+            "9": "9 0607/42/o/n/18 \u00a9 ucles 2018 [turn over 7 the length of the jinghu high speed railway from beijing to shanghai is 1318  km.  (a) a train travels at an average speed of 252  km/h.   this train leaves beijing at 12 49.   the local time in beijing is the same as the local time in shanghai.   find the time, correct to the nearest minute, that this train arrives in shanghai.     [4]  (b) on the journey this train passes over a bridge of length 6772  m at 252  km/h.   the train is 401  m long.   (i) change 252 kilometres per hour to metres per second.    . m/s [2]   (ii) calculate the time, in seconds, for the train to completely cross the bridge.    .  s [2]",
+            "10": "10 0607/42/o/n/18 \u00a9 ucles 2018 8 the 150 members of a sports club were  asked if they played cricket ( c), hockey ( h) or tennis ( t).  some members play none of the three sports.  the venn diagram shows the numbers of members who play the three sports. c th 12 8 13 1524 2735u  (a) calculate the number of members who play none of the three sports.     [1]  (b) two of the 150 members are picked at random.   calculate the probability that   (i) they both play hockey and tennis but not cricket,     [2]   (ii) they are both members of the set ()ch t ,+ l.     [3]",
+            "11": "11 0607/42/o/n/18 \u00a9 ucles 2018 [turn over  (c) three of the members who play tennis are chosen at random.   calculate the probability that none of them play cricket.     [3]",
+            "12": "12 0607/42/o/n/18 \u00a9 ucles 2018 9 120 students each took two mathematics examinations, paper 1 and paper 2.  the marks for paper 1 are shown below. mark ( m) frequency 10 1 m g 20 2 20 1 m g 30 4 30 1 m g 40 6 40 1 m g 50 12 50 1 m g 60 22 60 1 m g 70 34 70 1 m g 80 28 80 1 m g 90 12  (a) complete the cumulative frequency diagram to show the results.   the first section has been drawn for you. 02040 20 0 40 mark60 806080100 cumulative frequency120 m  [4]",
+            "13": "13 0607/42/o/n/18 \u00a9 ucles 2018 [turn over  (b) use your cumulative frequency diagram to estimate   (i) the median mark,     [1]   (ii) the inter-quartile range,     [2]   (iii) the number of students with a mark greater than 84.     [2]  (c) the table below shows some information about paper 2. lowest mark 4 highest mark 80 median 44 lower quartile 32 inter-quartile range 24   on the grid opposite, draw the cumulative frequency diagram for paper 2.  [3]",
+            "14": "14 0607/42/o/n/18 \u00a9 ucles 2018 10 north 120  mnorth not to scale b a  in the diagram, point b is due east of point a.  (a) point c is on a bearing of 060\u00b0 from a and a bearing of 325\u00b0 from b.   calculate the distance bc.  bc =   m [4]  (b) point d is south of ab.   d is 80  m from a and 90  m from b.   calculate the bearing of d from b.     [4]",
+            "15": "15 0607/42/o/n/18 \u00a9 ucles 2018 [turn over 11 not to scale 8 m 1.8 m  the diagram shows a polythene structure in which a farmer grows vegetables.  the structure consists of a prism with a quarter of a sphere at one end.  the cross-section of the prism is a semicircle.  the semicircle has a radius of 1.8  m and the length of the prism is 8  m.  (a) calculate the volume of the structure.    ... m3 [3]  (b) the curved surface of the prism and the two ends of the structure are made of polythene.   calculate the area of the polythene.    ... m2 [4]",
+            "16": "16 0607/42/o/n/18 \u00a9 ucles 2018 12 15 \u2013100 \u20136 6y x   ()()()xxx 223f=+-  (a) on the diagram, sketch the graph of y = f(x) for values of x between -6 and 6.  [3]  (b) write down the equations of the asymptotes of y = f(x).         [2]  (c)   g(x) = 5 - 2x   (i) solve f( x) = g(x).  x =    or x =  [2]   (ii) find g(f( x)).    give your answer as a single fraction in its simplest form.     [3]",
+            "17": "17 0607/42/o/n/18 \u00a9 ucles 2018 [turn over 13 a a bbopnot to scale  the point p divides ab in the ratio 3 : 2.  oa a= and ob b=.  (a) write each of these vectors in terms of a and/or b, giving each answer in its simplest form.   (i) ab  ab =   [1]   (ii) op  op =   [2]  (b) the point q is such that oq op35= .   (i) write bq, in terms of a and/or b, in its simplest form.  bq =   [2]   (ii) use your answer to part (b)(i)  to explain why oa and bq are parallel.  .. [1]",
+            "18": "18 0607/42/o/n/18 \u00a9 ucles 2018 14 a is the point (1, 9) and b is the point (7, 1).  (a) find the length of ab.     [3]  (b) find the co-ordinates of the midpoint of ab.  ( , )  [2]  (c) b is the reflection of a in the line l.   find the equation of the line l.     [4]",
+            "19": "19 0607/42/o/n/18 \u00a9 ucles 2018 blank page",
+            "20": "20 0607/42/o/n/18 \u00a9 ucles 2018 blank page permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the  publisher will be pleased to make amends at the earliest possible opportunity. to avoid the issue of disclosure of answer-related information to candidates, all copyright acknowledgements are reproduced online in the cambridge international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download at www.cie.org.uk after  the live examination series. 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."
+        },
+        "0607_w18_qp_43.pdf": {
+            "1": "*3837763901* this document consists of 16 printed pages. dc (sc/cgw) 156335/2 \u00a9 ucles 2018  [turn overcambridge international mathematics  0607/43 paper 4 (extended)  october/november 2018  2 hours 15 minutes candidates answer on the question paper. additional materials:  geometrical instruments  graphics calculator read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen. do not use staples, paper clips, glue or correction fluid. you may use an hb pencil for any diagrams or graphs. do not  write in any barcodes. answer all the questions. unless instructed otherwise, give your answers exactly or correct to three significant figures as appropriate. answers in degrees should be given to one decimal place. for r, use your calculator value. you must show all the relevant working to gain full marks and you will be given marks for correct methods,  including sketches, even if your answer is incorrect. the number of marks is given in brackets [  ] at the end of each question or part question. the total number of marks for this paper is 120.cambridge international examinations cambridge international general certificate of secondary education",
+            "2": "2 0607/43/o/n/18 \u00a9 ucles 2018 formula list for the equation  ax bx c02++ = xabb ac 242!=-- curved surface area, a, of cylinder of radius r, height h. r ar h2= curved surface area, a, of cone of radius r, sloping edge l. r ar l= curved surface area, a, of sphere of radius r. r ar42= v olume, v, of pyramid, base area a, height h. va h31= v olume, v, of cylinder of radius r, height h. rvr h2= v olume, v, of cone of radius r, height h. r vr h31 2= v olume, v, of sphere of radius r. r vr34 3=      sins in sin aa bb cc==      cos ab cb ca222 2=+ -      sinbc a21area=a c bcb a",
+            "3": "3 0607/43/o/n/18 \u00a9 ucles 2018 [turn over answer all the questions. 1 (a) in a school there are 225 girls and 190 boys.   (i) work out the number of boys as a fraction of the total number of students.    give your answer in its lowest terms.      [2]   (ii) write the ratio   number of girls : number of boys  in its simplest form.      [2]  (b) in a mathematics class there are 15 boys.   the ratio   number of girls : number of boys = 6 : 5.   find the number of girls in this class.      [2]  (c) in a science class of 33 students there are 15 boys.   (i) find the number of boys as a percentage of the number of students in the class.      % [1]   (ii) 20% of these boys did not complete an experiment.    work out the number of boys who did not complete the experiment.      [2]  (d) this year the number of students studying mathematics is 390.   this is an increase of 4% on the number of students who studied mathematics last year.   work out the number of students who studied mathematics last year.      [3]",
+            "4": "4 0607/43/o/n/18 \u00a9 ucles 2018 2 \u20132 \u20133 \u20134 \u20135 \u20131 1 10 2 3 4 5 0 6 7 8 9123457 6810 9 tpy x  (a) describe fully the single  transformation that maps triangle t onto triangle p.  .  .  [3]  (b) reflect triangle t in the y-axis.  [1]  (c) translate triangle t by the vector 5 6eo. [2]  (d) stretch triangle t, stretch factor 3 and x-axis invariant.  [2]",
+            "5": "5 0607/43/o/n/18 \u00a9 ucles 2018 [turn over 3 (a) p2 1=-eo  3 2q=eo   find   (i) qp-,  fp   [1]   (ii) 2p,  fp   [1]   (iii) 2p.      [2]  (b) a is the point (0, 2) and b is the point (2, 7).   (i) write ab as a column vector.  fp   [2]   (ii) 2 bc ab=    find the co-ordinates of c.  (  ,  ) [2]",
+            "6": "6 0607/43/o/n/18 \u00a9 ucles 2018 4 (a) 4 \u201340 \u20133 3xy   ()xxx21f=+  , x0=y   (i) on the diagram, sketch the graph of () yx f=  for values of x between -3 and 3.  [3]   (ii) find the co-ordinates of the local minimum point.  (  ,  ) [2]   (iii) find the range of f()x for x02.      [1]   (iv) write down the equations of the two asymptotes to the graph of () yx f= .          [2]",
+            "7": "7 0607/43/o/n/18 \u00a9 ucles 2018 [turn over  (b) 5 \u201330 \u20132 3xy   (i) on the diagram, sketch the graph of    (a) y23x=-    for x23gg- , [2]    (b) log yx 6=    for x02. [2]   (ii) solve the inequality   logx 62 3x2-.      [2]",
+            "8": "8 0607/43/o/n/18 \u00a9 ucles 2018 5 the table shows the scores of 10 students in a mathematics test and in a physics test. student a b c d e f g h i j mathematics ( x) 4 6 6 8 9 9 9 10 10 10 physics ( y) 5 5 6 9 9 8 7 9 10 7  (a) find the median and the upper quartile of the physics scores.  median =    upper quartile =    [2]  (b) write down the type of correlation between the mathematics scores and the physics scores.      [1]  (c) find the equation of the line of regression in the form ym xc=+ .  y =    [2] 6 23 cm11 cm 50\u00b0x cmnot to scale  calculate  (a) the area of the triangle,    .  cm2 [2]  (b) the value of x.  x =    [3]",
+            "9": "9 0607/43/o/n/18 \u00a9 ucles 2018 [turn over 7 (a) the population of a small town is decreasing at a rate of 5% every 10 years.   the population is now 26  010.   calculate the population in 20 years time.   give your answer correct to the nearest 100.      [3]  (b) the population was previously increasing  at a rate of 2% each year.   the population is now 26  010.   (i) calculate the population 2 years ago.      [2]   (ii) find the number of complete years since the population was last less than 20  000.      [4]",
+            "10": "10 0607/43/o/n/18 \u00a9 ucles 2018 8 6 \u201350 \u20131 5xy   ()xx x 14 f2=+ -  (a) on the diagram, sketch the graph of () yx f=  for x15gg-  . [2]  (b) write down the equation of the line of symmetry of the graph of () yx f= .      [1]  (c) (i) find the zeros of ()xf.      [2]   (ii) solve the inequality ()x 0 f2.      [1]  (d) solve the equation   ()x 10 f+= .  x =  or x =  [2]  (e)  ()xx 5 g=-   on the diagram, sketch the graph of () yx g=  for x15gg-  . [2]  (f) on the diagram, shade the region where () yx fg  and () yx gg  . [1]",
+            "11": "11 0607/43/o/n/18 \u00a9 ucles 2018 [turn over 9 when helena goes for a walk, she walks d kilometres.  the probability that d021g is 51 and the probability that d241g is 41.  (a) find the probability that d42.      [2]  (b) if it rains, helena never goes for a walk.   if it does not rain, helena always goes for a walk.   on any day, the probability that it rains is 31.   (i) complete the tree diagram showing the probabilities of the two events. rain distance ( d km) rain 0 < d g 2 2 < d g 4 d > 4not rain.. ..1 3 1 5 1 4  [1]   (ii) find the probability that, on any day, helena walks more than 2  km.      [3]   (iii) find the expected number of days that helena walks more than 2  km, during a period of 90 days.      [1]",
+            "12": "12 0607/43/o/n/18 \u00a9 ucles 2018 10 p c d a b8 cm6 cmnot to scale 7 cm  the diagram shows a pyramid of height 7  cm on a rectangular base 8  cm by 6  cm.  the point p is directly above the centre of the base.  (a) calculate the angle between the triangle pbc  and the base abcd .      [2]  (b) calculate the angle between pb and the base abcd .      [3]  (c) calculate pc.  pc =  ..  cm [2]",
+            "13": "13 0607/43/o/n/18 \u00a9 ucles 2018 [turn over  (d) calculate angle pcb .  angle pcb  =    [2]  (e) x is a point on the line pc so that angle bxc  = 60\u00b0.   calculate bx.  bx =  ..  cm [3] 11 the mass, m grams, of each of 200 potatoes is measured.  the histogram shows the results. 2 1.5 1frequency density 0.5 0 0 50 100 150 mass (grams)m 200 250 300  (a) complete the frequency table. mass ( m grams) m0 1001g m 100 1501g m 150 2001g m 200 3001g frequency 20  [2]  (b) calculate an estimate of the mean.    .  g [2]",
+            "14": "14 0607/43/o/n/18 \u00a9 ucles 2018 12 (a)  (x + 1)  cm (3x + 2)  cmnot to scale   the perimeter of the rectangle is 44  cm.   find the value of x.  x =    [3]  (b) y cm( y \u22121) cm not to scale   the area of the rectangle is 272  cm2.   find the value of y.  y =    [3]",
+            "15": "15 0607/43/o/n/18 \u00a9 ucles 2018 [turn over  (c) w cmarea = 7  cm2area = 5  cm2 w cmv cm( v + 1)  cmnot to scale   the two rectangles have the same length, w cm.   find the value of v.  v =    [3]  (d) 2p cm 3p cmarea = 9  cm2area = 10  cm2not to scale   the perimeter of the larger rectangle is 2  cm more  than the perimeter of the smaller rectangle.   find the value of p.  p =    [4] question 13 is printed on the next page.",
+            "16": "16 0607/43/o/n/18 \u00a9 ucles 2018 13  ()xx 1 f=-  ()xx 32 g=-  ()xx 4 h2=-  ()xx 32 k2=+  (a) find ()0h.      [1]  (b) find, giving your answer in its simplest form.   (i) (( ))x gf      [2]   (ii) () () () xx x gf k #+      [3]  (c) find ()x f1-.  ()x f1- =    [1]  (d) find x when   (i) ()x 2 g=,  x =    [2]   (ii) ()x 3 h=.  x =    [3] 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 international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download at www.cie.org.uk after  the live examination series. 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."
+        },
+        "0607_w18_qp_51.pdf": {
+            "1": "*0726134080* this document consists of 8 printed pages. dc (rw/cgw) 153616/1 \u00a9 ucles 2018  [turn overcambridge international mathematics  0607/51 paper 5 (core)  october/november 2018  1 hour candidates answer on the question paper. additional materials:  graphics calculator read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen. do not use staples, paper clips, glue or correction fluid. you may use an hb pencil for any diagrams or graphs. do not  write in any barcodes. answer all the questions. you must show all relevant working to gain full marks for correct methods, including sketches. in this paper you will also be assessed on your ability to provide full reasons and to communicate  your mathematics clearly and precisely. at the end of the examination, fasten all your work securely together. the total number of marks for this paper is 24.cambridge international examinations cambridge international general certificate of secondary education",
+            "2": "2 0607/51/o/n/18 \u00a9 ucles 2018 answer all the questions. investigation   dots in rectangles this investigation looks at the number of dots inside rectangles drawn on square dotty paper. 1 rectangles with a height of 1 unit have no dots inside. height 1 width 1height 1 width 2height 1 width 3height 1 width 4  (a) (i) these rectangles all have a height of 2 units. height 2 width 1height 2 width 2height 2 width 3height 2 width 4    complete the table. height of rectangle (h)width of rectangle (w)number of dots inside rectangle (d) 2 1 2 2 2 3 2 4   (ii) find an expression, in terms of w, for the number of dots, d, inside rectangles of height  2.    ...",
+            "3": "3 0607/51/o/n/18 \u00a9 ucles 2018 [turn over  (b) complete the tables below.   you may use the square dotty paper on this page to help you. height of rectangle (h)width of rectangle (w)number of dots inside rectangle (d) 3 1 3 2 3 3 3 4 3 w 2(w - 1) height of rectangle (h)width of rectangle (w)number of dots inside rectangle (d) 4 1 4 2 4 3 4 4 4 w",
+            "4": "4 0607/51/o/n/18 \u00a9 ucles 2018  (c) (i) find a formula, in terms of h and w, for the number of dots, d, inside a rectangle of height h   and width w.  d =  ...   (ii) use your formula in part (i)  to show that there are 30 dots inside a rectangle of height 6   and width 7.   (iii) there are 33 dots inside a rectangle.    find the height and the width of this rectangle.    ... 2 (a) squares are formed when h = w.   change your formula in question 1(c)(i)  to find the number of dots, d, inside a square of side s.    ...  (b) find the number of dots inside a square of side 10.    ...",
+            "5": "5 0607/51/o/n/18 \u00a9 ucles 2018 [turn over 3 the rectangles below are drawn at an angle of 45\u00b0 to the horizontal.  they are called diagonal  rectangles.  the diagonal lines between the dots give the height and the width of the diagonal  rectangles. width 3width 2width 1 height 1 height 1 height 1 height 2 width 1",
+            "6": "6 0607/51/o/n/18 \u00a9 ucles 2018  (a) complete the tables below. height of diagonal   rectangle (h)width of diagonal   rectangle (w)number of dots inside  diagonal  rectangle (d) 1 1 1 1 2 2 1 3 3 1 4 height of diagonal   rectangle (h)width of diagonal   rectangle (w)number of dots inside  diagonal  rectangle (d) 2 1 2 2 2 2 3 2 4 2 w 3w - 1 height of diagonal   rectangle (h)width of diagonal   rectangle (w)number of dots inside  diagonal  rectangle (d) 3 1 3 2 3 3 3 4",
+            "7": "7 0607/51/o/n/18 \u00a9 ucles 2018 [turn over  (b) use your results from part (a)  and any patterns you notice to complete the following table with  expressions, in terms of the width w, for the number of dots inside diagonal  rectangles. height of diagonal   rectangle (h)number of dots inside  diagonal  rectangle (d) 1 2 3w - 1 3 4 5 9w - 4  (c) (i) find a formula, in terms of h and w, for the number of dots, d, inside a diagonal  rectangle.    ...   (ii) use your formula in part (i)  to find the number of dots inside the diagonal  rectangle of height  10  and width  3.    ... question 4 is printed on the next page.",
+            "8": "8 0607/51/o/n/18 \u00a9 ucles 2018 4 (a) diagonal  squares are formed when h = w.   change your formula in question 3(c)(i)  to find the number of dots, d, inside a diagonal  square  of side s.    ...  (b) there are 181 dots in a diagonal  square.   find the length of one side.    ... 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 international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download at www.cie.org.uk after  the live examination series. 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."
+        },
+        "0607_w18_qp_52.pdf": {
+            "1": "*3136995946* this document consists of 7 printed pages and 1 blank page. dc (lk/cgw) 153617/1 \u00a9 ucles 2018  [turn overcambridge international mathematics  0607/52 paper 5 (core)  october/november 2018  1 hour candidates answer on the question paper. additional materials:  graphics calculator read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen. do not use staples, paper clips, glue or correction fluid. you may use an hb pencil for any diagrams or graphs. do not  write in any barcodes. answer all the questions. you must show all relevant working to gain full marks for correct methods, including sketches. in this paper you will also be assessed on your ability to provide full reasons and to communicate  your mathematics clearly and precisely. at the end of the examination, fasten all your work securely together. the total number of marks for this paper is 24.cambridge international examinations cambridge international general certificate of secondary education",
+            "2": "2 0607/52/o/n/18 \u00a9 ucles 2018 answer all the questions. investigation   right spirals this investigation is about the lengths of spirals drawn on a square grid. a robot starts from 0 and moves 1 unit to corner 1. it then turns right and moves 1 unit to corner 2. it then turns right and moves 2 units to corner 3. it then turns right and moves 2 units to corner 4. it then turns right and moves 3 units to corner 5. this forms a spiral, shown on the grid below. 5 4 32 1 010 the robot continues to turn and move in the same way. 1 (a) continue the spiral to corner 10.  (b) the length of the spiral from 0 to corner 4 is 6 units.   find the length of the spiral from 0 to corner 10.   \ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd",
+            "3": "3 0607/52/o/n/18 \u00a9 ucles 2018 [turn over  (c) use your spiral to complete this table. corner  numberlengths added length from 0 1 1 1 2 1 + 1 2 3 1 + 1 + 2 4 4 6 5 6 1 + 1 + 2 + 2 + 3 + 3 12 7 1 + 1 + 2 + 2 + 3 + 3 + 4 16 8 1 + 1 + 2 + 2 + 3 + 3 + 4 + 4 9 10 1 + 1 + 2 + 2 + 3 + 3 + 4 + 4 + 5 + 5",
+            "4": "4 0607/52/o/n/18 \u00a9 ucles 2018 2 this table shows the first five terms of a sequence. n 1 2 3 4 5 6 7 term of the  sequence1 3 6 10 15  (a) for this sequence, fill in the next two terms.  (b) write down the mathematical name for this sequence of numbers.   \ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd  (c) the nth term for this sequence is  ()nn 21+.   show that this is correct when n = 5. 3 this table shows the length, l, of the spiral from 0 to an even numbered  corner, k.  (a) use your table from question 1(c)  to help you complete this table. klength (l) 2 2 4 6 6 12 8 10 12 14 56 16",
+            "5": "5 0607/52/o/n/18 \u00a9 ucles 2018 [turn over  (b) complete this table using your answers to question 2(a)  and question 3(a) . nterm of the  sequenceklength (l) 1 1 2 2 2 3 4 6 3 6 6 12 4 10 8 5 15 10 6 12   (i) complete this formula for n in terms of k.   n =  \ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd   (ii) write down the connection between the length, l, and the term of the sequence.  ...   (iii) use part (i) , part(ii)  and question 2(c) to show that the formula for the length, l, of the spiral  from 0 to an even numbered corner, k, is lkk 221 =+ eo .   (iv) show that the formula from part(iii)  is correct for corner 6.   (v) show that the formula from part (iii)  is not correct when k is an odd number .",
+            "6": "6 0607/52/o/n/18 \u00a9 ucles 2018 4 (a) write down the length of the spiral   (i) from corner 5 to corner 6 ,   \ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd   (ii) from corner 6 to corner 7.   \ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd  (b) when k is an even  number, find an expression, in terms of k, for the length of the spiral   (i) from corner ( k \u2013 1) to corner k,   \ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd   (ii)  from corner k to corner ( k + 1).   \ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd",
+            "7": "7 0607/52/o/n/18 \u00a9 ucles 2018 5 (a) using question 3(b)(iii)  and question 4 (b)(i) , show that the length of the spiral from 0   to corner 7 is 16 units.  (b) find the length of the spiral from 0 to corner 91.   \ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd",
+            "8": "8 0607/52/o/n/18 \u00a9 ucles 2018 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 international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download at www.cie.org.uk after  the live examination series. 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.blank page"
+        },
+        "0607_w18_qp_53.pdf": {
+            "1": "*5524846572* this document consists of 7 printed pages and 1 blank page. dc (jc) 171350 \u00a9 ucles 2018  [turn overcambridge international mathematics  0607/53 paper 5 (core)  october/november 2018  1 hour candidates answer on the question paper. additional materials:  graphics calculator read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen. do not use staples, paper clips, glue or correction fluid. you may use an hb pencil for any diagrams or graphs. do not  write in any barcodes. answer all the questions. you must show all relevant working to gain full marks for correct methods, including sketches. in this paper you will also be assessed on your ability to provide full reasons and to communicate  your mathematics clearly and precisely. at the end of the examination, fasten all your work securely together. the total number of marks for this paper is 24.cambridge international examinations cambridge international general certificate of secondary education",
+            "2": "2 0607/53/o/n/18 \u00a9 ucles 2018 answer all the questions. investigation   right spirals this investigation is about the lengths of spirals drawn on a square grid. a robot starts from 0 and moves 1 unit to corner 1. it then turns right and moves 1 unit to corner 2. it then turns right and moves 2 units to corner 3. it then turns right and moves 2 units to corner 4. it then turns right and moves 3 units to corner 5. this forms a spiral, shown on the grid below. 5 4 32 1 010 the robot continues to turn and move in the same way. 1 (a) continue the spiral to corner 10.  (b) the length of the spiral from 0 to corner 4 is 6 units.   find the length of the spiral from 0 to corner 10.   \ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd",
+            "3": "3 0607/53/o/n/18 \u00a9 ucles 2018 [turn over  (c) use your spiral to complete this table. corner  numberlengths added length from 0 1 1 1 2 1 + 1 2 3 1 + 1 + 2 4 4 6 5 6 1 + 1 + 2 + 2 + 3 + 3 12 7 1 + 1 + 2 + 2 + 3 + 3 + 4 16 8 1 + 1 + 2 + 2 + 3 + 3 + 4 + 4 9 10 1 + 1 + 2 + 2 + 3 + 3 + 4 + 4 + 5 + 5",
+            "4": "4 0607/53/o/n/18 \u00a9 ucles 2018 2 this table shows the first five terms of a sequence. n 1 2 3 4 5 6 7 term of the  sequence1 3 6 10 15  (a) for this sequence, fill in the next two terms.  (b) write down the mathematical name for this sequence of numbers.   \ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd  (c) the nth term for this sequence is  ()nn 21+.   show that this is correct when n = 5. 3 this table shows the length, l, of the spiral from 0 to an even numbered  corner, k.  (a) use your table from question 1(c)  to help you complete this table. klength (l) 2 2 4 6 6 12 8 10 12 14 56 16",
+            "5": "5 0607/53/o/n/18 \u00a9 ucles 2018 [turn over  (b) complete this table using your answers to question 2(a)  and question 3(a) . nterm of the  sequenceklength (l) 1 1 2 2 2 3 4 6 3 6 6 12 4 10 8 5 15 10 6 12   (i) complete this formula for n in terms of k.   n =  \ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd   (ii) write down the connection between the length, l, and the term of the sequence.  ...   (iii) use part (i) , part(ii)  and question 2(c) to show that the formula for the length, l, of the spiral  from 0 to an even numbered corner, k, is lkk 221 =+ eo .   (iv) show that the formula from part(iii)  is correct for corner 6.   (v) show that the formula from part (iii)  is not correct when k is an odd number .",
+            "6": "6 0607/53/o/n/18 \u00a9 ucles 2018 4 (a) write down the length of the spiral   (i) from corner 5 to corner 6 ,   \ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd   (ii) from corner 6 to corner 7.   \ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd  (b) when k is an even  number, find an expression, in terms of k, for the length of the spiral   (i) from corner ( k \u2013 1) to corner k,   \ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd   (ii)  from corner k to corner ( k + 1).   \ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd",
+            "7": "7 0607/53/o/n/18 \u00a9 ucles 2018 5 (a) using question 3(b)(iii)  and question 4 (b)(i) , show that the length of the spiral from 0   to corner 7 is 16 units.  (b) find the length of the spiral from 0 to corner 91.   \ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd",
+            "8": "8 0607/53/o/n/18 \u00a9 ucles 2018 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 international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download at www.cie.org.uk after  the live examination series. 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.blank page"
+        },
+        "0607_w18_qp_61.pdf": {
+            "1": "this document consists of 15 printed pages and 1 blank page. dc (nh/ct) 153618/3 \u00a9 ucles 2018  [turn over *6949648158* cambridge international mathematics  0607/61 paper 6 (extended)  october/november 2018  1 hour 30 minutes candidates answer on the question paper. additional materials:  graphics calculator read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen. do not use staples, paper clips, glue or correction fluid. you may use an hb pencil for any diagrams or graphs. do not  write in any barcodes. answer both parts a (questions 1 to 4) and part b (questions 5 to 7). you must show all relevant working to gain full marks for correct methods, including sketches. in this paper you will also be assessed on your ability to provide full reasons and communicate your  mathematics clearly and precisely. at the end of the examination, fasten all your work securely together. the total number of marks for this paper is 40.cambridge international examinations cambridge international general certificate of secondary education",
+            "2": "2 0607/61/o/n/18 \u00a9 ucles 2018 answer both  parts a and b. a investigation  (questions 1 to 4)      dots in rectangles    (20 marks) you are advised to spend no more than 45 minutes on this part. this investigation looks at the number of dots inside rectangles drawn on square dotty paper. 1 rectangles are drawn at an angle to the horizontal.  they are called diagonal  rectangles.  the rectangles below are drawn at an angle of 45\u00b0 to the horizontal.  two sides of each rectangle have a gradient of 1.  these are diagonal  rectangles with gradient 1. length 3length 2length 1 width 1 width 1 width 1width 2 length 1",
+            "3": "3 0607/61/o/n/18 \u00a9 ucles 2018 [turn over  (a) complete the tables below. width (w )length (l)number of dots inside a  diagonal  rectangle with gradient 1 (d) 1 1 1 1 2 2 1 3 1 4 1 5 width (w )length (l)number of dots inside a  diagonal  rectangle with gradient 1 (d ) 2 1 2 2 2 2 3 2 4 2 5 width (w )length (l)number of dots inside a  diagonal  rectangle with gradient 1 (d ) 3 1 3 3 2 3 3 3 4 3 5",
+            "4": "4 0607/61/o/n/18 \u00a9 ucles 2018  (b) use your results from part (a)  and any patterns you notice to complete the table. width (w )number of dots inside a  diagonal  rectangle with gradient 1 (d ) 1 2 3l \u2212 1 3 4 5 9l \u2212 4  (c) a formula, in terms of w and l, for the number of dots, d, inside a diagonal  rectangle with gradient 1, is d = (aw + b)l - (w + c) .   find the values of a, b and c.  a =  ...  b =  ...  c =  ... 2 the diagram below shows three diagonal  rectangles, each of width 1 and gradient 21.",
+            "5": "5 0607/61/o/n/18 \u00a9 ucles 2018 [turn over  (a) complete the tables below.   you may use the square dotty paper to help you. width (w )length (l)number of dots inside a  diagonal  rectangle with gradient  21 (d ) 1 1 4 1 2 8 1 3 12 1 4 1 5 width (w )length (l)number of dots inside a  diagonal  rectangle with gradient  21 (d ) 2 1 8 2 2 17 2 3 2 4 2 5",
+            "6": "6 0607/61/o/n/18 \u00a9 ucles 2018 width (w )length  (l)number of dots inside a  diagonal  rectangle with gradient  21 (d ) 3 1 12 3 2 3 3 40 3 4 3 5",
+            "7": "7 0607/61/o/n/18 \u00a9 ucles 2018 [turn over  (b) use your results from part (a)  and any patterns you notice to complete the table.  width (w)number of dots inside a diagonal rectangle with gradient  21 (d ) 1 2 3 4 19l \u2212 3 5 24l \u2212 4  (c) find a formula, in terms of w and  l, for the number of dots, d, inside a diagonal  rectangle    with gradient 21.    ...",
+            "8": "8 0607/61/o/n/18 \u00a9 ucles 2018 3 the diagram below shows three diagonal  rectangles, each of width 1 and gradient 1 3.",
+            "9": "9 0607/61/o/n/18 \u00a9 ucles 2018 [turn over  (a) complete the table.   you may use the square dotty paper below to help you. width (w )number of dots inside a  diagonal  rectangle with gradient  1 3(d ) 1 2 19l \u2212 1 3 4 5 49l \u2212 4  (b) find a formula, in terms of w and l, for the number of dots, d, inside a diagonal  rectangle with   gradient 1 3.    ...",
+            "10": "10 0607/61/o/n/18 \u00a9 ucles 2018 4 (a) complete the following table, using your answers to question 1(c) , question 2(c) and question 3(b)  and any patterns you notice. gradientnumber of dots inside a  diagonal rectangle (d ) 1 1 2 1 3 1 4(17w \u2013 1)l \u2013 (w \u2013 1) 1 5  (b) use your answers to part (a)  to find a formula, in terms of w, l and n, for the number of dots, d, inside   a diagonal  rectangle with a gradient of n1.    ...  (c) there are 4833 dots inside a 4 by 12 diagonal  rectangle.   find the gradient of this rectangle.    ...",
+            "11": "11 0607/61/o/n/18 \u00a9 ucles 2018 [turn over b modelling  (questions 5 to 7) ladders    (20 marks) you are advised to spend no more than 45 minutes on this part. this task looks at the safe positions for placing a ladder against a wall. a ladder is x metres long. it leans against a vertical wall. the bottom of the ladder is 1.5  m from the base of the wall. the ladder touches the wall y metres above the ground. not to scale xy 1.5 5 (a) show that   . yx 2252=- .  (b) (i) sketch the graph of   . yx 2252=-    on the axes below. \u20136 0 66y x   (ii) only one part of the graph fits this practical situation.    give a reason why the other part does not.  ...  ...",
+            "12": "12 0607/61/o/n/18 \u00a9 ucles 2018 6 safety rules for ladders say that the angle between the bottom of the ladder and the ground must be   more than 76\u00b0. not to scale x z  (a) to use a ladder safely, show that a model for its position is . zx02421 .  (b) to use a ladder safely the angle between the bottom of the ladder and the ground must be less than 82\u00b0.    find a second inequality connecting z and x.    ...",
+            "13": "13 0607/61/o/n/18 \u00a9 ucles 2018 [turn over  (c) on the axes, shade the region defined by the inequalities in  part (a) and part (b) . z x 0 0 1 2 3 4 5 612  (d) a ladder is 3  m long.   to use this ladder safely,   a 1 z 1 b.   use your graph in part (c)  to find the value of a and the value of b.   1 z 1 ",
+            "14": "14 0607/61/o/n/18 \u00a9 ucles 2018 7 ladders can be extended to increase their original length.  a ladder is extended by 0.9 times its original length.  the bottom of this ladder is 1.5  m from the base of the wall. 1.5yx + 0.9 x  (a) find a formula for y in terms of x.    ...  (b) (i) when the ladder is extended it reaches higher up the wall.    this increase in height, y, is c metres.    using the model in  question 5(a) , show that  a model for c is  .. . cx x 3612 25 22522=- --  .",
+            "15": "15 0607/61/o/n/18 \u00a9 ucles 2018   (ii) on the axes below, sketch the graph of c for 0 1 x 1 6. c 6x 0  (c) this part is about  the smallest increase in height that the ladder reaches up the wall.   (i) find this smallest increase in height.    ...   (ii) write down the original length of the ladder.    ...   (iii) show how you can decide whether the extended  ladder is safe.",
+            "16": "16 0607/61/o/n/18 \u00a9 ucles 2018 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 international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download at www.cie.org.uk after  the live examination series. 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.blank page"
+        },
+        "0607_w18_qp_62.pdf": {
+            "1": "*1289084149* this document consists of 14 printed pages and 2 blank pages. dc (nf/cgw) 153619/2 \u00a9 ucles 2018  [turn overcambridge international mathematics  0607/62 paper 6  (extended)  october/november 2018  1 hour 30 minutes candidates answer on the question paper. additional materials:  graphics calculator read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen. do not use staples, paper clips, glue or correction fluid. you may use an hb pencil for any diagrams or graphs. do not  write in any barcodes. answer both parts a (questions 1 to 4) and b (questions 5 to 8). you must show all relevant working to gain full marks for correct methods, including sketches. in this paper you will also be assessed on your ability to provide full reasons and to communicate  your mathematics clearly and precisely. at the end of the examination, fasten all your work securely together. the total number of marks for this paper is 40.cambridge international examinations cambridge international general certificate of secondary education",
+            "2": "2 0607/62/o/n/18 \u00a9 ucles 2018 answer both  parts a and b. a investigation (questions 1 to 4) right spirals   (20 marks) you are advised to spend no more than 45 minutes on this part. this investigation is about the lengths of spirals drawn on a square co-ordinate grid. a robot starts from (0,  0) and moves 1 unit to corner 1. it then turns right and moves 1 unit to corner 2. it then turns right and moves 2 units to corner 3. it then turns right and moves 2 units to corner 4. it then turns right and moves 3 units to corner 5. this forms a spiral, shown on the grid below. 406 4 2 \u22122 \u22124 \u22126\u22126 \u22124 \u22122 2 4 6xy 5 2 1 3 the robot continues to turn and move in the same way.",
+            "3": "3 0607/62/o/n/18 \u00a9 ucles 2018 [turn over 1 (a) by continuing the spiral, show that corner 10 is at (3,  3).  (b) the length of the spiral from (0,  0) to corner 4 is 6 units.   find the length of the spiral from (0,  0) to corner 10.   ...  (c) use your spiral to complete this table. corner  numberlengths added length from (0,  0) 1 1 1 2 1 + 1 2 3 1 + 1 + 2 4 4 6 5 6 1 + 1 + 2 + 2 + 3 + 3 12 7 1 + 1 + 2 + 2 + 3 + 3 + 4 16 8 20 9 10 1 + 1 + 2 + 2 + 3 + 3 + 4 + 4 + 5 + 5",
+            "4": "4 0607/62/o/n/18 \u00a9 ucles 2018 2 the table shows the length, l, of the spiral from (0,  0) to corner k, where k is an even number. term number (n)klength (l) 1 2 2 2 4 6 3 6 12 4 8 20 n k nn 1+` j  (a) find a formula for n in terms of k.    ..  (b) use part (a)  to show that the formula for the length, l, of the spiral from (0,  0) to corner k is  lkk42 =+ ` j.  (c) show that the formula gives the correct length of the spiral from (0,  0) to corner 14.",
+            "5": "5 0607/62/o/n/18 \u00a9 ucles 2018 [turn over 3 (a) when k is an even number, find an expression, in terms of k, for the length of the spiral   (i) from corner k - 1 to corner k,   ..   (ii) from corner k to corner k + 1.   ..  (b) (i) using question 2(b) , find a formula, in terms of k, for the length, l, of the spiral     from (0,  0) to corner k + 1.   ..   (ii) use your formula to show that the length of the spiral from (0,  0) to corner 7 is 16.",
+            "6": "6 0607/62/o/n/18 \u00a9 ucles 2018 4 a corner on the spiral has co-ordinates ( x, y).  horizontal  lengths of the spiral are added to give the total  horizontal  length, h. x co-ordinate  (x)horizontal lengthstotal horizontal length  (h) 1 1 1 2 1 + 2 + 3 6 3 1 + 2 + 3 + 4 + 5 15 4 1 + 2 + 3 + 4 + 5 + 6 + 7 28 5  (a) complete the table.  (b) find a formula, in terms of x, for the total horizontal  length, h, of the spiral from (0,  0) to the corner  with co-ordinates ( x, y).    ..  (c) write down a formula, in terms of y, for the total vertical  length, v, of the spiral from (0,  0) to the  corner with co-ordinates ( x, y).   ..",
+            "7": "7 0607/62/o/n/18 \u00a9 ucles 2018 [turn over  (d) k is an even number.   (i) use your answers to part (b)  and part (c)  to show that a formula for the length, l, of the spiral     from (0,  0) to corner k with co-ordinates ( x, y) is  lx x22 1 =- ` j.   (ii) the spiral has length 1560 from (0,  0) to the corner with co-ordinates ( x, y).    use the formula in part (i)  to find the value of x.   ..",
+            "8": "8 0607/62/o/n/18 \u00a9 ucles 2018 b modelling (questions 5 to 8) open boxes   (20 marks) you are advised to spend no more than 45 minutes on this part. this task looks at maximum volumes when open boxes are made using regular shaped pieces of metal. jenny makes open triangular-based boxes from a piece of metal in the shape of an equilateral triangle. ao 30\u00b0 30 cmnot to scale she cuts equal sized pieces from each corner of the equilateral triangle. each cut is at right angles to the side of the shape. 30\u00b0 30 cmcut = heightnot to scale the sides are folded up to form the vertical sides of an open triangular box. height",
+            "9": "9 0607/62/o/n/18 \u00a9 ucles 2018 [turn over 5 (a) the length of one side of the metal equilateral triangle is 30  cm.   use trigonometry to show that oa is 17.32  cm, correct to 4 significant figures.  (b) here is an enlargement of one corner cut from the metal triangle. 30\u00b02 cm2 cmnot to scale r cm   (i) jenny makes a cut of 2  cm at right angles to the side of the equilateral triangle.    show that r = 4.",
+            "10": "10 0607/62/o/n/18 \u00a9 ucles 2018   (ii)  30\u00b0 30 cmnot to scale ao    using oa = 17.32  cm and r = 4, find the area of the shaded triangle.    you should use this formula. area  = sinbc a21 b a ca bc   ..   (iii) jenny cuts the corner shown in part (b)  from each corner of the equilateral triangle.    she folds the sides up to make an open box.    show that the volume of the box is approximately 461  cm3.",
+            "11": "11 0607/62/o/n/18 \u00a9 ucles 2018 [turn over 6 jenny wants a model for the volume, v cm3, of the open box made from an equilateral triangle of side 30  cm.  she makes a cut of length x cm at right angles to the side of the equilateral triangle. 30\u00b0x cmr cm 30\u00b0 30 cmnot to scale o 30\u00b0  (a) (i) find an expression for r, in terms of x.   ..   (ii) find an expression, in terms of x, for the area of the shaded isosceles triangle.   ..   (iii) the height of the open box is x cm.    explain why the model for the volume, v cm3, of the open box is  sincos sinvxx1203015 30 23\u00b0\u00b0 \u00b02 =- eo .  ...  ...  ...",
+            "12": "12 0607/62/o/n/18 \u00a9 ucles 2018   (iv) sketch the graph of v against x on the axes below. v x 00550 9v olume (cm3) height (cm)  (b) for what values of x is the model valid?   ..  (c) find the possible heights of the open box when v = 400.   ..",
+            "13": "13 0607/62/o/n/18 \u00a9 ucles 2018 [turn over 7 the equilateral triangle now has side e cm.  (a) give a reason why the model in question 6(a)(iii)  becomes sincos sinvxex12023 0 30 23\u00b0\u00b0 \u00b02 =- eo .  ...  ...  (b) use this model to find the height that gives the greatest volume when e = 60.   ..",
+            "14": "14 0607/62/o/n/18 \u00a9 ucles 2018 8 jenny makes an open square-based box from a square piece of metal of side e cm.  (a) change the model in question 7(a)  so that it gives the volume of this box.   ..  (b) the model in part (a)  simplifies to vx ex22=-` j.   find the relationship between e and x which gives the maximum volume of the box.   ..",
+            "15": "15 0607/62/o/n/18 \u00a9 ucles 2018 blank page",
+            "16": "16 0607/62/o/n/18 \u00a9 ucles 2018 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 international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download at www.cie.org.uk after  the live examination series. 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.blank page"
+        },
+        "0607_w18_qp_63.pdf": {
+            "1": "*7757861635* this document consists of 15 printed pages and 1 blank page. dc (ce/sw) 153620/4 \u00a9 ucles 2018  [turn overcambridge international mathematics  0607/63 paper 6 (extended)  october/november 2018  1 hour 30 minutes candidates answer on the question paper. additional materials:  graphics calculator read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen. do not use staples, paper clips, glue or correction fluid. you may use an hb pencil for any diagrams or graphs. do not  write in any barcodes. answer both parts a (questions 1 to 3) and b (questions 4 to 6). you must show all relevant working to gain full marks for correct methods, including sketches. in this paper you will also be assessed on your ability to provide full reasons and to communicate  your mathematics clearly and precisely. at the end of the examination, fasten all your work securely together. the total number of marks for this paper is 40.cambridge international examinations cambridge international general certificate of secondary education",
+            "2": "2 0607/63/o/n/18 \u00a9 ucles 2018 answer both parts a and b. a investigation (questions 1 to 3) nearest neighbours   (20 marks) you are advised to spend no more than 45 minutes on this part. this investigation is about pairs of dots on rectangular grids. when two dots are next to each other, they are called nearest neighbours . here are four equally spaced dots in a row. the dots marked with crosses are nearest neighbours. there are 3 pairs of nearest neighbours. 1 (a) complete this table showing the number of pairs of nearest neighbours. number of dots in row number of pairs of nearest neighbours 2 1 3 4 3 5 6 n",
+            "3": "3 0607/63/o/n/18 \u00a9 ucles 2018 [turn over  (b) with four dots in a row there are a total of 6 different arrangements of two crosses.   in 3 of these arrangements the crosses mark dots that are nearest neighbours.   complete this table. number of dots in rownumber of pairs of  nearest neighbourstotal number of different arrangements of two crosses 2 1 1 3 4 3 6 5 6 15 n  (c) (i) multiply the number of dots in a row by the number of pairs of nearest neighbours.    write down a connection between your answer and the total number of different arrangements of  two crosses.  ...  ...   (ii) in a row of n dots, write down an expression, in terms of n, for the total number of different  arrangements of two crosses.    ...",
+            "4": "4 0607/63/o/n/18 \u00a9 ucles 2018 2 as well as pairs of nearest neighbours there are also pairs of 2nd nearest neighbours,   3rd nearest neighbours, 4th nearest neighbours and so on.  here are some examples. nearest neighbours 2nd nearest neighbours 3rd nearest neighbours  (a) complete this table. number of dots in rownumber of pairs of nearest neighbours 2nd nearest neighbours 3rd nearest neighbours 2 1 3 4 3 5 6 n  (b) find an expression for the number of pairs of kth nearest neighbours in a row of n dots.    ...  ",
+            "5": "5 0607/63/o/n/18 \u00a9 ucles 2018 [turn over  (c) (i) you can find the total number of different arrangements of two crosses by adding the number of  pairs of nearest neighbours, 2nd nearest neighbours, 3rd nearest neighbours and so on.    use this method to find the total number of different arrangements of two crosses in a row  of 11 dots.    ...     (ii) use your expression in question 1(c)(ii)  to show that your answer in question 2(c)(i)  is correct.",
+            "6": "6 0607/63/o/n/18 \u00a9 ucles 2018 3 here is a 2 by 5 rectangle of dots.  it has 2 rows of 5 dots. a b  the distance between the dots in each column is a and the distance between each row is b.  (a) when  a = b, here are two pairs of crosses which are nearest neighbours.   there are a total of 13 pairs of nearest neighbours for a 2 by 5 rectangle of dots.   for a 2 by w rectangle of dots, where w h 2, find an expression for the number of pairs of nearest  neighbours.     ...  ",
+            "7": "7 0607/63/o/n/18 \u00a9 ucles 2018 [turn over  (b) when  a ! b, the pairs of nearest neighbours are the dots that are closest to each other. nearest neighboursnot nearest neighbours   for a 2 by w rectangle of dots, where w h 2, find an expression for the number of pairs of  nearest  neighbours,   (i) when a 2 b,    ...     (ii) when a 1 b.    ...  ",
+            "8": "8 0607/63/o/n/18 \u00a9 ucles 2018  (c) here are two rectangles of dots. a a3 by 5 rectangle of dots 6 by 4 rectangle of dotsb b   (i) for an h by w rectangle of dots, here are some expressions for the number of pairs of  nearest  neighbours, t.    in all cases a 2 b and w h 2. hnumber of pairs of   nearest neighbours ( t\u200a\u200a) 3 2w 4 3w 5 4w 6 5w    find the formula for t in terms of h and w.    ...     (ii) for a 2 b, there are 1000 pairs of nearest neighbours in a 101 by w rectangle of dots.    find the value of w.    ...  ",
+            "9": "9 0607/63/o/n/18 \u00a9 ucles 2018 [turn over  (d) for an h by w rectangle of dots, find an expression for t when a = b and w h 2.    ...  ",
+            "10": "10 0607/63/o/n/18 \u00a9 ucles 2018 the modelling starts on page 11.",
+            "11": "11 0607/63/o/n/18 \u00a9 ucles 2018 [turn over b modelling (questions 4 to 6) long jump   (20 marks) you are advised to spend no more than 45 minutes on this part. this task is about modelling long jumping. athletes run along a track and then jump as far as they can in one leap. the horizontal distance jumped is called their long jump distance. run-up take-off flight through the air landing at take-off, athletes jump up giving them a vertical speed. their horizontal speed carries them forward in their flight through the air. the vertical speed and the horizontal speed give the take-off speed. 4 here is a formula connecting the vertical  speed, v m/s, and the maximum height, j metres, jumped by the  athlete. v2 = 20j  an athlete has a vertical speed of 3.5  m/s.  find the maximum height jumped by this athlete.    ...  ",
+            "12": "12 0607/63/o/n/18 \u00a9 ucles 2018 5 this scatter diagram shows the horizontal speed and the long jump distance for each of 13 athletes in a  recent world championship. 6.56.577.588.59 7 7.5 8 8.5 9 9.5 horizontal speed (m  / s)long jump distance (metres)d r  the mean horizontal speed, r, is 8.5  m/s.   the mean long jump distance, d, is 7.9  m.  (a) (i) on the scatter diagram plot the mean point and draw, by eye, a line of best fit.   (ii) use your line of best fit to work out the equation that models the relationship between horizontal  speed and long jump distance.    ...  ",
+            "13": "13 0607/63/o/n/18 \u00a9 ucles 2018 [turn over   (iii) an athlete has a horizontal speed of 6.6  m/s.    this gives a long jump distance of 4.45  m.    compare this long jump distance with the distance given by your equation in part (ii) .  ...  ...  (b) long jump distance ( d\u200a\u200a) and horizontal speed ( r) can also be modelled by the   following quadratic equation. d = -0.46r\u200a2 + 8.7r \u2013 32.8   (i) the athlete in part (a)(iii)  had a horizontal speed of 6.6  m/s and a long jump distance of 4.45  m.    which model gives a better approximation for this athlete\u2019s long jump distance,    the model you used in part (a)(iii)  or this quadratic model?  ...  ...   (ii) sketch the graph of   d = -0.46r\u200a2 + 8.7 r \u2013 32.8   for 5 g r g 12. d r 12 5   (iii) write down an inequality, in terms of r, for which the model is valid.    ...  ",
+            "14": "14 0607/63/o/n/18 \u00a9 ucles 2018 6 when athletes jump they take-off at an angle a to the horizontal.  the vertical speed and the horizontal speed give the take-off speed, t\u2009\u200am/s. dat  a model for the long jump distance, d metres, is d = sincos ta a 52  .  (a) sketch the graph of y = sin a cos a for 0\u00b0 g a g 90\u00b0. 0\u00b0 90\u00b0ay  (b) show that when   sin  a cos a   has its maximum value the greatest jump distance is d = t 102  .  (c) an experienced long jumper has a take-off speed of 9.6  m/s.   this gives a long jump distance of 7.89  m.   compare this long jump distance with the distance given by the formula in part (b) .  ...  ...",
+            "15": "15 0607/63/o/n/18 \u00a9 ucles 2018  (d) take-off speed ( t m/s), horizontal speed ( h m/s) and vertical speed ( v m/s) are related by the  right -angled  triangle below. t hav   (i) use trigonometry to show that   sincosdta a 52 =    can be written as   dvh 5= .   (ii) an athlete has a take-off speed of 10  m/s.    this gives a greatest height of 1.25  m.    find the horizontal speed, h m/s, and the angle a.    you may need to use the formula in question 4 .  ...",
+            "16": "16 0607/63/o/n/18 \u00a9 ucles 2018 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 international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download at www.cie.org.uk after  the live examination series. 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.blank page"
+        }
+    },
+    "2019": {
+        "0607_s19_qp_11.pdf": {
+            "1": "    this document consists of 11 printed pages and 1 blank page.  ib19 06_0607_11/2rp  \u00a9 ucles 2019    [turn over       \uf02a\uf039\uf032\uf039\uf033\uf037\uf034\uf031\uf032\uf036\uf037\uf02a\uf020 cambridge assessment international education  cambridge international general certificate of secondary education       cambridge international mathematics 0607/11     paper 1 (core)  may/june 2019     45 minutes    candidates answer on the question paper.    additional materials: geometrical instruments      read these instructions first    write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen.  do not use staples, paper clips, glue or correction fluid.  you may use an hb pencil for any diagrams or graphs. do not  write in any barcodes.    answer all the questions.  calculators must not be used in this paper.  all answers should be given in their simplest form.  you must show all the relevant working to gain fu ll marks and you will be given marks for correct methods  even if your answer is incorrect.  the number of marks is given in brackets [  ] at the end of each question or part question.  the total number of marks for this paper is 40.        ",
+            "2": "2  \u00a9 ucles 2019 0607/11/m/j/19  formula list   area, a, of triangle, base b, height h. a = 1 2bh  area, a, of circle, radius r. a = \uf070r2  circumference, c, of circle, radius r. c = 2\uf070r  curved surface area, a, of cylinder of radius r, height h. a = 2\uf070rh  curved surface area, a, of cone of radius r, sloping edge l. a = \uf070rl  curved surface area, a, of sphere of radius r. a = 4\uf070r2  volume, v, of prism, cross-sectional area a, length l. v = al  volume, v, of pyramid, base area a, height h. v = 1 3ah  volume, v, of cylinder of radius r, height h. v = \uf070r2h  volume, v, of cone of radius r, height h. v = 1 3\uf070r2h  volume, v, of sphere of radius r. v = 4 3\uf070r3      ",
+            "3": "3  \u00a9 ucles 2019 0607/11/m/j/19 [turn over  answer all the questions.   1 write 36  247 correct to the nearest thousand.        [1]     2 write down three multiples of 12.    ,  ,   [1]      3  cb a o d     the diagram shows a circle centre o and three lines, oa, ab and cd.    write down the line that is     (a) a chord,     [1]      (b) a tangent.     [1]     ",
+            "4": "4  \u00a9 ucles 2019 0607/11/m/j/19  4 the cost, in dollars, of a taxi journey is    2 \u00d7 (number of kilometres travelled) + 10.     find the cost of a taxi journey of 30  kilometres.     $   [2]     5 change 2.4  metres into millimetres.     mm  [1]      6 (a)  x\u00b0120\u00b0not to scale       find the value of x.     x =   [1]            (b)  y\u00b0 110\u00b0not to scale 70\u00b050\u00b0       find the value of y.         y =   [1]     ",
+            "5": "5  \u00a9 ucles 2019 0607/11/m/j/19 [turn over  7  1234567     write down all the integers that satisfy  the inequality shown on this number line.       [1]      8 (a) work out  83 of 16.        [1]       (b) write 201 as a percentage.        %  [1]       (c) write 81 as a decimal.       [1]      9  8 cm 6 cm 3 cm2 cmnot to  scale      work out the area of this shape.           cm 2  [3]   ",
+            "6": "6  \u00a9 ucles 2019 0607/11/m/j/19  10 huda is drawing a pie chart for the times, in mi nutes, that 60 students take to travel to school.    time ( t minutes) frequency angle (degrees)          t  \u2264 10 5 30  10 \uf03c t \u2264 15 15   15 \uf03c t \u2264 20 10           t  \uf03e 20 30      (a) complete the table to show the sector angles in the pie chart.       [2]     (b) complete the pie chart to show this information.     t10   [2]     ",
+            "7": "7  \u00a9 ucles 2019 0607/11/m/j/19 [turn over  11  \u20132\u201310123123 4 \u20133\u20132\u2013145 \u20133 \u2013 467 a bxy      a is the point (\u20133, 6) and b is the point  (3, \u20132).     find the co-ordinates of the midpoint of ab.  (  ,  )  [2]      12 solve  2 x < 8.       [1]      13  27 = 128     find the value of 28.       [1]      ",
+            "8": "8  \u00a9 ucles 2019 0607/11/m/j/19  14 write down the type of correlation shown in each of these scatter diagrams.                    [2]     15   f(x) = x2 + 1    work out the values of  x when f( x) = 26.        x =  or  x =   [2]      16  300\u00b0abnot to  scalenorth      the bearing of b from a is 300\u00b0.    find the bearing of  a from b.           [2]       ",
+            "9": "9  \u00a9 ucles 2019 0607/11/m/j/19 [turn over  17  036 3b a 12 3 4512457 xy      (a) write down the equation of line a.         [1]       (b) find the equation of line b.       [2]      18 solve the simultaneous equations.          x +   y =   3         x  \u2013 4y = 13        x =   y =   [2]       ",
+            "10": "10  \u00a9 ucles 2019 0607/11/m/j/19  19 (a) on the venn diagram shade the region represented by  a\uf0a2.     a   [1]     (b)   x y b g s tya e       the venn diagram shows two sets x and y.    u = {a, b, e, g, s, t, y}       a letter is chosen at random.    write down the probability that it is in set  y but not in set x.           [1]      ",
+            "11": "11  \u00a9 ucles 2019 0607/11/m/j/19  20 a is the point (\u20133, 4) and b is the point (2, 2).    find the vector ab.   \uf0e6\uf0f6 \uf0e7\uf0f7 \uf0e8\uf0f8   [2]      21 the graph of y = f(x) is translated by the vector \uf0f7 \uf0f8\uf0f6\uf0e7 \uf0e8\uf0e6\uf02d 02.   write down the equation of the new graph.     y =   [1]     ",
+            "12": "12    permission to reproduce items where third-party owned material pr otected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to trac e 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 ans wer-related information to candidates, all copyright acknowledgements are reproduced onl ine 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 the camb ridge assessment group.  cambridge assessment is the brand name  of the university of  cambridge local examinations syndicate (ucles), which it self is a department of the university of cambridge.    \u00a9 ucles 2019 0607/11/m/j/19  blank page "
+        },
+        "0607_s19_qp_12.pdf": {
+            "1": "    this document consists of 11 printed pages and 1 blank page.  ib19 06_0607_12/3rp  \u00a9 ucles 2019    [turn over       \uf02a\uf036\uf034\uf033\uf038\uf031\uf038\uf030\uf035\uf039\uf030\uf02a \uf020 cambridge assessment international education  cambridge international general certificate of secondary education       cambridge international mathematics 0607/12     paper 1 (core)  may/june 2019     45 minutes    candidates answer on the question paper.    additional materials: geometrical instruments      read these instructions first    write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen.  do not use staples, paper clips, glue or correction fluid.  you may use an hb pencil for any diagrams or graphs. do not  write in any barcodes.    answer all the questions.  calculators must not be used in this paper.  all answers should be given in their simplest form.  you must show all the relevant working to gain fu ll marks and you will be given marks for correct methods  even if your answer is incorrect.  the number of marks is given in brackets [  ] at the end of each question or part question.  the total number of marks for this paper is 40.      ",
+            "2": "2  \u00a9 ucles 2019 0607/12/m/j/19  formula list   area, a, of triangle, base b, height h. a = 1 2bh  area, a, of circle, radius r. a = \uf070r2  circumference, c, of circle, radius r. c = 2\uf070r  curved surface area, a, of cylinder of radius r, height h. a = 2\uf070rh  curved surface area, a, of cone of radius r, sloping edge l. a = \uf070rl  curved surface area, a, of sphere of radius r. a = 4\uf070r2  volume, v, of prism, cross-sectional area a, length l. v = al  volume, v, of pyramid, base area a, height h. v = 1 3ah  volume, v, of cylinder of radius r, height h. v = \uf070r2h  volume, v, of cone of radius r, height h. v = 1 3\uf070r2h  volume, v, of sphere of radius r. v = 4 3\uf070r3      ",
+            "3": "3  \u00a9 ucles 2019 0607/12/m/j/19 [turn over  answer all the questions.    1 write 123.456 correct to the nearest 10.         [1]     2 work out how many days there are in 5 weeks.         days  [1]      3 find 10% of 300.        [1]     4 draw all the lines of symmetry on the diagram.           [2]     ",
+            "4": "4  \u00a9 ucles 2019 0607/12/m/j/19  5  \u20132\u201310123123 x4 \u20133\u20132\u20131545 \u20133 \u2013 4 \u20135 \u20135\u2013 4y      on the grid, plot and label the points a (\u2013 4, 3) and b (5, \u20132). [2]      6 complete the statement.  an angle that is more than 180 \uf0b0 but is less than 360 \uf0b0 is called  [1]      7  12  cm12  cm3 cm 3 cmnot to  scale      a square of side 3  cm is removed from the corner of a square of side 12  cm.    find the area of the remaining shape.          cm 2  [2]     ",
+            "5": "5  \u00a9 ucles 2019 0607/12/m/j/19 [turn over  8  p = r + 5t    find the value of p when r = 7 and t = 6.        p =   [2]      9   north a b    the diagram shows two towns, a and b, on a map.    measure the bearing of b from a.     [1]      10 complete the mapping diagram.    1 23 52 8 18 98 x                                 f(x)   [2]     ",
+            "6": "6  \u00a9 ucles 2019 0607/12/m/j/19  11   x ay o x by o x cy ox dy o      the diagrams a, b, c and d each show the graph of a straight line.    write down the letter of the diagram which shows the line   (a)  x = 3,     [1]      (b)  y = 2x \u2013 1.     [1]      ",
+            "7": "7  \u00a9 ucles 2019 0607/12/m/j/19 [turn over  12 a circle has radius 3.5  cm.   find the circumference of the circle. leave your answer in terms of \u03c0.           cm  [2]      13  xy 0\u22121 \u22122 \u22123 \u22124 \u22125 \u22126 \u22127 \u22128 1 2 3423 145 \u22121 \u22122 \u22123\u22124 \u22125     the diagram shows the graph of a function that has two asymptotes.  the equation of one asymptote is  y = 0.   on the diagram, draw the other asymptote. [1]     ",
+            "8": "8  \u00a9 ucles 2019 0607/12/m/j/19  14 factorise  4 p \u2013 14.     [1]       15  f(x) =  31x2   find f(\u20136).     [1]       16  10  m x mnot to  scale 40\u00b0     sin 40\u00b0 cos 40\u00b0 tan 40\u00b0  0.643 0.766 0.839     use the information to work out the value of x.    x =   [2]      ",
+            "9": "9  \u00a9 ucles 2019 0607/12/m/j/19 [turn over  17 the marks of 200 students in a mathematic s test are recorded in the table below.    mark ( x) 0 < x \u2264 20 20 < x \u2264 30 30 < x \u2264 40 40 < x \u2264 50 50 < x \u2264 60 60 < x \u2264 80 80 < x \u2264 100  frequency 15 21 35 40 36 28 25     complete the following cumulative frequency table.    mark ( x) x \u2264 20 x \u2264 30 x \u2264 40 x \u2264 50 x \u2264 60 x \u2264 80 x \u2264 100  cumulative  frequency       2 0 0     [2]      18 a bag contains 5 red balls and 3 green balls.   two balls are chosen at random.    complete the diagram.   red greenred greenredgreen73 7585      first ball                                         second ball     [2]    ",
+            "10": "10  \u00a9 ucles 2019 0607/12/m/j/19  19 solve the simultaneous equations.    5x + 2y = 1  2x + 3y = 7                x =   y =   [4]      20 the interior angle of a regular polygon is 160 \uf0b0.    find the number of sides of the polygon.            [3]       ",
+            "11": "11  \u00a9 ucles 2019 0607/12/m/j/19  21 u = {x | 3 \u2264 x \u2264 10, where x is an integer}   a = {x | x is a multiple of 3 or 5}   b = {x | 3x + 2 < 20}     (a) list the members of set b.          {  }  [2]       (b) complete the venn diagram.    ab 10 7   [2]       (c) list the members of a \uf0c7 b.    {  }  [1]        ",
+            "12": "12    permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to trac e 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 ans wer-related information to candidates, all copyright acknowledgements are reproduced onl ine in the cambridge  assessment international education copyri ght acknowledgements booklet. this is produc ed 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 the ca mbridge assessment group. cambridge assessment is the brand name of the university of  cambridge local examinations syndicate (ucles), which it self is a department of the university of cambridge.    \u00a9 ucles 2019 0607/12/m/j/19  blank page "
+        },
+        "0607_s19_qp_13.pdf": {
+            "1": "    this document consists of 10 printed pages and 2 blank pages.  ib19 06_0607_13/5rp  \u00a9 ucles 2019   [turn over     \uf02a\uf031\uf034\uf035\uf035\uf038\uf036\uf031\uf032\uf038\uf034\uf02a \uf020 cambridge assessment international education  cambridge international general certificate of secondary education       cambridge international mathematics 0607/13     paper 1 (core)  may/june 2019     45 minutes    candidates answer on the question paper.    additional materials: geometrical instruments      read these instructions first    write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen.  do not use staples, paper clips, glue or correction fluid.  you may use an hb pencil for any diagrams or graphs. do not  write in any barcodes.    answer all the questions.  calculators must not be used in this paper.  all answers should be given in their simplest form.  you must show all the relevant working to gain fu ll marks and you will be given marks for correct methods  even if your answer is incorrect.  the number of marks is given in brackets [  ] at the end of each question or part question.  the total number of marks for this paper is 40.        ",
+            "2": "2  \u00a9 ucles 2019 0607/13/m/j/19  formula list   area, a, of triangle, base b, height h. a = 1 2bh  area, a, of circle, radius r. a = \uf070r2  circumference, c, of circle, radius r. c = 2\uf070r  curved surface area, a, of cylinder of radius r, height h. a = 2\uf070rh  curved surface area, a, of cone of radius r, sloping edge l. a = \uf070rl  curved surface area, a, of sphere of radius r. a = 4\uf070r2  volume, v, of prism, cross-sectional area a, length l. v = al  volume, v, of pyramid, base area a, height h. v = 1 3ah  volume, v, of cylinder of radius r, height h. v = \uf070r2h  volume, v, of cone of radius r, height h. v = 1 3\uf070r2h  volume, v, of sphere of radius r. v = 4 3\uf070r3      ",
+            "3": "3  \u00a9 ucles 2019 0607/13/m/j/19 [turn over  answer all the questions.    1 ola gives her grandson $3 each month.    work out how much her grandson receives in 1 year.    $   [1]      2  0 123123y 4 5xa      write down the co-ordinates of point a.  (  ,  )  [1]      3   15        17        21        25        36        38      from the list of numbers write down  (a) the prime number,   [1]      (b) a square number.   [1]       ",
+            "4": "4  \u00a9 ucles 2019 0607/13/m/j/19  4 abcd  is a quadrilateral.    d c banot to scale     write down the mathematical name   (a) for this quadrilateral,   [1]     (b) for triangle abd .   [1]      5 to use his mobile phone, paul is charged      12 cents for each minute plus $20 monthly line rental.   one month paul used his mobile phone for 30 minutes.    find the total charge for this month.    $   [2]       6          complete the statement.    the diagram has rotational symmetry of order   [1]    ",
+            "5": "5  \u00a9 ucles 2019 0607/13/m/j/19 [turn over  7 write down which of the following data is discrete.    a the weight of a child.   b the number of eggs in a basket.   c the time it takes to bake a cake.     [1]      8 complete the mapping diagram.    1 23 44 7 10 22x f(x)   [2]      9 use one of the following symbols  >,  <  or  =  to make each statement correct.    1  20 \u00f7 (5 \u2013 3)    2 + 3 \uf0b4 3  11  [2]       ",
+            "6": "6  \u00a9 ucles 2019 0607/13/m/j/19  10 200 people were asked to choose their favourite type of restaurant.    the results are shown in the pie chart.    italian 37%indian 16% chinese 22% mexicannot to  scale     (a) find the sector angle for mexican restaurants.       [2]       (b) how many of the 200 people chose chinese restaurants?        [2]      11  not to scale 50\u00b0a bnorth north      find the bearing of point b from point a.         [2]     ",
+            "7": "7  \u00a9 ucles 2019 0607/13/m/j/19 [turn over  12 solve   15 2x\uf03d.         x =    [1]      13 change 12 310 cm2 into m2.              m 2  [1]      14 adil and serena share a prize in the ratio   adil : serena = 3 : 7.  adil receives $60.   work out how much serena receives.    $   [2]     15 james buys a bottle of cola for 40 cents.   he then sells it for 50 cents.    work out his percentage profit.                %  [2]       ",
+            "8": "8  \u00a9 ucles 2019 0607/13/m/j/19  16 a circle has radius 5  cm.     find the area of the circle giving your answer in terms of \u03c0.               cm 2  [1]      17 find the equation of the line that is parallel to the y-axis and passes through the point (3, 0).            [2]      18 here are the first five terms in a sequence.     \u20131 5 11 17 23    find the nth term.          [2]      19     not to  scale20  cm x cm 47\u00b0              put a ring around the correct expression for the distance x.      20 tan 47\uf0b0 20 sin 47 \uf0b0 20 cos 47 \uf0b0  [1]     ",
+            "9": "9  \u00a9 ucles 2019 0607/13/m/j/19 [turn over  20 yan and ahmed play two games.    the probability that yan wins a game is  41.      yan wins ahmed winsyanwins ahme d winsyan wins ahme d wins41 41 41 4343 43first game second game      work out the probability that  yan wins exactly one game.       [2]      21 solve the simultaneous equations.    3x + y = 4  2x \uf02d y = 6    x =   y =   [2]     ",
+            "10": "10  \u00a9 ucles 2019 0607/13/m/j/19  22  160 height (cm)165 170 180 1755101520253035404550 0cumulative  frequency 185      the diagram shows a cumulative frequency curve for the heights of 50 students.     estimate    (a)  the median height,     cm  [1]       (b)  the inter-quartile range.        cm  [2]      23 the graph of  y = x3  is translated by the vector \uf0f7 \uf0f8\uf0f6\uf0e7 \uf0e8\uf0e6 \uf02d30.  write down the equation of the new graph.     y =   [1]     ",
+            "11": "11  \u00a9 ucles 2019 0607/13/m/j/19  blank page   ",
+            "12": "12    permission to reproduce items where third-party owned material pr otected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to trac e 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 ans wer-related information to candidates, all copyright acknowledgements are reproduced onl ine 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 the camb ridge assessment group.  cambridge assessment is the brand name  of the university of  cambridge local examinations syndicate (ucles), which it self is a department of the university of cambridge.    \u00a9 ucles 2019 0607/13/m/j/19  blank page "
+        },
+        "0607_s19_qp_21.pdf": {
+            "1": "this document consists of 8 printed pages. dc (nh/sw) 164749/2 \u00a9 ucles 2019  [turn overcambridge assessment international education cambridge international general certificate of secondary education *8407547624* cambridge international mathematics  0607/21 paper 2 (extended)  may/june 2019  45 minutes candidates answer on the question paper. additional materials:  geometrical instruments read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen. do not use staples, paper clips, glue or correction fluid. you may use an hb pencil for any diagrams or graphs. do not  write in any barcodes. answer all the questions. calculators must not be used in this paper. all answers should be given in their simplest form. you must show all the relevant working to gain full marks and you will be given marks for correct methods  even if your answer is incorrect. the number of marks is given in brackets [ ] at the end of each question or part question. the total number of marks for this paper is 40.",
+            "2": "2 0607/21/m/j/19 \u00a9 ucles 2019 formula list for the equation  ax bx c02++ = xabb ac 242!=-- curved surface area, a, of cylinder of radius r, height h. r ar h2= curved surface area, a, of cone of radius r, sloping edge l. r ar l= curved surface area, a, of sphere of radius r. r ar42= v olume, v, of pyramid, base area a, height h. va h31= v olume, v, of cylinder of radius r, height h. rvr h2= v olume, v, of cone of radius r, height h. r vr h31 2= v olume, v, of sphere of radius r. r vr34 3=      sins in sin aa bb cc==      cos ab cb ca222 2=+ -      sinbc a21area=a c bcb a",
+            "3": "3 0607/21/m/j/19 \u00a9 ucles 2019 [turn over answer all the questions. 1 work out.  (a) (0.3)2      [1]  (b) 94 61-      [2] 2 divide 360 in the ratio 7 : 2.    .  , .  [2] 3 not to scale 64\u00b0 33\u00b0 55\u00b0f b d cea  abc is a triangle.  fed  and bcd  are straight lines.  work out angle edc .  angle edc =     [2]",
+            "4": "4 0607/21/m/j/19 \u00a9 ucles 2019 4 expand and simplify.      4(3x + y) - 3(x - 2y)      [2] 5 sacha drove 425  km from home at an average speed of 100  km/h.  (a) calculate the time for the journey giving your answer in hours and minutes.    ... h ...  min [2]  (b) the return journey took 3 hours and 55 minutes.   she started at 21  56.   at what time did she arrive home?      [2] 6 (a) write down the integer solutions to this inequality. x 22 81g-      [2]  (b) solve   xx 22 51 4 2++  .      [2]",
+            "5": "5 0607/21/m/j/19 \u00a9 ucles 2019 [turn over 7 work out   (5.2 # 1018)  -  (2.4 # 1017).  give your answer in standard form.      [2] 8 a map is drawn to a scale of 1  cm to 5  km.  (a) on the map, the distance between two towns is 4.8  cm.   find the actual distance between the towns.    ... km [1]  (b) an island has an area of 75  km2.   find the area of the island on the map.    .. cm2 [2] 9 factorise  completely.       2x2 - 18      [2]",
+            "6": "6 0607/21/m/j/19 \u00a9 ucles 2019 10 u = {integers from 1 to 12}  a = {1, 2, 4, 5, 12}  b = {2, 3, 4, 6, 10}  c = {1, 2, 8, 9, 10}  (a) complete the venn diagram. u a cb  [2]  (b) find (( ) ab c n+, )l.      [1] 11 the point a has co-ordinates (3, 8).  the point b has co-ordinates (7, 0).  (a) find the co-ordinates of the midpoint of ab.   ( ...  , )  [1]  (b) find the equation of the perpendicular bisector of ab.   write your answer in the form y = mx + c.  y =    [3]",
+            "7": "7 0607/21/m/j/19 \u00a9 ucles 2019 [turn over 12 not to scale r cm60\u00b0 12 cm  the sector and the circle have the same area.  the angle of the sector is 60\u00b0.  the radius of the sector is 12  cm and the radius of the circle is r cm.  work out the value of r.  give your answer as a surd in its simplest form.  r =    [3] 13 rearrange this formula to make b the subject. ()aabh2=+  b =    [3] question 14 is printed on the next page.",
+            "8": "8 0607/21/m/j/19 \u00a9 ucles 2019 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 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.14 (a) find the value of log525.      [1]  (b) simplify   logl og 63 23- .      [2]"
+        },
+        "0607_s19_qp_22.pdf": {
+            "1": "this document consists of 8 printed pages. dc (sc/sw) 164744/2 \u00a9 ucles 2019  [turn overcambridge assessment international education cambridge international general certificate of secondary education *2002671041* cambridge international mathematics  0607/22 paper 2  (extended)  may/june 2019  45 minutes candidates answer on the question paper. additional materials:  geometrical instruments read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen. do not use staples, paper clips, glue or correction fluid. you may use an hb pencil for any diagrams or graphs. do not  write in any barcodes. answer all the questions. calculators must not be used in this paper. all answers should be given in their simplest form. you must show all the relevant working to gain full marks and you will be given marks for correct methods even if your answer is incorrect. the number of marks is given in brackets [  ] at the end of each question or part question. the total number of marks for this paper is 40.",
+            "2": "2 0607/22/m/j/19 \u00a9 ucles 2019 formula list for the equation  ax bx c02++ = xabb ac 242!=-- curved surface area, a, of cylinder of radius r, height h. r ar h2= curved surface area, a, of cone of radius r, sloping edge l. rar l= curved surface area, a, of sphere of radius r. r ar42= v olume, v, of pyramid, base area a, height h. va h31= v olume, v, of cylinder of radius r, height h. rvr h2= v olume, v, of cone of radius r, height h. r vr h31 2= v olume, v, of sphere of radius r. r vr34 3=      sins in sin aa bb cc==      cos ab cb ca222 2=+ -      sinbc a21area =a c bcb a",
+            "3": "3 0607/22/m/j/19 \u00a9 ucles 2019 [turn over answer all the questions. 1 not to scale 65\u00b0x\u00b0y\u00b0  find the value of x and the value of y.  x  =    y  =    [2] 2 a regular polygon has 40 sides.  find the size of one exterior angle.       [2] 3 a is the point (1, 5) and b is the point (6, 2).  find the column vector ab.  fp  [2] 4  t = 3p2  (a) find the value of t when p = 4.  t  =    [1]  (b) re-arrange the formula to write p in terms of t.  p  =  \ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd  [2]",
+            "4": "4 0607/22/m/j/19 \u00a9 ucles 2019 5 00200400600800 100300500700 10 20 height (cm)cumulative frequency 30 40 50  the cumulative frequency curve shows some information about the heights of 800 plants.  find  (a) the median,     ... cm [1]  (b) the upper quartile.     ... cm [1] 6 work out   54121' .       [2] 7 a car travels 85  km in 50 minutes.  find the average speed of the car, giving your answer in km/h.      km/h  [2]",
+            "5": "5 0607/22/m/j/19 \u00a9 ucles 2019 [turn over 8 solve the simultaneous equations.  a + b = 16  2a - b = 17  a  =    b  =    [2] 9 find the equation of the line parallel to the line   y = 3 - x    that passes through the point (0, 7).       [2] 10 work out the value of 27131- eo .       [1] 11   .pq 5u   n(u) = 25   n(p) = 10   n(q) = 17   ()pqn, l = 5  complete the venn diagram.  [2] 12 factorise completely.    ab - a - b + 1      [2]",
+            "6": "6 0607/22/m/j/19 \u00a9 ucles 2019 13 work out   1.1 # 1030  + 1.1 # 1029 , giving your answer in standard form.       [2] 14 find the highest common factor (hcf) of   8 p4q8   and   4 p3q10.       [2] 15 not to scale 25\u00b0a\u00b0 b\u00b0 80\u00b0  the diagram shows a cyclic quadrilateral.  find the value of a and the value of b.  a  =    b  =    [2]",
+            "7": "7 0607/22/m/j/19 \u00a9 ucles 2019 [turn over 16 rationalise the denominator.   51 1-       [2] 17 y is inversely proportional to x4+.  when x = 5, y = 12.  find y in terms of x.  y \u0003=    [2] 18 simplify.   xy xy 392 +-       [3] question 19 is printed on the next page.",
+            "8": "8 0607/22/m/j/19 \u00a9 ucles 2019 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 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.19 (a) logl og x 23 4 =   find the value of x.  x  =    [2]  (b) logl og logl og xu vp +- =   find p in terms of x, u and v.  p  =    [1]"
+        },
+        "0607_s19_qp_23.pdf": {
+            "1": "this document consists of 8 printed pages. dc (lk/sw) 164745/2 \u00a9 ucles 2019  [turn overcambridge assessment international education cambridge international general certificate of secondary education *0139225842* cambridge international mathematics  0607/23 paper 2 (extended)  may/june 2019  45 minutes candidates answer on the question paper. additional materials:  geometrical instruments read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen. do not use staples, paper clips, glue or correction fluid. you may use an hb pencil for any diagrams or graphs. do not  write in any barcodes. answer all the questions. calculators must not be used in this paper. all answers should be given in their simplest form. you must show all the relevant working to gain full marks and you will be given marks for correct methods  even if your answer is incorrect. the number of marks is given in brackets [  ] at the end of each question or part question. the total number of marks for this paper is 40.",
+            "2": "2 0607/23/m/j/19 \u00a9 ucles 2019 formula list for the equation  ax bx c02++ = xabb ac 242!=-- curved surface area, a, of cylinder of radius r, height h. r ar h2= curved surface area, a, of cone of radius r, sloping edge l. rar l= curved surface area, a, of sphere of radius r. r ar42= v olume, v, of pyramid, base area a, height h. va h31= v olume, v, of cylinder of radius r, height h. rvr h2= v olume, v, of cone of radius r, height h. r vr h31 2= v olume, v, of sphere of radius r. r vr34 3=      sins in sin aa bb cc==      cos ab cb ca222 2=+ -      sinbc a21area=a c bcb a",
+            "3": "3 0607/23/m/j/19 \u00a9 ucles 2019 [turn over answer all the questions. 1 work out.    ()23-      [1] 2   ()fxx 13=-  find the value of ()f1-.      [1] 3 not to scale 71\u00b0132\u00b0 x\u00b0  find the value of x.  x =    [2] 4 expand the brackets and simplify.     () () xx23 13 12 -+ -      [2]",
+            "4": "4 0607/23/m/j/19 \u00a9 ucles 2019 5 a quadrilateral has \u2022 two pairs of parallel sides \u2022 all sides the same length \u2022 no right angles.  write down the mathematical name of this quadrilateral.      [1] 6     16  10  11  15  10  12  14       13       17       10       15  find the median of these eleven numbers.        [1] 7 work out.     552132#      [3]",
+            "5": "5 0607/23/m/j/19 \u00a9 ucles 2019 [turn over 8 work out the following.   give each answer in standard form.  (a) () () 1102 1012## +-      [2]  (b) () () 1102 1012## '-      [2] 9 a bag contains 2 blue balls, 3 red balls and 5 green balls only.  john takes a ball out of the bag at random.  he records the colour and puts the ball back in the bag.  flavia takes a ball out of the bag at random and records the colour.  find the probability that both balls are red.      [2] 10  a6 8=eo b2 8=-eo  (a) find  ab3-.  fp  [2]  (b) work out   a.      [2]",
+            "6": "6 0607/23/m/j/19 \u00a9 ucles 2019 11 a travel agent has the following exchange rates.     \u00a31  =  $1.25     \u00a31  =  \u20ac1.20  (a) change \u00a3200 into dollars ($).  $    [1]  (b) change $100 into euros (\u20ac).  \u20ac    [2] 12 the point a has co-ordinates (1, 3) and the point b has co-ordinates (4, 1).  b is the midpoint of the line ac.  find the co-ordinates of the point c.   ( ...  , ...  ) [2] 13 make a the subject of   su ta t21 2=+ .  a =  .  [3] 14 factorise completely.     ac bc ad bd 698 12 -- +      [2]",
+            "7": "7 0607/23/m/j/19 \u00a9 ucles 2019 [turn over 15 erica walks 13  km in 2 hours.  she then runs at a speed of 12  km/h for 45 minutes.  find her average speed in km/h for the whole journey.    ...  km/h  [3] 16 not to scale x\u00b0y\u00b0 oad c b  the diagram shows a circle, centre o.  aob  is a straight line.  bcd  is a tangent to the circle at c.  find y in terms of x.  y =     [3] question 17 is printed on the next page.",
+            "8": "8 0607/23/m/j/19 \u00a9 ucles 2019 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 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.17 the table shows the heights, x cm, of some students at a school. height ( x cm) frequency x 150 1601g 8 x 160 1651g 20 x 165 1701g 24  on the grid below, draw a histogram to show this information. 024 135 150 160 height (cm)frequency density 170 x  [3]"
+        },
+        "0607_s19_qp_31.pdf": {
+            "1": "this document consists of 18 printed pages and 2 blank pages. dc (lk/fc) 168251/2 \u00a9 ucles 2019  [turn over *7314200078* cambridge international mathematics  0607/31 paper 3 (core)  may/june 2019  1 hour 45 minutes candidates answer on the question paper. additional materials:  geometrical instruments  graphics calculator read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen. do not use staples, paper clips, glue or correction fluid. you may use an hb pencil for any diagrams or graphs. do not  write in any barcodes. answer all the questions. unless instructed otherwise, give your answers exactly or correct to three significant figures as appropriate. answers in degrees should be given to one decimal place. for r, use your calculator value. you must show all the relevant working to gain full marks and you will be given marks for correct methods,  including sketches, even if your answer is incorrect. the number of marks is given in brackets [  ] at the end of each question or part question. the total number of marks for this paper is 96.cambridge assessment international education cambridge international general certificate of secondary education",
+            "2": "2 0607/31/m/j/19 \u00a9 ucles 2019 formula list area, a, of triangle, base b, height h. a = bh21 area, a, of circle, radius r. a = rr2 circumference, c, of circle, radius r. c = 2rr curved surface area, a, of cylinder of radius r, height h. a = 2rrh curved surface area, a, of cone of radius r, sloping edge l. a = rrl curved surface area, a, of sphere of radius r. a = 4rr2 v olume, v, of prism, cross-sectional area a, length l. v = al v olume, v, of pyramid, base area a, height h. v = ah31 v olume, v, of cylinder of radius r, height h. v = rr2h v olume, v, of cone of radius r, height h. v = rh31 2r v olume, v, of sphere of radius r. v = r34 3r",
+            "3": "3 0607/31/m/j/19 \u00a9 ucles 2019 [turn over answer all the questions. 1 (a) write in words the number 6015.    [1]  (b) find the value of   (i) 43,   ...  [1]   (ii) () 31 623 9 #+ ,   ...  [1]   (iii) 352#,   ...  [1]   (iv) 40 102#- .   ...  [1]  (c) find   (i) 81,   ...  [1]   (ii) a prime number between 20 and 30,   ...  [1]   (iii) 60 as a product of prime factors.   ...  [2]",
+            "4": "4 0607/31/m/j/19 \u00a9 ucles 2019 2   this shape is drawn on a 1  cm2 grid.  (a) (i) work out the area and the perimeter of the shape.    give the units of each answer.  area =  .     .  perimeter =  .     .  [4]   (ii) the shape is enlarged by a scale factor of 3.    find the perimeter of the enlarged shape.    give your answer in metres.   ...  m [3]  (b) write down the order of rotational symmetry of the shape.   ...  [1]  (c) on the diagram, draw all the lines of symmetry.  [2]",
+            "5": "5 0607/31/m/j/19 \u00a9 ucles 2019 [turn over  (d) work out the sum of all the interior angles of the shape.   ...  [3]  (e)  \u20132 \u20133\u20132\u2013112345 \u20131 0 1a bxy 4 5 6 2 3   write down the co-ordinates of point a and point b.  a   ( .   ,  .  )  b   ( .   ,  .  ) [2]",
+            "6": "6 0607/31/m/j/19 \u00a9 ucles 2019 3 (a) a packet of cereal costs $2.80 .   work out the largest number of these packets that can be bought with $20.   how much change would you get?  .. packets and   $ .. change  [3]  (b) a packet originally contained 450  g of cereal.   the mass of cereal in the packet is increased by 15%.   work out how much extra  cereal is added to the packet.     g [2]  (c) 51 out of 300 people said they would buy the heavier packet of cereal.   work out 51 as a percentage of 300.   ...  % [1]",
+            "7": "7 0607/31/m/j/19 \u00a9 ucles 2019 [turn over 4 this formula can be used to change a temperature in degrees celsius, c, to a temperature in  degrees  fahrenheit, f.    fc23 0 =+  (a) find the value of f when   (i) c 0=,   ...  [1]   (ii) c 120= .   ...  [1]  (b) find the value of c when f350= .   ...  [2]  (c) find the value of c when fc=.   ...  [2]  (d) rearrange the formula to make c the subject.     fc23 0 =+  c =  ..  [2]",
+            "8": "8 0607/31/m/j/19 \u00a9 ucles 2019 5 henri records the number of people in each car passing through his village.  the results are shown in the table. number of people number of cars 1 35 2 25 3 20 4 10 5 10  (a) complete the bar chart to show this information. 01 2 3 4 number of peoplenumber of cars 5510152025303540  [2]",
+            "9": "9 0607/31/m/j/19 \u00a9 ucles 2019 [turn over  (b) find the total number of cars that henri recorded.   ...  [1]  (c) using the results in the table, work out   (i) the mode,   ...  [1]   (ii) the median,   ...  [1]   (iii) the mean.   ...  [2]  (d) one of the cars is chosen at random.   work out the probability that it contains   (i) 4 people,   ...  [1]   (ii) 1 or 2 people.    give your answer as a fraction in its simplest form.   ...  [2]",
+            "10": "10 0607/31/m/j/19 \u00a9 ucles 2019 6 (a) these are the first four terms of a sequence.     11   18   25   32   (i) write down the rule for continuing this sequence.    [1]   (ii) find an expression for the nth term of this sequence.   ...  [2]  (b) here are the first four terms of another sequence.     23   18   13   8   find the next two terms of this sequence.  . ,   [2]",
+            "11": "11 0607/31/m/j/19 \u00a9 ucles 2019 [turn over 7 (a) on the grid, draw the image of the shape after a translation by vector 4 2-eo .  [2]  (b) on the grid, draw the image of the shape after a rotation of 90\u00b0 anticlockwise about the point o. o  [2]",
+            "12": "12 0607/31/m/j/19 \u00a9 ucles 2019 8 (a) simplify.      aaa423+-   ...  [1]  (b) solve.   (i) x 17 4-=  x =  ..  [1]   (ii) x 54=  x =  ..  [1]   (iii) x23 14 4 +=` j  x =  ..  [3]  (c) factorise fully.      x12 30-   ...  [2]",
+            "13": "13 0607/31/m/j/19 \u00a9 ucles 2019 [turn over  (d) simplify fully.   (i) xxx 743#   ...  [2]   (ii) yy 315 26   ...  [2]",
+            "14": "14 0607/31/m/j/19 \u00a9 ucles 2019 9 crystal carries out a survey of cars, vans and lorries that drive past her house.  (a) she sees a total of 500 of these types of vehicle.   the ratio    cars : vans : lorries   =    14 : 4 : 7.   work out how many of each type of vehicle she sees.  cars  ..  vans  ..  lorries  ..  [3]  (b) one car travels 2.5  km in 5 minutes.   work out the speed of this car in kilometres per hour.   ..  km/h  [2]  (c) crystal measures the speed of each of the 500 vehicles.   her results are shown in the table. speed ( s km/h) frequency s01 0 1g 0 s 10 021g 20 s 20 031g 230 s 30 041g 170 s 40 051g 60 s 50 061g 20",
+            "15": "15 0607/31/m/j/19 \u00a9 ucles 2019 [turn over   (i) complete the cumulative frequency table. speed ( s km/h)cumulative  frequency s10g 0 s20g s30g s40g s50g s60g 500  [1]   (ii) on the grid, draw a cumulative frequency curve for this information. 0 10 0 20 30 40 speed  (km/h)cumulative frequency 50 60s100200300400500  [3]   (iii) use your cumulative frequency curve to estimate the number of cars travelling   faster than 35 km/h.   ...  [2]",
+            "16": "16 0607/31/m/j/19 \u00a9 ucles 2019 10  7 cm h cmnot to scale  a cylinder has radius 7  cm and height h cm.  (a) show that the area of the circular end of the cylinder is 154  cm2, correct to the nearest whole number.  [2]  (b) the volume of the cylinder is 2 litres.   work out the value of h.  h =  ..  [2]  (c) a cube has side length x cm.   it has the same volume as the cylinder.   find the value of x.  x =  ..  [3]",
+            "17": "17 0607/31/m/j/19 \u00a9 ucles 2019 [turn over 11 a vertical post, 1.75  m tall, stands on horizontal ground.  one day, the post casts a shadow of length 3.28  m. x m 1.75  mnot to scale 3.28  my\u00b0sun  (a) find the value of x.  x =  ..  [2]  (b) find the value of y, the angle of elevation of the sun.  y =  ..  [2]",
+            "18": "18 0607/31/m/j/19 \u00a9 ucles 2019 12  xy \u201330\u2013320 5  the diagram shows the graph of  yx 2=+   for x35gg- .  (a) find the co-ordinates of the y-intercept.  (    ,    ) [1]  (b) on the diagram, sketch the graph of  yx x12=- -  for x35gg- .  [2]  (c) solve this equation.       xx x122-- =+  x = . or x = .  [2]",
+            "19": "19 0607/31/m/j/19 \u00a9 ucles 2019 blank page",
+            "20": "20 0607/31/m/j/19 \u00a9 ucles 2019 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 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.blank page"
+        },
+        "0607_s19_qp_32.pdf": {
+            "1": "this document consists of 16 printed pages. dc (sc/tp) 168252/2 \u00a9 ucles 2019  [turn over *9252898331* cambridge international mathematics  0607/32 paper 3 (core)  may/june 2019  1 hour 45 minutes candidates answer on the question paper. additional materials:  geometrical instruments  graphics calculator read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen. do not use staples, paper clips, glue or correction fluid. you may use an hb pencil for any diagrams or graphs. do not  write in any barcodes. answer all the questions. unless instructed otherwise, give your answers exactly or correct to three significant figures as appropriate. answers in degrees should be given to one decimal place. for r, use your calculator value. you must show all the relevant working to gain full marks and you will be given marks for correct methods,  including sketches, even if your answer is incorrect. the number of marks is given in brackets [  ] at the end of each question or part question. the total number of marks for this paper is 96.cambridge assessment international education cambridge international general certificate of secondary education",
+            "2": "2 0607/32/m/j/19 \u00a9 ucles 2019 formula list area, a, of triangle, base b, height h. a = bh21 area, a, of circle, radius r. a = rr2 circumference, c, of circle, radius r. c = 2rr curved surface area, a, of cylinder of radius r, height h. a = 2rrh curved surface area, a, of cone of radius r, sloping edge l. a = rrl curved surface area, a, of sphere of radius r. a = 4rr2 v olume, v, of prism, cross-sectional area a, length l. v = al v olume, v, of pyramid, base area a, height h. v = ah31 v olume, v, of cylinder of radius r, height h. v = rr2h v olume, v, of cone of radius r, height h. v = rh31 2r v olume, v, of sphere of radius r. v = r34 3r",
+            "3": "3 0607/32/m/j/19 \u00a9 ucles 2019 [turn over answer all the questions. 1 (a) write in words the number 27  003.    [1]  (b) write 0.37 as a fraction.     [1]  (c) write down a square number between 30 and 50.     [1]  (d) complete the list of factors of 12.  .. , 2 , .. , .. , 6 , ..  [2]  (e) work out   ..26 072- .     [1] 2 mr and mrs tan and their three children go on a boat trip.  (a) one adult fare costs $15 and one child fare costs $8.   (i) find the total cost of their fares.  $    [2]   (ii) find how much change they receive from $100.  $    [1]  (b) the boat sails 6  km in 90 minutes.   work out the speed of the boat in km/h.    km/h  [3]",
+            "4": "4 0607/32/m/j/19 \u00a9 ucles 2019 3 (a) the bar chart shows the number of pieces of different types of fruit in a basket. oranges apples grapes bananas cherries02468101214 number of pieces of fruit   (i) find the total number of pieces of fruit in the basket.     [1]   (ii) find how many more cherries there are than oranges.     [1]   (iii) one piece of fruit is chosen at random from the basket.     find the probability that it is a banana.     [1]   (iv) find the percentage of pieces of fruit in the basket that are apples.   . % [2]",
+            "5": "5 0607/32/m/j/19 \u00a9 ucles 2019 [turn over  (b)   15        18        21        32        11        8        34        17        21        6        45   from this list of eleven numbers, find   (i) the mode,     [1]   (ii) the range,     [1]   (iii) the median,     [1]   (iv) the mean,     [1]   (v) the lower quartile,     [1]   (vi) the inter-quartile range.     [1]",
+            "6": "6 0607/32/m/j/19 \u00a9 ucles 2019 4 (a) write down the correct mathematical name for each shape.                          [4]",
+            "7": "7 0607/32/m/j/19 \u00a9 ucles 2019 [turn over  (b)  52\u00b0 88\u00b0not to scalea de fc b   abc  is parallel to def , db is parallel to ec and be is parallel to cf.   angle abd  = 52\u00b0 and angle deb  = 88\u00b0.   find the size of   (i) angle bde ,  angle bde  =    [1]   (ii) angle dbe ,  angle dbe  =    [1]   (iii) angle cfe ,  angle cfe  =    [1]   (iv) angle cbe ,  angle cbe  =    [1]   (v) angle bec .  angle bec  =    [1]",
+            "8": "8 0607/32/m/j/19 \u00a9 ucles 2019 5 (a) siobhan makes a rabbit run in the shape of a right-angled triangle.   she uses x metres of the garden fence for one side of the run.   the other two sides are made from 36 metres of wire mesh, as shown in the diagram. x m 20 m16 mnot to scalefence   (i) work out the value of x.  x =\u2009   [3]   (ii) find the area of garden used for the run.    m2 [1]  (b) siobhan\u2019s friend makes a rabbit run in the shape of a square.   she uses y metres of the garden fence for one side of the run.   the other three sides are made from 36 metres of wire mesh. y m not to scalefence   (i) work out the value of y.  y =\u2009   [1]   (ii) find the area of garden used for the square run.    m2 [1]",
+            "9": "9 0607/32/m/j/19 \u00a9 ucles 2019 [turn over 6 \u201322468101214 \u2013 4 \u2013 6 \u20138 \u201310 \u201312 \u2013146 4 8 10 12 2 \u20132 \u2013 4 \u2013 6 0y x  the diagram shows the graph of  () yx f= .  (a) write down the zeros of () yx f= .  x = . or  x = .  [1]  (b) on the diagram, draw the line of symmetry of () yx f= . [1]  (c) write down the co-ordinates of the y-intercept.  ( . , . )  [1]  (d) on the diagram   (i) sketch the image of the graph of  () yx f=  after reflection in the x-axis,  [1]   (ii) sketch the graph of    () yx 2 f=+ , [1]   (iii) sketch the graph of    () yx 3 f=+ . [1]",
+            "10": "10 0607/32/m/j/19 \u00a9 ucles 2019 7 (a) joska and sem go to the cinema to see a film.   the film starts at 15 45 and lasts for 1 hour 53 minutes.   work out the time that the film ends.     [1]  (b) not to scale 6 cm6 cm10 cm   the cinema shop sells popcorn in small boxes and large boxes.   each box is a cuboid and the cuboids are mathematically similar.   the small box has dimensions 6  cm by 6  cm by 10  cm.   the ratio of dimensions   small box : large box = 2 : 3.   work out the dimensions of a large box.   cm by  cm by  cm  [2]  (c) find the volume of a small box and the volume of a large box.  small box =\u2009 .. cm3  large box =\u2009 .. cm3 [2]  (d) a small box of popcorn costs $2.50 and a large box of popcorn costs $4.00 .   find which box of popcorn is the better value.   show all your working.     [2]  (e) write your answers to part (c)  as a ratio in its simplest form.  volume of small box  :  volume of large box  =\u2009  :    [1]",
+            "11": "11 0607/32/m/j/19 \u00a9 ucles 2019 [turn over 8 (a) show  x 22-  on the number line.  \u2013 4 \u20135 \u20133 \u20132 \u20131 0 1 2x [1]  (b) solve.   (i) x 35=  x =\u2009   [1]   (ii) x11 91 3 -=  x =\u2009   [2]  (c) expand and simplify.      () () xx27 3- +     [2]  (d) factorise completely.      xy y 262-     [2]  (e) simplify fully.      xx4753#     [2]",
+            "12": "12 0607/32/m/j/19 \u00a9 ucles 2019 9 the mass of each of eight cars, in kg, and the time taken, in seconds, each takes to reach a speed of 100  km/h  is recorded. mass (kg) 1200 1290 1320 1410 1430 1490 1580 1650 time (seconds) 11.4 10.3 10.9 6.1 7.0 4.4 4.2 3.9  (a) complete the scatter diagram.    the first four points have been plotted for you. 1100012345678911 1012 1200 1300 mass (kg)time (seconds) 1400 1500 1600 1700  [2]  (b) write down the type of correlation shown in the scatter diagram.     [1]",
+            "13": "13 0607/32/m/j/19 \u00a9 ucles 2019 [turn over  (c) (i) find the mean mass.    kg [1]   (ii) find the mean time.   ...  seconds  [1]   (iii) on the scatter diagram, draw a line of best fit.  [2]  (d) use your line of best fit to find an estimate of the time taken to reach 100  km/h for a car that has a mass  of 1550  kg.   ...  seconds  [1] 10 some students are asked if they travel to school by tram ( t) or bicycle ( b) or both.  17 travel by tram, 14 travel by bicycle and 6 travel by both tram and bicycle.  (a) show this information on the venn diagram. t b   u  [2]  (b) the total number of students asked is 30.   work out the number of students who do not travel to school by tram or bicycle or both.     [1]  (c) one of the 30 students is chosen at random.   find the probability that this student travels to school by bicycle and not by tram.     [1]  (d) on the venn diagram, shade the region ()tb, l. [1]",
+            "14": "14 0607/32/m/j/19 \u00a9 ucles 2019 11 the shape, , is shown on the diagram. \u2013 4 \u20133 \u20132 \u20131 1 0 2 3 4 5 6 7 86 5 4 39 8 7 6 2 1 \u20131 \u20132 \u20133 \u2013 4y x  on the diagram, draw the image of    after  (a) a rotation of 180\u00b0 about the origin,  [2]  (b) a translation by the vector 1 3-eo , [2]  (c) an enlargement, scale factor 2, with centre (0, 0).  [2]",
+            "15": "15 0607/32/m/j/19 \u00a9 ucles 2019 [turn over 12 here is a sequence of patterns. pattern 1 pattern 2 pattern 3 pattern 4  (a) in the space above, draw pattern 4.  [1]  (b) complete the table. pattern number 1 2 3 4 5 number of dots 2  [2]  (c) write down the rule for continuing the sequence of numbers of dots.    [1]  (d) find an expression for the nth term of the sequence of numbers of dots.     [2]  (e) zoe thinks that 134 is a term in this sequence.   is she correct?   show how you decide.   because   ...  [2] question 13 is printed on the next page.",
+            "16": "16 0607/32/m/j/19 \u00a9 ucles 2019 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 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.13 5 \u201355 \u20135y x 0    ()xx2f=  (a) on the diagram, sketch the graph of    () yx f=     for values of x between 5- and 5.  [2]  (b) write down the equation of the vertical asymptote.     [1]  (c) on the same diagram, sketch the graph of   yx 2=   for x55gg- . [2]  (d) find the values of  x when   xx2 2= .  x = .  or x = .  [2]"
+        },
+        "0607_s19_qp_33.pdf": {
+            "1": "this document consists of 18 printed pages and 2 blank pages. dc (leg/sg) 168253/4 \u00a9 ucles 2019  [turn over *7816467950* cambridge international mathematics  0607/33 paper 3 (core)  may/june 2019  1 hour 45 minutes candidates answer on the question paper. additional materials:  geometrical instruments  graphics calculator read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen. do not use staples, paper clips, glue or correction fluid. you may use an hb pencil for any diagrams or graphs. do not  write in any barcodes. answer all the questions. unless instructed otherwise, give your answers exactly or correct to three significant figures as appropriate. answers in degrees should be given to one decimal place. for r, use your calculator value. you must show all the relevant working to gain full marks and you will be given marks for correct methods,  including sketches, even if your answer is incorrect. the number of marks is given in brackets [  ] at the end of each question or part question. the total number of marks for this paper is 96.cambridge assessment international education cambridge international general certificate of secondary education",
+            "2": "2 0607/33/m/j/19 \u00a9 ucles 2019 formula list area, a, of triangle, base b, height h. a = bh21 area, a, of circle, radius r. a = rr2 circumference, c, of circle, radius r. c = 2rr curved surface area, a, of cylinder of radius r, height h. a = 2rrh curved surface area, a, of cone of radius r, sloping edge l. a = rrl curved surface area, a, of sphere of radius r. a = 4rr2 v olume, v, of prism, cross-sectional area a, length l. v = al v olume, v, of pyramid, base area a, height h. v = ah31 v olume, v, of cylinder of radius r, height h. v = rr2h v olume, v, of cone of radius r, height h. v = rh31 2r v olume, v, of sphere of radius r. v = r34 3r",
+            "3": "3 0607/33/m/j/19 \u00a9 ucles 2019 [turn over answer all the questions. 1 (a)  7         8         9         10         11         12         13   from this list of numbers, write down   (i) an even number,      [1]   (ii) a multiple of 5,      [1]   (iii) a factor of 27.      [1]  (b) write    (i) 33% as a decimal,      [1]   (ii) 43 as a decimal,      [1]   (iii) 20% as a fraction,      [1]   (iv) 0.9 as a percentage.    . % [1]  (c) write  6.666  correct to 1 decimal place.      [1]    (d) work out 40.   give your answer correct to 2 significant figures.      [2]",
+            "4": "4 0607/33/m/j/19 \u00a9 ucles 2019 2 (a)  x y   measure angle x and angle y.  x =      y =    [2]  (b) a cd be fgnot to scale   in the first diagram, two lines intersect.   in the second diagram, three lines meet at a point.   (i) complete each statement using one letter from either diagram.      angle . is acute.      angle . is reflex.  [2]   (ii) complete each statement with a number.                 e = .\u00b0           d + a = .\u00b0     e + f + g = .\u00b0  [3]",
+            "5": "5 0607/33/m/j/19 \u00a9 ucles 2019 [turn over 3 (a)   item item cost ($)number of  itemscost ($) bread  2.35 3 milk  3.00 4 eggs  2.82 1 cheese 22.04 1 total cost ($)   (i) complete the shopping bill.  [2]   (ii) work out how much change there will be from $50.  $    [1]  (b) a jar of coffee usually costs $7.50 .   this cost is reduced by 4%.   by how much is the cost reduced?  $    [1]  (c) water can be bought in a pack of 6 bottles or a pack of 10 bottles.   in both packs, the bottles are the same size.  pack of  6 bottles costs $1.38  pack of 10 bottles costs $2.20   work out which pack is the better value.   show all your working.  pack of    bottles is the better value  [3]",
+            "6": "6 0607/33/m/j/19 \u00a9 ucles 2019 4 (a)  y x \u2013 5 \u2013 4 \u2013 3 \u2013 2 \u2013 1 1 2 3 4 5 0 \u2013 112345 \u2013 2 \u2013 3 \u2013 4 \u2013 5r pq   (i) on the grid, draw the reflection of rectangle r in the y-axis.  [1]   (ii) triangle p is a reflection of triangle q.      on the grid, draw the line of reflection.  [1]",
+            "7": "7 0607/33/m/j/19 \u00a9 ucles 2019 [turn over  (b) y x \u2013 5 \u2013 4 \u2013 3 \u2013 2 \u2013 1 1 2 3 4 5 0 \u2013 112345 \u2013 2 \u2013 3 \u2013 4 \u2013 5a cb   (i) describe fully the single  transformation that maps shape a onto shape b.  ...    [3]   (ii) describe fully the single  transformation that maps shape a onto shape c.  ...    [2]",
+            "8": "8 0607/33/m/j/19 \u00a9 ucles 2019 5 (a) ten people each invest money in a bank.   the amount each person invests and their age is shown in the table. age (years) 28 40 30 66 71 70 62 56 75 22 amount  ($ thousands)2.5 4.5 3.5 6 8 7 7.5 6 9 3   (i) complete the scatter diagram.    the first five points have been plotted for you. age (years)amount ($ thousands) 20012345678910 30 40 50 60 70 80  [2]   (ii) work out the mean age and the mean amount.  mean age     years     mean amount $    thousands  [2]   (iii) using your answers to part (ii) , draw a line of best fit on the scatter diagram.  [2]   (iv) use your line of best fit to estimate how much someone aged 60 might invest.  $    thousands  [1]",
+            "9": "9 0607/33/m/j/19 \u00a9 ucles 2019 [turn over  (b) 100 other people were asked how much they had invested in the bank.   the table below shows this information. amount ($ x) number of people x0 10001g 29 x 000 1000 21g 26 x 000 000 23 1g 19 x 000 000 34 1g 14 x 000 000 45 1g 12   (i) write down the modal group.   . x1g    [1]   (ii) work out an estimate of the mean.  $    [3]",
+            "10": "10 0607/33/m/j/19 \u00a9 ucles 2019 6 (a) simplify fully.   (i) pp62-      [1]   (ii) kg kg 75 3 ++ -      [2]  (b) solve.    xx42 10 =+  x =    [2]  (c) multiply out the brackets.    x39 4-^ h      [1]  (d)     al w#= 22pl w =+   work out the value of a and the value of p when  l = 7 and w = 5.  a =      p =    [3]",
+            "11": "11 0607/33/m/j/19 \u00a9 ucles 2019 [turn over  (e) write down the value of x0 .      [1]  (f) simplify.   (i) tt54#      [1]   (ii) pp 27      [1]  (g) write down all the integer values of n that satisfy this inequality. ln51g      [1]",
+            "12": "12 0607/33/m/j/19 \u00a9 ucles 2019 7 some students are each asked how many cats and how many rabbits they have as pets.  each of the students has no other pets.  the results are shown in the table.   example: the shaded square shows 1 student has 2 rabbits and 4 cats. number of cats 0 1 2 3 4 number  of rabbits0 4 3 1 2 0 1 1 1 0 1 1 2 3 2 2 2 1 3 2 1 0 2 0 4 2 2 0 0 0  (a) find the total number of students asked.      [1]  (b) work out the number of students with   (i) exactly 3 cats,      [1]   (ii) exactly 4 pets,      [1]   (iii) fewer than 3 pets,      [1]   (iv) the same number of cats as rabbits.      [1]",
+            "13": "13 0607/33/m/j/19 \u00a9 ucles 2019 [turn over 8 (a)  20 cm 16 cmx cm12 cmc a bnot to scale   (i) work out the perimeter of triangle abc .    ... cm [1]   (ii) work out the area of triangle abc .   .. cm2 [1]   (iii) using your answer to part (ii) , find the value of  x.  x =    [2]  (b) these two triangles are mathematically similar. 12 cm18 cm 16 cm y cm20 cmnot to scale   find the value of y.  y =    [2]",
+            "14": "14 0607/33/m/j/19 \u00a9 ucles 2019 9 u ,, ,, ,,, ,, 12 34 567 8910 =\" ,  ,, , s 2357=\" ,  ,,,, t 1357 9 =\" ,  (a) write down   (i) ns^h,      [1]   (ii) st+,  \" .. , [1]   (iii) st,,  \" .. , [1]   (iv) sl.  \" .. , [1]  (b) (i) a number is chosen at random from s.    work out the probability that it is 3.      [1]   (ii) 60 students each choose a number at random from s.    find the expected number of times that 3 is chosen.      [1]",
+            "15": "15 0607/33/m/j/19 \u00a9 ucles 2019 [turn over 10  35 cm 95 cmnot to scale  a container is made from a cylinder and a hemisphere.   the cylinder has radius 35  cm and height 95  cm and the hemisphere has radius 35  cm.  the container is full of water.  calculate the total volume of water in the container.  give your answer in litres.    litres  [4]",
+            "16": "16 0607/33/m/j/19 \u00a9 ucles 2019 11 the line ab is drawn on a 1  cm2 grid. 01 1 2 32345678910 xaby  (a) write down the co-ordinates of the midpoint of the line ab.   ( .  ,  . )  [1]  (b) find the gradient of the line  ab.      [2]  (c) use pythagoras\u2019 theorem to work out the length of ab.  ab =  ... cm [3]",
+            "17": "17 0607/33/m/j/19 \u00a9 ucles 2019 [turn over 12 (a) (i) the mass of the earth\u2019s atmosphere is 5.15 \u00d7 1018 kg.    when 5.15 \u00d7 1018 is written as an ordinary number, how many zeros are there in the number?      [1]   (ii) 0.000 055% of the earth\u2019s atmosphere is hydrogen.    write 0.000 055 in standard form.      [1]  (b) (i) the international space station travels round the earth at a height of 450  km.    write 450  km in centimetres.    give your answer in standard form.   ... cm [2]   (ii) the international space station travels at a speed of 8  km/s.    work out the distance it travels in 1 day.   ... km [2]",
+            "18": "18 0607/33/m/j/19 \u00a9 ucles 2019 13  10y x \u2013100 \u20131 6  (a) (i) on the diagram, sketch the graph of   yx x 52=-   for  x16gg- . [2]   (ii) find the co-ordinates of the local maximum.   ( .  ,  . )  [2]  (b) on the diagram, sketch the graph of   yx 3=+   for  x16gg- . [2]  (c) solve this equation.    xx x 532-= +   x =... or  x = ...  [2]",
+            "19": "19 0607/33/m/j/19 \u00a9 ucles 2019 blank page",
+            "20": "20 0607/33/m/j/19 \u00a9 ucles 2019 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 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.blank page"
+        },
+        "0607_s19_qp_41.pdf": {
+            "1": "cambridge assessment international education cambridge international general certificate of secondary education *4886478967* this document consists of 19 printed pages and 1 blank page. dc (rw/sw) 164748/3 \u00a9 ucles 2019  [turn overcambridge international mathematics  0607/41 paper 4 (extended)  may/june 2019  2 hours 15 minutes candidates answer on the question paper. additional materials:  geometrical instruments  graphics calculator read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen. do not use staples, paper clips, glue or correction fluid. you may use an hb pencil for any diagrams or graphs. do not  write in any barcodes. answer all the questions. unless instructed otherwise, give your answers exactly or correct to three significant figures as appropriate. answers in degrees should be given to one decimal place. for r, use your calculator value. you must show all the relevant working to gain full marks and you will be given marks for correct methods,  including sketches, even if your answer is incorrect. the number of marks is given in brackets [  ] at the end of each question or part question. the total number of marks for this paper is 120.",
+            "2": "2 0607/41/m/j/19 \u00a9 ucles 2019 formula list for the equation  ax bx c02++ = xabb ac 242!=-- curved surface area, a, of cylinder of radius r, height h. r ar h2= curved surface area, a, of cone of radius r, sloping edge l. r ar l= curved surface area, a, of sphere of radius r. r ar42= v olume, v, of pyramid, base area a, height h. va h31= v olume, v, of cylinder of radius r, height h. rvr h2= v olume, v, of cone of radius r, height h. r vr h31 2= v olume, v, of sphere of radius r. r vr34 3=      sins in sin aa bb cc==      cos ab cb ca222 2=+ -      sinbc a21area=a c bcb a",
+            "3": "3 0607/41/m/j/19 \u00a9 ucles 2019 [turn over answer all the questions. 1 in a sale, a shop reduces all its prices by 15%.  (a) calculate the sale price of a television originally costing $630.  $  ...  [2]  (b) the price of a fridge in the sale is $952.   calculate the original price.  $  ...  [3]  (c) after one week the shop reduces the price of the television in part (a) by a further 5% each week until  it is sold.   calculate the number of weeks from the start of the sale until the television reaches half the original  price.     [4]",
+            "4": "4 0607/41/m/j/19 \u00a9 ucles 2019 2 a bc11 10 9 8 7 6 5 4 3 2 1 0 \u2013 1 \u2013 2 \u2013 3 \u2013 4 \u2013 5123456789101112y x  (a) describe fully the single  transformation that maps triangle a onto triangle b.    [2]  (b) translate triangle a by the vector 6 3-eo  . [2]  (c) triangle a can be mapped onto triangle c by a rotation followed by an enlargement.   (i) use trigonometry to calculate the angle of rotation.     [3]   (ii) the scale factor of the enlargement is a where a is an integer.    find the value of a.  a =  ...  [3]",
+            "5": "5 0607/41/m/j/19 \u00a9 ucles 2019 [turn over 3     1   3   5   9   15   45  the list shows the six factors of 45.  this is a method for finding how many factors a number has. \u2022 write the number as the product of its prime factors in index form. \u2022 add one to each of the powers and multiply these numbers together.  for example,   45 3521#=   () () 21 11 32 6 ##++ ==   so 45 has 6 factors.  (a) 24 2331#=   by listing all the factors of 24, show that the method works for 24.  [3]  (b) use the method to find how many factors 360 has.     [4]",
+            "6": "6 0607/41/m/j/19 \u00a9 ucles 2019 4 rani planted some seeds in her garden.  after two months she measured the heights, h cm, of each of 120  plants.  the results are shown in the table. height ( h cm) h01 0 1g h 10 201g h 20 251g h 25 301g h 30 351g h 35 401g h 40 501g frequency 0 16 28 32 24 14 6  (a) calculate an estimate of the mean height.   ... cm [2]  (b) draw a cumulative frequency curve for this information. 0020406080100120 10 20 height (cm)cumulative frequency 30 40 50 h  [5]",
+            "7": "7 0607/41/m/j/19 \u00a9 ucles 2019 [turn over  (c) use your cumulative frequency curve to estimate   (i) the median height,   ... cm [1]   (ii) the interquartile range,   ... cm [2]   (iii) the number of plants with a height of more than 37  cm.     [2]  (d) (i) complete this table of frequency densities for the 120 plants. height (h cm)h01 0 1g h 10 201g h 20 251g h 25 301g h 30 351g h 35 401g h 40 501g frequency  density0 1.6  [2]   (ii) draw a histogram to show this information. 00246 1357 10 20 height (cm)frequency density 30 40 50 h  [3]",
+            "8": "8 0607/41/m/j/19 \u00a9 ucles 2019 5 jian asks 60 people what their favourite type of television programme is.  these are the results. type of programme number of people factual 15 sport 18 drama 12 game show 10 other 5  (a) jian draws a pie chart to show these results.   calculate the sector angle for drama.     [2]  (b) jian chooses one of the 60 people at random.   write down the probability that the person says factual.     [1]  (c) jian chooses two of the 60 people at random.   (i) find the probability that one of them says drama and the other says game show.     [3]   (ii) find the probability that at least one person says sport.     [3]",
+            "9": "9 0607/41/m/j/19 \u00a9 ucles 2019 [turn over 6 y is inversely proportional to x.  when x9=,  y6=.  (a) (i) find an equation connecting x and y.     [2]   (ii) calculate y when x30= .     [1]   (iii) calculate x when y15= .     [2]  (b) for the three variables x, y and z,  z is also proportional to ()y5+.   when x9=,  z33= .   find an equation connecting x and z.     [2]",
+            "10": "10 0607/41/m/j/19 \u00a9 ucles 2019 7 the vectors a and b are shown on the grids. a b  (a) on the grid below, draw and label the following three vectors.   2b   ab2+   ab2-  [3]",
+            "11": "11 0607/41/m/j/19 \u00a9 ucles 2019 [turn over  (b) vectors p, q, and r are drawn on this grid.   write each of the vectors in terms of a and/or b. p q r  p =  ...  q =  ...  r =  ...  [3]",
+            "12": "12 0607/41/m/j/19 \u00a9 ucles 2019 8 not to scale 6 cm13 cm 9 cm 11 cmda cb  abcd  is a quadrilateral.  (a) show that bd = 9.22  cm, correct to 3 significant figures.  [3]  (b) calculate angle abd .  angle abd  =  ...  [3]  (c) calculate the total area of the quadrilateral abcd .   .. cm2 [3]",
+            "13": "13 0607/41/m/j/19 \u00a9 ucles 2019 [turn over  (d) calculate the length of the diagonal ac.  ac =  .. cm [3]",
+            "14": "14 0607/41/m/j/19 \u00a9 ucles 2019 9 in this question all lengths are in centimetres. not to scale 15 20x x x x xx  the diagram shows a picture frame with three pictures.  the frame and the pictures are rectangles.  each picture measures 20  cm by 15  cm.  the width of the borders between each picture and between each picture and the frame are all x cm.  the total area of the frame is 2208  cm2.  (a) show that xx48 5 654 02+- =.  [3]  (b) solve the equation   xx48 5 654 02+- =.   you must show all your working.  x =    or x = ...  [3]",
+            "15": "15 0607/41/m/j/19 \u00a9 ucles 2019 [turn over  (c) find the dimensions of the picture frame.  length  .. cm  height  .. cm [2]",
+            "16": "16 0607/41/m/j/19 \u00a9 ucles 2019 10 (a) ()xx 52 f=-      ()xx 32 g=+   (i) find ()3 f- .     [1]   (ii) find (( ))4 fg  .     [2]   (iii) solve    () ()x x2f g= .  x=  ...  [3]   (iv) find ()x f1- .  ()x f1=-  ...  [2]   (v) find and simplify (( ))x gf  .     [2]",
+            "17": "17 0607/41/m/j/19 \u00a9 ucles 2019 [turn over   (vi) write as a single fraction in its simplest form. () () xx32 fg+     [3]  (b) the function ()xh has an inverse function ()xj.   write down, in its simplest form,  (( ))x jh .     [1]",
+            "18": "18 0607/41/m/j/19 \u00a9 ucles 2019 11 y x7 \u20132 0 \u201366   ()() ()()xxxx 142f=--+  (a) on the diagram, sketch the graph of () yx f=  for values of x between -2 and 7.  [3]  (b) write down the co-ordinates of the local maximum.  (   ,   ) [2]  (c) write down the equation of each of the three asymptotes.  ..  ,  .. , ..  [3]  (d) ()xx 5 g=-   (i) solve the equation () () xxfg= .  x = . or x = . or x = .  [3]   (ii) solve the inequality () () xxfg2 .    [3]",
+            "19": "19 0607/41/m/j/19 \u00a9 ucles 2019 12 here is a sequence of patterns made using identical regular hexagons. pattern 1 pattern 2 pattern 3 pattern 4 pattern number 1 2 3 4 5 6 number of  white hexagons1 1 13 13 number of grey  hexagons0 6 6 24 total number of  hexagons1 7 19 37 61  (a) complete the table for pattern 5 and pattern 6.  [5]  (b) the nth term of the sequence for the total number of hexagons is   np nq 32++ .   find the value of p and the value of q.  p =  ...    q =  ...  [2]",
+            "20": "20 0607/41/m/j/19 \u00a9 ucles 2019 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 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.blank page"
+        },
+        "0607_s19_qp_42.pdf": {
+            "1": "cambridge assessment international education cambridge international general certificate of secondary education *0217364842* this document consists of 19 printed pages and 1 blank page. dc (nf/sw) 164743/3 \u00a9 ucles 2019  [turn overcambridge international mathematics  0607/42 paper 4 (extended)  may/june 2019  2 hours 15 minutes candidates answer on the question paper. additional materials:  geometrical instruments  graphics calculator read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen. do not use staples, paper clips, glue or correction fluid. you may use an hb pencil for any diagrams or graphs. do not  write in any barcodes. answer all the questions. unless instructed otherwise, give your answers exactly or correct to three significant figures as appropriate. answers in degrees should be given to one decimal place. for r, use your calculator value. you must show all the relevant working to gain full marks and you will be given marks for correct methods,  including sketches, even if your answer is incorrect. the number of marks is given in brackets [  ] at the end of each question or part question. the total number of marks for this paper is 120.",
+            "2": "2 0607/42/m/j/19 \u00a9 ucles 2019 formula list for the equation  ax bx c02++ = xabb ac 242!=-- curved surface area, a, of cylinder of radius r, height h. r ar h2= curved surface area, a, of cone of radius r, sloping edge l. rar l= curved surface area, a, of sphere of radius r. r ar42= v olume, v, of pyramid, base area a, height h. va h31= v olume, v, of cylinder of radius r, height h. rvr h2= v olume, v, of cone of radius r, height h. r vr h31 2= v olume, v, of sphere of radius r. r vr34 3=      sins in sin aa bb cc==      cos ab cb ca222 2=+ -      sinbc a21area=a c bcb a",
+            "3": "3 0607/42/m/j/19 \u00a9 ucles 2019 [turn over answer all the questions. 1 louis and maria share $50 in the ratio   11 : 14.  (a) show that louis receives $22. [1]  (b) louis and maria each spend $6 from their share of the $50.   find the new ratio   louis\u2019 money : maria\u2019s money.        :  ...  [2]  (c) louis spends 3217 of his remaining  money to buy a bus ticket.   calculate the cost of the bus ticket.   $    [1]  (d) in a sale, a bookshop reduces the price of each book by 10%.   maria buys two of these books.   (i) the first book maria buys has an original price of $6.    calculate how much maria pays for this book.   $    [2]   (ii) maria pays $3.69 for her second book.    calculate the original price of this book.   $    [3]",
+            "4": "4 0607/42/m/j/19 \u00a9 ucles 2019 2      03 5y x  (a) on the diagram, sketch the graph of   logyxx1=+bl    for   x051g. [2]  (b) write down the equations of the asymptotes to the graph of   logyxx1=+bl .            [2]  (c) solve the equation   . logxx105+= bl  .  x  =    [1]  (d) on the same diagram, sketch the graph of   yx 2= for   x051g.  [1]  (e) solve the equation   logxxx1 2+= bl .  x  =    [1]  (f) on your diagram, shade the region where   . y05g , yx 2h and log yxx1h+bl . [1]",
+            "5": "5 0607/42/m/j/19 \u00a9 ucles 2019 [turn over 3 jono walks to school when the weather is fine.  when the weather is not fine, jono takes the bus.  if jono walks to school, the probability that he is late is 0.2  .  if jono takes the bus, the probability that he is late is 0.05  .  on any day, the probability that the weather is fine is 0.7  .  (a) complete the tree diagram. 0.7fine not finelate not late ..0.2 .. late not late [3]  (b) (i) find the probability that, on any day, jono is late.       [3]   (ii) jono attends school on 200 days.    find the expected number of days that jono is late.       [1]",
+            "6": "6 0607/42/m/j/19 \u00a9 ucles 2019 4  not to scale l cm3 cm  the diagram shows a solid made from a cylinder and two hemispheres.  the radius of the cylinder and each hemisphere is 3  cm.  the total volume of the solid is 144 r cm3.  (a) the length of the cylinder is l cm.   find the value of l.  l  =    [3]  (b) the solid is made of steel.   1 cm3 of steel has a mass of 7.8  g.   calculate the mass of the solid.   give your answer in kilograms.       kg [2]",
+            "7": "7 0607/42/m/j/19 \u00a9 ucles 2019 [turn over  (c) the solid is melted down and made into 20 cubes each of side length 2.8  cm.   calculate the volume of steel  not used for the cubes as a percentage of the 144 r cm3.     . % [3]  (d) a solid that is mathematically similar to the original solid has a volume of 18 r cm3.   find the radius of the new cylinder.     ...  cm [3]",
+            "8": "8 0607/42/m/j/19 \u00a9 ucles 2019 5 (a) karl invests $200 at a rate of 1.5% per year simple interest.   calculate the value of karl\u2019s investment at the end of 8 years.   $    [3]  (b) lena invests $200 at a rate of 1.4% per year compound interest.   calculate the value of lena\u2019s investment at the end of 8 years.   $    [3]  (c) the rates of interest remain the same as in part (a) and part (b) .   find how many more  complete years it will take for the value of lena\u2019s investment to be greater than  the value of karl\u2019s investment.       [2]",
+            "9": "9 0607/42/m/j/19 \u00a9 ucles 2019 [turn over 6  \u2013 10 \u2013 2 \u2013 3 \u2013 4 \u2013 5 \u2013 6\u2013 556 4 3 2 1 \u2013 6 \u2013 4 \u2013 3 \u2013 2 \u2013 1 1 2 3 4 5 6y x pq  (a) reflect shape p in the y-axis.  [1]  (b) translate shape p by the vector 6 3-eo .  [2]  (c) describe fully the single transformation that maps shape p onto shape q.      [3]  (d) stretch shape p with stretch factor 2 and the x-axis invariant.  [2]",
+            "10": "10 0607/42/m/j/19 \u00a9 ucles 2019 7 a stone is thrown vertically upwards from ground level.  its height, h metres above ground level, after t seconds, is given by   . ht t 20 492=- .  (a) find the height of the stone after 1 second.     .  m [1]  (b) (i) on the diagram, sketch the graph of    . ht t 20 492=-   for   . t04 5 gg  . 025 \u2013104.5h t [2]   (ii) complete the statement.    the maximum height reached by the stone is ...  m when t = ..  s.  [2]   (iii) find the length of time the stone is in the air before it hits the ground.     ..  s [1]   (iv) find the length of time the stone is more than 18  m above ground level.     ..  s [3]",
+            "11": "11 0607/42/m/j/19 \u00a9 ucles 2019 [turn over 8 find the nth term of each sequence.  (a)   7,          14,          21,          28,          ...       [1]  (b)   10,          7,          4,          1,          ...       [2]  (c)   8,          16,          32,          64,          ...       [2]  (d)   2,          6,          12,          20,          ...       [2]",
+            "12": "12 0607/42/m/j/19 \u00a9 ucles 2019 9 240 students take part in a charity run.  the table shows information about the times, t minutes, taken to complete the run. time ( t minutes) t 20 401g t 40 501g t 50 551g t 55 751g number of students 20 70 120 30  (a) write down the time interval that contains the median.       t1g .  [1]  (b) calculate an estimate of the mean.     ..  min [2]  (c) complete the histogram to show the information in the table. 200510152025 30 40 time (minutes)frequency density 50 60 70 80 t [4]",
+            "13": "13 0607/42/m/j/19 \u00a9 ucles 2019 [turn over  (d) (i) one of the 240 students is chosen at random.    find the probability that this student took more than 55 minutes to complete the run.       [1]   (ii) two students are chosen at random from the 240 students.    calculate the probability that they both took more than 50 minutes.       [2]   (iii) two students are chosen at random from the 240 students.    complete the statement.    the probability that they both had times in the interval   .. t1g .. is 1912161.  [2]",
+            "14": "14 0607/42/m/j/19 \u00a9 ucles 2019 10 (a) amy buys 3 pencils and 1 ruler and pays 67 cents.   ben buys 2 pencils and 3 rulers and pays 96 cents.   find the cost of 1 pencil and the cost of 1 ruler.   you must show all your working.    pencil  ...  cents   ruler  ...  cents  [5]  (b) in this part, all measurements are in centimetres. not to scale x + 1x \u2013 4x x 453+   the area of the triangle is the same as the area of the rectangle.   (i) show that   xx31 04 802-- =. [4]",
+            "15": "15 0607/42/m/j/19 \u00a9 ucles 2019 [turn over   (ii) factorise   xx31 04 82-- .       [2]   (iii) find the area of the triangle.     .  cm2 [2]",
+            "16": "16 0607/42/m/j/19 \u00a9 ucles 2019 11  not to scalenorth d c b60\u00b030\u00b0 102  m 110  m a  the diagram shows two fields on horizontal ground.  a is due south of d and c is due east of d.  (a) calculate dc.  dc  =  .  m [3]  (b) calculate ab.  ab  =  .  m [3]",
+            "17": "17 0607/42/m/j/19 \u00a9 ucles 2019 [turn over  (c) calculate the total  area of the fields.     ...  m2 [3]  (d) calculate the bearing of a from b.       [4]",
+            "18": "18 0607/42/m/j/19 \u00a9 ucles 2019 12  xx 10 f=-`j              xx 1 g2=+`j              xx1h=`j              log xxj3=`j  (a) find   g(3).       [1]  (b) find   f(h(2)).       [2]  (c) find g(f( x)) in the form   ax bx c2++ .       [3]  (d) for some functions,  p-1(x) = p(x).   write down which two functions, f( x), g(x), h(x) or j( x), have this property.     ..  and ..  [2]  (e) write   x x1h f-` `j j as a single fraction in its simplest form.       [3]",
+            "19": "19 0607/42/m/j/19 \u00a9 ucles 2019  (f) (i) find   j(243).       [1]   (ii) find x when   j( x) = 1.5 .  x  =    [1]   (iii) find   j-1(x).   j \u2013 1(x) =    [2]",
+            "20": "20 0607/42/m/j/19 \u00a9 ucles 2019 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 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.blank page"
+        },
+        "0607_s19_qp_43.pdf": {
+            "1": "this document consists of 19 printed pages and 1 blank page. dc (nh/tp) 164746/3 \u00a9 ucles 2019  [turn overcambridge assessment international education cambridge international general certificate of secondary education *8580548649* cambridge international mathematics  0607/43 paper 4  (extended)  may/june 2019  2 hours 15 minutes candidates answer on the question paper. additional materials:  geometrical instruments  graphics calculator read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen. do not use staples, paper clips, glue or correction fluid. you may use an hb pencil for any diagrams or graphs. do not  write in any barcodes. answer all the questions. unless instructed otherwise, give your answers exactly or correct to three significant figures as appropriate. answers in degrees should be given to one decimal place. for \u03c0, use your calculator value. you must show all the relevant working to gain full marks and you will be given marks for correct methods,  including sketches, even if your answer is incorrect. the number of marks is given in brackets [  ] at the end of each question or part question. the total number of marks for this paper is 120.",
+            "2": "2 0607/43/m/j/19 \u00a9 ucles 2019 formula list for the equation  ax bx c02++ = xabb ac 242!=-- curved surface area, a, of cylinder of radius r, height h. r ar h2= curved surface area, a, of cone of radius r, sloping edge l. r ar l= curved surface area, a, of sphere of radius r. r ar42= v olume, v, of pyramid, base area a, height h. va h31= v olume, v, of cylinder of radius r, height h. rvr h2= v olume, v, of cone of radius r, height h. r vr h31 2= v olume, v, of sphere of radius r. r vr34 3=      sins in sin aa bb cc==      cos ab cb ca222 2=+ -      sinbc a21area=a c bcb a",
+            "3": "3 0607/43/m/j/19 \u00a9 ucles 2019 [turn over answer all the questions. 1 (a) not to scale 7 cm3 cmh cm   the diagram shows a cuboid.   the volume of this cuboid is  52.5  cm3.   find the value of h.  h =    [2]  (b) not to scale   the diagram shows a pyramid.   the area of the base is 500  m2.   the height of the pyramid is 27  m.   find the volume of this pyramid.    ...  m3 [2]",
+            "4": "4 0607/43/m/j/19 \u00a9 ucles 2019 2 the table shows the marks of 10 students in a physics examination and a chemistry examination. physics mark ( x) 17 29 34 46 57 66 73 84 92 96 chemistry mark ( y) 26 42 41 56 52 61 76 65 73 80  (a) find   (i) the mean physics mark,      [1]   (ii) the mean chemistry mark.      [1]  (b) find the equation of the regression line for y in terms of x.  y =    [2]  (c) use your regression line to estimate the chemistry mark when   (i) the physics mark is 60,      [1]   (ii) the physics mark is 5.      [1]  (d) which physics mark, 60 or 5, is likely to give the most reliable chemistry mark?   give a reason for your answer.      [1]",
+            "5": "5 0607/43/m/j/19 \u00a9 ucles 2019 [turn over 3 there are 120 students at a school.  there are 30 students in each class.  the number of boys and the number of girls in each class is shown in the table. class 1 class 2 class 3 class 4 boys 16 19 12 13 girls 14 11 18 17  (a) a student is chosen at random from the 120 students.   calculate the probability that the student chosen is   (i) a boy from class 2,      [1]   (ii) not from class 3.      [1]  (b) a boy is chosen at random.   calculate the probability that he is from class 4.      [2]  (c) three students from class 1 are chosen at random.   calculate the probability 3 girls are chosen.      [3]",
+            "6": "6 0607/43/m/j/19 \u00a9 ucles 2019 4 y x \u201366 0 \u2013270 270  (a) on the diagram, sketch the graph of  y = f(x) where ()cosxx1f=    for values of x between -270 and 270 .  [3]  (b) write down the range of  f( x).      [2]  (c) (i) on the same diagram, sketch the graph of  y = g(x)  where      ()()xxx 2720g=+ for values of x between -270 and 270 .  [2]   (ii) find the values of the x co-ordinates of the points of intersection of the two graphs.  x =    or  x =    or  x =    [3]   (iii) find the equation of each asymptote of the graph of  y = g(x).      [2]",
+            "7": "7 0607/43/m/j/19 \u00a9 ucles 2019 [turn over 5 the venn diagram shows the sets a, b and c. u a cb  u = {2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12, 13}  a = {prime numbers}  b = {factors of 12}  c = {multiples of 3}  (a) list the elements of set a.      [1]  (b) write all the elements of u in the correct parts of the venn diagram above.  [3]  (c) list the elements of   () ' ab, .      [1]  (d) find   (( )' ) bc a n,+ .      [1]",
+            "8": "8 0607/43/m/j/19 \u00a9 ucles 2019 6 you may use this grid to help you answer this question. y x 0  the transformation p is a reflection in the line y = x.  the transformation q is a rotation of 180\u00b0 about the origin.  the transformation r is a stretch, scale factor 2 with  x-axis invariant.  the transformation s is a stretch, scale factor 2 with  y-axis invariant.",
+            "9": "9 0607/43/m/j/19 \u00a9 ucles 2019 [turn over  (a) (i) find the co-ordinates of the image of the point (5, 1) under the transformation p.   (   , ...)  [1]   (ii) find the co-ordinates of the image of the point ( x, y) under the transformation p followed by the  transformation q.   (   , ...)  [2]   (iii) describe fully the single  transformation equivalent to p followed by q.      [2]  (b) describe fully the single  transformation equivalent to r followed by s.      [3]  (c) describe fully the single  transformation equivalent to the inverse of r.      [2]",
+            "10": "10 0607/43/m/j/19 \u00a9 ucles 2019 7 (a) sergio invests $2000 at a rate of 3% per year compound interest.   (i) find the value of his investment at the end of 5 years.  $    [3]   (ii) after how many complete years is the value of his investment greater than $4000?      [3]  (b) anna invests $2000 at a rate of 0.24% per month compound interest.   find the value of her investment at the end of 5 years.  $    [3]  (c) calculate the monthly  compound interest rate that is equal to a compound interest rate of 3% per year.    . % [3]",
+            "11": "11 0607/43/m/j/19 \u00a9 ucles 2019 [turn over 8 y x \u201366 0 \u20133 3  (a) on the diagram, sketch the graph of y = f(x), where ()xx 4 f2-=  for values of x between -3 and 3.  [3]  (b) write down the equation of the line of symmetry of the graph.      [1]  (c) write down the zeroes of f( x).      and   [1]  (d) (i) find the value of k when    y = k    meets the curve    yx 42=-     three times.  k =    [1]   (ii) find the range of values of k when    y = k    meets the curve    yx 42=-     four times.      [2]",
+            "12": "12 0607/43/m/j/19 \u00a9 ucles 2019 9 (a) solve the following equations.   (i) x1355=  x =    [1]   (ii) xx35 72 5 += +  x =    [2]   (iii) xx81 122=-  x =    or x =   [4]  (b) solve the following inequalities.   (i) x 62 10h-      [2]   (ii) x2132-      [3]",
+            "13": "13 0607/43/m/j/19 \u00a9 ucles 2019 [turn over  (c) solve the simultaneous equations.   you must show all your working. xy35 3 += - xy52 26 -=  x =    y =    [4]  (d) solve the equation. logl og log x42 13 +=  x =    [3]",
+            "14": "14 0607/43/m/j/19 \u00a9 ucles 2019 10 the points a (1, 2) and b (7, 5) are shown on the diagram below. x 16y 12 0not to scale b a  (a) write ab as a column vector.  fp        [1]  (b) calculate the length of the line ab.      [2]  (c) the point c has co-ordinates (10, k).   ab = bc and k 2 0.   show that k = 11.  [3]",
+            "15": "15 0607/43/m/j/19 \u00a9 ucles 2019 [turn over  (d) find the equation of the line that is perpendicular to ac that passes through the midpoint of ac.   give your answer in the form y = mx + c.  y =    [4]  (e) the points a, b, c  and d form a rhombus.   find the co-ordinates of d.   (   , ...)  [3]",
+            "16": "16 0607/43/m/j/19 \u00a9 ucles 2019 11 not to scale af b c d6.2 m 5.5 m 41\u00b0  the diagram shows four points a, b, c and d on horizontal ground.  there is a vertical flagpole,  fb, held in place by straight wires af, cf and df.  bcd  is a straight line, ab = 5.5 m, bc = 6.2 m and angle fa b = 41\u00b0.  (a) show that fb = 4.781  m, correct to 3 decimal places.  [2]  (b) calculate angle fcb .  angle fcb =    [2]",
+            "17": "17 0607/43/m/j/19 \u00a9 ucles 2019 [turn over  (c) angle cdf  = 18\u00b0.   show that cd = 8.514, correct to 3 decimal places.  [3]  (d) angle abc = 78\u00b0.   find ad.  ad =  . m [3]  (e) find the area of triangle abd .    ...  m2 [2]",
+            "18": "18 0607/43/m/j/19 \u00a9 ucles 2019 12 (a) y varies directly as the square root of ( x + 1).   y = 8 when x = 24.   (i) find the value of y when x = 15.  y =    [3]   (ii) find the value of x when y = 16.  x =    [2]",
+            "19": "19 0607/43/m/j/19 \u00a9 ucles 2019  (b) find the next term in each of the following sequences.   (i) 18, 13, 8, 3, \u20132, \u2026      [1]   (ii) 3, 6, 11, 18, 27, \u2026      [1]   (iii) \u20131000,  100, \u201310, 1, \u2026      [1]   (iv) 0, 0, 0, 6, 24, 60, \u2026      [2]",
+            "20": "20 0607/43/m/j/19 \u00a9 ucles 2019 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 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.blank page"
+        },
+        "0607_s19_qp_51.pdf": {
+            "1": "this document consists of 7 printed pages and 1 blank page. dc (leg) 170700/2 \u00a9 ucles 2019  [turn over *0078478114* cambridge international mathematics  0607/51 paper 5  (core)  may/june 2019  1 hour candidates answer on the question paper. additional materials:  graphics calculator read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen. do not use staples, paper clips, glue or correction fluid. you may use an hb pencil for any diagrams or graphs. do not  write in any barcodes. answer all the questions. you must show all relevant working to gain full marks for correct methods, including sketches. in this paper you will also be assessed on your ability to provide full reasons and communicate your  mathematics clearly and precisely. at the end of the examination, fasten all your work securely together. the total number of marks for this paper is 24.cambridge assessment international education cambridge international general certificate of secondary education",
+            "2": "2 0607/51/m/j/19 \u00a9 ucles 2019 answer all the questions. investigation   games in a competition this investigation looks at games played in a competition. in a competition every team must play each of the other teams once. example there are three teams, a, b and c in the competition. three different games are played. these are:  a against b  a against c  b against c these are written as:  ab ac bc note that ab is the same as ba. 1 (a) (i) there are now four teams a, b, c and d in the competition.    write down the 6 different games played by these four teams.  ...   (ii) there are now five teams a, b, c, d and e in the competition.    write down all the different games played by these five teams.  ...",
+            "3": "3 0607/51/m/j/19 \u00a9 ucles 2019 [turn over  (b) complete the table.   use your answer to part (a)(ii)  to help you. number of teams ( n) 2 3 4 5 6 7 number of games ( g) 1 3 6  (c) (i) the numbers of games in the second row of the table form a sequence.    write down the mathematical name for this sequence.   ..   (ii) write down the rule to find further terms in this sequence.  ...    ...",
+            "4": "4 0607/51/m/j/19 \u00a9 ucles 2019  (d) when there are n teams in the competition the number of games played is g, where gn kn212=+ .   find the value of k.   ..  (e) using your value of k, show that the formula in part (d)  is correct for 8 teams.  (f) find the number of games played when there are 20 teams in the competition.   ..",
+            "5": "5 0607/51/m/j/19 \u00a9 ucles 2019 [turn over 2 there are now 8 teams in the competition, a, b, c, d, e, f, g and h.  every team plays one game each week.  note that ab is the same as ba.  (a) complete the table to show the games for the first three weeks.   there are many ways of doing this. you only need to show one way.   game 1 game 2 game 3 game 4 week 1 ab dg ch week 2 ac week 3  (b) write down the total number of weeks it will take to play all the games.   ..",
+            "6": "6 0607/51/m/j/19 \u00a9 ucles 2019  (c) points are awarded to each of the 8 teams in the competition every time they play one of   their 7 games.   a team gets \u2022 3 points for a win \u2022 1 point for a draw (when the score for each team is the same) \u2022 0 points for a loss.   a team plays all 7 games.   (i) find the highest number of points that this team can get.     ..   (ii) write down the smallest number of points that this team can get.   ..   (iii) the team wins two games, loses two games and draws the rest.    calculate the number of points that this team gets.   ..",
+            "7": "7 0607/51/m/j/19 \u00a9 ucles 2019   (iv) can this team finish the competition with 20 points?       show how you decide.   (v) find all the different ways that this team could score 9 points.    one way is 1 win and 6 draws.",
+            "8": "8 0607/51/m/j/19 \u00a9 ucles 2019 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 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.blank page"
+        },
+        "0607_s19_qp_52.pdf": {
+            "1": "this document consists of 8 printed pages. dc (rw) 170701/3 \u00a9 ucles 2019  [turn over *7566243408* cambridge international mathematics  0607/52 paper 5  (core)  may/june 2019  1 hour candidates answer on the question paper. additional materials:  graphics calculator read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen. do not use staples, paper clips, glue or correction fluid. you may use an hb pencil for any diagrams or graphs. do not  write in any barcodes. answer all the questions. you must show all relevant working to gain full marks for correct methods, including sketches. in this paper you will also be assessed on your ability to provide full reasons and communicate your  mathematics clearly and precisely. at the end of the examination, fasten all your work securely together. the total number of marks for this paper is 24.cambridge assessment international education cambridge international general certificate of secondary education",
+            "2": "2 0607/52/m/j/19 \u00a9 ucles 2019 answer all the questions. square roots within square roots this investigation looks at sequences of terms with square roots. you can form a sequence by using square roots within square roots. 6, 66+ , 66 6 ++ , 66 66 ++ + , \u2026 you can calculate the first four terms of this sequence as follows. 6     = 2.4494\u2026 66+  = . 62 4494f +  = .84494f = 2.9068\u2026 66 6 ++  = . 62 9068f +  = .89068f = 2.9844\u2026 66 66 ++ +  = . 62 9844f +  = .89844f = 2.9974\u2026 1 (a) complete each part of the calculation below to work out the next term of the sequence, writing each  decimal as far as the 4th decimal place.   66 66 6 ++ ++   =   6+   =     =  .  (b) as the sequence continues, the terms get closer and closer to an integer.   this integer is the integer limit  of the sequence.   write down the integer limit of this sequence.   ...",
+            "3": "3 0607/52/m/j/19 \u00a9 ucles 2019 [turn over 2 here is a similar sequence of square roots.   30,   30 30+ ,   30 30 30 ++ ,   30 30 30 30 ++ + ,   \u2026  (a) calculate the first three terms, writing each decimal as far as the 4th decimal place.  . , . , .  (b) write down the integer limit of this sequence.   ...",
+            "4": "4 0607/52/m/j/19 \u00a9 ucles 2019 3 (a) complete this table for sequences similar to those in question  1(a) and question  2. 1st term integer limit 2 6 12 4 20 30 42 7  (b) (i) use part (a) to find the first term of the sequence that has an integer limit of 8.   ...   (ii) calculate the 2nd term of the sequence in part (i), writing the decimal as far as the 4th decimal  place.   ...",
+            "5": "5 0607/52/m/j/19 \u00a9 ucles 2019 [turn over 4 the general sequence is   k,   kk+ ,   kk k ++ ,   kk kk ++ + ,   \u2026  the integer limit of the sequence is the integer n.  for such sequences, () kn na=- , where a is a constant.  (a) use the last row of the table in question  3(a) to find the value of a.   ...  (b) use () kn na=-  to show that    90,   90 90+ ,   90 90 90 ++ ,   90 90 90 90 ++ + ,   \u2026   has an integer limit of n 10= .  (c) find the first three terms, in square root form , of the sequence that has an integer limit of n 26= .   ,  , ",
+            "6": "6 0607/52/m/j/19 \u00a9 ucles 2019 5 here is the general form of another sequence of square roots with integer limit n.   k,   kk2+ ,   kk k 22++ ,   kk kk 22 2 ++ + ,   \u2026  for such sequences, () kn na=- , where a is a constant.  when k24=  the integer limit of the sequence is n 6=.  (a) find the value of the constant a.   ...  (b) (i) find the value of k when the integer limit is n 5=.   ...   (ii) write down the 3rd term of the sequence in part (i) in square root form.   ...   (iii) calculate the 3rd term, writing the decimal as far as the 4th decimal place.   ...",
+            "7": "7 0607/52/m/j/19 \u00a9 ucles 2019 [turn over 6 here is the general form of another sequence of square roots with integer limit n.   k,   kk5+ ,   kk k 55++ ,   kk kk 55 5 ++ + ,   \u2026  for this sequence, () kn na=- , where a is a constant.  the sequence   14,   14 514 + ,   14 5145 14 ++ ,   14 5145 14 514 ++ + ,   \u2026  has an integer limit of n 7=.  find the value of the constant a.   ... question 7 is printed on the next page.",
+            "8": "8 0607/52/m/j/19 \u00a9 ucles 2019 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 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.7 here is the general sequence with integer limit n.   k,   kx k+ ,   kx kx k ++ ,   kx kx kx k ++ + ,   \u2026  for all such sequences, () kn na=- , where a is a constant that depends on the value of x.  (a) (i) use question  4, question  5 and question  6 to complete the table. x a question 4 1 question 5 question 6 5   (ii) write down an expression for k in terms of n and x.   ...  (b) find the integer limit, n, of this sequence.   7, 76 7+ , 76 76 7 ++ , 76 76 76 7 ++ + , \u2026   ..."
+        },
+        "0607_s19_qp_53.pdf": {
+            "1": "this document consists of 10 printed pages and 2 blank pages. dc (ks/cgw) 170702/2 \u00a9 ucles 2019  [turn over *6234282358*cambridge assessment international education cambridge international general certificate of secondary education cambridge international mathematics  0607/53 paper 5 (core)  may/june 2019  1 hour candidates answer on the question paper. additional materials:  graphics calculator read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen. do not use staples, paper clips, glue or correction fluid. you may use an hb pencil for any diagrams or graphs. do not  write in any barcodes. answer all the questions. you must show all relevant working to gain full marks for correct methods, including sketches. in this paper you will also be assessed on your ability to provide full reasons and communicate your  mathematics clearly and precisely. at the end of the examination, fasten all your work securely together. the total number of marks for this paper is 24.",
+            "2": "2 0607/53/m/j/19 \u00a9 ucles 2019 answer all the questions. investigation  jumping frogs this investigation looks at the number of different ways that a frog can jump between stones in a line. the stones are always 1 unit apart. the frog always jumps \u2022 from left to right \u2022 from the first stone to the last stone. the diagram shows a frog sitting on a stone in a pond. first stone last stone this frog has a jump length of 1 unit . this is enough to move from one stone to the next stone. there is only 1 way to jump between two stones. first stone last stone there is only 1 way to jump between three stones. when there are more than three stones in a line, there is always only 1 way for this frog to jump from the first  stone to the last stone.",
+            "3": "3 0607/53/m/j/19 \u00a9 ucles 2019 [turn over 1 a different frog has a maximum jump length of 2 units .  there is still only 1 way to jump between two stones.  there are now 2 ways to jump between three stones.  (a) complete the diagrams below to show the 3 ways that this frog can jump between four stones. ",
+            "4": "4 0607/53/m/j/19 \u00a9 ucles 2019  (b) complete the diagrams below to show the 5 ways that this frog can jump between five stones. ",
+            "5": "5 0607/53/m/j/19 \u00a9 ucles 2019 [turn over  (c) the table shows the number of ways to jump between stones when the maximum jump length is  2 units. number of stones number of ways 2 1 3 2 4 3 5 5 6 8 7 13   the numbers in the last column of the table form a sequence.   (i) write down the addition rule to find further terms in this sequence.  ...  ...   (ii) use your rule to show that the number of ways for this frog to jump between 8 stones is 21.",
+            "6": "6 0607/53/m/j/19 \u00a9 ucles 2019 2 another frog has a maximum jump length of 3 units .  there is only 1 way for this frog to jump between two stones.  there are 2 ways to jump between three stones.  (a) there are 4 ways to jump between four stones.   these are the same 3 ways as in question 1(a)  and 1 new way.   draw the new way on the diagram below.  (b) there are 7 ways to jump between five stones.   these are the same 5 ways as in question 1(b)  and 2 new ways.   draw the 2 new ways on the diagrams below.",
+            "7": "7 0607/53/m/j/19 \u00a9 ucles 2019 [turn over  (c) the table shows the number of ways to jump between stones when the maximum jump length is  3 units. number of stones number of ways 2 1 3 2 4 4 5 7 6 13 7 24   the numbers in the last column of the table form a sequence.   (i) write down the rule to find further terms in this sequence.  ...  ...   (ii) use your rule to find the number of ways for this frog to jump between 8 stones.",
+            "8": "8 0607/53/m/j/19 \u00a9 ucles 2019 3 the table shows the number of ways to jump between 2 to 8 stones when the maximum jump length is   1 to 6 units. number of stonesmaximum jump length 1 unit 2 units 3 units 4 units 5 units 6 units 2 1 1 1 1 1 1 3 1 2 2 2 2 2 4 1 3 4 4 4 4 5 1 5 7 8 8 8 6 1 8 13 15 16 16 7 1 13 24 29 31 32 8 1 21  (a) complete the table.  (b) the numbers in the column for maximum jump length of 4 units form a sequence.    write down the rule for finding further terms in this sequence.  ...  ...  (c) the numbers in the column for the maximum jump length of 5 units also form a sequence.   write down the rule for finding further terms in this sequence.  ...  ...",
+            "9": "9 0607/53/m/j/19 \u00a9 ucles 2019 [turn over 4 this is the same table as in question 3 , with some numbers missing.  some of the numbers have been written as powers of 2. number of stonesmaximum jump length 1 unit 2 units 3 units 4 units 5 units 6 units 2 20 3 1 2121212121 4 1 3 5 1 5 7 6 1 8 13 15 7 1 13 24 29 31 8 1 21  (a) copy your values from the table in question 3  into the row for 8 stones.   complete the table by writing in the remaining values as powers of 2.  (b) use patterns from your table to write down, as a power of 2, the number of ways of jumping between  30 stones when the maximum jump length is 29 units.   ...  (c) find the number of ways of jumping between 30 stones when the maximum jump length is 28 units.   ...",
+            "10": "10 0607/53/m/j/19 \u00a9 ucles 2019  (d) from the table, the largest number of ways of jumping between 3 stones is 21.   write down, as a power of 2, the largest number of ways of jumping between   (i) 5 stones,   ...   (ii) 20 stones,   ...   (iii) x stones.   ...  (e) (i) find the smallest jump length that gives your answer in part (d)(i) .   ...   (ii) find an expression in terms of x for the smallest jump length that gives your answer in   part (d)(iii) .   ...",
+            "11": "11 0607/53/m/j/19 \u00a9 ucles 2019 blank page",
+            "12": "12 0607/53/m/j/19 \u00a9 ucles 2019 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 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.blank page "
+        },
+        "0607_s19_qp_61.pdf": {
+            "1": "this document consists of 12 printed pages. dc (rw/cb) 170703/3 \u00a9 ucles 2019  [turn over *1654377826* cambridge international mathematics  0607/61 paper 6 (extended)  may/june 2019  1 hour 30 minutes candidates answer on the question paper. additional materials:  graphics calculator read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen. do not use staples, paper clips, glue or correction fluid. you may use an hb pencil for any diagrams or graphs. do not  write in any barcodes. answer both parts a (questions 1 to 5) and b (questions 6 to 8). you must show all the relevant working to gain full marks for correct methods, including sketches. in this paper you will also be assessed on your ability to provide full reasons and communicate your  mathematics clearly and precisely. at the end of the examination, fasten all your work securely together. the total number of marks for this paper is 40.cambridge assessment international education cambridge international general certificate of secondary education",
+            "2": "2 0607/61/m/j/19 \u00a9 ucles 2019 answer both  parts a and b. a investigation  (questions 1 to 5) games in a competition  (20 marks) you are advised to spend no more than 45  minutes on this part. this investigation looks at the numbers of games played in two kinds of competition. 1 in a knock\u2011out  competition each team plays a game against one of the other teams.  the teams that win these games play in the second round.  the teams that win in the second round play in the third round and so on.  (a) (i) there are two teams in the last round, called the final.    the round before the final is called the semi\u2011finals.    the round before the semi \u2011finals is called the quarter\u2011finals.    write down the number of teams in the quarter\u2011finals.   ...   (ii) there are 32  teams in a competition.    find the number of rounds.   ...   (iii) there are 7  rounds in a competition.    find the number of teams.   ...",
+            "3": "3 0607/61/m/j/19 \u00a9 ucles 2019 [turn over  (b) use your answers to question  1(a) to help you complete the table. number of rounds ( r) 1 2 3 4 5 6 7 8 number of teams ( t) 2 256  (c) (i) find a formula for t, the number of teams, in terms of r, the number of rounds.   ...   (ii) use your formula to calculate the number of teams in a competition with 15  rounds.   ...",
+            "4": "4 0607/61/m/j/19 \u00a9 ucles 2019 2 the number of teams in a knock\u2011out  competition should be a number in the sequence in question  1.  the number 11 is not in the sequence.  when there are 11  teams, a first round is played to reduce the number of teams to 8.  in this first round, only 6  teams play, giving 3  winners.  the remaining 5  teams go through to the second round without playing.  (a) there are 25  teams in a knock\u2011out  competition.   (i) find the number of rounds.   ...   (ii) find the total number of games.   ...  (b) find the total number of games when there are 36  teams.   ...  (c) what is the connection between the number of teams and the number of games?  ...",
+            "5": "5 0607/61/m/j/19 \u00a9 ucles 2019 [turn over 3 in a league  competition every team must play each of the other teams once.  example  there are three teams, a, b and c in the competition.  three different games are played.  these are:  a against b  a against c  b against c  these are written as:  ab ac bc  (a) complete this table. number of teams ( n) 2 3 4 5 6 7 8 number of games ( g) 1 3 28  (b) when there are n teams in the competition the number of games played is g, where ga nb n2=+ .   find the value of a and the value of b.   write down the formula for g in terms of n.   ...  (c) show that your formula in part (b) gives the correct result for 8  teams.",
+            "6": "6 0607/61/m/j/19 \u00a9 ucles 2019 4 there are now 8  teams in this competition, a, b, c, d, e, f, g and h.  every team plays one game each week.  note that ab is the same as ba.  complete the table to show the games for the first three weeks.  there are many ways of doing this. you only need to show one way. game 1 game 2 game 3 game 4 week 1 ab dg ch week 2 ac week 3",
+            "7": "7 0607/61/m/j/19 \u00a9 ucles 2019 [turn over 5 there are more than two teams in each competition.  (a) it is possible to have the same number of games  in both a knock\u2011out  competition and a league   competition.   find a possible number of games and the number of teams in each competition.  number of games  ..  number of teams in knock\u2011out   ..  number of teams in league   ..  (b) it is possible to have half the number of games in a knock\u2011out  competition as in a league  competition.   there is the same number of teams  in each competition.   find the number of teams and the number of games in each competition.  number of teams  ..  number of games in knock\u2011out   ..  number of games in league   ..",
+            "8": "8 0607/61/m/j/19 \u00a9 ucles 2019b modelling (questions 6 to 8) throwing stones (20 marks) you are advised to spend no more than 45 minutes on this part. this part looks at modelling the path of a stone thrown from a vertical cliff onto horizontal ground. not to scale cliff groundh a stone is thrown horizontally from the top of the cliff at height h metres above the horizontal ground. the model of its height, h metres, at time, t seconds, is . hh t492=- . 6 (a) charlie stands on the top of the cliff.   he throws a stone horizontally at a height of 122.5 m above the horizontal ground.   write down the model for the height of his stone.   ...  (b) sketch the model in part (a)  on the axes below, for  t05gg . 5 0 th",
+            "9": "9 0607/61/m/j/19 \u00a9 ucles 2019 [turn over (c) write down the number of seconds that the stone takes to hit the ground.   ...  (d) not to scalex   a stone is thrown horizontally, with speed v, from the top of the cliff.   at time t seconds the stone is x metres from the cliff.   a model for the horizontal distance is   xv t=.   (i) write down the units of v.   ...   (ii) when charlie throws his stone, v20= .    find the value of x when this stone hits the ground.   ...  (e) (i) when v20= , use the models in part (a)  and part (d)  to show that . hx400 49000 492=- .",
+            "10": "10 0607/61/m/j/19 \u00a9 ucles 2019  (ii) sketch the graph of   . hx400 49000 492=- , for x0 100 gg . 100 0xh 7 belinda stands on a ledge on the cliff.  she throws a stone horizontally, with . v 283=  .  a model of the height of her stone is   .. hx6125 498002 =- .  (a) write down the height from which belinda throws her stone.   ...  (b) on the axes in question 6(e)(ii) , sketch the graph of   .. hx6125 498002 =- , for x0 100 gg .  (c) using the model in question 6(d) , calculate the time belinda\u2019s stone takes to hit the ground.   ...",
+            "11": "11 0607/61/m/j/19 \u00a9 ucles 2019 [turn over 8 jayden is standing next to charlie and mackenzie is standing next to belinda.  jayden throws a stone horizontally towards a point which is 50  m horizontally from the base of the cliff.  (a) the model of the height of jayden\u2019s stone is .. hkx122 54 9162 =- eo .   jayden\u2019s stone hits the point.   find the value of k.   ...  (b) find the horizontal distance from the cliff to where jayden\u2019s stone crosses the path of belinda\u2019s stone.   ... questions 8(c) and 8(d) are printed on the next page.",
+            "12": "12 0607/61/m/j/19 \u00a9 ucles 2019 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 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. (c) belinda\u2019s stone does not hit the point.   use the model for the height of belinda\u2019s stone in question  7, to calculate how far down the cliff she  should move so that when she throws her stone it hits the point.   ...  (d) mackenzie throws a stone horizontally and hits the point.   find the speed with which mackenzie throws this stone.   ..."
+        },
+        "0607_s19_qp_62.pdf": {
+            "1": "this document consists of 12 printed pages. dc (leg/cb) 170704/3 \u00a9 ucles 2019  [turn over *6707905996* cambridge international mathematics  0607/62 paper 6  (extended)  may/june 2019  1 hour 30 minutes candidates answer on the question paper. additional materials:  graphics calculator read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen. do not use staples, paper clips, glue or correction fluid. you may use an hb pencil for any diagrams or graphs. do not  write in any barcodes. answer both parts a (questions 1 to 6) and b (questions 7 to 9). you must show all relevant working to gain full marks for correct methods, including sketches. in this paper you will also be assessed on your ability to provide full reasons and communicate your  mathematics clearly and precisely. at the end of the examination, fasten all your work securely together. the total number of marks for this paper is 40.cambridge assessment international education cambridge international general certificate of secondary education",
+            "2": "2 0607/62/m/j/19 \u00a9 ucles 2019 answer both  parts a and b. a investigation (questions 1 to 6) square roots within square roots   (20 marks) you are advised to spend no more than 45 minutes on this part.  this investigation looks at sequences of terms with square roots.  you can form a sequence by using square roots within square roots.  6 , 66+  , 66 6 ++  , 66 66 ++ +  ,   ...  you can calculate the first four terms of this sequence as follows.   6     =  2.4494.\u2026.  66+  = . ... 62 4494+  = . ... 84494  =  2.9068.\u2026.  66 6 ++  = . ... 62 9068+  = . ... 89068  =  2.9844.\u2026.  66 66 ++ +  = . ... 62 9844+  = . ... 89844  = 2.9974\u2026.. 1 (a) calculate the next term of the sequence, writing the decimal as far as the 4th decimal place.   ..  (b) as the sequence continues, the terms get closer and closer to an integer.     this integer is the integer limit  of the sequence.   write down the integer limit of this sequence.   ..",
+            "3": "3 0607/62/m/j/19 \u00a9 ucles 2019 [turn over 2  here is a similar sequence of square roots.  30 ,   30 30+  ,   30 30 30 ++  ,   30 30 30 30 ++ +  ,   ...  (a) calculate the first three terms, writing each decimal as far as the 4th decimal place. . , . , .  (b) write down the integer limit of this sequence.   ..",
+            "4": "4 0607/62/m/j/19 \u00a9 ucles 2019 3 (a) complete this table for similar sequences. first term integer limit 2 6 12 20 30 42 7  (b) (i) use part (a)  to find the first term of the sequence that has an integer limit of 8.   ..   (ii) calculate the 4th term of the sequence in part (b)(i) .    give your answer correct to 4 decimal places.   ..",
+            "5": "5 0607/62/m/j/19 \u00a9 ucles 2019 [turn over 4 the general sequence is   k ,   kk+  ,   kk k ++  ,   kk kk ++ +  ,   ...  so, when x is one of the terms, the next term is kx+ .    the sequence reaches its limit, x, when one term equals the next term.  that is, when xk x =+  .    (a) make k the subject of the equation xk x =+  .   ..  (b) use part (a)  to check that the sequence below has a limit, x, equal to 7. 42 ,   42 42+  ,   42 42 42 ++  ,   42 42 42 42 ++ +  ,   ... 5 you will find the following information useful in this question.  for the equation ax bx c02++ =,   xabb ac 242!=--  the limit of 3 ,   33+  ,   33 3 ++  ,   33 33 ++ +  ,   ...   is not an integer.  find the exact  value of this limit.    ..",
+            "6": "6 0607/62/m/j/19 \u00a9 ucles 2019 6 here is another type of sequence. 5 ,   51 3+  ,   51 35++  ,   51 35 13 ++ +  ,   51 35 13 5 ++ ++  ,   ...  (a) the limit of this sequence is an integer, x.     by calculating some terms of this sequence, find x.   ..    (b) the general form of this sequence is    a ,   ab+  ,   aba++  ,   ab ab ++ +  ,   ...   where a and b are positive integers and ab!.   the sequence has a limit, x, when xa bx =+ + .   show that this equation can be written as   xa bx2-= + .",
+            "7": "7 0607/62/m/j/19 \u00a9 ucles 2019 [turn over  (c) (i) use your answer to part (a)  to show that the equation   xa bx2+ -=    is correct for this  sequence. 5 ,   51 3+  ,   51 35++  ,   51 35 13 ++ +  ,   51 35 13 5 ++ ++  ,   ...   (ii) there are other pairs of positive integers, a and b, where ab!, such that the sequence    a ,   ab+  ,   aba++  ,   ab ab ++ +  ,   ... has the same limit as in part (a) .    find all these pairs of positive integers.",
+            "8": "8 0607/62/m/j/19 \u00a9 ucles 2019b modelling (questions 7 to 9) making cones   (20 marks) you are advised to spend no more than 45 minutes on this part. you may find some of these formulas useful. circumference, c, of a circle of radius r. cr 2r= v olume, v, of cone of radius r, height h. vr h31 2r= curved surface area, a, of cone of radius r, sloping edge l. ar lr=  this task looks at modelling the volume of a cone, which is made from a circular disc.  in this part lengths are given in centimetres and angles in degrees.  raj makes a cone from a circular disc of radius 18.  he cuts out part of the circular disc, leaving the shaded sector with sector angle x.    he joins the two radii of 18 together.    the cone that he makes has base radius r and height h. 18 18not to scale18 x rh 7 (a) show that the arc length of the shaded sector is x 10r.  (b) this arc length forms the circumference of the base of the cone.     find r in terms of x.   ..",
+            "9": "9 0607/62/m/j/19 \u00a9 ucles 2019 [turn over  (c) show that  hx3244002 =-  .  (d) (i) show that a model for the volume, v, of this cone, is . vxx00026 32440022 =-  .   (ii) use part (i)  to find the volume of the cone if raj uses a semicircle of radius 18.   ..",
+            "10": "10 0607/62/m/j/19 \u00a9 ucles 2019  (e) sketch the graph of the model for 0 < x < 360. 0 360v x  (f) for the cone with maximum volume, find   (i) the angle, x,   ..   (ii) the maximum volume, v,   ..   (iii) the curved surface area.    ..",
+            "11": "11 0607/62/m/j/19 \u00a9 ucles 2019 [turn over8 raj decides that he can make two cones from his circular disc.   18not to scale 18 xy one comes from the sector with sector angle x.  the other comes from the remaining sector with sector angle y.  (a) write down a formula for y in terms of x.   ..  (b) the total volume of the two cones is .. vxxyy00026 32440000026 3244002222 =- +-  .   use your answer to part (a)  to write down, in terms of x, a model for the total volume of the two cones.  ...  (c) sketch the graph of this model. 025002700v x  (d) find the two angles, x, that give the maximum total volume for the two cones. . and . question 9 is printed on the next page.",
+            "12": "12 0607/62/m/j/19 \u00a9 ucles 2019 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 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.9 instead of the circular disc of radius 18, raj now uses a disc of radius 36 to make one cone with the  maximum volume.  find  (a) the volume of this cone,   ..  (b) the angle that gives this volume.   .."
+        },
+        "0607_s19_qp_63.pdf": {
+            "1": "*7096774549* this document consists of 16 printed pages. dc (nh/cgw) 170705/2 \u00a9 ucles 2019  [turn overcambridge international mathematics  0607/63 paper 6 (extended)  may/june 2019  1 hour 30 minutes candidates answer on the question paper. additional materials:  graphics calculator read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen. do not use staples, paper clips, glue or correction fluid. you may use an hb pencil for any diagrams or graphs. do not  write in any barcodes. answer both parts a (questions 1 to 3) and b (questions 4 to 6). you must show all the relevant working to gain full marks for correct methods, including sketches. in this paper you will also be assessed on your ability to provide full reasons and communicate your  mathematics clearly and precisely. at the end of the examination, fasten all your work securely together. the total number of marks for this paper is 40.cambridge assessment international education cambridge international general certificate of secondary education",
+            "2": "2 0607/63/m/j/19 \u00a9 ucles 2019 the investigation starts on page 3.",
+            "3": "3 0607/63/m/j/19 \u00a9 ucles 2019 [turn over answer both parts a and b. a  investigation (questions 1 to 3) jumping frogs  (20 marks) you are advised to spend no more than 45 minutes on this part. this investigation looks at the number of different ways that a frog can jump between stones in a line. the stones are always 1 unit apart. the frog always jumps \u2022 from left to right \u2022 from the first stone to the last stone. the diagram shows a frog sitting on a stone in a pond. first stone last stone this frog has a jump length of 1 unit . this is enough to move from one stone to the next stone. there is only 1 way to jump between two stones. there is only 1 way to jump between three stones. first stone last stone when there are more than three stones in a line, there is always only 1 way for this frog to jump from the first  stone to the last stone. 1 a different frog has a maximum jump length of 2 units .  there is still only 1 way to jump between two stones.  there are now 2 ways to jump between three stones.",
+            "4": "4 0607/63/m/j/19 \u00a9 ucles 2019  (a) complete the diagrams below to show the 3 ways that this frog can jump between four stones.  (b) complete the diagrams below to show the 5 ways that this frog can jump between five stones.",
+            "5": "5 0607/63/m/j/19 \u00a9 ucles 2019 [turn over  (c) the table shows the number of ways to jump between stones when the maximum jump length is  2 units. number of stones number of ways 2 1 3 2 4 3 5 5 6 8 7 13 8 9   the numbers in the last column of the table form a sequence.   (i) complete the table.   (ii) write down the rule to find further terms in this sequence.  ...  ...",
+            "6": "6 0607/63/m/j/19 \u00a9 ucles 2019 2 another frog has a maximum jump length of 3 units .  there is only 1 way for this frog to jump between two stones.  there are 2 ways to jump between three stones.  (a) there are 4 ways to jump between four stones.    these are the same 3 ways as in question 1(a)  and 1 new way.   draw the new way on the diagram below.  (b) there are the same 5 ways as in question 1(b) to jump between five stones and some new ways.   draw diagrams to show the new ways below.",
+            "7": "7 0607/63/m/j/19 \u00a9 ucles 2019 [turn over  (c) the table shows the number of ways to jump between stones when the maximum jump length is  3 units. number of stones number of ways 2 1 3 2 4 4 5 6 13 7 24 8 9   the numbers in the last column of the table form a sequence.   (i) use your answer to part (b) to help you complete the table.   (ii) write down the rule to find further terms in this sequence.  ...  ...",
+            "8": "8 0607/63/m/j/19 \u00a9 ucles 2019 3 the table shows the number of ways to jump between 2 to 9 stones when the maximum jump length is 1 to  8 units. number of stonesmaximum jump length 1 unit 2 units 3 units 4 units 5 units 6 units 7 units 8 units 2 1 1 1 1 1 1 1 1 3 1 2 2 2 2 2 2 2 4 1 3 4 4 4 4 4 4 5 1 5 8 8 8 8 8 6 1 8 13 15 16 16 16 16 7 1 13 24 29 31 32 32 32 8 1 56 61 63 64 64 9 1 120 125 127 128  (a) complete the table.  (b) the numbers in the column for maximum jump length of 4 units form a sequence.   write down the rule for finding further terms in this sequence.  ...  ...",
+            "9": "9 0607/63/m/j/19 \u00a9 ucles 2019 [turn over  (c) the terms of the sequence for a maximum jump length of 8 units  are 1, 2, 4, 8, 16, 32, 64, 128   (i) find an expression, in terms of x, for the number of ways of jumping between x stones,  where  . x 29gg      (ii) show that this expression does not give the number of ways for . x 10=  (d) complete the two rules for finding the number of ways of jumping between x stones when the  maximum jump length is m units.   rule 1   for  x2gg     the number of ways =    rule 2   for  x >    the number of ways is found by  ...  (e) a frog sits on the first of 20 equally spaced stones.   the frog has a maximum jump length of 18 units.   find the number of ways the frog can jump between the 20 stones.   ",
+            "10": "10 0607/63/m/j/19 \u00a9 ucles 2019 b  modelling (questions 4 to 6) play tents  (20 marks) you are advised to spend no more than 45 minutes on this part. this task is about maximising the volume of a tent for a given area of material. a company makes play tents for children.  they make them in the shape of cuboids or square-based pyramids. the top and sides of the tents are made from material. no material is used for the base. cuboid tent pyramid tent h m x mx m4 the cuboid tent has a square base of side x metres and height h metres.cuboid tent pyramid tent h m x mx m  (a) write down the volume, v, of the cuboid in terms of h and x.     (b) show that the total area, am2, of material for the cuboid tent is . ax hx42=+",
+            "11": "11 0607/63/m/j/19 \u00a9 ucles 2019 [turn over  (c) the company uses 8m2 of material to make each cuboid tent.   use this information and part (a)  and part (b)  to show that a model for the volume is ()vxx 482 =-.  (d) (i) on the axes below, sketch the graph of the model   ()vxx 482 =-. v 0 3 x   (ii) find the maximum volume of a cuboid tent made from 8m2 of material.     (e) customers want to buy tents with a height of at least 1 metre.   (i) using your answer to part (a) , sketch, on the axes above, the graph of v against x when h = 1.   (ii) find the volume of a cuboid tent made from 8m2 of material with a height of 1 metre.   ",
+            "12": "12 0607/63/m/j/19 \u00a9 ucles 2019 5 the pyramid tent also has a square base of side x metres and a height of h metres.  the distance between the top of the pyramid and the midpoint of each edge of the base is y metres. h m y m x m  the triangle below shows one of the faces of the pyramid. x my m  (a) find a model, in terms of x and y, for the total  area, s, of the four triangular faces of the pyramid.   give your answer in its simplest form.   ",
+            "13": "13 0607/63/m/j/19 \u00a9 ucles 2019 [turn over  (b) find an expression for y2 in terms of h and x.  (c) use part (a) and part (b)  to show that hxsx 4 4222 =- cm .",
+            "14": "14 0607/63/m/j/19 \u00a9 ucles 2019  (d) the company uses 8m2 of material to make each tent.   v olume of a pyramid 31#=  base area # height   (i) show that a model for the volume of the pyramid tent is vx xx 316 42 22 =- cm .   (ii) on the axes below, sketch the graph of vx xx 316 42 22 =- cm . v 0 3 x",
+            "15": "15 0607/63/m/j/19 \u00a9 ucles 2019 [turn over   (iii) write down the maximum volume of a pyramid tent that uses 8m2 of material.      (iv) customers want to buy tents with a height of at least 1 metre.    sketch, on the axes on page 14, the graph of v against x when . h 1=   (v) find the maximum volume of a pyramid tent made from 8m2 of material with a height of at least  1 metre.    question 6 is printed on the next page.",
+            "16": "16 0607/63/m/j/19 \u00a9 ucles 2019 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 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.6 the company decides that the cuboid tent and the pyramid tent should have the same volume.  which type of tent will customers want to buy?  give a reason for your answer. type of tent .. because  ..  ..."
+        },
+        "0607_w19_qp_11.pdf": {
+            "1": "    this document consists of 11 printed pages and 1 blank page.  ib19 11_0607_11/3rp  \u00a9 ucles 2019    [turn over       \uf02a\uf035\uf030\uf039\uf035\uf034\uf036\uf031\uf037\uf038\uf030\uf02a \uf020 cambridge assessment international education  cambridge international general certificate of secondary education       cambridge international mathematics 0607/11     paper 1 (core)  october/november 2019     45 minutes    candidates answer on the question paper.    additional materials: geometrical instruments      read these instructions first    write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen.  do not use staples, paper clips, glue or correction fluid.  you may use an hb pencil for any diagrams or graphs. do not  write in any barcodes.    answer all the questions.  calculators must not be used in this paper.  all answers should be given in their simplest form.  you must show all the relevant working to gain fu ll marks and you will be given marks for correct methods  even if your answer is incorrect.  the number of marks is given in brackets [  ] at the end of each question or part question.  the total number of marks for this paper is 40.      ",
+            "2": "2  \u00a9 ucles 2019 0607/11/o/n/19  formula list   area, a, of triangle, base b, height h. a = 1 2bh  area, a, of circle, radius r. a = \uf070r2  circumference, c, of circle, radius r. c = 2\uf070r  curved surface area, a, of cylinder of radius r, height h. a = 2\uf070rh  curved surface area, a, of cone of radius r, sloping edge l. a = \uf070rl  curved surface area, a, of sphere of radius r. a = 4\uf070r2  volume, v, of prism, cross-sectional area a, length l. v = al  volume, v, of pyramid, base area a, height h. v = 1 3ah  volume, v, of cylinder of radius r, height h. v = \uf070r2h  volume, v, of cone of radius r, height h. v = 1 3\uf070r2h  volume, v, of sphere of radius r. v = 4 3\uf070r3      ",
+            "3": "3  \u00a9 ucles 2019 0607/11/o/n/19 [turn over  answer all the questions.    1 write down the square root of 36.      [1]      2   9        11        15        22        27         33     from the list of numbers write down  (a) the triangle number,   [1]    (b) the even number.   [1]      3 work out  74 of 42.      [1]     4 insert one pair of brackets to make this statement correct.    3  \u2212  2  \u00d7  5  +  1  =  6     [1]      5  x         measure angle x.     [1]     ",
+            "4": "4  \u00a9 ucles 2019 0607/11/o/n/19  6   ab d c    complete the statements.    diagram  shows perpendicular lines.  diagram  shows a reflex angle.  [2]     7       find the perimeter of this rectangle.          cm  [1]       4 cm 12  cmnot to  scale",
+            "5": "5  \u00a9 ucles 2019 0607/11/o/n/19 [turn over  8 (a)        complete the diagram above so that the dotted line is a line of symmetry.  [1]     (b)  a  1y x0 2 3b 2 \u201313 1 \u20131\u20132 \u2013 4 \u20133 4      (i) on the grid, plot and label the point c(3, 1).      join the points to form triangle abc . [1]     (ii)  a shape is made from two congruent triangles abc  and abd .    the shape has rotational symmetry of order 2 and no lines of symmetry.      on the grid draw triangle abd . [1]      ",
+            "6": "6  \u00a9 ucles 2019 0607/11/o/n/19    9 look at this train timetable.     bunley 08  35 09  00 09  05 09  35 10  05 10  35 11  00 11  35  alton 08  51   09  51  10  51  11  51  sidcot 09  19 09  44 09  30 10  19  11  19 11  44 12  19  bilham 09  59   10  59  11  59  12  59  tim spa 10  22  10  56  11  30 12  22 12  36 13  22  trickway 10  35  11  11   12  35 12  49 13  35  wester  11  25  12  14   13  30 14  04     (a) a train goes from bunley to tim spa without stopping.     write down the time this train leaves bunley.     [1]      (b) find which train takes the longest time to travel from bunley to wester.       [2]     10  not to scale x\u00b045\u00b0115\u00b0d a bc      the diagram shows a triangle abc  and a straight line bd.     find the size of angle x.      x =   [2]     ",
+            "7": "7  \u00a9 ucles 2019 0607/11/o/n/19 [turn over  11 change 45  g into kilograms.     kg  [1]     12 simplify.     4 m + m \uf02d 3m         [1]      13 a = {x \uf07c x is a factor of 30  and x  10}     list the elements of set a.  {  }  [2]      14 these are the marks of 11 students in a mathematics test.    23        43        17        8        21       23        41        6        15        11        34     draw an ordered stem and leaf diagram for these marks.                  key  \u01c0  represents        [3]     ",
+            "8": "8  \u00a9 ucles 2019 0607/11/o/n/19  15 a cyclist travels 120  km in 6 hours.    calculate his average speed.     km  / h  [1]      16 43 = 64    find the value of 4 4.       [1]     17 factorise  2 x 2 + 5x.       [1]      18                      put a ring around the correct expression for the distance x.    30 tan 37\uf0b0 30 sin 53 \uf0b0 30 cos 53 \uf0b0 30 cos 37 \uf0b0  [1] not to  scale 30  cmx cm 53\u00b0 37\u00b0",
+            "9": "9  \u00a9 ucles 2019 0607/11/o/n/19 [turn over  19  not to  scale 7 cm30  cm       the diagram shows a pyramid with vertical height 30  cm.  the horizontal base of the pyramid is a square with side 7  cm.    work out the volume of the pyramid.              cm 3  [3]      20 the bearing of town x from town y is 045\u00b0.    find the bearing of town y from town x.            [2]     21 f(x) = (x + 2)( x \u2013 1)    work out f(5).     [1]     ",
+            "10": "10  \u00a9 ucles 2019 0607/11/o/n/19  22  y x\u2013 444 3 2 1 \u20133 \u20132 3 \u20133\u20132\u201310 12a cs \u2013 555 \u2013 4 \u2013 5\u2013 4\u20133\u20132\u20131\u20131       (a) on the grid, draw the image of shape a after an enlargement by scale factor 2 about centre c. [2]     (b) shape s is the image of a shape after a translation by the vector  \uf0f7 \uf0f8\uf0f6\uf0e7 \uf0e8\uf0e6 32.    on the grid, draw the original shape.  [2]      ",
+            "11": "11  \u00a9 ucles 2019 0607/11/o/n/19  23 the cumulative frequency table shows the marks, x, of 100 students in a science test.     mark ( x) cumulative  frequency  0 < x \u2264 20 18  0 < x \u2264 40 54  0 < x \u2264 60 78  0 < x \u2264 80 100     on the grid, draw a cumulative frequenc y curve to show this information.    x mark20 40 80 6020406080100 0cumulative  frequency         [2]   ",
+            "12": "12    permission to reproduce items where third-party owned material pr otected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to trac e 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 ans wer-related information to candidates, all copyright acknowledgements are reproduced onl ine 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 the camb ridge assessment group.  cambridge assessment is the brand name  of the university of  cambridge local examinations syndicate (ucles), which it self is a department of the university of cambridge.    \u00a9 ucles 2019 0607/11/o/n/19  blank page "
+        },
+        "0607_w19_qp_12.pdf": {
+            "1": "    this document consists of 11 printed pages and 1 blank page.  ib19 11_0607_12/fp  \u00a9 ucles 2019    [turn over     \uf02a\uf031\uf038\uf033\uf036\uf036\uf037\uf035\uf035\uf039\uf033\uf02a \uf020 cambridge assessment international education  cambridge international general certificate of secondary education       cambridge international mathematics 0607/12     paper 1 (core)  october/november 2019     45 minutes    candidates answer on the question paper.    additional materials: geometrical instruments      read these instructions first   write your centre number, candidate number and name on all the work you hand in.  write in dark blue or black pen. do not use staples, paper clips, glue or correction fluid.  you may use an hb pencil for any diagrams or graphs.  do not  write in any barcodes.    answer all the questions.  calculators must not be used in this paper.  all answers should be given in their simplest form. you must show all the relevant working to gain fu ll marks and you will be given marks for correct methods  even if your answer is incorrect.  the number of marks is given in brackets [  ] at the end of each question or part question.  the total number of marks for this paper is 40.      ",
+            "2": "2  \u00a9 ucles 2019 0607/12/o/n/19  formula list   area, a, of triangle, base b, height h. a = 1 2bh  area, a, of circle, radius r. a = \uf070r2  circumference, c, of circle, radius r. c = 2\uf070r  curved surface area, a, of cylinder of radius r, height h. a = 2\uf070rh  curved surface area, a, of cone of radius r, sloping edge l. a = \uf070rl  curved surface area, a, of sphere of radius r. a = 4\uf070r2  volume, v, of prism, cross-sectional area a, length l. v = al  volume, v, of pyramid, base area a, height h. v = 1 3ah  volume, v, of cylinder of radius r, height h. v = \uf070r2h  volume, v, of cone of radius r, height h. v = 1 3\uf070r2h  volume, v, of sphere of radius r. v = 4 3\uf070r3      ",
+            "3": "3    \u00a9 ucles 2019 0607/12/o/n/19 [turn over  answer all the questions.    1 write down the square root of 36.      [1]      2   9        11        15        22        27         33     from the list of numbers write down  (a) the triangle number,   [1]    (b) the even number.   [1]      3 work out  74 of 42.      [1]     4 insert one pair of brackets to make this statement correct.    3  \u2212  2  \u00d7  5  +  1  =  6     [1]      5  x         measure angle x.     [1]     ",
+            "4": "4  \u00a9 ucles 2019 0607/12/o/n/19  6   ab d c    complete the statements.   diagram  shows perpendicular lines.  diagram  shows a reflex angle.  [2]      7       find the perimeter of this rectangle.          cm  [1]       4 cm 12  cmnot to  scale",
+            "5": "5    \u00a9 ucles 2019 0607/12/o/n/19 [turn over  8 (a)         complete the diagram above so that the dotted line is a line of symmetry.  [1]     (b)  a  1y x0 2 3b 2 \u201313 1 \u20131\u20132 \u2013 4 \u20133 4      (i) on the grid, plot and label the point c(3, 1).      join the points to form triangle abc . [1]     (ii)  a shape is made from two congruent triangles abc  and abd .    the shape has rotational symmetry of order 2 and no lines of symmetry.     on the grid draw triangle abd . [1]     ",
+            "6": "6  \u00a9 ucles 2019 0607/12/o/n/19  9 look at this train timetable.     bunley 08  35 09  00 09  05 09  35 10  05 10  35 11  00 11  35  alton 08  51   09  51  10  51  11  51  sidcot 09  19 09  44 09  30 10  19  11  19 11  44 12  19  bilham 09  59   10  59  11  59  12  59  tim spa 10  22  10  56  11  30 12  22 12  36 13  22  trickway 10  35  11  11   12  35 12  49 13  35  wester  11  25  12  14   13  30 14  04     (a) a train goes from bunley to tim spa without stopping.     write down the time this train leaves bunley.     [1]       (b) find which train takes the longest time to travel from bunley to wester.       [2]      10  not to scale x\u00b045\u00b0115\u00b0d a bc      the diagram shows a triangle abc  and a straight line bd.     find the size of angle x.      x =   [2]     ",
+            "7": "7    \u00a9 ucles 2019 0607/12/o/n/19 [turn over  11 change 45  g into kilograms.     kg  [1]     12 simplify.     4 m + m \uf02d 3m         [1]      13 a = {x \uf07c x is a factor of 30  and x  10}     list the elements of set a.  {  }  [2]      14 these are the marks of 11 students in a mathematics test.    23        43        17        8        21       23        41        6        15        11        34     draw an ordered stem and leaf diagram for these marks.   draw an ordered stem and leaf diagram for these marks.                  key  \u01c0  represents        [3]    ",
+            "8": "8  \u00a9 ucles 2019 0607/12/o/n/19  15 a cyclist travels 120  km in 6 hours.    calculate his average speed.     km  / h  [1]      16 43 = 64   find the value of 44.       [1]     17 factorise  2 x 2 + 5x.       [1]      18                      put a ring around the correct expression for the distance x.    30 tan 37\uf0b0 30 sin 53 \uf0b0 30 cos 53 \uf0b0 30 cos 37 \uf0b0  [1] not to  scale 30  cmx cm 53\u00b0 37\u00b0",
+            "9": "9    \u00a9 ucles 2019 0607/12/o/n/19 [turn over  19  not to  scale 7 cm30  cm       the diagram shows a pyramid with vertical height 30  cm.  the horizontal base of the pyramid is a square with side 7  cm.    work out the volume of the pyramid.             cm 3  [3]     20 the bearing of town x from town y is 045\u00b0.    find the bearing of town y from town x.             [2]     21 f(x) = (x + 2)( x \u2013 1)    work out f(5).     [1]     ",
+            "10": "10  \u00a9 ucles 2019 0607/12/o/n/19  22  y x\u2013 444 3 2 1 \u20133 \u20132 3 \u20133\u20132\u201310 12a cs \u2013 555 \u2013 4 \u2013 5\u2013 4\u20133\u20132\u20131\u20131       (a) on the grid, draw the image of shape a after an enlargement by scale factor 2 about centre c. [2]     (b) shape s is the image of a shape after a translation by the vector  \uf0f7 \uf0f8\uf0f6\uf0e7 \uf0e8\uf0e6 32.    on the grid, draw the original shape.  [2]      ",
+            "11": "11    \u00a9 ucles 2019 0607/12/o/n/19  23 the cumulative frequency table shows the marks, x, of 100 students in a science test.     mark ( x) cumulative  frequency  0 < x \u2264 20 18  0 < x \u2264 40 54  0 < x \u2264 60 78  0 < x \u2264 80 100     on the grid, draw a cumulative frequenc y curve to show this information.    x mark20 40 80 6020406080100 0cumulative  frequency         [2]   ",
+            "12": "12    permission to reproduce items where third-party owned material  protected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to trac e 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 ans wer-related information to candidates, all copyright acknowledgements are reproduced onl ine in the cambridge  assessment international education copyright  acknowledgements booklet. this is produc ed 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 the ca mbridge assessment group. cambridge assessment is the brand name of the university of  cambridge local examinations syndicate (ucles), which it self is a department of the university of cambridge.    \u00a9 ucles 2019 0607/12/o/n/19  blank page   "
+        },
+        "0607_w19_qp_13.pdf": {
+            "1": "    this document consists of 11 printed pages and 1 blank page.  ib19 11_0607_13/fp  \u00a9 ucles 2019    [turn over       \uf02a\uf030\uf033\uf035\uf033\uf036\uf034\uf036\uf030\uf037\uf035\uf02a cambridge assessment international education  cambridge international general certificate of secondary education       cambridge international mathematics 0607/13     paper 1 (core)  october/november 2019     45 minutes    candidates answer on the question paper.    additional materials: geometrical instruments      read these instructions first    write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen.  do not use staples, paper clips, glue or correction fluid.  you may use an hb pencil for any diagrams or graphs. do not  write in any barcodes.    answer all the questions.  calculators must not be used in this paper.  all answers should be given in their simplest form.  you must show all the relevant working to gain fu ll marks and you will be given marks for correct methods  even if your answer is incorrect.  the number of marks is given in brackets [  ] at the end of each question or part question.  the total number of marks for this paper is 40.      ",
+            "2": "2  \u00a9 ucles 2019 0607/13/o/n/19  formula list   area, a, of triangle, base b, height h. a = 1 2bh  area, a, of circle, radius r. a = \uf070r2  circumference, c, of circle, radius r. c = 2\uf070r  curved surface area, a, of cylinder of radius r, height h. a = 2\uf070rh  curved surface area, a, of cone of radius r, sloping edge l. a = \uf070rl  curved surface area, a, of sphere of radius r. a = 4\uf070r2  volume, v, of prism, cross-sectional area a, length l. v = al  volume, v, of pyramid, base area a, height h. v = 1 3ah  volume, v, of cylinder of radius r, height h. v = \uf070r2h  volume, v, of cone of radius r, height h. v = 1 3\uf070r2h  volume, v, of sphere of radius r. v = 4 3\uf070r3      ",
+            "3": "3  \u00a9 ucles 2019 0607/13/o/n/19 [turn over  answer all the questions.    1 write down the square root of 36.      [1]      2   9        11        15        22        27         33     from the list of numbers write down  (a) the triangle number,   [1]    (b) the even number.   [1]      3 work out  74 of 42.      [1]     4 insert one pair of brackets to make this statement correct.    3  \u2212  2  \u00d7  5  +  1  =  6     [1]      5  x         measure angle x.     [1]     ",
+            "4": "4  \u00a9 ucles 2019 0607/13/o/n/19  6   ab d c    complete the statements.    diagram  shows perpendicular lines.  diagram  shows a reflex angle.  [2]     7       find the perimeter of this rectangle.          cm  [1]       4 cm 12  cmnot to  scale",
+            "5": "5  \u00a9 ucles 2019 0607/13/o/n/19 [turn over  8 (a)         complete the diagram above so that the dotted line is a line of symmetry.  [1]     (b)  a  1y x0 2 3b 2 \u201313 1 \u20131\u20132 \u2013 4 \u20133 4      (i) on the grid, plot and label the point c(3, 1).      join the points to form triangle abc . [1]     (ii)  a shape is made from two congruent triangles abc  and abd .    the shape has rotational symmetry of order 2 and no lines of symmetry.      on the grid draw triangle abd . [1]      ",
+            "6": "6  \u00a9 ucles 2019 0607/13/o/n/19    9 look at this train timetable.     bunley 08  35 09  00 09  05 09  35 10  05 10  35 11  00 11  35  alton 08  51   09  51  10  51  11  51  sidcot 09  19 09  44 09  30 10  19  11  19 11  44 12  19  bilham 09  59   10  59  11  59  12  59  tim spa 10  22  10  56  11  30 12  22 12  36 13  22  trickway 10  35  11  11   12  35 12  49 13  35  wester  11  25  12  14   13  30 14  04     (a) a train goes from bunley to tim spa without stopping.     write down the time this train leaves bunley.     [1]      (b) find which train takes the longest time to travel from bunley to wester.       [2]     10  not to scale x\u00b045\u00b0115\u00b0d a bc      the diagram shows a triangle abc  and a straight line bd.     find the size of angle x.      x =   [2]     ",
+            "7": "7  \u00a9 ucles 2019 0607/13/o/n/19 [turn over  11 change 45  g into kilograms.     kg  [1]     12 simplify.     4 m + m \uf02d 3m         [1]      13 a = {x \uf07c x is a factor of 30  and x  10}     list the elements of set a.  {  }  [2]      14 these are the marks of 11 students in a mathematics test.    23        43        17        8        21       23        41        6        15        11        34     draw an ordered stem and leaf diagram for these marks.                  key  \u01c0  represents        [3]     ",
+            "8": "8  \u00a9 ucles 2019 0607/13/o/n/19  15 a cyclist travels 120  km in 6 hours.    calculate his average speed.     km  / h  [1]      16 43 = 64    find the value of 4 4.       [1]     17 factorise  2 x 2 + 5x.       [1]      18                      put a ring around the correct expression for the distance x.    30 tan 37\uf0b0 30 sin 53 \uf0b0 30 cos 53 \uf0b0 30 cos 37 \uf0b0  [1] not to  scale 30  cmx cm 53\u00b0 37\u00b0",
+            "9": "9  \u00a9 ucles 2019 0607/13/o/n/19 [turn over  19  not to  scale 7 cm30  cm       the diagram shows a pyramid with vertical height 30  cm.  the horizontal base of the pyramid is a square with side 7  cm.    work out the volume of the pyramid.              cm 3  [3]      20 the bearing of town x from town y is 045\u00b0.    find the bearing of town y from town x.             [2]     21 f(x) = (x + 2)( x \u2013 1)    work out f(5).     [1]     ",
+            "10": "10  \u00a9 ucles 2019 0607/13/o/n/19  22  y x\u2013 444 3 2 1 \u20133 \u20132 3 \u20133\u20132\u201310 12a cs \u2013 555 \u2013 4 \u2013 5\u2013 4\u20133\u20132\u20131\u20131       (a) on the grid, draw the image of shape a after an enlargement by scale factor 2 about centre c. [2]     (b) shape s is the image of a shape after a translation by the vector  \uf0f7 \uf0f8\uf0f6\uf0e7 \uf0e8\uf0e6 32.    on the grid, draw the original shape.  [2]      ",
+            "11": "11  \u00a9 ucles 2019 0607/13/o/n/19  23 the cumulative frequency table shows the marks, x, of 100 students in a science test.     mark ( x) cumulative  frequency  0 < x \u2264 20 18  0 < x \u2264 40 54  0 < x \u2264 60 78  0 < x \u2264 80 100     on the grid, draw a cumulative frequenc y curve to show this information.    x mark20 40 80 6020406080100 0cumulative  frequency         [2]   ",
+            "12": "12    permission to reproduce items where third-party owned material  protected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to trac e 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 ans wer-related information to candidates, all copyright acknowledgements are reproduced onl ine in the cambridge  assessment international education copyright  acknowledgements booklet. this is produc ed 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 the ca mbridge assessment group. cambridge assessment is the brand name of the university of  cambridge local examinations syndicate (ucles), which it self is a department of the university of cambridge.    \u00a9 ucles 2019 0607/13/o/n/19  blank page   "
+        },
+        "0607_w19_qp_21.pdf": {
+            "1": "this document consists of 8 printed pages. dc (rw/fc) 170393/2 \u00a9 ucles 2019  [turn over *1751561870* cambridge international mathematics  0607/21 paper 2 (extended)  october/november 2019  45 minutes candidates answer on the question paper. additional materials:  geometrical instruments read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen. do not use staples, paper clips, glue or correction fluid. you may use an hb pencil for any diagrams or graphs. do not  write in any barcodes. answer all the questions. calculators must not be used in this paper. all answers should be given in their simplest form. you must show all the relevant working to gain full marks and you will be given marks for correct methods  even if your answer is incorrect. the number of marks is given in brackets [  ] at the end of each question or part question. the total number of marks for this paper is 40.cambridge assessment international education cambridge international general certificate of secondary education",
+            "2": "2 0607/21/o/n/19 \u00a9 ucles 2019 formula list for the equation  ax bx c02++ = xabb ac 242!=-- curved surface area, a, of cylinder of radius r, height h. r ar h2= curved surface area, a, of cone of radius r, sloping edge l. r ar l= curved surface area, a, of sphere of radius r. r ar42= v olume, v, of pyramid, base area a, height h. va h31= v olume, v, of cylinder of radius r, height h. rvr h2= v olume, v, of cone of radius r, height h. r vr h31 2= v olume, v, of sphere of radius r. r vr34 3=      sins in sin aa bb cc==      cos ab cb ca222 2=+ -      sinbc a21area=a c bcb a",
+            "3": "3 0607/21/o/n/19 \u00a9 ucles 2019 [turn over answer all the questions. 1 work out   15 142#+ .   ...  [1] 2 here is a list of numbers. 21         23         29         33         39         63         91         92  from the list, write down  (a) a factor of 46,   ...  [1]  (b) a prime number.   ...  [1] 3 list the integer values of x such that   x311g - .   ...  [2] 4 at a railway station, the probability that any train departs on time is 87.  the number of trains in one day is 72.  work out the expected number of trains that depart on time.   ...  [1] 5 work out   43421' .  give your answer as a fraction in its lowest terms.   ...  [2]",
+            "4": "4 0607/21/o/n/19 \u00a9 ucles 2019 6   9,        27,        81,        243,        \u2026  find the nth term of this sequence.   ...  [2] 7 not to scale 3 cm 7 cm  the diagram shows a hemisphere joined to a cone.  the hemisphere has a radius of 3  cm.  the cone has a radius of 3  cm and a height of 7  cm.  the total volume of the shape is kr cm3.  find the value of k.  k=  ..  [3] 8 find the value of 834 .   ...  [1]",
+            "5": "5 0607/21/o/n/19 \u00a9 ucles 2019 [turn over 9   p12 5=-fp  find  (a) 2p,  fp  [1]  (b) p.   ...  [2] 10 solve.    ww48 502-- =  w=  ..  or w= ..  [3] 11 y varies inversely as x.  when x16= , y9=.  find y in terms of x.  y=  ..  [2]",
+            "6": "6 0607/21/o/n/19 \u00a9 ucles 2019 12 (a) dc b ax\u00b0100\u00b0not to scale   the points a, b, c and d lie on the circle.   find the value of x.  x=  ..  [1]  (b) o cba y\u00b0 36\u00b0not to scale   the points a, b and c lie on the circle, centre o.   find the value of y.  y=  ..  [1]",
+            "7": "7 0607/21/o/n/19 \u00a9 ucles 2019 [turn over 13 (a) simplify   20 125+ .   ...  [2]  (b) rationalise the denominator and simplify your answer. 718 1-   ...  [2] 14 make l the subject of the formula   r tgl2= .  l=  ..  [3] 15 simplify   ()t27 31 .   ...  [1] questions 16 and 17 are printed on the next page.",
+            "8": "8 0607/21/o/n/19 \u00a9 ucles 2019 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 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.16 a is the point (0, 8) and b is the point (6, 0).  the line l passes through b and is perpendicular to ab.  find the equation of l.   ...  [4] 17 simplify   aab ac bc 422 2--+ -.   ...  [4]"
+        },
+        "0607_w19_qp_22.pdf": {
+            "1": "this document consists of 8 printed pages. dc (sc/sg) 170550/2 \u00a9 ucles 2019  [turn over *6177834697* cambridge international mathematics  0607/22 paper 2 (extended)  october/november 2019  45 minutes candidates answer on the question paper. additional materials:  geometrical instruments read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen. do not use staples, paper clips, glue or correction fluid. you may use an hb pencil for any diagrams or graphs. do not  write in any barcodes. answer all the questions. calculators must not be used in this paper. all answers should be given in their simplest form. you must show all the relevant working to gain full marks and you will be given marks for correct methods even if your answer is incorrect. the number of marks is given in brackets [ ] at the end of each question or part question. the total number of marks for this paper is 40.cambridge assessment international education cambridge international general certificate of secondary education",
+            "2": "2 0607/22/o/n/19 \u00a9 ucles 2019 formula list for the equation  ax bx c02++ = xabb ac 242!=-- curved surface area, a, of cylinder of radius r, height h. r ar h2= curved surface area, a, of cone of radius r, sloping edge l. r ar l= curved surface area, a, of sphere of radius r. r ar42= v olume, v, of pyramid, base area a, height h. va h31= v olume, v, of cylinder of radius r, height h. rvr h2= v olume, v, of cone of radius r, height h. r vr h31 2= v olume, v, of sphere of radius r. r vr34 3=      sins in sin aa bb cc==      cos ab cb ca222 2=+ -      sinbc a21area=a c bcb a",
+            "3": "3 0607/22/o/n/19 \u00a9 ucles 2019 [turn over answer all the questions. 1  8        27        49        51        53        55        99  from this list write down the square number.     [1] 2 change 3.2 metres into millimetres.   .. mm [1] 3 write each number in standard form.  (a) 28 010     [1]  (b) 0.100  209     [1] 4 each interior angle of a regular polygon is 170\u00b0.  find the number of sides of this polygon.     [3]",
+            "4": "4 0607/22/o/n/19 \u00a9 ucles 2019 5 xian walks 8  km in 121 hours.  she then runs 10  km in 45 minutes.  find her average speed in km/h for the whole journey.    km/h  [3] 6 28\u00b0 x\u00b0a b cnot to scale  ab = ac  find the value of x.  x =  ...  [2]",
+            "5": "5 0607/22/o/n/19 \u00a9 ucles 2019 [turn over 7 the lengths of the sides of a right-angled triangle are 6  cm, 8  cm and 10  cm.  find the tangent of the smallest angle.     [1] 8 magda buys 6 apples and 4 oranges for a total cost of $4.18 .  oranges cost $0.52 each.  find the cost of one apple.  $  ...  [3] 9 the mean of five numbers is 16.   when two extra numbers are included the mean of the seven numbers is 20.  find the mean of the two extra numbers.     [2]",
+            "6": "6 0607/22/o/n/19 \u00a9 ucles 2019 10 the point a has co-ordinates (, ) 15- and the point b has co-ordinates (, )91.  find the equation of the perpendicular bisector of ab in the form  ym xc=+ .  y =  ...  [5] 11 factorise completely.      x81 82-     [2]",
+            "7": "7 0607/22/o/n/19 \u00a9 ucles 2019 [turn over 12 (a) simplify.     300 27-     [2]  (b) rationalise the denominator and simplify your answer. 3214 -     [3] 13 solve the equation.     logl og log x 34 42 -=  x =  ...  [3] questions 14 and 15 are printed on the next page.",
+            "8": "8 0607/22/o/n/19 \u00a9 ucles 2019 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 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.14 rearrange the formula to make x the subject. yxx135=--  x =  ...  [4] 15 an archer fires three arrows at a target.  the probability that the archer hits the target with each arrow is  53.  find the probability that the archer hits the target exactly twice.     [3]"
+        },
+        "0607_w19_qp_23.pdf": {
+            "1": "this document consists of 8 printed pages. dc (sc/sg) 170551/3 \u00a9 ucles 2019  [turn over *4755091919* cambridge international mathematics  0607/23 paper 2 (extended)  october/november 2019  45 minutes candidates answer on the question paper. additional materials:  geometrical instruments read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen. do not use staples, paper clips, glue or correction fluid. you may use an hb pencil for any diagrams or graphs. do not  write in any barcodes. answer all the questions. calculators must not be used in this paper. all answers should be given in their simplest form. you must show all the relevant working to gain full marks and you will be given marks for correct methods  even if your answer is incorrect. the number of marks is given in brackets [  ] at the end of each question or part question. the total number of marks for this paper is 40.cambridge assessment international education cambridge international general certificate of secondary education",
+            "2": "2 0607/23/o/n/19 \u00a9 ucles 2019 formula list for the equation  ax bxc02++ = xabb ac 242!=-- curved surface area, a, of cylinder of radius r, height h. r ar h2= curved surface area, a, of cone of radius r, sloping edge l. rar l= curved surface area, a, of sphere of radius r. r ar42= v olume, v, of pyramid, base area a, height h. va h31= v olume, v, of cylinder of radius r, height h. rvr h2= v olume, v, of cone of radius r, height h. r vr h31 2= v olume, v, of sphere of radius r. r vr34 3=      sins in sin aa bb cc==      cos ab cb ca222 2=+ -      sinbc a21area=a c bcb a",
+            "3": "3 0607/23/o/n/19 \u00a9 ucles 2019 [turn over answer all the questions. 1 work out.  (a) ()42-     [1]  (b) (.)032     [1] 2 (a) write down a prime number between 80 and 90.     [1]  (b) write down a triangle number between 30 and 50.     [1] 3 (a) shade two squares so that this shape has exactly one line of symmetry.  [1]  (b) shade two squares so that this shape has rotational symmetry of order 2.  [1]",
+            "4": "4 0607/23/o/n/19 \u00a9 ucles 2019 4 a cat eats 132 tins of food each day.  how many tins are needed for one week?     [2] 5 factorise.  (a) x12-     [1]  (b) xa xaxy ay 36 222-- +     [2] 6 triangle abc  is isosceles and angle a = 40\u00b0.  find the three possible values for angle b.  ..  , ..  , ..  [2] 7 the mean of 10 numbers is 15.  when an 11th number is included, the mean is 16.   find the 11th number.     [2]",
+            "5": "5 0607/23/o/n/19 \u00a9 ucles 2019 [turn over 8 200 students record the method they use most to travel to school.  the results are shown in the table. method of travel bus car walk cycle number of students 40 98 37 25  (a) find, as a fraction, the relative frequency of a student travelling to school by bus.     [1]  (b) give a reason why it is reasonable to use your answer to part (a)  to estimate the probability that a  student travels to school by bus.    [1]  (c) the school has 1800 students.   estimate the number of students who travel to school by bus.     [1] 9 (a) solve   xx32 762-+ .     [2]  (b) show your solution to part (a)  on this number line. 5 4 3 2 1 0 \u20131 \u20132 \u20133 \u20134 \u20135x  [1]",
+            "6": "6 0607/23/o/n/19 \u00a9 ucles 2019 10 rearrange this formula to make a the subject. yaa 132=--     [3] 11 expand and simplify.    ()32 72+     [3] 12 the equation of the line l is   yx32=- .  (a) find the co-ordinates of the point a, where the line l crosses the y-axis.  (. , .)  [1]  (b) find the co-ordinates of the point b, where the line l crosses the x-axis.  (. , .)  [1]  (c) the line m passes through the point a and is perpendicular to the line l.   find the equation of the line m.     [2]",
+            "7": "7 0607/23/o/n/19 \u00a9 ucles 2019 [turn over 13 a dpb cqnot to scale  abcd  is a parallelogram.  ap = pq = qc.  show that triangles bqc  and dpa are congruent.  statement  reason                          [3] 14 o p (2, \u20133)y xnot to scale  the diagram shows a sketch of the graph    yx bxc2=+ +.  the minimum point is at (, ) p23-.  find the value of b and the value of c.  b = ...   c = ...  [3] question 15 is printed on the next page.",
+            "8": "8 0607/23/o/n/19 \u00a9 ucles 2019 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 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.15 the table shows the height, h cm, of some plants. height ( h cm) h01 0 1g h 10 401g h 40 601g frequency p q 44  (a) complete the histogram to show this information. 0 10 20 30 40 50 600123456 frequency density height (cm)h  [1]  (b) find the value of p and the value of q.  p =  ...  q =  ...  [2]"
+        },
+        "0607_w19_qp_31.pdf": {
+            "1": "this document consists of 15 printed pages and 1 blank page. dc (nf/fc) 168254/3 \u00a9 ucles 2019  [turn over *2501179758*cambridge assessment international education cambridge international general certificate of secondary education cambridge international mathematics  0607/31 paper 3 (core)  october/november 2019  1 hour 45 minutes candidates answer on the question paper. additional materials:  geometrical instruments  graphics calculator read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen. do not use staples, paper clips, glue or correction fluid. you may use an hb pencil for any diagrams or graphs. do not  write in any barcodes. answer all the questions. unless instructed otherwise, give your answers exactly or correct to three significant figures as appropriate. answers in degrees should be given to one decimal place. for r, use your calculator value. you must show all the relevant working to gain full marks and you will be given marks for correct methods,  including sketches, even if your answer is incorrect. the number of marks is given in brackets [  ] at the end of each question or part question. the total number of marks for this paper is 96.",
+            "2": "2 0607/31/o/n/19 \u00a9 ucles 2019 formula list area, a, of triangle, base b, height h. a = bh21 area, a, of circle, radius r. a = rr2 circumference, c, of circle, radius r. c = 2rr curved surface area, a, of cylinder of radius r, height h. a = 2rrh curved surface area, a, of cone of radius r, sloping edge l. a = rrl curved surface area, a, of sphere of radius r. a = 4rr2 v olume, v, of prism, cross-sectional area a, length l. v = al v olume, v, of pyramid, base area a, height h. v = ah31 v olume, v, of cylinder of radius r, height h. v = rr2h v olume, v, of cone of radius r, height h. v = rh31 2r v olume, v, of sphere of radius r. v = r34 3r",
+            "3": "3 0607/31/o/n/19 \u00a9 ucles 2019 [turn over answer  all the questions. 1 (a) write 52 as a decimal.     [1]  (b) write 169 as a percentage.   . % [1]  (c) work out   .. . 6852 3417 9# -  .     [2]  (d) write down a factor of 17.     [1]  (e) write  4928  in its simplest form.     [1]  (f) write down the next two terms in this sequence. 81,        74,        67,        60,        \u2026     ,    [2]  (g) $380 is invested at a rate of 3% per year simple interest.   work out the interest at the end of 4 years.  $  ...  [2]  (h) cupcakes cost $1.30 each.   find the largest number of these cupcakes that can be bought with $10.     [2]",
+            "4": "4 0607/31/o/n/19 \u00a9 ucles 2019 2 benji has 15 bags of potatoes.  the number of potatoes in each bag is shown below. 38          36          42          36          36 41          40          38          37          39 39          40          37          38          36  (a) complete the frequency table. number of potatoes 36 37 38 39 40 41 42 frequency 4 [2]  (b) for the number of potatoes, find   (i) the range,     [1]   (ii) the mode,     [1]   (iii) the median,     [1]   (iv) the mean.     [1]  (c) complete the bar chart. frequency number of potatoes36012345 37 38 39 40 41 42 [2]",
+            "5": "5 0607/31/o/n/19 \u00a9 ucles 2019 [turn over 3 (a) write sixty thousand and twenty in figures.     [1]  (b) complete the mapping diagram for the function   ()xx 34 f=- . x 0 .f (x) 1 . 2 . 3 . [2]  (c) write  down  a prime number between 35 and 45.     [1]  (d)  a 158 75=   find the value of a.  a=  ...  [1]  (e) write 6789 correct to the nearest 10.     [1]  (f) write  189.436 correct to 2 decimal places.     [1]  (g) write 3462   (i) correct to 3 significant figures,     [1]   (ii) in standard form.     [1]",
+            "6": "6 0607/31/o/n/19 \u00a9 ucles 2019 4  01ab 23456y x1 2 3 4 5 6  the diagram shows two points, a and b, plotted on a 1  cm2 grid.  (a) write down the co-ordinates of point a and the co-ordinates of point b.  a (  ...  , ... )  b (  ...  , ... )  [2]  (b) calculate the length of ab.   ...  cm [2]  (c) find the co-ordinates of the midpoint of  ab.  (  ...  , ... )  [1]  (d) find the gradient of ab.     [2]  (e) write down the equation of the line parallel to ab passing through (0,  3).  y=  ...  [2]",
+            "7": "7 0607/31/o/n/19 \u00a9 ucles 2019 [turn over 5 two cylindrical candles are mathematically similar.  the small candle has radius 2  cm and height 5  cm.  the large candle has radius 7  cm. not to scale 5 cm2 cm7 cm  (a) find the height of the large candle.   ...  cm [2]  (b) the small candle burns for 4 hours and the large candle burns for 60 hours.   write the ratio   4  : 60   in its simplest form.   .  :   [1]  (c) the price of the large candle is $28.   in a sale, this price is reduced by 15%.   find the sale price.  $   [2]",
+            "8": "8 0607/31/o/n/19 \u00a9 ucles 2019 6 (a) for each diagram, draw all the lines of symmetry. not to scale [3]  (b)  not to scale   simi makes a flower using some mathematical shapes.   the centre is a circle with radius 2  cm.   each of the five petals is an isosceles triangle with base 2.3  cm and perpendicular height 4  cm.   the stem is a rectangle with length 6  cm and width 1  cm.   find the total area shaded.   .  cm2 [4]",
+            "9": "9 0607/31/o/n/19 \u00a9 ucles 2019 [turn over 7 the table shows the age, in months, and length, in centimetres, of seven babies. age  (months)0 2 4 5 9 10 12 length  (cm)50 58 63 64 71 73 76  (a) complete the scatter diagram to show this information.   the first three points have been plotted for you. 04050607080 2 4 6 age  (months)length  (cm) 8 10 12 [2]  (b) find.   (i) the mean age,   ...  months  [1]   (ii) the mean length.   ...  cm [1]  (c) on the scatter diagram, draw a line of best fit.  [2]  (d) use your line of best fit to find an estimate for the length of a baby aged 7 months.   ...  cm [1]",
+            "10": "10 0607/31/o/n/19 \u00a9 ucles 2019 8 (a)  40\u00b0 36 mq p anot to scale 1.8 m   the diagram shows a vertical tower, pq, standing on horizontal ground.   matthijs stands at point a. he is 1.8  m tall.   the base of the tower, p, is 36  m from point a.   find the height of the tower.   .  m [3]",
+            "11": "11 0607/31/o/n/19 \u00a9 ucles 2019 [turn over  (b)  b 4 cmnot to scale 4 cm co a 38\u00b0   ab and ac are tangents to a circle with centre, o, and radius 4  cm.   angle \u00b0 bac 38= .   (i) write down the size of angle oba .  angle oba=  ...  [1]   (ii) find the size of  angle boc .  angle boc=  ...  [1]  (c) use trigonometry to find the length of oa.  oa=  ..  cm [3]",
+            "12": "12 0607/31/o/n/19 \u00a9 ucles 2019 9 20 people were asked if they liked banana milk shake, b, or chocolate milk shake, c. b 4 3 9c .u  (a) complete the venn diagram.  [1]  (b) write down   ()bcn+.     [1]  (c) one of these 20 people is chosen at random.   find the probability that this person likes   (i) banana milk shake,     [1]   (ii) chocolate milk shake but not banana milk shake.     [1]  (d) on the venn diagram, shade  cb+l. [1]",
+            "13": "13 0607/31/o/n/19 \u00a9 ucles 2019 [turn over 10  y 20 \u2013250 \u20132 5x    ()xxxx 52 8 f32=- ++  (a) on the diagram, sketch the graph of () yx f=  for x25gg- . [3]  (b) write down the co-ordinates of the point where the curve crosses the y-axis.  (  ...  , ... )  [1]  (c) write down the co-ordinates of the three points where the curve crosses the x-axis.  ( ..  , .. ),   ( ..  , .. ),   ( ..  , .. )  [2]  (d) find the co-ordinates of the local maximum.  (  ...  , ... )  [2]  (e) find the number of times that the line y9= crosses the curve () yx f= .     [1]",
+            "14": "14 0607/31/o/n/19 \u00a9 ucles 2019 11 (a) solve.   (i) y36=  y=  ...  [1]   (ii) y65 13-=  y=  ...  [2]   (iii) y362-     [2]  (b) expand and simplify.      () () yy57 34--   ...   [2]  (c) pt26=-   (i) find the value of p when t8=.  p=  ...  [1]   (ii) rearrange the formula to make t the subject.  t=    [2]  (d) simplify.     yy 32 5+   .  [2]",
+            "15": "15 0607/31/o/n/19 \u00a9 ucles 2019 12 angie goes to school on 5 days each week.  on a school day, the probability that angie gets up before 7  am is 109 .  on a non-school day, the probability that angie gets up before 7  am is 201 .  (a) complete the tree diagram. school day non-school day..5 7gets up before 7  am does not get up before 7  am .. gets up before 7  am does not get up before 7  am  .. [3]  (b) one day of the week is chosen at random.   find the probability that the day is a non-school day and that angie gets up before 7  am.     [2]",
+            "16": "16 0607/31/o/n/19 \u00a9 ucles 2019 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 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.blank page"
+        },
+        "0607_w19_qp_32.pdf": {
+            "1": "this document consists of 15 printed pages and 1 blank page. dc (kn) 187896 \u00a9 ucles 2019  [turn over *9667552344*cambridge assessment international education cambridge international general certificate of secondary education cambridge international mathematics  0607/32 paper 3 (core)  october/november 2019  1 hour 45 minutes candidates answer on the question paper. additional materials:  geometrical instruments  graphics calculator read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen. do not use staples, paper clips, glue or correction fluid. you may use an hb pencil for any diagrams or graphs. do not  write in any barcodes. answer all the questions. unless instructed otherwise, give your answers exactly or correct to three significant figures as appropriate. answers in degrees should be given to one decimal place. for r, use your calculator value. you must show all the relevant working to gain full marks and you will be given marks for correct methods,  including sketches, even if your answer is incorrect. the number of marks is given in brackets [  ] at the end of each question or part question. the total number of marks for this paper is 96.",
+            "2": "2 0607/32/o/n/19 \u00a9 ucles 2019 formula list area, a, of triangle, base b, height h. a = bh21 area, a, of circle, radius r. a = rr2 circumference, c, of circle, radius r. c = 2rr curved surface area, a, of cylinder of radius r, height h. a = 2rrh curved surface area, a, of cone of radius r, sloping edge l. a = rrl curved surface area, a, of sphere of radius r. a = 4rr2 v olume, v, of prism, cross-sectional area a, length l. v = al v olume, v, of pyramid, base area a, height h. v = ah31 v olume, v, of cylinder of radius r, height h. v = rr2h v olume, v, of cone of radius r, height h. v = rh31 2r v olume, v, of sphere of radius r. v = r34 3r",
+            "3": "3 0607/32/o/n/19 \u00a9 ucles 2019 [turn over answer  all the questions. 1 (a) write 52 as a decimal.     [1]  (b) write 169 as a percentage.   . % [1]  (c) work out   .. . 6852 3417 9# -  .     [2]  (d) write down a factor of 17.     [1]  (e) write  4928  in its simplest form.     [1]  (f) write down the next two terms in this sequence. 81,        74,        67,        60,        \u2026     ,    [2]  (g) $380 is invested at a rate of 3% per year simple interest.   work out the interest at the end of 4 years.  $  ...  [2]  (h) cupcakes cost $1.30 each.   find the largest number of these cupcakes that can be bought with $10.     [2]",
+            "4": "4 0607/32/o/n/19 \u00a9 ucles 2019 2 benji has 15 bags of potatoes.  the number of potatoes in each bag is shown below. 38          36          42          36          36 41          40          38          37          39 39          40          37          38          36  (a) complete the frequency table. number of potatoes 36 37 38 39 40 41 42 frequency 4 [2]  (b) for the number of potatoes, find   (i) the range,     [1]   (ii) the mode,     [1]   (iii) the median,     [1]   (iv) the mean.     [1]  (c) complete the bar chart. frequency number of potatoes36012345 37 38 39 40 41 42 [2]",
+            "5": "5 0607/32/o/n/19 \u00a9 ucles 2019 [turn over 3 (a) write sixty thousand and twenty in figures.     [1]  (b) complete the mapping diagram for the function   ()xx 34 f=- . x 0 .f (x) 1 . 2 . 3 . [2]  (c) write  down  a prime number between 35 and 45.     [1]  (d)  a 158 75=   find the value of a.  a=  ...  [1]  (e) write 6789 correct to the nearest 10.     [1]  (f) write  189.436 correct to 2 decimal places.     [1]  (g) write 3462   (i) correct to 3 significant figures,     [1]   (ii) in standard form.     [1]",
+            "6": "6 0607/32/o/n/19 \u00a9 ucles 2019 4  01ab 23456y x1 2 3 4 5 6  the diagram shows two points, a and b, plotted on a 1  cm2 grid.  (a) write down the co-ordinates of point a and the co-ordinates of point b.  a (  ...  , ... )  b (  ...  , ... )  [2]  (b) calculate the length of ab.   ...  cm [2]  (c) find the co-ordinates of the midpoint of  ab.  (  ...  , ... )  [1]  (d) find the gradient of ab.     [2]  (e) write down the equation of the line parallel to ab passing through (0,  3).  y=  ...  [2]",
+            "7": "7 0607/32/o/n/19 \u00a9 ucles 2019 [turn over 5 two cylindrical candles are mathematically similar.  the small candle has radius 2  cm and height 5  cm.  the large candle has radius 7  cm. not to scale 5 cm2 cm7 cm  (a) find the height of the large candle.   ...  cm [2]  (b) the small candle burns for 4 hours and the large candle burns for 60 hours.   write the ratio   4  : 60   in its simplest form.   .  :   [1]  (c) the price of the large candle is $28.   in a sale, this price is reduced by 15%.   find the sale price.  $   [2]",
+            "8": "8 0607/32/o/n/19 \u00a9 ucles 2019 6 (a) for each diagram, draw all the lines of symmetry. not to scale [3]  (b)  not to scale   simi makes a flower using some mathematical shapes.   the centre is a circle with radius 2  cm.   each of the five petals is an isosceles triangle with base 2.3  cm and perpendicular height 4  cm.   the stem is a rectangle with length 6  cm and width 1  cm.   find the total area shaded.   .  cm2 [4]",
+            "9": "9 0607/32/o/n/19 \u00a9 ucles 2019 [turn over 7 the table shows the age, in months, and length, in centimetres, of seven babies. age  (months)0 2 4 5 9 10 12 length  (cm)50 58 63 64 71 73 76  (a) complete the scatter diagram to show this information.   the first three points have been plotted for you. 04050607080 2 4 6 age  (months)length  (cm) 8 10 12 [2]  (b) find.   (i) the mean age,   ...  months  [1]   (ii) the mean length.   ...  cm [1]  (c) on the scatter diagram, draw a line of best fit.  [2]  (d) use your line of best fit to find an estimate for the length of a baby aged 7 months.   ...  cm [1]",
+            "10": "10 0607/32/o/n/19 \u00a9 ucles 2019 8 (a)  40\u00b0 36 mq p anot to scale 1.8 m   the diagram shows a vertical tower, pq, standing on horizontal ground.   matthijs stands at point a. he is 1.8  m tall.   the base of the tower, p, is 36  m from point a.   find the height of the tower.   .  m [3]",
+            "11": "11 0607/32/o/n/19 \u00a9 ucles 2019 [turn over  (b)  b 4 cmnot to scale 4 cm co a 38\u00b0   ab and ac are tangents to a circle with centre, o, and radius 4  cm.   angle \u00b0 bac 38= .   (i) write down the size of angle oba .  angle oba=  ...  [1]   (ii) find the size of  angle boc .  angle boc=  ...  [1]  (c) use trigonometry to find the length of oa.  oa=  ..  cm [3]",
+            "12": "12 0607/32/o/n/19 \u00a9 ucles 2019 9 20 people were asked if they liked banana milk shake, b, or chocolate milk shake, c. b 4 3 9c .u  (a) complete the venn diagram.  [1]  (b) write down   ()bcn+.     [1]  (c) one of these 20 people is chosen at random.   find the probability that this person likes   (i) banana milk shake,     [1]   (ii) chocolate milk shake but not banana milk shake.     [1]  (d) on the venn diagram, shade  cb+l. [1]",
+            "13": "13 0607/32/o/n/19 \u00a9 ucles 2019 [turn over 10  y 20 \u2013250 \u20132 5x    ()xxxx 52 8 f32=- ++  (a) on the diagram, sketch the graph of () yx f=  for x25gg- . [3]  (b) write down the co-ordinates of the point where the curve crosses the y-axis.  (  ...  , ... )  [1]  (c) write down the co-ordinates of the three points where the curve crosses the x-axis.  ( ..  , .. ),   ( ..  , .. ),   ( ..  , .. )  [2]  (d) find the co-ordinates of the local maximum.  (  ...  , ... )  [2]  (e) find the number of times that the line y9= crosses the curve () yx f= .     [1]",
+            "14": "14 0607/32/o/n/19 \u00a9 ucles 2019 11 (a) solve.   (i) y36=  y=  ...  [1]   (ii) y65 13-=  y=  ...  [2]   (iii) y362-     [2]  (b) expand and simplify.      () () yy57 34--   ...   [2]  (c) pt26=-   (i) find the value of p when t8=.  p=  ...  [1]   (ii) rearrange the formula to make t the subject.  t=    [2]  (d) simplify.     yy 32 5+   .  [2]",
+            "15": "15 0607/32/o/n/19 \u00a9 ucles 2019 12 angie goes to school on 5 days each week.  on a school day, the probability that angie gets up before 7  am is 109 .  on a non-school day, the probability that angie gets up before 7  am is 201 .  (a) complete the tree diagram. school day non-school day..5 7gets up before 7  am does not get up before 7  am .. gets up before 7  am does not get up before 7  am  .. [3]  (b) one day of the week is chosen at random.   find the probability that the day is a non-school day and that angie gets up before 7  am.     [2]",
+            "16": "16 0607/32/o/n/19 \u00a9 ucles 2019 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 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.blank page"
+        },
+        "0607_w19_qp_33.pdf": {
+            "1": "this document consists of 15 printed pages and 1 blank page. dc (kn) 187895 \u00a9 ucles 2019  [turn over *0883234879*cambridge assessment international education cambridge international general certificate of secondary education cambridge international mathematics  0607/33 paper 3 (core)  october/november 2019  1 hour 45 minutes candidates answer on the question paper. additional materials:  geometrical instruments  graphics calculator read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen. do not use staples, paper clips, glue or correction fluid. you may use an hb pencil for any diagrams or graphs. do not  write in any barcodes. answer all the questions. unless instructed otherwise, give your answers exactly or correct to three significant figures as appropriate. answers in degrees should be given to one decimal place. for r, use your calculator value. you must show all the relevant working to gain full marks and you will be given marks for correct methods,  including sketches, even if your answer is incorrect. the number of marks is given in brackets [  ] at the end of each question or part question. the total number of marks for this paper is 96.",
+            "2": "2 0607/33/o/n/19 \u00a9 ucles 2019 formula list area, a, of triangle, base b, height h. a = bh21 area, a, of circle, radius r. a = rr2 circumference, c, of circle, radius r. c = 2rr curved surface area, a, of cylinder of radius r, height h. a = 2rrh curved surface area, a, of cone of radius r, sloping edge l. a = rrl curved surface area, a, of sphere of radius r. a = 4rr2 v olume, v, of prism, cross-sectional area a, length l. v = al v olume, v, of pyramid, base area a, height h. v = ah31 v olume, v, of cylinder of radius r, height h. v = rr2h v olume, v, of cone of radius r, height h. v = rh31 2r v olume, v, of sphere of radius r. v = r34 3r",
+            "3": "3 0607/33/o/n/19 \u00a9 ucles 2019 [turn over answer  all the questions. 1 (a) write 52 as a decimal.     [1]  (b) write 169 as a percentage.   . % [1]  (c) work out   .. . 6852 3417 9# -  .     [2]  (d) write down a factor of 17.     [1]  (e) write  4928  in its simplest form.     [1]  (f) write down the next two terms in this sequence. 81,        74,        67,        60,        \u2026     ,    [2]  (g) $380 is invested at a rate of 3% per year simple interest.   work out the interest at the end of 4 years.  $  ...  [2]  (h) cupcakes cost $1.30 each.   find the largest number of these cupcakes that can be bought with $10.     [2]",
+            "4": "4 0607/33/o/n/19 \u00a9 ucles 2019 2 benji has 15 bags of potatoes.  the number of potatoes in each bag is shown below. 38          36          42          36          36 41          40          38          37          39 39          40          37          38          36  (a) complete the frequency table. number of potatoes 36 37 38 39 40 41 42 frequency 4 [2]  (b) for the number of potatoes, find   (i) the range,     [1]   (ii) the mode,     [1]   (iii) the median,     [1]   (iv) the mean.     [1]  (c) complete the bar chart. frequency number of potatoes36012345 37 38 39 40 41 42 [2]",
+            "5": "5 0607/33/o/n/19 \u00a9 ucles 2019 [turn over 3 (a) write sixty thousand and twenty in figures.     [1]  (b) complete the mapping diagram for the function   ()xx 34 f=- . x 0 .f (x) 1 . 2 . 3 . [2]  (c) write  down  a prime number between 35 and 45.     [1]  (d)  a 158 75=   find the value of a.  a=  ...  [1]  (e) write 6789 correct to the nearest 10.     [1]  (f) write  189.436 correct to 2 decimal places.     [1]  (g) write 3462   (i) correct to 3 significant figures,     [1]   (ii) in standard form.     [1]",
+            "6": "6 0607/33/o/n/19 \u00a9 ucles 2019 4  01ab 23456y x1 2 3 4 5 6  the diagram shows two points, a and b, plotted on a 1  cm2 grid.  (a) write down the co-ordinates of point a and the co-ordinates of point b.  a (  ...  , ... )  b (  ...  , ... )  [2]  (b) calculate the length of ab.   ...  cm [2]  (c) find the co-ordinates of the midpoint of  ab.  (  ...  , ... )  [1]  (d) find the gradient of ab.     [2]  (e) write down the equation of the line parallel to ab passing through (0,  3).  y=  ...  [2]",
+            "7": "7 0607/33/o/n/19 \u00a9 ucles 2019 [turn over 5 two cylindrical candles are mathematically similar.  the small candle has radius 2  cm and height 5  cm.  the large candle has radius 7  cm. not to scale 5 cm2 cm7 cm  (a) find the height of the large candle.   ...  cm [2]  (b) the small candle burns for 4 hours and the large candle burns for 60 hours.   write the ratio   4  : 60   in its simplest form.   .  :   [1]  (c) the price of the large candle is $28.   in a sale, this price is reduced by 15%.   find the sale price.  $   [2]",
+            "8": "8 0607/33/o/n/19 \u00a9 ucles 2019 6 (a) for each diagram, draw all the lines of symmetry. not to scale [3]  (b)  not to scale   simi makes a flower using some mathematical shapes.   the centre is a circle with radius 2  cm.   each of the five petals is an isosceles triangle with base 2.3  cm and perpendicular height 4  cm.   the stem is a rectangle with length 6  cm and width 1  cm.   find the total area shaded.   .  cm2 [4]",
+            "9": "9 0607/33/o/n/19 \u00a9 ucles 2019 [turn over 7 the table shows the age, in months, and length, in centimetres, of seven babies. age  (months)0 2 4 5 9 10 12 length  (cm)50 58 63 64 71 73 76  (a) complete the scatter diagram to show this information.   the first three points have been plotted for you. 04050607080 2 4 6 age  (months)length  (cm) 8 10 12 [2]  (b) find.   (i) the mean age,   ...  months  [1]   (ii) the mean length.   ...  cm [1]  (c) on the scatter diagram, draw a line of best fit.  [2]  (d) use your line of best fit to find an estimate for the length of a baby aged 7 months.   ...  cm [1]",
+            "10": "10 0607/33/o/n/19 \u00a9 ucles 2019 8 (a)  40\u00b0 36 mq p anot to scale 1.8 m   the diagram shows a vertical tower, pq, standing on horizontal ground.   matthijs stands at point a. he is 1.8  m tall.   the base of the tower, p, is 36  m from point a.   find the height of the tower.   .  m [3]",
+            "11": "11 0607/33/o/n/19 \u00a9 ucles 2019 [turn over  (b)  b 4 cmnot to scale 4 cm co a 38\u00b0   ab and ac are tangents to a circle with centre, o, and radius 4  cm.   angle \u00b0 bac 38= .   (i) write down the size of angle oba .  angle oba=  ...  [1]   (ii) find the size of  angle boc .  angle boc=  ...  [1]  (c) use trigonometry to find the length of oa.  oa=  ..  cm [3]",
+            "12": "12 0607/33/o/n/19 \u00a9 ucles 2019 9 20 people were asked if they liked banana milk shake, b, or chocolate milk shake, c. b 4 3 9c .u  (a) complete the venn diagram.  [1]  (b) write down   ()bcn+.     [1]  (c) one of these 20 people is chosen at random.   find the probability that this person likes   (i) banana milk shake,     [1]   (ii) chocolate milk shake but not banana milk shake.     [1]  (d) on the venn diagram, shade  cb+l. [1]",
+            "13": "13 0607/33/o/n/19 \u00a9 ucles 2019 [turn over 10  y 20 \u2013250 \u20132 5x    ()xxxx 52 8 f32=- ++  (a) on the diagram, sketch the graph of () yx f=  for x25gg- . [3]  (b) write down the co-ordinates of the point where the curve crosses the y-axis.  (  ...  , ... )  [1]  (c) write down the co-ordinates of the three points where the curve crosses the x-axis.  ( ..  , .. ),   ( ..  , .. ),   ( ..  , .. )  [2]  (d) find the co-ordinates of the local maximum.  (  ...  , ... )  [2]  (e) find the number of times that the line y9= crosses the curve () yx f= .     [1]",
+            "14": "14 0607/33/o/n/19 \u00a9 ucles 2019 11 (a) solve.   (i) y36=  y=  ...  [1]   (ii) y65 13-=  y=  ...  [2]   (iii) y362-     [2]  (b) expand and simplify.      () () yy57 34--   ...   [2]  (c) pt26=-   (i) find the value of p when t8=.  p=  ...  [1]   (ii) rearrange the formula to make t the subject.  t=    [2]  (d) simplify.     yy 32 5+   .  [2]",
+            "15": "15 0607/33/o/n/19 \u00a9 ucles 2019 12 angie goes to school on 5 days each week.  on a school day, the probability that angie gets up before 7  am is 109 .  on a non-school day, the probability that angie gets up before 7  am is 201 .  (a) complete the tree diagram. school day non-school day..5 7gets up before 7  am does not get up before 7  am .. gets up before 7  am does not get up before 7  am  .. [3]  (b) one day of the week is chosen at random.   find the probability that the day is a non-school day and that angie gets up before 7  am.     [2]",
+            "16": "16 0607/33/o/n/19 \u00a9 ucles 2019 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 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.blank page"
+        },
+        "0607_w19_qp_41.pdf": {
+            "1": "this document consists of 18 printed pages and 2 blank pages. dc (sc/fc) 170547/2 \u00a9 ucles 2019  [turn over *2803584907* cambridge international mathematics  0607/41 paper 4 (extended)  october/november 2019  2 hours 15 minutes candidates answer on the question paper. additional materials:  geometrical instruments  graphics calculator read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen. do not use staples, paper clips, glue or correction fluid. you may use an hb pencil for any diagrams or graphs. do not  write in any barcodes. answer all the questions. unless instructed otherwise, give your answers exactly or correct to three significant figures as appropriate. answers in degrees should be given to one decimal place. for r, use your calculator value. you must show all the relevant working to gain full marks and you will be given marks for correct methods,  including sketches, even if your answer is incorrect. the number of marks is given in brackets [  ] at the end of each question or part question. the total number of marks for this paper is 120.cambridge assessment international education cambridge international general certificate of secondary education",
+            "2": "2 0607/41/o/n/19 \u00a9 ucles 2019 formula list for the equation  ax bx c02++ = xabb ac 242!=-- curved surface area, a, of cylinder of radius r, height h. r ar h2= curved surface area, a, of cone of radius r, sloping edge  l. r ar l= curved surface area, a, of sphere of radius r. r ar42= v olume, v, of pyramid, base area a, height h. va h31= v olume, v, of cylinder of radius r, height h. rvr h2= v olume, v, of cone of radius r, height h. r vr h31 2= v olume, v, of sphere of radius r. r vr34 3=      sins in sin aa bb cc==      cos ab cb ca222 2=+ -      sinbc a21area =a c bcb a",
+            "3": "3 0607/41/o/n/19 \u00a9 ucles 2019 [turn over answer all the questions. 1 12 students are each given a spelling test.  here is a list of the scores.   9     5     10     9     11     7     7     6     6     7     8     11  find  (a) the range,     [1]  (b) the mode,     [1]  (c) the median,     [1]  (d) the upper quartile,     [1]  (e) the inter-quartile range,     [1]  (f) the mean.     [1]",
+            "4": "4 0607/41/o/n/19 \u00a9 ucles 2019 2 (a) increase 4.5  kg by 16%.    kg [2]  (b) find the percentage profit when the cost price of a book is $8.50 and the selling price is $11.05 .   . % [3]  (c) the price of a loaf of bread increases by $0.06 .   this is a 5% increase.   find the original price of this loaf of bread.  $   [2]",
+            "5": "5 0607/41/o/n/19 \u00a9 ucles 2019 [turn over 3 \u20132\u20133 3 0 xy 4    ()(), xxx111 f3! =-  (a) on the diagram, sketch the graph of () yx f=  for values of x between 3- and 3.  [3]  (b) write down the range of f( x) for x30gg- .     [2]  (c) on the same diagram, sketch the graph of   yx2=    for x22gg- . [1]  (d) (i) solve the equation   xx11 32 -= .  x =  ...  [1]   (ii) the equation   xx11 32 -=    can be written in the form   xx 10uw-+ =.    find the value of u and the value of w.  u =  ...  w =  ...  [2]",
+            "6": "6 0607/41/o/n/19 \u00a9 ucles 2019 4 \u20132\u20131 \u20133012345678910y x1 2 3 4 5 6 7 8 9 10a c t b  (a) describe fully the single  transformation that maps triangle t onto   (i) triangle a,      [2]   (ii) triangle b,      [3]   (iii) triangle c.      [3]  (b) stretch triangle t by a factor of 2 with the y\u2013axis invariant.  [2]",
+            "7": "7 0607/41/o/n/19 \u00a9 ucles 2019 [turn over 5 each year the value of a motor bike decreases  by 10% of its value at the start of the year.  at the start of 2019, the value of the motor bike was $2025.  (a) find the value at the end of 4 years.   give your answer correct to the nearest dollar.  $   [4]  (b) find the value at the start of 2017.  $   [2]  (c) find the number of complete years it takes for the value of $2025 to decrease to a value less than $500.     [4]",
+            "8": "8 0607/41/o/n/19 \u00a9 ucles 2019 6  the diagram shows a six-sided die and a coin.  the numbers on the faces of the die are 1, 1, 1, 2, 2, 3.  when the die is rolled it is equally likely for any of the six faces to be on the top.  when the coin is spun it is equally likely to land showing heads or tails.  (a) abi rolls the die.   write down the probability that it shows the number 3 on the top.     [1]  (b) beatrice rolls the die and spins the coin.   (i) find the probability that the die shows the number 2 on the top and the coin shows heads.     [2]   (ii) find the probability that the die shows the number 2 on the top or the coin shows heads or both.     [2]  (c) carl spins the coin 3 times.    find the probability that the coin shows heads at least once.     [2]",
+            "9": "9 0607/41/o/n/19 \u00a9 ucles 2019 [turn over  (d) drew rolls the die 3 times and records the numbers on the top.   find the probability that the die shows each of the numbers, 1, 2 and 3, once.     [3]  (e) eva spins the coin n times.   the probability that the coin shows tails each time is 641.   find the value of n.  n =  ...  [1]  (f) frank rolls the die twice and records the two numbers.   the probability of these two numbers occurring is 31.   find these two numbers.  ... and ...  [2]",
+            "10": "10 0607/41/o/n/19 \u00a9 ucles 2019 7 north 18 kma dcb 10 km 21 km12 km150\u00b0north not to scale  the diagram shows four villages a, b, c and d and five straight roads connecting them.  b is 10  km due east of a.  c is 12  km from b on a bearing of 150\u00b0.  d is 21  km from c and 18  km from a.  (a) calculate the distance ac and show that your answer rounds to 19.08  km, correct to 2 decimal places.  [4]  (b) using the sine rule, calculate angle acb  and show that your answer rounds to 27.0\u00b0, correct to  1 decimal place.  [3]",
+            "11": "11 0607/41/o/n/19 \u00a9 ucles 2019 [turn over  (c) calculate the bearing of d from c.     [4]  (d) a straight path, bp, connects b to the closest point, p, on ac.   calculate the length of this path.   ... km [2]  (e) the area within triangle abc  is grassland.   calculate the area of this grassland.    .. km2 [2]",
+            "12": "12 0607/41/o/n/19 \u00a9 ucles 2019 8 (a) 200 people took part in a charity walk.   they each recorded how far, d metres, they walked in one hour.   the table shows the results. distance ( d metres) d 1000 20001g d 2000 25001g d 2500 30001g d 3000 40001g number of people 40 60 80 20 0050 100cumulative frequency distance  (metres)150200 1000 2000 3000 4000d   (i) complete the cumulative frequency curve.  [3]   (ii) use your curve to find the inter-quartile range.   . m [2]   (iii) use your curve to estimate the number of people who walked further than 3500  m.     [2]",
+            "13": "13 0607/41/o/n/19 \u00a9 ucles 2019 [turn over  (b) 2000 people took part in a \u201cno food for 6 hours\u201d day.   they each recorded the reduction in their mass, m grams, at the end of the day.   the histogram shows their results. 005 10 frequency density mass  (grams)15 100 200 300 400 50 150 250 350m   (i) complete the frequency table. reduction in mass  (m grams)m05 0 1g m 50 1001g m 100 2001g m 200 4001g number of people 500  [2]   (ii) calculate an estimate of the mean.   .. g [2]",
+            "14": "14 0607/41/o/n/19 \u00a9 ucles 2019 9 (a) lionel runs 10.6  km in 94 minutes.   calculate his average speed in km/h.    km/h  [2]  (b) monika walks 2  km at a speed of 4  km/h and then 3  km at a speed of 3  km/h.   calculate monika\u2019s overall average speed.    km/h  [3]  (c) a train is travelling at v metres per second.   find an expression, in terms of v, for the speed of the train in kilometres per hour.   give your answer in its simplest form.    km/h  [2]",
+            "15": "15 0607/41/o/n/19 \u00a9 ucles 2019 [turn over  (d) (i) a car travels 50  km at x km/h and then 80  km at ()x10+  km/h.    find an expression, in terms of x, for the total time taken, t hours.    give your answer as a single fraction, in its simplest form.  t =  . h [3]   (ii) when t2=, show that   xx55 250 02-- =.  [2]   (iii) when t2=, find the value of x.  x =  ...  [3]",
+            "16": "16 0607/41/o/n/19 \u00a9 ucles 2019 10  ()xx 23 f=+  ()xx1g=, x0! ()x 2 hx=  () log xxj3=  (a) find    (i) () ,2 f-     [1]   (ii) .21geo     [1]  (b) find   (( )).1 gf     [2]  (c) find x when   () . x81h=  x =  ...  [1]  (d) find   ()81j .     [1]  (e) find   (( ))x ff  in its simplest form.     [2]",
+            "17": "17 0607/41/o/n/19 \u00a9 ucles 2019 [turn over  (f) find   () () () xx x 1 ff f # ++    in its simplest form.     [3]  (g) find   ().x j1-  ()x j1=-  ...  [2]",
+            "18": "18 0607/41/o/n/19 \u00a9 ucles 2019 11 \u20134180 0 xy 4    () (\u00b0 ) sin xx 33 f=  (a) on the diagram, sketch the graph of () yx f=  for . x 0 180 gg  [2]  (b) write down the amplitude and the period of () .xf  amplitude =  ...  period =  ...  [2]  (c) solve the inequality   () . x 15 f1-  for  . x 0 180 gg     [2]  (d)   () (\u00b0) sin xx 3 g=   (i) on the same diagram, sketch the graph of () yx g=  for . x 0 180 gg  [1]   (ii) on the diagram, shade the regions where () (). xxfgh  [1]   (iii) describe fully the single  transformation that maps the graph of () yx g=      onto the graph of () . yx f=      [3]",
+            "19": "19 0607/41/o/n/19 \u00a9 ucles 2019 blank page",
+            "20": "20 0607/41/o/n/19 \u00a9 ucles 2019 blank page permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the  publisher will be pleased to make amends at the earliest possible opportunity. 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 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."
+        },
+        "0607_w19_qp_42.pdf": {
+            "1": "this document consists of 20 printed pages. dc (sc/fc) 170548/2 \u00a9 ucles 2019  [turn over *9839689253* cambridge international mathematics  0607/42 paper 4 (extended)  october/november 2019  2 hours 15 minutes candidates answer on the question paper. additional materials:  geometrical instruments  graphics calculator read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen. do not use staples, paper clips, glue or correction fluid. you may use an hb pencil for any diagrams or graphs. do not  write in any barcodes. answer all the questions. unless instructed otherwise, give your answers exactly or correct to three significant figures as appropriate. answers in degrees should be given to one decimal place. for r, use your calculator value. you must show all the relevant working to gain full marks and you will be given marks for correct methods,  including sketches, even if your answer is incorrect. the number of marks is given in brackets [  ] at the end of each question or part question. the total number of marks for this paper is 120.cambridge assessment international education cambridge international general certificate of secondary education",
+            "2": "2 0607/42/o/n/19 \u00a9 ucles 2019 formula list for the equation  ax bx c02++ = xabb ac 242!=-- curved surface area, a, of cylinder of radius r, height h. r ar h2= curved surface area, a, of cone of radius r, sloping edge l. r ar l= curved surface area, a, of sphere of radius r. r ar42= v olume, v, of pyramid, base area a, height h. va h31= v olume, v, of cylinder of radius r, height h. rvr h2= v olume, v, of cone of radius r, height h. r vr h31 2= v olume, v, of sphere of radius r. r vr34 3=      sins in sin aa bb cc==      cos ab cb ca222 2=+ -      sinbc a21area=a c bcb a",
+            "3": "3 0607/42/o/n/19 \u00a9 ucles 2019 [turn over answer all the questions. 1 a \u2013 6 \u20135 \u2013 4 \u20133 \u20132 \u20131 0 1 2 3 4 5 6 \u2013 6\u20135\u2013 4\u20133\u20132\u20131123456y x  (a) reflect triangle a in the x-axis. label the image b. [1]  (b) translate triangle a by the vector 0 3-eo . label the image c. [1]  (c) describe fully the single  transformation that maps triangle b onto triangle c.      [2]  (d) rotate triangle a through 90\u00b0 anti-clockwise, about the origin. label the image d. [2]  (e) describe fully the single  transformation that maps triangle b onto triangle d.      [2]",
+            "4": "4 0607/42/o/n/19 \u00a9 ucles 2019 2   ()xx21f=-, x2! ()xx 2 g=+  ()xxh2=  (a) find ().6f     [1]  (b) solve  () . x 2 f=-  x =  ...  [2]  (c) find (( )).x hg     [1]  (d) solve   (( )) () . xx 2 hg h=+  x =  ...  [4]  (e) find ().x f1-  ()x f1=-  ...  [3]",
+            "5": "5 0607/42/o/n/19 \u00a9 ucles 2019 [turn over  (f) 9y x\u20133 0 3 \u20133   (i) on the diagram, sketch the graph of () yx f=  and the graph of () yx h=  for values of x  between 3- and 3.  [3]   (ii) write down the equation of the line of symmetry of (). yx h=     [1]   (iii) solve    () (). xxfh2     [2]",
+            "6": "6 0607/42/o/n/19 \u00a9 ucles 2019 3 alana and bill share some money in the ratio  5 : 4.  alana\u2019s share is $160.  (a) show that bill\u2019s share is $128.  [1]  (b) alana spends $ x.   the ratio of    alana\u2019s money : bill\u2019s money   is now   4 : 5.   find the value of x.  x =  ...  [3]  (c) a shop has a sale.   bill buys a jacket in the sale for $32.   (i) write $32 as a percentage of $128.   . % [1]   (ii) the original price of the jacket was reduced by 20% to $32.    work out the original price.  $   [3]",
+            "7": "7 0607/42/o/n/19 \u00a9 ucles 2019 [turn over 4 (a) solve the following equations.   (i)  x23 11 -=-  x =  ...  [2]   (ii)  x364=-  x =  ...  [2]   (iii)  xx61 31 72 += -  x =  ...  [2]  (b) solve the simultaneous equations.   you must show all your working. xy xy53 19 35 21+= - += -  x =  ...  y =  ...  [4]",
+            "8": "8 0607/42/o/n/19 \u00a9 ucles 2019 5 ca bd o xnot to scale 20\u00b025\u00b025\u00b0  a, b, c and d lie on a circle, centre o.  ax is a tangent to the circle at a and bx is a tangent to the circle at b.  angle \u00b0 oab 20=  and angle \u00b0. dax 25=  (a) find the value of    (i) angle aob ,  angle aob  =  ...  [2]   (ii) angle acb ,  angle acb  =  ...  [1]   (iii) angle adb ,  angle adb  =  ...  [1]",
+            "9": "9 0607/42/o/n/19 \u00a9 ucles 2019 [turn over   (iv) angle bad ,  angle bad  =  ...  [1]   (v) angle dba ,  angle dba  =  ...  [1]   (vi) angle axb.  angle axb =  ...  [1]  (b) what type of quadrilateral is acbd ?     [1]",
+            "10": "10 0607/42/o/n/19 \u00a9 ucles 2019 6 spinner a is numbered 1, 2, 3, 4.  spinner b is numbered 1, 2, 3, 4, 5, 6.  each spinner is equally likely to land on any of its numbers.  the two spinners are each spun once and the number that each spinner lands on is recorded.  find the probability that  (a) the number on spinner a is greater than 4,     [1]  (b) the number on spinner b is not a 3,     [1]  (c) the number on spinner a is the same as the number on spinner b,     [2]  (d) one number is odd and one number is even,     [3]  (e) the sum of the numbers is 6.     [2]",
+            "11": "11 0607/42/o/n/19 \u00a9 ucles 2019 [turn over 7 (a) (i) factorise   xx21 162-- .     [2]   (ii) using your answer to part (i), solve   . xx21 16 021 --     [2]  (b) solve the equation   . xx35 02-- =   give your answers correct to 2 decimal places.   you must show all your working.  x =  or x =   [3]",
+            "12": "12 0607/42/o/n/19 \u00a9 ucles 2019 8 there are 100 students in a year group.  each student studies at least one of the languages, french ( f), italian ( i) and spanish ( s).  x students study all 3 languages.  y students study french only.  18 students study italian only.  4 students study french and italian but not spanish.  12 students study french and spanish but not italian.  2 students study italian and spanish but not french.  74 students study only one language.  (a) show this information on the venn diagram. f i sxu  [2]",
+            "13": "13 0607/42/o/n/19 \u00a9 ucles 2019 [turn over  (b) twice as many students study french as italian.   find the number of students who study   (i) all 3 subjects,  x =  ...  [2]   (ii) french only,  y =  ...  [2]   (iii) spanish only.     [1]",
+            "14": "14 0607/42/o/n/19 \u00a9 ucles 2019 9 26 cm 24 cm 18 cm 14 cmr cm r cmh cmnot to scale  the diagram shows three solids, a prism, a sphere and a cone.   the radius of the sphere is equal to the base radius of the cone.   the volume of each solid is the same.   (a) show that the volume of the prism is 7392  cm3.  [3]",
+            "15": "15 0607/42/o/n/19 \u00a9 ucles 2019 [turn over  (b) a similar prism has a volume of 924  cm3.   the length of the original prism is 24  cm.   find the length of this similar prism.   ... cm [3]  (c) find the value of r.  r =  ...  [2]  (d) find the value of h.  h =  ...  [2]  (e) when exact values of h and r are used, . hr 4=   find, in terms of r, an exact expression for the curved surface area of the cone.   give your answer in its simplest form.     [3]",
+            "16": "16 0607/42/o/n/19 \u00a9 ucles 2019 10 the mass of each of 80 apples is shown in the table. mass ( m grams) frequency   m0 1001g 6 m 100 1201g 22 m 120 1401g 31 m 140 1601g 13 m 160 2501g 8  (a) calculate an estimate of the mean mass of an apple.   .. g [2]  (b) find the interval which contains the upper quartile.   m1g   [1]  (c) two of these apples are chosen at random.   find the probability that they both have a mass of 120  g or less.   give your answer as a fraction in its simplest form.     [3]",
+            "17": "17 0607/42/o/n/19 \u00a9 ucles 2019 [turn over  (d) (i) complete the frequency density column in this table. mass ( m grams) frequency frequency density   m0 1001g 6 m 100 1201g 22 m 120 1401g 31 m 140 1601g 13 m 160 2501g 8  [2]   (ii) on the grid, draw a histogram to show this information. 0 50 100 150 20000.20.40.60.81.01.21.41.61.82.0 250 mass  (grams)mfrequency density  [3]",
+            "18": "18 0607/42/o/n/19 \u00a9 ucles 2019 11 b a dc8 cm 64 \u00b0 9 cm6.5 cmnot to scale  the diagram shows a quadrilateral abcd .  ab = 8 cm, ad = 9 cm, cd = 6.5 cm and angle bad  = 64\u00b0.  (a) calculate bd and show that your answer rounds to 9.05  cm, correct to 2 decimal places.  [2]  (b) the area of the quadrilateral abcd  is 57.3  cm2.   (i) calculate angle bdc  and show that your answer rounds to 58\u00b0, correct to the nearest degree.  [4]",
+            "19": "19 0607/42/o/n/19 \u00a9 ucles 2019 [turn over   (ii) calculate angle bcd .  angle bcd  =  ...  [5] question 12 is printed on the next page.",
+            "20": "20 0607/42/o/n/19 \u00a9 ucles 2019 12 \u20133 \u201344y x3 0  (a) on the diagram, sketch the graph of (), yx f=  where  ()() ()xxx x111f=-+         for values of x between 3- and 3.  [4]  (b) write down the equations of the asymptotes.    ,   ,   ,   [3]  (c) write down the co-ordinates of the local maximum.  (  , )  [2]  (d) the line   yx21=+    intersects the curve () yx f=  twice.   find the value of the x co-ordinate of each point of intersection.  x = . or x = .  [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. 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 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."
+        },
+        "0607_w19_qp_43.pdf": {
+            "1": "this document consists of 20 printed pages. dc (sc/fc) 170549/3 \u00a9 ucles 2019  [turn over *5937878046* cambridge international mathematics  0607/43 paper 4 (extended)  october/november 2019  2 hours 15 minutes candidates answer on the question paper. additional materials:  geometrical instruments  graphics calculator read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen. do not use staples, paper clips, glue or correction fluid. you may use an hb pencil for any diagrams or graphs. do not  write in any barcodes. answer all the questions. unless instructed otherwise, give your answers exactly or correct to three significant figures as appropriate. answers in degrees should be given to one decimal place. for r, use your calculator value. you must show all the relevant working to gain full marks and you will be given marks for correct methods,  including sketches, even if your answer is incorrect. the number of marks is given in brackets [  ] at the end of each question or part question. the total number of marks for this paper is 120.cambridge assessment international education cambridge international general certificate of secondary education",
+            "2": "2 0607/43/o/n/19 \u00a9 ucles 2019 formula list for the equation  ax bxc02++ = xabb ac 242!=-- curved surface area, a, of cylinder of radius r, height h. r ar h2= curved surface area, a, of cone of radius r, sloping edge l. rar l= curved surface area, a, of sphere of radius r. r ar42= v olume, v, of pyramid, base area a, height h. va h31= v olume, v, of cylinder of radius r, height h. rvr h2= v olume, v, of cone of radius r, height h. r vr h31 2= v olume, v, of sphere of radius r. r vr34 3=      sins in sin aa bb cc==      cos ab cb ca222 2=+ -      sinbc a21area=a c bcb a",
+            "3": "3 0607/43/o/n/19 \u00a9 ucles 2019 [turn over answer all the questions. 1 (a) aisha invests $12  000 at a compound interest rate of 3.5% per year.   calculate the value of her investment at the end of 4 years.  $   [3]  (b) 2 years ago, byron invested $ p at a compound interest rate of 3% per year.   the value of his investment is now $10  078.55 .   calculate the value of p.  p =  ...  [3]  (c) 5 years ago cheng invested $ q at a simple  interest rate of 4% per year.   the value of his investment is now $20  400.   calculate the value of q.  q =  ...  [3]",
+            "4": "4 0607/43/o/n/19 \u00a9 ucles 2019 2 the table shows the number of goals scored in 100 matches. number  of goals0 1 2 3 4 5 6 7 frequency 17 23 20 18 11 6 4 1  find  (a) the mode,     [1]  (b) the range,     [1]  (c) the median,     [1]  (d) the inter-quartile range,     [2]  (e) the mean.     [2]",
+            "5": "5 0607/43/o/n/19 \u00a9 ucles 2019 [turn over 3 15 \u20131.5 \u2013150y 3x   ()xx x 253 f32=- +  for .x 15 3 gg-  (a) on the diagram, sketch the graph of (). yxf=  [2]  (b) find the zeros of f( x).   ...  [3]  (c) find the co-ordinates of the local maximum.  (.  , .)  [1]  (d) find the co-ordinates of the local minimum.  (.  , .)  [2]  (e) the equation   xx k 25332-+ =   has three solutions.   find the range of values of k.     [2]",
+            "6": "6 0607/43/o/n/19 \u00a9 ucles 2019 4 the table shows the mathematics mark and the physics mark for each of 10 students in an examination. mathematics mark ( m)14 28 38 41 60 66 76 82 90 98 physics mark ( p)8 28 66 43 67 56 51 74 85 88  (a) complete the scatter diagram.   the first five points have been plotted for you. 00102030405060708090100 10 20 30 40 50 mathematics markphysics mark 60 70 80 90 100mp  [2]  (b) write down the type of correlation shown by the scatter diagram.     [1]  (c) find the equation of the regression line.    write the answer in the form pa mb=+ .  p =  ...  [2]",
+            "7": "7 0607/43/o/n/19 \u00a9 ucles 2019 [turn over  (d) a student was absent for the physics examination but gained 56 marks in the mathematics examination.   use your answer to part (c) to estimate a physics mark for this student.     [1]  (e) the school decided that the physics examination was too difficult and added 5 marks to each of the  physics marks.   write down the new equation of the regression line.     [1]",
+            "8": "8 0607/43/o/n/19 \u00a9 ucles 2019 5 \u20137 \u20137\u2013 6\u20135\u2013 4\u20133\u20132\u201311234567 \u2013 6\u2013 5\u2013 4\u20133 \u20132 \u201310 1 2 3 4 5 6 7xy c ba  (a) reflect triangle a in the line . y1= [2]  (b) rotate triangle b through 90\u00b0 clockwise about (1, 0).  [3]  (c) describe fully the single  transformation that maps triangle a onto triangle b.      [3]  (d) describe fully the single  transformation that maps triangle b onto triangle c.      [3]",
+            "9": "9 0607/43/o/n/19 \u00a9 ucles 2019 [turn over 6 (a) p is the point (3, 5) and q is the point (, ). 72-   q is the midpoint of pr.   find the co-ordinates of the point r.  (.  , .)  [2]  (b) a o bcnot to scale a b   a oa= and .b ob=   c divides ab in the ratio 4 : 3.   find these vectors, in terms of a and b, in their simplest form.   (i) ab  ab=  ...  [1]   (ii) oc  oc=  ...  [3]",
+            "10": "10 0607/43/o/n/19 \u00a9 ucles 2019 7 not to scale 4 cm6 cm  the diagram shows a child\u2019s toy made of a cone joined to a hemisphere.  the cone and the hemisphere each have a radius of 4  cm.  the perpendicular height of the cone is 6  cm.  (a) (i) find the volume of the hemisphere.   .. cm3 [2]   (ii) find the volume of the cone.   .. cm3 [2]   (iii) each cubic centimetre of the hemisphere has a mass of 7.85  g.    each cubic centimetre of the cone has a mass of 0.65  g.    find the total mass of the toy.   .. g [2]",
+            "11": "11 0607/43/o/n/19 \u00a9 ucles 2019 [turn over  (b) find the total surface area of the toy.    .. cm2 [5]  (c) the height of the cone on a similar toy is 9  cm.   find the total surface area of this toy.   .. cm2 [2]",
+            "12": "12 0607/43/o/n/19 \u00a9 ucles 2019 8 a dance club has 90 members.  here is some information about types of dancing members like.   50 like ballroom ( b)   37 like latin ( l)   47 like modern ( m)   18 like ballroom and latin   15 like ballroom and modern   22 like latin and modern    8 like ballroom, latin and modern  (a) complete the venn diagram. b l m10 8u  [2]  (b) write down the number of members who do not like any of these three types of dancing.     [1]  (c) two of the 90 members are chosen at random.   find the probability that they both like ballroom and latin but not modern.     [2]",
+            "13": "13 0607/43/o/n/19 \u00a9 ucles 2019 [turn over  (d) two of the members who like ballroom are chosen.   find the probability that one of these members likes latin but not modern and the other likes modern  but not latin.     [3]",
+            "14": "14 0607/43/o/n/19 \u00a9 ucles 2019 9 a 58\u00b0 14 cm 12 cmnot to scale b n co  a, b and c are points on the circle, centre o.   on is perpendicular to bc.  ab = 14 cm, ac = 12 cm and angle bac  = 58\u00b0.  (a) show that bc = 12.73  cm, correct to 2 decimal places.  [3]  (b) explain why angle bon  = 58\u00b0.      [1]  (c) calculate ob, the radius of the circle.  ob =  .. cm [3]",
+            "15": "15 0607/43/o/n/19 \u00a9 ucles 2019 [turn over  (d) calculate the area of the shaded segment.   .. cm2 [3]",
+            "16": "16 0607/43/o/n/19 \u00a9 ucles 2019 10 all lengths in this question are in metres and all areas are in square metres. not to scale2x + 3  the length of this rectangle is ()x23+ and the area is 840.  (a) write down an expression, in terms of x, for the width of the rectangle.     [1]  (b) the perimeter of the rectangle is 118.   show that . xx25 3 336 02-+ =  [3]  (c) solve the equation   . xx25 3 336 02-+ =   show all your working.  x =  or   [3]",
+            "17": "17 0607/43/o/n/19 \u00a9 ucles 2019 [turn over  (d) find the length and the width of the rectangle.  length =   m  width =   m [2]",
+            "18": "18 0607/43/o/n/19 \u00a9 ucles 2019 11 (a) simplify.   (i) aaa 354#     [2]   (ii) ()log5x 5     [1]   (iii) ()log3x 9     [1]  (b) solve.    logl og logx 31 02 5 -=  x =  ...  [2]",
+            "19": "19 0607/43/o/n/19 \u00a9 ucles 2019 [turn over 12 8 \u20138 \u201380y 8x   ()() ()xxxx 2332f=+-+  (a) on the diagram, sketch the graph of ()yxf=  for values of x between 8- and 8.  [3]  (b) write down the equations of the asymptotes.    ,   ,   [3]  (c) ()xx 2 g=-   (i) on the diagram, sketch the graph of () yxg=  for . x68gg-  [1]   (ii) solve () (). xxfg=  x =  or x =  or x =   [3]   (iii) solve () (). xxfg2    [3] question 13 is printed on the next page.",
+            "20": "20 0607/43/o/n/19 \u00a9 ucles 2019 13  ()xx 25 f=+  ()xx 12 g=-  (a) find   ()4g-.     [1]  (b) find ()7 f1--.     [2]  (c) find (())3gf .     [2]  (d) find and simplify (())xfg .     [2]  (e) find and simplify ()xg1-.  ()xg1=-  ...  [2]  (f) write as a single fraction, simplifying your answer. ()x23 f+     [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. 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 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."
+        },
+        "0607_w19_qp_51.pdf": {
+            "1": "this document consists of 7 printed pages and 1 blank page. dc (lk) 170791/3 \u00a9 ucles 2019  [turn over *0326659552* cambridge international mathematics  0607/51 paper 5 (core)  october/november 2019  1 hour candidates answer on the question paper. additional materials:  graphics calculator read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen. do not use staples, paper clips, glue or correction fluid. you may use an hb pencil for any diagrams or graphs. do not  write in any barcodes. answer all the questions. you must show all relevant working to gain full marks for correct methods, including sketches. in this paper you will also be assessed on your ability to provide full reasons and to communicate  your mathematics clearly and precisely. at the end of the examination, fasten all your work securely together. the total number of marks for this paper is 24.cambridge assessment international education cambridge international general certificate of secondary education",
+            "2": "2 0607/51/o/n/19 \u00a9 ucles 2019 answer all the questions. investigation   decimal forms this investigation looks at the patterns when changing a fraction to its decimal form. examples ..320666 06 f == o   this is a repeating decimal. .43075=    this is a terminating decimal. the fraction 85 has a numerator of 5 and a denominator of 8. 1 this question is about terminating decimals.  (a) (i) complete these equivalent fractions. 21 105=    51 102=    207 100=    251 100=    5003 1000=   (ii) the denominators of the equivalent fractions in part (i)  are 10, 100 and 1000.    the smallest prime number is 2.    put a prime number in each box to complete these statements. 10= =2#5 100=10#10 =2#5# # 1000 =10#10#10=2#5# # # #   (iii) complete the table. fraction21 51 207 251 5003 decimal 0.5 0.2   (iv) write down a different fraction with a numerator of 1 and a denominator between 30 and 99  which can be written as a terminating decimal.    ",
+            "3": "3 0607/51/o/n/19 \u00a9 ucles 2019 [turn over  (b) (i) put a prime number in each box to complete these statements. 20 = 2 # 2 # 5 25 = 5 # 5 50 = 2 # # 5 100 = # # 5 # 5 500 = 2 # 2 # # #      (ii) use your answers to part (i)  to help you complete the table.  fraction decimalnumber of  decimal placesdenominator written as a product of primes using powerslarger power 2010.05 2 252# 2 2570.28 2 52 2 0590.18 2 019 100.19 2 200130.065 3 2532# 3 01 5010.022 17 50000.0034 2534# 4   (iii) a fraction has a numerator of 1 and a denominator of 2514 7#.    write down the number of decimal places in the decimal form of this fraction.      (iv) the denominator of a fraction that can be written as a terminating decimal only has one or two  possible prime factors.      write down these prime factors.  ... and ...",
+            "4": "4 0607/51/o/n/19 \u00a9 ucles 2019 2 this question is about repeating decimals.  the number of digits in the repeating pattern is called the repeat length .   example  ..1310076923 076923 076923 0076923 f == oo acbbbb   this is a repeating decimal with a repeat length of 6.  (a) (i) complete these equivalent fractions. 31 9=   111 99=   371 999=   1111 999=   411 99999=   71 999999=   (ii) complete the table. fraction1 3 111 371 1 111 411 71 decimal .03o .009oo .0027oo .0142857o o repeat  length1 2 3 5 6   (iii) use your answers to part (i)  and part (ii)  to help you complete the table. fraction decimal repeat length denominator of equivalent fraction 1 3.03o 1 9 =10 11- 111.009oo 2 99  =10 12- 371.0027oo 999 = 1 1113 999 = 4115 99 999 = 71.142 857 0o o 6 999 999 =   (iv) give an example of a fraction with a numerator of 1 which can be written as a repeating decimal  with a repeat length of 9.    ",
+            "5": "5 0607/51/o/n/19 \u00a9 ucles 2019 [turn over   (v) a repeating decimal has a repeat length of k.    write down an expression, in terms of k, for the denominator of this fraction.      (b) (i) 4071 11371 111 371 ## ==    4071 is changed to its decimal form.    show that this has a repeat length that is equal to the lowest common multiple (lcm) of the    repeat lengths of the decimal forms of 111 and 371.   (ii) show how the lowest common multiple (lcm) of the repeat lengths of 71 and 371 gives the repeat    length of 2591.",
+            "6": "6 0607/51/o/n/19 \u00a9 ucles 2019 3 some decimals have non-repeating decimal parts followed by repeating decimal parts.  example  ..0650 65555 f =o     in this decimal, the 6 does not repeat but the 5 does.  (a) show that adding the decimal forms of 51 and 1 3 gives a decimal of this type.  (b) complete the table. fraction decimalnumber of non- repeating decimal placesrepeat  lengthdenominator written as a product of primes using powers 61.016o 1 1  23# 121.0083o 2 1 757 24113 600317.05283o  25 332## 13201.0000 75oo 3 2  253# 113 ## 10175050001.0491410319oo 3 6  25 11373## #",
+            "7": "7 0607/51/o/n/19 \u00a9 ucles 2019  (c) a fraction of the form  cd 251 ab## #   where a and b are positive integers and c and d are different primes is changed to its decimal form.   using your answers to question 1(b)  and question 2(b) , explain how to find the number of  non-repeating decimal places and the repeat length.  ...  ...  ...  ...",
+            "8": "8 0607/51/o/n/19 \u00a9 ucles 2019 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 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.blank page"
+        },
+        "0607_w19_qp_52.pdf": {
+            "1": "this document consists of 7 printed pages and 1 blank page. dc (pq) 188054 \u00a9 ucles 2019  [turn over *8610850208* cambridge international mathematics  0607/52 paper 5 (core)  october/november 2019  1 hour candidates answer on the question paper. additional materials:  graphics calculator read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen. do not use staples, paper clips, glue or correction fluid. you may use an hb pencil for any diagrams or graphs. do not  write in any barcodes. answer all the questions. you must show all relevant working to gain full marks for correct methods, including sketches. in this paper you will also be assessed on your ability to provide full reasons and to communicate  your mathematics clearly and precisely. at the end of the examination, fasten all your work securely together. the total number of marks for this paper is 24.cambridge assessment international education cambridge international general certificate of secondary education",
+            "2": "2 0607/52/o/n/19 \u00a9 ucles 2019 answer all the questions. investigation   decimal forms this investigation looks at the patterns when changing a fraction to its decimal form. examples ..320666 06 f == o   this is a repeating decimal. .43075=    this is a terminating decimal. the fraction 85 has a numerator of 5 and a denominator of 8. 1 this question is about terminating decimals.  (a) (i) complete these equivalent fractions. 21 105=    51 102=    207 100=    251 100=    5003 1000=   (ii) the denominators of the equivalent fractions in part (i)  are 10, 100 and 1000.    the smallest prime number is 2.    put a prime number in each box to complete these statements. 10= =2#5 100=10#10 =2#5# # 1000 =10#10#10=2#5# # # #   (iii) complete the table. fraction21 51 207 251 5003 decimal 0.5 0.2   (iv) write down a different fraction with a numerator of 1 and a denominator between 30 and 99  which can be written as a terminating decimal.    ",
+            "3": "3 0607/52/o/n/19 \u00a9 ucles 2019 [turn over  (b) (i) put a prime number in each box to complete these statements. 20 = 2 # 2 # 5 25 = 5 # 5 50 = 2 # # 5 100 = # # 5 # 5 500 = 2 # 2 # # #      (ii) use your answers to part (i)  to help you complete the table.  fraction decimalnumber of  decimal placesdenominator written as a product of primes using powerslarger power 2010.05 2 252# 2 2570.28 2 52 2 0590.18 2 019 100.19 2 200130.065 3 2532# 3 01 5010.022 17 50000.0034 2534# 4   (iii) a fraction has a numerator of 1 and a denominator of 2514 7#.    write down the number of decimal places in the decimal form of this fraction.      (iv) the denominator of a fraction that can be written as a terminating decimal only has one or two  possible prime factors.      write down these prime factors.  ... and ...",
+            "4": "4 0607/52/o/n/19 \u00a9 ucles 2019 2 this question is about repeating decimals.  the number of digits in the repeating pattern is called the repeat length .   example  ..1310076923 076923 076923 0076923 f == oo acbbbb   this is a repeating decimal with a repeat length of 6.  (a) (i) complete these equivalent fractions. 31 9=   111 99=   371 999=   1111 999=   411 99999=   71 999999=   (ii) complete the table. fraction1 3 111 371 1 111 411 71 decimal .03o .009oo .0027oo .0142857o o repeat  length1 2 3 5 6   (iii) use your answers to part (i)  and part (ii)  to help you complete the table. fraction decimal repeat length denominator of equivalent fraction 1 3.03o 1 9 =10 11- 111.009oo 2 99  =10 12- 371.0027oo 999 = 1 1113 999 = 4115 99 999 = 71.142 857 0o o 6 999 999 =   (iv) give an example of a fraction with a numerator of 1 which can be written as a repeating decimal  with a repeat length of 9.    ",
+            "5": "5 0607/52/o/n/19 \u00a9 ucles 2019 [turn over   (v) a repeating decimal has a repeat length of k.    write down an expression, in terms of k, for the denominator of this fraction.      (b) (i) 4071 11371 111 371 ## ==    4071 is changed to its decimal form.    show that this has a repeat length that is equal to the lowest common multiple (lcm) of the    repeat lengths of the decimal forms of 111 and 371.   (ii) show how the lowest common multiple (lcm) of the repeat lengths of 71 and 371 gives the repeat    length of 2591.",
+            "6": "6 0607/52/o/n/19 \u00a9 ucles 2019 3 some decimals have non-repeating decimal parts followed by repeating decimal parts.  example  ..0650 65555 f =o     in this decimal, the 6 does not repeat but the 5 does.  (a) show that adding the decimal forms of 51 and 1 3 gives a decimal of this type.  (b) complete the table. fraction decimalnumber of non- repeating decimal placesrepeat  lengthdenominator written as a product of primes using powers 61.016o 1 1  23# 121.0083o 2 1 757 24113 600317.05283o  25 332## 13201.0000 75oo 3 2  253# 113 ## 10175050001.0491410319oo 3 6  25 11373## #",
+            "7": "7 0607/52/o/n/19 \u00a9 ucles 2019  (c) a fraction of the form  cd 251 ab## #   where a and b are positive integers and c and d are different primes is changed to its decimal form.   using your answers to question 1(b)  and question 2(b) , explain how to find the number of  non-repeating decimal places and the repeat length.  ...  ...  ...  ...",
+            "8": "8 0607/52/o/n/19 \u00a9 ucles 2019 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 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.blank page"
+        },
+        "0607_w19_qp_53.pdf": {
+            "1": "this document consists of 7 printed pages and 1 blank page. dc (pq) 188053 \u00a9 ucles 2019  [turn over *1478426571* cambridge international mathematics  0607/53 paper 5 (core)  october/november 2019  1 hour candidates answer on the question paper. additional materials:  graphics calculator read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen. do not use staples, paper clips, glue or correction fluid. you may use an hb pencil for any diagrams or graphs. do not  write in any barcodes. answer all the questions. you must show all relevant working to gain full marks for correct methods, including sketches. in this paper you will also be assessed on your ability to provide full reasons and to communicate  your mathematics clearly and precisely. at the end of the examination, fasten all your work securely together. the total number of marks for this paper is 24.cambridge assessment international education cambridge international general certificate of secondary education",
+            "2": "2 0607/53/o/n/19 \u00a9 ucles 2019 answer all the questions. investigation   decimal forms this investigation looks at the patterns when changing a fraction to its decimal form. examples ..320666 06 f == o   this is a repeating decimal. .43075=    this is a terminating decimal. the fraction 85 has a numerator of 5 and a denominator of 8. 1 this question is about terminating decimals.  (a) (i) complete these equivalent fractions. 21 105=    51 102=    207 100=    251 100=    5003 1000=   (ii) the denominators of the equivalent fractions in part (i)  are 10, 100 and 1000.    the smallest prime number is 2.    put a prime number in each box to complete these statements. 10= =2#5 100=10#10 =2#5# # 1000 =10#10#10=2#5# # # #   (iii) complete the table. fraction21 51 207 251 5003 decimal 0.5 0.2   (iv) write down a different fraction with a numerator of 1 and a denominator between 30 and 99  which can be written as a terminating decimal.    ",
+            "3": "3 0607/53/o/n/19 \u00a9 ucles 2019 [turn over  (b) (i) put a prime number in each box to complete these statements. 20 = 2 # 2 # 5 25 = 5 # 5 50 = 2 # # 5 100 = # # 5 # 5 500 = 2 # 2 # # #      (ii) use your answers to part (i)  to help you complete the table.  fraction decimalnumber of  decimal placesdenominator written as a product of primes using powerslarger power 2010.05 2 252# 2 2570.28 2 52 2 0590.18 2 019 100.19 2 200130.065 3 2532# 3 01 5010.022 17 50000.0034 2534# 4   (iii) a fraction has a numerator of 1 and a denominator of 2514 7#.    write down the number of decimal places in the decimal form of this fraction.      (iv) the denominator of a fraction that can be written as a terminating decimal only has one or two  possible prime factors.      write down these prime factors.  ... and ...",
+            "4": "4 0607/53/o/n/19 \u00a9 ucles 2019 2 this question is about repeating decimals.  the number of digits in the repeating pattern is called the repeat length .   example  ..1310076923 076923 076923 0076923 f == oo acbbbb   this is a repeating decimal with a repeat length of 6.  (a) (i) complete these equivalent fractions. 31 9=   111 99=   371 999=   1111 999=   411 99999=   71 999999=   (ii) complete the table. fraction1 3 111 371 1 111 411 71 decimal .03o .009oo .0027oo .0142857o o repeat  length1 2 3 5 6   (iii) use your answers to part (i)  and part (ii)  to help you complete the table. fraction decimal repeat length denominator of equivalent fraction 1 3.03o 1 9 =10 11- 111.009oo 2 99  =10 12- 371.0027oo 999 = 1 1113 999 = 4115 99 999 = 71.142 857 0o o 6 999 999 =   (iv) give an example of a fraction with a numerator of 1 which can be written as a repeating decimal  with a repeat length of 9.    ",
+            "5": "5 0607/53/o/n/19 \u00a9 ucles 2019 [turn over   (v) a repeating decimal has a repeat length of k.    write down an expression, in terms of k, for the denominator of this fraction.      (b) (i) 4071 11371 111 371 ## ==    4071 is changed to its decimal form.    show that this has a repeat length that is equal to the lowest common multiple (lcm) of the    repeat lengths of the decimal forms of 111 and 371.   (ii) show how the lowest common multiple (lcm) of the repeat lengths of 71 and 371 gives the repeat    length of 2591.",
+            "6": "6 0607/53/o/n/19 \u00a9 ucles 2019 3 some decimals have non-repeating decimal parts followed by repeating decimal parts.  example  ..0650 65555 f =o     in this decimal, the 6 does not repeat but the 5 does.  (a) show that adding the decimal forms of 51 and 1 3 gives a decimal of this type.  (b) complete the table. fraction decimalnumber of non- repeating decimal placesrepeat  lengthdenominator written as a product of primes using powers 61.016o 1 1  23# 121.0083o 2 1 757 24113 600317.05283o  25 332## 13201.0000 75oo 3 2  253# 113 ## 10175050001.0491410319oo 3 6  25 11373## #",
+            "7": "7 0607/53/o/n/19 \u00a9 ucles 2019  (c) a fraction of the form  cd 251 ab## #   where a and b are positive integers and c and d are different primes is changed to its decimal form.   using your answers to question 1(b)  and question 2(b) , explain how to find the number of  non-repeating decimal places and the repeat length.  ...  ...  ...  ...",
+            "8": "8 0607/53/o/n/19 \u00a9 ucles 2019 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 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.blank page"
+        },
+        "0607_w19_qp_61.pdf": {
+            "1": "this document consists of 12 printed pages. dc (sc/cgw) 170792/1 \u00a9 ucles 2019  [turn over *1952650704* cambridge international mathematics  0607/61 paper 6 (extended)  october/november 2019  1 hour 30 minutes candidates answer on the question paper. additional materials:  graphics calculator read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen. do not use staples, paper clips, glue or correction fluid. you may use an hb pencil for any diagrams or graphs. do not  write in any barcodes. answer both parts a (questions 1 to 3) and b (questions 4 to 5). you must show all relevant working to gain full marks for correct methods, including sketches. in this paper you will also be assessed on your ability to provide full reasons and communicate your  mathematics clearly and precisely. at the end of the examination, fasten all your work securely together. the total number of marks for this paper is 40.cambridge assessment international education cambridge international general certificate of secondary education",
+            "2": "2 0607/61/o/n/19 \u00a9 ucles 2019 answer both  parts a and b. a investigation  (questions 1 to 3) decimal forms    (20 marks) you are advised to spend no more than 45 minutes on this part. this investigation looks at the patterns when changing a fraction to its decimal form.  examples ..320666 06 f == o   this is a repeating decimal. .43075=    this is a terminating decimal. the fraction 85 has a numerator of 5 and a denominator of 8. 1 this question is about terminating decimals.  (a) (i) complete the table. fraction21 51 207 251 5003 equivalent fraction 10 10 100 100 1000 decimal 0.5 0.2   (ii) what is always true about the denominators of equivalent fractions when the decimal form is a  terminating decimal?  ...  ...  (b) (i) write each number as a product of its prime factors.    the first two have been completed for you. 20 = 2 # 2 # 5 25 = 5 # 5 50 = 100 = 500 =",
+            "3": "3 0607/61/o/n/19 \u00a9 ucles 2019 [turn over   (ii) use your answers to part (i)  to help you complete the table.  fraction decimalnumber of  decimal placesdenominator written as a product of primes using powerslarger power 2010.05 2 252# 2 2570.28 2        52 2 5090.18 2 100190.19 2 200130.065 3  2532# 3 500110.022 5000170.0034  2534# 4   (iii) a fraction with denominator 25pq#,  where q is greater than p, is changed to its decimal form.    write down the number of decimal places in the decimal form of this fraction.   ",
+            "4": "4 0607/61/o/n/19 \u00a9 ucles 2019 2 this question is about repeating decimals.  the number of digits in the repeating pattern is called the repeat length .   example  ..1310076923 076923 076923 0076923 f == oo acbbbb   this is a repeating decimal with a repeat length of 6.  (a) (i) complete the table. fraction31 111 371 1111 411 71 equivalent fraction 93 999 999 99999 999999 denominator of  equivalent fraction10 11- 10 12- 10 13- decimal .03o .009oo .0027oo .0142857o o repeat length 1 2 5 6   (ii) a repeating decimal has a repeat length of k.    write down an expression, in terms of k, for the denominator of this fraction.   ",
+            "5": "5 0607/61/o/n/19 \u00a9 ucles 2019 [turn over  (b) (i) 4071 11371 111 371 ## ==    4071 is changed to its decimal form.    show that this has a repeat length that is equal to the lowest common multiple (lcm) of the      repeat lengths of the decimal forms of 111  and 371.   (ii) show how the lowest common multiple (lcm) of the repeat lengths of 71 and 371 gives the repeat      length of 2591.   (iii) m and n are different prime numbers.    the decimal form of m1 has a repeat length of 6.    the decimal form of n1 has a repeat length of 9.     find the repeat length of the decimal form of mn1 #.   ",
+            "6": "6 0607/61/o/n/19 \u00a9 ucles 2019 3 some decimals have non-repeating decimal parts followed by repeating decimal parts.  example  ..0650 65555 f =o     in this decimal, the 6 does not repeat but the 5 does.  (a) show that adding the decimal forms of 51 and 31 gives a decimal of this type.  (b) complete the table. fraction decimalnumber of non- repeating decimal placesrepeat  lengthdenominator written as a product of primes using powers 61.016o 1 1  2 # 3 121.0083o 2 1 757 24113 600317.05283o  23 # 52 # 3 13201.0000 75oo 3 2  23 # 5 # 11 # 3 10175050001.0491410319oo 3 6 2 # 53 # 11 # 37",
+            "7": "7 0607/61/o/n/19 \u00a9 ucles 2019 [turn over  (c) a fraction is of the form cd 251 ab## #.   in the fraction a and b are positive integers and c and d are different prime numbers less than 90.   the decimal form of this fraction has 5 non-repeating decimal places and a repeat length of 30.   using question 1(b)  and question 2(a)(i) , find a possible value for each of a, b, c and d.  a =  b =  c =  d =   (d) m and n are different prime numbers.   the decimal form of the fraction m1 has a repeat length of q.   the decimal form of the fraction n1 has a repeat length of 3 q.   the decimal form of the fraction w1 has \u2022 k non-repeating decimal places     and \u2022 a repeat length of 3 q.   find a possible expression for w, in terms of k, m and n.   ",
+            "8": "8 0607/61/o/n/19 \u00a9 ucles 2019 b modelling  (questions 4 to 5)  flowering times     (20 marks) you are advised to spend no more than 45 minutes on this part. this task is about when plants flower. the number of hours of darkness affects when plants flower. in this investigation, the number of hours of darkness + the number of hours of daylight = 24. 4 (a) the graph shows the approximate number of hours of daylight in normandy, france for 2017.   on the x-axis,   0 is 1st january 2017,   12 is 1st january 2018   and   24 is 1st january 2019. 1 1 3 5 7 9 11 13 15 17 19 21 23 4 2 0 6 8 10 12 14 16 18 20 f a j a o d f a j a o m m j j s n j m monthm j s n jd22  2403 25 47 6810 912 11number of hours14 131517y x16   (i) the pattern for the number of hours of daylight remains the same each year.    complete the graph to show the approximate number of hours of daylight for 2018.   (ii) on the same grid, draw the graph to show the number of hours of darkness  for the two years.    (iii) describe fully the single  transformation that maps the graph of the number of hours of daylight  onto the graph of the number of hours of darkness.  ...  (b) pierre grows oats in normandy, france.   oat plants flower when there are less than 12 hours of darkness.   find the earliest month when an oat plant flowers.   ",
+            "9": "9 0607/61/o/n/19 \u00a9 ucles 2019 [turn over  (c) pierre models the number of hours of daylight , p, using \u00b0 .sin px 12 39 30 23120=+ - feo p   where x has the following value at the start of each month. month jan feb mar apr may jun jul aug sep oct nov dec x 0 1 2 3 4 5 6 7 8 9 10 11   (i) using pierre\u2019s model, find the maximum number of hours of daylight and the month in which it  occurs.  maximum hours of daylight  ...  month  ...   (ii) pierre thinks that his oat plants flower at their best when the number of hours of darkness  is at its  minimum.    find the minimum number of hours of darkness .      (iii) using pierre\u2019s model, write down a model for the number of hours of darkness , q.   ..  (d) on 20th march, the number of hours of darkness is the same as the number of hours of daylight.   there are 31 days in march.   show that pierre\u2019s model finds this date accurately.",
+            "10": "10 0607/61/o/n/19 \u00a9 ucles 2019 5 alexa grows soybeans in queensland, australia.  in australia, there are more hours of darkness in june than there are in january.  alexa records the number of hours of darkness for 360 days, from 1st january to 26th december.  she finds this information. hours of darknessmaximum 13.8 minimum 10.2  alexa models the number of hours of darkness, y, by drawing the graph of \u00b0 cos ya bt=-  where t is the day of the year.  (a) (i) write suitable calculations to show that a12=  and . b 18=  .   (ii) on the axes, sketch the graph of the model .\u00b0cos yt 12 18 =-  for  t0 360gg . 0360y t",
+            "11": "11 0607/61/o/n/19 \u00a9 ucles 2019 [turn over  (b) soybeans flower when there are more than 12 hours of darkness.   the flowers grow at the fastest rate when there are 13.6 or more hours of darkness.   (i) find the number of days when the flowers are growing at their fastest rate.      (ii) the table shows the value of t on the first day of each month.   month jan feb mar apr may jun jul aug sep oct nov dec t 1 32 60 91 121 152 182 213 244 274 305 335    on average, alexa\u2019s soybeans flower 53 days after she plants them.     she wants to plant them so that, when they begin to flower, the flowers grow at the fastest rate.    use alexa\u2019s model to show that the latest date she should plant her soybeans is 3rd june. question 5(c) is printed on the next page.",
+            "12": "12 0607/61/o/n/19 \u00a9 ucles 2019  (c) (i) alexa uses her model, .\u00b0cos yt 12 18 =- , to find the first date when the number of hours of  darkness is the same as the number of hours of daylight.     find this date.      (ii) the actual date when the number of hours of darkness was the same as the number of hours of  daylight was 20th march.    alexa decides to change her model so that it finds this date accurately.    she does this by a translation of the graph of her model.    find the new model.    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 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."
+        },
+        "0607_w19_qp_62.pdf": {
+            "1": "*0258908058* this document consists of 15 printed pages and 1 blank page. dc (nh/sw) 170793/2 \u00a9 ucles 2019  [turn overcambridge international mathematics  0607/62 paper 6 (extended)  october/november 2019  1 hour 30 minutes candidates answer on the question paper. additional materials:  graphics calculator read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen. do not use staples, paper clips, glue or correction fluid. you may use an hb pencil for any diagrams or graphs. do not  write in any barcodes. answer both parts a (questions 1 to 6) and b (questions 7 to 11). you must show all relevant working to gain full marks for correct methods, including sketches. in this paper you will also be assessed on your ability to provide full reasons and to communicate  your mathematics clearly and precisely. at the end of the examination, fasten all your work securely together. the total number of marks for this paper is 40.cambridge assessment international education cambridge international general certificate of secondary education",
+            "2": "2 0607/62/o/n/19 \u00a9 ucles 2019 answer both  parts a and b. a investigation (questions 1 to 6) crossing points  (20 marks) you are advised to spend no more than 45 minutes on this part. this investigation is about how many times lines cross when you join two rows of dots. dots are arranged along two parallel lines, a and b. straight lines join each dot on a to each dot on b. a crossing point is where exactly  two straight lines cross. example when there are 2 dots on a and 4 dots on b there are 6 crossing points. a 2 dots b 4 dots you must complete all diagrams accurately using a ruler and a sharp pencil. 1 when there is 1 dot on a and 1 dot on b, there is no crossing point. a b  (a) each of these diagrams has 1 dot on a.   complete the diagrams by joining the dot on a to each dot on b. a ba b  (b) the number of dots on b is b.   the number of crossing points is p.   complete this statement.   when there is 1 dot on a and b dots on b, then the value of p is ..  .",
+            "3": "3 0607/62/o/n/19 \u00a9 ucles 2019 [turn over 2 there are now 2 dots on a.  (a) complete the diagrams for 1 dot on b and 3 dots on b, and use your results to complete the table. a ba ba b a b a b number of dots on b (b)number of crossing points (p) 1 2 1 3 4 6 5 10  (b) find a formula for p in terms of b when there are 2 dots on a.   \ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd",
+            "4": "4 0607/62/o/n/19 \u00a9 ucles 2019 3 there are now 3 dots on a.  (a) complete each diagram and use your results to complete the table.   the first diagram has been completed for you. a ba b a b a b number of dots on b (b)number of crossing points (p) 1 2 3 9 4 5 30  (b) find a formula for p in terms of b when there are 3 dots on a.   \ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd",
+            "5": "5 0607/62/o/n/19 \u00a9 ucles 2019 [turn over 4 there are now 4 dots on a.  this table shows the number of crossing points. number of dots on b (b)number of crossing points (p) 1 0 2 6 3 18 4 36 5 60  find a formula for p in terms of b when there are 4 dots on a.   \ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd",
+            "6": "6 0607/62/o/n/19 \u00a9 ucles 2019 5 use your answers to question 2(b) , question 3(b)  and question 4  to help you complete the table when there  are b dots on b. number of dots  on anumber of crossing points ( p)factorised form for number of  crossing points ( p) 1 0 0 2 bb222-()bb 2- 3 bb222-()bb 2- 4 bb222-()bb 2- 5 bb210 210 2-()bb 210 1- a bb222-() () aa bb 22#--",
+            "7": "7 0607/62/o/n/19 \u00a9 ucles 2019 [turn over 6 (a) there are now a dots on a.   when the number of dots on b is the same as the number of dots on a, show that your factorised form  from question 5 becomes ()aa 4122-.  (b) (i) show that the expression in part (a)  does not give the correct number of crossing points for the  dots in this diagram. a b   (ii) give a reason why this happens.  ...  ...",
+            "8": "8 0607/62/o/n/19 \u00a9 ucles 2019  (c) equal numbers of dots are marked on a and b so that the expression in part (a)  will give the correct  number of crossing points.   (i) explain why there cannot be 50 crossing points.  ...  ...   (ii) there are 29  241 crossing points.    find the number of dots on a.   \ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd",
+            "9": "9 0607/62/o/n/19 \u00a9 ucles 2019 [turn over the modelling task starts on the next page.",
+            "10": "10 0607/62/o/n/19 \u00a9 ucles 2019 b modelling (questions 7 to 11) v alue of a car  (20 marks) you are advised to spend no more than 45 minutes on this part. this task is about how the value of a car changes with time. the value of any car changes continuously.  7 anna says that this is a model for the value of a car as it gets older. at the end of each year, the value of the car will be  half of its value at the start of the year.  eddie pays $16  000 for a new car.  (a) use anna\u2019s model to complete the table.  age of car ( x years) 0 1 2 3 4 5 6 value ( v dollars) 16 000 8000",
+            "11": "11 0607/62/o/n/19 \u00a9 ucles 2019 [turn over  (b) use these values to draw a graph of v against x. 00200040006000800010 00012 00014 00016 000 1 2 3 age of car (years)value of car (dollars) 4 5 6v x  (c) complete this model for v in terms of x.  v = 16  000 \u00d7  \ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd  (d) using anna\u2019s model, find the value of eddie\u2019s car when it is 10 years old.   \ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd",
+            "12": "12 0607/62/o/n/19 \u00a9 ucles 2019 8 john\u2019 s cars  model the value of a car in this way. each year, the value of the car decreases  by a percentage of its value when it was new.  the table shows the value of the car as a percentage of its value when it is new. age of car ( x years) 0 1 2 3 4 5 6 percentage of value  when new ( p)100 72 58 48 44 42 40  (a) on the grid, plot the values of p against x. 00102030405060708090100 1 2 3 age of car (years)percentage 4 5 6p x  (b) show which of the two models gives a higher value for eddie\u2019s car when it is 5 years old.",
+            "13": "13 0607/62/o/n/19 \u00a9 ucles 2019 [turn over 9 eddie models the percentage values used by john\u2019 s cars .    .. log px x 5621 56 0 for102 =- .  (a) on the axes, sketch the graph of this model.  age of car (years)100 0 0 10percentagep x  (b) how well does this model fit the percentages used by john\u2019 s cars  for cars that are less than 3 years  old?  ...",
+            "14": "14 0607/62/o/n/19 \u00a9 ucles 2019 10 lia makes a different model   ()pax1100=+.  (a) the table in question 8  shows that p = 72 when x = 1.   these values fit lia\u2019s model.   find the value of a, correct to 1 decimal place.   \ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd  (b) on the axes in question 9 , sketch the graph of this model.  (c) how well does lia\u2019s model fit the percentages used by john\u2019 s cars ?  ...  ...",
+            "15": "15 0607/62/o/n/19 \u00a9 ucles 2019 11 (a) use lia\u2019s model to write a model for the value, $ v, of a car that costs $ c when it is new.   \ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd  (b) use this model to find the age of eddie\u2019s car when its value is $6500.   give your answer in years and months, correct to the nearest month.   \ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd",
+            "16": "16 0607/62/o/n/19 \u00a9 ucles 2019 blank page permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the  publisher will be pleased to make amends at the earliest possible opportunity. 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 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."
+        },
+        "0607_w19_qp_63.pdf": {
+            "1": "this document consists of 12 printed pages. dc (ce/fc) 170794/3 \u00a9 ucles 2019  [turn over *4821203557* cambridge international mathematics  0607/63 paper 6 (extended)  october/november 2019  1 hour 30 minutes candidates answer on the question paper. additional materials:  graphics calculator read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen. do not use staples, paper clips, glue or correction fluid. you may use an hb pencil for any diagrams or graphs. do not  write in any barcodes. answer both parts a (questions 1 to 6) and b (questions 7 to 9). you must show all relevant working to gain full marks for correct methods, including sketches. in this paper you will also be assessed on your ability to provide full reasons and to communicate  your mathematics clearly and precisely. at the end of the examination, fasten all your work securely together. the total number of marks for this paper is 40.cambridge assessment international education cambridge international general certificate of secondary education",
+            "2": "2 0607/63/o/n/19 \u00a9 ucles 2019 the investigation starts on the next page.",
+            "3": "3 0607/63/o/n/19 \u00a9 ucles 2019 [turn over answer both  parts a and b. a investigation (questions 1 to 6) remainders   (20 marks) you are advised to spend no more than 45 minutes on this part. this investigation is about the remainder when one positive integer is divided by another.  example 83 80'=, with a remainder of 8. this can be written as []83 88 r' =. 1 find  (a) []13 5 r',     (b) []51 3 r' .    2 show that []4000 19 10 r ' = . 3 x is a factor of 20.  show that [] x 20 0 r'=. 4 for a positive integer, n, write down the largest and smallest values of []n100 r' .  largest  ...  smallest  ...",
+            "4": "4 0607/63/o/n/19 \u00a9 ucles 2019 5 (a) complete this table of values of []abr'. b 1 2 3 4 5 6 a1 0 1 1 1 1 1 2 0 3 0 4 0 5 0 6 0  (b) [] [] 10 10 10 99 rr''+=   [] [] 11 11 11 77 rr''+=   these examples suggest that [] [] xx x yy rr''+= .   use values from the table to show one example that this is not always true.  (c) the remainder when a positive integer, n, is divided by 100 is []n100 r' .   explain why dividing []n100 r'  by 100 gives the same remainder.  ...  ...",
+            "5": "5 0607/63/o/n/19 \u00a9 ucles 2019 [turn over 6 in this question x, y and z are positive integers.  (a) when   []xz a r'=   and   []yz b r'=,   then   [] [] xyza bz rr''= .   (i) check that this is true when x = 2, y = 8 and z = 5.   (ii) using algebra, show that   [] [] xz az rr22''= .   (iii) use the result in part(a)(ii)  to show that []76 71 r2'=.",
+            "6": "6 0607/63/o/n/19 \u00a9 ucles 2019  (b) from part (a)   [] [] xyza bz rr''=   and [] [] xz az rr22''= .   (i) use patterns to help you complete the table. []7919 13 r '  = 2 [] [] 7919 13 21 3 rr22'' = []41 3 r' = 4= [] [] 7919 13 13 4 rr2 4'' = [] 13 16r' = 3= [] [] 7919 13 13 3 rr82'' = []139r' = 9= []r =   (ii) 79197is over 20 digits long.    the following example shows how to calculate []7919 13 r7' .     7919 7919 7919 791974 21## =     [] [( )] 7919 13 34 21 3 rr7'' ## =     []24 13 r' =     11=    find []7919 13 r11' .   ",
+            "7": "7 0607/63/o/n/19 \u00a9 ucles 2019 [turn over   (iii) is 13 a factor of 79199?    show how you decide.  (c) work out whether 7 is a factor of 7919 564+.",
+            "8": "8 0607/63/o/n/19 \u00a9 ucles 2019 b modelling (questions 7 to 9) orbiting satellites   (20 marks) you are advised to spend no more than 45 minutes on this part. this investigation is about satellites orbiting the earth at a height, h kilometres, above the ground. h 7 the scatter diagram shows the heights and the orbit times, t minutes, for 9 satellites making circular orbits  around the earth. 2009095100105 time (minutes) height  (km)110115t h300 400 500 600 700 800 900 1000 1100 1200 1300 1400  (a) (i) the mean of these satellite heights is 770  km and the mean orbit time is 100 minutes.    plot this point.   (ii) draw a line of best fit.   (iii) use your line of best fit to find a straight line model (model a) connecting t and h.    give your answer in the form . tm hc=+",
+            "9": "9 0607/63/o/n/19 \u00a9 ucles 2019 [turn over  (b) another model (model b) connecting t and h is .( ) th1659 10 637043## =+-.   the satellite  norad 40730  has a circular orbit.   it takes 728.9 minutes to orbit the earth at a height of 20  450 km.   find which of the two models gives an orbit time closer to the actual orbit time.  (c) communication satellites need an orbit time of 1440 minutes.   use model b to find the height which gives an orbit time of 1440 minutes.",
+            "10": "10 0607/63/o/n/19 \u00a9 ucles 2019 8 some satellites do not have circular orbits. 114  027  km7079  kmnot to scale  the height of satellite  norad 25989  is between 7079  km and 114  027 km.  it has an orbit time of 2872 minutes.  use h as the mean of these two heights to calculate the orbit time using model b. .( ) th1659 10 637043## =+-  how does this time compare with the actual orbit time?",
+            "11": "11 0607/63/o/n/19 \u00a9 ucles 2019 [turn over 9 some satellites eventually fall back to the earth.  a model for the descent time of a satellite, d days, with an initial height, h kilometres, is dh 510. 24 964#=-` j .  (a) sketch the graph of this model for h 400 600 gg . d h40003000 600  (b) the first satellite, sputnik 1 , had an initial height of 577  km and a descent time of 92 days.   compare this descent time with the descent time given by the model. question 9(c) is printed on the next page.",
+            "12": "12 0607/63/o/n/19 \u00a9 ucles 2019 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 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. (c) radiation from the sun affects the descent time, d days.   this radiation, s, is measured in solar flux units (sfu).   the table shows the descent times, in days, for different values of h and s. radiation ( s sfu) 20 40 60 80 100 120 140 160 initial height (h km)500 553 350 233 163 118 88 68 53 475 298 195 134 96 71 54 43 34 450 158 107 76 56 43 33 27 22 425 82 58 42 32 25 20 16 14 400 42 31 23 18 15 12 10 9   (i) write down the descent time of a satellite with an initial height of 450  km when the radiation is  100 sfu.      (ii) what does the table show about the effect of radiation on the descent time of a satellite?  ...  ...   (iii) a satellite has an initial height of 500  km.    d = ks1.1   d = k \u2013 s   d = ks0.9   d = ks\u20131   where k is a constant.    which one of these equations is the best model connecting descent time and radiation?    give a reason for your answer.  ...  ..."
+        }
+    },
+    "2020": {
+        "0607_s20_qp_11.pdf": {
+            "1": "*2851231485*cambridge igcse\u2122 dc (kn/sw) 188562/1 \u00a9 ucles 2020  [turn overthis document has 12 pages. blank pages are indicated.cambridge international mathematics  0607/11 paper 1 (core)  may/june  2020  45 minutes you must answer on the question paper. you will need:  geometrical instruments instructions  \u25cf answer all questions.  \u25cf use a black or dark blue pen. you may use an hb pencil for any diagrams or graphs.  \u25cf write your name, centre number and candidate number in the boxes at the top of the page.  \u25cf write your answer to each question in the space provided.  \u25cf do not use an erasable pen or correction fluid.  \u25cf do not write on any bar codes.  \u25cf calculators must not be used in this paper.  \u25cf you may use tracing paper.  \u25cf you must show all necessary working clearly and you will be given marks for correct methods even if  your answer is incorrect.  \u25cf all answers should be given in their simplest form. information  \u25cf the total mark for this paper is 40.  \u25cf the number of marks for each question or part question is shown in brackets [  ].",
+            "2": "2 0607/11/m/j/20 \u00a9 ucles 2020 formula list area, a, of triangle, base b, height h. a = bh21 area, a, of circle, radius r. a = r2r circumference, c, of circle, radius r. c = 2rr curved surface area, a, of cylinder of radius r, height h. a = 2rrh curved surface area, a, of cone of radius r, sloping edge l. a = rrl curved surface area, a, of sphere of radius r. a = r42r v olume, v, of prism, cross-sectional area a, length l. v = al v olume, v, of pyramid, base area a, height h. v = ah31 v olume, v, of cylinder of radius r, height h. v = rh2r v olume, v, of cone of radius r, height h. v = rh31 2r v olume, v, of sphere of radius r. v = r34 3r",
+            "3": "3 0607/11/m/j/20 \u00a9 ucles 2020 [turn over answer all the questions. 1 write 73% as a fraction.   .  [1] 2 write down all the factors of 11.   .  [1] 3 30\u00b0x\u00b0not to scale ba  ab is a straight line.  find the value of x.  x =    [1] 4 (a) not to scale   write down the mathematical name of this polygon.   .  [1]  (b)  not to scale   write down the mathematical name of this polygon.   .  [1]",
+            "4": "4 0607/11/m/j/20 \u00a9 ucles 2020 5 not to scale oa b  o is the centre of the circle.  write down the mathematical name of the line ab.   .  [1] 6 the diagram shows the favourite subject of each student in a class. 0 english french history subjectnumber of students mathematics science246810  write down the number of students whose favourite subject is  (a) french,   .  [1]  (b) mathematics.   .  [1] 7 work out.    30 57 1 #-+   .  [1]",
+            "5": "5 0607/11/m/j/20 \u00a9 ucles 2020 [turn over 8 not to scale 9 cm 9 cm  this shape is made from an equilateral triangle and a square.  find the perimeter of this shape.     cm [2] 9 on the 1  cm2 grid, draw a triangle with an area of 6  cm2.   [1] 10 draw all the lines of symmetry on this regular pentagon.    [2]",
+            "6": "6 0607/11/m/j/20 \u00a9 ucles 2020 11 x\u00b0  find, by measuring, the angle marked x.   .  [1] 12 change 4  m 25  cm into millimetres.   ..  mm [1] 13 simplify the ratio 10  : 15 .   ...  : ...  [1] 14 work out  25.   .  [1] 15 solve the equation.     x41 6 +=  x = .  [2]",
+            "7": "7 0607/11/m/j/20 \u00a9 ucles 2020 [turn over 16 find the coordinates of the mid-point of the line joining the point (0, 0) to the point (\u22122, 4).  ( ...  , ..)  [2] 17 write down the integers that satisfy the inequality  n 3711 .   .  [1] 18 the diagram shows the graph of () yx f= . \u2013 4\u2013 3\u2013 2\u2013 101234567 \u2013 5\u2013 4\u2013 3\u2013 2\u2013 1 1 2 3 4 5y x  draw the horizontal asymptote for the graph of () yx f= . [1]",
+            "8": "8 0607/11/m/j/20 \u00a9 ucles 2020 19 apples are stored in boxes.  there are 100 apples in a box.  two boxes are chosen at random and the apples are sorted into good and bad.  (a) complete the table of results. good bad total box 1 12 100 box 2 95 100 total 183 200    [2]  (b) one of these 200 apples is chosen at random.   write down the probability that this apple is good.   .  [1] 20 8 cmnot to scale 6 cmx cm  work out the value of x.  x = .  [2]",
+            "9": "9 0607/11/m/j/20 \u00a9 ucles 2020 [turn over 21 the scatter diagram shows a correlation between x and y. y x 5510152025303540 010 15 20 25 30  (a) write down the type of correlation shown in the scatter diagram.   .  [1]  (b) the mean point is (14, 18).   (i) draw the line of best fit.  [2]   (ii) use your line of best fit to estimate the value of x when y25= .  x = .  [1] 22 a sphere has a radius of 3  cm.  find the surface area of the sphere.  give your answer in terms of r.   ..  cm2 [2]",
+            "10": "10 0607/11/m/j/20 \u00a9 ucles 2020 23 16 cm 8 cm6 cmnot to scalex cm  these triangles are similar.  find the value of x.  x = .  [1] 24 describe fully the single  transformation that maps yx2=  onto yx 42=+ .  .  [2] 25 solve the simultaneous equations.     xy31 3 +=     xy21 0 +=  x = .  y = .  [2]",
+            "11": "11 0607/11/m/j/20 \u00a9 ucles 2020 blank page",
+            "12": "12 0607/11/m/j/20 \u00a9 ucles 2020 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 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.blank page"
+        },
+        "0607_s20_qp_12.pdf": {
+            "1": "*6276546679* dc (pq/sw) 188561/2 \u00a9 ucles 2020  [turn overthis document has 12 pages. blank pages are indicated.cambridge international mathematics  0607/12 paper 1 (core)  may/june  2020  45 minutes you must answer on the question paper. you will need:  geometrical instruments instructions  \u25cf answer all questions.  \u25cf use a black or dark blue pen. you may use an hb pencil for any diagrams or graphs.  \u25cf write your name, centre number and candidate number in the boxes at the top of the page.  \u25cf write your answer to each question in the space provided.  \u25cf do not use an erasable pen or correction fluid.  \u25cf do not write on any bar codes.  \u25cf calculators must not be used in this paper.  \u25cf you may use tracing paper.  \u25cf you must show all necessary working clearly and you will be given marks for correct methods even if  your answer is incorrect.  \u25cf all answers should be given in their simplest form. information  \u25cf the total mark for this paper is 40.  \u25cf the number of marks for each question or part question is shown in brackets [  ].cambridge igcse\u2122",
+            "2": "2 0607/12/m/j/20 \u00a9 ucles 2020 formula list area, a, of triangle, base b, height h. a = bh21 area, a, of circle, radius r. a = r2r circumference, c, of circle, radius r. c = 2rr curved surface area, a, of cylinder of radius r, height h. a = 2rrh curved surface area, a, of cone of radius r, sloping edge l. a = rrl curved surface area, a, of sphere of radius r. a = r42r v olume, v, of prism, cross-sectional area a, length l. v = al v olume, v, of pyramid, base area a, height h. v = ah31 v olume, v, of cylinder of radius r, height h. v = rh2r v olume, v, of cone of radius r, height h. v = rh31 2r v olume, v, of sphere of radius r. v = r34 3r",
+            "3": "3 0607/12/m/j/20 \u00a9 ucles 2020 [turn over answer all the questions. 1 (a) write the number 30  000 010 in words.  .  [1]  (b) write the number thirty thousand and one hundred in figures.   .  [1] 2 work out.   16 52-+   .  [1] 3  \u2013 4\u2013 3\u2013 2\u2013 10 \u2013 4\u2013 3\u2013 2\u2013 1 1234y x1234  on the grid, plot the point (3, 2).  [1] 4 cm   cm2   cm3   m   m2   m3   km   km2   km3  from the list, write down the best unit to use to measure the floor area of a school.   .  [1]",
+            "4": "4 0607/12/m/j/20 \u00a9 ucles 2020 5 complete the statement with  ,1  =  or  2.  200  80  [1] 6 (a) these are the first four terms of a sequence. 2   5   8   11   write down the next term in this sequence.   .  [1]  (b) these are the first five terms of another sequence 0.1   1   10   100   1000   write down the rule for continuing this sequence.  .  [1] 7 write 0.16 as a fraction in its simplest form.   .  [2] 8 change 6.3 kilograms into grams.   ..  g [1]",
+            "5": "5 0607/12/m/j/20 \u00a9 ucles 2020 [turn over 9 12 cm5 cm13 cmnot to scale  work out the perimeter of this triangle.    cm [1] 10 work out ..01 03#  .   .  [1] 11 this table shows the distances, in kilometres, between four cities in the usa. boston 1580 chicago 4800 3243 los angeles 2414 2218 4394 miami  (a) write down the distance between boston and miami.    km [1]  (b) write down the name of the nearest city to chicago.   .  [1] 12 the probability that a light bulb is faulty is 5%.  find the probability that a light bulb is not faulty.   .  [1]",
+            "6": "6 0607/12/m/j/20 \u00a9 ucles 2020 13  \u2013 4\u2013 3\u2013 2\u2013 10 \u2013 4\u2013 3\u2013 2\u2013 1 1234y x1234  on the grid, draw the line x2=. [1] 14  not to scale y\u00b0x\u00b0  the diagram shows two straight lines.  complete the statement. the value of x is equal to the value of y because they are  .  angles.  [1] 15  not to scaley\u00b0 50\u00b0 60\u00b0  find the value of y.  y=  .  [1]",
+            "7": "7 0607/12/m/j/20 \u00a9 ucles 2020 [turn over 16 carlo drives 150  km in 2 hours.  work out his average speed.     km/h  [1] 17 solve   xx 16 24 5 -= -.   x=  .  [2] 18  y xab \u2013 2\u2013 10 \u2013 4 \u2013 5 \u2013 6 \u2013 3\u2013 2\u2013 1 1 2 3 4 5 61234567  describe fully the single  transformation that maps shape a onto shape b.  .  .  [2]",
+            "8": "8 0607/12/m/j/20 \u00a9 ucles 2020 19 work out the size of one exterior angle of a regular hexagon.   .  [2] 20  u p 2 5 4 89 673 q  write down  (a) the set pl,  { ... } [1]  (b) the set pq,,  { ... } [1]  (c) ()nq.   .  [1]",
+            "9": "9 0607/12/m/j/20 \u00a9 ucles 2020 [turn over 21 a is the point ( 3-, 8) and b is the point (5, 2).  find the coordinates of the mid-point of ab.  (.. , ..)  [2] 22 find the gradient of the line with equation   yx84=- .   .  [1] 23 the height of a triangle is 8  cm and its area is 40  cm2.  find the length of the base.   ...  cm [2] 24  a b cnot to scale 12 cm  the diagram shows a right-angled triangle abc with ac 12=  cm.  . sinc 06=     . cosc 08=     . tanc 075 =  find the length of ab.    ...  cm [2]",
+            "10": "10 0607/12/m/j/20 \u00a9 ucles 2020 25 this cumulative frequency diagram shows the mass, in kilograms, of each of 120 animals. 20406080100120 020 40 60 80 mass (kg)cumulative frequency 100 120 140  use the diagram to find  (a) the median,     kg [1]  (b) the inter-quartile range.     kg [2]",
+            "11": "11 0607/12/m/j/20 \u00a9 ucles 2020 26  y x \u2013 10 \u2013 4\u2013 3\u2013 2\u2013 1 1 2 3 41234567 f(x) g(x)  the diagram shows the graphs of  () yx f=   and  () yx g= .  the graph of  () yx g=   is a translation of the graph of  () yx f= .  write down the function  ()xg  in terms of  ()xf.  ()xg=  .  [1]",
+            "12": "12 0607/12/m/j/20 \u00a9 ucles 2020 blank page permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the  publisher will be pleased to make amends at the earliest possible opportunity. 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 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."
+        },
+        "0607_s20_qp_21.pdf": {
+            "1": "cambridge igcse\u2122dc (jc/jg) 182612/1 \u00a9 ucles 2020  [turn overthis document has 8 pages. blank pages are indicated. *3103934013* cambridge international mathematics  0607/21 paper 2 (extended)  may/june  2020  45 minutes you must answer on the question paper. you will need:  geometrical instruments instructions  \u25cf answer all questions.  \u25cf use a black or dark blue pen. you may use an hb pencil for any diagrams or graphs.  \u25cf write your name, centre number and candidate number in the boxes at the top of the page.  \u25cf write your answer to each question in the space provided.  \u25cf do not use an erasable pen or correction fluid.  \u25cf do not write on any bar codes.  \u25cf calculators must not be used in this paper.  \u25cf you may use tracing paper.  \u25cf you must show all necessary working clearly and you will be given marks for correct methods even if  your answer is incorrect.  \u25cf all answers should be given in their simplest form. information  \u25cf the total mark for this paper is 40.  \u25cf the number of marks for each question or part question is shown in brackets [  ].",
+            "2": "2 0607/21/m/j/20 \u00a9 ucles 2020 formula list for the equation  ax bx c02++ = xabb ac 242!=-- curved surface area, a, of cylinder of radius r, height h. r ar h2= curved surface area, a, of cone of radius r, sloping edge l. r ar l= curved surface area, a, of sphere of radius r. r ar42= v olume, v, of pyramid, base area a, height h. va h31= v olume, v, of cylinder of radius r, height h. rvr h2= v olume, v, of cone of radius r, height h. r vr h31 2= v olume, v, of sphere of radius r. r vr34 3=      sins in sin aa bb cc==      cos ab cb ca222 2=+ -      sinbc a21area=a c bcb a",
+            "3": "3 0607/21/m/j/20 \u00a9 ucles 2020 [turn over answer all the questions. 1 a cuboid has a square base of side 10  cm and a volume of 1200  cm3.  work out the height of the cuboid.    ...  cm [2] 2  p13=-eo    q21=-eo  (a) find   qp+.    fp  [1]  (b) a is the point (2, 7).   the point a is translated to the point b by the vector qp+.   find the coordinates of b.  (   ,   ) [2] 3 work out   43221' .  give your answer as a fraction in its lowest terms.      [3]",
+            "4": "4 0607/21/m/j/20 \u00a9 ucles 2020 4 a truck of length 10  m passes a gate of length 2  m.  the speed of the truck is 8  m/s.  find the time the truck takes to completely pass the gate.    ..  s [2] 5 find the volume of a cone with radius 3  cm and perpendicular height 8  cm.  give your answer in terms of r.    .  cm3 [2] 6  14 cmx cm30\u00b0  not to scale  work out the value of x.  x =    [3] 7 simplify.  (a) ww 315 315      [2]  (b) y125632 ` j      [2]",
+            "5": "5 0607/21/m/j/20 \u00a9 ucles 2020 [turn over 8  rr ar hr232=+  rearrange the formula to write h in terms of r, r and a.  h =    [2] 9 not to scale acb x\u00b070\u00b0 t  a, b and c are points on a circle.  ta is a tangent to the circle at a.  ca = cb and angle bat = 70\u00b0.  work out the value of x.  x =    [2] 10 when jack sells a computer for $264 he makes a profit of 20%.  work out the price jack paid for the computer.  $    [2]",
+            "6": "6 0607/21/m/j/20 \u00a9 ucles 2020 11 y is inversely proportional to x.  when x9=, y2=.  find y in terms of x.  y =    [2] 12  logl og log yx w 32 =-  find y in terms of x and w.  y =    [3] 13 rationalise the denominator.        729 -      [2]",
+            "7": "7 0607/21/m/j/20 \u00a9 ucles 2020 [turn over 14 y x 0(4, 2)  in the diagram, the graph passes through the point (4, 2).  write down the equation of the graph.      [2] 15 simplify.    pt ap ata 36 23 -- +-      [3] question 16 is printed on the next page.",
+            "8": "8 0607/21/m/j/20 \u00a9 ucles 2020 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 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.16 write as a single fraction in its simplest form.     x x312 --      [3]"
+        },
+        "0607_s20_qp_22.pdf": {
+            "1": "*6568146797* dc (nf/cb) 182613/2 \u00a9 ucles 2020  [turn overthis document has 8 pages. blank pages are indicated.cambridge international mathematics  0607/22 paper 2 (extended)  may/june  2020  45 minutes you must answer on the question paper. you will need:  geometrical instruments instructions  \u25cf answer all questions.  \u25cf use a black or dark blue pen. you may use an hb pencil for any diagrams or graphs.  \u25cf write your name, centre number and candidate number in the boxes at the top of the page.  \u25cf write your answer to each question in the space provided.  \u25cf do not use an erasable pen or correction fluid.  \u25cf do not write on any bar codes.  \u25cf calculators must not be used in this paper.  \u25cf you may use tracing paper.  \u25cf you must show all necessary working clearly and you will be given marks for correct methods even if  your answer is incorrect.  \u25cf all answers should be given in their simplest form. information  \u25cf the total mark for this paper is 40.  \u25cf the number of marks for each question or part question is shown in brackets [  ].cambridge igcse\u2122",
+            "2": "2 0607/22/m/j/20 \u00a9 ucles 2020 formula list for the equation  ax bx c02++ = xabb ac 242!=-- curved surface area, a, of cylinder of radius r, height h. r ar h2= curved surface area, a, of cone of radius r, sloping edge l. r ar l= curved surface area, a, of sphere of radius r. r ar42= v olume, v, of pyramid, base area a, height h. va h31= v olume, v, of cylinder of radius r, height h. rvr h2= v olume, v, of cone of radius r, height h. r vr h31 2= v olume, v, of sphere of radius r. r vr34 3=      sins in sin aa bb cc==      cos ab cb ca222 2=+ -      sinbc a21area=a c bcb a",
+            "3": "3 0607/22/m/j/20 \u00a9 ucles 2020 [turn over answer all the questions. 1     31        37        39        49         51        53        77        87  from this list write down all the prime numbers.    .  [2] 2 work out 15% of 600.    .  [2] 3 work out.  (a) . . 006012#    .  [1]  (b) .023    .  [1]  (c) .. 00804    .  [1] 4 a bag contains red balls, blue balls and green balls only.  there are twice as many blue balls as green balls.  there are twice as many red balls as blue balls.  there are 16 blue balls in the bag.  find the total number of balls in the bag.    .  [2]",
+            "4": "4 0607/22/m/j/20 \u00a9 ucles 2020 5 dippi buys 5 burgers and 4 bags of chips for a total cost of $8.10  .  burgers cost $1.10 each.  find the cost of one bag of chips.   $ ...  [3] 6  2x\u00b03x\u00b04x\u00b0not to scale a b  ab is a straight line.  find the value of x.  x  =  .  [2] 7 work out the following, giving each answer in standard form.  (a) (. )( ) 43 10 31 044## #-    .  [2]  (b) () () 61 03 1023## +--    .  [2]",
+            "5": "5 0607/22/m/j/20 \u00a9 ucles 2020 [turn over 8 solve the simultaneous equations. xy32 1 += - xy72 6 -=  x  =  .  y  =  .  [3] 9 the interior angle of a regular polygon is 150\u00b0.  find the number of sides of this polygon.    .  [3] 10 rearrange the formula to make x the subject. ()yx 42+=  x  =  .  [2]",
+            "6": "6 0607/22/m/j/20 \u00a9 ucles 2020 11  footballrunning tennis45\u00b0 60\u00b0 swimming  the pie chart shows the favourite sports of all the students at a school.  180 students chose running as their favourite sport.  work out  (a) the total number of students at the school,    .  [1]  (b) the number of students that chose football as their favourite sport.    .  [2] 12 factorise.       xx23 52--    .  [2]",
+            "7": "7 0607/22/m/j/20 \u00a9 ucles 2020 [turn over 13 solve.      () () xx43 02 -+    .  [2] 14 a is the point (1, 7) and b is the point (4, 13).  find the equation of the perpendicular bisector of ab in the form  ym xc=+  .  y   =  .  [5] question 15 is printed on the next page.",
+            "8": "8 0607/22/m/j/20 \u00a9 ucles 2020 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 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.15  not to scale x11 7  find the value of x.  x  =  .  [2]"
+        },
+        "0607_s20_qp_23.pdf": {
+            "1": "cambridge igcse\u2122this document has 8 pages. blank pages are indicated. dc (jc/jg) 182614/1 \u00a9 ucles 2020  [turn over *2152689991* cambridge international mathematics  0607/23 paper 2 (extended)  may/june  2020  45 minutes you must answer on the question paper. you will need:  geometrical instruments instructions  \u25cf answer all questions.  \u25cf use a black or dark blue pen. you may use an hb pencil for any diagrams or graphs.  \u25cf write your name, centre number and candidate number in the boxes at the top of the page.  \u25cf write your answer to each question in the space provided.  \u25cf do not use an erasable pen or correction fluid.  \u25cf do not write on any bar codes.  \u25cf calculators must not be used in this paper.  \u25cf you may use tracing paper.  \u25cf you must show all necessary working clearly and you will be given marks for correct methods even if  your answer is incorrect.  \u25cf all answers should be given in their simplest form. information  \u25cf the total mark for this paper is 40.  \u25cf the number of marks for each question or part question is shown in brackets [  ].",
+            "2": "2 0607/23/m/j/20 \u00a9 ucles 2020 formula list for the equation  ax bx c02++ = xabb ac 242!=-- curved surface area, a, of cylinder of radius r, height h. r ar h2= curved surface area, a, of cone of radius r, sloping edge l. r ar l= curved surface area, a, of sphere of radius r. r ar42= v olume, v, of pyramid, base area a, height h. va h31= v olume, v, of cylinder of radius r, height h. rvr h2= v olume, v, of cone of radius r, height h. r vr h31 2= v olume, v, of sphere of radius r. r vr34 3=      sins in sin aa bb cc==      cos ab cb ca222 2=+ -      sinbc a21area=a c bcb a",
+            "3": "3 0607/23/m/j/20 \u00a9 ucles 2020 [turn over answer all the questions. 1 (a) write   0.047  996   correct to 4 decimal places.   ..  [1]  (b) write   60  449   correct to 3 significant figures.   ..  [1] 2 work out   1 441 65-  .  give your answer as a mixed number in its simplest form.      [3] 3 simplify.      aaa 325#      [2] 4 (a) write down the mathematical name of the quadrilateral that has rotational symmetry of order 2 but no  lines of symmetry.      [1]  (b) write down the mathematical name of the quadrilateral that has exactly one line of symmetry.      [1]",
+            "4": "4 0607/23/m/j/20 \u00a9 ucles 2020 5 solve.    () xx 92 56g-+      [3] 6 a biased four-sided spinner is spun 150 times.  the number of times that the spinner lands on each number is shown in the table. number on spinner 1 2 3 4 frequency 34 63 27 26  (a) write down the relative frequency of the spinner landing on  2.      [1]  (b) explain why it is reasonable to use your answer to part (a)  as the probability of this spinner landing  on 2.    [1]  (c) the spinner is spun 3000 times.   find the expected number of times that the spinner lands on 2.      [2] 7 divide 96  cm in the ratio 5  : 3.  cm , ... cm  [2]",
+            "5": "5 0607/23/m/j/20 \u00a9 ucles 2020 [turn over 8 a is the point , ()24-  and b is the point ,()71.  find the length of ab giving your answer in its simplest surd form.   ..  [4] 9 not to scale56\u00b0 98\u00b0 57\u00b0 dc qb p a  a, b, c and d are points on the circle.  pbq  is a straight line.  (a) find angle dcb , giving a reason for your answer. angle dcb  = ... because  ..    [2]  (b) is pbq  a tangent to the circle?   give a reason for your answer. ... because  .    [1]",
+            "6": "6 0607/23/m/j/20 \u00a9 ucles 2020 10 solve the simultaneous equations.              xy yx23 5 39+= =+  x =       y =     [3] 11 the table shows some trigonometric ratios, each correct to 3 decimal places. sine cosine tangent 40\u00b0 0.643 0.766 0.839 70\u00b0 0.940 0.342 2.747  use this information to find  (a) sin110\u00b0,      [1]  (b) tan320\u00b0.      [1]",
+            "7": "7 0607/23/m/j/20 \u00a9 ucles 2020 [turn over 12 factorise completely.  (a) xy xy 4622-      [2]  (b) x912-      [1] 13 solve.  (a) log9 2x=  x =    [1]  (b) logl og log x 24 9 -=  x =    [2] 14 y varies inversely as the square root of x.  when x25= , y6=.  find y in terms of x.  y =  .  [2] question 15 is printed on the next page.",
+            "8": "8 0607/23/m/j/20 \u00a9 ucles 2020 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 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.15 (a) on the venn diagram, shade the set ab c ++ l. a cbu    [1]  (b) use set notation to describe the shaded region. p rqu      [1]"
+        },
+        "0607_s20_qp_31.pdf": {
+            "1": "cambridge igcse\u2122this document has 16 pages. blank pages are indicated. dc (ce/fc) 183470/2 \u00a9 ucles 2020  [turn over *8470777360* cambridge international mathematics  0607/31 paper 3 (core)  may/june  2020  1 hour 45 minutes you must answer on the question paper. you will need:  geometrical instruments instructions  \u25cf answer all questions.  \u25cf use a black or dark blue pen. you may use an hb pencil for any diagrams or graphs.  \u25cf write your name, centre number and candidate number in the boxes at the top of the page.  \u25cf write your answer to each question in the space provided.  \u25cf do not use an erasable pen or correction fluid.  \u25cf do not write on any bar codes.  \u25cf you should use a graphic display calculator where appropriate.  \u25cf you may use tracing paper.  \u25cf you must show all necessary working clearly and you will be given marks for correct methods, including  sketches, even if your answer is incorrect.  \u25cf give non-exact numerical answers correct to 3 significant figures, or 1 decimal place for angles in  degrees, unless a different level of accuracy is specified in the question.  \u25cf for r, use your calculator value. information  \u25cf the total mark for this paper is 96.  \u25cf the number of marks for each question or part question is shown in brackets [  ].",
+            "2": "2 0607/31/m/j/20 \u00a9 ucles 2020 formula list area, a, of triangle, base b, height h. a = bh21 area, a, of circle, radius r. a = r2r circumference, c, of circle, radius r. c = 2rr curved surface area, a, of cylinder of radius r, height h. a = 2rrh curved surface area, a, of cone of radius r, sloping edge l. a = rrl curved surface area, a, of sphere of radius r. a = r42r v olume, v, of prism, cross-sectional area a, length l. v = al v olume, v, of pyramid, base area a, height h. v = ah31 v olume, v, of cylinder of radius r, height h. v = rh2r v olume, v, of cone of radius r, height h. v = rh31 2r v olume, v, of sphere of radius r. v = r34 3r",
+            "3": "3 0607/31/m/j/20 \u00a9 ucles 2020 [turn over answer all the questions. 1 24 people take part in a cookie-eating competition.  the number of cookies eaten by each person in two minutes is recorded. 11   12   13    8   12    8   12   10  9   11    8   13   11   10   12    9  9   10   10    9   10    9    9   12  (a) complete the frequency table. number of cookies 8 9 10 11 12 13 frequency 3  [2]  (b) find   (i) the mode,     ..  [1]   (ii) the range,     ..  [1]   (iii) the median,     ..  [1]   (iv) the mean,     ..  [1]   (v) the interquartile range.     ..  [2]  (c) complete the bar chart. 01 8 9 10 number of cookiesfrequency 11 12 13234567  [2]",
+            "4": "4 0607/31/m/j/20 \u00a9 ucles 2020 2 (a) 1  2  3  4  5  6  7  8  9  10   from this list of numbers, write down   (i) a square number,     ..  [1]   (ii) a triangle number,     ..  [1]   (iii) a prime number,     ..  [1]   (iv) a factor of 13,     ..  [1]   (v) a multiple of 6.     ..  [1]  (b) work out 65% of 34.     ..  [2]  (c) write 9876.543    (i) correct to 2 decimal places,     ..  [1]   (ii) correct to 4 significant figures,     ..  [1]   (iii) correct to the nearest hundred.     ..  [1]  (d) write your answer to part (c)(iii)  in standard form.     ..  [1]",
+            "5": "5 0607/31/m/j/20 \u00a9 ucles 2020 [turn over  (e) work out.   give each answer as a fraction in its simplest form.   (i) 52 31+     ..  [1]   (ii) 85 41-     ..  [1]   (iii) 3103 65#     ..  [1]",
+            "6": "6 0607/31/m/j/20 \u00a9 ucles 2020 3 (a) write down the rule for continuing each sequence.   (i) 86,    78,    70,    62,    \u2026  .     [1]   (ii) 4,    12,    36,    108,    \u2026  .     [1]   (iii) 80,    40,    20,    10,    \u2026  .     [1]  (b) the nth term of a sequence is n212+.   work out the first two terms of this sequence.      , ...  [2]  (c) these are the first four terms of another sequence. 8   19   30   41   (i) find the next two terms of this sequence.      , ...  [2]   (ii) find the nth term of this sequence.     ..  [2]   (iii) use your expression from  part (ii)  to find the 30th term.     ..  [1]",
+            "7": "7 0607/31/m/j/20 \u00a9 ucles 2020 [turn over 4 23 cm 18 cma b not to scale c d52\u00b0 e 18 cm  abcd  is a rectangle and edc  is a straight line.  de = bc = 18 cm, ab = 23 cm and angle bca  = 52\u00b0.  find  (a) angle bac ,   angle bac  =  .  [1]  (b) angle aed ,   angle aed  =  .  [1]  (c) angle eac ,   angle eac  =  .  [2]  (d) ae,  ae  =    cm [2]  (e) the total perimeter of the shape abce .    ..  cm [1]",
+            "8": "8 0607/31/m/j/20 \u00a9 ucles 2020 5 (a) cinzia goes to the zoo with her mother.   cinzia is 12 years old.   the entrance fee is $25 for each adult and $14 for each child under the age of 16 years.   work out the total  entrance fee for cinzia and her mother and how much change they receive  from  $50.    total entrance fee $  .   change $  .  [2]  (b) cinzia and her mother arrive at the zoo at 11 35 and leave at 15 45.   find the time, in hours and minutes, that they are at the zoo.  . h  min [1]  (c) cinzia sees this notice. monkeys 500 metres   cinzia can walk at 5  km/h.   find how many minutes it takes cinzia to walk to the monkeys.      min [3]",
+            "9": "9 0607/31/m/j/20 \u00a9 ucles 2020 [turn over 6 50 cm 24 cm 4 mnot to scale  the diagram shows a cylindrical pipe.  the external radius is 50  cm and the internal radius is 24  cm.  (a) find the shaded area.    ...  cm2 [3]  (b) the pipe is 4 metres long.   (i) change 4 metres into centimetres.    .  cm [1]   (ii) find the volume of the pipe.    ...  cm3 [1]  (c) work out the area of the outside curved surface of the pipe.    ...  cm2 [2]",
+            "10": "10 0607/31/m/j/20 \u00a9 ucles 2020 7 (a) solve.   (i) xx46 81 4 =-+  x  =  .  [2]   (ii) ()x23 11 +=  x  =  .  [2]  (b)   cm n 23=+   (i) find c when m = 1.8 and n = 1.3 .  c  =  .  [2]   (ii) find m when c = 8.4 and n = 0.6 .  m  =  .  [2]   (iii) rearrange the formula to make n the subject.  n  =  .  [2]",
+            "11": "11 0607/31/m/j/20 \u00a9 ucles 2020 [turn over 8 a boat sails 300  m on a bearing of 060\u00b0 from a to b.  it then changes course and sails 220  m on a bearing of 150\u00b0 from b to c.  the boat then returns directly to a.  (a) on the diagram, sketch the path of the boat.   show the distances and bearings that you have been given. not to scalenorth a  [4]  (b) angle abc  = 90\u00b0.   (i) calculate angle bac .   angle bac  =  .  [2]   (ii) find the bearing of c from a.    ..  [1]",
+            "12": "12 0607/31/m/j/20 \u00a9 ucles 2020 9 8 \u20131 0 3.5xy \u2013 4  the diagram shows the graph of   yx x 25 32=- ++     for . x13 5 gg-  .  (a) use your calculator to find   (i) the coordinates of the point of intersection of the graph with the y-axis,   ( ...  , ...)  [1]   (ii) the coordinates of the points of intersection of the graph with the x-axis, \b (\u200a\u200a... \b\u200a\u200a,\b...) \band\b(\u200a\u200a... \b\u200a\u200a,\b...) \b[2]   (iii) the coordinates of the local maximum.   ( ...  , ...)  [2]  (b) on the diagram, sketch the graph of    yx21=+ . [2]  (c) find the coordinates of the points of intersection of yx x 25 32=- ++   and  yx21=+ . \b (\u200a\u200a... \b\u200a\u200a,\b...) \band\b(\u200a\u200a... \b\u200a\u200a,\b...) \b[2]",
+            "13": "13 0607/31/m/j/20 \u00a9 ucles 2020 [turn over 10 bac 12345678910 xy \u201310 \u20139\u20138\u20137\u2013 6\u20135\u2013 4\u20133\u20132 \u201310\u20139\u20138\u20137\u2013 6\u20135\u2013 4\u20133\u20132\u2013112345678910 0\u20131  (a) reflect shape a in the y-axis.  [1]  (b) describe fully the single  transformation that maps shape a onto shape b.       [3]  (c) describe fully the single  transformation that maps shape a onto shape c.       [2]  (d) enlarge shape a with centre (0, 0) and scale factor 2-. [2]",
+            "14": "14 0607/31/m/j/20 \u00a9 ucles 2020 11 (a) in a class of 24 students \u2022 10 students wear glasses ( g\u200a) \u2022 12 students have black hair ( b\u200a) \u2022 5 students do not wear glasses and do not have black hair.   (i) complete the venn diagram. gu b   ...  [2]   (ii) describe in words the set gb+ . students who  ..   [1]   (iii) one of the 24 students is chosen at random.    write down the probability that this student wears glasses but does not have black hair.    ...  [1]   (iv) on the venn diagram below, shade the region gb+l . gu b [1]",
+            "15": "15 0607/31/m/j/20 \u00a9 ucles 2020  (b) another class has 20 students.   in this class \u2022 5 students wear glasses and have black hair \u2022 8 students wear glasses and do not have black hair \u2022 all the students either wear glasses or have black hair or both.   (i) complete the venn diagram. g ... .u b  [2]   (ii) write down the number of students in this class who have black hair.    ..  [1]",
+            "16": "16 0607/31/m/j/20 \u00a9 ucles 2020 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 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.blank page"
+        },
+        "0607_s20_qp_32.pdf": {
+            "1": "cambridge igcse\u2122this document has 20 pages. blank pages are indicated. dc (st/ct) 183469/2 \u00a9 ucles 2020  [turn over *1383446504* cambridge international mathematics  0607/32 paper 3 (core)  may/june  2020  1 hour 45 minutes you must answer on the question paper. you will need:  geometrical instruments instructions  \u25cf answer all questions.  \u25cf use a black or dark blue pen. you may use an hb pencil for any diagrams or graphs.  \u25cf write your name, centre number and candidate number in the boxes at the top of the page.  \u25cf write your answer to each question in the space provided.  \u25cf do not use an erasable pen or correction fluid.  \u25cf do not write on any bar codes.  \u25cf you should use a graphic display calculator where appropriate.  \u25cf you may use tracing paper.  \u25cf you must show all necessary working clearly and you will be given marks for correct methods, including  sketches, even if your answer is incorrect.  \u25cf give non-exact numerical answers correct to 3 significant figures, or 1 decimal place for angles in  degrees, unless a different level of accuracy is specified in the question.  \u25cf for r, use your calculator value. information  \u25cf the total mark for this paper is 96.  \u25cf the number of marks for each question or part question is shown in brackets [  ].",
+            "2": "2 0607/32/m/j/20 \u00a9 ucles 2020 formula list area, a, of triangle, base b, height h. a = bh21 area, a, of circle, radius r. a = r2r circumference, c, of circle, radius r. c = 2rr curved surface area, a, of cylinder of radius r, height h. a = 2rrh curved surface area, a, of cone of radius r, sloping edge l. a = rrl curved surface area, a, of sphere of radius r. a = r42r v olume, v, of prism, cross-sectional area a, length l. v = al v olume, v, of pyramid, base area a, height h. v = ah31 v olume, v, of cylinder of radius r, height h. v = rh2r v olume, v, of cone of radius r, height h. v = rh31 2r v olume, v, of sphere of radius r. v = r34 3r",
+            "3": "3 0607/32/m/j/20 \u00a9 ucles 2020 [turn over answer all the questions. 1 (a)  write down a multiple of 7.    ..  [1]  (b)  here are the factors of 99. 1  3  9  11  33  99   write down the factors that are prime.    ..  [2]  (c)  write down all of the factors of 20.    ..  [2]  (d) write 54 as a product of its prime factors.    ..  [2]  (e) for an activity, students are split into groups.   the students can be split exactly either into groups of 15 or into groups of 21.   work out the smallest number of students taking part in the activity.    ..  [2]",
+            "4": "4 0607/32/m/j/20 \u00a9 ucles 2020 2 (a) the temperature, in \u00b0c, in each of five cities is listed in the table. city temperature (\u00b0c) amsterdam \u2007 \u22124 dublin   5 oslo \u221211 venice   6 warsaw   9   (i) write down which city is the coldest.    ..  [1]   (ii) work out the difference in temperature between amsterdam and warsaw.    .. \u00b0c [1]   (iii) work out the difference in temperature between amsterdam and oslo.    .. \u00b0c [1]  (b) chris climbs from kathmandu to the top of mount everest.   he uses this formula to find the temperature, t \u00b0c, at different heights, h metres, above sea level. . th 0008 30 # =- +   (i) the top of mount everest is 8850  m above sea level.    show that the temperature at the top of mount everest is -40.8 \u00b0c. [1]",
+            "5": "5 0607/32/m/j/20 \u00a9 ucles 2020 [turn over   (ii) kathmandu is 1400  m above sea level.    work out the temperature in kathmandu.    .. \u00b0c [1]   (iii) the\u2007temperature \u2007at\u2007everest\u2007base\u2007camp\u2007is\u2007\u221212.4\u2007\u00b0c.    work out the height of everest base camp above sea level.    ..  m [2]   (iv) rearrange this formula to make h the subject. . th 0008 30 # =- +  h  =  .  [2]",
+            "6": "6 0607/32/m/j/20 \u00a9 ucles 2020 3 (a)   y x \u2013 3 \u2013 4 \u2013 5\u2013 2\u2013 1\u2013 1 1 2 3 4 5 \u2013 2 \u2013 3 \u2013 4 \u2013 512345 0ca b   the diagram shows a hexagon drawn on a 1cm2 grid.   (i) write down the coordinates of    (a) point a,   ( ...  , ...)  [1]    (b) point b,   ( ...  , ...)  [1]    (c) point c.    ( ...  , ...)  [1]   (ii)  on the grid, draw the reflection of the hexagon in the x-axis.  [2]",
+            "7": "7 0607/32/m/j/20 \u00a9 ucles 2020 [turn over  (b)   (i) write down the order of rotational symmetry of this shape.    ..  [1]   (ii) on the shape above, draw all the lines of symmetry.  [2] 4 (a) use the correct mathematical word to complete each sentence.   (i)  the distance around the edge of a circle is the .. .   [1]   (ii)  a straight line which touches the edge of a circle once only is a . .  [1]   (iii)  a straight line from the edge of a circle to its centre is a .. .  [1]  (b) 6 cm18 cmnot to scale   this shape is a rectangle joined to two semicircles.   work out the total area of this shape.   give the units of your answer.    ...  ..  [5]",
+            "8": "8 0607/32/m/j/20 \u00a9 ucles 2020 5 (a)  the bar chart shows the numbers of girls and boys in a village school and their ages. key girls boys number of students 02 12 13 14 age (years)15 16468101214161820222426   (i) there are 19 boys aged 16 in the school.    complete the bar chart.  [1]   (ii) for students aged 13, work out how many more boys than girls there are.    ..  [1]   (iii) find the total number of students aged 12.    ..  [1]   (iv) find the total number of girls in the school.    ..  [1]   (v) which age has the largest total number of students?    ..  [1]",
+            "9": "9 0607/32/m/j/20 \u00a9 ucles 2020 [turn over  (b) in a country there are 11.5 million children.   the probability that one of these children has measles is 0.2 .   work out the expected number of these children that have measles.    ..  million  [2]  (c) in a town, the probability that a student aged 17 has passed their driving test is 0.7 .   two students aged 17 are chosen at random from the town.   (i) complete the tree diagram. has passed has not passedhas not passed has  passedhas  passed has not passed0.7 ... . .first student second student [2]   (ii) work out the probability that both students have not passed their driving test.    ..  [2]",
+            "10": "10 0607/32/m/j/20 \u00a9 ucles 2020 6 (a)  write each of these ratios in its simplest form.   (i) 6 : 30      :  ...  [1]   (ii) 75 cents : 2 dollars      :  ...  [2]  (b) (i) one year, amir earns $85  000.    he pays 51 of this in tax.    work out how much amir pays in tax.   $  .  [1]    (ii) the next year, the $85  000 that amir earns is increased by 3%.    work out how much amir now earns.   $  .  [2]",
+            "11": "11 0607/32/m/j/20 \u00a9 ucles 2020 [turn over   (iii) another year, amir receives a bonus of $8400.    he decides to use this bonus for savings and for pleasure in the ratio savings : pleasure = 1 : 5.    work out how much of the bonus amir uses for savings and how much he uses for pleasure.   savings  $  .   pleasure  $  .  [2]",
+            "12": "12 0607/32/m/j/20 \u00a9 ucles 2020 7 the table shows the height and the shoe size of each of eight children. height (cm) 57 79 102 100 92 81 109 60 shoe size 21 23 25.5 24 25 24 27.5 22  (a) complete the scatter diagram.   the first four points have been plotted for you. 20 1550 60 70 80 height (cm)90 100 1102530 shoe size  [2]  (b) what type of correlation is shown in the scatter diagram?    ..  [1]  (c) (i) work out the mean height and the mean shoe size.    mean height =  ...  cm    mean shoe size =  ...  [2]   (ii) on the scatter diagram, draw a line of best fit.  [2]  (d) use your line of best fit to estimate the shoe size of a child with height 70  cm.    ..  [1]",
+            "13": "13 0607/32/m/j/20 \u00a9 ucles 2020 [turn over 8 (a) (i) 7 \u00d7 7 \u00d7 7 \u00d7 7 \u00d7 7 \u00d7 7 = 7n    write down the value of n.    n  =  .  [1]   (ii) write down the value of 70.    ..  [1]  (b) simplify fully.   (i) x 72 43#    ..  [2]   (ii)  xx 72'    ..  [3]",
+            "14": "14 0607/32/m/j/20 \u00a9 ucles 2020 9 (a) y x \u2013 3 \u2013 4 \u2013 5\u2013 2\u2013 1\u2013 1 1 2 3 4 5 \u2013 2 \u2013 3 \u2013 4 \u2013 512345 0   rotate the triangle by 90\u00b0 clockwise about (0, 0).  [2]  (b) 12 cm 8.4 cm 5 cm x cmnot to scale   these two triangles are mathematically similar.   work out the value of x.  x  =  .  [2]",
+            "15": "15 0607/32/m/j/20 \u00a9 ucles 2020 [turn over  (c) y x \u2013 3 \u2013 4 \u2013 5\u2013 2\u2013 1\u2013 1 1 2 3 4 5 \u2013 2 \u2013 3 \u2013 4 \u2013 512345 0b a   describe fully the single  transformation that maps triangle a onto triangle b.  ...  ...   [3]",
+            "16": "16 0607/32/m/j/20 \u00a9 ucles 2020 10 (a)  solve.   (i) x 36=  x  =  .  [1]     (ii) x25 4h-    ..  [2]  (b)  solve the simultaneous equations.   you must show all your working. xy31 3 += xy21 2 -=  x  =  .  y  =  .  [2]  (c)  multiply out the brackets and simplify. () () xx14+-    ..  [2]",
+            "17": "17 0607/32/m/j/20 \u00a9 ucles 2020 [turn over 11  y x30 \u2013 20\u2013 5 5 0  (a) (i) on the diagram, sketch the graph of   yx x282=+ -   for   x55gg- .  [2]   (ii) find the coordinates of the local minimum.   ( ...  , ...)  [1]  (b) on the diagram, sketch the graph of   yx32=-    for   x55gg- .  [2]  (c)  find the x-coordinate of each point of intersection of yx x282=+ -   and   yx32=-  . x =  and x =   [2]",
+            "18": "18 0607/32/m/j/20 \u00a9 ucles 2020 12 (a) north ab scale: 1  cm to 10  km   a boat sails from a to b.   (i) measure the bearing of b from a.    ..  [1]   (ii) work out the actual distance from a to b.      km [2]",
+            "19": "19 0607/32/m/j/20 \u00a9 ucles 2020  (b) x\u00b0y m 8 m 2 m 4.5 mnot to scale   the boat has two triangular sails.   (i) find the value of x.  x  =  .  [2]   (ii) find the value of y.  y  =  .  [2]",
+            "20": "20 0607/32/m/j/20 \u00a9 ucles 2020 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 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.blank page"
+        },
+        "0607_s20_qp_41.pdf": {
+            "1": "cambridge igcse\u2122this document has 20 pages. blank pages are indicated. *2566649839* dc (st/jg) 182696/2 \u00a9 ucles 2020  [turn overcambridge international mathematics  0607/41 paper 4 (extended)  may/june  2020  2 hours 15 minutes you must answer on the question paper. you will need:  geometrical instruments instructions  \u25cf answer all questions.  \u25cf use a black or dark blue pen. you may use an hb pencil for any diagrams or graphs.  \u25cf write your name, centre number and candidate number in the boxes at the top of the page.  \u25cf write your answer to each question in the space provided.  \u25cf do not use an erasable pen or correction fluid.  \u25cf do not write on any bar codes.  \u25cf you should use a graphic display calculator where appropriate.  \u25cf you may use tracing paper.  \u25cf you must show all necessary working clearly and you will be given marks for correct methods, including  sketches, even if your answer is incorrect.  \u25cf give non-exact numerical answers correct to 3 significant figures, or 1 decimal place for angles in  degrees, unless a different level of accuracy is specified in the question.  \u25cf for r, use your calculator value. information  \u25cf the total mark for this paper is 120.  \u25cf the number of marks for each question or part question is shown in brackets [  ].",
+            "2": "2 0607/41/m/j/20 \u00a9 ucles 2020 formula list for the equation  ax bx c02++ = xabb ac 242!=-- curved surface area, a, of cylinder of radius r, height h. r ar h2= curved surface area, a, of cone of radius r, sloping edge l. r ar l= curved surface area, a, of sphere of radius r. r ar42= v olume, v, of pyramid, base area a, height h. va h31= v olume, v, of cylinder of radius r, height h. rvr h2= v olume, v, of cone of radius r, height h. r vr h31 2= v olume, v, of sphere of radius r. r vr34 3=      sins in sin aa bb cc==      cos ab cb ca222 2=+ -      sinbc a21area=a c bcb a",
+            "3": "3 0607/41/m/j/20 \u00a9 ucles 2020 [turn over answer all the questions. 1 2 3 15 4 3 2 1 4 5x0 \u2013 4\u2013 3\u2013 2\u2013 1 \u2013 1 \u2013 2 \u2013 3\u2013 5y \u2013 4 pt q \u2013 5 \u2013 6  (a) (i) reflect shape t in the y-axis.  [1]   (ii) translate shape t by the vector 5 3-eo . [2]   (iii) enlarge shape t by scale factor 2, centre (2, 0).  [2]  (b) describe fully the single  transformation that maps shape t onto   (i) shape p,  .  .  [3]   (ii) shape q.  .  .  [3]",
+            "4": "4 0607/41/m/j/20 \u00a9 ucles 2020 2 (a) these are tom\u2019s ten homework marks. 8   7   10   8   9   5   8   10   6   8   find   (i) the range,    ..  [1]   (ii) the mean,    ..  [1]   (iii) the median,    ..  [1]   (iv) the upper quartile.    ..  [1]  (b) the mass, m kg, of each of 120 parcels is recorded.   the cumulative frequency curve shows the results. 120 100 80 60 40 20 m 0 0 1 1.5 2.5 3.5 0.5 2 3 4 mass (kg)cumulative frequency",
+            "5": "5 0607/41/m/j/20 \u00a9 ucles 2020 [turn over   (i) find the median.    .  kg [1]   (ii) find the lower quartile.    .  kg [1]   (iii) find the interquartile range.    .  kg [1]   (iv) find the number of parcels with a mass of more than 3  kg.    ..  [2]   (v) (a) use the cumulative frequency curve to complete the frequency table. mass ( m kg) m 011g . m 1 151g . m 15 21g m 231g m 341g frequency 30 30  [3]    (b) use the frequency table to calculate an estimate of the mean.    .  kg [2]",
+            "6": "6 0607/41/m/j/20 \u00a9 ucles 2020 3 y xnot to scale od ac b  abcd  is a parallelogram.  a is the point (3, 1), b is the point (10, 2) and d is the point (2, 3).  (a) find the coordinates of c.     (.. , ..)  [2]  (b) calculate the length of ab.   give your answer as a surd in its simplest form.  ab  =  .  [3]  (c) the diagonals of the parallelogram meet at x.   find the coordinates of x.     (.. , ..)  [2]",
+            "7": "7 0607/41/m/j/20 \u00a9 ucles 2020 [turn over  (d) the straight line ba is extended to meet the y-axis at p and the x-axis at q.   find the coordinates of p and the coordinates of q.     p (.. , ..)     q (.. , ..)  [5]",
+            "8": "8 0607/41/m/j/20 \u00a9 ucles 2020 4 find the n th term of each sequence.  (a)   16,  25,  36,  49,  64,  ...    ..  [2]  (b)   3,  10,  29,  66,  127,  ...    ..  [2]  (c)   64,  32,  16,  8,  4,  ...    ..  [2]",
+            "9": "9 0607/41/m/j/20 \u00a9 ucles 2020 [turn over 5 (a) expand the brackets and simplify.   (i) () () pp 52 33 2 -- +    ..  [2]   (ii) () () gh gh 72 31 1 -+    ..  [3]  (b) factorise completely.   (i) xy xy 2423 32-    ..  [2]   (ii) tu49 922-    ..  [2]   (iii) dd622+-    ..  [2]",
+            "10": "10 0607/41/m/j/20 \u00a9 ucles 2020 6 (a) y 01.5 5x   (i) on the diagram, sketch the graph of   log yx=    for   x 051g .  [2]   (ii) solve the equations.    (a) . logx 02= x =  or x =   [2]    (b) logxx14=- x =  or x =   [4]",
+            "11": "11 0607/41/m/j/20 \u00a9 ucles 2020 [turn over  (b) 01.5 5xy \u2013 5\u2013 5   (i) on the diagram, sketch the graph of   log yx=    for values of x between 5- and 5.  [2]   (ii) solve the equation   . logx 02=  . x =  or x =   [2]  (c) write down the range of values of x for which the graph of   log yx=    is the same as the graph  of   log yx=  .    ..  [1]",
+            "12": "12 0607/41/m/j/20 \u00a9 ucles 2020 7 (a) louis invests $500 at a rate of 2.5% per year simple interest.   calculate the total amount of interest at the end of 8 years.   $  .  [2]  (b) martha invests $500 at a rate of 2.4% per year compound interest.   calculate the total amount of interest at the end of 8 years.   $  .  [4]  (c) naomi invests an amount of money at a rate of 2.1% per year compound interest.   find the number of complete years it takes for the value of naomi\u2019s investment to double.    ..  [4]",
+            "13": "13 0607/41/m/j/20 \u00a9 ucles 2020 [turn over  (d) oscar invests an amount of money at a rate of r % per year compound interest.   at the end of   31 years the value of oscar\u2019s investment is 2.5 times greater than the original amount  of money.   find the value of r.  r  =  .  [3]",
+            "14": "14 0607/41/m/j/20 \u00a9 ucles 2020 8 (a) when the weather is fine, the probability that sara goes to the park is 0.9 .   when the weather is not fine, the probability that sara goes to the park is 0.2 .   on any day, the probability that the weather is fine is 0.7 .   (i) complete the tree diagram. 0.7weather park fine not finesara  goes sara does not go  sara  goes sara does not go ..  [3]   (ii) find the probability that, on any day, sara goes to the park.    ..  [3]",
+            "15": "15 0607/41/m/j/20 \u00a9 ucles 2020 [turn over  (b) 30 students are asked if they like mathematics ( m) and if they like english ( e).   the venn diagram shows the number of students in each subset. u m e 17 5 17   (i) find   ()men, l.    ..  [1]   (ii) two students are chosen at random.    find the probability that they both like mathematics but not english.    ..  [3]",
+            "16": "16 0607/41/m/j/20 \u00a9 ucles 2020 9 06 4.5xy \u2013 6\u2013 0.5      ()x xxx 68 f32=- +   for   .. x 05 45 gg-  (a) on the diagram, sketch the graph of   () yx f= .  [2]  (b) solve the inequality   ()x 0 f1.    ..  [3]  (c) find the positive value of k when   ()xkf=   has two different solutions.  k  =  .  [2]",
+            "17": "17 0607/41/m/j/20 \u00a9 ucles 2020 [turn over 10    ()xx 23 f=+    ()x 5 gx=  (a) find (( ))3 fg .    ..  [2]  (b) find ()x f1-.  ()x f1-  =  .  [2]  (c) find x when ()x25 51g=  .  x  =  .  [2]  (d) find ()x g1-.  ()x g1-  =  .  [2]",
+            "18": "18 0607/41/m/j/20 \u00a9 ucles 2020 11 (a) a b12 cm11 cmnot to scalec 60\u00b0   calculate the shortest distance from b to ac.    .  cm [7]",
+            "19": "19 0607/41/m/j/20 \u00a9 ucles 2020  (b) r qpv m 8 cm6 cmnot to scale sh cm   the diagram shows a pyramid on a rectangular base pqrs .   the diagonals of the base meet at m and v is vertically above m.   pq = 8 cm, qr = 6 cm and vm = h cm.   the volume of the pyramid is 112  cm3.   (i) show that h = 7. [2]   (ii) calculate the length of vr.  vr  =    cm [3]   (iii) k is the mid-point of ps and l is the mid-point of qr.    calculate angle kvl.  angle kvl  =  .  [3]",
+            "20": "20 0607/41/m/j/20 \u00a9 ucles 2020 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 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.blank page"
+        },
+        "0607_s20_qp_42.pdf": {
+            "1": "cambridge igcse\u2122this document has 20 pages. blank pages are indicated. dc (st/ct) 182697/2 \u00a9 ucles 2020  [turn over *2221820169* cambridge international mathematics  0607/42 paper 4 (extended)  may/june  2020  2 hours 15 minutes you must answer on the question paper. you will need:  geometrical instruments instructions  \u25cf answer all questions.  \u25cf use a black or dark blue pen. you may use an hb pencil for any diagrams or graphs.  \u25cf write your name, centre number and candidate number in the boxes at the top of the page.  \u25cf write your answer to each question in the space provided.  \u25cf do not use an erasable pen or correction fluid.  \u25cf do not write on any bar codes.  \u25cf you should use a graphic display calculator where appropriate.  \u25cf you may use tracing paper.  \u25cf you must show all necessary working clearly and you will be given marks for correct methods, including  sketches, even if your answer is incorrect.  \u25cf give non-exact numerical answers correct to 3 significant figures, or 1 decimal place for angles in  degrees, unless a different level of accuracy is specified in the question.  \u25cf for r, use your calculator value. information  \u25cf the total mark for this paper is 120.  \u25cf the number of marks for each question or part question is shown in brackets [  ].",
+            "2": "2 0607/42/m/j/20 \u00a9 ucles 2020 formula list for the equation  ax bx c02++ = xabb ac 242!=-- curved surface area, a, of cylinder of radius r, height h. r ar h2= curved surface area, a, of cone of radius r, sloping edge l. r ar l= curved surface area, a, of sphere of radius r. r ar42= v olume, v, of pyramid, base area a, height h. va h31= v olume, v, of cylinder of radius r, height h. rvr h2= v olume, v, of cone of radius r, height h. r vr h31 2= v olume, v, of sphere of radius r. r vr34 3=      sins in sin aa bb cc==      cos ab cb ca222 2=+ -      sinbc a21area=a c bcb a",
+            "3": "3 0607/42/m/j/20 \u00a9 ucles 2020 [turn over answer all the questions. 1  a class of 40 students complete a science test.  the table shows the marks of the 40 students. mark 0 1 2 3 4 5 6 7 8 9 10 number of students 1 1 2 5 5 5 6 3 9 2 1  (a) write down the mode.    ..  [1]  (b) work out the range.    ..  [1]  (c) find the median.    ..  [1]   (d) find the interquartile range.     .  [2]   (e) calculate the mean.     .  [2]   (f) two of the students are chosen at random.   find the probability that the difference in their marks is 8.     .  [3]",
+            "4": "4 0607/42/m/j/20 \u00a9 ucles 2020 2 (a)  y x \u2013 6\u2013 5\u2013 4\u2013 3\u2013 2\u2013 1 1 0 2 3 4 5 6678910 5 4 3 2 1 \u2013 1 \u2013 2 \u2013 3 \u2013 4 \u2013 5 \u2013 6a bc    (i) describe fully the single  transformation that maps triangle a onto triangle b.  .  .  [2]   (ii) describe fully the single  transformation that maps triangle a onto triangle c.  .  .  [3]",
+            "5": "5 0607/42/m/j/20 \u00a9 ucles 2020 [turn over  (b)  you may use the grid to help you in answering this question.   the transformation p is a rotation of 90\u00b0 clockwise about the origin.   the transformation q is a reflection in the line yx=- .   (i) find the image of the point ,()52- under the transformation p.     ( , )  [1]   (ii) find the image of the point ,()52- under the transformation q.     ( , )  [1]   (iii) describe fully the single  transformation equivalent to p followed by q.  .  .  [2]     (iv) describe fully the single  transformation equivalent to q followed by p.  .  .  [2]",
+            "6": "6 0607/42/m/j/20 \u00a9 ucles 2020 3 petra is a singer.  she wants to estimate how much to spend on advertising.  the table shows the amount spent on advertising, $ x, and the number of tickets sold, y, for 10  performances. amount spent ($ x) 80 60 50 120 90 40 100 110 70 150 number of tickets sold (  y)100 90 60 150 100 75 120 120 100 150  (a) (i)  complete the scatter diagram.    the first six points have been plotted for you. 0050100 number of tickets sold150 20 40 60 80 amount spent (dollars)100 120 140 160y x  [2]   (ii) what type of correlation is shown by the scatter diagram?    ..  [1]",
+            "7": "7 0607/42/m/j/20 \u00a9 ucles 2020 [turn over  (b)  find the mean amount of money spent on advertising.   $  .  [1]  (c) (i) find the equation of the regression line for y in terms of x.  y  =  .  [2]   (ii) use your regression line to estimate the number of tickets sold when petra spends $130 on  advertising.    ..  [1]   (iii) explain why petra should not rely on this regression line to estimate the number of tickets she  will sell if she spends $500 on advertising.  .  .  [1]",
+            "8": "8 0607/42/m/j/20 \u00a9 ucles 2020 4  a piece of metal is in the shape of a cuboid.  the cuboid has length 18  cm, width 12  cm and height 12  cm.  a cylinder is removed from the cuboid.  the cylinder has length 18  cm and radius 4  cm. not to scale18 cm 12 cm 4 cm 12 cm  (a) (i) find the volume of the metal remaining after the cylinder has been removed.    ... cm3 [3]   (ii) write your answer to part (i)  in standard form.    ... cm3 [1]",
+            "9": "9 0607/42/m/j/20 \u00a9 ucles 2020 [turn over  (b) find the total surface area of the metal remaining after the cylinder has been removed.    ... cm2 [4]  (c) the cylinder removed  is melted and formed into 16 identical spheres.   (i) calculate the volume of one sphere.    ... cm3 [1]   (ii) calculate the radius of one sphere.    .  cm [2]",
+            "10": "10 0607/42/m/j/20 \u00a9 ucles 2020 5  fifty students, 25 boys and 25 girls, were asked which sport they prefer.  the results are shown in the table. athletics football swimming tennis boy 4 9 2 10 girl 3 3 12 7  (a) a student is selected at random.   calculate the probability that the student chosen is   (i) a girl who prefers swimming,    ..  [1]   (ii) a boy who does not  prefer football,    ..  [1]   (iii) a student who prefers athletics.    ..  [1]  (b) two of the girls are chosen at random.   calculate the probability they both prefer tennis.    ..  [2]",
+            "11": "11 0607/42/m/j/20 \u00a9 ucles 2020 [turn over  (c) two of the students who prefer athletics are chosen at random.   calculate the probability that one is a boy and one is a girl.    ..  [3]  (d) three of the 50 students are chosen at random.   calculate the probability that one is a boy and two are girls and they all prefer swimming.    ..  [4]",
+            "12": "12 0607/42/m/j/20 \u00a9 ucles 2020 6  herman bought a motorbike on 1 january 2014.  by 1 january 2015 the value of the motorbike had reduced by 16%.  by 1 january 2016 the value of the motorbike had reduced by 12% of the value on 1 january 2015.  the value of the motorbike on 1 january 2016 was $7392.  (a) find how much herman paid for the motorbike.   $  .  [3]  (b)  from 2016, the value of the motorbike reduced by 8% each year.   calculate the number of complete years it will take for the value of the motorbike to decrease from  $7392 to $5000.    ..  [4]",
+            "13": "13 0607/42/m/j/20 \u00a9 ucles 2020 [turn over 7  y x9 \u2013 3\u2013 6 2 0  (a)   ()xx221f=++   (i)  on the diagram, sketch the graph of () yx f=  for values of x between 6- and 2.  [2]   (ii)  write down the coordinates of the points where the graph crosses the axes.     (... , ...) and (... , ...)  [2]   (iii)  write down the equations of the asymptotes of the graph. ... , ...  [2]  (b)   () () xx 4 g2=+   on the diagram, sketch the graph of   () yx g=    for   x61gg--  . [2]  (c) solve the equation.           () () xxfg=    [3]  (d) solve the inequality.           () () xxfgh    [2]",
+            "14": "14 0607/42/m/j/20 \u00a9 ucles 2020 8 northnorth a c db 48\u00b0 6.42  km6.13  km5.37  kmnot to scale  the diagram shows four points a, b, c and d on horizontal ground.  b is due north of c and c is due east of a.  (a) find the bearing of   (i) d from a,    ..  [1]   (ii) a from d.    ..  [1]  (b) calculate angle abc .  angle abc   =  .  [2]",
+            "15": "15 0607/42/m/j/20 \u00a9 ucles 2020 [turn over  (c) calculate the area of quadrilateral abcd .    ..  mk2 [3]  (d) calculate cd.  cd  =  ...  km [3]  (e) angle acd  is acute.   find the bearing of d from c.    ..  [4]",
+            "16": "16 0607/42/m/j/20 \u00a9 ucles 2020 9  ()xx 43 f=-     () , xxx111 g ! =-    ()xxh2=  (a) find   (i) ()2f,    ..  [1]   (ii) (( ))4 fg .    ..  [2]  (b) find (( ))1 gg- .    ..  [2]  (c) solve.       (( ))x 9 hf = x =  or x =   [3]  (d) find (( ))x 1 f2- in terms of x.   give your answer in the form   () () kaxb cx d ++    where a, b, c, d and k are integers.    ..  [3]",
+            "17": "17 0607/42/m/j/20 \u00a9 ucles 2020 [turn over 10 50\u00b0 20\u00b0d c b a 12 mnot to scale  the diagram shows a vertical pole cd.  abc  is a straight line on level ground.  find dc.  dc  =  .  m [6]",
+            "18": "18 0607/42/m/j/20 \u00a9 ucles 2020 11 (a)  solve the equations.   (i) x 52 1 +=  x  =  .  [2]   (ii) x6101 -=  x  =  .  [2]   (iii) () ) ( xx 31 22 47 -= --  x  =  .  [3]  (b) (i) solve   xx67 32=- .    give your answers correct to 3 decimal places.    you must show all your working. x =  or x =   [4]",
+            "19": "19 0607/42/m/j/20 \u00a9 ucles 2020   (ii) solve   yy67 342=- .    give your answers correct to 3 decimal places. y =  or y =   [2]  (c) solve   logl ogx 51 2 += .  x  =  .  [4]",
+            "20": "20 0607/42/m/j/20 \u00a9 ucles 2020 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 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.blank page"
+        },
+        "0607_s20_qp_43.pdf": {
+            "1": "cambridge igcse\u2122this document has 20 pages. blank pages are indicated. dc (st/jg) 182698/2 \u00a9 ucles 2020  [turn over *9976719342* cambridge international mathematics  0607/43 paper 4 (extended)  may/june  2020  2 hours 15 minutes you must answer on the question paper. you will need:  geometrical instruments instructions  \u25cf answer all questions.  \u25cf use a black or dark blue pen. you may use an hb pencil for any diagrams or graphs.  \u25cf write your name, centre number and candidate number in the boxes at the top of the page.  \u25cf write your answer to each question in the space provided.  \u25cf do not use an erasable pen or correction fluid.  \u25cf do not write on any bar codes.  \u25cf you should use a graphic display calculator where appropriate.  \u25cf you may use tracing paper.  \u25cf you must show all necessary working clearly and you will be given marks for correct methods, including  sketches, even if your answer is incorrect.  \u25cf give non-exact numerical answers correct to 3 significant figures, or 1 decimal place for angles in  degrees, unless a different level of accuracy is specified in the question.  \u25cf for r, use your calculator value. information  \u25cf the total mark for this paper is 120.  \u25cf the number of marks for each question or part question is shown in brackets [  ].",
+            "2": "2 0607/43/m/j/20 \u00a9 ucles 2020 formula list for the equation  ax bx c02++ = xabb ac 242!=-- curved surface area, a, of cylinder of radius r, height h. r ar h2= curved surface area, a, of cone of radius r, sloping edge l. r ar l= curved surface area, a, of sphere of radius r. r ar42= v olume, v, of pyramid, base area a, height h. va h31= v olume, v, of cylinder of radius r, height h. rvr h2= v olume, v, of cone of radius r, height h. r vr h31 2= v olume, v, of sphere of radius r. r vr34 3=      sins in sin aa bb cc==      cos ab cb ca222 2=+ -      sinbc a21area=a c bcb a",
+            "3": "3 0607/43/m/j/20 \u00a9 ucles 2020 [turn over answer all the questions. 1 for each sequence, write down the next two terms and find an expression for the nth term.  (a) 15,  11,  7,  3,  1-,  ...   next two terms  ...  , ...     nth term  .  [3]  (b) 1,  2,  4,  8,  16,  ...   next two terms  ...  , ...     nth term  .  [3]  (c) 4,  10,  18,  28,  40,  ...   next two terms  ...  , ...     nth term  .  [3]",
+            "4": "4 0607/43/m/j/20 \u00a9 ucles 2020 2 10 students take a language examination.  the examination consists of two parts, a speaking test and a writing test.  both tests are marked out of 100.  the marks for the students in each of the tests is shown in the table. speaking mark ( x) 86 62 53 34 76 95 30 70 88 72 writing mark ( y) 73 48 44 12 62 66 26 44 90 75  (a) complete the scatter diagram to show these results.   the first five points have been plotted for you. 100 80 60 40 20 0 20 10 40 50 30 60 70 80 90 100xy 01030507090 speaking markwriting mark  [2]  (b) what type of correlation is shown in your scatter diagram?    ..  [1]",
+            "5": "5 0607/43/m/j/20 \u00a9 ucles 2020 [turn over  (c) (i) calculate the equation of the regression line in the form   ym xc=+ .  y  =  .  [2]   (ii) use this equation to estimate a mark in the writing test for a student who scored 48 in the  speaking test.    ..  [1]",
+            "6": "6 0607/43/m/j/20 \u00a9 ucles 2020 3 (a) riaz invests $5000 at a rate of 2.5% per year simple interest.   (i)  calculate the value of the investment at the end of 4 years.   $  .  [3]   (ii) calculate the number of complete years it will take for the value of the investment to be  $6500.    ..  [2]  (b) yasmin invests $5000 at a rate of 2% per year compound interest.   (i)  calculate the value of yasmin\u2019s investment at the end of 4 years.   $  .  [3]   (ii) calculate the number of complete years it will take for the value of yasmin\u2019s investment to  first be worth more than $6500.    ..  [4]",
+            "7": "7 0607/43/m/j/20 \u00a9 ucles 2020 [turn over 4 030 5xy \u2013 40\u2013 3   ()x xxx 43 18 f32=- -+  (a) on the diagram, sketch the graph of   () yx f=    for   x35gg- .  [2]  (b) solve the equation   ()x 10 f= .  x = . , or x = . , or x = . [3]  (c) write down the coordinates of   (i) the local maximum,     ( , )  [2]   (ii) the local minimum.     ( , )  [1]  (d) ()xkf=   has only 1 solution.   find the ranges of values of k .    ..  [2]",
+            "8": "8 0607/43/m/j/20 \u00a9 ucles 2020 5 (a) (i) a reflection in the line y3= maps triangle a onto triangle b.    describe fully the single  transformation that maps triangle b onto triangle a.  .  .  [1]   (ii) a translation using the vector  5 4-eo   maps triangle c onto triangle d.    describe fully the single  transformation that maps triangle d onto triangle c.  .  .  [2]   (iii)  an enlargement, centre (, ) 21-, scale factor 3, maps triangle g onto triangle h.    describe fully the single  transformation that maps triangle h onto triangle g.  .  .  [2]",
+            "9": "9 0607/43/m/j/20 \u00a9 ucles 2020 [turn over  (b) xy 1 2 3 4 5123456 d a 0 \u2013 2 \u2013 3 \u2013 4 \u2013 5 \u2013 6 \u2013 7 \u2013 8 \u2013 9 \u2013 10 \u2013 11 \u2013 1 \u2013 1 \u2013 2 \u2013 3 \u2013 4   (i)  rotate triangle a through 90\u00b0 anticlockwise, centre ( -1, 0).    label the image b.  [2]   (ii) enlarge triangle a with scale factor 21- , centre (1, 3).    label the image c.  [2]   (iii)  describe fully the single  transformation that maps triangle a onto triangle d.  .  .  [3]",
+            "10": "10 0607/43/m/j/20 \u00a9 ucles 2020 6 the cumulative frequency graph shows the heights, in centimetres, of 120 plants in location a. 120 100 80 60cumulative frequency 40 20 0 10 20 40 60 80 10001030507090110 30 50 70 90 height  (cm)  (a) use the graph to estimate   (i) the median,    .  cm [1]   (ii) the interquartile range,    .  cm [2]   (iii) the number of plants over 80  cm in height.    ..  [2]",
+            "11": "11 0607/43/m/j/20 \u00a9 ucles 2020 [turn over  (b) the table gives some information about 120 similar plants in location b. minimum height (cm)lower quartile (cm)median (cm)interquartile range (cm)range (cm) 10 34 50 28 90   (i) on the grid opposite, draw the cumulative frequency curve for the heights of the plants in  location b.   [3]   (ii) use the curves to estimate how many more  plants had heights of over 70  cm in location a  than in location b.    ..  [2]   (iii)  the heights of the plants in location a are more consistent than the heights of the plants in  location b.    by comparing the shapes  of the curves, explain how you know this is true.  .  .  [1]",
+            "12": "12 0607/43/m/j/20 \u00a9 ucles 2020 7 the diagram shows a radio in the shape of a prism.  this diagram shows the base of the radio. ae d i hgf c b  abc  is an equilateral triangle.  the circles have their centres at a, b and c and each has a radius of 5  cm.  de, fg and hi are tangents to the circles.  (a) show that ab = 8.66  cm, correct to 3 significant figures. [3]",
+            "13": "13 0607/43/m/j/20 \u00a9 ucles 2020 [turn over  (b) calculate the area of the base of the radio.    ..  cm2 [4]  (c) the height of the radio is 12 cm.   calculate the volume of the radio.    ..  cm3 [1]",
+            "14": "14 0607/43/m/j/20 \u00a9 ucles 2020 8 the number of people living in each house in a street of 100 houses is recorded.  the results are shown in the table. number of people frequency 1 5 2 16 3 28 4 32 5 17 6 2  (a) find   (i) the range,    ..  [1]   (ii) the median,    ..  [1]   (iii) the mean.    ..  [2]",
+            "15": "15 0607/43/m/j/20 \u00a9 ucles 2020 [turn over  (b) two of the houses are selected at random.   find the probability that   (i) both had exactly one person living in them,    ..  [2]   (ii) one had exactly 2 people living in it and the other had exactly 3 people living in it,    ..  [3]   (iii) at least one house had fewer than 5 people living in it.    ..  [2]",
+            "16": "16 0607/43/m/j/20 \u00a9 ucles 2020 9           o xy a bnot to scale c  a is the point ( -2, 6), b is the point (3, 2) and c is the point (3, -4).  (a)  write down the equation of bc.    ..  [1]  (b) find the coordinates of the point m, the mid-point of ac.     ( , )  [1]  (c) the quadrilateral abcd  has rotational symmetry of order 2 about the point m.   find the coordinates of the point d.     ( , )  [2]  (d) find the equation of the perpendicular bisector of  ac.    ..  [4]",
+            "17": "17 0607/43/m/j/20 \u00a9 ucles 2020 [turn over 10 in this question, all lengths are in centimetres. x4x24+ x45+x21+ 30\u00b0not to scale  the areas of the two triangles are equal.  (a) show that   xx81 85 02+- =.   [5]  (b) solve   xx81 85 02+- =.   you must show all your working. x =  or x =   [3]  (c) find the area of each of the triangles.    ..  cm2 [2]",
+            "18": "18 0607/43/m/j/20 \u00a9 ucles 2020 11     80 km 120  kmnot to scalenorth northa b c110\u00b0  the diagram shows the positions of three ports, a, b and c.  (a) calculate bc.  bc  =  ...  km [3]  (b) use the sine rule to calculate angle abc .  angle abc   =  .  [3]",
+            "19": "19 0607/43/m/j/20 \u00a9 ucles 2020 [turn over  (c) the bearing of c from a is 130\u00b0.   find the bearing of b from c.    ..  [2]  (d) a ship leaves b at 13  50 and sails in a straight line towards c.   its constant speed is 37  km/h.   find the time when it is at its closest point to a.   give your answer correct to the nearest minute.    ..  [5] question 12 is printed on the next page.",
+            "20": "20 0607/43/m/j/20 \u00a9 ucles 2020 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 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.12  () x x 23 f=+     ()xx 53 g=-  (a) find ()4f.    ..  [1]  (b) solve   () () xx 5 fg-= .  x  =  .  [2]  (c) find   ()x g1-.  ()x g1-  =  .  [2]  (d) find and simplify   (( ))x fg .    ..  [2]  (e)  simplify   () () xx23 fg+  .    ..  [3]"
+        },
+        "0607_s20_qp_51.pdf": {
+            "1": "cambridge igcse\u2122dc (lk) 187931/2 \u00a9 ucles 2020  [turn overthis document has 8 pages. blank pages are indicated.cambridge international mathematics  0607/51 paper 5 investigation (core)  may/june  2020  1 hour 10 minutes you must answer on the question paper. no additional materials are needed. instructions  \u25cf answer all questions.  \u25cf use a black or dark blue pen. you may use an hb pencil for any diagrams or graphs.  \u25cf write your name, centre number and candidate number in the boxes at the top of the page.  \u25cf write your answer to each question in the space provided.  \u25cf do not use an erasable pen or correction fluid.  \u25cf do not write on any bar codes.  \u25cf you should use a graphic display calculator where appropriate.  \u25cf you may use tracing paper.  \u25cf you must show all necessary working clearly, including sketches, to gain full marks for correct methods.  \u25cf in this paper you will be awarded marks for providing full reasons, examples and steps in your working  to communicate your mathematics clearly and precisely. information  \u25cf the total mark for this paper is 36.  \u25cf the number of marks for each question or part question is shown in brackets [  ]. *1848014657*",
+            "2": "2 0607/51/m/j/20 \u00a9 ucles 2020 answer all the questions. combining triangle numbers this investigation looks at results when adding or subtracting triangle numbers. here is a table of the first 21 triangle numbers, t1 to t21. t1t2t3t4t5t6t7t8t9t10t11t12t13t14t15t16t17t18t19t20t21 1 3 610 15 21 28 36 45 55 66 78 91105 120 136 153 171 190 210 231 1 find the next two triangle numbers.  t22 =    t23 =    [4] 2 (a) complete the table.         t11 t2 - t12 t3 - t2 t4 - t3 t5 - t4 t6 - t56    ttnn 1--  [2]  (b) (i) tt 100nn 1-=-.    write down the value of n.   .  [1]   (ii) write down the difference between the 50th and the 49th triangle numbers.   .  [1]",
+            "3": "3 0607/51/m/j/20 \u00a9 ucles 2020 [turn over 3 complete the table for adding two consecutive triangle numbers.         t11 t2 + t14 t3 + t29 t4 + t3 t5 + t4 t6 + t5    ttnn 1+-  [2] 4 (a) use the last row of the table in question 2(a)  to complete the equation  ttnn 1-=- ...   use the last row of the table in question 3  to complete the equation  ttnn 1+=- ...   by adding these two equations together show that tnn 2 n2 =+.  [1]  (b) find t1000 .   .  [2]",
+            "4": "4 0607/51/m/j/20 \u00a9 ucles 2020 5 (a) the table shows the difference of the squares of two consecutive triangle numbers.   complete the table.     (t1)21 (t2)2 - (t1)2 8 (t3)2 - (t2)2 (t4)2 - (t3)2 (t5)2 - (t4)2 125 (t6)2 - (t5)2 216     (tn)2 - (tn-1)2  [3]   (b) calculate the difference between the squares of the 50th and the 49th triangle numbers.   .  [2] 6 the sum of two different  triangle numbers sometimes equals another triangle number.  when this happens, we have a triangle triple .  example \u2022 start with the triangle number   t 63=. \u2022 from the table in question 2(a)  tt 665-= .     so tt t65 3-= . \u2022 rearrange the equation   tt t35 6+= . \u2022 the triangle triple  is then   (3,     5,     6).    the three different numbers must be written in order of increasing size.  (a) start with triangle number t 155=  and complete the method of the example to find another  triangle triple.     t15 -   =     so   -   = t5     t5 +   =      the triangle triple is (  5,   ,     ) [4]",
+            "5": "5 0607/51/m/j/20 \u00a9 ucles 2020 [turn over  (b) in the table, each row is a triangle triple.   use your answer to part (a)  and any patterns you notice to complete the table. triangle triple 3 5 6 4 9 10 5 6 7  [5]  (c) use the list of triangle numbers on page 2 to check the triangle triple beginning with 6.  [1]",
+            "6": "6 0607/51/m/j/20 \u00a9 ucles 2020 7 (a) the triangle numbers t1 and t3 are not consecutive. they are two apart.    complete the table for subtracting triangle numbers that are two apart. t3 - t15 t4 - t2 t5 - t3 t6 - t4 t7 - t513    ttnn 2--  [4]  (b) use the triangle number t 459=  to find a triangle triple where \u2022 the smallest number is 9 \u2022 the difference between the other two numbers is 2.     hints:  use the last row of the table in part (a) .       use a method similar to that in the example in question 6 .  ( 9 ,  ...  ,  ...  ) [4]",
+            "7": "7 0607/51/m/j/20 \u00a9 ucles 2020 blank page",
+            "8": "8 0607/51/m/j/20 \u00a9 ucles 2020 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 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.blank page"
+        },
+        "0607_s20_qp_52.pdf": {
+            "1": "cambridge igcse\u2122dc (lk/sw) 187930/2 \u00a9 ucles 2020  [turn overthis document has 8 pages. blank pages are indicated.cambridge international mathematics  0607/52 paper 5 investigation (core)  may/june  2020  1 hour 10 minutes you must answer on the question paper. no additional materials are needed. instructions  \u25cf answer all questions.  \u25cf use a black or dark blue pen. you may use an hb pencil for any diagrams or graphs.  \u25cf write your name, centre number and candidate number in the boxes at the top of the page.  \u25cf write your answer to each question in the space provided.  \u25cf do not use an erasable pen or correction fluid.  \u25cf do not write on any bar codes.  \u25cf you should use a graphic display calculator where appropriate.  \u25cf you may use tracing paper.  \u25cf you must show all necessary working clearly, including sketches, to gain full marks for correct methods.  \u25cf in this paper you will be awarded marks for providing full reasons, examples and steps in your working  to communicate your mathematics clearly and precisely. information  \u25cf the total mark for this paper is 36.  \u25cf the number of marks for each question or part question is shown in brackets [  ]. *9477420618*",
+            "2": "2 0607/52/m/j/20 \u00a9 ucles 2020 answer all the questions. investigation  dotty polygons this investigation is about the number of dots in shapes that are regular polygons. for any dotty polygon \u2022 p is the number of sides  \u2022 n is the number of dots on one side  \u2022 there are the same number of dots on each side. example  this is a dotty triangle.  in this dotty triangle, p3= and n4=. 1 (a) look at the numbers of dots in each row of the example.   complete this sum for the total number of dots in the dotty triangle.  1 + 2 + 3 +  =   [2]  (b) for a dotty triangle where n10= , complete this sum and find the total number of dots.  1 + 2 + 3 +  +  +  +  +  +  +  =   [2]  (c) show that nn 222 + gives the correct number of dots when n10= .  [2]",
+            "3": "3 0607/52/m/j/20 \u00a9 ucles 2020 [turn over 2 the diagram shows the first four dotty triangles.  the number of dots added each time is d.      n = 1 n = 2 n = 3 n = 4   d = 1 d = 2 d = 3 d = 4   so, for dotty triangles, dn=.   this diagram shows the first three dotty squares.      n = 1 n = 2 n = 3 n = 4   d = 1 d = 3 d = 5 d = 7  (a) draw the dotty square for n4= in the space above.  [1]  (b) (i) write down the total number of dots in each of the first four dotty squares.  ... , ... , ... , ...  [1]   (ii) write down an expression, in terms of n, for the total  number of dots in the nth dotty square.   .  [1]  (c) for dotty squares, find a formula for d in terms of n.   .  [3]",
+            "4": "4 0607/52/m/j/20 \u00a9 ucles 2020  (d) a formula for d, in terms of p (the number of sides) and n is        ()dn p p 3 2 =- + - .   by substituting appropriate values for p, show that this formula gives    (i) the formula for dotty triangles,  [2]   (ii) your formula for dotty squares.  [2]",
+            "5": "5 0607/52/m/j/20 \u00a9 ucles 2020 [turn over 3 (a) for dotty pentagons, show that the formula in question 2(d)  becomes   dn32=- .  [1]  (b) this diagram shows the first three dotty pentagons.         d = 1  d = 4  d = 7    total = 1  total = 5  total = 12   dotty pentagons grow along the grey lines.   this diagram shows how to form the first three dotty pentagons.   (i) use   dn32=-    to find the number of dots that you add to the 3rd dotty pentagon to make  the 4th dotty pentagon.   .  [2]   (ii) complete the diagram to show the 4th and 5th dotty pentagons.  [2]",
+            "6": "6 0607/52/m/j/20 \u00a9 ucles 2020   (iii) complete the final statement.     1st pentagon  + 4 dots   = 2nd pentagon     2nd pentagon  + 7 dots  = 3rd pentagon      h\t \t \t h\t h     th pentagon  + 52 dots  = th pentagon  [2] 4 (a) this table shows the total  number of dots in some dotty polygons.   use question 2 , question 3  and any patterns you notice to help you complete this table. position of dotty polygon in its sequence polygon p 1st 2nd 3rd 4th 5th nth triangle 3 1 3 6 10 nn 222 + square 4 1 4 9 pentagon 5 1 5 12 hexagon 6 1 6  [8]",
+            "7": "7 0607/52/m/j/20 \u00a9 ucles 2020  (b)      the number of dots in a  =\t the number of dots in a     dotty pentagon \u00d7 3   dotty triangle   (i) give two examples from the table that show this statement is true.  [2]   (ii)      the number of dots in the 4th  = the number of dots in the kth     dotty pentagon \u00d7 3   dotty triangle     find the value of k.   .  [3]",
+            "8": "8 0607/52/m/j/20 \u00a9 ucles 2020 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 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.blank page"
+        },
+        "0607_s20_qp_61.pdf": {
+            "1": "cambridge igcse\u2122dc (lk/sg) 187928/1 \u00a9 ucles 2020  [turn overthis document has 12 pages. blank pages are indicated.cambridge international mathematics  0607/61 paper 6 investigation and modelling (extended)  may/june  2020  1 hour 40 minutes you must answer on the question paper. no additional materials are needed. instructions  \u25cf answer both part a (questions 1 to 8) and part b (questions 9 to 12).  \u25cf use a black or dark blue pen. you may use an hb pencil for any diagrams or graphs.  \u25cf write your name, centre number and candidate number in the boxes at the top of the page.  \u25cf write your answer to each question in the space provided.  \u25cf do not use an erasable pen or correction fluid.  \u25cf do not write on any bar codes.  \u25cf you should use a graphic display calculator where appropriate.  \u25cf you may use tracing paper.  \u25cf you must show all necessary working clearly, including sketches, to gain full marks for correct methods.  \u25cf in this paper you will be awarded marks for providing full reasons, examples and steps in your working  to communicate your mathematics clearly and precisely. information  \u25cf the total mark for this paper is 60.  \u25cf the number of marks for each question or part question is shown in brackets [  ]. *7457115179*",
+            "2": "2 0607/61/m/j/20 \u00a9 ucles 2020 answer both parts a and b. a investigation (questions 1 to 8) combining triangle numbers     (30 marks) you are advised to spend no more than 50 minutes on this part. this investigation looks at results when adding, subtracting and multiplying triangle numbers. here is a table of the first 5 triangle numbers, t1 to t5.  t1t2t3t4t5 1 3 610 15 1 find the next triangle number.    .  [2] 2 complete the table for subtracting consecutive triangle numbers.          t1 1 t2 - t12 t3 - t2 t4 - t3 t5 - t45 t6 - t5 tn-2 - tn-3 tn-1 - tn-2 tn  - tn-1  [2]",
+            "3": "3 0607/61/m/j/20 \u00a9 ucles 2020 [turn over 3 complete the table for adding two consecutive triangle numbers.         t1 1 t2 + t1 4 t3 + t2 9 t4 + t3 t5 + t4 t6 + t5 tn + tn-1   [2] 4  use the last row of the table in question 2  to complete equation 1.  ttnn 1-=-   use the last row of the table in question 3  to complete equation 2.  ttnn 1= +-   (a) by adding equations 1 and 2 together show that tnn 2 n2 =+.  [1]  (b) (i) by multiplying  equations 1 and 2 together, find a result about the squares of consecutive  triangle numbers.  [2]   (ii) give a numerical example of this result.   [2]",
+            "4": "4 0607/61/m/j/20 \u00a9 ucles 2020 5 the sum of two different  triangle numbers sometimes equals another triangle number.  when this happens, we have a triangle triple .  example \u2022 start with the triangle number    t 63= \u2022 from the table in question 2   tt 665-=     so tt t65 3-= \u2022 rearrange the equation   tt t35 6+= \u2022 the triangle triple  is then   (3,     5,     6)    the three different numbers must be written in order of increasing size.  (a) start with triangle number t 155=  and complete the method of the example to find another  triangle triple.     t15 -   =     so   -   = t5     t5 +   =      the triangle triple is (  5,   ,     ) [3]  (b) in the table, each row is a triangle triple.   use part (a)  and any patterns you notice to complete the table. triangle triple 3 5 6 4 5 6 7  [3]",
+            "5": "5 0607/61/m/j/20 \u00a9 ucles 2020 [turn over 6 (a) when you add the last two rows in the table in question 2 , you get an expression for ttnn 2--.    this is the difference between triangle numbers that are two apart.     give this expression in its simplest form.   .  [1]  (b) (i) find n when tt 15nn 2-=-.   .  [1]   (ii)   t 155=    use your answer to part (i)  to find a triangle triple where \u2022 the smallest number is 5 \u2022 the difference between the other two numbers is 2.  ( 5,  ,   ) [2]",
+            "6": "6 0607/61/m/j/20 \u00a9 ucles 2020 7 (a) by adding rows in the table in question 2 , show that tt n33nn 3-= --.   this is the difference between triangle numbers that are three apart.    [1]  (b)   t 10514=   use part (a)  to find a triangle triple where \u2022 the smallest number is 14 \u2022 the difference between the other two numbers is 3.  ( 14,  ,    ) [3]",
+            "7": "7 0607/61/m/j/20 \u00a9 ucles 2020 [turn over 8 find all the triangle triples where the smallest number is 14.  [5]",
+            "8": "8 0607/61/m/j/20 \u00a9 ucles 2020 b modelling (questions 9 to 12) speed of planets    (30 marks) you are advised to spend no more than 50 minutes on this part. this task looks at models for the distance of a planet from the sun and the time it takes to travel once round  the sun. the task uses these models to find a model for the speed of a planet. astronomers use astronomical units, au, to measure distance in space. 1 au = the distance from the sun to the earth. 9 in the 18th century, the german astronomer bode numbered the planets venus to neptune from 0 to 7.  the table shows his numbers and the distance from the sun to each planet. bode\u2019s  number, nplanetdistance from  sun, r aubode\u2019s  estimates (au) mercury 0.39 0 venus 0.72 0.7 1 earth 1.00 2 mars 1.52 3 unknown 4 jupiter 5.20 5 saturn 9.55 6 uranus 19.22 19.6 7 neptune 30.11  bode estimated the distance from the sun to venus as 0.7  au.  after that, for each planet, he used the following rule to estimate the distance of the next planet in the  table. double the estimate for the distance and subtract 0.4  (a) complete the table for bode\u2019s estimates.  [3]  (b) bode\u2019s rule gives a good model for the planets venus to uranus.   work out bode\u2019s estimate for neptune. is it a good estimate?  .  [2]",
+            "9": "9 0607/61/m/j/20 \u00a9 ucles 2020 [turn over  (c) find an estimate for mercury using bode\u2019s rule.   .  [2] 10 bode\u2019s rule requires doubling each time.  so a possible model for the distance of a planet from the sun, r au, is abr 2n#=+  where n is bode\u2019s number and a and b are constants that transform the graph of r2n= .  (a) write down the two types of transformation used.    ,   [2]  (b) using the information for earth and jupiter on page 8, write two equations in a and b.   .   .  [2]   (c) show how solving these simultaneous equations gives   .. r 03 20 4n#=+  .  [2]",
+            "10": "10 0607/61/m/j/20 \u00a9 ucles 2020 11 the table shows the time, t years, it takes a planet to go once round the sun.  the table includes the \u2018dwarf planet\u2019 ceres  which bode\u2019s rule predicts.  planet r (au) t (years) mercury 0.39 0.24 venus 0.72 0.62 earth 1.00 1.00 mars 1.52 1.88 ceres 2.77 4.60 jupiter 5.20     11.86 saturn 9.55     29.46 uranus     19.22     84.01 neptune     30.11   164.80  a possible model for t is tk rp#=    where k and p are constants.  (a) (i) use the information in the table for earth to find k.   .  [2]   (ii) using the result from part (i)  and the information in the table for jupiter, find p correct to  1 decimal place.   .  [3]  (b) write down the model for t in terms of r.   is this a good model for the time that it takes mercury to go once round the sun?   show how you decide.   [2]",
+            "11": "11 0607/61/m/j/20 \u00a9 ucles 2020 [turn over 12 (a) assume that planets travel in a circle with the sun at the centre.   use your model in question 11(b)  and .. r 03 20 4n#=+   to show that a model for the average  speed of a planet is      r ..s03 20 42 n#=+,   where n is bode\u2019s number and s is measured in au/year.  [3]  (b) sketch the graph of s for n05gg . 00 5ns  [2] questions 12(c) and 12(d) are printed on the next page.",
+            "12": "12 0607/61/m/j/20 \u00a9 ucles 2020 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 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. (c) the graph in part (b)  is approximately a straight line.   find a linear model for s, in terms of n, by finding the equation of this straight line.    write the numbers in your model correct to 1 decimal place.   .  [3]  (d) bode\u2019s number for neptune is 7.   show that your model does not give a sensible answer for the speed of neptune.  [2]"
+        },
+        "0607_s20_qp_62.pdf": {
+            "1": "cambridge igcse\u2122dc (lk/sg) 187927/2 \u00a9 ucles 2020  [turn overthis document has 12 pages. blank pages are indicated.cambridge international mathematics  0607/62 paper 6 investigation and modelling (extended)  may/june  2020  1 hour 40 minutes you must answer on the question paper. no additional materials are needed. instructions  \u25cf answer both part a (questions 1 to 6) and part b (questions 7 to 10).  \u25cf use a black or dark blue pen. you may use an hb pencil for any diagrams or graphs.  \u25cf write your name, centre number and candidate number in the boxes at the top of the page.  \u25cf write your answer to each question in the space provided.  \u25cf do not use an erasable pen or correction fluid.  \u25cf do not write on any bar codes.  \u25cf you should use a graphic display calculator where appropriate.  \u25cf you may use tracing paper.  \u25cf you must show all necessary working clearly, including sketches, to gain full marks for correct methods.  \u25cf in this paper you will be awarded marks for providing full reasons, examples and steps in your working  to communicate your mathematics clearly and precisely. information  \u25cf the total mark for this paper is 60.  \u25cf the number of marks for each question or part question is shown in brackets [  ]. *8487829357*",
+            "2": "2 0607/62/m/j/20 \u00a9 ucles 2020 answer both  parts a and b. a  investigation (questions 1 to 6) dotty polygons   (30 marks) you are advised to spend no more than 50 minutes on this part. this investigation is about the number of dots in shapes that are regular polygons. for any polygon \u2022 p is the number of sides  \u2022 n is the number of dots on one side  \u2022 there are the same number of dots on each side. 1 this is a dotty triangle.  in this dotty triangle, p = 3 and n = 4.  (a) look at the numbers of dots in each row of the triangle.   complete this sum for the total number of dots in the triangle.  1 + 2 + 3 + . = .  [1]  (b) show that   nn 222 +   gives the correct number of dots when n = 10.  [3]",
+            "3": "3 0607/62/m/j/20 \u00a9 ucles 2020 [turn over 2 the diagram shows the first four dotty triangles.  the number of dots added each time is d.    n = 1 n = 2 n = 3 n = 4  d = 1 d = 2 d = 3 d = 4    so, for dotty triangles, d = n.  this diagram shows the first four dotty squares.    n = 1 n = 2 n = 3 n = 4  d = 1 d = 3 d = 5 d = 7  (a) find an expression, in terms of n, for the total  number of dots in the nth dotty square.   .  [1]  (b) for dotty squares, find a formula for d in terms of n.   .  [2]",
+            "4": "4 0607/62/m/j/20 \u00a9 ucles 2020 3 (a) a formula for d, in terms of p (the number of sides) and n is        ()dp np23 =- + - .   for dotty pentagons, show that the formula becomes   dn32=- .  [1]  (b) this diagram shows the first three dotty pentagons.      d = 1  d = 4       d = 7   total = 1 total = 5  total = 12   dotty pentagons grow along the grey lines.   this diagram shows how to form the first three dotty pentagons.   complete  the diagram to show the 4th and 5th dotty pentagons.  [2]",
+            "5": "5 0607/62/m/j/20 \u00a9 ucles 2020 [turn over 4 (a) this table shows the total  number of dots in some dotty polygons.   use question 2 , question 3  and any patterns you notice to help you complete this table. position of dotty polygon in its sequence polygon p 1st 2nd 3rd 4th 5th nth triangle 3 1 3 6 10 nn 222 + square 4 1 4 9 16 pentagon 5 1 5 12 hexagon 6 1 6  [8]  (b) complete this expression, in terms of n, for the total number of dots in any dotty pentagon.  n 232     [3]",
+            "6": "6 0607/62/m/j/20 \u00a9 ucles 2020 5 (a) use question 4  and any patterns you notice to help you complete this table. polygon ptotal number of dots (n) triangle 3 nn 222 + square 4 pentagon 5 hexagon 6 ... n-   [2]  (b) find, in terms of n and p, an expression for the total number of dots in any dotty polygon.   .  [3]",
+            "7": "7 0607/62/m/j/20 \u00a9 ucles 2020 [turn over 6 when p = 50,  the total number of dots in   the nth dotty polygon + 865=the total number of dots in   the (n + 1)th dotty polygon.  find the value of n.   .  [4]",
+            "8": "8 0607/62/m/j/20 \u00a9 ucles 2020 b modelling (questions 7 to 10) stopping a car   (30 marks) you are advised to spend no more than 50 minutes on this part. this task is about the distance a car travels as it stops. 7 (a) show that a speed of 130  km/h is approximately 36  m/s.  [2]  (b) a car travels at 130  km/h.   a model for the distance travelled, d metres, in time t seconds, is   dt36= .   write a similar model for a car travelling at 80  km/h.   .  [2]",
+            "9": "9 0607/62/m/j/20 \u00a9 ucles 2020 [turn over  (c) on the diagram, sketch both models for t03gg . d t3 00 time (seconds)distance (metres)  [3]  (d) on your sketch, shade the region showing the distances travelled at speeds from 80  km/h to  130 km/h for t03gg . [1] 8 when a driver looks at a mobile phone they do not look at the road.  on average, they look at their mobile phone for 2 seconds.  for speeds between 80  km/h and 130  km/h, find the range of distances that the car travels in these  2 seconds.   g distance g   [3]",
+            "10": "10 0607/62/m/j/20 \u00a9 ucles 2020 9 a car continues to travel after the brakes are applied.   the distance travelled is the braking distance , b metres.  a model for b is   bfv 202 =  where  v is the speed of the car in metres per second    f is a measure of grip the tyre has on the road.  (a) when the road is dry the value of f is 0.7 .   write, and simplify, the model for b when the road is dry.   .  [2]  (b) when the road is icy the value of f is 0.3 .   write, and simplify, the model for b when the road is icy.   .  [2]  (c) on the diagram, sketch both models for v02 0 gg . b v20 00 speed (m/s)braking distance (metres)  [3]",
+            "11": "11 0607/62/m/j/20 \u00a9 ucles 2020 [turn over  (d) a car travels at 60 km/h.   (i) on the diagram in part (c) , sketch a vertical line at 60  km/h.    [2]   (ii) find how much greater the braking distance is when the road is icy than when the road is dry.   .  [3] question 10 is printed on the next page.",
+            "12": "12 0607/62/m/j/20 \u00a9 ucles 2020 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 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.10 glen is driving his car when an emergency happens.  he usually takes 0.7 seconds to react before braking.  because he is looking at his mobile phone he takes an extra  2 seconds to react.  the weather is wet and the measure of grip the tyre has on the road is 0.5 .  glen is driving at x km/h.  (a) show that x km/h is approximately 0.28 x m/s.  [2]  (b) the total stopping distance is the distance the car travels from when the emergency happens to  when the car stops.   use question 8  and question 9  to find, in terms of x, a model for glen\u2019s total stopping distance in  metres.   give your answer as simply as possible.    .  [5]"
+        },
+        "0607_s20_qp_63.pdf": {
+            "1": "cambridge igcse\u2122dc (lk/sg) 187926/2 \u00a9 ucles 2020  [turn overthis document has 12 pages. blank pages are indicated.cambridge international mathematics  0607/63 paper 6 investigation and modelling (extended)  may/june  2020  1 hour 40 minutes you must answer on the question paper. no additional materials are needed. instructions  \u25cf answer both part a (questions 1 to 6) and part b (questions 7 to 11).  \u25cf use a black or dark blue pen. you may use an hb pencil for any diagrams or graphs.  \u25cf write your name, centre number and candidate number in the boxes at the top of the page.  \u25cf write your answer to each question in the space provided.  \u25cf do not use an erasable pen or correction fluid.  \u25cf do not write on any bar codes.  \u25cf you should use a graphic display calculator where appropriate.  \u25cf you may use tracing paper.  \u25cf you must show all necessary working clearly, including sketches, to gain full marks for correct methods.  \u25cf in this paper you will be awarded marks for providing full reasons, examples and steps in your working  to communicate your mathematics clearly and precisely. information  \u25cf the total mark for this paper is 60.  \u25cf the number of marks for each question or part question is shown in brackets [  ]. *4683457078*",
+            "2": "2 0607/63/m/j/20 \u00a9 ucles 2020 answer both  parts a and b. a investigation (questions 1 to 6) digital roots     (30 marks) you are advised to spend no more than 50 minutes on this part. this investigation is about the digital roots  of positive integers. to find the digital root of a positive integer, add its digits and, if necessary, the digits of the resulting number  and so on until a single digit remains. examples   the digital root of 7:     = 7   the digital root of 23:   2 + 3    = 5   the digital root of 78:  7 + 8 = 15 1 + 5   = 6   the digital root of 199:  1 + 9 + 9 = 19 1 + 9 = 10 1 + 0  = 1 1 (a) find the digital root of 2067.   .  [2]  (b) the digital root of 295 is 7. this can be written as d(295) = 7.   find d(173).   .  [1]  (c) find a 3-digit number with a digital root of 4.   .  [1]",
+            "3": "3 0607/63/m/j/20 \u00a9 ucles 2020 [turn over 2 (a) write down the maximum value of a digital root.   .  [1]  (b) find a number, greater than 9500, which will give this maximum value for its digital root.   .  [2] 3 (a) use some values of x to find the relationship between d( x) and d( x + 9).   ..  [3]  (b) find the relationship between d( x) and d( x + 9n) where n is a positive integer.  [2]",
+            "4": "4 0607/63/m/j/20 \u00a9 ucles 2020 4 (a) complete this table. x y d(x)d(y) d(x # y) d(d( x) # d(y)) 63 101 9 2d(63 # 101) = d(6363) = d(18) = 9d(9 # 2) = d(18) = 9 315 76 9 4d(315 # 76) = d(23940)  = d(...) = ...d(9 # 4) = d(36) = 9 253 42 1 6d(1 # 6) = d(6) = 6  [3]  (b) write down an algebraic relationship between d( x \u00d7 y) and d(d( x) \u00d7 d( y)).   ..  [1]  (c)   d(x2) = (d(x))2   is this statement correct?   show how you decide. .. because    [2]",
+            "5": "5 0607/63/m/j/20 \u00a9 ucles 2020 [turn over 5 the diagram shows some values of d( x3) plotted against values of x from 1 to 10. 00123456789 5 10 xd(x3)  (a) complete the diagram.  [2]  (b) find the nth term of the sequence of values of x for which d( x3) = 8 .   .  [2]  (c) use digital roots to decide whether 1  000 030 300 106 031 030 301 is a cube number.   give a reason for your answer.  [2]",
+            "6": "6 0607/63/m/j/20 \u00a9 ucles 2020 6 (a) pn is the nth prime number.   the diagram shows the value of d( pn) for the 5th to the 50th prime number. 00 5 10 15 20 25 30 35 40 45 50123456789 d(pn) n   (i) complete the diagram for the first four prime numbers.  [1]   (ii) is it possible to use the diagram to predict d( p51)?    give a reason for your answer.  .  [1]",
+            "7": "7 0607/63/m/j/20 \u00a9 ucles 2020 [turn over  (b) this diagram shows the frequency of the digital roots for the first 1200 prime numbers. 1 2 3 4 5 digital rootfrequency 050100150200 6 7 8 9   (i) write down two observations from the diagram about the digital roots of these prime numbers. 1  .. 2  ..  [2]   (ii) 4 \u2026 27 is a 4-digit number which is not a prime number.    use the diagram to find a possible missing digit.   .  [2]",
+            "8": "8 0607/63/m/j/20 \u00a9 ucles 2020 b modelling (questions 7 to 11) earthquakes  (30 marks) you are advised to spend no more than 50 minutes on this part. the task is about the strength and frequency of earthquakes and the probability of their occurrence. the strength of an earthquake is measured in magnitudes.  an increase in magnitude of 1 increases the energy released by the earthquake by a factor of 32. example   a magnitude 4.7 earthquake releases 32 times as much energy as a magnitude 3.7 earthquake. 7 (a) write down the magnitude of an earthquake that releases 32 times the energy of a magnitude 2.5  earthquake.   .  [1]  (b) a magnitude 6 earthquake releases 30  000 units of energy.   calculate the number of units of energy a magnitude 7 earthquake releases.   .  [2]",
+            "9": "9 0607/63/m/j/20 \u00a9 ucles 2020 [turn over 8 a model for the energy, e, that an earthquake releases is e = g # h1.5m  where g and h are constants and m is the magnitude of the earthquake.  (a) an earthquake of magnitude 6 releases 30  000 units of energy.   write an equation involving g and h.   .  [1]  (b) an earthquake of magnitude 8 releases 30  000 000 units of energy, correct to 1 significant figure.   write an equation involving g and h.   .  [1]  (c) use part (a)  and part (b)  to find    (i) the value of h,   .  [3]   (ii) the value of g.   .  [2]  (d) the magnitude of an earthquake is 6.2 .   calculate the number of units of energy that it releases.   .  [2]",
+            "10": "10 0607/63/m/j/20 \u00a9 ucles 2020 9 this table shows information about the number of earthquakes in northern chile between april 2008  and april 2018. minimum magnitude (m)number of earthquakes (n) 3.5  2028 4.0  1912 4.5  784 5.0  230 5.5  57 6.0  14 6.5  3 7.0  0  there were a total of 2028 earthquakes with . m 35h  .  there were a total of 2028 - 1912 = 116 earthquakes with a magnitude in the range .. m 35 401g  .  (a) find the number of earthquakes in the range  . m 56 51g  .   .  [2]  (b) a model for this data is   nmk= ,    where k is a constant and n is the number of earthquakes with  minimum magnitude m.   is this a suitable model?   show how you decide.  [2]",
+            "11": "11 0607/63/m/j/20 \u00a9 ucles 2020 [turn over 10 another model for these earthquakes is   . log cm n 715 =+    where c is a constant.  (a) complete the table for log n, correct to 1 decimal place. m n logn 3.5 2028 3.3 4.0 1912 3.3 4.5   784 2.9 5.0   230 2.4 5.5    57 6.0    14 6.5      3  [2]  (b) complete this scatter diagram of log n against m.   the first four points have been plotted for you. 4 3.5 3 2.5 2 1.5 1 0.5 0 3 3.5 4 4.5 5 5.5 6 6.5 7logn m  [1]  (c) (i) the mean point is (5, 2.2).     on the diagram, draw a line of best fit.  [1]   (ii) use your line of best fit to find the value of c.   .  [2] question 11 is printed on the next page.",
+            "12": "12 0607/63/m/j/20 \u00a9 ucles 2020 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 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.11 a model for the number of earthquakes, n, in san francisco between 1950 and 2018 is n = 10 (6.6-0.91 m), where m is the minimum magnitude.  (a) there were 1013 earthquakes with a minimum magnitude of 4 during this time.   find the difference between this actual number and the number that the model predicts.   .  [2]  (b) use the model to estimate the total number of earthquakes of any magnitude.  .  [2]  (c) (i) on the diagram, sketch the graph of n for .. m 35 70 gg  . 0 3.5 7n m  [3]   (ii) what effect would another earthquake of magnitude 7.0 in this period have on the graph?  .  [1]"
+        },
+        "0607_w20_qp_11.pdf": {
+            "1": "dc (nf/sg) 188559/3 \u00a9 ucles 2020  [turn overthis document has 12 pages. blank pages are indicated.cambridge international mathematics  0607/11 paper 1 (core)  october/november 2020  45 minutes you must answer on the question paper. you will need:  geometrical instruments instructions  \u25cf answer all questions.  \u25cf use a black or dark blue pen. you may use an hb pencil for any diagrams or graphs.  \u25cf write your name, centre number and candidate number in the boxes at the top of the page.  \u25cf write your answer to each question in the space provided.  \u25cf do not use an erasable pen or correction fluid.  \u25cf do not write on any bar codes.  \u25cf calculators must not be used in this paper.  \u25cf you may use tracing paper.  \u25cf you must show all necessary working clearly and you will be given marks for correct methods even if  your answer is incorrect.  \u25cf all answers should be given in their simplest form. information  \u25cf the total mark for this paper is 40.  \u25cf the number of marks for each question or part question is shown in brackets [  ]. *4821146894*cambridge igcse\u2122",
+            "2": "2 0607/11/o/n/20 \u00a9 ucles 2020 formula list area, a, of triangle, base b, height h. a = bh21 area, a, of circle, radius r. a = r2r circumference, c, of circle, radius r. c = 2rr curved surface area, a, of cylinder of radius r, height h. a = 2rrh curved surface area, a, of cone of radius r, sloping edge l. a = rrl curved surface area, a, of sphere of radius r. a = r42r v olume, v, of prism, cross-sectional area a, length l. v = al v olume, v, of pyramid, base area a, height h. v = ah31 v olume, v, of cylinder of radius r, height h. v = rh2r v olume, v, of cone of radius r, height h. v = rh31 2r v olume, v, of sphere of radius r. v = r34 3r",
+            "3": "3 0607/11/o/n/20 \u00a9 ucles 2020 [turn over answer all the questions. 1 work out.   15 32'+    ..  [1] 2 change 400 centimetres into metres.    ... m [1] 3 complete the mapping diagram. x 3 4 5 65 6 .. 8f(x) [1] 4  a bd cnot to scale  (a) write down the mathematical name for this quadrilateral.    ..  [1]  (b) write down the mathematical name for the angle at b.    ..  [1] 5 write down the mathematical name for the perimeter of a circle.    ..  [1]",
+            "4": "4 0607/11/o/n/20 \u00a9 ucles 2020 6 ajay is facing east. he turns 90 \u00b0 clockwise.  write down the direction he is now facing.    ..  [1] 7  \u2013 4\u2013 3\u2013 2\u2013 1 102 3 4y x4 3 2 1 \u2013 1 \u2013 2 \u2013 3 \u2013 4  on the grid, plot the point (2, 3).  [1] 8 some students were each asked to name their favourite subject.  the bar chart shows the results. mathematics science english40 35 30 25 20 15 10 5 0girls boysnumber of students  (a) work out how many more boys than girls named english as their favourite subject.    ..  [1]  (b) work out how many students named mathematics as their favourite subject.    ..  [1]",
+            "5": "5 0607/11/o/n/20 \u00a9 ucles 2020 [turn over 9 imran records data about cars.  put a tick  (\u2713) in each row to show whether the data is discrete or continuous. data discrete continuous number of seats kilometres per litre age in complete years maximum speed [2] 10 the list shows the mark for each of eleven students in an examination. 17          23          12          36          14          28          20          19          15          32          29  (a) find the range.    ..  [1]  (b) find the median.    ..  [2]  (c) find the upper quartile.    ..  [1] 11 write 526.316 correct to 2 significant figures.   \ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd   [1]",
+            "6": "6 0607/11/o/n/20 \u00a9 ucles 2020 12 a is the point (3, 2) and b is the point (3, 4).  find the length of ab.    ..  [1] 13  01 123456782c d34 xy  find the coordinates of the mid-point of the line cd.   ( ...  , ...)  [1] 14  y x l2 \u2013 2 \u2013 224 0 \u2013 4\u2013 4 4  write down the equation of the line l.    ..  [1] 15 show the inequality   n491g    on the number line. 2 3 4 5 6 7 8 9 10n [2]",
+            "7": "7 0607/11/o/n/20 \u00a9 ucles 2020 [turn over 16 solve   . x42 0=  x  =  .  [1] 17 (a)  \u2013 1 1 2 3 4 5 6xy \u2013 11 023456 \u2013 2 \u2013 3 \u2013 4 \u2013 5 \u2013 6\u2013 2 \u2013 3 \u2013 4 \u2013 5 \u2013 6   reflect the triangle in the line . x 1=-  [2]  (b)  \u2013 1 1 2xy \u2013 1012 \u2013 2 \u2013 3\u2013 2 33 \u2013 3   rotate the triangle through 90\u00b0 anti-clockwise about the origin.  [2]",
+            "8": "8 0607/11/o/n/20 \u00a9 ucles 2020 18 these diagrams show three different types of correlation. oa ob oc  (a) write down the letter of the diagram which shows negative correlation.    ..  [1]  (b) the number of bottles of water sold in a shop increases as the temperature rises.   which diagram, a, b or c, shows this correlation?    ..  [1] 19  5 m 1 m2 m15 m 2 m12 m 3 mnot to scale  work out the shaded area.    .  m2 [3]",
+            "9": "9 0607/11/o/n/20 \u00a9 ucles 2020 [turn over 20 (a) xiong spins a fair 5-sided spinner, numbered 1, 2, 3, 4, 5, two times.   complete the tree diagram. 514 not 44 not 4 4 not 4 .. .. ..score on first spin score on second spin [2]  (b)  ed bac   this fair 5-sided spinner is spun 200 times.   work out the expected number of times it lands on c.    ..  [2]",
+            "10": "10 0607/11/o/n/20 \u00a9 ucles 2020 21  a b c 8 cmnot to scale  in the right -angled triangle abc , bc = 8 cm. . sinc 06=                . cosc 08=                . tanc 075 =  find the length of ab\ufffd    .  cm [2] 22 find the lowest common multiple (lcm) of 10 and 12.    ..  [2]",
+            "11": "11 0607/11/o/n/20 \u00a9 ucles 2020 blank page",
+            "12": "12 0607/11/o/n/20 \u00a9 ucles 2020 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 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.blank page"
+        },
+        "0607_w20_qp_12.pdf": {
+            "1": "cambridge igcse\u2122cambridge international mathematics  0607/12 paper 1 (core)  october/november  2020  45 minutes you must answer on the question paper. you will need:  geometrical instruments instructions  \u25cf answer all questions.  \u25cf use a black or dark blue pen. you may use an hb pencil for any diagrams or graphs.  \u25cf write your name, centre number and candidate number in the boxes at the top of the page.  \u25cf write your answer to each question in the space provided.  \u25cf do not use an erasable pen or correction fluid.  \u25cf do not write on any bar codes.  \u25cf calculators must not be used in this paper.  \u25cf you may use tracing paper.  \u25cf you must show all necessary working clearly and you will be given marks for correct methods even if  your answer is incorrect.  \u25cf all answers should be given in their simplest form. information  \u25cf the total mark for this paper is 40.  \u25cf the number of marks for each question or part question is shown in brackets [  ]. this document has 12 pages. blank pages are indicated. dc (lk/cb) 188558/2 \u00a9 ucles 2020  [turn over *3852725810*",
+            "2": "2 0607/12/o/n/20 \u00a9 ucles 2020 formula list area, a, of triangle, base b, height h. a = bh21 area, a, of circle, radius r. a = r2r circumference, c, of circle, radius r. c = 2rr curved surface area, a, of cylinder of radius r, height h. a = 2rrh curved surface area, a, of cone of radius r, sloping edge l. a = rrl curved surface area, a, of sphere of radius r. a = r42r v olume, v, of prism, cross-sectional area a, length l. v = al v olume, v, of pyramid, base area a, height h. v = ah31 v olume, v, of cylinder of radius r, height h. v = rh2r v olume, v, of cone of radius r, height h. v = rh31 2r v olume, v, of sphere of radius r. v = r34 3r",
+            "3": "3 0607/12/o/n/20 \u00a9 ucles 2020 [turn over answer all the questions. 1 work out.    35-+    ..  [1] 2     27   32   35   36   39   42  from the list, write down the square number.    ..  [1] 3 (a)  y x0123456 123456   on the grid, plot the point (5, 3).  [1]  (b)  y l x012345 12345   write down the coordinates of any point on the straight line, l.   (  ...  , ...  ) [1]",
+            "4": "4 0607/12/o/n/20 \u00a9 ucles 2020 4   the diagram shows a shape on a cm12 grid.  estimate the area of this shape.    ..  cm2 [1] 5 write 103 as a decimal.    ..  [1] 6 work out 13 1 of 77.    ..  [1] 7 insert brackets to make this calculation correct.    3   \u00d7   2   +   4   =   18  [1]",
+            "5": "5 0607/12/o/n/20 \u00a9 ucles 2020 [turn over 8  01020304050 number of visitors walk bike carsaturday sunday bus60708090  the bar chart shows some information about the way visitors travel to a museum.  (a) 20 visitors walked on saturday and 30 visitors walked on sunday.   complete the bar chart.  [1]  (b) find how many more visitors arrived by bus than by car on saturday.    ..  [1] 9 the probability that joanna is late for school is 0.15 .  find the probability that joanna is not late for school.     ..  [1]",
+            "6": "6 0607/12/o/n/20 \u00a9 ucles 2020 10  pattern 1 pattern 2 pattern 3  there are 3 rods in pattern 1.  write down the number of rods in pattern 5.    ..  [1] 11 (a) 30\u00b0 40\u00b0105\u00b0not to scale b a   explain why line ab cannot be a straight line.  .  [1]  (b) 30\u00b0 c\u00b0not to scale   complete the statement. c =  because    [2]",
+            "7": "7 0607/12/o/n/20 \u00a9 ucles 2020 [turn over 12 by writing each number correct to 1 significant figure, find an estimate of (. .) . 6983 04 7992# +  .    ..  [2] 13  \u2013 5\u2013 4\u2013 3\u2013 2\u2013 1 0 1 2 3 4 5n  complete the statement using   ,,, or 12gh= .     this number line shows the inequality  -2 ... n ... 4.  [2] 14  not to scale10 cm 3 cm3 cm  the diagram shows a square-based pyramid of base length 3  cm and vertical height 10  cm.  calculate the volume of this pyramid.    ..  cm3 [3]",
+            "8": "8 0607/12/o/n/20 \u00a9 ucles 2020 15 (a)  y x123456789101112 0123456789 13   on the grid, translate the triangle by the vector 4 2-eo . [2]  (b) \u2013 1 12345678 \u2013 2 \u2013 3 \u2013 4 \u2013 5 \u2013 6 \u2013 7 \u2013 8\u2013 1 \u2013 2 \u2013 3 \u2013 4 \u2013 5 \u2013 6 \u2013 77 6 5 4 3 2 1 0y x   on the grid, enlarge the shape by scale factor 3 about the point (4, 2).  [2]",
+            "9": "9 0607/12/o/n/20 \u00a9 ucles 2020 [turn over 16  north p q  measure the bearing of p from q.    ..  [1] 17  y x  the scatter diagram shows 11 crosses.  10 of the crosses represent data.  the point marked y x is the mean point.  on the grid, draw a line of best fit.  [2] 18 make x the subject of the formula.      ya x5 +=  x  =  .  [2]",
+            "10": "10 0607/12/o/n/20 \u00a9 ucles 2020 19 find the highest common factor (hcf) of 15 and 21.    ..  [1] 20  y cm50 cm x\u00b0not to scale sinx135=    cosx1312=    tanx125=  find the value of y.  y  =  .  [2]",
+            "11": "11 0607/12/o/n/20 \u00a9 ucles 2020 [turn over 21 the diagram shows the graph of   ()fx y= . y x0 2 \u2013 2 \u2013 22  here are four more graphs, a, b, c and d. y xy x y xy x0 2 \u2013 2 \u2013 22 0 2a b c d\u2013 2 \u2013 22 0 2 \u2013 2 \u2013 22 0 2 \u2013 2 \u2013 22  write down the letter of the graph which shows  (a) ()f yx 2 =+ ,    .  [1]  (b) ()f yx 2 =+ .    .  [1] question 22 is printed on the next page.",
+            "12": "12 0607/12/o/n/20 \u00a9 ucles 2020 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 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.22  y x1 2 3 4 5 0123456 ab 7  (a) write down the equation of line a.    ..  [1]  (b) find the equation of line b.    ..  [3]"
+        },
+        "0607_w20_qp_13.pdf": {
+            "1": "cambridge igcse\u2122cambridge international mathematics  0607/13 paper 1 (core)  october/november  2020  45 minutes you must answer on the question paper. you will need:  geometrical instruments instructions  \u25cf answer all questions.  \u25cf use a black or dark blue pen. you may use an hb pencil for any diagrams or graphs.  \u25cf write your name, centre number and candidate number in the boxes at the top of the page.  \u25cf write your answer to each question in the space provided.  \u25cf do not use an erasable pen or correction fluid.  \u25cf do not write on any bar codes.  \u25cf calculators must not be used in this paper.  \u25cf you may use tracing paper.  \u25cf you must show all necessary working clearly and you will be given marks for correct methods even if  your answer is incorrect.  \u25cf all answers should be given in their simplest form. information  \u25cf the total mark for this paper is 40.  \u25cf the number of marks for each question or part question is shown in brackets [  ]. this document has 12 pages. blank pages are indicated. dc (mb) 202083 \u00a9 ucles 2020  [turn over *1734374453*",
+            "2": "2 0607/13/o/n/20 \u00a9 ucles 2020 formula list area, a, of triangle, base b, height h. a = bh21 area, a, of circle, radius r. a = r2r circumference, c, of circle, radius r. c = 2rr curved surface area, a, of cylinder of radius r, height h. a = 2rrh curved surface area, a, of cone of radius r, sloping edge l. a = rrl curved surface area, a, of sphere of radius r. a = r42r v olume, v, of prism, cross-sectional area a, length l. v = al v olume, v, of pyramid, base area a, height h. v = ah31 v olume, v, of cylinder of radius r, height h. v = rh2r v olume, v, of cone of radius r, height h. v = rh31 2r v olume, v, of sphere of radius r. v = r34 3r",
+            "3": "3 0607/13/o/n/20 \u00a9 ucles 2020 [turn over answer all the questions. 1 work out.    35-+    ..  [1] 2     27   32   35   36   39   42  from the list, write down the square number.    ..  [1] 3 (a)  y x0123456 123456   on the grid, plot the point (5, 3).  [1]  (b)  y l x012345 12345   write down the coordinates of any point on the straight line, l.   (  ...  , ...  ) [1]",
+            "4": "4 0607/13/o/n/20 \u00a9 ucles 2020 4   the diagram shows a shape on a cm12 grid.  estimate the area of this shape.    ..  cm2 [1] 5 write 103 as a decimal.    ..  [1] 6 work out 13 1 of 77.    ..  [1] 7 insert brackets to make this calculation correct.    3   \u00d7   2   +   4   =   18  [1]",
+            "5": "5 0607/13/o/n/20 \u00a9 ucles 2020 [turn over 8  01020304050 number of visitors walk bike carsaturday sunday bus60708090  the bar chart shows some information about the way visitors travel to a museum.  (a) 20 visitors walked on saturday and 30 visitors walked on sunday.   complete the bar chart.  [1]  (b) find how many more visitors arrived by bus than by car on saturday.    ..  [1] 9 the probability that joanna is late for school is 0.15 .  find the probability that joanna is not late for school.     ..  [1]",
+            "6": "6 0607/13/o/n/20 \u00a9 ucles 2020 10  pattern 1 pattern 2 pattern 3  there are 3 rods in pattern 1.  write down the number of rods in pattern 5.    ..  [1] 11 (a) 30\u00b0 40\u00b0105\u00b0not to scale b a   explain why line ab cannot be a straight line.  .  [1]  (b) 30\u00b0 c\u00b0not to scale   complete the statement. c =  because    [2]",
+            "7": "7 0607/13/o/n/20 \u00a9 ucles 2020 [turn over 12 by writing each number correct to 1 significant figure, find an estimate of (. .) . 6983 04 7992# +  .    ..  [2] 13  \u2013 5\u2013 4\u2013 3\u2013 2\u2013 1 0 1 2 3 4 5n  complete the statement using   ,,, or 12gh= .     this number line shows the inequality  -2 ... n ... 4.  [2] 14  not to scale10 cm 3 cm3 cm  the diagram shows a square-based pyramid of base length 3  cm and vertical height 10  cm.  calculate the volume of this pyramid.    ..  cm3 [3]",
+            "8": "8 0607/13/o/n/20 \u00a9 ucles 2020 15 (a)  y x123456789101112 0123456789 13   on the grid, translate the triangle by the vector 4 2-eo . [2]  (b) \u2013 1 12345678 \u2013 2 \u2013 3 \u2013 4 \u2013 5 \u2013 6 \u2013 7 \u2013 8\u2013 1 \u2013 2 \u2013 3 \u2013 4 \u2013 5 \u2013 6 \u2013 77 6 5 4 3 2 1 0y x   on the grid, enlarge the shape by scale factor 3 about the point (4, 2).  [2]",
+            "9": "9 0607/13/o/n/20 \u00a9 ucles 2020 [turn over 16  north p q  measure the bearing of p from q.    ..  [1] 17  y x  the scatter diagram shows 11 crosses.  10 of the crosses represent data.  the point marked y x is the mean point.  on the grid, draw a line of best fit.  [2] 18 make x the subject of the formula.      ya x5 +=  x  =  .  [2]",
+            "10": "10 0607/13/o/n/20 \u00a9 ucles 2020 19 find the highest common factor (hcf) of 15 and 21.    ..  [1] 20  y cm50 cm x\u00b0not to scale sinx135=    cosx1312=    tanx125=  find the value of y.  y  =  .  [2]",
+            "11": "11 0607/13/o/n/20 \u00a9 ucles 2020 [turn over 21 the diagram shows the graph of   ()fx y= . y x0 2 \u2013 2 \u2013 22  here are four more graphs, a, b, c and d. y xy x y xy x0 2 \u2013 2 \u2013 22 0 2a b c d\u2013 2 \u2013 22 0 2 \u2013 2 \u2013 22 0 2 \u2013 2 \u2013 22  write down the letter of the graph which shows  (a) ()f yx 2 =+ ,    .  [1]  (b) ()f yx 2 =+ .    .  [1] question 22 is printed on the next page.",
+            "12": "12 0607/13/o/n/20 \u00a9 ucles 2020 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 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.22  y x1 2 3 4 5 0123456 ab 7  (a) write down the equation of line a.    ..  [1]  (b) find the equation of line b.    ..  [3]"
+        },
+        "0607_w20_qp_21.pdf": {
+            "1": "cambridge igcse\u2122*8147553465* dc (pq) 187921/1 \u00a9 ucles 2020  [turn overthis document has 8 pages. blank pages are indicated.cambridge international mathematics  0607/21 paper 2 (extended)  october/november  2020  45 minutes you must answer on the question paper. you will need:  geometrical instruments instructions  \u25cf answer all questions.  \u25cf use a black or dark blue pen. you may use an hb pencil for any diagrams or graphs.  \u25cf write your name, centre number and candidate number in the boxes at the top of the page.  \u25cf write your answer to each question in the space provided.  \u25cf do not use an erasable pen or correction fluid.  \u25cf do not write on any bar codes.  \u25cf calculators must not be used in this paper.  \u25cf you may use tracing paper.  \u25cf you must show all necessary working clearly and you will be given marks for correct methods even if  your answer is incorrect.  \u25cf all answers should be given in their simplest form. information  \u25cf the total mark for this paper is 40.  \u25cf the number of marks for each question or part question is shown in brackets [  ].",
+            "2": "2 0607/21/o/n/20 \u00a9 ucles 2020 formula list for the equation  ax bx c02++ = xabb ac 242!=-- curved surface area, a, of cylinder of radius r, height h. r ar h2= curved surface area, a, of cone of radius r, sloping edge l. r ar l= curved surface area, a, of sphere of radius r. r ar42= v olume, v, of pyramid, base area a, height h. va h31= v olume, v, of cylinder of radius r, height h. rvr h2= v olume, v, of cone of radius r, height h. r vr h31 2= v olume, v, of sphere of radius r. r vr34 3=      sins in sin aa bb cc==      cos ab cb ca222 2=+ -      sinbc a21area=a c bcb a",
+            "3": "3 0607/21/o/n/20 \u00a9 ucles 2020 [turn over answer all the questions. 1 work out.    12 34# +-   .  [1] 2 work out.   48 8'--   .  [1] 3 simplify fully.   x x 125 154#   .  [2] 4 solve.   () x 31 49 -- =  x= .  [3] 5  divide 120 in the ratio 3  : 5.   ...  , ...  [2]",
+            "4": "4 0607/21/o/n/20 \u00a9 ucles 2020 6 the mean of 5 numbers is 12.  the mean of 3 of these numbers is 8.  find the mean of the other two numbers.   .  [3] 7 y varies inversely as x.  when x3=, y16= .  find x when y6=.  x= .  [3] 8 4 3a=- -eo     2 1b=-eo  (a) find 3ab- .  fp  [2]  (b) find the magnitude of  4 3- -eo .   .  [2]",
+            "5": "5 0607/21/o/n/20 \u00a9 ucles 2020 [turn over 9 a shop has a sale and all prices are reduced by 20%.  (a) the original price of a shirt is $16.   find the sale price of the shirt.  $ .  [2]  (b) the sale price of a dress is $40.   find the original price of the dress.  $ .  [2] 10 factorise.  (a) x81 4+   .  [1]  (b) ax bx 8623-   .  [2]  (c) ax ay bx by 698 12 +- -   .  [2]",
+            "6": "6 0607/21/o/n/20 \u00a9 ucles 2020 11 work out 423-.   .  [2] 12 the table shows the marks of 80 students in an examination. mark ( x) frequency x 01 0 1g 8 x 10 151g 16 x 15 201g 25 x 20 301g 17 x 30 501g 14  (a) on the grid, draw a cumulative frequency curve to show this information.   001020304050607080 10 20 30 markcumulative frequency 40 50x  [4]  (b) use your graph to estimate the median mark of the students.   .  [1]",
+            "7": "7 0607/21/o/n/20 \u00a9 ucles 2020 13 a is the point (1, 7) and b is the point (4, 1).    find the equation of the perpendicular bisector of ab in the form ym xc=+ .  y= .  [5]",
+            "8": "8 0607/21/o/n/20 \u00a9 ucles 2020 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 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.blank page"
+        },
+        "0607_w20_qp_22.pdf": {
+            "1": "cambridge igcse\u2122*4440708064* dc (pq/sw) 187920/1 \u00a9 ucles 2020  [turn overthis document has 8 pages. blank pages are indicated.cambridge international mathematics  0607/22 paper 2 (extended)  october/november  2020  45 minutes you must answer on the question paper. you will need:  geometrical instruments instructions  \u25cf answer all questions.  \u25cf use a black or dark blue pen. you may use an hb pencil for any diagrams or graphs.  \u25cf write your name, centre number and candidate number in the boxes at the top of the page.  \u25cf write your answer to each question in the space provided.  \u25cf do not use an erasable pen or correction fluid.  \u25cf do not write on any bar codes.  \u25cf calculators must not be used in this paper.  \u25cf you may use tracing paper.  \u25cf you must show all necessary working clearly and you will be given marks for correct methods even if  your answer is incorrect.  \u25cf all answers should be given in their simplest form. information  \u25cf the total mark for this paper is 40.  \u25cf the number of marks for each question or part question is shown in brackets [  ].",
+            "2": "2 0607/22/o/n/20 \u00a9 ucles 2020 formula list for the equation  ax bx c02++ = xabb ac 242!=-- curved surface area, a, of cylinder of radius r, height h. r ar h2= curved surface area, a, of cone of radius r, sloping edge l. r ar l= curved surface area, a, of sphere of radius r. r ar42= v olume, v, of pyramid, base area a, height h. va h31= v olume, v, of cylinder of radius r, height h. rvr h2= v olume, v, of cone of radius r, height h. r vr h31 2= v olume, v, of sphere of radius r. r vr34 3=      sins in sin aa bb cc==      cos ab cb ca222 2=+ -      sinbc a21area=a c bcb a",
+            "3": "3 0607/22/o/n/20 \u00a9 ucles 2020 [turn over answer all the questions. 1 a quadrilateral has rotational symmetry of order two, two lines of symmetry and its angles are not right  angles.  what is the special name of this quadrilateral?   .  [1] 2 work out the exact value of 972.    .  [2] 3 these are the first four terms in a sequence. 27        19        11        3  (a) write down the next term.   .  [1]  (b) find an expression, in terms of n, for the nth term of the sequence.   .  [2] 4 work out 6432-`j .   .  [2] 5 vu at =+  find v when u5=, a 3=-  and t4=.   v= ... [2]",
+            "4": "4 0607/22/o/n/20 \u00a9 ucles 2020 6  not to scale8 cm 6 cm  the four vertices of the rectangle each lie on the circle.  find the shaded area.   give your answer, in terms of r, in its simplest form.   ..  cm2 [4] 7 5 numbers have a mean of 12.  when a 6th number is included the mean is 9.  work out the 6th number.   .  [2]",
+            "5": "5 0607/22/o/n/20 \u00a9 ucles 2020 [turn over 8 written as the product of its prime factors,   540 23523##= .  (a) write 360 as a product of its prime factors.   .  [2]  (b)  find the highest common factor (hcf) of 540 and 360.   .  [1]  (c) 540n is a cube number.   find the smallest possible value of n.   .  [1] 9 pierre records the colour of each of 200 cars passing his home.  the table shows the results. colour silver black red green blue other frequency 23 68 35 20 32 22  (a) write down the relative frequency of a silver car.   .  [1]  (b) explain why it is reasonable to use the answer to  part (a)  as the probability that the next car  which passes will be silver.  .  [1]  (c) over the whole day 1200 vehicles pass pierre\u2019s home.   estimate the number of these cars that are silver.     .  [1]",
+            "6": "6 0607/22/o/n/20 \u00a9 ucles 2020 10 factorise  (a) xx 62-- ,   .  [2]  (b) ax bx by ay 324 6 +- - .   .  [2] 11 (a) in each venn diagram, shade the given set.  u a bu a b ab, ()ab+ l [2]  (b) in this venn diagram, the number of elements in each of the subsets is shown. u p 12 47 6 11 853 rq   find.   (i) (( )) pq r n,+   .  [1]   (ii) (( ))' pq r n,+   .  [1]",
+            "7": "7 0607/22/o/n/20 \u00a9 ucles 2020 [turn over 12 a b p c qdnot to scale 110\u00b030\u00b0  the points a, b, c and d lie on a circle.  pcq  is a tangent to the circle at c.  angle abc 110\u00b0=  and angle \u00b0 bac 30= .  find  (a) angle adc ,  angle adc= .  [1]  (b)  angle acp ,  angle acp= .  [1]  (c) angle pcb .  angle pcb=    [1] 13 (a) find   log91 3eo.   .  [1]  (b) solve   logl og log x25 15 += .   .  [2] question 14 is printed on the next page.",
+            "8": "8 0607/22/o/n/20 \u00a9 ucles 2020 14 a rectangular piece of paper has sides of length a cm and b cm.  the paper is cut in half.  ba not to scale  the ratio of the length of the longer side to the length of the shorter side in both pieces of paper is  the same.  find a in terms of b.  a= .  [3] 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 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."
+        },
+        "0607_w20_qp_23.pdf": {
+            "1": "cambridge igcse\u2122*8904149492* dc (pq/sw) 187919/1 \u00a9 ucles 2020  [turn overthis document has 8 pages. blank pages are indicated.cambridge international mathematics  0607/23 paper 2 (extended)  october/november  2020  45 minutes you must answer on the question paper. you will need:  geometrical instruments instructions  \u25cf answer all questions.  \u25cf use a black or dark blue pen. you may use an hb pencil for any diagrams or graphs.  \u25cf write your name, centre number and candidate number in the boxes at the top of the page.  \u25cf write your answer to each question in the space provided.  \u25cf do not use an erasable pen or correction fluid.  \u25cf do not write on any bar codes.  \u25cf calculators must not be used in this paper.  \u25cf you may use tracing paper.  \u25cf you must show all necessary working clearly and you will be given marks for correct methods even if  your answer is incorrect.  \u25cf all answers should be given in their simplest form. information  \u25cf the total mark for this paper is 40.  \u25cf the number of marks for each question or part question is shown in brackets [  ].",
+            "2": "2 0607/23/o/n/20 \u00a9 ucles 2020 formula list for the equation  ax bx c02++ = xabb ac 242!=-- curved surface area, a, of cylinder of radius r, height h. r ar h2= curved surface area, a, of cone of radius r, sloping edge l. r ar l= curved surface area, a, of sphere of radius r. r ar42= v olume, v, of pyramid, base area a, height h. va h31= v olume, v, of cylinder of radius r, height h. rvr h2= v olume, v, of cone of radius r, height h. r vr h31 2= v olume, v, of sphere of radius r. r vr34 3=      sins in sin aa bb cc==      cos ab cb ca222 2=+ -      sinbc a21area=a c bcb a",
+            "3": "3 0607/23/o/n/20 \u00a9 ucles 2020 [turn over answer all the questions. 1 work out   (. )023.   .  [1] 2 solve the equation.    x27 3 -=-  x= .  [2] 3 work out   65 1615' .  give your answer as a fraction in its lowest terms.   .  [2] 4 find the integer values of x when   x131g- .   .  [2] 5 solve the simultaneous equations.     pq23 7 -=    pq32+=  p= .  q= .  [2]",
+            "4": "4 0607/23/o/n/20 \u00a9 ucles 2020 6 find the area of the sector.  give your answer, in terms of r, in its simplest form. not to scale 8 cm45\u00b08 cm   ..  cm2 [2] 7 find, as a fraction, the value of siny. not to scale 5 cm 12 cmy  siny= .  [3] 8 find the value of   (a) 213- bl ,   .  [1]  (b) log 1255.   .  [1]",
+            "5": "5 0607/23/o/n/20 \u00a9 ucles 2020 [turn over 9 simplify   xx4545# .   ..  [2] 10  () jm kh22=+  rearrange the formula to make h the subject.  h= .  [3] 11  not to scalex cm8 cm 60\u00b0 10 cm  find the value of x2.  x2=    [3]",
+            "6": "6 0607/23/o/n/20 \u00a9 ucles 2020 12 not to scale56\u00b0 y\u00b0 ba c  in the diagram, a, b and c are points on parallel lines.  ac bc= .  work out the value of y.  y= .  [3]  13  pq 23 32 62-= + `j  find the value of p and the value of q.  p= .  q= .  [3]",
+            "7": "7 0607/23/o/n/20 \u00a9 ucles 2020 [turn over 14 y varies inversely as x32-`j .  when x1=, y4=.  find y in terms of x.  y= .  [2] 15 logl og log x23 52 =-  find the value of x.  x= .  [2] 16 a is acute and tan xa=.  find, in terms of x,  (a) ()tan 180 a-,  ()tan 180 a-=  .  [1]  (b) ()tan09a-.  ()tan90a-=     [1] question 17 is printed on the next page.",
+            "8": "8 0607/23/o/n/20 \u00a9 ucles 2020 17 simplify.    xxy ax ay xy36 2 232-- + -   .  [4] 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 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."
+        },
+        "0607_w20_qp_31.pdf": {
+            "1": "cambridge igcse\u2122this document has 20 pages. blank pages are indicated. dc (st/ct) 183466/2 \u00a9 ucles 2020  [turn over *4792580888* cambridge international mathematics  0607/31 paper 3 (core)  october/november  2020  1 hour 45 minutes you must answer on the question paper. you will need:  geometrical instruments instructions  \u25cf answer all questions.  \u25cf use a black or dark blue pen. you may use an hb pencil for any diagrams or graphs.  \u25cf write your name, centre number and candidate number in the boxes at the top of the page.  \u25cf write your answer to each question in the space provided.  \u25cf do not use an erasable pen or correction fluid.  \u25cf do not write on any bar codes.  \u25cf you should use a graphic display calculator where appropriate.  \u25cf you may use tracing paper.  \u25cf you must show all necessary working clearly and you will be given marks for correct methods, including  sketches, even if your answer is incorrect.  \u25cf give non-exact numerical answers correct to 3 significant figures, or 1 decimal place for angles in  degrees, unless a different level of accuracy is specified in the question.  \u25cf for r, use your calculator value. information  \u25cf the total mark for this paper is 96.  \u25cf the number of marks for each question or part question is shown in brackets [  ].",
+            "2": "2 0607/31/o/n/20 \u00a9 ucles 2020 formula list area, a, of triangle, base b, height h. a = bh21 area, a, of circle, radius r. a = r2r circumference, c, of circle, radius r. c = 2rr curved surface area, a, of cylinder of radius r, height h. a = 2rrh curved surface area, a, of cone of radius r, sloping edge l. a = rrl curved surface area, a, of sphere of radius r. a = r42r v olume, v, of prism, cross-sectional area a, length l. v = al v olume, v, of pyramid, base area a, height h. v = ah31 v olume, v, of cylinder of radius r, height h. v = rh2r v olume, v, of cone of radius r, height h. v = rh31 2r v olume, v, of sphere of radius r. v = r34 3r",
+            "3": "3 0607/31/o/n/20 \u00a9 ucles 2020 [turn over answer all the questions. 1 (a)   write down the fraction of the shape that is shaded.    ..  [1]  (b)   shade 30% of this shape.   [1]  (c)  write as a decimal.   (i) 60%    ..  [1]   (ii) 43    ..  [1]  (d)  work out.   (i) 63    ..  [1]   (ii)  .. . 59 33 23'+    give your answer correct to 2 decimal places.    ..  [2]",
+            "4": "4 0607/31/o/n/20 \u00a9 ucles 2020 2 (a)   (i) write down the mathematical name of this shape.    ..  [1]   (ii) write down the number of lines of symmetry of the shape.    ..  [1]   (iii) write down the order of rotational symmetry of the shape.    ..  [1]   (iv) on the shape, draw one line to divide it into two congruent triangles.  [1]",
+            "5": "5 0607/31/o/n/20 \u00a9 ucles 2020 [turn over  (b) xy \u2013 3\u2013 2\u2013 1\u2013 1 1 2 3 \u2013 2 \u2013 3123 0a b c   (i)  write down the coordinates of    (a) point a,   ( ...  , ...)  [1]    (b) point b,   ( ...  , ...)  [1]    (c) point c.    ( ...  , ...)  [1]   (ii) the shape is drawn on a 1cm2 grid.    find the area of the shape.    ... cm2 [2]",
+            "6": "6 0607/31/o/n/20 \u00a9 ucles 2020 3 (a) sonny\u2019s old car is for sale at $5500.   paula pays him 32 of this price.   work out how much paula pays.   give your answer correct to the nearest dollar.   $  .  [2]  (b) sonny buys a new car in a sale.   the original price of the car is $18  000.   in the sale, this price is reduced by 12%.   work out the sale price of the car.   $  .  [2]  (c) sonny does some research about his new car.   (i)  the car has a mass of 1.4 tonnes.    work out the total mass of 8 of these cars.      t [1]   (ii) it took 421 years to develop the design of the car.    change 421 years into months.    ..  months  [1]   (iii)  the car can travel 2  km in 1 minute 24 seconds.    change 1 minute 24 seconds into seconds.    .  seconds  [1]",
+            "7": "7 0607/31/o/n/20 \u00a9 ucles 2020 [turn over 4 (a)  here are the first three patterns in a sequence of dots. pattern 1 pattern 2 pattern 3 pattern 4   (i) in the space above, draw pattern 4.  [1]   (ii) complete the table. pattern number 1 2 3 4 number of dots 4 [1]   (iii) write down the rule for continuing the sequence of dots.    ..  [1]   (iv) find the number of dots in pattern 9.    ..  [1]  (b) the nth term of another sequence is nn 22-.   find the first three terms of this sequence.    ... ,  ... ,  ...  [2]  (c)  these are the first five terms of a different sequence. 3  7  11  15  19   find the nth term of this sequence.    ..  [2]",
+            "8": "8 0607/31/o/n/20 \u00a9 ucles 2020 5 (a) (i) not to scale52\u00b0 y\u00b0    work out the value of y.  y  =  .  [1]   (ii) for any right-angled triangle, explain why none of the angles can be obtuse.  .  .   [1]  (b) a\u00b0 c\u00b0b\u00b065\u00b080\u00b0 not to scaleb e c ad   in the diagram, ace  is a straight line.   find the value of a, the value of b and the value of c.  a  =  .  b  =  .  c  =  .  [3]",
+            "9": "9 0607/31/o/n/20 \u00a9 ucles 2020 [turn over  (c) work out the size of one exterior angle of a regular hexagon.    ..  [2] 6 this word formula can be used to work out the total number of points scored by a hockey team during  one season. total number of points  = 3 \u00d7 number of games won    plus   1 \u00d7 number of games drawn  (a) one team had won 17 games and drawn 7 games.   work out the total number of points scored by this team.    ..  [2]  (b) another team scored a total of 44 points.   this team had drawn 5 games.   work out how many games this team had won.    ..  [2]  (c)  a different team scored a total of 36 points.   this team had won and drawn exactly the same number of games.   work out how many games this team had won.    ..  [2]",
+            "10": "10 0607/31/o/n/20 \u00a9 ucles 2020 7 (a)  the diagram shows the path of a boat that sails from a to b to c.   the scale of the diagram is 1  cm represents 20  km. north a cb scale: 1  cm to 20  km   (i) find the actual distance from a to b.      km [2]   (ii) the boat travels from a to b in 4 hours.    work out the speed of the boat in kilometres per hour.    .  km/h  [2]   (iii) measure the bearing of c from b.    ..  [1]",
+            "11": "11 0607/31/o/n/20 \u00a9 ucles 2020 [turn over  (b) 7 cm 25 cmx cmnot to scale   find the value of x.  x  =  .  [3]",
+            "12": "12 0607/31/o/n/20 \u00a9 ucles 2020 8 (a) solve.   (i) x38+=  x  =  .  [1]   (ii) ()x32 51 2 -=  x  =  .  [3]  (b) multiply out and simplify.        () () xx74+-    ..  [2]  (c)  simplify.       yxy 20 4#    ..  [2]",
+            "13": "13 0607/31/o/n/20 \u00a9 ucles 2020 [turn over 9 040 \u2013 10\u2013 6 4y x  (a) (i) on the diagram, sketch the graph of   yx x432=+ +   for x64gg- .  [2]   (ii) write down the coordinates of the local minimum.   ( ...  , ...)  [1]  (b)  on the diagram, sketch the graph of    yx x21 52=- -+    for x64gg- .  [2]  (c) find the x-coordinate of each point of intersection of yx x432=+ +   and   yx x21 52=- +- . x =  and x =   [2]",
+            "14": "14 0607/31/o/n/20 \u00a9 ucles 2020 10 (a) 6 cm 2 cm 10 cmnot to scale   a toilet roll is a cylinder with radius 6  cm and height 10  cm.   it has a hollow cylindrical centre of radius 2  cm.   work out the volume of paper in the toilet roll.    ... cm3 [3]  (b)  there are 325 million people in the usa.   on average, each person uses 23.6 toilet rolls during one year.   calculate the total number of toilet rolls used in the usa in one year.   give your answer in standard form.    ..  [2]",
+            "15": "15 0607/31/o/n/20 \u00a9 ucles 2020 [turn over  (c) not to scale8 cm 12 cm 10 cm   toilet paper can also be bought in a box.   the box is a cuboid.   (i) work out the volume of the box.    ... cm3 [2]   (ii)  the box is completely filled with individual sheets of toilet paper, one sheet on top of another.    one sheet of toilet paper measures 12  cm by 10  cm and is .16 10 cm2#- thick.    the box is 8  cm deep.    work out the largest number of sheets of toilet paper that can be placed in the box.    ..  [2]",
+            "16": "16 0607/31/o/n/20 \u00a9 ucles 2020 11 the time taken, t seconds, for the first points to be scored in each of 100 basketball games is shown in  the table. time ( t seconds) frequency 0 1 t g 20  1 20 1 t g 40  4 40 1 t g 60 22 60 1 t g 80 26 80 1 t g 100 31 100 1 t g 120 16  (a) write down the time interval that is the mode.      1 t g  ...  [1]  (b) one of these games is chosen at random.   work out the probability that the first points in this game were scored in the first 60 seconds.    ..  [2]  (c) work out an estimate of the mean time.      s [2]",
+            "17": "17 0607/31/o/n/20 \u00a9 ucles 2020 [turn over  (d) (i) complete the cumulative frequency table. time ( t seconds) cumulative frequency t g 20   1 t g 40 t g 60 t g 80 t g 100  84 t g 120 100 [2]   (ii) complete the cumulative frequency curve. 100 80 60 40 20 0 20 40 60 time (seconds)80 100 120t 01030507090 10 30 50 70 90 110cumulative frequency [3]   (iii) use your curve to find the median time.      s [1]",
+            "18": "18 0607/31/o/n/20 \u00a9 ucles 2020 12 u = {0, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10}  a = {2, 3, 4, 5}  (a) write down.   (i) n(a)    ..  [1]   (ii) al   {  } [1]  (b) use a mathematical symbol to complete each of the following.   (i)             2  a [1]   (ii)        {3, 4}  a [1]  (c) b = {7, 8, 9, 10}   (i) list the elements of ab,.    ..  [1]   (ii) find ab+.    ..  [1]  (d) u = {0, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10}   a = {2, 3, 4, 5}   b = {7, 8, 9, 10}   draw a venn diagram to show this information. u [3]",
+            "19": "19 0607/31/o/n/20 \u00a9 ucles 2020 blank page",
+            "20": "20 0607/31/o/n/20 \u00a9 ucles 2020 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 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.blank page"
+        },
+        "0607_w20_qp_32.pdf": {
+            "1": "cambridge igcse\u2122this document has 16 pages. blank pages are indicated. dc (st/jg) 183467/1 \u00a9 ucles 2020  [turn over *9705632668* cambridge international mathematics  0607/32 paper 3 (core)  october/november  2020  1 hour 45 minutes you must answer on the question paper. you will need:  geometrical instruments instructions  \u25cf answer all questions.  \u25cf use a black or dark blue pen. you may use an hb pencil for any diagrams or graphs.  \u25cf write your name, centre number and candidate number in the boxes at the top of the page.  \u25cf write your answer to each question in the space provided.  \u25cf do not use an erasable pen or correction fluid.  \u25cf do not write on any bar codes.  \u25cf you should use a graphic display calculator where appropriate.  \u25cf you may use tracing paper.  \u25cf you must show all necessary working clearly and you will be given marks for correct methods, including  sketches, even if your answer is incorrect.  \u25cf give non-exact numerical answers correct to 3 significant figures, or 1 decimal place for angles in  degrees, unless a different level of accuracy is specified in the question.  \u25cf for r, use your calculator value. information  \u25cf the total mark for this paper is 96.  \u25cf the number of marks for each question or part question is shown in brackets [  ].",
+            "2": "2 0607/32/o/n/20 \u00a9 ucles 2020 formula list area, a, of triangle, base b, height h. a = bh21 area, a, of circle, radius r. a = r2r circumference, c, of circle, radius r. c = 2rr curved surface area, a, of cylinder of radius r, height h. a = 2rrh curved surface area, a, of cone of radius r, sloping edge l. a = rrl curved surface area, a, of sphere of radius r. a = r42r v olume, v, of prism, cross-sectional area a, length l. v = al v olume, v, of pyramid, base area a, height h. v = ah31 v olume, v, of cylinder of radius r, height h. v = rh2r v olume, v, of cone of radius r, height h. v = rh31 2r v olume, v, of sphere of radius r. v = r34 3r",
+            "3": "3 0607/32/o/n/20 \u00a9 ucles 2020 [turn over answer all the questions. 1 ben was born on 25th march, 1936.  (a) write the number 1936 in words.    [1]  (b) work out how old ben is on the 25th march, 2020.    ..  [1]  (c) work out the year of ben\u2019s 99th birthday.    ..  [1]  (d) find 1936  .    ..  [1]  (e) write down 1936   (i) correct to the nearest 10,    ..  [1]   (ii) correct to 2 significant figures,    ..  [1]   (iii) in standard form.    ..  [1]  (f) write down a multiple of 1936.    ..  [1]",
+            "4": "4 0607/32/o/n/20 \u00a9 ucles 2020 2 the number of seconds that it took each of 15 students to run 200 metres is shown below. 32  35  29  41  41 39  51  57  45  62 42  53  38  43  60  (a) work out the mean.      s [1]  (b) complete the stem-and-leaf diagram to show this information.   key  |  represents  [3]  (c) find   (i) the range,      s [1]   (ii) the mode,      s [1]   (iii) the median,      s [1]   (iv) the interquartile range.      s [2]",
+            "5": "5 0607/32/o/n/20 \u00a9 ucles 2020 [turn over 3  a supermarket sells saving stamps for $0.10 each.  these stamps are stuck onto pages in a special stamp book.  (a) each page of the stamp book has 35 stamps.   work out how much is paid for the stamps to fill one page.   $  .  [1]  (b) it costs $49 to fill the book with stamps.   find the number of pages in the book.    ..  [2]  (c) each full book of stamps can be used in the supermarket to pay for food costing $52.   (i) work out how much is saved by paying for food with a full book of stamps.   $  .  [1]   (ii)  work out the answer to part (i)  as a percentage of $49.    ..  % [2]  (d) fred buys fruit and coffee for $49.   the ratio   cost of fruit : cost of coffee = 3 : 4.   find the cost of the coffee.   $  .  [2]",
+            "6": "6 0607/32/o/n/20 \u00a9 ucles 2020 4 (a) petra has a birthday party.   the party starts at 19  30 and ends at 23  45.   (i) find how long the party lasts.   . hours . minutes  [1]   (ii) the cost of hiring a band for the party is a total of $150.    the cost of hiring a hall is $50 per hour.    petra hires the hall for 6 hours.    find the total  cost of hiring the hall and the band.   $  .  [2]  (b) petra received $650 for her birthday.   (i) she invests half of this in a bank at a rate of 3.1% per year compound interest.    work out the value of her investment at the end of 3 years.   $  .  [3]   (ii) petra invests the other half of her birthday money in a different bank at a rate of 3.5% per  year simple interest.    work out the value of this investment at the end of 3 years.   $  .  [3]",
+            "7": "7 0607/32/o/n/20 \u00a9 ucles 2020 [turn over 5 not to scalea db o e c31\u00b0  the diagram shows a circle, centre o.  the straight line abc  touches the circle at b.  doec  is a straight line, d and e lie on the circumference and angle obd  = 31\u00b0.  (a) using the letters in the diagram, write down   (i) the diameter,   ..  [1]   (ii) a radius,   ..  [1]   (iii) a chord,   ..  [1]   (iv) the tangent.   ..  [1]  (b) find   (i)  angle obc ,   angle obc  =  .  [1]   (ii)  angle abd ,   angle abd  =  .  [1]   (iii)  angle bod ,   angle bod  =  .  [2]   (iv)  angle bco .   angle bco  =  .  [2]",
+            "8": "8 0607/32/o/n/20 \u00a9 ucles 2020 6 (a) the diagram shows a shape drawn on a 1cm2 grid. x cm   (i) use pythagoras\u2019 theorem to calculate the value of x.  x  =  .  [2]   (ii) work out the perimeter of the shape.    .  cm [1]  (b)   shade one small square so that the diagram has line symmetry.   [1]",
+            "9": "9 0607/32/o/n/20 \u00a9 ucles 2020 [turn over  (c)   shade one small square so that the diagram has rotational symmetry of order 2.  [1]  (d) a d e fb cnot to scale 7.5 cm 3 cm 2 cm x cm   abc  and def  are similar triangles.   find the value of x.  x  =  .  [2]",
+            "10": "10 0607/32/o/n/20 \u00a9 ucles 2020 7  one day, mr amir made a note of the number of employees who were on time for work and the number  who were late for work.  he asked each employee if they ate breakfast or not.  the information is shown in the table. number who ate  breakfastnumber who did  not eat breakfasttotal number who were  on time for work12 a 17 number who were  late for work 2 c b total 14 6 20  (a) work out the value of each of a, b and c.  a  =  .  b  =  .  c  =  .  [3]  (b) an employee is chosen at random.   find the probability that this employee   (i) was on time,    ..  [1]   (ii) did not eat breakfast,    ..  [1]   (iii) ate breakfast and was late for work.    ..  [1]",
+            "11": "11 0607/32/o/n/20 \u00a9 ucles 2020 [turn over 8 u = {f, r, a, c, t, i, o, n}  x = {r, a, t, i, o}  y = {f, a, c, t}  (a) write down the elements in xy+.    ..  [1]  (b) complete the venn diagram. x yu [2]  (c) find ()xyn, l.    ..  [1]  (d) on the venn diagram below, shade the region xy,l. x yu [1]",
+            "12": "12 0607/32/o/n/20 \u00a9 ucles 2020 9 (a) () x x 21 f2=-   (i) find f(4).    ..  [1]   (ii) find x when f( x) = 17. x =   or  x =   [3]  (b) solve.   (i) x71 41 4 -=  x  =  .  [2]   (ii) xx53 37 -= +  x  =  .  [2]  (c) expand.       ()xx34-    ..  [2]",
+            "13": "13 0607/32/o/n/20 \u00a9 ucles 2020 [turn over  (d) simplify fully.         rr 618 28    ..  [2]  (e) (i) 33 3m 61 8#=    find the value of m.  m  =  .  [1]   (ii) 888n 32=    find the value of n.  n  =  .  [1]  (f) solve the simultaneous equations.   you must show all your working. xy24 22 += xy23 15 -=  x  =  .  y  =  .  [2]",
+            "14": "14 0607/32/o/n/20 \u00a9 ucles 2020 10 12xy 015 \u2013 1\u2013 1  (a) (i) on the diagram, sketch the graph of   .() y81 42x#=+-   for   x11 2 gg- . [2]   (ii) find the coordinates of the point where the graph crosses the y-axis.   ( ...  , ...)  [1]   (iii) write down the equation of the horizontal asymptote.    ..  [1]  (b) on the same diagram, sketch the graph of   yx 3 =+ . [2]  (c) find the coordinates of the point of intersection of the graphs of .() y81 42x#=+-  and   yx 3 =+ .   ( ...  , ...)  [2]",
+            "15": "15 0607/32/o/n/20 \u00a9 ucles 2020 11 a c dbey x 02 4 6 8 10 12 14 16 18 20 22 \u2013 2 \u2013 2 2 4 6 8 10 12 14 16 \u2013 4 \u2013 6\u2013 4 \u2013 6 \u2013 8  describe fully the single  transformation that maps  (a) shape a onto shape b,      [3]  (b) shape a onto shape c,      [2]  (c) shape a onto shape d,      [2]  (d) shape a onto shape e.      [3]",
+            "16": "16 0607/32/o/n/20 \u00a9 ucles 2020 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 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.blank page"
+        },
+        "0607_w20_qp_33.pdf": {
+            "1": "cambridge igcse\u2122this document has 16 pages. blank pages are indicated. dc (mb) 207017 \u00a9 ucles 2020  [turn over *7326248900* cambridge international mathematics  0607/33 paper 3 (core)  october/november  2020  1 hour 45 minutes you must answer on the question paper. you will need:  geometrical instruments instructions  \u25cf answer all questions.  \u25cf use a black or dark blue pen. you may use an hb pencil for any diagrams or graphs.  \u25cf write your name, centre number and candidate number in the boxes at the top of the page.  \u25cf write your answer to each question in the space provided.  \u25cf do not use an erasable pen or correction fluid.  \u25cf do not write on any bar codes.  \u25cf you should use a graphic display calculator where appropriate.  \u25cf you may use tracing paper.  \u25cf you must show all necessary working clearly and you will be given marks for correct methods, including  sketches, even if your answer is incorrect.  \u25cf give non-exact numerical answers correct to 3 significant figures, or 1 decimal place for angles in  degrees, unless a different level of accuracy is specified in the question.  \u25cf for r, use your calculator value. information  \u25cf the total mark for this paper is 96.  \u25cf the number of marks for each question or part question is shown in brackets [  ].",
+            "2": "2 0607/33/o/n/20 \u00a9 ucles 2020 formula list area, a, of triangle, base b, height h. a = bh21 area, a, of circle, radius r. a = r2r circumference, c, of circle, radius r. c = 2rr curved surface area, a, of cylinder of radius r, height h. a = 2rrh curved surface area, a, of cone of radius r, sloping edge l. a = rrl curved surface area, a, of sphere of radius r. a = r42r v olume, v, of prism, cross-sectional area a, length l. v = al v olume, v, of pyramid, base area a, height h. v = ah31 v olume, v, of cylinder of radius r, height h. v = rh2r v olume, v, of cone of radius r, height h. v = rh31 2r v olume, v, of sphere of radius r. v = r34 3r",
+            "3": "3 0607/33/o/n/20 \u00a9 ucles 2020 [turn over answer all the questions. 1 ben was born on 25th march, 1936.  (a) write the number 1936 in words.    [1]  (b) work out how old ben is on the 25th march, 2020.    ..  [1]  (c) work out the year of ben\u2019s 99th birthday.    ..  [1]  (d) find 1936  .    ..  [1]  (e) write down 1936   (i) correct to the nearest 10,    ..  [1]   (ii) correct to 2 significant figures,    ..  [1]   (iii) in standard form.    ..  [1]  (f) write down a multiple of 1936.    ..  [1]",
+            "4": "4 0607/33/o/n/20 \u00a9 ucles 2020 2 the number of seconds that it took each of 15 students to run 200 metres is shown below. 32  35  29  41  41 39  51  57  45  62 42  53  38  43  60  (a) work out the mean.      s [1]  (b) complete the stem-and-leaf diagram to show this information.   key  |  represents  [3]  (c) find   (i) the range,      s [1]   (ii) the mode,      s [1]   (iii) the median,      s [1]   (iv) the interquartile range.      s [2]",
+            "5": "5 0607/33/o/n/20 \u00a9 ucles 2020 [turn over 3  a supermarket sells saving stamps for $0.10 each.  these stamps are stuck onto pages in a special stamp book.  (a) each page of the stamp book has 35 stamps.   work out how much is paid for the stamps to fill one page.   $  .  [1]  (b) it costs $49 to fill the book with stamps.   find the number of pages in the book.    ..  [2]  (c) each full book of stamps can be used in the supermarket to pay for food costing $52.   (i) work out how much is saved by paying for food with a full book of stamps.   $  .  [1]   (ii)  work out the answer to part (i)  as a percentage of $49.    ..  % [2]  (d) fred buys fruit and coffee for $49.   the ratio   cost of fruit : cost of coffee = 3 : 4.   find the cost of the coffee.   $  .  [2]",
+            "6": "6 0607/33/o/n/20 \u00a9 ucles 2020 4 (a) petra has a birthday party.   the party starts at 19  30 and ends at 23  45.   (i) find how long the party lasts.   . hours . minutes  [1]   (ii) the cost of hiring a band for the party is a total of $150.    the cost of hiring a hall is $50 per hour.    petra hires the hall for 6 hours.    find the total  cost of hiring the hall and the band.   $  .  [2]  (b) petra received $650 for her birthday.   (i) she invests half of this in a bank at a rate of 3.1% per year compound interest.    work out the value of her investment at the end of 3 years.   $  .  [3]   (ii) petra invests the other half of her birthday money in a different bank at a rate of 3.5% per  year simple interest.    work out the value of this investment at the end of 3 years.   $  .  [3]",
+            "7": "7 0607/33/o/n/20 \u00a9 ucles 2020 [turn over 5 not to scalea db o e c31\u00b0  the diagram shows a circle, centre o.  the straight line abc  touches the circle at b.  doec  is a straight line, d and e lie on the circumference and angle obd  = 31\u00b0.  (a) using the letters in the diagram, write down   (i) the diameter,   ..  [1]   (ii) a radius,   ..  [1]   (iii) a chord,   ..  [1]   (iv) the tangent.   ..  [1]  (b) find   (i)  angle obc ,   angle obc  =  .  [1]   (ii)  angle abd ,   angle abd  =  .  [1]   (iii)  angle bod ,   angle bod  =  .  [2]   (iv)  angle bco .   angle bco  =  .  [2]",
+            "8": "8 0607/33/o/n/20 \u00a9 ucles 2020 6 (a) the diagram shows a shape drawn on a 1cm2 grid. x cm   (i) use pythagoras\u2019 theorem to calculate the value of x.  x  =  .  [2]   (ii) work out the perimeter of the shape.    .  cm [1]  (b)   shade one small square so that the diagram has line symmetry.   [1]",
+            "9": "9 0607/33/o/n/20 \u00a9 ucles 2020 [turn over  (c)   shade one small square so that the diagram has rotational symmetry of order 2.  [1]  (d) a d e fb cnot to scale 7.5 cm 3 cm 2 cm x cm   abc  and def  are similar triangles.   find the value of x.  x  =  .  [2]",
+            "10": "10 0607/33/o/n/20 \u00a9 ucles 2020 7  one day, mr amir made a note of the number of employees who were on time for work and the number  who were late for work.  he asked each employee if they ate breakfast or not.  the information is shown in the table. number who ate  breakfastnumber who did  not eat breakfasttotal number who were  on time for work12 a 17 number who were  late for work 2 c b total 14 6 20  (a) work out the value of each of a, b and c.  a  =  .  b  =  .  c  =  .  [3]  (b) an employee is chosen at random.   find the probability that this employee   (i) was on time,    ..  [1]   (ii) did not eat breakfast,    ..  [1]   (iii) ate breakfast and was late for work.    ..  [1]",
+            "11": "11 0607/33/o/n/20 \u00a9 ucles 2020 [turn over 8 u = {f, r, a, c, t, i, o, n}  x = {r, a, t, i, o}  y = {f, a, c, t}  (a) write down the elements in xy+.    ..  [1]  (b) complete the venn diagram. x yu [2]  (c) find ()xyn, l.    ..  [1]  (d) on the venn diagram below, shade the region xy,l. x yu [1]",
+            "12": "12 0607/33/o/n/20 \u00a9 ucles 2020 9 (a) () x x 21 f2=-   (i) find f(4).    ..  [1]   (ii) find x when f( x) = 17. x =   or  x =   [3]  (b) solve.   (i) x71 41 4 -=  x  =  .  [2]   (ii) xx53 37 -= +  x  =  .  [2]  (c) expand.       ()xx34-    ..  [2]",
+            "13": "13 0607/33/o/n/20 \u00a9 ucles 2020 [turn over  (d) simplify fully.         rr 618 28    ..  [2]  (e) (i) 33 3m 61 8#=    find the value of m.  m  =  .  [1]   (ii) 888n 32=    find the value of n.  n  =  .  [1]  (f) solve the simultaneous equations.   you must show all your working. xy24 22 += xy23 15 -=  x  =  .  y  =  .  [2]",
+            "14": "14 0607/33/o/n/20 \u00a9 ucles 2020 10 12xy 015 \u2013 1\u2013 1  (a) (i) on the diagram, sketch the graph of   .() y 81 42x#=+-   for   x11 2 gg- . [2]   (ii) find the coordinates of the point where the graph crosses the y-axis.   ( ...  , ...)  [1]   (iii) write down the equation of the horizontal asymptote.    ..  [1]  (b) on the same diagram, sketch the graph of   yx 3 =+ . [2]  (c) find the coordinates of the point of intersection of the graphs of .() y 81 42x#=+-  and   yx 3 =+ .   ( ...  , ...)  [2]",
+            "15": "15 0607/33/o/n/20 \u00a9 ucles 2020 11 a c dbey x 02 4 6 8 10 12 14 16 18 20 22 \u2013 2 \u2013 2 2 4 6 8 10 12 14 16 \u2013 4 \u2013 6\u2013 4 \u2013 6 \u2013 8  describe fully the single  transformation that maps  (a) shape a onto shape b,      [3]  (b) shape a onto shape c,      [2]  (c) shape a onto shape d,      [2]  (d) shape a onto shape e.      [3]",
+            "16": "16 0607/33/o/n/20 \u00a9 ucles 2020 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 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.blank page"
+        },
+        "0607_w20_qp_41.pdf": {
+            "1": "this document has 20 pages. blank pages are indicated. dc (rw/sw) 187925/3 \u00a9 ucles 2020  [turn over *8780959871* cambridge international mathematics  0607/41 paper 4 (extended)  october/november  2020  2 hours 15 minutes you must answer on the question paper. you will need:  geometrical instruments instructions  \u25cf answer all questions.  \u25cf use a black or dark blue pen. you may use an hb pencil for any diagrams or graphs.  \u25cf write your name, centre number and candidate number in the boxes at the top of the page.  \u25cf write your answer to each question in the space provided.  \u25cf do not use an erasable pen or correction fluid.  \u25cf do not write on any bar codes.  \u25cf you should use a graphic display calculator where appropriate.  \u25cf you may use tracing paper.  \u25cf you must show all necessary working clearly and you will be given marks for correct methods, including  sketches, even if your answer is incorrect.  \u25cf give non-exact numerical answers correct to 3  significant figures, or 1  decimal place for angles in  degrees, unless a different level of accuracy is specified in the question.  \u25cf for r, use your calculator value. information  \u25cf the total mark for this paper is 120.  \u25cf the number of marks for each question or part question is shown in brackets [  ].cambridge igcse\u2122",
+            "2": "2 0607/41/o/n/20 \u00a9 ucles 2020 formula list for the equation  ax bx c02++ = xabb ac 242!=-- curved surface area, a, of cylinder of radius r, height h. r ar h2= curved surface area, a, of cone of radius r, sloping edge  l. r ar l= curved surface area, a, of sphere of radius r. r ar42= v olume, v, of pyramid, base area a, height h. va h31= v olume, v, of cylinder of radius r, height h. rvr h2= v olume, v, of cone of radius r, height h. r vr h31 2= v olume, v, of sphere of radius r. r vr34 3=      sins in sin aa bb cc==      cos ab cb ca222 2=+ -      sinbc a21area=a c bcb a",
+            "3": "3 0607/41/o/n/20 \u00a9 ucles 2020 [turn over answer all the questions. 1 ten students at a school each study chemistry and physics.  their marks in an examination in each subject are recorded. chemistry mark ( x) 27 36 48 52 53 62 75 80 86 93 physics mark ( y) 45 68 36 55 62 73 66 81 94 80  (a) what type of correlation is there between the chemistry mark and the physics mark?   .  [1]  (b) find   (i) the mean chemistry mark,   .  [1]   (ii) the mean physics mark.   .  [1]  (c) (i) find the equation of the regression line for y in terms of x.  y=  .  [2]   (ii) another student scored 40 in the chemistry examination but was absent for the physics  examination.    estimate a physics mark for this student.   .  [1]",
+            "4": "4 0607/41/o/n/20 \u00a9 ucles 2020 2 (a) write the number 25.0467   (i) correct to 1 decimal place,   .  [1]   (ii) correct to 3 significant figures,   .  [1]   (iii) correct to the nearest 10,   .  [1]   (iv) correct to the nearest 0.001,   .  [1]   (v) in standard form.   .  [1]  (b) change   (i) 20 cm into metres,   .. m [1]   (ii) 20m2 into square centimetres,   .. cm2 [1]   (iii) 18 km/h into metres per second.    m/s [2]",
+            "5": "5 0607/41/o/n/20 \u00a9 ucles 2020 [turn over 3 (a) solve the simultaneous equations.   you must show all your working. xy xy25 12 73 1+= - -= -  x=  .  y=  .  [4]  (b) solve   () () xx41 23 5 -+ =- .   you must show all your working.  x=  ...  or x= ...  [5]",
+            "6": "6 0607/41/o/n/20 \u00a9 ucles 2020 4 (a) \u2013 112345678 0 \u2013 2 \u2013 3 \u2013 4 \u2013 5 \u2013 6 \u2013 7 \u2013 8\u2013 8\u2013 7\u2013 6\u2013 5\u2013 4\u2013 3\u2013 2\u2013 1 1 2 3 4 5 6 7 8y xc ab   (i) describe fully the single  transformation that maps triangle  a onto triangle  b.  .  .  [3]   (ii) describe fully the single  transformation that maps triangle  a onto triangle  c.  .  .  [3]   (iii) on the grid, draw the stretch of triangle  a, scale factor 2, y-axis invariant.  [2]",
+            "7": "7 0607/41/o/n/20 \u00a9 ucles 2020 [turn over  (b) describe fully the single  transformation that is the inverse  of   (i) a reflection in y2=,  .  .  [1]   (ii) a translation with vector 5 2-eo  .  .  .  [2]",
+            "8": "8 0607/41/o/n/20 \u00a9 ucles 2020 5 47\u00b0 65\u00b0 ot b dcnot to scale ax  a, b, c and d lie on a circle, centre o.  ad cd=  and xbt is a tangent to the circle at b.  tcd  is a straight line.  angle \u00b0 xba 47=  and angle \u00b0 tbc 65= .  find the value of  (a) angle obx ,  angle obx=  .  [1]  (b) angle aob ,  angle aob=  .  [2]  (c) angle cao ,  angle cao=  .  [2]",
+            "9": "9 0607/41/o/n/20 \u00a9 ucles 2020 [turn over  (d) angle cda ,  angle cda=  .  [2]  (e) angle dac ,  angle dac=  .  [2]  (f) angle ctb.  angle ctb=  .  [2]",
+            "10": "10 0607/41/o/n/20 \u00a9 ucles 2020 6 find the next term and the nth term in each of these sequences.  (a) 125,   64,   27,   8,   1,   \u2026  next term   .  nth term   .  [3]  (b) 6,   12,   20,   30,   42,   \u2026  next term   .  nth term   .  [4]",
+            "11": "11 0607/41/o/n/20 \u00a9 ucles 2020 [turn over 7 0y x \u2013 1.5 \u2013 55 1.5    ()xxx1f3=-  (a) on the diagram, sketch the graph of () yx f= , for values of x between .15-  and 1.5  . [3]  (b) write down the equation of the asymptote of the graph.   .  [1]  (c) solve the equation  ()x 2 f=   for values of x between .15-  and 0.  x=  ...  or x= ...  [2]  (d) solve the inequality  ()xx 2 f2g+    for values of x between .15-  and 1.5  .   .  [3]",
+            "12": "12 0607/41/o/n/20 \u00a9 ucles 2020 8 12 cm 8 cm 20 cmnot to scale dab ce f  abcdef  is a triangular prism.  abcd  is a rectangle.  find  (a) ac,  ac=  . cm [2]  (b) ed,  ed=  . cm [2]",
+            "13": "13 0607/41/o/n/20 \u00a9 ucles 2020 [turn over  (c) angle ead ,  angle ead=  .  [2]  (d) angle fa c.  angle fac=  .  [2]",
+            "14": "14 0607/41/o/n/20 \u00a9 ucles 2020 9 16 cm12 cm5 cm not to scale 24 cm  the diagram shows a solid made from a cuboid and a solid hemisphere.  the cuboid measures 12  cm by 16  cm by 24  cm.  the hemisphere has radius 5  cm.  (a) find   (i) the volume of the solid,   .. cm3 [3]   (ii) the volume of a similar solid where the radius of the hemisphere is 3  cm.   .. cm3 [2]",
+            "15": "15 0607/41/o/n/20 \u00a9 ucles 2020 [turn over  (b) find   (i) the total surface area of the original solid,   .. cm2 [3]   (ii) the total surface area of a similar solid where the radius of the hemisphere is 6  cm.   .. cm2 [2]",
+            "16": "16 0607/41/o/n/20 \u00a9 ucles 2020 10 not to scale46\u00b0b a cd 8.1 cm 9.6 cm15\u00b078\u00b0  abc  and adc  are triangles.  ad= 8.1 cm and cd= 9.6 cm.  angle \u00b0 abc 46= , angle \u00b0 adc 78=  and angle \u00b0 bad 15= .  (a) find ac.  ac=  . cm [3]  (b) show that angle \u00b0 dac 57= , correct to the nearest degree.  [3]",
+            "17": "17 0607/41/o/n/20 \u00a9 ucles 2020 [turn over  (c) find bc.  bc=  . cm [3]  (d) find the area of quadrilateral abcd .   .. cm2 [4]",
+            "18": "18 0607/41/o/n/20 \u00a9 ucles 2020 11 a bag contains 4 red balls, 5 black balls and 3 white balls only.  (a) in an experiment, one ball is chosen at random.   (i) find the probability that the ball chosen is not black.   .  [1]   (ii) this experiment is carried out 1440 times.    find the expected number of times the ball chosen is not black.   .  [1]  (b) in a different experiment, one ball is chosen at random, the colour is noted, and the ball is replaced  in the bag.   another ball is then chosen at random and the colour is noted.   find the probability that the balls chosen are   (i) both white,   .  [2]   (ii) both the same colour,   .  [3]",
+            "19": "19 0607/41/o/n/20 \u00a9 ucles 2020 [turn over   (iii) different colours.   .  [1]  (c) in another experiment, three balls are chosen at random without replacement.   (i) find the probability that the first ball is not black, the second ball is black and the third ball is  white.   .  [3]   (ii) find the probability that exactly two of the balls are red.   .  [4] question 12 is printed on the next page.",
+            "20": "20 0607/41/o/n/20 \u00a9 ucles 2020 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 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.12 solve the equations.  (a) x622 -=-  x=  .  [3]  (b) () () xx 32 45 12 8 ++ =- +  x=  .  [3]  (c) logl og logl og x 32 32 62 += +  x=  .  [3]  (d) 21 0x=  x=  .  [3]"
+        },
+        "0607_w20_qp_42.pdf": {
+            "1": "this document has 20 pages. blank pages are indicated. dc (rw/sw) 187924/1 \u00a9 ucles 2020  [turn over *3591527429* cambridge international mathematics  0607/42 paper 4 (extended)  october/november  2020  2 hours 15 minutes you must answer on the question paper. you will need:  geometrical instruments instructions  \u25cf answer all questions.  \u25cf use a black or dark blue pen. you may use an hb pencil for any diagrams or graphs.  \u25cf write your name, centre number and candidate number in the boxes at the top of the page.  \u25cf write your answer to each question in the space provided.  \u25cf do not use an erasable pen or correction fluid.  \u25cf do not write on any bar codes.  \u25cf you should use a graphic display calculator where appropriate.  \u25cf you may use tracing paper.  \u25cf you must show all necessary working clearly and you will be given marks for correct methods, including  sketches, even if your answer is incorrect.  \u25cf give non-exact numerical answers correct to 3  significant figures, or 1  decimal place for angles in  degrees, unless a different level of accuracy is specified in the question.  \u25cf for r, use your calculator value. information  \u25cf the total mark for this paper is 120.  \u25cf the number of marks for each question or part question is shown in brackets [  ].cambridge igcse\u2122",
+            "2": "2 0607/42/o/n/20 \u00a9 ucles 2020 formula list for the equation  ax bx c02++ = xabb ac 242!=-- curved surface area, a, of cylinder of radius r, height h. r ar h2= curved surface area, a, of cone of radius r, sloping edge l. r ar l= curved surface area, a, of sphere of radius r. r ar42= v olume, v, of pyramid, base area a, height h. va h31= v olume, v, of cylinder of radius r, height h. rvr h2= v olume, v, of cone of radius r, height h. r vr h31 2= v olume, v, of sphere of radius r. r vr34 3=      sins in sin aa bb cc==      cos ab cb ca222 2=+ -      sinbc a21area=a c bcb a",
+            "3": "3 0607/42/o/n/20 \u00a9 ucles 2020 [turn over answer all the questions. 1 asif buys a one-year old car.  he pays $19  975 which is 15% less than its price when it was new.  (a) calculate the price when it was new.  $  .  [2]  (b) option 1  pay 10% of the $19  975 and then pay $345 per month for 5 years.   option 2  borrow $19  975 and pay this back at the end of 5 years at a rate of 2.5% per year  compound interest.   asif can pay for the car using option 1 or option 2.   (i) using option 1, find how much asif would pay in total for the car.  $  .  [3]   (ii) by how much is option 2 cheaper than option 1?  $  .  [4]",
+            "4": "4 0607/42/o/n/20 \u00a9 ucles 2020 2 \u2013 112345 0 \u2013 2 \u2013 3 \u2013 4 \u2013 5\u2013 5\u2013 4\u2013 3\u2013 2\u2013 1 1 2 3 4 5 6 7y xe a b  (a) describe fully the single  transformation that maps triangle  a onto triangle  b.  .  .  [2]  (b) reflect triangle  a in the line yx=- . label the image  c. [2]  (c) rotate triangle  a through 90\u00b0 clockwise about centre (1, 1-). label the image  d. [2]  (d) describe fully the single  transformation that maps triangle  c onto triangle  d.  .  .  [2]  (e) describe fully the single  transformation that maps triangle  a onto triangle  e.  .  .  [3]",
+            "5": "5 0607/42/o/n/20 \u00a9 ucles 2020 [turn over 3 the table shows the engine capacity, x litres, and the fuel consumption, y kilometres per litre, for each  of nine cars. engine capacity (x litres)1 1.3 1.5 1.8 2 2.5 3 3.5 4 fuel consumption (y km/l)16.6 15.6 13.8 14.4 13.2 11.0 11.5 9.2 7.4  (a) complete the scatter diagram. the first five points have been plotted for you.  6 1 1.5 2 2.5 engine capacity (litres)fuel consumption (km  / l) 3 3.5 4789101112131415161718y x  [2]  (b) what type of correlation is shown in your scatter diagram?   .  [1]  (c) find the equation of the regression line for y in terms of x.  y=  .  [2]  (d) use your answer to part (c) to estimate the fuel consumption for a car with engine capacity  2.8 litres.   .. km/l [1]",
+            "6": "6 0607/42/o/n/20 \u00a9 ucles 2020 4 0y x \u2013 3 \u2013 1015 3   ()fxx x533=- +  for x33gg-  (a) on the diagram, sketch the graph of ()f yx= . [2]  (b) find the coordinates of the local minimum point.  (  ..  ,  ..  ) [2]  (c) describe fully the symmetry of the diagram.  .  .  [3]  (d) ()gxx 21=-   (i) solve () () fgxx=  for x33gg- .  .. , .. , ..  [3]   (ii) use your answers to part(i)  to solve () () fgxx2 .   ...  [2]",
+            "7": "7 0607/42/o/n/20 \u00a9 ucles 2020 [turn over 5 naomi flies non-stop from london, england, to perth, australia.  the flight takes 16 hours 45 minutes.  the distance is 14  498 km.  (a) find the average speed of the plane in km/h.   . km/h  [2]  (b) the plane leaves london at 13 15.   the time in perth is 8 hours ahead of the time in london.   find the time in perth when the plane lands.   .  [3]  (c) the cost, in pounds (\u00a3), of the flight is \u00a3827.75  .   the exchange rate is 1 australian dollar = \u00a30.55  .   calculate the cost of the flight in australian dollars.  . australian dollars  [2]",
+            "8": "8 0607/42/o/n/20 \u00a9 ucles 2020 6 75\u00b0 ab cnot to scale d44 m 74 m62 mnorth 95 m  the diagram shows a field abcd  with a straight path from a to c.  the bearing of b from a is 075\u00b0 and angle \u00b0 adc 90= .  (a) show that angle .\u00b0 bac 316= , correct to 1 decimal place.  [3]",
+            "9": "9 0607/42/o/n/20 \u00a9 ucles 2020 [turn over  (b) find the bearing of d from a.   .  [3]  (c) find the shortest distance from b to ac.   .. m [2]  (d) find the total area of the field abcd .    m2 [3]",
+            "10": "10 0607/42/o/n/20 \u00a9 ucles 2020 7 a obnot to scaley x  a is the point (3, 2) and b is the point (9, 5).  (a) find the length ab.  ab=  .  [3]  (b) find the equation of the line ab.   give your answer in the form   ym xc=+ .  y=  .  [3]  (c) c is the point (8, 2).   find the equation of the line perpendicular to ab which passes through c.   give your answer in the form   ym xc=+ .  y=  .  [3]",
+            "11": "11 0607/42/o/n/20 \u00a9 ucles 2020 [turn over  (d) find the coordinates of the point where the line in part (c)  intersects ab.  (  ..  ,  ..  ) [2]  (e) d is the reflection of c in the line ab.   (i) find the coordinates of d.  (  ..  ,  ..  ) [2]   (ii) what is the special name of quadrilateral acbd ?   .  [1]  (f) find the area of the quadrilateral acbd .   .  [3]",
+            "12": "12 0607/42/o/n/20 \u00a9 ucles 2020 8 bag a bag b  bag a contains 5 black balls and 2 white balls.  bag b contains 4 black balls and 5 white balls.  (a) gustav picks one ball at random from bag a and replaces it.   write down the probability that the ball gustav picks is black.   .  [1]  (b) sharia picks one ball at random from bag a, notes its colour, and places it in bag b.   she then picks a ball at random from bag b.   find the probability that   (i) both balls are white,   .  [2]   (ii) one ball is black and the other ball is white.   .  [3]",
+            "13": "13 0607/42/o/n/20 \u00a9 ucles 2020 [turn over  (c) the balls are returned to their original bags.   jean picks a ball at random from bag a.   he then replaces the ball.   he continues to do this until he gets a white ball.   find the probability that the first time he gets a white ball is on the 5th pick.   .  [2]  (d) the balls are returned to their original bags.   leanne picks a ball at random from bag b.   she continues to do this without replacement until she gets a white ball.   the probability that she picks the first white ball on her nth attempt is 1265.   find the value of n.   .  [3]",
+            "14": "14 0607/42/o/n/20 \u00a9 ucles 2020 9 the cumulative frequency curve shows the marks of 120 students in an examination. 0 0 20 40 60 markscumulative frequency 80 100 10 30 50 70 90102030405060708090100110120  (a) use the graph to estimate   (i) the median,   .  [1]   (ii) the interquartile range.   .  [2]  (b) the top 15% of the students gained a grade a in the examination.   estimate the minimum mark for a grade a.   .  [3]",
+            "15": "15 0607/42/o/n/20 \u00a9 ucles 2020 [turn over 10 y is inversely proportional to the square root of x.  when x25= , y4=.  (a) find y in terms of x.  y=  .  [2]  (b) find y when . x 025=  .  y=  .  [1]  (c) find x when y5=.  x=  .  [2]  (d) z is proportional to y2+.   when x4=, z84= .   find z in terms of x.  z=  .  [3]",
+            "16": "16 0607/42/o/n/20 \u00a9 ucles 2020 11  ()fxx 53=-  ()gxx 27=+  (a) solve () () xxfg= .   .  [2]  (b) find and simplify (( )) gfx.   .  [2]  (c) (i) find   () () fgxx22+    simplifying your answer.   .  [2]   (ii) find   (( )( )) fgxx2+  giving your answer in the form ax bx c2++ .   .  [3]",
+            "17": "17 0607/42/o/n/20 \u00a9 ucles 2020 [turn over  (d) find ()fx1-.  ()fx1=-  .  [2]  (e) write as a single fraction in its simplest form. () () fgxx23-   .  [3]",
+            "18": "18 0607/42/o/n/20 \u00a9 ucles 2020 12 (a) the vector   a3 2=eo and the vector   b2 1=-eo .   on the grid, draw and label these vectors.   (i) 2a [1]   (ii) b- [1]   (iii) 2ab-  [2]",
+            "19": "19 0607/42/o/n/20 \u00a9 ucles 2020  (b) pq2 31 410 7+-=-ee e oo o   by solving a pair of simultaneous equations, find the value of p and the value of q.   show all your working.  p=  .  q=  .  [4]",
+            "20": "20 0607/42/o/n/20 \u00a9 ucles 2020 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 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.blank page"
+        },
+        "0607_w20_qp_43.pdf": {
+            "1": "cambridge igcse\u2122cambridge international mathematics  0607/43 paper 4 (extended)  october/november  2020  2 hours 15 minutes you must answer on the question paper. you will need:  geometrical instruments instructions  \u25cf answer all questions.  \u25cf use a black or dark blue pen. you may use an hb pencil for any diagrams or graphs.  \u25cf write your name, centre number and candidate number in the boxes at the top of the page.  \u25cf write your answer to each question in the space provided.  \u25cf do not use an erasable pen or correction fluid.  \u25cf do not write on any bar codes.  \u25cf you should use a graphic display calculator where appropriate.  \u25cf you may use tracing paper.  \u25cf you must show all necessary working clearly and you will be given marks for correct methods, including  sketches, even if your answer is incorrect.  \u25cf give non-exact numerical answers correct to 3 significant figures, or 1 decimal place for angles in  degrees, unless a different level of accuracy is specified in the question.  \u25cf for r, use your calculator value. information  \u25cf the total mark for this paper is 120.  \u25cf the number of marks for each question or part question is shown in brackets [  ]. *6223443111* this document has 20 pages. blank pages are indicated. dc (lk/cb) 187911/3 \u00a9 ucles 2020  [turn over",
+            "2": "2 0607/43/o/n/20 \u00a9 ucles 2020 formula list for the equation  ax bx c02++ = xabb ac 242!=-- curved surface area, a, of cylinder of radius r, height h. r ar h2= curved surface area, a, of cone of radius r, sloping edge l. r ar l= curved surface area, a, of sphere of radius r. r ar42= v olume, v, of pyramid, base area a, height h. va h31= v olume, v, of cylinder of radius r, height h. rvr h2= v olume, v, of cone of radius r, height h. r vr h31 2= v olume, v, of sphere of radius r. r vr34 3=      sins in sin aa bb cc==      cos ab cb ca222 2=+ -      sinbc a21area=a c bcb a",
+            "3": "3 0607/43/o/n/20 \u00a9 ucles 2020 [turn over answer all the questions. 1 adam and brenda share $560 in the ratio   adam : brenda = 4 : 3.  (a) show that adam receives $320.  [1]  (b) adam spends 15% of his $320 on some software.   calculate how much adam spends on this software.  $    [2]  (c) in a sale, brenda buys a computer for $179.40 .   this is 8% less than the original price.   calculate the original price of the computer.  $    [2]  (d) adam spends a further $29.60 on a train ticket.   adam and brenda then work out how much money each of them has left.   show that adam has 4 times as much left as brenda.  [3]",
+            "4": "4 0607/43/o/n/20 \u00a9 ucles 2020 2 (a) find the size of one interior angle of a regular polygon with 45 sides.   .  [3]  (b)  a tb c dnot to scale75\u00b035\u00b0   in the diagram, a, b, c and d lie on the circle.   ta is a tangent to the circle at a.   angle tad = 75\u02da and angle dac  = 35\u02da.   find   (i) angle acd ,  angle acd  =    [1]   (ii) angle abc .    angle abc  =    [2]",
+            "5": "5 0607/43/o/n/20 \u00a9 ucles 2020 [turn over  (c)  a bc e dnot to scale   in the diagram, de is parallel to bc.   (i) complete the statement.    triangle ade  is .. to triangle abc . [1]   (ii) ae = 6 cm, ec = 3 cm and db = 2 cm.    calculate the length of ad.  ad =  ...  cm [3]   (iii) the area of triangle ade  is 9 cm2.    calculate the area of triangle abc .   .  cm2 [2]",
+            "6": "6 0607/43/o/n/20 \u00a9 ucles 2020 3 (a) eva records her science homework marks during the school year.   the table shows the results. homework mark 5 6 7 8 9 10 frequency 2 7 11 13 5 2   find   (i) the range,   .  [1]   (ii) the mode,   .  [1]   (iii) the median,   .  [1]   (iv) the lower quartile,   .  [1]   (v) the mean.   .  [2]  (b) frank compares the science marks, x, with the mathematics marks, y, of ten students.   the table shows the results. science mark ( x) 14 18 15 20 17 17 18 15 18 15 mathematics mark ( y)13 19 16 19 17 14 17 15 15 12   (i) complete the scatter diagram.    the first six points have been plotted for you. y x101011121314151617181920 1112131415 science markmathematics mark 1617181920  [2]",
+            "7": "7 0607/43/o/n/20 \u00a9 ucles 2020 [turn over   (ii) what type of correlation is shown on the scatter diagram?   .  [1]   (iii) find the equation of the line of regression, giving y in terms of x.  y =    [2]   (iv) another student\u2019s science mark is 16.    use your answer to part (b)(iii)  to find an expected mathematics mark for this student.   .  [1]  (c) georgio records the time, t minutes, he takes to complete each of 40 pieces of mathematics  homework.   the table shows his results. time ( t minutes) t 01 01g t 10 151g t 0 15 21g t 20 041g frequency 9 20 6 5   calculate an estimate of the mean.   ..  min [2]",
+            "8": "8 0607/43/o/n/20 \u00a9 ucles 2020 4  the venn diagram shows the number of students who like sweets ( s) and the number of students who  like nuts ( n). us n 7 27 13 3  (a) (i)  find the number of students who like nuts.   .  [1]   (ii) find the number of students who like sweets or nuts but not both.   .  [1]  (b) (i) find n( u).   .  [1]   (ii) find n ()sn,.   .  [1]   (iii) find n ()sn,l .   .  [1]  (c) one of these students is chosen at random.   find the probability that this student likes nuts but not sweets.   .  [1]  (d) two of these students are chosen at random.   find the probability that they both like sweets and nuts.   .  [2]",
+            "9": "9 0607/43/o/n/20 \u00a9 ucles 2020 [turn over  (e) two students who like sweets are chosen at random.   find the probability that they both also like nuts.   .  [3]",
+            "10": "10 0607/43/o/n/20 \u00a9 ucles 2020 5 (a) carla invests $600 at a rate of 1.8% per year compound interest.   calculate the value of carla\u2019s investment at the end of 7 years.  $    [3]  (b) dominic wants to invest his money so that it will double its value in 17 years.   find the lowest possible rate of compound interest per year that will give dominic this result.   give your answer correct to 1 decimal place.     %  [4]",
+            "11": "11 0607/43/o/n/20 \u00a9 ucles 2020 [turn over  (c) each year, the population of a village is decreasing at a rate of 4% of its value at the beginning of  that year.   the population is now 2120.   find the number of complete years since the population was last greater than 2700.   .  [4]",
+            "12": "12 0607/43/o/n/20 \u00a9 ucles 2020 6  not to scale11 cm 3 cm  the diagram shows a solid made from a cylinder and two hemispheres.  the cylinder has radius 3  cm and length 11  cm.  each hemisphere has radius 3  cm.  (a) find the volume of the solid.   give your answer in terms of r.   ...  cm3 [3]  (b) the solid is melted down and all the metal is used to make a cylinder of length 15  cm.   (i) use your answer to part (a)  to find the radius of this cylinder.     cm [2]",
+            "13": "13 0607/43/o/n/20 \u00a9 ucles 2020 [turn over   (ii) a rectangular tank contains water.    the base of the tank measures 20  cm by 10  cm.    the cylinder is placed in the tank so that it is completely covered by water.    no water overflows the tank.    calculate the increase in the depth of the water in the tank.   ...  cm  [2]",
+            "14": "14 0607/43/o/n/20 \u00a9 ucles 2020 7 (a) (i) factorise   ab22-.   .  [1]   (ii)  not to scalea a bb  the diagram shows two squares.  the difference between the areas of the squares is .cm 7412.  the difference between the lengths of the sides of the squares is 1.3  cm.  find the area of the larger square.   .  cm2 [5]",
+            "15": "15 0607/43/o/n/20 \u00a9 ucles 2020 [turn over  (b) (i) factorise   xx52 42-- .   .  [2]   (ii)  not to scale (x + 1) cm(2x + 1) cm(x + 13)  cm(x + 4) cmba   the area of rectangle a is cm152 greater than the area of rectangle b.   find the area of rectangle a.   .  cm2 [8]",
+            "16": "16 0607/43/o/n/20 \u00a9 ucles 2020 8 (a) 04 \u2013 2 2y x   (i) on the diagram, sketch the graph of   . y 15x=-   for   x22gg- . [2]   (ii) solve the inequality ..05 15 1xgg-.   .  [3]   (iii) solve the equation   . x 15x 2=-   for   x22gg- .   .  [3]   (iv) on your diagram shade the regions where   . x 15x 21-   for   x22gg- . [1]  (b)  oy x   the diagram shows a sketch of the graph of   yxaxb2=+-+.   the asymptotes of the graph are x2= and y 2=- .   the graph passes through the point (0, 2).   find the value of a and the value of b.  a =    b = .  [3]",
+            "17": "17 0607/43/o/n/20 \u00a9 ucles 2020 [turn over  (c)  om x = a x = by = ky x   f(x) is a function such that \u2022 the asymptotes of the graph are xa=, xb= and yk= \u2022 when xa1, the gradient of the graph is positive \u2022 when xb2, the gradient of the graph is negative \u2022 m is the only local maximum point \u2022 the graph does not cross any asymptote.    on the diagram sketch the graph of ()f yx= . [3]",
+            "18": "18 0607/43/o/n/20 \u00a9 ucles 2020 9  pq1 32 1=-=-ee oo   a is the point (3, 4).  (a) find   pq-.    fp  [1]  (b) a is translated onto h by the vector p.   find the coordinates of h.    ( . , . )  [1]  (c) j is translated onto a by the vector q.   find the coordinates of j.    ( . , . )  [1]  (d) find the coordinates of the mid-point of hj.    ( . , . )  [1]  (e) find the length of hj.  hj =    [3]  (f) a line l, parallel to the vector q, has gradient 21-.   find the equation of the line perpendicular to the line l that passes through the point a.   .  [3]",
+            "19": "19 0607/43/o/n/20 \u00a9 ucles 2020 [turn over 10 (a) y xtv 0 \u2013 11 \u2013 22 \u2013 33 \u2013 44 \u2013 55 \u2013 66 \u2013 1 \u2013 2 \u2013 3 \u2013 4 \u2013 5 \u2013 61 2 3 4 5 6   (i) describe fully the single  transformation that maps shape t onto shape v.  .  .  [3]   (ii) reflect shape t in the line y 2=- . [2]   (iii) stretch shape t by a factor of 2 with the x-axis invariant.  [2]  (b)   () () f log xx=   () () g log xx3=   describe fully the single  transformation that maps the graph of ()f yx=  onto the graph of   ()g yx= .  .  .  [3] question 11 is printed on the next page.",
+            "20": "20 0607/43/o/n/20 \u00a9 ucles 2020 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 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.11  ()fxx3=    ()gx 3x=  (a) find () () gf22- .   .  [2]  (b) find x when ()gx91=.   .  [1]  (c) write   ()fxx1-  in terms of x.   give your answer as a single fraction.   .  [2]  (d) find   () fx1-.  () fx1=-    [1]"
+        },
+        "0607_w20_qp_51.pdf": {
+            "1": "cambridge igcse\u2122dc (kn/sg) 189358/2 \u00a9 ucles 2020  [turn overthis document has 8 pages. blank pages are indicated. *7460435561* cambridge international mathematics  0607/51 paper 5 investigation (core)  october/november  2020  1 hour 10 minutes you must answer on the question paper. no additional materials are needed. instructions  \u25cf answer all questions.  \u25cf use a black or dark blue pen. you may use an hb pencil for any diagrams or graphs.  \u25cf write your name, centre number and candidate number in the boxes at the top of the page.  \u25cf write your answer to each question in the space provided.  \u25cf do not use an erasable pen or correction fluid.  \u25cf do not write on any bar codes.  \u25cf you should use a graphic display calculator where appropriate.  \u25cf you may use tracing paper.  \u25cf you must show all necessary working clearly, including sketches, to gain full marks for correct methods.  \u25cf in this paper you will be awarded marks for providing full reasons, examples and steps in your working  to communicate your mathematics clearly and precisely. information  \u25cf the total mark for this paper is 36.  \u25cf the number of marks for each question or part question is shown in brackets [  ].",
+            "2": "2 0607/51/o/n/20 \u00a9 ucles 2020 answer all the questions. investigation  piling squares this investigation looks at different ways of piling squares. all the squares are the same size. 1 squares are piled in a pattern, like this: 1 square on the bottom row total = 1 square 2 squares on the bottom row total = 3 squares 3 squares on the bottom row total = 6 squares  (a) on the dotty paper, complete the next two diagrams in this sequence.    [2]",
+            "3": "3 0607/51/o/n/20 \u00a9 ucles 2020 [turn over  (b) (i) complete the table. number of squares  on the bottom row ( s)1 2 3 4 5 6 total number of squares ( t)1 3 6  [3]   (ii) when the number of squares on the bottom row is 3 the total number of squares is 6.    use this information to explain how to calculate the total number of squares when there are   4 squares on the bottom row.  .  [1]  (c) (i) write down the number of extra  squares needed to change a pattern with 9 squares on the  bottom row to one with 10 squares on the bottom row.   .  [1]   (ii) calculate the total  number of squares when there are 10 squares on the bottom row.    .  [2]",
+            "4": "4 0607/51/o/n/20 \u00a9 ucles 2020  (d) (i) a formula for finding the total number of squares, t, in terms of the number of squares on the  bottom row, s, is  tk ss21 2=+ ,          where k is a constant.    use the results in part (b)(i)  to find the value of k.   .  [2]   (ii) a pattern has 12 squares on the bottom row.    show that your formula in part (i)  gives the correct total number of squares.  [3]",
+            "5": "5 0607/51/o/n/20 \u00a9 ucles 2020 [turn over 2 black squares and white squares are now piled on top of each other like this: 1 square on the bottom row height = 2 squares total = 2 squares 2 squares on the bottom row height = 3 squares total = 6 squares 3 squares on the bottom row height = 4 squares total = 12 squares  (a) on the dotty paper, complete the next diagram in the sequence.  [1]  (b) (i) complete the table. number of squares   on the bottom row ( s)1 2 3 4 5 6 height ( h) 2 3 4  [1]   (ii) write down a formula for the height, h, in terms of the number of squares on the bottom  row, s.   .  [1]",
+            "6": "6 0607/51/o/n/20 \u00a9 ucles 2020  (c) (i) complete the table. number of squares  on the bottom row ( s)1 2 3 4 5 6 total number  of squares ( t)2 6 12  [3]   (ii) find a formula for the total number of squares, t, in terms of the number of squares on the  bottom row, s.   .  [4]   (iii) find the total number of squares in a pattern with 15 squares on the bottom row.   .  [2]  (d) write down a formula to calculate the number of black squares, n, in a pattern with s squares on  the bottom row.   .  [1]",
+            "7": "7 0607/51/o/n/20 \u00a9 ucles 2020  (e) calculate the number of white squares, the number of black squares and the total number of  squares in a pattern with 50 squares on the bottom row.  number of white squares =      number of black squares =    total number of squares   =    [3]  (f) (i) a pattern of black squares and white squares has 561 black squares.    find the number of squares in the bottom row.   .  [3]   (ii) is it possible to have a pattern of black squares and white squares with a total of 480 squares?    give a reason for your answer. ... because  ...  .  [3]",
+            "8": "8 0607/51/o/n/20 \u00a9 ucles 2020 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 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.blank page"
+        },
+        "0607_w20_qp_52.pdf": {
+            "1": "cambridge igcse\u2122dc (kn/sg) 189357/1 \u00a9 ucles 2020  [turn overthis document has 8 pages. blank pages are indicated. *3375474850* cambridge international mathematics  0607/52 paper 5 investigation (core)  october/november  2020  1 hour 10 minutes you must answer on the question paper. no additional materials are needed. instructions  \u25cf answer all questions.  \u25cf use a black or dark blue pen. you may use an hb pencil for any diagrams or graphs.  \u25cf write your name, centre number and candidate number in the boxes at the top of the page.  \u25cf write your answer to each question in the space provided.  \u25cf do not use an erasable pen or correction fluid.  \u25cf do not write on any bar codes.  \u25cf you should use a graphic display calculator where appropriate.  \u25cf you may use tracing paper.  \u25cf you must show all necessary working clearly, including sketches, to gain full marks for correct methods.  \u25cf in this paper you will be awarded marks for providing full reasons, examples and steps in your working  to communicate your mathematics clearly and precisely. information  \u25cf the total mark for this paper is 36.  \u25cf the number of marks for each question or part question is shown in brackets [  ].",
+            "2": "2 0607/52/o/n/20 \u00a9 ucles 2020 answer all the questions. investigation  area of right-angled triangles this investigation looks at finding the area of a right-angled triangle using its perimeter. in this investigation all lengths are in centimetres.  wnot to scale bh w is the hypotenuse of the triangle,     b  is the base of the triangle,     h  is the height of the triangle.  perimeter, p, of this triangle.  bhwp=+ +  area, a, of this triangle.  ab h21= 1 (a)    this right-angled triangle is drawn on a 1  cm2 grid.   (i) measure and write down the length of the hypotenuse.   ... [1]   (ii) show that the perimeter is 12.  [1]   (iii) find the area of the triangle.   .  [1]",
+            "3": "3 0607/52/o/n/20 \u00a9 ucles 2020 [turn over  (b)  10 86not to scale   (i) find the perimeter of this triangle.   .  [2]   (ii) find the area of this triangle.   .  [2]  ",
+            "4": "4 0607/52/o/n/20 \u00a9 ucles 2020  (c)  wnot to scale bh   complete the table for right-angled triangles with sides b, h and w. b h w perimeter, p area, a 12 5 13 30 30 84 13 85 24 25 56 84 60 11 132  [5]",
+            "5": "5 0607/52/o/n/20 \u00a9 ucles 2020 [turn over 2 (a) not to scale26 2410   this triangle has perimeter  p = 60.   show that the calculation   260 26026 #- bl    gives the correct area for this triangle.     [3]  (b) not to scale50 48   this triangle has perimeter  p = 112.      show that the calculation   2112 211250 # - bl    gives the correct area for this triangle.     [3]",
+            "6": "6 0607/52/o/n/20 \u00a9 ucles 2020 3 (a)  complete the table.  b h w p a calculation 24 10 26 60 120260 26026 #- bl =120 12 9 15 36 542236 3615 #- bl =  54 48 50 11222112 11250 # - bl = 15 8 17 60      =  60 21 29 70 210 = 12 37 210 =  [8]  (b)  write an expression for the area of a right-angled triangle in terms of p and w.   .  [1]",
+            "7": "7 0607/52/o/n/20 \u00a9 ucles 2020 [turn over  (c)   wnot to scale bh pythagoras\u2019 theorem     wb h22 2=+ not to scale 5633   use your expression from part (b)  to find the area of this triangle.    .  [4]    question 4 is printed on the next page.",
+            "8": "8 0607/52/o/n/20 \u00a9 ucles 2020 4 (a) w bhnot to scale   this is a rhombus.   use question 3(b)  to write down an expression for the area of this rhombus in terms of p and w.   .  [1]  (b) use your expression from part (a)  to find the area of this rhombus when w = 41 and b = 40.    .  [4] 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 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."
+        },
+        "0607_w20_qp_53.pdf": {
+            "1": "cambridge igcse\u2122dc (mb) 207018 \u00a9 ucles 2020  [turn overthis document has 8 pages. blank pages are indicated. *1893755370* cambridge international mathematics  0607/53 paper 5 investigation (core)  october/november  2020  1 hour 10 minutes you must answer on the question paper. no additional materials are needed. instructions  \u25cf answer all questions.  \u25cf use a black or dark blue pen. you may use an hb pencil for any diagrams or graphs.  \u25cf write your name, centre number and candidate number in the boxes at the top of the page.  \u25cf write your answer to each question in the space provided.  \u25cf do not use an erasable pen or correction fluid.  \u25cf do not write on any bar codes.  \u25cf you should use a graphic display calculator where appropriate.  \u25cf you may use tracing paper.  \u25cf you must show all necessary working clearly, including sketches, to gain full marks for correct methods.  \u25cf in this paper you will be awarded marks for providing full reasons, examples and steps in your working  to communicate your mathematics clearly and precisely. information  \u25cf the total mark for this paper is 36.  \u25cf the number of marks for each question or part question is shown in brackets [  ].",
+            "2": "2 0607/53/o/n/20 \u00a9 ucles 2020 answer all the questions. investigation  area of right-angled triangles this investigation looks at finding the area of a right-angled triangle using its perimeter. in this investigation all lengths are in centimetres.  wnot to scale bh w is the hypotenuse of the triangle,     b  is the base of the triangle,     h  is the height of the triangle.  perimeter, p, of this triangle.  bhwp=+ +  area, a, of this triangle.  ab h21= 1 (a)    this right-angled triangle is drawn on a 1  cm2 grid.   (i) measure and write down the length of the hypotenuse.   ... [1]   (ii) show that the perimeter is 12.  [1]   (iii) find the area of the triangle.   .  [1]",
+            "3": "3 0607/53/o/n/20 \u00a9 ucles 2020 [turn over  (b)  10 86not to scale   (i) find the perimeter of this triangle.   .  [2]   (ii) find the area of this triangle.   .  [2]  ",
+            "4": "4 0607/53/o/n/20 \u00a9 ucles 2020  (c)  wnot to scale bh   complete the table for right-angled triangles with sides b, h and w. b h w perimeter, p area, a 12 5 13 30 30 84 13 85 24 25 56 84 60 11 132  [5]",
+            "5": "5 0607/53/o/n/20 \u00a9 ucles 2020 [turn over 2 (a) not to scale26 2410   this triangle has perimeter  p = 60.   show that the calculation   260 26026 #- bl    gives the correct area for this triangle.     [3]  (b) not to scale50 48   this triangle has perimeter  p = 112.      show that the calculation   2112 211250 # - bl    gives the correct area for this triangle.     [3]",
+            "6": "6 0607/53/o/n/20 \u00a9 ucles 2020 3 (a)  complete the table.  b h w p a calculation 24 10 26 60 120260 26026 #- bl =120 12 9 15 36 542236 3615 #- bl =  54 48 50 11222112 11250 # - bl = 15 8 17 60      =  60 21 29 70 210 = 12 37 210 =  [8]  (b)  write an expression for the area of a right-angled triangle in terms of p and w.   .  [1]",
+            "7": "7 0607/53/o/n/20 \u00a9 ucles 2020 [turn over  (c)   wnot to scale bh pythagoras\u2019 theorem     wb h22 2=+ not to scale 5633   use your expression from part (b)  to find the area of this triangle.    .  [4]    question 4 is printed on the next page.",
+            "8": "8 0607/53/o/n/20 \u00a9 ucles 2020 4 (a) w bhnot to scale   this is a rhombus.   use question 3(b)  to write down an expression for the area of this rhombus in terms of p and w.   .  [1]  (b) use your expression from part (a)  to find the area of this rhombus when w = 41 and b = 40.    .  [4] 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 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."
+        },
+        "0607_w20_qp_61.pdf": {
+            "1": "cambridge igcse\u2122cambridge international mathematics  0607/61 paper 6 investigation and modelling (extended)  october/november  2020  1 hour 40 minutes you must answer on the question paper. no additional materials are needed. instructions  \u25cf answer both part a (questions 1 and 2) and part b (questions 3 to 6).  \u25cf use a black or dark blue pen. you may use an hb pencil for any diagrams or graphs.  \u25cf write your name, centre number and candidate number in the boxes at the top of the page.  \u25cf write your answer to each question in the space provided.  \u25cf do not use an erasable pen or correction fluid.  \u25cf do not write on any bar codes.  \u25cf you should use a graphic display calculator where appropriate.  \u25cf you may use tracing paper.  \u25cf you must show all necessary working clearly, including sketches, to gain full marks for correct methods.  \u25cf in this paper you will be awarded marks for providing full reasons, examples and steps in your working  to communicate your mathematics clearly and precisely. information  \u25cf the total mark for this paper is 60.  \u25cf the number of marks for each question or part question is shown in brackets [  ]. dc (lk/cb) 189361/3 \u00a9 ucles 2020  [turn overthis document has 12 pages. blank pages are indicated. *9969408613*",
+            "2": "2 0607/61/o/n/20 \u00a9 ucles 2020 answer both  parts a and b. a investigation   (questions 1 and 2)   piling squares   (30 marks) you are advised to spend no more than 50 minutes on this part. this investigation looks at different ways of piling squares. all the squares are the same size. 1 squares are piled in a pattern, like this:      1 square on the bottom row  2 squares on the bottom row  3 squares on the bottom row  total = 1 square  total = 3 squares  total = 6 squares   (a) on the dotty paper, complete the next diagram in the sequence.  [1]",
+            "3": "3 0607/61/o/n/20 \u00a9 ucles 2020 [turn over  (b) (i) complete the table. number of squares  on the bottom row ( s)1 2 3 4 5 6 7 total number of squares ( t)1 3 6  [2]   (ii) a formula for finding the total number of squares is   xs ys t2=+ .    find the value of x and the value of y.  x =    y =    [3]   (iii) show that the formula in part (ii)  gives the correct total for a pattern of squares with 8 squares  on the bottom row.  [3]",
+            "4": "4 0607/61/o/n/20 \u00a9 ucles 2020 2 black squares and white squares are now piled on top of each other.  every row starts with a white square, followed by a black square, followed by a white square and so on.      1 square on the bottom row  2 squares on the bottom row  3 squares on the bottom row  1 white square  2 white squares  4 white squares  0 black squares  1 black square  2 black squares  total = 1 square  total = 3 squares  total = 6 squares  (a) on the dotty paper, complete the next diagram in the sequence.  [1]  (b) complete the table. number of squares on the bottom row ( s)1 2 3 4 5 6 7 number of black  squares ( b)0 1 2 9 number of white  squares ( w)1 2 4 12 total number  of squares ( t )1 3 6 21  [3]",
+            "5": "5 0607/61/o/n/20 \u00a9 ucles 2020 [turn over  (c) (i) complete the two tables for black squares.     some of the information is in the table in part (b) . odd number of squares  on the bottom row ( s)1 3 5 7 9 number of black  squares ( b)0 2 20 even number of squares  on the bottom row ( s)2 4 6 8 10 number of black  squares ( b)1 9 16  [1]   (ii) a formula for finding the number of black squares, b, when the number of squares on the  bottom row, s, is an odd number is bx sy2=+ .    find the value of x and the value of y.  x =    y =    [3]   (iii) find a formula for the number of black squares, b, when the number of squares on the bottom  row, s, is an even  number.   .  [2]",
+            "6": "6 0607/61/o/n/20 \u00a9 ucles 2020  (d) (i) complete the two tables for white squares.     some of the information is in the table in part (b) . odd number of squares  on the bottom row ( s)1 3 5 7 9 number of white  squares ( w)1 4 25 even number of squares  on the bottom row ( s)2 4 6 8 10 number of white  squares ( w)2 12 20  [1]   (ii) a formula for finding the number of white squares, w, when the number of squares on the  bottom row, s, is an odd number is wx sy s41 2=+ +.    find the value of x and the value of y.  x =    y =    [3]",
+            "7": "7 0607/61/o/n/20 \u00a9 ucles 2020 [turn over   (iii) find a formula for the number of white squares, w, when the number of squares on the bottom  row, s, is an even  number.   .  [3]  (e) a pattern has a total of 253 squares.   calculate the number of squares on the bottom row, the total number of white squares and the total  number of black squares.  number of squares on the bottom row  .  total number of white squares  ..  total number of black squares  ..   [4]",
+            "8": "8 0607/61/o/n/20 \u00a9 ucles 2020 b modelling   (questions 3 to 6) a bouncing ball   (30 marks) you are advised to spend no more than 50 minutes on this part. this task looks at modelling the bounce of a ball. a ball drops vertically onto a hard floor. each time the ball bounces it rises vertically upwards until its speed becomes zero. at this point the ball drops vertically to bounce on the hard floor again. 3 a ball drops from a height of 10  metres.  each time it bounces it rises to a maximum height which is half the height that it previously dropped. not to scale10 m 5 m 2.5 m 1st bounce 2nd bounce 3rd bounce  (a) calculate the maximum height of the ball after 4 bounces.   .  [2]  (b) (i) calculate the first maximum height that is less than 10  cm.   .  [2]   (ii) write down how many bounces the ball has made when its first maximum height is   less than 10  cm.   .  [1]",
+            "9": "9 0607/61/o/n/20 \u00a9 ucles 2020 [turn over  (c) a model for the maximum height, h metres, which the ball rises after n bounces, is hp qn#= .   for example, when n1=, h5=.   find the value of p and the value of q.  p =    q =    [3] 4 a ball drops from a height of 35 metres.   after 4 bounces it reaches a maximum height of 0.056 metres.  each time it bounces it rises to a maximum height which is a fraction of the height that it previously  dropped.  calculate the value of this fraction.   .  [3]",
+            "10": "10 0607/61/o/n/20 \u00a9 ucles 2020 5 a model for the total distance, d metres, which a ball travels vertically, is dpqq 11=-+eo ,  where p is the height from which the ball is dropped   and q is the fraction of the previous maximum height.  (a) (i) when q0=, find d and explain what happens to the ball. d =  and  .  .  [1]   (ii) when q1=, explain what happens to the ball.  .  .  [1]  (b) calculate the total  distance that the ball in question 3  travels vertically.   .  [3]  (c) a ball drops from a height of 40 metres.    the ball travels a total distance of 200 metres.   each time it bounces it rises to a maximum height which is a fraction of the height that it previously  dropped.   calculate the value of this fraction.   .  [3]",
+            "11": "11 0607/61/o/n/20 \u00a9 ucles 2020 [turn over 6 a ball drops from a height of 10  metres.  each time it bounces it rises to a maximum height which is half the height that it previously dropped.  time is measured in seconds.  (a) a model for the time taken until the nth bounce, tn, is tqqq 710 112 nn =-+-fp ,   where q is the fraction of the previous maximum height.   (i) show that t710 1= .  [1]   (ii) show that the time taken until the 10th bounce is 8.0 seconds, correct to 2 significant figures.  [2]  (b) a model for t, the total time that the ball bounces, is tqq 710 11=-+fp .   calculate the total time that the ball bounces.   .  [2] questions 6(c) and 6(d) are printed on the next page.",
+            "12": "12 0607/61/o/n/20 \u00a9 ucles 2020 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 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. (c) sketch the graph of the model for t in part (b) , for   q011g . 00time (seconds) fraction of the previous maximum heightt q1  [4]  (d) the time taken until the first bounce, t1, is also modelled by   .tp 982 1=  , where p is the initial  height that the ball drops.   (i) find the value of t1 when the ball is dropped from a height of 22.5  m.   .  [1]   (ii) change the model for the total time t, in part (b) , for the ball when it is dropped from a  height of 22.5  m.   .  [1]"
+        },
+        "0607_w20_qp_62.pdf": {
+            "1": "cambridge igcse\u2122cambridge international mathematics  0607/62 paper 6 investigation and modelling (extended)  october/november  2020  1 hour 40 minutes you must answer on the question paper. no additional materials are needed. instructions  \u25cf answer both part a (questions 1 to 4) and part b (questions 5 to 9).  \u25cf use a black or dark blue pen. you may use an hb pencil for any diagrams or graphs.  \u25cf write your name, centre number and candidate number in the boxes at the top of the page.  \u25cf write your answer to each question in the space provided.  \u25cf do not use an erasable pen or correction fluid.  \u25cf do not write on any bar codes.  \u25cf you should use a graphic display calculator where appropriate.  \u25cf you may use tracing paper.  \u25cf you must show all necessary working clearly, including sketches, to gain full marks for correct methods.  \u25cf in this paper you will be awarded marks for providing full reasons, examples and steps in your working  to communicate your mathematics clearly and precisely. information  \u25cf the total mark for this paper is 60.  \u25cf the number of marks for each question or part question is shown in brackets [  ]. dc (lk/cb) 189360/2 \u00a9 ucles 2020  [turn overthis document has 16 pages. blank pages are indicated. *5876549733*",
+            "2": "2 0607/62/o/n/20 \u00a9 ucles 2020 answer both  parts a and b. a  investigation (questions 1 to 4) area of right-angled triangles  (30 marks) you are advised to spend no more than 50 minutes on this part. this investigation looks at finding the area of a right-angled triangle using its perimeter. in this investigation all lengths are in centimetres. h bw  w is the hypotenuse of the triangle,       b is the base of the triangle,       h is the height of the triangle.  perimeter, p, of this triangle.  bhwp=+ +  area, a, of this triangle.  ab h21= 1 (a) 3 4not to scale5   (i) find the perimeter of this triangle.   .  [1]   (ii) find the area of this triangle.   .  [1]",
+            "3": "3 0607/62/o/n/20 \u00a9 ucles 2020 [turn over  (b)  h bwnot to scale   complete the table for right-angled triangles with sides b, h and w. b h w perimeter, p area, a 12 5 13 30 30 84 13 85 24 25 56 84 60 11 132  [3]",
+            "4": "4 0607/62/o/n/20 \u00a9 ucles 2020 2 (a)  10 24not to scale26   this triangle has perimeter p60= .   show that the calculation   260 26026 #- bl    gives the correct area for this triangle.  [3]  (b) 48not to scale50   this triangle has perimeter p112= .   show that the calculation   2112 211250 # - bl    gives the correct area for this triangle.  [3]",
+            "5": "5 0607/62/o/n/20 \u00a9 ucles 2020 [turn over 3 (a) complete the table. b h w p a calculation   24 10 26 60 120260 26026 #- bl = 120 12 9 15 36 542236 3615 #- bl =   54 48 50 11222112 11250 # - bl = 15 8 17 60 =   60 21 29 70 210 = 12 37 210 =  [4]  (b) write an expression for the area of a right-angled triangle in terms of p and w.   .  [1]",
+            "6": "6 0607/62/o/n/20 \u00a9 ucles 2020  (c)  h bw pythagoras\u2019 theorem     wb h22 2=+ 56not to scale33   use your expression from part (b)  to find the area of this triangle.   .  [4]",
+            "7": "7 0607/62/o/n/20 \u00a9 ucles 2020 [turn over  (d)  3k 4knot to scale5k   show that your expression from part (b)  works for right-angled triangles with sides 3 k, 4k and 5 k.  [2]",
+            "8": "8 0607/62/o/n/20 \u00a9 ucles 2020 4 (a) an isosceles right-angled triangle has sides x, x and 10.   (i) use question 3(b)  to find an expression for the area of this triangle.    give your answer in its simplest form.   .  [2]   (ii) use your answer to part (i)  and the formula for the area of a triangle, to find the exact value  of x.   .  [2]",
+            "9": "9 0607/62/o/n/20 \u00a9 ucles 2020 [turn over  (b)  h bwnot to scale   (i) by writing  ub h=+   and using your expression from question 3(b) , find an expression, in  terms of u and w, for the area of any right-angled triangle.  [3]   (ii) use pythagoras\u2019 theorem to show that your expression from part (i)  gives  bh21  for all right- angled triangles.  [1]",
+            "10": "10 0607/62/o/n/20 \u00a9 ucles 2020 b modelling (questions 5 to 9) hot air balloon flight   (30 marks) you are advised to spend no more than 50 minutes on this part. this task is about the flight of a hot air balloon. a balloon travels in the direction of the wind. the pilot can make the balloon rise or descend. a journey is in four parts.    part 1  lift-off. the balloon leaves the ground and rises.  part 2  the flight.  part 3  the balloon descends quickly.  part 4  the balloon descends slowly and lands. 5 this journey is at sunrise.  for part 1, a model for the height of the balloon above the ground ( h metres), t minutes after lift-off, is () \u00b0 cos ht 480 12 0 =- `j    for  t09gg .  (a) on the diagram, sketch the graph of  h  for  t09gg . 00h t960 3 6 time (minutes)height (metres) 9  [2]",
+            "11": "11 0607/62/o/n/20 \u00a9 ucles 2020 [turn over  (b) find the height of the balloon 3 minutes after lift-off.   .  [1]  (c) find the increase in height between 3 minutes and 6 minutes after lift-off.   .  [2]  (d) find the average speed at which the balloon is rising between 3 minutes and 6 minutes after lift -off.   give your answer in metres per second.   .  [3]  (e) part 1 is complete 9 minutes after lift-off.   use the model for h in terms of t to show that the height of the balloon at this time is 960  m.  [1]",
+            "12": "12 0607/62/o/n/20 \u00a9 ucles 2020 6 for part 2, the table shows the height of the balloon above the ground ( l metres), t minutes after lift -off. time  (t minutes)9 10 11 12 13 14 15 16 17 18 19 20 height (l metres)960 959 960 960 960 959 960 987 1014 1041 1068 1095  (a) on the grid, complete the scatter diagram for these results.   the first seven points have been plotted for you. 9900l t1000 95010501100 10 11 12 13 14 15 16 time (minutes)height (metres) 17 18 20 19  [2]",
+            "13": "13 0607/62/o/n/20 \u00a9 ucles 2020 [turn over  (b) between 15 minutes and 25 minutes after lift-off, the balloon rises at the same rate.   it then travels at a constant height for 10 minutes.    complete the list of linear functions to model l for part 2.   (i) for    t 91 51g  l =  ...   (ii) for  t 15 251g  l =  ...   (iii) for  .. t1g ..  l =  ...  [5]",
+            "14": "14 0607/62/o/n/20 \u00a9 ucles 2020 7 for part 3, the balloon descends at a constant speed of 2.5  m/s until it is 180  m above the ground.  find how many minutes it takes the balloon to travel from lift-off  to the end of part 3 of the journey.   .  [4] 8 for part 4, a model for the height above the ground ( d metres), t minutes after lift-off, is .dt4012545060 =--.  (a) find how many minutes after lift-off the balloon lands.   .  [3]",
+            "15": "15 0607/62/o/n/20 \u00a9 ucles 2020 [turn over  (b) find the average speed of the balloon during part 4 of the journey.   give your answer in metres per minute.   .  [2] question 9 is printed on the next page.",
+            "16": "16 0607/62/o/n/20 \u00a9 ucles 2020 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 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.9 another journey is at sunset.  (a) the balloon completes part 1 of the journey in 7.5 minutes.   at the end of part 1, the height of the balloon above the ground is 960  m.   a model for part 1 is   ()\u00b0 cos hk t 480 1 =- `j    for   . t 07 5 gg  .     find the value of k.   .  [2]  (b) in part 2, the first 6 minutes of the journey are at a constant height of 960  m.   then, the balloon rises 2 times as fast as in question 6(b)(ii) .   change the model in question 6(b)(ii)  so that it models this part of the journey.   .  [3]"
+        },
+        "0607_w20_qp_63.pdf": {
+            "1": "cambridge igcse\u2122cambridge international mathematics  0607/63 paper 6 investigation and modelling (extended)  october/november  2020  1 hour 40 minutes you must answer on the question paper. no additional materials are needed. instructions  \u25cf answer both part a (questions 1 to 4) and part b (questions 5 to 8).  \u25cf use a black or dark blue pen. you may use an hb pencil for any diagrams or graphs.  \u25cf write your name, centre number and candidate number in the boxes at the top of the page.  \u25cf write your answer to each question in the space provided.  \u25cf do not use an erasable pen or correction fluid.  \u25cf do not write on any bar codes.  \u25cf you should use a graphic display calculator where appropriate.  \u25cf you may use tracing paper.  \u25cf you must show all necessary working clearly, including sketches, to gain full marks for correct methods.  \u25cf in this paper you will be awarded marks for providing full reasons, examples and steps in your working  to communicate your mathematics clearly and precisely. information  \u25cf the total mark for this paper is 60.  \u25cf the number of marks for each question or part question is shown in brackets [  ]. dc (lk/cb) 189359/1 \u00a9 ucles 2020  [turn overthis document has 20 pages. blank pages are indicated. *8140996719*",
+            "2": "2 0607/63/o/n/20 \u00a9 ucles 2020 answer both  parts a and b. a investigation (questions 1 to 4) areas of polygons inside and outside a circle   (30 marks) you are advised to spend no more than 50 minutes on this part. this investigation looks at the areas of polygons drawn inside and outside a circle of radius 10  cm. an inscribed polygon is a polygon in which all the vertices lie on a circle. this is an inscribed square. a circumscribed polygon is a polygon in which each side is a tangent to a circle. this is a circumscribed square. you may find some of these formulas useful.  area, a, of circle, radius r ar2r=  area, a, of triangle, base b, height h ab h21=  in a right-angled triangle,     hypotenus eopposit esini= ,     coshypotenus eadjacenti= ,     opposit etanadjacen ti= .",
+            "3": "3 0607/63/o/n/20 \u00a9 ucles 2020 [turn over 1 (a)  not to scale10 cmo   a square circumscribes a circle, centre o, radius 10  cm.   work out the area of the square.   .  [1]",
+            "4": "4 0607/63/o/n/20 \u00a9 ucles 2020  (b) not to scale10 cmo   a square is inscribed in a circle, centre o, radius 10  cm.   work out the area of the square.   .  [2]  (c) show that the area of a circle, radius 10  cm, is cm 1002r .  [1]  (d)   area of inscribed square   1   area of circle   1   area of circumscribed square   use this statement to complete the inequality below.     . 1 r 1 .  [1]",
+            "5": "5 0607/63/o/n/20 \u00a9 ucles 2020 [turn over 2 (a) not to scale10 cmo   a regular hexagon is inscribed in a circle, centre o, radius 10  cm.   find the area of the hexagon.   .  [3]",
+            "6": "6 0607/63/o/n/20 \u00a9 ucles 2020  (b) (i)  not to scale 10 cm    an equilateral triangle has height 10  cm.    find the area of the triangle.   .  [3]   (ii) not to scaleo 10 cm    a regular hexagon circumscribes a circle, centre o, radius 10  cm.    using your answer to part (i) , find the area of the hexagon.   .  [2]",
+            "7": "7 0607/63/o/n/20 \u00a9 ucles 2020 [turn over  (c) (i) use question 1(c) , question 2(a)  and question 2(b)(ii)  to complete the inequality.     . 1 r 1 .  [1]   (ii) give a geometric reason why the range in the inequality in question 2(c)(i)  is smaller than  the range in the inequality in question 1(d) .  .  .  [1]",
+            "8": "8 0607/63/o/n/20 \u00a9 ucles 2020 3 (a) not to scaleo 10 cm   a regular 12-sided polygon is inscribed in a circle, centre o, radius 10  cm.   find the area of this polygon.   .  [2]",
+            "9": "9 0607/63/o/n/20 \u00a9 ucles 2020 [turn over  (b) not to scaleo 10 cm   a regular 12-sided polygon circumscribes a circle, centre o, radius 10  cm.   find the area of this polygon.   .  [3]  (c) use the answers to part (a)  and part (b)  to complete the inequality.     . 1 r 1 .  [1]",
+            "10": "10 0607/63/o/n/20 \u00a9 ucles 2020 4 (a)  (i) show that a formula for the area, cma2, of a regular polygon with n sides inscribed  in a  circle, radius 10  cm, is sin ann50360\u00b0 = bl  .  [2]   (ii) show that a formula for the area, cmb2, of a regular polygon with n sides that circumscribes   a circle, radius 10  cm, is tan bnn100180\u00b0 = bl  .  [2]",
+            "11": "11 0607/63/o/n/20 \u00a9 ucles 2020 [turn over  (b) (i) work out the area of a regular polygon with 100 sides that is inscribed  in a circle, radius  10 cm.    give your answer correct to 4 significant figures.   .  [2]   (ii) work out the area of a regular polygon with 100 sides that circumscribes  a circle,  radius  10 cm.    give your answer correct to 4 significant figures.   .  [2]  (c) use your answers to part (b)  to explain how you can find the value of r correct to 3 significant  figures.  .  .  [1]",
+            "12": "12 0607/63/o/n/20 \u00a9 ucles 2020 b modelling (questions 5 to 8) modelling containers   (30 marks) you are advised to spend no more than 50 minutes on this part. olivia wants to design a closed container with a volume of cm 10003 and minimum surface area. 5 olivia uses a square-based cuboid to model the container. not to scaleh cm x cm x cm  (a) (i) write down a formula for the volume of the cuboid, cmv3, in terms of x and h.   .  [1]   (ii) find a formula for the surface area, cms2, of the cuboid, in terms of x and h.     give your answer in its simplest form.   .  [2]  (b) (i) v1000= .    write h in terms of x.   .  [1]   (ii) show that sxx24000 2=+  .  [1]",
+            "13": "13 0607/63/o/n/20 \u00a9 ucles 2020 [turn over   (iii) work out the value of s when x25= .   .  [1]  (c) sketch the graph of sxx24000 2=+  for x 02 5 1g . 00s x25  [3]  (d) (i) find the minimum surface area of the cuboid.   .  [1]   (ii) describe the container that gives the minimum surface area for olivia\u2019s model.  .  .  [2]",
+            "14": "14 0607/63/o/n/20 \u00a9 ucles 2020 6  v olume, v, of a cylinder of radius r, height h vr h2r=  curved surface area, a, of a cylinder of radius r, height h rh a2r=  olivia now uses a cylinder to model the container.    not to scale h cmr cm  the total surface area of this model is cmt2.  (a) v1000= .   show that   trr22000 2r=+  .   [3]  (b) (i) find the minimum surface area of the cylinder.   .  [2]",
+            "15": "15 0607/63/o/n/20 \u00a9 ucles 2020 [turn over   (ii) find the dimensions of the cylinder with the minimum surface area.  r =    h =    [2]",
+            "16": "16 0607/63/o/n/20 \u00a9 ucles 2020 7  v olume, v, of a pyramid, base area a, height h vh a31=  olivia now uses a square-based pyramid to model the container. not to scale x cmo cd a beh cm  the pyramid, oabcd , has a square base of side x cm and height h cm.  the vertex of the pyramid, o, is directly above the centre of the square base.  e is the mid-point of bc.  (a) find an expression for oe in terms of h and x.   .  [2]",
+            "17": "17 0607/63/o/n/20 \u00a9 ucles 2020 [turn over  (b) the total surface area of this model is cmp2.   v1000= .   show that   pxxx36000000 26 =++   .  [4]",
+            "18": "18 0607/63/o/n/20 \u00a9 ucles 2020  (c) (i) find the minimum surface area of the pyramid.   .  [2]   (ii) find the dimensions of the pyramid with the minimum surface area.  x =    h =    [2]",
+            "19": "19 0607/63/o/n/20 \u00a9 ucles 2020 8 olivia recommends the container with the smallest surface area to a company.  give a geometric reason why the company might not accept olivia\u2019s recommendation.  olivia recommends the  geometric reason  ...  .  [1]",
+            "20": "20 0607/63/o/n/20 \u00a9 ucles 2020 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 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.blank page"
+        }
+    },
+    "2021": {
+        "0607_m21_qp_12.pdf": {
+            "1": "this document has 8 pages. dc (rw/cb) 207184/2 \u00a9 ucles 2021  [turn over *9192120993* cambridge international mathematics  0607/12 paper 1 (core)  february/march  2021  45 minutes you must answer on the question paper. you will need:  geometrical instruments instructions  \u25cf answer all questions.  \u25cf use a black or dark blue pen. you may use an hb pencil for any diagrams or graphs.  \u25cf write your name, centre number and candidate number in the boxes at the top of the page.  \u25cf write your answer to each question in the space provided.  \u25cf do not use an erasable pen or correction fluid.  \u25cf do not write on any bar codes.  \u25cf calculators must not be used in this paper.  \u25cf you may use tracing paper.  \u25cf you must show all necessary working clearly and you will be given marks for correct methods even if  your answer is incorrect.  \u25cf all answers should be given in their simplest form. information  \u25cf the total mark for this paper is 40.  \u25cf the number of marks for each question or part question is shown in brackets [  ].cambridge igcse\u2122",
+            "2": "2 0607/12/f/m/21 \u00a9 ucles 2021 formula list area, a, of triangle, base b, height h. a = bh21 area, a, of circle, radius r. a = r2r circumference, c, of circle, radius r. c = 2rr curved surface area, a, of cylinder of radius r, height h. a = 2rrh curved surface area, a, of cone of radius r, sloping edge l. a = rrl curved surface area, a, of sphere of radius r. a = r42r v olume, v, of prism, cross-sectional area a, length l. v = al v olume, v, of pyramid, base area a, height h. v = ah31 v olume, v, of cylinder of radius r, height h. v = rh2r v olume, v, of cone of radius r, height h. v = rh31 2r v olume, v, of sphere of radius r. v = r34 3r",
+            "3": "3 0607/12/f/m/21 \u00a9 ucles 2021 [turn over answer all the questions. 1 write the number seven million twenty thousand in figures.   .  [1] 2 write 48% as a decimal.   .  [1] 3 in paris, the average temperature (\u00b0c) and the average rainfall (mm) for each month are shown. month average temperature (\u00b0c) average rainfall (mm) january 5 56 february 6 46 march 9 36 april 11 43 may 15 56 june 16 51 july 20 56 august 20 61 september 16 51 october 12 50 november 7 50 december 5 51  (a) write down the average temperature in paris for july.   . \u00b0c [1]  (b) write down the month with the highest average rainfall.   .  [1] 4 a polygon has 6 sides.  write down the mathematical name of this polygon.   .  [1] 5 write 45.1665 correct to 2 decimal places.   .  [1]",
+            "4": "4 0607/12/f/m/21 \u00a9 ucles 2021 6 the scale shows the probability of events x, y and z. x y z0 1  (a) complete the following statement.     event  is impossible.  [1]  (b) event e is less likely than event y .   on the scale, draw an arrow to show the probability of event e.  [1] 7 work out 41 of 200.   .  [1] 8 complete the mapping diagram. 3x f(x) 5 7 .. 116 10 14 18 22  [1] 9 how many seconds are there in 30  minutes?     seconds  [1] 10 insert one pair of brackets to make this statement correct. 1 + 2 # 3 + 1 = 9  [1]",
+            "5": "5 0607/12/f/m/21 \u00a9 ucles 2021 [turn over 11 find the value of   xy72-   when x2= and y5=.   .  [2] 12 write the ratio 6 : 9 in its simplest form.   ...  :\u200a ...  [1] 13 these are the first six terms of a sequence. x   2   9   16   23   y  (a) find the value of x and the value of y.  x=  .  y=  .  [2]  (b) explain why 42 is not in this sequence.  .  .  [1] 14 david buys 12 pens for $2.40  .  work out the cost of 18 pens.  $ .  [2] 15 carla walks 6  km in 90  minutes.  find her average speed in km/h.   . km/h  [2]",
+            "6": "6 0607/12/f/m/21 \u00a9 ucles 2021 16 aliscoreenglish mathematics science 50100150200250 ben mia suzi0  four students take tests in english, mathematics and science.  the compound bar chart shows the scores for three students.  (a) work out mia\u2019s score for english.   .  [1]  (b) suzi scored 75 in each test.   complete the compound bar chart to show suzi\u2019s scores.  [1]  (c) write down the name of the student with the highest mathematics score.   .  [1] 17 factorise fully.    yy14 352-   .  [2] 18 find the value of   () () 31 05 1042## # ,   giving your answer in standard form.   .  [2]",
+            "7": "7 0607/12/f/m/21 \u00a9 ucles 2021 [turn over 19 a spinner has four sections.  each section is a different colour.  it is spun 400 times and the colour it lands on is recorded in the table. colour red green blue white frequency 81 126 119 74  (a) write down an estimate for the probability of the spinner landing on green.   .  [1]  (b) the spinner is spun 2000 times.   estimate the number of times the spinner lands on red.   .  [2] 20 not to scale4x\u00b03x\u00b0 3x\u00b02x\u00b0  work out the value of x.  x=  .  [2] 21 solve   .x 20 622+   .  [2] questions 22, 23 and 24 are printed on the next page.",
+            "8": "8 0607/12/f/m/21 \u00a9 ucles 2021 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 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.22 the line   yk x5 =+    is parallel to the line   yx265 0 -+ =.  find the value of k.  k=  .  [1] 23 solve the simultaneous equations. ab ab52 28 62 36-+ =- -=  a=  .  b=  .  [2] 24 xy 0 2 11 \u2013 12 \u2013 234 \u2013 2\u2013 1 \u2013 3 \u2013 4  the diagram shows the graph of ()f yx= .  on the same diagram, sketch the graph of ()f yx 1 =+ . [1]"
+        },
+        "0607_m21_qp_22.pdf": {
+            "1": "this document has 8 pages. cambridge igcse\u2122cambridge international mathematics  0607/22 paper 2 (extended)  february/march  2021  45 minutes you must answer on the question paper. you will need:  geometrical instruments instructions  \u25cf answer all questions.  \u25cf use a black or dark blue pen. you may use an hb pencil for any diagrams or graphs.  \u25cf write your name, centre number and candidate number in the boxes at the top of the page.  \u25cf write your answer to each question in the space provided.  \u25cf do not use an erasable pen or correction fluid.  \u25cf do not write on any bar codes.  \u25cf calculators must not be used in this paper.  \u25cf you may use tracing paper.  \u25cf you must show all necessary working clearly and you will be given marks for correct methods even if  your answer is incorrect.  \u25cf all answers should be given in their simplest form. information  \u25cf the total mark for this paper is 40.  \u25cf the number of marks for each question or part question is shown in brackets [  ]. dc (lk/sw) 207825/1 \u00a9 ucles 2021  [turn over *4045934305*",
+            "2": "2 0607/22/f/m/21 \u00a9 ucles 2021 formula list for the equation  ax bx c02++ = xabb ac 242!=-- curved surface area, a, of cylinder of radius r, height h. r ar h2= curved surface area, a, of cone of radius r, sloping edge l. r ar l= curved surface area, a, of sphere of radius r. r ar42= v olume, v, of pyramid, base area a, height h. va h31= v olume, v, of cylinder of radius r, height h. rvr h2= v olume, v, of cone of radius r, height h. r vr h31 2= v olume, v, of sphere of radius r. r vr34 3=      sins in sin aa bb cc==      cos ab cb ca222 2=+ -      sinbc a21area =a c bcb a",
+            "3": "3 0607/22/f/m/21 \u00a9 ucles 2021 [turn over answer all the questions. 1 these are the test results for 14 students. 27  19  22  25  18  23  24 17  16  25  17  27  23  26  (a) construct an ordered stem-and-leaf diagram to show this information, including a key.  key:  |  =   [3]  (b) find the median.   .  [1] 2 point a (7, 5) is translated to point b (2, 2).  find the vector that represents this translation.  fp  [2] 3 find the highest common factor (hcf) of 84 and 72.   .  [1] 4 solve.   x27+=   .  [1]",
+            "4": "4 0607/22/f/m/21 \u00a9 ucles 2021 5 point a has coordinates ( -3, 2).  point b has coordinates (5, -4).  (a) find the mid-point of ab.  (  , . )  [2]  (b) find the length of ab.   .  [3] 6 find the value of p when   24 2p 67'= .  p =    [3]",
+            "5": "5 0607/22/f/m/21 \u00a9 ucles 2021 [turn over 7 iraj travels to school either by bus or on a bicycle.    the probability that he goes by bus is 0.3 .  he can have lunch at home or at school.  the probability that he has lunch at school is 0.6 .   (a) complete the tree diagram. bicyclebus homeschool 0.3 .0.6 . . homeschool .  [2]  (b) find the probability that iraj travels on a bicycle to school and goes home for lunch.   .  [2] 8 expand and simplify.     () () ab ba 42 53 63 +- -   .  [2]",
+            "6": "6 0607/22/f/m/21 \u00a9 ucles 2021 9 (a)  a e dnot to scale76\u00b0 cb   a, b, c, and d are points on a circle.   cde  is a straight line.   find angle abc  .  angle abc  =    [1]  (b) rq o s tp not to scale 40\u00b025\u00b0   p, q, r, s and t are points on the circle centre o.   toq  is a straight line.   (i) find angle str.  angle str =    [1]   (ii) find angle qor.  angle qor  =    [1] ",
+            "7": "7 0607/22/f/m/21 \u00a9 ucles 2021 [turn over 10 aisha picks three number cards from a pack.   the mean of the three numbers is 61 3.  she picks another card from the pack.  the mean of the four numbers is 621.  work out the number on the fourth card.   .  [3] 11 find the next term and an expression for the nth term of this sequence.     35, 29, 19, 5, \u2026  next term =    nth term =    [3]  12 rearrange this formula to make x the subject.     yxax 3=-  x =    [3] questions 13 and 14 are printed on the next page.",
+            "8": "8 0607/22/f/m/21 \u00a9 ucles 2021 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 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.13 rationalise the denominator and simplify.     52 1+   .  [3] 14 write as a single fraction in its simplest form.     aa aa 43 21 +--   .  [3]"
+        },
+        "0607_m21_qp_32.pdf": {
+            "1": "this document has 16 pages. any blank pages are indicated. cambridge igcse\u2122 dc (ce/cgw) 199834/2 \u00a9 ucles 2021  [turn overcambridge international mathematics  0607/32 paper 3 (core)  february/march  2021  1 hour 45 minutes you must answer on the question paper. you will need:  geometrical instruments instructions  \u25cf answer all questions.  \u25cf use a black or dark blue pen. you may use an hb pencil for any diagrams or graphs.  \u25cf write your name, centre number and candidate number in the boxes at the top of the page.  \u25cf write your answer to each question in the space provided.  \u25cf do not use an erasable pen or correction fluid.  \u25cf do not write on any bar codes.  \u25cf you should use a graphic display calculator where appropriate.  \u25cf you may use tracing paper.  \u25cf you must show all necessary working clearly and you will be given marks for correct methods, including  sketches, even if your answer is incorrect.  \u25cf give non-exact numerical answers correct to 3 significant figures, or 1 decimal place for angles in  degrees, unless a different level of accuracy is specified in the question.  \u25cf for r, use your calculator value. information  \u25cf the total mark for this paper is 96.  \u25cf the number of marks for each question or part question is shown in brackets [  ]. *5485313677*",
+            "2": "2 0607/32/f/m/21 \u00a9 ucles 2021 formula list area, a, of triangle, base b, height h. a = bh21 area, a, of circle, radius r. a = r2r circumference, c, of circle, radius r. c = 2rr curved surface area, a, of cylinder of radius r, height h. a = 2rrh curved surface area, a, of cone of radius r, sloping edge l. a = rrl curved surface area, a, of sphere of radius r. a = r42r v olume, v, of prism, cross-sectional area a, length l. v = al v olume, v, of pyramid, base area a, height h. v = ah31 v olume, v, of cylinder of radius r, height h. v = rh2r v olume, v, of cone of radius r, height h. v = rh31 2r v olume, v, of sphere of radius r. v = r34 3r",
+            "3": "3 0607/32/f/m/21 \u00a9 ucles 2021 [turn over answer all the questions. 1 (a) 6  13  21  25  27  38  39  41  43  49   from the list above, write down   (i) an even number,   ..  [1]    (ii) a factor of 50,   ..  [1]    (iii) a multiple of 7,   ..  [1]    (iv) a triangle number,   ..  [1]    (v) a cube number,   ..  [1]    (vi) a prime number.   ..  [1]   (b) find 4213.   give your answer correct to 4 significant figures.   ..  [2]   (c) work out 274941 #.   give your answer correct to 5 decimal places.   ..  [2] ",
+            "4": "4 0607/32/f/m/21 \u00a9 ucles 2021 2 here is the price list in a restaurant.  you can choose a 1-course meal or a 2-course meal or a 3-course meal. 1-course meal $28 2-course meal $35 3-course meal $42 coffee or tea $3  anna and alexa eat a meal in this restaurant.  anna has a 3-course meal and a cup of coffee.   alexa has a 2-course meal and two cups of tea.  (a) work out how much this costs altogether.  $ ..  [2]  (b) they pay a service charge of 15% of this cost.   (i) work out the total cost including the service charge.  $ ..  [2]   (ii) they each pay half of the total cost including the service charge.    work out how much they each pay.  $ ..  [1]",
+            "5": "5 0607/32/f/m/21 \u00a9 ucles 2021 [turn over 3 a b d ce6 cm 10 cm 100\u00b0x\u00b0not to scale  abcd  is a rectangle.  ad = 6 cm, ae = 10 cm and angle aeb = 100\u00b0.  (a) write down the size of one interior angle of a rectangle.   ..  [1]   (b) use trigonometry to show that the value of x is 37, correct to the nearest whole number.  [2]  (c) find the size of   (i) angle dae ,  angle dae  =  .  [1]   (ii) angle abe,   angle abe =  .  [2]   (iii) angle ebc .  angle ebc  =  .  [1]",
+            "6": "6 0607/32/f/m/21 \u00a9 ucles 2021 4 hikaru throws a die 40 times.  the results are shown in the bar chart. 246 frequency number on die810 1 03579 1 2 3 4 5 6  (a) write down the mode.   ..  [1]   (b) find how many more  times she throws 2 than 1.   ..  [1]   (c) calculate the mean.   ..  [2]   (d) hikaru represents her results in a pie chart.   work out the sector angle for throwing a 3.   ..  [2] ",
+            "7": "7 0607/32/f/m/21 \u00a9 ucles 2021 [turn over 5 the diagram shows a 1  cm2 grid. 0y x2468 1357 1 3 5 7 9 2 4 6 8  (a) on the grid, plot and label the points a (3, 5), b (6, 5), c (8, 1) and d (1, 1).   join the points to form a quadrilateral.  [2]  (b) write down the mathematical name for quadrilateral abcd .   ..  [1]   (c) write down the coordinates of the mid-point of bc.  ( ...  , ...)  [1]  (d) work out the gradient of da.   ..  [2]   (e) use pythagoras\u2019 theorem to work out the length of bc.   .  cm [2]  (f) work out the perimeter of abcd .   .  cm [2]",
+            "8": "8 0607/32/f/m/21 \u00a9 ucles 2021 6 piotr works at a pottery making solid spheres.  (a) each sphere has a radius of 2  cm.   (i) calculate the volume of one sphere.   ...  cm3 [2]   (ii) calculate the surface area of one sphere.   ...  cm2 [2]  (b) a sphere costs $4.50 to make.   the selling price of a sphere is $25.   (i) work out the profit made when a sphere is sold.  $ ..  [1]   (ii) in a sale, the selling price of a sphere is reduced by 16%.    work out the sale price of a sphere.  $ ..  [2]",
+            "9": "9 0607/32/f/m/21 \u00a9 ucles 2021 [turn over 7 (a) solve.   (i) x63+= -  x =  .  [1]   (ii) ()x52 16-=  x =  .  [2]  (b) show the inequality x2h on the number line. 4 2 0 3 1 \u2013 1 5x \u2013 2  [1]  (c) simplify.    rr r 32+-   ..  [1]  (d) aa ann 16#=   find the value of n.  n =  .  [1]  (e) write as a single fraction in its simplest form.   (i) mm 7 23+   ..  [2]    (ii) m m 43 98#   ..  [2] ",
+            "10": "10 0607/32/f/m/21 \u00a9 ucles 2021 8 11 males were asked to score how pleased they were to receive socks as a present.  for each male, their score from 0 to 10 and their age in years are shown in the table. age (years) 10 15 20 25 30 35 45 50 60 70 80 score 1 2 3 7 5.5 6.5 5 7.5 10 9.5 9  (a) complete the scatter diagram.    the first 6 points have been plotted for you. 024score6 13579 810 10 30 50 70 20 0 40 60 80 age (years)  [2]  (b) what type of correlation is shown in the scatter diagram?   ..  [1] ",
+            "11": "11 0607/32/f/m/21 \u00a9 ucles 2021 [turn over  (c) find   (i) the mean age,   .  years  [1]   (ii) the mean score.   ..  [1]   (d) on the scatter diagram, draw a line of best fit.  [2]  (e) use your line of best fit to find a score for a male aged 55 years.   ..  [1] ",
+            "12": "12 0607/32/f/m/21 \u00a9 ucles 2021 9 (a) u = {1, 2, 3, 4, 5, 6, 7, 8, 9, 10}   a = {2, 4, 6, 8, 10}   b = {1, 2, 5, 10}   (i) complete each statement.  ab+= {...}  n(b) = ...  5g ...  [3]   (ii) write each element in the correct region of the venn diagram. a bu  [2]   (b) on the venn diagram, shade the region ()pq, l . p qu  [1]",
+            "13": "13 0607/32/f/m/21 \u00a9 ucles 2021 [turn over 10 a birthday cake is in the shape of a cylinder of radius 11  cm and height 10  cm.  (a) calculate the volume of the cake.   give the units of your answer.   .  ...  [3]  (b) the top of the cake and the curved surface area of the cake are covered in icing.   calculate the area of the cake that is covered in icing.   ...  cm2 [3]  (c) the top of the cake is divided into 12 equal sectors.   work out the arc length of one sector.   give your answer correct to the nearest centimetre.   .  cm [3]",
+            "14": "14 0607/32/f/m/21 \u00a9 ucles 2021 11 a b d c0y x 9 8 7 6 5 4 3 2 1 \u2013 1 \u2013 2 \u2013 3 \u2013 4123456789 \u2013 5 \u2013 6\u2013 4\u2013 3\u2013 2\u2013 1  (a) describe fully the single  transformation that maps shape a onto shape b.  .  .  [2]  (b) describe fully the single  transformation that maps shape a onto shape c.  .  .  [3]  (c) describe fully the single  transformation that maps shape a onto shape d.  .  .  [2]  (d) draw the enlargement of shape a with scale factor 2 and centre (0, 0).  [2]",
+            "15": "15 0607/32/f/m/21 \u00a9 ucles 2021 12 0y x\u2013 3 3 \u2013 58  (a) on the diagram, sketch the graph of   . y 05x=    for x33gg- . [2]  (b) write down the equation of the horizontal asymptote.   ..  [1]   (c) on the same diagram, sketch the graph of   yx 42=- +   for x33gg- . [2]  (d) find the zeros of the graph of   yx 42=- +.   .. and .  [2]  (e) find the x-coordinate of each point where the graphs of   . y 05x=    and   yx 42=- +   intersect.  x = .. and x = ..  [2]",
+            "16": "16 0607/32/f/m/21 \u00a9 ucles 2021 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 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.blank page"
+        },
+        "0607_m21_qp_42.pdf": {
+            "1": "this document has 20 pages. any blank pages are indicated. cambridge igcse\u2122 dc (ce/ct) 207877/2 \u00a9 ucles 2021  [turn over *0796500410* cambridge international mathematics  0607/42 paper 4 (extended)  february/march  2021  2 hours 15 minutes you must answer on the question paper. you will need:  geometrical instruments instructions  \u25cf answer all questions.  \u25cf use a black or dark blue pen. you may use an hb pencil for any diagrams or graphs.  \u25cf write your name, centre number and candidate number in the boxes at the top of the page.  \u25cf write your answer to each question in the space provided.  \u25cf do not use an erasable pen or correction fluid.  \u25cf do not write on any bar codes.  \u25cf you should use a graphic display calculator where appropriate.  \u25cf you may use tracing paper.  \u25cf you must show all necessary working clearly and you will be given marks for correct methods, including  sketches, even if your answer is incorrect.  \u25cf give non-exact numerical answers correct to 3 significant figures, or 1 decimal place for angles in  degrees, unless a different level of accuracy is specified in the question.  \u25cf for r, use your calculator value. information  \u25cf the total mark for this paper is 120.  \u25cf the number of marks for each question or part question is shown in brackets [  ].",
+            "2": "2 0607/42/f/m/21 \u00a9 ucles 2021 formula list for the equation  ax bx c02++ = xabb ac 242!=-- curved surface area, a, of cylinder of radius r, height h. r ar h2= curved surface area, a, of cone of radius r, sloping edge l. r ar l= curved surface area, a, of sphere of radius r. r ar42= v olume, v, of pyramid, base area a, height h. va h31= v olume, v, of cylinder of radius r, height h. rvr h2= v olume, v, of cone of radius r, height h. r vr h31 2= v olume, v, of sphere of radius r. r vr34 3=      sins in sin aa bb cc==      cos ab cb ca222 2=+ -      sinbc a21area =a c bcb a",
+            "3": "3 0607/42/f/m/21 \u00a9 ucles 2021 [turn over answer all the questions. 1 (a) \u2013 8\u2013 6\u2013 4 \u2013 10 \u2013 20 2 4 6 8 1010 8 6 4 2 \u2013 2 \u2013 4 \u2013 6aay x   (i) rotate triangle a through 90\u00b0 anticlockwise about (0, 0). label the image b. [2]   (ii) reflect triangle a in the y-axis. label the image c. [1]   (iii) describe fully the single  transformation that maps triangle b onto triangle c.  .  .  [2]  (b) de de 0 2 4 6 8 10 12246y x   describe fully the single  transformation that maps trapezium d onto trapezium e.  .  .  [3]",
+            "4": "4 0607/42/f/m/21 \u00a9 ucles 2021 2 (a) write  260  512  correct to 3 significant figures.    .  [1]  (b) write   0.000  000 576   in standard form.    .  [1]  (c) calculate  27 63 1. 20 3#-  .   give your answer correct to 1 decimal place.   .  [2]  (d) (i) work out 37% of  $820.  $    [2]   (ii) work out $36 as a percentage of $150.   .  % [1]  (e) an amount of money is shared between alan, bjorn and carlo in the ratio 3 : 7 : 5.   carlo receives $695.   (i) find the total amount of money shared.  $    [3]   (ii) carlo invests 40% of his $695 at a rate of 1.2% per year compound interest.    calculate the value of his investment at the end of 5 years.  $    [3]",
+            "5": "5 0607/42/f/m/21 \u00a9 ucles 2021 [turn over  (f) dana invests $2100 for 12 years at a rate of x% per year compound interest.   at the end of the 12 years, the value of her investment is $2663.31 .   calculate the value of x.  x =    [3]",
+            "6": "6 0607/42/f/m/21 \u00a9 ucles 2021 3 (a) (i) write down the coordinates of the point where the line   yx 23=- +   crosses the y-axis.     (.. , ..)  [1]   (ii) write down the gradient of the line   yx 23=- +.   .  [1]  (b) the line   xy 6 +=    crosses the line   x 2=-    at point a.   find the y-coordinate of a.   .  [1]  (c) find the equation of the straight line that passes through the points (3, -1) and (12, 5).   .  [3]  (d) the line l passes through the point (3, 4).   line l is perpendicular to the line   yx25 6 =+ .   find the equation of line l.   .  [4]",
+            "7": "7 0607/42/f/m/21 \u00a9 ucles 2021 [turn over  (e) \u2013 2 \u2013 1 1 0 2 3 4 5 6 767 5 4 3 2 1 \u2013 1 \u2013 2y x   (i) on the grid, draw the lines   , yx y 43=+ =   and   yx 1 =-  . [3]   (ii) by shading the unwanted regions, find and label the region r that satisfies these three  inequalities.    y4g    xy 3h+    yx 1h- [1]   ",
+            "8": "8 0607/42/f/m/21 \u00a9 ucles 2021 4 (a) the mass, m grams, of each of 50 apples is found.   the results are shown in the table. mass ( m grams) frequency 70 1 m g 90 2  90 1 m g 110 7 110 1 m g 130 14 130 1 m g 150 10 150 1 m g 170 12 170 1 m g 190 5   (i) write down the modal class. .. 1 \u200am \u200ag ..  [1]   (ii) calculate an estimate of the mean.   ..  g [2]  (b) the mass, x grams, of each of 120 different apples is found.   the results are shown in table 1.   (i) complete the cumulative frequency column in table 2. mass ( x grams) frequency 70 1 x g 90 8  90 1 x g 110 8 110 1 x g 120 22 120 1 x g 130 39 130 1 x g 140 27 140 1 x g 150 9 150 1 x g 170 7     mass ( x grams) cumulative frequency  x g 90 8  x g 110  x g 120  x g 130  x g 140  x g 150  x g 170  table 1  table 2  [2]",
+            "9": "9 0607/42/f/m/21 \u00a9 ucles 2021 [turn over   (ii) on the grid, draw the cumulative frequency curve to show the results in table 2. 120 100 80 60 40 20 70 90 110 130 150 1700 80 100 120 140 160 180cumulative frequency mass (grams)  [3]   (iii) use your cumulative frequency curve to estimate    (a) the median,   ..  g [1]     (b) the interquartile range.   ..  g [2]",
+            "10": "10 0607/42/f/m/21 \u00a9 ucles 2021 5 (a) ab c49 mm91 mmnot to scale   calculate the length of ac.  ac =  .  mm [2]  (b)  o ab 16 cm305\u00b0not to scale   the diagram shows a circle with centre o and radius 16  cm.   calculate the length of the major arc ab.     cm [2]  (c) not to scale 12 cm   the diagram shows a prism with length 12  cm.   the cross-section of the prism is a quarter of a circle.   the radius of the circle is 6  cm.   calculate the volume of the prism.   ..  cm3 [2]",
+            "11": "11 0607/42/f/m/21 \u00a9 ucles 2021 [turn over  (d)  not to scale bc a ed(2x + 4)  cm (x + 1)  cm (x \u2013 3)  cm   shape abcde  is made by joining rectangle abde  and triangle bcd .   the perpendicular height of triangle bcd  is  (2 x + 4) cm.   the total area of abcde  is 11  cm2.   (i) show that   xx23 20 02-- =.  [3]   (ii) factorise   xx23 202-- .   .  [2]   (iii) use your answer to part (ii)  to solve the equation   xx23 20 02-- =.  x = ... or  x = ..  [1]   (iv) find the perpendicular height of triangle bcd .     cm [1]",
+            "12": "12 0607/42/f/m/21 \u00a9 ucles 2021 6 (a) y is inversely proportional to the square of x.   (i) when   x = 2,   y = 8.    find y in terms of x.  y =    [2]   (ii) find the value of y when  x = 4.  y =    [1]   (iii) find the value of x when y = 128.  x =    [2]  (b) r is directly proportional to the cube of  ( p + 1) .   when  p = 1,   r = 16.   find the value of r when  p = 4.  r =    [3]",
+            "13": "13 0607/42/f/m/21 \u00a9 ucles 2021 [turn over 7 \u2013 4 313 \u2013 3y x 0   ()xx21g=- ,  x2!  (a) on the diagram, sketch the graph of y = g(x) for values of x between - 4 and 3.  [3]  (b) write down the equations of the asymptotes of the graph of y = g(x).   .   .  [2]  (c) () () xx 3 1 h2=-+   solve the inequality () () xxgh2 .  .  [4]",
+            "14": "14 0607/42/f/m/21 \u00a9 ucles 2021 8 northnorth 142\u00b017 km 4 kmb c anot to scale  rani sails in a boat race around a triangular course.  she sails from a to b to c and then directly back to a.  b is due north of c.  (a) find the bearing rani sails on from c to a.   .  [1]  (b) show that ab = 20.3  km, correct to 1 decimal place.  [3]",
+            "15": "15 0607/42/f/m/21 \u00a9 ucles 2021 [turn over  (c) calculate the bearing of b from a.   .  [3]  (d) rani starts the race at 08 57 and returns to a at 12  33.   calculate the average speed of her boat in km/h.     km/h  [3]",
+            "16": "16 0607/42/f/m/21 \u00a9 ucles 2021 9 (a) the venn diagram shows information about 115 people who play musical instruments.   f = {people who play the flute}   d = {people who play the drums} fu d 8x3 x2+ x41+   (i) calculate the number of people who play both the flute and the drums.   .  [3]   (ii) on the venn diagram, shade  fd+l . [1]   (iii) briony plays both the flute and the drums.    use set notation to complete the statement.     briony    ()fd+ [1]",
+            "17": "17 0607/42/f/m/21 \u00a9 ucles 2021 [turn over  (b) briony has 6 red socks, 4 green socks and 8 white socks.   (i) she picks a sock at random.    find the probability that the sock is green.   .  [1]   (ii) briony replaces the sock.    she now picks two socks at random, without replacement.    calculate the probability that the two socks are different colours.   .  [4]",
+            "18": "18 0607/42/f/m/21 \u00a9 ucles 2021 10 b a rhc not to scale  cone a has radius  r and perpendicular height h.  cone b is mathematically similar to cone a.  solid c is formed by removing cone a from cone b.  the ratio   height of cone a : height of cone b   =   2 : 3.  (a) find the ratio   volume of cone a : volume of solid c.  ... : ...  [3] ",
+            "19": "19 0607/42/f/m/21 \u00a9 ucles 2021 [turn over  (b) cone a has radius 4  cm and height 10  cm.   calculate the total  surface area of solid c.   ..  cm2 [8] question 11 is printed on the next page.",
+            "20": "20 0607/42/f/m/21 \u00a9 ucles 2021 11  ()xx 31 f=+          ()xx 5 g2=-          ()x 3 hx=  (a) find g(3).   .  [1]  (b) find f(h(2)).   .  [2]  (c) find the value of r when f( r) = r.  r =    [2]  (d) solve g(f( x)) = 20. x = ... or x = ..  [3]    (e) find ()x h1-.   ()x h1=-    [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. 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 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."
+        },
+        "0607_m21_qp_52.pdf": {
+            "1": "this document has 12 pages. any blank pages are indicated. cambridge igcse\u2122 dc (ce) 207878/1 \u00a9 ucles 2021  [turn overcambridge international mathematics  0607/52 paper 5 investigation (core)  february/march  2021  1 hour 10 minutes you must answer on the question paper. no additional materials are needed. instructions  \u25cf answer all questions.  \u25cf use a black or dark blue pen. you may use an hb pencil for any diagrams or graphs.  \u25cf write your name, centre number and candidate number in the boxes at the top of the page.  \u25cf write your answer to each question in the space provided.  \u25cf do not use an erasable pen or correction fluid.  \u25cf do not write on any bar codes.  \u25cf you should use a graphic display calculator where appropriate.  \u25cf you may use tracing paper.  \u25cf you must show all necessary working clearly, including sketches, to gain full marks for correct methods.  \u25cf in this paper you will be awarded marks for providing full reasons, examples and steps in your working  to communicate your mathematics clearly and precisely. information  \u25cf the total mark for this paper is 36.  \u25cf the number of marks for each question or part question is shown in brackets [  ]. *5297052325*",
+            "2": "2 0607/52/f/m/21 \u00a9 ucles 2021 consecutive numbers (36 marks) this task is about what happens when consecutive numbers are changed from positive to negative and added. consecutive numbers are sequences of integers which increase by 1 from term to term. examples  0, 1, 2, 3, 4  or 5, 6, 7  or 46, 47, 48, 49, 50, 51  or 3, 4, 5, ..., 120. in this investigation use this method  throughout. \u2022 add the positive consecutive numbers. \u2022 find all the possible additions and totals when you make one of the numbers negative. \u2022 find all the possible additions and totals when you make two of the numbers negative.  \u2022 continue in this way until all the numbers are negative. 1 1, 2 is a sequence of two consecutive numbers.  (a) (i) complete the table using the method with 1 and 2 to find all the possible totals.  addition total all positive  1 +  2 =  3 one negative -1 +  2 = ...  1 + \t-2 = ... all negative  -1 + \t-2 = \t-3  [1]   (ii) using the consecutive numbers 1 and 2 the highest total is 3 and the lowest total is -3.    you cannot make all the integers between the highest total and the lowest total using the  method.    write down all the integers between 3 and -3 that cannot  be made using 1 and 2.    remember: 0 is an integer.   .  [1]",
+            "3": "3 0607/52/f/m/21 \u00a9 ucles 2021 [turn over  (b) (i) complete the table using the method with the consecutive numbers 2 and 3.  addition total all positive  2 +  3 = 5 one negative\t-2 + ... = 1  2 + ... = ... all negative \t-2 + \t-3 = ...  [2]   (ii) using the table in part (i) , complete these statements.    the highest total is 5 and the lowest total is ... .    the number of integers between the highest total and the lowest total that cannot  be made is  ... .  [2]  (c) (i) complete the table using the method with two consecutive numbers.  addition total all positive ... + ... =  15 one negative... + ... = ... ... + ... = ... all negative ... + ... = \t-15  [2]   (ii) find the number of integers between 15 and -15 that cannot  be made using these consecutive  numbers.   .  [1]",
+            "4": "4 0607/52/f/m/21 \u00a9 ucles 2021 2 a and a + 1 are two consecutive numbers.  (a) find expressions for the four totals that can be made using a and a + 1.   give each expression in its simplest form.  ... , ... , ... , ...  [3]  (b) an expression for the number of integers between the highest total and the lowest total that cannot   be made using a and a + 1 is   4 a - 1.   show that this gives the correct number when a = 10.  [4]",
+            "5": "5 0607/52/f/m/21 \u00a9 ucles 2021 [turn over 3 (a) there are now three consecutive numbers.   (i) complete the table using the method with the consecutive numbers 3, 4 and 5. addition total all positive  3 +  4 +  5 =  12 one negative\t-3 +  4 +  5 =  6 ... + \t-4 + ... =  4 ... + ... + ... =  2 two negative\t-3 + \t-4 +  = \t-2 \t-3 + ... + \t-5 = ... ... + ... + ... = ... all negative \t-3 + \t-4 + \t-5 = \t-12 [2]   (ii) find the number of integers that cannot  be made between 12 and -12.   .  [2]",
+            "6": "6 0607/52/f/m/21 \u00a9 ucles 2021  (b) there are now four consecutive numbers.   complete the table using the method and the consecutive numbers 3, 4, 5 and 6. addition total all positive  3 +  4 +  5 +  6 = 18 one negative\t-3 +  4 +  5 +  6 = 12 ... +\t-4 +  5 +  6 =  10  3 +  4 +\t-5 +  6 =  8 ... + ... + ... + ... = ... two negative\t-3 +\t-4 +  5 +  6 = ... \t-3 +  4 + ... +  6 =  2 \t-3 +  4 +  5 +\t-6 =  0  3 +\t-4 + ... +  6 =  0  3 +\t-4 + ... +\t-6 = ...  3 +  4 +\t-5 +\t-6 =\t-4 three negative\t-3 +\t-4 + ... + ... = ... \t-3 +\t-4 + ... + ... =\t-8 \t-3 +  4 +\t-5 + ... =\t-10  3 + ... + ... + ... =\t-12 all negative \t-3 +\t-4 +\t-5 +\t-6 =\t-18 [3]",
+            "7": "7 0607/52/f/m/21 \u00a9 ucles 2021 [turn over turn over for question 4",
+            "8": "8 0607/52/f/m/21 \u00a9 ucles 2021 4 (a) there are 16 additions in the table on page 6 .   complete the table below.   use question 1  and question 3  to help you. number of  consecutive  numbersnumber of additions 2  = 3  = 23 4  16 = 24 5  32 = n  [2]  (b) complete this table.   use question 2(a)  to help you. number of  consecutive  numbersconsecutive numbersexpression for the highest  total in terms of a 2 a, a + 1 3 3a + 3 4 5 a, a + 1, a + 2, a + 3, a + 4 n ... + ()nn 21-  [5]",
+            "9": "9 0607/52/f/m/21 \u00a9 ucles 2021 [turn over  (c) anna uses this method to work out the number of integers that cannot  be made. \u2022 use question 4(b)  to find the highest total. \u2022 find the number of integers from the highest total to the lowest total. \u2022 use question 4(a)  to find the number of additions. \u2022 subtract the number of additions from the number of integers.   example   there are three consecutive numbers.   the first number is 4.   the highest total is    3 a + 3 = 3 # 4 + 3 = 15.   the number of integers from 15 to -15 is 31.   the number of additions is 23.   the number of integers that cannot  be made is 31 - 23 = 23.   (i) there are two consecutive numbers.    use anna\u2019s method to find the number of integers that cannot  be made when the first number  is 9.   .  [3]",
+            "10": "10 0607/52/f/m/21 \u00a9 ucles 2021   (ii) anna uses her method to find the number of integers that cannot  be made with the three  consecutive numbers 1, 2 and 3.    her method gives the answer 5.    explain why her method gives the wrong answer.    .  [3]",
+            "11": "11 0607/52/f/m/21 \u00a9 ucles 2021 blank page",
+            "12": "12 0607/52/f/m/21 \u00a9 ucles 2021 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 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.blank page"
+        },
+        "0607_m21_qp_62.pdf": {
+            "1": "this document has 16 pages. any blank pages are indicated. cambridge igcse\u2122 dc (ce/sw) 207879/1 \u00a9 ucles 2021  [turn over *6407495703* cambridge international mathematics  0607/62 paper 6 investigation and modelling (extended)  february/march  2021  1 hour 40 minutes you must answer on the question paper. no additional materials are needed. instructions  \u25cf answer both part a (questions 1 to 5) and part b (questions 6 to 10).  \u25cf use a black or dark blue pen. you may use an hb pencil for any diagrams or graphs.  \u25cf write your name, centre number and candidate number in the boxes at the top of the page.  \u25cf write your answer to each question in the space provided.  \u25cf do not use an erasable pen or correction fluid.  \u25cf do not write on any bar codes.  \u25cf you should use a graphic display calculator where appropriate.  \u25cf you may use tracing paper.  \u25cf you must show all necessary working clearly, including sketches, to gain full marks for correct methods.  \u25cf in this paper you will be awarded marks for providing full reasons, examples and steps in your working  to communicate your mathematics clearly and precisely. information  \u25cf the total mark for this paper is 60.  \u25cf the number of marks for each question or part question is shown in brackets [  ].",
+            "2": "2 0607/62/f/m/21 \u00a9 ucles 2021 answer both  parts a and b. a investigation (questions 1 to 5) enclosed cuboids (30 marks) you are advised to spend no more than 50 minutes on this part. this task is about the number of white cubes needed to enclose a grey cuboid with integer sides. 1 the diagram shows: \u2022 a grey cube with each edge 1 centimetre long (a 1  cm cube)  \u2022 a view showing how the grey cube is enclosed in a layer of 1  cm white cubes \u2022 the resulting cube. first cube second cube not to scale  (a) the enclosing layer of white cubes is 1  cm thick.   this makes the second cube with each edge 3  cm long.   find the number of white cubes.   .  [1]  (b) the second cube is enclosed in a layer of 1  cm white cubes to make the third cube.   there are now 2 layers enclosing the grey cube.   each layer is 1  cm thick.   (i) write down the length of one edge of the third cube.   .  [1]   (ii) find the number of white cubes in the third cube.   .  [2]",
+            "3": "3 0607/62/f/m/21 \u00a9 ucles 2021 [turn over  (c) for any cube made in this way, write down the relationship between the total number of 1  cm  cubes and the number of white cubes.  .  [1]  (d) for any cube made in this way,       n  = the number of enclosing layers     l  = the length of the outer edge in centimetres     w = the number of white cubes.   for the first cube, n = 0 and l = 1.   for the second cube, n = 1 and l = 3.   complete this table for a grey cube of edge length 1  cm. number of  enclosing layers0 1 2 3 4 n l 1 3 w 0 728 [5]",
+            "4": "4 0607/62/f/m/21 \u00a9 ucles 2021 2 a grey cube has edge length 2 cm.  this cube will be enclosed in layers of 1  cm white cubes.   the diagram shows some of the white cubes in the first layer. not to scale  (a) this calculation gives the number of white cubes when there is one enclosing layer.    43 - 23   explain why this calculation works.  .  .  .  [2]  (b) complete this table for a grey cube of edge length 2  cm. number of  enclosing layers0 1 2 3 4 n l 2 10 w 0 56 992 [4]",
+            "5": "5 0607/62/f/m/21 \u00a9 ucles 2021 [turn over 3 (a) complete this table for a grey cube of edge length 3  cm. number of  enclosing layers0 1 2 3 4 n l 3 w 0 98 316 702 1304  [2]  (b) a grey cube has edge length e cm.   write your expressions for w from questions 1(d) , 2(b) and 3(a) in this table.   complete the table. edge length of  grey cubew 1 2 3 e  [2]",
+            "6": "6 0607/62/f/m/21 \u00a9 ucles 2021 4 not to scale3 cm 2 cm 5 cm  this grey cuboid has edge lengths of 2  cm, 3  cm and 5  cm.  (a) find the number of white cubes when there is one enclosing layer.   .  [3]  (b) a grey cuboid has edge lengths of a cm, b cm and c cm.   the cuboid has n enclosing layers.   find the formula for the number of white cubes, w.     [2]",
+            "7": "7 0607/62/f/m/21 \u00a9 ucles 2021 [turn over 5 a grey cuboid has edge lengths of k cm, k cm and 2 k cm.  the grey cuboid has 8 enclosing layers of 1  cm white cubes.  the largest face of the resulting cuboid has 546 white cubes.  find the value of k.   .  [5]",
+            "8": "8 0607/62/f/m/21 \u00a9 ucles 2021 b modelling   (questions 6 to 10) enclosures for cats   (30 marks ) you are advised to spend no more than 50 minutes on this part. v olume, v, of cylinder of radius r, height h. vr h2r= v olume, v, of cone of radius r, height h. vr h31 2r= v olume, v, of sphere of radius r. vr34 3r= this task looks at modelling the floor area and volume of enclosures for cats.  dorothy has two cats and is going to build an enclosure for them.  she considers three designs. 6 design 1 is a cone and design 2 is a hemisphere.  the cone and the hemisphere have the same diameter, d. d dhhemisphere cone  (a) (i) show that the volume of the cone is   dh 122r.  [1]",
+            "9": "9 0607/62/f/m/21 \u00a9 ucles 2021 [turn over   (ii) find the volume of the hemisphere.    write your answer in its simplest form, in terms of r and d.   .  [2]  (b) write h in terms of d when the volume of the cone is equal to the volume of the hemisphere.   .  [1]  (c) (i) find the volume of the cone when hd 2=.    write your answer in its simplest form, in terms of r and d.   .  [2]   (ii) which is smaller, the volume of the cone in part (c)(i)  or the volume of the hemisphere?    show how you decide.   .  [1]",
+            "10": "10 0607/62/f/m/21 \u00a9 ucles 2021 information about cat enclosures minimum floor sleep area per cat  0.5 m2 minimum floor exercise area per cat  2.8 m2 minimum extra floor area per cat  1 m2 highest point above floor must be 2  m or more 7 (a) show that the total minimum floor area for two cats is 8.6  m2.  [1]  (b) calculate the diameter that gives this minimum floor area for both the cone and the hemisphere.   .  [2]  (c) explain why a hemisphere with this minimum floor area is not a suitable enclosure.  .  .  [1]",
+            "11": "11 0607/62/f/m/21 \u00a9 ucles 2021 [turn over 8 dorothy decides on a volume of 10  m3 for the enclosure for the two cats.  (a) use question 6(a)(i)  to find a model for h, in terms of r and d, for the cone enclosure.   .  [2]  (b) sketch your model for h for d 01 2 1g . 0 diameterheight12 12dh  [2]  (c) find the total floor area of the enclosure when the height of the cone is 2  m.   .  [3]",
+            "12": "12 0607/62/f/m/21 \u00a9 ucles 2021 9 design 3 is a half-cylinder.  it has diameter d and length w. half-cylinder dw  (a) use the information on page 10 to write down the smallest value of d.   .  [1]  (b) show that the volume of the half-cylinder is   dw 82r.  [2]  (c) (i) show that a model for w for a half-cylinder enclosure that has a volume of 10  m3 is wd80 2r=  .  [1]",
+            "13": "13 0607/62/f/m/21 \u00a9 ucles 2021   (ii) sketch the model for w for d 01 2 1g . lengthw 0 diameter12 12d  [1]  (d) (i) the total floor area is 8.6  m2.    write down a model for w in terms of d.   .  [1]                (ii) on the axes above sketch your model from part (d)(i) . [2]  (e) find the height of the half-cylinder enclosure that fits both models.   .  [3] 10 write down which enclosure of volume 10  m3, cone or half-cylinder, you think dorothy should choose  for her two cats. explain your choice.  .  .  [1]",
+            "14": "14 0607/62/f/m/21 \u00a9 ucles 2021 blank page",
+            "15": "15 0607/62/f/m/21 \u00a9 ucles 2021 blank page",
+            "16": "16 0607/62/f/m/21 \u00a9 ucles 2021 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 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.blank page"
+        },
+        "0607_s21_qp_11.pdf": {
+            "1": "this document has 8 pages. cambridge igcse\u2122 dc (ce/cb) 207179/1 \u00a9 ucles 2021  [turn overcambridge international mathematics  0607/11 paper 1 (core)  may/june  2021  45 minutes you must answer on the question paper. you will need:  geometrical instruments instructions  \u25cf answer all questions.  \u25cf use a black or dark blue pen. you may use an hb pencil for any diagrams or graphs.  \u25cf write your name, centre number and candidate number in the boxes at the top of the page.  \u25cf write your answer to each question in the space provided.  \u25cf do not use an erasable pen or correction fluid.  \u25cf do not write on any bar codes.  \u25cf calculators must not be used in this paper.  \u25cf you may use tracing paper.  \u25cf you must show all necessary working clearly and you will be given marks for correct methods even if  your answer is incorrect.  \u25cf all answers should be given in their simplest form. information  \u25cf the total mark for this paper is 40.  \u25cf the number of marks for each question or part question is shown in brackets [  ]. *1117266921*",
+            "2": "2 0607/11/m/j/21 \u00a9 ucles 2021 formula list area, a, of triangle, base b, height h. a = bh21 area, a, of circle, radius r. a = r2r circumference, c, of circle, radius r. c = 2rr curved surface area, a, of cylinder of radius r, height h. a = 2rrh curved surface area, a, of cone of radius r, sloping edge l. a = rrl curved surface area, a, of sphere of radius r. a = r42r v olume, v, of prism, cross-sectional area a, length l. v = al v olume, v, of pyramid, base area a, height h. v = ah31 v olume, v, of cylinder of radius r, height h. v = rh2r v olume, v, of cone of radius r, height h. v = rh31 2r v olume, v, of sphere of radius r. v = r34 3r",
+            "3": "3 0607/11/m/j/21 \u00a9 ucles 2021 [turn over answer all the questions. 1 write 25% as a fraction.   ..  [1] 2 write down two multiples of 12.   ..  [1] 3 e fd boc a  complete the statement using letters from the diagram.  line . is a tangent to the circle, centre o. [1] 4 change 1500 centilitres into litres.   .  litres  [1] 5 work out.    10 44'-   ..  [1] 6    21  22  23  24  25  26  27  from the list of numbers, write down  (a) the cube number,   ..  [1]  (b) the triangle number.   ..  [1]",
+            "4": "4 0607/11/m/j/21 \u00a9 ucles 2021 7  00100200300400 5 10 15 20 time (minutes)distance (metres)library 25 30 35 40 45home  the travel graph shows suba\u2019s bicycle journey from her home to the library and back.  (a) write down the distance from suba\u2019s home to the library.   ..  m [1]  (b) write down the number of minutes suba was in the library.   ...  min [1] 8 these are the test results of 12 students. 17  21  9  11  24  21  8  15  12  6  10  21  (a) find the median.   ..  [2]  (b) write down the mode.   ..  [1]  (c) find the range.   ..  [1] 9  p = {prime number less than 10}  write down the members of set p.   ..  [2]",
+            "5": "5 0607/11/m/j/21 \u00a9 ucles 2021 [turn over 10 work out 60% of 35.   ..  [2] 11 simplify.    w # w # w   ..  [1] 12   what type of correlation is shown on the scatter diagram?   ..  [1] 13 q p 0123456 x3 4 5 2 6 1y  describe fully the single  transformation that maps shape p onto shape q.  .  .  [3]",
+            "6": "6 0607/11/m/j/21 \u00a9 ucles 2021 14 shade the region indicated below each venn diagram. a b c du u  ab, cd+  [2] 15 012345 x3 4 5 2 \u2013 2 6 7 1 \u2013 1y  the diagram shows the graph of a function with one asymptote.  on the diagram, draw the asymptote.  [1] 16 solve the inequality   x21 0g .   ..  [1] 17 find the highest common factor (hcf) of 70 and 80.   ..  [1] 18 a train travels 250 metres in 5 seconds.   work out its average speed in kilometres per hour.    .. km/h  [3]",
+            "7": "7 0607/11/m/j/21 \u00a9 ucles 2021 [turn over 19 simplify.    x y12 25#   ..  [2] 20   ()fxx 23=-   for  x52 1 gg-  find the range of ()fx.   ..  [2] 21 not to scale a dbe gcf 12 cm10 cm5 cm  rectangles abcd  and aefg  are mathematically similar.  work out ef.  ef =  . cm [2] questions 22 and 23 are printed on the next page.",
+            "8": "8 0607/11/m/j/21 \u00a9 ucles 2021 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 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.22 a is the point (, )31-  and b is the point (1, 3).  find the gradient of the line ab.   ..  [2] 23 not to scale 6 cmo120\u00b0  the diagram shows a sector of a circle centre o, radius 6  cm.  find the area of the sector.  leave your answer in terms of r.    cm2 [2]"
+        },
+        "0607_s21_qp_12.pdf": {
+            "1": "this document has 8 pages. cambridge igcse\u2122 dc (lk/cb) 207180/2 \u00a9 ucles 2021  [turn overcambridge international mathematics  0607/12 paper 1 (core)  may/june  2021  45 minutes you must answer on the question paper. you will need:  geometrical instruments instructions  \u25cf answer all questions.  \u25cf use a black or dark blue pen. you may use an hb pencil for any diagrams or graphs.  \u25cf write your name, centre number and candidate number in the boxes at the top of the page.  \u25cf write your answer to each question in the space provided.  \u25cf do not use an erasable pen or correction fluid.  \u25cf do not write on any bar codes.  \u25cf calculators must not be used in this paper.  \u25cf you may use tracing paper.  \u25cf you must show all necessary working clearly and you will be given marks for correct methods even if  your answer is incorrect.  \u25cf all answers should be given in their simplest form. information  \u25cf the total mark for this paper is 40.  \u25cf the number of marks for each question or part question is shown in brackets [  ]. *8198260037*",
+            "2": "2 0607/12/m/j/21 \u00a9 ucles 2021 formula list area, a, of triangle, base b, height h. a = bh21 area, a, of circle, radius r. a = r2r circumference, c, of circle, radius r. c = 2rr curved surface area, a, of cylinder of radius r, height h. a = 2rrh curved surface area, a, of cone of radius r, sloping edge l. a = rrl curved surface area, a, of sphere of radius r. a = r42r v olume, v, of prism, cross-sectional area a, length l. v = al v olume, v, of pyramid, base area a, height h. v = ah31 v olume, v, of cylinder of radius r, height h. v = rh2r v olume, v, of cone of radius r, height h. v = rh31 2r v olume, v, of sphere of radius r. v = r34 3r",
+            "3": "3 0607/12/m/j/21 \u00a9 ucles 2021 [turn over answer all the questions. 1 write 3262.7 correct to the nearest 100.   .  [1] 2 write down the value of 62.   .  [1] 3  on the diagram, draw the line of symmetry.  [1] 4     ..023222 21 -  from the list of numbers, write down the integer.   .  [1] 5 write the missing number in the box.     16 20=5  [1] 6  42\u00b0y\u00b0not to scale  the diagram shows two straight lines.  write down the value of y.  y =    [1]",
+            "4": "4 0607/12/m/j/21 \u00a9 ucles 2021 7 work out.    17 32#-   .  [1] 8 the list shows the ages of six people. 8   10   76   8   10   8  (a) write down the mode.   .  [1]  (b) find the range.   .  [1]  (c) find the median.   .  [1]  (d) find the mean.   .  [2] 9  f = ma  find f when m = 25 and a = 3.  f = .  [1] 10  () () () fxx x 23 1 =- -  work out ()f7.   .  [2] 11 write the ratio 18 : 24 in its simplest form.  ...  :  ...  [1]",
+            "5": "5 0607/12/m/j/21 \u00a9 ucles 2021 [turn over 12  a = {1, 2, 3, 4, 5}   b = {2, 3}  complete the following statements using set notation.   b   a   5   a  [2] 13 a bus travels at an average speed of 70  km/h.  find the distance it travels in 4 hours.   ...  km [1] 14 priya invests $4500 for 3 years at a rate of 2% per year simple  interest.  work out the value of priya\u2019s investment at the end of 3 years.  $    [3] 15 solve the equation.      5(x + 3) = 30  x =    [2]",
+            "6": "6 0607/12/  m  / j  /21 \u00a9 ucles 202116  not to scale 6 m18 m 10 m patiograss 5 m  the diagram shows the rectangular garden of a house.  work out the area of the grass.     m2 [2] 17 change 46 square centimetres into square millimetres.   .  mm2 [1] 18 xy 0 34 211 \u2013 1 \u2013 23 \u2013 34 \u2013 4\u2013 2\u2013 1 \u2013 3 \u2013 4 b2a  describe fully the single  transformation that maps shape a onto shape b.  .  .  [3]",
+            "7": "7 0607/12/m/j/21 \u00a9 ucles 2021 [turn over 19 these are the first five numbers in a sequence. 1   3   9   27   81  (a) find the next number in this sequence.    .  [1]  (b) explain how you found your answer to part (a) .   .  [1] 20 150 students are asked whether they study mathematics ( m ) or english ( e ).  10 study neither subject, 15 study both subjects and 50 study mathematics only.    (a) complete the venn diagram to show all 150 students. m eu  [2]  (b) one of the 150 students is selected at random.   find the probability that this student studies english.   give your answer as a fraction in its simplest form.   .  [2] questions 21 and 22 are printed on the next page.",
+            "8": "8 0607/12/m/j/21 \u00a9 ucles 2021 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 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.21 work out.   810 41017 6##  write your answer in standard form.   .  [2] 22 solve the simultaneous equations. xy xy6 16+= -=  x = .  y = .  [2]"
+        },
+        "0607_s21_qp_13.pdf": {
+            "1": "this document has 8 pages. cambridge igcse\u2122 dc (lk/cb) 207181/2 \u00a9 ucles 2021  [turn overcambridge international mathematics  0607/13 paper 1 (core)  may/june  2021  45 minutes you must answer on the question paper. you will need:  geometrical instruments instructions  \u25cf answer all questions.  \u25cf use a black or dark blue pen. you may use an hb pencil for any diagrams or graphs.  \u25cf write your name, centre number and candidate number in the boxes at the top of the page.  \u25cf write your answer to each question in the space provided.  \u25cf do not use an erasable pen or correction fluid.  \u25cf do not write on any bar codes.  \u25cf calculators must not be used in this paper.  \u25cf you may use tracing paper.  \u25cf you must show all necessary working clearly and you will be given marks for correct methods even if  your answer is incorrect.  \u25cf all answers should be given in their simplest form. information  \u25cf the total mark for this paper is 40.  \u25cf the number of marks for each question or part question is shown in brackets [  ]. *6805643091*",
+            "2": "2 0607/13/m/j/21 \u00a9 ucles 2021 formula list area, a, of triangle, base b, height h. a = bh21 area, a, of circle, radius r. a = r2r circumference, c, of circle, radius r. c = 2rr curved surface area, a, of cylinder of radius r, height h. a = 2rrh curved surface area, a, of cone of radius r, sloping edge l. a = rrl curved surface area, a, of sphere of radius r. a = r42r v olume, v, of prism, cross-sectional area a, length l. v = al v olume, v, of pyramid, base area a, height h. v = ah31 v olume, v, of cylinder of radius r, height h. v = rh2r v olume, v, of cone of radius r, height h. v = rh31 2r v olume, v, of sphere of radius r. v = r34 3r",
+            "3": "3 0607/13/m/j/21 \u00a9 ucles 2021 [turn over answer all the questions. 1 write 104 as a decimal.   .  [1] 2 complete the statement. two straight lines which meet at 90\u00b0 are called . lines.  [1] 3 2 876543 1  xander spins this unbiased 8-sided spinner.  find the probability that the spinner lands on an even number.  give your answer as a decimal.   .  [2] 4 total mass of hay = mass of one bale \u00d7 number of bales  work out the total mass of hay when there are 10 bales and the mass of each bale is 21  kg.     kg [1] 5    10   11   12   14   15   16  from the list of numbers, write down  (a) the square number,   .  [1]  (b) the prime number.   .  [1]",
+            "4": "4 0607/13/m/j/21 \u00a9 ucles 2021 6       on the diagram, draw all the lines of symmetry.  [2] 7 find 75% of 200.   .  [1] 8 change 341 hours into minutes.      minutes  [1] 9 insert one pair of brackets to make this statement correct. 10   \u00f7   2   +   2   +   1   =   2  [1] 10 the coordinates of two points are (1, 5) and (5, 5).  work out the distance between the two points.   .  [1] 11 rosa wants to collect information about cars.  (a) write down an example of discrete data that she could collect.  .  [1]  (b) write down an example of continuous data that she could collect.  .  [1]",
+            "5": "5 0607/13/m/j/21 \u00a9 ucles 2021 [turn over 12 not to scale 125\u00b0c\u00b0  find the value of c.  give a reason for your answer. c = . because  ..  [2] 13 write down the largest integer value of x so that   x 241-.   .  [1] 14 find the total surface area of a cube of side 2  cm.   ..  cm2 [2] 15 a shark swims 200 metres in 40 seconds.  find its average speed.   ...  m/s [1] 16 factorise.    ab c 15 39-+   .  [1]",
+            "6": "6 0607/13/m/j/21 \u00a9 ucles 2021 17 megan asked some people if they prefer to read emails on their phone or on their laptop.  the results are shown in the table. phone laptop 10 1 age g 30 9 1 30 1 age g 50 6 4 50 1 age g 70 3 7  one of these people is chosen at random.  find the probability that they prefer to read emails on their phone.   .  [2] 18 not to scale 60\u00b0(x + 10)\u00b0 x\u00b0  find the value of x.  x =    [3] 19 solve the inequality.     x131+   .  [1] 20 a bag contains 20 almonds.  the mean mass of an almond in the bag is 4 grams.  work out the total mass of the almonds in the bag.   ...  grams  [1]",
+            "7": "7 0607/13/m/j/21 \u00a9 ucles 2021 [turn over 21 u = {1, 2, 3, 4, 5, 6, 7, 8, 9, 10}  a = {1, 4, 5, 6, 9}   b = {2, 4, 7, 10}  (a) complete the venn diagram by writing each element in the correct region. a bu  [2]  (b) find a + b.  a + b = { ... } [1]  (c) find n( a , b ).   .  [1] 22 (a) write each number in standard form.   (i) 8500   .  [1]   (ii) 0.02   .  [1]  (b) find the value of . 8500 002 #  .   write your answer in standard form.   .  [2] questions 23 and 24 are printed on the next page.",
+            "8": "8 0607/13/m/j/21 \u00a9 ucles 2021 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 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.23  ()fxx 3 =-  the domain of f( x) is x19gg .  find the range of f( x).   .  [2] 24 xy 0 1123456789 23456  explain why the gradient of this line is 2-.  .  .  [1] "
+        },
+        "0607_s21_qp_21.pdf": {
+            "1": "this document has 8 pages. cambridge igcse\u2122 dc (lk/cgw) 199660/2 \u00a9 ucles 2021  [turn over *6765421013* cambridge international mathematics  0607/21 paper 2 (extended)  may/june  2021  45 minutes you must answer on the question paper. you will need:  geometrical instruments instructions  \u25cf answer all questions.  \u25cf use a black or dark blue pen. you may use an hb pencil for any diagrams or graphs.  \u25cf write your name, centre number and candidate number in the boxes at the top of the page.  \u25cf write your answer to each question in the space provided.  \u25cf do not use an erasable pen or correction fluid.  \u25cf do not write on any bar codes.  \u25cf calculators must not be used in this paper.  \u25cf you may use tracing paper.  \u25cf you must show all necessary working clearly and you will be given marks for correct methods even if  your answer is incorrect.  \u25cf all answers should be given in their simplest form. information  \u25cf the total mark for this paper is 40.  \u25cf the number of marks for each question or part question is shown in brackets [  ].",
+            "2": "2 0607/21/m/j/21 \u00a9 ucles 2021 formula list for the equation  ax bx c02++ = xabb ac 242!=-- curved surface area, a, of cylinder of radius r, height h. r ar h2= curved surface area, a, of cone of radius r, sloping edge l. r ar l= curved surface area, a, of sphere of radius r. r ar42= v olume, v, of pyramid, base area a, height h. va h31= v olume, v, of cylinder of radius r, height h. rvr h2= v olume, v, of cone of radius r, height h. r vr h31 2= v olume, v, of sphere of radius r. r vr34 3=      sins in sin aa bb cc==      cos ab cb ca222 2=+ -      sinbc a21area=a c bcb a",
+            "3": "3 0607/21/m/j/21 \u00a9 ucles 2021 [turn over answer all the questions. 1 work out.  (a) . 30 018-    .  [1]  (b) .0042    .  [1]  (c) .. 02008    .  [1] 2 (a) write 5249.6 correct to two significant figures.    .  [1]  (b) write .00030626 correct to three decimal places.    .  [1] 3 a car travels 300 metres in 20 seconds.   find the average speed of the car in  (a) metres per second,    ...  m/s [1]  (b) kilometres per hour.      km/h  [2]",
+            "4": "4 0607/21/m/j/21 \u00a9 ucles 2021 4 solve.  (a) () x 24 52 0 -- =  x  =  .  [2]  (b) x25 9 -=  x  = ... or  x =  ...  [2]  5 find the value of   (a) 640,    .  [1]  (b) 6431 .    .  [1] 6 a regular polygon has 30 sides.  find the size of one exterior angle.    .  [2]",
+            "5": "5 0607/21/m/j/21 \u00a9 ucles 2021 [turn over 7 factorise.  (a) ab ya yb x x1223 8 -+ -    .  [2]  (b) xx56 82--    .  [2] 8 (a) work out    12 554 1 ---ee oo .    fp  [2]  (b) work out the magnitude of 3 4-eo .    .  [2]",
+            "6": "6 0607/21/m/j/21 \u00a9 ucles 2021 9 rearrange this equation to make x the subject.    xa xb 23 5 -=  x  =  .  [3] 10 (a) solve.    sinx21=   for   \u00b0\u00b0x 09 0 gg  x  =  .  [1]  (b) solve.    sinx21=-    for  \u00b0\u00b0x 0 360 gg  x  =  .  [2]",
+            "7": "7 0607/21/m/j/21 \u00a9 ucles 2021 [turn over 11  o ba not to scaley x  the points a (2, 8) and b (, ) 62- are shown on the diagram.  find the equation of the perpendicular bisector of the line ab.  give your answer in the form  ym xc=+ .  y  =  .  [5] question 12 is printed on the next page.",
+            "8": "8 0607/21/m/j/21 \u00a9 ucles 2021 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 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.12 a bag contains 12 discs.   7 discs are red and 5 discs are green.  a disc is picked at random and not replaced.    a second disc is then picked at random.   find the probability that   (a) both discs are green,      .  [2]  (b) at least one disc is green.    .  [3]"
+        },
+        "0607_s21_qp_22.pdf": {
+            "1": "this document has 8 pages. cambridge igcse\u2122 dc (lk/cgw) 199662/1 \u00a9 ucles 2021  [turn over *2585309447* cambridge international mathematics  0607/22 paper 2 (extended)  may/june  2021  45 minutes you must answer on the question paper. you will need:  geometrical instruments instructions  \u25cf answer all questions.  \u25cf use a black or dark blue pen. you may use an hb pencil for any diagrams or graphs.  \u25cf write your name, centre number and candidate number in the boxes at the top of the page.  \u25cf write your answer to each question in the space provided.  \u25cf do not use an erasable pen or correction fluid.  \u25cf do not write on any bar codes.  \u25cf calculators must not be used in this paper.  \u25cf you may use tracing paper.  \u25cf you must show all necessary working clearly and you will be given marks for correct methods even if  your answer is incorrect.  \u25cf all answers should be given in their simplest form. information  \u25cf the total mark for this paper is 40.  \u25cf the number of marks for each question or part question is shown in brackets [  ].",
+            "2": "2 0607/22/m/j/21 \u00a9 ucles 2021 formula list for the equation  ax bx c02++ = xabb ac 242!=-- curved surface area, a, of cylinder of radius r, height h. r ar h2= curved surface area, a, of cone of radius r, sloping edge l. r ar l= curved surface area, a, of sphere of radius r. r ar42= v olume, v, of pyramid, base area a, height h. va h31= v olume, v, of cylinder of radius r, height h. rvr h2= v olume, v, of cone of radius r, height h. r vr h31 2= v olume, v, of sphere of radius r. r vr34 3=      sins in sin aa bb cc==      cos ab cb ca222 2=+ -      sinbc a21area =a c bcb a",
+            "3": "3 0607/22/m/j/21 \u00a9 ucles 2021 [turn over answer all the questions. 1 work out   .. 000436 .    .  [1] 2 these are the masses, in kilograms, of 16 newborn babies. 2.5   3.2   3.8   3.2   1.9   3.4   1.7   4.1 3.0   2.8   4.0   2.7   3.9   2.7   4.1   3.7  complete the ordered stem-and-leaf diagram for the masses. 1 2 3 4      key:  3 | 2 = 3.2  [2] 3 work out   221341' .  give your answer as a fraction in its simplest form.    .  [3] 4 insert two pairs of brackets to make this statement correct. 3   #   7  -   3  +   4  #   2   =   32  [1]",
+            "4": "4 0607/22/m/j/21 \u00a9 ucles 2021 5  a b c df e 115\u00b0 40\u00b0not to scale  abcd  is a straight line and be is parallel to cf.  find angle ecf .   angle ecf  =   .  [2] 6 (a) factorise   ab22- .    .  [1]  (b) work out    ..5374 6322-  .    .  [2] 7 solve    xx23 51 2 1+- .    .  [2] 8 expand and simplify   () () 23 54 3 -+ .    .  [2]",
+            "5": "5 0607/22/m/j/21 \u00a9 ucles 2021 [turn over 9  ba 84\u00b0not to scale  the diagram shows part of polygon a and part of polygon b.  a is a regular polygon with n sides.  b is a regular hexagon.  find the value of n.  n  =  .  [3] 10  c4107#=  . d 58 106# =  work out, giving your answers in standard form,  (a) c2 ,    .  [2]  (b) cd- .    .  [2]",
+            "6": "6 0607/22/m/j/21 \u00a9 ucles 2021 11  yx32=+  rearrange the formula to make x the subject.  x  =   .  [3] 12 x\u00b0not to scale 6 cm  the area of this sector is cm52r .  find the value of x.  x  =  .  [3]",
+            "7": "7 0607/22/m/j/21 \u00a9 ucles 2021 [turn over 13 the heights, h cm, of 100 plants are measured.  the table shows the results. height, h cm frequency h 04 0 1g 15 h 40 081g 40 h 80 1201g 45  calculate an estimate for the mean height of the plants.      cm [3] 14 not to scale 30\u00b0 12 cmk3cm  find the value of k.  k  =  .  [3] questions 15 and 16 are printed on the next page.",
+            "8": "8 0607/22/m/j/21 \u00a9 ucles 2021 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 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.15  11 10 9 8 7 6 5 4 3 2 1 \u2013 3\u2013 2\u2013 1\u2013 3\u2013 2\u2013 1 1 0 234567891011 xy  the diagram shows the line  xy 8 += .  on the diagram, show clearly the region defined by these inequalities. xy 8g+         x2h        y3g  [2] 16 simplify   xxxy xy 233 22 --- .    .  [3]"
+        },
+        "0607_s21_qp_23.pdf": {
+            "1": "this document has 8 pages. cambridge igcse\u2122 dc (ce/fc) 199661/1 \u00a9 ucles 2021  [turn overcambridge international mathematics  0607/23 paper 2 (extended)  may/june  2021  45 minutes you must answer on the question paper. you will need:  geometrical instruments instructions  \u25cf answer all questions.  \u25cf use a black or dark blue pen. you may use an hb pencil for any diagrams or graphs.  \u25cf write your name, centre number and candidate number in the boxes at the top of the page.  \u25cf write your answer to each question in the space provided.  \u25cf do not use an erasable pen or correction fluid.  \u25cf do not write on any bar codes.  \u25cf calculators must not be used in this paper.  \u25cf you may use tracing paper.  \u25cf you must show all necessary working clearly and you will be given marks for correct methods even if  your answer is incorrect.  \u25cf all answers should be given in their simplest form. information  \u25cf the total mark for this paper is 40.  \u25cf the number of marks for each question or part question is shown in brackets [  ]. *6179368984*",
+            "2": "2 0607/23/m/j/21 \u00a9 ucles 2021 formula list for the equation  ax bx c02++ = xabb ac 242!=-- curved surface area, a, of cylinder of radius r, height h. r ar h2= curved surface area, a, of cone of radius r, sloping edge l. r ar l= curved surface area, a, of sphere of radius r. r ar42= v olume, v, of pyramid, base area a, height h. va h31= v olume, v, of cylinder of radius r, height h. rvr h2= v olume, v, of cone of radius r, height h. r vr h31 2= v olume, v, of sphere of radius r. r vr34 3=      sins in sin aa bb cc==      cos ab cb ca222 2=+ -      sinbc a21area=a c bcb a",
+            "3": "3 0607/23/m/j/21 \u00a9 ucles 2021 [turn over answer all the questions. 1 write 84% as a fraction in its lowest terms.   ..  [1] 2 work out (. ) 10 82- .   ..  [1] 3 find the value of   xx2-   when x = -3.   ..  [1] 4 a quadrilateral has all sides equal and exactly two lines of symmetry.  write down the mathematical name of this quadrilateral.   ..  [1] 5 60\u00b050\u00b0x\u00b0not to scale  find the value of x.  x =  .  [1]",
+            "4": "4 0607/23/m/j/21 \u00a9 ucles 2021 6 on the venn diagram, shade ab,. a bu  [1] 7 find the size of one interior angle of a regular polygon with 20 sides.   ..  [3] 8 find the value of   44-+ .   ..  [1] 9 a van has length 9  m.  it takes 1 second for the van to completely pass a gate of length 1  m.  find the speed of the van.  give your answer in km/h.     km/h  [2]",
+            "5": "5 0607/23/m/j/21 \u00a9 ucles 2021 [turn over 10 the faces of a die are numbered   1, 1, 2, 3, 3 and 4.  when it is rolled it is equally likely to show any face.  the die is rolled twice.  find the probability that it shows an odd number both times.   ..  [2] 11 here are the first five terms of a sequence.   41  1  4  16  64  (a) find the next term.   ..  [1]  (b) find the nth term.   ..  [2] 12 factorise.    ac ac 1+- -   ..  [2]",
+            "6": "6 0607/23/m/j/21 \u00a9 ucles 2021 13 a b c10 cm8 cm 9 cmp q r6 cmnot to scale  the diagram shows two similar triangles, abc  and pqr .  (a) find the length of pr.  pr =    cm [2]  (b) the triangles are the cross-sections of mathematically similar prisms.   the volume of the larger prism is 500  cm3.   find the volume of the smaller prism.   ...  cm3 [2] 14   () ap x13=+  rearrange the formula to write x in terms of a and p.  x =  .  [3]",
+            "7": "7 0607/23/m/j/21 \u00a9 ucles 2021 [turn over 15 a tbq70\u00b070\u00b0rsnot to scale  points q, r, s and t lie on the circle.  ab is a tangent to the circle at t.  angle rtb = 70\u02da.  find angle rqt .  angle rqt  =  .  [2] 16 p varies inversely as the square root of q.  when q = 9, p = 12.  find p when q = 16.  p =  .  [3] 17 simplify by rationalising the denominator.    22 13 -   ..  [2] questions 18, 19 and 20 are printed on the next page.",
+            "8": "8 0607/23/m/j/21 \u00a9 ucles 2021 18 xy not to scale 4 0 2  the diagram shows the graph of   ya xb=+ ,   where a 02.  find the value of a and the value of b.  a =  .  b =  .  [2] 19 write as a single fraction in its simplest form.    x232--   ..  [2] 20  logl og log px y 23 =-  find p in terms of x and y.  p =  .  [3] 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 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."
+        },
+        "0607_s21_qp_31.pdf": {
+            "1": "this document has 16 pages. cambridge igcse\u2122 dc (ce/cgw) 199831/2 \u00a9 ucles 2021  [turn overcambridge international mathematics  0607/31 paper 3 (core)  may/june  2021  1 hour 45 minutes you must answer on the question paper. you will need:  geometrical instruments instructions  \u25cf answer all questions.  \u25cf use a black or dark blue pen. you may use an hb pencil for any diagrams or graphs.  \u25cf write your name, centre number and candidate number in the boxes at the top of the page.  \u25cf write your answer to each question in the space provided.  \u25cf do not use an erasable pen or correction fluid.  \u25cf do not write on any bar codes.  \u25cf you should use a graphic display calculator where appropriate.  \u25cf you may use tracing paper.  \u25cf you must show all necessary working clearly and you will be given marks for correct methods, including  sketches, even if your answer is incorrect.  \u25cf give non-exact numerical answers correct to 3 significant figures, or 1 decimal place for angles in  degrees, unless a different level of accuracy is specified in the question.  \u25cf for r, use your calculator value. information  \u25cf the total mark for this paper is 96.  \u25cf the number of marks for each question or part question is shown in brackets [  ]. *8639188823*",
+            "2": "2 0607/31/m/j/21 \u00a9 ucles 2021 formula list area, a, of triangle, base b, height h. a = bh21 area, a, of circle, radius r. a = r2r circumference, c, of circle, radius r. c = 2rr curved surface area, a, of cylinder of radius r, height h. a = 2rrh curved surface area, a, of cone of radius r, sloping edge l. a = rrl curved surface area, a, of sphere of radius r. a = r42r v olume, v, of prism, cross-sectional area a, length l. v = al v olume, v, of pyramid, base area a, height h. v = ah31 v olume, v, of cylinder of radius r, height h. v = rh2r v olume, v, of cone of radius r, height h. v = rh31 2r v olume, v, of sphere of radius r. v = r34 3r",
+            "3": "3 0607/31/m/j/21 \u00a9 ucles 2021 [turn over answer all the questions. 1 (a) work out.   (i) 36   ..  [1]   (ii) 73   ..  [1]  (b) (i) 4 # 4 # 4 # 4 # 4 # 4 = 4n    write down the value of n.  n =  .  [1]   (ii) write down the value of 40.   ..  [1]  (c) work out.     21 71 2+   give your answer correct to 3 decimal places.   ..  [2]  (d) (i) write 0.000  082 in standard form.   ..  [1]   (ii) work out.      (. )( .) 73 10 18 1094## #-    give your answer in standard form.   ..  [2]",
+            "4": "4 0607/31/m/j/21 \u00a9 ucles 2021 2 0 x2345 \u2013 3\u2013 2 \u2013 5\u2013 4\u2013 1\u2013 1 \u2013 2 \u2013 3 \u2013 4 \u2013 5 3 4 5 2 1y a b 1 c  points a, b and c are plotted on a 1  cm2 grid.  (a) write down the coordinates of   (i) point b,  ( ...  , ...)  [1]   (ii) point a.  ( ...  , ...)  [1]  (b) on the grid, plot the point ( -3, -1) and label it d. [1]  (c) join a, b, c and d to form a quadrilateral.   write down the mathematical name of quadrilateral abcd .   ..  [1]",
+            "5": "5 0607/31/m/j/21 \u00a9 ucles 2021 [turn over  (d) work out the area of quadrilateral abcd .   ...  cm2 [2]  (e) on the grid, draw the reflection of quadrilateral abcd  in the x-axis.  [2]",
+            "6": "6 0607/31/m/j/21 \u00a9 ucles 2021 3 ralf records the number of people in each car entering the school car park.   the results are shown in the table. number of people in the car number of cars 1  8 2 13 3  6 4  3 5  2  (a) work out the total number of cars that ralf records.   ..  [1]  (b) work out the total number of people in these cars.   ..  [2]  (c) on the grid, draw and label a bar chart to show the information in the table. number of people in the carnumber of cars  [4]",
+            "7": "7 0607/31/m/j/21 \u00a9 ucles 2021 [turn over 4 (a) ana is 28 years 3 months old.   change 28 years 3 months into months.   ..  months  [2]  (b) ana has three children.   the ages of the children are     7 years 11 months     5 years 4 months     2 years 6 months.   for these three ages, work out   (i) the range,   years  months  [1]   (ii) the mean.   years  months  [3]  (c) jon has a watch that records the number of calories he uses when he goes for a walk.   he uses 0.05 calories for each step he takes.   he takes 1250 steps for every kilometre he walks.   one day he uses 300 calories on a walk.   work out how far he has walked.     km [2]",
+            "8": "8 0607/31/m/j/21 \u00a9 ucles 2021 5 (a) complete this sequence of patterns by drawing pattern 1 and pattern 5.    pattern 1  pattern 2  pattern 3  pattern 4  pattern 5     x x x     x x x     x x x  x     x x  x  x     x  x  x  x  [2]  (b) these are the first four terms of a sequence.     4  7  10  13   for this sequence, write down   (i) the next term,    ..  [1]   (ii) the rule for continuing the sequence.   ...  [1]  (c) the nth term of another sequence is 3 n2.   work out the first two terms of this sequence.     . \u200aand\u200a .  [2]  (d) these are the first five terms of a different sequence. 7  15  23  31  39   find the nth term of this sequence.   ..  [2]",
+            "9": "9 0607/31/m/j/21 \u00a9 ucles 2021 [turn over 6 (a) simplify.    yy y 34+-   ..  [1]  (b) solve.   (i) x62 0 +=  x =  .  [1]   (ii) x 48=  x =  .  [1]   (iii) ()x23 14 -=  x =  .  [2]  (c) on the number line, show the inequality x4h.   0 1 2 3 4 5 6x  [1]  (d) factorise.    5x + 20   ..  [1]  (e) multiply out the brackets and simplify.    () () xx65 3 +-   ..  [2]",
+            "10": "10 0607/31/m/j/21 \u00a9 ucles 2021 7 (a) 48\u00b084\u00b0not to scale cab   what type of triangle is abc\u200a ?   show how you decide.  [2]  (b) work out the size of one exterior angle of a regular pentagon.   ..  [2]",
+            "11": "11 0607/31/m/j/21 \u00a9 ucles 2021 [turn over  (c) 126\u00b0 x\u00b057\u00b034\u00b0 not to scale a d ec b   in the diagram, ade  is a straight line.   (i) find the value of x.  x =  .  [2]   (ii) show that abcd  is not a trapezium.  [2]",
+            "12": "12 0607/31/m/j/21 \u00a9 ucles 2021 8 here are three unbiased spinners made from regular polygons. 1 46 453 5 62 31 54 6 1 spinner b spinner c spinner a6 63 5 56 12  (a) (i) for spinner a  work out the probability of getting 6.   ..  [1]   (ii) spinner a  is spun twice.    work out the probability of getting 6 each time.   ..  [2]  (b) show that, of the three spinners, spinner c  has the greatest probability of getting 6 on one spin.  [4]",
+            "13": "13 0607/31/m/j/21 \u00a9 ucles 2021 [turn over 9 (a) amir has car insurance, home insurance and health insurance.   in one year he spends a total of $5775 on insurance in the ratio     car  :  home  :  health     =     2  :  3  :  6.   work out how much he spends on each type of insurance.  car $ ..  home  $ ..  health  $ ..  [3]  (b) a company offers samal health insurance for $850 when it is not bought online.   the company offers a 15% reduction when this insurance is bought online.   work out how much this insurance will cost samal if she buys it online.  $ ..  [2]  (c) terry\u2019s car insurance increases from $900 to $1100.   work out the percentage increase.   ..  % [3]",
+            "14": "14 0607/31/m/j/21 \u00a9 ucles 2021 10 (a) the line with equation   y = mx + 1   passes through the point (3, 19).   work out the value of m.  m =  .  [3]  (b) 0b8 anot to scaley x \u2013 4   in the diagram, the line meets the x-axis at a (-4, 0) and the y-axis at b (0, 8).   (i) find the coordinates of the mid-point of ab.  ( ...  , ...)  [2]   (ii) find the equation of the line ab.   ..  [3]",
+            "15": "15 0607/31/m/j/21 \u00a9 ucles 2021 [turn over 11 in this question, all lengths are in metres. 2.5 2 23not to scalex\u00b0h  the diagram shows a shed in the shape of a prism.  (a) use pythagoras\u2019 theorem to show that h = 1.5 .  [2]  (b) use trigonometry to find the value of x.  x =  .  [2]  (c) (i) the end of the shed is shaded.    calculate this area.   .  m2 [2]   (ii) work out the volume of the shed.    give the units of your answer.   ..  ..  [2] question 12 is printed on the next page.",
+            "16": "16 0607/31/m/j/21 \u00a9 ucles 2021 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 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.12 0y x\u2013 3 2 \u2013 1025  (a) (i) on the diagram, sketch the graph of   yx x332=+    for x32gg- . [2]   (ii) find the coordinates of the local minimum.  ( ...  , ...)  [1]   (iii) find the coordinates of the local maximum.  ( ...  , ...)  [1]  (b) on the diagram, sketch the graph of   yx352=-    for x32gg- . [2]  (c) find the coordinates of the point of intersection of the graphs of   yx x332=+    and   yx352=- .  ( ...  , ...)  [2]"
+        },
+        "0607_s21_qp_32.pdf": {
+            "1": "this document has 16 pages. cambridge igcse\u2122 dc (ce/cgw) 199830/3 \u00a9 ucles 2021  [turn overcambridge international mathematics  0607/32 paper 3 (core)  may/june  2021  1 hour 45 minutes you must answer on the question paper. you will need:  geometrical instruments instructions  \u25cf answer all questions.  \u25cf use a black or dark blue pen. you may use an hb pencil for any diagrams or graphs.  \u25cf write your name, centre number and candidate number in the boxes at the top of the page.  \u25cf write your answer to each question in the space provided.  \u25cf do not use an erasable pen or correction fluid.  \u25cf do not write on any bar codes.  \u25cf you should use a graphic display calculator where appropriate.  \u25cf you may use tracing paper.  \u25cf you must show all necessary working clearly and you will be given marks for correct methods, including  sketches, even if your answer is incorrect.  \u25cf give non-exact numerical answers correct to 3 significant figures, or 1 decimal place for angles in  degrees, unless a different level of accuracy is specified in the question.  \u25cf for r, use your calculator value. information  \u25cf the total mark for this paper is 96.  \u25cf the number of marks for each question or part question is shown in brackets [  ]. *2714541401*",
+            "2": "2 0607/32/m/j/21 \u00a9 ucles 2021 formula list area, a, of triangle, base b, height h. a = bh21 area, a, of circle, radius r. a = r2r circumference, c, of circle, radius r. c = 2rr curved surface area, a, of cylinder of radius r, height h. a = 2rrh curved surface area, a, of cone of radius r, sloping edge l. a = rrl curved surface area, a, of sphere of radius r. a = r42r v olume, v, of prism, cross-sectional area a, length l. v = al v olume, v, of pyramid, base area a, height h. v = ah31 v olume, v, of cylinder of radius r, height h. v = rh2r v olume, v, of cone of radius r, height h. v = rh31 2r v olume, v, of sphere of radius r. v = r34 3r",
+            "3": "3 0607/32/m/j/21 \u00a9 ucles 2021 [turn over answer all the questions. 1 (a) ruri buys these items. 1 bag of lettuce $1.20 1 cucumber $0.90 1 box of 8 tomatoes $1.60 1 bag of 3 peppers $1.50 1 bag of 6 avocados $3.00   (i) work out the total cost of the items.  $  .  [1]   (ii) ruri makes a salad.    the items she uses are shown in the table.    complete the table. item cost ($) 1 bag of lettuce 21 a cucumber 0.45 4 tomatoes 1 pepper 1 avocado total  [3]  (b) roses cost $1.50 each.   ruri has $10.00 to spend.   (i) work out the greatest number of roses she can buy.   .. roses  [1]   (ii) work out how much money she has left.  $ ..  [1]",
+            "4": "4 0607/32/m/j/21 \u00a9 ucles 2021 2 there are 200 shirts in the school shop.  lotem counts the number of shirts of each size. size s m l xl xxl frequency 36 64 48 32 20  (a) complete the bar chart to show this information. 02040 frequency60 10305070 s m l xl xxl size of shirt  [2]  (b) which size is the mode?   ..  [1]  (c) work out how many more shirts are size s than size xl.   ..  [1]  (d) complete the relative frequency table.   write each value as a decimal. size s m l xl xxl relative frequency  [2]  (e) find the probability that a shirt, chosen at random, is not size l.   ..  [1]",
+            "5": "5 0607/32/m/j/21 \u00a9 ucles 2021 [turn over 3 (a) write the number 30  062 in words.  .  [1]  (b) write down all the factors of 50.   ...  [2]  (c) write   61, 17% and 0.16   in order of size, starting with the smallest.   ,  ,   [1]  smallest  (d) find the value of 62.   give your answer correct to 3 decimal places.   ..  [2]  (e) work out   ... 8464 93+ .   give your answer correct to 2 significant figures.   ..  [2]  (f) these are the first four terms of a sequence. 60  53  46  39   (i) find the next two terms of this sequence.   ,   [2]   (ii) find the nth term of this sequence.   ..  [2]",
+            "6": "6 0607/32/m/j/21 \u00a9 ucles 2021 4 0x23456 \u2013 3\u2013 2 \u2013 5 \u2013 6\u2013 4\u2013 1\u2013 1 \u2013 2 \u2013 3 \u2013 4 \u2013 5 \u2013 6 \u2013 7 \u2013 8 345 2 78 6 1y 1  (a) on the grid, plot the points a (2, 1), b (6, 1) and c (6, -3). [2]   (b) abcd  is a square.   (i) on the grid, plot point d and draw the square.  [1]    (ii) write down the coordinates of point d.  ( ...  , ...)  [1]  (c) write down the coordinates of the mid-point of bc.  ( ...  , ...)  [1]  (d) write down the equation of the line ab.   ..  [1]  (e) reflect square abcd  in the y-axis.  [1]  (f) translate square abcd  by the vector 1- 5bl . [2] ",
+            "7": "7 0607/32/m/j/21 \u00a9 ucles 2021 [turn over 5 10 cm2.5 cm20 cm not to scale  the diagram shows a sign made from card.  the card is in the shape of a rectangle with a circle cut from it.  (a) work out the perimeter of the rectangle.   .  cm [1]  (b) some of these signs are cut from a sheet of card measuring 1.8 metres by 1.6 metres.   work out the maximum number of these signs that can be cut from this sheet of card.   ..  [3]  (c) the radius of the circle is 2.5  cm.   work out the shaded area.   ...  cm2 [3]  (d) the rectangle is enlarged by scale factor 3.   work out the length and width of the enlarged rectangle. \b ...\b\u200acm\b\u200aand\b...\b\u200acm\b[2]",
+            "8": "8 0607/32/m/j/21 \u00a9 ucles 2021 6 (a) y x6 5 4 3 2 1 \u2013 1 \u2013 2 \u2013 3\u2013 4 \u2013 3 \u2013 2 \u2013 1 1 0 2 3 4 5 6   the diagram shows the graph of y = f(x).   on the same diagram, sketch the graph of    (i) y = f(x) + 2, [1]    (ii) y = f(x + 3). [1]   (b)  6 \u2013 30 3 \u2013 1y x   (i) on the diagram, sketch the graph of   yx x 242=-    for x13gg- . [2]   (ii) find the coordinates of the local minimum.  ( ...  , ...)  [1]",
+            "9": "9 0607/32/m/j/21 \u00a9 ucles 2021 [turn over 7 an unbiased blue die has a cross on 2 faces and a circle on the other 4 faces.   an unbiased red die has a cross on 1 face and a circle on the other 5 faces.  (a) micha rolls the blue die.   find the probability that he rolls   (i) a circle,   ..  [1]   (ii) a tick.   ..  [1]  (b) derk rolls both dice.    (i) find the probability that he rolls a cross on the blue die and a cross on the red die.   ..  [2]   (ii) derk rolls the two dice 360 times.     find the expected number of times he rolls a cross on the blue die and a cross on the red die.   ..  [1]",
+            "10": "10 0607/32/m/j/21 \u00a9 ucles 2021 8 (a) a b not to scale d cm 53\u00b0z\u00b0 y\u00b0x\u00b0   the diagram shows a rectangle, abcd .   m is the mid-point of ab and angle bmc  = 53\u00b0.   find the value of each of x, y and z.  x =  .  y =  .  z =  .  [3]  (b) the diagram shows another rectangle pqrs . p q not to scale s r   complete each statement using one word from this list. similar congruent acute obtuse right reflex alternate corresponding   the angle qps is ..   the angle qrp  is ..   triangle pqr  is .. to triangle psr.   angle qpr  is equal to angle prs because they are .. angles.  [4]",
+            "11": "11 0607/32/m/j/21 \u00a9 ucles 2021 [turn over 9 (a) 3 kmnot to scale4 kmnorth ab x\u00b0 c   the diagram shows the positions of three houses, a, b and c.   b is 4 km due east of a.   c is 3 km due south of b.   (i) use trigonometry to calculate the value of x.  x =  .  [2]   (ii) find the bearing of a from c.   ..  [1]  (b) inez walks from home to hindy\u2019s house.    the distance is 7  km.   inez walks at a speed of 4  km/h.   (i) work out how long this takes.    give your answer in hours and minutes.  . hours . minutes  [2]   (ii) inez leaves home at 13  20.    work out the time that she arrives at hindy\u2019s house.   ..  [1]",
+            "12": "12 0607/32/m/j/21 \u00a9 ucles 2021 10 (a) solve.     xx47 89 += -  x =  .  [2]  (b) expand and simplify.  () () xy xy 23 2 +--   ..  [2]  (c) factorise fully.  pq pq 3623-   ..  [2]  (d) 22 2nn 21 2# =   find the value of n.  n =  .  [1]  (e) 555t64=   find the value of t.  t =  .  [1]",
+            "13": "13 0607/32/m/j/21 \u00a9 ucles 2021 [turn over  (f) write as a single fraction in its simplest form.   (i) aa 2 52+   ..  [2]   (ii) tt 923#   ..  [2]   (iii) mm 53 42 '   ..  [2]",
+            "14": "14 0607/32/m/j/21 \u00a9 ucles 2021 11 the cumulative frequency curve shows the time, in minutes, that 200 customers waited to be served in  a restaurant. 02040cumulative frequency 6080100120140160180200 0 1 2 3 4 time (minutes)5 6",
+            "15": "15 0607/32/m/j/21 \u00a9 ucles 2021 [turn over  (a) use the curve to find   (i) the median,   .  minutes  [1]   (ii) the lower quartile,   .  minutes  [1]   (iii) the interquartile range.   .  minutes  [1]  (b) (i) complete the frequency table. time ( t minutes) frequency t 011g t 121g t 231g t 341g t 451g t 561g 10  [2]   (ii) write down the modal class.  .. 1  \u200at\b\b\u200ag ..  [1]   (iii) work out an estimate of the mean.   .  minutes  [2] question 12 is printed on the next page.",
+            "16": "16 0607/32/m/j/21 \u00a9 ucles 2021 12 not to scale 0.2 cm13 cm h cm5 cm 6 cm  a trophy is in the shape of a solid cone on top of a solid cylinder.  the cone has radius 5  cm and slant height 13  cm.  the cylinder has radius 6  cm and height 0.2  cm.  (a) work out the volume of the cylinder.   ...  cm3 [2]  (b) use pythagoras\u2019 theorem to show that the vertical height, h cm, of the cone is 12  cm.  [2]  (c) work out the volume of the cone.   ...  cm3 [2]  (d) work out the curved surface area of the cone.   ...  cm2 [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. 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 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."
+        },
+        "0607_s21_qp_33.pdf": {
+            "1": "this document has 16 pages. any blank pages are indicated. cambridge igcse\u2122 dc (ce/cgw) 199829/2 \u00a9 ucles 2021  [turn overcambridge international mathematics  0607/33 paper 3 (core)  may/june  2021  1 hour 45 minutes you must answer on the question paper. you will need:  geometrical instruments instructions  \u25cf answer all questions.  \u25cf use a black or dark blue pen. you may use an hb pencil for any diagrams or graphs.  \u25cf write your name, centre number and candidate number in the boxes at the top of the page.  \u25cf write your answer to each question in the space provided.  \u25cf do not use an erasable pen or correction fluid.  \u25cf do not write on any bar codes.  \u25cf you should use a graphic display calculator where appropriate.  \u25cf you may use tracing paper.  \u25cf you must show all necessary working clearly and you will be given marks for correct methods, including  sketches, even if your answer is incorrect.  \u25cf give non-exact numerical answers correct to 3 significant figures, or 1 decimal place for angles in  degrees, unless a different level of accuracy is specified in the question.  \u25cf for r, use your calculator value. information  \u25cf the total mark for this paper is 96.  \u25cf the number of marks for each question or part question is shown in brackets [  ]. *8701230420*",
+            "2": "2 0607/33/m/j/21 \u00a9 ucles 2021 formula list area, a, of triangle, base b, height h. a = bh21 area, a, of circle, radius r. a = r2r circumference, c, of circle, radius r. c = 2rr curved surface area, a, of cylinder of radius r, height h. a = 2rrh curved surface area, a, of cone of radius r, sloping edge l. a = rrl curved surface area, a, of sphere of radius r. a = r42r v olume, v, of prism, cross-sectional area a, length l. v = al v olume, v, of pyramid, base area a, height h. v = ah31 v olume, v, of cylinder of radius r, height h. v = rh2r v olume, v, of cone of radius r, height h. v = rh31 2r v olume, v, of sphere of radius r. v = r34 3r",
+            "3": "3 0607/33/m/j/21 \u00a9 ucles 2021 [turn over answer all the questions. 1 (a) (i) write in words 78  616.  .  [1]   (ii) write 78  616 correct to the nearest thousand.   ..  [1]   (iii) write 78  616 correct to 3 significant figures.   ..  [1]  (b) work out.   (i)  4253 532451 474 -+   ..  [1]   (ii) 7293   ..  [1]   (iii) ..2431 6522+    give your answer correct to 2 decimal places.   ..  [2]  (c) (i) write down all the factors of 12.   ...  [2]   (ii) find the highest common factor (hcf) and the lowest common multiple (lcm) of 12 and 18.  hcf  .  lcm  .  [3]",
+            "4": "4 0607/33/m/j/21 \u00a9 ucles 2021 2 owen carried out a survey of the weather in 2020.  he randomly chose some days from each month and recorded the type of weather for each day.  the results are shown in the table. type of weather tally frequency cloud iiii    ii rain iiii    iii sun iiii    iiii    iiii    iii snow ii fog iiii  (a) complete the frequency column of the table.  [1]  (b) work out the total number of days owen chose in his survey.   ..  [1]  (c) write down the most common type of weather in owen\u2019s survey.   ..  [1]  (d) on the grid, draw a bar chart to show the information in the table. cloud024681012141618 rain sun type of weatherfrequency snow fog20  [2]",
+            "5": "5 0607/33/m/j/21 \u00a9 ucles 2021 [turn over  (e) one of these days is chosen at random.   work out the probability that the type of weather on this day is sun.   ..  [1]  (f) use the information in the table to estimate how many days in one year (365 days) will have rain.   ..  [2]  (g) owen makes a pie chart using the information in the table.   work out the sector angle for cloud.   ..  [2]",
+            "6": "6 0607/33/m/j/21 \u00a9 ucles 2021 3 (a) these are the first four terms of a sequence. 800  400  200  100   for this sequence, write down     (i) the next two terms,   ,   [2]   (ii) the rule for continuing the sequence.   ...  [1]  (b) these are the first six terms of a different sequence. -5  -3 \u2003\u2003\u2212 1 \u2003\u20031 \u2003\u20033 \u2003\u20035   find the nth term of this sequence.   ..  [2]  (c) the nth term of another sequence is   6 n + 5.   (i) work out the first three terms of this sequence.   ,  ,   [2]   (ii) rearrange the formula   p = 6n + 5   to make n the subject.  n =  .  [2]",
+            "7": "7 0607/33/m/j/21 \u00a9 ucles 2021 [turn over 4 (a) a packet of breakfast cereal costs $2.80 .   (i) work out the greatest number of these packets that can be bought with $20.   ..  [2]   (ii) work out how much of the $20 is left.  $ ..  [1]  (b) the breakfast cereal contains only grain, fruit and nuts.   the ratio, by mass, is     grain : fruit : nuts   =   16 : 7 : 2.   work out the mass of each ingredient in a box containing 500  g of cereal.  grain  ...  g  fruit  ...  g  nuts  ...  g [3]  (c) a box of the cereal normally contains 500  g.   in a special offer, the mass of cereal in a box is increased by 12%.   work out the total mass of cereal in a special offer box.   ...  g [2]",
+            "8": "8 0607/33/m/j/21 \u00a9 ucles 2021 5 (a) 40\u00b0not to scaleb ac dy\u00b0 x\u00b0   abc  is an isosceles triangle and acd  is a straight line.   (i) find the value of x and the value of y.  x =  .  y =  .  [2]   (ii) find the size of the reflex angle at b.   ..  [1]  (b)  not to scale z\u00b0155\u00b0   find the value of z.  z =  .  [3]",
+            "9": "9 0607/33/m/j/21 \u00a9 ucles 2021 [turn over 6 an examination consists of two papers, paper 1 and paper 2.  the scores for each of nine candidates are shown below. paper 1 75 73 68 60 60 55 47 33 15 paper 2 29 34 26 31 25 19 20 17 6  (a) complete the scatter diagram.   the first five points have been plotted for you. 01020 paper 23040 0 10 20 30 40 paper 150 60 70 80  [2]  (b) what type of correlation is shown in the scatter diagram?   ..  [1]  (c) (i) work out the mean of the paper 1 scores and the mean of the paper 2 scores.  mean paper 1 =  .  mean paper 2 =  .  [2]   (ii) on the scatter diagram, draw a line of best fit.  [2]  (d) sajid scored 22 on paper 2.   use your line of best fit to estimate his score on paper 1.   ..  [1]",
+            "10": "10 0607/33/m/j/21 \u00a9 ucles 2021 7 (a) simplify.    2x + 3y + 4x - y   ..  [2]  (b) solve.    4x - 3 = 9  x =  .  [2]  (c) multiply out the brackets.    ()xx x 32 52-   ..  [2]  (d) write as a single fraction in its simplest form.   (i) yy 83 522 '   ..  [2]   (ii) xx 74 3+   ..  [2]",
+            "11": "11 0607/33/m/j/21 \u00a9 ucles 2021 [turn over 8 \u2013 6\u2013 4\u2013 226 048 2 3 ab 4 5 1y x  (a) work out the coordinates of the mid-point of line ab.  ( ...  , ...)  [2]  (b) find the equation of line ab.   ..  [3]  (c) (i) on the grid, draw the line y = 2. [1]   (ii) write down the coordinates of the point where the line  y = 2  crosses line ab.  ( ...  , ...)  [1]",
+            "12": "12 0607/33/m/j/21 \u00a9 ucles 2021 9 18 m 24 m31 mnot to scale43 m y m  the diagram shows a rectangle with a triangular corner cut off.  (a) work out the area of the shaded shape.   give the units of your answer.   ..  ..  [5]  (b) use pythagoras\u2019 theorem to work out the value of y.  y =  .  [2]  (c) work out the perimeter of the shaded shape.   ..  m [3]",
+            "13": "13 0607/33/m/j/21 \u00a9 ucles 2021 [turn over 10 0 x2c a b34567 \u2013 3\u2013 2 \u2013 5\u2013 4\u2013 1\u2013 1 \u2013 2 \u2013 3 \u2013 4 3 4 5 2 7 8 9 6 1y 1  (a) describe fully the single  transformation which maps triangle a onto triangle b.  ...  ... [2]  (b) describe fully the single  transformation which maps triangle a onto triangle c.  ...  ... [3]  (c) reflect triangle a in the line x = 3.   label the image x. [2]  (d) rotate triangle a by 90\u00b0 clockwise about (0, 0).   label the image y. [2]",
+            "14": "14 0607/33/m/j/21 \u00a9 ucles 2021 11 10 \u2013 10 2 \u2013 3y x  (a) (i) on the diagram, sketch the graph of   yx x212=+ +   for x32gg- . [2]   (ii) find the coordinates of the local minimum.  ( ...  , ...)  [1]  (b) on the diagram, sketch the graph of   y2x=    for x32gg- . [2]  (c) find the x-coordinate of each point of intersection of   yx x212=+ +   and   y2x= .   .. and .  [2]",
+            "15": "15 0607/33/m/j/21 \u00a9 ucles 2021 blank page",
+            "16": "16 0607/33/m/j/21 \u00a9 ucles 2021 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 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.blank page"
+        },
+        "0607_s21_qp_41.pdf": {
+            "1": "this document has 20 pages. any blank pages are indicated. cambridge igcse\u2122 dc (ce/sg) 199667/4 \u00a9 ucles 2021  [turn overcambridge international mathematics  0607/41 paper 4 (extended)  may/june  2021  2 hours 15 minutes you must answer on the question paper. you will need:  geometrical instruments instructions  \u25cf answer all questions.  \u25cf use a black or dark blue pen. you may use an hb pencil for any diagrams or graphs.  \u25cf write your name, centre number and candidate number in the boxes at the top of the page.  \u25cf write your answer to each question in the space provided.  \u25cf do not use an erasable pen or correction fluid.  \u25cf do not write on any bar codes.  \u25cf you should use a graphic display calculator where appropriate.  \u25cf you may use tracing paper.  \u25cf you must show all necessary working clearly and you will be given marks for correct methods, including  sketches, even if your answer is incorrect.  \u25cf give non-exact numerical answers correct to 3 significant figures, or 1 decimal place for angles in  degrees, unless a different level of accuracy is specified in the question.  \u25cf for r, use your calculator value. information  \u25cf the total mark for this paper is 120.  \u25cf the number of marks for each question or part question is shown in brackets [  ]. *6664245211*",
+            "2": "2 0607/41/m/j/21 \u00a9 ucles 2021 formula list for the equation  ax bx c02++ = xabb ac 242!=-- curved surface area, a, of cylinder of radius r, height h. r ar h2= curved surface area, a, of cone of radius r, sloping edge l. r ar l = curved surface area, a, of sphere of radius r. r ar42= v olume, v, of pyramid, base area a, height h. va h31= v olume, v, of cylinder of radius r, height h. rvr h2= v olume, v, of cone of radius r, height h. r vr h31 2= v olume, v, of sphere of radius r. r vr34 3=      sins in sin aa bb cc==      cos ab cb ca222 2=+ -      sinbc a21area =a c bcb a",
+            "3": "3 0607/41/m/j/21 \u00a9 ucles 2021 [turn over answer all the questions. 1 a stadium sells tickets at 10 different prices for a sporting event.  the table shows the number of tickets sold at each price.   ticket price ($ x) 22 23 35 40 53 55 58 61 69 73 number of tickets sold ( y)8600 9100 7000 7600 5200 6000 4800 4500 2600 3000  (a) what type of correlation is shown by the data?   .  [1]  (b) find the mean of the 10 ticket prices.  $    [1]  (c) (i) find the equation of the regression line for y in terms of x.  y =    [2]   (ii) the stadium decides to sell some tickets at a price of $45.    use your answer to part (i)  to estimate the number of tickets it will sell at this price.   .  [1]",
+            "4": "4 0607/41/m/j/21 \u00a9 ucles 2021 2 a \u2013 9\u2013 8\u2013 7\u2013 6\u2013 5\u2013 4\u2013 3\u2013 2\u2013 1 \u2013 1 \u2013 2 \u2013 3 \u2013 4 \u2013 5 \u2013 61123456789 2 3 4 5 6 7 8 9 0 xy  (a) translate triangle a with vector 53 --bl . label the image b. [2]  (b) describe fully the single  transformation that maps triangle b onto triangle a.  .  .  [2]  (c) rotate triangle a through 90\u00b0 clockwise about (0, 0). label the image c. [2]  (d) reflect triangle a in the line yx=. label the image d. [2]  (e) describe fully the single  transformation that maps triangle c onto triangle d.  .  .  [2]",
+            "5": "5 0607/41/m/j/21 \u00a9 ucles 2021 [turn over 3 find the next term and the nth term in each of the following sequences.  (a) 13, 18, 23,    28, 33, \u2026  next term =    nth term =    [3]  (b) \u20139, \u20136, \u20131, 6, 15, \u2026  next term =    nth term =    [3]  (c) 1089,  2178,  3267,  4356,  5445,  \u2026  next term =    nth term =    [2]  (d) 2, \u20134, 8, \u201316, 32, \u2026  next term =    nth term =    [3]",
+            "6": "6 0607/41/m/j/21 \u00a9 ucles 2021 4 the marks, x, of 300 students in a chemistry test are shown in the table. mark ( x) frequency   x 01 0 1g 41 x 10 021g 32 x 00231g 44 x 00341g 50 x 00461g 65 x 00681g 48   x 0081 0 1g 20  (a) calculate an estimate of the mean mark.   .  [2]  (b) complete the cumulative frequency table. mark ( x)cumulative  frequency x10g 41 x 02g x 03g x 04g x 06g x 08g   x100g 300  [1]",
+            "7": "7 0607/41/m/j/21 \u00a9 ucles 2021 [turn over  (c) on the grid, draw a cumulative frequency curve. 0050100150200250300 10 20 30 40 50 markcumulative frequency 60 70 80 90 100  [3]  (d) use your curve in part (c)  to find an estimate for   (i) the median mark,   .  [1]   (ii) the interquartile range.   .  [2]  (e) 35% of the students pass the test.   use your curve in part (c)  to find an estimate of the minimum mark needed to pass.   .  [2]",
+            "8": "8 0607/41/m/j/21 \u00a9 ucles 2021 5  ()xx 21 f=-    ()xx 3 g =-    ()xxh2=  (a) find    (i) ()2 f-,   .  [1]   (ii) (( ))2 hg- .   .  [2]  (b) solve ()x 7 f=.  x =    [2]  (c) find (( ))x fg .   .  [1]  (d) solve    () () () xx x20 fg h # += .  x =    [3]  (e) find ()x g1-.  ()x g1- =    [2]",
+            "9": "9 0607/41/m/j/21 \u00a9 ucles 2021 [turn over  (f) y x 0 \u2013 2\u2013 3 310   (i) on the diagram, sketch the graph of () yx h=  for values of x between 3- and 3.  [2]   (ii) write down the equation of the line of symmetry of the graph of () yx h= .   .  [1]   (iii) on the diagram, sketch the graph of () yx g=  for values of x between 3- and 3.  [1]   (iv) solve   () () xxgh2 .   [2]",
+            "10": "10 0607/41/m/j/21 \u00a9 ucles 2021 6 piero invests $5000 in bank a and $5000 in bank b.  (a) bank a pays simple interest at a rate of 6.5% each year.   (i) find the total amount piero has in bank a at the end of 4 years.  $    [3]   (ii) find the number of complete years it takes for the total amount that piero has in bank a to be  greater than $10  000.   .  [3]  (b) bank b pays compound interest at a rate of 4% each year.   (i) find the total amount piero has in bank b at the end of 4 years.  $    [2]",
+            "11": "11 0607/41/m/j/21 \u00a9 ucles 2021 [turn over   (ii) find the number of complete years it takes for the total amount that piero has in bank b to be  greater than $10  000.   .  [4]  (c) by sketching suitable graphs, find the number of complete years it takes for the total amount that  piero has in bank b to be greater than the total amount in bank a.   .  [4]",
+            "12": "12 0607/41/m/j/21 \u00a9 ucles 2021 7 (a) solve the simultaneous equations.   you must show all your working. xy xy72 8 23 13+= -=  x =    y =    [4]  (b) solve.   (i) x34 19 -= -  x =    [2]   (ii) xx 15 57 3 -= -  x =    [2]   (iii) ()x1284+=-  x =    [2]  (c)  logl og logl og px q 38 2 -- =   find x in terms of p and q.  x =    [3]",
+            "13": "13 0607/41/m/j/21 \u00a9 ucles 2021 [turn over 8 spinner a is numbered 2, 3, 4, 5, 6, 7.  spinner b is numbered 2, 3, 4, 5.  each spinner is equally likely to stop on any of its numbers.  the two spinners are each spun once and the number that each spinner stops on is recorded.  find the probability that   (a) spinner a stops on a number less than 4,   .  [1]  (b) spinner b stops on 6,   .  [1]  (c) spinner a and spinner b both stop on the same number,   .  [2]  (d) one number is prime and one number is not prime,   .  [3]  (e) the sum of the numbers is a multiple of 3.   .  [2]",
+            "14": "14 0607/41/m/j/21 \u00a9 ucles 2021 9  f d cba enot to scale 20 cm 12 cm  the diagram shows rectangle abcd  and two right-angled isosceles triangles, abf and bce .  (a) find the perimeter of the quadrilateral cdfe .   ...  cm [3]",
+            "15": "15 0607/41/m/j/21 \u00a9 ucles 2021 [turn over  (b) (i) find the area of the quadrilateral cdfe .   ..  cm2 [3]   (ii) quadrilateral q is similar to quadrilateral cdfe .    the area of quadrilateral q is 158  cm2.    find the length of the shortest side of quadrilateral q.     cm [2]  (c) calculate angle afe.  angle afe =    [2]",
+            "16": "16 0607/41/m/j/21 \u00a9 ucles 2021 10  142\u00b042\u00b0a co p d bnot to scale  a, d, b and c lie on a circle, centre o.  ap is a tangent to the circle at a and bp is a tangent to the circle at b.  angle aob  = 142\u00b0 and angle dap  = 42\u00b0.  (a) find the value of    (i) angle abd ,  angle abd  =    [1]   (ii) angle acb ,  angle acb  =    [1]   (iii) angle adb ,  angle adb  =    [1]   (iv) angle bad ,  angle bad  =    [1]   (v) angle apb.  angle apb =    [1]",
+            "17": "17 0607/41/m/j/21 \u00a9 ucles 2021 [turn over  (b) the radius of the circle is 11  cm.   find the area of triangle abd .   ..  cm2 [5]",
+            "18": "18 0607/41/m/j/21 \u00a9 ucles 2021 11 (a) using a suitable sketch, solve   51 0x= .   12 \u2013 1\u2013 1 3 0 xy  x =  \ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd\ufffd  [3]",
+            "19": "19 0607/41/m/j/21 \u00a9 ucles 2021  (b) solve.    xxx61235-=++   you must show all your working.  x =   or x =   [5]",
+            "20": "20 0607/41/m/j/21 \u00a9 ucles 2021 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 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.blank page"
+        },
+        "0607_s21_qp_42.pdf": {
+            "1": "this document has 24 pages. any blank pages are indicated. cambridge igcse\u2122 dc (ce/sg) 199668/3 \u00a9 ucles 2021  [turn overcambridge international mathematics  0607/42 paper 4 (extended)  may/june  2021  2 hours 15 minutes you must answer on the question paper. you will need:  geometrical instruments instructions  \u25cf answer all questions.  \u25cf use a black or dark blue pen. you may use an hb pencil for any diagrams or graphs.  \u25cf write your name, centre number and candidate number in the boxes at the top of the page.  \u25cf write your answer to each question in the space provided.  \u25cf do not use an erasable pen or correction fluid.  \u25cf do not write on any bar codes.  \u25cf you should use a graphic display calculator where appropriate.  \u25cf you may use tracing paper.  \u25cf you must show all necessary working clearly and you will be given marks for correct methods, including  sketches, even if your answer is incorrect.  \u25cf give non-exact numerical answers correct to 3 significant figures, or 1 decimal place for angles in  degrees, unless a different level of accuracy is specified in the question.  \u25cf for r, use your calculator value. information  \u25cf the total mark for this paper is 120.  \u25cf the number of marks for each question or part question is shown in brackets [  ]. *8706246210*",
+            "2": "2 0607/42/m/j/21 \u00a9 ucles 2021 formula list for the equation  ax bx c02++ = xabb ac 242!=-- curved surface area, a, of cylinder of radius r, height h. r ar h2= curved surface area, a, of cone of radius r, sloping edge l. r ar l= curved surface area, a, of sphere of radius r. r ar42= v olume, v, of pyramid, base area a, height h. va h31= v olume, v, of cylinder of radius r, height h. rvr h2= v olume, v, of cone of radius r, height h. r vr h31 2= v olume, v, of sphere of radius r. r vr34 3=      sins in sin aa bb cc==      cos ab cb ca222 2=+ -      sinbc a21area=a c bcb a",
+            "3": "3 0607/42/m/j/21 \u00a9 ucles 2021 [turn over answer all the questions. 1 ernst makes chairs.  (a) the total cost of making a chair is $250. total cost = cost of materials + $26 for each hour worked   ernst works for 621 hours to make a chair.   calculate the cost of the materials as a percentage of the total cost of $250.   .  % [3]  (b) ernst sells the chairs to a shop.    the shop makes 24% profit when they sell a chair for $396.80 .   calculate the amount the shop pays ernst for a chair.  $ .  [2]  (c) in a sale the shop reduces the price, $396.80, of each chair by 3% each day until it is sold.   find the number of days until the price first goes below $200.   .  [4]",
+            "4": "4 0607/42/m/j/21 \u00a9 ucles 2021 2 (a) ab 123456789 \u2013 3\u2013 2\u2013 1\u2013 1 \u2013 2 \u2013 3 3 4 5xy 2 1 0   (i) rotate triangle a 90\u00b0 anticlockwise about ( -1, 2).  [2]   (ii) describe fully the single  transformation that maps triangle a onto triangle b.  .  .  [3]",
+            "5": "5 0607/42/m/j/21 \u00a9 ucles 2021 [turn over  (b) describe fully the single  transformation that is equivalent to reflection in x = 3 followed by reflection in x = 7.   you may use the grid below to help you.  .  .  [2]",
+            "6": "6 0607/42/m/j/21 \u00a9 ucles 2021 3 the table shows the masses of 30 sheep. mass, m kg m 08 0 61g m 0081 0 1g m 0010 121g m 120 104 1g frequency 8 3 12 7  (a) write down the modal group.   .  [1]  (b) write down the class which contains the lower quartile.   .  [1]  (c) maria says that the range of masses is 80  kg.   explain why she is incorrect.  .  .  [1]  (d) draw an accurate pie chart to show this information.  [4]",
+            "7": "7 0607/42/m/j/21 \u00a9 ucles 2021 [turn over 4 15 \u2013 150 5 \u2013 5y x   ()xx 10 f2=-  (a) on the diagram, sketch the graph of y = f(x) for x55gg- . [2]  (b) solve the equation f( x) = 6.    [2]  (c) solve ()x 6 f2.    [3]  (d) find the values of k for which f( x) = k has exactly two solutions.    [2]",
+            "8": "8 0607/42/m/j/21 \u00a9 ucles 2021 5 35\u00b0p bc a20 m10 mnot to scale  a, b and c are points on horizontal ground.  bp is a vertical pole.  bc = 20 m and bp = 10 m.  angle pa b = 35\u00b0.  (a) show that pc = 22.36  m correct to 2 decimal places.  [2]  (b) show that ab = 14.28  m correct to 2 decimal places.  [2]",
+            "9": "9 0607/42/m/j/21 \u00a9 ucles 2021 [turn over  (c) calculate ap.  ap =    m [2]  (d) angle abc  = 125\u00b0.   calculate ac.  ac =    m [3]  (e) calculate angle apc .  angle apc  =    [3]",
+            "10": "10 0607/42/m/j/21 \u00a9 ucles 2021 6 the cumulative frequency curve shows the times, in minutes, for runner a in 160 races of 10  000 m. 30020406080100 cumulative frequency120140160 30.5 31 31.5 time (minutes)32 32.5 33",
+            "11": "11 0607/42/m/j/21 \u00a9 ucles 2021 [turn over  (a) use the curve to estimate   (i) the median time for runner a,   ..  min [1]   (ii) the interquartile range for runner a,   ..  min [2]   (iii) the 80th percentile for runner a.   ..  min [2]  (b) in the same 160 races, runner b has a median time of 31.7 minutes and an interquartile range of  1 minute.   one of the runners is to be selected for a team.   (i) give one reason why it may be better to select runner b.  .  [1]   (ii) give one reason why it may be better to select runner a.  .  [1]",
+            "12": "12 0607/42/m/j/21 \u00a9 ucles 2021 7 roisin drives 250  km.  she drives the first 200  km at an average speed of x km/h.  (a) write down an expression for the time, in hours, it takes to drive the 200  km.   ..  h [1]  (b) for the remainder of the journey, roisin is in heavy traffic and her average speed is 40  km/h less  than for the first 200  km.   the total time for the journey is 321 hours.   show that   xx7 780 16000 02-+ =.  [4]  (c) solve the equation   xx7 780 16000 02-+ =   to find the time taken to travel the first 200  km.   give your answer in hours and minutes correct to the nearest minute.  ... h ... min  [5]",
+            "13": "13 0607/42/m/j/21 \u00a9 ucles 2021 [turn over 8 (a) y is inversely proportional to the square root of x.   when x = 25, y = 0.05 .   (i) show that yx41= .  [2]   (ii) find y when x = 9.   .  [1]   (iii) find x in terms of y.  x =    [2]   (iv) find x when y21=.   .  [1]  (b) b is inversely proportional to a3.   when a = p, b = 24.   find b when a = 2p.   .  [2]",
+            "14": "14 0607/42/m/j/21 \u00a9 ucles 2021 9 not to scale5 cm 12 cm  the diagram shows a cup in the shape of a cone.  (a) calculate the curved surface area of the cup.   ..  cm2 [3]",
+            "15": "15 0607/42/m/j/21 \u00a9 ucles 2021 [turn over  (b) the cup is filled with water.   a metal sphere of radius r\u2009\u200acm\u2009is\u2009lowered\u2009into\u2009the\u2009cup.   the top of the sphere is level with the surface of the water. not to scale r cm   (i) use similar triangles to show that r = 3.33  cm correct to 3 significant figures.      [3]   (ii) calculate the volume of the water in the cup.   ..  cm3 [3]",
+            "16": "16 0607/42/m/j/21 \u00a9 ucles 2021 10 hua travels to school by bus or she cycles or she walks.  if it rains, the probability that she travels by bus is 0.7 and the probability that she cycles is 0.25 .  if it does not rain, the probability that she cycles is 0.55 and the probability that she walks is 0.25 .  on any day, the probability that it rains is 0.6 .  (a) complete the tree diagram to show the probabilities of the three methods of travel. rainbus cycle walk not rainbus cycle walk0.7 0.6 0.55     [2]  (b) calculate the probability that, on any day,   (i) hua walks to school,   .  [3]   (ii) hua does not cycle.   .  [3]",
+            "17": "17 0607/42/m/j/21 \u00a9 ucles 2021 [turn over  (c) last week it rained every day of the 5 school days.   calculate the probability that hua travelled by bus on exactly 4 of the 5 days.      .  [3]",
+            "18": "18 0607/42/m/j/21 \u00a9 ucles 2021 11 y xp oa (\u2013 2, 4) b (8, \u2013 1)not to scale  a is the point ( -2, 4) and b is the point (8, -1).  p divides ab in the ratio 3 : 2.  (a) show that the coordinates of p are (4, 1).  ( .. , ..  ) [2]  (b) the line l is perpendicular to ab and passes through p.   find the equation of line l.   .  [4]",
+            "19": "19 0607/42/m/j/21 \u00a9 ucles 2021 [turn over  (c) the point c has coordinates (6, 5).   show that point c lies on line l.  [1]  (d) (i) find the distance ab.    give your answer in surd form.   .  [2]   (ii) calculate the area of triangle abc .   .  [3]",
+            "20": "20 0607/42/m/j/21 \u00a9 ucles 2021 12  ()xx 23 f=-    ()xx 235g=-  (a) find f(4).   .  [1]  (b) solve g( x) = 4.   .  [3]  (c) find ()x f1-.  ()x f1- =    [2]  (d) find (( ))x gf .   write your answer as a single fraction in its simplest form.   .  [2]",
+            "21": "21 0607/42/m/j/21 \u00a9 ucles 2021 [turn over  (e) find f( x) - g(x).   write your answer as a single fraction in its simplest form.   .  [3]",
+            "22": "22 0607/42/m/j/21 \u00a9 ucles 2021 13 y x55 \u2013 5\u2013 5 0   ()() ()xxxx 133f2 =-++  (a) on the diagram, sketch the graph of y = f(x) for values of x between -5 and 5.  [3]  (b) find the equations of the asymptotes parallel to the y-axis.    [2]  (c) solve   f( x) = 2x + 3.    [3]",
+            "23": "23 0607/42/m/j/21 \u00a9 ucles 2021 blank page",
+            "24": "24 0607/42/m/j/21 \u00a9 ucles 2021 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 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.blank page"
+        },
+        "0607_s21_qp_43.pdf": {
+            "1": "this document has 20 pages. any blank pages are indicated. cambridge igcse\u2122 dc (ce/sg) 199669/2 \u00a9 ucles 2021  [turn overcambridge international mathematics  0607/43 paper 4 (extended)  may/june  2021  2 hours 15 minutes you must answer on the question paper. you will need:  geometrical instruments instructions  \u25cf answer all questions.  \u25cf use a black or dark blue pen. you may use an hb pencil for any diagrams or graphs.  \u25cf write your name, centre number and candidate number in the boxes at the top of the page.  \u25cf write your answer to each question in the space provided.  \u25cf do not use an erasable pen or correction fluid.  \u25cf do not write on any bar codes.  \u25cf you should use a graphic display calculator where appropriate.  \u25cf you may use tracing paper.  \u25cf you must show all necessary working clearly and you will be given marks for correct methods, including  sketches, even if your answer is incorrect.  \u25cf give non-exact numerical answers correct to 3 significant figures, or 1 decimal place for angles in  degrees, unless a different level of accuracy is specified in the question.  \u25cf for r, use your calculator value. information  \u25cf the total mark for this paper is 120.  \u25cf the number of marks for each question or part question is shown in brackets [  ]. *3271308107*",
+            "2": "2 0607/43/m/j/21 \u00a9 ucles 2021 formula list for the equation  ax bx c02++ = xabb ac 242!=-- curved surface area, a, of cylinder of radius r, height h. r ar h2= curved surface area, a, of cone of radius r, sloping edge l. r ar l= curved surface area, a, of sphere of radius r. r ar42= v olume, v, of pyramid, base area a, height h. va h31= v olume, v, of cylinder of radius r, height h. rvr h2= v olume, v, of cone of radius r, height h. r vr h31 2= v olume, v, of sphere of radius r. r vr34 3=      sins in sin aa bb cc==      cos ab cb ca222 2=+ -      sinbc a21area =a c bcb a",
+            "3": "3 0607/43/m/j/21 \u00a9 ucles 2021 [turn over answer all the questions. 1 y x5 0 5 \u2013 5\u2013 5   ()xxx4f=-  (a) on the diagram, sketch the graph of y = f(x) for values of x between -5 and 5.  [2]  (b) find the zeros of f( x).  x =   or x =   [2]  (c) solve the equation   f( x) = 2.  x =   or x =   [2]  (d) g(x) = f(x + 2)   (i) on the same diagram, sketch the graph of y = g(x) for values of x between -5 and 5.  [2]   (ii) describe fully the single  transformation that maps the graph of y = f(x) onto   the graph of y = g(x).  .  .  [2]",
+            "4": "4 0607/43/m/j/21 \u00a9 ucles 2021 2 (a) increase $55 by 250%.  $    [2]  (b) (i) beatrice invests $500 at a rate of 1.5% per year simple interest.    find the amount beatrice has at the end of 12 years.  $    [3]   (ii) dan invests $500 at a rate of 1.5% per year compound interest.    find the difference between dan\u2019s amount and beatrice\u2019s amount at the end of 12 years.  $    [3]  (c) eva invests an amount of money at a rate of 2.1% per year compound interest.   find the number of complete years it takes for eva\u2019s investment to double in value.   .  [4]",
+            "5": "5 0607/43/m/j/21 \u00a9 ucles 2021 [turn over  (d) each year the value of fred\u2019s car reduces by 15% of its value at the start of that year.   the value of the car is now $5158.65 .   find the value of fred\u2019s car 3 years ago.  $    [3]",
+            "6": "6 0607/43/m/j/21 \u00a9 ucles 2021 3 xy bc ad onot to scale  abcd  is a rectangle.  a is the point ( -2, -1) and b is the point (5, 0).  (a) find the equation of bc.   .  [4]  (b) c is the point ( p, 14).   find the value of p.  p =    [2]",
+            "7": "7 0607/43/m/j/21 \u00a9 ucles 2021 [turn over  (c) find the coordinates of point d.  ( .. , ..  ) [2]  (d) find the area of rectangle abcd .   .  [4]",
+            "8": "8 0607/43/m/j/21 \u00a9 ucles 2021 4 12 cm 20 cm 5 cmnot to scale  the diagram shows a solid made by joining a cone and a hemisphere to a cylinder.  the radius of each of the three shapes is 5  cm.  the height of the cylinder is 20  cm and the height of the cone is 12  cm.  (a) calculate the total surface area of the solid.   ..  cm2 [5]",
+            "9": "9 0607/43/m/j/21 \u00a9 ucles 2021 [turn over  (b) the total volume of the solid is 32050cm3r.   it is melted down and made into spheres of radius 1.2  cm.   (i) find the greatest number of spheres that can be made.   .  [3]   (ii) work out the percentage of the 32050cm3r that remains after the spheres have been made.   .  % [3]",
+            "10": "10 0607/43/m/j/21 \u00a9 ucles 2021 5 (a) there are 200 students in a school.   the table shows information about their heights, h cm. height, h cm h 150 1651g h 1165 70 1g h 10 15 771g h 1175 80 1g h 10 1 89 0 1g h 109 2001g frequency 7 17 43 64 49 20   calculate an estimate of the mean height.     cm [2]  (b) a biased die in the shape of a cube is numbered   0, 1, 1, 2, 3 and 3.   it is rolled 100 times.   the table shows the results. score 0 1 2 3 frequency x y 30 45   the mean score is 2.13 .   find the value of x and the value of y.  x =    y =  .  [3]",
+            "11": "11 0607/43/m/j/21 \u00a9 ucles 2021 [turn over 6 (a) ten students compare their test marks in physics ( x) and chemistry ( y).   the table shows the results. student a b c d e f g h i j physics ( x) 50 48 31 80 65 85 27 30 45 53 chemistry ( y) 55 56 30 83 63 90 30 32 45 55   (i) write down the type of correlation between the physics and chemistry marks.   .  [1]   (ii) find the equation of the line of regression, giving y in terms of x.  y =    [2]   (iii) student k scores 70 in the physics test.    use your answer to part (a)(ii)  to estimate this student\u2019s mark in chemistry.   .  [1]  (b) the stem-and-leaf diagram shows information about the speeds of cars passing a school.    4 2 2 3 4 5 8    5 1 3 3 4 4 5 7 9    6 0 0 1 1 2 5 key : 4  | 5 = 45  km/h   find   (i) the range,   . km/h  [1]   (ii) the median,   . km/h  [1]   (iii) the lower quartile.   . km/h  [1]",
+            "12": "12 0607/43/m/j/21 \u00a9 ucles 2021 7 in this question all lengths are in centimetres.  (a)  8x\u00b0 () \u00b0 x5+b c anot to scale   in triangle abc , ac = bc, angle abc  = () \u00b0 x5+  and angle \u00b0x acb 8= .   find the value of x.  x =    [3]  (b) not to scale()p2- ()p1+   the diagram shows a rectangle with sides of length ()p1+ and ()p2-.   the area of the rectangle is 90  cm2 .   find the value of p.  p =    [4]",
+            "13": "13 0607/43/m/j/21 \u00a9 ucles 2021 [turn over  (c)  30\u00b0not to scale()y4-()y1-   the diagram shows a right-angled triangle.   find the value of y.  y =    [3]  (d) not to scale()w 1+ ()w23+13   the diagram shows a right-angled triangle with sides of length ()w 1+, ()w23+ and 13.   work out the area of the triangle.   ..  cm2 [6]",
+            "14": "14 0607/43/m/j/21 \u00a9 ucles 2021 8  c bd a 16 cm18 cm 13 cm7 cm not to scale  (a) calculate angle bca  and show that it rounds to 59.57\u00b0, correct to 2 decimal places.  [3]  (b) find the area of quadrilateral abcd .   ..  cm2 [3]",
+            "15": "15 0607/43/m/j/21 \u00a9 ucles 2021 [turn over  (c) find the shortest distance from a to bc.     cm [2]  (d) d is due north of b.   find the bearing of b from c.   .  [6]",
+            "16": "16 0607/43/m/j/21 \u00a9 ucles 2021 9 10 02.5y x   () , xx x 0 fx2 =  (a) on the diagram, sketch the graph of y = f(x) for . x 02 5 1g  . [2]  (b) find the coordinates of the local minimum point.  ( .. , ..  ) [2]  (c) (i) find x when   f( x) = 3x.   .  [3]   (ii) solve   ()xx 3 fh .   [2]",
+            "17": "17 0607/43/m/j/21 \u00a9 ucles 2021 [turn over 10 (a) kris can go to school by bus or by taxi.   on any day the probability that kris goes by bus is 0.9 .   when kris goes by bus, the probability that she is late for school is 0.06 .   when she goes by taxi, the probability that she is late for school is 0.01 .   (i) find the probability that, on any day, kris is late for school.   .  [3]   (ii) find the probability that, on any day, kris is not late for school.   .  [1]   (iii) in one year, kris attends school on 200 days.    find the number of days kris is expected not to be late.   .  [1]  (b) alex also goes to school by bus or by taxi.   the probability that alex goes by bus is 0.8 .   the probability that alex goes by bus and is late is 0.12 .   find the probability that alex is late when he goes by bus.   .  [2]",
+            "18": "18 0607/43/m/j/21 \u00a9 ucles 2021 11 (a)  f(x) = 3x + 2    g(x) = x2    h(x) = 2x   (i) find f(2).   .  [1]   (ii) find f(g(3)).   .  [2]   (iii) find the value of   (( )) (( ))3 3hg gh.   .  [3]   (iv) find ()x f1-.  ()x f1=-    [2]   (v) find ()x h1-.  ()x h1=-    [2]",
+            "19": "19 0607/43/m/j/21 \u00a9 ucles 2021  (b) (i) find the value of   logl og 8139 31- bl.   .  [2]   (ii) log25b 32=    find the value of b.  b =    [2]",
+            "20": "20 0607/43/m/j/21 \u00a9 ucles 2021 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 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.blank page"
+        },
+        "0607_s21_qp_51.pdf": {
+            "1": "this document has 8 pages. cambridge igcse\u2122cambridge international mathematics  0607/51 paper 5 investigation (core)  may/june  2021  1 hour 10 minutes you must answer on the question paper. no additional materials are needed. instructions  \u25cf answer all questions.  \u25cf use a black or dark blue pen. you may use an hb pencil for any diagrams or graphs.  \u25cf write your name, centre number and candidate number in the boxes at the top of the page.  \u25cf write your answer to each question in the space provided.  \u25cf do not use an erasable pen or correction fluid.  \u25cf do not write on any bar codes.  \u25cf you should use a graphic display calculator where appropriate.  \u25cf you may use tracing paper.  \u25cf you must show all necessary working clearly, including sketches, to gain full marks for correct methods.  \u25cf in this paper you will be awarded marks for providing full reasons, examples and steps in your working  to communicate your mathematics clearly and precisely. information  \u25cf the total mark for this paper is 36.  \u25cf the number of marks for each question or part question is shown in brackets [  ]. dc (lk/sw) 207496/1 \u00a9 ucles 2021  [turn over *9038285806*",
+            "2": "2 0607/51/m/j/21 \u00a9 ucles 2021 answer all the questions. investigation  rolling square this investigation looks at the path of a point on a square as it rolls along the x-axis. a square of side 1  cm rolls along the x-axis. one roll is a turn of 90\u00b0 clockwise about its bottom right corner. 0.511.5 0.5 1 1.5diagram 1 starting position 2 2.5 3y x 0 00.511.5 0.5 1 1.5diagram 2 after one roll 2 2.5 3y xposition 1 centre of rotationposition 1 position 2 centre of rotation diagram 1 shows the square in position 1. one side of the square is bold to help show the rotation. the centre of the square is (0.5, 0.5). diagram 2 shows the square rolled 90\u00b0 clockwise about (1, 0) to position 2. 1 to get to position 3 the square rolls 90\u00b0 clockwise about (2, 0).   to get to position 4 the square then rolls 90\u00b0 clockwise about (3, 0).  (a) on the diagram below, draw the square in position 4, position 5 and position 6. 012 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15y x  [2]  (b) complete this table to show the x-coordinate of the centre of the square in each position.   you may use the diagram to help you. position ( n) 1 2 3 4 5 6 n x-coordinate 0.5 1.5 2.5  [2]",
+            "3": "3 0607/51/m/j/21 \u00a9 ucles 2021 [turn over  (c) find the x-coordinate of the centre of the square in position 92.   .  [2]  (d)    012 1 2 3 4 5 6 7y x   (i) the square rolls from position 1 to position n.     the centre has moved a distance equal to the circumference of 1 circle.    the radius, r, of the circle is half the diagonal of the square.     (a) write down the number of rolls needed.   .  [1]    (b) write down the value of n.   .  [1]   (ii)   circumference, c, of circle, radius r.  c = 2rr yr xhypotenuse, r, of a right-angled triangle with sides r, x and y.  rx y22 2=+    (a) show that the radius of the circle is 0.707  cm, correct to 3 decimal places.  [2]    (b) find the length of the arc that the centre of the square moves along from position 1 to  position 2.   .  [2]",
+            "4": "4 0607/51/m/j/21 \u00a9 ucles 2021 2 the side of the square is now 2  cm. 0123 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15y x  the square rolls along the x-axis in the same way as in question 1 .  (a) complete the table of x-coordinates of the centre of the square in different positions. position ( n) 1 2 3 4 5 6 n x-coordinate 1 3  [3]  (b) find the coordinates of the centre of the square in position 35.   ( ..  , ..  ) [3] 3 (a) the side of the square is now 3  cm.   complete the table of x-coordinates of the centre of the square in different positions.   you may use the diagram below to help you. position ( n) 1 2 3 4 5 6 n x-coordinate 1.5 0123 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15y x  [3]",
+            "5": "5 0607/51/m/j/21 \u00a9 ucles 2021 [turn over  (b) the side of the square is now 4  cm.   complete the table of x-coordinates of the centre of the square in different positions. position ( n) 1 2 3 4 5 6 n x-coordinate 2  [2] 4 write your expressions from questions 1(b) , 2(a) and 3 in the table below.  complete the table using any patterns you notice. side of square (w cm)x-coordinate in  position n 1 2 3 4 5 w  [4]",
+            "6": "6 0607/51/m/j/21 \u00a9 ucles 2021 5 a square of side w cm rolls from position 1 to position 120.  at position 120, the x-coordinate of the centre of the square is 2151.  find the value of w.    .  [3]",
+            "7": "7 0607/51/m/j/21 \u00a9 ucles 2021 [turn over 6 a square of side a cm is in position 1.  the coordinates of the centre of the square are (11, k ).  (a) find the value of k and the value of a.  k =    a =    [2]  (b) find the coordinates of the top right corner of the square.  ( ..  , ..  ) [1]  (c) write down the y-coordinate of the centre of the square in position 400.   .  [1]  question 7 is printed on the next page.",
+            "8": "8 0607/51/m/j/21 \u00a9 ucles 2021 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 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.7 a square rolls along the x-axis.  for the top left corner give a reason why    total distance moved in 2 rolls = total distance moved in 3 rolls.  you may use this grid.    .  .  [2]"
+        },
+        "0607_s21_qp_52.pdf": {
+            "1": "this document has 12 pages. any blank pages are indicated. dc (rw/fc) 207546/2 \u00a9 ucles 2021  [turn over *6553228563* cambridge international mathematics  0607/52 paper 5 investigation (core)  may/june  2021  1 hour 10 minutes you must answer on the question paper. no additional materials are needed. instructions  \u25cf answer all questions.  \u25cf use a black or dark blue pen. you may use an hb pencil for any diagrams or graphs.  \u25cf write your name, centre number and candidate number in the boxes at the top of the page.  \u25cf write your answer to each question in the space provided.  \u25cf do not use an erasable pen or correction fluid.  \u25cf do not write on any bar codes.  \u25cf you should use a graphic display calculator where appropriate.  \u25cf you may use tracing paper.  \u25cf you must show all necessary working clearly, including sketches, to gain full marks for correct methods.  \u25cf in this paper you will be awarded marks for providing full reasons, examples and steps in your working  to communicate your mathematics clearly and precisely. information  \u25cf the total mark for this paper is 36.  \u25cf the number of marks for each question or part question is shown in brackets [  ].cambridge igcse\u2122",
+            "2": "2 0607/52/m/j/21 \u00a9 ucles 2021 answer all the questions. investigation  nearest neighbours this investigation looks at the distances from the origin (0, 0) to the centres of squares and hexagons that  form a pattern. the diagram shows a pattern of congruent squares. a dot marks the centre of each square. the coordinates of some of the centres are (0, 0), ( 3-, 2-) and (3, 1). y x 1 2 3 4123 \u20133\u20132\u20131\u20134 \u20133 \u20132 \u20131 0",
+            "3": "3 0607/52/m/j/21 \u00a9 ucles 2021 [turn over 1 (a) complete this table, using a tick in each row, to show whether a point is \u2022 at the centre of a square \u2022 inside a square, but not at its centre \u2022 on the side of two squares \u2022 where four squares meet.   the first three have been done for you. pointat the centre of  a squareinside a square,  not at its centreon the side of  two squareswhere four  squares meet (0, 0) \uf0fc (1-, 0.5) \uf0fc (0.5, 0.5) \uf0fc (1.5, 1.5) (0, 1.5) (0.25, 0) (100.5, 99.5)  [4]  (b) give a reason for your answer for (100.5, 99.5).  .  .  [1]",
+            "4": "4 0607/52/m/j/21 \u00a9 ucles 2021 2 each dot on the grid marks the centre of a square. y x 1 2 3123 \u20133\u20132\u20131\u20133 \u20132 \u20131 0  the nearest dots to (0, 0) are ( 1-, 0), (0, 1), (1, 0) and (0, 1-).  these four dots are the 1st nearest neighbours .  the 2nd nearest neighbours  to (0, 0) are (1, 1), (1, 1-), ( 1-, 1-) and ( 1-, 1).  all nearest neighbours have integer coordinates.",
+            "5": "5 0607/52/m/j/21 \u00a9 ucles 2021 [turn over  (a) one of the 3rd nearest neighbours to (0, 0) is (2, 0).   find the other 3rd nearest neighbours and write down their coordinates.  .  [3]  (b) find the coordinates of all the 4th nearest neighbours to (0, 0).  .  .  [3]",
+            "6": "6 0607/52/m/j/21 \u00a9 ucles 2021 3 you can find the distance, d, from (0, 0) to the point ( a, b) using pythagoras\u2019 theorem. da b22 2=+  (a) show that the distance of a 4th nearest neighbour from (0, 0) is 5.  [2]  (b) here are four points and their coordinates.   a(20, 5)   b(7, 24)   c(7-, 24)  d(0, 25)   which of these points are a distance of 25 units from (0, 0)?   .  [3]",
+            "7": "7 0607/52/m/j/21 \u00a9 ucles 2021 [turn over  (c) there are more than 10 nearest neighbours to (0, 0) with d5=.   four of them are (0, 5), (5, 0), ( 5-, 0) and (0, 5-).   on the grid, mark with a cross all the nearest neighbours to (0, 0) with d5=. y x 1 2 3 4 512345 \u20133 \u20134 \u20135\u20132\u20131\u20133 \u20134 \u20135 \u20132 \u20131 0  [4]",
+            "8": "8 0607/52/m/j/21 \u00a9 ucles 2021 4 here is a pattern of congruent regular hexagons.  each dot marks the centre of a hexagon.  the triangle shown is an equilateral triangle.  (a) (i) explain why the triangle shown is an equilateral triangle.  .  [1]    the dots at the centre of the hexagons have coordinates as shown on the grid below. y x01234 1 2 3 4 5 6 7(7, 0)(5, 4)   (ii) a line is made by joining the points (3, 0) and (4, 1).    work out the size of the acute angle between this line and the x\u2011axis.   .  [2]",
+            "9": "9 0607/52/m/j/21 \u00a9 ucles 2021 [turn over  (b) the point at the centre of each hexagon has six 1st nearest neighbours.   (i) complete this list of the 1st nearest neighbours to the point (1, 1). (0, 1),   (0, 2),   (1, 2),    ...  [2]   (ii) find, in terms of a and b, the coordinates of the six 1st nearest neighbours to the point ( a, b).  .  .  [3]",
+            "10": "10 0607/52/m/j/21 \u00a9 ucles 2021  (c) a student suggests that an estimate of d, the distance from (0, 0) to the point ( a, b),    is    d aba b22=+ +   .   the distance between any point and its 1st nearest neighbours on this grid is 1  cm. y x0234 \u20131 \u20133 \u2013 4 \u2013 5\u20132\u20131 \u20132 \u20133 \u20134 1 2 3 4 51   does the student\u2019s formula give a good estimate for the distance from (0, 0) to (4, 3-)?   show how you decide.  [5]",
+            "11": "11 0607/52/m/j/21 \u00a9 ucles 2021 5 the circles show the 1st, 2nd, 3rd, and 4th nearest neighbours to the point x. x  (a) complete this table. nearest neighbour 1st 2nd 3rd 4th 5th 6th 7th 8th number of nearest neighbours 6 12 6  [2]  (b) a computer calculates that there is a total of 9  points for a certain nearest neighbour distance.   explain why the computer is probably wrong.  .  [1]",
+            "12": "12 0607/52/m/j/21 \u00a9 ucles 2021 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 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.blank page"
+        },
+        "0607_s21_qp_53.pdf": {
+            "1": "this document has 8 pages. dc (rw/fc) 207547/2 \u00a9 ucles 2021  [turn over *9976971165* cambridge international mathematics  0607/53 paper 5 investigation (core)  may/june  2021  1 hour 10 minutes you must answer on the question paper. no additional materials are needed. instructions  \u25cf answer all questions.  \u25cf use a black or dark blue pen. you may use an hb pencil for any diagrams or graphs.  \u25cf write your name, centre number and candidate number in the boxes at the top of the page.  \u25cf write your answer to each question in the space provided.  \u25cf do not use an erasable pen or correction fluid.  \u25cf do not write on any bar codes.  \u25cf you should use a graphic display calculator where appropriate.  \u25cf you may use tracing paper.  \u25cf you must show all necessary working clearly, including sketches, to gain full marks for correct methods.  \u25cf in this paper you will be awarded marks for providing full reasons, examples and steps in your working  to communicate your mathematics clearly and precisely. information  \u25cf the total mark for this paper is 36.  \u25cf the number of marks for each question or part question is shown in brackets [  ].cambridge igcse\u2122",
+            "2": "2 0607/53/m/j/21 \u00a9 ucles 2021 answer all the questions. investigation  paths around squares and rectangles this investigation looks at paths around different squares and rectangles. in this investigation \u2022 all lengths are in metres \u2022 all tiles are squares of side 1  metre. the path around a square of side  1 needs 8 square tiles. this is the path around a square of side  2. 1 (a) on this grid, draw the path around the square of side  3.  [1]",
+            "3": "3 0607/53/m/j/21 \u00a9 ucles 2021 [turn over  (b) on this grid, draw the path around a square of side  4.  [1]  (c) this table shows the number of tiles in the paths around squares of different sizes.   complete the table. side of square number of tiles in path 1 8 2 3 4  [1]  (d) work out the number of tiles that make the path around a square of side  6.   .  [2]",
+            "4": "4 0607/53/m/j/21 \u00a9 ucles 2021  (e) explain why the path around a square cannot have exactly 50  tiles.  .  [1]  (f) find an expression, in terms of n, for the number of tiles in the path around a square of side n.   .  [2]  (g) work out the number of tiles in the path around a square of side  88.   .  [2]  (h) the path around a square has 400  tiles.   work out the area of the square.   .  [3]",
+            "5": "5 0607/53/m/j/21 \u00a9 ucles 2021 [turn over 2 this is the path around a rectangle of width  1 and length  2.  (a) on the grid, draw a diagram to show the path around the given rectangles. rectangle width 1 and length 3 rectangle width 1 and length 4  [2]  (b) complete the table to show the number of tiles in the paths around rectangles of width  1 with   different lengths. length of rectangle ( l) number of tiles in path 2 3 4 5  [2]  (c) find an expression, in terms of l, for the number of tiles in the path around a rectangle of   width  1 and length  l.   .  [3]",
+            "6": "6 0607/53/m/j/21 \u00a9 ucles 2021 3 (a) (i) complete the table to show the number of tiles in the paths around rectangles of width  2 with  different lengths.    you may use the grid to help you. length of rectangle ( l) number of tiles in path 1 2 3 4  [3]   (ii) find an expression, in terms of l, for the number of tiles in the path around a rectangle   of width  2 and length  l.   .  [2]",
+            "7": "7 0607/53/m/j/21 \u00a9 ucles 2021 [turn over  (b) find an expression, in terms of l, for the number of tiles in the path around a rectangle of width  3  and length  l.   .  [2]  (c) complete the table.   use your expressions from questions 2(c) , 3(a)(ii)  and 3(b). width of rectangle ( w)number of tiles in path   around a rectangle of length  l 1 2 3 4  [2]  (d) find an expression, in terms of l and w, for the number of tiles in the path around a rectangle of  length  l and width  w.   .  [2]  (e) use your answer to part (d) to write an expression for the number of tiles in the path around a  rectangle of length  n and width  n.   give your answer in its simplest form.   .  [2] question 4 is printed on the next page.",
+            "8": "8 0607/53/m/j/21 \u00a9 ucles 2021 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 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.4 the path around a rectangle has 20  tiles.  complete the table to show all the possible lengths and widths of the rectangle.  you may not need all the rows.  you may use the grid to help you. length of rectangle ( l) width of rectangle ( w)  [3]"
+        },
+        "0607_s21_qp_61.pdf": {
+            "1": "this document has 16 pages. any blank pages are indicated. cambridge igcse\u2122 dc (ce/jg) 207497/3 \u00a9 ucles 2021  [turn overcambridge international mathematics  0607/61 paper 6 investigation and modelling (extended)  may/june  2021  1 hour 40 minutes you must answer on the question paper. no additional materials are needed. instructions  \u25cf answer both part a (questions 1 to 6) and part b (questions 7 to 10).  \u25cf use a black or dark blue pen. you may use an hb pencil for any diagrams or graphs.  \u25cf write your name, centre number and candidate number in the boxes at the top of the page.  \u25cf write your answer to each question in the space provided.  \u25cf do not use an erasable pen or correction fluid.  \u25cf do not write on any bar codes.  \u25cf you should use a graphic display calculator where appropriate.  \u25cf you may use tracing paper.  \u25cf you must show all necessary working clearly, including sketches, to gain full marks for correct methods.  \u25cf in this paper you will be awarded marks for providing full reasons, examples and steps in your working  to communicate your mathematics clearly and precisely. information  \u25cf the total mark for this paper is 60.  \u25cf the number of marks for each question or part question is shown in brackets [  ]. *7326343854*",
+            "2": "2 0607/61/m/j/21 \u00a9 ucles 2021 answer both  parts a and b. a investigation (questions 1 to 6) rolling square (30 marks) you are advised to spend no more than 50 minutes on this part. this investigation looks at the path of a point on a square as it rolls along the x-axis. a square of side 1  cm rolls along the x-axis. one roll is a turn of 90\u00b0 clockwise about its bottom right corner. 0.511.5 0.5 1 1.5diagram 1 starting position 2 2.5 3y x 0 00.511.5 0.5 1 1.5diagram 2 after one roll 2 2.5 3y xposition 1 centre of rotationposition 1 position 2 centre of rotation diagram 1 shows the square in position 1.  one side of the square is bold to help show the rotation. the centre of the square is (0.5, 0.5). diagram 2 shows the square rolled 90\u00b0 clockwise about (1, 0) to position 2. 1 to get to position 3 the square rolls 90\u00b0 clockwise about (2, 0).  to get to position 4 the square then rolls 90\u00b0 clockwise about (3, 0).  (a) on the diagram below, draw the square in position 4, position 5 and position 6. 012 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15y x  [1]",
+            "3": "3 0607/61/m/j/21 \u00a9 ucles 2021 [turn over  (b) complete this table to show the x-coordinate of the centre of the square in each position.   you may use the diagram on page 2 to help you. position ( n) 1 2 3 4 5 6 n x-coordinate 0.5 1.5 2.5  [2]  (c) find the x-coordinate of the centre of the square in position 92.   .  [2] 2 the side of the square is now 2  cm. 123 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15y x 0  the square rolls along the x-axis in the same way as in question 1 .  (a) complete the table of x-coordinates of the centre of the square in different positions. position ( n) 1 2 3 4 5 6 n x-coordinate 1 3  [3]  (b) find the coordinates of the centre of the square in position 35.  (.. , ..)  [1]",
+            "4": "4 0607/61/m/j/21 \u00a9 ucles 2021 3 the side of the square is now 3  cm.  complete the table of x-coordinates of the centre of the square in different positions.  you may use the diagram below to help you. position ( n) 1 2 3 4 5 6 n x-coordinate 1.5 123 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15y x 0  [3] 4 write your expressions from questions 1(b) , 2(a) and 3 in the table below.  complete the table using any patterns you notice.  you may use the grid on page 5 to help you. side of square (w cm)x-coordinate in  position n 1 2 3 4 5 w",
+            "5": "5 0607/61/m/j/21 \u00a9 ucles 2021 [turn over 123456 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15y x 0  [5] 5 a square of side w cm rolls from position 1 to position 120.  at position 120, the x-coordinate of the centre of the square is 2151.  find the value of w.   .  [3]",
+            "6": "6 0607/61/m/j/21 \u00a9 ucles 2021 6 a square of side 2  cm rolls along the x-axis. a 123 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15y xposition 1 position 2 0  (a) the table shows the x-coordinate of the point a for each position.   complete the table. position  1 2 3 4 5 6 7 8 9 10 11 12 13 x-coordinate 0 4 6 8 12 14 20 22 24 [1]  (b) in the row of x-coordinates there are four sequences.   for positions 4, 8, 12, ... the expression for the position is 4 a, where a is a positive integer.   complete the table. a 1 2 3 4 5 a position   (4 a) 4 8 12 16 20 4a x-coordinate 14 22 8a - .. position   (4 a \u2013 1) 3 7 11 15 19 4a \u2013 1 x-coordinate 6... position   (4 a \u2013 2) 2 6 10 14 18 4a \u2013 2 x-coordinate 4 12 20... position   (4 a \u2013 3) 1 4a \u2013 3 x-coordinate 0... [5]",
+            "7": "7 0607/61/m/j/21 \u00a9 ucles 2021 [turn over  (c) the 2  cm square rolls to position 523.   use part (b)  to help you find the coordinates of point a.  (.. , ..)  [4]",
+            "8": "8 0607/61/m/j/21 \u00a9 ucles 2021 b modelling (questions 7 to 10) wind turbines (30 marks) you are advised to spend no more than 50 minutes on this part. this task looks at the use of wind turbines to generate electricity. area, a, of circle, radius r.  a = \u03c0r2 circumference, c, of circle, radius r. c = 2\u03c0 r 7 this is the front view and the side view of a wind turbine. blade length height of towerarea covered by blade side view  wind turbines with longer blades generate more electrical power than wind turbines with shorter blades.  power is measured in kilowatts (kw).  a wind turbine has blades that are 27  m long and a tower of height 80  m.  (a) find the greatest and least height above the ground for the tip of a blade as it turns.  greatest height    least height    [2]",
+            "9": "9 0607/61/m/j/21 \u00a9 ucles 2021 [turn over  (b) an international soccer pitch is a rectangle measuring 70  m by 105  m.   (i) find the area covered by the blades of this wind turbine.     write your answer as a percentage of the area of the international soccer pitch.   .  [3]   (ii) new wind turbines have blades that are 107  m long.    find the area covered by these blades as a percentage of the area of the international soccer  pitch.   .  [2]",
+            "10": "10 0607/61/m/j/21 \u00a9 ucles 2021 8 the amount of power generated depends on wind speed as well as the area covered.  this table shows the power (in kw) for blades of different lengths at a fixed wind speed. blade length ( b metres) 27 33 40 44 48 54 64 72 80 power ( p kw) 225 300 500 600 750 1000 1500 2000 2500  (a) plot the last three points on this graph.   the first six points have been plotted for you. 0500 01000150020002500 10 20 30 40 50power (kw) blade length (m)60 70 80p b    [1]",
+            "11": "11 0607/61/m/j/21 \u00a9 ucles 2021 [turn over  (b) a model for the power, p kw, is    p = cb2, where b is the length of the blade in metres and c is a constant.   use the information to find a value for c and write down the model.   .  [2]  (c) another wind turbine generates 1200  kw.   use your model to find the length of its blade.   .  [2]",
+            "12": "12 0607/61/m/j/21 \u00a9 ucles 2021 9 (a) a blade rotates through 30\u00b0 every second.   (i) find the time it takes to complete a full turn and the number of complete turns it makes in a  minute.  time =    number of turns =    [3]   (ii) different parts of the blade travel through air at different speeds. 27 m    show that the speed of the tip of this blade, with length 27  m, is 14.1  m/s, correct to  3 significant figures.  [3]",
+            "13": "13 0607/61/m/j/21 \u00a9 ucles 2021 [turn over  (b) the blade with length 27  m now rotates through 40\u00b0 every second.   find the new speed of the blade tip in m/s.   .  [2]  (c) a blade turns through t degrees every second.   the length of the blade is l metres.   write a model for the speed, s m/s, of the blade tip in terms of \u03c0, t and l.   give your answer in its simplest form.   .  [2]  (d) the maximum speed for a blade tip is 72  m/s.   find the maximum speed of rotation, in degrees per second, for a blade with length 107  m.   .  [3]",
+            "14": "14 0607/61/m/j/21 \u00a9 ucles 2021 10 wind enters a turbine at a speed of u m/s.  the wind leaves the turbine at a reduced speed of v m/s. u v  x is the fraction that v is of u, so xuv=.  a model for the efficiency, e, of the wind turbine is   () ()exx 2112 =-+ .  (a) what can you say about the wind speeds v and u if the efficiency, e, is zero?  .  [1]",
+            "15": "15 0607/61/m/j/21 \u00a9 ucles 2021  (b) sketch the graph of the model for e for x01gg . 0e x11  [2]  (c) find the value of x that gives maximum efficiency.   .  [1]  (d) find the greatest value for e.   give your answer as a percentage.   .  [1]",
+            "16": "16 0607/61/m/j/21 \u00a9 ucles 2021 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 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.blank page"
+        },
+        "0607_s21_qp_62.pdf": {
+            "1": "this document has 16 pages. any blank pages are indicated. cambridge igcse\u2122cambridge international mathematics  0607/62 paper 6 investigation and modelling (extended)  may/june  2021  1 hour 40 minutes you must answer on the question paper. no additional materials are needed. instructions  \u25cf answer both part a (questions 1 to 5) and part b (questions 6 to 9).  \u25cf use a black or dark blue pen. you may use an hb pencil for any diagrams or graphs.  \u25cf write your name, centre number and candidate number in the boxes at the top of the page.  \u25cf write your answer to each question in the space provided.  \u25cf do not use an erasable pen or correction fluid.  \u25cf do not write on any bar codes.  \u25cf you should use a graphic display calculator where appropriate.  \u25cf you may use tracing paper.  \u25cf you must show all necessary working clearly, including sketches, to gain full marks for correct methods.  \u25cf in this paper you will be awarded marks for providing full reasons, examples and steps in your working  to communicate your mathematics clearly and precisely. information  \u25cf the total mark for this paper is 60.  \u25cf the number of marks for each question or part question is shown in brackets [  ]. dc (lk/cb) 207548/3 \u00a9 ucles 2021  [turn over *0358135902*",
+            "2": "2 0607/62/m/j/21 \u00a9 ucles 2021 answer both  parts a and b. a investigation (questions 1 to 5) nearest neighbours (30 marks) you are advised to spend no more than 50 minutes on this part. this investigation is about the distances between points on square and triangular grids. all points have integer coordinates. xy 0 11 \u2013 1\u2013 1 2 \u2013 2 \u2013 3 \u2013 4 3 42 \u2013 23 \u2013 34 \u2013 4 the point (0, 0) has 4 points closest to it.  each point has a circle around it. the points have coordinates ( -1, 0), (0, 1), (1, 0) and (0, -1). they are called the 1st nearest neighbours  to (0, 0). 1 the points which are next closest to (0, 0) are its 2nd nearest neighbours .  one of these points has coordinates (1, 1).  find the coordinates of the other 2nd nearest neighbours.  .  [2] 2 the distance from (0, 0) to its 1st nearest neighbour is 1.  show that the distance from (0, 0) to (1, 1), a 2nd nearest neighbour, is 2.  [2]",
+            "3": "3 0607/62/m/j/21 \u00a9 ucles 2021 [turn over 3 the table shows information about the nth nearest neighbours to (0, 0) for values of n from 1 to 11.  d is the distance from (0, 0) to a nearest neighbour.  n 1 2 3 4 5 6 7 8 9 10 11 d 21 2 4 5 8 9 10 13 16 17 18 d 1 2 8 3 10 13 4 17 18 number of nth  nearest neighbours4 4 4 8 8 4 8 4  (a) complete the table.  [2]  (b) is d 2 directly proportional to n?   show how you decide.   [2]  (c) the 12th nearest neighbours to (0, 0) are at a distance h, where h 2 = 20.   find the coordinates of all these nearest neighbours.  .  .  [3]",
+            "4": "4 0607/62/m/j/21 \u00a9 ucles 2021 4 here is a rectangular pattern of points on a square grid. xy 0 11 \u2013 1 \u2013 122 \u2013 2 \u2013 233 \u2013 3 \u2013 344 \u2013 4 \u2013 455 \u2013 5 \u2013 56 \u2013 6 7 \u2013 7 8 \u2013 8  nearest neighbour distances can be found for these points.    the two 1st nearest neighbours to (0, 0) have circles around them.   the four 2nd nearest neighbours to (0, 0) have squares around them.   the four 3rd nearest neighbours to (0, 0) have triangles around them.  complete this table. nearest neighbour 1st 2nd 3rd 4th 5th 6th 7th d 21 4 5 9 13 16 number of nearest neighbours 2 4 4 2 4 4  [3]",
+            "5": "5 0607/62/m/j/21 \u00a9 ucles 2021 [turn over 5 this is a grid of points made from equilateral triangles of side 1.  these points have coordinates as shown on the grid below.  xy 0 \u2013 1 \u2013 11234 1 2 3 4 \u2013 2 \u2013 2\u2013 3 \u2013 3 \u2013 4(\u2013 2, 3) (2, 3)  the circles show the 1st and 2nd nearest neighbours to (0, 0).  the six 1st nearest neighbours to (0, 0) have coordinates (0, 1), (1, 0), (1, -1), (0, -1), (-1, 0) and  (-1, 1).  (a) points are not always integer distances from (0, 0).   (i) complete this table to show when a point is an integer distance from (0, 0). point (1, 0) (-1, 1) (-1, 2) (2, -2) (2, 2) (0, -3) integer distance 3 not integer distance  [2]   (ii) the point ( a, 4) is an integer distance from (0, 0).    write down two possible values for a.   .  [2]",
+            "6": "6 0607/62/m/j/21 \u00a9 ucles 2021  (b) to calculate a distance on a triangular grid, the geometry of triangles is needed. a b cacbsins in sin aa bb cc== cos ab cb ca222 2=+ -   this grid of points is made from equilateral triangles of side length 1.   a triangle is drawn on the grid.   the triangle\u2019s vertices are at (0, 0), (1, 0) and (1, 2).   it has sides of length 1, 2 and d, the distance of (1, 2) from (0, 0). xy 4 33 2d2 11 \u2013 1 \u2013 1\u2013 2 \u2013 2\u2013 3 \u2013 3\u2013 4 0   (i) explain why the largest angle in the triangle is 120\u00b0.   .  [1]",
+            "7": "7 0607/62/m/j/21 \u00a9 ucles 2021 [turn over   (ii) calculate the distance of (1, 2) from (0, 0).   .  [2]   (c) a point on a triangular grid has coordinates ( a, b), where a and b are positive integers.   show that its distance, d, from (0, 0) is given by   d aba b22=+ + .  [2]  (d) use the formula in part (c)  to calculate the distance of a 6th nearest neighbour from (0, 0).   give your answer as a square root.   xy o   .  [3]",
+            "8": "8 0607/62/m/j/21 \u00a9 ucles 2021  (e) use the formula   d aba b22=+ +    to show that it is not possible for a nearest neighbour to    be a distance of 14 from (0, 0) on a triangular grid.  [4]",
+            "9": "9 0607/62/m/j/21 \u00a9 ucles 2021 [turn over the modelling task starts on the next page.",
+            "10": "10 0607/62/m/j/21 \u00a9 ucles 2021 b modelling  (questions 6 to 9) high river flow (30 marks) you are advised to spend no more than 50 minutes on this part. this task looks at estimating the probability of high river flows. planners need to estimate the probability of extreme events such as high river flow. to do this they use the return period, r years.  this is an estimate of the number of years before they expect another high river flow. a model for r is      rhn1=+ where    n is the number of years for which there are river flow results,    h is the number of times that high river flow occurs during the n years. the probability of high river flow occurring in any year is r1. example on 3 occasions during a period of 65 years, a river flow was greater than   4000 cubic metres per second (m3/s). so, the return period for a water flow greater than 4000  m3/s is r365 1 366 22years.=+= = this is not very likely in a year, but very likely in the lifetime of a bridge designed to last for 100 years. the probability of a river flow greater than 4000  m3/s in any year is 221. 6 these are the maximum flows, in m3/s, each year for a small river. 30 119 13 30 9 64 19 83 71 64 37 61 55 33 131 91 78 59 32 29 121 7 56 65  (a) calculate the return period, r, for a flow greater than 100  m3/s.    .  [2]  (b) use your answer to part (a)  to find the probability of a flow greater than 100  m3/s the next year.   .  [1]",
+            "11": "11 0607/62/m/j/21 \u00a9 ucles 2021 [turn over 7 (a) the probability of an event occurring in one year is p.   (i) write an expression, in terms of p, for the probability of the event not occurring in one year.   .  [1]   (ii) find an expression, in terms of p, for the probability of the event not occurring  for  10 consecutive years.   .  [1]   (iii) explain why the probability of the event occurring at least once in 10 consecutive years is     ()p 1110-- .  .  [1]  (b) a model for the probability, y, of a flow greater than 130  m3/s occurring in the river in question 6   at least once in x years is   (. ) y 11 004x=- - .    (i) sketch the graph of    (. ) y 11 004x=- -     for x05 2 gg . xy 0 0 25  [3]   (ii) find the number of years that pass before the probability of a flow greater than 130  m3/s first  becomes greater than 50%.   .  [2]",
+            "12": "12 0607/62/m/j/21 \u00a9 ucles 2021 8 the table shows the probabilities of various river flows in a year at waverly on the missouri river in  the usa. flow in thousands of m3/s (f) probability of flow f2 (p) 2 0.99 4 0.85 6 0.56 8 0.26 10 0.11 12 0.04 14 0.02 16 0.02 18 0.02 20 0.02 22 0.01  (a) a possible model for the above data is     pf k1=-       where k is a constant.    use figures from the table to decide whether or not this is a reasonable model.  .  [2]  (b) another model is    pcf=    where c is a constant.   use figures from the table to decide whether or not this is a reasonable model.  .  [2]",
+            "13": "13 0607/62/m/j/21 \u00a9 ucles 2021 [turn over  (c) another model for the data is   .. . pf f 00048 1619 13281 02=+ -    for f22 2 gg .   the dashed line on the diagram shows the graph of this model.   (i) plot the values from the table on the previous page onto the grid.    the first 7 points have been done for you.    fp 05 10 15 20 25 00.10.20.30.40.50.60.70.80.91 \u2013 0.1  [1]   (ii) give the ranges of values of f for which    .. . pf f 00048 1619 13281 02=+ -    is a good  model and not a good model.    a good model  ..    not a good model    [2]",
+            "14": "14 0607/62/m/j/21 \u00a9 ucles 2021 9 engineers use this formula to model the probability of high river flows. bfa - p3=feo p  where p is the probability of an event greater than f and   a and b are both constants.   (a) show that p31= when bf=.  [2]  (b) give a reason why 8 is the best integer estimate for b when p31=.   use part (a)  and values from the table for the missouri river on page 12 in your answer.  .  [1]  (c) (i) on the axes below, sketch three graphs of   bfa - p3=feo p    for f02 5 gg .    use b8= and \u2022 a = 0.5, \u2022 a = 1, \u2022 a = 2.5 .    the graph with b8= and a10=  is sketched for you. fp 025  [4]",
+            "15": "15 0607/62/m/j/21 \u00a9 ucles 2021   (ii) find the coordinates of the points of intersection of the curves.  .  [2]   (iii) describe the effect on the graph when a increases and the flow is between 6000  m3/s and  8000  m3/s.  .  [1]   (iv) which value of a gives the best model for the missouri river data on page 12?    give a reason for your answer. a =  because  ...  .  [2]",
+            "16": "16 0607/62/m/j/21 \u00a9 ucles 2021 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 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.blank page"
+        },
+        "0607_s21_qp_63.pdf": {
+            "1": "this document has 12 pages. cambridge igcse\u2122cambridge international mathematics  0607/63 paper 6 investigation and modelling (extended)  may/june  2021  1 hour 40 minutes you must answer on the question paper. no additional materials are needed. instructions  \u25cf answer both part a (questions 1 to 3) and part b (questions 4 to 7).  \u25cf use a black or dark blue pen. you may use an hb pencil for any diagrams or graphs.  \u25cf write your name, centre number and candidate number in the boxes at the top of the page.  \u25cf write your answer to each question in the space provided.  \u25cf do not use an erasable pen or correction fluid.  \u25cf do not write on any bar codes.  \u25cf you should use a graphic display calculator where appropriate.  \u25cf you may use tracing paper.  \u25cf you must show all necessary working clearly, including sketches, to gain full marks for correct methods.  \u25cf in this paper you will be awarded marks for providing full reasons, examples and steps in your working  to communicate your mathematics clearly and precisely. information  \u25cf the total mark for this paper is 60.  \u25cf the number of marks for each question or part question is shown in brackets [  ]. dc (lk/cb) 207549/3 \u00a9 ucles 2021  [turn over *3872696403*",
+            "2": "2 0607/63/m/j/21 \u00a9 ucles 2021 answer both  parts a and b. a investigation (questions 1 to 3) paths around shapes (30 marks) you are advised to spend no more than 50 minutes on this part. this investigation looks at paths around different shapes. in this investigation  \u2022 all lengths are in metres \u2022 all tiles are squares of side 1 metre.   the path around a square of side 1 needs 8 square tiles.      this is the path around a square of side 2.      1 (a) on the grid, draw the path around the square of side 3.  [1] ",
+            "3": "3 0607/63/m/j/21 \u00a9 ucles 2021 [turn over  (b) this table shows the number of tiles in the paths around squares of different sizes.   complete the table. side of square number of tiles in path 1 8 2 3 4  [2]  (c) explain why the path around a square cannot have exactly 50 tiles.  .  [1]  (d) find an expression, in terms of n, for the number of tiles in the path around a square of side n.   .  [2]  (e) work out the number of tiles in the path around a square of side 88.   .  [2]  (f) the path around a square has 400 tiles.   work out the area of the square.   .  [3]",
+            "4": "4 0607/63/m/j/21 \u00a9 ucles 2021 2 this is the path around a rectangle of width 1 and length 2.       (a) (i) complete the table to show the number of tiles in the paths around rectangles of width 1 with  different lengths. length of rectangle ( l) number of tiles in path 2 10 3 4 5  [1]   (ii) complete the expression for the number of tiles in the path around a rectangle of width 1 and  length l.  2l +    [1]",
+            "5": "5 0607/63/m/j/21 \u00a9 ucles 2021 [turn over  (b) write your expression from question 2(a)(ii)  in the table.   complete the table to show expressions for the number of tiles in the paths around rectangles of  different widths and lengths.  width of rectangle ( w)number of tiles in path  around a rectangle of length l 1 2 3 4  [3]  (c) find an expression, in terms of l and w, for the number of tiles in the path around a rectangle of  length l and width w.   .  [2]  (d) the path around a rectangle has 20 tiles.   find all the possible dimensions of the rectangle.   .  [3]",
+            "6": "6 0607/63/m/j/21 \u00a9 ucles 2021 3  area, a, of circle, radius r. a = rr2  this question looks at the area of a path around a circle.    (a) the shaded circle has radius 2.    there is a path of width 1 around the shaded circle.        show that the area of the path is 5 r.  [2]  (b) show that the area of a path of width 1 around a circle of radius 3 is 7 r.  [2]",
+            "7": "7 0607/63/m/j/21 \u00a9 ucles 2021 [turn over  (c) complete the table to show the areas of paths of width 1 around circles of different sizes. radius of shaded circle area of path 1 2 5r 3 7r 4  [2]  (d) find an expression for the area of a path of width w around a circle of radius r.   give your answer in its simplest form in terms of r, r and w.    .  [3]",
+            "8": "8 0607/63/m/j/21 \u00a9 ucles 2021 b modelling (questions 4 to 7) playground swing (30 marks) you are advised to spend no more than 50 minutes on this part. this task looks at the height of the seat of a playground swing as it moves.    4 (a) this is the graph of \u00b0 cos yx=  for x0 360 gg .   its period is 360.   901 0 \u2013 1180 270 360y x   (i) on the same grid, sketch the graph of   () \u00b0 cos yx 2 =    for x0 360 gg . [2]   (ii) write down the period of the graph of   () \u00b0 cos yx 2 =  .   .  [1]  (b) show that the period of the graph of   () \u00b0 cos yx 15 =    is 24.    [1]  (c) write down an expression, in terms of k, for the period of the graph of   () \u00b0 cos yx k =  .   .  [1]",
+            "9": "9 0607/63/m/j/21 \u00a9 ucles 2021 [turn over 5 the graph models the height of the seat of a swing from its highest point, down to its lowest point, and  back to its highest point again.  t is the time in seconds.  h is the height in metres from a fixed point.  h t 0.5 1 1.5 200.3 \u2013 0.3  the equation of the model is   () \u00b0 cos ha bt =  .  (a) write down the period of the graph and find the value of b.  period =    b =    [2]  (b) find the value of a and use this to write down the equation of the model.   ...  [1]",
+            "10": "10 0607/63/m/j/21 \u00a9 ucles 2021  (c) h is the height in metres of the seat above the ground.    this graph models h.   h t 1 2 00.20.40.60.81   use your answer to part (b)  to write down the model for h.   ...  [2]  (d) find the two times when the swing is 0.8  m above the ground for t02gg .  .    and    .  [3]",
+            "11": "11 0607/63/m/j/21 \u00a9 ucles 2021 [turn over 6 another model for the height of the seat above the ground is .( .) () \u00b0. cos dt 04 07 200 06t=+  where d is the height in metres and t is the time in seconds.  (a) find the height of the seat above the ground when t = 0.   .  [1]  (b) sketch the graph of this model for t05gg . d t 0 5  [3]  (c) find the total time that the seat is at least 75  cm above the ground.   .  [3]  (d) what does the model suggest about the height of the seat as t gets larger?   .  .  [2] question 7 is printed on the next page.",
+            "12": "12 0607/63/m/j/21 \u00a9 ucles 2021 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 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.7 a different model for the height of the seat above the ground is  () da tt bt 1124=- + +  where d is the height in metres and t is the time in seconds.  (a) given that d = 0.4 when t = 1, find the value of b.   .  [2]  (b) given that d = 1 when t = 2, find the value of a.   .  [2]  (c) write down the model for d and use it to find the height of the seat when t = 0.5 .   .  [2]  (d) is this a reasonable model?   show how you decide.  .  .  [2]"
+        },
+        "0607_w21_qp_11.pdf": {
+            "1": "this document has 8 pages. dc (rw/cb) 207176/3 \u00a9 ucles 2021  [turn over *5387189052* cambridge international mathematics  0607/11 paper 1 (core)  october/november  2021  45 minutes you must answer on the question paper. you will need:  geometrical instruments instructions  \u25cf answer all questions.  \u25cf use a black or dark blue pen. you may use an hb pencil for any diagrams or graphs.  \u25cf write your name, centre number and candidate number in the boxes at the top of the page.  \u25cf write your answer to each question in the space provided.  \u25cf do not use an erasable pen or correction fluid.  \u25cf do not write on any bar codes.  \u25cf calculators must not be used in this paper.  \u25cf you may use tracing paper.  \u25cf you must show all necessary working clearly and you will be given marks for correct methods even if  your answer is incorrect.  \u25cf all answers should be given in their simplest form. information  \u25cf the total mark for this paper is 40.  \u25cf the number of marks for each question or part question is shown in brackets [  ].cambridge igcse\u2122",
+            "2": "2 0607/11/o/n/21 \u00a9 ucles 2021 formula list area, a, of triangle, base b, height h. a = bh21 area, a, of circle, radius r. a = r2r circumference, c, of circle, radius r. c = 2rr curved surface area, a, of cylinder of radius r, height h. a = 2rrh curved surface area, a, of cone of radius r, sloping edge l. a = rrl curved surface area, a, of sphere of radius r. a = r42r v olume, v, of prism, cross-sectional area a, length l. v = al v olume, v, of pyramid, base area a, height h. v = ah31 v olume, v, of cylinder of radius r, height h. v = rh2r v olume, v, of cone of radius r, height h. v = rh31 2r v olume, v, of sphere of radius r. v = r34 3r",
+            "3": "3 0607/11/o/n/21 \u00a9 ucles 2021 [turn over answer all the questions. 1 write the missing numbers in the boxes. 1 20 5=10= % =  [2] 2 0123456 xp 345 2 6 1y  write down the coordinates of p.  ( ..   ,  ..  ) [1] 3 the diagram shows a circle with centre o.  draw a chord in this circle. o  [1] 4 complete the statement.     45 ml is  cm3. [1]",
+            "4": "4 0607/11/o/n/21 \u00a9 ucles 2021 5 ab 4 cm12 cm not to scale 2 cm6 cm  complete the statement.  rectangle b is an enlargement of rectangle a with scale factor    [1] 6 in a sale, the price of a dress is reduced from $20 to $15.  work out the percentage reduction.   .. % [2] 7 north b c  measure the bearing of c from b.   .  [1]",
+            "5": "5 0607/11/o/n/21 \u00a9 ucles 2021 [turn over 8 a cuboid has a volume of 140  cm3.  the width of the cuboid is 7  cm and the height is 2  cm.  find the length of this cuboid.     cm [2] 9 this table shows the ages of 20 cars. age (years) frequency 1 2 2 7 3 4 4 3 5 4  (a) work out the range.     years  [1]  (b) work out the mean age of the cars.     years  [3] 10  x631g--  write down all the integer values of x.   .  [1] 11 a circle has radius 8.5  cm.  find the circumference of the circle.  leave your answer in terms of r.     cm [2]",
+            "6": "6 0607/11/o/n/21 \u00a9 ucles 2021 12 u = {x | x is an integer and x11 0 gg }  a = {x | x is a square number}  (a) list the elements of set a.   .  [1]  (b) write down ()nal.   .  [1] 13 the scatter diagram shows the number of ice creams sold each day and the temperature on that day. number of ice creams sold temperature (\u00b0c)1004080120 15 20 25  (a) what type of correlation is shown in the scatter diagram?   .  [1]  (b) describe what the scatter diagram shows about the number of ice creams sold each day and the  temperature on that day.  .  .  [1] 14 a football club had the following results from their last 10 games. outcome of match win draw lose frequency 2 5 3  use this data to estimate the probability that they will not lose their next match.   .  [2]",
+            "7": "7 0607/11/o/n/21 \u00a9 ucles 2021 [turn over 15 expand.    ()kk 62-   .  [2] 16 a car travels 20  km at an average speed of 30  km/h.  it then travels 30  km at an average speed of 60  km/h.  calculate the total number of minutes this 50  km journey takes.     minutes  [3] 17 not to scale 30\u00b0a\u00b0 a\u00b0 a\u00b0  find the value of a.  a=  .  [3] 18 work out  () () 31 05 1046## # .  write your answer in standard form.   .  [2] questions 19, 20 and 21 are printed on the next page.",
+            "8": "8 0607/11/o/n/21 \u00a9 ucles 2021 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 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.19 0123456 x789 ef 345 2 6789101112 1y  describe fully the single  transformation that maps shape e onto shape f.  .  .  [3] 20 write down the equation of the line with gradient 3 that passes through (0, 1-).   .  [2] 21 find the value of x when  55 5x 34#= .  x=  .  [1]"
+        },
+        "0607_w21_qp_12.pdf": {
+            "1": "this document has 8 pages. cambridge igcse\u2122 dc (lk/cb) 207177/2 \u00a9 ucles 2021  [turn overcambridge international mathematics  0607/12 paper 1 (core)  october/november  2021  45 minutes you must answer on the question paper. you will need:  geometrical instruments instructions  \u25cf answer all questions.  \u25cf use a black or dark blue pen. you may use an hb pencil for any diagrams or graphs.  \u25cf write your name, centre number and candidate number in the boxes at the top of the page.  \u25cf write your answer to each question in the space provided.  \u25cf do not use an erasable pen or correction fluid.  \u25cf do not write on any bar codes.  \u25cf calculators must not be used in this paper.  \u25cf you may use tracing paper.  \u25cf you must show all necessary working clearly and you will be given marks for correct methods even if  your answer is incorrect.  \u25cf all answers should be given in their simplest form. information  \u25cf the total mark for this paper is 40.  \u25cf the number of marks for each question or part question is shown in brackets [  ]. *4723519693*",
+            "2": "2 0607/12/o/n/21 \u00a9 ucles 2021 formula list area, a, of triangle, base b, height h. a = bh21 area, a, of circle, radius r. a = r2r circumference, c, of circle, radius r. c = 2rr curved surface area, a, of cylinder of radius r, height h. a = 2rrh curved surface area, a, of cone of radius r, sloping edge l. a = rrl curved surface area, a, of sphere of radius r. a = r42r v olume, v, of prism, cross-sectional area a, length l. v = al v olume, v, of pyramid, base area a, height h. v = ah31 v olume, v, of cylinder of radius r, height h. v = rh2r v olume, v, of cone of radius r, height h. v = rh31 2r v olume, v, of sphere of radius r. v = r34 3r",
+            "3": "3 0607/12/o/n/21 \u00a9 ucles 2021 [turn over answer all the questions. 1 write 3468 correct to the nearest ten.   .  [1] 2 x  complete the statement.     angle x is an ... angle.  [1] 3 write 10059 as a percentage.   .  % [1] 4 work out.    ()29 23 5 ##--   .  [2] 5 not to scale p (\u2013 2, 1) q (3, 1) o xy  work out the distance pq.   .  [1] 6 find the cube root of 64.   .  [1]",
+            "4": "4 0607/12/o/n/21 \u00a9 ucles 2021 7 mario invests $400 for 2 years at a rate of 5% per year simple interest.  work out the interest that mario receives.  $    [2] 8 find the total surface area of a cube of side 3  cm.   ..  cm2 [2] 9 find the distance a train travels in 2 hours when its average speed is 120  km/h.   ...  km [1] 10 an apartment costs $500 per month to rent.  calculate the cost to rent the apartment for 1 year 3 months.  $    [2] 11  north landsea q pnorth  measure the bearing of town q from town p.   .  [1]",
+            "5": "5 0607/12/o/n/21 \u00a9 ucles 2021 [turn over 12 xy  point x is translated to point y.  write down the vector for this translation.  fp  [1] 13 simplify.    vv3'   .  [1] 14 write down a number, greater than 1, that is both a square number and a triangle number.   .  [1] 15 microchips are checked for defects.  out of 10  000 microchips made on a particular machine, 500 were found to be defective.  find the probability that a microchip from this machine is defective.  give your answer as a decimal.   .  [2] 16  ()fxx 5=  work out the value of x when ()fx 10= .  x = .  [1]",
+            "6": "6 0607/12/o/n/21 \u00a9 ucles 2021 17 solve the equation.     ()x23 20 +=  x =    [2] 18    ..540972035 7 r  from the list of numbers write down  (a) the integer,   .  [1]  (b) the irrational number.   .  [1] 19 the table shows the number of televisions in each of 20 homes. number of televisions 0 1 2 3 4 frequency 2 8 7 2 1  (a) write down the mode.   .  [1]  (b) find the mean.   .  [3] 20 find the lowest common multiple (lcm) of 24 and 60.   .  [2]",
+            "7": "7 0607/12/o/n/21 \u00a9 ucles 2021 [turn over 21 simplify fully.    y6 2 2'y   .  [2] 22 a bag contains 13 red beads and 7 blue beads.  two beads are taken out of the bag at random.  complete the tree diagram. bead 1 bead 2 red blue  ..red blue .. ..red blue2013  [2] questions 23 and 24 are printed on the next page.",
+            "8": "8 0607/12/o/n/21 \u00a9 ucles 2021 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 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.23 a class has 30 students.  5 students play both football and cricket.  15 students play football and 13 students play cricket.  use this information to complete the venn diagram. football cricket 10 5 .. ..u  [2] 24 not to scale170\u00b0  the diagram shows one interior angle of a regular polygon.  find the number of sides of the polygon.   .  [3]"
+        },
+        "0607_w21_qp_21.pdf": {
+            "1": "this document has 12 pages. any blank pages are indicated. cambridge igcse\u2122cambridge international mathematics  0607/21 paper 2 (extended)  october/november  2021  45 minutes you must answer on the question paper. you will need:  geometrical instruments instructions  \u25cf answer all questions.  \u25cf use a black or dark blue pen. you may use an hb pencil for any diagrams or graphs.  \u25cf write your name, centre number and candidate number in the boxes at the top of the page.  \u25cf write your answer to each question in the space provided.  \u25cf do not use an erasable pen or correction fluid.  \u25cf do not write on any bar codes.  \u25cf calculators must not be used in this paper.  \u25cf you may use tracing paper.  \u25cf you must show all necessary working clearly and you will be given marks for correct methods even if  your answer is incorrect.  \u25cf all answers should be given in their simplest form. information  \u25cf the total mark for this paper is 40.  \u25cf the number of marks for each question or part question is shown in brackets [  ]. *7847885517* dc (cj/sg) 214441/3 \u00a9 ucles 2021  [turn over",
+            "2": "2 0607/21/o/n/21 \u00a9 ucles 2021 formula list for the equation  ax bx c02++ = xabb ac 242!=-- curved surface area, a, of cylinder of radius r, height h. r ar h2= curved surface area, a, of cone of radius r, sloping edge l. r ar l= curved surface area, a, of sphere of radius r. r ar42= v olume, v, of pyramid, base area a, height h. va h31= v olume, v, of cylinder of radius r, height h. rvr h2= v olume, v, of cone of radius r, height h. r vr h31 2= v olume, v, of sphere of radius r. r vr34 3=      sins in sin aa bb cc==      cos ab cb ca222 2=+ -      sinbc a21area=a c bcb a",
+            "3": "3 0607/21/o/n/21 \u00a9 ucles 2021 [turn over answer all the questions. 1 (a) write   4  347 849   correct to the nearest ten thousand.   .  [1]  (b)  write   0.004  024 3   correct to 2 significant figures.   .  [1] 2  90    91    92    93    94    95    96    97    98    99  from this list, write down  (a) a prime number,   .  [1]  (b) a common multiple of 4 and 6.   .  [1] 3 draw all the lines of symmetry on each of these shapes.  [2]",
+            "4": "4 0607/21/o/n/21 \u00a9 ucles 2021 4 the table shows the percentage of students in each of three classes who study physics, chemistry and  biology. physics (p) chemistry (c) biology (b) class h 34 28 38 class j 24 18 58 class k 46 32 22  complete the compound bar chart to show this information.   class h class j class k0102030405060708090100 percentage pcb    [3]",
+            "5": "5 0607/21/o/n/21 \u00a9 ucles 2021 [turn over 5 solve.   () () xx24 13 21 -= +  x=    [3] 6 (a)  write   0.000  058 6   in standard form.      .  [1]     (b) () () k 21 08 10 10ab n' ## #=    where k11 01g .   (i) find the value of k.  k=    [1]   (ii) write an expression for n in terms of a and b.  n= . .  [1]",
+            "6": "6 0607/21/o/n/21 \u00a9 ucles 2021 7 mia carries out a survey in a school to find out what students will do when they leave school.  these are her results. university job training travelling total frequency 112 43 27 18 200  (a) find the relative frequency of university.   .  [1]  (b) there are 1600 students in this school.   (i)  explain why the result in part (a)  is a reasonable estimate of the probability that a student  from this school will go to university.  .  [1]   (ii) calculate an estimate for the number of students in this school who will go travelling.            .  [2] 8 solve the simultaneous equations. x5+=xy32 12 -= y7    x=    y=    [3]",
+            "7": "7 0607/21/o/n/21 \u00a9 ucles 2021 [turn over 9 y varies inversely as the square of ()x2+.  when ,. xy 40 5 == .  find y in terms of x.  y=    [2] 10 30\u00b0not to scale6 cm  the diagram shows a sector of a circle with radius 6  cm and sector angle 30\u00b0.  the area of the shaded segment is r() cm ab2- .  find the value of a and the value of b.    a=    b=    [3]",
+            "8": "8 0607/21/o/n/21 \u00a9 ucles 2021 11 in this question all lengths are in centimetres. xnot to scale53+32  find the value of x2.  give your answer in the form   ab 3+    where a and b are integers.    x2=    [4]",
+            "9": "9 0607/21/o/n/21 \u00a9 ucles 2021 [turn over 12 not to scaley x o gca db fe  the diagram shows the lines   , yx yx2113 =+ =    and   xy34 12 += .  these lines divide the space into 7 regions, a, b, c, d, e, f, and g.  write down the letter of the region which is defined by  (a)   , yx yx2113 gg+    and   xy34 12g+ ,   region    [1]  (b)   , yx yx2113 hh+    and   xy34 12g+ .   region    [1]  ",
+            "10": "10 0607/21/o/n/21 \u00a9 ucles 2021 13 not to scaley x 0\u2013 2 3 \u2013 12  the equation of the curve is ya xb x122=+ -.  find the value of a and the value of b.  a=      b=    [3]",
+            "11": "11 0607/21/o/n/21 \u00a9 ucles 2021 14 solve.  (a) logx43=  x=    [1]  (b) logl og log x 23 25 0 -=  x=    [3]",
+            "12": "12 0607/21/o/n/21 \u00a9 ucles 2021 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 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.blank page"
+        },
+        "0607_w21_qp_22.pdf": {
+            "1": "this document has 12 pages. any blank pages are indicated. cambridge igcse\u2122 *0529762483* dc (ce/fc) 212406/1 \u00a9 ucles 2021  [turn overcambridge international mathematics  0607/22 paper 2 (extended)  october/november  2021  45 minutes you must answer on the question paper. you will need:  geometrical instruments instructions  \u25cf answer all questions.  \u25cf use a black or dark blue pen. you may use an hb pencil for any diagrams or graphs.  \u25cf write your name, centre number and candidate number in the boxes at the top of the page.  \u25cf write your answer to each question in the space provided.  \u25cf do not use an erasable pen or correction fluid.  \u25cf do not write on any bar codes.  \u25cf calculators must not be used in this paper.  \u25cf you may use tracing paper.  \u25cf you must show all necessary working clearly and you will be given marks for correct methods even if  your answer is incorrect.  \u25cf all answers should be given in their simplest form. information  \u25cf the total mark for this paper is 40.  \u25cf the number of marks for each question or part question is shown in brackets [  ].",
+            "2": "2 0607/22/o/n/21 \u00a9 ucles 2021 formula list for the equation  ax bx c02++ = xabb ac 242!=-- curved surface area, a, of cylinder of radius r, height h. r ar h2= curved surface area, a, of cone of radius r, sloping edge l. r ar l= curved surface area, a, of sphere of radius r. r ar42= v olume, v, of pyramid, base area a, height h. va h31= v olume, v, of cylinder of radius r, height h. rvr h2= v olume, v, of cone of radius r, height h. r vr h31 2= v olume, v, of sphere of radius r. r vr34 3=      sins in sin aa bb cc==      cos ab cb ca222 2=+ -      sinbc a21area=a c bcb a",
+            "3": "3 0607/22/o/n/21 \u00a9 ucles 2021 [turn over answer all the questions. 1 work out.    37 25#++   .  [1] 2 complete the statement.    a parallelogram has rotational symmetry of order .    and . lines of symmetry.  [2] 3 (a) a number is greater than 1.   the number is also both a square number and a cube number.    write down a possible value of this number.   .  [1]  (b) write down a prime number between 90 and 100.   .  [1] 4 \u2013 4\u2013 3 4x\u2013 2 \u2013 1 0 1 2 3  write down the inequality shown on the number line.   .  [1]",
+            "4": "4 0607/22/o/n/21 \u00a9 ucles 2021 5 work out.    43 98'   .  [2] 6  x 21  write down all the integer values of x.   .  [1] 7 the bearing of p from q is 110\u00b0.  find the bearing of q from p.   .  [2]",
+            "5": "5 0607/22/o/n/21 \u00a9 ucles 2021 [turn over 8 on the diagram, sketch the graph of yx1=. xy o  [2] 9 o40\u00b0 r cmnot to scale  the diagram shows an arc of a circle, centre o, radius r cm.  the length of the arc is krr\u200acm.  find the value of k.  give your answer as a fraction in its simplest form.  k =    [2]",
+            "6": "6 0607/22/o/n/21 \u00a9 ucles 2021 10 (a) shade the region ()pq, l. p qu  [1]  (b) the venn diagram shows the number of elements in each region. 78 9 10t ru   find n ()rt+ l.   .  [1]  (c) use set notation to describe the shaded region. a bu   .  [1]",
+            "7": "7 0607/22/o/n/21 \u00a9 ucles 2021 [turn over 11   yw 22 =  rearrange the formula to make w the subject.  w =    [1] 12 work out the value of   3252.   .  [1]",
+            "8": "8 0607/22/o/n/21 \u00a9 ucles 2021 13 77\u00b040\u00b0a t bnot to scalex\u00b0  ab is a tangent to the circle at t.  find the value of x.  x =    [2] 14 simplify.    125 80+   .  [2]",
+            "9": "9 0607/22/o/n/21 \u00a9 ucles 2021 [turn over 15 solve.   xx 38 21 -=+  x =    [3] 16 factorise.    xx yy 36 24+- -   .  [2] 17   32 7xx 2=+  find the value of x.  x =    [2]",
+            "10": "10 0607/22/o/n/21 \u00a9 ucles 2021 18 simplify.    www 25 39 22 +--   .  [4] 19   logl og logl ogt 48 18 22 4 +- =  find the value of t.  t =    [3]",
+            "11": "11 0607/22/o/n/21 \u00a9 ucles 2021 20   tanxk=   \u00b0\u00b0x 09 0 11  find, in terms of k,  (a) (\u00b0 ) tan x 180-,   .  [1]  (b) (\u00b0 ) tan x 90-.   .  [1]",
+            "12": "12 0607/22/o/n/21 \u00a9 ucles 2021 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 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.blank page"
+        },
+        "0607_w21_qp_23.pdf": {
+            "1": "this document has 8 pages. any blank pages are indicated. cambridge igcse\u2122 dc (ce) 214442/1 \u00a9 ucles 2021  [turn over *0296149060* cambridge international mathematics  0607/23 paper 2 (extended)  october/november  2021  45 minutes you must answer on the question paper. you will need:  geometrical instruments instructions  \u25cf answer all questions.  \u25cf use a black or dark blue pen. you may use an hb pencil for any diagrams or graphs.  \u25cf write your name, centre number and candidate number in the boxes at the top of the page.  \u25cf write your answer to each question in the space provided.  \u25cf do not use an erasable pen or correction fluid.  \u25cf do not write on any bar codes.  \u25cf calculators must not be used in this paper.  \u25cf you may use tracing paper.  \u25cf you must show all necessary working clearly and you will be given marks for correct methods even if  your answer is incorrect.  \u25cf all answers should be given in their simplest form. information  \u25cf the total mark for this paper is 40.  \u25cf the number of marks for each question or part question is shown in brackets [  ].",
+            "2": "2 0607/23/o/n/21 \u00a9 ucles 2021 formula list for the equation  ax bx c02++ = xabb ac 242!=-- curved surface area, a, of cylinder of radius r, height h. r ar h2= curved surface area, a, of cone of radius r, sloping edge l. r ar l= curved surface area, a, of sphere of radius r. r ar42= v olume, v, of pyramid, base area a, height h. va h31= v olume, v, of cylinder of radius r, height h. rvr h2= v olume, v, of cone of radius r, height h. r vr h31 2= v olume, v, of sphere of radius r. r vr34 3=      sins in sin aa bb cc==      cos ab cb ca222 2=+ -      sinbc a21area=a c bcb a",
+            "3": "3 0607/23/o/n/21 \u00a9 ucles 2021 [turn over answer all the questions. 1 work out.  (a) () () () 23 4 -+ -- -   .  [1]  (b) () () () 234##---   .  [1] 2   91  93  95  97  99   from this list write down a prime number.   .  [1] 3 $126 is divided into 3 shares in the ratio 1  : 2 : 4 .  find the value of the largest share.   $ .   [2] 4 solve.  (a) x 52 0 -=  x =    [1]  (b) xx 12 25 3 -+ =-  x =    [2]",
+            "4": "4 0607/23/o/n/21 \u00a9 ucles 2021 5 there are 640 students in a school.  the table shows the favourite colour of each of the students. favourite colour blue green red yellow number of students 120 2x 280 x  (a) find the value of x.  x =    [2]  (b) find the relative frequency of students whose favourite colour is red.   give your answer as a fraction in its lowest terms.   .  [2] 6 (a) simplify.    75 27-   .  [2]  (b) rationalise the denominator and simplify your answer.     5510 -   .  [3]",
+            "5": "5 0607/23/o/n/21 \u00a9 ucles 2021 [turn over 7 a is the point (3, 7) and b is the point (, ) 91-.  calculate the length ab.  ab =    [3] 8 (a) a regular polygon has 12 sides.   work out the sum of the interior angles of the polygon.    .  [2]  (b) the interior angle of a regular polygon is x\u00b0.   find an expression, in terms of x, for the number of sides of this polygon.     .  [2]",
+            "6": "6 0607/23/o/n/21 \u00a9 ucles 2021 9 expand the brackets and simplify.     () () xx xx 52 33 32 -- -   .  [2] 10 solve the simultaneous equations.  you must show all your working.     xy xy43 10 34 5+= - -=  x =    y =    [4] 11   ()xx251f=- ,  . x 25!  (a) find  ()2f.   .  [1]  (b) solve  ()x 5 f=.   .  [2]",
+            "7": "7 0607/23/o/n/21 \u00a9 ucles 2021 12   xx xx bx cax 2323 2323 2 +---+=-  find the values of a, b and c.  a =    b =    c =  .  [4] 13 a bag contains 12 discs.  there are 2 red discs, 4 blue discs, 5 green discs and 1 yellow disc.  a disc is chosen at random and not replaced.  a second disc is then chosen at random.  find the probability that both discs are the same colour.   .  [3]",
+            "8": "8 0607/23/o/n/21 \u00a9 ucles 2021 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 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.blank page"
+        },
+        "0607_w21_qp_31.pdf": {
+            "1": "this document has 20 pages. any blank pages are indicated. cambridge igcse\u2122 dc (ce/cgw) 199833/2 \u00a9 ucles 2021  [turn overcambridge international mathematics  0607/31 paper 3 (core)  october/november  2021  1 hour 45 minutes you must answer on the question paper. you will need:  geometrical instruments instructions  \u25cf answer all questions.  \u25cf use a black or dark blue pen. you may use an hb pencil for any diagrams or graphs.  \u25cf write your name, centre number and candidate number in the boxes at the top of the page.  \u25cf write your answer to each question in the space provided.  \u25cf do not use an erasable pen or correction fluid.  \u25cf do not write on any bar codes.  \u25cf you should use a graphic display calculator where appropriate.  \u25cf you may use tracing paper.  \u25cf you must show all necessary working clearly and you will be given marks for correct methods, including  sketches, even if your answer is incorrect.  \u25cf give non-exact numerical answers correct to 3 significant figures, or 1 decimal place for angles in  degrees, unless a different level of accuracy is specified in the question.  \u25cf for r, use your calculator value. information  \u25cf the total mark for this paper is 96.  \u25cf the number of marks for each question or part question is shown in brackets [  ]. *2440459145*",
+            "2": "2 0607/31/o/n/21 \u00a9 ucles 2021 formula list area, a, of triangle, base b, height h. a = bh21 area, a, of circle, radius r. a = r2r circumference, c, of circle, radius r. c = 2rr curved surface area, a, of cylinder of radius r, height h. a = 2rrh curved surface area, a, of cone of radius r, sloping edge l. a = rrl curved surface area, a, of sphere of radius r. a = r42r v olume, v, of prism, cross-sectional area a, length l. v = al v olume, v, of pyramid, base area a, height h. v = ah31 v olume, v, of cylinder of radius r, height h. v = rh2r v olume, v, of cone of radius r, height h. v = rh31 2r v olume, v, of sphere of radius r. v = r34 3r",
+            "3": "3 0607/31/o/n/21 \u00a9 ucles 2021 [turn over answer all the questions. 1 (a) write sixty thousand and three in figures.   ..  [1]  (b) work out 729.   ..  [1]  (c) work out.    ... 3214 73689 +   ..  [1]  (d) write down all the factors of 10.   ...  [2]  (e) write 965.384 correct to    (i) 1 decimal place,   ..  [1]   (ii) 3 significant figures,   ..  [1]   (iii) the nearest ten.   ..  [1]",
+            "4": "4 0607/31/o/n/21 \u00a9 ucles 2021 2 (a) these are the first four terms of a sequence. 23  27  31  35   (i) write down the next two terms of this sequence.   ,   [2]   (ii) write down the rule for continuing this sequence.  .  [1]  (b) here is a list of numbers. -2   3   0.24   9   31-   write down one of the numbers from the list to complete each statement.   you must use a different number in each statement.   ..  is a natural number ( n).   ..  is an integer ( z).   ..  is a rational number ( q). [3]",
+            "5": "5 0607/31/o/n/21 \u00a9 ucles 2021 [turn over 3 (a) kate works part-time in a supermarket.   she is paid $14 per hour.   one month, kate works 64 hours.   work out how much she is paid that month.  $ ..  [1]  (b) kate invests $560 at a rate of 1.6% per year simple interest.   calculate the total interest she receives at the end of 8 years.  $ ..  [2]  (c) ruth invests $800 at a rate of 2.1% per year compound interest.   work out the value of her investment at the end of 4 years.  $ ..  [3]",
+            "6": "6 0607/31/o/n/21 \u00a9 ucles 2021 4 (a) decorations $5 for a packet of 3 decorations $9 for a packet of 6 decorations   (i) paul buys 5 packets of 3 decorations and 2 packets of 6 decorations.    (a) work out the total number of decorations he buys.     ..  [1]    (b) work out the total amount he pays for these decorations.  $ ..  [2]   (ii) vasek buys 15 decorations.    work out the least  amount that he pays for 15 decorations.  $ ..  [2]",
+            "7": "7 0607/31/o/n/21 \u00a9 ucles 2021 [turn over  (b) vasek buys 12 praline balls.   (i) one praline ball costs $0.83 .    work out the cost of the 12 praline balls.  $ ..  [1]   (ii) vasek pays with $10.    work out how much change he receives.  $ ..  [1]   (iii) vasek shares the 12 praline balls with his friend, paul, in the ratio   vasek : paul = 2 : 1.    work out how many praline balls they each receive.  vasek  .  paul  .  [2]",
+            "8": "8 0607/31/o/n/21 \u00a9 ucles 2021 5 (a) a taxi company charges a fixed amount of $3 and then $1.50 for each kilometre travelled.   (i) write a formula for the cost, $ c, for travelling n kilometres.   ..  [2]   (ii) menno travels 15 kilometres in a taxi from this company.    work out the cost of menno\u2019s taxi journey.  $ ..  [2]   (iii) weston pays $37.50 for a taxi journey with this company.    work out how many kilometres the taxi travels.     km [2]",
+            "9": "9 0607/31/o/n/21 \u00a9 ucles 2021 [turn over  (b) the table shows the number of customers for some taxi companies on monday.   there is a total of 875 customers on monday. taxi company a b c d e number of customers 200 150 225 125 175   (i) complete the bar chart to show this information. 50 0100150 number of customers taxi company200250 a b c e d  [2]   (ii) write down the company that had the most customers.   ..  [1]   (iii) one of the 875 customers is chosen at random.    find the probability that this customer used company e.   ..  [1]",
+            "10": "10 0607/31/o/n/21 \u00a9 ucles 2021 6 33\u00b0 46\u00b0x\u00b0 y\u00b0 m\u00b0t\u00b0 z\u00b0not to scalea b d e c  abcd  is a trapezium with angle adb  = 33\u00b0 and angle bcd  = 46\u00b0.  ab is parallel to dc and ad = ab.  dce  is a straight line.  (a) write down the mathematical name for triangle abd .   ..  [1]  (b) find the value of each of x, y, z, m and t.  x =  .    y =  .    z =  .    m =  .    t =  .  [5]",
+            "11": "11 0607/31/o/n/21 \u00a9 ucles 2021 [turn over 7 a bag contains 30 pieces of fruit.  there are 16 grapes and 14 cherries.  fumi takes one piece of fruit at random from the bag and eats it.  (a) find the probability that she takes a grape.   ..  [1]  (b) fumi takes a second piece of fruit at random from the bag.   (i) complete the tree diagram. second piece of fruit first piece of fruit  grape cherry grape cherry grape cherry  [3]    (ii) work out the probability that fumi takes 2 cherries.   ..  [2]",
+            "12": "12 0607/31/o/n/21 \u00a9 ucles 2021 8 (a) solve.   (i) x 73=  x =  .  [1]   (ii) x37 8 += -  x =  .  [2]  (b)   mqp23=+   find the value of m when p = 2.13 and q = 1.46 .  m =  .  [2]  (c) simplify.    ab ab 34 2 -+ +   ..  [2]  (d) simplify fully.    abab 23   ..  [2]  (e) write as a single fraction in its simplest form.     pp 54 83 #   ..  [2]",
+            "13": "13 0607/31/o/n/21 \u00a9 ucles 2021 [turn over 9 15 cm2 cmnot to scale 3 cm  a solid metal disc is in the shape of a cylinder with a smaller cylinder removed from the centre.  the radius of the larger cylinder is 15  cm and the radius of the smaller cylinder is 3  cm.  the height of the disc is 2  cm.  (a) find the shaded area.   ...  cm2 [3]  (b) find the volume of the disc.   ...  cm3 [1]  (c) a solid cube has the same volume as the disc.   find the length of one side of this cube.   ..  cm [2]",
+            "14": "14 0607/31/o/n/21 \u00a9 ucles 2021 10 not to scale x\u00b0 o d cba e m  the diagram shows a regular pentagon, abcde , inscribed in a circle, centre o.  (a) show that x = 72\u00b0.  [1]  (b) show that angle oab  = 54\u00b0.  [1]",
+            "15": "15 0607/31/o/n/21 \u00a9 ucles 2021 [turn over  (c) the circle has radius 6  cm.   m is the mid-point of bc.   (i) use trigonometry to calculate om.   .  cm [2]   (ii) calculate bc.   ..  cm [3]    (iii) calculate the area of the pentagon.   ...  cm2 [2] ",
+            "16": "16 0607/31/o/n/21 \u00a9 ucles 2021 11 a farmer finds the mass, in kilograms, of each of 100 chickens.  the results are shown in the table. mass ( w kg) frequency    1 1 w g 1.5 8 1.5 1 w g 2 15    2 1 w g 2.5 32 2.5 1 w g 3 23    3 1 w g 3.5 16 3.5 1 w g 4 6  (a) write down the modal class.  ... 1 w g ...  [1]  (b) complete the cumulative frequency table for this data. mass ( w kg) cumulative frequency  w g 1.5 w g 2  w g 2.5 w g 3  w g 3.5 w g 4 100  [2]",
+            "17": "17 0607/31/o/n/21 \u00a9 ucles 2021 [turn over  (c) on the grid, draw a cumulative frequency curve. 00102030405060708090100 1 2 3w 4 mass (kg)cumulative frequency  [3]   (d) use your curve to find an estimate for   (i) the median,   .  kg [1]   (ii) the interquartile range,   .  kg [2]   (iii) the number of chickens with a mass greater than 3.25  kg.   ..  [2]",
+            "18": "18 0607/31/o/n/21 \u00a9 ucles 2021 12 0y x\u2013 2 2 \u2013 88  (a) on the diagram, sketch the graph of   yx3=    for x22gg- . [2]   (b) write down the coordinates of the point where the graph crosses the y-axis.  ( ...  , ...)  [1]  (c) on the same diagram, sketch the graph of   yx2=    for x22gg- . [2]   (d) find the x-coordinate of the points of intersection of   yx3=    and   yx2= .   ,  ,   [3]",
+            "19": "19 0607/31/o/n/21 \u00a9 ucles 2021 blank page",
+            "20": "20 0607/31/o/n/21 \u00a9 ucles 2021 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 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.blank page"
+        },
+        "0607_w21_qp_32.pdf": {
+            "1": "this document has 16 pages. cambridge igcse\u2122 dc (ce/cgw) 199832/1 \u00a9 ucles 2021  [turn overcambridge international mathematics  0607/32 paper 3 (core)  october/november  2021  1 hour 45 minutes you must answer on the question paper. you will need:  geometrical instruments instructions  \u25cf answer all questions.  \u25cf use a black or dark blue pen. you may use an hb pencil for any diagrams or graphs.  \u25cf write your name, centre number and candidate number in the boxes at the top of the page.  \u25cf write your answer to each question in the space provided.  \u25cf do not use an erasable pen or correction fluid.  \u25cf do not write on any bar codes.  \u25cf you should use a graphic display calculator where appropriate.  \u25cf you may use tracing paper.  \u25cf you must show all necessary working clearly and you will be given marks for correct methods, including  sketches, even if your answer is incorrect.  \u25cf give non-exact numerical answers correct to 3 significant figures, or 1 decimal place for angles in  degrees, unless a different level of accuracy is specified in the question.  \u25cf for r, use your calculator value. information  \u25cf the total mark for this paper is 96.  \u25cf the number of marks for each question or part question is shown in brackets [  ]. *6240978390*",
+            "2": "2 0607/32/o/n/21 \u00a9 ucles 2021 formula list area, a, of triangle, base b, height h. a = bh21 area, a, of circle, radius r. a = r2r circumference, c, of circle, radius r. c = 2rr curved surface area, a, of cylinder of radius r, height h. a = 2rrh curved surface area, a, of cone of radius r, sloping edge l. a = rrl curved surface area, a, of sphere of radius r. a = r42r v olume, v, of prism, cross-sectional area a, length l. v = al v olume, v, of pyramid, base area a, height h. v = ah31 v olume, v, of cylinder of radius r, height h. v = rh2r v olume, v, of cone of radius r, height h. v = rh31 2r v olume, v, of sphere of radius r. v = r34 3r",
+            "3": "3 0607/32/o/n/21 \u00a9 ucles 2021 [turn over answer all the questions. 1 (a) these are the first three patterns of a sequence made using lines. pattern 1 pattern 2 pattern 4 pattern 5pattern 3   (i) in the space above, draw pattern 4 and pattern 5.  [2]   (ii) complete the table. pattern number 1 2 3 4 5 6 number of lines 3 5  [2]   (iii) write down the rule for continuing the sequence of lines.   ...  [1]  (b) these are the first four terms of a different sequence. 23  17  11  5   write down the next two terms of this sequence.   ,   [2]  (c) the nth term of another sequence is   nn 52+.   find the first three terms of this sequence.   ,  ,   [2]",
+            "4": "4 0607/32/o/n/21 \u00a9 ucles 2021 2 (a) wilfred went to a shop to buy plants for his garden.   complete the bill. item cost ($) 8 shrubs at $9.95 each ... 12 bushes at $... each 207.00 ... plants at $1.60 each 25.60 total $ ...  [4]  (b) the shop bought 960 tomato plants.   (i) in the first week they sold 800 of the tomato plants.    write 960800 as a fraction in its simplest form.   ..  [1]   (ii) in the second week,      5% of the remaining 160 plants died    and      53 of the remaining 160 plants were sold.    work out how many tomato plants are left  at the end of the second week.   ..  [3]",
+            "5": "5 0607/32/o/n/21 \u00a9 ucles 2021 [turn over  (c) olga and zak each buy some plants.   these plants are all the same price.   olga pays $67.95 for 15 plants.   zak buys 12 plants.   work out how much zak pays for his plants.  $ ..  [2]",
+            "6": "6 0607/32/o/n/21 \u00a9 ucles 2021 3 (a) 0 x234 a b c \u2013 3\u2013 2\u2013 13 4 5 2 7 6 1y 1   (i) write down the coordinates of     (a) point a,  ( ...  , ...)  [1]    (b) point b,  ( ...  , ...)  [1]    (c) point c.  ( ...  , ...)  [1]   (ii) write down the coordinates of the mid-point of ac.  ( ...  , ...)  [1]   (iii) write down the equation of the line ab.   ..  [1]",
+            "7": "7 0607/32/o/n/21 \u00a9 ucles 2021 [turn over  (b) 110\u00b0not to scale x\u00b0z\u00b0 y\u00b0 r s tp q  in the diagram, pq is parallel to ts and qs = sr.  tsr is a straight line.   (i) write down the mathematical name of quadrilateral pqrt .   ..  [1]   (ii) find the value of x.  x =  .  [1]   (iii) find the value of y.  y =  .  [2]   (iv) find the value of z.  z =  .  [1]",
+            "8": "8 0607/32/o/n/21 \u00a9 ucles 2021 4 (a) simplify.    pp p 57 4 -+   ..  [1]  (b) solve.    x41 9 -=  x =  .  [2]  (c) factorise fully.    xx y 15 9+   ..  [2]  (d) complete this statement with either 2 or 1 .   show clearly how you decide.     112  ...  53  [1]  (e) write down the inequality shown on the number line. 5 3 1 4 2 0 6x   ..  [1]",
+            "9": "9 0607/32/o/n/21 \u00a9 ucles 2021 [turn over 5 the results of 24 matches played by a football team are recorded below.  they can win (w), lose (l) or draw (d).  w l w l d w l l  l w w l l d l l  w l l d w l l w  (a) complete the table. result frequency pie chart angle w d l total 24 360\u00b0  [6]  (b) draw a pie chart to show this information.  [3]  (c) one of these matches is chosen at random.   find the probability that the result is a win.   ..  [1]",
+            "10": "10 0607/32/o/n/21 \u00a9 ucles 2021 6 not to scale 6 cm w\u00b0 c da b 7 cm 5 cm  (a) work out the area of quadrilateral abcd .   give the units of your answer.   ..  ..  [3]  (b) work out the perimeter of quadrilateral abcd .   .  cm [3]  (c) use trigonometry to work out the value of w.  w =  .  [2]",
+            "11": "11 0607/32/o/n/21 \u00a9 ucles 2021 [turn over 7 an aircraft flies 40  000 km around the earth.  (a) write 40  000 in words.  .  [1]  (b) change 40  000 km to metres.   give your answer in standard form.   ..  m [2]  (c) the flight takes 67 hours.   (i) change 67 hours to seconds.    give your answer correct to 2 significant figures.     s [3]   (ii) calculate the average speed of the aircraft.    give your answer in metres per second.     m/s [1]",
+            "12": "12 0607/32/o/n/21 \u00a9 ucles 2021 8 5 cm  this shape is made by joining four identical semi-circles to the sides of a square.  (a) work out the perimeter of the shape.   .  cm [2]  (b) write down the order of rotational symmetry of the shape.   ..  [1]  (c) on the diagram, draw all the lines of symmetry.  [2]",
+            "13": "13 0607/32/o/n/21 \u00a9 ucles 2021 [turn over 9 0 x234567 ba \u2013 3\u2013 2\u2013 1 \u2013 6 \u2013 7\u2013 5\u2013 43 4 5 2 7 6 1y 1  shape a is mapped onto shape b by a single  transformation.  describe fully three different types  of transformation that will map shape a onto shape b. 1  ..  . 2  ..  . 3  ..  .  [7]",
+            "14": "14 0607/32/o/n/21 \u00a9 ucles 2021 10 tilda recorded the time, in minutes, that each of 100 cars was parked in a hospital car park.  her results are shown in the frequency table. time ( t minutes) frequency time ( t minutes) cumulative frequency 0 1 t g 20 0 t g 20 20 1 t g 40 12 t g 40 40 1 t g 60 18 t g 60 60 1 t g 80 16 t g 80  80 1 t g 100 38 t g 100 100 1 t g 120 16 t g 120 100  (a) complete the cumulative frequency table.  [2]  (b) on the grid, draw a cumulative frequency curve to show the information.   02040cumulative frequency60 1030507090 80100 10 30 50 70 90 20 0 40 60 120t 110 80 100 time (minutes)  [3]",
+            "15": "15 0607/32/o/n/21 \u00a9 ucles 2021 [turn over  (c) use your cumulative frequency curve to find an estimate of   (i) the median,   ...  min [1]   (ii) the interquartile range.   ...  min [2]  (d) tilda thinks that approximately three quarters of the cars were parked in the car park for between  50 and 110 minutes.   is tilda correct?   use information from the curve to justify your answer.  [4] question 11 is printed on the next page.",
+            "16": "16 0607/32/o/n/21 \u00a9 ucles 2021 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 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.11 0y x\u2013 3 3 \u2013 310  (a) (i) on the diagram, sketch the graph of   yx72=-    for x33gg- . [2]   (ii) find the coordinates of the local maximum.  ( ...  , ...)  [1]  (b) (i) on the diagram, sketch the graph of   yx6 2=    for values of x from -3 to 3.  [2]   (ii) write down the equation of each asymptote of   yx6 2=  .   .. and .  [2]  (c) find the x-coordinate of each point of intersection of   yx72=-    and   yx6 2=  .  .  [4]"
+        },
+        "0607_w21_qp_41.pdf": {
+            "1": "dc (nf/sg) 215048/2 \u00a9 ucles 2021  [turn overthis document has 20 pages. *4055595395* cambridge international mathematics  0607/41 paper 4 (extended)  october/november  2021  2 hours 15 minutes you must answer on the question paper. you will need:  geometrical instruments instructions  \u25cf answer all questions.  \u25cf use a black or dark blue pen. you may use an hb pencil for any diagrams or graphs.  \u25cf write your name, centre number and candidate number in the boxes at the top of the page.  \u25cf write your answer to each question in the space provided.  \u25cf do not use an erasable pen or correction fluid.  \u25cf do not write on any bar codes.  \u25cf you should use a graphic display calculator where appropriate.  \u25cf you may use tracing paper.  \u25cf you must show all necessary working clearly and you will be given marks for correct methods, including  sketches, even if your answer is incorrect.  \u25cf give non-exact numerical answers correct to 3  significant figures, or 1  decimal place for angles in  degrees, unless a different level of accuracy is specified in the question.  \u25cf for r, use your calculator value. information  \u25cf the total mark for this paper is 120.  \u25cf the number of marks for each question or part question is shown in brackets [  ].cambridge igcse\u2122",
+            "2": "2 0607/41/o/n/21 \u00a9 ucles 2021 formula list for the equation  ax bx c02++ = xabb ac 242!=-- curved surface area, a, of cylinder of radius r, height h. r ar h2= curved surface area, a, of cone of radius r, sloping edge l. r ar l= curved surface area, a, of sphere of radius r. r ar42= v olume, v, of pyramid, base area a, height h. va h31= v olume, v, of cylinder of radius r, height h. rvr h2= v olume, v, of cone of radius r, height h. r vr h31 2= v olume, v, of sphere of radius r. r vr34 3=      sins in sin aa bb cc==      cos ab cb ca222 2=+ -      sinbc a21area=a c bcb a",
+            "3": "3 0607/41/o/n/21 \u00a9 ucles 2021 [turn over answer all the questions. 1 amir, bibi and caitlyn are each given $1500 to invest.  (a) amir invests his $1500 in an account which pays compound interest.   the interest rate is 3% per year for 5 years, after which it is 2% per year.   find the value of amir\u2019s investment at the end of 11 years.  $ .  [3]  (b) bibi invests her $1500 in an account which pays r % per year simple  interest.   at the end of 11 years, the investment is worth $1962.   calculate the value of r.  r=    [3]  (c) caitlyn invests her $1500 in an account which pays t % per year compound  interest.   at the end of 11 years, the investment is worth $1968.13  .   calculate the value of t.  t=    [3]",
+            "4": "4 0607/41/o/n/21 \u00a9 ucles 2021 2 (a) in part (a)  enlargements and stretches have scale factors greater than 1.   (i) a transformation maps triangle a onto triangle b.    triangle a is congruent to triangle b.    tick all the possible transformations it could be. transformation tick (\u2713) rotation reflection translation enlargement stretch [1]   (ii) a transformation maps triangle c onto triangle d.    the angles of triangle c are the same as the corresponding angles of triangle d.    tick all the possible transformations it could be. transformation tick (\u2713) rotation reflection translation enlargement stretch [1]   (iii) a transformation maps triangle e onto triangle f.    triangle f has a larger area than triangle e.    tick all the possible transformations it could be. transformation tick (\u2713) rotation reflection translation enlargement stretch [1]",
+            "5": "5 0607/41/o/n/21 \u00a9 ucles 2021 [turn over  (b)  y x1 0 \u2013 1 \u2013 2 \u2013 3 \u2013 4 2 3 4 5 6 7 8 \u2013 1 \u2013 2 \u20133 \u2013 4 \u2013 5123456 q p   (i) describe fully the single  transformation that maps triangle p onto triangle q.  .  .  [3]   (ii) stretch triangle p with the x-axis invariant and scale factor 2.  [2]",
+            "6": "6 0607/41/o/n/21 \u00a9 ucles 2021 3 the table shows the number of days, d, since planting and the heights, h cm, of some plants. number of days ( d) 20 20 42 76 90 24 86 98 10 56 height ( h cm) 34 66 80 76 100 50 86 94 40 54  (a) complete the scatter diagram.   the first five points have been plotted for you. h d 10 0020 30 40 50 number of days60 70 80 90 100102030405060708090100 height (cm) [2]  (b) what type of correlation is shown in the scatter diagram?   .  [1]  (c) find the equation of the regression line for h in terms of d.  h=    [2]",
+            "7": "7 0607/41/o/n/21 \u00a9 ucles 2021 [turn over  (d) use your regression line to estimate the height of a plant that was planted 28 days ago.     cm [1]  (e) a plant was planted 140 days ago.   explain why you should not use the equation of the regression line to estimate the height    of this plant.  .  [1]",
+            "8": "8 0607/41/o/n/21 \u00a9 ucles 2021 4 the table shows a set of data. x frequency 5 16 6 18 7 25 8 11 9 6 10 4 total 80  (a) when x represents the number of emails essa receives each day, find   (i) the median,   .  [1]   (ii) the range,   .  [1]   (iii) the upper quartile,   .  [1]   (iv) the mean.   .  [2]  (b) when x represents the height of a seedling, correct to the nearest centimetre, explain why you  cannot work out the range of the heights.  .  .  [1]",
+            "9": "9 0607/41/o/n/21 \u00a9 ucles 2021 [turn over 5  y x7 \u2013 7\u2013 7 7 0   ()() ()()xxxx 1223f2 =+-+  for x77gg-  (a) on the diagram, sketch the graph of () . yx f=  [3]  (b) write down the equation of each asymptote parallel to the y-axis.  .  [2]  (c) write down the coordinates of the local minimum.  ( ...  , ..)  [2]  (d) find the range of values of x for which the gradient of ()xf is negative.  .  [3]  (e) solve   () . xxf=-  x=    [1]",
+            "10": "10 0607/41/o/n/21 \u00a9 ucles 2021 6 the masses of 300 apples are shown in the table. mass (m grams)m 02 5 1g m 25 501g m 05571g m 75 1001g m 100 1251g m 125 1501g frequency 4 26 60 88 106 16  (a) draw a cumulative frequency curve to show these results. m10 0020 30 40 50 mass (grams)60 70 80 90 100 110 120 130 140 15050100150200250300 cumulative frequency [4]  (b) use your curve to find the interquartile range.   .  [2]  (c) apples with a mass below 80  g are used to make drinks.   find the percentage of the 300 apples that are used to make drinks.   .. % [2]",
+            "11": "11 0607/41/o/n/21 \u00a9 ucles 2021 [turn over 7 (a) the nth term of a sequence is   () ().nn n 612 1 ++   find the first three terms of this sequence.  . , . , .  [2]  (b) for each of the following sequences: \u2022 find the next two terms \u2022 find an expression for the nth term.   (i) 11          8          5          2  next two terms  ...  , ..  nth term    [3]   (ii) 2-          2-          0          4          10          18  next two terms  ...  , ..  nth term    [3]   (iii) 3          5          9          17          33  next two terms  ...  , ..  nth term    [3]",
+            "12": "12 0607/41/o/n/21 \u00a9 ucles 2021 8  not to scalee b af c d4 cm 6 cm 11 cm  the diagram shows a right-angled triangular prism.  abcd , adfe  and bcfe  are rectangles.  ,cm ad 11=  cm dc 6=  and the height cm cf 4= .  (a) calculate the volume of the prism.   ..  cm3 [2]  (b) calculate the total surface area of the prism.     ..  cm2 [4]  (c) calculate the length af.  af=  ...  cm [3]",
+            "13": "13 0607/41/o/n/21 \u00a9 ucles 2021 [turn over  (d) calculate angle fa c.  angle fac=    [2]  (e) the volume of a mathematically similar prism is ..cm 44553   calculate the total surface area of this similar prism.   ..  cm2 [3]",
+            "14": "14 0607/41/o/n/21 \u00a9 ucles 2021 9  not to scale \u2013 4 0 44 \u2013 4 ab xy  the equation of the circle is   . xy 1622+=  the equation of the straight line is   . yx 31=+  the line crosses the circle at the points a and b.  (a) use substitution to show that the x-coordinates of the points a and b satisfy the  equation   . xx10 61 502+- = [3]  (b) solve the equation   xx10 61 502+- =   to find the coordinates of the points a and b.   show your working and give your answers correct to 2 decimal places.  a  ( ..  , ...)  b  ( ..  , ...)  [4]",
+            "15": "15 0607/41/o/n/21 \u00a9 ucles 2021 [turn over 10  ()xx 32 f=-             () () xx 3 g2=-  (a) find (( )).1 fg   .  [2]  (b) solve () . x 25 g=  x= ... or x= ...  [2]  (c) find ().4 f1-   .  [2]  (d) write down (( )).x ff1-   .  [1]",
+            "16": "16 0607/41/o/n/21 \u00a9 ucles 2021 11  not to scalenorth cb a108  km 217  km159  km  a, b and c are three ports.  (a) show that angle .\u00b0 abc 107 2 =  correct to 1 decimal place. [3]  (b) the bearing of b from a is \u00b0.305   (i) using the sine rule, show that angle .\u00b0 bac 444=  correct to 1 decimal place. [3]   (ii) find the bearing of c from a.   .  [1]",
+            "17": "17 0607/41/o/n/21 \u00a9 ucles 2021 [turn over  (c) a ship leaves a at 22  50 and sails at a constant speed of 24  km/h towards c.   calculate the time, correct to the nearest minute, when the ship is nearest to b.   .  [5]",
+            "18": "18 0607/41/o/n/21 \u00a9 ucles 2021 12 (a) (i) for each venn diagram, shade the given set. ab,la bu a bu ab+ l [2]   (ii) use set language to describe the shaded set. a bu   .  [1]  (b) 40 people are asked which of 3 television programmes, p, q and r, they watch.   the results are shown in the venn diagram. p rqu 7 4 5 86 45 1",
+            "19": "19 0607/41/o/n/21 \u00a9 ucles 2021 [turn over   (i) two of the 40 people are chosen at random.    find the probability that they both watch exactly 2 of the 3 programmes.   .  [2]   (ii) two of the people who watch programme p are chosen at random.    find the probability that one of them watches both other programmes and one watches just  one of the other programmes.   .  [3]   (iii) three of the 40 people are chosen at random.    find the probability that two of them watch only programme q and one of them watches only  programme r.   .  [3] question 13 is printed on the next page.",
+            "20": "20 0607/41/o/n/21 \u00a9 ucles 2021 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 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.13 (a) rearrange   yex fax b=++   to make x the subject.  x=    [4]  (b) () () \u00b0 xx 32 fs in=   (i) write down the amplitude and the period of () .xf  amplitude =    period =    [2]   (ii) the graph of () yx f=  is stretched with the x-axis invariant and scale factor 3 to give the  graph of (). yx g=    find ().xg  ()xg=    [1]   (iii) the graph of () yx f=  is translated through 90 0-eo  to give the graph of (). yx h=    find ()xh, giving your answer in its simplest form.  ()xh=    [2]"
+        },
+        "0607_w21_qp_42.pdf": {
+            "1": "this document has 20 pages. any blank pages are indicated. cambridge igcse\u2122 dc (lk/fc) 212427/1 \u00a9 ucles 2021  [turn overcambridge international mathematics  0607/42 paper 4 (extended)  october/november  2021  2 hours 15 minutes you must answer on the question paper. you will need:  geometrical instruments instructions  \u25cf answer all questions.  \u25cf use a black or dark blue pen. you may use an hb pencil for any diagrams or graphs.  \u25cf write your name, centre number and candidate number in the boxes at the top of the page.  \u25cf write your answer to each question in the space provided.  \u25cf do not use an erasable pen or correction fluid.  \u25cf do not write on any bar codes.  \u25cf you should use a graphic display calculator where appropriate.  \u25cf you may use tracing paper.  \u25cf you must show all necessary working clearly and you will be given marks for correct methods, including  sketches, even if your answer is incorrect.  \u25cf give non-exact numerical answers correct to 3  significant figures, or 1  decimal place for angles in  degrees, unless a different level of accuracy is specified in the question.  \u25cf for r, use your calculator value. information  \u25cf the total mark for this paper is 120.  \u25cf the number of marks for each question or part question is shown in brackets [  ]. *1059670861*",
+            "2": "2 0607/42/o/n/21 \u00a9 ucles 2021 formula list for the equation  ax bx c02++ = xabb ac 242!=-- curved surface area, a, of cylinder of radius r, height h. r ar h2= curved surface area, a, of cone of radius r, sloping edge l. r ar l= curved surface area, a, of sphere of radius r. r ar42= v olume, v, of pyramid, base area a, height h. va h31= v olume, v, of cylinder of radius r, height h. rvr h2= v olume, v, of cone of radius r, height h. r vr h31 2= v olume, v, of sphere of radius r. r vr34 3=      sins in sin aa bb cc==      cos ab cb ca222 2=+ -      sinbc a21area=a c bcb a",
+            "3": "3 0607/42/o/n/21 \u00a9 ucles 2021 [turn over answer all the questions. 1 (a) stella and tomas share $200 in the ratio 11 : 14.   (i) show that stella receives $88.  [1]   (ii) stella invests her $88 at a rate of 1.5% per year simple interest.    calculate the amount of interest stella has at the end of 6 years.  $    [2]  (b) urs buys some clothes in a sale.   (i) he buys a jacket for $22.    the original price of the jacket was $25.    calculate the percentage reduction in the price of the jacket.   .  % [3]   (ii) urs buys a shirt for $13.50 .    this is the price after a reduction of 10% of the original price.    calculate the original price of the shirt.  $    [2]",
+            "4": "4 0607/42/o/n/21 \u00a9 ucles 2021 2   ()fs in xx=    for   \u00b0\u00b0x 0 360gg    () () gs in xx2=    for   \u00b0\u00b0x 0 360gg    90 180 270 360 - 11 0y x  (a) on the diagram, sketch the graph of ()f yx= . [2]  (b) write down the coordinates of the local minimum point on the graph of ()f yx= .  (  ..  ,  ..  ) [1]  (c) write down the period and amplitude of the graph of ()f yx= .  period =    amplitude =    [2]  (d) on the same diagram, sketch the graph of ()g yx= . [2]  (e) write down the range of   (i) ()fx,   .  [1]   (ii) ()gx.   .  [1]  (f) on the diagram, shade the regions where   () sins in xx2h . [1] ",
+            "5": "5 0607/42/o/n/21 \u00a9 ucles 2021 [turn over 3 (a) the number of members in a social media group increases exponentially at a rate of 5% per month.    at the start of the first month there are 882 members.    (i) calculate the number of members at the end of 10 months.     give your answer correct to the nearest integer.    .  [3]   (ii) calculate the number of complete months from the start until the group has 2000 members.   .  [4]  (b) the mass of a radioactive substance decreases exponentially at a rate of r % per month.    at the end of 10 months, its mass has decreased from 500 g to 242  g.    find the value of r.  r =    [3]",
+            "6": "6 0607/42/o/n/21 \u00a9 ucles 2021 4 the mass of each of 200 potatoes is measured.  the cumulative frequency curve shows the results. 100020406080100120140160180200 120 140 160 180 200 mass  (g)cumulative frequency",
+            "7": "7 0607/42/o/n/21 \u00a9 ucles 2021 [turn over  (a) (i) write down the mass of the heaviest potato.   ..  g [1]   (ii) find the median.   ..  g [1]   (iii) find the interquartile range.   ..  g [2]   (iv) find the number of potatoes with a mass greater than 170  g.   .  [2]  (b) this frequency table also shows information about the masses of the 200 potatoes.  mass ( m g) m 100 1401g m 10 14 461g m 1146 62 1g m 11 0 62 9 1g frequency 50 10 90 50   calculate an estimate of the mean mass.   ..  g [2]",
+            "8": "8 0607/42/o/n/21 \u00a9 ucles 2021 5 (a) p t - 10 - 10- 8- 6- 4- 2246810 - 8 - 6 - 4 - 2 0 2 4 6xy   (i) reflect shape t in the y-axis.  [1]   (ii) translate shape t by the vector 10 5-eo . [2]   (iii) rotate shape t through 90\u00b0 clockwise about the point (2, 0).  [2]   (iv) enlarge shape t with scale factor -2 and centre (0, 0).  [2]   (v) describe fully the single  transformation that maps shape t onto shape p.  .  .  [3]",
+            "9": "9 0607/42/o/n/21 \u00a9 ucles 2021 [turn over  (b)  ()f x x2=   (i) the graph of ()f yx=  is mapped onto the graph of ()g yx=  by a translation with vector 0 2eo.    find ()gx in terms of x.  ()gx=    [1]   (ii) the graph of ()f yx=  is mapped onto the graph of ()h yx=  by a stretch with factor 2 and the  x-axis invariant.    find ()hx in terms of x.  ()hx=    [1]",
+            "10": "10 0607/42/o/n/21 \u00a9 ucles 2021 6 (a) (i) work out 3 521 2-- -eeoo .  fp  [2]   (ii) a is the point (3, 5) and c is the point (4, 3).    find the column vector that maps the point a onto the point c.  fp  [2]   (iii) d is the point (1, 3) and the vector from d to e is 3 2eo.    find the coordinates of e.  (  ..  ,  ..  ) [1]   (iv) find the magnitude of the vector 3 4- -eo .   .  [2]",
+            "11": "11 0607/42/o/n/21 \u00a9 ucles 2021 [turn over  (b) (i) p is the point (\u20131, 6) and q is the point (3, 4).     find the equation of the perpendicular bisector of the line pq.   .  [5]   (ii) find the coordinates of the point where the perpendicular bisector in part(b)(i)  crosses the  x-axis.  (  ..  ,  ..  ) [2]",
+            "12": "12 0607/42/o/n/21 \u00a9 ucles 2021 7 (a) the cost of a newspaper is $ p.   the cost of a magazine is $ m.   the total cost of 3 newspapers and 5 magazines is $13.30 .   the total cost of 1 newspaper and 7 magazines is $15.90 .   find the value of p and the value of m.  p =    m =    [5]",
+            "13": "13 0607/42/o/n/21 \u00a9 ucles 2021 [turn over  (b)  xx1+ not to scalex21\u2013 x21\u2013   the area of the rectangle is equal to the area of the square.   find the value of x.  x =    [7]",
+            "14": "14 0607/42/o/n/21 \u00a9 ucles 2021 8 (a)  ()f x x 32=-   ()g x x 51=-   () , hxxx111! =+-   (i) find     (a) f(3),   .  [1]    (b) h(f(3)).   .  [1]   (ii) find   f(g( x))   in its simplest form.    .  [2]   (iii) solve   () () fgxx= .  x =    [2]   (iv) find ()gx1-.  ()gx1=-    [2]",
+            "15": "15 0607/42/o/n/21 \u00a9 ucles 2021 [turn over   (v) simplify   () () hhxx21++ .    give your answer as a single fraction, in terms of x, in its simplest form.   .  [4]  (b)  ()jx 5x=   (i) find the value of x when   ()jx551= .  x = .  [1]   (ii) find ()jx1-.  ()jx1=-    [2]",
+            "16": "16 0607/42/o/n/21 \u00a9 ucles 2021 9 (a) complete the table for each sequence. sequence 1st term 2nd term 3rd term 4th term 5th term nth term a 7 5 3 1 b 16 25 36 49 c211 2 4  [9]  (b) yx1?    and   zy3? .   when x36= , y2= and z24= .   find z in terms of x.  z=    [4]",
+            "17": "17 0607/42/o/n/21 \u00a9 ucles 2021 [turn over 10 fast trains and slow trains travel from city a to city b.  40% of the trains from city a to city b are fast trains.          the probability that a fast train arrives in city b on time is 0.9 .  the probability that a slow train arrives in city b on time is 0.95 .  manuela goes to the station in city a and takes the next train to city b.  (a) complete the tree diagram.  train fast slow0.4arrives on time not on time. .. . .on time not on time  [3]  (b) find the probability that manuela arrives in city b on time.   .  [3]",
+            "18": "18 0607/42/o/n/21 \u00a9 ucles 2021 11  5 cm 8 cm 20 cmaq p c bd 100\u00b0not to scale  the diagram shows a solid triangular prism of length 20  cm.  the cross-section of the prism is triangle bcp  and three faces are rectangles.  bc = 8 cm, cp = 5 cm and angle adq  = angle bcp  = 100\u00b0.  (a) calculate the total surface area of the prism.   .  cm2 [7]",
+            "19": "19 0607/42/o/n/21 \u00a9 ucles 2021  (b) (i) on the diagram of the prism, draw two straight lines and mark angle pa c. [1]   (ii) angle apc  = 73.45\u00b0.    calculate angle pa c.  angle pa c =    [4]",
+            "20": "20 0607/42/o/n/21 \u00a9 ucles 2021 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 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.blank page"
+        },
+        "0607_w21_qp_43.pdf": {
+            "1": "this document has 20 pages. any blank pages are indicated. dc (rw/cgw) 215049/3 \u00a9 ucles 2021  [turn over *0410226176* cambridge international mathematics  0607/43 paper 4 (extended)  october/november  2021  2 hours 15 minutes you must answer on the question paper. you will need:  geometrical instruments instructions  \u25cf answer all questions.  \u25cf use a black or dark blue pen. you may use an hb pencil for any diagrams or graphs.  \u25cf write your name, centre number and candidate number in the boxes at the top of the page.  \u25cf write your answer to each question in the space provided.  \u25cf do not use an erasable pen or correction fluid.  \u25cf do not write on any bar codes.  \u25cf you should use a graphic display calculator where appropriate.  \u25cf you may use tracing paper.  \u25cf you must show all necessary working clearly and you will be given marks for correct methods, including  sketches, even if your answer is incorrect.  \u25cf give non-exact numerical answers correct to 3  significant figures, or 1  decimal place for angles in  degrees, unless a different level of accuracy is specified in the question.  \u25cf for r, use your calculator value. information  \u25cf the total mark for this paper is 120.  \u25cf the number of marks for each question or part question is shown in brackets [  ].cambridge igcse\u2122",
+            "2": "2 0607/43/o/n/21 \u00a9 ucles 2021 formula list for the equation  ax bx c02++ = xabb ac 242!=-- curved surface area, a, of cylinder of radius r, height h. r ar h2= curved surface area, a, of cone of radius r, sloping edge  l. r ar l= curved surface area, a, of sphere of radius r. r ar42= v olume, v, of pyramid, base area a, height h. va h31= v olume, v, of cylinder of radius r, height h. rvr h2= v olume, v, of cone of radius r, height h. r vr h31 2= v olume, v, of sphere of radius r. r vr34 3=      sins in sin aa bb cc==      cos ab cb ca222 2=+ -      sinbc a21area=a c bcb a",
+            "3": "3 0607/43/o/n/21 \u00a9 ucles 2021 [turn over answer all the questions. 1 the table shows the marks scored by 180  students in an examination. mark 0 1 2 3 4 5 6 7 8 9 10 number of  students3 7 16 11 7 32 20 26 28 19 11  (a) (i) write down the mode.   .  [1]   (ii) write down the range.   .  [1]   (iii) find the median.   .  [1]   (iv) find the interquartile range.   .  [2]   (v) calculate the mean.   .  [2]  (b) a different group of 140  students take the same examination.   the marks of the two groups are combined and the mean mark of the 320 students is 6.5  .   find the mean mark of the 140  students.   .  [2]",
+            "4": "4 0607/43/o/n/21 \u00a9 ucles 2021 2 you may use this grid to help you answer this question. y o x  transformation  p is a rotation of 180\u00b0 about the origin.  transformation  q is a reflection in the line yx=.  (a) find the coordinates of the image of the point (5, 2) under transformation  p.  ( ..   ,  ..  ) [1]  (b) find the coordinates of the image of the point (5, 2) under transformation  q.  ( ..   ,  ..  ) [1]  (c) find the coordinates of the image of the point ( x, y) under transformation  p followed by  transformation  q.  ( ..   ,  ..  ) [2]  (d) describe fully the single  transformation that is equivalent to transformation  q followed by  transformation  p.  .  .  [2]",
+            "5": "5 0607/43/o/n/21 \u00a9 ucles 2021 [turn over 3 anna flies by plane from manchester (uk) to goa (india).  the plane flies a distance of 7650  km.  (a) the flight takes 8.5  hours.   (i) calculate the average speed of the plane.   .  km/h  [1]   (ii) the plane leaves manchester at 20  45.    the local time in goa is 5  hours 30  minutes ahead of the local time in manchester.    find the local time in goa when the plane lands.   .  [2]  (b) the exchange rate is 1 pound (\u00a3) = 90 indian rupees (inr).   (i) the cost of the flight is \u00a3299.    calculate the cost of the flight in indian rupees.  inr .  [1]   (ii) anna returns to manchester with 4014 indian rupees.    she changes this money into pounds.    calculate this amount in pounds.  \u00a3 .  [1]",
+            "6": "6 0607/43/o/n/21 \u00a9 ucles 2021 4 oay xnot to scale b  the points a (2, 5) and b (10, 1) are shown on the diagram.  (a) find the gradient of the line ab.   .  [2]  (b) find the equation of the line ab.   give your answer in the form ym cx=+ .  y=  .  [2]",
+            "7": "7 0607/43/o/n/21 \u00a9 ucles 2021 [turn over  (c) the point c has coordinates (6, k) where k02.   the line ca is perpendicular to the line ab and ac ab= .   find k.  k=  .  [3]  (d) the point d is such that abdc  is a square.   find the coordinates of d.  ( ..   ,  ..  ) [2]  (e) find the area of triangle bcd .   .  [3]",
+            "8": "8 0607/43/o/n/21 \u00a9 ucles 2021 5 (a) alana and beau share $200 in the ratio x : y.   an expression for the amount of money alana receives is    xyx200 +.   (i) write down an expression for the amount of money beau receives.   .  [1]   (ii) alana and beau are each given an extra $50.    the ratio of the total amount of money that each person now has is 3  : 1.    find the value of yx.  yx=  .  [5]",
+            "9": "9 0607/43/o/n/21 \u00a9 ucles 2021 [turn over  (b) (i) on 1  january each year  bruno invests $1000 in bank  a.    bank  a pays simple interest at a rate of 4% per year.    show that the total value of bruno\u2019s investment in bank  a at the end of 4  years is $4400.  [3]   (ii) on 1  january each year  bruno also invests $1000 in bank  b.    bank  b pays compound interest at a rate of 3.5% per year.    find the total value of bruno\u2019s investment in bank  b at the end of 4  years.  $ .  [3]",
+            "10": "10 0607/43/o/n/21 \u00a9 ucles 2021 6 the venn diagram shows the sets p, f and m. p f mu  u= {integer values of x x21 2 ;g g }  p= {prime numbers}  f= {factors of 12}  m= {multiples of 3}  (a) list the elements of set p and the elements of set f.  p=      f=    [2]  (b) write each element of u in the correct region of the venn diagram.  [2]  (c) list the elements of   (i) fm,,   .  [1]   (ii) pm+l ,   .  [1]   (iii) ()pfm,, l.   .  [1]  (d) find      (( )) npf m ++ l .   .  [1]",
+            "11": "11 0607/43/o/n/21 \u00a9 ucles 2021 [turn over 7 y varies inversely as the square of x.  y5= when x3=.  (a) (i) find y in terms of x.  y=  .  [2]   (ii) find the value of x when y20= .  x=  .  [2]  (b) z varies directly as the square root of y.   z12=  when y9=.   use your answer to part (a)(i)  to find z in terms of x.  z=  .  [3]",
+            "12": "12 0607/43/o/n/21 \u00a9 ucles 2021 8 \u2013 2 0 25y x \u2013 5   ()fxx x 33=-  for x22gg-  (a) on the diagram, sketch the graph of ()f yx= . [2]  (b) find the coordinates of the local maximum.  ( ..   ,  ..  ) [1]  (c) write down the x-coordinates of the points where the curve meets the x-axis.  x= .. ,   x= .. ,   x= ..  [2]  (d) (i) describe fully the single  transformation that maps ()f yx=  onto ()f yx 1 =+ .  .  .  [2]   (ii) solve  () () ffxx 1 =+  for x22gg- .   .  [2]   (iii) solve  () () ffxx 1 h+ for x22gg- .  .  [2]",
+            "13": "13 0607/43/o/n/21 \u00a9 ucles 2021 [turn over 9 a bcpnot to scale dx\u00b0 o  a, b and c lie on a circle, centre o.  ap and bp are tangents to the circle.  ab intersects op at d and angle \u00b0 oxab=.  (a) write down the size of angle obp .  angle obp=  .  [1]  (b) find, in terms of x,   (i) angle aod ,  angle aod=  .  [1]   (ii) angle acb ,  angle acb=  .  [1]   (iii) angle apb.  angle apb=  .  [1]  (c) write down the mathematical name of quadrilateral aobp .   .  [1]  (d) write down   (i) two triangles that are congruent,   .  [1]   (ii) two triangles that are similar but not congruent.   .  [1]",
+            "14": "14 0607/43/o/n/21 \u00a9 ucles 2021 10 16 cm 12 cm4 cmnot to scale  the diagram shows a solid made from a cylinder, a hemisphere and a cone, each with radius 4  cm.  the cylinder has length 16  cm.  the slant height of the cone is 12  cm.  (a) find the volume of the solid.   ..  cm3 [5]",
+            "15": "15 0607/43/o/n/21 \u00a9 ucles 2021 [turn over  (b) show that the total surface area of the solid is r208 cm2.  [4]  (c) a mathematically similar solid has a total surface area of r468 cm2.   find the radius of the cylinder in this solid.     cm [3]",
+            "16": "16 0607/43/o/n/21 \u00a9 ucles 2021 11 b c da120  m45 m not to scale48\u00b0 28\u00b0 54 m  angles acb  and acd  are obtuse.  (a) show that ac = 95.9  m correct to the nearest 0.1  metre.  [3]",
+            "17": "17 0607/43/o/n/21 \u00a9 ucles 2021 [turn over  (b) find angle acd .  angle acd=  .  [4]  (c) the area of triangle abd  is 5137 m2.   calculate the area of triangle bcd .    m2 [4]",
+            "18": "18 0607/43/o/n/21 \u00a9 ucles 2021 12 (a) solve.   (i) x952=-  x=  .  [3]   (ii) x4632-   .  [3]  (b) (i) solve the equation, giving your answers correct to 3  significant figures.     xx25 102+=-  x=  ...     or    x= ...  [3]   (ii) use your answers to part (b)(i)  to solve     () () tant an yy 25 102+= -         for y 0 180 \u00b0\u00b0gg .  y=  ...     or    y= ...  [2]",
+            "19": "19 0607/43/o/n/21 \u00a9 ucles 2021 13 two bags each contain only blue balls and red balls.  bag 1 contains 7 blue balls and 3 red balls.  bag 2 contains 3 blue balls and 7 red balls.  maria chooses a ball at random from bag 1 and puts it into bag 2.  (a) find the probability that the ball chosen is blue.   .  [1]  (b) maria now chooses a ball at random from bag 2 and puts it into bag 1.   (i) find the probability that both balls chosen are red.   .  [2]   (ii) find the probability that one of the balls chosen is red and the other is blue.   .  [3]   (iii) find the probability that there are now exactly 7 blue balls in bag 1.   .  [3]",
+            "20": "20 0607/43/o/n/21 \u00a9 ucles 2021 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 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.blank page"
+        },
+        "0607_w21_qp_51.pdf": {
+            "1": "this document has 8 pages. any blank pages are indicated. cambridge igcse\u2122 dc (pq) 212407/1 \u00a9 ucles 2021  [turn over *1364711255* cambridge international mathematics  0607/51 paper 5 investigation (core)  october/november  2021  1 hour 10 minutes you must answer on the question paper. no additional materials are needed. instructions  \u25cf answer all questions.  \u25cf use a black or dark blue pen. you may use an hb pencil for any diagrams or graphs.  \u25cf write your name, centre number and candidate number in the boxes at the top of the page.  \u25cf write your answer to each question in the space provided.  \u25cf do not use an erasable pen or correction fluid.  \u25cf do not write on any bar codes.  \u25cf you should use a graphic display calculator where appropriate.  \u25cf you may use tracing paper.  \u25cf you must show all necessary working clearly, including sketches, to gain full marks for correct methods.  \u25cf in this paper you will be awarded marks for providing full reasons, examples and steps in your working  to communicate your mathematics clearly and precisely. information  \u25cf the total mark for this paper is 36.  \u25cf the number of marks for each question or part question is shown in brackets [  ].",
+            "2": "2 0607/51/o/n/21 \u00a9 ucles 2021 answer all the questions. adding square numbers this investigation looks at adding two or more square numbers to make another square number. in this investigation all numbers are positive integers. 1 complete the list of the first six square numbers.  112=   22= ...    392=   42= ...    52= ...    63 62=  [1] 2 (a) work out    (i) 92,   .  [1]   (ii) 402.   .  [1]  (b) show that    94 04 122 2+= .  [2] 3  when ab c22 2+=  then ( a, b, c) is a 3-square set . a, b and c are positive integers.  example  in question 2(b) , a9=, b40=  and c41= .  94 04 122 2+= , so (9,   40,   41) is a 3-square set.  when    ab c22 2+=     then    ca b22=+ .  use this formula and any patterns you notice to complete the table on the next page for 3-square sets.",
+            "3": "3 0607/51/o/n/21 \u00a9 ucles 2021 [turn over a b c 3 4 5 5 12 13 7 24 25 9 40 41 11 60 13 84 85 112 113 144 19 181 21 221 25 312 313  [6] 4 when    abc d22 22++ =     then ( a, b, c, d) is a 4-square set .  it is possible to make a 4-square set using two rows in the table.  example    from the table    row two  51 21 322 2+=    row six  13 84 8522 2+=  replace 132 in the second equation with 51 222+  from the first equation: . 51 28 48 5222 2++ =  so (5,   12,   84,   85) is a 4-square set.  use the same method with rows from the table to find two more 4-square sets.  (. , . , . , .) and (. , . , . , .)  [3]",
+            "4": "4 0607/51/o/n/21 \u00a9 ucles 2021 5 (a) show that (6,   12,   12,   18) is a 4-square set.  [2]  (b) k is any positive integer greater than 1.   if (ka,   kb,   kc,   kd) is a 4-square set, then ka kb kc kd22 22++ = `` `` jj jj .     show that ( a, b, c, d) must also be a 4-square set.   [2]",
+            "5": "5 0607/51/o/n/21 \u00a9 ucles 2021 [turn over  (c) the numbers in the 4-square set (6,   12,   12,   18) have common factors.   (i) find a common factor of 6, 12, 12 and 18 that is greater than 1.     .  [1]   (ii) use (6,   12,   12,   18) and part (b)  to find a 4-square set where a, b, c and d do not have a  common factor greater than 1.  (. , . , . , .)  [2]",
+            "6": "6 0607/51/o/n/21 \u00a9 ucles 2021 6 here is another method for finding a 4-square set ( a, b, c, d).    choose two positive integers a and b with a less than b.  then   cab 2122 =+-   and   abd2122 =++   make the 4-square set ( a, b, c, d).  (a) use this to find a 4-square set when     (i) a2= and b3=,  (2,   3, . , .)  [3]   (ii) a2= and d 34= .  (2, . , . , 43)  [3]  (b) (i) use your answers to part (a)  and any patterns you notice to complete the table for    4-square sets that start with 2. a b c d 2 3 2 5 14 15 2 7 26 27 2 43 2  [3]   (ii) write down an equation connecting c and d.   .  [1]",
+            "7": "7 0607/51/o/n/21 \u00a9 ucles 2021  (c) when a and b are both even then   cab 2122 =+-   and   abd2122 =++   do not give a   4-square set.      give an example to show this.   [2]  (d) when a and b are both odd there are no 4-square sets.   in a 4-square set, d23= .   (i) show that ab 4522+= .  [1]   (ii) find a 4-square set when d23= .  (. , . , . , 23)  [2]",
+            "8": "8 0607/51/o/n/21 \u00a9 ucles 2021 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 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.blank page"
+        },
+        "0607_w21_qp_52.pdf": {
+            "1": "this document has 8 pages. cambridge igcse\u2122 dc (kn/sg) 215050/2 \u00a9 ucles 2021  [turn over *2561531814* cambridge international mathematics  0607/52 paper 5 investigation (core)  october/november  2021  1 hour 10 minutes you must answer on the question paper. no additional materials are needed. instructions  \u25cf answer all questions.  \u25cf use a black or dark blue pen. you may use an hb pencil for any diagrams or graphs.  \u25cf write your name, centre number and candidate number in the boxes at the top of the page.  \u25cf write your answer to each question in the space provided.  \u25cf do not use an erasable pen or correction fluid.  \u25cf do not write on any bar codes.  \u25cf you should use a graphic display calculator where appropriate.  \u25cf you may use tracing paper.  \u25cf you must show all necessary working clearly, including sketches, to gain full marks for correct methods.  \u25cf in this paper you will be awarded marks for providing full reasons, examples and steps in your working  to communicate your mathematics clearly and precisely. information  \u25cf the total mark for this paper is 36.  \u25cf the number of marks for each question or part question is shown in brackets [  ].",
+            "2": "2 0607/52/o/n/21 \u00a9 ucles 2021 this square dotty paper may be used for your diagrams.",
+            "3": "3 0607/52/o/n/21 \u00a9 ucles 2021 [turn over answer all the questions. investigation  connecting dots this investigation looks at the number of ways of connecting dots using straight lines. this diagram shows 1 dot. there is 1 row and 1 column. this is a 1 by 1 diagram.     there are no connections to other dots. this diagram shows 4 dots. there are 2 rows and 2 columns. this is a 2 by 2 diagram. there are 6 ways to join 2 dots. these are: \u2022 2 vertical connectors (solid lines) \u2022 2 horizontal connectors (solid lines) \u2022 1 up diagonal connector (dashed line) \u2022 1 down diagonal connector (dashed line). 1 (a) this is a 3 by 3 diagram.   the diagram shows: \u2022 6 horizontal connectors     \u2022 4 up diagonal connectors.   each connector joins 2 dots.   complete the diagram by drawing the 6 vertical connectors and the 4 down diagonal connectors  that join 2 dots.  [2]",
+            "4": "4 0607/52/o/n/21 \u00a9 ucles 2021  (b) this is a 4 by 4 diagram.   on this 4 by 4 diagram,   (i) draw the horizontal connectors and the vertical connectors that join 2 dots,  [1]   (ii) draw the up diagonal connectors and the down diagonal connectors that join 2 dots.  [1]  (c) complete the table for the numbers of connectors that join 2 dots.   use part (b)  and any patterns you notice.   you may use the square dotty paper on page 2 for diagrams. numbers of connectors that join 2 dots horizontal vertical up diagonal down diagonal total size of diagram (n by n)1 by 1 0 0 0 0 0 2 by 2 2 2 1 1 6 3 by 3 6 6 4 4 20 4 by 4 5 by 5 20 16 6 by 6 110  [5]",
+            "5": "5 0607/52/o/n/21 \u00a9 ucles 2021 [turn over  (d) in an n by n diagram there are n rows and n columns.   (i) find an expression, in terms of n, for the number of up diagonal connectors that join 2 dots on  an n by n diagram.     .  [2]   (ii) find an expression, in terms of n, for the number of horizontal connectors that join 2 dots on  an n by n diagram.   .  [3]  (e) use your answers to part (d) to find the total number of connectors that join 2 dots on a 15 by 15  diagram.   .  [3]",
+            "6": "6 0607/52/o/n/21 \u00a9 ucles 2021 2 this is a 3 by 3 diagram.  there are 8 ways to join 3 dots .  these are: \u2022 3 vertical connectors \u2022 3 horizontal connectors    \u2022 1 up diagonal connector \u2022 1 down diagonal connector.  (a) this is a 4 by 4 diagram.       find the number of horizontal, vertical, up diagonal and down diagonal connectors that join 3 dots.   two horizontal connectors have been drawn for you.  horizontal    vertical    up diagonal    down diagonal    [2]",
+            "7": "7 0607/52/o/n/21 \u00a9 ucles 2021 [turn over  (b) complete the table for the numbers of connectors that join 3 dots.   use your answers to part (a) and any patterns you notice.   you may use the square dotty paper on page 2 for diagrams. numbers of connectors that join 3 dots horizontal vertical up diagonal down diagonal total size of diagram (n by n)2 by 2 0 0 0 0 0 3 by 3 3 3 1 1 8 4 by 4 5 by 5 15 6 by 6 80  [4]  (c) (i) this is an expression for the number of up diagonal connectors that join 3 dots on an n by n  diagram.     ()n22-    work out the number of up diagonal connectors that join 3 dots on a 20 by 20 diagram.   .  [1]   (ii) this is an expression for the number of horizontal connectors that join 3 dots on an n by n  diagram.     na n2+    find the value of a and write down the expression.   .  [3] question 3 is printed on the next page.",
+            "8": "8 0607/52/o/n/21 \u00a9 ucles 2021 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 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.3 (a) complete the table for the numbers of connectors that join 4 dots. numbers of connectors that join 4 dots horizontal vertical up diagonal down diagonal total size of diagram (n by n)3 by 3 0 0 0 0 0 4 by 4 10 5 by 5 10 6 by 6 18 18 9 9 54  [2]  (b) (i) write down an expression, in terms of n, for the number of up diagonal connectors that join  4 dots on an n by n diagram.   .  [1]   (ii) find an expression, in terms of n, for the number of horizontal connectors that join 4 dots on  an n by n diagram.   .  [2]  (c) show that the total  number of connectors that join 4 dots on an n by n diagram is     nn41 81 82-+ .  [2]  (d) find the size of the diagram which has a total of 180 connectors that join 4 dots.   .  [2]"
+        },
+        "0607_w21_qp_61.pdf": {
+            "1": "this document has 12 pages. cambridge igcse\u2122 dc (lk/sg) 212584/2 \u00a9 ucles 2021  [turn overcambridge international mathematics  0607/61 paper 6 investigation and modelling (extended)  october/november  2021  1 hour 40 minutes you must answer on the question paper. no additional materials are needed. instructions  \u25cf answer both part a (questions 1 to 7) and part b (questions 8 to 12).  \u25cf use a black or dark blue pen. you may use an hb pencil for any diagrams or graphs.  \u25cf write your name, centre number and candidate number in the boxes at the top of the page.  \u25cf write your answer to each question in the space provided.  \u25cf do not use an erasable pen or correction fluid.  \u25cf do not write on any bar codes.  \u25cf you should use a graphic display calculator where appropriate.  \u25cf you may use tracing paper.  \u25cf you must show all necessary working clearly, including sketches, to gain full marks for correct methods.  \u25cf in this paper you will be awarded marks for providing full reasons, examples and steps in your working  to communicate your mathematics clearly and precisely. information  \u25cf the total mark for this paper is 60.  \u25cf the number of marks for each question or part question is shown in brackets [  ]. *1328839610*",
+            "2": "2 0607/61/o/n/21 \u00a9 ucles 2021 answer both parts a and b. a investigation  (questions 1 to 7) pythagorean sets of four     (30 marks) you are advised to spend no more than 50 minutes on this part. this investigation looks at finding the integer lengths of the sides of a cuboid that has an integer length for  its diagonal. 1  s r q p 356not to scale  the diagram shows a cuboid with sides of length 3, 5 and 6.  (a) using pythagoras\u2019 theorem in triangle pqr  gives    pr 3522 2=+ .   find the value of pr2.   .  [1]  (b) using pythagoras\u2019 theorem in triangle prs gives    ps pr 622 2=+ .   find the value of ps2.   .  [2]",
+            "3": "3 0607/61/o/n/21 \u00a9 ucles 2021 [turn over 2  s r q p abc dnot to scale  the diagram shows a cuboid with sides of integer length a, b and c.   its diagonal, ps, has integer length d.  (a) use pythagoras\u2019 theorem in triangle pqr  to write down an expression for pr2 in terms of a and b.   .  [1]  (b) use your answer to part (a) , and pythagoras\u2019 theorem in triangle prs, to show that da bc22 22=+ +.  [1] 3 a cuboid has sides of length a, b and c, where a, b and c are integers and  abcgg .  if the length of the diagonal, d, is also an integer then ( a, b, c, d) is a pythagorean set of four .  use    da bc22 22=+ +    to show that a cuboid with sides of length 4, 17 and 28 gives a   pythagorean set of four.  complete the pythagorean set of four.  (4,  17,  28,  .  ) [3]",
+            "4": "4 0607/61/o/n/21 \u00a9 ucles 2021 4 (a) in a pythagorean set of four  ( a, b, c, d )           da bc22 2 2=+ +  .   when    da c=+ ,   show that    acb 22 = .  [2]  (b) explain why b must  be even.  .  .  .  [2]",
+            "5": "5 0607/61/o/n/21 \u00a9 ucles 2021 [turn over 5 here is a method for finding pythagorean sets of four using question 4 : \u2022 choose any even integer for b. \u2022 calculate ac using question 4(a) . \u2022 find all the possible pairs of integers for a and c, where ac1.  use this method to find all the pythagorean sets of four when you choose b8=.   .  [7]",
+            "6": "6 0607/61/o/n/21 \u00a9 ucles 2021 6 (a) which one of these two sets is a pythagorean set of four? (18,  24,  72,  78)  or  (18,  24,  72,  84)?   show how you decide.  (18,  24,  72,  .  ) [2]  (b) (ka, kb, kc, kd ) is a pythagorean set of four, where k is a positive integer greater than 1.   use algebra to show that ( a, b, c, d ) must also be a pythagorean set of four.  [2]  (c) (a, b, c, d ) is a basic  pythagorean set of four if the numbers a, b, c and d have no common factor  greater than 1.   find the basic pythagorean set of four for your answer to part (a) .   .  [2]",
+            "7": "7 0607/61/o/n/21 \u00a9 ucles 2021 [turn over 7 the method in question 5  to find pythagorean sets of four is: \u2022 choose any even integer for b. \u2022 calculate ac using question 4(a) . \u2022 find all the possible pairs of integers for a and c, where ac1.  use this method to find two basic pythagorean sets of four where the smallest integer, a, is 2.  (... , ... , ... , ...)  and  (... , ... , ... , ...)  [5]",
+            "8": "8 0607/61/o/n/21 \u00a9 ucles 2021 b modelling (questions 8 to 12) reflecting a laser beam    (30 marks) you are advised to spend no more than 50 minutes on this part. this task looks at models for the height of the image of a reflected laser beam on a vertical wall. in this task all the measurements are in metres. the diagram shows, by a dashed line, the side view of the path of a laser beam. the laser beam \u2022 starts at source l  \u2022 travels to a point r on horizontal ground ab \u2022 reflects at the point r so that angle lra = angle nrb \u2022 travels to n, its image, on a vertical wall.    wall l a r bn h 4 ground 6 15not to scale the height of l above the horizontal ground is la 4=. the height of n above the horizontal ground is h nb=. ar 6= and rb 15= . 8 complete the statements to show that h10= .   triangle lra is similar to triangle nrb .   h 415= ...   #== 10 h .. ...  [2]",
+            "9": "9 0607/61/o/n/21 \u00a9 ucles 2021 [turn over 9 the laser source, l, can move towards or away from the wall.  it now moves x metres to the right so that ar becomes x6- metres.  the point r does not move.  the other given measurements remain the same.   when the laser beam reflects at r, triangle lra and triangle nrb  will always be similar.   l a r bn h 4 15not to scale ()x6-  (a) use the method in question 8  to find a model for h in terms of x.   .  [2]  (b) sketch the graph of h against x for x 6611- . h x\u2013 6 0 6  [2]  (c) (i) write down the equation of the vertical asymptote.   .  [2]   (ii) give a reason why there is a vertical asymptote.    refer to the path of the laser beam.  .  .  [1]",
+            "10": "10 0607/61/o/n/21 \u00a9 ucles 2021 10 the laser source, l, now stays fixed.    at the start ar 6= and rb 15= .   the point r then moves x metres towards b along the ground.  the dashed line shows the path of the laser beam.  l a r bh x4 6  (a) show that   hxx 660 4=+- .  [2]  (b) sketch the graph of   hxx 660 4=+-   for x 61 5 1g - .    h x\u2013 6 0 15  [3]  (c) when the point r has moved x metres towards b, the height, h, is 6.   find the value of x.   .  [2]not to  scale",
+            "11": "11 0607/61/o/n/21 \u00a9 ucles 2021 [turn over 11   l a r b x4 6h10y  at the start, when ar 6=, the height of the image is 10.  after the point r moves x metres, the height of the image is   hxx 660 4=+- .  y is the change in the height of the image, so   yh10=- .  (a) show that a model for y is      yxx 614=+ .  [3]  (b) (i) when the point r moves one metre to the left, away from b, x 1=- .      use the model in part (a)  to find the change in height of the image.   .  [2]   (ii) the point r moves an additional  one metre to the left, away from b.    (a) write down the value of x.   .  [1]    (b) find the additional  change in height.   .  [3] question 12 is printed on the next page.not to  scale",
+            "12": "12 0607/61/o/n/21 \u00a9 ucles 2021 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 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.12   l a r bn 4 ah b  (a) find h in terms of a and b.   .  [2]  (b) the point r moves x metres to the right, towards b, along the horizontal ground.   y is the change in h.   find a model for y in terms of a, b and x.   do not simplify your answer.   .  [3]not to  scale"
+        },
+        "0607_w21_qp_62.pdf": {
+            "1": "this document has 12 pages. cambridge igcse\u2122 *0093871881* dc (pq/cgw) 215051/4 \u00a9 ucles 2021  [turn overcambridge international mathematics  0607/62 paper 6 investigation and modelling (extended)  october/november  2021  1 hour 40 minutes you must answer on the question paper. no additional materials are needed. instructions  \u25cf answer both part a (questions 1 to 4) and part b (questions 5 to 7).  \u25cf use a black or dark blue pen. you may use an hb pencil for any diagrams or graphs.  \u25cf write your name, centre number and candidate number in the boxes at the top of the page.  \u25cf write your answer to each question in the space provided.  \u25cf do not use an erasable pen or correction fluid.  \u25cf do not write on any bar codes.  \u25cf you should use a graphic display calculator where appropriate.  \u25cf you may use tracing paper.  \u25cf you must show all necessary working clearly, including sketches, to gain full marks for correct methods.  \u25cf in this paper you will be awarded marks for providing full reasons, examples and steps in your working  to communicate your mathematics clearly and precisely. information  \u25cf the total mark for this paper is 60.  \u25cf the number of marks for each question or part question is shown in brackets [  ].",
+            "2": "2 0607/62/o/n/21 \u00a9 ucles 2021 answer both  parts a and b. a investigation   (questions 1 to 4) connecting dots   (30 marks) you are advised to spend no more than 50 minutes on this part. this investigation looks at the number of ways of connecting dots using straight lines. this diagram shows 1 dot. there is 1 row and 1 column. this is a 1 by 1 diagram. there are no connections to other dots.   this diagram shows 4 dots. there are 2 rows and 2 columns. this is a 2 by 2 diagram. there are 6 ways to join 2 dots. these are: \u2022 2 vertical connectors (solid lines) \u2022 2 horizontal connectors (solid lines) \u2022 1 up diagonal connector (dashed line) \u2022 1 down diagonal connector (dashed line).   1 (a) this is a 3 by 3 diagram.   the diagram shows: \u2022 6 horizontal connectors  \u2022 4 up diagonal connectors.   each connector joins 2 dots.     write down the number of vertical connectors and the number of down diagonal connectors that  join 2 dots.  vertical    down diagonal    [2]",
+            "3": "3 0607/62/o/n/21 \u00a9 ucles 2021 [turn over  (b) complete the table for the numbers of connectors that join 2 dots.   use part (a)  and any patterns you notice.   you may use the square dotty paper on page 12 for diagrams. numbers of connectors that join 2 dots horizontal verticalup   diagonaldown  diagonaltotal size of diagram (n by n)1 by 1 0 0 0 0 0 2 by 2 2 2 1 1 6 3 by 3 6 4 4 by 4 9 5 by 5 20 6 by 6 110  [3]  (c) in an n by n diagram there are n rows and n columns.   (i) find an expression, in terms of n, for the number of up diagonal connectors that join 2 dots on  an n by n diagram.     .  [2]   (ii) find an expression, in terms of n, for the number of horizontal connectors that join 2 dots on  an n by n diagram.   .  [3]   (iii) use your answers in part (i)  and part (ii)  to find an expression for the total number of  connectors that join 2 dots.    do not simplify your expression.   .  [1]",
+            "4": "4 0607/62/o/n/21 \u00a9 ucles 2021 2 this is a 3 by 3 diagram.  there are 8 ways to join 3 dots  together.  these are:  \u2022 3 vertical connectors \u2022 3 horizontal connectors  \u2022 1 up diagonal connector \u2022 1 down diagonal connector.     (a) this is a 4 by 4 diagram.         find the number of horizontal, vertical, up diagonal and down diagonal connectors that join 3 dots.   two horizontal connectors have been drawn for you.  horizontal    vertical    up diagonal     down diagonal    [2]",
+            "5": "5 0607/62/o/n/21 \u00a9 ucles 2021 [turn over  (b) complete the table for the numbers of connectors that join 3 dots.   use your answers to part (a)  and any patterns you notice.   you may use the square dotty paper on page 12 for diagrams. numbers of connectors that join 3 dots horizontal verticalup  diagonaldown  diagonaltotal size of diagram (n by n)2 by 2 0 0 0 0 0 3 by 3 3 3 1 1 8 4 by 4 5 by 5 15 6 by 6 80  [2]  (c) (i) this is an expression for the number of up diagonal connectors that join 3 dots on an n by n  diagram. ()n22-    work out the number of up diagonal connectors that join 3 dots on a 20 by 20 diagram.   .  [1]   (ii) this is an expression for the number of horizontal connectors that join 3 dots on an n by n  diagram. na n2+    find the value of a and write down the expression.   .  [3]  (d) find an expression, in terms of n, for the total number of connectors that join 3 dots on   an n by n diagram.   do not simplify your expression.   .  [1]",
+            "6": "6 0607/62/o/n/21 \u00a9 ucles 2021 3 (a) complete the table for the numbers of connectors that join 4 dots. numbers of connectors that join 4 dots horizontal verticalup  diagonaldown  diagonaltotal size of diagram (n by n)3 by 3 0 0 0 0 0 4 by 4 10 5 by 5 10 6 by 6 54 n by n  [4]  (b) find an expression, in terms of n, for the total number of connectors that join 4 dots on    an n by n diagram.   do not simplify your answer.   .  [1] 4 (a) this is an expression for the total number of connectors that join m dots on an n by n diagram. () () nn kn k 222-+ -   what is the relationship between k and m?  .  [1] ",
+            "7": "7 0607/62/o/n/21 \u00a9 ucles 2021 [turn over  (b) (i) use part (a)  to show that when n5= and m 2= there is a total of 72 connectors.  [1]   (ii) find all the possible values for n and m that give a total of 72 connectors.  .  [3] ",
+            "8": "8 0607/62/o/n/21 \u00a9 ucles 2021 b modelling   (questions 5 to 7)  breeding deer   (30 marks) you are advised to spend no more than 50 minutes on this part. this task looks at modelling the population of a herd of deer. in this herd there are equal numbers of males and females. each adult female deer gives birth to a male and a female fawn (baby deer) every year. at the start of the first year a farmer has 20 adult deer.  there are 10 males and 10 females. at the end of each year all the deer are adult. 5 (a) (i) at the end of the first year the farmer sends 20% of the 20 deer to other farmers.    he sends an equal number of male and female deer.    show that at the start of the second year he has 36 deer in his herd.  [2]   (ii) pn    = the number of deer in the herd at the start of year n. pn1=+ the number of deer in the herd at the start of year n1+. at the end of each year the farmer sends 20% of pn to other farmers.  he always sends an equal number of male and female deer. show that   . pp 18nn1=+.  [2]  (b) (i) when the farmer finds pn1+ he rounds the value to the nearest even integer .    the table shows the number of deer in the herd, pn, at the start of year n.    use part (a)(ii)  to complete the table. year ( n) 1 2 3 4 5 6 7 8 number in herd ()pn20 36 116 374  [4]",
+            "9": "9 0607/62/o/n/21 \u00a9 ucles 2021 [turn over   (ii) use your answers to part (b)(i)  to plot the four missing points. 200 0 10400600800100012001400 2 3 4 yearnumber in herd 5 6 7 8p n  [2]  (c) the farmer models the data using   pa bn1=-.   use the first two years in the table in part (b)(i) to find the value of a and the value of b and write  down the model.   .  [3]",
+            "10": "10 0607/62/o/n/21 \u00a9 ucles 2021 6 the farmer now models the data in the table on page 8 using   () () pa nb nc 112=- +- +.  (a) (i) use the first year in the table in question 5(b)(i)  to show that c20= .  [1]    (ii) use year 2 and year 4 in the table in question 5(b)(i)  to write down a pair of simultaneous  equations in terms of a and b.   .   .  [2]   (b) (i) solve your simultaneous equations from part (a)(ii)  and write down the model.   ...  [4]    (ii) sketch your model on the grid in  question 5(b)(ii)  for n18gg . [2]  (c) is this a suitable model for the number of deer in the herd?   give one reason for your answer.  .  .  [1]",
+            "11": "11 0607/62/o/n/21 \u00a9 ucles 2021 [turn over 7 the farmer now models the data in the table on page 8 using   () pa n1b=- .  (a) use the data for year 2 and year 4 in the table in question 5(b)(i)  to   (i) find a,   .  [2]   (ii) find b and write down the model.   .  [3]   (b) give two reasons why the model in part (a)  is not suitable for the number of deer in the herd. 1  ..  . 2  ..  .  [2] ",
+            "12": "12 0607/62/o/n/21 \u00a9 ucles 2021 this square dotty paper may be used for your diagrams in the investigation. 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 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."
+        },
+        "0607_w21_qp_63.pdf": {
+            "1": "this document has 12 pages. cambridge igcse\u2122 *4427926590* dc (ks/sg) 212585/1 \u00a9 ucles 2021  [turn overcambridge international mathematics  0607/63 paper 6 investigation and modelling (extended)  october/november  2021  1 hour 40 minutes you must answer on the question paper. no additional materials are needed. instructions  \u25cf answer both part a (questions 1 to 3) and part b (questions 4 to 6).  \u25cf use a black or dark blue pen. you may use an hb pencil for any diagrams or graphs.  \u25cf write your name, centre number and candidate number in the boxes at the top of the page.  \u25cf write your answer to each question in the space provided.  \u25cf do not use an erasable pen or correction fluid.  \u25cf do not write on any bar codes.  \u25cf you should use a graphic display calculator where appropriate.  \u25cf you may use tracing paper.  \u25cf you must show all necessary working clearly, including sketches, to gain full marks for correct methods.  \u25cf in this paper you will be awarded marks for providing full reasons, examples and steps in your working  to communicate your mathematics clearly and precisely. information  \u25cf the total mark for this paper is 60.  \u25cf the number of marks for each question or part question is shown in brackets [  ].",
+            "2": "2 0607/63/o/n/21 \u00a9 ucles 2021 answer both  parts a and b. a investigation (questions 1 to 3) girard\u2019s sums   (30 marks) you are advised to spend no more than 50 minutes on this part. albert girard, a 17th century french mathematician, investigated numbers, n, that can be written as the sum  of two squares, ab22+.  this task is about these numbers.  for this task, a and b are integers where a0h and b0h. 1 (a) complete the table. a a2b b2na b22=+ n4' 2 4 6 36 40 10 remainder 0 18 10 106 remainder 0 28 16 256 remainder 0 4 64 20 remainder 0 144 196 85 remainder 0 20 400 884 221 remainder 0 0 0 900 225 remainder 0  [5]  (b) (i) when a2= and b4= then nk 4= , so n is a multiple of 4.    find the value of k.   .  [2]",
+            "3": "3 0607/63/o/n/21 \u00a9 ucles 2021 [turn over   (ii) the values of a and b in the table are all even numbers.    when am2=  and bn2=  then nk 4= .    find an expression for k in terms of m and n.   .  [3]  (c) not all multiples of 4 can be written as the sum of two square numbers.   show that there are no values of a and b that give k11= .  [2]",
+            "4": "4 0607/63/o/n/21 \u00a9 ucles 2021 2 (a) complete the table.  a a2b b2na b22=+ n4' 7 49 5 25 74 18 remainder 2 21 19 802 200 remainder 2 17 289 914 remainder 2 49 170 remainder 2 1 1   remainder  [4]  (b) when a is an odd number, an21=- .   (i) use algebra to explain why, when a is an odd number, a 42' has a remainder of 1.  .  [3]   (ii) explain why, for the values in the table in part (a) , n is always k42+.  .  .  [2]",
+            "5": "5 0607/63/o/n/21 \u00a9 ucles 2021 [turn over  (c) when a and b are both odd, , nk 42=+  so n is a multiple of 4 plus 2.   not all multiples of 4 plus 2 can be written as the sum of two square numbers.   find all the values of k from 1 to 9 where na b22=+ .   .  [3]",
+            "6": "6 0607/63/o/n/21 \u00a9 ucles 2021 3 the values of n that can be written as the sum of two square numbers are of the form   , kr4+     where the remainder r is a constant.   (a) explain why r can be 0, 1 or 2 but cannot be 3.   [3]  (b) na b22=+   find all the values of n, where , n 10 30 11  that are of the form k41+.   .  [3]",
+            "7": "7 0607/63/o/n/21 \u00a9 ucles 2021 [turn over the modelling task starts on page 8.",
+            "8": "8 0607/63/o/n/21 \u00a9 ucles 2021 b modelling (questions 4 to 6) production boundaries   (30 marks) you are advised to spend no more than 50 minutes on this part. this task is about the number of computer tablets and mobile phones a company makes and sells. the company owns two factories, a and b. factory a makes a-tablets and a-phones. factory b makes b-tablets and b-phones. a production boundary is a curve or line.  points on the curve or line are the maximum numbers of the two items a factory can make when all resources  are used. it is the boundary of the region which shows all the combinations of the two items a factory can make.  4 factory a makes t  a-tablets  and p  a-phones each day.  the manager of factory a uses the model   pt900010002 =-    where , t 0h as the production boundary  for the output of a-tablets and a-phones.  (a) on the axes below, sketch this model. 10 000p t40000number of a-phones number of a-tablets   [2]  (b) when factory a makes 9000 a-phones it cannot make any a-tablets.   write down the maximum number of a-tablets it can make when it does not make any    a-phones.   .  [1]  (c) on monday, factory a makes 1000 a-tablets.   on tuesday, factory a makes 1500 a-tablets.   find the decrease in the maximum number of a-phones it can make from monday to tuesday.   .  [3]",
+            "9": "9 0607/63/o/n/21 \u00a9 ucles 2021 [turn over  (d) (i) on wednesday, factory a makes 5000 a-phones.     use your graph from part (a)  to explain why it is not possible for it to make 2500 a-tablets  on wednesday.  .  .  [1]   (ii) on the graph in part (a)  shade the region that represents the numbers of a-phones and  a-tablets that factory a can make.  [1]  (e) the company sells all the a-phones and a-tablets that factory a makes each day.   the company makes $160 profit for each a-tablet and $100 profit for each a-phone it sells.    the greatest possible daily profit at factory a is $964  000.   (i) write down a linear equation for this profit in terms of p and t.    give your answer in the form pm tc=+ .   .  [2]   (ii) find the number of a-tablets and a-phones that factory a should sell in order to make a profit  of $964  000.   t =    p =    [3]",
+            "10": "10 0607/63/o/n/21 \u00a9 ucles 2021 5 factory b makes t  b-tablets  and p  b-phones.  the table shows the maximum numbers of b-phones that factory b can make each day for some  numbers of b-tablets. number of b-tablets tnumber of b-phones p 1000 8000 2000 6000 3000 4000 4000 2000  as the number of b-tablets increases, the number of b-phones decreases at a constant rate.    (a) (i) draw the production boundary for factory b on the axes below. p t 0  [2]   (ii) find the equation which models this production boundary, giving p as a function of t.    ...  [2]",
+            "11": "11 0607/63/o/n/21 \u00a9 ucles 2021 [turn over   (iii) factory b makes at least 1000 b-tablets but no more than 4000 b-tablets each day.    write down the domain of the model in part (a)(ii) .   .  [1]  (b) the company sells all the b-tablets and b-phones factory b makes each day.   the company makes $200 profit for each b-tablet and $190 profit for each b-phone it sells.    each day, the manager of factory b expects to make the greatest possible profit.   (i) find the greatest possible profit each day.   .  [3]   (ii) one day factory b has to make 2500 b-tablets.    on this day the profit is 73.3% of the greatest possible profit.     work out the number of b-phones factory b makes on this day.    .  [4] question 6 is printed on the next page.",
+            "12": "12 0607/63/o/n/21 \u00a9 ucles 2021 6 the company puts new machinery to make phones in factory a and factory b.  factory a can now make double the number of a-phones.  factory b can now make 10% more b-phones.   all other conditions remain the same.  (a) complete the following models for the production boundaries at each factory after the changes.   use the models in question 4  and question 5(a) .  factory a: p =  .   for t0h  factory b:  . pt 22 11000 =- +    for  ..  g  t  g  ..  [2]  (b) after the changes, the greatest possible profit made each day by factory a is $1  830 000.   find the total  greatest possible profit made each day by the company.   .  [3] 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 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."
+        }
+    },
+    "2022": {
+        "0607_m22_qp_12.pdf": {
+            "1": "this document has 8 pages.  [turn overdc (rw/ct) 220234/1 \u00a9 ucles 2022 *8690008957* cambridge international mathematics  0607/12 paper 1 (core)  february/march  2022  45 minutes you must answer on the question paper. you will need:  geometrical instruments instructions  \u25cf answer all questions.  \u25cf use a black or dark blue pen. you may use an hb pencil for any diagrams or graphs.  \u25cf write your name, centre number and candidate number in the boxes at the top of the page.  \u25cf write your answer to each question in the space provided.  \u25cf do not use an erasable pen or correction fluid.  \u25cf do not write on any bar codes.  \u25cf calculators must not be used in this paper.  \u25cf you may use tracing paper.  \u25cf you must show all necessary working clearly and you will be given marks for correct methods even if  your answer is incorrect.  \u25cf all answers should be given in their simplest form. information  \u25cf the total mark for this paper is 40.  \u25cf the number of marks for each question or part question is shown in brackets [  ].cambridge igcse\u2122",
+            "2": "2 0607/12/f/m/22 \u00a9 ucles 2022 formula list area, a, of triangle, base b, height h. a = bh21 area, a, of circle, radius r. a = r2r circumference, c, of circle, radius r. c = 2rr curved surface area, a, of cylinder of radius r, height h. a = 2rrh curved surface area, a, of cone of radius r, sloping edge l. a = rrl curved surface area, a, of sphere of radius r. a = r42r v olume, v, of prism, cross-sectional area a, length l. v = al v olume, v, of pyramid, base area a, height h. v = ah31 v olume, v, of cylinder of radius r, height h. v = rh2r v olume, v, of cone of radius r, height h. v = rh31 2r v olume, v, of sphere of radius r. v = r34 3r",
+            "3": "3 0607/12/f/m/22 \u00a9 ucles 2022 [turn over answer all the questions. 1 write 21 as a percentage.   .. % [1] 2 a b  write down the mathematical name for  (a) angle a,   .  [1]  (b) angle b.   .  [1] 3 write down the second triangle number.   .  [1] 4 complete the mapping diagram. 3 5 8 12 205 . 15 23 39x f(x)  [1]",
+            "4": "4 0607/12/f/m/22 \u00a9 ucles 2022 5 01 \u2013 12345 1 2 3 4 5 6y x  (a) plot the point (3, 4).  [1]  (b) write down the coordinates of one of the points where the curve crosses the x-axis.  ( ..  ,  ..  ) [1] 6 work out.    ()23 4 #+   .  [1] 7 work out.    843 2+   .  [2] 8 \u2013 2 \u2013 1 0 1 2 3 4n  complete the statement.  this number line shows the inequality   n 11-   3.  [1]",
+            "5": "5 0607/12/f/m/22 \u00a9 ucles 2022 [turn over 9 these are the scores of 10 students in a mathematics test. 29          17          9          11          11          24          9          31          11          19  (a) find the mode.   .  [1]  (b) work out the median.   .  [2] 10 work out 20% of 45.   .  [1] 11 {ax x =  is a positive integer less than 10 and x is a multiple of 4}  list the elements of set a.   .  [1] 12 sam and his brother share $42 in the ratio 2  : 5.  sam has the larger share.  find the amount sam has.  $ .  [2]",
+            "6": "6 0607/12/f/m/22 \u00a9 ucles 2022 13 sara pays $1 per day for her mobile phone.  in one week she can make 100 minutes of free calls.  all other calls are charged at 50 cents per minute.  work out the total  amount sara pays in one week when she makes 120 minutes of calls.  $ .  [3] 14 (a) alys rolls a fair six-sided die.   find the probability that alys rolls a 2.   .  [1]  (b) elora has a six-sided die.   she thinks that her die is biased.   she rolls it 100 times to test it.   (i) complete the table. number on die 1 2 3 4 5 6 frequency 5 15 18 16 16 relative frequency 0.05 0.15  [2]   (ii) write down the number elora is most likely to get when she rolls her die.   .  [1] 15 factorise completely.    xy x 24 8+   .  [2]",
+            "7": "7 0607/12/f/m/22 \u00a9 ucles 2022 [turn over 16 simplify.    xx2#   .  [1] 17 write down the highest common factor (hcf) of 5 and 7.   .  [1] 18 a is the point (3, 8) and b is the point (5, 2-).  find the coordinates of the mid -point of ab.  ( ..  ,  ..  ) [2] 19 write down the two rational numbers from this list. 32          3          2          r   .  [1] 20 a bag contains 5 silver coins and 2 gold coins.  gill takes a coin at random from the bag and then replaces it.  she does this a second time.  find the probability that both coins are gold.   .  [2] questions 21, 22 and 23 are printed on the next page.",
+            "8": "8 0607/12/f/m/22 \u00a9 ucles 2022 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.21 rnot to scale  the area of the circle is rcm162.  find the radius, r, of the circle.     cm [2] 22 in triangle abc , cm ab ac x == .  bc is 4 cm longer than ab.  find an expression, in terms of x, for the perimeter of this triangle.  give your answer in its simplest form.   .  [2] 23 work out () () 41 03 1035## #--.  give your answer in standard form.   .  [2]"
+        },
+        "0607_m22_qp_22.pdf": {
+            "1": "this document has 8 pages.  [turn overcambridge igcse\u2122 dc (ce/jg) 219195/1 \u00a9 ucles 2022 *4718159596* cambridge international mathematics  0607/22 paper 2 (extended)  february/march  2022  45 minutes you must answer on the question paper. you will need:  geometrical instruments instructions  \u25cf answer all questions.  \u25cf use a black or dark blue pen. you may use an hb pencil for any diagrams or graphs.  \u25cf write your name, centre number and candidate number in the boxes at the top of the page.  \u25cf write your answer to each question in the space provided.  \u25cf do not use an erasable pen or correction fluid.  \u25cf do not write on any bar codes.  \u25cf calculators must not be used in this paper.  \u25cf you may use tracing paper.  \u25cf you must show all necessary working clearly and you will be given marks for correct methods even if  your answer is incorrect.  \u25cf all answers should be given in their simplest form. information  \u25cf the total mark for this paper is 40.  \u25cf the number of marks for each question or part question is shown in brackets [  ].",
+            "2": "2 0607/22/f/m/22 \u00a9 ucles 2022 formula list for the equation  ax bx c02++ = xabb ac 242!=-- curved surface area, a, of cylinder of radius r, height h. r ar h2= curved surface area, a, of cone of radius r, sloping edge l. r ar l= curved surface area, a, of sphere of radius r. r ar42= v olume, v, of pyramid, base area a, height h. va h31= v olume, v, of cylinder of radius r, height h. rvr h2= v olume, v, of cone of radius r, height h. r vr h31 2= v olume, v, of sphere of radius r. r vr34 3=      sins in sin aa bb cc==      cos ab cb ca222 2=+ -      sinbc a21area=a c bcb a",
+            "3": "3 0607/22/f/m/22 \u00a9 ucles 2022 [turn over answer all the questions. 1 write down a cube number between 10 and 100.   .  [1] 2 work out (. )014.   .  [1] 3 alex goes to sleep at 20  40 and wakes up the next morning at 06  10.  work out the length of time, in hours and minutes, that alex is asleep.   h ... min  [1] 4 (a) work out   22 33 5--eeoo .  fp  [2]  (b) f is the point (5, 7).   the vector that maps f onto the point g is 1 3-eo .   find the coordinates of g.     (.. , ..)  [1] 5 work out   43 61-,   giving your answer as a fraction in its lowest terms.   .  [2]",
+            "4": "4 0607/22/f/m/22 \u00a9 ucles 2022 6 divide $140 in the ratio   2 : 1 : 4.  $  , $  , $   [2] 7 the volume of a hemisphere with radius 3  cm is cmk3r .  find the value of k.  k =    [2] 8 write 42- as a fraction.   .  [1] 9 a train is travelling at a speed of 30  m/s.  the length of the train is 70  m.  the train passes through a station of length 170  m.  find the time the train takes to pass completely through the station.   ...  s [2]",
+            "5": "5 0607/22/f/m/22 \u00a9 ucles 2022 [turn over 10 (a)  not to scale ac b6 cm 7 cm 8 cmpr q5 cm   triangle pqr  is similar to triangle abc .   work out the length of pr.  pr =  ...  cm [2]  (b) two mathematically similar containers have capacities of 27 litres and 8 litres.   the surface area of the smaller container is cm 16002.   work out the surface area of the larger container.   .. cm2 [3] 11 factorise.   xyx y 1+- -   .  [2]",
+            "6": "6 0607/22/f/m/22 \u00a9 ucles 2022 12 (a) 0y xpq 24 135 1 3 2   describe fully the single  transformation that maps triangle p onto triangle q.  .  .  [3]  (b)  0y xt24 13 1 3 5 7 2 4 6 8   stretch triangle t by a factor of 2 with invariant line x = 1. [2] 13 rationalise the denominator.  32   .  [1]",
+            "7": "7 0607/22/f/m/22 \u00a9 ucles 2022 [turn over 14 in this calculation, the three numbers are written in standard form.  () () . n 41 01 03 21 0pp t 2# ## #=+  n, p and t are integers.  (a) find the value of n.   n =    [1]  (b) find t in terms of p.  t =    [1] 15 simplify.    xx 164 2--   .  [2] 16 the solutions to the equation   xg xh 02++ =   are   211 7-   and   11 7 2+.  find the value of g and the value of h.  g =    h =    [3] questions 17 and 18 are printed on the next page.",
+            "8": "8 0607/22/f/m/22 \u00a9 ucles 2022 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.17 write as a single fraction, giving your answer in its simplest form. x213-+   .  [2] 18 find the value of   logl og log 58 22 +- .   .  [3]"
+        },
+        "0607_m22_qp_32.pdf": {
+            "1": "this document has 20 pages.  [turn overdc (rw/cgw) 214153/1 \u00a9 ucles 2022 *1944007077* cambridge international mathematics  0607/32 paper 3 (core)  february/march  2022  1 hour 45 minutes you must answer on the question paper. you will need:  geometrical instruments instructions  \u25cf answer all questions.  \u25cf use a black or dark blue pen. you may use an hb pencil for any diagrams or graphs.  \u25cf write your name, centre number and candidate number in the boxes at the top of the page.  \u25cf write your answer to each question in the space provided.  \u25cf do not use an erasable pen or correction fluid.  \u25cf do not write on any bar codes.  \u25cf you should use a graphic display calculator where appropriate.  \u25cf you may use tracing paper.  \u25cf you must show all necessary working clearly and you will be given marks for correct methods, including  sketches, even if your answer is incorrect.  \u25cf give non-exact numerical answers correct to 3 significant figures, or 1 decimal place for angles in  degrees, unless a different level of accuracy is specified in the question.  \u25cf for r, use your calculator value. information  \u25cf the total mark for this paper is 96.  \u25cf the number of marks for each question or part question is shown in brackets [  ].cambridge igcse\u2122",
+            "2": "2 0607/32/f/m/22 \u00a9 ucles 2022 formula list area, a, of triangle, base b, height h. a = bh21 area, a, of circle, radius r. a = r2r circumference, c, of circle, radius r. c = 2rr curved surface area, a, of cylinder of radius r, height h. a = 2rrh curved surface area, a, of cone of radius r, sloping edge l. a = rrl curved surface area, a, of sphere of radius r. a = r42r v olume, v, of prism, cross-sectional area a, length l. v = al v olume, v, of pyramid, base area a, height h. v = ah31 v olume, v, of cylinder of radius r, height h. v = rh2r v olume, v, of cone of radius r, height h. v = rh31 2r v olume, v, of sphere of radius r. v = r34 3r",
+            "3": "3 0607/32/f/m/22 \u00a9 ucles 2022 [turn over answer all the questions. 1 (a) simon swims 25  metres.   change 25  metres to centimetres.     cm [1]  (b) aroon swims four lengths of a 50 -metre pool.   here is the time, in seconds, for each length.    44.8     45.3     44.5     44.4   work out the total time.   give your answer in minutes and seconds.   ...  minutes ... seconds  [2]  (c) tam swims 200  metres in a total time of 3.2  minutes.   calculate her average speed in metres per second.   ...  m/s [3]",
+            "4": "4 0607/32/f/m/22 \u00a9 ucles 2022 2 (a) these are the first three patterns in a sequence. pattern 1 pattern 2 pattern 3 pattern 4 pattern 5   (i) in the space above, draw pattern  4 and pattern  5. [2]   (ii) complete the table for the number of squares in each pattern. pattern number 1 2 3 4 5 8 number of squares 5  [3]  (b) these are the first four terms of another sequence. 5        9        13        17   for this sequence,   (i) write down the rule for continuing the sequence,   .  [1]   (ii) find the nth term.   .  [2]",
+            "5": "5 0607/32/f/m/22 \u00a9 ucles 2022 [turn over  (c) the nth term, t, of a different sequence is given by this formula. tn 52=-   (i) work out the value of t when n4=.  t=  .  [1]   (ii) rearrange the formula to make n the subject.  n=  .  [2]",
+            "6": "6 0607/32/f/m/22 \u00a9 ucles 2022 3 students in a college carry out a science experiment.  (a) at the start of the experiment, the temperature of a gas was -\u200a42\u2009\u00b0c.   during\u2009the\u2009experiment, \u2009the\u2009temperature \u2009of\u2009the\u2009gas\u2009rises\u2009to\u200928\u2009\u00b0c.   (i) work out how much the temperature of the gas rises during the experiment.   . \u2009\u00b0c\u2009[1]   (ii) work out the temperature that is half -way between -\u200a42\u2009\u00b0c\u2009and\u200928\u2009\u00b0c.   . \u2009\u00b0c\u2009[1]  (b) the experiment began at 07  50 and ended at 15  25.   work out the length of time the experiment lasted.   give your answer in hours and minutes.     h ... min  [1]  (c) when the results were posted online, there were 1279 views in the first day.   write 1279 correct to the nearest 10.   .  [1]  (d) by the end of the week, there had been 15  503 views.   (i) write 15  503 in words.  .  [1]   (ii) write 15  503 in standard form, correct to two significant figures.   .  [2]",
+            "7": "7 0607/32/f/m/22 \u00a9 ucles 2022 [turn over  (e) in the college, 53 students study science.   32 study physics ( p).   24 study chemistry ( c).   18 study both physics and chemistry.   complete the venn diagram. p c.. .. u  [3]",
+            "8": "8 0607/32/f/m/22 \u00a9 ucles 2022 4 50 students were asked the number of magazines they bought in a week.  the results are shown in the table. number of magazines 0 1 2 3 4 number of students 18 8 14 7 3  (a) work out how many more  students bought 2  magazines than bought 1  magazine.   .  [1]  (b) write down the most common number of magazines bought.   .  [1]  (c) one of the students is chosen at random.   find the probability that this student bought 3 or 4 magazines.   give your answer as a fraction in its simplest form.   .  [2]  (d) work out the mean number of magazines bought.   .  [2]",
+            "9": "9 0607/32/f/m/22 \u00a9 ucles 2022 [turn over  (e) on the grid, draw a bar chart to show the information in the table. 00 number of magazinesnumber of students 2468101214161820 1 2 3 4  [2]",
+            "10": "10 0607/32/f/m/22 \u00a9 ucles 2022 5 in the diagram, all lengths are in centimetres and all angles are right angles. 4 7 5 67 7not to scale312  (a) work out the area of the shaded shape.   give the units of your answer.     ...  [4]  (b) work out the perimeter of the shaded shape.     cm [3]",
+            "11": "11 0607/32/f/m/22 \u00a9 ucles 2022 [turn over 6 in a school there are 960 students.  540 of the students are girls.  (a) write the ratio   girls : boys   in its simplest form.   . \u2009\u2009\u2009:\u200a\u2009\u2009\u2009. \u2009[3]  (b) two thirds of the 540  girls and 45% of the boys travel to school by bus.   work out how many more  girls than boys travel to school by bus.   .  [3]",
+            "12": "12 0607/32/f/m/22 \u00a9 ucles 2022 7 (a) x\u00b0 26\u00b0not to scale   find the value of x.  x=  .  [1]  (b) not to scale 50\u00b0155\u00b0p\u00b0 r\u00b0q\u00b0 b a xy z   the diagram shows a triangle xyz and a straight line ab.   ab is parallel to xz.   find the value of p, the value of q and the value of r.  p=  .  q=  .  r=  .  [3]",
+            "13": "13 0607/32/f/m/22 \u00a9 ucles 2022 [turn over  (c) 106\u00b0 42\u00b075\u00b0not to scaley\u00b0   find the value of y.  y=  .  [1]  (d) d ce\u00b0 b pa qnot to scale   abcd  is part of a regular octagon.   pbcq  is part of a regular hexagon.   find the value of e.  e=  .  [4]",
+            "14": "14 0607/32/f/m/22 \u00a9 ucles 2022 8 in a competition, each diver is given a score out of 10 by each of two judges.  the table shows the scores for eight divers. judge 1 2.3 7.3 7.9 4.4 8.5 7.7 1.8 8.1 judge 2 2.4 7.7 7.9 4.7 8.8 7.9 2.4 7.8  (a) complete the scatter diagram.   the first four points have been plotted for you. 00 1 2 3 4 5 6 7 8 9 10judge 2 score judge 1 score12345678910  [2]  (b) what type of correlation is shown in the scatter diagram?   .  [1]",
+            "15": "15 0607/32/f/m/22 \u00a9 ucles 2022 [turn over  (c) calculate the mean of the scores given by each judge.  judge 1   .  judge 2   .  [2]  (d) on the scatter diagram, draw a line of best fit.  [2]  (e) judge  1 gives another diver a score of 5.6  .   use your line of best fit to estimate the score given to this diver by judge  2.   .  [1]",
+            "16": "16 0607/32/f/m/22 \u00a9 ucles 2022 9 ac by x 0 5 4 3 2 1 \u2013 1 \u2013 2 \u2013 3 \u2013 4 \u2013 512345 \u2013 5\u2013 4\u2013 3\u2013 2\u2013 1  the diagram shows three triangles a, b and c.  (a) describe fully the single  transformation that maps triangle a onto triangle b.  .  .  [2]  (b) describe fully the single  transformation that maps triangle a onto triangle c.  .  .  [2]  (c) rotate triangle a\u2009through\u2009180\u00b0\u2009about\u2009(0,\u20090).   label the image p. [2]  (d) enlarge triangle a, scale factor 2, centre (1, 4).   label the image q. [2]",
+            "17": "17 0607/32/f/m/22 \u00a9 ucles 2022 [turn over 10 (a) solve.   (i)   x71 1 +=  x=  .  [1]   (ii)   ()x43 21 0 -=  x=  .  [3]   (iii)   x 519+=  x=  .  [2]  (b) multiply out the brackets and simplify.     () () xx68+-   .  [2]",
+            "18": "18 0607/32/f/m/22 \u00a9 ucles 2022 11 x\u00b0a c75 cm25 cm not to scale25 cm 75 cmod b 96 cmh cm  the diagram shows a table standing on a horizontal floor.  the table top is horizontal and is supported by two legs aob  and cod .  (a) use trigonometry to find the value of x.  x=  .  [3]  (b) use similar triangles to find db.  db=    cm [2]",
+            "19": "19 0607/32/f/m/22 \u00a9 ucles 2022 [turn over  (c) use pythagoras\u2019 theorem to find the height, h cm, of o above the floor.     cm [3] question 12 is printed on the next page.",
+            "20": "20 0607/32/f/m/22 \u00a9 ucles 2022 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.12 0 a by x\u2013 6 4 \u2013 1020  the diagram shows the graph of   () () yx x42 =+ -   for x64gg- .  a and b are two of the points where the graph crosses the axes.  (a) find the coordinates of   (i) point a,  (  ..  , .. )  [1]   (ii) point b,  (  ..  , .. )  [1]   (iii) the local minimum.  (  ..  , .. )  [1]  (b) on the diagram, sketch the graph of   yx1=-     for x64gg- . [2]  (c) find the x-coordinate of each point of intersection of    () () yx x42 =+ -  and   yx1=-  .  x=  .  and .  [2]"
+        },
+        "0607_m22_qp_42.pdf": {
+            "1": "this document has 20 pages. any blank pages are indicated.  [turn overcambridge igcse\u2122 dc (ce/ct) 301839/2 \u00a9 ucles 2022 *0931684579* cambridge international mathematics  0607/42 paper 4 (extended)  february/march  2022  2 hours 15 minutes you must answer on the question paper. you will need:  geometrical instruments instructions  \u25cf answer all questions.  \u25cf use a black or dark blue pen. you may use an hb pencil for any diagrams or graphs.  \u25cf write your name, centre number and candidate number in the boxes at the top of the page.  \u25cf write your answer to each question in the space provided.  \u25cf do not use an erasable pen or correction fluid.  \u25cf do not write on any bar codes.  \u25cf you should use a graphic display calculator where appropriate.  \u25cf you may use tracing paper.  \u25cf you must show all necessary working clearly and you will be given marks for correct methods, including  sketches, even if your answer is incorrect.  \u25cf give non-exact numerical answers correct to 3  significant figures, or 1  decimal place for angles in  degrees, unless a different level of accuracy is specified in the question.  \u25cf for r, use your calculator value. information  \u25cf the total mark for this paper is 120.  \u25cf the number of marks for each question or part question is shown in brackets [  ].",
+            "2": "2 0607/42/f/m/22 \u00a9 ucles 2022 formula list for the equation  ax bx c02++ = xabb ac 242!=-- curved surface area, a, of cylinder of radius r, height h. r ar h2= curved surface area, a, of cone of radius r, sloping edge  l. r ar l= curved surface area, a, of sphere of radius r. r ar42= v olume, v, of pyramid, base area a, height h. va h31= v olume, v, of cylinder of radius r, height h. rvr h2= v olume, v, of cone of radius r, height h. r vr h31 2= v olume, v, of sphere of radius r. r vr34 3=      sins in sin aa bb cc==      cos ab cb ca222 2=+ -      sinbc a21area =a c bcb a",
+            "3": "3 0607/42/f/m/22 \u00a9 ucles 2022 [turn over answer all the questions. 1 (a) find the gradient and y-intercept of the line with equation   xy34 24 += .  gradient =      y-intercept =    [3]  (b) y xlnot to scale 0(4, 3)(8, 5)   the diagram shows line l and the coordinates of two points on the line.   (i) show that the equation of line l is   yx22-= .  [3]   (ii) find the equation of the line parallel to l that passes through the point (0, 7).     give your answer in the form ym xc=+ .  y =    [2]",
+            "4": "4 0607/42/f/m/22 \u00a9 ucles 2022 2 (a) find 12  kg as a percentage of 80  kg.   .. % [1]  (b) find 19% of $250.  $    [2]  (c) xavier invests $500 at a rate of 1.5% per year simple interest.   at the end of y years, the value of xavier\u2019s investment is $612.50 .   find the value of y.  y =    [3]",
+            "5": "5 0607/42/f/m/22 \u00a9 ucles 2022 [turn over  (d) each year the value of a car decreases by 12% of its value at the beginning of that year.   the original value of the car is $20  000.   (i) calculate the value of the car at the end of 3 years.    give your answer correct to the nearest dollar.  $    [3]   (ii) find the number of complete years for the value of $20  000 to decrease until it is first below  $1000.   .  [4]  (e) each year the value of another car decreases by r\u200a\u200a% of its value at the beginning of that year.   at the end of 10 years, the value has decreased from $12  000 to $4673.   find the value of r.  r =    [3]",
+            "6": "6 0607/42/f/m/22 \u00a9 ucles 2022 3 (a) the table shows the coursework grades for 20 students. grade 3 4 5 6 7 frequency 1 3 6 2 8   find   (i) the mode,   .  [1]   (ii) the range,   .  [1]   (iii) the median,   .  [1]   (iv) the lower quartile.   .  [1]  (b) the table shows some information about the heights, h cm, of 100 bushes. height ( h cm) h 100 1101g h 10 11 151g h 11 0 15 3 1g frequency 18 37 45   calculate an estimate of the mean height.     cm [2]  (c) the table shows some information about the times, t minutes, taken by some students to read a  magazine. time ( t minutes) t 01 01g t 10 021g t 20 031g t 30 041g frequency 3 11 n 19   when using mid-interval values, an estimate of the mean value of t is 25.4 .   find the value of n.  n =    [4]",
+            "7": "7 0607/42/f/m/22 \u00a9 ucles 2022 [turn over 4 (a) not to scalea\u00b0 b\u00b0 65\u00b0 30\u00b0 c\u00b0   the diagram shows two straight lines crossing two parallel lines.   find the values of a, b and c.  a =    b =    c =    [3]  (b) not to scalek ael bcd 30\u00b020\u00b020\u00b0 70\u00b0 w\u00b0 x\u00b0 z\u00b0v\u00b0u\u00b0y\u00b0   a, b, c, d and e are points on the circle.   kl is a tangent to the circle at e.   ac = ad.   find the values of u, v, w, x, y and z.   u =    x =     v =    y =     w =    z =    [6]",
+            "8": "8 0607/42/f/m/22 \u00a9 ucles 2022 5 (a) (i) expand and simplify  x232+`j .   ..  [2]   (ii) the equation   xx41 25 02++ =   can be written as    xk232+=`j .    find the value of k.  k =    [1]   (iii) use your answer to part(ii)  to solve the equation   xx41 25 02++ =.  x = ... or x = ..  [2]",
+            "9": "9 0607/42/f/m/22 \u00a9 ucles 2022 [turn over  (b) x varies inversely as the square root of ( w \u2013 1).   when w = 10, x = 2.   (i) find x in terms of w.  x =    [2]   (ii) find x when w = 3.25 .  x =    [1]   (iii) find w in terms of x.  w =    [3]",
+            "10": "10 0607/42/f/m/22 \u00a9 ucles 2022 6 in this question all lengths are in centimetres. not to scale x51+x1 2\u2013 x 13\u20137  the area of the larger rectangle is cm842 greater than the area of the smaller rectangle.  (a) show that   xx52 88 02+- =.  [4]  (b) factorise   xx52 882+- .   .  [2]  (c) find the area of the smaller rectangle.   .  cm2 [2]",
+            "11": "11 0607/42/f/m/22 \u00a9 ucles 2022 [turn over 7 \u2013 4 412 \u2013 12y x 0   ()xx 4 f2=-  for x44gg-  (a) on the diagram, sketch the graph of () yx f= . [2]  (b) write down the zeros of f( x).   .  [2]  (c) write down the coordinates of the local maximum.     (.. , ..)  [1]  (d) the equation   xk42-=    has 4 solutions and k is an integer.   write down a possible value of k.    k =    [1]  (e) (i) on the diagram, sketch the graph of   yx2= . [1]   (ii) solve the equation   xx422-= .   .  [2]   (iii) on the diagram, shade the regions where   , yy x 02hg    and   yx 42g-  . [2]",
+            "12": "12 0607/42/f/m/22 \u00a9 ucles 2022 8  ()fxx 21=+     ()gxx 32=-     () () hl og xx 1 =+  (a) find the value of    (i) f(12),   .  [1]   (ii) g(f(12)).   .  [1]  (b) find the value of x when   () () fgxx= .  x =    [2]  (c) find   f(g( x)), giving your answer in its simplest form.   .  [2]  (d) find ()gx1-.  ()gx1- =    [2]",
+            "13": "13 0607/42/f/m/22 \u00a9 ucles 2022 [turn over  (e) find x when   () (. ) hfx 05= .  x =    [2]  (f) find ()hx1-.  ()hx1- =    [2]",
+            "14": "14 0607/42/f/m/22 \u00a9 ucles 2022 9 (a) not to scale4 cmx cm 40\u00b0   calculate the value of x.  x =    [3]  (b) not to scale ac b8 cm 9 cm 10 cm   (i) calculate angle abc .  angle abc  =    [3]   (ii) t is the point on ab that is the shortest distance from c.    calculate bt.  bt =  ...  cm [3]",
+            "15": "15 0607/42/f/m/22 \u00a9 ucles 2022 [turn over  (c) another triangle pqr  has qr = 12 cm, pr = 7 cm and angle pqr  = 35\u00b0.   calculate the difference between the two possible values of angle qpr .   .  [5]",
+            "16": "16 0607/42/f/m/22 \u00a9 ucles 2022 10 when zena wears a sweatshirt, the probability that she goes for a walk is 107.  when zena does not wear a sweatshirt, the probability that she goes for a walk is 109.  on any day, the probability that she wears a sweatshirt is 51.  (a) complete the tree diagram. yeswears a sweatshirt goes for a walk noyes no yes no51 ..   [3]  (b) (i) find the probability that on one day zena does not wear a sweatshirt and she goes for a walk.   .  [2]   (ii) find the probability that on one day zena goes for a walk.   .  [2]",
+            "17": "17 0607/42/f/m/22 \u00a9 ucles 2022 [turn over  (c) in the tree diagram below, the value of j is the answer to part (b)(i)  and the value of k is the  answer to part (b)(ii) . yeswears a sweatshirt goes for a walk noyesno yesno .. j k   (i) find the probability that zena does not wear a sweatshirt when she goes for a walk.   .  [2]   (ii) complete the tree diagram above.  [3]",
+            "18": "18 0607/42/f/m/22 \u00a9 ucles 2022 11 (a) r y\u00b02r not to scale   the diagram shows a sector of a circle with radius r and angle y\u00b0.   the length of the arc of the sector is 2 r.   calculate the value of y.  y =    [3]",
+            "19": "19 0607/42/f/m/22 \u00a9 ucles 2022  (b) 8 cmnot to scale x\u00b0   the diagram shows a sector of a circle with radius 8  cm and angle x\u00b0.   the area of the shaded segment is cma2.   (i) show that   sin axx45832r=- .  [2]   (ii) find the value of a when x = 90.   .  [1]   (iii) by sketching the graph of   sin axx45832r=- ,  find the value of x when a = 5.5 . a x20 90 0  x =    [3]",
+            "20": "20 0607/42/f/m/22 \u00a9 ucles 2022 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.blank page"
+        },
+        "0607_m22_qp_52.pdf": {
+            "1": "this document has 12 pages. any blank pages are indicated.  [turn overdc (rw/jg) 303239/2 \u00a9 ucles 2022 *2730862341* cambridge international mathematics  0607/52 paper 5 investigation (core)  february/march  2022  1 hour 10 minutes you must answer on the question paper. no additional materials are needed. instructions  \u25cf answer all questions.  \u25cf use a black or dark blue pen. you may use an hb pencil for any diagrams or graphs.  \u25cf write your name, centre number and candidate number in the boxes at the top of the page.  \u25cf write your answer to each question in the space provided.  \u25cf do not use an erasable pen or correction fluid.  \u25cf do not write on any bar codes.  \u25cf you should use a graphic display calculator where appropriate.  \u25cf you may use tracing paper.  \u25cf you must show all necessary working clearly, including sketches, to gain full marks for correct methods.  \u25cf in this paper you will be awarded marks for providing full reasons, examples and steps in your working  to communicate your mathematics clearly and precisely. information  \u25cf the total mark for this paper is 36.  \u25cf the number of marks for each question or part question is shown in brackets [  ].cambridge igcse\u2122",
+            "2": "2 0607/52/f/m/22 \u00a9 ucles 2022 answer all the questions. investigation  dot patterns this investigation looks at patterns in sequences of dots, and of dots and crosses. 1 this is a sequence of dot patterns. pattern 2 pattern 1 pattern 3  (a) draw pattern  4.  [1]  (b) complete the table. pattern number, n 1 2 3 4 5 6 number of dots 2 3 4  [1]  (c) how many dots are in pattern  9?   .  [1]  (d) write down an expression, in terms of n, for the number of dots in pattern  n.   .  [1]  (e) find the number of the pattern that has 26  dots.   .  [2]",
+            "3": "3 0607/52/f/m/22 \u00a9 ucles 2022 [turn over 2 this is another sequence of dot patterns. pattern 2 pattern 1 pattern 3  (a) complete the table.   you may use the grid below to help you. pattern number, n 1 2 3 4 5 6 number of dots    21  [3]  (b) find an expression, in terms of n, for the number of dots in pattern  n.   .  [2]  (c) work out the number of dots in pattern  40.   .  [2]",
+            "4": "4 0607/52/f/m/22 \u00a9 ucles 2022 3 (a) oliver draws this sequence of patterns called centred squares . pattern 3 pattern 2 pattern 1   (i) pattern  3 is drawn on the grid.    complete the diagram to show pattern  4.  [1]",
+            "5": "5 0607/52/f/m/22 \u00a9 ucles 2022 [turn over   (ii) complete the table. pattern number, n 1 2 3 4 5 number of dots 1 5 13  [2]   (iii) work out the number of dots in pattern  6.   .  [2]",
+            "6": "6 0607/52/f/m/22 \u00a9 ucles 2022  (b) oliver draws the patterns of centred squares using dots and crosses. pattern 3 pattern 4 pattern 2 pattern 1   (i) pattern  4 is drawn on the grid.    complete the diagram to show pattern  5.  [1]",
+            "7": "7 0607/52/f/m/22 \u00a9 ucles 2022 [turn over   (ii) complete the table. pattern number, n number of dots number of crossestotal number   of dots and crosses 1 1 0 1 2 1 4 5 3 9 4 13 4 16 5 6  [3]   (iii) complete the table. pattern number, n number of dots number of crossestotal number of dots and crosses 1 112= 002= 10 122+= 2 112= 422= 21 522+= 3 932= 422= 32 1322+= 4 16= 5 6  [2]   (iv) complete the formula for the total number of dots and crosses, t, in pattern  n.  t=  .  [2]",
+            "8": "8 0607/52/f/m/22 \u00a9 ucles 2022 4 sophia draws the patterns of centred squares using dots and crosses in a different way. pattern 3 pattern 4 pattern 2 pattern 1  (a) complete the table. pattern number, n number of dots number of crossestotal number   of dots and crosses 1 1 0 1 2 5 0 5 3 9 4 13 4 13 25 5  [2]",
+            "9": "9 0607/52/f/m/22 \u00a9 ucles 2022  (b) complete the table. pattern  number, nnumber   of dotsnumber of crossestotal number   of dots and crosses 1 1 04 0#= 14 01#+= 2 5 04 0#= 54 05#+= 3 9 44 1#= 4191 3 #+= 4 13 () 12 41 2 #=+ ) ( 13 41 22 5 #++ = 5 ()41 2 #=+ +    +             = 6  [3]  (c) (i) in sophia\u2019s patterns, pattern  k has 112  crosses .    find the value of k.  k=  .  [3]   (ii) work out the total number of dots and crosses in pattern  k.   .  [2]",
+            "10": "10 0607/52/f/m/22 \u00a9 ucles 2022 blank page",
+            "11": "11 0607/52/f/m/22 \u00a9 ucles 2022 blank page",
+            "12": "12 0607/52/f/m/22 \u00a9 ucles 2022 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.blank page"
+        },
+        "0607_m22_qp_62.pdf": {
+            "1": "this document has 20 pages. any blank pages are indicated.  [turn overcambridge igcse\u2122 dc (lk/jg) 301931/3 \u00a9 ucles 2022 *5982622981* cambridge international mathematics  0607/62 paper 6 investigation and modelling (extended)  february/march  2022  1 hour 40 minutes you must answer on the question paper. no additional materials are needed. instructions  \u25cf answer both part a (questions 1 to 3) and part b (questions 4 to 8).  \u25cf use a black or dark blue pen. you may use an hb pencil for any diagrams or graphs.  \u25cf write your name, centre number and candidate number in the boxes at the top of the page.  \u25cf write your answer to each question in the space provided.  \u25cf do not use an erasable pen or correction fluid.  \u25cf do not write on any bar codes.  \u25cf you should use a graphic display calculator where appropriate.  \u25cf you may use tracing paper.  \u25cf you must show all necessary working clearly, including sketches, to gain full marks for correct methods.  \u25cf in this paper you will be awarded marks for providing full reasons, examples and steps in your working  to communicate your mathematics clearly and precisely. information  \u25cf the total mark for this paper is 60.  \u25cf the number of marks for each question or part question is shown in brackets [  ].",
+            "2": "2 0607/62/f/m/22 \u00a9 ucles 2022 answer both  parts a and b. a investigation (questions 1 to 3) sequences of centred polygons (30 marks) you are advised to spend no more than 50 minutes on this part. this investigation looks at sequences of centred polygons . the first pattern in each sequence is a single dot. the sequence continues by adding polygons of increasing size around the central dot. 1 (a) oliver draws this sequence of dot patterns called centred squares . pattern 3 pattern 2 pattern 1   (i) pattern 3 is drawn on the grid.    complete the diagram to show pattern 4.  [1]",
+            "3": "3 0607/62/f/m/22 \u00a9 ucles 2022 [turn over   (ii) complete the table. pattern number, n 1 2 3 4 5 number of dots 1 5 13  [2]   (iii) work out the number of dots in pattern 7.   .  [2]",
+            "4": "4 0607/62/f/m/22 \u00a9 ucles 2022  (b) oliver draws the dot patterns of centred squares using dots and crosses. pattern 3 pattern 4 pattern 2 pattern 1   (i) pattern 4 is drawn on the grid.    complete the diagram to show pattern 5.  [1]   (ii) complete the table. pattern number, n number of dots number of crossestotal number of  dots and crosses 1 1 0 1 2 1 4 5 3 9 4 13 4 16 5 6  [2]",
+            "5": "5 0607/62/f/m/22 \u00a9 ucles 2022 [turn over   (iii) complete the table. pattern number, n number of dots number of crossestotal number   of dots and crosses 1 112= 002= 10 122+= 2 112= 422= 21 522+= 3 932= 422= 32 1322+= 4 16= 5 6  [2]   (iv) complete the formula for the total number of dots and crosses, t, in pattern n.  t =    [2]   (v) show that the formula for t is     nn22 12-+ .  [1]   (vi) work out the total number of dots and crosses in pattern 15.   .  [2]",
+            "6": "6 0607/62/f/m/22 \u00a9 ucles 2022 2 this is the sequence of centred triangles. pattern 3 pattern 2 pattern 1  (a) complete the table. pattern number, n 1 2 3 4 5 number of dots, t 1 4 10  [3]  (b) the formula for the number of dots, t, in pattern n is     ta nb nc2=+ + .   (i) give a reason why a is  23.  .  [1]   (ii) find the value of b and the value of c.  b =    c =    [4]",
+            "7": "7 0607/62/f/m/22 \u00a9 ucles 2022 [turn over  (c) there are 571 dots in pattern k.   find the value of k.  k =   ...  [4]",
+            "8": "8 0607/62/f/m/22 \u00a9 ucles 2022 3 the formula for the number of dots, t, in the sequence of centred hexagons is      tn n 33 12=- +.  the number of dots in the nth centred hexagon is 6 more than the number of dots in the nth centred  square.  find the value of n and the number of dots in the centred hexagon.  n =    number of dots in the centred hexagon :    [3]",
+            "9": "9 0607/62/f/m/22 \u00a9 ucles 2022 [turn over b modelling (questions 4 to 8) daylight hours   (30 marks) you are advised to spend no more than 50 minutes on this part. this task looks at modelling the number of daylight hours throughout the year. the number of daylight hours is the length of time between sunrise and sunset. 4 sophia looks at the number of daylight hours in london, england.  she knows the shortest number of daylight hours, shortest day , is on 21 december.  she knows the longest number of daylight hours, longest day , is on 21 june.  she collects data for the sunrise and sunset times on the 21st day of every month.  she works out the length of daylight in hours and minutes and converts it to a time in hours correct to  1 decimal place.  her results are in this table. daylight hours in london month day sunrise sunsetdaylight in hours  and minutesdaylight in  hours december 21 08 03 15 53 7 h 50 min 7.8 january 21 07 52 16 30 8 h 38 min 8.6 february 21 07 02 17 26 10 h 24 min 10.4 march 21 06 00 18 15 12 h 15 min 12.3 april 21 05 51 20 07 14 h 16 min 14.3 may 21 05 00 20 54 15 h 54 min 15.9 june 21 04 43 21 21 16 h 38 min 16.6 july 21 05 08 21 04 15 h 56 min 15.9 august 21 05 55 20 10 14 h 15 min 14.3 september 21 06 45 19 00 12 h 15 min 12.3 october 21 07 35 17 54 november 21 07 28 16 03 8 h 35 min 8.6 december 21 08 03 15 53 7 h 50 min 7.8  (a) complete the row for october.  [2]",
+            "10": "10 0607/62/f/m/22 \u00a9 ucles 2022  (b) sophia puts her results from the table on this graph. 12 10 8 6 4 2 0 2 4 6 8 10013579111317 15 141618 1 3 5 7 9 11 12hours months after 21 decemberdaylight hours in london   (i) plot the value for daylight hours on 21 october.  [1]",
+            "11": "11 0607/62/f/m/22 \u00a9 ucles 2022 [turn over   (ii) write down the number of daylight hours on the shortest day and on the longest day in  london.  shortest day      longest day    [1]   (iii) show that the length of time halfway between the number of daylight hours on the shortest  day and the number of daylight hours on the longest day is 12.2 hours.  [1]",
+            "12": "12 0607/62/f/m/22 \u00a9 ucles 2022 5 sophia changes the order of her table. \u2022 she starts with 21 march. \u2022 she works out daylight hours above and below 12.2 . daylight hours in london month day sunrise sunsetdaylight in hours  and minutesdaylight in  hours, hdaylight in hours   above 12.2 , h march 21 06 00 18 15 12 h 15 min 12.3 0.1 april 21 05 51 20 07 14 h 16 min 14.3 2.1 may 21 05 00 20 54 15 h 54 min 15.9 3.7 june 21 04 43 21 21 16 h 38 min 16.6 4.4 july 21 05 08 21 04 15 h 56 min 15.9 3.7 august 21 05 55 20 10 14 h 15 min 14.3 2.1 september 21 06 45 19 00 12 h 15 min 12.3 0.1 october 21 07 35 17 54 november 21 07 28 16 03 8 h 35 min 8.6 \u0336  3.6 december 21 08 03 15 53 7 h 50 min 7.8 \u0336  4.4 january 21 07 52 16 30 8 h 38 min 8.6 \u0336  3.6 february 21 07 02 17 26 10 h 24 min 10.4 \u0336  1.8 march 21 06 00 18 15 12 h 15 min 12.3 0.1  (a) complete the row for october.  [1]",
+            "13": "13 0607/62/f/m/22 \u00a9 ucles 2022 [turn over  (b) sophia puts her results from the table into this graph. 0h x 9 8 10 11 12 7 6 5 4 3 2 112345 \u2013 5 months after 21 march\u2013 4\u2013 3\u2013 2\u2013 1number of hours above 12.2 0   sophia models the number of daylight hours in london using the points on her graph. she decides  on this model.      . ()sin hx 44 30 =   h is the number of daylight hours above 12.2 and x is the number of months after 21 march.   give a reason why sophia uses   (i) the number 4.4,  .  .  [1]   (ii) the number 30.  .  .  [1]",
+            "14": "14 0607/62/f/m/22 \u00a9 ucles 2022  (c) sophia changes her model.   h is the number of daylight hours and x is the number of months after 21 march.   complete the model for h.  h =    [1]  (d) (i) use the model in part (c)  to calculate the number of daylight hours on 21 april and 21 january.  april    january    [4]   (ii) sophia thinks that the calculated values for april and january show that her model is a good  one.    is she correct?     give a reason for your answer.    .  .  [1]   (iii) what assumption has sophia made about the months for her model?  .  [1]",
+            "15": "15 0607/62/f/m/22 \u00a9 ucles 2022 [turn over 6 this table shows sunrise and sunset times for tokyo in japan on the 21st day of every month. sunrise and sunset times in tokyo month day sunrise sunset march 21 05 43 17 53 april 21 05 00 18 19 may 21 04 32 18 44 june 21 04 25 19 00 july 21 04 40 18 53 august 21 05 04 18 23 september 21 05 28 17 39 october 21 05 52 16 58 november 21 06 22 16 30 december 21 06 47 16 32 january 21 06 48 16 56 february 21 06 22 17 27 march 21 05 43 17 53  the shortest day is 21 december and the longest day is 21 june.  find a model for the number of daylight hours, h, in tokyo.  write your model in the form   )(sin ha xcb =+ ,  where x is the number of months after 21 march and a, b and c are numbers to be found.  h =   ...  [6]",
+            "16": "16 0607/62/f/m/22 \u00a9 ucles 2022 7 this is a model of the number of daylight hours in cairo in egypt.     . ()sin hx 23 01 22 =+  h is the number of daylight hours and x is the number of months after 21 march.  (a) use the model to estimate the number of daylight hours on the shortest day in cairo.   .  [2]  (b) what is the date of the shortest day in cairo according to the model?   .  [1]",
+            "17": "17 0607/62/f/m/22 \u00a9 ucles 2022 8 this is a model of the number of daylight hours in melbourne in australia.     .( ). sinx h 24 30 180 122 =+ +  h is the number of daylight hours and x is the number of months after 21 march.  (a) on the axes below sketch the models for the number of daylight hours: \u2022 in cairo \u2022 in melbourne. months after 21 marchh x 12 0daylight hours15 9  [3]  (b) make a statement about the number of daylight hours in melbourne on the shortest day in cairo.  .  [1]  (c) find the dates when the number of daylight hours in cairo is the same as it is in melbourne.  .  [2]",
+            "18": "18 0607/62/f/m/22 \u00a9 ucles 2022 blank page",
+            "19": "19 0607/62/f/m/22 \u00a9 ucles 2022 blank page",
+            "20": "20 0607/62/f/m/22 \u00a9 ucles 2022 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.blank page"
+        },
+        "0607_s22_qp_11.pdf": {
+            "1": "this document has 8 pages.  [turn overcambridge igcse\u2122cambridge international mathematics  0607/11 paper 1 (core)  may/june  2022  45 minutes you must answer on the question paper. you will need:  geometrical instruments instructions  \u25cf answer all questions.  \u25cf use a black or dark blue pen. you may use an hb pencil for any diagrams or graphs.  \u25cf write your name, centre number and candidate number in the boxes at the top of the page.  \u25cf write your answer to each question in the space provided.  \u25cf do not use an erasable pen or correction fluid.  \u25cf do not write on any bar codes.  \u25cf calculators must not be used in this paper.  \u25cf you may use tracing paper.  \u25cf you must show all necessary working clearly and you will be given marks for correct methods even if  your answer is incorrect.  \u25cf all answers should be given in their simplest form. information  \u25cf the total mark for this paper is 40.  \u25cf the number of marks for each question or part question is shown in brackets [  ]. *7826623390* dc (cj/cb) 302845/2 \u00a9 ucles 2022",
+            "2": "2 0607/11/m/j/22 \u00a9 ucles 2022 formula list area, a, of triangle, base b, height h. a = bh21 area, a, of circle, radius r. a = r2r circumference, c, of circle, radius r. c = 2rr curved surface area, a, of cylinder of radius r, height h. a = 2rrh curved surface area, a, of cone of radius r, sloping edge l. a = rrl curved surface area, a, of sphere of radius r. a = r42r v olume, v, of prism, cross-sectional area a, length l. v = al v olume, v, of pyramid, base area a, height h. v = ah31 v olume, v, of cylinder of radius r, height h. v = rh2r v olume, v, of cone of radius r, height h. v = rh31 2r v olume, v, of sphere of radius r. v = r34 3r",
+            "3": "3 0607/11/m/j/22 \u00a9 ucles 2022 [turn over answer all the questions. 1  write down the mathematical name for this shape.   .  [1] 2 change 21 days into weeks.   ... weeks  [1] 3 in a shop, there are 3 red roses, 5 white roses and 4 yellow roses.  milo chooses a rose at random.  which colour of rose is he most likely to choose?   .  [1] 4 a carton contains 1 litre of juice.  the juice is poured into glasses.  a full glass holds 300  ml of juice.  complete the statement.  there are . full glasses and . ml of juice left.  [2] 5 write down the value of  121.   .  [1]",
+            "4": "4 0607/11/m/j/22 \u00a9 ucles 2022 6 find 53 of 30.   .  [1] 7 boys girls total swimming 13 30 football 26 2 28 running 3 7 cycling 8 12 total 46 34 80  the table shows the favourite sports of 80 students.  complete the table.  [2] 8 measure angle x. x\u00b0  x=    [1] 9 complete this statement.         251 100==   %  [1]",
+            "5": "5 0607/11/m/j/22 \u00a9 ucles 2022 [turn over 10 complete the mapping diagram. 12 16 20 . 407 9 11 15 21x f(x)  [1] 11 three packets of sweets cost 60 cents.  work out the cost of four packets of these sweets.     cents  [1] 12 work out.    () () 57 14#--   .  [2] 13 work out.    73 95#   give your answer as a fraction in its lowest terms.   .  [2]",
+            "6": "6 0607/11/m/j/22 \u00a9 ucles 2022 14 the value of a car is $3000.  at the end of one year the value of the car has reduced by 25%.  work out the value of the car at the end of one year.  $    [2] 15  \u20132\u201310 1234812y 4 \u201312\u20138\u2013456 8716 x  this is the graph of  yx x62=- .   (a) on the grid, draw the line of symmetry.  [1]  (b) write down the equation of this line of symmetry.   .  [1] 16 factorise fully.              xy x 84-   .  [2] 17 the probability that a bus is not late is always 0.9 .    heather uses the bus 20 times.  work out how many times the bus is expected to arrive late.   .  [2]",
+            "7": "7 0607/11/m/j/22 \u00a9 ucles 2022 [turn over 18  x\u00b0 3x\u00b020\u00b0 not to scale  work out the value of x.   .  [2] 19 write the ratio   360 : 200 : 120   in its simplest form.   :  :   [2] 20 solve the simultaneous equations.     xy xy52 30 34 32+= +=      x=    y=    [3] questions 21, 22 and 23 are printed on the next page.",
+            "8": "8 0607/11/m/j/22 \u00a9 ucles 2022 21 write as a single fraction.    x y 23-.   .  [2] 22 there are 112 books on a bookshelf.   84 are paperback books ( p).   59 are fiction books ( f).  37 of the paperback books are fiction books.  (a) complete the venn diagram. pu f  [2]  (b) find n () . pf, l   .  [1]  (c) what type of books are represented by ()pf, l?  .  [1] 23 99 9k 53' =--  (a) find the value of k.  k=    [1]  (b) using your answer to part (a) , write 9k as a fraction.   .  [1] permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the  publisher will be pleased to make amends at the earliest possible opportunity. 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."
+        },
+        "0607_s22_qp_12.pdf": {
+            "1": "this document has 8 pages.  [turn overcambridge igcse\u2122 dc (pq/sg) 220235/1 \u00a9 ucles 2022cambridge international mathematics  0607/12 paper 1 (core)  may/june  2022  45 minutes you must answer on the question paper. you will need:  geometrical instruments instructions  \u25cf answer all questions.  \u25cf use a black or dark blue pen. you may use an hb pencil for any diagrams or graphs.  \u25cf write your name, centre number and candidate number in the boxes at the top of the page.  \u25cf write your answer to each question in the space provided.  \u25cf do not use an erasable pen or correction fluid.  \u25cf do not write on any bar codes.  \u25cf calculators must not be used in this paper.  \u25cf you may use tracing paper.  \u25cf you must show all necessary working clearly and you will be given marks for correct methods even if  your answer is incorrect.  \u25cf all answers should be given in their simplest form. information  \u25cf the total mark for this paper is 40.  \u25cf the number of marks for each question or part question is shown in brackets [  ]. *4299481670*",
+            "2": "2 0607/12/m/j/22 \u00a9 ucles 2022 formula list area, a, of triangle, base b, height h. a = bh21 area, a, of circle, radius r. a = r2r circumference, c, of circle, radius r. c = 2rr curved surface area, a, of cylinder of radius r, height h. a = 2rrh curved surface area, a, of cone of radius r, sloping edge l. a = rrl curved surface area, a, of sphere of radius r. a = r42r v olume, v, of prism, cross-sectional area a, length l. v = al v olume, v, of pyramid, base area a, height h. v = ah31 v olume, v, of cylinder of radius r, height h. v = rh2r v olume, v, of cone of radius r, height h. v = rh31 2r v olume, v, of sphere of radius r. v = r34 3r",
+            "3": "3 0607/12/m/j/22 \u00a9 ucles 2022 [turn over answer all the questions. 1 change 121 years into months.   .  months  [1] 2 write 10010 as a percentage.   .  % [1] 3 suzy hires a car for 5 days.  it cost $35 for the first day and $20 for each extra day.  work out the total amount suzy pays.  $    [2] 4 change 57 kilograms into grams.   ..  g [1] 5 these are the scores of 7 students in a spelling test. 12   8   9   7   13   10   11  (a) work out the range.   .  [1]  (b) work out the mean.   .  [2]",
+            "4": "4 0607/12/m/j/22 \u00a9 ucles 2022 6 a drawer contains 40 socks.  15 socks are black, 5 socks are grey and 20 socks are white.  samir chooses one sock from the drawer at random.  (a) write down the colour of sock he is most likely to choose.   .  [1]  (b) find the probability that the sock is not black.   .  [1] 7 work out.    ()52--   .  [1] 8 120 people were asked what type of car they own.  the results are shown in the pie chart. petrol dieselelectrichybrid  work out how many people own an electric car.   .  [2]",
+            "5": "5 0607/12/m/j/22 \u00a9 ucles 2022 [turn over 9 a rectangle measures 10  cm by 30  cm.  it is enlarged by a scale factor of 3.  work out the size of the new rectangle.  ... cm by ... cm  [2] 10 work out the value of 26.   .  [1] 11 find the coordinates of the mid-point of the line joining the points (0, 0) and (4, 6).  (... , ...)  [1] 12 a circle has circumference 16r cm.  find the radius of this circle.     cm [2] 13  ()xx 3 f2=+  work out ()5f.   .  [1]",
+            "6": "6 0607/12/m/j/22 \u00a9 ucles 2022 14  0 56 4xy 321 \u20133\u20132\u20131 \u20131 \u20132 \u20133 \u2013 4 \u20135\u2013 4 \u20135456 3 2 1  reflect the shape in the line y1=. [2] 15 find the lowest common multiple (lcm) of 12 and 30.   .  [2] 16 a= {square numbers less than 20}  b= {multiples of 4 less than 20}  list the elements of ab+ and ab,.   ab+=    ab,= .  [3]",
+            "7": "7 0607/12/m/j/22 \u00a9 ucles 2022 [turn over 17 a bag contains 5 red balls and 3 blue balls.  magda takes one ball at random out of the bag, notes the colour, and replaces it.   she then takes another ball at random out of the bag and notes the colour.  complete the tree diagram. second ball first ball red blue5 8red blue... ... .. ...red blue  [2] 18 simplify.   ab acb 62'   .  [2] 19 a c bnot to scale  c is the centre of a circle.  ab is a tangent to the circle at b.  write down the value of angle abc .  angle abc=    [1] questions 20, 21, 22 and 23 are printed on the next page.",
+            "8": "8 0607/12/m/j/22 \u00a9 ucles 2022 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.20 a young goat is weighed.  the mass of the goat is 5  kg.  the next time it is weighed, its mass is 7  kg.  work out the percentage increase in the mass of the goat.   .  % [2] 21 expand and simplify.    () () xx22 13 3 -+ -   .  [2] 22 write 0.002  74 in standard form.   .  [1] 23 solve the simultaneous equations. ab26 22 += ab79 -+ =  a=    b=    [3]"
+        },
+        "0607_s22_qp_13.pdf": {
+            "1": "this document has 8 pages.  [turn overdc (rw/ct) 220236/1 \u00a9 ucles 2022 *3093229846* cambridge international mathematics  0607/13 paper 1 (core)  may/june  2022  45 minutes you must answer on the question paper. you will need:  geometrical instruments instructions  \u25cf answer all questions.  \u25cf use a black or dark blue pen. you may use an hb pencil for any diagrams or graphs.  \u25cf write your name, centre number and candidate number in the boxes at the top of the page.  \u25cf write your answer to each question in the space provided.  \u25cf do not use an erasable pen or correction fluid.  \u25cf do not write on any bar codes.  \u25cf calculators must not be used in this paper.  \u25cf you may use tracing paper.  \u25cf you must show all necessary working clearly and you will be given marks for correct methods even if  your answer is incorrect.  \u25cf all answers should be given in their simplest form. information  \u25cf the total mark for this paper is 40.  \u25cf the number of marks for each question or part question is shown in brackets [  ].cambridge igcse\u2122",
+            "2": "2 0607/13/m/j/22 \u00a9 ucles 2022 formula list area, a, of triangle, base b, height h. a = bh21 area, a, of circle, radius r. a = r2r circumference, c, of circle, radius r. c = 2rr curved surface area, a, of cylinder of radius r, height h. a = 2rrh curved surface area, a, of cone of radius r, sloping edge l. a = rrl curved surface area, a, of sphere of radius r. a = r42r v olume, v, of prism, cross-sectional area a, length l. v = al v olume, v, of pyramid, base area a, height h. v = ah31 v olume, v, of cylinder of radius r, height h. v = rh2r v olume, v, of cone of radius r, height h. v = rh31 2r v olume, v, of sphere of radius r. v = r34 3r",
+            "3": "3 0607/13/m/j/22 \u00a9 ucles 2022 [turn over answer all the questions. 1 write 41 as a percentage.   .. % [1] 26 31 3 1 2 3  the diagram shows a fair 6-sided spinner which can land on the numbers 1, 2 or 3.  write down the number on which the spinner is least likely to land.   .  [1] 3 change 4 centilitres into millilitres.   .  ml [1] 4 write 26  830 correct to the nearest hundred.   .  [1] 5 canoe hire costs $30 per day.  a canoe is hired for 7 days.  work out the total cost.  $ .  [1] 6 the table shows some data collected in a probability experiment.  put a tick ( \u2713) in each row to show whether the data is discrete or continuous. data discrete continuous score on die number of rolls of die time taken to roll die  [1]",
+            "4": "4 0607/13/m/j/22 \u00a9 ucles 2022 7 a is the point (3, 2) and b is the point (3, 8).  work out the length of ab.   .  units  [1] 8 fill in the two missing terms of the sequence. 4-,      ,     2,     5,     8,      ,     \u2026  [2] 9 d bec a not to scale y 60\u00b0x\u00b0  lines ab and cd are straight lines that intersect at right angles at x.  find the value of y.  y=  .  [2] 10 simplify.    ab ba 34 2 ++-   .  [2]",
+            "5": "5 0607/13/m/j/22 \u00a9 ucles 2022 [turn over 11 a cuboid has a volume of cm3003.  the length of the cuboid is 25  cm and the width is 4  cm.  find its height.     cm [2] 12 insert two pairs of brackets to make this statement correct. 3  +  2  #  5  =  5  #  4  +  6  '  2  =  25  [2] 13 in a sale a shop reduces its prices by 10%.  paula buys a coat which had an original price of $50.  work out how much paula pays for the coat.  $ .  [2] 14 work out the size of one exterior angle of a 12-sided regular polygon.   .  [2]",
+            "6": "6 0607/13/m/j/22 \u00a9 ucles 2022 15 the table shows the number of spots on each of 30 ladybirds. number of spots 0 2 7 10 13 frequency 5 2 11 9 3  work out the mean number of spots.   .  [3] 16  what type of correlation is shown on the scatter diagram?   .  [1] 17 ab \u201310 \u20132 5 6 4xy 3 2 1 \u20131456 3 2 1  describe fully the single  transformation that maps triangle a onto triangle b.  .  .  [2]",
+            "7": "7 0607/13/m/j/22 \u00a9 ucles 2022 [turn over 18 find the highest common factor (hcf) of 15 and 65.   .  [1] 19 a machine produces rivets.  for every 50 rivets the machine produces, 1 rivet is defective.  (a) a rivet is chosen at random.   find the probability that this rivet is defective.   .  [1]  (b) in a batch of 10  000 rivets, find the expected number of defective rivets.   .  [2] 20 xmaths science 21 3 9u  the number of students in a class studying maths and science are shown in the venn diagram.  (a) write down how many students study both subjects.   .  [1]  (b) find how many students study only one of these subjects.   .  [1]  (c) there are 50 students altogether.   x students do not study either maths or science.   find the value of x.  x=  .  [2] questions 21, 22 and 23 are printed on the next page.",
+            "8": "8 0607/13/m/j/22 \u00a9 ucles 2022 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.21 the width of a fibre is 0.000  019 m.  write the width in standard form.   ..  m [1] 22 10 cm 6 cm 4 cm cb f g da e hnot to scale  rectangles abcd  and efgh  are mathematically similar.  work out eh.  eh=    cm [2] 23 solve.    x10 751+   .  [2]"
+        },
+        "0607_s22_qp_21.pdf": {
+            "1": "this document has 8 pages.  [turn overcambridge igcse\u2122 dc (pq/sw) 215443/1 \u00a9 ucles 2022 *1539934785* cambridge international mathematics  0607/21 paper 2 (extended)  may/june  2022  45 minutes you must answer on the question paper. you will need:  geometrical instruments instructions  \u25cf answer all questions.  \u25cf use a black or dark blue pen. you may use an hb pencil for any diagrams or graphs.  \u25cf write your name, centre number and candidate number in the boxes at the top of the page.  \u25cf write your answer to each question in the space provided.  \u25cf do not use an erasable pen or correction fluid.  \u25cf do not write on any bar codes.  \u25cf calculators must not be used in this paper.  \u25cf you may use tracing paper.  \u25cf you must show all necessary working clearly and you will be given marks for correct methods even if  your answer is incorrect.  \u25cf all answers should be given in their simplest form. information  \u25cf the total mark for this paper is 40.  \u25cf the number of marks for each question or part question is shown in brackets [  ].",
+            "2": "2 0607/21/m/j/22 \u00a9 ucles 2022 formula list for the equation  ax bx c02++ = xabb ac 242!=-- curved surface area, a, of cylinder of radius r, height h. r ar h2= curved surface area, a, of cone of radius r, sloping edge l. r ar l= curved surface area, a, of sphere of radius r. r ar42= v olume, v, of pyramid, base area a, height h. va h31= v olume, v, of cylinder of radius r, height h. rvr h2= v olume, v, of cone of radius r, height h. r vr h31 2= v olume, v, of sphere of radius r. r vr34 3=      sins in sin aa bb cc==      cos ab cb ca222 2=+ -      sinbc a21area=a c bcb a",
+            "3": "3 0607/21/m/j/22 \u00a9 ucles 2022 [turn over answer all the questions. 1 on the number line, show the inequality   x231g- .  \u2013 4 \u2013 3 \u2013 2 \u2013 1 0 1 2 3 4x [2] 2 work out   6 24#-eo .    fp  [1] 3 21  24  25  27  29  39  48  from the list of numbers, write down  (a) the prime number,   .  [1]  (b) the cube number.   .  [1] 4 factorise   xx23-.   .  [1] 5 (a) write   7.297  84   correct to 3 significant figures.   .  [1]  (b) write   0.000  003 06   in standard form.   .  [1] 6 solve.  (a) x42 8=  x=    [1]  (b) ()a36 24 -=   a=    [2]",
+            "4": "4 0607/21/m/j/22 \u00a9 ucles 2022 7 karen has 3 blue hats, 5 red hats and 2 white hats.  she also has 4 blue scarves, 3 red scarves and 1 white scarf.  (a) karen takes a hat at random and replaces it.   find the probability that it is white.   .  [1]  (b) karen takes a hat and a scarf at random.   find the probability that both the hat and the scarf are blue.   .  [2] 8 find the value of 4921.   .  [1] 9 write 90 as the product of its prime factors.   .  [2] 10 find the magnitude of the vector 2 6eo.  give your answer in simplest surd form.   .  [2]",
+            "5": "5 0607/21/m/j/22 \u00a9 ucles 2022 [turn over 11 (a) shade pq,.   p qu  [1]  (b) describe the shaded area using set notation.   r su   .  [1]  (c) the venn diagram shows the number of elements in each subset.   a b 53 6 2 7 1 4 2cu   find   (( )) bc a n++l .   .  [1]",
+            "6": "6 0607/21/m/j/22 \u00a9 ucles 2022 12 (a) 32\u00b0ab cnot to scale d   a, b, c, and d are points on a circle.     angle \u00b0 dac 32= .   . bc dc=   find angle bcd .  angle bcd=    [2]  (b) not to scaledb ac42\u00b0o e   a, b and c are points on the circle centre o.   ecd  is a tangent to the circle at  c.   angle \u00b0 ace 42= .   find angle aoc .  angle aoc=    [2]",
+            "7": "7 0607/21/m/j/22 \u00a9 ucles 2022 [turn over 13 (a) simplify fully.    75 48 12 -+   .  [2]  (b) rationalise the denominator, giving your answer in its simplest form.    31 5+   .  [2] 14        () xx cx d 1422-+ =+  find the value of c and the value of d.  c =    d =    [3] questions 15 and 16 are printed on the next page.",
+            "8": "8 0607/21/m/j/22 \u00a9 ucles 2022 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.15 (a) factorise fully.               xx67 32--   .  [2]  (b) solve.               xx67 3021 --   .  [3] 16 solve.               logl og logp 23 2-=  p= .  [2]"
+        },
+        "0607_s22_qp_22.pdf": {
+            "1": "this document has 8 pages.  [turn overcambridge igcse\u2122 dc (kn/sg) 214829/1 \u00a9 ucles 2022 *5358682218* cambridge international mathematics  0607/22 paper 2 (extended)  may/june  2022  45 minutes you must answer on the question paper. you will need:  geometrical instruments instructions  \u25cf answer all questions.  \u25cf use a black or dark blue pen. you may use an hb pencil for any diagrams or graphs.  \u25cf write your name, centre number and candidate number in the boxes at the top of the page.  \u25cf write your answer to each question in the space provided.  \u25cf do not use an erasable pen or correction fluid.  \u25cf do not write on any bar codes.  \u25cf calculators must not be used in this paper.  \u25cf you may use tracing paper.  \u25cf you must show all necessary working clearly and you will be given marks for correct methods even if  your answer is incorrect.  \u25cf all answers should be given in their simplest form. information  \u25cf the total mark for this paper is 40.  \u25cf the number of marks for each question or part question is shown in brackets [  ].",
+            "2": "2 0607/22/m/j/22 \u00a9 ucles 2022 formula list for the equation  ax bx c02++ = xabb ac 242!=-- curved surface area, a, of cylinder of radius r, height h. r ar h2= curved surface area, a, of cone of radius r, sloping edge l. r ar l= curved surface area, a, of sphere of radius r. r ar42= v olume, v, of pyramid, base area a, height h. va h31= v olume, v, of cylinder of radius r, height h. rvr h2= v olume, v, of cone of radius r, height h. r vr h31 2= v olume, v, of sphere of radius r. r vr34 3=      sins in sin aa bb cc==      cos ab cb ca222 2=+ -      sinbc a21area =a c bcb a",
+            "3": "3 0607/22/m/j/22 \u00a9 ucles 2022 [turn over answer all the questions. 1 work out.    (. ) 0032   .  [1] 2 (a) write the fraction 4015 in its lowest terms.   .  [1]  (b) work out.      32 92+   .  [2] 3 solve the equation.     x11 4 -= -  x=    [1] 4 change cm6003 into m3.      m3 [1] 5 work out 6431 .   .  [1]",
+            "4": "4 0607/22/m/j/22 \u00a9 ucles 2022 6 63\u00b0 75\u00b0not to scalea b ced  ab is parallel to cd.  find angle acd .  angle acd  =    [1] 7 kendra jogs 7  km in 45 minutes.   she then runs at 12  km/h for 30 minutes.  find her average speed in km/h for the whole journey.   . km/h  [3] 8  the mean of eight numbers is 25.   when two extra numbers are included the mean of the ten numbers is 24.  find the mean of the two extra numbers.     .  [2]",
+            "5": "5 0607/22/m/j/22 \u00a9 ucles 2022 [turn over 9 solve the simultaneous equations.       xy xy52 12 35+= - -= -  x =    y =    [3] 10 a is the point (\u20131, 13) and b is the point (3, 1).  find the equation of the line ab, giving your answer in the form ym xc=+ .  y =    [3] 11 solve.    xx65 602-- =  x = ... or x = ...  [3]",
+            "6": "6 0607/22/m/j/22 \u00a9 ucles 2022 12 the lengths of the sides of a triangle are 3  cm, 4  cm and 5  cm.  find the sine of the smallest angle.   .  [1] 13 john goes to a shop that sells newspapers and magazines only.    (a) complete the table of probabilities of john buying something at the shop.  buys a newspaper does not buy a newspaper total buys a magazine 0.40 does not buy a magazine 0.25 total 0.55 1.00  [2]  (b) find the probability that john buys a magazine but not a newspaper.   .  [1] 14   ()xx 23 f=+  find the values of x when ()x 15 f= .    .  [2]",
+            "7": "7 0607/22/m/j/22 \u00a9 ucles 2022 [turn over 15 a bag has 5 black counters, 4 white counters and 1 red counter.  one counter is chosen at random and is replaced.  a second counter is then chosen at random.  find the probability that the two counters chosen are different colours.   .  [4] 16 solve.    logl og logl og x19 8232=+ -+  x =    [3]  question 17 is printed on the next page.",
+            "8": "8 0607/22/m/j/22 \u00a9 ucles 2022 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.17 (a) expand the brackets and simplify.     ab ab +- `` jj   .  [2]  (b) rationalise the denominator.         71 6+   .  [1]     (c) work out the value of     911111 87 76 65 54 8 ++++ +++++ .   .  [2]"
+        },
+        "0607_s22_qp_23.pdf": {
+            "1": "this document has 8 pages.  [turn overcambridge igcse\u2122 dc (ce/fc) 303202/2 \u00a9 ucles 2022 *7852959116* cambridge international mathematics  0607/23 paper 2 (extended)  may/june  2022  45 minutes you must answer on the question paper. you will need:  geometrical instruments instructions  \u25cf answer all questions.  \u25cf use a black or dark blue pen. you may use an hb pencil for any diagrams or graphs.  \u25cf write your name, centre number and candidate number in the boxes at the top of the page.  \u25cf write your answer to each question in the space provided.  \u25cf do not use an erasable pen or correction fluid.  \u25cf do not write on any bar codes.  \u25cf calculators must not be used in this paper.  \u25cf you may use tracing paper.  \u25cf you must show all necessary working clearly and you will be given marks for correct methods even if  your answer is incorrect.  \u25cf all answers should be given in their simplest form. information  \u25cf the total mark for this paper is 40.  \u25cf the number of marks for each question or part question is shown in brackets [  ].",
+            "2": "2 0607/23/m/j/22 \u00a9 ucles 2022 formula list for the equation  ax bx c02++ = xabb ac 242!=-- curved surface area, a, of cylinder of radius r, height h. r ar h2= curved surface area, a, of cone of radius r, sloping edge l. r ar l= curved surface area, a, of sphere of radius r. r ar42= v olume, v, of pyramid, base area a, height h. va h31= v olume, v, of cylinder of radius r, height h. rvr h2= v olume, v, of cone of radius r, height h. r vr h31 2= v olume, v, of sphere of radius r. r vr34 3=      sins in sin aa bb cc==      cos ab cb ca222 2=+ -      sinbc a21area=a c bcb a",
+            "3": "3 0607/23/m/j/22 \u00a9 ucles 2022 [turn over answer all the questions. 1 work out.  (a) ..03 02#   .  [1]  (b) . 12 04'   .  [1] 2 this is a list of 8 numbers. 11  7  8  13  7  14  15  5  (a) find the median.   .  [2]  (b) an extra number is added to the list.   the mean of the nine numbers is 1 more than the mean of the eight numbers.   find the ninth number.   .  [3] 3 show this inequality on the number line. x 341g - x\u20136 \u20135 \u2013 4 \u20133 \u20132 \u20131 0 1 2 3 4 5 6  [2]",
+            "4": "4 0607/23/m/j/22 \u00a9 ucles 2022 4 (a) express 175 as the product of its prime factors.   .  [2]  (b) kurt has two timers.    one is set to ring every 175 minutes.   the other is set to ring every 70 minutes.   both timers ring together at 09  15.   find the time when the timers next ring together.   .  [3] 5 expand.   ()x32 1-   .  [1] 6 find the exterior angle of a regular polygon with 15 sides.   .  [2]",
+            "5": "5 0607/23/m/j/22 \u00a9 ucles 2022 [turn over 7 eggs are graded into four sizes: extra large, large, medium and small.  a farmer records the sizes of a sample of 100 eggs that she collects.  the results are shown in the table. size extra large large medium small number of eggs 28 36 24 12  (a) find the relative frequency for large eggs.   .  [1]  (b) in one month, the farmer collects 2500 eggs.   calculate an estimate for the number of these eggs that are small.   .  [2] 8 factorise fully.    cx dx cx d 222-- +   .  [2]",
+            "6": "6 0607/23/m/j/22 \u00a9 ucles 2022 9 not to scalee f c b ad  abcd  is a parallelogram.  eda  and efb are straight lines.  (a) show that triangles edf  and bcf  are similar.  [2]  (b) bc = 4 cm, de = 5 cm and fb = 3 cm.   find ef.  ef =  ...  cm [2]",
+            "7": "7 0607/23/m/j/22 \u00a9 ucles 2022 [turn over 10 a is the point ( -5, 7) and c is the point (1, -2).  (a) b is the mid-point of ac.   find the coordinates of b.   (... , ...)  [2]  (b) the line cd is perpendicular to the line ac.   find the equation of line cd.   .  [4] 11 y is inversely proportional to ()x22+ .  when x = 3, y = 2.  (a) find y in terms of x.  y =    [2]  (b) find the positive value of x when y = 0.5 .  x =    [2] question 12 is printed on the next page.",
+            "8": "8 0607/23/m/j/22 \u00a9 ucles 2022 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.12 a4 10=-eo   b4 2=-eo  find the magnitude of the vector a - b.  give your answer in its simplest surd form.   .  [4]"
+        },
+        "0607_s22_qp_31.pdf": {
+            "1": "this document has 16 pages.  [turn overcambridge igcse\u2122cambridge international mathematics  0607/31 paper 3 (core)  may/june  2022  1 hour 45 minutes you must answer on the question paper. you will need:  geometrical instruments instructions  \u25cf answer all questions.  \u25cf use a black or dark blue pen. you may use an hb pencil for any diagrams or graphs.  \u25cf write your name, centre number and candidate number in the boxes at the top of the page.  \u25cf write your answer to each question in the space provided.  \u25cf do not use an erasable pen or correction fluid.  \u25cf do not write on any bar codes.  \u25cf you should use a graphic display calculator where appropriate.  \u25cf you may use tracing paper.  \u25cf you must show all necessary working clearly and you will be given marks for correct methods, including  sketches, even if your answer is incorrect.  \u25cf give non-exact numerical answers correct to 3 significant figures, or 1 decimal place for angles in  degrees, unless a different level of accuracy is specified in the question.  \u25cf for r, use your calculator value. information  \u25cf the total mark for this paper is 96.  \u25cf the number of marks for each question or part question is shown in brackets [  ]. *4089846623* dc (cj/sg) 304968/2 \u00a9 ucles 2022",
+            "2": "2 0607/31/m/j/22 \u00a9 ucles 2022 formula list area, a, of triangle, base b, height h. a = bh21 area, a, of circle, radius r. a = r2r circumference, c, of circle, radius r. c = 2rr curved surface area, a, of cylinder of radius r, height h. a = 2rrh curved surface area, a, of cone of radius r, sloping edge l. a = rrl curved surface area, a, of sphere of radius r. a = r42r v olume, v, of prism, cross-sectional area a, length l. v = al v olume, v, of pyramid, base area a, height h. v = ah31 v olume, v, of cylinder of radius r, height h. v = rh2r v olume, v, of cone of radius r, height h. v = rh31 2r v olume, v, of sphere of radius r. v = r34 3r",
+            "3": "3 0607/31// m/j/22 \u00a9 ucles 2022 [turn over answer all the questions. 1 (a) write the number 20  202 in words.  .  [1]  (b) work out.       ... 1756272 48+   .  [1]  (c) write down all the factors of 42.   ...  [2]  (d) write down a prime number between 15 and 20.   .  [1]  (e) write 7832.948    (i) correct to 2 decimal places,   .  [1]   (ii) correct to 4 significant figures,   .  [1]   (iii) correct to the nearest 100.   .  [1]  (f) insert the symbols   (),, ,# +-    so that the following statement is correct.     5  3  4  1  =  9 [1]  (g) jeffrey invests $550 for 3 years at a rate of 3.2% per year simple interest.   work out the interest he receives.  $    [2]",
+            "4": "4 0607/31/m/j/22 \u00a9 ucles 2022 2 wim measures the amount of rain, in mm, each day for 31 days.  the bar chart shows his results. amount of rain (mm)number of days 0012345678910 1 2 3 4 5  (a) write down the mode.   ..  mm [1]  (b) write down the number of days that had no rain.   .  [1]  (c) work out the mean amount of rain per day.   ..  mm [2]  (d) wim picks one of these days at random.   find the probability that, on that day, the amount of rain was 3  mm or more.   .  [1]",
+            "5": "5 0607/31// m/j/22 \u00a9 ucles 2022 [turn over 3 4.2 cma ob e c dnot to scale  the diagram shows a circle, centre o, radius 4.2  cm.  a, b and c are points on the circle.  the line de touches the circle at c.  (a) write down the mathematical name for each of these straight lines.   ac is a  ..  de is a  ..  ab is a  ..  [3]  (b) work out   (i) the circumference of the circle,     cm [2]   (ii) the area of the circle.   ..  cm2 [2]  (c) angle aob  = 110\u00b0.   calculate the area of sector aob .   ..  cm2 [2]",
+            "6": "6 0607/31/m/j/22 \u00a9 ucles 2022 4   10 9 8 7 6 5 4 3 2 1 0 \u2013 1 \u2013 2\u2013 1 1 2 3 4 5 6 7 \u2013 2 \u2013 3xy a c  the diagram shows point a and point c plotted on a 1  cm2 grid.  (a) plot point (, ) b57 and point (, ) d 17-  and draw the quadrilateral abcd . [2]  (b) (i) find the length of ac.  ac=  ...  cm [1]   (ii) use pythagoras\u2019 theorem to find the length of ab.  ab=  ...  cm [2]  (c) write down the mathematical name for quadrilateral abcd .   .  [1]  (d) reflect quadrilateral abcd  in the line y4=. [2]",
+            "7": "7 0607/31// m/j/22 \u00a9 ucles 2022 [turn over 5 (a) solve.   (i) x69 6=  x=    [1]   (ii) x76 13 -= -  x=    [2]  (b) simplify.   (i) rr r 52--   .  [1]   (ii)  a bab 4 372--+   .  [2]  (c) tm n 42=+   find    (i) the value of  t when . m 18=  and . n 03=- ,  t=    [2]   (ii) the value of  n when t26=  and . m 34=  .  n=    [2]",
+            "8": "8 0607/31/m/j/22 \u00a9 ucles 2022 6 30 members of a sports club were asked what their favourite game was.  they could choose from tennis (t), squash (s) or badminton (b).  these are the results.  b t s s t s b b t s  s s s t t t s s b t  b t s s t t b s s t  (a) complete the frequency table. game frequency tennis (t) squash (s) badminton (b)  [2]  (b) find how many more members chose tennis than badminton.   .  [1]  (c) one of the 30 members is chosen at random.   write down the probability that this member chose squash.   .  [1]",
+            "9": "9 0607/31// m/j/22 \u00a9 ucles 2022 [turn over  (d) shadana begins to draw a pie chart to show the results.   (i) show that the sector angle for tennis is 132\u00b0.  [2]   (ii) complete the pie chart for shadana.  [3]",
+            "10": "10 0607/31/m/j/22 \u00a9 ucles 2022 7 gheza wants to know if the number of weeks that a song is number one in the charts is related to the  length of the song, in minutes.   the table shows the results for one year. number of weeks at number one 3 2 1 5 4 11 7 4 3 3 9 length of song (minutes) 3.5 3.9 4.2 3.1 3.2 2.5 2.9 3.0 3.4 3.7 2.9  (a) complete the scatter diagram.   the first 6 points have been plotted for you. 012345 0 1 2 3 4 5 6 number of weeks at number one7 8 9 10 11length of song (minutes)  [2]  (b) what type of correlation is shown in the diagram?   .  [1]",
+            "11": "11 0607/31// m/j/22 \u00a9 ucles 2022 [turn over  (c) find   (i) the mean number of weeks at number one,   .  [1]   (ii) the mean length of a song.   ..  min [1]  (d) on the scatter diagram, draw a line of best fit.  [2]",
+            "12": "12 0607/31/m/j/22 \u00a9 ucles 2022 8 (a) the nth term of a sequence is   n232+.   write down the first three terms of this sequence.   ,  ,   [2]  (b) these are the first four terms of a different sequence.     5    3-    11-    19-   (i) find the next two terms of the sequence.   , ...  [2]   (ii) find the nth term of the sequence.   .  [2]   (iii) sanjay says that 101-  is a term of the sequence.    show that he is not correct.  [2]",
+            "13": "13 0607/31// m/j/22 \u00a9 ucles 2022 [turn over 9 cb a7 6 5 4 3 2 1 0 \u2013 1 \u2013 2 \u2013 3 \u2013 4\u2013 1 1 2 3 4 5 6 7 \u2013 2 \u2013 3 \u2013 4xy  (a) describe fully the single  transformation that maps shape a onto shape b.    .  [3]            (b) describe fully the single  transformation that maps shape a onto shape c.    .  [2]  (c) rotate shape a 90\u00b0 clockwise about (0, 0).  [2]",
+            "14": "14 0607/31/m/j/22 \u00a9 ucles 2022 10 not to scale16 0 \u2013 123 \u2013 4xy  the diagram shows a sketch of the graph of    .. yx xx 05 0652 232=+ -+     for x43gg- .    (a) find the coordinates of the point where the graph crosses the y-axis.  ( ... , ... )  [1]  (b) find the coordinates of the point where the graph crosses the x-axis.  ( ... , ... )  [1]  (c) find the coordinates of the local maximum.  ( ... , ... )  [2]  (d) find the coordinates of the local minimum.  ( ... , ... )  [2]  (e) on the diagram, sketch the graph of   y8=. [1]  (f)  solve this equation.     ..xx x 05 0652 2832+- += .  x=    [1]  ",
+            "15": "15 0607/31// m/j/22 \u00a9 ucles 2022 [turn over 11     x\u00b0y\u00b0a bo14 cm not to scale  the diagram shows a regular hexagon with centre andc m oo ao b14 == .  (a) work out the size of angle x and the size of angle y.  x=    y=    [2]  (b) write down the length of ab.   ab=  ...  cm [1]  (c) work out the area of triangle aob .   ..  cm2 [3]  the regular hexagon is the cross-section of a prism.  the length of the prism is 5  cm.  (d) work out the volume of the prism.   ..  cm3 [2] question 12 is printed on the next page.",
+            "16": "16 0607/31/m/j/22 \u00a9 ucles 2022 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.12 ruben\u2019s house is 1.3  km from the supermarket.  (a) he walks to the supermarket at a speed of 5  km / h.   work out how long it takes him.   give your answer in minutes and seconds.   min  s  [3]  (b) on another day, ruben cycles to the supermarket in a time of 5 minutes 12 seconds.   (i) show that 12 seconds = 0.2 minutes.  [1]   (ii) work out ruben\u2019s average speed when cycling to the supermarket.    give your answer in km  / h.   ...  km / h [2]"
+        },
+        "0607_s22_qp_32.pdf": {
+            "1": " [turn overdc (nf/sw) 214443/2 \u00a9 ucles 2022this document has 16 pages. *5214594003* cambridge international mathematics  0607/32 paper 3 (core)  may/june  2022  1 hour 45 minutes you must answer on the question paper. you will need:  geometrical instruments instructions  \u25cf answer all questions.  \u25cf use a black or dark blue pen. you may use an hb pencil for any diagrams or graphs.  \u25cf write your name, centre number and candidate number in the boxes at the top of the page.  \u25cf write your answer to each question in the space provided.  \u25cf do not use an erasable pen or correction fluid.  \u25cf do not write on any bar codes.  \u25cf you should use a graphic display calculator where appropriate.  \u25cf you may use tracing paper.  \u25cf you must show all necessary working clearly and you will be given marks for correct methods, including  sketches, even if your answer is incorrect.  \u25cf give non-exact numerical answers correct to 3 significant figures, or 1 decimal place for angles in  degrees, unless a different level of accuracy is specified in the question.  \u25cf for r, use your calculator value. information  \u25cf the total mark for this paper is 96.  \u25cf the number of marks for each question or part question is shown in brackets [  ].cambridge igcse\u2122",
+            "2": "2 0607/32/m/j/22 \u00a9 ucles 2022 formula list area, a, of triangle, base b, height h. a = bh21 area, a, of circle, radius r. a = r2r circumference, c, of circle, radius r. c = 2rr curved surface area, a, of cylinder of radius r, height h. a = 2rrh curved surface area, a, of cone of radius r, sloping edge l. a = rrl curved surface area, a, of sphere of radius r. a = r42r v olume, v, of prism, cross-sectional area a, length l. v = al v olume, v, of pyramid, base area a, height h. v = ah31 v olume, v, of cylinder of radius r, height h. v = rh2r v olume, v, of cone of radius r, height h. v = rh31 2r v olume, v, of sphere of radius r. v = r34 3r",
+            "3": "3 0607/32/m/j/22 \u00a9 ucles 2022 [turn over answer all the questions. 1 (a)    21      22      23      24      25      26      27      28      29   from this list of numbers, write down   (i) an even number,   .  [1]   (ii) a multiple of 6,   .  [1]   (iii) a factor of 100,   .  [1]   (iv) a prime number.   .  [1]  (b) find the value of    (i) , 841   .  [1]   (ii) .63   .  [1]  (c) work out.     ... 521325 3551+   give your answer correct to 2 decimal places.   .  [2]",
+            "4": "4 0607/32/m/j/22 \u00a9 ucles 2022 2  2 0y x 24 135 4 1 3 5 6a db c  quadrilateral abcd is drawn on a 1  cm square grid.  (a) write down the mathematical name of quadrilateral abcd .   .  [1]  (b) write down the coordinates of point b.  ( .   ,  ..)  [1]  (c) work out the area and the perimeter of quadrilateral abcd .  area            ...  cm2  perimeter    ...  cm [2]  (d) on the diagram, draw the lines of symmetry of quadrilateral abcd . [2]",
+            "5": "5 0607/32/m/j/22 \u00a9 ucles 2022 [turn over 3 (a) these are the first four terms of a sequence.     4            8            12            16   (i) write down the next two terms of this sequence.   .    ,   .  [1]   (ii) write down the rule for continuing this sequence.   .  [1]   (iii) find the nth term of this sequence.   .  [1]  (b) look at the patterns of numbers in this table. row 1 20 19 3922-= row 2 13 19 8722-= row 3 3 18 17 522-= row 4 13 17 6322-= row 5 row 8   (i) complete row 5 of the table. [1]   (ii) complete row 8 of the table. [2]   (iii) find the nth term of this sequence.     39          37          35          33   .  [2]",
+            "6": "6 0607/32/m/j/22 \u00a9 ucles 2022 4  108\u00b0not to scaley\u00b0 x\u00b0q b c pa  in the diagram, aqb and pbc  are straight lines and . pq pb=  (a) what type of triangle is bpq ?   .  [1]  (b) find the value of x.  x=    [3]  (c) find the value of y.  y=    [1]  (d) ab and bc are two sides of a regular polygon.   work out the number of sides of this polygon.   .  [2]",
+            "7": "7 0607/32/m/j/22 \u00a9 ucles 2022 [turn over 5 (a) the table shows the melting point, in \u00b0c, of some metals. metal melting point (\u00b0c) zinc 420 gold 1063 silver 893 copper 1084 aluminium 660   (i) write these five temperatures in order of size starting with the smallest.  .  , . , .   , .  , .  [1]  smallest   (ii) write 1063 correct to the nearest 10.   .  [1]   (iii) write 1084 in words.  .  [1]  (b) brass can be made by combining copper and zinc in this ratio.    copper  :  zinc    =    13  :  7   work out the mass of copper and the mass of zinc used to make 60  kg of brass.  copper     ..  kg  zinc       ..  kg [2]",
+            "8": "8 0607/32/m/j/22 \u00a9 ucles 2022 6 (a) (i) a train travels from amsterdam to brussels in 2 hours 15 minutes.    it leaves amsterdam at 11  10.    work out the time the train arrives in brussels.   .  [1]   (ii) on its return journey, the train leaves brussels at 14  50.    it arrives in amsterdam at 17  15.    work out the length of time this journey took.    give your answer in hours and minutes.   ...  h ...  min [1]  (b) one day, the adult train fare from amsterdam to brussels is 75 euros.   (i) the fare for a child is 53 of the adult fare.    work out the child fare for the journey.     euros  [1]   (ii) on another day the adult fare of 75 euros is increased by 12%.    work out the adult fare on this day.     euros  [2]  (c) the train from amsterdam to brussels travels 180 km in 2 hours 15 minutes.   work out the average speed of the train in kilometres per hour.     km / h [2]",
+            "9": "9 0607/32/m/j/22 \u00a9 ucles 2022 [turn over 7 the graph shows the cost, y dollars, of printing x cards. 0010203040 10 20 30 number of cardscost ($) 40 50y x  (a) (i) find the cost of printing 45 cards.  $    [1]   (ii) find the largest number of cards that can be printed for $28.   .  [1]  (b) (i) find the equation of the line in the form . ym xc=+  y=    [3]   (ii) any number of cards can be printed.    steffi needs 100 cards.    use your equation from part (b)(i)  to find how much these will cost.  $    [2]",
+            "10": "10 0607/32/m/j/22 \u00a9 ucles 2022 8  y x20 \u2013 5\u2013 4 0 3  (a) on the diagram, sketch the graph of   yx x32=+    for . x 43gg-  [2]  (b) on the diagram, sketch the graph of   yx26=+    for . x 43gg-  [2]  (c) find the coordinates of each point of intersection of   yx x32=+    and   . yx 26=+  ( . , . )  and    ( . , . )  [2] 9 (a) complete each of these statements using  1  or  2 .       11       .         7     11-       .       7- [1]  (b) simplify.   (i) xx x 35++   .  [1]   (ii) ptpt62 43 -- +   .  [2]",
+            "11": "11 0607/32/m/j/22 \u00a9 ucles 2022 [turn over  (c) factorise fully.     xx y 12 3+   .  [2]  (d) solve.   (i)   x 55=  x=    [1]   (ii)   xx73 35 += +  x=    [2]  (e) yx62=   (i) find the value of  y when x = 5.  y=    [1]   (ii) find the value of x when y = 294.  x=    [2]   (iii) rearrange the formula   y = 6x2   to make x the subject.  x=    [2]",
+            "12": "12 0607/32/m/j/22 \u00a9 ucles 2022 10 a garage sells used cars.  the table shows the selling price, in $, and the distance travelled, in km, of eight used cars.  all cars are of the same make and model. distance  travelled (km)8000 15 000 25 000 22 000 34 000 2000 40 000 46 000 selling price ($) 7300 5000 3900 5500 4000 6000 2000 2300  (a) complete the scatter diagram.   the first four points have been plotted for you.  002000400060008000 1000300050007000 10 000 20 000 30 000 distance travelled (km)selling price ($) 40 000 50 000  [2]  (b) what type of correlation is shown in the scatter diagram?      [1]  (c) the mean distance travelled is 24  000 km and the mean selling price is $4500.   on the scatter diagram, draw a line of best fit.  [2]  (d) another used car of this make and model had travelled a distance of 30  000 km.   use your line of best fit to estimate the selling price of this car.  $    [1]",
+            "13": "13 0607/32/m/j/22 \u00a9 ucles 2022 [turn over 11  b ad ec68\u00b0 54 mm 35 mm45 mmnot to scale  the diagram shows three right-angled triangles abc , bcd  and cde .  , ac 54mm=  , cd 45mm=  ce 35mm=  and angle \u00b0. bac 68=  (a) use trigonometry to show that , bc 134mm =  correct to the nearest mm. [2]  (b) use trigonometry to find angle bcd .  angle bcd=    [2]  (c) use pythagoras\u2019 theorem to find de.  de=  ..  mm [2]",
+            "14": "14 0607/32/m/j/22 \u00a9 ucles 2022 12 the table shows the frequency distribution for the masses, in kg, of 100 students. mass ( m kg) m 30 401g m 00451g m 00561g m 00671g m 00781g m 00891g frequency 16 23 28 18 11 4  (a) complete the cumulative frequency table. mass ( m kg) m 40g m 05g m 06g m 07g m 08g m 09g cumulative  frequency [2]  (b) on the grid below, draw the cumulative frequency curve for this data.   30020406080 10305070100 90 50 70 90 mass (m kg)cumulative frequency 40 60 80 [3]",
+            "15": "15 0607/32/m/j/22 \u00a9 ucles 2022 [turn over  (c) use your cumulative frequency curve to find an estimate of   (i) the median,   .  kg [1]   (ii) the interquartile range.      kg [2]  (d) use your cumulative frequency curve to find an estimate for the number of students with a mass of  less than 68  kg.   .  [1] question 13 is printed on the next page.",
+            "16": "16 0607/32/m/j/22 \u00a9 ucles 2022 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.13 (a) a cube has edges of length 3  cm. not to scale 3 cm   (i) find the volume of the cube.   ...  cm3 [2]   (ii) find the total surface area of the cube.   ...  cm2 [2]  (b)  not to scale15 cm 20 cm 30 cm   some cubes, each with edges of length 3  cm, are placed in a box.   the box is a cuboid with dimensions 30  cm by 20  cm by 15  cm.   work out the greatest number of these cubes that can be placed in the box.   .  [3]"
+        },
+        "0607_s22_qp_33.pdf": {
+            "1": "this document has 20 pages. any blank pages are indicated.  [turn overcambridge igcse\u2122 *3445827789* dc (ce/sg) 303913/2 \u00a9 ucles 2022cambridge international mathematics  0607/33 paper 3 (core)  may/june  2022  1 hour 45 minutes you must answer on the question paper. you will need:  geometrical instruments instructions  \u25cf answer all questions.  \u25cf use a black or dark blue pen. you may use an hb pencil for any diagrams or graphs.  \u25cf write your name, centre number and candidate number in the boxes at the top of the page.  \u25cf write your answer to each question in the space provided.  \u25cf do not use an erasable pen or correction fluid.  \u25cf do not write on any bar codes.  \u25cf you should use a graphic display calculator where appropriate.  \u25cf you may use tracing paper.  \u25cf you must show all necessary working clearly and you will be given marks for correct methods, including  sketches, even if your answer is incorrect.  \u25cf give non-exact numerical answers correct to 3 significant figures, or 1 decimal place for angles in  degrees, unless a different level of accuracy is specified in the question.  \u25cf for r, use your calculator value. information  \u25cf the total mark for this paper is 96.  \u25cf the number of marks for each question or part question is shown in brackets [  ].",
+            "2": "2 0607/33/m/j/22 \u00a9 ucles 2022 formula list area, a, of triangle, base b, height h. a = bh21 area, a, of circle, radius r. a = r2r circumference, c, of circle, radius r. c = 2rr curved surface area, a, of cylinder of radius r, height h. a = 2rrh curved surface area, a, of cone of radius r, sloping edge l. a = rrl curved surface area, a, of sphere of radius r. a = r42r v olume, v, of prism, cross-sectional area a, length l. v = al v olume, v, of pyramid, base area a, height h. v = ah31 v olume, v, of cylinder of radius r, height h. v = rh2r v olume, v, of cone of radius r, height h. v = rh31 2r v olume, v, of sphere of radius r. v = r34 3r",
+            "3": "3 0607/33/m/j/22 \u00a9 ucles 2022 [turn over answer all the questions. 1 (a) write sixteen thousand and twenty-four in numbers.   .  [1]  (b) write 852 as a decimal.   .  [1]  (c) write down the square number between 10 and 20.   .  [1]  (d) work out   ... 26 5832 + .   give your answer correct to 5 significant figures.   .  [2]  (e) find the value of .4234.   give your answer correct to 1 decimal place.   .  [2]  (f) kelly buys candy bars that cost $0.72 each.   he buys the greatest number of candy bars he can with $8.   (i) work out the number of candy bars that he buys.   .  [2]   (ii) work out how much change he receives.  $    [1]",
+            "4": "4 0607/33/m/j/22 \u00a9 ucles 2022 2 the table shows the type of doughnut and the number of doughnuts sold in a shop on one day. type sugar raisin cream jam iced number 2000 2500 1500 1250 750  (a) find the total number of doughnuts sold.   .  [1]  (b) write down the most popular type of doughnut.   .  [1]  (c) work out how many more jam doughnuts were sold than iced doughnuts.   .  [1]  (d) work out the fraction of the doughnuts sold that were jam doughnuts.   give your answer as a fraction in its simplest form.   .  [2]  (e) write the ratio   1500 : 1250 : 750   in its simplest form.  ... : .. : ..  [2]",
+            "5": "5 0607/33/m/j/22 \u00a9 ucles 2022 [turn over  (f) on the grid below, complete the bar chart to show the information in the table. 050010001500200025003000 number of doughnuts sold sugar raisin cream type of doughnutjam iced  [2]  (g) sugar doughnuts cost $1.25 each.   raisin doughnuts cost $1.50 each.   work out the total cost of 5 sugar doughnuts and 3 raisin doughnuts.  $    [2]",
+            "6": "6 0607/33/m/j/22 \u00a9 ucles 2022 3 (a)   this shape is drawn on a 1 cm2 grid.   work out the perimeter and the area of the shape.   give the units of each answer.  perimeter  ...  ...  area  ...  ...  [3]  (b)   add one more square to the shape above so that the shape has rotational symmetry of order 2.  [1]",
+            "7": "7 0607/33/m/j/22 \u00a9 ucles 2022 [turn over  (c)   (i) add one more square to the shape above so that the shape has line symmetry.  [1]   (ii) on your shape, draw the line of symmetry.  [1]",
+            "8": "8 0607/33/m/j/22 \u00a9 ucles 2022 4 \u2013 4\u2013 3\u2013 2\u2013 1123456 0 \u2013 1 1 2 3 4 5 6 7 \u2013 2 \u2013 3 \u2013 4 \u2013 5 \u2013 6 \u2013 7y x ca b d  the diagram shows quadrilateral abcd  drawn on a 1 cm2 grid.  (a) write down the coordinates of points a, b and c.  a (...\u200a\u200a,\u200a\u200a...)  b (...\u200a\u200a,\u200a\u200a...) c (...\u200a\u200a,\u200a\u200a...)  [3]  (b) write down the mathematical name of    (i) quadrilateral abcd ,   .  [1]   (ii) triangle bcd .   .  [1]",
+            "9": "9 0607/33/m/j/22 \u00a9 ucles 2022 [turn over  (c) use pythagoras\u2019 theorem to calculate the length of ad.  ad =  ...  cm [2]  (d) use trigonometry to calculate angle dcb .  angle dcb  =    [2]  (e) reflect quadrilateral abcd  in the y-axis.  [1]",
+            "10": "10 0607/33/m/j/22 \u00a9 ucles 2022 5 to hire a van, a company charges $2.50 for each kilometre travelled plus a fixed charge of $800.  (a) the total cost is t dollars when the distance travelled is k kilometres.   write an equation for t in terms of k.   .  [2]  (b) kiera hires a van and travels 324 kilometres.   find the total amount she has to pay.  $    [2]  (c) misty hires a van and pays $1045.   find how many kilometres she travels.   ...  km [2]",
+            "11": "11 0607/33/m/j/22 \u00a9 ucles 2022 [turn over 6 the cumulative frequency curve shows the heights, in cm, of 100 adult emperor penguins. 0 100 105 110 115 height (cm)120 125 130102030405060708090100 cumulative frequency  use the curve to estimate  (a) the median,     cm [1]  (b) the lower quartile,     cm [1]  (c) the interquartile range,     cm [1]  (d) the number of emperor penguins that have a height of 120  cm or more.   .  [2]",
+            "12": "12 0607/33/m/j/22 \u00a9 ucles 2022 7 greta joins a gym for one year.  (a) she can pay her membership every week, every month or in one payment for the whole year. payment type cost weekly   $5.95 monthly  $25.00 yearly $297.75   work out which payment type is the cheapest.   show all your working.   .  [3]  (b) on the cycle machine, greta cycles a distance of 3.2  km in 10 minutes.   work out her average speed in km/h.   . km/h  [2]  (c) on the treadmill, greta walks at 6.3  km/h.   (i) work out the distance she walks in 27 minutes.    give your answer in kilometres.   ...  km [2]   (ii) change 6.3  km/h to m/min.   ..  m/min  [2]",
+            "13": "13 0607/33/m/j/22 \u00a9 ucles 2022 [turn over 8 c5 cm b136\u00b0not to scale da o  the diagram shows a circle, centre o, radius 5  cm.  angle aob  = 136\u00b0 and cbd  is a tangent to the circle at b.  (a) find the size of    (i) angle obc ,  angle obc  =    [1]   (ii) angle oab ,  angle oab  =    [2]   (iii) angle abd .  angle abd  =    [1]  (b) show that the area of the minor sector aob  is 29.7  cm2, correct to 1 decimal place.  [2]  (c) work out the length of the minor arc ab.     cm [2]",
+            "14": "14 0607/33/m/j/22 \u00a9 ucles 2022 9 (a) solve.   (i) x64 2=  x =    [1]   (ii) x42 2-=  x =    [2]  (b) factorise completely.    bb71 42-   .  [2]  (c) expand.    ()a42 5-   .  [2]  (d) solve the simultaneous equations.   show all your working.     ab ab52 12 61 1-= +=  a =    b =    [3]",
+            "15": "15 0607/33/m/j/22 \u00a9 ucles 2022 [turn over  (e) find the value of x in each of the following.    (i) aaax 26 =  x =    [1]   (ii) aa ax 31 5#=  x =    [1]  (f) write as a single fraction in its simplest form.   (i) xx 3 52+   .  [2]   (ii) mn mn 5 1522 '   .  [3]",
+            "16": "16 0607/33/m/j/22 \u00a9 ucles 2022 10 y x10 \u2013 10\u2013 2 2 0  (a) on the diagram, sketch the graph of   yxx1 3=+    for values of x between 2- and 2.  [2]  (b) write down the equation of the vertical asymptote.   .  [1]  (c) find the coordinates of the local minimum. (...\u200a\u200a,\u200a\u200a...)  [2]  (d) on the same diagram, sketch the graph of   yx5=    for x22gg- . [2]  (e) solve the equation   xxx153+=    for values of x between 2- and 2.   . and .  [2] ",
+            "17": "17 0607/33/m/j/22 \u00a9 ucles 2022 11 the probability that it snows on any day in february is 106.  if it snows, the probability that maud goes for a walk is 52.  if it does not snow, the probability that maud goes for a walk is 75.  (a) complete the tree diagram to show this information. .. .. .. snowsgoes for a walk does not go for a walk goes for a walk does not go for a walkdoes not snow106  [3]  (b) one day in february is chosen at random.   find the probability that it snows and maud does not go for a walk.   .  [2]",
+            "18": "18 0607/33/m/j/22 \u00a9 ucles 2022 blank page",
+            "19": "19 0607/33/m/j/22 \u00a9 ucles 2022 blank page",
+            "20": "20 0607/33/m/j/22 \u00a9 ucles 2022 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.blank page"
+        },
+        "0607_s22_qp_41.pdf": {
+            "1": "this document has 20 pages. any blank pages are indicated.  [turn overcambridge igcse\u2122cambridge international mathematics  0607/41 paper 4 (extended)  may/june  2022  2 hours 15 minutes you must answer on the question paper. you will need:  geometrical instruments instructions  \u25cf answer all questions.  \u25cf use a black or dark blue pen. you may use an hb pencil for any diagrams or graphs.  \u25cf write your name, centre number and candidate number in the boxes at the top of the page.  \u25cf write your answer to each question in the space provided.  \u25cf do not use an erasable pen or correction fluid.  \u25cf do not write on any bar codes.  \u25cf you should use a graphic display calculator where appropriate.  \u25cf you may use tracing paper.  \u25cf you must show all necessary working clearly and you will be given marks for correct methods, including  sketches, even if your answer is incorrect.  \u25cf give non-exact numerical answers correct to 3 significant figures, or 1 decimal place for angles in  degrees, unless a different level of accuracy is specified in the question.  \u25cf for r, use your calculator value. information  \u25cf the total mark for this paper is 120.  \u25cf the number of marks for each question or part question is shown in brackets [  ]. *6483893081* dc (cj/cb) 215444/1 \u00a9 ucles 2022",
+            "2": "2 0607/41/m/j/22 \u00a9 ucles 2022 formula list for the equation  ax bx c02++ = xabb ac 242!=-- curved surface area, a, of cylinder of radius r, height h. r ar h2= curved surface area, a, of cone of radius r, sloping edge l. r ar l= curved surface area, a, of sphere of radius r. r ar42= v olume, v, of pyramid, base area a, height h. va h31= v olume, v, of cylinder of radius r, height h. rvr h2= v olume, v, of cone of radius r, height h. r vr h31 2= v olume, v, of sphere of radius r. r vr34 3=      sins in sin aa bb cc==      cos ab cb ca222 2=+ -      sinbc a21area=a c bcb a",
+            "3": "3 0607/41/m/j/22 \u00a9 ucles 2022 [turn over answer all the questions. 1 \u2013 4 \u2013 3 \u2013 2 \u2013 1 \u2013 1 \u2013 2 \u2013 31 023 1 2 3 4y x t p  (a) translate triangle t by the vector  2 2-eo . [2]    (b) reflect triangle t in the line  . y 05=  . [2]  (c) describe fully the single  transformation that maps triangle p onto triangle t.  .  .  [3]  (d) enlarge triangle p with scale factor 2-, centre (, ) 31-. [2]",
+            "4": "4 0607/41/m/j/22 \u00a9 ucles 2022 2 (a) the cumulative frequency curve shows the marks for 300 students in a history test.           050100150200250300 0 10 20 30 40 50 history markcumulative frequency   (i) find an estimate for the median.   .  [1]   (ii) estimate the number of students with a mark of more than 20.   .  [2]   (iii) 70% of the students pass the test.    find the pass mark.   .  [2]",
+            "5": "5 0607/41/m/j/22 \u00a9 ucles 2022 [turn over  (b) the table shows the marks for 100 students in a geography test. mark m m 10 201g m 00231g m 00341g m 00451g frequency 2 28 57 13   calculate an estimate of the mean.   .  [2]  (c) the table shows the marks for 9 students in chemistry and in physics. chemistry  mark ( x)33 28 39 40 22 25 38 43 36 physics  mark ( y)45 32 26 49 18 36 29 40 35   (i) find the equation of the regression line for y in terms of x.       y=    [2]   (ii) what type of correlation is seen in this data?        .  [1]   (iii) use your answer to part (c)(i) to estimate the physics mark for a student with a mark of 30 in  chemistry.   .  [1]",
+            "6": "6 0607/41/m/j/22 \u00a9 ucles 2022 3   y x\u2013 3 \u2013 55 0 1    ()fxxx241 2=+ -  (a) on the diagram, sketch the graph of ()f yx=  for values of x between 3- and 1.  [3]  (b) write down the equation of the asymptote of the graph.   .  [1]  (c) find the coordinates of the local maximum.  (... , ...)  [1]  (d) g()xx x53=-   for x31gg- .   solve   () g() fxxg .   .  [4]",
+            "7": "7 0607/41/m/j/22 \u00a9 ucles 2022 [turn over 4 (a) $216 is shared in the ratio  5 : 1.   work out the larger share.    $    [2]  (b) luis shares some money between ali, betty and clare in the ratio  3 : 4 : 6.   ali receives  $171.   find the total amount of money luis shared.  $    [2]  (c) farima invests $1400 in a savings account paying simple interest at a rate of 2.5% per year.   calculate the total amount in the account at the end of 3 years.  $    [3]  (d) emir invests $3000 at a rate of 2% per year compound interest.   (i) calculate the value of emir\u2019s investment at the end of 4 years.  $ .  [2]   (ii) find the number of complete years until emir\u2019s investment is first worth more than $4000.   .  [4]",
+            "8": "8 0607/41/m/j/22 \u00a9 ucles 2022 5 a sequence of patterns is made using grey tiles and white tiles. pattern 1 pattern 2 pattern 3  (a) complete the table. pattern number 1 2 3 4 n number of grey tiles 6 10 number of white tiles 0 2  [6]  (b) find and simplify an expression for the total number of tiles in pattern n.   .  [1]  (c) pattern k has a total of 600 tiles.   find the number of grey tiles in pattern k.   .  [4]",
+            "9": "9 0607/41/m/j/22 \u00a9 ucles 2022 [turn over  (d) the tiles in a pattern are put in a bag.   the probability of taking a grey tile from the bag at random is 125.   a tile is taken from the bag at random and replaced.   this is repeated 3 times.   find the probability that all 3 tiles are white.           .  [2]  (e) all the grey tiles from pattern 4 are put in a bag.     two tiles are taken from the bag at random without replacement.   find the probability that one tile came from a corner of the pattern and the other did not.   .  [3]",
+            "10": "10 0607/41/m/j/22 \u00a9 ucles 2022 6 (a)  obc a30\u00b05 cmnot to scale  the diagram shows a circle, centre o, with radius 5  cm.  ba and bc are tangents to the circle at a and c.  angle abc  \u00b030= .  calculate the area of the shaded minor segment.   .  cm2 [4]",
+            "11": "11 0607/41/m/j/22 \u00a9 ucles 2022 [turn over  (b)  not to scaleoo de d e40\u00b0 12 cmheight   the circle, centre o, has radius 12  cm.   angle \u00b0 doe 40= .   the minor sector doe  is removed.   the major sector is formed into a cone by joining od to oe.                calculate the height of the cone.     cm [5]",
+            "12": "12 0607/41/m/j/22 \u00a9 ucles 2022 7 abbi makes wooden boards in three sizes, small, medium and large.    they are all cuboids.  the medium board has height 2  cm, width 23  cm and length 50  cm.  (a) calculate the volume of the medium board.   .  cm3 [2]  (b) the small board is mathematically similar to the large board.   the small board has a volume of .cm 28753and a height of 1.15  cm.           the large board has a volume of cm 184003.   (i) find the height of the large board.     cm [3]   (ii) is the medium board mathematically similar to the large board?    explain how you decide.   ... because  ...  .  [3]",
+            "13": "13 0607/41/m/j/22 \u00a9 ucles 2022 [turn over 8 (a) a is the point (, ) 11 7-  and b is the point (, ) 81 3- .    find the length of ab.   .  [3]  (b) p is the point (, ) 25- and q is the point (, ) 611.   line l is perpendicular to pq and crosses pq at point r.   the ratio   pr : rq = 3 : 1.   find the equation of line l.   .  [6]",
+            "14": "14 0607/41/m/j/22 \u00a9 ucles 2022 9 (a)   () () () fg h xx xx x 23 24 3x=+ =- =   (i) find  f(5).   .  [1]     (ii) find and simplify g(f( x)).   .  [2]     (iii) find ()gx1-.  ()gx1=-    [2]     (iv) solve ()hx 48= .   .  [2]",
+            "15": "15 0607/41/m/j/22 \u00a9 ucles 2022 [turn over  (b) (i) the diagram shows a sketch of the graph of ()j yx= . y x\u2013 10 \u2013 5 5 10 \u2013 55 010 \u2013 10j(x)    on the same diagram, sketch the graph of  ()j yx 2 =+ . [1]   (ii) the diagram shows the graphs of () () ka nd m yx yx == . y x\u2013 5 3 \u2013 55 0k(x) m(x)10 \u2013 10    write ()kx in terms of ()mx.          ()kx=    [1]",
+            "16": "16 0607/41/m/j/22 \u00a9 ucles 2022 10 (a) simplify fully.         xy yx 34 122 '   .  [2]  (b) write as a single fraction in its simplest form.           xx 31 23 ---   .  [3]  (c) the nth term of a sequence is an bn 52+- .   the second term of this sequence is 3- and the third term is 4.   find the value of a and the value of b.   you must show all your working.  a=    b=    [6]",
+            "17": "17 0607/41/m/j/22 \u00a9 ucles 2022 [turn over 11 2.1 m 0.9 m110\u00b0 110\u00b0not to scale  the diagram shows the symmetrical cross-section of a ditch containing water.    the angle between the base and each side of the ditch is 110\u00b0.  the width of the base is 0.9  m and the depth of the water is 2.1  m.  the ditch is 100  m long.  (a) calculate the volume of water in the ditch.   . m3 [4]  (b) on a different day, the ditch contains m3003of water.   water is pumped out of the ditch at a rate of 4.2 litres per second.           calculate the time taken to empty the ditch completely.   give your answer in hours and minutes, correct to the nearest minute.   ...  h ... min  [4]",
+            "18": "18 0607/41/m/j/22 \u00a9 ucles 2022 12 22 m16 m9 m80\u00b0 115\u00b0b cdanot to scale  (a) calculate the area of triangle bcd .     m2 [2]  (b) calculate angle adb .  angle adb  =    [6]",
+            "19": "19 0607/41/m/j/22 \u00a9 ucles 2022 blank page",
+            "20": "20 0607/41/m/j/22 \u00a9 ucles 2022 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.blank page"
+        },
+        "0607_s22_qp_42.pdf": {
+            "1": "this document has 20 pages.  [turn overcambridge igcse\u2122 dc (ks/sg) 214830/2 \u00a9 ucles 2022cambridge international mathematics  0607/42 paper 4 (extended)  may/june  2022  2 hours 15 minutes you must answer on the question paper. you will need:  geometrical instruments instructions  \u25cf answer all questions.  \u25cf use a black or dark blue pen. you may use an hb pencil for any diagrams or graphs.  \u25cf write your name, centre number and candidate number in the boxes at the top of the page.  \u25cf write your answer to each question in the space provided.  \u25cf do not use an erasable pen or correction fluid.  \u25cf do not write on any bar codes.  \u25cf you should use a graphic display calculator where appropriate.  \u25cf you may use tracing paper.  \u25cf you must show all necessary working clearly and you will be given marks for correct methods, including  sketches, even if your answer is incorrect.  \u25cf give non-exact numerical answers correct to 3 significant figures, or 1 decimal place for angles in  degrees, unless a different level of accuracy is specified in the question.  \u25cf for r, use your calculator value. information  \u25cf the total mark for this paper is 120.  \u25cf the number of marks for each question or part question is shown in brackets [  ]. *0643142836*",
+            "2": "2 0607/42/m/j/22 \u00a9 ucles 2022 formula list for the equation  ax bx c02++ = xabb ac 242!=-- curved surface area, a, of cylinder of radius r, height h. r ar h2= curved surface area, a, of cone of radius r, sloping edge l. r ar l= curved surface area, a, of sphere of radius r. r ar42= v olume, v, of pyramid, base area a, height h. va h31= v olume, v, of cylinder of radius r, height h. rvr h2= v olume, v, of cone of radius r, height h. r vr h31 2= v olume, v, of sphere of radius r. r vr34 3=      sins in sin aa bb cc==      cos ab cb ca222 2=+ -      sinbc a21area=a c bcb a",
+            "3": "3 0607/42/m/j/22 \u00a9 ucles 2022 [turn over answer all the questions. 1  \u2013 9\u2013 8\u2013 7\u2013 6\u2013 5\u2013 4\u2013 3\u2013 2\u2013 1 1 0 2 3 4 5 6 7 8 9x \u2013 112345678 \u2013 2 \u2013 3 \u2013 4 \u2013 5 \u2013 6 \u2013 7 \u2013 8y a b  (a) describe fully the single  transformation that maps triangle a onto triangle b.  .  .  [2]  (b) rotate  triangle b through 90\u00b0 clockwise with centre of rotation (1, 0).   draw this triangle and label it c. [2]  (c) describe fully the single  transformation that maps triangle c onto triangle a.  .  .  [2]",
+            "4": "4 0607/42/m/j/22 \u00a9 ucles 2022 2 the number of hours, x, spent revising and the mark scored, y, in an examination for each of 10 students  are shown in the table. time, x hours 1 3 4.5 4 6 4 5.5 6 12 8 mark, y 15 18 28 24 28 30 38 40 43 48  (a) (i) complete the scatter diagram.    the first four points have been plotted for you. 0 0 1 2 3 4 5 6 time (hours)7 8 9 10 11 121020304050 mark xy  [2]   (ii) write down the type of correlation shown by the scatter diagram.   .  [1]  (b) find the mean mark.   .  [1]",
+            "5": "5 0607/42/m/j/22 \u00a9 ucles 2022 [turn over  (c) (i) find the equation of the regression line for y in terms of x.    give your answer in the form   . ym xc=+  y =    [2]   (ii) the value for m represents a connection between time and mark.    write down the units of m.  ...  [1]  (d) use your answer to part (c)(i)  to estimate    (i) the mark scored for a student who revised for 10 hours,     .  [1]   (ii) the number of hours spent revising for a student to score a mark of 36.    .  [1]",
+            "6": "6 0607/42/m/j/22 \u00a9 ucles 2022 3  () \u00b0 x30-x\u00b0a q p b cdonot to scale  a, b, c and d lie on a circle centre o.  pqa  is a tangent to the circle.  qbc  and pbod  are straight lines.  angle bqa  = x\u00b0 and angle oda  = ()x30- \u00b0.   find, in terms of x, expressions for each of the following angles.  give each answer in its simplest form.  (a) angle boa  angle boa  =    [1]  (b) angle qbo  angle qbo  =    [3]  (c) angle cdb  angle cdb  =    [3]  ",
+            "7": "7 0607/42/m/j/22 \u00a9 ucles 2022 [turn over 4  \u2013 4 \u2013 4404y x  (a) on the diagram, sketch the graph of f() yx= , where       f()xx 42=-    for values of x between 4- and 4.  [3]  (b) write down the x-coordinates of the points where the graph meets the x-axis.  x = . and  x =   [1]  (c) on the diagram, sketch the graph of g() yx= , where      () . gxx 0252=    for values of x between 4- and 4.  [2]  (d) write down the equation of the line of symmetry of the graph of  g() yx= .   .  [1]  (e) find the value of the x-coordinate of each point of intersection of the two graphs.  x = . and  x =   [2]  (f) on your diagram shade the region defined by     f()g (). xxh  [1]",
+            "8": "8 0607/42/m/j/22 \u00a9 ucles 2022 5 (a) alenia, bob and cara share some money in the ratio  5 : 3 : 4 .   alenia\u2019s share is $1240.   (i) show that bob\u2019s share is $744.  [1]   (ii) cara spends $ x from her share.    the ratio of   bob\u2019s money : cara\u2019s money   is now   4 : 3 .    find the value of x.  x =    [3]  (b) a shop has a sale and all prices are reduced by 20%.   (i) bob buys a coat.      the original price of the coat was $92.     work out the sale price of the coat.  $    [2]   (ii) cara buys a jacket in the sale for $132.    work out the original price of the jacket.  $    [2]",
+            "9": "9 0607/42/m/j/22 \u00a9 ucles 2022 [turn over  (c) on 1 january 2022 alenia buys a scooter for $1240.   on 1 january 2023 the value of the scooter is reduced by 18%.   on 1 january 2024 the value of the scooter is reduced by 12% of its 1 january 2023 value.   (i) calculate the value of the scooter on 1 january 2024.  $    [3]   (ii) after 1 january 2024, the value of the scooter is reduced by 12% each year.    find the year in which the value of the scooter on 1 january will first be below $310.   .  [4]",
+            "10": "10 0607/42/m/j/22 \u00a9 ucles 2022 6 the lifetimes, x hours, of 80 electric light bulbs are shown in the table. lifetime ( x hours) frequency x 850 8701g 4 x 8870 90 1g 6 x 890 9001g 12 x 900 9201g 18 x 920 9401g 16 x 940 9501g 20 x 950 10001g 4  (a) calculate an estimate of the mean lifetime.   ..  h [2]  (b) complete the cumulative frequency table. lifetime ( x hours) cumulative  frequency x870g 4 x890g x900g x920g x940g x 509g x1000g 80  [1]",
+            "11": "11 0607/42/m/j/22 \u00a9 ucles 2022 [turn over  (c) on the grid below, draw a cumulative frequency curve.   850 860 870 880 890 900 910 920 930 lifetime (hours)940 950 960 970 980 990 1000x 01020304050607080 cumulative frequency  [3]  (d) use your graph in part (c) to find an estimate for   (i) the median lifetime,   ..  h [1]   (ii) the interquartile range.   ..  h [2]  (e) find the percentage of bulbs that have a lifetime of more than 900 hours.     .  % [2]",
+            "12": "12 0607/42/m/j/22 \u00a9 ucles 2022 7 north 535  m 420  m 750  m28\u00b0b c danot to scale  the diagram shows four points a, b, c and d.  b is due north of c and c is due east of a.  ac = 420 m,   ad = 750 m,   bc = 535 m and angle cad  = 28\u00b0.    (a) find the bearing of   (i) d from a,   .  [1]   (ii) a from d.   .  [1]  (b) calculate ab.  ab =    m [2]",
+            "13": "13 0607/42/m/j/22 \u00a9 ucles 2022 [turn over  (c) calculate cd.  cd =    m [3]  (d) calculate the area of quadrilateral abcd .   ...  m2 [3]  (e) angle acd  is obtuse.   find the bearing of d from c.   .  [4]",
+            "14": "14 0607/42/m/j/22 \u00a9 ucles 2022 8 the venn diagram shows the sets a, b and c. a b cu  u = {integers from 10 to 20, including 10 and 20}  a = {prime numbers}  b = {multiples of 3}  c = {multiples of 4}  (a) list the elements of set a.   .  [1]  (b) write all the elements of u in the correct parts of the venn diagram.   [2]  (c) list the elements of ()ab, l.  ...  [1]  (d) find n(() ) ab c ,+ l.   .  [1]",
+            "15": "15 0607/42/m/j/22 \u00a9 ucles 2022 [turn over 9 find the next term and the nth term in each of the following sequences.  (a) 100,  91,  82,  73,  64,  ...  next term =    nth term =    [3]  (b) 64,  -32,   16,   -8,   4,   ...  next term =    nth term =    [3]  (c) \u20131,   8,   21,  38,  59,  ...  next term =    nth term =    [3]",
+            "16": "16 0607/42/m/j/22 \u00a9 ucles 2022 10 (a)    ()pxy 53=+   work out the value of p when  x 18=-  and y28= .  p =    [3]  (b) simplify fully.      xy x 25 34#   .  [2]  (c) factorise fully.   (i)  ab bc 15 25-   .  [2]    (ii)  xy xy 61 625 33-   .  [2]   (iii)  cd dc 63 92-- +   .  [2]",
+            "17": "17 0607/42/m/j/22 \u00a9 ucles 2022 [turn over  (d) make x the subject of the formula.      axax3122=-+  x =    [4]  (e) solve the inequality.          xx 2312+-   .  [3]",
+            "18": "18 0607/42/m/j/22 \u00a9 ucles 2022 11 (a) a pyramid has a square base with sides of length 9  cm and vertical height h cm.    find an expression, in terms of h, for the volume of the pyramid.   .  cm3 [1]  (b)    10 cm a cm 9 cmh cma c e dbnot to scale   ade  is an isosceles triangle.   bc is parallel to de, bc = a cm and de = 9 cm.   the vertical height of triangle ade  is h cm and the vertical height of triangle abc  is 10  cm.   show that   ah90=   [1]  (c) a square-based pyramid with base of side 9  cm and vertical height h cm contains some water.   when the pyramid is placed on level ground the surface of the water is 10  cm below the vertex of  the pyramid  (see diagram 1).   when the pyramid stands vertically on its vertex, the surface of the water is 1  cm below the base of  the pyramid  (see diagram 2). 10 cm 1 cm 9 cm diagram 19 cm diagram 2h cm h cma cmb cm",
+            "19": "19 0607/42/m/j/22 \u00a9 ucles 2022 [turn over   (i) use diagram 1 to find an expression, in terms of a and h, for the volume of the water.   .  cm3 [1]   (ii) use diagram 2 to find an expression, in terms of b and h, for the volume of the water.   .  cm3 [1]   (iii) show that  () hh 1000 133-= - .  [3]   (iv) the equation   () hh 1000 133-= -    simplifies to   hh 333 02-- =.    use a graphical method to find the value of h.  h =    [2] question 12 is printed on the next page.",
+            "20": "20 0607/42/m/j/22 \u00a9 ucles 2022 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.12 a bag contains 7 red balls, 4 blue balls and 1 green ball.  in an experiment, three balls are chosen at random without replacement.  (a) find the probability that the three balls chosen are   (i) all green,   .  [1]   (ii) all red,   .  [2]   (iii) two red and one blue.   .  [3]  (b) this experiment is to be carried out 2640 times.     use your answer from part (a)(ii)  to find the expected frequency of 3 red balls being chosen.    .  [1]"
+        },
+        "0607_s22_qp_43.pdf": {
+            "1": "this document has 20 pages. any blank pages are indicated.  [turn overdc (rw/jg) 303207/1 \u00a9 ucles 2022 *1152731180* cambridge international mathematics  0607/43 paper 4 (extended)  may/june  2022  2 hours 15 minutes you must answer on the question paper. you will need:  geometrical instruments instructions  \u25cf answer all questions.  \u25cf use a black or dark blue pen. you may use an hb pencil for any diagrams or graphs.  \u25cf write your name, centre number and candidate number in the boxes at the top of the page.  \u25cf write your answer to each question in the space provided.  \u25cf do not use an erasable pen or correction fluid.  \u25cf do not write on any bar codes.  \u25cf you should use a graphic display calculator where appropriate.  \u25cf you may use tracing paper.  \u25cf you must show all necessary working clearly and you will be given marks for correct methods, including  sketches, even if your answer is incorrect.  \u25cf give non-exact numerical answers correct to 3  significant figures, or 1  decimal place for angles in  degrees, unless a different level of accuracy is specified in the question.  \u25cf for r, use your calculator value. information  \u25cf the total mark for this paper is 120.  \u25cf the number of marks for each question or part question is shown in brackets [  ].cambridge igcse\u2122",
+            "2": "2 0607/43/m/j/22 \u00a9 ucles 2022 formula list for the equation  ax bx c02++ = xabb ac 242!=-- curved surface area, a, of cylinder of radius r, height h. r ar h2= curved surface area, a, of cone of radius r, sloping edge l. r ar l= curved surface area, a, of sphere of radius r. r ar42= v olume, v, of pyramid, base area a, height h. va h31= v olume, v, of cylinder of radius r, height h. rvr h2= v olume, v, of cone of radius r, height h. r vr h31 2= v olume, v, of sphere of radius r. r vr34 3=      sins in sin aa bb cc==      cos ab cb ca222 2=+ -      sinbc a21area=a c bcb a",
+            "3": "3 0607/43/m/j/22 \u00a9 ucles 2022 [turn over answer all the questions. 1 (a) anneka invests $2500 in an account paying compound interest at a rate of 1.6% per year.   find the amount in the account at the end of 3  years.  $ .  [2]  (b) bashir invests $2500 in an account paying simple interest at a rate of r% per year.   at the end of 5  years the amount in the account is $2718.75  .   calculate the value of r.  r=  .  [3]  (c) chanda invests $2500 in an account paying compound interest at a rate of 1.55% per year.   find the number of complete years until chanda\u2019s investment is first worth more than $4000.   .  [4]",
+            "4": "4 0607/43/m/j/22 \u00a9 ucles 2022 2 the heights, h cm, of 100  seedlings are shown in the table. h cm frequency .. h 45 551g 9 .. h 55 651g 18 .. h 65 751g 27 .. h 75 851g 19 .. h 85 951g 16 .. h 95 105 1g 11 total 100  (a) calculate an estimate for the mean.     cm [2]  (b) write down the modal group.   ..  h1g ..  [1]",
+            "5": "5 0607/43/m/j/22 \u00a9 ucles 2022 [turn over  (c) (i) draw a cumulative frequency curve for the heights of the seedlings. 4020406080 10305070100 90 5 6 7 8 9 10 11 h height (cm)cumulative frequency  [4]   (ii) use your curve to estimate the median.     cm [1]   (iii) use your curve to estimate the interquartile range.     cm [2]   (iv) find an estimate of the percentage of the seedlings that were more than 8  cm in height.   .. % [2]",
+            "6": "6 0607/43/m/j/22 \u00a9 ucles 2022 3 y x \u2013112345678910 \u20132 \u20133 \u2013 412345678910 0\u20131\u20132\u20133\u2013 4 \u20135\u2013 6a cbd  the diagram shows triangles a, b, c and d and the line with equation xy 9+= .  (a) enlarge triangle  a with centre (4, 3) and scale factor  3. [2]  (b) describe fully the single  transformation that maps triangle  a onto   (i) triangle  b,  .  .  [2]   (ii) triangle  c.  .  .  [3]  (c) triangle  a can be mapped onto triangle  d by   a rotation of 90\u00b0 clockwise about a point on the line xy 9+=  followed by a reflection.   find one possible centre of rotation and the equation of the corresponding mirror line.  centre (  ...  , ...  )  equation of mirror line   .  [2]",
+            "7": "7 0607/43/m/j/22 \u00a9 ucles 2022 [turn over 4 (a) solve   x43 7-= .  x=  .  [2]  (b)   yzx31=+   find the value of y when . x 43=  and z 2=- .  y=  .  [2]  (c) solve the simultaneous equations.   you must show all your working.    xy xy43 14 35 25-= +=  x=  .  y=  .  [4]  (d) simplify   yxx yx 524 104 222 '+-.   .  [4]",
+            "8": "8 0607/43/m/j/22 \u00a9 ucles 2022 5 0y x\u2013 3 3 \u2013 1020   ()fxx x533=- + for x33gg-  (a) on the diagram, sketch the graph of ()f yx= . [2]  (b) find the coordinates of the local maximum.  ( ..  ,  ..  ) [2]  (c) describe fully the symmetry of the graph of ()f yx= .  .  .  [3]  (d) find the zeros of the graph of ()f yx= .    [3]",
+            "9": "9 0607/43/m/j/22 \u00a9 ucles 2022 [turn over  (e) ()gxx x222=- + for x33gg-   (i) on the same diagram, sketch the graph of ()g yx= . [2]   (ii) use your graphs to solve   xx x31 032-- += .    [3]",
+            "10": "10 0607/43/m/j/22 \u00a9 ucles 2022 6 12 cm 12 cmnot to scalev b do ca  vabc  is a pyramid with a triangular base.  all the edges have length 12  cm.  o is vertically below v.  d is the mid\u2011point of ac and bo bd32= .  (a) show that .c m bo 6928= , correct to 3  decimal places.  [4]  (b) calculate the volume of the pyramid.   ..  cm3 [4]",
+            "11": "11 0607/43/m/j/22 \u00a9 ucles 2022 [turn over 7 (a) shade the region indicated below each of these venn diagrams. a bu u p q  ()ab, l () () pq pq +, + ll  [2]  (b) bag a bag b   bag a contains 4 white balls and 3 black balls.   bag b contains 4 white balls and 5 black balls.   a ball is taken at random from bag  a.   if the ball is white, it is replaced in bag  a.   if the ball is black, it is put in bag  b.   a ball is then taken at random from bag  b.   find the probability that   (i) the ball taken from bag  a is white,   .  [1]   (ii) both balls are black,   .  [2]   (iii) the balls are different colours.   .  [3]",
+            "12": "12 0607/43/m/j/22 \u00a9 ucles 2022 8 north 55\u00b0cb anorth not to scale 120\u00b0 65 km  the diagram shows the route of a ship between three ports, a, b and c.  the bearing of b from a is 055\u00b0 and the bearing of c from b is 120\u00b0.  km bc 65= .  the ship takes 7  hours to sail from a to b.  it sails at a speed of 20  km/h.  (a) find the distance ab.     km [1]  (b) show that angle \u00b0 abc 115= .  [1]  (c) (i) calculate the distance ca.     km [3]",
+            "13": "13 0607/43/m/j/22 \u00a9 ucles 2022 [turn over   (ii) calculate the bearing of a from c.   .  [4]  (d) the ship takes 3.6  hours to sail from b to c.   it then sails from c to a at a speed of 21.5  km/h.   find the average speed for the complete journey from a to b to c and back to a.   .  km/h  [3]",
+            "14": "14 0607/43/m/j/22 \u00a9 ucles 2022 9  ()fxx 23=-      () () gxx 12=+      ()hl og xx=  (a) find.   (i) ()f4-   .  [1]   (ii) (( )) fg 3   .  [2]   (iii) ()f41-   .  [2]   (iv) ()h21-   .  [2]  (b) solve   (( ))fx 51=-.  x=  .  [3]",
+            "15": "15 0607/43/m/j/22 \u00a9 ucles 2022 [turn over  (c) find (( )) gfx.   write your answer in the form ax bx c2++ .   .  [3]  (d) (( )) hf yx=   find x in terms of y.  x=  .  [3]",
+            "16": "16 0607/43/m/j/22 \u00a9 ucles 2022 10 (a)   gcba e dnot to scale o f54\u00b0 62\u00b0   a, b, c, d and e are points on the circle centre o.   fbg  is a tangent to the circle at b.   angle \u00b0 abf 62=  and angle \u00b0 bed 54= .   find   (i) angle aeb,  angle aeb=  .  [1]   (ii) angle bad ,  angle bad=  .  [1]   (iii) angle ead ,  angle ead=  .  [1]   (iv) angle bcd ,  angle bcd=  .  [1]   (v) angle fbd .  angle fbd=  .  [1]",
+            "17": "17 0607/43/m/j/22 \u00a9 ucles 2022 [turn over  (b) a p bo6 cm 120\u00b0not to scale   pa and pb are tangents to the circle centre o.   the radius of the circle is 6  cm and angle \u00b0 aob 120= .   the shaded area r () cm ab32=- .   find the value of a and the value of b.  a=  .  b=  .  [5]",
+            "18": "18 0607/43/m/j/22 \u00a9 ucles 2022 11 a tank has a capacity of 400  litres.  water from tap  a flows at x litres per minute.  water from tap  b flows at 2  litres per minute less than the water from tap  a.  (a) write down an expression in terms of x for the time, in minutes, for tap  a to fill the tank.   .  [1]  (b) tap b takes 10  minutes longer to fill the tank than tap  a.   write down an equation in terms of x and show that it simplifies to     xx28 002-- =.  [4]  (c) solve   xx28 002-- =   and find the time it takes to fill the tank when both taps are turned on.   give your answer in minutes and seconds, correct to the nearest second.   ..  minutes  .. seconds  [4]",
+            "19": "19 0607/43/m/j/22 \u00a9 ucles 2022 blank page",
+            "20": "20 0607/43/m/j/22 \u00a9 ucles 2022 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.blank page"
+        },
+        "0607_s22_qp_51.pdf": {
+            "1": "this document has 8 pages.  [turn overcambridge igcse\u2122 *1306263972* dc (pq) 303072/2 \u00a9 ucles 2022cambridge international mathematics  0607/51 paper 5 investigation (core)  may/june  2022  1 hour 10 minutes you must answer on the question paper. no additional materials are needed. instructions  \u25cf answer all questions.  \u25cf use a black or dark blue pen. you may use an hb pencil for any diagrams or graphs.  \u25cf write your name, centre number and candidate number in the boxes at the top of the page.  \u25cf write your answer to each question in the space provided.  \u25cf do not use an erasable pen or correction fluid.  \u25cf do not write on any bar codes.  \u25cf you should use a graphic display calculator where appropriate.  \u25cf you may use tracing paper.  \u25cf you must show all necessary working clearly, including sketches, to gain full marks for correct methods.  \u25cf in this paper you will be awarded marks for providing full reasons, examples and steps in your working  to communicate your mathematics clearly and precisely. information  \u25cf the total mark for this paper is 36.  \u25cf the number of marks for each question or part question is shown in brackets [  ].",
+            "2": "2 0607/51/m/j/22 \u00a9 ucles 2022 answer all the questions. investigation  storage bins  this investigation looks at different methods to store items in storage bins.  amara wants to use the smallest number of storage bins possible. each bin can hold a maximum total mass.  1 amara uses this method.    method 1  put each item in the first bin that can hold its mass.        example  these are the masses, in kg, of four items. 6   7   4   2  the maximum total mass that each bin can hold is 10 kg.   the tables show how amara puts these items into bins.  amara puts the first item in bin 1.  bin mass of items in bin unused mass in bin  1 6 4 2 3 4 kg of storage is unused in this bin.  the second item will not go in bin 1  bin mass of items in bin unused mass in bin  1 6 4 2 7 3 3 because it is more than 4  kg.  amara puts the second item in bin 2.  the third item is 4  kg.  bin mass of items in bin unused mass in bin  1 6, 4 4 0 2 7, 2 3 1 3 amara puts this in bin 1.   bin 1 is now full.   the fourth item will go in bin 2.  bin 3 is not used.  amara needs two bins which can hold a total of 20  kg.  1 kg out of the total of 20  kg of storage is unused. ",
+            "3": "3 0607/51/m/j/22 \u00a9 ucles 2022 [turn over  (a) these are the masses, in kg, of ten items.     38  6  21  50  32  7  15  9  27  25   the maximum total mass that each bin can hold is 60 kg.    amara uses method 1 to put these ten items into bins.   the table shows how she puts the first 6 items into bins. bin mass of items in bin unused mass in bin  1 38, 6, 7 22 16 9 2 21, 32 39 7 3 50 10 4 5   (i) complete amara\u2019s table to show that she needs 5 bins.  [4]       (ii) work out the total unused mass in the 5 bins.      .  [2]  (b) these are the masses, in kg, of six items.     8  16  13  10  5  3   the maximum total mass that each bin can hold is 20 kg.  bin mass of items in bin unused mass in bin  1 8 12 2 3 4 5   use method 1 to complete the table for all six items.   the first item has been put in for you.   you may not need all the bins.  [2]",
+            "4": "4 0607/51/m/j/22 \u00a9 ucles 2022 2 amara wants to see if she can use fewer bins.  she puts her items in order of mass before she puts them in bins.  she uses this method.    method 2  put the masses in order, largest first.    then use method 1 .  these are the masses, in kg, of the ten items from question 1(a) .    38  6  21  50  32  7  15  9  27  25  (a) write these ten masses in order, largest first.   . ,  . ,  . ,  . ,  . ,  . ,  . ,  . ,  . ,  .  [1]  (b) the maximum total mass that each bin can hold is 60 kg.    complete the table using method 2. bin mass of items in bin unused mass in bin  1 2 3 4 5  [3]  (c) work out the difference in the total unused mass when using method 1 and method 2.   use your answers from question 1(a)(ii)  and question 2(b) .   .  [2]",
+            "5": "5 0607/51/m/j/22 \u00a9 ucles 2022 [turn over 3 a best solution  uses the smallest possible number of bins.      (a) (i) a set of items with a total mass of 270  kg is put into 4 bins.    the maximum total mass that each bin can hold is 80  kg.     show that this is a best solution.  [2]   (ii) show that the solution in question 1(b)  is a best solution.      [2]   (b) amara knows that for a particular set of items a best solution is 6 bins.   the maximum total mass that each bin can hold is 5  kg.   the total mass of the items is 27.5  kg.     work out the amount of unused storage for a best solution for these items.      .  [2]",
+            "6": "6 0607/51/m/j/22 \u00a9 ucles 2022 4 amara tries another way to improve method 1.    method 3  look for items that combine to make as many full bins as possible and place these first.   for the remaining items, use method 2 .    (a) these are the masses, in kg, of eight items.     21  10  30  19  13  7  28  4   the maximum total mass that each bin can hold is 40 kg.       does method 3 give a best solution for these items?   show how you decide. bin mass of items in bin unused mass in bin  1 2 3 4 5  [6]",
+            "7": "7 0607/51/m/j/22 \u00a9 ucles 2022 [turn over  (b) amara puts nine items into bins using method 3.    the maximum total mass that each bin can hold is 40 kg.  bin mass of items in bin unused mass in bin  1 18, 22 0 2 32, 5, 3 0 3 32 8 4 19, 15 21 6 5 12 28   amara only wants to use 4 bins.   she removes the last item she packed and divides it into two smaller items with the same total  mass.    she puts each of these two items into a bin that can hold its mass.   work out how much the percentage of unused storage changes when amara uses 4 bins instead of  5 bins.   .  [5] question 5 is printed on the next page.",
+            "8": "8 0607/51/m/j/22 \u00a9 ucles 2022 5 these are the masses, in kg, of eight items.  31  10  39  20  29  47  50  12  the maximum total mass that each bin can hold is 60 kg .   each bin amara uses costs $13.50 .  use method 2 or method 3 to put these items into bins to give a best solution.   find the cost of this solution. bin mass of items in bin unused mass in bin  1 2 3 4 5  $    [5] 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."
+        },
+        "0607_s22_qp_52.pdf": {
+            "1": "this document has 8 pages.  [turn overcambridge igcse\u2122cambridge international mathematics  0607/52 paper 5 investigation (core)  may/june  2022  1 hour 10 minutes you must answer on the question paper. no additional materials are needed. instructions  \u25cf answer all questions.  \u25cf use a black or dark blue pen. you may use an hb pencil for any diagrams or graphs.  \u25cf write your name, centre number and candidate number in the boxes at the top of the page.  \u25cf write your answer to each question in the space provided.  \u25cf do not use an erasable pen or correction fluid.  \u25cf do not write on any bar codes.  \u25cf you should use a graphic display calculator where appropriate.  \u25cf you may use tracing paper.  \u25cf you must show all necessary working clearly, including sketches, to gain full marks for correct methods.  \u25cf in this paper you will be awarded marks for providing full reasons, examples and steps in your working  to communicate your mathematics clearly and precisely. information  \u25cf the total mark for this paper is 36.  \u25cf the number of marks for each question or part question is shown in brackets [  ]. *7390739188* dc (lk/sg) 219350/1 \u00a9 ucles 2022",
+            "2": "2 0607/52/m/j/22 \u00a9 ucles 2022 answer all the questions. investigation  opposite corners this investigation is about the difference between the products of the numbers in the opposite corners of a  square window on a grid. to calculate the opposite difference  for any window: \u2022 multiply the numbers in the opposite corners \u2022 subtract the smaller answer from the larger answer. 2 4 6 8 10 12 14 16 18 20 22 24 26 28 30 32 34 36 38 40 42 44 46 48 50 52 54 56 58 60 62 64 66 68 70 72 74 76 78 80 82 84 86 88 90 92 94 96 98 100 102 104 106 108 110 112 114 116 118 120 consecutive even numbers fill a grid of width 10 as shown. the grid continues downwards. a 2 by 2 window moves on the grid. example this is the first window.     2 4 22 24     2248 8 #=     2244 8 #=  88 48 40 -=  the opposite difference is 40.",
+            "3": "3 0607/52/m/j/22 \u00a9 ucles 2022 [turn over 1 (a) use the grid to complete each window and find the opposite difference.   14 34 36  34 # ..  = .. 14 # 36  = .. .. - ..  = ..  opposite difference =     66 8668   .   150 152   .  [4]  (b) what do you notice about the opposite difference for each of these windows on this grid?  .  [1]",
+            "4": "4 0607/52/m/j/22 \u00a9 ucles 2022 2 a 3 by 3 window moves on the same grid.  (a) complete the corner squares in the first window.   2 6  [1]  (b) complete the opposite difference calculations for this window.   .. # 6 = ..    2 # ..  = ..  .. - .. = ..  [2]  (c) complete the corner squares for each window and find the opposite difference.   444   .   5410   .   174   .  [4]",
+            "5": "5 0607/52/m/j/22 \u00a9 ucles 2022 [turn over 3 a 4 by 4 window moves on the grid on page 2.  (a) complete the corner squares in the first window.   2 8  [2]  (b) complete the opposite difference calculations for this window.   .. # 8 = ..    2 # ..  = ..  .. - .. = ..  [2]  (c) complete the corner squares for each window and find the opposite difference.   64   .   20   .  [3]",
+            "6": "6 0607/52/m/j/22 \u00a9 ucles 2022 4 (a) copy the opposite differences that you have found and complete the table. size of window opposite difference 2 by 2 ()212-  = 1 3 by 3 () 132-  = 4 4 by 4 () 142-  = 9 5 by 5 w by w 40(                    )  [4]  (b) find the greatest possible opposite difference for a square window on the grid on page 2.    .  [3]  (c) can a square window on this grid have an opposite difference of 1400?   show how you decide.  [2]",
+            "7": "7 0607/52/m/j/22 \u00a9 ucles 2022 [turn over 5 another grid of consecutive even numbers has width 5.  the diagram shows the start of the grid. 2 4 6 8 10 12  the diagram shows a 2 by 2 window on the grid.  n is the first number in the window.   n2+ n  (a) complete the window using expressions in terms of n.  [2]  (b) use your expressions to show that the opposite difference for a 2 by 2 window is 20.    [3] question 6 is printed on the next page.",
+            "8": "8 0607/52/m/j/22 \u00a9 ucles 2022 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.6 a square window moves on the grid of width 5 with squares numbered 2, 4, 6, \u2026 .  the opposite difference for this window is 180.  find the size of the window.   .  [3]"
+        },
+        "0607_s22_qp_53.pdf": {
+            "1": "this document has 12 pages. any blank pages are indicated.  [turn overdc (rw/sg) 219276/1 \u00a9 ucles 2022 *3595570361* cambridge international mathematics  0607/53 paper 5 investigation (core)  may/june  2022  1 hour 10 minutes you must answer on the question paper. no additional materials are needed. instructions  \u25cf answer all questions.  \u25cf use a black or dark blue pen. you may use an hb pencil for any diagrams or graphs.  \u25cf write your name, centre number and candidate number in the boxes at the top of the page.  \u25cf write your answer to each question in the space provided.  \u25cf do not use an erasable pen or correction fluid.  \u25cf do not write on any bar codes.  \u25cf you should use a graphic display calculator where appropriate.  \u25cf you may use tracing paper.  \u25cf you must show all necessary working clearly, including sketches, to gain full marks for correct methods.  \u25cf in this paper you will be awarded marks for providing full reasons, examples and steps in your working  to communicate your mathematics clearly and precisely. information  \u25cf the total mark for this paper is 36.  \u25cf the number of marks for each question or part question is shown in brackets [  ].cambridge igcse\u2122",
+            "2": "2 0607/53/m/j/22 \u00a9 ucles 2022 answer all the questions. investigation  circles and regions this is an investigation into the number of regions formed by drawing lines on a circle. 1 radii  the diagrams show the number of regions inside a circle when 1  radius and 2  radii are drawn.  the regions inside the circle are numbered. 1 1 radius1 2 2 radii  (a) (i) draw radii on the circles below and number the regions. 5 radii 4 radii 3 radii  [3]   (ii) complete the table. number of  radiinumber of regions 1 1 2 2 3 4 5 6  [1]  (b) write a formula, in terms of n, for the number of regions, r, when there are n radii.   .  [1]",
+            "3": "3 0607/53/m/j/22 \u00a9 ucles 2022 [turn over 2 diameters  the diagrams show the number of regions inside a circle when 1  diameter and 2  diameters are drawn. 1 diameter1 2 2 diameters1 2 3 4  (a) complete the table for 3, 4 and 5  diameters.   you may use the empty circle to help you. number of  diametersnumber of regions 1 2 2 4 3 4 5 [3]  (b) write a formula, in terms of n, for the number of regions, r, when there are n diameters.   .  [2]",
+            "4": "4 0607/53/m/j/22 \u00a9 ucles 2022 3 chords  in this investigation: \u2022 each chord must cut every other chord \u2022 only two chords may intersect at any point.  the diagrams show the number of regions inside a circle when 1  chord, 2  chords and 3  chords are  drawn. 3 chords 2 chords 1 chord1 1 23 44 75 6312 2  (a) count the number of regions in the circle when 4  chords are drawn.   .  [1]",
+            "5": "5 0607/53/m/j/22 \u00a9 ucles 2022 [turn over  (b) complete this table.   you may use the empty circle to help you. number of  chordsnumber of  regions 1 2 2 4 3 7 4 5 6 22 [2]  (c) this is a formula for the number of regions, r, when there are n intersecting chords. rn bn2112=+ +   find the value of b.   .  [3]",
+            "6": "6 0607/53/m/j/22 \u00a9 ucles 2022 4 tangents  a region can be inside or outside the circle when the lines are tangents.  these two diagrams both show a circle with 2  tangents and the regions numbered.  the maximum number of regions for a circle with 2  tangents is 6. 24 51 3213 54 6  (a) give a reason why the first diagram does not have the maximum number of regions with 2  tangents.  .  .  [1]  (b) (i) use this diagram to find the maximum number of regions when there are 3  tangents.   .  [1]",
+            "7": "7 0607/53/m/j/22 \u00a9 ucles 2022 [turn over   (ii) draw a fourth tangent on the diagram below to find the maximum number of regions.   .  [2]  (c) use your answers to part (b) to complete the table. number of  tangentsmaximum   number of regions 1 3 2 6 3 4 5  [2]  (d) this is a formula for the maximum number of regions, r, when there are n tangents. rn bn2112=+ +   find the value of b.   .  [3]",
+            "8": "8 0607/53/m/j/22 \u00a9 ucles 2022 5 secants  a secant is a straight line that intersects a circle at two points and extends outside the circle.  in this investigation: \u2022 each secant must cut every other secant \u2022 only 2  secants may intersect at any point \u2022 secants must not intersect on the circumference of the circle.  secant  the diagrams show the number of regions when 1  secant and 2  secants are drawn. 1 secant2 4 31 2 secants2 5 4 763 81  (a) draw a third secant on the diagram below to find the number of regions when there are 3  secants.   complete the table. number of  secantsnumber of   regions 1 4 2 8 3 4 19 5 26  [2]",
+            "9": "9 0607/53/m/j/22 \u00a9 ucles 2022 [turn over  (b) this is a formula for the number of regions, r, when there are n secants. rn bn c212=+ +   find the value of b and the value of c.  b=  .  c=  .  [5]",
+            "10": "10 0607/53/m/j/22 \u00a9 ucles 2022 6 there are two circles.  the first circle has chords  drawn on it.  the second circle has tangents  drawn on it.  the number of chords on the first circle is the same as the number of tangents on the second circle.  each circle has the maximum number of regions.  one circle has 60 more regions than the other.  (a) find the number of straight lines on each diagram.   .  [2]  (b) find the larger number of regions.   .  [2]",
+            "11": "11 0607/53/m/j/22 \u00a9 ucles 2022 blank page",
+            "12": "12 0607/53/m/j/22 \u00a9 ucles 2022 blank page permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the  publisher will be pleased to make amends at the earliest possible opportunity. 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."
+        },
+        "0607_s22_qp_61.pdf": {
+            "1": "this document has 16 pages. any blank pages are indicated.  [turn overcambridge igcse\u2122cambridge international mathematics  0607/61 paper 6 investigation and modelling (extended)  may/june  2022  1 hour 40 minutes you must answer on the question paper. no additional materials are needed. instructions  \u25cf answer both part a (questions 1 to 4) and part b (questions 5 to 7).  \u25cf use a black or dark blue pen. you may use an hb pencil for any diagrams or graphs.  \u25cf write your name, centre number and candidate number in the boxes at the top of the page.  \u25cf write your answer to each question in the space provided.  \u25cf do not use an erasable pen or correction fluid.  \u25cf do not write on any bar codes.  \u25cf you should use a graphic display calculator where appropriate.  \u25cf you may use tracing paper.  \u25cf you must show all necessary working clearly, including sketches, to gain full marks for correct methods.  \u25cf in this paper you will be awarded marks for providing full reasons, examples and steps in your working  to communicate your mathematics clearly and precisely. information  \u25cf the total mark for this paper is 60.  \u25cf the number of marks for each question or part question is shown in brackets [  ]. dc (lk/sg) 303084/2 \u00a9 ucles 2022 *0074308036*",
+            "2": "2 0607/61/m/j/22 \u00a9 ucles 2022 answer both  parts a and b. a  investigation (questions 1 to 4)  storage bins   (30 marks) you are advised to spend no more than 50 minutes on this part. this investigation looks at different methods to store items in storage bins.  amara wants to use the smallest number of storage bins possible. each bin can hold a maximum total mass.  1 amara uses this method.  method 1  put each item in the first bin that can hold its mass.  example  these are the masses, in kg, of four items.     6  7  4  2  the maximum total mass that each bin can hold is 10 kg.   the tables show how amara puts these items into bins. amara puts the first item in bin 1.  4 kg of storage is unused in this bin.  bin mass of items in bin unused mass in bin 16 4 2 3 the second item will not go in bin 1   because it is more than 4  kg. amara puts the second item in bin 2.bin mass of items in bin unused mass in bin 16 4 27 3 3 the third item is 4  kg.  amara puts this in bin 1.  bin 1 is now full.  the fourth item will go in bin 2. bin 3 is not used.bin mass of items in bin unused mass in bin 16, 4 4 0 27, 2 3 1 3  amara needs two bins which can hold a total of 20  kg.  1 kg out of the total of 20  kg of storage is unused.",
+            "3": "3 0607/61/m/j/22 \u00a9 ucles 2022 [turn over  (a) these are the masses, in kg, of ten items. 38  6  21  50  32  7  15  9  27  25   the maximum total mass that each bin can hold is 60 kg.    amara uses method 1 to put these ten items into bins.   the table shows how she puts the first 6 items into bins. bin mass of items in bin unused mass in bin 1 38, 6, 7 22 16 9 2 21, 32 39 7 3 50 10 4 5   complete amara\u2019s table to show that she needs 5 bins.  [4]  (b) these are the masses, in kg, of six items. 8  16  13  10  5  3   the maximum total mass that each bin can hold is 20 kg.  bin mass of items in bin unused mass in bin 1 8 12 2 3 4 5   use method 1 to complete the table for all six items.   the first item has been put in for you.   you may not need all the bins.  [2]",
+            "4": "4 0607/61/m/j/22 \u00a9 ucles 2022 2 amara wants to see if she can use fewer bins.  she puts her items in order of mass before she puts them in bins.  she uses this method.  method 2  put the mas ses in order, largest first.      then use method 1 .  these are the masses, in kg, of the ten items from question 1(a) . 38  6  21  50  32  7  15  9  27  25  (a) write these ten masses in order, largest first.     .  , .  , .  , .  , .  , .  , .  , .  , .  , .  [1]  (b) the maximum total mass that each bin can hold is 60 kg.    complete the table using method 2. bin mass of items in bin unused mass in bin 1 2 3 4 5  [2]",
+            "5": "5 0607/61/m/j/22 \u00a9 ucles 2022 [turn over  (c) find and compare the percentage of unused storage for these ten items when using method 1 and  method 2.   use your answers from question 1(a)  and question 2(b) .  [4]  (d) a best solution  uses the smallest possible number of bins.    a set of items with a total mass of 270  kg is put into 4 bins.   the maximum total mass that each bin can hold is 80  kg.    show that this is a best solution.  [2]",
+            "6": "6 0607/61/m/j/22 \u00a9 ucles 2022  (e) amara tries another way to improve method 1.   method 3   look for items that combine to make as many full bins as possible and place       these first.      for the remaining items, use method 2 .   these are the masses, in kg, of eight items.   21  10  30  19  13  7  28  4   the maximum total mass that each bin can hold is 40 kg.    does method 3 give a best solution for these items?   show how you decide. bin mass of items in bin unused mass in bin 1 2 3 4 5  [4]",
+            "7": "7 0607/61/m/j/22 \u00a9 ucles 2022 [turn over 3 amara has six items.  the mass, in kg, of each item is an integer.   these are the masses of her six items. 9  4  7  15  x  y  the maximum total mass that each bin can hold is 20 kg.   amara finds that method 1 needs fewer bins than method 2.   find the value of x and the value of y.   x =    y =    [4]",
+            "8": "8 0607/61/m/j/22 \u00a9 ucles 2022 4 amara now also uses the dimensions of each bin and of each item to find the maximum number of  items that will go into a bin.  each item is a cuboid and is the same height as the bin.  amara looks at the rectangular top of each bin to work out the maximum number of items that will go  into it. storage bin view of top of storage bin not to scale  a bin is now full  either  because it contains the maximum total mass      or because it contains the maximum number of items that will go into it.  she uses this method.  method 4  work out the maximum number of items for each bin using dimensions.     then use method 2 .  (a) the rectangular top of amara\u2019s bin measures 90  cm by 90  cm.   the rectangular top of each item measures 60  cm by 30  cm.   find the maximum number of items that will go into a bin using these dimensions.    ... [2]",
+            "9": "9 0607/61/m/j/22 \u00a9 ucles 2022 [turn over  (b) these are the masses, in kg, of eleven items with tops measuring 60  cm by 30  cm. 41  33  22  18  16  14  8  7  6  5  4   the maximum total mass that each bin can hold is 90 kg.    the top of each bin measures 90  cm by 90  cm.   each bin costs $13.50 .       use method 4 to put these items into bins.   show that this is a best solution and find the cost of this solution.   bin mass of items in bin unused mass in binnumber of  items 1 2 3 4 5  $    [5] ",
+            "10": "10 0607/61/m/j/22 \u00a9 ucles 2022 b modelling  (questions 5 to 7) half-lives   (30 marks) you are advised to spend no more than 50 minutes on this part. some chemicals decay naturally. this means that their mass reduces. this task is about the decreasing mass of these chemicals. the half-life  is the time it takes for the mass of a chemical to become half of its mass.  lee uses different models to look at some of these chemicals.   5 (a) the half-life of chemical a is 100 minutes.   lee has 400 grams of this chemical.   lee uses this model for the mass, in grams, of chemical a which remains at time t minutes. ()at 40021t 100= bl   at the end of 1 half-life, t = 100 and half of the mass of chemical a, 200  g, remains.    at the end of 2 half-lives, t = 200 and 100  g of chemical a remains.   (i) find the mass, in grams, of chemical a which remains at the end of 4 half-lives.   .  [2]   (ii) on the axes below, sketch the graph of   ()a yt=    for   t0 600gg . ty 0 600time (minutes)mass (grams)  [2]   (iii) find the decrease in mass from t = 50 to t = 100.   .  [2]",
+            "11": "11 0607/61/m/j/22 \u00a9 ucles 2022 [turn over   (iv) find the number of half-lives when the mass remaining is 10 grams.     give your answer correct to 2 decimal places.    .  [3]  (b) the half-life of chemical b is 30 minutes.    lee has 200 grams of this chemical.   (i) change the model from part (a)  to find the mass, in grams, of chemical b which remains at  time t minutes. ()bt21#ff kk = eo  [1]   (ii) find the fraction of the mass of chemical b which remains at the end of 300 minutes.   .  [2]  (c) the quarter-life  is the time it takes for the mass of a chemical to become a quarter of its mass.   at the end of 1 quarter-life , one quarter of the mass remains.   the quarter-life of chemical c is 48 minutes.    lee has 240 grams of this chemical.   he changes the model from part (a)  so that it finds the mass, in grams, of chemical c which  remains at time t minutes.    his model is valid for 6 quarter-lives.     complete lee\u2019s model.  ()ct=  for  tgg    [3]",
+            "12": "12 0607/61/m/j/22 \u00a9 ucles 2022 6 lee now uses this model in his calculations for the mass of a chemical which remains at time t minutes. ()nnt 3kt 0#=    where k is a constant  (a) (i) explain why n0 is the mass of the chemical lee starts with.  .  [1]   (ii) write an expression in terms of n0 for the mass remaining at the end of 1 half-life.     .  [1]   (iii) lee thinks   321 kh= ,   for any starting mass n0 and any half-life h minutes.    show that lee is correct.  [1]   (b) the half-life of chemical d is 10 minutes.    (i) use logarithms to show that the value of k for chemical d is .0063- , correct to 3 decimal  places.  [2]",
+            "13": "13 0607/61/m/j/22 \u00a9 ucles 2022 [turn over   (ii) lee has 40 grams of chemical d.    use n( t) to find the time it takes for the mass of chemical d to become 10% of its mass.    .  [4]",
+            "14": "14 0607/61/m/j/22 \u00a9 ucles 2022 7 lee has 60 grams of chemical e.   this decreases by 11 grams in 1.6 minutes.  (a) use   ()nnt 3kt 0#= ,   where k is a constant, to find the half-life of chemical e in minutes.   .  [5]  (b) change the model from question 5(a)   to find the mass, in grams, of chemical e which remains at  time t minutes and use it to check your answer to question 7(a) .  [1]",
+            "15": "15 0607/61/m/j/22 \u00a9 ucles 2022 blank page",
+            "16": "16 0607/61/m/j/22 \u00a9 ucles 2022 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.blank page"
+        },
+        "0607_s22_qp_62.pdf": {
+            "1": "this document has 16 pages. any blank pages are indicated.  [turn overcambridge igcse\u2122cambridge international mathematics  0607/62 paper 6 investigation and modelling (extended)  may/june  2022  1 hour 40 minutes you must answer on the question paper. no additional materials are needed. instructions  \u25cf answer both part a (questions 1 to 6) and part b (questions 7 to 9).  \u25cf use a black or dark blue pen. you may use an hb pencil for any diagrams or graphs.  \u25cf write your name, centre number and candidate number in the boxes at the top of the page.  \u25cf write your answer to each question in the space provided.  \u25cf do not use an erasable pen or correction fluid.  \u25cf do not write on any bar codes.  \u25cf you should use a graphic display calculator where appropriate.  \u25cf you may use tracing paper.  \u25cf you must show all necessary working clearly, including sketches, to gain full marks for correct methods.  \u25cf in this paper you will be awarded marks for providing full reasons, examples and steps in your working  to communicate your mathematics clearly and precisely. information  \u25cf the total mark for this paper is 60.  \u25cf the number of marks for each question or part question is shown in brackets [  ]. dc (lk/ct) 303199/3 \u00a9 ucles 2022 *7289158168*",
+            "2": "2 0607/62/m/j/22 \u00a9 ucles 2022 answer both  parts a and b. a investigation (questions 1 to 6) opposite corners (30 marks) you are advised to spend no more than 50 minutes on this part. this investigation is about the difference between the products of the numbers in the opposite corners of a  square window on a grid. to calculate the opposite difference  for any window: \u2022 multiply the numbers in the opposite corners \u2022 subtract the smaller answer from the larger answer. 2 4 6 8 10 12 14 16 18 20 22 24 26 28 30 32 34 36 38 40 42 44 46 48 50 52 54 56 58 60 62 64 66 68 70 72 74 76 78 80 82 84 86 88 90 92 94 96 98 100 102 104 106 108 110 112 114 116 118 120 consecutive even numbers fill a grid of width 10 as shown. the grid continues downwards. a 2 by 2 window moves on the grid. example this is the first window.     2 4 22 24     2248 8 2244 8# #= =   88 48 40 -=  the opposite difference is 40.",
+            "3": "3 0607/62/m/j/22 \u00a9 ucles 2022 [turn over 1 use the grid to complete each window and find the opposite difference.   14 34 36  34 # ..  = .. 14 # 36  = .. .. - ..  = ..  opposite difference =  ...   66 68 86   .   150 152   .  [3]",
+            "4": "4 0607/62/m/j/22 \u00a9 ucles 2022 2 a 3 by 3 window moves on the same grid.  (a) complete the corner squares in the first window.   2 6  [1]  (b) complete the opposite difference calculations for this window.   .. # 6 = ..    2 # ..  = ..  .. - .. = ..  [1]  (c) complete the corner squares for each window and find the opposite difference.   4 44   .   10 54   .   174   .  [3]",
+            "5": "5 0607/62/m/j/22 \u00a9 ucles 2022 [turn over 3 (a) copy the opposite differences that you have found and complete the table. size of window opposite difference 2 by 2 ()212-  = 1 3 by 3 () 132-  = 4 4 by 4 () 142-  = 9 5 by 5 w by w 40(                    )   you may use this grid, which continues downwards, to help you. 2 4 6 8 10 12 14 16 18 20 22 24 26 28 30 32 34 36 38 40 42 44 46 48 50 52 54 56 58 60 62 64 66 68 70 72 74 76 78 80 82 84 86 88 90 92 94 96 98 100 102 104 106 108 110 112 114 116 118 120  [4]  (b) find the greatest possible opposite difference for a window on this grid.   .  [2]",
+            "6": "6 0607/62/m/j/22 \u00a9 ucles 2022 4 another grid of consecutive even numbers has width 7 units.  the diagram shows the start of the grid. 2 4 6 8 10 12 14 16  the diagram shows a 2 by 2 window on the grid.  n is the first number in the window.   n n + 2  (a) complete the window using expressions in terms of n.  [2]  (b) use part (a)  to show that the opposite difference for a 2 by 2 window is 28.    [2]",
+            "7": "7 0607/62/m/j/22 \u00a9 ucles 2022 [turn over 5 a 2 by 2 window moves on a grid of width g, with squares numbered 2, 4, 6, \u2026 .  use algebra to find an expression for the opposite difference on this grid.  give your answer in its simplest form.  you may use this diagram to help you.      .  [4]",
+            "8": "8 0607/62/m/j/22 \u00a9 ucles 2022 6 (a) a square window of side x1+ moves on a grid of width g, with squares numbered 2, 4, 6, \u2026 .   n is the first number in the window.    nx + 1 x + 1   show that an expression for the opposite difference using this window is gx42, where x can be any  positive integer.  [4]",
+            "9": "9 0607/62/m/j/22 \u00a9 ucles 2022 [turn over  (b) a square window moves on a grid numbered 2, 4, 6, \u2026 .   the opposite difference is 144.   use your answer to part (a)  to find all the ways this is possible.    [4]",
+            "10": "10 0607/62/m/j/22 \u00a9 ucles 2022 b modelling (questions 7 to 9) crickets and temperature (30 marks) you are advised to spend no more than 50 minutes on this part. this task looks at the connection between the temperature and the number of times a cricket, a small insect,  makes a chirping sound. amos dolbear (1837 to 1910) was an american scientist who suggested a relationship between the  temperature and the number of times a snowy tree cricket makes a chirp. he measured the air temperature and counted the number of chirps that a cricket makes in a given time. the table shows his data. temperature, t \u00b0cnumber of chirps in   60 seconds, n 14 83 16 88 17 102 19 106 21 129 22 138 23 157 25 180 27 208 7 (a) calculate the mean temperature and the mean number of chirps.    temperature    number of chirps    [2]  (b) plot the data on the grid on page 11.   the first five points have been plotted for you.",
+            "11": "11 0607/62/m/j/22 \u00a9 ucles 2022 [turn over tn 7010 15 20 25 308090100110120130140150160170180190200210220 number of chirps in 60 seconds temperature,  \u00b0c  [2]  (c) a model for the number of chirps, n, is the regression line for n in terms of t.   find this model.   .  [2]   (d) draw the graph of the model on the axes.  [2]  (e) a snowy tree cricket chirps 170 times in 60 seconds.   use your model to find the temperature.   .  [2] ",
+            "12": "12 0607/62/m/j/22 \u00a9 ucles 2022  (f) amos dolbear originally counted the number of chirps in 13 seconds and measured the temperature  in degrees fahrenheit, f.    to change the temperature from t \u00b0c to f, use . ft 18 32 =+ .   (i) complete the table to change the data to the form amos dolbear used.    all the data in the table is correct to the nearest integer. temperature number of chirps t \u00b0c f in 60 seconds in 13 seconds 14 57 83 18 16 61 88 19 17 63 102 22 19 106 21 129 22 138 23 73 157 34 25 77 180 39 27 81 208 45  [4]   (ii) amos dolbear suggested a simple model to find the temperature, f, from the number of  chirps. add 40 to the number of chirps in 13 seconds to find the temperature, f.    is this a suitable model for the data?    give a reason for your answer.  .  .  [1]",
+            "13": "13 0607/62/m/j/22 \u00a9 ucles 2022 [turn over 8 this is another model for the data on page 10. . nt atb 052=+ + where a and b are constants  (a) use the information in the table on page 10 for temperatures of 16  \u00b0c and 27  \u00b0c to find the value  of a and the value of b, each correct to the nearest integer.    write down the model.  a =    b =    . nt 052=     [5]  (b) sketch the graph of the model on the axes on page 11.  [2]  (c) explain how suitable the model is for the data on page 10.   .  .  [1]",
+            "14": "14 0607/62/m/j/22 \u00a9 ucles 2022 9 the number of chirps per second, a, made by a type of african cricket is counted.  these crickets do not chirp at higher or lower temperatures.  the graph shows the results and a linear model. ta 1.517 17.5 18 18.5 19 19.5 20 20.5 21 21.5 2222.533.54 number of chirps per second temperature,  \u00b0c  (a) (i) use the points (17.5, 2.35) and (21, 3.5) to find a linear model for a in terms of t.   .  [4]",
+            "15": "15 0607/62/m/j/22 \u00a9 ucles 2022   (ii) a is the number of chirps per second .     n is the number of chirps per minute .    use your model for a to write a linear model for n.   .  [1]  (b) write two statements comparing the chirping of the snowy tree cricket and this african cricket. statement 1  .  .  . statement 2  .  .  .  [2]",
+            "16": "16 0607/62/m/j/22 \u00a9 ucles 2022 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.blank page"
+        },
+        "0607_s22_qp_63.pdf": {
+            "1": "this document has 16 pages.  [turn overcambridge igcse\u2122 dc (cj/sg) 305621/3 \u00a9 ucles 2022 *1882827971* cambridge international mathematics  0607/63 paper 6 investigation and modelling (extended)  may/june  2022  1 hour 40 minutes you must answer on the question paper. no additional materials are needed. instructions  \u25cf answer both part a (questions 1 to 7) and part b (questions 8 to 11).  \u25cf use a black or dark blue pen. you may use an hb pencil for any diagrams or graphs.  \u25cf write your name, centre number and candidate number in the boxes at the top of the page.  \u25cf write your answer to each question in the space provided.  \u25cf do not use an erasable pen or correction fluid.  \u25cf do not write on any bar codes.  \u25cf you should use a graphic display calculator where appropriate.  \u25cf you may use tracing paper.  \u25cf you must show all necessary working clearly, including sketches, to gain full marks for correct methods.  \u25cf in this paper you will be awarded marks for providing full reasons, examples and steps in your working  to communicate your mathematics clearly and precisely. information  \u25cf the total mark for this paper is 60.  \u25cf the number of marks for each question or part question is shown in brackets [  ].",
+            "2": "2 0607/63/m/j/22 \u00a9 ucles 2022 answer both  parts a and b. a investigation (questions 1 to 7) circles and regions (30 marks) you are advised to spend no more than 50 minutes on this part. this is an investigation into the number of regions formed by drawing lines on a circle. 1 radii  the diagrams show the number of regions inside a circle when 1 radius and 2 radii are drawn.  the regions inside the circle are numbered. 1 1 radius1 2 2 radii  (a) complete the table. number of  radiinumber of regions 1 1 2 2 3 4 5 6  [1]  (b) write a formula, in terms of n, for the number of regions, r, when there are n radii.   .  [1]",
+            "3": "3 0607/63/m/j/22 \u00a9 ucles 2022 [turn over 2 diameters  the diagrams show the number of regions inside a circle when 1 diameter and 2 diameters are drawn. 1 diameter1 2 2 diameters1 2 3 4  (a) complete the table for 3, 4 and 5 diameters.   you may use the empty circle to help you. number of  diametersnumber of regions 1 2 2 4 3 4 5      [2]  (b) write a formula, in terms of n, for the number of regions, r, when there are n diameters.   .  [1]",
+            "4": "4 0607/63/m/j/22 \u00a9 ucles 2022 3 chords  in this investigation: \u2022 each chord must cut every other chord \u2022 only two chords may intersect at any point.   the diagrams show the number of regions inside a circle when 1 chord, 2 chords and 3 chords are drawn. 3 chords 2 chords 1 chord1 1 23 44 75 6312 2  (a) count the number of regions in the circle when 4 chords are drawn.   .  [1]",
+            "5": "5 0607/63/m/j/22 \u00a9 ucles 2022 [turn over  (b) complete this table.    you may use the empty circle to help you. number of  chordsnumber of  regions 1 2 2 4 3 7 4 5 6 22     [1]  (c) find a formula, in terms of n, for the number of regions, r, when there are n intersecting chords.    .  [4]",
+            "6": "6 0607/63/m/j/22 \u00a9 ucles 2022 4 tangents    a region can be inside or outside the circle when the lines are tangents.  these two diagrams both show a circle with 2 tangents and the regions numbered.  the maximum number of regions for a circle with 2 tangents is 6. 32 41 5213 54 6  (a) give a reason why the first diagram does not have the maximum number of regions with 2  tangents.  .  .  [1]  (b) use this diagram to find the maximum number of regions when there are 3 tangents.   .  [1] ",
+            "7": "7 0607/63/m/j/22 \u00a9 ucles 2022 [turn over  (c) draw a fourth tangent on the diagram below to find the maximum number of regions.   complete the table. number of  tangentsmaximum   number of regions 1  3 2  6 3 4 5 21  [2]  (d) this is a formula for the maximum number of regions, r, when there are n tangents. rn bn2112=+ +   find the value of b.   .  [2]",
+            "8": "8 0607/63/m/j/22 \u00a9 ucles 2022 5 secants  a secant is a straight line that intersects a circle at two points and extends outside the circle.  in this investigation: \u2022 each secant must cut every other secant \u2022 only 2 secants may intersect at any point \u2022 secants must not intersect on the circumference of the circle.  secant  the diagram shows the number of regions with 2 secants drawn on a circle. 2 68 7 543 1  (a) find the number of regions when there are 3 secants.   complete the table. number of  secantsnumber of regions 1 4 2 8 3 4 19 5 26  [2]",
+            "9": "9 0607/63/m/j/22 \u00a9 ucles 2022 [turn over  (b) this is a formula for the number of regions, r, when there are n secants. rn bn c212=+ +   find the value of b and the value of c.  b=    c=    [4]",
+            "10": "10 0607/63/m/j/22 \u00a9 ucles 2022 6 tangents are drawn on a circle to give the maximum number of regions.  there are 1225 regions.  find the number of tangents.   .  [3] 7 there are two circles.  the first circle has chords  drawn on it.  the second circle has secants  drawn on it.  the number of chords on the first circle is the same as the number of secants on the second circle.  each circle has the maximum number of regions.  one circle has 60 more regions than the other.  (a) find the number of straight lines on each diagram.   .  [2]  (b) find the larger number of regions.   .  [2]",
+            "11": "11 0607/63/m/j/22 \u00a9 ucles 2022 [turn over b modelling (questions 8 to 11) airport runway (30 marks) you are advised to spend no more than 50 minutes on this part. this task looks at the factors that affect the decision to build a second runway at an airport. the factors are: \u2022 the number of seconds a plane waits over the airport before it can start to land \u2022 the number of seconds it then takes to land. a plane cannot begin to land until the runway is free but must wait over the airport. as soon as the runway is free the plane begins to land. the number of seconds between one plane and the next plane arriving over the airport is called  the inter-arrival time . the number of seconds from when a plane begins to land and when it stops is called the landing time . 8 this table shows the data for the first 5 planes arriving at the airport for the 1080 seconds after 8  am on  day 1.  for example:  plane b arrives 120 seconds after plane a. plane a has not ended its landing.   plane b starts its landing 180 seconds after 8  am, as soon as plane a has ended its  landing. planeinter-arrival   time  (seconds)arrival  over airport  (seconds  after 8  am)start of  landing  (seconds  after 8  am)landing  time  (seconds)end of  landing  (seconds  after 8  am)seconds  waiting   to land a 30 30 150 180 0 b 120 150 180 110 290 30 c 360 510 510 100 610 0 d 25 535 610 280 75 e 60 44 934  (a) complete the table.  [5]  (b) a plane uses the runway for the whole of its landing time.   calculate the total time that the runway was not used during these 1080 seconds.   .  [2]",
+            "12": "12 0607/63/m/j/22 \u00a9 ucles 2022 9 to decide if a second runway should be built, more data is needed.   the table shows the data for 180 planes.  all values are given correct to the nearest integer.  (a) complete the table.     inter-arrival time   (t seconds)number of   planespercentage of  planesinter-arrival time   (t seconds)cumulative  percentage   of planes ( p)  0 t1g 60 42 23 tg 60 23  60 t1g 120 34 19  tg 120 42 120 t1g 180 29  tg 180 180 t1g 240 23  tg 240 71 240 t1g 300 16  tg 300 80 300 t1g 360 11 6  tg 360 86 360 t1g 420 11 6  tg 420 420 t1g 480 7 4  tg 480 480 t1g 540 4 2  tg 540 540 t1g 600 2 1  tg 600 99 600 t1g 660 0 0  tg 660 99 660 t1g 720 0 0  tg 720 99 720 t1g 780 1 1  tg 780 100 780 t1g 840 0 0  tg 840 100 840 t1g 900 0 0  tg 900 100  [3]",
+            "13": "13 0607/63/m/j/22 \u00a9 ucles 2022 [turn over  (b) on the grid below, complete the cumulative percentage curve.   p t 0020406080100 100 200 300 400 500 time (seconds)600 700 800 900 1000cumulative percentage  [2]    (c) use the graph to estimate the inter-arrival time for a cumulative percentage of 50.   .  [1]",
+            "14": "14 0607/63/m/j/22 \u00a9 ucles 2022 10 this is a model for the cumulative percentage, p, in terms of the inter-arrival time, t. () pk ta1 3 =-    where a and k are constants  (a) use the points (60, 23) and (360, 86) to write down two equations in terms of a and k.   ...   ...  [1]  (b) show that   .aa52360360=-- ,   where 52.3 is correct to 1 decimal place.  [2]  (c) solve the equation in part (b)  to show that a54= , correct to the nearest integer.  [3]",
+            "15": "15 0607/63/m/j/22 \u00a9 ucles 2022 [turn over  (d) find the value of k, correct to the nearest integer, and complete the model.   .( . ) pt31=-  [2]  (e) use the model to find the inter-arrival time for a cumulative percentage of 50.   .  [3]  (f) sketch the model on the axes in question 9(b) . [2]  (g) comment on the validity of this model.  .  .  [1] question 11 is printed on the next page.",
+            "16": "16 0607/63/m/j/22 \u00a9 ucles 2022 11 (a) use the model to find the percentage of planes that arrived over the airport within 120 seconds of  the previous plane.   .  [1]  (b) the table shows information about landing times for the 180 planes.   all values are given correct to the nearest integer. landing time   (t seconds)number of planespercentage of  planeslanding time   (t seconds)cumulative  percentage   of planes ( p)  0 t1g 60 2 1 tg 60 1  60 t1g 120 7 4  tg 120 5 120 t1g 180 11 6  tg 180 11 180 t1g 240 15 8  tg 240 19 240 t1g 300 20 11  tg 300 30 300 t1g 360 34 19  tg 360 49 360 t1g 420 42 23  tg 420 72 420 t1g 480 30 17  tg 480 89 480 t1g 540 18 10  tg 540 99 540 t1g 600 1 1  tg 600 100   find the percentage of planes where the landing time is more than 120 seconds.   .  [1]  (c) based on your answers to part (a)  and part (b) , should a second runway be built at the airport?   give a reason for your answer.  .  .  [1] permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the  publisher will be pleased to make amends at the earliest possible opportunity. 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."
+        }
+    },
+    "Other Resources": {},
+    "Specimen Papers": {}
+}
\ No newline at end of file
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--- /dev/null
+++ b/0610.json
@@ -0,0 +1,9728 @@
+{
+    "2002": {
+        "0610_w02_qp_1.pdf": {
+            "1": "this question paper consists of 19 printed pages and 1 blank page. sp (cw/jb) s21449/3 \u00a9cie 2002 [turn overinternational general certificate of secondary education cambridge international examinations biology 0610/1 paper 1  multiple choice october/november session 2002 45 minutes additional materials: multiple choice answer sheet soft clean erasersoft pencil (type b or hb is recommended) time 45 minutes instructions to candidates do not open this booklet until you are told to do so. write your name, centre number and candidate number on the answer sheet in the spaces provided unless this has already been done for you. there are forty questions in this paper. answer all questions. for each question, there are four  possible answers, a, b,cand d. choose the one you consider correct and record your choice in soft pencil on the separate answer sheet.read very carefully the instructions on the answer sheet. information for candidates each correct answer will score one mark. a mark will not be deducted for a wrong answer. any rough working should be done in this booklet.",
+            "2": "2 0610/1/o/n/021what are characteristics of all organisms? aegestion and excretion begestion and nutrition cexcretion and nutrition dnutrition and photosynthesis 2the table shows some characteristic features of four vertebrates. which vertebrate is a mammal? 3which information is needed when classifying a frog using the binomial system?aclass : amphibian bgenus : rana ckingdom : animal dphylum : vertebratekey\u2714feature present \u2718feature absentfeature vertebrate scales lays eggs feathers wings hair a \u2714\u2714 \u2718\u2718\u2718 b \u2718\u2714\u2718\u2718\u2718 c \u2718 \u2714\u2714\u2714\u2718 d \u2718\u2718\u2718\u2714 \u2714",
+            "3": "3 0610/1/o/n/02 [turn overuse this diagram of the plant cell to answer questions 4 and 5. 4which two parts are also found in liver cells? aw and x bw and z cy and x dy and z 5in which part of the cell do carbon dioxide and water combine to form glucose?aw bx cy dzw x y z",
+            "4": "4 0610/1/o/n/026the diagram shows the female reproductive system. at which level of organisation are the ovum and the uterus?ovum uterus ovum uterus a cell organ b cell tissue c organ tissue d tissue organ",
+            "5": "5 0610/1/o/n/02 [turn over7the diagram shows a section through an eye.  what are structures x and y? aorgans in an organ system borgans in a tissue corgan systems in an organ dtissues in an organx y",
+            "6": "6 0610/1/o/n/028which shows the changes in appearance of a plant cell as it remains in a concentrated sugar solution for thirty minutes? 9by which process does oxygen move into the cytoplasm of a root hair cell? adiffusion bosmosis cphotosynthesis dtranspiration 10which statement about enzymes is correct? aenzymes are carbohydrates. benzymes are catalysts. cenzymes are not affected by ph. denzymes are not affected by temperature.a b c d",
+            "7": "7 0610/1/o/n/02 [turn over11the graph shows the results of an investigation into enzyme activity. how should the horizontal axis of the graph be labelled? aph btemperature ctime dvolume 12what are the features of a xylem vessel?  13which two substances are the products of photosynthesis? acarbon dioxide and sugar bcarbon dioxide and water coxygen and carbon dioxide doxygen and sugarrate of an enzyme-controlledreaction side wall end wall a thick absent b thick present c thin absent d thin present",
+            "8": "8 0610/1/o/n/0214the diagram shows a section through a leaf.  between which two points does most gaseous exchange take place? ap and r bq and s cr and q ds and p 15the table shows the nutritional information of a plain biscuit.which nutrient needs no digestion?p rs q a fat 3 .0 g b glucose 2.8 g c protein 3.5 g d starch 5.5 g",
+            "9": "9 0610/1/o/n/02 [turn over16an experiment on diffusion was set up as shown in the diagram. what was found in the water in the test-tube after 15 minutes? aamino acids bfatty acids cglucose dglycerol 17the diagram shows the four chambers of a human heart. which statement describes the direction of blood flow? ablood enters p directly from the lungs. bblood enters s directly from the lungs. cblood passes directly from q to p. dblood passes directly from q to the lungs.qs rppartially permeable membrane water at 37  \u00b0cmixture of proteinsolution andprotease",
+            "10": "10 0610/1/o/n/0218the double circulation of the blood means that, for every complete circuit of the body, aatria and ventricles contract alternately. bblood flows through the arteries and veins. cblood flows through atria and ventricles. dblood flows twice through the heart. 19which air sample has just been breathed out? 20in an experiment to investigate the anaerobic respiration of yeast, two bottles are set up in a warm room. what describes the appearance of the balloons after one day?balloon sugar, yeast and waterpballoon yeast and waterqair percentage of percentage of percentage sample oxygen carbon dioxide humidity a 21 0.04 20 b 16 4.04 100 c 4 0.40 80 d 20 4.00 60 balloon p balloon q a inflated inflated b inflated no change c no change inflated d no change no change",
+            "11": "11 0610/1/o/n/02 [turn over21the diagram shows a plan of part of the human circulatory system. in which vessel are the breakdown products of alcohol first found? lungs heart liver gut kidneyd a c b",
+            "12": "12 0610/1/o/n/0222a patient has dye injected into the blood supply to his kidneys. the dye appears in his excretory system as shown. which part is blocked? aone kidney  bone ureter cthe bladder  dthe urethra 23in a reflex action, which term describes light, temperature and chemicals?aeffectors bimpulses creceptors dstimulikey dye no dye",
+            "13": "13 0610/1/o/n/02 [turn over24the diagram shows the muscles that control the size of the pupil in an eye. how do the muscles make the pupil larger? 25the graph shows the number of pregnancies that resulted while four groups of 100 women were each using a different method of contraception. which method of contraception is the most effective? abcd 20 10 0contraceptive pillrhythm methodintra-uterine device (iud)diaphragmnumber of pregnanciescircular musclesiris pupilradial muscles circular muscles radial muscles a contract contract b contract relax c relax contract d relax relax",
+            "14": "14 0610/1/o/n/0226which best describes sexual reproduction?  27the graph shows the average level of sex hormones in the blood of females and males. what are these hormones? 28the table shows the conditions provided for four sets of seeds. all the seeds are well-watered. which of the seeds germinate?malefemale 02468 1 0 12 14 16 18   20levels of sex hormones inthe blood age  / yearsnumber of parents offspring a one genetically different from parent b one genetically identical to parent c two genetically different from parents d two genetically identical to parents female male a adrenaline oestrogen b insulin adrenaline  c oestrogen testosterone d testosterone insulin suitable carbonoxygentemperature dioxide a \u2714\u2714\u2718 b \u2718\u2714\u2718 c \u2718\u2718\u2714 d \u2714\u2718\u2714key \u2714=  condition present \u2718=  condition absent",
+            "15": "15 0610/1/o/n/02 [turn over29the graph shows a growth curve. which is the most accurate variable to plot on the y-axis? adry mass bfresh mass clength dvolume 30which sex chromosomes in the egg and the sperm will produce a male child?y-axis time sex chromosome sex chromosome in egg in sperm a xx b xy c yx d yy",
+            "16": "16 0610/1/o/n/0231the diagram shows a sperm cell. which part contains genes? 32in a pea plant, the allele for round seeds (r) is dominant to the allele for wrinkled seeds (r).if plants with the genotype rr are crossed, what are the likely proportions of offspring?aall with round seeds ball with wrinkled seeds c1 with round seeds : 1 with wrinkled seeds d3 with round seeds : 1 with wrinkled seeds 33the diagram shows a simple food chain. what is the source of energy for this food chain? acarbon dioxide b minerals c sun dwater dcba",
+            "17": "17 0610/1/o/n/02 [turn over34from which food chain is least energy lost? acorn \u2192 hens \u2192 humans  bgrass \u2192 cows \u2192 humans cpotatoes \u2192 humans  dwater plants \u2192 small fish \u2192 large fish \u2192 humans 35the diagram represents the carbon cycle. which process is represented by arrow x? acombustion bdecay cphotosynthesis drespirationcarbon dioxide in air animalsdecomposing material in soilfossil fuels green plantsx",
+            "18": "18 0610/1/o/n/0236the diagram shows part of the water cycle. which process is responsible for returning water vapour to the air at p? acombustion bcondensation  cphotosynthesis drespiration 37which graph shows the growth of a population where there are no limiting factors? apopulation size00timebpopulation size00timecpopulation size00timedpopulation size00timewater vapour in the air compounds in living plants   compounds in living animals  p",
+            "19": "19 0610/1/o/n/0238a farmer put some fertiliser on his field. soon afterwards, there was a heavy storm and some of the fertiliser drained into a lake. what is the effect of the fertiliser on the growth of the crop plants in the field and the plants in the lake? 39the concentration of a pesticide in the tissues of the organisms in the following food chain wasmeasured. plants \uf8e7\uf8e7\uf8e7\u2192 small fish \uf8e7\uf8e7\uf8e7\u2192 large fish \uf8e7\uf8e7\uf8e7\u2192 bird of prey which organism on the bar chart is the large fish? 40which activity will be least likely to lead to the extinction of species? aconservation bdeforestation cuse of herbicides duse of pesticides0.5 0.4 0.3 0.20.1 0abcdpesticide concentrationin tissues  / mg per kg organismland with fertiliser lake plants crop plants lake plants a decrease decrease b decrease increase  c increase decrease d increase increase",
+            "20": "20 0610/1/o/n/02blank page"
+        },
+        "0610_w02_qp_2.pdf": {
+            "1": "this question paper consists of 15 printed pages and 1 blank page. sjf2433/cg  s17222/4 \u00a9 cie 2002 [turn overinternational general certificate of secondary education cambridge international examinations  biology 0610/2 paper 2 october/november session 2002 1 hour candidates answer on the question paper. no additional materials are required. time 1 hour instructions to candidates write your name, centre number and candidate number in the spaces at the top of this page. answer all questions. write your answers in the spaces provided on the question paper. information for candidates the intended number of marks is given in brackets [  ] at the end of each question or part question.candidate centre number number candidate name  for examiner\u2019s use 1 23456789 total",
+            "2": "2 0610/2/o/n/021fig. 1.1 shows six different fish. fig. 1.1dcbafor examiner\u2019s use e f",
+            "3": "3 0610/2/o/n/02 [turn overuse the key below to identify each fish. write the name of each fish in the correct box of table 1.1. as you work through the key, tick the boxes in table 1.1. to show how you identified each fish. fish ahas been identified for you as an example. key table 1.1 [total : 5]for examiner\u2019s use 1(a)no gill slits visible (b)five gill slits visible 2(a)body about 7 times as long as deep (b)body about 2 times as long as deep 3(a)eye above front end of mouth (b)eye above back edge of mouth 4(a)one fin along back (b)two fins along back 5(a)back fin with short spines (b)back fin with long spines23 4 5 basking shark greenland shark bearded rockling hake sea bream john doryname of fish fish a bcd e f1(a) 1(b) \u27132(a) 2(b) 3(a) \u27133(b) 4(a) 4(b) 5(a) 5(b) name of fish basking shark",
+            "4": "4 0610/2/o/n/022(a)the heart pumps blood around the body. which chamber of the heart pumps blood to the brain? . [1] (b)the volume of blood pumped to the lungs per minute, the cardiac output, depends on the heart rate and the volume of blood pumped at each beat, the stroke volume. table 2.1 shows data for untrained and trained persons at rest and after maximum exercise. table 2.1 (i)calculate the cardiac output for the untrained and trained persons at rest. record your answers in table 2.1. [2] (ii) compare the data for the untrained and trained persons at rest.state two effects that training has on the activity of the heart. 1.  ... ... 2.  ... .. [2] (iii) use the data to compare the effect of maximum exercise on trained and untrained persons. ... . [2]for examiner\u2019s use untrained person  at rest75 50 195 1800.0700.1050.1100.165heart rate (beats per minute)stroke volume (dm 3)cardiac output (dm3per minute) 21.4529.70trained person  at rest untrained person  after maximum exercise trained person  after maximum exercise",
+            "5": "5 0610/2/o/n/02 [turn over(iv) suggest how the heart itself benefits from training. ... .. [1] (c)explain why the body needs a higher cardiac output during exercise. ... [4] [total : 12] 3when water from treated sewage is released into a river, it can have the same effect as the release of excess fertilisers. (a)suggest why the water from treated sewage can have this effect. . [2] (b)describe and explain what might occur to the organisms in the river as the result of such pollution. .. . [5] [total : 7]for examiner\u2019s use",
+            "6": "6 0610/2/o/n/024fig. 4.1 shows a food chain and the energy flow through it. fig. 4.1 (a) (i) calculate the energy values mandn. m ... n .. [2] (ii) to which group of organisms might xbelong? .. [1] (iii) state the source of energy for this food chain. .. [1] (iv) suggest two processes that might account for the loss of energy from the organisms to the environment. 1.  ... ... 2.  ... .. [2]for examiner\u2019s use 1200 units5000 units m units60 units 20 unitsherbivoreslost to environment consumed by organisms x120 units1000 units carnivores plants10 000 unitsenergy trapped byphotosynthesis n units",
+            "7": "7 0610/2/o/n/02 [turn over(b)the herbivores are mammals. suggest why they lose to the environment about 80% of the energy they receive, but the plants lose only about 50% of their energy. .. . [2] [total : 8]for examiner\u2019s use",
+            "8": "8 0610/2/o/n/025the graph, fig. 5.1, shows the mean heights of males at various ages. fig. 5.10 05 age (years)10 15 25 2020406080height (cm) 100120140160males180200for examiner\u2019s use",
+            "9": "9 0610/2/o/n/02 [turn overtable 5.1 shows the mean heights of females over the same age range. table 5.1 (a) (i) plot these data on fig. 5.1. [2] (ii) between which ages is the rate of growth fastest in females? .. [1] (iii) between which ages are females taller than males? .. [1] (iv) at what age is the mean height of males 140 cm? .. [1] (b)normally, puberty for females occurs in the early teenage years. state three changes, other than increase in height or mass, that occur in females during puberty. 1.  .. .. 2.  .. .. 3.  .. . [3] [total : 8]for examiner\u2019s use age of females (years) 05 0 84 96 13014416216225 10152025mean height (cm)",
+            "10": "10 0610/2/o/n/026fig. 6.1 shows the male reproductive system. fig. 6.1 (a)name the parts labelled a,bandc. a ... b ... c .. [3] (b)a disease that can affect the male reproductive system is gonorrhoea. (i)state two signs or symptoms of this disease in males. 1.  ... ... 2.  ... .. [2] (ii) what long-term effect can this disease have in males? . [1] (iii) what is the normal method of treatment for a gonorrhoea infection? . [1] (iv) what is the best method of preventing the spread of this disease during sexual intercourse? .. [1] [total : 8]a cbfor examiner\u2019s use",
+            "11": "11 0610/2/o/n/02 [turn over7(a) (i) define the term tissue. ... .. [1] (ii) state the two functions of xylem tissue.1.  ... ... 2.  ... .. [2] (b)fig. 7.1 shows some cells in a tissue. fig. 7.1 (i)name this tissue. .. [1] (ii) this tissue lines the oviduct. suggest its function in this tube. ... .. [1] (iii) name another tube that is lined by this tissue. .. [1] (iv) which chemical in cigarettes interferes with the working of this type of tissue? .. [1] [total : 7]for examiner\u2019s use",
+            "12": "12 0610/2/o/n/02for examiner\u2019s use8fig. 8.1 shows an apparatus used in an investigation into transpiration. the cylinders were set up and left in the same conditions for 24 hours. fig. 8.1 (a)the drop in the level of water in the cylinders is taken as a measure of the rate oftranspiration. (i)complete table 8.1. table 8.1 [2]original level final level cm350100 cm350100 ab original volumecylinder awater volume (cm3) cylinder b final volume",
+            "13": "13 0610/2/o/n/02 [turn over(ii) which variable could account for the differences in the results for cylinders a andb? ... .. [1] (iii) suggest a modification you could make to ensure that all the water lost from the cylinders is taken up by the shoots. ... .. [1] (b)state three environmental factors that can affect the rate of transpiration.1. ...2. ...3. .. [3] [total : 7]for examiner\u2019s use",
+            "14": "14 0610/2/o/n/029(a)proteins are digested in the stomach and small intestine. (i)which type of enzyme breaks down proteins? .. [1] (ii) state how the conditions necessary for the digestion of proteins in the stomach are different from those in the small intestine. ... .. [1] (b)when carbohydrates have been digested, excess glucose is stored. (i)where is it stored? .. [1] (ii) what is it stored as? .. [1] (c)excess amino acids cannot be stored.describe how they are removed from the body. ... [4] [total : 8]for examiner\u2019s use",
+            "15": "15 0610/2/o/n/02blank page",
+            "16": "16 0610/2/o/n/02copyright acknowledgements: queston 1  a lawrence wells. observers book of sea fishes . frederick warne & co. 1958 question 2 dennis taylor. human physical health. cambridge university press. 1980cambridge international examinations has made every effort to trace copyright holders, but if we have inadvertently overlooked any we will be pleased to make the necessary arrangements at the first opportunity."
+        },
+        "0610_w02_qp_3.pdf": {
+            "1": "this question paper consists of 8 printed pages. spa (nf/kn) s17699/2 \u00a9 cie 2002 [turn overinternational general certificate of secondary education cambridge international examinations biology 0610/3 paper 3 october/november session 2002 1 hour 15 minutes additional materials: answer paper time 1 hour 15 minutes instructions to candidates write your name, centre number and candidate number in the spaces at the top of this page and on all separate answer paper used. section aanswer all questions. write your answers in the spaces provided on the question paper. section banswer any two questions.write your answers on the separate answer paper provided. at the end of the examination,1. fasten any separate answer paper used securely to the question paper;2. enter the numbers of the section b questions you have answered in the grid below. information for candidates the intended number of marks is given in brackets [  ] at the end of each question or part question. y ou are advised to spend no longer than 30 minutes on section a.candidate centre number number candidate name  for examiner\u2019s use section a section b total",
+            "2": "2 0610/3/o/n/02section a answer all the questions. write your answers in the spaces provided. 1fig. 1.1 shows a food web in an ecosystem. leopard baboon scorpion impala locust grass fig. 1.1 (a)define the following terms: (i)ecosystem ; ... ...[1] (ii) food web. .[2] (b) (i) name the herbivores shown in the food web. ...[1] (ii) suggest why it is difficult to state the trophic level to which the leopard belongs in this food web. ... ...[1]for examiner\u2019s use",
+            "3": "3 0610/3/o/n/02 [turn over(c)in some years, there are plagues of locusts. state and explain the effect such a plague might have on numbers of (i)impala; ..[1] (ii)scorpions. ..[1] (d)during one locust plague, although the baboons had more food, their numbers subsequently dropped. (i)in terms of the food web, explain how this happened. ... ..[2] (ii) suggest another reason, notrelated to the food web or hunting, for the drop in baboon numbers. ..[1] (e)leopards are sometimes hunted for their fur and other uses.suggest two reasons for banning the hunting of leopards.1.  .. .. 2.  .. ..[2] [total : 12]for examiner\u2019s use",
+            "4": "4 0610/3/o/n/022fig. 2.1 shows a nerve cell. fig. 2.1 (a) (i) name the type of nerve cell shown in fig. 2.1. ...[1] (ii) state two features that distinguish it from other types of nerve cell. 1.  ... 2. ...[ 2] (iii) where, in the nervous system, is this cell located? ...[1]cytoplasm myelin sheathfor examiner\u2019s use",
+            "5": "5 0610/3/o/n/02 [turn over(b)nerve cells are specialised cells. suggest how the parts of the nerve cell labelled in fig. 2.1 enable the nerve cell to function successfully. cytoplasm . .. myelin sheath ... ..[4] (c)reflexes involve a response to a stimulus. (i)complete the flow chart by putting the following terms in the boxes to show thecorrect sequence in a reflex. coordinator effector receptor response stimulus [2] (ii) for the pupil reflex, identify each of the parts of the sequence by completing  table 2.1. the first has been done for you. table 2.1 [4] [total : 14]for examiner\u2019s use part of sequence part in pupil reflex coordinator brain effector receptor response stimulus",
+            "6": "6 0610/3/o/n/023fig. 3.1 shows part of a villus in the small intestine. fig. 3.1 (a) (i) state the roles of the following structures in the villus: capillary ; ... ... lacteal . .. ...[4] (ii) the epithelial cells, one of which is shown enlarged on fig. 3.1, have microvilli on their exposed surface. suggest an advantage of these microvilli to the epithelial cells. ..[1]capillary microvilli on epithelial cell lactealfor examiner\u2019s use",
+            "7": "7 0610/3/o/n/02 [turn over(b) (i) name the process by which the products of digestion, present in high concentrations in the ileum, would pass into the capillaries. ...[1] (ii) describe how the capillaries are adapted to allow this process to happen efficiently. ... ..[2] (c)some substances are absorbed into the capillaries by active uptake. (i)explain why active uptake is sometimes necessary. .[2] (ii) suggest why active uptake stops when the epithelial cells of the ileum are exposed to a respiratory poison. ... ..[2] (d)the lacteal, seen in the middle of the villus, is part of the lymphatic system. state two functions of the lymphatic system, notassociated with the ileum. 1.  .. 2.  ..[2] [total : 14]for examiner\u2019s use",
+            "8": "8 0610/3/o/n/02section b answer any two questions. write your answers on the separate answer paper provided. 4(a)explain how auxins in a shoot that is placed horizontally change the direction of its growth. [5] (b)state the sites of production and describe the roles of oestrogen and progesterone (i)in the menstrual cycle; [6] (ii) during pregnancy. [4] 5(a)fig. 5.1 shows some of the features of a typical wind-pollinated flower. fig. 5.1 (i)describe the features that make a typical wind-pollinated flower different from a typical insect-pollinated flower. [9] (ii) suggest how pollen of a wind-pollinated flower would be different from that of an insect-pollinated flower. [3] (b)outline the implications to a species of self-pollination. [3] 6(a)define the term respiration . [3] (b)by means of a table, distinguish between aerobic respiration and anaerobic respiration. [5] (c)explain how a mammal regulates its body temperature after a period of strenuous exercise.[7] 7(a)distinguish between each of the following pairs of terms: (i)phenotype and genotype; (ii) dominant and recessive; (iii) homozygous and heterozygous. [7] (b)using a suitable named example, explain how the following phenotypic ratios can be obtained from a genetic cross. (i)1:1 (ii) 3:1 [8]"
+        },
+        "0610_w02_qp_5.pdf": {
+            "1": "this question paper consists of 8 printed pages, 3 blank pages and a supervisor\u2019s report. sp (slc/jb) s16902/2 \u00a9 cie 2002 [turn overinternational general certificate of secondary education cambridge international examinations biology 0610/5 paper 5  practical test october/november session 2002 1 hour candidates answer on the question paper. additional materials: as listed in instructions to supervisors time 1 hour instructions to candidates write your name, centre number and candidate number in the spaces at the top of this page. answer allquestions. write your answers in the spaces provided on the question paper. use a sharp pencil for your drawings. coloured pencils or crayons should notbe used. information for candidates the intended number of marks is given in brackets [ ] at the end of each question or part question.candidate centre number number candidate name  for examiner\u2019s use 1 2 total",
+            "2": "2 0610/5/o/n/021y ou are provided with specimen x, which is part of a potato plant. (a) (i) make a large, labelled drawing of specimen xto show as many external features as possible. [5] (ii) describe the part played by specimen xin the life of the potato plant. ... .[2] (iii) state onevisible feature that enables you to identify this structure as a stem. ...[1] \u2022 cut specimen xinto two halves. \u2022f rom one half, cut a piece 4 cm x 1 cm x 1 cm without any peel. \u2022put on the safety eye protectors provided. solution y is a skin irritant. do not get it on your hands. if it accidentally splashes on to your skin, wash it off with plentyof cold water. \u2022finely chop this piece on the white tile and carefully transfer the chopped tissue to aboiling tube. \u2022 place the boiling tube in a rack, pour in 5 cm 3cold water and shake the contents. \u2022using a syringe, draw up 5 cm3of solution yfrom the container and add it to the mixture. \u2022 place the syringe on the paper towel after use.\u2022do not shake the mixture. \u2022 immediately mark the level of the contents of the boiling tube, as shown in fig. 1.1.\u2022 call this mark zero.for examiner\u2019s use",
+            "3": "3 0610/5/o/n/02 [turn overfig. 1.1 \u2022s tart the stop clock and observe what happens to the contents of the boiling tube for two minutes. \u2022a fter two minutes, measure in millimetres the level of the froth (bubbles) in the boiling tube from the zero mark to the top of the bubbles. (b) (i) record this value. ... (ii) describe what you observed over the two minute period. ... .[2] (c)\u2022c ut a similar 4 cm x 1 cm x 1 cm piece from the other half of specimen x. \u2022 cut this into four pieces, each 1 cm x 1 cm x 1 cm. do notchop these four pieces. \u2022 put all four pieces into a clean boiling tube and repeat the procedure as in (a)(iii) . \u2022m easure the height, in millimetres, of the froth, as before. record this value. ..0 chopped tissue x mixture + solution yfor examiner\u2019s use",
+            "4": "4 0610/5/o/n/02(d) (i) on the grid, construct a bar graph from your results. [4] (ii) suggest explanations for your results. ... ..[4]for examiner\u2019s use",
+            "5": "5 0610/5/o/n/02 [turn over(e) (i) devise, but do notcarry out, an experiment to determine if the production of froth is controlled by an enzyme in specimen x. ... ..[3] (ii) explain the results that you would expect. [2] [total : 23]for examiner\u2019s use",
+            "6": "6 0610/5/o/n/022fig. 2.1 is a diagram to show the teeth in the upper and lower jaw of an adult human. fig. 2.1 (a)on fig. 2.1, (i)label an incisor, a canine, a premolar,a molar; [2] (ii) mark with an xany tooth or teeth that are missing from your mouth, but that are present in fig. 2.1. use the mirror, if necessary. (b)with reference to fig. 2.1, complete the table to show the number of each type of toothin the upper jaw and the lower jaw of an adult human. [1] (c)complete the table to show the number of each type of tooth in your upper and lowerjaw. [1]lower jaw upper jawfor examiner\u2019s use incisors canines premolars molars number of teeth in upper jaw number of teeth in lower jaw incisors canines premolars molars number of teethin upper jaw number of teeth in lower jaw",
+            "7": "7 0610/5/o/n/02 [turn over(d)explain differences, if any, between the number of teeth counted in fig. 2.1 and the number of teeth counted in your own mouth. if there are no differences, account for this. .. ..[2] (e)using the mirror, study the external appearance of one of your incisors and a canine, as seen from the front. (i)in the space below, draw one incisor and one canine, as seen from the front, toshow the differences in the relative shape and size of these teeth. [3] (ii) describe how the differences shown in your drawings and observations are linkedto the differences in function of these two types of teeth. ... ..[4]for examiner\u2019s use",
+            "8": "8 0610/5/o/n/02(f) (i) on fig. 2.1, use a ruler to determine the approximate surface area of the top surface of one of the molars. on fig. 2.1, mark with a letter ythe molar used in your calculation. surface area: .[1] (ii) explain how the surface area of the tops of the molars assists in the function of these teeth. ... [3] [total : 17]for examiner\u2019s use",
+            "9": "9 0610/5/o/n/02blank page",
+            "10": "10 0610/5/o/n/02blank page",
+            "11": "11 0610/5/o/n/02blank page",
+            "12": "12 0610/5/o/n/02supervisor\u2019s report *the supervisor or teacher responsible for the subject is asked to answer the following questions. 1was any difficulty experienced in providing the necessary material? if so, give brief details. 2did the candidate experience any difficulty during the examination as a result of faulty material? if so, give brief details. 3did the candidate suffer any accidents with apparatus or materials? if so, give brief details. 4please state any other information that is likely to assist the examiner, especially if this cannotreadily be discovered from the answers. declaration (to be signed by the principal, and completed on the top script from the centre) the preparation of the practical examination has been carried out so as to fully maintain thesecurity of the examination. signed . name (in block capitals) . *information that applies to all candidates need be given only once. n.b. if scripts are required by cie to be despatched in more than one envelope, it is essential that a copy of the relevant supervisor\u2019s results (when requested), the supervisor\u2019s report and the appropriate seating plan are sent inside each envelope ."
+        },
+        "0610_w02_qp_6.pdf": {
+            "1": "time 1 hour instructions to candidates write your name, centre number and candidate number in the spaces at the top of this page. answer all questions. write your answers in the spaces provided on the question paper.use a sharp pencil for your drawings. coloured pencils or crayons should notbe used. information for candidates the intended number of marks is given in brackets [ ] at the end of each question or part question.international general certificate of secondary education cambridge international examinations biology 0610/6 paper 6 alternative to practical october/november session 2002 1 hour candidates answer on the question paper. no additional materials are required. this question paper consists of 11 printed pages and 1 blank page. sp (at/jg) s21867/3 \u00a9 cie 2002 [turn overcandidate centre number number candidate name  for examiner\u2019s use 1 234 total",
+            "2": "2 0610/6/o/n/021(a)fig. 1.1 shows a potato plant and one flower and one tuber are shown in detail. fig. 1.1 (i)make large, labelled drawings of the tuber and the flower shown in detail. [4]for examiner\u2019s use",
+            "3": "3 0610/6/o/n/02 [turn over(ii) state the type of reproduction carried out by the tuber and the flower. tuber .. flower  [1] (b)humans use the potato tubers as a source of food. the main food component is a complex carbohydrate, starch. fig. 1.2 shows some starch grains found inside the cells of tubers. fig. 1.2 (i)determine the length of one starch grain in mm, given that the cells are magnified 860 times. show your working. length of starch grain .. mm [2] (ii) name the metabolic process by which plants make carbohydrate. ...[1]for examiner\u2019s use",
+            "4": "4 0610/6/o/n/02(iii) describe an experiment you could carry out to show the formation of starch in a green plant. ... ...[4] [total : 12]for examiner\u2019s use",
+            "5": "5 0610/6/o/n/02 [turn overfor examiner\u2019s use volume of test ascorbic acid (cm3) 11 .5 21 .0 31 .1 40 .9 51 .0 average2ascorbic acid (vitamin c) is found in fresh fruits and vegetables. the amount in a known quantity of fruit juice can be determined by decolourising a blue dye, dcpip . (a)students were provided with 0.1% ascorbic acid solution (0.1 g ascorbic acid in100 cm 3water) and 0.1% freshly prepared dcpip solution. 1c m3dcpip was placed in a clean test-tube. the ascorbic acid was added, using a graduated pipette, until the blue colour disappeared. the test was carried out five times and the results are shown in table 2.1. table 2.1 (i)complete table 2.1 by calculating the average (mean) value of the data. [1] (ii) examine the data in table 2.1. suggest a more reliable average value, stating a reason for your answer. ..[2]",
+            "6": "6 0610/6/o/n/02for examiner\u2019s use (b)the test was repeated on a range of different fruit juices using 1 cm3of dcpip each time. fig. 2.1 shows the results of these tests. each graduated pipette originally contained 1c m3of a different fruit juice. fig. 2.1 in table 2.2, (i)record the volumes of fruit juices used; (ii)calculate and record the amount of ascorbic acid in each fruit juice using theformula = concentration of ascorbic acid in a fruit juice in g per cm 3 where, n= volume of ascorbic acid from (a)(ii) ; p = volume of fruit juice needed to decolourise dcpip .0 0.10.2 0.3 0.4 0.5 0.6 0.7 0.8 0.9lemon 0 0.10.2 0.3 0.4 0.5 0.6 0.7 0.8 0.9apple 0 0.10.2 0.3 0.4 0.5 0.6 0.7 0.8 0.9grapefruit 0 0.10.2 0.3 0.4 0.5 0.6 0.7 0.8 0.9lime 0 0.10.2 0.3 0.4 0.5 0.6 0.7 0.8 0.9grape original level of fruit juice 1c m3 graduated pipette n p",
+            "7": "7 0610/6/o/n/02 [turn overfor examiner\u2019s usetable 2.2 [5] (iii) on the grid, show your results in an appropriate form to compare the ascorbic acid content of the five fruit juices. [4] (c)the concentration of ascorbic acid (vitamin c) is highest in fresh fruit juices. describe a simple investigation you could carry out to show the effect of storage on the ascorbic acid content of one of the five fruit juices. .. ..[3] [total : 15]n ptype of juice lemon apple grapefruit lime grape volume of juice used to decolourise dcpip = pcm3 = g of ascorbic acid",
+            "8": "8 0610/6/o/n/02for examiner\u2019s use3if your teeth are not cared for and cleaned regularly, plaque may build up. (a)fig. 3.1 shows, in outline, some human front teeth.carefully shade in the areas where plaque would be found. fig. 3.1 [2] (b)plaque is acidic and can damage the enamel of the teeth. a sample of plaque was removed from the teeth and the ph determined using a ph meter. fig. 3.2 shows the dial on the ph meter. fig. 3.2 (i)what is the ph reading? ... [1] (ii) suggest an alternative way by which you could determine the ph of a similarsample of plaque and the observation you would expect to make. ... .[2]ph56 87gum",
+            "9": "9 0610/6/o/n/02 [turn over(c)bacteria play an active part in causing tooth decay and in the formation of plaque. suggest oneway in which you could show that these bacteria are living organisms. ..[3] [total : 8]for examiner\u2019s use",
+            "10": "10 0610/6/o/n/02for examiner\u2019s use4figs. 4.1 and 4.2 show two samples of human blood cells as seen using a light microscope. fig. 4.1 fig. 4.2 (a)state how you would determine the ratio of red blood cells to white blood cells. .. ..[1] (b) (i) describe three differences between the samples shown in figs. 4.1 and 4.2. .[3] (ii) suggest an explanation for these differences. ..[1] [total : 5] ",
+            "11": "11 0610/6/o/n/02blank page",
+            "12": "12 0610/6/o/n/02copyright acknowledgements: cambridge international examinations has made every effort to trace copyright holders, but if we have inadvertently overlooked any we will be pleased to make the necessary arrangements at the first opportunity."
+        }
+    },
+    "2003": {
+        "0610_s03_qp_1.pdf": {
+            "1": "this document consists of 18printed pages and 2blank pages. sp (sc/kn) s42065/4 \u00a9 cie 2003 [turn overcambridge international examinations international general certificate of secondary education biology 0610/01 paper 1  multiple choice may/june 2003 45 minutes additional materials: multiple choice answer sheet soft clean eraser soft pencil (type b or hb is recommended) read these instructions first write in soft pencil. do not use staples, paper clips, highlighters, glue or correction fluid.write your name, centre number and candidate number on the answer sheet in the spaces providedunless this has been done for you. there are forty questions on this paper. answer allquestions. for each question, there are four possible answers, a,b,candd. choose the oneyou consider correct and record your choice in soft pencil on the separate answer sheet. read the instructions on the answer sheet very carefully.each correct answer will score one mark. a mark will not be deducted for a wrong answer. any rough working should be done in this booklet.",
+            "2": "2 0610/01/m/j/031which of the following lists contains only arthropods? aannelids, insects, myriapods barachnids, crustaceans, myriapods ccrustaceans, insects, molluscs dinsects, myriapods, nematodes 2the diagram shows a half-flower.  use the following key to identify the type of flower. 1 petals attached above the ovary \u2026\u2026\u2026\u2026\u2026\u2026.. go to 2 petals attached below the ovary \u2026\u2026\u2026\u2026\u2026\u2026.. go to 3 2 stamens less than ten \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026 type a stamens more than ten \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026. type b 3 sepals absent \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026.. type c sepals present \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026. type dpetal stamen ovary",
+            "3": "3 0610/01/m/j/03 [turn over3the diagram shows some external features of a rat.  which features, seen in the diagram, show that a rat is a mammal? adiaphragm and lungs bfur and whiskers clegs and tail dmilk and sweat production 4the table shows features that may be found in living cells.which features are found in a liver cell? 5the diagram shows a section through a mesophyll cell of a leaf.which part is partially permeable? a b c dlarge cellulose central vacuolechloroplastscell wall a \u2713\u2713 \u2713 b \u2713\u2713 \u2717 c \u2717\u2717 \u2713 d \u2717\u2717 \u2717",
+            "4": "4 0610/01/m/j/036the diagram shows four cells. which cells transport water? a1 and 2 b1 and 3 c2 and 4 d3 and 4 7in the pancreas, there are groups of cells that make insulin.what describes these cells?aan organ in an organism ban organ system in an organism ccells within a cell wall dtissue in an organ 8in an osmosis experiment, four potato strips, each 5 cm in length, were left in salt solutions of different concentrations. the table shows the lengths of the strips after 30 minutes. which salt solution was the most concentrated?1234 length of strips aftersalt solution30 minutes a 4.5 cm b 4.8 cm c 5.0 cm d 5.3 cm",
+            "5": "5 0610/01/m/j/03 [turn over9the diagram shows a section through a leaf. by which process does carbon dioxide pass from xtoy? adiffusion bosmosis ctranslocation dtranspirationxy",
+            "6": "6 0610/01/m/j/0310the graph shows how the rate of an enzyme-controlled reaction changes with ph.   which statement is correct? athis enzyme is destroyed by acidic conditions. bthis enzyme works best in acidic conditions. cthis enzyme works best in alkaline conditions. dthis enzyme works best in neutral conditions. 11which kind of molecule could be an enzyme?afat bglucose cprotein dstarch1234 ph567rate of enzyme-controlledreaction",
+            "7": "7 0610/01/m/j/03 [turn over12the table shows the mass of some nutrients found in 100 g of four different foods. which foods would best prevent rickets and scurvy? 13the diagram shows some food moving along the alimentary canal. what is the name of the process that pushes the food along? aabsorption bdigestion cperistalsis dswallowingcircular muscle contracting food moved alongdirection of movement of foodcarbohydrate fat protein vit c vit dfood/g /g /g /m g /m g beans 10.0 0.4 5.0 3.0 0.0 bread 48.0 1.5 9.0 0.0 0.0cheese 0.0 34.0 25.0 0.0 0.4eggs 0.0 11.0 13.0 0.0 1.5 rickets scurvy a beans bread b bread cheese c cheese eggs d eggs beans",
+            "8": "8 0610/01/m/j/03use this diagram, which shows a cross-section through a leaf, to answer questions 14and15. 14which cell type absorbs the most carbon dioxide during the day? 15a leafy shoot is placed in a solution of red dye. after 30 minutes, which part of a leaf from this shoot will contain the red dye? 16the diagram shows cross-sections of three types of blood vessel (not drawn to the same scale). what is the identity of the three vessels?xy za b c d artery capillary vein a xy z b yx z c xz y d yz x",
+            "9": "9 0610/01/m/j/03 [turn over17what is happening in a bolus of food as it passes along the oesophagus? afats are being digested. bfats are being emulsified. cprotein is being digested. dstarch is being digested. 18the photograph shows some blood as seen under the microscope. what is the function of the cell labelled x? ablood clotting bcarrying oxygen cdefending against disease dtransporting hormones x",
+            "10": "10 0610/01/m/j/0319the roots of green plants take up nitrates from the soil. what are the nitrates used to make? afat bglucose cprotein dstarch 20which substance in cigarette smoke causes lung cancer?acarbon dioxide bcarbon monoxide cnicotine dtar 21why does anaerobic respiration by yeast release less energy than aerobic respiration?aenergy is lost in carbon dioxide. benergy is lost in oxygen. cenergy remains trapped in ethanol. denergy remains trapped in lactic acid. 22in which organ are excess amino acids broken down?abladder bbrain ckidneys dliver",
+            "11": "11 0610/01/m/j/03 [turn over23the diagram shows a section through part of the human eye. which part contains muscles? 24the diagram shows a germinated bean seed with a horizontal radicle. this is placed on a slowly rotating disc and is left for three days. which diagram shows the appearance of the radicle after three days? ab c delectric motor slowly rotating disc radicle bean seeda b c d",
+            "12": "12 0610/01/m/j/0325the diagram shows the male reproductive system. where is testosterone produced? 26the diagram shows stages in the life of a human from zygote to fetus.  which processes occur during these stages?b c da fertilisation growth development a \u2713\u2717 \u2713 b \u2713\u2717 \u2717 c \u2717\u2713 \u2717 d \u2717\u2713 \u2713",
+            "13": "13 0610/01/m/j/03 [turn over27the diagram shows stages of a menstrual cycle.  during which stage is a woman most fertile? 28 the diagram shows a germinating bean seed with the seed coat removed.  what are the structures x,yandz?x y za b cduteruslining breakdownofthickeneduterusliningthickeningofuteruslininguterinerepair\u2013menstruation ovulation structure xyz a cotyledon radicle plumule b plumule cotyledon radicle c plumule radicle cotyledon d radicle plumule cotyledon",
+            "14": "14 0610/01/m/j/0329which are needed for seed germination? acarbon dioxide and oxygen bchlorophyll and light csoil particles and mineral salts dwater and a suitable temperature 30the nucleus in each cell in the stem of a plant contains 32 chromosomes.how many chromosomes are there in the nuclei of its pollen grains? a8 b16 c32 d64 31a heterozygous, brown-eyed woman and a blue-eyed man have a child. if the allele for brown eyes is dominant to the allele for blue eyes, what are the chances that the child is blue-eyed? a1 in 2 b1 in 3 c1 in 4 dnone 32a female fruit fly with short wings mates with a male with long wings. all the offspring are long-winged. two of these offspring mate with each other. what percentage of their offspring will have long wings?a25 % b50 % c75 % d100 %",
+            "15": "15 0610/01/m/j/03 [turn over33the diagram shows a simple food chain. 123 green plants chickens wild dogs which process releases the energy which is then lost at 1, 2 and 3? aevaporation bphotosynthesis crespiration dtranslocation 34the diagram shows another simple food chain.which is the primary (first) consumer? abcd 35the diagram shows part of the water cycle.which arrow represents condensation?solar energy grass caterpillar bird clouds water vapour riverplants soilc abd",
+            "16": "16 0610/01/m/j/0336the diagram shows the release of a gas into the atmosphere from different sources. what is this gas? acarbon dioxide bnitrogen coxygen dwater vapour 37the diagram shows part of a food web. what is most likely to increase the size of the frog population? afewer hedgehogs bfewer worms cmore badgers dmore snakessnakes badgers frogs hedgehogs worms slugs plantssun soil urine sheep tree",
+            "17": "17 0610/01/m/j/03 [turn over38the diagram shows how some land near a lake is used. which of the following is most likely to cause the lake to flood? acutting down the forest bremoving the cattle ctaking the silt out of the lake dusing pesticides on the crops 39the diagram shows part of a food chain in a lake. the chart shows the concentration of a pesticide in the bodies of each organism in the chain. which organism on the chart is the frog? abcdconcentration of pesticide organismlakelakelakesiltland for growing cropsland for grazing cattleforestrain single-celled photosynthetic organismsmall crustaceanfrogcarnivorous bird",
+            "18": "18 0610/01/m/j/0340the diagram shows an area being developed for industry and agriculture. which would be the most likely to cause an initial increase in plant life in the lake? afertilisers bherbicides cpesticides dsmokesmoke containingsulphur dioxide factoryfertilisers, herbicides and pesticides applied to the land trees being cut down to provide agricultural land lake",
+            "19": "19 0610/01/m/j/03blank page",
+            "20": "20 0610/01/m/j/03blank page"
+        },
+        "0610_s03_qp_2.pdf": {
+            "1": "this document consists of 14printed pages and 2blank pages. sp (at/kn) s42063/3 \u00a9 cie 2003 [turn overcambridge international examinations  international general certificate of secondary education biology 0610/02 paper 2 may/june 2003 1 hour candidates answer on the question paper. no additional materials are required. read these instructions first write your name, centre number and candidate number in the spaces at the top of this page. write in dark blue or black pen in the spaces provided on the question paper.you may use a soft pencil for any diagrams, graphs or rough working.do not use staples, paper clips, highlighters, glue or correction fluid. answer allquestions. the number of marks is given in brackets [  ] at the end of each question or part question.centre number candidate number name if you have been given a label, look at the details. if any details are incorrect ormissing, please fill in your correct detailsin the space given at the top of this page. stick your personal label here, if provided.for examiner\u2019s use 1 23456789 total",
+            "2": "2 0610/2/m/j/031respiration is a characteristic of living organisms. (a)state three other characteristics of living organisms.1.  .. 2.  .. 3.  ..[3] (b)a remote control deep-sea probe collected mud from the seabed at a depth of 8000 m. the mud was thought to contain living microorganisms. suggest an investigation you might carry out which would indicate whether respiringmicroorganisms are present in a sample of the mud.  .. ..[4] [total : 7]for examiner\u2019s use",
+            "3": "3 0610/2/m/j/03 [turn over2 (a) fig. 2.1 shows a sugar cane flower that is wind pollinated. fig. 2.1 (i)name structures xandy. x... y...[2] (ii)explain how a feature, visible in fig. 2.1, suggests that this flower is wind pollinated. ... ..[2] (iii) suggest two other features in which the sugar cane flower might be different from an insect-pollinated flower. 1.  ... 2. ...[ 2]x yfor examiner\u2019s use",
+            "4": "4 0610/2/m/j/03(b)fig. 2.2 shows the dispersal of winged fruits around a tree in open grassland. samples were taken along straight lines at 5 metre intervals. fig. 2.2 (i)from which direction does the wind usually blow? ...[1] (ii) explain how you arrived at your answer. ... ...[1] (iii) suggest a reason, other than the wind, that might affect the distribution of these fruits.  ... ...[1] [total : 9]wenw swne sen s99 25 19 10 5 289807062 31 104 92 79 72 61 26 19 15 9 5m 10 m 15 m 20 m 25 m key position of tree numbers show  how many fruitswere collected in 1 m 2for examiner\u2019s use",
+            "5": "5 0610/2/m/j/03 [turn over3fig. 3.1 shows the carbon cycle.  fig. 3.1 (a)label one arrow in each case to show where each of the following processes occur in the carbon cycle.  (i)combustion \u2013 using the letter c [1] (ii) decomposition \u2013 using the letter d [1] (iii) photosynthesis \u2013 using the letter p [1] (iv) respiration \u2013 using the letter r [1]carbon dioxide in the air carbohydrates and proteins in dead organic matter carbohydrates and  proteins in animalscarbon compounds in fossil fuels e.g. oil and coal carbohydrates and proteins in green plantsdeathdeathfor examiner\u2019s use",
+            "6": "6 0610/2/m/j/03(b)many environmentalists are concerned by the extent of deforestation that is happening throughout the world. suggest how deforestation might affect (i)the carbon cycle; ... ..[2] (ii) the water cycle. .[2] [total : 8]for examiner\u2019s use",
+            "7": "7 0610/2/m/j/03 [turn over4fig. 4.1 shows a typical animal cell and a typical plant cell. fig. 4.1 (a) (i) name the parts of the cells labelled aandb. a... b...[2] (ii) label on the diagram, with a letter c, another structure that occurs in both cells. [1] (b)for each of the following types of cell, state one way in which it is different from the animal cell in fig. 4.1. state the function of each type of cell.  (i)cell lining the trachea (windpipe) difference .. ... function . ...[2] (ii) red blood celldifference .. ... function . ...[2]a bfor examiner\u2019s use",
+            "8": "8 0610/2/m/j/03(c)materials can enter the cells shown in fig. 4.1 by diffusion and osmosis.  (i)define diffusion . ... ..[2] (ii) describe how osmosis differs from diffusion.  [2] [total : 11]for examiner\u2019s use",
+            "9": "9 0610/2/m/j/03 [turn over5 (a) complete the following passage using only words from the list below. diploid gametes haploid meiosis mitosis red blood cells the transfer of inherited characteristics to new cells and new individuals depends on two types of cell division.  during ..., the chromosomes are duplicated exactly and  ... cells are produced.however, during ..., the chromosome sets are firstduplicated and then halved producing ... cells. these cellswill become ... . [5] (b)using a labelled, genetic diagram, explain the inheritance of the sex of an individual.  [4] [total : 9]for examiner\u2019s use",
+            "10": "10 0610/2/m/j/036 (a) using a single line in each case, link each definition to the correct process. definition process [3] (b)fig. 6.1 shows the alimentary canal and associated organs. fig. 6.1 on fig. 6.1, label the sites of each of the following processes. (i)absorption of water [1] (ii) bile production [1] (iii) glycogen storage [1] (iv) lipase production [1] [total : 7]for examiner\u2019s use getting rid of fibre (roughage) from an animal large food molecules broken down into simple substances taking in food into an animal\u2019s alimentary canaldigestion egestion excretion ingestion",
+            "11": "11 0610/2/m/j/03 [turn over7fig. 7.1 shows the eye in section. fig. 7.1 (a)state the function of each of the labelled parts of the eye. a... .. b... .. c... .. d... ..[4]abc dfor examiner\u2019s use",
+            "12": "12 0610/2/m/j/03(b)fig. 7.2 shows two external views of the eye. fig. 7.2 the change shown in fig. 7.2 happens when certain drugs are present in the blood. suggest how this could affect a person\u2019s vision. [2] [total : 6]changes tofor examiner\u2019s use",
+            "13": "13 0610/2/m/j/038 (a) translocation and transpiration are processes that occur in plants. describe each of these processes.translocation .  .. transpiration .  ..[4] (b)fig. 8.1 shows an investigation that was set up and left for 30 hours. fig. 8.1 at the end of this time, the leaf had become red.suggest an explanation for this result. [4] [total : 8]pale green leaf leaf stalk red dyefor examiner\u2019s use [turn over",
+            "14": "14 0610/2/m/j/03for examiner\u2019s use9fig. 9.1 shows some parts of an ecosystem. fig. 9.1 (a) (i) in what form is energy passed from the sun to the grass? ...[1] (ii) in what form is energy passed from the grass to the zebra? ...[1] (b)when the zebra dies, the energy in its body is released by decomposers. (i)name onegroup of microorganisms involved in this process. ...[1] (ii) suggest in what form most of the energy is finally passed to the environment. ...[1] (c)why is the movement of energy in an ecosystem described as a flow and not as a cycle? .. ..[1] [total : 5]zebra eats grass energy",
+            "15": "15 0610/2/m/j/03blank page",
+            "16": "16 0610/2/m/j/03blank page"
+        },
+        "0610_s03_qp_3.pdf": {
+            "1": "this document consists of 8printed pages. sp (at/kn) s41697/2 \u00a9 cie 2003 [turn overcambridge international examinations  international general certificate of secondary education biology 0610/03 paper 3 may/june 2003 1 hour 15 minutes additional materials: answer paper read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen.you may use a soft pencil for any diagrams, graphs or rough working.do not use staples, paper clips, highlighters, glue or correction fluid. section a answer allquestions. write your answers in the spaces provided on the question paper. section b answer any twoquestions. write your answers on the separate answer paper provided. at the end of the examination, 1. fasten all your work securely together;2. enter the numbers of the section b questions you have answered in the grid below.the number of marks is given in brackets [  ] at the end of each question or part question.centre number candidate number name if you have been given a label, look at the details. if any details are incorrect ormissing, please fill in your correct detailsin the space given at the top of this page. stick your personal label here, if provided.for examiner\u2019s use section a section b total",
+            "2": "2 0610/3/m/j/03section a answer all the questions. write your answers in the spaces provided. 1fig. 1.1 shows an incomplete diagram of the female urinary system. fig. 1.1 (a)on fig. 1.1, draw and label the following parts: renal artery, urethra and ureter. [4] (b)name three components that are present in the urine of a healthy person.1.  .. 2.  .. 3.  ..[3]to heartfrom heart kidney bladderfor examiner\u2019s use",
+            "3": "3 0610/3/m/j/03 [turn over(c)if the kidneys fail, the patient may be put on a kidney machine. explain how a kidney machine works. ..[4] (d)the kidneys are part of the body\u2019s homeostatic mechanism. (i)define homeostasis . .[2] (ii) outline the role of the kidneys in homeostasis. .[2] (iii) name another organ of the body also involved with homeostasis and outline its role.name of organ ...role ..[3] [total : 18]for examiner\u2019s use",
+            "4": "4 0610/3/m/j/032a study was carried out to compare the amount of tooth decay in the children of two different towns. town ahad drinking water containing fluoride at a concentration of 2 parts per million. town bhad no fluoride in its drinking water.  fig. 2.1 shows the results of the study, but the graph is incomplete. fig. 2.1 (a)complete fig. 2.1, using the following data. [2] (b) (i) for town b, state the percentage of children with three decayed teeth. ...[1]for examiner\u2019s use 0123456789 1 0 11-1901020304050 % children number of decayed teethtown town a town town btown a town b town number of decayed teeth % children a 21 3 b 29",
+            "5": "5 0610/3/m/j/03 [turn over(ii) for town a, calculate the total percentage of children with less than five decayed teeth. show your working. total percentage .[2] (c) (i) what conclusion, relating to the effect of fluoride, can be drawn from this study?  ... ...[1] (ii) based on your conclusion, what recommendation should be given to town b? ..[1] (iii) explain why some people may object to this recommendation. ..[1] [total : 8]for examiner\u2019s use",
+            "6": "6 0610/3/m/j/033the seaweed, caulerpa taxifolia , lives in tropical oceans but is now also found in the mediterranean sea, where it grows at twice the rate of local seaweeds. as a result, the local seaweeds are becoming rare.  although not poisonous, caulerpa produces a chemical in its cells that makes it inedible to mediterranean herbivores, such as sea urchins. they do not feed on it and their numbers are decreasing. carnivorous fish populations have also decreased by up to 50 %.  marine conservationists are very concerned. at first they used chlorine to kill caulerpa but are now considering the introduction of tropical sea slugs (herbivorous molluscs). caulerpa is part of their natural diet. (a)the seaweed, caulerpa taxifolia , is named using the binomial system. explain the term binomial system . ..[2] (b) (i) suggest why the local seaweeds are becoming rare. ..[2] (ii) sea urchins are herbivores. define the term herbivore . ..[1] (iii) suggest why the populations of carnivorous fish have decreased by up to 50%.  .[2] (c)suggest why using chlorine to kill caulerpa might notbe a good idea. [1]for examiner\u2019s use",
+            "7": "7 0610/3/m/j/03 [turn over(d) (i) suggest why conservationists are concerned about the effects of caulerpa on other organisms in the mediterranean. ... ..[2] (ii) explain how the introduction of herbivorous sea slugs from the tropics could be effective in re-establishing a balanced ecosystem. ... ..[2] (iii) outline the possible dangers of introducing tropical sea slugs. .[2] [total : 14]for examiner\u2019s use",
+            "8": "8 0610/3/m/j/03for examiner\u2019s usesection b answer any two questions. write your answers on the separate answer paper provided. 4 (a) (i) describe the main similarities between insects and arachnids. [3] (ii)by means of a table, show the differences between insects and arachnids. [5] (b)suggest and explain how a named insect could evolve over a period of time. [7] [total : 15] 5 (a) explain why, in some parts of the world, not enough food is available to feed the people living there. [10] (b)describe the uses of hormones in food production. [5] [total : 15] 6 (a) explain the term codominance . [3] (b)using a suitably labelled genetic diagram, explain how a baby can have blood group o(i oio) when its mother is group a and its father is group b. [6] (c) (i) describe and explain what could happen when blood of different groups is mixed. [3] (ii) describe and explain the role of the placenta in relation to this problem. [3] [total : 15] 7 (a) state the functions of fivenamed parts of the male reproductive system . [5] (b) (i) explain how sperm, deposited in the vagina during sexual intercourse, reach anegg. [4] (ii) describe the process of fertilisation. [3] (c)outline the ways in which hiv can be prevented from spreading. [3] [total : 15]"
+        },
+        "0610_s03_qp_5.pdf": {
+            "1": "for examiner\u2019s use 1 2 total this document consists of 7printed pages and a supervisor\u2019s report. sp (sc/ks) s40211/5 \u00a9 cie 2003 [turn overcambridge international examinations international general certificate of secondary education biology 0610/05 paper 5  practical test may/june 2003 1 hour candidates answer on the question paper. additional materials: as listed in instructions to supervisors. read these instructions first write your centre number, candidate number and name in the spaces provided at the top of this page. write in dark blue or black pen in the spaces provided on the question paper.you may use a soft pencil for any diagrams, graphs or rough working.do not use staples, paper clips, highlighters, glue or correction fluid. answer allquestions. the number of marks is given in brackets [  ] at the end of each question or part question.centre number candidate number name if you have been given a label, look at the details. if any details are incorrect ormissing, please fill in your correct detailsin the space given at the top of this page. stick your personal label here, if provided.",
+            "2": "2 0610/05/m/j/031y ou are provided with two samples of bread dough in test-tubes, labelled s1ands2. donotremove the dough from the tubes. support the tubes vertically and measure the highest level of the dough in each tube immediately and note the time on the clock.record these heights and the time the readings were taken in the space below. (a)at 5 minute intervals over the next 30 minutes, measure the levels of the dough for s1 ands2. record the heights and times in a suitable table in the space below. you should start question 2 whilst you continue with your readings. [5]for examiner\u2019s use",
+            "3": "3 0610/05/m/j/03 [turn over(b)on the grid below, plot your measurements for s1ands2as two curves on one set of axes. [6] (c)describe the two curves on the graph for both dough samples, s1ands2. s1. .. s2. ..[3]for examiner\u2019s use",
+            "4": "4 0610/05/m/j/03(d)the two dough samples are similar in content of flour and water but dough sample s1 also contains yeast and a small amount of sugar. use this information to explain your recorded data. .. [6] [total : 20] 2 (a) y ou are provided with a test tube s3containing a material similar to mollusc secretion, suspended in water. test the contents of the tube for the presence of protein.(i)record your results in the table below. [2] (ii)describe how you carried out the test for protein. [2]for examiner\u2019s use observation after testing for protein conclusion s3",
+            "5": "5 0610/05/m/j/03 [turn over(b)y ou have been provided with specimen s4. \u2022 take care notto touch or disturb the animal. \u2022examine the specimen carefully, using the hand lens. (i)make a large, labelled drawing of s4in the space below. label those features which enable you to recognise this specimen as a mollusc. [6] (ii) measure the length of specimen s4and your drawing of specimen s4. calculate the magnification of your drawing. length of specimen s4 .. length of  your drawing of specimen s4  magnification . [2]for examiner\u2019s use",
+            "6": "6 0610/05/m/j/03(c)it has been suggested that the body temperature of molluscs is the same as the temperature of their environment. fig. 2.1 shows some snails in a beaker. fig. 2.1 plan, but do notcarry out, an experiment to find out if the temperature of the snails in the beaker in fig. 2.1 is the same as their environment. .. ..[3]for examiner\u2019s use",
+            "7": "7 0610/5/m/j/03(d)specimen s5is part of a mollusc and was formed by the animal when it was alive. (i)describe the appearance and structure of specimen s5. ... ..[2] (ii) dilute hydrochloric acid reacts with calcium carbonate to produce carbon dioxide gas.place the specimen on the tile provided. carefully add a few drops of dilute hydrochloric acid on to the specimen and observe the effect. comment on your observation and suggest an explanation.observation ... ... explanation ... ...[2] (iii) suggest a function of s5in the living animal. ..[1] [total: 20]for examiner\u2019s use",
+            "8": "8 0610/05/m/j/03supervisor\u2019s report *the supervisor or teacher responsible for the subject is asked to answer the following questions. 1was any difficulty experienced in providing the necessary material? if so, give brief details. 2did the candidate experience any difficulty during the examination as a result of faulty material? if so, give brief details. 3did the candidate suffer any accidents with apparatus or materials? if so, give brief details. 4please state any other information that is likely to assist the examiner, especially if this cannotreadily be discovered from the answers. 5please identify s4ands5. s4. s5. please describe briefly the appearance of any features likely to assist the examiner. declaration (to be signed by the principal, and completed on the top script from the centre) the preparation of the practical examination has been carried out so as fully to maintain the security of the examination. signed . name (in block capitals) . *information that applies to all candidates need be given only once. n.b. if scripts are required by cie to be despatched in more than one envelope, it is essential that a copy of the relevant supervisor\u2019s results (when requested), the supervisor\u2019s report and the appropriate seating plan are sent inside each envelope ."
+        },
+        "0610_s03_qp_6.pdf": {
+            "1": "this document consists of 9printed pages and 3blank pages. sp (sc/ks) s41838/4 \u00a9 cie 2003 [turn overcambridge international examinations  international general certificate of secondary education biology 0610/06 paper 6  alternative to practical may/june 2003 1 hour candidates answer on the question paper. no additional materials are required. read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen in the spaces provided on the question paper.you may use a soft pencil for any diagrams, graphs or rough working.do not use staples, paper clips, highlighters, glue or correction fluid. answer allquestions. the number of marks is given in brackets [  ] at the end of each question or part question.centre number candidate number name if you have been given a label, look at the details. if any details are incorrect ormissing, please fill in your correct detailsin the space given at the top of this page. stick your personal label here, if provided.for examiner\u2019s use 1 234 total",
+            "2": "2 0610/06/m/j/031three different dough mixtures, samples a,bandcare prepared using the same quantity of flour and water. each sample of dough is carefully mixed, kneaded, shaped and placed in separate measuring cylinders and kept in a warm place. sample acontains warm water, sugar, flour and yeast. sample bcontains warm water, sugar and flour. sample ccontains warm water, sugar, flour, yeast, and substance x. the highest level of the dough is marked on the side of each measuring cylinder, as shownin fig. 1.1. fig. 1.1 (a)suggest twoother factors which should be kept constant to ensure that the results for the samples can be compared. 1.  .. 2.  ..[2] (b)at 20 minute intervals, the volume of each dough sample is measured and recorded.the results are shown in table 1.1. table 1.1 (i)on the grid opposite, plot the data shown in table 1.1for samples a,bandcas three curves on one set of axes.102030 highest level of doughfor examiner\u2019s use time/ minvolume of dough / cm3 sample a sample b sample c 01 2 1 2 1 2 20 18 12 20 40 26 12 32 60 34 13 41 80 39 13 48 100 45 13 48 120 48 14 48",
+            "3": "3 0610/06/m/j/03 [turn over[5] (ii) describe the curves you have drawn for the three samples. .. [3] (iii) use your graph to find when there is the greatest difference in volume between samples aandc. ..[1]for examiner\u2019s use",
+            "4": "4 0610/06/m/j/03(iv) the volume of sample achanged differently to the volume of sample b. suggest an explanation for this difference. .. ..[2] (v) the volume of sample achanged differently to the volume of sample c. suggest an explanation for this difference. [2] [total : 15]for examiner\u2019s use",
+            "5": "5 0610/06/m/j/03 [turn over2fig. 2.1 shows three stages in the germination of a grain of maize. fig. 2.1 (a)name two conditions that are necessary for the successful germination of a seed, other than the presence of water. 1. . 2.  .[1] (b)describe an investigation that you could carry out to show the need in seed germinationfor one of the conditions you named in (a). .. [3] [total : 4]for examiner\u2019s use",
+            "6": "6 0610/06/m/j/033fig. 3.1 shows the external appearance of animal a. fig. 3.1 (a) (i) make a large, labelled drawing of animal a. label twofeatures that are characteristic of this group of animals. [4] (ii) measure the length of animal ain fig. 3.1 and in your drawing. calculate the magnification of your drawing. length of animal a: in fig. 3.1 .. in drawing . magnification [2]animal afor examiner\u2019s use",
+            "7": "7 0610/06/m/j/03 [turn overfig. 3.2 shows the external appearance of animal b, which is classified in the same group as animal a. fig. 3.2 (iii) state one similarity which indicates that these two animals are classified in the same group and state one difference between them. similarity ... difference ..[2] (iv) name the group to which animals aandbbelong. ..[1] [total : 9]animal bfor examiner\u2019s use",
+            "8": "8 0610/06/m/j/034the apparatus shown in fig. 4.1 was set up under bright light for a period of five hours. at the start the apparatus was completely full of water. during this time, a gas was collected atthe top of the graduated tube. fig. 4.1 (a) (i) how would you show this gas was oxygen? ..[1] (ii) name the process within the plant responsible for the production of oxygen. ..[1] (iii) determine the volume of gas collected in five hours and the rate of gas productionper hour. volume .. rate ...[2] (iv) how would you use this apparatus to obtain reliable results to show the effect ofdiffering light intensities on the production of oxygen? .. ..[2]50cm3403020100rubber bung gas graduated tube glass funnel, upside down pondweedbright lightfor examiner\u2019s use",
+            "9": "9 0610/06/m/j/03(b)the pondweed was placed in hydrogencarbonate indicator solution, which was red in colour when the tube was set up. the tube was left for five hours in bright light, asshown in fig. 4.2. (hydrogencarbonate indicator is purple in alkaline conditions, red in neutral conditions and yellow in acidic conditions.) fig. 4.2 fig. 4.3 fig. 4.4 (i)suggest what colour you might observe in the tube in fig. 4.2 after five hours in bright light and give an explanation for this. colour .. explanation .. ..[2] (ii) one water shrimp was introduced into a similar tube with pondweed, fig. 4.3 , and, again, the tube was placed in bright light for five hours. suggest what colour you might observe and give an explanation for this. colour ... explanation ... ..[2] (iii) three water shrimps were introduced into a similar tube with pondweed, fig. 4.4 , and, again, the tube was placed in bright light for five hours. suggest what colour you might observe and give an explanation for this.colour .. explanation .. ..[2] [total : 12]bright lightbright lightbright lightfor examiner\u2019s use",
+            "10": "10 0610/06/m/j/03blank page",
+            "11": "11 0610/06/m/j/03blank page",
+            "12": "12 0610/06/m/j/03blank page"
+        },
+        "0610_w03_qp_1.pdf": {
+            "1": "this document consists of 17printed pages and 3blank pages. sp (at/kn) s53349/2 \u00a9 ucles 2003 [turn overcambridge international examinations international general certificate of secondary education biology 0610/01 paper 1  multiple choice october/november 2003 45 minutes additional materials: multiple choice answer sheet soft clean eraser soft pencil (type b or hb is recommended) read these instructions first write in soft pencil. do not use staples, paper clips, highlighters, glue or correction fluid.write your name, centre number and candidate number on the answer sheet in the spaces providedunless this has been done for you. there are forty questions on this paper. answer allquestions. for each question, there are four possible answers, a,b,candd. choose the oneyou consider correct and record your choice in soft pencil on the separate answer sheet. read the instructions on the answer sheet very carefully.each correct answer will score one mark. a mark will not be deducted for a wrong answer. any rough working should be done in this booklet.",
+            "2": "2 0610/1/o/n/031which organisms carry out respiration, growth, movement and excretion? aall animals and all plants banimals only cplants only dsome animals and some plants 2which characteristics do fish have? use this diagram, which shows the structure of a palisade cell, to answer questions 3and4. 3which features are also found in a liver cell? a 1 and 2 b 2 and 5 c 3 and 4 d 4 and 5 4in which part does photosynthesis take place?a 1 b 2 c 3 d 43 2 4 1 5backbone scales hair a \u2717\u2717\u2713 b \u2717\u2713\u2717 c \u2713\u2713\u2717 d \u2713\u2717\u2713",
+            "3": "3 0610/1/o/n/03 [turn over5the diagrams show a leaf and a section through part of the same leaf. which label indicates an organ? 6which features are shown by a red blood cell? 7the diagram shows two solutions that are separated by a partially permeable membrane. in which direction will most water molecules move? afrom xtoy, against their concentration gradient bfrom xtoy, down their concentration gradient cfrom ytox, against their concentration gradient dfrom ytox, down their concentration gradientdilute concentrated solution solution of of sucrose sucrose xypartially permeable membranedab c shape nucleus a disc absent b disc lobed c irregular absent d irregular lobed",
+            "4": "4 0610/1/o/n/038by which process do oxygen molecules move down a concentration gradient? abreathing bdiffusion cosmosis drespiration 9what is the chemical nature of an enzyme?aan amino acid ba carbohydrate ca protein da vitamin 10the diagram shows an experiment using an enzyme.  the suspension might have become clear more quickly if amore egg protein had been used. bthe mixture had not been stirred. cthe ph of the mixture had been changed. dthe temperature had been raised to 75 \u00b0c.37\u00b0c cloudy37\u00b0c cloudy37\u00b0c clear 10 cm3 of a solution of egg protein2c m3 of an enzyme added and stirred 8 minutes later",
+            "5": "5 0610/1/o/n/03 [turn over11glycogen, protein and starch are all large molecules made from smaller basic units. which basic units form these molecules? 12the diagram shows the human alimentary canal. which structure does notsecrete digestive enzymes? a d b cglycogen protein starch a amino acids simple sugars fatty acids b fatty acids simple sugars simple sugars c simple sugars amino acids simple sugars d simple sugars fatty acids amino acids",
+            "6": "6 0610/1/o/n/0313the diagram shows part of a plant with a woody stem, which does not have enough water. the leaves have wilted, but the stem is still firm and upright.  why have the leaves wilted? aphotosynthesis cannot take place without water. bthe cells in the leaves have lost their internal pressure. cthe humidity in the air is too high. dthe lignin in the leaves has become soft. use this diagram, which shows a section through a leaf, to answer questions 14and15. 14what takes place in the structures indicated?1 2 3 4 5x ywilted leaf firm, upright stem transport of water to use of water to transport of sugar the cells of the leaf make sugar to the stem and root a 415 b 324 c 314 d 425",
+            "7": "7 0610/1/o/n/03 [turn over15the leaf is losing water to the atmosphere. what processes are occurring at xandy? 16the table shows the deficiency symptoms that result from a lack of some substances in the human diet. which symptom results from a deficiency in iron? 17in an experiment to compare water loss, four similar leaves are treated with petroleum jelly(vaseline) and left on a table for one hour. leaf 1 upper surface only covered leaf 2 lower surface only covered leaf 3 both surfaces covered leaf 4 neither surface covered which shows the water loss from the leaves?xy a diffusion evaporation b evaporation diffusion c osmosis transpiration d transpiration osmosis deficiency symptom a anaemia (haemoglobin deficiency) b rickets c scurvy d soft teeth water loss most least a 1432 b 1243 c 4312 d 4123",
+            "8": "8 0610/1/o/n/0318the diagram shows part of the human circulatory system. which part carries oxygenated blood at low pressure? 19the diagram shows an experiment to find out the rate at which small land animals and freshwater animals give off carbon dioxide during respiration. all the tubes were kept at the same temperature and all animals were equally active. in which tube would the indicator be the first to change colour? a b c d key land animal metal tray freshwater animal carbon dioxide indicatorlungs rest of bodya b dc",
+            "9": "9 0610/1/o/n/03 [turn over20the diagram shows an experiment to investigate the respiration of yeast. which gas is evolved and which new compound is present? 21the diagram shows some organs in the human body. in which part are amino acids broken down to urea? d ca bballoon gas evolved yeast, sugar and new compoundyeast in sugarsolution after 24 hours at the beginning gas evolved new compound a carbon dioxide ethanol b carbon dioxide lactic acid c oxygen ethanol d oxygen lactic acid",
+            "10": "10 0610/1/o/n/0322which diagram shows a motor neurone? 23the diagram shows a section through part of the human eye. when a person looks at a close object, which of the following takes place?suspensory ligaments lensb da c suspensory ligamentslens a slacken becomes fatter b slacken becomes thinner c tighten becomes fatter d tighten becomes thinner",
+            "11": "a xb xx c xd xkey position of parent plant direction of windplaces where seeds germinated11 0610/1/o/n/03 [turn over24the maps show the positions of different parent plants and the places where their seeds germinated during the next year. which plant had its seeds dispersed by the wind? 25flowers show adaptations for wind or insect pollination. which of these adaptations are found in wind-pollinated flowers? anther nectary petals stigma a firmly attached present coloured inside flower b firmly attached present green outside flower c loosely attached absent coloured inside flower d loosely attached absent green outside flower",
+            "12": "12 0610/1/o/n/0326the diagram represents a bacterium reproducing. why is this described as asexual reproduction? agametes are produced. bit is very quick. cit produces a lot of new cells. donly one parent is needed. 27which of the following may be defined as \u2018an increase in dry mass\u2019?agrowth bnutrition creproduction drespiration 28the graph shows the changes in the dry masses of two similar samples of seeds from the start of germination. what causes the change in dry mass after day 3 of the seeds germinated in the light? aall the stored food has been used up. ba lot of water has been absorbed. cphotosynthesis has begun. dthe respiration rate has increased.0 36 time / daysdry mass / gseeds germinated in the light seeds germinated in the darkparent cell two cells produced after twenty minutes four cells produced after forty minutes",
+            "13": "13 0610/1/o/n/03 [turn over29which terms describe the nucleus in the gametes and in the zygote of a human? 30what is unlikely to be affected by the environment?  ablood group bbody mass chealth dheight 31the diagram shows the fusion of gametes to produce a son and a daughter. what are the sex chromosomes in gamete qand daughter r?father mother son daughterparents gametes offspringq rgametes zygote a diploid diploid b diploid haploid c haploid diploid d haploid haploid qr a xx x b xx y c yx x d yx y",
+            "14": "14 0610/1/o/n/0332the diagram represents a food web. the letters represent organisms and the arrows show the direction of the flow of energy. which statement is correct? ap andqare decomposers. bp andqare herbivores. cw andxare consumers. dw andxare producers. 33the diagram shows organisms in a food chain. which organism is a producer? abird of prey  binsect cplant dsmall bird 34which term can be described as \u2018many different species living together, interacting with each other and with their physical environment\u2019? aa food chain ba food web ca nutrient cycle dan ecosystemwx tuv rs pq plant insect small bird bird of prey",
+            "15": "15 0610/1/o/n/03 [turn over35the diagram shows part of the water cycle. what is responsible for water loss from the tree? acondensation brespiration ctranslocation dtranspiration 36the diagram shows part of the carbon cycle . which letter represents photosynthesis?sun tree soilcloud rain carbon dioxide in air fossil fuels animal compoundsplant compounds decaying matter in soilabc d",
+            "16": "16 0610/1/o/n/0337the diagram shows how a new population may grow over time. at which point are the greatest numbers being added to the population? 38lichens grow on tree trunks and buildings. the diagrams show the number of lichens and the amount of sulphur dioxide in the air for two areas, xandy. which conclusion can be made from these diagrams? aan increase in the amount of sulphur dioxide results in a decrease in the number of lichens. barea xis more heavily polluted by sulphur dioxide than area y. clichens need sulphur dioxide to survive. dlichens produce sulphur dioxide and pollute the atmosphere.number or amountarea x number or amountarea y sulphur dioxide in the airlichenskeypopulation size timeabc d",
+            "17": "17 0610/1/o/n/0339what is reduced by deforestation? aforce of rain hitting the ground brainwater run-off csoil erosion dsoil fertility 40what are the main undesirable effects of sulphur dioxide pollution released by factories, overuse of fertilisers and nuclear fall out? sulphur dioxide overuse ofnuclear fall outpollution fertilisers a acid raingeneticeutrophicationmutations b acid rain eutrophicationgenetic mutations cgeneticeutrophication acid rainmutations d eutrophication acid raingenetic mutations",
+            "18": "18 0610/1/o/n/03blank page",
+            "19": "19 0610/1/o/n/03blank page",
+            "20": "20 0610/1/o/n/03blank page"
+        },
+        "0610_w03_qp_2.pdf": {
+            "1": "this document consists of 13printed pages and 3blank pages. sp (nf/kn) s46107/3 \u00a9 ucles 2003 [turn overcambridge international examinations international general certificate of secondary education biology 0610/02 paper 2 october/november 2003 1 hour candidates answer on the question paper. no additional materials are required. read these instructions first write your centre number, candidate number and name in the spaces at the top of this page. write in dark blue or black pen in the spaces provided on the question paper.you may use a soft pencil for any diagrams, graphs or rough working.do not use staples, paper clips, highlighters, glue or correction fluid. answer allquestions. the number of marks is given in brackets [  ] at the end of each question or part question.centre number candidate number name if you have been given a label, look at the details. if any details are incorrect ormissing, please fill in your correct detailsin the space given at the top of this page. stick your personal label here, if provided.for examiner\u2019s use 1 23456789 total",
+            "2": "2 0610/02/o/n/031fig. 1.1 shows six arthropods. fig. 1.1ab cd e f",
+            "3": "3 0610/02/o/n/03 [turn overuse the key below to identify each of these arthropods. write the name of each arthropod in the correct box in table 1.1. table 1.1 [4] [total : 4]for examiner\u2019s use name of arthropod 1 arthropods with three pairs of legs go to 2 arthropods with four or more pairs of legs go to 3 2 arthropods with one pair of wings musca arthropods with two pairs of wings anax 3 arthropods with pincers at the front end of body go to 4 arthropods without pincers at front end of body go to 5 4 arthropods with tail held above body buthus arthropods with tail tucked under body, not visible cancer 5 arthropods with four pairs of legs aranea arthropods with more than four pairs of legs pandalina arthropod picture name of arthropod a b c d e f",
+            "4": "4 0610/02/o/n/032the graph, fig. 2.1, shows a population curve for a species of an animal colonising a new habitat. fig. 2.1 (a) (i) identify phase yof the curve. y...[1] (ii) suggest why the population increase in phase xis slow. ... ..[2] (b)identify three factors that limit the size of such a population but do not appear to limit the total human population. 1.  .. .. 2.  .. .. 3.  .. ..[3] [total : 6]phase xphase y population size timefor examiner\u2019s use",
+            "5": "5 0610/02/o/n/03 [turn over3fig. 3.1 shows the female reproductive system. fig. 3.1 (a)on fig. 3.1, label (i)where sperm are deposited during intercourse; [1] (ii) where fertilisation normally takes place; [1] (iii) where implantation normally takes place; [1] (iv) where oestrogen is produced. [1] (b)state three effects oestrogen can have on parts of the body other than those shown in fig. 3.1. 1.  .. .. 2.  .. .. 3.  .. ..[3] (c)complete the table, by using ticks ( \u2713) to show what can cross the placenta from the mother\u2019s blood to the fetus. [1] [total: 8]lining of uterus wall ofuterusfor examiner\u2019s use can cross the placenta oxygen blood cells glucose",
+            "6": "6 0610/02/o/n/034 (a) (i) plants need a supply of nitrate ions. state the use made of nitrate ions in plants. ...[1] (ii) many farmers regularly add nitrate fertilisers to their fields.explain why this is necessary. ..[2] (b)a farmer spreads a nitrate rich fertiliser over his fields. each time he does this, he washes out his spreading equipment in a farm pond. suggest and explain what the likely effects of such pollution will be on the plants andanimals in the pond. .. [5] [total : 8]for examiner\u2019s use",
+            "7": "7 0610/02/o/n/03 [turn over5the production of chlorophyll in a variety of tomato plant is controlled by a gene. the dominant allele causes normal chlorophyll production and the recessive allele causes a lackof chlorophyll in the leaves. (a) (i) using the symbols gto represent the dominant allele and gto represent the recessive allele, explain, using a genetic diagram, the expected outcome ofcrossing two heterozygous tomato plants. [4] (ii) if 500 seeds from the heterozygous cross were germinated, how many seedlingswould you expect to have green leaves and how many white leaves? green leaves ... white leaves .. [1] (b)a further 500 seeds from the heterozygous cross were planted. only 480 germinated. of these only 360 developed into plants. all these plants had green leaves. suggest an explanation for these results. .. ..[5] [total : 10]for examiner\u2019s use",
+            "8": "8 0610/02/o/n/036a mixture of vegetable oil, an enzyme and a ph indicator was put into a test-tube. the tube was incubated at 35 \u00b0c and the colour of the mixture was recorded at 5 minute intervals. theindicator changes from blue to yellow at ph 5 or less. the investigation was repeated at other temperatures and the results are shown in table 6.1. table 6.1 (a) (i) name the enzyme that digests the vegetable oil. ...[1] (ii) state the end products of oil digestion. ...[1] (iii) suggest how these end products cause the change in colour of the indicator. ... ..[2] (b)explain the difference in results between the tubes incubated at 15 \u00b0c and 35 \u00b0c. ..[2]for examiner\u2019s use time inincubation temperature in \u00b0c minutes 5 15 25 35 45 55 0 blue blue blue blue blue blue 5 blue blue blue blue blue blue 10 blue blue blue yellow blue blue15 blue blue yellow yellow blue blue20 blue yellow yellow yellow yellow blue25 blue yellow yellow yellow yellow blue",
+            "9": "9 0610/02/o/n/03 [turn over(c) (i) after 25 minutes, the tubes originally incubated at 5 \u00b0c and 55 \u00b0c were then incubated at 30 \u00b0c for a further 20 minutes. suggest what the final colour would be in each of these tubes by completing table 6.2. table 6.2 [2] (ii) explain these likely results. ... ...[4] [total : 12]for examiner\u2019s use result after 25 minutes at result after a further original temperature 20 minutes at 30 \u00b0c tube originally atblue5\u00b0 c tube originally atblue55 \u00b0c",
+            "10": "10 0610/02/o/n/037 (a) fig. 7.1 shows a section through the heart. fig. 7.1 (i)identify the blood vessels xandy. x... y...[2] (ii) what is the function of the valves within the heart? ... ...[1] (iii) explain why the wall of the left ventricle is thicker than the wall of the right ventricle. .[2]x ysemilunar valve tricuspid valvefor examiner\u2019s use",
+            "11": "11 0610/02/o/n/03 [turn over(b)table 7.1 shows the relative pressures in the chambers and associated blood vessels on the right side of the heart. table 7.1 (i)complete table 7.2 to show whether the valves are open or closed during theevents shown. table 7.2 [2] (ii) explain how data in table 7.1 supports your answers in table 7.2, for each of thevalves when the right ventricle is filling . tricuspid valve ... ... semilunar valve . ...[2] [total : 9]for examiner\u2019s use relative pressure of blood in arbitrary units vena cava 1 right atrium filling 0 right atrium emptying 2 right ventricle filling 0 right ventricle emptying 5 pulmonary artery 3 valves \u2013 open or closed event tricuspid semilunar right ventricle filling right ventricle emptying",
+            "12": "12 0610/02/o/n/03for examiner\u2019s use8fig. 8.1 shows a generalised reflex arc. fig. 8.1 (a) (i) identify the three neurones labelled x,yandz. x... y... z[3] (ii) give an example of an effector. ...[1] (b)complete table 8.1 to show the differences between nervous and hormonal control in the body. table 8.1 [4] [total : 8]neurone y central nervous system effector receptorneurone xneurone z feature nervous control hormonal control speed extremely rapid pathway neurones nature of \u201cimpulse\u201d chemical origin endocrine gland",
+            "13": "13 0610/02/o/n/039 (a) the drug heroin is said to be addictive. explain the meaning of the term addictive. [1] (b)describe two symptoms you would look for if you suspected that a person was a regular heroin user. 1.  .. .. 2.  .. ..[2] (c)heroin can be heated and the fumes inhaled or heroin can be injected into the blood.  describe a major health risk with each of these ways of taking the drug. inhaling the fumes  .. injecting into the blood . ..[2] [total : 5]for examiner\u2019s use",
+            "14": "14 0610/02/o/n/03blank page",
+            "15": "15 0610/02/o/n/03blank page",
+            "16": "16 0610/02/o/n/03blank page"
+        },
+        "0610_w03_qp_3.pdf": {
+            "1": "this document consists of 9printed pages and 3blank pages. sp (at/kn) s53356/4 \u00a9 ucles 2003 [turn overcambridge international examinations international general certificate of secondary education biology 0610/03 paper 3 october/november 2003 1 hour 15 minutes additional materials: answer paper read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen.you may use a soft pencil for any diagrams, graphs or rough working.do not use staples, paper clips, highlighters, glue or correction fluid. section a answer allquestions. write your answers in the spaces provided on the question paper. section b answer any twoquestions. write your answers on the separate answer paper provided. at the end of the examination, 1. fasten all your work securely together;2. enter the numbers of the section b questions you have answered in the grid below. the number of marks is given in brackets [  ] at the end of each question or part question.centre number candidate number name if you have been given a label, look at the details. if any details are incorrect ormissing, please fill in your correct detailsin the space given at the top of this page. stick your personal label here, if provided.for examiner\u2019s use section a section b total",
+            "2": "2 0610/3/o/n/03section a answer all the questions. write your answers in the spaces provided. 1fig. 1.1 shows a longitudinal section through a broad bean seed. fig. 1.1 (a)on fig. 1.1, label parts a,b,candd. [4] (b)name the part of the flower in which the seed was formed. ...[1] (c)broad bean flowers are pollinated by insects such as bees . (i)describe the function of bees in pollination. ... ..[2] (ii) state two structural adaptations you would expect to find in a flower, such as a broad bean, that would attract bees.  1.  ... 2. ...[ 2]a.. b.. c.. micropyle d..for examiner\u2019s use",
+            "3": "3 0610/3/o/n/03 [turn over(iii) the activity of bees usually results in cross-pollination. explain why cross-pollination may be an advantage to a species of plant. ... ..[2] (d)the micropyle is shown on fig. 1.1. describe the role of the micropyle in (i)fertilisation; ... ..[2] (ii) germination. ..[1] (e)the carbohydrate stored inside the broad bean seed is mainly starch. what must happen to the starch before the seed can use it for growth? [1] [total : 15]for examiner\u2019s use",
+            "4": "4 0610/3/o/n/032table 2.1 shows the total carbohydrate, starch and fibre content of some vegetables. table 2.1 (a) name the chemical elements present in a carbohydrate. ..[1] (b)state which vegetable in table 2.1 contains (i)the highest proportion of total carbohydrate; ...[1] (ii) the highest proportion of fibre. ...[1] (c)total carbohydrate is calculated as the sum of starch and sugars in the vegetable.  (i)name the vegetable that contains the highest proportion of sugar per 100 g vegetable. ...[1] (ii) calculate the amount of sugar present in 500 g of the vegetable named in (i). show your working. amount of sugar ...[2]for examiner\u2019s use vegetabletotal carbohydrate starch fibre g / 100 g g / 100 g g / 100 g beans 15.1 9.3 3.5 broccoli 1.1 trace 2.3 cabbage 4.1 0.1 2.4 carrots (boiled) 4.9 0.2 2.5 chick peas 18.2 16.6 4.3 onions 3.7 trace 0.7 peas (frozen, boiled) 9.7 4.7 5.1 potato (boiled) 17.0 16.3 1.2 sweet potato (boiled) 20.5 8.9 2.3 tomatoes (raw) 3.1 trace 1.0",
+            "5": "5 0610/3/o/n/03 [turn over(d)potatoes can be cooked in oil (fat) or water. (i)suggest and explain how the energy content of the potato would change if cooked in oil. ... ..[2] (ii) suggest why potatoes cooked in water may be considered to be a healthier food than potatoes cooked in oil. ... ..[2] (e)100 g of frozen peas provide 17.0 mg of vitamin c, which represents 25% of the recommended daily allowance (rda). (i)calculate the mass of peas a person would need to eat to achieve the rda.show your working. ...[1] (ii) name oneother good food source of vitamin c. ...[1] (iii) state the symptoms of a deficiency of vitamin c. ... ...[2] [total : 14]for examiner\u2019s use",
+            "6": "6 0610/3/o/n/033fig. 3.1 shows part of a river into which sewage is pumped. the river water flows from wto z, with the sewage being added at x. fig. 3.1 some of the effects of adding sewage to the river are shown in fig. 3.2. fig. 3.2 (a)describe the changes in the levels from wtozof (i)nitrates; ... ..[2]riverw x yzsewage pumpingstationfor examiner\u2019s use *********************** ******************************************************************** \u00b0\u00b0\u00b0\u00b0\u00b0\u00b0\u00b0\u00b0\u00b0\u00b0\u00b0\u00b0\u00b0\u00b0\u00b0\u00b0\u00b0\u00b0\u00b0\u00b0\u00b0\u00b0\u00b0\u00b0\u00b0\u00b0\u00b0\u00b0 \u00b0\u00b0\u00b0\u00b0\u00b0\u00b0\u00b0\u00b0\u00b0\u00b0\u00b0\u00b0\u00b0\u00b0\u00b0\u00b0\u00b0\u00b0\u00b0\u00b0\u00b0\u00b0\u00b0\u00b0\u00b0\u00b0\u00b0\u00b0\u00b0\u00b0\u00b0\u00b0\u00b0\u00b0\u00b0\u00b0\u00b0\u00b0\u00b0\u00b0\u00b0\u00b0\u00b0\u00b0\u00b0\u00b0\u00b0\u00b0\u00b0\u00b0\u00b0\u00b0\u00b0\u00b0\u00b0\u00b0\u00b0\u00b0\u00b0\u00b0\u00b0\u00b0\u00b0\u00b0\u00b0\u00b0\u00b0\u00b0\u00b0\u00b0\u00b0\u00b0\u00b0\u00b0 \u00b0\u00d7\u00d7\u00d7\u00d7\u00d7\u00d7\u00d7\u00d7\u00d7\u00d7\u00d7\u00d7\u00d7\u00d7\u00d7\u00d7\u00d7\u00d7\u00d7\u00d7\u00d7\u00d7\u00d7\u00d7\u00d7\u00d7\u00d7\u00d7\u00d7\u00d7\u00d7\u00d7 \u00d7\u00d7\u00d7\u00d7\u00d7\u00d7\u00d7\u00d7\u00d7\u00d7\u00d7\u00d7\u00d7\u00d7\u00d7\u00d7\u00d7\u00d7\u00d7\u00d7\u00d7\u00d7\u00d7\u00d7\u00d7\u00d7\u00d7\u00d7\u00d7\u00d7\u00d7\u00d7\u00d7\u00d7\u00d7\u00d7\u00d7\u00d7\u00d7\u00d7\u00d7\u00d7\u00d7\u00d7\u00d7\u00d7\u00d7\u00d7\u00d7\u00d7\u00d7\u00d7\u00d7\u00d7\u00d7\u00d7\u00d7\u00d7\u00d7\u00d7\u00d7\u00d7\u00d7\u00d7\u00d7\u00d7\u00d7\u00d7\u00d7\u00d7\u00d7\u00d7\u00d7\u00d7\u00d7\u00d7\u00d7\u00d7\u00d7\u00d7\u00d7\u00d7\u00d7\u00d7\u00d7\u00d7\u00d7\u00d7\u00d7\u00d7\u00d7\u00d7\u00d7\u00d7\u00d7\u00d7\u00d7\u00d7\u00d7\u00d7\u00d7\u00d7\u00d7\u00d7\u00d7\u00d7relative amount w x y z distance do wnstreamoxygen algae (water plants) nitrates suspended solids sewage fungus",
+            "7": "7 0610/3/o/n/03 [turn over(ii) suspended solids. ... ..[2] (b)suggest why the level of oxygen  (i)drops at x; ..[1] (ii) increases again towards z. ..[1] (c)suggest two reasons why levels of algae drop (i)when sewage is added to the river;1.  ... 2. ...[ 2] (ii) towards z. 1.  ... 2. ...[ 2] (d)a farm at zused herbicides on the field next to the river. suggest why this could cause further problems in the river. [1] [total : 11]for examiner\u2019s use",
+            "8": "8 0610/3/o/n/03for examiner\u2019s usesection b answer any two questions. write your answers on the separate answer paper provided. 4 (a) describe and explain, with reference to the ribs, intercostal muscles and diaphragm, the process of exhalation (breathing out). [7] (b)by means of a table with suitable headings, compare the composition of inhaled andexhaled air, stating the reasons for similarities and differences. [8] [total : 15] 5 (a) (i) construct a food chain with four named organisms. [3] (ii) using appropriate biological terms, describe and explain the flow of energy throughyour chosen food chain. [8] (b)with reference to a suitable example for each, outline the need for conservation of (i)anamed species and (ii) anamed habitat. [4] [total : 15] 6 (a) describe the function of the immune system, including antibody production and phagocytosis.  [9] (b)outline the problems of organ transplantation and how they can be overcome. [6] [total : 15]",
+            "9": "9 0610/3/o/n/037 (a) with reference to a suitable example, define the term tissue. [3] (b)identify parts a,b,canddshown on fig. 7.1 and describe their main features and functions. fig. 7.1 [12] [total : 15]da b cfor examiner\u2019s use",
+            "10": "10 0610/3/o/n/03blank page 0610/3/o/n/03",
+            "11": "11 0610/3/o/n/03blank page",
+            "12": "12 0610/3/o/n/03blank page"
+        },
+        "0610_w03_qp_5.pdf": {
+            "1": "for examiner\u2019s use 1 2 total this document consists of 7printed pages and a supervisor\u2019s report. sp (sc/slc) s53320/6 \u00a9 ucles 2003 [turn overcambridge international examinations  international general certificate of secondary education biology 0610/05 paper 5  practical test october/november 2003 1 hour candidates answer on the question paper. no additional materials are required. read these instructions first write your centre number, candidate number and name in the spaces provided at the top of this page. write in dark blue or black pen in the spaces provided on the question paper.you may use a soft pencil for any diagrams, graphs or rough working.do not use staples, paper clips, highlighters, glue or correction fluid. answer both questions. the number of marks is given in brackets [  ] at the end of each question or part question.centre number candidate number name if you have been given a label, look at the details. if any details are incorrect ormissing, please fill in your correct detailsin the space given at the top of this page. stick your personal label here, if provided.",
+            "2": "2 0610/05/o/n/031 introduction warm-blooded animals need to maintain a constant internal temperature. in cold weather some of these animals crowd closely together in a group. to investigate the advantages of crowding together in such a group you will investigate the drop in temperature of hot water in a test-tube. \u2022 test-tube awill be used to represent a single animal as shown in fig. 1.1. \u2022 test-tube bwill be used to represent part of a crowded group of animals using 7 tubes as shown in fig. 1.2. fig. 1.1 fig. 1.2 read the whole question before you begin the experiment. (a)prepare a results table to record your readings, which should include the starting temperature and five readings taken at two minute intervals for the single test-tube, a, and the central one, b, in the group. results table [5] support the tubes in two containers. indicate to your supervisor, by raising your hand, when you are ready to fill the test-tubes. quickly fill allof the test-tubes with the same depth of hot water. test-tubes should be filled to within 2 cm of the top.as soon as the water is in the test-tubes, start the clock or record the time. use thermometers and record the temperature in tubes aand bat the start and every two minutes until 10 minutes have passed.a b rubber band or strip of sticky tapefor examiner\u2019s use",
+            "3": "3 0610/05/o/n/03 [turn over(b)plot a graph of the results to show clearly the difference between the two sets of data. [5] (c) (i) describe the results of tube a. ... ...[2] (ii)describe the differences between the results for tube aand those for tube b. .[2] (iii)explain how the results shown in the graph show the effects of crowding together of animals in cold conditions. ... ...[2]for examiner\u2019s use",
+            "4": "4 0610/05/o/n/03(iv)suggest and explain two ways you could extend the investigation if you had more time. 1 . ... .. 2 . ... ..[4] [total : 20]for examiner\u2019s use",
+            "5": "5 0610/05/o/n/03 [turn over2y ou are provided with an insect, labelled w1. (a) (i) make a simple, outline drawing of w1to show the features that enable this animal to be classified as an insect. label clearly three of these insect features. details of the legs are notrequired. [6] (ii)measure the length of the insect and the length of your drawing. draw a line on your drawing to show the length you have measured. calculate the magnification ofyour drawing. length of insect .. length of drawing .. magnification .[3]for examiner\u2019s use",
+            "6": "6 0610/05/o/n/03(b)one method of catching insects, such as ground-living beetles, is to use a pit-fall trap. a tin or alternative container is sunk into the ground so the rim is level with the soil surfaceas shown in fig. 2.1. fig. 2.1 suggest and explain briefly twoprecautions you might take or improvements you might make when catching  insects, such as ground-living beetles, using pit-fall traps. .. ..[4]container to trap animalsground levelfor examiner\u2019s use",
+            "7": "7 0610/05/o/n/03(c)y ou are provided with another insect labelled w2. (i)look carefully at the heads of the two insects w1andw2. describe the mouthparts of each insect. w1 w2[2] suggest how each insect might obtain its food.w1 w2[2] (ii)describe three other visible differences between the two insects.1 . ... ... 2 . ... ... 3 . ... ...[3] [total : 20]for examiner\u2019s use",
+            "8": "8 0610/05/o/n/03supervisor\u2019s report *the supervisor or teacher responsible for the subject is asked to answer the following questions. 1was any difficulty experienced in providing the necessary material? if so, give brief details. 2did the candidate experience any difficulty during the examination as a result of faulty material? if so, give brief details. 3did the candidate suffer any accidents with apparatus or materials? if so, give brief details. 4please state any other information that is likely to assist the examiner, especially if this cannotreadily be discovered from the answers. 5please identify w1andw2. w1 w2 declaration (to be signed by the principal, and completed on the top script from the centre) the preparation of the practical examination has been carried out so as fully to maintain the security of the examination. signed . name (in block capitals) . *information that applies to all candidates need be given only once. n.b. if scripts are required by cie to be despatched in more than one envelope, it is essential that a copy of the relevant supervisor\u2019s results (when requested), the supervisor\u2019s report and the appropriate seating plan are sent inside each envelope"
+        },
+        "0610_w03_qp_6.pdf": {
+            "1": "this document consists of 9printed pages and 3blank pages. sp (sc/slc) s55555/3 \u00a9 ucles 2003 [turn overcambridge international examinations  international general certificate of secondary education biology 0610/06 paper 6  alternative to practical october/november 2003 1 hour candidates answer on the question paper. no additional materials are required. read these instructions first write your centre number, candidate number and name in the spaces provided at the top of this page. write in dark blue or black pen in the spaces provided on the question paper.you may use a soft pencil for any diagrams, graphs or rough working.do not use staples, paper clips, highlighters, glue or correction fluid. answer allquestions. the number of marks is given in brackets [  ] at the end of each question or part question.centre number candidate number name if you have been given a label, look at the details. if any details are incorrect ormissing, please fill in your correct detailsin the space given at the top of this page. stick your personal label here, if provided.for examiner\u2019s use 1 23 total",
+            "2": "2 0610/06/o/n//031warm-blooded animals need to maintain a constant internal temperature. in cold weather some of these animals crowd closely together in a group. to investigate the advantages of crowding together in such a group a student followed the drop in temperature of 10 cm3of water in a test tube. \u2022 test tube awas used to represent a single animal as shown in fig. 1.1 \u2022 test tubes bandcwere used to represent part of a crowded group of animals using 7 tubes as shown in fig. 1.2. fig. 1.1 fig. 1.2 the temperature of the tubes labelled a,bandcin fig. 1.1 and fig. 1.2 was measured using a thermometer, every 2 minutes for 10 minutes. the results are shown in table 1.1. table 1.1a b cfor examiner\u2019s use temperature of water in test-tubes / \u00b0c time / minutes a (single test-tube) b (tube at centre c (tube at edge of group) of group) 0 5 55 55 5 2 4 45 45 2 4 4 15 45 0 6 3 95 34 9 8 3 75 24 7 10 36 52 46",
+            "3": "3 0610/06/o/n//03 [turn over(a) (i) plot a graph of the results to show clearly the difference between the three sets of data. [7] (ii) describe the results for tube a. .. ..[2] (iii)describe the differences between the results for tube aand those for tubes band c. ..[2] (iv)explain how the results shown in the graph show the effect of crowding together of animals in cold conditions. .. [2]for examiner\u2019s use",
+            "4": "4 0610/06/o/n//03(b)suggest twoways in which this investigation could have been improved to make the results more reliable. . ...[2] [total : 15]for examiner\u2019s use",
+            "5": "5 0610/06/o/n//03 [turn over2 (a) (i) fig. 2.1 shows a ground-living beetle. make a large drawing of the whole animal shown in fig. 2.1. label three features that enable you to classify this animal as an insect. fig. 2.1 [5] (ii)measure the length of the insect in fig. 2.1 and the length of your drawing. calculate the magnification of your drawing. length of insect in fig. 2.1 ... length of drawing . magnification [3]for examiner\u2019s use",
+            "6": "6 0610/06/o/n//03(b)one method of estimating the population of insects, such as the ground-living beetle, is to use a pit-fall trap. a suitable container, such as an empty food tin, is set into theground so the top is level with the surface of the soil, as shown in fig. 2.2. fig. 2.2 suggest and explain briefly two precautions that you might take when investigatingpopulations of insects, such as ground-living beetles, using pit-falls traps. 1.  .. .. .. 2.  .. . ..[4]container to trap animalsground levelfor examiner\u2019s use",
+            "7": "7 0610/06/o/n//03 [turn over(c)fig. 2.3 shows another insect. fig. 2.3 describe three visible differences in the structure of the insect in fig. 2.3 from the insect in fig. 2.1. 1.  .. .. 2.  .. .. 3.  .. ..[3] [total : 15]for examiner\u2019s use",
+            "8": "8 0610/06/o/n//033water is lost from the aerial parts of plants by transpiration. (a)outline how you could show that water is lost from plant shoots. .. [2] fig. 3.1 shows a simple apparatus to investigate the rate of transpiration by recording the mass of a potted plant over a period of time. fig. 3.2 shows the results over a number of hours. fig. 3.1 fig. 3.2 (b)suggest why the pot is enclosed in a plastic bag. .. .[1] (c)describe how, using similar apparatus to that in fig. 3.1, you could compare thetranspiration rates of two different plants. .. ..[4]plastic bagmass / g time / hfor examiner\u2019s use",
+            "9": "9 0610/06/o/n//03(d)certain plants, such as that in fig.3.3, are able to live in dry regions of the world. fig. 3.3 suggest three ways in which this plant is adapted to grow in these dry regions. 1.  .. 2.  .. 3.  ..[3] [total : 10]for examiner\u2019s use",
+            "10": "10 0610/06/o/n//03blank page",
+            "11": "11 0610/06/o/n//03blank page",
+            "12": "12 0610/06/o/n//03blank page"
+        }
+    },
+    "2004": {
+        "0610_s04_qp_1.pdf": {
+            "1": "university of cambridge international examinations  international general certificate of secondary education  biology0610/01 paper 1  multiple choice  may/june 2004  45 minutes additional materials: multiple choice answer sheet   soft clean eraser   soft pencil (type b or hb is recommended)                    read these instructions first   write in soft pencil.  do not use staples, paper clips, highlighters, glue or correction fluid.   write your name, centre number and candidate number on the answer sheet in the spaces provided   unless this has been done for you.  there are forty  questions on this paper. answer all questions. for each question there are four possible  answers  a,b,c, and d.  choose the one you consider correct and record your choice in soft pencil  on the separate answer sheet.  read the instructions on the answer sheet very carefully.   each correct answer will score one mark. a mark will not be deducted for a wrong answer.   any rough working should be done in this booklet.  this document consists of 16 printed pages.  ib04 06_0610_01/2rp   \uf6d9 ucles 2004 [turn over",
+            "2": "2 \uf6d9 ucles 2004 0610/01/m/j/041 what is a characteristic of all living organisms?  a breathing  b circulation  c egestion d sensitivity  2 which kind of skin do amphibians have?  adry without scales  bdry with scales  cmoist without scales  dmoist with scales  3 the diagram shows how homo sapiens  (modern people) could have evolved from their  ancestors. homo sapiens  (modern people) homo neanderthalensis homo erectus homo habilis  (very early people) which statement about modern people and their ancestors is correct?  a they are in the same species and the same genus.  b they are in the same species but not the same genus.  c they are in the same genus but not the same species. d they are neither the same species nor the same genus.  4 which structures are found in a human sperm cell?  cell membrane cell wall haploid nucleus  a \u0013\u0017\u0017 b \u0013\u0017\u0013 c \u0013\u0013\u0013 d \u0017\u0013\u0013key \u0013 = present  \u0017 = absent ",
+            "3": "3 \uf6d9 ucles 2004 0610/01/m/j/04 [turn over5 the diagram shows an animal.   body using the key, which animal is it?  animal aanimal banimal canimal dtail presenttail absentlegs 3 pairslegs 4 pairsbody divided into visible segmentsbody not divided into visible segments use the diagram of a section through a leaf to answer questions 6 and 7. p q rs 6 which can perform the most photosynthesis?  a p b q c r d s  7 the structures shown are all parts of the same  a cell.  b organ.  c organ system.  d tissue. ",
+            "4": "4 \uf6d9 ucles 2004 0610/01/m/j/048 the diagrams show examples of movement of substances in organisms.  alveoli oxygen capillariessmall intestine amino acids capillariesatmosphere carbon dioxide leaf cells which process is taking place in all three examples?  a assimilation  b diffusion  c osmosis d translocation  9 some red blood cells were placed in distilled water and others were placed in three salt solutions  of different concentrations.  which diagram shows the appearance of a cell has changed after being in the distilled water for a  short time?  bc d a 10 the table shows the conditions in four test-tubes containing equal quantities of starch and  salivary amylase.  in which test-tube is the starch broken down fastest?  ph temperature  a 2 27  b 2 37  c 7 27  d 7 37 ",
+            "5": "5 \uf6d9 ucles 2004 0610/01/m/j/04 [turn over11 which graph shows the effect of temperature on the activity of an enzyme?  temperature / ocenzyme activitya b cd0 50 100enzyme activity 0 50 100 temperature / ocenzyme activity 0 50 100 temperature / ocenzyme activity 0 50 100temperature / oc",
+            "6": "6 \uf6d9 ucles 2004 0610/01/m/j/0412 the diagram shows a shoot growing from a potato tuber.  food store in potato tubersoil level shoot x what is being transported in the phloem cells at x? astarch downwards  bstarch upwards  csugars downwards  dsugars upwards  13 which substance contains nitrogen?  afat bglucose cprotein dstarch 14 why is sunlight necessary for photosynthesis?  ait is a catalyst.  bit is a source of energy.  cit provides nutrients.  dit provides oxygen. ",
+            "7": "7 \uf6d9 ucles 2004 0610/01/m/j/04 [turn over15 the table shows the percentage of protein, fat and carbohydrate in four samples of dried food.  which sample has the highest energy content?  protein %fat %carbohydrate % a 76 9 15  b 17 0 83  c 33 32 35  d 15 85 0  16 the table shows some of the nutrients in four meals.   which meal will be the most likely to stimulate peristalsis in the alimentary canal?  g / 100 g carbohydrate fat fibre  (roughage)protein a 18 12  8  25   b 30 32  2  12   c 40 15  10  5   d 38 4  22  10  ",
+            "8": "8 \uf6d9 ucles 2004 0610/01/m/j/0417 the diagram shows the circulatory system of a mammal.  capillary networkin lungs capillary networkin body organsleft atrium left ventricleright atrium right ventricle sr what describes the blood in vessels r and s?  r s  a deoxygenated deoxygenated  b deoxygenated oxygenated  c oxygenated deoxygenated  d oxygenated oxygenated  18 from which organ is most carbon dioxide excreted?  a kidney  b liver  c lung d skin  19 which word equation represents anaerobic respiration in muscles?  a glucose \u2192 lactic acid + energy  b glucose \u2192 ethanol + carbon dioxide + energy  c glucose + oxygen \u2192 carbon dioxide + water + energy  d glucose + oxygen \u2192 lactic acid + water + energy ",
+            "9": "9 \uf6d9 ucles 2004 0610/01/m/j/04 [turn over20 which process in green plants produces carbon dioxide?  a photosynthesis  b respiration  c translocation d transpiration  21 the diagram shows structures associated with the human urinary system.  which structure is the urethra?  ba c dfrom heartto heart",
+            "10": "10 \uf6d9 ucles 2004 0610/01/m/j/0422 the diagram shows part of the human circulatory system.  in which vessel will absorbed alcohol first be found?  lungs heart liver gut kidneya bcd 23 the diagram shows the structures involved in a reflex action.  hot panrs qp what shows the sequence in which these structures become involved?  a p \u2192 q \u2192 r \u2192 s  b p \u2192 s \u2192 r \u2192 q  c q \u2192 r \u2192 s \u2192 p  d q \u2192 s \u2192 p \u2192 r ",
+            "11": "11 \uf6d9 ucles 2004 0610/01/m/j/04 [turn over24 a person moves from sunlight into a dark room.  how do their eyes respond?  a the blind spots become larger.  b the blind spots become smaller.  c the pupils become larger. d the pupils become smaller.  25 which features are characteristic of insect-pollinated flowers?  a bright petals, large feathery stigmas  b bright petals, rough sticky pollen  c large feathery stigmas, nectaries d small light pollen, nectaries  26 which substance normally passes from a fetus to its mother through the placenta?  a alcohol  b glucose  c oxygen d urea  27 what is the best measurement to determine the growth of seedlings?  athe dry mass of the whole seedling  bthe height and width of the parts above ground  cthe length from the root-tip to the stem-tip  dthe total number of leaves ",
+            "12": "12 \uf6d9 ucles 2004 0610/01/m/j/0428 a plot of land was divided into four. each part was sown with 100 seeds in the dry season. two  parts were covered with a net to stop small birds and mammals entering and two were watered,  as shown in the diagram.  in which plot would most seeds germinate?  a covered by net and wateredb no net and watered c covered by net and not wateredd no net and not watered 29 which shows the sex chromosomes in the body cells and in the sex cells in a man?  body cells sex cells  a xx all x  b xx all xx  c xy x or y  d xy all xy  30 in humans, which types of variation are shown by blood group and height?  blood group height  a continuous continuous  b continuous discontinuous  c discontinuous continuous  d discontinuous discontinuous ",
+            "13": "13 \uf6d9 ucles 2004 0610/01/m/j/04 [turn over31in a certain plant, the allele for white fruit, w, is dominant over the allele for yellow fruit, w.  a white-fruited plant was crossed with a yellow-fruited plant. about half of the offspring were  white-fruited and the other half were yellow-fruited.  which genotypes did the parent plants have?  aww and ww  bww and ww  cww and ww  dww and ww  32 the diagram shows a food web.  snakes birds squirrels toads lizards beetles greenfly snails grasshoppers green plants which organisms will increase in number, if the number of snakes increases? abirds bgrasshoppers clizards dsquirrels",
+            "14": "14 \uf6d9 ucles 2004 0610/01/m/j/0433 which organism would be a producer in a food chain?  ab cd 34 from which food chain is least energy lost?  a green plant \u2192 human  b green plant \u2192 sheep \u2192 human  c green plant \u2192 cow (milk) \u2192 human  d green plant \u2192 small fish \u2192 large fish \u2192 human  35 the diagram shows part of the carbon cycle.  animals decay by microorganisms green plants carbon dioxide in the airxx what does x represent?  a death  b digestion  c photosynthesis d respiration ",
+            "15": "15 \uf6d9 ucles 2004 0610/01/m/j/04 [turn over36the diagram represents stages in the water cycle.  at which stage is the water in liquid form?  seaab cd 37 in which process is oxygen a waste product?  a active transport  b aerobic respiration  c anaerobic respiration  d photosynthesis  38 the graph shows the growth of a population of bacteria in a closed jar of nutrient solution.  at which point do limiting factors begin to control the growth of the population?  bacteria / unit volume time 0abd 0c",
+            "16": "16 every reasonable effort has been made to trace all copyright holders. the publishers would be pleased to hear from anyone whose  rights we have unwittingly  infringed. university of cambridge international examinations is part of the university of cambridge local examinations syndicate (ucles) which is itself a department of  the university of cambridge.  \uf6d9 ucles 2004 0610/01/m/j/0439 which graph shows the effect of pollution by sewage on the amount of oxygen dissolved in a  river? b dissolved oxygenc distance downstream sewage enters the riverdissolved oxygen distance downstream sewage enters the river dissolved oxygend distance downstream sewage enters the rivera dissolved oxygen distance downstream sewage enters the river 40 a gardener planted some water plants in the stream at the bottom of the garden shown on the  diagram. at first the plants grew well but after a while they died.  which source of pollution is most likely to have caused the death of the plants?  d   railway farmer spraying fields with a pesticide to kill insects b   sewage worksa   factory gardenfactorywaste direction offlow of streamstream c"
+        },
+        "0610_s04_qp_2.pdf": {
+            "1": "this document consists of 13 printed pages and 3 blank pages. mml 5810 5/03 s64493/3 \u00a9 ucles 2004 [turn overuniversity of cambridge international examinations international general certificate of secondary education biology 0610/02 paper 2 may/june 2004 1 hour 15 minutes candidates answer on the question paper. no additional materials are required.centre number candidate number name read these instructions first write your centre number, candidate number and name in the spaces provided at the top of this page. write in dark blue or black pen in the spaces provided on the question paper.you may use a soft pencil for any diagrams, graphs or rough working.do not use staples, paper clips, highlighters, glue or correction fluid. answer all questions. the number of marks is given in brackets [  ] at the end of each question or part question. if you have been given a label, look at the details. if any details are incorrect ormissing, please fill in your correct detailsin the space given at the top of this page. stick your personal label here, if provided.for examiner\u2019s use 81 234567 total",
+            "2": "1fig. 1.1 shows changes in the population of yeast during the production of beer. fig. 1.1 (a) (i) on fig. 1.1 name the phase labelled x. [1] (ii)suggest two reasons why the population stops growing. 1.  .. 2.  [2] (b)write an equation, in either words or chemical symbols, for anaerobic respiration by yeast.  [2] (c)alcohol has long term effects that cause damage to some body organs. name two of these organs and state an effect that alcohol can have on each of these organs. 1 organ ... . effect   .. 2 organ ... . effect    [4] [total: 9]x 00population size time2 0610/02/m/j/04for examiner\u2019s  use \u00a9 ucles 2004",
+            "3": "blank page3 0610/02/m/j/04 [turn over",
+            "4": "2fig. 2.1 shows the female reproductive system. fig. 2.1 (a)name the structures labelled a and b. a .. b  [2] (b)label, on fig . 2.1, with the appropriate letter, where (i)fertilisation normally occurs \u2013 f. [1] (ii)gametes are produced \u2013 g. [1] (iii)oestrogen is produced \u2013 o. [1] (c)list three secondary sexual characteristics that are stimulated by oestrogen. 1.  .. 2.  .. 3.   [3]ba4 0610/02/m/j/04for examiner\u2019s  use \u00a9 ucles 2004",
+            "5": "(d)outline the changes occurring in the ovaries and uterus during the menstrual cycle. .. ..  [4] [total: 12]5 0610/02/m/j/04 [turn overfor examiner\u2019s  use \u00a9 ucles 2004",
+            "6": "3fig. 3.1 shows the ears (fruiting heads) of five types of cereal. fig. 3.1{ {ear eargrain awn awngrain a debc6 0610/02/m/j/04for examiner\u2019s  use \u00a9 ucles 2004",
+            "7": "(a)use the key to identify each of the types of cereal in fig. 3.1. write the names of the cereals in table 3.1. key table 3.1 (b)most cereal plants are wind-pollinated. suggest three ways in which cereal flowersmay differ from insect-pollinated flowers. 1.  .. 2.  .. 3.   [3]7 0610/02/m/j/04 [turn overfor examiner\u2019s  use \u00a9 ucles 20041 awns present 2 awns absent 3 2 individual awns can be longer than whole ear. hordeum individual awns never longer than whole ear secale 3 grains not close together in the ear 4 grains very close together in the ear triticum 4 grains hang down from stalks avena grains do not hang down from stalks oryza diagram letter a bcd e [4]name of cereal",
+            "8": "(c)plants need both magnesium ions and nitrate ions for healthy development. (i)state why each of these is important for healthy development. magnesium ions ... .. nitrate ions   [2] (ii)nitrate ions are often provided in fertilisers. excess fertiliser may be washed into streams and ponds polluting the water. suggest what is likely to happen in thestream or pond. ..   [4] [total: 13]8 0610/02/m/j/04for examiner\u2019s  use \u00a9 ucles 2004",
+            "9": "blank page9 0610/02/m/j/04 [turn over",
+            "10": "4table 4.1 shows the rate of water loss by a plant over a period of 24 hours. table 4.1 (a)plot the above data on fig. 4.1. [3] fig. 4.11200 1800 2400 0600 0 time  / hours10 0610/02/m/j/04for examiner\u2019s  use \u00a9 ucles 2004time / hours 0300 0600090012001500180021002400rate of water loss / grams per hour 6 121824242010 8",
+            "11": "(b) (i) predict and explain how a large increase in humidity at 1000 hours would affect the rate of water loss in the next two hours. .. ..  [2] (ii)state two environmental factors, apart from humidity, that can cause a change in water loss and explain how each of these has its effect. 1 factor .explanation ...  2 factor .explanation ... ..  [6] (c) (i) name the tissue that transports water to the leaves of a plant.  [1] (ii)state one other function of this tissue.  [1] [total: 13]11 0610/02/m/j/04 [turn overfor examiner\u2019s  use \u00a9 ucles 2004",
+            "12": "5use only words or letters from the list below to complete the sentences in the following paragraph. the nuclei of human body cells contain \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026 pairs of chromosomes,  that is \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026 chromosomes and two sex chromosomes. sperm cells have a \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026 nucleus with a single sex chromosome.the \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026 formed from the fusion of an ovum with a sperm cell,  containing a \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026 sex chromosome, will develop into a male. [total: 5]diploid, forty-four, forty-six, gamete, haploid, twenty-two, twenty-three, x, y, zygote12 0610/02/m/j/04for examiner\u2019s  use \u00a9 ucles 2004",
+            "13": "6table 6.1 gives some details of the digestion of food. complete table 6.1. table 6.1 [8] [total: 8]13 0610/02/m/j/04 [turn overfor examiner\u2019s  use \u00a9 ucles 2004food material starch \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026 fatdigestive enzyme \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026 \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026salivary glands + \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026 stomach pancreas\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026 fatty acids + \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026source of enzyme end products",
+            "14": "7fig. 7.1 shows a food web from farmland in europe. fig. 7.1 (a) (i) name an organism from the fourth trophic level of this food web.  [1] (ii)using examples from this food web explain the difference between primary and secondary consumers. .. ..  [4] (b) (i) state the source of energy for this food web.  [1] (ii)in the food web the herbivorous insect population receives the same total amount of energy as the rabbit population. the rabbits pass a smaller percentage of thistotal energy to the next trophic level compared with the herbivorous insects.suggest reasons for this difference. ..   [3]carnivorous insectsfoxes kestrels volesstoats rabbitsspiders vegetationtoads & lizards herbivorous insects14 0610/02/m/j/04for examiner\u2019s  use \u00a9 ucles 2004",
+            "15": "(c)myxomatosis is a disease of rabbits from which there is a high death rate. explain a likely effect on the population of kestrels if there was a serious outbreak of myxomatosis in the rabbit population. .. ..  [4] [total: 13] 8 (a) during exercise the rate of blood flow to skeletal muscle is increased.explain why this is necessary.   [4] (b) (i) name the hormone that can cause an increased flow of blood to skeletal muscle.  [1] (ii)suggest two ways by which the heart can increase the flow of blood.1.  .. 2.  [2] [total: 7]15 0610/02/m/j/04for examiner\u2019s  use \u00a9 ucles 2004",
+            "16": "blank page copyright acknowledgements every reasonable effort has been made to trace all copyright holders where the publishers (i.e. ucles) are aware that third-party material has been reproduced. the publishers would be pleased to hear from anyone whose rights we have unwittingly infringed. university of cambridge international examinations is part of the university of cambridge local examinations syndicate (ucles), which is itself a department of the university of cambridge.16 0610/02/m/j/04"
+        },
+        "0610_s04_qp_3.pdf": {
+            "1": "this document consists of 13printed pages and 3blank pages. sp (kn) s64495/3 \u00a9 ucles 2004 [turn overuniversity of cambridge international examinations  international general certificate of secondary education biology 0610/03 paper 3  extended may/june 2004 1 hour 15 minutes candidates answer on the question paper. there are no additional materials. read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen in the spaces provided on the question paper.you may use a soft pencil for any diagrams, graphs or rough working.do not use staples, paper clips, highlighters, glue or correction fluid. answer allquestions. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question.centre number candidate number name for examiner\u2019s use 1 234567 total if you have been given a label, look at the details. if any details are incorrect ormissing, please fill in your correct detailsin the space given at the top of this page. stick your personal label here, if provided.",
+            "2": "2 0610/03/m/j/041in africa, mammals called jackals are quite common. they feed on small herbivores such as young springboks and dik-diks, hunting in packs to catch their prey. they will also eat largerherbivores such as kudu that have been killed by larger predators such as lions. a farmer in south africa found that a number of his sheep, while feeding on grassland, were being killed by jackals. he noted that jackals always kill sheep by attacking their necks. hedesigned a plastic collar for the sheep that covered their necks. none of his sheep havebeen killed since fitting these collars. other farmers are now buying the collars to protecttheir sheep from jackal attack. (a)the prey species of the jackal are usually primary consumers. state the type of food that all primary consumers eat. ..[1] (b)name the two carnivores identified in the text.1.  .. 2.  ..[1] (c)construct a food chain for the jackal to show its relationship with sheep.  ..[2] (d)suggest a reason why jackals survive better when they hunt in packs. [1] (e)when the farmer started to use collars on his sheep, although none of his sheep were being killed, the population of jackals did not decrease.  suggest why the number of jackals did not decrease. .. ..[1] (f)name two structures, found in the neck of a sheep, that could be damaged when jackals attack it. 1.  .. 2.  ..[2]for examiner\u2019s use \u00a9 ucles 2004",
+            "3": "3 0610/03/m/j/04 [turn over(g)some of the protected sheep die of old age and their remains are eaten by other animals. suggest and explain why the collars of the dead sheep could create an environmental problem. .. [2] [total : 10]for examiner\u2019s use \u00a9 ucles 2004",
+            "4": "4 0610/03/m/j/042experts predict that 75% of the british population will be obese in 8 years time. the problem is blamed on the popularity of \u2018junk food\u2019. this sort of diet is unbalanced. (a)define the term balanced diet . .. [2] a human diet consists of: carbohydrates       fats       fibre       minerals       proteins       vitamins       water. (b)underline twofoodstuffs from the list above that, when eaten in excess, would be most likely to lead to obesity. [2] (c)fig. 2.1 shows a chart to find a person\u2019s ideal mass. fig. 2.1for examiner\u2019s use \u00a9 ucles 200430 40 50 60 70 80 90 100 110 120 130 140 150 1601.501.551.601.651.701.751.801.85 mass / kgheight / mlow massideal massslightly obesemoderately obese obese",
+            "5": "5 0610/03/m/j/04 [turn overthe following data was collected for three students, x,yandz. (i)identify the  student who is 1. obese; .2. of low mass; 3. of ideal mass. .. [3] (ii) suggest two health problems that could be caused by obesity.1.  ... 2. ...[ 2] (d)large food molecules are made up of smaller units. some of these smaller units are listed below. amino acids           fatty acids           glycerol           simple sugars name the units that make up 1. starch; ..2. fats; ..3. protein. .[4] (e)large food molecules are broken down to form smaller molecules in the digestive system. (i)name the type of chemical that speeds up digestion. ...[1] (ii) explain why large molecules need to be broken down into small molecules in the digestive system.  ... ..[2] [total : 16]for examiner\u2019s use \u00a9 ucles 2004student mass / kg height / m x 50.8 1.55 y 63.8 1.85 z 114.3 1.65",
+            "6": "6 0610/03/m/j/043table 3.1 shows a student\u2019s daily water gains and losses. table 3.1 (a) complete the table by calculating the volume of sweat lost by the student. show your working in the space below. [1] (b)name the organ responsible for 1. excreting water in expired air; .. 2. releasing water by sweating; 3. forming urine; ...4. reabsorbing water from undigested food to form faeces. . [4] (c)on a hot day the student still took in 2800 cm 3of water. (i)suggest and explain what would happen to the volume of sweat and urine produced. sweat  ..[2] urine . . ..[2]for examiner\u2019s use \u00a9 ucles 2004water gain / cm3water loss / cm3 drink 1650 urine 1500 food 800 faeces 100 water released in expired air 400 chemical reactions 350sweat  total 2800 total 2800",
+            "7": "7 0610/03/m/j/04 [turn overthe volume of water gained and lost by the student is balanced. (ii) name the term used for the maintenance of a constant internal environment. ...[1] (d)use words from the list below to complete the paragraph. excretion       glucose       glycogen       insulin       liver       oestrogen  pancreas       secretion       starch        stomach       sucrose the blood stream transports a sugar called ... . the blood sugar level has to be kept constant in the body.  if this level falls below normal, a hormone called glucagon is released into the blood by  an endocrine organ called the ... .the release of a substance from a gland is called ... . glucagon promotes the breakdown of ... to increase the blood sugar level. if the blood sugar level gets too high, the endocrine organ secretes another hormone  called ... into the blood.this hormone promotes the removal of sugar from the blood and its conversion to glycogen in the ... . [6] [total : 16]for examiner\u2019s use \u00a9 ucles 2004",
+            "8": "8 0610/03/m/j/044fig. 4.1 shows part of a root. fig. 4.1 (a)explain how the presence of root hair cells on roots enables the efficient absorption of water and minerals. .. [2] (b)root hair cells can absorb mineral ions by diffusion and active transport. (i)define the term active transport . ..[2] (ii) explain why respiration rates may increase in root hair cells during the uptake of mineral ions. ... ...[1]xylemfor examiner\u2019s use \u00a9 ucles 2004",
+            "9": "9 0610/03/m/j/04 [turn over(c)fig. 4.1 shows the position of xylem in the root. (i)describe how the structure of xylem tissue is adapted to its functions. ... .[3] (ii) describe the mechanism of water movement through the xylem. .[2] [total : 10]for examiner\u2019s use \u00a9 ucles 2004",
+            "10": "10 0610/03/m/j/045fig. 5.1 shows vehicles driving past a power station in namibia and women carrying firewood they have cut. fig. 5.1 (a)describe how an increase of carbon dioxide in the atmosphere can affect theenvironment. .. [2] (b)without further reference to carbon dioxide, explain how each of the following may have undesirable effects on the environment: (i)the power station; ... .[3] for examiner\u2019s use \u00a9 ucles 2004",
+            "11": "11 0610/03/m/j/04 [turn over(ii) cutting down trees and burning the wood; ... .[3] (iii) running motor vehicles such as the van or car. [3] [total : 11]for examiner\u2019s use \u00a9 ucles 2004",
+            "12": "12 0610/03/m/j/046one variety of cat can have short hair or long hair. the allele for short hair (h)is dominant to the allele for long hair (h). a cat breeder has a short haired cat. its genotype can be hhorhh: there is no visible difference between these genotypes.  this short haired cat is crossed with a long haired cat, hh. (a)construct genetic crosses to predict the ratios produced if the short haired cat is: (i)heterozygous, hh; [3] (ii) homozygous, hh. [3] (b)suggest how the offspring from (a)(ii) would be different if the alleles were co-dominant. .. [1] [total : 7]for examiner\u2019s use \u00a9 ucles 2004",
+            "13": "\u00a9 ucles 200413 0610/03/m/j/047breast milk contains all the nutrients a baby needs except for vitamin c and iron. however, the baby has sufficient iron stored in its liver for the first months of its life. the first milk abreast-fed baby receives is called colostrum. after a few days, normal breast milk isproduced. table 7.1 compares the composition of colostrum and normal breast milk. table 7.1 (a)use data from table 7.1 to describe how the amounts of fat, protein and sugar aredifferent in colostrum and normal breast milk. .. ..[1] (b)a baby feeding on normal breast milk drinks one litre of milk per day.  calculate how much protein the baby receives per day. show your working. [2] (c) (i) suggest a suitable fruit juice a mother could give her baby to provide vitamin c.  ...[1] (ii) y oung children enjoy drinking fruit drinks with a high sugar content, sucked from abottle with a teat. explain how this habit can result in high levels of tooth decay. ... [4] (d)children sometimes develop an iron deficiency. describe the symptoms they would show. .. [2] [total : 10]for examiner\u2019s use nutrient / g per 100 cm3 fat protein sugar colostrum 2.5 8.0 3.5 normal breast milk4.0 2.0 8.0",
+            "14": "14 0610/03/m/j/04blank page",
+            "15": "15 0610/03/m/j/04blank page",
+            "16": "16 0610/03/m/j/04blank page copyright acknowledgements: question 2 fig. 2.1 applin, d and williams, g; height and weight chart in key science biology , stanley thomas. question 5 fig. 5.1 tarr, p; namibia environment; vol. 1, macmillan press. every reasonable effort has been made to trace all copyright holders where the publishers (i.e. ucles) are aware that third-party material has been reproduced. the publishers would be pleased to hear from anyone whose rights they have unwittingly infringed. university of cambridge international examinations is part of the university of cambridge local examinations syndicate (ucles), which is itself a department of the university of cambridge."
+        },
+        "0610_s04_qp_5.pdf": {
+            "1": "this document consists of 7 printed pages and a supervisor\u2019s report. mml 5810 5/03 s62531/2 \u00a9 ucles 2004 [turn overuniversity of cambridge international examinations international general certificate of secondary education biology 0610/05 paper 5  practical test may/june 2004 1 hour candidates answer on the question paper. additional materials: as listed in instructions to supervisorscentre number candidate number name read these instructions first write your centre number, candidate number and name in the spaces provided at the top of this page. write in dark blue or black pen in the spaces provided on the question paper.you may use a soft pencil for any diagrams, graphs or rough working.do not use staples, paper clips, highlighters, glue or correction fluid. answer both questions. the number of marks is given in brackets [  ] at the end of each question or part question. if you have been given a label, look at the details. if any details are incorrect ormissing, please fill in your correct detailsin the space given at the top of this page. stick your personal label here, if provided.for examiner\u2019s use 1 2 total",
+            "2": "1read the whole question before you begin. introductionduring digestion, the enzyme amylase breaks down starch into maltose. the intensity of the colour on testing with iodine solution at regular intervals is one means of following theprocess to show that the starch is being broken down. (a)use a glass rod to place a drop of water on a tile. dry the glass rod.place a drop of starch solution on a different part of the tile. test both samples with a drop of iodine solution.record your observations of both samples in the space below. [2] investigationyou will now investigate the effect of salt, sodium chloride, on the action of amylase on starch. (b) glabel two large test-tubes a1 and b1. gplace 5 cm3of starch solution in each tube. gwash the measuring apparatus thoroughly after each use. gplace 16 drops of iodine solution in two groups of 8 on a cleaned, dry white tile. the drops should be spaced out so they do not mix into each other. (i)sketch the outline of the tile in the space below. show the arrangement of yourdrops of iodine. [2]2 0610/05/m/j/04for examiner\u2019s  use \u00a9 ucles 2004",
+            "3": "(ii)prepare a table to record your observations of the starch tests on the contents of tubes a1 and b1 using the information from the instructions below. [4] gtube a2contains 2 cm3of amylase solution and 1 cm3of sodium chloride solution. gtube b2 contains 2 cm3of amylase solution and 1 cm3of water. gadd the contents of a2 to tube a1 and immediately add the contents of b2 to tube b1. gstart timing now. gafter one minute test a drop from tube a1 for starch using one of the drops on the tile. gimmediately test a drop from tube b1 using a different drop of iodine. grepeat your starch tests on drops from tubes a1 and b1 every minute for  8 minutes. (iii)record your observations in the table you have prepared. [3] (c)from your results, describe the effect of the salt solution on the action of amylase. ..   [2]3 0610/05/m/j/04 [turn overfor examiner\u2019s  use \u00a9 ucles 2004",
+            "4": "(d)explain why the 1 cm3of water was added to tube b2. .. ..  [2] (e)in the body, starch is broken down in the mouth by salivary amylase. the ph of saliva can vary between ph 5 and ph 7. outline an experiment to investigate the effect of ph on the activity of amylase. ..  [5] [total: 20]4 0610/05/m/j/04for examiner\u2019s  use \u00a9 ucles 2004",
+            "5": "2you are provided with specimen s1, a wind dispersed fruit, with a wing-like extension. (a) (i) make a large drawing of specimen s1 in the space below. label the position of the seed and the point of attachment of the fruit to its parent plant. [6] do not draw in this space5 0610/05/m/j/04 [turn overfor examiner\u2019s  use \u00a9 ucles 2004",
+            "6": "(ii)measure the length of the fruit and show this as a line on your drawing. calculate the magnification of your drawing. length of line on drawing ...actual length of the fruit.working magnification . [6] (b) fig. 2.1 shows an acer fruit with a wing-like extension. gusing scissors, cut carefully around the outline of the complete fruit including the wing-like extension. glay this paper cut-out on the grid, fig. 2.2. gdraw around the edge of the cut-out. fig. 2.16 0610/05/m/j/04for examiner\u2019s  use \u00a9 ucles 2004",
+            "7": "fig. 2.2 (i)determine the surface area of the fruit. show your working area of fruit  [3] (ii)describe the method you used to determine the surface area. .. ..  [3] (c)the size of the wing-like extension helps to disperse the fruit away from the parent plant. describe environmental factors that would also affect the distance travelled bysuch a fruit. .. ..  [2] [total: 20]7 0610/05/m/j/04 [turn overfor examiner\u2019s  use \u00a9 ucles 2004",
+            "8": "supervisor\u2019s report *the supervisor or teacher responsible for the examination is asked to answer the following questions. 1was any difficulty experienced in providing the necessary material? if so, give brief particulars. 2did the candidate experience any difficulty during the course of the examination? if so, give brief particulars. reference should be made to: (a)difficulties arising from faulty specimens; (b)accidents to apparatus or materials; (c)any information that is likely to assist the examiner, especially if this cannot be discovered from the scripts. 3record the times taken for the amylase to breakdown the starch with and without sodiumchloride present. 4please identify the name of specimen s1 and draw an outline of the fruit provided to candidates. give the measurement of the length of specimen s1. declaration to be signed by principal and completed on top script from centre. the preparation of the practical test has been carried out so as to maintain fully the security of the examination. signed  name (in block capitals)  *information that applies to all candidates need be given only once. n.b.if scripts are required by ucles to be despatched in more than one envelope, it is essential that a copy of the relevant supervisor\u2019s results (when requested), the supervisor\u2019s report and the appropriate seating plan are sent inside each envelope.8 0610/05/m/j/04 \u00a9 ucles 2004copyright acknowledgements every reasonable effort has been made to trace all copyright holders. the publishers would be pleased to hear from anyone whose rights we have unwittingly infringed. university of cambridge international examinations is part of the university of cambridge local examinations syndicate (ucles), which is itself a department of the university of cambridge."
+        },
+        "0610_s04_qp_6.pdf": {
+            "1": "this document consists of 9 printed pages and 3 blank pages. spa (kn) s64494/2 \u00a9ucles 2004 [turn overuniversity of cambridge international examinations international general certificate of secondary education biology 0610/06 paper 6  alternative to practical may/june 2004 1 hour candidates answer on the question paper. there are no additional materials. read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen in the spaces provided on the question paper.you may use a soft pencil for any diagrams, graphs or rough working.do not use staples, paper clips, highlighters, glue or correction fluid. answer all questions. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question.centre number candidate number name for examiner\u2019s use 1 23 totalif you have been given a label, look at the details. if any details are incorrect ormissing, please fill in your correct detailsin the space given at the top of this page. stick your personal label here, if provided.",
+            "2": "2 0610/06/m/j/041fig. 1.1 shows the appearance of a cell from the epidermis of a leaf. fig. 1.1 three similar pieces of epidermis have been placed in different solutions and left submerged for 30 minutes. one solution was pure water, another contained 1.5% sugar solution and the third 5% sugar solution. figs. 1.2, 1.3 and 1.4 show a cell from each of these three pieces of epidermis. fig. 1.2      fig. 1.3    fig. 1.4 (these cells are all drawn to the same magnification) (a)measure the width of the cell contents along the lines drawn across each cell. fig. 1.1 .. fig. 1.2 ..fig. 1.3 ..fig. 1.4 .. [3]for examiner\u2019s use \u00a9ucles 2004",
+            "3": "3 0610/06/m/j/04 [turn over(b)suggest in which solution each of the cells, in figs. 1.2, 1.3 and 1.4, was placed and explain your choice. fig. 1.2 .. ... explanation ... .. fig. 1.3 .. ... explanation ... .. fig. 1.4 .. ... explanation ... ..[8] [total : 11]for examiner\u2019s use \u00a9ucles 2004",
+            "4": "4 0610/06/m/j/042starch is broken down during digestion by an enzyme, amylase. the test for starch uses iodine solution. when all the starch has been completely digested, the orange brown iodine solution doesnot change colour. (a)three test tubes a, b and c each contained 5 cm 3of 1% starch solution. to tube a, 1 cm3of water and 2 cm3of 1% amylase solution were added. the stop clock was started immediately and the mixture was stirred. every minute a drop was removed from the mixture and added to iodine solution on awhite tile. to tube b, 1 cm 3of water an 2 cm3of boiled and cooled 1% amylase solution were added. the same method of testing was used. to tube c, 1 cm3of 0.5% sodium chloride solution and 2 cm3of 1% amylase solution were added. the same method of testing was used.the colours observed are shown in table 2.1. these investigations were carried out at room temperature. table 2.1 (i)state how long it took for the starch to be completely broken down in tubes a and c. tube a.  tube c.[2]for examiner\u2019s use \u00a9ucles 2004time / mins tube a tube b tube c 1b lack black black 2b lack black dark brown 3b lack black dark brown 4b lack black lighter brown 5 dark brown black lighter brown 6 dark brown black orange brown 7 dark brown black orange brown 8 dark brown black orange brown 9 lighter brown black orange brown 10 lighter brown black orange brown 11 lighter brown black orange brown 12 lighter brown black orange brown 13 orange brown black orange brown 14 orange brown black orange brown 15 orange brown black orange brown",
+            "5": "5 0610/06/m/j/04 [turn over(ii) describe the effect on the reaction of using sodium chloride solution. ... ..[2] (iii) state the purpose of tube b in this investigation. ..[1] (b)in the human alimentary canal, starch is broken down by amylase. the ph of the alimentary canal varies between ph 2 and ph 8.5.  suggest how you could investigate the effect of ph on the activity of amylase. .. ..[5] [total : 10]for examiner\u2019s use \u00a9ucles 2004",
+            "6": "6 0610/06/m/j/043fig. 3.1 shows two joined mature acer fruits. fig. 3.1 (a) (i) make a large drawing of one of these fruits in the space below.  label the position of the seed. [4] for examiner\u2019s use \u00a9ucles 2004",
+            "7": "7 0610/06/m/j/04 [turn over(ii) calculate the magnification of your drawing using the maximum length of the fruit in fig. 3.1 that you have drawn. maximum length of your drawing of one fruit .. cm maximum length of the same fruit in fig. 3.1 .. cm working: magnification . [2] the background in fig. 3.1 is a grid, with squares of 1 mm x 1 mm. (iii) determine the surface area of one of the fruits including the wing-like extension. explain how you worked out your answer. ... .[3]for examiner\u2019s use \u00a9ucles 2004",
+            "8": "8 0610/06/m/j/04(b)using paper and plasticine to represent a wind dispersed fruit, such as acer, it is possible to adjust the size of the wing. the effect of different wing size was investigatedby dropping a model fruit with different surface areas, from the same height in the same wind conditions. the horizontal distance travelled by the model was measured. eachmodel fruit was dropped five times. the results are shown below. table 3.1 (i)complete table 3.1 by calculating the mean (average) distance travelled by themodel fruits. [2] (ii) plot the mean distance the model fruit travelled horizontally against the surfacearea of the model as a line graph. [4]for examiner\u2019s use \u00a9ucles 2004surface area of distance travelled / cm mean wing-like drop 1 drop 2 drop 3 drop 4 drop 5distance extension / cm2travelled / cm 32 30 40 20 15 20 64 20 30 30 25 4096 30 40 26 50 35 128 45 20 40 45 65160 72 40 54 50 34",
+            "9": "\u00a9ucles 20049 0610/06/m/j/04(iii) describe the relationship between the surface area and the mean distance travelled. ... ...[2] (iv) outline the importance of seed dispersal away from the parent plant. .[2] [total : 19]for examiner\u2019s use",
+            "10": "10 0610/06/m/j/04blank page",
+            "11": "11 0610/06/m/j/04blank page",
+            "12": "12 0610/06/m/j/04blank page every reasonable effort has been made to trace all copyright holders where the publishers (i.e. ucles) are aware that third-party material has been reproduced. the publishers would be pleased to hear from anyone whose rights they have unwittingly infringed. university of cambridge international examinations is part of the university of cambridge local examinations syndicate (ucles), which is itself a department of the university of cambridge."
+        },
+        "0610_w04_qp_1.pdf": {
+            "1": "     university of cambridge international examinations    international general certificate of secondary education        biology 0610/01        paper 1  multiple choice    october/november 2004        45 minutes     additional materials: multiple choice answer sheet      soft clean eraser      soft pencil (type b or hb is recommended)                          read these instructions first     write in soft pencil.    do not use staples, paper clips, highlighters, glue or correction fluid.   write your name, centre number and candidate number on the answer sheet in the spaces provided   unless this has been done for you.      there are forty  questions on this paper. answer all questions. for each question there are four possible    answers  a, b, c, and d.   choose the one you consider correct and record your choice in soft pencil on the separate answer sheet.     read the instructions on the answer sheet very carefully.     each correct answer will score one mark. a mark will not be deducted for a wrong answer.   any rough working should be done in this booklet.                                                  this document consists of 15 printed pages and 1 blank page.  ib04 11_0610_01/fp   \uf6d9 ucles 2004  [turn over    ",
+            "2": "2    \u00a9 ucles 2004 0610/01/o/n/04 1 the diagram shows some organisms living in water.    plants decomposersanimals     which process is carried out by all the living organisms shown?  a photosynthesis  b pollination  c respiration d transpiration     2 an animal has four legs, fur and a tail.    to which class of vertebrates does it belong?  a amphibians  b birds  c mammals d reptiles     3 the diagram shows a type of cell.       using the key below, which letter identifies the cell?  1 cell has a nucleus \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026.. go to 2    cell has no nucleus ..\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026. go to 3  2 cell has a central vacuole \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026. a    cell has no central vacuole \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026 b  3 cell has granules inside it \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026.. c    cell has no granules inside it \u2026\u2026\u2026\u2026\u2026\u2026\u2026. d ",
+            "3": "3    \u00a9 ucles 2004 0610/01/o/n/04  [turn over  4 which part of a plant cell contains cellulose?  a cell wall  b chloroplast  c cytoplasm  d vacuole     5 the table shows the number of chloroplasts in three different types of leaf cell.   which shows the correct numbers for each type of cell?     epidermis palisade mesophyll guard cells  a 0  6  17   b 0  17  6   c 6  17  0   d 17  0  6     6 the diagram shows a plant cell.   which part will stain blue  / black with iodine solution?    ab c d    7 which is an organ?  a a group of ciliated cells  b the liver  c the nervous system  d the xylem     ",
+            "4": "4    \u00a9 ucles 2004 0610/01/o/n/04 8 the diagram shows some of the blood vessels and other structures in the human body.      the blood vessels shown are all parts of the same  a cell.  b organ.  c organ system.  d tissue.      9 what causes oxygen to diffuse into the blood from an alveolus (air sac) in the lungs?  a the oxygen concentration in the alveolus is higher than in the atmosphere.  b the oxygen concentration in the alveolus is lower than in the blood.  c the oxygen concentration in the atmosphere is higher than the carbon dioxide concentration.  d the oxygen concentration in the blood is lower than in the alveolus.    ",
+            "5": "5    \u00a9 ucles 2004 0610/01/o/n/04  [turn over  10 a strong solution of salt accidentally flooded a field of young rice plants.    the graph shows the effect on two varieties of rice in the field.    100 80 604020 0 02468 1 0 time after flooding  / dayspercentage plants alivevariety x variety y     what causes the effect shown by the graph?  a water enters the root cells of x.  b water enters the root cells of y.  c water leaves the root cells of x.  d water leaves the root cells of y.     11 two samples of a human enzyme were used in an experiment. before they were used    \u007f sample x was heated to 80  oc and then cooled to 37  oc  \u007f sample y was cooled to 0  oc and then heated to 37  oc.    how will this affect their activity?  a sample x and sample y are no longer active.  b sample x and sample y will be equally active.  c sample x will be more active than sample y.  d sample y will be more active than sample x.    ",
+            "6": "6    \u00a9 ucles 2004 0610/01/o/n/04 12 the graph shows the effect of temperature on the digestion of starch.    rate of reaction temperature  / oc0 1 02 03 04 05 06 0     at which temperature are most starch molecules broken down in one minute?  a 10  oc b 30  oc c 40  oc d 50  oc      13 which of the following, needed for protein synth esis, is carried into a leaf through the xylem?  a carbon dioxide  b nitrate ions  c oxygen  d sugar     14 four test-tubes are set up as shown.    which test-tube contains the most carbon dioxide after one hour?    abcd black polythene to keep out lightwater water snail water weedlight light light      ",
+            "7": "7    \u00a9 ucles 2004 0610/01/o/n/04  [turn over  15 what is lacking in the diet of someone with anaemia (haemoglobin deficiency)?  a calcium  b iron  c vitamin c  d vitamin d     16 by which process is undigested waste material removed from the body?  a absorption  b assimilation  c egestion  d ingestion    17 the diagram shows the directions of blood flow through a heart.    which chamber of the heart receives blood directly from the lungs?    cba d      18 which of the following describes a vein?     valves  present thick muscle  tissue in wall  a \u0013 \u0013  b \u0013 \u0017  c \u0017 \u0013  d \u0017 \u0017     ",
+            "8": "8    \u00a9 ucles 2004 0610/01/o/n/04 19 anaerobic respiration in muscles can be summarised by the following equation.    glucose \u2192 x + energy    what is x?  a ethanol  b hydrogen  c lactic acid  d water     20 which component of cigarette smoke is most likely to cause lung cancer?  a carbon dioxide  b carbon monoxide  c nicotine  d tar    21 how do sweat glands and blood vessels near the skin surface respond when body temperature  rises above normal?     sweat glands blood vessels  near the skin surface  a decreased activity constriction  b decreased activity dilation  c increased activity constriction  d increased activity dilation     22 a person has a high-protein diet.    what describes the level of urea in the blood leaving the liver and in the urine leaving the  kidneys?     blood leaving liver urine leaving kidneys  a high urea high urea  b high urea low urea  c low urea high urea  d low urea low urea    ",
+            "9": "9    \u00a9 ucles 2004 0610/01/o/n/04  [turn over  23 the diagram shows a reflex arc.    which label points to the sensory neurone?    ab c hot pand      24 in which way is the reproduction of a tree assisted by birds eating the fruit of the tree?  a dispersal  b fertilisation  c pollination  d variation      25 what is the correct sequence of structures involved in a reflex action?  a effector \u2192 sensory neurone \u2192 relay neurone \u2192 motor neurone \u2192 receptor  b effector \u2192 motor neurone \u2192 relay neurone \u2192 sensory neurone \u2192 receptor  c receptor \u2192 sensory neurone \u2192 relay neurone \u2192 motor neurone \u2192 effector  d receptor \u2192 relay neurone \u2192 sensory neurone \u2192 motor neurone \u2192 effector     26 which route does an unfertilised human egg follow through the female reproductive system after  being released from the ovary?  a oviduct \u2192 uterus \u2192 vagina  b oviduct \u2192 vagina \u2192 uterus  c uterus \u2192 oviduct \u2192 vagina  d uterus \u2192 vagina \u2192 oviduct     ",
+            "10": "10    \u00a9 ucles 2004 0610/01/o/n/04 27 which defines the development of an organism?  a increase in age  b increase in complexity  c increase in dry mass d increase in height or length     28 four test-tubes were set up similar to the one shown. some of the seeds were soaked  beforehand.    cotton wool seeds gauze water     in which test-tube did the seeds germinate first?     temperature  / oc seeds  a 5  not soaked  b 5  soaked  c 20  not soaked  d 20  soaked    29 a couple have two daughters and then three sons. they are expecting another child.   what is the chance of this child being a boy?  a 0  % b 25  % c 50  % d 75  %    ",
+            "11": "11    \u00a9 ucles 2004 0610/01/o/n/04  [turn over  30 which sex chromosomes must be present in sperm and ovum for normal fertilisation leading to  the development of a male child?     sex  chromosomes  in sperm sex  chromosomes  in ovum  a x x  b y x  c xx xx  d xy xx     31 the nucleus of a cell contains two pairs of chromosomes.        which two nuclei are produced after mitosis?    ab cd       32 in fruit flies, the allele for grey body, g, is dominant over the allele for black body, g.    the result of a mating between two flies is shown.    (parents)     grey-bodied fly x black-bodied fly (offspring)   33 grey-bodies flies + 38 black-bodied flies    what were the genotypes of the parents?  a gg x gg b gg x gg c gg x gg d gg x gg     ",
+            "12": "12    \u00a9 ucles 2004 0610/01/o/n/04 33 which of the following is an example of a food chain?  a carbohydrate \u2192 fat \u2192 protein  b flower \u2192 fruit \u2192 seed  c grass \u2192 antelope \u2192 lion  d ingestion \u2192 assimilation \u2192 excretion     34 the surface waters of the ocean contain a population of microscopic plants (plankton).    which factor would result in fewer  of these plants?  a an increase in the population of microscopic animals  b greater concentration of mineral nutrients  c more light  d warmer ocean water      35 the diagram shows part of the water cycle.    s absorptionq rainfall r evaporation lakep transpiration     which processes will be slowed down by an increase in humidity?  a p and q  b p and r  c q and r d q and s     ",
+            "13": "13    \u00a9 ucles 2004 0610/01/o/n/04  [turn over  36 the diagram shows part of the carbon cycle.    carbon dioxide plants animalsdead matter x     what does arrow x represent?  a decay  b nutrition  c photosynthesis  d respiration      37 the diagrams show the current population sizes for people below 50 years of age in four different  countries.    which country will be likely to have the largest population of people 60 \u2013 70 years of age in 20 years time?    40 - 49 30 - 3920 - 2910 - 19 0 - 9age 40 - 4930 - 3920 - 2910 - 19 0 - 9age 40 - 4930 - 3920 - 2910 - 19 0 - 9age40 - 4930 - 3920 - 2910 - 19 0 - 9agepercentage of the population percentage of the population percentage of the population percentage of the populationab cd      ",
+            "14": "14    \u00a9 ucles 2004 0610/01/o/n/04 38 the graphs show the number of herbivores in a habitat over a period of time. at time x the  carnivores are removed from the habitat.    which graph shows the effect of this on the number of herbivores?    timex timex timex timexnumber of herbivoresnumber of herbivores number of herbivoresnumber of herbivoresab cd      39 lichens are living organisms that grow on trees. air pollution slows down the growth of lichens.    the graph shows the average percentage of each tree covered by lichens at different distances from a city centre.    100 80 60 40 20 02 4 6 8 10 12 14% cover of lichens distance from city centre  / km    at which distance from the city centre is the air most polluted?  a 0 km b 3 km c 10  km d 14  km     ",
+            "15": "15    \u00a9 ucles 2004 0610/01/o/n/04  40 an insecticide sprayed on a crop washes into a lake in which there is the following food chain.    2nd consumer 3rd consumer 1st consumer producers     what are the most likely levels of the insecticide in the tissues of the organisms?  (ppm = parts per million.)     producer  / ppm 1st consumer  / ppm 2nd consumer  / ppm 3rd consumer  / ppm  a 26.4  0.04  2.0  0.5   b 0.04  0.5  2.0  26.4   c 26.4  2.0  0.5  0.04   d 0.5  26.4  0.04  2.0     ",
+            "16": "16      university of cambridge international examinations is part of the university of cambridge local examinations syndicate (ucles),  which is itself a department  of the university of cambridge.     0610/01/o/n/04 blank page  "
+        },
+        "0610_w04_qp_2.pdf": {
+            "1": "this document consists of 16 printed pages. sp (cw/slm) s67006/2 \u00a9ucles 2004 [turn overuniversity of cambridge international examinations international general certificate of secondary education biology 0610/02 paper 2 october/november 2004 1 hour 15 minutes candidates answer on the question paper. no additional materials are required. read these instructions first write your centre number, candidate number and name in the spaces at the top of this page. write in dark blue or black pen in the spaces provided on the question paper.you may use a soft pencil for any diagrams, graphs or rough working.do not use staples, paper clips, highlighters, glue or correction fluid. answer all questions. the number of marks is given in brackets [  ] at the end of each question or part question.centre number candidate number name if you have been given a label, look at the details. if any details are incorrect ormissing, please fill in your correct detailsin the space given at the top of this page. stick your personal label here, if provided.for examiner\u2019s use 1 2 3 4 5 6 7 8 total",
+            "2": "2 0610/02/o/n/041use the dichotomous key, fig. 1.1, to identify the five vertebrate groups, a, b, c, d and e. complete table 1.1. fig. 1.1 table 1.1 [4] [total: 4]animals with backbones adults without fins and gills have a leathery skin \u2013 b have skin withfeathers \u2013 clay eggs withshells do not lay eggs with shellsadults with fins and gills \u2013 a have skin withfur \u2013 d have a nakedskin \u2013 efor examiner\u2019s use \u00a9ucles 2004letter in key name of vertebrate group a b c d e",
+            "3": "3 0610/02/o/n/04 [turn over2(a)complete the table to show two differences between cells produced by mitosis and those produced by meiosis. [2] (b) (i) mutations can occur during mitosis and meiosis. define the term m utation. ... ...[1] (ii) state two factors that can increase the rate at which mutations occur.1 . ... 2 [ 2] (iii) name a condition caused by a mutation that produces a cell with an extra chromosome. ...[1] [total: 6]for examiner\u2019s use \u00a9ucles 2004cell produced by mitosis cell produced by meiosis 1 2",
+            "4": "4 0610/02/o/n/043fig. 3.1 shows the male reproductive system. fig. 3.1 (a)name the structures labelled a and b. a... b...[2] (b)label on fig. 3.1, with the appropriate letter, where (i)seminal fluid is produced \u2013 s. [1] (ii) gametes are formed \u2013 g. [1] (iii) testosterone is produced \u2013 t. [1] (c)list three secondary sexual characteristics that are stimulated by testosterone. 1 . .. 2 . .. 3 . ..[3] (d)identify with an x, on fig. 3.1, where surgery would normally be carried out to bring about birth control. [1]bafor examiner\u2019s use \u00a9ucles 2004",
+            "5": "5 0610/02/o/n/04 [turn over(e) (i) hiv is a virus that can be sexually transmitted. state how its transmission can be prevented during sexual intercourse. ...[1] (ii) state two methods, other than by sexual intercourse, by which hiv can be passedfrom person to person. 1 . ... 2 [ 2] (f)state the difference in function of the urethra in males and females. [1] [total: 13]for examiner\u2019s use \u00a9ucles 2004",
+            "6": "6 0610/02/o/n/044photosynthesis is a vital process in plants. (a)write an equation for photosynthesis using either words or chemical symbols. ..[2] (b) (i) state where in a leaf cell photosynthesis occurs.. ...[1] (ii) complete this sentence.during photosynthesis . energy is changed to . energy. [2] (c)the main product of photosynthesis can be converted into other chemicals.complete the table.  [2] (d)the formation of new cells in the roots requires materials formed in the leaves.describe how these materials reach the roots from the leaves. [3]for examiner\u2019s use \u00a9ucles 2004use of main product of name of chemical it is photosynthesis converted into storage in leaf cells to make plant cell walls",
+            "7": "7 0610/02/o/n/04 [turn over(e)forests are sometimes cleared by \u201cslash and burn\u201d, in which the trees and other plants are cut down and burnt. (i)suggest two effects that \u201cslash and burn\u201d deforestation can have on the carbon cycle. 1 . ... ... 2 . ... ...[2] (ii) state two undesirable effects that deforestation can have on the soil.1 . ... ... 2 . ... ...[2] [total: 14]for examiner\u2019s use \u00a9ucles 2004",
+            "8": "8 0610/02/o/n/045fig. 5.1 shows a front view of the eye as seen in bright light. fig. 5.1 fig. 5.2 (a) (i) on fig. 5.1, label parts a and b. [2] (ii) complete fig. 5.2 to show a view of the same eye as it would appear in dim light. [1] (b) (i) complete and label, fig. 5.3, of a reflex arc. [5] fig. 5.3 (ii) identify the receptor in the pupil (iris) reflex. ...[1]for examiner\u2019s use \u00a9ucles 2004a b",
+            "9": "9 0610/02/o/n/04 [turn over(c)fig. 5.4 shows changes in the curvature of the lens of a person\u2019s eye. at different times the person was looking at a bird high up in the sky, talking to a friend, and reading a book, not necessarily in this order. fig. 5.4 identify the period of time, 1, 2, 3, 4 or 5: (i)when the person was looking at the bird high up in the sky; ... [1] (ii) when the person\u2019s ciliary muscles were changing from being relaxed to being contracted. ... [1] [total: 11]most curved least curvedcurvature of lens time1 2 345for examiner\u2019s use \u00a9ucles 2004",
+            "10": "10 0610/02/o/n/046(a)fig. 6.1 shows a food chain.  fig. 6.1 (i)state which organism, a, b, c or d, in the food chain produces oxygen. ... [1] (ii) fig. 6.2 shows a pyramid of numbers and a pyramid of biomass for this food chain. fig. 6.2 describe and explain the difference in the shape of these two pyramids. ... ..[2] (iii) there are always smaller numbers of organism d than organism c in this food chain. suggest two reasons for this. .[2]a pyramid of numbersbcd a pyramid of biomassbcdproducer aprimary consumer bsecondary consumer ctertiary consumer dfor examiner\u2019s use \u00a9ucles 2004",
+            "11": "11 0610/02/o/n/04 [turn over(b)fig. 6.3 shows the food chain after the arrival of another primary consumer, e. fig. 6.3 at first the numbers of organism e rise but later they level off. suggest three reasons why the population size of organism e levels off. 1 . .. .. 2 . .. .. 3 . .. ..[3] (c)farmers often use chemicals to try to control an organism that is part of the food web, shown in fig. 6.3. (i)state which stage in the food web will be directly affected if a herbicide is used. ...[1] (ii) an insecticide, which is a type of pesticide, may be used. state which trophic level in this food web will accumulate the highest concentration of the insecticide. ...[1] (iii) suggest what adverse effects could occur from the use of insecticides. ... .[2] [total: 12]producer aprimary consumer b primary consumer esecondary consumer ctertiary consumer dfor examiner\u2019s use \u00a9ucles 2004",
+            "12": "12 0610/02/o/n/047(a)describe the role of the liver in glucose metabolism and in fat digestion. glucose metabolism . .. fat digestion . ..[5] (b) (i) state what is made into urea in the liver. ...[1] (ii) the table gives some details of some components of body fluids. complete the table by showing with a tick (\u2714) which of the substances are present in the liquid filtered from the blood and in the urine. [2] [total: 8]for examiner\u2019s use \u00a9ucles 2004blood in capillaries liquid filtered from urine of kidney blood before reabsorption glucose \u2714 minerals \u2714 urea \u2714 water \u2714",
+            "13": "13 0610/02/o/n/04 [turn over8(a)define diffusion. .. [2] (b)fig. 8.1 shows an apparatus that was set up to investigate diffusion. fig. 8.1 question 8 continues on page 14.cork cotton wool soaked in ammonium hydroxidecork pieces of damp red litmus paperat 2  cm intervalsfor examiner\u2019s use \u00a9ucles 2004",
+            "14": "14 0610/02/o/n/04fig. 8.2 shows the results for two samples of ammonium hydroxide that were investigated. fig. 8.2for examiner\u2019s use \u00a9ucles 20040102030time for litmusto go blue / s40506070 02468 distance along tube / cm10 12 14 16sample a sample b",
+            "15": "15 0610/02/o/n/04 [turn overtable 8.1 gives data for a third sample, c, of ammonium hydroxide that was investigated. table 8.1 (i)plot the data in table 8.1 on fig. 8.2. [3] (ii) suggest what has caused the litmus paper to go blue. ...[1] (iii) state which sample of ammonium hydroxide took longest to travel 10 cm along the tube. ...[1] (iv) what can you suggest about the concentration of sample c? explain your answer. ... ..[2]for examiner\u2019s use \u00a9ucles 2004distance of red litmus time for red litmus paper along tube / cm paper to go blue / s 26 41 0 61 5 82 1 10 25 12 29 14 35 16 41",
+            "16": "16 0610/02/o/n/04(c)fig. 8.3 shows an alveolus and an associated blood capillary. fig. 8.3 (i)suggest at which point, x, yor z, the rate of diffusion of carbon dioxide will be highest. ... ...[1] (ii) the bronchi and bronchioles are lined with ciliated epithelium tissue and a thin layer of mucus. describe the role of the cilia and mucus. ... ..[2] [total: 12]x yzblood flowblood flowair entering and leavingfor examiner\u2019s use \u00a9ucles 2004every reasonable effort has been made to trace all copyright holders where the publishers (i.e. ucles) are aware that third-party material has been reproduced. the publishers would be pleased to hear from anyone whose rights they have unwittingly infringed. university of cambridge international examinations is part of the university of cambridge local examinations syndicate (ucles), which is itself a department of the university of cambridge."
+        },
+        "0610_w04_qp_3.pdf": {
+            "1": "this document consists of 15 printed pages and 1 blank page. (kn) s68846/2 \u00a9ucles 2004 [turn overuniversity of cambridge international examinations international general certificate of secondary education biology 0610/03 paper 3  extended october/november 2004 1 hour 15 minutes candidates answer on the question paper. no additional materials are required. read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen in the spaces provided on the question paper.you may use a soft pencil for any diagrams, graphs or rough working.do not use staples, paper clips, highlighters, glue or correction fluid. answer all questions. the number of marks is given in brackets [  ] at the end of each question or part question.centre number candidate number name if you have been given a label, look at the details. if any details are incorrect ormissing, please fill in your correct detailsin the space given at the top of this page. stick your personal label here, if provided.for examiner\u2019s use 1 234567 total",
+            "2": "2 0610/03/o/n/04write your answers in the spaces provided. 1fig. 1.1 shows four specialised cells. fig. 1.1 (a) (i) complete the table, using the letters of the cells, to identify them as animal or plant cells. [1] (ii) state one feature found in all plant cells but not in animal cells. ...[1]ab cdfor examiner\u2019s use \u00a9ucles 2004animal plant letters",
+            "3": "3 0610/03/o/n/04 [turn over(b)for each cell shown in fig. 1.1, state one feature that makes the cell different from the other three cells. relate this feature to the function of the cell. [8] [total: 10]for examiner\u2019s use \u00a9ucles 2004cell feature function a. .. . b. .. . c. .. . d. .. .",
+            "4": "4 0610/03/o/n/042fig. 2.1 shows pie charts of the diets of two twelve year old girls, one from europe and one from africa. fig. 2.1 (a)using information from fig. 2.1, complete the table to compare the african diet with thatof the european diet. in each box, write  more or less or the same . [1] (b)the daily energy intake is provided mainly by carbohydrates and fats.select one of the food groups from fig. 2.1 that would provide a good source of: (i)carbohydrates; .. (ii) fats. [2 ] (c)with reference to the pie charts: (i)suggest why the african girl may not grow as fast as the european girl; ... ...[1] (ii) suggest why the european girl is more likely to suffer from scurvy than the african girl; ... ..[2]diet of european girl food group vegetables, fruitdiet of african girl meat, eggs, fishcereals dairy products sugars, sweetsfor examiner\u2019s use \u00a9ucles 2004dairy cereals meat, sugar, vegetables, products eggs, fish sweets fruit african diet contains",
+            "5": "5 0610/03/o/n/04 [turn over(iii) suggest why the european girl is more likely to suffer from constipation and colon cancer than the african girl. ... .[3] [total: 9]for examiner\u2019s use \u00a9ucles 2004",
+            "6": "6 0610/03/o/n/043fig. 3.1 shows a section through a villus in the small intestine. the blood capillaries are not shown. fig. 3.1 (a) (i) on fig. 3.1, draw a capillary inside the villus and link it with the appropriate blood vessels. draw an arrow to show the direction of blood flow in the capillary. [2] (ii) name the first organ to which blood  flows from the small intestine. ...[1] (b)name one substance that could be present in the blood: (i)at a higher concentration in the vein than in the artery; [1] (ii) at a lower concentration in the vein than in the artery. .[1]surface layer of cells y artery vein lymph vesselfor examiner\u2019s use \u00a9ucles 2004",
+            "7": "7 0610/03/o/n/04 [turn over(c)the cells of the surface layer of the villus are involved in absorption. state two features of these cells that improve absorption. 1.  .. 2.  ..[2] (d) (i) name structure y. .[1] (ii) describe the role of structure y in the absorption of materials from the small intestine. .[2] (e)outline the functions of the lymphatic system, other than absorption from the small intestine. .. ..[3] [total: 13]for examiner\u2019s use \u00a9ucles 2004",
+            "8": "8 0610/03/o/n/044west nile virus was first discovered in the blood of a feverish woman in uganda\u2019s west nile district in 1937. this virus is an arbovirus, one of a family of more than 500 known viruses transmitted by arthropods such as mosquitoes, ticks and fleas. west nile virus is transmitted by mosquitoes while they are feeding on the blood of birds and mammals. it is common in africa, the middle east and western asia. the disease first appeared in america in 1999. scientists now expect it to affect the whole of america by2006, spread by the mosquito culex pipiens. birds, as well as humans, are affected by the virus. (a)using information from the text, explain how arboviruses are transmitted. ..[2] (b)suggest how blood provides suitable conditions for the reproduction of viruses. ..[2] (c)when birds become infected, the virus may spread hundreds of kilometres very rapidly. suggest one reason for this rapid spread of the virus. [1] (d)the pesticide, ddt, has been used to kill mosquitoes in an effort to reduce the spread of disease.explain why countries have banned the use of some pesticides, despite their ability tokill mosquitoes. .. ..[3] (e)mosquitoes are classified as insects, part of the arthropod group. state two external features used in the classification of all arthropods. 1.  .. 2.  ..[2]for examiner\u2019s use \u00a9ucles 2004",
+            "9": "9 0610/03/o/n/04 [turn over(f)with reference to the mosquito, explain the binomial system of naming organisms. .. ..[3] [total: 13]for examiner\u2019s use \u00a9ucles 2004",
+            "10": "10 0610/03/o/n/045in an experiment, pea seeds were germinated on moist cotton wool.  ten seedlings with straight radicles were selected.  five of these seedlings were pinned to a vertical piece of cork and enclosed in a transparent cover (apparatus x). the other five were treated in the same way, but the cork was attachedto a motor that turned the seedlings four times an hour (apparatus y). both sets were left in the dark for 24 hours. the results are shown in fig. 5.1. fig. 5.1 (a) (i) name the response shown by the seedlings in apparatus x. ...[2] (ii) explain the mechanism that caused the roots in apparatus x to grow downwards. ... .[3] (iii) state two advantages to a plant of this response.1.  ... 2. ...[ 2]apparatus x at startapparatus y at startcork attached to motor apparatus x after 24 hoursapparatus y after 24 hourscork attachedto motortransparent cover corkfor examiner\u2019s use \u00a9ucles 2004",
+            "11": "11 0610/03/o/n/04 [turn over(b) (i) explain the purpose of apparatus y in this experiment. ...[1] (ii) explain why the experiment was carried out in the dark. ... ...[1] (c)after obtaining the results, another sample of germinating pea seeds was left in the dark for several days. a further sample was kept in the light. describe how the plumules of the seedlings kept in the dark would differ from those of the seedlings kept in the light. .. [2] [total: 11]for examiner\u2019s use \u00a9ucles 2004",
+            "12": "12 0610/03/o/n/046fig. 6.1 shows a lizard. fig. 6.1 the lizard is observed over a period of two hours. (a)state two observations, other than movement,  you could make about the lizard to show that it is a living organism. 1.  .. 2.  ..[2] for examiner\u2019s use \u00a9ucles 2004",
+            "13": "13 0610/03/o/n/04 [turn overfig. 6.2 shows the relationship between external and internal temperatures for a lizard and a mammal, such as a cat. fig. 6.2 (b)describe what happens to the body temperature of the lizard as the external temperature drops from 20 \u00b0c to 10 \u00b0c. .. [2] (c)describe and explain two mechanisms that help to keep the body temperature of the mammal constant when the external temperature drops from 20 \u00b0c to 10 \u00b0c. 1.  .. ..  2.  .. ..[6] (d)suggest why the movement of the lizard becomes slower when the external temperature drops from 20 \u00b0c to 10 \u00b0c. .. [2] [total: 12]10203040 10 20 30 40body temperature /\u00b0c external temperature  / \u00b0cmammal lizardfor examiner\u2019s use \u00a9ucles 2004",
+            "14": "14 0610/03/o/n/047table 7.1 shows data for human life expectancy for six countries. table 7.1 (a)human life expectancy worldwide has increased between 1982 and 1999. (i)state the countries in table 7.1 that show this trend. ...[1] (ii) suggest two reasons why life expectancy is increasing worldwide. 1.  ... 2. ...[ 2] (b)a person suffering from aids tends to have a reduced life expectancy.  state the country, from table 7.1, that has developed the most serious aids problem since 1982. use data from the table to explain your choice. country ... .. explanation ...  ..[2] (c)hiv, the cause of aids, can be transmitted sexually. many sexually transmitteddiseases, such as gonorrhoea, can be treated with antibiotics. (i)explain why hiv cannot be controlled with antibiotics. ... ..[2]for examiner\u2019s use \u00a9ucles 2004countrylife expectancy life expectancy for people born in for people born in 1982 / years 1999 / years a 42 47 b 59 39 c 56 48 d 54 50 e 46 47 f 51 38",
+            "15": "15 0610/03/o/n/04(ii) name a type of contraception that is used to prevent the transmission of hiv during sexual intercourse. explain how it prevents hiv from being transmitted. type of contraception explanation ... ...[2] (iii) describe one other way, other than sexual intercourse, by which hiv can be transmitted. [3] [total: 12]for examiner\u2019s use \u00a9ucles 2004",
+            "16": "16 0610/03/o/n/04blank page copyright acknowledgements: question 2 fig. 2.1 cooper, s (1992) british and mali diets in complete co-ordinated science, heinemann educational publishers ltd. question 5 fig. 5.1 mackean, d j (2002) klinostat in igcse biology, john murray. question 6 fig. 6.2 \u00a9 soper, r, green, n p o, stout, w g and taylor, d j (1990) biological science combined volume , cambridge university press. every reasonable effort has been made to trace all copyright holders where the publishers (i.e. ucles) are aware that third-party material has been reproduced.the publishers would be pleased to hear from anyone whose rights they have unwittingly infringed. university of cambridge international examinations is part of the university of cambridge local examinations syndicate (ucles), which is itself a department of the university of cambridge."
+        },
+        "0610_w04_qp_5.pdf": {
+            "1": "this document consists of 6printed pages and 2blank pages. sp (cw/ks) s62327/2 \u00a9ucles 2004 [turn overuniversity of cambridge international examinations  international general certificate of secondary education biology 0610/05 paper 5  practical test october/november 2004 1 hour candidates answer on the question paper. no additional materials are required. read these instructions first write your centre number, candidate number and name in the spaces provided at the top of this page. write in dark blue or black pen in the spaces provided on the question paper.you may use a soft pencil for any diagrams, graphs or rough working.do not use staples, paper clips, highlighters, glue or correction fluid. answer  both questions. the number of marks is given in brackets [  ] at the end of each question or part question.centre number candidate number name if you have been given a label, look at the details. if any details are incorrect ormissing, please fill in your correct detailsin the space given at the top of this page. stick your personal label here, if provided.for examiner\u2019s use 1 2 total",
+            "2": "2 0610/05/o/n/041introduction many plant tissues change colour when exposed to the air. the enzymes that produce the coloured products may be affected by ph. investigation you will investigate the effect of ph on the production of these coloured products formed on the freshly cut surface of a plant tissue. read the whole of question 1 section (a) before you begin. you are advised to complete setting up this question immediately as it may take time for these coloured products to develop. (a)you are provided with 2 pieces of plant tissue, labelled w1, that have been cut before the start of the examination. (i)use one piece of w1to compare the colour of the exposed cut surface with the unexposed surface which is in contact with the dish. keep this piece of w1 in the dish for part (b). colour of exposed surface . colour of unexposed surface .[1] (ii) you have been provided with 2 pieces of universal indicator paper and access to a ph colour chart. test the ph of solutions a1and b1. record the colours and ph values in table 1.1. table 1.1 [3]for examiner\u2019s use \u00a9ucles 2004solution a1 b1 colour ph",
+            "3": "3 0610/05/o/n/04(iii) cut the other piece of plant tissue w1into two pieces. place one piece of w1into each of the dishes labelled aand b. slowly pour solution a1over the cut surface of w1in dish a. repeat this procedure with the tissue in dish busing solution b1. observe the colour of the plant tissue after approximately 20 minutes. construct a table and record your observations. [3] (iv) describe and explain the effect of ph on the development of the coloured products in this plant tissue. ... ..[2] (v) oxygen is required for coloured end products to form. suggest how you might show the need for oxygen to cause the colour change. ... ...[5]for examiner\u2019s use [turn over \u00a9ucles 2004",
+            "4": "4 0610/05/o/n/04(b)cut the other piece of w1saved from (a)(i) into two. (i)test one piece of w1with iodine solution. record your observations and conclusions in table 1.2below. (ii) cut the remaining piece of w1into smaller pieces and place in a large test-tube. use the biuret test. record your observations and conclusions in table 1.2below. table 1.2 [4] (iii) describe briefly how you would carry out a test for simple reducing sugars. state what observation would indicate the presence of a reducing sugar. ... .[3] [total : 21]for examiner\u2019s use \u00a9ucles 2004w1 test observation conclusion iodine solution biuret",
+            "5": "5 0610/05/o/n/042you have been provided with a leaf labelled w2. (a) (i) make a large labelled outline drawing of the whole leaf and show the details of one pair of leaflets. include at least three labels. [9] (ii) to which group, monocotyledon or dicotyledon, does w2belong? ... describe onefeature of w2which supports your answer. ... ...[2]for examiner\u2019s use [turn over \u00a9ucles 2004",
+            "6": "6 0610/05/o/n/04(b)the electronmicrograph shown in fig. 2.1 shows a section through part of leaf similar to w2. fig. 2.1 (i)name and label on fig. 2.1, the different layers of cells. identify clearly those cells which contain chloroplasts. [4] (ii) name and label a feature on fig. 2.1 that enables gaseous exchange to occur. [1] (iii) the section of the leaf is magnified by \u00d7200. calculate the thickness of the leaf. working thickness of leaf . [3] [total : 19] for examiner\u2019s use \u00a9ucles 2004",
+            "7": "7 0610/05/o/n/04blank page",
+            "8": "8 0610/05/o/n/04blank page copyright acknowledgements: question 2 fig. 2.1 biophotos associates. every reasonable effort has been made to trace all copyright holders. the publishers would be pleased to hear from anyone whose  rights we have unwittingly infringed. university of cambridge international examinations is part of the university of cambridge local examinations syndicate (ucles), which is itself a department of the university of cambridge."
+        },
+        "0610_w04_qp_6.pdf": {
+            "1": "this document consists of 8 printed pages. sp (kn) s69437/4 \u00a9ucles 2004 [turn overuniversity of cambridge international examinations  international general certificate of secondary education biology paper 6  alternative to practical 0610/06 october/november 2004 1 hour candidates answer on the question paper. no additional materials are required. read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen in the spaces provided on the question paper.you may use a pencil for any diagrams, graphs or rough working.do not use staples, paper clips, highlighters, glue or correction fluid. answer all questions. the number of marks is given in brackets [  ] at the end of each question or part question. do not write in the barcode.do not write in the grey areas between the pages. if you have been given a label, look at the details. if any details are incorrect ormissing, please fill in your correct detailsin the space given on this page. stick your personal label here, if provided.for examiner\u2019s use 1 234 total candidate name centrenumber candidatenumber",
+            "2": "2 0610/06/o/n/041fig. 1.1 and fig. 1.2 show the external features of two \u2018worms\u2019, a and b. these worms belong to two different groups of invertebrates. (a) (i) calculate the actual length of worm a. working actual length of worm a. ... [2] (ii) calculate how many times worm b is larger than worm a. working answer ... [2]intestine visible 0.1 mm worm a fig. 1.1 worm b fig. 1.22.0 cmfor examiner\u2019s use \u00a9ucles 2004",
+            "3": "3 0610/06/o/n/04 [turn over(b)compare the two worms by completing the table to show three differences and one similarity. the first has been done for you. [3] (c)name the groups to which the two worms belong. worm a. worm b. [1] [total : 8]for examiner\u2019s use \u00a9ucles 2004worm a worm b difference 1 smaller larger difference 2difference 3 similarity",
+            "4": "4 0610/06/o/n/042blackspot is a disease of rose leaves caused by a fungus. the spots are composed of dead tissue. the disease appears in polluted and non-polluted areas. fig. 2.1 shows the spots present on 25 leaflets from rose bushes sampled at random from a polluted area and a non-polluted area. the black spots are visible in the drawings. fig. 2.1 (a)count the number of spots on each leaflet and record the information in the tally chart. [2]leaflets from a polluted area leaflets from a non-polluted areafor examiner\u2019s use \u00a9ucles 2004number of spots number of leaflets number of leaflets from polluted area from non-polluted area 0 1 234",
+            "5": "5 0610/06/o/n/04 [turn over(b)draw a column graph to show the range of numbers of spots per leaflet from the two areas, with both sets of data on the same axes. distinguish clearly between the two setsof data. [5] (c)describe the effect of pollution on the black spot infections. .. [2] [total : 9]for examiner\u2019s use \u00a9ucles 2004",
+            "6": "6 0610/06/o/n/043many fruits and vegetables change colour when cut open and exposed to the oxygen in the air. \u2022the cut surface of apples becomes brown after a few minutes. \u2022if the apple is dipped in an acidic fruit juice, such as lemon, and exposed to air, itdoes not change colour. \u2022if the apple is cooked and then cut open, it does not change colour. (a)suggest how the colour change observed at the cut surface of the apple occurs. useevidence from the treatment of pieces of apple referred to above to support your answer. explanation ... .. .. evidence ... [6] (b)plan an investigation to show the effect of ph on the colour change in apple. [5] [total : 11]for examiner\u2019s use \u00a9ucles 2004",
+            "7": "7 0610/06/o/n/04 [turn over4fig. 4.1 shows a leaf that is divided into leaflets. fig. 4.1 (a) (i) make a large labelled drawing of the leaf base and the bottom pair of leaflets. [6] (ii) state two features that are visible in fig. 4.1 which identify this as a leaf from a dicotyledon. feature 1  feature 2 [2] for examiner\u2019s use \u00a9ucles 2004",
+            "8": "8 0610/06/o/n/04(b)the electronmicrograph, fig. 4.2, shows a section through part of a leaf. fig. 4.2 (i)name and label the different layers of cells on fig. 4.2. [3] (ii) using letters x andy, label on fig. 4.2 two different types of cells that contain chloroplasts. [1] [total : 12] for examiner\u2019s use \u00a9ucles 2004copyright acknowledgements: question 4 fig. 4.2 \u00a9 biophoto associates every reasonable effort has been made to trace all copyright holders where the publishers (i.e. ucles) are aware that third-party material has been reproduced. the publishers would be pleased to hear from anyone whose rights they have unwittingly infringed. university of cambridge international examinations is part of the university of cambridge local examinations syndicate (ucles), which is itself a department of the university of cambridge."
+        }
+    },
+    "2005": {
+        "0610_s05_qp_1.pdf": {
+            "1": "     university of cambridge international examinations    international general certificate of secondary education        biology 0610/01       paper 1  multiple choice    may/june 2005        45 minutes     additional materials: multiple choice answer sheet      soft clean eraser      soft pencil (type b or hb is recommended)                          read these instructions first     write in soft pencil.    do not use staples, paper clips, highlighters, glue or correction fluid.   write your name, centre number and candidate number on the answer sheet in the spaces provided unless   this has been done for you.      there are forty  questions on this paper. answer all questions.   for each question there are four possible answers  a, b , c and d. choose the one you consider correct and   record your choice in soft pencil on the separate answer sheet.     read the instructions on the answer sheet very carefully.     each correct answer will score one mark. a mark will not be deducted for a wrong answer.   any rough working should be done in this booklet.                                                  this document consists of 16 printed pages.  ib05 06_0610_01/3rp   \uf6d9 ucles 2005  [turn over    ",
+            "2": "2    \u00a9 ucles 2005 0610/01/m/j/05 1 a student was walking along a road when he saw an object under a tree.    when the student touched the object it changed colour, rolled over and divided into two.    which characteristics of living organisms has the object shown?  a excretion movement nutrition  b growth reproduction sensitivity  c movement reproduction respiration  d movement reproduction sensitivity      2 which type of living animal has a rough, dry, scaly skin?  a amphibian  b fish  c mammal  d reptile      3 the diagram shows features used in classifying the golden eagle.   backbone feathers and wings curved beak and clawed fee t eagle (aquila )p golden (chrysaetos)q     to which groups, used in classification, do p and q refer?     p q  a class genus  b class species  c genus class  d species genus    ",
+            "3": "3    \u00a9 ucles 2005 0610/01/m/j/05  [turn over  4 the diagram shows a section through a flower.    petal     using the key, identify this flower.  1 sepals present \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026 go to 2   sepals absent \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026.. go to 3  2 stamens attached to petals \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026.. a  stamens not attached to petals \u2026\u2026\u2026\u2026\u2026\u2026\u2026 b  3 stigma above anthers \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026 c  stigma below anthers \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026 d      5 which does not contain cytoplasm?  a liver cell  b palisade tissue  c red blood cell  d xylem vessel      6 which parts are found in both plant and animal cells?  a cell membrane, large vacuole  b cell membrane, cytoplasm  c cell wall, large vacuole   d cell wall, cytoplasm     ",
+            "4": "4    \u00a9 ucles 2005 0610/01/m/j/05 7 the diagram shows parts of a mesophyll cell.    r s     what are found in the parts labelled r and s?     r s  a chloroplasts nucleus  b chloroplasts and nucleus watery solution  c nucleus chloroplasts  d watery solution chloroplasts and nucleus      8 what is the heart?  a a cell  b an organ c an organ system d a tissue     9 which function is carried out by the ciliated cells in the respiratory tract?  a filtering dirt from passing air  b making mucus  c moving carbon dioxide out of the lungs  d moving mucus to the throat    ",
+            "5": "5    \u00a9 ucles 2005 0610/01/m/j/05  [turn over  10 osmosis is the passage of \u2026 1\u2026 molecules from a region of their higher concentration to a region  of their lower concentration through a \u2026 2\u2026 permeable membrane.    which words fill gaps 1 and 2?     1 2  a sugar completely  b sugar partially  c water completely  d water partially      11 the diagram shows part of an alveolus and part of a nearby capillary.    the arrows show the direction of movement of carbon dioxide and oxygen.    carbon dioxidecapillary alveolusoxygen     by which process do these gases move?  a conduction  b diffusion  c osmosis  d transpiration      12 what is the optimum ph for a stomach protease?  a ph2 b ph7 c ph9 d ph12     ",
+            "6": "6    \u00a9 ucles 2005 0610/01/m/j/05 13 the graph shows the activity of an enzyme.    enzyme activity 17 ph14     what does the graph show about the activity of this enzyme?  a it is destroyed by high temperatures.  b it is most active in acid conditions.  c it is most active in neutral conditions.  d it is unaffected by ph.     14 which function is performed by the ileum?  a absorption  b assimilation  c egestion  d ingestion    15 which substances are stored in the body of a healthy person?     substance   carbohydrate fat protein  a \u0013 \u0013 \u0017  key  b \u0013 \u0017 \u0013  \u0013 = yes  c \u0017 \u0013 \u0017  \u0017 = no  d \u0017 \u0017 \u0013      ",
+            "7": "7    \u00a9 ucles 2005 0610/01/m/j/05  [turn over  16 which of these is digested by protease?    key a bcdamino acid glucosechemical bond      17 what is translocated from the leaves to the growing parts of the plant?  a amino acids  b carbon dioxide  c starch  d water vapour     18 double circulation of the blood means that for every complete circuit of the body  a atria and ventricles contract alternately.  b blood flows through the arteries and veins.  c blood flows through atria and ventricles.  d blood flows twice through the heart.      19 which matches the component of blood to its function?     component function  a plasma carries glycogen  b platelets carry hormones  c red blood cells carry oxygen  d white blood cells carry nutrients     ",
+            "8": "8    \u00a9 ucles 2005 0610/01/m/j/05 20 four flasks are sterilised and are set up as shown.    which flask will contain most alcohol after several hours?    yeast and water at 4  \u00bacyeast and water at 20  \u00bacyeast, water and sugar at 4  \u00bacyeast, water and sugar at 20  \u00bacabcd cotton wool      21 the diagram shows some body cells and a nearby capillary.    capillarybody cell     which substances must pass in the direction of the arrow for the cells to respire aerobically?  a carbon dioxide and water  b glucose and oxygen   c salts and glucose  d water and salts      22 which features of an animal\u2019s skin make it suitable as a gaseous exchange surface?    features of skin   large area compared  with body size well supplied with  blood vessels     a \u0013 \u0013  key  b \u0013 \u0017  \u0013 = suitable  c \u0017 \u0013  \u0017 = not suitable  d \u0017 \u0017      ",
+            "9": "9    \u00a9 ucles 2005 0610/01/m/j/05  [turn over  23 in which organ is urea formed and through which tube does it leave the body?     organ tube  a kidney ureter  b kidney urethra  c liver ureter  d liver urethra     24 which substances are usually found in the urine of a healthy person?  a glucose and proteins  b salts and amino acids  c salts and water  d water and proteins    25 during a long-distance race, the body temperature of an athlete begins to rise.    which changes occur to help return the body temperature to normal?     sweating blood vessels  in the skin  a decreases constrict  b decreases dilate  c increases constrict  d increases dilate    ",
+            "10": "10    \u00a9 ucles 2005 0610/01/m/j/05 26 the diagrams show part of the arm being raised.  after movemen tbefore movement  which is the order of events that causes the movement shown in the diagrams?  a impulse in motor neurone \u2192 biceps contracts \u2192 muscle pulls bone  b impulse in motor neurone \u2192 triceps relaxes \u2192 muscle pushes bone  c impulse in sensory neurone \u2192 triceps contracts \u2192 muscle pushes bone  d impulse in sensory neurone \u2192 biceps relaxes \u2192 muscle pulls bone      27 movement towards a stimulus is described as positive. movement away from a stimulus is  described as negative.    diagram 1 shows a plant shoot. diagram 2 shows small invertebrates in a glass tube.    black cove r damp cotton wooldirection of lightdiagram 2 directionof lightdiagram 1     which responses are being shown by these organisms?     plant shoot invertebrates  a negative phototaxis positive phototropism  b negative phototropism positive phototaxis  c positive phototaxis negative phototropism  d positive phototropism negative phototaxis     ",
+            "11": "11    \u00a9 ucles 2005 0610/01/m/j/05  [turn over  28 which structure contains the male gamete as it passes from one flower to another?  a anther  b ovule  c pollen  d seed      29 the diagram shows reproductive organs of a human male.    which tube carries both sperms and urine?    abc d      30 what must be present before seeds will germinate?  a carbon dioxide  b light c mineral salts  d water     ",
+            "12": "12    \u00a9 ucles 2005 0610/01/m/j/05 31 the graph shows how human height changes with age.    200 100 0 02468 1 0 12 14 16 18 20 22height  / cm age  / years    in which age range is growth fastest?  a 0\u20132 years  b 8\u201310 years  c 12\u201314 years  d 20\u201322 years     32 which is an example of discontinuous variation in humans?  a blood group  b body mass c height  d width of hand     33 a family has three daughters. the mother is pregnant for the fourth time.    what is the chance of the fourth child being a son?  a 25  % b 50  % c 75  % d 100  %     ",
+            "13": "13    \u00a9 ucles 2005 0610/01/m/j/05  [turn over  34 the diagram represents a pyramid of biomass within an ecosystem.    carnivores herbivoresproducers     what shows the direction of energy flow through the pyramid?    abcd      35 the diagram shows a food chain.    where does energy enter the food chain?    producera bc d decomposerprimary consumersecondar y consumersun     ",
+            "14": "14    \u00a9 ucles 2005 0610/01/m/j/05 36 the diagram shows part of a section through a leaf.        the arrow represents part of the  a carbon cycle only.  b flow of energy.  c water and carbon cycles.  d water cycle only.      37 which process does not return carbon dioxide to the atmosphere?  a burning coal  b decay of leaves in the soil c photosynthesis in plants d respiration in animals     ",
+            "15": "15    \u00a9 ucles 2005 0610/01/m/j/05  [turn over  38 the diagram shows the release of a substance into the atmosphere from different sources.    tree sheep urine soilsun     what is this substance?  a carbon dioxide  b oxygen  c urea  d water vapour      39 the table shows the population of a type of small mammal on an island, over five years.    year population size  1 5200  2 5800  3 6400  4 6900  5 230    what could have caused the change in population size between years 4 and 5?  a immunity to disease   b less pollution   c more predators   d plenty of food     ",
+            "16": "16    copyright acknowledgements:    question 29 \u00a9 \u2018adapted from \u2018 gcse biology \u2019 (john murray)\u2019   every reasonable effort has been made to trace all copyright holders where the publishers (i.e. ucles) are aware that third-par ty material has been  reproduced. the publishers would be pleased to hear from any one whose rights they have unwittingly infringed.   university of cambridge international examinations is part of the university of cambridge local examinations syndicate (ucles),  which is itself a department  of the university of cambridge.    \u00a9 ucles 2005 0610/01/m/j/05 40 what changes in the concentration of oxygen, number of bacteria and number of fish are caused  by sewage entering a river?     concentration of  oxygen number of  bacteria number of  fish  a decreases decreases increases  b decreases increases decreases  c increases decreases decreases  d increases increases increases       "
+        },
+        "0610_s05_qp_2.pdf": {
+            "1": "centre number candidate number name               university of cambridge international examinations    international general certificate of secondary education        biology  0610/02         paper 2    may/june 2005        1 hour 15 minutes     candidates answer on the question paper.     no additional materials are required.                                read these instructions first     write your centre number, candidate number and name in the spaces provided at the top of this page.   write in dark blue or black pen in the spaces provided on the question paper.   you may use a soft pencil for any diagrams, graphs or rough working.   do not use staples, paper clips, highlighters, glue or correction fluid.     answer all questions.   the number of marks is given in brackets [  ] at the end of each question or part question.                       for examiner\u2019s use   1    2    3    4    5    6    7    8    9    total     this document consists of 15 printed pages and 1 blank page.  ib05 06_0610_02/3rp   \uf6d9 ucles 2005  [turn over    if you have been given a label, look at the  details. if any details are incorrect or missing, please fill in your correct details in  the space given at the top of this page.   stick your personal label here, if provided.   ",
+            "2": "2  \u00a9 ucles 2005 0610/02/m/j/05 for  examiner's  use answer all the questions.    1 fig. 1.1 shows a mayfly nymph (a larva) that lives in water.    tailsgills wing-bud     fig. 1.1      (a) (i) list two features, visible in fig. 1.1, that show this is an insect.    1.   2.  [2]     (ii) what special adaptation does the insect shown in fig. 1.1 have that allows it to live  in water?   [1]     (b) fig 1.2 shows five mayfly nymphs.    gill gillgill gill gillab c de   fig.1.2  ",
+            "3": "3  \u00a9 ucles 2005 0610/02/m/j/05 [turn over for  examiner's  use  use the key below to identify the species of each mayfly.    species  1 rear pair of legs point towards tails  go to 2   rear pair of legs point forwards or sideways  go to 3  2 gills project sideways from body paraleptophlebia   gills folded over body ephemera  3 each gill a single flat plate  go to 4   each gill divided into two strands potomanthus      4 tails \u201cfeather\u201d like in shape centroptilum   tails \u201cneedle\u201d shaped ecdyonurus         write the diagram letter of each of the species in the correct box of table 1.1.   table 1.1     species diagram letter  centroptilum   ecdyonurus   ephemera   paraleptophlebia   potomanthus    [4]    [total: 7]   ",
+            "4": "4  \u00a9 ucles 2005 0610/02/m/j/05 for  examiner's  use 2 a large number of seeds were germinated on damp sand.  random samples of 10  seedlings were taken every two days.  the fresh mass and the dry mass of each sample were measured and are shown in the graph, fig. 2.1.    1.4 1.21.00.80.60.40.2 0 0 2 4 6 8 10 12 14 time  / daysmass of samplesof 10seedlings/  gfresh mass dry mass     fig. 2.1     (a) (i) state why the fresh mass and dry mass of a seedling are different.     [1]     (ii) fresh mass is not reliable as a measure of plant growth.     suggest why dry mass is a more reliable measure of plant growth.      [1]   ",
+            "5": "5  \u00a9 ucles 2005 0610/02/m/j/05 [turn over for  examiner's  use  (iii) explain why 10 seedlings, rather than 1, were used for each sample.     [1]       (b) (i) describe what happens to the fresh mass of the seedlings in the first 2 days after  the seeds were set to germinate.       [2]     (ii) suggest a reason for this change in mass.     [1]       (c) (i) describe what happens to the dry mass of the seedlings during the first 8 days.     [1]     (ii) suggest a reason for this change in mass.       [2]      (d) suggest which processes begin in the living seed during the early stages of  germination.           [4]     [total: 13] ",
+            "6": "6  \u00a9 ucles 2005 0610/02/m/j/05 for  examiner's  use 3 a cheetah is a predator that feeds on small antelopes.  when chasing its prey, the cheetah  runs very fast but can only keep this up for a short time.    (a) (i) name the hormone that would be released in large quantities into the cheetah\u2019s blood to prepare it for the chase.   [1]    (ii) state two ways in which this hormone can help to provide extra energy for the cheetah to run very fast.  1.     2.    [2]     (b) to run very fast the cheetah releases energy by both aerobic and anaerobic respiration.     (i) complete the equation below to show anaerobic respiration in the cheetah\u2019s muscles.     + energy [1]     (ii) state two disadvantages of anaerobic respiration.  1.     2.    [2]   ",
+            "7": "7  \u00a9 ucles 2005 0610/02/m/j/05 [turn over for  examiner's  use  (c) fig. 3.1 is a graph of the volume of air flowing into and out of the lungs of a human  while breathing at rest.    0 5 10 15 x time  / seconds20 25 305 43210 volume of air inlungs  / dm3     fig. 3.1      (i) state how many breaths are inhaled in 15 seconds.   [1]     (ii) state the volume of air breathed in during each breath.   [1]     (iii) calculate the volume of air breathed in during one minute.   show your working.         [2]    (iv) at time x the person began to exercise.  sketch on the graph five more breaths for  this person during this exercise.   [2]    [total: 12] ",
+            "8": "8   0610/02/m/j/05 blank page",
+            "9": "9  \u00a9 ucles 2005 0610/02/m/j/05 [turn over for  examiner's  use 4 the temperature of mammals is normally kept fairly constant.     (a) explain how each of the following processes helps to keep the body temperature constant.     (i) sweating         [3]     (ii) vasoconstriction           [4]       (b) explain the value to mammals of maintaining a constant body temperature.       [2]     [total: 9] ",
+            "10": "10  \u00a9 ucles 2005 0610/02/m/j/05 for  examiner's  use 5 (a) select the correct term from the list below and write it in the box next to its description.    allele dominant gene genotype heterozygous  homozygous phenotype recessive    description term  a form of a gene that always has its effect when it  is present   a form  of a gene that codes for one of a pair of   contrasting features   an organism having two different forms of a gene  for a particular feature   the alleles that an organism has in its  chromosomes      [4]    (b) two red flowered plants were crossed. the seeds produced were germinated and grew into 62 white flowered plants and 188 red flowered plants.     (i) which flower colour is controlled by the recessive form of the gene?   [1]     (ii) using the symbols r and r, construct a genetic diagram to explain the results of  this cross.                            [4] ",
+            "11": "11  \u00a9 ucles 2005 0610/02/m/j/05 [turn over for  examiner's  use  (iii) one of the white flowered offspring was crossed with a red flowered offspring.   predict the two possible ratios of red and white flowered plants that their seeds would produce.  1.   2.  [2]     [total: 11]   ",
+            "12": "12  \u00a9 ucles 2005 0610/02/m/j/05 for  examiner's  use 6 fig. 6.1 shows a food web from the antarctic.    algaekrillsquid adelie penquin fishrorqual whalecrabeate r sealross sealleopard sealkiller whale     fig. 6.1      (a) (i) state the original source of energy for this food web.   [1]     (ii) name an organism in this food web that is both a secondary and a tertiary consumer.   [1]     (b) write in the names of organisms from fig. 6.1 to form a complete food chain.    killer whale    [1] ",
+            "13": "13  \u00a9 ucles 2005 0610/02/m/j/05 [turn over for  examiner's  use  (c) there is concern that pollution of the environment may change the breeding grounds of  the adelie penguin.    state and explain the effect this might have on the populations of the leopard seal and  the ross seal.  leopard seal       ross seal      [4]     [total: 7] ",
+            "14": "14  \u00a9 ucles 2005 0610/02/m/j/05 for  examiner's  use 7 (a) fibre in the human diet contains a lot of cellulose that humans cannot digest.     (i) state two advantages to humans of including fibre in the diet.  1     2    [2]     (ii) suggest which level in a food chain has organisms that have a means of digesting  cellulose.   [1]     (iii) name the form of energy that is present in cellulose.   [1]     (iv) what is cellulose used for in plants?   [1]       (b) micronutrients are components of the diet that are only needed in very small quantities.      name two micronutrients that are essential for the healthy development of bones and  teeth.  1   2  [2]     [total: 7] ",
+            "15": "15  \u00a9 ucles 2005 0610/02/m/j/05 [turn over for  examiner's  use 8 fig. 8.1 shows a diagram of a section through the heart.    yz     fig. 8.1      (a) on fig. 8.1:     (i) label an atrium; [1]     (ii) label the pulmonary vein; [1]    (iii) shade in the chambers that contain deoxygenated blood. [1]     (b) explain why the wall around chamber z needs to be thicker than that around chamber y.       [2]      (c) name the blood vessel that delivers blood to the muscles of the heart.   [1]     (d) state two preventive actions a person could take  to reduce the chance of a heart  attack.         [2]     [total: 8]   ",
+            "16": "16    permission to reproduce items where third-par ty owned material protected by copyright is  included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holder s, 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 university of cambridge local examinations syndicate (ucles),  which is itself a department  of the university of cambridge.    \u00a9 ucles 2005 0610/02/m/j/05 for  examiner's  use9 fig. 9.1 shows changes in the population of rabbits after a few of them were released into a  new habitat.     abc time periodsdepopulation size     fig. 9.1      (a) (i) on the graph mark with an x a point when the birth rate is much greater than the  death rate. [1]     (ii) on the graph mark with an z a point when the birth rate and the death rate are the  same. [1]     (b) during time period d there is a decrease in the size of the population.     outline the factors that may have caused this decrease in population.             [4]     [total: 6]   "
+        },
+        "0610_s05_qp_3.pdf": {
+            "1": "centre number candidate number name      university of cambridge international examinations  international general certificate of secondary education  biology0610/03 paper 3  extended  may/june 2005  1 hour 15 minutes candidates answer on the question paper.   there are no additional materials.                     read these instructions first   write your centre number, candidate number and name on all the work you hand in.   write in dark blue or black pen in the spaces provided on the question paper.   you may use a soft pencil for any diagrams, graphs or rough working.   do not use staples, paper clips, highlighters, glue or correction fluid.   answer all questions.   at the end of the examination, fasten all your work securely together.   the number of marks is given in brackets [  ] at the end of each question or part questions.  for examiner\u2019s use  1 2 3 4 5 6 total this document consists of 15 printed pages and 1 blank page.  ib05 06_0610_03/3rp   \u00a9 ucles 2005 [turn over www.xtremepapers.com",
+            "2": "2 \u00a9 ucles 2005 0610/03/m/j/05 for examiner's use1three plants were grown to study the effects of nitrate and magnesium ion deficiency on  their development.  they were kept in the same conditions, except for the types of minerals supplied.  plant a was provided with all essential minerals.   plant b was given all minerals except nitrate ions.   plant c was given all minerals except magnesium ions.   fig. 1.1 shows the plants a few weeks later.  yellow, dead leafyellow leafpale green leafnormal, healthy leaf ab c fig. 1.1",
+            "3": "3 \u00a9 ucles 2005 0610/03/m/j/05 [turn over for examiner's use (a) state three conditions, other than  water and the concentration of mineral ions, that  would need to be kept the same for all the plants, in order to make the investigation a  fair test.  1. 2. 3. [3]  (b) describe and explain the effect on plant growth of  (i) a deficiency of nitrate ions on plant b; description explanation [4]  (ii) a deficiency of magnesium ions on plant c. description explanation [2] ",
+            "4": "4 \u00a9 ucles 2005 0610/03/m/j/05 for examiner's use(c)a farmer tested the soil in a field and found that there was a high nitrate ion  concentration.  the farmer then grew a crop in this field.   after the crop was removed, the soil was tested again. the nitrate ion concentration  had decreased.   (i) suggest two reasons why the nitrate ion concentration had decreased.  1. 2. [2]  (ii) describe two methods the farmer could use to improve the nitrate ion concentration  in the soil.  1. 2. [2]  (d) some species of plant grow well in soil that is always low in nitrate ions.   explain how they can obtain a source of nitrogen compounds.  [3] [total: 16] ",
+            "5": "5 \u00a9 ucles 2005 0610/03/m/j/05 [turn over for examiner's use2fig. 2.1 shows a section through the eye with a ray of light passing through it and four  muscles labelled a,b,cand d. dab clight fig. 2.1  (a) complete the table.  part name of muscle effect of contraction      allows the lens to become fatter for a    focusing on close objects            biris circular muscle [2]",
+            "6": "6 \u00a9 ucles 2005 0610/03/m/j/05 for examiner's use muscles  c and d are voluntary muscles that are antagonistic.  they are attached to the eye  socket of the skull.   (b) (i) explain the terms voluntary  and antagonistic. voluntary antagonistic [2]  (ii) suggest the effect on the eye when muscle c contracts.  [1]  (iii) explain how the eye would return to its original position after this contraction.  [2] ",
+            "7": "7 \u00a9 ucles 2005 0610/03/m/j/05 [turn over for examiner's use (c) light passes through parts of the eye to reach the retina.   complete the flow chart by putting the following terms in the boxes to show the correct  order that the light passes through them.  cornea lens pupil aqueous humourvitreous humour retina [2]  (d) the retina contains rods and cones.   complete the table to distinguish between rods and cones.   type of light detected distribution in the retina                 rods                        cones     [4] [total: 13] ",
+            "8": "8 \u00a9 ucles 2005 0610/03/m/j/05 for examiner's use3fig. 3.1 shows structures in the human thorax.  a b c fig. 3.1  (a) complete the table by identifying parts a,band cand describing their roles in  breathing in.  part name role in breathing in                  a                         b                         c         [6]",
+            "9": "9 \u00a9 ucles 2005 0610/03/m/j/05 [turn over for examiner's usefig. 3.2 shows some cells from the lining of the bronchus.  fig. 3.2  (b) (i) explain how these cells help to keep the bronchus free from dust and bacteria.  [4]  (ii) describe how the actions of these cells would be affected by one named compound of tobacco smoke.  [2] [total: 12] ",
+            "10": "10 \u00a9 ucles 2005 0610/03/m/j/05 for examiner's use4fig. 4.1 shows a transverse section through an ammophila  leaf. this plant has very long roots.   fig. 4.2 shows a cactus plant.    both plants live in very dry conditions.  spines green, fleshystem fig. 4.1 fig. 4.2x 50 x 0.5  (a) suggest how each of the following adaptations would enable the named plant to survive  in very dry conditions.   (i) ammophila 1. rolled leaves with stomata on the inside of the leaf  [2] 2. thick waxy cuticle on the outside of the leaf  [1] ",
+            "11": "11 \u00a9 ucles 2005 0610/03/m/j/05 [turn over for examiner's use (ii) cactus 1. very long roots  [1] 2. fleshy green stem  [2]  (b) suggest why having only a few, very small leaves could be a disadvantage to a plant.  [2]  (c) water is involved in a number of processes in plants.   complete the table by    (i) naming the processes described;   (ii) stating one variable that, if increased, would speed up the process.  description of process name of process variable that, if increased, would  speed up the process                absorption of water  from the soil                       using water to form  glucose                      movement of water  vapour out of leaves         [6] [total: 14] ",
+            "12": "12 \u00a9 ucles 2005 0610/03/m/j/05 for examiner's use5fig. 5.1 shows stages in the formation of a human fetus.  fetusball of cellsfertilised egg cellsperm cell egg cellamniotic sacamniotic fluid fig. 5.1  (a) (i) name the process of cell division that results in the formation of sperm cells.  [1]  (ii) state  one way in which the sperm cell is different from cells in the developing fetus.  [1]  (iii) state the term used to describe the fertilised egg cell.  [1]  (iv) explain what determines that a fertilised egg cell develops into a girl rather than a  boy. [1]  (b) state where each of the following is produced.  (i) the egg cell   (ii) the fertilised egg   (iii) the fetus  [3] ",
+            "13": "13 \u00a9 ucles 2005 0610/03/m/j/05 [turn over for examiner's use (c) the fetus is surrounded by amniotic fluid and an amniotic sac.   state their functions.  amniotic fluid   amniotic sac   [2]  (d) (i) outline the role of the placenta in the development of the fetus.  [4]  (ii) describe the role of the placenta in maintaining pregnancy.  [2] [total: 15]",
+            "14": "14 \u00a9 ucles 2005 0610/03/m/j/05 for examiner's use6the ruddy duck, oxyura jamaicensis , is a native of america.   a flock of 20 birds was introduced into britain from america before 1950.   the original flock settled quickly in their new habitat and started breeding.  numbers now  exceed 6000.   the white-headed duck, oxyura leucocephala,  (a native of spain) is a closely related  species to the ruddy duck.   female white-headed ducks are more attracted to male ruddy ducks than to males of their  own species.   cross-breeding between the two species produces a new variety of fertile duck.    the white-headed duck is now threatened with extinction.    some conservationists are considering a plan to kill the british population of ruddy ducks to  prevent the white-headed duck becoming extinct.   fig. 6.1 shows a male ruddy duck.  fig. 6.1  (a) state two features, visible in fig. 6.1, that distinguish birds, such as the ruddy duck, from other vertebrate groups.  1 2 [2]  (b) (i) with reference to an example from the passage, describe what is meant by the  term binomial system . [2]  (ii) state two reasons, based on information in the passage, why the ruddy duck and white-headed duck are considered to be closely related.  1 2 [2] ",
+            "15": "15 \u00a9 ucles 2005 0610/03/m/j/05for examiner's use (c) (i) explain why ruddy ducks would not become extinct, even if british  conservationists carried out their plan.  [1]  (ii) suggest one factor, other than the breeding habits of the ruddy duck, that could  result in the extinction of a bird such as the white-headed duck.  [1]  (d) the ruddy duck feeds on seeds and insect larvae. the ducks are eaten by foxes and  humans.  explain why these feeding relationships can be displayed in a food web, but not in a  food chain.  [2] [total: 10] ",
+            "16": "16 permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here 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 university of cambridge local examinations syndicate (ucles),  which is itself a department  of the university of cambridge.   0610/03/m/j/05 blank page "
+        },
+        "0610_s05_qp_5.pdf": {
+            "1": "centre number candidate number name               university of cambridge international examinations    international general certificate of secondary education        biology 0610/05        paper 5  practical test    may/june 2005        1 hour     candidates answer on the question paper.     additional materials:  as listed in instructions to supervisors                                read these instructions first     write your centre number, candidate number and name in the spaces provided at the top of this page.   write in dark blue or black pen in the spaces provided on the question paper.   you may use a soft pencil for any diagrams, graphs or rough working.   do not use staples, paper clips, highlighters, glue or correction fluid.     answer both  questions.   the number of marks is given in brackets [  ] at the end of each question or part questions.                                                 for examiner\u2019s use   1    2    total     this document consists of 7 printed pages and 1 blank page.  ib05 06_0610_05/3rp   \uf6d9 ucles 2005  [turn over  ",
+            "2": "2  \u00a9 ucles 2005 0610/05/m/j/05 for  examiner's  use 1 in this exercise you are going to investigate the effect of the enzyme catalase on hydrogen  peroxide.     catalase is present in all living cells. it speeds up the breakdown of hydrogen peroxide as  shown by the following equation:    hydrogen peroxide oxygen   +   wate rcatalase      you are provided with two pieces of irish potato, solanum tuberosum , that will be used as  your source of catalase.  one of these is raw and one has been boiled.    \u007f label the large test tubes s1, s2, s3 and s4 .  \u007f into each test tube pour hydrogen peroxide to a depth of 2  cm.  \u007f cut two cubes, with sides measuring 1cm, from the raw potato.  \u007f add one cube to the test tube labelled s1.     1. immediately mark the height of the contents on the tube.  2. mark the maximum height reached during the next few minutes.  3. measure the change in height (if any) and record this in table 1.1.     (a) table 1.1     tube contents of tube maximum change in  height / mm  s1 cube of raw potato   s2 chopped, raw potato   s3 cube of boiled potato   s4 chopped, boiled potato    [2]    \u007f chop the other cube of raw potato into small pieces.  \u007f add this chopped potato to the test tube labelled s2.  \u007f repeat steps 1, 2 and 3 above.    \u007f cut two cubes, with sides measuring 1cm, from the boiled potato.  \u007f add one cube to the test tube labelled s3.  \u007f repeat steps 1, 2 and 3 above.    \u007f chop the other cube of boiled potato into small pieces.  \u007f add this chopped potato to the test tube labelled s4.  \u007f repeat steps 1, 2 and 3 above. ",
+            "3": "3  \u00a9 ucles 2005 0610/05/m/j/05 [turn over  for  examiner's  use  (b) describe one similarity and one difference in the appearance of the contents of tubes  s1 and s2 after adding the hydrogen peroxide.  similarity     difference    [2]      (c) describe the appearance of the contents of tubes s3 and s4 after adding the hydrogen  peroxide.       [2]       (d) (i) plot the maximum change in height of the contents of each test tube as a bar chart on the grid below.        [4]     ",
+            "4": "4  \u00a9 ucles 2005 0610/05/m/j/05 for  examiner's  use  (ii) explain the differences in your observations between  s1 and s2;           s1 and s3 .          [4]      (e) suggest ways in which the method you have used could be improved to obtain more  accurate and reliable results.                 [5]     [total : 19]    ",
+            "5": "5  \u00a9 ucles 2005 0610/05/m/j/05 [turn over  for  examiner's  use 2 you are provided with an insect-pollinated flower, labelled  f1.     (a) (i) cut the flower in half longitudinally.   make a large labelled drawing of the cut surface of the flower.                                               [6]    (ii) measure the length of your drawing, using a line to show where you made the measurement.  length of drawing   measure the length of the flower.  length of flower      calculate the magnification of your drawing.  show your working.        magnification =  [3]  ",
+            "6": "6  \u00a9 ucles 2005 0610/05/m/j/05 for  examiner's  use  you are provided with a solution labelled f2.   the composition of f2 is similar to nectar.   you are to test solution f2 for reducing sugar and starch.     (b) describe how you will test f2 for the presence of    (i) reducing sugar;      [2]    (ii) starch.      [1]     divide your sample of f2 into two parts.   test one part for reducing sugar and the other for starch.     (c) (i) record your observations in table 2.1.    table 2.1     test observation  reducing sugar   starch    [2]    (ii) using your observations in (c)(i) , explain the importance of the composition of  nectar for the insects that visit a flower such as f1.           [3]  ",
+            "7": "7  \u00a9 ucles 2005 0610/05/m/j/05 for  examiner's  use  (d) it has been suggested that the colour of t he petals is important in attracting insects to a  flower.     outline how you would carry out an investigation to determine which colour would  attract most insects.                     [4]     [total : 21]     ",
+            "8": "8    permission to reproduce items where third-par ty owned material protected by copyright is  included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holder s, 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 university of cambridge local examinations syndicate (ucles),  which is itself a department  of the university of cambridge.     0610/05/m/j/05 blank page "
+        },
+        "0610_s05_qp_6.pdf": {
+            "1": "this document consists of 10 printed pages and 2 blank pages.  ib05 06_0610_06/5rp   \u00a9 ucles 2005  [turn over   university of cambridge international examinations   international general certificate of secondary education      biology       paper 6 alternative to practical 0610/06        may/june 2005     candidates answer on the question paper.   no additional materials 1 hour                                      read these instructions first    write your name, centre number and candidate number on all the work you hand in.  write in dark blue or black pen in the spaces provided on the question paper.  you may use a pencil for any diagrams, graphs or rough working.  do not  write in the barcode.  do not  write in the grey areas between the pages.  do not use staples, paper clips, highlighters, glue or correction fluid.   you may use a calculator.  answer all questions.  the number of marks is given in brackets [  ] at the end of each question or part question.    candidate name centrenumber candidatenumbe r for examiner's use 1 23 total*061006* www.xtremepapers.com",
+            "2": "2   0610/06/m/j/05 blank page    ",
+            "3": "3  \u00a9 ucles 2005 0610/06/m/j/05 [turn over for  examiner's  use 1 catalase, an enzyme, is present in all living cells including those of potato and liver. it  speeds up the breakdown of hydrogen peroxide as shown by the equation:     hydrogen peroxide oxygen   +   wate rcatalase      the oxygen is given off as a gas which can be collected over water, as shown in fig. 1.1.   cm3 10 987654321 hydrogen peroxide potato orliver tissue     fig. 1.1       two different tissues, potato and liver, were used for this investigation. samples, each of one  gram, were prepared from both tissues. some of the samples were left raw and others were  boiled. some samples were left as one cube and others were chopped into small pieces as shown in table 1.1 on page 4.    2  cm3 hydrogen peroxide was added to each sample.  the volume of oxygen produced in five  minutes was collected in the measuring cylinders, as shown in table 1.1.   ",
+            "4": "4  \u00a9 ucles 2005 0610/06/m/j/05 for  examiner's  use table 1.1     sample treatmentabcd raw raw boiled boiled results for potatocm3 10 8642cm3 108642 cm3 108642 cm3 108642 results for livercm3 108642 cm3 108642 cm3 108642 cm3 108642      (a) (i) complete table 1.2, by reading the values for oxygen collected in the measuring  cylinders in table 1.1.    table 1.2     volume of oxygen collected from each sample / cm3  tissue  a b c d  potato      liver       [2] ",
+            "5": "5  \u00a9 ucles 2005 0610/06/m/j/05 [turn over for  examiner's  use  (ii) plot the volumes of oxygen collected from the samples as a bar chart on the grid.       [4]     (iii) describe the difference in results between sample a for potato and sample a for  liver.       [2]     (iv) there is a difference between the samples for a and b for liver.    suggest an explanation for this difference.       [2]   ",
+            "6": "6  \u00a9 ucles 2005 0610/06/m/j/05 for  examiner's  use  (b) state the importance of samples c and  d in this investigation.     [1]       (c) suggest how you could test that the gas given off was oxygen.     [1]     [total 12]   ",
+            "7": "7  \u00a9 ucles 2005 0610/06/m/j/05 [turn over for  examiner's  use 2 fig. 2.1 shows an insect-pollinated flower, cut in half longitudinally.        fig. 2.1      (a) (i) make a large drawing of the cut surface of the half-flower shown in fig. 2.1.                                     [4]     (ii) on your drawing, label each of the following with a label line and the letter  x, y or z:     x  for the part of the flower in which the pollen grains are produced,     y  for the part of the flower to where the pollen grains are transferred during  pollination,     z  for the part of the flower through which the pollen tube grows, shortly after  pollination.   [3] ",
+            "8": "8  \u00a9 ucles 2005 0610/06/m/j/05 for  examiner's  use  (b) (i) insects such as the honey bee, apis mellifera, collect nectar to make into honey.   describe how you could test a sample of honey for the presence of each of the  following:  reducing sugar;       starch.    [3]     (ii) honey contains reducing sugar.      state the colour change you would observe during the reducing sugar test in (b) (i) .   [1]       (c) fig. 2.2 shows one pollen grain, as seen with the aid of an electron microscope.  this pollen grain has been magnified 200 times.        fig. 2.2      (i) calculate the actual size of this grain.   show your working.          actual size  [2]    (ii) state one feature visible in fig. 2.2, that suggests that this pollen grain is from an  insect-pollinated flower.   [1]   ",
+            "9": "9  \u00a9 ucles 2005 0610/06/m/j/05 [turn over for  examiner's  use  (d) it has been suggested that petal colour is important to attract insects to collect nectar  and to pollinate the flowers.    (i) outline how you would carry out an investigation to find out which petal colour would attract most insects.             [4]     (ii) some insect-pollinated flowers do not have brightly coloured petals to attract  insects to collect nectar.    suggest how insects might be attracted to these flowers.     [1]     [total 19]   ",
+            "10": "10  \u00a9 ucles 2005 0610/06/m/j/05 for  examiner's  use 3 two cress seeds were germinated in shallow dishes, which were placed in boxes as shown  in fig. 3.1.  the boxes were placed by a sunlit window.     clear plastic box box made of black card     fig. 3.1     the dishes were removed from the boxes after a week and the seedlings observed.     the seedlings differed in appearance, as shown in fig. 3.2.    the seedling from the clear plastic boxthe seedling from the box made of black card     fig. 3.2      (a) (i) complete the table to describe two differences, visible in fig. 3.2, between the  seedling from the clear plastic box and the seedling from the box made of black card.    seedling from the clear plastic box seedling from the box made of black card  1      2       [2] ",
+            "11": "11  \u00a9 ucles 2005 0610/06/m/j/05  for  examiner's  use  (ii) outline how this method could be improved to obtain more accurate and reliable  results.                 [4]      fig. 3.3 shows a box with a slit in one side and the seedling that was grown in the box.         fig. 3.3     (b) describe and explain the appearance of the seedling grown in this box.            [3]     [total 9]     ",
+            "12": "12    copyright acknowledgements:    fig. 2.1 \u00a9 dr jeremy burgess / science photo library       permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here  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 t he university of cambridge local examinations syndicate (ucles),  which is  itself a department of the university of cambridge.     0610/06/m/j/05  blank page "
+        },
+        "0610_w05_qp_1.pdf": {
+            "1": "     university of cambridge international examinations    international general certificate of secondary education        biology 0610/01       paper 1  multiple choice (core)    october/november 2005        45 minutes     additional materials: multiple choice answer sheet      soft clean eraser      soft pencil (type b or hb is recommended)                          read these instructions first     write in soft pencil.    do not use staples, paper clips, highlighters, glue or correction fluid.   write your name, centre number and candidate number on the answer sheet in the spaces provided unless   this has been done for you.      there are forty  questions on this paper. answer all questions.   for each question there are four possible answers  a, b , c and d. choose the one you consider correct and   record your choice in soft pencil on the separate answer sheet.     read the instructions on the answer sheet very carefully.     each correct answer will score one mark. a mark will not be deducted for a wrong answer.   any rough working should be done in this booklet.                                                  this document consists of 15 printed pages and 1 blank page.  ib05 11_0610_01/4rp   \uf6d9 ucles 2005  [turn over    ",
+            "2": "2    \u00a9 ucles 2005 0610/01/o/n/05 1 the diagrams show two characteristics of living organisms.    flower fruit seedling     which characteristics are shown?  a excretion and growth  b growth and reproduction c reproduction and respiration  d respiration and excretion     2 the diagram shows some external features of a rat.         which features, seen in the diagram, show that a rat is a mammal?  a two external ears and two eyes  b fur and whiskers c tail and four legs d milk and sweat production     ",
+            "3": "3    \u00a9 ucles 2005 0610/01/o/n/05  [turn over  3 the diagram shows an animal whose scientific name is loxodonta africana .        to which species does it belong?  a africana   b loxodonta   c mammal  d vertebrate      4 the diagram shows part of a flowering plant.       using the key, identify this plant.  1 three petals \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026 go to 2  more than three petals \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026. go to 3    2 leaves longer than they are wide \u2026\u2026\u2026\u2026\u2026 a  leaves wider than they are long ..\u2026\u2026\u2026\u2026\u2026 b    3 leaves parallel-veined \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026.. c  leaves not parallel-veined \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026 d    ",
+            "4": "4    \u00a9 ucles 2005 0610/01/o/n/05 5 the diagram shows a palisade cell.    which part contains chromosomes?    a b c d    6 the diagram shows a cell from the stem of a plant.   vacuole cytoplasmcell wallchloroplast     which of the parts would not be found in a cell from the root?  a chloroplast  b cell wall  c cytoplasm  d vacuole      7 the table shows features that may be found in living cells.   which features are found in a liver cell?     large  central vacuole chloroplasts cellulose  cell wall  a \u0013 \u0013 \u0013  key  b \u0013 \u0013 \u0017  \u0013 = found  c \u0017 \u0017 \u0013  \u0017 = not found  d \u0017 \u0017 \u0017       ",
+            "5": "5    \u00a9 ucles 2005 0610/01/o/n/05  [turn over  8 the diagram shows some heart muscle cells.        which describes the level of organisation of these cells and their specific function?     level of organisation specific function  a organ contraction  b organ support  c tissue support  d tissue contraction      9 which features are present in red blood cells and are also present in nerve cells?     cell membrane nucleus    a \u0013 \u0013  key  b \u0013 \u0017  \u0013= present  c \u0017 \u0013  \u0017= not present  d \u0017 \u0017      10 why does a red blood cell burst when placed in water?  a dissolved substances diffuse into the cell.  b dissolved substances diffuse out of the cell.  c water diffuses into the cell.  d water diffuses out of the cell.     ",
+            "6": "6    \u00a9 ucles 2005 0610/01/o/n/05 11 the diagram shows a fetus attached by the placenta to the uterus wall.    uterus wallfetus placenta     by which process do all substances pass between the placenta and the uterus wall?  a diffusion  b nutrition   c osmosis  d respiration      12 during digestion, large molecules are broken into smaller molecules by which of the following?  a bile  b enzymes  c peristalsis  d teeth      13 the graph shows the rate of an enzyme-controlled reaction at different temperatures.    which point on the graph shows that the enzyme has been denatured (destroyed)?    temperaturerate of reaction 0abc d      ",
+            "7": "7    \u00a9 ucles 2005 0610/01/o/n/05  [turn over  14 what is needed in the diet of a man working hard in a hot climate?     high energy  intake protein extra water     a \u0013 \u0013 \u0017  key  b \u0013 \u0017 \u0013  \u0013= needed  c \u0013 \u0013 \u0013  \u0017= not needed  d \u0017 \u0013 \u0013       15 the diagram shows the small intestine, the liver and blood vessel p that joins them.    liverblood vessel p small intestine direction of blood flow    which carbohydrate is found in blood vessel p and which carbohydrate is found in the liver?     blood vessel p liver  a glucose glycogen  b glucose starch  c maltose glycogen  d maltose starch     ",
+            "8": "8    \u00a9 ucles 2005 0610/01/o/n/05 16 the diagram shows some apparatus set up and kept at room temperature.    tubing containing starch, proteases, protein and simple sugars membrane permeable to small molecules onlydistilled watertest  - tubepaper clip     what is present in the water surrounding the membrane after 45 minutes?  a amino acids and simple sugars  b protein and amino acids  c protein and simple sugar  d starch and simple sugars     17 which cells pass from blood, through capillary walls, to tissues?     white blood  cells red blood  cells    a \u0013 \u0013  key  b \u0013 \u0017  \u0013 = pass  c \u0017 \u0013  \u0017 = do not pass  d \u0017 \u0017        18 the table shows the rates of water uptake and transpiration of a plant during a morning.    time 09.00 10.00 11.00 12.00  rate of water uptake  / cm3  per hour 15 16 16 17 transpiration  / cm3  per hour 7 12 16 19   at what time does the plant show signs of wilting?  a 09.00 b 10.00 c 11.00 d 12.00    ",
+            "9": "9    \u00a9 ucles 2005 0610/01/o/n/05  [turn over  19 what describes anaerobic respiration?     energy released oxygen required waste products  a a little no lactic acid  b a little yes carbon dioxide and water  c a lot no lactic acid  d a lot yes carbon dioxide and water     20 what happens to the depth and rate of breathing during increased physical activity?     depth rate  a decrease decrease  b decrease increase  c increase decrease  d increase increase    21 the diagram shows a gaseous exchange surface (alveolus) and part of a nearby capillary.    air alveolus wall blood capillary blood     what would increase the rate of absorption of oxygen into the capillary?  a increasing the thickness of alveolus wall  b increasing the surface area of alveolus wall  c lowering the concentration of oxygen in the alveolus  d slowing down the rate of breathing     ",
+            "10": "10    \u00a9 ucles 2005 0610/01/o/n/05 22 one body process is defined as the removal of toxic materials, the removal of waste products of  metabolism and removal of substances in excess.    of which process is this a definition?  a excretion  b nutrition  c reproduction  d respiration     23 what happens when the body temperature rises above normal?     blood vessels in the  surface of skin sweat production  a dilate decreases  b constrict increases  c constrict decreases  d dilate increases    24 the table shows the composition of the urine of four people.    which person is most likely to have been eating a lot of protein on a hot, dry, day?    person urea content  of urine water content  of urine  a high high  b high low  c low high  d low low    25 what shows the order in which these structures are involved in a reflex action?    start finish  a effector \u2192 motor neurone \u2192 relay neurone \u2192 sensory neurone \u2192 receptor  b effector \u2192 sensory neurone  \u2192 motor neurone \u2192 relay neurone \u2192 receptor  c receptor \u2192 sensory neurone \u2192 relay neurone \u2192 motor neurone \u2192 effector  d receptor \u2192 motor neurone \u2192 sensory neurone \u2192 relay neurone \u2192 effector     ",
+            "11": "11    \u00a9 ucles 2005 0610/01/o/n/05  [turn over  26 the diagrams show invertebrates in a glass container in the light.    damp sawdus tblack cover glass lid invertebrates at the beginning of the experiment after thirty minutes    which response is shown by the animals?  a negative phototaxis  b negative phototropism  c positive phototaxis  d positive phototropism     27 which statement about sexual reproduction is correct?  a gametes are produced by mitosis only.  b gametes fuse together to form a zygote. c genetically identical nuclei are produced.  d it occurs in animals, but not in plants.     ",
+            "12": "12    \u00a9 ucles 2005 0610/01/o/n/05 28 the diagrams show two methods of birth control.    oviducts cut and tiediud     which methods are illustrated?  a mechanical and chemical  b mechanical and surgical  c natural and mechanical  d natural and surgical     29 what is the dry mass of a plant?  a its mass, after all the organic matter has been removed from it by heating.  b its mass, after all the water has been removed from it by heating.  c its mass, after it has not been watered for several days.  d its mass, after its leaves and roots have been gently dried.     30 the experiment shown in the diagram was set up to investigate the conditions required for the  germination of bean seeds.    which seed would be most likely to germinate?    oil layer distilled water boiled to remove oxygen, then cooledb c a d     ",
+            "13": "13    \u00a9 ucles 2005 0610/01/o/n/05  [turn over  31 in living organisms, how may males and females be distinguished?  a amount of muscle  b body colour  c gametes  d size      32 in rabbits, the allele for dark fur, r, is dominant to the allele for white fur, r.    the diagram shows a cross between a rabbit with dark fur and a rabbit with white fur.    x     what are the genotypes of the offspring?  a all rr  b rr and rr  c rr and rr  d rr and rr      33 the diagram shows a food chain.    grass \u2192 wildebeest \u2192 lion    what do the arrows represent?  a digestion  b energy flow  c heat loss  d respiration     ",
+            "14": "14    \u00a9 ucles 2005 0610/01/o/n/05 34 which is a food chain made up of a producer, herbivore and carnivore?  a bee \u2192 bee-eater \u2192 hawk  b hen \u2192 rat \u2192 owl  c maize \u2192 mouse \u2192 eagle  d sun \u2192 grass \u2192 sheep     35 which organisms remove carbon dioxide from the atmosphere?  a carnivores  b decomposers  c herbivores  d producers     36 what are the effects of sewage pollution on the oxygen concentration and the number of bacteria  in a river?     oxygen concentration number of bacteria  a decreases decreases  b decreases increases  c increases decreases  d increases increases    37 the diagram shows part of the carbon cycle.    which arrow shows respiration in decomposers?    carbon in atmosphere carbon in green plantscarbon in dead organisms carbon in animalsa bc d      ",
+            "15": "15    \u00a9 ucles 2005 0610/01/o/n/05  38 the graph shows the numbers of water fleas in a newly-created pond.    timenumber of waterfleasx     what might have been responsible for the section x on the graph?  a addition of extra oxygenating plants to the pond  b increase in the birth rate of the water fleas  c increase in the food supply for the water fleas  d addition of predators which feed on water fleas      39 which is a reason for conserving plant species?  a to absorb oxygen from the air  b to decrease rainfall  c to obtain drugs for medicinal use  d to release carbon dioxide into the air     40 the table shows the numbers of fish in a river dow nstream of a factory that started to release  waste hot water into the river in 1990.    species  number  of fish in l m n o p q r s t  1990 20 100 5000 1100 2 3 85 0 0  1992 150 2 100 65 0 0 560 30 26    what effect did the hot water have on the fish?  a a decrease in the number of species  b a decrease in the total number of fish  c an increase in the number of species  d an increase in the total number of fish     ",
+            "16": "16      permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here 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 university of cambridge local examinations syndicate (ucles), which is itself a department  of the university of cambridge.     0610/01/o/n/05 blank page "
+        },
+        "0610_w05_qp_2.pdf": {
+            "1": "centre number candidate number name               university of cambridge international examinations    international general certificate of secondary education        biology  0610/02         paper 2    october/november 2005        1 hour 15 minutes     candidates answer on the question paper.     no additional materials are required.                                read these instructions first     write your centre number, candidate number and name in the spaces provided at the top of this page.   write in dark blue or black pen in the spaces provided on the question paper.   you may use a soft pencil for any diagrams, graphs or rough working.   do not use staples, paper clips, highlighters, glue or correction fluid.     answer all questions.   the number of marks is given in brackets [  ] at the end of each question or part questions.                       for examiner\u2019s use   1    2    3    4    5    6    7    8    9    total     this document consists of 17 printed pages and 3 blank pages.  ib05 11_0610_02/4rp   \uf6d9 ucles 2005  [turn over  ",
+            "2": "2  \u00a9 ucles 2005 0610/02/o/n/05 for  examiner's  use 1 select from the list the name of the group of animals that best fits each description.      write your choice in table 1.1.   arachnid bird crustacean insect  mammal mollusc nematode      table 1.1     description of animal group  a hard exoskeleton and more than 4  pairs of legs   a hard shell and a slimy muscular  foot   one pair of wings and a beak   one pair of wings and has skin  covered with fur   two pairs of wings and one pair of  antennae    [5]    [total: 5]   ",
+            "3": "3   0610/02/o/n/05 [turn over  blank page                                       question 2 is on page 4 ",
+            "4": "4  \u00a9 ucles 2005 0610/02/o/n/05 for  examiner's  use 2 (a) name two types of stimuli detected by the skin.  1.   2.  [2]     (b) fig. 2.1 shows a diagram of an eye in section.          fig. 2.1     when a bright light is shone in the eye a pupil reflex occurs.    on fig. 2.1 , using label lines     (i) label with an x where the stimulus for this reflex is detected, [1]     (ii) label with a z the effector for this reflex. [1] ",
+            "5": "5  \u00a9 ucles 2005 0610/02/o/n/05 [turn over  for  examiner's  use  (c) fig. 2.2 shows a reflex arc.      stimulus receptor .. neurone .. neurone .. neurone effector response     fig. 2.2    complete fig. 2.2 by naming the neurones that link the receptor with the effector. [3]     (d) the ciliary body, cornea, lens and suspensory ligaments are involved in the focussing of the eye.    describe how each of these structures helps bring about the focussing of the image of  this page by your eye.             [4]     [total: 11]   ",
+            "6": "6  \u00a9 ucles 2005 0610/02/o/n/05 for  examiner's  use 3 (a) define the terms     (i) excretion,     [1]     (ii) egestion.     [1]     (b) the kidney is an excretory organ. it produces urine that contains urea.     (i) state where in the body urea is formed.   [1]     (ii) state what urea is formed from.   [1]     (c) fig. 3.1 shows the urinary system and its blood supply.    q r s t    fig. 3.1     name the parts labelled q, r, s and t.  q   r   s   t  [4]  ",
+            "7": "7  \u00a9 ucles 2005 0610/02/o/n/05 [turn over  for  examiner's  use  (d) complete table 3.1 to show which components of the blood are also part of the urine of  a healthy person.     use ticks (/checkbld) and crosses ( /uiclose).  two boxes have already been completed.    table 3.1     component of blood present in urine  glucose   red blood cells   salts   urea /checkbld  water   white blood cells /uiclose   [2]    [total: 10]    ",
+            "8": "8  \u00a9 ucles 2005 0610/02/o/n/05 for  examiner's  use 4 (a) fig. 4.1 shows the apparatus used in an investigation.    black box to exclude light hydrogencarbonateindicator (pink/redat start) pond weedsunlight sunlightfresh water shrimp ac bd       fig. 4.1      complete table 4.1 to show whether photosynthesis and respiration are happening in  each tube.    table 4.1     tube contents and conditions photosynthesis  happening respiration  happening  a pond weed in dark  b pond weed in bright light  c fresh water shrimp in  dark  d fresh water shrimp in  bright light   [4] ",
+            "9": "9  \u00a9 ucles 2005 0610/02/o/n/05 [turn over  for  examiner's  use  (b) hydrogencarbonate indicator changes colour according to the ph of the contents of  each tube, as shown in the ph chart in fig. 4.2.    1ph 7 pink/red colour of hydrogencarbonate indicatorgolden yellow purple14      fig. 4.2    the apparatus, shown in fig. 4.1, was left for several hours.   (i) complete table 4.2 by predicting the colour of the indicator in each of the four  tubes.    table 4.2     tube contents and conditions colour of hydrogencarbonate  indicator after several hours  a pond weed in dark  b pond weed in bright light  c fresh water shrimp in dark  d fresh water shrimp in bright light   [2]   (ii) explain your predictions, stated in table 4.2, for the colours of the  hydrogencarbonate indicator in each of the tubes.             [4]     [total: 10]    ",
+            "10": "10  \u00a9 ucles 2005 0610/02/o/n/05 for  examiner's  use 5 (a) (i) which form of the sun\u2019s energy is used by plants?   [1]     (ii) name the process that uses this absorbed energy.   [1]    (b) the graph, fig. 5.1, shows how the concentration of carbon dioxide in the atmosphere has changed over a period of about 20 years.    123456789 1 0 time  / yearcarbon dioxide concentration  /  parts per million 11 12 13 14 15 16 17 18 19 20340 336332328324320316312       fig. 5.1     describe the changes shown by this graph.       [2]     (c) the atmosphere around the earth acts as a trap for energy from the sun.    carbon dioxide in the air traps heat energy.    (i) suggest the effect the overall change in the graph, fig. 5.1, may be having on the  earth\u2019s climate. explain your answer.  effect   explanation      [3]   ",
+            "11": "11  \u00a9 ucles 2005 0610/02/o/n/05 [turn over  for  examiner's  use  (ii) humans cause changes in ecosystems, including changing the amount of carbon  dioxide in the atmosphere.    suggest two ways in which the overall change can be reversed.  1     2    [2]     [total: 9]   ",
+            "12": "12  \u00a9 ucles 2005 0610/02/o/n/05 for  examiner's  use 6 fig. 6.1 shows a bee that collects food materials from some flowers belonging to the same  species. while it does this the bee also assists in the reproductive processes of the flowers.    flower a flower bmature anther maturestigmanectary nectary       fig. 6.1  ",
+            "13": "13  \u00a9 ucles 2005 0610/02/o/n/05 [turn over  for  examiner's  use  (a) (i) name the stage in the reproduction of the plants in which the bee is involved.   [1]     (ii) suggest how this process might take place between flowers a and b.         [3]     (b) the ovules in each flower can develop into seeds.    (i) which reproductive process must happen inside an ovule before it can become a seed?   [1]     (ii) state which part of the flower develops into a fruit.   [1]     (c) explain why plants grown from the seeds produced by these flowers will be similar to  each other but may not be identical.           [4]     [total: 10]   ",
+            "14": "14  \u00a9 ucles 2005 0610/02/o/n/05 for  examiner's  use 7 fig. 7.1 shows the heart rate and the cardiac output. the cardiac output is the volume of  blood pumped out of the heart each minute.    60 40 80 100 heart rate  / beats per minutecardiac output  /  dm3 per minute 120 14015 1311 9753       fig. 7.1      (a) (i) what is the cardiac output at a heart rate of 100 beats per minute?   [1]     (ii) determine the increase in cardiac output when the heart rate increases from 70 to  90 beats per minute    dm3 per minute [1]     (iii) determine the increase in cardiac output when the heart rate increases from 100 to 120 beats per minute.    dm 3 per minute [1]   ",
+            "15": "15  \u00a9 ucles 2005 0610/02/o/n/05 [turn over  for  examiner's  use  (b) (i) which chamber of the heart pumps blood into the aorta?   [1]    (ii) the upper and lower chambers on each side of the heart are separated by valves.      state the function of these valves.     [1]     [total: 5]   ",
+            "16": "16  \u00a9 ucles 2005 0610/02/o/n/05 for  examiner's  use 8 (a) plants need a supply of both magnesium ions and nitrate ions.     (i) describe how root hair cells are adapted to increase the absorption of these ions.     [1]     (ii) name the tissue in which these ions are carried to the leaves.   [1]    (b) state what each of these ions is used for in a plant leaf cell.  magnesium ions     nitrate ions    [2]     (c) most fertilisers contain materials that become nitrate ions in the soil.     (i) state why such fertilisers are often added to fields of crops.     [1]      (ii) describe the possible environmental effects of adding too much fertiliser to the soil.             [5]     [total: 10]    ",
+            "17": "17  \u00a9 ucles 2005 0610/02/o/n/05 [turn over  for  examiner's  use 9 fig. 9.1 shows a side view of the female reproductive system.      pubic bone       fig. 9.1      (a) on fig. 9.1, label each of the following with the appropriate letter and a label line.     (i) the site where sperm are deposited. d [1]     (ii) the site where fertilisation normally occurs. f [1]     (iii) the site where oestrogen is produced. o [1]    (iv) a site where the placenta would normally develop during pregnancy. p [1]    (v) a site where a surgical method of birth control could be used. s [1]         question 9 continues on page 18  ",
+            "18": "18  \u00a9 ucles 2005 0610/02/o/n/05 for  examiner's  use (b) the placenta has many roles during pregnancy. for example maternal and fetal blood are  prevented from mixing but digested nutrients pass across the placenta to the fetus.     (i) state two reasons why maternal and fetal blood should not mix.  1     2    [2]     (ii) list three other roles of the placenta.  1     2     3    [3]    [total: 10] ",
+            "19": "19   0610/02/o/n/05 blank page",
+            "20": "20    permission to reproduce items where third-par ty owned material protected by copyright is  included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holder s, 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 t he university of cambridge local examinations syndicate (ucles),  which is itself a department  of the university of cambridge.     0610/02/o/n/05 blank page "
+        },
+        "0610_w05_qp_3.pdf": {
+            "1": "centre number candidate number name               university of cambridge international examinations    international general certificate of secondary education        biology 0610/03        paper 3  extended    october/november 2005        1 hour 15 minutes     candidates answer on the question paper.     there are no additional materials.                                read these instructions first     write your centre number, candidate number and name on all the work you hand in.   write in dark blue or black pen in the spaces provided on the question paper.   you may use a soft pencil for any diagrams, graphs or rough working.   do not use staples, paper clips, highlighters, glue or correction fluid.     answer all questions.   at the end of the examination, fasten all your work securely together.   the number of marks is given in brackets [  ] at the end of each question or part questions.                           for examiner\u2019s use   1    2    3    4    5    6    7    total     this document consists of 11 printed pages and 1 blank page.  ib05 11_0610_03/3rp   \uf6d9 ucles 2005  [turn over",
+            "2": "2  \u00a9 ucles 2005 0610/03/o/n/05 for  examiner's  use 1 toads are amphibians. only two species are native to britain, the common toad ( bufo bufo )  and the natterjack toad ( bufo calamita ).   natterjack toads like warm sandy soil in open and sunny habitats, with shallow pools for  breeding.  examples of these hab itats are heathland and sand dunes.   common toads like cooler, more shady habitats, such as woodland.   many areas of sand dunes are being developed for camp sites.  heathland can easily  change to woodland as trees grow on it. in the summer, woodland is colder than heathland  due to the shade the trees create.   these conditions suit the common toad, but not the natterjack.  as a result of the changing  habitats the natterjack toad is becoming an endangered species.     (a) (i) name one external feature that identifies an animal as an amphibian.   [1]     (ii) amphibians are a class of vertebrate.   name two other vertebrate classes.  1.   2.  [2]      (b) state one piece of information from the pass age to show that the common toad and  natterjack toad are closely related species.     [1]     (c) from the information provided, state two reasons why natterjack toads are becoming endangered.  1.     2.    [2]       (d) suggest measures that could be taken to protect the natterjack toad from extinction.       [2]  ",
+            "3": "3  \u00a9 ucles 2005 0610/03/o/n/05 [turn over  for  examiner's  use fig. 1.1 shows a food web for british toads.    insect larvaeadult insectsnatterjack toadcommon toad slugs worms bark flowers leavessnails       fig. 1.1      (e) (i) state the trophic level of toads.   [1]    (ii) state which foods the two species of toad both eat.   [1]     (iii) with reference only to food, suggest why the common toad is more likely to  survive when the two species are in competition.     [1]     [total: 11]   ",
+            "4": "4  \u00a9 ucles 2005 0610/03/o/n/05 for  examiner's  use 2 all the plants were removed in an area of ground next to a path.  four weeks later there  were 113 groundsel plants growing there.  the heights of the plants were measured, sorted into groups and recorded in table 2.1.    table 2.1    height / cm frequency 0 - 3.9 8  4.0 - 7.9 28  8.0 - 11.9 27  12.0 - 15.9 21  16.0 - 19.9 9  20.0 - 23.9 9  24.0 - 27.9 5  28.0 - 31.9 4  32.0 - 35.9 1  36.0 - 39.9 1      the graph, fig. 2.1, shows the spread of data but is incomplete.    (a) complete the graph by adding the missing column and labelling the axes.    0 \u2013 3.94.0 \u2013 7.98.0 \u2013 11.912.0 \u2013 15.916.0 \u2013 19.920.0 \u2013 23.924.0 \u2013 27.928.0 \u2013 31.932.0 \u2013 35.936.0 \u2013 39.930 25201510 50             fig. 2.1    [3]    (b) (i) state the type of variation shown by the graph.   [1]   ",
+            "5": "5  \u00a9 ucles 2005 0610/03/o/n/05 [turn over  for  examiner's  use  (ii) the plants were all growing in the same soil and germinated at the same time.     suggest three reasons why the plants were not all the same height.  1.   2.   3.  [3]     (c) some of the plants had developed flowers that had features to attract insects.     (i) state two features a flower could have to attract insects.  1.   2.  [2]     (ii) state the role insects have when visiting these flowers.   [1]    (d) some of the flowers developed seeds although insects had not visited them.    suggest how seed formation could occur in the flowers  not visited by insects.       [2]     [total: 12]   ",
+            "6": "6  \u00a9 ucles 2005 0610/03/o/n/05 for  examiner's  use 3 fig. 3.1 shows an external view of the heart and its blood vessels.    direction of flow of blood coronary arteries site of blockage b       fig. 3.1      (a) the coronary arteries supply heart tissue with useful substances.  coronary veins  remove waste substances.     (i) name two useful substances the coronary arteries will supply.  1.   2.  [2]     (ii) name one waste substance the coronary veins will remove.   [1]    (b) the tissue forming the wall of the left ventricle responds when it is stimulated by  electrical impulses.     (i) name this type of tissue.   [1]    (ii) describe how this tissue will respond when stimulated.     [1]   ",
+            "7": "7  \u00a9 ucles 2005 0610/03/o/n/05 [turn over  for  examiner's  use  (iii) describe the effect of this response on the contents of the left ventricle.       [2]     (c) the coronary arteries can become blocked with a fatty deposit, leading to a heart attack.     (i) state two likely causes of this type of blockage.  1.   2.  [2]     (ii) a blockage occurs at point b in the coronary artery.    on fig. 3.1 , shade in the parts of the artery affected by this blockage. [1]    (d) veins have different structures from arteries.    state two features of veins and explain how these features enable them to function  efficiently.  1. feature      explanation     2. feature      explanation    [4]     [total: 14]   ",
+            "8": "8  \u00a9 ucles 2005 0610/03/o/n/05 for  examiner's  use 4 jasmine went into a dark room from a bright corridor.      (a) fig. 4.1 represents jasmine\u2019s right eye before and after entering the dark room.    before entering a few seconds after entering    fig. 4.1      (i) complete fig. 4.1 by drawing the appearance of the pupil and iris  1. before entering the dark room, [1]  2. a few seconds after entering the dark room. [1]    (ii) label the following parts of the eye on the first diagram in fig. 4.1.  iris pupil sclera [3]     (b) explain how the size of the pupil was changed when jasmine went into the dark room.       [2]     (c) explain why jasmine could see shapes but not colours in the dark room.         [3]     [total: 10]   ",
+            "9": "9  \u00a9 ucles 2005 0610/03/o/n/05 [turn over  for  examiner's  use 5 if the glucose in the blood rises above its norma l concentration, insulin is secreted to bring  the concentration back to normal.     (a) (i) suggest one explanation for a rise in the concentration of glucose in the blood.   [1]    (ii) name the organ that secretes insulin.   [1]    (iii) describe the role of the liver in bringing the concentration of glucose in the blood  back to normal.       [2]     (iv) state the term that describes how a substance, such as glucose, in the body is  maintained at a constant level.   [1]     (b) diabetics are unable to control their blood glucose levels naturally.     human insulin can now be made using bacteria that have been genetically engineered.   (i) insulin is a protein. suggest why insulin has to be injected rather than taken by  mouth.       [2]     (ii) explain how bacteria can be genetically engineered and used to make human  insulin.           [4]     [total: 11]    ",
+            "10": "10  \u00a9 ucles 2005 0610/03/o/n/05 for  examiner's  use 6 (a) define the term enzyme .     [2]     (b) enzymes are used in biological washing powders.    (i) describe how the presence of these enzymes may increase the efficiency of the washing powder in removing stains from clothes.         [3]     (ii) explain why the temperature of the wash needs to be carefully controlled.         [3]     (iii) suggest a suitable temperature for a wash using a biological washing powder.   explain your answer.  suitable temperature   explanation    [1]     (c) outline how enzymes can be manufactured for use in biological washing powders.           [4]     [total: 13]   ",
+            "11": "11  \u00a9 ucles 2005 0610/03/o/n/05 for  examiner's  use 7 (a) describe the effect sickle cell anaemia has on red blood cells.       [2]     (b) (i) the allele for normal haemoglobin production is in.  the allele for sickle cell  haemoglobin production is is.  two parents who are heterozygous have a child.   with the help of a genetic diagram, predict the probability that this child would be  heterozygous.                                             [4]    (ii) explain why, under some circumstances, people who are heterozygous for this condition have a greater chance of survival than homozygous people.         [3]     [total: 9]   ",
+            "12": "12    permission to reproduce items where third-par ty owned material protected by copyright is  included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holder s, 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 university of cambridge local examinations syndicate (ucles),  which is itself a department  of the university of cambridge.   0610/o/n/05 blank page "
+        },
+        "0610_w05_qp_5.pdf": {
+            "1": "centre number candidate number name               university of cambridge international examinations    international general certificate of secondary education        biology 0610/05        paper 5  practical test    october/november 2005        1 hour     candidates answer on the question paper.     additional materials:  as listed in instructions to supervisors                                read these instructions first     write your centre number, candidate number and name in the spaces provided at the top of this page.   write in dark blue or black pen in the spaces provided on the question paper.   you may use a soft pencil for any diagrams, graphs or rough working.   do not use staples, paper clips, highlighters, glue or correction fluid.     answer both  questions.   the number of marks is given in brackets [  ] at the end of each question or part questions.                                                 for examiner\u2019s use   1    2    total     this document consists of 8 printed pages.  ib05 11_0610_05/3rp   \uf6d9 ucles 2005  [turn over  ",
+            "2": "2  \u00a9 ucles 2005 0610/05/o/n/05 for  examiner's  use 1 in this exercise you are going to investigate the effect of placing potato pieces in solutions of  different concentrations of sucrose.     you are provided with part of a fresh irish potato, solanum tuberosum , p1.    \u007f carefully cut three pieces from p1, each one as shown in fig. 1.1.     50  mm10  mm5 mm     fig. 1.1     \u007f place the three pieces of potato into the container labelled \u2018distilled water\u2019.  \u007f make sure that the potato is completely covered by the water and that the pieces of  potato are not stuck together.     leave the experiment for 30 minutes.     during this time, complete (a)(i), (a)(ii), (c) and (d) and then start question 2 if  necessary.    (a) you will be measuring the length of the potato pieces that have been in the distilled  water after the 30 minutes has passed.    (i) suggest what you would expect to happen to  the length of these potato pieces.   [1]       (ii) in the space below, draw a table in which you can record the length of each potato piece and the mean length after 30 minutes in distilled water.                           [3] ",
+            "3": "3  \u00a9 ucles 2005 0610/05/o/n/05 [turn over  for  examiner's  use  after 30 minutes     \u007f carefully remove the potato pieces from the container.  \u007f dry gently with paper towel.     (iii) measure the length of each piece and record these values in your table.  [1]    (iv) calculate the mean length of the potato pieces after soaking in distilled water and  enter this information in your table. [1]     the potato pieces soaked in distilled water may or may not have changed in length.    (v) suggest an explanation for the results you have obtained.           [2]       you are provided with a piece of potato, p2, that has been soaked in a concentrated  sucrose solution for 12 hours.    (b) (i) in table 1.1, state two differences between the feel of one of the potato pieces that  have been soaked in distilled water and p2.    table 1.1     potato chips soaked in distilled water p2                                  [2]   ",
+            "4": "4  \u00a9 ucles 2005 0610/05/o/n/05 for  examiner's  use  (ii) explain the differences you have recorded in table 1.1.                 [3]       (c) another experiment was carried out with cylinders of potato that were placed in different  concentrations of glucose solution for 24 hours.  the cylinders were each 80  mm long  before they were put into the glucose solution.  the measurements after soaking are  shown in table 1.2.    table 1.2     concentration of  glucose solution  / mol dm-3 0.2 0.4 0.6 0.8 1.0  length of potato  cylinder / mm 81 78 76 75 75  change in length  of potato cylinder  / mm        ",
+            "5": "5  \u00a9 ucles 2005 0610/05/o/n/05 [turn over  for  examiner's  use  (i) complete table 1.2 by calculating the change in length of the potato cylinders after  soaking. [2]    (ii) plot the change in length of the potato cylinders against the concentration of glucose solution on the grid below. [2]     0.2 0.4 0.6 0.8 1.07 6543210 -1-2-3-4-5-6-7change in lengthof potatocylinder/  mm concentrationof glucosesolution  / mol  dm\u20133       (iii) using information from your graph, estimate the concentration of glucose solution  which results in no change in length.   [1]     [total : 18] ",
+            "6": "6  \u00a9 ucles 2005 0610/05/o/n/05 for  examiner's  use 2 w1 is a seed that has been soaked in water for 24 hours.  it has been cut in half longitudinally.     (a) (i) make a large, labelled drawing of the cut surface of the seed.                                              [6]    (ii) measure the length of your drawing, using a line to show where you made the  measurement.    length of drawing   measure the length of the seed.  length of seed      calculate the magnification of your drawing.  show your working.         magnification =  [3]   ",
+            "7": "7  \u00a9 ucles 2005 0610/05/o/n/05 [turn over  for  examiner's  use  w2, w3 and w4 are samples of extracts taken from seeds of the same species.     (b) (i) describe how you would test each sample for the presence of:  starch;       reducing sugar.      [4]     (ii) state the result you would expect to see if:  starch is present;    [1]    reducing sugar is present.   [1]      (c) test each  of the samples w2, w3 and w4 for starch and reducing sugar.  write your  conclusions below.  w2   w3   w4  [3]   ",
+            "8": "8    permission to reproduce items where thir d-party owned material protected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holder s, 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 university of cambridge local examinations syndicate (ucles),  which is itself a department  of the university of cambridge.    \u00a9 ucles 2005 0610/05/o/n/05 for  examiner's  use  (d)  w2 is an extract from a whole seed that is not germinating.   w3 is an extract from the cotyledons of a germinating seed.    w4 is an extract from the growing points of a germinating seed.     use this information to explain your conclusions in (c).               [4]      [total : 22]   "
+        },
+        "0610_w05_qp_6.pdf": {
+            "1": "this document consists of 8 printed pages and 4 blank pages.  ib05 06_0610_06/5rp   \uf6d9 ucles 2005  [turn over   university of cambridge international examinations   international general certificate of secondary education      biology       paper 6  alternative to practical 0610/06        october/november 2005     candidates answer on the question paper.   there are no additional materials 1 hour                                      read these instructions first    write your centre number, candidate number and name on all the work you hand in.  write in dark blue or black pen in the spaces provided on the question paper.  you may use a pencil for any diagrams, graphs or rough working.  do not  write in the barcode.  do not  write in the grey areas between the pages.  do not use staples, paper clips, highlighters, glue or correction fluid.    answer all questions.  at the end of the examination, fasten all your work securely together.  the number of marks is given in brackets [  ] at the end of each question or part questions. candidate name centrenumber candidatenumbe r for examiner's use 1 23 total/k2a/k30/k36/k31/k30/k30/k36/k2a",
+            "2": "2  \u00a9 ucles 2005 0610/06/o/n/05 for  examiner's  use 1 fifteen pieces of raw irish potato, solanum tuberosum , were cut carefully to a length of  60mm.     three pieces were placed in each of five different concentrations of glucose solution and left  for 2 hours. the pieces were removed and their lengths measured.    table 1.1 shows the appearance of these pieces at the end of the two hours.    table 1.1   concentration of glucose solution  / mol dm\u20133 0.2length of potato  / mmpotato pieces after being left in glucose solutionschange in length  / mm 1 .. 2 .. 3 .. mean  .65 6766 66 0.41 .. 2 .. 3 .. mean  .65 61 63 63 0.61 .. 2 .. 3 .. mean  .56 61 60 59 0.81 .. 2 .. 3 .. mean  . 1.01 .. 2 .. 3 .. mean  .  ",
+            "3": "3  \u00a9 ucles 2005 0610/06/o/n/05 [turn over  for  examiner's  use  (a) (i) measure the length of each piece carefully and record these measurements in  table 1.1.  write in the figures on the dotted lines.  nine measurements have been completed for you.   [1]     (ii) calculate the mean [average] length of the potato pieces.  the first three rows have  been completed for you.   [1]     (iii) calculate the change in mean length in all five concentrations of glucose solutions.   [2]    (iv) explain why three pieces of potato were used in each solution and not just one  piece.     [1]       (b) (i) plot the change in mean length of potato against concentration of glucose solution  on the grid below.    draw a line of best fit through the points.    change in mean length / mm concentration of glucose solution  / mol dm\u20133+ \u2013    [4] ",
+            "4": "4  \u00a9 ucles 2005 0610/06/o/n/05 for  examiner's  use  (ii) describe and explain the changes in mean length of the potato pieces in the different  glucose solutions.                 [4]      (c) (i) using the information from the graph, estimate the glucose concentration which results in no change in mean length.   [1]    (ii) suggest why, at this glucose concentration, there is no change in length.       [2]     total [16]    ",
+            "5": "5  \u00a9 ucles 2005 0610/06/o/n/05 [turn over  blank page                                     question 2 is on page 6 ",
+            "6": "6  \u00a9 ucles 2005 0610/06/o/n/05 for  examiner's  use 2 fig. 2.1 shows a fresh seed of broad bean, vicia faba , which has been cut in half.        fig. 2.1       (a) (i) make a large, labelled drawing of the cut surface of the seed.                                                [6] ",
+            "7": "7  \u00a9 ucles 2005 0610/06/o/n/05 [turn over  for  examiner's  use  (ii) measure the length of the seed in fig. 2.1 and in your drawing.     indicate on fig. 2.1 where the measurement was taken.  length of seed in fig. 2.1    length of seed in your drawing      calculate the magnification of your drawing.     show your working.             magnification   [3]      (b) the broad bean is an example of a legume.  legumes are a good source of protein.     describe how you would compare the protein content of two different beans.                  [4]     total [13]   ",
+            "8": "8  \u00a9 ucles 2005 0610/06/o/n/05 for  examiner's  use 3 if all conditions required for growth are present, some yeast cells in a flask can divide every  hour.    fig. 3.1 shows the number of yeast cells in a flask measured over a period of 12 hours.   0246 time  / h81 0 1 2 1 4 1 6 1 8300 250200150100 50 0number of cellsx1000     fig. 3.1  ",
+            "9": "9  \u00a9 ucles 2005 0610/06/o/n/05 [turn over  for  examiner's  use  (a) suggest how you would observe the yeast cells and how you would estimate their total  population in the flask.                 [4]      (b) on fig. 3.1, indicate clearly and name, the two phases shown in this population curve.   mark when the change occurs between the two phases with a q.   [3]     (c) (i) state two factors needed to maintain the maximum growth of the yeast population.  1.   2.  [2]     (ii) suggest what would happen to the numbers of yeast in fig. 3.1 if one of these conditions becomes limiting after 12 hours.   [1]    (iii) draw a sketch to show the effect of your suggestion given in (c)(ii), by continuing the curve on fig. 3.1 .   [1]    total [11]   ",
+            "10": "10   0610/06/o/n/05 blank page",
+            "11": "11   0610/06/o/n/05 blank page",
+            "12": "12    permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here  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 university of cambridge local examinations syndicate (ucles),  which is  itself a department of the university of cambridge.    0610/06/o/n/05 blank page "
+        }
+    },
+    "2006": {
+        "0610_s06_qp_1.pdf": {
+            "1": "        university of cambridge international examinations    international general certificate of secondary education        biology 0610/01       paper 1  multiple choice     may/june 2006        45 minutes     additional materials: multiple choice answer sheet      soft clean eraser      soft pencil (type b or hb is recommended)                          read these instructions first     write in soft pencil.    do not use staples, paper clips, highlighters, glue or correction fluid.   write your name, centre number and candidate number on the answer sheet in the spaces provided unless   this has been done for you.      there are forty  questions on this paper. answer all questions. for each question there are four possible    answers  a, b, c and d.   choose the one you consider correct and record your choice in soft pencil on the separate answer sheet.     read the instructions on the answer sheet very carefully.     each correct answer will score one mark. a mark will not be deducted for a wrong answer.   any rough working should be done in this booklet.                                                  this document consists of 16 printed pages.  ib06 06_0610_01/3rp   \uf6d9 ucles 2006  [turn over    ",
+            "2": "2    \u00a9 ucles 2006 0610/01/m/j/06 1 which organisms carry out respiration, growth, movement and excretion?  a all animals and all plants  b animals only  c arthropods and flowering plants only   d plants only      2 which group includes animals with four legs and a dry scaly skin?   a amphibians  b birds  c mammals  d reptiles      3 which structure contains genes?  a the cell membrane of an animal cell  b the cytoplasm of an animal cell  c the nucleus of a plant cell  d the vacuole of a plant cell    4 the diagram shows a leaf.       use the key below. from which plant, a, b, c or d was the leaf taken?  1 leaf has a smooth edge \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026.. go to 2   leaf has a toothed (serrated) edge \u2026\u2026\u2026\u2026\u2026\u2026 go to 3  2 leaf has a long stalk (petiole) \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026 plant a   leaf has a short stalk (petiole) \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026.. plant b  3 leaf is longer than it is wide \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026. plant c   leaf is wider than it is long \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026 plant d   ",
+            "3": "3    \u00a9 ucles 2006 0610/01/m/j/06  [turn over  5 the diagram shows a plant cell.    in which part of the cell do carbon dioxide and water combine to form glucose?    a b c d      6 the diagrams show the outer layers of cells.    which is correct for an animal cell?    ab cdouter surface outer surfaceouter surface outer surfacekey = cellulose cell wall = cell membrane      7 the diagrams show four different cells (not drawn to scale).    blood cell sperm cell root hair cell muscle cell12 3 4     which cells provide a large surface area for absorption?  a 1 and 2  b  1 and 3  c  2 and 4  d  3 and 4     ",
+            "4": "4    \u00a9 ucles 2006 0610/01/m/j/06 8 the diagram shows a section through a leaf.    p rq s    which structure is an organ and which structure is a tissue?     organ tissue  a p s  b q r  c r p  d s q    9 osmosis is defined as the diffusion of water molecules  a down their concentration gradient through a partially permeable membrane.  b down their concentration gradient through a permeable membrane. c up their concentration gradient through a partially permeable membrane.  d up their concentration gradient through a permeable membrane.     10 which structure is adapted for the diffusion of gases?   a alveolus  b diaphragm  c oesophagus  d trachea     ",
+            "5": "5    \u00a9 ucles 2006 0610/01/m/j/06  [turn over  11 starch is digested by amylase in the mouth, but it is not digested in the stomach.     what is the reason for this?  a all starch digestion is completed in the mouth.  b the ph in the stomach is not suitable for the amylase to work. c the starch does not stay in the stomach long enough to be digested. d the temperature in the stomach is not suitable for the amylase to work.     12 which graph shows the effect of temperature on the activity of a human digestive enzyme?    rate of reaction 20 70a temperature  / ocrate ofreaction 20 70b temperature  / oc rate ofreaction 20 70c temperature  / ocrate ofreaction 20 70d temperature  / oc     ",
+            "6": "6    \u00a9 ucles 2006 0610/01/m/j/06 13 the apparatus shown in the diagram is used to investigate the effect of a green plant on carbon  dioxide in the air.    air in limewater xyair outlight limewater plant pot in plastic bag    limewater goes cloudy if carbon dioxide is bubbled through it.    what happens to the limewater in x and in y?     x  y  a goes cloudy goes cloudy  b goes cloudy stays clear  c stays clear goes cloudy  d stays clear stays clear    14 which substance is transported by xylem vessels?  a carbon dioxide  b oxygen c sugar d water     ",
+            "7": "7    \u00a9 ucles 2006 0610/01/m/j/06  [turn over  15 how is the rate of transpiration affected by decreasing temperature and by decreasing light  intensity?      decreasing  temperature decreasing  light intensity  a slower slower   b slower faster  c faster slower   d faster faster     16 poor nutrition can lead to a condition called rickets in which bones fail to develop properly.    the table shows some minerals and vitamins present in four foods.    which food would be best for a child who has rickets?     calcium iron vitamin c vitamin d   a \u0013 \u0017 \u0013 \u0017 key  b \u0013 \u0017 \u0017 \u0013 \u0013 = substance present  c \u0017 \u0013 \u0013 \u0017 \u0017 = substance absent  d \u0017 \u0013 \u0017 \u0013      17 the diagram shows a potted plant and the same plant 24 hours later.    24 hours     what causes the change in the appearance of the plant?  a water moves from the leaves to stem.  b water loss is greater than water uptake.  c water uptake is equal to water loss.  d water uptake is greater than water loss.     ",
+            "8": "8    \u00a9 ucles 2006 0610/01/m/j/06 18 which shows the functions of the parts of the blood?     red blood cells white blood cells platelets  a antibody production clotting oxygen transport  b clotting oxygen transport antibody production  c oxygen transport antibody production clotting  d oxygen transport clotting antibody production     19 which word equation represents anaerobic respiration in human muscle?  a glucose \u2192 carbon dioxide + ethanol (alcohol)  b glucose \u2192 carbon dioxide + lactic acid  c glucose \u2192 ethanol (alcohol)  d glucose \u2192 lactic acid     20 in an experiment  three glass bell jars were set up as shown in the diagram.    air from lungs green plant pqr left in sunlight for 8 hoursleft open to the air for 8 hoursair breathed out by a student for 5 minutesbell jar     at the end of the experiment, which bell jar has  the most oxygen and which has the least?     most oxygen least oxygen  a p q  b p r  c q p  d r p     ",
+            "9": "9    \u00a9 ucles 2006 0610/01/m/j/06  [turn over  21 the graph shows the rate and depth of breathing in a person before exercise.    2.5 2.01.51.0 04 time  / svolume of air in lungs duringbreathing  / dm3 8     which graph shows the rate and depth of breathing of the same person immediately after a  period of exercise?    2.5 2.01.51.0 04 time  / sa volume of air in lungs duringbreathing  / dm3 82.5 2.01.51.0 04 time  / sb volume of air in lungs duringbreathing  / dm3 8 2.5 2.01.51.0 04 time  / sc volume of air in lungs duringbreathing  / dm3 82.5 2.01.51.0 04 time  / sd volume of air in lungs duringbreathing  / dm3 8      22 in which organ is urea made and by which organ is it removed from the blood?     where made where removed  a kidney kidney  b kidney liver  c liver kidney  d liver liver    ",
+            "10": "10    \u00a9 ucles 2006 0610/01/m/j/06 23 the diagram shows structures within human skin under two different external conditions.    condition 1 condition 2 sweat glandsblood vessel     what are external conditions 1 and 2?     condition 1 condition 2  a cool hot  b cool cool  c hot cool  d hot hot     24 which of these contains relay neurones?  a effector  b receptor  c spinal cord  d stimulus    ",
+            "11": "11    \u00a9 ucles 2006 0610/01/m/j/06  [turn over  25 the diagram shows a section through an eye.    which structure contains cells that are sensitive to light?    a bc d       26 which part of a seed grows into the root system of a plant?  a cotyledon  b plumule  c radicle  d testa (seed coat)     27 what must always  be present for seeds to germinate?  a chlorophyll  b light  c soil  d water     ",
+            "12": "12    \u00a9 ucles 2006 0610/01/m/j/06 28 the diagram represents the menstrual cycle.    12 3 4 5 6 7 8 9 10 11 1213141516171819202122232425262728 zx ydays     which events may occur at x, y and z?     x y  z  a implantation ovulation menstruation  b menstruation ovulation implantation  c ovulation implantation menstruation  d ovulation menstruation implantation      29 night-blindness is an inherited condition, caused by a dominant allele.     the chart shows how this condition was passed on in one family.    xkey normal female normal male male with night-blindness    person  x marries someone with normal sight.    what is the chance that their first child will have night-blindness?   a 0 % b 50  % c 75  % d 100  %     ",
+            "13": "13    \u00a9 ucles 2006 0610/01/m/j/06  [turn over  30 which graph shows the change in the number of cells from the start of germination in a seed until  the seedling starts to photosynthesise?    timenumber of cells 00a timenumberof cells 00b timenumberof cells 00c timenumberof cells 00d      31 why does meiosis occur during the formation of gametes?   a it allows the number of gametes to be doubled.  b it prevents asexual reproduction occurring in the life cycle.  c it prevents variations appearing in the phenotype.  d it produces haploid gametes in preparation for fertilisation.     32 the diagram shows the genotypes of two parent plants and three of their offspring for a  characteristic that is controlled by a dominant allele.     plant 1 plant 2 plant 5 plant 4 plant 3rr rr rr rrrrparents offspring     which of the plants have the same phenotype?  a 1, 2 and 4 only  b 1, 2, 3 and 4 c 3 and 5 only  d 3, 4 and 5     ",
+            "14": "14    \u00a9 ucles 2006 0610/01/m/j/06 33 in the ecosystem of a tropical rainforest, the producers obtain energy from the  a consumers.  b decomposers.  c rotting leaves.  d sunlight.      34 a generalised food chain may be shown as follows.    producer \u2192 primary consumer \u2192 secondary consumer \u2192 tertiary consumer    which labelled organisms in the food web below are both secondary and tertiary consumers?    foxes rabbitsstoats vegetationtoads and lizards carnivorous insects herbivorousinsectsspiderskestrels volesa dc b       35 the activity of decomposers returns substances to the atmosphere.    which products of decomposition enter the atmosphere?  a carbon dioxide and nitrogen  b carbon dioxide and water  c oxygen and nitrogen  d oxygen and water     ",
+            "15": "15    \u00a9 ucles 2006 0610/01/m/j/06  [turn over  36 the diagram represents part of the carbon cycle.    carbon dioxide in air carbon compounds in animalscarbon compounds in green plants yx     what processes are represented by x and  y?   x y  a combustion photosynthesis  b photosynthesis respiration  c respiration excretion  d excretion nutrition     37 which process is part of both the carbon cycle and the water cycle?  a evaporation  b photosynthesis  c translocation  d transpiration    38 which factor has had the least effect on the rate of growth of the population of the world during  the last 200 years?  a the use of birth control  b improved agriculture  c the elimination of predators  d an improvement in medicines     ",
+            "16": "16      permission to reproduce items where third-party owned material protected by copyright  is included has been sought and cleared w here possible. every  reasonable effort has been made by the publis her (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 t he university of cambridge local examinations syndicate (ucles),  which is itself a department  of the university of cambridge.    \u00a9 ucles 2006 0610/01/m/j/06 39 the concentration of a pesticide in the tissues of the organisms in the following food chain was  measured.    plants \u2192 small fish \u2192 large fish \u2192 bird of prey    which organism on the bar chart is the large fish?    0.5 0.40.30.20.1 0 abcd organismpesticide concentrationin tissues  / mg per kg      40 the graph shows how oxygen concentration and numbers of bacteria change when sewage is  added to a river.    sewage added distance downstream  / m0 100 200 300 400 500 600 700dissolved oxygen bacteriaamount / arbitrary unitsp     what describes the oxygen concentration and the numbers of bacteria between the point at  which sewage is added and point p?  a oxygen concentration and numbers of bacteria stay the same.  b oxygen concentration decreases and numbers of bacteria increase.  c oxygen concentration increases and numbers of bacteria decrease.  d oxygen concentration remains the same and numbers of bacteria increase.     "
+        },
+        "0610_s06_qp_2.pdf": {
+            "1": "centre number candidate number name      university of cambridge international examinations  international general certificate of secondary education     biology  0610/02     paper 2  core   may/june 2006  1 hour 15 minutes   candidates answer on the question paper.  no additional materials are required.         read these instructions first     write your centre number, candidate number and name on all the work you hand in.  write in dark blue or black pen. you may use a pencil for any diagrams or graphs. do not use staples, paper clips, highlighters, glue or correction fluid.    answer all questions. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question.    for examiner\u2019s use     1      2      3      4      5      6      7      8      total     this document consists of 14 printed pages and 2 blank pages.  ib06 06_0610_02/3rp  \u00a9 ucles 2006  [turn over    ",
+            "2": "2  \u00a9 ucles 2006 0610/02/m/j/06  for  examiner's  use answer all the questions.    1 (a) three characteristics of living organisms and four possible descriptions are shown below.     draw a straight line to match each characteristic to its description.    characteristic  description    pumping air in and  out of the lungs  respiration    producing new  individuals of the  same species  nutrition    obtaining organic  chemicals for the  repair of tissues  reproduction      the release of energy  from sugars     [3]      (b) state two other  characteristics of living organisms.  1   2  [2]      [total: 5]     ",
+            "3": "3  \u00a9 ucles 2006 0610/02/m/j/06 [turn over  2 deforestation occurs in many parts of the world.     (a) state two reasons why deforestation is carried out.  1     2    [2]       (b) (i)  explain two effects deforestation can have on the carbon cycle .  1      2     [4]     (ii) describe two effects deforestation can have on the soil.  1    2   [2]     (iii) forests are important and complex ecosystems. state two likely effects of  deforestation on the forest ecosystem.         [2]     [total: 10]     ",
+            "4": "4  \u00a9 ucles 2006 0610/02/m/j/06  for  examiner's  use 3 fig. 3.1 shows the male reproductive system and part of the urinary system.    fig. 3.1x        (a) label on fig. 3.1 each of the following structures.    (i) a sperm duct [1]    (ii) a ureter [1]    (iii) the urethra [1]     (b) state two functions of the part labelled x.  1     2    [2]       (c) describe two methods of birth control that can be used by a male.  1     2    [2]     ",
+            "5": "5  \u00a9 ucles 2006 0610/02/m/j/06 [turn over  for  examiner's  use  (d) explain how the sex of a baby is determined by the male parent\u2019s chromosomes.             [3]     [total: 10]    ",
+            "6": "6  \u00a9 ucles 2006 0610/02/m/j/06  for  examiner's  use 4 two pea plants with red flowers were crossed and produced 177 seeds. 44 of these seeds  grew into white flowered pea plants and 133 seeds grew into red flowered pea plants.      (a) (i)  which flower colour is controlled by the recessive allele?   [1]    (ii) using the symbols r and  r to represent the alleles, state the genotype of the parent  pea plants.   [1]     (b) by means of a labelled genetic diagram explain the inheritance of flower colour in this cross.                                [4]     (c) a red flowered pea plant, genetically identical to the original parent, was crossed with a white flowered plant. predict the ratio of red flowered to white flowered plants expected from this cross.   you may use this space for any working.               red flowered plants :  white flowered plants    [1] ",
+            "7": "7  \u00a9 ucles 2006 0610/02/m/j/06 [turn over  for  examiner's  use  (d) germination is the first stage of development of pea plants. list three environmental  conditions needed for seeds to germinate.  1   2   3  [3]     [total: 10]    ",
+            "8": "8  \u00a9 ucles 2006 0610/02/m/j/06  for  examiner's  use 5 fig. 5.1 shows the water cycle.    xycloud fig. 5.1       (a) (i)  for water to circulate in this cycle a supply of energy is needed.    what is the source of this energy?    [1]    (ii) state which process is represented by x.   [1]    (iii) state which process is represented by y.   [1]    (iv) suggest what causes cloud formation.       [2]     ",
+            "9": "9  \u00a9 ucles 2006 0610/02/m/j/06 [turn over  for  examiner's  use  (b) water is needed by plants. state two ways in which plants use water.  1     2    [2]       (c) (i)  explain how water is absorbed by the root hairs of a plant.         [3]     (ii) cereal plants were growing in a field. the field was then flooded with sea water.    suggest why the sea water causes the plants to die.         [3]     [total: 13]   ",
+            "10": "10  \u00a9 ucles 2006 0610/02/m/j/06  for  examiner's  use 6 the table shows the amounts of four nutrients required by four people for a balanced diet.    person protein /  g iron /  mg calcium /   mg vitamin c /   mg  14 year-old boy 66 11 700 25  14 year-old girl 55 13 700 25  30 year-old woman 53 12 500 30  30 year-old  pregnant woman 60 14 1200 60     (a) (i)  explain why there is a difference in the amount of protein required by the 14 year- old boy and the 30 year-old woman.         [3]     (ii) explain why there is a difference in the amount of iron required by the 14 year-old  girl and the 14 year-old boy.       [2]     (iii) explain why there is a difference in the amount of calcium required by the two 30 year-old women.       [2]      (b) state the role of vitamin c in the human body.     [1]     [total: 8]    ",
+            "11": "11  \u00a9 ucles 2006 0610/02/m/j/06 [turn over  for  examiner's  use 7 (a) carbon dioxide is a product of aerobic respiration. describe how you could identify  carbon dioxide in expired air.       [2]      (b) some organisms respire aerobically and anaerobically.     (i)  write a word equation for anaerobic  respiration in human muscle.   [2]     (ii) describe how anaerobic respiration of yeast helps in the preparation of bread dough.         [3]     (iii) suggest what happens to the yeast and the products of anaerobic respiration when  the dough is baked at a high temperature.       [2]      (c) state two differences between aerobic and anaerobic respiration.     do not include the chemicals produced by respiration.  1     2    [2]     [total: 11]    ",
+            "12": "12  \u00a9 ucles 2006 0610/02/m/j/06  for  examiner's  use 8 fig. 8.1 shows a diagram of part of the digestive system, associated organs and blood  vessels.    x yv w zhepatic portal vein fig. 8.1hepatic veinhepatic artery        (a) complete table 8.1 to identify the named structures.    table 8.1     name of structure  letter label   duodenum   gall bladder   liver   pancreas   stomach     [5]    ",
+            "13": "13  \u00a9 ucles 2006 0610/02/m/j/06 [turn over  for  examiner's  use  (b) (i)  name the liquid that is stored in the gall bladder.   [1]     (ii) name a hormone that affects the storage of glycogen in the liver.   [1]     (c) fig. 8.2 shows the rate of digestion of protein by two different enzymes, a and  b, over a  range of ph.    rate of digestion of protein 2468 1 0 1 2 phenzyme aenzyme b fig. 8.2       (i) name the structure, shown in fig. 8.1, in which enzyme a will be most active.   [1]    (ii) name the structure, shown in fig. 8.1, in which enzyme b will be most active.   [1]   ",
+            "14": "14  \u00a9 ucles 2006 0610/02/m/j/06  for  examiner's  use (d) (i)  name the blood vessel, shown in fig. 8.1, that would contain blood with the highest  oxygen concentration.   [1]     (ii) which part of the blood carries oxygen?   [1]    (iii) name the blood vessel, shown in fig. 8.1, that would contain blood with the highest urea concentration.   [1]    (iv) which part of the blood carries urea?   [1]    [total: 13]   ",
+            "15": "15   0610/02/m/j/06 blank page",
+            "16": "16    permission to reproduce items where third-par ty owned material protected by copyright is  included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holder s, 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 university of cambridge local examinations syndicate (ucles),  which is itself a department  of the university of cambridge.     0610/02/m/j/06  blank page "
+        },
+        "0610_s06_qp_3.pdf": {
+            "1": "centre number candidate number name      university of cambridge international examinations  international general certificate of secondary education     biology  0610/03     paper 3  extended   may/june 2006  1 hour 15 minutes   candidates answer on the question paper.  no additional materials are required.         read these instructions first     write your centre number, candidate number and name on all the work you hand in.  write in dark blue or black pen. you may use a pencil for any diagrams or graphs. do not use staples, paper clips, highlighters, glue or correction fluid.    answer all questions. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question.    for examiner\u2019s use   1    2    3    4    5    6    total     this document consists of 13 printed pages and 3 blank pages.  ib06 06_0610_03/2rp  \u00a9 ucles 2006  [turn over    ",
+            "2": "2  \u00a9 ucles 2006 0610/03/m/j/06   blank page                                       question 1 starts on page 3    ",
+            "3": "3  \u00a9 ucles 2006 0610/03/m/j/06 [turn over  for  examiner's  use 1 (a) draw a straight line to match the diagram of each tissue with its function. the first has  been completed for you.    moves dust and bacteria up the bronchi of amammal transports water and minerals through thestem of a plantcontracts to cause movement withinanimalscarries oxygen around the body of mammalsabsorbs water and minerals from soilfor the plant (not drawn to same scale)   [4]      (b) explain why a leaf is described as an organ, not a tissue.           [3]       [total: 7]",
+            "4": "4  \u00a9 ucles 2006 0610/03/m/j/06 for  examiner's  use 2 (a) annelids and nematodes are both worm-like animals.     state two features that distinguish annelids from nematodes.  1.     2.    [2]      (b) fungi are a difficult group to classify because they have features found in both animals and plants.     state one \u2018animal feature\u2019 and one \u2018plant feature\u2019 that fungi possess.  \u2018animal feature\u2019     \u2018plant feature\u2019    [2]     ",
+            "5": "5  \u00a9 ucles 2006 0610/03/m/j/06 [turn over  for  examiner's  use  (c) (i) draw a large, labelled diagram to show two features present in most viruses.                                             [3]    (ii) outline how the human immunodeficiency virus (hiv) affects the immune system.         [3]      [total: 10]   ",
+            "6": "6  \u00a9 ucles 2006 0610/03/m/j/06 for  examiner's  use 3 ahmed entered a very dark room. his irises responded by changing the pupil size and  gradually he could see shapes of objects in the room. dust in the air made him sneeze. suddenly the door slammed shut, causing his heart beat to speed up. he switched on the light to find the door and he grabbed the door handle\u2026\u2026      (a) complete the table by stating two voluntary actions and two involuntary actions  described in the text above.    voluntary actions involuntary actions  1.   1.          2.   2.            [4]       (b) actions are caused by the stimulation of effectors.    (i) name the two different types of effector in the body.  1.   2.  [2]     (ii) state the type of neurone that stimulates effectors.   [1]     ",
+            "7": "7  \u00a9 ucles 2006 0610/03/m/j/06 [turn over  for  examiner's  use  (c) plants also respond to stimuli such as light.     (i) state the name of the response of plants to light.   [1]     ahmed was provided with several young plant shoots and a sample of auxin.     (ii) describe an experiment he could carry out to show that auxin causes bending of a shoot.               [4]     (iii) explain the mechanism that results in a shoot bending towards light.           [3]       (d) synthetic plant hormones behave in a similar way to auxins. describe how synthetic plant hormones are effective as weedkillers.       [2]      [total: 17]   ",
+            "8": "8  \u00a9 ucles 2006 0610/03/m/j/06 for  examiner's  use 4 insulin is a hormone produced to control blood glucose levels. diabetics do not have a  natural ability to control these levels.    (a) define the term hormone .     [2]      (b) with reference to the pancreas and the liver, describe the role of insulin in controlling  blood glucose levels.             [4]      (c)   \u007f insulin is a protein.  \u007f diabetics can control their blood glucose levels artificially by injecting insulin. \u007f many medicines are swallowed as tablets.     explain what would happen to the insulin in  the stomach if it was swallowed as a tablet.       [2]     ",
+            "9": "9  \u00a9 ucles 2006 0610/03/m/j/06 [turn over  for  examiner's  use  (d) an alternative treatment to injecting insulin is being developed. the insulin is inhaled  into the lungs as a spray. it is then absorbed into the bloodstream.    (i) suggest the path the spray would take from the mouth to enter the alveoli.     [3]     (ii) suggest the process by which the insulin would pass from the alveoli into the bloodstream.   [1]    (iii) state three features of the alveoli that might help the insulin to pass into the blood stream efficiently.  1.   2.   3.  [3]     [total: 15]   ",
+            "10": "10  \u00a9 ucles 2006 0610/03/m/j/06 for  examiner's  use 5 crop production in many areas of the world needs the application of large volumes of water.  however, when the water evaporates from the soil, traces of salts are left behind. after several years, the soil becomes too salty for most plants to grow in it.     (a) (i) state three functions of water in plants.  1.   2.   3.  [3]     (ii) with reference to the water potential gradient, explain why plants may die when  grown in salty soil.         [3]     (b) some plants are able to pump salts out of their roots.    (i) name the process plants could use to pump salts out of their roots.   [1]     (ii) suggest how the process named in (i) could affect the rate of growth of the plants if  the process was operating all the time.         [2]     (iii) plants need mineral salts for normal, healthy growth. complete the table by naming  two minerals that plants need and stating their functions.    mineral name function     1     2     [4]   ",
+            "11": "11  \u00a9 ucles 2006 0610/03/m/j/06 [turn over  for  examiner's  use  (c) an article in a school science magazine stated, \u2018many plants contain genes which  enable them to pump salts out of their roots. these genes can be made more active by  genetic engineering, enabling the plants to remove salts before the plants are damaged.\u2019      explain whether you think that the process described in the article above is an example  of genetic engineering.         [3]       (d) some scientists believe that washing the salts out of the soil using even more water is a better alternative to genetic engineering.     state two problems that could be caused by washing the soil with extra water.  1.   2.  [2]     [total:18]",
+            "12": "12  \u00a9 ucles 2006 0610/03/m/j/06 for  examiner's  use 6 fig. 6.1 shows population pyramids for a developing country and a developed country.    1 0 864202468 1 0developing country 65 45 15 0agemales females percentage of total population1 0 864202468 1 0developed country 65 45 15 0agemales females percentage of total population fig. 6.1      (a) describe how the percentage of people in  the population varies with age in    (i) a developing country,         (ii) a developed country.     [3]       (b) these countries have a similar population size.   compare the two pyramids. state one difference between the populations     (i) at under 15,         (ii) over 65.     [2]  ",
+            "13": "13  \u00a9 ucles 2006 0610/03/m/j/06 [turn over  for  examiner's  use  (c) the pyramids can also be used to compare proportions of males and females in a  population.    state one way in which these pyramids are similar for people who live more than 65  years.   [1]     (d) with reference to x and y chromosomes, explain the expected ratio of males to  females at birth.                           [4]   ",
+            "14": "14  \u00a9 ucles 2006 0610/03/m/j/06 for  examiner's  use (e) fig. 6.2 shows survival curves for developing and developed countries, based on  samples of 10  000 people. the graph can be used to estimate the average life  expectancy, defined as the age at which 50% of people in the sample are still alive.    0 1 02 03 04 05 06 07 08 09 0 age (years) fig. 6.210 000 5000 0number of survivorsdeveloped country developing country     (i) using fig. 6.2, estimate the average life expectancy for people in a developing country and a developed country. write your answers in the table.     average life expectancy  developing country   developed country    [1]     (ii) suggest two reasons for the difference in life expectancy.  1.     2.    [2]     [total:13]",
+            "15": "15   0610/03/m/j/06  blank page",
+            "16": "16    permission to reproduce items where third-par ty owned material protected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the publis her (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 t he university of cambridge local examinations syndicate (ucles),  which is itself a department  of the university of cambridge.     0610/03/m/j/06  blank page "
+        },
+        "0610_s06_qp_5.pdf": {
+            "1": "centre number candidate number name      university of cambridge international examinations  international general certificate of secondary education     biology  0610/05     paper 5  practical test   may/june 2006  1 hour   candidates answer on the question paper.  additional materials:  as listed in instructions to supervisors.         read these instructions first     write your centre number, candidate number and name on all the work you hand in.  write in dark blue or black pen. you may use a pencil for any diagrams or graphs. do not use staples, paper clips, highlighters, glue or correction fluid.    answer both  questions.   at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question.          for examiner\u2019s use     1      2      total     this document consists of 7 printed pages and 1 blank page.  ib06 06_0610_05/3rp  \u00a9 ucles 2006  [turn over    ",
+            "2": "2  \u00a9 ucles 2006 0610/05/m/j/06  for  examiner's  use answer both  questions.    write your answers in the spaces provided.    1 in this question you are to investigate the energy content of food substances.    fig. 1.1 shows the apparatus you will use.    fig. 1.1thermometer clamp to hold test tube water (20  cm3) burning food (0.5 g) held on mounted needle       \u007f measure 20 cm3 of water and pour into the test tube.  \u007f clamp the test tube in the stand as shown in fig. 1.1.     (a) (i)  draw a table in which information about the mass  of the food s1, volume of water,  its initial and final temperatures  and rise in temperature will be recorded.                              [3]   ",
+            "3": "3  \u00a9 ucles 2006 0610/05/m/j/06 [turn over  for  examiner's  use   \u007f measure and record the temperature of the water.    \u007f carefully  stick the mounted needle into the food s1.    \u007f hold the food in a flame until it starts to burn.    \u007f move the food so that it is burning under the test tube (see fig. 1.1).    \u007f keep the food under the test tube until the flame goes out.    \u007f try to relight the food and move it under the test tube again.    \u007f repeat until it will no longer relight.    \u007f carefully put the mounted needle down on the heatproof mat.    \u007f immediately, measure and record the temperature of the water.       (ii) complete the table. [3]      the energy contained in the food s1 can be calculated using the formula below.    energy =volume of water  \u00d7  rise in temperature  \u00d7  4.2 mass of food s1     (iii) use the formula to calculate the energy content (in joules per gram) of the food s1.     show your working.                  energy content =  j  g-1 [3]     (iv) convert your answer into kilojoules per gram.  energy content =  kj  g-1 [1]     ",
+            "4": "4  \u00a9 ucles 2006 0610/05/m/j/06  for  examiner's  use  (b) this is not a very accurate way of finding out the energy value of a piece of food.     (i) suggest two reasons why the result may not be accurate.  1    2   [2]     (ii) suggest how the method could be improved to increase the accuracy and reliability.             [2]      (c) table 1.1 shows the results of similar experiments using 1g samples of different substances.    table 1.1    substance energy content /  kj  carbohydrate 5  fat 10  protein 2  food s1       (i) complete the table to show the energy content, in kj, of 1g of food s1. [1]                ",
+            "5": "5  \u00a9 ucles 2006 0610/05/m/j/06 [turn over  for  examiner's  use (ii) on the grid below, plot a suitable graph to compare the energy content per gram of  the four different substances.          [4]     (iii) use this information to suggest the main food substance present in food s1.     give a reason for your answer.         [2]     [total : 21]    ",
+            "6": "6  \u00a9 ucles 2006 0610/05/m/j/06  for  examiner's  use 2 s2 is a seedling that has been growing in moist soil in the light.    (a) (i)  make a large, labelled drawing of the seedling.                                              [6]    (ii) measure the length of your drawing. draw a line to show where you made the measurement.  length of drawing     measure the length of the seedling.  length of seedling      calculate the magnification of your drawing.    show your working.              magnification =  [3]  ",
+            "7": "7  \u00a9 ucles 2006 0610/05/m/j/06  for  examiner's  use  (b)  s3 is a seedling of the same species as s2 that has been allowed to germinate and  grow in the dark.     (i) state two visible  differences between s2 and s3.  1    2   [2]     (ii) suggest two reasons for these differences.  1    2   [2]      (c) suggest how you could carry out an investigation into the effect of gravity on the growth of the young root of germinating seeds.                         [6]     [total : 19]     ",
+            "8": "8    permission to reproduce items where third-par ty owned material protected by copyright is  included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holder s, 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 university of cambridge local examinations syndicate (ucles),  which is itself a department  of the university of cambridge.     0610/05/m/j/06  blank page "
+        },
+        "0610_s06_qp_6.pdf": {
+            "1": "this document consists of 12 printed pages.  ib06 06_0610_06/5rp   \uf6d9 ucles 2006  [turn over   university of cambridge international examinations   international general certificate of secondary education      biology       paper 6 alternative to practical 0610/06        may/june 2006     candidates answer on the question paper.   no additional materials are required 1 hour                                      read these instructions first    write centre number, candidate number and name on all the work you hand in.  write in dark blue or black pen.  you may use a pencil for any diagrams or graphs.  do not use staples, paper clips, highlighters, glue or correction fluid.  do not  write in the barcode.  do not  write in the grey areas between the pages.    answer all questions.    the number of marks is given in brackets [  ] at the end of each question or  part question.   candidate name centrenumber candidatenumbe r for examiner's use 1 23 total/k2a/k30/k36/k31/k30/k30/k36/k2a",
+            "2": "2  \u00a9 ucles 2006 0610/06/m/j/06 for  examiner's  use 1 fig.1.1 shows a diagram of a groundnut plant, arachis hypogaea.      the flower stalks grow downwards so that the fruits develop below the soil surface.   fig. 1.2 shows the mature fruits, one of which has been cut open.    fig. 1.1 fig. 1.2     ",
+            "3": "3  \u00a9 ucles 2006 0610/06/m/j/06 [turn over  for  examiner's  use  (a) (i) make a large, labelled drawing of the open fruit and its contents.                               [5]     (ii) measure the length of your drawing.    measure the length of the same structure in fig. 1.2.     calculate the magnification of your drawing.    show your working.         magnification   [3]     ",
+            "4": "4  \u00a9 ucles 2006 0610/06/m/j/06 for  examiner's  use  (b) a student investigated the energy content of a seed.     a seed was weighed and its mass recorded in table 1.1. the seed was firmly attached  to the end of a mounted needle. a large test tube containing 20 cm\u00b3 of water was held in a clamp stand, with a thermometer and a stirrer. the apparatus is shown in fig. 1.3.    fig. 1.3seed mounted needle      /square4 the temperature of the water at the start was recorded in table 1.1.    /square4 the seed was set alight by placing it in a flame for a few seconds.    /square4 the burning seed was held under the test tube until the seed was completely burnt.    /square4 the water was stirred immediately. the highest temperature of the water was  recorded in table 1.1.   ",
+            "5": "5  \u00a9 ucles 2006 0610/06/m/j/06 [turn over  for  examiner's  use  (i) complete table 1.1 by calculating the rise in temperature. [1]    table 1.1     mass of  seed /  g volume of  water /  cm3 temperature at  the start /  \u00bac highest  temperature /   \u00bac rise in temperature /   \u00bac     0.5 20 29 79       the energy contained in the seed can be calculated using the formula below.   energy = volume of water \u03c7 rise in temperature \u03c7 4.2   mass of seed \u03c7 1000    (ii) using the formula calculate the energy content of the seed.    show your working.       energy content  kj  g-1 [2]     ",
+            "6": "6  \u00a9 ucles 2006 0610/06/m/j/06 for  examiner's  use  the same method was used to find the energy content of some food substances. the  results are shown in table 1.2.    table 1.2     food  substance mass of food  burnt /  g starting  temperature /   \u00bac final  temperature /   \u00bac rise in  temperature /   \u00bac energy content  / kj g-1  starch 0.62 31 65 34 4.61  sugar 0.54 30 59 29 4.51  fat 0.56 30 90 60 9.00  protein 0.40 31 52 21 4.41   ",
+            "7": "7  \u00a9 ucles 2006 0610/06/m/j/06 [turn over  for  examiner's  use  (iii) on the grid below, plot a suitable graph to compare the energy content per gram of  the four different food substances and the seed from (b)(ii).             [4]   (vi) use this information to suggest the main food substance present in the seed.   [1]       (c) describe how you would test for the presence of reducing sugars in a seed.       [3]     [total : 19 marks]    ",
+            "8": "8  \u00a9 ucles 2006 0610/06/m/j/06 for  examiner's  use 2 fig. 2.1 shows a young bean seedling which had been grown in the dark and then placed  horizontally on the surface of some damp soil.      the seedling was kept well watered and exposed to the light for 2 days.  fig. 2.2 shows the seedling after 2 days.    fig. 2.1 fig. 2.2       (a) describe the changes in appearance of the shoot  and the root of the seedling after 2 days.    (i) shoot      [2]    (ii) root      [2]     ",
+            "9": "9  \u00a9 ucles 2006 0610/06/m/j/06 [turn over  for  examiner's  use  (b) describe the processes involved in the changes of directional growth of the shoot of the  seedling.                   [6]     [total : 10]     ",
+            "10": "10  \u00a9 ucles 2006 0610/06/m/j/06  for  examiner's  use 3 fig 3.1 shows a choice chamber.     /square4 this apparatus can be used to study the behaviour of small invertebrates, such as  woodlice, in different conditions.    /square4 60 woodlice were introduced through the central hole.    /square4 the four sections of the choice chamber had different conditions as shown in fig. 3.1.     dark and dry     dark and moist      light and dry     light and moist    dark and drydark and moist light and moistlight and dry surface viewcentral hole moist paper dry paper keyside view moist darklid fig. 3.1      /square4 the choice chamber was left undisturbed for 10 minutes.    /square4 the numbers of woodlice in each section were counted.    /square4 the numbers were recorded in table 3.1.    /square4 these woodlice were released into their natural environment.    /square4 the investigation was repeated with three more samples of woodlice.    ",
+            "11": "11  \u00a9 ucles 2006 0610/06/m/j/06 [turn over  for  examiner's  use  (a) (i)     table 3.1    sample of woodlice 1st 2nd 3rd 4th total averagedark and moist 47 565249 204 51light and moist 402282dark and dry 8457light and dry 1012      complete table 3.1. the calculations for the moist sections have been completed for  you.      [2]     (ii)  plot the average number of woodlice in each condition on the pie chart  below.    pie chart    [3]    ",
+            "12": "12    copyright acknowledgements:    question 1 fig. 1.1 \u00a9 s. harrison; oxford book of food plants ; oxford university press; 19 69. by permission of oxford university press.    question 1 fig. 1.2 \u00a9 a. king; agriculture: an introduct ion for southern africa ; cambridge university press; 1985.    permission to reproduce items where third-party owned material protect ed by copyright is included has been sought and cleared w here  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 university of cambridge local examinations syndicate (ucles),  which is  itself a department of the university of cambridge.   .    \u00a9 ucles 2006 0610/06/m/j/06  for  examiner's  use  (b) (i) state which conditions the woodlice prefer.   [1]     (ii) suggest how this behaviour might help the woodlice to survive in their natural habitat.       [2]        (c) suggest how you could improve this investigation to make the results more reliable.             [3]     [total 11]      "
+        },
+        "0610_w06_qp_1.pdf": {
+            "1": "     university of cambridge international examinations    international general certificate of secondary education        biology 0610/01       paper 1  multiple choice    october/november 2006        45 minutes     additional materials: multiple choice answer sheet      soft clean eraser      soft pencil (type b or hb is recommended)                          read these instructions first     write in soft pencil.    do not use staples, paper clips, highlighters, glue or correction fluid.   write your name, centre number and candidate number on the answer sheet in the spaces provided unless   this has been done for you.      there are forty  questions on this paper. answer all questions. for each question there are four possible    answers  a, b, c and d.   choose the one you consider correct and record your choice in soft pencil on the separate answer sheet.     read the instructions on the answer sheet very carefully.     each correct answer will score one mark. a mark will not be deducted for a wrong answer.   any rough working should be done in this booklet.                                                  this document consists of 17 printed pages and 3 blank pages.  ib06 11_0610_01/3rp   \uf6d9 ucles 2006  [turn over  ",
+            "2": "2    \u00a9 ucles 2006 0610/01/o/n/06 1 living animals release carbon dioxide.    this is an example of which life process?  a excretion  b movement  c nutrition  d sensitivity     2 which of these features is used to classify organisms as flowering plants?  a roots with hairs  b seeds within fruits  c single-celled spores  d underground stems    3 the diagram shows some cells.    cell membrane cytoplasm nucleus    what are these cells?  a liver cells  b palisade cells  c red blood cells  d white blood cells     ",
+            "3": "3    \u00a9 ucles 2006  0610/01/o/n/06  [turn over  4 the diagram shows a leaf.        use the key to identify the leaf.  1 leaf with several small leaflets \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026 go to 2   leaf with one large leaf blade\u2026\u2026\u2026\u2026.\u2026\u2026\u2026\u2026\u2026. go to 3  2 leaflets broad and flat \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026.. a   leaflets narrow and hair-like \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026 b  3 leaf with smooth edge \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026.. c   leaf with toothed edge \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026.. d     5 the photomicrograph shows a cell from a type of pondweed.    p qs r    which parts labelled on the diagram indicate that this is a plant cell?  a p and r b p and s c q and r d q and s    ",
+            "4": "4    \u00a9 ucles 2006 0610/01/o/n/06 6 the diagram shows some of the main organs in the human body.    trachea heart diaphragm stomachlung oesophagus liver intestine     which group of organs belongs to the same organ system?  a diaphragm, oesophagus, trachea  b heart, liver, lungs  c heart, stomach, trachea   d oesophagus, intestine, stomach      7 why is the epidermis of a leaf an example of a tissue?  a the cells all have a similar structure and function.  b the cells allow light to pass through.  c the cells allow water to enter them by osmosis.  d the cells are covered by a waxy cuticle.    8 on a dry, sunny day, water vapour moves through the stomata of a leaf.    which phrase describes this movement?  a into the leaf by diffusion  b into the leaf by osmosis  c out of the leaf by diffusion  d out of the leaf by osmosis     ",
+            "5": "5    \u00a9 ucles 2006  0610/01/o/n/06  [turn over  9 the dots represent molecules of a gas in four tubes.    in which tube do more molecules move from x to y than in the opposite direction?    xy a bcd      10 the graph shows the results of experiments in which the activity of an enzyme was measured at  different ph values.     1234 ph5678increasing enzymeactivityoptimum ph     in which part of the alimentary canal would this enzyme be likely to work?  a mouth cavity  b oesophagus c small intestine d stomach     ",
+            "6": "6    \u00a9 ucles 2006 0610/01/o/n/06 11 the apparatus shown in the diagram was used for an experiment on starch digestion.    which tube would contain most sugar after 20 minutes?    tube a tube b tube c tube d starch solutionstarch solutionandamylasestarchsolutionandamylase water bath at 15  oc water bath at 37  oc      12 the table shows four substances and the parts of the plant to which they are transported.     substance part of plant  1 amino acids flower buds  2 carbon dioxide leaf cells  3 sucrose root cells  4 water stomata    which are examples of translocation?  a 1 and 2 b 1 and 3 c 2 and 4 d 3 and 4      13 in humans, where does most absorption of digested food take place?  a colon  b kidney  c liver  d small intestine    ",
+            "7": "7    \u00a9 ucles 2006  0610/01/o/n/06  [turn over  14 the graph shows how the rate of transpiration is affected by x.     rate of transpiration x    what is x?  a humidity  b light intensity c soil moisture  d temperature     15 the table shows nutrients found in a biscuit.    which nutrient needs no digestion?    a fat 3.0  g  b glucose 2.8  g  c protein 3.5  g  d starch 5.5  g    16 by which process is food moved through the alimentary canal?  a assimilation  b digestion  c ingestion  d peristalsis     ",
+            "8": "8    \u00a9 ucles 2006 0610/01/o/n/06 17 the diagram shows the circulation of blood in the body, through the heart, lungs and other  organs.    lungs other organsheartx     what is the name of x ?  a left atrium (auricle)  b right atrium (auricle)  c left ventricle  d right ventricle      18 what is produced during anaerobic respiration in muscles?     alcohol carbon dioxide lactic acid  a \u0013 \u0013 \u0017  b \u0017 \u0013 \u0013  c \u0017 \u0013 \u0017  d \u0017 \u0017 \u0013    ",
+            "9": "9    \u00a9 ucles 2006  0610/01/o/n/06  [turn over  19 which chemical contains energy that is released in aerobic respiration?  a carbon dioxide  b glucose  c oxygen  d water      20 in an experiment to investigate anaerobic respiration, two bottles are set up in a warm room, as  shown in the diagram.    balloonpq balloon yeast and watersugar, yeastand water     what would happen to each balloon after one day?    pq apq b pq cpq d     ",
+            "10": "10    \u00a9 ucles 2006 0610/01/o/n/06 21 what describes the excretion of urea?     removal of  undigested  food removal of  metabolic  wastes removal of  substances  in excess removal of  toxic products   a \u0017 \u0017 \u0013 \u0013 key  b \u0017 \u0013 \u0013 \u0013 \u0013 true  c \u0013 \u0017 \u0017 \u0013 \u0017 not true  d \u0013 \u0013 \u0013 \u0017      22 the average percentage of water in human urine is 96  %. this percentage changes when  conditions change.    which set of conditions will make the percentage of water in the urine decrease most?    conditions   temperature of the  surroundings amount of activity volume of water  drunk  a low low high  b low high low  c high low high  d high high low    ",
+            "11": "11    \u00a9 ucles 2006  0610/01/o/n/06  [turn over  23 the diagram shows the muscles which control the size of the pupil in an eye.    radial musclesiris pupilcircular muscles     how do the muscles make the pupil larger?     circular muscles radial muscles  a contract contract  b contract relax  c relax contract  d relax relax     24 how often is an egg usually released from the ovaries of a woman?  a once a week  b once every 14 days  c once every 28 days  d once every 9 months    ",
+            "12": "12    \u00a9 ucles 2006 0610/01/o/n/06 25 the diagram shows seedlings in an experiment on the tropic response of shoots to gravity and  light.    shootshoot start of experiment in the dark3 days later shootshoot start of experiment 3 days laterlight from one sideto show the effect of gravity to show the effect of light     how has the shoot responded?     to gravity to light   a \u0013 \u0013 key  b \u0013 \u0017 \u0013 = tropic response shown  c \u0017 \u0013 \u0017 = no tropic response shown  d \u0017 \u0017       26 which is correct for sexual reproduction in flowering plants?     number of plants involved number of gametes  a always 1 more female than male  b always 1 more male than female  c 1 or 2 more female than male  d 1 or 2 more male than female    ",
+            "13": "13    \u00a9 ucles 2006  0610/01/o/n/06  [turn over  27 four test-tubes were set up as shown in the diagram and left for one week.    in which test-tube would the seeds germinate fastest and grow the most?    in warm room in warm room in warm room in fridgeabcd seeds on dry cotton woolseeds on wet cotton woolseeds on wet cotton wool water water no water seedswater boiled to remove oxygenoil layercotton  wool plug       28 the graph shows how dry mass of a plant changes with time.    timedry mass q rp     the letters represent three stages in the life cycle of a plant.    which letter represents each stage?     green leaves  developing seed seed  germinating  a p q r  b q r p  c r p q  d q p r    ",
+            "14": "14    \u00a9 ucles 2006 0610/01/o/n/06 29 which is a sudden change in a gene or chromosome?   a allele  b genotype  c mutation  d phenotype      30 a gene for the colour of hair in mice has two alleles. b represents the allele for grey hair, and b  represents the allele for white hair.    a mouse with grey hair breeds with a mouse with white hair producing four offspring, with  genotypes bb, bb, bb and bb.    what are the genotypes of the parents?  a both heterozygous  b both homozygous dominant  c one heterozygous and one homozygous dominant  d one heterozygous and one homozygous recessive     31 a heterozygous tall pea plant, tt, is self-fertilised.    what are the offspring most likely to be?  a all tall plants  b all plants of medium height  c one tall plant to three short plants  d three tall plants to one short plant      32 which term can be described as \u2018many different species living together, interacting with each  other and with their physical environment\u2019?  a a food chain  b a food web c a nutrient cycle d an ecosystem     ",
+            "15": "15    \u00a9 ucles 2006  0610/01/o/n/06  [turn over  33 the diagram shows a food chain.    trophic level:producers 1herbivores 2carnivores 3top carnivores 4    if the carnivores in trophic level 3 suddenly die out as a result of disease, in which trophic levels  will the number of organisms be likely to decrease ?  a 1 and 2  b 1 and 4  c 2 only  d 2 and 4      34 what is not  part of the carbon cycle?  a animals eating plants   b evaporation from a river  c fungi decomposing dead organisms  d plants absorbing carbon dioxide       35 the diagram shows a simplified water cycle.    water vapour in the atmosphere water in the soilplantsanimals 123     which processes do arrows 1, 2 and 3 represent?     respiration precipitation transpiration  a 2 1 3  b 3 1 2  c 3 2 1  d 1 3 2    ",
+            "16": "16    \u00a9 ucles 2006 0610/01/o/n/06 36 the oxygen concentration in this aquarium was measured over a period of time.        it increased during daylight and decreased at night.    which processes caused these results?     oxygen increase (day) oxygen decrease (night)  a animal nutrition decay  b decay animal nutrition  c movement photosynthesis  d photosynthesis respiration     37 the graph shows the changes in a human population.    number of people timex     what could have caused the decrease in population at x?  a more medicines available  b introduction of new  diseases  c increasing food supply  d decrease in population of predators     ",
+            "17": "17    \u00a9 ucles 2006  0610/01/o/n/06   38 what is an effect of deforestation?  a more erosion  b more species  c more transpiration  d more variety of habitats      39 weeds are growing in a crop.    what should be used to remove the weeds?  a artificial fertiliser  b herbicide  c organic manure  d pesticide     40 a pollutant causes a type of plant to lose its green colour.    how will this pollutant affect plants of this type over a long period of time?  a colourless mutants will survive.  b larger leaves will be produced.  c there will be no long-lasting effects.  d this type of plant will not survive.     ",
+            "18": "18     0610/01/o/n/06 blank page  ",
+            "19": "19     0610/01/o/n/06   blank page  ",
+            "20": "20      permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here 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 university of cambridge local examinations syndicate (ucles),  which is itself a department  of the university of cambridge.    0610/01/o/n/06 blank page  "
+        },
+        "0610_w06_qp_2.pdf": {
+            "1": "this document consists of 17 printed pages and 3 blank pages.  ib06 11_0610_02/4rp   \uf6d9 ucles 2006  [turn over   university of cambridge international examinations   international general certificate of secondary education      biology       paper 2 0610/02        october/november 2006     candidates answer on the question paper.   no additional materials are required 1 hour 15 minutes                                      read these instructions first    write your centre number, candidate number and name on all the work you hand in.  write in dark blue or black pen.  you may use a pencil for any diagrams or graphs.  do not use staples, paper clips, highlighters, glue or correction fluid.  do not  write in the barcode.  do not  write in the grey areas between the pages.    answer all questions.    at the end of the examination, fasten all your work securely together.  the number of marks is given in brackets [  ] at the end of each question or  part question.   candidate name centrenumber candidatenumbe r*061002* for examiner's use 1 234 5 67 8 9 total",
+            "2": "2  \u00a9 ucles 2006 0610/02/o/n/06  for  examiner's  use 1 four of the classes of vertebrates and five possible descriptions of these classes are shown  below.     draw a straight line to match each class of vertebrate to its description.   class of vertebrate   description     body with naked skin, two  pairs of limbs  bird     body with hair, two pairs  of limbs  fish     body with feathers, one  pair of wings  mammal     body with scales, with fins reptile     body with scaly skin, two  pairs of limbs or no limbs    fig. 1.1    [total: 4]   ",
+            "3": "3  \u00a9 ucles 2006 0610/02/o/n/06 [turn over  for  examiner's  use 2 (a) many communities treat their sewage and release non-polluting water into a local river.     what is meant by the term sewage ?       [2]      (b) sometimes the sewage treatment works cannot deal with all of the sewage and  untreated material is released into the river.     suggest the likely effects of releasing untreated sewage into a river.             [4]     [total: 6]   ",
+            "4": "4  \u00a9 ucles 2006 0610/02/o/n/06  for  examiner's  use 3 fig. 3.1 shows a food web from the african grasslands.    impalaleopard scorpion locusthawk snakebaboon seed-eating birdticktick bird grass fig. 3.1     (a) (i)  name an organism from this food web that is a  primary consumer  [1]    tertiary (third level) consumer  [1]    producer  [1]    (ii) using information only from fig. 3.1, complete the food chain.     \u2192  \u2192  \u2192  \u2192 leopard [1]   ",
+            "5": "5  \u00a9 ucles 2006 0610/02/o/n/06 [turn over  for  examiner's  use  (b) fig. 3.2 shows a pyramid of numbers for a food chain from this food web.    3rd trophic level fig. 3.2       which organism in the food web would occupy the 3rd trophic level in this pyramid of  numbers?   [1]       (c) in some years a plague of locusts occurs.    predict and explain what could happen to the population of baboons when this occurs.             [4]      [total: 9] ",
+            "6": "6  \u00a9 ucles 2006 0610/02/o/n/06  for  examiner's  use 4 a survey of berries from a number of bushes of one species in a school grounds showed  variation in their mass. berries were collected at random and 50 had their mass determined.  table 4.1 shows the results of their investigation.    table 4.1    mass of berry /  g  1.3 0.6 1.6 1.3 1.2  1.0 1.3 1.2 0.4 1.1  1.3 0.9 0.4 1.4 1.2  1.0 1.0 0.6 1.5 1.2  1.1 0.5 1.1 1.3 1.1  0.3 1.3 0.5 1.2 0.5  1.1 1.3 1.0 0.6 1.4  1.4 1.2 1.4 1.2 1.3  0.6 1.3 1.2 0.7 1.2  0.5 0.6 1.3 1.3 1.4      (a) (i)  complete table 4.2 for the number of berries of mass 1.2  g and 1.3  g.    table 4.2    mass of berry /  g number of  individuals 0.3 1  0.4 2  0.5 4  0.6 5  0.7 1  0.8 0  0.9 1  1.0 4  1.1 5  1.2   1.3   1.4 5  1.5 1  1.6 1   [2] ",
+            "7": "7  \u00a9 ucles 2006 0610/02/o/n/06 [turn over  for  examiner's  use    (ii) plot on the grid below the data in table 4.2 as a histogram.    mass of berry  / g     [5]      (b) state, with a reason, the type of variation illustrated by the berries with masses between  0.3  g and 0.7  g.       [2]     [total: 9]   ",
+            "8": "8  \u00a9 ucles 2006 0610/02/o/n/06  for  examiner's  use 5 (a) fig. 5.1 shows a dicotyledonous flower in section.    fig. 5.1      label on fig. 5.1 using label lines     (i) a petal, [1]    (ii) a sepal, [1]    (iii) a stamen. [1]      (b) table 5.1 shows one difference between insect-pollinated flowers and wind-pollinated  flowers. complete table 5.1 by listing three  more differences.    table 5.1    insect-pollinated flowers wind-pollinated flowers  bright coloured petals green petals that are not obvious              [3]     ",
+            "9": "9  \u00a9 ucles 2006 0610/02/o/n/06 [turn over  for  examiner's  use  (c) (i)  state where pollination happens in a flower.   [1]     (ii) state where fertilisation happens in a flower.   [1]                               question 5 continues on page 10   ",
+            "10": "10  \u00a9 ucles 2006 0610/02/o/n/06  for  examiner's  use  (d) fig. 5.2 shows a tree and the surrounding ground where seeds may land when they are  dispersed from the tree.    a b b a fig. 5.2     suggest reasons why seeds landing in area a are more likely to grow into young trees  than those landing in area b.             [4]     [total: 12] ",
+            "11": "11   0610/02/o/n/06 [turn over  blank page                                        question 6 is on page 12",
+            "12": "12  \u00a9 ucles 2006 0610/02/o/n/06  for  examiner's  use 6 fig. 6.1 shows the teeth in the lower jaw of an adult human.    x y z fig. 6.1      (a) (i)  name the teeth labelled x, y and z.  x  y  z  [3]    (ii) describe the functions of teeth x and z.  x    z    [2]      (b) name one mineral and one vitamin that are essential for the healthy development of  teeth.  mineral   vitamin  [2]     ",
+            "13": "13  \u00a9 ucles 2006 0610/02/o/n/06 [turn over  for  examiner's  use  (c) fig. 6.2 shows a section through a tooth.    gumdentine fig. 6.2       (i) tooth decay is caused by bacteria getting into the dentine. explain how bacteria  can enter the dentine.         [3]     (ii) list three actions you could take to reduce the risk of tooth decay.  1    2    3   [3]     [total: 13]    ",
+            "14": "14  \u00a9 ucles 2006 0610/02/o/n/06  for  examiner's  use 7 (a) describe two ways in which arteries differ in structure from veins.  1     2    [2]      (b) (i)  name the artery that carries blood with a low oxygen concentration.   [1]     (ii) state in which organ urea is added to the blood and in which organ it is removed  from the blood.  urea added to blood   urea removed from blood  [2]       (c) (i)  state how many times a red blood cell must pass through the heart when it travels  from the lungs and returns to the lungs.   [1]    (ii) the heart beats more than 100 000 times every day. it is vital that the heart  remains healthy.    list three ways of keeping your heart healthy.  1    2    3   [3]     [total: 9]   ",
+            "15": "15   0610/02/o/n/06 [turn over  blank page                                        question 8 is on page 16",
+            "16": "16  \u00a9 ucles 2006 0610/02/o/n/06  for  examiner's  use 8 (a) fig. 8.1 shows a section through a leaf. a leaf is designed for photosynthesis and this  process provides a supply of simple sugars for a plant.    chloroplast spongy mesophyllcells stoma fig. 8.1       (i) state the function of the chloroplasts in photosynthesis.     [1]     (ii) describe and explain the advantage of the d istribution of the chloroplasts as shown  in fig. 8.1.       [2]     (iii) suggest the function of the stomata and the spaces between the spongy mesophyll  cells in the process of photosynthesis.         [3]     ",
+            "17": "17  \u00a9 ucles 2006 0610/02/o/n/06 [turn over  for  examiner's  use  (b) (i)  name the tissue that transports the sugars made by photosynthesis to other parts  of the plant.   [1]     (ii) name the mineral ion that is used to form proteins.   [1]    [total: 8]    ",
+            "18": "18  \u00a9 ucles 2006 0610/02/o/n/06  for  examiner's  use 9 fig. 9.1 shows an alveolus in which gaseous exchange takes place.    capillary wallwall of alveolus red blood cells fig. 9.1oxygen diffuses into blood      (a) (i)  define the term diffusion .       [2]     (ii) state what causes oxygen to diffuse into the blood from the alveoli.     [1]     (iii) list three features of gaseous exchange surfaces in animals, such as humans.  1    2    3   [3]     ",
+            "19": "19  \u00a9 ucles 2006 0610/02/o/n/06 for  examiner's  use  (b) (i)  at high altitudes there is less oxygen in the air than at sea level.   suggest how this might affect the uptake of oxygen in the alveoli.       [2]     (ii) in the past some athletes have cheated by injecting themselves with extra red blood cells before a major competition.   predict how this increase in red blood cells might affect their performance.       [2]     [total: 10]   ",
+            "20": "20    permission to reproduce items where third-party owned material prote cted by copyright is included has been sought and cleared w here  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 university of cambridge local examinations syndicate (ucles),  which is  itself a department of the university of cambridge.     0610/02/o/n/06  blank page "
+        },
+        "0610_w06_qp_3.pdf": {
+            "1": "this document consists of 15 printed pages and 1 blank page.   ib06 11_0610_03/4rp   \uf6d9 ucles 2006  [turn over   university of cambridge international examinations   international general certificate of secondary education      biology       paper 3 extended 0610/03        october/november 2006     candidates answer on the question paper.   no additional materials are required 1 hour 15 minutes                                      read these instructions first    write your centre number, candidate number and name on all the work you hand in.  write in dark blue or black pen.  you may use a pencil for any diagrams or graphs.  do not use staples, paper clips, highlighters, glue or correction fluid.  do not  write in the barcode.  do not  write in the grey areas between the pages.    answer all questions.    the number of marks is given in brackets [  ] at the end of each question or  part question.   candidate name centrenumber candidatenumbe r*061003* for examiner\u2019s use 1 234 5 6 total",
+            "2": "2  \u00a9 ucles 2006 0610/03/o/n/06  for  examiner's  use 1 fig. 1.1 shows five mammals.    body length ab c de fig. 1.1(mammals not drawn to scale)      (a) use the key to identify each of these mammals. write the letter for each mammal in table 1.1.       1 tail more than half that of body length go to 2   tail less than half that of body length go to 4 2 ears at top of head, with thick tail sciurus caroliniensis    ears at side of head, with thin tail go to 3  3 nose pointed, nose length longer than its depth sorex araneus    nose blunt, nose length shorter than its depth clethrionomys glareolus   4 front legs as wide or wider than long talpa europaea    front legs longer than wide oryctolagus cuniculus    ",
+            "3": "3  \u00a9 ucles 2006 0610/03/o/n/06 [turn over  for  examiner's  use table 1.1     name of mammal letter    clethrionomys glareolus      oryctolagus cuniculus      sciurus caroliniensis     sorex araneus     talpa europaea     [4]      (b) fig. 1.2 shows a young deer feeding from its mother.    fig. 1.2        state two features of the deer, visible in fig. 1.2, that distinguish mammals from other  vertebrates.  1   2  [2]     [total: 6]    ",
+            "4": "4  \u00a9 ucles 2006 0610/03/o/n/06  for  examiner's  use 2 a human tooth was suspended in hydrochloric acid and left for 24 hours, as shown in   fig. 2.1. when the tooth was removed and washed, the lower part, to which the cotton was attached, was no longer hard, but soft an d rubbery. after replacing the tooth in the  acid for another 24 hours, the rest of the tooth was also soft.    glass rod cotton thread hydrochloric acid tooth fig. 2.1        (a) (i)  name the part of the tooth to which the cotton was attached.   [1]    (ii) name the type of human tooth used in this experiment. state two reasons for your  answer.  type of tooth    reason 1     reason 2    [3]     (iii) with reference to tooth structure, suggest and explain why the lower part of the tooth became soft before the upper part.           [3]     ",
+            "5": "5  \u00a9 ucles 2006 0610/03/o/n/06 [turn over  for  examiner's  use  fig. 2.2 shows a tube of \u2018white teeth\u2019 toothpaste.    white teethph 8.5 contains:sodium fluorideantibacterial agent fig. 2.2       (b) state and explain two reasons why regular brushing with this toothpaste would help to  protect teeth from decay.  1       2      [4]      (c) brushing is not the only way of protecting teeth from decay.    state two other ways of maintaining healthy teeth.  1     2    [2]     [total: 13]   ",
+            "6": "6  \u00a9 ucles 2006 0610/03/o/n/06  for  examiner's  use 3 in 2003, 25  000 square kilometres of amazon rainforest were cut down and cleared. the  land was then used for agriculture, producing beef and soya beans for export. however,  within three years the land was no longer suitable for agriculture and had to be abandoned.      (a) (i)  state the term used for cutting down and clearing areas of forest.   [1]     (ii) complete table 3.1, to state different reasons why forests are cut down. the first  has been done for you.    table 3.1      reason   1 for agricultural land  2   3     [2]     (iii) outline and explain the likely effects of clearing forests.                         [6]   ",
+            "7": "7  \u00a9 ucles 2006 0610/03/o/n/06 [turn over  for  examiner's  use  (b) soya beans and beef produced on the land are both good sources of protein. table 3.2  shows the nutritional content of products made from soya and beef.    table 3.2     nutritional content per 100  g of product  product energy / kj protein / g saturated fat  / g fibre / g  corned beef 905 26.9 12.1 0.0  soya sausages 1128 19.0 2.1 2.0     (i) using data from table 3.2, state and explain two reasons why soya sausages may  be healthier than corned beef as a major item in the diet.  1      2     [4]     (ii) soya beans are harvested from plants. cor ned beef is produced from cattle that  have fed on grass.    explain why it is more energy efficient for humans to eat soya products as a source  of protein than corned beef. use the food chains involved to support your answer.               [4]     [total: 17]     ",
+            "8": "8  \u00a9 ucles 2006 0610/03/o/n/06  for  examiner's  use 4 fig. 4.1 shows the change in percentage of disease-causing bacteria that were resistant to  the antibiotic penicillin from 1991 to 1995.    30 25201510 50 1991 1993 time  / years1995percentage of bacteriaresistant topenicillin fig. 4.1       (a) (i)  describe the change in the percentage of bacteria resistant to penicillin between  1991 and 1995.       [2]     (ii) explain how a population of antibiotic-resistant bacteria can develop.               [4]     ",
+            "9": "9  \u00a9 ucles 2006 0610/03/o/n/06 [turn over  for  examiner's  use  (b) although bacteria can cause disease, many species are useful in processes such as  food production and maintaining soil fertility.    (i) name one type of food produced using bacteria.   [1]    (ii) outline the role of bacteria in maintaining soil fertility.           [3]     ",
+            "10": "10  \u00a9 ucles 2006 0610/03/o/n/06  for  examiner's  use  (c) bacteria are also used in genetic engineering.     fig. 4.2 outlines the process of inserting human insulin genes into bacteria using  genetic engineering.    isolated plasmidsdna plasmiddna thread isolatedinsulin gene production of insulinhuman cell bacterium chromosomesin nucleus1 2 3 7654 8 9 fig. 4.2      ",
+            "11": "11  \u00a9 ucles 2006 0610/03/o/n/06 [turn over  for  examiner's  use  complete the table below by identifying one of the stages shown in fig. 4.2 that  matches each  description.    description of  the stage number of  the stage     the plasmids are removed  from the bacterial cell     a chromosome is removed  from a healthy human cell     plasmids are returned to the  bacterial cell     restriction endonuclease  enzyme is used     bacterial cells are allowed to  reproduce in a fermenter     [5]    [total: 15]   ",
+            "12": "12  \u00a9 ucles 2006 0610/03/o/n/06  for  examiner's  use 5 (a) a typical dicotyledonous leaf contains a number of different types of cells, including:     guard cells , palisade mesophyll, spongy mesophyll  and upper epidermal cells.    using the types of cells listed above, complete the table by    (i) writing the types of cells in the order that sunlight passes through them,    (ii) stating the proportion of chloroplasts in each of the types of cells. use the terms none , some  and many .    type of cell number of  chloroplasts                 [3]    stomatal pores are surrounded by pairs of guard cells. when the stomata are closed the  rate of photosynthesis is affected, due to a limiting factor.     (b) (i)  write a balanced equation, using chemical symbols, for the process of  photosynthesis.   [2]    (ii) define the term limiting factor.        [2]     (iii) state the factor that limits photosynthesis when the stomata are closed.   [1]    ",
+            "13": "13  \u00a9 ucles 2006 0610/03/o/n/06 [turn over  for  examiner's  use  (c) vascular bundles, containing xylem and phloem tissue, are situated in the leaf.     (i) describe the structure of xylem tissue.         [3]     (ii) state the functions of xylem and phloem.  function of xylem     function of phloem    [4]       (d) some plants close their stomata during the hottest part of the day, despite the effect on photosynthesis. suggest what benefit this might be to the plants.     [1]     [total: 16]   ",
+            "14": "14  \u00a9 ucles 2006 0610/03/o/n/06  for  examiner's  use 6 fig. 6.1 shows a side view of the female reproductive system.    fig. 6.1      (a) using label lines and the  letters  given, label the following on fig. 6.1.    s. where the penis is inserted during sexual intercourse     d. where a diaphragm (cap) would be placed to prevent pregnancy     m. where an ovum matures    f. where an ovum would be fertilised    e.  where an embryo would become implanted [5]      (b) explain how     (i) the ovum passes down to the uterus,       [2]     (ii) the structure of a sperm enables it to reach the ovum,       [2]     (iii) a zygote has a diploid number of chromosomes,       [2]  ",
+            "15": "15  \u00a9 ucles 2006 0610/03/o/n/06 for  examiner's  use  (iv) the level of a hormone which prevents menstruation remains high during  pregnancy, even after the corpus luteum has broken down.       [2]     [total: 13]   ",
+            "16": "16    permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here  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 university of cambridge local examinations syndicate (ucles), which is  itself a department of the university of cambridge.     0610/03/o/n/06  blank page "
+        },
+        "0610_w06_qp_5.pdf": {
+            "1": "centre number candidate number name      university of cambridge international examinations  international general certificate of secondary education     biology  0610/05     paper 5 practical test   october/november 2006  1 hour   candidates answer on the question paper.  additional materials:    as listed in instructions to supervisors.         read these instructions first     write your centre number, candidate number and name in the spaces provided at the top of this page.  write in dark blue or black pen. you may use a pencil for any diagrams or graphs. do not use staples, paper clips, highlighters, glue or correction fluid.    answer both  questions.  at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question.                         for examiner\u2019s use   1    2    total     this document consists of 7 printed pages and 1 blank page.  ib06 11_0610_05/2rp  \u00a9 ucles 2006  [turn over    ",
+            "2": "2  \u00a9 ucles 2006 0610/05/o/n/06  for  examiner's  use 1 in this question you are going to investigate transport in plants.    you are provided with a length of stem of a flowering plant, w1, that has been standing in a  coloured solution.     carefully cut across the stem and examine the freshly cut surfaces with a hand lens.     (a) (i)  make a large, labelled drawing of one of the cut surfaces of the stem.    on your drawing, indicate clearly the position of the coloured dye.                                  [5]    (ii) measure the diameter of your drawing.  diameter of drawing     measure the diameter of the stem.  diameter of stem      calculate the magnification of your drawing.   show your working.               magnification =  [3]  ",
+            "3": "3  \u00a9 ucles 2006 0610/05/o/n/06 [turn over  for  examiner's  use  (b) fig. 1.1 is a diagram of a section across the stem of a different flowering plant, w2.    coloured dye     fig. 1.1       describe the differences in the distribution of the coloured dye in the two plant stems.         [2]      (c) suggest how you could carry out an experiment to compare the effects of one named   external  factor on the rate at which water moves up through a plant.                     [5]     ",
+            "4": "4  \u00a9 ucles 2006 0610/05/o/n/06  for  examiner's  use  (d) you are provided with a solution, w3, that is translocated in the stem of plant w1.     (i) state how you would test the solution for the presence of reducing sugars.       [2]     (ii) state two safety precautions that could be taken when carrying out this test.  1  2 [2]     (iii) test solution w3 for the presence of reducing sugars.    record your observations and conclusion.  observations   conclusion  [2]     (iv) sucrose is not a reducing sugar. boiling sucrose solution with acid converts the sucrose to reducing sugars.  w4 is a solution of w3 that has been boiled with acid.    test solution w4 for the presence of reducing sugars.    record your observations and conclusion.  observations   conclusion  [2]     (v) using the information in (iii) and (iv) and your conclusions, suggest what type of  sugar is transported through the stem.   [1]    [total: 24]   ",
+            "5": "5  \u00a9 ucles 2006 0610/05/o/n/06 [turn over  blank page                                   question 2 starts on page 6    ",
+            "6": "6  \u00a9 ucles 2006 0610/05/o/n/06  for  examiner's  use 2 you are supplied with specimen w5.   fig. 2.1 shows four other animals belonging to the same main group of invertebrates.    w6 w7 w8 w9     fig. 2.1      (a) (i)  name the main group (phylum) of invertebrates to which all these animals belong.   [1]    (ii) state one feature of w5 that is characteristic of this main group.   [1]     ",
+            "7": "7  \u00a9 ucles 2006 0610/05/o/n/06 [turn over  for  examiner's  use  (b) (i)  name the sub-group (class) to which w5 belongs.   [1]     (ii) state three features, visible on w5, that are characteristic of this group.  1  2  3 [3]      (c) use the following key to identify each of the animals, w5 \u2013 w9.    if necessary, remove parts of w5 to count them. keep the specimen to use later in the  question.   1 more than 4 pairs of legs  lithobiomorpha     4 pairs of legs or less  go to 2   2 4 pairs of legs  go to 3      3 pairs of legs  go to 4   3 2 pairs of jointed antennae  decapoda     no jointed antenna  araneae   4 1 pair of wings diptera     2 pairs of wings odonata      w5   w6   w7   w8   w9  [5]     ",
+            "8": "8    permission to reproduce items where thir d-party owned material protected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holder s, 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.    \u00a9 ucles 2006 0610/05/o/n/06 for  examiner's  use  (d) when dilute hydrochloric acid is added to calcium carbonate, carbon dioxide is  produced.    w10 is part of the protective covering of a mollusc.    add a few drops of dilute hydrochloric acid to each  of the specimens w5 and w10.     (i) observations  w5     w10    [2]     (ii) use your observations to explain the conclusions that you can make about the  chemical composition of the protective coverings of these animals.     conclusions             [3]     [total: 16]   "
+        },
+        "0610_w06_qp_6.pdf": {
+            "1": "  this document consists of 8 printed pages and 4 blank pages.  ib06 11_0610_06/5rp   \uf6d9 ucles 2006  [turn over   university of cambridge international examinations   international general certificate of secondary education      biology       paper 6 alternative to practical 0610/06        october/november 2006     candidates answer on the question paper.   no additional materials are required 1 hour                                      read these instructions first    write your centre number, candidate number and name on all the work you hand in.  write in dark blue or black pen.  you may use a pencil for any diagrams or graphs.  do not  use staples, paper clips, highlighters, glue or correction fluid.  do not  write in the barcode.  do not  write in the grey areas between the pages.   answer all questions.    at the end of the examination, fasten all your work securely together.  the number of marks is given in brackets [  ] at the end of each question or  part question.   candidate name centrenumber candidatenumbe r for examiner's use 1 23 total*061006*",
+            "2": "2  \u00a9 ucles 2006 0610/06/o/n/06  for  examiner's  use 1 fig. 1.1 shows a young plant with its roots submerged in a container filled with a solution  containing mineral salts and a coloured dye.    coloured solution (not to scale) fig. 1.1        fig. 1.2 shows a section of a root and fig. 1.3 shows a section of a stem.    root fig. 1.2stem fig. 1.3     (a) (i)  shade in the tissue to identify where the coloured solution may be found in the  section of the root, fig. 1.2 and stem, fig. 1.3.   [2]    (ii) name the tissue, in both fig. 1.2 and fig. 1.3, that you have shaded.   [1]    ",
+            "3": "3  \u00a9 ucles 2006 0610/06/o/n/06 [turn over  for  examiner's  use  (b) (i) name the structures through which most of the solution will be absorbed into the  roots.   [1]     (ii) indicate by means of an arrow on fig. 1.1, one place where these structures are  shown. [1]     (c) describe how you would compare the rate of uptake of the coloured solution by the  plant in fig. 1.1 with another plant that has had its roots cut off.                   [6]     [total: 11]   ",
+            "4": "4  \u00a9 ucles 2006 0610/06/o/n/06  for  examiner's  use 2 fig. 2.1 shows the upper surface of an animal.    x     fig. 2.1      (a) make a large drawing of the body of this animal and the leg labelled x.    label  one of the eyes and two  features of the back leg.                                        [6]   ",
+            "5": "5  \u00a9 ucles 2006 0610/06/o/n/06 [turn over  for  examiner's  use  figs. 2.2, 2.3 and 2.4, show other examples of the same group (phylum). each belongs to a  different sub-group (class).    fig. 2.2 fig. 2.3 fig. 2.4  [these animals are not all drawn to the same scale]      (b) (i)  name the main group (phylum) to which these animals belong.   [1]    (ii) describe one feature that is characteristic of all these animals.   [1]    (iii) complete the table to indicate one special feature which makes each sub-group  (class) different from all the others.     fig. 2.2 fig. 2.3 fig. 2.4         [3]     (iv) name each sub-group (class).  fig. 2.2   fig. 2.3   fig. 2.4  [3]     [total: 14]   ",
+            "6": "6  \u00a9 ucles 2006 0610/06/o/n/06  for  examiner's  use 3 fig. 3.1 was set up with a number of respiring maggots placed in the large test tube. the  apparatus was left for 20 minutes and then a drop of coloured liquid was introduced into the  capillary tube as shown.    scale capillary tubecoloured liquidcliprubber tubing glass tubing maggots zinc gauze sodium hydroxide fig. 3.1       during the next 5 minutes, the drop of coloured liquid moved along the capillary tube. the  sodium hydroxide absorbs carbon dioxide.       (a) (i)  explain why the drop of coloured liquid moved towards the test tube.           [3]     (ii) describe a suitable control for this investigation.       [2]     ",
+            "7": "7   0610/06/o/n/06 [turn over  blank page                                        question 3 continues on page 8",
+            "8": "8  \u00a9 ucles 2006 0610/06/o/n/06  for  examiner's  use  a second sample of maggots was used in an experiment to show the effect of different  temperatures on respiration. the distance that the drop of coloured liquid moved along the  capillary tube was measured over a period of 60 seconds at each temperature. the drop of coloured liquid was moved back to the start of the capillary tube before each reading was taken. the results are shown in table 3.1.    table 3.1     temperature /  \u00bac distance moved by  drop of coloured  liquid / mm 20 41  25 63  30 96  35 168  40 120    (b) (i)  using the results given, plot a graph to show the effect of temperature on  respiration.                                                  [5] ",
+            "9": "9  \u00a9 ucles 2006 0610/06/o/n/06 [turn over  for  examiner's  use  (ii) with reference to your graph, describe the effect of temperature on the respiration  of the maggots.         [3]     (iii) explain the results at 35\u00bac.         [2]     [total: 15]   ",
+            "10": "10   0610/06/o/n/06 blank page",
+            "11": "11   0610/06/o/n/06 blank page",
+            "12": "12  copyright acknowledgements:    question 2 fig. 2.1 \u00a9 http://perso.wanadoo.fr/laurent.marzec/pisidia.htm     permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here  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 university of cambridge local examinations syndicate (ucles), which is  itself a department of the university of cambridge.     0610/06/o/n/06  blank page "
+        }
+    },
+    "2007": {
+        "0610_s07_qp_1.pdf": {
+            "1": "    this document consists of 16 printed pages.  ib07 06_0610_01/3rp  \u00a9 ucles 2007  [turn over      *3725898241* university of cambridge international examinations  international general certificate of secondary education       biology 0610/01     paper 1 multiple choice  may/june 2007     45 minutes    additional materials: multiple choice answer sheet    soft clean eraser    soft pencil (type b or hb recommended)       read these instructions first    write in soft pencil.  do not use staples, paper clips, highlighters, glue or correction fluid. write your name, centre number and candidate number on the answer sheet in the spaces provided  unless this has been done for you.   there are forty  questions on this paper. answer all questions. for each question there are four possible  answers a, b, c and d.   choose the one you consider correct and record your choice in soft pencil on the separate answer sheet.   read the instructions on the answer sheet very carefully.    each correct answer will score one mark. a mark will not be deducted for a wrong answer. any rough working should be done in this booklet.       ",
+            "2": "2    \u00a9 ucles 2007 0610/01/m/j/07 1 which process involves the release of energy from food substances in all living cells?  a breathing  b nutrition  c respiration  d transpiration      2 which of the four vertebrates in the table is a mammal?     scaly skin hair four limbs tail   a \u0013 \u0017 \u0013 \u0013 key  b \u0013 \u0013 \u0017 \u0013 \u0013= present  c \u0017 \u0017 \u0013 \u0017 \u0017= not present  d \u0017 \u0013 \u0013 \u0013     3 the picture shows an animal.        what is the name of this animal according to the binomial system ?  a catus  b felis leo   c male african lion   d top african jungle carnivore     ",
+            "3": "3    \u00a9 ucles 2007 0610/01/m/j/07  [turn over  4 the diagram shows a fish.    pectoral fin pelvic finanal fincaudal findorsal fin     use the key to identify the fish.  1 black stripe across the eye ..\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026 go to 2  no black stripe across the eye ..\u2026.\u2026\u2026\u2026.. a  2 black stripe on caudal fin \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026. go to 3  no black stripe on caudal fin \u2026\u2026\u2026\u2026\u2026\u2026\u2026 b  3 black spot below dorsal fin \u2026\u2026\u2026\u2026\u2026\u2026.\u2026\u2026\u2026.. c  no black spot below dorsal fin \u2026\u2026\u2026\u2026\u2026\u2026. d     5 which structures are found in a human sperm cell?     cell membrane cell wall haploid nucleus   a \u0013 \u0017 \u0017 key  b \u0013 \u0017 \u0013 \u0013 = present  c \u0013 \u0013 \u0013 \u0017 = not present  d \u0017 \u0013 \u0013     6  what is cytoplasm?  a a fluid-filled space   b a jelly-like substance  c a surrounding wall  d a tiny green disc    ",
+            "4": "4    \u00a9 ucles 2007 0610/01/m/j/07 7 the diagram shows some of the structures found in the human abdomen.    x y     what type of structures are x and y?     x y  a organ organ  b organ organ system  c organ system tissue  d tissue organ system    8 cilia are present on the surface of the cells of the trachea. the cilia of a smoker work less  effectively than those of a non-smoker.    how does this affect the smoker?  a less carbon dioxide is released.  b less oxygen is released.  c more bacteria enter the lungs.  d more mucus is removed from the lungs.      9 what is an example of osmosis?  a carbon dioxide goes out through the stomata of a leaf.  b digested food is absorbed from the small intestine.  c oxygen goes into the blood from an alveolus.  d water enters a plant root from the soil.     ",
+            "5": "5    \u00a9 ucles 2007 0610/01/m/j/07  [turn over  10 the diagram shows an experiment on diffusion.    permeable bag20  % sugar solutionsugar solution x     more sugar diffuses out of the bag than diffuses in.    what is the concentration of sugar in solution x?  a 10  % b 20  % c 30  % d 40  %      11 the temperature of an enzyme-controlled reaction is increased by 10  \u00b0c.    how does this affect the rate of reaction?  a it always increases the rate.  b it always decreases the rate.  c it may increase or decrease the rate.  d it has no effect on the rate.     12 an enzyme from the stomach that digests protei n, and cooked egg white that contains protein,  are placed in four test-tubes.    when the egg white is digested the mixture becomes clear.    which tube becomes clear first?    a egg white and enzyme acid temperature 20  \u00b0cb egg white and enzyme acid temperature 37  \u00b0cc egg white and enzyme alkali temperature 20  \u00b0cd egg white and enzyme alkali temperature 37  \u00b0c    ",
+            "6": "6    \u00a9 ucles 2007 0610/01/m/j/07 13 the diagrams show the arrangement of cells in a section of a green leaf.    which arrow represents the diffusion of the most oxygen during bright sunlight?    a b c d      14 which elements do carbohydrates contain?  a carbon, hydrogen and oxygen  b carbon, hydrogen and sulphur  c carbon, nitrogen and oxygen  d carbon, nitrogen and sulphur    ",
+            "7": "7    \u00a9 ucles 2007 0610/01/m/j/07  [turn over  15 the diagram shows the human alimentary canal, with a string marked in metres beside it.    oesophagus anus0 1 2 3 4 56789string marked in metres     how long is the small intestine?  a 2 m b 6 m c 8 m d 9 m     16 what is a function of the human blood system?  a carrying eggs from the ovary to the uterus  b carrying glucose from the gut to the liver  c carrying partly digested food from the mouth to the stomach  d carrying urine from the kidney to the bladder    ",
+            "8": "8    \u00a9 ucles 2007 0610/01/m/j/07 17 the diagram shows the stem of a plant. a strip of the outer tissue including the phloem has been  removed.    xylem phloem     how is transport in the plant affected?  a amino acids and sucrose cannot pass to the roots.  b dissolved salts cannot pass to the leaves.  c water cannot pass to the leaves.  d water cannot pass to the roots.      18 the diagram shows how the appearance of a pot ted plant changes over a period of four days.        which environmental conditions are most likely to cause this change?     humidity light intensity  a high high  b high low  c low high  d low low    ",
+            "9": "9    \u00a9 ucles 2007 0610/01/m/j/07  [turn over  19 why is yeast used in breadmaking?  a to provide alcohol  b to provide carbon dioxide  c to provide oxygen  d to provide lactic acid      20 which features are present in gaseous exchange surfaces?     large surface area moist thick walls   a \u0013 \u0013 \u0017 key  b \u0013 \u0017 \u0013 \u0013 = present  c \u0017 \u0013 \u0013 \u0017 = not present  d \u0013 \u0013 \u0013      21 which component of cigarette smoke is most likely to cause lung cancer?  a carbon dioxide  b carbon monoxide  c nicotine  d tar    22 what is an example of homeostasis?  a breathing in oxygen  b regulating blood glucose  c removing undigested food through the anus   d urinating to empty the bladder    ",
+            "10": "10    \u00a9 ucles 2007 0610/01/m/j/07 23 the table shows an analysis of urine and of blood after filtration in the kidney.    percentage of substance in  substance  blood urine  glucose 0.10 0.00  salts 0.30 0.60  urea 0.03 2.00  water 90.00 97.00    which substance is completely reabsorbed by the kidney?  a glucose  b salts  c urea  d water      24 the diagram shows a neurone.    x y     which structures could be found at  x and y?     x y  a brain intestine  b brain leg  c eye hand  d skin spinal cord     25 the diagram shows shoots of maize seedlings.    which shoot shows negative geotropism?    ab cd light light gravity gravity     ",
+            "11": "11    \u00a9 ucles 2007 0610/01/m/j/07  [turn over  26 where are the male gametes produced in a flowering plant?  a petal  b sepal  c stamen  d stigma      27 the diagram shows the changes that occur to the uterus lining during the menstrual cycle.    12827 26 25 24 2322212019181716151413 12 11 10 98765432 lining of uterus gets thicker lining of uterusday     when do the following stages occur in this cycle?     bleeding lining starts to  break down uterus lining  thickens  a days 13 \u2013 14 days 6 \u2013 25 days 1 \u2013 4  b days 1 \u2013 4 days 26 \u2013 27 days 6 \u2013 25  c days 6 \u2013 25 days 1 \u2013 4 days 26 \u2013 27  d days 1 \u2013 4 days 13 \u2013 14 days 6 \u2013 25     ",
+            "12": "12    \u00a9 ucles 2007 0610/01/m/j/07 28 the diagrams show a plant cell p changing to become cell q.     pq     what do the changes between p and q show?  a development and germination  b germination and mitosis  c growth and development  d mitosis and growth      29 which graph shows the change in dry mass from the time a seed starts to germinate (x) until  green leaves have appeared above the soil (y)?    a timedry massb timedry massc timedry massd timedry mass xy xy xy xy      30 which feature of a human is controlled by genes only?  a age at death  b blood group  c dietary deficiency disease  d lung cancer     31 a dominant allele  a causes only harmful characteristics.  b is responsible for male characteristics.  c never undergoes mutation.  d produces the same phenotype in heterozygotes and homozygotes.     ",
+            "13": "13    \u00a9 ucles 2007 0610/01/m/j/07  [turn over  32 in one type of plant, the allele for red flowers (r) is dominant to the allele for white flowers (r).     a plant with red flowers is crossed with a plant with white flowers. half of the offspring have red  flowers and half have white flowers.    what are the genotypes of the parent plants?  a r and r  b rr and rr  c rr and rr  d rr and rr      33 in an ecosystem, plants absorb sunlight.    which other organisms in the ecosystem depend on this process for their energy?     animals decomposers   a \u0013 \u0013 key  b \u0013 \u0017 \u0013= depend  c \u0017 \u0013 \u0017= do not depend  d \u0017 \u0017      34 the diagram shows a pyramid of biomass for all organisms in an ecosystem.    which organisms are herbivores?    a bcd      ",
+            "14": "14    \u00a9 ucles 2007 0610/01/m/j/07 35 a single tree is food for a large population of caterpillars. several small birds eat the caterpillars.  the small birds are eaten by a bird of prey.    which is the pyramid of numbers for this food chain?    ab cd       36 the diagram shows part of the water cycle.    water vapour in the air compounds in living plants compounds in living animalsp     which process in living plants is responsible for returning water vapour to the air at p?  a combustion  b condensation  c photosynthesis  d respiration     ",
+            "15": "15    \u00a9 ucles 2007 0610/01/m/j/07  [turn over  37 how will soil erosion and rainfall be affected by deforestation?     soil erosion rainfall  a decrease  decrease   b decrease  increase  c increase increase  d increase decrease     38 which graph shows the growth of a p opulation where there are no limiting factors?    00 timepopulation sizea 00 timepopulation sizeb 00 timepopulation sizec 00 timepopulation sized     39 which human activity helps to prevent the extinction of animal species?  a creating more farmland  b creating nature reserves  c destroying natural habitats d extracting natural resources     ",
+            "16": "16      permission to reproduce items where third-party owned material protected by copyright  is included has been sought and cleared w here possible. every  reasonable effort has been made by the publis her (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 t he 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.    \u00a9 ucles 2007 0610/01/m/j/07 40 the diagram shows an area being developed for industry and agriculture.    trees being cut down to provide agricultural landfertilisers, herbicides and pesticides applied to the land lakesmoke containing sulphur dioxide factory     which would be the most likely to cause an initial increase in plant life in the lake?  a fertilisers  b herbicides  c pesticides  d smoke       "
+        },
+        "0610_s07_qp_2.pdf": {
+            "1": "    this document consists of 19 printed pages and 5 blank pages.  ib07 06_0610_02/5rp  \u00a9 ucles 2007  [turn over      *7021514936* for examiner's use  1   2   3   4   5   6   7   8   9   10   total   university of cambridge international examinations  international general certificate of secondary education       biology 0610/02     paper 2 core  may/june 2007     1 hour 15 minutes    candidates answer on the question paper.    no additional materials are required.       read these instructions first    write your centre number, candidate number and name on all the work you hand in.  write in dark blue or black pen.  you may use a pencil for any diagrams or graphs. do not use staples, paper clips, highlighters, glue or correction fluid.  do not  write in any barcodes.    answer all questions.    at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part  question.   ",
+            "2": "2  \u00a9 ucles 2007 0610/02/m/j/07  for  examiner's  use 1 (a) figs. 1.1 \u2013 1.4 show organisms or parts of organisms (not drawn to scale).      ab fig. 1.1     (i) state which of the drawings shows a monocotyledon leaf. state one reason for  your choice.     [1]      d c fig. 1.250  mm       (ii) state which of the drawings shows an annelid. state one reason for your choice.     [1]   ",
+            "3": "3  \u00a9 ucles 2007 0610/02/m/j/07 [turn over  for  examiner's  use  ef fig. 1.3      (iii) state which of the drawings shows an arachnid. state one reason for your choice.     [1]      gh fig. 1.4     (iv) state which of the drawings shows a crustacean. state one reason for your  choice.     [1]   ",
+            "4": "4  \u00a9 ucles 2007 0610/02/m/j/07  for  examiner's  use  (b) the length of the drawing of worm c, in fig. 1.2, is shown. the actual length of the  worm is 5  mm. calculate the magnification of this drawing. show your working.               magnification   [2]    [total: 6]    ",
+            "5": "5   0610/02/m/j/07 [turn over  blank page",
+            "6": "6  \u00a9 ucles 2007 0610/02/m/j/07  for  examiner's  use 2 fig. 2.1 shows a flower of a dicotyledon.     nectaryc ab fig. 2.1      (a) name parts a and b, shown on fig. 2.1.  a   b  [2]      (b) state the function of part c.      [1]       (c) the flower shown in fig. 2.1 is insect pollinated. describe how two features, visible in fig. 2.1, would be different in a wind pollinated flower.  1     2    [2]     ",
+            "7": "7  \u00a9 ucles 2007 0610/02/m/j/07 [turn over  for  examiner's  use  (d) complete table 2.1 by placing a tick ( /checkbld) in the boxes to show which processes happen  during the reproduction of flowering plants and which happen during the reproduction  of humans.    table 2.1    process flowering plants humans  fertilisation    germination    implantation    pollination    sexual intercourse    [2]      (e) (i)  while visiting a new region of forest a student found an unknown plant.     hanging from it were some structures with bright red outer coverings.    these contained some soft fleshy tissue. in this tissue were many seeds with hard  outer coats.     suggest, with reasons, how these seeds might be dispersed.  method of dispersal   reasons      [3]     (ii) suggest which conditions in the forest would allow these seeds to germinate and  grow into young plants.          [3]    [total: 13]     ",
+            "8": "8  \u00a9 ucles 2007 0610/02/m/j/07  for  examiner's  use 3 (a) fig. 3.1 shows the variation in the height of human adults in an african population.       percentage of population height  / cm fig. 3.1     state the type of variation shown by this data.   [1]    ",
+            "9": "9  \u00a9 ucles 2007 0610/02/m/j/07 [turn over  for  examiner's  use  (b) in britain 42% of the population have bl ood group a. the frequency of the other blood  groups is: b (9%), ab (3%) and o (46%).     (i) plot the data, as a bar chart, on fig. 3.2. [2]    50 40302010 blood groupfrequency % fig. 3.2      (ii) complete the following sentence.  height is controlled by environment and by genes but human blood groups  are controlled only by  . [1]      (c) sometimes human characteristics are altered by mutations.     (i) define the term mutation .     [1]     (ii) suggest two factors that could increase the rate at which mutations occur.  1   2  [2]    [total: 7]   ",
+            "10": "10  \u00a9 ucles 2007 0610/02/m/j/07  for  examiner's  use 4 the table shows the area of tropical forests in some parts of the world and the rate of their  destruction during the period 1990 \u2013 2000.    region of the world area of forest   in 2000 / km2 area destroyed each  year 1990 \u2013 2000 / km2 annual percentage  rate of destruction  a 697 000 13 000 1.8  b 1 389 000 18 000 1.3  c 2 154 000 15 000 0.7  d 117 000 2 000 1.7  e 434 000 12 000 2.8  f 8 399 000 84 000 1.0     (a) (i)  state which region had the greatest area of forest destroyed each year.   [1]     (ii) state which region had the highest annual percentage rate of destruction.   [1]    (iii) use the data to suggest what the area of tropical forest in region f will be in 2100.   [1]    (iv) predict which region will have the smallest area of forest in the year 2010.   [1]     (b) tropical forests produce a large mass of dead vegetation each year which is decomposed.    (i) name one type of microorganism that decomposes this dead plant matter.   [1]    (ii) name two substances that are released during decomposition that benefit the  plants in the forest.  1   2  [2]     ",
+            "11": "11  \u00a9 ucles 2007 0610/02/m/j/07 [turn over  for  examiner's  use  (c) tropical forest is often cleared to provide ground for crop growth. however, after about  three years, this land has to be abandoned and a new area is cleared. suggest why a new area is needed after about three years of crop growing.         [3]    [total: 10]     ",
+            "12": "12  \u00a9 ucles 2007 0610/02/m/j/07  for  examiner's  use 5 fig. 5.1 shows the carbon cycle. the arrows represent the various processes that happen  in the cycle.      carbon dioxide in air carbon compounds in plantscarbon compounds in fossil fuelscarbon compounds in dead animals and plantse b acd g fbox x fig. 5.1death + excretion       (a) (i)  complete the diagram by filling in box x. [1]    (ii) state the letters of two arrows that represent respiration.   and  [2]    (iii) state the letter of the arrow that can only represent combustion in this cycle.   [1]    (iv) state the letter of the arrow that represents the process in the cycle that takes millions of years to happen.   [1]     (b) (i)  photosynthesis is not shown on the diagram. draw an arrow on fig. 5.1 to  represent photosynthesis and label it p. [1]    (ii) write a word equation for photosynthesis.   [2]    [total: 8]    ",
+            "13": "13   0610/02/m/j/07 [turn over  blank page",
+            "14": "14  \u00a9 ucles 2007 0610/02/m/j/07  for  examiner's  use 6 fig. 6.1 shows a plant cell from a leaf.     a b cf e d fig. 6.1       (a) state the letters for the three parts of this cell that only occur in plant cells.    letters  ,  and  . [3]       (b) state two differences in structure between this leaf cell and a root hair cell.     explain the reason for each difference.  difference     reason       difference     reason    [4]   ",
+            "15": "15  \u00a9 ucles 2007 0610/02/m/j/07 [turn over  for  examiner's  use  (c) (i)  describe one difference that exists between a red blood cell and a typical animal  cell.      [1]     (ii) state an advantage of this feature in a red blood cell.     [1]    [total: 9]   ",
+            "16": "16  \u00a9 ucles 2007 0610/02/m/j/07  for  examiner's  use 7 a student investigated the effect of changing ph on the rate of reaction of a digestive  enzyme.      (a) define the term enzyme .       [2]       table 7.1 shows the results of this investigation.    table 7.1    ph 1 2 3 4 5 6 7  rate of reaction /  arbitrary units 10 15 9 6 3 1 0      (b) plot the results as a line graph on fig. 7.1. [3]     rate of reaction / arbitrary units ph fig. 7.1    ",
+            "17": "17  \u00a9 ucles 2007 0610/02/m/j/07 [turn over  for  examiner's  use  (c) suggest where in the human digestive system this enzyme would have been most  active.   [1]      (d) the investigation at ph 3 was repeated but the enzyme was boiled before its use.  suggest how and why the results would have been different.       [2]    [total: 8]   ",
+            "18": "18  \u00a9 ucles 2007 0610/02/m/j/07  for  examiner's  use 8 (a) describe and explain the importance of iron and vitamin d in the diet.           [3]      (b) if you do not have a balanced diet you may suffer from malnutrition.    state two effects of malnutrition, not including minerals and vitamins.     for each effect explain how it is caused.               [4]     [total: 7]   ",
+            "19": "19  \u00a9 ucles 2007 0610/02/m/j/07 [turn over  for  examiner's  use 9 homeostasis is the maintenance of a constant internal environment, including a constant  body temperature.     (a) suggest why it is important that the body temperature of humans is kept constant.       [2]       (b) describe and explain the effect of sweating in maintaining human body temperature.             [4]    [total: 6]     ",
+            "20": "20  \u00a9 ucles 2007 0610/02/m/j/07  for  examiner's  use 10 (a) water is lost from leaves by transpiration.     (i) name the structures through which most water vapour is lost from a leaf.   [1]     (ii) name the tissue that water flows through in the stem to reach a leaf.   [1]      (b) fig. 10.1 is a graph showing the rate of water loss by a number of similar leafy shoots  under different conditions.    rate of water loss time 8 ama x b c fig. 10.1     graph line x shows the rate of water loss by a shoot in slow moving air as the  temperature increases from 8 am onwards.    (i) suggest which line would show the rate of water loss of a shoot in fast moving air as the temperature increases from 8am onwards.  line      explain your choice.  explanation    [2]  ",
+            "21": "21  \u00a9 ucles 2007 0610/02/m/j/07 [turn over  for  examiner's  use  (ii) suggest which line would show the rate of water loss of a shoot that was placed in  an airtight plastic bag at 8 am.  line     explain your choice.  explanation    [2]    [total: 6]   ",
+            "22": "22   0610/02/m/j/07  blank page    ",
+            "23": "23   0610/02/m/j/07 [turn over  blank page     ",
+            "24": "24      permission to reproduce items where thir d-party owned material protected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holder s, 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 t he cambridge assessment group. ca mbridge assessment is the brand name of university of  cambridge local examinations syndicate (ucles), which is itself a department of the university of cambridge.    0610/02/m/j/07  blank page     "
+        },
+        "0610_s07_qp_3.pdf": {
+            "1": "location entry codes         from the june 2007 session, as part of cie\u2019s continual commitment to maintaining best practice in assessment, cie has begun to use different variants of some question papers for our most popular  assessments with extremely large and widespread candidature, the question papers are closely related and  the relationships between them have been thoroughly established using our assessment expertise.  all versions of the paper give assessment of equal standard.     the content assessed by the examination papers and the type of questions are unchanged.   this change means that for this component there are now two variant question papers, mark schemes and  principal examiner\u2019s reports where previously there wa s only one.  for any individual country, it is intended  that only one variant is used.  this document contains both variants which will give all centres access to even more past examination material than is usually the case.    the diagram shows the relationship between the question papers, mark schemes and principal examiner\u2019s  reports.     question paper  mark scheme  principal examiner\u2019s report  introduction   introduction   introduction   first variant question paper  first variant mark scheme  first variant principal  examiner\u2019s report  second variant question paper  second variant mark scheme  second variant principal  examiner\u2019s report      who can i contact for further information on these changes?  please direct any questions about this to cie\u2019s customer services team at: international@cie.org.uk      www.xtremepapers.com",
+            "2": "    this document consists of 14 printed pages and 6 blank pages.  ib07 06_0610_03/4rp  \u00a9 ucles 2007  [turn over       *6033089101* for examiner's use  1   2   3   4   5   6   total   university of cambridge international examinations  international general certificate of secondary education       biology 0610/03     paper 3 extended  may/june 2007     1 hour 15 minutes    candidates answer on the question paper.    no additional materials are required.         read these instructions first    write your centre number, candidate number and name on all the work you hand in.  write in dark blue or black pen.  you may use a pencil for any diagrams or graphs. do not use staples, paper clips, highlighters, glue or correction fluid. do not  write in any barcodes.   answer all questions.  at the end of the examination, fasten all your work securely together.  the number of marks is given in brackets [  ] at the end of each question or part  question.           p",
+            "3": "2  \u00a9 ucles 2007 0610/03/m/j/07  for  examiner's  use   1 (a) name two structures, visible with a light microscope, which distinguish plant cells from  animal cells.  1   2  [2]      fig. 1.1 shows a plant cell.    x ya b c d e f     fig. 1.1     (b) (i)  complete the table by matching each of the described functions to one of the cell  parts, a \u2013 f .    description of function cell part  controls the passage of nutrients into the cell   increases in volume when the cell is placed in water   contains genetic material   prevents the cell bursting   produces glucose during photosynthesis   [5] ",
+            "4": "3  \u00a9 ucles 2007 0610/03/m/j/07 [turn over  for  examiner's  use  (ii) the actual size of the cell from x to y is 0.1  mm. calculate the magnification of   fig. 1.1. show your working.       magnification  [2]     (c) name one animal cell and one plant cell that has no nucleus when fully developed. for  each cell named, state its function.  animal cell   function   plant cell   function  [4]    [total: 13]   ",
+            "5": "4  \u00a9 ucles 2007 0610/03/m/j/07  for  examiner's  use 2 over-consumption of alcohol is a problem in some countries.     (a) (i)  state two long term effects on the body of drinking too much alcohol.  1   2  [2]     some alcohol producers have started to promote \u2018responsible drinking\u2019. fig. 2.1 shows  the label on a bottle of beer.    responsible drinkers do not exceed: 4 daily units of alcohol (men) 3 daily units of alcohol (women) 1 bottle = 2 units of alcoholthis bottle contains 500  cm3 beer fig. 2.1     (ii) using information from this label, calculate the volume of beer which would provide the recommended daily maximum alcohol intake for a responsible male drinker.       cm 3 [1]    (b) unlike most food nutrients, alcohol does not need to be digested. instead, it is readily  absorbed into the blood from, for example, the stomach.     (i) explain why most food nutrients do need to be digested.       [2]     (ii) state the main site of absorption of most products of digestion.   [1]    (iii) name one product of digestion which is not absorbed directly into the blood  stream.   [1]  ",
+            "6": "5  \u00a9 ucles 2007 0610/03/m/j/07 [turn over  for  examiner's  use  fig. 2.2 shows the relationship between blood alcohol content and the risk of having a road  accident.    30 25201510 50 0 0.05 0.1 0.15% increased risk of accident blood alcohol content  / g per 100  cm3 fig. 2.2     (c) (i)  use the graph to predict the increased risk of a road accident if a driver had a  blood alcohol content of 0.10  g per 100  cm3.  increased risk  [1]     (ii) describe the relationship shown by the graph between blood alcohol content and  the risk of having a road accident.       [2]     ",
+            "7": "6  \u00a9 ucles 2007 0610/03/m/j/07  for  examiner's  use  (iii) with reference to the nervous system, explain how drinking alcohol before driving  increases the risk of having an accident.            [3]    [total: 13]     ",
+            "8": "7   0610/03/m/j/07 [turn over  blank page   ",
+            "9": "8  \u00a9 ucles 2007 0610/03/m/j/07  for  examiner's  use 3 fig. 3.1 shows a female lion in a game reserve.     fig. 3.1    (a) (i)  state one feature, visible in fig. 3.1, which identifies the lion as a mammal.   [1]    (ii) state one other feature, not visible in fig. 3.1, which distinguishes mammals from  all other vertebrate groups.   [1]    ",
+            "10": "9  \u00a9 ucles 2007 0610/03/m/j/07 [turn over  for  examiner's  use  (b) study the eyes of the lion in fig. 3.1.     (i) suggest and explain what the light conditions were when the photograph was taken.  light conditions   explanation    [2]     (ii) explain the importance of the eyes reacting to light in this way.     [2]      (c) scientists say that lions are unable to see in colour.     suggest how a study of a lion\u2019s retina would provide evidence for this statement.     [1]       (d) the lion in fig. 3.1 was observing tourists nearby. it turned its head to see zebras  moving in the distance.    describe how the eyes of the lion would adjust to focus on the zebras.         [3]      (e) the lion was photographed in a game reserve in namibia.     explain why the conservation of animals in game reserves is important.         [3]    [total:13]   ",
+            "11": "10  \u00a9 ucles 2007 0610/03/m/j/07  for  examiner's  use 4 transpiration and translocation are processes responsible for transporting materials around  a plant.    (i) complete the table by stating the materials moved by these processes, their sources  and their sinks.    process materials moved source of materials  in the plant sink for materials in  the plant  1            2            transpiration           1            2            translocation             [6]     (ii) state two reasons why the source and sink for translocation in a plant may change at  different stages in the growth of a plant.       [2]    [total: 8]   ",
+            "12": "11   0610/03/m/j/07 [turn over  blank page   ",
+            "13": "12  \u00a9 ucles 2007 0610/03/m/j/07  for  examiner's  use 5 one variety of the moth, biston betularia , has pale, speckled wings. a second variety of the  same species has black wings. there are no intermediate forms.     equal numbers of both varieties were released into a wood made up of trees with pale bark.  examples of these are shown in fig. 5.1.    fig. 5.1     after two weeks as many of the moths were caught as possible.   the results are shown in table 5.1.    table 5.1    wing colour of moth number released number caught  pale, speckled 100 82  black 100 36     (a) (i)  suggest and explain one reason, related to the colour of the bark, for the  difference in numbers of the varieties of moth caught.       [1]     (ii) suggest and explain how the results may have been different if the moths had  been released in a wood where the trees were blackened with carbon dust from air pollution.       [2]   ",
+            "14": "13  \u00a9 ucles 2007 0610/03/m/j/07 [turn over  for  examiner's  use  table 5.2 shows the appearance and genetic make-up of the different varieties of this  species.    table 5.2    wing colour genetic make-up  pale, speckled gg; gg  black gg       (b) (i)  state the appropriate genetic terms for the table headings.  wing colour   genetic make-up  [2]     (ii) state and explain which wing colour is dominant.  dominant wing colour   explanation    [2]       (c) state the type of genetic variation shown by these moths. explain how this variation is  inherited.          [3]                     ",
+            "15": "14  \u00a9 ucles 2007 0610/03/m/j/07  for  examiner's  use  (d) heterozygous moths were interbred. use a genetic diagram to predict the proportion of  black winged moths present in the next generation.                               proportion of black winged moths =  [5]     (e) (i)  name the process that can give rise to different alleles for wing colour in a  population of moths.   [1]    (ii) suggest one  factor which might increase the rate of this process.   [1]    [total: 17]   ",
+            "16": "15   0610/03/m/j/07 [turn over  blank page   ",
+            "17": "16  \u00a9 ucles 2007 0610/03/m/j/07  for  examiner's  use 6 scientists are considering the use of a genetically engineered virus to kill a population of  the cane toad, bufo marinus, which is growing out of control in australia.     this virus will introduce a modified form of genetic material, responsible for hormone  production. the normal hormone causes the toads to mature in a similar way to hormones  causing puberty in mammals. the modified genetic material will prevent toads maturing,  leading to their death.    the toad was introduced into australia because it eats scarab beetles, a pest of sugar cane  plants. sugar cane is an important crop plant.    animals such as crocodiles and dingos are predators of the toad, but the toad can kill them  by squirting a powerful toxin.      (a) define the term genetic engineering .     [2]      (b) state which part of the virus would carry the modified genetic material.   [1]       (c) (i)  name the hormone that causes puberty in male mammals.   [1]    (ii) state two characteristics that develop in a boy when this hormone is produced.  1   2  [2]     ",
+            "18": "17  \u00a9 ucles 2007 0610/03/m/j/07 [turn over  for  examiner's  use  the toad population is increasing out of control. in terms of a sigmoid growth curve, it is in  the exponential phase.     (d) (i)  1. sketch a sigmoid growth curve using the axes below.    2. label the axes (units are not needed).   3. label the exponential phase of the curve.     [4]    (ii) suggest one limiting factor, other than viruses or predators, that could stop the  toad population rising.   [1]     (e) (i)  construct a food web  for the organisms named in this question.                      [2]    (ii) complete the table by writing each of the organisms you used in the food web in the correct column.    carnivore herbivore producer        [3]    [total : 16]   ",
+            "19": "18   0610/03/m/j/07  blank page   ",
+            "20": "19   0610/03/m/j/07 [turn over  blank page   ",
+            "21": "20      permission to reproduce items where third-par ty owned material protected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to t race 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.     0610/03/m/j/07  blank page ",
+            "22": "    this document consists of 15 printed pages and 1 blank page.  ib07 06_0610_03_tz/2rp  \u00a9 ucles 2007  [turn over       *6919518464* for examiner's use  1   2   3   4   5   6   total   university of cambridge international examinations  international general certificate of secondary education       biology 0610/03     paper 3 extended  may/june 2007     1 hour 15 minutes    candidates answer on the question paper.    no additional materials are required.         read these instructions first    write your centre number, candidate number and name on all the work you hand in.  write in dark blue or black pen.  you may use a pencil for any diagrams or graphs. do not use staples, paper clips, highlighters, glue or correction fluid. do not  write in any barcodes.   answer all questions.   at the end of the examination, fasten all your work securely together.  the number of marks is given in brackets [  ] at the end of each question or part  question.    q ",
+            "23": "2  \u00a9 ucles 2007 0610/03/m/j/07  for  examiner's  use 1 (a) fig. 1.1 shows human blood cells.      p q r fig. 1.1     (i) name the blood cells p, q and r.  p   q   r  [3]       (ii) describe the functions of cells q and r.  q       r      [4]   ",
+            "24": "3  \u00a9 ucles 2007 0610/03/m/j/07 [turn over  for  examiner's  use  (b) a person suffering from skin burns may need the damaged skin replacing. the  replaced skin is called a skin graft. this involves taking healthy skin from another person and using it to replace the damaged skin  of the patient. however, the skin graft  may be rejected unless powerful immunosuppressive drugs are given to reduce the activity of the immune system.    (i) describe what happens during the process of tissue rejection.       [2]      (ii) tissue rejection of the skin graft would appear  to be a disadvantage to the patient.  suggest why a system has evolved which causes tissue rejection.     [1]      (iii) suggest a disadvantage to a transplant patient of being treated with  immunosuppressive drugs.     [1]    [total: 11]   ",
+            "25": "4  \u00a9 ucles 2007 0610/03/m/j/07  for  examiner's  use 2 over-consumption of alcohol is a problem in some countries.     (a) (i)  state two long term effects on the body of drinking too much alcohol.  1   2  [2]     some alcohol producers have started to promote \u2018responsible drinking\u2019. fig. 2.1 shows  the label on a bottle of beer.    responsible drinkers do not exceed: 4 daily units of alcohol (men) 3 daily units of alcohol (women) 1 bottle = 2 units of alcoholthis bottle contains 500  cm3 beer fig. 2.1     (ii) using information from this label, calculate the volume of beer which would provide the recommended daily maximum alcohol intake for a responsible male drinker.       cm 3 [1]    (b) unlike most food nutrients, alcohol does not need to be digested. instead, it is readily  absorbed into the blood from, for example, the stomach.     (i) explain why most food nutrients do need to be digested.       [2]     (ii) state the main site of absorption of most products of digestion.   [1]    (iii) name one product of digestion which is not absorbed directly into the blood  stream.   [1]  ",
+            "26": "5  \u00a9 ucles 2007 0610/03/m/j/07 [turn over  for  examiner's  use  fig. 2.2 shows the relationship between blood alcohol content and the risk of having a road  accident.    30 25201510 50 0 0.05 0.1 0.15% increased risk of accident blood alcohol content  / g per 100  cm3 fig. 2.2       (c) (i)  use the graph to predict the increased risk of a road accident if a driver had a  blood alcohol content of 0.10  g per 100  cm3.  increased risk  [1]    (ii) describe the relationship shown by the graph between blood alcohol content and the risk of having a road accident.       [2]   ",
+            "27": "6  \u00a9 ucles 2007 0610/03/m/j/07  for  examiner's  use  (iii) with reference to the nervous system, explain how drinking alcohol before driving  increases the risk of having an accident.            [3]    [total: 13]   ",
+            "28": "7   0610/03/m/j/07 [turn over   blank page",
+            "29": "8  \u00a9 ucles 2007 0610/03/m/j/07  for  examiner's  use 3 fig. 3.1 shows a female lion in a game reserve.     fig. 3.1    (a) (i)  state one feature, visible in fig. 3.1, which identifies the lion as a mammal.   [1]    (ii) state one other feature, not visible in fig. 3.1, which distinguishes mammals from  all other vertebrate groups.   [1]   ",
+            "30": "9  \u00a9 ucles 2007 0610/03/m/j/07 [turn over  for  examiner's  use  (b) study the eyes of the lion in fig. 3.1.     (i) suggest and explain what the light conditions were when the photograph was taken.  light conditions   explanation    [2]     (ii) explain the importance of the eyes reacting to light in this way.     [2]      (c) scientists say that lions are unable to see in colour.    suggest how a study of a lion\u2019s retina would provide evidence for this statement.     [1]       (d) the lion in fig. 3.1 was observing tourists nearby. it turned its head to see zebras  moving in the distance.    describe how the eyes of the lion would adjust to focus on the zebras.         [3]      (e) the lion was photographed in a game reserve in namibia.     explain why the conservation of animals in game reserves is important.         [3]    [total:13]   ",
+            "31": "10  \u00a9 ucles 2007 0610/03/m/j/07  for  examiner's  use 4 fig 4.1 shows a green plant, nuphar lutea , which grows in lakes.    leaf on water surface root in soilflower fig. 4.1     fig 4.2 is a vertical section cut from one of the leaves to show its structure.    upper epidermis palisade mesophyll spongy mesophyll lower epidermisstoma x sub-stomatal air chamber fig. 4.2     ",
+            "32": "11  \u00a9 ucles 2007 0610/03/m/j/07 [turn over  for  examiner's  use  (a) (i) many of the leaf cells in fig. 4.2 have organelles, labelled x.  name organelle x.  [1]      (ii) outline the function of organelle x.       [2]       (b) (i)  there are many large air spaces in this leaf.      suggest how these air spaces help nuphar lutea  to survive in its habitat.       [2]      (ii) the stomata in this plant are all on the upper surface of the leaves.     suggest why there are no stomata on the lower surface.       [2]       (c) the air spaces in the leaves of some water plants continue through the leaf stalks and  the main stems all the way to the roots. gases diffuse through these spaces. the plant absorbs minerals from the soil in the bottom of the lake through its roots. explain how the arrangement of air spaces helps the plant do this.         [3]      [total: 10]   ",
+            "33": "12  \u00a9 ucles 2007 0610/03/m/j/07  for  examiner's  use 5 scientists are considering the use of a genetically engineered virus to kill a population of  the cane toad, bufo marinus, which is growing out of control in australia.     this virus will introduce a modified form of genetic material, responsible for hormone  production. the normal hormone causes the toads to mature in a similar way to hormones  causing puberty in mammals. the modified genetic material will prevent toads maturing,  leading to their death.    the toad was introduced into australia because it eats scarab beetles, a pest of sugar cane  plants. sugar cane is an important crop plant.    animals such as crocodiles and dingos are predators of the toad, but the toad can kill them  by squirting a powerful toxin.      (a) define the term genetic engineering .     [2]      (b) state which part of the virus would carry the modified genetic material.   [1]       (c) (i)  name the hormone that causes puberty in male mammals.   [1]    (ii) state two characteristics that develop in a boy when this hormone is produced.  1   2  [2]     ",
+            "34": "13  \u00a9 ucles 2007 0610/03/m/j/07 [turn over  for  examiner's  use  the toad population is increasing out of control. in terms of a sigmoid growth curve, it is in  the exponential phase.     (d) (i)  1. sketch a sigmoid growth curve using the axes below.    2. label the axes (units are not needed).   3. label the exponential phase of the curve.     [4]    (ii) suggest one limiting factor, other than viruses or predators, that could stop the  toad population rising.   [1]     (e) (i)  construct a food web  for the organisms named in this question.                        [2]     (ii) complete the table by writing each of the organisms you used in the food web in  the correct column.    carnivore herbivore producer        [3]    [total : 16] ",
+            "35": "14  \u00a9 ucles 2007 0610/03/m/j/07  for  examiner's  use 6 one variety of the moth, biston betularia , has pale, speckled wings. a second variety of the  same species has black wings. there are no intermediate forms.     equal numbers of both varieties were released into a wood made up of trees with pale bark.  examples of these are shown in fig. 6.1.    fig. 6.1    after two weeks as many of the moths were caught as possible.  the results are shown in table 6.1.   table 6.1     wing colour of moth number released number caught  pale, speckled 100 82  black 100 36     (a) (i)  suggest and explain one reason, related to the colour of the bark, for the  difference in numbers of the varieties of moth caught.       [1]     (ii) suggest and explain how the results may have been different if the moths had been released in a wood where the trees were blackened with carbon dust from air  pollution.       [2]   ",
+            "36": "15  \u00a9 ucles 2007 0610/03/m/j/07 [turn over  for  examiner's  use  table 6.2 shows the appearance and genetic make-up of the different varieties of this  species.    table 6.2     wing colour genetic make-up  pale, speckled gg; gg  black gg       (b) (i)  state the appropriate genetic terms for the table headings.  wing colour   genetic make-up  [2]     (ii) state and explain which wing colour is dominant.  dominant wing colour   explanation    [2]       (c) state the type of genetic variation shown by these moths. explain how this variation is  inherited.          [3]                          ",
+            "37": "16      permission to reproduce items where third -party owned material protected by copyright is included has been sought and cleared w here 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.   0610/03/m/j/07  for  examiner's  use  (d) heterozygous moths were interbred. use a genetic diagram to predict the proportion of  black winged moths present in the next generation.                               proportion of black winged moths =  [5]     (e) (i)  name the process that can give rise to different alleles for wing colour in a  population of moths.   [1]    (ii) suggest one  factor which might increase the rate of this process.   [1]    [total: 17]   "
+        },
+        "0610_s07_qp_5.pdf": {
+            "1": "    this document consists of 8 printed pages.  ib07 06_0610_05/4rp  \u00a9 ucles 2007  [turn over      *1157562125* for examiner's use  1   2   total   university of cambridge international examinations  international general certificate of secondary education       biology 0610/05     paper 5 practical test  may/june 2007     1 hour    candidates answer on the question paper    additional materials: as listed on the instructions to supervisors.         read these instructions first    write your centre number, candidate number and name on all the work you hand in.  write in dark blue or black pen.  you may use a pencil for any diagrams or graphs. do not use staples, paper clips, highlighters, glue or correction fluid. do not  write in any barcodes.   answer both  questions.    at the end of the examination, fasten all your work securely together.  the number of marks is given in brackets [  ] at the end of each question or part question. ",
+            "2": "2  \u00a9 ucles 2007 0610/05/m/j/07  for  examiner's  use 1 you are provided with two foil  - wrapped containers, labelled s1 and s2.     three days ago, each container was set up with five soaked mung bean seeds.    s1 has been kept in a refrigerator at 4  \u00b0c.   s2 has been kept in a warm place at 30  \u00b0c.     remove the foil from each container and examine the contents.     (a) (i) in the space below, construct a table in which the overall length of each specimen in the two containers can be recorded.                                                         [2]   ",
+            "3": "3  \u00a9 ucles 2007 0610/05/m/j/07 [turn over  for  examiner's  use  (ii) measure in mm the overall length of each specimen and record these values in  your table. [3]    (iii) calculate the mean overall length of the s1 specimens and the mean overall  length of the s2 specimens and record in table 1.1 below.              table 1.1    mean overall length of the s1  specimens / mmmean overall length of the s2  specimens / mm        [2]     (b) (i) describe and explain the differences in appearance of the s1 specimens and the  s2  specimens.                 [5]     (ii) list three ways in which the design of such an investigation would make sure that  the differences between the s1 specimens and the s2 specimens are the result of  a difference in temperature.    1   2   3  [3]   ",
+            "4": "4  \u00a9 ucles 2007 0610/05/m/j/07  for  examiner's  use  (c) mung beans are legumes and contain higher quantities of protein than some other  plant seeds.      carry out a food test for protein on one s1 specimen.    you will need to remove the seed coat [testa] and crush the specimen.    place the s1 sample in one test tube labelled s1.    repeat this test with the one seed s3 from the container labelled s3.     (i) name the food test for protein that you performed.  name of test  [1]    (ii) record your observations in the table 1.2.    table 1.2     s1 sample s3 sample  resulting colour          [2]    (iii) state the conclusion based on your observations.     [1]        [total 19]    ",
+            "5": "5  \u00a9 ucles 2007 0610/05/m/j/07 [turn over  for  examiner's  use 2 specimens s4 and s5 are stages in the life cycle of an animal.    do not remove the specimens from their containers.     (a) (i) make a large, labelled drawing of s4 in the space below to show the external  features which you can observe with the help of a hand lens.                                       [4]     (ii) suggest two improvements that could be made to the method used to observe  specimen s4.  1   2  [2]     (iii) observe the external features of specimen s5 carefully.       complete table 2.1 to record two visible differences between specimens s4 and  s5.    table 2.1    difference s4 s5    1        2          [2]   ",
+            "6": "6  \u00a9 ucles 2007 0610/05/m/j/07  for  examiner's  use  (b) fig. 2.1 shows an adult of a similar species.    fig. 2.1     (i) name the group of organisms to which this animal belongs.   [1]    (ii) state what the organism in fig.2.1 produces that develops into specimen s4.    [1]      (iii) list three features of the adult stage visible in fig.2.1 which helped you to classify  this animal.  1   2   3  [3]     ",
+            "7": "7  \u00a9 ucles 2007 0610/05/m/j/07 [turn over  for  examiner's  use  (c) temperature affects the length of the life cycle of this animal.      the data in table 2.2 below shows the effect of temperature on the time taken for the  development between stages shown by specimens s4, s5 and fig. 2.1.    table 2.2    time taken for development between life cycle stages  / days temperature / \u00b0c  from stage shown by  specimen s4 to the stage  shown by specimen s5 from stage shown by specimen  s5 to that in fig.2.1  10 43 23  16 27 16  21 16 12  25 10 7  32 5 4    (i) using the data, plot a suitable graph to show the effect of temperature on the time taken for development from the stage shown by specimen s5 to fig. 2.1 in the life  cycle of this animal.           [5]   ",
+            "8": "8      permission to reproduce items where third-par ty owned material protected by copyright is  included has been sought and cleared w here 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 t he cambridge assessment group. cambridge assessment is the brand  name of  university of cambridge local examinations syndicate (ucles), whic h is itself a department of the university of cambridge.    \u00a9 ucles 2007 0610/05/m/j/07  for  examiner's  use  (ii) describe and explain the effect of temperature on the development of this animal.         [3]        [total :21]      "
+        },
+        "0610_s07_qp_6.pdf": {
+            "1": "    this document consists of 10 printed pages and 2 blank pages.  ib07 06_0610_06/4rp  \u00a9 ucles 2007  [turn over      *5235632697* for examiner's use  1   2   3   4   total   university of cambridge international examinations  international general certificate of secondary education       biology 0610/06     paper 6 alternative to practical  may/june 2007     1 hour    candidates answer on the question paper.    no additional materials are required.        read these instructions first    write your centre number, candidate number and name on all the work you hand in.  write in dark blue or black pen.  you may use a pencil for any diagrams or graphs. do not use staples, paper clips, highlighters, glue or correction fluid.  do not  write in any barcodes.    answer all questions.    at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question.   ",
+            "2": "2  \u00a9 ucles 2007 0610/06/m/j/07  for  examiner's  use 1 an investigation was carried out to show the effects of temperature on plant growth.  /square4 two sets of soaked bean seeds were placed on moist paper in containers.  /square4 the containers were wrapped in foil to keep out the light.  /square4 one container was placed for three days in a refrigerator at 4  \u00b0c.  /square4 the other container was left for three days in a warm place at 30  \u00b0c.      fig. 1.1 and fig. 1.2 show these two sets of  germinated bean seedlings after three days.      12345 fig. 1.1seedlings grown in refrigerator at 4  \u00b0c       12345 fig. 1.2seedlings grown in a warm place at 30  \u00b0c      ",
+            "3": "3  \u00a9 ucles 2007 0610/06/m/j/07 [turn over  for  examiner's  use  (a) (i)  measure the overall length of the seedlings to the nearest mm and record these  measurements in table 1.1.    table 1.1     length of seedling / mm  seedling grown in refrigerator at 4  \u00b0c grown in a warm place at 30  \u00b0c  1    2    3    4    5    mean      [3]       (ii) calculate the mean length of the seedlings in fig 1.1 and the mean length of the  seedlings in fig. 1.2 and also record these values in table 1.1.                [2]   ",
+            "4": "4  \u00a9 ucles 2007 0610/06/m/j/07  for  examiner's  use  (b) (i)  describe and explain the differences in appearance of the set of seedlings grown  at 4  \u00b0c and those grown at 30  \u00b0c.                 [6]      (ii) explain why it is necessary to measure the length of more than one seedling and calculate the mean.     [1]    [total: 12]   ",
+            "5": "5   0610/06/m/j/07 [turn over   blank page   ",
+            "6": "6  \u00a9 ucles 2007 0610/06/m/j/07  for  examiner's  use 2 fig. 2.1 shows a stage in the life cycle of an animal.        fig 2.1     (a)  make a large, labelled drawing of the stage shown in fig. 2.1.                                     [4]   ",
+            "7": "7  \u00a9 ucles 2007 0610/06/m/j/07 [turn over  for  examiner's  use  (b) fig. 2.2 shows an adult of a similar species.      fig. 2.2      (i) name the group of organisms to which this animal belongs.   [1]     (ii) list three features of the adult stage visible in fig. 2.2 which helped you to classify this animal.  1   2   3  [3]     ",
+            "8": "8  \u00a9 ucles 2007 0610/06/m/j/07  for  examiner's  use (c) temperature will affect the length of the life cycle of this animal. figs. 2.3 and 2.4 show  two stages in its life cycle.                              fig. 2.3                                                                              fig. 2.4      the data in table 2.1 shows the days for the development between the stages shown  in figs. 2.2, 2.3 and 2.4.    table 2.1     time taken for development between life cycle stages / days  temperature / \u00b0c from stage shown in fig. 2.3 to that in fig. 2.4 from stage shown in fig. 2.4 to adult shown in fig. 2.2  10 43 23  16 27 16  21 16 12  25 10 7  32 5 4   ",
+            "9": "9  \u00a9 ucles 2007 0610/06/m/j/07 [turn over  for  examiner's  use  (i) using this data, plot a suitable graph to show the effect of temperature on the time  taken for development of the stage shown in fig. 2.4 to the adult stage shown in fig. 2.2.      [5]    (ii) describe and explain the effect of temperature on the development of this animal.       [3]    [total:16] ",
+            "10": "10  \u00a9 ucles 2007 0610/06/m/j/07  for  examiner's  use 3 fig. 3.1 shows part of a root tip cut longitudinally. the section has been stained to show the  dna of the nucleus.        fig. 3.1      (a) (i)  draw a circle around a cell that shows the \u2018daughter\u2019 chromosomes have just  separated at the equator and are moving towards the poles of the cell (anaphase).  [1]      (ii) describe two visible features of these dividing cells.  1   2  [2]       (iii) name the type of cell division taking place.   [1]      (b) suggest what happens to these cells after cell division, as the root grows.       [2]    [total: 6]",
+            "11": "11  \u00a9 ucles 2007 0610/06/m/j/07  for  examiner's  use 4 a nutritional drink was said to contain simple sugars and protein.     describe how you could find out if these food substances were present in the drink.                     [6]    [total: 6]   ",
+            "12": "12      permission to reproduce items where thir d-party owned material protected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holder s, 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 t he cambridge assessment group. ca mbridge assessment is the brand name of university of  cambridge local examinations syndicate (ucles), which is itself a department of the university of cambridge.     0610/06/m/j/07  blank page  "
+        },
+        "0610_w07_qp_1.pdf": {
+            "1": "    this document consists of 17 printed pages and 3 blank pages.  ib07 11_0610_01/3rp  \u00a9 ucles 2007  [turn over      *2900011271* university of cambridge international examinations  international general certificate of secondary education       biology 0610/01     paper 1 multiple choice  october/november 2007     45 minutes    additional materials: multiple choice answer sheet    soft clean eraser    soft pencil (type b or hb is recommended)       read these instructions first    write in soft pencil.  do not use staples, paper clips, highlighters, glue or correction fluid. write your name, centre number and candidate number on the answer sheet in the spaces provided  unless this has been done for you.   there are forty  questions on this paper. answer all questions. for each question there are four possible  answers a, b, c and d.   choose the one you consider correct and record your choice in soft pencil on the separate answer sheet.   read the instructions on the answer sheet very carefully.    each correct answer will score one mark. a mark will not be deducted for a wrong answer. any rough working should be done in this booklet.       ",
+            "2": "2    \u00a9 ucles 2007 0610/01/o/n/07 1 what are characteristics of all organisms?  a egestion and excretion  b egestion and nutrition  c excretion and nutrition  d excretion and photosynthesis      2 the table shows the classification of four vertebrate animals.     animal 1 animal 2 animal 3 animal 4  phylum chordata chordata chordata chordata  class mammalia mammalia mammalia mammalia  order dermoptera dermoptera dermoptera dermoptera  family lemuridae indridae lemuridae indridae  genus eulemur propithecus eulemur avahi  species fulvus diadema coronatus laniger    which two organisms are most  closely related?  a 1 and 2 b 1 and 3 c 2 and 3 d 2 and 4     3 cacti have fewer stomata than other plants.    how does this help them to survive in desert conditions?  a it increases loss of water.  b it increases uptake of carbon dioxide.  c it reduces loss of water.  d it reduces uptake of carbon dioxide.     ",
+            "3": "3    \u00a9 ucles 2007 0610/01/o/n/07  [turn over  4 the diagram shows an animal.         use the key to identify the animal.  1 front limbs with five fingers  \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026 go to 2   front limbs with four fingers \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026 go to 3  2 skin with spots  \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026. a   skin without spots \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026 b  3 tail with fins \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026 c   tail without fins \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026.. d      5 the diagram shows a liver cell.   zx y     which structures are also found in a root hair cell of a plant?     x y z   a \u0013 \u0013 \u0013 key  b \u0013 \u0017 \u0017 \u0013= present in root hair cell  c \u0017 \u0013 \u0017 \u0017= not present in root hair cell  d \u0017 \u0017 \u0013      ",
+            "4": "4    \u00a9 ucles 2007 0610/01/o/n/07 6 the diagram shows four cells.    which cell performs the function of contraction?    ab c d       7 which of these structures is a single tissue?  a chloroplast  b phloem  c urethra  d uterus    8 which diagram shows one organ only?   ab cd     ",
+            "5": "5    \u00a9 ucles 2007 0610/01/o/n/07  [turn over  9 the arrows in the diagram show the movement of oxygen and carbon dioxide between body cells  and the blood in capillaries.     blood flow body cell capillarykey oxygen carbon dioxide     by which process does this movement occur?  a diffusion  b excretion  c osmosis  d respiration      10 the diagram shows the apparatus used in an experiment on osmosis.    1 2 3 4 distilled water sugar solution distilled watersugar solution dialysis tubing     in which tubes will osmosis take place?   a 1 and 2 b 1 and 4 c 2 and 3 d 3 and 4      11 what helps proteins to change into amino acids?   a antibodies  b auxins c enzymes d hormones     ",
+            "6": "6    \u00a9 ucles 2007 0610/01/o/n/07 12 the graph shows the effect of ph on the rate of reaction of an enzyme.    3456789rate of reaction ph    what does the graph show?  a the enzyme is destroyed at ph 9.  b the enzyme works best at ph 6.  c the rate of reaction halves as the ph changes from ph 5 to ph 7.  d the rate of reaction is the same at ph 5 and ph 8.5.     13 what is the definition of digestion ?  a large insoluble molecules are changed into faeces.  b large insoluble molecules are changed into smaller soluble molecules.  c small soluble molecules are carried to the liver.  d small soluble molecules are passed through the wall of the intestine.    ",
+            "7": "7    \u00a9 ucles 2007 0610/01/o/n/07  [turn over  14 the diagram shows blood vessel p which carries digested food from the small intestine to the  liver.    small intestineliver blood vesselp     what describes the level of glucose in blood vessel p and the level of glycogen in the liver,  shortly after a meal containing carbohydrates?     glucose in blood vessel p glycogen in liver  a high decreasing  b high increasing  c low decreasing  d low increasing     15 the diagram shows a section through a leaf, seen under the microscope.    in which part is the carbon dioxide concentration lowest  on a warm sunny day?    a b cd      ",
+            "8": "8    \u00a9 ucles 2007 0610/01/o/n/07 16 what shows the correct translocation of carbohydrate in a potato plant that is growing in bright  sunlight?     source of  carbohydrate type of carbohydrate  translocated destination of  carbohydrate  a leaves glucose tubers  b leaves sucrose tubers  c tubers glucose leaves  d tubers sucrose leaves     17 the diagram shows part of the human circulatory system.    which part carries oxygenated blood at low pressure?    lungs rest of bodya b dc      18 which conditions of humidity, light intensity and temperature make transpiration slowest?     humidity  / % light intensity temperature  / oc  a 10 high 4  b 10 low 14  c 80 high 14  d 80 low 4    ",
+            "9": "9    \u00a9 ucles 2007 0610/01/o/n/07  [turn over  19 what are features of gaseous exchange surfaces in animals?  a thick-walled, dry, large area  b thick-walled, moist, small area  c thin-walled, dry, small area  d thin-walled, moist, large area      20 an athlete produces lactic acid in the leg muscles while running a race. after the race he is seen  to breathe faster and deeper.    how does this help to remove the lactic acid?  a more carbon dioxide is used up.  b more energy is needed.  c more lactic acid is breathed out.  d more oxygen is breathed in.      21 the flow diagram shows what happens to food in humans.     which stage shows human respiration?    large complex food molecules smaller food molecules in the gut smaller food molecules in the blood and body cells large molecules in body cellssmaller molecules and energy in body cellsa b cd      ",
+            "10": "10    \u00a9 ucles 2007 0610/01/o/n/07 22 blood is filtered in the kidneys. after this filtration, some substances are reabsorbed into the  blood and other substances pass out of the body in the urine.    which line shows the correct movement of substances in a healthy person?     substances reabsorbed into the  blood substances passed out of the  body in the urine  a glucose, some salts, urea glucose, some salts, some water  b glucose, some salts, some water some salts, some water, urea  c some salts, some water, urea glucose, some water, urea  d some salts, some water, urea glucose, some salts, some water     23 four urine samples were collected on different days from a person whose exercise and water  intake was the same each day.    which sample was collected on a cold day?     volume of urine  produced  / dm3 volume of sweat  produced  / dm3  a 1.5 0.8  b 0.8 0.8  c 0.8 1.5  d 0.4  0.8    ",
+            "11": "11    \u00a9 ucles 2007 0610/01/o/n/07  [turn over  24 the diagram shows the human nervous system.    which letter indicates a part of the central nervous system?    a c db      25 the diagram shows a person sweating in hot weather.        what part is played by sweat glands during the process of sweating?  a effector  b receptor  c sense-organ  d stimulus     ",
+            "12": "12    \u00a9 ucles 2007 0610/01/o/n/07 26 the diagram shows a vertical section through a flower.    yx     what are x  and y?     x y  a anther filament  b anther style  c filament stigma  d stigma style     27 the diagram shows a woman\u2019s menstrual cycle.    on which day is intercourse most likely to result in the woman becoming pregnant?    day 7day 14day 21day 28bleeding startsbleeding stopsbleeding startsbleeding stops ab c d      28 what must always be available to seeds before they germinate?  a carbon dioxide  b light  c mineral salts  d oxygen     ",
+            "13": "13    \u00a9 ucles 2007 0610/01/o/n/07  [turn over  29 four samples of seeds were allowed to germinate in different conditions of temperature and light,  as shown in the table.    sample temperature ( \u00b0c) light  1 20 absent  2 20 present  3 5 absent  4 5 present    a typical seedling from each sample was removed after seven days.    which seedling was from sample 4?    green greenyellow yellowabcd      30 what causes humans to have different blood groups?  a differences in climates  b differences in diets  c differences in genes  d differences in hormones    31 the genetic diagram shows a breeding experiment that starts with crossing a homozygous tall  plant (tt) with a homozygous short plant (tt).    tt tt tttt tt \u00d7 \u00d7 \u00d7 \u00d7tt tt tt tt tt tt tt tt tt tt tt tt tt     which genetic cross gives 1  : 1 phenotypic and genotypic ratios?  a tt \u00d7 tt b tt \u00d7 tt c tt \u00d7 tt d tt \u00d7 tt ",
+            "14": "14    \u00a9 ucles 2007 0610/01/o/n/07 32 the diagram shows the fusion of gametes to produce a son and a daughter.    parents gametesoffspring son daughterfather mother q r     what are the sex chromosomes in gamete q and daughter r?     q r  a x xx  b x xy  c y xx  d y xy     ",
+            "15": "15    \u00a9 ucles 2007 0610/01/o/n/07  [turn over  33 the diagram shows organisms feeding on a dead rat and one of the organisms which, in turn,  feeds on them.        what is needed to complete the food chain?  a carnivore  b consumer  c predator  d producer     34 the diagram shows a food chain based on a tree.    tree aphids beetles birds     which diagram shows a pyramid of biomass for this food chain?    a b c d      ",
+            "16": "16    \u00a9 ucles 2007 0610/01/o/n/07 35 from which food chain is least  energy lost?  a corn \u2192 hens \u2192 humans   b grass \u2192 cows \u2192 humans  c potatoes \u2192 humans   d water plants \u2192 small fish \u2192 large fish \u2192 humans     36 in which process is oxygen a waste product?  a active transport  b aerobic respiration  c anaerobic respiration  d photosynthesis     37 the diagram shows the movement of two gases during the day and during the night.    wy x zduring the day during the night     which letters represent carbon dioxide?  a w and y  b w and z c x and y d x and z      38 the diagram shows part of a chart explaining the effect of different factors on a human  population.    small population contraceptionlarge population     which factor goes in the empty box?  a crop failure  b disease  c improved health care  d natural disaster   ",
+            "17": "17    \u00a9 ucles 2007 0610/01/o/n/07   39 a large amount of herbicide is applied to a field. heavy rainfall carries much of it into a nearby  lake.    what will be the effect of this on the lake?  a herbicide decreases the growth of water plants.  b herbicide decreases the number of bacteria.  c herbicide increases the rate of evaporation from the lake.  d herbicide kills the fish.     40 the table shows the amount of carbon dioxide in the atmosphere in three different years.    year 1930 1980 1990  carbon dioxide  / parts per million 300 330 370    what is the most likely cause of this change?  a destruction of rainforests  b increased use of fertilisers containing nitrogen  c pollution of air by sulphur dioxide  d rise in the sea level     ",
+            "18": "18     0610/01/o/n/07 blank page  ",
+            "19": "19     0610/01/o/n/07   blank page  ",
+            "20": "20      permission to reproduce items where third-par ty owned material protected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the publis her (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 t he 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.     0610/01/o/n/07 blank page  "
+        },
+        "0610_w07_qp_2.pdf": {
+            "1": "    this document consists of 17 printed pages and 3 blank pages.  ib07 11_0610_02/4rp  \u00a9  ucles 2007  [turn over       *6340856724* for examiner's use  1   2   3   4   5   6   7   8   9   total   university of cambridge international examinations  international general certificate of secondary education       biology 0610/02     paper 2 core  october/november 2007     1 hour 15 minutes  candidates answer on the question paper.    no additional materials are required.       read these instructions first    write your centre number, candidate number and name on all the work you hand in.  write in dark blue or black pen.  you may use a pencil for any diagrams or graphs. do not use staples, paper clips, highlighters, glue or correction fluid.  do not  write in any barcodes.    answer all questions.  at the end of the examination, fasten all your work securely together.  the number of marks is given in brackets [  ] at the end of each question or part  question.     ",
+            "2": "2  \u00a9 ucles 2007 0610/02/o/n/07  for  examiner's  use 1 non-living things, such as a truck, have features that seem to be similar to those of living  organisms.     choose words from the list of characteristics of living things and match them to the  statements about a truck.    excretion   growth movement  nutrition respiration sensitivity    a truck needs to have a supply of diesel put into its fuel tank, similar to the need for   in animals. when this fuel is burnt exhaust fumes are removed,  like the process of  in animals. energy is released when this  fuel is burnt. this matches the process of  in both animals  and plants. this energy is used to turn the wheels of the truck, like the process of   in animals.    [4]      [total: 4] ",
+            "3": "3  \u00a9 ucles 2007 0610/02/o/n/07 [turn over  for  examiner's  use 2 (a) fig. 2.1 shows the mean height of females from birth to 25 years of age.    180 160140120100 80604020 0mean height  / cm 0 5 10 15 20 25 age  / years fig. 2.1       (i) state in which two year period the growth rate of females  is most rapid.   [1]      table 2.1 lists similar information about males.    table 2.1    age of males /  years mean height / cm  0 50  2 84  5 104  10 126  15 140  20 174  25 178     (ii) plot the data for males on the graph,  fig. 2.1, using the same axes.  [3]     (iii) after the age of 2, at which two ages are the heights of males and females the  same?    and  [2]  ",
+            "4": "4  \u00a9 ucles 2007 0610/02/o/n/07  for  examiner's  use  (b) during the teenage years of both sexes changes happen to their bodies and their  behaviour.     (i) state in which sex these changes normally occur first.   [1]     (ii) describe three of these changes that happen in males.  1.     2.     3.    [3]      (iii) name the hormone that triggers these changes in males.   [1]       (iv) state the name given to this stage of development that happens during the teenage (adolescent) years.    [1]      [total: 12]   ",
+            "5": "5  \u00a9 ucles 2007 0610/02/o/n/07 [turn over  for  examiner's  use 3 fig. 3.1 shows part of the female reproductive system during pregnancy.    villi placenta fig. 3.1      (a) (i)  one function of the placenta is to allow food materials to pass from the mother\u2019s  blood to that of the fetus.       state two other functions of the placenta.  1.     2.    [2]      (ii) the surface of the placenta has a large number of finger-like projections called villi. these extend into the surface of the uterus.      explain the importance of these villi.       [2]      (b) on fig. 3.1 mark with an x a place where the mother\u2019s blood and the blood of the fetus  are close together.  [1]   ",
+            "6": "6  \u00a9 ucles 2007 0610/02/o/n/07  for  examiner's  use     (c) the blood supply of the mother and the fetus are separate. suggest three reasons why this is important for the fetus.  1.     2.     3.    [3]      [total: 8]     ",
+            "7": "7  \u00a9 ucles 2007 0610/02/o/n/07 [turn over  for  examiner's  use 4 fig. 4.1 shows changes in the concentration of oxygen in a river into which untreated  sewage is being released.    point of release of untreated sewagerelative concentration of oxygen distance downstream  / km fig. 4.1      (a) describe the changes in oxygen concentration shown by the graph.       [2]       (b) suggest how these changes in the conc entration of oxygen have been produced.           [4]      [total: 6] ",
+            "8": "8  \u00a9 ucles 2007 0610/02/o/n/07  for  examiner's  use 5 fig. 5.1 shows a food web.    carnivorous insects herbivorous insectsspiderstoads and lizards grassrabbits volesstoatsfoxes kestrels fig. 5.1     (a) (i)  complete the food chain from this food web.    grass foxes     [1]       (ii) complete each column of table 5.1 by naming two appropriate organisms from  the food web. some organisms could occur in more than one column.    table 5.1     consumer carnivore herbivore            [3]     ",
+            "9": "9  \u00a9 ucles 2007 0610/02/o/n/07 [turn over  for  examiner's  use (b) the overuse of some pesticides can make th e eggs of birds of prey, such as the  kestrel, infertile. this may cause a large decrease in the population of kestrels.      predict and explain the possible effects this could have on populations of stoats and  rabbits in the food web, fig. 5.1.  stoats       rabbits      [4]      (c) about 20 years ago a failure at a nuclear plant resulted in the release of radioactive  material into the atmosphere. the radioactive material was deposited on grasslands  over parts of europe. some of the radioactive chemicals got into organisms in the food web, fig. 5.1. not all of these radioactive chemicals taken in by organisms are excreted.    (i) suggest which organism would have accumulated the highest concentration of radioactive chemicals and explain why this would happen.  organism   explanation      [3]      (ii) one of the radioactive chemicals present was strontium, which behaves very much  like calcium in an animal\u2019s body. suggest where this strontium would be found in  high levels in an animal\u2019s body.     [1]      [total: 12]   ",
+            "10": "10  \u00a9 ucles 2007 0610/02/o/n/07  for  examiner's  use 6 fig. 6.1 shows a section through a leaf.    ab fig. 6.1        (a) name the parts of the leaf labelled a and b.  a   b  [2]     (b) one function of a leaf is gaseous exchange.     (i) name the process by which gases move in or out of a leaf.    [1]      (ii) on fig. 6.1 label the stoma.  [1]    ",
+            "11": "11  \u00a9 ucles 2007 0610/02/o/n/07 [turn over  for  examiner's  use  (iii) complete table 6.1 by placing a tick ( /checkbld) in the appropriate column to show the  movement of gases or vapour through open stomata on a sunny, dry day. give a  reason for each of your answers.    table 6.1       movement of gas or vapour   into leaf out of leaf none reason for  movement of gas  or vapour    carbon dioxide          oxygen          water vapour          [3]    (iv) suggest how the movement of water vapour might be different if it was raining.   [1]       (c) the vascular bundle delivers water to replace water lost by the leaf. on fig. 6.1 name and label the tissue in the vascular bundle that does this.    [2]    [total: 10] ",
+            "12": "12  \u00a9 ucles 2007 0610/02/o/n/07  for  examiner's  use 7 (a) describe how alcohol is produced by respiration of microorganisms during brewing.         [3]      (b) describe the possible effects that alcohol has on the human body.         [3]    [total: 6]   ",
+            "13": "13  \u00a9 ucles 2007 0610/02/o/n/07 [turn over  for  examiner's  use 8 (a) fig. 8.1 shows a section through the heart.     a b c fig. 8.1      (i) name the two blood vessels labelled a and b.  a   b  [2]     (ii) name valve c and state its function.  name   function    [2]     ",
+            "14": "14  \u00a9 ucles 2007 0610/02/o/n/07  for  examiner's  use  (b) fig. 8.2 shows the volume of oxygenated blood pumped out of the left ventricle per  minute when the body is at rest and during exercise.    14 1210 8642volume of blood pumped by left ventricle /  dm3 per minute time period of exercise    fig. 8.2      (i) what is the maximum increase in the volume of blood pumped out of the left  ventricle during exercise?   [1]      (ii) explain the advantages of this increased flow of blood during exercise.           [4]     ",
+            "15": "15  \u00a9 ucles 2007 0610/02/o/n/07 [turn over  for  examiner's  use  (c) fig. 8.3 shows an external view of the heart.    coronary artery x fig. 8.3     (i) if the coronary artery becomes blocked at x, suggest what the effect would be on  the heart.       [2]       (ii) state two ways in which the risk of such a blockage could be reduced.  1.     2.    [2]    [total: 13]   ",
+            "16": "16  \u00a9 ucles 2007 0610/02/o/n/07  for  examiner's  use 9 fig. 9.1 shows the digestive system.    a gb c d e f fig. 9.1   ",
+            "17": "17  \u00a9 ucles 2007 0610/02/o/n/07  for  examiner's  use  (a) complete the following statements by selecting the appropriate letter from fig. 9.1.    (i) egestion happens at   [1]    (ii) pancreatic juice is formed at   [1]    (iii) villi are present at   [1]    (iv) bile is stored at   [1]       (b) the stomach produces hydrochloric acid as well as enzymes. state two functions of  this acid in the stomach.  1     2    [2]      (c) describe the roles of the liver in digestion and assimilation.         [3]    [total: 9]   ",
+            "18": "18   0610/02/o/n/07   blank page",
+            "19": "19   0610/02/o/n/07   blank page ",
+            "20": "20    copyright acknowledgements:    question 6  fig. 6.1 \u00a9 dr lawrence jense n, university of auckland.     permission to reproduce items where third-party owned material protected by copyright  is included has been sought and cleared w here 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 t he 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.     0610/02/o/n/07  blank page "
+        },
+        "0610_w07_qp_3.pdf": {
+            "1": "location entry codes         as part of cie\u2019s continual commitment to maintaining best practice in assessment, cie has begun to use different variants of some question papers for our mo st popular assessments with extremely large and  widespread candidature, the question papers are closely related and the relationships between them have been thoroughly established using our assessment expertise.  all versions of the paper give assessment of equal standard.     the content assessed by the examination papers and the type of questions are unchanged.   this change means that for this component there are now two variant question papers, mark schemes and  principal examiner\u2019s reports where previously there wa s only one.  for any individual country, it is intended  that only one variant is used.  this document contains both variants which will give all centres access to even more past examination material than is usually the case.    the diagram shows the relationship between the question papers, mark schemes and principal examiner\u2019s  reports.     question paper  mark scheme  principal examiner\u2019s report  introduction   introduction   introduction   first variant question paper  first variant mark scheme  first variant principal  examiner\u2019s report  second variant question paper  second variant mark scheme  second variant principal  examiner\u2019s report      who can i contact for further information on these changes?  please direct any questions about this to cie\u2019s customer services team at: international@cie.org.uk     ",
+            "2": "    this document consists of 15 printed pages and 1 blank page.  ib07 11_0610_03/4rp  \u00a9 ucles 2007  [turn over       *2377791016* for examiner's use  1   2   3   4   5   6   total   university of cambridge international examinations  international general certificate of secondary education       biology 0610/03     paper 3 extended  october/november 2007     1 hour 15 minutes    candidates answer on the question paper.    no additional materials are required.         read these instructions first    write your centre number, candidate number and name on all the work you hand in.  write in dark blue or black pen.  you may use a pencil for any diagrams or graphs. do not use staples, paper clips, highlighters, glue or correction fluid. do not  write in any barcodes.   answer all questions.   at the end of the examination, fasten all your work securely together.  the number of marks is given in brackets [  ] at the end of each question or part  question.    p ",
+            "3": "2  \u00a9 ucles 2007 0610/03/o/n/07  for  examiner's  use 1 fig. 1.1 shows a diagram of a bacterial cell.    fig. 1.1      (a) (i)  state four structural features, present in a photosynthesising plant cell, that make it  different from the bacterial cell in fig. 1.1.  1.   2.   3.   4.  [4]      (ii) state two structural features present in both the bacterial cell in fig 1.1 and in an  animal cell, such as a liver cell.  1.   2.  [2]      ",
+            "4": "3  \u00a9 ucles 2007 0610/03/o/n/07 [turn over  for  examiner's  use  (b) bacteria are examples of microorganisms.      state two different types of food manufactured using microorganisms.  1.   2.  [2]      (c) many bacterial diseases can no longer be treated with antibiotics. outline how antibiotic-resistant strains of bacteria can develop.         [3]       (d) explain why bacteria, in particular, are very useful organisms in the process of genetic engineering.       [2]    [total: 13] ",
+            "5": "4  \u00a9 ucles 2007 0610/03/o/n/07  for  examiner's  use 2 fig. 2.1 shows a reflex arc involving a finger and a muscle in the arm.    sharp pinreceptors in finger directionof impulsemuscle v muscle wgangliongrey matterof spinal cordwhite matter of spinal cord fig. 2.1        (a) state two stimuli that can be detected by receptors in the finger.  1.   2.  [2]       (b) using labels from fig. 2.1, state the site of the cell body of  1. a sensory neurone,   2. a relay neurone.  [2]     ",
+            "6": "5  \u00a9 ucles 2007 0610/03/o/n/07 [turn over  for  examiner's  use  (c) (i)  in what form are impulses transmitted in the nervous system?   [1]      (ii) state the structure, present in many mammalian neurones, which reduces leakage  of the impulse.   [1]      (iii) the impulse takes 0.02 seconds to pass from the finger to the spinal cord, a  distance of 1.5 metres. calculate the speed of the impulse. show your working.         speed  [2]      (iv) although the total distance the impulse travels in the reflex arc is less than 3  metres, the time taken is more than 0.04 seconds. suggest why the time taken is  more than expected.      [1]       (d) (i)  describe what would happen to the muscle and the arm when muscle v receives  the nerve impulse.       [2]      (ii) explain how muscle v would return to its original position.       [2]      [total: 13] ",
+            "7": "6  \u00a9 ucles 2007 0610/03/o/n/07  for  examiner's  use 3 (a) define the term excretion .         [3]      (b) fig. 3.1 shows a section through a kidney.    fig. 3.1    (i) using label lines and the letters given, label the following on fig. 3.1.  f  where filtration occurs,  r  the renal artery,  u  where urine passes to the bladder. [3]    ",
+            "8": "7  \u00a9 ucles 2007 0610/03/o/n/07 [turn over  for  examiner's  use  (ii) describe the process of filtration in the kidney.         [3]      (iii) name the processes resulting in the reabsorption of  1. glucose,   2. water.  [3]      [total: 12] ",
+            "9": "8  \u00a9 ucles 2007 0610/03/o/n/07  for  examiner's  use 4 fig. 4.1 shows a diagram of a section through the male reproductive organs.    fig. 4.1a b c prostate gland d e f        (a) complete the table by using the labels from fig. 4.1 to identify each of the structures described. the first has been done for you.                     [4]    description of structure label letter  carries both urine and semen d  where sperm are stored before ejaculation   is cut or tied during a vasectomy   produces fluid for sperm to swim in   where meiosis occurs  ",
+            "10": "9  \u00a9 ucles 2007 0610/03/o/n/07 [turn over  for  examiner's  use  (b) in older men the prostate gland often enlarges, reducing the diameter of tube d.     (i) state the name of tube d.   [1]       (ii) suggest and explain why a reduction in the diameter of this tube may cause a problem.       [2]      (c) some processes in the body involve the deliberate narrowing of structures.     outline one situation in the body where there is a mechanism to reduce the diameter of  a structure for a particular purpose.        state the effect of this reduction in diameter.         [3]     ",
+            "11": "10  \u00a9 ucles 2007 0610/03/o/n/07  for  examiner's  use  (d) hormones can be used as a birth control mechanism and also to increase fertility.    describe the use of named hormones in  1. fertility drugs,  2. chemical methods of birth control.                [6]      [total: 16] ",
+            "12": "11  \u00a9 ucles 2007 0610/03/o/n/07 [turn over  for  examiner's  use 5 an experiment was carried out to find out if carbon dioxide is needed for photosynthesis.                glass cover plant potassium hydroxide (to remove carbon dioxide)glass beads plant a plant b fig. 5.1    stage 1. two plants, a and b, of the same size and species were kept in a  dark place for 48 hours.   stage 2. a leaf from each plant was then tested for the presence of starch using iodine solution, to show that destarching was complete.   stage 3. both plants were placed in sealed glass containers, for 24 hours, as shown in fig. 5.1.  plant a was in the presence of potassium hydroxide beads (which  absorb carbon dioxide).   plant b was in the presence of glass beads. all other conditions  needed for photosynthesis were provided for both plants.   stage 4. after 24 hours a leaf from each plant was tested for the presence of  starch.   ",
+            "13": "12  \u00a9 ucles 2007 0610/03/o/n/07  for  examiner's  use  (a) (i)  the stages involved in testing a leaf for starch are shown below.     the stages are in the correct sequence, but the reasons are in the wrong order.     use straight lines to match the stages with the correct reasons. one has been  done for you.    boil the leaf in water turn off any naked flames boil the leaf in ethanol(alcohol) soak the leaf in water add iodine solution to the leafethanol (alcohol) isflammable to test for starch to remove chlorophyll to soften the leafto break down cell membranesstage reason   [4]     (ii) explain why chlorophyll is removed from the leaf before testing it for starch.     [1]      (b) state two factors, other than carbon dioxide , that both plants would need in order to  photosynthesise.  1.   2.  [2]       (c) plant b was used as a control in the experiment. explain the importance of this control.     [1]       (d) explain why the plants were destarched.     [1]  ",
+            "14": "13  \u00a9 ucles 2007 0610/03/o/n/07 [turn over  for  examiner's  use     (e) complete the table. use ticks and crosses to show if the starch test for plants a and b  would be positive ( /checkbld) or negative ( /xmarkbld) at stage 2  and stage 4 . in each case, explain  your answer.     stage leaf from  plant starch test   (/checkbld or /xmarkbld ) explanation  2 a and b      a       4  b       [3]      (f) in a further experiment, another destarched plant was kept in the dark.      the concentration of carbon dioxide in the container was measured at regular intervals  and was found to increase with time.       explain why the concentration of carbon dioxide increased.         [3]    [total: 15]   ",
+            "15": "14  \u00a9 ucles 2007 0610/03/o/n/07  for  examiner's  use 6 lake victoria is the largest tropical lake in the world. until the 1960s it provided an  ecosystem with habitats for 500 species of sma ll cichlid fish. they feed on algae (aquatic  plants). prawns also feed on algae.   nile perch were introduced into the lake. these fish are excellent food for humans, as well  as providing sport for tourists. the nile perch eat cichlids.   deforestation of the lake shore and pollution by humans caused eutrophication and resulted  in a huge reduction in cichlid numbers. however, the nile perch are able to survive in poor quality water, even when the oxygen level is lo w. as the cichlid population dropped, prawn  numbers increased and nile perch now eat them.     (a) define the term ecosystem.      [2]       (b) using information in the text above, state two reasons why nile perch were introduced into lake victoria.  1.     2.    [2]      (c) complete the table to identify at which trophic level each of the organisms named in the text are feeding.    algae cichlid fish human nile perch prawn               [3]   trophic level organism(s)  producer   herbivore   carnivore  ",
+            "16": "15  \u00a9 ucles 2007 0610/03/o/n/07  for  examiner's  use  (d) explain how eutrophication could have resulted in a reduction in the numbers of cichlid  fish.           [4]    [total: 11]   ",
+            "17": "16      permission to reproduce items where thir d-party owned material protected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holder s, 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 t he cambridge assessment group. ca mbridge assessment is the brand name of university of  cambridge local examinations syndicate (ucles), which is itself a department of the university of cambridge.         0610/03/o/n/07   blank page ",
+            "18": "    this document consists of 15 printed pages and 1 blank page.  ib07 11_0610_03_tz/2rp  \u00a9 ucles 2007  [turn over      *1850128832* for examiner's use  1   2   3   4   5   6   total   university of cambridge international examinations  international general certificate of secondary education       biology 0610/03     paper 3 extended  october/november 2007     1 hour 15 minutes    candidates answer on the question paper.    no additional materials are required.         read these instructions first    write your centre number, candidate number and name on all the work you hand in.  write in dark blue or black pen.  you may use a pencil for any diagrams or graphs. do not use staples, paper clips, highlighters, glue or correction fluid.   answer all questions.   do not  write in any barcodes.  at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part  question.    q ",
+            "19": "2  \u00a9 ucles 2007 0610/03/o/n/07  for  examiner's  use 1 fig. 1.1 shows a diagram of a bacterial cell.    fig. 1.1      (a) (i)  state four structural features, present in a photosynthesising plant cell, that make it  different from the bacterial cell in fig. 1.1.  1.   2.   3.   4.  [4]      (ii) state two structural features present in both the bacterial cell in fig. 1.1 and in an  animal cell, such as a liver cell.  1.   2.  [2]   ",
+            "20": "3  \u00a9 ucles 2007 0610/03/o/n/07 [turn over  for  examiner's  use (b) bacteria are examples of microorganisms.      state two different types of food manufactured using microorganisms.   1.   2.  [2]      (c) many bacterial diseases can no longer be treated with antibiotics. outline how  antibiotic-resistant strains of bacteria can develop.         [3]      (d) explain why bacteria, in particular, are very useful organisms in the process of genetic engineering.       [2]    [total: 13]   ",
+            "21": "4  \u00a9 ucles 2007 0610/03/o/n/07  for  examiner's  use 2 fig. 2.1 shows the position of some of the teeth and salivary glands associated with the  digestion of food in the mouth.     salivary glandsteethmouth fig. 2.1      (a) (i)  describe the role of the salivary glands in the digestion of food in the mouth.         [3]       (ii) describe the physical  changes to food that are brought about by the action of the  molar teeth.       explain how these changes help digestion.  description     explanation      [3]   ",
+            "22": "5  \u00a9 ucles 2007 0610/03/o/n/07 [turn over  for  examiner's  use (b) humans who have a diet rich in sugar often suffer from tooth decay.       explain how tooth decay is brought about.         [3]      (c) scientists have found evidence that fluoride in the diet helps to reduce tooth decay.      explain how fluoride may help to reduce tooth decay.     [1]       (d) in some parts of the world, fluoride is added to the drinking water supply.      outline why some people are opposed to this.         [3]    [total: 13]   ",
+            "23": "6  \u00a9 ucles 2007 0610/03/o/n/07  for  examiner's  use 3 (a) define the term excretion .         [3]      (b) fig. 3.1 shows a section through a kidney.    fig. 3.1    (i) using label lines and the letters given, label the following on fig. 3.1.  f  where filtration occurs,  r  the renal artery,  u  where urine passes to the bladder. [3]      ",
+            "24": "7  \u00a9 ucles 2007 0610/03/o/n/07 [turn over  for  examiner's  use  (ii) describe the process of filtration in the kidney.         [3]      (iii) name the processes resulting in the reabsorption of  1. glucose,   2. water.  [3]    [total: 12]   ",
+            "25": "8  \u00a9 ucles 2007 0610/03/o/n/07  for  examiner's  use 4 fig. 4.1 shows a diagram of a section through the male reproductive organs.    fig. 4.1a b c prostate gland d e f        (a) complete the table by using the labels from fig. 4.1 to identify each of the structures described. the first has been done for you.                     [4]   description of structure label letter  carries both urine and semen d  where sperm are stored before ejaculation   is cut or tied during a vasectomy   produces fluid for sperm to swim in   where meiosis occurs  ",
+            "26": "9  \u00a9 ucles 2007 0610/03/o/n/07 [turn over  for  examiner's  use  (b) in older men the prostate gland often enlarges, reducing the diameter of tube d.      (i) state the name of tube d.   [1]     (ii) suggest and explain why a reduction in the diameter of this tube may cause a problem.       [2]      (c) some processes in the body involve the deliberate narrowing of structures.     outline one situation in the body where there is a mechanism to reduce the diameter of  a structure for a particular purpose.      state the effect of this reduction in diameter.         [3]     ",
+            "27": "10  \u00a9 ucles 2007 0610/03/o/n/07  for  examiner's  use (d) hormones can be used as a birth control mechanism and also to increase fertility.      describe the use of named  hormones in  1. fertility drugs,  2. chemical methods of birth control.                 [6]    [total: 16]   ",
+            "28": "11  \u00a9 ucles 2007 0610/03/o/n/07 [turn over  for  examiner's  use 5 (a) state the role of gaseous exchange surfaces.     [1]      (b) fig. 5.1 shows a section through the skin of an earthworm. the skin acts as the  earthworm\u2019s gaseous exchange surface.  epidermis capillary circular musclelayer of watery mucus cuticle inside worm fig. 5.1\u00d7 500       describe two features, visible in fig. 5.1 , which make this surface well adapted for  gaseous exchange.  1.      2.     [2]      (c) pea seeds begin to germinate when soaked in  water. when the seeds germinate they  respire aerobically, releasing energy.    (i) suggest why seeds need water to germinate.     [1]       (ii) suggest why the seeds need energy during germination.     [1]   ",
+            "29": "12  \u00a9 ucles 2007 0610/03/o/n/07  for  examiner's  use  (d) fig. 5.2 shows apparatus that can be used to investigate the uptake of oxygen by  germinating pea seeds.      soda lime absorbs carbon dioxide.     any changes in gas volumes in the boiling tube containing the peas will result in  movement of the oil droplet.      germinating pea seedssoda lime ruler oil dropletboiling tube bung capillary tubestopwatch fig. 5.2      (i) describe and explain what would happen to the position of the oil droplet as the  peas respire aerobically.         [3]   ",
+            "30": "13  \u00a9 ucles 2007 0610/03/o/n/07 [turn over  for  examiner's  use  (ii) describe how the apparatus could be used to measure the rate of aerobic  respiration of the peas at different temperatures.                     [5]       (iii) suggest why temperature affects the rate of respiration.       [2]      [total: 15]   ",
+            "31": "14  \u00a9 ucles 2007 0610/03/o/n/07  for  examiner's  use 6 lake victoria is the largest tropical lake in the world. until the 1960s it provided an  ecosystem with habitats for 500 species of small cichlid fish. they feed on algae (aquatic plants). prawns also feed on algae.    nile perch were introduced into the lake. these fish are excellent food for humans, as well  as providing sport for tourists. the nile perch eat cichlids.    deforestation of the lake shore and pollution by humans caused eutrophication and resulted  in a huge reduction in cichlid numbers. however, the nile perch are able to survive in poor  quality water, even when the oxygen level is lo w. as the cichlid population dropped, prawn  numbers increased and nile perch now eat them.      (a) define the term ecosystem .     [2]      (b) using information in the text above, state two reasons why nile perch were introduced  into lake victoria.  1.     2.    [2]      (c) complete the table to identify at which trophic level each of the organisms named in the text are feeding.    algae cichlid fish human nile perch prawn                [3]   trophic level organism(s)  producer   herbivore   carnivore  ",
+            "32": "15  \u00a9 ucles 2007 0610/03/o/n/07 [turn over  for  examiner's  use  (d) explain how eutrophication could have result ed in a reduction in the numbers of cichlid  fish.           [4]    [total: 11]     ",
+            "33": "16    permission to reproduce items where thir d-party owned material protected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holder s, 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 t he cambridge assessment group. ca mbridge assessment is the brand name of university of  cambridge local examinations syndicate (ucles), which is itself a department of the university of cambridge.     0610/03/o/n/07   blank page "
+        },
+        "0610_w07_qp_5.pdf": {
+            "1": "    this document consists of 9 printed pages and 3 blank pages.  ib07 11_0610_05/5rp  \u00a9 ucles 2007  [turn over      *4418624281* for examiner's use  1   2   total   university of cambridge international examinations  international general certificate of secondary education       biology 0610/05     paper 5 practical test  october/november 2007     1 hour    candidates answer on the question paper.    additional materials: as listed in the instructions to supervisors.       read these instructions first    write your centre number, candidate number and name on all the work you hand in.  write in dark blue or black pen.  you may use a pencil for any diagrams or graphs. do not use staples, paper clips, highlighters, glue or correction fluid.  do not  write in any barcodes.    answer both  questions.   at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question.     ",
+            "2": "2  \u00a9 ucles 2007 0610/05/o/n/07  for  examiner's  use 1 a protein is used to hold other chemicals on to the clear plastic backing of photographic  film, as shown in fig. 1.1.     chemicals of photographic film held in a layer of proteinclear plastic backing     fig. 1.1        you are provided with four test tubes labelled a, b, c and d.    tubes a and b each contain 10 cm 3 1% solution of protease enzyme.    tube c contains 2 cm 3 solution of ph 8.    tube d contains 2 cm 3 solution of ph 4   read carefully through the whole of the section (a).    (a) you are going to investigate the effect of ph on the activity of this enzyme.     you will do this by timing how long it takes for the protein to be digested so that the  coating on the photographic film is removed and the film becomes clear.     (i) draw a suitable table to record your data.                           [2] ",
+            "3": "3  \u00a9 ucles 2007 0610/05/o/n/07 [turn over  for  examiner's  use  carry out the following steps:    \u007f add the contents of tube c [ph 8] to tube a.    \u007f make sure the contents are well mixed.    \u007f using the forceps, transfer one piece of film to tube a so that the film is submerged in  the mixture.   \u007f shake the tube regularly.      \u007f note the time taken for the submerged film to become clear.    \u007f add the contents of tube d [ph 4] into tube b.      \u007f repeat the above procedures using a fresh piece of film.     (ii) record the times in your table.  [3]    ",
+            "4": "4  \u00a9 ucles 2007 0610/05/o/n/07  for  examiner's  use  (b) (i)  using the data in table 1.1, draw a line gr aph to show the effect of ph on the time  taken for the digestion of protein on the photographic film.      ph time taken for protein to be digested  / mins  2 12.0  5 8.0  6 2.0  7 0.5  10 8.0    table 1.1       [5]   ",
+            "5": "5  \u00a9 ucles 2007 0610/05/o/n/07 [turn over  for  examiner's  use  (ii) describe and explain the effect of ph on the activity of the enzyme.             [3]     (iii) plot points for your own data for ph 4 and 8 on the same graph. [1]    (iv) suggest why your results might not be on the curve you have drawn for the data given in table 1.1.         [2]      (c) describe how you could investigate the effect of temperature on the rate of enzyme  activity.               [4]      [total :20]     ",
+            "6": "6  \u00a9 ucles 2007 0610/05/o/n/07  for  examiner's  use 2 w1 is a simple dicotyledonous leaf.    (a) (i)  make a large, labelled drawing of the lower surface of the leaf.                                       [5]       (ii) describe two ways in which the upper surface of w1 is different from the lower  surface.  1    2   [2]   ",
+            "7": "7  \u00a9 ucles 2007 0610/05/o/n/07 [turn over  for  examiner's  use    place w1 on the 1cm2 printed grid below and draw a clear outline around the  margin of the leaf.            (b) (i)  calculate the surface area of this leaf to the nearest cm 2.          [1]      (ii) describe how you obtained as accurate an answer as possible by this method.       [2]     ",
+            "8": "8  \u00a9 ucles 2007 0610/05/o/n/07  for  examiner's  use when you reach this stage, raise your hand so that the supervisor can bring a supply of  hot water.    do not touch the container once the water has been poured into it   \u007f using your forceps, grip the leaf w1 by the stalk and plunge the leaf carefully into the  hot water so that it is submerged.  \u007f observe the leaf while it is held in the water for two minutes.     (c) (i)  describe what you observe on the surfaces of the leaf.     [1]      (ii) suggest an explanation for your observations.       [2]     ",
+            "9": "9  \u00a9 ucles 2007 0610/05/o/n/07  for  examiner's  use  (d) fig. 2.1 shows a surface view of a leaf similar to w1.    magnification \u00d7145 fig. 2.1       (i) identify two different types of cells which are visible in fig.2.1. using clear ruled  lines, label one of each cell on fig. 2.1. [2]      (ii) put a circle around two of those cells where chloroplasts are to be found. [1]      (e) suggest how you could determine the number of stomata present on one surface of a leaf such as w1.                 [4]      [total:20]    ",
+            "10": "10   0610/05/o/n/07  blank page",
+            "11": "11   0610/05/o/n/07  blank page",
+            "12": "12  copyright acknowledgements:    question 2  fig. 2.1 \u00a9 andrew syred / science photo library.  permission to reproduce items where thir d-party owned material protected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holder s, 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 t he cambridge assessment group. ca mbridge assessment is the brand name of university of  cambridge local examinations syndicate (ucles), which is itself a department of the university of cambridge.     0610/05/o/n/07  blank page "
+        },
+        "0610_w07_qp_6.pdf": {
+            "1": "    this document consists of 9 printed pages and 3 blank pages.  ib07 11_0610_06/6rp  \u00a9 ucles 2007  [turn over       *7419469386* for examiner's use  1   2   3   total   university of cambridge international examinations  international general certificate of secondary education       biology 0610/06     paper 6 alternative to practical  october/november 2007     1 hour    candidates answer on the question paper    no additional materials are required.       read these instructions first    write your centre number, candidate number and name on all the work you hand in.  write in dark blue or black pen.  you may use a pencil for any diagrams or graphs. do not use staples, paper clips, highlighters, glue or correction fluid. do not  write in any barcodes.   answer all questions. at the end of the examination, fasten all your work securely together.  the number of marks is given in brackets [  ] at the end of each question or part question.   ",
+            "2": "2  \u00a9 ucles 2007 0610/06/o/n/07  for  examiner's  use 1 a protein is used to hold other chemicals onto the clear plastic backing of photographic film,  as shown in fig. 1.1.    chemicals of photographic film held in a layer of proteinclear plastic backing     fig.1.1      trypsin is an enzyme which will digest the protein so that the coating on the photographic  film is removed and the film becomes clear.    table 1.1 shows the results obtained by two students who investigated the effect of ph on  the activity of this enzyme. they made up the solutions, set up the experiment and timed  how long the enzyme took to digest the protein and clear the film.    table 1.1     time for the protein to be digested / mins  ph  student 1 student 2  2 12.0 14.0  4 8.0 9.0  6 2.0 3.0  8 0.5 1.0  10 8.0 9.0    ",
+            "3": "3  \u00a9 ucles 2007 0610/06/o/n/07 [turn over  for  examiner's  use  (a) (i)  plot the results obtained by student 2  in the form of a suitable graph.        [5]      (ii) describe and explain the effect of ph on the activity of the enzyme.               [5]   ",
+            "4": "4  \u00a9 ucles 2007 0610/06/o/n/07  for  examiner's  use    (b) (i)  suggest reasons for the difference in the results for the two students.       [3]      (ii) if you were to carry out this investigation, describe what steps you would take to ensure that your results were as reliable and valid as possible.               [5]      [total:18]    ",
+            "5": "5   0610/06/o/n/07 [turn over   blank page",
+            "6": "6  \u00a9 ucles 2007 0610/06/o/n/07  for  examiner's  use 2 fig.2.1 shows the lower surface of a dicotyledonous leaf.    fig. 2.1magnification \u00d71      (a)  make a labelled drawing of the leaf in fig. 2.1. your drawing should be the same size as that shown in fig. 2.1.                                                [4] ",
+            "7": "7  \u00a9 ucles 2007 0610/06/o/n/07 [turn over  for  examiner's  use  (b) (i)  calculate the surface area of this leaf in fig.2.1 to the nearest cm2.                cm 2 [1]       (ii) describe how you obtained an answer that was as accurate as possible.       [2]      (c) fig. 2.2 shows the detail of part of the lower surface of a similar leaf.    magnification \u00d7145 fig. 2.2     (i) on fig. 2.2, label two different types of cell. use ruled label lines. [2]     (ii) on fig. 2.2, put a circle around two of the cells where chloroplasts are normally  present. [1]    ",
+            "8": "8  \u00a9 ucles 2007 0610/06/o/n/07  for  examiner's  use  (d) suggest how you could determine the number of stomata present on one surface of a  whole leaf.               [4]      [total: 14]     ",
+            "9": "9  \u00a9 ucles 2007 0610/06/o/n/07 [turn over  for  examiner's  use 3 some seeds were obtained by breeding a pair of tobacco plants.   seeds from a single packet of these tobacco seeds were germinated in two dishes labelled  a and b. fig. 3.1 shows the germinating tobacco seeds.    dish a dish bkey white seedling green seedling fig. 3.1     (a) count the number of green seedlings and the number of white seedlings on the two dishes a and b and complete table 3.1.    table 3.1     number of seedlings  dish  green white  a    b    total      [3]     (b) using the total numbers in table 3.1, suggest and explain what these results indicate about the inheritance of the green pigment.           [2]     ",
+            "10": "10  \u00a9 ucles 2007 0610/06/o/n/07  for  examiner's  use  (c) suggest and explain which of these seedlings would be able to grow and produce  flowers.       [3]      [total: 8]     ",
+            "11": "11   0610/06/o/n/07  blank page",
+            "12": "12    copyright acknowledgements:    question 2  fig. 2.2 \u00a9 andrew syred / science photo library.    permission to reproduce items where thir d-party owned material protected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holder s, 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.     0610/06/o/n/07  blank page "
+        }
+    },
+    "2008": {
+        "0610_s08_qp_1.pdf": {
+            "1": "    this document consists of 18 printed pages and 2 blank pages.  ib08 06_0610_01/3rp  \u00a9 ucles 2008  [turn over      *6372357041* university of cambridge international examinations  international general certificate of secondary education       biology 0610/01     paper 1  multiple choice  may/june 2008     45 minutes    additional materials: multiple choice answer sheet    soft clean eraser    soft pencil (type b or hb is recommended)        read these instructions first    write in soft pencil.  do not use staples, paper clips, highlighters, glue or correction fluid. write your name, centre number and candidate number on the answer sheet in the spaces provided  unless this has been done for you.   there are forty  questions on this paper. answer all questions. for each question there are four possible  answers a, b, c and d.   choose the one you consider correct and record your choice in soft pencil on the separate answer sheet.   read the instructions on the answer sheet very carefully.    each correct answer will score one mark. a mark will not be deducted for a wrong answer. any rough working should be done in this booklet.         ",
+            "2": "2  \u00a9 ucles 2008 0610/01/m/j/08  1 the diagram shows some organisms living in water.    plant decomposersanimals     which process is carried out by all the living organisms shown?  a photosynthesis  b pollination c respiration d transpiration     2 the table lists some of the features of three groups of invertebrates \u2013 arthropods, annelids and  molluscs.    which shows the correct features of each group?     arthropods annelids molluscs  a segmented body,  exoskeleton and jointed  limbs segmented soft body, rarely  have legs   unsegmented soft body,  have internal or external  shell  b segmented body,  exoskeleton and jointed  limbs segmented body,  exoskeleton and jointed  limbs segmented soft body, rarely  have legs    c unsegmented soft body,  have internal or external  shell segmented soft body, rarely  have legs   unsegmented soft body,  have internal or external  shell  d segmented soft body, rarely  have legs   unsegmented soft body,  have internal or external  shell segmented body,  exoskeleton and jointed  limbs    3 what is the correct order of arthropod groups, from those with most legs to those with fewest  legs?  a arachnids \u2192 crustaceans \u2192 insects \u2192 myriapods  b crustaceans \u2192 myriapods \u2192 insects \u2192 arachnids  c insects \u2192 arachnids \u2192 myriapods \u2192 crustaceans  d myriapods \u2192 crustaceans \u2192 arachnids \u2192 insects ",
+            "3": "3  \u00a9 ucles 2008 0610/01/m/j/08 [turn over  4 the diagram shows an animal.        use the key to identify this animal.  1 rounded ears   a   pointed ears ..  go to 2  2 spots on the body .  b   no spots on the body   go to 3   3 straight tail   c   curly tail   d     5 the diagram shows a type of plant cell.    cytoplasm nucleusvacuole chloroplast     in which tissue is this cell found?  a leaf epidermis  b palisade mesophyll c root epidermis d xylem     6 which structure is found only in plant cells?  a cell membrane  b chloroplast  c cytoplasm  d nucleus    ",
+            "4": "4  \u00a9 ucles 2008 0610/01/m/j/08  7 the table shows features that may be found in cells.    which is true for a liver cell?     large  central vacuole chloroplasts cellulose  cell wall  a \u0013 \u0013 \u0013 key  b \u0013 \u0013 \u0017 \u0013= found  c \u0017 \u0017 \u0013 \u0017= not found  d \u0017 \u0017 \u0017      8 what do all living things release during respiration?     energy oxygen carbon dioxide   a \u0013 \u0017 \u0013 key  b \u0013 \u0017 \u0017 \u0013= released  c \u0017 \u0013 \u0013 \u0017= not released  d \u0017 \u0013 \u0017     9 the diagram shows a section through an eye.   x y     what are structures x and y?  a organs in an organ system  b organs in a tissue  c organ systems in an organ  d tissues in an organ ",
+            "5": "5  \u00a9 ucles 2008 0610/01/m/j/08 [turn over  10 a student investigated osmosis in potatoes. he set up the apparatus shown.    distilled watervery concentratedsugar solutionpotato cylinder ppotato cylinder q scales     at the beginning the potato cylinders were exactly balanced. he immersed the cylinders into the  liquids for 4 hours, after which the cylinders were lifted out of the liquids. cylinder p was now  heavier than cylinder q.    which statement explains what happened?  a water moved into both cylinders.  b water moved out of both cylinders.  c water moved into the cylinder in the distill ed water and out of the cylinder in the sugar  solution.  d water moved out of the cylinder in the distilled water and into the cylinder in the sugar  solution.     11 an experiment is set up as shown.    membrane permeable to iodine molecules mixture of  starch and water iodine solution    what is the colour of the starch and water mixture after 30 minutes?  a blue-black  b orange  c white  d yellow-brown     ",
+            "6": "6  \u00a9 ucles 2008 0610/01/m/j/08  12 which are characteristics of enzymes?  a they are  carbohydrates and biological catalysts.  b they are  carbohydrates and chemical messengers.  c they are  proteins and biological catalysts.  d they are  proteins and chemical messengers.      13 the diagram shows part of the digestive system.    1 2     what is a function of the liquid produced by part 1 and released into part 2?  a to digest proteins to amino acids  b to increase the surface area of fat droplets  c to acidify the contents of part 2  d to prevent further digestion of starch     ",
+            "7": "7  \u00a9 ucles 2008 0610/01/m/j/08 [turn over  14 the graphs show the quantities of selected vitamins and minerals in four foods.    egg beans fish fruitvitamin c mg  / 100  g 30 2010 0 egg beans fish fruitvitamin d \u00b5g  / 100  g 1510 50 egg beans fish fruitfe mg  / 100  g 3210 egg beans fish fruitca mg  / 100  g 150100 50 0     which food is the richest source of the vitamin or mineral essential for the transport of oxygen by  the blood?  a beans  b eggs c fish d fruit      15 the table shows whether starch was still present after four different experiments.    experiment result   starch + water at 20  \u00b0c \u0013 key  starch + amylase at 20  \u00b0c \u0017 \u0013= starch present  starch + amylase at 30  \u00b0c \u0017 \u0017= starch absent  starch + boiled amylase at 30  \u00b0c \u0013     what broke down the starch?  a amylase  b boiled amylase  c heat  d water     ",
+            "8": "8  \u00a9 ucles 2008 0610/01/m/j/08  16 the diagram shows blood as seen under a microscope.    p qs r     which identifies parts p, q, r and s of the blood?     plasma platelet white blood cell red blood cell  a p q r s  b q p s r  c r s q p  d s r p q     17 in which state does water enter and leave a plant?     enters leaves  a liquid liquid  b liquid vapour  c vapour liquid  d vapour vapour    ",
+            "9": "9  \u00a9 ucles 2008 0610/01/m/j/08 [turn over  18 the plan shows the blood system of a mammal.    head and fore-limbs lower body and hind limbsxkey oxygenated blood deoxygenated blood     what does the part labelled x represent?  a heart  b kidneys  c liver  d lungs     19 which route is taken by air passing into the lungs of a human?  a alveolus \u2192 trachea \u2192 bronchus  b bronchus \u2192 trachea \u2192 alveolus  c trachea \u2192 alveolus \u2192 bronchus  d trachea \u2192 bronchus \u2192 alveolus      20 which products of anaerobic respiration are important for making beer and bread?     beer bread  a carbon dioxide simple sugar  b ethanol carbon dioxide  c lactic acid ethanol  d simple sugar lactic acid    ",
+            "10": "10  \u00a9 ucles 2008 0610/01/m/j/08  21 a person has been smoking heavily for many years.    a lot of dust and micro-organisms enter their lungs.    which statement explains why this occurs?  a their arteries are blocked with tar.  b the cilia in the trachea have been destroyed.  c the person is addicted to nicotine.  d the surface area of the lungs is reduced.      22 capillaries near the surface of the skin become wider after drinking large amounts of alcohol.    why does this cause the body temperature to drop?  a it allows heat to be lost rapidly from the skin.  b it causes vasoconstriction.  c it prevents vasodilation.  d it stops the person from sweating.     23 the diagram represents some human organs and their blood vessels.    liver gut kidneyp rq     immediately after taking an alcoholic drink, how would the levels of alcohol compare in blood  vessels p, q and r?     p q r  a very high some very high  b some very high very low  c very low very low some  d very high very low very low     ",
+            "11": "11  \u00a9 ucles 2008 0610/01/m/j/08 [turn over  24 the diagram shows muscles and bones in a human arm.    muscle qmuscle p     when muscle q contracts, what happens to muscle p and to the arm?     muscle p the arm  a contracts bends  b contracts straightens  c relaxes bends  d relaxes straightens     ",
+            "12": "12  \u00a9 ucles 2008 0610/01/m/j/08  25 thirty woodlice were placed in the centre of a dish with four compartments, each with different  conditions. the diagram shows the number of woodlice that had moved into the different  compartments after twenty minutes.    dark and damp 17dark and dry 8 light and damp 4light and dry 1     what do these results show?  a woodlice prefer light and damp conditions.  b woodlice prefer light and dry conditions.  c woodlice prefer to be in the dark.  d woodlice prefer to be in the light.     26 which shows where eggs and sperms are made?     eggs sperms  a fallopian tube (oviduct) sperm duct  b ovary testis  c ovary urethra  d uterus testis    ",
+            "13": "13  \u00a9 ucles 2008 0610/01/m/j/08 [turn over  27 the following four processes occur during reproduction in a plant.    1 the male nucleus fuses with the female nucleus.  2 the male nucleus is released from the pollen tube.  3 the male nucleus travels down the pollen tube. 4 the pollen grain grows a pollen tube.    in which order do these processes occur after pollination?     first  last  a 3 4 1 2  b 4 3 2 1  c 3 4 2 1  d 4 3 1 2     28 which set of conditions will best enable seeds to germinate quickly?     water oxygen temperature ( \u00b0c)  a absent present 20  b present absent 20  c present present 20  d present present 0     ",
+            "14": "14  \u00a9 ucles 2008 0610/01/m/j/08  29 in arthropods, growth occurs only after the exoskeleton is shed and before the new one hardens.    which graph shows a typical growth curve for an arthropod?    length of  arthropod timea timeb timec timedlength of arthropod length of arthropodlength of arthropod       30 in the life cycle of a mammal, what describes the eggs or sperms and the cells of the embryo?     eggs or sperms cells of the embryo  a diploid diploid  b diploid haploid  c haploid diploid  d haploid haploid    31 which cross shows how a boy inherits sex chromosomes from his parents?    mother xyfather xxa son xxmother xyfather xyb son xymother xxfather xyc son xxmother xxfather xyd son xy    ",
+            "15": "15  \u00a9 ucles 2008 0610/01/m/j/08 [turn over  32 the diagram shows a food chain.    lettuce plants slugs toads fungigrass snakes     which organisms are the producers?  a grass snakes  b lettuce plants c slugs  d toads     33 the diagram shows energy flow through a food chain.    energy in plant tissue 30  kjenergy in tissue of primary consumer 3 kjx y10  % of energy passed on 90  % of energy lostenergy in tissue of secondary consumer 0.3  kj10  % of energy passed on 90  % of energy lost    by which processes is energy lost between x and y?  a digestion and excretion  b digestion and photosynthesis  c excretion and respiration  d photosynthesis and respiration     ",
+            "16": "16  \u00a9 ucles 2008 0610/01/m/j/08  34 the diagram shows a simple water cycle.    tree soilcloud rain     what is responsible for water loss from the tree?  a decomposition  b photosynthesis  c translocation  d transpiration      35 which shows from where most plants and most animals obtain carbon?     most plants obtain  carbon from most animals  obtain carbon from  a the air plants  b the soil the air  c the air the soil  d the soil plants     36 what does a plant make with the nitrates it absorbs?  a carbohydrates  b fats  c mineral salts  d proteins     ",
+            "17": "17  \u00a9 ucles 2008 0610/01/m/j/08 [turn over  37 the table shows the changes in the world population over a period of two hundred years.    year estimated population  (millions)  1790 850  1890 1500  1990 5000    what has made the largest contribution to this population change?  a decreased food supply  b decreased use of chemical contraception  c increased food supply  d increased use of chemical contraception     38 why might pesticides sprayed onto the fields reduce a bean crop?  a pesticides damage plant leaves.  b pesticides damage plant roots.  c pesticides kill insects that feed on bean plants.  d pesticides kill insects that pollinate bean plants.    39 what may cause the rapid growth of plants in a lake?  a excess fertilisers  b excess herbicides  c low water ph  d low water temperature     ",
+            "18": "18  \u00a9 ucles 2008 0610/01/m/j/08  40 the table shows some information about two closely related species of sea bird.    bird species x bird species y  mixed diet, but no small fish eats mostly small fish  catches fish out at sea catches fish near river mouths  nests high on cliffs or broad ledges nests low on cliffs or on shallow ledges    sewage pollution at the mouth of a river destroys its fish stocks.    what is likely to happen to local populations of these birds?  a there will be no change to either species.  b species x numbers will decrease, species y will remain constant.  c species y numbers will decrease, species x will remain constant.  d both species numbers will increase.     ",
+            "19": "19   0610/01/m/j/08  blank page",
+            "20": "20      permission to reproduce items where third-par ty owned material protected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to t race 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 t he 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.     0610/01/m/j/08  blank page  "
+        },
+        "0610_s08_qp_2.pdf": {
+            "1": "    this document consists of 15 printed pages and 1 blank page.  ib08 06_0610_02/6rp  \u00a9 ucles 2008  [turn over      *0226152035* for examiner's use  1   2   3   4   5   6   7   8   9   10   11   total   university of cambridge international examinations  international general certificate of secondary education       biology 0610/02     paper 2 core  may/june 2008     1 hour 15 minutes    candidates answer on the question paper.    no additional materials are required.       read these instructions first    write your centre number, candidate number and name on all the work you hand in.  write in dark blue or black pen.  you may use a pencil for any diagrams or graphs. do not use staples, paper clips, highlighters, glue or correction fluid.    answer all questions. at the end of the examination, fasten all your work securely together.  the number of marks is given in brackets [ ] at the end of each question or part  question.   ",
+            "2": "2  \u00a9 ucles 2008 0610/02/m/j/08  for  examiner's  use 1 respiration is one of the characteristics of living things.     (a) list four other characteristics of living things not including respiration.  1   2   3   4  [4]     (b) describe the difference between respiration  and breathing .       [2]    [total: 6]    2 choose words from the list to complete each of the spaces in the paragraph.    each word may be used once only and some words are not used at all.   bright dry dull heavy large light  sepals small stamens sticky style    flowers of plants that rely on the wind to bring about pollination tend to   have  petals that have a   colour.  their pollen is normally  and  .  in these flowers, the   and the   both tend to be long. [6]       [total: 6]  ",
+            "3": "3  \u00a9 ucles 2008 0610/02/m/j/08 [turn over  for  examiner's  use   3 (a) table 3.1 lists some of the food materials that need to be digested, the enzymes that  carry out the digestion and the end products.     complete table 3.1. [5]    table 3.1     food material digestive enzyme end products of digestion  starch    simple sugars        amino acids    fat lipase        (b) amino acids and glucose are carried in the blood from the intestine to the liver.     describe the processes that occur in the liver when there is an excess of these  materials arriving in the blood.  amino acids       glucose      [4]    [total: 9] ",
+            "4": "4  \u00a9 ucles 2008 0610/02/m/j/08  for  examiner's  use 4 (a) (i)  name the two raw materials needed by plants for photosynthesis.  1  2 [2]     (ii) name the gas produced by photosynthesis.    [1]     (b) fig. 4.1 shows a leaf, with white and green regions, that is attached to a plant. the plant had been kept in the dark for 48 hours and then a lightproof, black paper cover  was placed over part of the leaf.    b c adwhite region green region attachment to plantposition of lightproof black paper cover on both sides of leaf fig. 4.1     ",
+            "5": "5  \u00a9 ucles 2008 0610/02/m/j/08 [turn over  for  examiner's  use  the plant is left under a light for 24 hours. after this time the leaf is removed from the  plant and is tested for the presence of starch.     (i) which chemical reagent is used to show the presence of starch?   [1]    (ii) record the colour you would see, if you had carried out this test, in each of the areas a, b, c, and d.     area colour  a  b  c  d   [4]    (iii) explain the results for each of the following areas.    area b     area d    [2]    [total: 10]    ",
+            "6": "6  \u00a9 ucles 2008 0610/02/m/j/08  for  examiner's  use 5 fig. 5.1 shows a section through the heart.    x m ..l .. .. j.. k fig. 5.1      (a) on fig. 5.1,    (i) label parts j, k, l and m, [4]    (ii) shade in the blood vessels that carry deoxygenated blood, [1]     (iii) draw a series of arrows to show the direction of blood flow through the heart from  the lungs to the rest of the body. [1]      (b) describe the role of valve x.       [2]    [total: 8]     ",
+            "7": "7  \u00a9 ucles 2008 0610/02/m/j/08 [turn over  for  examiner's  use 6 fig. 6.1 shows the female reproductive system.    r .. s .. fig. 6.1      (a) on fig. 6.1, label structures r and s.  [2]      (b) on fig. 6.1,    (i) label, with a line and a letter f, where fertilisation occurs, [1]    (ii) label, with a line and a letter i, where implantation occurs. [1]     (c) during puberty, the secondary sexual characteristics develop.    (i) name the hormone that controls these developments in a female and state which  organ produces it.  hormone   organ producing it  [2]     (ii) state two secondary sexual characteristics that develop in females, in parts of the  body other than in the reproductive organs shown in fig. 6.1.  1    2   [2]    [total: 8]   ",
+            "8": "8  \u00a9 ucles 2008 0610/02/m/j/08  for  examiner's  use 7 fig. 7.1 shows a family tree for a condition known as nail-patella syndrome (nps).    2 41 5 6 3 7 8 9key female without nps female with nps male without npsmale with nps fig. 7.1        (a) (i)  state whether nps is controlled by a dominant or a recessive allele.      (ii) explain which evidence from the family tree confirms your answer to (i).         [3]     ",
+            "9": "9  \u00a9 ucles 2008 0610/02/m/j/08 [turn over  for  examiner's  use  (b) explain what the chances are for a third child of parents 6 and 7 having nps.     you may use a genetic diagram to help your explanation.                              [3]    [total: 6]     ",
+            "10": "10  \u00a9 ucles 2008 0610/02/m/j/08  for  examiner's  use 8 fig. 8.1 shows changes in the population of  bacteria that take place in a river when  untreated sewage is added to it.    distance downstream (arbitrary units)population of bacteria (arbitrary units) raw sewage discharged into river fig. 8.1      (a) describe the changes in the population of bacteria that take place in this river.       [2]      (b) suggest an explanation for these changes in the population of bacteria.             [4]    [total: 6]   ",
+            "11": "11  \u00a9 ucles 2008 0610/02/m/j/08 [turn over  for  examiner's  use 9 fig. 9.1 shows part of a food web for the south atlantic ocean.    algaekrillfishadelie penguin squidross seal crabeater sealleopard sealkiller whale fig. 9.1       (a) (i ) name the top carnivore in this food web.   [1]    (ii) name a member of this food web that is both a secondary and a tertiary consumer.   [1]     (b) use the information from the food web to complete the food chain of five organisms.   algae \u2192  \u2192  \u2192 \u2192 [2]     (c) in the future the extraction of mineral resources in the antarctic might occur on a large scale. this could destroy the breeding grounds of the ross seal.     (i) state and explain what effects this might have on the population of leopard seal.       [2]   ",
+            "12": "12  \u00a9 ucles 2008 0610/02/m/j/08  for  examiner's  use  (ii) state and explain what effects this might have on the population of fish.           [4]    [total: 10]     ",
+            "13": "13  \u00a9 ucles 2008 0610/02/m/j/08 [turn over  for  examiner's  use 10 (a) define the term homeostasis .       [2]       (b) it has been suggested by some scientists that the iris reflex is an example of homeostasis.     describe this reflex and explain why it might be considered to be a homeostatic  mechanism.           [3]    [total: 5]     ",
+            "14": "14  \u00a9 ucles 2008 0610/02/m/j/08  for  examiner's  use 11 (a) fig. 11.1 shows the urinary system and its blood supply.    .. x .. y .. zdirection of blood flow fig. 11.1      on fig. 11.1 label structures x, y and z. [3]    (b) table 11.1 shows the relative quantities of several substances in the blood in the renal artery and renal vein.    table 11.1     substance  relative quantities in blood in  renal artery  (arbitrary units)  relative quantities in blood in  renal vein   (arbitrary units)   glucose 10.0 9.7  oxygen 100.0 35.0  sodium salts 32.0 29.0  urea 3.0 1.5  water 180.0 178.0    ",
+            "15": "15  \u00a9 ucles 2008 0610/02/m/j/08  for  examiner's  use  explain what is happening in the kidney to bring about three  of the differences between  the blood in the renal artery and renal vein, shown in the table.           [3]    [total: 6]   ",
+            "16": "16         permission to reproduce items where thir d-party owned material protected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holder s, 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.     0610/02/m/j/08  blank page "
+        },
+        "0610_s08_qp_3.pdf": {
+            "1": "location entry codes       as part of cie\u2019s continual commitment to main taining best practice in assessment, cie uses  different variants of some question papers for our most popular assessments with large and  widespread candidature. the question papers are closely related and the relationships between  them have been thoroughly established using our assessment expertise.  all versions of the  paper give assessment of equal standard.     the content assessed by the examination papers and the type of questions is unchanged.   this change means that for this component there are now two variant question papers, mark  schemes and principal examiner\u2019s reports where previously there was only one.  for any individual country, it is intended that only one variant is used.  this document contains both  variants which will give all centres access to even more past examination ma terial than is usually  the case.      the diagram shows the relationship between the question papers, mark schemes and principal examiners\u2019 reports that are available.     question paper   mark scheme  principal examiner\u2019s  report  introduction     introduction   introduction   first variant question paper    first variant mark scheme  first variant principal  examiner\u2019s report    second variant question  paper  second variant mark  scheme    second variant principal  examiner\u2019s report      who can i contact for further information on these changes?  please direct any questions about this to cie\u2019s customer services team at: international@cie.org.uk              the titles for the variant items should correspond with the table above, so that at the top of the  first page of the relevant part of the document and on the header, it has the words:    \u2022 first variant question paper / mark scheme / principal examiner\u2019s report     or     \u2022 second variant question paper / mark scheme / principal examiner\u2019s report      as appropriate.     www.xtremepapers.com",
+            "2": "    this document consists of 13 printed pages and 3 blank pages.  ib08 06_0610_31/4rp  \u00a9 ucles 2008  [turn over       *8516461728* for examiner's use  1   2   3   4   5   total   university of cambridge international examinations  international general certificate of secondary education       biology 0610/31     paper 3 extended  may/june 2008     1 hour 15 minutes    candidates answer on the question paper.    no additional materials are required.         read these instructions first    write your centre number, candidate number and name on all the work you hand in.  write in dark blue or black pen.  you may use a pencil for any diagrams or graphs. do not use staples, paper clips, highlighters, glue or correction fluid. do not  write in any barcodes.   answer all questions.   at the end of the examination, fasten all your work securely together.  the number of marks is given in brackets [  ] at the end of each question or part question.   ",
+            "3": "2  \u00a9 ucles 2008 0610/31/m/j/08  for  examiner's  use 1 (a)  using straight lines, match the names of the flower parts with their functions.    one has been completed for you.    anther petal sepal style stigmaallows the passage of the pollen tube to the ovary attracts insects for pollination produces pollen grains protects the flower when in bud the surface on which the pollen lands during pollination  [4]     (b) describe how the stigmas of wind-pollinated flowers differ from the stigmas of insect- pollinated flowers. relate these differences to the use of wind as the pollinating agent.            [3]      (c) discuss the implications to a species of self-pollination.         [3]    [total: 10] ",
+            "4": "3  \u00a9 ucles 2008 0610/31/m/j/08 [turn over  for  examiner's  use 2 the wild dog is one of the smaller african carnivorous mammals. it has disappeared from  25 of the 39 countries where it used to live. wild dogs hunt in packs, feeding on antelopes,  which are grass-eating mammals.    a conservation programme has been started to increase the wild dog population in south  africa. farmers are worried about numbers getting out of control because wild dogs breed at a very fast rate. however, conservationists are not concerned because the lion is a natural predator of the dogs.     (a) wild dogs are carnivorous mammals.     (i) define the term carnivore .   [1]     (ii) state one external feature which distinguishes mammals from other vertebrates.   [1]      (b) (i)  suggest two reasons why numbers of african wild dogs are decreasing.  1.   2.  [2]     (ii) suggest what could happen to the species if numbers continue to decrease.     [1]      (c)  using the information in the passage above, construct a food chain for a wild dog,  including its predator.    label each organism with its trophic level.                           [4] ",
+            "5": "4  \u00a9 ucles 2008 0610/31/m/j/08  for  examiner's  use  (d) it is important that the wild dog species is conserved.     (i) explain the meaning of the term  conservation.       [2]     (ii) outline the measures that could be taken to conserve a mammal, such as the wild dog.           [3]      (e) when wild dogs die, nitrogen compounds in their bodies may become available for plants. outline the processes that occur to make these nitrogen compounds in the bodies of dead animals available for plants to absorb.                 [5]    [total: 19] ",
+            "6": "5  \u00a9 ucles 2008 0610/31/m/j/08 [turn over  for  examiner's  use 3 catalase is an enzyme found in plant and animal cells. it has the function of breaking down  hydrogen peroxide, a toxic waste product of metabolic processes.     (a) (i)  state the term used to describe the removal of waste products of metabolism.   [1]    (ii) define the term enzyme .     [2]     an investigation was carried out to study the effect of ph on catalase, using pieces of  potato as a source of the enzyme.     oxygen is formed when catalase breaks down hydrogen peroxide, as shown in the  equation.    hydrogen peroxide water + oxygencatalase     the rate of reaction can be found by measuring how long it takes for 10  cm3 oxygen to be  collected.       (b) (i)  state the independent (input) variable in this investigation.   [1]    (ii) suggest two factors that would need to be kept constant in this investigation.  1.   2.  [2]   ",
+            "7": "6  \u00a9 ucles 2008 0610/31/m/j/08  for  examiner's  use  table 3.1 shows the results of the investigation, but it is incomplete.    table 3.1     ph time to collect 10  cm3 oxygen / min rate of oxygen production / cm3 min -1  4 20.0 0.50  5 12.5 0.80  6 10.0 1.00  7 13.6 0.74  8 17.4        (c) calculate the rate of oxygen production at ph 8.     show your working. write your answer in table 3.1           [2]     ",
+            "8": "7  \u00a9 ucles 2008 0610/31/m/j/08 [turn over  for  examiner's  use  (d) complete the graph by plotting the rate of oxygen production against ph.    123456781.2 1.00.80.60.40.20.0   [4]     (e) (i)  using data from the graph, describe the changes in the reaction rate between ph 4   and ph 8.       [2]     (ii) explain the change in the reaction rate between ph 6 and ph 8.         [3]    [total: 17]   ",
+            "9": "8  \u00a9 ucles 2008 0610/31/m/j/08  for  examiner's  use 4 fig. 4.1 shows three species of zebra.     equus grevyi equus zebraequus burchelli vertical stripe horizontal stripe fig. 4.1     ",
+            "10": "9  \u00a9 ucles 2008 0610/31/m/j/08 [turn over  for  examiner's  use  (a) describe one method a scientist could use to show that the zebras shown in fig. 4.1  are different species.     [1]       (b) studies have shown that the hotter the environment, the more stripes zebras have.     (i) state the type of variation which would result in different numbers of stripes.   [1]     (ii) study fig. 4.1. suggest which species of zebra lives in the hottest environment.   [1]      (c) occasionally, zebras are born that are almost completely black. the change in  appearance is the result of mutation.    (i) state the term that is used to describe the appearance of an organism.   [1]    (ii) define the term mutation .     [2]     ",
+            "11": "10  \u00a9 ucles 2008 0610/31/m/j/08  for  examiner's  use  (d) tsetse flies attack animals with short fur, sucking their blood and spreading diseases.     fig. 4.2 shows a tsetse fly. this fly is an insect, belonging to the arthropod group.   fig. 4.2     (i) state one feature, visible in fig. 4.2 , which is common to all arthropods.   [1]     (ii) state two features, visible in fig. 4.2, which distinguish insects from other  arthropod groups.  1.   2.  [2]      (e) scientists have discovered that zebras with more horizontal stripes attract fewer tsetse flies.     (i) suggest why the stripes on the head and neck of the zebra would be an advantage  when it feeds on grass on the ground.     [2]     (ii) describe how a species of zebra could gradually develop more horizontal stripes.         [3]    [total: 14]   ",
+            "12": "11  \u00a9 ucles 2008 0610/31/m/j/08 [turn over  for  examiner's  use   5 to stay healthy we need a balanced diet.    (a) define the term balanced diet .       [2]       protein is one nutrient present in a balanced diet. the body cannot store protein, so any  excess amino acids are broken down in the process of deamination, as shown in fig. 5.1.      excess amino acid fig. 5.1non-nitrogen compound xnitrogen compound respiration 6co2 + 6h2o + energyurea      (b) (i)  name the organ where deamination takes place.   [1]    (ii) compound x is used as an energy source in respiration.    suggest the name of compound x.   [1]   ",
+            "13": "12  \u00a9 ucles 2008 0610/31/m/j/08  for  examiner's  use  (iii) state the type of respiration shown in fig. 5.1.     explain your answer.  type of respiration   explanation    [2]      (c) the urea produced is transported to the kidney, where it is excreted.    describe how urea is transported in the blood to the kidney.     [2]       fig. 5.2 shows a kidney tubule (nephron) and its associated blood vessels.   fig. 5.2a b c d      ",
+            "14": "13  \u00a9 ucles 2008 0610/31/m/j/08  for  examiner's  use  (d) complete the table by naming the parts labelled a to d  and stating one  function for  each.     name of part  function      a          b          c          d         [8]      (e) the volume of blood filtered by the kidneys is 1.18 dm 3 min-1.    (i) calculate the total volume of blood filtered in 24 hours.    show your working.        volume =  [2]    (ii) if the total volume of urine produced in 24 hours is 1.7 dm 3, calculate the  percentage volume of the filtered blood excreted as urine in 24 hours.    show your working.        % volume =  [2]    [total: 20]   ",
+            "15": "14   0610/31/m/j/08  blank page",
+            "16": "15   0610/31/m/j/08  blank page",
+            "17": "16      permission to reproduce items where thir d-party owned material protected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holder s, 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 t he cambridge assessment group. ca mbridge assessment is the brand name of university of  cambridge local examinations syndicate (ucles), which is itself a department of the university of cambridge.     0610/31/m/j/08  blank page ",
+            "18": "    this document consists of 13 printed pages and 3 blank pages.  ib08 06_0610_32/4rp  \u00a9 ucles 2008  [turn over       *2373707408* for examiner's use  1   2   3   4   5   total   university of cambridge international examinations  international general certificate of secondary education       biology 0610/32     paper 3 extended  may/june 2008     1 hour 15 minutes    candidates answer on the question paper.    no additional materials are required.         read these instructions first    write your centre number, candidate number and name on all the work you hand in.  write in dark blue or black pen.  you may use a pencil for any diagrams or graphs. do not use staples, paper clips, highlighters, glue or correction fluid. do not  write in any barcodes.   answer all questions.   at the end of the examination, fasten all your work securely together.  the number of marks is given in brackets [  ] at the end of each question or part question.   ",
+            "19": "2  \u00a9 ucles 2008 0610/32/m/j/08  for  examiner's  use 1 (a)  using straight lines, match the names of the flower parts with their functions.    one has been completed for you.    anther petal sepal style stigmaallows the passage of the pollen tube to the ovary attracts insects for pollination produces pollen grains protects the flower when in bud the surface on which the pollen lands during pollination  [4]     (b) describe how the stigmas of wind-pollinated flowers differ from the stigmas of insect- pollinated flowers. relate these differences to the use of wind as the pollinating agent.            [3]      (c) discuss the implications to a species of self-pollination.         [3]    [total: 10] ",
+            "20": "3  \u00a9 ucles 2008 0610/32/m/j/08 [turn over  for  examiner's  use 2 fig. 2.1 shows salvinia molesta , which is an australian freshwater plant, introduced to the  wetlands of namibia as a source of animal food. however, in namibia the plant reproduces  much more quickly than in australia. it quickly covers the surface of the water.    fig. 2.1    (a) scientists are concerned about the environmental damage caused by s. molesta to the  aquatic habitats in the ecosystem of the namibian wetlands.    (i) define the term ecosystem .     [2]     (ii) outline how s. molesta could damage the aquatic habitats of the wetland  ecosystem.               [4]   ",
+            "21": "4  \u00a9 ucles 2008 0610/32/m/j/08  for  examiner's  use  (b) s. molesta is being controlled using an australian beetle, cyrtobagous saliniae. the  beetle eats the growing points of the plant.     suggest and explain why    (i) it is better to use a natural consumer of the plant than to apply herbicides in the  water to kill it,       [2]     (ii) it could be dangerous to the wetland ecosystem to introduce australian beetles.       [2]      (c) the growth of s. molesta is now under control.     its population growth has followed the pattern of a sigmoid curve.    (i) using the axes below, sketch a sigmoid growth curve for s. molesta. [1]     (ii) label the phases of the sigmoid growth curve. [3]    number of plants time  / years      (iii) using the information given in this question (pages 3 and 4), state one factor that  is limiting the growth of s.  molesta .   [1]   ",
+            "22": "5  \u00a9 ucles 2008 0610/32/m/j/08 [turn over  for  examiner's  use  (iv) explain how two other named factors could also limit the growth of s. molesta.  1.       2.      [4]    [total: 19]     3 catalase is an enzyme found in plant and animal cells. it has the function of breaking down  hydrogen peroxide, a toxic waste product of metabolic processes.     (a) (i)  state the term used to describe the removal of waste products of metabolism.   [1]     (ii) define the term enzyme .     [2]     an investigation was carried out to study the effect of ph on catalase, using pieces of  potato as a source of the enzyme.     oxygen is formed when catalase breaks down hydrogen peroxide, as shown in the  equation.    hydrogen peroxide water + oxygencatalase      the rate of reaction can be found by measuring how long it takes for 10  cm3 oxygen to be  collected.     (b) (i)  state the independent (input) variable in this investigation.   [1]    (ii) suggest two factors that would need to be kept constant in this investigation.  1.   2.  [2]   ",
+            "23": "6  \u00a9 ucles 2008 0610/32/m/j/08  for  examiner's  use table 3.1 shows the results of the investigation, but it is incomplete.    table 3.1     ph time to collect 10  cm3          oxygen  / min rate of oxygen             production  / cm3 min-1  4 20.0 0.50  5 12.5 0.80  6 10.0 1.00  7 13.6 0.74  8 17.4     (c) calculate the rate of oxygen production at ph 8 .    show your working. write your answer in table 3.1.       [2]   ",
+            "24": "7  \u00a9 ucles 2008 0610/32/m/j/08 [turn over  for  examiner's  use  (d)  complete the line graph by plotting the rate of oxygen production against ph.    123456781.2 1.00.80.60.40.20.0     [4]     (e) (i)  using data from the graph, describe the changes in the reaction rate between ph 4   and ph 8.       [2]     (ii) explain the change in the reaction rate between ph 6 and ph 8.         [3]    [total: 17] ",
+            "25": "8  \u00a9 ucles 2008 0610/32/m/j/08  for  examiner's  use 4 fig. 4.1 shows three species of zebra.    equus grevyi equus zebraequus burchelli vertical stripe horizontal stripe fig. 4.1       ",
+            "26": "9  \u00a9 ucles 2008 0610/32/m/j/08 [turn over  for  examiner's  use  (a) describe one method a scientist could use to show that the zebras shown in fig. 4.1  are different species.     [1]       (b) studies have shown that the hotter the environment, the more stripes zebras have.    (i) state the type of variation which would result in different numbers of stripes.   [1]    (ii) study fig. 4.1. suggest which species of zebra lives in the hottest environment.   [1]      (c) occasionally, zebras are born that are almost completely black. the change in  appearance is the result of mutation.    (i) state the term that is used to describe the appearance of an organism.   [1]    (ii) define the term mutation .     [2]     ",
+            "27": "10  \u00a9 ucles 2008 0610/32/m/j/08  for  examiner's  use  (d) tsetse flies attack animals with short fur, sucking their blood and spreading diseases.     fig. 4.2 shows a tsetse fly. this fly is an insect, belonging to the arthropod group.   fig. 4.2     (i) state one feature, visible in fig. 4.2 , which is common to all arthropods.   [1]     (ii) state two features, visible in fig. 4.2, which distinguish insects from other  arthropod groups.  1.   2.  [2]      (e) scientists have discovered that zebras with more horizontal stripes attract fewer tsetse flies.     (i) suggest why the stripes on the head and neck of the zebra would be an advantage  when it feeds on grass on the ground.     [2]     (ii) describe how a species of zebra could gradually develop more horizontal stripes.         [3]    [total: 14]   ",
+            "28": "11  \u00a9 ucles 2008 0610/32/m/j/08 [turn over  for  examiner's  use 5 to stay healthy we need a balanced diet.    (a) define the term balanced diet .       [2]      protein is one nutrient present in a balanced diet. the body cannot store protein, so any  excess amino acids are broken down in the process of deamination, as shown in fig. 5.1.    excess amino acid fig. 5.1non-nitrogen compound xnitrogen compound respiration 6co2 + 6h2o + energyurea       (b) (i)  name the organ where deamination takes place.   [1]    (ii) compound x is used as an energy source in respiration.    suggest the name of compound x.   [1]   ",
+            "29": "12  \u00a9 ucles 2008 0610/32/m/j/08  for  examiner's  use  (iii) state the type of respiration shown in fig. 5.1.      explain your answer.  type of respiration   explanation    [2]      (c) the urea produced is transported to the kidney, where it is excreted.    describe how urea is transported in the blood to the kidney.     [2]       fig. 5.2 shows a kidney tubule (nephron) and its associated blood vessels.   fig. 5.2a b c d      ",
+            "30": "13  \u00a9 ucles 2008 0610/32/m/j/08 for  examiner's  use  (d) complete the table by naming the parts labelled a to d  and stating one  function for  each.     name of part  function      a          b          c          d         [8]      (e) the volume of blood filtered by the kidneys is 1.18 dm 3 min-1.    (i) calculate the total volume of blood filtered in 24 hours.    show your working.        volume =  [2]    (ii) if the total volume of urine produced in 24 hours is 1.7 dm 3, calculate the  percentage volume of the filtered blood excreted as urine in 24 hours.    show your working.        % volume =  [2]    [total: 20]    ",
+            "31": "14   0610/32/m/j/08  blank page",
+            "32": "15   0610/32/m/j/08 blank page",
+            "33": "16    permission to reproduce items where thir d-party owned material protected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holder s, 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.     0610/32/m/j/08  blank page "
+        },
+        "0610_s08_qp_5.pdf": {
+            "1": "    this document consists of 6 printed pages and 2 blank pages.  ib08 06_0610_05/3rp  \u00a9 ucles 2008  [turn over      *8853252376* for examiner's use  1   2   total   university of cambridge international examinations  international general certificate of secondary education       biology 0610/05     paper 5  practical test  may/june 2008     1 hour    candidates answer on the question paper.    additional materials: as listed in confidential instructions.      read these instructions first    write your centre number, candidate number and name on all the work you hand in.  write in dark blue or black pen. you may use a pencil for any diagrams or graphs. do not use staples, paper clips, highlighters, glue or correction fluid. do not  write in any barcodes.    answer both  questions.    at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question.     ",
+            "2": "2  \u00a9 ucles 2008 0610/05/m/j/08  for  examiner's  use 1 read the whole question before starting work.      humans and other mammals are able to maintain a relatively constant body temperature  despite widely ranging environmental temperatures.     you are provided with two containers with lids. the containers represent two mammals  cooling.    \u007f wrap a paper towel around each container and secure each towel with an elastic  band.    \u007f use the pipette to squirt water from the beaker onto the paper towel around one of  the containers, so that it is wet all over.   \u007f if, at any time, the paper towel appears to be getting dry, add  more water from the pipette.   \u007f the paper towel around the second container should be left dry.    \u007f when you are ready, raise your hand and ask the supervisor to fill both containers  with hot water.   \u007f be careful with the hot water.    \u007f cover the containers with the lids.     (a) (i) immediately , take the temperature of the water in each container by gently putting  the thermometer through the hole in the lids and into the water.      record the temperature of the water in each container in table 1.1. this is \u2018zero\u2019  time. [1]    (ii) every 2 minutes after zero time, take the temperatures in the two containers and record your readings in table 1.1.      table 1.1     time from start  / min \u2018 dry\u2019 container  temperature  / oc \u2018wet\u2019 container  temperature  / oc  0 [\u2018zero\u2019 time]    2    4    6    8    10    [5]   ",
+            "3": "3  \u00a9 ucles 2008 0610/05/m/j/08 [turn over  for  examiner's  use  (b) on the same axes, plot a graph of your results.          [5]   (c) (i) compare the cooling of the water in the two containers.         [2]     ",
+            "4": "4  \u00a9 ucles 2008 0610/05/m/j/08  for  examiner's  use  (ii) explain what has happened to produce the results you have obtained.             [3]       (iii) describe how the human skin carries out a similar cooling process when the body  becomes too hot.         [2]      (d) (i) describe two ways in which your investigation is a fair test.         [2]       (ii) describe three  improvements you could make to increase the accuracy and  reliability of this investigation.             [3]    [total: 23]   ",
+            "5": "5  \u00a9 ucles 2008 0610/05/m/j/08 [turn over  for  examiner's  use 2 you are provided with two fruits, s1 and s2, which have been cut in half longitudinally  through the middle.     (a) make a large, labelled drawing of the cut surface of s1.                                         [5]   (b) study the specimens s1 and s2.    (i) complete table 2.1 to show four differences between the two fruits, s1 and s2.    table 2.1      s1 s2  1    2    3    4      [4]   ",
+            "6": "6  \u00a9 ucles 2008 0610/05/m/j/08  for  examiner's  use  (ii) describe two similarities between s1 and s2.  1.   2.  [2]       (c) describe an investigation you could carry out to compare the reducing sugar content of  these two fruits, s1 and s2.    include any safety precautions you will need to consider.                     [6]    [total: 17] ",
+            "7": "7   0610/05/m/j/08  blank page",
+            "8": "8    permission to reproduce items where thir d-party owned material protected by copyright  is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holder s, 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 t he cambridge assessment group. ca mbridge assessment is the brand name of university of  cambridge local examinations syndicate (ucles), which is itself a department of the university of cambridge.     0610/05/m/j/08  blank page  "
+        },
+        "0610_s08_qp_6.pdf": {
+            "1": "    this document consists of 9 printed pages and 3 blank pages.  ib08 06_0610_06/4rp  \u00a9 ucles 2008  [turn over      *7455835842* for examiner's use  1   2   3   total   university of cambridge international examinations  international general certificate of secondary education       biology 0610/06     paper 6 alternative to practical  may/june 2008     1 hour    candidates answer on the question paper.    no additional materials are required.       read these instructions first    write your centre number, candidate number and name on all the work you hand in.  write in dark blue or black pen.  you may use a pencil for any diagrams or graphs. do not use staples, paper clips, highlighters, glue or correction fluid. do not  write in any barcodes.   answer all questions. at the end of the examination, fasten all your work securely together.  the number of marks is given in brackets [  ] at the end of each question or part question.   ",
+            "2": "2  \u00a9 ucles 2008 0610/06/m/j/08  for  examiner's  use 1 humans and other mammals are able to maintain a relatively constant body temperature,  despite widely ranging environmental temperatures. mammals, unless adapted to living in water, seem to prefer not to get wet.    three flasks were set up as shown in fig. 1.1. each flask represents a hot mammal cooling  down.    flask a had nothing around the flask. this represents a hairless mammal.     flask b had a dry covering of cotton cool around the flask. this represents a mammal with  dry fur.     flask c had a wet covering of cotton wool soaked in water around the flask. this  represents a mammal with wet fur.    stand water level flasklidstand water levellidstand water levellid dry cotton woolwetcotton wool fig. 1.1flask a flask b flask c        each flask was covered with a lid through which a thermometer was suspended. the bulb  of the thermometer was immersed in the water, but did not touch the sides of the flask. each flask was filled with an equal volume of hot water.    the temperature of the water in each flask was measured as it cooled.   readings were taken every 2 minutes and recorded in table 1.1.    a laboratory clock was used to check the time.   ",
+            "3": "3  \u00a9 ucles 2008 0610/06/m/j/08 [turn over  for  examiner's  use table 1.1     temperature / oc  time / min    flask a   flask b   flask c    0 70 70 70  2 66 68 64  4 61 67 58  6 58 65 52  8 50 61 42  10 45 60 40      (a) (i) on the same axes plot a graph of the three sets of results.      [5] ",
+            "4": "4  \u00a9 ucles 2008 0610/06/m/j/08  for  examiner's  use  (ii) compare cooling of the water in the three flasks.      flask a compared with flask b.         flask b compared with flask  c.         flask c compared with flask a.     [3]     (iii) explain what has happened to produce these results.         [3]       (b) (i) describe three  ways in which this investigation was a fair test.             [3]   ",
+            "5": "5  \u00a9 ucles 2008 0610/06/m/j/08 [turn over  for  examiner's  use  (ii) describe two improvements which would increase the accuracy and reliability of  this investigation.         [2]    [total: 16]   ",
+            "6": "6  \u00a9 ucles 2008 0610/06/m/j/08  for  examiner's  use 2 fig. 2.1 shows a tomato and fig. 2.2 shows an apple, both are cut in half longitudinally  through the middle.    fig. 2.1 fig. 2.2 x 1 x 0.5      (a) make a large, labelled drawing of the cut surface of the tomato fruit shown in fig. 2.1.                                   [5]   ",
+            "7": "7  \u00a9 ucles 2008 0610/06/m/j/08 [turn over  for  examiner's  use  (b) (i) complete table 2.1 to show four differences  between the two fruits visible in      fig. 2.1 and fig. 2.2.    table 2.1      tomato    apple     1    2    3    4      [4]     (ii) describe two similarities between the two fruits visible in fig. 2.1 and in fig. 2.2.  1.   2.  [2]       (c) describe an investigation you could carry out to compare the reducing sugar content of  these two fruits.     include any safety precautions you will need to consider.                     [6]    [total: 17]     ",
+            "8": "8  \u00a9 ucles 2008 0610/06/m/j/08  for  examiner's  use 3 pollen grains start to germinate when they land on a suitable stigma and produce a pollen  tube. fig. 3.1 shows a single carpel from a flower with a germinating pollen grain.    a b c fig. 3.1      (a) (i) identify the structures labelled a, b and c.  a   b   c  [3]     (ii) draw a line on fig. 3.1 to continue the path taken by the pollen tube until it enters structure c.  [1]    ",
+            "9": "9  \u00a9 ucles 2008 0610/06/m/j/08  for  examiner's  use  (b) (i) measure the diameter of the pollen grain shown in fig. 3.1 and the approximate  distance the pollen tube grows to reach and enter structure c.  diameter of pollen grain mm   distance grown mm  [1]     (ii) how many times greater is the distance grown by the pollen tube than the  diameter of the pollen grain?                  times greater  [2]    [total: 7]   ",
+            "10": "10   0610/06/m/j/08  blank page",
+            "11": "11   0610/06/m/j/08  blank page",
+            "12": "12      permission to reproduce items where thir d-party owned material protected by copyright  is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holder s, 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 t he cambridge assessment group. ca mbridge assessment is the brand name of university of  cambridge local examinations syndicate (ucles), which is itself a department of the university of cambridge.     0610/06/m/j/08  blank page "
+        },
+        "0610_w08_qp_01.pdf": {
+            "1": "    this document consists of 19 printed pages and 1 blank page.  ib08 11_0610_01/2rp  \u00a9 ucles 2008  [turn over      *1478016376* university of cambridge international examinations  international general certificate of secondary education       biology 0610/01     paper 1  multiple choice  october/november 2008     45 minutes    additional materials: multiple choice answer sheet    soft clean eraser    soft pencil (type b or hb is recommended)        read these instructions first    write in soft pencil.  do not use staples, paper clips, highlighters, glue or correction fluid. write your name, centre number and candidate number on the answer sheet in the spaces provided  unless this has been done for you.   there are forty  questions on this paper. answer all questions. for each question there are four possible  answers a, b, c and d.   choose the one you consider correct and record your choice in soft pencil on the separate answer sheet.   read the instructions on the answer sheet very carefully.    each correct answer will score one mark. a mark will not be deducted for a wrong answer. any rough working should be done in this booklet.         ",
+            "2": "2  \u00a9 ucles 2008 0610/01/o/n/08  1 which characteristic is shown by all living things?  a breathing  b growing  c sleeping  d walking      2 the diagrams show four different animals. they are not drawn to the same scale.    wx yz     which are vertebrates?  a w and x b x and y c y and z d w and z    ",
+            "3": "3  \u00a9 ucles 2008 0610/01/o/n/08 [turn over  3 the diagram shows half a flower.        the following key may be used to identify the plant on which the flower is growing.    1 petals separate from sepals   go to 2   petals and sepals joined ..  plant p  2 flower with four stamens ..  plant q   flower with more than four stamens .  go to 3 3 ovary as tall as wide   plant r   ovary taller than wide ...  go to 4  4 flower has two petals ...  plant s   flower has more than two petals ..  plant t    to which plant does the flower belong?  a plant p b plant q c plant r d plant t     4 which two functions does xylem perform?     absorption conduction contraction support   a \u0013 \u0017 \u0013 \u0017 key  b \u0013 \u0013 \u0017 \u0017 \u0013= performs  c \u0017 \u0017 \u0013 \u0013 \u0017= does not perform  d \u0017 \u0013 \u0017 \u0013     ",
+            "4": "4  \u00a9 ucles 2008 0610/01/o/n/08  5 the diagram shows a cell.        what type of cell is shown?  a epidermis  b muscle   c nerve  d palisade       6 which diagram shows a cell from the liver?   abcd      7 the diagrams show a leaf and a section through part of the same leaf.    which label on the diagrams indicates an organ?    db ca     ",
+            "5": "5  \u00a9 ucles 2008 0610/01/o/n/08 [turn over  8 what is the main function of muscle?  a absorption  b conduction  c contraction  d transport      9 which two features are found in both a root hair cell and a red blood cell?  a cell membrane and cytoplasm  b cell membrane and vacuole  c nucleus and chloroplast  d nucleus and cytoplasm      10 what controls the passage of substances into and out of plant cells?  a the cell surface membrane  b the cellulose cell wall  c the chloroplasts  d the vacuole    11 an experiment on diffusion was set up as shown in the diagram.    water at 37  \u00b0c partially permeablemembranemixture of protein solution andprotease     what was found in the water after 15 minutes?  a amino acids  b fatty acids  c glucose  d glycerol     ",
+            "6": "6  \u00a9 ucles 2008 0610/01/o/n/08  12 which substance is an enzyme?  a bile  b fibrinogen  c lipase  d maltose      13 the diagram shows the human alimentary canal.    12 3 4     in which parts does peristalsis take place?  a 1 and 2 b 2 and 3 c 3 and 4 d 4 and 1      14 some liquid is collected from the xylem in the stem of a plant.    what is present in the liquid?  a amino acids  b inorganic ions  c starch  d sugar     ",
+            "7": "7  \u00a9 ucles 2008 0610/01/o/n/08 [turn over  15 the diagram shows cells from a storage organ of a flowering plant after they have been stained  with iodine solution.    x     structures x stain black.    what does this show that structures x contain?  a chlorophyll  b fat c starch d sugar     16 the diagram shows a double circulatory system.    capillaries of the lungsheart23 14capillaries of the rest of the body     which two vessels carry blood at the highest pressure?  a 1 and 2 b 1 and 4 c 2 and 3 d 2 and 4     ",
+            "8": "8  \u00a9 ucles 2008 0610/01/o/n/08  17 the diagram shows an external view of the human heart.    right atrium right ventricleleft atrium left ventriclex     what is the name of the blood vessel labelled x?  a coronary artery  b hepatic artery c pulmonary artery d renal artery     ",
+            "9": "9  \u00a9 ucles 2008 0610/01/o/n/08 [turn over  18 the diagram shows two shoots at the start of an experiment on transpiration.    30 gspring balance oil watershoot x shoot y 30 g     what are the readings on the spring balances after three days?     shoot x shoot y  a 30  g 30  g  b 30  g 25  g  c 25  g 30  g  d 25  g 25  g     19 what is the role of anaerobic respiration in bread-making?  a to produce alcohol to flavour the bread  b to produce gas to make the bread rise  c to release enough energy to bake the bread  d to release enough lactic acid to kill the yeast     20 gas exchange in annelid worms occurs through the whole of the skin surface.    what are the most likely characteristics of the skin surface?     surface area  to volume ratio condition  of surface  a large dry  b large wet  c small dry  d small wet   ",
+            "10": "10  \u00a9 ucles 2008 0610/01/o/n/08  21 an athlete runs a race. the graph shows how the concentration of lactic acid in his leg muscles  changes.    8 642 123456789 1 0 time from start of race  / min0 0lactic acid concentration(arbitary units)     for how long did the athlete run?  a 2 minutes  b 4 minutes  c 6 minutes  d 10 minutes      22 the diagram shows the human excretory system and its main associated blood vessels.    which labelled structure contains urine?    a b c d      ",
+            "11": "11  \u00a9 ucles 2008 0610/01/o/n/08 [turn over  23 the table shows the amount of water and salt lost from the kidneys and skin on a hot day and on  a cold day. food and drink intake are the same on both days.     water lost from  kidneys  / dm3 water lost from  skin  / dm3 salt lost from  kidney  / g salt lost from  skin  / g  cold day 1.8 0.0 20.2 0.0  hot day 0.4 2.3 14.4 5.8    what do these results show?  a less water is lost from the kidneys on a cold day than on a hot day.  b more salt is lost from the kidneys on a hot day than on a cold day.  c the total amount of salt lost each day is the same.  d water is not lost from the kidneys on hot days.      24 the diagram shows bones and muscles in the human arm.    1 2 3 4    which row correctly identifies the biceps, triceps and ulna?     biceps triceps ulna  a 1 2 4  b 1 2 3  c 2 1 4  d 2 1 3    ",
+            "12": "12  \u00a9 ucles 2008 0610/01/o/n/08  25 the diagram shows the apparatus used to investigate the effect of light on the growth of three  plant shoots.    shoot with tip removedshoot withfoil cap untreated shootlightblack box     which diagram shows the likely result after one day?    a b c d      26 some couples who do not want to have babies avoid sexual intercourse for certain days in the  woman\u2019s menstrual cycle.    which kind of birth control is this?  a chemical  b mechanical  c natural  d surgical     ",
+            "13": "13  \u00a9 ucles 2008 0610/01/o/n/08 [turn over  27 seed dispersal, fertilisation, seed germination and pollination are processes in plant reproduction.    what is the correct sequence for events after pollination?  a dispersal \u2192 fertilisation \u2192 germination  b dispersal \u2192 germination \u2192 fertilisation  c fertilisation \u2192 dispersal \u2192 germination  d germination \u2192 fertilisation \u2192 dispersal      28 what is not normally essential for germination?  a enzymes  b light  c oxygen  d warmth      29 the diagrams show a camel before and after drinking a large volume of water.    before after     which statement is correct?  a growth has occurred because the animal has increased in volume.  b growth has occurred because the animal has increased in mass.  c growth has not occurred because the animal\u2019s height is unaltered.  d growth has not occurred because the dry mass has not increased.     30 the nucleus in each cell in the stem of a plant contains 32 chromosomes.    how many chromosomes are there in the nuclei of its pollen grains?  a 8 b 16 c 32 d 64     ",
+            "14": "14  \u00a9 ucles 2008 0610/01/o/n/08  31 the diagram shows the offspring of a cross between two wolves.    brownbrown brown whitewolf w \u00d7     brown colour is caused by a dominant allele b and white colour by a recessive allele b.     what are the genotype and the phenotype of wolf w?      genotype phenotype  a b brown  b bb brown  c brown b  d brown bb    32 what is an advantage of a short food chain?  a a few producers can support a large number of consumers.  b it is easier for consumers to find food.  c less energy is lost in the food chain.  d less food is required by the consumers.    ",
+            "15": "15  \u00a9 ucles 2008 0610/01/o/n/08 [turn over  33 fungi are decomposers.    lettuce plants slugs toads fungigrass snakes     why are they important in the food web?  a they provide food for snakes.  b they control the numbers of toads.  c they provide energy for plant growth.  d they release minerals essential for plant growth.     34 a single tree is food for a large population of caterpillars. several small birds eat the caterpillars.  the small birds are eaten by a bird of prey.    which is the pyramid of biomass?    ab cd      ",
+            "16": "16  \u00a9 ucles 2008 0610/01/o/n/08  35 the diagram shows part of the carbon cycle.    coal, oil and gasgradual production offossil fuelscarbon dioxide in atmosphere     which process is missing from the diagram?  a combustion  b photosynthesis  c respiration  d transpiration     ",
+            "17": "17  \u00a9 ucles 2008 0610/01/o/n/08 [turn over  36 the diagram shows the water cycle. the arrows show four processes that take place during this  cycle.    seacloud tr qland s     which combination identifies these processes?     condensation evaporation precipitation  a q r t  b r q t  c r s t  d s q r      37 the populations of four organisms in a lake were measured between 1908 and 1990.    which organism was affected by an outbreak of disease in 1984?    1980 1982 1984 1986 1988 1990 yearnumber of organismsa b c d      ",
+            "18": "18  \u00a9 ucles 2008 0610/01/o/n/08  38 lichens are organisms that do not grow well in air containing sulphur dioxide.    which graph shows the change in number of lichen species from the centre of an industrial city to  a country area 15  km away?    distance (km)a 0 01 5 city centrecountry areadistance (km)b 0 01 5 city centrecountry area distance (km)c 0 01 5 city centrecountry areadistance (km)d 0 01 5 city centrecountry areanumber of lichen speciesnumber oflichen species number oflichen speciesnumber oflichen species       39 four water samples are collected from different places along a river. the average number of  organisms per species and the number of different species of organisms are counted.    the table shows the results.    which water sample is most polluted?     average number of  organisms per species number of  species  a 650 5  b 280 30  c 400 17  d 420 43    ",
+            "19": "19  \u00a9 ucles 2008 0610/01/o/n/08  40 the graph shows how the concentration of oxygen and the numbers of fish and bacteria in a river  change when sewage flows into it.    01 0sewage introduced 20 30 40 50 miles downstreamrqp     what are p, q and r?     p q r  a bacteria oxygen fish  b fish bacteria oxygen  c fish oxygen bacteria  d oxygen fish bacteria     ",
+            "20": "20    permission to reproduce items where third-par ty owned material protected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to t race 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.     0610/01/o/n/08  blank page  "
+        },
+        "0610_w08_qp_06.pdf": {
+            "1": "    this document consists of 8 printed pages and 4 blank pages.  ib08 11_0610_06/3rp  \u00a9 ucles 2008  [turn over      *7243909781* *7243909781* for examiner's use   1   2   3   total   university of cambridge international examinations  international general certificate of secondary education       biology 0610/06     paper 6 alternative to practical  october/november 2008     1 hour    candidates answer on the question paper.    no additional materials are required.      read these instructions first    write your centre number, candidate number and name on all the work you hand in.  write in dark blue or black pen.  you may use a pencil for any diagrams or graphs. do not use staples, paper clips, highlighters, glue or correction fluid. do not  write in any barcodes.   answer all questions. at the end of the examination, fasten all your work securely together.  the number of marks is given in brackets [  ] at the end of each question or part question.   ",
+            "2": "2  \u00a9 ucles 2008 0610/06/o/n/08  for  examiner's  use 1 two uncooked hen\u2019s eggs of similar size were submerged in acid to dissolve the shell. the  contents of the eggs are left intact, enclosed by the egg membrane.    one de-shelled egg has been placed in distilled water for 2 days. the other egg has been  placed in salt solution for 2 days.    fig. 1.1 shows the two eggs after two days.   distilled water salt solution fig. 1.1     (a) (i) complete table 1.1 to compare the two eggs.    table 1.1      egg in water egg in salt solution   size of the egg    position in the liquid    external appearance of the  egg     [3]     (ii) suggest an explanation for these differences.                 [5]  ",
+            "3": "3   0610/06/o/n/08 [turn over  blank page                                     question 1 continues on page 4  ",
+            "4": "4  \u00a9 ucles 2008 0610/06/o/n/08  for  examiner's  use  (b) a student carried out a similar experiment and varied the concentration of salt in  different solutions.      table 1.2 shows the percentage change in mass of the eggs after 2 days.    table 1.2     concentration of salt  solution  / gdm-3 % change in mass    0.0  +7.3   10.0  +3.2   20.0  +0.8   30.0  -2.5   40.0  -6.4   50.0  -10.8     (i) draw a graph of this data on the axes.    0positive negative% change in mass concentration of salt solution  / g dm\u20133      [3] ",
+            "5": "5   0610/06/o/n/08 [turn over  for  examiner's  use  (ii) determine the concentration of salt solution where there is no change in mass.   [1]     (iii) explain why there is no change in mass at this concentration of salt solution.         [3]       (c) describe a food test which might show whether there is more protein to be found in the  \u2018white\u2019 or in the \u2018yolk\u2019 of the egg.                 [4]    [total: 19] ",
+            "6": "6  \u00a9 ucles 2008 0610/06/o/n/08   blank page",
+            "7": "7  \u00a9 ucles 2008 0610/06/o/n/08 [turn over  for  examiner's  use 2 an active yeast culture is placed in a test-tube. this test-tube is connected by a delivery  tube to a second test-tube containing hydrogencarbonate indicator shown in fig. 2.1.     hydrogencarbonate indicator changes colour according to ph. in alkaline solutions the  indicator becomes purple and in acidic solutions the indicator becomes yellow.    active yeast culturehydrogencarbonateindicator fig. 2.1delivery tube        at the start of the experiment the indicator is red in colour. after 15 minutes the indicator  becomes yellow.     (a) explain the reason for this colour change.         [3]     ",
+            "8": "8  \u00a9 ucles 2008 0610/06/o/n/08  for  examiner's  use  (b) describe how you would collect and measure the volume of gas given off per minute by  20  cm3 of the active yeast culture.                   [6]      (c) fig. 2.2 shows a yeast cell reproducing asexually.    x y\u00d75000     fig. 2.2    ",
+            "9": "9  \u00a9 ucles 2008 0610/06/o/n/08 [turn over  for  examiner's  use  (i) make a labelled drawing of the yeast cells.                                       [3]   (ii) measure the diameter of the yeast cell in fig. 2.2 between x and y.  diameter (distance between x and y)       calculate the magnification of your drawing. show your working.                    magnification [3]    [total: 15] ",
+            "10": "10  \u00a9 ucles 2008 0610/06/o/n/08  for  examiner's  use 3 fig. 3.1 shows cells dividing to form gametes.    fig. 3.1     (a) label on fig. 3.1     (i) a chromosome,   (ii) cytoplasm,   (iii) a nucleus. [3]      (b) name where such dividing cells can be found,     (i) in a plant,   [1]     (ii) in a mammal.   [1]      (c) suggest the importance of this type of division in the formation of gametes.       [1]    [total:6]   ",
+            "11": "11   0610/06/o/n/08   blank page",
+            "12": "12      permission to reproduce items where third -party owned material protected by copyright is  included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holder s, 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 t he cambridge assessment group. ca mbridge assessment is the brand name of university of  cambridge local examinations syndicate (ucles), which is itself a department of the university of cambridge.     0610/06/o/n/08   blank page "
+        },
+        "0610_w08_qp_2.pdf": {
+            "1": "    this document consists of 16 printed pages.  ib08 11_0610_02/4rp  \u00a9 ucles 2008  [turn over      *0514554015* for examiner's use  1   2   3   4   5   6   7   8   9   10   total   university of cambridge international examinations  international general certificate of secondary education       biology 0610/02     paper 2 core  october/november 2008     1 hour 15 minutes    candidates answer on the question paper.    no additional materials are required.       read these instructions first    write your centre number, candidate number and name on all the work you hand in.  write in dark blue or black pen.  you may use a pencil for any diagrams or graphs. do not use staples, paper clips, highlighters, glue or correction fluid.  do not  write in any barcodes.    answer all questions.  at the end of the examination, fasten all your work securely together.  the number of marks is given in brackets [ ] at the end of each question or part  question.   ",
+            "2": "2  \u00a9 ucles 2008 0610/02/o/n/08  for  examiner's  use 1 (a) the binomial naming system used to identify all living things gives the indian elephant  a scientific name of elephas maximus.     which part of this name refers to the genus and which part refers to the species?   genus   species  [1]       (b) the list gives the names of eight members of the cat family. the common or english  name is followed by the binomial name.    bobcat  \u2013 lynx rufus  cheetah  \u2013 acinonyx jubatus  jaguar  \u2013 panthera onca       european lynx  \u2013 lynx lynx   leopard \u2013 panthera pardus      lion \u2013 panthera leo  iberian lynx  \u2013 lynx pardinus  tiger \u2013 panthera tigris        (i) state the common or english names of two members of the same genus.  1.   2.  [2]     (ii) name the genus that has only one species.   [1]    [total: 4]    2 (a)  table 2.1 shows the percentage of haemoglobin that is inactivated by carbon monoxide  present in the blood of taxi drivers in a city.    table 2.1     city taxi drivers percentage of haemoglobin  inactivated by carbon monoxide  smokers 5.7 day  time  drivers non-smokers 2.3  smokers 4.4 night  time  drivers non-smokers 1.0    ",
+            "3": "3  \u00a9 ucles 2008 0610/02/o/n/08 [turn over  for  examiner's  use  (i) the carbon monoxide in the blood of these taxi drivers comes from two sources.  one source is from vehicle exhaust fumes.     name the other source of carbon monoxide that may be inhaled by drivers.   [1]    (ii) using data from table 2.1, suggest which of these two sources contributes most to the inactivation of the haemoglobin.     explain your choice.  source   explanation      [3]     (iii) calculate the difference in the percentage of haemoglobin inactivated by carbon monoxide in day and night time taxi drivers and suggest a reason for the difference.  difference   reason    [2]      (b) (i) name two other harmful components of cigarette smoke, apart from carbon  monoxide.     for each, describe an effect it can have on the body of a person who smokes.  1. component    effect     2. component    effect    [4]    (ii) suggest a possible effect that might happen to the fetus of a pregnant woman who smokes.    [1]    [total: 11]   ",
+            "4": "4  \u00a9 ucles 2008 0610/02/o/n/08  for  examiner's  use 3 after an accident at a nuclear power plant in 1986, particles containing radioactive  strontium were carried like dust in the atmosphere.   these landed on grassland in many european countries.  when sheep fed on the grass they absorbed the strontium and used it in a similar way to  calcium.    (a) explain where in the sheep you might expect the radioactive strontium to become concentrated.       [2]      (b) suggest the possible effects of the radiation, given off by the strontium, on cells in the  body of the sheep.         [3]    [total: 5]   ",
+            "5": "5  \u00a9 ucles 2008 0610/02/o/n/08 [turn over  for  examiner's  use 4 choose words from the list to complete each of the spaces in the paragraph.     each word may be used once only and some words are not used at all.    allele         diploid            dominant          gene          haploid    heterozygous         homozygous          meiosis          mitosis          recessive    in humans there is a condition known as cystic fibrosis.  this is controlled by a single  which has two forms. one form causes  cystic fibrosis while the other does not.  gametes are formed by  . when two humans reproduce, their gametes   fuse at fertilisation to form a  zygote.  neither of the two humans has cystic fibrosis but one of their three children does have the  condition. this means that cystic fibrosis is controlled by a   allele and   that each of the parents is  . [5]    [total: 5]     ",
+            "6": "6  \u00a9 ucles 2008 0610/02/o/n/08  for  examiner's  use 5 fig. 5.1 shows a side view of the male reproductive system.    pqr fig. 5.1       (a)  name the structures labelled p, q and r.  p   q   r  [3]      (b) on fig. 5.1,     (i) label with a line and a letter s where sperm are produced, [1]     (ii) label with a line and a letter t where testosterone is produced. [1]       (c) describe two effects that testosterone can have on the male body during puberty.  1.     2.    [2]     ",
+            "7": "7  \u00a9 ucles 2008 0610/02/o/n/08 [turn over  for  examiner's  use  (d) the human immunodeficiency virus (hiv) is a sexually transmitted virus.     apart from intercourse, describe two other routes by which hiv can be transmitted from  human to human.  1.       2.      [4]    [total: 11]   ",
+            "8": "8  \u00a9 ucles 2008 0610/02/o/n/08  for  examiner's  use 6 (a)  cape buffalo graze on grass. while the buffalo  are grazing, two or three oxpecker birds  are often seen standing on the backs of eac h buffalo. these birds eat ticks that are  parasites on the buffalo\u2019s skin.     (i) draw a pyramid of numbers to represent these feeding relationships.     label the pyramid with the names of the organisms.                       [3]    (ii) draw a pyramid of biomass to represent the same feeding relationships.    label the trophic levels on this pyramid.                     [2]          ",
+            "9": "9  \u00a9 ucles 2008 0610/02/o/n/08 [turn over  for  examiner's  use  (b) explain how the nutrition of consumers differs from that of producers.           [3]    [total: 8]   ",
+            "10": "10  \u00a9 ucles 2008 0610/02/o/n/08  for  examiner's  use 7 (a)  fig. 7.1 shows the carbon cycle.    carbon dioxide in air carbon compounds in animalscarbon compounds in plantsdecomposition by microorganisms fossilisation over millions of years carbon compounds in dead plants and animalsdeathfossil fuels deatha b bc d fig. 7.1      (i) name the processes that cause the changes shown by the arrows.  a   b   c   d  [4]     (ii) name one type of organism that brings about decomposition.   [1]    ",
+            "11": "11  \u00a9 ucles 2008 0610/02/o/n/08 [turn over  for  examiner's  use  (b) over the last few decades, the carbon dioxide concentration in the atmosphere has  been rising.    suggest how this has happened.           [3]    [total: 8]   ",
+            "12": "12  \u00a9 ucles 2008 0610/02/o/n/08  for  examiner's  use 8 fig. 8.1 shows the bones and muscles of a human leg.      seat groundadpelvis heelxbc fig. 8.1     (a) muscles in the leg work antagonistically.    (i) state which muscle is antagonistic to muscle a.   [1]    (ii)  explain what is meant by antagonistic .       [2]     ",
+            "13": "13  \u00a9 ucles 2008 0610/02/o/n/08 [turn over  for  examiner's  use  (b) in fig. 8.1, the person is sitting with the foot clear of the ground.     if a sharp tap is given at x then the lower leg swings forwards.    this is a reflex action.     (i) describe the general features of any reflex action.       [2]     (ii) if the spinal cord is cut through near the chest, this reflex action still takes place.    suggest where in the central nervous system this reflex response is coordinated.     [1]     (c) in an emergency, a person might have to run suddenly and very quickly.     (i) name the hormone that the body releases in such an emergency.   [1]     (ii) describe three changes that occur in the body when this hormone is released in  such an emergency.  1.     2.     3.    [3]    [total: 10]   ",
+            "14": "14  \u00a9 ucles 2008 0610/02/o/n/08  for  examiner's  use 9 (a)  fig. 9.1 shows a root hair cell.    zycell wall nucleus fig. 9.1      (i) name the following parts of the cell.  y   z  [2]     (ii) the function of this cell is to absorb water and mineral ions from the soil.    describe one feature shown in the diagram, that is an adaptation for this function.     [1]     (iii) state two features of this plant cell that would not be present in a typical animal  cell, such as a liver cell.  1.     2.    [2]       (b) (i) state what is meant by the term osmosis .         [3]  ",
+            "15": "15  \u00a9 ucles 2008 0610/02/o/n/08 [turn over  for  examiner's  use    (ii)  explain how this process applies to the uptake of water by this cell.         [2]    [total: 10]   ",
+            "16": "16    permission to reproduce items where thir d-party owned material protected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holder s, 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 t he cambridge assessment group. ca mbridge assessment is the brand name of university of  cambridge local examinations syndicate (ucles), which is itself a department of the university of cambridge.    \u00a9 ucles 2008 0610/02/o/n/08  for  examiner's  use 10  (a) transport in plants occurs through the vascular bundles.    describe the role of phloem and xylem tissue in transport in a plant stem.  phloem         xylem     [4]      (b) transport in mammals is through the system of arteries and veins.     describe and explain the differences between the structure of arteries and veins.           [4]    [total: 8]   "
+        },
+        "0610_w08_qp_5.pdf": {
+            "1": "    this document consists of 10 printed pages and 2 blank pages.  ib08 11_0610_05/5rp  \u00a9 ucles 2008  [turn over      *8711278881* for examiner's use  1   2   total   university of cambridge international examinations  international general certificate of secondary education       biology 0610/05    paper 5  practical test  october/november 2008     1 hour    candidates answer on the question paper.    additional materials: as listed in the confidential instructions.        read these instructions first    write your centre number, candidate number and name on all the work you hand in.  write in dark blue or black pen. you may use a pencil for any diagrams or graphs. do not use staples, paper clips, highlighters, glue or correction fluid. do not  write in any barcodes.    answer both  questions.    at the end of the examination, fasten all your work securely together.  the number of marks is given in brackets [  ] at the end of each question or part question.     ",
+            "2": "2  \u00a9 ucles 2008 0610/05/o/n/08  for  examiner's  use read the whole question before starting work.     1 you are provided with an active yeast culture in a test-tube with a delivery tube attached.    you are also provided with a test-tube containing hydrogencarbonate indicator which  should be a red solution.    if the indicator is not red in colour, raise your hand to attract the supervisor\u2019s  attention.     \u007f place the open end of the delivery tube into the hydrogencarbonate indicator, as shown  in fig. 1.1.     hydrogencarbonate indicator changes colour according to ph. in alkaline solutions the  indicator becomes purple and in acidic solutions the indicator becomes yellow.    plastic or rubber tubing active yeastculturehydrogencarbonateindicator fig. 1.1        (a) describe the appearance of the yeast culture.     [1]      \u007f gently shake the tube with the active yeast culture to mix the contents and observe at  intervals of approximately 2 minutes for a total of 10 minutes.    \u007f you may proceed with other parts of this question and question 2 during this time.     ",
+            "3": "3  \u00a9 ucles 2008 0610/05/o/n/08 [turn over  for  examiner's  use  (b) (i) observe and record any changes which occur in the test-tubes.           [2]     (ii) explain the changes you have recorded in (b)(i) .     [2]      (c) describe how you would collect and measure the volume of gas given off per minute by 20  cm3 of the active yeast culture.                     [5]     ",
+            "4": "4  \u00a9 ucles 2008 0610/05/o/n/08  for  examiner's  use  (d) fig. 1.2 shows a yeast cell reproducing asexually.    x y\u00d75000     fig. 1.2     (i) make a labelled drawing of the yeast cell.                                         [3] ",
+            "5": "5  \u00a9 ucles 2008 0610/05/o/n/08 [turn over  for  examiner's  use  (ii) measure the diameter of the yeast cell in fig. 1.2 between points x and y.  diameter of cell [distance between x and y]         calculate the magnification of your drawing.      show your working                   magnification      [3]    [total: 16] ",
+            "6": "6  \u00a9 ucles 2008 0610/05/o/n/08  for  examiner's  use 2 two uncooked hen\u2019s eggs of similar size were submerged in acid to dissolve the shell. the  contents of the eggs are left intact, enclosed by the egg membrane.     you are provided with one de-shelled egg that has been placed in distilled water for 2 days,  labelled w1.    the other egg has been placed in salt water for 2 days, labelled w2.    (a) (i) draw the contents of the two containers, w1 and w2, in the outlines shown below.    w1 w2  [2]      observe the two eggs carefully.      (ii) complete table 2.1 to compare the two eggs.    table 2.1     w1 w2  size of the egg       position of the egg in  the liquid      appearance of the  surface membrane         [3] ",
+            "7": "7  \u00a9 ucles 2008 0610/05/o/n/08 [turn over  for  examiner's  use  (iii) use the glass rod to gently press the surface of each egg and record your findings.     [2]       (iv) suggest an explanation for these differences.                 [5]     ",
+            "8": "8  \u00a9 ucles 2008 0610/05/o/n/08  for  examiner's  use  (b) a student carried out a similar experiment and varied the concentration of salt in  different solutions.     table 2.2 shows the changes in mass of eggs after 2 days.   table 2.2    concentration of salt solution  / g dm-3  % change in mass   0.0  +7.3   1.0  +3.2   2.0  +0.8   3.0  -2.5   4.0  -6.4   5.0  -10.8     (i) draw a graph of this data on the axes shown.    0positive negative% change in mass concentration of salt solution  / g dm\u20133      [3] ",
+            "9": "9  \u00a9 ucles 2008 0610/05/o/n/08 [turn over  for  examiner's  use  (ii) determine the concentration of salt solution where there is no change in mass.     [1]       (iii) explain why there is no change in mass at this concentration of salt solution.         [3]     ",
+            "10": "10  \u00a9 ucles 2008 0610/05/o/n/08  for  examiner's  use  (c) (i) describe how you would carry out a biuret (food) test to show whether protein is  present in the \u2018white\u2019 of an egg.             [2]     (ii) you are provided with two tubes labelled c and d. both tubes contain a sample of  egg white.       carry out the test you have described in (c)(i)  on these samples.       record your results in table 2.3.    table 2.3     c d    appearance of  reagent before testing             colour after testing             [2]     (iii) suggest what you might conclude from these results.     [1]    [total: 24] ",
+            "11": "11   0610/05/o/n/08 blank page",
+            "12": "12      permission to reproduce items where thir d-party owned material protected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holder s, 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 t he cambridge assessment group. ca mbridge assessment is the brand name of university of  cambridge local examinations syndicate (ucles), which is itself a department of the university of cambridge.     0610/05/o/n/08   blank page "
+        }
+    },
+    "2009": {
+        "0610_s09_qp_1.pdf": {
+            "1": "    this document consists of 17 printed pages and 3 blank pages.  ib09 06_0610_01/3rp  \u00a9 ucles 2009  [turn over      *7545029611* university of cambridge international examinations  international general certificate of secondary education       biology 0610/01     paper 1  multiple choice  may/june 2009     45 minutes    additional materials: multiple choice answer sheet    soft clean eraser    soft pencil (type b or hb is recommended)        read these instructions first    write in soft pencil.  do not use staples, paper clips, highlighters, glue or correction fluid. write your name, centre number and candidate number on the answer sheet in the spaces provided  unless this has been done for you.   there are forty  questions on this paper. answer all questions. for each question there are four possible  answers a, b, c and d.   choose the one you consider correct and record your choice in soft pencil on the separate answer sheet.   read the instructions on the answer sheet very carefully.    each correct answer will score one mark. a mark will not be deducted for a wrong answer. any rough working should be done in this booklet.         ",
+            "2": "2  \u00a9 ucles 2009 0610/01/m/j/09  1 which process removes the waste products of metabolism from the body?  a excretion  b nutrition  c reproduction  d respiration      2 according to the binomial system, how should a human be named?  a homo sapiens    b homo sapiens   c homo sapiens   d homo sapiens      3 which leaf comes from a monocotyledonous plant?   a b c d      4 the diagram shows a palisade cell from a leaf.     which labelled structure produces oxygen?    a b cd     ",
+            "3": "3  \u00a9 ucles 2009 0610/01/m/j/09 [turn over  5 which structure contains genes?  a the cell membrane of an animal cell  b the cytoplasm of an animal cell  c the nucleus of a plant cell  d the vacuole of a plant cell      6 the diagram shows a cross section through two guard cells of a leaf.    w x y  z     which labelled structures would also be found in an animal cell?   a w and x b x and y c y and z d z and w     7 the diagram shows some cells from the lining of the trachea (windpipe) in the respiratory tract.    x     what is the function of the structures labelled x?  a absorbing oxygen   b killing micro-organisms   c moving mucus   d trapping bacteria     ",
+            "4": "4  \u00a9 ucles 2009 0610/01/m/j/09  8 which structures contain a cell nucleus?     red blood cell root hair cell xylem vessel   a \u0013 \u0013 \u0013 key  b \u0013 \u0017 \u0017 \u0013 = contains nucleus  c \u0017 \u0013 \u0017 \u0017 = no nucleus  d \u0017 \u0017 \u0013     9 which diagram shows the appearance of a plant cell several minutes after it has been placed in a concentrated solution of sugar?    a b  c d        10 the dots represent molecules of a gas in four tubes at the beginning of an experiment.    in which tube will more molecules move from x to y than in the opposite direction?    xy a  b c d   ",
+            "5": "5  \u00a9 ucles 2009 0610/01/m/j/09 [turn over  11 what is the optimum ph for stomach protease?  a ph  2 b ph  7 c ph  9 d ph  12      12 the diagram shows part of a starch molecule.        which diagram shows this molecule after it has been completely  digested?    a  b  c  d      13 which cell type contains the most  chloroplasts?  a palisade mesophyll  b phloem  c spongy mesophyll  d xylem    ",
+            "6": "6  \u00a9 ucles 2009 0610/01/m/j/09  14 four foods were tested for    fat (using ethanol),  protein (using the biuret test),  reducing sugar (using benedict\u2019s solution), starch (using iodine solution).    which food contains protein and starch?    colour of result of food test     blue  / black purple  / lilac brick-red  / orange milky-white   a \u0013 \u0017 \u0013 \u0017 key  b \u0013 \u0013 \u0017 \u0017 \u0013 = nutrient present  c \u0017 \u0017 \u0013 \u0013 \u0017 = nutrient absent  d \u0017 \u0013 \u0017 \u0013      15 cobalt chloride paper is blue when dry but turns pink when wet. some blue cobalt chloride paper  was fastened to the upper and lower surfaces of a leaf on a plant x and a leaf on plant y.    the diagram shows the results of the experiment.    upper surfacelower surfaceupper surfacelower surface plant x plant y12 10 8 642 0time taken for cobalt chloridepaper to turnpink  / minutes     through which leaf surface was water lost most quickly?  a plant x, upper surface  b plant x, lower surface  c plant y, upper surface  d plant y, lower surface ",
+            "7": "7  \u00a9 ucles 2009 0610/01/m/j/09 [turn over  16 the diagrams show stages in the passage of water through a plant.    the circles are the starting points for arrows to show the direction in which the water moves.    which circle must  have an arrow pointing downwards only?    c  d a b        17 translocation occurs in phloem tubes. aphi ds feed on the contents of phloem tubes.    what type of food would be lacking in their diet?  a amino acid  b fat  c sucrose  d water     ",
+            "8": "8  \u00a9 ucles 2009 0610/01/m/j/09  18 the diagram shows the human heart.    w zx y     which two chambers contract at the same time?  a w and x b w and z c x and z d x and y      19 which substances are formed during anaerobic respiration in animals and yeast?     animals yeast  a alcohol alcohol and lactic acid  b alcohol and carbon dioxide alcohol  c lactic acid alcohol and carbon dioxide  d lactic acid and water lactic acid     ",
+            "9": "9  \u00a9 ucles 2009 0610/01/m/j/09 [turn over  20 in an experiment,  three glass bell jars were set up as shown in the diagram.    air  from  lungs  green  plant  p q r  left in sunlight  for 8 hours left open to the  air for 8 hours air breathed out by a  student for 5 minutes bell jar      at the end of the experiment, which bell jar has  the most oxygen and which has the least?     most oxygen least oxygen  a p q  b p r  c q p  d r p      21 the diagram represents the exchange of gases during breathing and during respiration in the  body.    carbon dioxide in bloodoxygen in blood carbon  dioxide oxygen  x y     what is represented by x and by y?     x y  a lungs air  b lungs body cells  c body cells air  d body cells lungs   ",
+            "10": "10  \u00a9 ucles 2009 0610/01/m/j/09  22 the diagram shows a kidney and its blood vessels.    artery vein ureter     in a healthy person, which structures transport glucose?  a artery only  b artery and ureter  c artery and vein  d ureter and vein     23 what is true for a runner, at the end of a marathon race, in a hot climate?  a sweating and vasoconstriction  b sweating and vasodilation  c vasoconstriction only  d vasodilation only      24 when a person is frightened, adrenalin is released by the adrenal glands.    what are the effects of the adrenalin?     breathing rate heart beat rate  a decreased decreased  b decreased increased  c increased decreased  d increased increased     ",
+            "11": "11  \u00a9 ucles 2009 0610/01/m/j/09 [turn over  25 what crosses the placenta from fetal blood to maternal blood in larger quantities than from  maternal blood to fetal blood?  a amino acids  b carbon dioxide  c glucose  d oxygen      26 fruits can be dispersed by animals or by wind. the table contains descriptions of four fruits.    which fruit will be dispersed by wind?    fruit description  a fleshy and scented  b light weight and has a wing  c sticky and has hooks  d sweet tasting and brightly coloured    27 the graph shows the relationship between age and weight for boys and girls.    0 5 10 age  / years15 2070  60 50 40 30 20 10  0 mass  / kgboys girls      at what age does the graph show that girls are heavier than boys?  a 3 b 7 c 12 d 15     ",
+            "12": "12  \u00a9 ucles 2009 0610/01/m/j/09  28 the experiment shown in the diagram was set up to see what conditions are needed for seeds to  germinate. except for tube number 5, all tubes are kept at room temperature.    1 dry cottonwoolseeds2 wet cottonwoolseeds 4 wet cottonwoolseedsblack box5 cold3 wet cottonwoolseedscotton wool soaked in a chemical thatabsorbs oxygen wetcottonwoolseedsblack box     in which tubes are the seeds most likely to germinate?  a 1 and 3 b 1 and 5 c 2 and 4 d 3 and 4     29 the diagram shows a maize (corn) cob with purple and yellow fruits. purple (p) is dominant to  yellow (p).    yellow fruit purple fruit     what are the genotypes of the parent maize plants?  a pp \u00d7 pp b pp \u00d7 pp c pp \u00d7 pp d pp \u00d7 pp     ",
+            "13": "13  \u00a9 ucles 2009 0610/01/m/j/09 [turn over  30 what is true of the chromosomes present in the daughter nuclei after meiosis and after mitosis?     meiosis mitosis  a identical identical  b identical non-identical  c non-identical identical  d non-identical non-identical     31 what is a mutation?  a a change in a gene or chromosome  b a condition caused by a recessive allele  c a process used in genetic engineering  d a type of discontinuous variation     32 the diagram shows a food chain.    producer consumer 1consumer 2consumer 3     a disease reduced the number of consumer 2.    what effect would this be likely to have on the numbers of consumer 1 and consumer 3?     consumer 1 consumer 3   a + + key  b + \u2013 + = increase in numbers  c \u2013 + \u2013 = decrease in numbers  d \u2013 \u2013      33 the diagram shows a food web.    which arrow does not show the direction of energy flow?    herbivores decomposerscarnivores plantsab cd      ",
+            "14": "14  \u00a9 ucles 2009 0610/01/m/j/09  34 the diagram shows a tree and organisms associated with it.    which labelled organism is a producer?    cd ba      35 the diagram shows a simplified carbon cycle.    carbon dioxide  in atmosphere  feeding animals plants respiration x     what is process x?  a combustion  b decay c excretion d photosynthesis     ",
+            "15": "15  \u00a9 ucles 2009 0610/01/m/j/09 [turn over  36 the diagram shows the release of a substance into the atmosphere from different sources.    tree sheep urine soilsun     what is this substance?  a carbon dioxide  b oxygen  c urea  d water vapour      37 the graph shows the change in the numbers of a species of small mammal living on an island.    which letter represents the phase where the population growth is slowing down?    abcd numbers of a species of small mammal on the island time      ",
+            "16": "16  \u00a9 ucles 2009 0610/01/m/j/09  38 what could be a consequence of deforestation?  a more habitats are produced for animals and plants.  b more transpiration may increase rainfall.  c rainwater runs off the land causing flooding.  d soil erosion is less likely.      39 the diagram shows the positions of four farms and th e concentrations of nitrate at different points  in a river.    which farm is likely to have been using too much fertilizer on its land?    farm a  farm b farm d farm c  60 4020 0nitrate concentration/  ppmdirection of flow direction of flow      ",
+            "17": "17  \u00a9 ucles 2009 0610/01/m/j/09  40 untreated sewage can cause pollution of streams and rivers. some changes in streams and  rivers after sewage is added are shown.    1 fish die  2 the dissolved oxygen in the water decreases  3 the number of anaerobic organisms increases  4 the number of bacteria increases    what gives the order in which these events occur?  a 1 \u2192 2 \u2192 4 \u2192 3  b 1 \u2192 4 \u2192 3 \u2192 2  c 2 \u2192 1 \u2192 4 \u2192 3  d 4\u2192 2 \u2192 1 \u2192 3     ",
+            "18": "18   0610/01/m/j/09  blank page                                                                                         ",
+            "19": "19   0610/01/m/j/09  blank page",
+            "20": "20      permission to reproduce items where thir d-party owned material protected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holder s, 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.     0610/01/m/j/09  blank page  "
+        },
+        "0610_s09_qp_2.pdf": {
+            "1": "    this document consists of 17 printed pages and 3 blank pages.  ib09 06_0610_02/9rp  \u00a9 ucles 2009  [turn over      *3266860499* for examiner's use  1   2   3   4   5   6   7   8   9   total   university of cambridge international examinations  international general certificate of secondary education       biology 0610/02     paper 2 core  may/june 2009     1 hour 15 minutes    candidates answer on the question paper.    no additional materials are required.       read these instructions first    write your centre number, candidate number and name on all the work you hand in.  write in dark blue or black pen.  you may use a pencil for any diagrams or graphs. do not use staples, paper clips, highlighters, glue or correction fluid.  do not  write in any barcodes.    answer all questions.  at the end of the examination, fasten all your work securely together.  the number of marks is given in brackets [ ] at the end of each question or part  question.   ",
+            "2": "2  \u00a9 ucles 2009 0610/02/m/j/09  for  examiner's  use 1 fig.1.1 shows six arthropods, each of which could carry disease organisms.    e fig. 1.1ac b d f     use the key to identify each of the arthrop ods. write the name of each arthropod in the  correct box of table 1.1. as you work through the key, tick ( /checkbld) the boxes in table 1.1 to  show how you identified each arthropod.     arthropod a has been completed for you as an example.    key     arthropod   1 (a)   wings present \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026.     (b)   wings absent \u2026\u2026\u2026\u2026.\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026..  2 (a)   wings shorter than abdomen \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026    (b)   wings longer than abdomen \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026.    3 (a)   abdomen long and narrow \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026    (b)   abdomen short and broad \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026.  4 (a)   has three pairs of legs \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026..     (b)   has four pairs of legs \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026.   5 (a)   one pair of legs shorter than the other pairs \u2026.    (b)   all pairs of legs of similar length \u2026\u2026\u2026\u2026\u2026...\u2026     go to 2  go to 4    go to 3  musca    anopheles  periplaneta    go to 5  ornithodorus    pulex  pediculus   ",
+            "3": "3  \u00a9 ucles 2009 0610/02/m/j/09 [turn over  for  examiner's  use table 1.1     1 (a) 1 (b) 2 (a) 2 (b) 3 (a) 3 (b) 4 (a) 4 (b) 5 (a) 5 (b) name of  arthropod  a  /checkbld       /checkbld   /checkbld pediculus   b               c               d               e               f                     [5]        [total: 5]     ",
+            "4": "4  \u00a9 ucles 2009 0610/02/m/j/09  for  examiner's  use 2 (a) why do most waste products of metabolism have to be removed from the body?   [1]      (b) fig.2.1 shows the human excretory system.    fig. 2.1      name the parts that fit each of the following descriptions.     (i) the tube that carries urine from the kidneys.   [1]     (ii) the organ that stores urine.   [1]     (iii) the blood vessel that carries blood away from the kidney.   [1]       (c)  outline how the kidneys remove only waste materials from the blood.         [3]     ",
+            "5": "5  \u00a9 ucles 2009 0610/02/m/j/09 [turn over  for  examiner's  use  (d) excess amino acids cannot be stored in the body and have to be broken down.     (i) where are excess amino acids broken down?    [1]       (ii) which waste chemical is formed from the breakdown of excess amino acids?   [1]        [total: 9] ",
+            "6": "6  \u00a9 ucles 2009 0610/02/m/j/09  for  examiner's  use 3 (a) sexual reproduction in flowering plants involves both pollination and fertilisation.     (i) explain the difference between pollination and fertilisation.           [3]     (ii) name the part of a flower where pollination happens.   [1]     (iii) name the part of a flower where fertilisation happens.   [1]       (b) sexual reproduction in flowers results in the production of seeds and fruits. from which part of a flower is each of these formed?  seed   fruit   [2]      (c)  describe the role of the wind in the life cycle of some flowering plants.       [2]         [total: 9]   ",
+            "7": "7  \u00a9 ucles 2009 0610/02/m/j/09 [turn over  for  examiner's  use 4 fig. 4.1 shows the water cycle.     p q r land  forest area  river  sea  fig. 4.1      (a) (i)  the arrows labelled p represent evaporation. which type of energy is needed for  this process?    [1]    (ii) state what causes the formation of clouds at q.     [1]      (b) (i)  what process is represented by the arrows labelled r?   [1]     (ii) name three factors that could alter the rate at which process r happens.  1.   2.   3.  [3]     ",
+            "8": "8  \u00a9 ucles 2009 0610/02/m/j/09  for  examiner's  use  (c) a logging company wants to cut down the forest area.     (i) suggest what effects this deforestation might have on the climate further inland.  explain your answer.       [2]     (ii) state two other effects deforestation could have on the environment.  1.     2.    [2]          [total: 10] ",
+            "9": "9  \u00a9 ucles 2009 0610/02/m/j/09 [turn over  for  examiner's  use 5 five types of animal and plant cells and five possib le functions of such cells are shown  below.     draw one straight line from each type of cell to a function of that cell.    type of cell  function of cell      red blood cell  absorption of mineral  ions        root hair cell  transport of oxygen        white blood cell  movement of mucus        xylem  protection against  pathogens        ciliated cell  structural support        [5]       [total: 5]   ",
+            "10": "10  \u00a9 ucles 2009 0610/02/m/j/09  for  examiner's  use 6 fig. 6.1 shows four test-tubes that were set up and left for six hours at a constant warm  temperature.     fig. 6.1water shrimp pond water with indicator d c absunlight sunlightlightproof box pond weed     hydrogencarbonate indicator (bicarbonate indicator) changes colour depending on the ph of gases dissolved in it, as shown in fig. 6.2.      1 indicator yellow7 indicator pinky redph ph 14 indicator purple fig. 6.2concentration of carbon dioxide dissolved low high      after six hours the colour of the indicator in all four tubes had changed.   (a) (i)  complete table 6.1 to predict the colour of the indicator after six hours.    table 6.1    tube colour of indicator  at start colour of indicator  after six hours  a pinky red   b pinky red   c pinky red   d pinky red       [4]",
+            "11": "11  \u00a9 ucles 2009 0610/02/m/j/09 [turn over  for  examiner's  use  (ii) suggest the reason for the change in colour of the indicator in each of tubes a      and d.  tube a        tube d       [4]       (b) fig. 6.3 shows a fifth tube, e, set up at the same time and in the same conditions as  tubes c and d.     fig. 6.3esunlight      suggest and explain the possible colour of the indicator in tube e after six hours.  colour of indicator   explanation        [3]          [total: 11]  ",
+            "12": "12  \u00a9 ucles 2009 0610/02/m/j/09  for  examiner's  use 7 (a)  complete the following paragraph using appropriate words.    sense organs are composed of groups of   cells that  respond to specific  . the sense organs that respond to  chemicals are the  and the  . [4]        (b) the eye is a sense organ that focuses light rays by changing the shape of its     lens. it does this by contracting its ciliary muscles.    (i) what links the ciliary muscles to the lens?   [1]    (ii) describe the change in shape of the lens when a person looks from a near      object to a distant object.     [1]     ",
+            "13": "13  \u00a9 ucles 2009 0610/02/m/j/09 [turn over  for  examiner's  use  (c) fig. 7.1 shows changes in the contraction of the ciliary muscles as a person watches a  humming bird move from flower to flower while feeding on nectar.    fully contracted fully relaxedciliary muscle contraction time1 2 345 fig. 7.1      in which period of time, 1, 2, 3, 4 or  5, was the bird     (i) feeding from a flower very near to the person,   [1]     (ii) flying away from the person,    [1]     (iii) flying towards the person.   [1]        [total: 9]   ",
+            "14": "14  \u00a9 ucles 2009 0610/02/m/j/09  for  examiner's  use 8 fig. 8.1 shows the male reproductive system.    fig. 8.1     (a) using a label line and the letters given, label on fig. 8.1,    (i) g where gametes are formed, [1]    (ii) s the sperm duct, [1]    (iii) t where testosterone is formed, [1]     (iv) u the urethra. [1]      (b) describe two secondary sexual characteristics regulated by testosterone.  1.     2.    [2]     ",
+            "15": "15  \u00a9 ucles 2009 0610/02/m/j/09 [turn over  for  examiner's  use  (c) choose words from the list to complete each of the spaces in the paragraph. each word     may be used once only and some words may not be used at all.    four          diploid          double          half    haploid          meiosis          mitosis          two     gametes are formed by the division of a nucleus, a process called   . this process produces a total of   cells from the original cell. each of these cells has a nucleus described as being    and each nucleus contains    the number of chromosomes present in the original nucleus. [4]            [total: 10]   ",
+            "16": "16  \u00a9 ucles 2009 0610/02/m/j/09  for  examiner's  use 9 modern technology can be used to increase the yield of crops.     (a)  the use of chemicals, such as fertilisers, herbicides and pesticides, is one of the  developments used.     (i) name two mineral ions commonly included in fertilisers.   1.   2.  [1]     (ii) explain the dangers to the local environment of the overuse of fertilisers on      farmland.             [4]     (iii) suggest how the use of herbicides can be of benefit to crop plants.           [3]     (iv) suggest two dangers of using pesticides on farmland.  1.     2.    [2]     ",
+            "17": "17  \u00a9 ucles 2009 0610/02/m/j/09  for  examiner's  use  (b) artificial selection and genetic engineering can also be used to increase crop yields.       explain the difference between these two techniques.         [2]        [total: 12]   ",
+            "18": "18   0610/02/m/j/09  blank page",
+            "19": "19   0610/02/m/j/09  blank page",
+            "20": "20      permission to reproduce items where thir d-party owned material protected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holder s, 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.    0610/02/m/j/09  blank page "
+        },
+        "0610_s09_qp_3.pdf": {
+            "1": "location entry codes       as part of cie\u2019s continual commitment to main taining best practice in assessment, cie uses  different variants of some question papers for our most popular assessments with large and  widespread candidature. the question papers are closely related and the relationships between  them have been thoroughly established using our assessment expertise.  all versions of the  paper give assessment of equal standard.     the content assessed by the examination papers and the type of questions is unchanged.   this change means that for this component there are now two variant question papers, mark  schemes and principal examiner\u2019s reports where previously there was only one.  for any individual country, it is intended that only one variant is used.  this document contains both  variants which will give all centres access to even more past examination ma terial than is usually  the case.      the diagram shows the relationship between the question papers, mark schemes and principal examiners\u2019 reports that are available.     question paper   mark scheme  principal examiner\u2019s  report  introduction     introduction   introduction   first variant question paper    first variant mark scheme  first variant principal  examiner\u2019s report    second variant question  paper  second variant mark  scheme    second variant principal  examiner\u2019s report      who can i contact for further information on these changes?  please direct any questions about this to cie\u2019s customer services team at: international@cie.org.uk              the titles for the variant items should correspond with the table above, so that at the top of the  first page of the relevant part of the document and on the header, it has the words:    \u2022 first variant question paper / mark scheme / principal examiner\u2019s report     or     \u2022 second variant question paper / mark scheme / principal examiner\u2019s report      as appropriate.     www.xtremepapers.com",
+            "2": "    this document consists of 17 printed pages and 3 blank pages.  ib09 06_0610_31/6rp  \u00a9 ucles 2009  [turn over       *9927123125* for examiner's use  1   2   3   4   5   6   total   university of cambridge international examinations  international general certificate of secondary education       biology 0610/31     paper 3 extended  may/june 2009     1 hour 15 minutes    candidates answer on the question paper.    no additional materials are required.         read these instructions first    write your centre number, candidate number and name on all the work you hand in.  write in dark blue or black pen.  you may use a pencil for any diagrams or graphs. do not use staples, paper clips, highlighters, glue or correction fluid. do not  write in any barcodes.   answer all questions.   at the end of the examination, fasten all your work securely together.  the number of marks is given in brackets [  ] at the end of each question or part  question.   ",
+            "3": "2  \u00a9 ucles 2009 0610/31/m/j/09  for  examiner's  use answer all the questions.    1 table 1.1 shows some of the external features of the five classes of vertebrates.    complete the table by using a tick ( /checkbld) to indicate if each class has the feature or a cross (\u00d7)  if it does not. the first row has been completed for you.    table 1.1    feature fish amphibia reptiles birds mammals  mammary  glands \u00d7 \u00d7 \u00d7 \u00d7 /checkbld  fur / hair         scales /  scaly skin        external  ears         feathers           [4]     [total: 4]     ",
+            "4": "3  \u00a9 ucles 2009 0610/31/m/j/09 [turn over  for  examiner's  use 2 fig. 2.1 shows the blood supply for the liver of a mammal.    vena cava aorta vena cava aortay xliver fig. 2.1       (a)  blood from organ x is carried to the liver by blood vessel y.      name      (i) organ x,   [1]     (ii) blood vessel y.   [1]   ",
+            "5": "4  \u00a9 ucles 2009 0610/31/m/j/09  for  examiner's  use   fig. 2.2 shows some liver cells as seen with a light microscope.      pqc b  a  fig. 2.2      (b) (i) label, on fig. 2.2, the structures a, b and c.   [3]         (ii) the distance p-q is 0.06 mm.       calculate the magnification of fig. 2.2.       show your working.                  magnification = x  [2]    ",
+            "6": "5  \u00a9 ucles 2009 0610/31/m/j/09 [turn over  for  examiner's  use liver cells absorb glucose and amino acids from the blood and help to regulate the  concentrations of these substances in the blood.      (c) explain how liver cells help to regulate the concentration of glucose in the blood in  response to hormones from the pancreas in each of the following situations.     blood glucose concentration is higher than normal.                  blood glucose concentration is lower than normal.             [5]       (d) describe what happens to amino acids inside liver cells.                 [3]     [total: 15] ",
+            "7": "6  \u00a9 ucles 2009 0610/31/m/j/09  for  examiner's  use 3 (a) fig. 3.1 shows the activity of an enzyme produced by bacteria that live in very hot  water.  0 1 02 03 04 05 06 07 08 09 0 1 0 0 1 1 035 3025201510 50 temperature  / \u00b0cenzyme activity  / arbitrary units   fig. 3.1    using the information in fig. 3.1, describe the effect of increasing temperature on the   activity of the enzyme.           [3]      enzymes extracted from bacteria are used in biological washing powders.    (b) describe how bacteria are used to produce enzymes for biological washing powders.               [4]  ",
+            "8": "7  \u00a9 ucles 2009 0610/31/m/j/09 [turn over  for  examiner's  use  (c) food and blood stains on clothes may contain proteins and fats.     explain how enzymes in biological washing powders act to remove food and blood  stains from clothes.                 [4]       (d) when blood clots, an enzyme is activated to change a protein from one form into  another.     describe the process of blood clotting.             [3]       [total: 14]     ",
+            "9": "8  \u00a9 ucles 2009 0610/31/m/j/09  for  examiner's  use 4 fig. 4.1 is a photograph of a root of radish covered in many root hairs.    fig. 4.1     (a) using the term water potential , explain how water is absorbed into root hairs from the     soil.             [3]   ",
+            "10": "9  \u00a9 ucles 2009 0610/31/m/j/09 [turn over  for  examiner's  use  a potometer is a piece of apparatus that is used to measure water uptake by plants.     most of the water taken up by plants replaces water lost in transpiration.   a student used a potometer to investigate the effect of wind speed on the rate of water  uptake by a leafy shoot. as the shoot absorbs water the air bubble moves upwards.     the student\u2019s apparatus is shown in fig. 4.2.   capillary tube coloured water air bubble beaker of water fig. 4.2    ",
+            "11": "10  \u00a9 ucles 2009 0610/31/m/j/09  for  examiner's  use the student used a fan with five different settings and measured the wind speed. the  results are shown in table 4.1.    table 4.1    wind speed /  metres per  second distance travelled  by the air bubble  / mm time / minutes rate of water  uptake / mm per  minute  0   4 10 0.4  2 12   5 2.4  4 20   5 4.0  6 35   5 7.0  8 40   2 \u2026\u2026\u2026\u2026     (b) calculate the rate of water uptake at the highest wind speed and write your answer in  the table.   [1]               (c) describe the effect of increasing wind speed on the rate of water uptake. you may     use figures from table 4.1 to support your answer.         [2]       (d)  state two environmental factors, other than wind speed , that the student should     keep constant during the investigation.  1.   2.  [2]     ",
+            "12": "11  \u00a9 ucles 2009 0610/31/m/j/09 [turn over  for  examiner's  use  (e) some of the water absorbed by the plants is not lost in transpiration.      state two other  ways in which water is used.  1.   2.  [2]     (f) water moves through the xylem to the tops of very tall trees, such as giant redwoods of north america. the movement of water in the xylem is caused by transpiration.      explain how transpiration is responsible for the movement of water in the xylem.                 [4]       (g) plants that live in hot, dry environments show adaptations for survival.     state three structural  adaptations of these plants.  1.   2.   3.  [3]     [total: 17]     ",
+            "13": "12  \u00a9 ucles 2009 0610/31/m/j/09  for  examiner's  use 5 (a) define the term gene .     [1]       the medical condition sickle cell anaemia is widely distributed in africa, parts of asia and  the americas. people with sickle cell anaemia have red blood cells with an abnormal form of haemoglobin.      the gene for haemoglobin exists in two forms:    h n  = allele for normal haemoglobin   hs  = allele for abnormal haemoglobin     (b) complete the genetic diagram below to show how two people who are heterozygous  for this gene may have a child who has sickle cell anaemia.      use the symbols h n and hs in your answer.     parental phenotypes normal x normal    parental genotypes \u2026\u2026\u2026 x \u2026\u2026\u2026.     gametes \u2026\u2026\u2026 + \u2026\u2026\u2026.             child\u2019s genotype \u2026\u2026\u2026\u2026      child\u2019s phenotype sickle cell anaemia   [3]   (c) describe the effects of sickle cell anaemia on the body.                 [4]  ",
+            "14": "13  \u00a9 ucles 2009 0610/31/m/j/09 [turn over  for  examiner's  use  (d) fig. 5.1 is a map that shows the distribution of the allele for the abnormal form of  haemoglobin ( hs) and malaria in africa.      sickle cell allele malaria fig. 5.1    explain how natural selection is responsible for the distribution of the allele for the  abnormal form of haemoglobin ( h s).                   [5]   ",
+            "15": "14  \u00a9 ucles 2009 0610/31/m/j/09  for  examiner's  use  (e) sickle cell anaemia is an example of the variation that exists in the human population.  it is a form of discontinuous variation.       explain why sickle cell anaemia is a form of discontinuous variation.             [3]     [total: 16]       ",
+            "16": "15   0610/31/m/j/09 [turn over  blank page                                question 6 starts on page 16                                  ",
+            "17": "16  \u00a9 ucles 2009 0610/31/m/j/09  for  examiner's  use 6 an agricultural student investigated nutrient cycles on a farm where cattle are kept for milk.   the farmer grows grass and clover as food for the cattle. clover is a plant that has bacteria  in nodules in its roots.      fig. 6.1 shows the flow of nitrogen on the farm as discovered by the student. the figures  represent the flow of nitrogen in kg per hectare per year. (a hectare is 10  000  m2.)    atmospheric nitrogen (n2) bacteria in root nodules of clover (73.2) nitrate ions in the soilnitrogen compounds in cattlenitrogen fertilisers (15.3) cattle feed nitrogen compounds in plants urine and faecesmilk (28.8) dead plants rivers and streams organic manure (31.5) fig. 6.1      (a) (i) name the process in which bacteria convert atmospheric nitrogen into a form      that is available to clover plants.   [1]     (ii) name two processes that convert nitrogen compounds in dead plants into nitrate      ions that can be absorbed by grass.   and  [2]     ",
+            "18": "17  \u00a9 ucles 2009 0610/31/m/j/09 [turn over  for  examiner's  use  (b) the total quantity of nitrogen added to the farmer\u2019s fields is 120  kg per hectare per    year.      calculate the percentage of this nitrogen that is present in the milk.      show your working.                   answer =  % [2]     (c) state two ways in which the nitrogen compounds in the cattle\u2019s diet are used by the     animals other than to produce milk .  1.   2.  [2]      (d) the student found that a large quantity of the nitrogen compounds made available to  the farmer\u2019s fields was not present in the milk or in the cattle.     use the information in fig. 6.1 to suggest what is likely to happen to the nitrogen  compounds that are eaten by the cattle, but are not present in compounds in the milk   or in their bodies.                     [5]  ",
+            "19": "18  \u00a9 ucles 2009 0610/31/m/j/09  for  examiner's  use    (e) the carbon dioxide concentration in the atmosphere has increased significantly over the past 150 years.      explain why this has happened.         [2]     [total: 14]     ",
+            "20": "19   0610/31/m/j/09  blank page",
+            "21": "20    copyright acknowledgements:    fig. 4.1 page 8: dr jeremy burgess / science photo library.  permission to reproduce items where thir d-party owned material protected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holder s, 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.    0610/31/m/j/09  blank page ",
+            "22": "    this document consists of 15 printed pages and 1 blank page.  ib09 06_0610_32/5rp  \u00a9 ucles 2009  [turn over       *8984315419* for examiner's use  1   2   3   4   5   6   total     university of cambridge international examinations  international general certificate of secondary education       biology 0610/32     paper 3 extended  may/june 2009     1 hour 15 minutes    candidates answer on the question paper.    no additional materials are required.         read these instructions first    write your centre number, candidate number and name on all the work you hand in.  write in dark blue or black pen.  you may use a pencil for any diagrams or graphs. do not use staples, paper clips, highlighters, glue or correction fluid. do not  write in any barcodes.   answer all questions.   at the end of the examination, fasten all your work securely together.  the number of marks is given in brackets [  ] at the end of each question or part  question.   ",
+            "23": "2  \u00a9 ucles 2009 0610/32/m/j/09  for  examiner's  use answer all the questions.    1 table 1.1 shows some of the external features of the five classes of vertebrates.    complete the table by using a tick ( /checkbld) to indicate if each class has the feature or a cross (\u00d7)  if it does not. the first row has been completed for you.    table 1.1    feature fish amphibia reptiles birds mammals  mammary  glands \u00d7 \u00d7 \u00d7 \u00d7 /checkbld  fur / hair         scales /  scaly skin        external  ears         feathers           [4]     [total: 4]      ",
+            "24": "3  \u00a9 ucles 2009 0610/32/m/j/09 [turn over  for  examiner's  use 2 fig. 2.1 shows the blood supply for the liver of a mammal.    vena cava aorta vena cava aortay xliver fig. 2.1       (a)  blood from organ x is carried to the liver by blood vessel y.      name      (i) organ x,   [1]     (ii) blood vessel y.   [1]    ",
+            "25": "4  \u00a9 ucles 2009 0610/32/m/j/09  for  examiner's  use  fig. 2.2 shows some liver cells as seen with a light microscope.     pqc b  a  fig. 2.2     (b) (i) label, on fig. 2.2, the structures a, b and c.   [3]       (ii) the distance p-q is 0.06 mm.       calculate the magnification of fig. 2.2.      show your working.                  magnification = x  [2]     ",
+            "26": "5  \u00a9 ucles 2009 0610/32/m/j/09 [turn over  for  examiner's  use liver cells absorb glucose and amino acids from the blood and help to regulate the  concentrations of these substances in the blood.      (c) explain how liver cells help to regulate the concentration of glucose in the blood in  response to hormones from the pancreas in each of the following situations.     blood glucose concentration is higher than normal.                  blood glucose concentration is lower than normal.             [5]       (d) describe what happens to amino acids inside liver cells.                 [3]     [total: 15] ",
+            "27": "6  \u00a9 ucles 2009 0610/32/m/j/09  for  examiner's  use 3 (a) fig. 3.1 shows the activity of an enzyme produced by bacteria that live in very hot  water.  0 1 02 03 04 05 06 07 08 09 0 1 0 0 1 1 035 3025201510 50 temperature  / \u00b0cenzyme activity  / arbitrary units   fig. 3.1    using the information in fig. 3.1, describe the effect of increasing temperature on the   activity of the enzyme.           [3]      enzymes extracted from bacteria are used in biological washing powders.    (b) describe how bacteria are used to produce enzymes for biological washing powders.               [4]   ",
+            "28": "7  \u00a9 ucles 2009 0610/32/m/j/09 [turn over  for  examiner's  use  (c) food and blood stains on clothes may contain proteins and fats.     explain how enzymes in biological washing powders act to remove food and blood  stains from clothes.                 [4]       (d) when blood clots, an enzyme is activated to change a protein from one form into  another.     describe the process of blood clotting.             [3]         [total: 14] ",
+            "29": "8  \u00a9 ucles 2009 0610/32/m/j/09  for  examiner's  use 4 fig. 4.1 is a photograph of a root of radish covered in many root hairs.        fig. 4.1    (a)  root hairs absorb ions, such as nitrate ions and magnesium ions, from the soil by  active transport.      explain how ions are absorbed by active transport into root hairs.             [3]       many plants can be cultivated in nutrient solutions rather than in soil. this method of  cultivation is called hydroponics. using this method a student investigated the growth rate  of radish plants.     fig. 4.2 shows the apparatus that the student used.    solution inflowsolutionoutflow nutrient solution     fig. 4.2",
+            "30": "9  \u00a9 ucles 2009 0610/32/m/j/09 [turn over  for  examiner's  use the student determined the dry mass of 10 r adish plants over a period of time and  calculated the rate of growth of the plants. the results are shown in table 4.1.    table 4.1    time / weeks dry mass of 10  radish plants /  grams rate of growth /  grams per week  1   1.3   1.3  2   6.2   4.9  3 17.5 11.3  4 20.4   2.9  5 26.7 \u2026\u2026\u2026\u2026..  6 28.0   1.3     (b)  calculate the rate of growth of the radish plants during week 5 and enter your answer  in table 4.1. [1]      (c)  describe three factors that the student should keep constant during this investigation.  1.     2.     3.    [3]       (d)  describe how the student would find out the dry mass of the radish plants.           [3]     ",
+            "31": "10  \u00a9 ucles 2009 0610/32/m/j/09  for  examiner's  use  (e) the student also grew some radish plants in a solution that contained all the mineral  ions required by plants except nitrate . the radish plants did not grow as well as those  given all the mineral ions.     (i) describe the appearance of plants grown without any nitrate ions.          [2]      (ii) outline how nitrate ions are used by plants to help their growth.          [2]      (f)  plants also require magnesium ions. if plants are grown where there is very little  magnesium available they show deficiency symptoms.     explain how a deficiency of magnesium ions leads to poor growth in plants.             [3]        [total: 17]     ",
+            "32": "11  \u00a9 ucles 2009 0610/32/m/j/09 [turn over  for  examiner's  use 5 (a) define the term gene .     [1]     the medical condition sickle cell anaemia is widely distributed in africa, parts of asia and  the americas. people with sickle cell anaemia have red blood cells with an abnormal form  of haemoglobin.      the gene for haemoglobin exists in two forms:     hn  = allele for normal haemoglobin   hs  = allele for abnormal haemoglobin     (b) complete the genetic diagram below to show how two people who are heterozygous for this gene may have a child who has sickle cell anaemia.      use the symbols h n and hs in your answer.     parental phenotypes normal x normal    parental genotypes \u2026\u2026\u2026 x \u2026\u2026\u2026.     gametes \u2026\u2026\u2026 + \u2026\u2026\u2026.             child\u2019s genotype \u2026\u2026\u2026\u2026      child\u2019s phenotype sickle cell anaemia   [3]     (c) describe the effects of sickle cell anaemia on the body.                 [4]   ",
+            "33": "12  \u00a9 ucles 2009 0610/32/m/j/09  for  examiner's  use  (d) fig. 5.1 is a map that shows the distribution of the allele for the abnormal form of  haemoglobin ( hs) and malaria in africa.      sickle cell allele malaria fig. 5.1    explain how natural selection is responsible for the distribution of the allele for the  abnormal form of haemoglobin ( h s).                   [5]     ",
+            "34": "13  \u00a9 ucles 2009 0610/32/m/j/09 [turn over  for  examiner's  use  (e) sickle cell anaemia is an example of the variation that exists in the human population.  it is a form of discontinuous variation.       explain why sickle cell anaemia is a form of discontinuous variation.             [3]     [total: 16]         ",
+            "35": "14  \u00a9 ucles 2009 0610/32/m/j/09  for  examiner's  use 6 an agricultural student investigated the flow of biomass and energy on a livestock farm in a  country where winters are very cold. the farmer grows wheat to feed to the livestock, which  are animals kept in sheds where they are not allowed to move very much. the student  investigated the efficiency of this method of producing food for humans.     the student discovered that an area of 250 m2 of wheat provided 140 kg of animal feed.     table 6.1 shows the results of the student\u2019s investigation.   table 6.1    area of wheat field / m 2 250  energy from the sun that is available to the wheat crop / kj 9 x 10 7  biomass of animal feed from the  wheat crop / kg 140  energy in animal feed / kj 2 000 000  increase in mass of animals fed  140 kg feed / kg 50  energy in 50 kg meat that is available to humans / kj 380 000     (a) table 6.1 shows how much energy the wheat crop receives from the sun     while it is growing in the field.     suggest three reasons why only a small proportion of that energy is available in the  animal feed from the harvested wheat.    1.     2.     3.    [3]       (b) calculate the energy in the meat that is available to humans, as a percentage of the  energy in the animal feed. show your working.         answer = \u2026\u2026\u2026\u2026% [2]     ",
+            "36": "15  \u00a9 ucles 2009 0610/32/m/j/09  for  examiner's  use  (c) using the information in table 6.1, explain why it is more efficient for humans to gain     their food from the first trophic level rather than from the second trophic level.                   [5]      (d) the student suggests to the farmer that it is better for the livestock if they are not kept  in sheds. the farmer replies that his animals will grow more slowly if kept outside.     describe two reasons why animals kept in sheds gain weight faster than those kept outside.  1.     2.    [2]       (e) explain why acid rain has become an important environmental problem in some parts     of the world over the past 100 years.         [2]        [total: 14]     ",
+            "37": "16    copyright acknowledgements:    fig 4.1 page 8 dr jeremy burgess / science photo library.  permission to reproduce items where thir d-party owned material protected by copyright is included has been sought and cleared w here 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.    0610/32/m/j/09  blank page "
+        },
+        "0610_s09_qp_5.pdf": {
+            "1": "    this document consists of 9 printed pages and 3 blank pages.  ib09 06_0610_05/4rp  \u00a9 ucles 2009  [turn over      *9806194730* for examiner's use  1   2   total   university of cambridge international examinations  international general certificate of secondary education       biology 0610/05    paper 5  practical test  may/june 2009     1 hour    candidates answer on the question paper.    additional materials: as listed in the confidential instructions.       read these instructions first    write your centre number, candidate number and name on all the work you hand in.  write in dark blue or black pen.  you may use a pencil for any diagrams or graphs. do not use staples, paper clips, highlighters, glue or correction fluid. do not  write in any barcodes.    answer both  questions.   at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question.     ",
+            "2": "2  \u00a9 ucles 2009 0610/05/m/j/09  for  examiner's  use read the whole question before starting work.   you are provided two specimens, s1 (onion) and s2 (potato).   1 (a)  make a labelled drawing of the cut surface of s1.                              [6]      (b) (i) state one visible similarity between s1 and s2.     [1]       (ii) state two visible differences between s1 and s2.         [2]     ",
+            "3": "3  \u00a9 ucles 2009 0610/05/m/j/09 [turn over  for  examiner's  use  (c)  test samples of s1 and s2 for starch, using the following procedure:       \u007f  cut a piece of s1 that is approximately 1 cm 3.        \u007f  chop and crush this sample using the tools provided.      \u007f  fill one test-tube half full of water. label this tube s1a. add the crushed     sample of s1 to this tube.        \u007f  shake the test tube s1a  well to mix the sample. let the pieces of solid settle.       \u007f  label another test-tube s1b.        \u007f  pour half of the liquid of test-tube s1a into test-tube s1b. leave the solid     pieces in test-tube s1a.        \u007f  test the contents of s1a, for starch using the iodine solution provided.      (i) record your observation of s1 in table 1.1.  [1]         \u007f  using clean test-tubes labelled s2a and s2b, repeat the procedure in (c) with       s2.        (ii) record your observations of s2 in table 1.1 on page 4. [1]       ",
+            "4": "4  \u00a9 ucles 2009 0610/05/m/j/09  for  examiner's  use  (d) (i)  describe how you would carry out a test for reducing sugar.     include all the safety precautions that you would take while carrying out this test.             [4]      at this stage you will need to attract the attention of your supervisor by  raising your hand. the supervisor will fill the empty container with hot water.       \u007f test the contents of the two tubes labelled s1b and s2b, for reducing sugar.      (ii) record your observations in table 1.1.    table 1.1    observations  test  s1 s2  starch  reducing sugar       [2]    ",
+            "5": "5  \u00a9 ucles 2009 0610/05/m/j/09 [turn over  for  examiner's  use  (e)  state the conclusions you could make about the specimens s1 and s2 from your    observations from the food tests and the structure of s1 and s2.      food tests              structure              [4]         [total 21] ",
+            "6": "6  \u00a9 ucles 2009 0610/05/m/j/09  2 as the heart pumps around the human body, a pulse may be felt at certain sites, such as  the one shown in fig. 2.1.     (a) (i) label on fig. 2.1, one other site where a pulse may be felt.    site of pulse at the wrist palm of handthumb fig. 2.1        [1]       (ii) suggest why it is possible to feel the pulse at these sites.     [2]     ",
+            "7": "7  \u00a9 ucles 2009 0610/05/m/j/09 [turn over  for  examiner's  use  (b) (i)  measure your pulse rate at the wrist as shown in fig.2.1.       \u007f  using one or two of your fingers (not your thumb) to apply gentle pressure to  the pulse site at the wrist.       \u007f  count the pulse using the second hand of the clock for 15 seconds.      \u007f  record this in table 2.1.      \u007f  repeat this procedure twice more and record the results in table 2.1.      \u007f  multiply by four to obtain the pulses per minute and record in table 2.1.      \u007f  calculate the mean pulses per minute and record in table 2.1.      table 2.1    attempt pulses per 15 seconds  pulses per minute   1    2    3    mean           [4]       (ii) explain why it is advisable to repeat readings at least three times.     [1]     ",
+            "8": "8  \u00a9 ucles 2009 0610/05/m/j/09  for  examiner's  use   (iii) state two factors that may affect heart rate. for each factor explain its effect     on heart rate.   factor explanation   1  \u2026\u2026\u2026\u2026\u2026\u2026..     \u2026\u2026\u2026\u2026\u2026\u2026\u2026..     \u2026\u2026\u2026\u2026\u2026\u2026\u2026..    \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026    \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026    \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026    2  \u2026\u2026\u2026\u2026\u2026\u2026..    \u2026\u2026\u2026\u2026\u2026\u2026\u2026..      \u2026\u2026\u2026\u2026\u2026\u2026\u2026..    \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026   \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026    \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026         [4]      (c)  body mass and heart rates for a number of different mammals are shown in table 2.2.    table 2.2    mammal body mass / kg heart rate / beats per  minute  rabbit 1.0 200  cat 1.5 150  dog 5.0 90  human 60.0   horse 1200.0 44  elephant 5000.0 30        \u007f copy your mean pulse rate (from table 2.1) into table 2.2.   ",
+            "9": "9  \u00a9 ucles 2009 0610/05/m/j/09  for  examiner's  use   (i) plot the data in a bar chart to show heart rate for all six mammals.    heart rate / beats per minute rabbit 1.0 kgcat 1.5 kgdog 5.0 kghuman 60.0 kghorse 1200.0 kgelephant 5000.0 kg         [5]       (ii) describe the general trend shown by this data plotted on the bar chart.     [1]       (d)  an elephant can live for 70 years, a ca t for 15 years and a rabbit for 9 years.     suggest how heart rate and body mass might affect life expectancy of mammals.   [1]       [total: 19]",
+            "10": "10  0610/05/m/j/09        blank page",
+            "11": "11   0610/05/m/j/09         blank page",
+            "12": "12      permission to reproduce items where thir d-party owned material protected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holder s, 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.    0610/05/m/j/09         blank page  "
+        },
+        "0610_s09_qp_6.pdf": {
+            "1": "    this document consists of 9 printed pages and 3 blank pages.  ib09 06_0610_06/5rp  \u00a9 ucles 2009  [turn over      *2614632295* university of cambridge international examinations  international general certificate of secondary education       biology 0610/06     paper 6 alternative to practical  may/june 2009     1 hour    candidates answer on the question paper    no additional materials are required.       read these instructions first    write your centre number, candidate number and name on all the work you hand in.  write in dark blue or black pen.  you may use a pencil for any diagrams or graphs. do not use staples, paper clips, highlighters, glue or correction fluid.  do not  write in any barcodes.    answer all questions.  at the end of the examination, fasten all your work securely together.  the number of marks is given in brackets [  ] at the end of each question or part question.       for examiner's use  1   2   3   total  ",
+            "2": "2  \u00a9 ucles 2009 0610/06/m/j/09  for  examiner's  use 1 fig.1.1a shows a whole garlic bulb and fig.1.1b shows a section with many 'cloves'  arranged around a central stem.          fig.1.1a fig.1.1b         fig. 1.2a shows a whole potato and fig. 1.2b shows a section of the potato stem tuber.          fig.1.2a fig.1.2b   ",
+            "3": "3  \u00a9 ucles 2009 0610/06/m/j/09 [turn over  for  examiner's  use  (a) make a large, labelled drawing of fig. 1.1b. to show the section of the garlic bulb.                                     [5]      (b) (i)  compare one visible similarity between the garlic bulb and the potato tuber.     [1]         (ii) describe two visible differences between the garlic bulb and the potato tuber.         [2]    ",
+            "4": "4  \u00a9 ucles 2009 0610/06/m/j/09  for  examiner's  use  (c) describe how you would carry out tests on the garlic and the potato to compare the  starch content and the reducing sugar content. include any necessary safety  precautions.  starch         reducing sugar            [6]          [total: 14] ",
+            "5": "5  \u00a9 ucles 2009 0610/06/m/j/09 [turn over  for  examiner's  use 2 as the heart pumps blood around the human body, a pulse may be felt at certain sites, such  as the one shown in fig. 2.1.    (a) (i) label on fig. 2.1, one other site where a pulse may be felt.    site of pulse at the wrist palm of handthumb fig. 2.1        [1]     (ii) suggest why it is possible to feel the pulse at these sites.     [2]     ",
+            "6": "6  \u00a9 ucles 2009 0610/06/m/j/09  for  examiner's  use  (b) a student counted the number of pulses felt in 15 seconds at the site shown on their  wrist. the student did this three times.     the results are recorded in table 2.1.    table 2.1     pulses per 15 seconds  pulses per minute   1st count 18   2nd count 19   3rd count 17   mean        (i) complete the righthand column in table 2.1 to show the number of pulses per  minute for each count and the mean pulses per minute. [2]      (ii) explain why it is advisable to repeat readings at least three times.     [1]       (iii) state two factors that may affect heart rate. for each factor explain its effect     on heart rate.   factor explanation   1  \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026   \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026   \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026   2  \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026  \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026   \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026        [4]     ",
+            "7": "7   0610/06/m/j/09 [turn over  blank page                                question 2 continues on page 8",
+            "8": "8  \u00a9 ucles 2009 0610/06/m/j/09  for  examiner's  use  (c)  body mass and heart rates for a number of different mammals are shown in table 2.2.    table 2.2    mammal body mass / kg heart rate / beats per  minute   rabbit 1.0 200   cat 1.5 150   dog 5.0 90   human 60.0    horse 1200.0 44   elephant 5000.0 30      copy the mean pulses per minute from table 2.1 into table 2.2.   ",
+            "9": "9  \u00a9 ucles 2009 0610/06/m/j/09 [turn over    (i) plot the data in a bar chart to show heart rate for all six mammals.    heart rate / beats per minute rabbit 1.0 kgcat 1.5 kgdog 5.0 kghuman 60.0 kghorse 1200.0 kgelephant 5000.0 kg         [5]     (ii) describe the general trend shown by this data plotted on the bar chart.     [1]      (d)  an elephant can live for 70 years, a ca t for 15 years and a rabbit for 9 years.     suggest how heart rate and body mass might affect life expectancy of mammals.   [1]       [total: 17]   ",
+            "10": "10  \u00a9 ucles 2009 0610/06/m/j/09  for  examiner's  use 3 fig. 3.1 shows a photomicrograph of a human blood smear.    white space to balance out image - do not delete a magnification \u00d7800 fig. 3.1     (a) (i)  on fig. 3.1, draw label lines and name three  different types of blood cell.      [3]    (ii) name two parts of the blood that can pass through the capillary walls.  1.   2.  [2]        (b) (i)  measure the diameter of the blood cell labelled a.   mm [1]        (ii) the photomicrograph has been enlarged by x 800, calculate the actual size of     cell a.       show your working        actual size of cell a  [2]       (iii) state the function of cell a.     [1]          [total: 9] ",
+            "11": "11   0610/06/m/j/09  blank page",
+            "12": "12      permission to reproduce items where thir d-party owned material protected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holder s, 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.    0610/06/m/j/09  blank page "
+        },
+        "0610_w09_qp_11.pdf": {
+            "1": "    this document consists of 17 printed pages and 3 blank pages.  ib09 11_0610_11/rp  \u00a9 ucles 2009  [turn over      *1391912854*  university of cambridge international examinations  international general certificate of secondary education       biology 0610/11     paper 1  multiple choice  october/november 2009     45 minutes    additional materials: multiple choice answer sheet   soft clean eraser    soft pencil (type b or hb is recommended)        read these instructions first    write in soft pencil.  do not use staples, paper clips, highlighters, glue or correction fluid. write your name, centre number and candidate number on the answer sheet in the spaces provided unless  this has been done for you.    there are forty  questions on this paper. answer all questions. for each question there are four possible  answers a, b, c and d.   choose the one you consider correct and record your choice in soft pencil on the separate answer sheet.   read the instructions on the answer sheet very carefully.  each correct answer will score one mark. a mark will not be deducted for a wrong answer. any rough working should be done in this booklet.        ",
+            "2": "2  \u00a9 ucles 2009 0610/11/o/n/09  1 which process produces heat to maintain a person\u2019s body temperature?  a excretion  b nutrition  c reproduction  d respiration      2 which shows an organism that has been named using the binomial system?  a bacterium  b flowering plant  c hiv  d homo sapiens     3 the diagram shows four arthropods.   which arthropod is an insect?    abcd      ",
+            "3": "3  \u00a9 ucles 2009 0610/11/o/n/09 [turn over  4 the diagram shows a flowering plant.        use the key to identify the plant.    flower has four petals plant  leaves with  jagged edges leaves with  smooth edges  b aflower has five petals  leaves with  jagged edges leaves with  smooth edges  d c    5 the diagram shows a student\u2019s drawing of guard cells.   which labelling line is not correct?    a  cell membrane b  cytoplasm c  stoma d  cell wall     ",
+            "4": "4  \u00a9 ucles 2009 0610/11/o/n/09  6 the photograph shows some human cells under the microscope.    q p     what are structures p and q?     p q  a cytoplasm cell membrane  b cytoplasm cell wall  c nucleus cell membrane  d nucleus cell wall    7 which cell moves dust particles out of the body?  a ciliated  b muscle  c red blood  d xylem    ",
+            "5": "5  \u00a9 ucles 2009 0610/11/o/n/09 [turn over  8 the diagrams show four types of tissues found in living organisms.    which tissue is involved in contraction?    abcd    9 what increases the rate of diffusion of oxygen into red blood cells in the lungs?  a air leaving the lungs is saturated with water vapour.  b air leaving the lungs still contains 16  % oxygen.  c blood arriving in the lungs is saturated with oxygen.  d blood is taken away from the lungs as it circulates.    10 the diagrams show an experiment when set up and the same experiment two hours later.    when set up two hours later  partially  permeable  membrane  pure  water concentrated sugar solution coloured with d ye dye hasmovedinto thisside     what explains the movement of water and dye?     movement of water movement of dye  a diffusion osmosis  b osmosis diffusion  c osmosis translocation  d translocation diffusion     ",
+            "6": "6  \u00a9 ucles 2009 0610/11/o/n/09  11 which graph shows the effect of temperature on the activity of a human digestive enzyme?    rate of  reaction  20 70 a  temperature  / \u00b0c temperature  / \u00b0ctemperature  / \u00b0c temperature  / \u00b0crate of reaction  20 70 b  rate of reaction  20 70 c  rate of reaction  20 70 d       12 the diagram shows a section through a leaf.    which cell type absorbs the most carbon dioxide during the day?    a  b  c  d      13 which element is found in a molecule of chlorophyll?  a calcium  b iron  c lead  d magnesium     ",
+            "7": "7  \u00a9 ucles 2009 0610/11/o/n/09 [turn over  14 which substances do root hairs take from the soil?  a water and carbon dioxide  b water and mineral ions  c carbon dioxide and oxygen and mineral ions  d carbon dioxide and oxygen and water      15 the diagram shows a plant.    w x y z     what is the pathway taken by most of the water absorbed by this plant?  a x \u2192 y \u2192 z  b w \u2192 y \u2192 z  c z \u2192 y \u2192 x  d z \u2192 y \u2192 w     16 what describes the aortic  (semi-lunar) and bicuspid  (mitral) heart valves when the left ventricle is  relaxing?                     aortic valve bicuspid valve  a closed closed  b closed open  c open closed  d open open ",
+            "8": "8  \u00a9 ucles 2009 0610/11/o/n/09  17 the diagram shows the blood circulatory system of a human.    upper bodylungs  lower bodyliver kidneysgut     how many times does the blood pass through the heart on its way from the kidneys to the aorta?  a one  b two  c four  d more than four     ",
+            "9": "9  \u00a9 ucles 2009 0610/11/o/n/09 [turn over  18 from the graph, when did the person begin a period of vigorous exercise after resting?    time  / minutesbreathing rate  / breaths per minute abc d      19 which word equation represents anaerobic respiration in human muscle?  a glucose \u2192 carbon dioxide + ethanol (alcohol)  b glucose \u2192 carbon dioxide + lactic acid  c glucose \u2192 ethanol (alcohol)  d glucose \u2192 lactic acid      20 the diagram shows two experiments on the gaseous exchange in small aerobic crustaceans.    soda-lime absorbs carbon dioxide.    small aerobic crustaceanscoloured liquid marker wire gauze soda-lime glass beads instead of soda-limecoloured liquid markerpq     which way does the liquid marker move?     p q  a left right  b left stays still  c right left  d right stays still   ",
+            "10": "10  \u00a9 ucles 2009 0610/11/o/n/09  21 in which organ is alcohol broken down?  a brain  b kidney  c liver  d stomach      22 blood passes through the kidney and some substanc es leave the blood as filtered liquid. from  this liquid certain substances are reabsorbed back into the blood.    the table shows the percentage of four substances in the blood plasma, the filtered liquid and urine.    percentage of substance  substance in the blood  plasma in the filtered  liquid in the urine  glucose 0.10 0.10 0.00  protein 9.00 0.00 0.00  urea 0.03 0.03 2.00  water 90.0 99.0 97.0    which substances are reabsorbed from the filtered liquid?  a glucose and water  b protein and glucose  c urea and protein  d water and urea     23 after a meal, the concentration of blood glucose increases.    what then causes the concentration of blood glucose to return to normal?  a adrenalin  b blood cells  c insulin  d platelets     ",
+            "11": "11  \u00a9 ucles 2009 0610/11/o/n/09 [turn over  24 a bright light suddenly shines into a person\u2019s eyes.    what happens?  a the lenses become more concave.  b the lenses become more convex.  c the pupils become larger.  d the pupils become smaller.     25 how does the rhythm method of family planning work?  a a physical barrier stops sperms reaching the egg.  b implantation is prevented.  c intercourse is avoided near the time of ovulation.  d ovulation is prevented.     26 the diagram shows a flower in section.    where will fertilisation occur?    a b c d     ",
+            "12": "12  \u00a9 ucles 2009 0610/11/o/n/09  27 the graph shows the changes in the dry masses of two similar samples of seeds from the start of  germination.    0 3  time  / days 6 dry mass  / g seeds germinated in the light seeds germinated in the dark     what causes the change in dry mass after day 3 of the seeds germinated in the light?  a all the stored food has been used up.  b a lot of water has been absorbed. c photosynthesis has begun.  d the respiration rate has increased.     28 the diagram shows a bean seed when planted and the same seed two days later.        which conditions are necessary for these changes to occur?     suitable  temperature presence of  water presence of  carbon dioxidepresence of  oxygen  a \u0013 \u0013 \u0013 \u0017  b \u0013 \u0013 \u0017 \u0013  c \u0013 \u0017 \u0013 \u0013  d \u0017 \u0013 \u0013 \u0013    ",
+            "13": "13  \u00a9 ucles 2009 0610/11/o/n/09 [turn over  29 albinism is an inherited condition in which pigment does not develop in the skin, hair and eyes.    the albino allele is recessive.    what are the chances of albino parents having a normal child?  a 0 % b 50  % c 75  % d 100  %     30 in cats, the allele for short hair is dominant to the allele for long hair.    a short-haired cat and a long-haired cat had several families of offspring (kittens). all their kittens were short-haired.    one of these kittens matured and mated with a long-haired cat.    what would be the expected phenotypes of their offspring?  a 1  : 1 short to long  b 3 : 1 short to long  c all long-haired  d all short-haired      31 a man who was blood group a and a woman who was blood group b had four children, each with  a different blood group a, b, ab and o.    which type of variation does this demonstrate?  a continuous, environmental and genetic   b continuous and genetic only   c discontinuous, environmental and genetic   d discontinuous and genetic only     ",
+            "14": "14  \u00a9 ucles 2009 0610/11/o/n/09  32 the diagram shows some food relationships in a woodland area.    which of the labelled animals are in competition with seed-eating insects for their food?    woodland plants flowers (nectar) seedsinsects a birds birds of prey c  birds b d  insects       33 the diagram represents a pyramid of biomass within an ecosystem.    carnivores herbivoresproducers     what shows the direction of energy flow through the pyramid?    abcd      ",
+            "15": "15  \u00a9 ucles 2009 0610/11/o/n/09 [turn over  34 the diagram shows the flow of energy through four organisms in a food chain.    which organism is a producer?    sunlight  a  b  c  d       35 which arrow represents carbon dioxide from plant respiration?    carbon dioxide gas in the air carbon compounds in decaying organismscoal oil, etccarbon compounds in plants carbon compounds in animalscarbon dioxide dissolved in seas, lakes, etc a bcd      ",
+            "16": "16  \u00a9 ucles 2009 0610/11/o/n/09  36 the equation shows the breakdown of glucose during aerobic respiration.    glucose + oxygen \u2192 product p + product q    this process is a part of  a the carbon cycle only.  b the energy cycle only.  c the carbon and water cycles.  d the water cycle only.      37 which graph shows the effect on the numbers of prey when their predators are removed?    numbers of prey timea numbersof prey timeb numbersof prey timec numbersof prey timed      38 the diagram shows a food chain.    a person sprays the rose-bush with pesticide.    which organism does the person want to kill?    a  rose-bush b  greenfly c beetled small bird    ",
+            "17": "17  \u00a9 ucles 2009 0610/11/o/n/09  39 the levels of carbon dioxide in the earth\u2019s atmosphere have increased during the last one  hundred years.    what is the most  likely cause of this?  a cutting down large areas of forest  b increased production of crops  c over-use of inorganic fertilisers  d widespread use of pesticides     40 the graph shows the relationship between sulfur dioxide pollution and the number of lichen  species found on trees.    0 2 04 06 08 0 1 0 0 sulfur dioxide level  / \u00b5g  m\u20133120 140 160number of lichen species     from the graph, which statement is correct?  a as sulfur dioxide levels increase the number of lichen species decreases.  b lichens cannot survive if any sulfur dioxide is present. c lichens are not affected by sulfur dioxide pollution.  d as sulfur dioxide levels increase so do numbers of lichen species.     ",
+            "18": "18   0610/11/o/n/09  blank page   ",
+            "19": "19   0610/11/o/n/09  blank page   ",
+            "20": "20      permission to reproduce items where third-par ty owned material protected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to t race 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.     0610/11/o/n/09  blank page    "
+        },
+        "0610_w09_qp_12.pdf": {
+            "1": "    this document consists of 17 printed pages and 3 blank pages.  ib09 11_0610_12/rp  \u00a9 ucles 2009  [turn over      *4297687618*  university of cambridge international examinations  international general certificate of secondary education       biology 0610/12     paper 1  multiple choice  october/november 2009     45 minutes    additional materials: multiple choice answer sheet   soft clean eraser    soft pencil (type b or hb is recommended)        read these instructions first    write in soft pencil.  do not use staples, paper clips, highlighters, glue or correction fluid. write your name, centre number and candidate number on the answer sheet in the spaces provided unless  this has been done for you.    there are forty  questions on this paper. answer all questions. for each question there are four possible  answers a, b, c and d.   choose the one you consider correct and record your choice in soft pencil on the separate answer sheet.   read the instructions on the answer sheet very carefully.  each correct answer will score one mark. a mark will not be deducted for a wrong answer. any rough working should be done in this booklet.        ",
+            "2": "2  \u00a9 ucles 2009 0610/12/o/n/09  1 the photograph shows some human cells under the microscope.    q p     what are structures p and q?     p q  a cytoplasm cell membrane  b cytoplasm cell wall  c nucleus cell membrane  d nucleus cell wall    2 which cell moves dust particles out of the body?  a ciliated  b muscle  c red blood  d xylem    ",
+            "3": "3  \u00a9 ucles 2009 0610/12/o/n/09 [turn over  3 the diagrams show four types of tissues found in living organisms.    which tissue is involved in contraction?    abcd     4 which process produces heat to maintain a person\u2019s body temperature?  a excretion  b nutrition  c reproduction  d respiration      5 the diagram shows four arthropods.    which arthropod is an insect?    abcd     6 which shows an organism that has been named using the binomial system?  a bacterium  b flowering plant  c hiv  d homo sapiens    ",
+            "4": "4  \u00a9 ucles 2009 0610/12/o/n/09  7 what increases the rate of diffusion of oxygen into red blood cells in the lungs?  a air leaving the lungs is saturated with water vapour.  b air leaving the lungs still contains 16  % oxygen.  c blood arriving in the lungs is saturated with oxygen.  d blood is taken away from the lungs as it circulates.      8 the diagrams show an experiment when set up and the same experiment two hours later.    when set up two hours later  partially  permeable  membrane  pure  water concentrated sugar solution coloured with d ye dye hasmovedinto thisside     what explains the movement of water and dye?     movement of water movement of dye  a diffusion osmosis  b osmosis diffusion  c osmosis translocation  d translocation diffusion      9 the diagram shows a student\u2019s drawing of guard cells.    which labelling line is not correct?    a  cell membrane b  cytoplasm c  stoma d  cell wall     ",
+            "5": "5  \u00a9 ucles 2009 0610/12/o/n/09 [turn over  10 the diagram shows a flowering plant.        use the key to identify the plant.    flower has four petals plant  leaves with  jagged edges leaves with  smooth edges  b aflower has five petals  leaves with  jagged edges leaves with  smooth edges  d c     11 which substances do root hairs take from the soil?  a water and carbon dioxide  b water and mineral ions c carbon dioxide and oxygen and mineral ions  d carbon dioxide and oxygen and water   ",
+            "6": "6  \u00a9 ucles 2009 0610/12/o/n/09  12 the diagram shows a plant.    w x y z     what is the pathway taken by most of the water absorbed by this plant?  a x \u2192 y \u2192 z  b w \u2192 y \u2192 z  c z \u2192 y \u2192 x  d z \u2192 y \u2192 w     13 the diagram shows a section through a leaf.    which cell type absorbs the most carbon dioxide during the day?    a  b  c  d      ",
+            "7": "7  \u00a9 ucles 2009 0610/12/o/n/09 [turn over  14 which element is found in a molecule of chlorophyll?  a calcium  b iron  c lead  d magnesium      15 which graph shows the effect of temperature on the activity of a human digestive enzyme?    rate of  reaction  20 70 a  temperature  / \u00b0c temperature  / \u00b0ctemperature  / \u00b0c temperature  / \u00b0crate of reaction  20 70 b  rate of reaction  20 70 c  rate of reaction  20 70 d       16 what describes the aortic  (semi-lunar) and bicuspid  (mitral) heart valves when the left ventricle is  relaxing?        aortic valve bicuspid valve  a closed closed  b closed open  c open closed  d open open ",
+            "8": "8  \u00a9 ucles 2009 0610/12/o/n/09  17 the diagram shows the blood circulatory system of a human.    upper bodylungs  lower bodyliver kidneysgut     how many times does the blood pass through the heart on its way from the kidneys to the aorta?  a one  b two  c four  d more than four     ",
+            "9": "9  \u00a9 ucles 2009 0610/12/o/n/09 [turn over  18 the diagram shows two experiments on the gaseous exchange in small aerobic crustaceans.    soda-lime absorbs carbon dioxide.    small aerobic crustaceanscoloured liquid marker wire gauze soda-lime glass beads instead of soda-limecoloured liquid markerpq     which way does the liquid marker move?     p q  a left right  b left stays still  c right left  d right stays still     19 which word equation represents anaerobic respiration in human muscle?  a glucose \u2192 carbon dioxide + ethanol (alcohol)  b glucose \u2192 carbon dioxide + lactic acid  c glucose \u2192 ethanol (alcohol)  d glucose \u2192 lactic acid    ",
+            "10": "10  \u00a9 ucles 2009 0610/12/o/n/09  20 from the graph, when did the person begin a period of vigorous exercise after resting?    time  / minutesbreathing rate  / breaths per minute abc d      21 after a meal, the concentration of blood glucose increases.    what then causes the concentration of blood glucose to return to normal?  a adrenalin  b blood cells  c insulin  d platelets      22 a bright light suddenly shines into a person\u2019s eyes.    what happens?  a the lenses become more concave.  b the lenses become more convex.  c the pupils become larger.  d the pupils become smaller.     23 in which organ is alcohol broken down?  a brain  b kidney  c liver  d stomach     ",
+            "11": "11  \u00a9 ucles 2009 0610/12/o/n/09 [turn over  24 blood passes through the kidney and some substanc es leave the blood as filtered liquid. from  this liquid certain substances are reabsorbed back into the blood.    the table shows the percentage of four substances in the blood plasma, the filtered liquid and  urine.    percentage of substance  substance in the blood  plasma in the filtered  liquid in the urine  glucose 0.10 0.10 0.00  protein 9.00 0.00 0.00  urea 0.03 0.03 2.00  water 90.0 99.0 97.0    which substances are reabsorbed from the filtered liquid?  a glucose and water  b protein and glucose  c urea and protein  d water and urea      25 the diagram shows a flower in section.    where will fertilisation occur?    a b c d     ",
+            "12": "12  \u00a9 ucles 2009 0610/12/o/n/09  26 the diagram shows a bean seed when planted and the same seed two days later.        which conditions are necessary for these changes to occur?     suitable  temperature presence of  water presence of  carbon dioxidepresence of  oxygen  a \u0013 \u0013 \u0013 \u0017  b \u0013 \u0013 \u0017 \u0013  c \u0013 \u0017 \u0013 \u0013  d \u0017 \u0013 \u0013 \u0013      27 the graph shows the changes in the dry masses of two similar samples of seeds from the start of  germination.    0 3  time  / days 6 dry mass  / g seeds germinated in the light seeds germinated in the dark     what causes the change in dry mass after day 3 of the seeds germinated in the light?  a all the stored food has been used up.  b a lot of water has been absorbed.  c photosynthesis has begun.  d the respiration rate has increased.     ",
+            "13": "13  \u00a9 ucles 2009 0610/12/o/n/09 [turn over  28 how does the rhythm method of family planning work?  a a physical barrier stops sperms reaching the egg.  b implantation is prevented.  c intercourse is avoided near the time of ovulation.  d ovulation is prevented.      29 in cats, the allele for short hair is dominant to the allele for long hair.    a short-haired cat and a long-haired cat had several families of offspring (kittens). all their kittens  were short-haired.    one of these kittens matured and mated with a long-haired cat.    what would be the expected phenotypes of their offspring?  a 1 : 1 short to long  b 3 : 1 short to long  c all long-haired  d all short-haired      30 a man who was blood group a and a woman who was blood group b had four children, each with  a different blood group a, b, ab and o.    which type of variation does this demonstrate?  a continuous, environmental and genetic   b continuous and genetic only   c discontinuous, environmental and genetic   d discontinuous and genetic only     31 albinism is an inherited condition in which pigment does not develop in the skin, hair and eyes.    the albino allele is recessive.    what are the chances of albino parents having a normal child?  a 0  % b 50  % c 75  % d 100  %     ",
+            "14": "14  \u00a9 ucles 2009 0610/12/o/n/09  32 which graph shows the effect on the numbers of prey when their predators are removed?    numbers of prey timea numbersof prey timeb numbersof prey timec numbersof prey timed      33 which arrow represents carbon dioxide from plant respiration?    carbon dioxide gas in the air carbon compounds in decaying organismscoal oil, etccarbon compounds in plants carbon compounds in animalscarbon dioxide dissolved in seas, lakes, etc a bcd      ",
+            "15": "15  \u00a9 ucles 2009 0610/12/o/n/09 [turn over  34 the equation shows the breakdown of glucose during aerobic respiration.    glucose + oxygen \u2192 product p + product q    this process is a part of  a the carbon cycle only.  b the energy cycle only.  c the carbon and water cycles.  d the water cycle only.      35 the diagram represents a pyramid of biomass within an ecosystem.    carnivores herbivoresproducers     what shows the direction of energy flow through the pyramid?    abcd       36 the diagram shows a food chain.    a person sprays the rose-bush with pesticide.    which organism does the person want to kill?    a  rose-bush b  greenfly c beetled small bird    ",
+            "16": "16  \u00a9 ucles 2009 0610/12/o/n/09  37 the diagram shows some food relationships in a woodland area.    which of the labelled animals are in competition with seed-eating insects for their food?    woodland plants flowers (nectar) seedsinsects a birds birds of prey c  birds b d  insects       38 the diagram shows the flow of energy through four organisms in a food chain.    which organism is a producer?    sunlight  a  b  c  d      ",
+            "17": "17  \u00a9 ucles 2009 0610/12/o/n/09  39 the graph shows the relationship between sulfur dioxide pollution and the number of lichen  species found on trees.    0 2 04 06 08 0 1 0 0 sulfur dioxide level  / \u00b5g  m\u20133120 140 160number of lichen species     from the graph, which statement is correct?  a as sulfur dioxide levels increase the number of lichen species decreases.  b lichens cannot survive if any sulfur dioxide is present.  c lichens are not affected by sulfur dioxide pollution.  d as sulfur dioxide levels increase so do numbers of lichen species.     40 the levels of carbon dioxide in the earth\u2019s atmosphere have increased during the last one  hundred years.    what is the most  likely cause of this?  a cutting down large areas of forest  b increased production of crops c over-use of inorganic fertilisers  d widespread use of pesticides     ",
+            "18": "18   0610/12/o/n/09  blank page   ",
+            "19": "19   0610/12/o/n/09  blank page   ",
+            "20": "20      permission to reproduce items where third-par ty owned material protected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to t race 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.     0610/12/o/n/09  blank page   "
+        },
+        "0610_w09_qp_2.pdf": {
+            "1": "    this document consists of 15 printed pages and 1 blank pages.  ib09 11_0610_02/7rp  \u00a9 ucles 2009  [turn over      *0080678196* for examiner's use  1   2   3   4   5   6   7   8   9   10   total   university of cambridge international examinations  international general certificate of secondary education       biology 0610/02     paper 2 core  october/november 2009     1 hour 15 minutes    candidates answer on the question paper.    no additional materials are required.       read these instructions first    write your centre number, candidate number and name on all the work you hand in.  write in dark blue or black pen.  you may use a pencil for any diagrams or graphs. do not use staples, paper clips, highlighters, glue or correction fluid.  do not  write in any barcodes.    answer all questions.  at the end of the examination, fasten all your work securely together.  the number of marks is given in brackets [ ] at the end of each question or part  question.   ",
+            "2": "2  \u00a9 ucles 2009 0610/02/o/n/09  for  examiner's  use 1 vertebrates can be classified by their external features.      complete the paragraph by using the name of a vertebrate class in each space.    some vertebrates have scales all over their skin. if they also have nostrils that allow air   into their lungs and two pairs of legs they are  .   some vertebrates have wings. if their body is also covered in feathers they are   , but if their body has fur they are  .    vertebrates that do not have feathers, fur or scales on the outside of their body are   . [4]        [total: 4] ",
+            "3": "3  \u00a9 ucles 2009 0610/02/o/n/09 [turn over  for  examiner's  use 2 (a)  fig. 2.1 shows a partly completed diagram of a palisade cell.    chloroplastscell membrane fig. 2.1        complete the diagram to show the other major components of this cell.    label all the components that you have added to fig. 2.1. [4]      (b)  state precisely where palisade cells are found in a plant.      [2]        [total: 6] ",
+            "4": "4  \u00a9 ucles 2009 0610/02/o/n/09  for  examiner's  use 3 (a)  micronutrients are food materials that are only needed in very small quantities in the  human diet.     draw one straight line from each micronutrient to its deficiency symptom.        micronutrient deficiency symptom calcium vitamin c vitamin d ironanaemia rickets scurvy         [4]      (b) explain how iron, in the diet of humans, is used in the body.         [3]        [total: 7] ",
+            "5": "5  \u00a9 ucles 2009 0610/02/o/n/09 [turn over  for  examiner's  use 4 (a)  enzyme activity is vital in human digestion.      complete table 4.1 by choosing appropriate words from the list.   amino acids  amylase  cellulose fatty acids   hydrochloric acid  lipase  protein  starch  water      table 4.1  substrate enzyme product  fat       glycerol +               protease                      maltose          [6]      (b) maltose is changed into glucose.     (i) which part of the blood carries glucose?   [1]      (ii) which process, happening in all living cells, needs a constant supply of glucose?    [1]       (iii) excess glucose is stored. which carbohydrate is glucose changed into     for storage?    [1]     (iv) which organ is the main store of this carbohydrate?    [1]     (v) name a hormone that causes glucose to be released from storage.    [1]       [total: 11] ",
+            "6": "6  \u00a9 ucles 2009 0610/02/o/n/09  for  examiner's  use 5 rabbits are primary consumers. fig. 5.1 shows changes in the population of rabbits after a  small number were released on an island where none had previously lived.    size of rabbitpopulation time fig. 5.1aabbccdd ee       (a) which stage, a, b, c, d or e, shows when the birth rate was    (i) equal to the death rate,     [1]    (ii) slightly greater than the death rate?     [1]   ",
+            "7": "7  \u00a9 ucles 2009 0610/02/o/n/09 [turn over  for  examiner's  use  (b)   (i) suggest two factors that allowed the change in the rabbit population during      stage b.     1.   2.  [2]     (ii) suggest two reasons for the change in the rabbit population during stage e.  1.     2.    [2]          [total: 6] ",
+            "8": "8  \u00a9 ucles 2009 0610/02/o/n/09  for  examiner's  use 6 (a)  fig. 6.1 shows the female reproductive system.      uterus ovary vagina fig. 6.1      describe the functions of each of the following structures in the female reproductive  system.       (i) ovary        [2]      (ii) uterus      [1]      (iii) vagina      [1]  ",
+            "9": "9  \u00a9 ucles 2009 0610/02/o/n/09 [turn over  for  examiner's  use  (b) explain the purpose of the events that happen during the menstrual cycle in human  females.           [3]          [total: 7] ",
+            "10": "10  \u00a9 ucles 2009 0610/02/o/n/09  for  examiner's  use 7 fig. 7.1 shows a food web for a habitat in europe.     grass hogweed ivy oak treebank voles goldfinches aphids caterpillarsfleas wrenskestrels fig. 7.1       (a)   (i) in the space below draw a food chain consisting of four organisms. the organisms  must be part of the food web in fig.7.1.                              [2]   (ii) explain what is meant by the terms herbivore  and carnivore  and in each case give  an example from the food web in fig. 7.1.   herbivore      carnivore     [3]      (iii) name an animal in the food web in fig.7.1 that would normally be present in far  greater numbers than the animal on which it feeds.    [1]   ",
+            "11": "11  \u00a9 ucles 2009 0610/02/o/n/09 [turn over  for  examiner's  use  (b) sometimes a very large number of ladybirds arrive in this habitat.      ladybirds are insects that feed on aphids.    predict and explain how this could affect the populations of wrens and bank voles in  this food web.  wrens       bank voles      [4]          [total: 10] ",
+            "12": "12  \u00a9 ucles 2009 0610/02/o/n/09  for  examiner's  use 8 gaseous exchange takes place while air flows in and out of the lungs.     (a) state three ways in which inspired air is different from expired air.  1.     2.     3.    [3]      (b) list three features of gaseous exchange surfaces that help to make them more efficient.  1.     2.     3.    [3]         [total: 6] ",
+            "13": "13  \u00a9 ucles 2009 0610/02/o/n/09 [turn over  for  examiner's  use 9 (a)   (i) define osmosis .         [3]      (ii) osmosis is considered by many scientists to be a form of diffusion.         suggest two ways in which diffusion is different from osmosis.   1.     2.    [2]      (b)   (i) explain how root hair cells use osmosis to take up water.          [2]      (ii) the land on which a cereal crop is growing is flooded by sea water.       suggest the effect sea water could have on the cereal plants.            [4]          [total: 11] ",
+            "14": "14  \u00a9 ucles 2009 0610/02/o/n/09  for  examiner's  use10 (a)  in drosophila , the fruit fly, wing length is controlled by a single gene.     wing length can be long or short. a long winged male fruit fly was crossed with a short  winged female. all of their offspring, the se cond generation, had long wings. when the  second generation flies were interbred, to produce a third generation, some of the  offspring had long wings and some had short wings.     (i) which wing length is controlled by the recessive allele?    [1]    (ii) complete the genetic diagram, using the symbols r and r to represent the alleles.      parents                        male                                female     (first generation)       phenotypes               \u2026\u2026\u2026 wings                        \u2026\u2026\u2026. wings     genotypes                 \u2026\u2026..\u2026                            \u2026\u2026\u2026..       gametes         offspring      (second  generation)      genotypes       \u2026\u2026\u2026\u2026\u2026   \u2026\u2026\u2026\u2026.   \u2026\u2026\u2026\u2026\u2026\u2026.   \u2026\u2026\u2026\u2026\u2026\u2026      phenotypes    \u2026\u2026\u2026\u2026\u2026   \u2026\u2026\u2026\u2026.   \u2026\u2026\u2026\u2026\u2026\u2026.   \u2026\u2026\u2026\u2026\u2026\u2026 [5]    ",
+            "15": "15  \u00a9 ucles 2009 0610/02/o/n/09  for  examiner's  use  (iii) if the third generation consisted of 464 offspring how many would be expected to  have short wings?       show your working.                         [2]     (b) the female parent fruit fly was crossed with one of her male offspring from the second  generation.    draw a genetic diagram to show this cross and state the ratio of the offspring  phenotypes.       genetic diagram                          ratio of offspring phenotypes   [4]        [total: 12] ",
+            "16": "16      permission to reproduce items where thir d-party owned material protected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holder s, 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.    0610/02/o/n/09  blank page "
+        },
+        "0610_w09_qp_31.pdf": {
+            "1": "    this document consists of 17 printed pages and 3 blank pages.  ib09 11_0610_31/7rp  \u00a9 ucles 2009  [turn over       *5679142279* for examiner's use  1   2   3   4   5   6   total   university of cambridge international examinations  international general certificate of secondary education       biology 0610/31     paper 3 extended  october/november 2009     1 hour 15 minutes    candidates answer on the question paper.    no additional materials are required.         read these instructions first    write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen.  you may use a pencil for any diagrams or graphs.  do not use staples, paper clips, highlighters, glue or correction fluid. do not  write in any barcodes.   answer all questions.   at the end of the examination, fasten all your work securely together.  the number of marks is given in brackets [  ] at the end of each question or part  question.   ",
+            "2": "2  \u00a9 ucles 2009 0610/31/o/n/09  for  examiner's  use 1 fig. 1.1 shows a bacterium, a virus and a fungus.     not to scale    fig. 1.1     (a)  complete the table to compare the three organisms shown in fig. 1.1 by using a tick  ( /checkbld) to indicate if the organism shows the feature, or a cross ( x) if it does not. the first  row has been completed for you.    feature bacterium virus fungus  produces  spores x x /checkbld  hyphae     capsule     nucleus        [3]     (b)  explain how the fungus shown in fig. 1.1 is adapted to obtain its food.             [3]   ",
+            "3": "3  \u00a9 ucles 2009 0610/31/o/n/09 [turn over  for  examiner's  use  (c) explain how the fungus spreads to new sources of food.         [2]         [total: 8]",
+            "4": "4  \u00a9 ucles 2009 0610/31/o/n/09  for  examiner's  use 2 fig. 2.1 shows a villus from the small intestine of a mammal and an enlarged view of a cell  from region  a.    a b cmitochondriamicrovilli magnification \u00d7110 magnification \u00d72600       fig. 2.1     (a)  name regions a, b and c.  a   b   c  [3]     (b)  explain why the cells from region a have many microvilli and mitochondria.  many microvilli       many mitochondria      [4]     ",
+            "5": "5  \u00a9 ucles 2009 0610/31/o/n/09 [turn over  for  examiner's  use  (c)  the food standards agency in the uk defines a food additive as:    \u2018any substance intentionally added to food for a specific function that is not normally  eaten as a food or used as a characteristic ingredient in food.\u2019    some additives are naturally occurring substances, but others are man-made. some  additives have been identified as a risk to people\u2019s health.    (i) state two benefits of using food additives in processed foods.   1.     2.    [2]     (ii) state four possible risks to health that have been linked to food additives.                [4]          [total: 13]    ",
+            "6": "6  \u00a9 ucles 2009 0610/31/o/n/09  for  examiner's  use 3 a student set up the apparatus shown in fig. 3.1 to investigate the effect of light intensity on  the rate of photosynthesis of a pond plant.     40 5060 70 803020100 movable lampglass tankwith watergas collects here test-tube pond plant syringe scale  / mm air bubble in capillary tube rulermovement ofair bubblestop-clock     fig. 3.1    the student maintained the temperature at 20  oc and measured the distance travelled by  the air bubble in the capillary tube for a period of five minutes on three occasions for each  light intensity.     the student\u2019s results are shown in table 3.1 on page 8.   ",
+            "7": "7  \u00a9 ucles 2009 0610/31/o/n/09 [turn over  for  examiner's  use (a) (i)  explain why the student included the glass tank and the syringe in the apparatus.    glass tank     syringe    [2]     (ii) explain why the air bubble moves down the capillary tube.              [3]        ",
+            "8": "8  \u00a9 ucles 2009 0610/31/o/n/09  for  examiner's  use table 3.1    distance of lamp from  pond plant / mm distance travelled by  air bubble / mm rate of photosynthesis /  mm per minute  20 30 6.0  30 26 5.2  40 14 2.8  50   7   60   3 0.6        (b) (i)  calculate the rate of photosynthesis when the lamp was 50  mm from the      pond plant and write your answer in the table. [1] rate of photosynthesis  / mm per minute 0 1 02 03 04 05 06 07 0 distance  / mm7 6543210     fig. 3.2",
+            "9": "9  \u00a9 ucles 2009 0610/31/o/n/09 [turn over  for  examiner's  use  (ii) plot the student\u2019s results from table 3.1 on the axes on fig. 3.2.      draw an appropriate line on the graph to show the relationship between       distance of the lamp from the pond plant and the rate of photosynthesis. [2]      (c) (i)  using the graph to help you, predict the results that the student would get if the  lamp was positioned 15  mm and 70  mm from the pond plant.    15  mm  mm per minute   70  mm  mm per minute   [2]      (ii) explain why the rate of photosynthesis decreases  as the distance of the lamp  from the pond plant increases.             [3]        [total: 13]  ",
+            "10": "10  \u00a9 ucles 2009 0610/31/o/n/09  for  examiner's  use 4 (a) mammals have a double circulatory system.      explain what is meant by a double circulatory system.      [1]     fig. 4.1 shows sections of three blood vessels: an artery, a capillary and a vein.    artery capillary vein     fig. 4.1    (b) state one function for each of the blood vessels shown in fig. 4.1.  artery     capillary     vein    [3]        ",
+            "11": "11  \u00a9 ucles 2009 0610/31/o/n/09 [turn over  for  examiner's  use  (c)  explain how the structure of the artery  shown in fig. 4.1 is adapted to its function.                 [4]       (d) explain how valves help the transport of blood in veins.         [2]        [total: 10]  ",
+            "12": "12  \u00a9 ucles 2009 0610/31/o/n/09  for  examiner's  use 5 (a) four definitions of terms used in genetics are shown in table 5.1.    table 5.1    definitions terms    the outward appearance of an organism  \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026..    a length of dna that codes for a protein  \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026..    having one set of chromosomes  \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026..      type of nuclear division which gives daughter nuclei that are genetically identical   \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026.     for each of the definitions, select an appropriate term from the list and write it in the box provided.    chromosome genotype mitosis  diploid haploid mutation  dominant heterozygous phenotype  gene homozygous recessive      [4]    (b) a couple who have blood groups a and b have four children. each child has a different  blood group.     use the space below to draw a genetic diagram to show how this is possible. use the  symbols,  i a , ib and io, for the alleles.    parental blood groups a \u00d7 b   parental genotypes  \u00d7    gamete genotypes          children\u2019s genotypes              children\u2019s blood groups              [4]   ",
+            "13": "13  \u00a9 ucles 2009 0610/31/o/n/09 [turn over  for  examiner's  use  (c) explain what is meant by codominance . you may refer to the genetic diagram in (b) to  help you with your answer.               [3]       (d) insulin produced by genetically engineered bacteria first became available in 1982. before 1982, insulin had been prepared from dead animal tissues.    explain the advantages  of using insulin produced by genetically engineered bacteria  rather than insulin from dead animal tissues.               [3]     ",
+            "14": "14  \u00a9 ucles 2009 0610/31/o/n/09  for  examiner's  use  (e) fig. 5.1 shows some of the steps involved in the genetic engineering of bacteria.      human cell bacterium chromosomes in nucleus r s t genetically-engineeredbacterium reproductionof bacteria production of insulin     fig. 5.1     (i) name structure r and state what it is made from.    [2]    (ii) state what is added at stages s and t.   [1]       [total: 17]   ",
+            "15": "15   0610/31/o/n/09 [turn over  blank page                                             question 6 starts on the next page",
+            "16": "16  \u00a9 ucles 2009 0610/31/o/n/09  for  examiner's  use 6 (a) list four chemical elements that are found in proteins.    1.   2.   3.   4.  [4]      fig. 6.1 is a photograph of some root nodules from a pea plant, which is a type of legume.          fig. 6.1     (b)  nodules like those in fig. 6.1 develop on the roots of pea plants and other legumes  when the soil is lacking in nitrate ions.    explain what happens inside the nodule to help legume plants grow in soils lacking nitrate ions.             [3]     ",
+            "17": "17  \u00a9 ucles 2009 0610/31/o/n/09 [turn over  for  examiner's  use  (c)  after the peas have been harvested, the plants are ploughed back into the soil.    describe what happens in the soil to convert dead plant material into nitrate ions that  plants can absorb.                     [6]      (d)  nutrients in the soil can act as a limiting factor for crop growth.      list three  other  factors that may limit the growth of a crop plant.  1.   2.   3.  [3]           question 6 continues on page 18    ",
+            "18": "18  \u00a9 ucles 2009 0610/31/o/n/09  for  examiner's  use  (e) the soya bean aphid is an insect pest of soya bean plants in north america. the  aphids can show an exponential growth rate where populations can double in two to  three days under favourable conditions.    fig. 6.2 shows the growth of soya bean aphids  in a field in north america during the  growing season.    0 1 02 03 04 05 06 07 07000 600050004000300020001000 0 time  / daysnumber of aphidsper plant     fig. 6.2      suggest why the population of aphids did not increase rapidly until about day 40.             [3]        [total: 19]    ",
+            "19": "19   0610/31/o/n/09  blank page",
+            "20": "20    copyright acknowledgements:    fig. 6.1 (c) dr.jeremy burgess / science photo library.  permission to reproduce items where thir d-party owned material protected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holder s, 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 t he cambridge assessment group. ca mbridge assessment is the brand name of university of  cambridge local examinations syndicate (ucles), which is itself a department of the university of cambridge.     0610/31/o/n/09  blank page "
+        },
+        "0610_w09_qp_32.pdf": {
+            "1": "    this document consists of 16 printed pages and 4 blank pages.  ib09 11_0610_32/7rp  \u00a9 ucles 2009  [turn over       *8110419397* for examiner's use  1   2   3   4   5   6   total   university of cambridge international examinations  international general certificate of secondary education       biology 0610/32     paper 3 extended  october/november 2009     1 hour 15 minutes    candidates answer on the question paper.    no additional materials are required.         read these instructions first    write your centre number, candidate number and name on all the work you hand in.  write in dark blue or black pen.  you may use a pencil for any diagrams or graphs. do not use staples, paper clips, highlighters, glue or correction fluid. do not  write in any barcodes.   answer all questions.   at the end of the examination, fasten all your work securely together.  the number of marks is given in brackets [  ] at the end of each question or part  question.   ",
+            "2": "2  \u00a9 ucles 2009 0610/32/o/n/09  for  examiner's  use 1 fig. 1.1 shows a bacterium, a virus and a fungus.     not to scale    fig. 1.1     (a)  complete the table to compare the three organisms shown in fig. 1.1 by using a tick  ( /checkbld) to indicate if the organism shows the feature, or a cross ( x) if it does not. the first  row has been completed for you.    feature bacterium virus fungus  produces  spores x x /checkbld  hyphae     capsule     nucleus        [3]     (b)  explain how the fungus shown in fig. 1.1 is adapted to obtain its food.             [3]   ",
+            "3": "3  \u00a9 ucles 2009 0610/32/o/n/09 [turn over  for  examiner's  use  (c) explain how the fungus spreads to new sources of food.         [2]         [total: 8]",
+            "4": "4  \u00a9 ucles 2009 0610/32/o/n/09  for  examiner's  use 2 fig. 2.1 shows a villus from the small intestine of a mammal and an enlarged view of a cell  from region  a.    a b cmitochondriamicrovilli magnification \u00d7110 magnification \u00d72600       fig. 2.1     (a)  name regions a, b and c.  a   b   c  [3]     (b)  explain why the cells from region a have many microvilli and mitochondria.  many microvilli       many mitochondria      [4]     ",
+            "5": "5  \u00a9 ucles 2009 0610/32/o/n/09 [turn over  for  examiner's  use  (c)  the food standards agency in the uk defines a food additive as:    \u2018any substance intentionally added to food for a specific function that is not normally  eaten as a food or used as a characteristic ingredient in food.\u2019    some additives are naturally occurring substances, but others are man-made. some  additives have been identified as a risk to people\u2019s health.    (i) state two benefits of using food additives in processed foods.   1.     2.    [2]     (ii) state four possible risks to health that have been linked to food additives.                [4]          [total: 13]   ",
+            "6": "6  \u00a9 ucles 2009 0610/32/o/n/09  for  examiner's  use 3 a student set up the apparatus shown in fig. 3.1 to investigate the effect of carbon dioxide  concentration on the rate of photosynthesis of a pond plant.     the student used five similar pieces of pond plant and five different concentrations of  sodium hydrogen carbonate (nahco 3) solution, which provides the carbon dioxide.     the student counted the number of bubbles produced by the pond plant over a period of five minutes.    water baththermometer pond plantmovable lamp 0cm15rulersodium hydrogen carbonate solution stop-clock     fig. 3.1       (a) explain how the student made sure that the results were due only to the change in     carbon dioxide concentration.                 [4]     ",
+            "7": "7  \u00a9 ucles 2009 0610/32/o/n/09 [turn over  for  examiner's  use the student repeated the investigation at each concentration and calculated the rate of  photosynthesis.    the student\u2019s results are shown in table 3.1.   table 3.1      rate of photosynthesis / number of bubbles per  minute   carbon dioxide   concentration / %  1st 2nd 3rd mean  0   3   2   4   3  0.1   6   4   5   5  0.2 12   7 11   0.3 14 15 16 15  0.4 18 22 21 20  0.5 19 23 21 21     (b) (i)  calculate the mean rate of photosynthesis when the carbon dioxide concentration  was 0.2% and write your answer in the table. [1]    (ii) plot the results from table 3.1 on the axes below. draw an appropriate line on the graph to show the relationship between carbon dioxide concentration and the rate of photosynthesis. [2]     0 0.1 0.2 0.3 concentration of carbon dioxide  / %0.4 0.5 0.625 201510 50mean rate of photosynthesis  /  number ofbubblesper minute     fig. 3.2   ",
+            "8": "8  \u00a9 ucles 2009 0610/32/o/n/09  for  examiner's  use  (c)  explain the effect of increasing carbon dioxide concentration on the rate of     photosynthesis up to 0.4% as shown in your graph.           [2]       (d) suggest the result that the student would get if a carbon dioxide concentration of 0.6%  was used and explain your answer.  result     bubbles per minute  explanation         [3]      (e) the student used tap water as the 0% carbon dioxide concentration.      explain why the student recorded some bubbles being produced.     [1]        [total: 13]     ",
+            "9": "9   0610/32/o/n/09 [turn over  blank page                                      question 4 starts on the next page. ",
+            "10": "10  \u00a9 ucles 2009 0610/32/o/n/09  for  examiner's  use 4 fig. 4.1 shows a kidney tubule and its associated blood vessels.     urinex   fig. 4.1    (a)  use label lines and the letters p, q and r to identify the areas in the tubule shown in  fig. 4.1.      p where blood is filtered,      q where glucose is reabsorbed,      r where the concentration of urine may be increased by the reabsorption of water. [3]     ",
+            "11": "11  \u00a9 ucles 2009 0610/32/o/n/09 [turn over  for  examiner's  use  (b) water is reabsorbed in the kidney.      explain how water is reabsorbed in the kidney.         [2]       (c)  describe what happens to the urine after leaving the kidney tubule at x on fig. 4.1.         [2]      (d)  describe the functions of the liver in excretion.             [3]        [total: 10]   ",
+            "12": "12  \u00a9 ucles 2009 0610/32/o/n/09  for  examiner's  use 5 (a) four definitions of terms used in genetics are shown in table 5.1.    table 5.1    definitions terms    the outward appearance of an organism  \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026..    a length of dna that codes for a protein  \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026..    having one set of chromosomes  \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026..      type of nuclear division which gives daughter nuclei that are genetically identical   \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026.     for each of the definitions, select an appropriate term from the list and write it in the box provided.    chromosome genotype mitosis  diploid haploid mutation  dominant heterozygous phenotype  gene homozygous recessive      [4]     (b) a couple who have blood groups a and b have four children. each child has a different  blood group.     use the space below to draw a genetic diagram to show how this is possible. use the  symbols,  i a , ib and io, for the alleles.    parental blood groups a \u00d7 b   parental genotypes  \u00d7    gamete genotypes          children\u2019s genotypes              children\u2019s blood groups              [4]   ",
+            "13": "13  \u00a9 ucles 2009 0610/32/o/n/09 [turn over  for  examiner's  use  (c) explain what is meant by codominance . you may refer to the genetic diagram in (b) to  help you with your answer.               [3]       (d) insulin produced by genetically engineered bacteria first became available in 1982. before 1982, insulin had been prepared from dead animal tissues.    explain the advantages  of using insulin produced by genetically engineered bacteria  rather than insulin from dead animal tissues.               [3]     ",
+            "14": "14  \u00a9 ucles 2009 0610/32/o/n/09  for  examiner's  use  (e) fig. 5.1 shows some of the steps involved in the genetic engineering of bacteria.      human cell bacterium chromosomes in nucleus r s t genetically-engineeredbacterium reproductionof bacteria production of insulin     fig. 5.1     (i) name structure r and state what it is made from.    [2]    (ii) state what is added at stages s and t.   [1]       [total: 17]   ",
+            "15": "15   0610/32/o/n/09 [turn over  blank page                                      question 6 starts on the next page.   ",
+            "16": "16  \u00a9 ucles 2009 0610/32/o/n/09  for  examiner's  use 6 (a) list four chemical elements that are found in proteins.    1.   2.   3.   4.  [4]      fig. 6.1 is a photograph of some root nodules from a pea plant, which is a type of legume.          fig. 6.1     (b)  nodules like those in fig. 6.1 develop on the roots of pea plants and other legumes  when the soil is lacking in nitrate ions.    explain what happens inside the nodule to help legume plants grow in soils lacking nitrate ions.             [3]     ",
+            "17": "17  \u00a9 ucles 2009 0610/31/o/n/09 [turn over  for  examiner's  use  (c)  after the peas have been harvested, the plants are ploughed back into the soil.    describe what happens in the soil to convert dead plant material into nitrate ions that  plants can absorb.                     [6]      (d)  nutrients in the soil can act as a limiting factor for crop growth.      list three  other  factors that may limit the growth of a crop plant.  1.   2.   3.  [3]           question 6 continues on page 18    ",
+            "18": "18  \u00a9 ucles 2009 0610/32/o/n/09  for  examiner's  use  (e) the soya bean aphid is an insect pest of soya bean plants in north america. the  aphids can show an exponential growth rate where populations can double in two to  three days under favourable conditions.    fig. 6.2 shows the growth of soya bean aphids  in a field in north america during the  growing season.    0 1 02 03 04 05 06 07 07000 600050004000300020001000 0 time  / daysnumber of aphidsper plant     fig. 6.2      suggest why the population of aphids did not increase rapidly until about day 40.             [3]        [total: 19]       ",
+            "19": "19   0610/32/o/n/09  blank page",
+            "20": "20    copyright acknowledgements:    fig. 6.1 (c) dr.jeremy burgess / science photo library.  permission to reproduce items where thir d-party owned material protected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holder s, 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 t he cambridge assessment group. ca mbridge assessment is the brand name of university of  cambridge local examinations syndicate (ucles), which is itself a department of the university of cambridge.     0610/31/o/n/09  blank page "
+        },
+        "0610_w09_qp_5.pdf": {
+            "1": "    this document consists of 8 printed pages.  ib09 11_0610_05/3rp  \u00a9 ucles 2009  [turn over      *7333446106* for examiner's use  1   2   total   university of cambridge international examinations  international general certificate of secondary education       biology 0610/05    paper 5  practical test  october/november 2009     1 hour    candidates answer on the question paper.    additional materials: as listed in the confidential instructions.       read these instructions first    write your centre number, candidate number and name on all the work you hand in.  write in dark blue or black pen.  you may use a pencil for any diagrams or graphs. do not use staples, paper clips, highlighters, glue or correction fluid. do not  write in any barcodes.    answer both  questions.   at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question.     ",
+            "2": "2  \u00a9 ucles 2009 0610/05/o/n/09  for  examiner's  use 1 catalase is an enzyme found in potato tissue which breaks down hydrogen peroxide into  water and oxygen.    2 h 2o2    \u2192      2 h 2o    +    o 2    safety:  hydrogen peroxide is an oxidising agent and safety glasses must be worn throughout this experiment.    please read through the whole question before you start this experiment.    you will carry out an experiment to find the effect of ph on the activity of catalase.   you are provided with five test-tubes containing the same volume and concentration of  hydrogen peroxide solution.     the ph buffer has already been added to keep the ph of the reaction constant.   the tubes are labelled ph 3, ph 4, ph 5, ph 7 and ph 8.    the oxygen given off will be recorded by counting the number of bubbles from the end of  the tube using the apparatus as shown in fig.1.1.      water bubbles to be countedhydrogen peroxideand buffer solution potatopieces     fig. 1.1     (a) (i) prepare a suitable table below to record your findings.                         [1]",
+            "3": "3  \u00a9 ucles 2009 0610/05/o/n/09 [turn over  for  examiner's  use \u007f set up the apparatus before beginning the experiment. make sure that the open    end of the delivery tube is below the water surface in the test-tube.   \u007f be prepared to count the number of bubbles given off for a fixed time (no more   than 2 minutes).    \u007f using the cutting tool, cut five cubes of tissue, each 1  cm3, from the potato slice   provided.    \u007f using the same tool, cut up one of these cubes of potato into smaller pieces.    \u007f quickly add the small pieces into the test-tube labelled ph 3 and push the bung     into the test-tube.    \u007f count the bubbles given off.      (ii) record your result in your table.       [1]  \u007f repeat the procedure for each of the other cubes with the remaining four ph  solutions.         (iii) record these results in your table.       [4]    ",
+            "4": "4  \u00a9 ucles 2009 0610/05/o/n/09  for  examiner's  use  (b) (i) plot a line graph to show the number of oxygen bubbles produced against ph .            [4]      (ii) describe the relationship between ph and the number of oxygen bubbles produced.         [2]     ",
+            "5": "5  \u00a9 ucles 2009 0610/05/o/n/09 [turn over  for  examiner's  use  (c) suggest four ways in which this investigation could be improved.  1.     2.     3.     4.    [4]       (d) suggest how this experiment could be changed to investigate the effect of     temperature on the activity of catalase.                     [6]         [total: 22] ",
+            "6": "6  \u00a9 ucles 2009 0610/05/o/n/09  for  examiner's  use 2 you have been provided with two insect-pollinated dicotyledonous flowers of the same  species, w1 and w2.     \u007f using the cutting tool, cut w1 vertically to show the internal structures.     (a) make a large, labelled drawing of the visible floral parts.                                      [6]      the second flower, w2, is more mature.    \u007f remove the petals.    \u007f using the cutting tool, cut horizontally through the seed producing structure as     shown in fig. 2.1. this will show the arrangement of the seeds.     cut surface     fig. 2.1   ",
+            "7": "7  \u00a9 ucles 2009 0610/05/o/n/09 [turn over  for  examiner's  use  (b) make a labelled drawing of this cut surface.                    [4]      fig. 2.2 shows the structure of a wind-pollinated flower, w3.     (c) using labels on fig. 2.2, explain how the floral parts are adapted for this type of    pollination.          fig. 2.2      [3]      (d) (i)  state one similarity between the flowers w1 and w3 for pollination.     [1]     ",
+            "8": "8      permission to reproduce items where third-party owned material protected by copyright  is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to t race 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.    0610/05/o/n/09  for  examiner's  use   (ii) complete table 2.1 to show four adaptations for pollination of flowers w1 and w3.      table 2.1     w1 w3  difference  1  \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026.  \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026.   \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026..  \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026  difference  2   \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026..   \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026    \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026.   \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026.  difference  3  \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026..    \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026.   \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026..    \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026  difference  4    \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026   \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026    \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026   \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026       [4]         [total: 18]         "
+        },
+        "0610_w09_qp_6.pdf": {
+            "1": "    this document consists of 9 printed pages and 3 blank pages.  ib09 11_0610_06/6rp  \u00a9 ucles 2009  [turn over      *9499332500* for examiner's use   1   2   3   total     university of cambridge international examinations  international general certificate of secondary education          biology 0610/06     paper 6 alternative to practical  october/november 2009     1 hour    candidates answer on the question paper    no additional materials are required.       read these instructions first    write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen.  you may use a pencil for any diagrams or graphs.  do not use staples, paper clips, highlighters, glue or correction fluid. do not  write in any barcodes.   answer all questions. at the end of the examination, fasten all your work securely together.  the number of marks is given in brackets [  ] at the end of each question or part question.   ",
+            "2": "2  \u00a9 ucles 2009 0610/06/o/n/09  for  examiner's  use 1 thin slices of dandelion stem were cut and placed into different salt solutions and left   for 30 minutes.    fig. 1.1 shows how these slices were cut. fig. 1.2 shows the appearance of these pieces of dandelion stem after 30 minutes in the different salt solutions.      outer surface hollow stemcutting tool     fig.1.1    0.8  m salt solution 0.0  m salt solutionouter surfaceoutersurfacelongitudinal  sections of stem     fig. 1.2       (a) (i)  describe the appearance of the pieces of dandelion stem in fig. 1.2.         [2]      (ii) explain what causes the two pieces of dandelion stem to change in the way you  have described in (a)(i) .             [4]   ",
+            "3": "3  \u00a9 ucles 2009 0610/06/o/n/09 [turn over  for  examiner's  use  (b)  suggest how you could plan an investigation to find the concentration of salt solution  which would produce no change from that shown in the original dandelion stem before  being cut in fig. 1.1.                     [4]        [total: 10] ",
+            "4": "4  \u00a9 ucles 2009 0610/06/o/n/09  for  examiner's  use 2 fig. 2.1 shows an insect-pollinated flower which has been cut vertically.        fig.2.1       (a) make a large, labelled drawing of the visible floral parts.                              [6]      ",
+            "5": "5  \u00a9 ucles 2009 0610/06/o/n/09 [turn over  for  examiner's  use   fig. 2.2 shows the structure of a wind-pollinated flower.        fig. 2.2     (b) label the visible floral parts of fig. 2.2.    explain how each floral part is adapted for this type of pollination.               [3]        ",
+            "6": "6  \u00a9 ucles 2009 0610/06/o/n/09  for  examiner's  use  (c) (i)  state one similarity in the adaptations for pollination of the flowers shown in         fig. 2.1 and fig. 2.2.     [1]      (ii) complete table 2.1 to show four differences in the adaptations for pollination of  the flowers shown in fig. 2.1 and fig. 2.2.      table 2.1    fig. 2.1 fig. 2.2  difference   1  \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026.   \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026.  \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026.  \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026.  difference   2    \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026.  \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026.  \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026.  \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026.  difference   3  \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026.   \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026.  \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026.  \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026.  difference   4  \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026.  \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026.  \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026.  \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026.      [4]          [total: 14] ",
+            "7": "7  \u00a9 ucles 2009 0610/06/o/n/09 [turn over  for  examiner's  use 3 catalase is an enzyme which breaks down hydrogen peroxide into water and oxygen.    2 h 2o2    \u2192      2 h 2o    +    o 2    by using small pieces of filter paper soaked in a solution of catalase, it is possible to  measure the enzyme activity.     the pieces are placed in a solution of diluted hydrogen peroxide in a test-tube.    the filter paper rises to the surface as oxygen bubbles are produced.    the time taken for these pieces of filter paper to rise to the surface indicates the  activity of catalase.      hydrogen peroxide filter paper soakedin catalase     fig. 3.1     an experiment was carried out to find the effect of ph on the activity of catalase.   five test-tubes were set up as shown in fig. 3.1, each with a different ph.    the same volume and concentration of hydrogen peroxide was used in each test-tube.    table 3.1 on page 8 shows the results obtained for the experiment as described.    ",
+            "8": "8  \u00a9 ucles 2009 0610/06/o/n/09  for  examiner's  use table 3.1    ph time taken for filter paper to rise  / sec  3.0 62  4.0 54  5.0 35  6.0 25  7.0 20  8.0 50       (a) (i)  plot a line graph to show the time taken for the filter paper to rise against ph.           [4]   ",
+            "9": "9  \u00a9 ucles 2009 0610/06/o/n/09  for  examiner's  use   (ii) describe the relationship between ph and the time taken for the filter paper to rise.         [2]      (b) suggest four ways in which this experiment could be improved.  1.     2.     3.     4.    [4]      (c) suggest how this experiment could be changed to investigate the effect of    temperature on the activity of catalase.                     [6]         [total: 16] ",
+            "10": "10   0610/06/o/n/09  blank page",
+            "11": "11   0610/06/o/n/09  blank page",
+            "12": "12      permission to reproduce items where thir d-party owned material protected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holder s, 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.    0610/06/o/n/09  blank page "
+        }
+    },
+    "2010": {
+        "0610_s10_qp_11.pdf": {
+            "1": "    this document consists of 17 printed pages and 3 blank pages.  ib10 06_0610_11/3rp  \u00a9 ucles 2010  [turn over       *0718906743* university of cambridge international examinations  international general certificate of secondary education       biology 0610/11     paper 1  multiple choice  may/june 2010     45 minutes    additional materials: multiple choice answer sheet    soft clean eraser    soft pencil (type b or hb is recommended)        read these instructions first    write in soft pencil.  do not use staples, paper clips, highlighters, glue or correction fluid. write your name, centre number and candidate number on the answer sheet in the spaces provided  unless this has been done for you.   there are forty  questions on this paper. answer all questions. for each question there are four possible  answers a, b, c and d.   choose the one you consider correct and record your choice in soft pencil  on the separate answer sheet.   read the instructions on the answer sheet very carefully.    each correct answer will score one mark. a mark will not be deducted for a wrong answer. any rough working should be done in this booklet.         ",
+            "2": "2  \u00a9 ucles 2010 0610/11/m/j/10  1 what is defined as the chemical reactions that break down food molecules in cells to release  energy?  a excretion  b movement  c nutrition  d respiration      2 the diagram shows an arthropod animal.        which features are characteristic of all arthropods?  a jointed legs and segmented body  b jointed legs and thorax  c segmented body and wings  d thorax and wings     ",
+            "3": "3  \u00a9 ucles 2010 0610/11/m/j/10 [turn over  3 the diagram shows a section through a flower.    petal     using the key, identify this flower.  1 sepals present ..  go to 2  sepals absent ...  go to 3  2 stamens attached to petals ..  a  stamens not attached to petals   b  3 stigma above anthers ...  c  stigma below anthers ...  d     4 which row shows the most likely number of chloroplasts in three types of cell in a leaf?     epidermis palisade mesophyll guard cells  a 0 6 17  b 0 17 6  c 6 17 0  d 17 0 6    ",
+            "4": "4  \u00a9 ucles 2010 0610/11/m/j/10  5 the diagram shows some liver cells as they appear under the microscope.        how many cell walls can be seen?  a 0 b 2 c 3 d 5     6 which row shows the structures present in plant and animal cells?      cell wall cytoplasm nucleus cell membrane   a   plant cell  animal cell \u0017  \u0013 \u0013  \u0013 \u0013  \u0017 \u0013  \u0013   b plant cell  animal cell \u0013  \u0017 \u0013  \u0013 \u0013  \u0013 \u0013  \u0013 key  c plant cell animal cell \u0013  \u0017 \u0013  \u0013 \u0017  \u0013 \u0013  \u0017 \u0013 = present  \u0017 = absent  d plant cell  animal cell \u0017  \u0013 \u0017  \u0013 \u0013  \u0013 \u0013  \u0017      7 which structure is at a different level of organisation from the other three?  a kidney  b liver  c neurone  d testis     8 which diagram shows one organ only?    a b c d       ",
+            "5": "5  \u00a9 ucles 2010 0610/11/m/j/10 [turn over  9 on a dry, sunny day, how does water vapour move through the stomata of a leaf?    a into the leaf by diffusion  b into the leaf by osmosis  c out of the leaf by diffusion  d out of the leaf by osmosis      10 the diagram shows an experiment using a potato.    concentrate d  sugar solution   fresh potato  water      which shows the result of the experiment after 24 hours?    a b c d        11 the graph shows how the rate of an enzyme-controlled reaction changes with temperature.    rate of reaction temperaturex    what is happening within the temperature range marked x?  a the enzyme is becoming denatured.  b the enzyme is being used up.  c the reaction is occurring at body temperature.  d the reaction is occurring at the optimum temperature.   ",
+            "6": "6  \u00a9 ucles 2010 0610/11/m/j/10  12 which condition can sometimes be prevented by eating plenty of fresh fruit and vegetables?  a bleeding gums  b brittle bones  c diabetes  d soft bones      13 which solutions are used for testing for protein, reducing sugar and starch?     test for protein test for reducing  sugar test for starch  a benedict\u2019s iodine biuret  b biuret benedict\u2019s iodine  c biuret iodine benedict\u2019s  d iodine biuret benedict\u2019s      14 a protease is added to a suspension of egg protein in a test-tube and kept at 37  \u00b0c.    after 8 minutes, the protein changes from cloudy to transparent.    which product, or products, will now be present in the test-tube?  a amino acids  b a simple sugar  c fatty acids and glycerol  d water     ",
+            "7": "7  \u00a9 ucles 2010 0610/11/m/j/10 [turn over  15 the photograph shows human blood cells as seen under a microscope at high power.    q p s r     which are red cells?  a p and q b q and r c r and s d s and p      16 what is a description of transpiration?  a exchange of gases between the leaf and the atmosphere  b loss of water vapour from the leaves and stems of a plant  c movement of water from the roots to the leaves  d movement of water through the cells of the leaf      17 the diagram shows the stem of a plant. a strip of the outer tissue including the phloem has been  removed.    xylem phloem     how is transport in the plant affected?  a amino acids and sucrose cannot pass to the roots.  b dissolved salts cannot pass to the leaves.  c water cannot pass to the leaves.  d water cannot pass to the roots.     ",
+            "8": "8  \u00a9 ucles 2010 0610/11/m/j/10  18 the diagram shows someone blowing up a balloon.        what percentage of the gas in the balloon is carbon dioxide?  a 0.04  % b 0.4  % c 4.0  % d 40  %     19 the table shows some of the features of respiration.    which row is correct for anaerobic respiration?     energy remaining  in products amount of  energy  released chemical pathway releases carbon  dioxide  a high high always the same sometimes  b high low different in different organisms sometimes  c low high different in different organisms always  d low low always the same always     20 four words are shown below.    alcohol       anaerobic       sugar       yeast    these words can be used in the spaces p, q, r and s to complete the sentence below.  \u2018in brewing and bread making, respiration takes place. the micro-organism called \u2026\u2026p\u2026\u2026  uses \u2026\u2026q.\u2026.. as a source of food. the product of this \u2026\u2026r\u2026\u2026 respiration is \u2026\u2026s\u2026\u2026 .\u2019    which combination of words correctly completes the sentences?     alcohol anaerobic sugar yeast  a p q r s  b q p s r  c r s q p  d s r q p     ",
+            "9": "9  \u00a9 ucles 2010 0610/11/m/j/10 [turn over  21 which organ produces urea?  a bladder  b kidney  c liver  d pancreas      22 what happens when the body temperature rises above normal?     blood vessels in the  surface of skin sweat production  a constrict decreases  b constrict increases  c dilate decreases  d dilate increases     23 the diagram shows some of the muscles and bones of the human arm.    muscle y muscle x elbow joint    when muscle x contracts, what happens to the arm and what happens to muscle y?     arm muscle y  a bends contracts  b bends relaxes  c straightens contracts  d straightens relaxes    ",
+            "10": "10  \u00a9 ucles 2010 0610/11/m/j/10  24 the diagram shows a section through part of the human eye.    suspensory ligaments lens     when a person looks at an object which is close to their eye, which of the following takes place?     suspensory  ligaments lens  a slacken becomes fatter  b slacken becomes thinner  c tighten becomes fatter  d tighten becomes thinner      25 the diagram shows the female reproductive system.     x      what is the function of the part labelled x?  a gamete production and hormone secretion  b gamete production only  c hormone secretion only  d zygote production and hormone secretion     ",
+            "11": "11  \u00a9 ucles 2010 0610/11/m/j/10 [turn over  26 the diagram shows the changes which take place during a woman\u2019s menstrual cycle.    012 time  / weeks time  / weeks34 01234oestrogen progesterone  menstruation  uterus  wall      what is occurring at the time of ovulation?  a a fall in the levels of oestrogen and progesterone  b a fall in the level of progesterone only  c a rise in the levels of oestrogen and progesterone  d a rise in the level of oestrogen only      27 the graph shows how dry mass of a plant changes with time.    where on the graph is growth occurring?    time dry  mass  a b cd      ",
+            "12": "12  \u00a9 ucles 2010 0610/11/m/j/10  28 the diagram shows some of the stages in the germination of a seed. the figures show the total  mass at each stage.    stage mass  / g1 0.62 4.73 5.9    which process causes the increase in mass between stage 1 and stage 2?  a absorption of water  b enzyme action on starch  c photosynthesis  d respiration     29 what term is used for the transference of a gene from one organism to another?  a artificial selection  b genetic engineering  c mutation  d natural selection    ",
+            "13": "13  \u00a9 ucles 2010 0610/11/m/j/10 [turn over  30 the family tree shows the inheritance of the ability to taste a certain substance. the allele for the  ability to taste this substance is dominant to the allele for the inability to taste it.    david 1st generation 2nd generation 3rd generationmary  represents a male \u2018taster\u2019  represents a female \u2018taster\u2019 represents a male \u2018non-taster\u2019 represents a female \u2018non-taster\u2019 keypeter hannah ?      what is the chance of the second child of peter and hannah being a \u2018non-taster\u2019?  a 1 in 1 b 1 in 2 c 1 in 3 d 1 in 4     31 the size of the arrows shows the approximate, relative amounts of energy passing from one  stage to the next in a food chain.    which chain represents the energy losses between trophic levels?    asun grass rabbit fox bsun grass rabbit fox csun grass rabbit fox dsun grass rabbit fox      ",
+            "14": "14  \u00a9 ucles 2010 0610/11/m/j/10  32 the diagram shows a food web.    producer15 4 23     which organisms occupy the same trophic level?  a 3 and 2 b 4 and 1 c 5 and 2 d 5 and 3     33 the diagram shows the flow of energy in a food chain.    which organism is the producer in the food chain?    organism a  organism b  organism c  organism d      ",
+            "15": "15  \u00a9 ucles 2010 0610/11/m/j/10 [turn over  34 the diagram shows part of a section through a leaf.        the arrow represents part of the  a carbon cycle only.  b flow of energy.  c water and carbon cycles.  d water cycle only.      35 the diagram shows part of the carbon cycle.    carbon dioxide in the air carbohydrates in living plantsdead matte r carbohydrates in living animalsy     which process occurs at y?  a combustion  b decay  c photosynthesis  d respiration     ",
+            "16": "16  \u00a9 ucles 2010 0610/11/m/j/10  36 the diagram shows part of the water cycle.    where is osmosis occurring?    water  vapour clouds plantssoil  lakea db c      37 the diagrams show the current population sizes for people below 50 years of age in four different  countries.    which country will be likely to have the largest popul ation of people 60 \u2013 70 years of age in 20  years time?    40 \u2013 49 30 \u2013 3920 \u2013 2910 \u2013 19 0 \u2013 9age 40 \u2013 4930 \u2013 3920 \u2013 2910 \u2013 19 0 \u2013 9age 40 \u2013 4930 \u2013 3920 \u2013 2910 \u2013 19 0 \u2013 9age40 \u2013 4930 \u2013 3920 \u2013 2910 \u2013 19 0  \u2013 9agepercentage of the population percentage of the population percentage of the population percentage of the populationab cd      38 what makes nuclear fall-out dangerous to living organisms?  a it causes flooding.  b it causes global warming.  c it damages dna.  d it damages soils.     ",
+            "17": "17  \u00a9 ucles 2010 0610/11/m/j/10  39 a very large area of land has been cleared of rainforest and planted with soybean.    what result of deforestation will encourage the growth of the soybean plants?  a decrease in atmospheric oxygen  b decrease in rainfall  c increase in atmospheric carbon dioxide  d increase in soil erosion     40 the map shows a river flowing into the sea. the river is polluted by untreated sewage.    at which labelled point will the oxygen content of the water be lowest?    riversea untreated sewage  ab cd     ",
+            "18": "18  \u00a9 ucles 2010 0610/11/m/j/10  blank page     ",
+            "19": "19  \u00a9 ucles 2010 0610/11/m/j/10  blank page     ",
+            "20": "20      permission to reproduce items where third-par ty owned material protected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to t race 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 t he 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.    \u00a9 ucles 2010 0610/11/m/j/10  blank page     "
+        },
+        "0610_s10_qp_12.pdf": {
+            "1": "    this document consists of 17 printed pages and 3 blank pages.  ib10 06_0610_12/rp  \u00a9 ucles 2010  [turn over       *9777740616* university of cambridge international examinations  international general certificate of secondary education       biology 0610/12     paper 1  multiple choice  may/june 2010     45 minutes    additional materials: multiple choice answer sheet    soft clean eraser    soft pencil (type b or hb is recommended)        read these instructions first    write in soft pencil.  do not use staples, paper clips, highlighters, glue or correction fluid. write your name, centre number and candidate number on the answer sheet in the spaces provided  unless this has been done for you.   there are forty  questions on this paper. answer all questions. for each question there are four possible  answers a, b, c and d.   choose the one you consider correct and record your choice in soft pencil  on the separate answer sheet.   read the instructions on the answer sheet very carefully.    each correct answer will score one mark. a mark will not be deducted for a wrong answer. any rough working should be done in this booklet.         ",
+            "2": "2  \u00a9 ucles 2010 0610/12/m/j/10  1 the diagram shows some liver cells as they appear under the microscope.        how many cell walls can be seen?  a 0 b 2 c 3 d 5      2 which row shows the most likely number of chloroplasts in three types of cell in a leaf?     epidermis palisade mesophyll guard cells  a 0 6 17  b 0 17 6  c 6 17 0  d 17 0 6      3 which row shows the structures present in plant and animal cells?      cell wall cytoplasm nucleus cell membrane   a   plant cell  animal cell \u0017  \u0013 \u0013  \u0013 \u0013  \u0017 \u0013  \u0013   b plant cell animal cell \u0013  \u0017 \u0013  \u0013 \u0013  \u0013 \u0013  \u0013 key  c plant cell animal cell \u0013  \u0017 \u0013  \u0013 \u0017  \u0013 \u0013  \u0017 \u0013 = present  \u0017 = absent  d plant cell  animal cell \u0017  \u0013 \u0017  \u0013 \u0013  \u0013 \u0013  \u0017       4 which structure is at a different level of organisation from the other three?  a kidney  b liver  c neurone  d testis     ",
+            "3": "3  \u00a9 ucles 2010 0610/12/m/j/10 [turn over  5 what is defined as the chemical reactions that break down food molecules in cells to release  energy?  a excretion  b movement  c nutrition  d respiration      6 the diagram shows a section through a flower.    petal     using the key, identify this flower.  1 sepals present ..  go to 2  sepals absent ...  go to 3  2 stamens attached to petals ..  a  stamens not attached to petals   b  3 stigma above anthers ...  c  stigma below anthers ...  d    7 which diagram shows one organ only?    a b c d      ",
+            "4": "4  \u00a9 ucles 2010 0610/12/m/j/10  8 the diagram shows an arthropod animal.        which features are characteristic of all arthropods?  a jointed legs and segmented body  b jointed legs and thorax  c segmented body and wings  d thorax and wings      9 which solutions are used for testing for protein, reducing sugar and starch?     test for protein test for reducing  sugar test for starch  a benedict\u2019s iodine biuret  b biuret benedict\u2019s iodine  c biuret iodine benedict\u2019s  d iodine biuret benedict\u2019s     10 on a dry, sunny day, how does water vapour move through the stomata of a leaf?    a into the leaf by diffusion  b into the leaf by osmosis  c out of the leaf by diffusion  d out of the leaf by osmosis    ",
+            "5": "5  \u00a9 ucles 2010 0610/12/m/j/10 [turn over  11 the diagram shows an experiment using a potato.    concentrate d  sugar solution   fresh potato  water      which shows the result of the experiment after 24 hours?    a b c d        12 a protease is added to a suspension of egg protein in a test-tube and kept at 37  \u00b0c.    after 8 minutes, the protein changes from cloudy to transparent.    which product, or products, will now be present in the test-tube?  a amino acids  b a simple sugar  c fatty acids and glycerol  d water      13 which condition can sometimes be prevented by eating plenty of fresh fruit and vegetables?  a bleeding gums  b brittle bones  c diabetes  d soft bones     ",
+            "6": "6  \u00a9 ucles 2010 0610/12/m/j/10  14 the graph shows how the rate of an enzyme-controlled reaction changes with temperature.    rate of reaction temperaturex    what is happening within the temperature range marked x?  a the enzyme is becoming denatured.  b the enzyme is being used up.  c the reaction is occurring at body temperature.  d the reaction is occurring at the optimum temperature.     15 the diagram shows the stem of a plant. a strip of the outer tissue including the phloem has been  removed.    xylem phloem     how is transport in the plant affected?  a amino acids and sucrose cannot pass to the roots.  b dissolved salts cannot pass to the leaves.  c water cannot pass to the leaves.  d water cannot pass to the roots.     ",
+            "7": "7  \u00a9 ucles 2010 0610/12/m/j/10 [turn over  16 the table shows some of the features of respiration.    which row is correct for anaerobic respiration?     energy remaining  in products amount of  energy  released chemical pathway releases carbon  dioxide  a high high always the same sometimes  b high low different in different organisms sometimes  c low high different in different organisms always  d low low always the same always      17 four words are shown below.    alcohol       anaerobic       sugar       yeast    these words can be used in the spaces p, q, r and s to complete the sentence below.  \u2018in brewing and bread making, respiration takes place. the micro-organism called \u2026\u2026p\u2026\u2026  uses \u2026\u2026q.\u2026.. as a source of food. the product of this \u2026\u2026r\u2026\u2026 respiration is \u2026\u2026s\u2026\u2026 .\u2019    which combination of words correctly completes the sentences?     alcohol anaerobic sugar yeast  a p q r s  b q p s r  c r s q p  d s r q p     ",
+            "8": "8  \u00a9 ucles 2010 0610/12/m/j/10  18 the photograph shows human blood cells as seen under a microscope at high power.    q p s r     which are red cells?  a p and q b q and r c r and s d s and p      19 the diagram shows someone blowing up a balloon.        what percentage of the gas in the balloon is carbon dioxide?  a 0.04  % b 0.4  % c 4.0  % d 40  %     20 what is a description of transpiration?  a exchange of gases between the leaf and the atmosphere  b loss of water vapour from the leaves and stems of a plant  c movement of water from the roots to the leaves  d movement of water through the cells of the leaf    ",
+            "9": "9  \u00a9 ucles 2010 0610/12/m/j/10 [turn over  21 what happens when the body temperature rises above normal?     blood vessels in the  surface of skin sweat production  a constrict decreases  b constrict increases  c dilate decreases  d dilate increases     22 the diagram shows some of the muscles and bones of the human arm.    muscle y muscle x elbow joint    when muscle x contracts, what happens to the arm and what happens to muscle y?     arm muscle y  a bends contracts  b bends relaxes  c straightens contracts  d straightens relaxes    ",
+            "10": "10  \u00a9 ucles 2010 0610/12/m/j/10  23 the diagram shows a section through part of the human eye.    suspensory ligaments lens     when a person looks at an object which is close to their eye, which of the following takes place?     suspensory  ligaments lens  a slacken becomes fatter  b slacken becomes thinner  c tighten becomes fatter  d tighten becomes thinner      24 which organ produces urea?  a bladder  b kidney  c liver  d pancreas     25 what term is used for the transference of a gene from one organism to another?  a artificial selection  b genetic engineering  c mutation  d natural selection     ",
+            "11": "11  \u00a9 ucles 2010 0610/12/m/j/10 [turn over  26 the diagram shows the female reproductive system.     x      what is the function of the part labelled x?  a gamete production and hormone secretion  b gamete production only  c hormone secretion only  d zygote production and hormone secretion     27 the diagram shows some of the stages in the germination of a seed. the figures show the total  mass at each stage.    stage mass  / g1 0.62 4.73 5.9    which process causes the increase in mass between stage 1 and stage 2?  a absorption of water  b enzyme action on starch  c photosynthesis  d respiration     ",
+            "12": "12  \u00a9 ucles 2010 0610/12/m/j/10  28 the diagram shows the changes which take place during a woman\u2019s menstrual cycle.    012 time  / weeks time  / weeks34 01234oestrogen progesterone  menstruation  uterus  wall      what is occurring at the time of ovulation?  a a fall in the levels of oestrogen and progesterone  b a fall in the level of progesterone only  c a rise in the levels of oestrogen and progesterone  d a rise in the level of oestrogen only      29 the graph shows how dry mass of a plant changes with time.    where on the graph is growth occurring?    time dry  mass  a b cd      ",
+            "13": "13  \u00a9 ucles 2010 0610/12/m/j/10 [turn over  30 the diagram shows part of the carbon cycle.    carbon dioxide in the air carbohydrates in living plantsdead matte r carbohydrates in living animalsy     which process occurs at y?  a combustion  b decay  c photosynthesis  d respiration     31 what makes nuclear fall-out dangerous to living organisms?  a it causes flooding.  b it causes global warming.  c it damages dna.  d it damages soils.      32 the diagram shows part of the water cycle.    where is osmosis occurring?    water  vapour clouds plantssoil  lakea db c     ",
+            "14": "14  \u00a9 ucles 2010 0610/12/m/j/10  33 the family tree shows the inheritance of the ability to taste a certain substance. the allele for the  ability to taste this substance is dominant to the allele for the inability to taste it.    david 1st generation 2nd generation 3rd generationmary  represents a male \u2018taster\u2019  represents a female \u2018taster\u2019 represents a male \u2018non-taster\u2019 represents a female \u2018non-taster\u2019 keypeter hannah ?      what is the chance of the second child of peter and hannah being a \u2018non-taster\u2019?  a 1 in 1 b 1 in 2 c 1 in 3 d 1 in 4     34 the diagram shows the flow of energy in a food chain.    which organism is the producer in the food chain?    organism a  organism b  organism c  organism d      ",
+            "15": "15  \u00a9 ucles 2010 0610/12/m/j/10 [turn over  35 a very large area of land has been cleared of rainforest and planted with soybean.    what result of deforestation will encourage the growth of the soybean plants?  a decrease in atmospheric oxygen  b decrease in rainfall  c increase in atmospheric carbon dioxide  d increase in soil erosion     36 the diagram shows part of a section through a leaf.        the arrow represents part of the  a carbon cycle only.  b flow of energy.  c water and carbon cycles.  d water cycle only.     ",
+            "16": "16  \u00a9 ucles 2010 0610/12/m/j/10  37 the diagram shows a food web.    producer15 4 23     which organisms occupy the same trophic level?  a 3 and 2 b 4 and 1 c 5 and 2 d 5 and 3     38 the map shows a river flowing into the sea. the river is polluted by untreated sewage.    at which labelled point will the oxygen content of the water be lowest?    riversea untreated sewage  ab cd     ",
+            "17": "17  \u00a9 ucles 2010 0610/12/m/j/10  39 the size of the arrows shows the approximate, relative amounts of energy passing from one  stage to the next in a food chain.    which chain represents the energy losses between trophic levels?    asun grass rabbit fox bsun grass rabbit fox csun grass rabbit fox dsun grass rabbit fox      40 the diagrams show the current population sizes for people below 50 years of age in four different  countries.    which country will be likely to have the largest popul ation of people 60 \u2013 70 years of age in 20  years time?    40 \u2013 49 30 \u2013 3920 \u2013 2910 \u2013 19 0 \u2013 9age 40 \u2013 4930 \u2013 3920 \u2013 2910 \u2013 19 0 \u2013 9age 40 \u2013 4930 \u2013 3920 \u2013 2910 \u2013 19 0 \u2013 9age40 \u2013 4930 \u2013 3920 \u2013 2910 \u2013 19 0  \u2013 9agepercentage of the population percentage of the population percentage of the population percentage of the populationab cd      ",
+            "18": "18  \u00a9 ucles 2010 0610/12/m/j/10  blank page      ",
+            "19": "19  \u00a9 ucles 2010 0610/12/m/j/10  blank page     ",
+            "20": "20      permission to reproduce items where third-par ty owned material protected by copyright is  included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holder s, 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 t he cambridge assessment group. ca mbridge assessment is the brand  name of university of  cambridge local examinations syndicate (ucles), which is itself a department of the university of cambridge.    \u00a9 ucles 2010 0610/12/m/j/10  blank page      "
+        },
+        "0610_s10_qp_13.pdf": {
+            "1": "    this document consists of 17 printed pages and 3 blank pages.  ib10 06_0610_13/rp  \u00a9 ucles 2010  [turn over       *5548201 757* university of cambridge international examinations  international general certificate of secondary education       biology 0610/13     paper 1  multiple choice  may/june 2010     45 minutes    additional materials: multiple choice answer sheet    soft clean eraser    soft pencil (type b or hb is recommended)        read these instructions first    write in soft pencil.  do not use staples, paper clips, highlighters, glue or correction fluid. write your name, centre number and candidate number on the answer sheet in the spaces provided  unless this has been done for you.   there are forty  questions on this paper. answer all questions. for each question there are four possible  answers a, b, c and d.   choose the one you consider correct and record your choice in soft pencil  on the separate answer sheet.   read the instructions on the answer sheet very carefully.    each correct answer will score one mark. a mark will not be deducted for a wrong answer. any rough working should be done in this booklet.         ",
+            "2": "2  \u00a9 ucles 2010 0610/13/m/j/10  1 the diagram shows some liver cells as they appear under the microscope.        how many cell walls can be seen?  a 0 b 2 c 3 d 5      2 which row shows the most likely number of chloroplasts in three types of cell in a leaf?     epidermis palisade mesophyll guard cells  a 0 6 17  b 0 17 6  c 6 17 0  d 17 0 6      3 which row shows the structures present in plant and animal cells?      cell wall cytoplasm nucleus cell membrane   a   plant cell  animal cell \u0017  \u0013 \u0013  \u0013 \u0013  \u0017 \u0013  \u0013   b plant cell animal cell \u0013  \u0017 \u0013  \u0013 \u0013  \u0013 \u0013  \u0013 key  c plant cell animal cell \u0013  \u0017 \u0013  \u0013 \u0017  \u0013 \u0013  \u0017 \u0013 = present  \u0017 = absent  d plant cell  animal cell \u0017  \u0013 \u0017  \u0013 \u0013  \u0013 \u0013  \u0017       4 which structure is at a different level of organisation from the other three?  a kidney  b liver  c neurone  d testis     ",
+            "3": "3  \u00a9 ucles 2010 0610/13/m/j/10 [turn over  5 what is defined as the chemical reactions that break down food molecules in cells to release  energy?  a excretion  b movement  c nutrition  d respiration      6 the diagram shows a section through a flower.    petal     using the key, identify this flower.  1 sepals present ..  go to 2  sepals absent ...  go to 3  2 stamens attached to petals ..  a  stamens not attached to petals   b  3 stigma above anthers ...  c  stigma below anthers ...  d    7 which diagram shows one organ only?    a b c d      ",
+            "4": "4  \u00a9 ucles 2010 0610/13/m/j/10  8 the diagram shows an arthropod animal.        which features are characteristic of all arthropods?  a jointed legs and segmented body  b jointed legs and thorax  c segmented body and wings  d thorax and wings      9 which solutions are used for testing for protein, reducing sugar and starch?     test for protein test for reducing  sugar test for starch  a benedict\u2019s iodine biuret  b biuret benedict\u2019s iodine  c biuret iodine benedict\u2019s  d iodine biuret benedict\u2019s     10 on a dry, sunny day, how does water vapour move through the stomata of a leaf?    a into the leaf by diffusion  b into the leaf by osmosis  c out of the leaf by diffusion  d out of the leaf by osmosis    ",
+            "5": "5  \u00a9 ucles 2010 0610/13/m/j/10 [turn over  11 the diagram shows an experiment using a potato.    concentrate d  sugar solution   fresh potato  water      which shows the result of the experiment after 24 hours?    a b c d        12 a protease is added to a suspension of egg protein in a test-tube and kept at 37  \u00b0c.    after 8 minutes, the protein changes from cloudy to transparent.    which product, or products, will now be present in the test-tube?  a amino acids  b a simple sugar  c fatty acids and glycerol  d water      13 which condition can sometimes be prevented by eating plenty of fresh fruit and vegetables?  a bleeding gums  b brittle bones  c diabetes  d soft bones     ",
+            "6": "6  \u00a9 ucles 2010 0610/13/m/j/10  14 the graph shows how the rate of an enzyme-controlled reaction changes with temperature.    rate of reaction temperaturex    what is happening within the temperature range marked x?  a the enzyme is becoming denatured.  b the enzyme is being used up.  c the reaction is occurring at body temperature.  d the reaction is occurring at the optimum temperature.     15 the diagram shows the stem of a plant. a strip of the outer tissue including the phloem has been  removed.    xylem phloem     how is transport in the plant affected?  a amino acids and sucrose cannot pass to the roots.  b dissolved salts cannot pass to the leaves.  c water cannot pass to the leaves.  d water cannot pass to the roots.     ",
+            "7": "7  \u00a9 ucles 2010 0610/13/m/j/10 [turn over  16 the table shows some of the features of respiration.    which row is correct for anaerobic respiration?     energy remaining  in products amount of  energy  released chemical pathway releases carbon  dioxide  a high high always the same sometimes  b high low different in different organisms sometimes  c low high different in different organisms always  d low low always the same always      17 four words are shown below.    alcohol       anaerobic       sugar       yeast    these words can be used in the spaces p, q, r and s to complete the sentence below.  \u2018in brewing and bread making, respiration takes place. the micro-organism called \u2026\u2026p\u2026\u2026  uses \u2026\u2026q.\u2026.. as a source of food. the product of this \u2026\u2026r\u2026\u2026 respiration is \u2026\u2026s\u2026\u2026 .\u2019    which combination of words correctly completes the sentences?     alcohol anaerobic sugar yeast  a p q r s  b q p s r  c r s q p  d s r q p     ",
+            "8": "8  \u00a9 ucles 2010 0610/13/m/j/10  18 the photograph shows human blood cells as seen under a microscope at high power.    q p s r     which are red cells?  a p and q b q and r c r and s d s and p      19 the diagram shows someone blowing up a balloon.        what percentage of the gas in the balloon is carbon dioxide?  a 0.04  % b 0.4  % c 4.0  % d 40  %     20 what is a description of transpiration?  a exchange of gases between the leaf and the atmosphere  b loss of water vapour from the leaves and stems of a plant  c movement of water from the roots to the leaves  d movement of water through the cells of the leaf    ",
+            "9": "9  \u00a9 ucles 2010 0610/13/m/j/10 [turn over  21 what happens when the body temperature rises above normal?     blood vessels in the  surface of skin sweat production  a constrict decreases  b constrict increases  c dilate decreases  d dilate increases     22 the diagram shows some of the muscles and bones of the human arm.    muscle y muscle x elbow joint    when muscle x contracts, what happens to the arm and what happens to muscle y?     arm muscle y  a bends contracts  b bends relaxes  c straightens contracts  d straightens relaxes    ",
+            "10": "10  \u00a9 ucles 2010 0610/13/m/j/10  23 the diagram shows a section through part of the human eye.    suspensory ligaments lens     when a person looks at an object which is close to their eye, which of the following takes place?     suspensory  ligaments lens  a slacken becomes fatter  b slacken becomes thinner  c tighten becomes fatter  d tighten becomes thinner      24 which organ produces urea?  a bladder  b kidney  c liver  d pancreas     25 what term is used for the transference of a gene from one organism to another?  a artificial selection  b genetic engineering  c mutation  d natural selection     ",
+            "11": "11  \u00a9 ucles 2010 0610/13/m/j/10 [turn over  26 the diagram shows the female reproductive system.     x      what is the function of the part labelled x?  a gamete production and hormone secretion  b gamete production only  c hormone secretion only  d zygote production and hormone secretion     27 the diagram shows some of the stages in the germination of a seed. the figures show the total  mass at each stage.    stage mass  / g1 0.62 4.73 5.9    which process causes the increase in mass between stage 1 and stage 2?  a absorption of water  b enzyme action on starch  c photosynthesis  d respiration     ",
+            "12": "12  \u00a9 ucles 2010 0610/13/m/j/10  28 the diagram shows the changes which take place during a woman\u2019s menstrual cycle.    012 time  / weeks time  / weeks34 01234oestrogen progesterone  menstruation  uterus  wall      what is occurring at the time of ovulation?  a a fall in the levels of oestrogen and progesterone  b a fall in the level of progesterone only  c a rise in the levels of oestrogen and progesterone  d a rise in the level of oestrogen only      29 the graph shows how dry mass of a plant changes with time.    where on the graph is growth occurring?    time dry  mass  a b cd      ",
+            "13": "13  \u00a9 ucles 2010 0610/13/m/j/10 [turn over  30 the diagram shows part of the carbon cycle.    carbon dioxide in the air carbohydrates in living plantsdead matte r carbohydrates in living animalsy     which process occurs at y?  a combustion  b decay  c photosynthesis  d respiration     31 what makes nuclear fall-out dangerous to living organisms?  a it causes flooding.  b it causes global warming.  c it damages dna.  d it damages soils.      32 the diagram shows part of the water cycle.    where is osmosis occurring?    water  vapour clouds plantssoil  lakea db c     ",
+            "14": "14  \u00a9 ucles 2010 0610/13/m/j/10  33 the family tree shows the inheritance of the ability to taste a certain substance. the allele for the  ability to taste this substance is dominant to the allele for the inability to taste it.    david 1st generation 2nd generation 3rd generationmary  represents a male \u2018taster\u2019  represents a female \u2018taster\u2019 represents a male \u2018non-taster\u2019 represents a female \u2018non-taster\u2019 keypeter hannah ?      what is the chance of the second child of peter and hannah being a \u2018non-taster\u2019?  a 1 in 1 b 1 in 2 c 1 in 3 d 1 in 4     34 the diagram shows the flow of energy in a food chain.    which organism is the producer in the food chain?    organism a  organism b  organism c  organism d      ",
+            "15": "15  \u00a9 ucles 2010 0610/13/m/j/10 [turn over  35 a very large area of land has been cleared of rainforest and planted with soybean.    what result of deforestation will encourage the growth of the soybean plants?  a decrease in atmospheric oxygen  b decrease in rainfall  c increase in atmospheric carbon dioxide  d increase in soil erosion     36 the diagram shows part of a section through a leaf.        the arrow represents part of the  a carbon cycle only.  b flow of energy.  c water and carbon cycles.  d water cycle only.     ",
+            "16": "16  \u00a9 ucles 2010 0610/13/m/j/10  37 the diagram shows a food web.    producer15 4 23     which organisms occupy the same trophic level?  a 3 and 2 b 4 and 1 c 5 and 2 d 5 and 3     38 the map shows a river flowing into the sea. the river is polluted by untreated sewage.    at which labelled point will the oxygen content of the water be lowest?    riversea untreated sewage  ab cd     ",
+            "17": "17  \u00a9 ucles 2010 0610/13/m/j/10  39 the size of the arrows shows the approximate, relative amounts of energy passing from one  stage to the next in a food chain.    which chain represents the energy losses between trophic levels?    asun grass rabbit fox bsun grass rabbit fox csun grass rabbit fox dsun grass rabbit fox      40 the diagrams show the current population sizes for people below 50 years of age in four different  countries.    which country will be likely to have the largest popul ation of people 60 \u2013 70 years of age in 20  years time?    40 \u2013 49 30 \u2013 3920 \u2013 2910 \u2013 19 0 \u2013 9age 40 \u2013 4930 \u2013 3920 \u2013 2910 \u2013 19 0 \u2013 9age 40 \u2013 4930 \u2013 3920 \u2013 2910 \u2013 19 0 \u2013 9age40 \u2013 4930 \u2013 3920 \u2013 2910 \u2013 19 0  \u2013 9agepercentage of the population percentage of the population percentage of the population percentage of the populationab cd      ",
+            "18": "18  \u00a9 ucles 2010 0610/13/m/j/10  blank page      ",
+            "19": "19  \u00a9 ucles 2010 0610/13/m/j/10  blank page     ",
+            "20": "20      permission to reproduce items where third-par ty owned material protected by copyright is  included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holder s, 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 t he cambridge assessment group. ca mbridge assessment is the brand  name of university of  cambridge local examinations syndicate (ucles), which is itself a department of the university of cambridge.    \u00a9 ucles 2010 0610/13/m/j/10  blank page        "
+        },
+        "0610_s10_qp_21.pdf": {
+            "1": "    this document consists of 15 printed pages and 1 blank page.  ib10 06_0610_21/6rp  \u00a9 ucles 2010  [turn over       *2439575 101* for examiner's use  1   2   3   4   5   6   7   8   9   total   university of cambridge international examinations  international general certificate of secondary education       biology 0610/21     paper 2 core  may/june 2010     1 hour 15 minutes    candidates answer on the question paper.    no additional materials are required.       read these instructions first    write your centre number, candidate number and name on all the work you hand in.  write in dark blue or black pen.  you may use a pencil for any diagrams or graphs. do not use staples, paper clips, highlighters, glue or correction fluid.  do not  write in any barcodes.    answer all questions.  at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [ ] at the end of each question or part  question.   ",
+            "2": "2  \u00a9 ucles 2010 0610/21/m/j/10  for  examiner's  use 1 fig. 1.1 shows two cells.    cell a cell b    fig. 1.1     (a) (i)  state where, in a human, a cell of type a would normally be found.   [1]     (ii) state where, in a plant, a cell of type b would be found.    [1]     (b) use only words from the list to complete the statements about cell b.    air  cellulose  chloroplasts  membrane  mitochondria              nucleus  starch  vacuole  wall  cell sap      cell b has a thick outer layer called the cell   . this is  made of   . the cytoplasm of cell b contains many    that are used in the process of photosynthesis. the  large permanent    is full of    and  this helps to maintain the shape of the cell.        [5]   ",
+            "3": "3  \u00a9 ucles 2010 0610/21/m/j/10 [turn over  for  examiner's  use  (c) fig. 1.2 shows structures that produce urine and excrete it from the body of a mammal.        fig. 1.2     (i) on fig. 1.2, label and name one organ. [1]      (ii) use examples from fig. 1.2 to explain the difference between the terms organ  and  organ system .         [3]          [total 11] ",
+            "4": "4  \u00a9 ucles 2010 0610/21/m/j/10  for  examiner's  use 2 table 2.1 shows some of the external features of the five classes of vertebrates.     complete the table by placing a tick ( /checkbld) to indicate if each class has the feature.    table 2.1    class of  vertebrate external   ear flap feathers or fur scaly skin two pairs of  limbs  amphibians      birds      fish      mammals      reptiles           [5]       [total: 5]    3 rain forests are the natural vegetation in areas with high rainfall.    tropical rain forest is being cut down in many parts of the world to clear land for agriculture.  the soil of the rain forest allows water to drain through it very rapidly.     table 3.1 shows the yield of cotton crops, grown under three different conditions, on land  cleared of rain forest.    table 3.1     yield of cotton / kg per hectare  years since the  forest was cleared no fertiliser added to  the soil fertiliser added to  soil during year 1 chopped grass  added to the soil  during year 1  1 200 398   220  2 180 790 1460  3 120 700   980       (a) (i)  what happened to the yield of cotton over the three years if no fertiliser was added  to the soil?     [1]   ",
+            "5": "5  \u00a9 ucles 2010 0610/21/m/j/10 [turn over  for  examiner's  use  (ii) suggest possible reasons for this change in the yield of cotton.       [2]       (b) (i)  what happened to the yield of cotton when fertiliser was added to the soil in      year 1?     [1]     (ii) suggest why excessive quantities of fertiliser should not be added to the soil.         [2]      (c) chopped grass added to the soil has little effect on the crop yield in year 1.     suggest why it has much greater effect on the yield in years 2 and 3.         [2]        [total: 8]     ",
+            "6": "6  \u00a9 ucles 2010 0610/21/m/j/10  for  examiner's  use 4 fig. 4.1 shows a pyramid of biomass.    4 3 ...21 ...trophic level     fig. 4.1    (a) on fig. 4.1, name trophic levels 1 and 3. [2]      (b) fig. 4.2 shows a food web of a freshwater pond and fig. 4.3 shows  the same pyramid  of biomass as was shown in fig. 4.1.    microscopic green algae ( j)water fleas ( g)protozoas ( h) larger plants ( k)pond snails ( i)hydras ( d)mosquito larvae ( e)leeches ( f)sticklebacks ( c)water boatmen ( a)dragonfly larvae ( b)     fig. 4.2    4 3 21 trophic level ... ...     fig. 4.3     (i) in the boxes for trophic levels 2 and 4 in fig. 4.3, write the letters ( a to k) of all the  organisms that are members of these trophic levels. [2]    ",
+            "7": "7  \u00a9 ucles 2010 0610/21/m/j/10 [turn over  for  examiner's  use  (ii) an outbreak of a bacterial disease that affects only mosquito larvae occurred in the  pond. predict and explain two of the effects this might have on the hydra  population.              [4]         [total: 8]    ",
+            "8": "8  \u00a9 ucles 2010 0610/21/m/j/10  for  examiner's  use 5 fig. 5.1 shows an experiment to investigate the conditions needed for germination.     tubes a, b, c and d are at room temperature and tube e is in a freezer.    abcde seeds dry cottonwoolmoistcottonwoolmoist cotton woolboiledwaterblackcard oil room temperature in freezer     fig. 5.1     (a) state three of the environmental conditions this experiment is investigating.  1.   2.   3.  [3]       (b) predict in which two tubes the seeds will germinate.   [2]     (c) nuclear and cell division happen during germination.       (i)  name the type of nuclear division that takes place during the growth of a seedling.   [1]    (ii) state how the number of chromosomes in each of the new cells compares with the  number of chromosomes in the original cells.    [1]    ",
+            "9": "9  \u00a9 ucles 2010 0610/21/m/j/10 [turn over  for  examiner's  use  (d) fig. 5.2 shows the changes in the dry mass of a broad been seed in the first five days  after planting.    2 10 time after planting / daysdry  mass  / g 1          2          3          4          5     fig. 5.2      describe and suggest an explanation for the changes that happen to the dry mass of  the seed in the first five days after planting.         [3]         [total: 10]   ",
+            "10": "10  \u00a9 ucles 2010 0610/21/m/j/10  for  examiner's  use 6 fig. 6.1 shows a fetus developing inside the uterus.    m on p     fig. 6.1     (a) the fetus developed from a fertilised egg cell. place an  x on the diagram where an egg  cell is normally fertilised. [1]     (b) (i) name the structures m and n.  m   n  [2]    (ii) describe the role of structure m in gaseous exchange.          [3]       (c) describe how the structures labelled o and p are involved in the birth of the baby.  structure  o     structure  p    [2]      ",
+            "11": "11  \u00a9 ucles 2010 0610/21/m/j/10 [turn over  for  examiner's  use  (d) (i)  if a woman infected with hiv becomes pregnant, her baby may also be infected  with hiv, by the time it is born.       suggest two ways this may happen.       [2]     (ii) apart from avoiding infections, describe two other ways that a pregnant mother  can help her baby develop healthily.   1.     2.    [2]         [total: 12] ",
+            "12": "12   0610/21/m/j/10  blank page",
+            "13": "13  \u00a9 ucles 2010 0610/21/m/j/10 [turn over  for  examiner's  use 7 fig. 7.1 shows three different types of teeth from a human.    ab c     fig. 7.1     (a) (i)  name the types of teeth labelled a and b.  a   b  [2]    (ii) state where in the jaw tooth type c is found.    [1]       (b) explain how regular brushing helps to prevent tooth decay.           [3]       (c) explain the roles of chewing and of enzymes in the process of digestion.           [4]         [total: 10]   ",
+            "14": "14   0610/21/m/j/10  8 fig. 8.1 shows the route taken by blood around the body.    lungs body organsheart chamber a heart chamber bcde f     fig. 8.1     (a) (i)  name the heart chambers a and b.  a   b  [2]    (ii) use information shown in fig. 8.1 to identify the type of blood vessel c as either an  artery or a vein.   type of vessel    reason    [2]      ",
+            "15": "15  \u00a9 ucles 2010 0610/21/m/j/10 [turn over  for  examiner's  use  (b) (i)  state and explain two differences between the contents of the blood flowing in  vessels c and e.  1.     2.    [2]      (ii) suggest and explain which of the four blood vessels contains blood at the highest  pressure.        [2]        [total: 8]   ",
+            "16": "16    copyright acknowledgements:       permission to reproduce items where thir d-party owned material protected by copyright is included has been sought and cleared w here 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 t he 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.   \u00a9 ucles 2010 0610/21/m/j/10  for  examiner's  use9 (a) name two human sense organs and an environmental stimulus that each detects.  sense organ 1   stimulus it detects   sense organ 2   stimulus it detects  [2]      (b) (i)  tropisms occur in plants. state the meaning of the term tropism .       [2]      (ii) complete table 9.1 about tropisms in plants.     table 9.1    stimulus name of tropism effect on plant shoot  gravity    light         [4]       [total: 8]     "
+        },
+        "0610_s10_qp_22.pdf": {
+            "1": "    this document consists of 15 printed pages and 1 blank page.  ib10 06_0610_22/6rp  \u00a9 ucles 2010  [turn over       *8576531 277* for examiner's use  1   2   3   4   5   6   7   8   9   total   university of cambridge international examinations  international general certificate of secondary education       biology 0610/22     paper 2 core  may/june 2010     1 hour 15 minutes    candidates answer on the question paper.    no additional materials are required.       read these instructions first    write your centre number, candidate number and name on all the work you hand in.  write in dark blue or black pen.  you may use a pencil for any diagrams or graphs. do not use staples, paper clips, highlighters, glue or correction fluid.  do not  write in any barcodes.   answer all questions.  at the end of the examination, fasten all your work securely together.  the number of marks is given in brackets [ ] at the end of each question or part  question.   ",
+            "2": "2  \u00a9 ucles 2010 0610/22/m/j/10  for  examiner's  use 1 fig.1.1 shows the shells of five molluscs.    ab c d e     fig.1.1    use the key to identify each of the molluscs which normally live inside the shells.   write the name of each mollusc in the correct box of table 1.1.      as you work through the key, tick ( /checkbld) the boxes in table 1.1 to show how you identified  each mollusc.  key     name of mollusc    1 (a)   shell made of  two parts     (b)   shell made of one part only   2 (a)   both shell halves have ridges running down the shell    (b)   both shell halves are smooth    3 (a)   shell tightly coiled    (b)   shell conical with no coil  4 (a)   bottom coil less than a quarter of the length of the shell     (b)   bottom coil more than half of the length of the shell     go to 2  go to 3    cardium  venerupis    go to 4 patella    turritella  buccinum    table 1.1     1 (a) 1 (b) 2 (a) 2 (b) 3 (a) 3 (b) 4 (a) 4 (b) name of mollusc  a           b           c           d           e                 [4]        [total: 4] ",
+            "3": "3  \u00a9 ucles 2010 0610/22/m/j/10 [turn over  for  examiner's  use 2 (a)  humans need a supply of mineral salts, such as calcium and iron, in their diet.    (i) state a role of calcium ions in the human body.    [1]     (ii) state a role of iron ions in the human body.    [1]      (b) fertilisers are used by farmers to increase the growth of crop plants.      the fertilisers contain a mixture of mineral salts.   (i) state a use of magnesium ions in a plant.    [1]     (ii) state a use of nitrate ions in a plant.    [1]       (c) a factory that produces fertilisers is located next to a small river. at the end of each  week its machinery is washed out and the contaminated water is released into the river.      suggest what effects this action could have on the plants and animals living in the river.            [4]        [total: 8]   ",
+            "4": "4  \u00a9 ucles 2010 0610/22/m/j/10  for  examiner's  use 3 a species of plant has white-flowered plants and blue-flowered plants.    if a homozygous white-flowered plant was crossed with a blue-flowered plant, all the seeds  produced plants with only blue flowers.     (a) state which flower colour is controlled by the dominant allele and explain your reason  for this answer.      [1]      (b) use the symbols, b and b, to represent the two alleles for flower colours.    (i) state the genotype of each parent plant.    blue-flowered plant    white-flowered plant  [2]    (ii) state the genotype of the offspring.    [1]     (iii) draw a genetic diagram to predict the likely results of a cross between  one of the  blue-flowered offspring and a white-flowered plant.                                              [4] ",
+            "5": "5   0610/22/m/j/10 [turn over                              question 3 continues on page 6",
+            "6": "6  \u00a9 ucles 2010 0610/22/m/j/10  for  examiner's  use  (c) fig. 3.1 shows a cob of a maize plant.    grains containing seeds     fig. 3.1      fig. 3.2 shows the length of the cobs fo rmed by a number of different maize plants.     all the plants were grown from seeds from one original cob.    70 605040302010 0 7 8 9 10 11 12 13 length of cob  / cm14 15 16 17 18 19number of cobs     fig. 3.2   ",
+            "7": "7   0610/22/m/j/10 [turn over  for  examiner's  use  (i) explain the evidence visible in fig. 3.2, that shows that this is continuous variation.         [1]     (ii) suggest three environmental factors that might affect the length of the maize  cobs.   1.  2.   3.  [3]     (iii) explain how the type of variation shown by the maize cobs differs from that shown  by the blue and white flowers.      [1]        [total 13]    ",
+            "8": "8  \u00a9 ucles 2010 0610/22/m/j/10  for  examiner's  use 4 in the arctic, snowy owls are predators of lemmings. the lemmings eat arctic plants.    (a) draw the food chain for this arctic ecosystem.   [1]       (b) fig. 4.1 shows changes in the populations of snowy owls and lemmings over a three  year period.    10 98765432105 43210 year 1 year 2 year 3hundreds of lemmingsper km 2numberof owlsper km 2lemmings snowy owls     fig. 4.1    (i) during the first 10 months of year 1 the lemming population increases  slowly at  first and then more rapidly. suggest why the rate of increase becomes greater.      [1]     (ii) using information in fig. 4.1, suggest why the lemming population  falls during     year 2.        [2]   ",
+            "9": "9   0610/22/m/j/10 [turn over  for  examiner's  use  (iii) using information in fig. 4.1, describe and explain how changes in the lemming  population affect the snowy owl population.           [3]     (iv) if all the snowy owls were removed from the arctic ecosystem, suggest and explain  what effect this would have on the lemming population in the following  years.           [3]      (c) lemmings and snowy owls get their energy from the food they eat.     (i) what is the original source of all the energy in this ecosystem?    [1]     (ii) name the process that first traps this energy.    [1]        [total 12]   ",
+            "10": "10  \u00a9 ucles 2010 0610/22/m/j/10  for  examiner's  use 5 (a)  fig. 5.1 shows the concentration of alcohol in  the blood of a person over a number of  hours. during this time the person had several alcoholic drinks while eating a meal.    8 pm12 midnight4 am8 am time  / hours12 midday4 pm8 pm200 160120 80 40 0maximum legal levelfor driving in britainblood alcohol concentration/  mg per cm3xy     fig. 5.1      in britain it is illegal for a person to drive a vehicle with more than 80  mg of alcohol per  cm3 of blood.     (i) what is the highest concentration of alcohol in the person\u2019s blood?      mg of alcohol per cm3 of blood. [1]     (ii) the alcohol in the blood is steadily broken down.     name the organ of the  body that breaks down alcohol.    [1]     (iii) the alcohol continues to be broken down at the same rate as between  x and y.     complete the graph, by extending the line, until there is no alcohol in the person\u2019s  blood. [1]     (iv) use the graph to predict when the person would be able to legally drive  a vehicle  again.    [1]  ",
+            "11": "11   0610/22/m/j/10 [turn over  for  examiner's  use  (b) (i)  alcohol is a depressant drug.      explain how this could affect the ability of a person to drive a vehicle.      [2]     (ii) state a long \u2212term effect alcohol can have on two named organs.    organ 1     effect    organ 2    effect  [2]     (iii) describe two social problems that can happen if a person becomes addicted  to  alcohol.   1.    2.    [2]        [total: 10]   ",
+            "12": "12  \u00a9 ucles 2010 0610/22/m/j/10  for  examiner's  use 6 (a)  define asexual  reproduction .      [2]       (b) fig. 6.1 shows a strawberry plant that can reproduce both asexually and sexually.    strawberry flower strawberry pip containing a seed     fig. 6.1    (i) name the type of cell division that happens only during sexual reproduction.    [1]     (ii) a farmer decided to increase the  number of strawberry plants by asexual rather  than sexual  reproduction.      suggest a biological reason why the farmer may have decided this.     [1]     ",
+            "13": "13   0610/22/m/j/10 [turn over  for  examiner's  use  (c) the strawberry flower has five large, white petals. explain the importance of these  petals in the process of reproduction.        [3]      (d) seeds are often found inside brightly coloured, fleshy fruits.    describe the advantage of fruits being coloured and fleshy.      [2]        [total: 9]   ",
+            "14": "14  \u00a9 ucles 2010 0610/22/m/j/10  for  examiner's  use 7 (a) (i) name the term that is used to describe the maintenance of a constant internal  environment.    [1]       (ii) state two advantages to a mammal of maintaining a constant body  temperature.   1.    2.    [2]      (b) fig. 7.1 shows changes in a person\u2019s body temperature before, during and after a  period of exercise.    exercise begins      endstime40 39383736353433body temperature/  \u00b0c     fig. 7.1    (i) using information from fig. 7.1, state the normal body temperature of this person.      \u00bac. [1]     (ii) explain what is meant by the term vasodilation .    [1]     (iii) on fig. 7.1, label with an x a point when vasodilation is having  an effect on the  person\u2019s body temperature. [1]    ",
+            "15": "15   0610/22/m/j/10 [turn over  for  examiner's  use  (iv) explain how vasodilation affects body temperature.             [4]        [total: 10]     8 (a) (i)  name the organ that makes bile.   [1]     (ii) state where bile is stored until it is released into the small intestine.    [1]     (iii) name the organ that produces lipase and is joined to the small  intestine.    [1]      (b) describe the roles of bile and of lipase in the digestion of fats.          [3]        [total: 6]        question 9 is on the next page.   ",
+            "16": "16      permission to reproduce items where thir d-party owned material protected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holder s, 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 t he cambridge assessment group. ca mbridge assessment is the brand  name of university of  cambridge local examinations syndicate (ucles), which is itself a department of the university of cambridge.   \u00a9 ucles 2010 0610/22/m/j/10  for  examiner's  use 9 (a)  the air which is inhaled is different from that which is exhaled.      complete the following sentences about these differences.  (i) inhaled air has more  than exhaled air. [1]  (ii) exhaled air has more  and       than inhaled air.    [2]  (iii) inhaled air usually has a  temperature than exhaled air [1]       (b) one of the gases present in inhaled and exhaled air is carbon dioxide.     describe how you could test exhaled air for carbon dioxide and describe the result if  carbon dioxide is present.  test     result  [2]       (c) gases enter and leave the blood by diffusion. define diffusion .      [2]        [total: 8]   "
+        },
+        "0610_s10_qp_31.pdf": {
+            "1": "    this document consists of 17 printed pages and 3 blank pages.  ib10 06_0610_31/4rp  \u00a9 ucles 2010  [turn over       *0409173684* for examiner's use  1   2   3   4   5   6   total   university of cambridge international examinations  international general certificate of secondary education       biology 0610/31     paper 3 extended  may/june 2010     1 hour 15 minutes    candidates answer on the question paper.    no additional materials are required.         read these instructions first    write your centre number, candidate number and name on all the work you hand in.  write in dark blue or black pen.  you may use a pencil for any diagrams or graphs. do not use staples, paper clips, highlighters, glue or correction fluid. do not  write in any barcodes.   answer all questions.   at the end of the examination, fasten all your work securely together.  the number of marks is given in brackets [  ] at the end of each question or part  question.   ",
+            "2": "2  \u00a9 ucles 2010 0610/31/m/j10  for  examiner's  use 1 (a)  define the term sensitivity .         [2]     fig. 1.1 shows a horizontal section through the eye.   x yabcde     fig. 1.1    (b) (i)  name structures a to d.  a   b   c   d  [4]      (ii) state the functions of structures b and e.   b   e  [2]      ",
+            "3": "3  \u00a9 ucles 2010 0610/31/m/j10 [turn over  for  examiner's  use  the retina contains light-sensitive cells known as rods and cones. the distribution of rods in  the retina from point x to point y, as shown on fig. 1.1, was investigated.     fig. 1.2 shows the distribution of rods in the retina from point x to point y.    number of light-sensitivecells xg h y distance along the retina     fig. 1.2     (c) (i)  g and h, as shown on fig. 1.2, are parts of the retina.       name g and h.  g   h  [2]     (ii) describe the function of the rods.         [2]      (iii) draw a line on fig. 1.2 to show the distribution of cones in the retina.  [2]       [total: 14]  ",
+            "4": "4  \u00a9 ucles 2010 0610/31/m/j10  for  examiner's  use 2 a student measured the uptake and release of carbon dioxide from a plant during 24 hours.  it was a very bright, sunny day between sunrise and sunset.    fig. 2.1 shows the student\u2019s results.   0000 0600 1200 time  / h1800 2400uptake of carbon dioxide release of carbon dioxideno net uptake or release     fig. 2.1     (a) (i)  use the information in fig. 2.1 to state the time that sunrise occurred.   [1]      (ii) using fig. 2.1, state the times when there is no uptake or release of carbon  dioxide.  1.   2.  [1]      (iii) state why plants release carbon dioxide at night.    [1]      (iv) explain why it is important for plants that carbon dioxide uptake during the day is  greater than carbon dioxide released at night.          [2]   ",
+            "5": "5  \u00a9 ucles 2010 0610/31/m/j10 [turn over                                 question 2 continues on page 6",
+            "6": "6  \u00a9 ucles 2010 0610/31/m/j10  for  examiner's  use  the yields of tomatoes grown in open fields in india are very low compared with yields of  tomatoes grown in glasshouses in europe.      in a study, scientists in india grew tomato plants in glasshouses and in open fields nearby.  the growth of the plants and the yields of tomatoes were recorded.    the results are shown in table 2.1.   table 2.1     tomato plants grown in   glasshouses open fields  mean final height of  tomato plants / cm 84.1  69.0   mean number of  leaves per tomato  plant 123.0  82.0   mean fresh mass of  tomato plants / g 988.3  491.7   mass of tomatoes  per plant / g 2986.0  818.9   mean fresh mass of  tomatoes / g 95.0  84.4       (b) (i)  the mean fresh mass of tomatoes grown in glasshouses was greater than the  mean fresh mass of tomatoes grown in open fields.        calculate the difference in mean fresh mass as a percentage of the mean fresh  mass of tomatoes grown in open fields.       show your working.          answer =    % [2]     ",
+            "7": "7  \u00a9 ucles 2010 0610/31/m/j10 [turn over  for  examiner's  use   (ii) suggest how an increase in the height of the plants and the number of leaves on  each plant affects the yield of tomatoes.            [3]       (c) the scientists made sure that the only diff erences between the two groups of plants  were the result of the protection provided by the glasshouses.       suggest the factors that the scientists should have kept the same for the two groups of  plants in this investigation.           [3]      (d) the growth and final yields of crops  grown in open fields are often limited by  environmental factors.      describe how these factors are controlled in commercial glasshouses to give high  yields of crops such as tomatoes.               [4]         [total: 17]  ",
+            "8": "8  \u00a9 ucles 2010 0610/31/m/j10  for  examiner's  use 3 fig. 3.1 shows a human egg cell and a human sperm cell.     10  \u00b5m human sperm cell human egg cell100  \u00b5m     fig. 3.1     (a) (i)  what is the name given to the release of eggs from the ovary?   [1]      (ii) sperm cells and egg cells are haploid. state the meaning of the term haploid .   [1]     ",
+            "9": "9  \u00a9 ucles 2010 0610/31/m/j10 [turn over  for  examiner's  use  (b) complete the table to compare egg cells with sperm cells.    feature egg cells sperm cells  site of production    relative size    numbers produced    mobility          [4]    (c) three hormones that control the menstrual cycle are:    \u007f follicle stimulating hormone (fsh)  \u007f luteinising hormone (lh)  \u007f oestrogen.     (i) name the site of production and release of oestrogen.   [1]      (ii) describe the role of oestrogen in controlling the menstrual cycle.         [2]      (d) artificial insemination is sometimes used as a treatment for female infertility.      outline how artificial insemination is carried out in humans.         [2]         [total: 11]  ",
+            "10": "10  \u00a9 ucles 2010 0610/31/m/j10  for  examiner's  use 4 acid rain is a serious environmental problem in some areas of the world. lakes in canada,  norway and scotland are highly acidic as a result of acid rain.     fig. 4.1 shows a cause of acid rain.       power stations and factories releasesulfur dioxide rain becomes acidic harming vegetationand organisms that live in waterwind-blown chemicals combine with watervapour in the air lake     fig. 4.1     (a) (i)  state one cause of acid rain other than that shown in fig. 4.1 .   [1]      (ii) describe two effects of acid rain on forest ecosystems.  1.     2.    [2]       (b) describe two different ways to reduce pollution so that there is less acid rain.  1.     2.    [2]   ",
+            "11": "11  \u00a9 ucles 2010 0610/31/m/j10 [turn over  for  examiner's  use  fig. 4.2 shows the ph ranges that some animals that live in lakes can tolerate.    trout bassperchfrogs salamandersclams snailscrayfish mayfly larvaeblackfly larvaefish amphibians molluscs crustacean insectsgroup examples 7.0 6.5 6.0 5.5 5.0 4.5 4.0 3.5animals ph     fig. 4.2     (c) state  one feature of molluscs that is not a feature of crustaceans.   [1]      (d) using the information in fig. 4.2,     (i)  name an animal that could be found in a lake with a ph of 4.0;   [1]     (ii)  name the animals that are most sensitive to a decrease in ph;   [1]     (iii)  suggest why some animals cannot tolerate living in water of ph as low as 4.0.         [2]        [total: 10]  ",
+            "12": "12  \u00a9 ucles 2010 0610/31/m/j10  for  examiner's  use 5 fig. 5.1 shows the processes involved in the manufacture of yoghurt.    milk milk heat treated at 85\u201395  \u00b0c for 15 to 30 minutes milk homogenised to give an even consistency starter culture of bacteria added mixture incubated at 37\u2013  44  \u00b0c mixture cooled yoghurt is packed and sent at 4  \u00b0c to shopssugar may be added food additives and fruit addedmilk cooled oxygen used up ph decreases     fig. 5.1     (a) (i)  explain why the milk must be cooled before the bacteria are added.       [2]      (ii) explain why the ph decreases only after  the oxygen in the milk has been used up.       [2]      (iii) suggest one type of food additive that could be added to yoghurt.   [1]  ",
+            "13": "13  \u00a9 ucles 2010 0610/31/m/j10 [turn over  for  examiner's  use  the starter culture contains two species of bacteria, streptococcus thermophilus  and  lactobacillus bulgaricus .     fig. 5.2 shows the growth of these bacteria during the production of yoghurt.   0123 time since start of incubation  / h456numbers of bacterias. thermophilus l. bulgaricus     fig. 5.2     (b) using your knowledge of population growth and the factors that affect it, describe      and explain the growth of s. thermophilus , as shown in fig. 5.2.                     [5]   ",
+            "14": "14  \u00a9 ucles 2010 0610/31/m/j10  for  examiner's  use  (c) suggest why the numbers of l. bulgaricus  do not start to increase until after the  increase in the numbers of s. thermophilus .           [2]          [total: 12]    ",
+            "15": "15   0610/31/m/j10 [turn over  blank page                           question 6 begins on page 16.",
+            "16": "16  \u00a9 ucles 2010 0610/31/m/j10  for  examiner's  use 6 the food and agriculture organization (fao) collects data on food supplies worldwide.     the fao classifies the causes of severe food shortages as either by natural disasters or as  the result of human action.      natural disasters are divided into those that  occur suddenly and those that take a long time  to develop. human actions are divided into those that are caused by economic factors and  those that are caused by wars and other conflicts.     fig. 6.1 shows the changes in the number of severe food shortages between 1981 and  2007.    1981 1983 1985 1987 1989 1991 1993 1995 1997 1999 2001 2003 2005 2007total natural disasters result of humanaction70 605040302010 0 yearnumber of severefoodshortages       fig. 6.1   ",
+            "17": "17  \u00a9 ucles 2010 0610/31/m/j10 [turn over  for  examiner's  use  fig. 6.2 shows the causes of severe f ood shortages in the 1980s, 1990s and 2000s.    natural disasters result of humanaction key sudden onset economic factorsslow onset war and conflict1980s 1990s 2000s 86  %8 0  %73  %1414 %2020 % 2727 %14  % 2 %20  % 27  % 1111 % 9898 % 8989 %7373 %2727 %11 % 27  % 98  % 89  %73  %     fig. 6.2     (a) (i)  state two types of natural disaster that occur suddenly and may lead to severe  food shortages.  1.   2.  [2]      (ii) state one type of natural disaster that may take several years to develop.   [1]     ",
+            "18": "18  \u00a9 ucles 2010 0610/31/m/j10  for  examiner's  use  (b) use the information in fig. 6.1 and fig. 6.2 to describe  the changes in food shortages  between 1981 and 2007.                   [5]      (c) explain how the increase in the human population may contribute to severe food  shortages.             [3]     ",
+            "19": "19  \u00a9 ucles 2010 0610/31/m/j10  for  examiner's  use  the quality and quantity of food available worldwide has been improved by artificial  selection (selective breeding) and genetic engineering.     (d) use a named  example to outline how artificial selection is used to improve the quantity  or quality of food.                 [4]       (e) define the term genetic engineering .     [1]          [total: 16]  ",
+            "20": "20      permission to reproduce items where thir d-party owned material protected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holder s, 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 t he cambridge assessment group. ca mbridge assessment is the brand  name of university of  cambridge local examinations syndicate (ucles), which is itself a department of the university of cambridge.    0610/31/m/j10  blank page "
+        },
+        "0610_s10_qp_32.pdf": {
+            "1": "    this document consists of 14 printed pages and 2 blank pages.  ib10 06_0610_32/6rp  \u00a9 ucles 2010  [turn over       *9605759495* for examiner's use  1   2   3   4   5   6   total   university of cambridge international examinations  international general certificate of secondary education       biology 0610/32     paper 3 extended  may/june 2010     1 hour 15 minutes    candidates answer on the question paper.    no additional materials are required.         read these instructions first    write your centre number, candidate number and name on all the work you hand in.  write in dark blue or black pen.  you may use a pencil for any diagrams or graphs. do not use staples, paper clips, highlighters, glue or correction fluid. do not  write in any barcodes.    answer all questions.   at the end of the examination, fasten all your work securely together.  the number of marks is given in brackets [  ] at the end of each question or part  question.   ",
+            "2": "2  \u00a9 ucles 2010 0610/32/m/j/10  for  examiner's  use 1 (a) define the terms sensitivity  and involuntary action .    sensitivity     involuntary action      [3]     fig. 1.1 shows the reflex arc for the knee jerk reflex.    kneecap sharp blow here tibia fibulafemura b c dx y     fig. 1.1   ",
+            "3": "3  \u00a9 ucles 2010 0610/32/m/j/10 [turn over  for  examiner's  use  (b) (i)  name parts a to d.  a   b   c   d  [4]      (ii) nerve cells use active transport to move ions across their cell membranes.       explain what is meant by the term active transport.          [2]       (c) explain what would happen to the reflex shown in fig. 1.1 if the nerve was cut across  at x-y.              [3]     ",
+            "4": "4  \u00a9 ucles 2010 0610/32/m/j/10  for  examiner's  use  (d) fig. 1.2 shows the grasping reflex of a baby.           fig. 1.2     suggest why it is a good idea to test a baby\u2019s reflexes immediately after birth.     [1]         [total: 13]      2 fig. 2.1 shows the root systems of two species of desert plant, a and b.     ab soil level 20  m     fig. 2.1 ",
+            "5": "5  \u00a9 ucles 2010 0610/32/m/j/10 [turn over  for  examiner's  use  (a) describe the two root systems shown in fig. 2.1 and explain how each is an adaptation  for survival in a desert ecosystem.              [4]     (b) describe and explain two ways in which the leaves  of desert plants reduce water loss  in transpiration.  1.       2.      [4]     (c) xylem and phloem are transport tissues in plants. they transport substances from  organs that are known as sources to organs known as sinks.      complete the table to show:    \u007f two substances being transported in each tissue  \u007f an organ that is a source for substances being transported in each tissue  \u007f an organ that is a sink for substances being transported in each tissue.    tissue substances being   transported source of  substances in the  plant sink for substances  in the plant  xylem   1 \u2026\u2026\u2026\u2026\u2026\u2026\u2026   2 \u2026\u2026\u2026\u2026\u2026\u2026\u2026.      phloem   1 \u2026\u2026\u2026\u2026\u2026\u2026\u2026  2 \u2026\u2026\u2026\u2026\u2026\u2026\u2026.            [6]      [total: 14] ",
+            "6": "6  \u00a9 ucles 2010 0610/32/m/j/10  for  examiner's  use 3 the highest yields of potatoes are obtained in the usa. in bangladesh they are very much   lower. scientists investigated the effects of improving soil fertility on the growth and yields  of potatoes in bangladesh.    they carried out an investigation by dividing a field into four plots, e to h. the potatoes in  each plot received different treatments:    e \u2013 no fertiliser or manure     f \u2013 manure only    g \u2013 chemical fertiliser only     h \u2013 manure and chemical fertiliser    the scientists measured different  aspects of growth and final yield of the potato plants.   their results are shown in table 3.1.   table 3.1    plot treatment mean plant  height at  maturity / cm mean fresh mass  of potato tubers  per plant / g yield of potato  tubers / tonnes  per hectare  e no fertiliser or  manure 46.2 190.0 12.6  f manure only 59.3 285.0 19.3  g chemical fertiliser  only 66.1 320.5 21.2  h manure and  chemical fertiliser 71.5 365.0 24.3      (a) (i)  the yield of potato tubers was greater in plot h than in plot e.        calculate the difference in yield as a percentage of the yield in plot e.     show your working.     answer =  % [2]      (ii) suggest and explain the importance of increased plant height in the production of  tubers.         [2]   ",
+            "7": "7  \u00a9 ucles 2010 0610/32/m/j/10 [turn over  for  examiner's  use   (iii) describe the effect of adding manure and chemical fertilisers on the yield of potato  tubers.            [3]      (iv) manure and chemical fertilisers provide plants with nitrate ions.     explain how extra nitrate ions in the soil may have increased the yield of the  potatoes.         [2]      (v) state why plot e was included in this investigation.    [1]       (b) discuss the advantages and disadvantages of adding chemical fertilisers to crops.                   [5]        [total: 15]   ",
+            "8": "8  \u00a9 ucles 2010 0610/32/m/j/10  for  examiner's  use 4 when bacteria are spread onto agar in a petri dish they form colonies. each colony forms    from one bacterium. fig. 4.1 shows an investigation into antibiotic resistance in a species of  bacterium that causes disease.     no antibiotic added to agar antibiotic addedto agar antibiotic addedto agarantibiotic addedto agara b cdtransfer of bacteria  culture from dish b to liquid mediumtransfer of bacteriaculture todish a transfer of bacteriaculture todish b transfer of bacteria culture to dish d transfer of bacteria  culture to dish c  after 24 hoursculture of bacteria in a liquid medium bacteria exposed to x-raysagarcolonies of bacteria start of process     fig. 4.1 ",
+            "9": "9  \u00a9 ucles 2010 0610/32/m/j/10 [turn over  for  examiner's  use  (a) explain what is meant by the term antibiotic .        [2]      (b) explain why       (i) only a few bacteria grew in dish b compared with dish a,    [1]      (ii) more bacteria grew in c than in b.     [1]      (c) fig. 4.1 shows the effect of an antibiotic on a species of disease-causing bacterium.       suggest why antibiotics should not be used too often.        [2]      (d) explain the possible effect of the x-rays on the bacteria.              [3]     ",
+            "10": "10  \u00a9 ucles 2010 0610/32/m/j/10  for  examiner's  use  (e) state two ways in which the structure  of a bacterium differs from the structure  of a  virus.  1.  2.  [2]       (f) human immunodeficiency virus (hiv) infects cells of the immune system.     describe the effects of hiv on the immune system.               [4]        [total: 15]   5 fig. 5.1 shows a capillary inside a tissue.    lining of capillary red blood cell s r qcell in tissue tissue fluid t pblood flow     fig. 5.1",
+            "11": "11   0610/32/m/j/10  for  examiner's  use  (a) (i)  state how oxygen passes from the capillary into cell q and describe the function of  this gas in a cell.     [2]      (ii) name two substances required by cells, other than oxygen , that pass from the  blood to the tissue fluid at r.  1.  2.  [1]      (iii) name two substances produced by cells  that pass from the tissue fluid to the  blood at s.  1.  2.  [1]       (b) with reference to fig. 5.1, describe and explain two ways in which capillaries are  adapted to their function.  1.       2.      [4]      (c) tissue fluid drains into vessel p at t and eventually returns to the blood.      (i) name the type of vessel labelled p.   [1]      (ii) explain how fluid passes along these vessels.     [1]         [total: 10]    ",
+            "12": "12  \u00a9 ucles 2010 0610/32/m/j/10  for  examiner's  use 6 carbon dioxide and methane are two important greenhouse gases. the effect of human  activities in increasing the concentration of greenhouse gases, such as carbon dioxide and methane, is known as the enhanced greenhouse effect.    fig. 6.1 shows the concentrations of carbon dioxide and methane in the atmosphere over  the past 1000 years.    1000 1200 1400 1600 1800 2000 year380 360340320300280260concentration of carbon dioxide in the atmosphere  / parts per million 1000 1200 1400 1600 1800 2000 year2.00 1.751.501.251.000.75concentration of methane in theatmosphere  / parts per million     fig. 6.1     ",
+            "13": "13   0610/32/m/j/10 [turn over  for  examiner's  use  (a) using information in fig. 6.1, describe the trend in the concentrations of carbon dioxide  and methane over the past 1000 years.            [3]       (b) suggest and explain reasons for the trend in the concentrations of carbon dioxide and  methane that you described in (a).            [4]       (c) explain how gases, such as those shown in fig. 6.1, contribute to the greenhouse  effect.             [3]     ",
+            "14": "14  \u00a9 ucles 2010 0610/32/m/j/10  for  examiner's  use  (d) people are encouraged to recycle materials, such as paper and plastics.      discuss the advantages of recycling materials, such as paper and plastics.              [3]         [total: 13]  ",
+            "15": "15   0610/32/m/j/10  blank page",
+            "16": "16      permission to reproduce items where thir d-party owned material protected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holder s, 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 t he 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.    0610/32/m/j/10  blank page "
+        },
+        "0610_s10_qp_33.pdf": {
+            "1": "    this document consists of 14 printed pages and 2 blank pages.  ib10 06_0610_33/fp  \u00a9 ucles 2010  [turn over       *2931929578* for examiner's use  1   2   3   4   5   6   total   university of cambridge international examinations  international general certificate of secondary education       biology 0610/33     paper 3 extended  may/june 2010     1 hour 15 minutes    candidates answer on the question paper.    no additional materials are required.         read these instructions first    write your centre number, candidate number and name on all the work you hand in.  write in dark blue or black pen.  you may use a pencil for any diagrams or graphs. do not use staples, paper clips, highlighters, glue or correction fluid. do not  write in any barcodes.    answer all questions.   at the end of the examination, fasten all your work securely together.  the number of marks is given in brackets [  ] at the end of each question or part  question.   ",
+            "2": "2  \u00a9 ucles 2010 0610/33/m/j/10  for  examiner's  use 1 (a) define the terms sensitivity  and involuntary action .    sensitivity     involuntary action      [3]     fig. 1.1 shows the reflex arc for the knee jerk reflex.    kneecap sharp blow here tibia fibulafemura b c dx y     fig. 1.1   ",
+            "3": "3  \u00a9 ucles 2010 0610/33/m/j/10 [turn over  for  examiner's  use  (b) (i)  name parts a to d.  a   b   c   d  [4]      (ii) nerve cells use active transport to move ions across their cell membranes.       explain what is meant by the term active transport.          [2]       (c) explain what would happen to the reflex shown in fig. 1.1 if the nerve was cut across  at x-y.              [3]     ",
+            "4": "4  \u00a9 ucles 2010 0610/33/m/j/10  for  examiner's  use  (d) fig. 1.2 shows the grasping reflex of a baby.           fig. 1.2     suggest why it is a good idea to test a baby\u2019s reflexes immediately after birth.     [1]         [total: 13]      2 fig. 2.1 shows the root systems of two species of desert plant, a and b.     ab soil level 20  m     fig. 2.1 ",
+            "5": "5  \u00a9 ucles 2010 0610/33/m/j/10 [turn over  for  examiner's  use  (a) describe the two root systems shown in fig. 2.1 and explain how each is an adaptation  for survival in a desert ecosystem.              [4]     (b) describe and explain two ways in which the leaves  of desert plants reduce water loss  in transpiration.  1.       2.      [4]     (c) xylem and phloem are transport tissues in plants. they transport substances from  organs that are known as sources to organs known as sinks.      complete the table to show:    \u007f two substances being transported in each tissue  \u007f an organ that is a source for substances being transported in each tissue  \u007f an organ that is a sink for substances being transported in each tissue.    tissue substances being   transported source of  substances in the  plant sink for substances  in the plant  xylem   1 \u2026\u2026\u2026\u2026\u2026\u2026\u2026   2 \u2026\u2026\u2026\u2026\u2026\u2026\u2026.      phloem   1 \u2026\u2026\u2026\u2026\u2026\u2026\u2026  2 \u2026\u2026\u2026\u2026\u2026\u2026\u2026.            [6]      [total: 14] ",
+            "6": "6  \u00a9 ucles 2010 0610/33/m/j/10  for  examiner's  use 3 the highest yields of potatoes are obtained in the usa. in bangladesh they are very much   lower. scientists investigated the effects of improving soil fertility on the growth and yields  of potatoes in bangladesh.    they carried out an investigation by dividing a field into four plots, e to h. the potatoes in  each plot received different treatments:    e \u2013 no fertiliser or manure     f \u2013 manure only    g \u2013 chemical fertiliser only     h \u2013 manure and chemical fertiliser    the scientists measured different  aspects of growth and final yield of the potato plants.   their results are shown in table 3.1.   table 3.1    plot treatment mean plant  height at  maturity / cm mean fresh mass  of potato tubers  per plant / g yield of potato  tubers / tonnes  per hectare  e no fertiliser or  manure 46.2 190.0 12.6  f manure only 59.3 285.0 19.3  g chemical fertiliser  only 66.1 320.5 21.2  h manure and  chemical fertiliser 71.5 365.0 24.3      (a) (i)  the yield of potato tubers was greater in plot h than in plot e.        calculate the difference in yield as a percentage of the yield in plot e.     show your working.     answer =  % [2]      (ii) suggest and explain the importance of increased plant height in the production of  tubers.         [2]   ",
+            "7": "7  \u00a9 ucles 2010 0610/33/m/j/10 [turn over  for  examiner's  use   (iii) describe the effect of adding manure and chemical fertilisers on the yield of potato  tubers.            [3]      (iv) manure and chemical fertilisers provide plants with nitrate ions.     explain how extra nitrate ions in the soil may have increased the yield of the  potatoes.         [2]      (v) state why plot e was included in this investigation.    [1]       (b) discuss the advantages and disadvantages of adding chemical fertilisers to crops.                   [5]        [total: 15]   ",
+            "8": "8  \u00a9 ucles 2010 0610/33/m/j/10  for  examiner's  use 4 when bacteria are spread onto agar in a petri dish they form colonies. each colony forms    from one bacterium. fig. 4.1 shows an investigation into antibiotic resistance in a species of  bacterium that causes disease.     no antibiotic added to agar antibiotic addedto agar antibiotic addedto agarantibiotic addedto agara b cdtransfer of bacteria  culture from dish b to liquid mediumtransfer of bacteriaculture todish a transfer of bacteriaculture todish b transfer of bacteria culture to dish d transfer of bacteria  culture to dish c  after 24 hoursculture of bacteria in a liquid medium bacteria exposed to x-raysagarcolonies of bacteria start of process     fig. 4.1 ",
+            "9": "9  \u00a9 ucles 2010 0610/33/m/j/10 [turn over  for  examiner's  use  (a) explain what is meant by the term antibiotic .        [2]      (b) explain why       (i) only a few bacteria grew in dish b compared with dish a,    [1]      (ii) more bacteria grew in c than in b.     [1]      (c) fig. 4.1 shows the effect of an antibiotic on a species of disease-causing bacterium.       suggest why antibiotics should not be used too often.        [2]      (d) explain the possible effect of the x-rays on the bacteria.              [3]     ",
+            "10": "10  \u00a9 ucles 2010 0610/33/m/j/10  for  examiner's  use  (e) state two ways in which the structure  of a bacterium differs from the structure  of a  virus.  1.  2.  [2]       (f) human immunodeficiency virus (hiv) infects cells of the immune system.     describe the effects of hiv on the immune system.               [4]        [total: 15]   5 fig. 5.1 shows a capillary inside a tissue.    lining of capillary red blood cell s r qcell in tissue tissue fluid t pblood flow     fig. 5.1",
+            "11": "11  \u00a9 ucles 2010 0610/33/m/j/10 [turn over  for  examiner's  use  (a) (i)  state how oxygen passes from the capillary into cell q and describe the function of  this gas in a cell.     [2]      (ii) name two substances required by cells, other than oxygen , that pass from the  blood to the tissue fluid at r.  1.  2.  [1]      (iii) name two substances produced by cells  that pass from the tissue fluid to the  blood at s.  1.  2.  [1]       (b) with reference to fig. 5.1, describe and explain two ways in which capillaries are  adapted to their function.  1.       2.      [4]      (c) tissue fluid drains into vessel p at t and eventually returns to the blood.      (i) name the type of vessel labelled p.   [1]      (ii) explain how fluid passes along these vessels.     [1]         [total: 10]    ",
+            "12": "12  \u00a9 ucles 2010 0610/33/m/j/10  for  examiner's  use 6 carbon dioxide and methane are two important greenhouse gases. the effect of human  activities in increasing the concentration of greenhouse gases, such as carbon dioxide and methane, is known as the enhanced greenhouse effect.    fig. 6.1 shows the concentrations of carbon dioxide and methane in the atmosphere over  the past 1000 years.    1000 1200 1400 1600 1800 2000 year380 360340320300280260concentration of carbon dioxide in the atmosphere  / parts per million 1000 1200 1400 1600 1800 2000 year2.00 1.751.501.251.000.75concentration of methane in theatmosphere  / parts per million     fig. 6.1     ",
+            "13": "13  \u00a9 ucles 2010 0610/33/m/j/10 [turn over  for  examiner's  use  (a) using information in fig. 6.1, describe the trend in the concentrations of carbon dioxide  and methane over the past 1000 years.            [3]       (b) suggest and explain reasons for the trend in the concentrations of carbon dioxide and  methane that you described in (a).            [4]       (c) explain how gases, such as those shown in fig. 6.1, contribute to the greenhouse  effect.             [3]     ",
+            "14": "14  \u00a9 ucles 2010 0610/33/m/j/10  for  examiner's  use  (d) people are encouraged to recycle materials, such as paper and plastics.      discuss the advantages of recycling materials, such as paper and plastics.              [3]         [total: 13]  ",
+            "15": "15   0610/33/m/j/10  blank page",
+            "16": "16      permission to reproduce items where thir d-party owned material protected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holder s, 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 t he cambridge assessment group. ca mbridge assessment is the brand  name of university of  cambridge local examinations syndicate (ucles), which is itself a department of the university of cambridge.    0610/33/m/j/10  blank page   "
+        },
+        "0610_s10_qp_51.pdf": {
+            "1": "    this document consists of 8 printed pages.  ib10 06_0610_51/6rp  \u00a9 ucles 2010  [turn over       *2908616538* for examiner's use  1   2   total   university of cambridge international examinations  international general certificate of secondary education       biology 0610/51     paper 5  practical test  may/june 2010     1 hour 15 minutes    candidates answer on the question paper.    additional materials: as listed in instructions to supervisors.        read these instructions first    write your centre number, candidate number and name on all the work you hand in.  write in dark blue or black pen.  you may use a medium (hb) pencil for any diagrams or graphs. do not use staples, paper clips, highlighters, glue or correction fluid. do not  write in any barcodes.    answer both  questions.   at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question.     ",
+            "2": "2  \u00a9 ucles 2010 0610/51/m/j/10  for  examiner's  use 1 fig. 1.1 shows sections through some blood vessels, x, y and z.    y zx   fig. 1.1     (a) (i)  draw a labelled diagram to show the structure of x.                             [5]     (ii) name the type of blood vessel labelled x.    [1]   ",
+            "3": "3  \u00a9 ucles 2010 0610/51/m/j/10 [turn over  for  examiner's  use  (iii) compare the blood vessels in fig. 1.1 to explain how you reached your  identification for (a)(ii) .         [2]      (b) you are going to investigate the stretching of a section of a blood vessel, using the  apparatus as shown in fig. 1.2.    paper clip 1, bent to make hook adhesive tape to fix ruler to stand adhesive tape tofix ruler to standmm rulers1 10  g plasticine or weightpaperclip 2 fig. 1.2     \u007f you are provided with 5 mm of a blood vessel, labelled s1.    \u007f hang the blood vessel s1, onto the hook of paperclip 1.    \u007f hang paperclip 1 and s1 onto the ruler, as shown in fig. 1.2.    \u007f measure the internal diameter in mm of s1 and record this in table 1.1 on page 4.    \u007f hang one weight (mass 10  g) onto the paperclip 2 then hook this on to s1.    \u007f measure the internal diameter of s1 and record this measurement in table 1.1.    \u007f repeat this procedure until all five weights have been added. ",
+            "4": "4  \u00a9 ucles 2010 0610/51/m/j/10  for  examiner's  use  (i) complete table 1.1 by calculating the increase in diameter of the blood vessel.      this is determined by subtracting the original diameter from the internal diameter  which you have measured.    table 1.1    mass of weights  / g internal diameter of s1       / mm increase in diameter of s1    / mm  0  0  10    20    30    40    50          [6]     (ii) plot a graph to show the relationship between the mass of weights attached and  the increase in diameter of the blood vessel.           [4]   ",
+            "5": "5  \u00a9 ucles 2010 0610/51/m/j/10 [turn over  for  examiner's  use     \u007f detach the weights and paper clip 2.     (iii) state what happens to the diameter of the blood vessel when the weights are  removed.      [1]     (iv) suggest an explanation for your observation in (b)(iii) .         [2]        [total: 21] ",
+            "6": "6  \u00a9 ucles 2010 0610/51/m/j/10  for  examiner's  use 2 potato crops are grown for their carbohydrate content. you are provided with slices of the  edible tubers of two species.    s2 is sweet potato, ipomoea batatus    s3 is irish potato, solanum tuberosum     (a) (i) observe s2 and s3.      describe two similarities between s2 and s3.  1.   2.  [2]      (ii) complete table 2.1 to show two differences between s2 and s3.    table 2.1     s2 s3     difference 1        difference 2           [2]     (b) you are going to investigate the carbohydrate content of these potatoes.    \u007f cut the slices of s2 and s3 into quarters.    \u007f dip the freshly cut surface of one quarter of s2 and s3 into the dish of iodine  solution and place onto the white tile.    record your observations and conclusions in table 2.2.     table 2.2     s2 s3  observation    conclusion         [2]",
+            "7": "7  \u00a9 ucles 2010 0610/51/m/j/10 [turn over  for  examiner's  use   the name sweet potato  suggests that some of the carbohydrate may be in the form of  sugar.     (c) (i)  describe how you would safely test s2 and s3 to see which has a higher  concentration of reducing sugar.                 [5]    \u007f cut one of the remaining pieces of s2 into smaller pieces.    \u007f add 5  cm3 water in a test-tube.    \u007f shake well and allow the pieces to settle.    \u007f repeat for s3 in a separate test-tube.    \u007f carry out the reducing sugar test on both s2 and s3.     (ii) comment on the results of your reducing sugar tests.            [3]     ",
+            "8": "8      permission to reproduce items where thir d-party owned material protected by copyright is included has been sought and cleared w here 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 t he 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.   \u00a9 ucles 2010 0610/51/m/j/10  for  examiner's  use (d) (i)  describe how you could test s2 and s3 to see which has a higher concentration of  protein.           [3]    \u007f cut one of the remaining pieces of s2 into smaller pieces.    \u007f carry out a protein test.    \u007f repeat with s3.     (ii) comment on the results of your protein tests.          [2]        [total: 19]   "
+        },
+        "0610_s10_qp_52.pdf": {
+            "1": "    this document consists of 10 printed pages and 2 blank pages.  ib10 06_0610_52/6rp  \u00a9 ucles 2010  [turn over       *6791720445* for examiner's use  1   2   total   university of cambridge international examinations  international general certificate of secondary education       biology 0610/52     paper 5  practical test  may/june 2010     1 hour 15 minutes    candidates answer on the question paper.    additional materials: as listed in confidential instructions.        read these instructions first    write your centre number, candidate number and name on all the work you hand in.  write in dark blue or black pen. you may use a medium (hb) pencil for any diagrams or graphs. do not use staples, paper clips, highlighters, glue or correction fluid. do not  write in any barcodes.    answer both  questions.   at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question.     ",
+            "2": "2  \u00a9 ucles 2010 0610/52/m/j/10  for  examiner's  use 1 a herbivore is an animal that gets its energy by eating plants.   a carnivore is an animal that gets its energy by eating other animals.   fig. 1.1 shows the skulls with teeth of a sheep and of a dog.    sheep          dog       fig. 1.1   ",
+            "3": "3  \u00a9 ucles 2010 0610/52/m/j/10 [turn over  for  examiner's  use  (a) (i) describe one similarity, related to nutrition, that you can observe between the  teeth of the two skulls.     [1]      (ii) complete table 1.1. to give two differences, related to nutrition, that you can  observe between the teeth of the two skulls.    table 1.1     sheep  dog    difference 1      difference 2         [2]    ",
+            "4": "4  \u00a9 ucles 2010 0610/52/m/j/10  for  examiner's  use  (b) (i)  using the mirror provided, view your teeth.      complete the table 1.2 to show which type of teeth you have present. write a  letter in each box to show the type of tooth, using the following letters to identify your teeth:    c = canine i   = incisor m = molar p = premolar x = no tooth present     table 1.2    teeth of upper jawteeth of upper jaw middle of jawmiddle of jaw teeth of lower jawteeth of lower jawteeth of upper jaw middle of jaw teeth of lower jaw         [2]     (ii) describe two ways in which your teeth diffe r from the teeth of the dog shown in  fig. 1.1.        [2]     ",
+            "5": "5  \u00a9 ucles 2010 0610/52/m/j/10 [turn over  for  examiner's  use   much of the food that we eat is cooked. this softens the materials.     you are provided with a sample of raw leaves, labelled  s1 and a sample of cooked  leaves of the same species, labelled  s2.      you are going to investigate the effect of cooking on the carbohydrate content of these  leaves.    (c) (i)  describe how you would safely test s1 and s2 to compare their reducing sugar  content.              [5]     (ii) describe how you would test s1 and s2 to compare their starch content.       [2]   ",
+            "6": "6  \u00a9 ucles 2010 0610/52/m/j/10  for  examiner's  use  (iii) carry out these tests on s1 and s2 and record your observations in table 1.3.    table 1.3     s1 s1   reducing   sugar   \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026    \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026     \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026    \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026     starch   \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026 \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026       [4]    (iv) what do your results indicate about the effect of cooking on the carbohydrate  content of these leaves?         [2]     (v) suggest an explanation for the results you obtained.        [1]        [total: 21] ",
+            "7": "7  \u00a9 ucles 2010 0610/52/m/j/10 [turn over  for  examiner's  use 2 you are provided with ten leaves attached to a branch, labelled s3.    the leaves vary in size as they are at different stages of development along the  branch.    lay the branch flat on the bench.    (a) (i)  describe the arrangement of the leaves on the branch.       [2]     (ii) make a large, labelled drawing of the lower surface of the  largest leaf while still  attached to the branch.                                     [4]   ",
+            "8": "8   0610/52/m/j/10                                       question 2 continues on page 9",
+            "9": "9  \u00a9 ucles 2010 0610/52/m/j/10 [turn over  for  examiner's  use    (iii) measure the size of the grid squares .      remove the leaf you have drawn and lay it flat on the printed grid below.      draw the outline of the leaf and calculate the leaf area of this leaf.      show your working.        space for working                             leaf area   [2]     ",
+            "10": "10  \u00a9 ucles 2010 0610/52/m/j/10  for  examiner's  use  (b) detach the leaf at one end of the branch.     (i) measure the length of the blade of this leaf in mm and record it in table 2.1. if the  leaf has a leaf stalk, do not include this in the measurement.       repeat for all the remaining leaves on the branch, in order, including the leaf you  measured in (a)(iii) .    table 2.1    leaf number from end of branch length of leaf blade  / mm  1   2   3   4   5   6   7   8   9   10         [3]   ",
+            "11": "11  \u00a9 ucles 2010 0610/52/m/j/10  for  examiner's  use  (ii) plot the data to show the relationship between the position of the leaf on the     branch and the length of leaf blade.           [5]     (iii) using your graph, describe the relationship between the position of  the leaf on the  branch and the length of leaf blade.          [3]        [total: 19] ",
+            "12": "12      permission to reproduce items where thir d-party owned material protected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holder s, 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 t he cambridge assessment group. ca mbridge assessment is the brand  name of university of  cambridge local examinations syndicate (ucles), which is itself a department of the university of cambridge.    0610/52/m/j/10  for  examiner's  use blank page "
+        },
+        "0610_s10_qp_61.pdf": {
+            "1": "    this document consists of 9 printed pages and 3 blank pages.  ib10 06_0610_61/6rp  \u00a9 ucles 2010  [turn over      for examiner's use  1   2   3   total   *2733099445* university of cambridge international examinations  international general certificate of secondary education        biology 0610/61     paper 6 alternative to practical  may/june 2010     1 hour    candidates answer on the question paper.    no additional materials are required.       read these instructions first    write your centre number, candidate number and name on all the work you hand in.  write in dark blue or black pen.  you may use a medium (hb) pencil for any diagrams or graphs. do not use staples, paper clips, highlighters, glue or correction fluid.  do not  write in any barcodes.    answer all questions.  at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question.   ",
+            "2": "2  \u00a9 ucles 2010 0610/61/m/j/10  for  examiner's  use 1 fig. 1.1 shows sections though blood vessels, x, y and z.    y zx   fig. 1.1     (a) (i)  draw a labelled diagram to show the structures of x.                                                   [5]   ",
+            "3": "3  \u00a9 ucles 2010 0610/61/m/j/10 [turn over  for  examiner's  use  (ii) name the type of blood vessel labelled x.   [1]     (iii) compare the blood vessels shown in fig. 1.1 to explain how you reached your identification for (a)(ii) .         [2]      a 5  mm length of a blood vessel of the same type as x was used to investigate how far it could  be stretched using a number of 10  g weights.    the apparatus used is shown in fig. 1.2.    paper clip 1, bent to make hook adhesive tape to fix ruler to stand adhesive tape tofix ruler to standmm rulerblood vessel ofsame type as x 10  g plasticine or weightpaperclip 2 fig. 1.2    ",
+            "4": "4  \u00a9 ucles 2010 0610/61/m/j/10  for  examiner's  use  as weights were added, the internal diameter of the blood vessel increased as shown in    table 1.1.   table 1.1    mass of weights           / g internal diameter           / mm increase in diameter        / mm      0 20 0    10 25 5    20 29 9    30 32 12    40 33 13    50 34     60 35     70 36     80 37     90 37   100 38        (b) (i)  complete table 1.1 by calculating the increase in diameter of the blood vessel.      write your answers in the spaces on table 1.1.       show your working in the space below.                              [1]   ",
+            "5": "5  \u00a9 ucles 2010 0610/61/m/j/10 [turn over  for  examiner's  use  (ii) plot a graph to show the relationship between the mass of weights attached and  the increase in diameter of the blood vessel.           [4]              (iii) predict and explain what will happen to the diameter of the blood vessel after the weights are removed.          [3]        [total: 16]   ",
+            "6": "6  \u00a9 ucles 2010 0610/61/m/j/10  for  examiner's  use 2 the sweet potato, ipomoea batatus , is a different species to the irish potato, solanum  tuberosum .    irish potatosweet potato   fig. 2.1     (a) (i)  describe one similarity, visible in fig.2.1, between the two species of potato.     [1]     (ii) complete table 2.1 to show two differences, visible in fig 2.1, between the two  species  of potato.     table 2.1     sweet potato irish potato   difference 1       difference 2          [2]   ",
+            "7": "7  \u00a9 ucles 2010 0610/61/m/j/10 [turn over  for  examiner's  use  (b) potato crops are grown for their carbohydrate content.      describe how you could safely test the two species of potato to compare their  carbohydrate content.        [total: 11] test for starch           test for reducing sugar                    [8]  ",
+            "8": "8  \u00a9 ucles 2010 0610/61/m/j/10  for  examiner's  use 3 tomato seeds of the same type and maturity were left to germinate in different solutions at  20\u00bac.     in dish a, 20 seeds were left in water.     in dish b, 20 seeds were left in juice from a ripe tomato. the ph of the juice measured    ph 6.    in dish c, 10 seeds were left in a solution which was at ph 6. there was no tomato juice in  this solution.    fig. 3.1 shows the seeds after 5 days. so me of the seeds have germinated and short  radicles have developed.    dish a dish b fig. 3.1dish c     (a) (i)  record the number of seeds that have germinated in each dish in table 3.1.    table 3.1    number of seeds germinating  dish a dish b dish c           [2]    (ii) calculate the percentage increase in the number of seeds that have germinated in      dish c compared with dish b, if the same  number of seeds had been left to  germinate in dish c.       show your working.             % [2]   ",
+            "9": "9  \u00a9 ucles 2010 0610/61/m/j/10  for  examiner's  use  (iii) suggest a reason why a larger percentage of seeds have germinated in dish c  compared with dish b even though both solutions were at ph 6.        [2]     (iv) explain the purpose of dish a in this investigation.      [1]       (b) design an experiment to find out the effect of ph on seed germination.          [total: 13]                        [6]  ",
+            "10": "10   0610/61/m/j/10  blank page",
+            "11": "11   0610/61/m/j/10  blank page",
+            "12": "12      permission to reproduce items where thir d-party owned material protected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holder s, 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.    0610/61/m/j/10  blank page "
+        },
+        "0610_s10_qp_62.pdf": {
+            "1": "    this document consists of 12 printed pages.  ib10 06_0610_62/5rp  \u00a9 ucles 2010  [turn over       *5236487 451* university of cambridge international examinations  international general certificate of secondary education       biology 0610/62     paper 6 alternative to practical  may/june 2010     1 hour    candidates answer on the question paper    no additional materials are required.       read these instructions first    write your centre number, candidate number and name on all the work you hand in.  write in dark blue or black pen.  you may use a medium (hb) pencil for any diagrams or graphs. do not use staples, paper clips, highlighters, glue or correction fluid.  do not  write in any barcodes.    answer all questions.  at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question.    for examiner's use  1   2   3   total  ",
+            "2": "2  \u00a9 ucles 2010 0610/62/m/j/10  for  examiner's  use 1 a herbivore is an animal that gets its energy by eating plants.     a carnivore is an animal that gets its energy by eating other animals.     fig. 1.1 shows the skulls with teeth of a sheep and of a dog.     sheep         dog        fig. 1.1 ",
+            "3": "3  \u00a9 ucles 2010 0610/62/m/j/10 [turn over  for  examiner's  use  (a) (i) describe one similarity, related to nutrition, that you can observe between the  teeth of the two skulls.     [1]      (ii) complete table 1.1 to give two differences, related to nutrition, that you can  observe between the teeth of the two skulls.    table 1.1     sheep dog   difference 1      difference 2           [2]     ",
+            "4": "4  \u00a9 ucles 2010 0610/62/m/j/10  for  examiner's  use  (b) fig. 1.2 shows one 'back' tooth of the sheep and one 'back' tooth of a dog.    sheep dog      fig.1.2     (i) make a large, labelled drawing of the 'back' tooth of the sheep.                             [3] ",
+            "5": "5  \u00a9 ucles 2010 0610/62/m/j/10 [turn over  for  examiner's  use  (ii) look carefully at the 'contact' surfaces of the  tooth of the sheep and the tooth of  the dog.       complete the table 1.2 to give two differences between the \u2018contact\u2019 surfaces of  these teeth.     table 1.2    herbivore - sheep carnivore - dog             [2]    (c) the nutrient content of green leaves and animal flesh are compared in table 1.3.    table 1.3    nutrient content / percentage of fresh mass    carbohydrate  protein  fat  green leaves  5 to 6 1 to 4 trace  animal flesh (meat)  trace 20 5 to10      using the data in table 1.3, suggest why herbivores spend more time eating than  carnivores.       [2]   ",
+            "6": "6  \u00a9 ucles 2010 0610/62/m/j/10  for  examiner's  use  (d) describe how you would safely test samples of green leaves and meat to find out  which has more fat.                   [6]        [total: 16]    ",
+            "7": "7  \u00a9 ucles 2010 0610/62/m/j/10 [turn over  for  examiner's  use 2 a number of leaves were removed from a holly tree ilex aquifolium . fig. 2.1 shows the  upper and the lower surfaces of one leaf.    upper surface lower surface     fig. 2.1     (a) (i)  describe one way in which the appearance of the upper surface differs from that of  the lower surface as shown in fig. 2.1.       [1]     (ii) measure the size of the grid squares.      calculate the area of the lower surface of this leaf.      show your working.                           area    cm 2 [2]   ",
+            "8": "8  \u00a9 ucles 2010 0610/62/m/j/10  for  examiner's  use  (b) some students investigated the variation in the number of spines on the holly leaves.  fig. 2.2 shows the outline of twenty holly leaves that they collected from the same tree.    spines     fig. 2.2     (i) count the number of spines on each leaf and complete the tally chart in table 2.1.    table 2.1    number of spines  tally  total number of leaves   6 or fewer    7    8    9    10    11    12    13    14 or more          [3]   ",
+            "9": "9  \u00a9 ucles 2010 0610/62/m/j/10 [turn over  for  examiner's  use  (ii) plot the data from table 2.1 to show the va riation in the number of spines per leaf .          [4]     (iii) suggest how you might improve this investigation.             [3]        [total: 13] ",
+            "10": "10  \u00a9 ucles 2010 0610/62/m/j/10  for  examiner's  use 3 bacteria can multiply quickly when grown in a nutrient rich medium in a flask.   fig. 3.1 shows how the numbers increase with time.    number of bacteria timex     fig. 3.1     (a) after point x on the curve, the population growth continues at a different rate.     (i) extend the curve to show what might happen to an ageing bacterial  population.  [1]    (ii) suggest a reason for the change you have shown.     [1]      an antibiotic is a chemical substance which is produced by one type of microorganism.   this chemical kills or stops the growth of another microorganism.     the antibiotic penicillin is produced by culturing the fungus penicillium  chrysogenum .   ",
+            "11": "11  \u00a9 ucles 2010 0610/62/m/j/10 [turn over  for  examiner's  use  fig. 3.2 shows part of the fungus as seen with the aid of a microscope.        fig. 3.2     (b) on fig.3.2, label the following structures,     (i) a hypha;     (ii) a spore. [2]      (c) fig. 3.3 shows the cell of a fungus.    nucleus cell wall vacuole     fig. 3.3      compare the cell of a fungus shown in fig. 3.3 with a green plant cell and an animal  cell.    difference from a green plant cell   similarity to a plant cell   difference from an animal cell  [3]     ",
+            "12": "12      permission to reproduce items where thir d-party owned material protected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holder s, 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 t he cambridge assessment group. ca mbridge assessment is the brand  name of university of  cambridge local examinations syndicate (ucles), which is itself a department of the university of cambridge.    0610/62/m/j/10  for  examiner's  use (d) penicillin can be used to treat bacterial infections. it stops the formation of cell walls in  bacteria.     suggest why penicillin can be used to treat bacterial infections in humans.         [2]      (e) seven small paper discs were soaked in solutions of different antibiotics, a to g.      the paper discs were placed on an agar plate which was evenly covered with   growing bacteria. this was left for a short time.      the results are shown in fig. 3.4.    fga b d ec     fig. 3.4     (i) select which antibiotic, a to g, is most effective.   [1]    (ii) give a reason for this choice of antibiotic in (i).     [1]        [total:11]   "
+        },
+        "0610_s10_qp_63.pdf": {
+            "1": "    this document consists of 12 printed pages.  ib10 06_0610_63/rp  \u00a9 ucles 2010  [turn over       *5476082869* university of cambridge international examinations  international general certificate of secondary education       biology 0610/63     paper 6 alternative to practical  may/june 2010     1 hour    candidates answer on the question paper    no additional materials are required.       read these instructions first    write your centre number, candidate number and name on all the work you hand in.  write in dark blue or black pen.  you may use a medium (hb) pencil for any diagrams or graphs. do not use staples, paper clips, highlighters, glue or correction fluid.  do not  write in any barcodes.   answer all questions.  at the end of the examination, fasten all your work securely together.  the number of marks is given in brackets [  ] at the end of each question or part question.    for examiner's use  1   2   3   total  ",
+            "2": "2  \u00a9 ucles 2010 0610/63/m/j/10  for  examiner's  use 1 a herbivore is an animal that gets its energy by eating plants.     a carnivore is an animal that gets its energy by eating other animals.     fig. 1.1 shows the skulls with teeth of a sheep and of a dog.     sheep         dog        fig. 1.1 ",
+            "3": "3  \u00a9 ucles 2010 0610/63/m/j/10 [turn over  for  examiner's  use  (a) (i) describe one similarity, related to nutrition, that you can observe between the  teeth of the two skulls.     [1]      (ii) complete table 1.1 to give two differences, related to nutrition, that you can  observe between the teeth of the two skulls.    table 1.1     sheep dog   difference 1      difference 2           [2]     ",
+            "4": "4  \u00a9 ucles 2010 0610/63/m/j/10  for  examiner's  use  (b) fig. 1.2 shows one 'back' tooth of the sheep and one 'back' tooth of a dog.    sheep dog      fig.1.2     (i) make a large, labelled drawing of the 'back' tooth of the sheep.                            [3] ",
+            "5": "5  \u00a9 ucles 2010 0610/63/m/j/10 [turn over  for  examiner's  use  (ii) look carefully at the 'contact' surfaces of the  tooth of the sheep and the tooth of  the dog.      complete the table 1.2 to give two differences between the \u2018contact\u2019 surfaces of  these teeth.     table 1.2    herbivore - sheep carnivore - dog              [2]    (c) the nutrient content of green leaves and animal flesh are compared in table 1.3.    table 1.3    nutrient content / percentage of fresh mass    carbohydrate  protein  fat  green leaves  5 to 6 1 to 4 trace  animal flesh (meat)  trace 20 5 to10      using the data in table 1.3, suggest why herbivores spend more time eating than  carnivores.       [2]   ",
+            "6": "6  \u00a9 ucles 2010 0610/63/m/j/10  for  examiner's  use  (d) describe how you would safely test samples of green leaves and meat to find out  which has more fat.                   [6]        [total: 16]    ",
+            "7": "7  \u00a9 ucles 2010 0610/63/m/j/10 [turn over  for  examiner's  use 2 a number of leaves were removed from a holly tree ilex aquifolium . fig. 2.1 shows the  upper and the lower surfaces of one leaf.    upper surface lower surface     fig. 2.1     (a) (i)  describe one way in which the appearance of the upper surface differs from that of  the lower surface as shown in fig. 2.1.       [1]     (ii) measure the size of the grid squares.      calculate the area of the lower surface of this leaf.      show your working.                            area    cm 2 [2]   ",
+            "8": "8  \u00a9 ucles 2010 0610/63/m/j/10  for  examiner's  use  (b) some students investigated the variation in the number of spines on the holly leaves.  fig. 2.2 shows the outline of twenty holly leaves that they collected from the same tree.    spines     fig. 2.2     (i) count the number of spines on each leaf and complete the tally chart in table 2.1.    table 2.1    number of spines  tally  total number of leaves   6 or fewer    7    8    9    10    11    12    13    14 or more          [3]   ",
+            "9": "9  \u00a9 ucles 2010 0610/63/m/j/10 [turn over  for  examiner's  use  (ii) plot the data from table 2.1 to show the va riation in the number of spines per leaf .          [4]    (iii) suggest how you might improve this investigation.             [3]        [total: 13] ",
+            "10": "10  \u00a9 ucles 2010 0610/63/m/j/10  for  examiner's  use 3 bacteria can multiply quickly when grown in a nutrient rich medium in a flask.   fig. 3.1 shows how the numbers increase with time.   number of bacteria timex     fig. 3.1     (a) after point x on the curve, the population growth continues at a different rate.    (i) extend the curve to show what might happen to an ageing bacterial  population.  [1]     (ii) suggest a reason for the change you have shown.     [1]      an antibiotic is a chemical substance which is produced by one type of microorganism.  this chemical kills or stops the growth of another microorganism.     the antibiotic penicillin is produced by culturing the fungus penicillium  chrysogenum .   ",
+            "11": "11  \u00a9 ucles 2010 0610/63/m/j/10 [turn over  for  examiner's  use  fig. 3.2 shows part of the fungus as seen with the aid of a microscope.        fig. 3.2     (b) on fig.3.2, label the following structures,     (i) a hypha;    (ii) a spore. [2]      (c) fig. 3.3 shows the cell of a fungus.    nucleus cell wall vacuole     fig. 3.3      compare the cell of a fungus shown in fig. 3.3 with a green plant cell and an animal  cell.    difference from a green plant cell  similarity to a plant cell   difference from an animal cell  [3]     ",
+            "12": "12      permission to reproduce items where thir d-party owned material protected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the p ublisher (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 t he cambridge assessment group. ca mbridge assessment is the brand  name of university of  cambridge local examinations syndicate (ucles), which is itself a department of the university of cambridge.   \u00a9 ucles 2010 0610/63/m/j/10  for  examiner's  use  (d) penicillin can be used to treat bacterial infections. it stops the formation of cell walls in  bacteria.     suggest why penicillin can be used to treat bacterial infections in humans.         [2]      (e) seven small paper discs were soaked in solutions of different antibiotics, a to g.      the paper discs were placed on an agar plate which was evenly covered with    growing bacteria. this was left for a short time.      the results are shown in fig. 3.4.    fga b d ec     fig. 3.4     (i) select which antibiotic, a to g, is most effective.   [1]     (ii) give a reason for this choice of antibiotic in (i).     [1]        [total:11]  "
+        },
+        "0610_w10_qp_11.pdf": {
+            "1": "    this document consists of 17 printed pages and 3 blank pages.  ib10 11_0610_11/5rp  \u00a9 ucles 2010  [turn over       *8747337823* university of cambridge international examinations  international general certificate of secondary education       biology 0610/11     paper 1  multiple choice  october/november 2010     45 minutes    additional materials: multiple choice answer sheet    soft clean eraser    soft pencil (type b or hb is recommended)        read these instructions first    write in soft pencil.  do not use staples, paper clips, highlighters, glue or correction fluid. write your name, centre number and candidate number on the answer sheet in the spaces provided  unless this has been done for you.   there are forty  questions on this paper. answer all questions. for each question there are four possible  answers a, b, c and d.   choose the one you consider correct and record your choice in soft pencil  on the separate answer sheet.   read the instructions on the answer sheet very carefully.    each correct answer will score one mark. a mark will not be deducted for a wrong answer. any rough working should be done in this booklet.         ",
+            "2": "2  \u00a9 ucles 2010 0610/11/o/n/10  1 which characteristic of living organisms can involve ingestion, absorption and assimilation?  a excretion  b growth  c nutrition  d respiration      2 which system is used for naming species?  a binomial  b conservation  c dichotomous  d natural selection     3 the table shows some characteristic features of four vertebrates.    which vertebrate is a mammal?    feature    scales lays eggs feathers wings hair   a \u0013 \u0013 \u0017 \u0017 \u0017 key  b \u0017 \u0013 \u0017 \u0017 \u0017 \u0013= present  c \u0017 \u0013 \u0013 \u0013 \u0017 \u0017= not present  d \u0017 \u0017 \u0017 \u0013 \u0013      4 the diagram shows a student\u2019s drawing of guard cells.    which label line is incorrect ?    a  cell membrane b  cytoplasm c  stoma d  cell wall     ",
+            "3": "3  \u00a9 ucles 2010 0610/11/o/n/10 [turn over  5 the diagram shows a cell from a plant leaf.    21 5 4 3     which parts are not found in animal cells?  a 1 and 2 b 2 and 3 c 3 and 4 d 4 and 5     6 the diagram shows the breathing system and a section of an alveolus surrounded by a capillary.    which label shows a cell?    c d ab     ",
+            "4": "4  \u00a9 ucles 2010 0610/11/o/n/10  7 the diagram shows a structure found in the human body.        this is an example of  a an organ.  b an organism.  c an organ system.  d a tissue.     8 water is a good solvent.    what does this mean?  a it dissolves well in many other substances.   b it flows easily through vessels.   c it is permeable to gases.   d many substances dissolve well in it.     ",
+            "5": "5  \u00a9 ucles 2010 0610/11/o/n/10 [turn over  9 the diagram shows two solutions that are separated by a partially permeable membrane.    partially permeable membrane dilute solution of sucrose xconcentrated solution of sucrose y     in which direction will most water molecules move in relation to their concentration gradient?  a from x to y against their concentration gradient  b from x to y down their concentration gradient  c from y to x against their concentration gradient  d from y  to x down their concentration gradient      10 two enzyme-controlled reactions are shown.    amino acids          proteins  enzyme 1 proteins            amino acidsenzyme 2     from these reactions, what deduction can be made about enzymes?  a enzyme 1 has been changed to enzyme 2.  b enzyme 2 slows down the production of amino acids.  c enzymes can build up large molecules.  d enzymes only break down large molecules.     11 six test-tubes were set up at different temperatures. each contained identical solutions containing  starch and amylase mixtures. the table shows the time taken for the reactions to finish in each test-tube.    temperature  / \u00b0c 15 25 35 45 55 65  time  / seconds 35 22 13 5 35 66    at which temperature does the amylase work best?  a 15  \u00b0c b 35  \u00b0c c 45  \u00b0c d 65  \u00b0c   ",
+            "6": "6  \u00a9 ucles 2010 0610/11/o/n/10  12 what does the digestion of starch produce?  a fatty acids  b glucose  c mineral salts  d water      13 which type of tooth is used for crushing food?    ab c d       14 the diagram shows a type of tooth.    rootcrown     use the key to identify the tooth.  1 double rooted tooth . go to 2  single rooted tooth ... go to 3  2 flattened crown  a  deeply ridged crown  b  3 chisel shaped tooth . c  cone shaped tooth ... d     ",
+            "7": "7  \u00a9 ucles 2010 0610/11/o/n/10 [turn over  15 the table shows vitamin and mineral salt content of four foods.    food vitamin c vitamin d calcium iron  1 low high low low  2 low low low high  3 low low high low  4 high low low low    which foods would stop a person from suffering from anaemia (lack of haemoglobin) and scurvy  (bleeding gums)?     anaemia scurvy  a 1 2  b 1 3  c 2 4  d 3 4     16 which substance is lost from the body by the kidneys, lungs and skin?  a carbon dioxide  b excess ions  c urea  d water     17 how often must a blood cell in the renal artery pass through the heart before it again reaches the  renal artery?  a once  b twice  c three times  d four times     ",
+            "8": "8  \u00a9 ucles 2010 0610/11/o/n/10  18 the diagram shows blood vessel p which carries digested food from the small intestine to the  liver.    small intestineliver blood vesselp     which row describes the level of glucose in blood vessel p  and the level of glycogen in the liver,  shortly after a meal containing carbohydrates?     glucose in blood vessel p glycogen in liver  a high decreasing  b high increasing  c low decreasing  d low increasing      19 what are the effects of smoking on the gas exchange system?     mucus in the airways chance of lung infection  a decreased decreased  b decreased increased  c increased decreased  d increased increased     20 what are the properties of an efficient gas exchange system, assuming it has a good blood  supply?  a large surface and thick walls   b large surface and thin walls   c small surface and thick walls   d small surface and thin walls     ",
+            "9": "9  \u00a9 ucles 2010 0610/11/o/n/10 [turn over  21 yeast, warm water and substance z were put into a test-tube. the apparatus was then set up as  shown. after a while, the lime water began to go cloudy.    lime water yeast, warm water and substance z     what is substance z?  a alcohol  b carbon dioxide  c glucose  d oxygen     22 where do the breakdown of drugs and the storage of urine occur?     breakdown of  drugs storage of urine  a kidney muscles  b liver bladder  c liver kidney  d muscles liver     ",
+            "10": "10  \u00a9 ucles 2010 0610/11/o/n/10  23 the diagram shows some blood vessels near the surface of the skin.    skin surface y xz    if vasoconstriction occurs at x, what happens to the blood flow at y and z?     y z  a decreases decreases  b decreases stays constant  c increases increases  d increases stays constant      24 the diagram shows a neurone carrying an impulse.    direction of impulse      which row describes the type of neurone and the direction of impulse?     type of neurone direction of impulse  a motor towards the spinal cord  b motor away from the spinal cord  c sensory towards the spinal cord  d sensory away from the spinal cord     ",
+            "11": "11  \u00a9 ucles 2010 0610/11/o/n/10 [turn over  25 the diagram shows some bones and muscles in a leg of a human.    x y z     what happens to muscle y and to the leg at joint z, when muscle x contracts?     muscle y  leg at joint z   a contracts bends  b contracts straightens  c relaxes bends  d relaxes straightens      26 the diagram shows some parts of the male reproductive system.    which part is cut during a vasectomy?    a d cb     ",
+            "12": "12  \u00a9 ucles 2010 0610/11/o/n/10  27 the calendar shows the menstrual cycle of a woman in september 2008.    sunday monday tuesday wednesday thursday friday saturday   1 2 3 4 5 6  7 8 9 10 11 12 13  14 15 16 17 18 19 20  21 22 23 24 25 26 27  28 29 30        key    = ovulation  = menstruation      why could fertilisation not take place if sperms are released into the vagina on 8th september?  a sperms are washed out of the female uterus by the menstrual flow.  b sperms can survive in the female reproductive system only for 3 or 4 days.  c sperms must be released after ovulation for fertilisation to take place.  d the uterus lining is washed out of the female body during menstruation.     28 in an experiment to investigate the effects of va rious environmental factors on germination, four  boiling tubes were set up as shown.    in which tube would the seeds germinate most quickly?    a  25  \u00b0cwater moist cotton woolcotton wool  cress seed b  25  \u00b0cdry cotton woolc  25  \u00b0calkaline pyrogallol absorbs o 2moist cotton woold  5 \u00b0cwatermoist cotton wool        ",
+            "13": "13  \u00a9 ucles 2010 0610/11/o/n/10 [turn over  29 the graph shows how the height of a child changes with age.    0123456789101112131415161718200 150100 50 age  / yearsheight  / cm     when is the child\u2019s growth rate fastest?  a 0-1 years  b 3-8 years  c 14-15 years  d 16-17 years     30 in some animals, b is the allele for normal skin (without spots) and b is the allele for spotted skin.    a pair of these animals has 37 offspring, 18 with spots and 19 without.    what are the most likely genotypes of the parents?  a bb \u00d7 bb b bb \u00d7 bb c bb \u00d7 bb d bb \u00d7 bb     31 which type of reproduction and which type of cell division produces nuclei with half the number of  chromosomes?     type of  reproduction type of cell  division  a asexual meiosis  b asexual mitosis  c sexual meiosis  d sexual mitosis     ",
+            "14": "14  \u00a9 ucles 2010 0610/11/o/n/10  32 the diagram shows a family tree and the inheritance of the ability to taste a certain substance.    the allele for the ability to taste this substance is dominant.    david 1st generation 2nd generationjeanne mark mary  represents a male \u2018taster\u2019  represents a female \u2018taster\u2019 represents a male \u2018non-taster\u2019 represents a female \u2018non-taster\u2019 key     which statement about the genotypes of the sisters mary and jeanne is correct?  a mary is heterozygous and jeanne is homozygous.  b mary is homozygous and jeanne is heterozygous.  c they are both heterozygous.  d they are both homozygous.     33 the diagram shows a simple food web.    organism horganism j organism lorganism ksolar energy     what must organism j be?  a a carnivore  b a decomposer  c a herbivore  d a producer    ",
+            "15": "15  \u00a9 ucles 2010 0610/11/o/n/10 [turn over  34 at each stage in a food chain, energy is lost.    what is a result of this?  a all living organisms respire.  b food chains always begin with green plants.  c plants are called producers and animals consumers.  d there are very few food chains with more than five organisms.     35 which part of the carbon cycle involves the releas e of energy from food substances in all living  cells?    carbon compounds  in green plants carbon dioxide in air  carbon compounds  in animals dead plants  and animals fossil fuels c b da     36 the diagram represents the carbon cycle. processes involved in the circulation of carbon are  numbered 1 to 9.    atmosphere plants fossil fuels animalsdecomposers1 2345 67 8 9    which processes are parts of a food web?  a 1, 2 and 3 b 1, 5 and 8 c 2, 4 and 9 d 6, 7 and 8    ",
+            "16": "16  \u00a9 ucles 2010 0610/11/o/n/10  37 the diagram shows part of the water cycle.    s absorptionq rainfall r evaporation lakep transpiration     which processes will be slowed down by an increase in humidity?  a p and q b p and r c q and r d q and s     38 the graph shows the growth of a population in a suitable environment.    tuvw timepopulation size     during which two stages is the population affected by lack of resources as a limiting factor?  a t and u b u and v c v and w d w and t     ",
+            "17": "17  \u00a9 ucles 2010 0610/11/o/n/10  39 what effect does deforestation have on the levels of carbon dioxide, oxygen and water vapour in  the atmosphere?     carbon dioxide oxygen water vapour  a less less more  b less more more  c more less less  d more more less     40 a persistent pesticide is one that does not break down.    what is one disadvantage of a persistent pesticide?  a it becomes more concentrated at each level in the food chain.  b it breaks down within a few months.  c it only destroys one particular pest in the food chain.  d it does not dissolve in water.     ",
+            "18": "18  \u00a9 ucles 2010 0610/11/o/n/10  blank page   ",
+            "19": "19  \u00a9 ucles 2010 0610/11/o/n/10  blank page   ",
+            "20": "20      permission to reproduce items where third-par ty owned material protected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to t race 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.    \u00a9 ucles 2010 0610/11/o/n/10  blank page     "
+        },
+        "0610_w10_qp_12.pdf": {
+            "1": "    this document consists of 18 printed pages and 2 blank pages.  ib10 11_0610_12/fp  \u00a9 ucles 2010  [turn over       *6647532875* university of cambridge international examinations  international general certificate of secondary education       biology 0610/12     paper 1  multiple choice  october/november 2010     45 minutes    additional materials: multiple choice answer sheet    soft clean eraser    soft pencil (type b or hb is recommended)        read these instructions first    write in soft pencil.  do not use staples, paper clips, highlighters, glue or correction fluid. write your name, centre number and candidate number on the answer sheet in the spaces provided  unless this has been done for you.   there are forty  questions on this paper. answer all questions. for each question there are four possible  answers a, b, c and d.   choose the one you consider correct and record your choice in soft pencil  on the separate answer sheet.   read the instructions on the answer sheet very carefully.    each correct answer will score one mark. a mark will not be deducted for a wrong answer. any rough working should be done in this booklet.         ",
+            "2": "2  \u00a9 ucles 2010 0610/12/o/n/10  1 the diagram shows a structure found in the human body.        this is an example of  a an organ.  b an organism.  c an organ system.  d a tissue.     2 the diagram shows a cell from a plant leaf.    21 5 4 3     which parts are not found in animal cells?  a 1 and 2 b 2 and 3 c 3 and 4 d 4 and 5     ",
+            "3": "3  \u00a9 ucles 2010 0610/12/o/n/10 [turn over  3 water is a good solvent.    what does this mean?  a it dissolves well in many other substances.   b it flows easily through vessels.   c it is permeable to gases.   d many substances dissolve well in it.     4 which system is used for naming species?  a binomial  b conservation  c dichotomous  d natural selection    5 the diagram shows the breathing system and a section of an alveolus surrounded by a capillary.    which label shows a cell?    c d ab     ",
+            "4": "4  \u00a9 ucles 2010 0610/12/o/n/10  6 the table shows some characteristic features of four vertebrates.    which vertebrate is a mammal?    feature    scales lays eggs feathers wings hair   a \u0013 \u0013 \u0017 \u0017 \u0017 key  b \u0017 \u0013 \u0017 \u0017 \u0017 \u0013= present  c \u0017 \u0013 \u0013 \u0013 \u0017 \u0017= not present  d \u0017 \u0017 \u0017 \u0013 \u0013      7 which characteristic of living organisms can involve ingestion, absorption and assimilation?  a excretion  b growth  c nutrition  d respiration    8 the diagram shows a student\u2019s drawing of guard cells.    which label line is incorrect ?    a  cell membrane b  cytoplasm c  stoma d  cell wall     9 which substance is lost from the body by the kidneys, lungs and skin?  a carbon dioxide  b excess ions  c urea  d water     ",
+            "5": "5  \u00a9 ucles 2010 0610/12/o/n/10 [turn over  10 the diagram shows a type of tooth.    rootcrown     use the key to identify the tooth.  1 double rooted tooth .  go to 2  single rooted tooth ..  go to 3  2 flattened crown ...  a  deeply ridged crown   b  3 chisel shaped tooth .  c  cone shaped tooth ..  d      11 which type of tooth is used for crushing food?    ab c d      ",
+            "6": "6  \u00a9 ucles 2010 0610/12/o/n/10  12 the table shows vitamin and mineral salt content of four foods.    food vitamin c vitamin d calcium iron  1 low high low low  2 low low low high  3 low low high low  4 high low low low    which foods would stop a person from suffering from anaemia (lack of haemoglobin) and scurvy  (bleeding gums)?     anaemia scurvy  a 1 2  b 1 3  c 2 4  d 3 4     13 two enzyme-controlled reactions are shown.    amino acids          proteins  enzyme 1 proteins            amino acidsenzyme 2     from these reactions, what deduction can be made about enzymes?  a enzyme 1 has been changed to enzyme 2.  b enzyme 2 slows down the production of amino acids.  c enzymes can build up large molecules.  d enzymes only break down large molecules.     ",
+            "7": "7  \u00a9 ucles 2010 0610/12/o/n/10 [turn over  14 the diagram shows two solutions that are separated by a partially permeable membrane.    partially permeable membrane dilute solution of sucrose xconcentrated solution of sucrose y     in which direction will most water molecules move in relation to their concentration gradient?  a from x to y against their concentration gradient  b from x to y down their concentration gradient  c from y to x against their concentration gradient  d from y  to x down their concentration gradient      15 six test-tubes were set up at different temperatures. each contained identical solutions containing  starch and amylase mixtures. the table shows the time taken for the reactions to finish in each test-tube.    temperature  / \u00b0c 15 25 35 45 55 65  time  / seconds 35 22 13 5 35 66    at which temperature does the amylase work best?  a 15  \u00b0c b 35  \u00b0c c 45  \u00b0c d 65  \u00b0c     16 what does the digestion of starch produce?  a fatty acids  b glucose  c mineral salts  d water    ",
+            "8": "8  \u00a9 ucles 2010 0610/12/o/n/10  17 the diagram shows some bones and muscles in a leg of a human.    x y z     what happens to muscle y and to the leg at joint z, when muscle x contracts?     muscle y  leg at joint z   a contracts bends  b contracts straightens  c relaxes bends  d relaxes straightens     ",
+            "9": "9  \u00a9 ucles 2010 0610/12/o/n/10 [turn over  18 the diagram shows some blood vessels near the surface of the skin.    skin surface y xz    if vasoconstriction occurs at x, what happens to the blood flow at y and z?     y z  a decreases decreases  b decreases stays constant  c increases increases  d increases stays constant      19 the diagram shows blood vessel p which carries digested food from the small intestine to the  liver.    small intestineliver blood vesselp     which row describes the level of glucose in blood vessel p  and the level of glycogen in the liver,  shortly after a meal containing carbohydrates?     glucose in blood vessel p glycogen in liver  a high decreasing  b high increasing  c low decreasing  d low increasing     ",
+            "10": "10  \u00a9 ucles 2010 0610/12/o/n/10  20 how often must a blood cell in the renal artery pass through the heart before it again reaches the  renal artery?  a once  b twice  c three times  d four times      21 what are the properties of an efficient gas exchange system, assuming it has a good blood  supply?  a large surface and thick walls   b large surface and thin walls   c small surface and thick walls   d small surface and thin walls     22 what are the effects of smoking on the gas exchange system?     mucus in the airways chance of lung infection  a decreased decreased  b decreased increased  c increased decreased  d increased increased     23 where do the breakdown of drugs and the storage of urine occur?     breakdown of  drugs storage of urine  a kidney muscles  b liver bladder  c liver kidney  d muscles liver     ",
+            "11": "11  \u00a9 ucles 2010 0610/12/o/n/10 [turn over  24 yeast, warm water and substance z were put into a test-tube. the apparatus was then set up as  shown. after a while, the lime water began to go cloudy.    lime water yeast, warm water and substance z     what is substance z?  a alcohol  b carbon dioxide  c glucose  d oxygen     25 the diagram shows a neurone carrying an impulse.    direction of impulse      which row describes the type of neurone and the direction of impulse?     type of neurone direction of impulse  a motor towards the spinal cord  b motor away from the spinal cord  c sensory towards the spinal cord  d sensory away from the spinal cord    26 in some animals, b is the allele for normal skin (without spots) and b is the allele for spotted skin.    a pair of these animals has 37 offspring, 18 with spots and 19 without.    what are the most likely genotypes of the parents?  a bb \u00d7 bb b bb \u00d7 bb c bb \u00d7 bb d bb \u00d7 bb     ",
+            "12": "12  \u00a9 ucles 2010 0610/12/o/n/10  27 the diagram shows a family tree and the inheritance of the ability to taste a certain substance.    the allele for the ability to taste this substance is dominant.    david 1st generation 2nd generationjeanne mark mary  represents a male \u2018taster\u2019  represents a female \u2018taster\u2019 represents a male \u2018non-taster\u2019 represents a female \u2018non-taster\u2019 key     which statement about the genotypes of the sisters mary and jeanne is correct?  a mary is heterozygous and jeanne is homozygous.  b mary is homozygous and jeanne is heterozygous.  c they are both heterozygous.  d they are both homozygous.     ",
+            "13": "13  \u00a9 ucles 2010 0610/12/o/n/10 [turn over  28 the graph shows how the height of a child changes with age.    0123456789101112131415161718200 150100 50 age  / yearsheight  / cm     when is the child\u2019s growth rate fastest?  a 0-1 years  b 3-8 years  c 14-15 years  d 16-17 years     ",
+            "14": "14  \u00a9 ucles 2010 0610/12/o/n/10  29 the calendar shows the menstrual cycle of a woman in september 2008.    sunday monday tuesday wednesday thursday friday saturday   1 2 3 4 5 6  7 8 9 10 11 12 13  14 15 16 17 18 19 20  21 22 23 24 25 26 27  28 29 30        key    = ovulation  = menstruation      why could fertilisation not take place if sperms are released into the vagina on 8th september?  a sperms are washed out of the female uterus by the menstrual flow.  b sperms can survive in the female reproductive system only for 3 or 4 days.  c sperms must be released after ovulation for fertilisation to take place.  d the uterus lining is washed out of the female body during menstruation.     30 the diagram shows some parts of the male reproductive system.    which part is cut during a vasectomy?    a d cb        ",
+            "15": "15  \u00a9 ucles 2010 0610/12/o/n/10 [turn over  31 in an experiment to investigate the effects of various environmental factors on germination, four  boiling tubes were set up as shown.    in which tube would the seeds germinate most quickly?    a  25  \u00b0cwater moist cotton woolcotton wool  cress seed b  25  \u00b0cdry cotton woolc  25  \u00b0calkaline pyrogallol absorbs o 2moist cotton woold  5 \u00b0cwatermoist cotton wool      32 which type of reproduction and which type of cell division produces nuclei with half the number of  chromosomes?     type of  reproduction type of cell  division  a asexual meiosis  b asexual mitosis  c sexual meiosis  d sexual mitosis      33 what effect does deforestation have on the leve ls of carbon dioxide, oxygen and water vapour in  the atmosphere?     carbon dioxide oxygen water vapour  a less less more  b less more more  c more less less  d more more less    ",
+            "16": "16  \u00a9 ucles 2010 0610/12/o/n/10  34 the diagram shows part of the water cycle.    s absorptionq rainfall r evaporation lakep transpiration     which processes will be slowed down by an increase in humidity?  a p and q b p and r c q and r d q and s     35 the diagram shows a simple food web.    organism horganism j organism lorganism ksolar energy     what must organism j be?  a a carnivore  b a decomposer  c a herbivore  d a producer    ",
+            "17": "17  \u00a9 ucles 2010 0610/12/o/n/10 [turn over  36 which part of the carbon cycle involves the release of energy from food substances in all living  cells?    carbon compounds  in green plants carbon dioxide in air  carbon compounds  in animals dead plants  and animals fossil fuels c b da       37 a persistent pesticide is one that does not break down.    what is one disadvantage of a persistent pesticide?  a it becomes more concentrated at each level in the food chain.  b it breaks down within a few months.  c it only destroys one particular pest in the food chain.  d it does not dissolve in water.     38 the diagram represents the carbon cycle. processes involved in the circulation of carbon are  numbered 1 to 9.    atmosphere plants fossil fuels animalsdecomposers1 2345 67 8 9    which processes are parts of a food web?  a 1, 2 and 3 b 1, 5 and 8 c 2, 4 and 9 d 6, 7 and 8    ",
+            "18": "18  \u00a9 ucles 2010 0610/12/o/n/10  39 the graph shows the growth of a population in a suitable environment.    tuvw timepopulation size     during which two stages is the population affected by lack of resources as a limiting factor?  a t and u b u and v c v and w d w and t     40 at each stage in a food chain, energy is lost.    what is a result of this?  a all living organisms respire.  b food chains always begin with green plants.  c plants are called producers and animals consumers.  d there are very few food chains with more than five organisms.     ",
+            "19": "19  \u00a9 ucles 2010 0610/12/o/n/10  blank page      ",
+            "20": "20      permission to reproduce items where third-par ty owned material protected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to t race 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 t he 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.    \u00a9 ucles 2010 0610/12/o/n/10  blank page      "
+        },
+        "0610_w10_qp_13.pdf": {
+            "1": "    this document consists of 18 printed pages and 2 blank pages.  ib10 11_0610_13/rp  \u00a9 ucles 2010  [turn over       *7177193 824* university of cambridge international examinations  international general certificate of secondary education       biology 0610/13     paper 1  multiple choice  october/november 2010     45 minutes    additional materials: multiple choice answer sheet    soft clean eraser    soft pencil (type b or hb is recommended)        read these instructions first    write in soft pencil.  do not use staples, paper clips, highlighters, glue or correction fluid. write your name, centre number and candidate number on the answer sheet in the spaces provided  unless this has been done for you.   there are forty  questions on this paper. answer all questions. for each question there are four possible  answers a, b, c and d.   choose the one you consider correct and record your choice in soft pencil  on the separate answer sheet.   read the instructions on the answer sheet very carefully.    each correct answer will score one mark. a mark will not be deducted for a wrong answer. any rough working should be done in this booklet.         ",
+            "2": "2  \u00a9 ucles 2010 0610/13/o/n/10  1 the diagram shows a cell from a plant leaf.    21 5 4 3     which parts are not found in animal cells?  a 1 and 2 b 2 and 3 c 3 and 4 d 4 and 5     2 the diagram shows a student\u2019s drawing of guard cells.    which label line is incorrect ?    a  cell membrane b  cytoplasm c  stoma d  cell wall    3 water is a good solvent.    what does this mean?  a it dissolves well in many other substances.   b it flows easily through vessels.   c it is permeable to gases.   d many substances dissolve well in it.     ",
+            "3": "3  \u00a9 ucles 2010 0610/13/o/n/10 [turn over  4 the diagram shows a structure found in the human body.        this is an example of  a an organ.  b an organism.  c an organ system.  d a tissue.     5 which characteristic of living organisms can involve ingestion, absorption and assimilation?  a excretion  b growth  c nutrition  d respiration    6 the table shows some characteristic features of four vertebrates.    which vertebrate is a mammal?    feature    scales lays eggs feathers wings hair   a \u0013 \u0013 \u0017 \u0017 \u0017 key  b \u0017 \u0013 \u0017 \u0017 \u0017 \u0013= present  c \u0017 \u0013 \u0013 \u0013 \u0017 \u0017= not present  d \u0017 \u0017 \u0017 \u0013 \u0013     ",
+            "4": "4  \u00a9 ucles 2010 0610/13/o/n/10  7 the diagram shows the breathing system and a section of an alveolus surrounded by a capillary.    which label shows a cell?    c d ab       8 which system is used for naming species?  a binomial  b conservation  c dichotomous  d natural selection     9 the table shows vitamin and mineral salt content of four foods.    food vitamin c vitamin d calcium iron  1 low high low low  2 low low low high  3 low low high low  4 high low low low    which foods would stop a person from suffering from anaemia (lack of haemoglobin) and scurvy  (bleeding gums)?     anaemia scurvy  a 1 2  b 1 3  c 2 4  d 3 4 ",
+            "5": "5  \u00a9 ucles 2010 0610/13/o/n/10 [turn over  10 what does the digestion of starch produce?  a fatty acids  b glucose  c mineral salts  d water      11 the diagram shows a type of tooth.    rootcrown     use the key to identify the tooth.  1 double rooted tooth . go to 2  single rooted tooth ... go to 3  2 flattened crown  a  deeply ridged crown  b  3 chisel shaped tooth . c  cone shaped tooth ... d     12 which substance is lost from the body by the kidneys, lungs and skin?  a carbon dioxide  b excess ions  c urea  d water    ",
+            "6": "6  \u00a9 ucles 2010 0610/13/o/n/10  13 the diagram shows two solutions that are separated by a partially permeable membrane.    partially permeable membrane dilute solution of sucrose xconcentrated solution of sucrose y     in which direction will most water molecules move in relation to their concentration gradient?  a from x to y against their concentration gradient  b from x to y down their concentration gradient  c from y to x against their concentration gradient  d from y  to x down their concentration gradient      14 six test-tubes were set up at different temperatures. each contained identical solutions containing  starch and amylase mixtures. the table shows the time taken for the reactions to finish in each test-tube.    temperature  / \u00b0c 15 25 35 45 55 65  time  / seconds 35 22 13 5 35 66    at which temperature does the amylase work best?  a 15  \u00b0c b 35  \u00b0c c 45  \u00b0c d 65  \u00b0c     15 which type of tooth is used for crushing food?    ab c d      ",
+            "7": "7  \u00a9 ucles 2010 0610/13/o/n/10 [turn over  16 two enzyme-controlled reactions are shown.    amino acids          proteins  enzyme 1 proteins            amino acidsenzyme 2     from these reactions, what deduction can be made about enzymes?  a enzyme 1 has been changed to enzyme 2.  b enzyme 2 slows down the production of amino acids.  c enzymes can build up large molecules.  d enzymes only break down large molecules.     17 yeast, warm water and substance z were put into a test-tube. the apparatus was then set up as  shown. after a while, the lime water began to go cloudy.    lime water yeast, warm water and substance z     what is substance z?  a alcohol  b carbon dioxide  c glucose  d oxygen      18 what are the effects of smoking on the gas exchange system?     mucus in the airways chance of lung infection  a decreased decreased  b decreased increased  c increased decreased  d increased increased     ",
+            "8": "8  \u00a9 ucles 2010 0610/13/o/n/10  19 where do the breakdown of drugs and the storage of urine occur?     breakdown of  drugs storage of urine  a kidney muscles  b liver bladder  c liver kidney  d muscles liver     20 the diagram shows some blood vessels near the surface of the skin.    skin surface y xz    if vasoconstriction occurs at x, what happens to the blood flow at y and z?     y z  a decreases decreases  b decreases stays constant  c increases increases  d increases stays constant    ",
+            "9": "9  \u00a9 ucles 2010 0610/13/o/n/10 [turn over  21 the diagram shows blood vessel p which carries digested food from the small intestine to the  liver.    small intestineliver blood vesselp     which row describes the level of glucose in blood vessel p  and the level of glycogen in the liver,  shortly after a meal containing carbohydrates?     glucose in blood vessel p glycogen in liver  a high decreasing  b high increasing  c low decreasing  d low increasing      22 how often must a blood cell in the renal artery pass through the heart before it again reaches the  renal artery?  a once  b twice  c three times  d four times     ",
+            "10": "10  \u00a9 ucles 2010 0610/13/o/n/10  23 the diagram shows some bones and muscles in a leg of a human.    x y z     what happens to muscle y and to the leg at joint z, when muscle x contracts?     muscle y  leg at joint z   a contracts bends  b contracts straightens  c relaxes bends  d relaxes straightens      24 what are the properties of an efficient gas exchange system, assuming it has a good blood  supply?  a large surface and thick walls   b large surface and thin walls   c small surface and thick walls   d small surface and thin walls     ",
+            "11": "11  \u00a9 ucles 2010 0610/13/o/n/10 [turn over  25 the diagram shows a neurone carrying an impulse.    direction of impulse      which row describes the type of neurone and the direction of impulse?     type of neurone direction of impulse  a motor towards the spinal cord  b motor away from the spinal cord  c sensory towards the spinal cord  d sensory away from the spinal cord      26 the diagram shows a family tree and the inheritance of the ability to taste a certain substance.    the allele for the ability to taste this substance is dominant.    david 1st generation 2nd generationjeanne mark mary  represents a male \u2018taster\u2019  represents a female \u2018taster\u2019 represents a male \u2018non-taster\u2019 represents a female \u2018non-taster\u2019 key     which statement about the genotypes of the sisters mary and jeanne is correct?  a mary is heterozygous and jeanne is homozygous.  b mary is homozygous and jeanne is heterozygous.  c they are both heterozygous.  d they are both homozygous.     ",
+            "12": "12  \u00a9 ucles 2010 0610/13/o/n/10  27 in an experiment to investigate the effects of various environmental factors on germination, four  boiling tubes were set up as shown.    in which tube would the seeds germinate most quickly?    a  25  \u00b0cwater moist cotton woolcotton wool  cress seed b  25  \u00b0cdry cotton woolc  25  \u00b0calkaline pyrogallol absorbs o 2moist cotton woold  5 \u00b0cwatermoist cotton wool      28 which type of reproduction and which type of cell division produces nuclei with half the number of  chromosomes?     type of  reproduction type of cell  division  a asexual meiosis  b asexual mitosis  c sexual meiosis  d sexual mitosis     ",
+            "13": "13  \u00a9 ucles 2010 0610/13/o/n/10 [turn over  29 the calendar shows the menstrual cycle of a woman in september 2008.    sunday monday tuesday wednesday thursday friday saturday   1 2 3 4 5 6  7 8 9 10 11 12 13  14 15 16 17 18 19 20  21 22 23 24 25 26 27  28 29 30        key    = ovulation  = menstruation      why could fertilisation not take place if sperms are released into the vagina on 8th september?  a sperms are washed out of the female uterus by the menstrual flow.  b sperms can survive in the female reproductive system only for 3 or 4 days.  c sperms must be released after ovulation for fertilisation to take place.  d the uterus lining is washed out of the female body during menstruation.        ",
+            "14": "14  \u00a9 ucles 2010 0610/13/o/n/10  30 the graph shows how the height of a child changes with age.    0123456789101112131415161718200 150100 50 age  / yearsheight  / cm     when is the child\u2019s growth rate fastest?  a 0-1 years  b 3-8 years  c 14-15 years  d 16-17 years     31 the diagram shows some parts of the male reproductive system.    which part is cut during a vasectomy?    a d cb     ",
+            "15": "15  \u00a9 ucles 2010 0610/13/o/n/10 [turn over  32 in some animals, b is the allele for normal skin (without spots) and b is the allele for spotted skin.    a pair of these animals has 37 offspring, 18 with spots and 19 without.    what are the most likely genotypes of the parents?  a bb \u00d7 bb b bb \u00d7 bb c bb \u00d7 bb d bb \u00d7 bb      33 a persistent pesticide is one that does not break down.    what is one disadvantage of a persistent pesticide?  a it becomes more concentrated at each level in the food chain.  b it breaks down within a few months.  c it only destroys one particular pest in the food chain.  d it does not dissolve in water.     34 the graph shows the growth of a population in a suitable environment.    tuvw timepopulation size     during which two stages is the population affected by lack of resources as a limiting factor?  a t and u b u and v c v and w d w and t      35 at each stage in a food chain, energy is lost.    what is a result of this?  a all living organisms respire.  b food chains always begin with green plants.  c plants are called producers and animals consumers.  d there are very few food chains with more than five organisms.     ",
+            "16": "16  \u00a9 ucles 2010 0610/13/o/n/10  36 the diagram shows a simple food web.    organism horganism j organism lorganism ksolar energy     what must organism j be?  a a carnivore  b a decomposer  c a herbivore  d a producer      37 what effect does deforestation have on the leve ls of carbon dioxide, oxygen and water vapour in  the atmosphere?     carbon dioxide oxygen water vapour  a less less more  b less more more  c more less less  d more more less    ",
+            "17": "17  \u00a9 ucles 2010 0610/13/o/n/10 [turn over  38 the diagram shows part of the water cycle.    s absorptionq rainfall r evaporation lakep transpiration     which processes will be slowed down by an increase in humidity?  a p and q b p and r c q and r d q and s     39 the diagram represents the carbon cycle. processes involved in the circulation of carbon are  numbered 1 to 9.    atmosphere plants fossil fuels animalsdecomposers1 2345 67 8 9    which processes are parts of a food web?  a 1, 2 and 3 b 1, 5 and 8 c 2, 4 and 9 d 6, 7 and 8     ",
+            "18": "18  \u00a9 ucles 2010 0610/13/o/n/10  40 which part of the carbon cycle involves the releas e of energy from food substances in all living  cells?    carbon compounds  in green plants carbon dioxide in air  carbon compounds  in animals dead plants  and animals fossil fuels c b da      ",
+            "19": "19  \u00a9 ucles 2010 0610/13/o/n/10  blank page   ",
+            "20": "20      permission to reproduce items where thir d-party owned material protected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holder s, 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.    \u00a9 ucles 2010 0610/13/o/n/10  blank page      "
+        },
+        "0610_w10_qp_21.pdf": {
+            "1": "    this document consists of 14 printed pages and 2 blank pages.  ib10 11_0610_21/4rp  \u00a9 ucles 2010  [turn over       *7086325838* for examiner's use  1   2   3   4   5   6   7   8   9   total  i  university of cambridge international examinations  international general certificate of secondary education       biology 0610/21     paper 2 core  october/november 2010     1 hour 15 minutes    candidates answer on the question paper.    no additional materials are required.       read these instructions first    write your centre number, candidate number and name on all the work you hand in.  write in dark blue or black pen.  you may use a pencil for any diagrams or graphs. do not use staples, paper clips, highlighters, glue or correction fluid.  do not  write in any barcodes.   answer all questions.  at the end of the examination, fasten all your work securely together.  the number of marks is given in brackets [ ] at the end of each question or part  question.   ",
+            "2": "2  \u00a9 ucles 2010 0610/21/o/n/10  for  examiner's  use 1 (a)  fig. 1.1 shows a mammal.        fig. 1.1      describe two external features that occur in mammals but do not occur in other  vertebrates.  1.     2.    [2]       (b) fig. 1.2 shows an arthropod.        fig. 1.2     describe two external features that occur in all arthropods.  1.    2.    [2]        [total: 4]     ",
+            "3": "3  \u00a9 ucles 2010 0610/21/o/n/10 [turn over  for  examiner's  use 2 fig. 2.1 shows a population growth graph for a herbivorous insect that has just entered a  new habitat.    abc dnumber of insects time    fig. 2.1    (a) (i)  which of the four phases, labelled a, b, c and d, represents the stationary phase  and which the lag phase?  stationary phase     lag phase   [2]      (ii) during which phases will some of this insect population die?  phases  [2]       (b) (i)  state two factors that could affect the rate of population growth during phase c.  factor 1   factor 2  [2]      (ii) suggest how these two factors might change. explain how each change would  affect the rate of population growth.  factor 1      factor 2      [4]        [total: 10]    ",
+            "4": "4  \u00a9 ucles 2010 0610/21/o/n/10  for  examiner's  use 3 fig. 3.1 shows a section through the heart.  semilunar valve tricuspid valve abc d   fig. 3.1     (a) (i)  name the chamber of the heart labelled d.   [1]      (ii) state which of the chambers, a to d, contain deoxygenated blood.   [1]      (b) the pulmonary blood vessels carry blood into and away from the heart.      complete table 3.1 to give three differences between the pulmonary artery and the  pulmonary vein.   table 3.1   pulmonary artery pulmonary vein  1    2    3        [3]   ",
+            "5": "5  \u00a9 ucles 2010 0610/21/o/n/10 [turn over  for  examiner's  use  (c) (i)  state the function of the valves within the heart.   [1]      (ii) suggest what causes the tricuspid valve to open.     [2]      (iii) suggest why it is important that when the semilunar valves are open, the tricuspid  and bicuspid valves are closed.       [2]        [total: 10] ",
+            "6": "6  \u00a9 ucles 2010 0610/21/o/n/10  for  examiner's  use 4 fig. 4.1 shows a section through a leaf.                 fig. 4.1     (a) on fig. 4.1, label a stoma, the cuticle and a vascular bundle.     use label lines and the words \u2018stoma\u2019, \u2018cuticle\u2019 and \u2018vascular bundle\u2019 on fig. 4.1. [3]      (b) (i)  the upper layers of a leaf are transparent. suggest an advantage to a plant of this  feature.     [1]      (ii) the cuticle is made of a waxy material. suggest an advantage to a plant of this  feature.     [1]      (iii) state two functions of vascular bundles in leaves.  1.    2.    [2]     ",
+            "7": "7  \u00a9 ucles 2010 0610/21/o/n/10 [turn over  for  examiner's  use  (c) most photosynthesis in plants happens in leaves.     (i) name the two raw materials needed for photosynthesis.  1.  2.  [2]      (ii) photosynthesis produces glucose.        describe how plants make use of this glucose.             [3]         [total: 12]  ",
+            "8": "8  \u00a9 ucles 2010 0610/21/o/n/10  for  examiner's  use 5 (a) (i)  in the box, state the word equation for aerobic respiration.              [2]      (ii) complete table 5.1 to show three differences between aerobic respiration and  anaerobic respiration in humans.  table 5.1   aerobic respiration  in humans anaerobic respiration  in humans  1     \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026    \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026.      \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026    \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026.     2   \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026    \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026.      \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026    \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026.     3   \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026    \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026.      \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026    \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026.         [3]        ",
+            "9": "9  \u00a9 ucles 2010 0610/21/o/n/10 [turn over  for  examiner's  use  (b) yeast is used in making some types of bread and in brewing.     (i) explain the role of yeast in bread making.          [3]      (ii) explain the role of yeast in brewing.        [2]        [total: 10]   ",
+            "10": "10  \u00a9 ucles 2010 0610/21/o/n/10  for  examiner's  use 6 complete the sentences by writing the most appropriate word in each space.    use only words from the box.   allele diploid dominant gene  genotype haploid heterozygous homozygous  meiosis mitosis phenotype recessive    wing length in the fruit fly, drosophila , is controlled by a single     that has two forms, one for long and one for short wings. the sperm and ova of fruit flies  are produced by the process of  .  when fertilisation occurs the   gametes fuse to form a  zygote.    when two long-winged fruit flies were crossed with each other some of the offspring were   short-winged. the  of the rest of the offspring was long-winged.  the short-winged form is  to the long-winged form and each of  the parents must have been  . [6]        [total: 6]   ",
+            "11": "11  \u00a9 ucles 2010 0610/21/o/n/10 [turn over  for  examiner's  use 7 suggest and explain three ways in which human activities can bring about air pollution. in  each case, name the pollutant.    1.        2.         3.        [6]        [total: 6]   ",
+            "12": "12  \u00a9 ucles 2010 0610/21/o/n/10  for  examiner's  use 8 fig. 8.1 shows a section through a pea flower.     ab c d e     fig. 8.1     (a) name the parts labelled a and b.  a   b  [2]      (b) this flower is insect-pollinated.     (i) define the term pollination .       [2]      (ii) suggest how parts c, d and e work together to bring about insect-pollination in  this flower.        [3]     ",
+            "13": "13  \u00a9 ucles 2010 0610/21/o/n/10 [turn over  for  examiner's  use  (c) suggest how a wind-pollinated flower would be different from the flower shown in     fig. 8.1.            [4]       (d) after both pollination and fertilisation have happened, a flower produces seeds.        these seeds can germinate and grow into new plants.      for germination to happen a number of environmental factors must be present,  including oxygen, a suitable temperature and water.     explain why each of these three factors is essential for successful germination.   oxygen      suitable temperature      water     [3]        [total: 14]   ",
+            "14": "14  \u00a9 ucles 2010 0610/21/o/n/10  for  examiner's  use 9 (a)  the kidney is an excretory organ.     name two other excretory organs in humans and in each case state a substance that  the organ excretes.  1. organ     substance excreted    2. organ    substance excreted  [4]       (b) table 9.1 shows the amounts of some substances in the blood in the renal artery and  in the renal vein of a healthy  person.    table 9.1    substance amount in blood in renal  artery  (arbitrary units) amount in blood in renal  vein  (arbitrary units)  oxygen 100.0    35.0  glucose   10.0     9.7  sodium salts   32.0   29.0  urea     3.0     0.5  water 180.0 178.0     suggest what happens in the kidney to b ring about the differences in the composition  of the blood shown in table 9.1.             [4]        [total: 8]   ",
+            "15": "15   0610/21/o/n/10  blank page",
+            "16": "16      permission to reproduce items where thir d-party owned material protected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holder s, 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 t he cambridge assessment group. ca mbridge assessment is the brand  name of university of  cambridge local examinations syndicate (ucles), which is itself a department of the university of cambridge.    0610/21/o/n/10  blank page "
+        },
+        "0610_w10_qp_22.pdf": {
+            "1": "    this document consists of 16 printed pages.  ib10 11_0610_22/5rp  \u00a9 ucles 2010  [turn over       *1386149925* for examiner's use  1   2   3   4   5   6   7   8   9   total   university of cambridge international examinations  international general certificate of secondary education       biology 0610/22     paper 2 core  october/november 2010     1 hour 15 minutes    candidates answer on the question paper.    no additional materials are required.       read these instructions first    write your centre number, candidate number and name on all the work you hand in.  write in dark blue or black pen.  you may use a pencil for any diagrams or graphs. do not use staples, paper clips, highlighters, glue or correction fluid.  do not  write in any barcodes.   answer all questions.  at the end of the examination, fasten all your work securely together.  the number of marks is given in brackets [ ] at the end of each question or part  question.   ",
+            "2": "2  \u00a9 ucles 2010 0610/22/o/n/10  for  examiner's  use 1 fig. 1.1 shows part of the human digestive system.    duodenum     fig. 1.1    (a) on fig. 1.1, label the gall bladder, the oesophagus and the pancreas.      use label lines and the words \u2018gall bladder\u2019 \u2018oesophagus\u2019 and \u2018pancreas\u2019 on fig. 1.1. [3]    (b) enzymes are needed to digest the food we eat.      (i) define the term enzyme .       [2]   ",
+            "3": "3  \u00a9 ucles 2010 0610/22/o/n/10 [turn over  for  examiner's  use   (ii) fig. 1.2 shows the activity of three digestive enzymes in solutions of different ph.    2468 1 0 1 2 phrate of digestion of proteinenzyme xenzyme yenzyme z   fig. 1.2       suggest and explain which one of the three enzymes is most likely to be active in  the stomach.       [2]      (iii) amylase is a digestive enzyme found in the duodenum.        name the food component that amylase digests and name the end product of this  digestion.  food component   end product  [2]     (c) a liquid, produced by the liver, does not contain any digestive enzymes. name this  liquid and explain how it helps in digestion in the duodenum.          [3]        [total: 12]   ",
+            "4": "4  \u00a9 ucles 2010 0610/22/o/n/10  for  examiner's  use 2 (a)  fig. 2.1 shows a bird.        fig. 2.1     describe two external features that occur in birds but do not occur in other vertebrates.  1.     2.    [2]       (b) fig. 2.2 shows an insect.        fig. 2.2     describe two external features that occur in insects but do not occur in other  arthropods.  1.    2.    [2]        [total: 4]    ",
+            "5": "5  \u00a9 ucles 2010 0610/22/o/n/10 [turn over  for  examiner's  use 3 fig.3.1 shows a section through the eye.        fig. 3.1     (a) on fig.3.1, label the ciliary muscle, the iris and the optic nerve.     use label lines and the words \u2018ciliary muscle\u2019, \u2018iris\u2019 and \u2018optic nerve\u2019 on fig. 3.1. [3]   (b)  describe the function of the retina in the eye.       [2]       (c) explain how and why the size of the pupil changes when a person goes out of a dark  room into very bright sunlight.            [4]        [total: 9]   ",
+            "6": "6  \u00a9 ucles 2010 0610/22/o/n/10  for  examiner's  use 4 suggest and explain how humans can cause three undesirable effects on ocean  ecosystems.  1.        2.         3.        [6]        [total: 6]     ",
+            "7": "7  \u00a9 ucles 2010 0610/22/o/n/10 [turn over                                 question 5 starts on the next page     ",
+            "8": "8  \u00a9 ucles 2010 0610/22/o/n/10  for  examiner's  use 5 fig. 5.1 shows the mean heights of female humans between birth and 25 years of age.    200 180160140120100 80604020 0 0 5 10 15 20 25 age (years)height (cm)females height     fig. 5.1    ",
+            "9": "9  \u00a9 ucles 2010 0610/22/o/n/10 [turn over  for  examiner's  use  table 5.1 gives the mean heights of males over the same period of their lives.  table 5.1    age of males / years mean height  / cm  0 50  2 84  5 104  10 126  15 140  20 174  25 178     (a) (i)  plot the data for the males on fig. 5.1.     plot your points and draw your line on fig. 5.1. [2]      (ii) between which ages is the growth rate in males fastest?   [1]      (iii) at which two ages, after the age of 2 years, are males and females the same  height?   [2]      (iv) at what age is the average height of females 144 cm?   [1]       (b) (i)  name the hormone that controls most of the changes that occur in females at  puberty.   [1]      (ii) describe some of the changes, apart from increases in height or mass, that occur  in females during puberty.          [3]        [total: 10]  ",
+            "10": "10  \u00a9 ucles 2010 0610/22/o/n/10  for  examiner's  use 6 fig. 6.1 represents the carbon cycle.    carbon dioxide in air carbon compounds in plantscarbon compounds in fossil fuelscarbon compounds in dead organismscarbon compounds in animalsab cd e f     fig. 6.1     (a) (i)  name the process labelled a on fig. 6.1.   [1]      (ii) name a group of organisms that are responsible for the process labelled d on      fig. 6.1.   [1]      (iii) which two letters identify respiration on fig. 6.1?   [2]      (iv) which letter identifies photosynthesis on fig. 6.1?   [1]      (b)  in the box, state the word equation for photosynthesis.                [2]      ",
+            "11": "11  \u00a9 ucles 2010 0610/22/o/n/10 [turn over  for  examiner's  use  (c) suggest reasons why the mean percentage of carbon dioxide in the atmosphere has  increased during the last 100 years.          [3]        [total: 10]   ",
+            "12": "12  \u00a9 ucles 2010 0610/22/o/n/10  for  examiner's  use 7 the volume of blood pumped out of the heart per minute is known as the cardiac output.    the cardiac output depends on the heart rate and the volume of blood pumped during each  heartbeat, which is known as the stroke volume.    cardiac output  =  heart rate  \u00d7  stroke volume     table 7.1 gives data for a person at rest and after exercise.  table 7.1   heart rate  / beats per minute stroke volume  / dm 3 cardiac output  / dm3 per minute  person at rest 75 0.07 \u2026\u2026\u2026\u2026.  person after  exercise 191 0.11 21.01     (a) (i)  calculate the cardiac output for the person at rest and record the result in      table 7.1.            write your answer in the space in table 7.1. [1]      (ii) calculate by how many times the cardiac output increases when the person  exercises to the level shown in table 7.1.  show your working.           answer  [2]        (iii) suggest why the body needs a greater cardiac output during exercise.            [4]   ",
+            "13": "13  \u00a9 ucles 2010 0610/22/o/n/10 [turn over  for  examiner's  use  (b) (i)  name the chamber of the heart that pumps blood to the lungs.   [1]      (ii)  state which component of the blood carries oxygen.   [1]      (iii) describe three  features of the lungs that make gaseous exchange an efficient  process.          [3]        [total: 12]     ",
+            "14": "14  \u00a9 ucles 2010 0610/22/o/n/10  for  examiner's  use 8 polydactyly is a condition in which people have more than ten fingers or ten toes.    fig. 8.1 shows the inheritance of polydactyly in three generations of a family.   grandparents parents children12 34 56key female with normal number of fingers and toes female with polydactyly male with polydactylymale with normal number of fingers and toes     fig. 8.1     polydactyly is controlled by a single gene that has both dominant and recessive alleles.   (a) explain what is meant by each of the terms      (i) allele     [1]      (ii)  recessive.      [1]       (b) the allele causing polydactyly is dominant.      which evidence, from fig. 8.1, shows that the allele causing polydactyly is dominant?   explain your answer.       [2]     ",
+            "15": "15  \u00a9 ucles 2010 0610/22/o/n/10 [turn over  for  examiner's  use  (c) using the symbols f and f for the dominant and recessive alleles,      (i) state the genotype of grandparent 2    [1]      (ii) state the possible genotypes of child 6.   [2]      (d) state which two members of the family must be heterozygous for polydactyly.   [2]      (e) scientists have stated that polydactyly first appeared because of a mutation.      define the term mutation .    [1]        [total: 10] ",
+            "16": "16      permission to reproduce items where thir d-party owned material protected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holder s, 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 t he cambridge assessment group. ca mbridge assessment is the brand  name of university of  cambridge local examinations syndicate (ucles), which is itself a department of the university of cambridge.   \u00a9 ucles 2010 0610/22/o/n/10  for  examiner's  use 9 fig. 9.1 is a transverse section of part of a young dicotyledonous plant.        fig. 9.1     (a) state the part of the plant from which this section has been cut.   [1]      (b) on fig. 9.1, label the phloem tissue and the xylem tissue.    use label lines and the words \u2018xylem\u2019 and \u2018phloem\u2019 on fig. 9.1. [2]     (c) describe the functions of the phloem and xylem.  phloem      [2]  xylem      [2]        [total: 7]   "
+        },
+        "0610_w10_qp_23.pdf": {
+            "1": "    this document consists of 16 printed pages.  ib10 11_0610_23/fp  \u00a9 ucles 2010  [turn over       *4888138992* for examiner's use  1   2   3   4   5   6   7   8   9   total   university of cambridge international examinations  international general certificate of secondary education       biology 0610/23     paper 2 core  october/november 2010     1 hour 15 minutes    candidates answer on the question paper.    no additional materials are required.       read these instructions first    write your centre number, candidate number and name on all the work you hand in.  write in dark blue or black pen.  you may use a pencil for any diagrams or graphs. do not use staples, paper clips, highlighters, glue or correction fluid.  do not  write in any barcodes.    answer all questions.  at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [ ] at the end of each question or part  question.   ",
+            "2": "2  \u00a9 ucles 2010 0610/23/o/n/10  for  examiner's  use 1 fig. 1.1 shows part of the human digestive system.    duodenum     fig. 1.1     (a) on fig. 1.1, label the gall bladder, the oesophagus and the pancreas.     use label lines and the words \u2018gall bladder\u2019 \u2018oesophagus\u2019 and \u2018pancreas\u2019 on fig. 1.1. [3]    (b) enzymes are needed to digest the food we eat.      (i) define the term enzyme .       [2]   ",
+            "3": "3  \u00a9 ucles 2010 0610/23/o/n/10 [turn over  for  examiner's  use   (ii) fig. 1.2 shows the activity of three digestive enzymes in solutions of different ph.    2468 1 0 1 2 phrate of digestion of proteinenzyme xenzyme yenzyme z   fig. 1.2       suggest and explain which one of the three enzymes is most likely to be active in  the stomach.       [2]      (iii) amylase is a digestive enzyme found in the duodenum.        name the food component that amylase digests and name the end product of this  digestion.  food component   end product  [2]    (c) a liquid, produced by the liver, does not contain any digestive enzymes. name this  liquid and explain how it helps in digestion in the duodenum.           [3]        [total: 12]   ",
+            "4": "4  \u00a9 ucles 2010 0610/23/o/n/10  for  examiner's  use 2 (a)  fig. 2.1 shows a bird.        fig. 2.1      describe two external features that occur in birds but do not occur in other vertebrates.  1.     2.    [2]       (b) fig. 2.2 shows an insect.        fig. 2.2     describe two external features that occur in insects but do not occur in other  arthropods.  1.     2.    [2]        [total: 4]    ",
+            "5": "5  \u00a9 ucles 2010 0610/23/o/n/10 [turn over  for  examiner's  use 3 fig.3.1 shows a section through the eye.        fig. 3.1     (a) on fig.3.1, label the ciliary muscle, the iris and the optic nerve.      use label lines and the words \u2018ciliary muscle\u2019, \u2018iris\u2019 and \u2018optic nerve\u2019 on fig. 3.1. [3]   (b)  describe the function of the retina in the eye.       [2]       (c) explain how and why the size of the pupil changes when a person goes out of a dark  room into very bright sunlight.             [4]        [total: 9]   ",
+            "6": "6  \u00a9 ucles 2010 0610/23/o/n/10  for  examiner's  use 4 suggest and explain how humans can cause three undesirable effects on ocean  ecosystems.  1.         2.         3.        [6]        [total: 6]     ",
+            "7": "7   0610/23/o/n/10 [turn over                                 question 5 starts on the next page    ",
+            "8": "8  \u00a9 ucles 2010 0610/23/o/n/10  for  examiner's  use 5 fig. 5.1 shows the mean heights of female humans between birth and 25 years of age.    200 180160140120100 80604020 0 0 5 10 15 20 25 age (years)height (cm)females height     fig. 5.1     ",
+            "9": "9  \u00a9 ucles 2010 0610/23/o/n/10 [turn over  for  examiner's  use  table 5.1 gives the mean heights of males over the same period of their lives.  table 5.1    age of males / years mean height  / cm  0 50  2 84  5 104  10 126  15 140  20 174  25 178     (a) (i)  plot the data for the males on fig. 5.1.     plot your points and draw your line on fig. 5.1. [2]     (ii) between which ages is the growth rate in males fastest?   [1]      (iii) at which two ages, after the age of 2 years, are males and females the same  height?   [2]     (iv) at what age is the average height of females 144 cm?   [1]       (b) (i)  name the hormone that controls most of the changes that occur in females at  puberty.   [1]      (ii) describe some of the changes, apart from increases in height or mass, that occur  in females during puberty.           [3]        [total: 10]  ",
+            "10": "10  \u00a9 ucles 2010 0610/23/o/n/10  for  examiner's  use 6 fig. 6.1 represents the carbon cycle.    carbon dioxide in air carbon compounds in plantscarbon compounds in fossil fuelscarbon compounds in dead organismscarbon compounds in animalsab cd e f     fig. 6.1     (a) (i)  name the process labelled a on fig. 6.1.   [1]      (ii) name a group of organisms that are responsible for the process labelled d on      fig. 6.1.   [1]     (iii) which two letters identify respiration on fig. 6.1?   [2]      (iv) which letter identifies photosynthesis on fig. 6.1?   [1]      (b)  in the box, state the word equation for photosynthesis.               [2]      ",
+            "11": "11  \u00a9 ucles 2010 0610/23/o/n/10 [turn over  for  examiner's  use  (c) suggest reasons why the mean percentage of carbon dioxide in the atmosphere has  increased during the last 100 years.           [3]        [total: 10]   ",
+            "12": "12  \u00a9 ucles 2010 0610/23/o/n/10  for  examiner's  use 7 the volume of blood pumped out of the heart per minute is known as the cardiac output.     the cardiac output depends on the heart rate and the volume of blood pumped during each  heartbeat, which is known as the stroke volume.    cardiac output  =  heart rate  \u00d7  stroke volume    table 7.1 gives data for a person at rest and after exercise.  table 7.1   heart rate  / beats per minute stroke volume  / dm 3 cardiac output  / dm3 per minute  person at rest 75 0.07 \u2026\u2026\u2026\u2026.  person after exercise 191 0.11 21.01    (a) (i)  calculate the cardiac output for the person at rest and record the result in      table 7.1.            write your answer in the space in table 7.1. [1]       (ii) calculate by how many times the cardiac output increases when the person  exercises to the level shown in table 7.1.  show your working.           answer  [2]        (iii) suggest why the body needs a greater cardiac output during exercise.             [4]   ",
+            "13": "13  \u00a9 ucles 2010 0610/23/o/n/10 [turn over  for  examiner's  use  (b) (i)  name the chamber of the heart that pumps blood to the lungs.   [1]      (ii)  state which component of the blood carries oxygen.   [1]     (iii) describe three  features of the lungs that make gaseous exchange an efficient  process.           [3]        [total: 12]     ",
+            "14": "14  \u00a9 ucles 2010 0610/23/o/n/10  for  examiner's  use 8 polydactyly is a condition in which people have more than ten fingers or ten toes.     fig. 8.1 shows the inheritance of polydactyly in three generations of a family.   grandparents parents children12 34 56key female with normal number of fingers and toes female with polydactyly male with polydactylymale with normal number of fingers and toes     fig. 8.1     polydactyly is controlled by a single gene that has both dominant and recessive alleles.   (a) explain what is meant by each of the terms      (i) allele      [1]      (ii)  recessive.      [1]       (b) the allele causing polydactyly is dominant.       which evidence, from fig. 8.1, shows that the allele causing polydactyly is dominant?   explain your answer.       [2]     ",
+            "15": "15  \u00a9 ucles 2010 0610/23/o/n/10 [turn over  for  examiner's  use  (c) using the symbols f and f for the dominant and recessive alleles,       (i) state the genotype of grandparent 2    [1]      (ii) state the possible genotypes of child 6.   [2]      (d) state which two members of the family must be heterozygous for polydactyly.   [2]     (e) scientists have stated that polydactyly first appeared because of a mutation.      define the term mutation .     [1]        [total: 10] ",
+            "16": "16      permission to reproduce items where thir d-party owned material protected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holder s, 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 t he cambridge assessment group. ca mbridge assessment is the brand  name of university of  cambridge local examinations syndicate (ucles), which is itself a department of the university of cambridge.    \u00a9 ucles 2010 0610/23/o/n/10  for  examiner's  use 9 fig. 9.1 is a transverse section of part of a young dicotyledonous plant.        fig. 9.1     (a) state the part of the plant from which this section has been cut.   [1]      (b) on fig. 9.1, label the phloem tissue and the xylem tissue.    use label lines and the words \u2018xylem\u2019 and \u2018phloem\u2019 on fig. 9.1. [2]    (c) describe the functions of the phloem and xylem.  phloem      [2]  xylem      [2]        [total: 7]       "
+        },
+        "0610_w10_qp_31.pdf": {
+            "1": "    this document consists of 18 printed pages and 2 blank pages.  ib10 11_0610_31/5rp  \u00a9 ucles 2010  [turn over       *8103202447* for examiner's use  1   2   3   4   5   6   7   total     university of cambridge international examinations  international general certificate of secondary education       biology 0610/31     paper 3 extended  october/november 2010     1 hour 15 minutes    candidates answer on the question paper.    no additional materials are required.         read these instructions first    write your centre number, candidate number and name on all the work you hand in.  write in dark blue or black pen.  you may use a pencil for any diagrams or graphs. do not use staples, paper clips, highlighters, glue or correction fluid. do not  write in any barcodes.    answer all questions.   at the end of the examination, fasten all your work securely together.  the number of marks is given in brackets [  ] at the end of each question or part  question.   ",
+            "2": "2  \u00a9 ucles 2010 0610/31/o/n/10  for  examiner's  use 1 fig. 1.1 shows a vertical section through a flower of soybean, glycine max , following    self-pollination. fig. 1.2 shows part of the section at a higher magnification.    stigma a         fig. 1.1       a b c       fig. 1.2       (a) (i)  name the parts labelled a to c shown in figs. 1.1 and 1.2.  a   b   c  [3]     ",
+            "3": "3  \u00a9 ucles 2010 0610/31/o/n/10 [turn over  for  examiner's  use   (ii) describe what happens to the structures shown in figs. 1.1 and 1.2 to bring about      fertilisation. you may refer to the structures labelled a to c by their letters if you      wish.             [3]      (iii) explain the advantages and disadvantages of self-pollination for flowering plants,      such as soybean.  advantages        disadvantages          [4]       (b) soybean is a dicotyledonous plant.      (i)   name the genus to which the soybean belongs.   [1]      (ii) state two features which are only found in dicotyledonous plants.  1.  2.  [2]    [total: 13] ",
+            "4": "4  \u00a9 ucles 2010 0610/31/o/n/10  for  examiner's  use 2 the human menstrual cycle is controlled by four hormones. fig. 2.1 is a diagram that   shows the site of production and the target organs of these hormones.    pituitary gland z uterushormone x hormone ylh progesteronedays 1 to 14 of the menstrual cycle days 15 to 28 of the menstrual cycle secreted at day 12-13     fig. 2.1     (a) (i) name hormones x and y.   x   y  [2]      (ii)  name organ z.   [1]   ",
+            "5": "5  \u00a9 ucles 2010 0610/31/o/n/10 [turn over  for  examiner's  use  (b) describe the roles of progesterone during the menstrual cycle and during pregnancy.              [3]       (c) many medical experts agree that breast-feeding of babies is better than bottle-feeding     using formula milk.    state two advantages and one disadvantage of breast-feeding.  advantage 1      advantage 2      disadvantage     [3]        [total: 9]     ",
+            "6": "6  \u00a9 ucles 2010 0610/31/o/n/10  for  examiner's  use 3 (a) define the term aerobic respiration.        [2]      during exercise the movement of the ribcage enables air to enter the lungs.     (b) describe how the ribcage is moved during inspiration (breathing in) and explain how     this causes air to enter the lungs.                 [4]      (c)   explain how the ribcage returns to its resting position during expiration (breathing out).         [2]      ",
+            "7": "7  \u00a9 ucles 2010 0610/31/o/n/10 [turn over  for  examiner's  use  some students carried out an investigation on a 16-year old athlete. table 3.1 shows the   results of their investigation on the athlete\u2019s breathing at rest and immediately after 20  minutes of running.    ventilation rate is the volume of air taken into the lungs per minute.    table 3.1     at rest immediately after 20  minutes of running  rate of breathing    / breaths per minute 12 20  average volume of air  taken in with each breath   / dm3 0.5 3.5  ventilation rate  / dm 3 per minute 6.0   \u2026\u2026\u2026\u2026.      (d) (i)  calculate the ventilation rate of the athlete immediately after 20 minutes of running.       write your answer in table 3.1. [1]      (ii) explain why the athlete has a high ventilation rate after the exercise has  finished .                     [5]        [total: 14] ",
+            "8": "8  \u00a9 ucles 2010 0610/31/o/n/10  for  examiner's  use 4 the lymphatic system consists of:    \u007f thin-walled lymph vessels that drain tissue fluid from many organs of the body    \u007f lymph nodes that contain the cells of the immune system   the fluid in the lymph vessels is moved in a way similar to the movement of blood in veins.    fig. 4.1 shows part of the lymphatic system.    vena cava ileum from legsfrom head direction of flow of lymph     fig. 4.1     (a)   suggest how lymph is moved in the lymph vessels.          [2]     ",
+            "9": "9  \u00a9 ucles 2010 0610/31/o/n/10 [turn over  for  examiner's  use   (b) after a meal rich in fatty foods, the lymph leaving the ileum is full of fat droplets.      explain why there are fat droplets in the lymph leaving the ileum.           [2]        ",
+            "10": "10  \u00a9 ucles 2010 0610/31/o/n/10  for  examiner's  use  lymph flows through lymph nodes. fig. 4.2 shows the action of white blood cells in a   lymph node when bacteria are present.   p p pbacteria q cell rnot to scale     fig. 4.2    (c) (i) name the type of nuclear division shown at p in fig. 4.2.   [1]      (ii) name the molecules labelled q in fig. 4.2.   [1]        (iii)  describe how bacteria are destroyed by cell r.                  [3]     ",
+            "11": "11   0610/31/o/n/10  blank page                          question 4 continues on page 12",
+            "12": "12  \u00a9 ucles 2010 0610/31/o/n/10  for  examiner's  use  antibiotics are used to treat bacterial infections. an investigation was carried out into the   effect of prescribing antibiotics on antibiotic resistance in 20 countries. fig. 4.3 shows the  results of this investigation. each point represents the result for a country.    0 1 2  percentage of population taking antibiotics 3 4 60  50 40 30 20  10  0 percentage  of bacterial infections that are antibiotic resistant      fig. 4.3     (d)  describe the results shown in fig. 4.3. credit will be given for using figures from     fig. 4.3 to support your answer .                 [3]   ",
+            "13": "13  \u00a9 ucles 2010 0610/31/o/n/10 [turn over  for  examiner's  use  (e)   many different antibiotics are used.     suggest why some antibiotics are used less frequently than others.                  [3]        [total: 15]   ",
+            "14": "14  \u00a9 ucles 2010 0610/31/o/n/10  for  examiner's  use 5 marine conservationists are concerned that fish stocks in the sea are decreasing. drastic   measures will have to be taken to stop the extinction of many fish species.   fig. 5.1 shows a marine food web. tuna are large carnivorous fish that are an important  human food. dolphins may be caught in fishermen\u2019s nets and die.    photosynthetic algae growing on reefsherbivorous fish zooplankton photosynthetic planktonsmall carnivorous fishsquidtuna dolphins5 4321trophic level fishing boat     fig. 5.1    (a) state the names given to trophic levels 1 and 3.  1   3  [2]       ",
+            "15": "15  \u00a9 ucles 2010 0610/31/o/n/10 [turn over  for  examiner's  use  (b) explain why it is more energy efficient for humans to eat herbivorous fish rather than  tuna.                     [3]      (c) explain why it is necessary to conserve animals, such as tuna and dolphins, which are     at trophic level 4.                 [4]       (d) many seas are polluted by non-biodegradable plastics.     suggest the likely effects of this pollutant on the marine environment.         [2]        [total: 11]",
+            "16": "16  \u00a9 ucles 2010 0610/31/o/n/10  for  examiner's  use 6 daphnia is a small arthropod animal found in freshwater. the population of daphnia  in a  lake in oregon (in the northern temperate region) was sampled at regular intervals between march and november in 2006 and 2007. during 2006 there were very few daphnia in any  of the samples. at the end of that year fish were removed from the lake.     \u007f the population of daphnia in march, april and may 2007 was 1 animal per m 3 of water  sampled.     \u007f the population then increased exponentially to 100 000 per m3 at the beginning of july.     \u007f by the end of august the populati on had decreased to 10 000 per m3 and the population  remained at this number until the end of november.     (a)    sketch a line on fig. 6.1 to show the population of daphnia  from march to the end of     november 2007. [3]      mar nov oct sept aug july 2007june may apr100 000 10 000 1000 100 10 1 0numbers of daphniaper m 3        fig. 6.1   ",
+            "17": "17  \u00a9 ucles 2010 0610/31/o/n/10 [turn over  for  examiner's  use  (b) suggest why there were very few daphnia  present in the lake in 2006.        [2]      (c) explain the changes in the population of daphnia  in 2007.                      [4]        [total: 9] ",
+            "18": "18  \u00a9 ucles 2010 0610/31/o/n/10  for  examiner's  use 7 seeds of the mung bean, phaseolus aureus , were germinated and grown in a dish for a few   days in the dark. the dish was then placed as shown in fig. 7.1 a.     fig. 7.1 b shows the seedlings after a further two days in the dark.    ab   fig. 7.1     (a)  name the response shown by the roots in fig. 7.1.   [1]      (b) suggest why the seedlings were kept in the dark during this investigation.      [1]      (c) explain why it is important for their early growth that the roots and shoots of seedlings  respond in the way shown in fig. 7.1 b.             [2]      ",
+            "19": "19  \u00a9 ucles 2010 0610/31/o/n/10  for  examiner's  use  (d) the response shown by the shoots in fig. 7.1 b is coordinated by auxins.     explain how auxins bring about this growth response in shoots.              [3]      (e)  weed seedlings are sprayed with synthetic auxins to kill them.      suggest how these weedkillers spread throughout the plant.          [2]     [total: 9]  ",
+            "20": "20    copyright acknowledgements:    figure 4.3    figure 5.1  \u00a9  adapted from:  world health organisation antibiotic graphs;  http://apps.who.int/medicinedocs/en/d/js7920e/1.html http://apps.who.int/medicinedocs/ed/d/js7920e/ http://apps.who.int/medicinedocs/collect/medicinedocs/pdf/s7920e/s7920e.pdf   \u00a9  adapted from:  http://cordis.europa.eu/inco/fp5/icons/pauly1. gif;  daniel pauly;  fishing down marine food webs as an integr ative concept;   (university of british columbia, canada);  acp-eu fisheries research report;  number 5;  page 8.   permission to reproduce items where third -party owned material protected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to t race 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.     0610/31/o/n//10  blank page "
+        },
+        "0610_w10_qp_32.pdf": {
+            "1": "    this document consists of 19 printed pages and 1 blank page.  ib10 11_0610_32/5rp  \u00a9 ucles 2010  [turn over       *9095627811* for examiner's use  1   2   3   4   5   6   total   university of cambridge international examinations  international general certificate of secondary education       biology 0610/32     paper 3 extended  october/november 2010     1 hour 15 minutes    candidates answer on the question paper.    no additional materials are required.         read these instructions first    write your centre number, candidate number and name on all the work you hand in.  write in dark blue or black pen.  you may use a pencil for any diagrams or graphs. do not use staples, paper clips, highlighters, glue or correction fluid. do not  write in any barcodes.    answer all questions.   at the end of the examination, fasten all your work securely together.  the number of marks is given in brackets [  ] at the end of each question or part  question.   ",
+            "2": "2  \u00a9 ucles 2010 0610/32/o/n/10  for  examiner's  use 1  fig. 1.1 a shows a buttercup, ranunculus cymbalaria . fig. 1.1 b shows details of a flower of  the same plant.        ab       fig. 1.1     (a) explain, using only features visible in fig. 1.1 , why ranunculus cymbalaria  is  classified as a dicotyledonous plant rather than as a monocotyledonous plant.          [2]       ",
+            "3": "3  \u00a9 ucles 2010 0610/32/o/n/10 [turn over  for  examiner's  use  fig. 1.2 shows a transverse section through a buttercup root at the end of the cold winter  (w) and at the end of the warm, moist summer ( s). at the end of the winter, the cells  contain very few starch grains. at the end of the summer, most of the root cells contain many starch grains.    ws     fig. 1.2     (b) suggest why there are few starch grains in the cells of w compared with a large  number of starch grains in the cells of s.              [3]       (c) describe how enzymes in root cells synthesise starch.            [3]   ",
+            "4": "4  \u00a9 ucles 2010 0610/32/o/n/10  for  examiner's  use  (d) as temperature is increased, for example from 10  oc to 30  oc, enzyme activity  increases.     explain how increasing temperature affects enzyme activity.         [2]      [total: 10] ",
+            "5": "5   0610/32/o/n/10 [turn over          blank page  ",
+            "6": "6  \u00a9 ucles 2010 0610/32/o/n/10  for  examiner's  use 2 (a) define the term excretion .           [3]     fig. 2.1 shows a dialysis machine for treating people who have kidney failure. the dialysate   (dialysis fluid) is a solution of glucose and salts.   blood out blood in dialysate  out blood  vessels  dialysate  in dialysis membrane      fig. 2.1     (b) explain how, when the patient is receiving dialysis treatment     (i)  the loss of plasma proteins and red blood cells is prevented,     [1]  ",
+            "7": "7  \u00a9 ucles 2010 0610/32/o/n/10 [turn over  for  examiner's  use   (ii) the normal glucose concentration of the blood is maintained.         [2]     ",
+            "8": "8  \u00a9 ucles 2010 0610/32/o/n/10  for  examiner's  use (c) a person with kidney failure received regular dialysis treatment for 17 days.      fig. 2.2 shows how the concentration of ur ea in the blood changed over the 17 days.       123456789 1 0 1 1 1 2 1 3 1 4 1 5 1 6 1 7250 200150100 50 0concentration of urea in theblood  / mg per dm3 time  / days     fig. 2.2      (i)  state how many times the person received dialysis treatment.   [1]      (ii) calculate the decrease in the concentration of urea in the blood from the beginning     of dialysis until the end of the treatment.     [1]   ",
+            "9": "9  \u00a9 ucles 2010 0610/32/o/n/10 [turn over  for  examiner's  use   (iii) describe the changes that occur in the urea concentration in the blood over the      period shown in fig. 2.2. you will gain credit for using the data in fig. 2.2 in your     answer.             [3]      (iv) explain the changes in urea concentration in the blood as shown in fig. 2.2.                 [4]    [total: 15] ",
+            "10": "10  \u00a9 ucles 2010 0610/32/o/n/10  for  examiner's  use 3 (a) in the space below write a balanced chemical equation for anaerobic respiration in     muscles.                                  \u2026\u2026.\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026.\u2026\u2026\u2026.. /barb2right \u2026\u2026\u2026\u2026\u2026\u2026\u2026..\u2026..\u2026\u2026\u2026\u2026.. [2]    some students investigated the breathing of a 16-year old male athlete. fig. 3.1 shows the  pattern of his breathing for 60 seconds when resting. fig. 3.2 shows the pattern of his  breathing while he took some exercise for 60 seconds.    2 1 0 0 1 02 03 0 time  / s40 50 60volume of air  / dm3     fig. 3.1    2 1 0 01 0 2 0 3 0 time  / s40 50 60volume of air  / dm3   fig. 3.2 ",
+            "11": "11  \u00a9 ucles 2010 0610/32/o/n/10 [turn over  for  examiner's  use   table 3.1 shows a summary of the results obtained by the students.    table 3.1     breathing at rest breathing during exercise volume of air breathed in  with each breath / dm3 0.5   \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026  rate of breathing / number of breaths per minute 11   \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026  volume of air breathed in per minute / dm 3 5.5   \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026    (b)  using information from fig. 3.2, complete table 3.1.        write your answers in table 3.1. [3]     (c) explain the effect of exercise on the student\u2019s breathing.                     [5]    ",
+            "12": "12  \u00a9 ucles 2010 0610/32/o/n/10  for  examiner's  use  (d) during strenuous exercise, the hormone adrenaline causes changes in the pulse rate  and in the concentration of glucose in the blood.     explain the importance of these changes during strenuous exercise.   pulse rate           concentration of glucose in the blood            [5]   [total: 15] ",
+            "13": "13  \u00a9 ucles 2010 0610/32/o/n/10 [turn over  for  examiner's  use 4 the human immunodeficiency virus (hiv) infects white blood cells. the virus is reproduced   inside these white blood cells.   (a)  describe what may happen to viruses that leave infected white blood cells.         [2]     (b)  describe the possible long-term effects of hiv on the immune system.             [3]      (c) people with hiv may be treated with a variety of drugs.     (i) define the term drug.       [1]     (ii) explain why antibiotics cannot be used to control hiv.             [2]       [total: 8] ",
+            "14": "14  \u00a9 ucles 2010 0610/32/o/n/10  for  examiner's  use 5 in many parts of the world, raw sewage drains into rivers. raw sewage contains organic   matter which acts as food for bacteria. the breakdown of organic matter by bacteria has an  effect on the oxygen concentration and species of invertebrate animals in rivers.    fig. 5.1 shows the changes in oxygen concentration along a river.      a sampling stations bc d e f g distance downstreamsewage enters river 100 755025 0concentration of dissolvedoxygen  / % of maximumsaturation fig. 5.1      table 5.1 shows the invertebrate animals at seven sampling stations, a to g, along the   river.    invertebrate animal present abc d e f g stonefly nymph freshwater shrimpcaddis fly larvamayfly nymphmidge larvarat-tailed maggotwater lousewandering snailtubifex worm/check /check/check/check/check /check/check/check /check/check/check /check/check /check /check/check /check/check /check /check /check /check/check/check /check/check/check /check /check/check/check /check/check/check/check /check /check/checkinvertebrate animalssampling stationskeytable 5.1    ",
+            "15": "15  \u00a9 ucles 2010 0610/32/o/n/10 [turn over  for  examiner's  use  (a) (i) describe the changes that occur to the oxygen concentration in the river as shown   in fig. 5.1. you will gain credit for using the data in fig. 5.1 in your answer.                    [4]     (ii) name the invertebrate animal that is only found in water with the highest oxygen      concentration.   [1]      (iii) name the two invertebrate animals that tolerate the lowest oxygen concentrations.     [1]     (iv) suggest and explain the changes in the number of different species of invertebrate  animals along the river, as shown in table 5.1.             [3]    ",
+            "16": "16  \u00a9 ucles 2010 0610/32/o/n/10  for  examiner's  use  sewage treatment works receive raw sewage.     this sewage contains food molecules, such as cellulose, starch, protein and fat.   (b)  explain how bacteria breakdown these nutrient molecules.                     [4]     the concentration of nitrate ions is often very high in the water leaving a sewage treatment    works.     in some places, the water passes through a series of reed beds as shown in fig. 5.2.     the water leaving the reed beds and entering the river contains very low concentrations of   nitrate ions.   water from  sewage works  river reeds gravel   fig. 5.2   ",
+            "17": "17  \u00a9 ucles 2010 0610/32/o/n/10 [turn over  for  examiner's  use  (c) explain two ways in which the concentration of nitrate ions may be reduced as the  water flows through the reed beds.             [3]     (d) some bacteria that live in reed beds release methane. other sources of methane are  cattle and flooded rice fields.     explain the environmental consequences of an increase in the methane concentration  in the atmosphere.             [3]   [total: 19] ",
+            "18": "18  \u00a9 ucles 2010 0610/32/o/n/10  for  examiner's  use 6 (a) define the term self-pollination .         [2]      snapdragon plants have flowers with three colours: red, pink and white.   some students investigated the inheritance of flower colour in snapdragons.    in cross 1  they cross-pollinated plants that were homozygous for red flowers with plants  that were homozygous for white flowers. they collected and planted the seeds from     cross 1. all of the resulting plants had pink flowers.    in cross 2  they self-pollinated all the pink-flowered plants and found that in the next  generation there were red-flowered plants, white-flowered plants and pink-flowered plants.      (b) complete the genetic diagrams to show how flower colour is inherited in snapdragon  plants.      use the symbol i r for the allele for red flowers and iw for the allele for white flowers.    cross 1 parental phenotypes parental genotypes gametes offspring genotypes offspring phenotypesred flowers ... ...\u00d7 \u00d7 ... pink flowerswhite flowers ... ...  ",
+            "19": "19  \u00a9 ucles 2010 0610/32/o/n/10 [turn over  for  examiner's  use cross 2 parental phenotypes parental genotypes gametespink flowers ...\u00d7 \u00d7pink flowers ... ...           ... ...           ...        offspring   genotypes \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026.   ratio of offspring  phenotypes \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026 [4]      (c) another student cross-pollinated pink-flowered plants with white-flowered plants.      complete the genetic diagram to show the results that the student would expect.    phenotypes genotypes gametespink flowers ...\u00d7 \u00d7white flowers ... ...           ... ...                     offspring   genotypes \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026.    ratio of offspring  phenotypes \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026 [3]  ",
+            "20": "20      permission to reproduce items where thir d-party owned material protected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holder s, 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 t he cambridge assessment group. ca mbridge assessment is the brand  name of university of  cambridge local examinations syndicate (ucles), which is itself a department of the university of cambridge.    0610/32/o/n/10  for  examiner's  use  (d)  explain the advantages of sexual reproduction to a species of flowering plant, such as     the snapdragon.               [4]    [total: 13]                 "
+        },
+        "0610_w10_qp_33.pdf": {
+            "1": "    this document consists of 19 printed pages and 1 blank page.  ib10 11_0610_33/3rp  \u00a9 ucles 2010  [turn over       *5890124480* for examiner's use  1   2   3   4   5   6   total   university of cambridge international examinations  international general certificate of secondary education       biology 0610/33     paper 3 extended  october/november 2010     1 hour 15 minutes    candidates answer on the question paper.    no additional materials are required.         read these instructions first    write your centre number, candidate number and name on all the work you hand in.  write in dark blue or black pen.  you may use a pencil for any diagrams or graphs. do not use staples, paper clips, highlighters, glue or correction fluid. do not  write in any barcodes.   answer all questions.   at the end of the examination, fasten all your work securely together.  the number of marks is given in brackets [  ] at the end of each question or part  question.   ",
+            "2": "2  \u00a9 ucles 2010 0610/33/o/n/10  for  examiner's  use 1 (a) fig. 1.1 shows seven species of fish that live on reefs in the caribbean.    ab cd ef g drawings not to scale     fig. 1.1 ",
+            "3": "3  \u00a9 ucles 2010 0610/33/o/n/10 [turn over  for  examiner's  use   use the key to identify each species. write the letter of each species ( a to g) in the  correct box beside the key. one has been done for you.    key          [4] 1 (a) body shape is long and narrow, at least  10 times as long as its depth go to 2      (b) body shape is not long and narrow, less  than 10 times long as its depth go to 3   2 (a) fins are pointed aulostomus maculatus  f     (b) fins are smooth gymnothorax moringa    3 (a) both eyes are on top of the head go to 4      (b) eyes are on either side of the head go to 5   4 (a) tail fin is long and thin dasyatis americana       (b) tail fin is short bothus ocellatus    5 (a) fish has one or several dark spots go to 6      (b) fish has no dark spots epinephelus striatus    6 (a) fish has two fins on its back pseudupeneus maculatus      (b) fish has more than two fins on its back chaetodon capistratus   ",
+            "4": "4  \u00a9 ucles 2010 0610/33/o/n/10  for  examiner's  use the wavelengths of light that penetrate water influence the features of fish. blue light does  not penetrate far into water; red light penetrates much further.   many different species of cichlid fish live in lake victoria in africa. some species live in shallow water and others live in deeper water.     table 1.2 summarises some of the features of males and females of these species.     table 1.2    habitat body colour of males retina in eyes of females  shallow water blue detects blue light  deep water red detects red light    body colour and colour vision are both inherited features. females select the males that they mate with and prefer bright coloured males. male and female eyes of the same species of cichlid fish are similar.    (b) (i)  the ancestors of red and blue cichlid fish were brown.      state how the different body colours of the males first happened.     [1]     (ii)  suggest the advantages of different cich lid fish being able to detect blue and red  light.           [2]    ",
+            "5": "5  \u00a9 ucles 2010 0610/33/o/n/10 [turn over  for  examiner's  use  (c) lake victoria receives considerable pollution from the surrounding area which makes  the water cloudier and reduces the penetration of blue light.     suggest and explain the likely long-term effects of the cloudy water on the red and blue  cichlid fish.               [4]   [total: 11]   ",
+            "6": "6  \u00a9 ucles 2010 0610/33/o/n/10  for  examiner's  use 2 fig. 2.1 shows a diagram of human skin in hot weather.     a b capillaries arteriole c d     fig. 2.1     (a) name structures a to d.  a   b   c   d  [4]    ",
+            "7": "7  \u00a9 ucles 2010 0610/33/o/n/10 [turn over  for  examiner's  use  (b) describe how the structures ( a to d) in the skin help to maintain a constant body  temperature. you may refer to the structures by their letters.                 [4]      (c) (i) blood flow through the skin changes in response to changes in the air  temperature.      state and explain what happens to blood flow through the skin when the  temperature of the surrounding air becomes very cold.                  (ii) explain how the changes you have described in (c)(i)  reduce heat loss.             [5]   ",
+            "8": "8  \u00a9 ucles 2010 0610/33/o/n/10  for  examiner's  use  (d) the control of body temperature is an example of negative feedback .      describe how negative feedback is involved in the control of body temperature.           [3]    [total: 16]   ",
+            "9": "9  \u00a9 ucles 2010 0610/33/o/n/10 [turn over  for  examiner's  use 3 enzymes are biological catalysts. fig. 3.1 shows how the enzyme, sucrase, breaks down a   molecule of sucrose.    sucrose sucrase h2o glucose fructose       fig. 3.1     (a)  describe how sucrase catalyses the breakdown of sucrose. you should refer to fig. 3.1  in your answer.               [3]  ",
+            "10": "10  \u00a9 ucles 2010 0610/33/o/n/10  for  examiner's  use  (b) three enzymes, p, q and r, were extracted from different regions of the alimentary  canal of a mammal. the effect of ph on the activity of the enzymes was investigated at  40 oc. the results are shown in fig. 3.2.    0123456 ph789 1 0 1 1 1 2100 75 5025 0rate of enzymeactivity  / arbitraryunitspq r     fig. 3.2      (i) explain why the investigation was carried out at 40 oc.        [2]     (ii) using information in fig. 3.2, describe the effects of increasing ph on the rate of   activity of enzyme q.             [3]  ",
+            "11": "11  \u00a9 ucles 2010 0610/33/o/n/10 [turn over  for  examiner's  use   (iii) enzymes increase the rate of breakdown of different types of food substances in      digestion.        name enzymes p, q and r.  p  q   r  [3]      (c) some baby foods are manufactured by pre-digesting foodstuffs containing  carbohydrates, fats and proteins with enzymes.      describe the roles of different types of enzymes in preparing these baby foods.                 [4]     [total: 15] ",
+            "12": "12  \u00a9 ucles 2010 0610/33/o/n/10  for  examiner's  use 4 the growth of the human population of br azil between the years 1500 and 2005 is shown in   fig. 4.1.    1500 1550 1600 1650 1700 1750 1800 1850 1900 1950 2000 2050200 180160140120100 80604020 0 yearpopulation  / millions     fig. 4.1       (a)  compare  the growth curve shown in fig. 4.1 with a sigmoid growth curve.             [3]    ",
+            "13": "13  \u00a9 ucles 2010 0610/33/o/n/10 [turn over  for  examiner's  use  table 4.1 shows information on deforestation in four south american countries that have  extensive tropical rainforests. (1 hectare = 10 000 m2.)    table 4.1      area of forest / millions of  hectares  country  1990 2005 deforestation -  area of forest  lost as  percentage of  forested area in  1990  brazil 520.0 478.0   bolivia   63.0   59.0 6.4  colombia   61.7   61.0 1.1  peru   70.4   69.0 2.0      (b) (i) calculate the percentage loss of forest in brazil between 1990 and 2005.      show your working.              answer  % [2]    (ii) state two reasons why forests are cut down.   1.    2.   [2]   ",
+            "14": "14  \u00a9 ucles 2010 0610/33/o/n/10  for  examiner's  use  (c) outline the effects of large scale deforestation on the following aspects of the  environment.  number of species         soils         rivers          atmosphere               [8]    ",
+            "15": "15  \u00a9 ucles 2010 0610/33/o/n/10 [turn over  for  examiner's  use  (d) drinks cartons have proved difficult to recycle because they are made of plastic,  aluminium and paper. a factory in brazil uses new technology to recycle all these  components as raw materials for the packaging industry.      explain the importance for the environment of developing technologies for recycling  materials, such as those found in drinks cartons.             [3]   [total: 18]            ",
+            "16": "16   0610/33/o/n/10           blank page",
+            "17": "17  \u00a9 ucles 2010 0610/33/o/n/10 [turn over  for  examiner's  use 5 fig. 5.1 shows a root hair cell.     ab c     fig. 5.1     (a) name structures a, b and c.  a   b   c  [3]      (b) explain two ways in which root hair cells are adapted to carry out their functions.  1.      2.    [4]     (c) root hair cells need a supply of sugars to provide energy.     explain how root hair cells obtain a supply of sugars.           [2]       [total: 9]",
+            "18": "18  \u00a9 ucles 2010 0610/33/o/n/10  for  examiner's  use 6 fig. 6.1 shows the changes in the concentrations of four hormones during one menstrual  cycle.    1 10 20 28  time  / days relative  concentration of the hormones in the blood  y x lh lh  fsh fsh lh  fsh  1 10 20 28  time  / days relative  concentration of the hormones in the blood  y x progesteroneprogesteroneoestrogen oestrogen progesteroneoestrogen      fig. 6.1 ",
+            "19": "19  \u00a9 ucles 2010 0610/33/o/n/10  for  examiner's  use  (a)  state what happens at x and at y during the menstrual cycle.  x   y  [2]       (b) describe the roles of oestrogen in controlling the menstrual cycle.             [4]     (c) some women who cannot conceive may be treated with fsh.     (i) describe how fsh is used as a fertility drug and how it may allow a woman to   conceive.            [2]     (ii) suggest one implication of using fertility drugs.       [1]       question 6 continues on page 20 ",
+            "20": "20    copyright acknowledgements:    figure 1.1  \u00a9  domroese, m (editor);  treasures in the sea;  our bahamian marine resources.   an educator's guide to teaching marine biodiversity;    bahamas national trust, center for biodiversity and conservation of the american museum of natural history, bahamas ministry of   education, youth, sports and culture;  2007.   permission to reproduce items where thir d-party owned material protected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holder s, 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.   \u00a9 ucles 2010 0610/33/o/n/10  for  examiner's  use (d) explain why it is important that fsh is not secreted during pregnancy.         [2]       [total: 11]   "
+        },
+        "0610_w10_qp_51.pdf": {
+            "1": "    this document consists of 8 printed pages.  ib10 11_0610_51/5rp   \u00a9 ucles 2010  [turn over        *5335751319* university of cambridge international examinations  international general certificate of secondary education         biology 0610/51     paper 5  practical test  october/november 2010     1 hour 15 minutes    candidates answer on the question paper    additional materials: as listed in instructions to supervisors        read these instructions first    write your centre number, candidate number and name on all the work you hand in.  write in dark blue or black pen.  you may use a medium (hb) pencil for any diagrams or graphs. do not use staples, paper clips, highlighters, glue or correction fluid. do not  write in any barcodes.    answer both  questions.   at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question.       for examiner's use   1   2   total  ",
+            "2": "2  \u00a9 ucles 2010 0610/51/0/n/10  for  examiner's  use 1 enzymes are used commercially to extract fruit juices. the use of enzymes increases the  volume of juice produced.     you will investigate the volume of fruit juice produced using no enzyme and two  concentrations of enzyme.    the container, labelled w1, contains apples that have been blended into a pulp.    the test-tube, labelled 0%, contains water with no enzyme .     the test-tube, labelled 1%, contains a 1% solution of the enzyme.    the test-tube, labelled 3%, contains a 3% solution of the enzyme.    each test-tube contains 5 cm 3 of liquid.    proceed as follows    \u007f label the three small containers 0%, 1% and 3%.  \u007f divide the apple pulp equally into the three containers.  \u007f to the sample of apple pulp labelled 0%, add the contents of the test-tube labelled 0%  and stir the contents carefully with the plastic spoon.  \u007f clean the spoon before using it again.  \u007f repeat the procedure by adding the contents of the test-tube labelled 1% to the  sample of apple pulp labelled 1%.  \u007f repeat the procedure by adding the contents of the test-tube labelled 3% to the  sample of apple pulp labelled 3%.  \u007f record the time in the space below and leave the three containers to stand for   15 minutes to allow the enzyme to act.    space to record time  ..    during the 15 minutes     \u007f read the rest of this question and answer (a). if you have time you should start  question 2 .    (a) prepare a suitable table to record the vo lumes of juice that will be produced after  filtering the three mixtures and the appearance of each juice.                           [5]",
+            "3": "3  \u00a9 ucles 2010 0610/51/0/n/10 [turn over  for  examiner's  use \u007f after 15 minutes, filter each of the mixtures using the apparatus provided, as shown in  fig. 1.1 a. if using coffee filters fold the top edge of the paper over the edge of the cup,  as shown in fig. 1.1 b.    abjuice collects in the measuring cylinderfilter paper containingapple pulp plus enzymesolution or apple pulpplus water plasticcupfold the topedge of paperdown overthe cupor juice collectsin the plasticcupcoffee filter containing apple pulp plus enzymes solution or apple pulp plus water   fig. 1.1    \u007f allow the juice from each mixture to filter for 10 minutes.    \u007f record the appearance of each juice in the table.    \u007f measure the volume of juice collected from each mixture using the measuring cylinder.  record your results in the table.     (b) (i) compare the results and observations that you have recorded for the three  samples of fruit juice.             [3]     (ii) suggest how you might improve this investigation.         [3]     ",
+            "4": "4  \u00a9 ucles 2010 0610/51/0/n/10  for  examiner's  use  (c) (i) describe, but do not carry out, an investigation to show the effect of ph on the  activity of the enzyme that is used to extract apple juice.                     [6]     (ii) using the space below, show how you would plot the effects of ph on the activity  of the enzyme in a graphical form.             [3]    [total: 20]   ",
+            "5": "5  \u00a9 ucles 2010 0610/51/0/n/10 [turn over  for  examiner's  use 2 specimen w2 is a preserved honey bee, apis mellifera .      do not touch specimen w2.     use forceps to turn the specimen on its side.     (a) make a labelled drawing of a back leg of w2. use the hand lens provided to observe  the detail.                                                        [5]   ",
+            "6": "6  \u00a9 ucles 2010 0610/51/0/n/10  for  examiner's  use  honey bees are important in pollination when they gather nectar from flowers.   the nectar is used for making honey.  honey contains pollen grains which identify the flowers that the nectar was gathered from.   fig. 2.1 shows some pollen grains in a sample of honey as seen with a microscope.    pollen grain a \u00d7 500   fig. 2.1     (b) (i) measure the diameter of pollen grain a. draw a line on fig. 2.1 to show where you  have made your measurement.   diameter of pollen grain a in fig. 2.1  mm [1]     (ii) calculate the actual diameter of pollen grain a.       actual diameter of pollen grain a  mm [2]    ",
+            "7": "7  \u00a9 ucles 2010 0610/51/0/n/10 [turn over  for  examiner's  use  (c) (i) describe how you could safely test the sample of honey, labelled w3, for:  starch,     reducing sugar.          [4]    \u007f carry out these tests on w3. if you require hot water, raise your hand and it will be  brought to you.     (ii) record your observations and state your conclusions on the starch and reducing  sugar content of w3 in table 2.1.    table 2.1    test observation conclusion  starch    reducing sugar        [4]   ",
+            "8": "8    copyright acknowledgements:    question 2 \u00a9 http://autopoll en.massey.ac.nz;  06/08/09.   permission to reproduce items where thir d-party owned material protected by copyright  is included has been sought and cleared w here possible. every  reasonable effort has been made by the publis her (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 t he 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.     0610/51/0/n/10  for  examiner's  use honey production has been affected by parasite s found on both the adult and larval stages  of honey bees.     one of the latest pests has been identified as a blood sucking parasite, varroa destructor .  fig. 2.2 shows the external appearance of this parasite.    \u00d7 60  fig. 2.2    (d) name the arthropod groups to which the honey bee, apis mellifera , and the parasite,     varroa destructor , belong.      for each organism, describe one feature which leads to your identification.    organism arthropod group reason  honey bee  (apis mellifera )    \u2026\u2026\u2026\u2026\u2026\u2026\u2026..   \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026..   \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026...  parasite  (varroa destructor )   \u2026\u2026\u2026\u2026\u2026\u2026\u2026..  \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026..  \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026...        [4]        [total : 20]   "
+        },
+        "0610_w10_qp_52.pdf": {
+            "1": "    this document consists of 8 printed pages.  ib10 11_0610_52/4rp  \u00a9 ucles 2010  [turn over       *6921022309* university of cambridge international examinations  international general certificate of secondary education       biology 0610/52     paper 5  practical test  october/november 2010     1 hour 15 minutes    candidates answer on the question paper    additional materials: as listed in instructions to supervisors        read these instructions first    write your centre number, candidate number and name on all the work you hand in.  write in dark blue or black pen.  you may use a medium (hb) pencil for any diagrams or graphs. do not use staples, paper clips, highlighters, glue or correction fluid. do not  write in any barcodes.    answer both  questions.   at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question.      for examiner's use   1   2   total  ",
+            "2": "2  \u00a9 ucles 2010 0610/52/o/n/10  for  examiner's  use 1 three similar pieces of apple labelled w1, w2 and w3 have been stored for different  lengths of time.     (a) (i)  in table 1.1, describe the appearance and the texture of each piece of apple.    table 1.1     w1 w2 w3  appearance     texture         [3]    (ii) suggest which piece of apple, w1, w2 or w3, has been stored for the longest  time. explain your choice.     [1]     chemical changes occur in apples during storage.    (b) (i) describe how you could safely test the pieces of apple for starch and reducing  sugar.             [4]   ",
+            "3": "3  \u00a9 ucles 2010 0610/52/o/n/10 [turn over  for  examiner's  use  (ii) carry out these tests safely on samples of w1, w2 and w3.       if you require hot water, raise your hand and it will be brought to you.     record your observations in table 1.2.    table 1.2    observations  test  w1 w2 w3  starch     reducing sugar         [5]    (iii) what can you deduce about the effect of storage time on the starch and reducing  sugar content of the pieces of apple, w1, w2 and w3?             [3]     ",
+            "4": "4  \u00a9 ucles 2010 0610/52/o/n/10  for  examiner's  use in a different investigation, some apples were stored for 10 days. the apples were weighed at  intervals and the results recorded in table 1.3.   table 1.3    time / days mass of apples / g total loss in mass / g  0 730.0 0  2 719.9 10.1  4 694.5 35.5  6 663.7   8 636.5   10 620.5     (c) (i) complete table 1.3, by calculating the total loss in mass of apples stored for 6, 8 and 10 days.      [1]    (ii) plot the total loss in mass of apples against time.           [4]   ",
+            "5": "5  \u00a9 ucles 2010 0610/52/o/n/10 [turn over  for  examiner's  use  (iii) suggest one process that would cause the loss in mass of apples.   [1]     (iv) suggest how apples might be stored to prevent loss of mass.               [3]        [total: 25]  ",
+            "6": "6  \u00a9 ucles 2010 0610/52/o/n/10  for  examiner's  use 2 w4  is the shell of an animal that lives in water. the shell consists of two parts.      (a) make a large, labelled drawing of w4 to show the external features of both parts of the  shell.                                                [4]     (b) suggest and explain one way in which the shell is an adaptation to the habitat of this  animal.         [2]   ",
+            "7": "7  \u00a9 ucles 2010 0610/52/o/n/10 [turn over  for  examiner's  use   fig. 2.1 shows the shell of a different animal belonging to the same group.     0.5 cm     fig. 2.1    (c) (i) the animals that have the shell w4 and the shell shown in fig. 2.1 belong to the  same group. name this group.   [1]     (ii) calculate the actual length of the shell shown in fig. 2.1.        show your working.      write the answer to the nearest 0.1 mm.              answer  mm [3]             question 2 continues on page 8              ",
+            "8": "8      permission to reproduce items where thir d-party owned material protected by copyright  is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to t race 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 t he 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.    0610/52/o/n/10  for  examiner's  use  hydrogencarbonate indicator solution is red.     the indicator changes colour when the ph changes.   in acid conditions it goes yellow.     in alkaline conditions it goes purple.   two test-tubes containing hydrogencarbonate indicator solution were set up.   one test-tube, labelled a, contained a small animal.   the other test-tube, labelled p, contained a piece of water plant.   both tubes were kept in the light for two hours.   the animal and the piece of water plant were then removed.      (d) describe the colour in each test-tube and explain the change from red.  colour of indicator in test-tube a (contained an animal)   explanation,       colour of indicator in test-tube p (contained a plant)   explanation.        [5]       [total:15]   "
+        },
+        "0610_w10_qp_53.pdf": {
+            "1": "    this document consists of 8 printed pages.  ib10 11_0610_53/fp  \u00a9 ucles 2010  [turn over       *5657921613* university of cambridge international examinations  international general certificate of secondary education       biology 0610/53     paper 5  practical test  october/november 2010     1 hour 15 minutes    candidates answer on the question paper    additional materials: as listed in instructions to supervisors        read these instructions first    write your centre number, candidate number and name on all the work you hand in.  write in dark blue or black pen.  you may use a medium (hb) pencil for any diagrams or graphs. do not use staples, paper clips, highlighters, glue or correction fluid. do not  write in any barcodes.    answer both  questions.   at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question.      for examiner's use   1   2   total  ",
+            "2": "2  \u00a9 ucles 2010 0610/53/o/n/10  for  examiner's  use 1 three similar pieces of apple labelled w1, w2 and w3 have been stored for different  lengths of time.     (a) (i)  in table 1.1, describe the appearance and the texture of each piece of apple.    table 1.1     w1 w2 w3  appearance     texture         [3]    (ii) suggest which piece of apple, w1, w2 or w3, has been stored for the longest  time. explain your choice.     [1]     chemical changes occur in apples during storage.    (b) (i) describe how you could safely test the pieces of apple for starch and reducing  sugar.             [4]   ",
+            "3": "3  \u00a9 ucles 2010 0610/53/o/n/10 [turn over  for  examiner's  use  (ii) carry out these tests safely on samples of w1, w2 and w3.       if you require hot water, raise your hand and it will be brought to you.     record your observations in table 1.2.    table 1.2    observations  test  w1 w2 w3  starch     reducing sugar         [5]    (iii) what can you deduce about the effect of storage time on the starch and reducing  sugar content of the pieces of apple, w1, w2 and w3?             [3]     ",
+            "4": "4  \u00a9 ucles 2010 0610/53/o/n/10  for  examiner's  use in a different investigation, some apples were stored for 10 days. the apples were weighed at  intervals and the results recorded in table 1.3.   table 1.3    time / days mass of apples / g total loss in mass / g  0 730.0 0  2 719.9 10.1  4 694.5 35.5  6 663.7   8 636.5   10 620.5     (c) (i) complete table 1.3, by calculating the total loss in mass of apples stored for 6, 8 and 10 days.      [1]    (ii) plot the total loss in mass of apples against time.           [4]   ",
+            "5": "5  \u00a9 ucles 2010 0610/53/o/n/10 [turn over  for  examiner's  use  (iii) suggest one process that would cause the loss in mass of apples.   [1]     (iv) suggest how apples might be stored to prevent loss of mass.               [3]        [total: 25]  ",
+            "6": "6  \u00a9 ucles 2010 0610/53/o/n/10  for  examiner's  use 2 w4  is the shell of an animal that lives in water. the shell consists of two parts.      (a) make a large, labelled drawing of w4 to show the external features of both parts of the  shell.                                                [4]     (b) suggest and explain one way in which the shell is an adaptation to the habitat of this  animal.         [2]   ",
+            "7": "7  \u00a9 ucles 2010 0610/53/o/n/10 [turn over  for  examiner's  use   fig. 2.1 shows the shell of a different animal belonging to the same group.     0.5 cm     fig. 2.1    (c) (i) the animals that have the shell w4 and the shell shown in fig. 2.1 belong to the  same group. name this group.   [1]     (ii) calculate the actual length of the shell shown in fig. 2.1.        show your working.      write the answer to the nearest 0.1 mm.              answer  mm [3]             question 2 continues on page 8              ",
+            "8": "8      permission to reproduce items where t hird-party owned material protected by copyright  is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to t race 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.   \u00a9 ucles 2010 0610/53/o/n/10  for  examiner's  use  hydrogencarbonate indicator solution is red.     the indicator changes colour when the ph changes.   in acid conditions it goes yellow.     in alkaline conditions it goes purple.   two test-tubes containing hydrogencarbonate indicator solution were set up.   one test-tube, labelled a, contained a small animal.   the other test-tube, labelled p, contained a piece of water plant.   both tubes were kept in the light for two hours.   the animal and the piece of water plant were then removed.      (d) describe the colour in each test-tube and explain the change from red.  colour of indicator in test-tube a (contained an animal)   explanation,       colour of indicator in test-tube p (contained a plant)   explanation.        [5]       [total:15]       "
+        },
+        "0610_w10_qp_61.pdf": {
+            "1": "    this document consists of 9 printed pages and 3 blank pages.  ib10 11_0610_61/4rp   \u00a9 ucles 2010  [turn over       *2292526810* university of cambridge international examinations  international general certificate of secondary education       biology 0610/61     paper 6 alternative to practical  october/november 2010     1 hour    candidates answer on the question paper    no additional materials are required.       read these instructions first    write your centre number, candidate number and name on all the work you hand in.  write in dark blue or black pen.  you may use a pencil for any diagrams or graphs. do not use staples, paper clips, highlighters, glue or correction fluid.  do not  write in any barcodes.   answer all questions.  at the end of the examination, fasten all your work securely together.  the number of marks is given in brackets [  ] at the end of each question or part question.       for examiner's use   1   2   3   total  ",
+            "2": "2  \u00a9 ucles 2010 0610/61/o/n/10  for  examiner's  use 1 enzymes are used commercially to extract fruit juices. the use of enzymes increases the  volume of juice produced.    an investigation was carried out to determine the volume of apple juice produced at  different temperatures.      mixtures of apple pulp and enzyme were left for 15 minutes at different temperatures.    after 15 minutes, the mixtures were filtered and the juice collected.     fig.1.1 shows the volume of juice collected from each mixture.    (a) (i)  record the volume of juice in each measuring cylinder in table 1.1.    30 2010 10  \u00b0c30 2010 15  \u00b0c30 2010 20  \u00b0c30 2010 25  \u00b0c30 2010 30  \u00b0c30 2010 35  \u00b0ccm3cm3cm3cm3cm3cm3     fig. 1.1.    table 1.1    temperature / \u00bac volume of juice collected / cm3  10   15   20   25   30   35         [3]   ",
+            "3": "3  \u00a9 ucles 2010 0610/61/o/n/10 [turn over  for  examiner's  use   (ii)  present the data in a suitable graphical form.          [5]        (iii)  describe the results.            [2]     ",
+            "4": "4  \u00a9 ucles 2010 0610/61/o/n/10  for  examiner's  use  (b)  describe an investigation to show the effect of ph on the activity of the enzyme that is  used to extract apple juice.                    [6]        [total : 16] ",
+            "5": "5  \u00a9 ucles 2010 0610/61/o/n/10 [turn over  for  examiner's  use 2 fig. 2.1 shows a honey bee, apis mellifera .         fig. 2.1    (a) make a labelled drawing of the back leg of the honey bee shown in fig. 2.1.                                             [5]   ",
+            "6": "6  \u00a9 ucles 2010 0610/61/o/n/10  for  examiner's  use  honey bees are important in pollination when they gather nectar from flowers.   the nectar is used for making honey.  honey contains pollen grains which identify the flowers that the nectar was gathered from.   fig. 2.2 shows some pollen grains in a sample of honey as seen with a microscope.    pollen grain a \u00d7 500   fig. 2.2     (b) (i)  measure the diameter of pollen grain a. draw a line on fig. 2.2 to show where you  have made your measurement.   diameter of pollen grain a in fig. 2.2   mm [1]      (ii)  calculate the actual diameter of pollen grain a. show your working.         actual diameter of pollen grain a      mm [2]      (c) describe how you could safely test a sample of honey for starch and reducing sugar:           [4]     ",
+            "7": "7  \u00a9 ucles 2010 0610/61/o/n/10 [turn over  for  examiner's  use  honey production has been affected by parasite s found on both the adult and larval stages  of honey bees.    one of the latest pests has been identified as a blood sucking parasite, varroa destructor .     fig. 2.3 shows the external appearance of this parasite.    \u00d7 60  fig. 2.3    (d) (i)  varroa  is a parasite. using the information above, suggest the meaning of the term  parasite.       [2]      (ii) name the arthropod groups to which the honey bee, apis mellifera , and the  parasite, varroa destructor , belong. for each organism, give one feature which  leads to your identification.    organism arthropod group feature  honey bee  (apis mellifera ) \u2026\u2026\u2026\u2026\u2026\u2026\u2026..   \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026.   \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026. parasite  (varroa destructor )\u2026\u2026\u2026\u2026\u2026\u2026\u2026..   \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026.   \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026.       [4]       [total : 18]   ",
+            "8": "8  \u00a9 ucles 2010 0610/61/o/n/10  for  examiner's  use 3 there is variation in the shape of human thumbs.    fig. 3.1 shows the two forms referred to as \u2018straight\u2019 and \u2018hitch hikers\u2019.   straight hitch hikers     fig. 3.1     a survey of thumb shape was carried out on 197 students. the results are shown in      table 3.1.    table 3.1    number of students with \u2018straight\u2019  thumbs number of students with \u2018hitch hiker\u2019   thumbs  age / years  male female male female  12 21 24 4 2  13 18 28 3 5  14 19 15 2 3  15 26 20 3 4  total 84 87 12 14      (a) describe the results shown in table 3.1.           [3]     ",
+            "9": "9  \u00a9 ucles 2010 0610/61/o/n/10  for  examiner's  use  (b) scientists think that thumb shape is controlled by a single gene.     what evidence is there from table 3.1 to support this idea?      [3]        [total : 6]     ",
+            "10": "10   0610/61/o/n/10  blank page",
+            "11": "11   0610/61/o/n/10  blank page",
+            "12": "12    copyright acknowledgements:    question 2  figure 2.2 \u00a9  http: //autopollen.massey.a c.nz;  pollen    permission to reproduce items where thir d-party owned material protected by copyright  is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to t race 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.    0610/61/o/n/10  blank page "
+        },
+        "0610_w10_qp_62.pdf": {
+            "1": "    this document consists of 10 printed pages and 2 blank pages.  ib10 11_0610_62/5rp   \u00a9 ucles 2010  [turn over       *6697102429* university of cambridge international examinations  international general certificate of secondary education       biology 0610/62     paper 6 alternative to practical  october/november 2010     1 hour    candidates answer on the question paper    no additional materials are required.       read these instructions first    write your centre number, candidate number and name on all the work you hand in.  write in dark blue or black pen.  you may use a pencil for any diagrams or graphs. do not use staples, paper clips, highlighters, glue or correction fluid.  do not  write in any barcodes.    answer all questions.  at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question.      for examiner's use   1   2   3   total  ",
+            "2": "2  \u00a9 ucles 2010 0610/62/o/n/10  for  examiner's  use 1 apples grow, are picked and stored. changes occur in the apples during their development.     fig. 1.1 shows three apples at different stages.     fig. 1.1     (a)  describe the visible changes, other than the size of the apple, that you observe in  appearance of these apples, as shown in fig. 1.1.         [3]     ",
+            "3": "3  \u00a9 ucles 2010 0610/62/o/n/10 [turn over  for  examiner's  use  chemical changes occur in apples during storage.     (b) describe how you could safely test for changes in starch and reducing sugar.                     [5]     ",
+            "4": "4  \u00a9 ucles 2010 0610/62/o/n/10  for  examiner's  use  in a different investigation, some apples were stored for 10 days. the apples were weighed  at intervals and the results recorded in table 1.1.    table 1.1    time / days mass of apples / g total loss in mass / g  0 730.0 0  2 719.9 10.1  4 694.5 35.5  6 663.7   8 636.5   10 620.5        (c) (i)  complete table 1.1, by calculating the total loss in mass of apples stored for 6, 8  and 10 days. [1]      (ii) plot the total loss in mass of apples against time.          [4]   ",
+            "5": "5  \u00a9 ucles 2010 0610/62/o/n/10 [turn over  for  examiner's  use   (iii) suggest  two processes that would cause the loss in mass of apples.   [2]      (iv) suggest how apples might be stored to prevent loss of mass.               [3]        [total : 18]        ",
+            "6": "6  \u00a9 ucles 2010 0610/62/o/n/10  for  examiner's  use 2 fig. 2.1 shows the shell of an animal that lives in water. the shell consists of two parts.     fig. 2.1     (a) make a large, labelled drawing of this shell.                                                [4]   ",
+            "7": "7  \u00a9 ucles 2010 0610/62/o/n/10 [turn over  for  examiner's  use  (b) suggest and explain one way in which the shell is an adaptation to the habitat of this  animal.         [2]       fig. 2.2 shows the shell of a different animal belonging to the same group.    3.0 mm     fig. 2.2     (c) (i)  the animals that have the shell shown in fig. 2.1 and that shown in fig. 2.2 belong  to the same group. name this group.   [1]     (ii) calculate the actual length of the shell shown in fig. 2.2.       show your working.      write the answer to the nearest 0.1 mm.           answer    mm [3]       [total : 10]   ",
+            "8": "8  \u00a9 ucles 2010 0610/62/o/n/10  for  examiner's  use 3 some species of water plants live in freshwater and have two types of leaf.     in these species, some leaves float on the surface of the water and other leaves are  submerged.     fig. 3.1 shows a water plant with floating and submerged leaves.        fig. 3.1      (a) describe how the submerged leaves are different in appearance from the floating  leaves.         [2]     ",
+            "9": "9  \u00a9 ucles 2010 0610/62/o/n/10 [turn over  for  examiner's  use  (b) fig. 3.2 shows a section through a floating leaf.      fig. 3.2      (i) on fig. 3.2 label the palisade and spongy mesophyll.      use label lines and the words \u2018palisade mesophyll\u2019 and \u2018spongy mesophyll\u2019 on      fig. 3.2. [2]      (ii) describe how the mesophyll tissues  shown in fig. 3.2 make the functioning of  the floating leaf effective.           [3]   ",
+            "10": "10  \u00a9 ucles 2010 0610/62/o/n/10  for  examiner's  use  hydrogencarbonate indicator solution is red.      the indicator changes colour when the ph changes.   in acid conditions it goes yellow.     in alkaline conditions it goes purple.   two test-tubes containing hydrogencarbonate indicator solution were set up.   one test-tube contains a small animal.   the other test-tube contains a piece of water plant.  both tubes were kept in the light for 2 hours.    fig. 3.3 shows the appearance of the two test-tubes after 2 hours.    animal in test-tubeplant in test-tube    fig. 3.3     (c)  state the colour in each test-tube and explain the change from red.  colour of indicator in the test-tube that contains an animal   explanation         colour of indicator in the test-tube that contains a plant    explanation        [5]        [total: 12]  ",
+            "11": "11   0610/62/o/n/10  blank page",
+            "12": "12      permission to reproduce items where thir d-party owned material protected by copyright  is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to t race 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.    0610/62/o/n/10  blank page "
+        },
+        "0610_w10_qp_63.pdf": {
+            "1": "    this document consists of 9 printed pages and 3 blank pages.  ib10 11_0610_63/4rp   \u00a9 ucles 2010  [turn over       *6715454446* university of cambridge international examinations  international general certificate of secondary education       biology 0610/63     paper 6 alternative to practical  october/november 2010     1 hour    candidates answer on the question paper    no additional materials are required.       read these instructions first    write your centre number, candidate number and name on all the work you hand in.  write in dark blue or black pen.  you may use a pencil for any diagrams or graphs. do not use staples, paper clips, highlighters, glue or correction fluid.  do not  write in any barcodes.   answer all questions.  at the end of the examination, fasten all your work securely together.  the number of marks is given in brackets [  ] at the end of each question or part question.    for examiner's use   1   2   3   total  ",
+            "2": "2  \u00a9 ucles 2010 0610/63/o/n/10  for  examiner's  use 1 bread can be prepared from a mixture of flou r, yeast, sugar and water. the resulting  mixture is called dough. some bakers add a flour improver to make the dough rise quickly.    an investigation was carried out to compare two types of dough, one of which contained a  flour improver and the other did not.     dough a was prepared without a flour improver and dough b with a flour improver.    fig. 1.1 shows the dough in two measuring cylinders after 20 minutes.      50 40302010 a50 40302010 bcm 3cm3     fig. 1.1     (a) (i)  measure the volumes of dough a and dough b in the measuring cylinders shown  in fig.1.1. record your measurements in table 1.1.    table 1.1    time / minutes volume of dough a / cm3 volume of dough b / cm3  0 20 18  10 27 32  20    30 44 50  40 50 63        [2]   ",
+            "3": "3  \u00a9 ucles 2010 0610/63/o/n/10 [turn over  for  examiner's  use   (ii)  plot the data in table 1.1 to show the volumes of dough a and dough b against  time. plot the data for a and b on the same pair of axes.          [5]      (iii) describe the results.        [3]      (iv) suggest how you would carry out this investigation to obtain reliable results.                 [4]   ",
+            "4": "4  \u00a9 ucles 2010 0610/63/o/n/10  for  examiner's  use  yeast plays an important part in making some types of bread.    (b)  explain how yeast makes the dough rise.        [2]       fig. 1.2 shows some yeast cells dividing.    x \u00d75000  fig. 1.2      (c) (i)  name the type of reproduction shown by these cells.   [1]      (ii) measure the length of yeast cell x in fig. 1.2.       draw a line on fig. 1.2 to show where you have made your measurement.    length of yeast cell x in fig. 1.2   mm [1]   ",
+            "5": "5  \u00a9 ucles 2010 0610/63/o/n/10 [turn over  for  examiner's  use   (iii) calculate the actual length of yeast cell x.       show your working.                    actual length of yeast cell x           mm [2]        [total: 20]      ",
+            "6": "6  \u00a9 ucles 2010 0610/63/o/n/10  for  examiner's  use 2 fig. 2.1 shows one complete leaf from a pea plant made of a number of smaller leaflets.    fig. 2.1     (a) (i)  make a large, labelled drawing of the leaf.                                 [4]      (ii) describe how the leaflets in fig. 2.1 are modified for different functions.            [3]     ",
+            "7": "7  \u00a9 ucles 2010 0610/63/o/n/10 [turn over  for  examiner's  use  (b) (i)  state three  environmental conditions needed for germination of seeds.    [1]      (ii) describe how you would grow germinated pea seeds until they produce flowers.             [3]     ",
+            "8": "8  \u00a9 ucles 2010 0610/63/o/n/10  for  examiner's  use  table 2.1 shows the measurements of height of some pea plants in a garden at the time of  flowering.     table 2.1    height of plants / cm  38.0;  11.0;  58.0;  64.0;  61.0;  45.5; 12.5; 16.0;  56.0;  43.5;  36.5; 18.2;  18.6;  48.0;  50.0;  63.0;  37.0;  44.6; 15.0; 13.6;  55.0;  60.9; 11.7; 19.0      (c)  what can you conclude about the height of these pea plants from the data in          table 2.1?                                [4]        [total: 15]   ",
+            "9": "9  \u00a9 ucles 2010 0610/63/o/n/10  for  examiner's  use 3 fig. 3.1 shows three animals belonging to different groups.    10 cm 5 cmf e 0.5 mmd     fig. 3.1     in table 3.1, name the group to which these animals, d, e and f, belong and give your  reasons based on external features visible in fig. 3.1 only. d has been identified for you.     table 3.1     animal group reasons  d nematode   \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026    \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026    \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026    e \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026.   \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026    \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026    \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026    f \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026.   \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026    \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026    \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026         [5]       [total : 5] ",
+            "10": "10   0610/63/o/n/10  blank page",
+            "11": "11   0610/63/o/n/10  blank page",
+            "12": "12      permission to reproduce items where thir d-party owned material protected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to t race 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.    0610/63/o/n/10  blank page "
+        }
+    },
+    "2011": {
+        "0610_s11_qp_11.pdf": {
+            "1": "    this document consists of 16 printed pages.  ib11 06_0610_11_hi/fp  \u00a9 ucles 2011  [turn over       *4543376409* university of cambridge international examinations  international general certificate of secondary education       biology 0610/11     paper 1  multiple choice  may/june 2011     45 minutes    additional materials: multiple choice answer sheet    soft clean eraser    soft pencil (type b or hb is recommended)    suitable for hearing impaired candidates      read these instructions first    write in soft pencil.  do not use staples, paper clips, highlighters, glue or correction fluid. write your name, centre number and candidate number on the answer sheet in the spaces provided  unless this has been done for you.   there are forty  questions on this paper. answer all questions. for each question there are four possible  answers a, b, c and d.   choose the one you consider correct and record your choice in soft pencil  on the separate answer sheet.   read the instructions on the answer sheet very carefully.  each correct answer will score one mark. a mark will not be deducted for a wrong answer. any rough working should be done in this booklet.         ",
+            "2": "2  \u00a9 ucles 2011 0610/11/m/j/11  1 which characteristic is shown when a person smells a gas in the air?  a excretion  b movement  c respiration  d sensitivity     2 the diagram shows four arthropods.    pediculus   \u00d720   dermacentor   \u00d77  anopheles   \u00d710 carcinus   \u00d70.5     how many of these arthropods are insects?  a 1 b 2 c 3 d 4    3 an organism has dry scales covering its body.    to which vertebrate group does it belong?  a amphibian  b fish  c mammal  d reptile   ",
+            "3": "3  \u00a9 ucles 2011 0610/11/m/j/11 [turn over  4 the diagram shows an animal.        use the key to identify the animal.    1 has legs .. go to 2   has no legs . go to 3  2 has a shell .. animal a   has no shell  animal  b  3 has one muscular foot  animal  c   has more than one foot .. animal  d      5 the diagram shows four specialised cells.    liver cell white blood cell muscle cell sperm cell     which feature is not common to all of these cells?  a cell membrane  b cytoplasm  c diploid number of chromosomes  d nucleus      6 the diagram shows a plant cell.    p q r s t    which labelled structures are found in plant cells but not in animal cells?  a p and q b q and r c r and s d s and t    ",
+            "4": "4  \u00a9 ucles 2011 0610/11/m/j/11  7 the diagram shows another plant cell.        which feature shows that it is a palisade cell?  a a large nucleus  b a large vacuole  c a thick cell wall  d many chloroplasts      8 which structures are adapted for supporting a plant?  a phloem tissues  b root hair cells  c stomata  d xylem vessels      9 which describes the structure and function of a red blood cell?     structure function  a cell contents are dead transport of water  b has a nucleus produces antibodies  c has cilia moves particles in the respiratory tract d has no nucleus transport of substances     ",
+            "5": "5  \u00a9 ucles 2011 0610/11/m/j/11 [turn over  10 boiling potatoes destroys their cell membranes. a peeled, boiled potato strip is placed in a  concentrated solution of salts.    concentrated solution of salts boiled potato strip     what takes place?     osmosis solute  diffusion   a \u0013 \u0013 key:  b \u0013 \u0017 \u0013= takes place  c \u0017 \u0013 \u0017= does not take place  d \u0017 \u0017      11 a red blood cell is placed in a concentrated sugar solution.    what happens and why?  a the cell bursts as sugar molecules diffuse into it.  b the cell bursts because the concentrated sugar solution enters it.  c the cell shrinks because sugar molecules leave it.  d the cell shrinks because water leaves it.      12 what are enzymes made of?  a carbohydrates  b dna  c fats  d proteins     13 at which temperature do most enzymes from the human body become completely denatured?  a 0  \u00b0c b 27  \u00b0c c 40  \u00b0c d 65  \u00b0c     ",
+            "6": "6  \u00a9 ucles 2011 0610/11/m/j/11  14 the graph shows ph changes in the mouth after eating.    5 0 1 01 52 02 53 03 58 7654321 0 time after eating  / minutesph     why is it a good idea to brush teeth after eating?  a acidic conditions help bacteria to grow.  b acids dissolve tooth enamel.  c alkaline conditions help bacteria to grow.  d alkalis dissolve tooth enamel.    15 what does photosynthesis form in a leaf first?  a cellulose  b protein  c starch  d sugar     16 nutrients are made up of smaller basic units. nutrients can be identified by food tests.    which nutrient is a protein?    nutrient smaller basic units food test  a amino acids benedict\u2019s test  b amino acids biuret test  c sugars benedict\u2019s test  d sugars biuret test     ",
+            "7": "7  \u00a9 ucles 2011 0610/11/m/j/11 [turn over  17 in which order does water pass through these structures in a plant?  a mesophyll \u2192 root hair \u2192 xylem  b mesophyll \u2192 xylem \u2192 root hair  c root hair \u2192 mesophyll \u2192 xylem  d root hair \u2192 xylem \u2192 mesophyll     18 which two substances are transported in the phloem?  a amino acids and protein  b amino acids and sucrose  c protein and starch  d starch and sucrose     19 the diagram shows some parts from the blood of a mammal.    which part would contain the breakdown products of bacterial cells?    ab c d      ",
+            "8": "8  \u00a9 ucles 2011 0610/11/m/j/11  20 the graph shows the rate and depth of a person\u2019s breathing before exercise.    2.5 2.01.51.0 04 time  / svolume of air in lungs duringbreathing  / dm3 8     which graph shows the rate and depth of breathing of the same person immediately after a  period of exercise?    a b  c d 2.5 2.01.51.0 04 time  / svolume of air in lungs duringbreathing  / dm3 82.5 2.01.51.0 04 time  / svolume of air in lungs duringbreathing  / dm3 8 2.5 2.01.51.0 04 time  / svolume of air in lungs duringbreathing  / dm3 82.5 2.01.51.0 04 time  / svolume of air in lungs duringbreathing  / dm3 8      ",
+            "9": "9  \u00a9 ucles 2011 0610/11/m/j/11 [turn over  21 the diagram shows changes in air pressure inside the lungs during a complete cycle of  breathing. atmospheric pressure is 101  kpa.    which position on the graph marks the point at which the ribs are beginning to be raised?    ab c d102 101100 timepressure in lungs/  kpa      22 which statement about respiration is not correct?  a all living cells respire.  b heat is always produced.  c plants respire in the light and in the dark.  d plants take in carbon dioxide and give out oxygen.    23 in which part of the body do drugs break down?  a brain   b heart   c kidneys   d liver    ",
+            "10": "10  \u00a9 ucles 2011 0610/11/m/j/11  24 the diagram shows a cell.        what type of cell is shown?    a ciliated cell  b motor neurone  c relay neurone  d sensory neurone      25 when a bright light is shone into the eye, the diameter of the pupil decreases.    what is this an example of?  a accommodation  b a simple reflex  c photosynthesis  d voluntary response    26 the diagram shows a pod from a pea plant.    which line correctly shows the path that was taken by a pollen tube to an ovule?    cd b a key path taken by pollen tube      ",
+            "11": "11  \u00a9 ucles 2011 0610/11/m/j/11 [turn over  27 the diagram shows a developing human fetus within the uterus.    uterus wall fetusx     what is a main function of x?  a passing faeces to the mother  b passing oxygen to the fetus  c passing the mother\u2019s blood to the fetus  d protecting the fetus from knocks     28 which process does not involve an increase in dry mass?  a a bacterium getting larger before it divides  b a fetus developing inside the uterus  c a green shoot growing towards light  d a seed germinating under the ground     ",
+            "12": "12  \u00a9 ucles 2011 0610/11/m/j/11  29 the diagram shows four flasks which were set up to investigate the conditions needed for  germination.    in which experiment will the seeds germinate most quickly?    stored at 18  \u00b0ca  stored at 18  \u00b0cc  stored at 2  \u00b0cd  dry  cotton wool  stored at 18  \u00b0cb  cotton  wool  boiled  water seeds  damp  cotton  wool seeds       30 what is always  found in female gametes and may be found in male gametes?  a one x chromosome  b one y chromosome  c two x chromosomes  d one x chromosome and one y chromosome    31 in rabbits, the allele for dark fur, r, is dominant to the allele for white fur, r.    the diagram shows a cross between a rabbit with dark fur and a rabbit with white fur.    \u00d7     what are the genotypes of the offspring?  a rr and rr b rr and rr c rr and rr d r and r     ",
+            "13": "13  \u00a9 ucles 2011 0610/11/m/j/11 [turn over  32 the diagram shows a food web.    tree seedlingseagle rabbitsrabbit fleas voles mice grass fruit and seeds    which of the following is a food chain in this web?  a grass \u2192 rabbits \u2192 eagle  b grass \u2192 voles \u2192 eagle  c rabbit fleas \u2192 rabbits \u2192 grass  d seeds \u2192 voles \u2192 mice      33 in one habitat, hyaenas eat antelopes and antelopes eat grass.    what is the source of energy for the grass?  a antelopes  b carbon dioxide  c hyaenas  d the sun     ",
+            "14": "14  \u00a9 ucles 2011 0610/11/m/j/11  34 a single tree is food for a large population of caterpillars. several small birds eat the caterpillars.  a bird of prey eats the small birds.    which diagram shows the pyramid of numbers for this food chain?    a b  c d       35 the diagram shows part of the carbon cycle.    carbon dioxide in the air x     which process is taking place at x?   a combustion  b decomposition  c photosynthesis  d respiration ",
+            "15": "15  \u00a9 ucles 2011 0610/11/m/j/11 [turn over  36 the diagram shows part of the water cycle.    which arrow represents condensation?    water vapourclouds plants soil rivercda   b       37 some bacteria were grown in a nutrient solution over a period of two weeks. the graph shows  how the population of bacteria changed during this time.    which is the lag phase in the growth of this population?    a bc  d  02 1 time  / weekspopulation  size       38 weeds are growing in a crop.    what should be used to kill the weeds?  a artificial fertiliser  b herbicide  c magnesium salts  d organic manure    ",
+            "16": "16      permission to reproduce items where third -party owned material protected by copyright is included has been sought and cleared w here 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 t he 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.   \u00a9 ucles 2011 0610/11/m/j/11  39 a large area is heavily overgrazed for many years.    how does this affect soil nutrients and soil erosion?     soil nutrients soil erosion  a decrease decrease  b decrease increase  c increase decrease  d increase increase     40 the diagram shows some of the effects of human activity on a river.    bacteria use up  dissolved oxygen  water weeds  grow quickly fish die from  lack of ox ygen     what could have caused these effects?  a air pollution  b deforestation  c over-use of fertilisers  d presence of weed killers      "
+        },
+        "0610_s11_qp_12.pdf": {
+            "1": "    this document consists of 17 printed pages and 3 blank pages.  ib11 06_0610_12/fp  \u00a9 ucles 2011  [turn over       *4625240491* university of cambridge international examinations  international general certificate of secondary education       biology 0610/12     paper 1  multiple choice  may/june 2011     45 minutes    additional materials: multiple choice answer sheet    soft clean eraser    soft pencil (type b or hb is recommended)        read these instructions first    write in soft pencil.  do not use staples, paper clips, highlighters, glue or correction fluid. write your name, centre number and candidate number on the answer sheet in the spaces provided  unless this has been done for you.   there are forty  questions on this paper. answer all questions. for each question there are four possible  answers a, b, c and d.   choose the one you consider correct and record your choice in soft pencil  on the separate answer sheet.   read the instructions on the answer sheet very carefully.    each correct answer will score one mark. a mark will not be deducted for a wrong answer. any rough working should be done in this booklet.         ",
+            "2": "2  \u00a9 ucles 2011 0610/12/m/j/11  1 the diagram shows a food web.    tree seedlingseagle rabbitsrabbit fleas voles mice grass fruit and seeds    which of the following is a food chain in this web?  a grass \u2192 rabbits \u2192 eagle  b grass \u2192 voles \u2192 eagle  c rabbit fleas \u2192 rabbits \u2192 grass  d seeds \u2192 voles \u2192 mice      2 in a particular habitat, hyaenas eat antelopes and grass is eaten by antelopes.    what is the source of energy for the grass?  a antelopes  b carbon dioxide  c hyaenas  d the sun     ",
+            "3": "3  \u00a9 ucles 2011 0610/12/m/j/11 [turn over  3 a single tree is food for a large population of caterpillars. several small birds eat the caterpillars.  the small birds are eaten by a bird of prey.    which diagram shows the pyramid of numbers for this food chain?    a b  c d       4 the diagram shows some of the effects of human activity on a river.    bacteria use up  dissolved oxygen  water weeds grow quickly fish die from lack of ox ygen     what could have caused these effects?  a air pollution  b deforestation  c over-use of fertilisers  d presence of weed killers     ",
+            "4": "4  \u00a9 ucles 2011 0610/12/m/j/11  5 a large area is heavily overgrazed for many years.    what is the effect on soil nutrients and soil erosion?     soil nutrients soil erosion  a decrease decrease  b decrease increase  c increase decrease  d increase increase     6 an organism has dry scales covering its body.    to which vertebrate group does it belong?  a amphibian  b fish  c mammal  d reptile     7 the diagram shows an animal.        use the key to identify the animal.    1 has legs .. go to 2   has no legs . go to 3  2 has a shell .. animal a   has no shell  animal  b  3 has one muscular foot  animal  c   has more than one foot .. animal  d    8 what are enzymes made of?  a carbohydrates  b dna  c fats  d proteins   ",
+            "5": "5  \u00a9 ucles 2011 0610/12/m/j/11 [turn over  9 at which temperature do most enzymes from the human body become completely denatured?  a 0  \u00b0c b 27  \u00b0c c 40  \u00b0c d 65  \u00b0c      10 the diagram shows a developing human fetus within the uterus.    uterus wall fetusx     what is a main function of x?  a passing faeces to the mother  b passing oxygen to the fetus  c passing the mother\u2019s blood to the fetus  d protecting the fetus from knocks     11 the diagram shows a pod from a pea plant.    which line correctly shows the path that was taken by a pollen tube to an ovule?    cd b a key path taken by pollen tube      ",
+            "6": "6  \u00a9 ucles 2011 0610/12/m/j/11  12 in rabbits, the allele for dark fur, r, is dominant to the allele for white fur, r.    the diagram shows a cross between a rabbit with dark fur and a rabbit with white fur.    \u00d7     what are the genotypes of the offspring?  a rr and rr b rr and rr c rr and rr d r and r     13 what is always  found in female gametes and may be found in male gametes?  a one x chromosome  b one y chromosome  c two x chromosomes  d one x chromosome and one y chromosome    14 in which order does water pass through these structures in a plant?  a mesophyll \u2192 root hair \u2192 xylem  b mesophyll \u2192 xylem \u2192 root hair  c root hair \u2192 mesophyll \u2192 xylem  d root hair \u2192 xylem \u2192 mesophyll    15 which pair of substances is transported in the phloem?  a amino acids and protein  b amino acids and sucrose  c protein and starch  d starch and sucrose    ",
+            "7": "7  \u00a9 ucles 2011 0610/12/m/j/11 [turn over  16 what is formed first in a leaf as a result of photosynthesis?  a cellulose  b protein  c starch  d sugar      17 the diagram illustrates changes in air pressure taking place inside the lungs during a complete  cycle of breathing. atmospheric pressure is 101  kpa.    which position on the graph corresponds to the poi nt at which the ribs are beginning to be  raised?    ab c d102 101100 timepressure in lungs/  kpa      ",
+            "8": "8  \u00a9 ucles 2011 0610/12/m/j/11  18 the graph shows the rate and depth of a person\u2019s breathing before exercise.    2.5 2.01.51.0 04 time  / svolume of air in lungs duringbreathing  / dm3 8     which graph shows the rate and depth of breathing of the same person immediately after a  period of exercise?    a b  c d 2.5 2.01.51.0 04 time  / svolume of air in lungs duringbreathing  / dm3 82.5 2.01.51.0 04 time  / svolume of air in lungs duringbreathing  / dm3 8 2.5 2.01.51.0 04 time  / svolume of air in lungs duringbreathing  / dm3 82.5 2.01.51.0 04 time  / svolume of air in lungs duringbreathing  / dm3 8      ",
+            "9": "9  \u00a9 ucles 2011 0610/12/m/j/11 [turn over  19 the diagram shows four arthropods.    pediculus   \u00d720   dermacentor   \u00d77  anopheles   \u00d710 carcinus   \u00d70.5     how many of these arthropods are insects?  a 1 b 2 c 3 d 4     ",
+            "10": "10  \u00a9 ucles 2011 0610/12/m/j/11  20 the diagram shows part of the carbon cycle.    carbon dioxide in the air x     which process is taking place at x?   a combustion  b decomposition  c photosynthesis  d respiration     21 the diagram shows part of the water cycle.    which arrow represents condensation?    water vapourclouds plants soil rivercda   b      ",
+            "11": "11  \u00a9 ucles 2011 0610/12/m/j/11 [turn over  22 which characteristic is shown when a person detects a gas in the air by its smell?  a excretion  b movement  c respiration  d sensitivity     23 which statement about respiration is not correct?  a all living cells respire.  b heat is always produced.  c plants respire in the light and in the dark.  d plants take in carbon dioxide and give out oxygen.      24 which process does not involve an increase in dry mass?  a a bacterium getting larger before it divides  b a fetus developing inside the uterus  c a green shoot growing towards light  d a seed germinating under the ground     25 the diagram shows four flasks which were set up to investigate the conditions needed for  germination.    in which experiment will the seeds germinate most quickly?    stored at 18  \u00b0ca  stored at 18  \u00b0cc  stored at 2  \u00b0cd  dry  cotton wool  stored at 18  \u00b0cb  cotton  wool  boiled  water seeds  damp  cotton  wool seeds       ",
+            "12": "12  \u00a9 ucles 2011 0610/12/m/j/11  26 some bacteria were grown in a nutrient solution over a period of two weeks. the graph shows  how the population of bacteria changed during this time.    which is the lag phase in the growth of this population?    a bc  d  02 1 time  / weekspopulation  size        27 the diagram shows a plant cell.    p q r s t    which labelled structures are found in plant cells but not in animal cells?  a p and q b q and r c r and s d s and t    ",
+            "13": "13  \u00a9 ucles 2011 0610/12/m/j/11 [turn over  28 the diagram shows another plant cell.        which feature indicates that it is a palisade cell?  a a large nucleus  b a large vacuole  c a thick cell wall  d many chloroplasts      29 which structures are adapted for supporting a plant?  a phloem tissues  b root hair cells  c stomata  d xylem vessels      30 the diagram shows some parts from the blood of a mammal.    which part would contain the breakdown products of bacterial cells?    ab c d      ",
+            "14": "14  \u00a9 ucles 2011 0610/12/m/j/11  31 which describes the structure and function of a red blood cell?     structure function  a cell contents are dead transport of water  b has a nucleus produces antibodies  c has cilia moves particles in the respiratory tract d has no nucleus transport of substances     32 boiling potatoes destroys their cell membranes. a peeled, boiled potato strip is placed in a  concentrated solution of salts.    concentrated solution of salts boiled potato strip     what takes place?     osmosis solute  diffusion   a \u0013 \u0013 key:  b \u0013 \u0017 \u0013= takes place  c \u0017 \u0013 \u0017= does not take place  d \u0017 \u0017      33 a red blood cell is placed in a concentrated sugar solution.    what happens and why?  a the cell bursts as sugar molecules diffuse into it.  b the cell bursts because the concentrated sugar solution enters it.  c the cell shrinks because sugar molecules leave it.  d the cell shrinks because water leaves it.    ",
+            "15": "15  \u00a9 ucles 2011 0610/12/m/j/11 [turn over  34 nutrients are made up of smaller basic units. nutrients can be identified by food tests.    which nutrient is a protein?    nutrient smaller basic units food test  a amino acids benedict\u2019s test  b amino acids biuret test  c sugars benedict\u2019s test  d sugars biuret test     35 in which part of the body does the breakdown of drugs occur?  a brain   b heart   c kidneys   d liver     36 the graph shows ph changes in the mouth after eating.    5 0 1 01 52 02 53 03 58 7654321 0 time after eating  / minutesph     why is it a good idea to brush teeth after eating?  a acidic conditions help bacteria to grow.  b acids dissolve tooth enamel.  c alkaline conditions help bacteria to grow.  d alkalis dissolve tooth enamel.    ",
+            "16": "16  \u00a9 ucles 2011 0610/12/m/j/11  37 the diagram shows a cell.        what type of cell is shown?    a ciliated cell  b motor neurone  c relay neurone  d sensory neurone      38 the diagram shows four specialised cells.    liver cell white blood cell muscle cell sperm cell     which feature is not common to all of these cells?  a cell membrane  b cytoplasm  c diploid number of chromosomes  d nucleus      39 weeds are growing in a crop.    what should be used to kill the weeds?  a artificial fertiliser  b herbicide  c magnesium salts  d organic manure    ",
+            "17": "17  \u00a9 ucles 2011 0610/12/m/j/11  40 when a bright light is shone into the eye, the diameter of the pupil decreases.    what is this an example of?  a accommodation  b a simple reflex  c photosynthesis  d voluntary response     ",
+            "18": "18  \u00a9 ucles 2011 0610/12/m/j/11  blank page    ",
+            "19": "19  \u00a9 ucles 2011 0610/12/m/j/11  blank page    ",
+            "20": "20      permission to reproduce items where third -party owned material protected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to t race 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 t he 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.   \u00a9 ucles 2011 0610/12/m/j/11  blank page     "
+        },
+        "0610_s11_qp_13.pdf": {
+            "1": "    this document consists of 17 printed pages and 3 blank pages.  ib11 06_0610_13/fp  \u00a9 ucles 2011  [turn over       *3662560569* university of cambridge international examinations  international general certificate of secondary education       biology 0610/13     paper 1  multiple choice  may/june 2011     45 minutes    additional materials: multiple choice answer sheet    soft clean eraser    soft pencil (type b or hb is recommended)        read these instructions first    write in soft pencil.  do not use staples, paper clips, highlighters, glue or correction fluid. write your name, centre number and candidate number on the answer sheet in the spaces provided  unless this has been done for you.   there are forty  questions on this paper. answer all questions. for each question there are four possible  answers a, b, c and d.   choose the one you consider correct and record your choice in soft pencil  on the separate answer sheet.   read the instructions on the answer sheet very carefully.    each correct answer will score one mark. a mark will not be deducted for a wrong answer. any rough working should be done in this booklet.         ",
+            "2": "2  \u00a9 ucles 2011 0610/13/m/j/11  1 the diagram shows a food web.    tree seedlingseagle rabbitsrabbit fleas voles mice grass fruit and seeds    which of the following is a food chain in this web?  a grass \u2192 rabbits \u2192 eagle  b grass \u2192 voles \u2192 eagle  c rabbit fleas \u2192 rabbits \u2192 grass  d seeds \u2192 voles \u2192 mice      2 in a particular habitat, hyaenas eat antelopes and grass is eaten by antelopes.    what is the source of energy for the grass?  a antelopes  b carbon dioxide  c hyaenas  d the sun     ",
+            "3": "3  \u00a9 ucles 2011 0610/13/m/j/11 [turn over  3 a single tree is food for a large population of caterpillars. several small birds eat the caterpillars.  the small birds are eaten by a bird of prey.    which diagram shows the pyramid of numbers for this food chain?    a b  c d       4 the diagram shows some of the effects of human activity on a river.    bacteria use up  dissolved oxygen  water weeds grow quickly fish die from lack of ox ygen     what could have caused these effects?  a air pollution  b deforestation  c over-use of fertilisers  d presence of weed killers     ",
+            "4": "4  \u00a9 ucles 2011 0610/13/m/j/11  5 a large area is heavily overgrazed for many years.    what is the effect on soil nutrients and soil erosion?     soil nutrients soil erosion  a decrease decrease  b decrease increase  c increase decrease  d increase increase     6 an organism has dry scales covering its body.    to which vertebrate group does it belong?  a amphibian  b fish  c mammal  d reptile     7 the diagram shows an animal.        use the key to identify the animal.    1 has legs .. go to 2   has no legs . go to 3  2 has a shell .. animal a   has no shell  animal  b  3 has one muscular foot  animal  c   has more than one foot .. animal  d    8 what are enzymes made of?  a carbohydrates  b dna  c fats  d proteins   ",
+            "5": "5  \u00a9 ucles 2011 0610/13/m/j/11 [turn over  9 at which temperature do most enzymes from the human body become completely denatured?  a 0  \u00b0c b 27  \u00b0c c 40  \u00b0c d 65  \u00b0c      10 the diagram shows a developing human fetus within the uterus.    uterus wall fetusx     what is a main function of x?  a passing faeces to the mother  b passing oxygen to the fetus  c passing the mother\u2019s blood to the fetus  d protecting the fetus from knocks     11 the diagram shows a pod from a pea plant.    which line correctly shows the path that was taken by a pollen tube to an ovule?    cd b a key path taken by pollen tube      ",
+            "6": "6  \u00a9 ucles 2011 0610/13/m/j/11  12 in rabbits, the allele for dark fur, r, is dominant to the allele for white fur, r.    the diagram shows a cross between a rabbit with dark fur and a rabbit with white fur.    \u00d7     what are the genotypes of the offspring?  a rr and rr b rr and rr c rr and rr d r and r     13 what is always  found in female gametes and may be found in male gametes?  a one x chromosome  b one y chromosome  c two x chromosomes  d one x chromosome and one y chromosome    14 in which order does water pass through these structures in a plant?  a mesophyll \u2192 root hair \u2192 xylem  b mesophyll \u2192 xylem \u2192 root hair  c root hair \u2192 mesophyll \u2192 xylem  d root hair \u2192 xylem \u2192 mesophyll    15 which pair of substances is transported in the phloem?  a amino acids and protein  b amino acids and sucrose  c protein and starch  d starch and sucrose    ",
+            "7": "7  \u00a9 ucles 2011 0610/13/m/j/11 [turn over  16 what is formed first in a leaf as a result of photosynthesis?  a cellulose  b protein  c starch  d sugar      17 the diagram illustrates changes in air pressure taking place inside the lungs during a complete  cycle of breathing. atmospheric pressure is 101  kpa.    which position on the graph corresponds to the point at which the ribs are beginning to be  raised?    ab c d102 101100 timepressure in lungs/  kpa      ",
+            "8": "8  \u00a9 ucles 2011 0610/13/m/j/11  18 the graph shows the rate and depth of a person\u2019s breathing before exercise.    2.5 2.01.51.0 04 time  / svolume of air in lungs duringbreathing  / dm3 8     which graph shows the rate and depth of breathing of the same person immediately after a  period of exercise?    a b  c d 2.5 2.01.51.0 04 time  / svolume of air in lungs duringbreathing  / dm3 82.5 2.01.51.0 04 time  / svolume of air in lungs duringbreathing  / dm3 8 2.5 2.01.51.0 04 time  / svolume of air in lungs duringbreathing  / dm3 82.5 2.01.51.0 04 time  / svolume of air in lungs duringbreathing  / dm3 8      ",
+            "9": "9  \u00a9 ucles 2011 0610/13/m/j/11 [turn over  19 the diagram shows four arthropods.    pediculus   \u00d720   dermacentor   \u00d77  anopheles   \u00d710 carcinus   \u00d70.5     how many of these arthropods are insects?  a 1 b 2 c 3 d 4     ",
+            "10": "10  \u00a9 ucles 2011 0610/13/m/j/11  20 the diagram shows part of the carbon cycle.    carbon dioxide in the air x     which process is taking place at x?   a combustion  b decomposition  c photosynthesis  d respiration     21 the diagram shows part of the water cycle.    which arrow represents condensation?    water vapourclouds plants soil rivercda   b      ",
+            "11": "11  \u00a9 ucles 2011 0610/13/m/j/11 [turn over  22 which characteristic is shown when a person detects a gas in the air by its smell?  a excretion  b movement  c respiration  d sensitivity     23 which statement about respiration is not correct?  a all living cells respire.  b heat is always produced.  c plants respire in the light and in the dark.  d plants take in carbon dioxide and give out oxygen.      24 which process does not involve an increase in dry mass?  a a bacterium getting larger before it divides  b a fetus developing inside the uterus  c a green shoot growing towards light  d a seed germinating under the ground     25 the diagram shows four flasks which were set up to investigate the conditions needed for  germination.    in which experiment will the seeds germinate most quickly?    stored at 18  \u00b0ca  stored at 18  \u00b0cc  stored at 2  \u00b0cd  dry  cotton wool  stored at 18  \u00b0cb  cotton  wool  boiled  water seeds  damp  cotton  wool seeds       ",
+            "12": "12  \u00a9 ucles 2011 0610/13/m/j/11  26 some bacteria were grown in a nutrient solution over a period of two weeks. the graph shows  how the population of bacteria changed during this time.    which is the lag phase in the growth of this population?    a bc  d  02 1 time  / weekspopulation  size        27 the diagram shows a plant cell.    p q r s t    which labelled structures are found in plant cells but not in animal cells?  a p and q b q and r c r and s d s and t    ",
+            "13": "13  \u00a9 ucles 2011 0610/13/m/j/11 [turn over  28 the diagram shows another plant cell.        which feature indicates that it is a palisade cell?  a a large nucleus  b a large vacuole  c a thick cell wall  d many chloroplasts      29 which structures are adapted for supporting a plant?  a phloem tissues  b root hair cells  c stomata  d xylem vessels      30 the diagram shows some parts from the blood of a mammal.    which part would contain the breakdown products of bacterial cells?    ab c d      ",
+            "14": "14  \u00a9 ucles 2011 0610/13/m/j/11  31 which describes the structure and function of a red blood cell?     structure function  a cell contents are dead transport of water  b has a nucleus produces antibodies  c has cilia moves particles in the respiratory tract d has no nucleus transport of substances     32 boiling potatoes destroys their cell membranes. a peeled, boiled potato strip is placed in a  concentrated solution of salts.    concentrated solution of salts boiled potato strip     what takes place?     osmosis solute  diffusion   a \u0013 \u0013 key:  b \u0013 \u0017 \u0013= takes place  c \u0017 \u0013 \u0017= does not take place  d \u0017 \u0017      33 a red blood cell is placed in a concentrated sugar solution.    what happens and why?  a the cell bursts as sugar molecules diffuse into it.  b the cell bursts because the concentrated sugar solution enters it.  c the cell shrinks because sugar molecules leave it.  d the cell shrinks because water leaves it.    ",
+            "15": "15  \u00a9 ucles 2011 0610/13/m/j/11 [turn over  34 nutrients are made up of smaller basic units. nutrients can be identified by food tests.    which nutrient is a protein?    nutrient smaller basic units food test  a amino acids benedict\u2019s test  b amino acids biuret test  c sugars benedict\u2019s test  d sugars biuret test     35 in which part of the body does the breakdown of drugs occur?  a brain   b heart   c kidneys   d liver     36 the graph shows ph changes in the mouth after eating.    5 0 1 01 52 02 53 03 58 7654321 0 time after eating  / minutesph     why is it a good idea to brush teeth after eating?  a acidic conditions help bacteria to grow.  b acids dissolve tooth enamel.  c alkaline conditions help bacteria to grow.  d alkalis dissolve tooth enamel.    ",
+            "16": "16  \u00a9 ucles 2011 0610/13/m/j/11  37 the diagram shows a cell.        what type of cell is shown?    a ciliated cell  b motor neurone  c relay neurone  d sensory neurone      38 the diagram shows four specialised cells.    liver cell white blood cell muscle cell sperm cell     which feature is not common to all of these cells?  a cell membrane  b cytoplasm  c diploid number of chromosomes  d nucleus      39 weeds are growing in a crop.    what should be used to kill the weeds?  a artificial fertiliser  b herbicide  c magnesium salts  d organic manure    ",
+            "17": "17  \u00a9 ucles 2011 0610/13/m/j/11  40 when a bright light is shone into the eye, the diameter of the pupil decreases.    what is this an example of?  a accommodation  b a simple reflex  c photosynthesis  d voluntary response     ",
+            "18": "18  \u00a9 ucles 2011 0610/13/m/j/11  blank page    ",
+            "19": "19  \u00a9 ucles 2011 0610/13/m/j/11  blank page    ",
+            "20": "20      permission to reproduce items where third -party owned material protected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to t race 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 t he 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.   \u00a9 ucles 2011 0610/13/m/j/11  blank page    "
+        },
+        "0610_s11_qp_21.pdf": {
+            "1": "    this document consists of 16 printed pages.  ib11 06_0610_21/3rp  \u00a9 ucles 2011  [turn over       *1822079366* for examiner's use  1   2   3   4   5   6   7   8   9   total   university of cambridge international examinations  international general certificate of secondary education       biology 0610/21     paper 2 core  may/june 2011     1 hour 15 minutes    candidates answer on the question paper.    no additional materials are required.       read these instructions first    write your centre number, candidate number and name on all the work you hand in.  write in dark blue or black pen.  you may use a pencil for any diagrams or graphs. do not use staples, paper clips, highlighters, glue or correction fluid.  do not  write in any barcodes.   answer all questions.  at the end of the examination, fasten all your work securely together.  the number of marks is given in brackets [ ] at the end of each question or part  question.   ",
+            "2": "2  \u00a9 ucles 2011 0610/21/m/j/11  for  examiner's  use 1 fig. 1.1 shows six members of the cat family, felidae.    ab cd ef   fig. 1.1   ",
+            "3": "3  \u00a9 ucles 2011 0610/21/m/j/11 [turn over  for  examiner's  use  use the key to identify the cats, a to f, shown in fig. 1.1.     tick ( /checkbld) the boxes in table 1.1 to show how you identify each cat.    write the name of each cat in the correct box in table 1.1.      cat  a has been completed for you as an example.    key     name of cat    1 (a)  ears pointed      (b)  ears rounded   2 (a)  fur with no stripes or spots    (b)  fur with stripes or spots    3 (a)  fur with stripes, but no spots    (b)  fur with spots  4 (a)  fur with spots, but no stripes     (b)  fur with spots and stripes   5 (a)  fur with spots    (b)  fur with no spots     go to 5  go to 2   p. leo go to 3    p. tigris go to 4  a. jubatus  n. nebulosa   l. rufus l. caracal      table 1.1    cat 1  (a) 1  (b) 2  (a) 2  (b) 3  (a) 3  (b) 4  (a) 4  (b) 5  (a) 5  (b) name of cat  a /check         /check l. caracal  b           \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026.  c           \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026...   d           \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026.\u2026  e           \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026.\u2026  f           \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026        [5]        [total: 5]",
+            "4": "4  \u00a9 ucles 2011 0610/21/m/j/11  for  examiner's  use 2 (a) (i)  state what is meant by the term balanced diet .            [3]      (ii) balanced diets should include fat, fibre, mineral salts and vitamins.       name two other types of nutrients that should be present in a balanced diet.      [1]       (b) suggest and explain the effects on a person of a diet with:     (i) too little fibre,         [2]      (ii) too much animal fat.         [2]     ",
+            "5": "5  \u00a9 ucles 2011 0610/21/m/j/11 [turn over  for  examiner's  use  (c) calcium, a mineral salt, is needed in the diet.      explain the role of calcium in the body and the effect of calcium deficiency.            [3]        [total: 11] ",
+            "6": "6  \u00a9 ucles 2011 0610/21/m/j/11  for  examiner's  use 3 fig. 3.1 shows a section through parts of the male reproductive and urinary systems.    mn o     fig. 3.1    (a) (i)  name the tubes labelled m, n and o.   m   n   o  [3]      (ii) explain the roles of the testes, the prostate gland and the scrotum.  testes         prostate gland          scrotum         [4]     ",
+            "7": "7  \u00a9 ucles 2011 0610/21/m/j/11 [turn over  for  examiner's  use  (b) humans use a variety of methods of birth control.     (i) on fig. 3.1, put an x where a vasectomy could be carried out.      put your answer on fig. 3.1. [1]      (ii) explain one method of birth control, used by males, that can also protect against   infection by a sexually transmitted disease.         [2]      (iii) name one sexually transmitted disease.   [1]        [total: 11]  ",
+            "8": "8  \u00a9 ucles 2011 0610/21/m/j/11  for  examiner's  use 4 (a)  fig. 4.1 shows the structures involved in a reflex arc.     spinal cord d .c . b .a .     .     .    .    .   fig. 4.1     (i) on fig. 4.1 label structures a, b, c and d.       write your answers on fig. 4.1. [4]     (ii) name the  two types of tissue in the body that can act as effectors.  1.   2.  [2]      (b) (i) describe the characteristics of a reflex action resulting from the activity of  structures a, b, c and d.         [2]      (ii) state one example of a reflex action.    [1]        [total: 9]   ",
+            "9": "9  \u00a9 ucles 2011 0610/21/m/j/11 [turn over  for  examiner's  use 5 (a)  the nuclei of cells divide by two different processes, mitosis and meiosis.     (i) name one organ in humans where meiosis takes place.   [1]      (ii) name one organ in a flower where meiosis takes place.   [1]       (iii) complete table 5.1 to show three  differences between mitosis and meiosis.    table 5.1            differences        mitosis       meiosis  1     .\u2026.\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026     .\u2026.\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026       .\u2026.\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026    .\u2026.\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026    2     .\u2026.\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026     .\u2026.\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026       .\u2026.\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026    .\u2026.\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026    3     .\u2026.\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026     .\u2026.\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026       .\u2026.\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026    .\u2026.\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026        [3]   ",
+            "10": "10  \u00a9 ucles 2011 0610/21/m/j/11  for  examiner's  use  (b) during the division of a nucleus, a mutation may happen.     (i) define the term mutation .        [2]      (ii) state two environmental factors that may increase the rate at which mutations  happen.  1.  2.  [2]        [total: 9] ",
+            "11": "11  \u00a9 ucles 2011 0610/21/m/j/11 [turn over  for  examiner's  use 6 (a)  fig. 6.1 shows the flow of some of the energy through a food chain in an ocean.     secondary consumers 1000  kjprimary consumers 8000  kjphytoplankton 100 000  kjrespiration 80 000  kjdecomposers ? kj     fig. 6.1     about 1% of the light energy reaching t he ocean is converted to chemical energy by  the phytoplankton.  the phytoplankton produce sugars, fats and proteins.     (i) name the process that changes light energy to chemical energy.   [1]      (ii) name the chemical in the phytoplankton that absorbs light energy.   [1]      (iii) calculate, using information from fig. 6.1, how much energy passes from the  phytoplankton to the decomposers.        show your working in the space below.      answer  kj [1]      (iv) name two groups of decomposers.  1.   2.  [2]      (v) calculate, using information from fig. 6.1, the percentage of energy passed from  the phytoplankton to the primary consumers.        show your working in the space below.      answer  % [2]   ",
+            "12": "12  \u00a9 ucles 2011 0610/21/m/j/11  for  examiner's  use   (vi) about 88% of the energy in the primary consumers does not become part of the  secondary consumers.        explain how this energy is lost from the food chain.              [3]      (b) the organisms in this food chain form a community in the ocean.      this community is formed of many populations.      explain what is meant by the term population .         [2]        [total: 12]     ",
+            "13": "13  \u00a9 ucles 2011 0610/21/m/j/11 [turn over  for  examiner's  use 7 fig. 7.1 shows a carbon cycle.  carbon dioxide in the air carbohydrates and proteins in green plantscarbon compounds in fossil fuels, eg oil and coal carbohydrates and proteins in animalscarbohydrates and proteins in dead organic matter deathdeathdeathdeathdeathdeath     fig. 7.1     (a) the arrows on fig. 7.1 represent processes that occur in the cycle.     place a letter next to an arrow that represents each of the following processes.     (i) decomposition \u2013 d put your answer on fig. 7.1. [1]     (ii) photosynthesis \u2013 p put your answer on fig. 7.1. [1]      (iii) respiration \u2013 r put your answer on fig. 7.1. [1]    (b)  the concentration of carbon dioxide in the air has been rising since the middle of the  19th century.      suggest reasons why this has happened.                [4]        [total: 7] ",
+            "14": "14  \u00a9 ucles 2011 0610/21/m/j/11  for  examiner's  use 8 fig. 8.1 shows a section through the heart.     q pr s     fig. 8.1    (a) (i)  name the two blood vessels, shown on fig. 8.1, that carry oxygenated blood.     [1]      (ii) state the letter that identifies the tricuspid valve. [1]      (iii) state a letter that identifies a semilunar valve. [1]       (b) describe how the heart forces blood into the aorta.            [3]  ",
+            "15": "15  \u00a9 ucles 2011 0610/21/m/j/11 [turn over  for  examiner's  use  (c) (i)  name the blood vessel that delivers blood to the muscles of the walls of the atria  and ventricles.   [1]      (ii) name the two blood vessels that deliver blood to the liver.  1.   2.  [2]        [total: 9]     ",
+            "16": "16    copyright acknowledgements:       permission to reproduce items where thir d-party owned material protected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holder s, 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 t he 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.   \u00a9 ucles 2011 0610/21/m/j/11  for  examiner's  use9 (a)  explain what is meant by the term transpiration .            [3]       (b) describe the effect that two named environmental factors can have on the rate of  transpiration.   name of factor  description       name of factor   description      [4]        [total: 7]     "
+        },
+        "0610_s11_qp_22.pdf": {
+            "1": "    this document consists of 14 printed pages and 2 blank pages.  ib11 06_0610_22/7rp  \u00a9 ucles 2011  [turn over       *3645553160* for examiner's use  1   2   3   4   5   6   7   8   9   total   university of cambridge international examinations  international general certificate of secondary education       biology 0610/22     paper 2 core  may/june 2011     1 hour 15 minutes    candidates answer on the question paper.    no additional materials are required.       read these instructions first    write your centre number, candidate number and name on all the work you hand in.  write in dark blue or black pen.  you may use a pencil for any diagrams or graphs. do not use staples, paper clips, highlighters, glue or correction fluid.  do not  write in any barcodes.   answer all questions.  at the end of the examination, fasten all your work securely together.  the number of marks is given in brackets [ ] at the end of each question or part  question.   ",
+            "2": "2  \u00a9 ucles 2011 0610/22/m/j/11  for  examiner's  use 1 a remote-controlled submarine gathered a sample of mud from the bottom of the sea.     fig. 1.1 shows an apparatus that was set up to investigate if the mud contained any living  organisms.     solution to remove carbon dioxidesolution to test for carbon dioxidedeep sea mud solution to test for carbon dioxideair in air out     fig. 1.1     (a)  (i)  name a solution that could be used to test for carbon dioxide.   [1]      (ii) carbon dioxide was detected coming from the mud.        suggest the two characteristics of living organisms that could be linked to this  observation.  1.  2.  [2]      (b) list three other characteristics of living organisms.  1.   2.   3.  [3]        [total: 6] ",
+            "3": "3  \u00a9 ucles 2011 0610/22/m/j/11 [turn over  for  examiner's  use 2 (a)  table 2.1 gives the daily energy requirements of some different people.     table 2.1    activity of 25 year old  adult daily energy  requirement  / kj  very active male 14 700  average male 11 550  breastfeeding female 11 300  average female 9450       (i) suggest two reasons for the difference in energy needed by the average female  and the average male in table 2.1.          [2]      (ii) suggest an explanation for the difference in energy needed by the average female  and the breastfeeding female in table 2.1.           [2]     ",
+            "4": "4  \u00a9 ucles 2011 0610/22/m/j/11  for  examiner's  use  (b) table 2.2 gives the daily protein requirements of some different people.    table 2.2    person age  / years daily protein  requirement  / g  pregnant female 25 85  breastfeeding female 25 100  average female 25 64  male 11 - 15 70  female 11 - 15 58       (i) suggest explanations for the difference in the protein needs shown in table 2.2, of  the average female compared with the pregnant female and the breastfeeding female.             [3]      (ii) suggest two reasons for the difference in protein needed by a male aged 11 \u2013 15  years compared with a female of the same age in table 2.2.        [2]      (c) the average female needs a higher iron inta ke in her diet than the average male.  suggest a reason for this.    [1]        [total: 10]   ",
+            "5": "5  \u00a9 ucles 2011 0610/22/m/j/11 [turn over  for  examiner's  use 3 (a)  fig. 3.1 shows a section through the skin.    . a b . c . d .     fig. 3.1       (i) on fig. 3.1 label structures a, b, c and d.      write your answers on fig. 3.1.     [4]      (ii) state two types of stimuli that the skin is able to detect.  1.  2.  [2]       (b) explain how sweat glands assist in the control of body temperature.            [3]        [total: 9]    ",
+            "6": "6  \u00a9 ucles 2011 0610/22/m/j/11  for  examiner's  use 4 fig. 4.1 shows a section through the female reproductive and other systems.     front of body efg     fig. 4.1    (a)  (i)  name the structures labelled e, f and g.   e   f   g  [3]      (ii) explain the roles of the ovaries and the oviducts in reproduction.  ovaries         oviducts        [4]     ",
+            "7": "7  \u00a9 ucles 2011 0610/22/m/j/11 [turn over  for  examiner's  use  (b) humans use a variety of methods of birth control.       (i) state what has to be carried out in the body of a female to surgically sterilise her.    [1]       (ii) another method of birth control is the femidom that may prevent pregnancy.  state  what else may be prevented by using the femidom.     [1]      (iii) name and explain one chemical method of birth control.        [2]        [total: 11]     ",
+            "8": "8  \u00a9 ucles 2011 0610/22/m/j/11  for  examiner's  use 5 (a)  two types of variation, continuous and discontinuous, occur in living organisms.     complete table 5.1 about the two types of variation.   table 5.1     continuous variation discontinuous variation  example of  variation in  humans     \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026.     \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026.       \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026.     \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026.    factors that  influence variation     \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026.     \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026.       \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026.     \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026.        [4]      (b) state the meaning of the terms gene  and allele .  gene     allele    [2]       (c) nuclei can be diploid or haploid.     compare these two types of nuclei.              [3]        [total: 9]   ",
+            "9": "9  \u00a9 ucles 2011 0610/22/m/j/11 [turn over  for  examiner's  use 6 calcium ions are cycled in ecosystems.    fig. 6.1 represents a calcium cycle.   calcium ions in newly born sheep (lambs)calcium ions in sheepcalcium ions in soilcalcium ions in waste material in soilcalcium ions in grass urine and faeces decayurine  and faeces     fig. 6.1    (a)  (i)  in the root of a plant, the concentration of calcium ions is lower than the  concentration in the surrounding soil.       name the process by which calcium ions pass into the grass root cells.   [1]      (ii)  name the tissue that transports calcium ions to the leaves of the grass plants.   [1]      (b) calcium ions are absorbed with digested food. they are then used in a similar way in  sheep and humans.       (i) suggest where the calcium ions are absorbed into the blood of a sheep.        [2]      (ii) name the vitamin that is needed for a sheep to use the calcium ions, preventing  rickets.   [1]   ",
+            "10": "10  \u00a9 ucles 2011 0610/22/m/j/11  for  examiner's  use   (iii) identify one tissue in which the sheep uses the calcium ions.   [1]      (iv) suggest how the calcium ions are passed from the sheep to its lamb.     [1]      (c) chemical energy is stored in the grass. the amount of energy passed from the grass to  the sheep is greater than the energy passed from the sheep to its lamb.      suggest reasons for this difference.                [4]        [total: 11]   ",
+            "11": "11  \u00a9 ucles 2011 0610/22/m/j/11 [turn over  for  examiner's  use 7 fig. 7.1 shows a photograph of a section through a leaf.     fig. 7.1    (a)  (i) explain the functions of the cuticle of a leaf.         [2]      (ii) explain how carbon dioxide in the atmosphere passes to the cells inside the leaf.          [2]     (b) the cells in the leaf use carbon dioxide to carry out photosynthesis.      state two environmental factors, apart from carbon dioxide, that can affect the rate of  photosynthesis.  1.   2.  [2]        [total: 6]   ",
+            "12": "12  \u00a9 ucles 2011 0610/22/m/j/11  for  examiner's  use 8 fig. 8.1 shows a food web of a community living in a caribbean ecosystem.     aphid beetle caterpillar hibiscus plant mango tree grassgrasshopper snailfrog kiskedee (bird)tarantula (spider)rat ladybirdsnakehawk     fig. 8.1     (a)  (i)  explain the term ecosystem .        [2]      (ii) explain the difference between a producer and a consumer.          [2]     ",
+            "13": "13  \u00a9 ucles 2011 0610/22/m/j/11 [turn over  for  examiner's  use  (b) using information in fig. 8.1 construct a complete food chain of only five  organisms.  the food chain must  include the hawk.                           [3]      (c) in the past the mango trees were sprayed with a very powerful insecticide. the  insecticide destroyed the beetles and caterpillars that damaged the crop.      predict and explain the effect on the snake population of the loss of the beetles and  caterpillars.                [4]      (d) suggest two other effects of the use of powerful insecticides.   1.     2.    [2]        [total: 13]   ",
+            "14": "14  \u00a9 ucles 2011 0610/22/m/j/11  for  examiner's  use 9 there are many people in the world who are not able to digest lactose, a sugar in milk  produced by cows, goats and sheep. these people do not make the enzyme lactase that breaks down lactose in the small intestine.    (a) describe what is meant by the term enzyme .         [2]      (b) people who cannot digest lactose sometimes drink a liquid containing the enzyme  lactase before they eat food containing milk products.      the aim of this treatment is to digest any lactose in the food, but it is not likely to be  successful.      suggest why this treatment is not likely to be successful.             [3]        [total: 5]        ",
+            "15": "15  \u00a9 ucles 2011 0610/22/m/j/11  blank page",
+            "16": "16      permission to reproduce items where thir d-party owned material protected by copyright  is included has been sought and cleared w here possible. every  reasonable effort has been made by the p ublisher (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.   \u00a9 ucles 2011 0610/22/m/j/11  blank page "
+        },
+        "0610_s11_qp_31.pdf": {
+            "1": "    this document consists of 18 printed pages and 2 blank pages.  ib11 06_0610_31_hi/fp  \u00a9 ucles 2011  [turn over       *7736755613* for examiner's use  1   2   3   4   5   6   total   university of cambridge international examinations  international general certificate of secondary education       biology 0610/31     paper 3 extended  may/june 2011     1 hour 15 minutes    candidates answer on the question paper.    no additional materials are required.    suitable for hearing impaired candidates .       read these instructions first    write your centre number, candidate number and name on all the work you hand in.  write in dark blue or black pen. you may use a pencil for any diagrams or graphs.  do not use staples, paper clips, highlighters, glue or correction fluid.  do not  write in any barcodes.    answer all questions.   at the end of the examination, fasten all your work securely together.  the number of marks is given in brackets [  ] at the end of each question or part  question.   ",
+            "2": "2  \u00a9 ucles 2011 0610/31/m/j/11  for  examiner's  use 1 fig. 1.1 shows a section of a villus at two different magnifications.    \u00d7270 \u00d7110red blood cells muscle tissue .. ...   fig. 1.1     (a) label the structures shown in fig. 1.1.      write the labels in the boxes in fig. 1.1. [3]   ",
+            "3": "3  \u00a9 ucles 2011 0610/31/m/j/11 [turn over  for  examiner's  use  (b)  suggest the role of the muscle tissue shown in the villus in fig. 1.1.           [2]      fig. 1.2 shows an experiment to investigate the uptake of glucose by cells of the villi.     \u007f two leak-proof bags were set up.  \u007f one bag was made from artificial partially permeable membrane (visking tubing).  \u007f the other bag was made from a piece of small intestine containing living cells, with its    inner surface inside the bag.  \u007f the bags were filled with equal volumes of a dilute glucose solution.  \u007f the bags were suspended in the same glucose solution for two hours.  \u007f after two hours, the volumes of the bags were measured and the contents were tested  for the concentration of glucose.    glass rod to support bags dilute glucose solutionmaintained at 37  \u00b0c 10 cm length of small intestinecontaining living cells10  cm length of artificial partially permeable membrane (visking tubing)beaker dilute glucosesolution inside bags     fig. 1.2     inside the bag made from small intestine the volume and concentration of the glucose  solution decreased. there were no changes to the volume and concentration in the visking  tubing bag.     (c) state and explain the process responsible for the decrease  in the glucose  concentration in the bag made from small intestine.         [2]   ",
+            "4": "4  \u00a9 ucles 2011 0610/31/m/j/11  for  examiner's  use  (d) after two hours there was less water in the bag made from small intestine.      the volume of water in the bag made from small intestine decreased, but the volume in  the bag made from visking tubing did not change. explain why.             [3]      (e) an investigation studied the flow of water into and out of the human alimentary canal.  table 1.1 shows the results.    table 1.1    water into the alimentary canal water out of  the alimentary canal  source of water volume of water /  dm3 per day method of water  loss volume of water /  dm3 per day  water from diet 2.5 stomach to the blood 0.00  saliva 1.5 small intestine to the blood 9.00  gastric juice 2.4 large intestine to  the blood 0.85  bile 0.8 in the faeces 0.15  pancreatic juice 0.8    intestinal secretions 2.0         (i) name the part of the alimentary canal that secretes most water in a digestive juice.   [1]    (ii) name the part of the alimentary canal that absorbs most water.    [1]   ",
+            "5": "5  \u00a9 ucles 2011 0610/31/m/j/11 [turn over  for  examiner's  use  (iii) explain why water is added to food by the secretions shown in table 1.1.               [3]     (iv) explain why it is important that water is absorbed in the alimentary canal.            [2]        [total: 17]   ",
+            "6": "6  \u00a9 ucles 2011 0610/31/m/j/11  for  examiner's  use 2 fig. 2.1 shows part of the nitrogen cycle.    nitrogen in the air dead organic matter ammonium ions nitrate ionsherbivore bean plant (legume) withroot nodulesa b     fig. 2.1     (a) name the processes a and b shown in fig. 2.1.  a   b  [2]     (b) fig. 2.1 shows that legumes have root nodules.      explain why these root nodules are important in the nitrogen cycle.                 [4]   ",
+            "7": "7  \u00a9 ucles 2011 0610/31/m/j/11 [turn over  for  examiner's  use  (c) proteins and dna are important nitrogen-containing compounds in cells.       describe the roles of proteins and dna in cells.   proteins              [3]  dna          [2]      (d) many inorganic fertilisers contain compounds of nitrogen. if crop plants do not absorb  the fertilisers they can be lost from the soil and pollute freshwater ecosystems, such as  lakes and rivers.     describe how fertilisers may affect freshwater ecosystems.                 [4]        [total: 15]   ",
+            "8": "8  \u00a9 ucles 2011 0610/31/m/j/11  for  examiner's  use 3 fig. 3.1 shows a fetus in the uterus immediately before birth.    umbilical cordplacenta amniotic fluid amniotic sac ab       fig. 3.1     (a) describe the functions of the amniotic sac and amniotic fluid.                 [4]     ",
+            "9": "9  \u00a9 ucles 2011 0610/31/m/j/11 [turn over  for  examiner's  use  (b) list three functions of the placenta.  1.     2.     3.    [3]       (c) state what happens to structures a and b during birth.         [2]      (d) discuss the advantages and possible disadvantages of breast-feeding.                   [4]        [total: 13]   ",
+            "10": "10  \u00a9 ucles 2011 0610/31/m/j/11  for  examiner's  use 4 a healthy kidney controls the excretion of ur ea and other waste products of metabolism  from the blood.     after kidney failure there are two possible treatments: dialysis or a kidney transplant.    fig. 4.1 shows how blood and dialysis fluid move through a dialysis machine.    bubble trap pump patient\u2019sarmbloodflow dialysis fluid blooda b       fig. 4.1      (a) describe the changes that occur to the blood as it flows through the dialysis machine  from a to b.           [2]     ",
+            "11": "11  \u00a9 ucles 2011 0610/31/m/j/11 [turn over  for  examiner's  use  (b) discuss the advantages of kidney transplants compared with dialysis.                 [3]     ",
+            "12": "12  \u00a9 ucles 2011 0610/31/m/j/11  for  examiner's  use  (c) two brothers have to make a difficult decision.      one brother, with blood group ab, has kidney failure and is on dialysis.    the healthy brother has agreed to donate one of his kidneys to his brother. he has to  have a blood test.     their father has blood group a and their mother has blood group b.     the brothers have a sister who has blood group o.    (i) explain how this girl has blood group o when her parents have different blood groups. you must use the space below for a genetic diagram to help your answer.       use the symbols i a, ib and io to represent the alleles involved in the inheritance of  blood groups.    parental phenotypes parental genotypes gametes girl\u2019s genotype girl\u2019s phenotypeblood group a ... ...   ...\u00d7\u00d7 +blood group b ... ...   ... ..              [4]     (ii) the healthy brother can only donate the kidney to his brother if they both have the  same blood group.        what is the probability that the healthy brother also has blood group ab?   [1]        [total: 10]   ",
+            "13": "13  \u00a9 ucles 2011 0610/31/m/j/11 [turn over            blank page                                               question 5 begins on page 14",
+            "14": "14  \u00a9 ucles 2011 0610/31/m/j/11  for  examiner's  use 5 (a)  write a balanced equation for photosynthesis using symbols.        [3]     plants that live in water are called hydrophytes.    fig. 5.1 shows a cross-section of a leaf of the hydrophyte, nuphar lutea . the leaves of       n. lutea  float on the surface of water.    ab dc       fig. 5.1   ",
+            "15": "15  \u00a9 ucles 2011 0610/31/m/j/11 [turn over  for  examiner's  use  (b) complete table 5.1 by describing the function of each feature.     the function for feature a has already been completed.    table 5.1    feature function  a transparent to allow light to penetrate into the leaf  b  \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026..  c  \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026..  d  \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026..        [3]    (c) state and explain one way in which the leaves of n. lutea  are adapted to their    environment.         [2]     ",
+            "16": "16  \u00a9 ucles 2011 0610/31/m/j/11  for  examiner's  use  (d) a student investigated how magnesium affects the growth of duckweed, spirodela  polyrhiza .       he prepared dishes each containing 30 plants of s. polyrhiza . each dish contained a  growth medium with different concentrations of a magnesium salt.     fig. 5.2 shows one of the dishes.   single plant of spirodela polyrhiza     fig. 5.2      after 33 days, the student counted the number  of plants in each dish and recorded their  appearance. the results are shown in table 5.2.    table 5.2    concentration of  magnesium salt /  mg  per  dm3 number of plants  after 33 days appearance of leaves after 33 days  0.05   27  yellow with some green patches  0.10   64  green with yellow spots  0.15   92  green with yellow spots  0.20 105  green  0.25 109  green   ",
+            "17": "17  \u00a9 ucles 2011 0610/31/m/j/11 [turn over  for  examiner's  use  (i) describe the effects of decreasing  the concentration of magnesium salt on the  growth of s. polyrhiza .             [3]     (ii) explain how magnesium deficiency affects the growth and appearance of this  plant.              [3]        [total: 14]   ",
+            "18": "18  \u00a9 ucles 2011 0610/31/m/j/11  for  examiner's  use 6 fig. 6.1 shows three different insects.    vespula flavopilosa insect 1vespula rufa insect 2 fig. 6.1callicera rufa insect 3      (a) insects 1 and 2 are more closely related to each other than to insect 3.     (i) explain how the binomial names indicate that insects 1 and 2 are more closely  related.         [2]     (ii) explain how the appearance of the three insects suggests that insects 1 and 2 are  more closely related.          [2]   ",
+            "19": "19  \u00a9 ucles 2011 0610/31/m/j/11  for  examiner's  use vespula flavopilosa  gives a painful sting. the insect shown in fig. 6.2 is very similar in  appearance to vespula flavopilosa  but does not give a sting.    chrysotoxum cautum fig. 6.2      (b) chrysotoxum cautum  is very similar in appearance to vespula flavopilosa . explain how  this is an advantage.         [2]      (c) it is thought that chrysotoxum cautum  evolved from an insect that did not have any  stripes.     suggest how these insects became striped.                     [5]        [total: 11]   ",
+            "20": "20      permission to reproduce items where third -party owned material protected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to t race 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.    \u00a9 ucles 2011 0610/31/m/j/11  blank page     "
+        },
+        "0610_s11_qp_32.pdf": {
+            "1": "    this document consists of 17 printed pages and 3 blank pages.  ib11 06_0610_32/5rp  \u00a9 ucles 2011  [turn over       *2383062155* for examiner's use  1   2   3   4   5   6   total   university of cambridge international examinations  international general certificate of secondary education       biology 0610/32     paper 3 extended  may/june 2011     1 hour 15 minutes    candidates answer on the question paper.    no additional materials are required.         read these instructions first    write your centre number, candidate number and name on all the work you hand in.  write in dark blue or black pen.  you may use a pencil for any diagrams or graphs. do not use staples, paper clips, highlighters, glue or correction fluid. do not  write in any barcodes.   answer all questions.   at the end of the examination, fasten all your work securely together.  the number of marks is given in brackets [  ] at the end of each question or part  question.   ",
+            "2": "2  \u00a9 ucles 2011 0610/32/m/j/11  for  examiner's  use 1 the passage describes the feeding relationships between some of the organisms in an  african grassland ecosystem.     the dominant grass species in the african grassland ecosystem are star grass and red oat  grass. star grass is eaten by antelope species, such as topi and thomson\u2019s gazelle.  smaller animals such as mice and grasshoppers also feed on grass. antelopes are eaten  by predators such as cheetahs, lions and serval cats. grasshoppers and mice are eaten by serval cats and tawny eagles. ruppell\u2019s vulture feeds on dead mammals.     fig. 1.1 shows part of the food web for this ecosystem.     star grass red oat grasstopithomson\u2019s gazelle .grasshopperslions.. serval cats tawny eagles     fig. 1.1    (a) complete the food web in fig. 1.1 by writing the names of the organisms in the boxes.     write your answers in the boxes in fig. 1.1. [3]    (b) name the trophic level of the following species:  star grass   topi  [2]       (c) (i)  state the source of energy for the food web shown in fig. 1.1.   [1]     (ii) state what happens to energy when it leaves an ecosystem, such as the african  grassland.    [1]     ",
+            "3": "3  \u00a9 ucles 2011 0610/32/m/j/11 [turn over  for  examiner's  use  (d)  nutrients are recycled in ecosystems but energy is not recycled.      explain why there are no more than four trophic levels in the ecosystem shown in     fig. 1.1.                 [3]       (e) fish, such as salmon reared in fish farms, are fed on high protein food made from  animals. when eating this food, these fish are feeding as secondary consumers.      discuss the disadvantages  of farming fish, such as salmon, for human food.                 [3]          [total: 13]   ",
+            "4": "4  \u00a9 ucles 2011 0610/32/m/j/11  for  examiner's  use 2 fig. 2.1 shows a person sitting in a room. a thermometer shows the temperature of the  room.    50 403020100\u00b0c     fig. 2.1     (a) give three uses of energy in the body of the person in fig. 2.1.  1.   2.   3.  [3]       (b) name the process carried out by the person in fig. 2.1 that releases energy.   [2]      (c) the person leaves the room and runs very fast for 200  m. when the person stops  running, his breathing rate and his heart rate remain high.     explain why the person\u2019s breathing rate and heart rate remain high after the run.                 [4]   ",
+            "5": "5  \u00a9 ucles 2011 0610/32/m/j/11 [turn over  for  examiner's  use  (d) there are changes in the skin at the beginning of the run and during the run. these  changes involve the blood vessels and the sweat glands.       describe what happens to the blood vessels and sweat glands at the beginning of the  run and during the run.     explain why these changes happen.                     [5]        [total: 14]   ",
+            "6": "6  \u00a9 ucles 2011 0610/32/m/j/11  for  examiner's  use 3 male and female sex hormones control the development of secondary sexual  characteristics.    table 3.1    sex hormones testosterone oestrogen  site of production  \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026. \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026.  1  \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026. \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026. secondary sexual  characteristics  2  \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026. \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026.      (a) complete table 3.1.      write your answers in the boxes in table 3.1. [3]    (b) some women do not release eggs. the hormone fsh is used in fertility treatment for  such women.      name the organs in the female body responsible for the following:      (i) production of fsh,   [1]    (ii) release of eggs.    [1]    ",
+            "7": "7  \u00a9 ucles 2011 0610/32/m/j/11 [turn over  for  examiner's  use  (c) fig. 3.1 shows changes in the concentration of fsh and three other hormones in the  blood during one menstrual cycle.    02468 1 0 1 2 1 4 1 6 1 8 2 0 2 2 2 4 2 6 2 8relative concentrationof hormonesin the blood time  / daysfshoestrogenlh progesterone     fig. 3.1      (i) describe the changes in the concentration of fsh during one menstrual cycle.             [3]     (ii) explain the role of fsh in the control of the menstrual cycle.              [3]        [total: 11]   ",
+            "8": "8  \u00a9 ucles 2011 0610/32/m/j/11  for  examiner's  use 4 the four o\u2019clock plant, mirabilis jalapa , can have flowers of three different colours as shown  in fig. 4.1.    yellow flower crimson flowerorange-red flower     fig. 4.1     (a) a student crossed some crimson-flowered plants with some yellow-flowered plants  (cross 1). she collected the seeds and grew them. all of the plants that grew from these seeds had orange-red flowers.       complete the genetic diagram to explain the result of cross 1.    parental phenotypes parental genotypes gametes offspring genotype offspring phenotypecrimson flowers acac ..\u00d7\u00d7 +yellow flowers ayay ..         [3]   ",
+            "9": "9  \u00a9 ucles 2011 0610/32/m/j/11 [turn over  for  examiner's  use  (b) the student then carried out three further crosses as shown in table 4.1.    table 4.1    cross genotypes of offspring  2    offspring of cross 1 \u00d7 offspring of cross   3    offspring of cross 1 \u00d7 crimson-flowered plant    4    offspring of cross 1 \u00d7 yellow-flowered plant         complete table 4.1 by writing the genotypes of the offspring of crosses 2, 3 and 4,  using the same symbols as in the genetic diagram in (a).     write the genotypes in table 4.1.     you may use the space below for any working.                          [3]    (c) flower colour in m. jalapa  is not an example of the inheritance of dominant and  recessive alleles.     explain how the results of the crosses show that these alleles for flower colour are not  dominant or recessive.             [3]   ",
+            "10": "10  \u00a9 ucles 2011 0610/32/m/j/11  for  examiner's  use  flowers from m. jalapa  were cross-pollinated.     (d) explain the difference between self-pollination and cross-pollination.         [2]       (e) some species of plants are self-pollinated.      discuss the long-term effects of self-polli nation on the evolution of these plants.                   [4]          [total: 15]   ",
+            "11": "11  \u00a9 ucles 2011 0610/32/m/j/11 [turn over  for  examiner's  use 5 australia has added fluoride to much of its drinking water since 1953. other countries, such  as chile, do not add fluoride to their drinking water.     (a) outline the arguments for and against the addition of fluoride to public drinking water.                 [3]       studies of the relationship between sugar consumption, tooth decay and fluoridation of  drinking water have been carried out. data was collected on tooth decay in 12 year-old  children in australia and chile.    fig. 5.1 shows changes in sugar consump tion in australia and chile between 1970 and  2006.    fig. 5.2 shows changes in tooth decay in the same countries over a similar time period.    ",
+            "12": "12  \u00a9 ucles 2011 0610/32/m/j/11  for  examiner's  use   sugar  consumption/  kg per person per year70 605040302010 0 1970 1980 1991 1994 year1997 2000 2006 chile australiakey:       fig. 5.1        mean number of decayed,missing andfilled teethper child8 76543210 1977 1980 1990 1995 1999 year2000 2006 chile australiakey:note that there is no data  available for chile for 2000 and for australia for 2006.       fig. 5.2 ",
+            "13": "13  \u00a9 ucles 2011 0610/32/m/j/11 [turn over  for  examiner's  use  (b)  describe the changes in sugar consumption and tooth decay in australia and chile  between 1970 and 2006.  sugar consumption           tooth decay          [4]       (c) the peaks for sugar consumption and tooth decay in 12 year-old children in chile  occurred at about the same time. it has been suggested that an increase in sugar  consumption in children caused an increase in tooth decay.      explain how an increase in sugar consumption may cause tooth decay.                 [4]       ",
+            "14": "14  \u00a9 ucles 2011 0610/32/m/j/11  for  examiner's  use  (d) fig. 5.1 shows that sugar consumption in these two countries is similar. fig. 5.2 shows  the changes in tooth decay in 12 year-old children.      suggest explanations for the similarities and differences in tooth decay in 12 year-old  children in australia and chile.                 [3]        [total: 14]   ",
+            "15": "15  \u00a9 ucles 2011 0610/32/m/j/11 [turn over  blank page                                 question 6 begins on the next page.",
+            "16": "16  \u00a9 ucles 2011 0610/32/m/j/11  for  examiner's  use   6 fig. 6.1 shows a leaf and a flower of helleborus orientalis .      fig. 6.1     (a)  h. orientalis is a dicotyledonous plant.      state three features visible  in fig. 6.1 that show it is a dicotyledonous plant.  1.   2.   3.  [3]     fig. 6.2 is a photograph of a section through a leaf of h. orientalis .  0.1 mma b c d e f g   fig. 6.2  ",
+            "17": "17  \u00a9 ucles 2011 0610/32/m/j/11 [turn over  for  examiner's  use  (b) complete the table, using ticks ( /check), to show the cells that carry out photosynthesis.    cell cells that carry out   photosynthesis  a   b   c   d   e   f   g         [2]       (c) explain how two features of leaves, visible  in sections such as that shown in fig. 6.2,  are adaptations for efficient photosynthesis.  1.       2.      [4]   ",
+            "18": "18  \u00a9 ucles 2011 0610/32/m/j/11  for  examiner's  use  (d) during the period when h. orientalis  is photosynthesising at a fast rate, substances are  transported through the plant in the phloem from sources to sinks.      (i) name two substances that are translocated from a source to a sink.     [2]     (ii) for these substances state the source and two possible sinks.   source  sink 1   sink 2  [2]        [total: 13]   ",
+            "19": "19  \u00a9 ucles 2011 0610/32/m/j/11  blank page",
+            "20": "20      permission to reproduce items where thir d-party owned material protected by copyright  is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to trac e 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.    \u00a9 ucles 2011 0610/32/m/j/11  blank page "
+        },
+        "0610_s11_qp_33.pdf": {
+            "1": "    this document consists of 17 printed pages and 3 blank pages.  ib11 06_0610_33/rp  \u00a9 ucles 2011  [turn over       *9433881542* for examiner's use  1   2   3   4   5   6   total   university of cambridge international examinations  international general certificate of secondary education       biology 0610/33     paper 3 extended  may/june 2011     1 hour 15 minutes    candidates answer on the question paper.    no additional materials are required.         read these instructions first    write your centre number, candidate number and name on all the work you hand in.  write in dark blue or black pen.  you may use a pencil for any diagrams or graphs. do not use staples, paper clips, highlighters, glue or correction fluid.  do not  write in any barcodes.    answer all questions.   at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part  question.   ",
+            "2": "2  \u00a9 ucles 2011 0610/33/m/j/11  for  examiner's  use 1 the passage describes the feeding relationships between some of the organisms in an  african grassland ecosystem.     the dominant grass species in the african grassland ecosystem are star grass and red oat  grass. star grass is eaten by antelope species, such as topi and thomson\u2019s gazelle.  smaller animals such as mice and grasshoppers also feed on grass. antelopes are eaten  by predators such as cheetahs, lions and serval cats. grasshoppers and mice are eaten by serval cats and tawny eagles. ruppell\u2019s vulture feeds on dead mammals.     fig. 1.1 shows part of the food web for this ecosystem.     star grass red oat grasstopithomson\u2019s gazelle .grasshopperslions.. serval cats tawny eagles     fig. 1.1    (a) complete the food web in fig. 1.1 by writing the names of the organisms in the boxes.     write your answers in the boxes in fig. 1.1. [3]    (b) name the trophic level of the following species:  star grass   topi  [2]       (c) (i)  state the source of energy for the food web shown in fig. 1.1.   [1]     (ii) state what happens to energy when it leaves an ecosystem, such as the african  grassland.    [1]     ",
+            "3": "3  \u00a9 ucles 2011 0610/33/m/j/11 [turn over  for  examiner's  use  (d)  nutrients are recycled in ecosystems but energy is not recycled.      explain why there are no more than four trophic levels in the ecosystem shown in     fig. 1.1.                 [3]       (e) fish, such as salmon reared in fish farms, are fed on high protein food made from  animals. when eating this food, these fish are feeding as secondary consumers.      discuss the disadvantages  of farming fish, such as salmon, for human food.                 [3]          [total: 13]   ",
+            "4": "4  \u00a9 ucles 2011 0610/33/m/j/11  for  examiner's  use 2 fig. 2.1 shows a person sitting in a room. a thermometer shows the temperature of the  room.    50 403020100\u00b0c     fig. 2.1     (a) give three uses of energy in the body of the person in fig. 2.1.  1.   2.   3.  [3]       (b) name the process carried out by the person in fig. 2.1 that releases energy.   [2]      (c) the person leaves the room and runs very fast for 200  m. when the person stops  running, his breathing rate and his heart rate remain high.     explain why the person\u2019s breathing rate and heart rate remain high after the run.                 [4]   ",
+            "5": "5  \u00a9 ucles 2011 0610/33/m/j/11 [turn over  for  examiner's  use  (d) there are changes in the skin at the beginning of the run and during the run. these  changes involve the blood vessels and the sweat glands.       describe what happens to the blood vessels and sweat glands at the beginning of the  run and during the run.     explain why these changes happen.                     [5]        [total: 14]   ",
+            "6": "6  \u00a9 ucles 2011 0610/33/m/j/11  for  examiner's  use 3 male and female sex hormones control the development of secondary sexual  characteristics.    table 3.1    sex hormones testosterone oestrogen  site of production  \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026. \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026.  1  \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026. \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026. secondary sexual  characteristics  2  \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026. \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026.      (a) complete table 3.1.      write your answers in the boxes in table 3.1. [3]    (b) some women do not release eggs. the hormone fsh is used in fertility treatment for  such women.      name the organs in the female body responsible for the following:      (i) production of fsh,   [1]    (ii) release of eggs.    [1]    ",
+            "7": "7  \u00a9 ucles 2011 0610/33/m/j/11 [turn over  for  examiner's  use  (c) fig. 3.1 shows changes in the concentration of fsh and three other hormones in the  blood during one menstrual cycle.    02468 1 0 1 2 1 4 1 6 1 8 2 0 2 2 2 4 2 6 2 8relative concentrationof hormonesin the blood time  / daysfshoestrogenlh progesterone     fig. 3.1      (i) describe the changes in the concentration of fsh during one menstrual cycle.             [3]     (ii) explain the role of fsh in the control of the menstrual cycle.              [3]        [total: 11]   ",
+            "8": "8  \u00a9 ucles 2011 0610/33/m/j/11  for  examiner's  use 4 the four o\u2019clock plant, mirabilis jalapa , can have flowers of three different colours as shown  in fig. 4.1.    yellow flower crimson flowerorange-red flower     fig. 4.1     (a) a student crossed some crimson-flowered plants with some yellow-flowered plants  (cross 1). she collected the seeds and grew them. all of the plants that grew from these seeds had orange-red flowers.       complete the genetic diagram to explain the result of cross 1.    parental phenotypes parental genotypes gametes offspring genotype offspring phenotypecrimson flowers acac ..\u00d7\u00d7 +yellow flowers ayay ..         [3]   ",
+            "9": "9  \u00a9 ucles 2011 0610/33/m/j/11 [turn over  for  examiner's  use  (b) the student then carried out three further crosses as shown in table 4.1.    table 4.1    cross genotypes of offspring  2    offspring of cross 1 \u00d7 offspring of cross   3    offspring of cross 1 \u00d7 crimson-flowered plant    4    offspring of cross 1 \u00d7 yellow-flowered plant         complete table 4.1 by writing the genotypes of the offspring of crosses 2, 3 and 4,  using the same symbols as in the genetic diagram in (a).     write the genotypes in table 4.1.     you may use the space below for any working.                          [3]    (c) flower colour in m. jalapa  is not an example of the inheritance of dominant and  recessive alleles.     explain how the results of the crosses show that these alleles for flower colour are not  dominant or recessive.             [3]   ",
+            "10": "10  \u00a9 ucles 2011 0610/33/m/j/11  for  examiner's  use  flowers from m. jalapa  were cross-pollinated.     (d) explain the difference between self-pollination and cross-pollination.         [2]       (e) some species of plants are self-pollinated.      discuss the long-term effects of self-polli nation on the evolution of these plants.                   [4]          [total: 15]   ",
+            "11": "11  \u00a9 ucles 2011 0610/33/m/j/11 [turn over  for  examiner's  use 5 australia has added fluoride to much of its drinking water since 1953. other countries, such  as chile, do not add fluoride to their drinking water.     (a) outline the arguments for and against the addition of fluoride to public drinking water.                 [3]       studies of the relationship between sugar consumption, tooth decay and fluoridation of  drinking water have been carried out. data was collected on tooth decay in 12 year-old  children in australia and chile.    fig. 5.1 shows changes in sugar consump tion in australia and chile between 1970 and  2006.    fig. 5.2 shows changes in tooth decay in the same countries over a similar time period.    ",
+            "12": "12  \u00a9 ucles 2011 0610/33/m/j/11  for  examiner's  use   sugar  consumption/  kg per person per year70 605040302010 0 1970 1980 1991 1994 year1997 2000 2006 chile australiakey:       fig. 5.1        mean number of decayed,missing andfilled teethper child8 76543210 1977 1980 1990 1995 1999 year2000 2006 chile australiakey:note that there is no data  available for chile for 2000 and for australia for 2006.       fig. 5.2 ",
+            "13": "13  \u00a9 ucles 2011 0610/33/m/j/11 [turn over  for  examiner's  use  (b)  describe the changes in sugar consumption and tooth decay in australia and chile  between 1970 and 2006.  sugar consumption           tooth decay          [4]       (c) the peaks for sugar consumption and tooth decay in 12 year-old children in chile  occurred at about the same time. it has been suggested that an increase in sugar  consumption in children caused an increase in tooth decay.      explain how an increase in sugar consumption may cause tooth decay.                 [4]       ",
+            "14": "14  \u00a9 ucles 2011 0610/33/m/j/11  for  examiner's  use  (d) fig. 5.1 shows that sugar consumption in these two countries is similar. fig. 5.2 shows  the changes in tooth decay in 12 year-old children.      suggest explanations for the similarities and differences in tooth decay in 12 year-old  children in australia and chile.                 [3]        [total: 14]   ",
+            "15": "15  \u00a9 ucles 2011 0610/33/m/j/11 [turn over  blank page                                 question 6 begins on the next page.",
+            "16": "16  \u00a9 ucles 2011 0610/33/m/j/11  for  examiner's  use   6 fig. 6.1 shows a leaf and a flower of helleborus orientalis .      fig. 6.1     (a)  h. orientalis is a dicotyledonous plant.      state three features visible  in fig. 6.1 that show it is a dicotyledonous plant.  1.   2.   3.  [3]     fig. 6.2 is a photograph of a section through a leaf of h. orientalis .  0.1 mma b c d e f g   fig. 6.2  ",
+            "17": "17  \u00a9 ucles 2011 0610/33/m/j/11 [turn over  for  examiner's  use  (b) complete the table, using ticks ( /check), to show the cells that carry out photosynthesis.    cell cells that carry out   photosynthesis  a   b   c   d   e   f   g         [2]       (c) explain how two features of leaves, visible  in sections such as that shown in fig. 6.2,  are adaptations for efficient photosynthesis.  1.       2.      [4]   ",
+            "18": "18  \u00a9 ucles 2011 0610/33/m/j/11  for  examiner's  use  (d) during the period when h. orientalis  is photosynthesising at a fast rate, substances are  transported through the plant in the phloem from sources to sinks.      (i) name two substances that are translocated from a source to a sink.     [2]     (ii) for these substances state the source and two possible sinks.   source  sink 1   sink 2  [2]        [total: 13]   ",
+            "19": "19  \u00a9 ucles 2011 0610/33/m/j/11  blank page",
+            "20": "20      permission to reproduce items where thir d-party owned material protected by copyright  is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to t race 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.    \u00a9 ucles 2011 0610/33/m/j/11     "
+        },
+        "0610_s11_qp_51.pdf": {
+            "1": "    this document consists of 10 printed pages and 2 blank pages.  ib11 06_0610_51/5rp  \u00a9 ucles 2011  [turn over       *9208466921* for examiner's use  1   2   total     university of cambridge international examinations  international general certificate of secondary education       biology 0610/51     paper 5  practical test  may/june 2011     1 hour    candidates answer on the question paper    additional materials: as listed in the confidential instructions        read these instructions first    write your centre number, candidate number and name on all the work you hand in.  write in dark blue or black pen.  you may use a pencil for any diagrams or graphs. do not use staples, paper clips, highlighters, glue or correction fluid. do not  write in any barcodes.    answer both  questions.   at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question.     ",
+            "2": "2  \u00a9 ucles 2011 0610/51/m/j/11  for  examiner's  use 1 amylase is an enzyme that breaks down starch.     you are provided with three different concentrations of amylase solution, labelled r1, r2  and r3.     you are going to test the activity of these solutions on plain paper.     read all the instructions before you begin work.    proceed as follows:    \u007f take three small discs of filter paper.  place one disc into each of the solutions r1, r2  and r3.     \u007f cut out one circle from the sheet of plain paper. the paper should just fit into the  bottom of the petri dish as shown in fig. 1.1.    \u007f add enough water to wet the paper.  pour away any excess water.    \u007f cover the wet paper with iodine solution so that it is evenly stained.    \u007f pour away any excess iodine solution and rinse the paper with water using the dropping  pipette.  r1 r2 r3lid of petri dish small discs of filter paper  soaked in amylase solutionsr1, r2 and r3circle of plain paperin the bottom of thepetri dish }     fig. 1.1    \u007f using forceps, remove the small disc of filter paper from solution r1 and place it  carefully on the paper you have stained, as shown in fig. 1.1.    \u007f using the forceps, gently press the disc of filter paper onto the surface of the stained  paper.   \u007f repeat the procedure with the discs of filter paper from solutions r2 and r3 as shown  in fig. 1.1.   \u007f put the lid on the petri dish.  note the time.  leave the three discs in the petri dish for  10 minutes.   ",
+            "3": "3  \u00a9 ucles 2011 0610/51/m/j/11 [turn over  for  examiner's  use during the 10 minutes you should prepare a table in which to record your observations,  in the space in question 1(a). you may also start answering question 2.   \u007f remove the lid from the petri dish.    \u007f using forceps, gently lift each disc of filter paper out of the petri dish, taking care not to  tear the stained paper underneath.     \u007f look carefully at the stained paper.       (a) record your observations in the table that you have prepared.                                           [5]    (b) explain the observations that you have recorded for the three different concentrations  of amylase.               [3]   ",
+            "4": "4  \u00a9 ucles 2011 0610/51/m/j/11  for  examiner's  use  (c) students wanted to find out the effect of different ph values on amylase activity.      describe how you would change the experiment you carried out in part (a) so that you  could investigate the effect of ph.  do not carry this out.                 [4]     ",
+            "5": "5   0610/51/m/j/11 [turn over  blank page                         question 1 continues on page 6",
+            "6": "6  \u00a9 ucles 2011 0610/51/m/j/11  for  examiner's  use  (d) students investigated samples of amylase from 100 goats.      100 small filter paper discs were each soaked with a different sample of goat amylase.    the discs were placed on iodine stained plain paper.      the students lifted the filter paper discs at one-minute intervals and recorded the  number of areas where there had been a reaction.        if there had been no reaction they replaced the disc of filter paper for another minute.   this procedure was repeated for five minutes.      their results are recorded in table 1.1.    table 1.1    time / minutes number of new areas where    there had been a reaction total  number of areas where    there had been a reaction  1 14 14  2 28 42  3 18 60  4 12   \u2026\u2026\u2026\u2026  5 6   \u2026\u2026\u2026\u2026       (i) complete table 1.1 by calculating the total number of areas where there had been  a reaction after 4 and 5 minutes.       write your answers in the spaces in table 1.1.       show your working in the space below.                         [2]   ",
+            "7": "7  \u00a9 ucles 2011 0610/51/m/j/11 [turn over  for  examiner's  use  (ii) plot the data from the first two columns  in table 1.1, to show the variation in the  activity of amylase.           [5]     (iii) suggest two reasons for the variation in amylase activity of the samples.          [2]     (e) suggest  three  ways in which you could improve this investigation.  1.    2.     3.    [3]        [total: 24] ",
+            "8": "8  \u00a9 ucles 2011 0610/51/m/j/11  for  examiner's  use 2 fig. 2.1 is a photograph of a dandelion fruit.        fig. 2.1     (a) make a large drawing of the fruit in the space below.      add labels on your drawing to show:   \u007f where the fruit was attached to the plant,    \u007f the position of the seed.                             [5] ",
+            "9": "9  \u00a9 ucles 2011 0610/51/m/j/11 [turn over  for  examiner's  use  (b) (i)  measure the length of the fruit in fig. 2.1 and draw a straight line next to your     drawing to show this length.  length of fruit in fig. 2.1   length of fruit in your drawing  [2]      (ii) calculate the magnification of your drawing.       show your working.                  magnification  [2]     ",
+            "10": "10  \u00a9 ucles 2011 0610/51/m/j/11  for  examiner's  use  (c) fig. 2.2 shows a fruit which has been kept in a dry environment for one day.      fig. 2.3 shows a fruit which has been kept in a damp  environment for one day.                          fig. 2.2 fig. 2.3    (i) complete the table to show one visible difference between the two dandelion fruits.     feature dry fruit shown in        fig. 2.2 damp fruit shown in      fig. 2.3      \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026           \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026      \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026       \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026      \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026          [2] ",
+            "11": "11  \u00a9 ucles 2011 0610/51/m/j/11  for  examiner's  use  (ii) suggest and explain how changing weather conditions would:     \u007f help disperse the fruits away from the parent plant,    \u007f allow them to germinate in a new habitat.                        [5]        [total: 16]   ",
+            "12": "12    copyright acknowledgements:    question 2a  figure 2.1  \u00a9  dandelion taraxacum officinale st udio;  dirk v. mallinckrodt / alamy.    permission to reproduce items where thir d-party owned material protected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holder s, 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.   0610/51/m/j/11  blank page "
+        },
+        "0610_s11_qp_52.pdf": {
+            "1": "    this document consists of 10 printed pages and 2 blank pages.  ib11 06_0610_52/6rp  \u00a9 ucles 2011  [turn over       *5848695732* for examiner's use  1   2   total     university of cambridge international examinations  international general certificate of secondary education       biology 0610/52     paper 5  practical test  may/june 2011     1 hour    candidates answer on the question paper    additional materials: as listed in the confidential instructions      read these instructions first    write your centre number, candidate number and name on all the work you hand in.  write in dark blue or black pen.  you may use a pencil for any diagrams or graphs. do not use staples, paper clips, highlighters, glue or correction fluid. do not  write in any barcodes.    answer both  questions.   at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question.     ",
+            "2": "2  \u00a9 ucles 2011 0610/52/m/j/11  for  examiner's  use 1 you are going to carry out a test for vitamin c.      you are provided with three vitamin c solutions, s1, s2 and s3.    s1 has a concentration of 0.2% vitamin c.   s2 has a concentration of 0.05% vitamin c.   the concentration of s3 is not known.    read all the instructions before you begin work.     proceed as follows:   \u007f measure 1  cm3 of starch solution into a test-tube.  \u007f add 1  cm3 of solution s1.   \u007f shake gently to mix.      prepare a table in which to record your observations, in the space in question 1(a).    you are going to add iodine solution to the mixture, drop by drop.  you should count every drop that you add.    \u007f add one drop of iodine solution and shake gently to mix.   \u007f keep adding iodine solution, drop by drop, until a blue colour appears. this is the end- point for solution s1.  \u007f repeat the test on solutions s2 and s3.      (a)  record your observations in the table that you have prepared.                            [5]   ",
+            "3": "3  \u00a9 ucles 2011 0610/52/m/j/11 [turn over  for  examiner's  use  (b) use your results to suggest the approximate vitamin c concentration of s3.       give reasons for your answer.             [3]      (c) suggest four ways in which you could improve this method to find the concentration of  an unknown vitamin c solution.  1.     2.     3.     4.    [4]     ",
+            "4": "4  \u00a9 ucles 2011 0610/52/m/j/11  for  examiner's  use  (d) fig. 1.1 shows the results of a similar investigation into the concentration of vitamin c  in five fruit juices. the numbers are the number of drops of iodine solution used to  reach the end-point for each fruit juice.         fig. 1.1     (i) on the grid below  plot the data from fig. 1.1 to show the variation in the number of  drops of iodine solution required to reach the end-point.           [5]        (ii) state which fruit juice has the highest concentration of vitamin c.    [1]   ",
+            "5": "5  \u00a9 ucles 2011 0610/52/m/j/11 [turn over  for  examiner's  use    (iii) explain how you used the results in (a) and the fruit juice data to decide which fruit  juice has the highest concentration of vitamin c.           [2]        [total: 20]   ",
+            "6": "6  \u00a9 ucles 2011 0610/52/m/j/11  for  examiner's  use 2 fig. 2.1 shows a photograph of the larva of an insect.     fig. 2.1     (a) (i)  in the space below make a large drawing of the larva shown in fig. 2.1.         labels are not needed.                                                 [5]   ",
+            "7": "7  \u00a9 ucles 2011 0610/52/m/j/11 [turn over  for  examiner's  use     (ii) measure the length of the larva in fig. 2.1 and in your drawing.  length of larva in fig. 2.1    length of larva in your drawing   [2]    (iii) calculate the magnification of your drawing compared with the larva in fig. 2.1.       show your working.                   magnification  [2]    ",
+            "8": "8  \u00a9 ucles 2011 0610/52/m/j/11  for  examiner's  use  (b) the larva eats through leaf tissue making tunnels in which it lives.      fig. 2.2 shows part of a leaf that has been damaged by these tunnels.    position of larva inside tunnel vein midrib     fig. 2.2     (i) calculate the percentage of the leaf area which has been damaged by the tunnels.      show your working.                    answer  % [3]   ",
+            "9": "9  \u00a9 ucles 2011 0610/52/m/j/11 [turn over  for  examiner's  use   (ii) suggest and explain why the tunnels do not extend across the leaf midrib.         [2]      (iii) suggest two reasons why the leaf in fig. 2.2 may die and fall off.  1.     2.    [2]      ",
+            "10": "10  \u00a9 ucles 2011 0610/52/m/j/11  for  examiner's  use  (c) the larva in fig. 2.1 becomes a moth.      fig. 2.3 and fig. 2.4 show the moth.   fig. 2.3 fig. 2.4     look at fig. 2.3 and fig. 2.4.      (i) state one visible feature of this moth which is used to classify it as an arthropod.   [1]     (ii) state three visible features of this moth which are used to classify it as an insect.  1.   2.   3.  [3]        [total: 20]     ",
+            "11": "11   0610/52/m/j/11  blank page",
+            "12": "12      permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here 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 t he 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.    \u00a9 ucles 2011 0610/52/m/j/11  blank page "
+        },
+        "0610_s11_qp_61.pdf": {
+            "1": "    this document consists of 10 printed pages and 2 blank pages.  ib11 06_0610_61_hi/fp  \u00a9 ucles 2011  [turn over       *9254401758* university of cambridge international examinations  international general certificate of secondary education       biology 0610/61     paper 6 alternative to practical  may/june 2011     1 hour    candidates answer on the question paper    additional materials: ruler    suitable for hearing impaired candidates .       read these instructions first    write your centre number, candidate number and name on all the work you hand in.  write in dark blue or black pen. you may use a pencil for any diagrams or graphs.  do not use staples, paper clips, highlighters, glue or correction fluid.  do not  write in any barcodes.    answer all questions.  at the end of the examination, fasten all your work securely together.  the number of marks is given in brackets [  ] at the end of each question or part question.      for examiner's use  1   2   3   total  ",
+            "2": "2   0610/61/m/j/11  blank page",
+            "3": "3  \u00a9 ucles 2011 0610/61/m/j/11 [turn over  for  examiner's  use 1 students investigated samples of amylase from 100 goats.  100 small filter paper discs  were each soaked in a different sample of goat amylase. the students tested the activity of  these amylase samples using plain paper. plain paper contains starch.    a circle of plain paper was placed into a petri dish as shown in fig. 1.1.  iodine solution  was used to stain the starch in the plain paper.    (a) when iodine solution reacts with the starch in the plain paper, what colour would you  see?   [1]     123 4 5678910lid of petri dish ten small discs of filter paper soaked in differentsamples of goat amylasecircle of plain paperin the bottom of thepetri dish       fig. 1.1     ten amylase soaked filter paper discs were placed into one of the petri dishes as shown in  fig. 1.1.      ten petri dishes were set up as in fig. 1.1.   the students lifted the filter paper discs at one-minute intervals and recorded the number of  areas where there had been a reaction.      (b) how would the students know that a reaction had taken place?   [1]   ",
+            "4": "4  \u00a9 ucles 2011 0610/61/m/j/11  for  examiner's  use  if a reaction had not taken place, the students replaced the disc of filter paper for another  minute.  this procedure was repeated for five minutes.     their results are recorded in table 1.1.   table 1.1    time / minutes number of new areas where     there had been a reaction total number of areas where    there had been a reaction  1 14 14  2 28 42  3 18 60  4 12   \u2026\u2026\u2026  5 6   \u2026\u2026\u2026      (c) (i)  complete table 1.1 by calculating the total number of areas where there had been  a reaction after 4 and 5 minutes.       write your answers in the spaces in table 1.1.       show your working in the space below.                         [2]   ",
+            "5": "5  \u00a9 ucles 2011 0610/61/m/j/11 [turn over  for  examiner's  use  (ii) plot the data from the first two columns  in table 1.1, to show the differences in  the activity of amylase.           [5]       (iii) suggest two reasons for the differences in amylase activity of the samples.          [2]       (d) suggest three  ways in which you could improve this investigation.  1.     2.     3.    [3]        [total: 14] ",
+            "6": "6  \u00a9 ucles 2011 0610/61/m/j/11  for  examiner's  use 2 fig. 2.1 is a photograph of a dandelion fruit.        fig. 2.1     (a) make a large drawing of the fruit in the space below.      add labels to show:   \u007f where the fruit was attached to the plant,    \u007f the position of the seed.                                           [5]   ",
+            "7": "7  \u00a9 ucles 2011 0610/61/m/j/11 [turn over  for  examiner's  use  (b) (i)  measure the length of the fruit in fig. 2.1 and draw a straight line next to your  drawing to show this length.  length of fruit in fig. 2.1   length of fruit in your drawing  [2]     (ii) calculate the magnification of your drawing.        show your working.                      magnification   [2]   ",
+            "8": "8  \u00a9 ucles 2011 0610/61/m/j/11  for  examiner's  use  (c) fig. 2.2 shows a fruit which has been kept in a dry environment for one day.      fig. 2.3 shows a fruit which has been kept in a damp  environment for one day.                                 fig. 2.2 fig. 2.3    (i) complete the table below to show one visible difference between the two dandelion fruits.     feature dry fruit shown in         fig. 2.2 damp fruit shown in      fig. 2.3     \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026           \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026      \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026       \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026     \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026         [2]   ",
+            "9": "9  \u00a9 ucles 2011 0610/61/m/j/11 [turn over  for  examiner's  use   (ii) suggest and explain how changing weather conditions would:    \u007f help disperse the fruits away from the parent plant,    \u007f allow them to germinate in a new habitat.                      [5]        [total: 16]   ",
+            "10": "10  \u00a9 ucles 2011 0610/61/m/j/11  for  examiner's  use 3 fig. 3.1 shows sections through ginger ( zingiber officinale ) and lotus ( nelumbo nucifera )  stems.  lotus ginger     fig. 3.1     (a) (i) state one visible  similarity between the two stems.   [1]     (ii) complete table 3.1 to show three visible  differences between the two stems.     table 3.1     stem  difference ginger lotus  1    \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026     \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026      \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026     \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026    2    \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026     \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026      \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026     \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026    3     \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026      \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026       \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026      \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026        [3]   ",
+            "11": "11  \u00a9 ucles 2011 0610/61/m/j/11  for  examiner's  use  (b) lotus plants live in water.      suggest and explain an adaptation of the lotus stem to its water habitat.          [2]       (c) the cells of lotus roots contain starch grains.      describe how you would prepare a microscope slide of the cells of a lotus stem to  show the starch grains.                  [4]        [total: 10]   ",
+            "12": "12    copyright ackno wledgements:    question 2a  figure 2.1  \u00a9  dandelion taraxacum officinale st udio;  dirk v. mallinckrodt / alamy.    permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here 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.    \u00a9 ucles 2011 0610/61/m/j/11  blank page     "
+        },
+        "0610_s11_qp_62.pdf": {
+            "1": "    this document consists of 9 printed pages and 3 blank pages.  ib11 06_0610_62/5rp  \u00a9 ucles 2011  [turn over       *4524811884* university of cambridge international examinations  international general certificate of secondary education       biology 0610/62     paper 6 alternative to practical  may/june 2011     1 hour    candidates answer on the question paper.    additional materials: ruler       read these instructions first   write your centre number, candidate number and name on all the work you hand in.  write in dark blue or black pen.  you may use a pencil for any diagrams or graphs. do not use staples, paper clips, highlighters, glue or correction fluid.  do not  write in any barcodes.    answer all questions.  at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question.   for examiner's use  1   2   3   total      ",
+            "2": "2  \u00a9 ucles 2011 0610/62/m/j/11  for  examiner's  use 1 some students carried out tests for vitamin c.      they were provided with three vitamin c solutions, s1, s2 and s3.    s1 had a concentration of 0.2% vitamin c.   s2 had a concentration of 0.05% vitamin c.   the concentration of s3 was not known.    \u007f the students measured 1  cm3 of starch solution into a test-tube.    \u007f they added 1  cm3 of solution s1.     \u007f the students added iodine solution, co unting drop by drop, until a blue colour  appeared. this was the end-point for solution s1.    \u007f they repeated the test on solutions s2 and s3.     these are the results that the students recorded.         (a)  record the students\u2019 observations in a suitable table using the space below.                           [4]   ",
+            "3": "3  \u00a9 ucles 2011 0610/62/m/j/11 [turn over  for  examiner's  use  (b) use these results to suggest the approximate vitamin c concentration of s3.       give reasons for your answer.             [3]      (c) suggest four ways in which you could improve this method to find the concentration of  an unknown vitamin c solution.  1.     2.     3.     4.    [4]     ",
+            "4": "4  \u00a9 ucles 2011 0610/62/m/j/11  for  examiner's  use  (d) fig. 1.1 shows the results of a similar investigation into the concentration of vitamin c  in five fruit juices. the students counted the number of drops of iodine solution used to  reach the end-point for each fruit juice.         fig. 1.1      (i) on the grid below plot the data from fig. 1.1 to show the variation in the number of  drops of iodine solution required to reach the end-point.            [5]      (ii) state which fruit juice has the highest concentration of vitamin c.   [1]        [total: 17]   ",
+            "5": "5  \u00a9 ucles 2011 0610/62/m/j/11 [turn over  blank page                                question 2 begins on page 6 ",
+            "6": "6  \u00a9 ucles 2011 0610/62/m/j/11  for  examiner's  use 2 fig. 2.1 shows a photograph of the larva of an insect.     fig. 2.1     (a) (i)  in the space below make a large drawing of the larva shown in fig. 2.1.         labels are not needed.                                                 [5] ",
+            "7": "7  \u00a9 ucles 2011 0610/62/m/j/11 [turn over  for  examiner's  use  (ii) measure the length of the larva in fig. 2.1 and in your drawing.   length of larva in fig. 2.1    length of larva in your drawing   [2]     (iii) calculate the magnification of your drawing compared with the larva in fig. 2.1.       show your working.                      magnification  [2]     ",
+            "8": "8  \u00a9 ucles 2011 0610/62/m/j/11  for  examiner's  use  (b) the larva eats through leaf tissue making tunnels in which it lives.      fig 2.2 shows part of a leaf that has been damaged by these tunnels.    position of larva inside tunnel vein midrib     fig. 2.2    (i) calculate the percentage of the leaf area which has been damaged by the tunnels.       show your working.                   answer  % [3]    (ii) suggest and explain why the tunnels do not extend across the leaf midrib.          [2]   ",
+            "9": "9  \u00a9 ucles 2011 0610/62/m/j/11 [turn over  for  examiner's  use  (iii) suggest two reasons why the leaf in fig. 2.2 may die and fall off.   1.     2.    [2]      (c) the larva in fig. 2.1 becomes a moth.      fig. 2.3 and fig. 2.4 show the moth.    fig. 2.3 fig. 2.4      look at fig. 2.3 and fig. 2.4.      (i) state one visible feature of this moth which is used to classify it as an arthropod.    [1]     (ii) state three visible features of this moth which are used to classify it as an insect.   1.   2.   3.  [3]        [total: 20]     ",
+            "10": "10  \u00a9 ucles 2011 0610/62/m/j/11  for  examiner's  use 3 fig. 3.1 shows two photographs of a person\u2019s eye.      in photograph a the person was looking out of a window.     in photograph b the person had turned away from the window.     ab    fig 3.1    (a) describe what happened to the diameter of the pupil in photograph b.   [1]       (b) explain your observation.           [2]          [total: 3]     ",
+            "11": "11  \u00a9 ucles 2011 0610/62/m/j/11  blank page",
+            "12": "12      permission to reproduce items where thir d-party owned material protected by copyright is included has been sought and cleared w here 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 t he cambridge assessment group. ca mbridge assessment is the brand  name of university of  cambridge local examinations syndicate (ucles), which is itself a department of the university of cambridge.   \u00a9 ucles 2011 0610/62/m/j/11  blank page "
+        },
+        "0610_s11_qp_63.pdf": {
+            "1": "    this document consists of 9 printed pages and 3 blank pages.  ib11 06_0610_63/fp  \u00a9 ucles 2011  [turn over       *1890062424* university of cambridge international examinations  international general certificate of secondary education       biology 0610/63     paper 6 alternative to practical  may/june 2011     1 hour    candidates answer on the question paper    additional materials: ruler       read these instructions first   write your centre number, candidate number and name on all the work you hand in.  write in dark blue or black pen.  you may use a pencil for any diagrams or graphs. do not use staples, paper clips, highlighters, glue or correction fluid.  do not  write in any barcodes.    answer all questions.  at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question.   for examiner's use  1   2   3   total      ",
+            "2": "2  \u00a9 ucles 2011 0610/63/m/j/11  for  examiner's  use 1 some students carried out tests for vitamin c.      they were provided with three vitamin c solutions, s1, s2 and s3.    s1 had a concentration of 0.2% vitamin c.   s2 had a concentration of 0.05% vitamin c.   the concentration of s3 was not known.    \u007f the students measured 1  cm3 of starch solution into a test-tube.    \u007f they added 1  cm3 of solution s1.     \u007f the students added iodine solution, co unting drop by drop, until a blue colour  appeared. this was the end-point for solution s1.    \u007f they repeated the test on solutions s2 and s3.     these are the results that the students recorded.         (a)  record the students\u2019 observations in a suitable table using the space below.                           [4]   ",
+            "3": "3  \u00a9 ucles 2011 0610/63/m/j/11 [turn over  for  examiner's  use  (b) use these results to suggest the approximate vitamin c concentration of s3.       give reasons for your answer.             [3]      (c) suggest four ways in which you could improve this method to find the concentration of  an unknown vitamin c solution.  1.     2.     3.     4.    [4]     ",
+            "4": "4  \u00a9 ucles 2011 0610/63/m/j/11  for  examiner's  use  (d) fig. 1.1 shows the results of a similar investigation into the concentration of vitamin c  in five fruit juices. the students counted the number of drops of iodine solution used to  reach the end-point for each fruit juice.         fig. 1.1      (i) on the grid below plot the data from fig. 1.1 to show the variation in the number of  drops of iodine solution required to reach the end-point.            [5]      (ii) state which fruit juice has the highest concentration of vitamin c.   [1]        [total: 17]   ",
+            "5": "5  \u00a9 ucles 2011 0610/63/m/j/11 [turn over  blank page                                question 2 begins on page 6 ",
+            "6": "6  \u00a9 ucles 2011 0610/63/m/j/11  for  examiner's  use 2 fig. 2.1 shows a photograph of the larva of an insect.     fig. 2.1     (a) (i)  in the space below make a large drawing of the larva shown in fig. 2.1.         labels are not needed.                                                 [5] ",
+            "7": "7    \u00a9 ucles 2011 0610/63/m/j/11 [turn over  for  examiner's  use  (ii) measure the length of the larva in fig. 2.1 and in your drawing.   length of larva in fig. 2.1    length of larva in your drawing   [2]     (iii) calculate the magnification of your drawing compared with the larva in fig. 2.1.       show your working.                      magnification  [2]     ",
+            "8": "8  \u00a9 ucles 2011 0610/63/m/j/11  for  examiner's  use  (b) the larva eats through leaf tissue making tunnels in which it lives.      fig 2.2 shows part of a leaf that has been damaged by these tunnels.    position of larva inside tunnel vein midrib     fig. 2.2    (i) calculate the percentage of the leaf area which has been damaged by the tunnels.       show your working.                   answer  % [3]    (ii) suggest and explain why the tunnels do not extend across the leaf midrib.          [2]   ",
+            "9": "9    \u00a9 ucles 2011 0610/63/m/j/11 [turn over  for  examiner's  use  (iii) suggest two reasons why the leaf in fig. 2.2 may die and fall off.   1.     2.    [2]      (c) the larva in fig. 2.1 becomes a moth.      fig. 2.3 and fig. 2.4 show the moth.    fig. 2.3 fig. 2.4      look at fig. 2.3 and fig. 2.4.      (i) state one visible feature of this moth which is used to classify it as an arthropod.    [1]     (ii) state three visible features of this moth which are used to classify it as an insect.   1.   2.   3.  [3]        [total: 20]     ",
+            "10": "10  \u00a9 ucles 2011 0610/63/m/j/11  for  examiner's  use 3 fig. 3.1 shows two photographs of a person\u2019s eye.      in photograph a the person was looking out of a window.     in photograph b the person had turned away from the window.     ab    fig 3.1    (a) describe what happened to the diameter of the pupil in photograph b.   [1]       (b) explain your observation.           [2]          [total: 3]     ",
+            "11": "11    \u00a9 ucles 2011 0610/63/m/j/11  blank page",
+            "12": "12      permission to reproduce items where thir d-party owned material protected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holder s, 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.   \u00a9 ucles 2011 0610/63/m/j/11  blank page "
+        },
+        "0610_w11_qp_11.pdf": {
+            "1": "    this document consists of 16 printed pages.  ib11 11_0610_11/6rp  \u00a9 ucles 2011  [turn over       *5868903 410* university of cambridge international examinations  international general certificate of secondary education       biology 0610/11     paper 1  multiple choice  october/november 2011     45 minutes    additional materials: multiple choice answer sheet    soft clean eraser    soft pencil (type b or hb is recommended)        read these instructions first    write in soft pencil.  do not use staples, paper clips, highlighters, glue or correction fluid. write your name, centre number and candidate number on the answer sheet in the spaces provided  unless this has been done for you.   there are forty  questions on this paper. answer all questions. for each question there are four possible  answers a, b, c and d.   choose the one you consider correct and record your choice in soft pencil  on the separate answer sheet.   read the instructions on the answer sheet very carefully.    each correct answer will score one mark. a mark will not be deducted for a wrong answer. any rough working should be done in this booklet.         ",
+            "2": "2  \u00a9 ucles 2011 0610/11/o/n/11  1 which characteristic of living organisms is described by the following definition?    \u2018the ability to detect changes in the environment and make responses\u2019.  a excretion  b movement  c respiration  d sensitivity     2 what is the correct order of arthropod groups, from those with most legs to those with fewest  legs?  a arachnids \u2192 crustaceans \u2192 insects \u2192 myriapods  b crustaceans \u2192 myriapods \u2192 insects \u2192 arachnids  c insects \u2192 arachnids \u2192 myriapods \u2192 crustaceans  d myriapods \u2192 crustaceans \u2192 arachnids \u2192 insects     3 which animal is an annelid?  1 has legs .. go to 2   has no legs . go to 3  2 has six legs. organism a   has eight legs . organism b  3 has a shell .. organism c   has no shell  organism d      4 root hair cells are found on plant roots.    which feature would be present in a root hair cell but not a sperm cell?  a cell membrane  b cell wall  c chloroplasts  d cytoplasm    ",
+            "3": "3  \u00a9 ucles 2011 0610/11/o/n/11 [turn over  5 which structure is found in a palisade cell but not in a liver cell?  a cell membrane  b central vacuole  c cytoplasm  d nucleus      6 which cell shows the position of the nucleus correctly?    a b c d       7 what are the levels of organisation of     \u2022 the wall of a villus,  \u2022 the small intestine?     wall of a villus small intestine  a cell organ  b cell organ system  c tissue organ  d tissue organ system    8 phloem is an example of  a a cell.  b a tissue.  c an organ.  d an organ system.    ",
+            "4": "4  \u00a9 ucles 2011 0610/11/o/n/11  9 the diagram shows a fetus attached by the placenta to the uterus wall of the mother.    uterus wallfetus placenta     by which process do all substances pass between the fetus and the mother in the placenta?  a diffusion  b nutrition  c osmosis  d respiration     10 what happens in osmosis?  a movement of solute molecules against their concentration gradient  b movement of solute molecules down their concentration gradient  c movement of water molecules against their concentration gradient  d movement of water molecules down their concentration gradient     11 a human digestive enzyme breaks down its substrate at a fast rate at 35  \u00b0c.    what would occur if the enzyme and substrate were kept at 75  \u00b0c?  a the enzyme would stop working and be denatured.  b the reaction would continue at the same rate.  c the reaction would take place more quickly.  d the reaction would take place more slowly.     ",
+            "5": "5  \u00a9 ucles 2011 0610/11/o/n/11 [turn over  12 the diagram shows the action of amylase.    amylasepart of a starch molecule     what is the function of the enzyme amylase?  a breaks down the substrate into amino acids  b changes the product into the substrate  c increases the rate of starch breaking down into glucose  d increases the rate of starch breaking down into maltose     13 which is an incisor tooth?    ab c d       14 small molecules are used as the basic units in the synthesis of large food molecules.    which statement is correct?  a amino acids are basic units of carbohydrates.  b fatty acids are basic units of glycogen.  c glycerol is a basic unit of oils.  d simple sugar is a basic unit of protein.     ",
+            "6": "6  \u00a9 ucles 2011 0610/11/o/n/11  15 the roots of plants take up nitrates from the soil.    what are the nitrates used to make?  a fat  b glucose  c protein  d starch     16 dietary fibre passes through several structures after leaving the stomach.  in which order does the dietary fibre pass through these structures?  a duodenum \u2192 ileum \u2192 colon \u2192 rectum  b duodenum \u2192 ileum \u2192 rectum \u2192 colon   c ileum \u2192 duodenum \u2192 colon \u2192 rectum   d ileum \u2192 duodenum \u2192 rectum \u2192 colon      17 in what form does a plant absorb and lose water?     absorbs loses  a liquid liquid  b liquid vapour  c vapour liquid  d vapour vapour    ",
+            "7": "7  \u00a9 ucles 2011 0610/11/o/n/11 [turn over  18 the diagram shows a plant shoot and the same shoot six hours later.    plant shoot same shoot six hours later    which change in environmental conditions could cause this change in the appearance of the  shoot?  a a decrease in available water  b a decrease in light intensity  c a decrease in wind speed  d an increase in humidity      19 an experiment is set up to investigate the uptake of oxygen by germinating seeds.    x y soda lime absorbs  carbon dioxide  dead seeds rinsed in antiseptic germinating  seeds water bath  at 25  \u00b0c  coloured water coloured  water      what happens to the levels at x and y?     x y  a falls rises  b falls unchanged  c rises falls  d rises unchanged   ",
+            "8": "8  \u00a9 ucles 2011 0610/11/o/n/11  20 which group contains substances that are all carried in the blood?  a amino acids, carbon dioxide and cellulose  b glucose, glycogen and lactic acid  c oestrogen, oxygen and starch  d salts, testosterone and urea     21 which process does not release carbon dioxide to the atmosphere?  a decomposition of animals  b photosynthesis of plants  c respiration of animals  d respiration of plants    22 which materials are excreted by kidneys and lungs?     kidneys lungs  a carbon dioxide carbon dioxide  b carbon dioxide urea  c urea carbon dioxide  d urea urea     23 the graph shows the variation in a person\u2019s body temperature over a period of time.    which temperature change is likely to cause most sweating?    time increase in body  temperature  normal body  temperature  decrease in body  temperature ab c d      ",
+            "9": "9  \u00a9 ucles 2011 0610/11/o/n/11 [turn over  24 the diagram shows a germinated bean seed with a horizontal radicle. this is placed on a slowly  rotating disc and is left for three days.    electric motor slowly rotating disc  radicle bean seed     which diagram shows the appearance of the radicle after three days?    a b c d       25 which type of cells do all sense organs contain?  a ciliated  b effector  c mesophyll  d receptor    ",
+            "10": "10  \u00a9 ucles 2011 0610/11/o/n/11  26 the diagram shows the early growth of a green plant.        what is occurring?     mitosis development   a \u0013 \u0013 key  b \u0013 \u0017 \u0013= occurs  c \u0017 \u0013 \u0017= does not occur  d \u0017 \u0017      27 the diagram shows a neurone.    x y     which structures could be found at  x and y?     x y  a brain intestine  b brain leg  c eye hand  d skin spinal cord    ",
+            "11": "11  \u00a9 ucles 2011 0610/11/o/n/11 [turn over  28 the diagram shows a potato tuber that developed from the stem of a parent potato plant. three  shoots are starting to grow from the tuber.    shoot  tuber      how do the genotypes of the shoots compare with th e genotypes of the tuber and of the parent?  a they are all different.  b they are all identical.  c the shoots are identical to each other, but are different from the tuber and the parent.  d the shoots are identical to the tuber, but are different from the parent.      29 the diagram shows the male reproductive system.    x     what is the tube labelled x?  a rectum  b sperm duct (vas deferens)  c ureter  d urethra   ",
+            "12": "12  \u00a9 ucles 2011 0610/11/o/n/11  30 which is not growth of an organism?  a increase in dry mass  b increase in the number of cells  c permanent increase in size  d swelling by absorbing water      31 what are the chromosomes for the two sexes in human beings?     female male  a xx xy  b xx yy  c xy xx  d yy xy     32 the colour of a mouse\u2019s fur is controlled by a single pair of alleles.    a mouse with black fur was crossed with a mouse with white fur. all the offspring had black fur.    what would be the most likely ratio in several litters of offspring if two of these black offspring were crossed?     black fur white fur  a 1 3  b 2 2  c 3 1  d 4 0    ",
+            "13": "13  \u00a9 ucles 2011 0610/11/o/n/11 [turn over  33 the diagram shows a food web.    at which level does energy from the sun enter the food web?    winklescrab starfish octopus limpetsseal gulls green algae seaweeda c db       34 the diagram gives a simplified scheme for energy flow through an ecosystem.    producers consumers2 133     which processes do the labelled arrows represent?     1 2 3  a feeding photosynthesis respiration  b feeding respiration photosynthesis  c photosynthesis feeding respiration  d photosynthesis respiration feeding      35 the food chain shows the number of animals relying on two bushes for their survival.    at which step in the food chain do the organisms have the greatest amount of energy?    a 2 bushes with several thousand leavesb 150 snailsc 10 small birdsd 2 hawk s     ",
+            "14": "14  \u00a9 ucles 2011 0610/11/o/n/11  36 the diagram shows the carbon cycle.    which process produces carbon dioxide from substances made by photosynthesis millions of  years ago?    carbon dioxide gas in the air carbon compounds in decaying organismscoal and oilcarbon compounds in plants carbon compounds in animalscarbon dioxide dissolved in seas and lakes a bcd     37 the diagram shows part of the carbon cycle.    atmosphere animalsplants1 2 34     which numbers represent excretion?  a 1 and 2 b 1 and 4 c 2 and 3 d 3 and 4    ",
+            "15": "15  \u00a9 ucles 2011 0610/11/o/n/11 [turn over  38 the graph shows the rate of growth for a population of herbivores.    which is the exponential (log) phase in the growth of this population?    a bcd  time number of  herbivores       39 the diagram shows four places on a river, where water samples were taken.    wx y zdirection of flowuntreated sewageoutlet     which graph shows oxygen concentrations in the river?    wxb  yzoxygen concentration  wxa  yzoxygen concentration  wxd  yzoxygen concentration  wxc  yzoxygen concentration       ",
+            "16": "16      permission to reproduce items where third -party owned material protected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to t race 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.    \u00a9 ucles 2011 0610/11/o/n/11  40 different pesticides were tested to see how poisonous they were to fish. scientists found the  concentration of pesticide that killed 50  % of the fish within four days.    the table shows the results of the tests.    pesticide concentration that killed   50  % of the fish  / p.p.m.  ddt 0.03  dieldrin 0.01  malathion 12.20  parathion 2.11    which pesticide was the most dangerous to the fish?  a ddt  b dieldrin  c malathion  d parathion       "
+        },
+        "0610_w11_qp_12.pdf": {
+            "1": "    this document consists of 16 printed pages.  ib11 11_0610_12/fp  \u00a9 ucles 2011  [turn over       *9525542608* university of cambridge international examinations  international general certificate of secondary education       biology 0610/12     paper 1  multiple choice  october/november 2011     45 minutes    additional materials: multiple choice answer sheet    soft clean eraser    soft pencil (type b or hb is recommended)        read these instructions first    write in soft pencil.  do not use staples, paper clips, highlighters, glue or correction fluid. write your name, centre number and candidate number on the answer sheet in the spaces provided  unless this has been done for you.   there are forty  questions on this paper. answer all questions. for each question there are four possible  answers a, b, c and d.   choose the one you consider correct and record your choice in soft pencil  on the separate answer sheet.   read the instructions on the answer sheet very carefully.    each correct answer will score one mark. a mark will not be deducted for a wrong answer. any rough working should be done in this booklet.         ",
+            "2": "2  \u00a9 ucles 2011 0610/12/o/n/11  1 root hair cells are found on plant roots.    which feature would be present in a root hair cell but not a sperm cell?  a cell membrane  b cell wall  c chloroplasts  d cytoplasm     2 which cell shows the position of the nucleus correctly?    a b c d        3 what is the correct order of arthropod groups, from those with most legs to those with fewest  legs?  a arachnids \u2192 crustaceans \u2192 insects \u2192 myriapods  b crustaceans \u2192 myriapods \u2192 insects \u2192 arachnids  c insects \u2192 arachnids \u2192 myriapods \u2192 crustaceans  d myriapods \u2192 crustaceans \u2192 arachnids \u2192 insects      4 which animal is an annelid?  1 has legs .. go to 2   has no legs . go to 3  2 has six legs. organism a   has eight legs . organism b  3 has a shell .. organism c   has no shell  organism d    ",
+            "3": "3  \u00a9 ucles 2011 0610/12/o/n/11 [turn over  5 what are the levels of organisation of     \u2022 the wall of a villus,  \u2022 the small intestine?     wall of a villus small intestine  a cell organ  b cell organ system  c tissue organ  d tissue organ system     6 which characteristic of living organisms is described by the following definition?    \u2018the ability to detect changes in the environment and make responses\u2019.  a excretion  b movement  c respiration  d sensitivity     7 phloem is an example of  a a cell.  b a tissue.  c an organ.  d an organ system.     8 which structure is found in a palisade cell but not in a liver cell?  a cell membrane  b central vacuole  c cytoplasm  d nucleus    ",
+            "4": "4  \u00a9 ucles 2011 0610/12/o/n/11  9 which is an incisor tooth?    ab c d       10 a human digestive enzyme breaks down its substrate at a fast rate at 35  \u00b0c.    what would occur if the enzyme and substrate were kept at 75  \u00b0c?  a the enzyme would stop working and be denatured.  b the reaction would continue at the same rate.  c the reaction would take place more quickly.  d the reaction would take place more slowly.    11 the diagram shows a fetus attached by the placenta to the uterus wall of the mother.    uterus wallfetus placenta     by which process do all substances pass between the fetus and the mother in the placenta?  a diffusion  b nutrition  c osmosis  d respiration     ",
+            "5": "5  \u00a9 ucles 2011 0610/12/o/n/11 [turn over  12 dietary fibre passes through several structures after leaving the stomach.  in which order does the dietary fibre pass through these structures?  a duodenum \u2192 ileum \u2192 colon \u2192 rectum  b duodenum \u2192 ileum \u2192 rectum \u2192 colon   c ileum \u2192 duodenum \u2192 colon \u2192 rectum   d ileum \u2192 duodenum \u2192 rectum \u2192 colon       13 what happens in osmosis?  a movement of solute molecules against their concentration gradient  b movement of solute molecules down their concentration gradient  c movement of water molecules against their concentration gradient  d movement of water molecules down their concentration gradient      14 the roots of plants take up nitrates from the soil.    what are the nitrates used to make?  a fat  b glucose  c protein  d starch    15 the diagram shows the action of amylase.    amylasepart of a starch molecule     what is the function of the enzyme amylase?  a breaks down the substrate into amino acids  b changes the product into the substrate  c increases the rate of starch breaking down into glucose  d increases the rate of starch breaking down into maltose     ",
+            "6": "6  \u00a9 ucles 2011 0610/12/o/n/11  16 small molecules are used as the basic units in the synthesis of large food molecules.    which statement is correct?  a amino acids are basic units of carbohydrates.  b fatty acids are basic units of glycogen.  c glycerol is a basic unit of oils.  d simple sugar is a basic unit of protein.     17 the diagram shows a germinated bean seed with a horizontal radicle. this is placed on a slowly  rotating disc and is left for three days.    electric motor slowly rotating disc  radicle bean seed     which diagram shows the appearance of the radicle after three days?    a b c d       18 which process does not release carbon dioxide to the atmosphere?  a decomposition of animals  b photosynthesis of plants  c respiration of animals  d respiration of plants     ",
+            "7": "7  \u00a9 ucles 2011 0610/12/o/n/11 [turn over  19 in what form does a plant absorb and lose water?     absorbs loses  a liquid liquid  b liquid vapour  c vapour liquid  d vapour vapour     20 the graph shows the variation in a person\u2019s body temperature over a period of time.    which temperature change is likely to cause most sweating?    time increase in body  temperature  normal body  temperature  decrease in body  temperature ab c d      ",
+            "8": "8  \u00a9 ucles 2011 0610/12/o/n/11  21 an experiment is set up to investigate the uptake of oxygen by germinating seeds.    x y soda lime absorbs  carbon dioxide  dead seeds rinsed in antiseptic germinating  seeds water bath  at 25  \u00b0c  coloured  water coloured  water      what happens to the levels at x and y?     x y  a falls rises  b falls unchanged  c rises falls  d rises unchanged     22 which type of cells do all sense organs contain?  a ciliated  b effector  c mesophyll  d receptor    23 which materials are excreted by kidneys and lungs?     kidneys lungs  a carbon dioxide carbon dioxide  b carbon dioxide urea  c urea carbon dioxide  d urea urea     ",
+            "9": "9  \u00a9 ucles 2011 0610/12/o/n/11 [turn over  24 the diagram shows a plant shoot and the same shoot six hours later.    plant shoot same shoot six hours later    which change in environmental conditions could cause this change in the appearance of the  shoot?  a a decrease in available water  b a decrease in light intensity  c a decrease in wind speed  d an increase in humidity     25 which group contains substances that are all carried in the blood?  a amino acids, carbon dioxide and cellulose  b glucose, glycogen and lactic acid  c oestrogen, oxygen and starch  d salts, testosterone and urea     ",
+            "10": "10  \u00a9 ucles 2011 0610/12/o/n/11  26 the diagram shows a potato tuber that developed from the stem of a parent potato plant. three  shoots are starting to grow from the tuber.    shoot  tuber      how do the genotypes of the shoots compare with th e genotypes of the tuber and of the parent?  a they are all different.  b they are all identical.  c the shoots are identical to each other, but are different from the tuber and the parent.  d the shoots are identical to the tuber, but are different from the parent.      27 what are the chromosomes for the two sexes in human beings?     female male  a xx xy  b xx yy  c xy xx  d yy xy     28 the diagram shows a neurone.    x y     which structures could be found at  x and y?     x y  a brain intestine  b brain leg  c eye hand  d skin spinal cord ",
+            "11": "11  \u00a9 ucles 2011 0610/12/o/n/11 [turn over  29 which is not growth of an organism?  a increase in dry mass  b increase in the number of cells  c permanent increase in size  d swelling by absorbing water     30 the diagram shows the early growth of a green plant.        what is occurring?     mitosis development   a \u0013 \u0013 key  b \u0013 \u0017 \u0013= occurs  c \u0017 \u0013 \u0017= does not occur  d \u0017 \u0017      ",
+            "12": "12  \u00a9 ucles 2011 0610/12/o/n/11  31 the colour of a mouse\u2019s fur is controlled by a single pair of alleles.    a mouse with black fur was crossed with a mouse with white fur. all the offspring had black fur.    what would be the most likely ratio in several litters of offspring if two of these black offspring  were crossed?     black fur white fur  a 1 3  b 2 2  c 3 1  d 4 0     32 the diagram shows the male reproductive system.    x     what is the tube labelled x?  a rectum  b sperm duct (vas deferens)  c ureter  d urethra    ",
+            "13": "13  \u00a9 ucles 2011 0610/12/o/n/11 [turn over  33 the diagram gives a simplified scheme for energy flow through an ecosystem.    producers consumers2 133     which processes do the labelled arrows represent?     1 2 3  a feeding photosynthesis respiration  b feeding respiration photosynthesis  c photosynthesis feeding respiration  d photosynthesis respiration feeding      34 the diagram shows part of the carbon cycle.    atmosphere animalsplants1 2 34     which numbers represent excretion?  a 1 and 2 b 1 and 4 c 2 and 3 d 3 and 4    ",
+            "14": "14  \u00a9 ucles 2011 0610/12/o/n/11  35 the diagram shows a food web.    at which level does energy from the sun enter the food web?    winklescrab starfish octopus limpetsseal gulls green algae seaweeda c db       36 the graph shows the rate of growth for a population of herbivores.    which is the exponential (log) phase in the growth of this population?    a bcd  time number of  herbivores       ",
+            "15": "15  \u00a9 ucles 2011 0610/12/o/n/11 [turn over  37 different pesticides were tested to see how poisonous they were to fish. scientists found the  concentration of pesticide that killed 50  % of the fish within four days.    the table shows the results of the tests.    pesticide concentration that killed   50  % of the fish  / p.p.m.  ddt 0.03  dieldrin 0.01  malathion 12.20  parathion 2.11    which pesticide was the most dangerous to the fish?  a ddt  b dieldrin  c malathion  d parathion      38 the diagram shows the carbon cycle.    which process produces carbon dioxide from substances made by photosynthesis millions of years ago?    carbon dioxide gas in the air carbon compounds in decaying organismscoal and oilcarbon compounds in plants carbon compounds in animalscarbon dioxide dissolved in seas and lakes a bcd      ",
+            "16": "16      permission to reproduce items where third -party owned material protected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to t race 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 t he 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.    \u00a9 ucles 2011 0610/12/o/n/11  39 the food chain shows the number of animals relying on two bushes for their survival.    at which step in the food chain do the organisms have the greatest amount of energy?    a 2 bushes with several thousand leavesb 150 snailsc 10 small birdsd 2 hawk s      40 the diagram shows four places on a river, where water samples were taken.    wx y zdirection of flowuntreated  sewageoutlet     which graph shows oxygen concentrations in the river?    wxb  yzoxygen  concentration  wxa  yzoxygen  concentration  wxd  yzoxygen  concentration  wxc  yzoxygen  concentration         "
+        },
+        "0610_w11_qp_13.pdf": {
+            "1": "    this document consists of 16 printed pages.  ib11 11_0610_13/fp  \u00a9 ucles 2011  [turn over       *1041307990* university of cambridge international examinations  international general certificate of secondary education       biology 0610/13     paper 1  multiple choice  october/november 2011     45 minutes    additional materials: multiple choice answer sheet    soft clean eraser    soft pencil (type b or hb is recommended)        read these instructions first    write in soft pencil.  do not use staples, paper clips, highlighters, glue or correction fluid. write your name, centre number and candidate number on the answer sheet in the spaces provided  unless this has been done for you.   there are forty  questions on this paper. answer all questions. for each question there are four possible  answers a, b, c and d.   choose the one you consider correct and record your choice in soft pencil  on the separate answer sheet.   read the instructions on the answer sheet very carefully.    each correct answer will score one mark. a mark will not be deducted for a wrong answer. any rough working should be done in this booklet.         ",
+            "2": "2  \u00a9 ucles 2011 0610/13/o/n/11  1 which structure is found in a palisade cell but not in a liver cell?  a cell membrane  b central vacuole  c cytoplasm  d nucleus     2 what are the levels of organisation of     \u2022 the wall of a villus,  \u2022 the small intestine?     wall of a villus small intestine  a cell organ  b cell organ system  c tissue organ  d tissue organ system      3 which characteristic of living organisms is described by the following definition?    \u2018the ability to detect changes in the environment and make responses\u2019.  a excretion  b movement  c respiration  d sensitivity     4 phloem is an example of  a a cell.  b a tissue.  c an organ.  d an organ system.    ",
+            "3": "3  \u00a9 ucles 2011 0610/13/o/n/11 [turn over  5 which cell shows the position of the nucleus correctly?    a b c d       6 which animal is an annelid?  1 has legs .. go to 2   has no legs . go to 3  2 has six legs. organism a   has eight legs . organism b  3 has a shell .. organism c   has no shell  organism d      7 what is the correct order of arthropod groups, from those with most legs to those with fewest  legs?  a arachnids \u2192 crustaceans \u2192 insects \u2192 myriapods  b crustaceans \u2192 myriapods \u2192 insects \u2192 arachnids  c insects \u2192 arachnids \u2192 myriapods \u2192 crustaceans  d myriapods \u2192 crustaceans \u2192 arachnids \u2192 insects      8 root hair cells are found on plant roots.    which feature would be present in a root hair cell but not a sperm cell?  a cell membrane  b cell wall  c chloroplasts  d cytoplasm    ",
+            "4": "4  \u00a9 ucles 2011 0610/13/o/n/11  9 the diagram shows the action of amylase.    amylasepart of a starch molecule     what is the function of the enzyme amylase?  a breaks down the substrate into amino acids  b changes the product into the substrate  c increases the rate of starch breaking down into glucose  d increases the rate of starch breaking down into maltose     10 dietary fibre passes through several structures after leaving the stomach.  in which order does the dietary fibre pass through these structures?  a duodenum \u2192 ileum \u2192 colon \u2192 rectum  b duodenum \u2192 ileum \u2192 rectum \u2192 colon   c ileum \u2192 duodenum \u2192 colon \u2192 rectum   d ileum \u2192 duodenum \u2192 rectum \u2192 colon      11 small molecules are used as the basic units in the synthesis of large food molecules.    which statement is correct?  a amino acids are basic units of carbohydrates.  b fatty acids are basic units of glycogen.  c glycerol is a basic unit of oils.  d simple sugar is a basic unit of protein.      12 what happens in osmosis?  a movement of solute molecules against their concentration gradient  b movement of solute molecules down their concentration gradient  c movement of water molecules against their concentration gradient  d movement of water molecules down their concentration gradient     ",
+            "5": "5  \u00a9 ucles 2011 0610/13/o/n/11 [turn over  13 the roots of plants take up nitrates from the soil.    what are the nitrates used to make?  a fat  b glucose  c protein  d starch     14 the diagram shows a fetus attached by the placenta to the uterus wall of the mother.    uterus wallfetus placenta     by which process do all substances pass between the fetus and the mother in the placenta?  a diffusion  b nutrition  c osmosis  d respiration     15 which is an incisor tooth?    ab c d      ",
+            "6": "6  \u00a9 ucles 2011 0610/13/o/n/11  16 a human digestive enzyme breaks down its substrate at a fast rate at 35  \u00b0c.    what would occur if the enzyme and substrate were kept at 75  \u00b0c?  a the enzyme would stop working and be denatured.  b the reaction would continue at the same rate.  c the reaction would take place more quickly.  d the reaction would take place more slowly.     17 an experiment is set up to investigate t he uptake of oxygen by germinating seeds.    x y soda lime absorbs  carbon dioxide  dead seeds rinsed in antiseptic germinating  seeds water bath  at 25  \u00b0c  coloured  water coloured  water      what happens to the levels at x and y?     x y  a falls rises  b falls unchanged  c rises falls  d rises unchanged     18 which type of cells do all sense organs contain?  a ciliated  b effector  c mesophyll  d receptor    ",
+            "7": "7  \u00a9 ucles 2011 0610/13/o/n/11 [turn over  19 which materials are excreted by kidneys and lungs?     kidneys lungs  a carbon dioxide carbon dioxide  b carbon dioxide urea  c urea carbon dioxide  d urea urea     20 the diagram shows a germinated bean seed with a horizontal radicle. this is placed on a slowly  rotating disc and is left for three days.    electric motor slowly rotating disc  radicle bean seed     which diagram shows the appearance of the radicle after three days?    a b c d        21 the graph shows the variation in a person\u2019s body temperature over a period of time.    which temperature change is likely to cause most sweating?    time increase in body  temperature  normal body  temperature  decrease in body  temperature ab c d      ",
+            "8": "8  \u00a9 ucles 2011 0610/13/o/n/11  22 which group contains substances that are all carried in the blood?  a amino acids, carbon dioxide and cellulose  b glucose, glycogen and lactic acid  c oestrogen, oxygen and starch  d salts, testosterone and urea     23 the diagram shows a plant shoot and the same shoot six hours later.    plant shoot same shoot six hours later    which change in environmental conditions could cause this change in the appearance of the  shoot?  a a decrease in available water  b a decrease in light intensity  c a decrease in wind speed  d an increase in humidity     24 which process does not release carbon dioxide to the atmosphere?  a decomposition of animals  b photosynthesis of plants  c respiration of animals  d respiration of plants    ",
+            "9": "9  \u00a9 ucles 2011 0610/13/o/n/11 [turn over  25 in what form does a plant absorb and lose water?     absorbs loses  a liquid liquid  b liquid vapour  c vapour liquid  d vapour vapour     26 the diagram shows the male reproductive system.    x     what is the tube labelled x?  a rectum  b sperm duct (vas deferens)  c ureter  d urethra    ",
+            "10": "10  \u00a9 ucles 2011 0610/13/o/n/11  27 the colour of a mouse\u2019s fur is controlled by a single pair of alleles.    a mouse with black fur was crossed with a mouse with white fur. all the offspring had black fur.    what would be the most likely ratio in several litters of offspring if two of these black offspring  were crossed?     black fur white fur  a 1 3  b 2 2  c 3 1  d 4 0     28 which is not growth of an organism?  a increase in dry mass  b increase in the number of cells  c permanent increase in size  d swelling by absorbing water    ",
+            "11": "11  \u00a9 ucles 2011 0610/13/o/n/11 [turn over  29 the diagram shows the early growth of a green plant.        what is occurring?     mitosis development   a \u0013 \u0013 key  b \u0013 \u0017 \u0013= occurs  c \u0017 \u0013 \u0017= does not occur  d \u0017 \u0017      ",
+            "12": "12  \u00a9 ucles 2011 0610/13/o/n/11  30 the diagram shows a potato tuber that developed from the stem of a parent potato plant. three  shoots are starting to grow from the tuber.    shoot  tuber      how do the genotypes of the shoots compare with th e genotypes of the tuber and of the parent?  a they are all different.  b they are all identical.  c the shoots are identical to each other, but are different from the tuber and the parent.  d the shoots are identical to the tuber, but are different from the parent.      31 the diagram shows a neurone.    x y     which structures could be found at  x and y?     x y  a brain intestine  b brain leg  c eye hand  d skin spinal cord     32 what are the chromosomes for the two sexes in human beings?     female male  a xx xy  b xx yy  c xy xx  d yy xy ",
+            "13": "13  \u00a9 ucles 2011 0610/13/o/n/11 [turn over  33 the diagram shows four places on a river, where water samples were taken.    wx y zdirection of flowuntreated  sewageoutlet     which graph shows oxygen concentrations in the river?    wxb  yzoxygen  concentration  wxa  yzoxygen  concentration  wxd  yzoxygen  concentration  wxc  yzoxygen  concentration       ",
+            "14": "14  \u00a9 ucles 2011 0610/13/o/n/11  34 the diagram shows the carbon cycle.    which process produces carbon dioxide from substances made by photosynthesis millions of years ago?    carbon dioxide gas in the air carbon compounds in decaying organismscoal and oilcarbon compounds in plants carbon compounds in animalscarbon dioxide dissolved in seas and lakes a bcd      35 different pesticides were tested to see how poisonous they were to fish. scientists found the  concentration of pesticide that killed 50  % of the fish within four days.    the table shows the results of the tests.    pesticide concentration that killed   50  % of the fish  / p.p.m.  ddt 0.03  dieldrin 0.01  malathion 12.20  parathion 2.11    which pesticide was the most dangerous to the fish?  a ddt  b dieldrin  c malathion  d parathion    ",
+            "15": "15  \u00a9 ucles 2011 0610/13/o/n/11 [turn over  36 the diagram gives a simplified scheme for energy flow through an ecosystem.    producers consumers2 133     which processes do the labelled arrows represent?     1 2 3  a feeding photosynthesis respiration  b feeding respiration photosynthesis  c photosynthesis feeding respiration  d photosynthesis respiration feeding      37 the graph shows the rate of growth for a population of herbivores.    which is the exponential (log) phase in the growth of this population?    a bcd  time number of  herbivores       ",
+            "16": "16      permission to reproduce items where third -party owned material protected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to t race 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 t he 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.   \u00a9 ucles 2011 0610/13/o/n/11  38 the diagram shows a food web.    at which level does energy from the sun enter the food web?    winklescrab starfish octopus limpetsseal gulls green algae seaweeda c db       39 the diagram shows part of the carbon cycle.    atmosphere animalsplants1 2 34     which numbers represent excretion?  a 1 and 2 b 1 and 4 c 2 and 3 d 3 and 4      40 the food chain shows the number of animals relying on two bushes for their survival.    at which step in the food chain do the organisms have the greatest amount of energy?    a 2 bushes with several thousand leavesb 150 snailsc 10 small birdsd 2 hawk s        "
+        },
+        "0610_w11_qp_21.pdf": {
+            "1": "    this document consists of 20 printed pages and 4 blank pages.  ib11 11_0610_21/xrp  \u00a9 ucles 2011  [turn over       *5087512572* for examiner's use  1   2   3   4   5   6   7   8   9   10   total   university of cambridge international examinations  international general certificate of secondary education       biology 0610/21     paper 2 core  october/november 2011     1 hour 15 minutes    candidates answer on the question paper.    additional materials: ruler       read these instructions first    write your centre number, candidate number and name on all the work you hand in.  write in dark blue or black pen.  you may use a pencil for any diagrams or graphs. do not use staples, paper clips, highlighters, glue or correction fluid.  do not  write in any barcodes.    answer all questions.  at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [ ] at the end of each question or part  question.   ",
+            "2": "2  \u00a9 ucles 2011 0610/21/o/n/11  blank page ",
+            "3": "3  \u00a9 ucles 2011 0610/21/o/n/11 [turn over  for  examiner's  use 1 fig. 1.1 shows a crab that is a member of the arthropod group.    carapace   fig. 1.1     crabs have a hard shell (carapace) that covers the head and thorax.     the abdomen is often folded under the body below the carapace.    all crabs have five pairs of legs.     (a) to which group of arthropods does the crab belong?       tick ( /checkbld) one box to show your answer.       arachnids       crustaceans       insects       myriapods          [1]    ",
+            "4": "4  \u00a9 ucles 2011 0610/21/o/n/11  for  examiner's  use  (b) fig. 1.2 shows five crabs.    ab c ed     fig. 1.2   ",
+            "5": "5  \u00a9 ucles 2011 0610/21/o/n/11 [turn over  for  examiner's  use   use the key to identify each of the crabs.      write the name of each crab in the correct box in table 1.1.    key     name of crab    1 (a)  abdomen folded under carapace     (b)  abdomen tucked inside mollusc shell  2 (a)  all legs are thin    (b)  front pair of legs is much wider than the rest     3 (a)  front edge of carapace has sharp, jagged points    (b)  front edge of carapace is smooth   4 (a)  front edge of carapace comes to a long, sharp point     (b)  front edge of carapace has lots of short points   go to 2  eupagurus  go to 4 go to 3    carcinus cancer   corystes  maia        table 1.1    crab name of crab  a   b   c   d   e       [4]       [total: 5]   ",
+            "6": "6  \u00a9 ucles 2011 0610/21/o/n/11  blank page ",
+            "7": "7  \u00a9 ucles 2011 0610/21/o/n/11 [turn over  for  examiner's  use 2 (a)  the human circulatory system contains valves.      (i)  state the function of these valves.     [1]     (ii) complete table 2.1 by placing a tick ( /checkbld) against two structures in the human  circulatory system that have valves.     table 2.1    structure in circulatory system have valves  arteries   capillaries   heart   veins       [1]     (b) describe how you could measure the heart rates of some students before they start  running.         [2]     ",
+            "8": "8  \u00a9 ucles 2011 0610/21/o/n/11  for  examiner's  use  (c) fig. 2.1 shows the results of an investigation of the heart rates of some students before  and immediately after running.       each student ran the same distance.     150 140130120 110 100 908070 60 50heart rate  / beatsperminute female 1 female 2 female 3 male 1 male 2 male 3 studentsbefore running immediately after running     fig. 2.1   ",
+            "9": "9  \u00a9 ucles 2011 0610/21/o/n/11 [turn over  for  examiner's  use   (i) state which student has the lowest heart rate immediately after running.   [1]     (ii) state which student has the largest change in heart rate from before to immediately after running.    [1]    (iii) describe any trends that you can see in the results.          [2]      (d) explain why heart rate changes when you run.                 [4]        [total: 12]     ",
+            "10": "10  \u00a9 ucles 2011 0610/21/o/n/11  for  examiner's  use 3 (a)  plants, like animals, respond to stimuli.  tropisms are an example of a plant response.      (i)  define the term geotropism .         [2]     (ii) suggest the advantages of geotropic resp onses for a seed germinating in the soil.              [3]      (b) state three external conditions necessary for the germination of a seed in the soil.  1   2   3  [3]        [total: 8]     ",
+            "11": "11  \u00a9 ucles 2011 0610/21/o/n/11 [turn over  for  examiner's  use 4 (a)  fig. 4.1 shows a water cycle.    bedrockground water lakedrainage through soil abc runoff     fig. 4.1      (i) name the processes happening at a, b and c.  a   b   c  [3]    (ii) suggest why the most rainfall occurs over hills and mountains.      [1]      (b) lakes are often naturally rich in nutrients such as nitrates.       using information from fig. 4.1, suggest how these nutrients are moved from the hill  into the lake.     [1]     ",
+            "12": "12  \u00a9 ucles 2011 0610/21/o/n/11  for  examiner's  use  (c) explain why deforestation and the removal of plants from the sides of hills can lead to  the flooding of lower areas of land.             [3]        [total: 8]      ",
+            "13": "13  \u00a9 ucles 2011 0610/21/o/n/11 [turn over  for  examiner's  use 5 fig. 5.1 shows an arctic food web.      phytoplanktonzooplanktonarctic char arctic codharbour seal ringed seal squidharp sealkiller whale polar bear arctic birds     fig. 5.1     (a) (i)  the phytoplankton are the producers in this food web.       name the process by which phytoplankton build up stores of chemical energy.   [1]    (ii) name a secondary consumer in the food web in fig. 5.1.    [1]    (iii) complete the food chain using organisms shown in fig. 5.1.              phytoplankton /barb4right\u2026\u2026..\u2026\u2026\u2026\u2026.\u2026. /barb4right\u2026\u2026\u2026.\u2026\u2026. /barb4right\u2026\u2026.\u2026..\u2026\u2026..\u2026. /barb4right killer whale       [1]    ",
+            "14": "14  \u00a9 ucles 2011 0610/21/o/n/11  for  examiner's  use  (b)  the polar bear has been listed as an endangered species.       explain what the term endangered species  means.         [2]       (c) suggest how the loss of the polar bear from the arctic ecosystem could affect the  population of killer whales.                 [3]        [total: 8]    ",
+            "15": "15  \u00a9 ucles 2011 0610/21/o/n/11 [turn over  blank page                           question 6 begins on the next page. ",
+            "16": "16  \u00a9 ucles 2011 0610/21/o/n/11  for  examiner's  use 6 an investigation of the uptake and loss of wa ter by a plant was carried out over 24 hours.  the results are shown in table 6.1.     table 6.1    time of day  / hours water uptake  / g per hour water loss  / g per hour  0400   7   2  0700 11   8  1000 18 24  1300 24 30  1600 24 24  1900 20 13  2200 11   5   ",
+            "17": "17  \u00a9 ucles 2011 0610/21/o/n/11 [turn over  for  examiner's  use  (a) (i)  the data for water uptake have been plotted on the grid below.       plot the data for water loss on the same grid. label both curves.   30 20 10 0 0000 0400 0800 1200 1600 2000 2400 time  / hourswater uptakeorloss  / g per hour       [4]     (ii) state the  two times at which the uptake and loss of water were the same.    [1]     ",
+            "18": "18  \u00a9 ucles 2011 0610/21/o/n/11  for  examiner's  use  (b)  explain how a decrease  in temperature and humidity would affect the water loss by  this plant.  (i) temperature        [2]  (ii) humidity        [2]        [total: 9]     7 explain how the use of chemical fertilisers has increased food production in farming.                  [4]        [total: 4]    ",
+            "19": "19  \u00a9 ucles 2011 0610/21/o/n/11 [turn over  for  examiner's  use 8 reproduction in humans is an example of sexual reproduction.     outline what occurs during:   (a) sexual intercourse,         [2]      (b) fertilisation,             [3]       (c) implantation.         [2]        [total: 7]     ",
+            "20": "20  \u00a9 ucles 2011 0610/21/o/n/11  for  examiner's  use 9 fig. 9.1 shows the human digestive system and associated organs.     a hib c d f ge     fig. 9.1      (a) use letters from fig. 9.1 to identify the structures described.       each letter may be used once, more than once, or not at all.      (i) one structure where digestion of protein occurs.        (ii) one  structure where bile is stored.         (iii) one  structure where peristalsis happens.         (iv) one  structure where starch digestion occurs.          (v) one  structure where amino acids are absorbed into the blood.     [5]     ",
+            "21": "21  \u00a9 ucles 2011 0610/21/o/n/11 [turn over  for  examiner's  use  (b) state two functions of each of the structures labelled c and e on fig. 9.1.      (i) structure c  1   2  [2]     (ii) structure e  1   2  [2]        [total: 9]   ",
+            "22": "22  \u00a9 ucles 2011 0610/21/o/n/11  for  examiner's  use 10 flowers from three red-flowered plants, a, b and c, of the same species were self- pollinated.       (a) explain what is meant by the term pollination .         [2]       (b) seeds were collected from plants a, b and c. the seeds were germinated separately  and were allowed to grow and produce flowers.      the colour of these flowers is shown in table 10.1.     table 10.1    seeds from  plant colour of the flowers grown from the seeds  a all red  b some red and some white  c some red and some white      (i) state the recessive allele for flower colour.   [1]    (ii) state which plant, a, b or c, produced seeds that were homozygous for flower  colour.     [1]    (iii) suggest how you could make certain that self-pollination took place in the flowers of plants a, b and c.         [2]     ",
+            "23": "23  \u00a9 ucles 2011 0610/21/o/n/11  for  examiner's  use  (c)  complete the genetic diagram to explain how two red-flowered plants identical to     plant b could produce both red-flowered plants and white-flowered plants.      use the symbols r to represent the dominant allele and r to represent the recessive  allele.    parental phenotypes parental genotypesgametes offspring genotypes offspring phenotypesparent 1 red-flowered . .   . .   ..   .parent 2 red-flowered . .   . .   ..   .\u00d7\u00d7+       [4]        [total: 10]   ",
+            "24": "24      permission to reproduce items where thir d-party owned material protected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holder s, 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.    \u00a9 ucles 2011 0610/21/o/n/11  blank page "
+        },
+        "0610_w11_qp_22.pdf": {
+            "1": "    this document consists of 19 printed pages and 1 blank page.  ib11 11_0610_22/9rp  \u00a9 ucles 2011  [turn over       *4189190348* for examiner's use  1   2   3   4   5   6   7   8   9   10   total     university of cambridge international examinations  international general certificate of secondary education       biology 0610/22     paper 2 core  october/november 2011     1 hour 15 minutes    candidates answer on the question paper.    no additional materials are required.       read these instructions first    write your centre number, candidate number and name on all the work you hand in.  write in dark blue or black pen.  you may use a pencil for any diagrams or graphs. do not use staples, paper clips, highlighters, glue or correction fluid.  do not  write in any barcodes.    answer all questions.  at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [ ] at the end of each question or part  question.   ",
+            "2": "2  \u00a9 ucles 2011 0610/22/o/n/11  for  examiner's  use 1 fig. 1.1 shows five arthropods, each with four pairs of legs.       ab cd e not to scale      fig. 1.1   ",
+            "3": "3  \u00a9 ucles 2011 0610/22/o/n/11 [turn over  for  examiner's  use  (a)  these five arthropods all belong to the same group.      to which group of arthropods do they all belong?       tick ( /checkbld) one box to show your answer.     arachnids       crustaceans       insects       myriapods          [1]     (b) use the key to identify each of these arthropods.       write the name of each animal in the correct box in table 1.1.     key     name of arthropod    1 (a)  legs with hairs    (b)  legs without hairs   2 (a)  legs with small groups of hairs     (b)  legs hairy all over    3 (a)  body clearly has two main regions     (b)  body seems to have only one main region     4 (a)  body clearly segmented, pincers present    (b)  body with no segments, no pincers   go to 2 go to 3  hydrachna  oligolophus   go to 4 ixodes    buthus araneus    table 1.1    animal name of arthropod  a   b   c   d   e       [4]        [total: 5] ",
+            "4": "4  \u00a9 ucles 2011 0610/22/o/n/11  for  examiner's  use 2 fig. 2.1 shows a section through the human chest (thorax).    m on     fig. 2.1     (a) name the structures labelled m, n and o.  m   n   o  [3]      (b) the breathing rates of some students were measured before they started running.       describe how you could measure the breathing rates.         [2]     ",
+            "5": "5  \u00a9 ucles 2011 0610/22/o/n/11 [turn over  for  examiner's  use  (c) fig. 2.2 shows the results of an investigation into the breathing rates of some students  before and immediately after running.      0 10 20 30  breathing  rate  /  breaths per minute  female 1 female 2 female 3 male 1 male 2 male 3  students before running  immediately after  running      fig. 2.2      (i)  state which student has the highest breathing rate before running.   [1]     (ii) state which student has the smallest change in breathing rate from before to  immediately after running.   [1]    (iii) describe any patterns shown by the results.          [2]     ",
+            "6": "6  \u00a9 ucles 2011 0610/22/o/n/11  for  examiner's  use  (d) explain why breathing rate changes during exercise.                 [4]        [total: 13]   ",
+            "7": "7  \u00a9 ucles 2011 0610/22/o/n/11 [turn over  for  examiner's  use 3 (a)  seeds of plants are dispersed by wind and animals.      suggest three advantages to a plant of the dispersal of its seeds.  1   2   3  [3]       (b) when seeds have germinated the young plants show phototropism.      (i) define the term phototropism .         [2]     (ii) suggest the advantages to a you ng plant of phototropic responses.          [2]        [total: 7]    ",
+            "8": "8  \u00a9 ucles 2011 0610/22/o/n/11  for  examiner's  use 4 fig. 4.1 shows the cycling of phosphate ions in living organisms and the environment.      phosphate ions in animals phosphate ions in plantsphosphate ions in soilphosphate ions in faecesx phosphate ions in rocks     fig. 4.1     (a) phosphate ions are often in limited supply in the soil but are needed by all living  organisms.      (i) describe how plants might obtain phosphate ions from the soil.         [2]     (ii) name one group of organisms represented by box x.   [1]       (b) in humans, phosphate ions may be used in a similar way to calcium ions.     (i)  phosphates may be present in the diet as soluble phosphate ions.      suggest why only the soluble phosphates in food enter the bloodstream of a  human.     [1]     (ii) name one human tissue that is likely to contain phosphates.    [1]   ",
+            "9": "9  \u00a9 ucles 2011 0610/22/o/n/11 [turn over  for  examiner's  use  (c) using information from fig. 4.1, suggest why mammal or bird faeces are often used as  a fertiliser.             [3]        [total: 8]    ",
+            "10": "10  \u00a9 ucles 2011 0610/22/o/n/11  for  examiner's  use 5 (a)  one function of the blood is to transport substances around the body.      complete table 5.1 to show where some substances may enter and leave the blood.    table 5.1    substance enters the blood leaves the blood  oxygen    \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026.   muscle cells  insulin pancreas     \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026.    urea liver    \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026.        [3]     (b)  another function of the blood is to form a clot if the skin is cut.      state two advantages to the body of the blood clotting at a cut in the skin.  1     2    [2]        [total: 5]    ",
+            "11": "11  \u00a9 ucles 2011 0610/22/o/n/11 [turn over  for  examiner's  use 6 fig. 6.1 shows a food web from the african savannah (grassland).      zebra impalacheetahhyena lion grass acacia treeselephant giraffe     fig. 6.1     (a) (i)  state the trophic level that the acacia trees occupy.   [1]    (ii) name one secondary consumer in fig. 6.1.    [1]     (b) elephants are herbivores.      (i)  explain what is meant by the term herbivore .         [2]     (ii) suggest why elephants are not linked to any of the predators in the food web.      [1]     ",
+            "12": "12  \u00a9 ucles 2011 0610/22/o/n/11  for  examiner's  use  (c) decomposers are found on the dead bodies of plants and animals.      (i) name one type of decomposer in such a food web.   [1]     (ii) explain why decomposers are very important in the savannah ecosystem.              [3]      (d) draw a food chain of four organisms using information from fig. 6.1.                    [3]        [total: 12]     ",
+            "13": "13  \u00a9 ucles 2011 0610/22/o/n/11 [turn over  for  examiner's  use 7 explain how the use of herbicides in farming has resulted in increased food production.                  [4]        [total: 4]   ",
+            "14": "14  \u00a9 ucles 2011 0610/22/o/n/11  for  examiner's  use 8 fig. 8.1 shows changes in the dry mass of pea seeds as they germinate and grow into  seedlings.     0 2 4 6 8 time  / days10 12 14 1630 2010 0dry mass of germinatingpeas  / g     fig. 8.1     (a) explain why the germinating peas lost dry mass during the first days of the  investigation.             [3]      (b) suggest why the pea seedlings increased in dry mass after day 7.              [3]   ",
+            "15": "15  \u00a9 ucles 2011 0610/22/o/n/11 [turn over  for  examiner's  use  (c) state how long after the start of the investigation it took for the seedlings to regain their  original dry mass.     [1]        [total: 7]     ",
+            "16": "16  \u00a9 ucles 2011 0610/22/o/n/11  for  examiner's  use 9 fig. 9.1 shows four animal cells.    b a d red blood cellc nerve cell     fig. 9.1     (a) (i)  identify the cells labelled a and b.  a   b  [2]     (ii) state the function of cell a and describe how it is adapted to this function.          [2]     (iii) state one function of cell b.     [1]     ",
+            "17": "17  \u00a9 ucles 2011 0610/22/o/n/11 [turn over  for  examiner's  use  (b) the cells in fig. 9.1 are all from the human body.       complete table 9.1 to show the number of chromosomes in these cells. one has been  completed for you.  table 9.1    type of cell number of  chromosomes  cell a   \u2026\u2026\u2026\u2026\u2026\u2026\u2026.  cell b   \u2026\u2026\u2026\u2026\u2026\u2026\u2026.  nerve cell c 46  red blood cell d   \u2026\u2026\u2026\u2026\u2026\u2026\u2026.      [3]       [total: 8]       ",
+            "18": "18  \u00a9 ucles 2011 0610/22/o/n/11  10 thalassaemia is an inherited condition in which the haemoglobin does not work properly.      people who have thalassaemia have inherited an allele that causes the condition from both  parents. this can happen even if neither parent has the condition.     (a) (i)  state what is meant by the term homozygous .     [1]     (ii) state and explain whether the allele that causes thalassaemia is dominant or recessive.          [2]     (iii) using the symbols t (dominant) and t (recessive) to represent the two alleles,  state the possible genotypes for a person who does not show symptoms of this  condition.    [1]    ",
+            "19": "19  \u00a9 ucles 2011 0610/22/o/n/11  for  examiner's  use  (b) complete the genetic diagram to explain how two parents who do not show symptoms  of the condition can have a child who does have thalassaemia.    parental phenotypes parental genotypesgametes offspring genotypes offspring phenotypesparent 1 no thalassaemia ... .   . .   ..   ..   .parent 2 no thalassaemia ... .   . .   ..   ..   .\u00d7\u00d7+       [4]       (c) (i)  thalassaemia has symptoms very like those of anaemia.  a deficiency of a mineral  in the diet causes anaemia.        name this mineral.   [1]     (ii) suggest why people who have thalassaemia find any physical activity very difficult.          [2]        [total: 11] ",
+            "20": "20      permission to reproduce items where thir d-party owned material protected by copyright  is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holder s, 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.    \u00a9 ucles 2011 0610/22/o/n/11  blank page "
+        },
+        "0610_w11_qp_23.pdf": {
+            "1": "    this document consists of 19 printed pages and 1 blank page.  ib11 11_0610_23/fp  \u00a9 ucles 2011  [turn over       *6085634245* for examiner's use  1   2   3   4   5   6   7   8   9   10   total     university of cambridge international examinations  international general certificate of secondary education       biology 0610/23     paper 2 core  october/november 2011     1 hour 15 minutes    candidates answer on the question paper.    no additional materials are required.       read these instructions first    write your centre number, candidate number and name on all the work you hand in.  write in dark blue or black pen.  you may use a pencil for any diagrams or graphs. do not use staples, paper clips, highlighters, glue or correction fluid.  do not  write in any barcodes.    answer all questions.  at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [ ] at the end of each question or part  question.   ",
+            "2": "2  \u00a9 ucles 2011 0610/23/o/n/11  for  examiner's  use 1 fig. 1.1 shows five arthropods, each with four pairs of legs.       ab cd e not to scale      fig. 1.1   ",
+            "3": "3  \u00a9 ucles 2011 0610/23/o/n/11 [turn over  for  examiner's  use  (a)  these five arthropods all belong to the same group.      to which group of arthropods do they all belong?       tick ( /checkbld) one box to show your answer.     arachnids       crustaceans       insects       myriapods          [1]     (b) use the key to identify each of these arthropods.       write the name of each animal in the correct box in table 1.1.     key     name of arthropod    1 (a)  legs with hairs    (b)  legs without hairs   2 (a)  legs with small groups of hairs     (b)  legs hairy all over    3 (a)  body clearly has two main regions     (b)  body seems to have only one main region     4 (a)  body clearly segmented, pincers present    (b)  body with no segments, no pincers   go to 2 go to 3  hydrachna  oligolophus   go to 4 ixodes    buthus araneus    table 1.1    animal name of arthropod  a   b   c   d   e       [4]        [total: 5] ",
+            "4": "4  \u00a9 ucles 2011 0610/23/o/n/11  for  examiner's  use 2 fig. 2.1 shows a section through the human chest (thorax).    m on     fig. 2.1     (a) name the structures labelled m, n and o.  m   n   o  [3]      (b) the breathing rates of some students were measured before they started running.       describe how you could measure the breathing rates.         [2]     ",
+            "5": "5  \u00a9 ucles 2011 0610/23/o/n/11 [turn over  for  examiner's  use  (c) fig. 2.2 shows the results of an investigation into the breathing rates of some students  before and immediately after running.      0 10 20 30  breathing  rate  /  breaths per minute  female 1 female 2 female 3 male 1 male 2 male 3  students before running  immediately after  running      fig. 2.2      (i)  state which student has the highest breathing rate before running.   [1]     (ii) state which student has the smallest change in breathing rate from before to  immediately after running.   [1]    (iii) describe any patterns shown by the results.          [2]     ",
+            "6": "6  \u00a9 ucles 2011 0610/23/o/n/11  for  examiner's  use  (d) explain why breathing rate changes during exercise.                 [4]        [total: 13]   ",
+            "7": "7  \u00a9 ucles 2011 0610/23/o/n/11 [turn over  for  examiner's  use 3 (a)  seeds of plants are dispersed by wind and animals.      suggest three advantages to a plant of the dispersal of its seeds.  1   2   3  [3]       (b) when seeds have germinated the young plants show phototropism.      (i) define the term phototropism .         [2]     (ii) suggest the advantages to a you ng plant of phototropic responses.          [2]        [total: 7]    ",
+            "8": "8  \u00a9 ucles 2011 0610/23/o/n/11  for  examiner's  use 4 fig. 4.1 shows the cycling of phosphate ions in living organisms and the environment.      phosphate ions in animals phosphate ions in plantsphosphate ions in soilphosphate ions in faecesx phosphate ions in rocks     fig. 4.1     (a) phosphate ions are often in limited supply in the soil but are needed by all living  organisms.      (i) describe how plants might obtain phosphate ions from the soil.         [2]     (ii) name one group of organisms represented by box x.   [1]       (b) in humans, phosphate ions may be used in a similar way to calcium ions.     (i)  phosphates may be present in the diet as soluble phosphate ions.      suggest why only the soluble phosphates in food enter the bloodstream of a  human.     [1]     (ii) name one human tissue that is likely to contain phosphates.    [1]   ",
+            "9": "9  \u00a9 ucles 2011 0610/23/o/n/11 [turn over  for  examiner's  use  (c) using information from fig. 4.1, suggest why mammal or bird faeces are often used as  a fertiliser.             [3]        [total: 8]    ",
+            "10": "10  \u00a9 ucles 2011 0610/23/o/n/11  for  examiner's  use 5 (a)  one function of the blood is to transport substances around the body.      complete table 5.1 to show where some substances may enter and leave the blood.    table 5.1    substance enters the blood leaves the blood  oxygen    \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026.   muscle cells  insulin pancreas     \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026.    urea liver    \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026.        [3]     (b)  another function of the blood is to form a clot if the skin is cut.      state two advantages to the body of the blood clotting at a cut in the skin.  1     2    [2]        [total: 5]    ",
+            "11": "11  \u00a9 ucles 2011 0610/23/o/n/11 [turn over  for  examiner's  use 6 fig. 6.1 shows a food web from the african savannah (grassland).      zebra impalacheetahhyena lion grass acacia treeselephant giraffe     fig. 6.1     (a) (i)  state the trophic level that the acacia trees occupy.   [1]    (ii) name one secondary consumer in fig. 6.1.    [1]     (b) elephants are herbivores.      (i)  explain what is meant by the term herbivore .         [2]     (ii) suggest why elephants are not linked to any of the predators in the food web.      [1]     ",
+            "12": "12  \u00a9 ucles 2011 0610/23/o/n/11  for  examiner's  use  (c) decomposers are found on the dead bodies of plants and animals.      (i) name one type of decomposer in such a food web.   [1]     (ii) explain why decomposers are very important in the savannah ecosystem.              [3]      (d) draw a food chain of four organisms using information from fig. 6.1.                    [3]        [total: 12]     ",
+            "13": "13  \u00a9 ucles 2011 0610/23/o/n/11 [turn over  for  examiner's  use 7 explain how the use of herbicides in farming has resulted in increased food production.                  [4]        [total: 4]   ",
+            "14": "14  \u00a9 ucles 2011 0610/23/o/n/11  for  examiner's  use 8 fig. 8.1 shows changes in the dry mass of pea seeds as they germinate and grow into  seedlings.     0 2 4 6 8 time  / days10 12 14 1630 2010 0dry mass of germinatingpeas  / g     fig. 8.1     (a) explain why the germinating peas lost dry mass during the first days of the  investigation.             [3]      (b) suggest why the pea seedlings increased in dry mass after day 7.              [3]   ",
+            "15": "15  \u00a9 ucles 2011 0610/23/o/n/11 [turn over  for  examiner's  use  (c) state how long after the start of the investigation it took for the seedlings to regain their  original dry mass.     [1]        [total: 7]     ",
+            "16": "16  \u00a9 ucles 2011 0610/23/o/n/11  for  examiner's  use 9 fig. 9.1 shows four animal cells.    b a d red blood cellc nerve cell     fig. 9.1     (a) (i)  identify the cells labelled a and b.  a   b  [2]     (ii) state the function of cell a and describe how it is adapted to this function.          [2]     (iii) state one function of cell b.     [1]     ",
+            "17": "17  \u00a9 ucles 2011 0610/23/o/n/11 [turn over  for  examiner's  use  (b) the cells in fig. 9.1 are all from the human body.       complete table 9.1 to show the number of chromosomes in these cells. one has been  completed for you.  table 9.1    type of cell number of  chromosomes  cell a   \u2026\u2026\u2026\u2026\u2026\u2026\u2026.  cell b   \u2026\u2026\u2026\u2026\u2026\u2026\u2026.  nerve cell c 46  red blood cell d   \u2026\u2026\u2026\u2026\u2026\u2026\u2026.      [3]       [total: 8]       ",
+            "18": "18  \u00a9 ucles 2011 0610/23/o/n/11  for  examiner's  use 10 thalassaemia is an inherited condition in which the haemoglobin does not work properly.      people who have thalassaemia have inherited an allele that causes the condition from both  parents. this can happen even if neither parent has the condition.     (a) (i)  state what is meant by the term homozygous .     [1]     (ii) state and explain whether the allele that causes thalassaemia is dominant or recessive.          [2]     (iii) using the symbols t (dominant) and t (recessive) to represent the two alleles,  state the possible genotypes for a person who does not show symptoms of this  condition.    [1]    ",
+            "19": "19  \u00a9 ucles 2011 0610/23/o/n/11  for  examiner's  use  (b) complete the genetic diagram to explain how two parents who do not show symptoms  of the condition can have a child who does have thalassaemia.    parental phenotypes parental genotypesgametes offspring genotypes offspring phenotypesparent 1 no thalassaemia ... .   . .   ..   ..   .parent 2 no thalassaemia ... .   . .   ..   ..   .\u00d7\u00d7+       [4]       (c) (i)  thalassaemia has symptoms very like those of anaemia.  a deficiency of a mineral  in the diet causes anaemia.        name this mineral.   [1]     (ii) suggest why people who have thalassaemia find any physical activity very difficult.          [2]        [total: 11] ",
+            "20": "20      permission to reproduce items where thir d-party owned material protected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holder s, 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.    \u00a9 ucles 2011 0610/23/o/n/11  blank page     "
+        },
+        "0610_w11_qp_31.pdf": {
+            "1": "    this document consists of 19 printed pages and 1 blank page.  ib11 11_0610_31/6rp  \u00a9 ucles 2011  [turn over       *3495392383* for examiner's use  1   2   3   4   5   6   total   university of cambridge international examinations  international general certificate of secondary education       biology 0610/31     paper 3 extended  october/november 2011     1 hour 15 minutes    candidates answer on the question paper.    no additional materials are required.         read these instructions first    write your centre number, candidate number and name on all the work you hand in.  write in dark blue or black pen.  you may use a pencil for any diagrams or graphs. do not use staples, paper clips, highlighters, glue or correction fluid. do not  write in any barcodes.    answer all questions.   at the end of the examination, fasten all your work securely together.  the number of marks is given in brackets [  ] at the end of each question or part  question.   ",
+            "2": "2  \u00a9 ucles 2011 0610/31/o/n/11  for  examiner's  use 1 fig. 1.1 shows a flowering shoot of tiger lily, lilium tigrinum .    a b c d     fig. 1.1    (a) state the name of the genus of the tiger lily.   [1]      (b) name the parts labelled a to d.  a   b   c   d  [4]     ",
+            "3": "3  \u00a9 ucles 2011 0610/31/o/n/11 [turn over  for  examiner's  use  (c) the tiger lily plant is a monocotyledon.      list two features, visible in fig. 1.1 , that show it is a monocotyledon.  1  2  [2]      (d) the tiger lily in fig. 1.1 reproduces sexually.       plants reproduce sexually and asexually.     complete table 1.1 to show the advantages and disadvantages of asexual and sexual  reproduction to a flowering plant species.    table 1.1    type of reproduction in  flowering plants advantages disadvantages  asexual    sexual          [4]        [total: 11]   ",
+            "4": "4  \u00a9 ucles 2011 0610/31/o/n/11  for  examiner's  use 2 (a)  define the term sensitivity .        [2]      fig. 2.1 shows the reflex arc involved in a simple reflex action.   spinal nerve spinal cord   fig. 2.1     (b) on fig. 2.1 use label lines and the following letters to show      f a receptor in the skin     g the neurone that transmits impulses to the spinal cord      h the effector in this reflex arc. [3]    ",
+            "5": "5  \u00a9 ucles 2011 0610/31/o/n/11 [turn over  for  examiner's  use  (c) a reflex is an involuntary  action.     explain what is meant by the term involuntary  action.        [2]       (d) suggest the advantages of having reflexes.     you may refer to an example to illustrate your answer.            [3]       (e) in dangerous situations there is an increase in the secretion of adrenaline from the  adrenal glands.       describe three ways in which this increase in adrenaline prepares the body for action.  1    2     3    [3]        [total: 13]     ",
+            "6": "6  \u00a9 ucles 2011 0610/31/o/n/11  for  examiner's  use 3 (a)  state, using chemical symbols, the equation for aerobic respiration.   [3]     a student compared the respiration of germi nating mung bean seeds with pea seeds using  the apparatus shown in fig. 3.1.    oil droplet capillary tubestopwatch bag of soda limeseedssyringe 0123456789     fig. 3.1     the soda lime absorbs any carbon dioxide released by the germinating seeds. the student  recorded the position of the oil droplet every minute over a period of six minutes.    (b) state three variables that should be kept constant in this investigation.  1  2   3  [3]      ",
+            "7": "7  \u00a9 ucles 2011 0610/31/o/n/11 [turn over  for  examiner's  use  (c) table 3.1 shows the student\u2019s results.    table 3.1    germinating mung bean seeds germinating pea seeds time /  minute position of droplet /  mm distance moved /  mm per minute position of droplet /  mm distance moved /  mm per minute  0   0   0   0   0  1 12 12 10 10  2 23 11 19   9  3 36 13 28   9  4 45   9 33   5  5 48   3 36   3  6 48   0 36   0    (i) state which way the droplet moves and explain your answer.             [3]     (ii) state what happens to the movement of the droplet after three minutes and  suggest an explanation.         [2]        [total: 11]     ",
+            "8": "8  \u00a9 ucles 2011 0610/31/o/n/11  for  examiner's  use 4 penicillin is an antibiotic produced by the fungus penicillium chrysogenum .    fig. 4.1 shows the process used to produce penicillin.   ph monitortemperature monitoracid or alkalifungus and nutrients filtrate containing penicillinresiduewaste gases sterile air cooling water incooling water out stirring paddleswater jacket fermenter filter     fig. 4.1     ",
+            "9": "9  \u00a9 ucles 2011 0610/31/o/n/11 [turn over  for  examiner's  use  (a) enzymes in the fungus are used to make penicillin.      explain why there is a water jacket around the fermenter and why acids or alkalis are  added to the fermenter.      water jacket                    addition of acids or alkalis               [6]         ",
+            "10": "10  \u00a9 ucles 2011 0610/31/o/n/11  for  examiner's  use  fig. 4.2 shows the mass of fungus and the yield of penicillin during the fermentation  process.     0 20 40 60 80  time  / hours 100 120 140 160 50  45 40 35 30 25 20 15 10  5 0 10  9 8 7 6 5 4 3 2 1 0  mass of  fungus /  g dm\u20133 yield of penicillin  /  arbitrary units  nutrients added penicillin penicillin  fungus fungus penicillin  fungus      fig. 4.2     (b) (i)  state the time interval over which the fungus grew at the maximum rate.   [1]     (ii) as the fungus grows in the fermenter, the nuclei in the fungal hyphae divide.        state the type of nuclear division that occurs during the growth of the fungus in the  fermenter.   [1]   ",
+            "11": "11  \u00a9 ucles 2011 0610/31/o/n/11 [turn over  for  examiner's  use  (iii) explain why the growth of the fungus slows down and stops.             [3]       (c) penicillin is not needed for the growth of p. chrysogenum .     (i) state the evidence from fig. 4.2 that shows that penicillin is not needed for this  growth.          [2]     (ii) the people in charge of the penicillin production emptied the fermenter at            160 hours.        use the information in fig. 4.2 to suggest why they did not allow the fermentation  to continue for longer.    [1]   ",
+            "12": "12  \u00a9 ucles 2011 0610/31/o/n/11  for  examiner's  use  (d) downstream processing refers to all the processes that occur to the contents of the  fermenter after it is emptied. this involves making penicillin into a form that can be used as a medicine.      explain why downstream processing is necessary.            [3]       (e) explain why antibiotics, such as penicillin, kill bacteria but not viruses.          [2]        [total: 19]       ",
+            "13": "13  \u00a9 ucles 2011 0610/31/o/n/11 [turn over  for  examiner's  use 5 haemoglobin is a large protein molecule. the structure of each haemoglobin molecule is  controlled by a gene that has two alleles:    \u007f hba  codes for the normal form of haemoglobin,    \u007f hbs  codes for an abnormal form of haemoglobin.    red blood cells containing only the abnormal form of haemoglobin become a stiff, sickle  shape in conditions of low oxygen concentration. this gives rise to sickle cell anaemia.    (a) describe the harmful effects on the body of having red blood cells which become  sickle-shaped.                     [5]      ",
+            "14": "14  \u00a9 ucles 2011 0610/31/o/n/11  for  examiner's  use  people who are heterozygous for the gene for haemoglobin produce both the normal and  abnormal forms of haemoglobin. these people show no symptoms or have very mild symptoms known as sickle cell trait.    (b) (i) complete the genetic diagram to show how a couple who are both heterozygous  may have a child with sickle cell anaemia.     parental phenotypes parental genotypes gametes offspring genotypes offspring phenotypessickle cell trait  ..    ..        \u00d7 \u00d7 +sickle cell trait  ..    ..                [3]     (ii) what is the chance of a child born to this couple having sickle cell anaemia?    [1]       in some parts of the world, up to 25% of the population have sickle cell trait.    (c) state the advantage of having sickle cell trait.     [1]     ",
+            "15": "15  \u00a9 ucles 2011 0610/31/o/n/11 [turn over  for  examiner's  use  (d) discuss whether sickle cell trait is an example of codominance.          [2]        [total: 12]                      question 6 begins on page 16.     ",
+            "16": "16  \u00a9 ucles 2011 0610/31/o/n/11  for  examiner's  use 6 the brown plant hopper is a serious insect pest of rice. spraying with pesticides is a  common way to control it. however, brown plant hoppers have become resistant to pesticides.    fig. 6.1 shows the effect of spraying pesticides against populations of this insect pest.    0 10 20 30 40 days after transplanting rice50 60 70 801200 1100 1000 900 800700600500400300200100 0mean number of brown planthoppers per m 2 sprays with pesticide     fig. 6.1    (a) define the term population .         [2]     ",
+            "17": "17  \u00a9 ucles 2011 0610/31/o/n/11 [turn over  for  examiner's  use  (b)  use fig. 6.1 to describe the effect of pesticides on populations of the brown plant  hopper.                [3]      (c)  some pesticides used against insects kill them on contact. others are systemic  pesticides.       explain how these systemic pesticides kill insects.        [2]     ",
+            "18": "18  \u00a9 ucles 2011 0610/31/o/n/11  for  examiner's  use  (d) as an alternative to spraying pesticides, some farmers use predatory animals, such as  the hunting spider, lycosa pseudoannulata , to control brown plant hoppers.     during an investigation into the effectiveness of this method, brown plant hoppers were  put into cages in rice fields. the plant hoppers could not leave the cages but were able  to feed. predators, such as hunting spiders, could enter some of the cages to feed.      fig. 6.2 shows the change in numbers of brown plant hoppers in these cages over a  period of time.    0 10 20 30 40 506000 50004000300020001000 0mean number of brownplant hoppersper cage time  / dayscages closedcages closed to predatorsto predators cages opencages open to predatorsto predatorscages closed to predators cages open to predators     fig. 6.2     ",
+            "19": "19  \u00a9 ucles 2011 0610/31/o/n/11  for  examiner's  use   use the information in fig. 6.2 to explain the advantages of using predators, such as  spiders, to control brown plant hoppers.                 [3]      (e) rice growing has involved the destruction of forests.      describe the long-term effects of deforestation on the environment.                  [4]        [total: 14]    ",
+            "20": "20    copyright acknowledgements:    figure 2.1 \u00a9  biology:  a modern introduction;   2nd edition;  oxford university press;  1982.    permission to reproduce items where thir d-party owned material protected by copyright  is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to t race 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.    \u00a9 ucles 2011 0610/31/o/n/11  blank page "
+        },
+        "0610_w11_qp_32.pdf": {
+            "1": "    this document consists of 19 printed pages and 1 blank page.  ib11 11_0610_32/4rp  \u00a9 ucles 2011  [turn over       *5480932514* for examiner's use  1   2   3   4   5   6   total   university of cambridge international examinations  international general certificate of secondary education       biology 0610/32     paper 3 extended  october/november 2011     1 hour 15 minutes    candidates answer on the question paper.    no additional materials are required.         read these instructions first    write your centre number, candidate number and name on all the work you hand in.  write in dark blue or black pen.  you may use a pencil for any diagrams or graphs. do not use staples, paper clips, highlighters, glue or correction fluid. do not  write in any barcodes.    answer all questions.   at the end of the examination, fasten all your work securely together.  the number of marks is given in brackets [  ] at the end of each question or part  question.   ",
+            "2": "2  \u00a9 ucles 2011 0610/32/o/n/11  for  examiner's  use 1 heart surgeons may stop the heart beating during operations. while this happens blood is  pumped through a heart-lung machine that oxygenates the blood.     fig. 1.1 is a diagram showing a heart-lung machine in use.   left ventricle ddrainage tubesreservoir of deoxygenatedblood removedfrom bodyoxygenatoroxygenated blood returned to body pumpe f a b c   fig. 1.1     (a) name the structures labelled a to d.  a   b   c   d  [4]      (b)  name the blood vessels e and f.   e   f  [2]     ",
+            "3": "3  \u00a9 ucles 2011 0610/32/o/n/11 [turn over  for  examiner's  use  (c) the heart-lung machine is used so that surgeons can operate on the arteries supplying  heart muscle. these arteries may be diseased.      name these arteries and explain how they may become diseased.  name of arteries   explanation              [3]       (d) suggest why a patient is put on a heart-lung machine during such an operation.        [2]     humans have a double circulation system. there is a low pressure circulation and a high  pressure circulation.     (e) explain how the structure of the heart enables it to pump blood into two circulations at  different pressures.                 [4]        [total: 15]",
+            "4": "4  \u00a9 ucles 2011 0610/32/o/n/11  for  examiner's  use 2 (a)  movement is a characteristic of living organisms.      define the term movement.     [1]      when the hand is stimulated by a hot object a reflex action occurs in which the fore-arm is  raised.      fig. 2.1 shows the muscles and the neurones involved in the reflex action.   the arrows show where there are nerve impulses during the reflex action.   spinal cordspinal nerve g j h biceps muscle triceps muscle     fig. 2.1    (b) (i)  state the name for the action of two opposing muscles, such as the biceps and the  triceps.   [1]   ",
+            "5": "5  \u00a9 ucles 2011 0610/32/o/n/11 [turn over  for  examiner's  use  (ii) explain how two opposing muscles bring about movement at the elbow joint.               [3]       (c) (i)  describe the function of neurone j.         [2]       (ii)  explain why there are impulses in motor neurone g, but not in motor neurone h.           [2]       (d) the action shown in fig. 2.1 is an involuntary reflex action.  the muscles can also be  used for voluntary actions.      explain how muscles are controlled during voluntary actions.          [2]        [total: 11] ",
+            "6": "6  \u00a9 ucles 2011 0610/32/o/n/11  for  examiner's  use 3 the sweet potato plant, ipomoea batatas , has fibrous roots and storage roots.    fibrous roots absorb water and ions from the soil. storage roots store insoluble  carbohydrates.    fig. 3.1 shows the growth of these roots on a sweet potato plant.    stem fibrous rootsstorage roots     fig. 3.1     (a) explain, using the term water potential , how fibrous roots absorb water.            [3]     ",
+            "7": "7  \u00a9 ucles 2011 0610/32/o/n/11 [turn over  for  examiner's  use  the membranes of root hair cells contain proteins for the absorption of ions.    (b) describe how root hair cells are adapted for the absorption of ions.             [3]      sweet potato plants produce flowers to reproduce sexually. sweet potato plants also  reproduce asexually when shoots grow from the storage roots to form new plants.     fig. 3.2 shows the life cycle of sweet potato. the diploid number of this species is 90.      adult sweet potato plant embryo plant zygote flower stamens carpels male gametesfemale gametesmeiosis fertilisationfertilisation fertilisationgerminationyoung plant       fig. 3.2    (c) complete fig. 3.2 by writing the number of chromosomes in the three boxes. [2]     ",
+            "8": "8  \u00a9 ucles 2011 0610/32/o/n/11  for  examiner's  use  (d) state two advantages and one disadvantage of asexual  reproduction for plants, such  as sweet potato.   advantage 1     advantage 2     disadvantage     [3]        [total: 11]    ",
+            "9": "9  \u00a9 ucles 2011 0610/32/o/n/11 [turn over  for  examiner's  use 4 proteins in the blood are involved in protection of the body.    three proteins found in the blood are   \u007f antibodies  \u007f thrombin  \u007f fibrinogen     (a) (i)  name the type of white blood cell that produces antibodies.    [1]     (ii) outline how antibodies protect the body.          [2]       (b) thrombin is an enzyme that catalyses the reaction:    fibrinogen              fibrin     (i) state when this reaction occurs.    [1]     (ii) explain how fibrin protects the body.              [3]      ",
+            "10": "10  \u00a9 ucles 2011 0610/32/o/n/11  for  examiner's  use  an investigation was carried out to determine the effect of different temperatures on the  activity of thrombin. the results are shown in fig. 4.1.    0 1 02 03 04 05 06 07 09 876543210activity of thrombin /  arbitrary units temperature  / \u00b0c     fig. 4.1     (c) (i)  explain why thrombin functions slowly at 5  \u00b0c and does not function at all at 70  \u00b0c.  5 \u00b0c       70  \u00b0c      [3]     ",
+            "11": "11  \u00a9 ucles 2011 0610/32/o/n/11 [turn over  for  examiner's  use    (ii) suggest how the activity of thrombin was determined.     [1]     (iii)  state two conditions that would have been kept constant during the investigation.   1  2  [2]        [total: 13]     ",
+            "12": "12  \u00a9 ucles 2011 0610/32/o/n/11  for  examiner's  use 5 reed warblers are small birds that migrate over long distances between western africa and  northern europe.     fig. 5.1 shows a reed warbler, acrocephalus scirpaceus .        fig. 5.1    (a) state three characteristic features of birds that are visible in fig. 5.1.  1   2   3  [3]       a study was carried out in sweden into the effects of natural selection on wing length in  reed warblers.    the wings of young reed warblers reach their maximum length a few days after leaving the  nest.    at this age the wing length in millimetres of each bird was recorded. each bird was  identified by putting a small ring around one of its legs.      when the birds were caught in net traps as adults, the information on the rings was used to  identify specific birds and their ages.   ",
+            "13": "13  \u00a9 ucles 2011 0610/32/o/n/11 [turn over  for  examiner's  use  the length of time between ringing and trapping was recorded for each bird that was  identified before it was released.     the mean age at trapping was calculated for birds with each wing length.     the results are shown in table 5.1.    table 5.1    wing length at ringing /  mm number of birds  trapped mean age at trapping /  days  63 or less   24 253  64   72 256  65 130 297  66 183 346  67 167 349  68 106 270  69   66 237  70 or more   23 199   total = 771     (b) (i) explain why wing length is an example of continuous variation.          [2]     (ii) suggest a feature of reed warblers, other than wing length , that shows  continuous variation.    [1]     ",
+            "14": "14  \u00a9 ucles 2011 0610/32/o/n/11  for  examiner's  use  (c) the researchers concluded that reed warblers with a wing length of 66-67  mm had the  best chance of survival.      (i) describe the evidence from table 5.1 that supports this conclusion.                 [4]      (ii) the researchers also suggested that more evidence was needed to make this  conclusion.      suggest what other evidence would show that birds with wings 66-67  mm in length  have the best chance of survival.              [3]     ",
+            "15": "15  \u00a9 ucles 2011 0610/32/o/n/11 [turn over  for  examiner's  use  (d) scientists have discovered that genes are responsible for wing length in reed warblers.  the most common length of wing has been 66-67  mm for many generations of these  birds.      explain how natural selection may be responsible for maintaining the mean wing length  of reed warblers at 66-67  mm.                [4]        [total: 17]    ",
+            "16": "16  \u00a9 ucles 2011 0610/32/o/n/11  for  examiner's  use 6 sewage disposal involves the removal of human waste in pipes from houses to sewage  treatment works.     fig. 6.1 is a diagram that shows how sewage is treated.   1collection and pumping 4primary sedimentation2screening 3grit removal 5aeration and digestion 6final sedimentation 7disinfectiongrit to landfilleffluent solids to anaerobic digester oxygen solids to anaerobic digesterchlorine recycled microorganismsriver    fig. 6.1   ",
+            "17": "17  \u00a9 ucles 2011 0610/32/o/n/11 [turn over  for  examiner's  use  (a)  during stage 5 microorganisms break down organic matter consisting of cellulose,  starch, protein and lipid (fat). the microorganisms multiply during this stage and are recycled.     complete fig. 6.2 by writing in the boxes the names of the enzymes used to catalyse  the reactions shown. the first box has been completed for you.     cellulose cellobiose glucosecellulase starch maltose glucose protein amino acids lipid (fat) fatty acids and glycerol           fig. 6.2 [3]   ",
+            "18": "18  \u00a9 ucles 2011 0610/32/o/n/11 for  examiner's  use  (b) state why it is important that sewage is treated.      [1]       (c) at stage 5 in fig. 6.1, oxygen and microorganisms are added.      explain why oxygen is bubbled through the tank at this stage.                 [4]       (d) suggest and explain the advantage of recycling microorganisms from stage 6 to     stage 5 as shown in fig. 6.1.            [3]     ",
+            "19": "19  \u00a9 ucles 2011 0610/32/o/n/11   for  examiner's  use  (e) explain why chlorine is added at stage 7.        [2]        [total: 13]   ",
+            "20": "20    copyright acknowledgements:    figure 5.1 \u00a9 http://www.naturephoto-cz.com  permission to reproduce items where third -party owned material protected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to t race 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.    \u00a9 ucles 2011 0610/32/o/n/11 blank page "
+        },
+        "0610_w11_qp_33.pdf": {
+            "1": "    this document consists of 19 printed pages and 1 blank page.  ib11 11_0610_33/7rp  \u00a9 ucles 2011  [turn over       *5981330009* for examiner's use  1   2   3   4   5   6   total   university of cambridge international examinations  international general certificate of secondary education       biology 0610/33     paper 3 extended  october/november 2011     1 hour 15 minutes    candidates answer on the question paper.    no additional materials are required.         read these instructions first    write your centre number, candidate number and name on all the work you hand in.  write in dark blue or black pen.  you may use a pencil for any diagrams or graphs. do not use staples, paper clips, highlighters, glue or correction fluid. do not  write in any barcodes.    answer all questions.   at the end of the examination, fasten all your work securely together.  the number of marks is given in brackets [  ] at the end of each question or part  question.   ",
+            "2": "2  \u00a9 ucles 2011 0610/33/o/n/11  for  examiner's  use 1 fig. 1.1 shows a diagram and a photog raph of the human immunodeficiency virus (hiv)  after release from a human cell.     a b diagram photographcell membrane from host cell     fig. 1.1     (a) identify a and b.  a   b  [2]       (b) hiv infects lymphocytes and may lead to their destruction.     explain why the destruction of lymphocytes puts people infected with hiv at increased  risk of developing many infectious diseases.             [3]      (c) list three methods of transmission of hiv.  1   2   3  [3]     ",
+            "3": "3  \u00a9 ucles 2011 0610/33/o/n/11 [turn over  for  examiner's  use  (d) describe ways in which the spread of hiv can be reduced.             [3]        [total: 11]   ",
+            "4": "4  \u00a9 ucles 2011 0610/33/o/n/11  for  examiner's  use 2 fig. 2.1 shows the changes that occur to the iris when a light is switched on.     before light is switched on after light is switched on     fig. 2.1     (a) (i)  describe and explain the change to the eye as the light is switched on.        [2]     (ii) explain why the change you described is necessary.          [2]     (iii) distinguish between the functions of rods and cones in the eye.          [2]     ",
+            "5": "5  \u00a9 ucles 2011 0610/33/o/n/11 [turn over  for  examiner's  use fig. 2.2 shows the neurones involved in stimu lating the muscles in the iris when the changes  shown in fig. 2.1 take place.   optic nervemuscle in the iris lensdirection of light brain     fig. 2.2      (b) on fig. 2.2 draw an arrow on each of the four neurones  to show the direction taken  by the impulses when the light is switched on. [1]     ",
+            "6": "6  \u00a9 ucles 2011 0610/33/o/n/11  for  examiner's  use  (c) muscles in the iris are described as antagonistic.      explain the term antagonistic  using the muscles in the iris as an example.            [3]      (d) neurones that terminate in the adrenal gland stimulate the release of adrenaline into  the blood.      (i) describe situations when adrenaline would be released from the gland into the  blood.             [3]     (ii) state one advantage of releasing adrenaline to coordinate the body rather than  using nerve impulses.       [1]        [total: 14]   ",
+            "7": "7  \u00a9 ucles 2011 0610/33/o/n/11 [turn over  for  examiner's  use 3 a small quantity of a fungus was put into a fermenter with all the nutrients required for  growth and kept at an appropriate temperature.    the fungus was provided with nutrients at a suitable ph at the start.    fig. 3.1 shows the growth of the fungus over 160 hours.    0 2 04 06 08 0 time  / hours100 120 140 1605.0 4.54.03.53.02.52.01.51.00.50.0biomass of fungus/  g dm\u20133 of medium     fig. 3.1    (a) explain why the biomass of the fungus did not increase during the stationary phase  after 110 hours.             [3]     ",
+            "8": "8  \u00a9 ucles 2011 0610/33/o/n/11  for  examiner's  use  mycoprotein is a food made from the fungus, fusarium venenatum . the production process  for mycoprotein is shown in fig. 3.2.    glucose cold water inheat exchangerammonia and aircarbon dioxide filtratemycoproteindownstream processingfermenter     fig. 3.2     (b) explain why ammonia and air are pumped into the fermenter.            [3]     ",
+            "9": "9  \u00a9 ucles 2011 0610/33/o/n/11 [turn over  for  examiner's  use  (c) the growth depends on the activity of enzymes in the fungus.     explain why the temperature in the fermenter is kept constant.                    [4]       (d) efficient production of mycoprotein depends on keeping the fungus in the exponential  phase of growth.       explain how the production process, shown in fig. 3.2 , keeps the fungus in the  exponential phase.        [2]     ",
+            "10": "10  \u00a9 ucles 2011 0610/33/o/n/11  for  examiner's  use  (e) the fungus extracted from the fermenter contains nutrients and is converted into foods,  such as burgers and sausages, that are suitable for vegetarians.      during processing, food additives are mixed with the fungus.     state two reasons for mixing food additives with the fungus that is made into foods.  1    2    [2]        [total: 14]    ",
+            "11": "11  \u00a9 ucles 2011 0610/33/o/n/11 [turn over  blank page ",
+            "12": "12  \u00a9 ucles 2011 0610/33/o/n/11  for  examiner's  use 4 (a)  explain how water is absorbed by plant roots.            [3]       (b) young plants were grown in pots of sand for four weeks.       some plants were watered with distilled water at ph 7.0 (no salts).       most pots were watered with solutions containing different concentrations of salt  (sodium chloride) at ph 7.0.       the plants were kept at 20  oc.      the growth of the plants was measured after four weeks.       the growth of the plants is shown in fig. 4.1 as percentages of the growth of the plants  watered with distilled water.     0 100 200 300 concentration of sodium chloride  / arbitrary units400 500 600growth as percentagesof the growthof the plantsgiven distilledwater100 908070605040302010 0     fig. 4.1   ",
+            "13": "13  \u00a9 ucles 2011 0610/33/o/n/11 [turn over  for  examiner's  use   (i) describe the results shown in fig. 4.1.       you will gain credit for using the figures in the graph to support your answer.             [3]     (ii) explain the difference in growth between the plants watered with low  concentrations and those watered with high concentrations of salt solution.                 [4]     ",
+            "14": "14  \u00a9 ucles 2011 0610/33/o/n/11  for  examiner's  use  the ph of soils influences the availability of ions to plants.    fig. 4.2 shows the availability of ions in soils of different ph.   4.0 5.0 6.0 7.0 8.0 9.0 10.0 11.00 0 0 0 0 0availability of each ionmagnesium potassium phosphate nitrate iron sulfate     fig. 4.2       (c) name the ion that is least  available in soils of ph 4.0 and in soils of ph 11.0.  ph 4.0  ph 11.0  [2]     ",
+            "15": "15  \u00a9 ucles 2011 0610/33/o/n/11 [turn over  for  examiner's  use  (d) plants grown in soils of ph 10 may show symptoms of deficiency. they are stunted and  their leaves are yellow.     explain how deficiencies of magnesium ions and nitrate ions lead to the symptoms  described.  magnesium ions             nitrate ions            [4]        [total: 16]    ",
+            "16": "16  \u00a9 ucles 2011 0610/33/o/n/11  for  examiner's  use 5 two species of beetle, tribolium castaneum  and t. confusum , can infest and eat stored  flour.    in an investigation these two species were kept together in containers of flour under  different environmental conditions.      many identical containers were set up, each with the same mass of flour.    equal numbers of male and female flour beetles of the two species were put into each  container at the start.     the numbers of beetles were counted regularly.     the containers were left until only one species survived.     table 5.1 shows the percentage of containers in which t. castaneum  or t. confusum  were  the only survivors.  table 5.1    environmental conditions percentage of containers in  which only t. castaneum   survived / % percentage of containers in  which only t. confusum   survived / %  a hot and wet 100     0  b hot and dry   10   90  c warm and wet   86   14  d warm and dry   13   87  e cold and wet   29   71  f cold and dry     0 100     (a) compare the survival of the two species of flour beetle in different temperatures and  humidities.     use data from table 5.1 to illustrate your answer.                 [4]  ",
+            "17": "17  \u00a9 ucles 2011 0610/33/o/n/11 [turn over  for  examiner's  use  (b) suggest why only one species survived in each container.            [2]       there is a gene in t. confusum  which controls body colour.    a represents the dominant allele for red-brown body colour.    a represents the recessive allele for black body colour.     (c) complete the genetic diagram below to show the colour of beetles produced when  heterozygous beetles are crossed with beetles that are homozygous recessive for this gene.    parental phenotypes parental genotypesgametes  .   .\u00d7 \u00d7+  .   . offspring genotypes offspring phenotypesratio of phenotypes            [4]   ",
+            "18": "18  \u00a9 ucles 2011 0610/33/o/n/11  for  examiner's  use  the eyes of tribolium  species are usually black. a very small number of flour beetles have  white eyes.    (d) explain how this happens and why they are so rare.           [2]      (e)  insect pests, such as flour beetles, eat t he flour and deposit nitrogenous waste in urine  and faeces into the flour. this leads to the growth of bacteria and fungi in the flour.       suggest and explain what happens to the nitrogenous waste and the faeces released  by the flour beetles.                 [4]        [total: 16]   ",
+            "19": "19  \u00a9 ucles 2011 0610/33/o/n/11 [turn over  for  examiner's  use 6 fig. 6.1 shows the calayan rail, gallirallus calayanensis , a flightless bird that inhabits  calayan island in the philippines. this species of bird was discovered in 2004.        fig. 6.1     (a) state the name of the genus of the calayan rail.   [1]      many bird species are threatened by deforestation.     (b) suggest three reasons why deforestation occurs.  1  2   3  [3]      (c) suggest the likely effects of deforestati on on populations of bird species.              [3]     ",
+            "20": "20    copyright acknowledgements:    fig. 6.1 james eaton;  photograph of the c alayan rail. http://www.bird forum.net/bird_view.php?bid=9957.   permission to reproduce items where third -party owned material protected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to t race 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.    \u00a9 ucles 2011 0610/33/o/n/11  for  examiner's  use (d) some species of birds, such as the calayan rail, are endangered.      outline the reasons why it is important to conserve species.           [2]        [total: 9]     "
+        },
+        "0610_w11_qp_51.pdf": {
+            "1": "    this document consists of 7 printed pages and 1 blank page.  ib11 11_0610_51/6rp  \u00a9 ucles 2011  [turn over       *0033314124* university of cambridge international examinations  international general certificate of secondary education       biology 0610/51     paper 5  practical test  october/november 2011     1 hour 15 minutes    candidates answer on the question paper    additional materials: as listed in the confidential instructions       read these instructions first    write your centre number, candidate number and name on all the work you hand in.  write in dark blue or black pen.  you may use a pencil for any diagrams or graphs. do not use staples, paper clips, highlighters, glue or correction fluid. do not  write in any barcodes.    answer both  questions.   at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question.         for examiner's use   1   2   total  ",
+            "2": "2  \u00a9 ucles 2011 0610/51/o/n/11  1 catalase is an enzyme found in plant and animal tissues. it catalyses the breakdown of  hydrogen peroxide into water and oxygen. the activity of this enzyme can be measured by  collecting the oxygen produced.    2h2o2        \u2192      2h 2o  +  o 2  hydrogen peroxide      water      oxygen    hydrogen peroxide should be used with care. please wear the eye protection and  plastic gloves provided.    \u2022 set up the apparatus as shown in fig. 1.1.     \u2022 make sure the end of the  delivery tube is below the level of the water in test-tube b.      waterglass tubing deliverytubebung abplastic tubing     fig. 1.1     read through the method below before starting the experiment.     you are provided with a slice of sweet potato and three test-tubes each containing the same  concentration of hydrogen peroxide solution.    \u2022 remove the outer layer from around the slice of sweet potato.     \u2022 cut three cubes from the slice. each cube should be 1  cm \u00d7 1  cm \u00d7 1  cm.    \u2022 place one cube (cube 1) in test-tube a.    \u2022 empty the contents of one of the test-tubes labelled hydrogen peroxide solution  into  test-tube a, onto cube 1.    \u2022 immediately  replace the bung in test-tube a as bubbles will appear when the  solution  makes contact with the tissue.    \u2022 begin timing when the first bubble comes out of the delivery tube and count  the number  of bubbles that escape into the water in test-tube b for a  period of 1 minute .    \u2022 measure the depth of the foam in test-tube a after another minute.    ",
+            "3": "3  \u00a9 ucles 2011 0610/51/o/n/11 [turn over  for  examiner's  use  (a) (i)  record your results for cube 1 in table 1.1. [2]    \u2022 discard the contents of test-tube a in the container provided, labelled waste  washings , and rinse the test-tube with water.     \u2022 place the second cube (cube 2) of sweet potato and the contents of  another test- tube labelled hydrogen peroxide solution  in test-tube a and repeat the   procedure.      (ii) record your results for cube 2 in table 1.1.  [2]    \u2022 discard the contents of test-tube a in the container provided, labelled waste  washings  and rinse the test-tube with water.     \u2022 cut the third cube of sweet potato tissue into eight smaller pieces (cut up  cube).    \u2022 put all eight pieces into test-tube a and repeat the procedure.      (iii) record your results for the cut up cube in table 1.1.  [2]    table 1.1     number of bubbles released  in 1 minute  depth of foam after another  minute / mm   cube 1     cube 2     cut up cube        (b) explain an advantage of repeating the test with two identical cubes of sweet potato  tissue.     [1]       (c) (i)  use the data in table 1.1 to compare the activity of the enzyme catalase in the cut  up cube with that of cube 2.         [2]     ",
+            "4": "4  \u00a9 ucles 2011 0610/51/o/n/11  for  examiner's  use    (ii) explain why the tissue in the cut up cube gave different results from those for     cube 2.          [2]      (d) state and explain a possible source of error in the design of this investigation.         [2]         (e) suggest how a similar investigation could be planned to collect more reliable data.  draw a sketch of the apparatus that you would use.                                [5]        [total: 18] ",
+            "5": "5  \u00a9 ucles 2011 0610/51/o/n/11 [turn over  blank page                                question 2 starts on page 6. ",
+            "6": "6  \u00a9 ucles 2011 0610/51/o/n/11  for  examiner's  use 2 you will investigate the rate of cooling of water in test-tubes that are wrapped with different  materials.     you are provided with three large test-tubes and a thermometer. when each test-tube has  been prepared, stand it in the rack provided.    \u2022 wrap one of these test-tubes with one layer of paper tissue.     use an elastic band to fix the paper tissue in position.     \u2022 wrap the second test-tube with one layer of foil.     use an elastic band to fix the foil in position.     \u2022 the third test-tube will remain unwrapped.      read through the method before starting the experiment.    the test-tubes are going to be filled with equal volumes of hot water.   you will be recording the initial  temperature of the water in each test-tube and then every  minute for a total of 6 minutes.     (a) (i)  design a suitable table to record your results.                                          [3]    \u2022 when you are ready, raise your hand and the supervisor will add hot water to your test-tubes.    \u2022 take the initial  temperature of the water in each test-tube and then  every minute  for a total of 6 minutes.      (ii) record the results in your table.  [3]   ",
+            "7": "7  \u00a9 ucles 2011 0610/51/o/n/11 [turn over  for  examiner's  use    (iii) plot a graph to show the temperature of  water in each test-tube against time. use  the same axes for the three sets of data.           [5]        (iv) describe and explain your results.                        [5]   ",
+            "8": "8      permission to reproduce items where thir d-party owned material protected by copyright is included has been sought and cleared w here 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.    \u00a9 ucles 2011 0610/51/o/n/11  for  examiner's  use  (b) birds have feathers covering their bodies. you are provided with two types of feather.      feather w1 is from a bird\u2019s chest and feather w2 is from a wing or tail.     (i) make a labelled outline drawing of feather w1.                                              [4]    (ii) describe the function of each feather.     feather w1     feather w2    [2]        [total: 22]   "
+        },
+        "0610_w11_qp_52.pdf": {
+            "1": "    this document consists of 8 printed pages.  ib11 11_0610_52/7rp  \u00a9 ucles 2011  [turn over       *6182837298* for examiner's use  1   2   total     university of cambridge international examinations  international general certificate of secondary education       biology 0610/52     paper 5  practical test  october/november 2011     1 hour 15 mins    candidates answer on the question paper    additional materials: as listed in the confidential instructions       read these instructions first    write your centre number, candidate number and name on all the work you hand in.  write in dark blue or black pen.  you may use a pencil for any diagrams or graphs. do not use staples, paper clips, highlighters, glue or correction fluid. do not  write in any barcodes.    answer both  questions.   at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question.     ",
+            "2": "2  \u00a9 ucles 2011 0610/52/o/n/11  for  examiner's  use 1 you are provided with part of a fruit labelled y1 .     (a) make a large, labelled diagram of the fruit to show    \u007f the arrangement of the seeds,  \u007f the thickness of the fruit wall.                                                                [5] ",
+            "3": "3  \u00a9 ucles 2011 0610/52/o/n/11 [turn over  for  examiner's  use \u007f remove one seed.     (b) describe the external  appearance of this seed.     [2]     (c) (i)  describe how you could carry out food tests on the internal structure of the seed to  show if the food material stored by the seed contained any of the following.  fat       starch      [4]    \u007f remove three more seeds.  \u007f remove the testa (seed coat) from each seed.     (ii) test the internal structure of the seeds for fat and starch.      record your observations and conclusion in table 1.1.    table 1.1    test initial observation final observation conclusion  fat  \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026.. \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026.. \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026..  starch  \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026.. \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026.. \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026..        [4]   ",
+            "4": "4  \u00a9 ucles 2011 0610/52/o/n/11  for  examiner's  use  these seeds can germinate, grow, flower and produce seeds within one year.    fig. 1.1 shows a seedling which has grown from a seed taken from fruit y1.    soil linetesta     fig. 1.1    (d) (i)  complete the labelling of the seedling on fig. 1.1.     the testa of this seedling has been labelled for you. [2]   (ii) describe how you would germinate these seeds.      include the environmental conditions required.             [3]        [total: 20]   ",
+            "5": "5  \u00a9 ucles 2011 0610/52/o/n/11 [turn over  for  examiner's  use 2 you are provided with two pieces of potato. these are long thin strips which will be called  \u2018chips\u2019.     the chips were cut to measure 60  mm in length.     one chip is in a concentrated salt (sodium chloride) solution, labelled salt solution .     the other chip is in distilled water, labelled distilled water .    \u007f remove the chip from the salt solution.  \u007f carefully blot it dry using a paper towel.  \u007f place the chip on the black card.     (a) (i)  measure the length of this chip and record it below.     record any change in length from the original 60  mm.  length   change  [2]    (ii) describe the appearance and texture of this chip.        [2]    \u007f remove the other chip from the distilled water.  \u007f carefully blot it dry using a paper towel.  \u007f place the chip on the black card.     (b) (i)  measure the length of this chip and record it below.     record any change in length from the original 60  mm.  length   change  [2]     (ii) describe the appearance and texture of this chip.        [2]   ",
+            "6": "6  \u00a9 ucles 2011 0610/52/o/n/11  for  examiner's  use  (c) explain the changes that you have observed in these two chips.                     [4]     a similar investigation was carried out by a group of students.    they measured the masses of five chips before putting each chip into a different  concentration of sucrose solution.     the chips were left in the solutions for two hours.     after two hours each chip was removed from the sucrose solution and its mass measured.   the results are shown in table 2.1.  table 2.1    concentration of  sucrose solution  /  g dm\u20133 mass at        start / g  mass after        two hours / g  difference in  mass / g  percentage  change      0.0 1.36 1.49 +0.13 9.56    35.0 1.41 1.48 +0.07 4.96    70.0 1.46 1.47 +0.01 0.68  175.0 1.47 1.38 \u22120.09 \u22126.12  270.0 1.45 1.31 \u22120.14 \u2026\u2026\u2026\u2026\u2026\u2026\u2026    ",
+            "7": "7  \u00a9 ucles 2011 0610/52/o/n/11 [turn over  for  examiner's  use  (d) (i)  complete table 2.1 by calculating the percentage change in mass for the most  concentrated solution. show your working. write your answer in table 2.1.                    [1]   (ii) suggest why it is necessary to calculate the percentage change in mass when  comparing the chips.     [1]     (iii) plot a graph to show the percentage change in mass against the concentration of  sucrose solution. use the grid and axes provided.     % increasein mass % decreasein massconcentration of sucrose concentration of sucrose solution gsolution g dmdm\u20133\u20133concentration of sucrose solution / g  dm\u20133         [4]   ",
+            "8": "8      permission to reproduce items where thir d-party owned material protected by copyright  is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to t race 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.    \u00a9 ucles 2011 0610/52/o/n/11  for  examiner's  use  (e) (i)  use your graph to find the concentration of sucrose solution in which the mass of  the chip would stay the same.         g  dm\u20133[1]    (ii) explain why the mass would stay the same.        [1]        [total: 20]     "
+        },
+        "0610_w11_qp_53.pdf": {
+            "1": "    this document consists of 8 printed pages.  ib11  11_0610_53/fp  \u00a9 ucles 2011  [turn over       *6249385702* for examiner's use  1   2   total     university of cambridge international examinations  international general certificate of secondary education       biology 0610/53     paper 5  practical test  october/november 2011     1 hour 15 mins    candidates answer on the question paper    additional materials: as listed in the confidential instructions       read these instructions first    write your centre number, candidate number and name on all the work you hand in.  write in dark blue or black pen.  you may use a pencil for any diagrams or graphs. do not use staples, paper clips, highlighters, glue or correction fluid. do not  write in any barcodes.    answer both  questions.   at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question.     ",
+            "2": "2  \u00a9 ucles 2011 0610/53/o/n/11  for  examiner's  use 1 you are provided with part of a fruit labelled y1 .     (a) make a large, labelled diagram of the fruit to show    \u007f the arrangement of the seeds,  \u007f the thickness of the fruit wall.                                                                [5] ",
+            "3": "3  \u00a9 ucles 2011 0610/53/o/n/11 [turn over  for  examiner's  use \u007f remove one seed.     (b) describe the external  appearance of this seed.     [2]     (c) (i)  describe how you could carry out food tests on the internal structure of the seed to  show if the food material stored by the seed contained any of the following.  fat       starch      [4]    \u007f remove three more seeds.  \u007f remove the testa (seed coat) from each seed.     (ii) test the internal structure of the seeds for fat and starch.      record your observations and conclusion in table 1.1.    table 1.1    test initial observation final observation conclusion  fat  \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026.. \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026.. \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026..  starch  \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026.. \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026.. \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026..        [4]   ",
+            "4": "4  \u00a9 ucles 2011 0610/53/o/n/11  for  examiner's  use  these seeds can germinate, grow, flower and produce seeds within one year.    fig. 1.1 shows a seedling which has grown from a seed taken from fruit y1.    soil linetesta     fig. 1.1    (d) (i)  complete the labelling of the seedling on fig. 1.1.     the testa of this seedling has been labelled for you. [2]   (ii) describe how you would germinate these seeds.      include the environmental conditions required.             [3]        [total: 20]   ",
+            "5": "5  \u00a9 ucles 2011 0610/53/o/n/11 [turn over  for  examiner's  use 2 you are provided with two pieces of potato. these are long thin strips which will be called  \u2018chips\u2019.     the chips were cut to measure 60  mm in length.     one chip is in a concentrated salt (sodium chloride) solution, labelled salt solution .     the other chip is in distilled water, labelled distilled water .    \u007f remove the chip from the salt solution.  \u007f carefully blot it dry using a paper towel.  \u007f place the chip on the black card.     (a) (i)  measure the length of this chip and record it below.     record any change in length from the original 60  mm.  length   change  [2]    (ii) describe the appearance and texture of this chip.        [2]    \u007f remove the other chip from the distilled water.  \u007f carefully blot it dry using a paper towel.  \u007f place the chip on the black card.     (b) (i)  measure the length of this chip and record it below.     record any change in length from the original 60  mm.  length   change  [2]     (ii) describe the appearance and texture of this chip.        [2]   ",
+            "6": "6  \u00a9 ucles 2011 0610/53/o/n/11  for  examiner's  use  (c) explain the changes that you have observed in these two chips.                     [4]     a similar investigation was carried out by a group of students.    they measured the masses of five chips before putting each chip into a different  concentration of sucrose solution.     the chips were left in the solutions for two hours.     after two hours each chip was removed from the sucrose solution and its mass measured.   the results are shown in table 2.1.  table 2.1    concentration of  sucrose solution  /  g dm\u20133 mass at        start / g  mass after        two hours / g  difference in  mass / g  percentage  change      0.0 1.36 1.49 +0.13 9.56    35.0 1.41 1.48 +0.07 4.96    70.0 1.46 1.47 +0.01 0.68  175.0 1.47 1.38 \u22120.09 \u22126.12  270.0 1.45 1.31 \u22120.14 \u2026\u2026\u2026\u2026\u2026\u2026\u2026    ",
+            "7": "7  \u00a9 ucles 2011 0610/53/o/n/11 [turn over  for  examiner's  use  (d) (i)  complete table 2.1 by calculating the percentage change in mass for the most  concentrated solution. show your working. write your answer in table 2.1.                    [1]   (ii) suggest why it is necessary to calculate the percentage change in mass when  comparing the chips.     [1]     (iii) plot a graph to show the percentage change in mass against the concentration of  sucrose solution. use the grid and axes provided.     % increasein mass % decreasein massconcentration of sucrose concentration of sucrose solution gsolution g dmdm\u20133\u20133concentration of sucrose solution / g  dm\u20133         [4]   ",
+            "8": "8      permission to reproduce items where thir d-party owned material protected by copyright  is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to tr ace 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.    \u00a9 ucles 2011 0610/53/o/n/11  for  examiner's  use  (e) (i)  use your graph to find the concentration of sucrose solution in which the mass of  the chip would stay the same.         g  dm\u20133[1]    (ii) explain why the mass would stay the same.        [1]        [total: 20]         "
+        },
+        "0610_w11_qp_61.pdf": {
+            "1": "    this document consists of 13 printed pages and 3 blank pages.  ib11 11_0610_61/xrp   \u00a9 ucles 2011  [turn over       *8013386966* university of cambridge international examinations  international general certificate of secondary education       biology 0610/61     paper 6 alternative to practical  october/november 2011     1 hour    candidates answer on the question paper    no additional materials are required.       read these instructions first    write your centre number, candidate number and name on all the work you hand in.  write in dark blue or black pen.  you may use a pencil for any diagrams or graphs. do not use staples, paper clips, highlighters, glue or correction fluid.  do not  write in any barcodes.   answer all questions.  at the end of the examination, fasten all your work securely together.  the number of marks is given in brackets [  ] at the end of each question or part question.     for examiner's use   1   2   3   total  ",
+            "2": "2  \u00a9 ucles 2011 0610/61/o/n/11  blank page",
+            "3": "3  \u00a9 ucles 2011 0610/61/o/n/11 [turn over  for  examiner's  use   1 catalase is an enzyme found in plant and animal tissues.   it catalyses the breakdown of hydrogen peroxide into water and oxygen.   2h 2o2       \u2192       2h 2o   +   o 2  hydrogen peroxide      water      oxygen     the activity of this enzyme can be measured by collecting the volume of oxygen gas given  off as shown in fig. 1.1.    waterplant tissue and hydrogen peroxidevolume ofoxygencollected     fig. 1.1      some students compared the catalase activity in two plant tissues, sweet potato , ipomoea   batanus , and irish potato , solanum tuberosum .    \u2022 2.0  g of sweet potato  was cut into small pieces.    \u2022 the small pieces were placed in a flask together with 25  cm3 of hydrogen peroxide.    \u2022 the bung and delivery tube were fitted to the flask, as shown in fig. 1.1.    \u2022 the volume of oxygen gas released was measured after 4 minutes (experiment 1).    \u2022 this was repeated three times (experiments 2, 3 and 4).    \u2022 the same procedure was carried out with 2.0  g of irish potato  cut into small pieces.    \u2022 the results are shown in table 1.1.   ",
+            "4": "4  \u00a9 ucles 2011 0610/61/o/n/11  for  examiner's  use   table 1.1    volume of oxygen gas / cm3  experiment   sweet potato irish potato  1   32.0 12.5  2   20.0   9.0  3   35.5   8.5  4   28.0 10.0  total 115.5   mean   28.9       (a) (i)  the total volume of oxygen gas and the mean volume of oxygen gas have been  calculated for the sweet potato .       calculate these values for the irish potato .      show your working below.                    write your answers in table 1.1.  [2]   (ii) suggest why the tissues were cut into small pieces before being added to the  flask.      [1]     ",
+            "5": "5  \u00a9 ucles 2011 0610/61/o/n/11 [turn over  for  examiner's  use  (b) (i)  draw a bar chart to show the volumes of oxygen gas collected for the sweet  potato .      draw a horizontal line across your bar chart to show the mean value.         [5]    (ii) suggest two reasons for the variation in the results of the four sweet potato   experiments.   1     2    [2]     ",
+            "6": "6  \u00a9 ucles 2011 0610/61/o/n/11  for  examiner's  use  (c) suggest and explain two ways in which a similar investigation could be planned to  collect more reliable data.                [4]        [total: 14]    ",
+            "7": "7  \u00a9 ucles 2011 0610/61/o/n/11 [turn over  blank page",
+            "8": "8  \u00a9 ucles 2011 0610/61/o/n/11  for  examiner's  use   2 birds have feathers to cover their bodies.    fig. 2.1 shows two types of feather, a and b.       ab   fig. 2.1     (a) (i)  make a labelled outline drawing of feather a.                                             [4]   ",
+            "9": "9  \u00a9 ucles 2011 0610/61/o/n/11 [turn over  for  examiner's  use  (ii) suggest a function of feather a.    [1]     (iii) suggest a function of feather b and explain how it is adapted for this function.          [2]                   question 2 continues on the next page.               ",
+            "10": "10  \u00a9 ucles 2011 0610/61/o/n/11  for  examiner's  use  fig. 2.2 shows feather b placed upon a grid. you will use this to help you to estimate the  surface area of feather b.        fig. 2.2     (b) (i)  measure the size of one of the grid squar es. use this to calculate the surface area  of feather b.       show your working.                 area of feather b  cm 2 [3]     ",
+            "11": "11  \u00a9 ucles 2011 0610/61/o/n/11 [turn over  for  examiner's  use  (ii) describe a more accurate method that you could use to find the actual surface  area of feather b.            [2]        [total: 12]    ",
+            "12": "12  \u00a9 ucles 2011 0610/61/o/n/11  for  examiner's  use 3 fig. 3.1 shows three cress seedlings grown under different conditions.   the seeds came from the same plant and the seedlings have been grown for the same  length of time.    the seedlings are drawn to scale.    def     fig. 3.1     (a) the cress seedlings, d, e and f differ in appearance.    for each seedling state how it is different and suggest an explanation.    (i) seedling d           [3]     (ii) seedling e          [3]  ",
+            "13": "13  \u00a9 ucles 2011 0610/61/o/n/11 [turn over  for  examiner's  use  (iii) seedling f          [3]                         question 3 continues on the next page.     ",
+            "14": "14  \u00a9 ucles 2011 0610/61/o/n/11  for  examiner's  use  (b) seeds develop within the fruits of flowering plants.    fig. 3.2 shows two types of fruit, g and h, from species similar to cress.    fruit g fruit h    fig. 3.2      (i) describe two similarities between fruit g and fruit h.  1     2    [2]     (ii) complete table 3.1 by recording two differences between fruit g and fruit h.    table 3.1    fruit g fruit h    1   \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026.    \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026...   \u2026.\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026.    \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026...    2   \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026.    \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026...   \u2026.\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026.    \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026...       [2]   ",
+            "15": "15  \u00a9 ucles 2011 0610/61/o/n/11  for  examiner's  use  (c) suggest how the seeds may be dispersed from these two fruits.    [1]        [total: 14]   ",
+            "16": "16      permission to reproduce items where thir d-party owned material protected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holder s, 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.    \u00a9 ucles 2011 0610/61/o/n/11  blank page "
+        },
+        "0610_w11_qp_62.pdf": {
+            "1": "    this document consists of 8 printed pages.  ib11 11_0610_62/6rp   \u00a9 ucles 2011  [turn over       *4990181549* university of cambridge international examinations  international general certificate of secondary education       biology 0610/62     paper 6 alternative to practical  october/november 2011     1 hour    candidates answer on the question paper    additional materials: ruler       read these instructions first    write your centre number, candidate number and name on all the work you hand in.  write in dark blue or black pen.  you may use a pencil for any diagrams or graphs. do not use staples, paper clips, highlighters, glue or correction fluid.  do not  write in any barcodes.    answer all questions.  at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question.       for examiner's use   1   2   3   total  ",
+            "2": "2  \u00a9 ucles 2011 0610/62/o/n/11  for  examiner's  use 1 fig. 1.1 shows a longitudinal section through a butternut squash, cucurbita moschata .     this whole structure is a fruit.       fig. 1.1     (a) make a large, labelled diagram of the fruit to show    - the arrangement of the seeds   - the thickness of the fruit wall.                                 [5] ",
+            "3": "3  \u00a9 ucles 2011 0610/62/o/n/11 [turn over  for  examiner's  use  fig. 1.2 shows two seeds from this fruit.        fig. 1.2     (b) describe the external appearance of this seed.         [2]   ",
+            "4": "4  \u00a9 ucles 2011 0610/62/o/n/11  for  examiner's  use  fig. 1.3 shows a seedling which has grown from a seed taken from this fruit.    soil linetesta     fig. 1.3    (c) complete the labelling of the seedling on fig. 1.3.    the testa (seed coat) of this seedling has been labelled for you. [2]      (d) the internal contents of the seed will c ontain an embryo and stored food materials for  germination.      describe how you could carry out food tests on the internal structure of the seed to  show if the seed contained fat or starch.  fat       starch      [4]       (e) describe how you would germinate these seeds.    include the environmental conditions required.             [4]        [total: 17] ",
+            "5": "5  \u00a9 ucles 2011 0610/62/o/n/11 [turn over  for  examiner's  use 2 an investigation was carried out to find the effect of salt (sodium chloride) solution, on  potato tissue.     a large potato was cut into long thin strips, called chips. each chip measured 60  mm in  length.    one chip was placed in a concentrated salt solution and another chip was placed in distilled  water.     after three hours these chips were removed from the liquids.    the chips are shown in fig. 2.1.   distilled water  salt solution     fig. 2.1     (a) (i)  measure the length of the chips in fig. 2.1.     calculate any change in length.    record your measurements in table 2.1.   table 2.1     chip in salt solution chip in distilled water  length / mm    change / mm         [2]   ",
+            "6": "6  \u00a9 ucles 2011 0610/62/o/n/11  for  examiner's  use  (ii) explain the changes that you have recorded for these two chips.                     [4]     (b) a similar investigation was carried out by a group of students.     they measured the mass of five chips before putting each chip in a different  concentration of sucrose  solution.    the chips were left in the solution for two hours.   after two hours each chip was removed from the sucrose solution and its mass  measured.     their results are shown in table 2.2.   table 2.2    concentration of  sucrose solution  / g dm -3 mass at start  / g mass after       2 hours  / g difference in  mass  / g percentage  change     0.0 1.36 1.49 +0.13 +9.56   35.0 1.41 1.48 +0.07 +4.96   70.0 1.46 1.47 +0.01 +0.68  175.0 1.47 1.38 \u22120.09 \u22126.12  345.0 1.45 1.31 \u22120.14 \u2026\u2026\u2026\u2026\u2026.    ",
+            "7": "7  \u00a9 ucles 2011 0610/62/o/n/11 [turn over  for  examiner's  use   (i)  complete table 2.2 by calculating the percentage change in mass for the most  concentrated solution. show your working.               [1]    (ii) suggest why it is necessary to calculate the percentage change in mass when comparing the chips.      [1]     (iii) plot a graph to show the percentage change in mass against the concentration of the sucrose solution. use the grid and axes provided.     percentage change in mass concentration of sucroseconcentration of sucrose solutionsolution / g dmg dm\u20133concentration of sucrose solution  / g dm\u20133       [4]    (c) (i)  use your graph to find the concentration of sucrose solution in which the mass of  chip would stay the same.    g dm -3 [1]    (ii) explain why the mass of a chip in this solution would stay the same.        [1]        [total: 14] ",
+            "8": "8      permission to reproduce items where thir d-party owned material protected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holder s, 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.    \u00a9 ucles 2011 0610/62/o/n/11  for  examiner's  use3 fig. 3.1 shows three animals a, b and c which belong to the same group of arthropods.    ab cnot to scale     fig. 3.1     (a) (i)  list three visible features, other than size, which are used to classify them all in the  same group of arthropods.  1   2   3  [3]     (ii) give one visible difference, other than size, between animal,   a and b   a and c   . [2]     (iii) name the group of arthropods to which these three animals belong.     [1]      (b) name one other group of arthropods and describe how this group differs from the one  you have named in (a)(iii) .  group of arthropods    difference 1    difference 2   [3]       [total: 9]   "
+        },
+        "0610_w11_qp_63.pdf": {
+            "1": "    this document consists of 9 printed pages and 3 blank pages.  ib11 11_0610_63/6rp   \u00a9 ucles 2011  [turn over       *0864938727* university of cambridge international examinations  international general certificate of secondary education       biology 0610/63     paper 6 alternative to practical  october/november 2011     1 hour    candidates answer on the question paper    no additional materials are required.       read these instructions first    write your centre number, candidate number and name on all the work you hand in.  write in dark blue or black pen.  you may use a pencil for any diagrams or graphs. do not use staples, paper clips, highlighters, glue or correction fluid.  do not  write in any barcodes.    answer all questions.  at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question.       for examiner's use   1   2   3   total  ",
+            "2": "2  \u00a9 ucles 2011 0610/63/o/n/11  for  examiner's  use 1 two students carried out an investigation into reaction times.     student 1 dropped a metre rule.   student 2 tried to catch the metre rule as soon as possible after it had been dropped.    fig. 1.1 shows a metre rule about to be droppe d by student 1, whilst student 2 is ready to  catch the rule.     fig. 1.2 shows the metre rule after it has been caught.     student 2 ready to catch metre rulestudent 1 readyto drop metre rule     6 42016141210     fig. 1.1                               fig. 1.2     once the ruler has been caught, the distance from their thumb to the bottom of the ruler  was measured in centimetres.     three results for each hand were taken and recorded in table 1.1.   the last result for the right hand is shown in fig. 1.2.     (a) (i)  read the distance on the ruler and record this value in table 1.1. [1]    table 1.1    distance ruler dropped / cm  reading  left hand right hand  1 22 16  2 16 12  3 13 \u2026  mean 17 \u2026    (ii) complete table 1.1 by calculating the mean distance for the right hand. [1]   ",
+            "3": "3  \u00a9 ucles 2011 0610/63/o/n/11 [turn over  for  examiner's  use  (b) (i)  suggest what this experiment was designed to investigate.       [1]     (ii) state three variables that should be kept the same throughout this investigation.   1   2   3  [3]       (c) approximate reaction times can be calculated from the distance the ruler has dropped.     table 1.2 shows these approximate reaction times.    table 1.2    distance / cm reaction time / s    5 0.10  10 0.14  15 0.17  20 0.20  25 0.23      (i)  estimate the reaction times for the left hand  and right hand  using the mean  distances in table 1.1.  left hand    right hand   [2]     (ii) explain what conclusion you can make about the reaction time of this student.          [2]   ",
+            "4": "4  \u00a9 ucles 2011 0610/63/o/n/11  for  examiner's  use  (d)  some drugs act as stimulants on the body and others act as depressants.      suggest how this experiment could be adapted to investigate the effect of a stimulant  on reaction times.                 [3]        [total: 13]    ",
+            "5": "5  \u00a9 ucles 2011 0610/63/o/n/11 [turn over  for  examiner's  use 2 fig. 2.1 shows a fruit of a raspberry, rubus idaeus .     this fruit is composed of many small fruits (fruitlets) joined together.     fig. 2.1     (a) make a large, labelled drawing of this fruit.                                               [5]   ",
+            "6": "6  \u00a9 ucles 2011 0610/63/o/n/11  for  examiner's  use  48 of these fruits were collected and, for each fruit, the number of fruitlets was counted. the  results were recorded as shown below.    65 75 86 82 84 86 98 97  77 63 73 53 97 76 59 77  72 69 104 59 75 52 66 68 52 93 84 85 74 82 59 65  80 76 75 69 74 63 85 61  82 76 69 71 91 68 77 92       (b) (i)  arrange the number of fruitlets in each fruit into a tally chart, as shown for  50 \u2013 59  fruitlets.    tally of fruitlets in each fruit  50 - 59 60 - 69 70 - 79 80 - 89 90 - 99 100 - 109    ////  /  6            [3]   ",
+            "7": "7  \u00a9 ucles 2011 0610/63/o/n/11 [turn over  for  examiner's  use  (ii) construct a histogram to show the number of fruitlets per fruit.           [5]     (c) describe the type of distribution shown by the raspberry fruitlets.     [2]      (d) raspberry fruits are sweet, juicy and brightly coloured.      suggest how the seeds inside these fruits may be dispersed.         [2]        [total: 17] ",
+            "8": "8  \u00a9 ucles 2011 0610/63/o/n/11  for  examiner's  use 3 plants take up water through their roots.     water passes to all parts of the plant through the xylem.   the leaves carry out photosynthesis to form sugars.     phloem transports these sugars to different parts of the plant where they are stored in an  insoluble form.     (a) fig. 3.1 shows a young, unthickened dicotyledonous plant.    a b   fig. 3.1     (i) in circle a, draw the distribution of phloem and xylem as found in a section through  a stem. label the phloem and xylem. [3]     (ii) in circle b, draw the distribution of phloem and xylem as found in a section through  a root. label the phloem and xylem. [3]      (b) (i)  name the sugar that is transported in the phloem.   [1]    (ii) name the insoluble carbohydrate that is stored in plants.    [1]    ",
+            "9": "9  \u00a9 ucles 2011 0610/63/o/n/11  for  examiner's  use  (c)  describe a food test you could carry out to show where the insoluble carbohydrate  named in (b)(ii)  is found in a root.       [2]        [total:10]    ",
+            "10": "10  \u00a9 ucles 2011 0610/63/o/n/11  blank page",
+            "11": "11  \u00a9 ucles 2011 0610/63/o/n/11  blank page",
+            "12": "12      permission to reproduce items where thir d-party owned material protected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holder s, 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.    \u00a9 ucles 2011 0610/63/o/n/11  blank page "
+        }
+    },
+    "2012": {
+        "0610_s12_qp_11.pdf": {
+            "1": "    this document consists of 15 printed pages and 1 blank page.  ib12 06_0610_11/3rp  \u00a9 ucles 2012  [turn over       *9697855108* university of cambridge international examinations  international general certificate of secondary education       biology 0610/11     paper 1  multiple choice  may/june 2012     45 minutes    additional materials: multiple choice answer sheet    soft clean eraser    soft pencil (type b or hb is recommended)        read these instructions first    write in soft pencil.  do not use staples, paper clips, highlighters, glue or correction fluid. write your name, centre number and candidate number on the answer sheet in the spaces provided  unless this has been done for you.   there are forty  questions on this paper. answer all questions. for each question there are four possible  answers a, b, c and d.   choose the one you consider correct and record your choice in soft pencil  on the separate answer sheet.   read the instructions on the answer sheet very carefully.    each correct answer will score one mark. a mark will not be deducted for a wrong answer. any rough working should be done in this booklet.         ",
+            "2": "2  \u00a9 ucles 2012 0610/11/m/j/12  1 a living organism, x, can make its own food, get rid  of toxic materials and detect and respond to  stimuli.    what other  four processes must organism x carry out to stay alive?  a excretion, growth, movement, sensitivity  b excretion, growth, nutrition, respiration  c growth, movement, reproduction, respiration  d movement, reproduction, respiration, sensitivity     2 which group of organisms has the following features?    \u25cf three pairs of jointed legs  \u25cf three-part segmented body \u25cf one pair of antennae    a arachnids  b crustaceans  c insects  d myriapods      3 the table shows some characteristics of four different vertebrates.    which vertebrate is a reptile?     fins legs scales hair   a \u0013 \u0017 \u0013 \u0017 key  b \u0017 \u0013 \u0013 \u0017 \u0013= feature present  c \u0017 \u0013 \u0017 \u0017 \u0017= feature absent  d \u0017 \u0013 \u0017 \u0013      ",
+            "3": "3  \u00a9 ucles 2012 0610/11/m/j/12 [turn over  4 the diagram shows a fish.    pectoral fin pelvic findorsal fin anal fincaudal fin     use the key to identify the fish.  1 black stripe across the eye ... go to 2  no black stripe across the eye .. a  2 black stripe on caudal fin .. go to 3  no black stripe on caudal fin . b  3 black spot below dorsal fin ... c  no black spot below dorsal fin .. d      5 the diagram shows a student\u2019s drawing of guard cells.    which label is not correct?    a  chloroplast b  cytoplasm c  stoma d  cell wall     ",
+            "4": "4  \u00a9 ucles 2012 0610/11/m/j/12  6 the diagram shows a liver cell.        which structure is found in a palisade cell that is not present in this liver cell?  a cell membrane  b chloroplast  c cytoplasm  d nucleus      7 which diagram shows a plant cell?    ab c d      8 which statement about cells or tissues, is correct?  a cells in the respiratory tract are long and thin.  b muscle cells are biconcave.  c red blood cells have no nucleus.  d xylem vessels have ciliated cells.    ",
+            "5": "5  \u00a9 ucles 2012 0610/11/m/j/12 [turn over  9 why do some root cells have root hairs?  a for the maintenance of the temperature of the cell sap  b to increase the surface area of the cells  c to increase the volume of the cell sap  d to provide a place for cell nuclei      10 which structures must  be present in a cell for osmosis to take place?  a cell (sap) vacuole and cell wall  b cell wall and cell membrane  c chloroplast and cytoplasm  d cytoplasm and cell membrane     11 a frog\u2019s skin is permeable to oxygen and carbon dioxide.    when a frog is swimming in pond water, in which directions will oxygen and carbon dioxide  diffuse?     from the frog\u2019s skin  into the water from the water into  the frog\u2019s skin  a carbon dioxide oxygen  b carbon dioxide and oxygen \u2013  c oxygen carbon dioxide  d \u2013 carbon dioxide and oxygen     12 which chemical reaction takes place in the stomach?  a proteins are digested by protease.  b proteins are digested into fatty acids.  c starch is digested into amino acids.  d starch is digested by lipase.    ",
+            "6": "6  \u00a9 ucles 2012 0610/11/m/j/12  13 which row correctly identifies the chemical elements found in proteins?     carbon hydrogen oxygen nitrogen   a \u0013 \u0013 \u0013 \u0013 key  b \u0013 \u0013 \u0013 \u0017 \u0013= present  c \u0013 \u0017 \u0013 \u0017 \u0017= absent  d \u0017 \u0013  \u0017 \u0013       14 a person has bleeding gums.    this could be caused by a lack of which nutrient?  a calcium  b iron  c vitamin c  d vitamin d     15 the diagram shows a cell with groups of bacteria around its edge.    cell cytoplasm bacteriaspiral-shaped chloroplast     the bacteria move to areas of high oxygen concentration.    which process in the cell causes the bacteria to form these groups?  a digestion  b photosynthesis  c reproduction  d respiration     ",
+            "7": "7  \u00a9 ucles 2012 0610/11/m/j/12 [turn over  16 which diagram shows the human double circulatory system?    heart a  heart b  heart c  heart d       17 the table shows the main contents of four meals.    which meal will be the most effective at preventing constipation?     g  / 100  g   carbohydrate fat fibre  (roughage) protein  a 18  12  8  25   b 30  32  2  12   c 38  4  22  10   d 48  15  10  5     18 why does chewing food speed up digestion?  a bacteria in the food are killed.  b food is mixed with protease.  c the surface area of the food is increased.  d the taste of food is improved.    ",
+            "8": "8  \u00a9 ucles 2012 0610/11/m/j/12  19 what is the equation for anaerobic respiration in yeast?  a glucose  +  oxygen  \u2192  carbon dioxide  +  water  b glucose  \u2192  alcohol  +  carbon dioxide  c glucose  \u2192  alcohol  +  water  d glucose  \u2192  lactic acid  +  water     20 which process depends on energy from respiration?  a diffusion  b osmosis  c peristalsis  d photosynthesis     21 which set of conditions would make the percentage of water in urine decrease the most?    conditions    temperature of the surroundings amount of activity  a low low  b low high  c high low  d high high     ",
+            "9": "9  \u00a9 ucles 2012 0610/11/m/j/12 [turn over  22 the diagram shows the human urinary system.    x     which substance is not found in the liquid at x in a healthy person?  a glucose  b salt  c toxins  d urea      23 the diagram shows a section through part of the eye.    suspensory ligamentiris pupil lensx     x is a circular muscle.    what effect does it have when it contracts?  a decreases the size of the pupil  b increases the size of the pupil  c pulls on the lens, decreasing its curvature  d reduces the pull on the lens, increasing its curvature ",
+            "10": "10  \u00a9 ucles 2012 0610/11/m/j/12  24 read the following sentence.    in order to prevent the human body from losing heat, the arterioles supplying the skin  become narrow.    which process does this sentence describe?  a constriction  b shivering  c sweating  d vasodilation      25 what special dietary advice should be given to a pregnant woman?    a eat less fibre (roughage).  b eat less protein.  c eat plenty of fat.  d eat plenty of iron.    26 a natural method of birth control assumes that sperms live for three days after intercourse,  ovulation occurs between days 13-15 of the menstrual cycle and released ova live for 36 hours.    on which day of the cycle should intercourse not result in pregnancy?  a day 7 b day 10 c day 12 d day 16      27 in addition to a suitable temperature, what else is necessary for seed germination?  a carbon dioxide and sunlight  b mineral ions only  c sunlight only  d water and oxygen      28 which process is an example of development?  a a cell absorbing water and increasing in size  b a cell dividing by mitosis  c a root tip cell becoming a phloem cell  d a sperm cell fertilising an egg cell    ",
+            "11": "11  \u00a9 ucles 2012 0610/11/m/j/12 [turn over  29 which types of variation can be inherited?     variation caused by  genes variation caused by  the environment  a \u0013 \u0013  b \u0013 \u0017  c \u0017 \u0013  d \u0017 \u0017     30 which statement describes human cells formed by meiosis?  a they are genetically identical and they become gametes.  b they are genetically identical and they become tissues.  c they are not genetically identical and they become gametes.  d they are not genetically identical and they become tissues.     31 a short-toed animal was crossed with a long-toed animal of the same species. all the offspring  had short toes. one of these offspring was crossed with another long-toed animal of the same  species.    which ratio of short-toed to long-toed animals should be expected?  a 1  : 1 b 2  : 1 c 3  : 1 d 4  : 1    32 the diagram shows a food chain.    which organism is the producer?    a rose-bushb greenflyc ladybirdd blue tit     33 which diagram shows the flow of energy in an ecosystem?    a sun plants animals bacteria b sun plants animals bacteria c sun plants animals bacteria d sun plants animals bacteria     ",
+            "12": "12  \u00a9 ucles 2012 0610/11/m/j/12  34 the diagram shows a food web.    lettuce plants slugs toads  fungi snakes     fungi are decomposers. what is their importance in this food web?  a they control the number of toads.  b they provide energy for plant growth.  c they provide food for snakes.  d they release minerals for plant growth.     35 during aerobic respiration glucose is broken down.    this process recycles  a carbon only.  b carbon and water.  c energy only.  d water only.      36 in an ecosystem, which are the only organisms to remove carbon dioxide from the atmosphere?  a carnivores  b decomposers  c herbivores  d producers    ",
+            "13": "13  \u00a9 ucles 2012 0610/11/m/j/12 [turn over  37 what name is given to the diagram below?    age in years 85+ 80-84 75-7970-7465-6960-6455-5950-5445-4940-4435-3930-3425-2920-2415-1910-14 5-90-4 thousands05101520 20 151050males females     a a food web pyramid   b a population pyramid   c a pyramid of biomass   d a pyramid of energy     ",
+            "14": "14  \u00a9 ucles 2012 0610/11/m/j/12  38 the diagram shows the results of a survey on the types of animals found along a stretch of river  near to a factory.    rat-tailed maggot  sludge worm blood worm  mayfly nymph stonefly nymph mayfly nymph  stonefly nymph  shrimp  caddis fly larva blood worm leech water louse  snail factory emptying  pollutants into  the water direction of water flow     which of the following animals lives in the most polluted water?  a blood worm  b caddis fly larva  c leech  d stonefly nymph     ",
+            "15": "15  \u00a9 ucles 2012 0610/11/m/j/12  39 the graph shows how oxygen concentration and the number of bacteria change when sewage is  added to a river.    sewage added distance downstream  / m0 100 200 300 400 500 600 700dissolved oxygen bacteriaamount  / arbitrary unitsp     what describes the oxygen concentration and the number of bacteria between the point at which  sewage is added and point p?  a oxygen concentration and number of bacteria stay the same.  b oxygen concentration decreases and number of bacteria increases.  c oxygen concentration increases and number of bacteria decreases.  d oxygen concentration remains the same and number of bacteria increases.      40 on the map shown, sulfur dioxide is produced at x. which region is most likely to experience acid  rain?    a  b cd sea  land  mass x  wind direction     ",
+            "16": "16      permission to reproduce items where third-par ty owned material protected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to t race 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.    \u00a9 ucles 2012 0610/11/m/j/12  blank page    "
+        },
+        "0610_s12_qp_12.pdf": {
+            "1": "    this document consists of 17 printed pages and 3 blank pages.  ib12 06_0610_12/4rp  \u00a9 ucles 2012  [turn over       *2402548294* university of cambridge international examinations  international general certificate of secondary education       biology 0610/12     paper 1  multiple choice  may/june 2012     45 minutes    additional materials: multiple choice answer sheet    soft clean eraser    soft pencil (type b or hb is recommended)        read these instructions first    write in soft pencil.  do not use staples, paper clips, highlighters, glue or correction fluid. write your name, centre number and candidate number on the answer sheet in the spaces provided  unless this has been done for you.   there are forty  questions on this paper. answer all questions. for each question there are four possible  answers a, b, c and d.   choose the one you consider correct and record your choice in soft pencil  on the separate answer sheet.   read the instructions on the answer sheet very carefully.    each correct answer will score one mark. a mark will not be deducted for a wrong answer. any rough working should be done in this booklet.         ",
+            "2": "2  \u00a9 ucles 2012 0610/12/m/j/12  1 which process in plant cells uses chlorophyll?    a growth  b nutrition   c movement   d respiration      2 the diagram shows the external features of an animal.         to which group does the animal belong?  a annelids  b arthropods  c molluscs  d nematodes     3 which vertebrate groups have scaly skin?  a amphibians and fish  b amphibians and mammals  c fish and mammals  d fish and reptiles     4 some cells have cell walls.    which statements are correct for cell walls?     in animals in plants  a absent present inside cell membrane  b absent present outside cell membrane  c present inside cell membrane absent  d present outside cell membrane absent     ",
+            "3": "3  \u00a9 ucles 2012 0610/12/m/j/12 [turn over  5 the diagram shows a specialised cell cut in half.        what does this diagram indicate about the structure of this cell?  a the cell does not have a membrane.  b the cell is concave on each side.  c the cell is long and thin.  d the cell is red and carries oxygen.      6 in a mesophyll cell, where are chloroplasts found?  a between the cell wall and the cell membrane  b in the cytoplasm  c in the nucleus  d in the vacuole     7 in a plant, a group of xylem vessels form  a a cell.  b a tissue.  c an organ.  d an organ system .    ",
+            "4": "4  \u00a9 ucles 2012 0610/12/m/j/12  8 the bar chart compares the percentage of oxygen carried by red blood cells entering and leaving  a relaxed muscle. on the bar chart, 100% is th e amount of oxygen carried by red blood cells as  they leave the lungs.    100  90  80 70 60 50 40 30 20 10  0  entering leaving % of oxygen  carried by  red blood cells      how much oxygen would red blood cells be likely to carry when leaving the same muscle after  contraction?  a 40  % b 60  % c 90  % d 100  %      9 which diagram shows the appearance of a plant cell after it is placed in distilled water?    a b cd      ",
+            "5": "5  \u00a9 ucles 2012 0610/12/m/j/12 [turn over  10 the diagram shows cells from the epidermis of a leaf.    p q r s    which parts are partially permeable?  a p and q b q and r c r and s d p and s      11 equal quantities of a protein-digesting enzyme were added to 5  cm3 of protein solutions of  different ph. each tube was kept at 37  \u00b0c.   the amount of amino acid in each tube was measured after 3 minutes. the results are shown in  the table.    ph amount of amino acid  / arbitrary units  1 10  2 9  3 7  4 2  5 1  6 1  7 1  8 0    at which ph was the enzyme most active?  a 1 b 7 c 8 d 10     ",
+            "6": "6  \u00a9 ucles 2012 0610/12/m/j/12  12 four test-tubes were set up as shown in the diagram.    in which tube is the starch digested most quickly?    a b  water bath at 15  \u00b0c starch solution and amylase  starch solution and boiled amylase c d  water bathat 35  \u00b0c starch solution and amylase  starch solution and boiled amylase       13 the activity of lipase is measured in four parts of the gut.    which part has the most lipase activity?  a colon  b duodenum  c oesophagus  d stomach      14 the table shows the colour of a biuret solution before and after a food test was carried out.    colour of solution before food test colour of solution after food test  blue lilac  / purple    which nutrient was present?  a fat  b protein  c reducing sugar  d starch     ",
+            "7": "7  \u00a9 ucles 2012 0610/12/m/j/12 [turn over  15 the diagram shows some organs of the digestive system.    1 32 4     where is amylase made?  a 1 and 4 b 2 and 3 c 2 and 4 d 3 and 4     ",
+            "8": "8  \u00a9 ucles 2012 0610/12/m/j/12  16 the diagram shows the heart as seen from the front.    pq     which section shows the heart cut through line p-q?    p a q p b  p c  p d qq q      ",
+            "9": "9  \u00a9 ucles 2012 0610/12/m/j/12 [turn over  17 the graph shows how the rate of transpiration is affected by x.    rate of transpiration x    what is x?  a humidity  b light intensity  c soil moisture  d temperature     18 what is the characteristic feature of a double circulation?  a in each circuit, blood passes from the gut to the liver before going back to the heart.  b in each circuit, blood passes from the heart to the lungs and then back to the heart before  going to other parts of the body.  c in each circuit, blood passes through atria and v entricles before going to other parts of the  body.  d in each circuit, blood passes through the arteries and the capillaries before returning to the  heart in veins.    19 which process, inside cells, releases energy useful to the human body?  a digestion  b excretion  c mitosis  d respiration    20 why is yeast used in bread-making?  a aerobic respiration produces alcohol.  b aerobic respiration produces carbon dioxide.  c anaerobic respiration produces alcohol.  d anaerobic respiration produces carbon dioxide.    ",
+            "10": "10  \u00a9 ucles 2012 0610/12/m/j/12  21 how are aerobic and anaerobic respiration similar?  a both involve breaking down glucose.  b both need a low concentration of oxygen.  c in muscles, both produce carbon dioxide.  d in yeast, both produce alcohol.      22 during a long-distance race, the body temperature of an athlete begins to rise.    which changes occur to help return the body temperature to normal?     sweating blood vessels  in the skin  a decreases constrict  b decreases dilate  c increases constrict  d increases dilate     23 in which order does urea pass through structures in the body?  a kidney  \u2192  ureter  \u2192  liver  \u2192  urethra  b kidney  \u2192  urethra  \u2192  liver  \u2192  ureter  c liver  \u2192  kidney  \u2192  ureter  \u2192  urethra  d liver  \u2192  urethra  \u2192  kidney  \u2192  ureter     24 the diagram shows a section through the human eye.    which labelled part prevents the internal reflection of light in the eye?     b ac d  ",
+            "11": "11  \u00a9 ucles 2012 0610/12/m/j/12 [turn over  25 the diagram shows the bones and muscles of the upper arm.    x  y     what must happen for the bones in the lower arm to move in the direction of the arrow?  a muscle x contracts and muscle y contracts.  b muscle x contracts and muscle y relaxes.  c muscle x relaxes and muscle y contracts.  d muscle x relaxes and muscle y relaxes.      26 which combination of structural features is found in a wind-pollinated flower?  a anthers inside flower, smooth pollen, no scent  b coloured petals, sticky pollen, strong scent  c large flowers, nectaries present, light pollen  d no petals, anthers outside flower, no nectaries    ",
+            "12": "12  \u00a9 ucles 2012 0610/12/m/j/12  27 the diagram shows a dandelion fruit attached to a parachute of hairs.    parachute of hairs fruit     the following results were obtained during an experiment to investigate the time taken for the  fruits of four different dandelions to fall to the ground.    dandelion diameter of parachute  /  cm time taken to fall  / s  1 0.4 1.5  2 0.7 2.5  3 1.0 4.0  4 1.2 4.5    which conclusion can be drawn from these results?  a as parachute diameter decreases, time taken to fall decreases.  b fruit 4 fell fastest and fruit 1 fell slowest.  c dandelion fruits are well adapted for animal dispersal.  d fruit size affects the time taken for the fruit to fall.     28 how is development of an organism defined?  a increase in complexity  b increase in the number of cells in the organism  c increase in the size of cells  d permanent increase in the organism\u2019s dry mass    ",
+            "13": "13  \u00a9 ucles 2012 0610/12/m/j/12 [turn over  29 an experiment is set up at 20\u00b0c to investigate some conditions necessary for the germination of  seeds.    in which apparatus will germination occur?    a b c  oxygen dry cotton-woolcarbon dioxide dry cotton-wool oxygen wet cotton-woolcarbon dioxide wet cotton-wool d      30 in pea plants, the allele for tall stems is dominant to the allele for short stems.    a heterozygous tall plant is crossed with a short plant, and 100 offspring are produced.    how many of the offspring are likely to be tall?  a 25 b 50 c 75 d 100    31 the nucleus in a body cell of a fly contains 12 chromosomes.    how many chromosomes are there in the nucleus of a sperm from this fly?  a 3 b 6 c 12 d 24    ",
+            "14": "14  \u00a9 ucles 2012 0610/12/m/j/12  32 in a species of plant, the allele for red flowers (r) is dominant over the allele for white flowers (r).    two red\u2013flowered plants were crossed.    plant with red flowers   \u00d7   plant with red flowers 93 red-flowered and 28 white-floweredparents offspring    what are the genotypes of the parents?  a rr and rr b rr and rr c rr and rr d rr and rr     33 the diagram shows a food chain.    grass  \u2192  wildebeest  \u2192  lion    what is the original source of energy used in this food chain?  a grass  b lion  c sunlight  d wildebeest      34 what may happen to the sun\u2019s energy that reaches the earth?  a converted to chemical energy by animals  b recycled by bacteria  c stored in fossil fuels  d used by plants for absorbing water    ",
+            "15": "15  \u00a9 ucles 2012 0610/12/m/j/12 [turn over  35 the diagram shows energy flow through a food chain from x to y.    energy in plant tissueenergy in tissue of primary consumerx y10  % of energy  passed on  90  % of  energy lost energy in tissue of secondary consumer10  % of energy  passed on  90  % of  energy lost     by which processes is energy lost between x and y?  a excretion and respiration  b growth and excretion  c growth and photosynthesis  d photosynthesis and respiration      36 the diagram shows the movement of carbon atoms in part of the carbon cycle. the directions of  movement are not shown.    carbon dioxide in the atmosphere fossil fuels bacteria plants animals     how many of the groups of living organisms in the diagram return carbon dioxide to the  atmosphere?  a 1 b 2 c 3 d 4     ",
+            "16": "16  \u00a9 ucles 2012 0610/12/m/j/12  37 the diagram shows part of the water cycle.    water vapour in the air compounds in living plants compounds in living animalsp rain cloud     which process in living plants is responsible for returning water vapour to the air at p?  a combustion  b condensation  c evaporation  d photosynthesis      38 the diagram shows how the size of a population may change with time.    at which point is the population growing the fastest?    population size timeabc d      39 which agricultural activity can cause the most pollution?  a adding artificial fertilisers  b cutting down trees  c digging plant material into the soil  d growing high-yielding crops    ",
+            "17": "17  \u00a9 ucles 2012 0610/12/m/j/12  40 the graph shows the levels of dissolved oxygen and mineral ions in a river.    at what point does raw sewage enter the river?    distance along riverlevels ab c dmineral ionsdissolved oxygendirection of river flow      ",
+            "18": "18  \u00a9 ucles 2012 0610/12/m/j/12  blank page     ",
+            "19": "19  \u00a9 ucles 2012 0610/12/m/j/12  blank page     ",
+            "20": "20      permission to reproduce items where third-par ty owned material protected by copyright is  included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holder s, 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.    \u00a9 ucles 2012 0610/12/m/j/12  blank page     "
+        },
+        "0610_s12_qp_13.pdf": {
+            "1": "    this document consists of 14 printed pages and 2 blank pages.  ib12 06_0610_13/fp  \u00a9 ucles 2012  [turn over       *9602180458* university of cambridge international examinations  international general certificate of secondary education       biology 0610/13     paper 1  multiple choice  may/june 2012     45 minutes    additional materials: multiple choice answer sheet    soft clean eraser    soft pencil (type b or hb is recommended)        read these instructions first    write in soft pencil.  do not use staples, paper clips, highlighters, glue or correction fluid. write your name, centre number and candidate number on the answer sheet in the spaces provided  unless this has been done for you.   there are forty  questions on this paper. answer all questions. for each question there are four possible  answers a, b, c and d.   choose the one you consider correct and record your choice in soft pencil  on the separate answer sheet.   read the instructions on the answer sheet very carefully.    each correct answer will score one mark. a mark will not be deducted for a wrong answer. any rough working should be done in this booklet.         ",
+            "2": "2  \u00a9 ucles 2012 0610/13/m/j/12  1 the diagram shows a fish.    pectoral fin pelvic findorsal fin anal fincaudal fin     use the key to identify the fish.  1 black stripe across the eye ... go to 2  no black stripe across the eye .. a  2 black stripe on caudal fin .. go to 3  no black stripe on caudal fin . b  3 black spot below dorsal fin ... c  no black spot below dorsal fin .. d      2 the diagram shows a student\u2019s drawing of guard cells.    which label is not correct?    a  chloroplast b  cytoplasm c  stoma d  cell wall     ",
+            "3": "3  \u00a9 ucles 2012 0610/13/m/j/12 [turn over  3 a living organism, x, can make its own food, get rid  of toxic materials and detect and respond to  stimuli.    what other  four processes must organism x carry out to stay alive?  a excretion, growth, movement, sensitivity  b excretion, growth, nutrition, respiration  c growth, movement, reproduction, respiration  d movement, reproduction, respiration, sensitivity     4 which group of organisms has the following features?    \u25cf three pairs of jointed legs  \u25cf three-part segmented body \u25cf one pair of antennae    a arachnids  b crustaceans  c insects  d myriapods      5 the table shows some characteristics of four different vertebrates.    which vertebrate is a reptile?     fins legs scales hair   a \u0013 \u0017 \u0013 \u0017 key  b \u0017 \u0013 \u0013 \u0017 \u0013= feature present  c \u0017 \u0013 \u0017 \u0017 \u0017= feature absent  d \u0017 \u0013 \u0017 \u0013      ",
+            "4": "4  \u00a9 ucles 2012 0610/13/m/j/12  6 which diagram shows a plant cell?    ab c d      7 why do some root cells have root hairs?  a for the maintenance of the temperature of the cell sap  b to increase the surface area of the cells  c to increase the volume of the cell sap  d to provide a place for cell nuclei     8 the diagram shows a liver cell.        which structure is found in a palisade cell that is not present in this liver cell?  a cell membrane  b chloroplast  c cytoplasm  d nucleus     ",
+            "5": "5  \u00a9 ucles 2012 0610/13/m/j/12 [turn over  9 a frog\u2019s skin is permeable to oxygen and carbon dioxide.    when a frog is swimming in pond water, in which directions will oxygen and carbon dioxide  diffuse?     from the frog\u2019s skin  into the water from the water into  the frog\u2019s skin  a carbon dioxide oxygen  b carbon dioxide and oxygen \u2013  c oxygen carbon dioxide  d \u2013 carbon dioxide and oxygen      10 which statement about cells or tissues, is correct?  a cells in the respiratory tract are long and thin.  b muscle cells are biconcave.  c red blood cells have no nucleus.  d xylem vessels have ciliated cells.    11 which structures must  be present in a cell for osmosis to take place?  a cell (sap) vacuole and cell wall  b cell wall and cell membrane  c chloroplast and cytoplasm  d cytoplasm and cell membrane    12 which chemical reaction takes place in the stomach?  a proteins are digested by protease.  b proteins are digested into fatty acids.  c starch is digested into amino acids.  d starch is digested by lipase.    13 a person has bleeding gums.    this could be caused by a lack of which nutrient?  a calcium  b iron  c vitamin c  d vitamin d ",
+            "6": "6  \u00a9 ucles 2012 0610/13/m/j/12  14 why does chewing food speed up digestion?  a bacteria in the food are killed.  b food is mixed with protease.  c the surface area of the food is increased.  d the taste of food is improved.      15 which diagram shows the human double circulatory system?    heart a  heart b  heart c  heart d        16 which row correctly identifies the chemical elements found in proteins?     carbon hydrogen oxygen nitrogen   a \u0013 \u0013 \u0013 \u0013 key  b \u0013 \u0013 \u0013 \u0017 \u0013= present  c \u0013 \u0017 \u0013 \u0017 \u0017= absent  d \u0017 \u0013  \u0017 \u0013     ",
+            "7": "7  \u00a9 ucles 2012 0610/13/m/j/12 [turn over  17 the diagram shows a cell with groups of bacteria around its edge.    cell cytoplasm bacteriaspiral-shaped chloroplast     the bacteria move to areas of high oxygen concentration.    which process in the cell causes the bacteria to form these groups?  a digestion  b photosynthesis  c reproduction  d respiration      18 the table shows the main contents of four meals.    which meal will be the most effective at preventing constipation?     g  / 100  g   carbohydrate fat fibre  (roughage) protein  a 18  12  8  25   b 30  32  2  12   c 38  4  22  10   d 48  15  10  5      19 which process depends on energy from respiration?  a diffusion  b osmosis  c peristalsis  d photosynthesis    ",
+            "8": "8  \u00a9 ucles 2012 0610/13/m/j/12  20 the diagram shows the human urinary system.    x     which substance is not found in the liquid at x in a healthy person?  a glucose  b salt  c toxins  d urea      21 the diagram shows a section through part of the eye.    suspensory ligamentiris pupil lensx     x is a circular muscle.    what effect does it have when it contracts?  a decreases the size of the pupil  b increases the size of the pupil  c pulls on the lens, decreasing its curvature  d reduces the pull on the lens, increasing its curvature ",
+            "9": "9  \u00a9 ucles 2012 0610/13/m/j/12 [turn over  22 which set of conditions would make the percentage of water in urine decrease the most?    conditions    temperature of the surroundings amount of activity  a low low  b low high  c high low  d high high     23 what is the equation for anaerobic respiration in yeast?  a glucose  +  oxygen  \u2192  carbon dioxide  +  water  b glucose  \u2192  alcohol  +  carbon dioxide  c glucose  \u2192  alcohol  +  water  d glucose  \u2192  lactic acid  +  water      24 a natural method of birth control assumes that sperms live for three days after intercourse,  ovulation occurs between days 13-15 of the menstrual cycle and released ova live for 36 hours.    on which day of the cycle should intercourse not result in pregnancy?  a day 7 b day 10 c day 12 d day 16     25 read the following sentence.    in order to prevent the human body from losing heat, the arterioles supplying the skin  become narrow.    which process does this sentence describe?  a constriction  b shivering  c sweating  d vasodilation      26 which statement describes human cells formed by meiosis?  a they are genetically identical and they become gametes.  b they are genetically identical and they become tissues.  c they are not genetically identical and they become gametes.  d they are not genetically identical and they become tissues. ",
+            "10": "10  \u00a9 ucles 2012 0610/13/m/j/12  27 the diagram shows a food chain.    which organism is the producer?    a rose-bushb greenflyc ladybirdd blue tit      28 what special dietary advice should be given to a pregnant woman?    a eat less fibre (roughage).  b eat less protein.  c eat plenty of fat.  d eat plenty of iron.     29 in addition to a suitable temperature, what else is necessary for seed germination?  a carbon dioxide and sunlight  b mineral ions only  c sunlight only  d water and oxygen      30 a short-toed animal was crossed with a long-toed animal of the same species. all the offspring  had short toes. one of these offspring was crossed with another long-toed animal of the same  species.    which ratio of short-toed to long-toed animals should be expected?  a 1  : 1 b 2  : 1 c 3  : 1 d 4  : 1     31 which types of variation can be inherited?     variation caused by  genes variation caused by  the environment  a \u0013 \u0013  b \u0013 \u0017  c \u0017 \u0013  d \u0017 \u0017     ",
+            "11": "11  \u00a9 ucles 2012 0610/13/m/j/12 [turn over  32 which diagram shows the flow of energy in an ecosystem?    a sun plants animals bacteria b sun plants animals bacteria c sun plants animals bacteria d sun plants animals bacteria       33 which process is an example of development?  a a cell absorbing water and increasing in size  b a cell dividing by mitosis  c a root tip cell becoming a phloem cell  d a sperm cell fertilising an egg cell      34 the graph shows how oxygen concentration and the number of bacteria change when sewage is  added to a river.    sewage added distance downstream  / m0 100 200 300 400 500 600 700dissolved oxygen bacteriaamount  / arbitrary unitsp     what describes the oxygen concentration and the number of bacteria between the point at which  sewage is added and point p?  a oxygen concentration and number of bacteria stay the same.  b oxygen concentration decreases and number of bacteria increases.  c oxygen concentration increases and number of bacteria decreases.  d oxygen concentration remains the same and number of bacteria increases.    ",
+            "12": "12  \u00a9 ucles 2012 0610/13/m/j/12  35 the diagram shows the results of a survey on the types of animals found along a stretch of river  near to a factory.    rat-tailed maggot  sludge worm blood worm  mayfly nymph stonefly nymph mayfly nymph  stonefly nymph  shrimp  caddis fly larva blood worm leech water louse  snail factory emptying  pollutants into  the water direction of water flow     which of the following animals lives in the most polluted water?  a blood worm  b caddis fly larva  c leech  d stonefly nymph      36 during aerobic respiration glucose is broken down.    this process recycles  a carbon only.  b carbon and water.  c energy only.  d water only.     ",
+            "13": "13  \u00a9 ucles 2012 0610/13/m/j/12 [turn over  37 the diagram shows a food web.    lettuce plants slugs toads  fungi snakes     fungi are decomposers. what is their importance in this food web?  a they control the number of toads.  b they provide energy for plant growth.  c they provide food for snakes.  d they release minerals for plant growth.     38 on the map shown, sulfur dioxide is produced at x. which region is most likely to experience acid  rain?    a  b cd sea  land  mass x  wind direction     ",
+            "14": "14  \u00a9 ucles 2012 0610/13/m/j/12  39 what name is given to the diagram below?    age in years 85+ 80-84 75-7970-7465-6960-6455-5950-5445-4940-4435-3930-3425-2920-2415-1910-14 5-90-4 thousands05101520 20 151050males females     a a food web pyramid   b a population pyramid   c a pyramid of biomass   d a pyramid of energy     40 in an ecosystem, which are the only organisms to remove carbon dioxide from the atmosphere?  a carnivores  b decomposers  c herbivores  d producers    ",
+            "15": "15  \u00a9 ucles 2012 0610/13/m/j/12  blank page",
+            "16": "16      permission to reproduce items where third-par ty owned material protected by copyright is  included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holder s, 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.    \u00a9 ucles 2012 0610/13/m/j/12  blank page  "
+        },
+        "0610_s12_qp_21.pdf": {
+            "1": "    this document consists of 17 printed pages and 3 blank pages.  ib12 06_0610_21/5rp  \u00a9 ucles 2012  [turn over       *0925695440* for examiner's use  1   2   3   4   5   6   7   8   9   total   university of cambridge international examinations  international general certificate of secondary education       biology 0610/21     paper 2 core  may/june 2012     1 hour 15 minutes    candidates answer on the question paper.    no additional materials are required.       read these instructions first    write your centre number, candidate number and name on all the work you hand in.  write in dark blue or black pen.  you may use a pencil for any diagrams or graphs. do not use staples, paper clips, highlighters, glue or correction fluid.  do not  write in any barcodes.    answer all questions.  at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [ ] at the end of each question or part  question.   ",
+            "2": "2  \u00a9 ucles 2012 0610/21/m/j/12  for  examiner's  use 1 non-living things, such as a car, often show characteristics similar to those of living  organisms.     (a)  state which characteristic of a living organism matches each of the descriptions linked  to a car.    (i) burning fuel in the engine to release energy    [1]     (ii) headlights that switch on automatically in the dark   [1]     (iii) filling the car\u2019s tank with fuel    [1]     (iv) release of waste gases    [1]       (b) identify one characteristic of living things that is not carried out by a car.   [1]        [total: 5]              ",
+            "3": "3  \u00a9 ucles 2012 0610/21/m/j/12 [turn over  for  examiner's  use 2 (a)  pollutants can affect the environment.      draw one line from each pollutant listed to an effect it might have on the environment.    pollutant carbon monoxide insecticides ionising radiation methane sulfur dioxide untreated sewageeffect can cause mutations can cause rise of global temperature can lead to acid rain can poison top carnivores can reduce transport of oxygen in blood can spread diseases,  such as cholera    fig. 2.1                                                                                               draw the lines on fig. 2.1. [6]   ",
+            "4": "4  \u00a9 ucles 2012 0610/21/m/j/12  for  examiner's  use  (b) suggest one major source for each of the following pollutants.     (i) carbon monoxide     [1]     (ii) carbon dioxide      [1]     (iii) ionising radiation      [1]        [total: 9]     ",
+            "5": "5  \u00a9 ucles 2012 0610/21/m/j/12 [turn over  for  examiner's  use 3 (a)  define diffusion .         [2]      (b) fig. 3.1 shows an apparatus that was used to investigate the effect of concentration of  a chemical on the rate of diffusion.    pieces of damp blue litmus paper at 2  cm intervalscorkcorkcotton wool soakedin ethanoic acid     fig. 3.1      as ethanoic acid diffused along the tube, the pieces of blue litmus paper turned red.   ",
+            "6": "6  \u00a9 ucles 2012 0610/21/m/j/12  for  examiner's  use   two different samples of ethanoic acid, a and b, were used in this apparatus. the two  samples had different concentrations. the results are shown in fig. 3.2.    02468 distance of blue litmus paper along tube  / cm10 12 14 16time for blue litmus paperto turn red  / s80 706050403020 10 0sample a sample b     fig. 3.2        table 3.1 shows the results for a third sample, c, of ethanoic acid.     ",
+            "7": "7  \u00a9 ucles 2012 0610/21/m/j/12 [turn over  for  examiner's  use table 3.1    distance of blue litmus paper  along tube / cm time for blue litmus paper to turn  red / s  2 9  4 18  6 28  8 35  10 45  12 55  14 63  16 72     (i) complete fig. 3.2 by plotting the results shown in table 3.1.                        plot the results show n in table 3.1 on the grid, fig. 3.2, on page 6. [3]    (ii) state which sample of ethanoic acid, a, b or c, took the longest time to travel        8  cm along the tube.   [1]    (iii) state and explain which sample of ethanoic acid was the most  concentrated.         [2]     (c) substances can enter and leave cells by either diffusion or by osmosis.      state two ways in which osmosis differs from diffusion.    1     2    [2]        [total: 10]   ",
+            "8": "8  \u00a9 ucles 2012 0610/21/m/j/12  for  examiner's  use 4 fig. 4.1 shows a section through the human female reproductive system.    m n o     fig. 4.1       (a) (i)  state one function of each of the parts labelled m and n.  m     n    [2]     (ii) state two functions of the part labelled o.  1     2    [2]     ",
+            "9": "9  \u00a9 ucles 2012 0610/21/m/j/12 [turn over  for  examiner's  use  (b) when an adult female is not pregnant her menstrual cycle lasts about four weeks.      describe the changes to the uterus and ovaries during one menstrual cycle.                 [4]      (c) fertilisation may occur after sexual intercourse.      describe the process of fertilisation.         [2]      (d) secondary sexual characteristics in females develop at puberty.      (i) state the hormone that controls this development.    [1]    (ii) describe  two secondary sexual characteristics controlled by this  hormone.          [2]        [total: 13]   ",
+            "10": "10  \u00a9 ucles 2012 0610/21/m/j/12  for  examiner's  use 5 (a)  the skin is important in helping to maintain a constant body temperature.      fig. 5.1 shows a section through human skin.        fig. 5.1     on fig. 5.1 label and name three structures that help to maintain body temperature.                                                                                 put your labels and lines on fig. 5.1 [3]   ",
+            "11": "11  \u00a9 ucles 2012 0610/21/m/j/12 [turn over  for  examiner's  use  (b) when a student has been running, the body temperature usually rises above normal.       explain how sweating and vasodilation help to lower the body temperature.   sweating            [3]  vasodilation             [3]       (c) suggest one function of the skin, other than the control of body temperature.     [1]        [total: 10]   ",
+            "12": "12  \u00a9 ucles 2012 0610/21/m/j/12  for  examiner's  use 6 (a)  state the main features of asexual reproduction.   1     2    [2]      (b)  a potato plant, grown from a potato tuber, reproduces asexually.      describe the process of asexual reproduction by potato plants.             [3]      (c) plants are not the only organisms that reproduce asexually.     name two other groups of organisms that also reproduce asexually.  1   2  [2]        [total: 7]      ",
+            "13": "13  \u00a9 ucles 2012 0610/21/m/j/12 [turn over  for  examiner's  use 7 (a)  a small population of rabbits was introduced to an island where rabbits had never lived  before.       fig. 7.1 shows the change in the size of the rabbit population over a few years.   number of rabbits time  / years... .     fig. 7.1      complete fig. 7.1 by labelling the four phases of this population growth.   \u007f death (use letter d)  \u007f exponential (log) (use letter e)  \u007f lag (use letter l)  \u007f stationary (use letter s)                                 write the letters d, e, l and s on fig. 7.1 in the spaces provided. [3]    (b) state three factors that could affect the rate of growth of this rabbit population.   1   2   3  [3]        [total: 6]   ",
+            "14": "14  \u00a9 ucles 2012 0610/21/m/j/12  for  examiner's  use 8 (a)  all organisms depend on enzymes.       define the term enzyme  and describe the function of enzymes in living organisms.             [3]       (b) samples of an amylase enzyme were incubated with starch at different temperatures.  the rate of starch digestion in each sample was recorded and points plotted on the graph shown in fig. 8.1.    10 20 30 40 50 60 70 8060 50 40 30 2010 0rate of starch digestion /  arbitrary units temperature  / \u00b0c    fig. 8.1   ",
+            "15": "15  \u00a9 ucles 2012 0610/21/m/j/12 [turn over  for  examiner's  use  (i) complete this line graph to show the effect of temperature on rate of digestion of  starch by the amylase enzyme by adding the most appropriate line to fig. 8.1.                                                                                           put your line on fig. 8.1. [1]     (ii) using your graph estimate the optimum temperature for this enzyme.   [1]     (iii) suggest the rate of starch digestion at 37 oc.   [1]     (iv) describe the effect of temperature on the rate of starch digestion.          [2]     (v) the enzymes originally incubated at 15  oc and 75  oc did not digest  any starch.  these samples were later incubated at the optimum temperature.       predict what results could be expected in each sample and suggest reasons for  your predictions.             [3]        [total: 11]         ",
+            "16": "16  \u00a9 ucles 2012 0610/21/m/j/12  for  examiner's  use 9 (a)  phloem and xylem are two types of tissue in plants.      fig. 9.1 shows a section through a plant stem, a, and a plant leaf, b.    a.. .. b.. ..     fig. 9.1     (i) label the phloem ( p) and the xylem ( x) on both a and b on fig. 9.1.                                             write the letters p and x on both  a and b on fig. 9.1. [2]     (ii) describe two functions of the xylem.   1     2    [2]      (b) translocation takes place in the phloem tissue.     (i) state which materials are translocated in the phloem.      [2]   ",
+            "17": "17  \u00a9 ucles 2012 0610/21/m/j/12  for  examiner's  use  (ii) fig. 9.2 shows a plant in the sunlight. the three lines (              ) are arrows, with  no arrow heads, showing the translocation of materials within parts of the plant.    translocation in the stemtranslocation in the leaf translocation in the rootair soil     fig. 9.2       add arrow heads to each  of the  three  lines to show the direction of translocation in  the organs shown.                                         put one arrow head on each of the three  lines on fig. 9.2 [3]        [total: 9]   ",
+            "18": "18  \u00a9 ucles 2012 0610/21/m/j/12  blank page",
+            "19": "19  \u00a9 ucles 2012 0610/21/m/j/12  blank page",
+            "20": "20      permission to reproduce items where thir d-party owned material protected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holder s, 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.    \u00a9 ucles 2012 0610/21/m/j/12  blank page "
+        },
+        "0610_s12_qp_22.pdf": {
+            "1": "    this document consists of 17 printed pages and 3 blank pages.  ib12 06_0610_22/4rp  \u00a9 ucles 2012  [turn over       *1219061121* for examiner's use  1   2   3   4   5   6   7   8   9   total   university of cambridge international examinations  international general certificate of secondary education       biology 0610/22     paper 2 core  may/june 2012     1 hour 15 minutes    candidates answer on the question paper.    no additional materials are required.       read these instructions first    write your centre number, candidate number and name on all the work you hand in.  write in dark blue or black pen.  you may use a pencil for any diagrams or graphs. do not use staples, paper clips, highlighters, glue or correction fluid.  do not  write in any barcodes.   answer all questions.  at the end of the examination, fasten all your work securely together.  the number of marks is given in brackets [ ] at the end of each question or part  question.   ",
+            "2": "2  \u00a9 ucles 2012 0610/22/m/j/12  for  examiner's  use 1 fig. 1.1 shows five types of bird that are unable to fly.    a b c d e   fig 1.1   ",
+            "3": "3  \u00a9 ucles 2012 0610/22/m/j/12 [turn over  for  examiner's  use  use the key to identify each of the birds shown in fig. 1.1.     write the name of each bird in the correct box in table 1.1.    key     name of bird    1 (a)  bird with webbed feet (webs of skin between toes)     (b)  bird without webbed feet (no webs of skin between toes)  2 (a)  bird with tufts of feathers near the eyes    (b)  bird with no tufts of feathers near the eyes    3 (a)  bird with crest on head    (b)  bird without crest on head   4 (a)  bird with very long neck     (b)  bird with short neck     go to 2  go to 3  e. crestatus p. adeliae    c. casuarius go to 4   s. camelus  a. australis      table 1.1    bird name of bird  a   b   c   d   e       [5]        [total: 5] ",
+            "4": "4  \u00a9 ucles 2012 0610/22/m/j/12  for  examiner's  use 2 (a)  fig. 2.1 shows a section through the heart.    abcd e f g hv     fig. 2.1    (i) table 2.1 lists functions of parts of the heart and associated blood vessels.        complete the table by identifying which structure, a to h, carries out each of the  following functions.     table 2.1    function letter  vessel returning blood from the body   chamber which pumps blood to the body   vessel which carries blood to the lungs   vessel which carries blood at the highest  pressure       [4]     (ii) describe the function of structure v.      [2]     ",
+            "5": "5  \u00a9 ucles 2012 0610/22/m/j/12 [turn over  for  examiner's  use  (b) a person\u2019s pulse rate rises as they run a race.    (i) explain why the pulse rate rises during the race.             [3]     (ii) describe how you could measure the pulse rate of a person.         [2]        [total: 11]         ",
+            "6": "6  \u00a9 ucles 2012 0610/22/m/j/12  for  examiner's  use 3 (a)  fig. 3.1 shows variegated (green and white) leaves on a destarched plant. part of one  of the leaves was covered.     leaf  cove r green area white area     fig. 3.1     (i) the plant was left in bright light for 24 hours and then the cover was removed from  the leaf. the leaf was tested for the presence of starch.     leaf with cover removedgreen areawhite area original positionof coverlk mn     fig. 3.2      suggest which areas of the leaf, as shown in fig. 3.2, would have contained starch  after 24 hours.   table 3.1    area contains starch key  k \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026.../checkbld  =  starch present  l \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026...x  =  starch absent  m \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026...  n \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026...                                                                                         record your suggestions in table 3.1. [2]   ",
+            "7": "7  \u00a9 ucles 2012 0610/22/m/j/12 [turn over  for  examiner's  use  (ii) give reasons for your suggestions for areas k and l.    area k         area l        [4]     (iii) starch is formed from a simple carbohydrate.       name the process, carried out by plants, that produces this simple carbohydrate.   [1]     (iv) state which gas is released from the leaf when this simple carbohydrate is being  produced.    [1]       (b) magnesium ions are needed to form the green pigment in the leaf.    (i) state where magnesium ions enter a plant.     [1]     (ii) suggest how magnesium ions enter a plant.         [2]        [total: 11]       ",
+            "8": "8  \u00a9 ucles 2012 0610/22/m/j/12  for  examiner's  use 4 fig. 4.1 shows a section through the male reproductive system.    ba     fig. 4.1    (a) (i)  name the structures labelled a and b.   a   b  [2]     (ii) on fig 4.1 label with a line and the letter t where the hormone testosterone is  produced.                                                                                  put the line and letter on fig. 4.1 [1]    (iii) name the stage in a male child\u2019s development when the secondary sexual  characteristics appear.    [1]     (iv) sometimes athletes attempt to cheat by taking performance enhancing drugs such  as testosterone.        suggest two ways in which taking testosterone may give them an unfair advantage  in a competition.  1     2    [2]     ",
+            "9": "9  \u00a9 ucles 2012 0610/22/m/j/12 [turn over  for  examiner's  use  (b) if a man damages his hip he might require an x-ray.     suggest why it is important to protect his testes from radiation, such as x-rays.            [3]        [total: 9]     ",
+            "10": "10  \u00a9 ucles 2012 0610/22/m/j/12  for  examiner's  use 5 tropical rainforest is one of the habitats with the greatest number of species on the earth  but it is being rapidly destroyed.     (a) table 5.1 shows data from six countries that have large areas of tropical rainforest.    table 5.1    country area of rainforest in 1990  / thousand ha area of rainforest in 2005   / thousand ha  brazil 520 027 477 695  ecuador   13 817   10 853  indonesia 116 567   88 497  madagascar   13 692   12 855  philippines   10 561    7 181  venezuela   52 026   47 713      (i) which country had the largest area of tropical rainforest in 2005?   [1]     (ii) calculate the total area of rainforest lost in the philippines between 1990 and  2005.           answer =    thousand ha [1]     (iii) in the space below calculate the percentage of tropical rainforest lost in the  philippines between 1990 and 2005. show your working.                 answer =    % [2]   ",
+            "11": "11  \u00a9 ucles 2012 0610/22/m/j/12 [turn over  for  examiner's  use  (b) one method of deforestation is to remove the large trees for timber and then burn the  rest of the vegetation.     explain why deforestation is considered harmful to the environment.                 [4]        [total: 8]     ",
+            "12": "12  \u00a9 ucles 2012 0610/22/m/j/12  for  examiner's  use 6 a person\u2019s blood glucose concentration should remain within narrow limits.     (a) (i)  name the process that keeps conditions inside the body within narrow limits.   [1]     (ii) name the main process that uses glucose from the blood.    [1]      (b) the graph, fig. 6.1, shows the blood glucose concentration of a boy over 14 hours.    6 am8 am10 am12 noon time of day2 pm4 pm6 pm8 pm meal160 140120100 80 60 40 0blood glucose/  mg per 100  cm3 bloodleaves schoolleaves school leaves school     fig. 6.1   ",
+            "13": "13  \u00a9 ucles 2012 0610/22/m/j/12 [turn over  for  examiner's  use   the boy had a meal at about 7.45  am.      (i) what was the boy\u2019s blood glucose concentration before this meal?     mg per 100  cm3 blood [1]     (ii) what was the boy\u2019s maximum blood glucose concentration after this meal?      mg per 100  cm3 blood [1]       (c) after the meal the boy\u2019s pancreas secreted  a hormone that helped to remove excess  glucose from the blood and store it.      (i) on fig. 6.1 mark with a letter g when the pancreas started to secrete this  hormone. [1]    (ii) state the form in which glucose is stored in the body.    [1]     (iii) state one organ in the body where this storage occurs.    [1]      (d) on the way home from school, the boy was involved in a fight.      (i) state what happened to the boy\u2019s blood glucose concentration at the start of the  fight.   [1]     (ii) during the fight the boy\u2019s body produced another hormone.      name this hormone.   [1]     (iii) describe three effects this hormone had on the boy\u2019s body.    1    2     3    [3]        [total: 12]   ",
+            "14": "14  \u00a9 ucles 2012 0610/22/m/j/12  for  examiner's  use 7 fig. 7.1 shows a bee visiting a flower.    bee petal   fig. 7.1     (a) (i)  state one advantage to the bee of its visit to this flower.    [1]     (ii) state one advantage to the flower  of the visit by this bee.     [1]     (iii) suggest two features of the flower that might have attracted the bee to the flower .   1     2    [2]     ",
+            "15": "15  \u00a9 ucles 2012 0610/22/m/j/12 [turn over  for  examiner's  use  (b) fig. 7.2 shows the female part of a flower before fertilisation.     pollen grain style female gameteovary attachment to rest of flower     fig. 7.2      describe the events that must take place before a seed can develop.            [3]       (c)  explain why the seed that develops is likely to grow into a plant that is similar, but not  identical, to its parent plants.            [3]        [total: 10]    ",
+            "16": "16  \u00a9 ucles 2012 0610/22/m/j/12  for  examiner's  use 8 small insect-eating birds are feeding on the caterpillars that are eating the leaves of a tree.  a pair of sparrow hawks is hunting for small birds to feed their young.    (a) fig. 8.1 shows a pyramid of numbers for this food chain.     organisms at each trophic level        fig. 8.1      (i) on fig. 8.1, write the names of the organisms present at each trophic level. [1]    (ii) in the space below draw a pyramid of biomass for this food chain.                        [2]     (iii) state a reason for the different shapes of the two pyramids.     [1]       (b) (i)  name an organism in this food chain that is a herbivore.   [1]     (ii) name an organism that is a carnivore.    [1]     (iii) name a group of organisms that would be part of this food chain but which are not  included in either pyramid.    [1]        [total: 7] ",
+            "17": "17  \u00a9 ucles 2012 0610/22/m/j/12  for  examiner's  use 9 fig. 9.1 shows two front views,  s and t, of a human eye in two different light intensities.    s tchanges to   fig. 9.1     (a) (i)  suggest how the light intensity changes from s to t.    [1]     (ii) explain how the changes in the eye, shown in fig. 9.1, were brought about.             [3]     (b) the changes in the appearance of the pupil are known as the \u201cpupil reflex\u201d.       (i) describe the characteristics of a reflex action.        [2]     (ii) suggest how the pupil reflex protects the eye.      [1]        [total: 7] ",
+            "18": "18  \u00a9 ucles 2012 0610/22/m/j/12  blank page",
+            "19": "19  \u00a9 ucles 2012 0610/22/m/j/12  blank page",
+            "20": "20    copyright acknowledgements:    question 1  photograph question 1  photograph question 1  photographs question 5a \u00a9  university of edinburgh;  http://www.nhc.ed.ac. uk/index.php?page=493.457.461 .  \u00a9  http://www.communigate.co. uk/ne/penguins /page7.phtml .  \u00a9  austin & singer;  birds of the world;   the reprint society;  1962.  \u00a9  adapted:  http://rainforest s.mongabay.com/deforestation.    permission to reproduce items where thir d-party owned material protected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holder s, 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.    \u00a9 ucles 2012 0610/22/m/j/12  blank page "
+        },
+        "0610_s12_qp_23.pdf": {
+            "1": "    this document consists of 17 printed pages and 3 blank pages.  ib12 06_0610_23/fp  \u00a9 ucles 2012  [turn over       *4527425690* for examiner's use  1   2   3   4   5   6   7   8   9   total   university of cambridge international examinations  international general certificate of secondary education       biology 0610/23     paper 2 core  may/june 2012     1 hour 15 minutes    candidates answer on the question paper.    no additional materials are required.       read these instructions first    write your centre number, candidate number and name on all the work you hand in.  write in dark blue or black pen.  you may use a pencil for any diagrams or graphs. do not use staples, paper clips, highlighters, glue or correction fluid.  do not  write in any barcodes.   answer all questions.  at the end of the examination, fasten all your work securely together.  the number of marks is given in brackets [ ] at the end of each question or part  question.   ",
+            "2": "2  \u00a9 ucles 2012 0610/23/m/j/12  for  examiner's  use 1 fig. 1.1 shows five types of bird that are unable to fly.    a b c d e   fig 1.1   ",
+            "3": "3  \u00a9 ucles 2012 0610/23/m/j/12 [turn over  for  examiner's  use  use the key to identify each of the birds shown in fig. 1.1.     write the name of each bird in the correct box in table 1.1.    key     name of bird    1 (a)  bird with webbed feet (webs of skin between toes)     (b)  bird without webbed feet (no webs of skin between toes)  2 (a)  bird with tufts of feathers near the eyes    (b)  bird with no tufts of feathers near the eyes    3 (a)  bird with crest on head    (b)  bird without crest on head   4 (a)  bird with very long neck     (b)  bird with short neck    go to 2  go to 3  e. crestatus p. adeliae    c. casuarius go to 4   s. camelus  a. australis     table 1.1    bird name of bird  a   b   c   d   e       [5]        [total: 5] ",
+            "4": "4  \u00a9 ucles 2012 0610/23/m/j/12  for  examiner's  use 2 (a)  fig. 2.1 shows a section through the heart.    abcd e f g hv     fig. 2.1    (i) table 2.1 lists functions of parts of the heart and associated blood vessels.        complete the table by identifying which structure, a to h, carries out each of the  following functions.     table 2.1    function letter  vessel returning blood from the body   chamber which pumps blood to the body   vessel which carries blood to the lungs   vessel which carries blood at the highest  pressure       [4]     (ii) describe the function of structure v.      [2]     ",
+            "5": "5  \u00a9 ucles 2012 0610/23/m/j/12 [turn over  for  examiner's  use  (b) a person\u2019s pulse rate rises as they run a race.    (i) explain why the pulse rate rises during the race.             [3]     (ii) describe how you could measure the pulse rate of a person.         [2]        [total: 11]         ",
+            "6": "6  \u00a9 ucles 2012 0610/23/m/j/12  for  examiner's  use 3 (a)  fig. 3.1 shows variegated (green and white) leaves on a destarched plant. part of one  of the leaves was covered.     leaf  cove r green area white area     fig. 3.1     (i) the plant was left in bright light for 24 hours and then the cover was removed from  the leaf. the leaf was tested for the presence of starch.     leaf with cover removedgreen areawhite area original positionof coverlk mn     fig. 3.2      suggest which areas of the leaf, as shown in fig. 3.2, would have contained starch  after 24 hours.   table 3.1    area contains starch key  k \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026.../checkbld  =  starch present  l \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026...x  =  starch absent  m \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026...  n \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026...                                                                                         record your suggestions in table 3.1. [2]   ",
+            "7": "7  \u00a9 ucles 2012 0610/23/m/j/12 [turn over  for  examiner's  use  (ii) give reasons for your suggestions for areas k and l.    area k         area l        [4]     (iii) starch is formed from a simple carbohydrate.       name the process, carried out by plants, that produces this simple carbohydrate.   [1]     (iv) state which gas is released from the leaf when this simple carbohydrate is being  produced.    [1]       (b) magnesium ions are needed to form the green pigment in the leaf.    (i) state where magnesium ions enter a plant.     [1]     (ii) suggest how magnesium ions enter a plant.         [2]        [total: 11]       ",
+            "8": "8  \u00a9 ucles 2012 0610/23/m/j/12  for  examiner's  use 4 fig. 4.1 shows a section through the male reproductive system.    ba     fig. 4.1    (a) (i)  name the structures labelled a and b.   a   b  [2]     (ii) on fig 4.1 label with a line and the letter t where the hormone testosterone is  produced.                                                                                  put the line and letter on fig. 4.1 [1]    (iii) name the stage in a male child\u2019s development when the secondary sexual  characteristics appear.    [1]     (iv) sometimes athletes attempt to cheat by taking performance enhancing drugs such  as testosterone.        suggest two ways in which taking testosterone may give them an unfair advantage  in a competition.  1     2    [2]     ",
+            "9": "9  \u00a9 ucles 2012 0610/23/m/j/12 [turn over  for  examiner's  use  (b) if a man damages his hip he might require an x-ray.     suggest why it is important to protect his testes from radiation, such as x-rays.            [3]        [total: 9]     ",
+            "10": "10  \u00a9 ucles 2012 0610/23/m/j/12  for  examiner's  use 5 tropical rainforest is one of the habitats with the greatest number of species on the earth  but it is being rapidly destroyed.     (a) table 5.1 shows data from six countries that have large areas of tropical rainforest.    table 5.1    country area of rainforest in 1990  / thousand ha area of rainforest in 2005   / thousand ha  brazil 520 027 477 695  ecuador   13 817   10 853  indonesia 116 567   88 497  madagascar   13 692   12 855  philippines   10 561    7 181  venezuela   52 026   47 713      (i) which country had the largest area of tropical rainforest in 2005?   [1]     (ii) calculate the total area of rainforest lost in the philippines between 1990 and  2005.           answer =    thousand ha [1]     (iii) in the space below calculate the percentage of tropical rainforest lost in the  philippines between 1990 and 2005. show your working.                 answer =    % [2]   ",
+            "11": "11  \u00a9 ucles 2012 0610/23/m/j/12 [turn over  for  examiner's  use  (b) one method of deforestation is to remove the large trees for timber and then burn the  rest of the vegetation.     explain why deforestation is considered harmful to the environment.                 [4]        [total: 8]     ",
+            "12": "12  \u00a9 ucles 2012 0610/23/m/j/12  for  examiner's  use 6 a person\u2019s blood glucose concentration should remain within narrow limits.     (a) (i)  name the process that keeps conditions inside the body within narrow limits.   [1]     (ii) name the main process that uses glucose from the blood.    [1]      (b) the graph, fig. 6.1, shows the blood glucose concentration of a boy over 14 hours.    6 am8 am10 am12 noon time of day2 pm4 pm6 pm8 pm meal160 140120100 80 60 40 0blood glucose/  mg per 100  cm3 bloodleaves schoolleaves school leaves school     fig. 6.1   ",
+            "13": "13  \u00a9 ucles 2012 0610/23/m/j/12 [turn over  for  examiner's  use   the boy had a meal at about 7.45  am.      (i) what was the boy\u2019s blood glucose concentration before this meal?     mg per 100  cm3 blood [1]     (ii) what was the boy\u2019s maximum blood glucose concentration after this meal?      mg per 100  cm3 blood [1]       (c) after the meal the boy\u2019s pancreas secreted  a hormone that helped to remove excess  glucose from the blood and store it.      (i) on fig. 6.1 mark with a letter g when the pancreas started to secrete this  hormone. [1]    (ii) state the form in which glucose is stored in the body.    [1]     (iii) state one organ in the body where this storage occurs.    [1]      (d) on the way home from school, the boy was involved in a fight.      (i) state what happened to the boy\u2019s blood glucose concentration at the start of the  fight.   [1]     (ii) during the fight the boy\u2019s body produced another hormone.      name this hormone.   [1]     (iii) describe three effects this hormone had on the boy\u2019s body.    1    2     3    [3]        [total: 12]   ",
+            "14": "14  \u00a9 ucles 2012 0610/23/m/j/12  for  examiner's  use 7 fig. 7.1 shows a bee visiting a flower.    bee petal   fig. 7.1     (a) (i)  state one advantage to the bee of its visit to this flower.    [1]     (ii) state one advantage to the flower  of the visit by this bee.     [1]     (iii) suggest two features of the flower that might have attracted the bee to the flower .   1     2    [2]     ",
+            "15": "15  \u00a9 ucles 2012 0610/23/m/j/12 [turn over  for  examiner's  use  (b) fig. 7.2 shows the female part of a flower before fertilisation.     pollen grain style female gameteovary attachment to rest of flower     fig. 7.2      describe the events that must take place before a seed can develop.            [3]       (c)  explain why the seed that develops is likely to grow into a plant that is similar, but not  identical, to its parent plants.            [3]        [total: 10]    ",
+            "16": "16  \u00a9 ucles 2012 0610/23/m/j/12  for  examiner's  use 8 small insect-eating birds are feeding on the caterpillars that are eating the leaves of a tree.  a pair of sparrow hawks is hunting for small birds to feed their young.    (a) fig. 8.1 shows a pyramid of numbers for this food chain.     organisms at each trophic level        fig. 8.1      (i) on fig. 8.1, write the names of the organisms present at each trophic level. [1]    (ii) in the space below draw a pyramid of biomass for this food chain.                        [2]     (iii) state a reason for the different shapes of the two pyramids.     [1]       (b) (i)  name an organism in this food chain that is a herbivore.   [1]     (ii) name an organism that is a carnivore.    [1]     (iii) name a group of organisms that would be part of this food chain but which are not  included in either pyramid.    [1]        [total: 7] ",
+            "17": "17  \u00a9 ucles 2012 0610/23/m/j/12  for  examiner's  use 9 fig. 9.1 shows two front views,  s and t, of a human eye in two different light intensities.    s tchanges to   fig. 9.1     (a) (i)  suggest how the light intensity changes from s to t.    [1]     (ii) explain how the changes in the eye, shown in fig. 9.1, were brought about.             [3]     (b) the changes in the appearance of the pupil are known as the \u201cpupil reflex\u201d.       (i) describe the characteristics of a reflex action.        [2]     (ii) suggest how the pupil reflex protects the eye.      [1]        [total: 7] ",
+            "18": "18  \u00a9 ucles 2012 0610/23/m/j/12  blank page",
+            "19": "19  \u00a9 ucles 2012 0610/23/m/j/12  blank page",
+            "20": "20    copyright acknowledgements:    question 1  photograph question 1  photograph question 1  photographs question 5a \u00a9  university of edinburgh;  http://www.nhc.ed.ac. uk/index.php?page=493.457.461 .  \u00a9  http://www.communigate.co. uk/ne/penguins /page7.phtml .  \u00a9  austin & singer;  birds of the world;   the reprint society;  1962.  \u00a9  adapted:  http://rainforest s.mongabay.com/deforestation.    permission to reproduce items where thir d-party owned material protected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holder s, 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.    \u00a9 ucles 2012 0610/23/m/j/12    blank page     "
+        },
+        "0610_s12_qp_31.pdf": {
+            "1": "    this document consists of 18 printed pages and 2 blank pages.  ib12 06_0610_31/5rp  \u00a9 ucles 2012  [turn over       *6509236855* for examiner's use  1   2   3   4   5   6   total   university of cambridge international examinations  international general certificate of secondary education       biology 0610/31     paper 3 extended  may/june 2012     1 hour 15 minutes    candidates answer on the question paper.    no additional materials are required.         read these instructions first    write your centre number, candidate number and name on all the work you hand in.  write in dark blue or black pen.  you may use a pencil for any diagrams or graphs. do not use staples, paper clips, highlighters, glue or correction fluid. do not  write in any barcodes.    answer all questions.   at the end of the examination, fasten all your work securely together.  the number of marks is given in brackets [  ] at the end of each question or part  question.   ",
+            "2": "2  \u00a9 ucles 2012 0610/31/m/j/12  for  examiner's  use 1 (a)  fig. 1.1 is a diagram of the human digestive system.    a b c d e fghj     fig. 1.1    use the letters from fig. 1.1 to complete table 1.1 to give the part of the human digestive system that is identified by each function.    write one letter only in each box. you may use the same letter more than once. there are some  letters that you will not use. the first one has been done for you.   table 1.1    function letter  peristalsis b  protein digestion   insulin production   deamination   partially digested food is mixed with bile   most water is reabsorbed       [5] ",
+            "3": "3  \u00a9 ucles 2012 0610/31/m/j/12 [turn over  for  examiner's  use  the human diet provides nutrients for the synthesis of biological molecules that make up  cells, cell products and tissues.    (b) (i) complete table 1.2 to show the nutrients that are absorbed from food to  synthesise the large molecules listed.     table 1.2    large molecules nutrients absorbed  protein   glycogen   fat       [3]    (ii) mineral ions are required in the human diet in small quantities.       state the mineral ion required for each process:    making bone  making haemoglobin.  [2]     (iii) state another type of nutrient required in the human diet in small quantities.    [1]      ",
+            "4": "4  \u00a9 ucles 2012 0610/31/m/j/12  for  examiner's  use  (c) one role of nutrients is to provide materials for the repair of damaged tissues.     fig. 1.2 shows the events that happen after a cut to the skin.   immediately after the cut 24 hours later 3 to 7 days later 2 weeks laterepidermis damaged capillaryreleased bloodscab blood clot phagocytes new capillary   fig. 1.2      use the information in fig. 1.2 to describe what happens to seal the wound in the skin  and repair the skin tissue.                     [5]        [total: 16]",
+            "5": "5  \u00a9 ucles 2012 0610/31/m/j/12 [turn over  for  examiner's  use 2 the gal\u00e1pagos islands in the pacific ocean have many species of animals and plants that  live nowhere else. iguanas are large herbivorous reptiles. four species of iguana live on the gal\u00e1pagos islands:    \u007f marine iguana,               amblyrhynchus cristatus   \u007f land iguana,                 conolophus subcristatus   \u007f santa fe land iguana,   conolophus pallidus   \u007f pink land iguana,         conolophus rosada     fig. 2.1 shows a marine iguana.       fig. 2.1    (a) reptiles and mammals are both vertebrates.      state three features of mammals that are not found in reptiles.  1  2   3  [3]     ",
+            "6": "6  \u00a9 ucles 2012 0610/31/m/j/12  for  examiner's  use  (b) the marine iguana, a. cristatus , feeds on seaweed and must therefore dive several  metres into the cold waters that surround the gal\u00e1pagos islands. iguanas can only stay in the water for a short length of time, un til their body temperature drops too low.  mammals of an equivalent size, such as sea otters, can stay in cold water for a long time.      explain how some mammals are able to stay in cold water for a long time.                     [5]       land iguanas live on isabela, the largest isl and in the gal\u00e1pagos. in 1986, some rangers  from the gal\u00e1pagos national park found a population of pink land iguanas living at the northern end of the island. these iguanas have been studied in detail and are now  classified as a new species, c. rosada .     (c) define the term population.         [2]      (d) suggest how a study of the dna of iguanas helps to classify them.       [1]     ",
+            "7": "7  \u00a9 ucles 2012 0610/31/m/j/12 [turn over  for  examiner's  use  (e) the international union for the conservation of nature describes these iguanas as  vulnerable. this means that their populations are likely to become extinct.     suggest two reasons why it is important to conserve individual species, such as the  four species of iguana on the gal\u00e1pagos islands.  1     2    [2]        [total: 13]   ",
+            "8": "8  \u00a9 ucles 2012 0610/31/m/j/12  for  examiner's  use 3 in sichuan, in china, a sauce is made from broad bean seeds that have germinated and  then have been left to ferment.    fig. 3.1 shows a germinating broad bean seed.   k l m n   fig. 3.1     (a) name k to n.  k   l   m   n  [4]      broad beans contain starch. the germinating beans are colonised by yeasts and other  fungi, such as aspergillus .      aspergillus  grows over the surface of beans and di gests starch. it has a body made of thin  threads that secrete enzymes, such as amylase.    (b) name the thin threads that make up the body of a fungus, such as aspergillus .   [1]     ",
+            "9": "9  \u00a9 ucles 2012 0610/31/m/j/12 [turn over  for  examiner's  use  (c) the action of enzymes is often explained in terms of the \u2018lock and key\u2019 model as shown  in fig. 3.2.     substrate enzyme       fig. 3.2      use the information in fig. 3.2 to explain how enzymes work to break down nutrient  materials, such as starch.                [4]     ",
+            "10": "10  \u00a9 ucles 2012 0610/31/m/j/12  for  examiner's  use  enzymes in bean seeds are activated during germination. some of these enzymes break  down protein stored in the seeds.     a large number of bean seeds were soaked and germinated. researchers took samples of  germinating seeds over a period of 15 days. the seeds were chopped into small pieces and  crushed with water to make an extract. equal quantities of the extracts were placed into  protein solutions at ph 5 and at ph 8.     the activity of the enzymes in each extract was determined by recording how quickly the  protein was broken down.  the results are shown in fig. 3.3.    0246 time  / days81 0 1 2 1 4 1640 353025201510 50enzyme activity /  arbitrary unitsph 8 ph 5     fig. 3.3     (d) describe the activity of the enzymes in the extracts at ph 5 over 15 days.             [3]  ",
+            "11": "11  \u00a9 ucles 2012 0610/31/m/j/12 [turn over  for  examiner's  use  (e) the researchers concluded that the beans contained two different enzymes that break  down protein.      state the evidence from fig. 3.3 for this conclusion.             [3]        [total: 15] ",
+            "12": "12  \u00a9 ucles 2012 0610/31/m/j/12  for  examiner's  use 4 fig. 4.1 is an electron micrograph of some red blood cells and lymphocytes.        fig. 4.1    (a) lymphocytes respond to infection by making and releasing special protein molecules  called antibodies.      describe how antibodies provide protection from diseases caused by viruses and  bacteria.             [3]     ",
+            "13": "13  \u00a9 ucles 2012 0610/31/m/j/12 [turn over  for  examiner's  use  red blood cells have special molecules on their cell membranes. these are known as  antigens and they stimulate the production of antibodies. these antigens also determine a person\u2019s blood group.    before carrying out kidney transplants, it is im portant to check that the blood group of the  donor matches the blood group of the recipient. this is called blood typing. it is necessary  because blood group antigens are present on the inner lining of blood vessels in the kidney.    (b) explain what would happen if a kidney from a person with blood group a was  transferred into the body of a person with blood group o.          [2]      tissue typing is carried out before transplanting a kidney. this makes sure that there is a  close match between the donated kidney and the recipient.  however, it is possible to carry  out transplants of the cornea without blood typing or tissue typing.    (c) suggest why it is possible to transplant corneas successfully without carrying out any  tissue typing or blood typing.       [1]     ",
+            "14": "14  \u00a9 ucles 2012 0610/31/m/j/12  for  examiner's  use  the gene for the abo blood group has three alleles, ia, ib and io.    (d) a person with blood group o has parents who have blood groups a and b.     complete the genetic diagram to show how this is possible.      use the symbols, i a, ib and io, for the blood group alleles.     parental phenotypes parental genotypes gametes offspring genotype offspring phenotypeblood group b ... .   .blood group a ... .   .\u00d7 \u00d7+ ... blood group o       [3]    (e) use your answer to (d) to give examples of the following. the first one has been  completed for you.     term example  a dominant allele ia  heterozygous genotype \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026..  codominant alleles \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026..  phenotype \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026..      [3]       [total: 12] ",
+            "15": "15  \u00a9 ucles 2012 0610/31/m/j/12 [turn over            blank page",
+            "16": "16  \u00a9 ucles 2012 0610/31/m/j/12  for  examiner's  use 5 fig. 5.1 shows the structure of the placenta and parts of the fetal and maternal circulatory  systems.    v w y x t z   fig. 5.1    (a) (i) complete table 5.1 by listing the blood vessels that carry oxygenated blood. use  the letters in fig. 5.1 to identify the blood vessels.     table 5.1    circulatory system blood vessels that carry  oxygenated blood  maternal   fetal       [2]    (ii) name structure t and describe what happens to it after birth.          [2]   ",
+            "17": "17  \u00a9 ucles 2012 0610/31/m/j/12 [turn over  for  examiner's  use  (iii) the placenta is adapted for the exchange of substances between the maternal  blood and the fetal blood.       describe the exchanges that occur across the placenta to keep the fetus alive and  well.                 [4]       (b) the placenta secretes the hormones oestrogen and progesterone.     describe the roles of these hormones during pregnancy.             [3]        [total: 11] ",
+            "18": "18  \u00a9 ucles 2012 0610/31/m/j/12  for  examiner's  use 6 in south america, forests have been cut down to provide land for cattle grazing and for  growing crops, such as soya beans.     fig. 6.1 shows an area before deforestation and after the planting of soya. occasionally  small areas of forest are left if the land cannot support agriculture.        fig. 6.1     (a) suggest the disadvantages of removing the forest from all but small areas of land.            [3]       (b) much of the soya is used to feed farm animals rather than to make foods that humans  can eat.      explain the advantages of using soya as food for humans rather than for farm animals.            [3]  ",
+            "19": "19  \u00a9 ucles 2012 0610/31/m/j/12  for  examiner's  use  (c) much of the cleared forest in south america is used as land for cattle grazing.     the clearing of forest and keeping large numbers of cattle have severe effects on the  environment, especially the atmosphere.       outline the effects of forest clearance and cattle farming on the atmosphere.            [3]       (d) yields from crops grown on soils like those in fig. 6.1 are likely to decrease over time.      state reasons for the likely decrease in yields.   1     2    [2]       (e) forest products are used in the manufacture of paper.     explain the environmental advantages  of recycling paper.        [2]        [total: 13]   ",
+            "20": "20    copyright acknowledgements:    figure 1.2 figure 2.1  photograph figure 3.2  figure 4.1  photograph  figure 6.1  photographs \u00a9  http://ethesis.hels inki.fi/julkaisut /laa/kliin/vk/v aalamo/fig3.gif.  \u00a9  steve allen;  ref:  88176896;  marine iguanas on rocks by ocean;   getty images.  \u00a9  r usha & m singh;  proteases of germinating winged-bean (ps ophocarpus tetragonolobus) seeds: puri fication and char acterization of an  acidic protease;   biochem.j;  1996;  313;  http://www.biochemj.or g/bj/313/0423/3130423.pdf.  \u00a9  dr david phillips ;  ref:  vis901045;  human blood showing red blood cells (erythrocytes) and white blood cells (l eukocytes).  sem;  getty  images. \u00a9  erik sampers & sambaphoto/ana ce;  refs:  91799180 & 78543891;  river in jungle;  soya plantation, ms, brazil;   getty images.     permission to reproduce items where thir d-party owned material protected by copyright  is included has been sought and cleared w here possible. every  reasonable effort has been made by the publis her (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.   \u00a9 ucles 2012 0610/31/m/j/12  blank page "
+        },
+        "0610_s12_qp_32.pdf": {
+            "1": "    this document consists of 17 printed pages and 3 blank pages.  ib12 06_0610_32/5rp  \u00a9 ucles 2012  [turn over       *5349921 848* for examiner's use  1   2   3   4   5   6   total   university of cambridge international examinations  international general certificate of secondary education       biology 0610/32     paper 3 extended  may/june 2012     1 hour 15 minutes    candidates answer on the question paper.    no additional materials are required.         read these instructions first    write your centre number, candidate number and name on all the work you hand in.  write in dark blue or black pen.  you may use a pencil for any diagrams or graphs. do not use staples, paper clips, highlighters, glue or correction fluid. do not  write in any barcodes.   answer all questions.   at the end of the examination, fasten all your work securely together.  the number of marks is given in brackets [  ] at the end of each question or part  question.   ",
+            "2": "2  \u00a9 ucles 2012 0610/32/m/j/12   blank page",
+            "3": "3  \u00a9 ucles 2012 0610/32/m/j/12 [turn over  for  examiner's  use 1 fig. 1.1 a shows a cell from the lining of the alimentary canal.     fig. 1.1 b shows a cell from the lining of a kidney tubule.     both cells absorb substances into the blood.    cc ab   fig. 1.1     (a) name the structures labelled c on the cells in fig. 1.1.   [1]     (b) list three substances that are absorbed by both  cells shown in fig. 1.1.  1   2   3  [3]     (c) explain how both  cells shown in fig. 1.1 are adapted for absorption of substances into  the blood.           [2]     (d) name the part of the alimentary canal that is lined by the cells shown in fig. 1.1 a.     [1]        [total: 7]   ",
+            "4": "4  \u00a9 ucles 2012 0610/32/m/j/12  for  examiner's  use 2 (a)  define the term growth .         [2]      some students investigated the responses of tomato seedlings to receiving light from one  side (unidirectional light).     the students germinated tomato seeds in the dark and then placed the seedlings in   test-tubes with water. the seedlings were treated in four different ways, e to h, as shown in  fig. 2.1. the responses of the seedlings are shown in fig. 2.2.    ef g h lightcover that light cannot get through     fig. 2.1    ef g h light     fig. 2.2     ",
+            "5": "5  \u00a9 ucles 2012 0610/32/m/j/12 [turn over  for  examiner's  use  (b) name the response shown by the tomato seedling, f, which has bent 90\u00ba towards the  light.   [2]       (c) using the results shown in fig. 2.2, suggest what conclusions may be made about how  the tomato seedlings detected the stimulus of unidirectional light.    you may refer to the seedlings by the letters e to h.                 [3]      (d) explain the advantage of the response shown by seedlings to unidirectional light.           [2]      (e) responses to light are coordinated by plant growth substances known as auxins.      explain the role of auxins in coordinating the response.           [2]   ",
+            "6": "6  \u00a9 ucles 2012 0610/32/m/j/12  for  examiner's  use  (f)  research workers in india tested the hypothesis that pigments in tomato seedlings  detect blue light. they used a variety of tomato seedling that does not have the ability  to make a certain pigment.       these seedlings and a control group of seedlings were grown in the dark and then  exposed to unidirectional blue light for 360 minutes.      the scientists measured the degree of bending of the seedlings at intervals during the  360 minutes. their results are shown in fig. 2.3.    0 60 120 180 time  / min240 300 36080 70605040302010 0control group degree ofbending nopigment     fig. 2.3      (i) describe the results shown in fig. 2.3.                  [4]   ",
+            "7": "7  \u00a9 ucles 2012 0610/32/m/j/12 [turn over  for  examiner's  use  (ii) suggest an explanation for the differences between the responses of the two  groups of seedlings.              [2]        [total: 17]   ",
+            "8": "8  \u00a9 ucles 2012 0610/32/m/j/12  for  examiner's  use 3 the red slender loris, loris tardigradus , is a nocturnal mammal that feeds at night on  flowers, fruit and a variety of small animals. it is found in forest ecosystems in south asia.     fig. 3.1 shows a red slender loris.       fig. 3.1    (a) explain the meaning of the term ecosystem .         [2]      (b) state three ways in which mammals, such as the red slender loris, differ from other  groups of vertebrates.   1   2   3  [3]     ",
+            "9": "9  \u00a9 ucles 2012 0610/32/m/j/12 [turn over  for  examiner's  use  (c) the large eyes of the red slender loris show that it is well adapted for a nocturnal way  of life.       suggest other features that the animal is likely to have that are adaptations to being  active at night.            [2]      two species of slender loris are found in sri lanka, the grey slender loris, l. lydekkerianus ,  and l. tardigradus .    the international union for conservation of nature describes the red slender loris as  endangered. horton plains national park in sri lanka is one of the few places where         l. tardigradus  is found.    (d) discuss why areas of land, such as the horton plains national park, must be  conserved.                 [4]      (e) state how scientists could show that two populations of slender loris belong to the  same species or to two different species.       [1]        [total: 12] ",
+            "10": "10  \u00a9 ucles 2012 0610/32/m/j/12  for  examiner's  use 4 fig. 4.1 shows a vertical section of a human heart.    j m k lvalve o valve n     fig. 4.1     (a) identify the blood vessels labelled j to m.  j   k   l   m  [4]    ",
+            "11": "11  \u00a9 ucles 2012 0610/32/m/j/12 [turn over  for  examiner's  use  (b) sensors that detect changes in blood pre ssure were placed into the blood vessels  surrounding the heart. recordings were taken at the times when the ventricles  contracted and when they relaxed.     the blood pressures recorded are shown in table 4.1.    table 4.1    blood pressure / kpa  blood vessel  contraction of the ventricles relaxation of the ventricles  j 16.0 10.0  k   0.3   0.3  l   0.3   0.3  m   2.0   0.5    (i) explain why the pressure in blood vessel j is greater than the pressure in blood  vessel m.           [2]     (ii) explain why the pressure in blood vessels k and l is much less than the pressure  in blood vessels j and m.         [2]     ",
+            "12": "12  \u00a9 ucles 2012 0610/32/m/j/12  for  examiner's  use  (c) explain how the valves at n and o maintain one-way flow of blood through the heart.                 [4]       (d) other than in the heart, state where valves similar to those at o are found in the  circulatory system.     [1]        [total: 13]      ",
+            "13": "13  \u00a9 ucles 2012 0610/32/m/j/12 [turn over  for  examiner's  use 5 fig. 5.1 shows the human male reproductive system and part of the urinary system.    a b c d e fghj   fig. 5.1     (a) complete table 5.1 by identifying the structure in the male reproductive system shown  in fig. 5.1 that carries out each of the functions listed.       write one letter only in each box. you may use the same letter more than once. there  are some letters that you will not use. the first one has been done for you.    table 5.1    function structure  stores urine a  produces gametes   produces seminal fluid   moves gametes by peristalsis   produces testosterone         [4]   ",
+            "14": "14  \u00a9 ucles 2012 0610/32/m/j/12  for  examiner's  use  (b) describe how human male gametes differ from human female gametes.                    [4]      (c)  some women have difficulty becoming pregnan t. they can be helped by taking fertility  drugs. they can also be helped by artificial insemination.    (i) describe how fertility drugs help women to become pregnant.              [3]     (ii) describe how artificial insemination is carried out.          [2]        [total: 13] ",
+            "15": "15  \u00a9 ucles 2012 0610/32/m/j/12 [turn over  for  examiner's  use 6 nitrogen gas makes up about 80  % of the earth\u2019s atmosphere. only those organisms that  are able to fix nitrogen can use it. all other organisms rely on the recycling of nitrogen from  nitrogen-containing compounds, such as proteins and dna. fig. 6.1 shows the nitrogen cycle on a small farm in ghana.    nitrogen (n2) in atmosphere ammonium ions (nh4+) in bacteria in root nodules of legumes amino acids in bacteria in root nodules of legumes amino acids in legumes protein in legumes protein in goat urea in blood of goat amino acids in intestine of goatnitrate ions (no3\u2013) in soil ammonium ions (nh4+) in soil urea in urine of goatprotein in faeces of goat qp rs qtu     fig. 6.1     (a) complete table 6.1 by identifying the processes, p to u, in the nitrogen cycle shown in  fig. 6.1.       one process, s, has been completed for you.    table 6.1    stage process  p   q   r   s deamination  t   u       [5] ",
+            "16": "16  \u00a9 ucles 2012 0610/32/m/j/12  for  examiner's  use  it is difficult to improve legume crops by traditional plant breeding methods. scientists in  ghana have used a different approach. they exposed seeds of two varieties of winged  bean, psophocarpus tetragonolobus , to ionising radiation.     seeds that had been exposed to radiation (irradiated seeds) and seeds that had not been  irradiated were grown under identical conditions.    after 45 days, the numbers of root nodules on the plants that grew from these seeds were  recorded. the dry mass of the root nodules on each plant was also determined and  recorded.     the results of the investigation are shown in table 6.2.   table 6.2     variety 1 variety 2  feature non-irradiated irradiated non-irradiated irradiated  mean number of nodules per plant at 45 days 12 21 7 21  mean dry mass of nodules per plant at 45 days / g 0.09 0.21 0.14 0.24      (b) use the results in table 6.2 to describe the effect of radiation on the plants in both  varieties.             [3]     ",
+            "17": "17  \u00a9 ucles 2012 0610/32/m/j/12 [turn over  for  examiner's  use  (c) suggest and explain what happens to the seeds when they are exposed to ionising  radiation.          [2]      (d) researchers use plants that show useful features in selective breeding to improve  varieties of the winged bean. the improvement of winged beans by selective breeding is an example of artificial selection.     suggest how selective breeding is carried out with plants.                 [4]       (e) scientists in australia have put a gene from the bacterium bacillus thuringiensis  (bt)  into the cowpea, an important crop in africa. this gene gives resistance against the  cowpea pod borer, an insect pest that reduces the yield of cowpeas.     explain how the method used by the australian scientists differs from the technique  used by the ghanaian scientists.         [2]     ",
+            "18": "18  \u00a9 ucles 2012 0610/32/m/j/12  for  examiner's  use  (f) legumes, such as cowpeas and winged beans, are grown in between maize plants in a  method known as intercropping.       suggest the advantages to farmers of growing legumes and maize together in the  same field at the same time.         [2]        [total: 18]    ",
+            "19": "19  \u00a9 ucles 2012 0610/32/m/j/12  blank page",
+            "20": "20      permission to reproduce items where t hird-party owned material protected by copyright  is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to t race 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.    \u00a9 ucles 2012 0610/32/m/j/12  blank page "
+        },
+        "0610_s12_qp_33.pdf": {
+            "1": "    this document consists of 19 printed pages and 5 blank pages.  ib12 06_0610_33/2rp  \u00a9 ucles 2012  [turn over       *2436057238* for examiner's use  1   2   3   4   5   6   total   university of cambridge international examinations  international general certificate of secondary education       biology 0610/33     paper 3 extended  may/june 2012     1 hour 15 minutes    candidates answer on the question paper.    no additional materials are required.         read these instructions first    write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen.  you may use a pencil for any diagrams or graphs.  do not use staples, paper clips, highlighters, glue or correction fluid. do not  write in any barcodes.    answer all questions.   at the end of the examination, fasten all your work securely together.  the number of marks is given in brackets [  ] at the end of each question or part  question.   ",
+            "2": "2  \u00a9 ucles 2012 0610/33/m/j/12  blank page ",
+            "3": "3  \u00a9 ucles 2012 0610/33/m/j/12 [turn over  for  examiner's  use 1 fig. 1.1 shows a goliath beetle, goliathus giganteus .        fig. 1.1      (a) state two features, visible in fig. 1.1 , that show that goliathus giganteus  is an  arthropod.  1  2  [2]        ",
+            "4": "4  \u00a9 ucles 2012 0610/33/m/j/12  for  examiner's  use  various arthropods are pests of date palms and  cause much damage to this important crop  throughout the middle east.    fig. 1.2 shows eight species of arthropod that are pests of date palms.   a b d ec g hf     fig. 1.2",
+            "5": "5  \u00a9 ucles 2012 0610/33/m/j/12 [turn over  for  examiner's  use  (b) use the key to identify each species. write the letter of each species, b to h, in the  correct box in the key. one, a, has been done for you.    key        [4]   1 (a) wings present go to 2      (b) wings absent   go to 7   2 (a) back legs adapted for jumping schistocerca gregaria a     (b) back legs not adapted for  jumping go to 3   3 (a) two pairs of wings go to 4      (b) one pair of wings drosophila melanogaster .  4 (a) wings with hairs go to 5      (b) wings with no hairs go to 6   5 (a) hairs on back wings longer  than width of back wing ephestia cautella .     (b) hairs on back wings shorter  than width of back wing batrachedra amydraula .  6 (a) thorax with spots rhynchophorus ferrugineus .     (b) thorax with no spots oryctes agamemnon .  7 (a) three pairs of legs microcerotermes diversus .     (b) four pairs of legs   oligonychus afrasiaticus . ",
+            "6": "6  \u00a9 ucles 2012 0610/33/m/j/12  blank page   ",
+            "7": "7  \u00a9 ucles 2012 0610/33/m/j/12 [turn over  for  examiner's  use  pesticides can be sprayed onto date palms to kill pests. this can damage the environment.    (c) outline the damage to the environment that may be done by spraying pesticides.                    [4]       an alternative to using pesticides is biological control.    the senegalese grasshopper is a serious pest in west africa. a fungal parasite of  grasshoppers is used as a means of biological control. spores of the fungus are sprayed  onto populations of grasshoppers.     an investigation was carried out to compare this biological control with a pesticide.     three fields were treated as follows:    \u007f sprayed with fungal spores  \u007f sprayed with pesticide  \u007f not sprayed    (d) explain why one field was not sprayed.     [1]     ",
+            "8": "8  \u00a9 ucles 2012 0610/33/m/j/12  for  examiner's  use  the population density of grasshoppers was recorded for 22 days after spraying. the  results are shown in fig. 1.3.    0 5 10 15 20 2525 201510 5 0mean population of senegalesegrasshoppers  / number per m2 time  / daystime of sprayingfield not sprayed field sprayed with pesticide field sprayed with fungalspores     fig. 1.3     (e) (i) describe the effects of the two sprays on the populations of grasshoppers. you will  gain credit if you use data from fig. 1.3 to support your answer.  pesticide            fungal spores           [5]   ",
+            "9": "9  \u00a9 ucles 2012 0610/33/m/j/12 [turn over  for  examiner's  use  (ii) explain the differences between the effects of the pesticide and the fungal spores  on the grasshoppers, as shown in fig. 1.3.                     [4]        [total: 20] ",
+            "10": "10  \u00a9 ucles 2012 0610/33/m/j/12  for  examiner's  use 2 the light sensitive cells in the eye are known as rods and cones.    fig. 2.1 shows drawings of a rod cell and a cone cell.   rod cell cone cellc ba     fig. 2.1     (a) name the structures labelled a to c.  a   b   c  [3]       (b) (i)  name the tissue in the eye where rods and cones are found.   [1]     (ii) name the parts of this tissue where there are  cones but no rods  no cones or rods  [2]     ",
+            "11": "11  \u00a9 ucles 2012 0610/33/m/j/12 [turn over  for  examiner's  use  (c) describe how rods and cones function.              [4]        [total: 10] ",
+            "12": "12  \u00a9 ucles 2012 0610/33/m/j/12  for  examiner's  use 3 many growers of crops in glasshouses use carbon dioxide enrichment to improve yields.    (a) explain the advantages of carbon dioxide enrichment of glasshouses.         [2]       fig. 3.1 shows the carbon dioxide concentrations inside three glasshouses, d, e and f, on  a hot day with bright sunlight.     \u007f glasshouses d and e received carbon dioxide enrichment and were ventilated by  opening the windows.     \u007f glasshouse f did not receive any extra carbon dioxide and the windows were closed.     the carbon dioxide concentrations in the glasshouses and in the atmosphere were  measured. the concentration in the atmosphere was 0.039  %.    d concentration of co2 = 0.041  %co2e concentration of co2 = 0.070  %f concentration of co2 = 0.020  %co2     fig. 3.1     the rate of uptake of carbon dioxide by the crop plants was measured in grams of carbon  dioxide absorbed per square metre of glasshouse per hour. these results are shown in table 3.1.  table 3.1    glasshouse rate of uptake of carbon dioxide by crop  plants / g per m 2 per hour  d 2.5  e 5.7  f 1.0   ",
+            "13": "13  \u00a9 ucles 2012 0610/33/m/j/12 [turn over  for  examiner's  use  (b) suggest why it may not be cost effective to maintain a high concentration of carbon  dioxide in glasshouse e compared to the concentration of carbon dioxide in the  atmosphere.            [2]      (c) (i) concentrations of carbon dioxide in all three glasshouses in fig. 3.1 increased at  night. state why this happened.      [1]     (ii) explain why it is important to ventilate glasshouses by opening the windows.                   [4]        [total: 9]   ",
+            "14": "14  \u00a9 ucles 2012 0610/33/m/j/12  for  examiner's  use 4 the liver is an organ with a large number of different functions.      fig. 4.1 shows the liver, its blood supply and some other organs. the blood vessels are  labelled p to r.  liveraorta vena cava duodenumbile duct gall bladder rp qfrom heart to heart   fig. 4.1     (a) a person eats a meal containing protein and carbohydrate.       complete table 4.1 to show the blood vessel that has the highest  concentration of  glucose, oxygen and urea as this meal is absorbed.      use the letter, p, q or r to identify each blood vessel.     table 4.1    substance transported by  blood letter of blood vessel in fig. 4.1  glucose \u2026\u2026\u2026  oxygen \u2026\u2026\u2026  urea \u2026\u2026\u2026      write the letters for the blood vessels with the highest  concentration of each  substance in the spaces on table 4.1. [3] ",
+            "15": "15  \u00a9 ucles 2012 0610/33/m/j/12 [turn over  for  examiner's  use  (b) amino acids are absorbed from the small intestine and transported to the liver.      describe how the liver is involved in the metabolism of amino acids.            [3]      (c) describe the effects on the liver of the following.    (i) insulin released from the pancreas            [2]     (ii) adrenaline released from the adrenal glands          [2]     (iii) excessive long-term consumption of alcohol            [2]   ",
+            "16": "16  \u00a9 ucles 2012 0610/33/m/j/12  for  examiner's  use  (d) cholesterol can accumulate in the gall bladder to form gall stones. these gall stones  may stop bile flowing from the liver through the bile duct and into the duodenum.     explain the possible effect of gall stones on the digestion of fat.                 [4]        [total: 16]   ",
+            "17": "17  \u00a9 ucles 2012 0610/33/m/j/12 [turn over  for  examiner's  use 5 the egg cell is the female gamete. fig. 5.1 shows an ovum at the time of ovulation. the  ovum is surrounded by a \u2018jelly coat\u2019 and many follicle cells.    0.14  mmegg cell\u2018jelly coat\u2019 follicle cells     fig. 5.1     (a) calculate the magnification of the egg cell as shown in fig. 5.1.     show your working and express your answer to the nearest whole number.       answer =  [2]       (b) state three ways in which the structure  of an egg cell, as shown in fig. 5.1, differs  from the structure  of a sperm cell.   1  2   3  [3]      (c) meiosis is involved in the production of male and female gametes.      explain why it is important that meiosis occurs during the production of gametes.          [2]     ",
+            "18": "18  \u00a9 ucles 2012 0610/33/m/j/12  for  examiner's  use  some women are unable to become pregnant because they or their partner are infertile.     (d) suggest one reason why a man may be infertile and one reason why a woman may be  infertile.  man       woman      [2]      one way to treat infertility in a woman is to use artificial insemination (ai) using her  partner\u2019s sperm.     the stages involved in ai are as follows.   1. if the doctor decides that ai is suitable, the woman will be given a course of a fertility  drug at an appropriate stage of her menstrual cycle.   2. after two weeks, ultrasound is used to find out when the woman is likely to ovulate.  3. sperm are collected from the man.  4. the sperm are placed into the uterus of the woman near the time of ovulation.  5. the woman is given an injection of a hormone to encourage the corpus luteum in the  ovary to secrete progesterone.    (e) explain why the sperm must be placed in the uterus near the time of ovulation.               [3]     ",
+            "19": "19  \u00a9 ucles 2012 0610/33/m/j/12 [turn over  for  examiner's  use  (f) explain why it is important that progesterone is secreted after ovulation.              [3]       (g) the success rate of ai is about 16  %.      suggest how the success rate of ai is calculated.     [2]        [total: 17] ",
+            "20": "20  \u00a9 ucles 2012 0610/33/m/j/12  for  examiner's  use 6 (a)  explain why it is important to recycle paper rather than burn it.              [3]       when paper is recycled printing ink has to be removed.    printing ink contains lipid-based compounds. the ink is removed by making the paper into a  pulp and mixing it with lipase for several hours.     scientists in india discovered that the marine bacterium, vibrio alginolyticus , produces  lipase. they carried out an investigation to find out whether using v. alginolyticus  to remove  ink from paper pulp was as effective as mixing it with a solution of lipase.     (b) the bacteria were found to be more effective at removing the ink from the paper pulp  than using the solution of lipase.      suggest why.               [3]     ",
+            "21": "21  \u00a9 ucles 2012 0610/33/m/j/12  for  examiner's  use  (c) the scientists also investigated the effect of temperature on the ability of the bacteria to  remove ink from paper pulp. they found that bacteria kept at high temperatures did not remove ink from the paper pulp.      explain why.           [2]        [total: 8]   ",
+            "22": "22  \u00a9 ucles 2012 0610/33/m/j/12  blank page",
+            "23": "23  \u00a9 ucles 2012 0610/33/m/j/12  blank page",
+            "24": "24    copyright acknowledgements:    figure 1.1  photograph   figure 1.2 question 6  \u00a9  maura fermariella;  mounted goliath beetle,  ref:  h465/0284;  sciencve photo library.   \u00a9  the biological control of gra sshoppers and locusts programme;   http://www.lubilosa.org .  \u00a9  mohandass, c & chandralata raghukumar;  biological deinking of inket-printed-paper using vibrio alginolyticus  and its enzymes;    national institute of oceanography;  journal of industrial microbiology an d biotechnology;  2005.     permission to reproduce items where third -party owned material protected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to t race 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.   \u00a9 ucles 2012 0610/33/m/j/12  blank page "
+        },
+        "0610_s12_qp_51.pdf": {
+            "1": "    this document consists of 11 printed pages and 1 blank page.  ib12 06_0610_51/3rp  \u00a9 ucles 2012  [turn over       *4937671294* for examiner's use  1   2   total   university of cambridge international examinations  international general certificate of secondary education       biology 0610/51     paper 5  practical test  may/june 2012     1 hour 15 minutes    candidates answer on the question paper    additional materials: as listed in the confidential instructions      read these instructions first    write your centre number, candidate number and name on all the work you hand in.  write in dark blue or black pen.  you may use a pencil for any diagrams or graphs.  do not use staples, paper clips, highlighters, glue or correction fluid. do not  write in any barcodes.    answer both  questions.    at the end of the examination, fasten all your work securely together.  the number of marks is given in brackets [  ] at the end of each question or part question.   ",
+            "2": "2  \u00a9 ucles 2012 0610/51/m/j/12  for  examiner's  use  read through the whole question before starting work.   1 you are going to investigate the effects of different concentrations of salt solution on leaf r.    r  is part of a tubular leaf. it is hollow inside.    \u007f cut r into two identical tubular pieces as shown in fig. 1.1.    r identical tubular pieces  fig. 1.1    \u007f gently flatten one tubular piece and cut along its length, through both sides, to give you  two strips, as shown in fig. 1.2.    when flattening and cutting, take care not to crush or damage the tubular leaf.      stripsflattened piece of r     fig. 1.2    \u007f repeat the process with the second piece of tubular leaf cut from r.    you should be left with four strips of leaf.   ",
+            "3": "3  \u00a9 ucles 2012 0610/51/m/j/12 [turn over  for  examiner's  use  (a) (i)   \u007f examine the outer surface and the surface which was on the inside of the tubular  leaf.       describe one way in which the outer surface is different from the surface which  was on the inside of the tubular leaf.       [1]      you have been provided with a 10% salt solution, labelled salt solution , and water,  labelled water . you are going to use these to make a 5% salt solution.    \u007f approximately one quarter fill the test-tube with water.  \u007f add an equal volume of 10% salt solution and place the test-tube back in its  container.   you have made a 5% salt solution.    \u007f put the first strip of leaf into the beaker of water.  \u007f put the second strip of leaf into the 5% salt solution in the test-tube.  \u007f put the third strip of leaf into the beaker of 10% salt solution.  \u007f put the fourth strip of leaf onto the piece of filter paper.  \u007f note the time. keep the four strips in these conditions for approximately               15 minutes.      while you are waiting  move on to question 1(c) and question 2.    ",
+            "4": "4  \u00a9 ucles 2012 0610/51/m/j/12  for  examiner's  use  (ii) after 15 minutes look at the ends  of each strip, without touching them.     draw one end of each strip in table 1.1.    table 1.1    in water in 5% salt solution in 10% salt solution in air   (on the filter paper)                          [4]     (iii)     \u007f remove the strip from the water and the strip from the 10% salt solution.      describe and explain one way in which the strip that had been placed in water  feels different from the strip that had been placed in 10% salt solution.  description     explanation          [4]     (iv) in this investigation, you made up a 5% salt solution.     describe how to make a 2.5%  salt solution, using the equipment provided.         [2]   ",
+            "5": "5  \u00a9 ucles 2012 0610/51/m/j/12 [turn over  for  examiner's  use  (v) state one source of error in the method  you used to make the 5% salt solution.      suggest a suitable improvement to the method.  source of error     improvement    [2]      (b) s  is a small piece of the same type of tubular leaf as r.     \u007f cut s into two identical tubular pieces.  \u007f place one piece on the white tile.   \u007f add a few drops of iodine solution to this piece of leaf tissue.     (i) describe what you observe and state your conclusion.  observation   conclusion    [2]     (ii)   \u007f remove the strip of leaf from the test-tube containing 5% salt solution.   \u007f discard the solution from this test-tube.  \u007f put the remaining piece of s into this empty test-tube.  \u007f use the rod to push the piece to the bottom of the test-tube.  \u007f safely test the contents of the test-tube for the presence of protein.  \u007f if you require hot water, raise your hand and it will be brought to you.      describe exactly how you carried out the test.       [2]     (iii) describe what you observed in (b)(ii)  and state your conclusion.  observation   conclusion    [2]  ",
+            "6": "6  \u00a9 ucles 2012 0610/51/m/j/12  for  examiner's  use  (c) fig. 1.3 shows a photograph through a tubular leaf, similar to r. its actual diameter  was 5 mm.        fig. 1.3      measure the diameter of the tubular leaf shown in fig. 1.3.   diameter        calculate the magnification of the tubular leaf shown in fig. 1.3.   show your working.                magnification  [3]       [total: 22] ",
+            "7": "7  \u00a9 ucles 2012 0610/51/m/j/12 [turn over        blank page",
+            "8": "8  \u00a9 ucles 2012 0610/51/m/j/12  for  examiner's  use 2 fig. 2.1 shows three arthropods, from two different groups. one is a crustacean.    ab c not to scale.     fig. 2.1     (a) (i) write down the letter that identifies the crustacean.   [1]     (ii) describe two ways, visible in fig. 2.1  in which the crustacean identified in (a)(i)  is  different from the other two arthropods.  1     2    [2]     (iii) the other two arthropods are in a different group from the crustacean.    name this group.   [1]    ",
+            "9": "9  \u00a9 ucles 2012 0610/51/m/j/12 [turn over  for  examiner's  use  (b) part of the arthropod labelled c is shown in a rectangle.       make a large, labelled drawing of this part of arthropod c.                                                        [4] ",
+            "10": "10  \u00a9 ucles 2012 0610/51/m/j/12  for  examiner's  use  (c) some students studied a population of larvae (young) of arthropod b.     they measured the lengths of 35 of them. these measurements are shown in        table 2.1.     (i) complete table 2.1 by measuring the lengths of the five larvae shown in fig. 2.2.  use the string and ruler to measure them.        fig. 2.2    table 2.1    length / mm 36 48 49 33 57 43 50 44 54 51              length / mm 43 47 45 52 43 56 50 44 49 50              length / mm 42 46 48 54 53 58 47 52 45 55              length / mm 48 49 51 50 50  \u2026\u2026. \u2026\u2026. \u2026\u2026. \u2026\u2026. \u2026\u2026.       record the length of the larvae in table 2.1. [2] ",
+            "11": "11  \u00a9 ucles 2012 0610/51/m/j/12 [turn over  for  examiner's  use    (ii) complete the tally chart, table 2.2, to show the number of larvae in each range of lengths.    table 2.2    range of lengths / mm tally frequency  31 - 35  \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026.. \u2026\u2026\u2026\u2026\u2026\u2026\u2026..  36 - 40  \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026 \u2026\u2026\u2026\u2026\u2026\u2026\u2026..  41 - 45  \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026.. \u2026\u2026\u2026\u2026\u2026\u2026\u2026..  46 - 50  \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026.. \u2026\u2026\u2026\u2026\u2026\u2026\u2026..  51 - 55  \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026.. \u2026\u2026\u2026\u2026\u2026\u2026\u2026..  56 - 60  \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026.. \u2026\u2026\u2026\u2026\u2026\u2026\u2026..      [3]    (iii) use the data from table 2.2 to plot a histogram showing the frequency of each range of lengths.            [4]     ",
+            "12": "12    copyright acknowledgements:    photograph a fig. 2.1 photograph b fig. 2.1 photograph c fig. 2.1 \u00a9  ref:  c009/5731;  david n unuk / science photo library.  \u00a9  ref:  c001/2650;  dr keith wheeler / science photo library.  \u00a9  ref:  c010/2333;  natural histor y museum, london / sci ence photo library.   permission to reproduce items where thir d-party owned material protected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the p ublisher (ucles) to trace copyright holder s, 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.    \u00a9 ucles 2012 0610/51/m/j/12  for  examiner's  use  (iv) suggest a reason for the shape of the histogram.      [1]        [total: 18]     "
+        },
+        "0610_s12_qp_52.pdf": {
+            "1": "    this document consists of 11 printed pages and 1 blank page.  ib12 06_0610_52/3rp  \u00a9 ucles 2012  [turn over       *3022573615 *  for examiner's use  1   2   total   university of cambridge international examinations  international general certificate of secondary education        biology 0610/52     paper 5  practical test  may/june 2012     1 hour 15 minutes    candidates answer on the question paper    additional materials: as listed in the confidential instructions      read these instructions first    write your centre number, candidate number and name on all the work you hand in.  write in dark blue or black pen.  you may use a pencil for any diagrams or graphs. do not use staples, paper clips, highlighters, glue or correction fluid. do not  write in any barcodes.    answer both  questions.    at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question.         ",
+            "2": "2  \u00a9 ucles 2012 0610/52/m/j/12  for  examiner's  use read through all the questions on this paper carefully before starting work.  you may need to spend more time on question 1.   1 some animals have an outer layer of fur or feathers which helps to keep their internal body temperature constant.    you are going to investigate the effect of an outer layer on the cooling rate of water in     test-tubes.    \u007f test-tube a \u2013 leave uncovered    label this test-tube 2  cm from the top, a.    \u007f test-tube b \u2013 cover with two layers of paper towel    secure the covering with two elastic bands, as shown in fig. 1.1.   label this test-tube 2  cm from the top, b.     b elastic bandstwo layers ofpaper towel2 cm     fig. 1.1       ",
+            "3": "3  \u00a9 ucles 2012 0610/52/m/j/12 [turn over  for  examiner's  use  you are going to measure the temperature of water in test-tubes a and b over 10 minutes.  you must read and record the temperature at 0 (start), 2, 4, 6, 8 and 10 minutes.     (a) (i)  construct a suitable table in which to record your results.           [4]     when you have reached this stage, rai se your hand for the supervisor to bring you a  beaker of hot water.     (ii)    \u007f carefully fill both test-tubes with hot water, up to the letter label.    \u007f place the thermometer in test-tube a and read the starting temperature.     write this in your table.       start timing.    \u007f immediately place the thermometer into test-tube b and read the starting  temperature.     write this in your table.    \u007f place the thermometer back into test-tube a.    \u007f at 2 minutes, read the temperature and write this in your table.    \u007f immediately place the thermometer in test-tube b and read the temperature.     write this in your table.    \u007f repeat this process at 4, 6, 8 and 10 minutes. [3] ",
+            "4": "4  \u00a9 ucles 2012 0610/52/m/j/12  for  examiner's  use   (iii) construct a graph using your results, to compare the cooling of the water in test- tubes a and b.        use the same axes for both test-tubes.         [5]    (b) describe and explain your results for test-tubes a and b.             [3]         ",
+            "5": "5  \u00a9 ucles 2012 0610/52/m/j/12 [turn over  for  examiner's  use  (c) state  two sources of error in the method  of this investigation.    suggest how to improve the method to reduce each  source of error.  source of error     improvement     source of error     improvement    [4]      (d) a student repeated this investigation in a room at 25\u00b0c.    predict the temperature of the water in test-tubes a and b after one hour.         temperature  \u00b0c [1]     ",
+            "6": "6  \u00a9 ucles 2012 0610/52/m/j/12  for  examiner's  use  fig. 1.2 shows a section through the skin of a mammal, as seen through a microscope.        fig. 1.2     fig. 1.3 shows a drawing of this section.   p qq     fig. 1.3   ",
+            "7": "7  \u00a9 ucles 2012 0610/52/m/j/12 [turn over  for  examiner's  use  (e) on fig. 1.3 draw a line and label each of the following structures:    \u007f hair follicle    \u007f fatty tissue [2]      (f) (i)  measure the length of line pq on fig. 1.3.  pq  mm [1]     (ii) on the microscope slide, the actual length of line pq was 4  mm.      calculate the magnification of fig. 1.3.       show your working.            magnification  [2]   ",
+            "8": "8  \u00a9 ucles 2012 0610/52/m/j/12  for  examiner's  use  (g) when the body temperature is raised sweat is released from sweat glands to the  surface of the skin.      describe how you could test for the presence of water in sweat.         [2]        [total: 27]      ",
+            "9": "9  \u00a9 ucles 2012 0610/52/m/j/12 [turn over  for  examiner's  use 2 you are provided with a flower in a beaker of water.    \u007f remove the petals one at a time.    \u007f put the central reproductive structures on the white tile. you will need them for (b).    \u007f place each petal in the space below.   \u007f draw around each petal.   \u007f use the hand lens to examine the petals.   \u007f record any detail you observe.     (a)        [3]   ",
+            "10": "10  \u00a9 ucles 2012 0610/52/m/j/12  for  examiner's  use (b) make a large drawing of the central reproductive structures.      label the stigma and style.       [4]    (c) describe one visible feature that shows the flower is insect-pollinated.     [1]     ",
+            "11": "11  \u00a9 ucles 2012 0610/52/m/j/12  for  examiner's  use (d) state the part of the reproductive structures which become   the seed,   the fruit.  [2]      (e) describe how a typical wind-pollinated flower is different from a typical insect-pollinated  flower.              [3]        [total: 13]   ",
+            "12": "12      permission to reproduce items where thir d-party owned material protected by copyright  is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to t race 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.    \u00a9 ucles 2012 0610/52/m/j/12 blank page "
+        },
+        "0610_s12_qp_53.pdf": {
+            "1": "    this document consists of 11 printed pages and 1 blank page.  ib12 06_0610_53/fp  \u00a9 ucles 2012  [turn over       *86709433 24*  for examiner's use  1   2   total   university of cambridge international examinations  international general certificate of secondary education        biology 0610/53     paper 5  practical test  may/june 2012     1 hour 15 minutes    candidates answer on the question paper    additional materials: as listed in the confidential instructions      read these instructions first    write your centre number, candidate number and name on all the work you hand in.  write in dark blue or black pen.  you may use a pencil for any diagrams or graphs. do not use staples, paper clips, highlighters, glue or correction fluid. do not  write in any barcodes.    answer both  questions.    at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question.         ",
+            "2": "2  \u00a9 ucles 2012 0610/53/m/j/12  for  examiner's  use read through all the questions on this paper carefully before starting work.  you may need to spend more time on question 1.   1 some animals have an outer layer of fur or feathers which helps to keep their internal body temperature constant.    you are going to investigate the effect of an outer layer on the cooling rate of water in     test-tubes.    \u007f test-tube a \u2013 leave uncovered    label this test-tube 2  cm from the top, a.    \u007f test-tube b \u2013 cover with two layers of paper towel    secure the covering with two elastic bands, as shown in fig. 1.1.   label this test-tube 2  cm from the top, b.     b elastic bandstwo layers ofpaper towel2 cm     fig. 1.1       ",
+            "3": "3  \u00a9 ucles 2012 0610/53/m/j/12 [turn over  for  examiner's  use  you are going to measure the temperature of water in test-tubes a and b over 10 minutes.  you must read and record the temperature at 0 (start), 2, 4, 6, 8 and 10 minutes.     (a) (i)  construct a suitable table in which to record your results.           [4]     when you have reached this stage, rai se your hand for the supervisor to bring you a  beaker of hot water.     (ii)    \u007f carefully fill both test-tubes with hot water, up to the letter label.    \u007f place the thermometer in test-tube a and read the starting temperature.     write this in your table.       start timing.    \u007f immediately place the thermometer into test-tube b and read the starting  temperature.     write this in your table.    \u007f place the thermometer back into test-tube a.    \u007f at 2 minutes, read the temperature and write this in your table.    \u007f immediately place the thermometer in test-tube b and read the temperature.     write this in your table.    \u007f repeat this process at 4, 6, 8 and 10 minutes. [3] ",
+            "4": "4  \u00a9 ucles 2012 0610/53/m/j/12  for  examiner's  use   (iii) construct a graph using your results, to compare the cooling of the water in test- tubes a and b.        use the same axes for both test-tubes.         [5]    (b) describe and explain your results for test-tubes a and b.             [3]         ",
+            "5": "5  \u00a9 ucles 2012 0610/53/m/j/12 [turn over  for  examiner's  use  (c) state  two sources of error in the method  of this investigation.    suggest how to improve the method to reduce each  source of error.  source of error     improvement     source of error     improvement    [4]      (d) a student repeated this investigation in a room at 25\u00b0c.    predict the temperature of the water in test-tubes a and b after one hour.         temperature  \u00b0c [1]     ",
+            "6": "6  \u00a9 ucles 2012 0610/53/m/j/12  for  examiner's  use  fig. 1.2 shows a section through the skin of a mammal, as seen through a microscope.        fig. 1.2     fig. 1.3 shows a drawing of this section.   p qq     fig. 1.3   ",
+            "7": "7  \u00a9 ucles 2012 0610/53/m/j/12 [turn over  for  examiner's  use  (e) on fig. 1.3 draw a line and label each of the following structures:    \u007f hair follicle    \u007f fatty tissue [2]      (f) (i)  measure the length of line pq on fig. 1.3.  pq  mm [1]     (ii) on the microscope slide, the actual length of line pq was 4  mm.      calculate the magnification of fig. 1.3.       show your working.            magnification  [2]   ",
+            "8": "8  \u00a9 ucles 2012 0610/53/m/j/12  for  examiner's  use  (g) when the body temperature is raised sweat is released from sweat glands to the  surface of the skin.      describe how you could test for the presence of water in sweat.         [2]        [total: 27]      ",
+            "9": "9  \u00a9 ucles 2012 0610/53/m/j/12 [turn over  for  examiner's  use 2 you are provided with a flower in a beaker of water.    \u007f remove the petals one at a time.    \u007f put the central reproductive structures on the white tile. you will need them for (b).    \u007f place each petal in the space below.   \u007f draw around each petal.   \u007f use the hand lens to examine the petals.   \u007f record any detail you observe.     (a)        [3]   ",
+            "10": "10  \u00a9 ucles 2012 0610/53/m/j/12  for  examiner's  use (b) make a large drawing of the central reproductive structures.      label the stigma and style.       [4]    (c) describe one visible feature that shows the flower is insect-pollinated.     [1]     ",
+            "11": "11  \u00a9 ucles 2012 0610/53/m/j/12  for  examiner's  use (d) state the part of the reproductive structures which become   the seed,   the fruit.  [2]      (e) describe how a typical wind-pollinated flower is different from a typical insect-pollinated  flower.              [3]        [total: 13]   ",
+            "12": "12      permission to reproduce items where third -party owned material protected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to t race 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.    \u00a9 ucles 2012                          0610/53/m/j/12   blank page   "
+        },
+        "0610_s12_qp_61.pdf": {
+            "1": "    this document consists of 12 printed pages.  ib12 06_0610_61/4rp  \u00a9 ucles 2012  [turn over       *0013761542* university of cambridge international examinations  international general certificate of secondary education       biology 0610/61     paper 6 alternative to practical  may/june 2012     1 hour    candidates answer on the question paper    no additional materials are required.       read these instructions first    write your centre number, candidate number and name on all the work you hand in.  write in dark blue or black pen.  you may use a pencil for any diagrams or graphs. do not use staples, paper clips, highlighters, glue or correction fluid.  do not  write in any barcodes.    answer all questions.  at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question.       for examiner's use  1   2   total  ",
+            "2": "2  \u00a9 ucles 2012 0610/61/m/j/12  for  examiner's  use 1 some students investigated the effect of different conditions on onion leaves.     fig.1.1 is a photograph of growing onion plants. they have tubular leaves that are hollow  inside.         fig. 1.1     in an experiment an onion leaf was cut into three pieces each 2  cm long.     four cuts were made in each piece as shown in fig. 1.2.   2 cm four cutshollow leaf     fig. 1.2    the first piece was put into water.     the second piece was put into salt solution.    the third piece was put on dry filter paper.   the three pieces were left in their different conditions for 10 minutes after which the  students made their observations.   ",
+            "3": "3  \u00a9 ucles 2012 0610/61/m/j/12 [turn over  for  examiner's  use  table 1.1 shows the shape of the pieces and how they felt when the students held them  between their fingers.    table 1.1    in water in salt solution in air                       springy, firm soft, slimy soft, limp      (a) (i) explain the reasons for any differences that were observed.              [3]     (ii) suggest how this investigation could be improved.          [2]     ",
+            "4": "4  \u00a9 ucles 2012 0610/61/m/j/12  for  examiner's  use  (b) fig. 1.3 is a photomicrograph of a section through a tubular onion leaf.     green tubular leaf \u00d7 10 \u00d7 200    fig. 1.3     (i) on fig. 1.3, use lines and the letters a, b and c to label,        a - a mesophyll cell     b - a xylem vessel     c - an epidermal cell.                                       draw the label lines with the letters a, b and c on fig. 1.3. [3]    (ii) there are stomata on the leaf in fig. 1.3. draw a circle round one of them.                                                                                                      draw the circle on fig. 1.3. [1]    ",
+            "5": "5  \u00a9 ucles 2012 0610/61/m/j/12 [turn over  for  examiner's  use  (c) fig. 1.4 shows a photograph of a section through the onion leaf.  its actual diameter  was 5  mm.      fig. 1.4      measure the diameter of the leaf shown in the photograph in fig. 1.4.      diameter \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026              calculate the magnification of the onion leaf in the photograph in fig. 1.4.     show your working.                  magnification x \u2026\u2026\u2026\u2026\u2026\u2026\u2026   [3]    ",
+            "6": "6  \u00a9 ucles 2012 0610/61/m/j/12  for  examiner's  use  (d) (i) explain exactly how you would safely test another 2  cm piece of onion leaf for the  presence of reducing sugar.             [3]     (ii) the reducing sugar test can tell you that:    \u007f reducing sugar is absent  \u007f reducing sugar is present at a low concentration  \u007f reducing sugar is present at a high concentration    explain how you can tell the difference between these possible results.              [3]      ",
+            "7": "7  \u00a9 ucles 2012 0610/61/m/j/12 [turn over  for  examiner's  use  (e) onion leaves are green.  students testing onion leaves for the presence of starch used  the method shown in the four stages of fig. 1.5.      explain the reasons for the details shown in each stage. write your answers on the  lines below fig. 1.5    onion leaf onion leaf onion leafonion leaf boiling waterfor oneminute bunsen burnerflame alight bunsen burnernot alightethanol forten minutes hot water cold water forhalf a minute white tileiodine solution12 34   fig. 1.5    reasons for stage 1     reasons for stage 2     reasons for stage 3     reasons for stage 4    [4]        [total: 22]   ",
+            "8": "8  \u00a9 ucles 2012 0610/61/m/j/12  for  examiner's  use 2 fig. 2.1 shows three worms. one is a nematode.     ab c \u00d7 0.5 \u00d7 1 \u00d7 20     fig. 2.1     (a) (i)  write the letter that identifies a nematode worm           \u2026\u2026\u2026\u2026.     [1]     (ii) give two reasons for your answer.          [2]     (iii) the other two worms belong to a different group.     name this group   [1]    ",
+            "9": "9  \u00a9 ucles 2012 0610/61/m/j/12 [turn over  for  examiner's  use  (b) part of the worm labelled b is shown in a rectangle.        make a large labelled drawing of this part of worm b.                                                                               [4] ",
+            "10": "10  \u00a9 ucles 2012 0610/61/m/j/12  for  examiner's  use  (c) some students studied a population of 40 worms. they measured the lengths of 35  worms.  these measurements are shown in table 2.1.     (i) complete table 2.1 by measuring the lengths of the five worms shown in fig. 2.2.  use a ruler to measure them.       fig. 2.2    table 2.1    length/cm 7.0 8.1 10.8 6.2 11.4 9.0 10.3 12.1 13.5 5.6              length/cm 11.3 7.9 12.9 7.4 13.1 13.7 15.5 8.8 14.1 15.2              length/cm 9.6 8.4 14.7 16.0 7.2 10.5 9.2 12.4 6.7 13.3              length/cm 14.0 11.6 12.6 12.2 8.3  \u2026\u2026. \u2026\u2026. \u2026\u2026. \u2026\u2026. \u2026\u2026.                                                            record the length of each worm in table 2.1 [2]   ",
+            "11": "11  \u00a9 ucles 2012 0610/61/m/j/12  for  examiner's  use  (ii) complete the tally chart, table 2.2, to show the number of worms in each range of  lengths.   table 2.2    range of lengths  / cm tally frequency  5.0 - 6.9 \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026.. \u2026\u2026\u2026\u2026\u2026\u2026\u2026... 7.0 - 8.9 \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026.. \u2026\u2026\u2026\u2026\u2026\u2026\u2026... 9.0 - 10.9 \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026.. \u2026\u2026\u2026\u2026\u2026\u2026\u2026... 11.0 - 12.9 \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026.. \u2026\u2026\u2026\u2026\u2026\u2026\u2026... 13.0 - 14.9 \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026.. \u2026\u2026\u2026\u2026\u2026\u2026\u2026... 15.0 - 16.9 \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026.. \u2026\u2026\u2026\u2026\u2026\u2026\u2026...     [3]     (iii) use the data from table 2.2 to plot a histogram showing the frequency of each  range of lengths.                    [4]    question 2 continues on page 12    ",
+            "12": "12    copyright acknowledgements:        permission to reproduce items where thir d-party owned material protected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holder s, 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.    \u00a9 ucles 2012 0610/61/m/j/12   (iv) suggest a reason for the shape of the histogram.      [1]        [total: 18]   "
+        },
+        "0610_s12_qp_62.pdf": {
+            "1": "    this document consists of 9 printed pages and 3 blank pages.  ib12 06_0610_62/2rp  \u00a9 ucles 2012  [turn over       *5793508044* university of cambridge international examinations  international general certificate of secondary education       biology 0610/62     paper 6 alternative to practical  may/june 2012     1 hour    candidates answer on the question paper    no additional materials are required.       read these instructions first   write your centre number, candidate number and name on all the work you hand in.  write in dark blue or black pen.  you may use a pencil for any diagrams or graphs. do not use staples, paper clips, highlighters, glue or correction fluid.  do not  write in any barcodes.    answer all questions.  at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question.   for examiner's use  1   2   3   total      ",
+            "2": "2  \u00a9 ucles 2012 0610/62/m/j/12  for  examiner's  use 1 apple tissue changes colour in the air. apple cells are thought to contain an enzyme which  is a catalyst for the reaction:    colourless compounds   +   oxygen in the air coloured compoundsenzyme        some students investigated this reaction.    the students cut a slice of apple with a knife as shown in fig. 1.1.    cut surfaces skin     fig. 1.1    this slice was broken into two pieces as shown in fig. 1.2.    cut surface broken surface   fig. 1.2    each piece was put into a different dish.  the dishes were labelled 1 and 2.     a few drops of water were put on the cut surface and the broken surface of the piece of  apple in dish 1.     a few drops of lemon juice were put on the cut surface and the broken surface of the piece  of apple in dish 2.    every five minutes for 20 minutes the students observed the pieces of apple and recorded  their observations in table 1.1.     ",
+            "3": "3  \u00a9 ucles 2012 0610/62/m/j/12 [turn over  for  examiner's  use table 1.1    dish 1, apple with water dish 2, apple with lemon juice time /  minutes broken surface cut surface broken surface cut surface  5 no change very light brown no change no change  10 no change light brown no change no change  15 very light brown light brown with  dark brown  patches no change no change  20 light brown dark brown no change no change    the lemon juice was tested with litmus paper. it changed colour from blue to red.    (a)  state the meaning of this colour change.     [1]       (b) look at table 1.1. describe the differences between the appearance of the cut  surfaces  in dish 1 and dish 2 during the experiment.     [1]       (c)  the colour changes are thought to involve enzyme activity.    (i) explain how the observations in table 1.1 and your description in (b) support this  statement.             [3]   ",
+            "4": "4  \u00a9 ucles 2012 0610/62/m/j/12  for  examiner's  use  (ii) using your knowledge of enzyme activity, describe another experiment that would  test the idea that enzymes are involved in this colour change.              [3]     (d) (i) look at table 1.1. describe the differences between the appearance of the broken  surface  and the cut surface  in dish 1 during the experiment.          [2]     (ii) cutting the apple with a knife damages cells, releasing the contents.       suggest, from the observations in table 1.1 and your description in (d)(i) , how  breaking  instead of cutting the apple may affect the cells.     [1]        [total: 11] ",
+            "5": "5  \u00a9 ucles 2012 0610/62/m/j/12 [turn over  for  examiner's  use 2 the animals labelled a and b in fig. 2.1 are both arthropods.    \u00d715b a \u00d725   fig. 2.1     (a)  make a large labelled drawing of the head  of arthropod b                                         [5]     (b) a and b belong to the same group of arthropods.      (i) name this group    [1]     (ii) state two visible features of a and b which show that they belong to this group   1   2  [2]  ",
+            "6": "6  \u00a9 ucles 2012 0610/62/m/j/12  for  examiner's  use  (c)  fig 2.2 shows a trap which can be used to catch other insects such as fruit flies.    pieces of bananaconical flaskfilter funnelfruit fly     fig. 2.2     (i) fruit flies feed on fruits such as bananas. bananas contain carbohydrates.        describe how you could safely test a piece of banana for two different  carbohydrates.                         [6]     (ii) describe the observations expected if these  two carbohydrates are present.          [2]  ",
+            "7": "7  \u00a9 ucles 2012 0610/62/m/j/12 [turn over  for  examiner's  use  (d)  fig. 2.3 shows a banana and a similar fruit called a plantain.    100  mmbanana plantain     fig. 2.3      suggest an investigation to find out if fruit flies are more likely to feed on banana or  plantain.             [3]        [total: 19]     ",
+            "8": "8  \u00a9 ucles 2012 0610/62/m/j/12  for  examiner's  use 3 fig. 3.1 is a photograph of the flower of amaryllis, hippeastrum aglaiae .     a ... b ... c ... d ... 20 mm     fig. 3.1     (a) (i) on fig.3.1, name the parts of the flower labelled a, b, c and d.      write your answers on the lines in fig.3.1                                 [4]     plant breeders use small paint brushes to pollinate flowers of amaryllis artificially.   (ii) state the letter of the part from which the pollen is taken.     [1]    (iii) state the letter of the part on which the pollen is put.     [1]    (iv) state one visible feature in fig. 3.1 which shows that this flower is usually  pollinated by insects.       [1]     ",
+            "9": "9  \u00a9 ucles 2012 0610/62/m/j/12  for  examiner's  use  fig 3.2 shows four pollen grains from an amaryllis flower.      \u00d7 200      fig. 3.2     (b) measure the length of a pollen grain in mm.  length of pollen grain   mm      calculate the actual length of the pollen grain that you measured in mm.      show your working.      actual length of pollen grain    mm [3]       [total: 10]   ",
+            "10": "10  \u00a9 ucles 2012 0610/62/m/j/12  blank page",
+            "11": "11  \u00a9 ucles 2012 0610/62/m/j/12  blank page",
+            "12": "12    copyright acknowledgements:    question 2  figure 2.1a  photograph   question 2  figure 2.1b  photograph question 2d  figure 2.3  photograph question 3a  figure 3.1  photograph  \u00a9  drosophila melanogaster;    http://www.thekitchen.com .  \u00a9  iridomyrmex purpureus;   http://en.wikipedia .org/wiki/meat_ant.  \u00a9  banana and a plantain;   http://www.grabemsnacks.co m/what-is-a-plantain.html .  \u00a9  olive ford  \u00a9  ucles.    permission to reproduce items where thir d-party owned material protected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holder s, 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.    \u00a9 ucles 2012 0610/62/m/j/12  blank page "
+        },
+        "0610_s12_qp_63.pdf": {
+            "1": "    this document consists of 9 printed pages and 3 blank pages.  ib12 06_0610_63/fp  \u00a9 ucles 2012  [turn over       *7896585537* university of cambridge international examinations  international general certificate of secondary education       biology 0610/63     paper 6 alternative to practical  may/june 2012     1 hour    candidates answer on the question paper    no additional materials are required.       read these instructions first   write your centre number, candidate number and name on all the work you hand in.  write in dark blue or black pen.  you may use a pencil for any diagrams or graphs. do not use staples, paper clips, highlighters, glue or correction fluid.  do not  write in any barcodes.    answer all questions.  at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question.   for examiner's use  1   2   3   total      ",
+            "2": "2  \u00a9 ucles 2012 0610/63/m/j/12  for  examiner's  use 1 apple tissue changes colour in the air. apple cells are thought to contain an enzyme which  is a catalyst for the reaction:    colourless compounds   +   oxygen in the air coloured compoundsenzyme        some students investigated this reaction.    the students cut a slice of apple with a knife as shown in fig. 1.1.    cut surfaces skin     fig. 1.1    this slice was broken into two pieces as shown in fig. 1.2.    cut surface broken surface   fig. 1.2    each piece was put into a different dish.  the dishes were labelled 1 and 2.     a few drops of water were put on the cut surface and the broken surface of the piece of  apple in dish 1.     a few drops of lemon juice were put on the cut surface and the broken surface of the piece  of apple in dish 2.    every five minutes for 20 minutes the students observed the pieces of apple and recorded  their observations in table 1.1.     ",
+            "3": "3  \u00a9 ucles 2012 0610/63/m/j/12 [turn over  for  examiner's  use table 1.1    dish 1, apple with water dish 2, apple with lemon juice time /  minutes broken surface cut surface broken surface cut surface  5 no change very light brown no change no change  10 no change light brown no change no change  15 very light brown light brown with  dark brown  patches no change no change  20 light brown dark brown no change no change    the lemon juice was tested with litmus paper. it changed colour from blue to red.    (a)  state the meaning of this colour change.     [1]       (b) look at table 1.1. describe the differences between the appearance of the cut  surfaces  in dish 1 and dish 2 during the experiment.     [1]       (c)  the colour changes are thought to involve enzyme activity.    (i) explain how the observations in table 1.1 and your description in (b) support this  statement.             [3]   ",
+            "4": "4  \u00a9 ucles 2012 0610/63/m/j/12  for  examiner's  use  (ii) using your knowledge of enzyme activity, describe another experiment that would  test the idea that enzymes are involved in this colour change.              [3]     (d) (i) look at table 1.1. describe the differences between the appearance of the broken  surface  and the cut surface  in dish 1 during the experiment.          [2]     (ii) cutting the apple with a knife damages cells, releasing the contents.       suggest, from the observations in table 1.1 and your description in (d)(i) , how  breaking  instead of cutting the apple may affect the cells.     [1]        [total: 11] ",
+            "5": "5  \u00a9 ucles 2012 0610/63/m/j/12 [turn over  for  examiner's  use 2 the animals labelled a and b in fig. 2.1 are both arthropods.    \u00d715b a \u00d725   fig. 2.1     (a)  make a large labelled drawing of the head  of arthropod b                                         [5]     (b) a and b belong to the same group of arthropods.      (i) name this group    [1]     (ii) state two visible features of a and b which show that they belong to this group   1   2  [2]  ",
+            "6": "6  \u00a9 ucles 2012 0610/63/m/j/12  for  examiner's  use  (c)  fig 2.2 shows a trap which can be used to catch other insects such as fruit flies.    pieces of bananaconical flaskfilter funnelfruit fly     fig. 2.2     (i) fruit flies feed on fruits such as bananas. bananas contain carbohydrates.        describe how you could safely test a piece of banana for two different  carbohydrates.                         [6]     (ii) describe the observations expected if these  two carbohydrates are present.          [2]  ",
+            "7": "7  \u00a9 ucles 2012 0610/63/m/j/12 [turn over  for  examiner's  use  (d)  fig. 2.3 shows a banana and a similar fruit called a plantain.    100  mmbanana plantain     fig. 2.3      suggest an investigation to find out if fruit flies are more likely to feed on banana or  plantain.             [3]        [total: 19]     ",
+            "8": "8  \u00a9 ucles 2012 0610/63/m/j/12  for  examiner's  use 3 fig. 3.1 is a photograph of the flower of amaryllis, hippeastrum aglaiae .     a ... b ... c ... d ... 20 mm     fig. 3.1     (a) (i) on fig.3.1, name the parts of the flower labelled a, b, c and d.      write your answers on the lines in fig.3.1                                 [4]     plant breeders use small paint brushes to pollinate flowers of amaryllis artificially.   (ii) state the letter of the part from which the pollen is taken.     [1]    (iii) state the letter of the part on which the pollen is put.     [1]    (iv) state one visible feature in fig. 3.1 which shows that this flower is usually  pollinated by insects.       [1]     ",
+            "9": "9  \u00a9 ucles 2012 0610/63/m/j/12  for  examiner's  use  fig 3.2 shows four pollen grains from an amaryllis flower.      \u00d7 200      fig. 3.2     (b) measure the length of a pollen grain in mm.  length of pollen grain   mm      calculate the actual length of the pollen grain that you measured in mm.      show your working.      actual length of pollen grain    mm [3]       [total: 10]   ",
+            "10": "10  \u00a9 ucles 2012 0610/63/m/j/12  blank page",
+            "11": "11  \u00a9 ucles 2012 0610/63/m/j/12  blank page",
+            "12": "12    copyright acknowledgements:    question 2  figure 2.1a  photograph   question 2  figure 2.1b  photograph question 2d  figure 2.3  photograph question 3a  figure 3.1  photograph  \u00a9  drosophila melanogaster;    http://www.thekitchen.com .  \u00a9  iridomyrmex purpureus;   http://en.wikipedia .org/wiki/meat_ant.  \u00a9  banana and a plantain;   http://www.grabemsnacks.co m/what-is-a-plantain.html .  \u00a9  olive ford  \u00a9  ucles.    permission to reproduce items where thir d-party owned material protected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holder s, 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.    \u00a9 ucles 2012 0610/63/m/j/12  blank page     "
+        },
+        "0610_w12_qp_11.pdf": {
+            "1": "    this document consists of 16 printed pages.  ib12 11_0610_11/7rp  \u00a9 ucles 2012  [turn over       *6410915390* university of cambridge international examinations  international general certificate of secondary education       biology 0610/11     paper 1  multiple choice  october/november 2012     45 minutes    additional materials: multiple choice answer sheet    soft clean eraser    soft pencil (type b or hb is recommended)        read these instructions first    write in soft pencil.  do not use staples, paper clips, highlighters, glue or correction fluid. write your name, centre number and candidate number on the answer sheet in the spaces provided  unless this has been done for you.   there are forty  questions on this paper. answer all questions. for each question there are four possible  answers a, b, c and d.   choose the one you consider correct and record your choice in soft pencil  on the separate answer sheet.   read the instructions on the answer sheet very carefully.    each correct answer will score one mark. a mark will not be deducted for a wrong answer. any rough working should be done in this booklet. electronic calculators may be used.         ",
+            "2": "2  \u00a9 ucles 2012 0610/11/o/n/12  1 the diagram shows an amoeba, a single-celled living organism.    nucleus food vacuoleoxygen diffuses into the cell carbon dioxide diffuses out of the cellx     the movement of gases at x indicates the occurrence of which process or processes in the cell?  a excretion and nutrition  b excretion and respiration  c nutrition and respiration  d respiration only     2 which are characteristics of insects?     have six legs have two  body sections  a \u0013 \u0013  b \u0013 \u0017  c \u0017 \u0013  d \u0017 \u0017    3 a student observed a vertebrate swimming in a pond. the animal\u2019s surface was smooth and  hairless. it used its four legs to swim. at intervals, the animal came to the surface to take mouthfuls of air.    to which vertebrate class does this animal belong?  a amphibians  b fish  c mammals  d reptiles     ",
+            "3": "3  \u00a9 ucles 2012 0610/11/o/n/12 [turn over  4 the diagram shows a motor (effector) neurone.    which structure is also found in white blood cells, but not in red blood cells?    a b c  d       5 which structures are found in a liver cell?   cell  membrane cell wall chloroplast large vacuole cytoplasm nucleus  a /check /check /xmark /xmark /xmark /xmark  b /xmark /xmark /check /check /xmark /xmark  c /check /xmark /xmark /xmark /check /check  d /xmark /check /xmark /xmark /xmark /check    6 the picture shows an animal.        what is the name of this animal according to the binomial system ?  a catus  b male african lion  c panthera leo   d top african carnivorous cat     ",
+            "4": "4  \u00a9 ucles 2012 0610/11/o/n/12  7 at what level of organisation is a leaf?    a organ  b organism  c organ system  d tissue      8 the diagram shows a cross-section through a plant stem.    q     q shows the part that is stained red when the stem is placed in water containing a red dye.    what is found at q?  a guard cells  b palisade cells  c phloem  d xylem    9 osmosis is defined as the diffusion of water molecules  a down their concentration gradient through a partially permeable membrane.  b down their concentration gradient through a permeable membrane.  c up their concentration gradient through a partially permeable membrane.  d up their concentration gradient through a permeable membrane.    ",
+            "5": "5  \u00a9 ucles 2012 0610/11/o/n/12 [turn over  10 the diagram shows part of a section through a leaf.    which arrow shows the direction of movement of water by osmosis in a leaf?    leaf cells cba d      11 the graph shows the effect of ph on the rate of reaction of three different enzymes.    enzyme 1enzyme 2 enzyme 3 12345678 ph9 1 01 11 21 31 4rate of reaction     what does the graph show?  a each enzyme works best at a different ph.  b each enzyme works best over a narrow temperature range.  c enzymes work best in acid conditions.  d enzymes work best in alkaline conditions.     ",
+            "6": "6  \u00a9 ucles 2012 0610/11/o/n/12  12 some plants digest insects and use the nutrients for growth.    what must these plants produce to digest the insects?  a acids  b alkalis  c enzymes  d hormones     13 when solution x is tested with iodine solution, a blue-black colour is observed.    a different solution, y, is added to a new sample of solution x and the mixture is shaken and left  for 30 minutes at 40  \u00b0c. when tested with iodine solution, an orange-brown colour is observed.    what are solutions x and y?     x y  a maltose amylase  b maltose lipase  c starch amylase  d starch lipase      14 a child decided to eat only meat, oily fish, cheese and bread, and drink only water.    which nutrient would be in low levels in this diet?  a calcium  b iron  c vitamin c  d vitamin d     15 what has not increased the world\u2019s food production in the last 100 years?  a artificial selection  b herbicides  c natural selection  d pesticides    ",
+            "7": "7  \u00a9 ucles 2012 0610/11/o/n/12 [turn over  16 what could increase the rate of water uptake by a shoot?  a covering the shoot with a black plastic bag  b covering the shoot with a clear plastic bag  c removing the leaves from the shoot  d shining a bright light onto the shoot      17 what shows the sequence of organs through wh ich urea passes as it travels from where it is  produced to where it is removed from the blood?    a kidneys  \u2192  heart  \u2192  lungs  \u2192  heart  \u2192  liver  b kidneys  \u2192  heart  \u2192  liver  \u2192  lungs  \u2192  heart  c liver  \u2192  heart  \u2192  lungs  \u2192  heart  \u2192  kidneys  d liver  \u2192  lungs  \u2192  heart  \u2192  kidneys  \u2192  heart      18 the diagram shows how water is lost from a leaf.    water vapour      by which process is the water lost?  a osmosis  b photosynthesis  c translocation  d transpiration     ",
+            "8": "8  \u00a9 ucles 2012 0610/11/o/n/12  19 what is produced by anaerobic respiration in a muscle?     lactic acid carbon dioxide   a \u0013 \u0013 key  b \u0013 \u0017 \u0013= produced  c \u0017 \u0013  \u0017= not produced  d \u0017 \u0017      20 the table shows the percentage composition of three gases in atmospheric air.      oxygen  carbon dioxide nitrogen   21 0.04 78    what is the composition of the air breathed out by a person?     oxygen / % carbon dioxide / % nitrogen / %  a 5 73 20  b 16 4 78  c 21 0.04 78  d 78 2 20    21 four test-tubes were set up as shown in the diagram and left in full sunlight.    after several hours, which test-tube would contain the most dissolved carbon dioxide?    b d a c water snailpond weed waterwaterpond weed water snail     ",
+            "9": "9  \u00a9 ucles 2012 0610/11/o/n/12 [turn over  22 a healthy person eats a very high-protein diet.     what effect will this have on their urine?  a it will contain amino acids.  b it will contain glucose.  c it will contain more urea.  d it will contain more water.     23 the diagram represents some human organs and their blood vessels.    liver gut kidneyp rq     immediately after taking an alcoholic drink, how would the levels of alcohol compare in blood  vessels p, q and r?     p q r  a high medium high  b medium high low  c low low medium  d high low low     ",
+            "10": "10  \u00a9 ucles 2012 0610/11/o/n/12  24 the graph shows the rates of sweat producti on and urine production at different environmental  temperatures.    0 5 10 15 20 25 30 35150 100 50 0rate of production/  cm3 per hour environmental temperature  / \u00b0csweat urine     which statement is correct?  a as the temperature increases, the rate of sweat production decreases.  b at 22  \u00b0c the rates of sweat and urine production are the same.  c urine and sweat production are directly proportional to environmental temperature.  d when the urine production decreases, the sweat production decreases.     25 a man injures his arm in an accident. afterwards, he can feel objects touching his hand, but he  cannot move his hand away from them.    what could cause this?  a receptors in his hand are damaged.  b the nerve connection is cut only between the receptors in his hand and his central nervous   system.  c the nerve connection is cut only between his central nervous system and the effectors in his  arm.  d both of these nerve connections are cut.      26 during a long race, an athlete\u2019s skin temperature rises.    what causes this?  a increased sweating  b opening of the pores in the skin  c vasoconstriction of the blood vessels in the skin  d vasodilation of the blood vessels in the skin   ",
+            "11": "11  \u00a9 ucles 2012 0610/11/o/n/12 [turn over  27 the graph shows changes in the thickness of the uterus lining of a woman.    thickness of uterus lining time  / weeks0123456789 x x     what happens each time at x?  a fertilisation  b implantation  c menstruation  d ovulation      28 the table lists some processes which take place during reproduction in flowering plants and  mammals.    which row is correct?     fertilisation needed implantation needed pollination needed   a flowering plants and  mammals mammals only flowering plants only  b flowering plants and  mammals flowering plants and  mammals mammals only  c mammals only mammals only flowering plants only  d flowering plants and  mammals mammals only flowering plants and  mammals     ",
+            "12": "12  \u00a9 ucles 2012 0610/11/o/n/12  29 the graph shows the effect of storage time on the germination of some seeds.    012 storage time  / years34100 90 807060504030 % germination     what can be concluded from this graph?  a older seeds do not germinate.  b older seeds germinate better than younger seeds.  c younger seeds always germinate.  d younger seeds germinate better than older seeds.      30 a pure-breeding white mouse was crossed with a pure-breeding black mouse. all their offspring  were black.    then, one of the offspring was bred with a pure-breeding white mouse. they produced 10 baby mice.    what are the most likely colours of these mice?  a 5 black and 5 white  b 8 white and 2 black  c 10 black  d 10 white     31 how does a haploid nucleus differ from a diploid nucleus of the same species?  a it has different genes.  b it has fewer chromosomes.  c it has more alleles.  d it is the result of fertilisation.    ",
+            "13": "13  \u00a9 ucles 2012 0610/11/o/n/12 [turn over  32 the diagram shows a food chain.    mahogany tree  \u2192  caterpillar  \u2192  small bird  \u2192  owl    in this food chain, which population has the largest biomass and which has the largest population  size?     largest biomass largest population size  a owl mahogany tree  b owl small bird  c mahogany tree caterpillar  d mahogany tree owl    33 the diagram shows a food web near a sea shore.    seagulls  (birds)  tiny floating  plants  prawns  (crustaceans) limpets  (molluscs)  crabs  (crustaceans)  lobsters (crustaceans)lugworms  (annelids)  seaweed tiny floating  animals  whelks  (mollusc)  mussels  (mollusc)       which animals have the most varied food, as shown in this food web?  a crabs  b limpets  c lobsters  d seagulls    ",
+            "14": "14  \u00a9 ucles 2012 0610/11/o/n/12  34 in the carbon cycle, what is the simple substance absorbed by producers?  a carbohydrate  b carbon dioxide  c nitrate  d protein      35 which process forms part of both the carbon and water cycles?  a condensation  b fossilisation  c photosynthesis  d transpiration     36 there is evidence that the concentration of carbon dioxide in the earth\u2019s atmosphere is  increasing.    which change could explain this?  a less combustion of fossil fuels  b more combustion of stored carbon compounds from dead organisms  c more photosynthesis by plants  d people breathing faster    ",
+            "15": "15  \u00a9 ucles 2012 0610/11/o/n/12 [turn over  37 the graph shows the growth of the human population of the world.    0 400 800 1200 1600 20007 654321 yearnumber of people (\u00d7 thousand million) world population     between which years did the population grow fastest?  a 0 \u2013 800  b 800 \u2013 1200  c 1200 \u2013 1800  d 1800 \u2013 2000     38 which human activity can cause eutrophication of lakes?  a releasing carbon dioxide  b releasing sulfur dioxide  c using fertilisers  d using pesticides     39 the diagram shows the flow of energy in a food chain.    producer energy inputenergy released primary  consumer secondary  consumer p rqq q r     what are the forms of energy p, q and r?     p q r  a chemical light heat  b heat chemical light  c light heat chemical  d light chemical heat ",
+            "16": "16      permission to reproduce items where thir d-party owned material protected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holder s, 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 t he cambridge assessment group. ca mbridge assessment is the brand  name of university of  cambridge local examinations syndicate (ucles), which is itself a department of the university of cambridge.    \u00a9 ucles 2012 0610/11/o/n/12  40 insecticides sprayed in low concentrations may increase the yield of a crop, but may also be  harmful to wildlife.  what is an explanation for this?  a insecticides cause acid rain.  b insecticides enter the food chain.  c insecticides increase the nitrates in soil.  d insecticides kill other plants.       "
+        },
+        "0610_w12_qp_12.pdf": {
+            "1": "    this document consists of 16 printed pages.  ib12 11_0610_12/3rp  \u00a9 ucles 2012  [turn over       *4201267416* university of cambridge international examinations  international general certificate of secondary education       biology 0610/12     paper 1  multiple choice  october/november 2012     45 minutes    additional materials: multiple choice answer sheet    soft clean eraser    soft pencil (type b or hb is recommended)        read these instructions first    write in soft pencil.  do not use staples, paper clips, highlighters, glue or correction fluid. write your name, centre number and candidate number on the answer sheet in the spaces provided  unless this has been done for you.   there are forty  questions on this paper. answer all questions. for each question there are four possible  answers a, b, c and d.   choose the one you consider correct and record your choice in soft pencil  on the separate answer sheet.   read the instructions on the answer sheet very carefully.    each correct answer will score one mark. a mark will not be deducted for a wrong answer. any rough working should be done in this booklet. electronic calculators may be used.         ",
+            "2": "2  \u00a9 ucles 2012 0610/12/o/n/12  1 which are characteristics of insects?     have six legs have two  body sections  a \u0013 \u0013  b \u0013 \u0017  c \u0017 \u0013  d \u0017 \u0017      2 a student observed a vertebrate swimming in a pond. the animal\u2019s surface was smooth and  hairless. it used its four legs to swim. at intervals, the animal came to the surface to take  mouthfuls of air.    to which vertebrate class does this animal belong?  a amphibians  b fish  c mammals  d reptiles      3 the diagram shows an amoeba, a single-celled living organism.    nucleus food vacuoleoxygen diffuses into the cell carbon dioxide diffuses out of the cellx     the movement of gases at x indicates the occurrence of which process or processes in the cell?  a excretion and nutrition  b excretion and respiration  c nutrition and respiration  d respiration only     ",
+            "3": "3  \u00a9 ucles 2012 0610/12/o/n/12 [turn over  4 the picture shows an animal.        what is the name of this animal according to the binomial system ?  a catus  b male african lion  c panthera leo   d top african carnivorous cat     5 the diagram shows a motor (effector) neurone.    which structure is also found in white blood cells, but not in red blood cells?    a b c  d     6 at what level of organisation is a leaf?    a organ  b organism  c organ system  d tissue    ",
+            "4": "4  \u00a9 ucles 2012 0610/12/o/n/12  7 which structures are found in a liver cell?   cell  membrane cell wall chloroplast large vacuole cytoplasm nucleus  a /check /check /xmark /xmark /xmark /xmark  b /xmark /xmark /check /check /xmark /xmark  c /check /xmark /xmark /xmark /check /check  d /xmark /check /xmark /xmark /xmark /check     8 the diagram shows part of a section through a leaf.    which arrow shows the direction of movement of water by osmosis in a leaf?    leaf cells cba d      9 osmosis is defined as the diffusion of water molecules  a down their concentration gradient through a partially permeable membrane.  b down their concentration gradient through a permeable membrane.  c up their concentration gradient through a partially permeable membrane.  d up their concentration gradient through a permeable membrane.    ",
+            "5": "5  \u00a9 ucles 2012 0610/12/o/n/12 [turn over  10 the diagram shows a cross-section through a plant stem.    q     q shows the part that is stained red when the stem is placed in water containing a red dye.    what is found at q?  a guard cells  b palisade cells  c phloem  d xylem      11 what could increase the rate of water uptake by a shoot?  a covering the shoot with a black plastic bag  b covering the shoot with a clear plastic bag  c removing the leaves from the shoot  d shining a bright light onto the shoot      12 some plants digest insects and use the nutrients for growth.    what must these plants produce to digest the insects?  a acids  b alkalis  c enzymes  d hormones     ",
+            "6": "6  \u00a9 ucles 2012 0610/12/o/n/12  13 when solution x is tested with iodine solution, a blue-black colour is observed.    a different solution, y, is added to a new sample of solution x and the mixture is shaken and left  for 30 minutes at 40  \u00b0c. when tested with iodine solution, an orange-brown colour is observed.    what are solutions x and y?     x y  a maltose amylase  b maltose lipase  c starch amylase  d starch lipase     14 the graph shows the effect of ph on the rate of reaction of three different enzymes.    enzyme 1enzyme 2 enzyme 3 12345678 ph9 1 01 11 21 31 4rate of reaction     what does the graph show?  a each enzyme works best at a different ph.  b each enzyme works best over a narrow temperature range.  c enzymes work best in acid conditions.  d enzymes work best in alkaline conditions.     ",
+            "7": "7  \u00a9 ucles 2012 0610/12/o/n/12 [turn over  15 what shows the sequence of organs through which urea passes as it travels from where it is  produced to where it is removed from the blood?    a kidneys  \u2192  heart  \u2192  lungs  \u2192  heart  \u2192  liver  b kidneys  \u2192  heart  \u2192  liver  \u2192  lungs  \u2192  heart  c liver  \u2192  heart  \u2192  lungs  \u2192  heart  \u2192  kidneys  d liver  \u2192  lungs  \u2192  heart  \u2192  kidneys  \u2192  heart     16 a child decided to eat only meat, oily fish, cheese and bread, and drink only water.    which nutrient would be in low levels in this diet?  a calcium  b iron  c vitamin c  d vitamin d     17 what has not increased the world\u2019s food production in the last 100 years?  a artificial selection  b herbicides  c natural selection  d pesticides    18 the table shows the percentage composition of three gases in atmospheric air.      oxygen  carbon dioxide nitrogen   21 0.04 78    what is the composition of the air breathed out by a person?     oxygen / % carbon dioxide / % nitrogen / %  a 5 73 20  b 16 4 78  c 21 0.04 78  d 78 2 20    ",
+            "8": "8  \u00a9 ucles 2012 0610/12/o/n/12  19 the diagram shows how water is lost from a leaf.    water vapour      by which process is the water lost?  a osmosis  b photosynthesis  c translocation  d transpiration     20 what is produced by anaerobic respiration in a muscle?     lactic acid carbon dioxide   a \u0013 \u0013 key  b \u0013 \u0017 \u0013= produced  c \u0017 \u0013  \u0017= not produced  d \u0017 \u0017     ",
+            "9": "9  \u00a9 ucles 2012 0610/12/o/n/12 [turn over  21 the diagram represents some human organs and their blood vessels.    liver gut kidneyp rq     immediately after taking an alcoholic drink, how would the levels of alcohol compare in blood  vessels p, q and r?     p q r  a high medium high  b medium high low  c low low medium  d high low low     22 four test-tubes were set up as shown in the diagram and left in full sunlight.    after several hours, which test-tube would contain the most dissolved carbon dioxide?    b d a c water snailpond weed waterwaterpond weed water snail      ",
+            "10": "10  \u00a9 ucles 2012 0610/12/o/n/12  23 a healthy person eats a very high-protein diet.     what effect will this have on their urine?  a it will contain amino acids.  b it will contain glucose.  c it will contain more urea.  d it will contain more water.     24 during a long race, an athlete\u2019s skin temperature rises.    what causes this?  a increased sweating  b opening of the pores in the skin  c vasoconstriction of the blood vessels in the skin  d vasodilation of the blood vessels in the skin      25 the graph shows the rates of sweat production and urine production at different environmental  temperatures.    0 5 10 15 20 25 30 35150 100 50 0rate of production/  cm3 per hour environmental temperature  / \u00b0csweat urine     which statement is correct?  a as the temperature increases, the rate of sweat production decreases.  b at 22  \u00b0c the rates of sweat and urine production are the same.  c urine and sweat production are directly proportional to environmental temperature.  d when the urine production decreases, the sweat production decreases.     ",
+            "11": "11  \u00a9 ucles 2012 0610/12/o/n/12 [turn over  26 a man injures his arm in an accident. afterwards, he can feel objects touching his hand, but he  cannot move his hand away from them.    what could cause this?  a receptors in his hand are damaged.  b the nerve connection is cut only between the rec eptors in his hand and his central nervous   system.  c the nerve connection is cut only between his central nervous system and the effectors in his   arm.  d both of these nerve connections are cut.    27 the table lists some processes which take place during reproduction in flowering plants and  mammals.    which row is correct?     fertilisation needed implantation needed pollination needed   a flowering plants and  mammals mammals only flowering plants only  b flowering plants and  mammals flowering plants and  mammals mammals only  c mammals only mammals only flowering plants only  d flowering plants and  mammals mammals only flowering plants and  mammals     ",
+            "12": "12  \u00a9 ucles 2012 0610/12/o/n/12  28 the graph shows changes in the thickness of the uterus lining of a woman.    thickness of uterus lining time  / weeks0123456789 x x     what happens each time at x?  a fertilisation  b implantation  c menstruation  d ovulation      29 the graph shows the effect of storage time on the germination of some seeds.    012 storage time  / years34100 90 807060504030 % germination     what can be concluded from this graph?  a older seeds do not germinate.  b older seeds germinate better than younger seeds.  c younger seeds always germinate.  d younger seeds germinate better than older seeds.     ",
+            "13": "13  \u00a9 ucles 2012 0610/12/o/n/12 [turn over  30 how does a haploid nucleus differ from a diploid nucleus of the same species?  a it has different genes.  b it has fewer chromosomes.  c it has more alleles.  d it is the result of fertilisation.      31 a pure-breeding white mouse was crossed with a pure-breeding black mouse. all their offspring  were black.    then, one of the offspring was bred with a pure-breeding white mouse. they produced 10 baby mice.    what are the most likely colours of these mice?  a 5 black and 5 white  b 8 white and 2 black  c 10 black  d 10 white     32 which process forms part of both the carbon and water cycles?  a condensation  b fossilisation  c photosynthesis  d transpiration    33 the diagram shows a food chain.    mahogany tree  \u2192  caterpillar  \u2192  small bird  \u2192  owl    in this food chain, which population has the largest biomass and which has the largest population  size?     largest biomass largest population size  a owl mahogany tree  b owl small bird  c mahogany tree caterpillar  d mahogany tree owl     ",
+            "14": "14  \u00a9 ucles 2012 0610/12/o/n/12  34 there is evidence that the concentration of carbon dioxide in the earth\u2019s atmosphere is  increasing.    which change could explain this?  a less combustion of fossil fuels  b more combustion of stored carbon compounds from dead organisms  c more photosynthesis by plants  d people breathing faster    35 the diagram shows a food web near a sea shore.    seagulls  (birds)  tiny floating  plants  prawns  (crustaceans) limpets  (molluscs)  crabs  (crustaceans)  lobsters (crustaceans)lugworms  (annelids)  seaweed tiny floating  animals  whelks  (mollusc)  mussels  (mollusc)       which animals have the most varied food, as shown in this food web?  a crabs  b limpets  c lobsters  d seagulls      36 in the carbon cycle, what is the simple substance absorbed by producers?  a carbohydrate  b carbon dioxide  c nitrate  d protein   ",
+            "15": "15  \u00a9 ucles 2012 0610/12/o/n/12 [turn over  37 which human activity can cause eutrophication of lakes?  a releasing carbon dioxide  b releasing sulfur dioxide  c using fertilisers  d using pesticides      38 insecticides sprayed in low concentrations may increase the yield of a crop, but may also be  harmful to wildlife.  what is an explanation for this?  a insecticides cause acid rain.  b insecticides enter the food chain.  c insecticides increase the nitrates in soil.  d insecticides kill other plants.     39 the graph shows the growth of the human population of the world.    0 400 800 1200 1600 20007 654321 yearnumber of people (\u00d7 thousand million) world population     between which years did the population grow fastest?  a 0 \u2013 800  b 800 \u2013 1200  c 1200 \u2013 1800  d 1800 \u2013 2000     ",
+            "16": "16      permission to reproduce items where third -party owned material protected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to t race 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.    \u00a9 ucles 2012 0610/12/o/n/12  40 the diagram shows the flow of energy in a food chain.    producer energy inputenergy released primary  consumer secondary  consumer p rqq q r     what are the forms of energy p, q and r?     p q r  a chemical light heat  b heat chemical light  c light heat chemical  d light chemical heat       "
+        },
+        "0610_w12_qp_13.pdf": {
+            "1": "    this document consists of 18 printed pages and 2 blank pages.  ib12 11_0610_13/5rp  \u00a9 ucles 2012  [turn over       *8205284412* university of cambridge international examinations  international general certificate of secondary education       biology 0610/13     paper 1  multiple choice  october/november 2012     45 minutes    additional materials: multiple choice answer sheet    soft clean eraser    soft pencil (type b or hb is recommended)        read these instructions first    write in soft pencil.  do not use staples, paper clips, highlighters, glue or correction fluid. write your name, centre number and candidate number on the answer sheet in the spaces provided  unless this has been done for you.   there are forty  questions on this paper. answer all questions. for each question there are four possible  answers a, b, c and d.   choose the one you consider correct and record your choice in soft pencil  on the separate answer sheet.   read the instructions on the answer sheet very carefully.    each correct answer will score one mark. a mark will not be deducted for a wrong answer. any rough working should be done in this booklet.  electronic calculators may be used.       ",
+            "2": "2  \u00a9 ucles 2012 0610/13/o/n/12  1 what is respiration?  a breathing  b giving out carbon dioxide  c releasing energy from food  d taking in oxygen      2 the table shows some features of the leaves of four plants.    which plant is a monocotyledon?     has broad  leaves has parallel  veins  a \u0013 \u0013  b \u0013 \u0017  c \u0017 \u0013  d \u0017 \u0017     ",
+            "3": "3  \u00a9 ucles 2012 0610/13/o/n/12 [turn over  3 the diagram shows a key for five vertebrates.    start here has legs has wings organism q has scales organism r has fur organism shas no fur organism thas no scaleshas no wingshas no legs organism p     which class of vertebrates does organism t belong to?  a amphibians  b birds  c fish  d reptiles     ",
+            "4": "4  \u00a9 ucles 2012 0610/13/o/n/12  4 the picture shows an animal.        what is the name of this animal according to the binomial system ?  a catus  b male african lion  c panthera leo   d top african carnivorous cat     5 the cell shown in the diagram has been magnified 3000 times.    16  mm    what is the actual diameter of the cell?  a 300016= 0.005  mm  b 16 \u00d7 3000 = 48000  mm  c 16 \u00d7 300 = 4800  mm  d 10016= 0.05  mm     ",
+            "5": "5  \u00a9 ucles 2012 0610/13/o/n/12 [turn over  6 osmosis is defined as the diffusion of water molecules  a down their concentration gradient through a partially permeable membrane.  b down their concentration gradient through a permeable membrane.  c up their concentration gradient through a partially permeable membrane.  d up their concentration gradient through a permeable membrane.      7 the diagram shows a cross-section through a plant stem.    q     q shows the part that is stained red when the stem is placed in water containing a red dye.    what is found at q?  a guard cells  b palisade cells  c phloem  d xylem     8 the diagram shows a motor (effector) neurone.    which structure is also found in white blood cells, but not in red blood cells?    a b c  d     ",
+            "6": "6  \u00a9 ucles 2012 0610/13/o/n/12  9 at what level of organisation is a leaf?    a organ  b organism  c organ system  d tissue      10 how do carbon dioxide and oxygen move in and out of a leaf mesophyll cell?  a active transport  b diffusion  c respiration  d transpiration    11 the diagram shows part of a section through a leaf.    which arrow shows the direction of movement of water by osmosis in a leaf?    leaf cells cba d     ",
+            "7": "7  \u00a9 ucles 2012 0610/13/o/n/12 [turn over  12 the graph shows the effect of ph on the activity of two enzymes.    ph23456789enzyme activity 1     at which ph is the activity of both enzymes the same?  a 1 b 3 c 5 d 8      13 four identical mixtures of starch and amylase were kept at different temperatures. the graph  shows the time taken for the starch to be completely digested at each temperature.    at which temperature is the rate of reaction quickest?    abd ctime for starch tobe digested tem perature      14 which nutrient produces a purple colour when mixed with biuret solution?  a fat  b protein  c reducing sugar  d starch    ",
+            "8": "8  \u00a9 ucles 2012 0610/13/o/n/12  15 which form of energy is stored within glucose molecules made during photosynthesis?  a chemical  b heat  c light  d mechanical      16 the graph shows the effect of several minutes of vigorous (hard) exercise on heart rate.    which letter on the graph is at a time when the person is doing this exercise?    heart rate  0  0 time  / mina b c  d  5 10 15 20 25 30 35 40      17 which blood vessel, if it becomes blocked, could lead directly  to a heart attack?  a coronary artery  b pulmonary artery  c pulmonary vein  d vena cava    18 which substances are dissolved in human blood plasma?  a carbon dioxide, haemoglobin and glucose  b carbon dioxide, oxygen and haemoglobin  c glucose, hormones and urea  d oxygen, urea and starch    ",
+            "9": "9  \u00a9 ucles 2012 0610/13/o/n/12 [turn over  19 four test-tubes were set up as shown in the diagram and left in full sunlight.    after several hours, which test-tube would contain the most dissolved carbon dioxide?    b d a c water snailpond weed waterwaterpond weed water snail      20 the diagram shows apparatus used to investigate anaerobic respiration in yeast.    yeast suspension in a solution of glucose in boiled, cooled waterscale clip glass tubecapillary tubecoloured liquid air from which oxygen has been removed     what happens to the coloured liquid?  a moves rapidly to the left  b moves slowly to the left  c moves to the right  d stays still     ",
+            "10": "10  \u00a9 ucles 2012 0610/13/o/n/12  21 a man injures his arm in an accident. afterwards, he can feel objects touching his hand, but he  cannot move his hand away from them.    what could cause this?  a receptors in his hand are damaged.  b the nerve connection is cut only between the receptors in his hand and his central nervous   system.  c the nerve connection is cut only between his central nervous system and the effectors in his  arm.  d both of these nerve connections are cut.    22 the diagram shows the human urinary system.    renal vein renal artery bladderureter     which row shows substances that are present in each of these structures in a healthy person?     renal artery renal vein ureter bladder  a glucose glucose salts urea  b protein salts water protein  c salts water protein water  d urea glucose protein salts     ",
+            "11": "11  \u00a9 ucles 2012 0610/13/o/n/12 [turn over  23 the diagram represents some human organs and their blood vessels.    liver gut kidneyp rq     immediately after taking an alcoholic drink, how would the levels of alcohol compare in blood  vessels p, q and r?     p q r  a high medium high  b medium high low  c low low medium  d high low low    ",
+            "12": "12  \u00a9 ucles 2012 0610/13/o/n/12  24 the diagram shows an experiment set up to investigate the response of plant stems to gravity.    in darkresult after 2 days in dark     what is a suitable control for this experiment?    in dark in darka b light lightrotated slowly cd       25 when the body temperature rises above 37  \u00b0c, which changes help to return the temperature to  normal?     activity of  sweat glands blood vessels  near skin surface  a decreased constricted  b decreased dilated  c increased constricted  d increased dilated     ",
+            "13": "13  \u00a9 ucles 2012 0610/13/o/n/12 [turn over  26 the graph shows changes in the thickness of the uterus lining of a woman.    thickness of uterus lining time  / weeks0123456789 x x     what happens each time at x?  a fertilisation  b implantation  c menstruation  d ovulation      27 which method of birth control is based on knowing the stage a woman is at in her menstrual  cycle?  a chemical  b mechanical  c natural  d surgical    ",
+            "14": "14  \u00a9 ucles 2012 0610/13/o/n/12  28 the graph shows the growth of a child into an adult.    y axis x axis    what should be the labels on the axes?     x axis y axis  a age date  b age mass  c mass age  d mass time      29 the graph shows the effect of storage time on the germination of some seeds.    012 storage time  / years34100 90 807060504030 % germination     what can be concluded from this graph?  a older seeds do not germinate.  b older seeds germinate better than younger seeds.  c younger seeds always germinate.  d younger seeds germinate better than older seeds.     ",
+            "15": "15  \u00a9 ucles 2012 0610/13/o/n/12 [turn over  30 what results from meiosis of a diploid cell?  a genetically different diploid cells  b genetically different haploid cells  c genetically identical diploid cells  d genetically identical haploid cells      31 what is an allele?  a a length of dna that codes for a gene  b any one of two or more alternative forms of a gene  c a thread of dna made up of a string of genes  d the genetic make up of an organism     32 in a pond, the biomass at each trophic level is measured. the results are shown in the table.    which trophic level contains herbivores?    trophic  level mass  / g m\u20133  a 0.1  b 0.6  c 1.2  d 17.9      33 the diagram shows the flow of energy in a food chain.    producer energy inputenergy released primary  consumer secondary  consumer p rqq q r     what are the forms of energy p, q and r?     p q r  a chemical light heat  b heat chemical light  c light heat chemical  d light chemical heat ",
+            "16": "16  \u00a9 ucles 2012 0610/13/o/n/12  34 carbon is essential to life.    which process provides a carbon-containing compound for all life forms?  a eating  b gaseous exchange  c photosynthesis  d respiration     35 the diagram shows part of the water cycle.    clouds air plants water in soil humans rivers and lakesst     what are processes s and t?     s t  a evaporation precipitation  b condensation drainage  c evaporation condensation  d condensation evaporation   ",
+            "17": "17  \u00a9 ucles 2012 0610/13/o/n/12 [turn over  36 the diagram shows part of the carbon cycle.    simple substance animalsplants decomposers     what is the simple substance?  a carbohydrate  b carbon dioxide  c chlorophyll  d light      37 the graph shows the population of mosquito larvae in a pond. on day 3, mosquito fish, which eat  mosquito larvae, are released into the pond.    1234 time  / days56780800  700 600 500 400 300 200 100 population of mosquito larvae/  number per m3fish released     what is the most likely reason for the decline in the population of larvae after day 3?  a disease  b lack of food  c old age  d predation     ",
+            "18": "18  \u00a9 ucles 2012 0610/13/o/n/12  38 which two gases both  contribute to global warming?  a carbon dioxide and methane  b methane and oxygen  c oxygen and sulfur dioxide  d sulfur dioxide and carbon dioxide      39 which pollutant is most  likely to cause mutations?  a carbon dioxide  b methane  c nuclear radiation  d sulfur dioxide     40 insecticides sprayed in low concentrations may increase the yield of a crop, but may also be  harmful to wildlife.  what is an explanation for this?  a insecticides cause acid rain.  b insecticides enter the food chain.  c insecticides increase the nitrates in soil.  d insecticides kill other plants.     ",
+            "19": "19  \u00a9 ucles 2012 0610/13/o/n/12  blank page  ",
+            "20": "20      permission to reproduce items where thir d-party owned material protected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holder s, 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 t he cambridge assessment group. ca mbridge assessment is the brand  name of university of  cambridge local examinations syndicate (ucles), which is itself a department of the university of cambridge.    \u00a9 ucles 2012 0610/13/o/n/12  blank page  "
+        },
+        "0610_w12_qp_21.pdf": {
+            "1": "    this document consists of 17 printed pages and 3 blank pages.  ib12 11_0610_21/3rp  \u00a9 ucles 2012  [turn over       *9282687787* for examiner's use  1   2   3   4   5   6   7   8   9   total     university of cambridge international examinations  international general certificate of secondary education       biology 0610/21     paper 2 core  october/november 2012     1 hour 15 minutes    candidates answer on the question paper.    no additional materials are required.       read these instructions first    write your centre number, candidate number and name on all the work you hand in.  write in dark blue or black pen.  you may use a pencil for any diagrams or graphs. do not use staples, paper clips, highlighters, glue or correction fluid.  do not  write in any barcodes.    answer all questions.   electronic calculators may be used. you may lose marks if you do not show your working or if you do not use  appropriate units.    at the end of the examination, fasten all your work securely together.  the number of marks is given in brackets [ ] at the end of each question or part  question.   ",
+            "2": "2  \u00a9 ucles 2012 0610/21/o/n/12  for  examiner's  use 1 vertebrate animals are grouped into a number of classes .     complete the sentences by naming each of the vertebrate classes that are described.  (a) a vertebrate with scaly skin and no legs could be either a    or a   [2]     (b) a vertebrate with lungs and hair is a    but if it has feathers   instead of hair it is a   [2]       [total: 4]   ",
+            "3": "3  \u00a9 ucles 2012 0610/21/o/n/12 [turn over  for  examiner's  use 2 fig. 2.1 shows a section through the eye of a small mammal as viewed with a microscope.    z xy     fig. 2.1     (a) name the structures labelled x, y and z.    x   y   z  [3]     (b) a student looks at a clock at the far end of an examination room and then looks at a  diagram on her examination paper.      describe the changes that take place in her  eyes so that she can focus on the diagram.                 [4]   ",
+            "4": "4  \u00a9 ucles 2012 0610/21/o/n/12  for  examiner's  use  (c) the shortest distance from the eye at which a clear focus is possible is known as the  near point. as a person gets older this distance changes.       table 2.1 shows the near point for people of different ages who have normal vision.  table 2.1  age / years distance of near point / cm  10   7.0  15   8.5  20 10.0  25 12.5  40 22.0  50 40.0  60 80.0       ",
+            "5": "5  \u00a9 ucles 2012 0610/21/o/n/12 [turn over  for  examiner's  use   (i) plot the data in table 2.1 on the grid. [4]     (ii) use the graph to estimate the distance of the near point for a 30 year old person.   [1]     (iii) use the graph to estimate the age of a person whose near point is 32.0  cm.   [1]        [total: 13] ",
+            "6": "6  \u00a9 ucles 2012 0610/21/o/n/12  for  examiner's  use 3 fig. 3.1 shows an external view of the heart.    coronary artery x shaded area     fig. 3.1     (a) a blood clot is stuck at x. explain what will happen to the heart muscle cells in the  shaded area on fig. 3.1.             [3]      (b) list three  actions people can take to reduce the risk of having a blood clot in the  coronary arteries.  1     2     3    [3]        [total: 6] ",
+            "7": "7  \u00a9 ucles 2012 0610/21/o/n/12 [turn over  for  examiner's  use 4 fig. 4.1 shows a section along a pea pod, the fruit of a pea plant.    da bc   fig. 4.1     (a) (i) name the parts of the original pea flower from which structures a and b have  developed.   a   b  [2]    (ii) parts c and d are the remains of parts of the pea flower. suggest  which part c  was and which part d was in the original flower.   c   d  [2]      fig. 4.2 shows a section through a pea seed.        fig. 4.2    (b) label, with a label and line on fig. 4.2 the plumule, the radicle and the testa of this  seed.                                                                      put your labels on fig. 4.2. [3]       (c) state two ways in which seeds are dispersed.  1   2  [2]  ",
+            "8": "8  \u00a9 ucles 2012 0610/21/o/n/12  for  examiner's  use  (d) name three  factors that are essential for all seeds to germinate.    1   2   3  [3]        [total: 12]   ",
+            "9": "9  \u00a9 ucles 2012 0610/21/o/n/12 [turn over  for  examiner's  use 5 fig. 5.1 shows a carbon cycle.    carbon compounds in dead organic matter carbon compounds in animalscarbon dioxide in the air carbon compounds in fossil fuels, e.g. oil and coal carbon compounds in green plantsfec db ga deathdeath deathdeathdeath death     fig. 5.1   (a) (i) name the process represented by arrow a.   [1]     (ii) name the process represented by arrow e.   [1]     (b) (i) name one group of organisms responsible for process b.   [1]     (ii) list two environmental conditions needed for process b to occur.   1   2  [2]     (c) (i) which arrow represents photosynthesis?    [1]     (ii) complete the word equation for photosynthesis.    +  /barb4right oxygen +   [2]     (iii) this process needs a supply of energy. name the form of energy needed.    [1]   ",
+            "10": "10  \u00a9 ucles 2012 0610/21/o/n/12  for  examiner's  use  (d) in an ecosystem the flow of carbon can be drawn as a cycle but the flow of energy  cannot be drawn as a cycle.        explain this difference.             [3]        [total: 12]   ",
+            "11": "11  \u00a9 ucles 2012 0610/21/o/n/12 [turn over  for  examiner's  use 6 fig. 6.1 shows the body temperature of a student over a 32 hour period.     48 1 2 midnight pm am pm48 time of day12 noon day 1 day 248 1 2 midnight39 38373635body temperature/  \u00b0c     fig. 6.1     (a) between 2.30pm and 4.15pm on day 2 the student was involved in gymnastics training.      explain why the body temperature increased during the training.         [2]      (b) the student had a normal body temperature of 36.8  \u00b0c. if the body temperature rises  above normal, homeostasis takes place.    (i) define homeostasis .         [2]   ",
+            "12": "12  \u00a9 ucles 2012 0610/21/o/n/12  for  examiner's  use  (ii) explain how sweating can help to change body temperature.              [3]        [total: 7] ",
+            "13": "13  \u00a9 ucles 2012 0610/21/o/n/12 [turn over  for  examiner's  use 7 complete the sentences by writing the most appropriate word in each space.     use only words from the box.      allele     diploid       fertilisation      gametes      gene     half    haploid       implantation     meiosis     mitosis     same      in animals, new cells replace damaged cells. these new cells are formed from existing  cells by division. when this happens the nucleus also has to divide. during the process of  the nucleus divides into two new nuclei.   these new nuclei contain the two sets of chromosomes, which is the   number of chromosomes as the original nucleus. they are described as being     .      during the process of   a nucleus normally divides into four new  nuclei that are not genetically identical. these nuclei contain    the  number of chromosomes of the original nucleus and are described as   .  this type of division produces   .  at  the original number of chromosomes is restored. [8]        [total: 8]     ",
+            "14": "14  \u00a9 ucles 2012 0610/21/o/n/12  for  examiner's  use 8 fig. 8.1 shows a cell from the palisade layer of a leaf.      3 2 14 5 6     fig. 8.1     (a) in table 8.1 tick ( /checkbld) the numbers that label the  three  features of the palisade cell    which are also found in animal cells.    table 8.1    label number present in both animal and  plant cells  1   2   3   4   5   6       [3]   ",
+            "15": "15  \u00a9 ucles 2012 0610/21/o/n/12 [turn over  for  examiner's  use  (b)  state and describe the function of two features of the palisade cell that are only found  in plant cells.  feature    function      feature    function     [4]       (c)  fig. 8.2 shows some red blood cells, which are animal cells.        fig. 8.2      (i) which feature normally present in an animal cell is absent from a red blood cell?   [1]    (ii) state the function of a red blood cell and describe one way in which the red blood  cell is adapted to carry out its function.          [2]        [total: 10]    ",
+            "16": "16  \u00a9 ucles 2012 0610/21/o/n/12  for  examiner's  use 9 fig. 9.1 shows a food web.    squirrels and other small rodentsrabbitssnakes lizards batsbadgers eagles coyotes mountain lions insects sagebrush bushesprickly pear cactusdesert flowersdeer and other grazers     fig. 9.1     (a)  explain the difference between a food web and a food chain.          [2]   ",
+            "17": "17  \u00a9 ucles 2012 0610/21/o/n/12  for  examiner's  use  (b) from the food web name:     (i) a carnivore;      (ii) a producer;      (iii) a consumer from the 2nd trophic level.  [3]       (c) in some regions, mountain lions have been hunted and face extinction.      suggest how the coyotes might be affected if the mountain lion became extinct.             [3]        [total: 8]   ",
+            "18": "18  \u00a9 ucles 2012 0610/21/o/n/12  blank page",
+            "19": "19  \u00a9 ucles 2012 0610/21/o/n/12  blank page",
+            "20": "20    copyright acknowledgements:    question 8 fig. 8.2 \u00a9 red blood cells;  science photo library c0088462   permission to reproduce items where thir d-party owned material protected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holder s, 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.    \u00a9 ucles 2012 0610/21/o/n/12  blank page "
+        },
+        "0610_w12_qp_22.pdf": {
+            "1": "    this document consists of 19 printed pages and 1 blank page.  ib12 11_0610_22/6rp  \u00a9 ucles 2012  [turn over       *1516010872* for examiner's use  1   2   3   4   5   6   7   8   9   total   university of cambridge international examinations  international general certificate of secondary education       biology 0610/22     paper 2 core  october/november 2012     1 hour 15 minutes    candidates answer on the question paper.    no additional materials are required.       read these instructions first    write your centre number, candidate number and name on all the work you hand in.  write in dark blue or black pen.  you may use a pencil for any diagrams or graphs. do not use staples, paper clips, highlighters, glue or correction fluid.  do not  write in any barcodes.   answer all questions.    electronic calculators may be used. you may lose marks if you do not show your working or if you do not use  appropriate units.    at the end of the examination, fasten all your work securely together.  the number of marks is given in brackets [ ] at the end of each question or part  question.   ",
+            "2": "2  \u00a9 ucles 2012 0610/22/o/n/12  for  examiner's  use 1 animals without backbones are classified into a number of groups.    draw one line from each of the named groups to its description.    group  description  annelids    hard, jointed exoskeleton, three  pairs of jointed legs        insects    long cylindrical body, segmented,  has bristles but no legs        molluscs    long cylindrical body, not  segmented, no legs        myriapods    has soft body, head and muscular  foot, most have a hard shell        nematodes    exoskeleton, segmented body,  jointed legs on each segment        [4]        [total: 4]                 ",
+            "3": "3  \u00a9 ucles 2012 0610/22/o/n/12 [turn over  for  examiner's  use 2 (a) (i) state what is meant by the term excretion .        [2]     (ii) name the main substance that is excreted in expired air.     [1]     (iii) urine contains water. name two other excretory products found in the urine of a  healthy person.    and  [1]      (b)  fig. 2.1 shows the kidneys and associated structures.    key direction of blood flowa b     fig. 2.1      name the structures labelled a and b.  a   b  [2]     ",
+            "4": "4  \u00a9 ucles 2012 0610/22/o/n/12  for  examiner's  use (c) in the digestive system, proteins are digested into amino acids.    describe what happens to any of these amino acids that are in excess, and how their  breakdown product is removed from the body.                 [4]        [total: 10]     ",
+            "5": "5  \u00a9 ucles 2012 0610/22/o/n/12 [turn over  for  examiner's  use 3 (a)  fig. 3.1 shows the fruits of two species of plants.    red outer skin seeds in fleshymaterialring of hairs tomato fruit dandelion fruit   fig. 3.1     suggest and explain how seeds from each of these two plants are transported away  from the parent plant.   tomato        [2]  dandelion        [2]       (b) explain why it is important that seeds are transported well away from the parent plant.            [3]        [total: 7]   ",
+            "6": "6  \u00a9 ucles 2012 0610/22/o/n/12  for  examiner's  use 4 table 4.1 shows the percentage of each of the gases present in the atmosphere and in  expired air.     table 4.1    gas % of atmospheric air % of expired air  carbon dioxide   0.04   4.00  oxygen 21.00 16.00  x 78.00 78.00  other gases   0.96   2.00       (a) identify gas x.   [1]       (b) fig. 4.1 shows the volume of air exchanged during each breath at rest and during  vigorous exercise.    01 5 time  / seconds306 543210volume of airin lungs/  dm3 01 5 time  / secondsat rest during vigorous exercise 306 543210volume of airin lungs/  dm3     fig. 4.1    (i) state the volume of air inhaled in each breath at rest.          dm 3 [1]   ",
+            "7": "7  \u00a9 ucles 2012 0610/22/o/n/12 [turn over  for  examiner's  use  (ii) state how many breaths are taken in one minute at rest.    [1]     (iii) calculate the volume of air exchanged in one minute at rest.           dm3 [1]     (iv) using information from table 4.1, calculate the volume of oxygen absorbed in one  minute at rest.       show your working.         dm 3 [2]       (c) (i) describe what happens to both the rate and depth of breathing during vigorous  exercise.     [1]     (ii) suggest why the changes in the rate and depth of breathing are important for the  person doing exercise.         [2]     (iii) suggest why the person\u2019s heart rate also changes during exercise.              [3]        [total: 12]",
+            "8": "8  \u00a9 ucles 2012 0610/22/o/n/12  for  examiner's  use 5 fig. 5.1 shows a food web that is part of an ecosystem in the amazon rainforest.    boa constrictor harpie eagle jaguar mouse katydid tapirfrog other plants trees grassblue-crowned motmotsloth howler monkey       fig. 5.1     (a) (i) explain why the whole food web depends on the producers such as the grass and  trees.              [3]     (ii) name two herbivores in this food web.   1  2  [1]     (iii) state the trophic level of the frog.    [1]     ",
+            "9": "9  \u00a9 ucles 2012 0610/22/o/n/12 [turn over  for  examiner's  use  (iv) complete a food chain of five stages from this food web.               [2]     (b) jaguars are big cats that are hunted for their fur.      suggest and explain how the numbers of e agles might be affected if the jaguars were  removed from this food web.         [2]       (c) suggest how humans who live in the amazon rainforest might be affected if large areas  of trees are removed.         [2]        [total: 11]     ",
+            "10": "10  \u00a9 ucles 2012 0610/22/o/n/12  for  examiner's  use 6 fig. 6.1 shows a human fetus developing inside a uterus.    tplacenta s     fig. 6.1     (a) (i) name the structures labelled s and t.  s   t  [1]     (ii) explain the function of the placenta in the healthy development of the fetus.             [3]   ",
+            "11": "11  \u00a9 ucles 2012 0610/22/o/n/12 [turn over  for  examiner's  use  (iii) the blood supply of the mother and of the fetus are kept separate from each other  at the placenta.       suggest and explain two reasons why these two blood systems must not be joined  to each other.   1         2        [4]     ",
+            "12": "12  \u00a9 ucles 2012 0610/22/o/n/12  for  examiner's  use  fig. 6.2 shows a family tree in which the inherited condition beta thalassaemia occurs.     beta thalassaemia is caused by a recessive allele, b. it results in the formation of  haemoglobin that carries less oxygen than normal haemoglobin.    father genotype ...phenotype produces normal haemoglobinmother genotype ...phenotype produces normal haemoglobin genotype bbphenotype .. .child 2 child 1 genotype ...phenotype has beta thalassaemia     fig. 6.2     (b) complete the diagram to show the phenotype of child 1. [1]       (c) use the symbols b and b to complete the diagram to show:    (i) the genotype of child 2; [1]     (ii) the genotype of the father; [1]    (iii) the genotype of the mother. [1]        (d) state which two people in this family are heterozygous for the condition.     and  [1]        [total: 13]    ",
+            "13": "13  \u00a9 ucles 2012 0610/22/o/n/12 [turn over  for  examiner's  use 7 fig. 7.1 shows the water cycle.    land riversea12 3       fig. 7.1    (a) name the processes that are happening at points 1, 2 and 3 in the water cycle.  1   2   3  [3]       (b) on mountains, rainwater drains over the surface and sinks into the soil.     explain why the soil on mountainsides may be poor for agriculture.        [2]        [total: 5]   ",
+            "14": "14  \u00a9 ucles 2012 0610/22/o/n/12  for  examiner's  use 8 fig. 8.1 shows a section through a leaf.     a b c     fig. 8.1     (a) (i) name layers a and b.   a   b  [2]     (ii) state a function of layer a.    [1]     (iii) describe the function of c.     [1]     ",
+            "15": "15  \u00a9 ucles 2012 0610/22/o/n/12 [turn over  for  examiner's  use  (b) measurements were made of the mass of water taken in and lost by a plant every two  hours for 24 hours.     fig. 8.2 is a graph showing the mass of water lost from the plant by transpiration.    6 8 am10 12 noon2 4 6 pm time of day8 10 12 midnight2 4 am650 40302010 0 mass of water lost  / g     fig. 8.2     (i) use the graph, fig. 8.2, to state the time when the mass of water lost was   greatest.    [1]   ",
+            "16": "16  \u00a9 ucles 2012 0610/22/o/n/12  for  examiner's  use   table 8.1 shows the mass of water taken in by the plant every two hours.    some of the data has been plotted in fig. 8.3.   table 8.1    time of day mass of water taken in by plant  / g  6 am plotted  8 am plotted  10 am 22  12 noon 40  2 pm 50  4 pm 44  6 pm 30  8 pm 10  10 pm plotted  12 midnight plotted  2 am plotted  4 am plotted  6 am plotted    ",
+            "17": "17  \u00a9 ucles 2012 0610/22/o/n/12 [turn over  for  examiner's  use  fig. 8.3 shows the mass of water lost and the ma ss of water taken in by the plant during the  same period.    6 8 am10 12 noon2 4 6 pm time of day8 10 12 midnight2 4 am650 40302010 0 mass of water lost  / gwater lost water taken in     fig. 8.3    (ii) complete the graph, fig. 8.3, to show the mass of water taken in by the plant from  8  am to 10  pm.                                                                             draw your graph on fig. 8.3.   [2]     (iii) state the period of time during which water taken in was less than water lost.    [1]     (iv) describe the state of the stomata between 6 am and 2 pm.    [1]     (v) suggest one factor that caused the state in (b)(iv) .   [1]   ",
+            "18": "18  \u00a9 ucles 2012 0610/22/o/n/12  for  examiner's  use  (vi) name and explain one factor, other than your answer to (b)(v) , that might increase  the loss of water from a leaf during the day.             [3]        [total: 13]   ",
+            "19": "19  \u00a9 ucles 2012 0610/22/o/n/12  for  examiner's  use 9 table 9.1 shows the percentage of the main types of foods in the diet of two teenage girls.  one girl lives in great britain and the other girl in sub-saharan africa.     table 9.1    food type girl in great britain     % of diet girl in sub-saharan  africa % of diet  cereals 15.0 75.0  fruit and vegetables 35.0 15.0  milk and cheese 15.0   7.5  eggs, fish and meat 30.0   2.5  sweets and sugar   5.0   0.0     (a)  compare the percentage of foods rich in fats in the two diets.     [1]      (b) suggest how the lack of sweets and sugar in the diet of the african girl might benefit  her health.        [2]      (c) the diet of the african girl contains much less protein than that of the british girl.  suggest and explain one way in which a diet containing little protein might affect her  physical development.        [2]        [total: 5]   ",
+            "20": "20      permission to reproduce items where thir d-party owned material protected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holder s, 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.   \u00a9 ucles 2012 0610/22/o/n/12  blank page "
+        },
+        "0610_w12_qp_23.pdf": {
+            "1": "    this document consists of 19 printed pages and 1 blank page.  ib12 11_0610_23/fp  \u00a9 ucles 2012  [turn over       *9693642961* for examiner's use  1   2   3   4   5   6   7   8   9   total   university of cambridge international examinations  international general certificate of secondary education       biology 0610/23     paper 2 core  october/november 2012     1 hour 15 minutes    candidates answer on the question paper.    no additional materials are required.       read these instructions first    write your centre number, candidate number and name on all the work you hand in.  write in dark blue or black pen.  you may use a pencil for any diagrams or graphs. do not use staples, paper clips, highlighters, glue or correction fluid.  do not  write in any barcodes.   answer all questions.    electronic calculators may be used. you may lose marks if you do not show your working or if you do not use  appropriate units.    at the end of the examination, fasten all your work securely together.  the number of marks is given in brackets [ ] at the end of each question or part  question.   ",
+            "2": "2  \u00a9 ucles 2012 0610/23/o/n/12  for  examiner's  use 1 animals without backbones are classified into a number of groups.    draw one line from each of the named groups to its description.    group  description  annelids    hard, jointed exoskeleton, three  pairs of jointed legs        insects    long cylindrical body, segmented,  has bristles but no legs        molluscs    long cylindrical body, not  segmented, no legs        myriapods    has soft body, head and muscular  foot, most have a hard shell        nematodes    exoskeleton, segmented body,  jointed legs on each segment        [4]        [total: 4]                 ",
+            "3": "3  \u00a9 ucles 2012 0610/23/o/n/12 [turn over  for  examiner's  use 2 (a) (i) state what is meant by the term excretion .        [2]     (ii) name the main substance that is excreted in expired air.     [1]     (iii) urine contains water. name two other excretory products found in the urine of a  healthy person.    and  [1]      (b)  fig. 2.1 shows the kidneys and associated structures.    key direction of blood flowa b     fig. 2.1      name the structures labelled a and b.  a   b  [2]     ",
+            "4": "4  \u00a9 ucles 2012 0610/23/o/n/12  for  examiner's  use (c) in the digestive system, proteins are digested into amino acids.    describe what happens to any of these amino acids that are in excess, and how their  breakdown product is removed from the body.                 [4]        [total: 10]     ",
+            "5": "5  \u00a9 ucles 2012 0610/23/o/n/12 [turn over  for  examiner's  use 3 (a)  fig. 3.1 shows the fruits of two species of plants.    red outer skin seeds in fleshymaterialring of hairs tomato fruit dandelion fruit   fig. 3.1     suggest and explain how seeds from each of these two plants are transported away  from the parent plant.   tomato        [2]  dandelion        [2]       (b) explain why it is important that seeds are transported well away from the parent plant.            [3]        [total: 7]   ",
+            "6": "6  \u00a9 ucles 2012 0610/23/o/n/12  for  examiner's  use 4 table 4.1 shows the percentage of each of the gases present in the atmosphere and in  expired air.     table 4.1    gas % of atmospheric air % of expired air  carbon dioxide   0.04   4.00  oxygen 21.00 16.00  x 78.00 78.00  other gases   0.96   2.00       (a) identify gas x.   [1]       (b) fig. 4.1 shows the volume of air exchanged during each breath at rest and during  vigorous exercise.    01 5 time  / seconds306 543210volume of airin lungs/  dm3 01 5 time  / secondsat rest during vigorous exercise 306 543210volume of airin lungs/  dm3     fig. 4.1    (i) state the volume of air inhaled in each breath at rest.          dm 3 [1]   ",
+            "7": "7  \u00a9 ucles 2012 0610/23/o/n/12 [turn over  for  examiner's  use  (ii) state how many breaths are taken in one minute at rest.    [1]     (iii) calculate the volume of air exchanged in one minute at rest.           dm3 [1]     (iv) using information from table 4.1, calculate the volume of oxygen absorbed in one  minute at rest.       show your working.         dm 3 [2]       (c) (i) describe what happens to both the rate and depth of breathing during vigorous  exercise.     [1]     (ii) suggest why the changes in the rate and depth of breathing are important for the  person doing exercise.         [2]     (iii) suggest why the person\u2019s heart rate also changes during exercise.              [3]        [total: 12]",
+            "8": "8  \u00a9 ucles 2012 0610/23/o/n/12  for  examiner's  use 5 fig. 5.1 shows a food web that is part of an ecosystem in the amazon rainforest.    boa constrictor harpie eagle jaguar mouse katydid tapirfrog other plants trees grassblue-crowned motmotsloth howler monkey       fig. 5.1     (a) (i) explain why the whole food web depends on the producers such as the grass and  trees.              [3]     (ii) name two herbivores in this food web.   1  2  [1]     (iii) state the trophic level of the frog.    [1]     ",
+            "9": "9  \u00a9 ucles 2012 0610/23/o/n/12 [turn over  for  examiner's  use  (iv) complete a food chain of five stages from this food web.               [2]     (b) jaguars are big cats that are hunted for their fur.      suggest and explain how the numbers of e agles might be affected if the jaguars were  removed from this food web.         [2]       (c) suggest how humans who live in the amazon rainforest might be affected if large areas  of trees are removed.         [2]        [total: 11]     ",
+            "10": "10  \u00a9 ucles 2012 0610/23/o/n/12  for  examiner's  use 6 fig. 6.1 shows a human fetus developing inside a uterus.    tplacenta s     fig. 6.1     (a) (i) name the structures labelled s and t.  s   t  [1]     (ii) explain the function of the placenta in the healthy development of the fetus.             [3]   ",
+            "11": "11  \u00a9 ucles 2012 0610/23/o/n/12 [turn over  for  examiner's  use  (iii) the blood supply of the mother and of the fetus are kept separate from each other  at the placenta.       suggest and explain two reasons why these two blood systems must not be joined  to each other.   1         2        [4]     ",
+            "12": "12  \u00a9 ucles 2012 0610/23/o/n/12  for  examiner's  use  fig. 6.2 shows a family tree in which the inherited condition beta thalassaemia occurs.     beta thalassaemia is caused by a recessive allele, b. it results in the formation of  haemoglobin that carries less oxygen than normal haemoglobin.    father genotype ...phenotype produces normal haemoglobinmother genotype ...phenotype produces normal haemoglobin genotype bbphenotype .. .child 2 child 1 genotype ...phenotype has beta thalassaemia     fig. 6.2     (b) complete the diagram to show the phenotype of child 1. [1]       (c) use the symbols b and b to complete the diagram to show:    (i) the genotype of child 2; [1]     (ii) the genotype of the father; [1]    (iii) the genotype of the mother. [1]        (d) state which two people in this family are heterozygous for the condition.     and  [1]        [total: 13]    ",
+            "13": "13  \u00a9 ucles 2012 0610/23/o/n/12 [turn over  for  examiner's  use 7 fig. 7.1 shows the water cycle.    land riversea12 3       fig. 7.1    (a) name the processes that are happening at points 1, 2 and 3 in the water cycle.  1   2   3  [3]       (b) on mountains, rainwater drains over the surface and sinks into the soil.     explain why the soil on mountainsides may be poor for agriculture.        [2]        [total: 5]   ",
+            "14": "14  \u00a9 ucles 2012 0610/23/o/n/12  for  examiner's  use 8 fig. 8.1 shows a section through a leaf.     a b c     fig. 8.1     (a) (i) name layers a and b.   a   b  [2]     (ii) state a function of layer a.    [1]     (iii) describe the function of c.     [1]     ",
+            "15": "15  \u00a9 ucles 2012 0610/23/o/n/12 [turn over  for  examiner's  use  (b) measurements were made of the mass of water taken in and lost by a plant every two  hours for 24 hours.     fig. 8.2 is a graph showing the mass of water lost from the plant by transpiration.    6 8 am10 12 noon2 4 6 pm time of day8 10 12 midnight2 4 am650 40302010 0 mass of water lost  / g     fig. 8.2     (i) use the graph, fig. 8.2, to state the time when the mass of water lost was   greatest.    [1]   ",
+            "16": "16  \u00a9 ucles 2012 0610/23/o/n/12  for  examiner's  use   table 8.1 shows the mass of water taken in by the plant every two hours.    some of the data has been plotted in fig. 8.3.   table 8.1    time of day mass of water taken in by plant  / g  6 am plotted  8 am plotted  10 am 22  12 noon 40  2 pm 50  4 pm 44  6 pm 30  8 pm 10  10 pm plotted  12 midnight plotted  2 am plotted  4 am plotted  6 am plotted    ",
+            "17": "17  \u00a9 ucles 2012 0610/23/o/n/12 [turn over  for  examiner's  use  fig. 8.3 shows the mass of water lost and the ma ss of water taken in by the plant during the  same period.    6 8 am10 12 noon2 4 6 pm time of day8 10 12 midnight2 4 am650 40302010 0 mass of water lost  / gwater lost water taken in     fig. 8.3    (ii) complete the graph, fig. 8.3, to show the mass of water taken in by the plant from  8  am to 10  pm.                                                                             draw your graph on fig. 8.3.   [2]     (iii) state the period of time during which water taken in was less than water lost.    [1]     (iv) describe the state of the stomata between 6 am and 2 pm.    [1]     (v) suggest one factor that caused the state in (b)(iv) .   [1]   ",
+            "18": "18  \u00a9 ucles 2012 0610/23/o/n/12  for  examiner's  use  (vi) name and explain one factor, other than your answer to (b)(v) , that might increase  the loss of water from a leaf during the day.             [3]        [total: 13]   ",
+            "19": "19  \u00a9 ucles 2012 0610/23/o/n/12  for  examiner's  use 9 table 9.1 shows the percentage of the main types of foods in the diet of two teenage girls.  one girl lives in great britain and the other girl in sub-saharan africa.     table 9.1    food type girl in great britain     % of diet girl in sub-saharan  africa % of diet  cereals 15.0 75.0  fruit and vegetables 35.0 15.0  milk and cheese 15.0   7.5  eggs, fish and meat 30.0   2.5  sweets and sugar   5.0   0.0     (a)  compare the percentage of foods rich in fats in the two diets.     [1]      (b) suggest how the lack of sweets and sugar in the diet of the african girl might benefit  her health.        [2]      (c) the diet of the african girl contains much less protein than that of the british girl.  suggest and explain one way in which a diet containing little protein might affect her  physical development.        [2]        [total: 5]   ",
+            "20": "20      permission to reproduce items where third -party owned material protected by copyright is  included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holder s, 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.   \u00a9 ucles 2012 0610/23/o/n/12  blank page     "
+        },
+        "0610_w12_qp_31.pdf": {
+            "1": "    this document consists of 22 printed pages and 2 blank pages.  ib12 11_0610_31/8rp  \u00a9 ucles 2012  [turn over       *4843122136* for examiner's use  1   2   3   4   5   6   total   university of cambridge international examinations  international general certificate of secondary education       biology 0610/31     paper 3 extended  october/november 2012     1 hour 15 minutes    candidates answer on the question paper.    no additional materials are required.         read these instructions first    write your centre number, candidate number and name on all the work you hand in.  write in dark blue or black pen.  you may use a pencil for any diagrams or graphs. do not use staples, paper clips, highlighters, glue or correction fluid. do not  write in any barcodes.   answer all questions.    electronic calculators may be used.  you may lose marks if you do not show your working or if you do not use  appropriate units.    at the end of the examination, fasten all your work securely together.  the number of marks is given in brackets [ ] at the end of each question or part  question.   ",
+            "2": "2  \u00a9 ucles 2012 0610/31/o/n/12                                           question 1 begins on page 3.",
+            "3": "3  \u00a9 ucles 2012 0610/31/o/n/12 [turn over  for  examiner's  use 1 arachnids, crustaceans, insects and myriapods are all classified as arthropods.     scorpions, such as heterometrus swammerdami  shown in fig. 1.1, are arachnids.    abdomentail cephalothorax eyes pedipalpjaw     fig. 1.1    (a) state  three  features, shown by h. swammerdami  and visible in fig. 1.1, that arachnids  share with other arthropods.  1   2   3  [3]     ",
+            "4": "4  \u00a9 ucles 2012 0610/31/o/n/12  for  examiner's  use  (b) fig. 1.2 shows seven species of arachnid.    a d gc eb f not to scale     fig. 1.2   ",
+            "5": "5  \u00a9 ucles 2012 0610/31/o/n/12 [turn over  for  examiner's  use  use the key to identify each species. write the letter of each species ( a to g) in the correct  box beside the key. one has been done for you.    key          [4]        [total: 7]     1 (a) abdomen with a tail abaliella dicranotarsalis e     (b) abdomen without a tail go to 2   2 (a) legs much longer than abdomen and  cephalothorax go to 3      (b) legs not much longer than abdomen and  cephalothorax go to 4   3 (a) hairs on the legs tegenaria domestica      (b) no hairs on the legs odielus spinosus   4 (a) cephalothorax or abdomen segmented chelifer tuberculatus      (b) cephalothorax and abdomen not segmented go to 5   5 (a) abdomen and cephalothorax about the same size poecilotheria regalis      (b) abdomen larger than cephalothorax go to 6   6 (a) body covered in long hairs tyroglyphus longior       (b) body not covered in hairs ixodes hexagonus  ",
+            "6": "6  \u00a9 ucles 2012 0610/31/o/n/12  for  examiner's  use 2 blood flows through the hepatic portal vein from some organs to the liver.     fig. 2.1 shows the hepatic portal vein and these organs.   liver spleenhepatic portalvein     fig. 2.1      (a) blood in the hepatic portal vein is deoxygenated.      explain why the blood in the hepatic portal vein is deoxygenated rather than  oxygenated.       [2]     ",
+            "7": "7  \u00a9 ucles 2012 0610/31/o/n/12 [turn over  for  examiner's  use  (b) name four organs, other than  the spleen, that are shown in fig. 2.1 and from which  blood flows into the hepatic portal vein.  1   2   3   4  [4]      (c) describe the role of the hepatic portal vein in the transport of absorbed nutrients.             [3]      (d) explain how the liver is involved in regulating the composition of the blood and in  protecting the body against toxic substances.                       [5]      ",
+            "8": "8  \u00a9 ucles 2012 0610/31/o/n/12  for  examiner's  use  (e) the spleen contains lymphatic tissue which is full of phagocytes and lymphocytes.       describe how phagocytes  and  lymphocytes protect the body against the spread of  disease-causing organisms.  phagocytes         lymphocytes        [4]        [total: 18]    ",
+            "9": "9  \u00a9 ucles 2012 0610/31/o/n/12 [turn over                                 question 3 begins on page 10.",
+            "10": "10  \u00a9 ucles 2012 0610/31/o/n/12  for  examiner's  use 3 the ribcage and diaphragm are involved in the breathing mechanism to ventilate the lungs.     fig. 3.1 is a flow chart that shows the changes that take place when breathing in.   air enters the . which are the site of gaseous exchangeatmospheric pressure is . than air pressure in the lungspressure of air in the lungs  air moves . the lungsvolume of thorax .diaphragm is . ribcage is raiseddiaphragm muscles contractexternal intercostal muscles contract     fig. 3.1    (a) complete fig. 3.1 by writing appropriate words in the spaces provided. [6] ",
+            "11": "11  \u00a9 ucles 2012 0610/31/o/n/12 [turn over  for  examiner's  use  (b) fig. 3.2 shows part of the epithelium that lines the trachea.    a b     fig. 3.2      explain how the cells labelled a and b in fig. 3.2 protect the gas exchange system.  a         b        [4]       [total: 10]     ",
+            "12": "12  \u00a9 ucles 2012 0610/31/o/n/12                                question 4 begins on page 13. ",
+            "13": "13  \u00a9 ucles 2012 0610/31/o/n/12 [turn over  for  examiner's  use 4 (a)  complete the balanced chemical equation for photosynthesis.    light   +    +  [3]  chlorophyll     a student investigated the effect of increasing the concentration of carbon dioxide on the  rate of photosynthesis of cabomba , an aquatic plant.     fig. 4.1 shows the apparatus that the student used.    gas bubble syringelamp rulerplastic tubing meniscus capillary tubingsodium hydrogencarbonate (nahco3) solution cabomba     fig. 4.1     the concentration of carbon dioxide in the water surrounding the plant was changed by  adding different concentrations of sodium hydrogencarbonate solution to the water.    the student recorded the time taken for the meniscus to travel 50  mm down the tubing.      the rate of photosynthesis was calculated as:       rate of photosynthesis = 1000                                                                                                           t     where t = time taken in seconds for the meniscus to travel 50  mm.   ",
+            "14": "14  \u00a9 ucles 2012 0610/31/o/n/12  for  examiner's  use   the student\u2019s results are shown in table 4.1.    table 4.1    concentration of sodium  hydrogencarbonate  solution / mol per dm3 t, time taken for meniscus  to travel 50  mm / s rate of photosynthesis  (1000/ t)  0.00 4998 0.20  0.01 2500 0.40  0.02 1175 0.85  0.05   350 2.86  0.07   201   0.10   199 5.03     (b) calculate the rate of photosynthesis for the concentration of sodium  hydrogencarbonate solution of 0.07 mol per dm 3.                                                                                        write your answer in table 4.1.   [1]     (c) (i) explain why the lamp must be kept at a fixed distance from the syringe.          [2]     (ii) explain what caused the meniscus to move down the capillary tubing.          [2]   ",
+            "15": "15  \u00a9 ucles 2012 0610/31/o/n/12 [turn over  for  examiner's  use  (d) fig. 4.2 is a partially completed graph of the student\u2019s results.       complete the graph by labelling the axes, adding the missing point and drawing a  suitable line.    6.0 5.04.03.02.01.00.0 0.04 0.06 0.08 0.10.. .. .. 0.00 0.02     fig. 4.2                 [3]     ",
+            "16": "16  \u00a9 ucles 2012 0610/31/o/n/12  for  examiner's  use  (e)  explain, using the term limiting factors , the effect of carbon dioxide concentration on  the rate of photosynthesis as shown by the student\u2019s results.       you will gain credit for using the data in t he table and the graph to answer the question.                       [5]        [total: 16] ",
+            "17": "17  \u00a9 ucles 2012 0610/31/o/n/12 [turn over  for  examiner's  use 5 table 5.1 shows some information about air pollution.    table 5.1    pollutant source of air pollutant effect of pollutant on the environment    \u2026\u2026\u2026\u2026\u2026.  combustion of fossil fuels increased greenhouse effect and global warming  methane  \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026    \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026  increased greenhouse effect and global warming  sulfur dioxide combustion of high sulfur fuels acid rain  nitrogen  oxides fertilisers acid rain      (a) complete table 5.1 by writing answers in the spaces indicated. [2]    (b) explain how the increased greenhouse effect is thought to lead to global warming.             [3]     ",
+            "18": "18  \u00a9 ucles 2012 0610/31/o/n/12  for  examiner's  use  (c) fig. 5.1 shows changes in the emissions of sulfur dioxide in europe between 1880 and  2004.    60 5040302010 0emissions of sulfurdioxide/  millions of tonnesper year 1880 1890 1900 1910 1920 1930 1940 year1950 1960 1970 1980 1990 2000 2010     fig. 5.1     (i) use the information in fig. 5.1 to describe the changes in the emissions of sulfur  dioxide in europe between 1880 and 2004.                  [4]  ",
+            "19": "19  \u00a9 ucles 2012 0610/31/o/n/12 [turn over  for  examiner's  use  (ii) describe the effects of acid rain on the environment.              [3]     (iii) outline the methods that have been used to reduce the emissions of sulfur dioxide.              [3]        [total: 15]     6 the flowers of pea plants, pisum sativum , are produced for sexual reproduction. the  flowers are naturally self-pollinating, but they can be cross-pollinated by insects.     (a)  explain the difference between self-pollination and cross-pollination.         [2]     ",
+            "20": "20  \u00a9 ucles 2012 0610/31/o/n/12  for  examiner's  use  (b)  explain the disadvantages  for plants, such as p. sativum , of reproducing sexually.                 [4]       pea seeds develop inside pea pods after fertilisation. they contain starch. a gene controls  the production of an enzyme involved in the synthesis of starch grains.     the allele, r, codes for an enzyme that produces normal starch grains.    this results in seeds that are round.     the allele, r, does not code for the enzyme. the starch grains are not formed normally. this  results in seeds that are wrinkled.    fig. 6.1 shows round and wrinkled pea seeds.    round pea seed wrinkled pea seed      fig. 6.1     pure bred plants are homozygous for the gene concerned. a plant breeder had some pure  bred pea plants that had grown from round seeds and some pure bred plants that had  grown from wrinkled seeds.     (c) state the genotypes of the pure bred plants that had grown from round and from  wrinkled seeds.  round   wrinkled  [1]   ",
+            "21": "21  \u00a9 ucles 2012 0610/31/o/n/12 [turn over  for  examiner's  use  these pure bred plants were cross-pollinated (cross 1) and the seeds collected.    all the seeds were round. these round seeds were germinated, grown into adult plants  (offspring 1) and self-pollinated (cross 2).     the pods on the offspring 1 plants co ntained both round and wrinkled seeds.    further crosses ( 3 and 4) were carried out as shown in table 6.1.    table 6.1    phenotype of seeds in the seed  pods  cross  round seeds wrinkled seedsratio of round to  wrinkled seeds  1 pure bred for round seeds x  pure bred for wrinkled seeds/checkbld /xmarkbld 1:0  2 offspring 1 self-pollinated /checkbld /checkbld   3 offspring 1 x pure bred for  round seeds     4 offspring 1 x pure bred for  wrinkled seeds        (d) complete table 6.1 by indicating     \u007f the type of seeds present in the pods with a tick ( /checkbld) or a cross ( /xmarkbld)    \u007f the ratio of round to wrinkled seeds.     you may use the space below and on page 22 for any rough working. [3]   ",
+            "22": "22  \u00a9 ucles 2012 0610/31/o/n/12  for  examiner's  use                                               (e)  seed shape in peas is an example of discontinuous variation.    suggest one reason why seed shape is an example of discontinuous variation.     [1]       plants have methods to disperse their seeds over a wide area.     (f)  explain the advantages  of having seeds that are dispersed over a wide area,             [3]        [total: 14]",
+            "23": "23  \u00a9 ucles 2012 0610/31/o/n/12          blank page",
+            "24": "24    copyright acknowledgements:    question 3  figure 3.2  \u00a9  reference a18k2a \u2013 electronmicrograph  pet er arnold, inc. / alamy   permission to reproduce items where thir d-party owned material protected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holder s, 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.    \u00a9 ucles 2012 0610/31/o/n/12            blank page "
+        },
+        "0610_w12_qp_32.pdf": {
+            "1": "    this document consists of 19 printed pages and 1 blank page.  ib12 11_0610_32/5rp  \u00a9 ucles 2012  [turn over       *8086397897* for examiner's use  1   2   3   4   5   6   total     university of cambridge international examinations  international general certificate of secondary education       biology 0610/32     paper 3 extended  october/november 2012     1 hour 15 minutes    candidates answer on the question paper.    no additional materials are required.         read these instructions first    write your centre number, candidate number and name on all the work you hand in.  write in dark blue or black pen.  you may use a pencil for any diagrams or graphs. do not use staples, paper clips, highlighters, glue or correction fluid. do not  write in any barcodes.   answer all questions.    electronic calculators may be used.  you may lose marks if you do not show your working or if you do not use  appropriate units.    at the end of the examination, fasten all your work securely together.  the number of marks is given in brackets [ ] at the end of each question or part  question.   ",
+            "2": "2  \u00a9 ucles 2012 0610/32/o/n/12  for  examiner's  use 1 the fungus, trichophyton violaceum , reproduces asexually by releasing spores.     a single spore was placed in the centre of a petri dish containing an agar medium with  starch and protein.      fig. 1.1 shows the fungus that grew from the spore.         fig. 1.1    (a) state the name given to    (i) the body of the fungus that grows from a single spore   [1]    (ii) the thin threads that make up the body of the fungus.    [1]    (b) describe how a fungus, such as t. violaceum , obtains nutrients from the agar medium.                 [4]  ",
+            "3": "3  \u00a9 ucles 2012 0610/32/o/n/12 [turn over  for  examiner's  use  streptomyces , a soil bacterium, is a major source of antibiotics that are produced by  pharmaceutical companies. an antibiotic sensitivity test can be carried out to help doctors  decide which antibiotic should be used to treat a specific disease, such as gonorrhoea.    gonorrhoea bacteria isolated from a person are grown on an agar medium. a ring with  eight different antibiotics ( 1 to 8) is placed on the agar medium and left for 24  hours at        35  \u00b0c.    fig. 1.2 shows the growth of bacteria on the agar medium after 24 hours.    1 52 bacterial growth 3 4 678     fig. 1.2     (c) (i) suggest why there is a clear area around some of the antibiotics.            [2]     (ii) explain why antibiotics 1 and 5 would not be chosen to treat the gonorrhoea  infection.            [2]   ",
+            "4": "4  \u00a9 ucles 2012 0610/32/o/n/12  for  examiner's  use  (iii) people who take antibiotics should always be told to complete the treatment rather  than stop taking the antibiotics when they feel better.       suggest why people are given this advice.           [2]        [total: 12]   ",
+            "5": "5  \u00a9 ucles 2012 0610/32/o/n/12 [turn over                                 question 2 begins on page 6.",
+            "6": "6  \u00a9 ucles 2012 0610/32/o/n/12  for  examiner's  use   2 the glucose concentration of the blood is maintained within the range 80  \u2013 90  mg per       100  cm3 blood.     fig. 2.1 is a flow chart showing how the body responds to changes in the glucose  concentration of the blood after the absorption of a carbohydrate-rich meal and during strenuous exercise.    change in blood glucose concentration detected by organ ablood glucose concentration increases  above 90  mg per 100  cm3large carbohydrate-rich meal followed by absorption of glucose from small intestine blood glucose concentration decreases  below 80  mg per 100  cm3 organ a releases hormone b into the bloodorgan a releases hormone c into the blood blood glucose concentration decreasesblood glucose concentration increaseshormone b stimulates organ d to convert glucose to glycogenhormone c stimulates organ d to convert glycogen to glucosemuscle contraction during strenuous exercise blood glucose concentration returns to 80  \u2013 90 mg per 100  cm3     fig. 2.1   ",
+            "7": "7  \u00a9 ucles 2012 0610/32/o/n/12 [turn over  for  examiner's  use  (a) name organ a and hormones b and c.  a   b   c  [3]       (b) (i) name organ d that stores glucose as glycogen.   [1]    (ii) suggest why glucose is converted to glycogen rather than kept as glucose inside  the cells.          [2]      (c)  name the type of control system used in homeostasis that returns the blood glucose  concentration to 80  \u2013 90  mg per 100  cm3.   [1]     (d)  animal hormones are used in the production of milk and meat. bovine somatotrophin  (bst) is used to increase milk production by cows. the hormone is produced by  genetically modified bacteria that contain the cattle gene for making bst. it is used in  the united states but is banned for use in the european union.    (i) outline how genes, such as the one for bst, are transferred from the cells of cattle  (cows) to bacteria.              [3]   ",
+            "8": "8  \u00a9 ucles 2012 0610/32/o/n/12  for  examiner's  use  (ii) suggest advantages and disadvantages of using hormones, such as bst, in the  production of milk and meat.  advantages          disadvantages         [3]        [total: 13]     3 (a)  explain the meaning of the term transpiration .         [2]      (b) root hair cells provide a large surface area for the absorption of water from the soil.      explain, using the term water potential , how water is absorbed from the soil into root  hair cells.             [3]     ",
+            "9": "9  \u00a9 ucles 2012 0610/32/o/n/12 [turn over  for  examiner's  use  some plants are adapted for life in dry habitats where it can be very hot during the day and  very cold at night.     fig. 3.1 shows some saguaro cacti from the sonoran desert in arizona and mexico.    fig. 3.2 shows the surface of the stem of a saguaro cactus.     fig. 3.1 fig. 3.2      (c)  explain how two features, visible in  fig. 3.1  or fig. 3.2 , are adaptations to the  conditions in the sonoran desert.  feature 1         feature 2        [4]     ",
+            "10": "10  \u00a9 ucles 2012 0610/32/o/n/12  for  examiner's  use  (d) the stomata of some desert plants, such as the saguaro cactus, open at night and  close during the day.      explain how this allows the cacti to survive in the desert, but limits their growth rate.                 [4]        [total: 13]    ",
+            "11": "11  \u00a9 ucles 2012 0610/32/o/n/12 [turn over                                                    question 4 begins on page 12.",
+            "12": "12  \u00a9 ucles 2012 0610/32/o/n/12  for  examiner's  use 4 enzymes are biological catalysts.     (a) define the term catalyst .         [2]    urease is an enzyme found in bacteria and in the seeds of some species of bean.     the enzyme catalyses the reaction:    urea + water                    carbon dioxide + ammonia     the production of ammonia increases the ph of the area around the bacteria. the  formation of ammonia can be used to study the progress of the reaction by testing the ph of  the surrounding medium with a ph indicator, such as universal indicator solution.     some students carried out an investigation to find out if there was urease in the seeds of  four different species of bean.    \u007f the germinating seeds were ground up in wate r and filtered to give an extract containing  proteins.   \u007f each extract was added to a urea solution and kept at 30  \u00b0c for 30 minutes       (tubes 1 to 4).   \u007f two more tubes ( 5 and 6) were included in the investigation.   \u007f samples were taken from the reaction mixture at five-minute intervals and tested with  universal indicator solution.      the results are shown in table 4.1.    table 4.1    presence of alkaline ph at intervals of 5  minutes test-tube bean  species urea  solution water  0 5 10 15 20 25 30  1 soya yes no /xmarkbld /xmarkbld /xmarkbld /xmarkbld /checkbld /checkbld /checkbld  2 mung yes no /xmarkbld /xmarkbld /xmarkbld /xmarkbld /xmarkbld /xmarkbld /xmarkbld  3 jack yes no /xmarkbld /xmarkbld /xmarkbld /checkbld /checkbld /checkbld /checkbld  4 broad yes no /xmarkbld /xmarkbld /xmarkbld /xmarkbld /xmarkbld /xmarkbld /xmarkbld  5 soya no yes /xmarkbld /xmarkbld /xmarkbld /xmarkbld /xmarkbld /xmarkbld /xmarkbld  6 no beans yes yes /xmarkbld /xmarkbld /xmarkbld /xmarkbld /xmarkbld /xmarkbld /xmarkbld     /checkbld = alkaline ph  /xmarkbld = not alkaline ph ",
+            "13": "13  \u00a9 ucles 2012 0610/32/o/n/12 [turn over  for  examiner's  use  (b) (i) explain why the test-tubes were kept at 30  \u00b0c.         [2]     (ii) explain why test-tubes 5 and 6 were included in the investigation.            [2]     (iii) state the conclusions that the students woul d make from the results of test-tubes   1 to 4.             [3]      it is thought that some bean seeds produce ammonia as a protection against infection by  microorganisms in the soil.    (c) suggest what would happen to any ammonia that passes into the soil.         [2]     ",
+            "14": "14  \u00a9 ucles 2012 0610/32/o/n/12  for  examiner's  use  (d) helicobacter pylori  is a bacterium that infects the stomach and causes ulcers.       the bacteria secrete urease that helps them to colonise the stomach lining.   (i) explain why bacteria do not usually grow inside the stomach.         [2]     (ii) suggest how urease helps the bacteria to colonise the stomach.         [2]     (iii) explain how the immune system protects against infection by bacteria such as      h. pylori .         [2]        [total: 17]    ",
+            "15": "15  \u00a9 ucles 2012 0610/32/o/n/12 [turn over  for  examiner's  use 5 fig. 5.1 shows the changes in carbon emissions from the burning of three fossil fuels  between 1800 and 2000.    7000 6000500040003000200010000carbon emittedby burningfossilfuels  /  milliontonnesper year 1800 1825 1850 1875 1900 year1925 1950 1975 2000totaloilcoalnatural gas     fig. 5.1     (a) use the information in fig. 5.1 to descri be the changes in carbon emissions from the  burning of fossil fuels between 1800 and 2000.                   [5]   ",
+            "16": "16  \u00a9 ucles 2012 0610/32/o/n/12  for  examiner's  use  all fossil fuels contain hydrocarbons and some also contain compounds of sulfur.    (b)  explain how the combustion of these compounds contributes to pollution.  hydrocarbons           compounds of sulfur          [4]       (c) explain the need to conserve fossil fuels, such as coal, oil and natural gas.            [2]        [total: 11]    ",
+            "17": "17  \u00a9 ucles 2012 0610/32/o/n/12 [turn over                                                    question 6 begins on page 18.",
+            "18": "18  \u00a9 ucles 2012 0610/32/o/n/12  for  examiner's  use 6 the field mustard plant, brassica rapa , is cross-pollinated by insects.     (a) describe the advantages of cross-pollination to plants.             [3]       fig. 6.1 shows the events that follow pollination in b. rapa .    male gametebovule a c d e    fig. 6.1    ",
+            "19": "19  \u00a9 ucles 2012 0610/32/o/n/12  for  examiner's  use  (b) name     (i) structures a to e.  a   b   c   d   e  [5]     (ii) the type of nuclear division that occurs to produce the new cells as the seed  grows.    [1]      (c) explain why the genotypes of the seeds are not all the same.           [2]      when ripe, the seed pod breaks open and the seeds are scattered. some of the seeds  germinate and grow into adult plants, but many do not.    (d) explain why many seeds released by b. rapa  do not germinate and grow into adult  plants.             [3]        [total: 14]   ",
+            "20": "20    copyright acknowledgements:    question 1  figure 1.1  photograph question 1  figure 1.1  photograph question 3  figure 3.1  photographs \u00a9  reference spl b250/628;  science photo library ltd  \u00a9   http://www.microbiologyonline. org.uk/teachers/observi ng-microbes/observing-fu ngi-in-a-petri-dish   \u00a9  references  a1k57j, a533dg;  alamy ltd   permission to reproduce items where thir d-party owned material protected by copyright  is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to trac e 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.    \u00a9 ucles 2012 0610/32/o/n/12  blank page "
+        },
+        "0610_w12_qp_33.pdf": {
+            "1": "    this document consists of 19 printed pages and 1 blank page.  ib12 11_0610_33/5rp  \u00a9 ucles 2012  [turn over       *6943348601* for examiner's use  1   2   3   4   5   6   total   university of cambridge international examinations  international general certificate of secondary education       biology 0610/33     paper 3 extended  october/november 2012     1 hour 15 minutes    candidates answer on the question paper.    no additional materials are required.         read these instructions first    write your centre number, candidate number and name on all the work you hand in.  write in dark blue or black pen.  you may use a pencil for any diagrams or graphs. do not use staples, paper clips, highlighters, glue or correction fluid. do not  write in any barcodes.    answer all questions.    electronic calculators may be used.  you may lose marks if you do not show your working or if you do not use  appropriate units.    at the end of the examination, fasten all your work securely together.  the number of marks is given in brackets [ ] at the end of each question or part  question.   ",
+            "2": "2  \u00a9 ucles 2012 0610/33/o/n/12                                question 1 begins on page 3.",
+            "3": "3  \u00a9 ucles 2012 0610/33/o/n/12 [turn over  for  examiner's  use 1 cicadas are insects that make a lot of noise.    fig. 1.1 shows an adult chorus cicada, amphipsalta zelandica , that is only found in new  zealand.        fig. 1.1     (a) state three features, visible in fig. 1.1 , that show that the chorus cicada is an insect.  1  2   3  [3]      (b)  insects are classified in the same group as crustaceans, arachnids and myriapods.      name the group that contains all these animals.   [1]      evolutionary relationships between different species are investigated by examining dna.      (c) state precisely where dna is found in a cell.    [2]     ",
+            "4": "4  \u00a9 ucles 2012 0610/33/o/n/12  for  examiner's  use  small sections of dna in 14 species of cicada found in australia, new caledonia and new  zealand ( 1 to 14) were examined for similarities and differences.     the results of the dna examination of these species were used to make a diagram  showing how these cicada species may have evolved. species that are closely related are  grouped together on the right of fig. 1.2.     the brackets show that the cicada species in new zealand are in two separate groups.    1 2 34 910 111256 78 1314the ancestralspeciesof thesecicadanew zealand new zealandnew caledonia australia australia     fig. 1.2     ",
+            "5": "5  \u00a9 ucles 2012 0610/33/o/n/12 [turn over  for  examiner's  use  (d) it is suggested that the eight cicada species in new zealand originated from two  migrations, a and b, from australia as shown in fig.1.3.    australiaaustralianew caledonia new zealandaustraliakey migration a migration b     fig. 1.3     explain how the results in fig. 1.2 support the idea that the eight cicada species in new  zealand originated from two migrations of cicadas as shown in fig. 1.3.      you can use the numbers from fig. 1.2 in your answer.             [3]     ",
+            "6": "6  \u00a9 ucles 2012 0610/33/o/n/12  for  examiner's  use  islands in the pacific have been colonised by populations of animals that have migrated  from australia, mainland asia and the americas. over many generations these populations have changed. now they are unable to breed with animals of the original populations in australia, mainland asia and the americas.     (e)  explain how natural selection has resulted in changes in the populations of animals on  islands in the pacific.            [4]        [total: 13]   ",
+            "7": "7  \u00a9 ucles 2012 0610/33/o/n/12 [turn over                                       question 2 begins on page 8.",
+            "8": "8  \u00a9 ucles 2012 0610/33/o/n/12  for  examiner's  use 2 (a)  define the term excretion .          [3]      fig. 2.1 shows a kidney tubule and the blood vessels associated with it.    a b c d e fgh     fig. 2.1   ",
+            "9": "9  \u00a9 ucles 2012 0610/33/o/n/12 [turn over  for  examiner's  use (b) table 2.1 shows some processes that occur in a kidney.    in table 2.1, write the letter  of the part shown in fig. 2.1 where each process occurs.     you must put one letter in each box. you may use the same letter more than once.    table 2.1    process letter  filtration of blood   reabsorption of most of the solutes from the filtrate   water is absorbed by osmosis to determine the  concentration of urine   unfiltered blood returns to the renal vein         [4]     (c)  table 2.2 lists the components of blood, filtrate and urine.    table 2.2    component blood filtrate urine  red blood cells /checkbld /xmarkbld /xmarkbld  white blood  cells /checkbld    plasma  proteins /checkbld    glucose /checkbld    urea /checkbld    salts /checkbld    water /checkbld        complete the table by using ticks ( /checkbld) and crosses ( /xmarkbld) to show whether or not each  component is present in filtrate and in u rine of a healthy person. the first component  has been done for you. [2]       [total: 9]     ",
+            "10": "10  \u00a9 ucles 2012 0610/33/o/n/12  for  examiner's  use 3 mycoprotein is a form of single cell protein. it is produced by growing the fungus, fusarium   venenatum , in a fermenter. as the fungus grows in the fermenter it produces large  quantities of hyphae which are extracted and processed as shown in fig. 3.1.    removal of hyphae in medium hyphae filtered from medium hyphae treated to remove rna hyphae processed into meat-like form to make burgers, sausages, pies and other productsgrowth of fungusfermenterglucose corn starch ammonia, salts oxygen in sterile air food additivessmall quantity of fusarium venenatumenzymes       fig. 3.1     (a) (i)  name an enzyme used to digest the corn starch.    [1]      (ii) explain why it is necessary to digest the corn starch.         [2]     ",
+            "11": "11  \u00a9 ucles 2012 0610/33/o/n/12 [turn over  for  examiner's  use  (b) explain why sterile conditions are necessary in the fermenter.        [2]      in 2008, there were riots in some parts of the world in protest against shortages of staple  foods, such as rice.     (c) explain why it is better ecologically for people to eat foods made from plants rather  than from animal products, such as meat.             [3]       (d)  describe three possible advantages of using foods prepared from mycoprotein as  substitutes for animal products, such as meat.  1     2     3    [3]     ",
+            "12": "12  \u00a9 ucles 2012 0610/33/o/n/12  for  examiner's  use  (e) discuss whether production of foods made from mycoprotein might not reduce food  shortages in the future.            [3]        [total: 14]   4 niusila opeloge from samoa holds a commonwealth games record for weightlifting. he  can lift 338  kg.  weightlifting is an example of an anaerobic sport as muscles act over a  short period of time.     (a) write a balanced chemical equation for anaerobic respiration in muscle.         \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026.. /barb2right \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026.. [2]     weightlifting involves contraction of the muscles of the arms.      fig. 4.1 shows the muscles that move the forearm.    scapula tricepshumerus biceps radius ulnaelbow joint     fig. 4.1     (b) describe how the muscles identified in fig. 4.1 work to move the forearm up.         [2]  ",
+            "13": "13  \u00a9 ucles 2012 0610/33/o/n/12 [turn over  for  examiner's  use  exercise that occurs over a longer period of time than weightlifting often involves aerobic  respiration as well as anaerobic respiration.    fig. 4.2 shows the oxygen consumed by an athlete during and after a 5000 metre race.   0 5 10 15 20 25 30 353.0 2.01.0 0oxygen consumption/  dm3 min\u20131 time  / minrace starts race ends     fig. 4.2     (c) describe the athlete\u2019s oxygen consumption during and after the race as shown in      fig. 4.2.      you will gain credit for using the figures in the graph to support your answer.   during          after          [4]   ",
+            "14": "14  \u00a9 ucles 2012 0610/33/o/n/12  for  examiner's  use  (d) explain why the oxygen consumption does not return immediately to the resting level  after the exercise is finished.                      [5]        [total: 13]   ",
+            "15": "15  \u00a9 ucles 2012 0610/33/o/n/12 [turn over  for  examiner's  use 5 fertilisers are used to increase crop yields. many fertilisers contain compounds of nitrogen  and are called \u2018nitrogen fertilisers\u2019.     the development in the early twentieth century of the haber-bosch process for converting  nitrogen from the air into ammonia made the production of these fertilisers possible.     (a) fig. 5.1 shows the global use of nitrogen fertilisers between 1960 and 2003.    1960 1970 1980 year1990 200090 8070605040302010 0global nitrogen fertiliser use  / million tonnesper year     fig. 5.1      (i)  calculate the percentage increase in the global use of nitrogen fertilisers between  1970 and 1987. show your working.                 answer  % [2]   ",
+            "16": "16  \u00a9 ucles 2012 0610/33/o/n/12  for  examiner's  use  (ii) explain why the use of nitrogen fertilisers has increased.               [3]       (b) some farmers increase the fertility of their soils by adding organic fertilisers, such as  manure, and by using legume crops in a crop rotation. manure contains protein, urea and ammonia in the waste from farm animals.     (i) explain how nitrogen, in the form of nitrate ions, becomes available in a soil after  the addition of manure.                 [4]     (ii) explain why legume crops, such as peas, beans, alfalfa and clover are used in  crop rotations.              [3]   ",
+            "17": "17  \u00a9 ucles 2012 0610/33/o/n/12 [turn over  for  examiner's  use  (c) the overuse of fertilisers can lead to environmental problems. soils, rivers, lakes, the  sea and the atmosphere have all been affected by this pollution.     outline the undesirable effects of the overuse of fertilisers.                 [5]        [total: 17]   ",
+            "18": "18  \u00a9 ucles 2012 0610/33/o/n/12  for  examiner's  use 6 haemoglobin is a protein that is made inside developing red blood cells in the bone  marrow.    (a) (i)  state the function of haemoglobin.   [1]      (ii) name the small molecules that are combined to make haemoglobin.    [1]      (iii) name the mineral ion provided in the diet that is needed to make haemoglobin.   [1]      there are many different varieties of haem oglobin. the gene for haemoglobin exists as two  alleles, hb a and hbs.      people with the genotype hbshbs have a condition called sickle cell anaemia.    (b) describe the features of sickle cell anaemia.              [3]      (c) the allele for hb s is rare in many parts of the world, but it is more common in parts of  tropical africa.     explain why hb s is more common in parts of tropical africa.            [3]   ",
+            "19": "19  \u00a9 ucles 2012 0610/33/o/n/12  for  examiner's  use  (d) the parents of people with sickle cell anaemia rarely have this condition.      explain, using a genetic diagram, how two parents who do not have sickle cell anaemia  may have a child with the condition.          parental genotypes gametes genotype of child with sickle cell anaemia      \u00d7 +        [3]    (e) sickle cell anaemia is an example of variation in humans. there are many causes of  variation, including nuclear fall-out.      suggest how nuclear fall-out could cause variation in humans.           [2]        [total: 14]   ",
+            "20": "20    copyright acknowledgements:    figure 1.1   figure 1.2   figure 5.1  \u00a9  richard garvey-williams / alam y b3mptx;  side view:  chorus cicada   \u00a9  peter arensburger et al;  biogeography and phyloge ny of the new zealand cicada gen era (hemiptera:  cic adidae) based on  nuclear and  mitochondrial dna data;    journal of biogeography;  2004  \u00a9  http://lepo.it.da.ut.ee/~o lli/eutr/html/htmlbook_4.html     permission to reproduce items where third -party owned material protected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to t race 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.   \u00a9 ucles 2012 0610/33/o/n/12  blank page "
+        },
+        "0610_w12_qp_51.pdf": {
+            "1": "    this document consists of 10 printed pages and 2 blank pages.  ib12 11_0610_51/6rp  \u00a9 ucles 2012  [turn over       *9938145318* for examiner's use  1   2   total   university of cambridge international examinations  international general certificate of secondary education       biology 0610/51     paper 5  practical test  october/november 2012     1 hour 15 minutes    candidates answer on the question paper    additional materials: as listed in the confidential instructions       read these instructions first    write your centre number, candidate number and name on all the work you hand in.  write in dark blue or black pen. you may use a pencil for any diagrams or graphs. do not use staples, paper clips, highlighters, glue or correction fluid. do not  write in any barcodes.    answer both  questions.   electronic calculators may be used. you may lose marks if you do not show your working or if you do not use appropriate units.   at the end of the examination, fasten all your work securely together.  the number of marks is given in brackets [  ] at the end of each question or part question.     ",
+            "2": "2  \u00a9 ucles 2012 0610/51/o/n/12  for  examiner's  use 1 read through all the questions on this paper carefully before starting work.       you are going to compare the metabolism of two yeast mixtures in test-tubes w1 and w2.     both mixtures contain the same concentration of sucrose.     (a) set up and use the apparatus provided, as shown in fig.  1.1, to obtain the results  needed to complete table 1.1.    20 cm3 active yeast mixture in test-tubefoamdelivery tube beaker of water at 30  \u00b0c \u2013 40 \u00b0c (if the water coolsbelow 30  \u00b0c, raise your hand andrequest warm water)waterw1 w2thermometer     fig. 1.1    \u007f connect the bung and delivery tube to test-tube w1, as shown in fig. 1.1.    \u007f wait for two minutes before placing the open end of the delivery tube in the water,  as shown in fig. 1.1.     \u007f note the time and immediately  start counting the number of gas bubbles.  after two  minutes, record the number of bubbles as trial 1  in table 1.1.    \u007f repeat the counting process for two minutes and record this number of bubbles as  trial 2  in table 1.1.    \u007f repeat the counting process for two minutes and record this number of bubbles as  trial 3 in table 1.1.    \u007f remove the bung and delivery tube from test-tube w1.    \u007f connect the bung and delivery tube to test-tube w2 and repeat the above  procedures.  table 1.1    number of bubbles of gas released in two minutes  yeast mixture  trial 1 trial 2 trial 3  w1 \u2026\u2026. \u2026\u2026. \u2026\u2026.  w2 \u2026\u2026. \u2026\u2026. \u2026\u2026.        [4] ",
+            "3": "3  \u00a9 ucles 2012 0610/51/o/n/12 [turn over  for  examiner's  use  (b) gas bubbles are produced in this experiment.     (i) state which metabolic process is being carried out by the yeast cells to produce  this gas.    [1]     (ii) name this gas. [1]      (iii) describe a test for this gas and the result that you would expect.         [2]      (c) suggest why the test-tubes w1 and w2 were placed in a beaker of warm water during  the experiment.         [2]       (d) describe and explain any differences observed in the number of bubbles of gas  released.            [3]     ",
+            "4": "4  \u00a9 ucles 2012 0610/51/o/n/12  for  examiner's  use  (e) state two sources of error in the method of this investigation. suggest how to improve  the method to reduce each  source of error.  source of error    improvement     source of error     improvement    [4]        [total: 17]        ",
+            "5": "5  \u00a9 ucles 2012 0610/51/o/n/12 [turn over  for  examiner's  use 2 you are provided with two leaves, w3 and w4.    (a) make a large, labelled drawing of leaf w3.                                             [4] ",
+            "6": "6  \u00a9 ucles 2012 0610/51/o/n/12  for  examiner's  use  (b) use the hand lens to carefully observe leaf w3 and leaf w4.     describe one similarity and two differences that you can see. do not include size in  your comparison.      (i) similarity     [1]     (ii) differences   1   2   [2]     (iii) leaf w3 is from a dicotyledon.       give one visible feature to support this statement.     [1]     ",
+            "7": "7  \u00a9 ucles 2012 0610/51/o/n/12 [turn over  for  examiner's  use  fig. 2.1 shows a photomicrograph of a section of a leaf similar to w3.             fig. 2.1     (c) (i)  on fig. 2.1, draw a line to label a photosynthetic cell in the palisade layer. [1]    (ii) draw arrows on fig. 2.1 to show the pathway that carbon dioxide gas must take to  reach the photosynthetic cell labelled in (c)(i)  from the air outside the leaf. [2]   ",
+            "8": "8  \u00a9 ucles 2012 0610/51/o/n/12  for  examiner's  use  when leaves die, they fall from the tree and are eventually decomposed.    some students investigated the decomposition of samples of leaves.  they made drawings  and weighed the samples at intervals over a period of two years.      table 2.1 shows the results of this investigation.    table 2.1    time / months mass of leaves in   sample / g appearance of one leaf in   the sample  0 42.5    6 46.0    12 32.5    18 16.0    24 7.5       (d) (i)  describe and explain the changes in appearance of the leaves during the two  years.             [3]        ",
+            "9": "9  \u00a9 ucles 2012 0610/51/o/n/12 [turn over  for  examiner's  use  (ii) use the measurements from table 2.1 to plot a graph to show how the mass of the  leaf samples change with time.                      [4]    (iii) describe the results for the change in mass shown on the graph.              [3]   ",
+            "10": "10  \u00a9 ucles 2012 0610/51/o/n/12  for  examiner's  use  (iv) suggest two factors that may change the rate of decomposition of the leaves.   1   2   [2]        [total: 23]   ",
+            "11": "11  \u00a9 ucles 2012 0610/51/o/n/12  blank page",
+            "12": "12      permission to reproduce items where thir d-party owned material protected by copyright  is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to t race 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.    \u00a9 ucles 2012 0610/51/o/n/12  blank page "
+        },
+        "0610_w12_qp_52.pdf": {
+            "1": "    this document consists of 11 printed pages and 1 blank page.  ib12 11_0610_52/8rp  \u00a9 ucles 2012  [turn over       *8436107810* for examiner's use  1   2   3   total   university of cambridge international examinations  international general certificate of secondary education       biology 0610/52     paper 5  practical test  october/november 2012     1 hour 15 minutes    candidates answer on the question paper    additional materials: as listed in the confidential instructions.       read these instructions first    write your centre number, candidate number and name on all the work you hand in.  write in dark blue or black pen. you may use a pencil for any diagrams or graphs. do not use staples, paper clips, highlighters, glue or correction fluid. do not  write in any barcodes.    answer all questions.    electronic calculators may be used. you may lose marks if you do not show your working or if you do not use appropriate units.   at the end of the examination, fasten all your work securely together.  the number of marks is given in brackets [  ] at the end of each question or part question.     ",
+            "2": "2  \u00a9 ucles 2012 0610/52/o/n/12  for  examiner's  use read through all the questions on this paper carefully before starting work.   1 milk is the main food for young mammals and contains all the required nutrients for the first  part of life. milk needs to clot before it can be digested.     the stomach of a young mammal produces an enzyme which causes some soluble  proteins in milk to form insoluble clots.      you will carry out an investigation on this clotting process.     you are supplied with fresh milk, labelled milk.     you are also supplied with the enzyme, labelled enzyme .     carry out your investigation as follows:    \u007f take a clean test-tube and label it 1.    \u007f measure 5  cm3 of milk into the test-tube.  stand the test-tube in the container of water  at 40  \u00b0c.     when a mixture of milk and the enzyme solution is gently rotated in a test-tube, clotting  goes through the stages shown in fig.  1.1 and fig.  1.2.     stage c is the point at which you should record the time that the reaction has finished.    stage a stage b stage c clots have formedstage d all of milk solidfilm of milk flows  / drains  back into milk quicklyfilm of milk drains slowly and sticks to inside of test-tubesmall spots  / clots stick to inside of test-tube as film of milk drains backall the milk has coagulated     fig. 1.1    clots on the side of the test-tube     fig. 1.2 ",
+            "3": "3  \u00a9 ucles 2012 0610/52/o/n/12 [turn over  for  examiner's  use  (a) (i) add 1  cm3 of the enzyme solution to the milk in test-tube 1 and shake the test-tube  carefully.    \u007f start timing and gently rotate the test-tube as shown in fig. 1.1 to form a film  of milk on the inside of the test-tube.    \u007f keep rotating the test-tube until stage c is reached, as shown in fig. 1.1 and  fig. 1.2, and record the time that was taken for clots to form.            write the time taken for clots to form in table 1.1. [1]    \u007f leave the clotted milk in test-tube 1 as you will need it later.    table 1.1    test-tube time taken for clots to form using fresh milk / seconds  1 \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026..  2 \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026..  3 \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026..      (ii) repeat this procedure with test-tubes labelled 2 and 3. use fresh milk and enzyme  solution each time.       for test-tube 2 and test-tube 3, record the time taken for clots to form in table 1.1.  [2]     (iii)     \u007f filter the clotted milk from test-tube 1 into a clean test-tube through the  apparatus provided. this separates the clots from the liquid. leave this to filter and move onto parts (b) and (c) whilst you wait. you will need both the  clots and the separated liquid for part  (e).     suggest and explain why this procedure was carried out three times.          [2]     ",
+            "4": "4  \u00a9 ucles 2012 0610/52/o/n/12  for  examiner's  use  a similar experiment was carried out using dried milk mixed with water. the results are  shown in table 1.2.    table 1.2    test-tube time taken for clots to form using dried milk / seconds  1 210  2 160  3 200     (b)  describe and explain the results for the time taken to form clots using fresh milk in  table 1.1 and dried milk in table 1.2.             [3]      (c) suggest and explain why the test-tubes were placed in a container of water at 40  \u00b0c.         [2]       (d) (i)  state one source of error in the method  of this investigation.   [1]    (ii) suggest how to improve the method to reduce the error stated in  (d)(i).     [1]     ",
+            "5": "5  \u00a9 ucles 2012 0610/52/o/n/12 [turn over  for  examiner's  use   (e) now you are going to use both the clots and the liquid which you separated  by filtering the milk that was in test-tube 1.     (i) describe how you will safely carry out a test to compare the protein content of the clots with that of the liquid.                  [4]      \u007f test the protein content of the clots by using a suitable reagent.    \u007f test the protein content of the liquid using the same reagent.     (ii) describe your observations and give your conclusions in table 1.3.     table 1.3     clots liquid  observations     \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026    \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026    \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026       \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026   \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026   \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026   conclusions     \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026    \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026    \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026       \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026   \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026   \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026         [4]        [total: 20] ",
+            "6": "6  \u00a9 ucles 2012 0610/52/o/n/12  for  examiner's  use 2 you are provided with part of a plant organ labelled y.    \u007f remove the covering from y.     (a) (i) use the hand lens to examine the  cut surface of y.     make a large, labelled drawing of the cut surface  of y.               [4]   (ii) suggest two biological functions of y for the plant.   1      2            [2] ",
+            "7": "7  \u00a9 ucles 2012 0610/52/o/n/12 [turn over  for  examiner's  use \u007f remove, by cutting, a small piece of the central part of y.    \u007f place it on the tile.    \u007f carefully add a few drops of iodine solution to the small piece of y.     (b) describe and explain your observations.         [2]        [total: 8]                           question 3 begins on page 8.   ",
+            "8": "8  \u00a9 ucles 2012 0610/52/o/n/12  for  examiner's  use 3 flies lay eggs which hatch into maggots. an investigation was carried out on the respiration  rate of maggots.     fig. 3.1 shows some living maggots in a large test-tube.     the apparatus was left to settle with the clip open.    the clip was then closed and a drop of coloured liquid was introduced into the open end of  the capillary tube.    scale capillary tubecoloured liquidcliprubber tubing glass tubing maggots metal gauze soda lime   fig. 3.1    soda lime absorbs carbon dioxide.     during the investigation, the drop of coloured liquid moved along the capillary tube towards   the test-tube.                    ",
+            "9": "9  \u00a9 ucles 2012 0610/52/o/n/12 [turn over  for  examiner's  use  (a) explain why the drop of coloured liquid moved towards the test-tube.                 [4]                           question 3 continues on page 10.     ",
+            "10": "10  \u00a9 ucles 2012 0610/52/o/n/12  for  examiner's  use  some students carried out a similar investigation with another sample of maggots to find  the effect of temperature on this process.       the distance moved by the drop of coloured liquid was measured after one minute at each  temperature as shown in table 3.1.    table 3.1    temperature / \u00b0c 15 20 25 30 35 40  distance moved by drop / mm 20 40 55 80 120 105     (b)  plot the data in table 3.1 to show the effect of temperature on the distance moved by  the drop of coloured liquid.                    [4] ",
+            "11": "11  \u00a9 ucles 2012 0610/52/o/n/12  for  examiner's  use  (c) describe the results shown on the graph.             [3]       (d) suggest a suitable control for this investigation.       [1]        [total: 12]   ",
+            "12": "12      permission to reproduce items where third -party owned material protected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to t race 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.    \u00a9 ucles 2012 0610/52/o/n/12  blank page   "
+        },
+        "0610_w12_qp_53.pdf": {
+            "1": "    this document consists of 11 printed pages and 1 blank page.  ib12 11_0610_53/fp  \u00a9 ucles 2012  [turn over       *1211414383* for examiner's use  1   2   3   total   university of cambridge international examinations  international general certificate of secondary education       biology 0610/53     paper 5  practical test  october/november 2012     1 hour 15 minutes    candidates answer on the question paper    additional materials: as listed in the confidential instructions.       read these instructions first    write your centre number, candidate number and name on all the work you hand in.  write in dark blue or black pen. you may use a pencil for any diagrams or graphs. do not use staples, paper clips, highlighters, glue or correction fluid. do not  write in any barcodes.    answer all questions.    electronic calculators may be used. you may lose marks if you do not show your working or if you do not use appropriate units.   at the end of the examination, fasten all your work securely together.  the number of marks is given in brackets [  ] at the end of each question or part question.     ",
+            "2": "2  \u00a9 ucles 2012 0610/53/o/n/12  for  examiner's  use read through all the questions on this paper carefully before starting work.   1 milk is the main food for young mammals and contains all the required nutrients for the first  part of life. milk needs to clot before it can be digested.     the stomach of a young mammal produces an enzyme which causes some soluble  proteins in milk to form insoluble clots.      you will carry out an investigation on this clotting process.     you are supplied with fresh milk, labelled milk.     you are also supplied with the enzyme, labelled enzyme .     carry out your investigation as follows:    \u007f take a clean test-tube and label it 1.    \u007f measure 5  cm3 of milk into the test-tube.  stand the test-tube in the container of water  at 40  \u00b0c.     when a mixture of milk and the enzyme solution is gently rotated in a test-tube, clotting  goes through the stages shown in fig.  1.1 and fig.  1.2.     stage c is the point at which you should record the time that the reaction has finished.    stage a stage b stage c clots have formedstage d all of milk solidfilm of milk flows  / drains  back into milk quicklyfilm of milk drains slowly and sticks to inside of test-tubesmall spots  / clots stick to inside of test-tube as film of milk drains backall the milk has coagulated     fig. 1.1    clots on the side of the test-tube     fig. 1.2 ",
+            "3": "3  \u00a9 ucles 2012 0610/53/o/n/12 [turn over  for  examiner's  use  (a) (i) add 1  cm3 of the enzyme solution to the milk in test-tube 1 and shake the test-tube  carefully.    \u007f start timing and gently rotate the test-tube as shown in fig. 1.1 to form a film  of milk on the inside of the test-tube.    \u007f keep rotating the test-tube until stage c is reached, as shown in fig. 1.1 and  fig. 1.2, and record the time that was taken for clots to form.            write the time taken for clots to form in table 1.1. [1]    \u007f leave the clotted milk in test-tube 1 as you will need it later.    table 1.1    test-tube time taken for clots to form using fresh milk / seconds  1 \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026..  2 \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026..  3 \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026..      (ii) repeat this procedure with test-tubes labelled 2 and 3. use fresh milk and enzyme  solution each time.       for test-tube 2 and test-tube 3, record the time taken for clots to form in table 1.1.  [2]     (iii)     \u007f filter the clotted milk from test-tube 1 into a clean test-tube through the  apparatus provided. this separates the clots from the liquid. leave this to filter and move onto parts (b) and (c) whilst you wait. you will need both the  clots and the separated liquid for part  (e).     suggest and explain why this procedure was carried out three times.          [2]     ",
+            "4": "4  \u00a9 ucles 2012 0610/53/o/n/12  for  examiner's  use  a similar experiment was carried out using dried milk mixed with water. the results are  shown in table 1.2.    table 1.2    test-tube time taken for clots to form using dried milk / seconds  1 210  2 160  3 200     (b)  describe and explain the results for the time taken to form clots using fresh milk in  table 1.1 and dried milk in table 1.2.             [3]      (c) suggest and explain why the test-tubes were placed in a container of water at 40  \u00b0c.         [2]       (d) (i)  state one source of error in the method  of this investigation.   [1]    (ii) suggest how to improve the method to reduce the error stated in  (d)(i).     [1]     ",
+            "5": "5  \u00a9 ucles 2012 0610/53/o/n/12 [turn over  for  examiner's  use   (e) now you are going to use both the clots and the liquid which you separated  by filtering the milk that was in test-tube 1.     (i) describe how you will safely carry out a test to compare the protein content of the clots with that of the liquid.                  [4]      \u007f test the protein content of the clots by using a suitable reagent.    \u007f test the protein content of the liquid using the same reagent.     (ii) describe your observations and give your conclusions in table 1.3.     table 1.3     clots liquid  observations     \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026    \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026    \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026       \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026   \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026   \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026   conclusions     \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026    \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026    \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026       \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026   \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026   \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026         [4]        [total: 20] ",
+            "6": "6  \u00a9 ucles 2012 0610/53/o/n/12  for  examiner's  use 2 you are provided with part of a plant organ labelled y.    \u007f remove the covering from y.     (a) (i) use the hand lens to examine the  cut surface of y.     make a large, labelled drawing of the cut surface  of y.               [4]   (ii) suggest two biological functions of y for the plant.   1      2            [2] ",
+            "7": "7  \u00a9 ucles 2012 0610/53/o/n/12 [turn over  for  examiner's  use \u007f remove, by cutting, a small piece of the central part of y.    \u007f place it on the tile.    \u007f carefully add a few drops of iodine solution to the small piece of y.     (b) describe and explain your observations.         [2]        [total: 8]                           question 3 begins on page 8.   ",
+            "8": "8  \u00a9 ucles 2012 0610/53/o/n/12  for  examiner's  use 3 flies lay eggs which hatch into maggots. an investigation was carried out on the respiration  rate of maggots.     fig. 3.1 shows some living maggots in a large test-tube.     the apparatus was left to settle with the clip open.    the clip was then closed and a drop of coloured liquid was introduced into the open end of  the capillary tube.    scale capillary tubecoloured liquidcliprubber tubing glass tubing maggots metal gauze soda lime   fig. 3.1    soda lime absorbs carbon dioxide.     during the investigation, the drop of coloured liquid moved along the capillary tube towards   the test-tube.                    ",
+            "9": "9  \u00a9 ucles 2012 0610/53/o/n/12 [turn over  for  examiner's  use  (a) explain why the drop of coloured liquid moved towards the test-tube.                 [4]                           question 3 continues on page 10.     ",
+            "10": "10  \u00a9 ucles 2012 0610/53/o/n/12  for  examiner's  use  some students carried out a similar investigation with another sample of maggots to find  the effect of temperature on this process.       the distance moved by the drop of coloured liquid was measured after one minute at each  temperature as shown in table 3.1.    table 3.1    temperature / \u00b0c 15 20 25 30 35 40  distance moved by drop / mm 20 40 55 80 120 105     (b)  plot the data in table 3.1 to show the effect of temperature on the distance moved by  the drop of coloured liquid.                    [4] ",
+            "11": "11  \u00a9 ucles 2012 0610/53/o/n/12  for  examiner's  use  (c) describe the results shown on the graph.             [3]       (d) suggest a suitable control for this investigation.       [1]        [total: 12]   ",
+            "12": "12      permission to reproduce items where thir d-party owned material protected by copyright  is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to t race 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.    \u00a9 ucles 2012 0610/53/o/n/12  blank page       "
+        },
+        "0610_w12_qp_61.pdf": {
+            "1": "    this document consists of 13 printed pages and 3 blank pages.  ib12 11_0610_61/5rp   \u00a9 ucles 2012  [turn over       *2633815221* university of cambridge international examinations  international general certificate of secondary education       biology 0610/61     paper 6 alternative to practical  october/november 2012     1 hour    candidates answer on the question paper    no additional materials are required.       read these instructions first    write your centre number, candidate number and name on all the work you hand in.  write in dark blue or black pen.  you may use a pencil for any diagrams or graphs. do not use staples, paper clips, highlighters, glue or correction fluid.  do not  write in any barcodes.    answer all questions.   electronic calculators may be used. you may lose marks if you do not show your working or if you do not use appropriate units.  at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question.        for examiner's use   1   2   3   total  ",
+            "2": "2  \u00a9 ucles 2012 0610/61/o/n/12  for  examiner's  use   1 some students compared the metabolism of two yeast mixtures in test-tubes w1 and w2,  using the apparatus shown in fig. 1.1. both mixtures contained the same concentration of sucrose.  20 cm3 active yeast mixture in test-tubefoamdelivery tube beaker of water at 30  \u00b0c \u2013 40 \u00b0cwaterw1 w2thermometer     fig. 1.1    the apparatus was left for two minutes. after this period, the number of gas bubbles  released from the delivery tube was counted for two minutes. this number was recorded as trial 1 in table 1.1.      the yeast mixture was shaken and the number of bubbles was recorded for two more  minutes as  trial  2.  this was repeated for trial 3 .     the whole procedure was then repeated using test-tube w2.     the results for all three trials for test-tube w2 were recorded in table 1.1.    table 1.1    number of bubbles of gas released in two minutes  yeast mixture  trial 1 trial 2 trial 3  w1 5 3 2  w2 20 15 10     (a) gas bubbles are produced in this experiment.      (i) state which metabolic process is being carried out by the yeast cells to produce  this gas.   [1]     (ii) name this gas. [1]    ",
+            "3": "3  \u00a9 ucles 2012 0610/61/o/n/12 [turn over  for  examiner's  use  (iii) describe a test for this gas and the result that you would expect.         [2]      (b) suggest why the test-tubes w1 and w2 were placed in a beaker of warm water during  the experiment.         [2]       (c) describe and explain any differences observed in the number of bubbles of gas  released.            [3]     ",
+            "4": "4  \u00a9 ucles 2012 0610/61/o/n/12  for  examiner's  use (d) state two sources of error in the method  of this investigation.    suggest how to improve the method to reduce each source of error.  source of error    improvement     source of error     improvement    [4]        [total: 13]    ",
+            "5": "5  \u00a9 ucles 2012 0610/61/o/n/12 [turn over                                       question 2 begins on page 6.    ",
+            "6": "6  \u00a9 ucles 2012 0610/61/o/n/12  for  examiner's  use 2 fig. 2.1 shows the upper surface of two leaves, w3 and w4.    w3 w4   fig. 2.1    (a) make a large, labelled drawing of leaf w3.        [4]   ",
+            "7": "7  \u00a9 ucles 2012 0610/61/o/n/12 [turn over  for  examiner's  use  (b) carefully observe leaf w3 and leaf w4 in fig. 2.1.     describe one similarity  and two differences  that you can see. do not include size in  your comparison.     (i) similarity     [1]     (ii) differences   1    2    [2]     ",
+            "8": "8  \u00a9 ucles 2012 0610/61/o/n/12  for  examiner's  use  fig. 2.2 shows a photomicrograph of a section of a leaf similar to w3.           aa b \u00d7 280a bcell y       fig. 2.2    (c) (i)  on fig. 2.2, draw a line to label a photosynthetic cell in the palisade layer. [1]    (ii) draw arrows on fig. 2.2 to show the pathway that carbon dioxide gas must take to  reach the photosynthetic cell labelled in (c)(i)  from the air outside the leaf. [2]    ",
+            "9": "9  \u00a9 ucles 2012 0610/61/o/n/12 [turn over  for  examiner's  use  (d) measure the length, from a to b, of cell y on fig. 2.2.       record your measurement.   length from  a to b  mm      calculate the actual length of cell y.      show your working.       actual length of cell y  mm [3]    ",
+            "10": "10  \u00a9 ucles 2012 0610/61/o/n/12  for  examiner's  use  when leaves die, they fall from the tree and are eventually decomposed.    some students investigated the decomposition of samples of leaves.  they made drawings  and weighed the samples at intervals over a period of two years.      table 2.1 shows the results of this investigation.    table 2.1    time / months mass of leaves in       sample / g appearance of one leaf in  the sample.  0 42.5    6 46.0    12 32.5    18 16.0    24 7.5        (e) (i)  describe and explain the changes in appearance of the leaves during the two  years.            [3]     ",
+            "11": "11  \u00a9 ucles 2012 0610/61/o/n/12 [turn over  for  examiner's  use   (ii)  use the measurements from table 2.1 to plot a graph to show how the mass of the  leaf samples change with time.                        [4]    (iii) describe the results for the change in mass shown on the graph.              [3]        [total: 23] ",
+            "12": "12  \u00a9 ucles 2012 0610/61/o/n/12  for  examiner's  use 3 fig. 3.1 shows an invertebrate animal.        fig. 3.1     fig. 3.2 shows the external features of six other animals.    a bc f d not to scalee   fig. 3.2    (a) give the letters of two animals that belong to the same group as the invertebrate  shown in fig. 3.1.  1    2   [2]   ",
+            "13": "13  \u00a9 ucles 2012 0610/61/o/n/12  for  examiner's  use  (b) describe  two similarities, visible  in fig. 3.2, between animal b and animal f.  1    2    [2]        [total: 4]   ",
+            "14": "14  \u00a9 ucles 2012 0610/61/o/n/12  blank page",
+            "15": "15  \u00a9 ucles 2012 0610/61/o/n/12  blank page",
+            "16": "16      permission to reproduce items where thir d-party owned material protected by copyright  is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holder s, 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.    \u00a9 ucles 2012 0610/61/o/n/12  blank page "
+        },
+        "0610_w12_qp_62.pdf": {
+            "1": "    this document consists of 11 printed pages and 1 blank page.  ib12 11_0610_62/4rp   \u00a9 ucles 2012  [turn over       *5736715400* university of cambridge international examinations  international general certificate of secondary education       biology 0610/62     paper 6 alternative to practical  october/november 2012     1 hour    candidates answer on the question paper    no additional materials are required.       read these instructions first    write your centre number, candidate number and name on all the work you hand in.  write in dark blue or black pen.  you may use a pencil for any diagrams or graphs. do not use staples, paper clips, highlighters, glue or correction fluid.  do not  write in any barcodes.   answer all questions.    electronic calculators may be used. you may lose marks if you do not show your working or if you do not use appropriate units.    at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question.         for examiner's use   1   2   3   total  ",
+            "2": "2  \u00a9 ucles 2012 0610/62/o/n/12  for  examiner's  use 1 milk is the main food for young mammals and contains all the required nutrients for the first  few months of life. milk needs to be clotted before it can be digested.    the stomach of a young mammal produces an enzyme which causes soluble proteins in  milk to form insoluble clots.      some students investigated the effect of temperature on this enzyme using two types of  milk.  the students measured the time taken for clots to form.     table 1.1 shows the results for fresh  milk.    table 1.2 shows the results for dried  milk mixed with water.    table 1.1    time taken for fresh  milk to clot / seconds  temperature / \u00b0c  1st reading 2nd reading 3rd reading mean  33 36 42 30 36  35 35 34 30 33  37 15 20 25   \u2026\u2026  39 19 15 20 18  41 27 25 23 25       (a) complete table 1.1 by calculating the mean value for 37  \u00b0c.     write your answer in table 1.1    [1]   table 1.2    time taken for dried  milk to clot / seconds  temperature / \u00b0c  1st reading 2nd reading 3rd reading mean  33 210 160 200 190  35 165 174 150 163  37 150 125 130 135  39 118 90 110 106  41 69 102 60 77   ",
+            "3": "3  \u00a9 ucles 2012 0610/62/o/n/12 [turn over  for  examiner's  use  (b) (i)  plot a graph of the data for both  types of milk on one set of axes to show the  effect of temperature on the mean  clotting time.          [5]    (ii) describe and compare the effect of temperature on the clotting time for both types  of milk.                 [4]     ",
+            "4": "4  \u00a9 ucles 2012 0610/62/o/n/12  for  examiner's  use  (c) suggest and explain why each test has been carried out three times.        [2]      (d) enzymes are involved in the clotting process. a water bath was used to keep the  temperature constant, at each temperature, for each test.        suggest why it is important to keep the temperature constant.            [3]       (e) the clots are separated and used in cheese making.       describe how you would safely carry out a test to compare the protein content of the  separated clots with the protein content of the liquid.                 [4]        [total: 19]   ",
+            "5": "5  \u00a9 ucles 2012 0610/62/o/n/12 [turn over  for  examiner's  use 2 fig. 2.1 shows part of a plant organ cut vertically in half.        fig. 2.1     (a) (i)  make a large, labelled drawing of the cut surface of this organ.         [4]",
+            "6": "6  \u00a9 ucles 2012 0610/62/o/n/12  for  examiner's  use  (ii) suggest two biological functions of this organ for the plant.   1  2  [2]     (b) a student removed a small sample of the organ and tested it for the presence of starch.    state the name of the reagent used to test for the presence of starch.   [1]      (c) fig. 2.1, on page 5, shows roots growing from the organ.      fig. 2.2 shows some cells found just behind the growing tip of a root.       fig. 2.2      (i)  some of these cells are dividing.  during division the \u2018daughter\u2019 chromosomes  separate at the equator and move towards the poles of the cell.      on fig. 2.2 draw a circle around one cell that shows the chromosomes which have  separated. [1]    (ii) name the type of cell division taking place in fig. 2.2.    [1]   ",
+            "7": "7  \u00a9 ucles 2012 0610/62/o/n/12 [turn over  for  examiner's  use  fig. 2.3 shows some mature root cells further from the tip.         fig. 2.3     (d) describe two visible differences between the dividing cells shown in fig. 2.2 and the  mature cells shown in fig. 2.3.    dividing cells mature cells  1 \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026..  \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026. ..\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026  \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026.. 2 \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026..  \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026. ..\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026  \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026..       [2]        [total: 11]  ",
+            "8": "8  \u00a9 ucles 2012 0610/62/o/n/12  for  examiner's  use 3 flies lay eggs which hatch into maggots. an investigation was carried out on the respiration  rate of maggots.    fig. 3.1 shows some living maggots in a large test-tube.     the apparatus was left to settle with the clip open.    the clip was then closed and a drop of coloured liquid was introduced into the open end of  the capillary tube.    scale capillary tubecoloured liquidcliprubber tubing glass tubing maggots metal gauze soda lime     fig. 3.1     soda lime absorbs carbon dioxide.      during the investigation, the drop of coloured liquid moved along the capillary tube towards   the test-tube.   ",
+            "9": "9  \u00a9 ucles 2012 0610/62/o/n/12 [turn over  for  examiner's  use  (a) explain why the drop of coloured liquid moved towards the test-tube.                [4]       (b) suggest a suitable control for this investigation.    [1]     ",
+            "10": "10  \u00a9 ucles 2012 0610/62/o/n/12  for  examiner's  use   some students carried out a similar investigation with another sample of maggots to  find the effect of temperature on this process.       the distance moved by the drop of coloured liquid was measured after one minute at  each temperature.      fig. 3.2 shows the results.   10 15 20 25 temperature  / \u00b0c30 35 40distance moved by drop  / mm120 100 80604020 0     fig. 3.2     (c) describe the results shown on the graph.            [3]   ",
+            "11": "11  \u00a9 ucles 2012 0610/62/o/n/12  for  examiner's  use  (d) explain the difference between the results at 20  \u00b0c and 30  \u00b0c.        [2]        [total: 10]    ",
+            "12": "12      permission to reproduce items where thir d-party owned material protected by copyright  is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to t race 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.    \u00a9 ucles 2012 0610/62/o/n/12  blank page "
+        },
+        "0610_w12_qp_63.pdf": {
+            "1": "         this document consists of 11 printed pages and  1 blank page.  ib12 11_0610_63/9rp   \u00a9 ucles 2012  [turn over       *2870861678* university of cambridge international examinations  international general certificate of secondary education         biology 0610/63     paper 6  alternative to practical  october/november 2012     1 hour    candidates answer on the question paper.    no additional materials are required.       read these instructions first    write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen.  you may use a pencil for any diagrams or graphs.  do not use staples, paper clips, highlighters, glue or correction fluid. do not  write in any barcodes.   answer all questions.    electronic calculators may be used.  you may lose marks if you do not show your working or if you do not use appropriate units.   at the end of the examination, fasten all your work securely together.  the number of marks is given in brackets [  ] at the end of each question or part question.      for examiner's use   1   2   3   total  ",
+            "2": "2  \u00a9 ucles 2012 0610/63/o/n/12  blank page                       ",
+            "3": "3  \u00a9 ucles 2012 0610/63/o/n/12 [turn over  for  examiner's  use   1 fig. 1.1 shows a woodlouse.        fig. 1.1     (a) (i)  name the invertebrate group to which this animal belongs.   [1]     (ii) describe two features that are characteristic of this invertebrate group.   1    2  [2]      small invertebrates such as woodlice respond to different environmental conditions.    24 woodlice were placed in a choice chamber linked by a connecting passage, as shown in  fig. 1.2.     12 of the woodlice were placed in the damp area on one side of the choice chamber; the  other 12 were placed in the dry area on the other side of the choice chamber.      damp drywoodlouse connecting passage choice chambertransparent lid     fig. 1.2   ",
+            "4": "4  \u00a9 ucles 2012 0610/63/o/n/12  for  examiner's  use  after 5 minutes the number of woodlice in each area of the chamber was recorded.     the woodlice were released into their natural environment.   this procedure was repeated four more times using different woodlice.    the results are shown in table 1.1.    table 1.1    trial 1 2345positions of woodlice damp area dry areanumber of woodlice in the damp areanumber of woodlice in the dry area .. ..connecting passage .. .. .. .. .. .. .. .. .. .. .. ..total mean        (b) complete table 1.1 by:     (i) counting and recording the number of woodlice in each area of the choice chamber  for each trial;                                                                                   [2]     (ii) calculating the total number of woodlice and the mean for each area.                                                                                          [2]    ",
+            "5": "5  \u00a9 ucles 2012 0610/63/o/n/12 [turn over  for  examiner's  use  (c) draw a pie-chart on the diagram below to show the mean number of woodlice in each  area of the chamber. give a key to identify the areas.    key                                                                        . [2]      (d) explain how the behaviour of the woodlice would help them to survive in their natural  habitat.             [3]       (e) suggest how you might improve this investigation.             [3]        [total: 15] ",
+            "6": "6  \u00a9 ucles 2012 0610/63/o/n/12  for  examiner's  use 2 the water hyacinth, eichhornia crassipes , is a free-floating perennial water plant found in  many parts of the world.     fig. 2.1 and fig. 2.2 show plants growing on the surface of water.                                    fig. 2.1 fig. 2.2     fig. 2.3 shows a leaf from one of the water hyacinth plants.       fig. 2.3    ",
+            "7": "7  \u00a9 ucles 2012 0610/63/o/n/12 [turn over  for  examiner's  use  (a) make a large, labelled drawing of the leaf in fig. 2.3 to show the whole leaf, including  the swollen leaf stalk.                                              [4] ",
+            "8": "8  \u00a9 ucles 2012 0610/63/o/n/12  for  examiner's  use  fig. 2.4 shows a cross section through a swollen leaf stalk.    air space z \u00d7100  fig. 2.4     (b) the internal tissue is shown in fig. 2.4. the internal tissue has many large air spaces  between the cells.      measure the size of the air space z on fig. 2.4.  size of air space z mm      use your measurement to calculate the actual size of air space z.      show your working.          actual size of air space z  mm [3]           (c) using the information provided, suggest how the structure of the leaf stalk helps the  plant to grow in the environment in which it is found.         [2]   ",
+            "9": "9  \u00a9 ucles 2012 0610/63/o/n/12 [turn over  for  examiner's  use  water hyacinths will flower and form seeds in warm climates. they can also reproduce and  spread asexually (by vegetative means).     the growth rate can be very rapid and so the plant can become a problem and spread over  the surface of rivers and lakes.    (d) (i)  suggest two ways in which the spread of this water plant can harm other aquatic  organisms.  1     2    [2]     (ii) suggest two ways in which the spread of the plant could be controlled.   1     2    [2]        [total: 13]          ",
+            "10": "10  \u00a9 ucles 2012 0610/63/o/n/12  for  examiner's  use 3 a protease enzyme digests the white protein in milk to form a clear soluble product.     some students carried out an investigation to find the effect of temperature on this process.    5  cm3 of milk and a few drops of enzyme were warmed separately to 40  \u00b0c and then mixed  together. the time taken for the white mixture to clear was recorded. this procedure was repeated two more times at this temperature.    the whole procedure was repeated for a range of temperatures and all the results were  recorded in table 3.1.    table 3.1    time for milk to clear / seconds  temperature  / \u00b0c 1st test 2nd test 3rd test mean  20 120 110 115 115  30 60 55 59 58  40 30 35 28 31  50 19 25 22 22  60 80 75 76 77    ",
+            "11": "11  \u00a9 ucles 2012 0610/63/o/n/12  for  examiner's  use  (a) (i)  plot the data to show the effect of temperature on the mean time for the milk to  clear.          [4]     (ii) describe and explain the effect of temperature on the time taken for the milk to  clear.                 [4]     ",
+            "12": "12    copyright acknowledgements:    question 2 fig. 2.1 \u00a9 water hyacinth image  alamy ltd  permission to reproduce items where thir d-party owned material protected by copyright  is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to trac e 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.    \u00a9 ucles 2012 0610/63/o/n/12  for  examiner's  use (b) (i)  suggest and explain why each test was carried out three times.         [2]     (ii) in this investigation, temperature was varied.       suggest and explain one variable that needs to be controlled.           [2]        [total: 12]   "
+        }
+    },
+    "2013": {
+        "0610_s13_qp_11.pdf": {
+            "1": "    this document consists of 16 printed pages.  ib13 06_0610_11/5rp  \u00a9 ucles 2013  [turn over       *2526737671* university of cambridge international examinations  international general certificate of secondary education       biology 0610/11     paper 1  multiple choice  may/june 2013     45 minutes    additional materials: multiple choice answer sheet    soft clean eraser    soft pencil (type b or hb is recommended)        read these instructions first    write in soft pencil.  do not use staples, paper clips, highlighters, glue or correction fluid. write your name, centre number and candidate number on the answer sheet in the spaces provided  unless this has been done for you.  do not  write in any barcodes   there are forty  questions on this paper. answer all questions. for each question there are four possible  answers a, b, c and d.   choose the one you consider correct and record your choice in soft pencil  on the separate answer sheet.    read the instructions on the answer sheet very carefully.   each correct answer will score one mark. a mark will not be deducted for a wrong answer. any rough working should be done in this booklet.  electronic calculators may be used.     ",
+            "2": "2  \u00a9 ucles 2013 0610/11/m/j/13  1 worms come to the soil surface after heavy rain.    which characteristic of living organisms does this show?  a growth  b nutrition  c reproduction  d sensitivity     2 which animal is not an arthropod?    ab cd      3 the diagram shows a sea lion.    which labelled feature shows that this animal is a mammal?    a streamlined body b flipperc skind whiskers      ",
+            "3": "3  \u00a9 ucles 2013 0610/11/m/j/13 [turn over  4 the diagram shows an animal found in fresh water.         use the key to identify the animal.  1 body divided into segments ... go to 2   body not divided into segments . go to 3  2 straight body .. animal a   curved body ... animal b  3 has a shell . animal c   has no shell ... animal d    5 which statement about xylem is correct?  a it carries sucrose.  b it converts light energy to chemical energy.  c it divides actively to help the plant to grow.  d it is no longer living.     6 the diagram shows a bacterial cell.    cell wall cell membranecytoplasm dna     how is this cell different from a typical animal cell?  a it has a cell membrane.  b it has cytoplasm.  c it has no chloroplasts.  d it has no nucleus.    ",
+            "4": "4  \u00a9 ucles 2013 0610/11/m/j/13  7 the diagram shows a plant cell.    in which labelled part of the cell is sugar made?    d cell walla vacuole b chloroplast c nucleus     8 which of these tissues is not part of the organ with which it is paired?     tissue organ containing this  tissue  a ciliated root  b muscle intestine  c nervous brain  d xylem leaf     9 the diagram shows a specialised cell.    nucleus vacuole cell membrane cell wall    for which function is the cell adapted?  a absorption of water  b contraction of muscles  c movement of dust particles  d transport of oxygen    ",
+            "5": "5  \u00a9 ucles 2013 0610/11/m/j/13 [turn over  10 the diagram represents two liquids, separated by a membrane through which osmosis can occur.    left right membrane  key molecule of water molecule of dissolved sustance     what movement of molecules will occur?  a molecules of dissolved substance move from left to right.  b molecules of dissolved substance move from right to left.  c overall, water molecules move from left to right.  d overall, water molecules move from right to left.      11 the scent from a bunch of flowers spreads throughout a room.    how does the scent spread?  a by conduction  b by diffusion  c by osmosis  d by transpiration    12 a human cell contains a length of dna that carries the code for making which substance?  a fat  b glycogen  c lipase  d starch    ",
+            "6": "6  \u00a9 ucles 2013 0610/11/m/j/13  13 a student set up a test-tube containing starch, water and amylase.    how could the student test whether the amylase had digested all the starch?  a add biuret solution.  b add dilute hydrochloric acid.  c add iodine solution.  d weigh the test-tubes and contents before and after the experiment.     14 the diagram shows the apparatus used in an investigation to measure the rate of oxygen  production during photosynthesis.    bright lightgasmeasuring cylinder glass funnelbeaker aquatic plantwater     the investigation was repeated several times and the average amount of gas collected was  calculated.    which two factors must be kept constant during this investigation?  a the amount of water in the beaker and the height of the measuring cylinder  b the size of aquatic plant and the amount of gas in the measuring cylinder  c the size of aquatic plant and the duration of exposure to light  d the size of the beaker and the funnel     ",
+            "7": "7  \u00a9 ucles 2013 0610/11/m/j/13 [turn over  15 the diagram shows the four types of human tooth.    12 3 4 incisor canine premolar molar     which teeth are used for cutting rather than grinding food?  a 1 and 2 b 2 and 3 c 3 and 4 d 4 and 1    16 the diagram shows an experiment kept at room temperature.    tubing containing starch, protease, protein and simple sugars membrane permeable to small molecules onlydistilled watertest-tube     what is present in the water surrounding the membrane after 45 minutes?  a amino acids and simple sugars  b protein and amino acids  c protein and simple sugars  d starch and simple sugars     ",
+            "8": "8  \u00a9 ucles 2013 0610/11/m/j/13  17 the diagram shows a double circulatory system.    heart2 13 4capillaries of the lungscapillaries of the rest of the body     which vessels carry oxygenated blood?  a 1 and 2 b 1 and 4 c 2 and 3 d 2 and 4     18 the photograph shows two blood cells, x and y.    xy     what are the functions of cells x and y?     cell x cell y  a carries out phagocytosis carries oxygen  b carries oxygen produces antibodies  c carries oxygen carries carbon dioxide  d produces antibodies carries oxygen     ",
+            "9": "9  \u00a9 ucles 2013 0610/11/m/j/13 [turn over  19 the table shows the rate of water flow through a tree over a 12 hour period.    time of day rate of flow  /  cm per hour  17:00 100  19:00 120  11:00 140  13:00 250  15:00 300  17:00 260  19:00 180    what conclusion can be drawn from the table?   a between 7:00 and 17:00 hours the rate of flow continuously increases.  b the greatest increase in rate of flow in a two-hour period is between 11:00 and 13:00 hours.  c water does not flow up through a tree at night.  d water flow is affected by humidity.     20 which chemical could be used to show that cells are respiring aerobically?  a benedict\u2019s solution  b dilute sulfuric acid  c ethanol  d limewater     21 when does respiration take place in animals and plants?     animals plants  a all the time all the time  b all the time night time only  c day time only day time only  d day time only night time only     ",
+            "10": "10  \u00a9 ucles 2013 0610/11/m/j/13  22 the diagram shows some ciliated cells from the trachea.    x     what is the function of the parts labelled x?  a detecting stimuli  b exchanging gases  c moving mucus  d trapping bacteria    23 which food type, when eaten in excess, will cause a rise in the urea content of urine?  a carbohydrate  b fat  c mineral salts  d protein    24 where is urea made?    a intestines  b kidney  c liver  d muscles    ",
+            "11": "11  \u00a9 ucles 2013 0610/11/m/j/13 [turn over  25 the diagram shows the eye of a person in a brightly-lit room.    f g    what happens to distance f and distance g when this person moves into a dimly-lit room?     distance f distance g  a becomes larger becomes smaller  b becomes smaller stays the same  c becomes smaller becomes larger  d stays the same becomes smaller     26 a boy accidentally touches a very hot object and immediately takes his hand away.    in this reflex action, what is the effector?  a a heat receptor in his hand  b a motor neurone  c a muscle in his arm  d the spinal cord      27 which row shows how one type of gamete is transported so that fertilisation can occur in a  flowering plant?     type of gamete how transported  a female in a pollen grain  b female in a seed  c male in a pollen grain  d male in a seed     ",
+            "12": "12  \u00a9 ucles 2013 0610/11/m/j/13  28 in which conditions will seeds germinate?     temperature  / \u00b0c the only gas present water  a 20 carbon dioxide water present  b 20 oxygen water present  c 0 carbon dioxide water absent  d 0 oxygen water absent     29 the graph shows the growth curves for boys and girls.    0 5 10 age  / years15 20 70 605040302010 0mass /  kgboys  girls      what is the approximate average growth rate of boys between 10 and 15 years old?  a 3.5  kg per year  b 18  kg per year  c 32  kg per year  d 50  kg per year    30 in cats, the allele for short hair is dominant to the allele for long hair. a short-haired cat gives birth  to five kittens. two of them have long hair.    which statement must  be correct?  a neither of the parents is heterozygous.  b one parent is homozygous.  c the female cat is heterozygous.  d the male cat is heterozygous.    ",
+            "13": "13  \u00a9 ucles 2013 0610/11/m/j/13 [turn over  31 cystic fibrosis is an inherited disease that occurs when an individual is homozygous for a  recessive allele.    if parents are both heterozygous for this characteristic, what is the probability that their first child will have cystic fibrosis?  a 0% b 25% c 50% d 100%    32 what determines the sex of a baby?  a the father\u2019s blood group  b the father\u2019s chromosomes  c the mother\u2019s blood group  d the mother\u2019s chromosomes     33 which statement explains why the energy flow in a food chain is in one direction?  a decomposers recycle nutrients for plants.  b energy is not recycled.  c plants convert light energy to chemical energy.  d the number of organisms decreases at each level in the food chain.     34 which organisms do not get their energy by eating other organisms?  a consumer  b decomposer  c herbivore  d producer     ",
+            "14": "14  \u00a9 ucles 2013 0610/11/m/j/13  35 a single tree is food for a large population of caterpillars. several small birds eat the caterpillars.  the small birds are eaten by a bird of prey.    which is the pyramid of biomass?    ab cd       36 the diagram shows part of the carbon cycle.    which letter represents photosynthesis?    carbon dioxide in air plants animalsfossil fuelsc ba d      ",
+            "15": "15  \u00a9 ucles 2013 0610/11/m/j/13 [turn over  37 the diagram shows part of the water cycle.    tree soil cloud  rain      how is water lost from the tree?  a condensation  b respiration  c translocation  d transpiration     38 rabbits eat grass and foxes eat rabbits.    what would cause the highest increase in the number of rabbits?  a less grass and fewer foxes  b less grass and more foxes  c more grass and fewer foxes  d more grass and more foxes    39 the bloodworm is found in heavily polluted water.    the diagram shows where raw sewage flows into a river.    where would there be fewest bloodworms?    input of sewage ba cd direction of flow   ",
+            "16": "16      permission to reproduce items where thir d-party owned material protected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holder s, 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 th e cambridge assessment group. ca mbridge assessment is the brand  name of university of  cambridge local examinations syndicate (ucles), which is itself a department of the university of cambridge.   \u00a9 ucles 2013 0610/11/m/j/13  40 what describes eutrophication and its effect on a river?  a nutrients are depleted in the river, causing bacteria to die. this allows plants to grow and  deoxygenate the water.  b nutrients are depleted in the river, causing plants to die. these decompose, so the water is  deoxygenated.  c nutrients enter the river, causing algae to grow. these die and decompose, so the water is  deoxygenated.  d nutrients enter the river, causing plants to grow. these provide extra food for animals, which  deoxygenate the water.      "
+        },
+        "0610_s13_qp_12.pdf": {
+            "1": "    this document consists of 17 printed pages and 3 blank pages.  ib13 06_0610_12/4rp  \u00a9 ucles 2013  [turn over       *8237681575*   university of cambridge international examinations  international general certificate of secondary education       biology 0610/12     paper 1  multiple choice  may/june 2013     45 minutes    additional materials: multiple choice answer sheet    soft clean eraser   soft pencil (type b or hb is recommended)        read these instructions first    write in soft pencil.  do not use staples, paper clips, highlighters, glue or correction fluid. write your name, centre number and candidate number on the answer sheet in the spaces provided  unless this has been done for you.  do not  write in any barcodes   there are forty  questions on this paper. answer all questions. for each question there are four possible  answers a, b, c and d.   choose the one you consider correct and record your choice in soft pencil  on the separate answer sheet.   read the instructions on the answer sheet very carefully.  each correct answer will score one mark. a mark will not be deducted for a wrong answer. any rough working should be done in this booklet.  electronic calculators may be used.     ",
+            "2": "2  \u00a9 ucles 2013 0610/12/m/j/13  1 the diagrams show a plant at the start of an experiment, and the same plant two days later.    start of experiment after two days light from  one side      which characteristic of living organisms is not demonstrated by this experiment?  a excretion  b growth  c movement  d sensitivity      2 an animal can swim, has a backbone, suckles young and breathes air.  to which group does it belong?  a amphibians  b fish  c mammals  d reptiles     3 what is a feature of both  insects and arachnids?  a antennae  b compound eyes  c exoskeleton  d six legs    ",
+            "3": "3  \u00a9 ucles 2013 0610/12/m/j/13 [turn over  4 the diagram shows an arthropod.        using the key, identify this arthropod.  1 body segments clearly visible ...  go to 2  body segments not visible   go to 4  2 body with many segments   go to 3  body with three distinct parts   go to 4  3 antennae longer than the legs ..  a  antennae shorter than the legs .  b  4 three pairs of legs .  c  more than three pairs of legs   d     5 the diagram shows some cells.    cell membrane cytoplasm nucleus    what are these cells?  a liver cells  b palisade cells  c red blood cells  d white blood cells     ",
+            "4": "4  \u00a9 ucles 2013 0610/12/m/j/13  6 the diagram shows a plant cell.    in which labelled part of the cell is sugar made?    d cell walla vacuole b chloroplast c nucleus     7 which cells line the trachea?    abcd     ",
+            "5": "5  \u00a9 ucles 2013 0610/12/m/j/13 [turn over  8 the photograph shows a cross-section of a root.    xylemroot hai r     the root hair and the xylem are part of the same  a cell and organism.   b cell and tissue.   c organ and organism.   d tissue and organ.     9 the scent from a bunch of flowers spreads throughout a room.    how does the scent spread?  a by conduction  b by diffusion  c by osmosis  d by transpiration     ",
+            "6": "6  \u00a9 ucles 2013 0610/12/m/j/13  10 the diagram represents two liquids, separated by a membrane through which osmosis can occur.    left right membrane  key molecule of water molecule of dissolved sustance     what movement of molecules will occur?  a molecules of dissolved substance move from left to right.  b molecules of dissolved substance move from right to left.  c overall, water molecules move from left to right.  d overall, water molecules move from right to left.      11 the temperature of an enzyme-controlled reaction is increased by 10  \u00b0c.    how does this affect the rate of reaction?  a it always increases the rate.  b it always decreases the rate.  c it may increase or decrease the rate.  d it has no effect on the rate.      12 in an experiment, the effect of temperature on the action of amylase is investigated.    six different test-tubes are set up, each containing a mixture of amylase and starch solution.    which condition should not be kept the same in each of the six test-tubes?  a concentration of amylase  b ph  c temperature  d volume of starch solution     ",
+            "7": "7  \u00a9 ucles 2013 0610/12/m/j/13 [turn over  13 the diagram shows an experiment kept at room temperature.    tubing containing starch, protease, protein and simple sugars membrane permeable to small molecules onlydistilled watertest-tube     what is present in the water surrounding the membrane after 45 minutes?  a amino acids and simple sugars  b protein and amino acids  c protein and simple sugars  d starch and simple sugars     14 what is the result of a diet lacking iron?  a bleeding gums  b poor wound healing  c reduced number of red blood cells  d weak bones and teeth    ",
+            "8": "8  \u00a9 ucles 2013 0610/12/m/j/13  15 the diagram shows the four types of human tooth.    12 3 4 incisor canine premolar molar     which teeth are used for cutting rather than grinding food?  a 1 and 2 b 2 and 3 c 3 and 4 d 4 and 1     16 the diagram shows a double circulatory system.    heart2 13 4capillaries of the lungscapillaries of therest of the body     which vessels carry oxygenated blood?  a 1 and 2 b 1 and 4 c 2 and 3 d 2 and 4     17 which words correctly complete the following sentence?   \u2018transpiration is the \u2026\u20261\u2026\u2026 of water at the surface of the \u2026\u20262\u2026\u2026 cells followed by the \u2026\u20263\u2026\u2026 of water vapour from the plant \u2026\u20264\u2026\u2026 .\u2019     1 2 3 4  a active uptake xylem gain stem  b diffusion guard gain root  c evaporation mesophyll loss leaves  d osmosis cuticle loss flower    ",
+            "9": "9  \u00a9 ucles 2013 0610/12/m/j/13 [turn over  18 the diagram shows the human heart.    rq p s     in which order does blood pass through the chambers during a complete circuit of the body after  it returns from the lungs?  a q \u2192 r \u2192 s \u2192 p  b q \u2192 r \u2192 p \u2192 s  c p \u2192 s \u2192 q \u2192 r  d p \u2192 s \u2192 r \u2192 q    19 an athlete takes part in a race. the graph shows her breathing rate before, during and after the  race.     at which point does her body contain the greatest amount of lactic acid?     breathing rate time start of raceend of raceabc d      20 when does respiration take place in animals and plants?     animals plants  a all the time all the time  b all the time night time only  c day time only day time only  d day time only night time only   ",
+            "10": "10  \u00a9 ucles 2013 0610/12/m/j/13  21 what are the effects of tobacco smoke on the gas exchange system?     mucus in the airways chance of lung infection  a decreased decreased  b decreased increased  c increased decreased  d increased increased     22 what are the functions of the diaphrag m and the cilia in the human gas exchange system?     diaphragm cilia  a contracts to cause breathing in carry mucus to the throat  b contracts to cause breathing out trap bacteria from the air  c relaxes to cause breathing in filter dust from the air  d relaxes to cause breathing out produce mucus    23 which food type, when eaten in excess, will cause a rise in the urea content of urine?  a carbohydrate  b fat  c mineral salts  d protein     24 the diagram shows the eye of a person in a brightly-lit room.    f g    what happens to distance f and distance g when this person moves into a dimly-lit room?     distance f distance g  a becomes larger becomes smaller  b becomes smaller stays the same  c becomes smaller becomes larger  d stays the same becomes smaller   ",
+            "11": "11  \u00a9 ucles 2013 0610/12/m/j/13 [turn over  25 a boy accidentally touches a very hot object and immediately takes his hand away.    in this reflex action, what is the effector?  a a heat receptor in his hand  b a motor neurone  c a muscle in his arm  d the spinal cord     26 the diagram shows the female reproductive system.    where does implantation normally occur?    abc d     ",
+            "12": "12  \u00a9 ucles 2013 0610/12/m/j/13  27 the diagram shows a vertical section through the carpel of a flower that has been pollinated.    pollen tube     what is the correct order of structures through which the pollen tube must grow in order to bring  about fertilisation?     first  last  a micropyle stigma style ovary wall  b ovary wall micropyle stigma style  c stigma style ovary wall micropyle  d style ovary wall micropyle stigma     28 which environmental condition is  not needed for the germination of seeds?  a carbon dioxide  b oxygen  c warmth  d water    ",
+            "13": "13  \u00a9 ucles 2013 0610/12/m/j/13 [turn over  29 the graph shows how dry mass of a plant changes with time.    where on the graph is growth occurring?    timedry mass a b cd      30 when white-flowered pea plants are crossed with red-flowered pea plants, the offspring (f 1) all  have red flowers.    if these f 1 plants pollinate themselves, the next generation (f 2) contains both red and white- flowered plants.   which statement explains this?  a the allele for red flowers is dominant and the f 1 plants are heterozygous.  b the allele for red flowers is dominant and the f 1 plants are homozygous.  c the allele for red flowers is recessive and the f 1 plants are heterozygous.  d the allele for red flowers is recessive and the f 1 plants are homozygous.      31 a gene for insulin is taken from a human cell and placed in a bacterium.    the bacterium can then make human insulin.    what is this process called?  a artificial selection  b genetic engineering  c heterozygous inheritance  d natural selection     ",
+            "14": "14  \u00a9 ucles 2013 0610/12/m/j/13  32 the diagram shows two pyramids based on food chains in which the producer is a large tree.    p q    what do the two pyramids represent?      p q  a biomass biomass  b biomass numbers  c numbers biomass  d numbers numbers      33 the diagram shows a food chain.    rice plant  \u2192  caterpillar  \u2192  song bird  \u2192  hawk    how many decomposers are shown in this food chain?  a 0 b 1 c 3 d 4     34 the numbers in the diagram below show the am ount of energy, in kj, transferred through a part  of an ecosystem.    sunlight  plants  herbivores  carnivores 88 000 15 000energy lost  energy lost energy lost 73  000 13 200     how much energy, in kj, is transferred from herbivores to carnivores?  a 15  000 + 13  200  b 15  000 \u2013 13  200  c 88  000 + 15  000  d 88  000 \u2013 15  000   ",
+            "15": "15  \u00a9 ucles 2013 0610/12/m/j/13 [turn over  35 the diagram shows part of the carbon cycle without the arrows.    which labelled line should have an arrow head on its lower end?    burning a b c d  decay respiration plantscarbon dioxide in air animals wood  fossil  fuels       36 which letter represents the lag phase in the population graph shown?      ab c d timenumber of individualsin thepopulation      ",
+            "16": "16  \u00a9 ucles 2013 0610/12/m/j/13  37 the diagram shows part of the water cycle.    tree soil cloud  rain      how is water lost from the tree?  a condensation  b respiration  c translocation  d transpiration      38 the diagram shows a population pyramid for a city.    60 60 50 50 40 40 30 30 20 20 10 10 0 0 90+  80-89  70-79 60-69 50-59 40-49 30-39  20-29  10-19  0-9 age thousands thousandsmales females     what feature of the population is shown in the diagram?  a a quarter of the population is aged above 70.  b the greater proportion of the population is aged below 40.  c there are more females over 80 than males over 80.  d there is a low birth rate. ",
+            "17": "17  \u00a9 ucles 2013 0610/12/m/j/13  39 what are the possible effects of deforestation?     loss of soil flooding decrease in atmospheric  carbon dioxide  a \u0013 \u0013 \u0017  b \u0013 \u0017 \u0013  c \u0017 \u0013 \u0017  d \u0017 \u0017 \u0013      40 a farmer put some fertiliser on his field. soon afterwards, there was a heavy storm and some of  the fertiliser drained into a lake.    land with fertiliser lakeplants    what is the effect of the fertiliser on the growth of  the crop plants in the field and the plants in the  lake?     crop plants lake plants  a decrease growth  decrease growth  b decrease growth increase growth  c increase growth decrease growth  d increase growth increase growth     ",
+            "18": "18    \u00a9 ucles 2013 0610/12/m/j/13  blank page",
+            "19": "19  \u00a9 ucles 2013 0610/12/m/j/13  blank page",
+            "20": "20  copyright acknowledgements:    question 8 \u00a9  ref:  b705/061;  transverse secton through iris root ;  claude nuridsany & marie perennou;  science photo library.   permission to reproduce items where thir d-party owned material protected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to t race copyright holders, but if any items requiring clearance have unwittingly been included, the  publisher will be pleased to make amends at the earliest possible opportunity.    cambridge international examinations is part of the cambridge asse ssment group. cambridge assessment is the brand name of unive rsity of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge.    \u00a9 ucles 2013 0610/12/m/j/13  blank page  "
+        },
+        "0610_s13_qp_13.pdf": {
+            "1": "    this document consists of 15 printed pages and 1 blank page.  ib13 06_0610_13/fp  \u00a9 ucles 2013  [turn over       *4846544150* university of cambridge international examinations  international general certificate of secondary education       biology 0610/13     paper 1  multiple choice  may/june 2013     45 minutes    additional materials: multiple choice answer sheet    soft clean eraser    soft pencil (type b or hb is recommended)        read these instructions first    write in soft pencil.  do not use staples, paper clips, highlighters, glue or correction fluid. write your name, centre number and candidate number on the answer sheet in the spaces provided  unless this has been done for you.  do not  write in any barcodes   there are forty  questions on this paper. answer all questions. for each question there are four possible  answers a, b, c and d.   choose the one you consider correct and record your choice in soft pencil  on the separate answer sheet.    read the instructions on the answer sheet very carefully.   each correct answer will score one mark. a mark will not be deducted for a wrong answer. any rough working should be done in this booklet.  electronic calculators may be used.     ",
+            "2": "2  \u00a9 ucles 2013 0610/13/m/j/13  1 which animal is not an arthropod?    ab cd       2 the diagram shows an animal found in fresh water.        use the key to identify the animal.  1 body divided into segments ... go to 2   body not divided into segments . go to 3  2 straight body .. animal a   curved body ... animal b  3 has a shell . animal c   has no shell ... animal d    ",
+            "3": "3  \u00a9 ucles 2013 0610/13/m/j/13 [turn over  3 worms come to the soil surface after heavy rain.    which characteristic of living organisms does this show?  a growth  b nutrition  c reproduction  d sensitivity     4 the diagram shows a sea lion.    which labelled feature shows that this animal is a mammal?    a streamlined body b flipperc skind whiskers       5 the diagram shows a bacterial cell.    cell wall cell membranecytoplasm dna     how is this cell different from a typical animal cell?  a it has a cell membrane.  b it has cytoplasm.  c it has no chloroplasts.  d it has no nucleus.     ",
+            "4": "4  \u00a9 ucles 2013 0610/13/m/j/13  6 which statement about xylem is correct?  a it carries sucrose.  b it converts light energy to chemical energy.  c it divides actively to help the plant to grow.  d it is no longer living.      7 which of these tissues is not part of the organ with which it is paired?     tissue organ containing this  tissue  a ciliated root  b muscle intestine  c nervous brain  d xylem leaf      8 the diagram shows a plant cell.    in which labelled part of the cell is sugar made?    d cell walla vacuole b chloroplast c nucleus     ",
+            "5": "5  \u00a9 ucles 2013 0610/13/m/j/13 [turn over  9 the diagram represents two liquids, separated by a membrane through which osmosis can occur.    left right membrane  key molecule of water molecule of dissolved sustance     what movement of molecules will occur?  a molecules of dissolved substance move from left to right.  b molecules of dissolved substance move from right to left.  c overall, water molecules move from left to right.  d overall, water molecules move from right to left.      10 the scent from a bunch of flowers spreads throughout a room.    how does the scent spread?  a by conduction  b by diffusion  c by osmosis  d by transpiration     11 the diagram shows a specialised cell.    nucleus vacuole cell membrane cell wall    for which function is the cell adapted?  a absorption of water  b contraction of muscles  c movement of dust particles  d transport of oxygen ",
+            "6": "6  \u00a9 ucles 2013 0610/13/m/j/13  12 a student set up a test-tube containing starch, water and amylase.    how could the student test whether the amylase had digested all the starch?  a add biuret solution.  b add dilute hydrochloric acid.  c add iodine solution.  d weigh the test-tubes and contents before and after the experiment.     13 a human cell contains a length of dna that carries the code for making which substance?  a fat  b glycogen  c lipase  d starch    14 the diagram shows an experiment kept at room temperature.    tubing containing starch, protease, protein and simple sugars membrane permeable to small molecules onlydistilled watertest-tube     what is present in the water surrounding the membrane after 45 minutes?  a amino acids and simple sugars  b protein and amino acids  c protein and simple sugars  d starch and simple sugars     ",
+            "7": "7  \u00a9 ucles 2013 0610/13/m/j/13 [turn over  15 the diagram shows the four types of human tooth.    12 3 4 incisor canine premolar molar     which teeth are used for cutting rather than grinding food?  a 1 and 2 b 2 and 3 c 3 and 4 d 4 and 1     16 the diagram shows the apparatus used in an investigation to measure the rate of oxygen  production during photosynthesis.    bright lightgasmeasuring cylinder glass funnelbeaker aquatic plantwater     the investigation was repeated several times and the average amount of gas collected was  calculated.    which two factors must be kept constant during this investigation?  a the amount of water in the beaker and the height of the measuring cylinder  b the size of aquatic plant and the amount of gas in the measuring cylinder  c the size of aquatic plant and the duration of exposure to light  d the size of the beaker and the funnel     ",
+            "8": "8  \u00a9 ucles 2013 0610/13/m/j/13  17 the photograph shows two blood cells, x and y.    xy     what are the functions of cells x and y?     cell x cell y  a carries out phagocytosis carries oxygen  b carries oxygen produces antibodies  c carries oxygen carries carbon dioxide  d produces antibodies carries oxygen      18 when does respiration take place in animals and plants?     animals plants  a all the time all the time  b all the time night time only  c day time only day time only  d day time only night time only     19 which chemical could be used to show that cells are respiring aerobically?  a benedict\u2019s solution  b dilute sulfuric acid  c ethanol  d limewater    ",
+            "9": "9  \u00a9 ucles 2013 0610/13/m/j/13 [turn over  20 the table shows the rate of water flow through a tree over a 12 hour period.    time of day rate of flow  /  cm per hour  17:00 100  19:00 120  11:00 140  13:00 250  15:00 300  17:00 260  19:00 180    what conclusion can be drawn from the table?   a between 7:00 and 17:00 hours the rate of flow continuously increases.  b the greatest increase in rate of flow in a two-hour period is between 11:00 and 13:00 hours.  c water does not flow up through a tree at night.  d water flow is affected by humidity.    21 the diagram shows a double circulatory system.    heart2 13 4capillaries of the lungscapillaries of therest of the body     which vessels carry oxygenated blood?  a 1 and 2 b 1 and 4 c 2 and 3 d 2 and 4     22 where is urea made?    a intestines  b kidney  c liver  d muscles    ",
+            "10": "10  \u00a9 ucles 2013 0610/13/m/j/13  23 the diagram shows some ciliated cells from the trachea.    x     what is the function of the parts labelled x?  a detecting stimuli  b exchanging gases  c moving mucus  d trapping bacteria     24 which food type, when eaten in excess, will cause a rise in the urea content of urine?  a carbohydrate  b fat  c mineral salts  d protein    25 a boy accidentally touches a very hot object and immediately takes his hand away.    in this reflex action, what is the effector?  a a heat receptor in his hand  b a motor neurone  c a muscle in his arm  d the spinal cord     ",
+            "11": "11  \u00a9 ucles 2013 0610/13/m/j/13 [turn over  26 the diagram shows the eye of a person in a brightly-lit room.    f g    what happens to distance f and distance g when this person moves into a dimly-lit room?     distance f distance g  a becomes larger becomes smaller  b becomes smaller stays the same  c becomes smaller becomes larger  d stays the same becomes smaller     27 the graph shows the growth curves for boys and girls.    0 5 10 age  / years15 20 70 605040302010 0mass / kgboys  girls      what is the approximate average growth rate of boys between 10 and 15 years old?  a 3.5  kg per year  b 18  kg per year  c 32  kg per year  d 50  kg per year     ",
+            "12": "12  \u00a9 ucles 2013 0610/13/m/j/13  28 which row shows how one type of gamete is transported so that fertilisation can occur in a  flowering plant?     type of gamete how transported  a female in a pollen grain  b female in a seed  c male in a pollen grain  d male in a seed     29 in which conditions will seeds germinate?     temperature  / \u00b0c the only gas present water  a 20 carbon dioxide water present  b 20 oxygen water present  c 0 carbon dioxide water absent  d 0 oxygen water absent     30 cystic fibrosis is an inherited disease that occurs when an individual is homozygous for a  recessive allele.    if parents are both heterozygous for this characteristic, what is the probability that their first child will have cystic fibrosis?  a 0% b 25% c 50% d 100%      31 what determines the sex of a baby?  a the father\u2019s blood group  b the father\u2019s chromosomes  c the mother\u2019s blood group  d the mother\u2019s chromosomes      32 in cats, the allele for short hair is dominant to the allele for long hair. a short-haired cat gives birth  to five kittens. two of them have long hair.    which statement must  be correct?  a neither of the parents is heterozygous.  b one parent is homozygous.  c the female cat is heterozygous.  d the male cat is heterozygous.   ",
+            "13": "13  \u00a9 ucles 2013 0610/13/m/j/13 [turn over  33 a single tree is food for a large population of caterpillars. several small birds eat the caterpillars.  the small birds are eaten by a bird of prey.    which is the pyramid of biomass?    ab cd       34 the diagram shows part of the carbon cycle.    which letter represents photosynthesis?    carbon dioxide in air plants animalsfossil fuelsc ba d       35 which organisms do not get their energy by eating other organisms?  a consumer  b decomposer  c herbivore  d producer ",
+            "14": "14  \u00a9 ucles 2013 0610/13/m/j/13  36 which statement explains why the energy flow in a food chain is in one direction?  a decomposers recycle nutrients for plants.  b energy is not recycled.  c plants convert light energy to chemical energy.  d the number of organisms decreases at each level in the food chain.      37 rabbits eat grass and foxes eat rabbits.    what would cause the highest increase in the number of rabbits?  a less grass and fewer foxes  b less grass and more foxes  c more grass and fewer foxes  d more grass and more foxes     38 the diagram shows part of the water cycle.    tree soil cloud  rain      how is water lost from the tree?  a condensation  b respiration  c translocation  d transpiration     ",
+            "15": "15  \u00a9 ucles 2013 0610/13/m/j/13  39 what describes eutrophication and its effect on a river?  a nutrients are depleted in the river, causing bacteria to die. this allows plants to grow and  deoxygenate the water.  b nutrients are depleted in the river, causing plants to die. these decompose, so the water is deoxygenated.  c nutrients enter the river, causing algae to grow. these die and decompose, so the water is deoxygenated.  d nutrients enter the river, causing plants to grow. these provide extra food for animals, which  deoxygenate the water.     40 the bloodworm is found in heavily polluted water.    the diagram shows where raw sewage flows into a river.    where would there be fewest bloodworms?    input of sewage ba cd direction of flow    ",
+            "16": "16      permission to reproduce items where thir d-party owned material protected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holder s, 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 t he cambridge assessment group. ca mbridge assessment is the brand  name of university of  cambridge local examinations syndicate (ucles), which is itself a department of the university of cambridge.    \u00a9 ucles 2013 0610/13/m/j/13  blank page  "
+        },
+        "0610_s13_qp_21.pdf": {
+            "1": "    this document consists of 18 printed pages and 2 blank pages.  ib13 06_0610_21/3rp  \u00a9 ucles 2013  [turn over       *4160810555* university of cambridge international examinations  international general certificate of secondary education       biology 0610/21     paper 2 core  may/june 2013     1 hour 15 minutes    candidates answer on the question paper.    no additional materials are required.       read these instructions first    write your centre number, candidate number and name on all the work you hand in.  write in dark blue or black pen.  you may use a pencil for any diagrams or graphs. do not use staples, paper clips, highlighters, glue or correction fluid.  do not  write in any barcodes.   answer all questions.    electronic calculators may be used. you may lose marks if you do not show your working or if you do not use appropriate units.    at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [ ] at the end of each question or part question.   ",
+            "2": "2  \u00a9 ucles 2013 0610/21/m/j/13  for  examiner's  use 1 the terms eating and breathing are often wrongly stated as characteristics of living  organisms.    (a) eating is often confused with nutrition.       define the term nutrition .        [2]      (b) breathing is often confused with respiration.       define the term respiration .        [2]        [total: 4]    ",
+            "3": "3  \u00a9 ucles 2013 0610/21/m/j/13 [turn over  for  examiner's  use 2 (a)  table 2.1 shows some of the effects of alcohol and heroin.     complete table 2.1 by writing yes or no in each of the boxes.     one box has been completed for you.    table 2.1    effect alcohol heroin  addiction    depressant    can cause liver damage when  used in excess  yes      [3]    (b) tobacco smoke contains harmful chemicals.      state one effect of the following chemicals in tobacco smoke:     (i) carbon monoxide;     [1]     (ii) nicotine;     [1]     (iii) tar.     [1]        [total: 6]   ",
+            "4": "4  \u00a9 ucles 2013 0610/21/m/j/13  for  examiner's  use 3 (a)  fig. 3.1 shows the digestive system.    h g f edcbai   fig. 3.1      use the letters from fig. 3.1 to identify one place where each process occurs.    (i) amylase is secreted  letter    [1]     (ii) lipase is secreted  letter    [1]     (iii) protease is secreted  letter    [1]     (iv) bile is formed  letter    [1]     (v) hydrochloric acid is released  letter    [1]     ",
+            "5": "5  \u00a9 ucles 2013 0610/21/m/j/13 [turn over  for  examiner's  use  (b)  enzymes are involved in chemical digestion.      describe the function of the enzyme lipase.            [3]      (c) the teeth are involved in physical digestion.      fig. 3.2 shows a section through a tooth.    r s t   fig. 3.2    (i) name a mineral that is required for the development of healthy teeth.   [1]     (ii) name the parts labelled r, s and t as shown on fig. 3.2.   r   s   t  [3]   ",
+            "6": "6  \u00a9 ucles 2013 0610/21/m/j/13  for  examiner's  use  (iii) describe how dental decay is caused.             [3]        [total: 15]   ",
+            "7": "7  \u00a9 ucles 2013 0610/21/m/j/13 [turn over                                             question 4 begins on page 8.           ",
+            "8": "8  \u00a9 ucles 2013 0610/21/m/j/13  for  examiner's  use 4 fig. 4.1 shows a section through an insect-pollinated flower.    da b c    fig. 4.1     (a) name the parts labelled a, b, c and d as shown on fig. 4.1.  a    b    c    d   [4]      (b) (i)  define the term pollination .        [2]   ",
+            "9": "9  \u00a9 ucles 2013 0610/21/m/j/13 [turn over  for  examiner's  use  (ii) pollination can be carried out by insects or by wind.       describe four features of flowers that would show they are insect-pollinated.  1    2     3     4    [4]      (c) wind-pollinated flowers produce much more pollen than insect-pollinated flowers.      this pollen is usually lighter than pollen from insect-pollinated flowers.    suggest why these are advantages to a plant that is wind-pollinated.  more pollen     light pollen    [2]        [total: 12]      ",
+            "10": "10  \u00a9 ucles 2013 0610/21/m/j/13  for  examiner's  use 5 (a)  fig. 5.1 shows a graph of the human population from 1800 to 2010.    8 6420 1800 1850 1900 year1950 2000world population/  billions     fig. 5.1      the human population before 1800 had remained fairly constant.     (i) suggest  three  reasons for the increase in the human population since 1800.   1    2     3    [3]   ",
+            "11": "11  \u00a9 ucles 2013 0610/21/m/j/13 [turn over  for  examiner's  use  (ii) state  three  social implications if the human population continues to increase at the  current rate.   1    2     3    [3]       (b) many human activities cause pollution of the environment.     describe the undesirable effects of the following pollutants.    (i) nuclear fall-out         [2]     (ii) untreated sewage               [3]        [total: 11] ",
+            "12": "12  \u00a9 ucles 2013 0610/21/m/j/13  for  examiner's  use 6 (a)  explain the term carnivore .        [2]      (b) fig. 6.1 shows a food chain.     oak tree insectsinsect eating birdshawk     fig. 6.1      name a herbivore from the food chain shown in fig. 6.1.    [1]      (c) draw and label a pyramid of biomass for this food chain.          [2]   ",
+            "13": "13  \u00a9 ucles 2013 0610/21/m/j/13 [turn over  for  examiner's  use  (d) the food chain shown in fig. 6.1 starts with an oak tree.     name and describe the method of nutrition of the oak tree.   name  description            [4]        [total: 9]    ",
+            "14": "14  \u00a9 ucles 2013 0610/21/m/j/13  for  examiner's  use 7 (a)  explain the terms allele  and gene .   allele    gene    [2]      (b) ptc is a bitter tasting chemical that some humans can taste while others cannot. this  is controlled by a single gene with a pair of alleles.      fig. 7.1 shows the inheritance of the ability to taste ptc in a family.   12 6 5 4 3key female \u2013 can taste ptc male \u2013 can taste ptcmale \u2013 cannot taste ptc     fig. 7.1    (i) the allele for tasting ptc is dominant to the allele for not tasting ptc.        state evidence shown in fig. 7.1 that supports this fact.             [3]     (ii) use the symbols t for the dominant allele and t for the recessive  allele to state the  genotypes for individuals 2 and 5.   individual 2    individual 5    [2]  ",
+            "15": "15  \u00a9 ucles 2013 0610/21/m/j/13 [turn over  for  examiner's  use  (iii) what are the two possible genotypes for individual 3?    [1]        [total: 8]     ",
+            "16": "16  \u00a9 ucles 2013 0610/21/m/j/13  for  examiner's  use 8 (a)  fig. 8.1 shows a diagram of the human circulatory system.    small intestinehead and arms leg muscleskidneysliverlungs right ventricleleft ventricleright atriumleft atriumh gf     fig. 8.1      name the blood vessels labelled f, g and h as shown on fig. 8.1.  f   g   h  [3]     (b) state two ways in which the blood entering leg muscles differs from the blood leaving  leg muscles.  1    2    [2]  ",
+            "17": "17  \u00a9 ucles 2013 0610/21/m/j/13 [turn over  for  examiner's  use  (c) humans have a double circulation, as shown in fig. 8.1.     explain the advantages of humans having a double circulation.            [3]        [total: 8] ",
+            "18": "18  \u00a9 ucles 2013 0610/21/m/j/13  for  examiner's  use 9 (a)  define the term excretion .        [2]      (b) name two human excretory organs.       identify two substances that each organ excretes.  organ    substances excreted  1    2     organ   substances excreted 1    2  [4]      (c) green plants are living organisms and excrete substances.      suggest one substance that plants excrete.   [1]        [total: 7]   ",
+            "19": "19  \u00a9 ucles 2013 0610/21/m/j/13  blank page",
+            "20": "20      permission to reproduce items where thir d-party owned material protected by copyright is included has been sought and cleared w here 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.    \u00a9 ucles 2013 0610/21/m/j/13  blank page "
+        },
+        "0610_s13_qp_22.pdf": {
+            "1": "    this document consists of 21 printed pages and 3 blank pages.  ib13 06_0610_22/4rp  \u00a9 ucles 2013  [turn over       *8889282829* university of cambridge international examinations  international general certificate of secondary education       biology 0610/22     paper 2 core  may/june 2013     1 hour 15 minutes    candidates answer on the question paper.    no additional materials are required.       write your centre number, candidate number and name on all the work you hand in.  write in dark blue or black pen.  you may use a pencil for any diagrams or graphs. do not use staples, paper clips, highlighters, glue or correction fluid.  do not  write in any barcodes.    answer all questions.   electronic calculators may be used. you may lose marks if you do not show your working or if you do not use appropriate units.    at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [ ] at the end of each question or part question.   ",
+            "2": "2  \u00a9 ucles 2013 0610/22/m/j/13  for  examiner's  use 1 scientists found four new animal species living in the sea.     features of the animals are described in table 1.1.   table 1.1    animal description group  a body covered by hard exoskeleton       more than five pairs of jointed limbs   b soft segmented body                                 no obvious limbs present   c body covered in small scales  gill slits and gills present   d scaly body                                                two pairs of legs     identify the group to which each animal belongs.    write your answers in table 1.1. [4]       [total: 4]     ",
+            "3": "3  \u00a9 ucles 2013 0610/22/m/j/13 [turn over  for  examiner's  use 2 (a) (i)  state three  uses of water in the human body.   1   2   3  [3]     (ii) in the human body, the amounts of different substances, such as water, remain  within narrow limits.       name the term used to describe the maintenance of a constant internal  environment.    [1]     (b) fig. 2.1 shows the water gains and losses in a human over 24 hours.    daily water gains drinks water in foodwater formed within body total1500  cm3   700  cm3   200  cm3 2400  cm3daily water losses exhaled air faecessweaturine total  400  cm3   100  cm3   500  cm3     ?   cm3 2400  cm3     fig. 2.1     (i) fig. 2.1 shows that water is formed within the body.        name a reaction in the body that produces water.    [1]     (ii) use fig. 2.1 to calculate the volume of water the person must lose in their urine  over the 24 hours to keep the volume  of water in the body constant.     volume of water lost in urine   cm3 [1]    ",
+            "4": "4  \u00a9 ucles 2013 0610/22/m/j/13  for  examiner's  use  (c) (i)  the kidney excretes excess water.        state three  other processes that occur in the kidney.  1     2     3    [3]      (ii)  on a very hot day the volume of water lost as sweat may increase.      suggest how increased sweating could affect the urine a person produces.         [2]        [total: 11]     ",
+            "5": "5  \u00a9 ucles 2013 0610/22/m/j/13 [turn over                                              question 3 begins on page 6.",
+            "6": "6  \u00a9 ucles 2013 0610/22/m/j/13  for  examiner's  use 3 cystic fibrosis is an inherited disorder.      people with this disorder produce mucus that is very thick and sticky.    this mucus can block many passages in the body including the bronchi and bronchioles.     (a) suggest why people with cystic fibrosis often have lung infections.             [3]       (b) cystic fibrosis is controlled by a recessive allele.     what is meant by the term recessive  allele ?      [1]      (c) use f to represent the allele for normal mucus and f to represent the allele for very  thick mucus, that causes cystic fibrosis.     (i) state the genotypes of a person with cystic fibrosis.    [1]     (ii) two parents with normal mucus have a child with cystic fibrosis.        state the genotype of the parents.   [1]   ",
+            "7": "7  \u00a9 ucles 2013 0610/22/m/j/13 [turn over  for  examiner's  use  (iii) these parents have another child.        complete the genetic diagram to show the possibility that this child will also have  cystic fibrosis.      parental phenotypes parental genotypes gametes offspring genotypes offspring phenotypespossibility of a child having cystic fibrosis  ...normal mucus ... .   . .   . ..   ..normal mucus ... .   . .   . ..   ..\u00d7 \u00d7 +          [4]        [total: 10]    ",
+            "8": "8  \u00a9 ucles 2013 0610/22/m/j/13  for  examiner's  use 4 explain the meaning of each of the terms and give one example of each.     (a) non-renewable material            example  [3]      (b) sewage      example  [2]        [total: 5]    ",
+            "9": "9  \u00a9 ucles 2013 0610/22/m/j/13 [turn over  for  examiner's  use 5 fig. 5.1 shows a section through the human female reproductive system and other  structures.    cd e f gb abone (part of hip girdle)     fig. 5.1     in table 5.1, write the letter from fig. 5.1 which labels the structure that carries out each  function.     one has been completed for you.    table 5.1    function letter  produces egg cells e  where sperm are deposited during intercourse   ring of muscle that relaxes to allow the baby to be born   where implantation takes place   where fertilisation takes place       [4]       [total: 4]    ",
+            "10": "10  \u00a9 ucles 2013 0610/22/m/j/13  for  examiner's  use 6 (a) (i)  fig. 6.1 shows the outline of the young stem of a eudicotyledonous  (dicotyledonous) plant.           fig. 6.1      on fig. 6.1, draw and label the position of the phloem and xylem in the stem.  [2]   (ii) name a substance that is transported in the phloem.      [1]      (b) describe the pathway taken by water from the soil to a leaf.             [3]        [total: 6]       ",
+            "11": "11  \u00a9 ucles 2013 0610/22/m/j/13 [turn over  for  examiner's  use 7 (a) (i)  fig. 7.1 shows a simple reflex arc.    muscle with nerve endingsreceptor in skin ba   fig. 7.1       name the cells labelled a and b as shown on fig. 7.1.  a   b  [2]     (ii) state two features of a reflex action.   1     2    [2]       (b)  state what is meant by an effector .     [1]     ",
+            "12": "12  \u00a9 ucles 2013 0610/22/m/j/13  for  examiner's  use  (c) fig. 7.2 shows the muscles and bones around the elbow joint.     d c radius bone ulna bone     fig. 7.2     (i) name the structures labelled c and d as shown on fig. 7.2.   c   d  [2]     (ii) a nerve impulse stimulates muscle d to contract.       describe what will happen to the muscles and bones of the arm.          [2]         [total: 9]    ",
+            "13": "13  \u00a9 ucles 2013 0610/22/m/j/13 [turn over                                                question 8 begins on page 14.",
+            "14": "14  \u00a9 ucles 2013 0610/22/m/j/13  for  examiner's  use 8 the metabolism of an organism involves many processes that need energy.      (a) complete the word equation for aerobic respiration.     glucose  +  oxygen ...  +  ...  +  energy      [2]     (b) the rate of metabolism can be calculated and it is called the metabolic rate.      fig. 8.1 shows changes in pulse rate as metabolic rate increases during exercise.    0 0.4 0.8 1.2 metabolic rate  / arbitrary unitspulse rate  / beats per minute 1.6 2.0 2.4180 160140120100 80 60 exercise period     fig. 8.1   ",
+            "15": "15  \u00a9 ucles 2013 0610/22/m/j/13 [turn over  for  examiner's  use   fig. 8.2 shows changes in the output of blood from the heart (stroke volume) as  metabolic rate increases during exercise.    0 0.4 0.8 1.2 metabolic rate  / arbitrary unitsstroke volume  / cm3 per beat 1.6 2.0 2.4200 180160140120100 80 exercise period     fig. 8.2     (i) use fig. 8.1 to state the metabolic rate before exercise started.    arbitrary units [1]    (ii) use fig. 8.1 and fig. 8.2 to state what the stroke volume was when the pulse rate had increased to 110 beats per minute.    cm 3 per beat [1]   ",
+            "16": "16  \u00a9 ucles 2013 0610/22/m/j/13  for  examiner's  use  (c) (i) explain why pulse rate increased during exercise.             [3]     (ii) suggest what happens to the pulse rate when exercise is finished.          [2]       (d) suggest one way in which the output of the heart (stroke volume) can be increased.     [1]        [total: 10]    ",
+            "17": "17  \u00a9 ucles 2013 0610/22/m/j/13 [turn over  for  examiner's  use 9 fig. 9.1 shows a potato plant.   potato flowers tuber 2 tuber 3 underground stemrootstuber 1soil level     fig. 9.1     as the plant grows, buds on the underground stem grow into side shoots.    the ends of these shoots swell to form tubers.    the tubers can grow into new plants.   (a) (i)  which type of nuclear division will occur at the end of a shoot as a tuber develops?   [1]    (ii) the three tubers, shown in fig. 9.1, are each grown to form separate plants.      they all show the same characteristics as the parent plant.       explain why this happens.     [1]   ",
+            "18": "18  \u00a9 ucles 2013 0610/22/m/j/13  for  examiner's  use  (iii) after two months the three new plants were different sizes.        suggest two reasons why the plants were different.  1     2    [2]       (b) the potato plant has purple flowers that are usually insect-pollinated. after pollination  the seeds formed can grow into new plants.     (i) explain why these plants may show features different from the parent plants.              [3]     (ii) a scientist has two varieties of potato.       one variety has disease resistance and the other variety grows well in dry soil.       suggest how the scientist could produce a new variety with both of these  characteristics.             [3]        [total: 10]    ",
+            "19": "19  \u00a9 ucles 2013 0610/22/m/j/13 [turn over                                              question 10 begins on page 20.",
+            "20": "20  \u00a9 ucles 2013 0610/22/m/j/13  for  examiner's  use 10 (a)  define the term ecosystem .         [2]      (b) fig. 10.1 shows the food web of a heather moor ecosystem in scotland.     heather plantsother insectsbeetlesshrews hares rabbitsadders stoatsgolden eagles grouse bee     fig. 10.1     (i) state the source of energy for all the organisms in this food web.    [1]    (ii) name the producer in this food web.    [1]     (c) use the boxes to form a food chain with four organisms shown in fig. 10.1.      use arrows to show the flow of energy through the food chain.           [3]   ",
+            "21": "21  \u00a9 ucles 2013 0610/22/m/j/13  for  examiner's  use  (d) in one year, a large number of young grouse died before they matured.      suggest how this would affect the numbers of hares and shrews in this food web.   (i) hares         [2]     (ii) shrews         [2]       [total: 11]   ",
+            "22": "22  \u00a9 ucles 2013 0610/22/m/j/13  blank page",
+            "23": "23  \u00a9 ucles 2013 0610/22/m/j/13  blank page",
+            "24": "24      permission to reproduce items where thir d-party owned material protected by copyright  is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to t race 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.    \u00a9 ucles 2013 0610/22/m/j/13  blank page "
+        },
+        "0610_s13_qp_23.pdf": {
+            "1": "    this document consists of 19 printed pages and 1 blank page.  ib13 06_0610_23/4rp  \u00a9 ucles 2013  [turn over       *2856902052* university of cambridge international examinations  international general certificate of secondary education       biology 0610/23     paper 2 core  may/june 2013     1 hour 15 minutes    candidates answer on the question paper.    no additional materials are required.       read these instructions first    write your centre number, candidate number and name on all the work you hand in.  write in dark blue or black pen.  you may use a pencil for any diagrams or graphs. do not use staples, paper clips, highlighters, glue or correction fluid.  do not  write in any barcodes.   answer all questions.    electronic calculators may be used. you may lose marks if you do not show your working or if you do not use appropriate units.    at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [ ] at the end of each question or part question.   ",
+            "2": "2  \u00a9 ucles 2013 0610/23/m/j/13  for  examiner's  use 1 flowering plants are classified into two groups, the monocotyledons and the eudicotyledons  (dicotyledons).     (a) complete table 1.1 to show differences between these two groups.    table 1.1     monocotyledons eudicotyledons  number of  cotyledons in seed    pattern of veins in  leaf    number of flower  parts e.g. petals        [4]     (b) state two environmental stimuli that flowering plants can detect.  1  2  [2]       (c) fig. 1.1 shows a cross section of part of a eudicotyledonous (dicotyledonous) plant as  seen through a microscope.        fig. 1.1     (i) name the part of a plant through which the section has been cut.     [1]     (ii) on fig. 1.1, draw a line to label the phloem tissue and a line to label the xylem  tissue.       label the phloem and xylem tissues. [2]  ",
+            "3": "3  \u00a9 ucles 2013 0610/23/m/j/13 [turn over  for  examiner's  use  (iii) describe two functions of xylem tissue.   1    2    [2]        [total: 11]   ",
+            "4": "4  \u00a9 ucles 2013 0610/23/m/j/13  for  examiner's  use 2 state and explain  two ways in which the use of agricultural machinery and fertilisers have  helped to increase food production.  agricultural machinery  1      2         fertilisers   1      2      [6]        [total: 6]       ",
+            "5": "5  \u00a9 ucles 2013 0610/23/m/j/13 [turn over  for  examiner's  use 3 (a) (i)  state how a human zygote is formed.        [2]     (ii) outline the early development of a human zygote before it becomes a fetus.         [2]      (b) fig. 3.1 shows the tissues of the mother and fetus in the placenta of humans.     blood spacesblood spaces blood spacesmaternal arterymaternal vein umbilical vein umbilical arteryplacenta     fig. 3.1     the diagram shows that the blood systems of the mother and the fetus are separate.      (i) suggest one reason why the two blood systems should be kept separate.     [1]   ",
+            "6": "6  \u00a9 ucles 2013 0610/23/m/j/13  for  examiner's  use  (ii) the placenta is often described as \u201ca small intestine, a lung and a kidney\u201d.       explain how the placenta functions like each of these organs.  small intestine        lung         kidney        [6]      (c) describe two ways in which a pregnant mother could help the healthy development of  her fetus.  1    2    [2]        [total: 13]        ",
+            "7": "7  \u00a9 ucles 2013 0610/23/m/j/13 [turn over                                               question 4 begins on page 8.",
+            "8": "8  \u00a9 ucles 2013 0610/23/m/j/13  for  examiner's  use 4 (a)  sulfur dioxide is a pollutant gas produced when some types of fossil fuel are burnt.     describe three  undesirable effects of sulfur dioxide pollution.  1    2     3    [3]      (b) sulfur dioxide in the air can affect a type of organism called a lichen.     fig. 4.1 shows the numbers of three types of lichen, k, l and m, growing near to an  industrial site that releases sulfur dioxide.    20 1510 5 0 02468 1 0 distance from industrial site  / kmnumber of each lichen per 20  m2lichen k lichen l lichen m     fig. 4.1     (i) state which type of lichen grows closest to the industrial site.    [1]     (ii) state which types of lichen you would expect to find growing 5  km from the  industrial site.    [1]   ",
+            "9": "9  \u00a9 ucles 2013 0610/23/m/j/13 [turn over  for  examiner's  use  (iii) explain which type of lichen is most affected by the sulfur dioxide.         [2]     (iv) calculate how many lichen plants you would expect to find in a 20  m2 area at        10  km from the industrial site.        show your working.    lichen plants [2]        [total: 9]   ",
+            "10": "10  \u00a9 ucles 2013 0610/23/m/j/13  for  examiner's  use 5 (a)  an investigation was carried out by a student on the effect of temperature on the  digestion of fat by an enzyme.    (i) name an enzyme that digests fats.    [1]     (ii) one product of fat digestion is fatty acids.       name the other product.   [1]      six test-tubes containing the same volume of olive oil and the enzyme solution were  set up.       one drop of an indicator was added to each test-tube.     the six test-tubes were labelled and placed in separate water baths at different  temperatures.      the indicator was blue at the start and changed to yellow when the ph fell to ph 5 or  below.     the time for the contents of each test-tube to turn yellow was recorded.     (iii) suggest why the ph of the mixture would fall as digestion takes place.     [1]     ",
+            "11": "11  \u00a9 ucles 2013 0610/23/m/j/13 [turn over                                               question 5 continues on page 12.",
+            "12": "12  \u00a9 ucles 2013 0610/23/m/j/13  for  examiner's  use  (b) table 5.1 shows the results of this investigation.  table 5.1    temperature / \u00b0c time to turn yellow / hours  5 23  15 14  25 8  35 5  45 15  55 29     (i) plot the results on fig. 5.1.     0 1 02 03 0 temperature  / \u00b0c40 50 6030 20 10 0time to turn yellow  / hours     fig. 5.1      [3] ",
+            "13": "13  \u00a9 ucles 2013 0610/23/m/j/13 [turn over  for  examiner's  use  (ii) state the temperature at which the reaction was fastest (optimum temperature).         [1]      (c) another student repeated the investigation.      this student added bile to each test-tube, as well as the enzyme.   (i) explain the function of bile in the digestion of fat.              [3]     (ii) predict the results of the second investigation.       include in your answer a reference to rate of reaction and optimum temperature.          [2]        [total: 12]   ",
+            "14": "14  \u00a9 ucles 2013 0610/23/m/j/13  for  examiner's  use 6 complete the sentences about respiration by writing the most appropriate word(s) in each  space.     respiration in living cells is a series of chemical reactions that release energy. these  chemical reactions are speeded up by   .   if a yeast cell does not have enough oxygen it may carry out    respiration. in this process  and carbon dioxide are   formed. this type of respiration in yeast is used by humans in   in humans, when muscle cells do not have enough oxygen during exercise,    is broken down into   [6]        [total: 6]      ",
+            "15": "15  \u00a9 ucles 2013 0610/23/m/j/13 [turn over  for  examiner's  use 7 (a)  animals such as birds and mammals can help in the dispersal of fruits and seeds.    (i) seeds develop from ovules.       name the structure from which fruits develop.   [1]     (ii) state three  features of fruits that would help their dispersal by animals.   1     2     3    [3]     (iii) name one other mechanism of fruit or seed dispersal.     [1]       (b) describe one way in which insects can help in the life cycle of a flowering plant.        [2]        [total: 7]         ",
+            "16": "16  \u00a9 ucles 2013 0610/23/m/j/13  for  examiner's  use 8 fig. 8.1 shows the energy flow through a food chain.     organism a ... kjtrophic level 3 .. trophic level 2 .. trophic level 1 ..1200  kj80 kj20 kj energy lost 8800  kj sun light 1 000  000  kjlost by reflection 990  000  kjenergy lost 1120  kjenergy lost 60 kj   fig. 8.1     (a) on fig. 8.1, write carnivore, herbivore or producer at the correct trophic level. [3]     (b) (i)  use fig. 8.1 to calculate the quantity of energy trapped by organism a.                  kj [1]     (ii) name the process by which organism a traps energy.    [1]   ",
+            "17": "17  \u00a9 ucles 2013 0610/23/m/j/13 [turn over  for  examiner's  use  (iii) state two ways by which energy is lost at each trophic level.   1    2    [2]        [total: 7]        ",
+            "18": "18  \u00a9 ucles 2013 0610/23/m/j/13  for  examiner's  use 9 fig. 9.1 shows changes in the relative concentrations of four substances in the blood  plasma. these changes happen when the blood flows through the renal artery, the capillaries in the kidney and the renal vein.    renal artery capillaries in kidneyrenal veinrelative concentrationsin bloodglucose urea carbon dioxide oxygen     fig. 9.1    (a)  explain the difference in the concentration of urea in the renal vein and in the renal  artery.             [3]      (b) explain the differences in the concentration of oxygen and carbon dioxide shown in    fig. 9.1.              [3]  ",
+            "19": "19  \u00a9 ucles 2013 0610/23/m/j/13  for  examiner's  use  (c) describe and explain the changes in glucose concentration shown in fig. 9.1.            [3]        [total: 9]   ",
+            "20": "20      permission to reproduce items where third-par ty owned material protected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to t race 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.    \u00a9 ucles 2013 0610/23/m/j/13  blank page "
+        },
+        "0610_s13_qp_31.pdf": {
+            "1": "    this document consists of 19 printed pages and 1 blank page.  ib13 06_0610_31/6rp  \u00a9 ucles 2013  [turn over       *7596256075* university of cambridge international examinations  international general certificate of secondary education       biology 0610/31     paper 3 extended  may/june 2013     1 hour 15 minutes    candidates answer on the question paper.    no additional materials are required.         read these instructions first    write your centre number, candidate number and name on all the work you hand in.  write in dark blue or black pen.  you may use a pencil for any diagrams or graphs. do not use staples, paper clips, highlighters, glue or correction fluid. do not  write in any barcodes.    answer all questions.    electronic calculators may be used.  you may lose marks if you do not show your working or if you do not use appropriate units.   at the end of the examination, fasten all your work securely together.  the number of marks is given in brackets [ ] at the end of each question or part question.   ",
+            "2": "2  \u00a9 ucles 2013 0610/31/m/j/13        blank page",
+            "3": "3  \u00a9 ucles 2013 0610/31/m/j/13 [turn over  for  examiner's  use 1 (a)  fig. 1.1 shows the human head, neck and thorax.    a b c dk j h g f e  fig. 1.1     complete table 1.1 by writing one letter from fig. 1.1 to identify the named structures.       the first one has been done for you.       table 1.1    structure letter from fig. 1.1  left lung d  bronchus   diaphragm   intercostal muscle   rib   trachea       [5]   ",
+            "4": "4  \u00a9 ucles 2013 0610/31/m/j/13  for  examiner's  use  (b) in an investigation, a student breathed in and out of the apparatus shown in fig. 1.2.      valve x opens to allow atmospheric air in while valve y is closed.      when the student breathes out, valve x is closed and valve y opens to allow breathed  out air into the bag.     atmospheric air valve x valve y bag for collection of breathed out ai r breathed out airair breathed out     fig. 1.2     the student breathed in and out four times . the bag was sealed and the volume of air  inside the bag was measured.      a sample of air from the bag was analysed for the percentage composition of oxygen,  carbon dioxide and nitrogen.    the student then did some vigorous exercise for five minutes. after the exercise, the  student repeated the procedure.     the results of the investigation are shown in table 1.2.   table 1.2    sample of breathed out air    before exercise after exercise  total volume of air collected in bag / cm3 2  000 15  000  mean volume of air per breath / cm3 500   percentage of oxygen / % 17.2 15.3  percentage of carbon dioxide / % 3.6 5.5  percentage of nitrogen / % 74.9 74.7     ",
+            "5": "5  \u00a9 ucles 2013 0610/31/m/j/13 [turn over  for  examiner's  use   (i) calculate the mean volume of air per breath after exercise.       write your answer in table 1.2.     show your working.            [1]     (ii) suggest one way, not shown in table 1.2 , in which the student\u2019s breathing  changed after exercise.    [1]     (iii) the figures in table 1.2 for the percentage composition of air in each sample do  not add up to 100  %.      name one other gas that would be present in both  samples of air.   [1]     (iv) the results for oxygen and carbon dioxide in the samples of breathed out air taken  before and after exercise are different.        describe and explain these differences.            [3]          [total: 11]    ",
+            "6": "6  \u00a9 ucles 2013 0610/31/m/j/13  for  examiner's  use 2 fig.  2.1 shows the flow of energy through a natural ecosystem that is not used by humans  at any of the trophic levels.    the unit of energy flow is kj per m 2 per year.    o n mp l 92 000 light17 0001500110 decomposers95 15 990 400 85007000 51 00024 000     fig. 2.1     (a) the letters l to o represent the different trophic levels in the ecosystem.    (i) name the first and third trophic levels, l and n.  l   n  [2]     (ii) suggest what is shown by the relative sizes of the boxes, l to o, in the energy  flow diagram in fig. 2.1.    [1]   ",
+            "7": "7  \u00a9 ucles 2013 0610/31/m/j/13 [turn over  for  examiner's  use  (iii) there are no predators in the ecosystem feeding on the animals in trophic level o.      suggest and explain why there are no predat ors in the ecosystem feeding on the  animals in trophic level o.             [3]     (iv) p  in fig. 2.1 does not represent any organisms.       explain what p represents in the energy flow diagram.         [2]       (b) people who live near this ecosystem would like  to use some of the organisms at  trophic level m for food.       suggest and explain what might happen to the ecosystem if the people took too many  of the organisms at trophic level m.                [3]        [total: 11]  ",
+            "8": "8  \u00a9 ucles 2013 0610/31/m/j/13  for  examiner's  use 3 fig. 3.1 shows the human female reproductive system.    xr s t v w     fig. 3.1    (a) table 3.1 shows four functions of the female reproductive system.      complete the table by:   \u007f naming the part of the system that carries out each of the functions;    \u007f using the letters from fig. 3.1 to identify the part of the system named.      one row has been completed for you.    table 3.1    function name of organ letter from fig. 3.1  production of   gametes    site of implantation    site of fertilisation    dilates during birth cervix v      [3]       the hormone fsh is important in regulating the menstrual cycle.    (b) (i) state the target organ of fsh.    [1]     (ii) state one effect of fsh.     [1]   ",
+            "9": "9  \u00a9 ucles 2013 0610/31/m/j/13 [turn over  for  examiner's  use  (c) the drug clomiphene is given to women who have difficulty in having children. the  drug increases the secretion of fsh.     as part of treatment for infertility, a woman was given clomiphene for five days. the  concentration of oestrogen in her blood was measured every day for 27 days.      the results are shown in fig. 3.2.   0 2 4 6 8 10 12 14 16 18 20 22 24 26 28160 140120100 80604020 0concentration of oestrogen in the blood  / arbitrary units time  / days clomiphene taken    fig. 3.2     (i) describe the changes in oestrogen in the blood over the 27 days.       you will gain credit if you use results from fig. 3.2 in your answer.                [4]   ",
+            "10": "10  \u00a9 ucles 2013 0610/31/m/j/13  for  examiner's  use  (ii) doctors thought that ovulation occurred around day 15.       explain what is meant by the term ovulation .        [2]       (d) the treatment was not successful on the first occasion.      as an alternative to this treatment, women may be offered in vitro  fertilisation (ivf)  treatment.      in ivf treatment, an egg is fertilised outside the body and the resulting embryo is  placed into the uterus.     describe what happens when an egg is fertilised by a sperm.             [3]     ",
+            "11": "11  \u00a9 ucles 2013 0610/31/m/j/13 [turn over  for  examiner's  use  (e) some embryos produced by ivf do not develop because there are problems with their  chromosomes, such as having the wrong number.    (i) define the term chromosome .         [2]     (ii) state the correct number of chromosomes that should be in a cell of a human  embryo.    [1]        [total: 17]     ",
+            "12": "12  \u00a9 ucles 2013 0610/31/m/j/13  for  examiner's  use 4 fig. 4.1 shows a cross section of part of a stem of buttercup, ranunculus .    fig. 4.2 is an outline drawing of one vascular bundle from the stem of ranunculus .        fig. 4.1           fig. 4.2     (a) draw and label the position of the xylem and the phloem in the outline of the vascular  bundle in fig. 4.2. [2]     (b) name the carbohydrate that is transported in the phloem.   [1]     ",
+            "13": "13  \u00a9 ucles 2013 0610/31/m/j/13 [turn over  for  examiner's  use  (c) substances transported in the phloem are carried upwards in the stem at some times  of the year and downwards at other times.     explain why substances are transported in the phloem upwards at one time of the year   and downwards at another.                 [4]       (d) define the term transpiration .            [3]     ",
+            "14": "14  \u00a9 ucles 2013 0610/31/m/j/13  for  examiner's  use  (e) the rattan palm is a plant that climbs on rainforest trees to heights of about 40 metres.     explain how water is moved to the tops of tall plants, such as the rattan palm.                [4]        [total: 14]  ",
+            "15": "15  \u00a9 ucles 2013 0610/31/m/j/13 [turn over  for  examiner's  use 5 enzymes are necessary for many biological processes, such as the digestion of fat.    fat  +  water fatty acids  +  glycerollipase      (a) (i) explain why enzymes are necessary for biological processes.               [3]     (ii) lipase, protease and amylase are enzymes secreted into the alimentary canal.       name one organ that secretes each enzyme. choose your answers from this list.     colon             gall bladder             liver            oesophagus    pancreas             rectum             salivary glands             stomach      you can use each organ only once .  lipase   protease   amylase  [3]     ",
+            "16": "16  \u00a9 ucles 2013 0610/31/m/j/13  for  examiner's  use  (b) a group of students investigated the digestion of fat in milk.     \u007f they added an alkaline solution to the milk.  \u007f they divided the milk into four test-tubes.  \u007f they added lipase and bile salts to some of the test-tubes, as shown in table 5.1.  they did this at the same time for each test-tube.  \u007f they kept all test-tubes at 40  \u00b0c.  \u007f after 5 minutes, they added universal indicator solution to each test-tube.    table 5.1    test-tube contents colour of ph indicator after 5  minutes at 40  \u00b0c  a milk, alkaline solution, lipase and bile  salts orange  b milk, alkaline solution, bile salts and  water blue  c milk, alkaline solution, lipase and  water yellow  d milk, alkaline solution and water blue      fig. 5.1 shows the colour of the indicator at different ph values.     0246 ph8 1 01 21 4red orange yellow green blue purple     fig. 5.1     (i) explain why test-tube d was included in the investigation.         [2]     ",
+            "17": "17  \u00a9 ucles 2013 0610/31/m/j/13 [turn over  for  examiner's  use  (ii) explain why the colour in test-tube a was orange.               [3]     (iii) explain the results for test-tubes b and c.  test-tube b         test-tube c      [4]        [total: 15]   ",
+            "18": "18  \u00a9 ucles 2013 0610/31/m/j/13  for  examiner's  use 6 bacteria and animals are found in many habitats on land and in the sea.    (a) state two ways in which the structure of a bacterial cell differs from the structure of an  animal cell.  1   2  [2]      (b) some bacteria were grown in the laboratory. fig. 6.1 shows the change in numbers of  bacteria when grown in a closed flask containing nutrients and oxygen.    abcd e800 700600500400300200100 0 0 1 02 03 0 time  / hours40 50 60number of bacteria  / cells \u00d7 106  per cm3 abcd e     fig. 6.1     (i) name the phases of growth, a and b.  a  b  [2]   ",
+            "19": "19  \u00a9 ucles 2013 0610/31/m/j/13 [turn over  for  examiner's  use  (ii) explain why the numbers of bacteria do not change in phase d and decrease in  phase e.            [3]       (c) fig. 6.2 shows the vent crab, bythograea thermydron , which lives at great depths in the  sea where there is no light.        fig. 6.2      (i) state  one feature, visible  in fig. 6.2, that show that b. thermydron  is an arthropod.   [1]     ",
+            "20": "20    copyright acknowledgements:    figure 1.1 figure 4.1 \u00a9  b s beckett;  biology, a modern introduction ;  oxford university press.  \u00a9  ref:  b725/0317;  buttercup stem  (ranunculus sp.);  herve conge;  ism scie nce photo library.    permission to reproduce items where third -party owned material protected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to t race 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.   \u00a9 ucles 2013 0610/31/m/j/13  for  examiner's  use  (ii) although most species of crabs are red, brown or green, b. thermydron  is white.       suggest and explain how white crabs evolved at great depths in the sea.                [4]        [total: 12]   "
+        },
+        "0610_s13_qp_32.pdf": {
+            "1": "  this document consists of 18 printed pages and  2 blank pages.  ib13 06_0610_32/6rp  \u00a9 ucles 2013  [turn over       *7604327696* university of cambridge international examinations  international general certificate of secondary education       biology 0610/32     paper 3 extended  may/june 2013     1 hour 15 minutes    candidates answer on the question paper.    no additional materials are required.         read these instructions first    write your centre number, candidate number and name on all the work you hand in.  write in dark blue or black pen.  you may use a pencil for any diagrams or graphs. do not use staples, paper clips, highlighters, glue or correction fluid. do not  write in any barcodes.    answer all questions.    electronic calculators may be used.  you may lose marks if you do not show your working or if you do not use appropriate units.   at the end of the examination, fasten all your work securely together.  the number of marks is given in brackets [ ] at the end of each question or part question.   ",
+            "2": "2    \u00a9 ucles 2013 0610/32/m/j/13  for  examiner's  use 1 the kidneys remove metabolic waste from the liquid part of the blood.    name:   (i) the liquid part of the blood;    [1]     (ii) the process that involves removing metabolic waste from the body.    [1]       fig. 1.1 shows a kidney tubule and its associated blood vessels.   x y b za     fig. 1.1    (b) describe the functions of the regions labelled a and b.  a       b      [4]  ",
+            "3": "3    \u00a9 ucles 2013 0610/32/m/j/13 [turn over  for  examiner's  use  table 1.1 shows the concentrations of some substances in the blood at x, the fluid at y and  the urine at z.    table 1.1    concentration / g per 100  cm3  substance  blood at x fluid at y urine at z  glucose 0.1 0.1 0.0  protein 7 0 0  sodium ions 0.35 0.35 0.5  urea 0.03 0.03 2.0     (c) name the substance shown in table 1.1 that:    (i) has molecules that are  too large to pass through the walls of capillaries;    [1]     (ii) is all reabsorbed in the kidney;    [1]     (iii) is a metabolic waste product.    [1]      (d) explain why the concentrations of sodium ions and urea are greater at z than at y.         [2]     ",
+            "4": "4    \u00a9 ucles 2013 0610/32/m/j/13  for  examiner's  use (e) people who have acute kidney failure are given dialysis treatment.      in dialysis machines, the blood flows through narrow tubes made from partially  permeable membranes, surrounded by dialysis fluid.      (i) dialysis fluid contains sodium ions.       use the information in table 1.1 to suggest the concentration of sodium ions that  should be in the fluid and give a reason for your answer.  concentration  g per 100  cm3 reason      [2]     (ii) state two components of blood that are not in dialysis fluid.   1  2  [2]       (f) heparin is added to the blood before it returns to the body from the dialysis machine.  heparin prevents a person\u2019s blood from clotting.     describe the process of blood clotting.             [3]        [total: 18]      ",
+            "5": "5    \u00a9 ucles 2013 0610/32/m/j/13 [turn over                                                     question 2 begins on page 6.",
+            "6": "6    \u00a9 ucles 2013 0610/32/m/j/13  for  examiner's  use 2 antibiotics are used to treat human diseases.    many bacteria have become resistant to antibiotics. some antibiotics can no longer be used  to treat certain diseases.     samples of bacteria were taken from a person who had an infectious disease. they were  spread onto four petri dishes of agar (agar plates). three of these agar plates contained the antibiotics 1, 2 or 3.     the results are shown in fig. 2.1.    agar plate contains no antibioticagar plate contains antibiotic 1agar plate contains antibiotic 2agar plate contains antibiotic 3 bacterial growth no bacteriakey     fig. 2.1    (a) explain why:    (i) no bacteria grew in the agar plate with antibiotic 2;       [1]     (ii) bacteria grew in the agar plate with antibiotic 3;      [1]       ",
+            "7": "7    \u00a9 ucles 2013 0610/32/m/j/13 [turn over  for  examiner's  use  (iii) only a small number of bacteria grew with antibiotic 1.          [2]      (b) explain why it is important to carry out a test similar to that shown in fig. 2.1 before  giving an antibiotic to a person infected with a bacterial disease.          [2]      (c) antibiotic resistance has become a major problem worldwide.      suggest how the problem of antibiotic resistance can be limited.                  [4]     ",
+            "8": "8    \u00a9 ucles 2013 0610/32/m/j/13  for  examiner's  use  (d) hormones are used to treat a variety of conditions.     the most common hormonal treatment is the use of insulin to treat diabetes. most of  the insulin is produced using cells that are grown in large fermenters. these cells have been genetically engineered to produce human insulin.      fig. 2.2 shows the stages involved in transferring the gene for insulin from human cells  to bacterial cells.      p gene from human cell removed from chromosome 11  q bacterium produces human insulin  r plasmid vector enters bacterium  s gene for human insulin found to be on chromosome 11  t bacterium divides by binary fission  v gene for human insulin inserted into a plasmid vector    fig. 2.2      (i) put the stages into the correct sequence. two have been done for you.     s     q      [1]     (ii) diabetes is often treated with human insulin that has been produced by genetically  modified cells. in most countries this type of insulin has replaced the insulin that was prepared from animals.       suggest the advantages of providing hum an insulin to people with diabetes rather  than insulin obtained from animals.              [3]        [total: 14] ",
+            "9": "9    \u00a9 ucles 2013 0610/32/m/j/13 [turn over                                                 question 3 begins on page 10.",
+            "10": "10    \u00a9 ucles 2013 0610/32/m/j/13  for  examiner's  use 3 fig. 3.1 shows the front part of the eye.     the eye shown in fig. 3.1 is far adapted , which means that the lens is focusing light from a  distance.    ciliary muscle suspensory ligaments lens     fig. 3.1    the lens changes shape to alter the dire ction of light rays passing through the eye.     (a) name:    (i) another part of the eye that also alters the direction of the light rays;    [1]     (ii) the part of the eye where the light rays form an image.    [1]   ",
+            "11": "11    \u00a9 ucles 2013 0610/32/m/j/13 [turn over  for  examiner's  use  (b) an eye specialist measured the change in shape of the lens of a patient during an eye  test. the specialist recorded the change in shap e of the lens with the patient looking at  a chart 10 metres away and when reading from a book. this is shown in fig. 3.2.    timeshape of lensmore convex less convexe     fig. 3.2      (i) write the letter d on fig. 3.2 to show a time when the patient was looking at the  chart that was 10 metres away. [1]      (ii) state how the ciliary muscles and suspens ory ligaments act to change the shape  of the lens during the time marked e on fig. 3.2.   ciliary muscles    suspensory ligaments    [2]      (c) outline how humans are able to see in colour.                [3]        [total: 8]   ",
+            "12": "12    \u00a9 ucles 2013 0610/32/m/j/13  for  examiner's  use 4 sorghum bicolor  is a cereal crop important in many dry areas of the world.    fig. 4.1 shows some plants of s. bicolor  growing in a field in china.        fig. 4.1    (a)  s. bicolor  is a monocotyledon.       state two features that are used to identify plants as monocotyledons.  1  2  [2]       (b) fig. 4.1 shows the flower heads of sorghum. pollen is released from the individual  flowers when they open.       most sorghum flowers are self-pollinated and then self-fertilised.      (i) state the meanings of the terms pollination  and fertilisation .   pollination        fertilisation       [2]     ",
+            "13": "13    \u00a9 ucles 2013 0610/32/m/j/13 [turn over  for  examiner's  use  (ii) describe  two implications of self-pollination.   1    2    [2]      (c) describe the events that occur in flowering plants after fertilisation to form a seed.               [4]      (d) in india, the cultivation of sorghum has decreased because now people prefer foods  based on wheat and rice.       there are alternative uses of sorghum in the production of new foods, processed foods  and as feed for animals.       explain why it is less efficient to feed crops, such as sorghum, to animals rather than to  use them for human foods.            [3]        [total: 13]     ",
+            "14": "14    \u00a9 ucles 2013 0610/32/m/j/13  for  examiner's  use 5 the alimentary canal is adapted for chemical and mechanical digestion.    (a) explain how chemical digestion differs from mechanical digestion.            [3]      fig. 5.1 is a diagram of the human alimentary canal.   j h g fedcba   fig. 5.1   ",
+            "15": "15    \u00a9 ucles 2013 0610/32/m/j/13 [turn over  for  examiner's  use  (b)  table 5.1 shows four functions of the alimentary canal.     complete the table by:   \u007f naming the part of the system that carries out each of the functions;    \u007f using the letters from fig. 5.1 to identify the part of the system named.      one row has been completed for you.    table 5.1    function name of part letter from fig. 5.1  produces bile liver j  most soluble food is absorbed  into the blood    indigestible food is egested    hydrochloric acid is produced    protease, lipase and amylase  are produced        [4]    (c) some people develop gallstones, made of cholesterol, that accumulate in the gall  bladder and the bile duct. gallstones block the flow of bile.      explain how gallstones can affect the digestion of fat.            [3]     ",
+            "16": "16    \u00a9 ucles 2013 0610/32/m/j/13  for  examiner's  use  (d) cholesterol can also accumulate in the walls of the coronary arteries.     explain the effects that this might have.             [3]        [total: 13]   ",
+            "17": "17    \u00a9 ucles 2013 0610/32/m/j/13 [turn over  for  examiner's  use 6 in some countries forests are cleared by burning. this produces carbon dioxide and ash.    (a) outline the environmental effects of an increase in carbon dioxide in the atmosphere as  a result of burning forests.                 [4]       (b) the ash helps crops to grow because it is rich in minerals, such as magnesium ions,  but it is deficient in nitrate ions.      explain why nitrate ions and magnesium ions are important for plants.                 [4]     ",
+            "18": "18    \u00a9 ucles 2013 0610/32/m/j/13  for  examiner's  use  (c) when mineral ions from soils are washed into streams and rivers there is often a rapid  growth of algae.     (i) state the name of the effect that is caused by adding mineral ions to streams and  rivers.    [1]     (ii) these streams and rivers often have low concentrations of dissolved oxygen.      explain why.         [2]       (d) untreated domestic sewage contains organic waste as well as dissolved minerals.     outline how sewage is treated so that the water may be recycled as drinking water.                 [3]        [total: 14]   ",
+            "19": "19    \u00a9 ucles 2013 0610/32/m/j/13  blank page",
+            "20": "20      copyright acknowledgements:    question 4  figure 4.1 \u00a9  r ef:  12206819;  zhuda;  autumn sorghum in china;   www.istockphoto.com ;      permission to reproduce items where thir d-party owned material protected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to t race copyright holders, but if any items requiring clearance have unwittingly been included, the  publisher will be pleased to make amends at the earliest possible opportunity.    cambridge international examinations is part of the cambridge asse ssment group. cambridge assessment is the brand name of unive rsity of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge.   \u00a9 ucles 2013 0610/32/m/j/13  blank page "
+        },
+        "0610_s13_qp_33.pdf": {
+            "1": "    this document consists of 18 printed pages and 2 blank pages.  ib13 06_0610_33/4rp  \u00a9 ucles 2013  [turn over       *4798882486*   university of cambridge international examinations  international general certificate of secondary education       biology 0610/33     paper 3 extended  may/june 2013     1 hour 15 minutes    candidates answer on the question paper.    no additional materials are required.         read these instructions first    write your centre number, candidate number and name on all the work you hand in.  write in dark blue or black pen.  you may use a pencil for any diagrams or graphs. do not use staples, paper clips, highlighters, glue or correction fluid. do not  write in any barcodes.    answer all questions.    electronic calculators may be used.  you may lose marks if you do not show your working or if you do not use  appropriate units.    at the end of the examination, fasten all your work securely together.  the number of marks is given in brackets [ ] at the end of each question or part  question.   ",
+            "2": "2    \u00a9 ucles 2013 0610/33/mj/13  for  examiner's  use 1 fig. 1.1 shows three annelid species and ascaris lumbricoides , a species of nematode.    chaetopterus variopedatusnereis diversicolorlagisca flocculosaascaris lumbricoides annelids nematode not drawn to scale    fig. 1.1    (a) state three  features shown by the three annelid species that are not shown by the  nematode species.  1   2   3  [3]   ",
+            "3": "3  \u00a9 ucles 2013 0610/33/m/j/13 [turn over  for  examiner's  use  (b) organisms are given two names, e.g. nereis diversicolor .      state what is meant by the first name.   [1]       (c) n. diversicolor  is a filter feeder. it filters plankton from sea water.      annelids like n. diversicolor  form an important part of the ecosystems of estuaries.       fish feed on annelids when the sea covers the mud in the estuary.     when the tide is out wading birds are the main predators of annelids.      birds of prey are the main predators of the wading birds.    (i) explain the term ecosystem .         [3]     (ii) use the space below to draw a food chain for the estuary ecosystem when the  tide is out .         [2]     (iii) describe the advantages of drawing a food web rather than a food chain for an  ecosystem.           [2]   ",
+            "4": "4    \u00a9 ucles 2013 0610/33/mj/13  for  examiner's  use  (d) the palolo worm is a species of annelid that lives on coral reefs in the pacific ocean.      at certain times of the year, all the worms in an area leave their burrows to swim to the  surface.     they all release their gametes into the water at the same time.     this is known as mass spawning.     suggest the advantages of having mass spawning occurring only at certain times of the  year and not all year round.             [3]      (e) meiosis is involved in producing gametes in palolo worms.      describe how meiosis differs from mitosis and explain why meiosis is important for the  production of gametes.                [4]        [total: 18]  ",
+            "5": "5  \u00a9 ucles 2013 0610/33/m/j/13 [turn over  for  examiner's  use 2 fanwort, cabomba caroliniana , is an aquatic plant often used to provide oxygen in fish  tanks.     some students investigated the effect of temperature on the rate of photosynthesis of        c. caroliniana . the apparatus that they used is shown in fig. 2.1.    ruler oil droplet capillary tubing water with sodium hydrogencarbonate beaker of water cabomba carolinianathermometer bench lampstopwatch     fig. 2.1    (a) explain why:    (i) the lamp was kept at the same distance from the c. caroliniana  throughout the  investigation;         [2]     (ii) the water was enriched with carbon dioxide by adding sodium hydrogencarbonate.         [2]     ",
+            "6": "6    \u00a9 ucles 2013 0610/33/mj/13  for  examiner's  use  the students determined the rate of photosynthesis by measuring the movement of the oil  droplet along the glass tubing.    their results are shown in table 2.1.   table 2.1    distance travelled by the droplet / mm per  minute  temperature / \u00b0c  1 2 3 mean  17 5 3 3 3.7  21 10 15 11 12.0  23 20 10 15 15.0  25 30 15 15 20.0  30 50 40 30 40.0  45 5 3 5 4.3  50 1 0 1 0.7       (b) describe the effect of temperature on the rate of photosynthesis  of c. caroliniana .            [3]     ",
+            "7": "7  \u00a9 ucles 2013 0610/33/m/j/13 [turn over  for  examiner's  use  (c) photosynthesis is a chemical process catalysed by enzymes.      explain how the results shown in table 2.1 support the idea that enzymes are involved  in photosynthesis.                   [4]      (d) c. caroliniana  originally grew only in latin america.      this plant has escaped into the wild in australia where its rapid growth has reduced the  biodiversity of many streams and rivers.     suggest why the growth of c. caroliniana  in australia is far greater than in latin  america.           [2]        [total: 13]   ",
+            "8": "8    \u00a9 ucles 2013 0610/33/mj/13  for  examiner's  use 3 fig. 3.1 shows a diagram of a cell from the pancreas that secretes the hormone, insulin.    a b c     fig. 3.1     (a) state one function of each of the parts of the cell labelled a, b and c.    a   b   c  [3]      (b)  glucose in the blood is absorbed by liver cells and muscle cells. these cells convert  glucose to glycogen for storage.      explain why glucose needs to be converted to glycogen for storage rather than  remaining dissolved in the blood.           [2]     ",
+            "9": "9  \u00a9 ucles 2013 0610/33/m/j/13 [turn over  for  examiner's  use  (c)  other cells in the pancreas secrete the hormone glucagon.      glucagon stimulates liver cells, but has no effect on muscle cells.   (i) state the effect that glucagon has on liver cells.     [1]     (ii) state how hormones, such as glucagon and insulin, travel around the body.      [1]      (d) hormone growth promotants (hgps) are hormones. hgps are used to improve the  production of food from animals.     many of these hgps are hormones that are secreted naturally by the gonads (ovaries  and testes).      name two hormones that are secreted by the gonads.  1  2  [2]       (e) the hormones are given to cattle by placing implants behind the ears. these release  the hormones slowly during the animal\u2019s life time.     the advantages of using hgps in meat production are:    \u007f more meat is produced per animal;  \u007f a 15 to 30  % increase in growth rate;  \u007f a 5 to 15  % improvement in conversion of feed into meat;  \u007f a decrease in greenhouse emissions from cattle.      suggest:    (i) the advantages of an increase in the conversion of feed into meat for the farmer;           [2]  ",
+            "10": "10    \u00a9 ucles 2013 0610/33/mj/13  for  examiner's  use  (ii) how the use of hgps leads to a decrease in greenhouse emissions from cattle.           [2]     (f) hgps are used in animal production systems in north america and australia.       the european union (eu) has banned the us e of hgps and the import of meat from  countries where the hormones are used.     suggest reasons for the ban on the use of hgps in the eu.           [2]        [total: 15] ",
+            "11": "11  \u00a9 ucles 2013 0610/33/m/j/13 [turn over  for  examiner's  use 4 blood is distributed through the body of a mammal in blood vessels. the blood supply to  muscles changes considerably at the start and at the end of exercise.    fig. 4.1 shows a cross section of a blood vessel as seen with an electron microscope.   cell x liquid y z     fig. 4.1    (a)  name:     (i) cell x;   [1]     (ii) liquid y;   [1]     (iii) the type of blood vessel shown in fig. 4.1.    [1]     (b) state three  substances that move across the wall of the blood vessel at z.  1   2   3  [3]     ",
+            "12": "12    \u00a9 ucles 2013 0610/33/mj/13  for  examiner's  use  (c) table 4.1 shows the distribution of blood to different organs at rest and during exercise.    table 4.1    blood flow / cm3 per minute  regions of the body  at rest during strenuous  exercise percentage  change / %  heart muscle 250 750 200  kidneys 1 200 600 -50  skeletal muscles 1 000 12 500   skin 400 1 900 375  liver and alimentary canal 1 400 600 -57  brain 750 750 0  others 600 400 -33  total 5 600 17 500 213       (i) calculate the percentage change in t he blood supply to the skeletal muscles.      show your working.      write your answer in table 4.1.            [1]   ",
+            "13": "13  \u00a9 ucles 2013 0610/33/m/j/13 [turn over  for  examiner's  use  (ii) explain why it is necessary for the blood supply to muscles to increase during  exercise.                     [5]     (iii) the volume of blood to different organs varies as shown in table 4.1.        during exercise, blood flow to the skin increases and to the kidneys decreases.     describe the changes that occur in blood vessels to cause blood flow to increase  and to decrease.  increase blood flow          decrease blood flow          [4]        [total: 16]  ",
+            "14": "14    \u00a9 ucles 2013 0610/33/mj/13  for  examiner's  use 5 mammals and flowering plants both have internal fertilisation and internal development.    (a)  describe what happens after pollination that results in fertilisation in flowering plants.            [3]      (b) fig. 5.1 shows a fetus developing inside the uterus.    umbilical cordplacenta amniotic fluid amniotic sac cervixuterus back bone     fig. 5.1     ",
+            "15": "15  \u00a9 ucles 2013 0610/33/m/j/13 [turn over  for  examiner's  use   describe how the structures named in fig. 5.1  provide the following needs of the  fetus.   protection           constant temperature           nutrients           excretion of metabolic waste          [8]        [total: 11] ",
+            "16": "16    \u00a9 ucles 2013 0610/33/mj/13          blank page",
+            "17": "17  \u00a9 ucles 2013 0610/33/m/j/13 [turn over  for  examiner's  use 6 many biologists study populations of organisms in their natural habitats.    (a) define the term population .        [2]                                   question 6 continues on page 18.   ",
+            "18": "18    \u00a9 ucles 2013 0610/33/mj/13  for  examiner's  use  (b) a 10-year study was carried out to investigate the relationship between voles and owls.  voles are small mouse-like mammals and owls are carnivorous birds.      the results are shown in fig. 6.1 and fig. 6.2.   12345 time  / years6789 1 045 000 40 000 35 000 30 000 25 000 20 000 15 000 10 000 5 000 0number of voles     fig. 6.1      12345 time  / years6789 1 030 25201510 50number of owls     fig. 6.2   ",
+            "19": "19  \u00a9 ucles 2013 0610/33/m/j/13  for  examiner's  use   (i) suggest three  reasons for the decrease in the population of voles between years 5  and 6.   1    2     3    [3]     (ii) state the evidence from fig. 6.1 and fig. 6.2 that supports the idea that voles form  a large part of the food eaten by owls.             [2]        [total: 7]   ",
+            "20": "20      copyright acknowledgements:    figure 1.1   figure 4.1  \u00a9  r philip dales;  annelids ;  hutchinson univer sity library;  1967.  \u00a9  a j grove, g e newell;  animal biology ;  university tutorial press;  1961.  \u00a9  robert d barnes;  invertebrate zoology ;  saunders;  1968.  \u00a9  em image of cross section of a capillary ;  http://remf.dartmou th.edu/images.mammalianpancreastem/source/14.html.    permission to reproduce items where third -party owned material protected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to t race copyright holders, but if any items requiring clearance have unwittingly been included, the  publisher will be pleased to make amends at the earliest possible opportunity.    cambridge international examinations is part of the cambridge asse ssment group. cambridge assessment is the brand name of unive rsity of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge.    \u00a9 ucles 2013 0610/33/mj/13  blank page "
+        },
+        "0610_s13_qp_51.pdf": {
+            "1": "    this document consists of 10 printed pages and 2 blank pages.  ib13 06_0610_51/5rp  \u00a9 ucles 2013  [turn over       *7396921964* for examiner's use  1   2   3   total   university of cambridge international examinations  international general certificate of secondary education       biology 0610/51     paper 5  practical test  may/june 2013     1 hour 15 minutes    candidates answer on the question paper.    additional materials: as listed in the confidential instructions.        read these instructions first    write your centre number, candidate number and name on all the work you hand in.  write in dark blue or black pen.  you may use a pencil for any diagrams or graphs. do not use staples, paper clips, highlighters, glue or correction fluid. do not  write in any barcodes.    answer all questions.   electronic calculators may be used. you may lose marks if you do not show your working or if you do not use appropriate units.   at the end of the examination, fasten all your work securely together.  the number of marks is given in brackets [  ] at the end of each question or part question.   ",
+            "2": "2  \u00a9 ucles 2013 0610/51/m/j/13  for  examiner's  use for  examiner's  use  read through the whole question before starting work.    1 fig. 1.1 shows a bird\u2019s egg. part of the shell has been removed.    shell  yolk albumen     fig. 1.1     approximately 90  % of albumen is water. the remaining 10  % is made up of other  substances such as reducing sugar.      (a) describe how you could safely test a sample of albumen for reducing sugar.                   [4]       (b) you have been given a beaker containing albumen, labelled albumen .    you are going to test the albumen for the presence of protein.    \u007f put on the eye protection provided.  \u007f use the syringe to put 2  cm3 of albumen into a test-tube.  \u007f add 1  cm3 of biuret reagent, from the bottle labelled biuret .      describe your observation and state your conclusion.  observation     conclusion    [2]   ",
+            "3": "3  \u00a9 ucles 2013 0610/51/m/j/13 [turn over  for  examiner's  use for  examiner's  use  (c) you are going to investigate the effect of acid on albumen.    \u007f put 2  cm3 of albumen into each of two clean test-tubes.  \u007f label the test-tubes 1 and 2.  \u007f carefully and slowly pour 2  cm3 of water, from the beaker labelled water , down  the inside  of test-tube 1.  \u007f carefully and slowly pour 2  cm3 of acid, from the beaker labelled acid, down the  inside  of test-tube 2.  \u007f gently move the test-tubes back and forwards. do not shake the test-tubes up and  down.    \u007f record the time. ..  \u007f observe the test-tubes after 5 minutes.     while you are waiting, continue with questions 1(d) and (e).     describe your observations and state your conclusion.  observation, test-tube 1     observation, test-tube 2     conclusion      [3]     (d) state why water was added to test-tube 1.       [1]       (e) fat is present in the yolk.     a student carried out the emulsion test on a sample of yolk and it gave a positive result.    state what the student would observe.     [1]        [total: 11]   ",
+            "4": "4  \u00a9 ucles 2013 0610/51/m/j/13  for  examiner's  use for  examiner's  use 2 fig. 2.1 shows the back leg of two animals.   the animals belong to two different vertebrate groups.    pp q p q animal a animal b   fig. 2.1     (a) (i)  describe one similarity , visible  in fig. 2.1, between the leg of animal a and the  leg of animal b.       [1]     (ii) complete table 2.1 to state two differences , visible  in fig. 2.1 between the leg of  animal a and the leg of animal b.    table 2.1    feature animal a animal b                                   [3] ",
+            "5": "5  \u00a9 ucles 2013 0610/51/m/j/13 [turn over  for  examiner's  use for  examiner's  use  (b)  make a large, labelled drawing of the leg of animal a.                                                    [5]    (c) you are going to calculate the magnification of your drawing of the photograph of the  leg of animal a.     length of line pq in fig. 2.1 is 36  mm.    draw line pq on your drawing in the same position as in fig. 2.1.  length of line pq in drawing  mm      calculate the magnification of your drawing.   show your working.                   magnification \u00d7 [3]   ",
+            "6": "6  \u00a9 ucles 2013 0610/61/m/j/13  for  examiner's  use for  examiner's  use  (d) a population of animals was studied over nine years. the changes in the population of  males  are shown in fig. 2.2    1992 1994 1996 year1998 2000 2002700 600500400300200100 0estimated number ofmales   fig. 2.2      (i)  use the graph to estimate the total population of males and females in 1992.  assume that the number of males and females is equal.     show your working.     total population of males and females  [1]     (ii) describe the changes in the population from 1992 to 2001.                [3]        [total: 16]   ",
+            "7": "7  \u00a9 ucles 2013 0610/51/m/j/13 [turn over  for  examiner's  use 3 (a)  an investigation was carried out on the growth of onion seedlings.     onion seedlings were grown in a tray.    one millimeter was removed from the tips of all of the onion seedlings on the left side  of the dividing line, as shown in fig. 3.1.    tips (1  mm) removed from onion seedlingstips left on onion seedlingstray   fig. 3.1     ten onion seedlings were cut at soil level from each side of the tray.    the heights of these onion seedlings were measured and recorded.    these are shown as the start heights in table 3.1.      after three days, ten more onion seedlings were cut from each side, measured and  recorded. the heights are shown in table 3.1.     (i) suggest why the onion seedlings were cut and removed from the tray before they  were measured.     [1]     (ii) state why a sample of ten onion seedlings is better than a sample of three onion  seedlings.      [1]   ",
+            "8": "8  \u00a9 ucles 2013 0610/51/m/j/13  for  examiner's  use   table 3.1 shows the heights of the onion seedlings at the start and of those measured  after three days.    table 3.1     height of seedling / mm   tips removed tips left on   start after three days start after three days   84 70 70 63   61 76 79 65   54 63 57 83   57 76 58 79   56 80 53 83   62 71 52 74   68 73 61 76   45 60 63 60   64 76 51 85   49 75 76 62  total height / mm 600  620   mean height / mm 60  62      (iii) complete table 3.1 by calculating the total height and mean height of the onion  seedlings after three days. [2]     (iv) calculate the mean increase  in height of the onion seedlings:   tips removed  mm  tips left on  mm [1]      ",
+            "9": "9    \u00a9 ucles 2013 0610/51/m/j/13 [turn over  for  examiner's  use  (b)  the experiment was repeated with another tray of onion seedlings.    the same experiment was then performed on beetroot seedlings.    the results are shown in table 3.2.   table 3.2                  (i) draw a bar chart on fig. 3.2 to show the data in table 3.2.             fig. 3.2      [4] mean increase in height / mm  onion seedlings beetroot seedlings  tips removed tips left on tips removed tips left on  10 9 1 7 ",
+            "10": "10  \u00a9 ucles 2013 0610/51/m/j/13  for  examiner's  use  (ii) describe the effect of removing the tips on the growth of onion and beetroot  seedlings.   onion     beetroot    [2]     (iii) suggest where growth takes place in the shoots of onion and beetroot seedlings.   onion     beetroot    [2]        [total: 13]   ",
+            "11": "11    \u00a9 ucles 2013 0610/51/m/j/13  blank page",
+            "12": "12    copyright acknowledgements:    question 2 figure 2.1 \u00a9 peter skinner / shepreth wildlife park   permission to reproduce items where thir d-party owned material protected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the p ublisher (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.    \u00a9 ucles 2013 0610/51/m/j/13  blank page "
+        },
+        "0610_s13_qp_52.pdf": {
+            "1": "    this document consists of 13 printed pages and  3 blank pages.  ib13 06_0610_52/4rp  \u00a9 ucles 2013  [turn over       *1198432529* for examiner's use  1   2   3   total   university of cambridge international examinations  international general certificate of secondary education       biology 0610/52     paper 5  practical test  may/june 2013     1 hour 15 minutes    candidates answer on the question paper.    additional materials: as listed in the confidential instructions.        read these instructions first    write your centre number, candidate number and name on all the work you hand in.  write in dark blue or black pen. you may use a pencil for any diagrams or graphs. do not use staples, paper clips, highlighters, glue or correction fluid. do not  write in any barcodes.    answer all questions.   electronic calculators may be used. you may lose marks if you do not show your working or if you do not use appropriate units.   at the end of the examination, fasten all your work securely together.  the number of marks is given in brackets [  ] at the end of each question or part question.     ",
+            "2": "2  \u00a9 ucles 2013 0610/52/m/j/13  for  examiner's  use  read through the whole question before starting work.   1 you are presented with two similar cut shoots in test-tubes that contained 20  cm3 of water at  the start.     one shoot still has its leaves attached and the other shoot has had its leaves removed.   the shoots were placed in the water immediately after being cut. the water level was  marked on the outside of the test-tubes.   a small quantity of oil was added to cover the water in these test-tubes.    the two test-tubes containing the shoots were left in the light for two days.    (a) (i)  suggest why oil was placed on top of the water in both test-tubes.     [1]     (ii) use a ruler to measure the height of the water in the two test-tubes.   test-tube containing shoot without leaves  mm test-tube containing shoot with leaves  mm [1]     (iii) describe and explain your observations.         [2]     (b) (i)   \u007f remove the shoots from the test-tubes.   \u007f use water from the beaker of water, labelled water , to wash any oil from the  shoots.  \u007f dry the cut end of each shoot and place the shoots on the white tile.  \u007f use the scalpel to remove approximately 3  cm from the cut end of each shoot.   \u007f immediately place both shoots in the beaker of coloured water, labelled  coloured water .  \u007f leave for 15-20 minutes.   ",
+            "3": "3  \u00a9 ucles 2013 0610/52/m/j/13 [turn over  for  examiner's  use    while you are waiting, continue with part (c) of this question.    \u007f after 15-20 minutes remove the shoots from the coloured water.  \u007f use water from the beaker of water, labelled water , to remove any coloured  water from the outside of the shoots.  \u007f place the shoot without leaves on the white tile.   \u007f use the scalpel to remove 5  mm long sections from the cut end of the shoot, as  shown in fig. 1.1.   \u007f keep the sections in the order in which you removed them.   \u007f use the hand lens to observe each section.   \u007f continue removing sections until the coloured water is not visible in the stem,  as shown in fig. 1.1.    coloured water visible5 mm long sections coloured water not visible in stem (nofurther cuts made)white tile   fig. 1.1       estimate the distance moved by the coloured water in the shoot without leaves.    mm    \u007f push the sections and remaining stem of the shoot without leaves to the edge  of the white tile.    \u007f place the shoot with leaves on the white tile.  \u007f use the scalpel to remove 5 mm long sections from the cut end of the shoot, as  shown in fig. 1.1.  \u007f keep the sections in the order in which you removed them.  \u007f use the hand lens to observe each section.  \u007f continue removing sections until the coloured water is not visible in the stem,  as shown in fig. 1.1.      estimate the distance moved by the coloured water in the shoot with leaves.    mm [3]   ",
+            "4": "4  \u00a9 ucles 2013 0610/52/m/j/13  for  examiner's  use  (ii) use the hand lens to observe the cut end of the second section of the shoot with  leaves.       draw and label the cut end of this se ction to show the location of the coloured  water.       [2]    (iii) do the results in (b) (i)  support the observations in (a) (ii) ? explain your answer.          [2]     ",
+            "5": "5  \u00a9 ucles 2013 0610/52/m/j/13 [turn over                                                     question 1 continues on page 6.",
+            "6": "6  \u00a9 ucles 2013 0610/52/m/j/13  for  examiner's  use  (c)  a group of students measured the mass lost from a flask containing a shoot with  leaves.    the shoot was placed in water, on a balance as shown in fig. 1.2.    an automatic data logger recorded the mass every six hours for two days.    data loggershoot with leaves flask oil water balance   fig. 1.2     only natural light from the sun was allowed to fall on the shoot.      the students calculated the mass lost every six hours. the data is shown in table 1.1.   table 1.1    time of day mass lost / g  10:00 0.0  16:00 3.0  22:00 5.0  04:00 5.0  10:00 7.0  16:00 10.0  22.00 11.5  04.00 11.5  10.00 13.5   ",
+            "7": "7  \u00a9 ucles 2013 0610/52/m/j/13 [turn over  for  examiner's  use   (i)  plot the data from table 1.1 on fig. 1.3.              [4]       fig. 1.3    (ii) describe and explain the results.  description      explanation         [3]   ",
+            "8": "8  \u00a9 ucles 2013 0610/52/m/j/13  for  examiner's  use  fig. 1.4 shows part of the lower surface of a leaf as viewed under a microscope.    \u00d7 300 120  mmstomatah g     fig. 1.4    (d) name the structures labelled g and h.  g    h   [2]      (e) the number of stomata on the lower surface of the leaf can be calculated by using    fig. 1.4.    (i) count the number of stomata visible in fig. 1.4.         number of stomata   [1]   ",
+            "9": "9  \u00a9 ucles 2013 0610/52/m/j/13 [turn over  for  examiner's  use  (ii) the magnification of the image in fig. 1.4 is \u00d7 300.      the length of one side of the image is 120  mm. the image is a square.      you can calculate the actual length of one side of the square of leaf surface shown  in fig. 1.4 by dividing the length of one side of the image by the magnification.     calculate the actual length of one side of the square of leaf surface shown in  fig. 1.4.    show your working.        actual length of one side of the square of leaf surface   mm [1]     (iii) calculate the actual total area of the square of leaf surface shown in fig. 1.4.    show your working.         actual total area of the square of leaf surface   mm 2 [2]     (iv) the number of stomata per mm2 can be calculated from the number of stomata  and the actual total area of the square of leaf surface shown in fig. 1.4.      calculate the number of stomata per mm2 of this leaf.      show your working.        number of stomata per mm 2   [2]     (v) the total area of the lower surface of this leaf was measured and found to be    9000  mm2.      calculate the total number of stomata on the lower surface of this leaf.    show your working.        total number of stomata   [1]        [total: 27]   ",
+            "10": "10  \u00a9 ucles 2013 0610/52/m/j/13  for  examiner's  use 2 you are going to observe and draw one of your fingers.    (a) place the palm of your hand on the paper.    use the hand lens to examine one finger.     make a large, labelled drawing of this finger.                                                 [4]   ",
+            "11": "11  \u00a9 ucles 2013 0610/52/m/j/13 [turn over  for  examiner's  use  (b) fig. 2.1 shows the european mole, talpa europa .     hand \u00d7 0.8  fig. 2.1      (i) state one similarity , visible  in fig. 2.1, between the structure of the mole\u2019s hand  and your hand.    [1]     (ii) complete table 2.1 to state two differences , visible  in fig. 2.1 between the  shape and size of the mole\u2019s hand and your hand.    feature mole\u2019s hand your hand  shape    size        [2]    (c) (i)  name the group of vertebrates to which the mole belongs.   [1]     (ii) state one feature, visible  in fig. 2.1, that supports your answer to (c)(i) .    [1]        [total: 9]  ",
+            "12": "12  \u00a9 ucles 2013 0610/52/m/j/13  for  examiner's  use 3 arum lilies, such as arum maculatum , are plants that have a smell like rotting meat.    the smell attracts flies so that the flowers can be pollinated.    some arum lilies have a purple coloured sheath and some have a light green coloured  sheath.     fig. 3.1 shows an arum lily with part of the sheath cut away to show the inside.    sheath flies     fig. 3.1     a group of students collected arum lilies from the same habitat, two with purple coloured  sheaths and  three  with light green coloured sheaths.    they opened the sheaths of each lily and counted the number of flies inside.    the results are shown in table 3.1.    table 3.1    colour of sheath number of flies total number of   flies mean number of    flies  purple 3  purple 5    light green 5  light green 6  light green 4         (a) calculate the total and mean number of flies found in each colour of sheath.      write your answers in table 3.1. [2]     ",
+            "13": "13  \u00a9 ucles 2013 0610/52/m/j/13  for  examiner's  use  (b) suggest two ways in which this investigation could be improved.  1    2    [2]        [total: 4]    ",
+            "14": "14  \u00a9 ucles 2013 0610/52/m/j/13  blank page",
+            "15": "15  \u00a9 ucles 2013 0610/52/m/j/13  blank page",
+            "16": "16      permission to reproduce items where thir d-party owned material protected by copyright  is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to t race 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.    \u00a9 ucles 2013 0610/52/m/j/13  blank page "
+        },
+        "0610_s13_qp_53.pdf": {
+            "1": "    this document consists of 13 printed pages and 3 blank pages.  ib13 06_0610_53/4rp  \u00a9 ucles 2013  [turn over       *3453866648* for examiner's use  1   2   3   total   university of cambridge international examinations  international general certificate of secondary education       biology 0610/53     paper 5  practical test  may/june 2013     1 hour 15 minutes    candidates answer on the question paper.    additional materials: as listed in the confidential instructions.        read these instructions first    write your centre number, candidate number and name on all the work you hand in.  write in dark blue or black pen. you may use a pencil for any diagrams or graphs. do not use staples, paper clips, highlighters, glue or correction fluid. do not  write in any barcodes.    answer all questions.    electronic calculators may be used. you may lose marks if you do not show your working or if you do not use appropriate units.   at the end of the examination, fasten all your work securely together.  the number of marks is given in brackets [  ] at the end of each question or part question.   ",
+            "2": "2  \u00a9 ucles 2013 0610/53/m/j/13  for  examiner's  use 1 you are going to investigate the effect of enzyme concentration on starch.     (a) you are provided with a petri dish containing a layer of starch agar jelly. three small holes have been cut in the starch agar jelly as shown in fig. 1.1.    the three pieces of starch agar jelly, removed from these holes, are presented on a  white tile.    p q rpetri dish starch agar jelly hole in the starch agar jelly    fig. 1.1      \u007f remove the film from the white tile and add a drop of dilute iodine solution to each  piece of starch agar jelly.     (i) describe your observations.     [1]      you have been provided with two enzyme solutions, labelled 1 and 2. these are  different concentrations of the same enzyme.    \u007f remove the lid of the petri dish. label the holes p, q and r on the outside of the  petri dish, as shown in fig. 1.1.    \u007f carefully put two drops of enzyme solution 1 into hole p. do not over fill the hole.    \u007f carefully put two drops of enzyme solution 2 into hole q. do not over fill the hole.    \u007f carefully put two drops of water into hole r. do not over fill the hole.    \u007f replace the lid on the petri dish.    \u007f record the time ...     leave the petri dish for 15 minutes. while you are waiting  begin work on parts (b)  and (c).   ",
+            "3": "3  \u00a9 ucles 2013 0610/53/m/j/13 [turn over  for  examiner's  use \u007f after 15 minutes remove the petri dish lid.    \u007f wash the surface of the starch agar jelly in the petri dish with water. pour the  water into the container labelled waste .    \u007f pour dilute iodine solution onto the starch agar jelly at one side of the petri dish.  tilt the petri dish so that the iodine solution flows to the opposite side of the dish  and covers all of the surface of the starch agar jelly, as shown in fig. 1.2.    starch agar jellydilute iodine solution dilute iodinesolution flowsover all of the surface of the starchagar jellypetri dish tilted by lifting one side   fig. 1.2    \u007f immediately pour the dilute iodine solution from the surface of the petri dish into  the container labelled waste .     \u007f wash the surface of the starch agar jelly with water. if you require more water,  raise your hand. pour the water into the container labelled waste .    \u007f leave the petri dish for 1 minute.    \u007f hold the petri dish up to the light and examine the starch agar jelly.   ",
+            "4": "4  \u00a9 ucles 2013 0610/53/m/j/13  for  examiner's  use  (ii) make a drawing to show the appearance of the surface of the starch agar jelly on       fig. 1.3. include labels.      p q rp r q      fig. 1.3      [4]    (iii) explain the observations you have drawn in (a)(ii) .             [3]   ",
+            "5": "5  \u00a9 ucles 2013 0610/53/m/j/13 [turn over  for  examiner's  use  (iv) suggest the name of the enzyme used in this investigation.    [1]     (v) state why water was added to hole r.     [1]      (b) germinating seeds produce enzymes that change stored food into soluble materials.      suggest a method similar to that in (a) that you would use to find out if germinating pea  seeds produce the same enzyme as in enzyme solutions 1 and 2.                 [4]     ",
+            "6": "6  \u00a9 ucles 2013 0610/53/m/j/13  for  examiner's  use  (c) you are provided with a pea seedling. remove the film from the pea seedling.      make a large, labelled drawing of the pea seedling.                                                               [4]   ",
+            "7": "7  \u00a9 ucles 2013 0610/53/m/j/13 [turn over                                                    question 1 continues on page 8.",
+            "8": "8  \u00a9 ucles 2013 0610/53/m/j/13  for  examiner's  use  (d) fig. 1.4 shows pea seeds in a pod.    podpea seeds   fig. 1.4      the number of pea seeds in a pod varies.    two students picked a sample of 23 pods.    they opened the pods and counted the number of pea seeds.       fig. 1.5 shows the students\u2019 results.    number of pea seeds in each pod 8, 10, 11, 10, 9, 11, 9, 4, 10, 11, 12, 10, 10, 11, 8, 12, 10, 9, 11, 8, 10, 9, 12   fig. 1.5   ",
+            "9": "9  \u00a9 ucles 2013 0610/53/m/j/13 [turn over  for  examiner's  use   (i) complete table 1.1 using the results from fig. 1.5 to show how many pods there  were with each number of pea seeds.      two rows have been completed for you.    table 1.1    number of pea seeds in  each pod tally number of pods  4    5    6    7    8 /// 3  9    10 ////   // 7  11    12        [2]     (ii) draw a histogram on fig. 1.6 to show the num ber of pods with each number of pea  seeds.             [4]    fig. 1.6     (iii) put an x in the bar on the graph which seems to be anomalous. [1]    ",
+            "10": "10  \u00a9 ucles 2013 0610/53/m/j/13  for  examiner's  use  (iv) most pods contained 10 or 11 pea seeds.       suggest a reason for some pods containing 8 or 12 pea seeds.      [1]        [total: 26]  2 fig. 2.1 shows an arthropod.    s t \u00d7 2.5    fig. 2.1    (a) you are going to calculate the actual length of the part of the leg that is marked st in  fig. 2.1.     measure the length of line st.    length of line st   mm      calculate the actual length of the part of the leg that is marked st.      show your working.                 actual length of leg   mm [3]     ",
+            "11": "11  \u00a9 ucles 2013 0610/53/m/j/13 [turn over  for  examiner's  use  (b) use features, visible  in fig. 2.1, to identify the group of arthropods to which this animal  belongs.       give two reasons for your answer.  group    reason 1     reason 2    [3]        [total: 6]    ",
+            "12": "12  \u00a9 ucles 2013 0610/53/m/j/13  for  examiner's  use 3 (a)  fig. 3.1 shows a section of a dicotyledonous root as seen with a microscope.      fig. 3.1      on fig. 3.1:   draw a line to a root hair cell and label it;   draw a line to a cortex cell and label it. [2]     ",
+            "13": "13  \u00a9 ucles 2013 0610/53/m/j/13  for  examiner's  use  (b) when stems have just been cut, drops of liquid often appear on the cut surface of the  stem.      a dicotyledonous stem was cut and the liquid was collected and tested for:   \u007f water;  \u007f reducing sugar;  \u007f protein;  \u007f fat.     the results are shown in table 3.1.      complete table 3.1 to show the reagents and final colours.   table 3.1    results  substance reagent  initial colour final colour positive or  negative  (/checkbldor /xmarkbld )  water cobalt chloride blue  /checkbld  reducing sugar  blue  /checkbld  protein  blue  /xmarkbld  fat ethanol + water colourless  /xmarkbld       [6]       [total: 8] ",
+            "14": "14  \u00a9 ucles 2013 0610/53/m/j/13  blank page",
+            "15": "15  \u00a9 ucles 2013 0610/53/m/j/13  blank page",
+            "16": "16    copyright acknowledgements:    question 3  fig. 3.1 \u00a9  ref:  c003 / 4134;  broad bean root, light micrograph ;   dr keith wheeler, science photo library.   permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the  publisher will be pleased to make amends at the earliest possible opportunity.    cambridge international examinations is part of the cambridge asse ssment group. cambridge assessment is the brand name of unive rsity of cambridge  local examinations syndicate (ucles), which is itself a department of the university of cambridge.    \u00a9 ucles 2013 0610/53/m/j/13  blank page "
+        },
+        "0610_s13_qp_61.pdf": {
+            "1": "    this document consists of 11 printed pages and 1 blank page.  ib13 06_0610_61/5rp  \u00a9 ucles 2013  [turn over       *0191634512* university of cambridge international examinations  international general certificate of secondary education       biology 0610/61     paper 6 alternative to practical  may/june 2013     1 hour    candidates answer on the question paper.    no additional materials are required.       read these instructions first   write your centre number, candidate number and name on all the work you hand in.  write in dark blue or black pen.  you may use a pencil for any diagrams or graphs. do not use staples, paper clips, highlighters, glue or correction fluid.  do not  write in any barcodes.    answer all questions.   electronic calculators may be used. you may lose marks if you do not show your working or if you do not use appropriate units.  at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question.     ",
+            "2": "2  \u00a9 ucles 2013 0610/61/m/j/13  for  examiner's  use for  examiner's  use 1 fig. 1.1 shows a bird\u2019s egg. part of the shell has been removed.    shell yolk albumen     fig. 1.1    approximately 90  % of albumen is water. the remaining 10  % is made up of other  substances such as reducing sugar.      (a) describe how you could safely test a sample of albumen for reducing sugar.                  [4]      (b) a student tested some albumen for the presence of protein using biuret reagent.    the solution changed colour. it was a positive result.     describe this colour change.      [1]     ",
+            "3": "3  \u00a9 ucles 2013 0610/61/m/j/13 [turn over  for  examiner's  use for  examiner's  use  (c) fig. 1.2 shows an experiment to investigate the effect of acid on albumen.    test-tube 13 drops of water test-tube 23 drops of dilute acid   fig. 1.2      the test-tubes were observed after five minutes.   the results are shown in table 1.1.   table 1.1    test-tube observation  1 stayed as a clear liquid  2 changed from a clear liquid to a white solid      (i) state a conclusion that can be made from these results.      [1]     (ii) state why water was added to test-tube 1.    [1]   ",
+            "4": "4  \u00a9 ucles 2013 0610/61/m/j/13  for  examiner's  use for  examiner's  use (d) fat is present in the yolk.  a student carried out the emulsion test on a sample of yolk and it gave a positive result. state what the student would observe.    [1]      (e) two students wanted to investigate the effect of concentration of acid on albumen.       for this investigation, suggest a suitable:  variable to change;  variable to measure or observe;   variable to control.  [3]        [total: 11]   ",
+            "5": "5  \u00a9 ucles 2013 0610/61/m/j/13 [turn over  for  examiner's  use for  examiner's  use 2 fig. 2.1 shows the back leg of two animals.    the animals belong to two different vertebrate groups.    pp q p q animal a animal b   fig. 2.1     (a) (i) describe one similarity , visible  in fig. 2.1, between the leg of animal a and the   leg of animal b.       [1]     (ii) complete table 2.1 to state two differences , visible  in fig. 2.1 between the leg of  animal a and the leg of animal b.    table 2.1    feature animal a animal b                                   [3] ",
+            "6": "6  \u00a9 ucles 2013 0610/61/m/j/13  for  examiner's  use for  examiner's  use  (b) make a large, labelled drawing of the leg of animal a.                                                 [5]    (c) you are going to calculate the magnification of your drawing of the photograph of the  leg of animal a.      length of line pq in fig. 2.1 is 36  mm.    draw line pq on your drawing in the same position as in fig. 2.1.  length of line pq in drawing  mm       calculate the magnification of your drawing.    show your working.                    magnification \u00d7 [3]   ",
+            "7": "7  \u00a9 ucles 2013 0610/61/m/j/13 [turn over  for  examiner's  use for  examiner's  use  (d) a population of animals was studied over ni ne years. the changes in the population of  males  are shown in fig. 2.2    1992 1994 1996 year1998 2000 2002700 600500400300200100 0estimated number ofmales   fig. 2.2     (i)  use the graph to estimate the total population of males and females in 1992.  assume that the number of males and females is equal.     show your working.     total population of males and females  [1]     (ii) describe the changes in the population from 1992 to 2001.               [3]        [total: 16] ",
+            "8": "8  \u00a9 ucles 2013 0610/61/m/j/13  for  examiner's  use 3 (a)  an investigation was carried out on the growth of onion seedlings.     onion seedlings were grown in a tray.   one millimeter was removed from the tips of all of the onion seedlings on the left side  of the dividing line, as shown in fig. 3.1.    tips (1  mm) removed from onion seedlingstips left on onion seedlingstray     fig. 3.1     ten onion seedlings were cut at soil level from each side of the tray.    the heights of these onion seedlings were measured and recorded.     these are shown as the start heights in table 3.1.     after three days, ten more onion seedlings were cut from each side, measured and  recorded. the heights are shown in table 3.1.      (i) suggest why the onion seedlings were cut and removed from the tray before they  were measured.    [1]     (ii) state why a sample of ten onion seedlings is better than a sample of three onion  seedlings.     [1]   ",
+            "9": "9  \u00a9 ucles 2013 0610/61/m/j/13 [turn over  for  examiner's  use for  examiner's  use   table 3.1 shows the heights of the onion seedlings at the start and of those measured  after three days.    table 3.1     height of seedling  / mm   tips removed tips left on   start after three days start after three days   84 70 70 63   61 76 79 65   54 63 57 83   57 76 58 79   56 80 53 83   62 71 52 74   68 73 61 76   45 60 63 60   64 76 51 85   49 75 76 62  total height  / mm 600  620   mean height  / mm 60  62      (iii) complete table 3.1 by calculating the total height and mean height of the onion  seedlings after three days. [2]     (iv) calculate the mean increase  in height of the onion seedlings:   tips removed  mm  tips left on  mm [1]     ",
+            "10": "10  \u00a9 ucles 2013 0610/61/m/j/13  for  examiner's  use  (b)  the experiment was repeated with another tray of onion seedlings.    the same experiment was then performed on beetroot seedlings.   the results are shown in table 3.2.   table 3.2                   (i) draw a bar chart on fig. 3.2 to show the data in table 3.2.             fig. 3.2      [4] mean increase in height / mm  onion seedlings beetroot seedlings  tips removed tips left on tips removed tips left on  10 9 1 7 ",
+            "11": "11  \u00a9 ucles 2013 0610/61/m/j/13  for  examiner's  use for  examiner's  use  (ii) describe the effect of removing the tips on the growth of onion and beetroot  seedlings.   onion    beetroot    [2]     (iii) suggest where growth takes place in the shoots of onion and beetroot seedlings.   onion     beetroot    [2]        [total: 13]   ",
+            "12": "12    copyright acknowledgements:    question 2 figure 2.1 \u00a9 peter skinner / shepreth wildlife park   permission to reproduce items where thir d-party owned material protected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holder s, 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.   \u00a9 ucles 2013 0610/61/m/j/13  blank page   "
+        },
+        "0610_s13_qp_62.pdf": {
+            "1": "    this document consists of 15 printed pages and 1 blank page.  ib13 06_0610_62/6rp   \u00a9 ucles 2013  [turn over       *2408000291* university of cambridge international examinations  international general certificate of secondary education       biology 0610/62     paper 6 alternative to practical  may/june 2013     1 hour    candidates answer on the question paper.    no additional materials are required.       read these instructions first    write your centre number, candidate number and name on all the work you hand in.  write in dark blue or black pen.  you may use a pencil for any diagrams or graphs. do not use staples, paper clips, highlighters, glue or correction fluid.  do not  write in any barcodes.    answer all questions.   electronic calculators may be used. you may lose marks if you do not show your working or if you do not use appropriate units.    at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question.       ",
+            "2": "2  \u00a9 ucles 2013 0610/62/m/j/13  for  examiner's  use 1 fig. 1.1 shows two similar cut shoots in test-tubes that contained 20  cm3 of water at the  start.     one shoot has its leaves attached and t he other shoot has had its leaves removed.   the shoots were placed in the water immediately after being cut.    a small quantity of oil was added to cover the water in these test-tubes.    the two test-tubes with the shoots were left in the light for two days.   shoot with leavesshoot withoutleaves oil waterheight ofwater after2 days height ofwater afte r 2 days     fig. 1.1     (a) (i)  identify the variable that was changed (independent variable) in this investigation.     [1]   ",
+            "3": "3  \u00a9 ucles 2013 0610/62/m/j/13 [turn over  for  examiner's  use  (ii) suggest why oil was placed on top of the water in both test-tubes.      [1]     (iii) use a ruler to  measure the height of the water in the two test-tubes, shown in  fig. 1.1.   test-tube containing shoot without leaves  mm  test-tube containing shoot with leaves  mm [1]     (iv) describe and explain your observations.          [2]   ",
+            "4": "4  \u00a9 ucles 2013 0610/62/m/j/13  for  examiner's  use  (b) the two shoots were removed from the test-tubes.     both shoots were immediately placed in a beaker of coloured water and left for 10  minutes.    after 10 minutes the shoots were removed from the coloured water.     the shoots were cut in half, as shown in fig. 1.2, to see how far up the stem the  coloured water had moved.    each shoot cut in half from the cut end to the tipone half of each shoot showing the movement of the coloured water up the stemcoloured water   fig. 1.2   ",
+            "5": "5  \u00a9 ucles 2013 0610/62/m/j/13 [turn over  for  examiner's  use   shoot with leavesshoot without leaves    fig. 1.3      (i)  use a ruler to measure the distance moved by the coloured water, shown in       fig. 1.3.  shoot without leaves  mm  shoot with leaves  mm [1]     (ii) do the measurements in (b)(i)  support the measurements in (a)(iii) ? explain your  answer.          [2]   ",
+            "6": "6  \u00a9 ucles 2013 0610/62/m/j/13  for  examiner's  use  (iii) describe how you could carry out a similar investigation to determine whether  temperature  affects the rate of water uptake of shoots with leaves.              [3]     ",
+            "7": "7  \u00a9 ucles 2013 0610/62/m/j/13 [turn over                                                 question 1 continues on page 8.",
+            "8": "8  \u00a9 ucles 2013 0610/62/m/j/13  for  examiner's  use  (c) a group of students measured the mass lost from a flask containing a shoot with  leaves.    the shoot was placed in water, on a balance as shown in fig. 1.4.     an automatic data logger recorded the mass every six hours for two days.    data loggershoot with leaves flask oil water balance   fig. 1.4     only natural light from the sun was allowed to fall on the shoot.     the students calculated the mass lost every six hours. the data is shown in table 1.1.   table 1.1    time of day mass lost  / g  10:00 0.0  16:00 3.0  22:00 5.0  04:00 5.0  10:00 7.0  16:00 10.0  22.00 11.5  04.00 11.5  10.00 13.5   ",
+            "9": "9  \u00a9 ucles 2013 0610/62/m/j/13 [turn over  for  examiner's  use  (c) (i)  plot the data from table 1.1 on fig. 1.5.             fig. 1.5      [4]    (ii) describe and explain the results.  description      explanation         [3]   ",
+            "10": "10  \u00a9 ucles 2013 0610/62/m/j/13  for  examiner's  use  fig. 1.6 shows part of the lower surface of a leaf as viewed under a microscope.    \u00d7 300 120  mmstomatah g     fig. 1.6    (d) name the structures labelled g and h.  g    h   [2]      (e) the number of stomata on the lower surface of the leaf can be calculated by using    fig. 1.6.    (i) count the number of stomata visible in fig. 1.6.         number of stomata   [1]   ",
+            "11": "11  \u00a9 ucles 2013 0610/62/m/j/13 [turn over  for  examiner's  use  (ii) the magnification of the image in fig. 1.6 is \u00d7 300.      the length of one side of the image is 120  mm. the image is a square.     you can calculate the actual length of one side of the square of leaf surface shown  in fig. 1.6 by dividing the length of one side of the image by the magnification.     calculate the actual length of one side of the square of leaf surface shown in  fig. 1.6.    show your working.      actual length of one side of the square of leaf surface   mm [1]     (iii) calculate the actual total area of the square of leaf surface shown in fig. 1.6.    show your working.       actual total area of the square of leaf surface   mm 2 [2]     (iv) the number of stomata per mm2 can be calculated from the number of stomata  and the actual total area of the square of leaf surface shown in fig. 1.6.      calculate the number of stomata per mm2 of this leaf.      show your working.     number of stomata per mm 2   [2]    (v) the total area of the lower surface of this leaf was measured and found to be   9000  mm2.       calculate the total number of stomata on the lower surface of this leaf.     show your working.     total number of stomata   [1]       [total: 27]  ",
+            "12": "12  \u00a9 ucles 2013 0610/62/m/j/13  for  examiner's  use 2 you are going to observe and draw one of your fingers.     (a) place the palm of your hand on the paper.     examine one finger.     make a large, labelled drawing of this finger.                                                  [4]   ",
+            "13": "13  \u00a9 ucles 2013 0610/62/m/j/13 [turn over  for  examiner's  use  (b) fig. 2.1 shows the european mole, talpa europa .     hand \u00d7 0.8  fig. 2.1      (i) state one similarity , visible  in fig. 2.1, between the structure of the mole\u2019s hand  and your hand.     [1]     (ii) complete table 2.1 to state two differences , visible  in fig. 2.1 between the  shape and size of the mole\u2019s hand and your hand.    feature mole\u2019s hand your hand  shape    size        [2]    (c) (i)  name the group of vertebrates to which the mole belongs.   [1]    (ii) state one feature, visible  in fig. 2.1, that supports your answer to (c)(i) .     [1]        [total: 9]  ",
+            "14": "14  \u00a9 ucles 2013 0610/62/m/j/13  for  examiner's  use 3 arum lilies, such as arum maculatum , are plants that have a smell like rotting meat.    the smell attracts flies so that the flowers can be pollinated.     some arum lilies have a purple coloured sheath and some have a light green coloured  sheath.     fig. 3.1 shows an arum lily with part of the sheath cut away to show the inside.    sheath flies     fig. 3.1    a group of students collected arum lilies from the same habitat, two with purple coloured  sheaths and three  with light green coloured sheaths.    they opened the sheaths of each lily and counted the number of flies inside.    the results are shown in table 3.1.    table 3.1    colour of sheath number of flies total number of   flies mean number of   flies  purple 3  purple 5    light green 5  light green 6  light green 4      (a) calculate the total and mean number of flies found in each colour of sheath.       write your answers in table 3.1. [2]    ",
+            "15": "15  \u00a9 ucles 2013 0610/62/m/j/13  for  examiner's  use  (b) suggest two ways in which this investigation could be improved.  1     2    [2]        [total: 4]   ",
+            "16": "16      permission to reproduce items where thir d-party owned material protected by copyright  is included has been sought and cleared w here possible. every  reasonable effort has been made by the publis her (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.    \u00a9 ucles 2013 0610/62/m/j/13  blank page "
+        },
+        "0610_s13_qp_63.pdf": {
+            "1": "    this document consists of 13 printed pages and 3 blank pages.  ib13 06_0610_63/4rp   \u00a9 ucles 2013  [turn over       *5439306249* university of cambridge international examinations  international general certificate of secondary education       biology 0610/63     paper 6 alternative to practical  may/june 2013     1 hour    candidates answer on the question paper.    no additional materials are required.       read these instructions first    write your centre number, candidate number and name on all the work you hand in.  write in dark blue or black pen.  you may use a pencil for any diagrams or graphs. do not use staples, paper clips, highlighters, glue or correction fluid.  do not  write in any barcodes.   answer all questions.    electronic calculators may be used. you may lose marks if you do not show your working or if you do not use appropriate units.    at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question.     ",
+            "2": "2  \u00a9 ucles 2013 0610/63/m/j/13  for  examiner's  use 1 (a)  some students investigated the effect of enzyme concentration on starch.    they were provided with a petri dish containing a layer of starch agar jelly.   the students cut three small holes in the starch agar jelly and labelled them as shown  in fig. 1.1.    p q rpetri dish starch agar jelly hole in the starch agar jelly    fig. 1.1      they placed the starch agar jelly that had been cut out of the holes on a white tile and  added two drops of dilute iodine solution to each piece.     the dilute iodine solution changed from yellow/brown to deep blue.     (i) state why the colour changed.    [1]       the students were given two different concentrations of the same enzyme,     solution 1 and solution 2.    \u007f they put two drops of enzyme solution 1 into hole p.  \u007f they put two drops of enzyme solution 2 into hole q.  \u007f they put two drops of water into hole r.  \u007f after 15 minutes dilute iodine solution was poured over the surface of the  starch agar jelly.   ",
+            "3": "3  \u00a9 ucles 2013 0610/63/m/j/13 [turn over  for  examiner's  use   fig. 1.2 shows the appearance of the surface of the starch agar jelly after dilute iodine  solution had been added. the petri dish was placed on a piece of squared paper.     key deep blue clearhole in the starch agarjellyp r qpp qq rr 1 small square = 4mm = 4mm22     fig. 1.2    (ii) holes p, q and r are the same size.      use the grid and count the squares to estimate the area of hole r.    area of hole r  mm 2 [1]  ",
+            "4": "4  \u00a9 ucles 2013 0610/63/m/j/13  for  examiner's  use  (iii) describe the results shown in fig. 1.2.            [3]     (iv) explain the results shown in fig. 1.2.              [3]     (v) suggest the name of the enzyme used in this investigation.    [1]     (vi) state why water was added to hole r.    [1]     ",
+            "5": "5  \u00a9 ucles 2013 0610/63/m/j/13 [turn over  for  examiner's  use  (b) germinating seeds produce enzymes that change stored food into soluble materials.     suggest a method similar to that in (a) that you would use to find out if germinating pea  seeds produce the same enzyme as in enzyme solutions 1 and 2.                 [4]     ",
+            "6": "6  \u00a9 ucles 2013 0610/63/m/j/13  for  examiner's  use  (c) fig. 1.3 shows a pea seedling.         fig. 1.3      make a large, labelled drawing of the pea seedling in the space provided on page 7.                                    ",
+            "7": "7  \u00a9 ucles 2013 0610/63/m/j/13 [turn over    draw the pea seedling in the space below.                                                                          [4]       ",
+            "8": "8  \u00a9 ucles 2013 0610/63/m/j/13  for  examiner's  use  (d) fig. 1.4 shows pea seeds in a pod.    podpea seeds   fig. 1.4      the number of pea seeds in a pod varies.    two students picked a sample of 23 pods.    they opened the pods and counted the number of pea seeds.       fig. 1.5 shows the students\u2019 results.    number of pea seeds in each pod 8, 10, 11, 10, 9, 11, 9, 4, 10, 11, 12, 10, 10, 11, 8, 12, 10, 9, 11, 8, 10, 9, 12   fig. 1.5   ",
+            "9": "9  \u00a9 ucles 2013 0610/63/m/j/13 [turn over  for  examiner's  use   (i) complete table 1.1 using the results from fig. 1.5 to show how many pods there  were with each number of pea seeds.      two rows have been completed for you.    table 1.1    number of pea seeds in  each pod tally number of pods  4    5    6    7    8 /// 3  9    10 ////   // 7  11    12        [2]     (ii) draw a histogram on fig. 1.6 to show the num ber of pods with each number of pea  seeds.           [4]      fig. 1.6     (iii) put an x in the bar on the graph which seems to be anomalous. [1]   ",
+            "10": "10  \u00a9 ucles 2013 0610/63/m/j/13  for  examiner's  use  (iv) most pods contained 10 or 11 pea seeds.      suggest a reason for some pods containing 8 or 12 pea seeds.     [1]        [total: 26]  2 fig. 2.1 shows an arthropod.    s  t  \u00d7 2.5    fig. 2.1    (a) you are going to calculate the actual length of the part of the leg that is marked st in  fig. 2.1.     measure the length of line st.    length of line st   mm       calculate the actual length of the part of the leg that is marked st.      show your working.                 actual length of leg   mm [3]     ",
+            "11": "11  \u00a9 ucles 2013 0610/63/m/j/13 [turn over  for  examiner's  use  (b) use features, visible  in fig. 2.1, to identify the group of arthropods to which this animal  belongs.      give two reasons for your answer.  group    reason 1     reason 2    [3]        [total: 6]    ",
+            "12": "12  \u00a9 ucles 2013 0610/63/m/j/13  for  examiner's  use 3 (a)  fig. 3.1 shows a section of a dicotyledonous root as seen with a microscope.      fig. 3.1     on fig. 3.1:   draw a line to a root hair cell and label it;   draw a line to a cortex cell and label it. [2]     ",
+            "13": "13  \u00a9 ucles 2013 0610/63/m/j/13 [turn over  for  examiner's  use  (b) when stems have just been cut, drops of liquid often appear on the cut surface of the  stem.     a dicotyledonous stem was cut and the liquid was collected and tested for:   \u007f water;  \u007f reducing sugar;  \u007f protein;  \u007f fat.     the results are shown in table 3.1.      complete table 3.1 to show the reagents and final colours.   table 3.1    results  substance reagent  initial colour final colour positive or  negative  (/checkbldor /xmarkbld )  water cobalt chloride blue  /checkbld  reducing sugar  blue  /checkbld  protein  blue  /xmarkbld  fat ethanol + water colourless  /xmarkbld        [6]       [total: 8] ",
+            "14": "14  \u00a9 ucles 2013 0610/63/m/j/13  blank page",
+            "15": "15  \u00a9 ucles 2013 0610/63/m/j/13  blank page",
+            "16": "16    copyright acknowledgements:    question 3  fig. 3.1 \u00a9  ref:  c003 / 4134;  broad bean root, light micrograph ;   dr keith wheeler, science photo library.    permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the  publisher will be pleased to make amends at the earliest possible opportunity.    cambridge international examinations is part of the cambridge asse ssment group. cambridge assessment is the brand name of unive rsity of cambridge  local examinations syndicate (ucles), which is it self a department of the university of cambridge.    \u00a9 ucles 2013 0610/63/m/j/13  blank page "
+        },
+        "0610_w13_qp_11.pdf": {
+            "1": "    this document consists of 19 printed pages and 1 blank page.  ib13 11_0610_11/4rp  \u00a9 ucles 2013  [turn over       *7331630561* university of cambridge international examinations  international general certificate of secondary education       biology 0610/11     paper 1  multiple choice  october/november 2013     45 minutes    additional materials: multiple choice answer sheet    soft clean eraser    soft pencil (type b or hb is recommended)        read these instructions first    write in soft pencil.  do not use staples, paper clips, highlighters, glue or correction fluid. write your name, centre number and candidate number on the answer sheet in the spaces provided  unless this has been done for you.  do not write in any barcodes.  there are forty  questions on this paper. answer all questions. for each question there are four possible  answers a, b, c and d.   choose the one you consider correct and record your choice in soft pencil  on the separate answer sheet.    read the instructions on the answer sheet very carefully.   each correct answer will score one mark. a mark will not be deducted for a wrong answer. any rough working should be done in this booklet. electronic calculators may be used.         ",
+            "2": "2  \u00a9 ucles 2013 0610/11/o/n/13  1 which process provides the raw materials needed for tissue repair?  a excretion  b growth  c nutrition  d respiration      2 the diagram shows an arthropod.        how many pairs of jointed legs does this arthropod have?  a 2 b 20 c 21 d 40     3 which group does not contain animals that are arthropods?  a annelids  b arachnids  c crustaceans  d insects    ",
+            "3": "3  \u00a9 ucles 2013 0610/11/o/n/13 [turn over  4 keys are used in biological identification.    which statement may appear in a key and alone  could identify one of the plants in the diagrams?        a the plant has a single deep root with small branches.  b the plant has many similar roots, arising from a single point.  c the plant has one flower on the stem.  d the plant has pointed leaves.      5 the diagrams show a leaf cell before and after staining with iodine solution.    greenbefore staining  blue-blackafter staining  colour change      which substance causes the iodine solution to change colour?  a chlorophyll  b protein  c reducing sugar  d starch     ",
+            "4": "4  \u00a9 ucles 2013 0610/11/o/n/13  6 the diagram shows a cell seen under the light microscope.    p q     which labels are correct?     p q  a cell membrane cytoplasm  b cell membrane vacuole  c cell wall cytoplasm  d cell wall vacuole     7 which is a tissue and which is an organ?     tissue organ  a a group of liver cells xylem  b a group of palisade cells the stomach  c the brain a root  d the reproductive system the liver    8 which series of terms is listed in order of increasing level of organisation?  a cell \u2192 organ \u2192 tissue \u2192 organ system  b cell \u2192 tissue \u2192 organ \u2192 organ system  c tissue \u2192 cell \u2192 organ \u2192 organ system  d tissue \u2192 organ \u2192 organ system \u2192 cell    ",
+            "5": "5  \u00a9 ucles 2013 0610/11/o/n/13 [turn over  9 the diagram shows six cells.    pqr stu     which are plant cells and which are animal cells?     plant cells animal cells  a p, q and u r, s and t  b p, r, s and t q and u  c q and t p, r, s and u  d r, s and u p, q and t      10 which diagram shows the appearance of a plant cell several minutes after it has been placed in a concentrated solution of sugar?    ab c d     ",
+            "6": "6  \u00a9 ucles 2013 0610/11/o/n/13  11 the diagrams show an experiment when set up and the same experiment two hours later.    when set up two hours later  partially  permeable  membrane  pure  water concentrated sugar solution coloured with dye dye hasmovedinto thisside     what explains the movement of water and dye?     movement of water movement of dye  a diffusion osmosis  b osmosis diffusion  c osmosis translocation  d translocation diffusion      12 which statement is correct for all catalysts?  a they are enzymes.  b they are proteins.  c they speed up chemical reactions.  d they work in living organisms.      13 two enzyme-controlled reactions are shown.    amino acids          proteins  enzyme 1 proteins            amino acidsenzyme 2     from these reactions, what deduction can be made about enzymes?  a enzyme 1 has been changed to enzyme 2.  b enzyme 2 slows down the production of amino acids.  c enzymes can build up large molecules.  d enzymes only break down large molecules.     ",
+            "7": "7  \u00a9 ucles 2013 0610/11/o/n/13 [turn over  14 the diagram shows two food molecules before and after they have been digested by enzymes.    p qr s after before    what identifies the products of fat digestion?  a p and r b p and s c q and r d q and s      15 four foods were tested for each of the following nutrients:    fat (using ethanol);  protein (using the biuret test);  reducing sugar (using benedict\u2019s solution),    which food contains protein and fat?    colour of result of food test     purple  / lilac brick-red  / orange milky-white   a \u0013 \u0017 \u0013 key  b \u0013 \u0017 \u0017 \u0013 = nutrient present  c \u0017 \u0013 \u0013 \u0017 = nutrient absent  d \u0017 \u0013 \u0017      ",
+            "8": "8  \u00a9 ucles 2013 0610/11/o/n/13  16 the graphs show the quantities of selected vitamins and mineral ions in four foods.    beans egg fish fruit beans egg fish fruit beans egg fish fruit beans egg fish fruitvitamin c mg per 100  g 30  20 10  0 vitamin d \u00b5g per 100  g 15 10  5 0 iron mg per 100  g 3 2 1 0 calcium mg per 100  g 150 100  50  0      which food is the richest source of the vitamin or mineral ions essential for the transport of  oxygen by the blood?  a beans  b egg  c fish  d fruit     ",
+            "9": "9  \u00a9 ucles 2013 0610/11/o/n/13 [turn over  17 the diagram shows the circulatory system of a mammal.    capillary networkin lungs capillary network in body organsleft atrium left ventricleright atrium right ventricle yx     what describes the blood in vessels x and y?     x y  a deoxygenated deoxygenated  b deoxygenated oxygenated  c oxygenated deoxygenated  d oxygenated oxygenated      18 in which order does water pass through these tissues in a plant?  a mesophyll \u2192 xylem \u2192 root cortex  b root cortex \u2192 mesophyll \u2192 xylem  c root cortex \u2192 xylem \u2192 mesophyll  d xylem \u2192 mesophyll \u2192 root cortex     ",
+            "10": "10  \u00a9 ucles 2013 0610/11/o/n/13  19 the diagram shows two shoots at the start of an experiment on transpiration.    30 gspring balance  oil watershoot  x shoot  y  30 g     what are the likely readings on the spring balances after three days?     shoot x shoot y  a 30  g 30  g  b 30  g 25  g  c 25  g 30  g  d 25  g 25  g     ",
+            "11": "11  \u00a9 ucles 2013 0610/11/o/n/13 [turn over  20 the diagram shows a section through an alveolus and a capillary.    xy      why does carbon dioxide move from x to y?  a air has a lower concentration of carbon dioxide than blood.  b carbon dioxide moves more freely in air than in blood.  c carbon dioxide must replace oxygen.  d diffusion of carbon dioxide can only be out of the blood.     21 the table shows the approximate composition of air breathed out by a mammal.    gas air breathed out  / %  nitrogen 80  oxygen 16  carbon dioxide 4    where did the nitrogen in the air breathed out come from?  a it was a product of proteins broken down in the mammal.  b it was a product of respiration.  c it was in the air that was breathed in.  d it was exchanged for oxygen which was taken into the blood.     ",
+            "12": "12  \u00a9 ucles 2013 0610/11/o/n/13  22 the diagram shows some structures in the human neck and thorax.    q      the lining of tube q has cilia.    what is an important function of the cilia?  a to help in the exchange of gases  b to increase the internal surface area of tube q  c to moisten the air entering and leaving the lungs  d to move mucus towards the throat      23 the diagram shows some blood vessels near the surface of the skin.    skin sur face  y x z blood flow     if vasoconstriction occurs at x, what happens to the blood flow at y and z?     y z  a decreases decreases  b decreases stays constant  c increases increases  d increases stays constant     ",
+            "13": "13  \u00a9 ucles 2013 0610/11/o/n/13 [turn over  24 a person has a high-protein diet.    what describes the level of urea in the blood leaving the liver and in the urine leaving the  kidneys?     urea in blood   leaving liver urea in urine   leaving kidneys  a high high  b high low  c low high  d low low     25 the diagram shows seedlings in two experiments on the tropic response of seedlings to gravity  and light.    shootshoot start of experiment in the dark3 days later shootshoot start of experiment 3 days laterlight from one sideto show the effect of gravity to show the effect of lightexperiment 1 experiment 2     how have the seedlings responded?     to gravity to light   a \u0013 \u0013 key  b \u0013 \u0017 \u0013= tropic response shown  c \u0017 \u0013 \u0017= no tropic response shown  d \u0017 \u0017      ",
+            "14": "14  \u00a9 ucles 2013 0610/11/o/n/13  26 how does sweating cool the body?  a sweating causes vasodilation.  b sweating decreases the water content of the blood.  c urea and salt are lost from the body in sweat.  d water in sweat evaporates from the skin.      27 a mango tree can reproduce by seed and by asexual reproduction.    trees produced by each of these methods produce mango fruits.    when comparing these fruits genetically, what is the correct result?     fruits of trees grown  from seeds fruits of trees produced  by asexual reproduction  a identical identical  b identical non-identical  c non-identical identical  d non-identical non-identical     28 the diagram shows a section through a flower.    1 2 3 4     after the flower is fertilised, which parts will develop into the fruit and the seed?     fruit seed  a 1 2  b 1 4  c 2 3  d 3 4   ",
+            "15": "15  \u00a9 ucles 2013 0610/11/o/n/13 [turn over  29 the graph is a record of the growth of a plant.    y-axis x-axis    which labels should be used for the x-axis and the y-axis?     x-axis y-axis  a dry mass number of cells  b time cell size  c time dry mass  d total mass time      30 which environmental factor is not always a requirement for seed germination?  a light  b oxygen  c suitable temperature  d water      31 most birds have a coloured pigment in their feathers, but in a few individuals, pigment is absent  and the birds are albinos.    albinism occurs when a bird is homozygous recessive for the gene which creates the coloured pigment.    if two albino birds mated, what describes the appearance of their offspring?  a all albino  b all coloured  c 50% coloured, 50% albino  d 75% coloured, 25% albino     ",
+            "16": "16  \u00a9 ucles 2013 0610/11/o/n/13  32 in an animal, the allele for straight fur is dominant to the allele for curly fur.    a pair of these animals mate and have nine offspring with straight fur and three with curly fur.    f represents the allele for straight fur and f represents the allele for curly fur.    what are the most likely genotypes of the parents?  a f and f b ff and ff c ff and ff d ff and ff      33 what defines a diploid nucleus?  a a nucleus containing two sets of chromosomes  b a nucleus containing two unpaired chromosomes  c a nucleus with two alternative forms of a gene  d a nucleus with two separate threads of dna    34 a food chain shows how organisms depend on each other for their sources of energy, but all  energy comes ultimately from one source.    what is this energy source?  a leaves of plants  b meat  c sunlight  d water     ",
+            "17": "17  \u00a9 ucles 2013 0610/11/o/n/13 [turn over  35 the diagram shows a food web.    vegetation, fruits and seeds voles hawks spiders toads and lizards  herbivorous  insects carnivorous  insects  rabbits x foxes      what type of organism is x?  a a carnivore  b a decomposer  c a herbivore  d a producer      36 the diagram shows the carbon cycle.    carbon dioxide in the air carbon compounds in green plants carbon compounds in animals carbon compounds in micro-organisms which cause decaypqrs t uv     which three letters represent respiration?  a p, q and r b p, q and s c t, s and v d t, u and v    ",
+            "18": "18  \u00a9 ucles 2013 0610/11/o/n/13  37 in which natural cycles do photosynthesis and respiration both  play a part?     carbon cycle water cycle  a \u0013 \u0013  b \u0013 \u0017  c \u0017 \u0013  d \u0017 \u0017     38 what is the correct sequence for the stages in a sigmoid population growth curve?  a lag \u2192 log \u2192 stationary  b log \u2192 lag \u2192 stationary  c stationary \u2192 lag \u2192 log  d stationary \u2192  log \u2192 lag    39 the chart shows which species of different animals are present in rivers of different ph.    6.5 6.0 5.5 5.0 4.5 4.0 phtrout bassperchfrogssalamandersclamscrayfishsnails mayfliesspecies key present absent     which conclusion can be drawn from this information?  a both frogs and mayflies can live in more acidic river water than trout.  b clams and snails are most affected by acidic river water.  c most species can live in river water below ph 5.5.  d not all species are affected by acidic river water.     ",
+            "19": "19  \u00a9 ucles 2013 0610/11/o/n/13  40 the graph shows the quantities of pesticides that accumulate in four populations, each at  different trophic levels in a food chain.    which population is most likely to be herbivores?    abcd0.02 1020016001600 140012001000 800 600400200 0quantity of pesticideaccumulated/  parts per million      ",
+            "20": "20  copyright acknowledgements:    question 40                         \u00a9  adap ted:  jean martin;  core biology ;  cambridge university press;  1999.     permission to reproduce items where thir d-party owned material protected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the p ublisher (ucles) to trace copyright holder s, but if any items requiring clearance have unwittingly been included, the  publisher will be pleased to make amends at the earliest possible opportunity.    cambridge international examinations is part of the cambridge a ssessment group. cambridge assessment is the brand name of unive rsity of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge.    \u00a9 ucles 2013 0610/11/o/n/13  blank page  "
+        },
+        "0610_w13_qp_12.pdf": {
+            "1": "    this document consists of 19 printed pages and 1 blank page.  ib13 11_0610_12/fp  \u00a9 ucles 2013  [turn over       *8348341579* university of cambridge international examinations  international general certificate of secondary education       biology 0610/12     paper 1  multiple choice  october/november 2013     45 minutes    additional materials: multiple choice answer sheet    soft clean eraser    soft pencil (type b or hb is recommended)        read these instructions first    write in soft pencil.  do not use staples, paper clips, highlighters, glue or correction fluid. write your name, centre number and candidate number on the answer sheet in the spaces provided  unless this has been done for you.  do not write in any barcodes.  there are forty  questions on this paper. answer all questions. for each question there are four possible  answers a, b, c and d.   choose the one you consider correct and record your choice in soft pencil  on the separate answer sheet.    read the instructions on the answer sheet very carefully.   each correct answer will score one mark. a mark will not be deducted for a wrong answer. any rough working should be done in this booklet. electronic calculators may be used.         ",
+            "2": "2  \u00a9 ucles 2013 0610/12/o/n/13  1 the diagram shows an arthropod.        how many pairs of jointed legs does this arthropod have?  a 2 b 20 c 21 d 40     2 which group does not contain animals that are arthropods?  a annelids  b arachnids  c crustaceans  d insects    3 keys are used in biological identification.    which statement may appear in a key and alone  could identify one of the plants in the diagrams?        a the plant has a single deep root with small branches.  b the plant has many similar roots, arising from a single point.  c the plant has one flower on the stem.  d the plant has pointed leaves.    ",
+            "3": "3  \u00a9 ucles 2013 0610/12/o/n/13 [turn over  4 which process provides the raw materials needed for tissue repair?  a excretion  b growth  c nutrition  d respiration      5 which series of terms is listed in order of increasing level of organisation?  a cell \u2192 organ \u2192 tissue \u2192 organ system  b cell \u2192 tissue \u2192 organ \u2192 organ system  c tissue \u2192 cell \u2192 organ \u2192 organ system  d tissue \u2192 organ \u2192 organ system \u2192 cell      6 which is a tissue and which is an organ?     tissue organ  a a group of liver cells xylem  b a group of palisade cells the stomach  c the brain a root  d the reproductive system the liver     7 the diagram shows a cell seen under the light microscope.    p q     which labels are correct?     p q  a cell membrane cytoplasm  b cell membrane vacuole  c cell wall cytoplasm  d cell wall vacuole ",
+            "4": "4  \u00a9 ucles 2013 0610/12/o/n/13  8 the diagrams show a leaf cell before and after staining with iodine solution.    greenbefore staining  blue-blackafter staining  colour change      which substance causes the iodine solution to change colour?  a chlorophyll  b protein  c reducing sugar  d starch     9 the diagram shows six cells.    pqr stu     which are plant cells and which are animal cells?     plant cells animal cells  a p, q and u r, s and t  b p, r, s and t q and u  c q and t p, r, s and u  d r, s and u p, q and t    ",
+            "5": "5  \u00a9 ucles 2013 0610/12/o/n/13 [turn over  10 which diagram shows the appearance of a plant cell several minutes after it has been placed in a  concentrated solution of sugar?    ab c d     11 the diagrams show an experiment when set up and the same experiment two hours later.    when set up two hours later  partially  permeable  membrane  pure  water concentrated sugar solution coloured with d ye dye hasmovedinto thisside     what explains the movement of water and dye?     movement of water movement of dye  a diffusion osmosis  b osmosis diffusion  c osmosis translocation  d translocation diffusion     ",
+            "6": "6  \u00a9 ucles 2013 0610/12/o/n/13  12 the diagram shows two food molecules before and after they have been digested by enzymes.    p qr s after before    what identifies the products of fat digestion?  a p and r b p and s c q and r d q and s      13 which statement is correct for all catalysts?  a they are enzymes.  b they are proteins.  c they speed up chemical reactions.  d they work in living organisms.    14 two enzyme-controlled reactions are shown.    amino acids          proteins  enzyme 1 proteins            amino acidsenzyme 2     from these reactions, what deduction can be made about enzymes?  a enzyme 1 has been changed to enzyme 2.  b enzyme 2 slows down the production of amino acids.  c enzymes can build up large molecules.  d enzymes only break down large molecules.     ",
+            "7": "7  \u00a9 ucles 2013 0610/12/o/n/13 [turn over  15 the graphs show the quantities of selected vitamins and mineral ions in four foods.    beans egg fish fruit beans egg fish fruit beans egg fish fruit beans egg fish fruitvitamin c mg per 100  g 30  20 10  0 vitamin d \u00b5g per 100  g 15 10  5 0 iron mg per 100  g 3 2 1 0 calcium mg per 100  g 150 100  50  0      which food is the richest source of the vitamin or mineral ions essential for the transport of  oxygen by the blood?  a beans  b egg  c fish  d fruit      16 four foods were tested for each of the following nutrients:    fat (using ethanol);  protein (using the biuret test);  reducing sugar (using benedict\u2019s solution),    which food contains protein and fat?    colour of result of food test     purple  / lilac brick-red  / orange milky-white   a \u0013 \u0017 \u0013 key  b \u0013 \u0017 \u0017 \u0013 = nutrient present  c \u0017 \u0013 \u0013 \u0017 = nutrient absent  d \u0017 \u0013 \u0017      ",
+            "8": "8  \u00a9 ucles 2013 0610/12/o/n/13  17 the diagram shows the circulatory system of a mammal.    capillary networkin lungs capillary network in body organsleft atrium left ventricleright atrium right ventricle yx     what describes the blood in vessels x and y?     x y  a deoxygenated deoxygenated  b deoxygenated oxygenated  c oxygenated deoxygenated  d oxygenated oxygenated     ",
+            "9": "9  \u00a9 ucles 2013 0610/12/o/n/13 [turn over  18 the diagram shows a section through an alveolus and a capillary.    xy      why does carbon dioxide move from x to y?  a air has a lower concentration of carbon dioxide than blood.  b carbon dioxide moves more freely in air than in blood.  c carbon dioxide must replace oxygen.  d diffusion of carbon dioxide can only be out of the blood.     19 the table shows the approximate composition of air breathed out by a mammal.    gas air breathed out  / %  nitrogen 80  oxygen 16  carbon dioxide 4    where did the nitrogen in the air breathed out come from?  a it was a product of proteins broken down in the mammal.  b it was a product of respiration.  c it was in the air that was breathed in.  d it was exchanged for oxygen which was taken into the blood.      20 in which order does water pass through these tissues in a plant?  a mesophyll \u2192 xylem \u2192 root cortex  b root cortex \u2192 mesophyll \u2192 xylem  c root cortex \u2192 xylem \u2192 mesophyll  d xylem \u2192 mesophyll \u2192 root cortex   ",
+            "10": "10  \u00a9 ucles 2013 0610/12/o/n/13  21 the diagram shows two shoots at the start of an experiment on transpiration.    30 gspring balance  oil watershoot  x shoot  y  30 g     what are the likely readings on the spring balances after three days?     shoot x shoot y  a 30  g 30  g  b 30  g 25  g  c 25  g 30  g  d 25  g 25  g     ",
+            "11": "11  \u00a9 ucles 2013 0610/12/o/n/13 [turn over  22 the diagram shows some structures in the human neck and thorax.    q      the lining of tube q has cilia.    what is an important function of the cilia?  a to help in the exchange of gases  b to increase the internal surface area of tube q  c to moisten the air entering and leaving the lungs  d to move mucus towards the throat      23 the diagram shows some blood vessels near the surface of the skin.    skin sur face  y x z blood flow     if vasoconstriction occurs at x, what happens to the blood flow at y and z?     y z  a decreases decreases  b decreases stays constant  c increases increases  d increases stays constant     ",
+            "12": "12  \u00a9 ucles 2013 0610/12/o/n/13  24 how does sweating cool the body?  a sweating causes vasodilation.  b sweating decreases the water content of the blood.  c urea and salt are lost from the body in sweat.  d water in sweat evaporates from the skin.      25 the diagram shows seedlings in two experiments on the tropic response of seedlings to gravity  and light.    shootshoot start of experiment in the dark3 days later shootshoot start of experiment 3 days laterlight from one sideto show the effect of gravity to show the effect of lightexperiment 1 experiment 2     how have the seedlings responded?     to gravity to light   a \u0013 \u0013 key  b \u0013 \u0017 \u0013= tropic response shown  c \u0017 \u0013 \u0017= no tropic response shown  d \u0017 \u0017      ",
+            "13": "13  \u00a9 ucles 2013 0610/12/o/n/13 [turn over  26 a person has a high-protein diet.    what describes the level of urea in the blood leaving the liver and in the urine leaving the  kidneys?     urea in blood   leaving liver urea in urine   leaving kidneys  a high high  b high low  c low high  d low low     27 a mango tree can reproduce by seed and by asexual reproduction.    trees produced by each of these methods produce mango fruits.  when comparing these fruits genetically, what is the correct result?     fruits of trees grown  from seeds fruits of trees produced  by asexual reproduction  a identical identical  b identical non-identical  c non-identical identical  d non-identical non-identical     ",
+            "14": "14  \u00a9 ucles 2013 0610/12/o/n/13  28 the diagram shows a section through a flower.    1 2 3 4     after the flower is fertilised, which parts will develop into the fruit and the seed?     fruit seed  a 1 2  b 1 4  c 2 3  d 3 4     29 which environmental factor is not always a requirement for seed germination?  a light  b oxygen  c suitable temperature  d water    ",
+            "15": "15  \u00a9 ucles 2013 0610/12/o/n/13 [turn over  30 the graph is a record of the growth of a plant.    y-axis x-axis    which labels should be used for the x-axis and the y-axis?     x-axis y-axis  a dry mass number of cells  b time cell size  c time dry mass  d total mass time      31 most birds have a coloured pigment in their feathers, but in a few individuals, pigment is absent  and the birds are albinos.    albinism occurs when a bird is homozygous recessive for the gene which creates the coloured  pigment.    if two albino birds mated, what describes the appearance of their offspring?  a all albino  b all coloured  c 50% coloured, 50% albino  d 75% coloured, 25% albino     32 in an animal, the allele for straight fur is dominant to the allele for curly fur.    a pair of these animals mate and have nine offspring with straight fur and three with curly fur.    f represents the allele for straight fur and f represents the allele for curly fur.    what are the most likely genotypes of the parents?  a f and f b ff and ff c ff and ff d ff and ff    ",
+            "16": "16  \u00a9 ucles 2013 0610/12/o/n/13  33 what defines a diploid nucleus?  a a nucleus containing two sets of chromosomes  b a nucleus containing two unpaired chromosomes  c a nucleus with two alternative forms of a gene  d a nucleus with two separate threads of dna      34 the diagram shows a food web.    vegetation, fruits and seeds voles hawks spiders toads and lizards  herbivorous  insects carnivorous  insects  rabbits x foxes      what type of organism is x?  a a carnivore  b a decomposer  c a herbivore  d a producer     35 a food chain shows how organisms depend on each other for their sources of energy, but all  energy comes ultimately from one source.    what is this energy source?  a leaves of plants  b meat  c sunlight  d water     ",
+            "17": "17  \u00a9 ucles 2013 0610/12/o/n/13 [turn over  36 the diagram shows the carbon cycle.    carbon dioxide in the air carbon compounds in green plants carbon compounds in animals carbon compounds in micro-organisms which cause decaypqrs t uv     which three letters represent respiration?  a p, q and r b p, q and s c t, s and v d t, u and v     37 in which natural cycles do photosynthesis and respiration both  play a part?     carbon cycle water cycle  a \u0013 \u0013  b \u0013 \u0017  c \u0017 \u0013  d \u0017 \u0017    ",
+            "18": "18  \u00a9 ucles 2013 0610/12/o/n/13  38 the chart shows which species of different animals are present in rivers of different ph.    6.5 6.0 5.5 5.0 4.5 4.0 phtrout bassperchfrogssalamandersclamscrayfishsnails mayfliesspecies key present absent     which conclusion can be drawn from this information?  a both frogs and mayflies can live in more acidic river water than trout.  b clams and snails are most affected by acidic river water.  c most species can live in river water below ph 5.5.  d not all species are affected by acidic river water.      39 the graph shows the quantities of pesticides that accumulate in four populations, each at  different trophic levels in a food chain.    which population is most likely to be herbivores?    abcd0.02 1020016001600 140012001000 800 600400200 0quantity of pesticideaccumulated/  parts per million      ",
+            "19": "19  \u00a9 ucles 2013 0610/12/o/n/13  40 what is the correct sequence for the stages in a sigmoid population growth curve?  a lag \u2192 log \u2192 stationary  b log \u2192 lag \u2192 stationary  c stationary \u2192 lag \u2192 log  d stationary \u2192  log \u2192 lag     ",
+            "20": "20  copyright acknowledgements:    question.39                         \u00a9  adap ted:  jean martin;  core biology ;  cambridge university press;  1999.     permission to reproduce items where thir d-party owned material protected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the  publisher will be pleased to make amends at the earliest possible opportunity.    cambridge international examinations is part of the cambridge asse ssment group. cambridge assessment is the brand name of unive rsity of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge.    \u00a9 ucles 2013 0610/12/o/n/13  blank page  "
+        },
+        "0610_w13_qp_13.pdf": {
+            "1": "    this document consists of 18 printed pages and 2 blank pages.  ib13 11_0610_13/4rp  \u00a9 ucles 2013  [turn over       *3932117087* university of cambridge international examinations  international general certificate of secondary education       biology 0610/13     paper 1  multiple choice  october/november 2013     45 minutes    additional materials: multiple choice answer sheet    soft clean eraser    soft pencil (type b or hb is recommended)        read these instructions first    write in soft pencil.  do not use staples, paper clips, highlighters, glue or correction fluid. write your name, centre number and candidate number on the answer sheet in the spaces provided  unless this has been done for you.  do not write in any barcodes.  there are forty  questions on this paper. answer all questions. for each question there are four possible  answers a, b, c and d.   choose the one you consider correct and record your choice in soft pencil  on the separate answer sheet.    read the instructions on the answer sheet very carefully.   each correct answer will score one mark. a mark will not be deducted for a wrong answer. any rough working should be done in this booklet. electronic calculators may be used.         ",
+            "2": "2  \u00a9 ucles 2013 0610/13/o/n/13  1 the diagram shows how a plant, called a venus fly-trap, reacts to a fly landing on it.    a fly lands on a leaf the fly is digested by juices  produced b y the leaf fly trapped     which characteristics of living things are shown by the plant in the diagram?  a excretion and growth  b growth and sensitivity  c nutrition and reproduction  d nutrition and sensitivity     2 the diagram shows the external features of an animal.        to which class does it belong?  a amphibians  b fish  c mammals  d reptiles    ",
+            "3": "3  \u00a9 ucles 2013 0610/13/o/n/13 [turn over  3 the diagram shows an arthropod.    pincer legs    to which group does it belong?  a annelids  b arachnids  c insects  d myriapods      4 the diagram shows a small animal.        use the key to identify the animal.  1 has wings .. go to 2   has no wings . go to 3 2 has one pair of legs per segment ... a   has two pairs of legs per segment . b  3 has one pair of antennae ... c   has two pairs of antennae . d      5 which diagram shows a liver cell?    a b c d      ",
+            "4": "4  \u00a9 ucles 2013 0610/13/o/n/13  6 what is a feature of both plant and animal cells?  a a cell membrane  b a cell wall  c a large vacuole  d chloroplasts      7 the diagram shows a student\u2019s drawing of guard cells.    which label line is incorrect ?    a  cell membrane b  cytoplasm c  stoma d  cell wall     8 the diagram shows structures that form the surface of the trachea.    s    which level of organisation is the structure labelled s?  a cell  b organ  c organ system  d tissue     ",
+            "5": "5  \u00a9 ucles 2013 0610/13/o/n/13 [turn over  9 what is a correct description of red blood cells?     thin region in  the cell centre large nucleus  a \u0013 \u0013  b \u0013 \u0017  c \u0017 \u0013  d \u0017 \u0017      10 the diagrams show an experiment when set up and the same experiment two hours later.    when set up two hours later  partially  permeable  membrane  pure  water concentrated sugar solution coloured with d ye dye hasmovedinto thisside     what explains the movement of water and dye?     movement of water movement of dye  a diffusion osmosis  b osmosis diffusion  c osmosis translocation  d translocation diffusion     ",
+            "6": "6  \u00a9 ucles 2013 0610/13/o/n/13  11 which diagram shows the appearance of a plant cell several minutes after it has been placed in a  concentrated solution of sugar?    ab c d     12 two enzyme-controlled reactions are shown.    amino acids          proteins  enzyme 1 proteins            amino acidsenzyme 2     from these reactions, what deduction can be made about enzymes?  a enzyme 1 has been changed to enzyme 2.  b enzyme 2 slows down the production of amino acids.  c enzymes can build up large molecules.  d enzymes only break down large molecules.     ",
+            "7": "7  \u00a9 ucles 2013 0610/13/o/n/13 [turn over  13 the graphs show the quantities of selected vitamins and mineral ions in four foods.    beans egg fish fruit beans egg fish fruit beans egg fish fruit beans egg fish fruitvitamin c mg per 100  g 30  20 10  0 vitamin d \u00b5g per 100  g 15 10  5 0 iron mg per 100  g 3 2 1 0 calcium mg per 100  g 150 100  50  0      which food is the richest source of the vitamin or mineral ions essential for the transport of  oxygen by the blood?  a beans  b egg  c fish  d fruit      14 four foods were tested for each of the following nutrients:    fat (using ethanol);  protein (using the biuret test);  reducing sugar (using benedict\u2019s solution),    which food contains protein and fat?    colour of result of food test     purple  / lilac brick-red  / orange milky-white   a \u0013 \u0017 \u0013 key  b \u0013 \u0017 \u0017 \u0013 = nutrient present  c \u0017 \u0013 \u0013 \u0017 = nutrient absent  d \u0017 \u0013 \u0017      ",
+            "8": "8  \u00a9 ucles 2013 0610/13/o/n/13  15 the diagram shows some of the organs of the human body.    p sq r     in which organs does the digestion of carbohydrates take place?  a p and q b p and r c q and r d q and s      16 the diagram shows the circulatory system of a mammal.    capillary networkin lungs capillary network in body organsleft atrium left ventricleright atrium right ventricle yx     what describes the blood in vessels x and y?     x y  a deoxygenated deoxygenated  b deoxygenated oxygenated  c oxygenated deoxygenated  d oxygenated oxygenated   ",
+            "9": "9  \u00a9 ucles 2013 0610/13/o/n/13 [turn over  17 which statements about plant transpiration are correct?     plants transpire most when plants transpire least when  a air is dry temperature is high  b light intensity is high air is humid  c light intensity is low temperature is low  d temperature is cold light intensity is high     18 the diagram shows two shoots at the start of an experiment on transpiration.    30 gspring balance  oil watershoot  x s hoot  y  30 g     what are the likely readings on the spring balances after three days?     shoot x shoot y  a 30  g 30  g  b 30  g 25  g  c 25  g 30  g  d 25  g 25  g    ",
+            "10": "10  \u00a9 ucles 2013 0610/13/o/n/13  19 the diagram shows some structures in the human neck and thorax.    q      the lining of tube q has cilia.    what is an important function of the cilia?  a to help in the exchange of gases  b to increase the internal surface area of tube q  c to moisten the air entering and leaving the lungs  d to move mucus towards the throat      20 which process uses the greatest amount of energy?  a gaseous diffusion  b protein synthesis  c respiration  d starch digestion    ",
+            "11": "11  \u00a9 ucles 2013 0610/13/o/n/13 [turn over  21 the table shows the approximate composition of air breathed out by a mammal.    gas air breathed out  / %  nitrogen 80  oxygen 16  carbon dioxide 4    where did the nitrogen in the air breathed out come from?  a it was a product of proteins broken down in the mammal.  b it was a product of respiration.  c it was in the air that was breathed in.  d it was exchanged for oxygen which was taken into the blood.     22 a person has a high-protein diet.    what describes the level of urea in the blood leaving the liver and in the urine leaving the  kidneys?     urea in blood   leaving liver urea in urine   leaving kidneys  a high high  b high low  c low high  d low low    ",
+            "12": "12  \u00a9 ucles 2013 0610/13/o/n/13  23 the diagram shows some blood vessels near the surface of the skin.    skin sur face  y x z blood flow     if vasoconstriction occurs at x, what happens to the blood flow at y and z?     y z  a decreases decreases  b decreases stays constant  c increases increases  d increases stays constant      24 at night, a man looks at the stars and then begins to read a map using a bright lamp.    how do the shape of his lenses and the size of his pupils change?     lenses pupils  a fatter larger  b fatter smaller  c thinner larger  d thinner smaller     25 what is the main function of sweating?  a to excrete urea  b to remove excess salts  c to clean the pores  d to cool the body    ",
+            "13": "13  \u00a9 ucles 2013 0610/13/o/n/13 [turn over  26 which method of birth control works by preventing an egg from being released?  a condom  b contraceptive pill  c rhythm method  d vasectomy      27 the diagram shows the human female reproductive system.    x      sometimes a woman may be unable to have a baby because the tube at x becomes blocked.    which processes are prevented?     fertilisation implantation ovulation   a \u0013 \u0013 \u0013 key  b \u0013 \u0013 \u0017 \u0013= prevented  c \u0017 \u0013 \u0013 \u0017= not prevented  d \u0013 \u0017 \u0013      28 the graph shows the growth curve of a plant.    dry mass seed  time1 2 3 4      at which two stages is growth not occurring?  a 1 and 4 b 2 and 3 c 3 and 4 d 1 and 2    ",
+            "14": "14  \u00a9 ucles 2013 0610/13/o/n/13  29 the diagram shows a typical human growth curve from birth to 20 years.    0 1 2 3 4 5 6 7 8 9 10 age  / years11 12 13 14 15 16 17 18 19 20 175 150125100 75 50 25 0height /  cm     during which years is the growth rate greatest?  a 0 \u2013 2 years  b 8 \u2013 10 years  c 12 \u2013 14 years  d 18 \u2013 20 years     30 albinism in humans is caused by a recessive allele.    parents who do not suffer from the condition produce an albino child.    what is the probability that their second child will be born albino?  a 25% b 50% c 75% d 100%    31 an individual has the genotype bb.    what is the correct description of this genotype?  a heterozygous, with two different alleles of the same gene  b heterozygous, with two different genes of the same allele  c homozygous, with two different alleles of the same gene  d homozygous, with two different genes of the same allele     ",
+            "15": "15  \u00a9 ucles 2013 0610/13/o/n/13 [turn over  32 the diagram shows the inheritance of flower colour in pea plants.    parents genotypesgametespurple flowers pp p\u00d7 white flowers pp p f1 genotypesphenotypegametespp purple flowers p     p\u00d7 pp white flowers p     p f2 genotypesphenotyperatiopp  pp purple flowers 3 :pp  pp white flowers 1w x y z     at which stages in the diagram does meiosis occur?  a w and y b w and z c x and y d x and z     33 in an ecosystem, what happens to most of the chemical energy in the decomposers?  a it becomes heat.  b it is transferred back to the producers.  c it is transferred back to both producers and consumers.  d it is destroyed.    34 the three-toed sloth is a mammal that lives in the forests of central america. sloths are eaten by  wild cats such as jaguars and also by snakes. the sloths mainly eat leaves.    what is the original source of the energy supplied to the jaguars?  a leaves  b sloths  c snakes  d sun    ",
+            "16": "16  \u00a9 ucles 2013 0610/13/o/n/13  35 the diagram shows a food web.    vegetation, fruits and seeds voles hawks spiders toads and lizards  herbivorous  insects carnivorous  insects  rabbits x foxes      what type of organism is x?  a a carnivore  b a decomposer  c a herbivore  d a producer      36 the diagram shows part of the water cycle.    sea cows    what must occur for water in the sea to reach the cows?  a condensation only  b condensation, then evaporation  c evaporation, then condensation  d evaporation only     ",
+            "17": "17  \u00a9 ucles 2013 0610/13/o/n/13 [turn over  37 the diagram represents part of the carbon cycle.    carbon dioxide  in air animals fossil fuels plants dead matter    what is missing from this diagram?  a an arrow from animals to plants  b an arrow from carbon dioxide in the air to animals  c an arrow from carbon dioxide in the air to fossil fuels  d an arrow from plants to animals     38 the graphs show the changes in the populations of predator and prey over a period of time.    which point on the graph shows a decrease in predator population?    number of individuals timea bc d     39 which feature of deforestation has t he greatest effect on the atmosphere?  a extinction of forest animal species  b increased risk of flooding  c reduction of photosynthesis  d soil erosion   ",
+            "18": "18  \u00a9 ucles 2013 0610/13/o/n/13  40 in a pyramid of numbers, what does the top of the pyramid represent?  a carnivores  b decomposers  c herbivores  d sun     ",
+            "19": "19  \u00a9 ucles 2013 0610/13/o/n/13  blank page",
+            "20": "20      permission to reproduce items where thir d-party owned material protected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the  publisher will be pleased to make amends at the earliest possible opportunity.    cambridge international examinations is part of the cambridge asse ssment group. cambridge assessment is the brand name of unive rsity of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge.    \u00a9 ucles 2013 0610/13/o/n/13  blank page  "
+        },
+        "0610_w13_qp_21.pdf": {
+            "1": "    this document consists of 19 printed pages and 1 blank page.  ib13 11_0610_21/4rp  \u00a9 ucles 2013  [turn over       *6821487977* university of cambridge international examinations  international general certificate of secondary education       biology 0610/21     paper 2 core  october/november 2013     1 hour 15 minutes    candidates answer on the question paper.    no additional materials are required.       read these instructions first    write your centre number, candidate number and name on all the work you hand in.  write in dark blue or black pen.  you may use a pencil for any diagrams or graphs. do not use staples, paper clips, highlighters, glue or correction fluid.  do not  write in any barcodes.    answer all questions.   electronic calculators may be used. you may lose marks if you do not show your working or if you do not use appropriate units.    at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [ ] at the end of each question or part question.   ",
+            "2": "2  \u00a9 ucles 2013 0610/21/o/n/13  for  examiner's  use 1 fig. 1.1 shows a woodlouse.        fig. 1.1      the woodlouse is a crustacean, one of the four groups of arthropod.      it is a herbivore that lives on land and eats decaying plant materials.      it breathes with gills that must be kept moist.    (a) name two other groups of arthropod.       for each group state one feature found only in animals of that group.  1 group    feature   2 group    feature  [4]      (b) some students were sent to find woodlice for an investigation.     suggest and explain two reasons why populations of woodlice are usually found under  stones, decaying wood and leaves.  1 reason    explanation       2 reason    explanation      [4]        [total: 8]   ",
+            "3": "3  \u00a9 ucles 2013 0610/21/o/n/13 [turn over  for  examiner's  use 2 inspired air has a different composition to expired air.      complete table 2.1 to show how inspired air is different from expired air.     table 2.1    substance how inspired air is different from expired air  carbon dioxide   dust particles   oxygen   water vapour       [4]       [total: 4]   ",
+            "4": "4  \u00a9 ucles 2013 0610/21/o/n/13  for  examiner's  use 3 fig. 3.1 shows a poster that a student made for a biology lesson.    blood a  plasma      that makes      antibodiesb  red blood cell      that transports     oxygen c  white blood       cells that      transport     glucose     fig. 3.1     the teacher told the class that the student had made a number of mistakes.    (a) for each of the three  labels, correct the mistakes by giving the name and function of  each component.     a name    function      b name    function      c name    function     [6]  ",
+            "5": "5  \u00a9 ucles 2013 0610/21/o/n/13 [turn over  for  examiner's  use  (b) name one other component of the blood that is not labelled on the poster.      state its function.  component   function    [2]        [total: 8]   ",
+            "6": "6  \u00a9 ucles 2013 0610/21/o/n/13  for  examiner's  use 4 (a)  table 4.1 shows some of the top ten causes of death in parts of the world during 2010.    table 4.1    cause of death percentage of the  deaths of adult  males percentage of the  deaths of adult  females  cancer (lung, alimentary canal,  breast, prostate and others) 17 12  coronary heart disease 7 14  stroke (blood clot in brain) 17 10      fig. 4.1 shows the data for the adult males.    cancers coronary heart diseasestroke20 10 0percentage of deaths males females males females males females    fig. 4.1      (i) draw the bars for the adult females on fig. 4.1. [1]    (ii) calculate the percentage of males dying from causes other than  those in         table 4.1.       show your working.      % [2]     (iii) state the type of cancer, listed in table 4.1, that occurs only in males.    [1]  ",
+            "7": "7  \u00a9 ucles 2013 0610/21/o/n/13 [turn over  for  examiner's  use  (b) the lifestyles of people can affect their risk of dying from some diseases.      (i) suggest three  actions that humans could take to lower their risk of dying from  coronary heart disease.  1     2     3    [3]     (ii) in 2010 2% of adult male deaths were due to liver disease.       suggest  one aspect of their life style that could have caused this.    [1]       [total: 8]    ",
+            "8": "8  \u00a9 ucles 2013 0610/21/o/n/13  for  examiner's  use 5 (a)  wheat is a type of grass that has been grown by humans for about 9000 years. the  earliest variety is called emmer.       fig. 5.1 shows emmer wheat and a modern type of wheat.   ear of modern wheatear of emmer wheat ear earawn grain   fig. 5.1     (i) use fig. 5.1 to describe two ways in which emmer wheat is different from modern  wheat.   1     2    [2]     (ii) over hundreds of years farmers improved the yield of wheat crops.       they kept grains from the highest yielding ears to grow the next crop.      name this farming practice.   [1]     ",
+            "9": "9  \u00a9 ucles 2013 0610/21/o/n/13 [turn over  for  examiner's  use  (b) there is evidence that emmer wheat was pollinated by pollen from other grasses.       this produced new varieties.    fig. 5.2 shows a section through a flower of wheat.        fig. 5.2      suggest the method of pollination in this wheat flower.      give two reasons for your answer.  method   reasons          [3]     ",
+            "10": "10  \u00a9 ucles 2013 0610/21/o/n/13  for  examiner's  use  (c) 3000 years ago some farmers stored wheat in pits in the ground.      fig. 5.3 shows a pit full of grain.    chalk rock chalk rockwaterproof, airtight cap of clay layer of wheatgrains thatgerminatewheat grains thatdo not germinateor decayground level     fig. 5.3      wheat grains near the edge of the pit germinate.     the germinating grains use up all of one gas from the air in the pit and produce a  different gas.     the germinating grains also release heat that causes the temperature in the pit to rise  to 80  \u00b0c.      (i) name the chemical reaction that uses up and produces the gases.   [1]    (ii) name the gas used up during this chemical reaction.    [1]    (iii) name the gas released during this chemical reaction.    [1]   ",
+            "11": "11  \u00a9 ucles 2013 0610/21/o/n/13 [turn over  for  examiner's  use  (iv) suggest and explain  three  reasons why most of the grains in the pit did not  germinate or decay.   1     2     3    [3]        [total: 12]    ",
+            "12": "12  \u00a9 ucles 2013 0610/21/o/n/13  for  examiner's  use 6 complete the sentences about the contents of a nucleus by writing the most appropriate  word in each space.      use only words from the box.      alleles      chromosomes      diploid      dna    gametes      genes      haploid      muscles      chromosomes are long threads of  made up of many  .  two or more alternative forms of a gene, are called   .   a  nucleus contains a single set of unpaired  . these   nuclei are found in  .         [total: 6]    ",
+            "13": "13  \u00a9 ucles 2013 0610/21/o/n/13 [turn over  for  examiner's  use 7 (a)  fig. 7.1 shows a carbon cycle.    carbon dioxide in the air carbon compounds in fossil fuels carbohydrate, fat and protein in green plantscarbohydrate, fat and protein in soil carbohydrate, fat and protein in animalsdeathdeathdeath feedingfeeding feedingdeathdeathdeathab cde f     fig. 7.1      (i) write the letter of an arrow, a, b, c, d, e, or f as shown in fig. 7.1, that  represents each of the following processes.     combustion   photosynthesis   respiration  [3]     (ii) many of the world\u2019s governments are concerned that the carbon dioxide concentration in the atmosphere keeps rising.       explain why they are concerned about the rise in carbon dioxide concentration.               [3]     ",
+            "14": "14  \u00a9 ucles 2013 0610/21/o/n/13  for  examiner's  use  (b) gazelles are herbivores that eat grass.       oxpecker birds feed on ticks that live on the skin of gazelles.     ticks suck blood from the gazelles.      (i) draw a food chain to represent these feeding relationships.                               [2]    (ii) state what the arrows represent in a food chain.    [1]    (iii) explain why a food chain is not considered to be a cycle like the carbon cycle.                [3]        [total: 12]   ",
+            "15": "15  \u00a9 ucles 2013 0610/21/o/n/13 [turn over  for  examiner's  use 8 throughout the world there are almost equal numbers of female and male babies born. the  sex of a baby is determined by the sex chromosomes.     (a) state the sex chromosomes present in a female and a male.      use x and y to represent the sex chromosomes.      female    male   [2]      (b) complete the genetic diagram to show the inheritance of sex in humans.     parent parental chromosomes gametes offspring chromosomes offspringmale ... .   . ..   ..female ... .   . ..   ..      [3]        [total: 5]   ",
+            "16": "16  \u00a9 ucles 2013 0610/21/o/n/13  for  examiner's  use 9 the enzyme lactase digests lactose into simple sugars.     (a) define the term enzyme .         [2]       (b)  describe how you could test for the presence of reducing sugars.        state what you would observe if the result was positive.                 [3]     ",
+            "17": "17  \u00a9 ucles 2013 0610/21/o/n/13 [turn over  for  examiner's  use  (c)  fig. 9.1 shows the results of an investigation into the effect of ph on the activity of the  enzyme lactase.    07 ph14activity of lactase 123456 89 1 0 1 1 1 2 1 3     fig. 9.1      (i) use fig. 9.1 to determine the optimum ph of lactase.   [1]     (ii) describe the effect of the changes in ph on the activity of lactase.                [3]     ",
+            "18": "18  \u00a9 ucles 2013 0610/21/o/n/13  for  examiner's  use  (d)  enzymes are involved in chemical digestion.      explain the role of teeth in physical digestion.           [2]        [total: 11]   ",
+            "19": "19  \u00a9 ucles 2013 0610/21/o/n/13  for  examiner's  use 10 photosynthesis takes place in the leaves of plants.     (a) (i)  leaves absorb light energy and this is converted into chemical energy.       state where in leaves this energy change takes place.   [1]    (ii) complete the word equation for photosynthesis.       water  +  .. oxygen  +  .. [2]      (b) describe how water enters a plant from the soil.               [3]        [total: 6]   ",
+            "20": "20      permission to reproduce items where thir d-party owned material protected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holder s, 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.    \u00a9 ucles 2013 0610/21/o/n/13  blank page "
+        },
+        "0610_w13_qp_22.pdf": {
+            "1": "    this document consists of 18 printed pages and 2 blank pages.  ib13 11_0610_22/4rp  \u00a9 ucles 2013  [turn over       *0003177444* university of cambridge international examinations  international general certificate of secondary education       biology 0610/22     paper 2 core  october/november 2013     1 hour 15 minutes    candidates answer on the question paper.    no additional materials are required.       read these instructions first    write your centre number, candidate number and name on all the work you hand in.  write in dark blue or black pen.  you may use a pencil for any diagrams or graphs. do not use staples, paper clips, highlighters, glue or correction fluid.  do not  write in any barcodes.   answer all questions.    electronic calculators may be used. you may lose marks if you do not show your working or if you do not use appropriate units.    at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [ ] at the end of each question or part question.   ",
+            "2": "2  \u00a9 ucles 2013 0610/22/o/n13  for  examiner's  use 1 (a)  define the term photosynthesis .              [3]       (b)  some plants store starch in underground storage organs.    (i) explain how starch in a leaf is transported to an underground storage organ.              [2]     (ii) suggest one advantage to the plant of storing starch in an underground  storage  organ.     [1]     ",
+            "3": "3  \u00a9 ucles 2013 0610/22/o/n13 [turn over  for  examiner's  use  (c) fig. 1.1 shows the underground storage organs of five plants.      a b c de   fig. 1.1      use the key to identify which storage orga n, shown in fig. 1.1, is produced by which  plant.      write the letter of each storage organ on the correct line in the key.      key     name of plant letter of storage  organ    1 (a)  approximately round      (b)  longer than it is wide     2 (a)  has a ring of roots at the base     (b)  no ring of roots   3 (a)  has shoots or leaves      (b)  no shoots or leaves   4 (a)  branched      (b)  not branched        go to 2  go to 3    allium  colocasia   go to 4   cassava   zingiber   solanum              \u2026\u2026\u2026\u2026\u2026\u2026\u2026  \u2026\u2026\u2026\u2026\u2026\u2026\u2026      \u2026\u2026\u2026\u2026\u2026\u2026\u2026.   \u2026\u2026\u2026\u2026\u2026\u2026\u2026   \u2026\u2026\u2026\u2026\u2026\u2026\u2026      [4]        [total: 10]  ",
+            "4": "4  \u00a9 ucles 2013 0610/22/o/n13         blank page",
+            "5": "5  \u00a9 ucles 2013 0610/22/o/n13 [turn over  for  examiner's  use 2 fig. 2.1 shows an external view of a human heart seen from the front.    a b right side of the heartleft side of the heart    fig. 2.1     (a) (i)  name blood vessel a.   [1]     (ii) blood vessel b supplies blood to the muscle of the heart wall.        name blood vessel b.   [1]     (iii) state what happens if blood vessel b becomes blocked.      [1]     (iv) describe and explain how the structure of the left ventricle differs  from the  structure of the right ventricle.            [2]     ",
+            "6": "6  \u00a9 ucles 2013 0610/22/o/n13  for  examiner's  use  (b) exercise affects pulse rate.     describe how you would measure a person\u2019s pulse rate.          [2]        [total: 7]   ",
+            "7": "7  \u00a9 ucles 2013 0610/22/o/n13 [turn over  for  examiner's  use 3 fig. 3.1 shows the relative growth of the br ain, reproductive organs and the whole body.    02468 1 0 age  / years12 14 16 18 20 22100 80604020 0size as percentageof adult size  / %whole bodywhole body reproductivereproductive organsorganshead and brainhead and brain whole body reproductive organshead and brain     fig. 3.1     (a) (i)  state the age at which the whole body has made 50% of its total growth.   [1]     (ii) suggest why the growth of the brain is so rapid in the early years of life.    [1]     (iii) between which two ages does the rapid increase in the size of the reproductive  organs occur?    [1]     ",
+            "8": "8  \u00a9 ucles 2013 0610/22/o/n13  for  examiner's  use  (b)  name the hormone which controls the start of puberty in:     (i) males;   [1]     (ii) females.    [1]     (iii) reproductive organs are affected by an increase of the male sex  hormone.        name two other  structures affected by this increase.  1  2  [2]       (c) some athletes use the male sex hormone as a drug.     they inject this hormone.      the use of such drugs is banned in athletics.     suggest two ways that the male sex hormone could improve the performance of an  athlete.   1     2    [2]        [total: 9]     ",
+            "9": "9  \u00a9 ucles 2013 0610/22/o/n13 [turn over  for  examiner's  use 4 fig. 4.1 is a section through the fruit of a pea plant showing some of its seeds.    sepalsseed fruit pod  fig. 4.1    (a) explain why the cells of the fruit pod, as shown in fig. 4.1, are genetically different from  the cells of the embryo in the seeds.               [3]      (b) (i)  fig. 4.2 shows a pea seedling after germination has begun.    a . b .   fig. 4.2       name the structures labelled a and b.      write your answers on fig. 4.2.  [2]     (ii) state three  external conditions that are always required for germination.   1  2   3  [3]   ",
+            "10": "10  \u00a9 ucles 2013 0610/22/o/n13  for  examiner's  use  (c) define the terms growth  and development .   growth          development       [3]        [total: 11]     ",
+            "11": "11  \u00a9 ucles 2013 0610/22/o/n13 [turn over  for  examiner's  use 5 fig. 5.1 shows a section through the human eye.    abcd exciliary muscle lens suspensory ligaments     fig. 5.1    (a) (i)  name the structures labelled a, b, c and d, shown in fig. 5.1.  a    b    c    d   [4]     (ii) state the function of structure e.     [1]     (iii) give one reason why  area x is called the blind spot.      [1]     ",
+            "12": "12  \u00a9 ucles 2013 0610/22/o/n13  for  examiner's  use  (b) a girl looks at a distant tree and then looks at a small plant very close to her.     describe the changes that take place in the ciliary muscles, the suspensory ligaments  and the lens to allow the girl to focus on the small plant.  ciliary muscles     suspensory ligaments     lens    [3]        [total: 9]   ",
+            "13": "13  \u00a9 ucles 2013 0610/22/o/n13 [turn over  for  examiner's  use 6 fig. 6.1 shows a section through human skin.    abc d e ghx f     fig. 6.1    (a) in table 6.1, write the letter from fig. 6.1 which labels the structure that carries out  each of the functions.     one has been completed for you.   table 6.1    function letter  helps to prevent dehydration of the body b  detects changes in the external temperature   dilates when body temperature rises   prevents most heat loss from the body   produces a fluid to help the body lose heat       [4]     (b) name the structure labelled x on fig. 6.1.  x   [1]        [total: 5]     ",
+            "14": "14  \u00a9 ucles 2013 0610/22/o/n13  for  examiner's  use 7 (a)  explain what is shown by a food web.          [2]     (b) fig. 7.1 shows part of the food web in the arctic tundra.    arctic hare lichen liverwort grass mosslemming pika musk oxbrown bear arctic fox caribouarctic wolf snowy owl     fig. 7.1      (i)  name one organism, shown in fig. 7.1, that feeds on both animals and plants.   [1]     (ii) the arctic wolf is sometimes described as a top carnivore.       define the term carnivore .       [1]   ",
+            "15": "15  \u00a9 ucles 2013 0610/22/o/n13 [turn over  for  examiner's  use  (iii) suggest why top carnivores, such as the arctic wolf, are usually only present in  very small numbers in an area.           [2]       (c) the number of lemmings in an area undergoes a rapid decrease every few years.      explain how a decrease in lemmings may affect the number of arctic foxes and arctic  hares.      (i) arctic foxes            (ii) arctic hares         [3]        [total: 9]     ",
+            "16": "16  \u00a9 ucles 2013 0610/22/o/n13  for  examiner's  use 8 table 8.1 shows the effect of the use of nitrate fertilisers on the yield of a crop.    (a) plot the data from table 8.1 as a line graph using the axes provided on fig. 8.1.    yield of crop  / tonnesper ha nitrate fertiliser added  / kg per ha    fig. 8.1            [4]     ",
+            "17": "17  \u00a9 ucles 2013 0610/22/o/n13 [turn over  for  examiner's  use table 8.1    nitrate fertiliser added         / kg per ha yield of crop             / tonnes per ha  0 3.0  50 4.8  100 7.0  150 8.6  200 8.2     (b) (i)  calculate by how much the crop yield increased when 50  kg per ha of nitrate  fertiliser was added.     tonnes per ha [1]     (ii) use your graph to determine how much nitrate fertiliser must be added to double  the unfertilised crop yield.    kg per ha [1]     (iii) some farmers add more than 150  kg per ha of nitrate fertiliser.       suggest two reasons why this is not a good idea.   1     2    [2]     (iv) a farmer has only 100  kg of nitrate fertiliser available, but 2 ha of land.       he has to decide whether to put all of the fertiliser on one field of 1  ha or to spread  it evenly over both fields of 1  ha each.       use the data in table 8.1 to calculate which decision would give the farmer the  highest yield, in total.  calculation       decision  [2]     ",
+            "18": "18  \u00a9 ucles 2013 0610/22/o/n13  for  examiner's  use  (c) explain why the yield of a crop can be increased by adding nitrate fertilisers.            [3]        [total: 13]     9 when a mass of still air becomes trapped over a city, pollutants build up in the air next to  the ground.      (a) (i)  name two chemical pollutants that might build up over a busy city centre.  1  2  [2]     (ii) vehicles such as cars burn fossil fuels.        explain why vehicles may be banned from the city if pollution becomes severe.              [3]     ",
+            "19": "19  \u00a9 ucles 2013 0610/22/o/n13  for  examiner's  use  (b) if air pollution is very severe, warnings may be given not to take young babies into the  city centre and for any people with heart and respiratory problems to stay inside.       suggest two reasons for this advice.  1      2     [2]        [total: 7]   ",
+            "20": "20      permission to reproduce items where thir d-party owned material protected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holder s, 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.    \u00a9 ucles 2013 0610/22/o/n13  blank page "
+        },
+        "0610_w13_qp_23.pdf": {
+            "1": "this document consists of 19 printed pages and 1 blank page. dc (nh/sw) 87648/6 r \u00a9 ucles 2013 [turn over *6155101680* biology  0610/23 paper 2 core october/november 2013  1 hour 15 minutes candidates answer on the question paper. no additional materials are required. read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen. y ou may use a pencil for any diagrams or graphs. do not use staples, paper clips, highlighters, glue or correction fluid. do not write in any barcodes. answer all questions. electronic calculators may be used. y ou may lose marks if you do not show your working or if you do not use appropriate units. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [ ] at the end of each question or part question.university of cambridge international examinations international general certificate of secondary education",
+            "2": "2 0610/23/o/n/13 \u00a9 ucles 2013blank page",
+            "3": "3 0610/23/o/n/13 \u00a9 ucles 2013 [turn over1 the seven characteristics of living organisms are excretion , growth , movement , nutrition ,  reproduction , respiration  and sensitivity .  complete table 1.1 below by writing the characteristic opposite its definition. table 1.1 definition characteristic a set of chemical reactions that breaks  down nutrients to release energy in living cells the ability to detect stimuli and make  appropriate responses an act causing a change of position or place removal from an organism of toxic materials,  the waste products of metabolism or substances in excess of requirements  [4]  [total: 4]",
+            "4": "4 0610/23/o/n/13 \u00a9 ucles 20132 pepper plants can be grown in glasshouses, where extra light can be supplied from electric lamps.  the amount of carbon dioxide in the air inside a glasshouse was measured on two different days,  m and n. on one of these days the lamps could not be used, because there was no electricity.  fig. 2.1 shows the amount of carbon dioxide in the air around the pepper plants on day m and day n. 0 0.00 06.00 12.00 time of day18.00 24.0010203040 amount of carbon dioxide in air  / arbitrary units5060 day nday m fig. 2.1  (a) (i) name the process, used by plants, that removes carbon dioxide from the air.  .. .[1]   (ii) state the time of day by which the pepper plants had removed most of the carbon dioxide.  .. .[1]   (iii) using the data from fig. 2.1, explain how you know that there was no electricity on day m.  .. .  .. .  .. .[2]",
+            "5": "5 0610/23/o/n/13 \u00a9 ucles 2013 [turn over (b) the amount of carbon dioxide and the availability of light affect the growth of pepper plants.   suggest two other factors that affect the growth of pepper plants. 1    2   [2]  (c) the pepper grower wanted to find out whether the peppers he grew contained sugar and  vitamin c.   (i) state two reasons why too much sugar can be harmful to humans. 1    2   [2]   (ii) state one reason why humans need vitamin c in their diet.  .. .[1]  [total: 9]",
+            "6": "6 0610/23/o/n/13 \u00a9 ucles 20133 fig. 3.1 shows part of the human arm. ae bd c fig. 3.1  (a) state which letter shows:   the biceps; .. [1]   the triceps. .. [1]  (b) state which letter shows a structure that contracts to extend (straighten) the arm at the elbow.   .. [1]  (c) explain what is meant by antagonistic muscles.  .. .  .. .[1]  [total: 4]",
+            "7": "7 0610/23/o/n/13 \u00a9 ucles 2013 [turn over4 fig. 4.1 shows a human sperm and egg. not drawn to scale fig. 4.1  (a) the sperm and the egg have some similarities and some differences.   (i) describe one similarity  related to the function of these cells as gametes.  .. .[1]   (ii) describe one difference between the sperm and the egg.  .. .[1] state why this difference is important to the function of these cells.  .. .[1]",
+            "8": "8 0610/23/o/n/13 \u00a9 ucles 2013 (b) the sperm and egg can fuse to form another type of cell.   this process is shown in fig. 4.2. process x  cell y  fig. 4.2   (i) write the name of the process x on the line provided. [1]   (ii) write the name of the new type of cell y on the line provided. [1]  (c) (i) name the organ where human sperm are made.  .. .[1]   (ii) describe the route by which sperm reach the egg.  .. .  .. .  .. .  .. .  .. .  .. .[3]",
+            "9": "9 0610/23/o/n/13 \u00a9 ucles 2013 [turn over (d) certain types of nutrient are needed in especially large amounts during the development of a  young human.   table 4.1 shows some nutrients which are particularly important at different stages of growth  and development.   the amounts are shown as \u2018relative food units\u2019 per kg of body mass. a high value for the  \u2018relative food unit\u2019 means that a nutrient is especially important. table 4.1 relative food units nutrient fetusyoung child  (7\u20139 years)girl at puberty carbohydrate 97 198 115 fat 63 50 41 protein 51 51 52 calcium 190 95 72 iron 99 106 220   use table 4.1 to identify which nutrient is required in the greatest amount at each stage of  development.   state one reason why each of these nutrients is important.   fetus: most important nutrient ..[1]reason why nutrient important [1]    y oung child (7\u20139 years): most important nutrient ..[1]reason why nutrient important [1]   girl at puberty: most important nutrient ..[1]reason why nutrient important [1]  [total: 15]",
+            "10": "10 0610/23/o/n/13 \u00a9 ucles 20135 malnutrition is caused by some imbalance in the diet or lifestyle.  (a) this is a list of some effects of malnutrition.      constipation   coronary heart disease   obesity      starvation   tooth decay  use the list to complete table 5.1. table 5.1 imbalance in diet effect of malnutrition insufficient fibre insufficient fat and carbohydratehigh fat diet combined with a low  exercise lifestyle  [3]  (b) in some parts of the world, the supply  of food does not match the demand  for food.   describe two ways in which technology has helped farmers to grow more food. 1     .. . 2     .. .[2]  [total: 5] 6 alcohol is a widely used drug.  it has serious effects on many parts of the body, including the nervous system.  (a) (i) name the organ in the body where alcohol is broken down.  .. .[1]   (ii) suggest how alcohol reaches the brain.  .. .[1]",
+            "11": "11 0610/23/o/n/13 \u00a9 ucles 2013 [turn over (b) doctors are concerned that young people in some countries are drinking too much alcohol.   fig. 6.1 shows the percentage of young people who drink alcohol in a city in one of these  countries. 0102030405060708090100 percentage using alcohol 11 12 13 14 age of young people  / years15 16 17female malekey fig. 6.1   (i) there is a difference in the percentage of males and females who drink alcohol.    state the age at which this difference is greatest.  .  [1]   (ii) it is not safe to drive a car or motorbike after drinking large amounts of alcohol.     explain why.  .. .  .. .  .. .  .. .[2]",
+            "12": "12 0610/23/o/n/13 \u00a9 ucles 2013 (c) there are many other social problems caused by young people drinking alcohol.    describe three  examples of social problems, other than unsafe driving.  .. .  .. .  .. .  .. .  .. .  .. .[3]  [total: 8]",
+            "13": "13 0610/23/o/n/13 \u00a9 ucles 2013 [turn over7 fig. 7.1 shows a food web in a rainforest. hawk owl (bird) warbler (bird)tanager (bird) caterpillar (insect)aphid (insect)wasp (insect) mahogany treeweevil (insect)forest mouse fig. 7.1  (a) (i) name the organism in the food web shown in fig. 7.1 which can trap light energy to  produce sugars.  .. .[1]   (ii) name one secondary consumer in this food web.  .. .[1]   (iii) complete one food chain from this food web. write the name of one organism in each  box.  [2]   (iv) what do the arrows in the food chain represent?  .. .[1]",
+            "14": "14 0610/23/o/n/13 \u00a9 ucles 2013 (b) some local people were paid to catch warblers for the pet trade.   explain why the number of tanagers and forest mice might get smaller if all of the warblers  were removed from the forest.  .. .  .. .  .. .  .. .[2]  (c) a group of scientists observed the animals in the forest.   table 7.1 shows the average number of each type of animal in one mahogany tree. table 7.1 animal trophic level number of animals hawk owl 4 2 tanager 3 4 warbler 3 5 aphid 2 36 caterpillar 2 42 weevil 2 13 wasp 2 7 forest mouse 2 2   (i) use information from table 7.1 to calculate the total number of animals at each trophic  level.    write your answers in table 7.2. table 7.2 trophic level number of animals 234  [1]",
+            "15": "15 0610/23/o/n/13 \u00a9 ucles 2013 [turn over  (ii) use information from tables 7.1 and 7.2 to draw a pyramid of numbers  for this food web.  [2]  (d) many scientists believe that a pyramid of biomass  is more useful than a pyramid of numbers.   suggest which extra information would be needed to draw a pyramid of biomass.  .. .  .. .[1]  [total: 11]",
+            "16": "16 0610/23/o/n/13 \u00a9 ucles 20138 (a) fig. 8.1 shows part of the water cycle. water in streams, rivers, lakes and seasatmosphere soilplants pqr s fig. 8.1   using words from the list, identify the processes p, q, r and s. drainage   egestion   evaporation photosynthesis   rainfall   transpiration p  .. . q  .. . r  .. . s  .. .  [4]  (b) (i) state  two ways in which water may leave the body of a mammal. 1    2   [2]   (ii) describe how water in a plant may become water in the cells of an animal.  .. .  .. .  .. .  .. .  .. .  .. .[3]",
+            "17": "17 0610/23/o/n/13 \u00a9 ucles 2013 [turn over (c) fig. 8.2 shows apparatus which can be used to measure the rate of water uptake by a plant  shoot. 063 stop clock air bubble scale fig. 8.2   three sets of this apparatus, using shoots from the same tree, were used at the same time.   the experiment was carried out with four different sets of external conditions a, b, c and d.  the time for the air bubble to move 10 cm was measured and recorded in table 8.1. table 8.1 external conditionstime for air bubble to move 10 cm / s shoot 1 shoot 2 shoot 3 a dry, still air at 15 \u00b0c 25 46 33 b dry, still air at 25 \u00b0c 19 37 31 c dry, moving air at 25 \u00b0c 16 32 27 d humid, still air at 15 \u00b0c 58 78 70   (i) state which shoot took up water most quickly under all conditions.  .. .[1]",
+            "18": "18 0610/23/o/n/13 \u00a9 ucles 2013  (ii) suggest a difference between the shoots that could explain these results.  .. .  .. .[1]   (iii) suggest why the results under condition d were different from the results under  condition a.  .. .  .. .  .. .  .. .[2]  [total: 13]",
+            "19": "19 0610/23/o/n/13 \u00a9 ucles 2013 [turn over9 coffee is an important crop in some countries.  coffee plants can be crossed to produce new varieties. a valuable variety would produce a high  yield in a range of different habitats.  (a) explain how two varieties of coffee plant could be crossed (bred together) to produce an  improved variety.  .. .  .. .  .. .  .. .  .. .  .. .[3]  (b) scientists think that they may be able to use genetic engineering to produce valuable new  varieties. this involves taking a gene from one species and putting it into another species.   (i) define the term gene .  .. .[1]   (ii) name the part of the coffee plant cells which contains the genes.  .. .[1]  (c) new varieties of coffee plant can sometimes appear as a result of a random process.   name this random process.  .. .[1]",
+            "20": "20 0610/23/o/n/13 \u00a9 ucles 2013 (d) four new varieties were produced. some of their properties are shown in table 9.1. table 9.1 characteristic  of plantsuper plus new mocha gro-better lo-cost ability to withstand  low temperaturehigh high low low resistance to insect  pestslow high very high very low height short very tall tall short yield without  fertiliserlow medium high low   in windy conditions the tall varieties of coffee plants blow over, so yields are very poor.   name the two varieties in table 9.1 that would grow best in windy conditions. 1 .. 2 ..  [2]  (e) yields can also be affected by whether the farmer can afford expensive chemicals such as  pesticides and fertilisers.   name the two varieties in table 9.1 that would grow best if the farmer could not afford fertiliser. 1 .. 2 ..  [2]  (f) a farm has the conditions shown in table 9.2.   use information from table 9.1 to complete table 9.2. table 9.2 temperature windnumber of  pestsavailability of  fertilisermost suitable  variety very cold not windy manyonly small  amounts  [1]  [total: 11]  permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here 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."
+        },
+        "0610_w13_qp_31.pdf": {
+            "1": "    this document consists of 19 printed pages and 1 blank page.  ib13 11_0610_31/3rp  \u00a9 ucles 2013 [turn over       *8387330290* university of cambridge international examinations  international general certificate of secondary education       biology 0610/31     paper 3 extended  october/november 2013     1 hour 15 minutes    candidates answer on the question paper.    no additional materials are required.         read these instructions first    write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen.  you may use a pencil for any diagrams or graphs.  do not use staples, paper clips, highlighters, glue or correction fluid. do not  write in any barcodes.    answer all questions.    electronic calculators may be used.  you may lose marks if you do not show your working or if you do not use appropriate units.   at the end of the examination, fasten all your work securely together.  the number of marks is given in brackets [ ] at the end of each question or part question.   ",
+            "2": "2  \u00a9 ucles 2013 0610/31/o/n/13  for  examiner's  use 1 (a)  table 1.1 shows some features of the five groups of vertebrates.      complete table 1.1 to compare the five groups of vertebrates using a tick ( /checkbld) to  indicate if the group shows the feature, or a cross ( /xmarkbld) if not.      the first row has been completed for you.    table 1.1    group of  vertebrates scaly skin external ear  (pinna) feathers mammary glands  birds /checkbld /xmarkbld /checkbld /xmarkbld  bony fish      amphibians      reptiles      mammals            [4]    fig. 1.1 shows a southern cassowary, casuarius casuarius , which is a large bird that cannot fly.   it lives in rainforests in northern australia and southern new guinea.     the cassowary feeds on fruits and helps to disperse seeds for many tree species, such as the cassowary plum.         fig. 1.1     (b) suggest why the cassowary can digest the fruit but not the seeds  of rainforest trees.      [2]   ",
+            "3": "3  \u00a9 ucles 2013 0610/31/o/n/13 [turn over  for  examiner's  use  (c) describe one method of seed dispersal that does not require animals.          [2]      (d) state two environmental conditions that seeds require so that they can germinate.  1.   2.  [2]      (e) cassowaries are an endangered species. many are killed on the roads and  development threatens their rainforest habitat.       cassowaries, as with many other rainforest species, cannot survive in small nature  reserves.      suggest why species, such as cassowaries, cannot survive in small nature reserves.               [3]        [total: 13]   ",
+            "4": "4  \u00a9 ucles 2013 0610/31/o/n/13  for  examiner's  use 2 (a) (i)  explain the term balanced diet .               [3]     (ii) state three  factors that influence a person\u2019s nutritional needs.   1   2   3  [3]     ",
+            "5": "5  \u00a9 ucles 2013 0610/31/o/n/13 [turn over  for  examiner's  use  (b) glucose is absorbed in the small intestine and transported in the blood. the kidneys  filter the blood and reabsorb the glucose.      if the blood contains more than 180  mg of glucose per 100  cm3, the kidney cannot  reabsorb it all and some is present in the urine. this figure is called the renal  threshold .      a doctor suspects that a patient has diabetes because a urine test is positive for  glucose.       the patient takes a glucose tolerance test by drinking a solution of glucose. the doctor  records the patient\u2019s blood glucose concentration at 30  minute intervals for five and a  half hours.      the results are plotted on fig. 2.1.    300 250200150100 50 0 0 30 60 90 120 150 180 210 240 270 300 330blood glucose concentration  / mg per 100  cm3 time  / minutes glucose drink    fig. 2.1      (i)  draw a horizontal line on fig. 2.1 to show the renal threshold . [1]     (ii) state the time period when the kidney will produce urine containing glucose.    [1]     (iii) sketch on fig. 2.1 the blood glucose concentrations that the doctor might expect if  he repeated this test on someone who does not have diabetes. [1]  ",
+            "6": "6  \u00a9 ucles 2013 0610/31/o/n/13  for  examiner's  use  (c) people who do not have diabetes maintain their blood glucose concentration below   180  mg per 100  cm3.     explain how the body does this.               [3]        [total: 12]    ",
+            "7": "7  \u00a9 ucles 2013 0610/31/o/n/13 [turn over  for  examiner's  use 3 (a)  starch, glucose and fructose are carbohydrates. fructose syrup is used as a  sweetening agent as an alternative to sucrose.      the flow chart in fig. 3.1 shows how fructose is prepared from maize starch.   starch released from the maize grains glucose syrup fructose syrupmaize grains grains are crushedph is adjusted addition of enzyme 1 addition of enzyme 2     fig. 3.1     (i)  name enzyme 1.   [1]     (ii) state why it is necessary to adjust the ph before an enzyme is added to the  process.      [1]      (b) maize grains contain protease enzymes. with reference to the processes shown in   fig. 3.1, suggest why it is important that these enzymes do not contaminate the  glucose syrup.    [1]     ",
+            "8": "8  \u00a9 ucles 2013 0610/31/o/n/13  for  examiner's  use  (c) the formation of fructose syrup from glucose syrup is carried out at a temperature of  60  \u00b0c.     suggest an important property of enzyme 2 that allows it to be used at temperatures as  high as 60  \u00b0c.       [1]       (d) enzyme 2 is found naturally in many bacteria. enzymes for use in washing powders  are obtained from bacteria.     describe how bacteria are used to produce enzymes for washing powders.               [3]       (e) pectinase is an enzyme that breaks down compounds known as pectins. cell walls of  fruits, such as apples and mangoes, contain pectins.     explain the advantages  of using pectinase in fruit juice production.               [3]        [total: 10]  ",
+            "9": "9  \u00a9 ucles 2013 0610/31/o/n/13 [turn over  for  examiner's  use 4 (a) sickle cell anaemia is a genetic disorder that is found among people in certain parts of  the world.     a sample of blood was taken from a person with sickle cell anaemia and examined with  an electron microscope.       fig. 4.1 shows some of the red blood cells in the sample.        fig. 4.1      explain the problems that may occur as these cells circulate in the blood system.                  [4]   ",
+            "10": "10  \u00a9 ucles 2013 0610/31/o/n/13  for  examiner's  use  (b) the gene for haemoglobin exists in two alternative forms:      h a codes for the normal form of haemoglobin;     hs codes for the abnormal form of haemoglobin.      (i)  state the name for the alternative forms of a gene.   [1]     (ii) a child has sickle cell anaemia. the parents do not have this disorder.        complete the genetic diagram to show how the child inherited the disorder.     use the symbols h a and hs in your answer.    parental phenotypes parental genotypes gametes child\u2019s genotype child\u2019s phenotypenormal hahsnormal hahs\u00d7\u00d7 + ... sickle cell anaemia       [2]    (iii) the parents are about to have another child.       what is the probability that this child will have sickle cell anaemia?   [1]     ",
+            "11": "11  \u00a9 ucles 2013 0610/31/o/n/13 [turn over  for  examiner's  use  (c) the maps in fig. 4.2 show the distribution of sickle cell anaemia and malaria in some  parts of the world.    distribution of malaria distribution of sickle cell anaemianorthern australiaindonesia andthe philippines key malaria key sickle cell anaemia   fig. 4.2   ",
+            "12": "12  \u00a9 ucles 2013 0610/31/o/n/13  for  examiner's  use   (i) explain why sickle cell anaemia is common in people who live in areas where  malaria occurs.                [4]     (ii) suggest why sickle cell anaemia is very rare among people who live in indonesia  and northern australia.           [2]        [total: 14]    ",
+            "13": "13  \u00a9 ucles 2013 0610/31/o/n/13 [turn over                                                 question 5 begins on page 14.     ",
+            "14": "14  \u00a9 ucles 2013 0610/31/o/n/13  for  examiner's  use 5 (a)  complete table 5.1 by naming three  sense organs and the stimulus which each  detects.  table 5.1    sense organ stimulus               [3]    (b) reflexes are involuntary actions coordinated by reflex arcs like the one shown in       fig. 5.1.    spinal cordspinal nerve motor neurone sensory neurone biceps muscle triceps musclerelay neurone   fig. 5.1   ",
+            "15": "15  \u00a9 ucles 2013 0610/31/o/n/13 [turn over  for  examiner's  use   (i) explain what is meant by the term  involuntary  action .          [2]     (ii) the arm shown in fig. 5.1 moves in response to the detection of heat.       explain how the parts of the reflex arc shown in fig. 5.1 bring about this response.                      [5]     (iii) describe the advantages of simple reflexes,  such as the one shown in fig. 5.1.           [2]     ",
+            "16": "16  \u00a9 ucles 2013 0610/31/o/n/13  for  examiner's  use  (c) the organs of the human body are coordinated by the nervous system.     outline one other way in which these organs are coordinated.          [2]        [total: 14]   ",
+            "17": "17  \u00a9 ucles 2013 0610/31/o/n/13 [turn over  for  examiner's  use 6 nitrogen is one of the most important chemical elements in the biosphere.    nitrogen must be continually recycled if life is to continue on earth.   savanna grasslands are an important ecosystem in africa.   fig. 6.1 shows part of the nitrogen cycle in a grassland ecosystem in southern africa.    nitrogen gas (n2) in the atmosphere nitrate ions in the soil ammonia in the soil urea in urine cheetahdeflightning cimpaladbanitrogen   fixation cassia mimosoide s legume that fixesnitrogen     fig. 6.1     (a) name:     (i) a type of nitrogen-containing compound that is made by cassia mimosoides , eaten  by the impala and by the cheetah;   [1]     (ii) the type of consumer as represented by the cheetah;    [1]  ",
+            "18": "18  \u00a9 ucles 2013 0610/31/o/n/13  for  examiner's  use  (iii) the process by which urea is removed from the body of the animals as shown       by d;   [1]     (iv) process f.   [1]      (b) explain the importance of recycling nitrogen in ecosystems, such as the african  savanna.               [3]       (c) the most common plants that grow in the african savanna are grasses. there are very  few legume plants, such as c. mimosoides .     suggest reasons why c. mimosoides  is a rare plant in the african savanna.               [3]     ",
+            "19": "19  \u00a9 ucles 2013 0610/31/o/n/13  for  examiner's  use  (d) explain why there are far fewer cheetah than impala.                  [4]      (e) the cheetah is an endangered species.       it is important to conserve their food supply and all the species that inhabit their  ecosystem.     explain why.               [3]        [total: 17] ",
+            "20": "20    copyright acknowledgements:    figure 4.1                         \u00a9  ref:  m108/0009;  sickle cell disease:  variation in cell deformity;   omikron / science photo. library.  permission to reproduce items where third -party owned material protected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to t race copyright holders, but if any items requiring clearance have unwittingly been included, the  publisher will be pleased to make amends at the earliest possible opportunity.  cambridge international examinations is part of the cambridge asse ssment group. cambridge assessment is the brand name of unive rsity of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge.    \u00a9 ucles 2013 0610/31/o/n/13  blank page "
+        },
+        "0610_w13_qp_32.pdf": {
+            "1": "    this document consists of 18 printed pages and 2 blank pages.  ib13 11_0610_32/3rp  \u00a9 ucles 2013  [turn over       *9454349137* university of cambridge international examinations  international general certificate of secondary education       biology 0610/32     paper 3 extended  october/november 2013     1 hour 15 minutes    candidates answer on the question paper.    no additional materials are required.         read these instructions first    write your centre number, candidate number and name on all the work you hand in.  write in dark blue or black pen.  you may use a pencil for any diagrams or graphs. do not use staples, paper clips, highlighters, glue or correction fluid. do not  write in any barcodes.   answer all questions.    electronic calculators may be used.  you may lose marks if you do not show your working or if you do not use appropriate units.   at the end of the examination, fasten all your work securely together.  the number of marks is given in brackets [ ] at the end of each question or part question.   ",
+            "2": "2  \u00a9 ucles 2013 0610/32/o/n/13  for  examiner's  use 1 molluscs are important animals in many aquatic and terrestrial ecosystems.     fig. 1.1 shows four species of mollusc that live in the sea.   common octopus octopus vulgariscommon whelk buccinum undatum edible mussel mytilus edulis stout razor clam tagelus plebeius not to scale    fig. 1.1     (a) state two features shown by all mollusc species.  1   2  [2]       (b) state two features, visible in fig. 1.1 , in which the octopus differs from the other three  molluscs.  1   2  [2]     ",
+            "3": "3  \u00a9 ucles 2013 0610/32/o/n/13 [turn over  for  examiner's  use  (c) the edible mussel, mytilus edulis , is attached to rocks that are exposed to the air at low  tide.       use fig. 1.1 to suggest how an edible mussel is adapted to attach to rocks and survive  when exposed to the air.           [2]      (d) the zebra mussel, dreissena polymorpha , is a freshwater mussel that originates from  rivers in southern russia.      the mussel was introduced into the great lakes of north america and has increased  in huge numbers with serious effects on the food webs of the lakes.       explain why an introduced species, such as the zebra mussel, can have serious effects  on the populations of the species that are already living in the area.               [3]     ",
+            "4": "4  \u00a9 ucles 2013 0610/32/o/n/13  for  examiner's  use  (e) the freshwater mussel, pletholophus swinhoei , was used in a project to monitor water  pollution by chemical waste in northern vietnam.       this was done by regularly counting the number of mussels in the river.     suggest the advantages of using freshwater mussels to monitor the pollution of water  instead of carrying out chemical analysis of the water.           [2]       (f) non-biodegradable plastics are a serious problem in many aquatic ecosystems.      explain the harm that non-biodegradable plastics may cause to organisms in aquatic  ecosystems.               [3]        [total: 14]       ",
+            "5": "5  \u00a9 ucles 2013 0610/32/o/n/13 [turn over  for  examiner's  use 2 (a) fig. 2.1 shows a reflex action that involves the eye.      a shows an eye in dim light. b shows the same eye when a bright blue light is shone  into it.    b a  bright blue light    fig. 2.1      (i) identify the:    \u007f stimulus to which the eye responds;  \u007f receptor cells that detect the stimulus;  \u007f effector;  \u007f response that the eye makes.      write your answers in table 2.1.   table 2.1    stimulus   receptor cells   effector   response       [4]   ",
+            "6": "6  \u00a9 ucles 2013 0610/32/o/n/13  for  examiner's  use  (ii) describe how the nervous system coordinates the response shown in fig. 2.1.                   [4]      (b) adrenaline is secreted by the adrenal glands to prepare the body for dangerous  situations.      extreme sports, such as bungee jumping shown in fig. 2.2, are an example of such a  dangerous situation.       fig. 2.2   ",
+            "7": "7  \u00a9 ucles 2013 0610/32/o/n/13 [turn over  for  examiner's  use   explain how adrenaline prepares the body for an extreme sport, such as making a  bungee jump.                       [5]       (c) the response shown in fig. 2.1 is involuntary.      bungee jumping is a voluntary action.        describe two ways in which involuntary actions differ from voluntary actions.           [2]        [total: 15]    ",
+            "8": "8  \u00a9 ucles 2013 0610/32/o/n/13  for  examiner's  use 3 (a)  the production of yoghurt involves the fermentation of milk by two types of bacteria  that use the protein and sugar (lactose) in milk.      lactobacillus bulgaricus breaks down proteins into short chains of amino acids.      streptococcus thermophilus uses the chains of amino acids to make formic acid.      l. bulgaricus  then uses lactose and formic acid to make lactic acid.      the flow diagram in fig. 3.1 shows the production process.    the bacteria use proteins and lactose in the milk producing formic acid and lactic acidthe bacteria are mixed with the milk and then incubated at 45  \u00b0c lactic acid clots the milk proteins to thicken the yoghurt production stops when the ph reaches 4.3two types of bacteria are addedmilk at ph 7 is sterilised     fig. 3.1    ",
+            "9": "9  \u00a9 ucles 2013 0610/32/o/n/13 [turn over  for  examiner's  use   (i) explain why the milk is sterilised at the start of the process.           [2]     (ii) explain why the bacteria are incubated at 45  \u00b0c.           [2]     (iii) state and explain what happens to the populations of the bacteria during the  yoghurt-making process.                       [5]   ",
+            "10": "10  \u00a9 ucles 2013 0610/32/o/n/13  for  examiner's  use  (iv) explain why yoghurt cannot be made by using only one of the types of bacteria.           [2]      (b) at the end of the fermentation, food additives may be added to the yoghurt.     state three  types of food additive that may be used in producing yoghurt.   1   2   3  [3]        [total: 14]         ",
+            "11": "11  \u00a9 ucles 2013 0610/32/o/n/13 [turn over  for  examiner's  use 4 this question is about transport in plants.     (a) two pea plants, d and e, were supplied with substances containing the radioactive  isotopes, carbon-14 (14c) or phosphorus-32 (32p), as shown in fig. 4.1.      a leaf of plant d was exposed to radioactive carbon dioxide.      plant e was placed into a solution containing radioactive phosphate ions.    nutrient solutionfruit seedgrowing point flower clear plasticbag with addedradioactivecarbon dioxide plant d plant enutrient solutionwith addedradioactivephosphate ions   fig. 4.1     after several hours the plants were analysed for the presence of the radioactive isotopes.     sucrose containing  14c was found throughout plant d.      compounds containing 32p were found throughout plant e.    complete table 4.1 to show:    \u007f the tissue in which each substance is transported;  \u007f one possible sink for each substance.    table 4.1    pea plant d e  substance  transported sucrose phosphate ions  transport tissue    sink        [4] ",
+            "12": "12  \u00a9 ucles 2013 0610/32/o/n/13  for  examiner's  use  (b) state one substance, other than sucrose , that is produced in leaves and translocated  to other parts of the plant.   [1]       (c) outline how sucrose is produced from carbon dioxide in pea plants.               [3]       (d) state two uses of sucrose within a pea plant.  1   2  [2]       (e) explain how ions, such as phosphate ions, are absorbed by plant roots.               [3]        [total: 13]  ",
+            "13": "13  \u00a9 ucles 2013 0610/32/o/n/13 [turn over         blank page",
+            "14": "14  \u00a9 ucles 2013 0610/32/o/n/13  for  examiner's  use 5 (a) the production of human gametes involves the type of nuclear division known as  meiosis.      state two reasons why meiosis is suitable for gamete production.  1      2     [2]       (b) the sex of a human fetus is determined by the sex chromosomes, x and y.     fig. 5.1 shows the determination of sex in four different examples.      examples 3 and 4 show sex determination in twins.     example gametes zygote 1 x x xxcell from a fetus xx + 2 x y xy xy + 4x x xx xx + x x xx xx +3 x x xx xxxx +     fig. 5.1   ",
+            "15": "15  \u00a9 ucles 2013 0610/32/o/n/13 [turn over  for  examiner's  use   (i) use 5.1 to explain how the sex of a fetus is determined.           [2]     (ii) examples 3 and 4 show two ways in which twins are formed.        the twins in example 3 are identical.       use fig. 5.1 to explain why.           [2]       (c) during the development of a fetus, different genes are expressed at different times.       explain what is meant by the term development .           [2]   ",
+            "16": "16  \u00a9 ucles 2013 0610/32/o/n/13  for  examiner's  use  (d) one of the genes that controls the ability of blood to clot is found only on the x  chromosome.       xh represents an x chromosome with the dominant allele for normal blood clotting.      xh represents an x chromosome with the recessive allele which causes the blood to  clot slowly.      the y chromosome is small and does not have the gene for blood clotting.      here is a list of four genotypes.    x hxh,       xhxh,       xhy,       xhy     choose the genotype from the list that matches each of the following:   \u25cf gives a phenotype of long clotting time;   \u25cf is heterozygous;   \u25cf is homozygous.  [3]      (e)  haemophilia is a rare genetic condition in which the blood clots very slowly.      in the usa, haemophilia affects 1 in 5000 male births each year. in some cases these  births occur in families where the condition has not occurred before.      explain how boys can have haemophilia when the condition has not previously existed  in their family.           [2]        [total: 13]  ",
+            "17": "17  \u00a9 ucles 2013 0610/32/o/n/13 [turn over  for  examiner's  use 6 fig. 6.1 shows soay sheep on st. kilda, a group of small remote islands off the coast of  scotland. these islands experience extreme conditions of cold, wind and rain.      sheep were introduced to the islands thousands of years ago and the soay sheep are  descended from them.     the islands of st. kilda have been uninhabited by people since 1930. the sheep are now  left unfarmed and in their natural state.        fig. 6.1      (a) the populations of soay sheep on st. kilda show much more variation in their  phenotype than modern breeds of sheep.      explain, by using an example from fig. 6.1, what is meant by variation in their  phenotype.           [2]     ",
+            "18": "18  \u00a9 ucles 2013 0610/32/o/n/13 for  examiner's  use  (b) scientists have recorded the numbers of soay  sheep and lambs on st. kilda for many  years.      each year between 1985 and 1996, the lambs (young sheep) were caught, marked and  weighed. in some years, the total number of sheep on st. kilda was lower than in other  years.       fig. 6.2 shows the frequency of lambs of different body mass in years when the total  number of sheep was low and years when the total number was high.     frequency of lambs 3\u20134 5\u20136 7\u20138 9\u201310 11\u201312 body mass  / kglow population years 13\u201314 15\u201316 17\u201318 19\u201320 21\u201322120 100 80 604020 0 frequency of lambs 3\u20134 5\u20136 7\u20138 9\u201310 11\u201312 body mass  / kghigh population years 13\u201314 15\u201316 17\u201318 19\u201320 21\u201322120 100 80 604020 0key lambs that died lambs that survived for at least a year     fig. 6.2   ",
+            "19": "19  \u00a9 ucles 2013 0610/32/o/n/13  for  examiner's  use   (i)  population size has a great effect on the survival of lambs on st. kilda.       describe the evidence from fig. 6.2 that supports this statement.           [2]     (ii) suggest an explanation for the effect that you have described.                [3]       (c) soay sheep are adapted to the extreme conditions experienced on st. kilda.      explain how natural selection could account  for the adaptive features of soay sheep.                   [4]        [total: 11] ",
+            "20": "20      figure 1.1                      \u00a9  buccinum undatum ;                                              http://www.glaucus.org.uk/buckie.htm .                                             octopus vulgaris;                                              http://animaldiversity.ummz.umich.edu/site/resources/ grzimek_inverts/cephalopoda/octopus_vulgaris.jpg/view.html .                                             tagelus plebeius;                                               r d barnes;  invertebrate zoology ;  saunders;  1968.  figure 2.2                      \u00a9  bungee jumping ;  matejmm istock 1935273,  mayo5 istock 10138655.  figure 4.1                      \u00a9  r fosbery et al;  revise as biology for ocr ;  heinemann;  2001.  figure 6.1                      \u00a9  soay sheep on st kilda, scotland ;  gannet77 istock 2094245.  figure 6.2                      \u00a9  j m milner et al;  journal of animal ecology ;  1999;  http://onlinelibrary.wiley.com/doi/10.1046/j.1365-2656.1999.00299.x/full.      permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the  publisher will be pleased to make amends at the earliest possible opportunity.   cambridge international examinations is part of the cambridge assessment group. cambridge assessment is the brand name of unive rsity of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge.    \u00a9 ucles 2013 0610/32/o/n/13 blank page   "
+        },
+        "0610_w13_qp_33.pdf": {
+            "1": "    this document consists of 19 printed pages and 1 blank page.  ib13 11_0610_33/3rp  \u00a9 ucles 2013 [turn over       *8272753014* university of cambridge international examinations  international general certificate of secondary education       biology 0610/33     paper 3 extended  october/november 2013     1 hour 15 minutes    candidates answer on the question paper.    no additional materials are required.         read these instructions first    write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen.  you may use a pencil for any diagrams or graphs.  do not use staples, paper clips, highlighters, glue or correction fluid. do not  write in any barcodes.    answer all questions.    electronic calculators may be used.  you may lose marks if you do not show your working or if you do not use appropriate units.   at the end of the examination, fasten all your work securely together.  the number of marks is given in brackets [ ] at the end of each question or part question.   ",
+            "2": "2  \u00a9 ucles 2013 0610/33/o/n/13         blank page",
+            "3": "3  \u00a9 ucles 2013 0610/33/o/n/13 [turn over  for  examiner's  use 1 crabs are classified, along with prawns, shrimps and lobsters, as crustaceans. most crabs  live in the sea, although some live in freshwater and there are a few land-dwelling crabs.    fig. 1.1 shows the structure of a typical crab.   cheliped  / claw eye carapace abdomen, often tucked beneath the rest of the bodywalking legs     fig. 1.1     (a) state the group of animals that includes crustaceans, insects, arachnids and  myriapods.   [1]     ",
+            "4": "4  \u00a9 ucles 2013 0610/33/o/n/13  for  examiner's  use  fig. 1.2 shows four different species of crab.    a  spiny spider crab maia squinadob  hairy hermit crab pagurus hirsutiusculus c  west african fiddler crab uca tangerid  sand crab portunus pelagicus    fig. 1.2   ",
+            "5": "5  \u00a9 ucles 2013 0610/33/o/n/13 [turn over  for  examiner's  use  (b) biologists use dichotomous keys to identify different species.     use fig. 1.1 and fig. 1.2 to state one visible  feature of each species of crab a, b, c  and d, that could be used in a dichotomous key to identify crabs.   a     b     c     d    [4]       (c)  crabs show variation in many features.      (i) state one feature of crabs that shows continuous variation .   [1]     (ii) describe how you would measure variation in the feature you have given in (i).    [1]     ",
+            "6": "6  \u00a9 ucles 2013 0610/33/o/n/13  for  examiner's  use  (d) crabs produce huge numbers of offspring, but their populations remain fairly constant  from year to year.     explain why.               [3]      (e) emergency medical packs contain bandages made from chitosan.      chitosan comes from the exoskeleton of crustaceans and has a positive charge to  attract red blood cells. it helps blood clot quickly and also has antibacterial properties.       explain the benefits of using bandages made from chitosan.              [3]        [total: 13]   ",
+            "7": "7  \u00a9 ucles 2013 0610/33/o/n/13 [turn over  for  examiner's  use 2 bovine somatotropin (bst) is a protein hormone that stimulates growth in cows.     (a) (i)  name the small molecules that are joined together to make proteins.   [1]     (ii) define the term growth .          [2]      (b) genetic engineering techniques similar to those used for producing human insulin were  used to make bacteria produce bst.     outline the way in which genetic engineering was used to produce bst.              [3]     ",
+            "8": "8  \u00a9 ucles 2013 0610/33/o/n/13  for  examiner's  use  (c) the effects of bst on milk production and the food energy intake of cows were  investigated.    the milk yield and food energy intake were recorded each day for each cow in two  groups, a and b.    \u007f group a received bst treatment at week 10.  \u007f group b did not receive any bst.      the results are shown in fig. 2.1.  0 5 10 15 20 25 30 35 4050 403020 0mean milk yield  / kg per day time  / weeksbst given 0 5 10 15 20 25 30 35 40180 170160150140130120 110 0 mean food energy intake/  mj per day time  / weeksbst givenkey bst no bsta ba aab bb     fig. 2.1  ",
+            "9": "9  \u00a9 ucles 2013 0610/33/o/n/13 [turn over  for  examiner's  use   (i) use fig. 2.1 to describe the effect of bst treatment on mean milk yield and mean  food energy intake. you will gain credit if you use data from fig. 2.1 in your answer.    mean milk yield             mean food energy intake            [6]     (ii) various studies have shown that there is little economic benefit from using bst.        use the results from fig. 2.1 to explain why this might be so.              [3]     ",
+            "10": "10  \u00a9 ucles 2013 0610/33/o/n/13  for  examiner's  use  (d) the us food and drug administration certifies that milk from cows treated with bst is  as safe as milk from cows not treated with the hormone.     it is impossible to test milk to detect the use of bst, but some milk producers in the us  label their milk to indicate that it is bst-free.      discuss the reasons for labelling milk to show whether it has come from cattle treated  with bst or not.               [3]        [total: 18]     3 fig. 3.1 shows a vertical section of a kidney.    e f g     fig. 3.1     (a) name the parts e, f and g.  e   f   g  [3]     ",
+            "11": "11  \u00a9 ucles 2013 0610/33/o/n/13 [turn over  for  examiner's  use  (b) substances move into and out of cells in kidney tubules.     fig. 3.2 shows four processes, h, j, k and l, that occur in cells lining the kidney  tubule.        the net movement of substance is shown by an arrow, in each case.    h j outside the cellsk l nucleus kidney tubulecell key high concentration low concentration  fig. 3.2     (i) complete table 3.1 by stating the letter, h, j, k or l, which identifies each of the  processes. give a reason for each answer.    table 3.1    process letter reason  diffusion of oxygen    active uptake of sodium ions        [4] ",
+            "12": "12  \u00a9 ucles 2013 0610/33/o/n/13  for  examiner's  use  (ii) glucose is filtered from the blood. usually all of it is reabsorbed by the kidney  tubules so that there is none present in the urine.     name the part of the kidney where filtration occurs.    [1]     (iii) use fig. 3.2 to describe how kidney tubules reabsorb glucose from the filtrate.           [2]       (c) when plants are grown in a solution that includes a poison that prevents respiration,  the roots continue to absorb water, but do not absorb many ions.     explain this result.               [3]        [total: 13]    ",
+            "13": "13  \u00a9 ucles 2013 0610/33/o/n/13 [turn over                                                  question 4 begins on page 14.",
+            "14": "14  \u00a9 ucles 2013 0610/33/o/n/13  for  examiner's  use 4 (a)  yeast cells and human muscle cells can carry out both aerobic and anaerobic  respiration.      complete table 4.1 by writing the end products of aerobic and anaerobic respiration in  these two types of cell.     table 4.1    cell end products of respiration  aerobic anaerobic  yeast   \u2026\u2026\u2026\u2026\u2026\u2026\u2026.\u2026\u2026\u2026\u2026    +    \u2026\u2026\u2026\u2026\u2026\u2026\u2026.\u2026\u2026\u2026\u2026     \u2026\u2026\u2026\u2026\u2026\u2026\u2026.\u2026\u2026\u2026\u2026    +    \u2026\u2026\u2026\u2026\u2026\u2026\u2026.\u2026\u2026\u2026\u2026    human muscle cell   \u2026\u2026\u2026\u2026\u2026\u2026\u2026.\u2026\u2026\u2026\u2026    +    \u2026\u2026\u2026\u2026\u2026\u2026\u2026.\u2026\u2026\u2026\u2026   \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026..      [4]     (b) during exercise there are changes to:    \u007f breathing rate;  \u007f ventilation rate;  \u007f oxygen absorption;  \u007f heart rate;  \u007f blood pressure.    the effect of strenuous exercise is shown in table 4.2.    table 4.2     before exercise immediately after  exercise  breathing rate   / breaths per minute 11 22  ventilation rate (volume of air  taken into the lungs per minute )  / dm3 per minute 6 90  oxygen absorption   / cm3 per minute 250 2500  heart rate   / beats per minute 65 170  blood pressure   / kpa 15 25   ",
+            "15": "15  \u00a9 ucles 2013 0610/33/o/n/13 [turn over  for  examiner's  use   explain why the changes shown in table 4.2 occur during exercise.                      [5]        [total: 9]     ",
+            "16": "16  \u00a9 ucles 2013 0610/33/o/n/13  for  examiner's  use 5 (a) in 2005, the world health organization estimated that there were 2.3 million children  infected with hiv.      most children become infected from their mothers at birth or during breast feeding.    very few become infected by movement of hiv across the placenta.      without any treatment, 25-40% of babi es of mothers who are hiv positive (hiv+) will  be infected. however, there are very effective treatments that have reduced transmission rates to 1%.       this has been achieved by:   \u007f encouraging mothers to be tested for hiv;  \u007f treating mothers and new-born babies with drugs that prevent hiv spreading within  the body and reduce the chances of infection at birth;  \u007f advising mothers not to breast feed if they are hiv+.      explain the meaning of the following terms as used in the passage above:  transmission;     drug.    [2]      (b) in many countries, there are dangers in using milk powder because it cannot be  prepared under sterile conditions.     explain the dangers of feeding non-sterile milk to children who may be hiv+.                  [4]     ",
+            "17": "17  \u00a9 ucles 2013 0610/33/o/n/13 [turn over  for  examiner's  use  (c) even though there is a risk of hiv infection, it is sometimes advised that women breast  feed their babies.      explain the advantages of breast feeding.                   [4]       (d) state two ways in which an adult may become infected with hiv.  1  2  [2]        [total: 12]    6 chemical fertilisers are used to improve crop productivity.      (a) outline how chemical fertilisers improve the productivity of crops.              [3]     ",
+            "18": "18  \u00a9 ucles 2013 0610/33/on/13  for  examiner's  use  some students investigated the effect of acid on the germination and growth of seedlings.  seeds were placed onto paper that had been soaked in different concentrations of sulfuric  acid.      ten seeds were placed into each dish.      the students measured the lengths of roots and shoots. their results are shown in fig. 6.1.    0 1 22 43 6water time  / days48 60 7270 605040302010 0mean length /  mm 0 1 22 43 60.001  mol per dm3 sulfuric acid time  / days48 60 7270 605040302010 0mean length /  mm 0 1 22 43 60.002  mol per dm3 sulfuric acid time  / days48 60 7270 605040302010 0mean length/  mm 0 1 22 43 60.003  mol per dm3 sulfuric acid time  / days48 60 7270 605040302010 0mean length/  mmkey roots shoots   fig. 6.1   ",
+            "19": "19  \u00a9 ucles 2013 0610/33/o/n/13 [turn over  for  examiner's  use  (b) state the conditions necessary for seeds to germinate.        [3]      (c) describe the effects of increasing the concentration of sulfuric acid on the growth of  roots and shoots of the seedlings.       you will gain credit if you use data from fig. 6.1 in your answer.                  [4]      (d) acid rain is formed when sulfur dioxide (so 2) and oxides of nitrogen (no x) dissolve in  rain water.      explain why concentrations of sulfur dioxide in the atmosphere have increased over the  last 150 years.          [2]     ",
+            "20": "20      figure 2.1                           \u00a9  t d etherton & d e bauman;  biology of somatotropin in growth and lactation of domestic animals ;  physiological reviews;                                                     vol.78, no.3;  july 1998;  http://physrev.physiology.org/content/78/3/745.html .  figure 6.1                           \u00a9  g fleet et al;  acid rain in the classroom:  a student research project ;  journal of biological education;  1987.    permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the  publisher will be pleased to make amends at the earliest possible opportunity.  cambridge international examinations is part of the cambridge asse ssment group. cambridge assessment is the brand name of unive rsity of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge.    \u00a9 ucles 2013 0610/33/on/13  for  examiner's  use  (e) describe three  effects of acid rain on organisms and their environment.  1    2     3    [3]        [total: 15]   "
+        },
+        "0610_w13_qp_51.pdf": {
+            "1": "    this document consists of 10 printed pages and 2 blank pages.  ib13 11_0610_51/3rp  \u00a9 ucles 2013  [turn over       *4074697147* university of cambridge international examinations  international general certificate of secondary education       biology 0610/51     paper 5  practical test  october/november 2013     1 hour 15 minutes    candidates answer on the question paper    additional materials: as listed in the confidential instructions.       read these instructions first    write your centre number, candidate number and name on all the work you hand in.  write in dark blue or black pen. you may use a pencil for any diagrams or graphs. do not use staples, paper clips, highlighters, glue or correction fluid. do not  write in any barcodes.    answer all questions.    electronic calculators may be used. you may lose marks if you do not show your working or if you do not use appropriate units.   at the end of the examination, fasten all your work securely together.  the number of marks is given in brackets [  ] at the end of each question or part question.      for examiner's use  1   2   total  ",
+            "2": "2  \u00a9 ucles 2013 0610/51/o/n/13  for  examiner's  use read through all the questions on this paper carefully before starting work   1 seeds from the plant family papilionaceae  form an important part of the human diet.    you are provided with three different types of soaked seed:  lentil ( lens culinaris ), chickpea  (cicer arietinum) and soya bean (glycine max).    carefully observe these seeds with the hand lens.    (a) describe the differences in shape and appearance of the seed coat (testa) between  the three types of seed.      write your answers in table 1.1.  table 1.1    feature lentil chickpea soya bean  shape of seed      appearance of  seed coat           [3]     (b) describe the food tests you could carry out to show that these seeds contain:      (i)  protein;         [2]   ",
+            "3": "3  \u00a9 ucles 2013 0610/51/o/n/13 [turn over  for  examiner's  use  (ii) fat.             [3]       (c)    \u007f carefully remove the seed coat (testa) from one seed of each type.  \u007f separate the two parts of each seed (cotyledons) and place on a clean white tile.  \u007f add iodine solution to the cotyledons of each seed.  \u007f leave the seeds for at least five minutes.        while you are waiting continue with the rest of question 1.      record your observations and conclusions in table 1.2.   table 1.2    type of seed    lentil chickpea  soya bean   observation        conclusion             [2]   ",
+            "4": "4  \u00a9 ucles 2013 0610/51/o/n/13  for  examiner's  use  (d) the percentage of protein and fat in five types of seed are shown in table 1.3.    table 1.3    type of seed percentage of protein / % percentage of fat / %  chickpea 8.0 2.5  lentil 9.0 0.6  lima bean 6.0 0.4  mung bean 7.0 0.4  soya bean 16.0 8.0      (i) construct a bar chart to show the percentages of protein and fat in the five types of  seed. use the same axes for the two sets of data.           [5]     (ii) meat is a good source of protein.      name the type of seed in table 1.3 that would be a good alternative to meat in the  human diet.   [1]   ",
+            "5": "5  \u00a9 ucles 2013 0610/51/o/n/13 [turn over  for  examiner's  use  fig. 1.1 shows part of a label from a packet of soya bean seeds. the label shows the  energy content measured in kilojoules.    soya beans nutrition typical composition50 g serving provides energy proteincarbohydratefat230  kj 8.5 g 4.5 g 4.0 g     fig. 1.1     fig. 1.2 shows a simple calorimeter.  this apparatus can be used to find th e energy content of a soya bean seed.   the soya bean seed is burned and the energy released is absorbed by the water in the  test-tube.    thermometer water burning soya bean seed  fig. 1.2     (e) suggest how you could safely  carry out a simple investigation to find the energy  content of a sample of soya bean seeds.    state what you would need to measure and control.             [3]        [total: 19] ",
+            "6": "6  \u00a9 ucles 2013 0610/51/o/n/13  for  examiner's  use 2 you will investigate the effect of solution e on cucumber.    \u007f remove the plastic film covering the section of cucumber.    \u007f cut a slice of the tissue from one end of the cucumber and discard.    \u007f cut one thin slice, no more than 2  mm in thickness, from the freshly cut end of the  section of cucumber. place the slice onto a clean white tile.    \u007f remove the centre from the slice as shown in fig. 2.1.    dark green outer tissuepale green inner tissue centreremoved     fig. 2.1    \u007f cut the slice in half as shown in fig. 2.2.      dark green outer tissuedark greenouter tissuepale green inner tissue cut    fig. 2.2    \u007f use the forceps to place one piece of cucumber in each petri dish.    \u007f label one petri dish e and the other w.   \u007f cover the piece of cucumber in petri dish e with solution e.    \u007f cover the piece of cucumber in petri dish  w with water.    \u007f leave the pieces of cucumber in solution e and water for 10 minutes.    while you are waiting continue with part (a) and question 3.    ",
+            "7": "7  \u00a9 ucles 2013 0610/51/o/n/13 [turn over  for  examiner's  use  (a) draw the shape of the two pieces in tabl e 2.1, as soon as you place them in the  dishes.       show and label the dark green outer layer.    table 2.1    shape of piece of cucumber at start  in petri dish e in petri dish w                                 [2]    (b)  \u007f after 10 minutes, look carefully at the two pieces of cucumber in petri dishes e    and w.     draw the shape of the piece in petri dish  e and the piece in petri dish w in table 2.2.      show and label the dark green outer layer.   table 2.2    shape of piece of cucumber after 10 minutes  in petri dish e in petri dish w                                   [4]   ",
+            "8": "8  \u00a9 ucles 2013 0610/51/o/n/13  for  examiner's  use  (c) explain the effect of solution e on the tissues of the cucumber.             [3]       (d) state two possible sources of error in the method used in this investigation.      suggest a suitable improvement.   source of error     improvement     source of error     improvement    [4]        [total: 13]   ",
+            "9": "9  \u00a9 ucles 2013 0610/51/o/n/13 [turn over  for  examiner's  use 3 slugs and snails are molluscs that can live in water or on land.      fig. 3.1 shows a slug and a snail.   slug snail  fig. 3.1     (a) (i)  describe two features,  visible  in fig. 3.1, that suggest the slug and the snail  belong to the same group of molluscs.   1   2  [2]     (ii) describe one difference  other than size , visible  in fig. 3.1, between the slug and  the snail.    [1]    ",
+            "10": "10  \u00a9 ucles 2013 0610/51/o/n/13  for  examiner's  use  you are provided with a shell of a mollusc.    (b) (i)  make a large, labelled drawing of this shell.         [4]    (ii) suggest the importance of the shell to molluscs belonging to this group.     [1]        [total: 8]   ",
+            "11": "11  \u00a9 ucles 2013 0610/51/o/n/13  blank page",
+            "12": "12      permission to reproduce items where third -party owned material protected by copyright is  included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to t race 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.    \u00a9 ucles 2013 0610/51/o/n/13  blank page "
+        },
+        "0610_w13_qp_52.pdf": {
+            "1": "    this document consists of 9 printed pages and 3 blank pages.  ib13 11_0610_52/5rp  \u00a9 ucles 2013  [turn over       *6546156367* for examiner's use  1   2   total     university of cambridge international examinations  international general certificate of secondary education       biology 0610/52     paper 5  practical test  october/november 2013     1 hour 15 minutes    candidates answer on the question paper.    additional materials: as listed in the confidential instructions.       read these instructions first    write your centre number, candidate number and name on all the work you hand in.  write in dark blue or black pen. you may use a pencil for any diagrams or graphs. do not use staples, paper clips, highlighters, glue or correction fluid. do not  write in any barcodes.    answer all questions.    electronic calculators may be used. you may lose marks if you do not show your working or if you do not use appropriate units.  at the end of the examination, fasten all your work securely together.  the number of marks is given in brackets [  ] at the end of each question or part question.     ",
+            "2": "2  \u00a9 ucles 2013 0610/52/o/n/13  for  examiner's  use read through all the questions on this paper carefully before starting work.   1 catalase is a common enzyme found in both plants and animals.    you are going to investigate the activity of catalase in seeds and seedlings.     you will be provided with extracts from soaked seeds and from seedlings which have been  grown for four days. all seeds and seedlings will be from the same plant.     catalase breaks down hydrogen peroxide into water and oxygen.    2h 2o2   /barb2right   2h 2o   +   o 2     you will use the apparatus, shown in fig. 1.1, to compare the catalase activity of the two  extracts. this is done by counting the number of bubbles released in one minute.     oxygen starts to be released as soon as hydrogen peroxide is added to the extract.    foambungdelivery tube extract and hydrogen peroxide solutionwatertest-tubesupport     fig. 1.1     hydrogen peroxide can irritate the skin and damage your eyes.    \u007f put on the safety equipment provided.    \u007f half fill a test-tube with water.    \u007f place the end of the delivery tube into the test-tube of water. ensure the end is below  the surface of the water, as shown in fig. 1.1.     (a) (i)  take one of the test-tubes labelled hydrogen peroxide  and carefully add the  contents to the test-tube labelled seeds 1 .    \u007f quickly connect the bung with the delivery tube to the test-tube labelled   seeds 1 .    record the time.       \u007f count the number of bubbles of oxygen released in one minute.        write your result in table 1.1. ",
+            "3": "3  \u00a9 ucles 2013 0610/52/o/n/13 [turn over  for  examiner's  use table 1.1    extract number of bubbles of oxygen  released in one minute  seeds 1   seeds 2   seedlings 1   seedlings 2       keep test-tube seeds 1  and its contents. you will need this for part (d).    \u007f repeat the procedure with each of the test-tubes labelled seeds 2 , seedlings 1 ,  and seedlings 2 .      write your results in table 1.1. [4]     keep test-tubes seeds 2 , seedlings 1  and seedlings 2  and their contents. you will  need them for part (d).     (ii) describe your results.                [3]     (iii) state the conclusion that can be made from these results.      [1]     ",
+            "4": "4  \u00a9 ucles 2013 0610/52/o/n/13  for  examiner's  use  (b) (i)  explain why the tests for seeds and seedlings were repeated.         [2]     (ii) seeds and seedlings were crushed to make the extracts.      suggest two reasons why whole seeds and seedlings were not used in this  investigation.  1     2    [2]      (c) (i)  state two possible sources of experimental error in this investigation.  1   2  [2]     (ii) suggest how to improve the method to reduce one of the errors stated in (c)(i) .       [1]     ",
+            "5": "5  \u00a9 ucles 2013 0610/52/o/n/13 [turn over  for  examiner's  use  (d) (i)  look at the four test-tubes that you left after completing (a)(i) .       measure the height of the foam produced in each of the test-tubes, as shown in  fig. 1.2.     foam extract and hydrogen peroxideheightof foam     fig. 1.2       record the heights of foam in table 1.2.    table 1.2    extract height of foam  / mm  seeds 1   seeds 2   seedlings 1   seedlings 2       [2]    (ii) state the conclusion that can be made from these results.      [1]     (iii) state and explain whether your conclusion in (a)(iii)  is consistent with your  conclusion in (d)(ii) .       [1]        [total: 19] ",
+            "6": "6  \u00a9 ucles 2013 0610/52/o/n/13  for  examiner's  use 2 you are going to investigate the variation in size of bean seeds.      fig. 2.1 shows five bean seeds.                                                       a bcde mm mm mm mm mm     fig. 2.1     (a) (i)  measure, to the nearest mm, the maximum  lengths of the five seeds labelled a,  b, c, d and e shown in fig. 2.1.       write your measurements on fig. 2.1. [2]     forty other bean seeds have been measured for you.      this data has been recorded as a tally in table 2.1.   ",
+            "7": "7  \u00a9 ucles 2013 0610/52/o/n/13 [turn over  for  examiner's  use  (ii) insert the tally mark for each bean seed a, b, c, d and e in the correct row in  table 2.1.  [2]     (iii) count the tally marks in each group of bean seed length.        write the total numbers in each group in table 2.1. [2]    table 2.1    bean seed  length / mm tally number in group  24.0 \u2013 25.9 i   26.0 \u2013 27.9 iiii   28.0 \u2013 29.9 iiii ii   30.0 \u2013 31.9 iiii iiii iiii ii   32.0 \u2013 33.9 iiii i   34.0 \u2013 35.9 iiii      (iv) construct a histogram on fig. 2.2 of the number in each group of bean seed  length.              [4]  fig. 2.2",
+            "8": "8  \u00a9 ucles 2013 0610/52/o/n/13  for  examiner's  use  (v) name the type of variation shown by the bean seeds.    [1]      (b)  you are provided with two bean seeds, which have been soaked in water for 48 hours.    \u007f select one of the seeds and remove the testa (seed coat).    \u007f the bean seed is in two parts. carefully separate the parts and place on the white  tile.    \u007f use the hand lens to look at the inside of both parts, to view the embryo.    \u007f if an embryo is not present use another bean seed.    (i) make a large, labelled drawing of the inside of one part of the bean seed.       include detail of the embryo in your drawing.                           [4]   ",
+            "9": "9  \u00a9 ucles 2013 0610/52/o/n/13  for  examiner's  use (ii) you are going to  calculate the magnification of your drawing.       measure the maximum length of the bean seed.   maximum length of bean seed  mm        draw a line on your drawing, to show where you have measured this length.      measure the maximum length of the bean seed in your drawing.  maximum length of the bean seed in your drawing  mm        calculate the magnification of your drawing.      show your working.              magnification \u00d7 [4]       (c) bean seeds are included in the human diet. most types of bean seed have a high  protein content.      describe a food test you could do to show that bean seeds contain protein.         [2]        [total: 21]   ",
+            "10": "10  \u00a9 ucles 2013 0610/52/o/n/13  blank page",
+            "11": "11  \u00a9 ucles 2013 0610/52/o/n/13  blank page",
+            "12": "12      permission to reproduce items where thir d-party owned material protected by copyright  is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to t race 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.    \u00a9 ucles 2013 0610/52/o/n/13  blank page "
+        },
+        "0610_w13_qp_53.pdf": {
+            "1": "    this document consists of 9 printed pages and 3 blank pages.  ib13 11_0610_53/fp  \u00a9 ucles 2013  [turn over       *6168885115* for examiner's use  1   2   total     university of cambridge international examinations  international general certificate of secondary education       biology 0610/53     paper 5  practical test  october/november 2013     1 hour 15 minutes    candidates answer on the question paper.    additional materials: as listed in the confidential instructions.       read these instructions first    write your centre number, candidate number and name on all the work you hand in.  write in dark blue or black pen. you may use a pencil for any diagrams or graphs. do not use staples, paper clips, highlighters, glue or correction fluid. do not  write in any barcodes.    answer all questions.    electronic calculators may be used. you may lose marks if you do not show your working or if you do not use appropriate units.   at the end of the examination, fasten all your work securely together.  the number of marks is given in brackets [  ] at the end of each question or part question.     ",
+            "2": "2  \u00a9 ucles 2013 0610/53/o/n/13  for  examiner's  use read through all the questions on this paper carefully before starting work.   1 catalase is a common enzyme found in both plants and animals.    you are going to investigate the activity of catalase in seeds and seedlings.     you will be provided with extracts from soaked seeds and from seedlings which have been  grown for four days. all seeds and seedlings will be from the same plant.     catalase breaks down hydrogen peroxide into water and oxygen.    2h 2o2   /barb2right   2h 2o   +   o 2     you will use the apparatus, shown in fig. 1.1, to compare the catalase activity of the two  extracts. this is done by counting the number of bubbles released in one minute.     oxygen starts to be released as soon as hydrogen peroxide is added to the extract.    foambungdelivery tube extract and hydrogen peroxide solutionwatertest-tubesupport     fig. 1.1     hydrogen peroxide can irritate the skin and damage your eyes.    \u007f put on the safety equipment provided.    \u007f half fill a test-tube with water.    \u007f place the end of the delivery tube into the test-tube of water. ensure the end is below  the surface of the water, as shown in fig. 1.1.     (a) (i)  take one of the test-tubes labelled hydrogen peroxide  and carefully add the  contents to the test-tube labelled seeds 1 .    \u007f quickly connect the bung with the delivery tube to the test-tube labelled   seeds 1 .    record the time.       \u007f count the number of bubbles of oxygen released in one minute.        write your result in table 1.1. ",
+            "3": "3  \u00a9 ucles 2013 0610/53/o/n/13 [turn over  for  examiner's  use table 1.1    extract number of bubbles of oxygen  released in one minute  seeds 1   seeds 2   seedlings 1   seedlings 2       keep test-tube seeds 1  and its contents. you will need this for part (d).    \u007f repeat the procedure with each of the test-tubes labelled seeds 2 , seedlings 1 ,  and seedlings 2 .      write your results in table 1.1. [4]     keep test-tubes seeds 2 , seedlings 1  and seedlings 2  and their contents. you will  need them for part (d).     (ii) describe your results.                [3]     (iii) state the conclusion that can be made from these results.      [1]     ",
+            "4": "4  \u00a9 ucles 2013 0610/53/o/n/13  for  examiner's  use  (b) (i)  explain why the tests for seeds and seedlings were repeated.         [2]     (ii) seeds and seedlings were crushed to make the extracts.      suggest two reasons why whole seeds and seedlings were not used in this  investigation.  1     2    [2]      (c) (i)  state two possible sources of experimental error in this investigation.  1   2  [2]     (ii) suggest how to improve the method to reduce one of the errors stated in (c)(i) .       [1]     ",
+            "5": "5  \u00a9 ucles 2013 0610/53/o/n/13 [turn over  for  examiner's  use  (d) (i)  look at the four test-tubes that you left after completing (a)(i) .       measure the height of the foam produced in each of the test-tubes, as shown in  fig. 1.2.     foam extract and hydrogen peroxideheightof foam     fig. 1.2       record the heights of foam in table 1.2.    table 1.2    extract height of foam  / mm  seeds 1   seeds 2   seedlings 1   seedlings 2       [2]    (ii) state the conclusion that can be made from these results.      [1]     (iii) state and explain whether your conclusion in (a)(iii)  is consistent with your  conclusion in (d)(ii) .       [1]        [total: 19] ",
+            "6": "6  \u00a9 ucles 2013 0610/53/o/n/13  for  examiner's  use 2 you are going to investigate the variation in size of bean seeds.      fig. 2.1 shows five bean seeds.                                                       a bcde mm mm mm mm mm     fig. 2.1     (a) (i)  measure, to the nearest mm, the maximum  lengths of the five seeds labelled a,  b, c, d and e shown in fig. 2.1.       write your measurements on fig. 2.1. [2]     forty other bean seeds have been measured for you.      this data has been recorded as a tally in table 2.1.   ",
+            "7": "7  \u00a9 ucles 2013 0610/53/o/n/13 [turn over  for  examiner's  use  (ii) insert the tally mark for each bean seed a, b, c, d and e in the correct row in  table 2.1.  [2]     (iii) count the tally marks in each group of bean seed length.        write the total numbers in each group in table 2.1. [2]    table 2.1    bean seed  length / mm tally number in group  24.0 \u2013 25.9 i   26.0 \u2013 27.9 iiii   28.0 \u2013 29.9 iiii ii   30.0 \u2013 31.9 iiii iiii iiii ii   32.0 \u2013 33.9 iiii i   34.0 \u2013 35.9 iiii      (iv) construct a histogram on fig. 2.2 of the number in each group of bean seed  length.              [4]  fig. 2.2",
+            "8": "8  \u00a9 ucles 2013 0610/53/o/n/13  for  examiner's  use  (v) name the type of variation shown by the bean seeds.    [1]      (b)  you are provided with two bean seeds, which have been soaked in water for 48 hours.    \u007f select one of the seeds and remove the testa (seed coat).    \u007f the bean seed is in two parts. carefully separate the parts and place on the white  tile.    \u007f use the hand lens to look at the inside of both parts, to view the embryo.    \u007f if an embryo is not present use another bean seed.    (i) make a large, labelled drawing of the inside of one part of the bean seed.       include detail of the embryo in your drawing.                           [4]   ",
+            "9": "9  \u00a9 ucles 2013 0610/53/o/n/13  for  examiner's  use (ii) you are going to  calculate the magnification of your drawing.       measure the maximum length of the bean seed.   maximum length of bean seed  mm        draw a line on your drawing, to show where you have measured this length.      measure the maximum length of the bean seed in your drawing.  maximum length of the bean seed in your drawing  mm        calculate the magnification of your drawing.      show your working.              magnification \u00d7 [4]       (c) bean seeds are included in the human diet. most types of bean seed have a high  protein content.      describe a food test you could do to show that bean seeds contain protein.         [2]        [total: 21]   ",
+            "10": "10  \u00a9 ucles 2013 0610/53/o/n/13  blank page",
+            "11": "11  \u00a9 ucles 2013 0610/53/o/n/13  blank page",
+            "12": "12      permission to reproduce items where thir d-party owned material protected by copyright  is included has been sought and cleared w here possible. every  reasonable effort has been made by the publis her (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.    \u00a9 ucles 2013 0610/53/o/n/13    blank page     "
+        },
+        "0610_w13_qp_61.pdf": {
+            "1": "    this document consists of 11 printed pages and 1 blank page.  ib13 11_0610_61/2rp  \u00a9 ucles 2013  [turn over       *6572596776* university of cambridge international examinations  international general certificate of secondary education       biology 0610/61     paper 6 alternative to practical  october/november 2013     1 hour    candidates answer on the question paper    no additional materials are required.       read these instructions first    write your centre number, candidate number and name on all the work you hand in.  write in dark blue or black pen.  you may use a pencil for any diagrams or graphs. do not use staples, paper clips, highlighters, glue or correction fluid.  do not  write in any barcodes.    answer all questions.   electronic calculators may be used. you may lose marks if you do not show your working or if you do not use appropriate units.    at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question.     ",
+            "2": "2  \u00a9 ucles 2013 0610/61/o/n/13  for  examiner's  use 1 seeds from the plant family papilionaceae  form an important part of the human diet.     fig. 1.1 shows three different types of seed that have been soaked in water for 24 hours.    lentils chickpeas soya beans    fig. 1.1     (a) describe the differences in shape and appearance of the seed coat (testa) between  the three types of seed.      write your answers in table 1.1.    table 1.1    feature lentil chickpea soya bean  shape of seed      appearance of  seed coat          [3]   ",
+            "3": "3  \u00a9 ucles 2013 0610/61/o/n/13 [turn over  for  examiner's  use  (b) a group of students were planning an investiga tion into the effect of temperature on the  germination of seeds.      the teacher gave them a list of possible variables.    temperature            number of seeds germinated         intensity of light              time      length of seedling                     volume of water      from this list, select the most suitable:   variable to change;   variable to measure.        [2]    ",
+            "4": "4  \u00a9 ucles 2013 0610/61/o/n/13  for  examiner's  use  fig. 1.2 shows the same three seeds after they have been germinated in suitable  conditions.    lentil chickpea soya bean st     fig. 1.2     (c) (i) make a large, labelled drawing of the lentil seedling.          [4] ",
+            "5": "5  \u00a9 ucles 2013 0610/61/o/n/13 [turn over  for  examiner's  use (ii) you are going to calculate the magnification of your drawing.       measure the length of the line st on fig. 1.2.  length of line st   mm       draw line st on your drawing in the same position as in fig. 1.2.       measure the corresponding length of st on your drawing.  length of st in drawing  mm       calculate the magnification of your drawing.       show your working.        magnification \u00d7 [4]     lentils contain protein and a small quantity of fat.    (d) describe the food tests you could carry out to show that lentil seeds contain:      (i)  protein;         [2]     (ii) fat.             [3]   ",
+            "6": "6  \u00a9 ucles 2013 0610/61/o/n/13  for  examiner's  use  (e) the percentage of protein and fat in five types of seed, are shown in table 1.2.    table 1.2      type of seed percentage of protein / % percentage of fat / %  chickpea 8.0 2.5  lentil 9.0 0.6  lima bean 8.0 0.4  mung bean 7.0 0.4  soya bean 16.0 8.0     (i) construct a bar chart to show the percentages of protein and fat in the five types of  seed. use the same axes for the two sets of data.           [5]    (ii) meat is a good source of protein.       name the type of seed in table 1.2 that would be a good alternative to meat in the  human diet.    [1]   ",
+            "7": "7  \u00a9 ucles 2013 0610/61/o/n/13 [turn over  for  examiner's  use  fig. 1.3 shows part of a label from a packet of soya bean seeds. the label shows the  energy content measured in kilojoules.    soya beans nutrition typical composition50 g serving provides energy proteincarbohydratefat230  kj 8.5 g 4.5 g 4.0 g     fig. 1.3     fig. 1.4 shows a simple calorimeter.   this apparatus can be used to find th e energy content of a soya bean seed.   the soya bean seed is burned and the energy released is absorbed by the water in the  test-tube.    thermometer water burning soya bean seed  fig. 1.4     (f) suggest how you could safely  carry out a simple investigation to find the energy  content of a sample of soya bean seeds.      state what you would need to measure and control.             [3]        [total: 27]",
+            "8": "8  \u00a9 ucles 2013 0610/61/o/n/13  for  examiner's  use 2 a student investigated the effect of solution e on cucumber.     a thin slice, approximately 2  mm thick, was cut from a cucumber as shown in fig. 2.1.    2 mm dark green outer tissuepale greeninner tissue area ofseeds     fig. 2.1     the centre of the slice was removed as shown in fig. 2.2 a.   the slice was cut in half as shown in fig. 2.2 b.    a bdark green outer tissuedark greenouter tissuepale green inner tissue centreremoved     fig. 2.2   ",
+            "9": "9  \u00a9 ucles 2013 0610/61/o/n/13 [turn over  for  examiner's  use  one piece (half slice) of cucumber was placed in solution e.   a second piece was placed in water.   after 5 minutes the shape of the pieces in solution e and water had changed.   table 2.1 shows the pieces of cucumber before and after being placed in solution e and  water.    table 2.1    the shape of the piece of cucumber before being placed in solution e the shape of the piece of cucumber after being placed in solution ethe shape of the piece of cucumber before being placed in water the shape of the piece of cucumber after being placed in waterdark green outer tissue pale green inner tissue dark greenouter tissue pale green inner tissuedark greenouter tissue pale green inner tissue dark greenouter tissue pale green inner tissue     (a) describe the effect of solution e and water on:    (i) the dark green outer tissue of the pieces of cucumber;    in solution e     in water    [2]   ",
+            "10": "10  \u00a9 ucles 2013 0610/61/o/n/13  for  examiner's  use (ii) the pale green inner tissue of the pieces of cucumber.    in solution e     in water    [2]      (b) explain the effect of solution e on the tissues of the cucumber.             [3]      (c) state one possible source of error in the method used in this investigation.      suggest a suitable improvement.    source of error     improvement    [2]        [total: 9]   ",
+            "11": "11  \u00a9 ucles 2013 0610/61/o/n/13  for  examiner's  use 3 slugs and snails are molluscs that can live in water or on land.      fig. 3.1 shows a slug and a snail.   slug snail    fig. 3.1     (a) (i)  describe two features,  visible  in fig. 3.1, that suggest the slug and the snail  belong to the same group of molluscs.   1   2  [2]     (ii) describe one difference,  other than size , visible  in fig. 3.1, between the slug and  the snail.    [1]       fig. 3.2 shows a shell of a mollusc.        fig. 3.2    (b) suggest the importance of the shell to molluscs that belong to this group.      [1]        [total: 4]   ",
+            "12": "12    copyright acknowledgements:       permission to reproduce items where thir d-party owned material protected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to t race 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.    \u00a9 ucles 2013 0610/61/o/n/13  blank page "
+        },
+        "0610_w13_qp_62.pdf": {
+            "1": "    this document consists of 9 printed pages and 3 blank pages.  ib13 11_0610_62/5rp   \u00a9 ucles 2013  [turn over       *8179475121* university of cambridge international examinations  international general certificate of secondary education       biology 0610/62     paper 6 alternative to practical  october/november 2013     1 hour    candidates answer on the question paper.    no additional materials are required.       read these instructions first    write your centre number, candidate number and name on all the work you hand in.  write in dark blue or black pen.  you may use a pencil for any diagrams or graphs. do not use staples, paper clips, highlighters, glue or correction fluid.  do not  write in any barcodes.    answer all questions.   electronic calculators may be used. you may lose marks if you do not show your working or if you do not use appropriate units.    at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question.       ",
+            "2": "2  \u00a9 ucles 2013 0610/62/o/n/13  for  examiner's  use 1 catalase is a common enzyme found in both plants and animals.     some students investigated the activity of catalase in seeds and seedlings.   they used extracts from soaked seeds and from seedlings which had been grown for four  days. all the seeds and the seedlings were from the same plant.    catalase breaks down hydrogen peroxide into water and oxygen.   2h 2o2   /barb2right   2h 2o   +   o 2    fig. 1.1 shows the apparatus used to compare the catalase activity of the two extracts. this  was done by counting the number of bubbles of oxygen released in one minute.    oxygen starts to be released as soon as hydrogen peroxide is added to the extract.     foambungdelivery tube extract and hydrogen peroxide solutionwatertest-tubesupport     fig. 1.1      \u007f 2  g of extract from soaked seeds was used. this was placed in a test-tube, labelled  seeds 1  as shown in fig. 1.1.    \u007f hydrogen peroxide was poured into the test-tube.     \u007f the bung was quickly replaced into the top of this test-tube.  the number of bubbles of  oxygen released in one minute was counted and recorded in table 1.1.    \u007f this was repeated with another extract of soaked seeds, labelled seeds 2 . the results  were recorded in table 1.1.    \u007f the whole procedure was repeated with extracts from four-day old seedlings, labelled  seedlings 1  and seedlings 2 . the results were recorded in table 1.1.   ",
+            "3": "3  \u00a9 ucles 2013 0610/62/o/n/13 [turn over  for  examiner's  use table 1.1                       (a) (i)  describe the results.               [3]     (ii) state the conclusion that can be made from these results.      [1]       (b) (i)  state two possible sources of experimental error in this investigation.  1   2  [2]     (ii) suggest how to improve the method to reduce  one of the errors stated in (b)(i) .       [1]     extract number of bubbles of oxygen  released in one minute  seeds 1 43  seeds 2 50  seedlings 1 30  seedlings 2 37 ",
+            "4": "4  \u00a9 ucles 2013 0610/62/o/n/13  for  examiner's  use \u007f after the reaction had finished the four test-t ubes contained different heights of foam.     fig. 1.2 shows the four test-tubes.     foam extract and hydrogenperoxideheightof foam seeds 1 seeds 2 seedlings 1 seedlings 2    fig. 1.2       (c) (i)  measure the height of the foam in eac h of the test-tubes shown in fig. 1.2.       record the height of foam in table 1.2.   table 1.2                     [2]    (ii) state the conclusion that can be made from these results.     [1]   extract height of foam / mm  seeds 1   seeds 2   seedlings 1   seedlings 2  ",
+            "5": "5  \u00a9 ucles 2013 0610/62/o/n/13 [turn over  for  examiner's  use  (iii) state and explain whether your conclusion in (a)(ii)  is consistent with your  conclusion in (c)(ii) .       [1]      (d) (i)  explain why the tests for seeds and seedlings were repeated.     [2]    (ii) seeds and seedlings were crushed to make the extracts.       suggest two reasons why whole seeds and seedlings were not used in this  investigation.  1     2    [2]      (e)  another group of students wanted to investigate the activity of catalase in different  types of seeds.      for this investigation suggest:    (i)  a variable to change;   [1]    (ii)  two variables to keep constant;  1   2  [1]     (iii)  a variable to measure;   [1]     (iv)  a suitable control.   [1]       [total: 19]  ",
+            "6": "6  \u00a9 ucles 2013 0610/62/o/n/13  for  examiner's  use 2 you are going to investigate the variation in size of bean seeds. the bean seeds have been  soaked in water for 48 hours.     fig. 2.1 shows five soaked bean seeds.   a bcde mm mm mm mm mm     fig. 2.1     (a) (i)  measure, to the nearest mm, the maximum  lengths of the five seeds labelled a,  b, c, d and e shown in fig. 2.1.      write your measurements on fig. 2.1. [2]    forty other bean seeds have been measured for you.       this data has been recorded as a tally in table 2.1.  ",
+            "7": "7  \u00a9 ucles 2013 0610/62/o/n/13 [turn over  for  examiner's  use  (ii) insert the tally mark for each bean seed a, b, c, d and e in the correct row in  table 2.1.  [2]     (iii)  count the tally marks in each group of bean seed length.       write the total number in each group in table 2.1. [2]    table 2.1    bean seed  length / mm tally number in group  24.0 \u2013 25.9 i   26.0 \u2013 27.9 iiii   28.0 \u2013 29.9 iiii ii   30.0 \u2013 31.9 iiii iiii iiii ii   32.0 \u2013 33.9 iiii i   34.0 \u2013 35.9 iiii      (iv) construct a histogram on fig. 2.2 of the number in each group of bean seed length.              [4]    fig. 2.2   ",
+            "8": "8  \u00a9 ucles 2013 0610/62/o/n/13  for  examiner's  use  (v) name the type of variation shown by the bean seeds.    [1]      (b) fig. 2.2 shows one bean seed with the testa (seed coat) removed.        fig. 2.2     (i) make a large, labelled drawing of the bean seed.    include detail of the embryo in your drawing.                     [4]   ",
+            "9": "9  \u00a9 ucles 2013 0610/62/o/n/13  for  examiner's  use  (ii)  you are going to calculate the magnification of your drawing.       measure the maximum length of the bean seed in fig. 2.2.   maximum length of the bean seed in fig. 2.2  mm        measure the maximum length of the bean seed in your drawing.      draw a line on your drawing, to show where you have measured this length.  maximum length of the bean seed in your drawing  mm        calculate the magnification of your drawing.      show your working.                   magnification \u00d7 [4]      bean seeds are included in the human diet. most types of bean seeds have a high protein  content.    (c) describe a food test you could do to show that bean seeds contain protein.         [2]        [total: 21]    ",
+            "10": "10  \u00a9 ucles 2013 0610/62/o/n/13  blank page",
+            "11": "11  \u00a9 ucles 2013 0610/62/o/n/13  blank page",
+            "12": "12      permission to reproduce items where thir d-party owned material protected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holder s, 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.    \u00a9 ucles 2013 0610/62/o/n/13  blank page "
+        },
+        "0610_w13_qp_63.pdf": {
+            "1": "    this document consists of 10 printed pages and 2 blank pages.  ib13 11_0610_63/6rp   \u00a9 ucles 2013  [turn over       *5208440925* university of cambridge international examinations  international general certificate of secondary education       biology 0610/63     paper 6 alternative to practical  october/november 2013     1 hour    candidates answer on the question paper.    no additional materials are required.       read these instructions first    write your centre number, candidate number and name on all the work you hand in.  write in dark blue or black pen.  you may use a pencil for any diagrams or graphs. do not use staples, paper clips, highlighters, glue or correction fluid.  do not  write in any barcodes.   answer all questions.    electronic calculators may be used. you may lose marks if you do not show your working or if you do not use appropriate units.    at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question.       ",
+            "2": "2  \u00a9 ucles 2013 0610/63/o/n/13  for  examiner's  use 1 fig. 1.1 shows two fruits, an apple and a plum, cut in half.     the apple is referred to as a false fruit because the edible part is not developed from the  ovary.      the plum is a true fruit because the edible part is developed from the ovary.      applexx plum    fig. 1.1     ",
+            "3": "3  \u00a9 ucles 2013 0610/63/o/n/13 [turn over  for  examiner's  use  (a) (i)  make a large, labelled drawing of the apple.      include details of the ovary in your drawing.                                          [4] ",
+            "4": "4  \u00a9 ucles 2013 0610/63/o/n/13  for  examiner's  use  (ii) you are going to  calculate the magnification of your drawing.      measure the width of the apple on fig. 1.1, between x and x.  width of apple in fig.1.1  mm        draw a line on your drawing, corresponding to the line between x and x.     measure this width of the apple in your drawing.  width of apple in your drawing   mm        calculate the magnification of your drawing.      show your working.                     magnification \u00d7 [4]        ",
+            "5": "5  \u00a9 ucles 2013 0610/63/o/n/13 [turn over  for  examiner's  use  the apple and the plum have a similar shape.    (b) (i)  describe one other similarity , visible in fig. 1.1, of the two fruits.    [1]     (ii) complete table 1.1 to describe three  visible  differences , shown in fig. 1.1,  between the two fruits.     table 1.1    difference apple plum  1   \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026    \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026     \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026    \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026    2   \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026    \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026     \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026    \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026    3   \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026    \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026     \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026    \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026          [3]    as the two fruits ripen they become sweeter and softer.   (c) describe how you could safely test the apple for the presence of reducing sugars.                  [4]        [total: 16]   ",
+            "6": "6  \u00a9 ucles 2013 0610/63/o/n/13  for  examiner's  use 2 trypsin is an enzyme that breaks down the white protein in milk to gradually produce a  soluble product and a clear, colourless solution.    a group of students investigated the effect of  ph on the activity of trypsin at two different  temperatures.      five different values of ph were tested and each ph was controlled using a buffer solution.    temperature was controlled using two water baths; at 40  \u00b0c and 50  \u00b0c.     20  cm3 of milk and 5  cm3 of trypsin was used in each test. before being mixed together,    test-tubes of milk and trypsin were both placed together in the water bath for 6 minutes.     the students then observed the test-tubes and recorded the time taken for the milk to  become clear.    table 2.1 shows their results at 40  \u00b0c.     table 2.2 shows their results at 50  \u00b0c.                   40  \u00b0c table 2.1    ph time for milk to clear /  s 5.5 600  6.0 360  7.0 50  7.5 35  8.0 45                    50  \u00b0c table 2.2    ph time for milk to clear/  s  5.5 850  6.0 500  7.0 70  7.5 65  8.0 100   ",
+            "7": "7  \u00a9 ucles 2013 0610/63/o/n/13 [turn over  for  examiner's  use  (a) plot a graph using the data in tables 2.1 and 2.2 to compare the effect of ph on trypsin  at 40  \u00b0c and 50  \u00b0c. use the same axes for both temperatures.          [5]   ",
+            "8": "8  \u00a9 ucles 2013 0610/63/o/n/13  for  examiner's  use  (b) (i)  describe and explain the effect of ph on the activity of trypsin.                [4]     (ii) describe the effect of raising the temperature by 10  \u00b0c on the activity of trypsin.       [2]      (c) (i)  before being mixed together, the test-tubes of milk and trypsin were both placed in  the water bath for six minutes.        suggest a reason for this procedure.    [1]     (ii) the students found it difficult to determine when the milk had gone completely  clear.       suggest how they could improve the method.     [1]   ",
+            "9": "9  \u00a9 ucles 2013 0610/63/o/n/13 [turn over  for  examiner's  use  (d) another group of students wanted to investigate the effect of temperature on the  activity of trypsin.      for this investigation suggest:     (i) a suitable range of temperatures;      [1]     (ii) two  variables to keep constant;   1   2  [2]     (iii) a variable to measure;     [1]     (iv) a suitable control.     [1]        [total: 18]  ",
+            "10": "10  \u00a9 ucles 2013 0610/63/o/n/13  for  examiner's  use 3 inhaled air differs in composition from exhaled air.    table 3.1 shows some of these differences.   table 3.1     inhaled air exhaled air  temperature varies body temperature  oxygen higher lower  carbon dioxide    water vapour        (a) complete table 3.1, to show the difference in composition of inhaled and exhaled air  for carbon dioxide and water vapour.      write your answers in table 3.1. [2]     (b) describe how you could test for the presence of:     (i) carbon dioxide;   test  result  [2]     (ii) water vapour.   test  result  [2]        [total: 6]   ",
+            "11": "11  \u00a9 ucles 2013 0610/63/o/n/13  blank page",
+            "12": "12      permission to reproduce items where thir d-party owned material protected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holder s, 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.    \u00a9 ucles 2013 0610/63/o/n/13  blank page "
+        }
+    },
+    "2014": {
+        "0610_s14_qp_11.pdf": {
+            "1": "  this syllabus is approved for use in england, wales and northern i reland as a cambridge international level 1/level 2 certifica te.  this document consists of 17 printed pages and 3 blank pages.  ib14 06_0610_11/8rp  \u00a9 ucles 2014 [turn over       *1981377663* cambridge international examinations  cambridge international general certificate of secondary education       biology 0610/11     paper 1  multiple choice  may/june 2014     45 minutes    additional materials: multiple choice answer sheet    soft clean eraser    soft pencil (type b or hb is recommended)        read these instructions first    write in soft pencil.  do not use staples, paper clips, glue or correction fluid. write your name, centre number and candidate number on the answer sheet in the spaces provided  unless this has been done for you.  do not  write in any barcodes   there are forty  questions on this paper. answer all questions. for each question there are four possible  answers a, b, c and d.   choose the one you consider correct and record your choice in soft pencil  on the separate answer sheet.    read the instructions on the answer sheet very carefully.   each correct answer will score one mark. a mark will not be deducted for a wrong answer. any rough working should be done in this booklet. electronic calculators may be used.                             ",
+            "2": "2  \u00a9 ucles 2014 0610/11/m/j/14  1 why does the energy needed by a human increase during the first ten years of life?  a coordination and responses improve.  b energy is needed for gamete formation.  c the body is growing.  d the diet is more balanced.      2 which feature is characteristic of both annelids and arthropods?  a compound eyes  b jointed limbs  c segmented bodies  d wings     3 which features do animal cells share with plant cells?     chloroplast cytoplasm nucleus  a \u0013 \u0013 \u0013  b \u0013 \u0017 \u0013  c \u0017 \u0013 \u0013  d \u0017 \u0017 \u0017    4 the diagram shows an animal.        use the key to identify the animal.  1 wings present    go to 2  wings absent  .  go to 3  2 one pair of wings visible    a  two pairs of wings visible  ...  b  3 three pairs of legs  ..  c  four pairs of legs    d   ",
+            "3": "3  \u00a9 ucles 2014 0610/11/m/j/14 [turn over  5 which pair of statements about a plant cell is correct?     outer surface of the cell position of sap vacuole  a cell membrane outside the cytoplasm  b cell membrane surrounded by the cytoplasm  c cell wall outside the cytoplasm  d cell wall surrounded by the cytoplasm     6 the diagram shows a cell.        which structure is not present?  a cell membrane  b cell wall  c cytoplasm  d nucleus    ",
+            "4": "4  \u00a9 ucles 2014 0610/11/m/j/14  7 the diagram shows a section through a root.    p q r     what are the levels of organisation of the labelled structures?     cell organ tissue  a p q r  b p r q  c q r p  d r q p      8 which structures contain a cell nucleus?     red blood cell root hair cell xylem vessel   a \u0013 \u0013 \u0013 key  b \u0013 \u0017 \u0017 \u0013= nucleus  c \u0017 \u0013 \u0017 \u0017= no nucleus  d \u0017 \u0017 \u0013     ",
+            "5": "5  \u00a9 ucles 2014 0610/11/m/j/14 [turn over  9 the diagram shows a cell.        which type of cell does the diagram show?  a an animal cell in a concentrated solution of salts  b an animal cell in pure water  c a plant cell in a concentrated solution of salts  d a plant cell in pure water      10 two identical cylinders, 40  mm long, are cut from a potato. one (w) is placed in water and the  other (x) is placed in a concentrated sugar solution.    what are the lengths of the cylinders after two hours?     length of cylinder  / mm  w x  a 38 40  b 38 42  c 40 42  d 42 38     11 what is a characteristic of all catalysts?  a they are broken down in the reaction.  b they are made of protein.  c they are not changed by the reaction.  d they do not change the rate of the reaction.    ",
+            "6": "6  \u00a9 ucles 2014 0610/11/m/j/14  12 the bar chart shows the average number of chloroplasts in each of three different types of leaf  cell.    1 2 type of cell3average number of chloroplastsin each cell     what are the three types of cell?     1 2 3  a   guard cell   palisade mesophyll  cell spongy mesophyll  cell  b   palisade mesophyll  cell spongy mesophyll  cell guard cell    c   spongy mesophyll  cell guard cell   palisade mesophyll  cell  d   spongy mesophyll  cell palisade mesophyll  cell guard cell       ",
+            "7": "7  \u00a9 ucles 2014 0610/11/m/j/14 [turn over  13 the diagram shows two food tests carried out on solution x.    heat solution x solution xtest 1 test 2 purple colourbiuret solutionbenedict\u2019s solution redcolour     which nutrients are present in solution x?  a protein and starch  b protein and sugar  c starch and fat  d starch and sugar      14 a person has their gall bladder removed.    which statement is correct?  a they cannot eat carbohydrates.  b they can eat fat only in small amounts.  c they can eat only liquid food.  d they must not eat more than one large meal a day.     15 which blood vessel contains valves?  a arteriole  b capillary  c renal artery  d renal vein    ",
+            "8": "8  \u00a9 ucles 2014 0610/11/m/j/14  16 when blood is flowing through a vena cava, which main blood vessel will it flow through next?  a hepatic portal vein  b hepatic vein  c pulmonary artery  d pulmonary vein      17 how does insulin move from the pancreas, where it is produced, to the cell where it acts?  a along nerves  b in the blood  c through the digestive system  d through the pancreatic duct     18 the graph shows the energy released by two animals through respiration as the external  temperature changes.    20  15 10  5 0  0 10 20 30  external temperature  / \u00b0c40 50 60 rate of energy released/  arbitrary units animal 1 animal 1 animal 2 animal 2  animal 1 animal 2      which conclusion can be drawn from the graph?  a animals 1 and 2 release the least energy at 23  \u00b0c.  b animal 2 always respires faster than animal 1.  c as the temperature rises, respiration always increases.  d the rate of respiration is the same for both animals at 23  \u00b0c.     ",
+            "9": "9  \u00a9 ucles 2014 0610/11/m/j/14 [turn over  19 the graph shows changes in the volume of air in the lungs of a person at rest, over a period of 30  seconds.    0012 30 time  / svolume of air inlungs/  dm3     which graph shows changes in the volume of air in the lungs of the same person immediately  after they have done five minutes of vigorous exercise?     0 30 time  / sa 0 30 time  / sb 0 30 time  / sc 0 30 time  / sd012 volume of air inlungs/  dm3 012 volume of air in lungs / dm3 012 volumeof air in lungs /  dm3012 volume of air inlungs/  dm3      ",
+            "10": "10  \u00a9 ucles 2014 0610/11/m/j/14  20 four word equations are shown.    p carbon dioxide  +  water  \u2192  glucose  +  oxygen  q glucose  +  oxygen  \u2192  carbon dioxide  +  water  r glucose  \u2192  lactic acid  s glucose  \u2192  alcohol  +  carbon dioxide    what are the equations for anaerobic respiration in humans and anaerobic respiration in yeast?     anaerobic  respiration  in humans anaerobic  respiration  in yeast  a q p  b q s  c r p  d r s      21 which organs remove excretory products from the blood?  a bladder and liver  b bladder and lungs  c kidneys and bladder  d lungs and kidneys    ",
+            "11": "11  \u00a9 ucles 2014 0610/11/m/j/14 [turn over  22 the diagram shows a simple reflex arc.    1 motor neurone activated2 sensory neurone activated3 muscle stimulated 4 receptor stimulated knee tapped here     what is the correct order of events after the knee is tapped?  a 1 \u2192 2 \u2192 3 \u2192 4  b 1 \u2192 4 \u2192 2 \u2192 3  c 4 \u2192 2 \u2192 1 \u2192 3  d 4 \u2192 3 \u2192 2 \u2192 1     ",
+            "12": "12  \u00a9 ucles 2014 0610/11/m/j/14  23 the graph shows the effect of an antibiotic tr eatment on bacterial populations in the blood.    0 time  / days10bacterial populationstart ofantibiotictreatment     what conclusion can be drawn from the graph?  a antibiotics are effective against viral and bacterial infections.  b antibiotics cause reduction division in bacteria.  c antibiotics take ten days to kill all bacteria.  d before the start of antibiotic treatment the bacterial population was rising.      24 what are involved in reproduction in both  animals and plants?  a ovary and embryo  b ovary and testes  c ovule and stigma  d uterus and embryo    25 the diagram shows different parts of the female reproductive organs where different methods of  birth control can be used.    where should a diaphragm be placed before intercourse if a couple do not want a baby?    a d cb     ",
+            "13": "13  \u00a9 ucles 2014 0610/11/m/j/14 [turn over  26 the diagram shows an experiment on germination. groups of test-tubes were set up as shown.  the groups were placed in different conditions.    1 2 3 seeds dry cotton wool wet cotton wooloil deoxygenated water     which table shows the results?    a condition 1 2 3   in the dark \u0017 \u0013 \u0017   in the light \u0017 \u0013 \u0017        b condition 1 2 3   in the dark \u0017 \u0013 \u0013   in the light \u0017 \u0017 \u0013        c condition 1 2 3   in the dark \u0013 \u0013 \u0017   in the light \u0017 \u0013 \u0017        d condition 1 2 3   in the dark \u0013 \u0013 \u0013   in the light \u0013 \u0017 \u0017  key  \u0013= seeds germinate  \u0017= seeds do not germinate     ",
+            "14": "14  \u00a9 ucles 2014 0610/11/m/j/14  27 in arthropods, growth occurs only after the exoskeleton is shed and before the new one hardens.    which graph shows a typical growth curve for an arthropod?    length of  arthropod timea timeb timec timedlength of arthropod length of arthropodlength of arthropod      28 the graph shows the masses of two different types of tomato.    0 20 40 60 80 100 120 140 160 180 200 220number of tomatoes mass  / gtype 1 type 2     what can be concluded from the graph?  a genes do not affect the mass of tomatoes.  b type 1 tomatoes show continuous variation.  c type 2 tomatoes are sometimes smaller than type 1 tomatoes.  d type 2 tomatoes show discontinuous variation.     ",
+            "15": "15  \u00a9 ucles 2014 0610/11/m/j/14 [turn over  29 genetics is the study of  a development of organisms.  b mechanisms of inheritance.  c nuclear division.  d variation between species.      30 what is unlikely  to be affected by the environment?  a blood group  b body mass  c health  d height     31 the diagram shows what happens to the energy that enters the atmosphere from the sun.    sun\u2019s energy2% is absorbed by plants 16% is reflected32% warms the ground50% evaporates water     how much of the sun\u2019s energy is not used for photosynthesis?  a less than 2%  b about 32%  c about 66%  d more than 98%     32 the diagram shows a food chain.    trophic level: producers  1 herbivores  2 carnivores  3 top carnivores 4     if the carnivores in trophic level 3 suddenly die out as a result of disease, in which trophic levels  will the number of organisms be likely to decrease ?  a 1 and 2 b 1 and 4 c 2 and 4 d 4 only     ",
+            "16": "16  \u00a9 ucles 2014 0610/11/m/j/14  33 the surface waters of the ocean contain a population of microscopic plants.    which factor would result in fewer  of these plants?  a an increase in the population of microscopic animals  b greater concentration of mineral nutrients  c higher temperature  d more light     34 by which process does water enter the atmosphere?  a condensation  b photosynthesis  c precipitation  d transpiration    35 the diagram shows part of the carbon cycle.    which labelled arrow represents photosynthesis?    carbon dioxide  in atmosphere green plants animals bacteria a  b  c d       36 what are products of respiration in green plants?  a glucose and carbon dioxide  b glucose and oxygen  c water and carbon dioxide  d water and oxygen    ",
+            "17": "17  \u00a9 ucles 2014 0610/11/m/j/14  37 in 2005, fifteen mice were set free on an isl and where mice had never lived before. the table  shows how their population changed over the next three years.    year mouse  population  2005 15  2006 62  2007 237  2008 965    what caused the population change shown in the table?  a lack of food  b lack of predators  c lack of space  d lack of water     38 what is reduced when untreated sewage is released into rivers?  a the amount of nitrate  b the concentration of carbon dioxide  c the concentration of oxygen  d the number of bacteria     39 the diagram shows a food chain.    a farmer sprays his cabbages with pesticide.    which organisms does the farmer want to kill?    a cabbagesb greenfliesc beetlesd small birds    40 which pollutants of water can lead to eutrophication?     fertilisers herbicides insecticides sewage  a \u0013 \u0013 \u0017 \u0017  b \u0013 \u0017 \u0017 \u0013  c \u0017 \u0013 \u0013 \u0017  d \u0017 \u0017 \u0013 \u0013    ",
+            "18": "18  \u00a9 ucles 2014 0610/11/m/j/14  blank page ",
+            "19": "19  \u00a9 ucles 2014 0610/11/m/j/14  blank page ",
+            "20": "20      permission to reproduce items where thir d-party owned material protected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holder s, but if any items requiring clearance have unwittingly been included, the  publisher will be pleased to make amends at the earliest possible opportunity.    cambridge international examinations is part of the cambridge asse ssment group. cambridge assessment is the brand name of unive rsity of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge.    \u00a9 ucles 2014 0610/11/m/j/14  blank page  "
+        },
+        "0610_s14_qp_12.pdf": {
+            "1": "  this syllabus is approved for use in england, wales and northern i reland as a cambridge international level 1/level 2 certifica te.  this document consists of 16 printed pages.  ib14 06_0610_12/4rp  \u00a9 ucles 2014 [turn over       *7039247 184* cambridge international examinations  cambridge international general certificate of secondary education       biology 0610/12     paper 1  multiple choice  may/june 2014     45 minutes    additional materials: multiple choice answer sheet    soft clean eraser    soft pencil (type b or hb is recommended)        read these instructions first    write in soft pencil.  do not use staples, paper clips, glue or correction fluid. write your name, centre number and candidate number on the answer sheet in the spaces provided  unless this has been done for you.  do not  write in any barcodes   there are forty  questions on this paper. answer all questions. for each question there are four possible  answers a, b, c and d.   choose the one you consider correct and record your choice in soft pencil  on the separate answer sheet.    read the instructions on the answer sheet very carefully.   each correct answer will score one mark. a mark will not be deducted for a wrong answer. any rough working should be done in this booklet. electronic calculators may be used.                             ",
+            "2": "2  \u00a9 ucles 2014 0610/12/m/j/14  1 growth is a characteristic feature of living organisms.    which process provides the energy for growth?  a excretion  b movement  c respiration  d sensitivity     2 the table shows the number of animals collected in a sample from some woodland and the  groups to which they belong.    animal group number in sample  annelids 8  arachnids 10  insects 80  molluscs 40  myriapods 7  nematodes 15    how many arthropods were collected?  a 33 b 97 c 120 d 160      3 the diagram shows some animal cells, as seen under the microscope.    x     what will be present at x?  a one cell membrane  b one cell wall  c two cell membranes  d two cell walls     ",
+            "3": "3  \u00a9 ucles 2014 0610/12/m/j/14 [turn over  4 the diagram shows an animal.        use the key to identify the animal.  1 wings present    go to 2  wings absent  .  go to 3  2 one pair of wings visible    a  two pairs of wings visible  ...  b  3 three pairs of legs  ..  c  four pairs of legs    d     5 the diagram shows a spongy mesophyll cell.    p q r s     which structures indicate that this is a plant cell?  a p and s b q and r c r and p d s and q     ",
+            "4": "4  \u00a9 ucles 2014 0610/12/m/j/14  6 the diagram shows a cell.        which structure is not present?  a cell membrane  b cell wall  c cytoplasm  d nucleus     7 the diagram shows blood passing through an arteriole into a capillary. part of the capillary wall  has been cut away to show the blood.    qpdirection of blood flow     what is the level of organisation of the structures labelled p and q?     p q  a organ cell  b organ tissue  c tissue cell  d tissue tissue    ",
+            "5": "5  \u00a9 ucles 2014 0610/12/m/j/14 [turn over  8 which structures contain a cell nucleus?     red blood cell root hair cell xylem vessel   a \u0013 \u0013 \u0013 key  b \u0013 \u0017 \u0017 \u0013= nucleus  c \u0017 \u0013 \u0017 \u0017= no nucleus  d \u0017 \u0017 \u0013      9 the diagram shows the movement of a concentrated sugar solution up a glass tube. the glass  tube is connected firmly to a hollowed-out carrot.    concentrated sugar solutioncarrotglass tube dilute sugar solution at the start after two hourswatertight sealat the start after 2 hours     why does the sugar solution in the glass tube rise?  a sugar molecules move across the carrot tissue into the glass tube.  b sugar molecules move across the carrot tissue into the beaker.  c water molecules move across the carrot tissue into the glass tube.  d water molecules move across the carrot tissue into the beaker.     ",
+            "6": "6  \u00a9 ucles 2014 0610/12/m/j/14  10 a plant absorbs water and oxygen into its roots.    how are these substances absorbed?     water oxygen  a diffusion transpiration  b osmosis diffusion  c transpiration osmosis  d transpiration transpiration     11 the diagram shows the lock and key model of enzyme action.    1 32     which is the enzyme and which is the substrate?     enzyme substrate  a 1 2  b 1 3  c 3 1  d 3 2    12 the table shows the temperature and ph at which four different enzymes are most active.    which enzyme is a protease from the stomach?     optimum temperature  /  \u00b0c optimum ph  a 25 10  b 37 7  c 40 2  d 50 5    ",
+            "7": "7  \u00a9 ucles 2014 0610/12/m/j/14 [turn over  13 the data show the concentrations of sugar and starch in an onion.    total sugar including  reducing sugar  / g per 100g starch  / g per 100g  3.7 0    the onion is tested with benedict\u2019s solution and iodine solution.    which set of results is correct?     benedict\u2019s  solution iodine  solution  a blue blue-black  b blue brown  c brick red blue-black  d brick red brown     14 the small intestines of cows are similar in general structure and function to the small intestines of  humans.    a disease in cows reduces the number of villi in their small intestines.    the cows lose weight and become weak.    what explains this?  a less amylase produced  b less peristalsis  c slower absorption of nutrients  d slower digestion of proteins     15 the diagram shows a palisade cell.    in which region is starch stored?    a  b  c  d  ",
+            "8": "8  \u00a9 ucles 2014 0610/12/m/j/14  16 which heart valves are open and which are closed when blood passes out of the right ventricle  towards the lungs?  a bicuspid (mitral) valve closed, tricuspid valve open  b bicuspid (mitral) valve open, semi-lunar valve closed  c tricuspid valve closed, semi-lunar valve open  d tricuspid valve open, bicuspid (mitral) valve open      17 a decrease in which factor normally causes transpiration rate to increase?  a humidity  b light intensity  c stomatal opening  d temperature    18 what is the path of water through a plant?  a cortex cells \u2192 xylem \u2192 stomata \u2192 roots  b root hair \u2192 xylem \u2192 mesophyll cells \u2192 stomata  c roots \u2192 cortex cells \u2192 stomata \u2192 phloem  d roots \u2192 root hair \u2192 stomata \u2192 xylem      19 what contains the greatest concentration of lactic acid?  a a bottle of alcoholic drink  b a loaf of freshly baked bread  c muscle cells during vigorous exercise  d yeast cells kept in glucose at 70  \u00b0c for 30 minutes    20 which two statements describe the effects of smoking cigarettes?    1 cilia beat more quickly.  2 cilia beat more slowly.  3 goblet cells stop producing mucus.  4 goblet cells produce more mucus.    a 1 and 3 b 1 and 4 c 2 and 3 d 2 and 4     ",
+            "9": "9  \u00a9 ucles 2014 0610/12/m/j/14 [turn over  21 a sample of expired air is collected in a gas jar. another gas jar contains normal atmospheric air.    a lighted candle is placed inside each gas jar as shown. the time taken for each flame to go out  is measured. as the candles burn they use up the oxygen available in the jar.    gas jar x gas jar ylid air sample candle     the table shows the results of this experiment.    gas jar time for candle flame  to go out  / s  x 15  y 9    what is an explanation of the difference between the results in jars x and y?  a jar x contains atmospheric air which has more carbon dioxide.  b jar x contains expired air which has more carbon dioxide.  c jar y contains atmospheric air which has less oxygen.  d jar y contains expired air which has less oxygen.     ",
+            "10": "10  \u00a9 ucles 2014 0610/12/m/j/14  22 the diagram shows the human urinary system.    x     what is the part labelled x?  a renal artery  b renal vein  c ureter  d urethra     23 which responses occur when a person is too hot?     sweat  produced shivering blood vessels supplying  skin capillaries  a no yes constricted  b no yes dilated  c yes no constricted  d yes no dilated    ",
+            "11": "11  \u00a9 ucles 2014 0610/12/m/j/14 [turn over  24 the diagram shows the shoot of a seedling, fixed to a rotating platform that is being lit from one  side only.    lightrotates four times per hour shoot of seedling dampcotton wool     the platform was allowed to rotate for two days, then it was left stationary for a further two days.    which diagram shows the appearance of the seedling after this four-day period?    a bc d      25 how will the composition of a pregnant woman \u2019s blood change as it passes through the placenta?     concentration of  dissolved nutrients concentration of  urea  a decreases decreases  b decreases increases  c increases decreases  d increases increases    ",
+            "12": "12  \u00a9 ucles 2014 0610/12/m/j/14  26 the diagram shows the female reproductive system.    123 4 5    at which labelled points are sperms and ova released?     sperms ova  a 3 2  b 4 2  c 5 1  d 5 3     27 in arthropods, growth occurs only after the exoskeleton is shed and before the new one hardens.    which graph shows a typical growth curve for an arthropod?    length of  arthropod timea timeb timec timedlength of arthropod length of arthropodlength of arthropod      ",
+            "13": "13  \u00a9 ucles 2014 0610/12/m/j/14 [turn over  28 the graph shows changes in dry mass as a seed germinates and becomes a seedling.    at which point is it respiring and photosynthesising at the same rate?    dry mass timea bcd       29 which statement is true of both chromosomes and genes?  a each codes for a specific protein.  b each may be copied and passed on in mitosis.  c each may be either dominant or recessive.  d each may exist as two or more alleles.      30 genetics is the study of  a development of organisms.  b mechanisms of inheritance.  c nuclear division.  d variation between species.     31 what is unlikely  to be affected by the environment?  a blood group  b body mass  c health  d height    ",
+            "14": "14  \u00a9 ucles 2014 0610/12/m/j/14  32 the diagram shows what happens to the energy that enters the atmosphere from the sun.    sun\u2019s energy2% is absorbed by plants 16% is reflected32% warms the ground50% evaporates water     how much of the sun\u2019s energy is not used for photosynthesis?  a less than 2%  b about 32%  c about 66%  d more than 98%      33 the surface waters of the ocean contain a population of microscopic plants.    which factor would result in fewer  of these plants?  a an increase in the population of microscopic animals  b greater concentration of mineral nutrients  c higher temperature  d more light     34 the diagram shows the water cycle.    which letter represents transpiration?    rain, hail and snowclouds water vapour in airliving plantsliving animals sea, lakes and pondsrivers and streamsground watera b cd      ",
+            "15": "15  \u00a9 ucles 2014 0610/12/m/j/14 [turn over  35 the diagram shows part of the carbon cycle.    which labelled arrow represents photosynthesis?    carbon dioxide  in atmosphere green  plants  animals bacteria a  b  c d       36 what are products of respiration in green plants?  a glucose and carbon dioxide  b glucose and oxygen  c water and carbon dioxide  d water and oxygen    37 the diagram shows a food chain.    trophic level: producers  1 herbivores  2 carnivores  3 top carnivores  4     if the carnivores in trophic level 3 suddenly die out as a result of disease, in which trophic levels  will the number of organisms be likely to decrease ?  a 1 and 2 b 1 and 4 c 2 and 4 d 4 only      38 what is reduced when untreated sewage is released into rivers?  a the amount of nitrate  b the concentration of carbon dioxide  c the concentration of oxygen  d the number of bacteria     ",
+            "16": "16      permission to reproduce items where thir d-party owned material protected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holder s, but if any items requiring clearance have unwittingly been included, the  publisher will be pleased to make amends at the earliest possible opportunity.    cambridge international examinations is part of the cambridge asse ssment group. cambridge assessment is the brand name of unive rsity of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge.    \u00a9 ucles 2014 0610/12/m/j/14  39 the diagram shows a food chain.    a farmer sprays his cabbages with pesticide.    which organisms does the farmer want to kill?    a cabbagesb greenfliesc beetlesd small birds     40 what is an effect of pollution by nuclear fall-out?  a deforestation  b eutrophication  c global warming  d increased mutation rate      "
+        },
+        "0610_s14_qp_13.pdf": {
+            "1": "  this syllabus is approved for use in england, wales and northern i reland as a cambridge international level 1/level 2 certifica te.  this document consists of 15 printed pages and 1 blank page.  ib14 06_0610_13/fp  \u00a9 ucles 2014 [turn over       *8553383965* cambridge international examinations  cambridge international general certificate of secondary education       biology 0610/13    paper 1  multiple choice  may/june 2014     45 minutes    additional materials: multiple choice answer sheet    soft clean eraser    soft pencil (type b or hb is recommended)        read these instructions first    write in soft pencil.  do not use staples, paper clips, glue or correction fluid. write your name, centre number and candidate number on the answer sheet in the spaces provided  unless this has been done for you.  do not  write in any barcodes   there are forty  questions on this paper. answer all questions. for each question there are four possible  answers a, b, c and d.   choose the one you consider correct and record your choice in soft pencil  on the separate answer sheet.    read the instructions on the answer sheet very carefully.   each correct answer will score one mark. a mark will not be deducted for a wrong answer. any rough working should be done in this booklet. electronic calculators may be used.                             ",
+            "2": "2  \u00a9 ucles 2014 0610/13/m/j/14  1 why does the energy needed by a human increase during the first ten years of life?  a coordination and responses improve.  b energy is needed for gamete formation.  c the body is growing.  d the diet is more balanced.      2 which features do animal cells share with plant cells?     chloroplast cytoplasm nucleus  a \u0013 \u0013 \u0013  b \u0013 \u0017 \u0013  c \u0017 \u0013 \u0013  d \u0017 \u0017 \u0017     3 which feature is characteristic of both annelids and arthropods?  a compound eyes  b jointed limbs  c segmented bodies  d wings    4 the diagram shows an animal.        use the key to identify the animal.  1 wings present    go to 2  wings absent  .  go to 3  2 one pair of wings visible    a  two pairs of wings visible  ...  b  3 three pairs of legs  ..  c  four pairs of legs    d   ",
+            "3": "3  \u00a9 ucles 2014 0610/13/m/j/14 [turn over  5 the diagram shows a cell.        which structure is not present?  a cell membrane  b cell wall  c cytoplasm  d nucleus     6 which pair of statements about a plant cell is correct?     outer surface of the cell position of sap vacuole  a cell membrane outside the cytoplasm  b cell membrane surrounded by the cytoplasm  c cell wall outside the cytoplasm  d cell wall surrounded by the cytoplasm     7 the diagram shows a cell.        which type of cell does the diagram show?  a an animal cell in a concentrated solution of salts  b an animal cell in pure water  c a plant cell in a concentrated solution of salts  d a plant cell in pure water    ",
+            "4": "4  \u00a9 ucles 2014 0610/13/m/j/14  8 the diagram shows a section through a root.    p q r     what are the levels of organisation of the labelled structures?     cell organ tissue  a p q r  b p r q  c q r p  d r q p      9 two identical cylinders, 40  mm long, are cut from a potato. one (w) is placed in water and the  other (x) is placed in a concentrated sugar solution.    what are the lengths of the cylinders after two hours?     length of cylinder  / mm  w x  a 38 40  b 38 42  c 40 42  d 42 38    ",
+            "5": "5  \u00a9 ucles 2014 0610/13/m/j/14 [turn over  10 which structures contain a cell nucleus?     red blood cell root hair cell xylem vessel   a \u0013 \u0013 \u0013 key  b \u0013 \u0017 \u0017 \u0013= nucleus  c \u0017 \u0013 \u0017 \u0017= no nucleus  d \u0017 \u0017 \u0013      11 what is a characteristic of all catalysts?  a they are broken down in the reaction.  b they are made of protein.  c they are not changed by the reaction.  d they do not change the rate of the reaction.    12 the bar chart shows the average number of chloroplasts in each of three different types of leaf  cell.    1 2 type of cell3average number of chloroplastsin each cell     what are the three types of cell?     1 2 3  a   guard cell   palisade mesophyll  cell spongy mesophyll  cell  b   palisade mesophyll  cell spongy mesophyll  cell guard cell    c   spongy mesophyll  cell guard cell   palisade mesophyll  cell  d   spongy mesophyll  cell palisade mesophyll  cell guard cell       ",
+            "6": "6  \u00a9 ucles 2014 0610/13/m/j/14  13 which blood vessel contains valves?  a arteriole  b capillary  c renal artery  d renal vein      14 the diagram shows two food tests carried out on solution x.    heat solution x solution xtest 1 test 2 purple colourbiuret solutionbenedict\u2019s solution redcolour     which nutrients are present in solution x?  a protein and starch  b protein and sugar  c starch and fat  d starch and sugar      15 a person has their gall bladder removed.    which statement is correct?  a they cannot eat carbohydrates.  b they can eat fat only in small amounts.  c they can eat only liquid food.  d they must not eat more than one large meal a day.     ",
+            "7": "7  \u00a9 ucles 2014 0610/13/m/j/14 [turn over  16 the graph shows the energy released by tw o animals through respiration as the external  temperature changes.    20  15 10  5 0  0 10 20 30  external temperature  / \u00b0c40 50 60 rate of energy released/  arbitrary units animal 1 animal 1 animal 2 animal 2  animal 1 animal 2      which conclusion can be drawn from the graph?  a animals 1 and 2 release the least energy at 23  \u00b0c.  b animal 2 always respires faster than animal 1.  c as the temperature rises, respiration always increases.  d the rate of respiration is the same for both animals at 23  \u00b0c.     17 when blood is flowing through a vena cava, which main blood vessel will it flow through next?  a hepatic portal vein  b hepatic vein  c pulmonary artery  d pulmonary vein     18 how does insulin move from the pancreas, where it is produced, to the cell where it acts?  a along nerves  b in the blood  c through the digestive system  d through the pancreatic duct     ",
+            "8": "8  \u00a9 ucles 2014 0610/13/m/j/14  19 the graph shows changes in the volume of air in the lungs of a person at rest, over a period of 30  seconds.    0012 30 time  / svolume of air inlungs/  dm3     which graph shows changes in the volume of air in the lungs of the same person immediately  after they have done five minutes of vigorous exercise?     0 30 time  / sa 0 30 time  / sb 0 30 time  / sc 0 30 time  / sd012 volume of air inlungs/  dm3 012 volume of air in lungs / dm3 012 volumeof air in lungs /  dm3012 volume of air inlungs/  dm3       20 which organs remove excretory products from the blood?  a bladder and liver  b bladder and lungs  c kidneys and bladder  d lungs and kidneys    ",
+            "9": "9  \u00a9 ucles 2014 0610/13/m/j/14 [turn over  21 the diagram shows a simple reflex arc.    1 motor neurone activated2 sensory neurone activated3 muscle stimulated 4 receptor stimulated knee tapped here     what is the correct order of events after the knee is tapped?  a 1 \u2192 2 \u2192 3 \u2192 4  b 1 \u2192 4 \u2192 2 \u2192 3  c 4 \u2192 2 \u2192 1 \u2192 3  d 4 \u2192 3 \u2192 2 \u2192 1      22 four word equations are shown.    p carbon dioxide  +  water  \u2192  glucose  +  oxygen  q glucose  +  oxygen  \u2192  carbon dioxide  +  water  r glucose  \u2192  lactic acid  s glucose  \u2192  alcohol  +  carbon dioxide    what are the equations for anaerobic respiration in humans and anaerobic respiration in yeast?     anaerobic  respiration  in humans anaerobic  respiration  in yeast  a q p  b q s  c r p  d r s    ",
+            "10": "10  \u00a9 ucles 2014 0610/13/m/j/14  23 the diagram shows different parts of the female reproductive organs where different methods of  birth control can be used.    where should a diaphragm be placed before intercourse if a couple do not want a baby?    a d cb      24 the graph shows the effect of an antibiotic tr eatment on bacterial populations in the blood.    0 time  / days10bacterial populationstart ofantibiotictreatment     what conclusion can be drawn from the graph?  a antibiotics are effective against viral and bacterial infections.  b antibiotics cause reduction division in bacteria.  c antibiotics take ten days to kill all bacteria.  d before the start of antibiotic treatment the bacterial population was rising.     25 what are involved in reproduction in both  animals and plants?  a ovary and embryo  b ovary and testes  c ovule and stigma  d uterus and embryo    ",
+            "11": "11  \u00a9 ucles 2014 0610/13/m/j/14 [turn over  26 the diagram shows an experiment on germination. groups of test-tubes were set up as shown.  the groups were placed in different conditions.    1 2 3 seeds dry cotton wool wet cotton wooloil deoxygenated water     which table shows the results?    a condition 1 2 3   in the dark \u0017 \u0013 \u0017   in the light \u0017 \u0013 \u0017        b condition 1 2 3   in the dark \u0017 \u0013 \u0013   in the light \u0017 \u0017 \u0013        c condition 1 2 3   in the dark \u0013 \u0013 \u0017   in the light \u0017 \u0013 \u0017        d condition 1 2 3   in the dark \u0013 \u0013 \u0013   in the light \u0013 \u0017 \u0017  key  \u0013= seeds germinate  \u0017= seeds do not germinate     ",
+            "12": "12  \u00a9 ucles 2014 0610/13/m/j/14  27 the graph shows the masses of two different types of tomato.    0 20 40 60 80 100 120 140 160 180 200 220number of tomatoes mass  / gtype 1 type 2     what can be concluded from the graph?  a genes do not affect the mass of tomatoes.  b type 1 tomatoes show continuous variation.  c type 2 tomatoes are sometimes smaller than type 1 tomatoes.  d type 2 tomatoes show discontinuous variation.     28 in arthropods, growth occurs only after the exoskeleton is shed and before the new one hardens.    which graph shows a typical growth curve for an arthropod?    length of  arthropod timea timeb timec timedlength of arthropod length of arthropodlength of arthropod      ",
+            "13": "13  \u00a9 ucles 2014 0610/13/m/j/14 [turn over  29 the diagram shows a food chain.    trophic level: producers  1 herbivores  2 carnivores  3 top carnivores 4     if the carnivores in trophic level 3 suddenly die out as a result of disease, in which trophic levels  will the number of organisms be likely to decrease ?  a 1 and 2 b 1 and 4 c 2 and 4 d 4 only     30 genetics is the study of  a development of organisms.  b mechanisms of inheritance.  c nuclear division.  d variation between species.    31 what is unlikely  to be affected by the environment?  a blood group  b body mass  c health  d height    32 the diagram shows what happens to the energy that enters the atmosphere from the sun.    sun\u2019s energy2% is absorbed by plants 16% is reflected32% warms the ground50% evaporates water     how much of the sun\u2019s energy is not used for photosynthesis?  a less than 2%  b about 32%  c about 66%  d more than 98%     ",
+            "14": "14  \u00a9 ucles 2014 0610/13/m/j/14  33 what are products of respiration in green plants?  a glucose and carbon dioxide  b glucose and oxygen  c water and carbon dioxide  d water and oxygen      34 the surface waters of the ocean contain a population of microscopic plants.    which factor would result in fewer  of these plants?  a an increase in the population of microscopic animals  b greater concentration of mineral nutrients  c higher temperature  d more light     35 by which process does water enter the atmosphere?  a condensation  b photosynthesis  c precipitation  d transpiration    36 the diagram shows part of the carbon cycle.    which labelled arrow represents photosynthesis?    carbon dioxide  in atmosphere green plants animals bacteria a  b  c d       ",
+            "15": "15  \u00a9 ucles 2014 0610/13/m/j/14  37 what is reduced when untreated sewage is released into rivers?  a the amount of nitrate  b the concentration of carbon dioxide  c the concentration of oxygen  d the number of bacteria      38 in 2005, fifteen mice were set free on an isl and where mice had never lived before. the table  shows how their population changed over the next three years.    year mouse  population  2005 15  2006 62  2007 237  2008 965    what caused the population change shown in the table?  a lack of food  b lack of predators  c lack of space  d lack of water     39 the diagram shows a food chain.    a farmer sprays his cabbages with pesticide.    which organisms does the farmer want to kill?    a cabbagesb greenfliesc beetlesd small birds    40 which pollutants of water can lead to eutrophication?     fertilisers herbicides insecticides sewage  a \u0013 \u0013 \u0017 \u0017  b \u0013 \u0017 \u0017 \u0013  c \u0017 \u0013 \u0013 \u0017  d \u0017 \u0017 \u0013 \u0013    ",
+            "16": "16      permission to reproduce items where thir d-party owned material protected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holder s, but if any items requiring clearance have unwittingly been included, the  publisher will be pleased to make amends at the earliest possible opportunity.    cambridge international examinations is part of the cambridge asse ssment group. cambridge assessment is the brand name of unive rsity of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge.    \u00a9 ucles 2014 0610/13/m/j/14  blank page  "
+        },
+        "0610_s14_qp_21.pdf": {
+            "1": "this document consists of 19 printed pages and 1 blank page. dc (lk/cgw) 77103/5 \u00a9 ucles 2014 [turn overcambridge international examinations cambridge international general certificate of secondary education *6508111556* biology  0610/21 paper 2 core may/june 2014  1 hour 15 minutes candidates answer on the question paper. no additional materials are required. read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen. y ou may use a pencil for any diagrams or graphs. do not use staples, paper clips, glue or correction fluid. do not write in any barcodes. answer all questions. electronic calculators may be used. y ou may lose marks if you do not show your working or if you do not use appropriate units. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [ ] at the end of each question or part question. the syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificat e.",
+            "2": "2 0610/21/m/j/14 \u00a9 ucles 20141 fig. 1.1 shows five different mammals.  they are not drawn to the same scale. ab c ed fig. 1.1  use the key to identify the mammals shown in fig. 1.1.  complete table 1.1 by writing the names of the five mammals. ",
+            "3": "3 0610/21/m/j/14 \u00a9 ucles 2014 [turn overkey name of mammal 1 (a)  has ears more than half the length of the head  (b) has ears less than half the length of the heado. cuniculus go to 2 2 (a)  has fur on tail all one colour   (b) has fur on tip of tail a different colour to rest of tail furgo to 3 go to 4 3 (a)  has webbed feet (skin between the toes)  (b)  does not have webbed feet (no skin between the toes)  m. vison m. leucurus 4 (a)  has white fur on the end of the tail  (b)  has black fur on the end of the tailv. vulpes m. erminea table 1.1 mammal name of mammal a bc d e  [4] [total: 4]",
+            "4": "4 0610/21/m/j/14 \u00a9 ucles 20142 fig. 2.1 shows the average body mass and the average heart rate of nine mammals. 050 0.2 0.3 1.0 1.5 5.0 average body mass  / kg60 1300 3000 5000100150200average heart rate  / beats per min250300350400450 dog human buffalo rhinoceros elephantcatrabbitguinea pigrat fig. 2.1",
+            "5": "5 0610/21/m/j/14 \u00a9 ucles 2014 [turn over (a) (i) name the mammal that has an average body mass of 1300 kg.  ..  [1]   (ii) state the average heart rate of a guinea pig.     beats per minute [1]   (iii) name the mammal that has an average heart rate of 30 beats per minute.  ..  [1]   (iv) calculate how many times faster the heart of a rabbit beats than that of a buffalo.    show your working.     [2]  (b) describe the relationship between average body mass and average heart rate, shown  in fig.  2.1.  .. .  .. .[1]",
+            "6": "6 0610/21/m/j/14 \u00a9 ucles 2014 (c) when the heart beats, it pumps blood round the body.   fig. 2.2 shows the components of blood as seen through a light microscope. ) * + fig. 2.2 y: \\asd\\sciences\\biology\\biologyimages\\blood\\humblood \u00d71000   name the blood components labelled f, g and h in fig. 2.2.     state one function for each component.   write your answers in table 2.1. table 2.1 label name of blood  componentone function of the blood component f g h  [6]",
+            "7": "7 0610/21/m/j/14 \u00a9 ucles 2014 [turn over (d) fig. 2.3 shows a diagram representing part of the human circulatory system.   the arrows indicate the direction of blood flow. heart liver alimentary canal kidney fig. 2.3    on fig. 2.3, label the lines that represent:    \u0081 the aorta;    \u0081 the hepatic portal vein.  [2]",
+            "8": "8 0610/21/m/j/14 \u00a9 ucles 2014 (e) some students carried out an investigation into the effect of exercise on heart rate.  their results are shown in table 2.2. table 2.2 average heart rate at rest / beats per min average heart rate after exercise / beats per min 75 130   explain why exercise caused the average heart rate to increase.   .. .  .. .  .. .  .. .  .. .  ..  [3]  [total: 17]",
+            "9": "9 0610/21/m/j/14 \u00a9 ucles 2014 [turn over3 (a) table 3.1 contains six statements about different methods of birth control.   only three  of the statements are correct.   read each statement carefully and decide if it is correct.   place a tick ( \u2713) in the box next to each correct statement.    table 3.1 statement about method of birth control correct? a chemical in spermicidal cream kills the sperm.in a vasectomy only one of the sperm ducts of a man needs to  be cut so that sperm cannot pass along it. the condom and femidom both work by catching the sperm in  a thin rubber bag. the diaphragm is effective in birth control as it prevents the  penis entering the vagina. the female contraceptive pill prevents an egg cell being  released. the iud is a device that stops sperm swimming through the  cervix.  [3]  (b) state which method of birth control is effective at preventing the spread of the human  immunodeficiency virus (hiv).     explain why it is effective. method  ... ... explanation  .. .  .. .  .. .  .. .  [3]",
+            "10": "10 0610/21/m/j/14 \u00a9 ucles 2014 (c) the rhythm method  is another type of birth control.   it is less reliable than other methods.   (i) outline how the rhythm method works.  .. .  .. .  .. .  ..  [2]   (ii) suggest a reason why the rhythm method is used, even though it is not very reliable.  .. .  ..  [1]  [total: 9] 4 fig. 4.1 shows part of the carbon cycle. carbon dioxide in the atmosphere d carbon compounds in grasscarbon compounds    in zebrasa b c fig. 4.1",
+            "11": "11 0610/21/m/j/14 \u00a9 ucles 2014 [turn over (a) name the processes labelled a, b, c and d in fig. 4.1.   write your answers in table 4.1. table 4.1 name of process a bcd  [4]  (b) name a compound containing carbon:   (i) that is found in grass,  .. .[1]   (ii) that is found in zebras.  ..  [1]  (c) when a zebra dies, the carbon in its body is eventually returned to the atmosphere in the form  of carbon dioxide.   explain how this happens.  .. .  .. .  .. .  .. .  .. .  .. .  ..  [3]  (d) state two human activities that are increasing the amount of carbon dioxide in the atmosphere. 1    2      [2]  [total: 11]",
+            "12": "12 0610/21/m/j/14 \u00a9 ucles 20145 (a) fig. 5.1 shows a section through a leaf. fig. 5.1   fig. 5.2 names some structures found in a leaf and states a function of each of these  structures.   on fig. 5.2, draw one straight line between each  structure and the function it carries out.  structure cuticle stoma palisade cell phloem tissue spongy mesophyllfunction allows gaseous exchange with surroundings allows diffusion of gases within the leaf waterproofs the leaf transports sucrose out of the leaf produces glucose  [4] fig. 5.2",
+            "13": "13 0610/21/m/j/14 \u00a9 ucles 2014 [turn over (b) xylem vessels transport water into the leaf.   state two other functions of xylem vessels. 1    2       [2]  (c) some of the glucose made in the leaf is changed into another compound and stored by the  plant.   name this compound.  ..  [1]  (d) some of the structures in the leaf are involved in transpiration.   define transpiration .  .. .  .. .  .. .  .. .  .. .  ..  [2]  [total: 9]",
+            "14": "14 0610/21/m/j/14 \u00a9 ucles 20146 fig. 6.1 shows a diagram of the alimentary canal. . / 0 1 3 5 fig. 6.1  (a) use the letters on fig. 6.1 to identify:   the colon,          ..   the pancreas,    ..   the stomach.     ..  [3]  (b) state one function for each of these parts of the alimentary canal. colon   .  .. . pancreas  . ..  .. . stomach  .. ..  .. .  [3]  (c) (i) on fig. 6.1 draw a line to show where bile is made.      label it x.  [1]   (ii) state the action that bile has on fats in the small intestine.  .. .  ..  [1]",
+            "15": "15 0610/21/m/j/14 \u00a9 ucles 2014 [turn over  (iii) explain how this action speeds up the digestion of fats.  .. .  .. .  .. .  ..  [2]  (d) digested food is absorbed as it passes along the small intestine.   explain how this absorption takes place.  .. .  .. .  .. .  .. .  .. .  ..  [3]  [total: 13]",
+            "16": "16 0610/21/m/j/14 \u00a9 ucles 20147 fig. 7.1 shows a food web. hawk snake lizard grasshopper grassbird snail fig. 7.1  (a) state what the arrows on fig. 7.1 represent.  .. .  ..  [1]  ",
+            "17": "17 0610/21/m/j/14 \u00a9 ucles 2014 [turn over (b) use the information in fig. 7.1 to give: the name of a producer,  .. .. the name of a secondary consumer,   the number of herbivore species present,   the number of carnivore species present.  .  [4]  (c) name an organism in this food web that occupies two trophic levels.  ..  [1]  [total: 6] 8 (a) (i) name the type of cell division that forms gametes (sperm cells and egg cells).  ..  [1]   (ii) state the difference between the number of chromosomes in gametes and the number of  chromosomes in other body cells.  .. .  ..  [1]  (b) the sex of a human is determined by the sex chromosomes, x and y .   state which sex chromosomes are present in a male and in a female.   male    ..   female ..  [2]",
+            "18": "18 0610/21/m/j/14 \u00a9 ucles 2014 (c) (i) define the term allele .  .. .  ..  [1]   (ii) the fur colour in a species of mouse can be black or white.    the allele for black fur is dominant to the allele for white fur.     fig. 8.1 shows the cross between a mouse that is homozygous for black fur and a mouse  that is homozygous for white fur. parental phenotype: parental genotype:black fur bbwhite fur bb\u00d7 \u00d7\u00d7 fig. 8.1    all the offspring are black and have the genotype bb.    two of these offspring were mated together.    complete fig. 8.2 to show the results of this cross.",
+            "19": "19 0610/21/m/j/14 \u00a9 ucles 2014parental phenotype: parental genotype: gametes: offspring genotype: offspring phenotype:black fur    black       : .. white ...\u00d7\u00d7 \u00d7+ +\u00d7 ... ... ... ... ... ... ... ratio:black fur  [5] fig. 8.2  (d) in an investigation, a mouse with black fur and a mouse with white fur were mated several  times. a total of 40 offspring were produced.   there were 19 offspring with black fur and 21 with white fur.    deduce the genotype of the parent that had black fur.    genotype  ... [1]  [total: 11]",
+            "20": "20 0610/21/m/j/14 \u00a9 ucles 2014permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the  publisher will be pleased to make amends at the earliest possible opportunity. cambridge international examinations is part of the cambridge assessment group. cambridge assessment is the brand name of unive rsity of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge.blank page"
+        },
+        "0610_s14_qp_22.pdf": {
+            "1": "this document consists of 18 printed pages and 2 blank pages. dc (lk/cgw) 95050/6 r \u00a9 ucles 2014 [turn overcambridge international examinations cambridge international general certificate of secondary education *1490757939* biology  0610/22 paper 2 core may/june 2014  1 hour 15 minutes candidates answer on the question paper. no additional materials are required. read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen. y ou may use an hb pencil for any diagrams or graphs. do not use staples, paper clips, glue or correction fluid. do not write in any barcodes. answer all questions. electronic calculators may be used. y ou may lose marks if you do not show your working or if you do not use appropriate units. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [ ] at the end of each question or part question. the syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificat e.",
+            "2": "2 0610/22/m/j/14 \u00a9 ucles 20141 fig. 1.1 shows five molluscs. they all live in the sea or on the shore. ba ce d fig. 1.1   use this key to identify these molluscs.  1 shell has one part      go to 2   shell has two parts      c. edule  2 shell has a hole in the top     f . aperta   shell does not have a hole in the top   go to 3  3  shell is narrow, with an obvious point   c. australis   shell is rounded with no obvious point   go to 4  4 shell is plain, with no pattern    l. littorea   shell is patterned      t. regina  write your answers in table 1.1.     table 1.1 mollusc name a b c d e  [4]  [total:   4]",
+            "3": "3 0610/22/m/j/14 \u00a9 ucles 2014 [turn over2 (a) use words from the following list to complete the passage about plant reproduction.   y ou may use each word once, more than once or not at all. asexual cotyledon diploid fertilisation gamete haploid pollination sexual testa zygote  living organisms must reproduce to replace organisms which die, and to supply more organisms to occupy new environments. genetically identical offspring are produced from a single parent during the process of  reproduction. during ...reproduction, a special cell called a  is made by one parent and fuses with a . from another parent. this process of fusion is called .. and may eventually lead to the development of a seed.   [3]  (b) describe how potatoes reproduce ase xually.  .. .  .. .  .. .  .. .  .. .  ..  [3]  [total: 6]",
+            "4": "4 0610/22/m/j/14 \u00a9 ucles 20143 a woman wants to have a baby.   her doctor suggests that she measures her temperature every day to find out when she ovulates.  on the day that she ovulates, her temperature will increase sharply.  fig. 3.1 shows her temperature results over ten days. (a) she forgot to measure her temperature on day 7.     (i) use fig. 3.1 to work out what her temperature would have been on day 7.  .. . oc [1]   (ii) on which day did she ovulate?    ..  [1]   (iii) her doctor told her to measure her temperature at the same time each day.       explain why this is important.  ..  [1]  (b) ovulation is controlled by the release of a hormone.    the hormone responsible for the changes in a girl\u2019s body when puberty takes place is the  same as the hormone that controls ovulation.   (i) name this hormone.  ..  [1]   (ii) state how hormones travel round the body.  ..  [1]  [total: 5]",
+            "5": "5 0610/22/m/j/14 \u00a9 ucles 2014 [turn over136.636.736.8temperature  / \u00b0c36.937.037.1 2345 day678 10 9 fig. 3.1  ",
+            "6": "6 0610/22/m/j/14 \u00a9 ucles 20144 cells are adapted to their function, and may be arranged into tissues.  (a) define the term tissue .  .. .  ..  [1]  (b) fig. 4.1 shows four cell types.   draw lines to join the diagrams with the description of each cell\u2019s function. cell type cell function absorption contraction protection in respiratory system transport  [3] fig. 4.1    (c) living cells may take in useful materials by diffusion.   (i) define the term diffusion .  .. .  .. .  .. .  ..  [2]",
+            "7": "7 0610/22/m/j/14 \u00a9 ucles 2014 [turn over  (ii) complete table 4.1 by naming the substances that move by diffusion in the following  parts of the body. table 4.1 part of body direction of diffusionname of substance  that diffuses lungs from air in alveolus to red blood cell small intestine across villus to blood in capillary biceps from muscle cell to blood in capillary  [3]  [total: 9]",
+            "8": "8 0610/22/m/j/14 \u00a9 ucles 20145 (a) fig. 5.1 shows the proportion of different food groups in a diet. carbohydrates fats vitamins, minerals and fibreproteins fig. 5.1    (i) state the two food groups, shown in fig. 5.1, that supply the most energy per kilogram.   and    [2]   this diet has a low proportion of iron and vitamin d.   (ii) describe one effect of a shortage of iron in the human diet.  .. .  ..  [1]   (iii) describe one effect of a shortage of vitamin d in the human diet.  .. .  ..  [1]",
+            "9": "9 0610/22/m/j/14 \u00a9 ucles 2014 [turn over (b) fig. 5.2 shows how much energy is required, each day, by different people. 5energy requirement  /  \u00d7 1000 kj per day 10 01520 young child teenage girl teenage boy farm worker hospital patient male office worker female office worker elderly person     person fig. 5.2     (i) use fig. 5.2. to suggest two factors which affect the energy requirements of a person. 1    2     [2]",
+            "10": "10 0610/22/m/j/14 \u00a9 ucles 2014  (ii) explain why a female office worker with a daily intake of 15 000 kj is likely to become  overweight.  .. .  .. .  .. .  ..  [2]  (c) in many parts of the world, rice forms an important part of the diet.   rice contains a high proportion of starch.   egg, chicken or fish may be added to the rice.   (i) state why undigested starch cannot be used by the body.  .. .  ..  [1]   (ii) if food containing a lot of starch is chewed for a long time, it may leave a sweet taste in  the mouth.      explain why this happens.  .. .  .. .  .. .  ..  [2]    (iii) suggest the benefit of adding egg, chicken or fish to the rice.  .. .  ..  [1]   (iv) rice is not the only food that contains a lot of starch.    name two other foods that contain a lot of starch. 1    2     [2]",
+            "11": "11 0610/22/m/j/14 \u00a9 ucles 2014 [turn over  (v) rice is usually boiled, but it can also be cooked in fat.    there may be harmful effects to the body of eating too much fatty food.    describe two ways in which too much fat in the diet may be harmful to the body. 1     .. . 2     .. .  [2]  [total: 16]",
+            "12": "12 0610/22/m/j/14 \u00a9 ucles 20146 the zebra fish, brachydanio rerio,  is a small tropical fish which lives in freshwater streams.  in zebra fish, the allele for dark eye colour, d, is dominant to the allele for light eye colour, d.  fig. 6.1 shows a dark-eyed fish and a light-eyed fish.   fig. 6.1   (a) two dark-eyed fish were allowed to breed together.    they produced 32 offspring. 24 of these offspring were dark-eyed.   calculate the ratio of dark-eyed to light-eyed offspring.  show your working.  ..  [2]",
+            "13": "13 0610/22/m/j/14 \u00a9 ucles 2014 [turn over (b) complete this genetic diagram for the original cross between the two dark-eyed parent fish.   parental phenotypes: gametes: offspring genotypes: offspring phenotypes:dark-eyed    . . . ... ... ... ... ... ... ...dark-eyed parental genotypes:  [5] fig. 6.2  (c) sometimes zebra fish have one dark eye and one light eye. this is very unusual.   (i) name the genetic change which could produce this unusual appearance.  ..  [1]   (ii) suggest two environmental factors that can increase the rate of this process. 1     2     [2]  [total: 10]",
+            "14": "14 0610/22/m/j/14 \u00a9 ucles 20147 fig. 7.1 shows some of the feeding relationships in an oak woodland. sparrowhawk (bird) leaves of oak treegreat tit (bird)carabid beetle (insect) speckled moth larvae (insect)winter moth larvae (insect) 990 = energy trapped    in tissues of    organisms  / kj104 11013 122 fig. 7.1   (a) use the information in fig. 7.1 to name: a producer  . an organism that feeds on consumers.  .  [2]  (b) (i) name the two secondary consumers in this food web.   and    [1]",
+            "15": "15 0610/22/m/j/14 \u00a9 ucles 2014 [turn over  (ii) calculate the total amount of energy trapped in the tissues of these secondary  consumers.    ... kj [1]  (c) the leaves of the oak tree are the only part of this food web capable of trapping energy by  photosynthesis.    calculate the percentage of the energy trapped by the oak leaves which becomes part of the  tissues of the primary consumers.   show your working. give your answer as a percentage.   % [3]  (d) some sparrowhawks have not been able to produce young because their eggs have only  very thin shells. the tissues of these female sparrowhawks were found to contain high concentrations of insecticide.   sparrowhawks do not eat insects.    suggest how high concentrations of insecticide could have built up in the bodies of the  sparrowhawks.  refer to fig. 7.1 in your answer.  .. .  .. .  .. .  ..  [3]  [total: 10]",
+            "16": "16 0610/22/m/j/14 \u00a9 ucles 20148 in an ecosystem, there is an interaction between the living and the non-living environment. one  part of this interaction is the recycling of materials such as carbon.  fig. 8.1 shows the carbon cycle. carbon dioxide in air carbon compounds in plantscarbon compounds in dead organismsfossil fuelsdecay yxcombustion carbon compounds in animals fig. 8.1   use information from fig. 8.1, and your own knowledge, to answer the following questions.  (a) (i) label with the letter p an arrow to show where photosynthesis occurs. [1]   (ii) write the word equation for photosynthesis.  ..  [2]   (iii) name the green pigment in plants that is needed for photosynthesis.  ..  [1]",
+            "17": "17 0610/22/m/j/14 \u00a9 ucles 2014 [turn over  (iv) many rainforests are being cut down.    this can bring about an increase in the percentage of carbon dioxide in the air.    explain how this happens.  .. .  .. .  .. .  ..  [2]  (b) name the processes labelled x and y in fig. 8.1.   process x .   process y .  [2]  (c) (i) the waste stems that remain after a cereal crop has been harvested are called straw.    farmers in some countries burn straw after the harvest.    what effect does this have on the amount of carbon dioxide in the environment?  ..  [1]   (ii) scientists suggest that it would be better for the environment if the straw was dug or  ploughed back into the soil.     in the soil, the straw could decay and decompose.    name one of the main groups of organisms that is responsible for decay and  decomposition.  ..  [1]   (iii) state two of the main benefits to plants of decomposition. 1     .. . 2       .. .  [2]  [total : 12]",
+            "18": "18 0610/22/m/j/14 \u00a9 ucles 20149 if dust lands on the surface of their eye, a person will automatically blink.    this is an example of a reflex action.  (a) give another example of a reflex action, and explain why it is important to humans. name of reflex action.  ... . importance to humans.  .\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026 .. .  [2]  (b) complete table 9.1 to compare a nervous response with a hormonal response. table 9.1 nervous hormonal signal type transmission route transmission  speed duration of effect  [4]  (c) plants can also show responses. for example, plant stems grow towards light.    (i) name this response.  .. .[1]   (ii) explain why this response is important to a plant.  ..  [1]  [total: 8]",
+            "19": "19 0610/22/m/j/14 \u00a9 ucles 2014blank page",
+            "20": "20 0610/22/m/j/14 \u00a9 ucles 2014permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the  publisher will be pleased to make amends at the earliest possible opportunity. cambridge international examinations is part of the cambridge assessment group. cambridge assessment is the brand name of unive rsity of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge.blank page"
+        },
+        "0610_s14_qp_23.pdf": {
+            "1": "this document consists of 17 printed pages and 3 blank pages. dc (nh/sw) 83442/3 \u00a9 ucles 2014 [turn over *0600549498* biology  0610/23 paper 2 core may/june 2014  1 hour 15 minutes candidates answer on the question paper. no additional materials are required. read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen. y ou may use an hb pencil for any diagrams or graphs. do not use staples, paper clips, glue or correction fluid. do not write in any barcodes. answer all questions. electronic calculators may be used. y ou may lose marks if you do not show your working or if you do not use appropriate units. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [ ] at the end of each question or part question.cambridge international examinations cambridge international general certificate of secondary education the syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificat e.",
+            "2": "2 0610/23/m/j/14 \u00a9 ucles 2014blank page",
+            "3": "3 0610/23/m/j/14 \u00a9 ucles 2014 [turn over1 fig. 1.1 shows four insects. ab c d fig. 1.1  (a) state one feature of the insects shown in fig. 1.1 that is a characteristic of this group.  .. .[1]  (b) use the key to identify the four insects.   write the name of each insect in the correct box in table 1.1. key name of insect 1 (a) body has stripes  (b) body has no stripes 2 (a) head is long and narrow  (b) head is wide and rounded 3 (a) antennae are longer than width of head  (b) antennae are shorter than width of headgo to 2 go to 3 otiorhynchus leptinotarsa lilioceris coccinella table 1.1 insect name of insect a b c d  [3]  [total: 4]",
+            "4": "4 0610/23/m/j/14 \u00a9 ucles 20142 fig. 2.1 shows the human alimentary canal. a ... b ... c ... d ... e ... fig. 2.1  (a) choose words from the list to label the structures a, b, c, d and e. anus  large intestine  liver  oesophagus pancreas  rectum  small intestine  stomach   write your answers on fig. 2.1. [5]  (b) two types of muscle move food along the alimentary canal.   (i) name the two types of muscle.  and .. ..[1]   (ii) state the name of the process that moves the food.  .. .[1]   (iii) describe how the muscles in (b)(i)  move food along the alimentary canal.  .. .  .. .  .. .  .. .[2]",
+            "5": "5 0610/23/m/j/14 \u00a9 ucles 2014 [turn over (c) scientists have invented a radio transmitter, which fits into a small tablet. when this tablet is  swallowed, the ph along the alimentary canal is shown on a computer.   fig. 2.2 shows the changes in ph as the tablet travels along the alimentary canal. 00246810 1 2 3 4 5 time after swallowing the tablet  / hoursph 6 7 8 9 10 fig. 2.2   (i) on fig. 2.2 write the letter x to show when the tablet was inside the stomach. [1]   (ii) give a reason for your answer to (c)(i) .  .. .  .. .[1]   (iii) state the highest ph that was detected by the tablet.  ...[1]  (d) name the part of the alimentary canal where most of the digested food is absorbed.  .. .[1]  [total: 13]",
+            "6": "6 0610/23/m/j/14 \u00a9 ucles 20143 fig. 3.1 is an incomplete diagram of the carbon cycle. carbon dioxide in the air 1 respiration 2 3 4 5respiration bacteria & fungianimals plants coalformation of fossil fuels fig. 3.1  (a) complete the word equation for aerobic respiration.   ... + ...  carbon dioxide + ... [2]  (b) name the processes 1, 2, 3, 4 and 5 shown in fig. 3.1.   write your answers in table 3.1. table 3.1 number name of process 1 2 3 4 5  [5]",
+            "7": "7 0610/23/m/j/14 \u00a9 ucles 2014 [turn over (c) fig. 3.2 shows a newspaper headline about global warming. global disaster ahead government spokesman announces that climates  will change if we do not reduce the amount of  greenhouse gases in the atmosphere. scientists have shown that the amounts of carbon dioxide and methane in the  atmosphere are continuing to rise. fig. 3.2   (i) explain two causes of the increase in the amount of carbon dioxide in the atmosphere. cause   .  .. . explanation  .. ..  .. . cause   .  .. . explanation  .. ..  .. .[4]   (ii) suggest one action which governments might take to reduce the amount of greenhouse  gases in the atmosphere.  .. .  .. .[1]  [total: 12]",
+            "8": "8 0610/23/m/j/14 \u00a9 ucles 20144 fig. 4.1 shows the organisms in a woodland food chain.  the numbers written below each organism show the relative amount of energy at each trophic  level in the food chain. oak tree 100  000  kjcaterpillars 10 000  kjrobins 500  kjowls 50 kj fig. 4.1  (a) (i) state what the arrows in fig. 4.1 represent.  .. .[1]   (ii) suggest why the arrows are different sizes.  .. .  .. .[1]  (b) state the amount of energy that passes from the producers to the first consumers in fig. 4.1.  ..  kj [1]  (c) name two carnivores shown in fig. 4.1.  ... and .. . [1]  (d) only 10% of the energy in the robins passes to the owls.   describe what happens to the other 90% of the robins\u2019 energy.  .. .  .. .  .. .  .. .[2]  [total: 6]",
+            "9": "9 0610/23/m/j/14 \u00a9 ucles 2014 [turn overquestion 5 starts on page 10.",
+            "10": "10 0610/23/m/j/14 \u00a9 ucles 20145 (a) enzymes are biological catalysts.   (i) define the term catalyst .  .. .  .. .  .. .[2]   (ii) what are enzymes made of?    choose your answer from the list. carbohydrates  genes  hormones  proteins  vitamins   ... [1] (b) the activity of an enzyme can be affected by certain conditions.   (i) state one condition that could affect an enzyme.  .. .[1]   (ii) describe how the condition stated in (b)(i)  affects the activity of an enzyme.  .. .  .. .  .. .  .. .[2]",
+            "11": "11 0610/23/m/j/14 \u00a9 ucles 2014 [turn over (c) milk is sometimes described as the \u2018complete food\u2019.   milk is made up of 84% water and 16% milk solids.   fig. 5.1 shows the percentage composition of milk solids. fat 32% sugar 37%proteinminerals 6% fig. 5.1   use the data in fig. 5.1 to calculate the percentage of protein present in the milk solids.   show your working.  % protein in the milk solids  ...[2]  (d) enzymes are used to break down the protein in milk before it can be absorbed by the body.   (i) complete the passage by writing the correct words from the list in the spaces.    y ou may use each word once, more than once or not at all. amino acids  amylase  fatty acids  glucose glycerol  lipase  protease    during digestion, protein in milk can be broken down by ... .    this enzyme turns the protein into ... . [2]   (ii) explain why the protein molecules must be broken down before they can be absorbed by  the body.  .. .  .. .  .. .  .. .[2]  [total: 12]",
+            "12": "12 0610/23/m/j/14 \u00a9 ucles 20146 some students used beetles to investigate inheritance.  one group of students decided to breed a beetle which had long antennae with a beetle which  had short antennae. fig. 6.1 shows the beetles they used. short antennae long antennae fig. 6.1  all of the offspring from this first breeding experiment had long antennae.  (a) the students decided that the beetles they had used must have been pure-breeding  for the  lengths of their antennae.   explain the term pure-breeding .  .. .  .. .[1]  (b) the students used the results of their breeding experiment to make conclusions about the  alleles  for long and short antennae.   (i) state what is meant by an allele .  .. .[1]   (ii) what conclusions can be made about the alleles for long and short antennae? long antennae   ... short antennae  ..[ 2]",
+            "13": "13 0610/23/m/j/14 \u00a9 ucles 2014 [turn over (c) the students decided to breed two of the offspring (with long antennae) from their first  breeding experiment with each other.   there were 20 offspring from this second  breeding experiment.   15 of these beetles have long antennae.   (i) state the number of beetles which have short antennae.  .[1]   (ii) calculate the ratio of long antennae to short antennae.  [1]  (d) fig. 6.2 shows part of the genetic diagram for the second  breeding experiment.   complete fig. 6.2.   \u0081 use a to represent the allele for long antennae.   \u0081 use a to represent the allele for short antennae. aa ... ... ...  gametes ... ... ... ...    offspring genotype offspring phenotypeparental phenotype parental genotype  [4] fig. 6.2",
+            "14": "14 0610/23/m/j/14 \u00a9 ucles 2014 (e) in another  investigation, a beetle with long antennae and a beetle with short antennae were  bred together several times.   a total of 60 offspring were produced.   there were 31 with long antennae and 29 with short antennae.   deduce the genotype of the parent that had long antennae.  .. .[1]  [total: 11]",
+            "15": "15 0610/23/m/j/14 \u00a9 ucles 2014 [turn over7 fig. 7.1 shows a method of growing tomato plants without soil.  the plants are supported above a tank of mineral solution aerated by an air pump. plastic support air line air pump mineral solutionplants fig. 7.1  mineral ions from the solution enter the tomato plants and are transported to the leaves.  (a) name the type of cell that is responsible for: absorbing water and minerals into the plant;   transporting water and minerals to the leaves.  .[2]  (b) tomato plants need nitrate ions and magnesium ions.   explain why these ions are important for healthy plant growth. nitrate ions  . ...  .. . magnesium ions    .. .[2]  (c) the mineral solution in the tank is checked regularly to see whether more minerals are  needed.   suggest two reasons why it is necessary to continue to add minerals to the solution. 1    2   [2]",
+            "16": "16 0610/23/m/j/14 \u00a9 ucles 2014 (d) tomato plants need potassium ions to form flowers and fruits.   fig. 7.2 shows the mass of potassium ions absorbed by the tomato plants when the air pump  is switched off and when the air pump is switched on. 00100200300 50150total uptake of potassium / mg250 0.5 1.0 1.5 2.0 2.5 time  / hours3.0 3.5 4.0air pump switched on air pump switched off fig. 7.2   (i) describe the trend shown by both  sets of results.  .. .  .. .  .. .  .. .[2]   (ii) use data from fig. 7.2 to explain how the yield of tomatoes would be affected if air was  not bubbled through the mineral solution. effect on yield . . .. explanation  .. ..  .. .  .. .  .. .[3]  (e) state two factors other than water and minerals that plants need to grow. 1    2 ... . [2]  [total: 13]",
+            "17": "17 0610/23/m/j/14 \u00a9 ucles 2014 [turn over8 potatoes exist in different shapes and sizes as shown in fig. 8.1.  some potato varieties are frost resistant, others are rich in vitamins or contain antioxidants. fig. 8.1  (a) suggest two other features that growers might want to introduce into a new variety of potato. 1    2   [2]  (b) potatoes can be grown from seeds.   seeds can be obtained by breeding two varieties of potato together.   the six statements a to e describe stages in producing a new variety of potato.   these statements are not in the correct order.    a collect pollen from the first potato plant    b collect the seeds and use them to grow new plants    c cover the second plant to exclude bees    d place pollen on the stigma of the second potato plant    e remove the anthers from the second potato plant    f select varieties with the features you want to breed together   (i) put each of the stages in the correct order by writing letters in the empty boxes.    two of the boxes have been done for you. ec  [2]   (ii) explain why potato plants that are bred from two plants are not identical to either parent.  .. .  .. .  .. .  .. .[2]",
+            "18": "18 0610/23/m/j/14 \u00a9 ucles 2014 (c) explain why all the plants that are grown from the tubers of one potato plant are very similar.  .. .  .. .  .. .  .. .[2]  (d) it is now possible to alter the dna in potato plants so that they produce chemicals that can be  used as bioplastics or biofuels.   state the name of the process used to alter the dna in plants.   choose your answer from the list. artificial selection  genetic engineering  natural selection  selective breeding  .. .[1]  [total: 9]",
+            "19": "19 0610/23/m/j/14 \u00a9 ucles 2014blank page",
+            "20": "20 0610/23/m/j/14 \u00a9 ucles 2014permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the  publisher will be pleased to make amends at the earliest possible opportunity. cambridge international examinations is part of the cambridge assessment group. cambridge assessment is the brand name of unive rsity of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge.blank page"
+        },
+        "0610_s14_qp_31.pdf": {
+            "1": "this document consists of 18 printed pages and 2 blank pages. dc (lk/cgw) 79852/5 \u00a9 ucles 2014 [turn over *3072262023* biology  0610/31 paper 3 extended may/june 2014  1 hour 15 minutes candidates answer on the question paper. no additional materials are required. read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen. y ou may use an hb pencil for any diagrams or graphs. do not use staples, paper clips, glue or correction fluid. do not write in any barcodes. answer all questions. electronic calculators may be used. y ou may lose marks if you do not show your working or if you do not use appropriate units. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [ ] at the end of each question or part question.cambridge international examinations cambridge international general certificate of secondary education the syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificat e.",
+            "2": "2 0610/31/m/j/14 \u00a9 ucles 20141  some information about pollutants, their sources and their effects on the environment are shown  in table 1.1. table 1.1 pollutant source effect on the environment heavy metals in  chemical wastedisrupts functioning of plants,  causes brain damage phosphate eutrophication of streams, rivers  and lakes sulfur dioxidedamage to trees, e.g. death of  leaves ionising radiation ddtpesticide sprays accumulates in tissues of  animals  (a) complete table 1.1. [5]  (b) explain what happens in streams, lakes and rivers when eutrophication occurs.  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .[5]",
+            "3": "3 0610/31/m/j/14 \u00a9 ucles 2014 [turn over (c) sulfur dioxide dissolves in rain water to form acid rain.   describe two measures that can be taken to reduce the effects of acid rain. 1     .. . 2     .. .  [2]  [total: 12]",
+            "4": "4 0610/31/m/j/14 \u00a9 ucles 20142 dairy cattle are kept for milk production. approximately half of all the calves born are male.  (a) sex is determined in cattle in exactly the same way as it is in humans.   explain why 50% of all cattle are born male.    y ou may draw a genetic diagram to help your explanation.  .. .  .. .  .. .  .. .  .. .[4]  (b) dairy farmers only need a very small number of male calves. they limit the number by  using sex selection. sperm cells are identified and sorted before they are used in artificial insemination (ai).   explain how artificial insemination is carried out.  .. .  .. .  .. .  .. .  .. .[2]",
+            "5": "5 0610/31/m/j/14 \u00a9 ucles 2014 [turn over (c) table 2.1 shows the composition of 100 g of cow\u2019s milk compared with the same quantities of  commercial formula milk and human milk. table 2.1 nutrient cow\u2019s milk formula milk human milk carbohydrate / g 6.5 7.3 7.5protein / g 3.3 1.3 1.3 \u2013 1.6fat / g 3.9 3.6 4.1calcium / mg 120 42 34iron / mg 0.02 0.64 0.07vitamin d / \u00b5g 0.05 1.20 0.06vitamin a / \u00b5g 19 66 58   some women do not breast-feed their babies but bottle-feed them using formula milk. health  authorities advise against the use of cow\u2019s milk until babies are about 9 months old.   use the information in table 2.1 to explain the advantages of using formula milk rather than  cow\u2019s milk.  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .[4]  one of the components of human milk is the enzyme lysozyme that is present in many body fluids  and is responsible for breaking down the cell walls of bacteria.  (d) define the term enzyme .  .. .  .. .  .. .  .. .[2]",
+            "6": "6 0610/31/m/j/14 \u00a9 ucles 2014 (e) the effect of human lysozyme on two common species of bacteria, a and b, was investigated  at two different values of ph.   the investigation was set up as shown in fig. 2.1.    the test-tubes were kept at 37 \u00b0c for 24 hours.  a1 tube number ph of medium boiled lysozymespecies of bacteria fresh lysozymea a b234 4.0 4.0 9.0 4.0 99 9 9 fig. 2.1   after 24 hours, samples were taken from each test-tube. each sample was placed onto  nutrient agar in petri dishes. the dishes were incubated at 28 \u00b0c for a further 24 hours to  allow any bacteria to grow.    the results are shown in fig. 2.2. 1sample from test- tube result after incubation for 24 hours key: no growth of bacteria growth of bacteria234 fig. 2.2",
+            "7": "7 0610/31/m/j/14 \u00a9 ucles 2014 [turn over  explain the results shown in fig. 2.2 by comparing the following pairs: 1 and 3  ..   .. .  .. .  .. .[2] 1 and 4  ..   .. .  .. .  .. .[2] 1 and 2  ..   .. .  .. .  .. .[2]  (f) human  milk also contains antibodies. explain the benefits of antibodies to a newborn child.  .. .  .. .  .. .  .. .  .. .[2]  [total: 20]",
+            "8": "8 0610/31/m/j/14 \u00a9 ucles 20143 fig. 3.1 is a diagram that shows the control of blood glucose concentration. blood glucose concentration at 90 mg per 100  cm3 blood glucose concentration at 90 mg per 100  cm3blood glucose concentration below  90 mg per 100  cm3blood glucose concentration above  90 mg per 100  cm3increase in glucose in the blood storage of glucose as glycogendecrease in glucose in the blood breakdown of glycogen to glucose fig. 3.1  (a) (i) state one reason why the concentration of glucose in the blood increases .  .. .  .. .[1]   (ii) state one reason why the concentration of glucose in the blood decreases .  .. .  .. .[1]   (iii) name two places in the body where glycogen is stored. 1    2     [2]  (b) explain how an increase in glucose concentration is controlled in the body.  .. .  .. .  .. .  .. .  .. .  .. .[3]",
+            "9": "9 0610/31/m/j/14 \u00a9 ucles 2014 [turn over (c) if the blood glucose concentration is very high there is a decrease in the water     potential of the blood. this may damage the red blood cells.    explain how a decrease in water potential of the blood may damage red blood cells.  .. .  .. .  .. .  .. .  .. .  .. .  .. .[3]  [total: 10]",
+            "10": "10 0610/31/m/j/14 \u00a9 ucles 20144 (a) define the term respiration .  .. .  .. .  .. .  .. .  .. .[2]  (b) a rowing machine is a piece of apparatus that is used in many fitness centres.    fig. 4.1 shows a man training on a rowing machine. the man in the photograph has his arms  extended during the rowing stroke as shown in fig. 4.2.   fig. 4.1 fig. 4.2    use fig. 4.2 to describe how the hand is moved closer to the chest during the rowing stroke.  .. .  .. .  .. .  .. .  .. .  .. .  .. .[3]",
+            "11": "11 0610/31/m/j/14 \u00a9 ucles 2014 [turn overblank page",
+            "12": "12 0610/31/m/j/14 \u00a9 ucles 2014 (c) the man has an intense workout on the rowing machine.    fig. 4.3 shows his oxygen uptake before and during the exercise.  00.00.5oxygen consumption / dm3 min\u20131 1.01.52.02.53.0 5 1 01 52 0 time  / min exercise starts exercise ends25 30 35 fig. 4.3   (i) explain why there is a steep increase in the man\u2019s oxygen consumption at the start of the  exercise.  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .[4]",
+            "13": "13 0610/31/m/j/14 \u00a9 ucles 2014 [turn over  (ii) it took 10 minutes after the man had stopped rowing for his oxygen consumption to  decrease to its resting value.    on fig. 4.3 draw a line between 20 minutes and 35 minutes to show the change in  oxygen consumption after exercise has stopped.  [2]   (iii) explain why the man\u2019s oxygen consumption did not return to the resting value  immediately  after exercise.  .. .  .. .  .. .  .. .  .. .  .. .  .. .[4]  [total: 15]",
+            "14": "14 0610/31/m/j/14 \u00a9 ucles 20145 fig. 5.1 shows the nematode, caenorhabditis elegans . fig. 5.1  (a) (i)  state the genus of this nematode.  .. .[1]   (ii) state two structural features of nematodes.   1    2     [2]  (b) nematodes feed on dead and decaying material. explain why this gives nematodes an  important role in ecosystems.  .. .  .. .  .. .  .. .  .. .  .. .  .. .[3]",
+            "15": "15 0610/31/m/j/14 \u00a9 ucles 2014 [turn over (c) fig. 5.2 shows the life cycle of c. elegans . the diploid number of this species is 12. adult which has both male and female sex organs diploid body cells of the adult embryo passes out of adult and continues developmentnot drawn to scaleegg sperm larval stagep q fig. 5.2   (i) suggest why there is very little genetic variation in the offspring of the adult nematode  shown in fig. 5.2.   .. .  .. .  .. .  .. .  .. .[2]   (ii) state the haploid number of c. elegans .  .. .[1]",
+            "16": "16 0610/31/m/j/14 \u00a9 ucles 2014  (iii) explain why meiosis  occurs at p and mitosis  occurs at q. meiosis at  p   .. .  .. .  .. . mitosis at q   .. .  .. .  .. .[3]  (d) c. elegans  was one of the first organisms to have its genome sequenced.    an organism\u2019s genome is the sum of all its genetic material. gene sequencing identifies all  the component parts of the dna that makes up the genome.    state where dna is located in a cell.  .. .  .. .[2]  [total: 14]",
+            "17": "17 0610/31/m/j/14 \u00a9 ucles 2014 [turn overblank page",
+            "18": "18 0610/31/m/j/14 \u00a9 ucles 20146 the pea plant, pisum sativum , is a legume which is grown both as a human food and as livestock  feed.  fig. 6.1 shows some of the root nodules on a pea plant. s fig. 6.1  fig. 6.2 shows a cross-section through the root nodule at s on fig. 6.1.  t  indicates the transport tissue in the root. t cells containing bacteria magnification = \u00d740 fig. 6.2",
+            "19": "19 0610/31/m/j/14 \u00a9 ucles 2014 [turn over (a) the maximum diameter of the root nodule in fig. 6.2 is 73 mm.    calculate the actual diameter of the root nodule.  actual diameter  .. [1]  (b) describe the role of the bacteria in the root nodules of p . sativum .  .. .  .. .  .. .  .. .  .. .[2]  (c) the bacteria require carbohydrates that are supplied by the pea plant.    describe how the carbohydrates are produced and transported by the plant to the bacteria.    (i) produced  .. .  .. .  .. .  .. .[2]   (ii) transported  .. .  .. .  .. .  .. .[2]",
+            "20": "20 0610/31/m/j/14 \u00a9 ucles 2014 (d) pea plants grow well in soils that are deficient in nitrogen.   explain how root hair cells of pea plants absorb nitrate ions from soils with low nitrate  concentrations.  .. .  .. .  .. .  .. .  .. .[2]  [total: 9] copyright acknowledgments: question 4  figure 4.1 \u00a9  ref:  8267369;  leezsnow;  workout on rowing machine from above ;  www.istockphoto.com.   question 5  figure 5.1   \u00a9  ref:  z180/0117;  sinclair stammers/science photo library;  lm of the nematode worm, caenorhabditis elegans ;   www.sciencephoto.com. question 6  figure 6.2   \u00a9  ref:  c003/5896;  dr keith wheeler/science photo library;  nitrogen-fixing root nodule, micrograph ;   www.sciencephoto.com.       permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the  publisher will be pleased to make amends at the earliest possible opportunity. cambridge international examinations is part of the cambridge assessment group. cambridge assessment is the brand name of unive rsity of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge."
+        },
+        "0610_s14_qp_32.pdf": {
+            "1": "this document consists of 13 printed pages and 3 blank pages. dc (nf/cgw) 80358/4 \u00a9 ucles 2014 [turn overcambridge international examinations cambridge international general certificate of secondary education *5746439676* biology  0610/32 paper 3 extended may/june 2014  1 hour 15 minutes candidates answer on the question paper. no additional materials are required. read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen. y ou may use an hb pencil for any diagrams or graphs. do not use staples, paper clips, glue or correction fluid. do not write in any barcodes. answer all questions. electronic calculators may be used. y ou may lose marks if you do not show your working or if you do not use appropriate units. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [ ] at the end of each question or part question. the syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificat e.",
+            "2": "2 0610/32/m/j/14 \u00a9 ucles 20141 fig. 1.1 shows the change in the biomass of the fungus penicillium  when grown in a fermenter to  produce the antibiotic penicillin. 200.00.51.01.52.02.53.03.54.04.55.0 40 60 80 time  / hoursbiomass  / g per kg growth medium v 100 120 140 160 180 0vwwxx fig. 1.1  (a)  name the stages in the growth of penicillium  indicated by v, w and x. v  . .. w  . . x  . . [3]  (b) state two factors that are kept constant when penicillium is grown in a fermenter. 1   ... 2   .. [2]  (c) suggest why the growth of penicillium  is measured in biomass rather than numbers of cells.  .. .  ..  [1]  [total: 6]",
+            "3": "3 0610/32/m/j/14 \u00a9 ucles 2014 [turn overblank page",
+            "4": "4 0610/32/m/j/14 \u00a9 ucles 20142 fig. 2.1 shows the changes in a human ovary during the first part of the menstrual cycle and after  the fertilisation of an egg. day 1 follicle day 10 day 14 day 15a cb fig. 2.1  (a) (i) name: organ a  . process b  .. cell c.  [3]   (ii) name the hormone that promotes: the growth of the follicle  ... .. process b.   [2]",
+            "5": "5 0610/32/m/j/14 \u00a9 ucles 2014 [turn over  (iii) explain how a sperm cell is adapted for its functions.  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .[3]  (b) explain the advantages of sexual reproduction to an animal species.  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  ..  [5]  [total: 13]",
+            "6": "6 0610/32/m/j/14 \u00a9 ucles 20143 fig. 3.1 is a diagram of the water cycle. e d fig. 3.1  (a) water is a large component of the cells in the leaves of trees, as labelled d on fig. 3.1.   explain how water passes from a leaf cell to the atmosphere.  .. .  .. .  .. .  .. .  .. .  .. .  ..  [4]  (b) explain how the loss of water from the leaves helps to move water from the roots to the  leaves.  .. .  .. .  .. .  .. .  .. .  .. .  .. .  ..  [4]",
+            "7": "7 0610/32/m/j/14 \u00a9 ucles 2014 [turn over (c) explain how water enters the roots of the trees from the soil.  .. .  .. .  .. .  .. .  .. .  ..  [3]  (d) fig. 3.1 shows a sewage treatment works, labelled e.   describe three processes used in the treatment of sewage. 1   ...  .. . 2   ...  .. . 3   ...   ..  [3]  (e) herbicides are used by farmers to control weeds.   explain the environmental damage that may be caused by herbicides.  .. .  .. .  .. .  .. .  .. .  .. .  ..  [3]  [total: 17]",
+            "8": "8 0610/32/m/j/14 \u00a9 ucles 20144 table 4.1 shows the composition of blood plasma. table 4.1 component concentration in the plasma adrenaline / ng dm\u2013310 \u2013 100 fibrinogen / g dm\u201331.7 \u2013 4.0 glucose / mg dm\u20133700 \u2013 1000 hydrogencarbonate ions / g dm\u201331.1 \u2013 1.4 insulin / \u03bcg dm\u201330.33 \u2013 0.40 lactic acid / mg dm\u2013350 \u2013 200 sodium ions / g dm\u201333.1 \u2013 3.4 urea / mg dm\u2013370 \u2013 200  (a) from table 4.1, name:   (i) an excretory product  ..  [1]   (ii) a plasma protein.  ..  [1]  (b) (i) state what could cause the lactic acid concentration in the blood to increase to  200 mg dm\u20133.  ..  [1]   (ii) state the function of fibrinogen.  ..  [1]   (iii) state two effects that a concentration of adrenaline of 100 ng dm\u20133 might have on the  body.  .. .  ..  [2]  (c) table 4.1 shows that the glucose concentration varies between 700 and 1000 mg dm\u20133.   describe the role of the liver in regulating the concentration of glucose in the body.  .. .  .. .  .. .  .. .  ..  [3]",
+            "9": "9 0610/32/m/j/14 \u00a9 ucles 2014 [turn over (d) lymphocytes and phagocytes are white blood cells.   a woman had some blood tests taken before and during a bacterial infection.   table 4.2 shows the number of white blood cells in the two blood samples. table 4.2 white blood  cellsmean number of cells per mm3 of blood before infection during infection lymphocytes 1300 3500phagocytes 2000 7500   (i) calculate the percentage increase in lymphocytes that occurred during the bacterial  infection.    show your working and give your answer to the nearest whole number .  answer  ...% [2]   (ii) describe the role of phagocytes in defence against disease.  .. .  .. .  .. .  .. .  .. .  ..  [3]   (iii) describe the roles of white blood cells in tissue rejection.  .. .  .. .  .. .  .. .  .. .  .. .[3]  [total: 17]",
+            "10": "10 0610/32/m/j/14 \u00a9 ucles 20145 (a) describe how food is moved along the small intestine.  .. .  .. .  .. .  ..  [2]  (b) the small intestine is lined by many villi.   fig. 5.1 shows a longitudinal section of a villus.   fig. 5.2 shows a cross-section of the same villus at v \u2013 w.   the diagrams are not drawn to the same scale. qp w sv r cell tmicrovilli  fig. 5.1 fig. 5.2   (i) name structures p, q, and r. p  . ... q  . .. r  . .. [3]   (ii) the blood that flows from s enters a vein.    name the vein that transports blood away from the small intestine.  ..  [1]",
+            "11": "11 0610/32/m/j/14 \u00a9 ucles 2014 [turn over  (iii) cell t is an example of the cells that form the surface of the villi.    explain why there are many microvilli on cell t.  .. .  .. .  .. .  .. .  ..  [2]   (iv) some of the cells on the surface of the villi  secrete mucus for protection.    suggest what the villi need to be protected against.  .. .  .. .  .. .  ..  [2]  [total: 10]",
+            "12": "12 0610/32/m/j/14 \u00a9 ucles 20146 myriapods are a group of arthropods that are commonly found in soil habitats in many parts of the  world. many myriapods are very small and not easy to identify.  fig. 6.1 shows four species of myriapod, not drawn to the same scale. polydesmus denticulatusscutigera coleoptratacylindroiulus punctatusscolopocryptops sexspinosus fig. 6.1  (a)  state three  features of all myriapods that are visible in fig. 6.1. 1   ...  .. . 2   ...  .. . 3   ...  ..  [3]",
+            "13": "13 0610/32/m/j/14 \u00a9 ucles 2014 [turn over (b) describe three  features of myriapods that could be used to make a dichotomous key to  distinguish between the four species in fig. 6.1. 1   ...  .. . 2   ...  .. . 3   ...  ..  [3]  (c) mitochondria are cell structures that contain a small quantity of dna.   scientists are sequencing the dna of one particular gene in mitochondria to help identify  different species of many animals including myriapods. the sequences that they find are called \u2018barcodes\u2019.   (i) state the part of the cell that contains most of the dna.  ..  [1]   (ii) suggest how dna barcoding might be useful in the conservation of animals, such as  myriapods.  .. .  .. .  .. .  .. .  ..  [2]   (iii) state the function of dna in cells.  .. .  .. .  .. .  .. .  ..  [2]",
+            "14": "14 0610/32/m/j/14 \u00a9 ucles 2014 (d) a student found the following information about the feeding relationships between some  organisms in a soil habitat.   dead organic matter, such as leaves, provides food for bacteria and soil fungi.   earthworms eat dead leaves.   many millipedes feed on dead plant matter and also on soil fungi.   nematodes feed on bacteria and are eaten by springtails.   centipedes are predators that feed on earthworms, millipedes and springtails.   (i) draw a food web to show the feeding relationships described above.  [4]   (ii) describe the roles of the soil organisms in the carbon cycle.  .. .  .. .  .. .  .. .  ..  [2]  [total: 17]",
+            "15": "15 0610/32/m/j/14 \u00a9 ucles 2014blank page",
+            "16": "16 0610/32/m/j/14 \u00a9 ucles 2014permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the  publisher will be pleased to make amends at the earliest possible opportunity. cambridge international examinations is part of the cambridge assessment group. cambridge assessment is the brand name of unive rsity of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge.blank page"
+        },
+        "0610_s14_qp_33.pdf": {
+            "1": "this document consists of 16 printed pages. dc (sjf/sw) 77045/4 \u00a9 ucles 2014 [turn over *4286478726* biology  0610/33 paper 3 extended may/june 2014  1 hour 15 minutes candidates answer on the question paper. no additional materials are required. read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen. y ou may use a pencil for any diagrams or graphs. do not use staples, paper clips, glue or correction fluid. do not write in any barcodes. answer all questions. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [ ] at the end of each question or part question.cambridge international examinations cambridge international level 1/level 2 certificate the syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificat e.",
+            "2": "2 0610/33/m/j/14 \u00a9 ucles 20141 fungi were often classified as different species according to their visible reproductive structures.   penicillium dodgei and eupenicillium brefeldianum  were classified as different species because  they had different types of spores.   however, recently it was recognised that the spores of p . dodgei  were asexual spores, while those  of e. brefeldianum  were sexual spores. a comparison of the dna of these two fungi shows that  they are the same species.  this fungus is now known as penicillium brefeldianum.  (a)  state how dna analysis can show that p . dodgei and e. brefeldianum  are the same species.   .. .  .. .  .. .[2]    (b) (i) describe how a fungus, such as p . brefeldianum , reproduces asexually.  .. .  .. .  .. .  .. .  .. .  .. .[3]   (ii) discuss the advantages of asexual  reproduction.  .. .  .. .  .. .  .. .  .. .  .. .  .. .[3] [total: 8]  ",
+            "3": "3 0610/33/m/j/14 \u00a9 ucles 2014 [turn over2 sulfur dioxide (so2) can cause acid rain.   (a) name one other pollutant that can cause acid rain.   .. .[1]  (b)  describe the effects of acid rain on the environment.   .. .  .. .  .. .  .. .  .. .  .. .  .. .[3]  (c)  state three methods to reduce atmospheric so2 pollution. 1     .. . 2     .. . 3     .. .  [3]",
+            "4": "4 0610/33/m/j/14 \u00a9 ucles 2014 (d) scientists in china measured the concentration of sulfur dioxide (so2) in the atmosphere and  sulfur in plant tissues from 1990 until 2005. they did not record any measurements between  1990 and 1996.   their results are shown in fig. 2.1. 19890100200300400500600700800 00.20.40.60.81.01.21.41.61.8 199019961997199819992000 time  / yearatmospheric so2 / \u00b5g m\u20133plant tissue sulfur  / % 2001 2002 2003 2004 2005 2006plant tissue s atmospheric so2key: fig. 2.1   (i) describe the trends in the concentrations of sulfur found in the atmosphere and in the  plant tissues as shown in fig. 2.1. y ou will gain credit for using the data in the graph to  support your answer.  .. .  .. .  .. .  .. .  .. .  .. .  .. .[3]",
+            "5": "5 0610/33/m/j/14 \u00a9 ucles 2014 [turn over  (ii) suggest why the concentration of sulfur in the plant tissues was calculated as a  percentage  of the dry mass  of the plant tissue.  .. .  .. .  .. .  .. .  .. .[2] [total: 12]",
+            "6": "6 0610/33/m/j/14 \u00a9 ucles 20143 (a)  define the term sensitivity.   .. .  .. .  .. .  .. .[2]  (b) describe how voluntary actions differ from involuntary actions.   .. .  .. .  .. .  .. .  .. .[2]  (c)  name the neurone that transmits impulses from a receptor.   .. .[1]  (d) reaction time is defined as the time taken to respond to a stimulus.   during a swimming relay race, the reaction times of four swimmers in two teams, a and b,  were recorded.    in each team, swimmer 1 responded to the sound of the start gun; swimmers 2, 3 and 4  responded to seeing the previous swimmer touch the swimming pool wall.   table 3.1 shows the reaction times for the swimming relay teams.  table 3.1 swimmerreaction time / s team a team b 1 0.81 0.752 0.48 0.403 0.58 0.064 0.31 0.35",
+            "7": "7 0610/33/m/j/14 \u00a9 ucles 2014 [turn over  compare the reaction time of swimmer 1 in each team with the reaction times of the other  swimmers in each team. use the information in table 3.1 to support your answer.  .. .  .. .  .. .  .. .  .. .  .. .  .. .[3]  (e)  adrenaline is often secreted during sporting competitions.    outline how adrenaline affects the performance of a swimmer.  .. .  .. .  .. .  .. .  .. .  .. .  .. .[3]  [total: 11]",
+            "8": "8 0610/33/m/j/14 \u00a9 ucles 20144  (a) fig. 4.1 shows a section through the anther of a lily flower. the cells in the centre are dividing  by meiosis. fig. 4.1   (i)  name the product of meiosis that is formed in anthers.   .. .[1]   (ii) explain the importance of meiosis in sexual reproduction.   .. .  .. .  .. .  .. .  .. .[2]",
+            "9": "9 0610/33/m/j/14 \u00a9 ucles 2014 [turn over (b) fig. 4.2 shows a flower of lilium polyphyllum , a lily that grows in the himalayan mountains.    this species is cross-pollinated by insects.  fig. 4.2   (i) explain what is meant by cross-pollination .  .. .  .. .  .. .  .. .  .. .[2]   (ii)  name one feature visible  in fig. 4.2 that helps to attract insects.  .. .[1]",
+            "10": "10 0610/33/m/j/14 \u00a9 ucles 2014 (c) plants of this species that grow at low altitudes produce flowers 60 days before the plants of  the same species that grow at high altitudes.    (i) suggest one environmental reason why lilies that grow at lower altitudes flower earlier  than the lilies at higher altitudes.   .. .[1]   (ii) explain why flowering time is an example of continuous variation.   .. .  .. .  .. .  .. .  .. .[2]  (d)  scientists think that plants of  l. polyphyllum  growing at high altitudes may evolve into a new  species.    explain how natural selection could lead to the evolution of a new species of lily.  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .[5]  [total: 14]",
+            "11": "11 0610/33/m/j/14 \u00a9 ucles 2014 [turn over5 fig. 5.1 shows a cross-section of a kidney. e fg fig. 5.1  (a)   name the structures labelled, e, f and g as shown in fig. 5.1. e  . f .. g  . [3]  (b) explain the function of the renal capsule in the kidney.  .. .  .. .  .. .  .. .  .. .  .. .  .. .[3]",
+            "12": "12 0610/33/m/j/14 \u00a9 ucles 2014 (c) glucose is reabsorbed, back into the blood, by active transport.   define active transport.    .. .  .. .  .. .  .. .  .. .[2]  (d) give one example, other than glucose, of a substance that is reabsorbed into the blood from  the renal tubule.  .. .[1]  (e)  dialysis is a treatment for kidney disease.    fig. 5.2 shows a dialysis machine. dialysis machine used dialysis fluid fresh dialysis fluidblood pump arm fig. 5.2",
+            "13": "13 0610/33/m/j/14 \u00a9 ucles 2014 [turn over  (i) the composition of the dialysis fluid changes as it passes through the dialysis machine.     complete table 5.1 using the words \u2018low\u2019, \u2018high\u2019, \u2018same\u2019 or \u2018none\u2019 to show how the  concentration of each substance changes in the dialysis fluid.     the last one has been done for you. table 5.1 concentration of substance in: substanceblood before  dialysisused  dialysis fluid fresh dialysis fluid glucose normal salts high urea high toxins high high low  [3]   (ii) explain how a dialysis machine filters blood.   .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .[4]  (f) kidney transplants are the most common organ transplants.   describe the advantages  of a kidney transplant compared with dialysis.   .. .  .. .  .. .  .. .  .. .  .. .  .. .[3]",
+            "14": "14 0610/33/m/j/14 \u00a9 ucles 2014 (g) before a kidney is transplanted, it is important to match the tissue type of the donor with the  tissue type of the recipient.   state why this is necessary.  .. .  .. .[1]  [total: 20] 6 fig. 6.1 shows the carbon cycle. p, q, r, s and t each represent a part of the carbon cycle. p r tq sphotosynthesis respiration respiration respiration death carbonisation carbonisationdeath feedingcombustion fig. 6.1  (a)  complete table 6.1 by identifying p, q, r and s and the name of one example of a carbon  compound found in each. t has been completed for you. table 6.1 letter part of cycle carbon compound found in each part p q r s t fossil fuels, e.g. natural gas methane [4]",
+            "15": "15 0610/33/m/j/14 \u00a9 ucles 2014 [turn over (b) photosynthesis is a very important process in the carbon cycle.     explain how the process of photosynthesis converts carbon compounds from p to carbon  compounds in q.  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .[5]   (c) the rate of photosynthesis varies as a result of changes in environmental factors.    state one environmental factor and explain how it can affect the rate of photosynthesis.  .. .  .. .  .. .  .. .  .. .  .. .  .. .[3]",
+            "16": "16 0610/33/m/j/14 \u00a9 ucles 2014copyright acknowledgements: question 2 figure 2.1   \u00a9 xue-y an liu, hua-yun xiao, cong-qiang liu, hong-wei xiao, y an-li wang;  assessment of atmospheric sulphur with the epilithic  moss haplocladium microphyllum: evidences from tissue sulphur and d34s analysis. environmental pollution;  elsevier; 2009. question 4 figure 4.1 \u00a9 biodisc;  cross-section of a lily anther showing the second meiotic division (lilium), a monocot. lm x6 5;  visuals unlimited;  2011. question 4 figure 4.2  \u00a9 anurag dhyani;  lilies and related plants, 2011-2012. phenology of lilium polyphyllum in garhwal himalaya, india;  rhs lily  group;  2011.  permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the  publisher will be pleased to make amends at the earliest possible opportunity. cambridge international examinations is part of the cambridge assessment group. cambridge assessment is the brand name of unive rsity of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge. (d) environmental factors can be controlled in glasshouses.    describe how three environmental factors are controlled in a glasshouse to improve crop  yield. factor 1:   . how is it controlled:   ...  .. . factor 2:   . how is it controlled:   ...  .. . factor 3:   . how is it controlled:   ...  .. .  [3] [total: 15]"
+        },
+        "0610_s14_qp_51.pdf": {
+            "1": "this document consists of 11 printed pages and 1 blank page. dc (rw/cgw) 77094/6 \u00a9 ucles 2014 [turn overcambridge international examinations cambridge international general certificate of secondary education *7676012583* biology  0610/51 paper 5  practical test may/june 2014  1 hour 15 minutes candidates answer on the question paper. additional materials: as listed in the confidential instructions. read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen. y ou may use a pencil for any diagrams or graphs. do not use staples, paper clips, glue or correction fluid. do not write in any barcodes. answer all questions. electronic calculators may be used. y ou may lose marks if you do not show your working or if you do not use appropriate units. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question. for examiner\u2019s use 1 2 total the syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificat e.",
+            "2": "2 0610/51/m/j/14 \u00a9 ucles 2014read through all the questions on this paper carefully before starting work. 1 starch is broken down into reducing sugars in the alimentary canal. the digested products are  absorbed into the blood.  y ou will investigate the action of enzymes on the digestion of starch.  (a) describe how you would carry out a test for starch.  .. .  .. .[2]  (b) to test for reducing sugars you will use the benedict\u2019s test.   this test can indicate whether:    \u0081 reducing sugar is present in a high concentration;    \u0081 reducing sugar is present in a low concentration;    \u0081 reducing sugar is absent.   describe how you could tell the difference between these possible results.  .. .  .. .  .. .  .. .  .. .  .. .[3]  (c) y ou are provided with four test-tubes supported in a test-tube rack.   \u0081 label the three  small test-tubes 0, 5 and 10.   y ou are also provided with a solution of starch labelled starch solution  and an enzyme  solution labelled enzyme solution .   \u0081 use a syringe to put 5 cm3 of starch solution into the large test-tube. rinse the syringe.   \u0081  use the syringe to add 5 cm3 of enzyme solution to the starch solution in the large  test-tube. rinse the syringe.   \u0081 shake gently to mix the contents.",
+            "3": "3 0610/51/m/j/14 \u00a9 ucles 2014 [turn over  \u0081  immediately use a pipette to remove a sample of the mixture from the large test-tube. put  one drop onto the white tile and place the rest of the solution in the test-tube labelled 0.   \u0081 start the timer.  \u0081 test the drop on the white tile for the presence of starch.  \u0081 record your result in table 1.1. this is the result for time = 0 minutes.  now test the solution in the test-tube labelled 0 for the presence of reducing sugar.   \u0081 use a syringe to add approximately 2 cm 3 of benedict\u2019s solution to the test-tube labelled 0.   \u0081 raise your hand to ask for hot water to pour into the beaker provided.  \u0081  be careful when handling the apparatus.  the water is very hot.   \u0081  place the test-tube labelled 0 into the beaker of hot water and leave it for approximately  two minutes.   \u0081 record your observations and conclusions in table 1.1.   \u0081  after 5 minutes , use a clean pipette to remove another sample of the mixture from the  large test-tube. put one drop onto the white tile and place the rest of the solution into the test-tube labelled 5.   \u0081 test the drop on the white tile for the presence of starch.  \u0081 record your result in table 1.1. this is the result for time = 5 minutes.  now test the solution in the test-tube labelled 5 for the presence of reducing sugar.   \u0081 use a syringe to add approximately 2 cm 3 of benedict\u2019s solution to the test-tube labelled 5.   \u0081  place the test-tube labelled 5 into the beaker of hot water and leave it for approximately  two minutes.   \u0081 record your observations and conclusions in table 1.1.   \u0081  after 10 minutes , use a clean pipette to remove another sample of the mixture from the  large test-tube. put one drop onto the white tile and place the rest of the solution into the test-tube labelled 10.   \u0081 test the drop on the white tile for the presence of starch.  \u0081 record your result in table 1.1. this is the result for time = 10 minutes.  now test the solution in the test-tube labelled 10 for the presence of reducing sugar.   \u0081  use a syringe to add approximately 2 cm 3 of benedict\u2019s solution to the test-tube  labelled 10.   \u0081  place the test-tube labelled 10 into the beaker of hot water and leave it for approximately  two minutes.   \u0081 record your observations and conclusions in table 1.1.",
+            "4": "4 0610/51/m/j/14 \u00a9 ucles 2014table 1.1 time /  minstarch test reducing sugar test 0observation  ... ...conclusion  . ...observation  ... ...conclusion  . ... 5observation  ... ...conclusion  . ...observation  ... ...conclusion  . ... 10observation  ... ...conclusion  . ...observation  ... ...conclusion  . ...  [6]  (d) suggest and explain what has happened during the 10 minutes to give the results shown in  table 1.1.  .. .  .. .  .. .  .. .  .. .  .. .[3]",
+            "5": "5 0610/51/m/j/14 \u00a9 ucles 2014 [turn over (e) explain why each of the following procedures was used:   (i) a clean pipette was used to remove each sample of the mixture;  .. .  .. .[1]   (ii) a white tile was used for the starch test.  .. .  .. .[1]  (f) describe two further tests that would act as \u2018controls\u2019 for this experiment.  .. .  .. .  .. .  .. .[2]  (g) suggest one improvement to the method that would make the results more reliable.  .. .  .. .[1]  (h) state the name of the enzyme that works in the alimentary canal to break down starch.  .. .[1]",
+            "6": "6 0610/51/m/j/14 \u00a9 ucles 2014 (i) some students investigated the effect of ph on the activity of this enzyme.   their results are shown in table 1.2.     table 1.2     ph time for starch to be broken down / min 3.5  9.04.0  7.05.2  4.06.6  1.57.0  1.08.0  4.58.5 10.0   (i) plot a graph to show the results in table 1.2.       [4]   (ii) use the graph to suggest the optimum (best) ph for this enzyme.  .. .[1]",
+            "7": "7 0610/51/m/j/14 \u00a9 ucles 2014 [turn over  (iii) describe the effect of ph on the activity of this enzyme.  .. .  .. .  .. .  .. .  .. .  .. .[3]  [total: 28]",
+            "8": "8 0610/51/m/j/14 \u00a9 ucles 20142 a parasite is an organism that obtains its nutrients from another living organism (the host).  fig. 2.1 shows the parasitic plant dodder, cuscuta epithymum , growing on the host plant, gorse,  ulex sp. the flowers and stems belong to the dodder. this plant does not have leaves or roots, and  obtains its nutrients and water from the gorse. dodder flower dodder stem gorse     fig. 2.1",
+            "9": "9 0610/51/m/j/14 \u00a9 ucles 2014 [turn over fig. 2.2 shows a section through the stem of gorse to show the attachment of the dodder as seen  using a microscope. stem of dodder \u00d7 50stem of gorse m n m n     fig. 2.2  (a) on fig. 2.2, draw labelled lines to identify the position of:   (i) xylem of gorse;   (ii) phloem of gorse.  [2]  (b) suggest how dodder obtains minerals from the gorse.  .. .  .. .[1]",
+            "10": "10 0610/51/m/j/14 \u00a9 ucles 2014 (c) the structure that dodder uses to make contact with the gorse is called a haustorium. the  width of the haustorium is marked by the line mn, on fig. 2.2.   measure the length of mn.    mm   calculate the actual width of the haustorium ( mn).   show your working.   actual width  mm [3]  fig. 2.3 shows an arthropod that is a parasite that can live on humans.          fig. 2.3",
+            "11": "11 0610/51/m/j/14 \u00a9 ucles 2014 (d) (i) make a large labelled drawing of the part of the parasite in the rectangle.  [4]   (ii) name the group of arthropods to which this animal belongs.    give a reason for your answer.  .. .  .. .[2]  [total: 12]",
+            "12": "12 0610/51/m/j/14 \u00a9 ucles 2014copyright acknowledgements: question 2  figure 2.1 question 2  figure 2.2question 2  figure 2.3\u00a9  ref:  b650/0051;  geoff kidd/science photo library;  dodder (cuscuta epithymum);  www.sciencephoto.com. \u00a9  ref:  c004/8753;  garry delong/science photo library;  parasitic dodder plant ;  www.sciencephoto.com. \u00a9  ref:  f004/2842;  sciepro/science photo library;  tick;  www.sciencephoto.com. permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the  publisher will be pleased to make amends at the earliest possible opportunity. cambridge international examinations is part of the cambridge assessment group. cambridge assessment is the brand name of unive rsity of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge.blank page"
+        },
+        "0610_s14_qp_52.pdf": {
+            "1": "this document consists of 12 printed pages. dc (ac/sw) 80361/3 \u00a9 ucles 2014 [turn overcambridge international examinations cambridge international general certificate of secondary education *2714953338* biology  0610/52 paper 5  practical test may/june 2014  1 hour 15 minutes candidates answer on the question paper. additional materials: as listed in the confidential instructions. read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen. y ou may use a pencil for any diagrams or graphs. do not use staples, paper clips, highlighters, glue or correction fluid. do not write in any barcodes. answer all questions. electronic calculators may be used. y ou may lose marks if you do not show your working or if you do not use appropriate units. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question. the syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificat e.for examiner\u2019s use 1 2 total",
+            "2": "2 0610/52/m/j/14 \u00a9 ucles 2014 read through all the questions on this paper carefully before starting work. 1 y ou are going to investigate the effect of surface area on the rate of digestion of food.  y ou will do this by observing how the total surface area of agar jelly affects the time that it takes for  the colour to change when placed in dilute sulfuric acid.   y ou are provided with a petri dish of agar jelly. the agar jelly contains universal indicator that  changes colour according to the ph of its environment.  y ou are also provided with a beaker of dilute sulfuric acid, labelled sulfuric acid .  \u0081 remove the agar jelly from the petri dish, using forceps.  \u0081  cut a small piece of agar jelly, less than 1 cm in length and width.  \u0081 use the measuring cylinder to pour 5 cm3 of dilute sulfuric acid into a large test-tube.  \u0081 place the piece of agar jelly into the large test-tube.   (a) describe the colour change in the piece of agar jelly when it is put into the dilute sulfuric acid.   ..  [1]   \u0081  cut four identical blocks of the dimensions, shown in fig. 1.1.  the agar jelly in the petri  dish is 1 cm in depth.  2 cm 1 cm 1 cm  fig. 1.1   \u0081 the four blocks should be cut accurately so that they each have the same volume.   \u0081 place the four blocks on a white tile.   \u0081 label the blocks, a, b, c and d, by writing on the white tile next to each block.   \u0081 make further cuts to the blocks of agar jelly as shown in fig. 1.2.",
+            "3": "3 0610/52/m/j/14 \u00a9 ucles 2014 [turn overblockview of block from above showing  cuts that should be madetotal number  of pieces after  cuttingtotal surface  area of all  pieces / cm2 a cut here1 b 21 2 c 41 6 d 82 0  fig. 1.2  \u0081 label four large test-tubes, a, b, c and d.   \u0081 put block a (not cut) into the large test-tube labelled a.   \u0081 put the two pieces of agar jelly cut from block b into the large test-tube labelled b.  \u0081 put the four pieces of agar jelly cut from block c into the large test-tube labelled c.  \u0081 put the eight pieces of agar jelly cut from block d into the large test-tube labelled d.    y ou are going to add dilute sulfuric acid to each large test-tube and time how long it takes for  the agar jelly to change colour.    do not add the sulfuric acid to the large test-tubes yet.  ",
+            "4": "4 0610/52/m/j/14 \u00a9 ucles 2014 (b) prepare a table to record your results.  [5]  \u0081  pour 20 cm3 of dilute sulfuric acid into each large test-tube.    \u0081 immediately make a note of the start time for each test-tube.  .. .  \u0081  ensure that you look carefully at all of the pieces. each piece needs to have changed colour  right through to the centre.  \u0081  when all the pieces of agar jelly in one large test-tube have changed colour completely,  calculate the time that it has taken for this to happen and record it in your results table.   \u0081 repeat until results from all 4 test-tubes have been recorded.   if it takes longer than ten minutes for the pieces of agar jelly in one large test-tube to change colour, record a result of \u2018more than 10 minutes\u2019.    ",
+            "5": "5 0610/52/m/j/14 \u00a9 ucles 2014 [turn over (c) fig. 1.1 (from page 2) is shown again below.  2 cm 1 cm 1 cm  fig. 1.1   (i) calculate the volume of the block in fig. 1.1.    show your working and include the units.  volume of block  .. [2]   (ii) calculate the surface area of the block in fig. 1.1.    show your working.  surface area of block  ..  cm2 [2]   (iii) explain why it was important for blocks a, b, c and d to have the same volume at the  start, before they were cut into pieces.  .. .  ..  [1]  (d) describe and explain your results.    .. .  .. .  .. .  .. .  .. .  .. .  ..  [4]",
+            "6": "6 0610/52/m/j/14 \u00a9 ucles 2014 (e) suggest two sources of error in this investigation.   for each error, describe one way that you could improve this investigation. error 1  .. .  .. . improvement 1 . ..  .. . error 2 ... .  .. .  improvement 2 . ..  .. .[4]  (f) the surface area of food particles affects the rate of their break down.   a student carried out an experiment to investigate the rate of the break down of fat.    two test-tubes were set up as shown in table 1.1.     each test-tube contained the same volumes and concentration of enzyme.  table 1.1 test-tube contents of test-tube time taken for break down of fat / min e fat + enzyme + water 8 f fat + enzyme + bile 3   (i) suggest a reason for the difference in results recorded in table 1.1.    .. .  .. .  .. .  .. .[2]",
+            "7": "7 0610/52/m/j/14 \u00a9 ucles 2014 [turn over  (ii) another student carried out a similar experiment but also included a test-tube that   contained fat and water only.    suggest a reason for this additional test-tube.  .. .  .. .[1]  [total: 22]  ",
+            "8": "8 0610/52/m/j/14 \u00a9 ucles 20142 y ou are provided with a leaf.  (a) place the leaf on the grid below.   draw round the leaf, to show an outline of the leaf on the grid.  on your outline, draw and label two features of the leaf.    [3]",
+            "9": "9 0610/52/m/j/14 \u00a9 ucles 2014 [turn over (b) (i) use the grid to estimate the area of one surface of the leaf.    each square of the grid has an area of 1 cm2.   . cm2 [1]     (ii)  suggest one way to improve the accuracy of this method of calculating the surface area  of a leaf.  .. .  ..  [1]    (c) the two leaves, g and h, shown in fig. 2.1 are from the same plant. g h  \u00d7 1 fig. 2.1    one of the leaves was from higher up the plant, in full sunlight.    the other leaf was from lower down the plant, in the shade.    suggest and explain which leaf is from lower down the plant, in the shade.   .. .  .. .  .. .  .. ...  [2]",
+            "10": "10 0610/52/m/j/14 \u00a9 ucles 2014 (d) table 2.1 shows the results of an investigation into the relationship between the total surface  area of leaves on a plant and the volume of water lost from the plant.  table 2.1 total surface area of leaves / m2volume of water lost from plant per day / dm3  0.05  4.5  0.10  6.5 0.15  8.0 0.20  10.0 0.25  12.5     (i) plot a graph of the data in table 2.1 on the grid below. draw a straight line of best-fit.  [4]",
+            "11": "11 0610/52/m/j/14 \u00a9 ucles 2014 [turn over  (ii) describe the trend shown by the results.  .. .  .. .  .. .  ..  [2]  (e) fig. 2.2 shows the lower surface of a leaf as seen under a microscope.   j k \u00d7 400  fig. 2.2   jk shows the length of a stoma in fig. 2.2.   measure the length of jk. length of jk  .. mm     calculate the actual length of the stoma.   show your working.   actual length of stoma   mm  [3]  ",
+            "12": "12 0610/52/m/j/14 \u00a9 ucles 2014copyright acknowledgements: question 2c e.s.masters \u00a9 ucles question 2e \u00a9 http://biology-aasharifah.blogspot.co.uk/2012/06/question-and-answer-about-stomata.html. permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the  publisher will be pleased to make amends at the earliest possible opportunity. cambridge international examinations is part of the cambridge assessment group. cambridge assessment is the brand name of unive rsity of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge. (f) a student investigated how light intensity affected the rate of water loss from a leaf.   suggest two variables that the student would control in their investigation. 1     .. . 2     .. .[2]  [total: 18]"
+        },
+        "0610_s14_qp_53.pdf": {
+            "1": "this document consists of 8 printed pages. dc (nh/sw) 83475/2 \u00a9 ucles 2014 [turn over *0090218150* biology  0610/53 paper 5 practical test may/june 2014  1 hour 15 minutes candidates answer on the question paper. additional materials: as listed in the confidential instructions. read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen. y ou may use a pencil for any diagrams or graphs. do not use staples, paper clips, glue or correction fluid. do not write in any barcodes. answer all questions. electronic calculators may be used. y ou may lose marks if you do not show your working or if you do not use appropriate units. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [ ] at the end of each question or part question.cambridge international examinations cambridge international general certificate of secondary education for examiner\u2019s use 1 2 total the syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificat e.",
+            "2": "2 0610/53/m/j/14 \u00a9 ucles 2014read through all the questions on this paper carefully before starting work. 1 the enzyme lipase breaks down fats into fatty acids and glycerol.  y ou are going to investigate how temperature affects the break down of the fats in milk using  lipase.  y ou are going to use a ph indicator, bromothymol blue, and observe the colour every minute for a  total time of 10 minutes.  table 1.1 shows the colour changes of this indicator. table 1.1 ph 6 7 8 colour yellow green blue \u2022 y ou have three containers labelled cold, warm and hot, each containing a test-tube. \u2022 use a dropping pipette to put 5 drops of bromothymol blue indicator into each test-tube. \u2022 use a syringe to add 1 cm3 of sodium carbonate solution to each test-tube. \u2022 use a clean syringe to add 2 cm3 of milk to each test-tube. \u2022 label another  three test-tubes  lipase. place one in  each of the containers labelled  cold ,  warm and hot. \u2022 use a clean syringe to add 3 cm3 of lipase to each test-tube labelled lipase. \u2022 raise your hand when you are ready for hot water to be added to the container labelled hot. \u2022 use the thermometer to measure the temperature in each container.  record the temperatures in table 1.2.  leave the experiment for 5 minutes. continue with question 1(b). \u2022 after 5 minutes, pour the lipase from the test-tube labelled lipase in the cold container into  the other test-tube in the cold container. shake the test-tube to mix the liquids.   repeat this process for the warm  container and the hot container.  (a) observe the colour of the bromothymol blue indicator every minute for 10 minutes. record  the colours in table 1.2.",
+            "3": "3 0610/53/m/j/14 \u00a9 ucles 2014 [turn overtable 1.2 time / mincolour of indicator cold ..\u00b0cwarm ..\u00b0chot ..\u00b0c  0  1 2 3 4 5 6 7 8 910  [6]  (b) (i) sodium carbonate solution has a ph of 8. suggest why sodium carbonate solution was  added to the milk in this investigation.  .. .  .. .[1]   (ii) state why the two test-tubes in each of the labelled containers were left for 5 minutes     before mixing their contents.  .. .  .. .[1]   (iii) explain why the colour of the bromothymol blue indicator changed during the investigation.  .. .  .. .  .. .  .. .[2]",
+            "4": "4 0610/53/m/j/14 \u00a9 ucles 2014  (iv) predict the colour change that you would observe if the experiment had been repeated  using water at 80 \u00b0c.    explain your answer.  .. .  .. .[2]  (c) state two variables that have been controlled in the experiment you have carried out.   for each of these variables, describe how it has been controlled. 1 variable  ... .. how it has been controlled  ... .  .. . 2 variable  ... .. how it has been controlled  ... .  .. .[4]  (d) suggest two ways to modify this investigation to find the optimum (best) temperature for the  enzyme lipase to break down the fats in milk. 1     .. . 2     .. .[2]  [total: 18]",
+            "5": "5 0610/53/m/j/14 \u00a9 ucles 2014 [turn over2 the species of plant musa acuminata produces banana fruits.  y ou are provided with a covered piece of a banana on a white tile.  (a) (i) cut a slice from the banana, approximately 1 cm thick, as shown in fig. 2.1. 1 cm fig. 2.1    make a large drawing of the freshly cut surface of  the banana to show:    \u0081 the number of layers;     \u0081 the thickness of the layers.    label the region where seeds may develop.  [5]",
+            "6": "6 0610/53/m/j/14 \u00a9 ucles 2014  (ii) measure the distance across the diameter of the freshly cut slice of the banana and  record your result. include the unit. diameter of the banana ..    draw a line across the diameter of your drawing, measure the distance and record your  result. include the unit. diameter of the drawing of the banana ...[2]   (iii) calculate the magnification of your drawing.    show your working.  magnification \u00d7  ...[2]  (b) (i) add five drops of iodine solution to the cut surface of the banana.    make sure the iodine solution spreads evenly and observe the colours.    on your drawing  of the cut surface of the banana,  label the colour  of each of the  different layers that you have drawn. [2]   (ii) use your observations to state where starch is stored in the banana.  .. .  .. .[1]",
+            "7": "7 0610/53/m/j/14 \u00a9 ucles 2014 [turn over (c) some students collected food packaging labels to find the nutrients present in bananas.   the table below is a summary of their findings. nutrient mass / g per 100 g carbohydrate 22.25 fat  0.25 protein  2.00 fibre  2.50   (i) plot a bar chart of the data.  [4]   (ii) the remaining mass of a banana is mostly water, as the mass of vitamins and minerals  is very small.    calculate, to the nearest whole number, the mass of water in 100 g of banana.    show your working.   .g [2]",
+            "8": "8 0610/53/m/j/14 \u00a9 ucles 2014 (d) in another investigation, students kept unripe bananas at room temperature for seven days.   they studied some of the changes during ripening.   each day the students took one banana and:   \u0081 observed the colour of the banana skin;   \u0081 removed a sample of the flesh tissue and determined the reducing sugar content.   the table below shows their results. time / dayschange during ripening skin colour reducing sugar content  / % 1 green  52 green and yellow 123 mostly yellow 184 all yellow 255 yellow, some brown 296 yellow and brown 307 mostly brown 30   (i) the reducing sugar content increased as the bananas ripened.    calculate how many times greater was the sugar content on day 6 compared with day 1.    show your working.   [2]   (ii) suggest the source of the reducing sugar.  .. .  .. .[1]   (iii) animals eat wild bananas and spread the seeds in their faeces.    suggest one feature of ripe bananas that attracts animals.  .. .  .. .[1]  [total: 22] permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the  publisher will be pleased to make amends at the earliest possible opportunity. cambridge international examinations is part of the cambridge assessment group. cambridge assessment is the brand name of unive rsity of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge."
+        },
+        "0610_s14_qp_61.pdf": {
+            "1": "this document consists of 9 printed pages and 3 blank pages. dc (rw/cgw) 77095/5 \u00a9 ucles 2014 [turn overcambridge international examinations cambridge international general certificate of secondary education *6664250533* biology  0610/61 paper 6  alternative to practical may/june 2014  1 hour candidates answer on the question paper. additional materials: 300 mm ruler read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen. y ou may use a pencil for any diagrams or graphs. do not use staples, paper clips, glue or correction fluid. do not write in any barcodes. answer all questions. electronic calculators may be used. y ou may lose marks if you do not show your working or if you do not use appropriate units. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question. the syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificat e.",
+            "2": "2 0610/61/m/j/14 \u00a9 ucles 20141 starch is broken down into reducing sugars in the alimentary canal. the digested products are  absorbed into the blood.  some students investigated the action of enzymes on the digestion of starch.  (a) describe how you would carry out a test for starch.  .. .  .. .[2]  (b) describe how you would safely carry out a test for reducing sugars.  .. .  .. .  .. .  .. .  .. .  .. .[3]  the students used a length of tubing that had been securely tied at one end.   \u0081 5 cm3 of starch solution and 5 cm3 of enzyme solution were added to the tubing.   \u0081 a knot was used to close the open end of the tubing.   \u0081 the outside of the tubing was rinsed with water.   \u0081 the tubing was supported as shown in fig. 1.1. large test-tube containing water knotknot beaker containing water at 35\u00b0ctubing containing starch and enzyme solutions fig. 1.1  (c) suggest why the starch and enzyme solutions were kept at 35\u00b0c.  .. .  .. .[1]",
+            "3": "3 0610/61/m/j/14 \u00a9 ucles 2014 [turn over \u0081  2 cm3 were removed immediately from the water in the large test-tube. one drop was placed  on a white tile to test for starch. the remainder was placed in a test-tube to test for reducing sugar. this was sample 1.  \u0081  four further samples were removed at 10 minute intervals. each sample was tested for starch  and reducing sugar.  (d) (i) complete table 1.1 by writing in the observations for the five reducing sugar tests. table 1.1 sample time / min observation conclusion 1  0 none 2 10 very little3 20 some present4 30 more sugars present5 40 large amount present  [3]   (ii) the observations for the starch tests were all brown.    explain what can be concluded from these observations.  .. .  .. .[1]  (e) suggest and explain what happened during the 40 minutes to give the results in (d)(i)  and  (d)(ii) .  .. .  .. .  .. .  .. .  .. .  .. .[4]",
+            "4": "4 0610/61/m/j/14 \u00a9 ucles 2014 (f) explain why each of the following procedures was carried out:   (i) the outside of the tubing was rinsed before it was placed in the large test-tube of water;  .. .  .. .[1]   (ii) a white tile was used for the starch test.  .. .  .. .[1]  (g) (i) suggest which region of the alimentary canal is represented by the tubing.    give a reason for your answer.  .. .  .. .  .. .  .. .[2]   (ii) state the name of the enzyme that works in the alimentary canal to break down starch.  .. .[1]  (h) some students investigated the effect of ph on the activity of this enzyme.   their results are shown in table 1.2. table 1.2 ph time for starch to be broken down / min 3.5  9.04.0  7.05.2  4.06.6  1.57.0  1.08.0  4.58.5 10.0",
+            "5": "5 0610/61/m/j/14 \u00a9 ucles 2014 [turn over  (i) plot a graph to show the results in table 1.2.      [4]   (ii) use the graph to suggest the optimum (best) ph for this enzyme.  .. .[1]   (iii) describe the effect of ph on the activity of this enzyme.  .. .  .. .  .. .  .. .  .. .  .. .[3]   (iv) suggest a suitable control for this investigation.  .. .  .. .[1]  [total: 28]",
+            "6": "6 0610/61/m/j/14 \u00a9 ucles 20142 a parasite is an organism that obtains its nutrients from another living organism (the host).  fig. 2.1 shows the parasitic plant dodder, cuscuta epithymum , growing on the host plant, gorse,  ulex sp. the flowers and stems belong to the dodder. this plant does not have leaves or roots, and  obtains its nutrients and water from the gorse. dodder flower dodder stem gorse fig. 2.1",
+            "7": "7 0610/61/m/j/14 \u00a9 ucles 2014 [turn over fig. 2.2 shows a section through the stem of gorse to show the attachment of the dodder as seen  using a microscope. m n m n stem of dodder \u00d7 50stem of gorse fig. 2.2  (a) on fig. 2.2, draw labelled lines to identify the position of:   (i) xylem of gorse;   (ii) phloem of gorse.  [2]  (b) suggest how dodder obtains minerals from the gorse.  .. .  .. .[1]",
+            "8": "8 0610/61/m/j/14 \u00a9 ucles 2014 (c) the structure that dodder uses to make contact with the gorse is called a haustorium. the  width of the haustorium is marked by the line mn, on fig. 2.2.   measure the length of mn.    mm   calculate the actual width of the haustorium ( mn).   show your working.   actual width  mm [3]  fig. 2.3 shows an arthropod that is a parasite that can live on humans. fig. 2.3",
+            "9": "9 0610/61/m/j/14 \u00a9 ucles 2014 (d) (i) make a large labelled drawing of the part of the parasite in the rectangle.  [4]   (ii) name the group of arthropods to which this animal belongs.    give a reason for your answer.  .. .  .. .[2]  [total: 12]",
+            "10": "10 0610/61/m/j/14 \u00a9 ucles 2014blank page",
+            "11": "11 0610/61/m/j/14 \u00a9 ucles 2014blank page",
+            "12": "12 0610/61/m/j/14 \u00a9 ucles 2014blank page copyright acknowledgements: question 2  figure 2.1 question 2  figure 2.2question 2  figure 2.3\u00a9  ref:  b650/0051;  geoff kidd/science photo library;  dodder (cuscuta epithymum);  www.sciencephoto.com. \u00a9  ref:  c004/8753;  garry delong/science photo library;  parasitic dodder plant ;  www.sciencephoto.com. \u00a9  ref:  f004/2842;  sciepro/science photo library;  tick;  www.sciencephoto.com. permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the  publisher will be pleased to make amends at the earliest possible opportunity. cambridge international examinations is part of the cambridge assessment group. cambridge assessment is the brand name of unive rsity of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge."
+        },
+        "0610_s14_qp_62.pdf": {
+            "1": "this document consists of 12 printed pages. dc (ac/sw) 80360/4 \u00a9 ucles 2014 [turn overcambridge international examinations cambridge international general certificate of secondary education *5930765143* biology  0610/62 paper 6  alternative to practical may/june 2014  1 hour candidates answer on the question paper. no additional materials are required. read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen. y ou may use an hb pencil for any diagrams or graphs. do not use staples, paper clips, glue or correction fluid. do not write in any barcodes. answer all questions. electronic calculators may be used. y ou may lose marks if you do not show your working or if you do not use appropriate units. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question. the syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificat e.",
+            "2": "2 0610/62/m/j/14 \u00a9 ucles 20141 a student investigated the effect of surface area on the rate of digestion of food by observing the  colour change in agar jelly pieces placed in dilute sulfuric acid.  the student was provided with a petri dish of agar jelly. the agar jelly contained universal indicator  that changed colour according to the ph of its environment. red ph1 orange blue ph10  the student was also provided with a beaker of sulfuric acid.  when a small piece of agar jelly was put into the beaker of dilute sulfuric acid, it gradually changed  colour.  (a) suggest what colour the agar jelly became after it changed colour in the dilute sulfuric acid. it started orange and changed to  .. [1]  the student cut four identical blocks of agar jelly, each 2 cm \u00d7 1 cm \u00d7 1 cm, as shown in fig. 1.1. 2 cm 1 cm 1 cm  fig. 1.1  the student labelled the agar blocks a, b, c and d.       ",
+            "3": "3 0610/62/m/j/14 \u00a9 ucles 2014 [turn over the blocks of agar jelly were then cut up as shown in  fig 1.2. blockview of block from above showing  cuts that were madetotal number  of pieces after  cuttingtotal surface  area of all  pieces / cm2 a cut here1  b 21 2 c 41 6 d 82 0  fig. 1.2  the student calculated the total surface area of all the pieces cut from each block.   (b) (i) calculate the surface area of block a.    show your working.  surface area of block a  ...cm2 [2] ",
+            "4": "4 0610/62/m/j/14 \u00a9 ucles 2014  (ii) calculate the volume of block a.    show your working and include the units.  volume of block a  ... [2]   the student labelled four large test-tubes, a, b, c and d.     the student put all the agar pieces that had been cut from each agar block, a, b, c  and d, into the large test-tube that was labelled with the same letter as the agar block.   this is shown in fig. 1.3. a b c d fig. 1.3  the student poured sulfuric acid into each large test-tube and timed how long it took for all the  pieces of agar jelly in each large test-tube to change colour.   the student wrote down their results. block a took 12 minutes to  change. block b took 6 minutes 25  seconds. block c took 2 minutes 40  seconds. block d took 4 minutes 10  seconds.",
+            "5": "5 0610/62/m/j/14 \u00a9 ucles 2014 [turn over (c) (i) state two pieces of apparatus, not shown in fig. 1.3, that the student needed to use for  this investigation.  .. . [1]   (ii) use the space below to draw a suitable results table for this investigation.   [5]  (d) describe and explain the results.  .. .  .. .  .. .  .. .   .. .  .. .  ..   [4]",
+            "6": "6 0610/62/m/j/14 \u00a9 ucles 2014 (e) explain why it was important for blocks a, b, c and d to have the same volume at the start,  before they were cut into pieces.  .. .  ..   [1]  (f) suggest two possible sources of errors in the investigation.   for each error, describe one way that you could improve the investigation. error 1  .. .  .. . improvement 1   ..  .. . error 2  .. .    .. . improvement 2   ..  ..   [4]  (g) the surface area of food particles affects the rate of their break down.   a student carried out an experiment to investigate the rate of the break down of fat.    two test-tubes were set up as shown in table 1.1.   each test-tube contained the same volumes and concentrations of enzyme.  table 1.1 test-tube contents of test-tube time taken for break down of fat / min e fat + enzyme + water 8 f fat + enzyme + bile 3",
+            "7": "7 0610/62/m/j/14 \u00a9 ucles 2014 [turn over  (i) suggest a reason for the difference in results recorded in table 1.1.    .. .  .. .  .. .  ..   [2]    (ii) another student carried out a similar experiment but also included a test-tube that  contained fat and water only.    suggest a reason for this additional test-tube.  .. .  ..   [1]  [total: 23]",
+            "8": "8 0610/62/m/j/14 \u00a9 ucles 20142 the outline of a leaf has been drawn on the grid in fig. 2.1.   fig 2.1  (a) label two features of the leaf shown in fig. 2.1. [2]",
+            "9": "9 0610/62/m/j/14 \u00a9 ucles 2014 [turn over (b) (i) use the grid to estimate the area of the surface of the leaf shown in fig. 2.1.    each square of the grid has an area of 1 cm2.   ... cm2 [1]   (ii) suggest one way to improve the accuracy of this method of calculating the surface area  of a leaf.  .. .  ..  [1]  (c) the two leaves, g and h, shown in fig. 2.2 are from the same plant.   g h  \u00d7 1  fig. 2.2    one of the leaves was from higher up the plant, in full sunlight.    the other leaf was from lower down the plant, in the shade.    suggest and explain which leaf is from lower down the plant, in the shade.   .. .  .. .  .. .  ..  [2]  ",
+            "10": "10 0610/62/m/j/14 \u00a9 ucles 2014 (d) table 2.1 shows the results of an investigation into the relationship between the total surface  area of the leaves on a plant and the volume of water lost from the plant.  table 2.1 total surface area of leaves / m2volume of water lost from plant per day / dm3  0.05  4.5  0.10  6.5 0.15  8.0 0.20  10.0 0.25  12.5   (i) plot a graph of the data in table 2.1 on the grid below. draw a straight line of best-fit.  [4]",
+            "11": "11 0610/62/m/j/14 \u00a9 ucles 2014 [turn over  (ii) describe the trend shown by the results.  .. .  .. .  .. .  ..  [2]  (e) fig. 2.3 shows the lower surface of a leaf as seen under a microscope. j k \u00d7 400  fig. 2.3   jk shows the length of a stoma in fig. 2.3.   measure the length of jk. length of jk   mm     calculate the actual length of the stoma.   show your working.   actual length of stoma   mm  [3]",
+            "12": "12 0610/62/m/j/14 \u00a9 ucles 2014 (f) a student investigated how light intensity affected the rate of water loss from a leaf.   suggest two variables that the student would control in their investigation. 1     .. . 2     ..   [2]  [total: 17] copyright acknowledgements: question 2c e.s.masters \u00a9 ucles question 2e \u00a9 http://biology-aasharifah.blogspot.co.uk/2012/06/question-and-answer-about-stomata.html. permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the  publisher will be pleased to make amends at the earliest possible opportunity. cambridge international examinations is part of the cambridge assessment group. cambridge assessment is the brand name of unive rsity of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge."
+        },
+        "0610_s14_qp_63.pdf": {
+            "1": "this document consists of 10 printed pages and 2 blank pages. dc (nh/sw) 83473/2 \u00a9 ucles 2014 [turn over *9683650458* biology  0610/63 paper 6 alternative to practical may/june 2014  1 hour candidates answer on the question paper. no additional materials are required. read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen. y ou may use a pencil for any diagrams or graphs. do not use staples, paper clips, glue or correction fluid. do not write in any barcodes. answer all questions. electronic calculators may be used. y ou may lose marks if you do not show your working or if you do not use appropriate units. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [ ] at the end of each question or part question.cambridge international examinations cambridge international general certificate of secondary education the syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificat e.",
+            "2": "2 0610/63/m/j/14 \u00a9 ucles 20141 the enzyme lipase digests fats into fatty acids and glycerol.  some students investigated how temperature affects the break down of the fats in milk using  lipase.  a ph indicator called bromothymol blue was used and the colour change was observed and  recorded every two minutes for a total time of 20 minutes.  table 1.1 shows the colour changes of this indicator. table 1.1 ph 6 7 8 colour yellow green blue cold water warm water hot watersodium carbonate, milk and indicatorlipase fig. 1.1  three beakers were labelled: cold, warm and hot. one test-tube was placed in each of the  labelled beakers. three drops of bromothymol blue indicator were put into each test-tube. 2 cm3 of  sodium carbonate solution was added to each test-tube and then 2 cm3 of milk was added to each  test-tube. finally, one test-tube containing  3 cm3 of lipase was put into each of the three beakers.  the temperature in each beaker was measured and recorded.  the experiment was left for 5 minutes, as shown in fig. 1.1.  after 5 minutes, the lipase was poured from the test-tube labelled lipase in the cold beaker into  the other test-tube in the cold beaker.  this process was repeated for the warm  beaker and the hot beaker.  the mixtures were stirred and the colour of the bromothymol blue indicator in each test-tube was  recorded at 0 (start), 2, 4, 6, 8,10, 12, 14, 16, 18 and 20 minutes.",
+            "3": "3 0610/63/m/j/14 \u00a9 ucles 2014 [turn over fig. 1.2 shows the students\u2019 results. temperatures times and colours ice and water = 4, 0 \u2013 blue, 2 \u2013 blue, 4 \u2013 blue, 6 \u2013 blue, 8 \u2013 blue,  10 \u2013 blue, 12 \u2013 blue, 14 \u2013 blue, 16 \u2013 blue, 18 \u2013 blue, 20 \u2013 blue room temp = 21, 0 \u2013 blue, 2 \u2013 blue, 4 \u2013 blue, 6 \u2013 blue, 8 \u2013 green,  10 \u2013 blue, 12 \u2013 green, 14 \u2013 green, 16 \u2013 yellow, 18 \u2013 yellow, 20 \u2013 yellow hot water = 50, 0 \u2013 blue, 2 \u2013 blue, 4 \u2013 blue, 6 \u2013 green,  8 \u2013 green, 10 \u2013 green / yellow, 12 \u2013 green / yellow, 14 \u2013 yellow, 16 \u2013 yellow, 18 \u2013 yellow, 20 \u2013 yellow fig. 1.2  (a) complete table 1.2 to record the students\u2019 results. table 1.2 time / mincolour of indicator cold ..\u00b0cwarm ..\u00b0chot ..\u00b0c 0  [3]",
+            "4": "4 0610/63/m/j/14 \u00a9 ucles 2014 (b) (i) sodium carbonate solution has a ph of 8. suggest why sodium carbonate solution was  added to the milk in this investigation.  .. .  .. .[1]   (ii) state why the two test-tubes in each of the labelled containers were left for 5 minutes  before mixing their contents.  .. .  .. .[1]   (iii) explain why the colour of the bromothymol blue indicator changed during the investigation.  .. .  .. .  .. .  .. .[2]   (iv) predict the colour that you would observe if the experiment had been repeated using  water at 80 \u00b0c.    explain your answer.  .. .  .. .[2]   (v) suggest a result that may be anomalous. give a reason for your answer. anomalous result  . .. reason  ...   .. .[2]",
+            "5": "5 0610/63/m/j/14 \u00a9 ucles 2014 [turn over (c) state two variables that have been controlled in this investigation.   for each of these variables, describe how it has been controlled. 1 variable  ... ... how has it been controlled  ... .  .. . 2 variable  ... ... how has it been controlled  ... .  .. .[4]  (d) suggest two ways to modify this investigation to find the optimum (best) temperature for the  enzyme lipase to break down the fats in milk. 1     .. . 2     .. .[2]  [total: 17]",
+            "6": "6 0610/63/m/j/14 \u00a9 ucles 20142 (a) the species of plant musa acuminata produces banana fruits.   fig. 2.1 shows a section cut from a banana. fig. 2.1   (i) make a large drawing of the cut surface of the banana in fig. 2.1 to show:    \u0081 the number of layers;    \u0081 the thickness of the layers.    label the region where seeds may develop.  [4]",
+            "7": "7 0610/63/m/j/14 \u00a9 ucles 2014 [turn over  (ii) draw a line across the diameter of the cut slice of banana in fig. 2.1.    measure the distance and record your result. include the unit. diameter of the banana ..    draw a line across the diameter of your drawing, measure it and record your result. diameter of the drawing of the banana ...[3]   (iii) calculate the magnification of your drawing.    show your working.  magnification \u00d7  ...[2]  (b) the student then added iodine solution to the cut surface of the banana.   fig. 2.2 shows the colour of the iodine in the different regions of the banana. blue-black brown fig. 2.2   use the information in fig. 2.2 to state where starch is stored in the banana.  .. .  .. .[1]",
+            "8": "8 0610/63/m/j/14 \u00a9 ucles 2014 (c) some students collected food packaging labels to find the nutrients present in bananas.   table 2.1 is a summary of their findings. table 2.1 nutrient mass / g per 100 g carbohydrate 22.25 fat  0.25 protein  2.00 fibre  2.50   (i) plot a bar chart of the data in table 2.1.  [4]   (ii) the remaining mass of a banana is mostly water, as the mass of vitamins and minerals  is very small.    calculate, to the nearest whole number, the mass of water in 100 g of banana.    show your working.   .g [2]",
+            "9": "9 0610/63/m/j/14 \u00a9 ucles 2014 [turn over (d) in another investigation, students kept unripe bananas at room temperature for eight days.   they studied some of the changes during ripening.   each day the students took one banana and:   \u0081 observed the colour of the banana skin;   \u0081 removed a sample of the flesh tissue and estimated the reducing sugar content.   table 2.2 shows the students\u2019 results. table 2.2 time / dayschange during ripening skin colour reducing sugar content / % 1 green  52 green and yellow 123 mostly yellow 184 all yellow 255 all yellow 306 yellow, some brown 297 yellow and brown 308 mostly brown 30   (i) suggest on which day the bananas became ripe. state one reason for your answer. day  ... .. reason  ...   .. .[2]   (ii) the reducing sugar content increased as the bananas ripened.    calculate how many times greater was the sugar content on day 5 compared with day 1.    show your working.   [2]",
+            "10": "10 0610/63/m/j/14 \u00a9 ucles 2014  (iii) suggest the source of the reducing sugar.  .. .  .. .[1]   (iv) animals eat wild bananas and spread the seeds in their faeces.    suggest two features of ripe bananas that attracts animals.  .. .  .. .  .. .  .. .[2]  [total: 23]",
+            "11": "11 0610/63/m/j/14 \u00a9 ucles 2014blank page",
+            "12": "12 0610/63/m/j/14 \u00a9 ucles 2014blank page permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the  publisher will be pleased to make amends at the earliest possible opportunity. cambridge international examinations is part of the cambridge assessment group. cambridge assessment is the brand name of unive rsity of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge."
+        },
+        "0610_w14_qp_11.pdf": {
+            "1": "  the syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificat e.  this document consists of 16 printed pages.  ib14 11_0610_11/4rp r  \u00a9 ucles 2014 [turn over       *8373863306* cambridge international examinations  cambridge international general certificate of secondary education       biology 0610/11     paper 1  multiple choice  october/november 2014     45 minutes    additional materials: multiple choice answer sheet    soft clean eraser    soft pencil (type b or hb is recommended)        read these instructions first    write in soft pencil.  do not use staples, paper clips, glue or correction fluid. write your name, centre number and candidate number on the answer sheet in the spaces provided  unless this has been done for you.  do not write in any barcodes.  there are forty  questions on this paper. answer all questions. for each question there are four possible  answers a, b, c and d.   choose the one you consider correct and record your choice in soft pencil  on the separate answer sheet.    read the instructions on the answer sheet very carefully.   each correct answer will score one mark. a mark will not be deducted for a wrong answer. any rough working should be done in this booklet. electronic calculators may be used.         ",
+            "2": "2  \u00a9 ucles 2014 0610/11/o/n/14  1 the diagram shows how a seed changes after it is planted in well-watered soil.        which characteristics of living things are demonstrated by this sequence?  a growth and reproduction  b growth and sensitivity  c nutrition and reproduction  d nutrition and sensitivity     2 the diagram shows the body plan of an invertebrate animal.    rear front     to which group does the animal belong?  a annelid  b crustacean  c insect  d nematode     ",
+            "3": "3  \u00a9 ucles 2014 0610/11/o/n/14 [turn over  3 the diagram shows an animal.        use the key to identify the animal.  1 front limbs with five fingers  ...  go to 2   front limbs with four fingers  ..  go to 3  2 skin with spots  ..  a   skin without spots  .  b  3 tail with fins  ...  c   tail without fins  ..  d     4 the diagram shows some cells.    cilia cytoplasm nucleus     where are these cells found?  a alimentary canal  b blood  c bronchial wall  d plant roots     ",
+            "4": "4  \u00a9 ucles 2014 0610/11/o/n/14  5 which features are possessed by all plant cells?     a cell wall chloroplasts  a \u0013 \u0013  b \u0013 \u0017  c \u0017 \u0013  d \u0017 \u0017     6 for which process is a root hair cell adapted?  a absorption of mineral ions  b support of stem  c translocation of sucrose  d transport of oxygen    7 which processes produce a continuous space for the flow of water in xylem vessels?     break down of the  cell walls between  adjacent cells removal of the  cytoplasm in  each cell  a yes yes  b yes no  c no yes  d no no    8 which characteristics are correct for both  osmosis and diffusion?     require a partially  permeable membrane require a  concentration gradient are energy  consuming processes  a \u0013 \u0013 \u0017  b \u0013 \u0017 \u0013  c \u0017 \u0013 \u0017  d \u0017 \u0017 \u0013    ",
+            "5": "5  \u00a9 ucles 2014 0610/11/o/n/14 [turn over  9 which substance is transported by haemoglobin?  a nitrogen  b oxygen  c urea  d water      10 what happens to most enzymes above 60  \u00b0c?  a they are denatured.  b they are destroyed by white blood cells.  c they are digested.  d they are made more active.     11 an experiment was carried out to investigate the effect of ph on enzyme action. the graph shows  the results.    y-axis x-axis    what are the labels for the x-axis and the y-axis?     x-axis y-axis  a ph rate of reaction  b ph time  c rate of reaction ph  d time ph     ",
+            "6": "6  \u00a9 ucles 2014 0610/11/o/n/14  12 what is the function of the anus?  a assimilation  b digestion  c egestion  d excretion      13 which simple molecules are the basic units of protein?  a amino acids  b fatty acids  c sugars  d vitamins     14 some liquid is collected from the xylem in the stem of a plant.    what is present in the liquid?  a cellulose  b inorganic ions  c starch  d sugar     15 what is a function of phloem?  a translocation  b transpiration  c storage of food  d support    ",
+            "7": "7  \u00a9 ucles 2014 0610/11/o/n/14 [turn over  16 the diagram shows human blood as seen through a light microscope.    a person\u2019s blood is unable to clot.    which component of the blood is not functioning properly?    ab c d       17 the diagram shows part of the trunk of a small tree with a ring of bark removed. removing the  ring of bark takes away phloem but leaves the xylem intact.    xylem phloemupper branch lower branchring of bark removed here     what effect will removing the bark have on the two branches?     lower branch upper branch  growth leaves growth leaves  a normal normal normal wilted  b normal wilted normal normal  c reduced normal normal normal  d reduced wilted reduced wilted     ",
+            "8": "8  \u00a9 ucles 2014 0610/11/o/n/14  18 what are the products of anaerobic respiration in muscles?  a ethanol and carbon dioxide  b ethanol only  c lactic acid and carbon dioxide  d lactic acid only      19 the oxygen carrying capacity of the blood of smokers is less than that of non-smokers.    which component of cigarette smoke causes this?  a carbon monoxide  b nicotine  c smoke particles  d tar     20 why is yeast used in bread-making?  a to provide carbon dioxide  b to provide ethanol  c to provide lactic acid  d to provide oxygen    ",
+            "9": "9  \u00a9 ucles 2014 0610/11/o/n/14 [turn over  21 the table shows a student\u2019s water losses on a cool day.     water loss  / cm3  in urine 1500  in faeces 100  in expired air 400  in sweat 800  total 2800    on a hot day the student\u2019s water intake was the same as on the cool day.    on the hot day, which water losses would increase and which would decrease?     increase decrease  a in sweat in expired air  b in sweat in urine  c in urine in faeces  d in urine in sweat      22 after a meal containing carbohydrates, which row shows the changes in concentration of glucose  and urea in the blood as it passes through the liver?     glucose urea  a less less  b less more  c more less  d more more     23 which actions straighten the arm at the elbow joint?     biceps triceps  a contracts contracts  b contracts relaxes  c relaxes contracts  d relaxes relaxes    ",
+            "10": "10  \u00a9 ucles 2014 0610/11/o/n/14  24 which response is a result of geotropism?  a flowers being produced  b growing bigger leaves  c roots growing downwards  d seeds germinating      25 the diagram shows a flower in vertical section.    2 13 4 5     which numbered parts of the flower continue to develop after fertilisation?  a 1 and 5 b 2 and 4 c 3 and 5 d 4 and 5     26 a plant has two different alleles of a gene resulting in it having a green seed.    which row describes the phenotype and genotype of the seeds of this plant?     phenotype genotype  a gg heterozygous  b gg homozygous  c green heterozygous  d green homozygous    27 to avoid extinction of a rare plant species, a botanical garden keeps a collection of seeds, known  as a seed bank.    which condition will prevent these seeds germinating whilst in storage?  a high humidity  b high oxygen levels  c low light intensity  d low temperature ",
+            "11": "11  \u00a9 ucles 2014 0610/11/o/n/14 [turn over  28 what may be defined as \u2018an increase in dry mass\u2019?  a growth  b nutrition  c reproduction  d respiration      29 the shape of a person\u2019s earlobes is determined by a single gene. this gene has dominant and  recessive alleles.    the allele for detached earlobes is dominant to the allele for attached earlobes.    the diagram shows the inheritance of earlobe shape in a family.    parents childrenattached detached attached detached detached    what is the probability of the next child from the same parents having detached earlobes?  a 0% b 25% c 50% d 75%      30 which sex chromosomes are present in all mature human sperm cells?  a both x and y chromosomes  b either x or y chromosomes  c only x chromosomes  d only y chromosomes    ",
+            "12": "12  \u00a9 ucles 2014 0610/11/o/n/14  31 the diagram shows a plant that is producing small plantlets.    plantlet flower     which statement about the plantlets is correct?  a they are genetically different from the parent plant.  b they are genetically identical to the parent plant.  c they are produced as a result of the fusion of nuclei.  d they are produced by fertilising the flowers.     32 the diagram shows energy passing through an ecosystem.    which arrow shows energy leaving the food web?    sun producerfirst consumersecond consumerdecomposers heat energy - mainly from respirationthird consumerb a dc     ",
+            "13": "13  \u00a9 ucles 2014 0610/11/o/n/14 [turn over  33 the diagram shows a food web.    green plantsgrasshopperstoads greenfly snailsbeetlesbirds lizards squirrelssnakes     which organisms will increase in number, if the number of snakes increases?  a birds  b grasshoppers  c lizards  d squirrels     34 the diagram shows some feeding relationships in a woodland area.    which of the labelled animals are in competition with seed-eating insects for their food?    woodland plants flowers (nectar) seedsinsects a swiftsbirds of prey c  finches b d insects      ",
+            "14": "14  \u00a9 ucles 2014 0610/11/o/n/14  35 the diagram shows the water cycle.    living animals rivers and streamsground water living plants sea, lakes and pondsrain, hail and snow clouds water vapourx     which process is represented by x?  a osmosis  b photosynthesis  c respiration  d transpiration     36 the diagram shows the carbon cycle.    which process produces carbon dioxide from substances made by photosynthesis millions of years ago?    carbon dioxide  gas in the air  carbon compounds  in decaying  organisms coal and  oil carbon  compounds  in plants  carbon compounds  in animals carbon dioxide  dissolved in  seas and lakes  a  b c d       ",
+            "15": "15  \u00a9 ucles 2014 0610/11/o/n/14 [turn over  37 the graph shows part of a growth curve for a bacterial population.    population size time    what is missing from the graph?  a the death phase  b the exponential phase  c the lag phase  d the stationary phase      38 over-use of fertilisers on farmland causes the chemicals in the fertilisers to be washed into ponds  and lakes.    this causes eutrophication resulting in the following events.    1 algae grow  2 fish die  3 bacteria grow  4 oxygen decreases    what is the correct sequence of these events?  a 1 \u2192 3 \u2192 4 \u2192 2  b 1 \u2192 4 \u2192 3 \u2192 2  c 3 \u2192 4 \u2192 2 \u2192 1  d 4 \u2192 1 \u2192 2 \u2192 3     ",
+            "16": "16      permission to reproduce items where third-par ty owned material protected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to t race copyright holders, but if any items requiring clearance have unwittingly been included, the  publisher will be pleased to make amends at the earliest possible opportunity.    cambridge international examinations is part of the cambridge asse ssment group. cambridge assessment is the brand name of unive rsity of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge.    \u00a9 ucles 2014 0610/11/o/n/14  39 the concentration of a pesticide in the tissues of the organisms in the following food chain was  measured.    plants \u2192 small fish \u2192 large fish \u2192 birds of prey    which bar on the chart represents the large fish?    0.5  0.4 0.3 0.2 0.1  0  abcd organismpesticide concentrationin tissues/  mg per kg       40 which activity will be least  likely to lead to the extinction of species?  a conservation  b deforestation  c use of herbicides  d use of pesticides       "
+        },
+        "0610_w14_qp_12.pdf": {
+            "1": "  the syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificat e.  this document consists of 15 printed pages and 1 blank page.  ib14 11_0610_12/2rp r  \u00a9 ucles 2014 [turn over       *9625364945* cambridge international examinations  cambridge international general certificate of secondary education       biology 0610/12     paper 1  multiple choice  october/november 2014     45 minutes    additional materials: multiple choice answer sheet    soft clean eraser    soft pencil (type b or hb is recommended)        read these instructions first    write in soft pencil.  do not use staples, paper clips, glue or correction fluid. write your name, centre number and candidate number on the answer sheet in the spaces provided  unless this has been done for you.  do not write in any barcodes.  there are forty  questions on this paper. answer all questions. for each question there are four possible  answers a, b, c and d.   choose the one you consider correct and record your choice in soft pencil  on the separate answer sheet.    read the instructions on the answer sheet very carefully.   each correct answer will score one mark. a mark will not be deducted for a wrong answer. any rough working should be done in this booklet. electronic calculators may be used.         ",
+            "2": "2  \u00a9 ucles 2014 0610/12/o/n/14  1 the diagram shows how a seed changes after it is planted in well-watered soil.        which characteristics of living things are demonstrated by this sequence?  a growth and reproduction  b growth and sensitivity  c nutrition and reproduction  d nutrition and sensitivity     2 the diagram shows the body plan of an invertebrate animal.    rear front     to which group does the animal belong?  a annelid  b crustacean  c insect  d nematode     ",
+            "3": "3  \u00a9 ucles 2014 0610/12/o/n/14 [turn over  3 the diagram shows some cells.    cilia cytoplasm nucleus     where are these cells found?  a alimentary canal  b blood  c bronchial wall  d plant roots     4 the diagram shows an animal.        use the key to identify the animal.  1 front limbs with five fingers  ...  go to 2   front limbs with four fingers  ..  go to 3  2 skin with spots  ..  a   skin without spots  .  b  3 tail with fins  ...  c   tail without fins  ..  d     ",
+            "4": "4  \u00a9 ucles 2014 0610/12/o/n/14  5 for which process is a root hair cell adapted?  a absorption of mineral ions  b support of stem  c translocation of sucrose  d transport of oxygen      6 which features are possessed by all plant cells?     a cell wall chloroplasts  a \u0013 \u0013  b \u0013 \u0017  c \u0017 \u0013  d \u0017 \u0017     7 which substance is transported by haemoglobin?  a nitrogen  b oxygen  c urea  d water     8 which processes produce a continuous space for the flow of water in xylem vessels?     break down of the  cell walls between  adjacent cells removal of the  cytoplasm in  each cell  a yes yes  b yes no  c no yes  d no no     ",
+            "5": "5  \u00a9 ucles 2014 0610/12/o/n/14 [turn over  9 which characteristics are correct for both  osmosis and diffusion?     require a partially  permeable membrane require a  concentration gradient are energy  consuming processes  a \u0013 \u0013 \u0017  b \u0013 \u0017 \u0013  c \u0017 \u0013 \u0017  d \u0017 \u0017 \u0013     10 an experiment was carried out to investigate the effect of ph on enzyme action. the graph shows  the results.    y-axis x-axis    what are the labels for the x-axis and the y-axis?     x-axis y-axis  a ph rate of reaction  b ph time  c rate of reaction ph  d time ph     11 what happens to most enzymes above 60  \u00b0c?  a they are denatured.  b they are destroyed by white blood cells.  c they are digested.  d they are made more active.     ",
+            "6": "6  \u00a9 ucles 2014 0610/12/o/n/14  12 what is a function of phloem?  a translocation  b transpiration  c storage of food  d support      13 some liquid is collected from the xylem in the stem of a plant.    what is present in the liquid?  a cellulose  b inorganic ions  c starch  d sugar     14 which simple molecules are the basic units of protein?  a amino acids  b fatty acids  c sugars  d vitamins    15 what is the function of the anus?  a assimilation  b digestion  c egestion  d excretion    ",
+            "7": "7  \u00a9 ucles 2014 0610/12/o/n/14 [turn over  16 the diagram shows part of the trunk of a small tree with a ring of bark removed. removing the  ring of bark takes away phloem but leaves the xylem intact.    xylem phloemupper branch lower branchring of bark removed here     what effect will removing the bark have on the two branches?     lower branch upper branch  growth leaves growth leaves  a normal normal normal wilted  b normal wilted normal normal  c reduced normal normal normal  d reduced wilted reduced wilted     17 the diagram shows human blood as seen through a light microscope.    a person\u2019s blood is unable to clot.    which component of the blood is not functioning properly?    ab c d      ",
+            "8": "8  \u00a9 ucles 2014 0610/12/o/n/14  18 why is yeast used in bread-making?  a to provide carbon dioxide  b to provide ethanol  c to provide lactic acid  d to provide oxygen      19 what are the products of anaerobic respiration in muscles?  a ethanol and carbon dioxide  b ethanol only  c lactic acid and carbon dioxide  d lactic acid only     20 the oxygen carrying capacity of the blood of smokers is less than that of non-smokers.    which component of cigarette smoke causes this?  a carbon monoxide  b nicotine  c smoke particles  d tar     21 which actions straighten the arm at the elbow joint?     biceps triceps  a contracts contracts  b contracts relaxes  c relaxes contracts  d relaxes relaxes     ",
+            "9": "9  \u00a9 ucles 2014 0610/12/o/n/14 [turn over  22 the table shows a student\u2019s water losses on a cool day.     water loss  / cm3  in urine 1500  in faeces 100  in expired air 400  in sweat 800  total 2800    on a hot day the student\u2019s water intake was the same as on the cool day.    on the hot day, which water losses would increase and which would decrease?     increase decrease  a in sweat in expired air  b in sweat in urine  c in urine in faeces  d in urine in sweat      23 after a meal containing carbohydrates, which row shows the changes in concentration of glucose  and urea in the blood as it passes through the liver?     glucose urea  a less less  b less more  c more less  d more more     24 to avoid extinction of a rare plant species, a botanical garden keeps a collection of seeds, known  as a seed bank.    which condition will prevent these seeds germinating whilst in storage?  a high humidity  b high oxygen levels  c low light intensity  d low temperature     ",
+            "10": "10  \u00a9 ucles 2014 0610/12/o/n/14  25 a plant has two different alleles of a gene resulting in it having a green seed.    which row describes the phenotype and genotype of the seeds of this plant?     phenotype genotype  a gg heterozygous  b gg homozygous  c green heterozygous  d green homozygous     26 which response is a result of geotropism?  a flowers being produced  b growing bigger leaves  c roots growing downwards  d seeds germinating     27 the diagram shows a flower in vertical section.    2 13 4 5     which numbered parts of the flower continue to develop after fertilisation?  a 1 and 5 b 2 and 4 c 3 and 5 d 4 and 5     28 which sex chromosomes are present in all mature human sperm cells?  a both x and y chromosomes  b either x or y chromosomes  c only x chromosomes  d only y chromosomes    ",
+            "11": "11  \u00a9 ucles 2014 0610/12/o/n/14 [turn over  29 what may be defined as \u2018an increase in dry mass\u2019?  a growth  b nutrition  c reproduction  d respiration      30 the shape of a person\u2019s earlobes is determined by a single gene. this gene has dominant and  recessive alleles.    the allele for detached earlobes is dominant to the allele for attached earlobes.    the diagram shows the inheritance of earlobe shape in a family.    parents childrenattached detached attached detached detached    what is the probability of the next child from the same parents having detached earlobes?  a 0% b 25% c 50% d 75%      31 the diagram shows energy passing through an ecosystem.    which arrow shows energy leaving the food web?    sun producerfirst consumersecond consumerdecomposers heat energy - mainly from respirationthird consumerb a dc     ",
+            "12": "12  \u00a9 ucles 2014 0610/12/o/n/14  32 the diagram shows a plant that is producing small plantlets.    plantlet flower     which statement about the plantlets is correct?  a they are genetically different from the parent plant.  b they are genetically identical to the parent plant.  c they are produced as a result of the fusion of nuclei.  d they are produced by fertilising the flowers.     33 the diagram shows some feeding relationships in a woodland area.    which of the labelled animals are in competition with seed-eating insects for their food?    woodland plants flowers (nectar) seedsinsects a swiftsbirds of prey c  finches b d insects      ",
+            "13": "13  \u00a9 ucles 2014 0610/12/o/n/14 [turn over  34 the diagram shows a food web.    green plantsgrasshopperstoads greenfly snailsbeetlesbirds lizards squirrelssnakes     which organisms will increase in number, if the number of snakes increases?  a birds  b grasshoppers  c lizards  d squirrels     35 the diagram shows the carbon cycle.    which process produces carbon dioxide from substances made by photosynthesis millions of years ago?    carbon dioxide  gas in the air  carbon compounds  in decaying  organisms coal and  oil carbon  compounds  in plants  carbon compounds  in animals carbon dioxide  dissolved in  seas and lakes  a  b c d       ",
+            "14": "14  \u00a9 ucles 2014 0610/12/o/n/14  36 the diagram shows the water cycle.    living animals rivers and streamsground water living plants sea, lakes and pondsrain, hail and snow clouds water vapourx     which process is represented by x?  a osmosis  b photosynthesis  c respiration  d transpiration     37 over-use of fertilisers on farmland causes the chemicals in the fertilisers to be washed into ponds  and lakes.    this causes eutrophication resulting in the following events.    1 algae grow  2 fish die 3 bacteria grow  4 oxygen decreases    what is the correct sequence of these events?  a 1 \u2192 3 \u2192 4 \u2192 2  b 1 \u2192 4 \u2192 3 \u2192 2  c 3 \u2192 4 \u2192 2 \u2192 1  d 4 \u2192 1 \u2192 2 \u2192 3     ",
+            "15": "15  \u00a9 ucles 2014 0610/12/o/n/14  38 the graph shows part of a growth curve for a bacterial population.    population size time    what is missing from the graph?  a the death phase  b the exponential phase  c the lag phase  d the stationary phase      39 the concentration of a pesticide in the tissues of the organisms in the following food chain was  measured.    plants \u2192 small fish \u2192 large fish \u2192 birds of prey    which bar on the chart represents the large fish?    0.5  0.4 0.3 0.2 0.1  0  abcd organismpesticide concentrationin tissues/  mg per kg       40 which activity will be least  likely to lead to the extinction of species?  a conservation  b deforestation  c use of herbicides  d use of pesticides     ",
+            "16": "16    permission to reproduce items where third-par ty owned material protected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to t race copyright holders, but if any items requiring clearance have unwittingly been included, the  publisher will be pleased to make amends at the earliest possible opportunity.    cambridge international examinations is part of the cambridge asse ssment group. cambridge assessment is the brand name of unive rsity of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge.    \u00a9 ucles 2014 0610/12/o/n/14  blank page  "
+        },
+        "0610_w14_qp_13.pdf": {
+            "1": "  the syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificat e.  this document consists of 15 printed pages and 1 blank page.  ib14 11_0610_13/4rp  \u00a9 ucles 2014 [turn over       *3567300897* cambridge international examinations  cambridge international general certificate of secondary education       biology 0610/13     paper 1  multiple choice  october/november 2014     45 minutes    additional materials: multiple choice answer sheet    soft clean eraser    soft pencil (type b or hb is recommended)        read these instructions first    write in soft pencil.  do not use staples, paper clips, glue or correction fluid. write your name, centre number and candidate number on the answer sheet in the spaces provided  unless this has been done for you.  do not write in any barcodes.  there are forty  questions on this paper. answer all questions. for each question there are four possible  answers a, b, c and d.   choose the one you consider correct and record your choice in soft pencil  on the separate answer sheet.    read the instructions on the answer sheet very carefully.   each correct answer will score one mark. a mark will not be deducted for a wrong answer. any rough working should be done in this booklet. electronic calculators may be used.         ",
+            "2": "2  \u00a9 ucles 2014 0610/13/o/n/14  1 which characteristic do all living organisms show?  a breathing  b excretion  c photosynthesis  d tropism      2 what can be found in both root hair cells and xylem vessels?     cell  membrane cell wall cytoplasm nucleus  a \u0013 \u0013 \u0013 \u0013  b \u0013 \u0017 \u0013 \u0013  c \u0017 \u0013 \u0017 \u0017  d \u0017 \u0017 \u0013 \u0017     3 the diagram shows an animal.        use the key to identify the animal.  1 front limbs with five fingers  ...  go to 2   front limbs with four fingers  ..  go to 3  2 skin with spots  ..  a   skin without spots  .  b  3 tail with fins  ...  c   tail without fins  ..  d     ",
+            "3": "3  \u00a9 ucles 2014 0610/13/o/n/14 [turn over  4 how does oxygen move from the alveoli into the blood?  a by diffusion  b by evaporation  c by osmosis  d by transpiration      5 the diagram shows a liver cell.        in which way does this cell differ from a typical animal cell?  a it has a cell membrane.  b it has no vacuole.  c it has no cell wall.  d it has two nuclei.     6 which row shows the main tissue and organ involved in the process?     process tissue organ  a excretion in humans nerve brain  b nutrition in humans platelets veins  c photosynthesis in plants mesophyll leaf  d translocation in plants epidermis stem     7 which structure is not an organ?  a artery  b flower  c spinal cord  d xylem    ",
+            "4": "4  \u00a9 ucles 2014 0610/13/o/n/14  8 which process occurs by osmosis?  a plant roots absorbing mineral ions from the soil   b plant roots absorbing water from the soil  c the small intestine absorbing fatty acids into the blood  d the small intestine absorbing glucose into the blood      9 red blood cells were placed in a dilute solution.    movement of water across the cell membrane caused a change in their appearance.    what explains this movement?     direction of  water movementfrom higher to lower  water potential from lower to higher  water potential  a in \u0013 \u0017  b in \u0017 \u0013  c out \u0013 \u0017  d out \u0017 \u0013      10 what happens to most enzymes above 60  \u00b0c?  a they are denatured.  b they are destroyed by white blood cells.  c they are digested.  d they are made more active.     ",
+            "5": "5  \u00a9 ucles 2014 0610/13/o/n/14 [turn over  11 the enzyme catalase, found in potato, spe eds up the breakdown of hydrogen peroxide. the  reaction releases a froth of oxygen bubbles.     the diagram shows an experiment to find the effect of changes in ph on the rate of this reaction.    froth of oxygen bubbles piece of potato  dilute hydrogen peroxide solution      the table shows the time taken for the froth of bubbles to reach the top of the test-tube at  different ph values.    ph minutes  4 4  5 3  6 1  7 2    which ph is nearest to the optimum (best) for this enzyme?  a ph 4 b ph 5 c ph 6 d ph 7     12 which food-testing reagent shows a positive result when it turns from blue to purple?  a benedict\u2019s solution  b biuret reagent  c ethanol  d iodine solution    13 which two substances are needed for photosynthesis?  a carbon dioxide and glucose  b carbon dioxide and water  c oxygen and glucose  d oxygen and water    ",
+            "6": "6  \u00a9 ucles 2014 0610/13/o/n/14  14 some liquid is collected from the xylem in the stem of a plant.    what is present in the liquid?  a cellulose  b inorganic ions  c starch  d sugar     15 in which list do all three blood vessels carry oxygenated blood?  a aorta, pulmonary artery, renal artery  b aorta, pulmonary vein, renal artery  c vena cava, pulmonary artery, renal vein  d vena cava, pulmonary vein, renal vein    16 in a person with a low platelet level, which process is slower than normal?  a antibody formation  b blood clotting  c oxygen carriage  d phagocytosis    17 the table shows some characteristics of four different plants.    the plants are growing in the same environmental conditions.    which plant will have the highest rate of transpiration?     number of  leaves on plant average surface  area of one leaf  /  cm2 average density of  stomata on leaves  / per mm\u20132 average diameter  of one stoma  / \u00b5m  a 12 42 248 19  b 25 20 250 16  c 35 52 275 18  d 36 45 150 15     ",
+            "7": "7  \u00a9 ucles 2014 0610/13/o/n/14 [turn over  18 four metabolic reactions are shown.    1 carbon dioxide  +  water  \u2192  glucose  +  oxygen  2 glucose  \u2192  ethanol  +  carbon dioxide  3 glucose  \u2192  lactic acid  4 glucose  +  oxygen  \u2192  carbon dioxide  +  water    which reactions take place in human cells to release energy?  a 1 and 2 b 1 and 3 c 2 and 4 d 3 and 4     19 the oxygen carrying capacity of the blood of smokers is less than that of non-smokers.    which component of cigarette smoke causes this?  a carbon monoxide  b nicotine  c smoke particles  d tar      20 why is yeast used in bread-making?  a to provide carbon dioxide  b to provide ethanol  c to provide lactic acid  d to provide oxygen    ",
+            "8": "8  \u00a9 ucles 2014 0610/13/o/n/14  21 the table shows the percentage composition of some chemicals found in blood entering the  kidney of a healthy person.    chemical composition in blood  entering kidney  / %  glucose 0.10  protein 8.00  urea 0.03    what is the percentage composition of the same chemicals in the urine of a healthy person?     composition in urine  / %  glucose protein urea  a 1.00 4.00 0.03  b 0.00 4.00 0.00  c 0.00 0.00 2.00  d 0.10 8.00 2.00      22 the diagram shows part of the human circulatory system.    in which vessel do the break-down products of hormones first appear?    lungs heart liver gut kidneyb c da      23 which target organ releases glucose into the blood-stream as a result of the action of adrenaline?  a adrenal gland  b kidney  c liver  d pancreas    ",
+            "9": "9  \u00a9 ucles 2014 0610/13/o/n/14 [turn over  24 which responses are shown by the shoot of a plant?     geotropism phototropism   a \u2013 \u2013 key  b \u2013 + + grows towards the stimulus  c + \u2013 \u2013 grows away from the stimulus  d + +      25 the diagram shows a flower in vertical section.    2 13 4 5     which numbered parts of the flower continue to develop after fertilisation?  a 1 and 5 b 2 and 4 c 3 and 5 d 4 and 5     ",
+            "10": "10  \u00a9 ucles 2014 0610/13/o/n/14  26 the diagram shows a cell dividing into two.    dna strand dna strand     which process is shown in the diagram?  a asexual reproduction in a bacterium  b asexual reproduction in a potato plant  c meiosis in a woman\u2019s ovary  d mitosis in the root of a plant     27 some bean seeds are planted 2  cm below the surface of some soil in a tray.    which process will not occur as the seeds start to germinate?  a growth  b osmosis  c photosynthesis  d respiration     28 what may be defined as \u2018an increase in dry mass\u2019?  a growth  b nutrition  c reproduction  d respiration    ",
+            "11": "11  \u00a9 ucles 2014 0610/13/o/n/14 [turn over  29 the chart shows the inheritance of fur colour in a small mammal.    if the allele for white fur is dominant, which animal must  be heterozygous for the gene controlling  fur colour?    \u00d7\u00d7ab c d      30 the diagram shows the chromosomes from one person.    1 9 17 18 19 20 21 2210 11 12 13 14 15 1623 4 5678     what can be deduced about the person who has these chromosomes?  a a female with down\u2019s syndrome  b a male with down\u2019s syndrome  c a normal female  d a normal male     ",
+            "12": "12  \u00a9 ucles 2014 0610/13/o/n/14  31 the diagram shows a plant that is producing small plantlets.    plantlet flower     which statement about the plantlets is correct?  a they are genetically different from the parent plant.  b they are genetically identical to the parent plant.  c they are produced as a result of the fusion of nuclei.  d they are produced by fertilising the flowers.     32 which diagram shows energy passing along a food chain?    producerprimary consumersecondary consumertertiary consumera producerprimary consumersecondary consumertertiary consumerb producerprimary consumersecondary consumertertiary consumerc producerprimary consumersecondary consumertertiary consumerd     ",
+            "13": "13  \u00a9 ucles 2014 0610/13/o/n/14 [turn over  33 the diagram shows a food web.    green plantsgrasshopperstoads greenfly snailsbeetlesbirds lizards squirrelssnakes     which organisms will increase in number, if the number of snakes increases?  a birds  b grasshoppers  c lizards  d squirrels     34 the diagram shows some feeding relationships in a woodland area.    which of the labelled animals are in competition with seed-eating insects for their food?    woodland plants flowers (nectar) seedsinsects a swiftsbirds of prey c  finches b d insects      35 which process does not release water?  a excretion  b photosynthesis  c respiration  d transpiration    ",
+            "14": "14  \u00a9 ucles 2014 0610/13/o/n/14  36 the diagram shows the carbon cycle.    which process produces carbon dioxide from substances made by photosynthesis millions of  years ago?    carbon dioxide  gas in the air  carbon compounds  in decaying  organisms coal and  oil carbon  compounds  in plants  carbon compounds  in animals carbon dioxide  dissolved in  seas and lakes  a  b c d       37 which statement about population growth is correct?  a the rate of population growth decreases as disease increases.  b the rate of population growth increases as food supply decreases.  c the rate of population growth increases when predation increases.  d the rate of population growth is not affected by social conditions.    ",
+            "15": "15  \u00a9 ucles 2014 0610/13/o/n/14  38 the graph shows changes in part of a lake after it has been polluted by fertilisers from a nearby  farm.    at which time will the oxygen concentration in the water be lowest?    timea b c d nitrate concentration photosynthesising organisms bacteriakey       39 the concentration of a pesticide in the tissues of the organisms in the following food chain was  measured.    plants \u2192 small fish \u2192 large fish \u2192 birds of prey    which bar on the chart represents the large fish?    0.5  0.4 0.3 0.2 0.1  0  abcd organismpesticide concentrationin tissues/  mg per kg       40 which activity will be least  likely to lead to the extinction of species?  a conservation  b deforestation  c use of herbicides  d use of pesticides ",
+            "16": "16    permission to reproduce items where third -party owned material protected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to t race copyright holders, but if any items requiring clearance have unwittingly been included, the  publisher will be pleased to make amends at the earliest possible opportunity.    cambridge international examinations is part of the cambridge asse ssment group. cambridge assessment is the brand name of unive rsity of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge.    \u00a9 ucles 2014 0610/13/o/n/14  blank page  "
+        },
+        "0610_w14_qp_21.pdf": {
+            "1": "this document consists of 20 printed pages. dc (kn/sw) 93308/3 \u00a9 ucles 2014 [turn overcambridge international examinations cambridge international general certificate of secondary education *8954733823* biology  0610/21 paper 2 core october/november 2014  1 hour 15 minutes candidates answer on the question paper. no additional materials are required. read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen. y ou may use an hb pencil for any diagrams or graphs. do not use staples, paper clips, glue or correction fluid. do not write in any barcodes. answer all questions. electronic calculators may be used. y ou may lose marks if you do not show your working or if you do not use appropriate units. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [ ] at the end of each question or part question. the syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificat e.",
+            "2": "2 0610/21/o/n/14 \u00a9 ucles 20141 fig. 1.1 shows a snake.  a snake is a living organism and so shows the characteristics of life.   the snake feeds by catching small animals such as mice and rats. fig. 1.1   (a) complete table 1.1 showing some of the characteristics of life for the snake. table 1.1 characteristic of life definition nutritionobtaining nutrients for energy, growth  and repair removal from an organism of toxic materials,  the waste products of metabolism or  substances in excess of requirements reproduction a permanent increase in size and dry  mass by an increase in cell number or  cell size or both  [3]  (b) the snake is a reptile.   state one way that a reptile differs from a fish.  .. .[1]  [total: 4]",
+            "3": "3 0610/21/o/n/14 \u00a9 ucles 2014 [turn over2 (a) fig. 2.1 shows a vertical section through a leaf. ba c fig. 2.1   name the structures labelled a, b and c.     write your answers in the spaces below. a ... b ...   c  ...  [3]",
+            "4": "4 0610/21/o/n/14 \u00a9 ucles 2014 (b) potato plants produce new potato tubers underground as part of the process of asexual  reproduction.   fig. 2.2 shows the amount of carbohydrate stored in the leaves and new tubers of potato  plants, grown in a country in the northern hemisphere, between may and september. 5 4 3amount of carbohydrate / arbitrary units may june july dateaugust september2 1 0new tubers leaves fig. 2.2   (i) compare the amount of carbohydrate in the leaves and new tubers in may and  september. give an explanation for the differences.    use data from fig. 2.2 in your answer.    may difference  ... explanation  .. ..  .. .    september difference  ... explanation  .. ..  .. .     [4]",
+            "5": "5 0610/21/o/n/14 \u00a9 ucles 2014 [turn over  (ii) state the form in which carbohydrate is stored in potato plants.  .. .[1]   (iii) state two uses, other than storage, for the carbohydrate made by photosynthesis. 1    2        [2]  [total: 10]",
+            "6": "6 0610/21/o/n/14 \u00a9 ucles 20143 (a) fig. 3.1 shows a piece of apparatus used to measure reaction time. as soon as the bulb  lights up, the student being tested presses the switch. the reaction time, in seconds, is then  displayed on the timer.   ten students each have one attempt on the timer. light bulb timer display switch fig. 3.1   the results of the investigation are shown in fig. 3.2. 0.120.140.160.180.20 reaction time  / s 1 studentboys234 5 6789 1 0 girls fig. 3.2",
+            "7": "7 0610/21/o/n/14 \u00a9 ucles 2014 [turn over  the average reaction time for the boys is 0.18 s.   calculate the average reaction time for the girls. show your working.  average reaction time for the girls  ... s [2]  (b) fig. 3.3 shows the pathway for a simple reflex action.   (i) complete the diagram by writing the correct words in the boxes. stimulus sensory, relay and motor neuronesresponse fig. 3.3  [2]   (ii) blinking is a reflex action. fig. 3.4 shows what is happening as an eye blinks and then  opens again. fig. 3.4    suggest one reason why this reflex action is important to the body.  .. .  .. .[1]",
+            "8": "8 0610/21/o/n/14 \u00a9 ucles 2014 (c) heroin is a powerful drug.   (i) describe what is meant by the term drug.  .. .  .. .  .. .  .. .[2]   (ii) suggest how heroin could affect reaction time.  .. .  .. .[1]   (iii) there are many problems caused by people using heroin.      describe three  examples of these problems. 1     .. . 2     .. . 3     .. .[3]  (d) an antibiotic is an example of a drug that can be used as a medicine.   describe how antibiotics are useful to the human body.  .. .  .. .[1]  [total: 12]",
+            "9": "9 0610/21/o/n/14 \u00a9 ucles 2014 [turn overquestion 4 begins on page 10.",
+            "10": "10 0610/21/o/n/14 \u00a9 ucles 20144 fig. 4.1 shows the sex chromosomes in a fertilised human egg. egg fertilised eggxy... ... sperm fig. 4.1   (a) (i) complete the diagram to show the sex chromosomes in the sperm and the egg. [1]   (ii) state the biological name for a fertilised egg.  .. .[1]  (b) the fertilised egg develops into a baby.    explain why there are approximately equal numbers of male and female babies in humans.  .. .  .. .  .. .  .. .  .. .  .. .[3]",
+            "11": "11 0610/21/o/n/14 \u00a9 ucles 2014 [turn over (c) (i) identical twins are formed when one sperm fertilises one egg, which then splits into two.  each of these then develops into an embryo.    compare the alleles present in a pair of identical twins.  .. .  .. .[1]   (ii) tony and edward are identical twins. tony edward    table 4.1 gives some information about some characteristics of tony and edward. table 4.1 characteristic tony edward sex male male height / cm 161 162 weight / kg 55 58 skin colour pale tanned hair style short hair long hair blood group a a    state the two characteristics from table 4.1 that are only controlled by genetic  information. ...  .. .[2]  [total: 8]",
+            "12": "12 0610/21/o/n/14 \u00a9 ucles 20145 fig. 5.1 shows a section through a flower. a b c e f gd fig. 5.1  (a) table 5.1 describes the functions of some parts of the flower.   complete the table using the label letters from fig. 5.1.   y ou may use each letter once, more than once or not at all. table 5.1 function letter protection of the flower when in bud place where pollen is produced site of fertilisation a suitable landing site for pollen attracts insects  [5]",
+            "13": "13 0610/21/o/n/14 \u00a9 ucles 2014 [turn over (b) individual flowers of the same species can be different colours.   fig. 5.2 is a genetic diagram which shows how colour is inherited for one particular species.   r  represents the allele for red flower colour.   r  represents the allele for white flower colour.   (i) complete fig. 5.2 using words from this list. each word may be used once, more than  once or not at all. dominant            gametes            genotypes            heterozygous homozygous            phenotypes            recessive    red parental ... \u00d7 white rr parental ... rr all r . all r all rr f1  all red f1  fig. 5.2  [3]   (ii) the f1 red flowers were pollinated with pollen from white flowers.    state the proportion of red to white flowers you would expect in the offspring from this  cross.  .. .[1]  [total: 9]",
+            "14": "14 0610/21/o/n/14 \u00a9 ucles 20146 fig. 6.1 shows the human digestive system. a b c d e fig. 6.1  (a) (i) state the letter of the organ that makes  bile.  .. .[1]   (ii) name the organ that stores  bile.  .. .[1]   (iii) the bile duct can become blocked.    explain why this causes problems with the digestion of fats.  .. .  .. .  .. .  .. .[2]",
+            "15": "15 0610/21/o/n/14 \u00a9 ucles 2014 [turn over (b) table 6.1 shows information about some parts of the human digestive system. table 6.1 organph of digestive  juiceenzymes present in  digestive juice salivary gland7.5 amylase stomach 2.0 protease small intestine8.5amylase lipase protease   (i) name two parts of the digestive system where amino acids could be produced by  digestion. 1    2   [2]   (ii) suggest two reasons why starch is not digested in the stomach. 1    2   [2]  (c) (i) the material entering the colon is liquid, but the faeces are usually much more solid.    state how this happens.  .. .  .. .[1]   (ii) name the component of a balanced diet which is necessary for the correct formation of  faeces.  .. .[1]   (iii) name a disorder which can result from a shortage of the component identified in (c)(ii) .  .. .[1]  [total: 11]  ",
+            "16": "16 0610/21/o/n/14 \u00a9 ucles 20147 fig. 7.1 shows part of a food web in a lake. kingfisher (bird) perch (fish) trout (fish) smelt (fish)crayfish (crustacean)duck (bird) diving beetle (insect) water flea (crustacean)gnat larva (insect) rudd (fish) algae pond weed fig. 7.1  (a) (i) name one organism in this food web which can trap light energy to produce sugars.  .. .[1]   (ii) complete this food chain from this food web. write the name of one organism in each  box.  diving beetle  [2]  (b) there are farmers\u2019 fields around the lake.   some of the farmers use insecticides on their crops.   suggest why the farmers use insecticides.  .. .  .. .[1]",
+            "17": "17 0610/21/o/n/14 \u00a9 ucles 2014 [turn over (c) some of the insecticide washed into the lake.   (i) trout were caught and when analysed, were shown to contain insecticides.    use fig. 7.1 to explain why insecticide was found in the trout.  .. .  .. .  .. .  .. .[2]   (ii) a high level of insecticide in birds has been linked to them laying eggs with very thin  shells, which break easily.     the population of kingfishers in the food web decreased. when analysed, the kingfishers  were shown to contain very high levels of insecticide.    use fig. 7.1 to explain the effect of high levels of insecticide in kingfishers on the  population of trout.  .. .  .. .[1]  (d) fertilisers were also washed into the lake.   a few weeks later large numbers of dead fish were found floating in the lake.   explain how this addition of fertilisers caused the fish in the lake to die.  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .[4]  [total: 11]",
+            "18": "18 0610/21/o/n/14 \u00a9 ucles 20148 fig. 8.1 shows the flow of energy through a food chain in a field. the figures refer to the quantity of  energy being transferred, in kj per m2 per year. sunlight grass21 500cattle 30501900125 new growthrespiration faecesfood eaten death and decay fig. 8.1  (a) (i) name one group of organisms which could decay the dead remains of the grass plants.  .. .[1]   (ii) decay is usually fastest in the early autumn.    suggest two factors which could affect the rate of decay. 1    2   [2]  (b) after the cattle have eaten the grass, much of the energy is released in respiration.   (i) calculate how much energy is released by the cattle in respiration. show your working.     kj per m2 per year [2]   (ii) state two uses of the energy released in respiration. 1    2   [2]",
+            "19": "19 0610/21/o/n/14 \u00a9 ucles 2014 [turn over (c) cattle release methane into the atmosphere.   state one undesirable effect of methane on the environment.  .. .[1]  (d) land for rearing cattle is often provided by cutting down trees.   state two harmful effects to the environment of this deforestation. 1    2   [2]  [total: 10]",
+            "20": "20 0610/21/o/n/14 \u00a9 ucles 2014permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the  publisher will be pleased to make amends at the earliest possible opportunity. cambridge international examinations is part of the cambridge assessment group. cambridge assessment is the brand name of unive rsity of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge.9 fig. 9.1 shows a sample of human blood. a b c d fig. 9.1  (a) table 9.1 states the functions of some parts of the blood.   complete the table using the label letters from fig. 9.1.   use each letter only once. table 9.1 function letter transports oxygen removes bacteria from the blood involved in blood clotting transports urea  [3]  (b) name the blood vessel likely to carry the highest concentration of carbon dioxide.  .. .[1]  (c) name the mineral likely to be removed from the blood by the bones and teeth.  .. .[1]  [total: 5]"
+        },
+        "0610_w14_qp_22.pdf": {
+            "1": "this document consists of 17 printed pages and 3 blank pages. dc (nh/sw) 79848/5 \u00a9 ucles 2014 [turn overcambridge international examinations cambridge international general certificate of secondary education *5275558789* biology  0610/22 paper 2 core october/november 2014  1 hour 15 minutes candidates answer on the question paper. no additional materials are required. read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen. y ou may use an hb pencil for any diagrams or graphs. do not use staples, paper clips, glue or correction fluid. do not write in any barcodes. answer all questions. electronic calculators may be used. y ou may lose marks if you do not show your working or if you do not use appropriate units. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [ ] at the end of each question or part question. the syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificat e.",
+            "2": "2 0610/22/o/n/14 \u00a9 ucles 20141 fig. 1.1 shows five invertebrates that can harm humans. not drawn to scaleab dhead enlarged c e fig. 1.1  use the key to identify the invertebrates shown in fig. 1.1.  write the letter for each organism in the key.",
+            "3": "3 0610/22/o/n/14 \u00a9 ucles 2014 [turn over     k e y description name of organism letter 1 (a) body divided into visible segments go to 3 (b) body not divided into visible segments go to 2 2 (a) four pairs of legs present amblyomma americanum (b) three pairs of legs present pthirus pubis 3 (a) bristles present on body aedes aegypti (b) no bristles present on body go to 4 4 (a) hooks on head taenia solium (b) no hooks on head hirudo medicinalis  [4]  [total: 4]",
+            "4": "4 0610/22/o/n/14 \u00a9 ucles 20142 (a) fig. 2.1 shows the relationship between body height and body mass in humans.   people can be placed into categories according to this relationship, as shown in fig. 2.1. 30 1.4 1.5 1.6 1.7 1.84050607080 mass of person  / kg height of person  / m90100110120130 obese overweight correct weight underweight fig. 2.1   (i) table 2.1 gives the height and mass of four students.    use the information in fig. 2.1 to complete the last column in table 2.1. table 2.1 student height / m mass / kg category g 1.5 73 h 1.7 65 j 1.8 55 k 1.8 85  [2]   (ii) suggest two ways in which fig. 2.1 could be improved to make it apply to everyone. 1 .   .. . 2 .   .. .[2]",
+            "5": "5 0610/22/o/n/14 \u00a9 ucles 2014 [turn over (b) an obese student wishes to lose weight.   (i) name two classes of food that need to be reduced in the diet of an obese person to help  lose weight. 1 .  2 . [2]   (ii) people who are trying to lose weight are also advised to take more exercise. explain how  this would help them lose weight.  .. .  .. .  .. .  .. .  .. .  .. .[3]   (iii) people who are obese are more likely to develop certain diseases than people who are  the correct weight.    name a disease that is linked to obesity.  .. .[1]  (c) a balanced diet includes food that provides fibre (roughage).   name a food that is a good source of fibre  and explain why it is important to include fibre in  the diet. source  ...  importance  ... .  .. .  .. .  .. .  .. .  .. .[4]  [total: 14]",
+            "6": "6 0610/22/o/n/14 \u00a9 ucles 20143 (a) fig. 3.1 shows the female reproductive system. l m n fig. 3.1   state the names of the structures labelled l, m and n and give a function for each structure.  write your answers in table 3.1. table 3.1 letter name of structure function of structure l m n  [6]",
+            "7": "7 0610/22/o/n/14 \u00a9 ucles 2014 [turn over (b) inheritance of sex in humans is controlled by two chromosomes which are given the symbols  x and y .   fig. 3.2 is a flow diagram showing how two parents can produce a female  baby. female parentmale parent sperm zygote female babyegg fig. 3.2   complete fig. 3.2 by:    \u0081   writing in each circle  on fig. 3.2, the symbols for the sex chromosomes that are  present    \u0081   writing in each box on fig. 3.2, the name of the type of cell division that occurs.  [6]  [total: 12]",
+            "8": "8 0610/22/o/n/14 \u00a9 ucles 20144 (a) fig. 4.1 shows a section through an insect-pollinated flower.   the structures in the flower are labelled by letters. a b c d fe g h fig. 4.1   table 4.1 describes the functions of four of the flower parts.   complete table 4.1 by writing the letter that identifies the flower part that carries out each  function. table 4.1 function of flower part letter forms the seed produces pollen protects the flower bud receives the pollen [4]",
+            "9": "9 0610/22/o/n/14 \u00a9 ucles 2014 [turn over (b) insect-pollinated flowers and wind-pollinated flowers are different in structure.   complete table 4.2 by:    \u0081   stating how the stamens and pollen of wind-pollinated flowers are different from  those of insect-pollinated flowers    \u0081 giving a reason for each of the differences.  an example for the petal has been completed for you. table 4.2 flower part difference reason for the difference petalwind-pollinated flowers have small petals that are not brightly colouredwind-pollinated flowers do not need to  attract insects stamen pollen  [4]  [total: 8]",
+            "10": "10 0610/22/o/n/14 \u00a9 ucles 2014blank page",
+            "11": "11 0610/22/o/n/14 \u00a9 ucles 2014 [turn over5 fig. 5.1 shows the water cycle.  letters have been used to represent different  processes that take place in the cycle. water vapour sea  / river liquid waterrnl m q p liquid waterrun offcloud animals landplantswater vapour water vapour fig. 5.1  identify the different processes represented by letters l, m, n, p, q and r and name them in  table 5.1. table 5.1 letter representing  the processname of process in the water cycle l m n p q r  [6]  [total: 6]",
+            "12": "12 0610/22/o/n/14 \u00a9 ucles 20146 (a) the list states some of the roles of organisms in a food chain. carnivore    decomposer    herbivore    primary consumer producer    secondary consumer    tertiary consumer   in each box on fig. 6.1, use two terms from the list to describe the roles of the organisms in  food chain a and food chain b.   each term may be used once, more than once, or not at all. 1  ... 2  ...1  ... 2  ... 1  ... 2  ...producer food chain a food chain bproducercorn cornllama human human fig. 6.1  [6]",
+            "13": "13 0610/22/o/n/14 \u00a9 ucles 2014 [turn over (b) define the term trophic level .  .. .  .. .  .. .  .. .[2]  (c) a student described a food chain found in his garden.    \u0081   one bush has hundreds of aphids on it. the aphids suck liquid from the phloem of the bush to get their food.    \u0081   the aphids are eaten by large beetles.    \u0081   all the beetles have many parasites on their bodies. the parasites suck liquids from the bodies of the beetles for their food.   fig. 6.2 shows part of the pyramid of numbers for this food chain.   complete fig. 6.2 by:    \u0081   sketching in the two missing boxes    \u0081   labelling the four boxes with the names of the organisms. fig. 6.2  [2]  [total: 10]",
+            "14": "14 0610/22/o/n/14 \u00a9 ucles 20147 humans carry out aerobic and anaerobic respiration.  (a) compare the two types of respiration by completing table 7.1.   place a tick ( \u2713) to show which statements are correct for each type of respiration in humans. table 7.1 statementaerobic  respirationanaerobic  respiration produces lactic acid releases carbon dioxide uses glucose uses oxygen  [4]  (b) athletes compete in races of different distances.   fig. 7.1 shows the percentage of energy released by aerobic and anaerobic respiration during  these races. 020406080100 100 800 1500 distance of race  / menergy released / % 10 000 25  000anaerobic respiration aerobic respiration fig. 7.1",
+            "15": "15 0610/22/o/n/14 \u00a9 ucles 2014 [turn over  use fig. 7.1 to:   (i) state the percentage of energy that is provided by anaerobic respiration in a 100m race   . % [1]  (ii) state the length of race in which 96% of the energy is provided by aerobic respiration   ..m [1]  (iii) state the length of race where the total energy released by each type of respiration is  equal.   ..m [1] (c) state two conclusions that can be made from the data shown in fig. 7.1. 1     .. . 2     .. .[2]  [total: 9]",
+            "16": "16 0610/22/o/n/14 \u00a9 ucles 20148 fig. 8.1 shows a section through a leaf. the leaf is adapted to carry out photosynthesis in the  plant. stomacuticlespongy mesophyll cellpalisade mesophyll cellchloroplastcuticle fig. 8.1  (a) (i) give the word equation for photosynthesis.  .. .  .. .[2]   (ii) state the function of the chloroplasts in photosynthesis.  .. .  .. .[2]   (iii) describe how the chloroplasts are distributed in the mesophyll layers of the leaf and  explain how this distribution is important for efficient photosynthesis. description  .. ...  .. . explanation ... ..  .. .[2]",
+            "17": "17 0610/22/o/n/14 \u00a9 ucles 2014 [turn over (b) (i) explain the role of stomata in the process of photosynthesis.  .. .  .. .  .. .  .. .[2]   (ii) explain the function of the cuticle in a leaf.  .. .  .. .  .. .  .. .[2]  (c) to grow, a plant needs a supply of nitrate ions.   explain the reason for this.  .. .  .. .  .. .  .. .[2]  [total: 12]",
+            "18": "18 0610/22/o/n/14 \u00a9 ucles 20149 fig. 9.1 shows processes that are carried out by organs in the human body.  draw one line from each process to the organ where the process takes place.  y ou will need to draw five lines. process organ breaks down  alcohol kidney destroys  hormones liver eliminates  excess water lung excretes  carbon dioxide forms urea [5] fig. 9.1  [total: 5]",
+            "19": "19 0610/22/o/n/14 \u00a9 ucles 2014blank page",
+            "20": "20 0610/22/o/n/14 \u00a9 ucles 2014permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the  publisher will be pleased to make amends at the earliest possible opportunity. cambridge international examinations is part of the cambridge assessment group. cambridge assessment is the brand name of unive rsity of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge.blank page"
+        },
+        "0610_w14_qp_23.pdf": {
+            "1": "this document consists of 18 printed pages and 2 blank pages. dc (leg/fd) 98535/2 \u00a9 ucles 2014 [turn over *1952591909* biology  0610/23 paper 2 core october/november 2014  1 hour 15 minutes candidates answer on the question paper. no additional materials are required. read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen. y ou may use an hb pencil for any diagrams or graphs. do not use staples, paper clips, glue or correction fluid. do not write in any barcodes. answer all questions. electronic calculators may be used. y ou may lose marks if you do not show your working or if you do not use appropriate units. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [ ] at the end of each question or part question.cambridge international examinations cambridge international general certificate of secondary education the syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificat e.",
+            "2": "2 0610/23/o/n/14 \u00a9 ucles 20141 fig. 1.1 shows five different mammals. $ % &' ( fig. 1.1",
+            "3": "3 0610/23/o/n/14 \u00a9 ucles 2014 [turn over use the key to identify the mammals shown in fig. 1.1.  write the letter of each species ( a to e) in the correct box beside the key. key name of mammal letter 1 (a) has a humped back go to 2 (b) back is level with no hump go to 3 2 (a) has one hump on its back camelus dromedarius (b) has two humps on its back camelus ferus 3 (a) has black fur on its face lama glama (b) fur on face is not black go to 4 4 (a) neck and legs long and thin vicugna vicugna (b) neck and legs short and thick vicugna pacos  [total: 4]",
+            "4": "4 0610/23/o/n/14 \u00a9 ucles 20142 (a) (i) state  the word equation for aerobic respiration.   +        +   [2]   (ii) organisms carry out aerobic respiration to release the energy they need to stay alive.    state three  processes that humans carry out using this released energy. 1 .  2 .  3 . [3]  (b) an investigation was carried out on two students.     each student breathed out as much air as possible, as quickly as possible.     the volume of expired (exhaled) air and the time taken were measured.   fig. 2.1 shows the results of the investigation. \u0013\u0013\u0014yroxph ri\u0003h[sluhg dlu\u0003\u0012\u0003gp\u0016 wlph\u0003\u0012\u0003vihpdoh \u0015\u0016\u0017 \u0014\u0015 \u0016 \u0017\u0018\u0019pdoh fig. 2.1",
+            "5": "5 0610/23/o/n/14 \u00a9 ucles 2014 [turn over  (i) state the volume of air expired by the female student and the amount of time she took to  breathe out as much air as possible.    volume ... dm3    time taken ... s [2]   (ii) state one difference and one similarity shown in fig. 2.1 between the results for the  male and female students. difference  ...  .. . similarity  ... .  .. .[2]   (iii) this investigation was also carried out on another male student who had smoked  cigarettes each day for the last four years.    suggest one way in which the results for this student would be different to those of the  male student who did not smoke.  .. .  .. .[1]  (c) state two components of tobacco smoke that can damage the body. 1    2   [2]  (d) (i) complete table 2.1 by stating three  ways in which anaerobic respiration is different to  aerobic respiration in animal cells. table 2.1 way in which anaerobic respiration is different  to aerobic respiration in animal cells 1 23  [3]",
+            "6": "6 0610/23/o/n/14 \u00a9 ucles 2014  (ii) y easts carry out anaerobic respiration.    state two ways in which humans make use of this process. 1 .  2 . [2]  [total: 17]",
+            "7": "7 0610/23/o/n/14 \u00a9 ucles 2014 [turn over3 choose words from the list to complete the spaces in the sentences.  each word may be used once, more than once or not at all. diploid           embryo           haploid           ovary           oviduct           semen sperm           testis           ureter           urethra           zygote  in humans, the female gamete is the egg and the male gamete is the ... .  both gametes are ... cells.  an egg is produced by an ... and passes along an ... to  reach the uterus.  when humans reproduce, their gametes fuse to form a cell called the ... .  [total: 5] 4 explain why it is important for humans to carry out conservation of fossil fuels and water supplies.   ..   ..   ..   ..   ..   ..   ..   .. [4]  [total: 4]",
+            "8": "8 0610/23/o/n/14 \u00a9 ucles 20145 fig. 5.1 shows a photograph of some red blood cells, taken through a microscope. fig. 5.1  (a) explain how the features of a red blood cell given in table 5.1 are important to its function.   write your answers in table 5.1. table 5.1 feature of red blood cell explanation of importance contains haemoglobin no nucleus presentvery tiny cell  [3]",
+            "9": "9 0610/23/o/n/14 \u00a9 ucles 2014 [turn over (b) blood is made up of four major components. two of these components are plasma and red  blood cells.   name the two other major components of blood and state their function. name  .  function  .   .. . name  .  function  .   .. .[4]  [total: 7] 6 plants carry out translocation and transpiration to move substances.  complete table 6.1 to give a comparison between translocation and transpiration. table 6.1 point of comparison translocation transpiration example of substance  moved direction of movement  of substancefrom . to .from . to . tissue where process  takes place  [total: 6]",
+            "10": "10 0610/23/o/n/14 \u00a9 ucles 20147 the boxes on the left contain biological terms.  the boxes on the right contain definitions of these biological terms.  draw one straight line to link each term with its correct definition.  one has been done for you.  term definition trophic level                               unit containing all of the organisms and  their environment, interacting together in  a given area ecosystem                               diagram showing the flow of energy from one organism to another food chain                               position of an organism in, for example,  a pyramid of numbers herbivoreorganism that gets its energy from eating plants carnivore                               organism that gets its energy from dead or waste organic matter decomposer                               organism that gets its energy from eating other animals  [4]  [total: 4]",
+            "11": "11 0610/23/o/n/14 \u00a9 ucles 2014 [turn overquestion 8 begins on page 12.",
+            "12": "12 0610/23/o/n/14 \u00a9 ucles 20148 (a) fig. 8.1 shows part of the carbon cycle. fduerq glr[lgh lq\u0003dlu idhfhvelvrq vwuhdpwuhh fig. 8.1   on fig. 8.1 draw four labelled arrows to represent the following processes:   \u0081 one  arrow to represent photosynthesis, labelled p   \u0081 one  arrow to represent decay, labelled d   \u0081 two  arrows to represent respiration, each labelled r.  [4]",
+            "13": "13 0610/23/o/n/14 \u00a9 ucles 2014 [turn over (b) fig. 8.2 shows part of the water cycle. idhfhvelvrq vwuhdpwuhhforxg fig. 8.2   on fig. 8.2 draw two labelled arrows to represent the following processes:   \u0081 one  arrow to represent precipitation, labelled k   \u0081 one  arrow to represent evaporation, labelled e.  [2]  [total: 6]",
+            "14": "14 0610/23/o/n/14 \u00a9 ucles 20149 (a) humans need fibre (roughage) and mineral ions as part of a balanced diet.   name four other food groups that form part of a balanced diet. 1    2    3    4   [4]  (b) explain the importance of including fibre in the diet.  .. .  .. .  .. .  .. .  .. .  .. .[3]  (c) greater food production has helped the human population of the world to increase.    explain two different ways in which modern technology has resulted in greater food production.  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .[4]  [total: 11]",
+            "15": "15 0610/23/o/n/14 \u00a9 ucles 2014 [turn overquestion 10 begins on page 16.",
+            "16": "16 0610/23/o/n/14 \u00a9 ucles 201410 fig. 10.1 shows a diagram of the reproductive organs of a wind-pollinated flower. rydu\\ vwdon\u0003ri\u0003vwdphq \u000bilodphqw\f fig. 10.1  (a) state three  ways in which the reproductive structures of this flower are different to those of an  insect-pollinated flower.   write your answers in table 10.1. table 10.1 structure wind-pollinated flower insect-pollinated flower anther  stalk of stamen (filament) stigma  [3]  (b) state three  ways in which an insect-pollinated flower attracts insects. 1    2    3   [3]",
+            "17": "17 0610/23/o/n/14 \u00a9 ucles 2014 [turn over (c) the pollen grains of wind-pollinated flowers and insect-pollinated flowers are different.   suggest one feature that would help pollen grains be dispersed by wind.  .. .  .. .[1]  [total: 7]",
+            "18": "18 0610/23/o/n/14 \u00a9 ucles 201411 (a) define these genetic terms:   (i) meiosis  ..      .. .      .. .[2]   (ii) chromosome.  .      .. .      .. .[2]  (b) the petal colour in a species of plant can be blue or white.   the allele for blue petals is dominant to the allele for white petals.   the allele for blue petals is represented by b and the allele for white petals is represented by b.   two heterozygous  blue plants were crossed.   complete fig. 11.1 to show the results of this cross. eoxh\u0003shwdov sduhqwdo skhqrw\\sh sduhqwdo jhqrw\\sh \u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011 \u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011 \u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011 \u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011 \u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011 \u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011 \u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011 \u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011 \u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011 \u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011 \u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011 jdphwhv riivsulqj jhqrw\\sh riivsulqj skhqrw\\sh udwlr eoxh\u0003\u0003\u0003\u0003\u0003\u0003\u0003\u0003\u0003\u0003\u0003\u001d zklwheoxh\u0003shwdov fig. 11.1  [5]  [total: 9]",
+            "19": "19 0610/23/o/n/14 \u00a9 ucles 2014blank page",
+            "20": "20 0610/23/o/n/14 \u00a9 ucles 2014permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the  publisher will be pleased to make amends at the earliest possible opportunity. cambridge international examinations is part of the cambridge assessment group. cambridge assessment is the brand name of unive rsity of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge.blank page"
+        },
+        "0610_w14_qp_31.pdf": {
+            "1": "this document consists of 15 printed pages and 1 blank page. dc (sjf/sw) 77044/5 \u00a9 ucles 2014 [turn over *8390854340* biology  0610/31 paper 3 extended october/november 2014  1 hour 15 minutes candidates answer on the question paper. no additional materials are required. read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen. y ou may use an hb pencil for any diagrams or graphs. do not use staples, paper clips, glue or correction fluid. do not write in any barcodes. answer all questions. electronic calculators may be used.  y ou may lose marks if you do not show your working or if you do not use appropriate units. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [ ] at the end of each question or part question. the syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificat e.cambridge international examinations cambridge international general certificate of secondary education",
+            "2": "2 0610/31/o/n/14 \u00a9 ucles 20141 fig. 1.1 shows some cells from the lining of the trachea. mucus cilia cell membrane nucleus goblet cell fig. 1.1  (a) describe the functions of the nucleus and cell membrane. nucleus  .. ...  .. . cell membrane   ..  .. .  .. .  .. . [4]  (b) the cells in fig. 1.1 form a tissue.    define the term tissue .  .. .  .. ... [1]  (c) the goblet cell secretes mucus.   describe the role of mucus and cilia in the trachea.  .. .  .. .  .. .  .. .  .. .  .. ... [3]    [total: 8]",
+            "3": "3 0610/31/o/n/14 \u00a9 ucles 2014 [turn over2 in tulip plants, the petals can have markings called flecks.   there are two alleles for flecks in tulip plants: with flecks f; and without flecks f.  (a)  explain the meaning of the term dominant allele.  .. .  .. ... [1]    (b) a tulip grower crosses two tulip plants.    he finds that 76 of the offspring have petals with flecks and 23 of the offspring have petals  without flecks.    (i) complete the genetic diagram to explain this result.    parental genotypes   \u2026\u2026\u2026\u2026\u2026\u2026\u2026 x \u2026\u2026\u2026\u2026\u2026\u2026\u2026    parental phenotypes   \u2026\u2026\u2026\u2026\u2026\u2026\u2026 x \u2026\u2026\u2026\u2026\u2026\u2026\u2026    gametes    x       offspring genotypes  \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026  \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026    offspring phenotypes   petals with flecks present petals without flecks  [5]   (ii) the tulip grower wants to produce a pure-breeding variety of tulips with petals without  flecks.    state the genotypes of the parent plants he should use to produce tulip plants without  flecks. explain your answer.    parental genotypes   \u2026\u2026\u2026\u2026\u2026\u2026\u2026 x \u2026\u2026\u2026\u2026\u2026\u2026\u2026 explanation  .. ..  .. .  .. ... [2]   [total: 8]",
+            "4": "4 0610/31/o/n/14 \u00a9 ucles 20143 the blood of a fetus does not mix with the blood of its mother, but substances are exchanged  across the placenta.  (a)  table 3.1 shows five substances that cross the placenta, their direction of movement and the  reason for the movement.   complete table 3.1. the second row has been completed for you. table 3.1 substance direction of movement reason amino acids carbon dioxide from fetus waste gas from respirationglucoseoxygenurea [4]  (b) during pregnancy, women are often given dietary advice.    explain why pregnant women require more iron and vitamin d in their diet. iron  . ... vitamin d   . [2]",
+            "5": "5 0610/31/o/n/14 \u00a9 ucles 2014 [turn over (c)  mothers may be encouraged to breast-feed their newborn babies. the first milk that a mother  secretes is called colostrum and contains antibodies.   (i) name the cells that produce antibodies.  .. ... [1]    (ii) explain why it is important for newborn babies to have antibodies.  .. .  .. .  .. .  .. .  .. .  .. ... [3]   (iii) some mothers bottle-feed their newborn babies with formula milk rather than breast-feed.    describe four advantages  of breast-feeding, other than  providing antibodies.  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. ... [4]  [total: 14]",
+            "6": "6 0610/31/o/n/14 \u00a9 ucles 20144  ecologists study plants and animals in their natural environment.   some ecologists inserted probes into the water-conducting tissue in trees, as shown in fig. 4.1.  the ecologists measured the time taken for water to move up from probe 1 to probe 2.  probe 1 data loggerprobe 2tree fig. 4.1  (a) (i) name the water-conducting tissue into which the two probes were inserted.  .. ... [1]   (ii) describe how the structure of this water-conducting tissue is adapted to its function.  .. .  .. .  .. .  .. .  .. ... [2]  ",
+            "7": "7 0610/31/o/n/14 \u00a9 ucles 2014 [turn over (b) explain the mechanism of water movement from the roots up the tree to the leaves.  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. ... [4] ",
+            "8": "8 0610/31/o/n/14 \u00a9 ucles 2014 (c) fig. 4.2 shows the rate of water conduction up three different trees in a forest over 24 hours. 0 4 8 12 time  / hrate of water conduction  / dm3 per hour 16 20 2400.51.01.52.02.5 tree a tree b tree c fig. 4.2   (i) describe the rate of water conduction in tree a, during this 24 hour period.    y ou will gain credit for using the data in fig. 4.2 to support your answer.  .. .  .. .  .. .  .. .  .. .  .. .  .. ... [3] ",
+            "9": "9 0610/31/o/n/14 \u00a9 ucles 2014 [turn over  (ii) suggest how the ecologists used the data in fig. 4.2 to calculate the total volume of  water used by a tree in 24 hours.  .. .  .. ... [1]     (iii) in fig. 4.2, tree a is a tall tree, tree b is a medium-height tree and tree c is a short tree.     suggest reasons for the different rates of water conduction in the three trees.  .. .  .. .  .. .  .. .  .. .  .. .  .. ... [3]   (d) loggers often cut down the tall trees in a forest.    describe the effects on the forest ecosystem of cutting down trees.  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. ... [4]  [total: 18]",
+            "10": "10 0610/31/o/n/14 \u00a9 ucles 20145 fig. 5.1 shows a species of bacterium,  lactobacillus bulgaricus . fig. 5.1  (a)   list two features that distinguish bacteria from other groups of organisms. 1    2   .. [2]  (b)  l. bulgaricus are added to milk to make yoghurt.   fig. 5.2 shows the changes in a population of l. bulgaricus during fermentation to make  yoghurt. number of living bacterial cells time fig. 5.2   (i) name the stages shown on fig. 5.2. write your answers in the boxes on fig. 5.2. [4]",
+            "11": "11 0610/31/o/n/14 \u00a9 ucles 2014 [turn over  (ii) explain why the population of l. bulgaricus  does not continue to increase during the  fermentation to make yoghurt.  .. .  .. .  .. .  .. .  .. ... [2]    (c)  the curve shown in fig. 5.2 is a sigmoid population growth curve.   define the term growth .   .. .  .. .  .. .  .. .  .. ... [2]    (d) bacteria, such as l. bulgaricus , can reproduce rapidly.   name the process of reproduction in bacteria.  .. ... [1]",
+            "12": "12 0610/31/o/n/14 \u00a9 ucles 2014 (e) sometimes food additives are added to yoghurt. some people suggest that it is healthier to  eat yoghurt without additives.   suggest the advantages and disadvantages of putting food additives into yoghurt. advantages  ...   .. .  .. .  .. . disadvantages  ...  .. .  .. .  .. ... [4] [total: 15]",
+            "13": "13 0610/31/o/n/14 \u00a9 ucles 2014 [turn over6 microorganisms in the soil release enzymes to digest dead leaves.  (a)  explain how enzymes catalyse chemical reactions.  .. .  .. .  .. .  .. .  .. .  .. .  .. ... [3]   (b) protease and cellulase are two enzymes secreted by soil microorganisms. protease digests  protein.    suggest what part of the dead leaf cells are digested by the enzyme cellulase.  .. ... [1]  ",
+            "14": "14 0610/31/o/n/14 \u00a9 ucles 2014 (c) table 6.1 shows the results of a study comparing the decomposition of dead leaves at two  locations a and b.  table 6.1 location a location b protease activity / \u00b5mol min\u201312750 2670 cellulase activity / \u00b5mol min\u201314790 2500 soil ph 6.0 3.5soil water content / % 10 77   (i)  compare the enzyme activity at location a with the enzyme activity at location b.     y ou will gain credit for using the data from table 6.1 to support your answer.  .. .  .. .  .. .  .. .  .. .  .. .  .. ... [3]    (ii) suggest possible reasons for any differences in the enzyme activity at location a and  location b.  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. ... [3]",
+            "15": "15 0610/31/o/n/14 \u00a9 ucles 2014 (d)  describe how nitrogen in proteins in dead leaves is recycled to be absorbed by plants.  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. ... [4]   (e) microorganisms also process and convert atmospheric nitrogen to form a nitrogen compound  that can be absorbed by plants.   (i) name this process of converting atmospheric nitrogen.  .. ... [1]   (ii) explain how this process happens.  .. .  .. .  .. .  .. .  .. ... [2]  [total: 17]",
+            "16": "16 0610/31/o/n/14 \u00a9 ucles 2014copyright acknowledgements: question 4  figure 4.2 question 5  figure 5.1question 6  table 6.1\u00a9  adapted:  granier;  tree physiology 3 ;  heron publishing;  1987. \u00a9  ref:  b220/1875rm;  dr kari lounatmaa/science photo library;  lactobacillus bacteria, sem   ;  www.sciencephoto.com.  \u00a9  adapted:  munch dilly;  soil biology;  biochem 28, no.8 ;  elsevier;  1996. permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the  publisher will be pleased to make amends at the earliest possible opportunity. cambridge international examinations is part of the cambridge assessment group. cambridge assessment is the brand name of unive rsity of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge.blank page"
+        },
+        "0610_w14_qp_32.pdf": {
+            "1": "this document consists of 23 printed pages and 1 blank page. dc (nh/jg) 80969/4 \u00a9 ucles 2014 [turn over *0510876364* biology  0610/32 paper 3 extended october/november 2014  1 hour 15 minutes candidates answer on the question paper. no additional materials are required. read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen. y ou may use an hb pencil for any diagrams or graphs. do not use staples, paper clips, glue or correction fluid. do not write in any barcodes. answer all questions. electronic calculators may be used. y ou may lose marks if you do not show your working or if you do not use appropriate units. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [ ] at the end of each question or part question.cambridge international examinations cambridge international general certificate of secondary education the syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificat e.",
+            "2": "2 0610/32/o/n/14 \u00a9 ucles 20141 fig. 1.1 is a photomicrograph of a leaf of the tea plant, camellia sinensis . a b c de fig. 1.1  (a) name a to e. a  . .. b  . .. c  . .. d  . .. e  . ..[5]",
+            "3": "3 0610/32/o/n/14 \u00a9 ucles 2014 [turn over (b) fig. 1.2 shows a cell from region b of the leaf shown in fig. 1.1. f g h j k l fig. 1.2   use the letters from fig. 1.2 to complete table 1.1.   write one letter only in each box to identify the function. y ou may use each letter once, more  than once or not at all. table 1.1 function letter from  fig. 1.2 controls movement of substances into and out of the cell exerts a pressure to help maintain the shape of the cell produces sugars using light as a source of energy withstands the internal pressure of the cell controls all the activities of the cell  [5]",
+            "4": "4 0610/32/o/n/14 \u00a9 ucles 2014 (c) the enzyme catalase is found in lettuce leaves.   a student investigated the activity of this enzyme by grinding some lettuce leaves and adding  them to a solution of hydrogen peroxide. the volume of oxygen produced was measured until  the reaction stopped.   the student\u2019s results are shown in fig. 1.3. 001234567 20 40 60 80 100 120\u00d7\u00d7\u00d7\u00d7\u00d7\u00d7\u00d7\u00d7 \u00d7 \u00d7 \u00d7 \u00d7\u00d7 volume of oxygen collected  / cm3 time  / s fig. 1.3   (i) describe the results shown in fig. 1.3. y ou will gain credit if you use the data in your  answer.  .. .  .. .  .. .  .. .  .. .  .. .  .. .[3]",
+            "5": "5 0610/32/o/n/14 \u00a9 ucles 2014 [turn over  (ii) explain the action of enzymes during a reaction.  .. .  .. .  .. .  .. .  .. .  .. .  .. .[3]  [total: 16]",
+            "6": "6 0610/32/o/n/14 \u00a9 ucles 20142 (a) define the term excretion .  .. .  .. .  .. .  .. .  .. .  .. .[3]   fig. 2.1 is a diagram of a kidney tubule and its blood supply. 1 2 3 4blood blood fig. 2.1",
+            "7": "7 0610/32/o/n/14 \u00a9 ucles 2014 [turn over (b) the concentrations of solutes in the fluids at regions 1, 2, 3 and 4 were determined. the  results are shown in table 2.1. table 2.1 substanceconcentration / g dm\u20133 region 1 region 2 region 3 region 4 glucose  0.9  0.9 0.2  0.0protein 82.0  0.0 0.0  0.0salts  8.0  8.0 9.6 16.5urea  0.2  0.2 0.2 20.0   state the substance or substances in table 2.1 which:   (i) has molecules which are too large to be filtered;  .. .[1]   (ii) has molecules which are small enough to be filtered but is completely reabsorbed from  the fluid in the kidney tubule;  .. .[1]   (iii) increases in concentration as fluid moves along the kidney tubule. 1    2   [1]  (c) state three  structures through which the fluid from region 4 passes as it leaves the body. 1    2    3   [3]  (d) one role of the kidney is to maintain the concentration of the blood plasma.   name the process of maintaining constant conditions within the body.  .. .[1]  [total: 10]",
+            "8": "8 0610/32/o/n/14 \u00a9 ucles 20143 sewage treatment works use bacteria to digest the waste matter. waste matter contains complex  organic compounds, such as starch, cellulose, protein and fat.  fig. 3.1 shows a diagram of a sewage works with an aerobic digestion tank.  the sewage works discharges clean water into a river. downstream from the sewage works, water  is removed to be used as drinking water for a nearby village. chlorine solids removedsolids removedgrit to landfill compressed airaireffluentscreens grit tanksedimentation tank aerobic digestion tankfinal sedimentation tankchlorination tank mixing paddlecollection and pumping river fig. 3.1",
+            "9": "9 0610/32/o/n/14 \u00a9 ucles 2014 [turn over (a)  explain the roles of bacteria in the aerobic digestion tank shown in fig. 3.1.  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .[5]  (b) fig. 3.1 shows that chlorine is added to water before it leaves the sewage treatment works.   explain why chlorine is added to the water.  .. .  .. .  .. .  .. .  .. .[2]  [total: 7]",
+            "10": "10 0610/32/o/n/14 \u00a9 ucles 20144 mammals have a double circulatory system. blood flows between:   \u0081 the heart and the lungs   \u0081 the heart and the rest of the body (systemic circulation).  (a) fig. 4.1 shows a cross-section of an artery. fig. 4.1   explain how the structure of an artery, as shown in fig. 4.1, is related to its functions.  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .[4]",
+            "11": "11 0610/32/o/n/14 \u00a9 ucles 2014 [turn overquestion 4 continues on page 12.",
+            "12": "12 0610/32/o/n/14 \u00a9 ucles 2014 (b) fig. 4.2 shows the total cross-sectional area of the blood vessels in the systemic circulation. it  also shows the changes that occur in blood pressure and the speed (velocity) of blood in the  different blood vessels. aortamean blood pressure  / kpatotal cross- sectional area of the blood vessels  / cm2 speed of the blood  / cm s\u20131 arteriesarterioles capillariesveinsvena cavatissue fluid 001000200030004000 01020304050 123456789101112131415 pressure velocityaorta vena cava fig. 4.2",
+            "13": "13 0610/32/o/n/14 \u00a9 ucles 2014 [turn over  (i) state the maximum mean blood pressure in the aorta.  .. .[1]   (ii) describe how mean blood pressure and speed of blood change with cross-sectional  area of blood vessels, as shown in fig. 4.2. blood pressure  ...  .. .  .. .  .. . speed of blood  ...   .. .  .. .  .. .[3]  (c) describe  how substances move from the blood in the capillaries into the tissue fluid.  .. .  .. .  .. .  .. .  .. .  .. .[3]  (d) blood flows from arteries into arterioles before entering capillaries.   explain the role of the arterioles in the skin when a person is very cold.  .. .  .. .  .. .  .. .  .. .  .. .[3]  [total: 14]",
+            "14": "14 0610/32/o/n/14 \u00a9 ucles 20145 fig. 5.1 is a diagram of the human immunodeficiency virus (hiv). x ycell membrane of host cell fig. 5.1  (a)  (i) name the parts of the virus labelled x and y. x  . ... y  . ...[2]   (ii) state three ways in which the structure of bacteria differs from the structure of viruses. 1 .  2 .  3 . [3]",
+            "15": "15 0610/32/o/n/14 \u00a9 ucles 2014 [turn overquestion 5 continues on page 16.",
+            "16": "16 0610/32/o/n/14 \u00a9 ucles 2014 (b) sub-saharan africa has the highest proportion of the population living with hiv in the world.  the world health organization estimates both the total number of people who live with hiv  and the total number of people that are newly infected each year.   fig. 5.2 shows the estimated numbers for sub-saharan africa between 1990 and 2010.  number of people living with hiv, sub-saharan africa. 1990\u20132010 number of people newly infected with hiv, sub-saharan africa. 1990\u20132010199019911 9931 9951 9971 999 2001 2003 2005 2007 200 9 19921 9941 9961 998 2000 2002 2004 2006 2008 20100510152025 199019911 9931 9951 9971 999 2001 2003 2005 2007 200 9 19921 9941 9961 998 2000 2002 2004 2006 2008 201000.51.01.52.02.53.0 yearyearmillions of people millions of people fig. 5.2",
+            "17": "17 0610/32/o/n/14 \u00a9 ucles 2014 [turn over  (i) summarise the changes between 1990 and 2009 in the number of people living with hiv  and the number of people newly infected with hiv. number of people living with hiv  .. .  .. .  .. . number of people newly infected with hiv . .. .  .. .  .. .[4]   (ii) suggest why in 2010 the number of people living with hiv increased but the number of  newly infected people decreased.  .. .  .. .  .. .  .. .  .. .  .. .[2]   (iii) describe three  ways in which hiv is transmitted from infected to uninfected people. 1 .   .. . 2 .   .. . 3 .   .. .[3]",
+            "18": "18 0610/32/o/n/14 \u00a9 ucles 2014  (iv) describe the effects of hiv on the immune system.  .. .  .. .  .. .  .. .  .. .  .. .  .. .[3]  [total: 17]",
+            "19": "19 0610/32/o/n/14 \u00a9 ucles 2014 [turn overquestion 6 begins on page 20.",
+            "20": "20 0610/32/o/n/14 \u00a9 ucles 20146 some pollutants are not broken down easily and remain in the environment for a long time. these  are described as persistent pollutants.   pcbs are a waste material from the manufacturing of electrical insulation. pcbs are one of the  most persistent pollutants in the environment.  between 1947 and 1976, factories dumped large quantities of pcbs into the hudson river in the  usa. studies measured the concentrations of pcbs in the tissues of organisms in a food chain in  the sea near the hudson river, as shown in fig. 6.1. 11 400  \u2013 17 300  concentrations of pcbs in arbitrary units 6 \u2013 45 1.56 0.85porpoise herring zooplankton phytoplankton not to scale fig. 6.1",
+            "21": "21 0610/32/o/n/14 \u00a9 ucles 2014 [turn over (a) (i) describe the results shown in fig. 6.1.  .. .  .. .  .. .  .. .  .. .  .. .  .. .[3]   (ii) suggest an explanation for the different concentrations of pcbs in the organisms of the  food chain.  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .[3]",
+            "22": "22 0610/32/o/n/14 \u00a9 ucles 2014 (b) pcbs are toxic to many organisms because they bind to a protein molecule known as ahr.   the atlantic tomcod, microgadus tomcod , is a fish that lives in the hudson river and other  rivers nearby.   90% of the tomcod population in the hudson river is resistant to the effects of pcbs. this is  because these fish have a different type of ahr compared with other tomcod populations.   (i) suggest how this resistance came about.  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .[5]   (ii) scientists predict that the proportion of fish resistant to pcbs will decrease if the  concentration of pcbs in the river decreases.    suggest reasons why the proportion of fish with the altered ahr protein might decrease.  .. .  .. .  .. .  .. .  .. .[2]",
+            "23": "23 0610/32/o/n/14 \u00a9 ucles 2014 (c) describe the problems caused by non-biodegradable plastics in the environment.  .. .  .. .  .. .  .. .  .. .  .. .[3]  [total: 16]",
+            "24": "24 0610/32/o/n/14 \u00a9 ucles 2014blank page copyright acknowledgements: figure 1.1 \u00a9 ref: c003/5023; tea leaf, light micrograph ; www.sciencephoto.com. figure 5.2  \u00a9 global hiv/aids response \u2013 epidemic update and health sector progress towards universal access \u2013 progress report; 2011; http://whqlibdoc.who.int/publications/2011/9789241502986_eng.pdf. permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the  publisher will be pleased to make amends at the earliest possible opportunity. cambridge international examinations is part of the cambridge assessment group. cambridge assessment is the brand name of unive rsity of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge."
+        },
+        "0610_w14_qp_33.pdf": {
+            "1": "this document consists of 17 printed pages and 3 blank pages. dc (nh/jg) 80967/5 \u00a9 ucles 2014 [turn over *1841291605* biology  0610/33 paper 3 extended october/november 2014  1 hour 15 minutes candidates answer on the question paper. no additional materials are required. read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen. y ou may use an hb pencil for any diagrams or graphs. do not use staples, paper clips, glue or correction fluid. do not write in any barcodes. answer all questions. electronic calculators may be used. y ou may lose marks if you do not show your working or if you do not use appropriate units. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [ ] at the end of each question or part question.cambridge international examinations cambridge international general certificate of secondary education the syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificat e.",
+            "2": "2 0610/33/o/n/14 \u00a9 ucles 2014blank page",
+            "3": "3 0610/33/o/n/14 \u00a9 ucles 2014 [turn over1 fig. 1.1 shows an animal cell and a plant cell as seen with a light microscope. animal cell plant cell fig. 1.1  (a) table 1.1 shows some structural features of the animal cell and the plant cell in fig. 1.1.   complete the table by   \u0081 finishing the row for nucleus   \u0081  adding three  structural features, visible in fig. 1.1, and indicating whether they are  present ( \u2713) or absent ( \u2717) in the animal cell and in the plant cell. table 1.1 structural feature animal cell plant cell cell wall \u2717\u2713 nucleus  [4]",
+            "4": "4 0610/33/o/n/14 \u00a9 ucles 2014 (b) the cells were kept in a dilute salt solution. they were then transferred to distilled water.   explain what will happen to each of these two cells when they are placed into distilled water.  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .[4]  (c) magnesium is a plant nutrient. scientists think that magnesium is involved in the transport of  sucrose from the leaves to the rest of a plant.   (i) name the tissue that transports sucrose in plants.  .. .[1]   the scientists grew some tomato plants with their roots in a solution that contained all the  mineral nutrients that plants require. after a while, the plants were divided into two groups.    \u0081 group a continued to receive the solution containing all the nutrients.   \u0081 group b received a solution that did not contain any magnesium.   after 12 days, measurements were made on the leaves and the results are shown in fig. 1.2. ab3.5 3.0 2.5 2.0 1.5 1.0 0.5 0.0rate of movement of sucrose out of the leaves / arbitrary units a b120 020406080100 sucrose concentration in the leaves / arbitrary units group group fig. 1.2",
+            "5": "5 0610/33/o/n/14 \u00a9 ucles 2014 [turn over  (ii) describe the effect of magnesium deficiency on the transport of sucrose out of the leaves  and the sucrose concentration in the leaves. transport of sucrose out of the leaves  .. .  .. .  .. .  .. . concentration of sucrose in the leaves ... .. .  .. .  .. .  .. .[4]   (iii) the plants in group b remained in the magnesium-deficient solution for longer than  12 days. at the end of this time they showed symptoms of magnesium deficiency.    describe and explain the symptoms that the plants would show.  .. .  .. .  .. .  .. .  .. .[3]  [total: 16]",
+            "6": "6 0610/33/o/n/14 \u00a9 ucles 20142 (a) sickle cell anaemia is an inherited disease. the gene for haemoglobin exists in two forms,  hbn and hbs. people who are hbshbs have the disease and experience symptoms including  fatigue and extreme pain in their joints. people who are hbnhbs are carriers of the disease  and may have mild symptoms, if any at all.   (i) table 2.1 shows four genetic terms.    complete table 2.1 by stating a specific example, used in the paragraph above, of each  genetic term. table 2.1 genetic term example used in the passage an allele a heterozygous  genotype a homozygous  genotype phenotype  [4]   (ii) sickle cell anaemia is not found throughout the whole world. most cases of the disease  occur in sub-saharan africa and in parts of asia. the distribution is similar to that for the infectious disease malaria.    explain why the distribution of sickle cell anaemia and malaria are similar.  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .[5]",
+            "7": "7 0610/33/o/n/14 \u00a9 ucles 2014 [turn over (b) down\u2019s syndrome is an example of a characteristic that shows discontinuous variation.   state the cause of down\u2019s syndrome.  .. .  .. .[1]  (c) explain how discontinuous variation differs from continuous variation, in its expression and  cause.  .. .  .. .  .. .  .. .  .. .  .. .[3]  [total: 13]",
+            "8": "8 0610/33/o/n/14 \u00a9 ucles 20143 (a) define the term growth.  .. .  .. .  .. .  .. .  .. .  .. .[3]  (b)  fig. 3.1 shows the events that follow fertilisation in a human. e ad b coviduct fig. 3.1",
+            "9": "9 0610/33/o/n/14 \u00a9 ucles 2014 [turn over  (i) name structures a, b and c. a  . ... b  . ... c  . ...[3]   (ii) state the process that is occurring at d and the process that is occurring at e. d  . ... e  . ...[2]   (iii) suggest how the embryo is moved along the oviduct.  .. .  .. .  .. .  .. .[2]  [total: 10]",
+            "10": "10 0610/33/o/n/14 \u00a9 ucles 20144 y east, saccharomyces cerevisiae , is a single-celled fungus.  (a) state one reason why yeast is classified as a fungus and not as a bacterium.  .. .  .. .[1]  (b) a student investigated the anaerobic respiration of yeast to find out how the yeast population  changed and how much alcohol was produced over a period of 14 hours.   complete and balance the chemical equation for anaerobic respiration in yeast.   c6h12o6   +  [2]  (c) the student set up a small fermenter containing:   \u0081 1.0 g dry yeast   \u0081 250 cm3 glucose solution   \u0081 a solution containing ammonium compounds as a source of nitrogen.   the fermenter is shown in fig. 4.1. air lock water water out water in water jacket yeast, glucose and ammonium compounds in water fig. 4.1   explain the importance of each of the following:   (i) the water jacket  .. .  .. .  .. .[2]",
+            "11": "11 0610/33/o/n/14 \u00a9 ucles 2014 [turn over  (ii) a source of nitrogen  .. .  .. .  .. .  .. .[2]   (iii) the air lock.  .. .  .. .  .. .  .. .[2]",
+            "12": "12 0610/33/o/n/14 \u00a9 ucles 2014 (d) fig. 4.2 shows the change in the yeast population and in the alcohol content in the student\u2019s  fermenter. 00 2 4 6 8 10 12 141234567 01234567 yeast population / g dm\u20133alcohol concentration / g dm\u20133 time  / hoursalcoholyeast \u00d7 \u00d7\u00d7\u00d7 \u00d7 \u00d7\u00d7\u00d7\u00d7\u00d7\u00d7 \u00d7\u00d7 \u00d7\u00d7\u00d7 \u00d7\u00d7\u00d7\u00d7\u00d7\u00d7\u00d7\u00d7\u00d7\u00d7\u00d7\u00d7\u00d7\u00d7 fig. 4.2   (i) describe the changes in the population of yeast.  .. .  .. .  .. .  .. .  .. .  .. .  .. .[3]   (ii) explain the changes you have described.  .. .  .. .  .. .  .. .  .. .  .. .  .. .[3]",
+            "13": "13 0610/33/o/n/14 \u00a9 ucles 2014 [turn over (e) name two industrial processes that rely on anaerobic respiration of yeast. 1 .  2 . [2]  [total: 17]",
+            "14": "14 0610/33/o/n/14 \u00a9 ucles 20145 (a) a researcher carried out four experiments, a to d, to investigate the effect of light intensity  on the rate of photosynthesis of cucumber plants. the experiments were carried out at two  concentrations of carbon dioxide and at two temperatures.   the results are shown in fig. 5.1. key\u00d7 \u00d7 \u00d7 \u00d7 \u00d7 \u00d7 \u00d7 0050100150200250300 51 0 1 5 2 0 2 5 light intensity  / arbitrary unitsrate of photosynthesis / arbitrary units a b c dco2 / %temp / \u00b0c a 30 20 30 20b c d0.13 0.13 0.03 0.03 fig. 5.1   (i) use the results in fig. 5.1 to identify the limiting factor for the rate of photosynthesis at  the light intensities given in table 5.1.    write your answers in table 5.1. table 5.1 experiment light intensity / arbitrary units limiting factor a 20 b 20 c 20 d  5 light intensity  [3]",
+            "15": "15 0610/33/o/n/14 \u00a9 ucles 2014 [turn over  (ii) define the term limiting factor .  .. .  .. .  .. .  .. .[2]  fig. 5.1 shows that providing plants with more carbon dioxide can increase the rate of  photosynthesis.  an investigation was carried out in china using crop residues and animal manure mixed together  in composting units that were placed into a glasshouse containing crop plants.  fig. 5.2 shows a composting unit in which decomposition takes place. gridcrop residues and animal manurespongecarbon dioxide fig. 5.2  (b) (i) suggest the reason for using a grid instead of a solid base for the composting unit.  .. .  .. .  .. .  .. .[2]",
+            "16": "16 0610/33/o/n/14 \u00a9 ucles 2014  (ii) the sponge was soaked in sulfuric acid to remove any ammonia gas released by the  decomposing material (compost).    explain how the ammonia was produced.  .. .  .. .  .. .  .. .  .. .[2]  (c) two glasshouses were used in this investigation. one glasshouse contained composting units  and the other did not. each glasshouse contained the same number and type of crop plants.   the concentration of carbon dioxide in both glasshouses was measured at midday.   the results are shown in fig. 5.3. 0 1 02 03 04 05 06 00100200300400500600700 carbon dioxide concentration / parts per million time  / days\u00d7\u00d7\u00d7\u00d7\u00d7\u00d7\u00d7\u00d7 \u00d7 \u00d7\u00d7\u00d7 \u00d7\u00d7with composting units no composting units fig. 5.3   (i) state why a glasshouse without composting units was used in the investigation.  .. .  .. .  .. .  .. .[2]",
+            "17": "17 0610/33/o/n/14 \u00a9 ucles 2014 [turn over  (ii) describe the results shown in fig. 5.3.  .. .  .. .  .. .  .. .  .. .  .. .  .. .[3]  (d) at the end of the investigation the crop plants were harvested and weighed. table 5.2 gives  the results. table 5.2 crop plantmean fresh mass / g per plant no composting  unitscomposting  units chinese cabbage 115.7 355.8 celery  44.7 133.9lettuce  95.5 349.4   use the information in fig. 5.3 and in table 5.2 to summarise the results of the study.  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .[4]  [total: 18]",
+            "18": "18 0610/33/o/n/14 \u00a9 ucles 20146 fig. 6.1 shows the movement of the ribs and the diaphragm during breathing in. diaphragmsternumexternal intercostal muscles vertebrae fig. 6.1  (a) state what happens to the following structures during breathing in. diaphragm . .  .. .  .. . ribcage ...   .. .  .. . external intercostal muscles ..   .. .  .. .[3]  (b) explain the effect of strenuous physical activity on the ph of the blood.  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .[3]  [total: 6]",
+            "19": "19 0610/33/o/n/14 \u00a9 ucles 2014blank page",
+            "20": "20 0610/33/o/n/14 \u00a9 ucles 2014blank page permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the  publisher will be pleased to make amends at the earliest possible opportunity. cambridge international examinations is part of the cambridge assessment group. cambridge assessment is the brand name of unive rsity of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge."
+        },
+        "0610_w14_qp_51.pdf": {
+            "1": "this document consists of 9 printed pages and 3 blank pages. dc (lk/cgw) 80230/5 \u00a9 ucles 2014 [turn overcambridge international examinations cambridge international general certificate of secondary education *9290035140* biology  0610/51 paper 5 practical test october/november 2014  1 hour 15 minutes candidates answer on the question paper. additional materials: as listed in the confidential instructions. read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen. y ou may use an hb pencil for any diagrams or graphs. do not use staples, paper clips, glue or correction fluid. do not write in any barcodes. answer all questions. electronic calculators may be used. y ou may lose marks if you do not show your working or if you do not use appropriate units. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question. the syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificat e.",
+            "2": "2 0610/51/o/n/14 \u00a9 ucles 2014in order to plan the best use of your time, read through all of the questions in this paper  carefully before starting work. 1 y east, saccharomyces cerevisiae , is used in bread-making. when the yeast cells respire, the  carbon dioxide produced is used to make the bread dough rise.  y ou are provided with an active yeast suspension and a mixture of 25 g flour and 1 g sugar.   y ou are going to investigate the rate at which bread dough rises. \u0081 y ou have three 20 cm3 syringes that have been sealed as shown in fig. 1.1. \u0081 label the syringes 1, 2 and 3.  \u0081 add the yeast suspension to the mixture of flour and sugar. \u0081 stir the mixture until it forms an even mixture. this is the bread dough. \u0081 support each syringe vertically. \u0081  carefully pour 5 cm3 of the bread dough into the open end of each of the syringes. this is the  starting volume of bread dough at 0 minutes. note the time ...   sealbread dough5101520 5101520 510 1231520syringe fig. 1.1  (a) leave the syringes for 5 minutes.   y ou are going to measure and record the volume of bread dough in each syringe after  5 minutes, 10 minutes, 15 minutes and 20 minutes. y ou already know the volume at 0 minutes.  this will give you five readings, taken at 5 minute intervals.   prepare a table to record your results whilst you are waiting during the first 5 minute period.",
+            "3": "3 0610/51/o/n/14 \u00a9 ucles 2014 [turn over  \u0081  measure the volume of bread dough in each syringe every 5 minutes for a total of 20 minutes. record your results in your table. [6]continue with question 1(c) and 1(d) between measurements.      (b) (i)  give a reason why three  syringes were used.  ..   ..  [1]   (ii) calculate the average volume of the bread dough in the three syringes after 20 minutes.    show your working.    give your answer to the nearest whole number.    cm 3 [1]",
+            "4": "4 0610/51/o/n/14 \u00a9 ucles 2014 (c)  describe how you would use this method to investigate the effect of mass of sugar on the  volume of bread dough. do not carry out this investigation.    ..   ..   ..   ..   ..   ..   ..   ..  [4]  (d)  some students used the same method described in part (a) to investigate the effect of  temperature on the volume of bread dough.    they used three 50 cm3 syringes at each of seven temperatures.   the starting volume in each syringe was 5 cm3.   their results are recorded in table 1.1. table 1.1 temperature / \u00b0caverage volume of bread dough  after 20 minutes / cm3average increase in  volume / cm3 10 6 1 20 10 530 20 1540 35... 50 47 42 60 30 2570 7 2     (i)  calculate the average increase in volume at 40 \u00b0c.    write your answer in the space in table 1.1. [1]",
+            "5": "5 0610/51/o/n/14 \u00a9 ucles 2014 [turn over  (ii) use the data in table 1.1 to plot a graph of the average increase in volume of bread  dough against temperature.      [4]   (iii) describe the results shown by the graph.  ..   ..   ..   ..  [2]   (iv) suggest what the students could conclude from this investigation about the effect of  temperature on the activity of yeast.  ..   ..  [1]  [total: 20]",
+            "6": "6 0610/51/o/n/14 \u00a9 ucles 20142 y ou are provided with two leaves from different plants, labelled r and s.  (a) (i)  make a large drawing of  r to show:       \u0081 the shape of the leaf    \u0081 the arrangement of the veins in the leaf.    label the main vein (midrib).    [4]",
+            "7": "7 0610/51/o/n/14 \u00a9 ucles 2014 [turn over  (ii) measure, in millimetres, the distance across the widest part of r and record your result.  include your units. distance across the widest part of r .    draw a line across the widest part of your drawing, measure the distance (in millimetres)  and record your result. include your units. distance across widest part of drawing of r .. [3]   (iii) calculate the magnification of your drawing.    show your working.    give your answer to the nearest whole number.  magnification \u00d7 ..  [2]  (b) (i) complete table 2.1 by recording two visible differences, other than colour, between  leaves  r and s. table 2.1  r  s 1..   2..    [2]   (ii) state, with a reason, which of the leaves, r or s, is from a monocotyledon.    ..   ..  [1]",
+            "8": "8 0610/51/o/n/14 \u00a9 ucles 2014 (c) some students were provided with two leaves, v and w, from different plants. in an  investigation into water loss, the students recorded the mass of each of these leaves every 5 minutes for 60 minutes.     (i) the humidity did not change during the investigation.    state one other variable that should be kept constant during the investigation.  ..  [1]  the results are shown in table 2.2. table 2. 2 time / min mass of  v / g mass of  w / g 0 5.2 7.55 4.8 7.2 10 4.0 6.515 5.5 6.020 3.2 5.525 2.9 5.130 2.8 4.335 2.7 4.040 2.4 3.645 2.2 3.250 1.8 3.055 1.8 2.960 1.8 2.7   (ii) the students assumed that the change in mass was due to water loss.    describe how the students could show that water  is lost from the leaves.  ..   ..   ..   ..   ..   ..  [3]",
+            "9": "9 0610/51/o/n/14 \u00a9 ucles 2014  (iii) describe two similarities and two differences in the pattern of water loss of leaf v and  leaf w. similarities1   ...  ..  2   ...  ..  differences1   ...  ..  2   ...  ..  [4]  [total: 20]",
+            "10": "10 0610/51/o/n/14 \u00a9 ucles 2014blank page",
+            "11": "11 0610/51/o/n/14 \u00a9 ucles 2014blank page",
+            "12": "12 0610/51/o/n/14 \u00a9 ucles 2014permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the  publisher will be pleased to make amends at the earliest possible opportunity. cambridge international examinations is part of the cambridge assessment group. cambridge assessment is the brand name of unive rsity of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge.blank page"
+        },
+        "0610_w14_qp_52.pdf": {
+            "1": "this document consists of 11 printed pages and 1 blank page. dc (ac/jg) 82799/4 \u00a9 ucles 2014 [turn overcambridge international examinations cambridge international general certificate of secondary education *0583560603* biology  0610/52 paper 5  practical test october/november 2014  1 hour 15 minutes candidates answer on the question paper. additional materials: as listed in the confidential instructions. read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen. y ou may use an hb pencil for any diagrams or graphs. do not use staples, paper clips, glue or correction fluid. do not write in any barcodes. answer all questions.  electronic calculators may be used. y ou may lose marks if you do not show your working or if you do not use appropriate units. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question. the syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificat e.",
+            "2": "2 0610/52/o/n/14 \u00a9 ucles 2014in order to plan the best use of your time, read through all of the questions in this paper carefully  before starting work. 1 living cells produce catalase to break down toxins, such as hydrogen peroxide, that are formed in  cells.  catalase breaks down hydrogen peroxide to form oxygen and water. hydrogen peroxide \u2013\u2013\u2013\u2013\u2013\u2013\u2013\u2013\u2013\u2013 \u2192 oxygen + water catalase  y ou are going to investigate if ripe fruits produce more catalase than unripe fruits.  the unripe pepper fruits of capsicum annuum  are green in colour when they start developing. as  the fruit ripens it turns red and tastes sweeter.  extracts have been prepared from both green and red pepper fruits. small pieces of filter paper  have been soaked in the extracts and dried before this investigation.  (a) (i) \u0081 put on the eye protection provided.              y ou are provided with four test-tubes, each containing 25 cm3 of dilute hydrogen  peroxide solution. label two of the test-tubes green and the other two red.    \u0081   use the forceps to pick up one piece of filter paper from the dish labelled green .  place the piece of filter paper in one of the test-tubes labelled green  and measure the  time, in seconds, that it takes to rise to the surface of the hydrogen peroxide solution. record this time in table 1.1.    \u0081   use the second test-tube labelled green  to repeat this procedure with a second piece  of filter paper from the dish labelled green . record this time in table 1.1.",
+            "3": "3 0610/52/o/n/14 \u00a9 ucles 2014 [turn over now, repeat the procedure using filter paper soaked in extract from red peppers.   \u0081  use the forceps to pick up one piece of filter paper from the dish labelled red. place the  piece of filter paper in one of the test-tubes labelled red and measure the time it takes,  in seconds, to rise to the surface of the hydrogen peroxide solution. record this time in table 1.1.   \u0081  use the second test-tube labelled red to repeat this procedure with a second piece of  filter paper from the dish labelled red. record this time in table 1.1.  [4] table 1.1 pepper extract time / s filter paper 1 filter paper 2 green red   (ii) describe your observations as the pieces of filter paper rise to the surface of the hydrogen  peroxide solution.  .. .  .. .[1]   (iii) describe your results and state the conclusion that can be made regarding the amount  of catalase in ripe and unripe fruits.  .. .  .. .  .. .  .. .  .. .  .. .[3]",
+            "4": "4 0610/52/o/n/14 \u00a9 ucles 2014 (b) the red pepper fruit is said to be sweeter than the green pepper fruit.   describe how you could safely test if the sweetness is due to the presence of reducing sugar.   .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .[5]  (c) the sugar content of the green pepper and four other types of fresh fruit is shown in table 1.2. table 1.2 type of fresh fruitsugar content  / g per 100 g banana 15.0green pepper 2.7lemon 3.5orange 9.0tomato 2.0",
+            "5": "5 0610/52/o/n/14 \u00a9 ucles 2014 [turn over  (i) plot a graph of the data in table 1.2 to compare the sugar content of the five fruits.  [4]   (ii) calculate how many times more sugar can be found in 100 g of banana compared to  100 g of green pepper.    show your working.    give your answer to the nearest whole number.  [2] [total: 19]",
+            "6": "6 0610/52/o/n/14 \u00a9 ucles 20142 y ou are provided with part of a carrot, daucus carota .  \u0081 remove the plastic film from the piece of carrot.  \u0081 use the hand lens to observe the cut surface.  (a) make a large drawing of the cut surface of the carrot to show:   \u0081 the number of layers    \u0081 the thickness of the layers.   label where the leaves are attached.  [4]",
+            "7": "7 0610/52/o/n/14 \u00a9 ucles 2014 [turn over (b) the carrot is an example of a storage organ.   \u0081 use a dropping pipette to carefully add 5 drops of iodine solution to the cut surface of the  carrot.     make sure that the iodine solution spreads evenly and observe its colour after  approximately 1 minute.   (i) describe your observations.   .. .  .. .[1]   (ii)  use your observations to describe the distribution of starch in the storage organ.  .. .  .. .  .. .  .. .[2]",
+            "8": "8 0610/52/o/n/14 \u00a9 ucles 2014 (c) carrot plants produce storage organs in their first year. these are used in their second year to  produce flowers and seeds.    fig. 2.1 shows three carrot seeds as seen under a light microscope. st fig. 2.1   y ou are going to calculate the magnification of fig. 2.1.   measure the length of line st drawn on one of the seeds in fig. 2.1.   length of st . mm    the scale rule shows 10 mm, divided into 100 divisions, each of 0.1 mm. use this scale rule to  measure the actual width of the seed marked by line st.   actual width of seed, marked by st (using scale rule) . mm   calculate the magnification of fig. 2.1.   show your working.   give your answer to the nearest whole number.  magnification \u00d7  ...[4]  [total: 11]",
+            "9": "9 0610/52/o/n/14 \u00a9 ucles 2014 [turn overquestion 3 begins on page 10.",
+            "10": "10 0610/52/o/n/14 \u00a9 ucles 20143 fig. 3.1 shows a male and a female fly of the same species. male female fig. 3.1  (a) describe two differences, visible  in fig. 3.1, between the male and female fly.   complete table 3.1 to record these differences. table 3.1 feature male female  [3]",
+            "11": "11 0610/52/o/n/14 \u00a9 ucles 2014 (b) fig. 3.2 shows a different type of insect, a bee. not drawn to scale fig. 3.2   insects can be recognised by having three parts to the body and three pairs of legs, amongst  other features.   describe two other  features, visible in fig. 3.1 and fig. 3.2, that show that the fly and the bee  are both identified as insects. 1    2   [2]  (c) both flies and bees are attracted to coloured flowers.    suggest how you could find out which colours attract more bees than flies.  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .[5]  [total: 10]",
+            "12": "12 0610/52/o/n/14 \u00a9 ucles 2014permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the  publisher will be pleased to make amends at the earliest possible opportunity. cambridge international examinations is part of the cambridge assessment group. cambridge assessment is the brand name of unive rsity of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge.blank page"
+        },
+        "0610_w14_qp_53.pdf": {
+            "1": "this document consists of 12 printed pages. dc (cw/sw) 96902/3 \u00a9 ucles 2014 [turn overcambridge international examinations cambridge international general certificate of secondary education *3753265078* biology  0610/53 paper 5 practical test october/november 2014  1 hour 15 minutes candidates answer on the question paper. additional materials: as listed in the confidential instructions. read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen. y ou may use an hb pencil for any diagrams or graphs. do not use staples, paper clips, glue or correction fluid. do not write in any barcodes. answer all questions. electronic calculators may be used. y ou may lose marks if you do not show your working or if you do not use appropriate units. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [ ] at the end of each question or part question. the syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificat e.",
+            "2": "2 0610/53/o/n/14 \u00a9 ucles 2014read through all the questions on this paper carefully before starting work. 1 y ou are going to investigate osmosis in pieces of potato placed in different liquids.   y ou are provided with three liquids a, b and c.  \u0081 label three small beakers a, b and c.  \u0081 pour liquid a into beaker a to a depth of 40 mm.  \u0081 pour liquid b into beaker b to a depth of 40 mm.  \u0081 pour liquid c into beaker c to a depth of 40 mm.  y ou are provided with half a potato, a white tile and a knife.  take care when using the knife as the blade will be sharp.  \u0081 remove the film that is covering the potato.  \u0081  cut three thin slices of potato, as shown in fig. 1.1. each slice should be approximately 3 mm  thick. cut here cut end 3 mmpotato fig. 1.1  \u0081  lay one slice on the white tile. remove the edges of the slice so that it is a square shape, at  least 30 mm along each side, as shown by the bold line in fig. 1.2. put these pieces to one side fig. 1.2  \u0081 put the pieces shaded in fig. 1.2 to one side.",
+            "3": "3 0610/53/o/n/14 \u00a9 ucles 2014 [turn over \u0081  cut the square shape into six sticks, approximately 30 mm long \u00d7 5 mm wide, as shown by  the dotted lines in fig. 1.3. cut square slice of potato into sticks fig. 1.3  \u0081  cut the remaining two slices of potato into sticks using the same method. this will give you  18 sticks in total.  \u0081 place six sticks into each of the three small beakers, a, b and c.  \u0081 make a note of the time.   ...  \u0081 leave the sticks in the liquids for 15 minutes. continue with part (a) whilst you are waiting.",
+            "4": "4 0610/53/o/n/14 \u00a9 ucles 2014 (a) y ou are going to observe and record the texture and firmness of the sticks before and after   they have been in liquids a, b and c.   prepare a table to record your results.  use the space below.   \u0081 cut another slice of potato and divide it into sticks as before.   \u0081  use these pieces of potato to observe the texture and firmness of the sticks before they  were placed into the liquids.   \u0081 record your observations in your results table.  \u0081  after 15 minutes, remove from the liquids the sticks that had been placed in the liquids.  be careful not to get them mixed up.   \u0081 observe the texture and firmness of the sticks.  \u0081 record your observations in your results table.  [5]",
+            "5": "5 0610/53/o/n/14 \u00a9 ucles 2014 [turn over (b) one of the liquids is distilled water, one is a dilute sugar solution and one is a concentrated  sugar solution.   (i) use your results to identify the liquids. record your answers in the table 1.1. table 1.1   a, b or c? distilled waterdilute sugar solutionconcentrated sugar solution  [2]   (ii) explain how your results helped you to identify the liquids.  .. .  .. .  .. .  .. .  .. .  .. .  .. .[3]  (c) suggest why you used six sticks in each liquid.  .. .  .. .[1]",
+            "6": "6 0610/53/o/n/14 \u00a9 ucles 2014 (d) suggest two changes that could be made to improve the results of this investigation.   for each change, explain how it would improve the results. change  ... ...  .. .  .. . explanation  .. .  .. .  .. . change  ... ...  .. .  .. . explanation  .. .  .. .  .. .[4] [total: 15]",
+            "7": "7 0610/53/o/n/14 \u00a9 ucles 2014 [turn over2 fig. 2.1 shows a cross-section of a human coronary artery as seen with a microscope. blockage a b cd fig. 2.1  the actual internal diameter of this coronary artery at ab is 4.3 mm.  (a) measure the length of ab in fig. 2.1.   length of ab in fig. 2.1 \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026 mm   calculate the magnification of fig. 2.1.   show your working.  magnification \u00d7  .. [3]",
+            "8": "8 0610/53/o/n/14 \u00a9 ucles 2014 (b) the coronary artery in fig. 2.1 has been affected by coronary heart disease.   a blockage has reduced the internal diameter of the coronary artery.   this reduced diameter is shown by the line cd.   the actual diameter ab is 4.3 mm.   the reduced actual diameter cd is 2.0 mm.    calculate the percentage decrease in the diameter of the artery from ab to cd.   show your working.   give your answer to the nearest whole number.   % [3] [total: 6]",
+            "9": "9 0610/53/o/n/14 \u00a9 ucles 2014 [turn over3 fruits contain the seeds of a plant. they are dispersed from the parent plant in a variety of ways.  a student investigated the dispersal of two different fruits, e and f, by measuring the distance  travelled by fruits from their parent plants.  fig. 3.1 shows fruits e and f.            not to scale  e f fig. 3.1  (a) use fig. 3.1 to describe two visible  differences, other than size, between fruits e and f.   write your answers in table 3.1. table 3.1 difference ef 1 2  [2]",
+            "10": "10 0610/53/o/n/14 \u00a9 ucles 2014 (b) the student measured the distance travelled by 10 fruits of each type from their parent plants  at different wind speeds. they calculated the average distance travelled at each wind speed.   the results are shown in table 3.2. table 3.2 wind speed / ms\u20131average distance travelled by fruit / m ef  2  2.6 0.2 4  4.5 3.6 6  7.9 2.3 8  9.9 4.210 14.2 6.7   (i) draw a graph to show the data in table 3.2 on the grid below.    use the same set of axes to show the data for both fruits.  [5]",
+            "11": "11 0610/53/o/n/14 \u00a9 ucles 2014 [turn over  (ii) e  is dispersed by the wind.    describe the evidence from the data  that supports this statement.  .. .  .. .[1]  (c) once a fruit has been dispersed, the seeds can germinate.   fig. 3.2 shows a seed germinating.  fig. 3.2   draw a large, labelled diagram of this germinating seed.  [4]",
+            "12": "12 0610/53/o/n/14 \u00a9 ucles 2014 (d) a student wanted to find out how temperature might affect the germination of seeds.   state:  (i) the variable that should be changed  .. .[1]   (ii) the variable that should be measured and recorded  .. .[1]   (iii) two  variables that should be kept constant. 1    2   [2]  (e) seeds store protein.   before the seed germinates, enzymes in the seed begin to break down the protein.   (i) describe a method you would use to test a seed for the presence of protein.  .. .  .. .  .. .  .. .  .. .[2]   (ii) state the results you would expect to see if protein is present.  .. .  .. .[1] [total: 19] copyright acknowledgements: question 2 \u00a9 ref: m172/0312; coloured lm of occluded human coronary artery ; science photo library; www.sciencephoto,com question 3 \u00a9 ref: anrh54; simon colmer / alamy; sycamore tree fruit ; www.alamy.com.  \u00a9 ref: adhmef; natural visions / alamy; devils claw fruit from namibia ; www.alamy.com. question 3c \u00a9 ref: apg6x3; nigel cattlin / alamy ; germinating pea seed root ; www.alamy.com. permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the  publisher will be pleased to make amends at the earliest possible opportunity. cambridge international examinations is part of the cambridge assessment group. cambridge assessment is the brand name of unive rsity of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge."
+        },
+        "0610_w14_qp_61.pdf": {
+            "1": "this document consists of 10 printed pages and 2 blank pages. dc (lk/cgw) 80231/5 \u00a9 ucles 2014 [turn overcambridge international examinations cambridge international general certificate of secondary education *7196760830* biology  0610/61 paper 6 alternative to practical october/november 2014  1 hour candidates answer on the question paper. no additional materials are required. read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen. y ou may use an hb pencil for any diagrams or graphs. do not use staples, paper clips, glue or correction fluid. do not write in any barcodes. answer all questions. electronic calculators may be used. y ou may lose marks if you do not show your working or if you do not use appropriate units. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question. the syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificat e.",
+            "2": "2 0610/61/o/n/14 \u00a9 ucles 2014blank page",
+            "3": "3 0610/61/o/n/14 \u00a9 ucles 2014 [turn over1 y east, saccharomyces cerevisiae , is used in bread-making.   some students mixed flour, sugar and a yeast suspension to make bread dough and investigate  the rate at which the dough rises.  \u0081 25 g of wheat flour and 1 g of sugar were weighed and placed in a beaker. \u0081 25 cm3 of yeast suspension  was added to the flour and sugar. \u0081  the mixture was stirred with a glass rod until it formed a smooth paste. this was the bread  dough. \u0081 the narrow opening of three clean 20 cm3 syringes was sealed as shown in fig.1.1. \u0081 5 cm3 of the dough was poured into each of the syringes. \u0081  the syringes were placed vertically in a test-tube rack, as shown in fig. 1.1.   sealbread dough5101520 5101520 510 1231520syringe fig. 1.1  \u0081 after 5 minutes, the volume of the dough in each syringe was measured and recorded.  \u0081 the volume of the dough in each syringe was then measured and recorded every 5 minutes  for a total of 20 minutes.",
+            "4": "4 0610/61/o/n/14 \u00a9 ucles 2014 fig. 1.2. shows the appearance of the three syringes after 5, 10, 15 and 20 minutes.   5101520 5101520 510 1231520after 5 minutes 5101520 5101520 510 1231520after 10 minutes 5101520 5101520 510 1231520after 15 minutes 5101520 5101520 510 1231520after 20 minutes fig. 1.2",
+            "5": "5 0610/61/o/n/14 \u00a9 ucles 2014 [turn over (a) prepare a table to record the results of the investigation shown in fig. 1.1 and fig. 1.2.    read the volume of the dough in each syringe and record it in your table.  [6]  (b) (i)  give a reason why three  syringes were used.  .. .  .. .[1]   (ii) identify the syringe in which the results may be anomalous and explain your choice.  .. .  .. .[1]   (iii) calculate the average volume of the bread dough in the three syringes after 20 minutes.    show your working.    give your answer to the nearest whole number.   .cm3 [1]",
+            "6": "6 0610/61/o/n/14 \u00a9 ucles 2014 (c) some students used the same method described in part (a) to investigate the effect of  temperature on the volume of bread dough.    they used three 50 cm 3 syringes at each of seven temperatures.   the starting volume in each syringe was 5 cm3.   their results are recorded in table 1.1. table 1.1 temperature / \u00b0caverage volume of bread dough  after 20 minutes / cm3average increase in  volume / cm3 10 6 1 20 10 530 20 1540 35.. 50 47 42 60 30 2570 7 2   (i) calculate the average increase in volume at 40 \u00b0c.    write your answer in the space in table 1.1. [1]",
+            "7": "7 0610/61/o/n/14 \u00a9 ucles 2014 [turn over  (ii) use the data in table 1.1 to plot a graph of the average increase in volume of bread  dough against temperature.       [4]   (iii) describe the results shown by the graph.  .. .  .. .  .. .  .. .[2]   (iv) suggest what the students could conclude from this investigation about the effect of  temperature on the activity of yeast.  .. .  .. .[1]  [total: 17]",
+            "8": "8 0610/61/o/n/14 \u00a9 ucles 20142 fig. 2.1 shows two leaves, r and s, from different plants. rs actual size fig. 2.1  (a) (i) make a large drawing of r to show:    \u0081 the shape of the leaf    \u0081 the arrangement of the veins in the leaf.    label the main vein (midrib).  [4]",
+            "9": "9 0610/61/o/n/14 \u00a9 ucles 2014 [turn over  (ii) draw a line across the widest part of r in fig. 2.1. measure, in millimetres, the distance  and record your result. include your units. distance across the widest part of r ..    draw a line across the widest part of your drawing, measure the distance (in millimetres) and record your result. include your units. distance across widest part of drawing of r ...[3]   (iii) calculate the magnification of your drawing.    show your working.    give your answer to the nearest whole number.  magnification \u00d7 [2]  (b) (i) complete table 2.1 by recording two visible differences, other than colour, between  leaves  r and s. table 2.1  r  s 1..   2..    [2]   (ii) state, with a reason, which of the leaves, r or s, is from a monocotyledon.   .. .  .. .[1]",
+            "10": "10 0610/61/o/n/14 \u00a9 ucles 2014 (c) some students were provided with two leaves, v and w, from different plants. in an  investigation into water loss, the students recorded the mass of each of these leaves every 5 minutes for 60 minutes.    (i) the humidity did not change during the investigation.    state two other variables that should be kept constant during the investigation.    describe how each variable could be kept constant.  1. variable  ..  method of keeping constant  .. .. . 2. variable  ..  method of keeping constant  .. .. .[4]  the results are shown in table 2.2.    table 2.2 time / min mass of v / g mass of w / g 0 5.2 7.55 4.8 7.2 10 4.0 6.515 5.5 6.020 3.2 5.525 2.9 5.130 2.8 4.335 2.7 4.040 2.4 3.645 2.2 3.250 1.8 3.055 1.8 2.960 1.8 2.7",
+            "11": "11 0610/61/o/n/14 \u00a9 ucles 2014  (ii) the students assumed that the change in mass was due to water loss.    describe how the students could show that water  is lost from the leaves.  .. .  .. .  .. .  .. .  .. .   .. .[3]   (iii) describe two similarities and two differences in the pattern of water loss of leaf v and leaf  w. similarities1 .   .. . 2 .   .. . differences1 .   .. . 2     .. .[4]  [total: 23]",
+            "12": "12 0610/61/o/n/14 \u00a9 ucles 2014permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the  publisher will be pleased to make amends at the earliest possible opportunity. cambridge international examinations is part of the cambridge assessment group. cambridge assessment is the brand name of unive rsity of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge.blank page"
+        },
+        "0610_w14_qp_62.pdf": {
+            "1": "this document consists of 11 printed pages and 1 blank page. dc (ac/jg) 82804/4 \u00a9 ucles 2014 [turn overcambridge international examinations cambridge international general certificate of secondary education *7758046807* biology  0610/62 paper 6  alternative to practical october/november 2014  1 hour candidates answer on the question paper. no additional materials are required. read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen. y ou may use a pencil for any diagrams or graphs. do not use staples, paper clips, glue or correction fluid. do not write in any barcodes. answer all questions. electronic calculators may be used. y ou may lose marks if you do not show your working or if you do not use appropriate units. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question. the syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificat e.",
+            "2": "2 0610/62/o/n/14 \u00a9 ucles 20141 living cells produce catalase to break down the toxins, such as hydrogen peroxide, that are formed  in cells.  catalase breaks down hydrogen peroxide to form oxygen and water. hydrogen peroxide \u2013\u2013\u2013\u2013\u2013\u2013\u2013\u2013\u2013\u2013 \u2192 oxygen + water catalase  an investigation was carried out to find out if ripe fruits produce more catalase than unripe fruits.  the unripe pepper fruits of capsicum annuum  are green in colour when they start developing. as  the fruit ripens it turns red and tastes sweeter.  extracts were prepared from both green and red pepper fruits.   small squares of filter paper were soaked in the extracts and dried for testing.  the pieces of filter paper were placed in hydrogen peroxide solution as shown in fig. 1.1.  as the catalase in the extracts breaks down the hydrogen peroxide, the pieces of filter paper rise  to the surface. the time taken for each piece of filter paper to reach the surface was measured. piece of filter paperhydrogen peroxide solution start finish fig. 1.1  the procedure was carried out to obtain three results for red pepper fruits and three results for  green pepper fruits.   the measurements are shown in table 1.1.",
+            "3": "3 0610/62/o/n/14 \u00a9 ucles 2014 [turn overtable 1.1 pepper extracttime / s filter paper 1 filter paper 2 filter paper 3 red 50 35 30 green 75 60 62  (a) calculate the total time and the mean time for each extract.   give your answers to the nearest whole number.  red pepper extract: total time   s    mean time . s green pepper extract: total time   s mean time   s  [2]  (b) describe and explain whether this investigation supports the statement \u2018ripe fruits produce  more catalase than unripe fruits\u2019.  .. .  .. .  .. .  .. .  .. .  .. .[3]  (c) state two variables that must be controlled to compare the catalase activity in the extracts. 1 .  2 .   [2]",
+            "4": "4 0610/62/o/n/14 \u00a9 ucles 2014 (d)  the red pepper fruit is said to be sweeter than the unripe green pepper fruits.   describe how you could safely test if the sweetness is due to the presence of reducing sugar.  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .[5]  (e) the sugar content of the green pepper and four other types of fresh fruit is shown in table 1.2. table 1.2 type of fresh fruitsugar content  / g per 100 g banana 15.0green pepper 2.7lemon 3.5orange 9.0tomato 2.0",
+            "5": "5 0610/62/o/n/14 \u00a9 ucles 2014 [turn over  (i) plot a graph of the data in table 1.2 to compare the sugar content of the five fruits.   [4]   (ii) calculate how many times more sugar can be found in 100 g of banana compared to  100 g of green pepper.    show your working.    give your answer to the nearest whole number.  [2]  [total: 18]",
+            "6": "6 0610/62/o/n/14 \u00a9 ucles 20142 fig. 2.1 shows a section through a carrot, daucus carota . fig. 2.1  (a) make a large drawing of the carrot to show:   \u0081 the number of layers   \u0081 the thickness of the layers.   label where the leaves are attached.",
+            "7": "7 0610/62/o/n/14 \u00a9 ucles 2014 [turn over   [4]  (b) the carrot is an example of a storage organ.   describe how you would carry out a test to show the presence of starch in this storage organ.  .. .  .. .  .. .  .. .  .. .[2]",
+            "8": "8 0610/62/o/n/14 \u00a9 ucles 2014 (c) carrot plants produce storage organs in their first year. these are used in their second year to  produce flowers and seeds.   fig. 2.2 shows three carrot seeds as seen under a light microscope. st fig. 2.2   y ou are going to calculate the magnification of fig. 2.2.   measure the length of line st drawn on one of the seeds in fig. 2.2.   length of st . mm    the scale rule shows 10 mm, divided into 100 divisions, each of 0.1 mm. use the scale rule to  measure the actual width of the seed marked by line st. actual width of seed, marked by st (using scale rule)  . mm.   calculate the magnification of fig. 2.2.   show your working.   give your answer to the nearest whole number.  magnification \u00d7  ...[4]  ",
+            "9": "9 0610/62/o/n/14 \u00a9 ucles 2014 [turn over (d) some students wanted to investigate the conditions needed for the germination of carrot  seeds.   as part of their plan, they listed the conditions shown in fig. 2.3. water       warmth                 soil light air space fig. 2.3   one student selected light as a factor and suggested a plan for an investigation into the effect  of light on germination.   \u0081 samples of 15 soaked seeds were left to germinate in each of two open dishes.    \u0081 one dish was covered with black paper and the other dish was left uncovered.    \u0081 both dishes were placed on a window bench for three days.    \u0081 most seeds germinated successfully.   (i) give a conclusion that the student could make from this investigation.  .. .  .. .  .. .[1]   (ii) describe one improvement that the student could make to their method.  .. .  .. .  .. .[1]  [total: 12]",
+            "10": "10 0610/62/o/n/14 \u00a9 ucles 20143 fig. 3.1 shows a male and a female fly of the same species. male female fig. 3.1  (a) describe two differences, visible  in fig. 3.1, between the male and female fly.   complete table 3.1 to record these differences. table 3.1 feature male female  [3]",
+            "11": "11 0610/62/o/n/14 \u00a9 ucles 2014 (b) fig. 3.2 shows a different type of insect, a bee. not drawn to scale   fig. 3.2   insects can be recognised by having three parts to the body and three pairs of legs, amongst  other features.   describe two other  features, visible in fig. 3.1 and fig. 3.2 that show that the fly and the bee  are both identified as insects. 1    2   [2]  (c) both flies and bees are attracted to coloured flowers.    suggest how you could find out which colours attract more bees than flies.  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .[5]  [total: 10]",
+            "12": "12 0610/62/o/n/14 \u00a9 ucles 2014permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the  publisher will be pleased to make amends at the earliest possible opportunity. cambridge international examinations is part of the cambridge assessment group. cambridge assessment is the brand name of unive rsity of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge.blank page"
+        },
+        "0610_w14_qp_63.pdf": {
+            "1": "this document consists of 10 printed pages and 2 blank pages. dc (rw/cgw) 80357/5 \u00a9 ucles 2014 [turn overcambridge international examinations cambridge international general certificate of secondary education *2878449514* biology  0610/63 paper 6  alternative to practical october/november 2014  1 hour candidates answer on the question paper. no additional materials are required. read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen. y ou may use an hb pencil for any diagrams or graphs. do not use staples, paper clips, glue or correction fluid. do not write in any barcodes. answer all questions. electronic calculators may be used. y ou may lose marks if you do not show your working or if you do not use appropriate units. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question. the syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificat e.",
+            "2": "2 0610/63/o/n/14 \u00a9 ucles 20141 a group of students investigated how their pulse rate changed during exercise.  they measured their resting pulse rate before they started exercising.  (a) (i) describe how to measure pulse rate.  .. .  .. .  .. .[2]   (ii) explain why it is important to measure the resting  pulse rate.  .. .  .. .[1]  (b) the students exercised for 1 minute and then measured their pulse rate.   they immediately exercised for another minute and measured their pulse rate again.   they continued exercising and measured their pulse rate every minute up to a total of  5 minutes.   fig. 1.1 shows the results for one of the students.     resting = 68 after 1st exercise, my pulse rate  was 88. then it was 82. then 102. then 110. at the end, it was 110.     fig. 1.1",
+            "3": "3 0610/63/o/n/14 \u00a9 ucles 2014 [turn over  (i) draw a results table for the results shown in fig. 1.1.    write the results in your table.  [4]   (ii) describe the results and suggest an explanation for them. description ... ...  .. .  .. .  .. .  .. .  .. . explanation ... ..  .. .  .. .  .. .[4]",
+            "4": "4 0610/63/o/n/14 \u00a9 ucles 2014 (c) suggest two changes that could be made to improve the results of this investigation.   for each change, explain how it would improve the results. change  ...  .. .  .. . explanation ... .  .. .  .. . change  ...  .. .  .. . explanation ... .  .. .  .. .[4]",
+            "5": "5 0610/63/o/n/14 \u00a9 ucles 2014 [turn over (d) fig. 1.2 shows a cross-section of a human coronary artery as seen with a microscope.      blockage a b cd     fig. 1.2   the actual internal diameter of this coronary artery at ab is 4.3 mm.   (i) measure the length of ab in fig. 1.2.    length of ab in fig. 1.2  mm    calculate the magnification of fig. 1.2.    show your working.  magnification \u00d7  .. [3]",
+            "6": "6 0610/63/o/n/14 \u00a9 ucles 2014  (ii) the coronary artery in fig. 1.2 has been affected by coronary heart disease.    a blockage has reduced the internal diameter of the coronary artery.    this reduced diameter is shown by the line cd.    the actual diameter ab is 4.3 mm.    the reduced actual diameter cd is 2.0 mm.    calculate the percentage decrease in the diameter of the artery from ab to cd.    show your working.    give your answer to the nearest whole number.   % [3]  [total: 21]",
+            "7": "7 0610/63/o/n/14 \u00a9 ucles 2014 [turn over2 fruits contain the seeds of a plant. they are dispersed from the parent plant in a variety of ways.  a student investigated the dispersal of two different fruits, e and f, by measuring the distance  travelled by the fruits from their parent plants.  fig. 2.1 shows fruits e and f. e f not to scale     fig. 2.1  (a) use fig. 2.1 to describe two visible  differences, other than size, between fruits e and f.   write your answers in table 2.1.     table 2.1 difference ef 1 2  [2]",
+            "8": "8 0610/63/o/n/14 \u00a9 ucles 2014 (b) the student measured the distance travelled by 10 fruits of each type from their parent plants  at different wind speeds. they calculated the average distance travelled at each wind speed.   the results are shown in table 2.2. table 2.2 wind speed / ms\u20131average distance travelled by fruit / m ef 2  2.6 0.24  4.5 3.66  7.9 2.38  9.9 4.2 10 14.2 6.7   (i) draw a graph to show the data in table 2.2 on the grid below.    use the same set of axes to show the data for both fruits.       [5]",
+            "9": "9 0610/63/o/n/14 \u00a9 ucles 2014 [turn over  (ii) e  is dispersed by the wind.    describe the evidence from the data  that supports this statement.  .. .  ..  [1]  (c) once a fruit has been dispersed, the seeds can germinate.   fig. 2.2 shows a seed germinating.          fig. 2.2   draw a large, labelled diagram of this germinating seed.  [4]",
+            "10": "10 0610/63/o/n/14 \u00a9 ucles 2014 (d) a student wanted to find out how temperature might affect the germination of seeds.   state:   (i) the variable that should be changed  .. .[1]   (ii) the variable that should be measured and recorded  .. .[1]   (iii) two  variables that should be kept constant. 1 .  2 . [2]  (e) seeds store protein.   before the seed germinates, enzymes in the seed begin to break down the protein.   (i) describe a method you would use to test a seed for the presence of protein.  .. .  .. .  .. .  .. .  .. .[2]   (ii) state the results you would expect to see if protein is present.  .. .  .. .[1]  [total: 19]",
+            "11": "11 0610/63/o/n/14 \u00a9 ucles 2014blank page",
+            "12": "12 0610/63/o/n/14 \u00a9 ucles 2014blank page copyright acknowledgements: question 1d question 2 question 2c\u00a9  ref:  m172/0312;  coloured lm of occluded human coronary artery ;  science photo library;  www.sciencephoto.com \u00a9  ref:  anrh54 simon colmer / alamy;  sycamore tree fruit ;  www.alamy.com \u00a9  ref:  adhmef;  natural visions / alamy;  devils claw fruit from namibia ;  www.alamy.com \u00a9  ref:  apg6x3;  nigel cattlin / alamy ;  germinating pea seed root ;  www.alamy.com permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the  publisher will be pleased to make amends at the earliest possible opportunity. cambridge international examinations is part of the cambridge assessment group. cambridge assessment is the brand name of unive rsity of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge."
+        }
+    },
+    "2015": {
+        "0610_m15_qp_12.pdf": {
+            "1": "  this syllabus is approved for use in england, wales and northern i reland as a cambridge international level 1/level 2 certifica te.  this document consists of 13 printed pages and 3 blank pages.  ib15 03_0610_12/3rp  \u00a9 ucles 2015 [turn over       *5602445965* cambridge international examinations  cambridge international general certificate of secondary education       biology 0610/12     paper 1  multiple choice  february/march 2015     45 minutes    additional materials: multiple choice answer sheet    soft clean eraser    soft pencil (type b or hb is recommended)        read these instructions first    write in soft pencil.  do not use staples, paper clips, glue or correction fluid. write your name, centre number and candidate number on the answer sheet in the spaces provided  unless this has been done for you.  do not  write in any barcodes.   there are forty  questions on this paper. answer all questions. for each question there are four possible  answers a, b, c and d.   choose the one you consider correct and record your choice in soft pencil  on the separate answer sheet.    read the instructions on the answer sheet very carefully.   each correct answer will score one mark. a mark will not be deducted for a wrong answer. any rough working should be done in this booklet. electronic calculators may be used.                             ",
+            "2": "2  \u00a9 ucles 2015 0610/12/f/m/15  1 what is not a characteristic of all living organisms?  a excretion  b photosynthesis  c reproduction  d respiration      2 which characteristics do bony fish have?     backbone scales hair  a \u0017 \u0017 \u0013  b \u0017 \u0013 \u0017  c \u0013 \u0013 \u0017  d \u0013 \u0017 \u0013     3 the diagram shows an animal whose scientific name is falco peregrinus .        to which species does it belong?  a bird  b f. peregrinus   c falco   d vertebrate     ",
+            "3": "3  \u00a9 ucles 2015 0610/12/f/m/15 [turn over  4 use the key to identify the arthropod shown.        1 body divided into segments    go to 2   body not divided into segments  ..  go to 3  2 body has one pair of legs per segment  ..  a   body has two pairs of legs per segment  .  b  3 one pair of antennae  ..  c   two pairs of antennae  .  d      5 plant cells are often green but animal cells are not usually green.    which structure in plant cells makes them green?  a cell wall  b chloroplast  c cytoplasm  d vacuole     6 the diagram shows the structure of a palisade cell.    3 2 14 5     which features are also found in a liver cell?  a 1 and 2 b 2 and 5 c 3 and 4 d 4 and 5     ",
+            "4": "4  \u00a9 ucles 2015 0610/12/f/m/15  7 what are the levels of organisation of the retina and of the eye?     retina eye  a cell organ  b cell organ system  c tissue organ  d tissue organ system     8 which cell helps to move dust particles out of an organism?  a ciliated cell  b guard cell  c muscle cell  d red blood cell    9 the diagram shows apparatus which can be used to demonstrate osmosis.    glass tube liquid level water partially permeable membranevery concentrated sucrose solutionconcentrated  sucrose solution12     after one hour, what would happen to the liquid levels in the glass tubes?     level in tube 1 level in tube 2  a falls falls  b falls rises  c rises falls  d rises rises     ",
+            "5": "5  \u00a9 ucles 2015 0610/12/f/m/15 [turn over  10 by which process does oxygen pass out of a leaf?  a diffusion  b osmosis  c translocation  d transpiration      11 lactase is a human enzyme that catalyses the breakdown of lactose in milk.    at which temperature does lactase work fastest?  a 0  \u00b0c b 18  \u00b0c c 37  \u00b0c d 100  \u00b0c     12 the graph shows the effect of ph on a particular enzyme-controlled reaction.    rate of reaction ph123456789 1 0 1 1 1 2 1 3     when is the enzyme not active?  a at ph 1 and ph 13  b at ph 3 and ph 11  c at ph 5 and ph 9  d at ph 7      13 which nutrient produces a purple colour when mixed with biuret solution?  a fat  b protein  c reducing sugar  d starch    ",
+            "6": "6  \u00a9 ucles 2015 0610/12/f/m/15  14 what is carried by the xylem?  a chlorophyll  b mineral ions  c starch  d sugars      15 the diagram shows the teeth of the lower jaw of a human.    which tooth is an incisor?    ab c d      16 what is the correct sequence for blood being pumped from the heart to the lungs?  a left atrium \u2192  left ventricle \u2192  pulmonary artery  b left atrium \u2192  left ventricle \u2192  pulmonary vein  c right atrium \u2192  right ventricle \u2192  pulmonary artery  d right atrium \u2192  right ventricle \u2192  pulmonary vein    17 which structures in plants and in humans normally carry amino acids?     arteries phloem ureters  a \u0013 \u0013 \u0017  b \u0013 \u0017 \u0013  c \u0017 \u0013 \u0017  d \u0017 \u0017 \u0013    ",
+            "7": "7  \u00a9 ucles 2015 0610/12/f/m/15 [turn over  18 why is the circulatory system of mammals described as a double circulation?  a blood flows firstly through arteries and then through veins.  b blood flows through the heart twice on one complete circuit of the body.  c in the heart, blood flows firstly through atria and then through ventricles.  d the atria and the ventricles contract alternately.      19 which word equation represents anaerobic respiration in human muscle?  a glucose \u2192 carbon dioxide + ethanol (alcohol)  b glucose \u2192 carbon dioxide + lactic acid  c glucose \u2192 ethanol (alcohol)  d glucose \u2192 lactic acid      20 a woman has been smoking heavily for many years.  which statement could  not be correct?  a her arteries are blocked with tar.  b she is addicted to nicotine.  c the cilia in the trachea have been destroyed.  d the surface area of the lungs is reduced.     21 what makes alveoli suitable as a gas exchange surface?     large total surface  area  well-supplied with  blood vessels  a \u0013 \u0013  b \u0013 \u0017  c \u0017 \u0013  d \u0017 \u0017     22 how is urea removed from the body?  a as insoluble waste  b by being destroyed in the liver  c in expired air  d in solution     ",
+            "8": "8  \u00a9 ucles 2015 0610/12/f/m/15  23 how does blood change as it passes through a kidney?  a it gains glucose.  b it gains salts.  c it loses protein.  d it loses urea.      24 what would be the effects of vasodilation and sweating on the body temperature and on the  amount of moisture on the surface of the skin?     body temperature moisture on skin surface  a decreased decreased  b decreased increased  c increased decreased  d increased increased     25 what would be the pupil size and lens shape of a person reading a mobile phone text message in  a brightly-lit room?   pupil size lens shape  a large fat  b large thin  c small fat  d small thin     ",
+            "9": "9  \u00a9 ucles 2015 0610/12/f/m/15 [turn over  26 the graphs show changes that occur in a woman during the menstrual cycle.    0 7 14 21 28 time  / daysthickness of uterus lining blood hormoneconcentrationprogesterone oestrogen     which statement is supported by evidence in the graphs?  a a large increase in progesterone concentration always results in thickening of the uterus  lining.  b at ovulation, the uterus lining is at its thickest.  c each time the oestrogen concentration rises, the uterus lining becomes thicker.  d within 5 days of ovulation, the uterus lining gets thinner.     27 the diagram shows a developing fetus attached to the uterus of a pregnant woman.    which part is normally cut immediately after birth?    a dcb      28 which environmental condition is not essential for the germination of all seeds?  a availability of light  b availability of oxygen  c availability of water  d suitable temperature    ",
+            "10": "10  \u00a9 ucles 2015 0610/12/f/m/15  29 what always increases during the development of an organism?  a cell number  b complexity  c dry mass  d volume      30 what is an example of a characteristic that shows discontinuous variation in humans?  a blood group  b body mass  c height  d width of hand     31 what are the sex chromosomes for human females and males?     female male  a xx xy  b xx yy  c xy xx  d yy xy    32 in fruit flies, the allele for grey body, g, is dominant over the allele for black body, g.    the result of a mating between two flies is shown.    grey-bodied fly \u00d7 black-bodied fly 33 grey-bodied flies + 38 black-bodied flies (offspring)(parents)     what were the genotypes of the parents?  a gg \u00d7 gg b gg \u00d7 gg c gg \u00d7 gg d gg \u00d7 gg     33 which way does energy flow directly in a food chain?  a carnivore to herbivore  b consumer to producer  c decomposer to producer  d producer to herbivore   ",
+            "11": "11  \u00a9 ucles 2015 0610/12/f/m/15 [turn over  34 the diagram shows a food web.    locustscorpionbaboonleopard impala grass    at which trophic levels is the leopard feeding?  a first and second  b second and third  c second and fourth  d third and fifth      35 the graph shows changes in biomass of different organisms in an ecosystem over a 12 month  period. each line represents a different trophic level.    which line represents the herbivores?    biomass of organisms january april august monthdecembera b c d      ",
+            "12": "12  \u00a9 ucles 2015 0610/12/f/m/15  36 which processes result in organisms gaining carbon compounds, and in the addition of carbon  dioxide to the atmosphere?     organisms gaining carbon  compounds  addition of carbon dioxide   to the atmosphere  a photosynthesis and combustion respiration by animals  b photosynthesis and combustion respiration by plants  c photosynthesis and feeding dead organisms changing to fossil fuels  d photosynthesis and feeding respiration by plants     37 the diagram shows part of the water cycle.    where is osmosis occurring?    water  vapour clouds plantssoil  lakea db c      ",
+            "13": "13  \u00a9 ucles 2015 0610/12/f/m/15  38 the graph shows how the population of the world increased from 1650 until the present day.    1700 1800 1900 20008 765432 1 0 yearworld population(billions)     which phases of the usual sigmoid growth curve are missing in this graph?  a death and lag  b exponential (log) and stationary  c lag and exponential (log)  d stationary and death     39 which process may result in eutrophication in a lake?  a bleach entering from a factory  b fertilisers entering from farmland  c hot water entering from a power station  d pesticides entering from farmland    40 which two gases are the biggest contributors to the greenhouse effect?  a carbon dioxide and methane  b carbon monoxide and carbon dioxide  c methane and sulfur dioxide  d sulfur dioxide and carbon monoxide    ",
+            "14": "14  \u00a9 ucles 2015 0610/12/f/m/15  blank page ",
+            "15": "15  \u00a9 ucles 2015 0610/12/f/m/15  blank page ",
+            "16": "16    permission to reproduce items where third-par ty owned material protected by copyright is  included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holder s, 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 onl ine in the cambridge  international examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely a vailable to download at  www.cie.org.uk after the live examination series.    cambridge international examinations is part of the cambridge asse ssment group. cambridge assessment is the brand name of unive rsity of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge.    \u00a9 ucles 2015 0610/12/f/m/15  blank page  "
+        },
+        "0610_m15_qp_22.pdf": {
+            "1": "this document consists of 19 printed pages and 1 blank page. dc (nf/cgw) 99153/3 \u00a9 ucles 2015 [turn overcambridge international examinations cambridge international general certificate of secondary education *4595524825* biology  0610/22 paper 2 core february/march 2015  1 hour 15 minutes candidates answer on the question paper. no additional materials are required. read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen. y ou may use an hb pencil for any diagrams or graphs. do not use staples, paper clips, glue or correction fluid. do not write in any barcodes. answer all questions. electronic calculators may be used. y ou may lose marks if you do not show your working or if you do not use appropriate units. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [ ] at the end of each question or part question. the syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificat e.",
+            "2": "2 0610/22/f/m/15 \u00a9 ucles 20151 fig. 1.1 shows six different cells. they are not drawn to the same scale. ab c d ef not drawn to scale fig. 1.1  (a) table 1.1 shows a key which can be used to identify these cells. table 1.1 1 cell has a cell wall cell has a membrane but no cell wallgo to 2 go to 3 2 cell wall is of equal thickness all around the cell cell wall is of unequal thickness around the cellpalisade cell guard cell 3 cell has extensions cell has no extensionsgo to 4 go to 5 4 nucleus in cell body half way along the length of the cell nucleus in cell body at one end of the cellsensory neurone motor neurone 5 nucleus is missing from cell nucleus is irregular in shapered blood cell phagocyte",
+            "3": "3 0610/22/f/m/15 \u00a9 ucles 2015 [turn over  use this key to identify cells a, b, c, d and e. cell f has been done for you.   write your answers in table 1.2. table 1.2 letter type of cell a bcd e f palisade cell [4]  (b) (i) state the main function of a palisade cell.  ..  [1]   (ii) suggest and explain two ways in which the structure of a palisade cell is adapted to this  function. adaptation 1  . . explanation  .. ..  .. . adaptation 2  . . explanation  .. ..  ..  [4] [total: 9]",
+            "4": "4 0610/22/f/m/15 \u00a9 ucles 20152 fig. 2.1 shows an apparatus used to study the effect of minerals on plant growth. glass beaker covered with black paperplant cotton wool support for plant culture solution \u2013 minerals dissolved in distilled waterair supply \u2013 provides oxygen to roots, and bubbles keep culture solution well mixed fig. 2.1  (a) the plant grows better if air is bubbled through the solution surrounding its roots.   name the process that uses oxygen from the air to release energy in the plant\u2019s cells.  ... [1]  (b) an investigation was carried out into bean plants, using the apparatus shown in fig. 2.1.  table 2.1 shows the mean dry mass of three groups of bean plants grown in different solutions  for seven days. table 2.1 group culture solution mean dry mass of bean  plants / g acontains all minerals  required for growth9.4 b does not contain nitrogen 1.7 c does not contain magnesium 0.8",
+            "5": "5 0610/22/f/m/15 \u00a9 ucles 2015 [turn over  (i) explain why, compared with group a, the dry mass was less in group b and group c.  .. .  .. .  .. .  .. .  .. .  .. .  .. .  ..  [4]   (ii) describe the expected appearance of plants in group c at the end of the investigation.  ..  [1] [total: 6]",
+            "6": "6 0610/22/f/m/15 \u00a9 ucles 20153 (a) fig. 3.1 shows some of the structures present in the human thorax (chest).   identify the structures labelled p, q, r and s.   write your answers in the boxes on fig. 3.1. 3 4 5 6 [4] fig. 3.1  (b) table 3.1 shows the composition of inspired (inhaled) and expired (exhaled) air. table 3.1 gas inspired air / % expired air / % carbon dioxide  0.03  3.90 nitrogen 79.00 79.00 oxygen 20.97 17.10   (i) expired air has more carbon dioxide then inspired air.    approximately how many times greater was the percentage of carbon dioxide in the  expired air than in the inspired air?    choose your answer from this list. \u00d71.3                \u00d713                \u00d7130                \u00d71300   ... [1]",
+            "7": "7 0610/22/f/m/15 \u00a9 ucles 2015 [turn over  (ii) there is no difference in the nitrogen content of inspired and expired air.    suggest a reason for this.  .. .  ..  [1]   (iii) expired air often contains more water vapour than inspired air.     explain how this water vapour gets into the expired air.  .. .  .. .  .. .  ..  [2]",
+            "8": "8 0610/22/f/m/15 \u00a9 ucles 2015 (c) table 3.2 shows the effects of exercise on the rate of oxygen uptake and the rate of energy  use. table 3.2 type of exerciserate of oxygen uptake  / dm3 per minuterate of energy use / kj per minute normal walking 1.5  3.0 walking uphill 3.0  5.5 running quickly 5.0  9.0 running at maximum  speed5.0 12.0   (i) describe what happens to the rate of oxygen uptake as activity increases.  .. .  .. .  .. .  ..  [2]   (ii) use the results in table 3.2 to calculate how many kilojoules of energy are needed to  run quickly for 12 minutes.   .. kj  [1]   (iii) 1 g of sugar provides about 18.0 kj of energy.    calculate how much sugar would be needed to run at maximum speed for 30 seconds.    show your working.   ... g  [2] [total: 13]",
+            "9": "9 0610/22/f/m/15 \u00a9 ucles 2015 [turn over4 fig. 4.1 shows a wild pig and a saddleback pig. the drawings are to the same scale. saddleback pig wild pig fig. 4.1  (a) the saddleback pig has been produced from the wild pig by artificial selection (selective  breeding).   suggest two useful characteristics, visible in fig. 4.1, which the farmers selected when  breeding the saddleback pig. 1   ...  .. . 2   ...  ..  [2]  (b) explain how the saddleback pig could have been produced by artificial selection.  .. .  .. .  .. .  .. .  .. .  ..  [3]",
+            "10": "10 0610/22/f/m/15 \u00a9 ucles 2015 (c) there are different varieties of sheep. some of these varieties have white wool and some  have brown wool.   the allele for white wool colour, n, is dominant to the allele for brown wool colour, n.   a genetic diagram for the result of crossing a white-coloured sheep with a brown-coloured  sheep is shown in fig. 4.2.   complete the genetic diagram to show how wool colour is inherited in this cross. white wool sduhqwdo\u0003skhqrw\\sh sduhqwdo\u0003jhqrw\\sh jdphwhv riivsulqj\u0003jhqrw\\sh riivsulqj\u0003skhqrw\\sh brown   brown wool nn     fig. 4.2 [4] [total: 9]",
+            "11": "11 0610/22/f/m/15 \u00a9 ucles 2015 [turn over5 (a) fig. 5.1 shows a power station. power stations release waste gases into the atmosphere  when they burn fossil fuels. fig. 5.1    name two gases that cause pollution when released into the atmosphere.    state one effect of each of these gases on the environment. gas  .. .. effect  ... ...  .. . gas  .. .. effect  ... ...  ..  [4]  (b) in some countries wood is an important fuel. wood may be collected by cutting down trees in  forests.   state three  undesirable effects of deforestation.  .. .  .. .  .. .  .. .  .. .  ..  [3] [total: 7]",
+            "12": "12 0610/22/f/m/15 \u00a9 ucles 20156 fig. 6.1 represents an example of a human menstrual cycle. 25 menstruation (menstrual \u00b6period\u00b7)number of days ovulation (day 16 in this example) this part of the cycle is variable in lengththe time from ovulation to the start of menstruation is always 14 days 20 15 0 10 5 fig. 6.1  (a) state the part of the menstrual cycle which is always the same length.  ..  [1]  (b) (i) a woman\u2019s period started on august 2nd and her next period started on august 29th.    calculate the length of her menstrual cycle for that month.    ... days [1]   (ii) human sperms can live for up to 48 hours in the female\u2019s reproductive system, and  human eggs live for 24 hours after release.    ovulation occurred on 16th august.    state the dates in august on which intercourse could result in fertilisation taking place.    . august [2]",
+            "13": "13 0610/22/f/m/15 \u00a9 ucles 2015 [turn over (c) during menstruation a woman loses blood. this can cause a woman to be anaemic.   symptoms of anaemia are lack of energy, pale colour and tiredness.   explain how these symptoms can be caused by the blood loss during menstruation.  .. .  .. .  .. .  .. .  .. .  ..  [3]  (d) when a woman becomes pregnant a placenta and umbilical cord will form.   state the names of three  substances which must be able to pass from the woman to the  developing fetus across the placenta. 1   ... 2   ... 3   .. [3]  (e) in the plant life cycle seeds and fruits are dispersed.   fig. 6.2 shows an example of a fruit. fig. 6.2   (i) suggest one way in which this fruit is adapted so that animals are likely to eat it.  .. .  ..  [1]",
+            "14": "14 0610/22/f/m/15 \u00a9 ucles 2015  (ii) the animals help to disperse the fruit and seeds.    suggest two advantages of fruit and seed dispersal. 1   ...  .. . 2   ...  ..  [2] [total: 13]",
+            "15": "15 0610/22/f/m/15 \u00a9 ucles 2015 [turn over7 fig. 7.1 shows the human alimentary canal and some of the organs associated with it. a b c e f g hd fig. 7.1  (a) use letters from fig. 7.1 to identify which structure carries out a particular function. write your  answers in table 7.1. table 7.1 function letter ingestion of food bile storage fat digestion  egestion [4]  (b) name the process which moves food from d to f.  ..  [1]",
+            "16": "16 0610/22/f/m/15 \u00a9 ucles 2015 (c) a student investigated the digestion of fats by the enzyme lipase.   he found that as lipase digested the fats, the ph of the solution changed from ph 8 to ph 6.   (i) explain why the digestion of fats changed the ph of the solution.  .. .  .. .  .. .  ..  [2]   (ii) fig. 7.2 shows three test-tubes that were set up for this experiment. a lipase fat ph indicator distilled waterlipase fat ph indicator bileboiled lipase fat ph indicator bilebc fig. 7.2   the time taken for the indicator to change colour after the lipase was added was measured.  the results are shown in table 7.2. table 7.2 test-tube time taken to change colour / minutes a 6.5 b 1.0 c no change after 25 minutes",
+            "17": "17 0610/22/f/m/15 \u00a9 ucles 2015 [turn over   explain why the indicator in test-tube b changes colour much faster than the indicator in  test-tube a.  .. .  .. .  .. .  .. .  .. .  ..  [3]  (d) some biological washing powders contain lipase. instructions on the packet state that  biological washing powders should be used in warm water but not in very hot water.   explain why warm water should be used instead of very hot water. use fig. 7.2 and table 7.2  to help with your answer.  .. .  .. .  .. .  ..  [2]  (e) eating too much fat can be harmful.   state one way in which too much fat can be harmful to human health.  ..  [1] [total: 13]",
+            "18": "18 0610/22/f/m/15 \u00a9 ucles 20158 fig. 8.1 shows a woodland food web. hawk sparrows woodpeckers caterpillars aphids beetles flies oak tree primrosesblue tits spidersowl fig. 8.1  not drawn to scale  (a) (i) name one organism in this food web which can trap light energy to produce sugars.  ..  [1]   (ii) complete this food chain from the food web shown in fig. 8.1. write the name of one  organism in each box. spiders [2]",
+            "19": "19 0610/22/f/m/15 \u00a9 ucles 2015 (b) (i) define the term population .  .. .  .. .  ..  [2]   (ii) define the term trophic level , using an example from fig. 8.1.  .. .  .. .  ..  [2]  (c) some of the leaves and fruit from the oak tree are not eaten by organisms shown in the food  web. the leaves and fruit fall to the ground where they are slowly broken down.   (i)  name one kind of organism responsible for this break down.  ..  [1]   (ii) explain how this break down is helpful to the oak trees.  .. .  .. .  .. .  ..  [2] [total: 10]",
+            "20": "20 0610/22/f/m/15 \u00a9 ucles 2015permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here 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 onl ine in the cambridge international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to do wnload at www.cie.org.uk after  the live examination series. cambridge international examinations is part of the cambridge assessment group. cambridge assessment is the brand name of unive rsity of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge.blank page"
+        },
+        "0610_m15_qp_32.pdf": {
+            "1": "this document consists of 22 printed pages and 2 blank pages. dc (lk/fd) 99109/3 \u00a9 ucles 2015 [turn overcambridge international examinations cambridge international general certificate of secondary education *6367955412* biology  0610/32 paper 3 extended february/march 2015  1 hour 15 minutes candidates answer on the question paper. no additional materials are required. read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen. y ou may use an hb pencil for any diagrams or graphs. do not use staples, paper clips, glue or correction fluid. do not write in any barcodes. answer all questions. electronic calculators may be used. y ou may lose marks if you do not show your working or if you do not use appropriate units. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [ ] at the end of each question or part question. the syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificat e.",
+            "2": "2 0610/32/f/m/15 \u00a9 ucles 20151  fig. 1.1 shows a diagram of a cross-section of a dicotyledonous leaf, as seen using a light  microscope. $ % fig. 1.1  (a) (i) name tissue a and cell b. a  . .. b  . . [2]   (ii) describe two ways in which tissue a is adapted for maximum photosynthesis. 1   ...  .. . 2   ...  ..  [2]",
+            "3": "3 0610/32/f/m/15 \u00a9 ucles 2015 [turn over (b) plants use carbon dioxide for photosynthesis.   (i) describe where and how carbon dioxide enters a leaf.    .. .  .. .  .. .  .. .  .. .  .. .  ..  [3]   (ii)  state the two products of photosynthesis.  ..  [1]",
+            "4": "4 0610/32/f/m/15 \u00a9 ucles 2015 (c) hydrophytes are plants that grow in water. fig. 1.2 shows a photograph of indian lotus,  nelumbo nucifera , which is a hydrophyte. fig. 1.2   describe and explain two adaptations of hydrophytes to their environment. adaptation  ... ..  .. . explanation  .. .  .. .  .. .  adaptation  ... ..  .. . explanation  .. .  .. .  ..  [4]  [total: 12]",
+            "5": "5 0610/32/f/m/15 \u00a9 ucles 2015 [turn over 2 coat colour in cattle is inherited in a very similar way to blood groups in humans. the gene for coat  colour has two codominant alleles:    cb which is the allele for brown coat    cw which is the allele for white coat.  table 2.1 shows the genotypes and phenotypes of different coat colours seen in a herd of cattle. table 2.1 genotype phenotype cbcbbrown cwcwwhite cbcwroan  (a) (i) explain the term  codominance .  .. .  .. .  .. .  .. .  ..  [2]    (ii) a farmer crossed several roan coloured cows with a roan coloured bull.      complete the genetic diagram to show the ratio of expected phenotypes among the  offspring. parental phenotypes roan cow c bcw\u00d7 roan bull cbcw parental genotypes \u00d7 gametes ... ... ... ... offspring genotypes  . . . . offspring phenotypes . . . . phenotypic ratio . [4]",
+            "6": "6 0610/32/f/m/15 \u00a9 ucles 2015 (b) a farmer has a herd of cows that produce milk. the farmer wants to improve the milk yield  of the herd by using artificial selection (selective breeding). the farmer buys semen (fluid containing sperm) to inseminate the cows artificially.   (i) describe how the farmer could improve the milk yield of the cows using artificial selection.  .. .  .. .  .. .  .. .  .. .  .. .  ..  [3]   (ii) suggest one useful feature, other than milk yield and coat colour, which a farmer might  wish to develop in a herd of cows.  .. .  ..  [1]  (c) milk yield can also be increased by injecting cows with the hormone bovine somatotropin  (bst).   explain why there may be concerns about the use of this hormone to increase milk yield.   .. .  .. .  .. .  .. .  .. .  .. .  ..  [3]  [total: 13]",
+            "7": "7 0610/32/f/m/15 \u00a9 ucles 2015 [turn overquestion 3 begins on page 8.",
+            "8": "8 0610/32/f/m/15 \u00a9 ucles 20153 excretion is the process of removing waste products of metabolism from the body.  (a) name the two main products of metabolism that need to be excreted from the human body.  ..  [2]  (b) the kidney is one of the main excretory organs of the body. its role is to filter the blood. some  substances leave the blood and are removed from the body in the urine. the concentration of protein in the blood entering the kidneys in the renal arteries is 83 g dm \u20133.   state the concentration of protein that you would expect in the urine of a healthy person and  explain your answer. concentration   . g dm\u20133 explanation ... .  .. .  .. .  ..  [2]  (c) dialysis can be used to treat people whose kidneys do not function properly.   fig. 3.1 shows dialysis treatment.  blood pumpmovement of blood movement of dialysis fluid movement of  substances in and out of blood.h\\ blood from patient blood returns to patientbubble trap fresh dialysis fluiddialysis membraneused dialysis fluiddialysis unit fig. 3.1",
+            "9": "9 0610/32/f/m/15 \u00a9 ucles 2015 [turn over  use fig. 3.1 to describe the process of dialysis and explain changes that occur in a person\u2019s  blood.  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  ..  [5]  (d) some people with kidney failure are given a kidney transplant.   state one advantage and one disadvantage of having a kidney transplant instead of dialysis  treatment. advantage  ..   .. . disadvantage  .  ..  [2]  (e) the liver is another excretory organ of the body. the liver breaks down hormones and drugs,  such as alcohol.   (i) state one function of the liver other than  the breakdown of hormones and drugs.  .. .  .. .  ..  [1]",
+            "10": "10 0610/32/f/m/15 \u00a9 ucles 2015  (ii) describe two effects on the body of long-term, excessive consumption of alcohol. 1   ...  .. . 2   ...  ..  [2]   (iii) suggest  one social implication of alcohol misuse.  .. .  ..  [1]  [total: 15]",
+            "11": "11 0610/32/f/m/15 \u00a9 ucles 2015 [turn overquestion 4 begins on page 12.",
+            "12": "12 0610/32/f/m/15 \u00a9 ucles 20154 (a) fig. 4.1 shows the structure of a typical fish. gruvdo\u0003ilq fdxgdo\u0003ilq dqdo\u0003ilq shoylf\u0003ilq shfwrudo\u0003ilqorzhu pdqgleohxsshu pdqgleoh fig 4.1   fig. 4.2 shows four species of freshwater fish, a, b, c and d. a b cd polyodon spathula salmo truttaprotopterus dolloi haplochromis nyererei not drawn to the same scale fig. 4.2",
+            "13": "13 0610/32/f/m/15 \u00a9 ucles 2015 [turn over biologists use dichotomous keys to identify different species.  describe one visible feature of each species of fish a, b, c and d, that could be used to distinguish  it from the other three species in fig. 4.2.   only  use descriptions of the features labelled in fig. 4.1  in your answers.  write your answers in table 4.1. table 4.1 fish distinguishing feature a bcd  [4]",
+            "14": "14 0610/32/f/m/15 \u00a9 ucles 2015 (b) pollution is harm done to the environment by release of substances produced by human  activities. acid rain is one form of pollution that damages many lakes, ponds and rivers.   (i) state one pollutant that causes acid rain.  ..  [1]   (ii) fig. 4.3 shows the effect of ph on the mean number of species of fish found in lakes in  new y ork state, usa. 4.001234567 4.5 5.0 5.5 6.0 phmean number of fish species in the lake 6.5 7.0 7.5 8.0 fig. 4.3    describe the results shown in fig. 4.3.  .. .  .. .  .. .  .. .  .. .  .. .  ..  [3]   (iii) explain the effects of acid rain on the environment.  .. .  .. .  .. .  .. .  ..  [2]  [total: 10]",
+            "15": "15 0610/32/f/m/15 \u00a9 ucles 2015 [turn overquestion 5 begins on page 16.",
+            "16": "16 0610/32/f/m/15 \u00a9 ucles 20155 many flowering plants can reproduce sexually and asexually.  (a) (i) define the term asexual reproduction .  .. .  .. .  .. .  .. .  ..  [2]   (ii) state  one advantage and  one disadvantage of asexual reproduction for flowering plants. advantage   ..  .. . disadvantage   .  ..  [2]  (b) fig. 5.1 shows a potato plant,  solanum tuberosum, grown from a tuber. the tubers that potato  plants are grown from are commonly referred to as seed potatoes. iorzhu vwhp xqghujurxqg vwhp \\rxqj wxehu\u0003 rog\u0003vhhg srwdwrurrwvwxehughyhorslqj wxehu fig. 5.1",
+            "17": "17 0610/32/f/m/15 \u00a9 ucles 2015 [turn over  (i)  define the term growth .  .. .  .. .  .. .  .. .  ..  [2]   (ii) potatoes can reproduce asexually by means of tubers. the parent plant produces  underground stems, which eventually form tubers.    with reference to fig. 5.1, describe how tubers are formed from the underground stems  in potatoes.  .. .  .. .  .. .  .. .  .. .  .. .  ..  [3]",
+            "18": "18 0610/32/f/m/15 \u00a9 ucles 2015 (c) a student conducted an experiment to investigate the percentage change in mass of potato  tuber tissue when placed in different concentrations of sucrose solution. the potato tuber  tissue was cut into cubes of the same size.   fig. 5.2 shows a graph of the results. 0.0 -40 concentration of sucrose solution  / mol  dm-3percentage change in mass -30-20-10010203040 0.2 0.4 0.6 0.8 1.0 1.2 fig. 5.2   (i) use fig. 5.2 to predict the percentage change in mass of a cube of potato tuber tissue  placed in 1.2 mol dm\u20133 sucrose solution.  ..  [2]",
+            "19": "19 0610/32/f/m/15 \u00a9 ucles 2015 [turn over  (ii) explain the results shown in fig. 5.2 in terms of water potential:     \u0081 between sucrose concentrations of 0.0 \u2013 0.4 mol dm\u20133     \u0081 at sucrose concentration 0.4 mol dm\u20133      \u0081 between sucrose concentrations of 0.4 \u2013 1.0 mol dm\u20133. between 0.0 \u2013 0.4 mol dm\u20133  ...  .. .  .. .  .. .  .. . at 0.4 mol dm\u20133  ...  .. .  .. .  .. . between 0.4 \u2013 1.0 mol dm\u20133  ...  .. .  .. .  .. .  ..  [5]",
+            "20": "20 0610/32/f/m/15 \u00a9 ucles 2015 (d) pollination is the transfer of pollen from the anther to the stigma. pollen can be transferred to  the stigma by being carried by the wind or by animals.    fig. 5.3 shows a photograph of a wind-pollinated flowering plant . fig. 5.3   (i) state two structural adaptations of a flower for wind-pollination. 1   ... 2   .. [2]   (ii) state how self-pollination differs from cross-pollination.    .. .  .. .  ..  [1]   (iii) suggest one reason why self-pollination might be advantageous to a population of  plants.  .. .  .. .  ..  [1]  [total: 20]",
+            "21": "21 0610/32/f/m/15 \u00a9 ucles 2015 [turn over6 fig. 6.1 shows changes in the global human population between 1910 and 2010. 1910010002000300040005000600070008000 1930 1950 year population (in millions) 1970 1990 2010 fig. 6.1  (a) improved food production has contributed to the increase in the human population.    (i) state and explain two ways in which modern technology has resulted in increased food  production.   .. .  .. .  .. .  .. .  ..  [2]   (ii) state one reason, other than  food production, why the human population has increased  so rapidly between 1910 and 2010.  .. .  ..  [1]",
+            "22": "22 0610/32/f/m/15 \u00a9 ucles 2015 (b) in view of the increasing human population, people are sometimes encouraged to eat less  meat and more fruit and vegetables, to improve the energy efficiency of their food supply.   explain why eating less meat and more fruit and vegetables is more energy efficient.  .. .  .. .  .. .  .. .  .. .  .. .  ..  [3]  (c) as the human population has increased, forests have been cleared for farming.   outline the effects of deforestation on the environment.  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  ..  [4]  [total: 10]",
+            "23": "23 0610/32/f/m/15 \u00a9 ucles 2015blank page",
+            "24": "24 0610/32/f/m/15 \u00a9 ucles 2015permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here 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 onl ine in the cambridge international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to do wnload at www.cie.org.uk after  the live examination series. cambridge international examinations is part of the cambridge assessment group. cambridge assessment is the brand name of unive rsity of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge.blank page"
+        },
+        "0610_m15_qp_52.pdf": {
+            "1": "this document consists of 9 printed pages and 3 blank pages. dc (ac/sg) 99149/2 \u00a9 ucles 2015 [turn overcambridge international examinations cambridge international general certificate of secondary education *2652824482* biology  0610/52 paper 5  practical test february/march 2015  1 hour 15 minutes candidates answer on the question paper. additional materials: as listed in the confidential instructions. read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen. y ou may use an hb pencil for any diagrams or graphs. do not use staples, paper clips, glue or correction fluid. do not write in any barcodes. answer all questions. electronic calculators may be used. y ou may lose marks if you do not show your working or if you do not use appropriate units. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question. the syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificat e.for examiner\u2019s use 1 2 total",
+            "2": "2 0610/52/f/m/15 \u00a9 ucles 2015read through all the questions on this paper carefully before starting work. 1 y east is a single-celled organism that is used in bread-making and brewing.  y ou will investigate the process of respiration using an active yeast culture.  the active yeast culture has been prepared in a glucose solution and has been kept in a warm  environment. the glucose was dissolved in cooled, boiled water (boiling removed the gases from  the water) before the yeast was added.  \u0081 put on the eye protection provided.  \u0081 stir the contents of the container labelled yeast culture .  \u0081  using the syringe, measure 10 cm3 of yeast culture and place into each of the test-tubes,  labelled a and b.   \u0081  place test-tubes a and b in the beaker of warm water. they must  remain in the warm water  throughout this investigation.  \u0081  using the dropping pipette, carefully introduce drops of oil down the inside of test-tube  b onto  the surface of the yeast culture, until a complete layer, covering the surface, is formed.  \u0081  remove the film that is covering the test-tubes containing the hydrogencarbonate indicator  solution.  \u0081  set up the apparatus provided as shown in fig. 1.1. make sure that the open end of the  delivery tube is below the surface of the hydrogencarbonate solution. care is needed when inserting the bung into test -tubes a and b. air-tight bungs delivery tube delivery tube beaker of warm water hydrogencarbonate indicator solution yeast culture in glucose solutionhydrogencarbonate indicator solutionbeaker to support  test-tube abbeaker to support test-tube layer of oil fig. 1.1",
+            "3": "3 0610/52/f/m/15 \u00a9 ucles 2015 [turn over (a) (i) describe the colour of the hydrogencarbonate indicator solution and what you observe in  the yeast cultures. hydrogencarbonate indicator solution  ... .. . yeast cultures  .  ..  [2]   every five minutes for ten minutes (0, 5 and 10 minutes), you are going to observe and record  the number of bubbles released from test-tubes a and b into the hydrogencarbonate indicator  solution in one minute and the colour of the hydrogencarbonate indicator solution    (ii) prepare a table to record these results and observations.  [3]   (iii) now, count the number of bubbles and observe the colour.    record these results and observations in your table. these are the results for 0 minutes.   repeat this after 5 and 10 minutes.   [3]",
+            "4": "4 0610/52/f/m/15 \u00a9 ucles 2015  (iv) compare the appearance of the yeast cultures in test-tubes a and b.   .. .  .. .  ..  [1]   (v) describe and explain the results and observations shown in your table.  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .[4]  (b) explain why:   (i) the yeast culture was stirred at the beginning of the investigation  .. .  .. .  ..  [1]   (ii) the oil was introduced into test-tube b  .. .  .. .  ..  [1]   (iii) the test-tubes containing the yeast culture were kept in a container of warm water.  .. .  .. .  ..  [1]",
+            "5": "5 0610/52/f/m/15 \u00a9 ucles 2015 [turn over (c) suggest two sources of error in this investigation. for each source of error, suggest an  improvement to reduce this source of error. source of error  ..   .. . improvement  .. ...  .. . source of error  ..   .. . improvement  .. ...  .. .[4]  (d) fig. 1.2 shows yeast as seen using a microscope. x 5000p q fig. 1.2   (i) describe what is occurring in fig. 1.2.  ..  [1]",
+            "6": "6 0610/52/f/m/15 \u00a9 ucles 2015  (ii) y ou are going to calculate the actual length of a yeast cell shown in fig. 1.2.    measure the length of line pq. length of line pq   mm    calculate the actual length of the cell.   show your working.  actual length of cell ... mm  [3]  [total: 24]",
+            "7": "7 0610/52/f/m/15 \u00a9 ucles 2015 [turn over2 y ou are provided with half of a fresh strawberry fruit. this is a false fruit as the edible part has  developed from a swollen receptacle.  \u0081 remove the plastic film.  \u0081 use the hand lens to observe the fruit.  (a) (i) make a large, labelled drawing of this fruit to show the cut surface. turn the fruit over and  make a second large, labelled drawing to show the outer surface. the second drawing should show the arrangement of the seeds. cut surface                 outer surface  [5]   (ii) suggest how the fruit may be dispersed to spread the seeds to new areas.  .. .  .. .  .. .  .. .  ..  [2]",
+            "8": "8 0610/52/f/m/15 \u00a9 ucles 2015 (b) (i) describe how you would safely test this fruit to show the presence of reducing sugar.  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  ..  [4]   (ii) describe how you would test this fruit to show the presence of protein.  .. .  .. .  .. .  .. .  ..  [2]    y ou will now carry out these tests.   \u0081  put on the eye protection provided.    \u0081  cut the fruit into small pieces and use approximately half for each test.    \u0081  raise your hand if you need a supply of hot water.",
+            "9": "9 0610/52/f/m/15 \u00a9 ucles 2015  (iii) record your observations and conclusions in table 2.1. table 2.1. reducing sugar protein observation  conclusion  [3]  [total: 16]",
+            "10": "10 0610/52/f/m/15 \u00a9 ucles 2015blank page",
+            "11": "11 0610/52/f/m/15 \u00a9 ucles 2015blank page",
+            "12": "12 0610/52/f/m/15 \u00a9 ucles 2015permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here 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 onl ine in the cambridge international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to do wnload at www.cie.org.uk after  the live examination series. cambridge international examinations is part of the cambridge assessment group. cambridge assessment is the brand name of unive rsity of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge.blank page"
+        },
+        "0610_m15_qp_62.pdf": {
+            "1": "this document consists of 9 printed pages and 3 blank pages. dc (ac/sg) 99150/2 \u00a9 ucles 2015 [turn overcambridge international examinations cambridge international general certificate of secondary education *9073589209* biology  0610/62 paper 6 alternative to practical february/march 2015  1 hour candidates answer on the question paper. no additional materials are required. read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen. y ou may use an hb pencil for any diagrams or graphs. do not use staples, paper clips, glue or correction fluid. do not write in any barcodes. answer all questions. electronic calculators may be used. y ou may lose marks if you do not show your working or if you do not use appropriate units. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question. the syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificat e.",
+            "2": "2 0610/62/f/m/15 \u00a9 ucles 20151 y east is a single-celled organism that is used in bread-making and brewing.  some students carried out an investigation into respiration in an active yeast culture.  the active yeast culture was prepared in a glucose solution and was kept in a warm environment.  the glucose was dissolved in cooled, boiled water, (boiling removed the gases from the water) before the yeast was added.  the yeast culture was stirred and 10 cm3 added to each of test-tubes a and b.  in test-tube b, a few drops of oil were carefully added to form a layer on the surface of the yeast  culture.  the apparatus was set up as shown in fig. 1.1. air-tight stoppers delivery tube delivery tube beaker of warm water hydrogencarbonate indicator solution yeast culture in glucose solutionhydrogencarbonate indicator solutionbeaker to support  test-tube ablayer of oil fig. 1.1  the appearance of the yeast cultures and hydrogencarbonate indicator solutions were recorded.  the numbers of bubbles released from test-tubes a and b into the hydrogencarbonate indicator  solution were also recorded.   this was repeated at five minute intervals.   the results and observations were recorded in table 1.1.",
+            "3": "3 0610/62/f/m/15 \u00a9 ucles 2015 [turn overtable 1.1 time  / minappearance of yeast  culture in a and bnumber of  bubbles released  in one minuteappearance of the  hydrogencarbonate  indicator solution ab a b a b   0 pale cream bubbles  formingpale cream no bubbles0 0 red red   5 foam starting  to form on topbubbles  forming5 4 pale red red 10 thicker foam  on topfrothy below  oil8 6 pale pink pale red 15 thicker foam  on topfrothy below  oil11 9 yellow-pink pale pink  red 20 foam 2 cm in  depthfoam  0.5 mm in  depth16 12 yellow yellow-pink  (a) (i) draw a graph of the results on the grid below. use the same set of axes to show the  number of bubbles released in one minute for the 20 minute period from test-tubes a  and b.  [5]  ",
+            "4": "4 0610/62/f/m/15 \u00a9 ucles 2015  (ii) describe and explain the results and observations shown in table 1.1.  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  ..  [5]   (iii) suggest why the number of bubbles released per minute would decrease for both  test-tubes a and b after a period of 24 hours.  .. .  .. .  ..  [1]  (b) explain why:   (i) the yeast culture was stirred at the beginning of the investigation  .. .  .. .  ..  [1]   (ii) the oil was introduced into test-tube b  .. .  .. .  ..  [1]",
+            "5": "5 0610/62/f/m/15 \u00a9 ucles 2015 [turn over  (iii) the test-tubes containing the yeast culture were kept in a container of warm water.  .. .  .. .  ..  [1]  (c) for this investigation give:   (i) the independent variable (variable that is deliberately changed)  .. .  .. .  ..  [1]   (ii) two  variables that need to be controlled.  .. .  .. .  .. .  .. .  ..  [2]  (d) the dependent variable in this investigation was the rate of respiration. this cannot be  measured directly.   describe how the rate of respiration was determined in this investigation.  .. .  .. .  .. .  .. .  ..  [2]",
+            "6": "6 0610/62/f/m/15 \u00a9 ucles 2015 (e) fig. 1.2 shows yeast as seen using a microscope. x 5000p q fig. 1.2   (i) name the process that is occurring in fig. 1.2.    ..  [1]   (ii) y ou are going to calculate the actual length of a yeast cell shown in fig. 1.2.    measure the length of line pq. length of line pq   mm    calculate the actual length of the yeast cell.    show your working.  actual length of cell ... mm  [3]  [total: 23]",
+            "7": "7 0610/62/f/m/15 \u00a9 ucles 2015 [turn over2 fig. 2.1 shows two halves of a fresh strawberry fruit. this is a false fruit as the edible part has  developed from a swollen receptacle and the seeds are found in structures called achenes on the surface of the strawberry. fig. 2.1  (a) (i) make a large, labelled drawing of this fruit to show the cut surface. make a second  large, labelled drawing to show the outer surface. the second drawing should show the arrangement of the seeds. cut surface                 outer surface  [5]",
+            "8": "8 0610/62/f/m/15 \u00a9 ucles 2015  (ii) suggest how the fruit may be dispersed to spread the seeds to new areas.  .. .  .. .  .. .  .. .  ..  [2]  (b) (i) describe how you would safely test this fruit to show the presence of reducing sugar.  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  ..  [4]    (ii) describe how you would test this fruit to show the presence of protein.  .. .  .. .  .. .  .. .  ..  [2]",
+            "9": "9 0610/62/f/m/15 \u00a9 ucles 2015 (c) fig. 2.2 shows two different strawberry fruits, s and t, from species of strawberry plants that  grow in different habitats. st fig. 2.2   (i) describe two similarities , visible in fig. 2.2, between the two fruits.  .. .  .. .  .. .  .. .  ..  [2]   (ii) complete table 2.1 to describe two differences , visible in fig. 2.2, between the two  fruits. table 2.1 feature st seeds shape  [2]  [total: 17]",
+            "10": "10 0610/62/f/m/15 \u00a9 ucles 2015blank page",
+            "11": "11 0610/62/f/m/15 \u00a9 ucles 2015blank page",
+            "12": "12 0610/62/f/m/15 \u00a9 ucles 2015permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here 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 onl ine in the cambridge international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to do wnload at www.cie.org.uk after  the live examination series. cambridge international examinations is part of the cambridge assessment group. cambridge assessment is the brand name of unive rsity of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge.blank page"
+        },
+        "0610_s15_qp_11.pdf": {
+            "1": "  this syllabus is approved for use in england, wales and northern i reland as a cambridge international level 1/level 2 certifica te.  this document consists of 16 printed pages.  ib15 06_0610_11/2rp  \u00a9 ucles 2015 [turn over       *8833948694* cambridge international examinations  cambridge international general certificate of secondary education       biology 0610/11     paper 1  multiple choice  may/june 2015     45 minutes    additional materials: multiple choice answer sheet    soft clean eraser    soft pencil (type b or hb is recommended)        read these instructions first    write in soft pencil.  do not use staples, paper clips, glue or correction fluid. write your name, centre number and candidate number on the answer sheet in the spaces provided  unless this has been done for you.  do not  write in any barcodes.   there are forty  questions on this paper. answer all questions. for each question there are four possible  answers a, b, c and d.   choose the one you consider correct and record your choice in soft pencil  on the separate answer sheet.    read the instructions on the answer sheet very carefully.   each correct answer will score one mark. a mark will not be deducted for a wrong answer. any rough working should be done in this booklet. electronic calculators may be used.                             ",
+            "2": "2  \u00a9 ucles 2015 0610/11/m/j/15  1 the diagram illustrates some of the processes carried out by living organisms.    green plantchicken waste productswaste productscarbon dioxide to atmosphereoxygen from atmosphere xlight energy     which characteristic of living organisms is represented by arrow x?  a excretion  b nutrition  c respiration  d sensitivity      2 what is a correct way of naming a species, according to the binomial system?   a homo sapiens   b homo sapiens   c human being  d sapiens    ",
+            "3": "3  \u00a9 ucles 2015 0610/11/m/j/15 [turn over  3 the diagram shows four arthropods.    pediculus   \u00d720   dermacentor   \u00d77  anopheles   \u00d710 carcinus   \u00d70.5     how many of these arthropods are insects?  a 1 b 2 c 3 d 4     4 the key can be used to distinguish between four different chemical substances.   use the key to identify which substance could be a protein.  1 contains the element carbon  ... go to 2   does not contain carbon  .. a  2 contains the element nitrogen  . b   does not contain nitrogen  . .. go to 3  3 gives a positive result with benedict\u2019s test  .. c   gives a negative result with benedict\u2019s test   d     ",
+            "4": "4  \u00a9 ucles 2015 0610/11/m/j/15  5 the diagram shows two guard cells from a leaf.    which labelled part would also be found in liver cells?    a b c d     6 the diagram shows part of a leaf in cross-section.    x y    structures x and y are both part of the same  a cell.  b organ.  c tissue.  d vessel.     ",
+            "5": "5  \u00a9 ucles 2015 0610/11/m/j/15 [turn over  7 the diagram shows a plant cell.        which features show that it is a plant cell?  a it has a cell wall and a vacuole.  b it has a nucleus and cytoplasm.  c it has a nucleus but no chloroplasts.  d it has chloroplasts but no vacuole.      8 in a section through a plant, a student f ound a group of long, microscopic structures. the  structures lacked end walls, cytoplasm and nuclei.    which identification and reason best matches the student\u2019s observations?     identification reason  a root hair cells they do not contain a nucleus when mature  b root hair cells they do not contain cytoplasm to absorb water  c xylem vessels they can support the plant better without cytoplasm  d xylem vessels they need to be hollow to carry water efficiently     9 the diagram shows a specialised cell cut in half.        what does this diagram indicate about the structure of this cell?  a the cell has a cell wall.  b the cell is concave on each side.  c the cell is long and thin.  d the cell is red and carries oxygen.    ",
+            "6": "6  \u00a9 ucles 2015 0610/11/m/j/15  10 how do carbon dioxide and oxygen move in and out of a mesophyll cell?  a active transport  b diffusion  c respiration  d transpiration     11 during osmosis, which molecules move and through which type of membrane?     molecules  moving type of  membrane  a oxygen partially permeable  b oxygen permeable  c water partially permeable  d water permeable      12 the diagram shows an experiment on the digestion of the protein in egg albumen by protease.    the protease was taken from a human stomach.    in which test-tube will the protein be digested most quickly?    a b c d egg albumen + proteaseegg albumen + dilute hydrochloric acidegg albumen + dilute hydrochloric acid + proteaseegg albumen + dilute hydrochloric acid + boiled proteasewater-bath at 37  \u00b0c       13 which effect does a gradual decrease in ph from 13 to 1 have on the action of amylase?  a slows it down only  b slows it down then speeds it up  c speeds it up only  d speeds it up then slows it down   ",
+            "7": "7  \u00a9 ucles 2015 0610/11/m/j/15 [turn over  14 the diagram represents a protein molecule.        what do the small circles represent?  a amino acids  b fatty acids  c glycerol  d simple sugars     15 poor nutrition can lead to a condition called rickets in which bones fail to develop properly.    the table shows some minerals and vitamins present in four foods.    which food would be best for a child who has rickets?     calcium iron vitamin c vitamin d   a \u0013 \u0017 \u0013 \u0017 key  b \u0013 \u0017 \u0017 \u0013 \u0013= substance present  c \u0017 \u0013 \u0013 \u0017 \u0017= substance absent  d \u0017 \u0013 \u0017 \u0013      16 which components make up most of the dry mass of a balanced diet?  a calcium compounds, carbohydrates and fats  b carbohydrates, fats and proteins  c fats, proteins and vitamins  d proteins, vitamins and calcium compounds    ",
+            "8": "8  \u00a9 ucles 2015 0610/11/m/j/15  17 the diagram shows a plant shoot and the same shoot six hours later.    plant shoot same shoot six hours later    which change in environmental conditions could cause this change in the shoot?  a a decrease in available water  b a decrease in light intensity  c a decrease in wind speed  d an increase in humidity    ",
+            "9": "9  \u00a9 ucles 2015 0610/11/m/j/15 [turn over  18 the diagrams show four different stages in one heart beat.    pq rsdirection in which blood is movingkey     what is the correct order for the stages after stage p?  a q \u2192 r \u2192 s  b r \u2192 q \u2192 s  c r \u2192 s \u2192 q  d s \u2192 r \u2192 q      19 why does chewing food speed up digestion?  a bacteria in the food are killed.  b food is mixed with protease.  c the surface area of the food is increased.  d the taste of food is improved.      20 which process in humans does not use energy released from respiration?  a cell division  b diffusion of oxygen  c muscle contraction  d protein synthesis     ",
+            "10": "10  \u00a9 ucles 2015 0610/11/m/j/15  21 the graph shows the results of an experiment to investigate the rate of respiration of an organism  at different temperatures.    00 10 20 30 temperature  / \u00b0crate of respiration 40 50 60     what explains the difference between the rate of respiration at 50  \u00b0c and that at 30  \u00b0c?  a enzymes working faster at 50  \u00b0c  b enzymes working more slowly at 50  \u00b0c  c less oxygen available at 50  \u00b0c  d more oxygen available at 50  \u00b0c     22 the diagram shows an experiment to investigate the respiration of yeast.    balloon yeast in sugar solutiongas evolved at the beginning after 24 hoursyeast, sugar and new compound       which gas is evolved and which new compound is present after 24 hours?     gas evolved new compound  a carbon dioxide ethanol (alcohol)  b carbon dioxide lactic acid  c oxygen ethanol (alcohol)  d oxygen lactic acid     ",
+            "11": "11  \u00a9 ucles 2015 0610/11/m/j/15 [turn over  23 which function does not occur in the kidneys?  a breakdown of alcohol    b removal of excess salts from the blood  c removal of excess water from the blood  d removal of urea from the blood     24 what is urea formed from?  a amino acids  b fatty acids  c glucose  d glycerol      25 what is not an effect of consumption of alcohol?  a liver damage  b loss of muscle coordination  c poor self control  d stimulation of the nervous system     26 which labelled part of the eye contains muscle?    cda b      27 which method of birth control is based on knowing the stage of a woman\u2019s menstrual cycle?  a condom  b contraceptive pill  c diaphragm  d rhythm method ",
+            "12": "12  \u00a9 ucles 2015 0610/11/m/j/15  28 the diagram shows some changes which take place during a woman\u2019s menstrual cycle.    00 71 4 time  / days21 28relative hormoneconcentrationprogesterone oestrogen     assuming ovulation occurs on day 14, what is occurring at the time of ovulation?  a a fall in the levels of oestrogen and progesterone  b a fall in the level of progesterone only  c a rise in the level of oestrogen   d a rise in the level of progesterone and fall in the level of oestrogen     29 development is defined as an increase in  a complexity.  b dry mass.  c number of cells.  d size.      30 in addition to a suitable temperature, what else is always necessary for seed germination?  a carbon dioxide and sunlight  b mineral ions  c sunlight and water  d water and oxygen      31 a genetic cross between two organisms may be shown as gg \u00d7 gg.    what does g represent?  a a dominant allele  b a dominant chromosome  c a recessive allele  d a recessive chromosome ",
+            "13": "13  \u00a9 ucles 2015 0610/11/m/j/15 [turn over  32 some fruit flies have orange eyes and others have red eyes.  if two orange-eyed fruit flies are crossed, their offspring always have orange eyes. if two red-eyed fruit flies are crossed, their offspring sometimes include both orange-eyed and  red-eyed flies.  what can be concluded from these observations?  a crossing an orange-eyed fly with a red-eyed fly will produce a 1  : 1 ratio in the offspring.  b the allele for orange eyes is dominant.  c the allele for red eyes is dominant.  d we could determine which allele is dominant only by doing a cross that produces a 3  : 1 ratio.      33 what can be continuously recycled in ecosystems?     carbon energy water  a \u0013 \u0013 \u0017  b \u0013 \u0017 \u0013  c \u0017 \u0017 \u0013  d \u0017 \u0013 \u0017     34 which diagram shows a pyramid of biomass for a woodland?    a b c d      ",
+            "14": "14  \u00a9 ucles 2015 0610/11/m/j/15  35 which of the following is an example of a food chain?  a carnivore \u2192 herbivore \u2192 producer   b flower \u2192 fruit \u2192 seed  c grass \u2192 antelope \u2192 lion  d starch \u2192 maltose \u2192 glucose     36 the diagram shows the movements of water between oceans, land and the air. the figures are  based on an annual mean precipitation of 100 units.    oceanslandevaporation 84precipitation (rain, snow, hail, sleet, etc) 7723transpiration evaporationx     what is the total of evaporation from the land and transpiration from plants at x?  a 7 b 13 c 16 d 77    ",
+            "15": "15  \u00a9 ucles 2015 0610/11/m/j/15 [turn over  37 what is shown in the diagram?    air plant animalfossil fuel photosynthesisrespirationburning decomposition     a a food web  b non-cyclical energy flow  c the carbon cycle  d the water cycle    38 the table shows the birth rates and death rates in four countries.    which country will double its population most quickly?     birth rate  /  % population death rate  / % population  a 5.0 4.0  b 4.5 2.5  c 3.5 2.0  d 3.0 3.0     39 which two gases both  contribute to global warming?  a carbon dioxide and methane  b methane and oxygen  c oxygen and sulfur dioxide  d sulfur dioxide and carbon dioxide    ",
+            "16": "16    permission to reproduce items where third-par ty owned material protected by copyright is  included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holder s, 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 onl ine in the cambridge  international examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely a vailable to download at  www.cie.org.uk after the live examination series.    cambridge international examinations is part of the cambridge asse ssment group. cambridge assessment is the brand name of unive rsity of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge.    \u00a9 ucles 2015 0610/11/m/j/15  40 lichens are organisms that do not grow well in air containing sulfur dioxide.    which graph shows the change in number of lichen species from the centre of an industrial city to the countryside 15  km away?    distance from city centre  / kma  0 01 5 distance from city centre  / kmb 0 01 5 distance from city centre  / kmc  0 01 5 distance from city centre  / kmd 0 01 5number of  lichen species number of lichen species number of  lichen species number of lichen species        "
+        },
+        "0610_s15_qp_12.pdf": {
+            "1": "  this syllabus is approved for use in england, wales and northern i reland as a cambridge international level 1/level 2 certifica te.  this document consists of 18 printed pages and 2 blank pages.  ib15 06_0610_12/2rp  \u00a9 ucles 2015 [turn over       *6782855144* cambridge international examinations  cambridge international general certificate of secondary education       biology 0610/12     paper 1  multiple choice  may/june 2015     45 minutes    additional materials: multiple choice answer sheet    soft clean eraser    soft pencil (type b or hb is recommended)        read these instructions first    write in soft pencil.  do not use staples, paper clips, glue or correction fluid. write your name, centre number and candidate number on the answer sheet in the spaces provided  unless this has been done for you.  do not  write in any barcodes.   there are forty  questions on this paper. answer all questions. for each question there are four possible  answers a, b, c and d.   choose the one you consider correct and record your choice in soft pencil  on the separate answer sheet.    read the instructions on the answer sheet very carefully.   each correct answer will score one mark. a mark will not be deducted for a wrong answer. any rough working should be done in this booklet. electronic calculators may be used.                             ",
+            "2": "2  \u00a9 ucles 2015 0610/12/m/j/15  1 the diagram illustrates some of the processes carried out by living organisms.    green plantchicken waste productswaste productscarbon dioxide to atmosphereoxygen from atmosphere xlight energy     which characteristic of living organisms is represented by arrow x?  a excretion  b nutrition  c respiration  d sensitivity      2 the statements describe four different plants.    which plant must be a monocotyledon?  a the flowers are wind-pollinated.  b the flowers each have five petals.  c the leaves are large with a clear network of veins on them.  d the leaves have parallel veins.     ",
+            "3": "3  \u00a9 ucles 2015 0610/12/m/j/15 [turn over  3 the diagram shows four arthropods.    pediculus   \u00d720   dermacentor   \u00d77  anopheles   \u00d710 carcinus   \u00d70.5     how many of these arthropods are insects?  a 1 b 2 c 3 d 4     ",
+            "4": "4  \u00a9 ucles 2015 0610/12/m/j/15  4 the diagram shows an animal.        use the key to identify this animal.    1 body covered with scales  ..  go to 2   body covered with hair  ..  go to 3  2 has a rounded bill  ..  a  has a pointed bill  ...  b  3 has webbed feet    c   does not have webbed feet  ...  d    5 which diagram shows chloroplasts in their correct position in a plant cell?    abcd      ",
+            "5": "5  \u00a9 ucles 2015 0610/12/m/j/15 [turn over  6 the diagram shows a plant cell.        which features show that it is a plant cell?  a it has a cell wall and a vacuole.  b it has a nucleus and cytoplasm.  c it has a nucleus but no chloroplasts.  d it has chloroplasts but no vacuole.      7 which is not an organ?  a blood  b heart  c tooth  d vein     8 what results from the destruction of cilia in the trachea due to smoking?  a cilia cannot filter bacteria.  b cilia cannot trap dust.  c mucus cannot be manufactured.  d mucus cannot be carried towards the throat.    9 how do carbon dioxide and oxygen move in and out of a mesophyll cell?  a active transport  b diffusion  c respiration  d transpiration    ",
+            "6": "6  \u00a9 ucles 2015 0610/12/m/j/15  10 which statements are correct for both  diffusion and osmosis?   involves movement  of water only requires energy  from the cell molecules move from higher  concentration to lower  concentration  a \u0013 \u0013 \u0013  b \u0013 \u0013 \u0017  c \u0017 \u0017 \u0013  d \u0017 \u0017 \u0017      11 an enzyme in potato cells causes oxygen to be produced from hydrogen peroxide.    cubes of potato were incubated with hydrogen peroxide at different temperatures.    the numbers of bubbles of oxygen released per minute were counted at each temperature.  the table shows the results.    temperature  / \u00b0c 15 25 35 45 55  number of bubbles  / bubbles per minute 96 98 82 36 1    the results suggest the optimum temperature for the enzyme is between which two values?  a 15  \u00b0c and 35  \u00b0c  b 35  \u00b0c and 45  \u00b0c  c 35  \u00b0c and 55  \u00b0c  d 45  \u00b0c and 55  \u00b0c     ",
+            "7": "7  \u00a9 ucles 2015 0610/12/m/j/15 [turn over  12 the diagram shows an experiment on the digestion of the protein in egg albumen by protease.    the protease was taken from a human stomach.    in which test-tube will the protein be digested most quickly?    a b c d egg albumen + proteaseegg albumen + dilute hydrochloric acidegg albumen + dilute hydrochloric acid + proteaseegg albumen + dilute hydrochloric acid + boiled proteasewater-bath at 37  \u00b0c       13 which row shows the elements and basic units that are used in the construction of large food  molecules?   food molecules elements basic units  a fats carbon, hydrogen, oxygen, nitrogen glucose  b fats carbon, hydrogen, oxygen, nitrogen glycerol  c starch carbon, hydrogen, oxygen glucose  d starch carbon, hydrogen, oxygen glycerol     ",
+            "8": "8  \u00a9 ucles 2015 0610/12/m/j/15  14 the diagram shows part of the human alimentary canal.  in which part does protein digestion begin?    a b c d      15 poor nutrition can lead to a condition called rickets in which bones fail to develop properly.    the table shows some minerals and vitamins present in four foods.    which food would be best for a child who has rickets?     calcium iron vitamin c vitamin d   a \u0013 \u0017 \u0013 \u0017 key  b \u0013 \u0017 \u0017 \u0013 \u0013= substance present  c \u0017 \u0013 \u0013 \u0017 \u0017= substance absent  d \u0017 \u0013 \u0017 \u0013      ",
+            "9": "9  \u00a9 ucles 2015 0610/12/m/j/15 [turn over  16 the diagram shows a plant shoot and the same shoot six hours later.    plant shoot same shoot six hours later    which change in environmental conditions could cause this change in the shoot?  a a decrease in available water  b a decrease in light intensity  c a decrease in wind speed  d an increase in humidity    17 a celery stalk is placed in a beaker of blue dye. once the dye reaches the leaves, the stalk is  taken out and cut in half.    celery stalk blue dyecut     which diagram shows the appearance of the cut end of the stalk?    a b c d blue dye blue dye blue dye     ",
+            "10": "10  \u00a9 ucles 2015 0610/12/m/j/15  18 why does chewing food speed up digestion?  a bacteria in the food are killed.  b food is mixed with protease.  c the surface area of the food is increased.  d the taste of food is improved.     19 the table shows the composition of four samples of air.  air sample percentage of  oxygen percentage of  carbon dioxide percentage  humidity  p 21 0.04 20  q 16 4.04 100  r 4 0.40 80  s 20 4.00 60    which sample is inspired air and which sample is expired air?     sample  breathed in sample  breathed out  a p q  b p s  c q r  d q s     ",
+            "11": "11  \u00a9 ucles 2015 0610/12/m/j/15 [turn over  20 the diagram shows an experiment to investigate the respiration of yeast.    balloon yeast in sugar solutiongas evolved at the beginning after 24 hoursyeast, sugar and new compound       which gas is evolved and which new compound is present after 24 hours?     gas evolved new compound  a carbon dioxide ethanol (alcohol)  b carbon dioxide lactic acid  c oxygen ethanol (alcohol)  d oxygen lactic acid     21 in which conditions do the leaves of a green plant respire?   bright light darkness  a \u0013 \u0013  b \u0013 \u0017  c \u0017 \u0013  d \u0017 \u0017     22 which two substances are both reabsorbed in the kidneys?  a glucose and salts  b glucose and starch  c glycogen and salts  d glycogen and starch    ",
+            "12": "12  \u00a9 ucles 2015 0610/12/m/j/15  23 which organ makes urea?  a bladder  b kidney  c liver  d stomach     24 what are correct descriptions of mitosis and meiosis?     mitosis meiosis  a cells produced are genetically identical repairs damaged cells  b halves the chromosome number cells produced are genetically identical  c involved in asexual reproduction halves the chromosome number  d involved in sexual reproduction doubles the chromosome number     25 the diagram shows two antagonistic muscles and the directions of movement that they produce.    p qr sdirection of movement     which row correctly identifies these muscles and the directions of movement they produce on  contraction?     muscle p muscle q  name movement name movement  a biceps r triceps s  b biceps s triceps r  c triceps r biceps s  d triceps s biceps r   ",
+            "13": "13  \u00a9 ucles 2015 0610/12/m/j/15 [turn over  26 the diagram shows a germinating broad bean seed which has been cut in half.    1 2 34     which labels show the cotyledon and the plumule?     cotyledon plumule  a 1 3  b 1 4  c 2 3  d 2 4      27 the diagram shows some changes which take place during a woman\u2019s menstrual cycle.    00 71 4 time  / days21 28relative hormoneconcentrationprogesterone oestrogen     assuming ovulation occurs on day 14, what is occurring at the time of ovulation?  a a fall in the levels of oestrogen and progesterone  b a fall in the level of progesterone only  c a rise in the level of oestrogen   d a rise in the level of progesterone and fall in the level of oestrogen     ",
+            "14": "14  \u00a9 ucles 2015 0610/12/m/j/15  28 in addition to a suitable temperature, what else is always necessary for seed germination?  a carbon dioxide and sunlight  b mineral ions  c sunlight and water  d water and oxygen     29 what defines the development of an organism?  a increase in age  b increase in complexity  c increase in height  d increase in length      30 a man has three sons.    what is the chance of his next child being a son?  a 0% b 25% c 50% d 75%    31 the diagram shows a cross between heterozygous tall pea plants.    parental genotypes tt          \u00d7          tt gametes t          t          t          t offspring e         f         g         h    which statement is not correct?  a offspring e and h are both homozygous.  b offspring f and g are both heterozygous.  c the phenotypes of offspring e, f and g are the same.  d the ratio of different phenotypes in the offspring is 1  : 1.     ",
+            "15": "15  \u00a9 ucles 2015 0610/12/m/j/15 [turn over  32 the bar chart shows the heights of pea plants grown from 500 pea seeds.    number of pea plants height of plants    what variation do the plants show?  a continuous variation only  b discontinuous variation only  c both continuous variation and discontinuous variation  d neither continuous variation nor discontinuous variation     33 which pair of statements about energy flow in ecosystems is correct?   energy entering the  ecosystem from the sun nature of energy flow  a light and chemical cyclical  b light and chemical non-cyclical  c light and heat cyclical  d light and heat non-cyclical     34 the diagram shows a food chain based on a tree.    tree aphids beetles birds      which diagram shows a pyramid of numbers for this food chain?    a b c d       ",
+            "16": "16  \u00a9 ucles 2015 0610/12/m/j/15  35 which process forms part of the carbon cycle?  a combustion  b evaporation  c osmosis  d transpiration     36 herbivores take in carbon atoms from plants.  how do carbon atoms leave the herbivores?   in faeces in respiration through death  and decay  a \u0013 \u0013 \u0013  b \u0013 \u0017 \u0013  c \u0013 \u0017 \u0017  d \u0017 \u0013 \u0013     37 in which stages in the water cycle is the water in vapour form?     absorption by  plant roots movement from  sea to clouds precipitation transpiration  a \u0013 \u0013 \u0017 \u0017  b \u0013 \u0017 \u0013 \u0017  c \u0017 \u0013 \u0017 \u0013  d \u0017 \u0017 \u0013 \u0013     ",
+            "17": "17  \u00a9 ucles 2015 0610/12/m/j/15 [turn over  38 the graph shows how the population of the world has increased from 1650 until the present day.    1700 1800 year1900 20007 6543210world population/  billionsp     what stage in the sigmoid population growth curve is represented by region p?  a death phase  b exponential (log) phase  c lag phase  d stationary phase     ",
+            "18": "18  \u00a9 ucles 2015 0610/12/m/j/15  39 lichens are organisms that do not grow well in air containing sulfur dioxide.    which graph shows the change in number of lichen species from the centre of an industrial city to the countryside 15  km away?    distance from city centre  / kma  0 01 5 distance from city centre  / kmb 0 01 5 distance from city centre  / kmc  0 01 5 distance from city centre  / kmd 0 01 5number of  lichen species number of lichen species number of  lichen species number of lichen species      40 which two gases both  contribute to global warming?  a carbon dioxide and methane  b methane and oxygen  c oxygen and sulfur dioxide  d sulfur dioxide and carbon dioxide    ",
+            "19": "19  \u00a9 ucles 2015 0610/12/m/j/15  blank page     ",
+            "20": "20    permission to reproduce items where third-par ty owned material protected by copyright is  included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holder s, 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 onl ine in the cambridge  international examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely a vailable to download at  www.cie.org.uk after the live examination series.    cambridge international examinations is part of the cambridge asse ssment group. cambridge assessment is the brand name of unive rsity of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge.    \u00a9 ucles 2015 0610/12/m/j/15  blank page     "
+        },
+        "0610_s15_qp_13.pdf": {
+            "1": "  this syllabus is approved for use in england, wales and northern i reland as a cambridge international level 1/level 2 certifica te.  this document consists of 17 printed pages and 3 blank pages.  ib15 06_0610_13/3rp  \u00a9 ucles 2015 [turn over       *5756420182* cambridge international examinations  cambridge international general certificate of secondary education       biology 0610/13     paper 1  multiple choice  may/june 2015     45 minutes    additional materials: multiple choice answer sheet    soft clean eraser    soft pencil (type b or hb is recommended)        read these instructions first    write in soft pencil.  do not use staples, paper clips, glue or correction fluid. write your name, centre number and candidate number on the answer sheet in the spaces provided  unless this has been done for you.  do not  write in any barcodes.   there are forty  questions on this paper. answer all questions. for each question there are four possible  answers a, b, c and d.   choose the one you consider correct and record your choice in soft pencil  on the separate answer sheet.    read the instructions on the answer sheet very carefully.   each correct answer will score one mark. a mark will not be deducted for a wrong answer. any rough working should be done in this booklet. electronic calculators may be used.                             ",
+            "2": "2  \u00a9 ucles 2015 0610/13/m/j/15  1 the diagram illustrates some of the processes carried out by living organisms.    green plantchicken waste productswaste productscarbon dioxide to atmosphereoxygen from atmosphere xlight energy     which characteristic of living organisms is represented by arrow x?  a excretion  b nutrition  c respiration  d sensitivity      2 all fish, all birds and all mammals are  a animals with internal fertilisation.  b carnivores.  c vertebrates.  d warm-blooded animals.    ",
+            "3": "3  \u00a9 ucles 2015 0610/13/m/j/15 [turn over  3 the diagram shows four arthropods.    pediculus   \u00d720   dermacentor   \u00d77  anopheles   \u00d710 carcinus   \u00d70.5     how many of these arthropods are insects?  a 1 b 2 c 3 d 4     ",
+            "4": "4  \u00a9 ucles 2015 0610/13/m/j/15  4 the diagram shows an animal.        use the key to identify the animal.    1 has two wings  ..  go to 2  has four wings  .  go to 3  2 has antennae much shorter than legs  .  a  has antennae about the same length as legs  ..  b  3 has feathery antennae  .  c  has smooth antennae  ..  d    5 the diagram shows a plant cell.        which features show that it is a plant cell?  a it has a cell wall and a vacuole.  b it has a nucleus and cytoplasm.  c it has a nucleus but no chloroplasts.  d it has chloroplasts but no vacuole.    ",
+            "5": "5  \u00a9 ucles 2015 0610/13/m/j/15 [turn over  6 the cell shown in the diagram has been magnified 3000 times. the diagram is 21  mm wide.        what is the actual diameter of the cell?  a 21  mm  b 300021mm  c 21 x 3000  mm  d 213000 mm     7 xylem is an example of  a a cell.  b a tissue.  c an organ.  d an organ system.     8 the diagram shows a cross-section through a plant root.    q     q shows the part that is stained red when the ro ot is placed in water containing a red dye.    what is found at q?  a guard cells  b palisade cells  c phloem  d xylem    ",
+            "6": "6  \u00a9 ucles 2015 0610/13/m/j/15  9 how do carbon dioxide and oxygen move in and out of a mesophyll cell?  a active transport  b diffusion  c respiration  d transpiration     10 the diagram shows an experiment set up to investigate osmosis in living cells.    water (x) glass dishpotato concentrated sugar solution (y)    what happens to the volumes of water (x) and sugar solution (y) after 12 hours?      volume of water (x) volume of sugar solution (y)  a decreases increases  b increases increases  c increases remains the same  d remains the same decreases     11 the diagram shows an experiment on the digestion of the protein in egg albumen by protease.    the protease was taken from a human stomach.    in which test-tube will the protein be digested most quickly?    a b c d egg albumen + proteaseegg albumen + dilute hydrochloric acidegg albumen + dilute hydrochloric acid + proteaseegg albumen + dilute hydrochloric acid + boiled proteasewater-bath at 37  \u00b0c  ",
+            "7": "7  \u00a9 ucles 2015 0610/13/m/j/15 [turn over  12 which graph shows the effect of temperature between 20  \u00b0c and 35  \u00b0c on the activity of a human  digestive enzyme?    rate of  reaction  20 35a  temperature  / \u00b0c temperature  / \u00b0ctemperature  / \u00b0c temperature  / \u00b0crate of  reaction  20 35b  rate of  reaction  20 35c  rate of  reaction  20 35d       13 which product of photosynthesis moves out of a green leaf through its stomata?  a carbon dioxide   b glucose  c oxygen  d water    14 poor nutrition can lead to a condition called rickets in which bones fail to develop properly.    the table shows some minerals and vitamins present in four foods.    which food would be best for a child who has rickets?     calcium iron vitamin c vitamin d   a \u0013 \u0017 \u0013 \u0017 key  b \u0013 \u0017 \u0017 \u0013 \u0013= substance present  c \u0017 \u0013 \u0013 \u0017 \u0017= substance absent  d \u0017 \u0013 \u0017 \u0013      ",
+            "8": "8  \u00a9 ucles 2015 0610/13/m/j/15  15 a person ate food x. food x was not affected by enzymes until it reached the duodenum.   what was in food x?  a fat  b mineral ion  c protein  d starch     16 the diagram shows a plant shoot and the same shoot six hours later.    plant shoot same shoot six hours later    which change in environmental conditions could cause this change in the shoot?  a a decrease in available water  b a decrease in light intensity  c a decrease in wind speed  d an increase in humidity      17 why does chewing food speed up digestion?  a bacteria in the food are killed.  b food is mixed with protease.  c the surface area of the food is increased.  d the taste of food is improved.     18 where does haemoglobin become oxyhaemoglobin?  a heart  b kidneys  c liver  d lungs   ",
+            "9": "9  \u00a9 ucles 2015 0610/13/m/j/15 [turn over  19 the diagram shows an experiment to investigate the respiration of yeast.    balloon yeast in sugar solutiongas evolved at the beginning after 24 hoursyeast, sugar and new compound       which gas is evolved and which new compound is present after 24 hours?     gas evolved new compound  a carbon dioxide ethanol (alcohol)  b carbon dioxide lactic acid  c oxygen ethanol (alcohol)  d oxygen lactic acid     20 a girl holds her breath for 30 seconds, breathes out, and then breathes in.   compared with the air she breathes out, the air she breathes in contains less  a carbon dioxide and water vapour.  b nitrogen and water vapour.  c oxygen and carbon dioxide.  d oxygen and nitrogen.    21 why does anaerobic respiration in muscles release less energy than aerobic respiration?  a energy is lost in carbon dioxide.  b energy is lost in oxygen.  c energy remains trapped in ethanol.  d energy remains trapped in lactic acid.    ",
+            "10": "10  \u00a9 ucles 2015 0610/13/m/j/15  22 what is the function of the kidney?    a making glucose and reabsorbing urea  b making urea and removing salts  c removing glucose and reabsorbing salts  d removing urea and reabsorbing glucose      23 how does the skin react when the body becomes very warm?   blood vessels sweat production  a dilate almost stops  b dilate increases  c move towards skin surface almost stops  d move towards skin surface increases     24 which diagram shows a sensory neurone?    a c db      ",
+            "11": "11  \u00a9 ucles 2015 0610/13/m/j/15 [turn over  25 the diagram shows the muscles that control the size of the pupil in an eye.    radial musclesiris pupilcircular muscles     how do the muscles make the pupil smaller?     circular muscles radial muscles  a contract contract  b contract relax  c relax contract  d relax relax     26 the diagram shows some changes which take place during a woman\u2019s menstrual cycle.    00 71 4 time  / days21 28relative hormoneconcentrationprogesterone oestrogen     assuming ovulation occurs on day 14, what is occurring at the time of ovulation?  a a fall in the levels of oestrogen and progesterone  b a fall in the level of progesterone only  c a rise in the level of oestrogen   d a rise in the level of progesterone and fall in the level of oestrogen     ",
+            "12": "12  \u00a9 ucles 2015 0610/13/m/j/15  27 the diagram shows a process in plant reproduction.    carpel stamen stigma antherx     which process is represented by arrow x?  a fertilisation  b pollen tube growth  c pollination  d seed dispersal    28 in addition to a suitable temperature, what else is always necessary for seed germination?  a carbon dioxide and sunlight  b mineral ions  c sunlight and water  d water and oxygen    ",
+            "13": "13  \u00a9 ucles 2015 0610/13/m/j/15 [turn over  29 the graph shows how human height changes with age.    200 100 0 0 2 4 6 8 1 01 21 41 61 82 02 2height  / cm age  / years    in which age range is the growth rate slowest?  a 0\u20132 years  b 8\u201310 years  c 12\u201314 years  d 18\u201320 years     30 the diagram shows a plant cell.    where is most of the dna found?    ab c d      ",
+            "14": "14  \u00a9 ucles 2015 0610/13/m/j/15  31 the diagram shows the chromosomes in the nucleus of a cell that divides by mitosis.        which diagram shows the chromosomes in the nucleus of one of the daughter cells produced?    abcd      32 the diagram shows the fusion of gametes to produce a son and a daughter.    parents gametesoffspring son daughterfather mother rq     what are the sex chromosomes in gamete q and son r?     q r  a x xx  b x xy  c y xx  d y xy     ",
+            "15": "15  \u00a9 ucles 2015 0610/13/m/j/15 [turn over  33 which organisms can be sources of energy for decomposers?   producers herbivores carnivores  a \u0013 \u0013 \u0013  b \u0013 \u0017 \u0017  c \u0017 \u0013 \u0013  d \u0017 \u0017 \u0017      34 the diagram shows a pyramid of biomass for all organisms in an ecosystem.    p q r s    which organisms are carnivores?  a p and q b p and r c q and r d r and s     35 the diagram shows a food chain.    producer consumer  1 consumer  2 consumer 3     a disease reduced the numbers of consumer 3.    what would be the likely effect of this on the numbers of consumer 1 and consumer 2?     consumer 1 consumer 2  a decrease decrease  b decrease increase  c increase decrease  d increase increase      36 which process removes carbon dioxide from the atmosphere?  a combustion  b decomposition  c photosynthesis  d respiration     ",
+            "16": "16  \u00a9 ucles 2015 0610/13/m/j/15  37 in which labelled stage in the water cycle is the water in vapour form?    landriver seaabcd plant roots       38 the graph shows a growth curve for a population of yeast.    0number of yeast cells 0 timeexponential (log) phasestationary phase death phase lag phase     which two phases of the growth curve are caused by factors such as predation, disease or lack  of food?  a exponential (log) and death  b exponential  (log) and stationary  c lag and exponential (log)  d stationary and death     39 which two gases both  contribute to global warming?  a carbon dioxide and methane  b methane and oxygen  c oxygen and sulfur dioxide  d sulfur dioxide and carbon dioxide    ",
+            "17": "17  \u00a9 ucles 2015 0610/13/m/j/15  40 lichens are organisms that do not grow well in air containing sulfur dioxide.    which graph shows the change in number of lichen species from the centre of an industrial city to the countryside 15  km away?    distance from city centre  / kma  0 01 5 distance from city centre  / kmb 0 01 5 distance from city centre  / kmc  0 01 5 distance from city centre  / kmd 0 01 5number of  lichen species number of lichen species number of  lichen species number of lichen species      ",
+            "18": "18  \u00a9 ucles 2015 0610/13/m/j/15  blank page ",
+            "19": "19  \u00a9 ucles 2015 0610/13/m/j/15  blank page ",
+            "20": "20    permission to reproduce items where third-par ty owned material protected by copyright is  included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holder s, 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 onl ine in the cambridge  international examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely a vailable to download at  www.cie.org.uk after the live examination series.    cambridge international examinations is part of the cambridge asse ssment group. cambridge assessment is the brand name of unive rsity of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge.    \u00a9 ucles 2015 0610/13/m/j/15  blank page  "
+        },
+        "0610_s15_qp_21.pdf": {
+            "1": "this document consists of 18 printed pages and 2 blank pages. dc (nf/sw) 93276/4 \u00a9 ucles 2015 [turn overcambridge international examinations cambridge international general certificate of secondary education *3022478872* biology  0610/21 paper 2 core may/june 2015  1 hour 15 minutes candidates answer on the question paper. no additional materials are required. read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen. y ou may use an hb pencil for any diagrams or graphs. do not use staples, paper clips, glue or correction fluid. do not write in any barcodes. answer all questions. electronic calculators may be used. y ou may lose marks if you do not show your working or if you do not use appropriate units. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [ ] at the end of each question or part question. the syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificat e.",
+            "2": "2 0610/21/m/j/15 \u00a9 ucles 20151 flowering plants can be divided into two groups: monocotyledons and eudicotyledons  (dicotyledons).  complete table 1.1 to state the differences between these two types of flowering plants. an  example has been done for you. table 1.1 difference monocotyledons eudicotyledons (dicotyledons) number of cotyledons in the seed 1 2 pattern of leaf veins number of petals present [4] [total: 4]",
+            "3": "3 0610/21/m/j/15 \u00a9 ucles 2015 [turn over2 (a) (i) sometimes teeth develop dental decay.    describe how dental decay develops.  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  ..  [4]",
+            "4": "4 0610/21/m/j/15 \u00a9 ucles 2015  (ii) table 2.1 states three methods of caring for the teeth to prevent dental decay.    complete table 2.1 by describing why each method is effective. table 2.1 method of caring  for the teethdescription of why the method is effective brushing rinsing the mouth  after eating not eating sweet  foods between  meals [3]  (b) (i) there are four types of teeth.    state the functions of each of the following when food is being eaten. incisors  . .  .. . canines  ..   .. . premolars and molars  .. . [3]   (ii) suggest how the tongue helps in the process of chewing.  .. .  .. .  ..  [1]",
+            "5": "5 0610/21/m/j/15 \u00a9 ucles 2015 [turn over (c) describe two reasons why solid food is chewed before it is swallowed. 1   ...  .. . 2   ...  .. . [2] [total: 13]",
+            "6": "6 0610/21/m/j/15 \u00a9 ucles 20153 fig. 3.1 shows the human respiratory system. fig. 3.1  (a) on fig. 3.1 use label lines to identify:   a bronchiole;   the larynx;   the trachea. [3]  (b) fig. 3.2 shows:   a group of alveoli and the capillaries surrounding them in a human lung;   a section through this group of alveoli with most of the capillaries removed;   a magnified section of part of the wall of an alveolus and its capillary. capillary magnified wall of alveoli cut open group of alveoli and capillaries surrounding themsection through alveoli with most of the capillaries removedmagnified section of the wall of an alveolus and its capillaryairliquid film alveolus wall capillary wall red blood cellair out blood from pulmonary artery capillary alveolusblood to pulmonary veinair in fig. 3.2",
+            "7": "7 0610/21/m/j/15 \u00a9 ucles 2015 [turn over  use fig. 3.2 to describe three  features of gas exchange surfaces in animals. feature 1  ... .  .. . feature 2  ... .  .. . feature 3  ... .  .. . [3]  (c) in an investigation a student recorded the volume of air inspired in one minute. the  measurement was taken while the student was resting and again when the student had run an 800 m race.   the results are shown in table 3.1. table 3.1 volume of air inspired  / dm3 per min  before the race  5.80 at the end of the  race88.75   (i) calculate the increase in the volume of air inspired by the student at the end of the race.    ... dm3 per min [1]   (ii) state two changes that the body makes to increase the volume of air inspired. 1     .. . 2     .. . [2]   (iii) suggest one reason why the body needs more air during exercise.  .. .  .. .  ..  [1] [total: 10]",
+            "8": "8 0610/21/m/j/15 \u00a9 ucles 20154 (a) describe how deforestation harms the environment.  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  ..  [4]  (b) humans are polluting the environment.   complete table 4.1 by naming two examples of pollutants in each part of the environment.   y ou should name different pollutants for each part of the environment. table 4.1 part of the  environmentpollutant air1  . 2  . land1  . 2  . water1  . 2  . [3] [total: 7]",
+            "9": "9 0610/21/m/j/15 \u00a9 ucles 2015 [turn over5 (a) define the following genetic terms. mutation   . ...  .. .  .. . heterozygous     .. .  .. . recessive allele   .  .. .  .. . [6]  (b) people use sun-cream to protect their skin. ultra-violet light from the sun is a type of ionising  radiation.   fig. 5.1 shows sun-cream being applied. fig. 5.1   suggest how using sun-cream reduces the damaging effect of the sun\u2019s rays.  .. .  .. .  .. . [1]",
+            "10": "10 0610/21/m/j/15 \u00a9 ucles 2015 (c) fig. 5.2 shows the hand of a person who suffers from a mutation that results in people having  more than five digits on each hand (polydactyly). fig. 5.2   the mutation that results in this condition is dominant .   fig. 5.3 shows how the condition is inherited in a family. 12 345qrp 8 9 10 11 12 1367 male femalekey normal affected by polydactyly fig. 5.3",
+            "11": "11 0610/21/m/j/15 \u00a9 ucles 2015 [turn over  (i) state the genotype of the individuals shown in fig. 5.3.    use aa, aa or aa.    write your answers in table 5.1. table 5.1 numbered person  on fig. 5.3genotype of  person  1  2 3 9 [4]   (ii) using evidence from fig. 5.3, state which of the couples, p, q or r, provides proof that  the mutation is not recessive. couple ... [1]   (iii) explain the reason for your answer.  .. .  .. .  .. .  ..  [2] [total: 14]",
+            "12": "12 0610/21/m/j/15 \u00a9 ucles 2015blank page",
+            "13": "13 0610/21/m/j/15 \u00a9 ucles 2015 [turn over6 fig. 6.1 shows a section through a seed. fig. 6.1  (a) using label lines, identify the following structures on fig. 6.1:   the plumule;   the radicle;   the testa. [3]  (b) name the structure in the seed that contains a store of food.  ..  [1]  (c) state the importance of seed dispersal to a plant.  .. .  ..  [1] [total: 5]",
+            "14": "14 0610/21/m/j/15 \u00a9 ucles 20157 (a) fig. 7.1 shows the relationships between some organisms in part of an ecosystem. treeaphid locust grasscrowhawkeagle not drawn to scale fig. 7.1   (i) finches are another organism in this ecosystem. these birds eat the seeds that the tree  produces, and the hawks and eagles eat the finches.    add this information to fig. 7.1. [3]   (ii) suggest and explain two changes that might occur if the eagles in this ecosystem died out. change  ... ...  .. . explanation  .. ..  .. .",
+            "15": "15 0610/21/m/j/15 \u00a9 ucles 2015 [turn overchange  ... ...  .. . explanation  .. ..  .. . [4]  (b) the boxes on the left contain the names of types of organisms found in a food web.   the boxes on the right contain definitions of these types of organisms.   draw a line from each box on the left to the box on the right that states its definition.   one example has been done for you. carnivore consumer decomposer herbivore produceran animal that gets its energy by  eating other animals the position of an organism in a  food chain, food web or pyramid of numbers, biomass or energy an animal that gets its energy from  eating plants an organism that gets its energy from  feeding on other organisms an organism that gets its energy from  dead or waste organic matter an organism that makes its own  organic nutrients, usually using energy from sunlight, through photosynthesis  [4] [total: 11]",
+            "16": "16 0610/21/m/j/15 \u00a9 ucles 20158 (a) the digestive system produces enzymes.   define the term enzyme .  .. .  .. .  .. .  .. .  ..  [2]  (b) fig. 8.1 shows how the reaction rates of two different enzymes, l and m, vary when the ph  changes. rate of reaction 01 23 456789 1 0 ph acidic alkaline neutralenzyme lenzyme m fig. 8.1   use fig. 8.1 to state the ph at which each of these enzymes work the fastest. ph for enzyme l:  ph for enzyme m:  [2]",
+            "17": "17 0610/21/m/j/15 \u00a9 ucles 2015 [turn over (c) table 8.1 lists the names of three enzymes found in the alimentary canal.   complete table 8.1 by writing in the names of the substrate and one end-product for each  enzyme.   choose your answers from the list. amino acids cellulose fat fatty acids glucose glycerol maltose proteinstarch vitamins table 8.1 name of enzyme substrate one end-product amylase lipase protease [6] [total: 10]",
+            "18": "18 0610/21/m/j/15 \u00a9 ucles 20159 (a) fig. 9.1 shows a green plant. fig. 9.1   plants need to move substances around between their leaves, stems and roots. one of the  processes they use is translocation.   describe the process of translocation.  .. .  .. .  .. .  .. .  .. .  .. .  ..  [3]",
+            "19": "19 0610/21/m/j/15 \u00a9 ucles 2015 (b) fig. 9.2 shows the whole plant and sections through its root, stem and a leaf. leaf stem whole plant root fig. 9.2   on fig. 9.2 use label lines and the letter x to identify one region of xylem in each  section  (root, stem and leaf). [3] [total: 6]",
+            "20": "20 0610/21/m/j/15 \u00a9 ucles 2015permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here 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 onl ine in the cambridge international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to do wnload at www.cie.org.uk after  the live examination series. cambridge international examinations is part of the cambridge assessment group. cambridge assessment is the brand name of unive rsity of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge.blank page"
+        },
+        "0610_s15_qp_22.pdf": {
+            "1": "this document consists of 19 printed pages and 1 blank page. dc (lk/sg) 99107/4 \u00a9 ucles 2015 [turn overcambridge international examinations cambridge international general certificate of secondary education *5607021604* biology  0610/22 paper 2 core may/june 2015  1 hour 15 minutes candidates answer on the question paper. no additional materials are required. read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen. y ou may use an hb pencil for any diagrams or graphs. do not use staples, paper clips, glue or correction fluid. do not write in any barcodes. answer all questions. electronic calculators may be used. y ou may lose marks if you do not show your working or if you do not use appropriate units. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [ ] at the end of each question or part question. the syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificat e.",
+            "2": "2 0610/22/m/j/15 \u00a9 ucles 20151 fig. 1.1 shows three vertebrates. each is from a different class (group) of vertebrate. not drawn to scale fig. 1.1  (a) state one characteristic of all vertebrates.  .. .[1]  (b) (i) name the two other classes of vertebrate not shown in fig. 1.1. 1    2     [2]   (ii) name the feature which covers the surface of the bodies of animals in these two classes  but not the three animals shown in fig. 1.1.  .. .[1]   [total: 4]",
+            "3": "3 0610/22/m/j/15 \u00a9 ucles 2015 [turn overquestion 2 begins on page 4.",
+            "4": "4 0610/22/m/j/15 \u00a9 ucles 20152 (a) complete the following paragraph about enzymes. choose words from this list.   use each word only once or not at all. activators              catalysts              enzymes protein              reactions              unusual   all enzymes are made of ... molecules. they control the  metabolic ... in living organisms. the enzymes act as  ... as they speed up processes but are not permanently changed.  [3]  (b) enzymes are important in chemical digestion.   define the term digestion .  .. .  .. .  .. .  .. .  .. .[2]  (c) in an investigation to measure the effect of ph on enzyme activity, a protease enzyme was  mixed with solutions of different ph values. the mixtures were placed in holes cut in the  centre of dishes of gelatin.   gelatin is a protein which can be stained with a coloured dye. when the protease digests the  gelatin a colourless zone forms.   fig. 2.1 shows a dish at the start of the experiment. fig. 2.2 shows the dishes after a period of  24 hours. stained gelatin (a protein) hole containing mixture  of solution and protease dish at the start fig. 2.1",
+            "5": "5 0610/22/m/j/15 \u00a9 ucles 2015 [turn overph 2 ph 4 ph 6 ph 8 ph 10gelatin colourless zone after 24 hours fig. 2.2   (i) using fig. 2.2, state the optimum (best) ph for the activity of this protease.  .[1]   (ii) suggest the region of the alimentary canal in which this protease carries out its function.  .. .[1]   (iii) complete the equation to explain how the protease caused the colourless zones to  appear.    ... protease  ... [2]  (d) the experiment was carried out at 20\u00b0 c.   suggest what would happen if the experiment was carried out at 30\u00b0 c.  .. .  .. .  .. .[1]  [total: 10]",
+            "6": "6 0610/22/m/j/15 \u00a9 ucles 20153 fig. 3.1 shows the excretory system in a human male. a b c d e f g fig. 3.1  (a) table 3.1 shows five functions of parts of the excretory system. complete the table by:     \u0081 naming the part that carries out each of the functions     \u0081 using the letters from fig. 3.1 to identify the structures named. table 3.1 description of function name letter on fig. 3.1 carries urine and sperm out of the body g filters urea and other wastes from the  bloodkidney stores urine until it is convenient to  expel ite carries blood with  a high urea content renal artery carries urine away from the kidney d  [5]",
+            "7": "7 0610/22/m/j/15 \u00a9 ucles 2015 [turn over (b) urine contains urea.   (i) state where urea is produced in the body.  .. .[1]   (ii) name the substance which is broken down to produce urea.   .. .[1]   table 3.2 compares the amounts of four different substances in blood plasma and urine. table 3.2 substancequantity / percentage per 100 cm3 of fluid blood plasma urine  water 91.50 95.50urea  0.03  2.10glucose  0.10  0.00salts  0.41  0.61   (iii) use the information in table 3.2 to describe how blood plasma differs from urine.  .. .  .. .  .. .  .. .  .. .  .. .  .. .[3]  [total: 10]",
+            "8": "8 0610/22/m/j/15 \u00a9 ucles 2015question 4 begins on page 9.",
+            "9": "9 0610/22/m/j/15 \u00a9 ucles 2015 [turn over4 (a) cystic fibrosis is an inherited disease. a person with cystic fibrosis produces mucus which is  very sticky.   (i) the mucus affects the function of the cilia in the air passages.    suggest what effects this will have on the person with this condition.  .. .  .. .  .. .  .. .  .. .[2]   (ii) the sticky mucus can also block the tube from the pancreas to the small intestine.    explain why this affects the digestion of fats in a person with cystic fibrosis.  .. .  .. .  .. .  .. .  .. .[2]  (b) cystic fibrosis is caused by a recessive allele.   state what is meant by the term allele .  .. .  .. .  .. .[1]",
+            "10": "10 0610/22/m/j/15 \u00a9 ucles 2015 fig. 4.1 shows a family tree where one child has cystic fibrosis. father mother 123 unaffected male unaffected female affected malekey fig. 4.1  (c) using the symbols n for the dominant allele and n for the recessive allele:   (i) state the genotypes of the parents    father \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026    mother \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026  [2]   (ii) state the genotype of child 2 \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026 [1]   (iii) state the possible genotypes of child 1 and child 3.    child 1 \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026    child 3 \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026  [2]  (d) the parents have another child.   what is the probability (chance) that the child will have cystic fibrosis?  .. .[1]  [total: 11]",
+            "11": "11 0610/22/m/j/15 \u00a9 ucles 2015 [turn over5 (a) fig. 5.1 shows a tomato seed. plumule fig. 5.1   label the three parts of the seed indicated by the label lines.   write your answers in the boxes on fig. 5.1. [3]  (b) fig. 5.2 shows a section through a tomato fruit. seed fig. 5.2   (i) the seeds inside the tomato fruit have a hard outer layer.    suggest why this layer is important to the seed.  .. .  .. .[1]   (ii) suggest how these seeds are dispersed successfully from the parent plant.  .. .  .. .  .. .  .. .  .. .[2]",
+            "12": "12 0610/22/m/j/15 \u00a9 ucles 2015 (c)  one stage in the development of a flowering plant is the germination of seeds.   (i) define the term development .  .. .  .. .  .. .[1]   (ii) fig. 5.3 shows an experiment which was set up to investigate the conditions required for  germination. abcdlight foil to block out light water-bath at 25  \u00b0cchemical to absorb waterchemical to absorb oxygenwater watercotton wool seeds fig. 5.3    the seeds in flask a are in dry cotton wool. the seeds in flasks b, c, and d are in damp  cotton wool.    some of the seeds will germinate and some will not.    complete table 5.1 by stating whether the seeds in flasks a, b, c and d will germinate  or not.    explain your answers.",
+            "13": "13 0610/22/m/j/15 \u00a9 ucles 2015 [turn overtable 5.1 flaskwill the seeds  germinate?  write yes or noexplanation a bcd  [5]  [total: 12]",
+            "14": "14 0610/22/m/j/15 \u00a9 ucles 20156 some students observed a number of organisms in a habitat.  they saw that beetles eat plants, snakes eat frogs and frogs eat beetles.  (a) write out a food chain linking these organisms. write your answers in the boxes.  [1]  (b) fig. 6.1 shows the population growth curve for the frog population over several years.   (i) the population curve shown in fig. 6.1 has four phases.    identify the four phases, p, q, r and s, and write your answers in the boxes provided. pqr snumber of frogs time / years fig. 6.1  [4]   (ii) using information from your food chain in part (a), and your knowledge of factors that  affect population growth, suggest reasons for the shape of the curve in the region marked  s on fig. 6.1.  .. .  .. .  .. .  .. .  .. .  .. .  .. .[3]  [total: 8]",
+            "15": "15 0610/22/m/j/15 \u00a9 ucles 2015 [turn over7 the list of words and phrases is about the relationships of organisms with one another and with  their environment.   carnivore              decomposer              ecosystem              food chain food web              herbivore              population              producer              pyramid of numbers pyramid of biomass              trophic level  table 7.1 shows a list of definitions of some of these words and phrases.  match each definition with one word or phrase from the list. write your answers in table 7.1.  each word may be used once, more than once or not at all. table 7.1 definition matching word or phrase an animal that gets its energy by eating other animals a network of interconnected food chains an organism that makes its own organic nutrients by photosynthesis the position of an organism in a food chain an animal that gets its energy by eating plants a group of organisms of one species, living in the same area  at the same time a unit containing all of the organisms and their environment,  interacting together, in a given area a diagram which shows the quantities of organisms involved  in a set of feeding relationships  [8]  [total: 8]",
+            "16": "16 0610/22/m/j/15 \u00a9 ucles 20158 fig. 8.1  shows different plant cells a, b, c, d, and e. waxy layer ab c de not drawn to scale fig. 8.1  (a) fig. 8.2 shows a plant.   use the letters a, b, c, d, and e from fig. 8.1 to show where these cells would be found on  the plant shown in fig. 8.2.    write each of the letters in the appropriate box. one box will be left blank. fig. 8.2  [5]",
+            "17": "17 0610/22/m/j/15 \u00a9 ucles 2015 [turn over (b) explain how the structures of cells a and e are related to their functions.  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .[4]  [total: 9]",
+            "18": "18 0610/22/m/j/15 \u00a9 ucles 20159 (a) fig. 9.1  represents two liquids, a and b, separated by a partially permeable membrane. water molecules partially permeable membrane sugar molecules net flow of waterab fig. 9.1   a  is pure water and b is a sugar solution.   in the human alimentary canal, water moves from the colon into the blood.   use the information in fig. 9.1 to explain the movement of water from the colon into the blood.  .. .  .. .  .. .  .. .  .. .  .. .  .. .[3]",
+            "19": "19 0610/22/m/j/15 \u00a9 ucles 2015 (b) the ratio of the surface area to the volume of a cell affects the rate of diffusion of a substance  into the cell.   the results of an investigation on diffusion into a cube-shaped cell are shown in table 9.1.   (i) complete table 9.1. one of the rows has been done for you. table 9.1 length of side  of cube / mmtime taken  for substance  to diffuse to  centre of cell / ssurface area of  cube / mm2 (total of 6  sides)volume of  cube / mm3surface area to  volume ratio 1 20 6 1 6:1 24 1 37 6  [2]   (ii) suggest how surface area to volume ratio affects the efficiency of diffusion.  .. .  .. .  .. .[1]  (c) explain one way that the lungs of a mammal are adapted to increase the rate of diffusion of  oxygen from the alveoli to the blood.  .. .  .. .  .. .  .. .  .. .[2]  [total: 8]",
+            "20": "20 0610/22/m/j/15 \u00a9 ucles 2015permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here 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 onl ine in the cambridge international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to do wnload at www.cie.org.uk after  the live examination series. cambridge international examinations is part of the cambridge assessment group. cambridge assessment is the brand name of unive rsity of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge.blank page"
+        },
+        "0610_s15_qp_23.pdf": {
+            "1": "this document consists of 19 printed pages and 1 blank page. dc (st/cgw) 93280/4 \u00a9 ucles 2015 [turn overcambridge international examinations cambridge international general certificate of secondary education *0924559665* biology  0610/23 paper 2 core may/june 2015  1 hour 15 minutes candidates answer on the question paper. no additional materials are required. read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen. y ou may use an hb pencil for any diagrams or graphs. do not use staples, paper clips, glue or correction fluid. do not write in any barcodes. answer all questions. electronic calculators may be used. y ou may lose marks if you do not show your working or if you do not use appropriate units. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [ ] at the end of each question or part question. the syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificat e.",
+            "2": "2 0610/23/m/j/15 \u00a9 ucles 20151 fig. 1.1 shows four different animals. b a d c not to scale fig. 1.1  (a) classify each animal into its correct group choosing words from this list.      write your answers in the \u2018 group \u2019 column of table 1.1. amphibian   bird   fish   insect   mammal   mollusc   reptile [1]   one example has been completed for you. table 1.1 group feature 1 feature 2 a amphibian has a backbone has slimy skin b c d",
+            "3": "3 0610/23/m/j/15 \u00a9 ucles 2015 [turn over (b) using phrases from the list, complete table 1.1 by adding two features of each animal group,  as shown for amphibians.   y ou may use each feature once, more than once or not at all. has no backbone   has a backbone   has feathers   has fur has gills   has scaly skin   has slimy skin   has a shell has 8 legs   has 6 legs [3]   [total: 4]",
+            "4": "4 0610/23/m/j/15 \u00a9 ucles 20152 fig. 2.1 shows a section through the human heart.   chamber  a collects deoxygenated blood from the body.  ac bd fig. 2.1  (a) (i)  state the name of chamber b.      [1]   (ii) state which organ the blood goes to after it leaves chamber b.   [1]   (iii) blood can contain different concentrations of carbon dioxide and oxygen.    tick (\u2713) the boxes that describe the blood found in chamber c.     high concentration of carbon dioxide      low concentration of carbon dioxide      high concentration of oxygen      low concentration of oxygen   [1]   (iv) name the tissue that makes up the wall of chamber d.  .. .[1]",
+            "5": "5 0610/23/m/j/15 \u00a9 ucles 2015 [turn over (b) the heart contains a number of valves.    (i) draw a line on fig. 2.1 to identify one of the valves.     label this line with a v. [1]   (ii) state the function of the valves in the heart.  .. .  .. .  .. .[1]  (c) (i) suggest two ways in which the heartbeat changes when a person exercises. 1     .. . 2     .. . [2]      (ii) the coronary artery supplies blood to the heart tissue. people with coronary heart  disease (chd) are unable to do much exercise.    state a cause of chd and explain why people with this disorder are unable to do much  exercise.  cause   .  .. . explanation  .. ..  .. .  .. .  .. . [3] [total: 11]",
+            "6": "6 0610/23/m/j/15 \u00a9 ucles 20153 (a) complete the sentences about enzymes by filling in the gaps.   use words or phrases from the list. catalysts   hormones   not changed prevent   protein   slow down speed up   used up   enzymes are made of . molecules.      they function as . which means that they .  chemical reactions. [3]  (b) saliva contains an enzyme that digests starch.   a group of students used saliva to investigate the digestion of starch at different ph values.    their results are shown in fig. 3.1. 00246time taken for the digestion of starch / min ph810 2 4 6 8 10 12 14 fig. 3.1   (i) at which ph does the enzyme in saliva work the fastest?   ... [1]   (ii) how long does it take for the starch to be digested at ph 6?      min [1]",
+            "7": "7 0610/23/m/j/15 \u00a9 ucles 2015 [turn over  (iii) the stomach produces hydrochloric acid.     use the graph to suggest why the enzyme found in saliva does not work inside the  stomach.  .. .  .. .  .. .  .. .  .. .[2]   (iv) name the enzyme that digests starch and state where this enzyme is produced.            name of enzyme  ... .  where produced  ... . [2]  (c) name one factor, other than ph, which can change the rate of enzyme activity.  .. .[1] [total: 10]",
+            "8": "8 0610/23/m/j/15 \u00a9 ucles 20154 (a) fig. 4.1 shows diagrams of three types of cell found in the female reproductive system.   draw one straight line to join each diagram to the correct type of cell. type of cell not drawn to scalediagram ciliated cell egg cell nerve cell muscle cella b c fig. 4.1 [3]  (b)  cell b is found on the insides of the oviducts.   this type of cell is also found on the insides of the air passages leading to the lungs.   (i) describe the function of these cells in the air passages leading to the lungs.  .. .  .. .  .. .  .. .  .. .[2]   (ii) suggest why these cells are present in the oviducts.  .. .  .. .[1]",
+            "9": "9 0610/23/m/j/15 \u00a9 ucles 2015 [turn over (c) fig. 4.2 shows the organs in the female reproductive system. fed fig. 4.2   (i) identify the parts labelled d, e and f. choose words from the list. cervix   ovary   oviduct   uterus   vagina    d  .       e  .      f  .  [3]   (ii) on fig. 4.2 draw an x to show where sperm are released during sexual intercourse. [1]  (d)  fig. 4.3 shows a sperm cell. the tail can be moved from side to side. tail fig. 4.3   suggest why the tail is important for reproduction.  .. .  .. .  .. .  .. .  .. .[2]  [total: 12] ",
+            "10": "10 0610/23/m/j/15 \u00a9 ucles 20155 (a) complete table 5.1 to show which statements are true for diffusion and which are true for  osmosis. use a tick ( \u2713) if it is true or a cross ( \u2717) if it is false.   complete all eight boxes. table 5.1 statement diffusion osmosis must involve a partially permeable membrane involves the movement of gases and solutes is a result of the random movement of particles requires energy from respiration  [4]  (b) fig. 5.1 shows a small bag of coloured salts placed in a beaker of warm water.         after a few minutes, the water changes colour. this is shown in fig. 5.1. warm water bag of coloured saltscolour spreading out fig. 5.1    use fig. 5.1 to help explain how tissues obtain oxygen from the blood.    .. .  .. .  .. .  .. .  .. .[2] [total: 6]  ",
+            "11": "11 0610/23/m/j/15 \u00a9 ucles 2015 [turn over6 (a) a plant develops seeds and fruit after pollination has occurred.   name one agent of pollination.  .. .[1]  (b) state one reason why fruit and seed dispersal is important for plants.  .. .  .. .  .. .[1]  (c) fig. 6.1 shows the fruiting body of a dandelion plant and a single fruit. the fruiting body is made  of many single fruits. single fruit dandelion fruiting body containing many single fruits fig. 6.1   use fig. 6.1 to suggest how the single dandelion fruits are dispersed from the parent plant.   give a reason for your answer.  how fruits are dispersed .. ..  .. . reason  ...   .. .  .. . [2]",
+            "12": "12 0610/23/m/j/15 \u00a9 ucles 2015 (d) seeds will only germinate if they are provided with suitable conditions.   state the environmental conditions that are required for all seeds to germinate.  .. .  .. .  .. .[3]   [total: 7]",
+            "13": "13 0610/23/m/j/15 \u00a9 ucles 2015 [turn over7 (a) fig. 7.1 shows four organisms in a food chain, the part each organism plays in the food chain  and a description of how it feeds. these are not in the correct order.   draw one straight line from each organism to the part it plays in the food chain.   draw one straight line from each part played in the food chain to its description. carnivorepart it plays in food chaindescription of feeding methodorganism decomposer herbivore producermakes organic nutrients using energy from sunlight gets its energy by eating plants gets its energy by eating other animals gets its energy from dead or waste matter fig. 7.1 [6]  (b) define the term trophic level.    .. .  .. .  .. .[1] [total: 7]",
+            "14": "14 0610/23/m/j/15 \u00a9 ucles 20158 fig. 8.1 shows how the human population changed between the year 1500 and the year 2000. 1400 1200 1000 800 1500 1550 1600 1650 1700 1750 year1800 1850 1900 19502000population / millions600 400 200 0china india africa latin america western europe united states fig. 8.1  (a) (i) define the term population .  .. .  .. .  .. .  .. .[2]   (ii) use the graphs in fig. 8.1 to estimate the total  world population in the year 2000.    choose from the list. less than 2300 million   3300 million   4300 million   more than 4800 million    estimated world population =  ...[1]  (b) the populations of africa and latin america show a similar pattern of growth over the  500 year period.   describe and suggest reasons for this pattern of growth. description of pattern  ... .  .. . explanation  .. .  .. .  .. .  .. .[3]",
+            "15": "15 0610/23/m/j/15 \u00a9 ucles 2015 [turn over (c) the populations of india and china also show a similar pattern to each other. both populations  have decreased at one point in time and then increased.   state two factors that could cause a human population to decrease . 1     .. . 2     .. . [2]  (d) in 1970, scientists started counting different groups of birds living on a large island.   fig. 8.2 shows how the numbers of four of these bird groups changed between 1970 and  2010. +40 +20 1970 1980 1990 year2000 2010% change0 -20 -40 -60seabirds water and wetland birds woodland birds farmland birds fig. 8.2   (i) compare the results for seabirds with the results for woodland birds.  .. .  .. .  .. .  .. .  .. .[2]",
+            "16": "16 0610/23/m/j/15 \u00a9 ucles 2015  (ii) suggest a reason for the change in the numbers of woodland birds since 1990.  .. .[1]    (iii) the results for farmland birds are a particular cause for concern.    describe why it is important to conserve species and their habitats.  .. .  .. .  .. .  .. .  .. .[2]  [total: 13]",
+            "17": "17 0610/23/m/j/15 \u00a9 ucles 2015 [turn over9 brachydactyly (club thumbs) is an inherited condition affecting the shape of the thumbs.  club thumbs are produced when a person inherits a dominant allele.  fig. 9.1 shows a normal thumb and a club thumb. normal thumbclub thumb (brachydactyly) fig. 9.1  (a) (i) describe the meaning of the term inherited .  .. .  .. .[1]   (ii) define the term  dominant allele .   .. .  .. .  .. .  .. .  .. .[2]",
+            "18": "18 0610/23/m/j/15 \u00a9 ucles 2015 (b) fig. 9.2 shows part of a family tree. some of the individuals in the family tree have club  thumbs. ab cd male, club thumb male, normal thumb female, club thumb female, normal thumbkey fig. 9.2   (i) person c and person d have four children.    complete the genetic diagram to show why some of the children have club thumbs and  why some have normal thumbs.    use the letter t to represent the allele for club thumbs.    use the letter t to represent the allele for normal thumbs.      c  d  parental phenotypes  . \u00d7 .    parental genotypes  tt \u00d7 .              gametes  .       .  .       .  genotypes of  children  ...      ...      ...      ...  phenotypes  of children  ...      ...      ...      ... ratio . ...[6]",
+            "19": "19 0610/23/m/j/15 \u00a9 ucles 2015  (ii) person b is homozygous for the gene for club thumbs.    state the evidence in fig. 9.2 which supports this statement.  .. .  .. .  .. .[1]  [total: 10] ",
+            "20": "20 0610/23/m/j/15 \u00a9 ucles 2015permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here 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 onl ine in the cambridge international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to do wnload at www.cie.org.uk after  the live examination series. cambridge international examinations is part of the cambridge assessment group. cambridge assessment is the brand name of unive rsity of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge.blank page"
+        },
+        "0610_s15_qp_31.pdf": {
+            "1": "this document consists of 18 printed pages and 2 blank pages. dc (cw/sw) 105196/3 \u00a9 ucles 2015 [turn overcambridge international examinations cambridge international general certificate of secondary education *8043492395* biology  0610/31 paper 3 extended may/june 2015  1 hour 15 minutes candidates answer on the question paper. no additional materials are required. read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen. y ou may use an hb pencil for any diagrams or graphs. do not use staples, paper clips, glue or correction fluid. do not write in any barcodes. answer all questions. electronic calculators may be used. y ou may lose marks if you do not show your working or if you do not use appropriate units. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [ ] at the end of each question or part question. the syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificat e.",
+            "2": "2 0610/31/m/j/15 \u00a9 ucles 20151 (a) fig. 1.1 shows five species of mollusc. ab c d e fig. 1.1   use the key to identify each species. write the letter of each species ( a to e) in the correct  box beside the key. key 1 (a) body is completely or partly covered in a shell go to 2 (b) body is not completely covered or partly covered in a shell limax flavus 2 (a) shell is attached to rocks by thin threads mytilus edulis (b) shell is not attached to rocks by thin threads go to 3 3 (a) shell is a spire that comes to a point buccinum undatum (b) shell is not a spire that comes to a point go to 4 4 (a) animal has tentacles nautilus pompilius (b) animal has 2 tentacles planorbis planorbis [3]",
+            "3": "3 0610/31/m/j/15 \u00a9 ucles 2015 [turn over (b) state two features that are shown by all molluscs. 1    2    [2]  [total: 5]",
+            "4": "4 0610/31/m/j/15 \u00a9 ucles 20152 a student carried out an investigation to find the effect of carbon dioxide concentration on the rate  of photosynthesis of an aquatic plant.  the apparatus that the student used is shown in fig. 2.1. the student was advised to use a light  meter positioned at the same distance from the lamp as the pond plant. the student counted the  number of bubbles produced by the cut end of the stem. water-baththermometer pond plantmovable lamp 0cm15 rulerdilute sodium hydrogencarbonate solution stop watch fig. 2.1  (a) explain why the student included the following in the apparatus.   (i) the beaker of water and the thermometer.  .. .  .. .  .. .  .. .  .. .[2]   (ii) the light meter and the ruler.  .. .  .. .  .. .  .. .  .. .[2]",
+            "5": "5 0610/31/m/j/15 \u00a9 ucles 2015 [turn over (b) the results obtained by the student are shown in fig. 2.2. 0.00 0.05 0.10 0.15 0.20 0.25 carbon dioxide concentration  / %0.30 0.35 0.40 0.45 0.5025 20 15 10 5 0rate of photosynthesis / number of bubbles per minutexy fig. 2.2   (i) describe the student\u2019s results.    y ou will gain credit if you use data from fig. 2.2 in your answer.  .. .  .. .  .. .  .. .  .. .  .. .  .. .[3]   (ii) state the factor that is limiting the rate of photosynthesis in region x of the graph.  .. .[1]",
+            "6": "6 0610/31/m/j/15 \u00a9 ucles 2015  (iii) suggest and explain the reasons for the shape of the graph in region y.  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .[4]  (c) counting bubbles may not be the best way to measure the rate of photosynthesis. the volume  of the bubbles is not always exactly the same.   suggest and explain one alternative way of measuring the gas given off to solve this problem.  .. .  .. .  .. .  .. .  .. .  .. .  .. .[3]",
+            "7": "7 0610/31/m/j/15 \u00a9 ucles 2015 [turn over (d) fig. 2.3 shows the carbon dioxide concentration in the atmosphere as determined at mauna  loa in hawaii between 1959 and 2013. 300320340360380400 1960 1950 1970 1980 year1990 2000 2010 2020concentration of carbon dioxide in the atmosphere / parts per millionmean valuerange of values fig. 2.3   (i) explain why the concentration of carbon dioxide has increased between 1959 and 2013.  .. .  .. .  .. .  .. .  .. .[2]",
+            "8": "8 0610/31/m/j/15 \u00a9 ucles 2015  (ii) global warming is largely due to this increase in atmospheric carbon dioxide.    explain how increases in atmospheric carbon dioxide concentrations contribute to global  warming.  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .[4]  [total: 21]",
+            "9": "9 0610/31/m/j/15 \u00a9 ucles 2015 [turn over3 the menstrual cycle is coordinated by hormones secreted by the pituitary gland and hormones  secreted by the ovaries.  fig. 3.1 shows some of the events that occur during the menstrual cycle. h fsh is secreted by the pituitary gland joestrogen stimulates repair and growth of the  lining of the uterus k one or more follicles start to develop in an ovary l ovulation occurs m oestrogen is secreted by follicle cells n lh is secreted by the pituitary gland o oestrogen inhibits secretion of fsh fig. 3.1  (a) put the stages into the correct sequence. two have been done for you. hl [2]  (b) (i) describe what happens at ovulation.  .. .  .. .  .. .  .. .  .. .[2]   (ii) name the cell produced at fertilisation by the fusion of two gametes.  .. .[1]",
+            "10": "10 0610/31/m/j/15 \u00a9 ucles 2015 (c) if an embryo implants in the uterus, the embryo secretes a hormone known as hcg that  stimulates the reproductive organs of the woman to continue to secrete progesterone.   describe what happens after fertilisation until the time that the embryo secretes hcg.  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .[5]  (d) state two places where progesterone is produced during pregnancy. 1    2    [2]  (e) (i) fertility drugs are taken to increase the chance that a woman may become pregnant.    describe and explain how these drugs improve the chances of becoming pregnant.  .. .  .. .  .. .  .. .  .. .  .. .  .. .[3]",
+            "11": "11 0610/31/m/j/15 \u00a9 ucles 2015 [turn over  (ii) outline two social implications of using fertility drugs. 1     .. . 2     .. . [2] [total: 17]",
+            "12": "12 0610/31/m/j/15 \u00a9 ucles 20154 a biologist made a slide of some epidermal cells from a scale leaf of an onion bulb.  fig. 4.1 is a drawing that the biologist made of one of the cells. d a b c fig. 4.1    (a) table 4.1 shows the functions of the structures within a plant cell.   complete the table by:   naming the part of the cell that carries out each function   using the letters from fig. 4.1 to identify the part of the cell named. table 4.1 function letter from fig. 4.1 name resists the turgor pressure of the cell controls the activities of the cell site of the chemical reactions of the  cell including synthesis of proteins [3]",
+            "13": "13 0610/31/m/j/15 \u00a9 ucles 2015 [turn over (b) the biologist added a few drops of concentrated salt solution to the cells on the slide and took  a photograph of the cells, as shown in fig. 4.2. fig. 4.2     (i) with reference to fig. 4.2, describe the effect on the plant cells of adding a concentrated  salt solution.  .. .  .. .  .. .  .. .  .. .  .. .  .. .[3]   (ii) use the term water potential  to explain the effect you have described.  .. .  .. .  .. .  .. .  .. .  .. .  .. .[3]  [total: 9]",
+            "14": "14 0610/31/m/j/15 \u00a9 ucles 20155 mammals have a double circulation system.  (a) explain what is meant by a double circulation system.  .. .  .. .  .. .[1]   (b) table 5.1 shows some of the main organs in a mammal and the vessels that deliver blood and  take it away.   complete the table. table 5.1   organ blood vessel delivers blood takes blood away heart1 . 2 .  vein1 aorta 2 ..  artery lungs pulmonary artery liver1 hepatic artery 2 .hepatic vein kidney.  artery   vein    [5]",
+            "15": "15 0610/31/m/j/15 \u00a9 ucles 2015 [turn over (c) table 5.2 shows the blood pressure in the different blood vessels that supply and drain a  muscle in the leg. table 5.2 blood vessel mean blood pressure / kpa aorta 13femoral artery 12distributing / muscular artery  9arteriole in muscle  6capillary in muscle 4\u20131.3venule in muscle     1.1femoral vein  < 1.0   (i) the table shows that the mean blood pressure decreases from 13 kpa in the aorta to  6 kpa in the arterioles.    explain why blood pressure must decrease in the arterioles before entering the  capillaries.  .. .  .. .  .. .  .. .  .. .[2]   (ii) explain how blood returns to the heart in the femoral vein against the pull of gravity.  .. .  .. .  .. .  .. .  .. .  .. .  .. .[3] ",
+            "16": "16 0610/31/m/j/15 \u00a9 ucles 2015 (d) fig. 5.1 shows a section across part of an artery. fig. 5.1    with reference to fig. 5.1, explain how the structure of an artery is related to its function.  .. .  .. .  .. .  .. .  .. .  .. .  .. .[3]  [total: 14]",
+            "17": "17 0610/31/m/j/15 \u00a9 ucles 2015 [turn over6 moose, alces americanus , shown in fig. 6.1, are large herbivores that primarily live in northern  parts of north america. they have a varied diet that includes young shoots of willow trees and aquatic plants.   fig. 6.1   isle royale is a large island in lake superior in the united states where there is a population of  moose that has been studied by ecologists for a long time. the animals\u2019 only predator is the wolf. the island has a population of wolves that has changed in numbers over the years.  (a) (i) draw a food chain for the organisms in the passages above.  [2]    (ii) complete table 6.1 by stating the name and identifying the trophic level of each organism  in the food chain. table 6.1 name of organism trophic level  [3]    (iii) state two factors that influence the numbers of a top predator, such as wolves. 1    2    [2]",
+            "18": "18 0610/31/m/j/15 \u00a9 ucles 2015 (b) in the 1970s, the american ecologist paul colinvaux investigated the energy flow between  moose and wolves.   his results are summarised in table 6.2. table 6.2 energy input or output or energy flow energy / mj consumed by moose 4 320 000respiration of moose 380 000consumed by wolves 56 000respiration of wolves 53 000   (i) calculate the percentage of the energy obtained by the moose that is consumed by the  wolves. show your working.   ... % [2]   (ii) explain why the number of wolves on isle royale has never risen above 50 while the  highest number of moose recorded is 2450.  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .[5] [total: 14]",
+            "19": "19 0610/31/m/j/15 \u00a9 ucles 2015blank page",
+            "20": "20 0610/31/m/j/15 \u00a9 ucles 2015blank page permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here 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 onl ine in the cambridge international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to do wnload at www.cie.org.uk after  the live examination series. cambridge international examinations is part of the cambridge assessment group. cambridge assessment is the brand name of unive rsity of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge."
+        },
+        "0610_s15_qp_32.pdf": {
+            "1": "this document consists of 20 printed pages. dc (nf/sw) 99331/3 \u00a9 ucles 2015 [turn overcambridge international examinations cambridge international general certificate of secondary education *7452733535* biology  0610/32 paper 3 extended may/june 2015  1 hour 15 minutes candidates answer on the question paper. no additional materials are required. read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen. y ou may use an hb pencil for any diagrams or graphs. do not use staples, paper clips, glue or correction fluid. do not write in any barcodes. answer all questions. electronic calculators may be used. y ou may lose marks if you do not show your working or if you do not use appropriate units. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [ ] at the end of each question or part question. the syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificat e.",
+            "2": "2 0610/32/m/j/15 \u00a9 ucles 20151 (a) fig. 1.1 shows seven plant species that are important crops. ab cd f ge not drawn to scale fig. 1.1",
+            "3": "3 0610/32/m/j/15 \u00a9 ucles 2015 [turn over  use the key to identify each species. write the letter of each species ( a to g) in the correct  box beside the key. one has been done for you. key 1 (a) branched veins on leaves go to 2 (b) parallel veins (not branched) on leaves go to 3 2 (a) leaves divided into leaflets (look like small individual leaves) go to 4 (b) leaves not divided into leaflets go to 5 3 (a) flowers grouped tightly together at the top of the stalk triticum aestivum (b) flowers grouped loosely together at the top of the stalk go to 6 4 (a) large flowers located at top of stem solanum tuberosum (b) small flowers located along the stem glycine max 5 (a) leaves have five lobes manihot esculenta f (b) leaves have three lobes ipomoea batatas 6 (a) flowers above youngest leaf zea mays (b) flowers bend down below youngest leaf oryza sativa [3]  (b) the pattern of the veins on the leaves was used in the key to separate the monocotyledonous  crop plants and eudicotyledonous (dicotyledonous) crop plants shown in fig. 1.1.   state one other feature that could be used to identify monocotyledonous plants from  eudicotyledonous plants.  ..  [1]",
+            "4": "4 0610/32/m/j/15 \u00a9 ucles 2015 (c) the leaves of some crop plants are not eaten but are used to make paper. this reduces  deforestation because fewer trees are cut down for making paper. deforestation has negative effects on soil ecosystems.   (i) describe the negative effects of deforestation on soil ecosystems.  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  ..  [4]   (ii) paper recycling can reduce deforestation.    outline how paper can be recycled.  .. .  .. .  .. .  .. .  .. .  .. .  ..  [3] [total: 11]",
+            "5": "5 0610/32/m/j/15 \u00a9 ucles 2015 [turn over2 (a) write a balanced chemical equation for photosynthesis.   ...    ... [3]   a student investigated the effect of light intensity on the rate of photosynthesis of algae.   fig. 2.1 shows the apparatus set up for the investigation. 0 20 40 60 80 100 120glass tank with water bottle containing algae suspension and hydrogencarbonate indicator solutionlamp rulerstop-clock fig. 2.1  (b) suggest why a glass tank with water was placed between the lamp and the bottle in the  investigation.  .. .  .. .  ..  [1]  (c) the hydrogencarbonate indicator solution changes colour when the ph changes. at ph 8.4 it  is red, at ph 7.6 it is yellow and at ph 9 it is purple.   predict the colour of the hydrogencarbonate indicator solution in the bottle nearest the lamp  at the end of the investigation. explain your answer. colour prediction   ... explanation  .. .  .. .  .. .  .. .  .. .  .. . [3]",
+            "6": "6 0610/32/m/j/15 \u00a9 ucles 2015 (d) the student\u2019s results are shown in fig. 2.2. 100 90 80 70 60 50 40 30 20 10 0 02 0 4 0 6 0 8 0 distance from lamp  / cmtime for colour change / minutes 100 120 140 fig. 2.2   describe and explain how the rate of photosynthesis is affected by light intensity.  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  ..  [5] [total: 12]",
+            "7": "7 0610/32/m/j/15 \u00a9 ucles 2015 [turn over3 fig. 3.1 shows images of red blood cells from a human, a, and a bird, b. nucleus b a fig. 3.1  (a) state the function of red blood cells.  .. .  .. .  ..  [1]  (b) there is a nucleus present in each of the red blood cells of the bird, as shown in fig. 3.1.   (i) state the function of a nucleus.  .. .  .. .  ..  [1]   (ii) human red blood cells do not contain a nucleus.    state an advantage of this.  .. .  .. .  ..  [1]",
+            "8": "8 0610/32/m/j/15 \u00a9 ucles 2015 red blood cells from humans were placed into three test-tubes. each test-tube contained a salt  solution of a different concentration. a sample was taken from each test-tube and viewed using a  microscope. the results are shown in fig. 3.2. 0.10 salt concentration  / mol  dm\u201330.15 0.20 0.25 fig. 3.2  (c) (i) describe the appearance of the red blood cells in the 0.15 mol dm\u22123 salt solution and the  red blood cells in the 0.20 mol dm\u22123 salt solution. 0.15 mol dm\u22123 .  .. . 0.20 mol dm\u22123 .  .. . [2]   (ii) the red blood cells in the 0.10 mol dm\u22123 salt solution burst.    explain why the red blood cells burst.  .. .  .. .  .. .  .. .  .. .  .. .  ..  [3]   (iii) suggest why a plant cell in 0.10 mol dm\u22123 salt solution would not burst.  .. .  .. .  ..  [1]",
+            "9": "9 0610/32/m/j/15 \u00a9 ucles 2015 [turn over (d) some people in accidents lose a lot of blood. doctors give patients fluid to replace lost blood.   (i) use the information in fig. 3.2 to predict and explain the concentration of fluid replacement  given to patients who have lost blood. prediction  ...  explanation  .. ..  .. .  .. . [2]   (ii) describe the process of blood clotting.  .. .  .. .  .. .  .. .  .. .  .. .  ..  [3] [total: 14]",
+            "10": "10 0610/32/m/j/15 \u00a9 ucles 20154 fig. 4.1 shows part of the human gas exchange system. k l fig. 4.1  (a) (i) name structure k.  ..  [1]   (ii) ciliated cells and goblet cells line structure  l.    explain the function of these cells in structure l.  .. .  .. .  .. .  .. .  .. .  .. .  ..  [3]",
+            "11": "11 0610/32/m/j/15 \u00a9 ucles 2015 [turn over (b) gas exchange occurs at the alveoli.   (i) describe how oxygen molecules move from the alveoli into the blood.  .. .  .. .  .. .  .. .  .. .  .. .  ..  [3]   (ii) during inspiration, air moves from the atmosphere into the lungs.    describe the mechanism of inspiration.  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  ..  [4]   (iii) name one gas that is found in a higher concentration in expired air than in inspired air.  ..  [1]",
+            "12": "12 0610/32/m/j/15 \u00a9 ucles 2015 (c) tobacco smoke affects the gas exchange system.   name two components of tobacco smoke and describe their effect on the gas exchange  system. component 1  .. ... effect  ... ..  .. .  .. . component 2  .. ... effect  ... ..  .. .  .. . [4] [total: 16]",
+            "13": "13 0610/32/m/j/15 \u00a9 ucles 2015 [turn overquestion 5 begins on page 14.",
+            "14": "14 0610/32/m/j/15 \u00a9 ucles 20155 the growth and development of an embryo begins immediately after fertilisation.  (a) fig. 5.1 shows some of the events ( s to y) between fertilisation and birth. s development of the heart t placenta forms u hormones are released by mother to start contractions  v implantation of the embryo in the lining of the uterus w embryo forms into a ball of eight cells x development of sex organs y fertilised ovum divides into two cells by mitosis fig. 5.1   (i) put the events into the correct sequence. two have been done for you. yx [2]   fig. 5.2 shows a developing fetus and part of the reproductive system of the mother. m n or q p fig. 5.2",
+            "15": "15 0610/32/m/j/15 \u00a9 ucles 2015 [turn over  (ii) table 5.1 shows some functions and names of parts of the developing fetus and pregnant  mother.    complete the table. one row has been done for you. table 5.1 letter from fig. 5.2 name function during pregnancy p amniotic sac encloses the amniotic fluid attaches the placenta to the fetus amniotic fluid contracts to push the baby through the birth  canal placenta widens during labour to allow the head of the  baby to pass [5]",
+            "16": "16 0610/32/m/j/15 \u00a9 ucles 2015 (b) mothers are often given nutritional advice for their newborn babies. scientists compared  breast-feeding to bottle-feeding with formula milk. their data is shown in table 5.2. table 5.2 breast milk formula milk lipid / g per dm337 38 lactose / g per dm373 72 protein / g per dm38.7 12.9 energy / kj per dm3680 690 volume of milk taken / g per day 448 732   use the data in table 5.2 to describe one difference and one similarity between the nutritional  value of breast milk and formula milk. difference  ... ...  .. . similarity  ... .  .. . [2]",
+            "17": "17 0610/32/m/j/15 \u00a9 ucles 2015 [turn over (c) the scientists measured the growth of the babies fed with breast milk and babies fed with  formula milk described in table 5.2. the mass of the babies from birth until they were  15 months old is shown in fig. 5.3. 00mass  / kg age  / months224681012 4 6 8 10 12 14 16 breast-fedkey formula-fed fig. 5.3   (i) define  the term growth .  .. .  .. .  .. .  .. .  ..  [2]   (ii) using the information in table 5.2 and fig. 5.3, describe and explain the changes in the  mass of the babies that were breast-fed and babies that were bottle-fed with formula milk.  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  ..  [4]",
+            "18": "18 0610/32/m/j/15 \u00a9 ucles 2015  (iii) the scientists noticed that there were other differences between the breast-fed babies  and the babies fed with formula milk.    describe the advantages and disadvantages of breast-feeding. advantages  ... .  .. .  .. .  .. .  .. . disadvantages   ...  .. .  .. .  .. .  .. .  [4] [total: 19]",
+            "19": "19 0610/32/m/j/15 \u00a9 ucles 2015 [turn over6 the human population is growing rapidly. this is increasing the pressure on the world food supply.  (a) name the rapid growth phase of any population of organisms.  ..  [1]  in canada farmers are breeding fish in large nets because the wild stocks of fish are decreasing.  fig. 6.1 is a diagram of a salmon fish farm in the ocean. the salmon only eat the food provided by  the worker. worker feeds salmon with fish pieces from floating walkwayfish farmer monitors water from boat waste excreted from salmon collects at the bottom of the oceannet excess fish pieces pass into the ocean ocean floor fig. 6.1  (b) explain the effects of the excess fish pieces and waste excreted from the salmon on the  environment.  .. .  .. .  .. .  .. .  .. .  .. .  ..  [3]",
+            "20": "20 0610/32/m/j/15 \u00a9 ucles 2015permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here 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 onl ine in the cambridge international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to do wnload at www.cie.org.uk after  the live examination series. cambridge international examinations is part of the cambridge assessment group. cambridge assessment is the brand name of unive rsity of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge. (c) state the lowest possible trophic level of the salmon shown in fig. 6.1.  ..  [1]  (d) other farmers grow seaweed. salmon farming is a less energy efficient way of producing food  for humans than seaweed farming.   explain why.  .. .  .. .  .. .  .. .  .. .  .. .  ..  [3] [total: 8]"
+        },
+        "0610_s15_qp_33.pdf": {
+            "1": "this document consists of 20 printed pages. dc (nh/sw) 89827/4 \u00a9 ucles 2015 [turn over *0773964445* biology  0610/33 paper 3 extended may/june 2015  1 hour 15 minutes candidates answer on the question paper. no additional materials are required. read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen. y ou may use an hb pencil for any diagrams or graphs. do not use staples, paper clips, glue or correction fluid. do not write in any barcodes. answer all questions. electronic calculators may be used. y ou may lose marks if you do not show your working or if you do not use appropriate units. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [ ] at the end of each question or part question. the syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificat e.cambridge international examinations cambridge international general certificate of secondary education",
+            "2": "2 0610/33/m/j/15 \u00a9 ucles 20151 f ig. 1.1 shows seven different species of amphibian. a b c d e f gnot drawn to scale fig. 1.1",
+            "3": "3 0610/33/m/j/15 \u00a9 ucles 2015 [turn over (a) use the key to identify each species. write the letter of each species ( a to g) in the correct  box beside the key. one has been done for you. key 1 (a) long, narrow body, with or without legs go to 2   (b)body not long and narrow, back legs are larger than  the front legsgo to 5 2 (a) body without legs gymnopis multiplicata b   (b) body with legs which are all of the same size go to 3 3 (a) raised crest along the back of the body triturus cristatus   (b) no crest along the back of the body go to 44 (a) gills present necturus maculosus   (b) no gills present ambystoma tigrinum 5 (a) skin is smooth go to 6   (b) skin is not smoothoreophrynella  quelchii 6 (a) digits end in swellingspolypedates  leucomystax   (b) digits do not end in round swellings rana temporaria  [3]  (b) many amphibian species throughout the world are endangered.   suggest three  reasons why many amphibian species are endangered. 1     .. . 2     .. . 3     .. .  [3]  [total: 6]",
+            "4": "4 0610/33/m/j/15 \u00a9 ucles 20152 some plants can be grown in water using the technique of hydroponics. the roots are in water and  supplied with the ions that they need at the concentrations that support maximum growth. some ions can be absorbed both by diffusion and by active transport.  (a) (i) state two features of diffusion that do not apply to active transport. 1     .. . 2     .. .  [2]   (ii) explain how roots are adapted to absorb ions.  .. .  .. .  .. .  .. .  .. .[2]  a group of students investigated the effect of soaking small onion bulbs in different concentrations  of sodium chloride solution. they peeled off the outer papery leaves of the onion bulbs and divided the onions into 6 batches, each with 10 onions.  the onions were surface dried with paper towels and weighed. the mean mass of the onions in  each batch was calculated. the onions were then left in sodium chloride solutions for three hours.  after three hours the students surface dried the onions and weighed them again. their results are  given in table 2.1. table 2.1 concentration of  sodium chloride solution / g dm\u20133mean mass of onions / g percentage  change in mass before  soakingafter soaking  for 3 hours   0 147 173 +17.7 25 153 165  +7.8 50 176 172  \u20132.3100 154 149  \u20133.2150 149 142  \u20134.7200 183 175",
+            "5": "5 0610/33/m/j/15 \u00a9 ucles 2015 [turn over (b) (i) calculate the percentage change in mass of the onions that were in the most concentrated  solution of sodium chloride. show your working. write your answer in table 2.1.  [2]   (ii) explain why the students calculated the percentage change in mass of the onions.  .. .  .. .  .. .  .. .  .. .[2]  (c) the students plotted a graph of the results as shown in fig. 2.1. 05percentage change in mass concentration of sodium chloride solution  / g dm\u20133101520 \u20135 \u20131050 0 100 150 200 fig. 2.1   (i) complete the graph using your answer to (b)(i) . [1]   (ii) use the graph in fig. 2.1 to estimate the concentration of the sodium chloride solution  that has the same water potential as the onions.  .. .[2]",
+            "6": "6 0610/33/m/j/15 \u00a9 ucles 2015 (d) using the term water potential , explain why the onions:   gained mass when soaked in dilute solutions of sodium chloride  .. .  .. .  .. .  .. .   lost mass when soaked in concentrated solutions of sodium chloride.   .. .  .. .  .. .  .. .  [4]  [total: 15]",
+            "7": "7 0610/33/m/j/15 \u00a9 ucles 2015 [turn overquestion 3 begins on page 8.",
+            "8": "8 0610/33/m/j/15 \u00a9 ucles 20153 researchers in michigan investigated the rate of photosynthesis in leaves of big-tooth aspen trees,  populus grandidentata , by placing some of the growing leaves inside transparent boxes.  the researchers measured the uptake of carbon dioxide by the leaves over a range of temperatures  from 10\u201340 \u00b0c. they carried out their measurements at two different concentrations of carbon  dioxide:   h  \u2013 325 ppm carbon dioxide which is close to the concentration in the atmosphere;   j  \u2013 1935 ppm carbon dioxide which is a very high concentration.  the results are shown in fig. 3.1. 1015uptake of  carbon dioxide / mg m\u20132 min\u20131 temperature  / \u00b0c202530 5 0 10 0 20 30 40 5 15 25 35j h fig. 3.1  (a) describe how the results for the aspen leaves in batch j differ from the results for the aspen  leaves in batch h. use data from fig. 3.1 in your answer.  .. .  .. .  .. .  .. .  .. .  .. .  .. .[3]",
+            "9": "9 0610/33/m/j/15 \u00a9 ucles 2015 [turn over (b) explain why the rate of photosynthesis in the leaves in batch j:   (i) increases with an increase in temperature from 15 \u00b0c to 35 \u00b0c  .. .  .. .  .. .  .. .  .. .[2]   (ii) decreases at temperatures above 35 \u00b0c.  .. .  .. .  .. .  .. .  .. .[2]  (c) use the results in fig. 3.1 to suggest and explain the likely effect on plant growth of an  increase in carbon dioxide concentration in the atmosphere as a result of the combustion of fossil fuels.  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .[5]  [total: 12]",
+            "10": "10 0610/33/m/j/15 \u00a9 ucles 20154 the lungs and the kidneys are excretory organs of the human body.  (a) (i) define the term excretion .  .. .  .. .  .. .  .. .  .. .  .. .  .. .[3]   (ii) state an excretory product that is passed out through the lungs.  .. .[1]   (iii) outline the role of the liver in excretion.  .. .  .. .  .. .  .. .  .. .  .. .  .. .[3]",
+            "11": "11 0610/33/m/j/15 \u00a9 ucles 2015 [turn over (b) fig. 4.1 is a vertical section of the kidney. pk l mno fig. 4.1   table 4.1 shows the functions of parts of the kidney.   complete the table by:   \u0081 naming the part of the kidney that carries out each function   \u0081 using letters from fig. 4.1 to identify the part of the kidney named.   one row has been completed for you. table 4.1 function name of part letter from fig. 4.1 blood is filtered concentration of urine is  determinedmedulla l urine flows to the  bladder blood is carried into the  kidney blood flows out of the  kidney  [4]",
+            "12": "12 0610/33/m/j/15 \u00a9 ucles 2015 (c) people with kidney disease are often treated in renal dialysis clinics. their blood passes  through tubes lined with a special membrane for about three hours.   (i) state two waste substances that are removed from the blood by dialysis. 1    2     [2]   (ii) kidney patients may be given a kidney transplant. state one advantage and one  disadvantage of kidney transplants compared with dialysis. advantage  ..  .. .  .. . disadvantage  .   .. .  .. .  [2]  [total: 15]",
+            "13": "13 0610/33/m/j/15 \u00a9 ucles 2015 [turn overquestion 5 begins on page 14.",
+            "14": "14 0610/33/m/j/15 \u00a9 ucles 20155 the menstrual cycle involves monthly changes in the ovary and the uterus.  (a) fig. 5.1 shows the sequence of changes within the ovary that occur during the menstrual  cycle. r st fig. 5.1   (i) name structures r and s. r  . ... s  . ...  [2]   (ii) state the name of the process that is occurring at t.  .. .[1]  (b) the ovary secretes hormones that control the growth and maintenance of the lining of the  uterus.   name the hormone that stimulates:   (i) the growth of the lining of the uterus during the first half of the menstrual cycle  .. .[1]   (ii) the maintenance of the lining of the uterus during the second half of the menstrual cycle.  .. .[1]",
+            "15": "15 0610/33/m/j/15 \u00a9 ucles 2015 [turn over (c) fig. 5.2 is an electron micrograph showing a sperm cell on the surface of an egg cell. fig. 5.2   (i) state three  ways in which a sperm cell differs from an egg cell. 1    2    3   [3]   (ii) human body cells have 46 chromosomes. human egg and sperm cells have  23 chromosomes each.    what term is used to describe the number of chromosomes in a gamete, such as an egg  cell or a sperm cell?  .. .[1]   (iii) state the organ in which fertilisation occurs in humans.  .. .[1]   (iv) describe what happens between the event shown in fig. 5.2 and implantation in the  uterus.  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .[4]",
+            "16": "16 0610/33/m/j/15 \u00a9 ucles 2015 (d) clomiphene citrate is a fertility drug that has been available for over 50 years. as part of a  fertility treatment clomiphene citrate is taken once a day (daily dose) for about five days.   researchers investigated the use of the drug in denmark between 1974 and 1993. the  results of their study are shown in fig. 5.3. 400600total number of daily doses of clomiphene citrate per year year80010001200140016001800 200 0 1974 1976 1978 1980 1982 1984 1986 1988 1990 1992 1994 fig. 5.3   (i) describe the change in the use of clomiphene citrate in denmark between 1974 and  1993. use data from fig. 5.3 in your answer.  .. .  .. .  .. .  .. .  .. .[2]",
+            "17": "17 0610/33/m/j/15 \u00a9 ucles 2015 [turn over  (ii) clomiphene citrate is used as part of a treatment cycle to help women become pregnant.  often this involves artificial insemination (ai).     describe how a treatment cycle involving fertility drugs and ai would be carried out.  .. .  .. .  .. .  .. .  .. .  .. .  .. .[3]  [total: 19]",
+            "18": "18 0610/33/m/j/15 \u00a9 ucles 20156 some integrated farming systems involve making best use of all available resources without the  use of large inputs of energy in the form of fossil fuels.  a study looked at what happened to the light energy that was the major energy input to farms in  the zhujiang delta in china. the farms are based on a dyke-pond system as shown in fig. 6.1. dykeelephant grass vegetables phytoplanktonmulberry trees pondfish fig. 6.1  elephant grass, vegetables and mulberry trees are grown on the dykes in between the ponds.  the elephant grass is grown and then cut to feed the fish. vegetables and fish are used for human  consumption. silkworms feed on the mulberry trees. phytoplankton are the main producers in the  pond and are eaten by the fish.  (a) (i) explain the meaning of the term producer .  .. .  .. .  .. .  .. .  .. .[2]",
+            "19": "19 0610/33/m/j/15 \u00a9 ucles 2015 [turn over  (ii) use the information provided in the passage on page 18 and in fig. 6.1 to complete  a  food web for the farm. some of the producers have been drawn for you.   phytoplankton  in the pondmulberry trees vegetables  [5]  (b) in the study the researchers discovered that the vegetables absorbed 1560 mj m\u20132 per year of  light energy. the energy which was transferred from the vegetables to humans was 3 mj m\u20132  per year.   explain what happens to the energy that is absorbed by the vegetables but is not transferred  to humans.  .. .  .. .  .. .  .. .  .. .  .. .  .. .[3]",
+            "20": "20 0610/33/m/j/15 \u00a9 ucles 2015 (c) suggest the advantages to a farmer of including ponds stocked with fish in an integrated  farming system.  .. .  .. .  .. .  .. .  .. .  .. .  .. .[3]  [total: 13] permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here 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 onl ine in the cambridge international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to do wnload at www.cie.org.uk after  the live examination series. cambridge international examinations is part of the cambridge assessment group. cambridge assessment is the brand name of unive rsity of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge."
+        },
+        "0610_s15_qp_51.pdf": {
+            "1": "this document consists of 10 printed pages and 2 blank pages. dc (lk/sw) 89823/6 \u00a9 ucles 2015 [turn overcambridge international examinations cambridge international general certificate of secondary education *9662444334* biology  0610/51 paper 5  practical test may/june 2015  1 hour 15 minutes candidates answer on the question paper. additional materials: as listed in the confidential instructions. read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen. y ou may use an hb pencil for any diagrams or graphs. do not use staples, paper clips, glue or correction fluid. do not write in any barcodes. answer all questions. electronic calculators may be used. y ou may lose marks if you do not show your working or if you do not use appropriate units. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question. for examiner\u2019s use 1 2 total the syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificat e.",
+            "2": "2 0610/51/m/j/15 \u00a9 ucles 2015read through all of the questions in this paper carefully before starting work. 1 y ou are provided with part of a citrus fruit .  \u0081 remove the plastic film and place the fruit on the white tile to show the cut surface.  (a) make a large, labelled drawing of the cut surface of this fruit to show the internal structure. [4]  juice can be extracted from fruits on a commercial scale. this process uses an enzyme to digest  part of the plant structure to release a larger volume of juice.   y ou are going to investigate the effect of ph on this enzyme when it is added to a sample of fresh  fruit.  y ou will be using buffer solutions to change the ph.  \u0081  dip a piece of universal indicator paper into buffer  x.  \u0081 repeat for buffer  y using another piece of universal indicator paper.",
+            "3": "3 0610/51/m/j/15 \u00a9 ucles 2015 [turn over (b) (i) observe and record the colour of these pieces of universal indicator paper after they  have been placed in the buffer solutions.    buffer  x ...    buffer  y ... [1]   (ii) use the colour chart provided to determine the ph of buffer  x and y.    ph of buffer x .        ph of buffer y  . [1]  \u0081 label four empty cups,  a1, b1, c1, and d1.  \u0081 add 25 cm3 of crushed fruit to each of the four labelled cups.  y ou are provided with four beakers labelled water , enzyme , buffer  x and buffer  y.  \u0081  use the syringes to add the volumes of contents shown in table 1.1 to the crushed fruit in  each of the cups. table 1.1 contents volume of contents added / cm3 a1 b1 c1 d1 crushed fruit 25 25 25 25buffer  x 55\u2013\u2013 buffer  y \u2013\u201355 water 2 \u2013 2 \u2013enzyme \u2013 2 \u2013 2",
+            "4": "4 0610/51/m/j/15 \u00a9 ucles 2015 leave  cups a1, b1, c1 and d1 to stand for 10 minutes and proceed with the later questions.  \u0081 label four empty cups, a2, b2, c2 and d2.  \u0081 place one filter paper into each of the cups.  spoon the mixture from cup a1 into the filter paper placed into cup a2 as shown in fig. 1.2.  repeat the procedure for cups b1, c1 and d1. filter papercrushed fruit mixture filtered juice fig. 1.2  record the time. ...  leave the mixtures in cups a2, b2, c2 and d2 to filter for 10 minutes  and proceed with later  questions.  \u0081 after 10 minutes, remove the filter paper and remaining crushed fruit mixture within it.  \u0081 measure the volume of filtered juice in cups a2, b2, c2 and d2.  (c) complete table 1.2 by recording:   \u0081 the units in the appropriate place   \u0081 the volume of juice filtered in each cup. table 1.2 volume of juice filtered / \u2026\u2026... a2 b2 c2 d2 \u2026\u2026\u2026.. \u2026..\u2026.. \u2026\u2026... \u2026.\u2026..  [4]",
+            "5": "5 0610/51/m/j/15 \u00a9 ucles 2015 [turn over (d) compare the volumes and describe the appearance of the filtered juice in cups:   (i) a2  and b2  .. .  .. .  .. .  .. .  .. .[2]   (ii) c2  and d2.  .. .  .. .  .. .  .. .  .. .[2]  (e) describe the effect of ph on the enzyme by comparing the volumes and the appearance of  the filtered juice in cups b2 and d2.  .. .  .. .  .. .  .. .  .. .  .. .  .. .[3]  (f) (i) suggest why water was added to cups a1 and c1.   .. .  .. .  .. .[1]   (ii) state two variables that were controlled in this investigation. 1    2     [2]",
+            "6": "6 0610/51/m/j/15 \u00a9 ucles 2015  (iii) suggest two ways in which you could modify this investigation to produce more accurate  results. 1     .. . 2     .. .  [2] [total: 22]",
+            "7": "7 0610/51/m/j/15 \u00a9 ucles 2015 [turn over2 the heart pumps blood to the body through the arteries. the rate of blood flow can be determined  at certain sites around the body as a pulse. this can be used to estimate the heart rate.  (a) (i) on fig. 2.1, label two sites where you can feel a pulse. fig. 2.1  [2]   (ii) suggest one feature of these sites that makes it possible to feel a pulse.  .. .  .. .[1]",
+            "8": "8 0610/51/m/j/15 \u00a9 ucles 2015 (b) fig. 2.2. shows a section through two blood vessels, a vein and an artery, as seen on a  prepared slide when viewed with the use of a microscope. xy \u00d7 125     vein  artery fig. 2.2   the diameter of the blood vessel in fig. 2.2, shown by line xy, can be calculated using: diameter = measured length of line xy on image magnification   (i) measure, in mm, the length of line xy on fig. 2.2.  measured length of xy  ... mm [1]   (ii) use the information above and your answer to (i) to calculate the diameter shown by line  xy, in mm.    show your working. give your answer to one decimal place.  diameter  ... mm [1]",
+            "9": "9 0610/51/m/j/15 \u00a9 ucles 2015 [turn over  (iii) the length of xy may not be the most accurate measurement of the diameter of the  blood vessel in fig. 2.2.    suggest how you could determine a more accurate measurement of the diameter.  .. .  .. .  .. .  .. .  .. .[2]   (iv) the vein and artery in fig. 2.2 have features that are different.    complete table 2.1 to name three  features that are different and describe the differences  that you can observe in fig. 2.2. table 2.1 feature vein artery .. ..  .. .. ..  .. .. ..  .. [4]",
+            "10": "10 0610/51/m/j/15 \u00a9 ucles 2015 (c) when running the heart rate increases. after running the heart rate returns to normal.   (i) plan an investigation to compare the increase in heart rate as a result of exercise for  students that take regular exercise with those that do not.  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .[4]   (ii) draw a suitable table with headings and units to show how you would record the  measurements. [3] [total: 18]",
+            "11": "11 0610/51/m/j/15 \u00a9 ucles 2015blank page",
+            "12": "12 0610/51/m/j/15 \u00a9 ucles 2015permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here 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 onl ine in the cambridge international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to do wnload at www.cie.org.uk after  the live examination series. cambridge international examinations is part of the cambridge assessment group. cambridge assessment is the brand name of unive rsity of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge.blank page"
+        },
+        "0610_s15_qp_52.pdf": {
+            "1": "this document consists of 10 printed pages and 2 blank pages. dc (kn/sw) 90482/4 \u00a9 ucles 2015 [turn overcambridge international examinations cambridge international general certificate of secondary education *5337704053* biology  0610/52 paper 5 practical test may/june 2015  1 hour 15 minutes candidates answer on the question paper. additional materials: as listed in the confidential instructions. read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen. y ou may use an hb pencil for any diagrams or graphs. do not use staples, paper clips, glue or correction fluid. do not write in any barcodes. answer all questions. electronic calculators may be used. y ou may lose marks if you do not show your working or if you do not use appropriate units. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [ ] at the end of each question or part question. the syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificat e.for examiner\u2019s use 1 2 total",
+            "2": "2 0610/52/m/j/15 \u00a9 ucles 2015read through all the questions on this paper carefully before starting work. 1 hydrogen peroxide is produced by metabolism in most cells and is toxic in high concentration.    cells contain the enzyme catalase to break down the hydrogen peroxide.   fig. 1.1 shows this reaction. hydrogen peroxide water + oxygencatalase fig. 1.1  y ou are going to investigate the activity of catalase found in leaves. y ou will place two different  sized pieces of leaf into hydrogen peroxide solution and record the time taken for them to rise to  the surface of the solution.  (a) (i) prepare a table to record your results.    [4]  y ou are provided with three flat bottomed containers (specimen tubes).  \u0081  use a ruler to measure a distance of 40 mm from the bottom of each container and draw a  line on the containers, as shown in fig. 1.2. 40 mmline drawn on container fig. 1.2",
+            "3": "3 0610/52/m/j/15 \u00a9 ucles 2015 [turn over y ou are provided with hydrogen peroxide solution in a container labelled hydrogen peroxide .  \u0081 put on the eye protection provided.  \u0081  use the syringe provided to put hydrogen peroxide solution into each container until it reaches  the line at 40 mm.  \u0081  use the ruler and scissors provided to cut three  pieces of leaf. each piece should measure  10 mm \u00d7 10 mm.  \u0081  bend one of the pieces of wire provided into a u-shape. place a piece of leaf into the u-shape  and pinch the wire to hold the leaf in place as shown in fig. 1.3. leaf metal wire fig. 1.3  \u0081 add one piece of leaf and wire to the hydrogen peroxide solution in each of the containers. if  it does not sink straight away, push the piece of leaf gently down with forceps.  \u0081 observe the pieces of leaf and measure the time taken for each piece of leaf to rise from the  bottom of the container to the surface of the hydrogen peroxide solution. record the times in  seconds in your table.   the piece of leaf may sink after it reaches the surface. make sure you record the time for the  piece of leaf to first reach the surface.    \u0081 using forceps, remove the pieces of leaf from the containers and place them in the container  labelled waste . keep the pieces of wire for the following steps.  \u0081 cut another three  pieces of leaf, 15 mm \u00d7 15 mm, and attach a piece of wire to each piece of  leaf.   \u0081 repeat the procedure of recording the time taken to reach the surface of the hydrogen  peroxide solution for each of these 15 mm \u00d7 15 mm pieces of leaf.    (ii)  calculate the mean time taken for each size of leaf piece to reach the surface.    show your working. 10 mm \u00d7 10 mm   . 15 mm \u00d7 15 mm  .[1]   (iii) describe the effect of the size of leaf piece on the time taken to rise to the surface.  .. .  .. .  .. .[1]",
+            "4": "4 0610/52/m/j/15 \u00a9 ucles 2015 (b) (i) describe your observations of the pieces of leaves as they rise to the surface.  .. .  .. .  .. .  .. .  .. .[2]   (ii) use the information you have been given and your observations to explain why the leaf  pieces rose to the surface.  .. .  .. .  .. .  .. .  .. .[2]  (c) predict, with reasons, the effect of using a piece of leaf 20 mm \u00d7 20 mm on the time taken to  rise to the surface.   .. .  .. .  .. .  .. .  .. .[2]  (d) (i) state one variable that has been controlled in the investigation you have carried out.  .. .[1]   (ii) state one source of error in the method used in this investigation.    describe how to improve the method to decrease the effect of this error. error   ... improvement  ..   .. .  .. .    [2]",
+            "5": "5 0610/52/m/j/15 \u00a9 ucles 2015 [turn over  (iii) describe a control experiment for this investigation.   .. .  .. .  .. .  .. .  .. .[2]",
+            "6": "6 0610/52/m/j/15 \u00a9 ucles 2015 (e) some students used the same method to investigate the catalase activity in pieces of leaf of  four different species, w, x, y and z. each piece of leaf was the same size.   fig. 1.4 shows their results. species w xy zaverage time / s 290130170  50 fig. 1.4   (i) plot a bar chart of the data shown in fig. 1.4.    [4]",
+            "7": "7 0610/52/m/j/15 \u00a9 ucles 2015 [turn over  (ii) describe the results and suggest what the students could conclude from this investigation.   .. .  .. .  .. .  .. .  .. .  .. .  .. .[3]   [total: 24]",
+            "8": "8 0610/52/m/j/15 \u00a9 ucles 20152 fig. 2.1 shows cells in the growing part of a root as seen using a microscope.  cell a cell b cell c \u00d7 600 fig. 2.1  (a) (i) count and record the total number of cells in fig. 2.1. do not include any cells that are  only partly visible.   .. .[1]   (ii) chromosomes can be seen in cells that are undergoing mitosis. there are 18 of these  cells in fig. 2.1.    calculate the percentage of the cells that are undergoing mitosis in fig. 2.1.    show your working. give your answer to the nearest whole number.   ... % [2]  (b) state two ways, visible in fig. 2.1, in which the cell labelled b is different from the cell  labelled a. 1     .. . 2     .. .    [2]",
+            "9": "9 0610/52/m/j/15 \u00a9 ucles 2015 [turn over (c) fig. 2.2 is a magnified view of cell c in fig. 2.1. cell c \u00d7 800 fig. 2.2   (i) make a large drawing of the cell labelled c to show:     \u0081 the cell wall      \u0081 the chromosomes.    label a chromosome.  [5]   (ii) measure the length of cell c in fig. 2.2 and record your result. include the unit .    draw a line on fig. 2.2 to show where you have made your measurement. length of cell c ...[2]    (iii) calculate the actual length of the cell.    show your working. give your answer to the nearest whole number.  size of cell  mm [2]",
+            "10": "10 0610/52/m/j/15 \u00a9 ucles 2015 (d) cancer in the bronchus can be caused by smoking. when cancer develops, mitosis in cells  becomes uncontrolled, forming tumours.    fig. 2.3 shows cancer in the wall of a bronchus as seen using a microscope.  cells forming wall of bronchusouter surfacearea xarea y fig. 2.3   describe two features, visible in fig. 2.3, that suggest that area x is healthy and area y is  cancerous. 1     .. .  .. . 2     .. .  .. .     [2]    [total: 16]",
+            "11": "11 0610/52/m/j/15 \u00a9 ucles 2015blank page",
+            "12": "12 0610/52/m/j/15 \u00a9 ucles 2015permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here 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 onl ine in the cambridge international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to do wnload at www.cie.org.uk after  the live examination series. cambridge international examinations is part of the cambridge assessment group. cambridge assessment is the brand name of unive rsity of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge.blank page"
+        },
+        "0610_s15_qp_53.pdf": {
+            "1": "this document consists of 10 printed pages and 2 blank pages. dc (nf/sw) 90333/3 \u00a9 ucles 2015 [turn overcambridge international examinations cambridge international general certificate of secondary education *1703367358* biology  0610/53 paper 5 practical test may/june 2015  1 hour 15 minutes candidates answer on the question paper. additional materials: as listed in the confidential instructions. read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen. y ou may use an hb pencil for any diagrams or graphs. do not use staples, paper clips, glue or correction fluid. do not write in any barcodes. answer all questions. electronic calculators may be used. y ou may lose marks if you do not show your working or if you do not use appropriate units. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [ ] at the end of each question or part question. the syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificat e.for examiner\u2019s use 1 2 total",
+            "2": "2 0610/53/m/j/15 \u00a9 ucles 2015read through all the questions on this paper carefully before starting work. 1 urine is a waste product released from the body.  it contains urea, water, salts and other metabolic  wastes.  y ou are going to investigate the chemicals present in different samples of urine.  y ou are provided with three samples of urine labelled a, b and c.  these samples have been made up in the laboratory to represent urine.  (a) complete table 1.1 to describe the appearance of the three samples. table 1.1 sample appearance a bc [3]  (b) urine is often tested as part of a medical health check.   two common tests are described below.   test 1   pour a small volume of the urine sample into a test-tube.   add approximately the same volume of biuret reagent to the test-tube.   observe any colour change.   test 2   pour a small volume of the urine sample into a test-tube.   add approximately the same volume of benedict\u2019s solution to the test-tube.   heat the test-tube in a water-bath.   observe any colour change.",
+            "3": "3 0610/53/m/j/15 \u00a9 ucles 2015 [turn over  y ou are going to carry out both of these tests on the three urine samples a, b and c.   y ou will carry out six tests in total.   (i) prepare a table to record your observations in the space below.  [3]   (ii) use the equipment provided to carry out test 1 and test 2 on each sample a, b, and c.    raise your hand when you are ready for a supply of hot water for your water-bath in  test 2.    record your observations in your table. [3]",
+            "4": "4 0610/53/m/j/15 \u00a9 ucles 2015 (c) the results of urine tests can be used to suggest whether a person has a health problem.   assume samples a, b and c were collected from three different people during a medical  health check.   if reducing sugar is present, the person may be suffering from a disease called diabetes.   if protein is present, the person may be suffering from kidney problems.   however, if reducing sugar and protein are both absent from the urine, the person is likely to  be healthy.    use this information and your results to make and explain a conclusion about the health of  each of these three people.   (i) person a  .. .  .. .  ..  [2]   (ii) person b  .. .  .. .  ..  [2]   (iii) person c  .. .  .. .  ..  [2]",
+            "5": "5 0610/53/m/j/15 \u00a9 ucles 2015 [turn over (d) suggest two sources of error with these tests.   for each error, describe how you could improve the method to decrease the effect of the  error. error 1  .. .   .. . improvement 1   ..  .. . error 2  .. .  .. . improvement 2   ..  .. . [4]",
+            "6": "6 0610/53/m/j/15 \u00a9 ucles 2015 (e) one of the functions of the kidney is to reabsorb glucose back into the blood.   table 1.2 shows the relationship between the glucose concentration in the blood and the  amount of glucose excreted in the urine. table 1.2 blood glucose concentration / mg per 100 cm3glucose excreted in urine / mg per minute   0   0100   0200   0300  40400 100500 190600 280700 370",
+            "7": "7 0610/53/m/j/15 \u00a9 ucles 2015 [turn over  (i) plot a graph of the data in table 1.2 on the grid. [4]   (ii) describe the trend shown by the data plotted in (i).  .. .  .. .  ..  [2]   (iii) use your graph to find how much glucose is excreted in the urine when the blood glucose  level is 280 mg per 100 cm3.   ..  mg per minute  [1] [total: 26]",
+            "8": "8 0610/53/m/j/15 \u00a9 ucles 20152 y ou are provided with half of a flower labelled f.  carefully remove the plastic film.  use the hand lens to observe the male and female parts in the centre of the half-flower.  (a) draw a large, labelled diagram of your half-flower.   y our diagram should show the arrangement of the male and female parts. [5]",
+            "9": "9 0610/53/m/j/15 \u00a9 ucles 2015 [turn over (b) figure 2.1 shows half of a different flower. \u00d7 0.4d e fig. 2.1   look carefully at flower f and at the flower in fig. 2.1.   (i) state one way in which the flower in fig. 2.1 is similar  to flower f.  .. .  ..  [1]   (ii) state one way in which the flower in fig. 2.1 is different  to flower f.  .. .  ..  [1]  (c) measure the length of line de in fig. 2.1.   length of line de  mm   calculate the actual length of line de.   show your working.  actual length of line de  ...  mm  [3]",
+            "10": "10 0610/53/m/j/15 \u00a9 ucles 2015 (d) flowers produce a sugar solution so that a pollen tube can grow.   a student was planning an investigation to find out how the concentration of sugar solution  might affect the rate of growth of pollen tubes.   state:   (i) the variable that should be changed;  ..  [1]   (ii) what should be measured;  ..  [1]   (iii) two  variables that should be kept constant. 1 .  2 .   [2] [total: 14]",
+            "11": "11 0610/53/m/j/15 \u00a9 ucles 2015blank page",
+            "12": "12 0610/53/m/j/15 \u00a9 ucles 2015permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here 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 onl ine in the cambridge international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to do wnload at www.cie.org.uk after  the live examination series. cambridge international examinations is part of the cambridge assessment group. cambridge assessment is the brand name of unive rsity of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge.blank page"
+        },
+        "0610_s15_qp_61.pdf": {
+            "1": "this document consists of 9 printed pages and 3 blank pages. dc (lk/sw) 89821/4 \u00a9 ucles 2015 [turn overcambridge international examinations cambridge international general certificate of secondary education *1715045242* biology  0610/61 paper 6  alternative to practical may/june 2015  1 hour candidates answer on the question paper. no additional materials are required. read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen. y ou may use an hb pencil for any diagrams or graphs. do not use staples, paper clips, glue or correction fluid. do not write in any barcodes. answer all questions. electronic calculators may be used. y ou may lose marks if you do not show your working or if you do not use appropriate units. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question. the syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificat e.",
+            "2": "2 0610/61/m/j/15 \u00a9 ucles 20151 fig. 1.1 shows part of an orange . fig. 1.1  (a) make a large, labelled drawing of the cut surface of this fruit to show the internal structure.  [4]   juice can be extracted from fruits on a commercial scale. this process uses an enzyme to  digest part of the plant structure to release a larger volume of juice.    the juice of citrus fruits, such as the orange, is acidic.    students investigated the effect of ph on the activity of this enzyme.    buffer solutions x and y were used to change the ph.   pieces of universal indicator paper were used to test the ph of buffer solutions x and y.",
+            "3": "3 0610/61/m/j/15 \u00a9 ucles 2015 [turn over (b) observe the shade of the pieces of universal indicator paper shown in fig. 1.2 and estimate  the ph by comparing with the chart.  x 3 ph 4567 8y fig. 1.2    ph of buffer x .        ph of buffer y . [2]   four plastic cups a, b, c and d were set up as shown in table 1.1. table 1.1 contents volume of contents added / cm3 abcd crushed fruit 25 25 25 25 buffer x 55\u2013\u2013 buffer y \u2013\u201355 water 2 \u2013 2 \u2013 enzyme \u2013 2 \u2013 2  (c) suggest why water was added to cups a and c.   .. .  .. .  .. .[1]",
+            "4": "4 0610/61/m/j/15 \u00a9 ucles 2015  the contents of plastic cups a, b, c and d were stirred and left to stand for 10 minutes. the  contents were then filtered into measuring cylinders.   the results are shown in fig. 1.3. 510152025303540 510152025303540 510152025303540 5 0 cm30 cm30 cm30 cm310152025303540 abcd fig. 1.3  (d) complete table 1.2 by recording:   \u0081 the units in the appropriate place   \u0081 the volume of filtered juice shown in fig. 1.3. table 1.2 volume of juice filtered / \u2026\u2026... abcd \u2026\u2026\u2026.. \u2026..\u2026.. \u2026\u2026... \u2026.\u2026..  [2]  (e) compare the volumes and describe the appearance of the filtered juice in measuring  cylinders:   (i) a  and b  .. .  .. .  .. .  .. .  .. .[2]",
+            "5": "5 0610/61/m/j/15 \u00a9 ucles 2015 [turn over  (ii) c  and d.  .. .  .. .  .. .  .. .  .. .[2]  (f) describe the effect of ph on the enzyme by comparing the volumes and the appearance of  the filtered juice in measuring cylinders b and d.  .. .  .. .  .. .  .. .  .. .  .. .  .. .[3]  (g) (i) state two variables that were controlled in this investigation. 1    2     [2]   (ii) suggest two ways in which you could modify this investigation to produce more accurate  results. 1     .. . 2     .. .  [2]  [total: 20]",
+            "6": "6 0610/61/m/j/15 \u00a9 ucles 20152 the heart pumps blood to the body through the arteries. the rate of blood flow can be determined  at certain sites around the body as a pulse. this can be used to estimate the heart rate.  (a) (i) on fig. 2.1, label two sites where you can feel a pulse.  [2] fig. 2.1   (ii) suggest one feature of these sites that makes it possible to feel a pulse.  .. .  .. .[1]  (b) describe how you could measure the pulse and use this to estimate the heart rate.  .. .  .. .  .. .  .. .  .. .[2]",
+            "7": "7 0610/61/m/j/15 \u00a9 ucles 2015 [turn over (c) fig. 2.2 shows a section through two blood vessels, a vein and an artery, as seen on a  prepared slide when viewed with the use of a microscope. xy \u00d7 125     vein  artery fig. 2.2   the diameter of the blood vessel in fig. 2.2, shown by line xy, can be calculated using: diameter =  measured length of line xy on image magnification   (i) measure, in mm, the length of line xy on fig. 2.2.  measured length of xy  ... mm [1]   (ii) use the information above and your answer to (i) to calculate the diameter shown by line  xy, in mm.    show your working. give your answer to one decimal place.  diameter  ... mm [1]",
+            "8": "8 0610/61/m/j/15 \u00a9 ucles 2015  (iii) the length of xy may not be the most accurate measurement of the diameter of the  blood vessel in fig. 2.2.    suggest how you could determine a more accurate measurement of the diameter.  .. .  .. .  .. .  .. .  .. .[2]   (iv) the vein and artery in fig. 2.2 have features that are different.    complete table 2.1 to name three  features that are different and describe the differences  that you can observe in fig. 2.2. table 2.1 feature vein artery .. ..  .. .. ..  .. .. ..  ..  [4]",
+            "9": "9 0610/61/m/j/15 \u00a9 ucles 2015 (d) when running the heart rate increases. after running the heart rate returns to normal.   (i) plan an investigation to compare the increase in heart rate as a result of exercise for  students who take regular exercise with those who do not.  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .[4]   (ii) draw a suitable table with headings and units to show how you would record the  measurements.  [3]  [total: 20]",
+            "10": "10 0610/61/m/j/15 \u00a9 ucles 2015blank page",
+            "11": "11 0610/61/m/j/15 \u00a9 ucles 2015blank page",
+            "12": "12 0610/61/m/j/15 \u00a9 ucles 2015permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here 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 onl ine in the cambridge international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to do wnload at www.cie.org.uk after  the live examination series. cambridge international examinations is part of the cambridge assessment group. cambridge assessment is the brand name of unive rsity of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge.blank page"
+        },
+        "0610_s15_qp_62.pdf": {
+            "1": "this document consists of 10 printed pages and 2 blank pages. dc (kn/sw) 90481/3 \u00a9 ucles 2015 [turn overcambridge international examinations cambridge international general certificate of secondary education *3521800952* biology  0610/62 paper 6 alternative to practical may/june 2015  1 hour candidates answer on the question paper. no additional materials are required. read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen. y ou may use an hb pencil for any diagrams or graphs. do not use staples, paper clips, glue or correction fluid. do not write in any barcodes. answer all questions. electronic calculators may be used. y ou may lose marks if you do not show your working or if you do not use appropriate units. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [ ] at the end of each question or part question. the syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificat e.",
+            "2": "2 0610/62/m/j/15 \u00a9 ucles 20151 hydrogen peroxide is produced by metabolism in most cells and is toxic in high concentration.   cells contain the enzyme catalase to break down the hydrogen peroxide.   fig. 1.1 shows this reaction. hydrogen peroxide water + oxygencatalase fig. 1.1  some students investigated the activity of catalase found in leaves. two different sized pieces of  leaf were placed into hydrogen peroxide solution and the time taken for the pieces of leaf to rise  was recorded.  \u0081 a ruler was used to measure a distance of 40 mm from the bottom of three  containers and a  line drawn on the containers.  \u0081 hydrogen peroxide solution was poured into each container until it reached the line at 40 mm.  \u0081 a ruler and scissors were used to cut three  pieces of leaf, each measuring 10 mm \u00d7 10 mm,  from leaves of the same species.   \u0081 a 1 cm length of metal wire was bent into a u-shape. a piece of leaf was placed into the  u-shape and the wire pinched to hold the leaf in place as shown in fig. 1.2.  leaf metal wire fig. 1.2  \u0081 one piece of leaf was placed in the hydrogen peroxide solution in each of the containers and  pushed gently with forceps to make it sink.   \u0081 the leaves were observed and a timer was used to measure the time taken for each piece of  leaf to rise from the bottom of the container to the surface of the hydrogen peroxide solution.  \u0081 forceps were used to remove the pieces of leaf from each container.  \u0081 the experiment was then repeated using three pieces of leaf cut to a size of 15 mm \u00d7 15 mm  from leaves of the same species as previously used.",
+            "3": "3 0610/62/m/j/15 \u00a9 ucles 2015 [turn over  fig. 1.3 shows the times for each set of leaves. piece 1 piece 2 10 \u00d7 10  mm leaf piecespiece 3 piece 1 piece 2 15 \u00d7 15  mm leaf piecespiece 3 fig. 1.3  (a) (i) prepare a table to record the results shown in fig. 1.3.    record the times taken for the leaf pieces to rise into this table.     [4]   (ii)  calculate the mean time taken for each size of leaf piece to reach the surface.    show your working. 10 mm \u00d7 10 mm   . 15 mm \u00d7 15 mm  .[1]",
+            "4": "4 0610/62/m/j/15 \u00a9 ucles 2015  (iii) describe the effect of the size of leaf piece on the time taken to rise to the surface.  .. .  .. .  .. .[1]  (b) fig. 1.4 shows the students\u2019 observations of the pieces of leaf. 10 x 10many small bubbles formed on the leaf at first and then some large  bubbles. there were more at the edge. then the leaf tipped and started to rise. 15 x 15this was the same as the first set of leaves, but the bubbles seemed  to start quicker. fig. 1.4   use the information you have been given and the observations in fig. 1.4 to explain why the  leaf pieces rose to the surface.  .. .  .. .  .. .  .. .  .. .[2]  (c) predict, with reasons, the effect of using a piece of leaf 20 mm \u00d7 20 mm on the time taken to  rise to the surface.   .. .  .. .  .. .  .. .  .. .[2]",
+            "5": "5 0610/62/m/j/15 \u00a9 ucles 2015 [turn over (d) (i) state one variable that has been controlled in the students\u2019 investigation. variable  . .[1]   (ii) state one source of error in the method used in this investigation.    describe how to improve the method to decrease the effect of this error. error . ... improvement  ..   .. .  .. .     [2]   (iii) describe a control experiment for this investigation.  .. .  .. .  .. .  .. .  .. .[2]   (iv) state one hazard (danger to the students) in this investigation and describe one safety  precaution the students should take to reduce this hazard. hazard  ...  safety precaution   ...  .. .  .. .    [2]",
+            "6": "6 0610/62/m/j/15 \u00a9 ucles 2015 (e) the students used the same method to investigate the catalase activity in pieces of leaf of  four different species, w, x, y and z. each piece of leaf was the same size.   fig. 1.5 shows their results. species w xy zaverage time / s 290130170  50 fig. 1.5   (i) plot a bar chart of the data shown in fig. 1.5.    [4]",
+            "7": "7 0610/62/m/j/15 \u00a9 ucles 2015 [turn over  (ii) describe the results and suggest what the students could conclude from this investigation.  .. .  .. .  .. .  .. .  .. .  .. .  .. .[3]    [total: 24]",
+            "8": "8 0610/62/m/j/15 \u00a9 ucles 20152 fig. 2.1 shows cells in the growing part of a root as seen using a microscope. cell a cell b cell c \u00d7 600 fig. 2.1  (a) (i) count and record the total number of cells in fig. 2.1. do not include any cells that are  only partly visible.   .. .[1]   (ii) chromosomes can be seen in cells that are undergoing mitosis. there are 18 of these  cells in fig. 2.1.    calculate the percentage of the cells that are undergoing mitosis in fig. 2.1.     show your working. give your answer to the nearest whole number.   ... % [2]  (b) state two ways, visible in fig. 2.1, in which the cell labelled b is different from the cell  labelled a. 1     .. . 2     .. .  [2]",
+            "9": "9 0610/62/m/j/15 \u00a9 ucles 2015 [turn over (c) fig. 2.2 is a magnified view of cell c in fig. 2.1. cell c \u00d7 800     fig. 2.2   (i) make a large drawing of the cell labelled c to show:    \u0081 the cell wall     \u0081 the chromosomes.    label a chromosome.   [5]   (ii) measure the length of cell c on fig. 2.2 and record your result. include the unit .    draw a line on fig. 2.2 to show where you have made your measurement. length of cell c ...[2]    (iii) calculate the actual length of the cell.    show your working. give your answer to the nearest whole number.  size of cell  mm [2]",
+            "10": "10 0610/62/m/j/15 \u00a9 ucles 2015 (d) cancer in the bronchus can be caused by smoking. when cancer develops, mitosis in cells  becomes uncontrolled, forming tumours.    fig. 2.3 shows cancer in the wall of a bronchus as seen using a microscope.  cells forming wall of bronchusouter surfacearea xarea y fig. 2.3   describe two features, visible in fig. 2.3, that suggest that area  x is healthy and area  y is  cancerous. 1     .. .  .. . 2     .. .  .. .[2]  [total: 16]",
+            "11": "11 0610/62/m/j/15 \u00a9 ucles 2015blank page",
+            "12": "12 0610/62/m/j/15 \u00a9 ucles 2015permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here 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 onl ine in the cambridge international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to do wnload at www.cie.org.uk after  the live examination series. cambridge international examinations is part of the cambridge assessment group. cambridge assessment is the brand name of unive rsity of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge.blank page"
+        },
+        "0610_s15_qp_63.pdf": {
+            "1": "this document consists of 10 printed pages and 2 blank pages. dc (nf/sw) 90335/3 \u00a9 ucles 2015 [turn overcambridge international examinations cambridge international general certificate of secondary education *8918218018* biology  0610/63 paper 6 alternative to practical may/june 2015  1 hour candidates answer on the question paper. no additional materials are required. read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen. y ou may use an hb pencil for any diagrams or graphs. do not use staples, paper clips, glue or correction fluid. do not write in any barcodes. answer all questions. electronic calculators may be used. y ou may lose marks if you do not show your working or if you do not use appropriate units. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [ ] at the end of each question or part question. the syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificat e.",
+            "2": "2 0610/63/m/j/15 \u00a9 ucles 20151 urine is a waste product released from the body. it contains urea, water, salts and other metabolic  wastes.  a student investigated the chemicals present in different samples of urine, a, b and c.  these samples were made up in the laboratory to represent urine.  the student carried out a test for protein and a test for reducing sugar on each sample.  (a) describe the method that the student should use to safely test the samples for: reducing sugar .. .  .. .  .. .  .. . protein. .. .  .. .  .. .  .. .  [4]  (b) table 1.1 shows the student\u2019s observations of the final colour in each of the two tests. table 1.1 sampleobservation of final colour reducing sugar test protein test a blue blue b red blue c orange violet",
+            "3": "3 0610/63/m/j/15 \u00a9 ucles 2015 [turn over  urine is often tested as part of a medical health check. the results of these urine tests can be  used to suggest whether a person has a health problem.   assume samples a, b and c were collected from three different people during a medical  health check.   if reducing sugar is present, the person may be suffering from a disease called diabetes.   if protein is present, the person may be suffering from kidney problems.   however, if reducing sugar and protein are both absent from the urine, the person is likely to  be healthy.   use this information to make and explain a conclusion about the health of each of these  people.   (i) person a  .. .  .. .  .. .  .. .  ..  [2]   (ii) person b  .. .  .. .  .. .  .. .  ..  [2]   (iii) person c  .. .  .. .  .. .  .. .  ..  [2]",
+            "4": "4 0610/63/m/j/15 \u00a9 ucles 2015 (c) the student decided to test the ph of samples a, b and c using litmus paper. their teacher  suggested that this was not the best way to test the ph and recommended that they used another method.   (i) describe why the teacher thought that litmus was not suitable.  .. .  .. .  ..  [1]   (ii) suggest a suitable alternative method of determining the ph of a solution.  ..  [1]  (d) one of the functions of the kidney is to reabsorb glucose back into the blood.   table 1.2 shows the relationship between the glucose concentration in the blood and the  amount of glucose excreted in the urine. table 1.2 blood glucose concentration / mg per 100 cm3glucose excreted in urine / mg per minute   0   0100   0200   0300  40400 100500 190600 280700 370",
+            "5": "5 0610/63/m/j/15 \u00a9 ucles 2015 [turn over  (i) plot a graph of the data in table 1.2. [4]   (ii) describe the trend shown by the data plotted in (i).  .. .  .. .  .. .  .. .  ..  [2]   (iii) use your graph to find how much glucose is excreted in the urine when the blood glucose  concentration is 280 mg per 100 cm3.   ..  mg per minute  [1] [total: 19]",
+            "6": "6 0610/63/m/j/15 \u00a9 ucles 20152 fig. 2.1 shows an insect-pollinated flower. fig. 2.1",
+            "7": "7 0610/63/m/j/15 \u00a9 ucles 2015 [turn over (a) draw a large, labelled diagram of fig. 2.1.   y our diagram should show the arrangement of the male and female parts. [5]",
+            "8": "8 0610/63/m/j/15 \u00a9 ucles 2015 (b) fig. 2.2 shows a reduced image of the flower shown in fig. 2.1, a, and a section through a  different flower, b.          \u00d7 0.4d e  a b fig. 2.2   look carefully at the flowers in fig. 2.2. y ou may also find it helpful to look back at the enlarged  image of a shown in fig. 2.1.   (i) state one visible way in which flower a is similar  to flower b.  .. .  ..  [1]   (ii) state one way in which the flower a is different  to flower b.  .. .  ..  [1]  (c) measure the length of line de in fig. 2.2.   length of line de .. mm   calculate the actual length of line de.   show your working. give your answer to the nearest whole number.  actual length of line de  ...  mm  [3]",
+            "9": "9 0610/63/m/j/15 \u00a9 ucles 2015 [turn over (d) flowers produce a sugar solution so that a pollen tube can grow.   a student was planning an investigation to find out how the concentration of sugar solution  might affect the rate of growth of pollen tubes.   state:   (i) the variable that should be changed  ..  [1]   (ii) what should be measured  ..  [1]   (iii) three  variables that should be kept constant. 1 .  2 .  3   ... [3] [total: 15]",
+            "10": "10 0610/63/m/j/15 \u00a9 ucles 20153 fig. 3.1 shows four different animals that pollinate flowers.      f  g                    h  j     fig. 3.1 not to scale  (a) (i) state one way, visible in fig. 3.1, that animal g is different from animal h.  ..  [1]   (ii) state two characteristics, visible  in fig. 3.1, that are common to all four animals, f, g, h  and j. 1   ... 2   ...  [2]  (b) (i) state the letters of the two animals, f, g, h or j, which belong to the same animal group.    ... and ... [1]   (ii) identify the animal group to which they belong. suggest a reason why you have chosen  this group.    animal group . reason for choice   ...  .. .   [2] [total: 6]",
+            "11": "11 0610/63/m/j/15 \u00a9 ucles 2015blank page",
+            "12": "12 0610/63/m/j/15 \u00a9 ucles 2015permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here 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 onl ine in the cambridge international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to do wnload at www.cie.org.uk after  the live examination series. cambridge international examinations is part of the cambridge assessment group. cambridge assessment is the brand name of unive rsity of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge.blank page"
+        },
+        "0610_w15_qp_11.pdf": {
+            "1": "  the syllabus is approved for use in england, wales and northern ir eland as a cambridge international level 1/level 2 certificat e.  this document consists of 17 printed pages and 3 blank pages.  ib15 11_0610_11_ml/rp  \u00a9 ucles 2015 [turn over     *2377085453 *  cambridge international examinations  cambridge international general certificate of secondary education       biology 0610/11     paper 1  multiple choice  october/november 2015     45 minutes    additional materials: multiple choice answer sheet    soft clean eraser    soft pencil (type b or hb is recommended)     modified language       read these instructions first    write in soft pencil.  do not use staples, paper clips, glue or correction fluid.  write your name, centre number and candidate number on the answer sheet in the spaces provided  unless this has been done for you.  do not  write in any barcodes.   there are forty  questions on this paper. answer all questions. for each question there are four possible  answers a, b, c and d.   choose the one you consider correct and record your choice in soft pencil  on the separate answer sheet.   read the instructions on the answer sheet very carefully.    each correct answer will score one mark. a ma rk will not be deducted for a wrong answer.  any rough working should be done in this booklet. electronic calculators may be used.         ",
+            "2": "2  \u00a9 ucles 2015 0610/11/o/n/15  1 which process releases the most energy from one molecule of glucose?  a aerobic respiration  b anaerobic respiration in muscle  c anaerobic respiration in yeast  d photosynthesis      2 the diagram shows some leaves and flowers of different plants.    12 3 4 5    which are from monocotyledons?  a 1 and 3 b 1 and 5 c 2 and 4 d 2 and 5    ",
+            "3": "3  \u00a9 ucles 2015 0610/11/o/n/15 [turn over  3 the list shows the scientific names for ei ght animals, using the binomial system.  alderia modesta  arenicola cristata  arenicola marina  austrominius modestus  bittium reticulatum botrylloides leachii botryllus schlosseri  clypeostoma reticulatum  which two animals are most closely related?  a alderia modesta and austrominius modestus  b arenicola cristata  and arenicola marina  c bittium reticulatum and clypeostoma reticulatum  d botryllus schlosseri and botrylloides leachii      4 the diagram shows a flower seen from above.        use the key to find the name of the family to which it belongs.    1 four petals ...  go to 2   five petals  ...  go to 3  2 two stamens  ...  a scrophulariaceae    six stamens    b brassicaceae  3 petals joined   c caryophyllaceae    petals separate  ..  d rosaceae     ",
+            "4": "4  \u00a9 ucles 2015 0610/11/o/n/15  5 three cell structures are listed.    1 cell wall  2 cytoplasm  3 nucleus    which structures are found in palisade cells and in liver cells?  a 1 and 2 b 1 only c 2 and 3 d 3 only    6 the diagram shows two plant cells, p and q.    cell q cell p     how does cell p differ from cell q?  a it has no cell wall.  b it has no chloroplasts.  c it has no nucleus.  d it has no vacuole.     7 the diagram shows different types of cells.        which structure do all these cells have?  a cell membrane  b cell wall  c chloroplast  d nucleus     ",
+            "5": "5  \u00a9 ucles 2015 0610/11/o/n/15 [turn over  8 the diagram shows a male gamete.        which term describes the level of organisation of this gamete?  a cell  b organ  c organism  d tissue      9 which description of xylem is correct?  a a cell used for absorption  b a tissue used for support  c an organ system used for conduction  d an organ used for transport     10 the diagram shows a fish in a pond.        why does oxygen diffuse from the air into the water before reaching the fish?  a oxygen is more concentrated in the air than in the water.  b oxygen is more concentrated in the water than in the air.  c oxygen is needed by the fish for aerobic respiration.  d oxygen is needed by the fish for anaerobic respiration.     11 which structure provides the best surface for diffusion?  a atrium  b bronchioles  c ileum  d trachea    ",
+            "6": "6  \u00a9 ucles 2015 0610/11/o/n/15  12 what is true of all enzymes?     they are sugars they are most effective   at ph7  a \u0016 \u0016  b \u0016 \u001a  c \u001a \u0016  d \u001a \u001a     13 the diagram shows a piece of small intestine during peristalsis.    direction of peristalsisx     what is happening at x?     circular muscles longitudinal muscles  a contracted contracted  b contracted relaxed  c relaxed contracted  d relaxed relaxed     ",
+            "7": "7  \u00a9 ucles 2015 0610/11/o/n/15 [turn over  14 a plant with striped leaves similar to the one below was kept in bright light for six hours.    white stripe green stripe     a leaf was taken from the plant and the chlorophyll removed. it was then tested for starch using iodine solution.    which diagram shows the result of the test?    yellow-brown blue-blacka white blue-blackb blue-black greenc yellow-brown greend      15 the diagram shows the human alimentary canal.    which structure does not secrete digestive enzymes?    a d cb      ",
+            "8": "8  \u00a9 ucles 2015 0610/11/o/n/15  16 which substance is lost from the body of a healthy person by the kidneys, but not by the lungs?  a carbon dioxide  b glucose  c urea  d water      17 which statement is correct for most  veins in the human body?  a they carry blood at high pressure.  b they have a pulse.  c they have valves.  d they take blood away from the heart.      18 what is transported in the phloem and what is the direction of transport?  a starch, up and down  b starch, up only  c sucrose, down and up  d sucrose, down only     ",
+            "9": "9  \u00a9 ucles 2015 0610/11/o/n/15 [turn over  19 apparatus was set up as shown.    air sodium hydroxide solution flask xblack paperplant flask yto pump limewater limewater     sodium hydroxide removes carbon dioxide from t he air. limewater goes cloudy if carbon dioxide  is bubbled through it.    what happens to the limewater in flasks x and y when the pump is switched on?     flask x flask y  a goes cloudy goes cloudy  b goes cloudy stays clear  c stays clear goes cloudy  d stays clear stays clear      20 the diagram shows apparatus used to investigate anaerobic respiration in yeast.    yeast in a glucose solutionglass tubecoloured liquid air from which oxygen has been removed     what happens to the coloured liquid?  a moves rapidly to the left  b moves slowly to the left  c moves to the right  d stays still     ",
+            "10": "10  \u00a9 ucles 2015 0610/11/o/n/15  21 why do mammals sweat?  a to cool the body  b to lose water vapour through the skin surface  c to release energy through the oxidation of glucose  d to remove glucose from the blood      22 the diagram shows a section through part of the human eye.    suspensory ligaments lens     when a person looks at an object which is far away from their eye, which of the following happens?     suspensory  ligaments lens  a slacken becomes fatter  b slacken becomes thinner  c tighten becomes fatter  d tighten becomes thinner     ",
+            "11": "11  \u00a9 ucles 2015 0610/11/o/n/15 [turn over  23 the diagram shows half a flower.   on which structure would pollen be deposited in pollination?  a  b c d       24 in which region does diffusion of materials take place between mother and fetus?  a amniotic sac  b ovary  c placenta  d umbilical cord      25 during childbirth, what must happen to the cervix and the uterus wall?     cervix uterus wall  a contracts contracts and relaxes  b contracts relaxes  c dilates contracts and relaxes  d dilates relaxes     ",
+            "12": "12  \u00a9 ucles 2015 0610/11/o/n/15  26 the diagram shows a baby, a child and an adult (not drawn to the same scale).    as a baby grows into an adult, which labelled region grows the most ?    a  b c  d        27 four tubes were set up as shown and placed in the dark.    in which tube would the seeds germinate first?    a b c d  0 \u00b0c2 5  \u00b0c2 5  \u00b0c2 5  \u00b0cseeds  moist  cotton  wool cotton woolseeds dry  cotton  wool water with oxygen removedoil      ",
+            "13": "13  \u00a9 ucles 2015 0610/11/o/n/15 [turn over  28 the graph shows the height of a child, from birth to the age of 10.    0 2 4 6 8 10140 120100 80604020 0 age  / yearsheight  / cm     what was the approximate height of the child at 7 years of age?  a 106  cm b 116  cm c 122  cm d 130  cm      29 which statement about the human sex chromosomes is correct?  a all boys have two y chromosomes.  b everybody has at least one x chromosome.  c girls have a y chromosome and an x chromosome.  d nobody has two x chromosomes.      30 what results from meiosis of a diploid cell?  a genetically different diploid cells  b genetically different haploid cells  c genetically identic al diploid cells  d genetically identical haploid cells     ",
+            "14": "14  \u00a9 ucles 2015 0610/11/o/n/15  31 which pathway is taken by energy from the sun?    achemical energy in carbohydratesstored in plantstrapped by chlorophyll b chemical energy in carbohydratesstored in plantstrapped by chlorophyllc chemical energy in carbohydratesstored in plantstrapped by chlorophylldchemical energy in carbohydratesstored in plantstrapped by chlorophyll       32 the diagram shows a food chain.    insect-eating birdsladybirds greenflies lettuce hawks     if the hawks are removed from this food chain, what is likely to happen to the numbers of the other organisms in this chain?     greenflies ladybirds insect-eating birds a decrease increase decrease  b decrease increase increase  c increase decrease decrease  d increase decrease increase      33 the diagram shows a food web including a producer, consumers and a decomposer.    which organism is the decomposer?    organism  d organism  b  organism  c organism  a       ",
+            "15": "15  \u00a9 ucles 2015 0610/11/o/n/15 [turn over  34 which organisms remove carbon dioxide from the atmosphere?  a carnivores  b decomposers  c herbivores  d producers      35 which process is not part of the carbon cycle?  a combustion  b photosynthesis  c respiration  d transpiration      36 the diagram shows a simple water cycle.    tree  soil cloud  rain     what is responsible for water loss from the tree?  a evaporation  b photosynthesis  c respiration  d translocation    ",
+            "16": "16  \u00a9 ucles 2015 0610/11/o/n/15  37 the diagram shows the age structure of a human population.    1.5 1.5 1.0 1.0 0.5 0.5 0 population (millions)age (years) 60 and over45 \u2013 5930 \u2013 4415 \u2013 29under 15males females     which age group has the largest number of people?  a 60 and over  b 45-59  c 30-44  d under 15     38 what is a reason for conserving plant species?  a to absorb oxygen from the air  b to decrease rainfall  c to obtain drugs for medicinal use  d to release carbon dioxide into the air     39 what is reduced  after deforestation?  a force of rain hitting the ground  b rainwater run-off  c soil erosion  d soil fertility    ",
+            "17": "17  \u00a9 ucles 2015 0610/11/o/n/15  40 the diagram shows four positions on a river where water samples were taken.    w x  y z direction  of flow untreated  sewage outlet      which graph shows oxygen concentrations in the river?    wxb  yzoxygen  concentration  wxa  yzoxygen  concentration  wxd  yzoxygen  concentration  wxc  yzoxygen  concentration position position positionposition      ",
+            "18": "18  \u00a9 ucles 2015 0610/11/o/n/15  blank page ",
+            "19": "19  \u00a9 ucles 2015 0610/11/o/n/15  blank page ",
+            "20": "20    permission to reproduce items where third-party owned material pr otected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to trac e 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 ans wer-related information to candidates, all copyright acknowledgements are reproduced onl ine in the cambridge  international examinations copyright acknow ledgements booklet. this is produced for each  series of examinations and is freely a vailable to download at  www.cie.org.uk after the live examination series.    cambridge international examinations is part of the cambridge as sessment group. cambridge assessment is the brand name of unive rsity of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge.    \u00a9 ucles 2015 0610/11/o/n/15  blank page    "
+        },
+        "0610_w15_qp_12.pdf": {
+            "1": "  the syllabus is approved for use in england, wales and northern ir eland as a cambridge international level 1/level 2 certificat e.  this document consists of 18 printed pages and 2 blank pages.  ib15 11_0610_12_ml/fp  \u00a9 ucles 2015 [turn over     *7524335656 *  cambridge international examinations  cambridge international general certificate of secondary education       biology 0610/12     paper 1  multiple choice  october/november 2015     45 minutes    additional materials: multiple choice answer sheet    soft clean eraser    soft pencil (type b or hb is recommended)     modified language      read these instructions first    write in soft pencil.  do not use staples, paper clips, glue or correction fluid.  write your name, centre number and candidate number on the answer sheet in the spaces provided  unless this has been done for you.  do not  write in any barcodes.    there are forty  questions on this paper. answer all questions. for each question there are four possible  answers a, b, c and d.   choose the one you consider correct and record your choice in soft pencil  on the separate answer sheet.   read the instructions on the answer sheet very carefully.    each correct answer will score one mark. a ma rk will not be deducted for a wrong answer.  any rough working should be done in this booklet. electronic calculators may be used.         ",
+            "2": "2  \u00a9 ucles 2015 0610/12/o/n/15  1 some lizards detach their tails when threatened by a predator.    which characteristic is shown?  a excretion  b growth  c reproduction  d sensitivity    2 the diagram shows a key for five vertebrates.    start here has legs has feathers organism u has scales organism w organism vhas no scaleshas no feathershas no legs organism t     which class of vertebrates does organism w belong to?  a amphibians  b birds  c fish  d reptiles    ",
+            "3": "3  \u00a9 ucles 2015 0610/12/o/n/15 [turn over  3 the diagram shows an animal whose scientific name is rattus rattus .        which genus does it belong to?  a mammal  b rattus   c rattus   d vertebrate    4 the diagram shows a cross-section of part of a leaf.    upper epidermis  lower epidermis  midrib layer x     which type of cell is found in layer x?    ab c d       5 the diagram shows a student\u2019s drawing of two guard cells.    which label line is not correct?    a  chloroplast b  cell membrane c  vacuole d  cell wall     ",
+            "4": "4  \u00a9 ucles 2015 0610/12/o/n/15  6 how does a liver cell differ from a palisade cell?  a a liver cell has a membrane.  b a liver cell has a vacuole.  c a liver cell has no cell wall.  d a liver cell has no cytoplasm.      7 the diagram shows structures taken from two different organisms.    r q ps (cells not drawn to scale)    which structures have the main function of transport?  a p and r b p and s c q and r d q and s     8 at which level of organisation is a root?  a organ  b organ system  c organism  d tissue     ",
+            "5": "5  \u00a9 ucles 2015 0610/12/o/n/15 [turn over  9 the diagram shows a plant cell.        what is the appearance of this cell after it has been placed in pure water for 30 minutes?    a b cd      10 a student cuts out four pieces of carrot root of equal size. the pieces are treated as shown in the  diagram, and then left for two hours.    after two hours, which piece of carrot will be the smallest?    boiled carrota sugar solution boiled carrotb water fresh carrotc sugar solution fresh carrotd water      ",
+            "6": "6  \u00a9 ucles 2015 0610/12/o/n/15  11 the diagram shows the effect of an enzyme working in the human digestive system.    protein amino acidsenzyme at ph 1.5 and temperature 37  \u00b0c     what would reduce  the rate of production of amino acids?  a removing the amino acids as they are formed  b increasing the amount of protein  c raising the temperature to 40  \u00b0c  d raising the ph to 7.5    12 which substance catalyses the breakdown of fats to fatty acids and glycerol?  a adrenaline  b alcohol  c bile  d lipase     13 an experiment was done using the apparatus shown in the diagram.    the carbon dioxide content of the water in each tube was measured at the start and again three  hours later.    in which tube would there be a decrease  in carbon dioxide content?    a b c d  black  polythene  to keep  out light water  water plant water snaillight light light       ",
+            "7": "7  \u00a9 ucles 2015 0610/12/o/n/15 [turn over  14 what is formed first in a leaf as a result of photosynthesis?  a chlorophyll  b glucose  c starch  d water      15 a plant with striped leaves similar to the one below was kept in bright light for six hours.    white stripe green stripe     a leaf was taken from the plant and the chlorophyll removed. the leaf was then tested for starch  using iodine solution.    which diagram shows the result of the test?    yellow-brown blue-blacka white blue-blackb blue-black greenc yellow-brown greend       16 from which part of a leaf does most water evaporate during transpiration?  a the cuticle  b the guard cells  c the spongy mesophyll cells  d the xylem vessels     17 in which order does water pass through the cells of a plant, as the water travels from the roots to  a leaf?  a mesophyll cells \u2192 root hair \u2192 root cortex \u2192 xylem  b root cortex \u2192 root hair \u2192 xylem \u2192 mesophyll cells  c root hair \u2192 mesophyll cells \u2192 root cortex \u2192 xylem  d root hair \u2192 root cortex \u2192 xylem \u2192 mesophyll cells ",
+            "8": "8  \u00a9 ucles 2015 0610/12/o/n/15  18 the diagram shows a vertical section through a human heart.    yx     what are x and y?     x y  a left atrium right ventricle  b left ventricle right atrium  c right atrium left ventricle  d right ventricle left atrium     ",
+            "9": "9  \u00a9 ucles 2015 0610/12/o/n/15 [turn over  19 the diagram shows the composition of four samples of air (o 2 = oxygen, co 2 = carbon dioxide,  n2 = nitrogen).    100 80604020 0composition /  % o2co2n2 o2co2n2 o2co2n2 o2co2klm n n2    which sample is inspired air and which sample is expired air?     inspired air expired air  a k n  b l k  c m l  d n m      20 the diagram shows apparatus used to investigate anaerobic respiration in yeast.    yeast in a glucose solutionglass tubecoloured liquid air from which oxygen has been removed     what happens to the coloured liquid?  a moves rapidly to the left  b moves slowly to the left  c moves to the right  d stays still     ",
+            "10": "10  \u00a9 ucles 2015 0610/12/o/n/15  21 the diagram shows some organs in which urea is found.    p q r     which organ makes urea, and which organ removes it from the blood?     makes urea removes urea  from blood  a p q  b q q  c q r  d r p      22 what is a function of the kidneys of a healthy person?  a break down toxins  b eliminate all salts  c reabsorb all glucose  d retain all water    ",
+            "11": "11  \u00a9 ucles 2015 0610/12/o/n/15 [turn over  23 the diagram shows a capillary loop in the skin of a mammal.    capillary loop     what will the capillary loop look like if the mammal becomes cold?    ab c d      24 the diagram shows a section through part of the eye.    suspensory ligamentsiris pupil lensx     x is a contracted ciliary muscle.  what will happen when it relaxes?  a the lens will decrease its curvature.  b the lens will increase its curvature.  c the size of the pupil will decrease.  d the size of the pupil will increase.     ",
+            "12": "12  \u00a9 ucles 2015 0610/12/o/n/15  25 the diagram shows a timeline of a woman\u2019s menstrual cycle, which lasts for 28 days.    1 2 3 4 5 6 7 8 9 10 1 1 12 13 14 15 16  17  18  19  20  21  22  23  24  25  26  27 28 menstruation (period)     on which days of the menstrual cycle is a woman most likely to become pregnant?  a days 1 - 4  b days 7 - 10  c days 13 - 16  d days 20 - 23     ",
+            "13": "13  \u00a9 ucles 2015 0610/12/o/n/15 [turn over  26 the diagram shows a vertical section through a flower.    yx     what are x and y?     x y  a anther stigma  b anther style  c stamen stigma  d stamen style      27 the graph shows the height of a child, from birth to the age of 10.    0 2 4 6 8 10140 120100 80604020 0 age  / yearsheight  / cm     what was the approximate height of the child at 7 years of age?  a 106  cm b 116  cm c 122  cm d 130  cm    ",
+            "14": "14  \u00a9 ucles 2015 0610/12/o/n/15  28 four samples of seeds germinated in different conditions of temperature and light, as shown in  the table.    sample temperature  / \u00b0c light  1 20 absent  2 20 present  3 5 absent  4 5 present    a typical seedling from each sample was removed after seven days.    which seedling was from sample 2?    green greenyellow yellowabcd       29 what results from meiosis of a diploid cell?  a genetically different diploid cells  b genetically different haploid cells  c genetically identic al diploid cells  d genetically identical haploid cells    30 what will be the genotypes of the offspring resulting from a genetic cross between two  individuals, one of which is homozygous dominant, (tt), and the other heterozygous?  a all tt  b 50% tt, 50% tt  c 50% tt, 50%tt  d 25%tt, 50%  tt, 25% tt    ",
+            "15": "15  \u00a9 ucles 2015 0610/12/o/n/15 [turn over  31 which pathway is taken by energy from the sun?    achemical energy in carbohydratesstored in plantstrapped by chlorophyll b chemical energy in carbohydratesstored in plantstrapped by chlorophyllc chemical energy in carbohydratesstored in plantstrapped by chlorophylldchemical energy in carbohydratesstored in plantstrapped by chlorophyll       32 the diagram shows a food chain.    insect-eating birdsladybirds greenflies lettuce hawks     if the hawks are removed from this food chain, what is likely to happen to the numbers of the other organisms in this chain?     greenflies ladybirds insect-eating birds a decrease increase decrease  b decrease increase increase  c increase decrease decrease  d increase decrease increase      33 the diagram shows a food web including a producer, consumers and a decomposer.    which organism is the decomposer?    organism  d organism  b  organism  c organism  a       ",
+            "16": "16  \u00a9 ucles 2015 0610/12/o/n/15  34 which organisms remove carbon dioxide from the atmosphere?  a carnivores  b decomposers  c herbivores  d producers      35 which process is not part of the carbon cycle?  a combustion  b photosynthesis  c respiration  d transpiration      36 the diagram shows a simple water cycle.    tree  soil cloud  rain     what is responsible for water loss from the tree?  a evaporation  b photosynthesis  c respiration  d translocation    ",
+            "17": "17  \u00a9 ucles 2015 0610/12/o/n/15 [turn over  37 the graphs show the number of carnivores in a habitat over a period of time. at time x the  herbivores in their food chain are removed from the habitat.    which graph shows the effect of this on the number of carnivores?    time xtime x time xtime xnumber of carnivoresnumber of carnivores number of carnivoresnumber of carnivoresa b  c d        38 what is a reason for conserving plant species?  a to absorb oxygen from the air  b to decrease rainfall  c to obtain drugs for medicinal use  d to release carbon dioxide into the air      39 what is reduced  after deforestation?  a force of rain hitting the ground  b rainwater run-off  c soil erosion  d soil fertility     ",
+            "18": "18  \u00a9 ucles 2015 0610/12/o/n/15  40 the diagram shows four positions on a river where water samples were taken.    w x  y z direction  of flow untreated  sewage outlet      which graph shows oxygen concentrations in the river?    wxb  yzoxygen  concentration  wxa  yzoxygen  concentration  wxd  yzoxygen  concentration  wxc  yzoxygen  concentration position position positionposition      ",
+            "19": "19  \u00a9 ucles 2015 0610/12/o/n/15  blank page ",
+            "20": "20    permission to reproduce items where third-party owned material pr otected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to trac e 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 ans wer-related information to candidates, all copyright acknowledgements are reproduced onl ine in the cambridge  international examinations copyright acknow ledgements booklet. this is produced for each  series of examinations and is freely a vailable to download at  www.cie.org.uk after the live examination series.    cambridge international examinations is part of the cambridge as sessment group. cambridge assessment is the brand name of unive rsity of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge.    \u00a9 ucles 2015 0610/12/o/n/15  blank page    "
+        },
+        "0610_w15_qp_13.pdf": {
+            "1": "  the syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificat e.  this document consists of 15 printed pages and 1 blank page.  ib15 11_0610_13_a3/fp  \u00a9 ucles 2015 [turn over     /g6/g19/g16/g12/g19/g18/g18/g19/g14/g13/g16/g6/g3 cambridge international examinations  cambridge international general certificate of secondary education       biology 0610/13     paper 1  multiple choice  october/november 2015     45 minutes    additional materials: multiple choice answer sheet    soft clean eraser    soft pencil (type b or hb is recommended)        read these instructions first    write in soft pencil.  do not use staples, paper clips, glue or correction fluid. write your name, centre number and candidate num ber on the answer sheet in the spaces provided  unless this has been done for you.  do not  write in any barcodes.    there are forty  questions on this paper. answer all questions. for each question there are four possible  answers a, b, c and d.   choose the one you consider correct and record your choice in soft pencil  on the separate answer sheet.    read the instructions on the answer sheet very carefully.    each correct answer will score one mark. a mark will not be deducted for a wrong answer.  any rough working should be done in this booklet.  electronic calculators may be used.        ",
+            "2": "2  \u00a9 ucles 2015 0610/13/o/n/15  1 what are the characteristics of bony fish?   maintain  constant body  temperature external ears  present jelly-covered  eggs scales  a /g22/g3 /g22/g3 /g26/g3 /g26/g3 b /g22/g3 /g26/g3 /g22/g3 /g22/g3 c /g26/g3 /g22/g3 /g26/g3 /g26/g3 d /g26/g3 /g26/g3 /g22/g3 /g22/g3     2 what are the features of the leaves of a plant that is a eudicotyledon (dicotyledon)?     broad leaves parallel veins  a /g22/g3 /g22/g3 b /g22/g3 /g26/g3 c /g26/g3 /g22/g3 d /g26/g3 /g26/g3    3 many snakes that belong to the viper family are unusual in that they give birth to live young.    this is usually a characteristic of which vertebrate group?  a amphibians  b birds  c bony fish  d mammals     4 use the key to identify which group is amphibians.  1 hair present  \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026 mammals   hair absent  \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026. go to 2  2 feathers present \u2026\u2026\u2026\u2026\u2026\u2026\u2026.\u2026\u2026 group a   feathers absent  \u2026\u2026\u2026\u2026\u2026\u2026\u2026.\u2026\u2026. go to 3  3 dry scaly skin\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026.\u2026.. group b   moist skin \u2026\u2026\u2026\u2026\u2026\u2026\u2026.\u2026\u2026\u2026.\u2026.. go to 4 4 four limbs \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026.\u2026 group c   no limbs \u2026\u2026\u2026...\u2026\u2026\u2026\u2026\u2026.\u2026...\u2026 group d     ",
+            "3": "3  \u00a9 ucles 2015 0610/13/o/n/15 [turn over  5 the diagram shows a liver cell.        which features are present in this cell and also in most plant cells?    a cell membrane and cytoplasm  b cell membrane and sap vacuole  c cell wall and cytoplasm  d cell wall and sap vacuole      6 which structure is present in a root hair cell but not in a liver cell?  a cell wall  b chloroplast  c glycogen granule  d nucleus      7 which description of the heart is correct?  a the heart is an organ, containing several systems, which forms part of the circulatory tissue.  b the heart is an organ, containing several tissues, which forms part of the circulatory system.  c the heart is a system, containing several organs, which forms part of the circulatory tissue.   d the heart is a system, containing several tissues, which forms part of the circulatory organ.      8 the diagram shows four cells.    1234     which two cells contain cellulose and a vacuole?  a 1 and 2 b 1 and 4 c 2 and 3 d 2 and 4    ",
+            "4": "4  \u00a9 ucles 2015 0610/13/o/n/15  9 the diagrams show how a cell appears under the microscope at the start of an experiment and  after it has been placed in a dilute solution of salts for 5 minutes.    after placing in a dilute solution of saltsstart of the experiment    which statement explains what happens?  a dissolved salts enter the cell by diffusion.  b dissolved salts leave the cell by diffusion.  c water enters the cell by osmosis.  d water leaves the cell by osmosis.      10 the diagram represents the molecules in two solutions either side of a fully permeable   membrane.    fully permeable membranekey solute molecules water molecules     in which directions are the net movements of the molecules?   solute molecules water molecules  a left to right left to right  b left to right right to left  c right to left left to right  d right to left right to left     ",
+            "5": "5  \u00a9 ucles 2015 0610/13/o/n/15 [turn over  11 which group of compounds ensures that metabolic reactions take place effectively?  a carbohydrates  b enzymes  c fatty acids  d hormones      12 four different foods were tested for their composition.    the results are shown in the table.    which food contains protein but not reducing sugar or starch?     benedict\u2019s test iodine test biuret test  a blue black purple  b blue brown purple  c brick red black blue  d brick red brown blue      13 what are the smaller basic units of starch and glycogen molecules?   starch glycogen  a amino acids fatty acids and glycerol  b amino acids simple sugars  c simple sugars fatty acids and glycerol  d simple sugars simple sugars     ",
+            "6": "6  \u00a9 ucles 2015 0610/13/o/n/15  14 a plant with striped leaves similar to the one below was kept in bright light for six hours.    white stripe green stripe     a leaf was taken from the plant and the chlorophyll removed. it was then tested for starch using iodine solution.    which diagram shows the result of the test?    yellow-brown blue-blacka white blue-blackb blue-black greenc yellow-brown greend       15 which substances are transported in the phloem?  a amino acids and starch  b amino acids and sucrose  c protein and starch  d starch and sucrose     16 the diagrams show some components of the blood of a mammal.    which component causes the blood to start clotting?    ab c d      ",
+            "7": "7  \u00a9 ucles 2015 0610/13/o/n/15 [turn over  17 where are hormones removed from the blood and broken down in the human body?  a gall bladder  b kidneys  c liver  d stomach      18 the list shows four metabolic processes.    1 carbon dioxide  +  water  /g111  glucose + oxygen  2 glucose  /g111  alcohol + carbon dioxide  3 glucose  /g111  lactic acid  4 glucose  +  oxygen  /g111  carbon dioxide  +  water    which of these processes occur in muscles?  a 1 and 2 b 2 and 3 c 3 and 4 d 4 and 1    19 the diagram shows apparatus used to investigate anaerobic respiration in yeast.    yeast in a glucose solutionglass tubecoloured liquid air from which oxygen has been removed     what happens to the coloured liquid?  a moves rapidly to the left  b moves slowly to the left  c moves to the right  d stays still    ",
+            "8": "8  \u00a9 ucles 2015 0610/13/o/n/15  20 the diagram shows some of the structures in a human lung.    where is the carbon dioxide concentration highest?    to pulmonary vein from pulmonary artery abc d      21 where is urea produced in the human body and from which chemicals is it produced?     produced chemical  a intestine proteins  b kidneys amino acids  c kidneys fatty acids  d liver amino acids     ",
+            "9": "9  \u00a9 ucles 2015 0610/13/o/n/15 [turn over  22 the table shows the composition of a liquid found in the human body.    component concentration  / arbitrary units  amino acids 0.00  glucose 0.00  proteins 0.00  salts 1.50  urea 2.00    in a healthy person, which structure contains this liquid?    ab c d       23 the diagram shows muscles and bones in a person\u2019s arm.    weightbiceps triceps     what happens to the muscles as the weight is lowered?     biceps triceps  a lengthens lengthens  b lengthens shortens  c shortens lengthens  d shortens shortens     ",
+            "10": "10  \u00a9 ucles 2015 0610/13/o/n/15  24 in an experiment to investigate phototropism, a plant shoot is grown with light coming from one  side only.    after two days, in which region has the greatest rate of growth occurred?    start of experiment light  after two days light a bcd       25 which structure is involved in the transfer of dissolved nutrients from the mother to the fetus?  a kidney  b liver  c placenta  d stomach    26 the diagram shows the human female reproductive system.        after ejaculation, along which route does a male gamete travel to fuse with an egg?  a ovary /g111 oviduct /g111 uterus /g111 cervix  b ovary /g111 uterus /g111 cervix /g111 vagina  c vagina /g111 cervix /g111 uterus /g111 oviduct  d vagina /g111 uterus /g111 cervix /g111 oviduct      ",
+            "11": "11  \u00a9 ucles 2015 0610/13/o/n/15 [turn over  27 which set of conditions is required for seed germination?     oxygen warmth water  a /g22 /g26 /g22  b /g22 /g22 /g26  c /g26 /g22 /g22  d /g22 /g22 /g22      28 the graph shows the height of a child, from birth to the age of 10.    0 2 4 6 8 10140 120100 80604020 0 age  / yearsheight  / cm     what was the approximate height of the child at 7 years of age?  a 106  cm b 116  cm c 122  cm d 130  cm      29 which of these cells is haploid?  a liver cell  b red blood cell  c sperm cell  d zygote    ",
+            "12": "12  \u00a9 ucles 2015 0610/13/o/n/15  30 what results from meiosis of a diploid cell?  a genetically different diploid cells  b genetically different haploid cells  c genetically identical diploid cells  d genetically identical haploid cells      31 which pathway is taken by energy from the sun?    achemical energy in carbohydratesstored in plantstrapped by chlorophyll b chemical energy in carbohydratesstored in plantstrapped by chlorophyllc chemical energy in carbohydratesstored in plantstrapped by chlorophylldchemical energy in carbohydratesstored in plantstrapped by chlorophyll       32 the diagram shows a food web including a producer, consumers and a decomposer.    which organism is the decomposer?    organism  d organism  b  organism  c organism  a       ",
+            "13": "13  \u00a9 ucles 2015 0610/13/o/n/15 [turn over  33 the diagram shows a food chain.    insect-eating birdsladybirds greenflies lettuce hawks     if the hawks are removed from this food chain, what is likely to happen to the numbers of the  other organisms in this chain?     greenflies ladybirds insect-eating birds a decrease increase decrease  b decrease increase increase  c increase decrease decrease  d increase decrease increase      34 which organisms remove carbon dioxide from the atmosphere?  a carnivores  b decomposers  c herbivores  d producers    35 the diagram shows a simple water cycle.    tree  soil cloud  rain     what is responsible for water loss from the tree?  a evaporation  b photosynthesis  c respiration  d translocation ",
+            "14": "14  \u00a9 ucles 2015 0610/13/o/n/15  36 which process is not part of the carbon cycle?  a combustion  b photosynthesis  c respiration  d transpiration      37 which factors affect the rate of growth of a plant population?   disease grazing by herbivores light intensity  a /g22/g3 /g22/g3 /g22/g3 b /g22/g3 /g22/g3 /g26/g3 c /g22/g3 /g26/g3 /g22/g3 d /g26/g3 /g22/g3 /g22/g3     38 what is a reason for conserving plant species?  a to absorb oxygen from the air  b to decrease rainfall  c to obtain drugs for medicinal use  d to release carbon dioxide into the air     39 what is reduced  after deforestation?  a force of rain hitting the ground  b rainwater run-off  c soil erosion  d soil fertility    ",
+            "15": "15  \u00a9 ucles 2015 0610/13/o/n/15  40 the diagram shows four positions on a river where water samples were taken.    w x  y z direction  of flow untreated  sewage outlet      which graph shows oxygen concentrations in the river?    wxb  yzoxygen  concentration  wxa  yzoxygen  concentration  wxd  yzoxygen  concentration  wxc  yzoxygen  concentration position position positionposition      ",
+            "16": "16    permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here 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 onl ine in the cambridge  international examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely a vailable to download at  www.cie.org.uk after the live examination series.    cambridge international examinations is part of the cambridge assessment group. cambridge assessment is the brand name of unive rsity of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge.    \u00a9 ucles 2015 0610/13/o/n/15  blank page    "
+        },
+        "0610_w15_qp_21.pdf": {
+            "1": "this document consists of 18 printed pages and 2 blank pages. dc (st/sw) 103972/3 \u00a9 ucles 2015 [turn overcambridge international examinations cambridge international general certificate of secondary education *5690327736* biology  0610/21 paper 2 core october/november 2015  1 hour 15 minutes candidates answer on the question paper. no additional materials are required. read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen. y ou may use an hb pencil for any diagrams or graphs. do not use staples, paper clips, glue or correction fluid. do not write in any barcodes. answer all questions. electronic calculators may be used. y ou may lose marks if you do not show your working or if you do not use appropriate units. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [ ] at the end of each question or part question. the syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificat e.",
+            "2": "2 0610/21/o/n/15 \u00a9 ucles 20151 fig. 1.1 shows five different mammals.   a b dc e not drawn to scale fig. 1.1",
+            "3": "3 0610/21/o/n/15 \u00a9 ucles 2015 [turn over use the key to identify the mammals shown in fig. 1.1.  write the letter of each species ( a to e) in the correct box beside the key. key letter 1 (a) has visible external ears go to 2 (b) does not have visible external ears eschrichtius robustus 2  (a)  stands on four legs go to 3 (b)  stands on two legs go to 43  (a)  has two horns between its ears antidorcas marsupialis  (b)  has two horns in front of its ears diceros bicornis 4  (a)  has ears placed on top of head macropus rufus  (b)  has ears placed at the side of head homo sapiens  [4] [total: 4]",
+            "4": "4 0610/21/o/n/15 \u00a9 ucles 20152 (a) define the term homeostasis .  .. .  .. .  .. .  .. .[2]  (b) fig. 2.1 shows a section through the skin.   direction of blood flowhgf fig. 2.1   (i) name the structures f, g and h, shown on fig. 2.1.    f .    g  .    h  . [3]  ",
+            "5": "5 0610/21/o/n/15 \u00a9 ucles 2015 [turn over  fig. 2.2 shows the same section through the skin.  direction of blood flow4 31 2 fig. 2.2   (ii) using fig. 2.2, state which numbered part of the skin, 1 \u2013 4, has the highest temperature  on a cold day.  part number  [1]",
+            "6": "6 0610/21/o/n/15 \u00a9 ucles 2015 (c) when the body temperature rises above 37 \u00b0c, two changes occur in the skin to help the  temperature return to normal:    \u0081 vasodilation     \u0081 increased sweating.   fig. 2.3 shows a simplified diagram of the skin.    capillary arteriole fig. 2.3   (i)  describe what happens in vasodilation, and explain how this helps to lower body  temperature.    use fig. 2.3 to help with your explanation.   .. .  .. .  .. .  .. .  .. .[3]",
+            "7": "7 0610/21/o/n/15 \u00a9 ucles 2015 [turn over  (ii) explain how increased sweating helps to lower the body temperature.  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .[3]   (iii) state two methods, other than reduced sweating, that the body uses to stop the body  temperature falling below normal on a cold day. 1    2    [2]  (d) name the part of the body which coordinates the changes in the skin to keep the body  temperature at 37 \u00b0c.  .. .[1] [total: 15] ",
+            "8": "8 0610/21/o/n/15 \u00a9 ucles 20153 the boxes on the left contain some genetic terms.  the boxes on the right contain definitions of genetic terms.  draw  one straight line to join each term to its correct definition.  draw only five lines.  one example has been done for you. term definition allelea thread of dna, made up of a string of  genes chromosomea length of dna that codes for a specific  protein diploid an alternative form of a gene gene containing two sets of chromosomes haploidtransmission of genetic information from  generation to generation inheritancethe physical features of an organism due to  both its genotype and its environment containing a single set of unpaired  chromosomes       [5] [total: 5]",
+            "9": "9 0610/21/o/n/15 \u00a9 ucles 2015 [turn over4 fig. 4.1 shows a seed as it is starting to germinate and the same seed several days later.   seed several days laterseed starting to germinatesoil surface fig. 4.1  (a) explain how growth differs from development.   use information from fig. 4.1 to help with your explanation.  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .[4]  (b) state three  environmental conditions that all seeds need before they can germinate.   1 .   2 .   3 . [3] [total: 7]",
+            "10": "10 0610/21/o/n/15 \u00a9 ucles 20155 fig. 5.1 shows the reproductive system of a man.  a b c d e f fig. 5.1  (a) the functions of some of the parts of the reproductive system of a man are given in table 5.1.  complete table 5.1 using information from fig. 5.1. one row has been done for you: table 5.1 functionletter from fig. 5.1name produces fluid for sperm to swim in c prostate gland produces sperm and testosterone introduces sperm into the female body carries sperm or urine [6]    (b) (i) some men have an operation called a vasectomy. this involves cutting the sperm ducts.  place an x on fig. 5.1 to show where the sperm duct would be cut. [1]   (ii) state why this operation is carried out.  .. .  .. .[1]  [total: 8]",
+            "11": "11 0610/21/o/n/15 \u00a9 ucles 2015 [turn over6 fig. 6.1 shows a human kidney and the ureter attached to it.   kidney ureter fig. 6.1  (a) two other tubes are attached to the kidney, but are not shown on fig. 6.1.   name these two tubes. 1    2    [2]  (b) kidneys excrete urea.   state one other substance that is excreted by the kidneys.  .. .[1]  (c) (i) state where urea is formed.  .. .[1]   (ii) explain why urea has to be produced.   .. .  .. .  .. .  .. .  .. .[2]   (iii) state how urea travels to the kidney.  .. .  .. .  .. .[1] [total: 7]",
+            "12": "12 0610/21/o/n/15 \u00a9 ucles 2015blank page",
+            "13": "13 0610/21/o/n/15 \u00a9 ucles 2015 [turn over7 fig. 7.1 shows part of the carbon cycle.  the arrows represent the processes that take place in the carbon cycle. carbon dioxide in air carbon compounds in dead plants and animalscarbon compounds in animals box hefa b cd fig. 7.1  (a) (i) complete fig. 7.1 by filling in box h. [1]   (ii) state the process represented by letter c.   .. .[1]   (iii) draw a line with an arrow on fig. 7.1 to represent photosynthesis.    label this line g. [1]   (iv) state the process represented by letter b.  .. .[1]  (b) (i) state which two letters represent respiration.    ..  .. [2]   (ii) write the word equation for aerobic respiration.  .. .[2]   (iii) explain why every living cell has to carry out respiration.  .. .  .. .  .. .  .. .  .. .[2]  [total: 10]",
+            "14": "14 0610/21/o/n/15 \u00a9 ucles 20158 (a) explain why food has to be digested.  .. .  .. .  .. .  .. .  .. .  .. .  .. .[3]  fig. 8.1 shows a section through the human body.   j k l m fig. 8.1",
+            "15": "15 0610/21/o/n/15 \u00a9 ucles 2015 [turn over (b) identify the structures labelled on fig. 8.1.   write your answers in table 8.1. table 8.1 structure name j k l m  [4]  (c) in a medical investigation the number of villi in four people was compared. the results given  in table 8.2 show the average number of villi present in 1 cm2 of ileum wall.  table 8.2 person average number of villi per cm2 p 4200 q 4500 r 3500 s 3250   (i) calculate the difference in the number of villi between person p and person s.    difference =    per cm 2 [1]   (ii) further investigations showed that person q could absorb digested food more rapidly  than the other people.     use the information in table 8.2 to explain this result.  .. .  .. .  .. .  .. .  .. .  .. .[3] [total: 11]",
+            "16": "16 0610/21/o/n/15 \u00a9 ucles 20159 transpiration occurs in plants.  (a) explain what is meant by the term transpiration .  .. .  .. .  .. .  .. .  .. .  .. .  .. .[3]  (b) fig. 9.1 shows a healthy plant and its appearance three hours later when it has started to wilt. 0 hours 3 hours fig. 9.1   state and explain two changes a student could make to the environment of the plant that  would stop it wilting any further. change to the environment   ... explanation  .. .  .. .  .. . change to the environment   ... explanation  .. .  .. .  .. . [4] [total: 7]",
+            "17": "17 0610/21/o/n/15 \u00a9 ucles 2015 [turn overquestion 10 starts on page 18.",
+            "18": "18 0610/21/o/n/15 \u00a9 ucles 201510 some animals were introduced into a new habitat.  fig. 10.1 shows how the number of animals in the population changed with time.   0population size time0phase aphase b fig. 10.1  (a) name phase a and phase b of the population growth curve shown in fig. 10.1.   phase a .   phase b . [2]",
+            "19": "19 0610/21/o/n/15 \u00a9 ucles 2015 (b) fig. 10.2 shows the human population growth curve since the year 1 a.d.   0 year1234567 population / billions 100 200 300 400 500 600 700 800 900 1000 1100 1200 1300 1400 1500 1600 1700 1800 1900 2000 fig. 10.2   (i) state and explain how the human population growth curve is different to the growth curve  in fig. 10.1.  .. .  .. .  .. .  .. .  .. .  .. .  .. .[3]   (ii) suggest one social implication that might arise from the current size of the human  population.  .. .  .. .  .. .[1] [total: 6]",
+            "20": "20 0610/21/o/n/15 \u00a9 ucles 2015blank page permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here 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 onl ine in the cambridge international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to do wnload at www.cie.org.uk after  the live examination series. cambridge international examinations is part of the cambridge assessment group. cambridge assessment is the brand name of unive rsity of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge."
+        },
+        "0610_w15_qp_22.pdf": {
+            "1": "this document consists of 20 printed pages. dc (nh/sg) 103973/2 \u00a9 ucles 2015 [turn over *0533431675* biology  0610/22 paper 2 core october/november 2015  1 hour 15 minutes candidates answer on the question paper. no additional materials are required. read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen. y ou may use an hb pencil for any diagrams or graphs. do not use staples, paper clips, glue or correction fluid. do not write in any barcodes. answer all questions. electronic calculators may be used. y ou may lose marks if you do not show your working or if you do not use appropriate units. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [ ] at the end of each question or part question. the syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificat e.cambridge international examinations cambridge international general certificate of secondary education",
+            "2": "2 0610/22/o/n/15 \u00a9 ucles 20151 fig. 1.1 shows six different insects. a b c d e f not drawn to scale fig. 1.1",
+            "3": "3 0610/22/o/n/15 \u00a9 ucles 2015 [turn over use the key to identify the insects labelled a, b, e and f.  write your answers in table 1.1. key description name of insect 1 (a) insect has wings go to 2 (b) insect has no wings go to 32 (a) one pair of wings go to 4 (b) two pairs of wings go to 53 (a) two tail pieces springtail (b) three tail pieces silverfish4 (a) abdomen is pointed robber fly (b) abdomen is rounded hoverfly5 (a) antennae are pointed large yellow moth (b) antennae have rounded ends clouded yellow butterfly table 1.1 insect name of insect a b e f  [4]  [total: 4]",
+            "4": "4 0610/22/o/n/15 \u00a9 ucles 20152 (a) fig. 2.1 shows some capillaries near the skin surface. epidermis capillary with large blood flowcapillary with small blood flow fig. 2.1   (i) state the condition in the body that would cause these capillaries to have a large blood  flow.  .. .[1]   (ii) describe and explain one other response of the body to the condition you have stated in  (a)(i) .  .. .  .. .  .. .  .. .  .. .[2]   (iii) explain why mammals increase blood flow to the skin surface.  .. .  .. .  .. .  .. .[2]",
+            "5": "5 0610/22/o/n/15 \u00a9 ucles 2015 [turn over (b) a doctor will often use a thermometer to help in the diagnosis of illness.   fig. 2.2 shows a thermometer and a range of body temperatures. 30 35 40 45 50 55 60\u00b0cresting exercising hyperthermia hypothermia fig. 2.2   state the temperature at which the body begins to suffer from hypothermia.   ...\u00b0c [1]  (c) explain why the body temperature is slightly higher when exercising than when resting.  .. .  .. .  .. .  .. .  .. .[2]  [total: 8]",
+            "6": "6 0610/22/o/n/15 \u00a9 ucles 20153 fig. 3.1 represents the heart, part of the circulatory system and some of the organs supplied by  this system. head lungs liver alimentary canal kidneys legsbc a fig. 3.1",
+            "7": "7 0610/22/o/n/15 \u00a9 ucles 2015 [turn over (a) (i) on fig. 3.1, draw an arrow on blood vessel c to show the direction of blood flow. [1]   (ii) name the blood vessels labelled a, b and c, shown in fig. 3.1. a  .. b  .. c  ..  [3]   (iii) on fig. 3.1, draw a line to complete the circulation of blood for the alimentary canal.  label this line with the correct name of this blood vessel. [2]  (b) table 3.1 shows some of the characteristics of blood vessels.   complete table 3.1 by writing:    \u0081 yes if the characteristic is present    \u0081 no if the characteristic is absent. table 3.1 characteristicblood vessel aorta vena cava capillary thick, elastic wall yesvalves present along length notransports oxygenated blood noamino acids pass through walls no  [4]",
+            "8": "8 0610/22/o/n/15 \u00a9 ucles 2015 (c) fig. 3.2  shows the heart of a person who has recovered from a mild heart attack as a result of  having coronary heart disease. atrium ventriclep r blockage area of dead heart tissue fig. 3.2   (i) name the blood vessel labelled r, shown on fig. 3.2.  .. .[1]   (ii) name one substance which could block blood vessel r.  .. .[1]",
+            "9": "9 0610/22/o/n/15 \u00a9 ucles 2015 [turn over  (iii) explain why a blockage at point p on fig. 3.2 is likely to cause a serious, possibly fatal,  heart attack.  .. .  .. .  .. .  .. .  .. .  .. .  .. .[3]  [total: 15]",
+            "10": "10 0610/22/o/n/15 \u00a9 ucles 20154 (a) the boxes on the left contain some genetic terms and the boxes on the right contain  definitions of these genetic terms.   draw one straight line to join each term with its correct definition. draw only six lines. term definition genotype having two different alleles of the same gene dominant the physical features of an organism heterozygous the genetic make-up of an organism phenotype an allele that is expressed in a heterozygote haploida length of dna which codes for a specific  protein genecontaining a single set of unpaired  chromosomes  [5]  (b) (i) define the term mitosis .  .. .  .. .  .. .[1]   (ii) one role of mitosis is to repair damaged tissues.    state two other examples of when mitosis occurs. 1    2     [2]",
+            "11": "11 0610/22/o/n/15 \u00a9 ucles 2015 [turn over (c) the number of human male and female babies born is approximately equal.   fig. 4.1 is an incomplete diagram to show the inheritance of the sex chromosomes in humans.   (i) complete  fig. 4.1 by filling in the sex chromosomes of the gametes and children. [2] xx xymother eggsfather spermparents gametes children fig. 4.1   (ii) the couple in fig. 4.1 are expecting another child.    state the probability (chance) that it will be a boy.  ..  [1]   (iii) write a letter m on fig. 4.1 to show where meiosis occurs. [1]  [total: 12]",
+            "12": "12 0610/22/o/n/15 \u00a9 ucles 20155 fig. 5.1 shows the internal structure of a tooth. k l n m fig. 5.1  (a) (i) name the type of tooth shown in fig. 5.1.   [1]   (ii) name the parts of the tooth labelled k, l, m and n.    write your answers in the boxes on fig. 5.1.  [4]",
+            "13": "13 0610/22/o/n/15 \u00a9 ucles 2015 [turn over (b) describe how dental (tooth) decay is caused.  .. .  .. .  .. .  .. .  .. .  .. .  .. .[3]  [total: 8]",
+            "14": "14 0610/22/o/n/15 \u00a9 ucles 20156 (a) fig. 6.1 is a graph which shows the growth of different parts of the human body. 100 90 80 70 60 50 40 30 20 10 0 02468 1 0 1 2 1 4 1 6 1 8 2 0 age  / yearsgrowth  / percentage of maximum reproductive tissueswhole bodyhead fig. 6.1   use information from fig. 6.1  to:   (i) state the age at which the head reaches full size  ..years [1]   (ii) give two age ranges during which the growth rate of the whole body is very rapid    from .. to ..    from .. to .. [2]",
+            "15": "15 0610/22/o/n/15 \u00a9 ucles 2015 [turn over  (iii) describe and explain the change in the growth of the reproductive tissues between  14 and 20 years of age.  .. .  .. .  .. .  .. .  .. .  .. .  .. .[3]  (b) the development of the fetus can be affected by a pregnant woman\u2019s lifestyle.   (i) state a possible effect on the fetus of a shortage of calcium in the mother\u2019s diet.  .. .[1]   (ii) state a possible effect on the newborn baby if the mother smokes during pregnancy.  .. .[1]  [total: 8]",
+            "16": "16 0610/22/o/n/15 \u00a9 ucles 20157 (a) fig. 7.1 shows part of the carbon cycle. the boxes represent processes within this cycle. manure heapcarbon dioxide in air grass plantsurine and faeces stems (straw) put on manure heap fig. 7.1   (i) complete the carbon cycle shown in fig. 7.1 by choosing processes from this list.    write the name of a process in each of the boxes on fig. 7.1. y ou may use each word  once, more than once or not at all.    combustion   deamination   decomposition   denaturation     egestion   feeding   photosynthesis   respiration  [4]   (ii) write the word  equation for aerobic respiration.  .. .[2]",
+            "17": "17 0610/22/o/n/15 \u00a9 ucles 2015 [turn over  (iii) manure is a source of natural fertiliser which can be used to improve the growth of crops.    explain one way that the overuse of fertilisers can be harmful to the environment.  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .[4]  (b) in some parts of the world there is not enough food to feed all of the human population.   farmers sometimes cut down forests to provide more land for growing crops or keeping cattle.  this process is called deforestation.   explain how deforestation can be harmful to the environment.  .. .  .. .  .. .  .. .  .. .  .. .  .. .[3]",
+            "18": "18 0610/22/o/n/15 \u00a9 ucles 2015 (c) there can be a shortage of water in highly-developed countries where water use is very high.   fig. 7.2 shows the water use in one country in europe. animal farming irrigationhome sanitation power generationindustry street cleaning fig. 7.2   (i) calculate the percentage of water used in irrigation and animal farming.    show your working.    %  [2]   (ii) some water is used to flush waste from domestic toilets.    give one reason why this waste water must be treated before it can be re-used.  .. .[1]   (iii) boiling foods in water can reduce their nutrient level by removing vitamins.    name the vitamin which is needed to prevent the disease scurvy.  .. .[1]  [total: 17]",
+            "19": "19 0610/22/o/n/15 \u00a9 ucles 2015 [turn over8 fig. 8.1 shows a structure found in the wall of the small intestine. fig. 8.1  (a) (i) name the structure shown in fig. 8.1.  .. .[1]   (ii) state one function of this structure.  .. .  .. .[1]",
+            "20": "20 0610/22/o/n/15 \u00a9 ucles 2015permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here 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 onl ine in the cambridge international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to do wnload at www.cie.org.uk after  the live examination series. cambridge international examinations is part of the cambridge assessment group. cambridge assessment is the brand name of unive rsity of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge. (b) table 8.1 contains information about the digestion of the three main types of food.   fill in the spaces to complete table 8.1. table 8.1 food type enzyme involved in  digestionproducts of digestion starch simple sugar fat protein protease  [4]  (c) the products of protein digestion are carried away to the liver.  state two ways in which the liver may deal with these products of protein digestion. 1     .. . 2     .. .  [2]  [total: 8]"
+        },
+        "0610_w15_qp_23.pdf": {
+            "1": "this document consists of 19 printed pages and 1 blank page. dc (st/fd) 103974/2 \u00a9 ucles 2015 [turn over *3908364711* biology  0610/23 paper 2 core october/november 2015  1 hour 15 minutes candidates answer on the question paper. no additional materials are required. read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen. y ou may use an hb pencil for any diagrams or graphs. do not use staples, paper clips, glue or correction fluid. do not write in any barcodes. answer all questions. electronic calculators may be used. y ou may lose marks if you do not show your working or if you do not use appropriate units. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [ ] at the end of each question or part question.cambridge international examinations cambridge international general certificate of secondary education the syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificat e.",
+            "2": "2 0610/23/o/n/15 \u00a9 ucles 20151 fig. 1.1 shows five different mammals. % & ' ($ not drawn to scale fig. 1.1",
+            "3": "3 0610/23/o/n/15 \u00a9 ucles 2015 [turn over use the key to identify the mammals shown in fig. 1.1.  write the letter of each species ( a to e) in the correct box beside the key. key letter 1 (a) has webbed feet go to 2 (b) does not have webbed feet go to 32  (a)  tail wide and flattened castor canadensis  (b)  tail rounded, ending in a point lutra lutra 3  (a)  body fur striped panthera tigris  (b)  body fur not striped go to 44  (a)  tail has tuft of dark fur at the end panthera leo  (b)  no tuft of fur at end of tail canis lupus  [4] [total: 4] 2 (a) define the term transpiration .   .. .  .. .  .. .  .. .  .. .  .. .  .. .[3]",
+            "4": "4 0610/23/o/n/15 \u00a9 ucles 2015 (b) fig. 2.1 shows four leaves from the same tree. )* + -leaf eaten by insect fig. 2.1   suggest which leaf will transpire most rapidly and give a reason for your answer.   leaf .. reason  ...   .. .  .. .  .. .  .. . [3]",
+            "5": "5 0610/23/o/n/15 \u00a9 ucles 2015 [turn over (c) fig. 2.2 shows a healthy plant during an investigation into transpiration.   it was kept in the same environment, apart from the light changing, during 24 hours.   the mass of the plant and pot was measured at the start, after 12 hours in the light and after  a further 12 hours in the dark.   2.50  kgplastic bag 2.30  kgplastic bag 2.25  kgplastic bag at the start after 12 hours in the lightafter a further 12 hours in the dark fig. 2.2   (i) describe the results of the investigation shown in fig. 2.2.  .. .  .. .  .. .  .. .  .. .[2]   (ii) suggest and explain why the plant pot was enclosed in a plastic bag for this investigation.  .. .  .. .  .. .  .. .  .. .[2]",
+            "6": "6 0610/23/o/n/15 \u00a9 ucles 2015  (iii) state two environmental factors, other than light, that would change the rate of  transpiration in the plant shown in fig. 2.2. 1     .. . 2     .. . [2] [total: 12]",
+            "7": "7 0610/23/o/n/15 \u00a9 ucles 2015 [turn over3 (a) (i) fig. 3.1 shows a fetus inside its mother.  placenta ; < = fig. 3.1    identify the structures labelled  x, y and z on fig. 3.1.    write your answers on fig. 3.1. [3]   (ii) add a label line and the letter f on fig. 3.1 to show where fertilisation normally occurs.  [1]   (iii) the placenta is the organ where chemicals are exchanged between the blood of the  mother and the blood of the fetus.    complete table 3.1 by stating two chemicals that pass from the mother to the fetus and  two chemicals that pass from the fetus to the mother. table 3.1 chemical passing from  mother to fetuschemical passing from  fetus to mother 11 22 [4]",
+            "8": "8 0610/23/o/n/15 \u00a9 ucles 2015 (b) fig. 3.2 shows two stages in the birth of a baby.   vwdjh\u0003rqh vwdjh\u0003wzr fig. 3.2   describe two changes that have occurred between stage one and stage two that will help the  birth of the baby.   state what has changed and how this makes the birth easier.   write your answers in table 3.2. table 3.2 what has changed how this makes the birth easier change 1 change 2 [4]",
+            "9": "9 0610/23/o/n/15 \u00a9 ucles 2015 [turn over (c) during pregnancy the baby grows and develops.   explain the difference between growth and development.   .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .[4]",
+            "10": "10 0610/23/o/n/15 \u00a9 ucles 2015 (d)  fig. 3.3 shows how the length of a fetus changes during pregnancy. 00 1102030length of fetus  / cm4050 234 age of fetus  / months5678 9 fig. 3.3       (i) state the age of the fetus when it is 16 cm long.   ...months [1]    (ii) state the length of the fetus at 7.5 months old.   ..cm [1]   (iii) calculate how many times longer the fetus is at four months old than it is at two months  old.   ... [1] [total: 19]",
+            "11": "11 0610/23/o/n/15 \u00a9 ucles 2015 [turn over4 describe why it is important for humans to conserve species and their habitats.   ..   ..   ..   ..   ..   ..   ..   ..   .. [4] [total: 4]",
+            "12": "12 0610/23/o/n/15 \u00a9 ucles 20155 the boxes on the left contain some biological terms.  the boxes on the right contain descriptions of these biological terms.  draw one straight line to join each term with its description.  draw only six lines.  one has been done for you. biological term description translocationmovement of sucrose and amino acids in  phloem assimilationremoval from organisms of toxic materials,  waste products of metabolism and  substances in excess excretionmovement of digested food into a cell where  it becomes part of the cell nutritiondiffusion of water through a partially  permeable membrane ingestionchemical reaction that breaks down nutrient  molecules to release energy osmosistaking in, absorbing and using substances  for growth and repair of the body respiration taking in food through the mouth [5] [total: 5]",
+            "13": "13 0610/23/o/n/15 \u00a9 ucles 2015 [turn over6  (a) fig. 6.1 shows a seed that has been buried in the soil, before and after it has germinated.   on the seed labelled germinated seed  in fig. 6.1, draw and label the plumule (shoot) and  radicle which develop after germination. ungerminated seedgerminated seedsoil level fig. 6.1 [2]      (b) state the name of the response that causes a plant to grow towards or away from:   \u0081 gravity  .. .   \u0081 light.  .. . [2] [total: 4]",
+            "14": "14 0610/23/o/n/15 \u00a9 ucles 20157 (a) fig. 7.1 shows a diagram of a section through the heart.     v tsr fig. 7.1    (i) identify the structures labelled r, s and t on fig. 7.1.    write your answers on fig. 7.1. [3]    (ii) suggest why the wall of chamber  t is thicker than the wall of chamber v, as shown on  fig. 7.1.  .. .  .. .  .. .[1]    (iii) the heart creates and maintains a one-way flow of blood around the body.    describe how the heart does this.  .. .  .. .  .. .  .. .  .. .[2]",
+            "15": "15 0610/23/o/n/15 \u00a9 ucles 2015 [turn over (b) fig. 7.2 shows part of the circulatory system. lungs kidneysintestinesliver \u0017\u0018 \u0015 \u0016<;\u0019\u0014 fig. 7.2    (i) identify the blood vessels labelled x and y on fig. 7.2.    write your answers on fig. 7.2. [2]    (ii) use the numbers on fig. 7.2 to identify the blood vessels containing blood as described  in table 7.1.    write your answers in table 7.1. table 7.1 description of bloodnumber of the  blood vessel has the highest concentration of oxygen has the highest concentration of urea has the lowest concentration of urea [3]",
+            "16": "16 0610/23/o/n/15 \u00a9 ucles 2015 (c) table 7.2 shows some measurements made on the blood of three students.   student p is healthy but students l, m and n suffer from ill-health. table 7.2 measurement of bloodstudent lstudent mstudent nstudent p number of red blood cells per mm38.1 million 5.4 million 8.2 million 8.0 million number of white blood cells per mm35500 8750 8700 8600 number of blood platelets per mm3255 000 250 000 150 000 245 000   state which of the students has the following health problem: cannot make enough antibodies  ...blood takes a long time to clot  ..  becomes exhausted quickly during exercise.   [3] [total: 14]",
+            "17": "17 0610/23/o/n/15 \u00a9 ucles 2015 [turn over8 choose words from the list to complete the sentences.  each word may be used once, more than once or not at all. accommodation   brain   vasoconstriction   diffusion vasodilation   evaporation   heart   homeostasis saliva   sweat   tears  the skin helps to keep the body temperature constant. this is part of the process called .. .  control of body temperature is coordinated by the .. . if the temperature of the blood rises above normal, the body responds by  .. of the blood vessels near the surface of the skin. some glands in the skin also produce .. which helps cool the  body by ... . [5] [total: 5]",
+            "18": "18 0610/23/o/n/15 \u00a9 ucles 20159 (a) (i) define the term population .  .. .  .. .  .. .  .. .  .. .[3]    (ii) state three  factors that can affect the size of a population. 1    2    3    [3]  (b) fig. 9.1 shows the growth curve of a colony of bacteria living in an environment with limited  resources. time  / days012345678 9 10 11number of bacteria 345 6 fig. 9.1    (i) name the parts of the graph on fig. 9.1 that are labelled q and r. q  . .. r  . ... [2]",
+            "19": "19 0610/23/o/n/15 \u00a9 ucles 2015   (ii) describe and explain what is happening in the section of the graph labelled s on  fig. 9.1.  .. .  .. .  .. .  .. .  .. .[2]    fig. 9.2 shows the world population for humans. 13001 0234567 1400 1500 1600 1700 yearhuman population / billions 1800 1 900 2000 fig. 9.2   (iii) state three  ways in which this graph is different to the graph of the bacterial population  in fig. 9.1. 1     .. . 2     .. . 3     .. . [3] [total: 13]",
+            "20": "20 0610/23/o/n/15 \u00a9 ucles 2015blank page permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here 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 onl ine in the cambridge international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to do wnload at www.cie.org.uk after  the live examination series. cambridge international examinations is part of the cambridge assessment group. cambridge assessment is the brand name of unive rsity of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge."
+        },
+        "0610_w15_qp_31.pdf": {
+            "1": "this document consists of 16 printed pages. dc (st/sg) 103975/2 \u00a9 ucles 2015 [turn over *5109052365* biology  0610/31 paper 3 extended october/november 2015  1 hour 15 minutes candidates answer on the question paper. no additional materials are required. read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen. y ou may use an hb pencil for any diagrams or graphs. do not use staples, paper clips, glue or correction fluid. do not write in any barcodes. answer all questions. electronic calculators may be used.  y ou may lose marks if you do not show your working or if you do not use appropriate units. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [ ] at the end of each question or part question. the syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificat e.cambridge international examinations cambridge international general certificate of secondary education",
+            "2": "2 0610/31/o/n/15 \u00a9 ucles 20151 fig. 1.1 shows seven lizards that are at risk of becoming extinct. ac b e d f g not to same scale fig. 1.1",
+            "3": "3 0610/31/o/n/15 \u00a9 ucles 2015 [turn over (a) (i)  name the vertebrate group that contains lizards.  .. .[1]   (ii) use the key to identify each species. write the letter of each species ( a to g) in the  correct box beside the key. one has been done for you. key 1 (a) feet with three toes go to 2  (b) feet with five toes go to 32  (a)  has a collar or crest on head go to 4 (b)  has no collar or crest on head chalcides minutus 3  (a)  spikes along back go to 5 (b)  no spikes along back go to 64  (a)  ridges extend along back and tail brookesia perarmata  (b)  no ridges along back or tail calumma parsonii 5  (a)  blunt, rounded head amblyrhynchus cristatus  (b)  elongated head cyclura lewisi 6  (a)  large raised scales on skin abronia graminea  (b)  scales on skin are not large or raised varanus komodoensis d [3]  (b) the effect of humans on the environment has caused the populations of the lizard species in  fig. 1.1 to decrease.   explain why conserving lizards is important.  .. .  .. .  .. .  .. .  .. .  .. .  .. .[3]",
+            "4": "4 0610/31/o/n/15 \u00a9 ucles 2015 (c) zookeepers report that isolated female komodo dragons, varanus komodoensis , have  produced offspring asexually. this is very unusual in vertebrates.   (i) state two disadvantages of asexual reproduction.  .. .  .. .  .. .  .. .  .. .[2]   (ii) state two disadvantages of sexual reproduction.  .. .  .. .  .. .  .. .  .. .[2]  (d) sexual reproduction requires meiosis to occur.   (i) define the term meiosis .  .. .  .. .  .. .[2]   (ii) explain the significance of meiosis to the survival of endangered species of lizards.  .. .  .. .  .. .  .. .  .. .[3] [total: 16]  ",
+            "5": "5 0610/31/o/n/15 \u00a9 ucles 2015 [turn over2 the pressure in the lungs of a student before and during the start of a volleyball match was  recorded.  the results are shown in fig. 2.1.  0123456789 1 0 1 1 1 2 1 3 1 4 1 5 1 6 1 7 1 8 time  / s match startslung pressure / arbitrary units   fig. 2.1  (a)  (i)  use the results in fig. 2.1 to calculate the breathing rate before the start of the match.  express your answer to the nearest whole number.    show your working.   ..breaths per minute  [2]",
+            "6": "6 0610/31/o/n/15 \u00a9 ucles 2015  (ii)  use the results in fig. 2.1 to describe how the pattern of breathing during the match is  different from the pattern of breathing before the match starts.   .. .  .. .  .. .  .. .  .. .  .. .  .. .[3]  (b) describe the process of inhalation.  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .[4]  (c) carbon dioxide is excreted from the body through the lungs.   (i) explain why this process is termed excretion .  .. .  .. .  .. .[1]   (ii) name the part of the blood in which most carbon dioxide is transported.  .. .[1]   (iii) describe the effect of increased carbon dioxide concentration on blood ph.  .. .[1]",
+            "7": "7 0610/31/o/n/15 \u00a9 ucles 2015 [turn over (d) carbon dioxide moves from the blood capillaries into the alveoli by diffusion.   explain why the rate of diffusion of carbon dioxide increases during exercise.  .. .  .. .  .. .  .. .  .. .[2] [total: 14]  ",
+            "8": "8 0610/31/o/n/15 \u00a9 ucles 20153 fig. 3.1 is a diagram of human skin in cold weather.   pqr s t u v fig. 3.1  (a) table 3.1 shows the responses of the skin to cold weather.   complete the table by:    \u0081 naming the parts of the skin that respond to cold weather    \u0081 using the letters ( p to v) from fig. 3.1 to identify these parts of the skin. table 3.1 responses of skin to cold weather name of part letter from fig. 3.1 stands upright to trap air constricts to reduce blood flow to skin stops producing sweat [3]",
+            "9": "9 0610/31/o/n/15 \u00a9 ucles 2015 [turn over (b)  the response of the skin to cold weather is an involuntary action.    explain how an involuntary action differs from a voluntary action.  .. .  .. .  .. .  .. .  .. .  .. .  .. .[3]  (c)  describe how the nervous system coordinates the response of the skin to cold weather.   .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .[4]  (d)  explain how negative feedback is involved in the control of body temperature.  .. .  .. .  .. .  .. .  .. .  .. .  .. .[3] [total: 13]",
+            "10": "10 0610/31/o/n/15 \u00a9 ucles 20154 leaves are made of tissues.  (a) define the term tissue .  .. .  .. .  .. .[1]  fig. 4.1 is a photograph of a transverse section of a leaf, showing the upper and lower surfaces. leaf hair on upper surface b stomata a leaf hair on lower surface   fig. 4.1    (b) name:   (i) tissue a  .. .[1]   (ii) the process by which gases travel through the stomata.  .. .[1]",
+            "11": "11 0610/31/o/n/15 \u00a9 ucles 2015 [turn over (c) describe how root hair cells differ from the cells labelled b in fig. 4.1.  .. .  .. .  .. .  .. .  .. .[2]  (d) outline how water that has entered a root hair cell reaches the stomata.  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .[4]  (e) leaf hairs, shown in fig. 4.1, help to increase the humidity near the leaf surface.   (i) compare the leaf hairs on the upper leaf surface with the leaf hairs on the lower leaf  surface.  .. .  .. .  .. .[1]   (ii) explain the importance of increasing humidity near the leaf surface.   .. .  .. .  .. .  .. .  .. .[2] [total: 12]",
+            "12": "12 0610/31/o/n/15 \u00a9 ucles 20155 fig. 5.1 is a diagram showing the events from pollination to fertilisation in a species of flowering  plant. a b cstigma pollen grain style ovary   fig. 5.1  (a) name the likely method of pollination for the flowers shown at a in fig. 5.1. give an explanation  for your choice. method of pollination .  explanation  .. .  .. .  .. .  .. . [3]",
+            "13": "13 0610/31/o/n/15 \u00a9 ucles 2015 [turn over (b) in fig. 5.1 pollen is transferred from one plant to another.   state the name for this type of pollination.  .. .[1]   (c) name structure b shown in fig. 5.1 and state its function.  .. .  .. .  .. .[2]  (d) fertilisation occurs at c as shown in fig. 5.1.   describe what happens at fertilisation in flowering plants.  .. .  .. .  .. .  .. .  .. .[2]  (e) seed formation occurs after fertilisation. seeds are formed inside the fruits and then dispersed.   (i) name the part of the flower that develops into the seed.  .. .[1]   (ii) name the part of the flower that develops into the fruit.  .. .[1]   (iii) state an advantage of seed dispersal.  .. .  .. .[1]",
+            "14": "14 0610/31/o/n/15 \u00a9 ucles 2015 (f) seed germination occurs when conditions are suitable.   explain the role of enzymes in seed germination.  .. .  .. .  .. .  .. .  .. .[2]  [total: 13]",
+            "15": "15 0610/31/o/n/15 \u00a9 ucles 2015 [turn over6 the government in denmark encourages people to recycle their household waste. table 6.1 shows  the mass of household waste collected for recycling in denmark in 2000, 2004 and 2008. table 6.1 type of waste collected from  householdsmass of household waste  collected for recycling  / thousand tonnes 2000 2004 2008 paper and paper packaging 181 221 207glass  83  88  65plastic   2   4   4metal  17  25 410green kitchen waste  45  53  38garden waste 505 495 527  (a) many governments aim to recycle at least 50% of all household waste.    in 2008, 2558 thousand tonnes of household waste was produced in denmark.    (i) calculate the percentage of household waste that was recycled in 2008.     give your answer to the nearest whole number.    show your working.    ...  %  [2]   (ii) the mass of waste paper and paper packaging collected for recycling decreased slightly  between 2004 and 2008.     suggest a reason for this slight decrease.  .. .  .. .  .. .[1]   (iii) name one other type of recyclable waste, shown in table 6.1, which shows a similar  trend to paper and paper packaging.  .. .[1]",
+            "16": "16 0610/31/o/n/15 \u00a9 ucles 2015 (b) the recycling of paper and paper packaging uses fewer resources than making paper from  trees.    describe how paper is recycled.  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .[4]  (c) most waste that is not recycled is put in landfill sites or burnt. greenhouse gases are produced  at landfill sites and by burning.   explain the likely consequences of an increase in the concentration of greenhouse gases in  the atmosphere.  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .[4] [total: 12] permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here 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 onl ine in the cambridge international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to do wnload at www.cie.org.uk after  the live examination series. cambridge international examinations is part of the cambridge assessment group. cambridge assessment is the brand name of unive rsity of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge."
+        },
+        "0610_w15_qp_32.pdf": {
+            "1": "this document consists of 21 printed pages and 3 blank pages. dc (st/fd) 128659 \u00a9 ucles 2015  [turn over * 7 0 3 3 2 6 8 6 2 5 * biology  0610/32 paper 3  extended  october/november 2015  1 hour 15 minutes candidates answer on the question paper. no additional materials are required. read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen. y ou may use an hb pencil for any diagrams or graphs. do not use staples, paper clips, glue or correction fluid. do not  write in any barcodes. answer all questions. electronic calculators may be used. y ou may lose marks if you do not show your working or if you do not use appropriate units. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question.cambridge international examinations cambridge international general certificate of secondary education the syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificate.",
+            "2": "2 0610/32/o/n/15 \u00a9 ucles 2015blank page ",
+            "3": "3 0610/32/o/n/15 \u00a9 ucles 2015 [turn over1 fig. 1.1 shows a common emerald dove, chalcophaps indica .   fig. 1.1  (a) two distinguishing features of birds are beaks and wings.   state one other  feature shown only  by birds that is visible in fig. 1.1.  ... [1]",
+            "4": "4 0610/32/o/n/15 \u00a9 ucles 2015 (b) birds show variation in the sizes and shapes of their beaks. a beak is composed of an upper  mandible and a lower mandible.   fig. 1.2 shows the heads of seven different species of bird.  a c e gd fb lower mandibleupper mandiblewidth of head not drawn to scale fig. 1.2",
+            "5": "5 0610/32/o/n/15 \u00a9 ucles 2015 [turn over  use the key to identify each species. write the letter of each species ( a to g) in the correct  box beside the key. one has been done for you. key 1 (a) beak is shorter than the width of the  headgo to 2  (b) beak is longer than the width of the  headgo to 4 2 (a) upper mandible is same length as  the lower mandiblespinus tristis  (b) upper mandible is longer than the  lower mandiblego to 3 3  (a) lower mandible is about half the  length of the upper mandibleara araraunaa  (b) lower mandible is more than half the  length of the upper mandibleaquila chrysaetos 4  (a) both mandibles widen at the end of  the beakplatalea regia  (b) both mandibles are a similar width  along their whole lengthgo to 5 5  (a) beak is straight trochilus polytmus  (b) beak is curved go to 6 6  (a) beak curves upwards recurvirostra americana  (b) beak curves downwards phoenicopterus minor [3]",
+            "6": "6 0610/32/o/n/15 \u00a9 ucles 2015 (c) fig. 1.3 shows the events that occur during sexual reproduction in birds. the numbers in  brackets indicate the number of chromosomes in the nuclei of the cells of the common  emerald dove. adult male (80) adult female (80) process aprocess a sperm (40) cell b (80) embryo (80) hatching young bird (80)egg (40) fig. 1.3   (i) name process  a and cell b. a   b       [2]   (ii) state why cell b is described as a diploid cell.  ... [1]   (iii)  the embryo of the bird develops from cell b.      state what is meant by the term development .  ...  ...  ... [1]",
+            "7": "7 0610/32/o/n/15 \u00a9 ucles 2015 [turn over  (iv) sexual reproduction usually leads to variation.     explain why variation is an advantage for a species such as the common emerald dove.  ...  ...  ...  ...  ... [2] [total: 10]",
+            "8": "8 0610/32/o/n/15 \u00a9 ucles 20152 sports physiologists study ways in which athletes can improve their performance by recording  factors such as oxygen uptake and the concentration of lactic acid in the blood. they can also  monitor how these two factors change during training.   fig. 2.1 shows an athlete running on a treadmill in a physiology laboratory while aspects of his  breathing are measured. . fig. 2.1  the athlete ran on a treadmill at a slow speed for 11 minutes.   his oxygen uptake was measured before, during and after the exercise.   the results are shown in fig. 2.2.   the arrows indicate the start and end of the period of exercise.",
+            "9": "9 0610/32/o/n/15 \u00a9 ucles 2015 [turn overfig. 2.2  (a)  (i) state the oxygen uptake at rest, before the athlete started running.    cm3 kg\u20131 min\u20131 [1]   (ii) use fig. 2.2 to describe the changes in oxygen uptake during and after running on the  treadmill (from 2 to 25 minutes).  ...  ...  ...  ...  ...  ...  ...  ...  ... [4]content removed due to copyright restrictions.",
+            "10": "10 0610/32/o/n/15 \u00a9 ucles 2015  (iii) explain the change in oxygen uptake during the run (between 2 and 13 minutes).  ...  ...  ...  ...  ...  ...  ...  ...  ... [4]  (b) the lactic acid concentration in the blood of the athlete was measured at intervals.   at the end of the slow run the lactic acid concentration had increased by 30%.   after a rest, the athlete ran at a much faster speed on the treadmill. at the beginning of this  exercise the lactic acid concentration in his blood was 100  mg dm\u20133. after 11 minutes running  at the faster speed, his lactic acid concentration was 270  mg dm\u20133.    (i) calculate the percentage increase in lactic acid concentration at the end of the faster  run.     show your working.  answer  ... %  [2]   (ii) explain why the percentage increase in lactic acid is much greater when running at the  faster speed.  ...  ...  ...  ...  ...  ...  ... [3] [total: 14]",
+            "11": "11 0610/32/o/n/15 \u00a9 ucles 2015 [turn overblank page",
+            "12": "12 0610/32/o/n/15 \u00a9 ucles 20153  fig. 3.1 shows part of the thoracic and abdominal cavities of a human.  g h j k lmnopthoracic cavity abdominal cavity   fig. 3.1  (a) (i) name the structures labelled g, h and m. g  ... h   m  ... [3]",
+            "13": "13 0610/32/o/n/15 \u00a9 ucles 2015 [turn over  (ii) table 3.1 shows five functions of organs in the abdominal cavity.    complete the table by:    \u2022 naming the organ that carries out each function    \u2022 using the letters from fig. 3.1 to identify the organ named.          one row has been completed for you. table 3.1 function name letter from fig. 3.1 conversion of glucose to glycogen secretion of insulin and glucagon pancreas k absorption of products of digestion storage of bile chemical digestion of protein in an  acidic ph  [4]  (b) fat is particularly difficult to digest as it is not water soluble and forms spherical globules in  the alimentary canal.   fig. 3.2 is a diagram showing what happens to fat globules when mixed with bile. fat globules fig. 3.2   (i) name the process shown in fig. 3.2.  ... [1]",
+            "14": "14 0610/32/o/n/15 \u00a9 ucles 2015  (ii) explain the advantage of the process shown in fig. 3.2.  ...  ...  ...  ...  ... [2]  (c) insulin and glucagon are hormones secreted by the pancreas to control the concentration of  glucose in the blood.   (i) complete table 3.2 to show how the uptake of glucose by cells and the concentration of  glucose in the blood respond when the two hormones are secreted.     use the words increases , decreases  and stays the same to complete the table. table 3.2 hormone uptake of glucose by cells concentration of glucose in  the blood insulin glucagon [2]   (ii) state another hormone that influences the concentration of glucose in the blood.  ... [1]  (d) explain why the control of the concentration of glucose in the blood is an example of negative  feedback.  ...  ...  ...  ...  ...  ...  ... [3] [total: 16]",
+            "15": "15 0610/32/o/n/15 \u00a9 ucles 2015 [turn over4 fig. 4.1 is an electron micrograph of part of the lower surface of a leaf. three stomata are visible. k   fig. 4.1    (a) name the cells labelled k.  ... [1]  (b) stomata allow the movement of gases into and out of the leaf. during the daytime oxygen  passes out and carbon dioxide passes in.   (i) explain why oxygen passes out of the leaf during the daytime.  ...  ...  ...  ...  ...  ...  ... [3]",
+            "16": "16 0610/32/o/n/15 \u00a9 ucles 2015  (ii) describe the path taken by a carbon dioxide molecule after  it has passed through the  stomata during the daytime until it becomes part of a glucose molecule.   ...  ...  ...  ...  ...  ...  ... [3]  (c) plants that live in different types of habitat have leaves that show adaptations for survival.    table 4.1 shows some features of the leaves of three species of plant from different types of  habitat. table 4.1 species habitatorientation of  the leavesindividual  leaf area  / cm2mean stomatal density   / number of stomata per mm2 upper  epidermislower  epidermis annual meadow  grass, poa annuagrassland vertical 1 \u2013 10 125 135 white water lily,  nymphaea albathe surface  of ponds and  lakeshorizontalmore than  1000460 none common myrtle,   myrtus communisdry scrubland horizontal 2 \u2013 4 none 508   (i) state how the stomatal density of annual meadow grass differs from the stomatal  densities of the other two species in table 4.1.  ...  ...  ...  ...  ... [2]",
+            "17": "17 0610/32/o/n/15 \u00a9 ucles 2015 [turn over  (ii)  suggest explanations for the distribution and density of stomata in white water lily and  common myrtle as shown in table 4.1. white water lily  ...  ...  ...  ...  ...  ... common myrtle  ..  ...  ...  ...  ...  ... [5] [total: 14] ",
+            "18": "18 0610/32/o/n/15 \u00a9 ucles 20155 bacteria can be grown on nutrient agar in petri dishes. the main nutrients in the agar are glucose  and amino acids. the bacteria reproduce asexually to form colonies. each colony is formed from  one bacterium.  (a) (i) explain why glucose and amino acids are included in the agar medium. glucose  ..  ... amino acids  ...  ... [2]   (ii) describe how bacteria reproduce asexually.  ...  ...  ...  ...  ... [2]",
+            "19": "19 0610/32/o/n/15 \u00a9 ucles 2015 [turn overblank page",
+            "20": "20 0610/32/o/n/15 \u00a9 ucles 2015 a microbiologist collected bacteria from a kitchen which was suspected to be responsible for an  outbreak of food poisoning.   the microbiologist spread the bacteria on nutrient agar and let them reproduce to form colonies.  the bacterial colonies were transferred onto new nutrient agar that contained high concentrations  of antibiotics s or t, as shown in the flow diagram in fig. 5.1.   sample of bacteria collected from the  kitchen, spread across the surface of an agar plate agar plate 1 incubated for 24 hours at 30  \u00b0c bacteria transferred from agar plate 1 to agar plates 2, 3 and 4 at the same time agar plate 2 with no antibioticagar plate 3 with antibiotic sagar plate 4 with antibiotic t bacteria transferred to a growth medium and incubated for 24 hours bacteria transferred to agar plate 6bacteria transferred to agar plate 5 agar plate 6 with antibiotic tagar plate 5 with antibiotic smany bacterial colonies fig. 5.1",
+            "21": "21 0610/32/o/n/15 \u00a9 ucles 2015 [turn over (b) explain the appearance of agar plates 3 and 4.  ...  ...  ...  ... [2]  (c) explain why many bacterial colonies were found on agar plates 5 and 6.  ...  ...  ...  ...  ... [2]  (d) gonorrhoea is a sexually transmitted disease. it is caused by the bacterium,  neisseria gonorrhoeae . many strains of this bacterium cannot be treated by common  antibiotics.    explain how strains of antibiotic-resistant bacteria are formed and then spread.  ...  ...  ...  ...  ...  ...  ...  ...  ...  ... [5] [total: 13]  ",
+            "22": "22 0610/32/o/n/15 \u00a9 ucles 20156 some students studied water pollution in a stream near their school.  they took samples of water at six sampling points along the stream and carried out a chemical  analysis on the water samples. they also counted the numbers of five different invertebrates at the  same sampling points. the students used a four point scale to record the numbers they found in  each sample.   their results are shown in table 6.1. table 6.1 sampling  pointschemical analysis types of invertebrates nitrate  concentrationoxygen  concentrationrat-tailed  maggotmayfly  nymphstonefly  nymphtubifex  wormwater  louse 1 low high + +++ + + + 2 high very low ++ \u2013 \u2013 +++ ++ 3 high very low ++ \u2013 \u2013 +++ ++ 4 very high very low ++ + \u2013 +++ ++ 5 very high low + ++ \u2013 ++ ++ 6 low high + +++ + + + key \u2013  none +  1 to 10 ++  11 to 100 +++  too many to count  (a) using only  the information from table 6.1,    (i) state the invertebrates that survive in polluted water  ...  ... [1]   (ii) state the invertebrate that is most sensitive to a decrease in the oxygen concentration of  the water.  ... [1]",
+            "23": "23 0610/32/o/n/15 \u00a9 ucles 2015 [turn over (b) the students noticed there were many algae and aquatic plants growing in the stream at  sampling points 4 and 5.   use the results in table 6.1 to explain why there are many algae and aquatic plants growing  in these parts of the stream.  ...  ...  ...  ...  ... [2]  (c) the students decided there were advantages in sampling invertebrates to assess the level of  pollution in the stream, compared with carrying out a chemical analysis of the water.   suggest the advantages of carrying out a survey of invertebrates when studying the pollution  of freshwater ecosystems, such as streams and rivers.  ...  ...  ...  ...  ... [2]  (d) the students found that the stream was polluted by sewage from a nearby house.    outline how sewage should be treated before entering a stream.  ...  ...  ...  ...  ...  ...  ...  ... [4]",
+            "24": "24 0610/32/o/n/15 \u00a9 ucles 2015 (e) the stream contained many plastic items that had been thrown away. most of the plastic was  non-biodegradable.   describe the likely environmental problems caused by non-biodegradable plastics in streams  and rivers.  ...  ...  ...  ...  ...  ... [3] [total: 13]   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 international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download at www.cie.org.uk after  the live examination series. 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."
+        },
+        "0610_w15_qp_33.pdf": {
+            "1": "this document consists of 18 printed pages and 2 blank pages. dc (nh/sg) 103976/3 \u00a9 ucles 2015 [turn over *2059788963* biology  0610/33 paper 3 extended october/november 2015  1 hour 15 minutes candidates answer on the question paper. no additional materials are required. read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen. y ou may use an hb pencil for any diagrams or graphs. do not use staples, paper clips, glue or correction fluid. do not write in any barcodes. answer all questions. electronic calculators may be used. y ou may lose marks if you do not show your working or if you do not use appropriate units. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [ ] at the end of each question or part question. the syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificat e.cambridge international examinations cambridge international general certificate of secondary education",
+            "2": "2 0610/33/o/n/15 \u00a9 ucles 20151 fig. 1.1 shows seven marsupial mammals. a bc de f g not drawn to scale fig. 1.1",
+            "3": "3 0610/33/o/n/15 \u00a9 ucles 2015 [turn over (a) (i) state one visible feature that could be used to identify the marsupials in fig. 1.1 as  mammals.  .. .[1]   (ii) use the key to identify each species. write the letter of each species ( a to g) in the  correct box beside the key. one has been done for you. key 1 (a) tail visible go to 2  (b) no tail visible go to 32 (a) back feet at least twice as long as front feet go to 4 (b) back feet and front feet of similar length go to 53 (a) large ears relative to the size of the head phascolarctos cinereus  (b) small ears relative to the size of the head vombatus ursinus 4 (a) tail at least twice as long as body sminthopsis longicaudata  (b) tail less than twice as long as body macropus rufus 5 (a) uniform body colouring paljara tirarense  (b) markings on body go to 66 (a) white band across back and chest sarcophilus harrisii  (b) no white band across back and chest dasyurus maculatus g  [3]  (b) sexual reproduction occurs in all mammals. a zygote is formed from the fertilisation of a male  gamete and a female gamete.   (i)  name the process that results in the formation of haploid gametes.  .. .[1]   (ii) explain the importance of sexual reproduction in mammals.  .. .  .. .  .. .  .. .  .. .  .. .  .. .[3]",
+            "4": "4 0610/33/o/n/15 \u00a9 ucles 2015 (c) marsupials differ from other mammals by giving birth to relatively undeveloped offspring.  female humans have a placenta and therefore give birth to more developed offspring.   (i) describe the role of the placenta in humans.  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .[4]   (ii) in humans, the placenta is connected to the amniotic sac which contains amniotic fluid.    state two functions of the amniotic fluid.  .. .  .. .  .. .  .. .  .. .[2]  [total: 14]",
+            "5": "5 0610/33/o/n/15 \u00a9 ucles 2015 [turn over2 fig. 2.1 shows a diagram of the liver and the blood vessels that enter and exit from it. to the heartfrom the heart small intestineliverj k l m fig. 2.1  (a) name blood vessel l.  .. .[1]  (b) blood vessel j is a vein.    state two structural features of veins and explain how each feature is related to its function of  returning blood to the heart. feature  ...  explanation  .. .  .. . feature  ...  explanation  .. .  .. .[4]",
+            "6": "6 0610/33/o/n/15 \u00a9 ucles 2015 (c) blood samples were taken from each of the blood vessels j, k, l and m two hours after a  meal of rice. table 2.1 shows the concentration of glucose in these blood samples. table 2.1 blood vesselblood glucose concentration / mg per 100 cm3 j 135 k 128 l 181 m 133   calculate the percentage increase in blood glucose concentration between blood vessel j  compared with l. express your answer to the nearest whole number.   show your working.    %  [2]  (d) control of blood glucose by the liver is an example of homeostasis.   (i) explain how the liver lowers blood glucose concentration when it is too high.  .. .  .. .  .. .  .. .  .. .[2]   (ii) name one other  factor in the human body that is also controlled by homeostasis.  .. .  .. .[1]",
+            "7": "7 0610/33/o/n/15 \u00a9 ucles 2015 [turn over (e) amino acids are processed by the liver.   describe this process.  .. .  .. .  .. .  .. .  .. .  .. .  .. .[3]  (f) state one other  function of the liver, besides homeostasis and processing amino acids.  .. .  .. .[1]  [total: 14]",
+            "8": "8 0610/33/o/n/15 \u00a9 ucles 20153 researchers designed an investigation to find the effect of increasing levels of exercise on two  groups of people.  the first group of people were trained cyclists and the second group were untrained cyclists.   the researchers asked all the people to cycle at four levels of effort: 30%, 45%, 60% and 75% of  their maximum cycle speed.  they cycled for eight minutes at each level of effort.  (a) the researchers predicted that the pulse rate of all the cyclists would increase during exercise.   explain this prediction.  .. .  .. .  .. .  .. .  .. .[2]   fig. 3.1 shows the average concentration of lactic acid in the blood of the trained cyclists and  untrained cyclists in the investigation. 10 8 6 4 2 0 0 8 16 24 32 40average lactic acid concentration / arbitrary unitsuntrained cyclists trained cyclists time  / minuteskeylevel of effort 30% 45% 60% 75%after exercise fig. 3.1",
+            "9": "9 0610/33/o/n/15 \u00a9 ucles 2015 [turn over (b) describe the effect of the increasing levels of effort on the average lactic acid concentration in  the blood of the untrained  cyclists.   y ou should use data from fig. 3.1 in your answer.  .. .  .. .  .. .  .. .  .. .  .. .  .. .[3]  (c) lactic acid is produced in the muscles during anaerobic respiration.   (i) define the term anaerobic respiration .  .. .  .. .  .. .  .. .  .. .[2]   (ii) describe how the lactic acid produced in muscle cells enters the blood.  .. .  .. .  .. .[1]   (iii) name the component of the blood that transports lactic acid.  .. .[1]",
+            "10": "10 0610/33/o/n/15 \u00a9 ucles 2015 (d) explain why the lactic acid concentration in the blood in trained cyclists is different from the  untrained cyclists eight minutes after the exercise.   y ou should use data from fig. 3.1 in your answer.  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .[4]  [total: 13]",
+            "11": "11 0610/33/o/n/15 \u00a9 ucles 2015 [turn overblank page",
+            "12": "12 0610/33/o/n/15 \u00a9 ucles 20154 water moves into plants from the soil and exits through the leaves.  (a) explain how water moves from the soil into the root.  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .[4]   water reaches the leaves from the roots through the xylem. fig. 4.1 shows images of stomata  on the lower surfaces of leaves of two varieties of olive plant, a and b. both are shown at the  same magnification. ab fig. 4.1  (b) (i) describe the function of stomata.  .. .  .. .  .. .  .. .  .. .[2]",
+            "13": "13 0610/33/o/n/15 \u00a9 ucles 2015 [turn over  (ii) compare the density of stomata between the two varieties of olive plant, a and b, shown  in fig. 4.1.  .. .  .. .  .. .  .. .  .. .[2]   (iii) under identical environmental conditions the rate of water uptake in plant a is higher  than plant b.    explain why.  .. .  .. .  .. .  .. .  .. .  .. .  .. .[3]  (c) the density of stomata is an example of a leaf adaptation to the environmental conditions.   state two other adaptations of leaves for survival in a dry environment.  .. .  .. .  .. .  .. .  .. .[2]",
+            "14": "14 0610/33/o/n/15 \u00a9 ucles 2015 (d) water lost from the leaves enters the atmosphere.   describe how water is recycled from the atmosphere back to the roots.  .. .  .. .  .. .  .. .  .. .[2]  [total: 15]",
+            "15": "15 0610/33/o/n/15 \u00a9 ucles 2015 [turn over5 plastic bags cause many problems in the environment.  (a) plastic bags were banned in bangladesh in 2002.   outline the effects of non-biodegradable plastics on the environment.  .. .  .. .  .. .  .. .  .. .  .. .  .. .[3]",
+            "16": "16 0610/33/o/n/15 \u00a9 ucles 2015  some countries have not banned plastic bags. there have been many studies to analyse  possible alternatives to plastic bags.   table 5.1 shows the results of a study comparing the environmental impact of producing  plastic bags and paper bags. table 5.1 environmental impact of production plastic bags paper bags waterborne chemical waste / g per bag 1.1 2.7airborne chemical waste / g per bag 0.025 1.25energy used / kj per bag 594 2511trees used per bag 0 0.0014oil used / dm 3 per bag 0.022 0  (b) (i) compare the environmental impact of making plastic bags with the environmental impact  of making paper bags.    y ou should use data from table 5.1 in your answer.  .. .  .. .  .. .  .. .  .. .  .. .  .. .[3]   (ii) heavy metals and acids are the most common waterborne chemical wastes from the  production of paper bags.    describe the effects of these waterborne chemical wastes on the environment.  .. .  .. .  .. .  .. .  .. .[2]",
+            "17": "17 0610/33/o/n/15 \u00a9 ucles 2015 [turn over (c) table 5.2 shows the results from a study comparing recycling of plastic bags and paper bags. table 5.2 plastic bags paper bags bags recycled / % 0.6 19.4energy used to recycle / kj per bag 17 14 444   (i) compare the energy used to make plastic  bags with the energy used to recycle plastic   bags.    y ou should use data from table 5.1 and table 5.2 in your answer.  .. .  .. .  .. .  .. .  .. .[2]   (ii) pollution by heavy metals and acid is one concern about the making of paper  bags.   there are additional concerns about the making and recycling of paper  bags.     discuss these additional concerns.  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .[4]  [total: 14]",
+            "18": "18 0610/33/o/n/15 \u00a9 ucles 20156 (a) define the term genetic engineering .  .. .  .. .  .. .  .. .  .. .[2]  (b) fig. 6.1 is a flow diagram that shows how insulin can be produced using genetic engineering.  r ql m n o p fig. 6.1",
+            "19": "19 0610/33/o/n/15 \u00a9 ucles 2015  table 6.1 shows stages in the production of insulin by genetic engineering.   complete table 6.1. the first row has been done for you. table 6.1 letter from  fig. 6.1name description m chromosomes threads of dna found in the nucleus section of dna removed from human cell plasmid type of cell that is genetically engineeredspecific chain of amino acids coded by the  section of dna removed from the human cell fermenter  [5]  (c) the genetically engineered cells in fig. 6.1 reproduce asexually.   explain the advantages of asexual reproduction for insulin production by genetic engineering.  .. .  .. .  .. .  .. .  .. .  .. .  .. .[3]  [total: 10]",
+            "20": "20 0610/33/o/n/15 \u00a9 ucles 2015permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here 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 onl ine in the cambridge international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to do wnload at www.cie.org.uk after  the live examination series. cambridge international examinations is part of the cambridge assessment group. cambridge assessment is the brand name of unive rsity of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge.blank page"
+        },
+        "0610_w15_qp_51.pdf": {
+            "1": "this document consists of 9 printed pages and 3 blank pages. dc (nh/fd) 102799/4 \u00a9 ucles 2015 [turn over *2398243725* biology  0610/51 paper 5 practical test october/november 2015  1 hour 15 minutes candidates answer on the question paper. additional materials: as listed in the confidential instructions. read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen. y ou may use an hb pencil for any diagrams or graphs. do not use staples, paper clips, glue or correction fluid. do not write in any barcodes. answer all questions. electronic calculators may be used. y ou may lose marks if you do not show your working or if you do not use appropriate units. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [ ] at the end of each question or part question. the syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificat e.cambridge international examinations cambridge international general certificate of secondary education for examiner\u2019s use 1 2 total",
+            "2": "2 0610/51/o/n/15 \u00a9 ucles 2015read through all of the questions in this paper carefully before starting work. you should wear the eye protection provided during the practical work in question 1. 1 during digestion, the enzyme amylase breaks down starch to maltose, a reducing sugar.  iodine solution can be used to test for the presence of starch.  \u0081 label a white tile 5 in one corner.  \u0081 place two drops of iodine solution onto tile 5. these drops must be 2 to 3 cm apart, in the  same corner of the white tile.  \u0081 use a glass rod to place a drop of the starch solution onto one of the drops of iodine solution.  dry the glass rod with a paper towel.  \u0081 use the glass rod to place a drop of water onto the other drop of iodine solution. dry the glass  rod with a paper towel.  (a) (i) record your observations. starch  ... .  .. . water  ... ...  .. .  [2]   (ii) state why water was used.  .. .  .. .[1]  \u0081 place a further eight drops of iodine solution onto tile 5, as shown in  fig. 1.1. iodine solutioniodine solution and starch solution iodine solution and water\u0018 fig. 1.1",
+            "3": "3 0610/51/o/n/15 \u00a9 ucles 2015 [turn over \u0081 label another white tile 7.  \u0081 place eight drops of iodine solution onto tile 7, as in the bottom two rows in fig. 1.1.  \u0081 label two large test-tubes 5 and 7.  \u0081 place 5 cm3 of starch solution into each of the large test-tubes 5 and 7.  when a mixture of starch and amylase is tested at regular intervals, the intensity of the colour is  an indication of how much starch is present.  y ou are going to investigate the effect of ph (ph5 and ph7) on the activity of amylase.  read the instructions but do not carry them out until you have drawn a table for your results, in  the space provided in (b)(i) .  \u0081 test-tube a5 contains 4 cm3 of amylase at ph5. test-tube a7 contains 4 cm3 of amylase at  ph7.  \u0081 at the same time, add the contents of test-tube a5 to the starch solution in large test-tube 5  and add the contents of test-tube a7 to the starch solution in large test-tube 7.  \u0081 carefully mix the contents of large test-tube 5 using a clean glass rod. leave the glass rod in  the large test-tube.  \u0081 carefully mix the contents of large test-tube 7 using a clean glass rod. leave the glass rod in  the large test-tube.  \u0081 record the time. ..  \u0081 after one minute, use the glass rod to remove one drop from large test-tube 5. place this drop  onto the first drop of iodine solution on tile 5.   dry the glass rod on a paper towel and place it back into large test-tube 5.  \u0081 at the same time use the glass rod in large test-tube 7 to remove one drop from large test- tube 7. place this drop onto the first drop of iodine solution on tile 7.   dry the glass rod on a paper towel and place it back into large test-tube 7.  \u0081 repeat the testing process for large test-tubes 5 and 7 every minute, for a further seven  minutes.  \u0081 record your observations in your table in b(i).",
+            "4": "4 0610/51/o/n/15 \u00a9 ucles 2015 (b) (i) prepare a table to record your observations of the starch tests on the contents of the  large test-tubes  5 and 7.  [3]   (ii) carry out the investigation and record your observations in the table you have prepared.  [3]  (c) compare the results obtained for large test-tubes 5 and 7.  .. .  .. .  .. .  .. .[2]  (d) describe three  ways in which this investigation could be improved. 1 .   .. . 2     .. . 3     .. .  [3]  [total: 14]",
+            "5": "5 0610/51/o/n/15 \u00a9 ucles 2015 [turn over2 y ou are provided with part of a maize cob. this is composed of many individual fruits, known as  grains.  (a) (i) make a large drawing of a group of five grains viewed from above, as in fig. 2.2 on page 6.  [3]   (ii) remove one of the grains and measure the length from the point of attachment to the  outer surface, as shown in fig. 2.1. include the unit. measure this lengthouter surface point of attachment to cob fig. 2.1  length [2]",
+            "6": "6 0610/51/o/n/15 \u00a9 ucles 2015  (iii) make a drawing of this grain, six times  its actual size.    label the point of attachment to the cob.  [3]  many colours of maize grains are known. the colour is inherited.  fig. 2.2 shows part of a cob with light and dark coloured grains. fig. 2.2",
+            "7": "7 0610/51/o/n/15 \u00a9 ucles 2015 [turn over (b) (i) complete table 2.1 by counting the number of light and dark coloured grains. table 2.1 number of grains light dark  [1]   (ii) use the data in table 2.1 to suggest the phenotypic ratio of light to dark coloured grains.  .. . [1]   (iii) describe one visible phenotypic difference, other than colour, between the grains shown  in fig. 2.2.  .. .  .. . [1]  maize is used as a food source for humans and livestock. it contains mainly starch but also other  nutrients including proteins and fat.  (c) describe how to test maize grains for the presence of protein and fat. protein  .. .  .. .  .. .  .. . fat  ..   .. .  .. .  .. .  [5]",
+            "8": "8 0610/51/o/n/15 \u00a9 ucles 2015 maize is a cereal. cereals form a high proportion of the daily energy intake for many people.  the protein and fat content of maize and five other cereals is shown in table 2.2. table 2.2 cerealcontent per 100 g of dried cereal / g protein fat maize  9.5 3.8millet 10.4 5.0oats 12.6 7.5rice  7.1 1.8sorghum  9.7 3.4wheat 13.8 2.0  (d) (i) plot the data from table 2.2 to show the protein and fat content of these six cereals. use  the same set of axes for both protein and fat.  [6]",
+            "9": "9 0610/51/o/n/15 \u00a9 ucles 2015  (ii) approximately how many times more protein is there in 100 g of wheat compared with  100 g of rice?   [1]   (iii) use table 2.2 to identify the cereal that  provides the largest energy content per 100 g.    explain your choice of cereal.  .. .  .. .  .. .  .. .  .. .  .. .[3]  [total: 26]",
+            "10": "10 0610/51/o/n/15 \u00a9 ucles 2015blank page",
+            "11": "11 0610/51/o/n/15 \u00a9 ucles 2015blank page",
+            "12": "12 0610/51/o/n/15 \u00a9 ucles 2015permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here 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 onl ine in the cambridge international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to do wnload at www.cie.org.uk after  the live examination series. cambridge international examinations is part of the cambridge assessment group. cambridge assessment is the brand name of unive rsity of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge.blank page"
+        },
+        "0610_w15_qp_52.pdf": {
+            "1": "this document consists of 10 printed pages and 2 blank pages. dc (st/jg) 102609/4 \u00a9 ucles 2015 [turn overcambridge international examinations cambridge international general certificate of secondary education *5404601978* biology  0610/52 paper 5  practical test october/november 2015  1 hour 15 minutes candidates answer on the question paper. additional materials: as listed in the confidential instructions. read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen. y ou may use an hb pencil for any diagrams or graphs. do not use staples, paper clips, glue or correction fluid. do not write in any barcodes. answer all questions.  electronic calculators may be used. y ou may lose marks if you do not show your working or if you do not use appropriate units. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question. the syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificat e.for examiner\u2019s use 1 2 total",
+            "2": "2 0610/52/o/n/15 \u00a9 ucles 20151 during respiration, a chemical is produced that causes the indicator methylene blue to change  from blue to colourless.   y ou are provided with a yeast suspension ( saccharomyces cerevisiae) , a solution of glucose and  a solution of methylene blue.  y ou are going to test the effect of temperature on the rate of respiration in yeast.  read through all of the instructions but do not carry them out until you have drawn a  table for your results in the space provided in 1(a).    you should wear the eye protection provided during the practical work in question 1. proceed as follows:  \u0081 place 10 cm 3 of glucose solution into each of three large test-tubes.  \u0081 add 1 cm3 methylene blue to each of the large test-tubes containing glucose solution.  \u0081 use the glass rod to stir the mixture until the methylene blue is mixed evenly. \u0081 place the large test-tubes into an empty beaker. \u0081 add 1 cm 3 of the yeast suspension provided into each of three standard test-tubes.  \u0081 place the three standard test-tubes into the same beaker as the large test-tubes. \u0081  y ou have three other beakers, labelled cold, warm and hot. the beaker labelled cold  contains ice and water. the beaker labelled warm  contains water at room temperature.   \u0081  place one large test-tube containing glucose and methylene blue and one standard test-tube  containing yeast suspension into each beaker.  \u0081 raise your hand when you are ready for hot water to go into the beaker labelled hot.  \u0081 use the thermometer to measure the temperature in each beaker. \u0081 record the temperatures in your table of results.  leave the apparatus for 5 minutes. during the 5 minutes you should start to answer 1(d).  \u0081  after 5 minutes, pour the yeast suspension in each standard test-tube into the glucose and  methylene blue mixture in each of the three large test-tubes.  \u0081  use the glass rod to stir the mixture until it is mixed evenly and start timing.  \u0081 record the time taken for the yeast suspension to return to its original colour.",
+            "3": "3 0610/52/o/n/15 \u00a9 ucles 2015 [turn over (a) prepare a table to record your results.   in your table:  \u0081 record the temperatures in degrees celsius   \u0081 record the times in seconds .  [6]  (b) (i) in this investigation you only recorded one set of results. suggest a reason why it would  have been better to repeat the investigation.  .. .  .. .[1]   (ii) state one conclusion about the effect of temperature on the rate of respiration in yeast.  .. .  .. .[1]  (c)  (i) the method of timing how long it takes for the methylene blue in the three test-tubes to  become colourless is a source of error. suggest why.   .. .  .. .[1]   (ii) describe how you could improve the method to reduce this source of error.  .. .  .. .  .. .[1]",
+            "4": "4 0610/52/o/n/15 \u00a9 ucles 2015  (iii) suggest one source of error, other than timing , in this investigation.  .. .  .. .  .. .[1]  (d) some students investigated the effect of ph on the rate of respiration by measuring the  volume of carbon dioxide produced by yeast in 30 minutes.     their results are shown in table 1.1. table 1.1 ph average volume of carbon dioxide    produced in 30 minutes  / cm3rate of carbon dioxide production  / cm3 per minute 4  6 0.2 5 12 0.463 6 1 .  275 4. 8 63 2.1     (i)  complete table 1.1 by calculating the rate of carbon dioxide production at ph 7.    write your answer in the space in table 1.1.     show your working in the space below. [1]",
+            "5": "5 0610/52/o/n/15 \u00a9 ucles 2015 [turn over  (ii) plot the data from table 1.1 to show the effect of ph on the rate of carbon dioxide  production by yeast. [4]   (iii) describe and explain the trend shown by the results in table 1.1 and the graph you have  drawn.  .. .  .. .  .. .  .. .  .. .  .. .[3] [total: 19]",
+            "6": "6 0610/52/o/n/15 \u00a9 ucles 20152 fig. 2.1. shows photomicrographs of two types of pollen grain,  r and s. rs not to scalex y fig. 2.1  (a) (i) make a large drawing of pollen grain  s.     [3]",
+            "7": "7 0610/52/o/n/15 \u00a9 ucles 2015 [turn over  (ii) measure the length of the line xy on fig. 2.1. include the unit. length of xy  ...    draw the line xy on your drawing, in the same position as on fig. 2.1.    measure the length of xy on your drawing. include the unit. length of xy on your drawing      calculate the magnification of your drawing.    show your working.  magnification x  ... [5]  (b) (i) state two ways, visible in fig. 2.1, in which pollen grain r is different from pollen grain s.     write your answers in table 2.1.  table 2.1 feature pollen grain r pollen grain s ... . . .. ... . . .. [2]   (ii) describe one feature, visible in fig. 2.1, of pollen grain r that helps it to be dispersed.   .. .  .. .[1]",
+            "8": "8 0610/52/o/n/15 \u00a9 ucles 2015 (c) some students placed samples of each type of pollen grain on a microscope slide and added  a drop of dilute sugar solution. pollen tubes started to grow.   to find out which of the pollen tubes grew faster, students measured the length of the pollen  tubes every 2 minutes for 20 minutes.    (i) suggest how the pollen tubes could be measured using a microscope.  .. .[1]    their results are recorded in table 2.2. table 2.2 time / minlength of pollen tubes / \u00b5m pollen grain r pollen grain s  2  0.5  0.4 4  1.8  1.5 6  4.2  3.9 8 12.6 13.410 18.8 21.112 24.9 29.614 30.2 36.816 36.6 44.2 18 41.9 52.820 48.5 59.8   (ii) compare the growth of pollen grain s with pollen grain r, using the data from table 2.2.  .. .  .. .  .. .  .. .  .. .[3]",
+            "9": "9 0610/52/o/n/15 \u00a9 ucles 2015 [turn over (d) the plant that produces pollen grain  r produces fruits that contain seeds. these fruits  disperse the seeds by splitting along the edges, throwing out the seeds.   the students counted the number of seeds in a random sample of 100 fruits.    fig. 2.2 is a frequency histogram of their results. 50 40 30 20 10 0 20 21 22 23 24 25 number of seeds per fruitfrequency fig. 2.2   (i) suggest how the students could collect a random sample and count the seeds accurately.  .. .  .. .  .. .  .. .  .. .  .. .[3]   (ii) identify the most frequent number of seeds in a fruit.  .. .[1]   (iii) identify the number of seeds per fruit that has a frequency of 12.  .. .[1]",
+            "10": "10 0610/52/o/n/15 \u00a9 ucles 2015   (iv) suggest one reason why some fruits have a lower number of seeds than others.  .. .  .. .[1] [total: 21]",
+            "11": "11 0610/52/o/n/15 \u00a9 ucles 2015blank page",
+            "12": "12 0610/52/o/n/15 \u00a9 ucles 2015blank page permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here 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 onl ine in the cambridge international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to do wnload at www.cie.org.uk after  the live examination series. cambridge international examinations is part of the cambridge assessment group. cambridge assessment is the brand name of unive rsity of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge."
+        },
+        "0610_w15_qp_53.pdf": {
+            "1": "this document consists of 12 printed pages. dc (lk/jg) 102605/3 \u00a9 ucles 2015 [turn overcambridge international examinations cambridge international general certificate of secondary education *4524286621* biology  0610/53 paper 5 practical test october/november 2015  1 hour 15 minutes candidates answer on the question paper. additional materials: as listed in the confidential instructions. read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen. y ou may use an hb pencil for any diagrams or graphs. do not use staples, paper clips, glue or correction fluid. do not write in any barcodes. answer all questions. electronic calculators may be used. y ou may lose marks if you do not show your working or if you do not use appropriate units. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [ ] at the end of each question or part question. the syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificat e.for examiner\u2019s use 1 2 3 total",
+            "2": "2 0610/53/o/n/15 \u00a9 ucles 2015read through all of the questions on this paper carefully before starting work. you should wear the eye protection provided during the practical work in question 1.1 y ou are provided with some fresh milk, labelled milk.  (a) y ou are going to test the milk for protein.   (i) state the reagent you will use to test the milk for protein.  .. .[1]   (ii) carry out the test for protein on approximately 2 cm 3 of the milk.      observe and record any colour change. state a conclusion from your observations. colour change    conclusion  ... ..  [1]   (iii) y ou are expected to wear eye protection for this test.    state one other safety procedure you should follow.  .. .  .. .[1]  (b) y ou are going to investigate the effect of an enzyme on the milk.    this enzyme is found in the stomach of young mammals. it causes milk to form insoluble  clots. this makes the milk easier to digest.   y ou are provided with an enzyme solution, labelled enzyme .   \u0081 label a clean large test-tube, no x .   \u0081 add 5 cm 3 of fresh milk into the large test-tube no x .   \u0081 stand large test-tube no x  in a beaker of water at 40 \u00b0c for one minute.   \u0081 add 1 cm3 of the enzyme solution to the milk in the large test-tube no x .   \u0081 start timing.   \u0081  gently tilt and roll the large test-tube as shown in fig. 1.1. y ou can remove the large  test-tube from the water to do this. this should form a film of milk on the inside of the large test-tube.",
+            "3": "3 0610/53/o/n/15 \u00a9 ucles 2015 [turn overstage a stage b stage c clots have formedstage d all of milk solidfilm of milk flows  / drains  back into milk quicklyfilm of milk drains slowly and sticks to inside of test-tubesmall spots  / clots stick to inside of test-tube as film of milk drains backall the milk has clotted fig. 1.1   \u0081  roll the large test-tube continuously until stage c is reached and clots are formed, as  shown in fig. 1.1 and fig. 1.2. if it takes longer than three minutes for clots to form, stop  rolling the large test-tube and continue with the rest of question (b). clots on the side of the test-tube fig. 1.2   \u0081  record the time taken for clots to form in minutes and seconds. if more than three  minutes, record your time as \u2018more than three minutes\u2019.     time taken for clots to form   ..     convert the time into seconds.     time taken for clots to form  ...  s  [1]",
+            "4": "4 0610/53/o/n/15 \u00a9 ucles 2015 (c) y ou are going to investigate how chemical x affects the speed of the clotting process.   y ou are provided with two different concentrations of solution x. these are labelled x1  and x2.   y ou will add each of these solutions in turn to a mixture of milk and enzyme and record how  long it takes for clots to form in the milk.   prepare a table to record your results. y our table should include your results for no x as well  as for x1 and x2. ",
+            "5": "5 0610/53/o/n/15 \u00a9 ucles 2015 [turn over  \u0081 label two clean large test-tubes x1 and x2.   \u0081 add 5 cm3 of fresh milk into each of the large test-tubes.   \u0081 raise your hand for a fresh supply of water at 40 \u00b0c.  \u0081 stand the test-tubes in the beaker of water at 40 \u00b0c for one minute.   \u0081 add 5 cm 3 of solution x1 to the large test-tube labelled x1.   \u0081 add 1 cm3 of the enzyme solution to the large test-tube x1.   \u0081 start timing.  \u0081  gently tilt and roll the large test-tube as before. roll the large test-tube continuously until  clots begin to form, as shown at stage c in fig. 1.1.   \u0081 repeat this procedure using solution x2.   \u0081  record the times taken for the milk to clot in large test-tubes x1 and x2 in your results  table.  [5]  (d) using your results, describe the pattern shown.  .. .  .. .  .. .  .. .  .. .  .. .[3]  (e) the volume of milk in each test-tube was 5 cm 3 throughout the experiment.   suggest why this is important.  .. .  .. .[1]  (f) in part (c), you were given a fresh supply of water at 40 \u00b0c.   explain why this was necessary.  .. .  .. .  .. .  .. .[2]",
+            "6": "6 0610/53/o/n/15 \u00a9 ucles 2015 (g) enzymes usually have a ph at which they work fastest. this is called the optimum ph.    fig. 1.3 shows the rate of activity of three different enzymes over a range of ph values.  123456789 1 0 1 1 1 2 pharginasepepsin amylaserate of enzyme activitykey fig. 1.3   (i) state the optimum ph for arginase.  .. .[1]   (ii) y our stomach contains acid. suggest which enzyme is most likely to be found in your  stomach.  .. .[1]  [total: 17]",
+            "7": "7 0610/53/o/n/15 \u00a9 ucles 2015 [turn over2 y ou are provided with a leaf.  use the hand lens to observe the leaf.   (a) draw a large diagram of the upper surface of the leaf.  [3]",
+            "8": "8 0610/53/o/n/15 \u00a9 ucles 2015 (b) a group of students investigated the rate of transpiration from four leaves.   they covered different surfaces of the leaves with petroleum jelly. petroleum jelly creates a  waterproof barrier.   they then measured the mass of each leaf.   the leaves were left hanging from a piece of string in a warm place for 24 hours.   the students then measured the mass of each leaf again.   table 2.1 shows their results. table 2.1 leafsurfaces covered with  petroleum jellymass at start  / gmass at end  / gpercentage  decrease in mass  / %  p upper and lower 4.8 4.6 4.2 q upper only 4.6 4.1 10.9 r lower only 4.6 4.3 6.5 s none 4.2 3.5   (i) calculate the percentage decrease in mass for leaf s.    show your working.    write your answer to one decimal place.     %  [2]   (ii) suggest why it is important to calculate the percentage decrease in mass for each leaf.  .. .  .. .  .. .  .. .[2]",
+            "9": "9 0610/53/o/n/15 \u00a9 ucles 2015 [turn over  (iii) plot a bar chart to show the percentage decrease in mass for each leaf.  [4]   (iv) use the results to explain whether the upper or lower surface of the leaf loses the most  water.    .. .  .. .[1]",
+            "10": "10 0610/53/o/n/15 \u00a9 ucles 2015 (c) the students decided to investigate how temperature affects the rate of transpiration.    suggest the variable they should change (independent variable), the variables they should  control (control variables) and the variable they should measure (dependent variable). independent variable  .. . control variables  .. .  .. .  .. . dependent variable  .. .  [4]  [total: 16]",
+            "11": "11 0610/53/o/n/15 \u00a9 ucles 2015 [turn over3 fig. 3.1 is a photomicrograph of some human blood cells. 2 mm fig. 3.1  fig. 3.2 is a photomicrograph of some frog blood cells. 2 mm fig. 3.2",
+            "12": "12 0610/53/o/n/15 \u00a9 ucles 2015permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here 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 onl ine in the cambridge international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to do wnload at www.cie.org.uk after  the live examination series. cambridge international examinations is part of the cambridge assessment group. cambridge assessment is the brand name of unive rsity of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge. (a) complete table 3.1 to show how human red blood cells are different from frog red blood cells.  table 3.1 feature human red blood cells frog red blood cells  [3]  (b) both photomicrographs have the same magnification.   measure the length of the scale bar in millimetres.   length of scale bar  mm   use the scale bar to calculate the magnification of the photomicrographs.   show your working.   give your answer to the nearest whole number.  magnification \u00d7 ..  [3]  (c) the structure of frog red blood cells means that they can undergo a process that human red  blood cells cannot.   suggest what this process might be.     .. .[1]  [total: 7]"
+        },
+        "0610_w15_qp_61.pdf": {
+            "1": "this document consists of 10 printed pages and 2 blank pages. dc (ac/sw) 103126/5 \u00a9 ucles 2015 [turn overcambridge international examinations cambridge international general certificate of secondary education *1889796924* biology  0610/61 paper 6 alternative to practical october/november 2015  1 hour candidates answer on the question paper. no additional materials are required. read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen. y ou may use an hb pencil for any diagrams or graphs. do not use staples, paper clips, glue or correction fluid. do not write in any barcodes. answer all questions. electronic calculators may be used. y ou may lose marks if you do not show your working or if you do not use appropriate units. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question. the syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificat e.",
+            "2": "2 0610/61/o/n/15 \u00a9 ucles 20151 during digestion, the enzyme amylase breaks down starch to maltose, a reducing sugar.  (a) describe a test you could safely carry out to show the presence of starch in a solution.  .. .  .. .  .. .  .. .  .. .  ..  [3]  some students investigated the effect of ph on the activity of amylase during the breakdown of  starch. the starch test that you have described in (a) was carried out at intervals, until the starch  was no longer present.  their results, in table 1.1, show the time in minutes for the breakdown of starch using solutions of  different ph. table 1.1 ph time / mins 3.0 4.14.0 0.55.0 0.86.0 1.57.0 3.58.0 4.8",
+            "3": "3 0610/61/o/n/15 \u00a9 ucles 2015 [turn over (b) (i) plot the data from table 1.1 to show the effect of ph on the time taken for amylase to  break down starch.  [4]   (ii) state the optimum (best) ph for the activity of amylase.  ..  [1]   (iii) use this formula to calculate the rate of activity of amylase at the ph given in (b)(ii) :     rate of enzyme activity =  1 time taken in minutes    show your working. give your answer to the nearest whole number.  rate  ...   [1]",
+            "4": "4 0610/61/o/n/15 \u00a9 ucles 2015  (iv) describe the effect of ph on the activity of amylase.  .. .  .. .  .. .  .. .  .. .  ..  [3]  (c) (i) name two variables that need to be controlled in this investigation. 1    2     [2]   (ii) explain two ways this investigation could be improved.  .. .  .. .  .. .  ..  [2]  [total: 16]",
+            "5": "5 0610/61/o/n/15 \u00a9 ucles 2015 [turn overblank page",
+            "6": "6 0610/61/o/n/15 \u00a9 ucles 20152 fig. 2.1 shows part of a yellow maize cob, zea mays .  a cob is composed of many individual fruits known as grains. fig. 2.1  many colours of maize grains are known. the colour is inherited.  fig. 2.2 shows part of a cob with light and dark coloured grains. fig. 2.2",
+            "7": "7 0610/61/o/n/15 \u00a9 ucles 2015 [turn over (a) (i) complete table 2.1 by counting the number of light and dark coloured grains. table 2.1 number of grains light  dark   [1]   (ii) use the data in table 2.1 to suggest the phenotypic ratio of light to dark coloured grains.  ..  [1]   (iii) describe one visible phenotypic difference, other than colour, between the grains shown  in fig. 2.2.  .. .  ..  [1]  maize is used as a food source for humans and livestock. it contains mainly starch but also other  nutrients including proteins and fat.  (b) describe how to test maize grains for the presence of protein and fat. protein  .. .  .. .  .. .  .. . fat  ..   .. .  .. .  .. .  [5]",
+            "8": "8 0610/61/o/n/15 \u00a9 ucles 2015 maize is a cereal. cereals form a high proportion of the daily energy intake for many people.  the protein and fat content of maize and five other cereals is shown in table 2.2. table 2.2 cerealcontent per 100 g of dried cereal / g protein fat maize 9.5 3.8millet 10.4 5.0oats 12.6 7.5rice 7.1 1.8sorghum 9.7 3.4wheat 13.8 2.0    (c) use table 2.2 to identify the cereal that provides the largest energy content per 100 g.    explain your choice of cereal.  .. .  .. .  .. .  .. .  .. .  ..  [3] [total: 11]",
+            "9": "9 0610/61/o/n/15 \u00a9 ucles 2015 [turn over3 fig 3.1 shows one complete leaf from two different species of plant, p and q. leafletsleaf    leaf p            leaf q fig. 3.1  (a) (i) state two features which are visible in both  leaf p and leaf q. 1    2     [2]   (ii)  state two ways, other than size, in which leaf p differs from leaf q.  1    2     [2]",
+            "10": "10 0610/61/o/n/15 \u00a9 ucles 2015 (b) fig. 3.2 shows part of a climbing plant.  tendrils fig. 3.2   (i) in the space below make a large drawing of the part of the climbing plant shown in  fig. 3.2.  [4]",
+            "11": "11 0610/61/o/n/15 \u00a9 ucles 2015  (ii) suggest one advantage and one disadvantage to the plant of having tendrils, as shown  in fig. 3.2. advantage  ..  .. . disadvantage  .   .. .  [2]  (c) fig. 3.3 shows a leaf of a monocotyledonous plant. fig. 3.3   the leaves shown in fig 3.1 and fig. 3.2 are all from eudicotyledonous (dicotyledonous)  plants.   complete table 3.1 by stating two ways in which the leaves shown in fig. 3.1 and fig. 3.2  differ from the leaf of a monocotyledonous plant, shown in fig. 3.3.    table 3.1. feature eudicotyledonous monocotyledonous  [3]  [total: 13]",
+            "12": "12 0610/61/o/n/15 \u00a9 ucles 2015permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here 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 onl ine in the cambridge international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to do wnload at www.cie.org.uk after  the live examination series. cambridge international examinations is part of the cambridge assessment group. cambridge assessment is the brand name of unive rsity of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge.blank page"
+        },
+        "0610_w15_qp_62.pdf": {
+            "1": "this document consists of 10 printed pages and 2 blank pages. dc (nh/cgw) 102882/4 \u00a9 ucles 2015 [turn over *1219785243* biology  0610/62 paper 6 alternative to practical october/november 2015  1 hour candidates answer on the question paper. no additional materials are required. read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen. y ou may use a pencil for any diagrams or graphs. do not use staples, paper clips, glue or correction fluid. do not write in any barcodes. answer all questions. electronic calculators may be used. y ou may lose marks if you do not show your working or if you do not use appropriate units. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [ ] at the end of each question or part question. the syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificat e.cambridge international examinations cambridge international general certificate of secondary education",
+            "2": "2 0610/62/o/n/15 \u00a9 ucles 2015blank page",
+            "3": "3 0610/62/o/n/15 \u00a9 ucles 2015 [turn over1 during respiration, a chemical is produced that causes the indicator methylene blue to change  from blue to colourless.  some students investigated the effect of temperature on the rate of respiration in yeast, using  yeast and methylene blue.  \u0081 a ruler was used to measure 2 cm from the top of three  test-tubes and a line was drawn on  each test-tube.  \u0081 y east suspension with glucose was poured into each test-tube until it reached the line drawn  on the test-tube.  \u0081 three beakers were labelled: cold, warm and hot.  \u0081 one test-tube was placed in each container.  \u0081 a mixture of ice and water was placed into the beaker labelled cold, tap water at room  temperature into the beaker labelled warm  and hot water from a tap into the beaker labelled  hot.  \u0081 a thermometer was used to measure the temperature in each beaker.  \u0081 the test-tubes were left for five minutes and then 1 cm3 of methylene blue was added to each   test-tube.  \u0081 a glass rod was used to stir the mixture so the methylene blue spread evenly.  \u0081 a stopper (bung) was placed in each test-tube and a timer started.  \u0081 the time for the methylene blue to become colourless was recorded. this was trial 1.  \u0081 the same procedure for trial 1 was repeated twice to give results for trial 2 and trial 3.   fig. 1.1 shows the temperatures of the water in each beaker and the times, in minutes and  seconds, for each test-tube to become colourless.",
+            "4": "4 0610/62/o/n/15 \u00a9 ucles 2015100 90 80 70 60 50 40 30 20 10 0 10 20 30trial 1cold beaker trial 2 trial 3100 90 80 70 60 50 40 30 20 10 0 10 20 30trial 1warm beaker trial 2 trial 3100 90 80 70 60 50 40 30 20 10 0 10 20 30trial 1hot beaker trial 2 trial 3 fig. 1.1  (a) prepare a table to record the results of the investigation shown in fig. 1.1.   read the temperature for each beaker and the times taken for the methylene blue to become   colourless at each temperature.   in your table:   \u0081 record the temperatures in degrees celsius   \u0081 record the times in seconds .  [6]",
+            "5": "5 0610/62/o/n/15 \u00a9 ucles 2015 [turn over (b) (i) state a reason why the students took three readings for each temperature.  .. .  .. .[1]   (ii) calculate the average time for the methylene blue to become colourless at each  temperature.    show your working and record your results in table 1.1.    give your answer to the nearest whole number. table 1.1 temperature  / \u00b0cworking average  [2]   (iii) state one conclusion about the effect of temperature on the rate of respiration in yeast.  .. .  .. .[1]  (c) (i) the method of timing how long it takes for the methylene blue in the three test-tubes to  become colourless is a source of error. suggest why.  .. .  .. .[1]   (ii) describe how you could improve the method to reduce this source of error.  .. .  .. .  .. .[1]",
+            "6": "6 0610/62/o/n/15 \u00a9 ucles 2015 (d) some students investigated the effect of ph on the rate of respiration by measuring the  volume of carbon dioxide produced by yeast in 30 minutes.   their results are shown in table 1.2. table 1.2 phaverage volume of carbon dioxide  produced in 30 minutes / cm3rate of carbon dioxide  production / cm3 per minute 4 6 0.2 5 12 0.463 6  1 . 275 4 .. 86 3 2 . 1   (i) complete table 1.2 by calculating the rate of carbon dioxide production at ph 7.    write your answer in the space in table 1.2.    show your working in the space below.  [1]   (ii) plot the data from table 1.2 to show the effect of ph on the rate of carbon dioxide  production by yeast.  [4]",
+            "7": "7 0610/62/o/n/15 \u00a9 ucles 2015 [turn over  (iii) describe and explain the trend shown by the results in table 1.2 and the graph you have  drawn.  .. .  .. .  .. .  .. .  .. .[3]  [total: 20]",
+            "8": "8 0610/62/o/n/15 \u00a9 ucles 20152 fig. 2.1 shows photomicrographs of two types of pollen grain, r and s. r s not to scalex y fig. 2.1  (a) (i) make a large drawing of pollen grain  s.  [3]",
+            "9": "9 0610/62/o/n/15 \u00a9 ucles 2015 [turn over  (ii) measure the length of the line xy on fig. 2.1. include the unit. length of xy  ...    draw the line xy on your drawing, in the same position as on fig. 2.1.    measure the length of xy on your drawing. include the unit. length of xy on your drawing .    calculate the magnification of your drawing.    show your working.  magnification x   [5]  (b) (i) state two ways, visible in fig. 2.1, in which pollen grain r is different from pollen grain s.    write your answers in table 2.1. table 2.1 feature pollen grain r pollen grain s ..    ..     [2]   (ii) describe one feature, visible in fig. 2.1, of pollen grain r that helps it to be dispersed.  .. .  .. .[1]",
+            "10": "10 0610/62/o/n/15 \u00a9 ucles 2015 (c) some students placed samples of each type of pollen grain on a microscope slide and added  a drop of dilute sugar solution. pollen tubes started to grow.   to find out which of the pollen tubes grew faster, students measured the length of the pollen  tubes every 2 minutes for 20 minutes.   (i) suggest how the pollen tubes could be measured using a microscope.  .. .[1]    their results are recorded in table 2.2. table 2.2 time / minlength of pollen tubes / \u00b5m pollen grain r pollen grain s 2 0.5 0.44 1.8 1.56 4.2 3.98 12.6 13.4 10 18.8 21.112 24.9 29.614 30.2 36.816 36.6 44.218 41.9 52.820 48.5 59.8   (ii) compare the growth of pollen grain s with pollen grain r, using the data from table 2.2.  .. .  .. .  .. .  .. .  .. .[3]",
+            "11": "11 0610/62/o/n/15 \u00a9 ucles 2015 (d) the plant that produces pollen grain r produces fruits that contain seeds. these fruits disperse  the seeds by splitting along the edges, throwing out the seeds.   the students counted the number of seeds in a random sample of 100 fruits.   fig. 2.2 is a frequency histogram of their results. 50 40 30 20 10 0 20 21 22 23 24 25 number of seeds per fruitfrequency fig. 2.2   (i) suggest how the students could collect a random sample and count the seeds accurately.  .. .  .. .  .. .  .. .  .. .  .. .[3]   (ii) identify the most frequent number of seeds in a fruit.  .. .[1]   (iii) suggest one reason why some fruits have a lower number of seeds than others.  .. .  .. .[1]  [total: 20]",
+            "12": "12 0610/62/o/n/15 \u00a9 ucles 2015permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here 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 onl ine in the cambridge international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to do wnload at www.cie.org.uk after  the live examination series. cambridge international examinations is part of the cambridge assessment group. cambridge assessment is the brand name of unive rsity of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge.blank page"
+        },
+        "0610_w15_qp_63.pdf": {
+            "1": "this document consists of 11 printed pages and 1 blank page. dc (lk/sg) 102881/3 \u00a9 ucles 2015 [turn overcambridge international examinations cambridge international general certificate of secondary education *3032043577* biology  0610/63 paper 6  alternative to practical october/november 2015  1 hour candidates answer on the question paper. no additional materials are required. read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen. y ou may use an hb pencil for any diagrams or graphs. do not use staples, paper clips, glue or correction fluid. do not write in any barcodes. answer all questions. electronic calculators may be used. y ou may lose marks if you do not show your working or if you do not use appropriate units. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question. the syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificat e.",
+            "2": "2 0610/63/o/n/15 \u00a9 ucles 2015blank page",
+            "3": "3 0610/63/o/n/15 \u00a9 ucles 2015 [turn over1 a student tested some solid egg white for protein.  (a) (i) describe the method the student would use to test the egg white for protein.  .. .  .. .  .. .  .. .[2]   (ii) describe how the student\u2019s observations would allow them to decide whether the egg  white contained protein or not.   .. .  .. .  .. .  .. .[2]   (iii) y ou would be expected to wear eye protection for this investigation.    state one other safety procedure you should follow.  .. .  .. .[1]    some students investigated the effect of different concentrations of enzyme on cooked  egg white.    the students set up three test-tubes, a, b and c, as shown in fig. 1.1.    they timed how long it took for all of the pieces of egg white in each test-tube to go clear. pieces of egg white10 cm3 distilled water10 cm3 enzyme solution5 cm3 enzyme solution + 5 cm3 distilled waterabc fig. 1.1",
+            "4": "4 0610/63/o/n/15 \u00a9 ucles 2015 fig. 1.2 shows the students\u2019 results. the egg white in test-tube a  had not turned clear after 15  minutes. t est-tube b took 7 minutes and  12 seconds to turn clear . the egg white in test-tube c was  clear after 4 minutes and 26  seconds. fig. 1.2  (b) (i) in order to see patterns in the data more clearly, it is necessary to convert times from  minutes and seconds into seconds.     test-tube a had not turned clear after 900 seconds.    state the time in seconds  it took for the pieces of egg white in test-tubes b and c to turn  clear.    test-tube b \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026. seconds    test-tube c \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026..seconds  [1]   (ii) draw and complete a table to show the students\u2019 results.  [3]",
+            "5": "5 0610/63/o/n/15 \u00a9 ucles 2015 [turn over (c) using the results in (b)(ii) , describe the pattern shown.  .. .  .. .  .. .  .. .[2]  (d) state the purpose of test-tube a in the investigation.   .. .  .. .[1]  (e) the test-tubes were kept at 40\u00b0c throughout the investigation.   suggest why this is important.  .. .  .. .  .. .  .. .[2]  (f) the students put the same mass of egg white into each test-tube.    however, the size of the pieces of egg white was not controlled.   suggest why this is a source of error in this investigation.  .. .  .. .  .. .[1]",
+            "6": "6 0610/63/o/n/15 \u00a9 ucles 2015 (g) enzymes usually have a ph at which they work fastest. this is called the optimum ph.    fig. 1.3 shows the rate of activity of three different enzymes over a range of ph values.  123456789 1 0 1 1 1 2 pharginasepepsin amylaserate of enzyme activitykey fig. 1.3   (i) state the optimum ph for arginase.  .. .[1]   (ii) y our stomach contains acid. suggest which enzyme is most likely to be found in your  stomach.  .. .[1]  [total: 17]",
+            "7": "7 0610/63/o/n/15 \u00a9 ucles 2015 [turn over2 fig. 2.1 shows a leaf from a plant. fig. 2.1  (a) draw a large diagram of the leaf shown in fig. 2.1.  [3]",
+            "8": "8 0610/63/o/n/15 \u00a9 ucles 2015 (b) a group of students investigated the rate of transpiration from four leaves.   they covered different surfaces of the leaves with petroleum jelly. petroleum jelly creates a  waterproof barrier.   they then measured the mass of each leaf.    the leaves were left hanging from a piece of string in a warm place for 24 hours.   the students then measured the mass of each leaf again.   table 2.1 shows their results. table 2.1 leafsurfaces covered with  petroleum jellymass at start  / gmass at end  / gpercentage  decrease in mass  / %  p upper and lower 4.8 4.6 4.2 q upper only 4.6 4.1 10.9 r lower only 4.6 4.3 6.5 s none 4.2 3.5   (i) calculate the percentage decrease in mass for leaf s.    show your working.    write your answer to one decimal place.     %  [2]   (ii) suggest why it is important to calculate the percentage decrease in mass for each leaf.  .. .  .. .  .. .  .. .[2]",
+            "9": "9 0610/63/o/n/15 \u00a9 ucles 2015 [turn over  (iii) plot a bar chart to show the percentage decrease in mass for each leaf.  [4]   (iv) use the results to explain whether the upper or lower surface of the leaf loses the most  water.  .. .  .. .[1]",
+            "10": "10 0610/63/o/n/15 \u00a9 ucles 2015 (c) the students decided to investigate how temperature affects the rate of transpiration.   suggest the variable they should change (independent variable), the variables they should  control (control variables) and the variable they should measure (dependent variable). independent variable  .. . control variables  .. .  .. .  .. . dependent variable  .. .  [4]  [total: 16]",
+            "11": "11 0610/63/o/n/15 \u00a9 ucles 2015 [turn over3 fig. 3.1 is a photomicrograph of some human blood cells. 2 mm fig. 3.1  fig. 3.2 is a photomicrograph of some frog blood cells. 2 mm fig. 3.2",
+            "12": "12 0610/63/o/n/15 \u00a9 ucles 2015permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here 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 onl ine in the cambridge international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to do wnload at www.cie.org.uk after  the live examination series. cambridge international examinations is part of the cambridge assessment group. cambridge assessment is the brand name of unive rsity of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge. (a) complete table 3.1 to show how human red blood cells are different from frog red blood cells.  table 3.1 feature human red blood cells frog red blood cells  [3]  (b) both photomicrographs have the same magnification.   measure the length of the scale bar in millimetres.   length of scale bar  mm   use the scale bar to calculate the magnification of the photomicrographs.   show your working.   give your answer to the nearest whole number.  magnification \u00d7   [3]  (c) the structure of frog red blood cells means that they can undergo a process that human red  blood cells cannot.   suggest what this process might be.   .. .[1]  [total: 7]"
+        }
+    },
+    "2016": {
+        "0610_m16_qp_12.pdf": {
+            "1": "  the syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificat e.  this document consists of 18 printed pages and 2 blank pages.  ib16 03_0610_12/3rp  \u00a9 ucles 2016 [turn over       *6346877844* cambridge international examinations  cambridge international general certificate of secondary education       biology 0610/12     paper 1  multiple choice (core)  february/march 2016     45 minutes    additional materials: multiple choice answer sheet    soft clean eraser    soft pencil (type b or hb is recommended)        read these instructions first    write in soft pencil.  do not use staples, paper clips, glue or correction fluid. write your name, centre number and candidate number on the answer sheet in the spaces provided  unless this has been done for you.  do not  write in any barcodes.   there are forty  questions on this paper. answer all questions. for each question there are four possible  answers a, b, c and d.   choose the one you consider correct and record your choice in soft pencil  on the separate answer sheet.    read the instructions on the answer sheet very carefully.   each correct answer will score one mark. a mark will not be deducted for a wrong answer. any rough working should be done in this booklet. electronic calculators may be used.                             ",
+            "2": "2  \u00a9 ucles 2016 0610/12/f/m/16  1 the equation shows a chemical reaction that occurs in living organisms.    glucose + oxygen \u2192 carbon dioxide + water    which of these characteristics of living organisms is this equation associated with?     respiration nutrition  a \u0013 \u0013  b \u0013 \u0017  c \u0017 \u0013  d \u0017 \u0017     2 what is a correct way of naming an organism using the binomial system?  a common buttercup   b ranunculus acris  c ranunculus acris   d ranunculus sp.     ",
+            "3": "3  \u00a9 ucles 2016 0610/12/f/m/16 [turn over  3 the diagram shows a leaf.        use the key to identify the plant to which the leaf belongs.    leaf in one piece leaf edge smooth fagus sylvaticaleaf edge jagged ulmus minorleaf in more than one piece leaf edge smooth fraxinus americanaleaf edge jagged sorbus aucuparialeaves ab c d      4 a palisade cell and a nerve cell are observed under a light microscope.    only the palisade cell has a  a cell membrane.  b cytoplasm.  c nucleus.  d vacuole.     ",
+            "4": "4  \u00a9 ucles 2016 0610/12/f/m/16  5 the diagram shows a palisade mesophyll cell from a green leaf.    w x y z    in which labelled part does photosynthesis occur and where is starch stored?     photosynthesis  occurs starch is  stored  a x w  b x z  c y x  d y y      6 which row describes a root hair cell?     allows water to  pass into the plant increases the surface  area of the root loses water  by transpiration  a \u0013 \u0013 \u0013  b \u0013 \u0013 \u0017  c \u0013 \u0017 \u0013  d \u0017 \u0013 \u0013     ",
+            "5": "5  \u00a9 ucles 2016 0610/12/f/m/16 [turn over  7 the diagram shows a test-tube containing clear jelly. a drop of blue ink is injected into the middle  of the jelly.    clear jelly drop of blue ink     the blue colour of the ink spreads throughout the jelly.    by which process does the blue ink spread through the jelly?  a active transport  b catalysis  c diffusion  d osmosis     8 which diagram shows the changes in appearance of a plant cell when it remains in a  concentrated sugar solution for thirty minutes?    a  b  c  d      ",
+            "6": "6  \u00a9 ucles 2016 0610/12/f/m/16  9 the diagram shows a large food molecule changing into smaller molecules.    process x     what is process x?  a absorption  b chewing  c digestion  d secretion      10 the table shows the conditions in four test-t ubes containing equal amounts of starch and salivary  amylase.    in which test-tube is the starch broken down fastest?     ph temperature  / \u00b0c  a 2 27  b 2 37  c 7 27  d 7 37     11 plants manufacture their own supplies of carbohydrate.    what are the raw materials and the waste product of this process?     raw materials waste product  a carbon dioxide and chlorophyll oxygen  b carbon dioxide and water oxygen  c oxygen and chlorophyll carbon dioxide  d oxygen and water carbon dioxide    ",
+            "7": "7  \u00a9 ucles 2016 0610/12/f/m/16 [turn over  12 a plant with variegated leaves has the starch removed from its leaves by placing it in a dark  cupboard for 48 hours.    black paper is then fixed on one leaf as shown and the plant is exposed to light.    after 24 hours, which part of the leaf contains starch?    green region white region black paper on both sides of leafa b cd      13 the diagram shows part of the alimentary canal and associated organs.    u tv w     which structures secrete enzymes that digest proteins?  a t and u b u and v c v and w d w and t     ",
+            "8": "8  \u00a9 ucles 2016 0610/12/f/m/16  14 the graph shows ph changes in the mouth after eating.    5 0 1 01 52 02 53 03 58 7654321 0 time after eating  / minutesph     why is it a good idea to brush teeth after eating?  a acidic conditions help bacteria to grow.  b acids dissolve tooth enamel.  c alkaline conditions help bacteria to grow.  d alkalis dissolve tooth enamel.      15 the diagram shows part of a protein molecule.    x     what does x represent?  a amino acid  b fatty acid  c glycerol  d sugar      16 by which process is water lost from a leaf?  a active transport  b diffusion  c osmosis  d photosynthesis     ",
+            "9": "9  \u00a9 ucles 2016 0610/12/f/m/16 [turn over  17 the lower end of a plant stem is placed in water coloured with red dye. after three hours, the  stem is cut as shown in the diagram.    which labelled region is stained red?    dab c      18 the diagram shows a section through the heart.    which part pumps blood to the aorta?    b c da      ",
+            "10": "10  \u00a9 ucles 2016 0610/12/f/m/16  19 the diagram shows a section through a blood vessel in the leg.    p q     which type of blood vessel is shown, and in which direction does the blood flow?     type  of vessel direction  of flow  a artery p to q  b artery q to p  c vein p to q  d vein q to p     20 the table shows the approximate composition of air breathed out by a mammal.    gas air breathed out  / %  nitrogen 80  oxygen 16  carbon dioxide 4    where does the nitrogen in the air breathed out come from?  a it is a product of proteins broken down in the mammal.  b it is a product of respiration.  c it is exchanged for oxygen which is taken into the blood.  d it is in the air that was breathed in.      21 what is produced by yeast during anaerobic respiration?  a carbon dioxide and water  b ethanol and carbon dioxide  c ethanol and water  d lactic acid     ",
+            "11": "11  \u00a9 ucles 2016 0610/12/f/m/16 [turn over  22 what helps oxygen to be absorbed rapidly into the blood in the lungs?  a air breathed in has less oxygen than air breathed out.  b alveoli have thick walls and a large surface area.  c alveoli have thin walls and a large surface area.  d the concentration of oxygen in the blood is higher than in the alveoli.      23 the diagram shows an experiment to investigate gas exchange in a leaf.    leafsubstance to absorb carbon dioxideblack cover ink drop     in which direction does the ink drop move and for what reason?     direction reason  a to the left photosynthesis  b to the left respiration  c to the right photosynthesis  d to the right respiration     24 where is urea formed?  a kidneys  b liver  c muscles  d small intestine    ",
+            "12": "12  \u00a9 ucles 2016 0610/12/f/m/16  25 the diagram shows the structures involved in a reflex action.    hot panrs qp     what is the sequence in which impulses pass through these structures?  a p \u2192 s \u2192 r \u2192 q  b q \u2192 r \u2192 s \u2192 p  c q \u2192 p \u2192 r \u2192 s  d s \u2192 p \u2192 q \u2192 r      26 which part of the human eye is sensitive to light?  a iris  b lens  c optic nerve  d retina    ",
+            "13": "13  \u00a9 ucles 2016 0610/12/f/m/16 [turn over  27 the diagram shows an experiment to investigate the response of a plant stem to gravity.    in darkresult after two days in dark     what is a suitable control for this experiment?    in dark in darka b light lightrotated slowly cd      28 possible effects of drug abuse include    1 addiction,  2 reduced self-control,  3 severe withdrawal symptoms.    which effects may occur as a result of drinking too much alcohol?  a 1, 2 and 3 b 1 and 2 only c 1 only d 2 and 3 only      29 what must always be available to allow seeds to germinate?  a carbon dioxide  b light  c mineral salts  d water     ",
+            "14": "14  \u00a9 ucles 2016 0610/12/f/m/16  30 the diagram shows a flower.    in which structure do seeds develop?    c bad       31 the graph shows the number of pregnancies in four groups of 100 women. each group used a  different method of contraception.    20 10 0 contraceptive pillintra-uterine device (iud)diaphragm monitoring body temperaturenumber of pregnancies     the method of contraception which is the least  effective is  a barrier.  b chemical.  c natural.  d surgical.      32 the following statements are about some hormones in the human body.    v causes changes in the ovaries during the menstrual cycle  w promotes the development of stronger muscles  x causes the voice to deepen at puberty  y produced by the pancreas    which statements are correct for testosterone?  a v and w b v and y c w and x d x and y ",
+            "15": "15  \u00a9 ucles 2016 0610/12/f/m/16 [turn over  33 which substance is coded for by a length of dna?  a fat  b fatty acid  c glycerol  d lipase      34 what are alleles?  a a pair of chromosomes  b different versions of the same gene  c the total number of genes on one chromosome  d two genes side by side on the same chromosome     35 a pure-breeding plant with smooth stems was crossed with a heterozygous plant with hairy  stems.    what will be the ratio of hairy  : smooth stems in the resulting plants?  a 1 hairy  : 1 smooth  b 1 hairy  : 3 smooth  c 3 hairy  : 1 smooth  d all hairy     36 which processes are part of the carbon cycle?     decomposition evaporation ingestion  a \u0013 \u0013 \u0017  b \u0013 \u0017 \u0013  c \u0017 \u0013 \u0017  d \u0017 \u0017 \u0013     ",
+            "16": "16  \u00a9 ucles 2016 0610/12/f/m/16  37 the diagram shows organisms feeding on a dead rat and one of the organisms which, in turn,  feeds on them.        what is needed to complete the food chain?  a carnivore  b consumer  c predator  d producer     ",
+            "17": "17  \u00a9 ucles 2016 0610/12/f/m/16 [turn over  38 the diagram shows a food web.    tiny floating plantstiny floating animalsmussels sea lettucelugworms limpetscrabs prawnslobsters whelksseagulls     which organisms feed on the greatest variety of other organisms, as shown in this food web?  a crabs  b limpets  c lobsters  d mussels     ",
+            "18": "18  \u00a9 ucles 2016 0610/12/f/m/16  39 the diagram shows how sewage is treated.    screen water to riversettling tanksecond settling tankaeration tankair out air in sludge digestersludge disposalsludge sludge     why is air bubbled through the aeration tank?  a to encourage microorganisms to reproduce quickly  b to float the sludge  c to settle the sludge  d to stop microorganisms from reproducing too quickly      40 three human activities are listed.    1 burning fossil fuels  2 deforestation  3 overusing fertilisers    which activities can cause the change shown in the graph?    concentration of carbon dioxide inthe atmosphere time     a 1, 2 and 3 b 1 and 2 only c 1 only d 2 and 3 only     ",
+            "19": "19  \u00a9 ucles 2016 0610/12/f/m/16  blank page ",
+            "20": "20    permission to reproduce items where third-par ty owned material protected by copyright is  included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holder s, 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 onl ine in the cambridge  international examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely a vailable to download at  www.cie.org.uk after the live examination series.    cambridge international examinations is part of the cambridge asse ssment group. cambridge assessment is the brand name of unive rsity of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge.    \u00a9 ucles 2016 0610/12/f/m/16  blank page  "
+        },
+        "0610_m16_qp_22.pdf": {
+            "1": "  the syllabus is approved for use in england, wales and northern ir eland as a cambridge international level 1/level 2 certificat e.  this document consists of 15 printed pages and 1 blank page.  ib16 03_0610_22/2rp  \u00a9 ucles 2016 [turn over     *7921658647 * cambridge international examinations  cambridge international general certificate of secondary education       biology 0610/22     paper 2  multiple choice (extended)  february/march 2016     45 minutes    additional materials: multiple choice answer sheet    soft clean eraser    soft pencil (type b or hb is recommended)        read these instructions first    write in soft pencil.  do not use staples, paper clips, glue or correction fluid. write your name, centre number and candidate number on the answer sheet in the spaces provided  unless this has been done for you.  do not  write in any barcodes.    there are forty  questions on this paper. answer all questions. for each question there are four possible  answers a, b, c and d.   choose the one you consider correct and record your choice in soft pencil  on the separate answer sheet.    read the instructions on the answer sheet very carefully.    each correct answer will score one mark. a ma rk will not be deducted for a wrong answer.  any rough working should be done in this booklet.  electronic calculators may be used.        ",
+            "2": "2  \u00a9 ucles 2016 0610/22/f/m/16  1 what is a correct way of naming an organism using the binomial system?  a common buttercup   b ranunculus acris  c ranunculus acris   d ranunculus sp.       2 the diagram shows a leaf.        use the key to identify the plant to which the leaf belongs.    leaf in one piece leaf edge smooth fagus sylvaticaleaf edge jagged ulmus minorleaf in more than one piece leaf edge smooth fraxinus americanaleaf edge jagged sorbus aucuparialeaves ab c d     ",
+            "3": "3  \u00a9 ucles 2016 0610/22/f/m/16 [turn over  3 the diagram shows a palisade mesophyll cell from a green leaf.    w x y z    in which labelled part does photosynthesis occur and where is starch stored?     photosynthesis occurs starch is  stored  a x w  b x z  c y x  d y y      4 the diagram shows the detailed structure of a plant cell.    x     what is organelle x?  a chloroplast  b mitochondrion  c nucleus  d vacuole     ",
+            "4": "4  \u00a9 ucles 2016 0610/22/f/m/16  5 the data show the results of an investigation on osmosis using sticks of potato.    concentration of  sugar solution  / mol   per dm3 length of potato  stick at start  / mm length of potato  stick after   24 hours  / mm  0.6 60 54    which statements explain this change in length?     movement of water cause of the movement  a into the potato cells the sugar solution has a higher water  potential than the potato cells.  b into the potato cells the sugar solution has a lower water  potential than the potato cells.  c out of the potato cells the sugar solution has a higher water  potential than the potato cells.  d out of the potato cells the sugar solution has a lower water  potential than the potato cells.      6 what causes the diffusion of oxygen into a plant cell?  a active transport  b movement of molecules  c osmosis  d photosynthesis     7 what is not an example of active transport?  a absorption of water by root hairs  b reabsorption of glucose by kidney tubules  c uptake of glucose by villi  d uptake of ions by root hairs    ",
+            "5": "5  \u00a9 ucles 2016 0610/22/f/m/16 [turn over  8 the diagram shows a section of dna, with four bases identified on one strand.    g a c t    which sequence of bases would be on the other strand, starting from the top?  a agtc b ctga c gact d tcag      9 the diagram shows a large food molecule changing into smaller molecules.    process x     what is process x?  a absorption  b chewing  c digestion  d secretion    10 the diagram represents the shape of an enzyme molecule.    active site     with which substrate would this enzyme mo st easily form an enzyme-substrate complex?    ab c d      ",
+            "6": "6  \u00a9 ucles 2016 0610/22/f/m/16  11 the table shows the conditions in four test-t ubes containing equal amounts of starch and salivary  amylase.    in which test-tube is the starch broken down fastest?     ph temperature  / \u00b0c  a 2 27  b 2 37  c 7 27  d 7 37      12 a plant with variegated leaves has the starch removed from its leaves by placing it in a dark  cupboard for 48 hours.    black paper is then fixed on one leaf as shown and the plant is exposed to light.    after 24 hours, which part of the leaf contains starch?    green region white region black paper on both sides of leafa b cd      13 which row shows the effects of deficiencies in nitrate and magnesium ions on plant growth?     effect of nitrate ion  deficiency effect of magnesium  ion deficiency  a green leaves long roots  b long roots thin stem  c stunted growth yellow leaves  d thick stem large leaves     ",
+            "7": "7  \u00a9 ucles 2016 0610/22/f/m/16 [turn over  14 the diagram shows part of the alimentary canal and associated organs.    u tv w     which structures secrete enzymes that digest proteins?  a t and u b u and v c v and w d w and t      15 the graph shows ph changes in the mouth after eating.    5 0 1 01 52 02 53 03 58 7654321 0 time after eating  / minutesph     why is it a good idea to brush teeth after eating?  a acidic conditions help bacteria to grow.  b acids dissolve tooth enamel.  c alkaline conditions help bacteria to grow.  d alkalis dissolve tooth enamel.     ",
+            "8": "8  \u00a9 ucles 2016 0610/22/f/m/16  16 the lower end of a plant stem is placed in water coloured with red dye. after three hours, the  stem is cut as shown in the diagram.    which labelled region is stained red?    dab c       17 by which process is water lost from a leaf?  a active transport  b diffusion  c osmosis  d photosynthesis     18 which process is used to transport sucrose from the leaves of a plant to its flowers?  a diffusion  b osmosis  c translocation  d transpiration    19 which row shows the chambers of the heart, from those with the thickest walls to those with the  thinnest walls?     thickest   thinnest  a atria left ventricle right ventricle  b atria right ventricle left ventricle  c left ventricle right ventricle atria  d right ventricle left ventricle atria     ",
+            "9": "9  \u00a9 ucles 2016 0610/22/f/m/16 [turn over  20 why is aspirin sometimes used as a drug to reduce the risk of coronary heart disease?  a it reduces blood pressure.  b it reduces pain.  c it reduces the tendency for blood to clot.  d it relaxes artery walls.      21 what happens when a child is vaccinated against tuberculosis?     type of immunity production of  memory cells  a active no  b active yes  c passive no  d passive yes     22 what helps oxygen to be absorbed rapidly into the blood in the lungs?  a air breathed in has less oxygen than air breathed out.  b alveoli have thick walls and a large surface area.  c alveoli have thin walls and a large surface area.  d the concentration of oxygen in the blood is higher than in the alveoli.    23 the diagram illustrates changes in air pressure taking place inside the lungs during a complete  cycle of breathing. atmospheric pressure is 101  kpa.    at which point on the diagram are the ribs beginning to be lowered?    ab c d102 101100 timepressure in lungs/  kpa      ",
+            "10": "10  \u00a9 ucles 2016 0610/22/f/m/16  24 the diagram shows the structure of a kidney tubule.    where does filtration occur?    a b c d      25 the fovea of the eye has three kinds of cones absorbing light of different colours.    which row is correct?     type of cone stimulated  red sensitive blue sensitive green sensitive colour seen  a no yes yes red  b yes no yes blue  c yes yes no green  d yes yes yes white     26 a person eats a large bowl of rice.     what happens to the amounts of insulin, glucagon and glycogen in their body?    insulin glucagon glycogen  a decreases decreases increases  b decreases increases decreases  c increases decreases increases  d increases increases decreases     ",
+            "11": "11  \u00a9 ucles 2016 0610/22/f/m/16 [turn over  27 what is not an effect of the hormone adrenaline?  a decreased production of sweat  b dilated pupils  c increased blood glucose  d increased pulse rate      28 the diagram shows an experiment to investigate the response of a plant stem to gravity.    in darkresult after two days in dark     what is a suitable control for this experiment?    in dark in darka b light lightrotated slowly cd      29 possible effects of drug abuse include    1 addiction,  2 reduced self-control,  3 severe withdrawal symptoms.    which effects may occur as a result of drinking too much alcohol?  a 1, 2 and 3 b 1 and 2 only c 1 only d 2 and 3 only    ",
+            "12": "12  \u00a9 ucles 2016 0610/22/f/m/16  30 which hormone maintains the lining of the uterus during pregnancy?  a fsh  b oestrogen  c progesterone  d testosterone      31 the diagram shows a flower.    in which structure do seeds develop?    c bad      32 in sexual reproduction in humans, why are sperm cells produced in much greater numbers than  egg cells?  a more than one sperm cell fertilises an egg.  b sperm cells are small in size.  c sperm cells live for only a short time.  d the chance of one sperm cell reaching an egg is very small.      33 what are alleles?  a a pair of chromosomes  b different versions of the same gene  c the total number of genes on one chromosome  d two genes side by side on the same chromosome     ",
+            "13": "13  \u00a9 ucles 2016 0610/22/f/m/16 [turn over  34 the diagram shows the sex chromosomes of a woman and of a man. their genotypes for a  recessive sex-linked condition are also shown.    a aa key a is dominant a is recessive     what are the chances that their daughter will show the sex-linked condition?  a 0% b 25% c 50% d 75%     35 the diagram shows the inheritance of abo blood groups. the blood groups of some of the  individuals are given.    a priya o b o a    what could be priya\u2019s genotype?  a iaio b ibib c ibio d ioio      36 what is not a feature of hydrophytes?  a large air spaces in the tissues  b leaves rolled up and covered with hairs  c leaves with stomata on the upper surface  d roots and xylem reduced    ",
+            "14": "14  \u00a9 ucles 2016 0610/22/f/m/16  37 the diagram shows a pyramid of numbers in a food chain.    hawk tree shrewcaterpillarskapok tree     what type of organism is the hawk?  a producer  b primary consumer  c quaternary consumer  d tertiary consumer     38 the diagram shows organisms feeding on a dead rat and one of the organisms which, in turn,  feeds on them.        what is needed to complete the food chain?  a carnivore  b consumer  c predator  d producer     ",
+            "15": "15  \u00a9 ucles 2016 0610/22/f/m/16  39 the diagram shows five stages in genetic engineering.    stage 1  the dna making up  a human gene is  isolated using  restriction enzymes.  stage 2  the dna of a  bacterial plasmid is cut open using  restriction enzymes. stage 3  the dna of the  human gene is  inserted into the  bacterial plasmid dna.    stage 4  the plasmid  containing the human gene is put back  into a bacterium.  stage 5  the bacteria with the  human gene divide  and make the  human protein.    which stages involve the formation of sticky ends?  a 1, 2 and 3 b 1 and 2 only c 1 and 3 only d 2 and 3 only    40 the careless use of nitrogenous fertiliser near rivers and lakes can cause eutrophication.    this results in the death of fish.    what is the direct cause of the death of the fish?  a decomposers reduce the amount of dissolved oxygen in the water.  b nitrates are toxic to plants.  c the rapid growth of producers uses up all the available nutrients.  d the sudden increase in the number of bacteria increases the spread of disease.     ",
+            "16": "16    permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to trac e 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 ans wer-related information to candidates, all copyright acknowledgements are reproduced onl ine in the cambridge  international examinations copyright acknow ledgements booklet. this is produced for each  series of examinations and is freely a vailable to download at  www.cie.org.uk after the live examination series.    cambridge international examinations is part of the cambridge as sessment group. cambridge assessment is the brand name of unive rsity of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge.    \u00a9 ucles 2016 0610/22/f/m/16  blank page  "
+        },
+        "0610_m16_qp_32.pdf": {
+            "1": "this document consists of 17 printed pages and 3 blank pages. dc (nf/sg) 109315/5 \u00a9 ucles 2016 [turn overcambridge international examinations cambridge international general certificate of secondary education *6557561621* biology  0610/32 paper 3 theory (core) february/march 2016  1 hour 15 minutes candidates answer on the question paper. no additional materials are required. read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen. y ou may use an hb pencil for any diagrams or graphs. do not use staples, paper clips, glue or correction fluid. do not write in any barcodes. answer all questions. electronic calculators may be used. y ou may lose marks if you do not show your working or if you do not use appropriate units. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [ ] at the end of each question or part question. the syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificat e.",
+            "2": "2 0610/32/f/m/16 \u00a9 ucles 2016blank page",
+            "3": "3 0610/32/f/m/16 \u00a9 ucles 2016 [turn over1 the boxes on the left contain the names of characteristics of living organisms.  the boxes on the right contain the definitions of these characteristics.  draw one straight line to link the characteristic with its correct definition.  an example has been done for you. characteristic definition sensitivitychemical reactions in cells that  break down nutrient molecules and release energy respirationthe ability to detect and respond  to changes in the environment nutritiontaking in of materials for energy,  growth and development excretionan action by an organism  causing a change of position or place movementremoval from organisms of toxic  materials and substances in excess of requirements reproduction a permanent increase in size growththe processes that make more  of the same kind of organism [5] [total: 5]",
+            "4": "4 0610/32/f/m/16 \u00a9 ucles 20162 fig. 2.1 shows three mammals. gazelle leopardgiraffe not drawn to scale fig. 2.1",
+            "5": "5 0610/32/f/m/16 \u00a9 ucles 2016 [turn over for each mammal, choose one adaptive feature visible  in fig. 2.1 and outline how it helps the  mammal to survive in its environment.  choose a different  feature for each mammal.  write your answers in table 2.1. table 2.1 name of mammal adaptive feature how feature helps the mammal to survive  in its environment gazelle giraffe leopard [6] [total: 6]",
+            "6": "6 0610/32/f/m/16 \u00a9 ucles 20163 (a) define the term enzyme .  .. .  .. .  .. .  .. .  ..  [2]  (b) (i) fig. 3.1 shows a diagram of part of the human alimentary canal and associated organs.    name the structures labelled a, b, c and d.    write your answers on fig. 3.1. a b c d. . . . fig. 3.1 [4]",
+            "7": "7 0610/32/f/m/16 \u00a9 ucles 2016 [turn over  (ii) fig. 3.2 also shows a diagram of part of the human alimentary canal and associated  organs.    on fig. 3.2,  draw label lines with letters to show:    e where hydrochloric acid is made    f where bile is made    g where amylase is made    h where egestion occurs. fig. 3.2 [4]  (c) (i) state where digested food is absorbed.  .. .  ..  [1]",
+            "8": "8 0610/32/f/m/16 \u00a9 ucles 2016  (ii) digestion of carbohydrate produces glucose.    describe the absorption of glucose.  .. .  .. .  .. .  .. .  ..  [2] [total: 13]",
+            "9": "9 0610/32/f/m/16 \u00a9 ucles 2016 [turn over4 (a) this question is about sexual reproduction in humans.   choose words from the list to complete the sentences below.   words may be used once, more than once or not at all. cervix egg cell embryo gamete ovary                   prostate gland                   scrotum testes uterus vagina zygote   sperm are produced in the . of the male.   a sperm is produced by meiosis and is an example of a cell called a . .   during sexual intercourse sperm are released into the ... of the   female.   at fertilisation a sperm fuses with the . to form a .. which   travels to the ... where it develops into an ... . [7]  (b) at the end of pregnancy a woman goes into labour and the baby is born.   outline the stages involved in labour and birth.  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  ..  [4] [total: 11]",
+            "10": "10 0610/32/f/m/16 \u00a9 ucles 20165 an investigation was carried out into the blood flow in different parts of the body when resting and  during mild exercise.  fig. 5.1 shows the results for the skeletal muscles, the skin and the alimentary canal. 4.5 4.0 3.5 3.0 2.5 2.0 1.5 1.0 0.5 0.0 skeletal musclesskin alimentary canal parts of the bodyblood flow / dm3 per minuteat rest during mild exercise fig. 5.1",
+            "11": "11 0610/32/f/m/16 \u00a9 ucles 2016 [turn over (a) (i) use fig. 5.1  to state the blood flow to the skeletal muscles when at rest.   . dm3 per minute  [1]   (ii) use fig. 5.1 to state the difference in blood flow to the skeletal muscles between rest and  during mild exercise.    show your working.   . dm3 per minute  [2]  (b) suggest why increased blood flow to the skeletal muscles is necessary during mild exercise.   .. .  .. .  .. .  .. .  .. .  .. .  ..  [3]  (c) at rest, the blood flow to the skin is 0.5 dm3 per minute. during mild exercise this increases to  1.5 dm3 per minute.   (i) calculate the percentage increase in blood flow to the skin during mild exercise.    show your working.   ...%  [2]",
+            "12": "12 0610/32/f/m/16 \u00a9 ucles 2016  (ii) outline the reason for this increased blood flow to the skin.  .. .  .. .  .. .  .. .  .. .  .. .  ..  [3]  (d) suggest why the blood flow to the alimentary canal decreases during mild exercise.  .. .  .. .  ..  [1]  (e) the blood flow to the brain stays the same during rest and exercise.   suggest two reasons for this unchanged blood flow.  .. .  .. .  .. .  .. .  ..  [2] [total: 14]",
+            "13": "13 0610/32/f/m/16 \u00a9 ucles 2016 [turn over6 (a) (i) define the term chromosome .  .. .  .. .  .. .  .. .  ..  [2]   (ii) fig. 6.1 shows a plant cell.    on fig. 6.1, draw a line labelled w to show where chromosomes are found in this cell. fig. 6.1 [1]",
+            "14": "14 0610/32/f/m/16 \u00a9 ucles 2016 (b) in mice the allele for black fur ( b) is dominant to the allele for white fur ( b).   a mouse with black fur was mated with a mouse with white fur.   the mouse with black fur had the genotype bb.   complete fig. 6.2 to show how fur colour is inherited by the offspring of this mating. parental phenotypes black fur    \u00d7    white fur parental genotypes ...     \u00d7     ... gametes .  +  .       \u00d7       .  +  . punnett square offspring genotypes . . . . offspring phenotypes     ratio .. black :  .. white fig. 6.2 [5]  (c) sex inheritance in mice is the same as in humans.   state the sex chromosomes of a male mouse and a female mouse.   male mouse   .   female mouse   . [2] [total: 10]",
+            "15": "15 0610/32/f/m/16 \u00a9 ucles 2016 [turn over7 fig. 7.1 shows a section through a leaf.  (a) name the structures labelled j and k.   write your answers on fig. 7.1. j.. k.. fig. 7.1 [2]  (b) leaves carry out photosynthesis.   write the word equation for photosynthesis. light . +. . +. chlorophyll [2]",
+            "16": "16 0610/32/f/m/16 \u00a9 ucles 2016 (c) maize plants photosynthesise to produce the chemicals needed to form corn cobs.   corn cobs are food for humans.   in an investigation, six similar fields of maize seedlings had different quantities of fertiliser  added.   the mass of corn cobs produced by each field was calculated.   the results are shown in fig. 7.2. 10 000 8000 6000 4000 2000 010 50 100 150 200 250field 1field 2field 3field 4field 5field 6 mass of corn cobs / kg per hectare fertiliser added  / kg per hectare fig. 7.2   (i) describe the results of the investigation shown in fig. 7.2.  .. .  .. .  .. .  ..  [2]   (ii) state two factors, other than adding fertiliser, which can affect the rate of photosynthesis.   1   ... 2   ... [2]",
+            "17": "17 0610/32/f/m/16 \u00a9 ucles 2016 [turn over (d) (i) explain how the use of herbicides improves the yields from crop plants such as maize.  .. .  .. .  .. .  .. .  ..  [2]   (ii) suggest how genetic engineering could reduce the use of insecticides on farms.  .. .  .. .  .. .  .. .  ..  [2] [total: 12]",
+            "18": "18 0610/32/f/m/16 \u00a9 ucles 20168 (a) name the two components that form the central nervous system (cns). 1   ... 2   ... [2]  (b) sense organs respond to specific stimuli.   name three different stimuli that the sense organs in the human body can detect. 1   ... 2   ... 3   ... [3]  (c) a student picks up a very hot object and immediately drops it.   describe what happens in this reflex action.  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  ..  [4] [total: 9]",
+            "19": "19 0610/32/f/m/16 \u00a9 ucles 2016blank page",
+            "20": "20 0610/32/f/m/16 \u00a9 ucles 2016permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here 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 onl ine in the cambridge international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to do wnload at www.cie.org.uk after  the live examination series. cambridge international examinations is part of the cambridge assessment group. cambridge assessment is the brand name of unive rsity of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge.blank page"
+        },
+        "0610_m16_qp_42.pdf": {
+            "1": "this document consists of 17 printed pages and 3 blank pages. dc (cw/fd) 112431/6 \u00a9 ucles 2016 [turn overcambridge international examinations cambridge international general certificate of secondary education *7966026281* biology  0610/42 paper 4 theory (extended) february/march 2016  1 hour 15 minutes candidates answer on the question paper. no additional materials are required. read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen. y ou may use an hb pencil for any diagrams or graphs. do not use staples, paper clips, glue or correction fluid. do not write in any barcodes. answer all questions. electronic calculators may be used. y ou may lose marks if you do not show your working or if you do not use appropriate units. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [ ] at the end of each question or part question. the syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificat e.",
+            "2": "2 0610/42/f/m/16 \u00a9 ucles 20161 a researcher used a light microscope to observe epithelial cells from a human cheek.  fig. 1.1 is a photograph that the researcher made of these cells. $ % fig. 1.1  (a) (i) name the parts labelled a and b. a  . ... b  . ...  [2]   (ii) the cells in fig. 1.1 each have a cell membrane.    state one of the functions of a cell membrane.  .. .  .. .[1]   (iii) state how the shape of the cells shown in fig. 1.1 differs from the shape of a palisade  mesophyll cell in a leaf.  .. .  .. .  .. .[1]",
+            "3": "3 0610/42/f/m/16 \u00a9 ucles 2016 [turn over (b) fig. 1.2 shows an electron micrograph of a mitochondrion. fig. 1.2   mitochondria have two membranes, an inner membrane and an outer membrane. the inner  membrane is folded and used in respiration.   suggest why the inner membrane of mitochondria is folded.  .. .  .. .  .. .[1]",
+            "4": "4 0610/42/f/m/16 \u00a9 ucles 2016 (c) table 1.1 shows different specialised cells and the average number of mitochondria each cell  contains. table 1.1 specialised cell type average number of  mitochondria liver cell 1000\u20132000red blood cell 0sperm cell 25\u201375heart muscle cell 1500   explain the differences between the average numbers of mitochondria in the cells shown in  table 1.1.  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .[4] [total: 9]",
+            "5": "5 0610/42/f/m/16 \u00a9 ucles 2016 [turn over2 reflexes are simple responses that protect the body.  the pathway that nerve impulses travel along during a reflex is called a reflex arc.  (a) letters a to g show the components of a reflex arc.    a stimulus     b motor neurone    c sensory neurone    d receptor cell     e response    f relay neurone    g effector   put the components into the correct sequence. two have been done for you. a e  [1]  (b) impulses travel between neurones across a synapse.   describe how impulses travel across the synapse from one neurone to another.  .. .  .. .  .. .  .. .  .. .  .. .  .. .[3]  (c) drugs such as heroin restrict the movement of impulses across synapses. users can become  addicted to heroin. when users stop taking heroin they may experience withdrawal symptoms.   (i) state two withdrawal symptoms that heroin users may experience. 1    2     [2]   (ii) suggest why heroin abuse may increase criminal activity.  .. .  .. .  .. .[1]",
+            "6": "6 0610/42/f/m/16 \u00a9 ucles 2016 (d) heroin abuse may lead to hiv infection. there is currently no approved vaccine that prevents  the spread of hiv. vaccination stimulates active immunity against specific pathogens.   (i) explain how vaccination stimulates active immunity.  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .[4]   (ii) explain what is meant by passive immunity.  .. .  .. .  .. .  .. .  .. .[2]  [total: 13]",
+            "7": "7 0610/42/f/m/16 \u00a9 ucles 2016 [turn over3 y east is used in bread-making. it respires anaerobically, producing carbon dioxide.  (a) write the balanced chemical equation for anaerobic respiration of yeast in bread-making.  .. .[2]  a baker wants to increase the rate of carbon dioxide production in the bread-making process.  the baker trialled different concentrations of glucose solution in the bread dough.  fig. 3.1 shows the results. 0.00.00.51.01.52.02.5rate of carbon dioxide production / cm3 per min3.03.54.5 4.0 1.0 2.0 3.0 4.0 concentration of glucose solution  / %5.0 6.0 7.0 fig. 3.1  (b) (i) predict the rate of carbon dioxide production if the concentration of the glucose solution  was 7.0%.  .. cm3 per min [1]   (ii) the baker carried out the trials at 30 \u00b0c.    the trials were repeated at 20 \u00b0c.     draw a line on fig. 3.1 to show the rate of carbon dioxide production at 20 \u00b0c. [2]   (iii) the baker carried out another trial at 80 \u00b0c. no carbon dioxide was released.    state why no carbon dioxide was produced.  .. .[1]  (c) name one other industrial process that uses yeast.  .. .[1]",
+            "8": "8 0610/42/f/m/16 \u00a9 ucles 2016 (d) during the production of penicillin, large fermenters are used. fig. 3.2 shows a fermenter. frrolqj\u0003zdwhuvwhuloh\u0003dluqxwulhqwvsuhvvxuh uhohdvh\u0003ydoyh prwru surehv vdpsoh\u0003wxeh frrolqj\u0003zdwhu zdwhu\u0010iloohg mdfnhw vwluuhu wds surgxfwv fig. 3.2   (i) explain the functions of the following parts of the fermenter: stirrer  .. ...  .. . water-filled jacket  .. .  .. . probes  ...   .. .  [3]   (ii) the air and nutrients that are added to the fermenter are sterile.    state why they must be sterile.  .. .  .. .  .. .[1]  [total: 11]",
+            "9": "9 0610/42/f/m/16 \u00a9 ucles 2016 [turn over4 (a) increasing human population is linked to a change in carbon dioxide concentration in the  atmosphere. fig. 4.1 shows the carbon dioxide concentration between 1958 and 2010  measured at mauna loa, hawaii. 1960320340360380 310330350370400 390 carbon dioxide concentration / parts per million 1970 1 980 1 990 year2000 2010 fig. 4.1   describe how the carbon dioxide concentration has changed between 1958 and 2010.   y ou will gain credit for using data from fig. 4.1.  .. .  .. .  .. .  .. .  .. .  .. .  .. .[3]",
+            "10": "10 0610/42/f/m/16 \u00a9 ucles 2016 (b) (i) carbon dioxide is a greenhouse gas.    name one other  greenhouse gas.  .. .[1]   (ii) explain how carbon dioxide enhances the greenhouse effect.  .. .  .. .  .. .  .. .  .. .  .. .  .. .[3]  (c) mineral ions are needed for plant growth.   complete table 4.1 to show the function and effect of the lack of some mineral ions on plants.   one has been done for you. table 4.1 mineral ion function in plants effect of lack of mineral ion on plants nitrate magnesiumphosphate used for making dna poor root growth  [4]",
+            "11": "11 0610/42/f/m/16 \u00a9 ucles 2016 [turn over (d) fertilisers can cause pollution to aquatic systems. overuse of fertilisers may cause   eutrophication. lake udai sagar in india is an example of an aquatic system that shows high  levels of eutrophication.   explain what happens in aquatic environments, such as lake udai sagar, when eutrophication  occurs.  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .[6]  [total: 17]",
+            "12": "12 0610/42/f/m/16 \u00a9 ucles 20165 fig. 5.1 shows the different types of human teeth. lqflvruvfdqlqhsuhproduvproduv fig. 5.1  (a) describe the functions of the canine and molar teeth.  .. .  .. .  .. .  .. .  .. .[2]  (b) fig. 5.2 shows the skulls of a tiger and a rabbit. wljhu udeelw fig. 5.2   not to scale",
+            "13": "13 0610/42/f/m/16 \u00a9 ucles 2016 [turn over  (i) state two ways in which the teeth of a tiger differ from the teeth of a rabbit, using evidence  from fig. 5.2.  .. .  .. .  .. .  .. .  .. .[2]   (ii) suggest one feature visible  in fig. 5.2 that indicates the tiger is a carnivore.  .. .  .. .  .. .[1]",
+            "14": "14 0610/42/f/m/16 \u00a9 ucles 2016 (c) omnivores are animals that eat both animals and plants. scientists use the number and types  of teeth to classify animals as carnivores, herbivores or omnivores.    table 5.1 shows examples of different types of mammals and their teeth. table 5.1 mammal carnivore, herbivore  or omnivoreincisors canines premolars molars total  number  of teeth 1 omnivore 12 4 16 122 omnivore 12 4 16 12 443 herbivore 12 4 12 12 404 herbivore  6 2 12 12 325 carnivore 12 4 16 10 426 carnivore 12 4 10  8 34 x 12 4 12  8 36   (i) calculate the number of molars as a percentage of the total number of teeth for  mammal 1.    show your working.    give your answer to the nearest whole number.   .%  [2]   (ii) the skull of an unidentified mammal, x, is likely to be a carnivore.    discuss the evidence in table 5.1 for and against classifying mammal x as a carnivore.   .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .[4]",
+            "15": "15 0610/42/f/m/16 \u00a9 ucles 2016 [turn over (d) mechanically digested food travels from the mouth to the stomach. the gastric juice in the  stomach contains hydrochloric acid, giving a low ph environment.   explain why it is important to have a low ph in the stomach.  .. .  .. .  .. .  .. .  .. .  .. .  .. .[3]  (e) products of digestion are absorbed through the villi in the small intestine.   explain how villi are adapted for absorption.  .. .  .. .  .. .  .. .  .. .  .. .  .. .[3]  (f) coeliac disease is caused by a reaction to a protein called gluten. the villi become damaged  causing a reduction in the absorption of nutrients.   suggest possible effects on the body of a reduction in the absorption of nutrients.  .. .  .. .  .. .  .. .  .. .  .. .  .. .[3] [total: 20]",
+            "16": "16 0610/42/f/m/16 \u00a9 ucles 20166 a new species of frog was discovered in 2009 in the amazon rainforest in peru.  fig. 6.1 shows this frog, osteocephalus castaneicola . fig. 6.1  (a) state the genus of this animal.  .. .[1]  in the past, anatomy was a way to classify species. dna is now used to aid the classification of  organisms.  (b) (i) draw and annotate a diagram to show the structure of dna.  [3]",
+            "17": "17 0610/42/f/m/16 \u00a9 ucles 2016  (ii) describe how dna can be used to classify organisms.  .. .  .. .  .. .  .. .[2]  (c) dna controls cell function by controlling the production of proteins.   (i) proteins are coded for by a length of dna.    what is the name given to the length of dna which codes for a protein?  .. .[1]   (ii) describe the role of mrna in protein synthesis.  .. .  .. .  .. .  .. .  .. .  .. .  .. .[3]  [total: 10]",
+            "18": "18 0610/42/f/m/16 \u00a9 ucles 2016blank page",
+            "19": "19 0610/42/f/m/16 \u00a9 ucles 2016blank page",
+            "20": "20 0610/42/f/m/16 \u00a9 ucles 2016blank page permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here 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 onl ine in the cambridge international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to do wnload at www.cie.org.uk after  the live examination series. cambridge international examinations is part of the cambridge assessment group. cambridge assessment is the brand name of unive rsity of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge."
+        },
+        "0610_m16_qp_52.pdf": {
+            "1": "this document consists of 9 printed pages and 3 blank pages. dc (nh/sw) 109266/5 \u00a9 ucles 2016 [turn over *3765916169* biology  0610/52 paper 5 practical test february/march 2016  1 hour 15 minutes candidates answer on the question paper.additional materials: as listed in the confidential instructions. read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen.y ou may use an hb pencil for any diagrams or graphs.do not use staples, paper clips, glue or correction fluid.do not write in any barcodes. answer all questions. electronic calculators may be used. y ou may lose marks if you do not show your working or if you do not use appropriate units. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [ ] at the end of each question or part question. the syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificat e.for examiner\u2019s use 1 2 totalcambridge international examinations cambridge international general certificate of secondary education",
+            "2": "2 0610/52/f/m/16 \u00a9 ucles 20161 y ou are going to investigate the effect of temperature on the activity of amylase.  amylase is an enzyme that catalyses the break down of starch.  starch changes the colour of iodine solution from orange-brown to blue-black.  y ou will measure the time taken for the iodine solution to stay orange-brown at two different  temperatures.  amylase can irritate the skin and damage the eyes. use the eye protection and gloves  provided.  read through steps 1 to 11 before  starting the experiment.  step 1  label a test-tube w, add 3 cm3 of starch solution and place it into the beaker of warm  water.  step 2  label a test-tube c, add 3 cm3 of starch solution and place it into the beaker of iced  water.  step 3 place one dropping pipette into each of test-tubes w and c.  step 4   use the marker pen to draw a line which divides the white spotting tile into two equal  halves. label one half w and the other half c.  step 5 put one drop of iodine solution into each of the wells of the spotting tile. step 6  transfer one drop of the liquid in test-tube w to the first well in the half of the spotting tile  labelled w. observe any colour change.  step 7  transfer one drop of the liquid in test-tube c to the first well in the half of the spotting tile  labelled c. observe any colour change.  (a) state any colour changes observed in steps 6 and 7.  .. .  .. .[1]  read through steps 8 to 11 and prepare a results table in part 1(b). do not start step 8 until you  have drawn your results table.  step 8 add 20 drops of amylase solution to each of test-tubes w and c, and stir gently.",
+            "3": "3 0610/52/f/m/16 \u00a9 ucles 2016 [turn over step 9 start the timer.  step 10  immediately , transfer one drop of liquid from test-tube w to the second well in the half of  the spotting tile labelled w. return the remaining liquid in the pipette to test-tube w and  then place the dropping pipette back into test-tube w. immediately , transfer one drop of  liquid from test-tube c to the second well in the half of the spotting tile labelled c. return  the remaining liquid in the pipette to test-tube c and then place the dropping pipette back  into test-tube c.   observe any colour changes and record your results in the table you prepared in part  1(b).  step 11  repeat step 10 after 2, 4, 6 and 8 minutes, using different wells in the spotting tile in  each case. record your observations in the table you prepared in part 1(b).  (b) prepare a table to record your observations in the space below.  [6]  (c) suggest reasons for using separate dropping pipettes for test-tubes w and c.  .. .  .. .  .. .[1]",
+            "4": "4 0610/52/f/m/16 \u00a9 ucles 2016 (d) explain your results for test-tube w.  .. .  .. .  .. .  .. .  .. .  .. .[3]  (e) another student carried out the same investigation as you and they concluded: \u201cthe higher the temperature, the greater the activity of amylase.\u201d   do you agree with this conclusion?   give a reason for your answer.  .. .  .. .  .. .[1]  (f) state two sources of error in the method used in your investigation.   suggest how to improve the method to minimise these sources of error. error 1  .. .  .. . improvement 1   ..  .. .  .. . error 2  .. .  .. . improvement 2   ..  .. .  .. .  [4]",
+            "5": "5 0610/52/f/m/16 \u00a9 ucles 2016 [turn over (g) some students stated: \u201cthe activity of amylase is greatest at 40 \u00b0c.\u201d   describe an investigation to test whether this statement is correct.   the investigation should be similar to that described in steps 1\u201311.  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .[6]  (h) amylase breaks starch down into reducing sugars.   outline how the students could show that reducing sugars are present in a solution.  .. .  .. .  .. .  .. .  .. .[2]  [total: 24]",
+            "6": "6 0610/52/f/m/16 \u00a9 ucles 20162 leaves exposed to light photosynthesise and produce oxygen gas.  a student measured the rate at which the leaves of a pond plant produced bubbles of oxygen gas  when exposed to different intensities of light.  the apparatus used is shown in fig. 2.1. water-baththermometermovable lampsodium hydrogencarbonate solution bubble stopwatch not drawn to scalepond plant 02 5cm50 75 100 ruler fig. 2.1  the investigation was carried out in a dark laboratory. the only light source was the lamp, as  shown in fig. 2.1.  the student changed the light intensity by placing the lamp at different distances from the plant.  the results are shown in table 2.1. table 2.1 distance of lamp from plant / cm number of bubbles of oxygen produced per minute  20 29 40 16 60  8 80  3100  1",
+            "7": "7 0610/52/f/m/16 \u00a9 ucles 2016 [turn over (a) (i) plot a graph of the data in table 2.1 and draw a line of best fit.  [5]   (ii) use your graph to estimate the distance of the lamp from the plant when six bubbles of  oxygen per minute would be produced.     show on the graph  how you obtained your answer.  .. .  [2]   (iii) describe the relationship between light intensity and the rate at which oxygen is produced  by the plant.  .. .  .. .  .. .  .. .  .. .[2]   (iv) suggest why the student used a water-bath in the investigation shown in fig. 2.1.  .. .  .. .[1]",
+            "8": "8 0610/52/f/m/16 \u00a9 ucles 2016 (b) fig. 2.2 shows a photograph of a section through the pond plant as seen under a light  microscope. ab fig. 2.2   (i) make a large drawing of fig. 2.2 to show the position of the outermost layer of cells and  the central core.    do not draw any of the individual cells or air spaces.  [3]",
+            "9": "9 0610/52/f/m/16 \u00a9 ucles 2016  (ii) the central core is called the stele. label the stele on your diagram.  [1]   (iii) the diameter of the section in the photograph in fig. 2.2 is shown by the line ab.    measure the length of ab on fig. 2.2.    length of ab on fig. 2.2  mm    the actual diameter of the section is 7.5 mm.    the magnification of fig. 2.2 can be calculated using the following equation: magnification = length of ab actual diameter of the section    calculate the magnification of fig. 2.2 using the information above and your answer  for ab.    show your working.    give your answer to the nearest whole number.  magnification  .. [2]  [total: 16]",
+            "10": "10 0610/52/f/m/16 \u00a9 ucles 2016blank page",
+            "11": "11 0610/52/f/m/16 \u00a9 ucles 2016blank page",
+            "12": "12 0610/52/f/m/16 \u00a9 ucles 2016permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here 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 onl ine in the cambridge international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to do wnload at www.cie.org.uk after  the live examination series. cambridge international examinations is part of the cambridge assessment group. cambridge assessment is the brand name of unive rsity of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge.blank page"
+        },
+        "0610_m16_qp_62.pdf": {
+            "1": "this document consists of 10 printed pages and 2 blank pages. dc (st/sw) 109262/5 \u00a9 ucles 2016 [turn overcambridge international examinations cambridge international general certificate of secondary education *0745640984* biology  0610/62 paper 6 alternative to practical february/march 2016  1 hour candidates answer on the question paper. no additional materials are required. read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen. y ou may use an hb pencil for any diagrams or graphs. do not use staples, paper clips, glue or correction fluid. do not write in any barcodes. answer all questions. electronic calculators may be used. y ou may lose marks if you do not show your working or if you do not use appropriate units. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question. the syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificat e.",
+            "2": "2 0610/62/f/m/16 \u00a9 ucles 20161 some students investigated the effect of temperature on the activity of amylase.  amylase is an enzyme that catalyses the break down of starch.  starch changes the colour of iodine solution from orange-brown to blue-black. step 1  the students added 2 cm 3 of starch solution to a test-tube, labelled it w, and placed it  into a beaker of warm water.  step 2  they added 2 cm3 of starch solution to a second test-tube, labelled it c, and placed it into  a beaker of iced water.  step 3 the students placed one dropping pipette into each of test-tubes w and c.  step 4 they waited five minutes before continuing. step 5  the students added 10 drops of amylase solution to each of test-tubes w and c and  shook both test-tubes gently.  step 6 they started a timer. step 7  the students immediately tested the liquids in test-tubes w and c for starch using iodine  solution.  step 8  the students repeated step 7 after 2, 4, 6 and 8 minutes.  (a) iodine solution can affect the activity of amylase.   the students tested the liquids in test-tubes w and c using iodine solution without affecting  the activity of the amylase.    describe how the students did this.  .. .  .. .  .. .  .. .  .. .[2]  ",
+            "3": "3 0610/62/f/m/16 \u00a9 ucles 2016 [turn over the students observed that the liquid from test-tube  w turned the iodine solution blue-black after  0 minutes, dark brown after 2 minutes, and it remained orange-brown after 4, 6 and 8 minutes.  the liquid from test-tube  c turned the iodine solution blue-black after 0, 2 and 4 minutes and dark  brown after 6 and 8 minutes.   (b)  prepare a table to record these observations in the space below. [4]  (c)  suggest reasons for:   (i) waiting for five minutes at step 4  .. .  .. .  .. .[1]   (ii)  using separate dropping pipettes for test-tubes w and c.  .. .  .. .  .. .[1]",
+            "4": "4 0610/62/f/m/16 \u00a9 ucles 2016 (d)  explain the observations for test-tube w.  .. .  .. .  .. .  .. .  .. .  .. .  .. .[3]  (e)  the students concluded: \u201cthe higher the temperature, the greater the activity of amylase.\u201d   do you agree with this conclusion?   give a reason for your answer.  .. .  .. .  .. .[1]  (f)  there is a source of error in step 5 of the method.   (i) identify this source of error.  .. .  .. .  .. .[1]   (ii) suggest apparatus that could be used to minimise this source of error.   .. .[1]",
+            "5": "5 0610/62/f/m/16 \u00a9 ucles 2016 [turn over (g)  state one other source of error in the method used in this investigation.   suggest how to improve the method to minimise this source of error. error   ..  .. .  .. . improvement  .. ...  .. .  .. .  .. .  [2]  (h)  some students stated: \u201cthe activity of amylase is greatest at 40 \u00b0c.\u201d   describe an investigation to test whether this statement is correct.   the investigation should be similar to that described in steps 1\u20138.  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .[6]",
+            "6": "6 0610/62/f/m/16 \u00a9 ucles 2016 (i) amylase breaks starch down into reducing sugars.   outline how the students could show that reducing sugars are present in a solution.  .. .  .. .  .. .  .. .  .. .[2] [total: 24]",
+            "7": "7 0610/62/f/m/16 \u00a9 ucles 2016 [turn overblank page",
+            "8": "8 0610/62/f/m/16 \u00a9 ucles 20162 leaves exposed to light photosynthesise and produce oxygen gas.  a student measured the rate at which the leaves of a pond plant produced bubbles of oxygen gas  when exposed to different intensities of light.  the apparatus used is shown in fig. 2.1.  water-bath not drawn to scalethermometer pond plantmovable lamp 0 25 50 75 100 rulersodium hydrogencarbonate solution stopwatch cmbubble fig. 2.1  the investigation was carried out in a dark laboratory. the only light source was the lamp, as  shown in fig. 2.1.  the student changed the light intensity by placing the lamp at different distances from the plant.  the results are shown in table 2.1. table 2.1 distance of lamp from plant / cm number of bubbles of oxygen produced per minute  20 29  40 16  60  8  80  3 100  1",
+            "9": "9 0610/62/f/m/16 \u00a9 ucles 2016 [turn over (a) (i)  plot a graph of the data in table 2.1 and draw a line of best fit. [5]   (ii) use your graph to estimate the distance of the lamp from the plant when six bubbles of  oxygen per minute would be produced.     show on the graph  how you obtained your answer.  .. .  [2]   (iii) describe the relationship between light intensity and the rate at which oxygen is produced  by the plant.  .. .  .. .  .. .  .. .  .. .[2]    (iv) suggest why the student used a water-bath in the investigation shown in fig. 2.1.  .. .  .. .[1]",
+            "10": "10 0610/62/f/m/16 \u00a9 ucles 2016 (b) fig. 2.2 shows a photograph of a section through the pond plant as seen under a light  microscope. ab fig. 2.2   (i)  make a large drawing of fig. 2.2 to show the position of the outermost layer of cells and  the central core.      do not draw any of the individual cells or air spaces. [3]",
+            "11": "11 0610/62/f/m/16 \u00a9 ucles 2016  (ii) the central core is called the stele. label the stele on your diagram. [1]   (iii) the diameter of the section in the photograph in fig. 2.2 is shown by the line ab.    measure the length of ab on fig. 2.2.     length of ab on fig. 2.2 . mm    the actual diameter of the section is 7.5 mm.    the magnification of fig. 2.2 can be calculated using the following equation: magnification = length of ab actual diameter of the section    calculate the magnification of fig. 2.2 using the information above and your answer  for ab.    show your working.    give your answer to the nearest whole number.  magnification  .. [2] [total: 16]",
+            "12": "12 0610/62/f/m/16 \u00a9 ucles 2016permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here 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 onl ine in the cambridge international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to do wnload at www.cie.org.uk after  the live examination series. cambridge international examinations is part of the cambridge assessment group. cambridge assessment is the brand name of unive rsity of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge.blank page"
+        },
+        "0610_s16_qp_11.pdf": {
+            "1": "  the syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificat e.  this document consists of 15 printed pages and 1 blank page.  ib16 06_0610_11/3rp  \u00a9 ucles 2016 [turn over       *9998858887* cambridge international examinations  cambridge international general certificate of secondary education       biology 0610/11     paper 1  multiple choice (core)  may/june 2016     45 minutes    additional materials: multiple choice answer sheet    soft clean eraser    soft pencil (type b or hb is recommended)        read these instructions first    write in soft pencil.  do not use staples, paper clips, glue or correction fluid. write your name, centre number and candidate number on the answer sheet in the spaces provided  unless this has been done for you.  do not  write in any barcodes.   there are forty  questions on this paper. answer all questions. for each question there are four possible  answers a, b, c and d.   choose the one you consider correct and record your choice in soft pencil  on the separate answer sheet.    read the instructions on the answer sheet very carefully.   each correct answer will score one mark. a mark will not be deducted for a wrong answer. any rough working should be done in this booklet. electronic calculators may be used.                             ",
+            "2": "2  \u00a9 ucles 2016 0610/11/m/j/16  1 some yeast, sugar and water are mixed in a test-tube. the diagrams show the test-tube at the  start and after one hour.    at start after one houryeast, sugar and waterbubbles of gas     which process causes this change?  a growth  b reproduction  c respiration  d sensitivity     2 which name is given to a group of individuals that can reproduce to produce fertile offspring?  a a genus  b a kingdom  c a species  d an organ system    3 use the key to identify the animal shown in the diagram.    has jointed legs three pairs of legsmore than three pairs of legs has tail a hexageniano tail b dytiscusfour pairs of legs c argyronetamore than four pairs of legs d asellus ",
+            "3": "3  \u00a9 ucles 2016 0610/11/m/j/16 [turn over  4 which row matches the cell membrane and cell wall of a palisade cell to their functions?     cell membrane cell wall  a active transport active transport  b active transport support  c support active transport  d support support     5 in a plant, what is formed by a group of xylem vessels?  a a cell  b a tissue  c an organ  d an organ system    6 what are the functions of xylem vessels?     absorption conduction photosynthesis support  a \u0013 \u0013 \u0013 \u0017  b \u0013 \u0013 \u0017 \u0017  c \u0017 \u0013 \u0017 \u0013  d \u0017 \u0017 \u0013 \u0013     7 active transport is the movement of  a molecules from a region of their higher concentration to a region of their lower concentration.  b particles from a region of lower concentration to a region of higher concentration using  energy from respiration.  c urine by relaxation of a sphincter muscle in the bladder.  d water through a partially permeable membrane from a more dilute to a more concentrated  solution.    ",
+            "4": "4  \u00a9 ucles 2016 0610/11/m/j/16  8 the diagram shows an experiment to demonstrate the movement of molecules.    red ink solution permeable membrane attached to funnelbeaker of waterinverted thistle funnel     after one hour, the water in the beaker turned red.    what is the most likely reason for this colour change?  a molecules of red ink move through the membrane by diffusion.  b molecules of red ink move through the membrane by osmosis.  c molecules of water move through the membrane by diffusion.  d molecules of water move through the membrane by osmosis.     9 small molecules are used as the basic units in the synthesis of large food molecules.    which statement is correct?  a amino acids are basic units of carbohydrates.  b fatty acids are basic units of glycogen.  c glycerol is a basic unit of oils.  d simple sugar is a basic unit of protein.     ",
+            "5": "5  \u00a9 ucles 2016 0610/11/m/j/16 [turn over  10 which graph shows the effect of temperature on the activity of an enzyme?    temperature  / \u00b0cenzyme  activity a b  c d 0 50 100 enzyme  activity  0 50 100  temperature  / \u00b0cenzyme  activity  0 50 100  temperature  / \u00b0cenzyme  activity  0 50 100 temperature  / \u00b0c      11 the diagram represents enzyme action.    + w+ y x    what are parts w, x and y in this chemical reaction?     enzyme product  substrate  a w x y  b x w y  c x y w  d y w x    ",
+            "6": "6  \u00a9 ucles 2016 0610/11/m/j/16  12 in a photosynthesis experiment, a plant is left in bright sunlight for several hours. a leaf is then  removed from the plant and tested for starch, using iodine solution.    the diagram shows the leaf from the plant that was used in the experiment.    white area green area    which diagram shows the result of the experiment?    a b c d iodine solution turns blue  / black iodine solutionstays brownkey      13 which substance, needed for protein synthe sis, is carried into a leaf from the stem?  a carbon dioxide  b nitrate  c oxygen  d starch    14 which type of food is not digested before being absorbed by the body?  a carbohydrate  b fat  c protein  d water    ",
+            "7": "7  \u00a9 ucles 2016 0610/11/m/j/16 [turn over  15 the diagram shows the human alimentary canal.    in which structure is most glucose absorbed into the blood?    a b c d       16 which dietary component is unlikely  to be deficient in a meat-free diet?  a fat  b fibre  c protein  d vitamin d    ",
+            "8": "8  \u00a9 ucles 2016 0610/11/m/j/16  17 which graph shows most clearly what will happen to the rate of transpiration as humidity  increases?    humiditya rate of transpiration rate of transpirationrate oftranspiration rate of transpirationhumidityb humidityc humidityd      18 the diagram shows a potted plant and the same plant 24 hours later.    24 hours     what causes the change in the appearance of the plant?  a water loss is greater than water uptake.  b water moves from the leaves to the stem.  c water uptake is equal to water loss.  d water uptake is greater than water loss.     ",
+            "9": "9  \u00a9 ucles 2016 0610/11/m/j/16 [turn over  19 which substances are dissolved in human blood plasma?  a carbon dioxide, haemoglobin and glucose  b carbon dioxide, oxygen and haemoglobin  c glucose, hormones and urea  d oxygen, urea and starch      20 which chamber of the heart has the thickest muscle wall?  a left atrium  b left ventricle  c right atrium  d right ventricle     21 what is the approximate percentage of oxygen in expired air?  a 0.04% b 4% c 16% d 21%      22 compared with atmospheric air, air breathed out by a human contains  a less water vapour, less carbon dioxide.  b less water vapour, more carbon dioxide.  c more water vapour, less carbon dioxide.  d more water vapour, more carbon dioxide.      23 what is produced by anaerobic respiration in yeast?     lactic acid carbon dioxide  a \u0013 \u0013  b \u0013 \u0017  c \u0017 \u0013  d \u0017 \u0017      24 what is the word equation for aerobic respiration in plants?  a carbon dioxide + water \u2192 glucose + oxygen  b glucose + carbon dioxide \u2192 water + oxygen  c glucose + oxygen \u2192 carbon dioxide + water  d glucose + water \u2192 carbon dioxide + oxygen   ",
+            "10": "10  \u00a9 ucles 2016 0610/11/m/j/16  25 where is urea made?  a bladder  b kidney  c liver  d urethra      26 the diagram represents a simple reflex arc.    fingerr qspinal cord p musclepin    what is the sequence of nerve cells through which an impulse passes during a reflex action?     first  last  a p q r  b q r p  c q p r  d r p q     ",
+            "11": "11  \u00a9 ucles 2016 0610/11/m/j/16 [turn over  27 the diagram shows a neurone.    xy     which structures could be found at x and y?     x y  a brain intestine  b brain leg  c eye hand  d gland spinal cord     28 what will be the effect of strenuous exercise on the volume of water lost through the skin and the  kidneys?     volume of water  lost through  the skin volume of water  lost through  the kidneys  a decreases decreases  b decreases increases  c increases decreases  d increases increases      29 which organ is most often damaged by regularly drinking too much alcohol?  a heart  b liver  c pancreas  d stomach    30 when a baby is born, these processes occur.    1 breaking of the amniotic sac  2 contraction of muscles in the uterus wall  3 cutting of the umbilical cord    in which order do these processes usually occur?  a 2 \u2192 1 \u2192 3 b 2 \u2192 3 \u2192 1 c 3 \u2192 1 \u2192 2 d 3 \u2192 2 \u2192 1 ",
+            "12": "12  \u00a9 ucles 2016 0610/11/m/j/16  31 the diagrams show pollen grains from three diff erent species of plant as they appear under the  microscope. the diagrams are all to the same scale.    123     which pollen grains are involved in insect-pollination?  a 1 and 2 b 1 only c 2 and 3 d 3 only     32 the diagram shows the human female reproductive system.    if a woman uses a femidom as a contraceptive, where would it be placed?    a b c d      ",
+            "13": "13  \u00a9 ucles 2016 0610/11/m/j/16 [turn over  33 cells are formed by the division of existing cells. four different cells are shown.    which cell is produced by meiosis?    a b c d      34 albinism is an inherited condition in which pigment does not develop in the skin, hair and eyes.    the allele for albinism is recessive.    what are the chances of albino parents having an albino child?  a 0% b 25% c 75% d 100%      35 which name is given to the observable features of an organism?  a alleles  b genes  c genotype  d phenotype    36 what is not a feature of natural selection?  a competition for resources  b production of many offspring  c selection by humans  d variation within the population   ",
+            "14": "14  \u00a9 ucles 2016 0610/11/m/j/16  37 the graph shows a population growth curve.    population size timex     which factors would cause region x on the graph to become steeper?  a decrease in predation, decrease in food supply  b increase in food supply, decrease in disease  c increase in food supply, increase in predation  d increase in predation, decrease in disease      38 the diagram shows a simple food chain.    green plant  \u2192  herbivore  \u2192  carnivore    if a disease causes the number of herbivores to decrease, what will be the effect on the numbers of green plants and carnivores?     green plants carnivores  a decrease decrease  b decrease increase  c increase decrease  d increase increase     39 a gene for insulin is taken from a human cell and placed in a bacterium.    the bacterium can then make human insulin.    what is this process called?  a artificial selection  b genetic engineering  c heterozygous inheritance  d natural selection     ",
+            "15": "15  \u00a9 ucles 2016 0610/11/m/j/16  40 the diagram shows the positions of four farms and th e concentrations of nitrate at different points  in a river.    which farm is likely to have been using too much fertiliser on its land?    farm a farm bfarm dfarm c 60 40 20 0nitrate concentration/  ppmdirection of flow direction of flow      ",
+            "16": "16    permission to reproduce items where third-par ty owned material protected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to t race 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 onl ine in the cambridge  international examinations copyright acknowledgements booklet. this is  produced for each series of examinations and is freely a vailable to download at  www.cie.org.uk after the live examination series.    cambridge international examinations is part of the cambridge asse ssment group. cambridge assessment is the brand name of unive rsity of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge.    \u00a9 ucles 2016 0610/11/m/j/16  blank page       "
+        },
+        "0610_s16_qp_12.pdf": {
+            "1": "  the syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificat e.  this document consists of 15 printed pages and 1 blank page.  ib16 06_0610_12/3rp  \u00a9 ucles 2016 [turn over       *3322418281* cambridge international examinations  cambridge international general certificate of secondary education       biology 0610/12     paper 1  multiple choice (core)  may/june 2016     45 minutes    additional materials: multiple choice answer sheet    soft clean eraser    soft pencil (type b or hb is recommended)        read these instructions first    write in soft pencil.  do not use staples, paper clips, glue or correction fluid. write your name, centre number and candidate number on the answer sheet in the spaces provided  unless this has been done for you.  do not  write in any barcodes.   there are forty  questions on this paper. answer all questions. for each question there are four possible  answers a, b, c and d.   choose the one you consider correct and record your choice in soft pencil  on the separate answer sheet.    read the instructions on the answer sheet very carefully.   each correct answer will score one mark. a mark will not be deducted for a wrong answer. any rough working should be done in this booklet. electronic calculators may be used.                             ",
+            "2": "2  \u00a9 ucles 2016 0610/12/m/j/16  1 some yeast, sugar and water are mixed in a test-tube. the diagrams show the test-tube at the  start and after one hour.    at start after one houryeast, sugar and waterbubbles of gas     which process causes this change?  a growth  b reproduction  c respiration  d sensitivity     2 a rat has the scientific name rattus rattus .    what do the two parts of this name refer to?  a genus and species  b kingdom and genus  c kingdom and species  d variety and genus     ",
+            "3": "3  \u00a9 ucles 2016 0610/12/m/j/16 [turn over  3 the diagram shows a bird that lives near rivers.        use the key to identify the bird shown in the diagram.    1 toes joined by a flap of skin  ...   go to 2   toes separate  .   a  heron  2 beak as long or longer than the head     go to 3   beak not as long as the head     b  little grebe  3 top of head black  ...   c  avocet   top of head white  ...   d  mute swan     4 in a plant, what is formed by a group of xylem vessels?  a a cell  b a tissue  c an organ  d an organ system    5 the diagram shows a palisade mesophyll cell.    which structure is not found in an animal cell?    a b c d      ",
+            "4": "4  \u00a9 ucles 2016 0610/12/m/j/16  6 which statement is correct for phloem but not for xylem?  a it carries mineral ions.  b it carries starch.  c it carries sucrose.  d it is no longer living.      7 why does oxygen diffuse into the blood from an alveolus in the lungs?  a the oxygen concentration in the alveolus is greater than the carbon dioxide concentration in  the blood.  b the oxygen concentration in the alveolus is greater than in the blood.  c the oxygen concentration in the blood is greater than in the alveolus.  d the oxygen concentration in the blood is greater than the carbon dioxide concentration in the  alveolus.     8 the diagram shows water and sugar molecules on either side of a partially permeable  membrane.    xykey sugar molecule water moleculepartially permeable membrane     what happens during osmosis?  a more sugar molecules pass through the membrane from x to y than from y to x.  b more sugar molecules pass through the membrane from y to x than from x to y.  c more water molecules pass through the membrane from x to y than from y to x.  d more water molecules pass through the membrane from y to x than from x to y.      9 small molecules are used as the basic units in the synthesis of large food molecules.    which statement is correct?  a amino acids are basic units of carbohydrates.  b fatty acids are basic units of glycogen.  c glycerol is a basic unit of oils.  d simple sugar is a basic unit of protein.   ",
+            "5": "5  \u00a9 ucles 2016 0610/12/m/j/16 [turn over  10 when a substance is added to meat, amino acids are produced.    what is this substance?  a a hormone  b an enzyme  c an oil  d water     11 which graph shows the effect of temperature on the activity of an enzyme?    temperature  / \u00b0cenzyme  activity a b  c d 0 50 100 enzyme  activity  0 50 100  temperature  / \u00b0cenzyme  activity  0 50 100  temperature  / \u00b0cenzyme  activity  0 50 100 temperature  / \u00b0c       12 which two substances are the products of photosynthesis?  a carbon dioxide and glucose  b carbon dioxide and water  c oxygen and carbon dioxide  d oxygen and glucose    ",
+            "6": "6  \u00a9 ucles 2016 0610/12/m/j/16  13 in a photosynthesis experiment, a plant is left in bright sunlight for several hours. a leaf is then  removed from the plant and tested for starch, using iodine solution.    the diagram shows the leaf from the plant that was used in the experiment.    white area green area    which diagram shows the result of the experiment?    a b c d iodine solution turns blue  / black iodine solutionstays brownkey      14 which type of food is not digested before being absorbed by the body?  a carbohydrate  b fat  c protein  d water    15 the bacterium salmonella enterica  can cause severe food poisoning and the lining of the  alimentary canal may be damaged. in these cases absorption of digested food products cannot easily take place.    which region of the alimentary canal is most affected?  a colon  b ileum  c oesophagus  d stomach     ",
+            "7": "7  \u00a9 ucles 2016 0610/12/m/j/16 [turn over  16 the diagram shows some of the organs of the human body.    ps rq     in which organs does the digestion of proteins take place?  a p and q b p and r c q and r d q and s      17 the diagram shows a potted plant and the same plant 24 hours later.    24 hours     what causes the change in the appearance of the plant?  a water loss is greater than water uptake.  b water moves from the leaves to the stem.  c water uptake is equal to water loss.  d water uptake is greater than water loss.     ",
+            "8": "8  \u00a9 ucles 2016 0610/12/m/j/16  18 which graph shows most clearly what will happen to the rate of transpiration as humidity  increases?    humiditya rate of transpiration rate of transpirationrate oftranspiration rate of transpirationhumidityb humidityc humidityd      19 the diagram shows the human heart and some of the blood vessels connected to it.    w z     before blood in w reaches z it must  a gain glucose.  b give up heat to the skin.  c pass through capillaries.  d travel to the head.   ",
+            "9": "9  \u00a9 ucles 2016 0610/12/m/j/16 [turn over  20 which substances are dissolved in human blood plasma?  a carbon dioxide, haemoglobin and glucose  b carbon dioxide, oxygen and haemoglobin  c glucose, hormones and urea  d oxygen, urea and starch      21 what are the approximate percentages of oxygen and carbon dioxide in atmospheric air?     oxygen  / % carbon dioxide   / %  a 16 4.00  b 16 8.00  c 20 0.04  d 20 4.00     22 which route is taken by air passing from the lungs of a human to the atmosphere?  a alveolus \u2192 bronchus \u2192 trachea  b alveolus \u2192 trachea \u2192 bronchus  c bronchus \u2192 alveolus \u2192 trachea  d trachea \u2192 alveolus \u2192 bronchus    23 during aerobic respiration glucose is broken down.    what is released in this process?     carbon  dioxide energy water  a \u0013 \u0013 \u0013  b \u0013 \u0013 \u0017  c \u0013 \u0017 \u0013  d \u0017 \u0013 \u0013    ",
+            "10": "10  \u00a9 ucles 2016 0610/12/m/j/16  24 which processes depend on the action of enzymes?   1 digestion   2 osmosis  3 respiration   a 1 and 2 b 1 and 3 c 1 only d 2 and 3    25 which diet will cause the liver to produce the most urea?  a high carbohydrate, low fat  b high fat, high fibre  c high fat, low protein  d high protein, low carbohydrate    26 the diagram represents a simple reflex arc.    fingerr qspinal cord p musclepin    what is the sequence of nerve cells through which an impulse passes during a reflex action?     first  last  a p q r  b q r p  c q p r  d r p q     ",
+            "11": "11  \u00a9 ucles 2016 0610/12/m/j/16 [turn over  27 the diagram shows a section through an eye.    which structure controls how much light enters the pupil?    ab cd       28 what are the effects of adrenaline?     breathing rate pulse rate  a decreased decreased  b increased increased  c increased no effect  d no effect increased     29 which organ breaks down heroin and alcohol?  a bladder  b brain  c kidney  d liver    30 in which conditions will seeds germinate most quickly?  a dry and cold  b dry and warm  c wet and cold  d wet and warm    ",
+            "12": "12  \u00a9 ucles 2016 0610/12/m/j/16  31 what are the characteristics of asexual reproduction?     fusion of  gamete nuclei genetic variety  in the offspring  a \u0013 \u0013  b \u0013 \u0017  c \u0017 \u0013  d \u0017 \u0017     32 the diagram represents processes in sexual reproduction.    cells in reproductive organsgametes zygoteq qr cells of embryo    which processes are represented by stages q and r?     q r  a meiosis meiosis  b meiosis mitosis  c mitosis meiosis  d mitosis mitosis      33 which name is given to the observable features of an organism?  a alleles  b genes  c genotype  d phenotype      34 which structure will be found in the nucleus of a body cell in a woman?  a x allele  b x chromosome  c y allele  d y chromosome    ",
+            "13": "13  \u00a9 ucles 2016 0610/12/m/j/16 [turn over  35 what is a mutation?  a a change in a gene or chromosome  b a condition caused by a dominant allele  c a process used in genetic engineering  d a type of continuous variation      36 in the food chain below, the population of snakes is halved owing to a viral disease.    grass  \u2192  locusts  \u2192  snakes  \u2192  eagles    what effect does this have on the other members of the food chain?     grass locusts eagles  a decrease increase decrease  b decrease increase increase  c increase decrease decrease  d increase increase decrease     37 which is an example of a population?  a all the animals and plants living in a pond  b all the mahogany trees growing in a forest  c all the people born in a country over a period of 100 years  d all the species of animals in africa    ",
+            "14": "14  \u00a9 ucles 2016 0610/12/m/j/16  38 the diagram represents the carbon cycle.    carbon dioxide in air decomposing material in soil green plantsanimals fossil fuelsx     which process is represented by arrow x?  a combustion  b feeding  c photosynthesis  d respiration     39 a gene for insulin is taken from a human cell and placed in a bacterium.    the bacterium can then make human insulin.    what is this process called?  a artificial selection  b genetic engineering  c heterozygous inheritance  d natural selection     ",
+            "15": "15  \u00a9 ucles 2016 0610/12/m/j/16  40 the diagram shows the positions of four farms and th e concentrations of nitrate at different points  in a river.    which farm is likely to have been using too much fertiliser on its land?    farm a farm bfarm dfarm c 60 40 20 0nitrate concentration/  ppmdirection of flow direction of flow      ",
+            "16": "16    permission to reproduce items where third-par ty owned material protected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to t race 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 onl ine in the cambridge  international examinations copyright acknowledgements booklet. this is  produced for each series of examinations and is freely a vailable to download at  www.cie.org.uk after the live examination series.    cambridge international examinations is part of the cambridge asse ssment group. cambridge assessment is the brand name of unive rsity of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge.    \u00a9 ucles 2016 0610/12/m/j/16  blank page      "
+        },
+        "0610_s16_qp_13.pdf": {
+            "1": "  the syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificat e.  this document consists of 14 printed pages and 2 blank pages.  ib16 06_0610_13/3rp  \u00a9 ucles 2016 [turn over       *4851845816* cambridge international examinations  cambridge international general certificate of secondary education       biology 0610/13     paper 1  multiple choice (core)  may/june 2016     45 minutes    additional materials: multiple choice answer sheet    soft clean eraser    soft pencil (type b or hb is recommended)        read these instructions first    write in soft pencil.  do not use staples, paper clips, glue or correction fluid. write your name, centre number and candidate number on the answer sheet in the spaces provided  unless this has been done for you.  do not  write in any barcodes.   there are forty  questions on this paper. answer all questions. for each question there are four possible  answers a, b, c and d.   choose the one you consider correct and record your choice in soft pencil  on the separate answer sheet.    read the instructions on the answer sheet very carefully.   each correct answer will score one mark. a mark will not be deducted for a wrong answer. any rough working should be done in this booklet. electronic calculators may be used.                             ",
+            "2": "2  \u00a9 ucles 2016 0610/13/m/j/16  1 some yeast, sugar and water are mixed in a test-tube. the diagrams show the test-tube at the  start and after one hour.    at start after one houryeast, sugar and waterbubbles of gas     which process causes this change?  a growth  b reproduction  c respiration  d sensitivity     2 phototropism demonstrates which two characteristics of living organisms?  a growth and nutrition  b growth and sensitivity  c movement and nutrition  d nutrition and sensitivity    3 the table shows the scientific names and the common names of four plants.    scientific name common name  althea officinalis marsh mallow  hottonea palustris water violet  viola palustris marsh violet  viola tricolor wild pansy    which word in their names shows that two of the plants share the greatest number of features?  a marsh  b palustris   c viola   d violet     ",
+            "3": "3  \u00a9 ucles 2016 0610/13/m/j/16 [turn over  4 what is the correct order of increasing size of the following structures, from smallest to largest?  a chromosome \u2192 liver \u2192 white blood cell  b chromosome \u2192 white blood cell \u2192 liver  c liver \u2192 chromosome \u2192 white blood cell  d white blood cell \u2192 liver \u2192 chromosome     5 in a plant, what is formed by a group of xylem vessels?  a a cell  b a tissue  c an organ  d an organ system     6 the shaded area of the diagram represents structures found in both plant and animal cells.    plantplant cellcell structuresstructuresanimalanimal cellcell structuresstructuresplant cell structuresanimal cell structures     which cell structure is from the shaded area?  a cell membrane  b cell wall  c chloroplast  d large vacuole     ",
+            "4": "4  \u00a9 ucles 2016 0610/13/m/j/16  7 a jar of air was placed upside down on top of a jar containing a brown gas as shown.    at start after one hourair brown gasair and brown gas     which process has taken place?  a diffusion both upwards and downwards  b diffusion downwards only  c diffusion upwards only  d diffusion and osmosis      8 which statement describes how young plants are supported?  a the pressure of water inside the cells pressing outwards on the cell membranes  b the pressure of water inside the cells pressing outwards on the cell walls  c the pressure of water passing from the roots through the phloem  d the pressure of water passing from the roots through the xylem     9 small molecules are used as the basic units in the synthesis of large food molecules.    which statement is correct?  a amino acids are basic units of carbohydrates.  b fatty acids are basic units of glycogen.  c glycerol is a basic unit of oils.  d simple sugar is a basic unit of protein.     ",
+            "5": "5  \u00a9 ucles 2016 0610/13/m/j/16 [turn over  10 the diagram represents a chemical reaction.    product reactants+     which diagram represents the enzyme for this reaction?    abcd       11 which graph shows the effect of temperature on the activity of an enzyme?    temperature  / \u00b0cenzyme  activity a b  c d 0 50 100 enzyme  activity  0 50 100  temperature  / \u00b0cenzyme  activity  0 50 100  temperature  / \u00b0cenzyme  activity  0 50 100 temperature  / \u00b0c      ",
+            "6": "6  \u00a9 ucles 2016 0610/13/m/j/16  12 four test-tubes are set up as shown in the diagram and left in full sunlight.    after several hours, which test-tube contains the most dissolved oxygen?    b d a c water snailwaterwaterpond weed pond weed water snail      13 in a photosynthesis experiment, a plant is left in bright sunlight for several hours. a leaf is then  removed from the plant and tested for starch, using iodine solution.    the diagram shows the leaf from the plant that was used in the experiment.    white area green area    which diagram shows the result of the experiment?    a b c d iodine solution turns blue  / black iodine solutionstays brownkey       14 which organ produces amylase?  a gall bladder  b liver  c oesophagus  d pancreas     ",
+            "7": "7  \u00a9 ucles 2016 0610/13/m/j/16 [turn over  15 which treatment is best for a person with persistent diarrhoea?  a drinking a solution of sugar and salt  b drinking pure water  c eating more fibre  d eating protein such as boiled eggs      16 which type of food is not digested before being absorbed by the body?  a carbohydrate  b fat  c protein  d water     17 which graph shows most clearly what will happen to the rate of transpiration as humidity  increases?    humiditya rate of transpiration rate of transpirationrate oftranspiration rate of transpirationhumidityb humidityc humidityd      ",
+            "8": "8  \u00a9 ucles 2016 0610/13/m/j/16  18 the diagram shows a potted plant and the same plant 24 hours later.    24 hours     what causes the change in the appearance of the plant?  a water loss is greater than water uptake.  b water moves from the leaves to the stem.  c water uptake is equal to water loss.  d water uptake is greater than water loss.      19 which blood vessel has a high carbon dioxide concentration, a low oxygen concentration and a  high blood pressure?  a aorta  b pulmonary artery  c pulmonary vein  d vena cava     20 which substances are dissolved in human blood plasma?  a carbon dioxide, haemoglobin and glucose  b carbon dioxide, oxygen and haemoglobin  c glucose, hormones and urea  d oxygen, urea and starch    21 what is the path of carbon dioxide as it leaves the lungs?  a alveolus \u2192 bronchiole \u2192 bronchus \u2192 trachea   b alveolus \u2192 bronchus \u2192 bronchiole \u2192 trachea  c trachea \u2192 bronchiole \u2192 bronchus \u2192 alveolus  d trachea \u2192 bronchus \u2192 bronchiole \u2192 alveolus    ",
+            "9": "9  \u00a9 ucles 2016 0610/13/m/j/16 [turn over  22 in some amphibians, gas exchange occurs through the whole skin surface.    what are the most likely characteristics of the skin surface?     surface area type of skin  a large thick  b large thin  c small thick  d small thin     23 which description of anaerobic respiration in yeast is correct?     it produces alcohol it releases more energy  than aerobic respiration  a no no  b no yes  c yes no  d yes yes    24 what is an example of excretion in mammals?  a the release of hormones from glands  b the release of saliva into the mouth  c the removal of undigested food through the anus  d the removal of urea by the kidneys     25 a person has been sitting in a room at 35  \u00b0c for 30 minutes.    what would be the effect of then drinking several glasses of iced water?     blood temperature rate of sweating  a falls falls  b falls rises  c rises falls  d rises rises     ",
+            "10": "10  \u00a9 ucles 2016 0610/13/m/j/16  26 the diagram represents a simple reflex arc.    fingerr qspinal cord p musclepin    what is the sequence of nerve cells through which an impulse passes during a reflex action?     first  last  a p q r  b q r p  c q p r  d r p q     27 what is an example of gravitropism?  a a chemical messenger produced by a plant  b a painful sensation in response to a stimulus  c the growth of a plant root towards the centre of the earth  d the growth of a plant shoot towards light    28 which organ produces a hormone?  a heart  b lung  c ovary  d spinal cord    ",
+            "11": "11  \u00a9 ucles 2016 0610/13/m/j/16 [turn over  29 what is a result of the excessive intake of alcohol?  a improved self-control  b liver damage  c reduced chance of hiv infection  d shorter reaction time      30 the table shows the conditions provided for four sets of seeds.    which of the seeds germinate?     oxygen water carbon dioxide  a \u0013 \u0013 \u0013  b \u0013 \u0017 \u0017  c \u0017 \u0013 \u0013  d \u0017 \u0017 \u0017      31 the diagram shows a human female\u2019s reproductive organs.    x     what is the name of structure x?  a cervix  b ovary  c oviduct  d ovule     ",
+            "12": "12  \u00a9 ucles 2016 0610/13/m/j/16  32 owners of successful race horses hope that the horses\u2019 offspring will be like their parents.    how does a young race horse inherit its characteristics?  a equally from its mother and father  b mainly from its father  c mainly from its mother  d passed across the placenta     33 in pea plants the allele for tall, t, is dominant to the allele for dwarf, t.    which cross would produce plants in the proportion of 1 tall  : 1 dwarf?  a tt \u00d7 tt b tt \u00d7 tt c tt \u00d7 tt d tt \u00d7 tt      34 which name is given to the observable features of an organism?  a alleles  b genes  c genotype  d phenotype      35 which characteristic shows discontinuous variation in humans?  a height  b length of foot  c tongue rolling  d weight    ",
+            "13": "13  \u00a9 ucles 2016 0610/13/m/j/16 [turn over  36 the graph shows the increase in the human population of the world since 1630.    4000 300020001000 050006000 1630 1730 1830 1930 2030population / millions year    what was the longest time taken for the population to double?  a 100 years b 200 years c 300 years d 400 years      37 the diagram shows a food chain.    tree  \u2192  small insects  \u2192  small birds  \u2192  birds of prey    what is the correct pyramid of numbers for this food chain?    birds of prey small birdssmall insectstreeab cd       38 which process is not part of the water cycle?  a condensation  b fossilisation  c precipitation  d transpiration    ",
+            "14": "14  \u00a9 ucles 2016 0610/13/m/j/16  39 a gene for insulin is taken from a human cell and placed in a bacterium.    the bacterium can then make human insulin.    what is this process called?  a artificial selection  b genetic engineering  c heterozygous inheritance  d natural selection      40 the diagram shows the positions of four farms and th e concentrations of nitrate at different points  in a river.    which farm is likely to have been using too much fertiliser on its land?    farm a farm bfarm dfarm c 60 40 20 0nitrate concentration/  ppmdirection of flow direction of flow      ",
+            "15": "15  \u00a9 ucles 2016 0610/13/m/j/16  blank page     ",
+            "16": "16    permission to reproduce items where third-par ty owned material protected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to t race 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 onl ine in the cambridge  international examinations copyright acknowledgements booklet. this is  produced for each series of examinations and is freely a vailable to download at  www.cie.org.uk after the live examination series.    cambridge international examinations is part of the cambridge asse ssment group. cambridge assessment is the brand name of unive rsity of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge.    \u00a9 ucles 2016 0610/13/m/j/16  blank page      "
+        },
+        "0610_s16_qp_21.pdf": {
+            "1": "  the syllabus is approved for use in england, wales and northern ir eland as a cambridge international level 1/level 2 certificat e.  this document consists of 16 printed pages.  ib16 06_0610_21/3rp  \u00a9 ucles 2016 [turn over     *0137173808 *  cambridge international examinations  cambridge international general certificate of secondary education       biology 0610/21     paper 2  multiple choice (extended)  may/june 2016     45 minutes    additional materials: multiple choice answer sheet    soft clean eraser    soft pencil (type b or hb is recommended)        read these instructions first    write in soft pencil.  do not use staples, paper clips, glue or correction fluid. write your name, centre number and candidate number on the answer sheet in the spaces provided  unless this has been done for you.  do not  write in any barcodes.    there are forty  questions on this paper. answer all questions. for each question there are four possible  answers a, b, c and d.   choose the one you consider correct and record your choice in soft pencil  on the separate answer sheet.    read the instructions on the answer sheet very carefully.    each correct answer will score one mark. a ma rk will not be deducted for a wrong answer.  any rough working should be done in this booklet.  electronic calculators may be used.        ",
+            "2": "2  \u00a9 ucles 2016 0610/21/m/j/16  1 some yeast, sugar and water are mixed in a test-tube. the diagrams show the test-tube at the  start and after one hour.    at start after one houryeast, sugar and waterbubblesof gas     which process causes this change?  a growth  b reproduction  c respiration  d sensitivity    2 which name is given to a group of individuals that can reproduce to produce fertile offspring?  a a genus  b a kingdom  c a species  d an organ system    3 use the key to identify the animal shown in the diagram.    has jointed legs three pairs of legsmore than three pairs of legs has tail a hexageniano tail b dytiscusfour pairs of legs c argyronetamore than four pairs of legs d asellus ",
+            "3": "3  \u00a9 ucles 2016 0610/21/m/j/16 [turn over  4 which organelles are present in large numbers in cells that produce insulin?  a nuclei and mitochondria  b ribosomes and mitochondria  c rough endoplasmic reticulum and cell walls  d vesicles and nuclei      5 the actual thickness of the leaf shown in the diagram is 2000  \u03bcm, but its thickness in the diagram  is 50  mm.        what is the magnification of the diagram?  a \u00d70.025 b \u00d725 c \u00d7100 d \u00d7100  000     6 the diagram shows an experiment on osmosis.    which arrow shows the direction of the net movement of water at the start of the experiment?    partially permeablemembrane partially permeablemembraneglass tubingkey water sugar solution da c b     ",
+            "4": "4  \u00a9 ucles 2016 0610/21/m/j/16  7 active transport is the movement of  a molecules from a region of their higher concentration to a region of their lower concentration.  b particles from a region of lower concentration to a region of higher concentration using  energy from respiration.  c urine by relaxation of a sphincter muscle in the bladder.  d water through a partially permeable membrane from a more dilute to a more concentrated  solution.     8 when bases pair up in the formation of dna, what is one of the pairings?  a g with a b g with c c g with g d g with t     9 small molecules are used as the basic units in the synthesis of large food molecules.    which statement is correct?  a amino acids are basic units of carbohydrates.  b fatty acids are basic units of glycogen.  c glycerol is a basic unit of oils.  d simple sugar is a basic unit of protein.     ",
+            "5": "5  \u00a9 ucles 2016 0610/21/m/j/16 [turn over  10 which graph shows the effect of temperature on the activity of an enzyme?    temperature  / \u00b0cenzyme  activity a b  c d 0 50 100 enzyme  activity  0 50 100  temperature  / \u00b0cenzyme  activity  0 50 100  temperature  / \u00b0cenzyme  activity  0 50 100 temperature  / \u00b0c      11 the diagram represents enzyme action.    + w+ y x    what are parts w, x and y in this chemical reaction?     enzyme product  substrate  a w x y  b x w y  c x y w  d y w x     ",
+            "6": "6  \u00a9 ucles 2016 0610/21/m/j/16  12 two similar leaves are set up in test-tubes as sh own. one is exposed to light, while the other is  kept in the dark.    orange hydrogencarbonate indicator solutiongreen leaf black papergreen leaf     after a few hours, which colour would the hydrogencarbonate indicator solution be in each tube?     light dark  a colourless blue-black  b purple yellow  c red blue  d yellow purple     ",
+            "7": "7  \u00a9 ucles 2016 0610/21/m/j/16 [turn over  13 the diagram shows a villus. the arrows show the direction of flow within vessels associated with  the villus.    which vessel carries blood to the liver?    a bcd       14 what is not a result of cholera infection?  a intestinal blockage  b loss of salts from blood  c severe dehydration of body tissues  d severe diarrhoea      15 what is the function of bile?  a to acidify food entering the duodenum  b to emulsify starch  c to increase the surface area of fats for digestion  d to provide enzymes for fat digestion     ",
+            "8": "8  \u00a9 ucles 2016 0610/21/m/j/16  16 which graph shows most clearly what will happen to the rate of transpiration as humidity  increases?    humiditya rate of transpiration rate of transpirationrate of transpiration rate of transpirationhumidityb humidityc humidityd      17 the diagram shows a potted plant and the same plant 24 hours later.    24 hours     what causes the change in the appearance of the plant?  a water loss is greater than water uptake.  b water moves from the leaves to the stem.  c water uptake is equal to water loss.  d water uptake is greater than water loss.    ",
+            "9": "9  \u00a9 ucles 2016 0610/21/m/j/16 [turn over  18 the diagram shows a section through the human heart.    which is the right atrioventricular valve?    abc d       19 what is the function of lymphocytes in the blood?  a antibody production  b blood clotting  c phagocytosis  d transport of hormones      20 which part of a pathogen is recognised by the immune system?  a active site  b antibiotic  c antibody  d antigen      21 compared with atmospheric air, air breathed out by a human contains  a less water vapour, less carbon dioxide.  b less water vapour, more carbon dioxide.  c more water vapour, less carbon dioxide.  d more water vapour, more carbon dioxide.     ",
+            "10": "10  \u00a9 ucles 2016 0610/21/m/j/16  22 what describes the actions of the intercostal muscles and the diaphragm when we breathe out?     external  intercostal muscles internal  intercostal muscles diaphragm  a contract relax falls  b contract relax rises  c relax contract falls  d relax contract rises      23 what is the word equation for aerobic respiration in plants?  a carbon dioxide + water \u2192 glucose + oxygen  b glucose + carbon dioxide \u2192 water + oxygen  c glucose + oxygen \u2192 carbon dioxide + water  d glucose + water \u2192 carbon dioxide + oxygen      24 an amino acid is deaminated. this is the removal of  a the carbon-containing part.  b the nitrogen-containing part.  c the oxygen-containing part.  d the sulfur-containing part.    ",
+            "11": "11  \u00a9 ucles 2016 0610/21/m/j/16 [turn over  25 the diagram represents a simple reflex arc.    fingerr qspinal cord p musclepin    what is the sequence of nerve cells through which an impulse passes during a reflex action?     first  last  a p q r  b q r p  c q p r  d r p q     26 the diagram shows the density of rods and cones across a horizontal section of the retina.    what is the position of the optic nerve?    density of receptors ab c d distance across the retinarodscones      ",
+            "12": "12  \u00a9 ucles 2016 0610/21/m/j/16  27 what are the effects of insulin and glucagon on the concentration of blood glucose?     effect of insulin  on blood glucose  concentration effect of glucagon  on blood glucose  concentration  a decreases decreases  b decreases increases  c increases decreases  d increases increases     28 which organ is most often damaged by regularly drinking too much alcohol?  a heart  b liver  c pancreas  d stomach     29 what are advantages of sexual and asexual reproduction?     advantage of sexual reproduction advantage of asexual reproduction  a less population growth only one parent required  b more energy efficient gametes can be transferred by environment  c more genetic variation faster  d no transfer of gametes needed does not compete with the parent for nutrients      30 the diagrams show pollen grains from three different species of plant as they appear under the  microscope. the diagrams are all to the same scale.    123     which pollen grains are involved in insect-pollination?  a 1 and 2 b 1 only c 2 and 3 d 3 only     ",
+            "13": "13  \u00a9 ucles 2016 0610/21/m/j/16 [turn over  31 what happens to the chromosome number after meiosis and after mitosis?     meiosis mitosis  a halved halved  b halved stays the same  c stays the same halved  d stays the same stays the same      32 in the inheritance of abo blood groups, when two parents have the genotypes iaia and iaio, what  is the blood group of their offspring?  a group a  b group ab  c group b  d group o     33 which structures are present in a bacterial cell?     cell wall nucleus  a \u0016 \u0016  b \u0016 \u001a  c \u001a \u0016  d \u001a \u001a     34 the whole of an island\u2019s population of short-haired bumblebees is descended from just two  parents. these were introduced from the mainland.    which statement about the island\u2019s short-haired bumblebee population, compared with that of the  mainland, is correct?  a the population is less in danger of collapsing from disease.  b the population is more able to adapt to environmental changes.  c the population shows more genetic variety.  d the population will adapt to environmental changes more slowly.    ",
+            "14": "14  \u00a9 ucles 2016 0610/21/m/j/16  35 the diagram shows a pyramid of biomass for a food chain in a woodland ecosystem.    fleas birds insects trees     what is the pyramid of numbers for this food chain?    ab cd       36 the diagram shows part of the nitrogen cycle.    at which stage is denitrification occurring?    nitrogen in the atmosphere nitrogen in plantsanimals nitrates nitrites ammonium compoundsab cd      ",
+            "15": "15  \u00a9 ucles 2016 0610/21/m/j/16 [turn over  37 penicillin is produced in a fermenter by growing the fungus penicillium . the graph shows how the  mass of living penicillium  fungus and the concentration of penicillin changed over time.    mass concentrationmass of living penicilliumfungus 012 time  / days345concentration of penicillin     when is the best time to collect the penicillin?  a at 1.5 days  b at 3 days  c at 3.5 days  d at 5 days     38 a gene for insulin is taken from a human cell and placed in a bacterium.    the bacterium can then make human insulin.    what is this process called?  a artificial selection  b genetic engineering  c heterozygous inheritance  d natural selection     39 which effect is least  likely to occur as a result of deforestation?  a an increase in biodiversity  b an increase in soil erosion  c an increase in the level of carbon dioxide in the atmosphere  d an increased risk of flooding    ",
+            "16": "16    permission to reproduce items where third-party owned material pr otected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to trac e 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 ans wer-related information to candidates, all copyright acknowledgements are reproduced onl ine in the cambridge  international examinations copyright acknow ledgements booklet. this is produced for each  series of examinations and is freely a vailable to download at  www.cie.org.uk after the live examination series.    cambridge international examinations is part of the cambridge as sessment group. cambridge assessment is the brand name of unive rsity of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge.    \u00a9 ucles 2016 0610/21/m/j/16  40 the diagram shows the positions of four farms and the concentrations of nitrate at different points  in a river.    which farm is likely to have been using too much fertiliser on its land?    farm a farm bfarm dfarm c 60 40 20 0nitrate concentration/  ppmdirection of flow direction of flow        "
+        },
+        "0610_s16_qp_22.pdf": {
+            "1": "  the syllabus is approved for use in england, wales and northern ir eland as a cambridge international level 1/level 2 certificat e.  this document consists of 15 printed pages and 1 blank page.  ib16 06_0610_22/2rp  \u00a9 ucles 2016 [turn over     *1725547096*   cambridge international examinations  cambridge international general certificate of secondary education       biology 0610/22     paper 2  multiple choice (extended)  may/june 2016     45 minutes    additional materials: multiple choice answer sheet    soft clean eraser    soft pencil (type b or hb is recommended)        read these instructions first    write in soft pencil.  do not use staples, paper clips, glue or correction fluid. write your name, centre number and candidate number on the answer sheet in the spaces provided  unless this has been done for you.  do not  write in any barcodes.    there are forty  questions on this paper. answer all questions. for each question there are four possible  answers a, b, c and d.   choose the one you consider correct and record your choice in soft pencil  on the separate answer sheet.    read the instructions on the answer sheet very carefully.    each correct answer will score one mark. a ma rk will not be deducted for a wrong answer.  any rough working should be done in this booklet.  electronic calculators may be used.        ",
+            "2": "2  \u00a9 ucles 2016 0610/22/m/j/16  1 some yeast, sugar and water are mixed in a test-tube. the diagrams show the test-tube at the  start and after one hour.    at start after one houryeast, sugar and waterbubblesof gas     which process causes this change?  a growth  b reproduction  c respiration  d sensitivity     2 which diagram shows a flower from a monocotyledon?    cd b a      3 in which part of the cell is oxygen used to release energy from nutrient molecules?  a mitochondrion  b ribosome  c rough endoplasmic reticulum  d vesicle    ",
+            "3": "3  \u00a9 ucles 2016 0610/22/m/j/16 [turn over  4 the actual thickness of the leaf shown in the diagram is 2000  \u03bcm, but its thickness in the diagram  is 50  mm.        what is the magnification of the diagram?  a \u00d70.025 b \u00d725 c \u00d7100 d \u00d7100  000     5 the diagram shows two cells. the net movement of water is from cell x to cell y.    cell x cell ywater     what causes water to pass from cell x to cell y?  a water potential is higher in cell x and active transport occurs  b water potential is higher in cell x and osmosis occurs  c water potential is lower in cell x and active transport occurs  d water potential is lower in cell x and osmosis occurs    ",
+            "4": "4  \u00a9 ucles 2016 0610/22/m/j/16  6 for the stomata of a leaf to open, the guard cells accumulate more potassium ions than the  surrounding cells.    which row describes what happens?     movement of  potassium ions movement of  water in relation  to guard cells final state of the  guard cells  a active transport in turgid  b active transport out flaccid  c diffusion in plasmolysed  d diffusion out no change     7 the structures of antibodies, dna molecules and enzymes are specific to their actions.    which feature of each molecule makes it specific?     antibody dna enzyme  a active site binding site base order  b base order active site binding site  c base order binding site active site  d binding site base order active site      8 small molecules are used as the basic units in the synthesis of large food molecules.    which statement is correct?  a amino acids are basic units of carbohydrates.  b fatty acids are basic units of glycogen.  c glycerol is a basic unit of oils.  d simple sugar is a basic unit of protein.    9 a food stain on a table cloth is where meat cooked in oil has been spilt.    it is washed in a biological washing powder.    which combination of enzymes should be in the washing powder to remove the stain?  a amylase and lipase  b lipase and protease  c pectinase and amylase  d protease and pectinase ",
+            "5": "5  \u00a9 ucles 2016 0610/22/m/j/16 [turn over  10 which graph shows the effect of temperature on the activity of an enzyme?    temperature  / \u00b0cenzyme  activity a b  c d 0 50 100 enzyme  activity  0 50 100  temperature  / \u00b0cenzyme  activity  0 50 100  temperature  / \u00b0cenzyme  activity  0 50 100 temperature  / \u00b0c      11 when a tissue from a man is grafted onto a woman it may be rejected by the woman\u2019s body.    what is the main cause of this rejection?  a antibody production  b phagocytosis  c the action of antibiotics  d the presence of a y chromosome    ",
+            "6": "6  \u00a9 ucles 2016 0610/22/m/j/16  12 the diagram shows a potted plant and the same plant 24 hours later.    24 hours     what causes the change in the appearance of the plant?  a water loss is greater than water uptake.  b water moves from the leaves to the stem.  c water uptake is equal to water loss.  d water uptake is greater than water loss.     13 which graph shows most clearly what will happen to the rate of transpiration as humidity  increases?    humiditya rate of transpiration rate of transpirationrate of transpiration rate of transpirationhumidityb humidityc humidityd      ",
+            "7": "7  \u00a9 ucles 2016 0610/22/m/j/16 [turn over  14 which process is an example of translocation?  a absorption of water by the roots and its movement through the xylem to the leaves  b loss of water from the leaves as it evaporates into the air  c movement of sucrose from the leaves through phloem to other parts of the plant  d the process by which plants use the food produced by photosynthesis to obtain energy      15 the diagram shows a section through the human heart.    which is the right atrioventricular valve?    abc d       16 what is the fluid in the blood called?  a lymph  b mucus  c plasma  d tissue fluid     ",
+            "8": "8  \u00a9 ucles 2016 0610/22/m/j/16  17 the antibodies that give immunity to a disease can be acquired in the following different ways.    1 feeding on breast milk   2 infection by disease   3 vaccination    which give active immunity?  a 1 and 2 only  b 1 and 3 only  c 2 and 3 only  d 1, 2 and 3    18 which actions increase the volume of the thorax during breathing?     external  intercostal muscles internal  intercostal muscles muscles of  the diaphragm  a contract contract relax  b contract relax contract  c relax contract relax  d relax relax contract     19 what are the approximate percentages of oxygen and carbon dioxide in atmospheric air?     oxygen  / % carbon dioxide   / %  a 16 4.00  b 16 8.00  c 20 0.04  d 20 4.00      20 which processes depend on the action of enzymes?   1 digestion  2 osmosis  3 respiration  a 1 and 2 b 1 and 3 c 1 only d 2 and 3   ",
+            "9": "9  \u00a9 ucles 2016 0610/22/m/j/16 [turn over  21 lactic acid builds up in the muscles during vigorous exercise.    during recovery, how is this lactic acid removed?  a aerobic respiration of lactic acid in the liver  b anaerobic respiration of lactic acid in the muscles  c excretion of lactic acid by the kidneys  d removal of lactic acid by the alimentary canal     22 which diet will cause the liver to produce the most urea?  a high carbohydrate, low fat  b high fat, high fibre  c high fat, low protein  d high protein, low carbohydrate    23 the diagram represents a simple reflex arc.    fingerr qspinal cord p musclepin    what is the sequence of nerve cells through which an impulse passes during a reflex action?     first  last  a p q r  b q r p  c q p r  d r p q     ",
+            "10": "10  \u00a9 ucles 2016 0610/22/m/j/16  24 what are the effects of adrenaline?     breathing rate pulse rate  a decreased decreased  b increased increased  c increased no effect  d no effect increased      25 the diagram shows the density of rods and cones across a horizontal section of the retina.    what is the position of the optic nerve?    density of receptors ab c d distance across the retinarodscones       26 which statement about antibiotics is not correct?  a antibiotics are used to treat diseases caused by viruses.  b some antibiotics are produced by fungi.  c some bacteria are resistant to antibiotics.  d when taking antibiotics for an infection, the treatment should be completed.     27 in which conditions will seeds germinate most quickly?  a dry and cold  b dry and warm  c wet and cold  d wet and warm    ",
+            "11": "11  \u00a9 ucles 2016 0610/22/m/j/16 [turn over  28 what are the characteristics of asexual reproduction?     fusion of  gamete nuclei genetic variety  in the offspring  a \u0016 \u0016  b \u0016 \u001a  c \u001a \u0016  d \u001a \u001a     29 where are oestrogen and progesterone produced during the menstrual cycle?     oestrogen progesterone  a hypothalamus ovary  b ovary ovary  c ovary placenta  d placenta pituitary gland      30 which structure will be found in the nucleus of a body cell in a woman?  a x allele  b x chromosome  c y allele  d y chromosome      31 when a cell divides, these events occur.    1 the dna inside the cell is duplicated exactly.  2 daughter cells are produced with the same chromosome number as the parent cell.    which type of division has occurred?    a meiosis producing genetically different cells  b meiosis producing genetically identical cells  c mitosis producing genetically different cells  d mitosis producing genetically identical cells     ",
+            "12": "12  \u00a9 ucles 2016 0610/22/m/j/16  32 in the inheritance of abo blood groups, when two parents have the genotypes iaia and iaio, what  is the blood group of their offspring?  a group a  b group ab  c group b  d group o     33 the diagram shows a hydrophyte in a river.    surface of waterfloating leaves submerged leavesdirection of water flow     which statement about the submerged leaves is correct?  a they cannot photosynthesise.  b they have a thick cuticle.  c they offer little resistance to water flow.  d they require many xylem vessels for support.    34 some disease-causing bacteria survive treatment with an antibiotic.    which statement about the surviving bacteria is correct?  a the antibiotic will work better on the next generation of bacteria.  b the bacteria have undergone a process of natural selection.  c the bacteria will now be resistant to all antibiotics.  d the resistance of the bacteria is a result of selective breeding.     ",
+            "13": "13  \u00a9 ucles 2016 0610/22/m/j/16 [turn over  35 the diagram shows a pyramid of biomass for a food chain in a woodland ecosystem.    fleas birds insects trees     what is the pyramid of numbers for this food chain?    ab cd       36 in the food chain below, the population of snakes is halved owing to a viral disease.    grass  \u2192  locusts  \u2192  snakes  \u2192  eagles    what effect does this have on the other members of the food chain?     grass locusts eagles  a decrease increase decrease  b decrease increase increase  c increase decrease decrease  d increase increase decrease     ",
+            "14": "14  \u00a9 ucles 2016 0610/22/m/j/16  37 a gene for insulin is taken from a human cell and placed in a bacterium.    the bacterium can then make human insulin.    what is this process called?  a artificial selection  b genetic engineering  c heterozygous inheritance  d natural selection     38 when human dna is inserted into the plasmid dna of bacteria, which enzyme is used to cut the  dna?  a dna ligase  b lipase  c protease  d restriction enzyme    ",
+            "15": "15  \u00a9 ucles 2016 0610/22/m/j/16  39 the diagram shows the positions of four farms and the concentrations of nitrate at different points  in a river.    which farm is likely to have been using too much fertiliser on its land?    farm a farm bfarm dfarm c 60 40 20 0nitrate concentration/  ppmdirection of flow direction of flow       40 a large amount of herbicide is applied to a field. however, some of the herbicide is washed into a  nearby lake.    what is the effect of the herbicide on the weeds in the field and on the plants in the lake?     weeds in field plants in lake  a less growth less growth  b less growth more growth  c more growth less growth  d more growth more growth     ",
+            "16": "16    permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to trac e 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 ans wer-related information to candidates, all copyright acknowledgements are reproduced onl ine in the cambridge  international examinations copyright acknow ledgements booklet. this is produced for each  series of examinations and is freely a vailable to download at  www.cie.org.uk after the live examination series.    cambridge international examinations is part of the cambridge as sessment group. cambridge assessment is the brand name of unive rsity of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge.    \u00a9 ucles 2016 0610/22/m/j/16  blank page    "
+        },
+        "0610_s16_qp_23.pdf": {
+            "1": "  the syllabus is approved for use in england, wales and northern ir eland as a cambridge international level 1/level 2 certificat e.  this document consists of 17 printed pages and 3 blank pages.  ib16 06_0610_23/2rp  \u00a9 ucles 2016 [turn over     *7037547692 *  cambridge international examinations  cambridge international general certificate of secondary education       biology 0610/23     paper 2  multiple choice (extended)  may/june 2016     45 minutes    additional materials: multiple choice answer sheet    soft clean eraser    soft pencil (type b or hb is recommended)        read these instructions first    write in soft pencil.  do not use staples, paper clips, glue or correction fluid. write your name, centre number and candidate number on the answer sheet in the spaces provided  unless this has been done for you.  do not  write in any barcodes.    there are forty  questions on this paper. answer all questions. for each question there are four possible  answers a, b, c and d.   choose the one you consider correct and record your choice in soft pencil  on the separate answer sheet.    read the instructions on the answer sheet very carefully.    each correct answer will score one mark. a ma rk will not be deducted for a wrong answer.  any rough working should be done in this booklet.  electronic calculators may be used.        ",
+            "2": "2  \u00a9 ucles 2016 0610/23/m/j/16  1 some yeast, sugar and water are mixed in a test-tube. the diagrams show the test-tube at the  start and after one hour.    at start after one houryeast, sugar and waterbubblesof gas     which process causes this change?  a growth  b reproduction  c respiration  d sensitivity     2 during the process of nutrition, all organisms need to absorb mineral ions and water from their  environment.    which other substances do plants and animals need to absorb during this process?     plants animals  a carbon dioxide inorganic compounds  b carbon dioxide organic compounds  c oxygen inorganic compounds  d oxygen organic compounds     ",
+            "3": "3  \u00a9 ucles 2016 0610/23/m/j/16 [turn over  3 the shaded area of the diagram represents structures found in both plant and animal cells.    plantplant cellcell structuresstructuresanimalanimal cellcell structuresstructuresplant cell structuresanimal cell structures     which cell structure is from the shaded area?  a cell membrane  b cell wall  c chloroplast  d large vacuole     4 what is the correct order of increasing size of the following structures, from smallest to largest?  a chromosome \u2192 liver \u2192 white blood cell  b chromosome \u2192 white blood cell \u2192 liver  c liver \u2192 chromosome \u2192 white blood cell  d white blood cell \u2192 liver \u2192 chromosome      5 the actual thickness of the leaf shown in the diagram is 2000  \u03bcm, but its thickness in the diagram  is 50  mm.        what is the magnification of the diagram?  a \u00d70.025 b \u00d725 c \u00d7100 d \u00d7100  000    ",
+            "4": "4  \u00a9 ucles 2016 0610/23/m/j/16  6 which statement describes how young plants are supported?  a the pressure of water inside the cells pressing outwards on the cell membranes  b the pressure of water inside the cells pressing outwards on the cell walls  c the pressure of water passing from the roots through the phloem  d the pressure of water passing from the roots through the xylem      7 the diagram shows the order of bases along part of one strand of dna.    a\u2015c\u2015t\u2015t\u2015a\u2015g\u2015a\u2015t    what is the order of bases on the corresponding part of the other strand?  a a\u2015c\u2015t\u2015t\u2015a\u2015g\u2015a\u2015t  b c\u2015a\u2015g\u2015g\u2015c\u2015t\u2015c\u2015g  c t\u2015a\u2015g\u2015a\u2015t\u2015t\u2015c\u2015a  d t\u2015g\u2015a\u2015a\u2015t\u2015c\u2015t\u2015a    8 small molecules are used as the basic units in the synthesis of large food molecules.    which statement is correct?  a  amino acids are basic units of carbohydrates.  b fatty acids are basic units of glycogen.  c glycerol is a basic unit of oils.  d simple sugar is a basic unit of protein.     ",
+            "5": "5  \u00a9 ucles 2016 0610/23/m/j/16 [turn over  9 the diagrams show a protease enzyme catalysing the breaking of part of a protein molecule into  smaller pieces.     which diagram has three correct labels?    a substrateproduct enzymeb active site active siteproduct enzyme c substrate enzymed active site productsubstrate      ",
+            "6": "6  \u00a9 ucles 2016 0610/23/m/j/16  10 which graph shows the effect of temperature on the activity of an enzyme?    temperature  / \u00b0cenzyme  activity a b  c d 0 50 100 enzyme  activity  0 50 100  temperature  / \u00b0cenzyme  activity  0 50 100  temperature  / \u00b0cenzyme  activity  0 50 100 temperature  / \u00b0c      11 which feature is a leaf adaptation for living in the desert?    a large size  b many stomata  c rolled along its length  d thin waxy cuticle     12 in which region of the alimentary canal is maltose digested?  a colon  b rectum  c small intestine  d stomach    ",
+            "7": "7  \u00a9 ucles 2016 0610/23/m/j/16 [turn over  13 which description of the cholera pathogen is correct?  a the bacterium prevents the kidney from absorbing wa ter, so water is secreted into the small  intestine, causing diarrhoea.  b the bacterium produces a toxin that causes the secretion of chloride ions into the small  intestine, drawing in water by osmosis.  c the virus prevents the kidney from absorbing water, so water is secreted into the small  intestine, causing diarrhoea.  d the virus produces a toxin that causes the secretion of chloride ions into the small intestine,  drawing in water by osmosis.     14 the diagram shows a fat globule (p) in one part of the alimentary canal and the same globule (q)  as it appears in another part of the alimentary canal.    pq    in which parts of the alimentary canal are p and q found?     p q  a duodenum stomach  b ileum oesophagus  c oesophagus ileum  d rectum ileum     ",
+            "8": "8  \u00a9 ucles 2016 0610/23/m/j/16  15 which graph shows most clearly what will happen to the rate of transpiration as humidity  increases?    humiditya rate of transpiration rate of transpirationrate of transpiration rate of transpirationhumidityb humidityc humidityd      16 the diagram shows a potted plant and the same plant 24 hours later.    24 hours     what causes the change in the appearance of the plant?  a water loss is greater than water uptake.  b water moves from the leaves to the stem.  c water uptake is equal to water loss.  d water uptake is greater than water loss.    ",
+            "9": "9  \u00a9 ucles 2016 0610/23/m/j/16 [turn over  17 the diagram shows a section through the human heart.    which is the right atrioventricular valve?    abc d       18 what is a method of reducing the risk of coronary heart disease?  a angioplasty  b \u2018 by-pass\u2019 surgery  c controlled exercise  d inserting a stent     19 which row describes the features of passive immunity?     antibodies  made involves  memory cells effective  period  a no no short term  b no yes short term  c yes no long term  d yes yes long term      20 what is the path of carbon dioxide as it leaves the lungs?  a alveolus \u2192 bronchiole \u2192 bronchus \u2192 trachea   b alveolus \u2192 bronchus \u2192 bronchiole \u2192 trachea  c trachea \u2192 bronchiole \u2192 bronchus \u2192 alveolus  d trachea \u2192 bronchus \u2192 bronchiole \u2192 alveolus     ",
+            "10": "10  \u00a9 ucles 2016 0610/23/m/j/16  21 when the external intercostal muscles contract, how do the pressure and the volume inside the  lungs change?     pressure volume  a decreases decreases  b decreases increases  c increases decreases  d increases increases      22 what is the equation for aerobic respiration?  a c6h12o6  +  6o 2  \u2192  6co 2  +  6h 2o  b c6h12o6  \u2192  2c 3h6o3  c c6h12o6  \u2192  2c 2h5oh  +  2co 2  d 6co 2  +  6h 2o  \u2192  c6h12o6  +  6o 2      23 what is an example of excretion in mammals?  a the release of hormones from glands  b the release of saliva into the mouth  c the removal of undigested food through the anus  d the removal of urea by the kidneys     ",
+            "11": "11  \u00a9 ucles 2016 0610/23/m/j/16 [turn over  24 the diagram represents a simple reflex arc.    fingerr qspinal cord p musclepin    what is the sequence of nerve cells through which an impulse passes during a reflex action?     first  last  a p q r  b q r p  c q p r  d r p q     25 what effect does adrenaline have on blood glucose concentration and pulse rate?     blood glucose  concentration pulse rate  a decreases decreases  b decreases increases  c increases decreases  d increases increases     ",
+            "12": "12  \u00a9 ucles 2016 0610/23/m/j/16  26 the diagram shows the density of rods and cones across a horizontal section of the retina.    what is the position of the optic nerve?    density of receptors ab c d distance across the retinarodscones      27 a teacher said a way to remember the difference between two groups of cells is \u2018many, minute  and motile\u2019 or \u2018few, fat and fixed\u2019    what are the groups of cells?  a animal and plant cells  b male and female gametes  c red and white blood cells  d xylem and phloem cells     ",
+            "13": "13  \u00a9 ucles 2016 0610/23/m/j/16 [turn over  28 the diagram shows a flower.        which processes have taken place?     pollination fertilisation  a no no  b no yes  c yes no  d yes yes      29 the concentrations of lh and oestrogen are m easured during part of a menstrual cycle.    on which day does ovulation occur?     date concentration of  lh  / arbitrary  units concentration of  oestrogen  /  arbitrary units  a march 25th 10 30  b march 28th 12 135  c march 31st 120 130  d april 3rd 20 25     30 owners of successful race horses hope that the horses\u2019 offspring will be like their parents.    how does a young race horse inherit its characteristics?  a equally from its mother and father  b mainly from its father  c mainly from its mother  d passed across the placenta ",
+            "14": "14  \u00a9 ucles 2016 0610/23/m/j/16  31 which structures in plant cells build protein molecules under the control of the nucleus?  a cell walls  b chloroplasts  c mitochondria  d ribosomes      32 in the inheritance of abo blood groups, when two parents have the genotypes iaia and iaio, what  is the blood group of their offspring?  a group a  b group ab  c group b  d group o    33 which characteristic shows discontinuous variation in humans?  a height  b length of foot  c tongue rolling  d weight     34 sickle cell anaemia is determined by the gene hb. hb a is the allele for normal blood. hbs is the  allele for sickle cell anaemia.    which combination of parents could result in some children with resistance to malaria and some  with all normal red blood cells?    a hb a hba hba hba  b hba hba hba hbs  c hba hba hbs hbs  d hbs hbs hbs hbs     ",
+            "15": "15  \u00a9 ucles 2016 0610/23/m/j/16 [turn over  35 the diagram shows a pyramid of biomass for a food chain in a woodland ecosystem.    fleas birds insects trees     what is the pyramid of numbers for this food chain?    ab cd       36 which process is not part of the water cycle?  a condensation  b fossilisation  c precipitation  d transpiration      37 which process is carried out by bacteria in the root nodules of leguminous plants?  a decomposition  b denitrification  c nitrification  d nitrogen fixation     ",
+            "16": "16  \u00a9 ucles 2016 0610/23/m/j/16  38 a gene for insulin is taken from a human cell and placed in a bacterium.    the bacterium can then make human insulin.    what is this process called?  a artificial selection  b genetic engineering  c heterozygous inheritance  d natural selection     39 when a river is polluted by fertiliser, the following processes may occur.    1 increased aerobic respiration of decomposers  2 increased growth of producers 3 decreased oxygen concentration in the water    what is the correct sequence for these processes?  a 1 \u2192 2 \u2192 3 b 1 \u2192 3 \u2192 2 c 2 \u2192 1 \u2192 3 d 2 \u2192 3 \u2192 1     ",
+            "17": "17  \u00a9 ucles 2016 0610/23/m/j/16  40 the diagram shows the positions of four farms and the concentrations of nitrate at different points  in a river.    which farm is likely to have been using too much fertiliser on its land?    farm a farm bfarm dfarm c 60 40 20 0nitrate concentration/  ppmdirection of flow direction of flow      ",
+            "18": "18  \u00a9 ucles 2016 0610/23/m/j/16  blank page    ",
+            "19": "19  \u00a9 ucles 2016 0610/23/m/j/16  blank page    ",
+            "20": "20    permission to reproduce items where third-party owned material pr otected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to trac e 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 ans wer-related information to candidates, all copyright acknowledgements are reproduced onl ine in the cambridge  international examinations copyright acknow ledgements booklet. this is produced for each  series of examinations and is freely a vailable to download at  www.cie.org.uk after the live examination series.    cambridge international examinations is part of the cambridge as sessment group. cambridge assessment is the brand name of unive rsity of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge.    \u00a9 ucles 2016 0610/23/m/j/16  blank page       "
+        },
+        "0610_s16_qp_31.pdf": {
+            "1": "this document consists of 19 printed pages and 1 blank page. dc (kn/sg) 113417/3 \u00a9 ucles 2016 [turn overcambridge international examinations cambridge international general certificate of secondary education *7334224614* biology  0610/31 paper 3 theory (core) may/june 2016  1 hour 15 minutes candidates answer on the question paper. no additional materials are required. read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen. y ou may use an hb pencil for any diagrams or graphs. do not use staples, paper clips, glue or correction fluid. do not write in any barcodes. answer all questions. electronic calculators may be used. y ou may lose marks if you do not show your working or if you do not use appropriate units. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [ ] at the end of each question or part question. the syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificat e.",
+            "2": "2 0610/31/m/j/16 \u00a9 ucles 20161 fig. 1.1 shows an animal cell. a b. . fig. 1.1  (a) (i) name the features labelled a and b.    write your answers on fig. 1.1. [2]   (ii) the nucleus of living cells contains genetic material.    name the chemical  that this genetic material is made from.  .. .[1]  (b) the cell in fig. 1.1 carries out aerobic respiration.    name one chemical that diffuses into an animal cell and one chemical that diffuses out of a  cell during aerobic respiration.    chemical that diffuses in   ... chemical that diffuses out  ... ..    [2]  (c) the process of active transport occurs in some cells.   outline one way in which diffusion is different to active transport.  .. .  .. .[1]",
+            "3": "3 0610/31/m/j/16 \u00a9 ucles 2016 [turn over  fig. 1.2 shows a cell from the palisade mesophyll layer of a leaf. c chloroplast d  fig. 1.2  (d) (i) name the features labelled c and d.    write your answers on fig. 1.2. [2]   (ii) name the process carried out by the chloroplasts and explain why all animal life depends  on this process. name of process  .. .. explanation  .. ..  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  [5]  [total: 13]",
+            "4": "4 0610/31/m/j/16 \u00a9 ucles 20162 fig. 2.1 shows a gorilla with her baby. fig. 2.1  (a) gorillas are mammals and have characteristics that are only found in mammals, and not in  any other vertebrate group.   state:    (i) one  mammalian characteristic visible in fig. 2.1  .. .[1]   (ii) two  mammalian characteristics not visible in fig. 2.1  1    2     [2]",
+            "5": "5 0610/31/m/j/16 \u00a9 ucles 2016 [turn over (b) fig. 2.2 shows the average body mass and table 2.1 shows the average lifespan of males in  six species of mammal. 50006000 4000 3000 2000 1000 0average male body mass  / kg specieselephant rhinoceros hippopotamus giraffe bison moose fig. 2.2 table 2.1 speciesaverage male  lifespan / years elephant 70 rhinoceros 48 hippopotamus 42 giraffe 25 bison 23 moose 21",
+            "6": "6 0610/31/m/j/16 \u00a9 ucles 2016  (i) name the mammal that has an average lifespan of 23 years.      .. .[1]   (ii) state the average body mass of a male rhinoceros.      .. kg [1]   (iii) state the average body mass of the mammal that has an average lifespan of 25 years.   .. kg [1]  (iv) describe the relationship between average body mass and average lifespan shown in  fig. 2.2 and table 2.1.  .. .  .. .  .. .[1]  (c) the average lifespan of a human male can vary from 40 years to 85 years.    the lifespan partly depends on the things available in the country where the man lives.   suggest three  things that would increase the chance of a man having a longer lifespan. 1     .. . 2     .. . 3     .. .  [3]  [total: 10]",
+            "7": "7 0610/31/m/j/16 \u00a9 ucles 2016 [turn over3 fig. 3.1 shows a section through the skin. f g h j direction of blood flow fig. 3.1  (a) name the structures labelled in fig. 3.1 and outline a function in the skin for each one.   write your answers in table 3.1.   an example has been done for you. table 3.1 structure name of structure function in the skin f g h sweat gland produces sweat for cooling the body j  [6]",
+            "8": "8 0610/31/m/j/16 \u00a9 ucles 2016 (b) in an investigation the volume of sweat produced by a student was measured when running  while carrying different masses in a back-pack. back-pack   the results are shown in fig. 3.2. 20 15 10 5 0volume of sweat produced / arbitrary units running with empty back-packrunning with 3  kg back-packrunning with 6  kg back-packrunning with 9  kg back-pack fig. 3.2",
+            "9": "9 0610/31/m/j/16 \u00a9 ucles 2016 [turn over  (i) use fig. 3.2 to state:    the volume of sweat produced when running with an empty back-pack   . arbitrary units   the volume of sweat produced when running with a 9 kg back-pack   . arbitrary units   use these two volumes to calculate the percentage increase in sweat production when  running with a 9 kg back-pack.    give your answer to the nearest whole number.    show your working.   ...  %   [3]   (ii) this investigation was carried out when the air temperature was 10 \u00b0c.    predict the effect of carrying out the same investigation if the air temperature was 15 \u00b0c.  .. .  .. .[1]  (c) when the student was at rest the volume of sweat produced was 2 arbitrary units.   the volume increases during exercise as the body needs to keep cool.  explain how this cooling takes place.  .. .  .. .  .. .  .. .  .. .  .. .[3]  [total: 13]",
+            "10": "10 0610/31/m/j/16 \u00a9 ucles 20164 choose words from the list to complete the sentences about hormones.  each word may be used once, more than once, or not at all.   adrenaline blood decrease glands   increase insulin nerves main  saliva system target urine  hormones are chemicals produced by .. .  hormones are carried round the body by the .. . a hormone affects the activity of one part of the body called the .. organ. after a person has eaten a meal the pancreas releases the hormone .. .  one of the effects of this hormone is to lower the glucose level in the .. . [5] [total: 5]",
+            "11": "11 0610/31/m/j/16 \u00a9 ucles 2016 [turn over5 fig. 5.1 shows some apparatus used to investigate transpiration. mmdirection of movement meniscus (end of liquid)capillary tuberubber tubingrubber bungleafy shoot coloured water fig. 5.1  the rate of transpiration can be calculated by measuring how far the meniscus moves in  five minutes.   (a) name the tissue that transports water from the roots to the leaves in a plant.  .. .[1]",
+            "12": "12 0610/31/m/j/16 \u00a9 ucles 2016 (b) the investigation was carried out at five different temperatures.   all other conditions were kept constant.   table 5.1 shows the results recorded using the apparatus shown in fig. 5.1. table 5.1 temperature / \u00b0cdistance moved by  meniscus in five  minutes / mm 10 2820 3230 3740 4450 53     (i) state one conclusion that can be drawn from the results in table 5.1 about the effect of  temperature on the rate of transpiration.  .. .  .. .[1]   (ii) suggest why the investigation was not continued at temperatures above 50 \u00b0c.  .. .  .. .  .. .  .. .[2]",
+            "13": "13 0610/31/m/j/16 \u00a9 ucles 2016 [turn over (c) the investigation was repeated using the leafy shoot shown in fig. 5.2. fig. 5.2   (i) predict how these results would be different to the results shown in table 5.1.  .. .  .. .[1]   (ii) give two reasons why the results would be different.  .. .  .. .  .. .  .. .[2]  (d) state one factor, other than temperature, that can affect the rate of transpiration.  .. .  .. .[1]  [total: 8]",
+            "14": "14 0610/31/m/j/16 \u00a9 ucles 20166 (a) define the term genetic engineering .  .. .  .. .  .. .  .. .[2]  (b) state two examples of genetic engineering.    for each example, outline how it benefits humans.  write your answers in table 6.1. table 6.1 example benefit to humans   [4]  [total: 6]",
+            "15": "15 0610/31/m/j/16 \u00a9 ucles 2016 [turn over7 the boxes on the left contain the names of some processes taking place in living organisms.  the boxes on the right contain descriptions of these processes. draw one straight line from each box on the left to a box on the right to link the name of the  process with its description.  an example has been done for you. name of process description of process pollinationthe diffusion of water through a partially  permeable membrane osmosisa response in which parts of a plant grow  towards or away from gravity gravitropismtransfer of pollen grains from the anther to  the stigma phagocytosisthe maintenance of a constant internal  environment assimilationthe movement of digested food molecules  into the cells of the body where they are used, becoming part of the cells homeostasisthe engulfing and killing of pathogens by  white blood cells  [4]  [total: 4]",
+            "16": "16 0610/31/m/j/16 \u00a9 ucles 20168 fig. 8.1 shows the structures that produce urine and excrete it from the body. l... m... bladder ring of muscle urethra fig. 8.1  (a) (i) name the structures labelled l and m.    write your answers on fig. 8.1. [2]   (ii) urea is excreted in the urine.    name the organ that produces urea and suggest how urea is transferred to the kidneys.  .. .  .. .  .. .[2]",
+            "17": "17 0610/31/m/j/16 \u00a9 ucles 2016 [turn over (b) in an investigation, the volume of urine produced by a student each day is measured.     the results are shown in table 8.1. table 8.1 dayvolume of urine  / cm3 per day 1 14402 15103 14104 14455 9106 14457 1500   suggest three  possible reasons for the lower volume of urine produced by the student on  day 5. 1     .. . 2     .. . 3     .. .  [3]  (c) outline three  processes used in the treatment of sewage to make the water it contains safe  for human use. 1     .. .  .. . 2     .. .  .. . 3     .. .  .. .  [3]  [total: 10]",
+            "18": "18 0610/31/m/j/16 \u00a9 ucles 20169 (a) (i) table 9.1 contains examples of components of a balanced diet and foods that contain a  high proportion of the component.    complete table 9.1 by filling in the blank spaces. table 9.1 component of balanced dietfood containing a high proportion  of the component fat olive oil meat pasta fibre (roughage)  [3]   (ii) name two other components of a balanced diet that are not listed in table 9.1.  .. .  .. .[2]",
+            "19": "19 0610/31/m/j/16 \u00a9 ucles 2016 (b) fig. 9.1 shows a picture of food production on a modern farm. fig. 9.1   the use of modern technology has increased the amount of food produced.   state two examples of modern technology and explain how each has contributed to the  amount of plants  grown for food. example explanation of technology  [4]  (c) on modern farms crop plants can be grown as large-scale monocultures.     suggest two negative impacts on an ecosystem for this method of food production.  1     .. . 2     .. .  [2]  [total: 11]",
+            "20": "20 0610/31/m/j/16 \u00a9 ucles 2016permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here 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 onl ine in the cambridge international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to do wnload at www.cie.org.uk after  the live examination series. cambridge international examinations is part of the cambridge assessment group. cambridge assessment is the brand name of unive rsity of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge.blank page"
+        },
+        "0610_s16_qp_32.pdf": {
+            "1": "this document consists of 19 printed pages and 1 blank page. dc (cw/sg) 108504/4 \u00a9 ucles 2016 [turn overcambridge international examinations cambridge international general certificate of secondary education *8508702162* biology  0610/32 paper 3  theory (core) may/june 2016  1 hour 15 minutes candidates answer on the question paper. no additional materials are required. read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen. y ou may use an hb pencil for any diagrams or graphs. do not use staples, paper clips, glue or correction fluid. do not write in any barcodes. answer all questions. electronic calculators may be used. y ou may lose marks if you do not show your working or if you do not use appropriate units. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [ ] at the end of each question or part question. the syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificat e.",
+            "2": "2 0610/32/m/j/16 \u00a9 ucles 20161 fig. 1.1 shows four different reptiles. not drawn to scale fig. 1.1  (a) (i) reptiles are vertebrates.    state one feature which all vertebrates have in common.  .. .  .. .[1]",
+            "3": "3 0610/32/m/j/16 \u00a9 ucles 2016 [turn over  (ii) state two features which can be used to identify the animals in fig. 1.1 as reptiles. 1     .. . 2     .. .  [2]   (iii) fig. 1.2 shows a snake. fig. 1.2    snakes are also reptiles. state one way, visible  in fig. 1.2, in which snakes are different  from the reptiles shown in fig. 1.1.  .. .  .. .[1]",
+            "4": "4 0610/32/m/j/16 \u00a9 ucles 2016  fig. 1.3 shows a newt, which looks similar to some reptiles, but belongs to a different  vertebrate group. fig. 1.3  (b) (i) state the vertebrate group to which the newt belongs.    choose from this list and circle  your answer. amphibian   bird   fish   mammal  [1]   (ii) state two features of this group which distinguish it from other vertebrate groups. 1     .. . 2     .. . [2]",
+            "5": "5 0610/32/m/j/16 \u00a9 ucles 2016 [turn over (c) in some species of reptile, the female keeps the fertilised eggs in her body until they are  ready to hatch. suggest two advantages of having this adaptive feature. 1     .. . 2     .. .  [2] [total: 9]",
+            "6": "6 0610/32/m/j/16 \u00a9 ucles 20162 fig. 2.1 shows a scientific project which involves growing tomato plants and fish in the same  glasshouse. solar panels provide power for heatingsunlight tomato plants release water vapour glasshousewater vapour is condensed, collected and run back into the fish tank fish are fed on plant-based food fish waste products are filtered and used as fertiliser for tomato plantstemperature maintained at 27  \u00b0c fig. 2.1  (a) state the process in the water cycle which is not used in this project. . . .[1]  (b) state the name of the process by which:   (i) the plants release water vapour .[1]   (ii) the fish release water and urea as waste products.   .. .[1]  the fish in fig. 2.1 are fed on plant-based food.  (c) (i) state the term used to describe animals which feed on plants.  .. .[1]   (ii) the tomato plants in fig. 2.1 are not grown in soil, because it can contain pathogens.    define the term pathogen .  .. .  .. .  .. .[1]",
+            "7": "7 0610/32/m/j/16 \u00a9 ucles 2016 [turn over (d) describe and explain two ways in which growing tomatoes in this project may save the grower  money.  .. .  .. .  .. .  .. .  .. .[3]  (e) the process of growing fish and tomatoes in fig. 2.1 shows some characteristics of a  sustainable resource.   (i) define the term sustainable resource .  .. .  .. .  .. .  .. .  .. .[2]   (ii) suggest why growing a species of fish in tanks may help to prevent extinction of the  species.  .. .  .. .  .. .[1] [total: 11]",
+            "8": "8 0610/32/m/j/16 \u00a9 ucles 20163 flowers contain the male and female reproductive structures of a plant.  the female reproductive structure is the carpel. the male reproductive structure is the stamen. (a) draw straight lines from the reproductive structures to show which parts of the flower are in  each structure. y ou should draw only five lines.  reproductive part of flower  structure   anther   stigma  carpel  ovary   petal  stamen  filament   style   sepal  [4]  (b) this question is about reproduction in humans.   outline the events that occur between sperm being deposited in the vagina and the embryo  being formed.  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .[4]",
+            "9": "9 0610/32/m/j/16 \u00a9 ucles 2016 [turn over (c) state two ways in which meiosis is different from mitosis. 1     .. . 2     .. .  [2] [total: 10]",
+            "10": "10 0610/32/m/j/16 \u00a9 ucles 20164 fig. 4.1 shows a root hair cell. a ... c ...b ... fig. 4.1  (a) (i) name the features labelled a, b and c.    write your answers on fig. 4.1. [3]   (ii) feature a is made of cellulose. what is cellulose made from?  .. .[1]   (iii) state two functions of a root hair cell. 1     .. . 2     .. . [2]   (iv) describe how a root hair cell is adapted for its function.  .. .  .. .  .. .[1]",
+            "11": "11 0610/32/m/j/16 \u00a9 ucles 2016 [turn over (b) fig. 4.2 shows a palisade mesophyll cell. fig. 4.2   the cell in fig. 4.2 contains structures which are not present in root hair cells.   state the name of these structures and explain their function.  .. .  .. .  .. .  .. .  .. .[3] [total: 10]",
+            "12": "12 0610/32/m/j/16 \u00a9 ucles 20165 fig. 5.1 shows the risk of coronary heart disease by age and gender. 45 40 35 30 25 20 15 10 5 0 25 \u2013 34 35  \u2013 44 age group  / years45 \u2013 54 55  \u2013 64 65  \u2013 74percentage of all deaths caused by coronary heart diseasemen women fig. 5.1  (a) use fig. 5.1 to:   (i) state which age group has the lowest percentage of deaths caused by coronary heart  disease  .. .[1]   (ii) describe what happens to the risk of coronary heart disease as a man gets older  .. .  .. .  .. .  .. .  .. .[2]",
+            "13": "13 0610/32/m/j/16 \u00a9 ucles 2016 [turn over  (iii) describe the difference in risk of coronary heart disease for a man and a woman between  the ages of 55 and 64.  .. .  .. .  .. .  .. .  .. .[2]  (b) state three  risk factors for coronary heart disease, other than  age and gender. 1    2    3    [3]  (c) fig. 5.2 shows a diagram of the human heart and its associated blood vessels. d e fh g fig. 5.2   on the diagram, circle  the letter of the blood vessel which, when blocked, results in coronary  heart disease. [1]",
+            "14": "14 0610/32/m/j/16 \u00a9 ucles 2016 (d) the activity of the heart can be studied by monitoring the closing of the heart valves.   (i) describe how this monitoring could be carried out.  .. .  .. .[1]   (ii) state the function of the heart valves.  .. .  .. .[1]   fig. 5.3 shows heart activity (valves closing) over a period of ten seconds, for a person who  is resting. 05 1 0 time  / sheart activityvalves closing fig. 5.3   (iii) state how many times the valves close in ten seconds.  .. .[1]   (iv) calculate the heart rate, in beats per minute , of the person being monitored. show your  working.   beats per minute [2]   (v) suggest how the heart activity would be different if the person started to exercise.  .. .  .. .  .. .[1] [total: 15]",
+            "15": "15 0610/32/m/j/16 \u00a9 ucles 2016 [turn over6 (a) define the term genetic engineering .  .. .  .. .  .. .  .. .  .. .[2]  (b) (i) outline why bacteria are useful in genetic engineering.  .. .  .. .  .. .  .. .  .. .[2]   (ii) table 6.1 contains six statements about biological processes. only two of these use  genetic engineering. identify these two processes. place a tick in the box ( \u2713) next to your  choices. table 6.1 statementuses genetic  engineering producing fruit juice using pectinase introducing genes into crop plants to provide additional  vitamins selective breeding to produce organisms with desirable  features placing a section of dna into bacteria to produce  human insulin using yeast to produce ethanol using a contraceptive implant as a method of birth  control  [2]",
+            "16": "16 0610/32/m/j/16 \u00a9 ucles 2016 (c) scientists have used genetic engineering to develop crop plants which are resistant to  herbicides.   (i) explain why farmers use herbicides.  .. .  .. .  .. .  .. .  .. .[2]   (ii) a field contains genetically modified crop plants which are resistant to herbicides. it also  contains some weeds. the plants are sprayed with herbicides.    state how the herbicide affects:    the weeds  .. .  .. .    the crop plants.  .. .  .. .  [2] [total: 10]",
+            "17": "17 0610/32/m/j/16 \u00a9 ucles 2016 [turn overblank page",
+            "18": "18 0610/32/m/j/16 \u00a9 ucles 20167 fig. 7.1 shows a newly planted oil palm plantation, with a rainforest in the background.  the land on which the oil palms are being grown has been cleared by removing part of the forest. fig. 7.1  (a) (i) state the term used to describe the removal of forests.  .. .[1]   (ii) removing rainforests puts some species at risk of extinction.    list three other  undesirable effects of removing rainforests. 1     .. . 2     .. . 3     .. .  [3]",
+            "19": "19 0610/32/m/j/16 \u00a9 ucles 2016 [turn over (b) the removal of rainforests has reduced the number of orangutans. their numbers fell from  315 000 in 1900 to 50 000 in 2014.   (i) calculate the percentage change in the number of orangutans between 1900 and 2014.    show your working. give your answer to the nearest whole number.   .%   [3]   (ii) outline two ways of conserving the orangutan species. 1     .. . 2     .. .  [2]  (c) crop plants such as oil palm plants are often grown as monocultures.   describe one negative impact to the environment of growing plants as monocultures.  .. .  .. .  .. .[1] [total: 10]",
+            "20": "20 0610/32/m/j/16 \u00a9 ucles 20168 a student stood on a sharp pin, causing a nerve impulse to travel along a reflex arc in her nervous  system.  use words from the list to complete the boxes.  each word may be used once, more than once or not at all. brain   relay   neurone   effector   receptor response   spinal cord   stimulus sharp pin sensory cell sensory neurone motor (effector) neurone muscle in leg muscle contracts  [5] [total: 5] permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here 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 onl ine in the cambridge international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to do wnload at www.cie.org.uk after  the live examination series. cambridge international examinations is part of the cambridge assessment group. cambridge assessment is the brand name of unive rsity of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge."
+        },
+        "0610_s16_qp_33.pdf": {
+            "1": "this document consists of 21 printed pages and 3 blank pages. dc (rw/sg) 109185/3 \u00a9 ucles 2016  [turn overcambridge international examinations cambridge international general certificate of secondary education * 2 2 7 2 0 6 9 5 6 9 * biology  0610/33 paper 3  core  may/june 2016  1 hour 15 minutes candidates answer on the question paper. no additional materials are required. read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen. y ou may use an hb pencil for any diagrams or graphs. do not use staples, paper clips, glue or correction fluid. do not  write in any barcodes. answer all questions. electronic calculators may be used. y ou may lose marks if you do not show your working or if you do not use appropriate units. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question. the syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificate.",
+            "2": "2 0610/33/m/j/16 \u00a9 ucles 2016blank page",
+            "3": "3 0610/33/m/j/16 \u00a9 ucles 2016 [turn over1 fig. 1.1 shows five arthropods. antbee cockroach ladybirdmoth not drawn to scale fig. 1.1  (a) state one feature that is shared by all arthropods.  ... [1]  (b) the five animals in fig. 1.1 all belong to the same group of arthropods.   (i) name this group of arthropods.    choose your answer from this list. arachnids        crustaceans        insects        myriapods    [1]   (ii) state two visible features of the bee, shown in fig. 1.1, which place it in this group. 1   2      [2]  [total: 4]",
+            "4": "4 0610/33/m/j/16 \u00a9 ucles 20162 fig. 2.1 shows the flow of blood through the human heart and its associated blood vessels a, b, c  and d. a blood from bodyb blood to lungsc blood to body d blood from lungs fig. 2.1  (a) (i) state two ways in which the structure of blood vessel c is different from the structure of  blood vessel a. 1    ... 2    ...  [2]   (ii) tick the box that describes the blood in the vessel labelled d.    high pressure, deoxygenated       high pressure, oxygenated       low pressure, deoxygenated       low pressure, oxygenated     [1]",
+            "5": "5 0610/33/m/j/16 \u00a9 ucles 2016 [turn over (b) complete the flow chart by writing the name  of each blood vessel in the correct box to show  the order in which blood travels through them.   use names from this list. aorta        pulmonary artery        pulmonary vein        vena cava blood from body heart lungs heart blood to body  [3]  [total: 6]",
+            "6": "6 0610/33/m/j/16 \u00a9 ucles 2016blank page",
+            "7": "7 0610/33/m/j/16 \u00a9 ucles 2016 [turn over3 (a) water enters plants through the root hairs and escapes to the air from the leaves.   (i) name the term that is used to describe the loss of water vapour from the leaves.  ... [1]   (ii) complete the flow chart by writing in the boxes the names of the parts through which  water passes after it enters the root hair cells.    choose words from the list. mesophyll cells        cortex cells        stomata        xylem enters root hair cell escapes to the air  [3]",
+            "8": "8 0610/33/m/j/16 \u00a9 ucles 2016 fig. 3.1 shows a display of cut flowers in a shop.  at 6 am the flowers were placed in identical jars, e, f, g and h.  each jar contained 500  cm3 of water.  at 8 pm the jars all contained different volumes of water. e f g h fig. 3.1  (b) the volume of water remaining in jars e, f, g and h was measured at intervals between 6  am  and 8  pm.   the results are shown in the graph in fig. 3.2. 500 450 400 350 300 250 6 am 8 am 10 am midday 2 pm 4 pm 6 pm 8 pm time of dayvolume of water in jar / cm3jar e jar f jar g jar h fig. 3.2",
+            "9": "9 0610/33/m/j/16 \u00a9 ucles 2016 [turn over  (i) using data from fig. 3.2, describe the changes in the volume of water in jar h.    suggest an explanation for these changes.  ...  ...  ...  ...  ...  ...  ...  ...  ... [4]   (ii) calculate the difference between the volume of water in jars g and h at midday.    show your working.   . cm3  [1]   (iii) using only  information shown in fig. 3.1, suggest a reason for the difference in water  loss from jars g and h.  ...  ...  ... [1]  [total: 10]",
+            "10": "10 0610/33/m/j/16 \u00a9 ucles 20164 (a) state what is meant by the term balanced diet .  ...  ...  ...  ...  ... [2]  (b) fig. 4.1 shows a pie chart of a person\u2019s diet. 36% 12.5%35% 11% 5.5%fruit and vegetables meat, fish, eggs and beans foods and drinks high in fat and sugarmilk and dairy foodsbread, rice, potatoes and pasta fig. 4.1   (i) bread, rice, potatoes and pasta form 36% of this diet.    explain why these foods are important to the body.  ...  ...  ...  ...  ... [2]",
+            "11": "11 0610/33/m/j/16 \u00a9 ucles 2016 [turn over  (ii) state the foods shown in fig. 4.1 that are rich in protein and state why proteins are  important to the body.  ...  ...  ...  ...  ... [2]   (iii) only 5.5% of this diet is made up of food and drinks that are high in fat and sugar.    describe one harmful effect of eating too much fat.  ...  ...  ... [1]   (iv) the diet in fig. 4.1 would not be suitable for everyone\u2019s needs.    state and explain two factors that could affect a person\u2019s dietary needs.  ...  ...  ...  ...  ...  ...  ... [4]  [total: 11]",
+            "12": "12 0610/33/m/j/16 \u00a9 ucles 20165 genetic engineering can be used to improve crops.  (a) explain the meaning of the term genetic engineering .  ...  ...  ...  ...  ... [2]  fig. 5.1 shows part of a newspaper article about a new variety of maize. bug-free maize farmers lose a lot of their crops to  insect pests each year. they have to  spray their crops with insecticide to  kill the insect pests. now, scientists  have developed a new variety of  maize called bt maize that contains  its own insecticide. some kinds of bacteria make a  natural insecticide called bt. the  scientists have taken the gene for  this insecticide from the bacteria,  and inserted it into maize plants. fig. 5.1  (b) (i) the new bt maize contains a gene taken from bacteria.    define the term gene .  ...  ...  ...  ...  ... [2]",
+            "13": "13 0610/33/m/j/16 \u00a9 ucles 2016 [turn over  (ii) use the information in fig. 5.1 to suggest how the addition of this gene could increase  the farmer\u2019s maize crop.  ...  ...  ...  ...  ... [2]  (c) maize plants are wind-pollinated.   (i) describe what is meant by the term pollination .  ...  ... [1]   (ii) fruit trees are pollinated by insects.    suggest why growing bt maize near to apple trees might reduce the yield of the fruit  crop.  ...  ... [1]  (d) the development of bt maize is one example of genetic engineering.   state two other  examples of genetic engineering. 1    ... 2    ...  [2]  [total: 10]",
+            "14": "14 0610/33/m/j/16 \u00a9 ucles 20166 hormones play an important part in controlling the human body.  (a) define the term hormone .  ...  ...  ...  ...  ...  ...  ... [3]  (b) fig. 6.1 shows some parts of the human body where hormones are made. female malej k reproductive organs fig. 6.1",
+            "15": "15 0610/33/m/j/16 \u00a9 ucles 2016 [turn over  (i) complete table 6.1 by identifying and naming each part and stating the name of a  hormone produced by each of the parts.    some examples have been done for you. table 6.1 part name hormone j..insulin k..adrenaline reproductive organsovaries.. .. ..  [5]   (ii) adrenaline increases the heart rate.    state one example of a situation when adrenaline is produced and suggest why this  response is important.  ...  ...  ...  ...  ... [2]  [total: 10]",
+            "16": "16 0610/33/m/j/16 \u00a9 ucles 20167 the development of biological washing powders using enzymes from bacteria is an example of  biotechnology.  (a) state two reasons why bacteria are useful in biotechnology, such as in the development of  biological washing powders. 1    ... 2    ...  [2]  (b) fig. 7.1 shows part of a label taken from a packet of \u20185 star bio\u2019 washing powder. 5 star bio biological  washing powdercontains enzymeswash at 30 \u00b0cremoves food stains do not wash above 60 \u00b0conly small quantities needed fig. 7.1   use the information shown in fig. 7.1 to:   (i) explain how this washing powder removes food stains  ...  ...  ...  ...  ... [2]",
+            "17": "17 0610/33/m/j/16 \u00a9 ucles 2016 [turn over  (ii) explain why the manufacturer recommends washing at 30  \u00b0c and not above 60  \u00b0c  ...  ...  ...  ...  ... [2]   (iii) suggest why only small quantities of washing powder are needed to wash a large quantity  of clothes.  ...  ... [1]  (c) name an enzyme that could be used to remove fat stains from clothing.  ... [1]  [total: 8]",
+            "18": "18 0610/33/m/j/16 \u00a9 ucles 20168 fig. 8.1 shows a drawing of a section through a human eye. fig. 8.1  (a) (i) on fig. 8.1, label and name the part of the eye which focuses light to form a clear image.  [2]   (ii) on fig. 8.1, label and name the part of the eye where the image is formed.  [2]  (b) glaucoma is a disorder which affects the eyes.   some forms of glaucoma can be inherited.   (i) what is meant by the term inherited ?  ...  ...  ... [1]   (ii) glaucoma can be caused by a recessive allele, g.    explain the meaning of the terms: recessive  ...  ... allele  ..  ...  ...  [2]",
+            "19": "19 0610/33/m/j/16 \u00a9 ucles 2016 [turn over (c) fig. 8.2 shows part of a family tree in which some of the people have the type of glaucoma  that is caused by the recessive allele, g. 1 2 3 4 5 has glaucoma normal vision fig. 8.2   using g to represent the dominant allele and g to represent the recessive allele, complete the  table to show the genotype of each member of the family. person genotype 1.. 2.. 3.. 4.. 5..  [3]  [total: 10]",
+            "20": "20 0610/33/m/j/16 \u00a9 ucles 20169 (a) fig. 9.1 shows a diagram of a sustainable fish farm. duck house fish provide food for village duck faeces fall into the water and provide nutrients for water plantsfish and ducks feed on water plantsducks produce eggs for human consumptionwater is used for the ducks to drink and to irrigate crop plantscrops feed the local population fruit trees crop plants fig. 9.1   (i) the fish grown in this fish farm are herbivores.    define the term herbivore .  ...  ... [1]   (ii) other organisms in the pond break down dead or decaying matter.    name this group of organisms.  ... [1]   (iii) the method of fish farming shown in fig. 9.1 is a good example of the conservation of  resources.    suggest three  reasons for this statement. 1    ... 2    ... 3    ...  [3]",
+            "21": "21 0610/33/m/j/16 \u00a9 ucles 2016 [turn over (b) explain what is meant by a sustainable resource .  ...  ...  ...  ...  ... [2]  [total: 7]",
+            "22": "22 0610/33/m/j/16 \u00a9 ucles 201610 fig. 10.1 shows an early stage in the birth of a baby. amniotic fluidbaby fig. 10.1  (a) the unborn baby is surrounded by amniotic fluid.   describe one function of this liquid.  ...  ... [1]",
+            "23": "23 0610/33/m/j/16 \u00a9 ucles 2016 (b) the list describes six stages in the birth of a baby.   they are not in the correct order. amniotic sac bursts            baby passes down vagina            cervix dilates contractions begin            placenta delivered            umbilical cord is cut   complete the boxes by writing the descriptions of the stages in the correct order.   two of the stages have been completed for you. contractions begin . . . . . . umbilical cord is cut . .  [3]  [total: 4]",
+            "24": "24 0610/33/m/j/16 \u00a9 ucles 2016permission 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 international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download at www.cie.org.uk after  the live examination series. 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.blank page"
+        },
+        "0610_s16_qp_41.pdf": {
+            "1": "cambridge international examinations cambridge international general certificate of secondary education 0610/41 may/june 2016 1 hour 15 minutesbiology paper 4 theory (extended) candidates answer on the question paper. no additional materials are required. read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen.you may use an hb pencil for any diagrams or graphs.do not use staples, paper clips, glue or correction fluid.donot write in any barcodes. answer allquestions. electronic calculators may be used. you may lose marks if you do not show your working or if you do not use appropriate units. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [ ] at the end of each question or part question. this document consists of 20printed pages. [turn over 06_0610_41_2016_1.15 \u00a9 ucles 2016 *7774192182*",
+            "2": "fig. 1.1 shows the human heart and the main blood vessels. the functions of the parts of the heart and some of the blood vessels are given in table 1.1.(a)1 a b c d e fghjk fig. 1.1 06_0610_41_2016_1.15 \u00a9 ucles 20162",
+            "3": "complete table 1.1. one row has been done for you. table 1.1 name letter on fig. 1.1function structure that separates oxygenated and deoxygenated blood structure that prevents backflow of blood from ventricle to atrium aorta a blood vessel that carries oxygenated blood blood vessel that carries deoxygenated bloodstructure that prevents backflow of blood from pulmonary artery to right ventricle chamber of the heart that contains oxygenated blood chamber of the heart that contains deoxygenated blood [6] [turn over 06_0610_41_2016_1.15 \u00a9 ucles 20163",
+            "4": "a group of students used a heart monitor to record the pulse rate of an athlete during a 5000 metre race. the recordings started just before the race began and ended just after it hadfinished, as shown in fig. 1.2.(b) 180 160140120100 80604020 0 02468 1 0 1 2 1 4 1 6 1 8 time  / minpulse rate / beats per minutestart of race end of race fig. 1.2 use data from fig. 1.2 to describe the effect of exercise on the pulse rate of the athlete.(i) ... . ... . ... . ... . ... . ... . ... . [3] 06_0610_41_2016_1.15 \u00a9 ucles 20164",
+            "5": "explain the change in pulse rate between 2 minutes and 3 minutes after the recordings started.(ii) ... . ... . ... . ... . ... . ... . ... . ... . ... . [4] [total: 13] [turn over06_0610_41_2016_1.15 \u00a9 ucles 20165",
+            "6": "the nervous system coordinates the responses of animals to changes in their environment.2 fig. 2.1 shows the arrangement of the nervous system in a mammal.complete fig. 2.1 by writing the names of the missing parts of the mammalian nervous system in the boxes.(a) nervous system brain nervous system nervous system cranial nerves spinal nerves fig. 2.1 [3] fig. 2.2 is a flow chart that shows how an involuntary action is controlled.(b) painful stimulus pain receptor x relay neurone motor neurone muscle response fig. 2.2 06_0610_41_2016_1.15 \u00a9 ucles 20166",
+            "7": "state the structure found at x. (i) ... . [1] state the type of involuntary action shown by the flow chart.(ii) ... . [1] state twoways in which a voluntary action differs from an involuntary action. (iii) 1 . ... . 2  . [2] [turn over 06_0610_41_2016_1.15 \u00a9 ucles 20167",
+            "8": "fig. 2.3 shows three pots of seedlings that have been kept in different conditions.(c) pot p pot q pot r fig. 2.3 state the conditions in which pots pandqwere kept. (i) p. q. [1] state the name of the growth response shown by the seedlings in pot r. (ii) ... . [2] 06_0610_41_2016_1.15 \u00a9 ucles 20168",
+            "9": "explain the advantage to the seedlings of this growth response.(iii) ... . ... . ... . ... . ... . [2] auxins control the growth responses of seedlings. explain how auxins control the growth response of the seedlings in pot r.(iv) ... . ... . ... . ... . ... . ... . ... . ... . ... . [4] [total: 16] [turn over06_0610_41_2016_1.15 \u00a9 ucles 20169",
+            "10": "catalase is an enzyme that breaks down hydrogen peroxide inside cells. red blood cells contain catalase.3 some dogs have an inherited condition in which catalase is not produced. this condition is known as acatalasia and it is caused by a mutation in the gene for catalase. define the terms gene and gene mutation . (a) gene ...  ...  gene mutation... . ...  [2] a geneticist was asked to investigate the inheritance of acatalasia in dogs.(b) the normal allele is represented by band the mutant allele is represented by b. the geneticist made the diagram in fig. 3.1 to show the inheritance of acatalasia in a family of dogs. the shaded symbols indicate the dogs with acatalasia. 1 4 523normal male normal femalemale with acatalasiafemale with acatalasia fig. 3.1 state the genotypes of the dogs identified as 1,2and3in fig. 3.1. (i) 1. 2. 3. [3 ] 06_0610_41_2016_1.15 \u00a9 ucles 201610",
+            "11": "the geneticist crossed dog 4with dog 5. approximately half of the offspring had acatalasia and half the offspring did not have acatalasia. complete the genetic diagram to show how this is possible.(ii) parental phenotypes parental genotypes gametes punnett squarenormal . ..    ,    ..dog 4 has acatalasia . ..dog 5 + offspring genotypes  offspring phenotypes .. [3] state the name given to the type of cross that you have completed in (b)(ii) . (iii) ... . [1] [total: 9] [turn over06_0610_41_2016_1.15 \u00a9 ucles 201611",
+            "12": "rhabdostyla is a single-celled organism that has no cell wall and no chlorophyll. 4 gases are exchanged across the cell membrane of rhabdostyla . name:(a) the gas produced by rhabdostyla  the process that produces the gas ...the method of removal of the gas . [3] rhabdostyla lives in freshwater habitats, such as ponds, lakes and rivers. freshwater has a very low concentration of solutes. rhabdostyla has a contractile vacuole that fills with water and empties at intervals as shown in fig. 4.1. the contractile vacuole removes excess water. contractile  vacuole  contractile  vacuole expels excess water  not drawn to scale  fig. 4.1 explain, using the term water potential , why rhabdostyla needs to remove excess water. (b) ...  ...  ...  ...  ...  ...  ...  [3] 06_0610_41_2016_1.15 \u00a9 ucles 201612",
+            "13": "in an investigation, individual rhabdostyla were placed into different concentrations of sea water. the rate of water excreted by the contractile vacuole of each organism was determined. the resultsare shown in fig. 4.2. 20 1816141210 86420rate of waterexcreted/  \u00b5m3 s\u20131 04 concentration of sea water  / %12 fig. 4.2 explain the results shown in fig. 4.2.(c) ...  ...  ...  ...  ...  ...  ...  [3] [turn over06_0610_41_2016_1.15 \u00a9 ucles 201613",
+            "14": "single-celled organisms with cell walls do not have contractile vacuoles. suggest why.(d) ...  ...  ...  ...  ...  ...  ...  [3] [total: 12] 06_0610_41_2016_1.15 \u00a9 ucles 201614",
+            "15": "a researcher investigated the population growth of fish for fish farming. the researcher stocked a farmer\u2019s lake with a small number of these fish and recorded the number of fish over the next fiveyears. the researcher\u2019s results showed that the population of fish had increased exponentially.5 use the axes to show the exponential growth in the population of fish. label the axes and draw a suitable curve.(i) (a) [3] explain why the population of fish increased exponentially.(ii) ... . ... . ... . ... . ... . ... . ... . ... . ... . [4] [turn over06_0610_41_2016_1.15 \u00a9 ucles 201615",
+            "16": "fig. 5.1 shows the total mass of wild fish caught worldwide between 1950 and 2012 and the mass of farmed fish produced worldwide over the same period. wild fishwild fish farmed fishfarmed fish100 908070605040 30 2010 0 1950 1960 1970 1980 year1990 2000 2010mass of fish /  millions  of tonneswild fish farmed fish fig. 5.1 describe the changes in the mass of wild fish caught between 1950 and 2012. you will gain credit if you use data from fig. 5.1.(b) ...  ...  ...  ...  ...  ...  ...  [3] 06_0610_41_2016_1.15 \u00a9 ucles 201616",
+            "17": "it is predicted that wild fish stocks will decrease and become depleted because of overfishing. suggest ways in which governments can try to maintain the stocks of wild fish.(c) ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  [6] like fish stocks, forests can be a sustainable resource. discuss what is meant by the term sustainable resource , using forests as an example.(d) ...  ...  ...  ...  ...  ...  ...  [3] [total: 19] [turn over06_0610_41_2016_1.15 \u00a9 ucles 201617",
+            "18": "state the balanced chemical equation for photosynthesis.(a)6 ... ...light chlorophyll [2] a student investigated the effect of different wavelengths of light on the rate of photosynthesis of the water plant, cabomba . the student used the apparatus shown in fig. 6.1. off 1 2345 bench lamp coloured filtergraduated tubegassyringetap 1% sodium hydrogencarbonatesolution funnel cabomba0.0 0.5 1.0 fig. 6.1 06_0610_41_2016_1.15 \u00a9 ucles 201618",
+            "19": "the student collected the gas produced by the plant for five minutes. the results are shown in table 6.1.(b) table 6.1 volume of gas collected / cm3wavelength of light / nmcolour of filter 0.80 400 violet 0.80 475 blue 0.20 550 green 0.40 600 yellow 0.90 675 red describe the effect of wavelength of light on the rate of photosynthesis as shown in the student\u2019s results in table 6.1. you will gain credit if you use data from the table  ...  ...  ...  ...  ...  ...  [3] state how the student would calculate the rates of photosynthesis from the results in table 6.1.(c) ...  ...  [1] [turn over 06_0610_41_2016_1.15 \u00a9 ucles 201619",
+            "20": "state why the student:(d) kept the lamp at the same distance during the investigation,(i) ... . ... . ... . [1] used sodium hydrogencarbonate solution.(ii) ... . ... . ... . [1] state three uses in a plant of the carbohydrate produced in photosynthesis. (e) 1.. ... 2.. ... 3.. ... [3] [total: 11] 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 pub lisher 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 cambridg e international examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download at www.cie.o rg.uk after the live examination series. cambridge international examinations is part of the cambridge assessment group. cambridge assessment is the brand name of university of cambridge l ocal examinations syndicate (ucles), which is itself a department of the university of cambridge. 06_0610_41_2016_1.15 \u00a9 ucles 201620"
+        },
+        "0610_s16_qp_42.pdf": {
+            "1": "cambridge international examinations cambridge international general certificate of secondary education 0610/42 biology may/june 2016 paper 4 theory (extended) 1 hour 15 minutes candidates answer on the question paper. no additional materials are required. read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen.you may use an hb pencil for any diagrams or graphs.do not use staples, paper clips, glue or correction fluid.donot write in any barcodes. answer allquestions. electronic calculators may be used. you may lose marks if you do not show your working or if you do not use appropriate units. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [ ] at the end of each question or part question. the syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificate. this document consists of 18printed pages and 2blank pages. [turn over 06_0610_42_2016_1.10 \u00a9 ucles 2016 *4518800444*",
+            "2": "all mammals have a double circulatory system. fig. 1.1 shows part of the human double circulatory system.1 a dcbleft lung right lung p oj k muscular wall of heart left kidney right kidneyn l m fig. 1.1 name the muscular wall that separates the left and right sides of the human heart.(a) ...  [1] describe what is meant by the term double circulation. (i) (b) ... . ... . ... . [1] state one advantage of a double circulation. (ii) ... . ... . ... . [1] 06_0610_42_2016_1.10 \u00a9 ucles 20162",
+            "3": "table 1.1 describes some of the structures of the human circulatory system shown in fig.1.1 . (c) complete the table. one row has been done for you. table 1.1 letter on fig. 1.1 name of structure description heart chamber with the thickest muscular wall blood vessel that carries oxygenated blood to the heart blood vessel that carries oxygenated blood away from the heart blood vessel that carries blood away from the kidneys n vena cava blood vessel with the largest lumen [4] describe how blood is transported from the vena cava to the lungs. you may use the letters on fig. 1.1 in your description.(d) ...  ...  ...  ...  ...  ...  ...  ...  ...  [4] [turn over06_0610_42_2016_1.10 \u00a9 ucles 20163",
+            "4": "doctors recommend that a healthy diet can reduce the risk of coronary heart disease.(i) (e) give one other lifestyle improvement patients can make that can reduce the risk of coronary heart disease. ... . ... . [1] sometimes surgery is required to treat coronary heart disease.(ii) describe one named example of surgery that can treat coronary heart disease. ... . ... . ... . ... . ... . [2] [total: 14] 06_0610_42_2016_1.10 \u00a9 ucles 20164",
+            "5": "fig. 2.1 is an electron micrograph showing the bacteria, vibrio cholerae . 2 fig. 2.1 bacteria are prokaryotes.(i) (a) state twodistinguishing features of all prokaryotes. 1 . 2 . [2] the bacteria shown in fig. 2.1 each have a flagellum.(ii) suggest the function of the flagellum in bacteria . ... . ... . [1] [turn over 06_0610_42_2016_1.10 \u00a9 ucles 20165",
+            "6": "v. cholerae is the pathogen that causes cholera. vaccination is used to control the spread of cholera during an outbreak.(b) explain how vaccination can control the spread of diseases. ...  ...  ...  ...  ...  ...  ...  ...  ...  [4] many years ago scientists discovered that v. cholerae secretes a toxin. fig. 2.2 shows the results of an experiment to measure the flow of chloride ions out of human cells with andwithout the toxin.(c) 14 1210 86420 0 50 100 150 time  / sflow of chloride ions  / arbitrary units 200 250 300with toxin without toxinkey fig. 2.2 06_0610_42_2016_1.10 \u00a9 ucles 20166",
+            "7": "calculate the difference in flow of chloride ions between the cells with the toxin and the cells without the toxin at 50 seconds.(i) show your working and state the units in your answer. . [2] use the data in fig. 2.2 to describe the effect of the toxin on the flow of chloride ions out of the cells.(ii) ... . ... . ... . ... . ... . ... . ... . [3] chloride ions cannot move out of cells by simple diffusion.(iii) suggest and describe how chloride ions could move out of cells. ... . ... . ... . ... . ... . ... . ... . [3] [turn over06_0610_42_2016_1.10 \u00a9 ucles 20167",
+            "8": "the loss of chloride ions from cells causes diarrhoea and dehydration in patients with cholera.(d) state which organ in the alimentary canal is affected by the cholera toxin.(i) ... . [1] describe the treatment for cholera.(ii) ... . ... . ... . ... . ... . [2] [total: 18] 06_0610_42_2016_1.10 \u00a9 ucles 20168",
+            "9": "anthocyanin is a red pigment found in carnation flowers. some carnation plants have a gene for making anthocyanin.3 a flower grower bred red carnations.(i) (a) describe how growers selectively breed plants . ... . ... . ... . ... . ... . ... . [3] explain the disadvantages of using sexual reproduction to breed red carnations.(ii) ... . ... . ... . ... . ... . [2] meiosis is necessary for sexual reproduction of carnation plants.(b) define the term meiosis . ...  ...  ...  ...  ...  [2] [turn over 06_0610_42_2016_1.10 \u00a9 ucles 20169",
+            "10": "carnation plants show co-dominance for the anthocyanin gene. there are two alleles:(c) \u2022fa\u2013 allele for anthocyanin pigment (red flowers) \u2022fn\u2013 allele for no anthocyanin pigment (white flowers) state the genotype of a carnation plant that is heterozygous for this gene.(i) ... . [1] describe the phenotype of a heterozygous carnation plant for this gene.(ii) ... . ... . [1] the breeder crossed a fafncarnation plant with a fafacarnation plant. predict, using a genetic diagram, the proportion of pure breeding carnation plants in the offspring.(iii) parental genotypes fafn gametes punnett square...fafa\u00d7 ...+... ... offspring genotypes . offspring phenotypes ... proportion of pure breeding carnation plants ... [4] [total: 13] 06_0610_42_2016_1.10 \u00a9 ucles 201610",
+            "11": "some students investigated osmosis in raw potato sticks.4 define the term osmosis . (a) ...  ...  ...  ...  ...  ...  ...  [3] the students measured the mass of four of the potato sticks using an electronic balance.(b) fig. 4.1 shows an electronic balance. fig. 4.1 the students left each potato stick in one of four different liquids for 5 hours: \u2022distilled water \u20220.1 mol per dm3sodium chloride solution \u20220.5 mol per dm3sodium chloride solution \u20221.0 mol per dm3sodium chloride solution. after 5 hours they measured the mass again and calculated the change in mass. [turn over06_0610_42_2016_1.10 \u00a9 ucles 201611",
+            "12": "predict which of the liquids would cause the largest decrease in mass of a potato stick.(i) ... . [1] the students dried the potato sticks with paper towels before putting them on the electronic balance.(ii) suggest why. ... . ... . ... . [1] after the experiment the students noticed that the potato stick with the lowest mass was soft and floppy.(c) explain why the potato stick had become soft and floppy. ...  ...  ...  ...  ...  ...  ...  [3] the students followed the same experimental procedure with boiled potato sticks and found no overall change in mass in any of the solutions.(d) suggest why the mass of the boiled potato sticks remained the same. ...  ...  ...  ...  ...  [2] [total: 10] 06_0610_42_2016_1.10 \u00a9 ucles 201612",
+            "13": "hormones are secreted by glands or made artificially by drug companies.5 name the gland that secretes testosterone.(i) (a) ... . [1] state why testosterone can improve sporting performance.(ii) ... . ... . ... . [1] describe the role of progesterone in the menstrual cycle.(iii) ... . ... . ... . [1] synthetic progesterone is found in oral contraceptives.(iv) name one other hormone often found in oral contraceptives. ... . [1] [turn over06_0610_42_2016_1.10 \u00a9 ucles 201613",
+            "14": "water entering two sewage works, aandb, was tested for the presence of four hormones. the testing was repeated on water that left the sewage works to flow into lake aand lake b. the results of the tests on the water samples are shown in table 5.1. table 5.1 concentration of hormones at sewage works / ng per dm3hormone b a after sewage treatmentincluding chlorinealonebefore sewage treatmentafter sewage treatmentincluding ozoneand chlorinebefore sewage treatment not measurable 0.1 not measurable not measurable oestrogen 4.6 4.5 8.0 8.5 synthetic progesterone 2.7 2.4 2.8 2.5 natural progesterone 3.1 2.7 3.7 15.6 testosterone explain which water sample was most polluted with hormones before sewage treatment. use data from table 5.1 to support your answer.(b) ...  ...  ...  ...  ...  ...  ...  [3] 06_0610_42_2016_1.10 \u00a9 ucles 201614",
+            "15": "one reason for treating sewage is to reduce the concentration of hormones in the environment.(c) chlorine was used in the sewage treatment of both lakes.(i) describe the effect that chlorine had on the hormone concentrations in the water. use data from table 5.1 to support your answer. ... . ... . ... . ... . ... . [2] state the main purpose of chlorine in sewage treatment.(ii) ... . ... . ... . [1] [turn over06_0610_42_2016_1.10 \u00a9 ucles 201615",
+            "16": "describe the negative consequences of letting untreated sewage flow into lake ecosystems.(d) ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  [6] [total: 16] 06_0610_42_2016_1.10 \u00a9 ucles 201616",
+            "17": "fig. 6.1 shows the changes in glucose concentration of the blood.6 set leveltimehigh blood glucoseconcentration low blood glucoseconcentrationab c fig. 6.1 name the process that maintains blood glucose concentration within set limits.(a) ...  [1] name the hormone that would be secreted in response to the increasing blood glucose concentration at ain fig. 6.1.(i) (b) ... . [1] name an organ that is responsible for the decrease in blood glucose concentration after bin fig. 6.1.(ii) ... . [1] name the compound that is converted to glucose at cin fig. 6.1. (iii) ... . [1] [turn over06_0610_42_2016_1.10 \u00a9 ucles 201617",
+            "18": "describe the symptoms and treatment of type 1 diabetes. (c) ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  [5] [total: 9] 06_0610_42_2016_1.10 \u00a9 ucles 201618",
+            "19": "blank page 06_0610_42_2016_1.10 \u00a9 ucles 201619",
+            "20": "blank page permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. every reasonable effort has been made by the publisher (ucles) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the pub lisher 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 cambridg e international examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download at www.cie.o rg.uk after the live examination series. cambridge international examinations is part of the cambridge assessment group. cambridge assessment is the brand name of university of cambridge l ocal examinations syndicate (ucles), which is itself a department of the university of cambridge. 06_0610_42_2016_1.10 \u00a9 ucles 201620"
+        },
+        "0610_s16_qp_43.pdf": {
+            "1": "cambridge international examinations cambridge international general certificate of secondary education 0610/43 biology may/june 2016 paper 4 theory (extended) 1 hour 15 minutes candidates answer on the question paper. no additional materials are required. read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen.you may use an hb pencil for any diagrams or graphs.do not use staples, paper clips, glue or correction fluid.donot write in any barcodes. answer allquestions. electronic calculators may be used. you may lose marks if you do not show your working or if you do not use appropriate units. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [ ] at the end of each question or part question. the syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificate. this document consists of 18printed pages and 2blank pages. [turn over 06_0610_43_2016_1.9 \u00a9 ucles 2016 *1314985603*",
+            "2": "fig. 1.1 shows the human gas exchange system. the functions of the parts of the gas exchange system are given in table 1.1.(a)1 a b c d e fghjkm fig. 1.1 complete table 1.1. one row has been done for you. table 1.1 name letter on fig. 1.1 function larynx a structure that makes sounds bone that provides protection for the lungsairway that allows passage of air only into the right lung airway that allows passage of air into both lungs contracts to increase volume of thorax muscle that contracts to lower the ribcagesite of gas exchange [6] 06_0610_43_2016_1.9 \u00a9 ucles 20162",
+            "3": "the gas exchange system contains cartilage.(b) describe the function of cartilage in the gas exchange system  ...  ...  ...  ...  [2] soon after starting physical activity the concentration of carbon dioxide in the blood increases.(c) name the process inside cells that produces carbon dioxide.(i) ... . ... . [1] state the effect on breathing of an increase in carbon dioxide concentration in the blood.(ii) ... . ... . ... . [1] explain how this effect on breathing is coordinated.(iii) ... . ... . ... . ... . ... . ... . ... . [3] [total: 13] [turn over 06_0610_43_2016_1.9 \u00a9 ucles 20163",
+            "4": "fig. 2.1 is a flow chart that shows the events that occur as light travels through the eye.2 light reflected by an object light enters the eye and  passes through the cornea  light passes  through the lens  light enters  tissue x  light is absorbed  by rod cells  impulse is  generated  impulse is transmitted  to the brain  fig. 2.1 state the name of the tissue x. (i) (a) ... . [1] state the name of the nerve that transmits impulses from the eye to the brain.(ii) ... . [1] state what happens to rays of light as they enter the cornea and the lens.(iii) ... . [1] 06_0610_43_2016_1.9 \u00a9 ucles 20164",
+            "5": "describe the role of rod cells.(iv) ... . ... . ... . ... . ... . [2] a plant, arabidopsis thaliana , was placed on its side in the dark. fig. 2.2 is a series of drawings made of the plant, over seven days, as it responded to a change in its surroundings.(b) fig. 2.2 state the stimulus to which the plant responded.(i) ... . [1] name the growth response shown by the plant.(ii) ... . [2] [turn over06_0610_43_2016_1.9 \u00a9 ucles 20165",
+            "6": "explain the advantage to plants of the growth response shown in fig. 2.2.(iii) ... . ... . ... . ... . ... . [2] auxins control the growth responses of seedlings.(iv) explain how auxins control the growth response of a. thaliana , shown in fig. 2.2. ... . ... . ... . ... . ... . ... . ... . ... . ... . [4] [total: 14] 06_0610_43_2016_1.9 \u00a9 ucles 20166",
+            "7": "blank page [turn over06_0610_43_2016_1.9 \u00a9 ucles 20167",
+            "8": "sex in cats is determined in the same way as in humans.(a)3 complete the diagram below to show how sex is determined in cats. male cat  female cat ..gametes xxfemale cat (xx) male cat  (.) .. offspring ratio.  [3] a scientist investigated the inheritance of fur colour in cats.(b) the gene for coat colour is located on the x chromosome. the gene has two alleles: \u2022b black \u2022b orange. the x chromosome with the allele for black is represented by xb. the x chromosome with the allele for orange is xb. a female cat can be a mixture of these colours, described as calico.fig. 3.1 shows the inheritance of this condition in a family of cats. 12 35 47 6orange male black malecalico femaleorange femaleblack female fig. 3.1 06_0610_43_2016_1.9 \u00a9 ucles 20168",
+            "9": "state the genotypes of cats 1, 4, and 5 in fig. 3.1.(i) cat 1 ... cat 4 ...cat 5 ... [3] coat colour in cats is an example of discontinuous variation.(ii) explain why coat colour is an example of discontinuous variation . ... . ... . ... . ... . ... . ... . [3] [total: 9] [turn over 06_0610_43_2016_1.9 \u00a9 ucles 20169",
+            "10": "a student investigated the diffusion of substances through visking tubing, an artificial membrane which has some of the properties of cell membranes.4 the student made a bag of visking tubing as shown in fig. 4.1. top of syringe elastic band visking bag knottest-tube starch solution waterbag filled with starch solutionand placed into a test-tube of water fig. 4.1 the student added some iodine solution to the water in the test-tube. after 30 minutes at room temperature, the contents of the visking bag were stained blue-black, but the water outside remained a yellow colour. explain these results.(i) (a) ... . ... . ... . ... . ... . ... . ... . ... . ... . [4] 06_0610_43_2016_1.9 \u00a9 ucles 201610",
+            "11": "state three factors that influence the movement of molecules through membranes. (ii) 1 . 2 .3 . [3] [turn over 06_0610_43_2016_1.9 \u00a9 ucles 201611",
+            "12": "fig. 4.2 is an electron micrograph of a red blood cell within a capillary.(b) magnification \u00d76500muscle cell fig. 4.2 molecules of carbon dioxide that are produced in muscle cells are transported to the blood.(i) describe the pathway taken by these molecules of carbon dioxide. ... . ... . ... . ... . ... . [3] explain how capillaries are adapted for their functions.(ii) ... . ... . ... . ... . ... . ... . [3] 06_0610_43_2016_1.9 \u00a9 ucles 201612",
+            "13": "mammals have a transport system for carbon dioxide. plants absorb carbon dioxide from their surroundings to use in photosynthesis.(c) explain how a molecule of carbon dioxide from the atmosphere reaches the site of photosynthesis in a leaf. ...  ...  ...  ...  ...  ...  ...  ...  ...  [4] [total: 17] [turn over06_0610_43_2016_1.9 \u00a9 ucles 201613",
+            "14": "fig. 5.1 shows an area of forest where some of the trees have been cut down.5 fig. 5.1 explain the reasons why forests may be cut down as shown in fig. 5.1.(a) ...  ...  ...  ...  ...  ...  ...  [3] 06_0610_43_2016_1.9 \u00a9 ucles 201614",
+            "15": "the loss of forests from parts of the world is assessed by satellite imagery. table 5.1 shows data on the forests in indonesia and malaysia, two countries in south-east asia which havelarge areas of forest.(b) table 5.1 area / thousands of hectares type of forestcountry 2010 2005 2000 1990 90 883 94 158 95 737 118 545 natural forestindonesia 18 649 19 317 19 932 20 420 natural forestmalaysia calculate the percentage loss of natural forest in indonesia between 1990 and 2010. show your working and express your answer to the nearest whole number.(i) ... % [3] use the data in table 5.1 to compare the loss of natural forest in indonesia with the loss of natural forest in malaysia.(ii) ... . ... . ... . ... . ... . ... . ... . ... . [3] [turn over06_0610_43_2016_1.9 \u00a9 ucles 201615",
+            "16": "many hectares of natural forest have been cleared in countries such as malaysia and indonesia for oil palm plantations. both countries have also replanted forests togrow timber and other forest products.(iii) suggest why replanted forests and plantations are less useful for conservation than natural forest. ... . ... . ... . ... . ... . ... . ... . [3] discuss the effects of deforestation on areas of land.(c) ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  [6] [total: 18] 06_0610_43_2016_1.9 \u00a9 ucles 201616",
+            "17": "fig. 6.1 shows the alimentary canals of two mammals, an insect-eating bat, which is a carnivore, and a rabbit, which is a herbivore.6 insect-eating bat rabbit02 cm01 0 cm wv fig. 6.1 name the organs labelled vandw. (a) v... . w...  [2] explain the role of mechanical digestion.(b) ...  ...  ...  ...  ...  ...  ...  [3] [turn over06_0610_43_2016_1.9 \u00a9 ucles 201617",
+            "18": "scientists investigated digestion in different species of mammal. the mammals that they studied ranged in size from an elephant shrew, elephantulus edwardii , with a mass of 50 g to an ox, bos taurus , with a mass of 220 kg. the scientists added indigestible particles to the animals\u2019 food and timed how long the particles stayed in the digestive system. the results for 24 different mammal species are shown in fig. 6.2. 160 140120100 80604020 0time in digestive system /  hours 0.0 1.5 2.0 2.5 3.0 3.5 4.0 4.5 5.0 5.5 relative body mass  / arbitrary units fig. 6.2 06_0610_43_2016_1.9 \u00a9 ucles 201618",
+            "19": "the scientists concluded that food stays longer in the digestive systems of larger mammals compared with smaller mammals.(c) discuss the evidence from fig. 6.2 for andagainst the statement that food stays longer in the digestive systems of larger mammals. ...  ...  ...  ...  ...  ...  ...  ...  ...  [4] [total: 9] 06_0610_43_2016_1.9 \u00a9 ucles 201619",
+            "20": "blank page permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. every reasonable effort has been made by the publisher (ucles) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the pub lisher 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 cambridg e international examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download at www.cie.o rg.uk after the live examination series. cambridge international examinations is part of the cambridge assessment group. cambridge assessment is the brand name of university of cambridge l ocal examinations syndicate (ucles), which is itself a department of the university of cambridge. 06_0610_43_2016_1.9 \u00a9 ucles 201620"
+        },
+        "0610_s16_qp_51.pdf": {
+            "1": "this document consists of 9 printed pages and 3 blank pages. dc (st/ar) 108002/4 \u00a9 ucles 2016 [turn overcambridge international examinations cambridge international general certificate of secondary education *3037277913* biology  0610/51 paper 5 practical test may/june 2016  1 hour 15 minutes candidates answer on the question paper. additional materials: as listed in the confidential instructions. read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen. y ou may use an hb pencil for any diagrams or graphs. do not use staples, paper clips, glue or correction fluid. do not write in any barcodes. answer all questions. electronic calculators may be used. y ou may lose marks if you do not show your working or if you do not use appropriate units. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [ ] at the end of each question or part question. the syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificat e.for examiner\u2019s use 1 2 total",
+            "2": "2 0610/51/m/j/16 \u00a9 ucles 2016read through all the questions on this paper carefully before starting work. 1 metabolic reactions in cells produce toxic chemicals which can be converted to harmless or less  toxic chemicals.   hydrogen peroxide is broken down using the enzyme catalase which is found in most cells.  fig. 1.1 shows this reaction.  catalase  hydrogen peroxide  water and oxygen  2h2o2  2h2o + o2 fig. 1.1  y ou are going to investigate the effect of alcohol (ethanol) on the activity of catalase found in  potato.   read all the instructions but do not carry them out until you have drawn a table for  your results in the space provided in question 1 (a)(ii).    y ou should use the safety equipment provided while you are carrying out the practical work.   the potato pieces in dishes a and b have both been cut to the same size.   (a) (i) measure the length, width and height of one of the pieces of potato.  lengthwidthheight fig. 1.2    record your results in table 1.1. table 1.1 length of potato piece / mmwidth of potato piece / mmheight of potato piece / mm [1]  step 1  label four test-tubes, a1, a2, b1 and b2. add 10 cm3 of hydrogen peroxide solution to  each of the test-tubes.  step 2 cut two 30 mm \u00d7 10 mm \u00d7 2 mm slices from the potato piece in dish a.     leave the slices in dish a with the remaining portion of the potato piece.    when cutting, use a white tile and cut away from your hand.  step 3  cut two 30 mm \u00d7 10 mm \u00d7 2 mm slices from the potato piece in dish b.     leave the slices in dish b with the remaining portion of the potato piece.    when cutting, use a white tile and cut away from your hand.",
+            "3": "3 0610/51/m/j/16 \u00a9 ucles 2016 [turn over step 4   place the free end of the delivery tube into the large test-tube of water.  step 5  use forceps to remove one of the 30 mm \u00d7 10 mm \u00d7 2 mm slices of potato from dish a  and put the slice into the hydrogen peroxide solution in test-tube a1.   step 6   immediately  place the rubber bung containing the delivery tube into test-tube a1, as  shown in fig. 1.3. make sure it fits tightly. start the timer. delivery tube empty beakerwaterbubble hydrogen peroxide solution potato slicebung fig. 1.3  step 7   count the number of bubbles released from the delivery tube for 3 minutes. record your  observations in your results table in question 1 (a)(ii) .  step 8   repeat steps  4 to 7 for the second 30 mm \u00d7 10 mm \u00d7 2 mm slice of potato from dish a  and use test-tube a2.   step 9   repeat steps  4 to 8 for the 30 mm \u00d7 10 mm \u00d7 2 mm slices of potato from dish b and use  test-tubes b1 and b2.    (ii) prepare a table to record your results.    y our table should show:    \u0081 the numbers of bubbles produced by each slice of potato in 3 minutes    \u0081   the mean number of bubbles produced by the potato piece from each of dishes a  and b.    record your results in your table as you carry out the practical work. [6]",
+            "4": "4 0610/51/m/j/16 \u00a9 ucles 2016 (b)  explain why the bung of the delivery tube must fit tightly into the test-tube.  .. .  .. .  .. .[2]  (c) the potato pieces that you used were soaked in different concentrations of alcohol for  24 hours.     \u0081 the potato piece in dish a had been soaked in 20% alcohol.    \u0081 the potato piece in dish b had been soaked in 2% alcohol.   (i) suggest the relationship between the number of bubbles and the activity of catalase.  .. .  .. .  .. .[1]   (ii) compare the activity of catalase in the potato pieces from dish a and dish b.  .. .  .. .  .. .[1]   (iii) predict the number of bubbles that would be produced in 3 minutes if a piece of potato  was soaked in 50% alcohol before being placed in hydrogen peroxide solution.  .. .[1]  (d)  (i) state one variable that you controlled in this investigation.    describe how this variable was controlled.  variable  . . how it was controlled   .  .. .  .. . [2]",
+            "5": "5 0610/51/m/j/16 \u00a9 ucles 2016 [turn over  (ii)  the method you used to measure the oxygen gas produced is a source of error.    state one reason why this method is a source of error.  .. .  .. .    suggest how to improve the method to minimise this error.  .. .  .. .  .. . [2]    (iii) identify one other source of error. state why this is a source of error. source of error  .. .  .. . reason  ...   .. .  .. . [2]   (iv) describe a control experiment that you could carry out for this investigation. do not carry  out this experiment .  .. .  .. .  .. .  .. .  .. .[2]   (v) predict the result you would expect from the control experiment described in (iv).  .. .  .. .[1]  (e) state one safety precaution required when ethanol is used in an investigation.  .. .  .. .  .. .[1]",
+            "6": "6 0610/51/m/j/16 \u00a9 ucles 2016 (f)  in an investigation into the effects of alcohol on the nervous system, people were asked to  carry out a test on their reaction time.    the person being tested looked at a coloured block on a computer screen.    as soon as the colour changed they pressed a button.   the time taken to press the button was recorded by the computer.    this was their reaction time.   twenty people were tested before and after consuming a drink containing the same  concentration of alcohol.   table 1.2 shows the results of this investigation. table 1.2 test  personreaction time before  consuming alcohol / millisecondsreaction time after  consuming alcohol  / milliseconds 1 272 3222 310 350 3 225 2704 243 2905 240 3086 264 3157 201 2388 262 3009 225 252 10 235 27811 225 25312 247 27113 226 26614 194 220 15 206 23916 309 34017 223 26118 243 28619 270 31620 180 225 mean 240   (i) calculate the mean for the reaction time after consuming alcohol.    write your answer in table 1.2. [1]",
+            "7": "7 0610/51/m/j/16 \u00a9 ucles 2016 [turn over  (ii) plot a bar chart to show the mean  reaction time of the people tested before and after  consuming alcohol. [3]   (iii) the range of reaction times recorded before consuming alcohol is 180\u2013310 milliseconds.    use table 1.2 to identify the range of reaction times recorded after consuming alcohol.    ... milliseconds [1]  [total: 27]",
+            "8": "8 0610/51/m/j/16 \u00a9 ucles 20162 fig. 2.1 is a photograph of a cross-section of a vascular bundle in a leaf.   line ab shows the length of the vascular bundle. xylem vessel phloem tubea ba b fig. 2.1  (a) (i) make a large drawing to show the different regions of the vascular bundle shown in  fig. 2.1.     do not draw any individual cells.     identify and label on your drawing the position of the xylem vessel as shown in fig. 2.1. [5] ",
+            "9": "9 0610/51/m/j/16 \u00a9 ucles 2016  (ii) measure the length of line ab as shown on fig. 2.1. include the unit.    length of ab ...    mark on your drawing a line in the same position as ab.    measure the line you have drawn.     length of line on drawing ... magnification = length of line on drawing length of ab    calculate the magnification of your drawing using the information above and your  answers.    show your working.  magnification  ...  [3]   (iii) state one way visible  in fig. 2.1 in which the xylem vessel is different from the phloem  tube.  .. .  .. .  .. .[1]  (b) the walls of xylem vessels are supported by a chemical called lignin, which can be stained by  a red dye. this makes the xylem vessel walls easily seen when using a microscope.   use this information to plan how you could find the position of the vascular bundles in a stem.  .. .  .. .  .. .  .. .  .. .  .. .  .. .[4]  [total: 13]",
+            "10": "10 0610/51/m/j/16 \u00a9 ucles 2016blank page",
+            "11": "11 0610/51/m/j/16 \u00a9 ucles 2016blank page",
+            "12": "12 0610/51/m/j/16 \u00a9 ucles 2016permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here 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 onl ine in the cambridge international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to do wnload at www.cie.org.uk after  the live examination series. cambridge international examinations is part of the cambridge assessment group. cambridge assessment is the brand name of unive rsity of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge.blank page"
+        },
+        "0610_s16_qp_52.pdf": {
+            "1": "this document consists of 12 printed pages. dc (nf/jg) 112125/3 \u00a9 ucles 2016 [turn overcambridge international examinations cambridge international general certificate of secondary education *0409259109* biology  0610/52 paper 5 practical test may/june 2016  1 hour 15 minutes candidates answer on the question paper. additional materials: as listed in the confidential instructions. read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen. y ou may use an hb pencil for any diagrams or graphs. do not use staples, paper clips, glue or correction fluid. do not write in any barcodes. answer all questions. electronic calculators may be used. y ou may lose marks if you do not show your working or if you do not use appropriate units. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [ ] at the end of each question or part question. the syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificat e.for examiner\u2019s use 1 2 total",
+            "2": "2 0610/52/m/j/16 \u00a9 ucles 2016read through all the questions on this paper carefully before starting work. 1 y ou are going to test the composition of three liquid food supplements: p, q and r.  use the eye protection provided. read through steps 1 to 5 before starting the experiment. (a) y ou will test the three food supplements, p, q and r, for vitamin c.   only two of the food supplements contain a high amount of vitamin c.   when iodine solution is mixed with starch a blue-black colour is observed. vitamin c stops the  blue-black colour from forming.   step 1  label a test-tube p and add 3 cm 3 of food supplement p to the test-tube.   step 2  add 1 cm3 of starch solution to test-tube p.   step 3  add iodine solution to test-tube p, one drop at a time. count the drops as you  add them. gently shake the test-tube from side to side after adding each drop. stop adding drops when a blue-black colour remains or when you have added  20 drops of iodine solution.   step 4  record the number of drops added in table 1.2.    step 5  repeat steps 1 to 4 with food supplements q and r.   table 1.1 shows how the number of drops of iodine solution added relates to the vitamin c  content of the food supplement. table 1.1 number of drops of iodine solution added vitamin c content 1 none 2\u20133 low 4 or more high",
+            "3": "3 0610/52/m/j/16 \u00a9 ucles 2016 [turn over  (i) use your results and the information in table 1.1 to complete table 1.2. table 1.2 food supplement number of drops of iodine solution added vitamin c content p q r [2]   (ii) there is a source of error in step 3 of the method for the vitamin c test.    identify this source of error and suggest why it is a source of error in the experiment.  .. .  .. .  .. .  ..  [2]  (b) (i) y ou will now test the food supplements, p, q and r, to find their reducing sugar content.    a positive result for the test for reducing sugar is a colour change from blue.    the quicker the colour changes, the higher the concentration of reducing sugar.    read through steps 6 to 11 before starting the experiment.   step 6  label a test-tube p2 and add 3 cm 3 of food supplement p to the test-tube.    step 7  add 3 cm3 of the reducing sugar test solution to test-tube p2.    step 8  repeat steps 6 and 7 with food supplements q and r.    step 9  raise your hand to request a beaker of hot water.    step 10  place test-tubes p2, q2 and r2 into the beaker of hot water, and  immediately  start the timer.    step 11  observe the test-tubes and in table 1.3 record the time as soon as the  colour changes from blue.     if there is no colour change after 180 seconds (3 minutes), stop timing and  record \u2018more than 180\u2019 as the result for that test-tube.",
+            "4": "4 0610/52/m/j/16 \u00a9 ucles 2016table 1.3 test-tube time for colour change / s [3]   (ii) name the solution used to test for reducing sugars.  ..  [1]  (c) state one source of error in the method used for the reducing sugar test.   suggest how to improve the method to minimise this source of error.   error  .. .  .. .  .. .   improvement  .. .  .. .  .. . [2]  (d) some students carried out the test for protein on food supplements p, q and r.   (i) state the chemical test you would use to show that protein is present.  ..  [1]   (ii) food supplements p and r contain protein. food supplement q does not contain protein.    complete table 1.4 to show the results from the students\u2019 tests for protein. table 1.4 food supplement colour at start colour at end p q r [2]",
+            "5": "5 0610/52/m/j/16 \u00a9 ucles 2016 [turn over (e ) table 1.5 shows the protein content of five foods. table 1.5 food protein content of food / g per 100 g maize  3.2 rice  7.1 potato  2.0 yam  1.5 sorghum 11.3   (i) plot a graph of the data shown in table 1.5. [4]",
+            "6": "6 0610/52/m/j/16 \u00a9 ucles 2016  (ii) it is recommended that a six-year-old child eats 20 g of protein per day.    calculate the mass of sorghum a six-year-old child must eat each day to obtain 20 g of  protein.    show your working.    give your answer to the nearest whole number.   .  g [2] [total: 19]",
+            "7": "7 0610/52/m/j/16 \u00a9 ucles 2016 [turn over2 fig. 2.1 shows the apparatus used to measure the rate of water loss from the leaves of a plant. leafy shoot water rulerairtimer capillary tube containing waterrubber tubinglayer of petroleum jelly1: 25 fig. 2.1  (a) suggest how a student might use the apparatus shown in fig. 2.1 to calculate the rate of  water loss from the leaves of a leafy shoot.  .. .  .. .  .. .  .. .  ..  [2]   the student used the apparatus shown in fig. 2.1 to compare the rates of water loss from  leaves in still and moving air.  (b) suggest one piece of apparatus that the student could use to vary the air movement.  ..  [1]  (c) state two variables that the student should keep constant in this investigation. 1   ...  .. . 2   ...  .. . [2]",
+            "8": "8 0610/52/m/j/16 \u00a9 ucles 2016  petroleum jelly is greasy and waterproof.  (d) suggest the purpose of the petroleum jelly on the apparatus shown in fig. 2.1.  .. .  ..  [1]   the student\u2019s results are shown in fig. 2.2. 0.00.51.01.52.5 2.0 rate of water loss / arbitrary units still air moving air fig. 2.2  (e) the rate of water loss is greater in moving air than still air.   use fig. 2.2 to calculate how many times greater the rate of water loss is in moving air than  still air.   show your working.   give your answer to one decimal place.    [2]  (f) another student thinks that the apparatus in fig. 2.1 does not measure water loss from the  leaves.   suggest why this student is correct.  .. .  .. .  ..  [1]",
+            "9": "9 0610/52/m/j/16 \u00a9 ucles 2016 [turn over (g) fig. 2.3 shows some laboratory apparatus. ball of string scissorstwo clamps and stands jellypetroleum jelly balancegleavestimer 1: 25 fig. 2.3   petroleum jelly is greasy and waterproof.   describe, with the aid of a labelled diagram, how you could set up the apparatus shown in  fig. 2.3 to find out whether the upper or the lower surface of the leaves loses more water by  evaporation.  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  ..  [6]",
+            "10": "10 0610/52/m/j/16 \u00a9 ucles 2016 (h) fig. 2.4 shows a section of a stem as seen under a light microscope. a b fig. 2.4",
+            "11": "11 0610/52/m/j/16 \u00a9 ucles 2016 [turn over  make a large drawing of the section of the stem contained in the square on fig. 2.4 to show  the different structures and layers.   do not draw any individual cells. [4]",
+            "12": "12 0610/52/m/j/16 \u00a9 ucles 2016permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here 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 onl ine in the cambridge international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to do wnload at www.cie.org.uk after  the live examination series. cambridge international examinations is part of the cambridge assessment group. cambridge assessment is the brand name of unive rsity of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge. (i) (i) the diameter of the stem in fig. 2.4 is shown by the line ab.    measure the length of ab on fig. 2.4.  measured length of line ab  ..  mm  [1]   (ii) the actual diameter of the stem is 7.5 mm.    the magnification of fig. 2.4 can be calculated using the following equation: magnification = length of ab actual diameter of stem    calculate the magnification of fig. 2.4 using the information above and your answer to (i).    show your working.    give your answer to the nearest whole number.  magnification  .. [1] [total: 21]"
+        },
+        "0610_s16_qp_53.pdf": {
+            "1": "this document consists of 12 printed pages and 4 blank pages. dc (rw/sg) 112143/3 \u00a9 ucles 2016 [turn overcambridge international examinations cambridge international general certificate of secondary education *5154363115* biology  0610/53 paper 5 practical test may/june 2016  1 hour 15 minutes candidates answer on the question paper. additional materials: as listed in the confidential instructions. read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen. y ou may use an hb pencil for any diagrams or graphs. do not use staples, paper clips, glue or correction fluid. do not write in any barcodes. answer all questions. electronic calculators may be used. y ou may lose marks if you do not show your working or if you do not use appropriate units. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [ ] at the end of each question or part question. the syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificat e.for examiner\u2019s use 1 2 3 total",
+            "2": "2 0610/53/m/j/16 \u00a9 ucles 2016read through all of the questions in this paper carefully before starting work.  1 fig. 1.1 shows an elephant, loxodonta africana . they have large ears which help them to control  their body temperature. fig. 1.1  when the elephant is too hot, more blood is pumped into the blood vessels in the elephant\u2019s ears.  increasing blood flow to the surface of the skin helps the elephant to cool down.  y ou are going to set up a model of what happens in the elephant\u2019s ears as shown in fig. 1.2. \u20131001 0 2 0 3 040 5060708090 100110\u00b0c \u20131001 0 2 0 3 040 5060708090 100110\u00b0c large beaker small beaker water thermometercardboard lidpipette fig. 1.2  y ou will place hot water into two small beakers and stand each one in a larger beaker. one of the  small beakers will have \u2018ears\u2019 and the other will not.  the \u2018ears\u2019 will be represented by two plastic dropping pipettes. y ou will squeeze and release the  pipette ears throughout the experiment so that water continuously moves out of and into the pipettes.  y ou will measure and record the starting temperature of the hot water in both small beakers and  then record the temperature of the water every minute for a total of eight minutes.",
+            "3": "3 0610/53/m/j/16 \u00a9 ucles 2016 [turn over (a) before you start the practical work, prepare a table to record your observations in the space  below. [6]  (b) suggest one safety precaution that you will take during this experiment.  .. .  .. .  .. .[1]",
+            "4": "4 0610/53/m/j/16 \u00a9 ucles 2016 step 1  place one small beaker into each of the large beakers.  step 2  cut two circles from the piece of cardboard. the circles should fit inside the large beakers  and completely cover the top of the small beakers.  step 3  make a small hole in each circle of cardboard for a thermometer to pass through and  make two additional holes in one of the circles of cardboard for the pipette ears to pass  through.  step 4  carefully insert the thermometers and pipette ears through the holes in the circles of  cardboard as shown in fig. 1.2.  step 5  raise your hand for hot water. the hot water will be poured into both of the small beakers.  step 6  immediately  and carefully place the circles of cardboard on top of the small beakers.  measure and record the starting temperature of the water in both beakers.  step 7  start the timer.  step 8  begin to squeeze and release the pipette ears so that they empty and fill with hot water.  continue doing this throughout the experiment.  step 9  measure the temperature of the water in each small beaker every minute for a total of  eight minutes.  step 10  record your observations in the table in part (a).",
+            "5": "5 0610/53/m/j/16 \u00a9 ucles 2016 [turn over (c) (i) a student repeated this experiment and calculated the change in temperature of the  water each minute for eight minutes in both small beakers.    the change in temperature in the small beaker with pipette ears was 18 \u00b0c.    the change in temperature in the small beaker without pipette ears was 11 \u00b0c.    explain why it is important to calculate the change in temperature in each beaker.  .. .  .. .  .. .  .. .  .. .[2]   (ii) use the information in part (c)(i)  to calculate the rate of temperature change in the small  beaker with pipette ears for the student\u2019s experiment.    show your working.    give your answer to two significant figures.  rate of temperature change  ..\u00b0c per min [2]  (d) (i) suggest and explain two sources of error in your experiment. 1     .. .  .. .  .. . 2     .. .  .. .  .. .  [4]",
+            "6": "6 0610/53/m/j/16 \u00a9 ucles 2016  (ii) suggest an improvement that will reduce one of the sources of error identified in (d)(i) .  .. .  .. .[1]  (e) fig. 1.3 shows a different species of elephant, elephas maximus , to the one shown in fig. 1.1. fig. 1.3   (i) state one visible difference between the ears of the elephant in fig. 1.3 and those of the  elephant shown in fig. 1.1.  .. .  .. .[1]   (ii) based on this difference and the results of the student\u2019s experiment in part (c)(i) , what  can you conclude about the environmental conditions that the elephant shown in fig. 1.3 lives in compared to the elephant in fig. 1.1?  .. .  .. .  .. .[1]  [total: 18]",
+            "7": "7 0610/53/m/j/16 \u00a9 ucles 2016 [turn overblank page",
+            "8": "8 0610/53/m/j/16 \u00a9 ucles 20162 a student placed the cut end of a celery stick into a coloured dye as shown in fig. 2.1. fig. 2.1  the student left the celery stick in the dye for five minutes and then removed it.  the student cut a 0.5 cm slice from the end of the celery stick that had been in the dye.  the cut surface of the celery stick is shown in fig. 2.2. ab fig. 2.2",
+            "9": "9 0610/53/m/j/16 \u00a9 ucles 2016 [turn over (a) make a large drawing of the piece of celery shown in fig. 2.2.   label, with the letter d, a part of the celery stick that has been coloured by the dye. [4]",
+            "10": "10 0610/53/m/j/16 \u00a9 ucles 2016 (b) the size of the piece of celery in fig. 2.2 is shown by the line ab.   measure the length of ab on fig. 2.2.   length of ab on fig. 2.2  mm   mark on your drawing a line in the same position as the line ab on fig. 2.2.   measure this line.   length of line on drawing  mm     magnification = length of line on drawing length of ab   calculate the magnification of your drawing using the information above and your answers.   show your working.   give your answer to the nearest whole number.  magnification  ... [3]  (c) it is possible to measure how far the dye has travelled up the celery stick.   this is done by cutting 0.5 cm pieces from the end of the celery stick (that has been in the  dye) and counting how many pieces are cut before the dye is no longer visible.   (i) a student cut seven 0.5 cm pieces from the end of a celery stick before the dye was no  longer visible.    calculate how far up the celery stick the dye had travelled. write your answer in  millimetres .   ..mm  [1]",
+            "11": "11 0610/53/m/j/16 \u00a9 ucles 2016 [turn over  (ii) plan an experiment, similar to that carried out by the student, to investigate the effect of  leaf area on the rate of water uptake by a celery stick.  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .[6] [total: 14]",
+            "12": "12 0610/53/m/j/16 \u00a9 ucles 20163 table 3.1 shows the relationship between an animal\u2019s life expectancy and its heart rate. table 3.1 life expectancy / years heart rate / beats per min  1 30016 20018 15026  4030  20  (a) plot a graph of the data in table 3.1 on the grid.   y ou should include a straight line of best fit on the graph . [4]",
+            "13": "13 0610/53/m/j/16 \u00a9 ucles 2016 (b) use the data to describe the trend shown by the graph.  .. .  .. .  .. .  .. .  .. .[2]  (c) cows have an average heart rate of 60 beats per minute.   use your graph to predict the life expectancy of a cow.   show on the graph  how you obtained your answer.  years  [2] [total: 8]",
+            "14": "14 0610/53/m/j/16 \u00a9 ucles 2016blank page",
+            "15": "15 0610/53/m/j/16 \u00a9 ucles 2016blank page",
+            "16": "16 0610/53/m/j/16 \u00a9 ucles 2016permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here 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 onl ine in the cambridge international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to do wnload at www.cie.org.uk after  the live examination series. cambridge international examinations is part of the cambridge assessment group. cambridge assessment is the brand name of unive rsity of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge.blank page"
+        },
+        "0610_s16_qp_61.pdf": {
+            "1": "this document consists of 10 printed pages and 2 blank pages. dc (st/ar) 108427/4 \u00a9 ucles 2016 [turn overcambridge international examinations cambridge international general certificate of secondary education *1752245066* biology  0610/61 paper 6  alternative to practical may/june 2016  1 hour candidates answer on the question paper. no additional materials are required. read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen. y ou may use an hb pencil for any diagrams or graphs. do not use staples, paper clips, glue or correction fluid. do not write in any barcodes. answer all questions. electronic calculators may be used. y ou may lose marks if you do not show your working or if you do not use appropriate units. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question. the syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificat e.",
+            "2": "2 0610/61/m/j/16 \u00a9 ucles 2016blank page",
+            "3": "3 0610/61/m/j/16 \u00a9 ucles 2016 [turn over1 metabolic reactions in cells produce toxic chemicals which can be converted to harmless or less  toxic chemicals.   hydrogen peroxide is broken down using the enzyme catalase which is found in most cells.  fig. 1.1 shows this reaction.  catalase  hydrogen peroxide  water and oxygen  2h2o2  2h2o + o2 fig. 1.1 a student investigated the effect of alcohol (ethanol) on the activity of catalase found in potato,  using three pieces of potato cut to the same size.  fig. 1.2 shows these pieces of potato. height width length ab c fig. 1.2  (a) (i)  measure the length, width and height of one of these pieces of potato.     record your results in table 1.1. table 1.1 length of potato piece / mmwidth of potato piece / mmheight of potato piece / mm [1]  step 1  the student labelled six test-tubes, 1, 2, 3, 4, 5, and 6 and used a syringe to add 10 cm3  of hydrogen peroxide solution to each of the test-tubes.  step 2  they cut potato piece a to obtain two slices of similar size.  step 3  the student placed the free end of a delivery tube into a large test-tube containing water.  step 4   they placed one of the slices of potato piece a into the hydrogen peroxide solution in  test-tube 1.   step 5   the student immediately placed the rubber bung attached to the delivery tube into  test-tube 1 and pushed it in as tightly as possible, as shown in fig. 1.3.",
+            "4": "4 0610/61/m/j/16 \u00a9 ucles 2016empty beakerbubble hydrogen peroxide solution potato slicedelivery tube water in large  test-tubebung fig. 1.3  step 6  they counted the number of bubbles released from the delivery tube in 3 minutes.   step 7  the student repeated steps  4\u20136 for the second slice of potato piece a using test-tube 2.   step 8   they repeated  steps  2\u20137 for potato piece b using test-tubes 3 and 4.  step 9  they repeated  steps  2\u20137 for potato piece c using test-tubes 5 and 6.  the student used a tally to count the number of bubbles.   fig. 1.4 shows their tally count. a1  a2  b1     b2    c1    c2   fig. 1.4",
+            "5": "5 0610/61/m/j/16 \u00a9 ucles 2016 [turn over  (ii) prepare a table to record the student\u2019s results.    y our table should show:     \u0081 the numbers of bubbles produced by each slice of potato in 3 minutes     \u0081 the mean number of bubbles produced by each of potato piece a, b and c.      complete your table using the results from fig. 1.4. [5]  (b) (i) suggest why the free end of the delivery tube was placed in the water before adding the  potato slice to the hydrogen peroxide solution and connecting the test-tube to the bung of the delivery tube.  .. .  .. .  .. .[1]   (ii)  explain why the bung of the delivery tube must fit tightly into the test-tube.  .. .  .. .  .. .[2]",
+            "6": "6 0610/61/m/j/16 \u00a9 ucles 2016 (c) the pieces of potato that the student used in their investigation were soaked in different  concentrations of alcohol for 24 hours.      \u0081 potato piece a was soaked in 20% alcohol.    \u0081 potato piece b was soaked in 2% alcohol.    \u0081 potato piece c was soaked in 10% alcohol.   (i) suggest the relationship between the number of bubbles and the activity of catalase.  .. .  .. .  .. .[1]   (ii) compare the activity of catalase in the potato pieces a, b and c.  .. .  .. .  .. .[1]    (iii) predict the number of bubbles that would be produced in 3 minutes if a piece of potato  was soaked in 50% alcohol before being placed in hydrogen peroxide solution.  .. .[1]  (d)  (i) state one variable that has been controlled in the student\u2019s investigation.    describe how this variable was controlled.  variable  . . how it was controlled   .  .. .  .. . [2]   (ii)  the method of measuring the oxygen gas produced is a source of error.    state one reason why this method is a source of error.  .. .  .. .    suggest how to improve the method to minimise this error.  .. .  .. .  .. . [2] ",
+            "7": "7 0610/61/m/j/16 \u00a9 ucles 2016 [turn over  (iii) identify the source of error in step  2. state why this is a source of error. source of error  .. .  .. . reason  ...   .. .  .. . [2]   (iv) describe a control experiment that the student could carry out for this investigation.   .. .  .. .  .. .  .. .  .. .[2]   (v) predict the result expected from the control experiment described in (iv).  .. .  .. .[1]  (e) state one safety precaution required when ethanol is used in an investigation.  .. .  .. .  .. .[1]",
+            "8": "8 0610/61/m/j/16 \u00a9 ucles 2016 (f) in an investigation into the effects of alcohol on the nervous system, people were asked to  carry out a test on their reaction time.    the person being tested looked at a coloured block on a computer screen.    as soon as the colour changed they pressed a button.   the time taken to press the button was recorded by the computer.    this was their reaction time.   twenty people were tested before and after consuming a drink containing the same  concentration of alcohol.   table 1.2 shows the results of this investigation. table 1.2 test  personreaction time before  consuming alcohol / millisecondsreaction time after  consuming alcohol  / milliseconds 1 272 3222 310 350 3 225 2704 243 2905 240 3086 264 3157 201 2388 262 3009 225 252 10 235 27811 225 25312 247 27113 226 26614 194 220 15 206 23916 309 34017 223 26118 243 28619 270 31620 180 225 mean 240   (i) calculate the mean for the reaction time after consuming alcohol.    write your answer in table 1.2. [1]",
+            "9": "9 0610/61/m/j/16 \u00a9 ucles 2016 [turn over  (ii) plot a bar chart to show the mean  reaction time of the people tested before and after  consuming alcohol. [3]   (iii) the range of reaction times recorded before consuming alcohol is 180\u2013310 milliseconds.    use table 1.2 to identify the range of reaction times recorded after consuming alcohol.    ... milliseconds [1]  [total: 27]",
+            "10": "10 0610/61/m/j/16 \u00a9 ucles 20162 fig. 2.1 is a photograph of a cross-section of a vascular bundle in a leaf.   line ab shows the length of the vascular bundle. [\\ohp yhvvho skorhp wxeh$ %$ % fig. 2.1  (a)  (i) make a large drawing to show the different regions of the vascular bundle shown in  fig. 2.1.     do not draw any individual cells.     identify and label on your drawing the position of the xylem vessel as shown in fig. 2.1. [5]",
+            "11": "11 0610/61/m/j/16 \u00a9 ucles 2016  (ii) measure the length of line ab as shown on fig. 2.1. include the unit .    length of ab ...    mark on your drawing a line in the same position as ab.    measure the line you have drawn.     length of line on drawing ... magnification = length of line on drawing length of ab    calculate the magnification of your drawing using the information above and your  answers.    show your working.  magnification  ...  [3]   (iii) state one way visible  in fig. 2.1 in which the xylem vessel is different from the phloem  tube.  .. .  .. .  .. .[1]  (b) the walls of xylem vessels are supported by a chemical called lignin, which can be stained by  a red dye. this makes the xylem vessel walls easily seen when using a microscope.   use this information to plan how you could find the position of the vascular bundles in a stem.  .. .  .. .  .. .  .. .  .. .  .. .  .. .[4] [total: 13]",
+            "12": "12 0610/61/m/j/16 \u00a9 ucles 2016permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here 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 onl ine in the cambridge international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to do wnload at www.cie.org.uk after  the live examination series. cambridge international examinations is part of the cambridge assessment group. cambridge assessment is the brand name of unive rsity of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge.blank page"
+        },
+        "0610_s16_qp_62.pdf": {
+            "1": "this document consists of 12 printed pages. dc (st/jg) 112140/3 \u00a9 ucles 2016 [turn overcambridge international examinations cambridge international general certificate of secondary education *6336218590* biology  0610/62 paper 6 alternative to practical may/june 2016  1 hour candidates answer on the question paper. no additional materials are required. read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen. y ou may use an hb pencil for any diagrams or graphs. do not use staples, paper clips, glue or correction fluid. do not write in any barcodes. answer all questions. electronic calculators may be used. y ou may lose marks if you do not show your working or if you do not use appropriate units. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [ ] at the end of each question or part question. the syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificat e.",
+            "2": "2 0610/62/m/j/16 \u00a9 ucles 20161 some students test the composition of three liquid food supplements.   (a) (i) state the chemical test the students would use to show that protein is present in a liquid  sample of a food supplement.  .. .[1]   the students carried out this test for protein on liquid samples of food supplements p, q  and r.    food supplements p and r contained protein.   (ii) complete table 1.1 to show the results from the students\u2019 tests for protein. table 1.1 food supplement colour at start colour at end p q r  [2]  the students carried out a test for vitamin c on liquid samples of food supplements p, q and r.  when iodine solution is mixed with starch, a blue-black colour is observed. vitamin c stops this  blue-black colour from forming.  step 1  the students labelled a test-tube p and added 3 cm3 of food supplement p to the test- tube.   step 2 they added 1 cm3 of starch solution to test-tube p.   step 3  the students added iodine solution to the test-tube, one drop at a time. they counted the  drops as they added them. they shook the test-tube gently after adding each drop and stopped adding drops when a blue-black colour remained.      a blue-black colour remained in p after 12 drops of iodine solution had been added.  step 4 they repeated steps  1 to 3 with food supplements q and r.     a blue-black colour remained in q after 1 drop of iodine solution had been added.     a blue-black colour remained in r after 5 drops of iodine solution had been added.",
+            "3": "3 0610/62/m/j/16 \u00a9 ucles 2016 [turn over  table 1.2 shows how the number of drops of iodine solution added relates to the vitamin c content  of the food supplement. table 1.2 number of drops of iodine solution added vitamin c content 1 none 2\u20133 low 4 or more high  (b) use the results of the students\u2019 experiments and the information in table 1.2 to complete  table 1.3. table 1.3 food supplement number of drops of iodine solution added vitamin c content p q r [2]   the students carried out a test for reducing sugar on liquid samples of food supplements p, q  and r.  (c) (i) name the solution used for the reducing sugar test.  .. .[1]   (ii) give one safety precaution that should be used when carrying out this test.  .. .[1]  a positive result for the test for reducing sugar is the appearance of a brick-red colour. the quicker the brick-red colour appears, the higher the concentration of reducing sugar. step 5  the students labelled a test-tube p2 and added a sample of food supplement p to the  test-tube.   step 6 they added 2 cm 3 of the test solution to test-tube p2.  step 7 the students repeated steps  5 and 6 with food supplements q and r.  step 8 they placed test-tubes p2, q2 and r2 into hot water, and started a timer.  step 9  the students observed the test-tubes carefully and noted the time when the brick-red  colour appeared in each test-tube.     if there was no colour change after 180 seconds (3 minutes), the students recorded  \u2018more than 180\u2019 as the result for that test-tube.",
+            "4": "4 0610/62/m/j/16 \u00a9 ucles 2016  a brick-red colour appeared in test-tube r2 after 25 seconds and in test-tube p2 after 1 minute  and 15 seconds.  no brick-red colour appeared in test-tube q2.  (d)  complete table 1.4 to show the students\u2019 results for the reducing sugar test. table 1.4 test-tube time for brick-red colour to appear / s [2]  (e)  there is a source of error in step  5 of the method for the reducing sugar test.   (i) identify this source of error.  .. .  .. .  .. .[1]   (ii) suggest apparatus that could be used to minimise this source of error.   .. .[1]  (f)  state one other source of error in the method used for the reducing sugar test.   suggest how to improve the method to minimise this source of error. error .. .  .. . improvement .. .  .. .  .. . [2]  ",
+            "5": "5 0610/62/m/j/16 \u00a9 ucles 2016 [turn over (g)  table 1.5 shows the protein content of five foods. table 1.5 food protein content of food / g per 100 g maize 3.2 rice 7.1 potato 2.0 yam 1.5 sorghum 11.3   (i) plot a graph of the data shown in table 1.5. [4]",
+            "6": "6 0610/62/m/j/16 \u00a9 ucles 2016  (ii) it is recommended that a six-year-old child eats 20 g of protein per day.      calculate the mass of sorghum a six-year-old child must eat each day to obtain 20 g of  protein.     show your working.    give your answer to the nearest whole number.   . g [2] [total: 19]",
+            "7": "7 0610/62/m/j/16 \u00a9 ucles 2016 [turn over2 fig. 2.1 shows the apparatus used to measure the rate of water loss from the leaves of a plant.  leafy shoot water rulerairtimer capillary tube containing waterrubber tubinglayer of petroleum jelly1: 25 fig. 2.1  (a)  suggest how a student might use the apparatus shown in fig. 2.1 to calculate the rate of  water loss from the leaves of a leafy shoot.  .. .  .. .  .. .  .. .  .. .[2]  the student used the apparatus shown in fig. 2.1 to compare the rates of water loss from leaves  in still and moving air.  (b) suggest one piece of apparatus that the student could use to vary the air movement.  .. .[1]  (c)  state two variables that the students should keep constant in this investigation. 1     .. . 2     .. . [2]  petroleum jelly is greasy and waterproof.  (d) suggest the purpose of the petroleum jelly on the apparatus shown in fig. 2.1.  .. .  .. .[1]",
+            "8": "8 0610/62/m/j/16 \u00a9 ucles 2016 the student\u2019s results are shown in fig. 2.2.  0.00.51.01.52.5 2.0 rate of water loss / arbitrary units still air moving air fig. 2.2  (e)  the rate of water loss is greater in moving air than still air.   use fig. 2.2 to calculate how many times greater the rate of water loss is in moving air.   show your working.   give your answer to the nearest whole number.     [2]  (f)  another student thinks that the apparatus in fig. 2.1 does not measure water loss from the  leaves.   suggest why this student is correct.  .. .  .. .  .. .[1]",
+            "9": "9 0610/62/m/j/16 \u00a9 ucles 2016 [turn over (g)  fig. 2.3 shows some laboratory apparatus.  ball of string scissorstwo clamps and stands jellypetroleum jelly balancegleavestimer 1: 25 fig. 2.3   petroleum jelly is greasy and waterproof.     describe, with the aid of a labelled diagram, how you could set up the apparatus shown in  fig. 2.3 to find out whether the upper or the lower surface of the leaves loses more water by  evaporation.  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .[6]",
+            "10": "10 0610/62/m/j/16 \u00a9 ucles 2016 (h)  fig. 2.4 shows a section of a stem as seen under a light microscope. a b fig. 2.4",
+            "11": "11 0610/62/m/j/16 \u00a9 ucles 2016 [turn over  make a large drawing of the section of the stem contained in the square on fig. 2.4 to show  the different structures and layers.    do not draw any individual cells. [4]",
+            "12": "12 0610/62/m/j/16 \u00a9 ucles 2016permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here 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 onl ine in the cambridge international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to do wnload at www.cie.org.uk after  the live examination series. cambridge international examinations is part of the cambridge assessment group. cambridge assessment is the brand name of unive rsity of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge. (i) (i) the diameter of the stem in fig. 2.4 is shown by the line ab.    measure the length of ab on fig. 2.4.   measured length of line ab  ... mm [1]   (ii) the actual diameter of the stem is 7.5 mm.     the magnification of fig. 2.4 can be calculated using the following equation: magnification = length of ab actual diameter of stem    calculate the magnification of fig. 2.4 using the information above and your answer  to (i).    show your working.    give your answer to the nearest whole number.  magnification  .. [1] [total: 21]"
+        },
+        "0610_s16_qp_63.pdf": {
+            "1": "this document consists of 13 printed pages and 3 blank pages. dc (leg/sg) 112131/3 \u00a9 ucles 2016 [turn overcambridge international examinations cambridge international general certificate of secondary education *0993917174* biology  0610/63 paper 6 alternative to practical may/june 2016  1 hour candidates answer on the question paper. no additional materials are required. read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen. y ou may use an hb pencil for any diagrams or graphs. do not use staples, paper clips, glue or correction fluid. do not write in any barcodes. answer all questions. electronic calculators may be used. y ou may lose marks if you do not show your working or if you do not use appropriate units. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [ ] at the end of each question or part question. the syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificat e.",
+            "2": "2 0610/63/m/j/16 \u00a9 ucles 20161 fig. 1.1 shows an elephant, loxodonta africana . they have large ears which help them to control  their body temperature. fig. 1.1  when the elephant is too hot, more blood is pumped into the blood vessels in the elephant\u2019s ears.  increasing blood flow to the surface of the skin helps the elephant to cool down.  a student set up a model of what happens in the elephant\u2019s ears, as shown in fig. 1.2. \u20131001 0 2 0 3 040 5060708090 100110\u00b0c \u20131001 0 2 0 3 040 5060708090 100110\u00b0c large beaker small beaker water thermometercardboard lidpipette fig. 1.2",
+            "3": "3 0610/63/m/j/16 \u00a9 ucles 2016 [turn over they placed hot water into two small beakers and stood each one in a larger beaker. one of the  small beakers had \u2018ears\u2019 and the other did not.  the \u2018ears\u2019 were represented by two plastic dropping pipettes. the student squeezed and released  the pipette ears throughout the experiment so that water continuously moved out of and into the  pipettes.   the student placed a cardboard lid on top of each small beaker. they made holes in the cardboard  lids so that a thermometer and the pipettes could pass through them.  (a)  the student recorded the starting temperature of the water in both small beakers.   the thermometer readings are shown in fig. 1.3. 60 70 80 90 100 \u00b0c with ears 60 70 80 90 100 \u00b0c without ears fig. 1.3   read the starting temperatures of the two thermometers shown in fig. 1.3 and record the  temperatures below.   with ears . without ears . [2]",
+            "4": "4 0610/63/m/j/16 \u00a9 ucles 2016 (b) the student measured and recorded the temperature of the hot water in both beakers every  minute for a total of eight minutes.   the student obtained the results shown in fig. 1.4. with ears (pipettes) the temperature went down  to 84 after a minute, then 80, 78, 76, 74, 72, 71  and finished at 70\u00b0c after 8 minutes. without the ears the other beaker of water  dropped every minute to 83, 82, 81, 79, 78, 77, 76  and finished at 75. fig. 1.4   prepare a table to record the observations shown in fig. 1.4 and the starting temperatures  from fig. 1.3.    complete the table by entering all of the results.  [4]",
+            "5": "5 0610/63/m/j/16 \u00a9 ucles 2016 [turn over (c) suggest one safety precaution that should be taken during this experiment.  .. .  .. .  .. .[1]  (d) (i)  a student repeated this experiment and calculated the change in temperature of the  water each minute for eight minutes in both small beakers.    the change in temperature in the small beaker with pipette ears was 18 \u00b0c.    the change in temperature in the small beaker without pipette ears was 11 \u00b0c.    explain why it is important to calculate the change in temperature in each beaker.  .. .  .. .  .. .  .. .  .. .[2]   (ii) use the information in part (d)(i)  to calculate the rate of temperature change in the small  beaker with pipette ears for the student\u2019s experiment.    show your working.    give your answer to two significant figures.  rate of temperature change  ..\u00b0c per min  [2]  (e) (i) suggest why the student used cardboard lids on top of each of the small beakers.  .. .  .. .  .. .[1]",
+            "6": "6 0610/63/m/j/16 \u00a9 ucles 2016  (ii) suggest and explain one source of error in the method as a result of using the cardboard  lids.  .. .  .. .  .. .[2]   (iii) suggest two improvements which could be made to the method, other than changing  the cardboard lids. 1     .. .  .. . 2     .. .  .. .  [2]  (f) fig. 1.5 shows a different species of elephant, elephas maximus , to the one shown in fig. 1.1.  fig. 1.5   (i) state one visible difference between the ears of the elephant in fig. 1.5 and those of the  elephant shown in fig. 1.1.  .. .  .. .[1]",
+            "7": "7 0610/63/m/j/16 \u00a9 ucles 2016 [turn over  (ii) based on this difference and the results of the student\u2019s experiment in part (d)(i) , what  can you conclude about the environmental conditions that the elephant shown in fig. 1.5 lives in compared to the elephant in fig. 1.1?   .. .  .. .  .. .[1]  [total: 18]",
+            "8": "8 0610/63/m/j/16 \u00a9 ucles 20162 a student placed the cut end of a celery stick into a coloured dye as shown in fig. 2.1. fig. 2.1  the student left the celery stick in the dye for five minutes and then removed it.  the student cut a 0.5 cm slice from the end of the celery stick that had been in the dye.  the cut surface of the celery stick is shown in fig. 2.2. ab fig. 2.2",
+            "9": "9 0610/63/m/j/16 \u00a9 ucles 2016 [turn over (a) make a large drawing of the piece of celery shown in fig. 2.2.   label, with the letter d, a part of the celery stick that has been coloured by the dye.  [4]",
+            "10": "10 0610/63/m/j/16 \u00a9 ucles 2016 (b) the size of the piece of celery in fig. 2.2 is shown by the line ab.   measure the length of ab on fig. 2.2.    length of ab on fig. 2.2 \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026 mm   mark on your drawing a line in the same position as the line ab on fig 2.2.    measure this line.   length of line on drawing\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026..mm magnification = length of line on drawing length of ab   calculate the magnification of your drawing using the information above and your answers.   show your working.   give your answer to the nearest whole number.  magnification  ... [3]  (c) it is possible to measure how far the dye has travelled up the celery stick.   this is done by cutting 0.5 cm pieces from the end of the celery stick (that has been in the  dye) and counting how many pieces are cut before the dye is no longer visible.   (i) a student cut seven 0.5 cm pieces from the end of a celery stick before the dye was no  longer visible.    calculate how far up the celery stick the dye had travelled. write your answer in  millimetres .   . mm  [1]",
+            "11": "11 0610/63/m/j/16 \u00a9 ucles 2016 [turn over  (ii) plan an experiment, similar to that carried out by the student, to investigate the effect of  leaf area on the rate of water uptake by a celery stick.  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .[6]  [total: 14]",
+            "12": "12 0610/63/m/j/16 \u00a9 ucles 20163 table 3.1 shows the relationship between an animal\u2019s life expectancy and its heart rate. table 3.1 life expectancy / years heart rate / beats per min  1 30016 20018 15026  4030  20  (a) plot a graph of the data in table 3.1 on the grid.    y ou should include a straight line of best fit on the graph .  [4]",
+            "13": "13 0610/63/m/j/16 \u00a9 ucles 2016 (b)  use the data to describe the trend shown by the graph.  .. .  .. .  .. .  .. .  .. .[2]  (c) cows have an average heart rate of 60 beats per minute.   use your graph to predict the life expectancy of a cow.    show on the graph  how you obtained your answer.    .. years  [2]  [total: 8]",
+            "14": "14 0610/63/m/j/16 \u00a9 ucles 2016blank page",
+            "15": "15 0610/63/m/j/16 \u00a9 ucles 2016blank page",
+            "16": "16 0610/63/m/j/16 \u00a9 ucles 2016permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here 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 onl ine in the cambridge international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to do wnload at www.cie.org.uk after  the live examination series. cambridge international examinations is part of the cambridge assessment group. cambridge assessment is the brand name of unive rsity of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge.blank page"
+        },
+        "0610_w16_qp_11.pdf": {
+            "1": "  the syllabus is approved for use in england, wales and northern ir eland as a cambridge international level 1/level 2 certificat e.  this document consists of 17 printed pages and 3 blank pages.  ib16 11_0610_11/3rp  \u00a9 ucles 2016 [turn over     *0323781782* cambridge international examinations  cambridge international general certificate of secondary education       biology 0610/11     paper 1  multiple choice (core)  october/november 2016     45 minutes    additional materials: multiple choice answer sheet    soft clean eraser    soft pencil (type b or hb is recommended)        read these instructions first    write in soft pencil.  do not use staples, paper clips, glue or correction fluid. write your name, centre number and candidate number on the answer sheet in the spaces provided  unless this has been done for you.  do not  write in any barcodes.   there are forty  questions on this paper. answer all questions. for each question there are four possible  answers a, b, c and d.   choose the one you consider correct and record your choice in soft pencil  on the separate answer sheet.    read the instructions on the answer sheet very carefully.    each correct answer will score one mark. a ma rk will not be deducted for a wrong answer.  any rough working should be done in this booklet. electronic calculators may be used.                               ",
+            "2": "2  \u00a9 ucles 2016 0610/11/o/n/16  1 the diagram shows a plant that has been placed near a sunlit window for a few weeks.        which two characteristics of living organisms have affected the shape of the plant?  a excretion and sensitivity  b growth and reproduction  c reproduction and excretion  d sensitivity and growth      2 what is a characteristic of amphibians but not of reptiles?  a four limbs  b laying eggs in water  c scaly skin  d using lungs for breathing     3 the diagram shows an insect.        use the key to identify the insect.  1 wings present  ...  go to 2  wings absent    a  2 two pairs of wings  .  go to 3  one pair of wings  ..  b  3 wings with circular markings  .  c  wings without circular markings    d    ",
+            "3": "3  \u00a9 ucles 2016 0610/11/o/n/16 [turn over  4 the diagram shows a spongy mesophyll cell from a green leaf.    1 2 3 4 5    which labelled structures are not found in animal cells?  a 1, 3 and 4 b 1, 4 and 5 c 2, 3 and 4 d 3, 4 and 5     5 what are the features of the cell walls in a xylem vessel?     end wall side wall  a absent thick  b absent thin  c present thick  d present thin    6 the diagram shows a plant cell which has lost water to its surroundings by osmosis.    which part is the partially permeable membrane?    a b c d     ",
+            "4": "4  \u00a9 ucles 2016 0610/11/o/n/16  7 which identifies the chemical elements found in proteins?     carbon hydrogen oxygen nitrogen   a \u0016 \u0016 \u0016 \u0016 key  b \u0016 \u0016 \u0016 \u001a \u0016= present  c \u0016 \u001a \u0016 \u001a \u001a= absent  d \u001a \u0016 \u001a \u0016       8 what controls the speed of chemical reactions in all living cells?  a enzymes  b hormones  c ions  d vitamins      9 where are carbohydrates made in a green leaf?  a cell vacuoles  b chloroplasts  c phloem  d xylem    10 how does carbon dioxide pass through the stomata of a leaf?  a active transport  b diffusion  c osmosis  d transpiration     11 the roots of plants take up nitrates from the soil.    what are the nitrates used to make?  a fat  b glucose  c protein  d starch     ",
+            "5": "5  \u00a9 ucles 2016 0610/11/o/n/16 [turn over  12 a child decided to eat only meat, oily fish , cheese and bread, and drink only water.    which nutrient would be in low levels in this diet?  a calcium  b iron  c vitamin c  d vitamin d    13 the diagram shows the human alimentary canal.    which labelled part absorbs the most water?    d a c b      14 which substances are produced by the action of amylase on starch?  a amino acids  b fatty acids and glycerol  c salts  d simple sugars    ",
+            "6": "6  \u00a9 ucles 2016 0610/11/o/n/16  15 the diagram shows the stem of a plant. a strip of the outer tissue including the phloem has been  removed.    xylem phloem     how is transport in the plant affected?  a amino acids and sugar cannot pass to the roots.  b dissolved salts cannot pass to the leaves.  c water cannot pass to the leaves.  d water cannot pass to the roots.    16 the diagrams show stages in the passage of water through a plant.    which arrow shows water moving in the form of water vapour?    c da b      ",
+            "7": "7  \u00a9 ucles 2016 0610/11/o/n/16 [turn over  17 which graph shows the effect of increasing humidity on the rate of transpiration?    a humidityrate of transpiration b humidityrate of transpiration  c humidityrate of  transpirationd humidityrate of  transpiration      ",
+            "8": "8  \u00a9 ucles 2016 0610/11/o/n/16  18 the diagram shows a garden pond with a fountain worked by a pump. the fountain brings  oxygen from the air to fish in the pond.    pump waterp q     the system can be compared with part of the human circulatory system. the pump is compared with the heart.    what are p and q compared with?     p q  a aorta pulmonary artery  b pulmonary artery vena cava  c pulmonary vein vena cava  d vena cava aorta      19 the diagram shows sections through three types of blood vessel, not drawn to the same scale.    w vx    which section is from a vein and which is from a capillary?     vein capillary  a v w  b w v  c w x  d x w   ",
+            "9": "9  \u00a9 ucles 2016 0610/11/o/n/16 [turn over  20 the diagram shows human blood cells, as seen under a microscope.    x     what is the function of cell x?  a to carry glucose  b to carry oxygen  c to defend against disease  d to make the blood clot    21 what is the approximate composition of the air breathed out by a person?     oxygen  % carbon dioxide  %  a   5 73  b 16 4  c 21 0.04  d 78 2     22 which substances are produced by respiration in humans?     carbon  dioxide alcohol  (ethanol) water lactic acid  a \u0016 \u0016 \u0016 \u001a  b \u0016 \u001a \u0016 \u0016  c \u0016 \u001a \u001a \u0016  d \u001a \u0016 \u0016 \u001a     ",
+            "10": "10  \u00a9 ucles 2016 0610/11/o/n/16  23 the apparatus shown is set up and left for one hour.    mixture of yeast, sugarand waterindicator solution     a gas is released by the mixture. it caused the indicator solution to go cloudy.  what is the indicator solution?  a alcohol  b benedict\u2019s solution  c biuret solution  d limewater     24 a person is regularly connected to a machine that removes wastes, and excess salts and water,  from their blood.    which organ\u2019s function does the machine carry out?  a bladder  b kidney  c liver  d lung     ",
+            "11": "11  \u00a9 ucles 2016 0610/11/o/n/16 [turn over  25 the diagram shows the human nervous system.    4 2 31     which two structures form the central nervous system?  a 1 and 3 b 1 and 4 c 2 and 3 d 2 and 4    26 the flow diagram shows the pathway that causes  pupil diameter to decrease in response to  bright light.    bright lightreceptor cellxcentral nervous systemneuronereduced pupil diameter    what does x represent?  a iris  b motor neurone  c relay neurone  d sensory neurone    ",
+            "12": "12  \u00a9 ucles 2016 0610/11/o/n/16  27 the diagram shows seedlings in two experiments on  the tropic response of seedlings to gravity  and light.    shootshoot start of experiment in the dark3 days later shootshoot start of experiment 3 days laterlight from one sideto show the effect of gravity to show the effect of lightexperiment 1 experiment 2     how have the seedlings responded?     to gravity to light   a \u0016 \u0016 key  b \u0016 \u001a \u0016= tropic response shown  c \u001a \u0016 \u001a= no tropic response shown  d \u001a \u001a       28 when does fertilisation occur in humans?  a when an egg is released  b when implantation occurs  c when sperm and egg nuclei fuse  d when sperm are released    ",
+            "13": "13  \u00a9 ucles 2016 0610/11/o/n/16 [turn over  29 the diagram shows part of the reproductive system of a human female.    in which labelled region would implantation of a zygote normally take place?    ab c d      30 the diagrams show four methods of birth control.    which one is placed in the uterus?    abcd mon tue wed thu fri satsunsun sat fri thu wed montue sun sat fri thu wed montuemon tue wed thu fri satsunwhen this  pack is empty  start a new one immedia telyora l contraceptive tablets mon tue wed thu fri sat sun sun sat fri thu wed mon tue sun sat fri thu wed mon tuemon tue wed thu fri sat sun when this pack is empty s tart a new one immedi atelyoral contraceptive tablets       31 what is the definition of an allele?  a a length of dna that codes for a protein  b a thread-like structure, carrying genes  c a version of a gene  d the genetic make up of an organism      32 which row describes the cells produced in meiosis, and a function of this type of nuclear division?   cells produced function  a genetically different asexual reproduction  b genetically different sexual reproduction  c genetically identical asexual reproduction  d genetically identical sexual reproduction   ",
+            "14": "14  \u00a9 ucles 2016 0610/11/o/n/16  33 a brown mouse mates with a white mouse. there are 8 brown mice and 9 white mice in the  offspring.    the same two mice mate again. there are 9 brown mice and 7 white mice in the offspring.    what are the genotypes of the parents most likely to be?  a heterozygous \u00d7 heterozygous  b homozygous dominant \u00d7 heterozygous  c homozygous dominant \u00d7 homozygous recessive  d homozygous recessive \u00d7 heterozygous    34 what is the principal source of energy input into a food chain?  a primary consumer  b producer  c secondary consumer  d the sun     35 the diagram shows a food web.    which arrow does not show the direction of energy flow?    herbivores decomposerscarnivores plants ca bd      ",
+            "15": "15  \u00a9 ucles 2016 0610/11/o/n/16 [turn over  36 the diagram shows part of the carbon cycle.    organic compounds in plantscarbon dioxide organic compounds in animals deposits of coal, petroleum and natural gasz     what is the process labelled z?  a decomposition  b fossilisation  c photosynthesis  d respiration    ",
+            "16": "16  \u00a9 ucles 2016 0610/11/o/n/16  37 the graph shows the population of mosquito larvae in a pond. on day 3, fish that eat mosquito  larvae are released into the pond.    1234 time  / days5678 0800 700600500400300200100 0population of mosquito larvae/  number per m3fish released     what is the most likely reason for the decline in the population of larvae after day 3?  a disease  b lack of oxygen  c old age  d predation      38 why is yeast used in bread-making?  a aerobic respiration produces alcohol.  b aerobic respiration produces lactic acid.  c anaerobic respiration produces alcohol.  d anaerobic respiration produces carbon dioxide.      39 which agricultural activity does not result in pollution of nearby rivers?  a adding artificial fertilisers  b digging plant material into the soil  c spraying with herbicides  d spraying with insecticides     ",
+            "17": "17  \u00a9 ucles 2016 0610/11/o/n/16  40 the diagram shows the results of a survey on th e types of animals found along a stretch of river  near to a factory.    rat-tailed maggot sludge wormblood worm mayfly nymph stonefly nymphmayfly nymph stonefly nymph shrimp caddis fly larvablood worm leechwater louse snailfactory emptying pollutants into the waterdirection of water flow     which of the following animals lives in the most polluted water?  a blood worm  b caddis fly larva  c leech  d stonefly nymph    ",
+            "18": "18    blank page   \u00a9 ucles 2016 0610/11/o/n/16  ",
+            "19": "19    blank page   \u00a9 ucles 2016 0610/11/o/n/16  ",
+            "20": "20    blank page     permission to reproduce items where third-party owned material pr otected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to trac e 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 ans wer-related information to candidates, all copyright acknowledgements are reproduced onl ine in the cambridge  international examinations copyright acknow ledgements booklet. this is produced for each  series of examinations and is freely a vailable to download at  www.cie.org.uk after the live examination series.   cambridge international examinations is part of the cambridge as sessment group. cambridge assessment is the brand name of unive rsity of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge.    \u00a9 ucles 2016 0610/11/o/n/16   "
+        },
+        "0610_w16_qp_12.pdf": {
+            "1": "  the syllabus is approved for use in england, wales and northern ir eland as a cambridge international level 1/level 2 certificat e.  this document consists of 15 printed pages and 1 blank page.  ib16 11_0610_12/4rp  \u00a9 ucles 2016 [turn over     *3656500760* cambridge international examinations  cambridge international general certificate of secondary education       biology 0610/12     paper 1  multiple choice (core)  october/november 2016     45 minutes    additional materials: multiple choice answer sheet    soft clean eraser    soft pencil (type b or hb is recommended)        read these instructions first    write in soft pencil.  do not use staples, paper clips, glue or correction fluid. write your name, centre number and candidate number on the answer sheet in the spaces provided  unless this has been done for you.  do not  write in any barcodes.   there are forty  questions on this paper. answer all questions. for each question there are four possible  answers a, b, c and d.   choose the one you consider correct and record your choice in soft pencil  on the separate answer sheet.    read the instructions on the answer sheet very carefully.    each correct answer will score one mark. a ma rk will not be deducted for a wrong answer.  any rough working should be done in this booklet. electronic calculators may be used.                             ",
+            "2": "2  \u00a9 ucles 2016 0610/12/o/n/16  1 which characteristic of living organisms is responsible for the production of oxygen in the leaf of a  plant exposed to sunlight?  a excretion  b movement  c nutrition  d respiration      2 the scientific name for humans is homo sapiens.   what does homo  refer to?  a arthropod  b genus  c kingdom  d species      3 the diagram shows an insect.        use the key to identify the insect.  1 wings present  ...  go to 2  wings absent    a  2 two pairs of wings  .  go to 3  one pair of wings  ..  b  3 wings with circular markings  .  c  wings without circular markings    d    ",
+            "3": "3  \u00a9 ucles 2016 0610/12/o/n/16 [turn over  4 which diagram represents a typical plant cell?    a b c d       5 what is not an organ?  a aorta  b liver  c neurone  d skin    6 the diagram shows a plant cell which has lost water to its surroundings by osmosis.    which part is the partially permeable membrane?    a b c d     7 which identifies the chemical elements found in proteins?     carbon hydrogen oxygen nitrogen   a \u0016 \u0016 \u0016 \u0016 key  b \u0016 \u0016 \u0016 \u001a \u0016= present  c \u0016 \u001a \u0016 \u001a \u001a= absent  d \u001a \u0016 \u001a \u0016      ",
+            "4": "4  \u00a9 ucles 2016 0610/12/o/n/16  8 the graph shows the effect of temperature on an enzyme-controlled reaction.    rate of reaction 02 0 temperature  / \u00b0c40 60     which statement describes the effect of temperature on this reaction?  a as the temperature increases to 25  \u00b0c the reaction speeds up.  b between 10  \u00b0c and 20  \u00b0c the enzyme stops working.  c between 35  \u00b0c and 45  \u00b0c the enzyme stops working.  d the optimum temperature for this reaction is 40  \u00b0c.      9 where are carbohydrates made in a green leaf?  a cell vacuoles  b chloroplasts  c phloem  d xylem    ",
+            "5": "5  \u00a9 ucles 2016 0610/12/o/n/16 [turn over  10 the diagram shows part of a leaf as seen in cross section under the microscope.    12 3     what are the names of regions 1, 2 and 3?     region  1 2 3  a palisade mesophyll vascular bundle spongy mesophyll  b spongy mesophyll palisade mesophyll vascular bundle  c vascular bundle palisade mesophyll spongy mesophyll  d vascular bundle spongy mesophyll palisade mesophyll     11 the roots of plants take up nitrates from the soil.    what are the nitrates used to make?  a fat  b glucose  c protein  d starch    12 a child decided to eat only meat, oily fish , cheese and bread, and drink only water.    which nutrient would be in low levels in this diet?  a calcium  b iron  c vitamin c  d vitamin d     ",
+            "6": "6  \u00a9 ucles 2016 0610/12/o/n/16  13 what functions are carried out by the small intestine?     absorption of  digested food absorption of  water ingestion  a \u0016 \u0016 \u0016  b \u0016 \u0016 \u001a  c \u0016 \u001a \u001a  d \u001a \u001a \u0016     14 the diagram shows part of the human alimentary canal and associated organs.    where does amylase act on food?    d c ba      ",
+            "7": "7  \u00a9 ucles 2016 0610/12/o/n/16 [turn over  15 the diagram shows the stem of a plant. a strip of the outer tissue including the phloem has been  removed.    xylem phloem     how is transport in the plant affected?  a amino acids and sugar cannot pass to the roots.  b dissolved salts cannot pass to the leaves.  c water cannot pass to the leaves.  d water cannot pass to the roots.    16 a plant shoot is placed in a solution of a dye.    the dye moves up the stem.    under which conditions will the dye move slowest?     temperature humidity  a high high  b high low  c low high  d low low      17 which process releases water vapour into the atmosphere from the leaves of trees?  a active transport  b osmosis  c respiration  d transpiration     ",
+            "8": "8  \u00a9 ucles 2016 0610/12/o/n/16  18 which blood vessel carries blood to the muscle of the heart?  a coronary artery  b pulmonary artery  c renal vein  d vena cava      19 which chamber of the heart receives bl ood directly from the pulmonary vein?    cb a d       20 the diagram shows human blood cells, as seen under a microscope.    x     what is the function of cell x?  a to carry glucose  b to carry oxygen  c to defend against disease  d to make the blood clot    ",
+            "9": "9  \u00a9 ucles 2016 0610/12/o/n/16 [turn over  21 what is a chemical barrier to pathogens?  a nose hairs  b skin  c stomach acid  d white blood cells      22 the diagram shows the breathing system.    1 2 3    what are the labelled structures?     1 2 3  a bronchus diaphragm trachea  b diaphragm bronchus trachea  c trachea bronchus diaphragm  d trachea diaphragm bronchus      23 the equations represent chemical reactions that take place in living organisms.   which reaction releases the greatest amount of energy?  a carbon dioxide + water \u2192 glucose + oxygen  b glucose + oxygen \u2192 carbon dioxide + water  c glucose \u2192 alcohol + carbon dioxide  d glucose \u2192 lactic acid    ",
+            "10": "10  \u00a9 ucles 2016 0610/12/o/n/16  24 where is urea made and where is it removed?   made removed  a kidney bladder  b kidney kidney  c liver kidney  d liver rectum      25 in reflexes, which term describes light, heat and sound?  a effectors  b impulses  c receptors  d stimuli     26 what is a function of the cornea?  a carries impulses to the brain  b controls how much light enters the eye  c detects light  d refracts light    ",
+            "11": "11  \u00a9 ucles 2016 0610/12/o/n/16 [turn over  27 the diagram shows seedlings in two experiments on the tropic response of seedlings to gravity  and light.    shootshoot start of experiment in the dark3 days later shootshoot start of experiment 3 days laterlight from one sideto show the effect of gravity to show the effect of lightexperiment 1 experiment 2     how have the seedlings responded?     to gravity to light   a \u0016 \u0016 key  b \u0016 \u001a \u0016= tropic response shown  c \u001a \u0016 \u001a= no tropic response shown  d \u001a \u001a       28 when does fertilisation occur in humans?  a when an egg is released  b when implantation occurs  c when sperm and egg nuclei fuse  d when sperm are released     29 pollination is the transfer of pollen grains from  a anther to ovary.  b anther to stigma.  c stigma to ovary.  d stigma to ovule.   ",
+            "12": "12  \u00a9 ucles 2016 0610/12/o/n/16  30 the diagrams show four methods of birth control.    which one is placed in the uterus?    abcd mon tue wed thu fri satsunsun sat fri thu wed montue sun sat fri thu wed montuemon tue wed thu fri satsunwhen this  pack is empty  start a new one immedia telyora l contraceptive tablets mon tue wed thu fri sat sun sun sat fri thu wed mon tue sun sat fri thu wed mon tuemon tue wed thu fri sat sun when this pack is empty s tart a new one immedi atelyoral contraceptive tablets       31 which method of birth control can protect a person from sexually transmitted infections?  a chemical implant  b condom  c female sterilisation  d iud     32 which combination of chromosomes from egg and sperm cells will produce a boy?   egg sperm  a x x  b x y  c y x  d y y     33 what is not a function of meiosis?  a producing genetically different cells  b producing nuclei in ovules  c producing sperm cells  d repairing damaged tissues    ",
+            "13": "13  \u00a9 ucles 2016 0610/12/o/n/16 [turn over  34 a farmer buys a bull with unusual curved horns. he wants to know if the bull is pure-breeding for  curved horns. he mates the bull with cows in his herd which are all pure-breeding for straight horns.    which proportion of calves shows that the bull is pure-breeding for curved horns?  a all with curved horns  b half with straight horns  c three-quarters with curved horns  d three-quarters with straight horns    35 the phenotype of an organism is its  a combination of alleles.  b family pedigree.  c genetic make-up.  d observable features.    36 an insect is usually pale in colour which helps to camouflage it on tree trunks.   occasionally black individuals of this insect occur.  if the tree becomes dark in colour due to pollution, then the black individuals become more  common.   which process causes this?   a biotechnology  b conservation  c natural selection  d selective breeding    ",
+            "14": "14  \u00a9 ucles 2016 0610/12/o/n/16  37 the graph shows how the world population of humans is increasing.    1250 1000 1500 1750 2000 time  / yearsworld populationsize     what has contributed to this increase?  a a high death rate in developing countries  b drought leading to famine  c improved medical care  d the widespread use of contraception      38 why is yeast used in bread-making?  a aerobic respiration produces alcohol.  b aerobic respiration produces lactic acid.  c anaerobic respiration produces alcohol.  d anaerobic respiration produces carbon dioxide.      39 what is an example of genetic engineering?  a inserting genes into bacteria  b inserting insulin into bacteria  c spraying plants with herbicides  d using pectinase to make fruit juice     ",
+            "15": "15  \u00a9 ucles 2016 0610/12/o/n/16  40 the diagram shows the results of a survey on th e types of animals found along a stretch of river  near to a factory.    rat-tailed maggot sludge wormblood worm mayfly nymph stonefly nymphmayfly nymph stonefly nymph shrimp caddis fly larvablood worm leechwater louse snailfactory emptying pollutants into the waterdirection of water flow     which of the following animals lives in the most polluted water?  a blood worm  b caddis fly larva  c leech  d stonefly nymph    ",
+            "16": "16    blank page     permission to reproduce items where third-party owned material pr otected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to trac e 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 ans wer-related information to candidates, all copyright acknowledgements are reproduced onl ine in the cambridge  international examinations copyright acknow ledgements booklet. this is produced for each  series of examinations and is freely a vailable to download at  www.cie.org.uk after the live examination series.   cambridge international examinations is part of the cambridge as sessment group. cambridge assessment is the brand name of unive rsity of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge.    \u00a9 ucles 2016 0610/12/o/n/16   "
+        },
+        "0610_w16_qp_13.pdf": {
+            "1": "  the syllabus is approved for use in england, wales and northern ir eland as a cambridge international level 1/level 2 certificat e.  this document consists of 16 printed pages.  ib16 11_0610_13/5rp  \u00a9 ucles 2016 [turn over     *5967824525* cambridge international examinations  cambridge international general certificate of secondary education       biology 0610/13     paper 1  multiple choice (core)  october/november 2016     45 minutes    additional materials: multiple choice answer sheet    soft clean eraser    soft pencil (type b or hb is recommended)        read these instructions first    write in soft pencil.  do not use staples, paper clips, glue or correction fluid. write your name, centre number and candidate number on the answer sheet in the spaces provided  unless this has been done for you.  do not  write in any barcodes.   there are forty  questions on this paper. answer all questions. for each question there are four possible  answers a, b, c and d.   choose the one you consider correct and record your choice in soft pencil  on the separate answer sheet.    read the instructions on the answer sheet very carefully.    each correct answer will score one mark. a ma rk will not be deducted for a wrong answer.  any rough working should be done in this booklet. electronic calculators may be used.                               ",
+            "2": "2  \u00a9 ucles 2016 0610/13/o/n/16  1 breathing out combines which two characteristics of living organisms?  a excretion and movement  b excretion and respiration  c movement and sensitivity  d sensitivity and respiration      2 scientists discover a new species of animal.    it has a segmented body with two pairs of legs on each segment.    to which group of animals does this new species belong?  a arachnids  b crustaceans  c insects  d myriapods    3 the diagram shows an insect.        use the key to identify the insect.  1 wings present  ...  go to 2  wings absent    a  2 two pairs of wings  .  go to 3  one pair of wings  ..  b  3 wings with circular markings  .  c  wings without circular markings    d     4 which feature shows that a cell is a plant cell?  a cell membrane  b cell wall  c cytoplasm  d nucleus ",
+            "3": "3  \u00a9 ucles 2016 0610/13/o/n/16 [turn over  5 a student drew a large diagram of a leaf as shown.    drawing measured 160  mm     the drawing measured 160  mm.    the teacher noted that the diagram was twice the size of the leaf.    what was the actual size of the leaf?  a 2 mm b 16  mm c 80  mm d 180  mm     6 the diagram shows a plant cell which has lost water to its surroundings by osmosis.    which part is the partially permeable membrane?    a b c d      7 which identifies the chemical elements found in proteins?     carbon hydrogen oxygen nitrogen   a \u0016 \u0016 \u0016 \u0016 key  b \u0016 \u0016 \u0016 \u001a \u0016= present  c \u0016 \u001a \u0016 \u001a \u001a= absent  d \u001a \u0016 \u001a \u0016      ",
+            "4": "4  \u00a9 ucles 2016 0610/13/o/n/16  8 the graph shows how the activity of an enzyme varies with temperature.    rate of  enzyme activity temperature  / \u00b0c0 1 02 03 04 05 06 07 0     what is the best or optimum temperature for this enzyme and at what temperature is the enzyme  not working?     temperature  / \u00b0c  best not working  a 30   0  b 30 60  c 50   0  d 50 60      9 where are carbohydrates made in a green leaf?  a cell vacuoles  b chloroplasts  c phloem  d xylem    ",
+            "5": "5  \u00a9 ucles 2016 0610/13/o/n/16 [turn over  10 the diagram shows a leaf as seen in cross section under the microscope.    1 2 3     what are tissues 1, 2 and 3?     1 2 3  a epidermis palisade mesophyll spongy mesophyll  b epidermis spongy mesophyll palisade mesophyll  c palisade mesophyll epidermis spongy mesophyll  d spongy mesophyll palisade mesophyll epidermis      11 the roots of plants take up nitrates from the soil.    what are the nitrates used to make?  a fat  b glucose  c protein  d starch     12 a child decided to eat only meat, oily fish , cheese and bread, and drink only water.    which nutrient would be in low levels in this diet?  a calcium  b iron  c vitamin c  d vitamin d    ",
+            "6": "6  \u00a9 ucles 2016 0610/13/o/n/16  13 what is the correct order of the processes that take place in the alimentary canal?  a absorption, digestion, ingestion, egestion  b digestion, ingestion, egestion, absorption  c egestion, digestion, absorption, ingestion  d ingestion, digestion, absorption, egestion      14 the diagram shows part of the human alimentary canal.    which organ produces hydrochloric acid?    a b c d      15 the diagram shows the stem of a plant. a strip of the outer tissue including the phloem has been  removed.    xylem phloem     how is transport in the plant affected?  a amino acids and sugar cannot pass to the roots.  b dissolved salts cannot pass to the leaves.  c water cannot pass to the leaves.  d water cannot pass to the roots. ",
+            "7": "7  \u00a9 ucles 2016 0610/13/o/n/16 [turn over  16 after passing through the root hair cells of a plant, what is the next tissue through which water  passes?  a cortex  b epidermis  c mesophyll  d xylem     17 the diagram shows part of a cross section through a leaf.    which arrow shows the direction of movement of water by osmosis in a leaf?    leaf cells cbd air spacea xylem vessel       18 the graph shows the effect of several minutes of vigorous exercise on heart rate.    when does the person stop doing this exercise?    heart rate 0 time  / minac db 5 10 15 20 25 30 35 40      ",
+            "8": "8  \u00a9 ucles 2016 0610/13/o/n/16  19 the aorta takes  a deoxygenated blood away from the heart.  b deoxygenated blood towards the heart.  c oxygenated blood away from the heart.  d oxygenated blood towards the heart.      20 the diagram shows human blood cells, as seen under a microscope.    x     what is the function of cell x?  a to carry glucose  b to carry oxygen  c to defend against disease  d to make the blood clot     21 what are disease-causing organisms?  a antibodies  b pathogens  c phagocytes  d vaccines    ",
+            "9": "9  \u00a9 ucles 2016 0610/13/o/n/16 [turn over  22 a student blows through a straw into limewater.    limewaterstraw     what is the appearance of the limewater before and after blowing through the straw?     before after  a blue purple  b brown blue-black  c colourless white  d orange yellow     23 what is correct for aerobic respiration in muscles?   nutrient  molecule oxygen used?  a glucose no  b glucose yes  c lactic acid no  d glycogen yes     24 to show that a green plant may absorb oxygen, in which condition must it be placed and why?     condition reason  a dark to prevent photosynthesis  b dark to prevent respiration  c light to allow photosynthesis  d light to allow respiration     ",
+            "10": "10  \u00a9 ucles 2016 0610/13/o/n/16  25 after a meal containing large amounts of meat, urine is likely to contain   a a decreased concentration of amino acids.  b an increased amount of fat.  c an increased concentration of protein.  d an increased concentration of urea.      26 which of these neurones is found in the peripheral nervous system?   motor sensory  a \u0016 \u0016  b \u0016 \u001a  c \u001a \u0016  d \u001a \u001a     ",
+            "11": "11  \u00a9 ucles 2016 0610/13/o/n/16 [turn over  27 the diagram shows seedlings in two experiments on  the tropic response of seedlings to gravity  and light.    shootshoot start of experiment in the dark3 days later shootshoot start of experiment 3 days laterlight from one sideto show the effect of gravity to show the effect of lightexperiment 1 experiment 2     how have the seedlings responded?     to gravity to light   a \u0016 \u0016 key  b \u0016 \u001a \u0016= tropic response shown  c \u001a \u0016 \u001a= no tropic response shown  d \u001a \u001a       28 when does fertilisation occur in humans?  a when an egg is released  b when implantation occurs  c when sperm and egg nuclei fuse  d when sperm are released    ",
+            "12": "12  \u00a9 ucles 2016 0610/13/o/n/16  29 the diagram shows a flower cut in half.    which structure receives pollen grains during pollination?    a b c d      30 the diagrams show four methods of birth control.    which one is placed in the uterus?    abcd mon tue wed thu fri satsunsun sat fri thu wed montue sun sat fri thu wed montuemon tue wed thu fri satsunwhen this  pack is empty  start a new one immedia telyora l contraceptive tablets mon tue wed thu fri sat sun sun sat fri thu wed mon tue sun sat fri thu wed mon tuemon tue wed thu fri sat sun when this pack is empty s tart a new one immedi atelyoral contraceptive tablets      31 what is defined as \u2018a thread-like structure of dna, carrying genetic information in the form of  genes\u2019?  a allele  b chromosome  c protein  d zygote    ",
+            "13": "13  \u00a9 ucles 2016 0610/13/o/n/16 [turn over  32 what is a function of meiosis?  a asexual reproduction  b producing cells for growth  c producing genetically different cells  d repairing tissues      33 in mice, the allele for black hair is dominant to the allele for brown hair.    what proportion of offspring will have black hair if a cross is made between a homozygous black  mouse and a heterozygous black mouse?  a 0% b 25% c 50% d 100%      34 which of these human characteristics shows continuous variation?  a free or attached earlobes  b sex  c tongue rolling  d weight      35 the diagram shows the flow of energy through an ecosystem.    decomposers x producers sunlight     what does x represent?  a carbon dioxide and water  b carnivores  c consumers  d oxygen     ",
+            "14": "14  \u00a9 ucles 2016 0610/13/o/n/16  36 a herd of red deer live in a woodland, which contains snakes and a large variety of birds.   which group of organisms is an example of a population?  a all the animals in the wood  b all the red deer in the wood  c all the organisms in the wood  d all the plants in the wood    37 what is not a reason that bacteria are widely used in biotechnology?  a they are complex organisms.  b they are made of single cells.  c they are small.  d they reproduce quickly.     38 the diagram shows how ethanol can be produced from a sugar solution containing yeast.    after five hours the mixture produced bubbles.    air lock sugar solution containing yeast bubbles     what is the main gas in the bubbles?  a air  b carbon dioxide  c methane  d oxygen    ",
+            "15": "15  \u00a9 ucles 2016 0610/13/o/n/16 [turn over  39 the diagram shows part of a food web.    planktonblue whalesmall crustaceanslarge fish small fish penguinseal     fishermen regularly catch and remove large fish.    what is most likely to happen to the populations of penguins, small fish and seals?     penguins small fish seal  a decrease increase increase  b increase decrease decrease  c increase increase increase  d no change decrease decrease     ",
+            "16": "16    permission to reproduce items where third-party owned material pr otected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to trac e 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 ans wer-related information to candidates, all copyright acknowledgements are reproduced onl ine in the cambridge  international examinations copyright acknow ledgements booklet. this is produced for each  series of examinations and is freely a vailable to download at  www.cie.org.uk after the live examination series.   cambridge international examinations is part of the cambridge as sessment group. cambridge assessment is the brand name of unive rsity of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge.    \u00a9 ucles 2016 0610/13/o/n/16  40 the diagram shows the results of a survey on th e types of animals found along a stretch of river  near to a factory.    rat-tailed maggot sludge wormbloodworm mayfly nymph stonefly nymphmayfly nymph stonefly nymph shrimp caddisfly larvabloodworm leechwater louse snailfactory emptying pollutants into the waterdirection of water flow     which of the following animals lives in the most polluted water?  a bloodworm  b caddisfly larva  c leech  d stonefly nymph      "
+        },
+        "0610_w16_qp_21.pdf": {
+            "1": "  the syllabus is approved for use in england, wales and northern ir eland as a cambridge international level 1/level 2 certificat e.  this document consists of 16 printed pages.  ib16 11_0610_21/5rp  \u00a9 ucles 2016 [turn over     *3193869340* cambridge international examinations  cambridge international general certificate of secondary education       biology 0610/21     paper 2  multiple choice (extended)  october/november 2016     45 minutes    additional materials: multiple choice answer sheet    soft clean eraser    soft pencil (type b or hb is recommended)        read these instructions first    write in soft pencil.  do not use staples, paper clips, glue or correction fluid. write your name, centre number and candidate number on the answer sheet in the spaces provided  unless this has been done for you.  do not  write in any barcodes.   there are forty  questions on this paper. answer all questions. for each question there are four possible  answers a, b, c and d.   choose the one you consider correct and record your choice in soft pencil  on the separate answer sheet.    read the instructions on the answer sheet very carefully.    each correct answer will score one mark. a ma rk will not be deducted for a wrong answer.  any rough working should be done in this booklet. electronic calculators may be used.            ",
+            "2": "2  \u00a9 ucles 2016 0610/21/o/n/16  1 the diagram shows a plant that has been placed near a sunlit window for a few weeks.        which two characteristics of living organisms have affected the shape of the plant?  a excretion and sensitivity  b growth and reproduction  c reproduction and excretion  d sensitivity and growth      2 what is a characteristic of amphibians but not of reptiles?  a four limbs  b laying eggs in water  c scaly skin  d using lungs for breathing     3 the diagram shows an insect.        use the key to identify the insect.  1 wings present  ...  go to 2  wings absent    a  2 two pairs of wings  .  go to 3  one pair of wings  ..  b  3 wings with circular markings  .  c  wings without circular markings    d    ",
+            "3": "3  \u00a9 ucles 2016 0610/21/o/n/16 [turn over  4 the diagram shows a spongy mesophyll cell from a green leaf.    1 2 3 4 5    which labelled structures are not found in animal cells?  a 1, 3 and 4 b 1, 4 and 5 c 2, 3 and 4 d 3, 4 and 5     5 what are the features of the cell walls in a xylem vessel?     end wall side wall  a absent thick  b absent thin  c present thick  d present thin    6 the diagram shows a plant cell which has lost water to its surroundings by osmosis.    which part is the partially permeable membrane?    a b c d     ",
+            "4": "4  \u00a9 ucles 2016 0610/21/o/n/16  7 commercial fishermen use ice to store the fish that they catch.   how does the ice keep the fish fresh?  a cells denature.  b decomposer activity decreases.  c decomposer activity increases.  d proteins denature.    8 what controls the speed of chemical reactions in all living cells?  a enzymes  b hormones  c ions  d vitamins     9 the diagram shows how the rate of photosynthesis varies with light intensity.    the four curves show different conditions of temperature and carbon dioxide concentration.    rate of photosynthesis light intensity30 \u00b0c, 0.2% co2 20 \u00b0c, 0.2% co2 30 \u00b0c, 0.1% co2 20 \u00b0c, 0.1% co2p     what limits the rate of photosynthesis at point p?       light intensity carbon dioxide  concentration temperature  a \u0016 \u0016 \u001a  b \u0016 \u001a \u001a  c \u001a \u0016 \u0016  d \u001a \u001a \u0016 ",
+            "5": "5  \u00a9 ucles 2016 0610/21/o/n/16 [turn over  10 the diagram shows part of a leaf in cross-section.    1 4 3 2    what shows the correct function of a numbered part?     part functions  a 1 photosynthesis  b 2 gaseous exchange  c 3 transport of water from the root  d 4 transport of sugars to the root     11 the roots of plants take up nitrates from the soil.    what are the nitrates used to make?  a fat  b glucose  c protein  d starch     12 which diseases are caused by a lack of iron and a lack of vitamin d?     lack of iron lack of vitamin d  a anaemia soft bones  b kwashiorkor anaemia  c kwashiorkor soft bones  d soft bones anaemia     ",
+            "6": "6  \u00a9 ucles 2016 0610/21/o/n/16  13 the diagram shows the human alimentary canal.    which labelled part absorbs the most water?    d a c b      14 the cholera bacterium produces toxins that cause chloride ions to be secreted into the small  intestine.    how does this affect the water potential of blood in the intestinal capillaries and the intestinal  contents?     water potential  blood in  capillaries contents of  small intestine  a lowered lowered  b lowered raised  c raised lowered  d raised raised     ",
+            "7": "7  \u00a9 ucles 2016 0610/21/o/n/16 [turn over  15 the diagram shows the stem of a plant. a strip of the outer tissue including the phloem has been  removed.    xylem phloem     how is transport in the plant affected?  a amino acids and sugar cannot pass to the roots.  b dissolved salts cannot pass to the leaves.  c water cannot pass to the leaves.  d water cannot pass to the roots.    16 the diagrams show stages in the passage of water through a plant.    which arrow shows water moving in the form of water vapour?    c da b      ",
+            "8": "8  \u00a9 ucles 2016 0610/21/o/n/16  17 which substance is moved by translocation in a flowering plant?  a amino acid  b cellulose  c fat  d starch      18 the diagram shows a garden pond with a fountain worked by a pump. the fountain brings  oxygen from the air to fish in the pond.    pump waterp q     the system can be compared with part of the human circulatory system. the pump is compared with the heart.    what are p and q compared with?     p q  a aorta pulmonary artery  b pulmonary artery vena cava  c pulmonary vein vena cava  d vena cava aorta      19 what happens when the left ventricle contracts?     atrioventricular  valves semilunar  valves  a closed closed  b closed open  c open closed  d open open     ",
+            "9": "9  \u00a9 ucles 2016 0610/21/o/n/16 [turn over  20 the diagram shows human blood cells, as seen under a microscope.    x     what is the function of cell x?  a to carry glucose  b to carry oxygen  c to defend against disease  d to make the blood clot     21 what is not a consequence of vaccination?  a antigens trigger an immune response.  b antibodies lock onto antigens.  c memory cells are produced.  d phagocytes produce antibodies.     22 which sequence of changes takes place when we breathe in?  a diaphragm contracts  \u2192  volume of thorax increases  \u2192  pressure in lungs decreases  b diaphragm contracts  \u2192  volume of thorax increases  \u2192  pressure in lungs increases  c diaphragm relaxes  \u2192  volume of thorax increases  \u2192  pressure in lungs decreases  d diaphragm relaxes  \u2192  volume of thorax increases  \u2192  pressure in lungs increases     ",
+            "10": "10  \u00a9 ucles 2016 0610/21/o/n/16  23 after a race, athletes experience oxygen debt.    the diagram shows how the oxygen debt is removed.    lactic acid forms in the muscles lactic acid moves in the blood to the live r deep breathing continues, supplying extra oxygenx     what happens at x?  a aerobic respiration of glucose  b aerobic respiration of lactic acid  c anaerobic respiration of glucose  d anaerobic respiration of lactic acid      24 what happens as a result of deamination in the liver?  a alcohol is broken down.  b glycogen is stored.  c glucose is produced.  d urea is produced.    ",
+            "11": "11  \u00a9 ucles 2016 0610/21/o/n/16 [turn over  25 the diagram shows a section through a human eye.    p q     good colour vision is a result of a high concentration of which type of cells at which position?  a cones at p  b cones at q  c rods at p  d rods at q     26 when the blood glucose concentration is low, which hormone is released and which organ  releases it?     hormone organ  a glucagon liver  b glucagon pancreas  c insulin liver  d insulin pancreas     ",
+            "12": "12  \u00a9 ucles 2016 0610/21/o/n/16  27 the diagram shows seedlings in two experiments on the tropic response of seedlings to gravity  and light.    shootshoot start of experiment in the dark3 days later shootshoot start of experiment 3 days laterlight from one sideto show the effect of gravity to show the effect of lightexperiment 1 experiment 2     how have the seedlings responded?     to gravity to light   a \u0016 \u0016 key  b \u0016 \u001a \u0016= tropic response shown  c \u001a \u0016 \u001a= no tropic response shown  d \u001a \u001a       28 when does fertilisation occur in humans?  a when an egg is released  b when implantation occurs  c when sperm and egg nuclei fuse  d when sperm are released    ",
+            "13": "13  \u00a9 ucles 2016 0610/21/o/n/16 [turn over  29 what is the function of the many mitochondria in a sperm cell?  a to help penetrate the egg cell  b to provide energy for movement  c to store food molecules  d to synthesise enzymes      30 the graph shows changes in the concentrations of  four hormones during the menstrual cycle.    which hormone is progesterone?    concentration in blood 07 1 4 time  / days21 28abc d      31 one parent has blood group a and the other parent has blood group b.    their first child has blood group o.    what are the possible blood groups of their next child?     group a group b group ab group o  a \u0016 \u0016 \u0016 \u0016  b \u0016 \u0016 \u0016 \u001a  c \u0016 \u0016 \u001a \u0016  d \u001a \u001a \u0016 \u001a     ",
+            "14": "14  \u00a9 ucles 2016 0610/21/o/n/16  32 hba is the allele for normal haemoglobin and hbs is the allele for abnormal haemoglobin that  causes sickle-shaped red blood cells.    which row correctly matches a genotype to its phenotype?     genotype person has  sickle-cell  anaemia person has  resistance to  malaria  a hba hba \u001a \u0016  b hbs hba \u0016 \u001a  c hbs hba \u001a \u0016  d hbs hbs \u001a \u001a      33 how do the leaves of hydrophytes differ from those of xerophytes?  a smaller stomata  b smaller total surface area  c stomata on the undersides of the leaves  d thinner cuticle    34 the diagram shows a food chain.    240  j eaten by caterpillar120  j egested in faeces22 j egested in faeces 70 j lost in respiration 20 j lost in respirationplantcaterpillar bird     how much energy is transferred to the bird?  a 8 j b 42 j c 50 j d 240  j   ",
+            "15": "15  \u00a9 ucles 2016 0610/21/o/n/16 [turn over  35 the diagram shows part of the nitrogen cycle.    nitrogen in atmosphere ammonium salts in soilprotein in animalsprotein in plantsnitrates in soilx     what could be responsible for process x?  a decomposers  b denitrifying bacteria  c lightning  d nitrifying bacteria    36 which statement describes the effect of predation and disease on a population?  a they cause an exponential (log) increase in the population size.  b they control the rate of growth of the population.  c they decrease the food supply available to the population.  d they reduce the lag phase of the population.     37 which structures, found in bacteria, make them useful in genetic engineering?  a cell walls  b membranes  c plasmids  d mitochondria     38 why is yeast used in bread-making?  a aerobic respiration produces alcohol.  b aerobic respiration produces lactic acid.  c anaerobic respiration produces alcohol.  d anaerobic respiration produces carbon dioxide.    ",
+            "16": "16    permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to trac e 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 ans wer-related information to candidates, all copyright acknowledgements are reproduced onl ine in the cambridge  international examinations copyright acknow ledgements booklet. this is produced for each  series of examinations and is freely a vailable to download at  www.cie.org.uk after the live examination series.   cambridge international examinations is part of the cambridge as sessment group. cambridge assessment is the brand name of unive rsity of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge.    \u00a9 ucles 2016 0610/21/o/n/16  39 an advantage of some genetically modified crop plants is that they will not  a be affected by herbicides.  b need carbon dioxide.  c need magnesium ions.  d need water.      40 what is not a reason for having conservation programmes?  a introducing species to new environments  b maintaining resources  c protecting vulnerable environments  d reducing extinction       "
+        },
+        "0610_w16_qp_22.pdf": {
+            "1": "  the syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificat e.  this document consists of 14 printed pages and 2 blank pages.  ib16 11_0610_22/5rp  \u00a9 ucles 2016 [turn over       *8402847547* cambridge international examinations  cambridge international general certificate of secondary education       biology 0610/22     paper 2  multiple choice (extended)  october/november 2016     45 minutes    additional materials: multiple choice answer sheet    soft clean eraser    soft pencil (type b or hb is recommended)        read these instructions first    write in soft pencil.  do not use staples, paper clips, glue or correction fluid. write your name, centre number and candidate number on the answer sheet in the spaces provided  unless this has been done for you.  do not  write in any barcodes.   there are forty  questions on this paper. answer all questions. for each question there are four possible  answers a, b, c and d.   choose the one you consider correct and record your choice in soft pencil  on the separate answer sheet.    read the instructions on the answer sheet very carefully.   each correct answer will score one mark. a mark will not be deducted for a wrong answer. any rough working should be done in this booklet. electronic calculators may be used.     ",
+            "2": "2  \u00a9 ucles 2016 0610/22/o/n/16  1 which characteristic of living organisms is responsible for the production of oxygen in the leaf of a  plant exposed to sunlight?  a excretion  b movement  c nutrition  d respiration      2 the scientific name for humans is homo sapiens.   what does homo  refer to?  a arthropod  b genus  c kingdom  d species    3 the diagram shows an insect.        use the key to identify the insect.  1 wings present  ...  go to 2  wings absent    a  2 two pairs of wings  .  go to 3  one pair of wings  ..  b  3 wings with circular markings  .  c  wings without circular markings    d    ",
+            "3": "3  \u00a9 ucles 2016 0610/22/o/n/16 [turn over  4 which diagram represents a typical plant cell?    a b c d      5 a student draws a diagram of a mitochondrion.    the diagram has a magnification of \u00d720  000.        the diagram is 5  cm long.  what is the actual size of the mitochondrion?  a 0.00025  \u00b5m b 0.0025  \u00b5m c 0.025  \u00b5m d 2.5  \u00b5m     6 the diagram shows a plant cell which has lost water to its surroundings by osmosis.    which part is the partially permeable membrane?    a b c d      7 what would lead to a decrease in diffusion rate into a cell?  a greater concentration gradient  b higher temperature  c larger surface area of cell  d thicker cell wall     ",
+            "4": "4  \u00a9 ucles 2016 0610/22/o/n/16  8 the graph shows the effect of temperature on an enzyme-controlled reaction.    rate of reaction 02 0 temperature  / \u00b0c40 60     which statement describes the effect of temperature on this reaction?  a as the temperature increases to 25  \u00b0c the reaction speeds up.  b between 10  \u00b0c and 20  \u00b0c the enzyme stops working.  c between 35  \u00b0c and 45  \u00b0c the enzyme stops working.  d the optimum temperature for this reaction is 40  \u00b0c.     9 curve x on the graph shows the effect of light  intensity on the rate of photosynthesis.    rate of photosynthesis light intensityyx     how have the conditions changed to produce curve y?  a decreased concentration of carbon dioxide  b decreased light intensity  c increased concentration of carbon dioxide  d increased light intensity     ",
+            "5": "5  \u00a9 ucles 2016 0610/22/o/n/16 [turn over  10 an experiment is set up to investigate gas exchange in aquatic plants.    black paper aquatic planthydrogencarbonate indicator solution     the hydrogencarbonate indicator solution is orange at the start.    which colour is it after three hours?    a blue-black  b orange  c purple  d yellow      11 the roots of plants take up nitrates from the soil.    what are the nitrates used to make?  a fat  b glucose  c protein  d starch     12 what is the main cause of kwashiorkor?   insufficient  energy insufficient  protein  a \u0013 \u0013  b \u0013 \u0017  c \u0017 \u0013  d \u0017 \u0017    ",
+            "6": "6  \u00a9 ucles 2016 0610/22/o/n/16  13 what functions are carried out by the small intestine?     absorption of  digested food absorption of  water ingestion  a \u0013 \u0013 \u0013  b \u0013 \u0013 \u0017  c \u0013 \u0017 \u0017  d \u0017 \u0017 \u0013     14 the graph shows the effect of ph on the activity of a human digestive enzyme.    01234 phrate of reaction     what is the enzyme?  a amylase  b maltase  c pepsin  d trypsin     ",
+            "7": "7  \u00a9 ucles 2016 0610/22/o/n/16 [turn over  15 the diagram shows the stem of a plant. a strip of the outer tissue including the phloem has been  removed.    xylem phloem     how is transport in the plant affected?  a amino acids and sugar cannot pass to the roots.  b dissolved salts cannot pass to the leaves.  c water cannot pass to the leaves.  d water cannot pass to the roots.     16 a plant shoot is placed in a solution of a dye.    the dye moves up the stem.    under which conditions will the dye move slowest?     temperature humidity  a high high  b high low  c low high  d low low    17 which substance is moved by translocation in a flowering plant?  a amino acid  b cellulose  c fat  d starch    ",
+            "8": "8  \u00a9 ucles 2016 0610/22/o/n/16  18 the diagram shows a section through the heart.     which is an atrioventricular valve in the right side of the heart?   a db c     19 what is a correct function of the lymphatic system?  a protects body from heat loss  b protects body from infection  c transports blood to lymph nodes  d transports urea to the kidneys    20 the diagram shows human blood cells, as seen under a microscope.    x     what is the function of cell x?  a to carry glucose  b to carry oxygen  c to defend against disease  d to make the blood clot    ",
+            "9": "9  \u00a9 ucles 2016 0610/22/o/n/16 [turn over  21 which change occurs during blood clotting?  a fibrinogen to fibrin  b glucose to glycogen  c haemoglobin to oxyhaemoglobin  d maltose to glucose      22 how does passive immunity differ from active immunity? in passive immunity  a antibodies are produced by lymphocytes.  b immunity depends on vaccination.  c immunity is specific to one type of antigen.  d no memory cells are produced.     23 after a race, athletes experience oxygen debt.    the diagram shows how the oxygen debt is removed.    lactic acid forms in the muscles lactic acid moves in the blood to the live r deep breathing continues, supplying extra oxygenx     what happens at x?  a aerobic respiration of glucose  b aerobic respiration of lactic acid  c anaerobic respiration of glucose  d anaerobic respiration of lactic acid    24 what is the equation for anaerobic respiration in yeast?  a c 6h12o6  +  6o 2  \u2192  6co 2  +  6h 2o  b c6h12o6  \u2192  2c 3h6o3  c c6h12o6  \u2192  2c 2h5oh  +  2co 2  d 6co 2  +  6h 2o  \u2192  c6h12o6  +  6o 2    ",
+            "10": "10  \u00a9 ucles 2016 0610/22/o/n/16  25 in a kidney tubule, which substances are filtered out of the blood in the glomerulus?  a glucose, protein, salts and water  b glucose, protein, urea and water  c glucose, salts, urea and water  d protein, salts, urea and water      26 when the blood glucose concentration is low, which hormone is released and which organ  releases it?     hormone organ  a glucagon liver  b glucagon pancreas  c insulin liver  d insulin pancreas     ",
+            "11": "11  \u00a9 ucles 2016 0610/22/o/n/16 [turn over  27 the diagram shows seedlings in two experiments on the tropic response of seedlings to gravity  and light.    shootshoot start of experiment in the dark3 days later shootshoot start of experiment 3 days laterlight from one sideto show the effect of gravity to show the effect of lightexperiment 1 experiment 2     how have the seedlings responded?     to gravity to light   a \u0013 \u0013 key  b \u0013 \u0017 \u0013= tropic response shown  c \u0017 \u0013 \u0017= no tropic response shown  d \u0017 \u0017       28 when does fertilisation occur in humans?  a when an egg is released  b when implantation occurs  c when sperm and egg nuclei fuse  d when sperm are released    ",
+            "12": "12  \u00a9 ucles 2016 0610/22/o/n/16  29 what describes the nuclei in human reproduction?   egg sperm zygote  a diploid diploid diploid  b diploid diploid haploid  c haploid haploid diploid  d haploid haploid haploid      30 which feature allows the sperm to dissolve the jelly coating of the egg cell?  a acrosome  b flagellum  c mitochondria  d nucleus    31 the graph shows a hormone that is involved in controlling the human female menstrual cycle.    concentration of hormone 01 4 2 8 time  / days    which hormone is shown by the curve?  a fsh  b lh  c oestrogen  d progesterone     32 which combination of chromosomes from egg and sperm cells will produce a boy?   egg sperm  a x x  b x y  c y x  d y y ",
+            "13": "13  \u00a9 ucles 2016 0610/22/o/n/16 [turn over  33 what happens in meiosis?   genetically identical  cells produced chromosome number  is halved  a \u0013 \u0013  b \u0013 \u0017  c \u0017 \u0013  d \u0017 \u0017      34 what is the inheritance of colour blindness an example of?  a co-dominance  b continuous variation  c reduction division  d sex linkage     35 the phenotype of an organism is its  a combination of alleles.  b family pedigree.  c genetic make-up.  d observable features.      36 which is an adaptive feature of hydrophytes?  a large network of roots  b leaves covered with spines  c stomata on the upper surface of the leaves  d water storage in stem     37 which structures, found in bacteria, make them useful in genetic engineering?  a cell walls  b membranes  c plasmids  d mitochondria     ",
+            "14": "14  \u00a9 ucles 2016 0610/22/o/n/16  38 why is yeast used in bread-making?  a aerobic respiration produces alcohol.  b aerobic respiration produces lactic acid.  c anaerobic respiration produces alcohol.  d anaerobic respiration produces carbon dioxide.      39 an advantage of some genetically modified crop plants is that they will not  a be affected by herbicides.  b need carbon dioxide.  c need magnesium ions.  d need water.     40 when raw sewage is discharged into a stream, what is a result of eutrophication?  a decreased oxygen concentration caused by decreased bacterial activity  b decreased oxygen concentration caused by increased bacterial activity  c increased oxygen concentration caused by decreased bacterial activity  d increased oxygen concentration caused by increased bacterial activity    ",
+            "15": "15    blank page   \u00a9 ucles 2016 0610/22/o/n/16 ",
+            "16": "16    blank page     permission to reproduce items where third-par ty owned material protected by copyright is  included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holder s, 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 onl ine in the cambridge  international examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely a vailable to download at  www.cie.org.uk after the live examination series.    cambridge international examinations is part of the cambridge asse ssment group. cambridge assessment is the brand name of unive rsity of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge.    \u00a9 ucles 2016 0610/22/o/n/16   "
+        },
+        "0610_w16_qp_23.pdf": {
+            "1": "  the syllabus is approved for use in england, wales and northern ir eland as a cambridge international level 1/level 2 certificat e.  this document consists of 15 printed pages and 1 blank page.  ib16 11_0610_23/4rp  \u00a9 ucles 2016 [turn over     *9281735485* cambridge international examinations  cambridge international general certificate of secondary education       biology 0610/23     paper 2  multiple choice (extended)  october/november 2016     45 minutes    additional materials: multiple choice answer sheet    soft clean eraser    soft pencil (type b or hb is recommended)        read these instructions first    write in soft pencil.  do not use staples, paper clips, glue or correction fluid. write your name, centre number and candidate number on the answer sheet in the spaces provided  unless this has been done for you.  do not  write in any barcodes.   there are forty  questions on this paper. answer all questions. for each question there are four possible  answers a, b, c and d.   choose the one you consider correct and record your choice in soft pencil  on the separate answer sheet.    read the instructions on the answer sheet very carefully.    each correct answer will score one mark. a ma rk will not be deducted for a wrong answer.  any rough working should be done in this booklet. electronic calculators may be used.            ",
+            "2": "2  \u00a9 ucles 2016 0610/23/o/n/16  1 breathing out combines which two characteristics of living organisms?  a excretion and movement  b excretion and respiration  c movement and sensitivity  d sensitivity and respiration      2 scientists discover a new species of animal.    it has a segmented body with two pairs of legs on each segment.    to which group of animals does this new species belong?  a arachnids  b crustaceans  c insects  d myriapods    3 the diagram shows an insect.        use the key to identify the insect.  1 wings present  ...  go to 2  wings absent    a  2 two pairs of wings  .  go to 3  one pair of wings  ..  b  3 wings with circular markings  .  c  wings without circular markings    d     4 which feature shows that a cell is a plant cell?  a cell membrane  b cell wall  c cytoplasm  d nucleus ",
+            "3": "3  \u00a9 ucles 2016 0610/23/o/n/16 [turn over  5 the diagram shows an image of a chloroplast. the image is 5  cm long.        the actual length of the chloroplast is 5  \u00b5m.    what is the magnification of the image?  a \u00d710 b \u00d71000 c \u00d710  000 d \u00d7100  000     6 the diagram shows a plant cell which has lost water to its surroundings by osmosis.    which part is the partially permeable membrane?    a b c d     7 what describes active transport?     energy required particles move against  concentration gradient  a \u0016 \u0016  b \u0016 \u001a  c \u001a \u0016  d \u001a \u001a     ",
+            "4": "4  \u00a9 ucles 2016 0610/23/o/n/16  8 the graph shows how the activity of an enzyme varies with temperature.    rate of  enzyme activity temperature  / \u00b0c0 1 02 03 04 05 06 07 0     what is the best or optimum temperature for this enzyme and at what temperature is the enzyme  not working?     temperature  / \u00b0c  best not working  a 30   0  b 30 60  c 50   0  d 50 60      9 how does a plant use the sugar that it makes?   stored as starch used for  photosynthesis used for  respiration used to make  cellulose  a \u0016 \u0016 \u0016 \u001a  b \u0016 \u0016 \u001a \u0016  c \u0016 \u001a \u0016 \u0016  d \u001a \u0016 \u0016 \u0016     ",
+            "5": "5  \u00a9 ucles 2016 0610/23/o/n/16 [turn over  10 the diagram shows a leaf as seen in cross-section under the microscope.    1 2 3     what are tissues 1, 2 and 3?     1 2 3  a epidermis palisade mesophyll spongy mesophyll  b epidermis spongy mesophyll palisade mesophyll  c palisade mesophyll epidermis spongy mesophyll  d spongy mesophyll palisade mesophyll epidermis      11 the roots of plants take up nitrates from the soil.    what are the nitrates used to make?  a fat  b glucose  c protein  d starch     ",
+            "6": "6  \u00a9 ucles 2016 0610/23/o/n/16  12 which disease do children suffer from if they do not get enough iron from their diet?  a anaemia  b kwashiorkor  c marasmus  d rickets     13 what is the correct order of the processes that take place in the alimentary canal?  a absorption, digestion, ingestion, egestion  b digestion, ingestion, egestion, absorption  c egestion, digestion, absorption, ingestion  d ingestion, digestion, absorption, egestion    14 the diagram shows part of the human alimentary canal.    which organ produces hydrochloric acid?    a b c d      ",
+            "7": "7  \u00a9 ucles 2016 0610/23/o/n/16 [turn over  15 the diagram shows the stem of a plant. a strip of the outer tissue including the phloem has been  removed.    xylem phloem     how is transport in the plant affected?  a amino acids and sugar cannot pass to the roots.  b dissolved salts cannot pass to the leaves.  c water cannot pass to the leaves.  d water cannot pass to the roots.     16 which changes in atmospheric conditions can cause a plant to wilt?   humidity temperature  a decrease decrease  b decrease increase  c increase decrease  d increase increase     17 which substance is moved by translocation in a flowering plant?  a amino acid  b cellulose  c fat  d starch    18 what is a double circulation?  a blood circulates through arteries and veins.  b blood circulates through two hearts.  c blood flows through the heart twice for each circulation.  d blood flows twice around the body before going to the lungs.   ",
+            "8": "8  \u00a9 ucles 2016 0610/23/o/n/16  19 the graph shows the thickness of the muscular wall in each of the four chambers of the heart.    which chamber is the right ventricle?   thickness of muscular wall ab heart chambercd       20 the diagram shows human blood cells, as seen under a microscope.    x     what is the function of cell x?  a to carry glucose  b to carry oxygen  c to defend against disease  d to make the blood clot     21 what are disease-causing organisms?  a antibodies  b pathogens  c phagocytes  d vaccines    ",
+            "9": "9  \u00a9 ucles 2016 0610/23/o/n/16 [turn over  22 which row describes active immunity?   depends on  phagocytes memory cells are  produced  a \u0016 \u0016  b \u0016 \u001a  c \u001a \u0016  d \u001a \u001a     23 after a race, athletes experience oxygen debt.    the diagram shows how the oxygen debt is removed.    lactic acid forms in the muscles lactic acid moves in the blood to the live r deep breathing continues, supplying extra oxygenx     what happens at x?  a aerobic respiration of glucose  b aerobic respiration of lactic acid  c anaerobic respiration of glucose  d anaerobic respiration of lactic acid     24 what is the equation for aerobic respiration in plants?  a c 6h12o6 + 6o 2  \u2192  6co 2 + 6h 2o  b c6h12o6  \u2192  2c 3h6o3  c 6co 2 + 6h 2o  \u2192  c6h12o6 + 6o 2  d c6h12o6  \u2192  2c 2h5oh + 2co 2    ",
+            "10": "10  \u00a9 ucles 2016 0610/23/o/n/16  25 the diagram shows a vertical section through the front part of an eye when viewing a near object.    r s     what describes structures r and s?     r under tension s contracted  a \u0016 \u0016  b \u0016 \u001a  c \u001a \u0016  d \u001a \u001a     26 when the blood glucose concentration is low, which hormone is released and which organ  releases it?     hormone organ  a glucagon liver  b glucagon pancreas  c insulin liver  d insulin pancreas     ",
+            "11": "11  \u00a9 ucles 2016 0610/23/o/n/16 [turn over  27 the diagram shows seedlings in two experiments on  the tropic response of seedlings to gravity  and light.    shootshoot start of experiment in the dark3 days later shootshoot start of experiment 3 days laterlight from one sideto show the effect of gravity to show the effect of lightexperiment 1 experiment 2     how have the seedlings responded?     to gravity to light   a \u0016 \u0016 key  b \u0016 \u001a \u0016= tropic response shown  c \u001a \u0016 \u001a= no tropic response shown  d \u001a \u001a       28 when does fertilisation occur in humans?  a when an egg is released  b when implantation occurs  c when sperm and egg nuclei fuse  d when sperm are released    ",
+            "12": "12  \u00a9 ucles 2016 0610/23/o/n/16  29 the diagram shows the structure of a sperm cell.    which part is the flagellum?    abc d      30 the graph shows a hormone that is involved in controlling the menstrual cycle.    hormone concentration 01 4 2 8 time  / days    what is the hormone?  a fsh  b lh  c oestrogen  d progesterone      31 what happens in mitosis?   genetically identical  cells produced chromosome  number is halved  a \u0016 \u0016  b \u0016 \u001a  c \u001a \u0016  d \u001a \u001a     ",
+            "13": "13  \u00a9 ucles 2016 0610/23/o/n/16 [turn over  32 ernst and amy have four children of different blood groups, as shown.    ernst amy jan group ajack group abcara group okris group b     what are the genotypes of ernst and amy?  a iaia and ibio  b iaib and ioio  c iaio and ibib  d iaio and ibio      33 what is an adaptive feature of xerophytes?  a do not have root hair cells  b leaves have large surface area  c stomata are in pits  d thin cuticles      34 what are possible positions in a food chain of a carnivore and a herbivore?   carnivore herbivore  a primary consumer producer  b secondary consumer primary consumer  c secondary consumer tertiary consumer  d tertiary consumer secondary consumer   ",
+            "14": "14  \u00a9 ucles 2016 0610/23/o/n/16  35 the diagram shows part of the nitrogen cycle.    nitrogen in air nitrogen compounds in plants nitrogen compounds in animalsnitrogen compounds in soils     what is process s?  a denitrification  b nitrification  c nitrogen fixation  d nutrition    36 the graph shows the growth of a yeast population.    biomass time  / days02468 1 0 1 2     when was the rate at which cells were dying equal to the rate at which new cells were being  formed?  a day 3 b day 5 c day 9 d day 11    ",
+            "15": "15  \u00a9 ucles 2016 0610/23/o/n/16  37 which structures, found in bacteria, make them useful in genetic engineering?  a cell walls  b membranes  c plasmids  d mitochondria     38 why is yeast used in bread-making?  a aerobic respiration produces alcohol.  b aerobic respiration produces lactic acid.  c anaerobic respiration produces alcohol.  d anaerobic respiration produces carbon dioxide.     39 an advantage of some genetically modified crop plants is that they will not  a be affected by herbicides.  b need carbon dioxide.  c need magnesium ions.  d need water.    40 fertiliser leaks into a river resulting in eutrophication.     what is the correct order of events lead ing to the death of animals in the river?    a increased decomposition of dead plantsincreased growth of plantsreduction in dissolved oxygenincreased aerobic respiration bydecomposers b increased decomposition of dead plantsincreased growth of plantsreduction in dissolved oxygenincreased aerobic respiration by decomposerscincreased decomposition of dead plantsincreased growth of plantsreduction in dissolved oxygenincreased aerobic respiration bydecomposers dincreased decomposition of dead plantsincreased growth of plantsreduction in dissolved oxygenincreased aerobic respiration bydecomposers      ",
+            "16": "16    blank page     permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to trac e 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 ans wer-related information to candidates, all copyright acknowledgements are reproduced onl ine in the cambridge  international examinations copyright acknow ledgements booklet. this is produced for each  series of examinations and is freely a vailable to download at  www.cie.org.uk after the live examination series.   cambridge international examinations is part of the cambridge as sessment group. cambridge assessment is the brand name of unive rsity of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge.    \u00a9 ucles 2016 0610/23/o/n/16   "
+        },
+        "0610_w16_qp_31.pdf": {
+            "1": "this document consists of 15 printed pages and 1 blank page. dc (nf/cgw) 118495/4 \u00a9 ucles 2016  [turn overcambridge international examinations cambridge international general certificate of secondary education *8948273964* biology  0610/31 paper 3  theory (core)  october/november 2016  1 hour 15 minutes candidates answer on the question paper. no additional materials are required. read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen. you may use an hb pencil for any diagrams or graphs. do not use staples, paper clips, glue or correction fluid. do not  write in any barcodes. answer all questions. electronic calculators may be used. you may lose marks if you do not show your working or if you do not use appropriate units. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part  question. the syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificate.",
+            "2": "2 0610/31/o/n/16 \u00a9 ucles 2016 1 fig. 1.1 shows three crustaceans which live in the same rock pool.  the rock pool also contains seaweed and seawater. carcinus maenas cancer pagurus not drawn to scalecrangon crangon fig. 1.1  (a) complete the sentences. use words from the list.   each word may be used once, more than once, or not at all. arthropods      carnivore      consumer      endoskeleton exoskeleton      five      four      habitat       herbivore population      producer      three      vertebrates   crustaceans all belong to the same group as insects, called ..  .   all crustaceans have at least .. pairs of legs.    they also have a hard outer covering called an .  .   seven individuals of one species, cancer pagurus,  were found in the same pool. these     individuals make up a .  .   cancer pagurus  is a . because it eats fish and other animals.   seaweed makes its own food so it is a .  . [6]",
+            "3": "3 0610/31/o/n/16 \u00a9 ucles 2016 [turn over  (b) the drawing of cancer pagurus  in fig. 1.1 is not the same size as the actual animal.   state what would be needed to calculate its actual size and explain how you would do this  calculation.  ...  ...  ...  ...  ..  [3]  (c) all the crustaceans were found living under rocks or seaweed.   suggest two reasons why they were living there. 1  ...  ... 2  ...  ... [2]  (d) two other crustaceans, porcellana platycheles  and porcellana longicornis , were found in the  same rock pool. they are closely related to each other.   (i) describe how their scientific names show that they are closely related.  ...  ..  [1]   (ii) although they are closely related, they cannot successfully interbreed.    describe how their scientific names show that they cannot successfully interbreed.  ...  ...  ..  [1] [total: 13]",
+            "4": "4 0610/31/o/n/16 \u00a9 ucles 2016 2 (a) (i) the eye is a sense organ.    define the term sense organ .  ...  ...  ...  ..  [2]   (ii) explain why the eye is described as an organ and not a tissue.  ...  ...  ...  ..  [2]  (b) fig. 2.1 shows a section through the eye. a b cdefg fig. 2.1",
+            "5": "5 0610/31/o/n/16 \u00a9 ucles 2016 [turn over   (i) select letters from fig. 2.1 to match the part with its function.    write your answers in table 2.1. table 2.1 function letter carries impulses to the brain contains light receptors to detect light controls how much light enters the eye refracts light [4]   (ii) write down the letter from fig. 2.1 which shows the position of the blind spot.    ...  [1] [total: 9]",
+            "6": "6 0610/31/o/n/16 \u00a9 ucles 2016 3 a student carried out an investigation into transpiration from leaves.  she chose leaves of a similar size from the same plant.  she weighed them and then placed them in different conditions.  as the leaves transpired they lost mass.  table 3.1 shows the results. table 3.1 leaf conditions mass at  start / gmass at  end /  gchange in  mass  / g% change  in mass h hot and dry 6.3 2.1 4.2 66.7 j cool and dry 6.4 4.6 1.8 k hot and humid 6.2 3.7 40.3 l cool and humid 5.1 4.7 0.4  7.8  (a) complete  the table by calculating:   (i) the change in mass for leaf k  ..  [1]   (ii) the percentage change in mass for leaf j.    show your working. write your answer to one decimal place.   ...  [2]  (b) state which conditions caused the most transpiration in the leaves.  ..  [1]",
+            "7": "7 0610/31/o/n/16 \u00a9 ucles 2016 [turn over  (c) fig. 3.1 shows four types of plant tissue involved in the transport of water through a plant. m pn o fig. 3.1   (i) describe how tissue  o is adapted for its function.  ...  ...  ..  [1]   (ii) complete the flow chart by placing the letters of the cells m, n, o and p in the correct  order, starting with the absorption of water. absorption of watertranspiration from the leaf [3]  (d) state the name of:   (i) the type of tissue in which water is carried up the stem  ..  [1]   (ii)  another substance which is carried in the same tissue.  ..  [1] [total: 10]",
+            "8": "8 0610/31/o/n/16 \u00a9 ucles 2016 4 the body has defences against pathogens.  (a) (i) define the term pathogen .  ...  ...  ..  [1]   (ii) state two ways a pathogen can be transmitted. 1  ...  ... 2  ...  ... [2]   (iii) the body can defend itself against pathogens.    complete table 4.1 by stating examples of the body\u2019s defences. table 4.1 defence example mechanical barrier chemical barrier  [2]  (b) (i) blood cells can also defend the body against pathogens.    outline how they do this.  ...  ...  ...  ...  ..  [3]   (ii) state one way in which modern medicine can help the body defend itself against  pathogens.  ...  ..  [1] [total: 9]",
+            "9": "9 0610/31/o/n/16 \u00a9 ucles 2016 [turn over 5 fish called trout and other fish used to be caught commercially in the great lakes of canada.  however, canals built between the lakes before 1900 allowed a predator fish, the lamprey, to enter  the lakes.  the lamprey feeds on trout. it caused the fishing industry to collapse.  fig. 5.1 shows fish catches over 65 years. 05 1900\u20131904 1905\u20131909 1910\u20131914 1915\u20131919 1920\u20131924 1925\u20131929 1930\u20131934 1935\u20131939 1940\u20131944 1945\u20131949 1950\u20131954 1955\u20131959 1960\u20131964101520 years25total fish catch / \u00d7 106 kg30354045 fig. 5.1  (a) state in which five year period:   (i) the greatest mass of fish was caught  ...  [1]   (ii) the smallest mass of fish was caught  ...  [1]",
+            "10": "10 0610/31/o/n/16 \u00a9 ucles 2016   (iii) between 1900 and 1904, 37.4 \u00d7 106 kg of fish were caught.    between 1960 and 1964, 23.4 \u00d7 106 kg of fish were caught.    calculate the reduction in fish catches between 1900 and 1964.    show your working.   ...  [2]  (b) in 1944 barriers were placed in the canals to stop lampreys entering the lakes.   suggest whether the barriers were effective.   explain your answer.  ...  ...  ..  [1]  (c) studies have shown that human activities can affect trout numbers.   suggest three  human activities that could cause the trout numbers to drop. 1  ...  ... 2  ...  ... 3  ...  ... [3]  (d) describe two methods of conserving endangered species. 1  ...  ... 2  ...  ... [2] [total: 10]",
+            "11": "11 0610/31/o/n/16 \u00a9 ucles 2016 [turn over 6 (a) complete table 6.1 about diffusion and active transport.   place a tick ( \u2713) in each box which is correct. table 6.1 process involves the  movement of  particles down  a concentration  gradientinvolves the  movement of  particles up a  concentration  gradientenergy from  respiration is  required to move  the particles diffusion active transport [2]  (b) complete table 6.2 by naming the organ where each of these examples of diffusion takes  place. table 6.2 example of diffusion organ oxygen passes into the blood of a human carbon dioxide passes into a plant glucose is absorbed into the blood of a human [3]  (c) water moves into plant cells by osmosis.   explain how plants benefit from the build-up of water in their cells.  ...  ...  ..  [1] [total: 6]",
+            "12": "12 0610/31/o/n/16 \u00a9 ucles 2016 7 (a) teeth are involved in mechanical digestion.   what is meant by the term mechanical digestion ?  ...  ..  [2]  (b) fig. 7.1 shows a section through a molar tooth. enamel cementq rt s fig. 7.1   (i) on fig. 7.1, label parts q and r. [2]   (ii) state two reasons why this tooth  cannot  be a canine tooth. 1  ...  ... 2  ...  ... [2]   (iii) gum disease causes the gums to shrink from position t to position s, as shown on  fig. 7.1.    suggest why the tooth is more likely to decay when the gums are at position s.  ...  ...  ..  [2]   (iv) state two ways of maintaining healthy teeth. 1  ...  ... 2  ...  ... [2] [total: 10]",
+            "13": "13 0610/31/o/n/16 \u00a9 ucles 2016 [turn over 8 fig. 8.1 shows the apparatus used for investigating the contents of cigarette smoke. direction of smoke flow burning cigarette cotton woolto suction pump limewaterflask a flask b flask c universal indicator solution fig. 8.1  the smoke from the burning cigarette is sucked through the apparatus.  table 8.1 shows the results. table 8.1 flask contents of flask observations a cotton wool stained yellow-brown with a sticky liquid b limewater turned from colourless to milky c universal indicator solution turned from green to orange-red  (a) (i) the chemical from the smoke that stained the cotton wool was tar.    state two effects tar has on the body. 1  ...  ... 2  ...  ... [2]   (ii) state one conclusion that can be made from the limewater results.  ...  ...  ..  [1]",
+            "14": "14 0610/31/o/n/16 \u00a9 ucles 2016   (iii) state what the universal indicator results show about cigarette smoke.  ...  ..  [1]   (iv) name one component of cigarette smoke, other than tar and carbon monoxide, not  found in this investigation.  ..  [1]  (b) the cigarette had a filter to collect harmful substances, but it did not work very well.   suggest how the results in table 8.1 show that the filter did not work very well.  ..  [1]  (c) explain why cigarette smoke makes the transport of oxygen by the blood less effective.  ...  ...  ...  ...  ..  [2] [total: 8]",
+            "15": "15 0610/31/o/n/16 \u00a9 ucles 2016 9 fig. 9.1 shows a genetic cross between a purple flower and a white flower. components of the  cross are labelled with the letters u\u2013z. pppp p p pppppurple flower white flower pppp p z yxwvu p fig. 9.1  (a) use the letters u, v, w, x, y, or z from fig. 9.1 to answer the questions.    you may use any letter once, more than once, or not at all.   state which letter represents:   (i) the genotype of a heterozygous parent ..  [1]   (ii) a gamete ..  [1]   (iii) the phenotype of an individual ..  [1]   (iv) a pure-breeding offspring. ..  [1]  (b) state the ratio of purple flowers to white flowers produced in this cross.  ..  [1] [total: 5]",
+            "16": "16 0610/31/o/n/16 \u00a9 ucles 2016 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 international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download at www.cie.org.uk after  the live examination series. 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.blank page"
+        },
+        "0610_w16_qp_32.pdf": {
+            "1": "this document consists of 16 printed pages and 4 blank pages. dc (leg/fd) 118060/5 \u00a9 ucles 2016  [turn overcambridge international examinations cambridge international general certificate of secondary education *4698489384* biology  0610/32 paper 3  theory (core)  october/november 2016  1 hour 15 minutes candidates answer on the question paper. no additional materials are required. read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen. you may use an hb pencil for any diagrams or graphs. do not use staples, paper clips, glue or correction fluid. do not  write in any barcodes. answer all questions. electronic calculators may be used. you may lose marks if you do not show your working or if you do not use appropriate units. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question. the syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificate.",
+            "2": "2 0610/32/o/n/16 \u00a9 ucles 2016 1 fig. 1.1 shows a diagram of an arthropod. fig. 1.1  (a) (i) name the arthropod group this animal belongs to.  ... [1]   (ii) give two reasons for your answer. 1    ... 2    ...  [2]  (b) state the names of two other arthropod groups. 1   2    [2]  [total: 5]",
+            "3": "3 0610/32/o/n/16 \u00a9 ucles 2016 [turn over 2 a pathogen is a disease-causing organism.  pathogens are transmitted from one host to another.  (a) describe and explain  two ways in which a pathogen can be transmitted from one host to  another. 1    ...  ...  ... 2    ...  ...  ...  ...  [4]  (b) (i) outline two natural body defences that prevent pathogens entering the body. 1    ... 2    ...  [2]   (ii) describe two hygienic food preparation practices that can stop the spread of diseases  caused by pathogens. 1    ... 2    ...  [2]   (iii) state one other method that has been developed by humans to prevent the spread of  diseases caused by pathogens.  ...  ... [1]  [total: 9]",
+            "4": "4 0610/32/o/n/16 \u00a9 ucles 2016 3 table 3.1 shows the names of some specialised cells, each matched with a letter. table 3.1 specialised cell letter cell in the retina a liver cell b neurone c palisade mesophyll cell d root hair cell e red blood cell f sperm cell g white blood cell h  table 3.2 shows eight functions carried out by specialised cells.  complete table 3.2 by writing in the letter of the cell from table 3.1 responsible for the function.  you may use each letter once, more than once or not at all. an example has been done for you. table 3.2 cell function letter of cell responsible detection of light a formation of urea  antibody formation conduction of nerve impulses fertilisation of an egg cell glucose production oxygen transport phagocytosis  [7]  [total: 7]",
+            "5": "5 0610/32/o/n/16 \u00a9 ucles 2016 [turn over 4 (a) (i) define the term sustainable resource.  ...  ...  ...  ... [2]   (ii) state  one example of a sustainable resource and one example of a resource that is not  sustainable. resource that is sustainable  ..  ... resource that is not sustainable    ...  [2]  (b) outline how sewage is treated to make the water it contains safe for reuse.  ...  ...  ...  ...  ...  ... [3]  [total: 7]",
+            "6": "6 0610/32/o/n/16 \u00a9 ucles 2016 5 (a) fig. 5.1 shows the human breathing system. j k l m... ... ... ... fig. 5.1   name the structures labelled j, k, l and m.   write your answers on fig. 5.1.  [4]  (b) fig. 5.2 shows four sections through groups of alveoli and their blood capillaries. n pblood capillary alveolus r q fig. 5.2   state which diagram, n, p, q or r, shows the most efficient gas exchange surface.   give one reason for your answer. most efficient gas exchange surface  . reason  ...  ...  [2]",
+            "7": "7 0610/32/o/n/16 \u00a9 ucles 2016 [turn over  (c) (i) state the word equation for aerobic respiration in cells.    .. + .. \u2192.. + ..  [2]   (ii) respiration releases energy.    outline three  uses of this energy in the human body. 1    ... 2    ... 3    ...  [3]  [total: 11]",
+            "8": "8 0610/32/o/n/16 \u00a9 ucles 2016 6 (a) describe osmosis.  ...  ...  ...  ...  ...  ... [3]  (b) fig. 6.1 shows a plant cell. a.. b.. c.. fig. 6.1   (i) name the structures labelled a, b and c.    write your answers on fig. 6.1.  [3]   (ii) on fig 6.1, draw a label line d to show the position of the vacuole.  [1]",
+            "9": "9 0610/32/o/n/16 \u00a9 ucles 2016 [turn over  (c) fig. 6.2 shows the same cell in pure water.    it is left there for 30 minutes. drop of water fig. 6.2   describe the changes that will occur in the cell during the 30 minutes it is in pure water.  ...  ...  ...  ...  ...  ... [3]  [total: 10]",
+            "10": "10 0610/32/o/n/16 \u00a9 ucles 2016 7 the boxes on the left contain the names of biological terms.  the boxes on the right contain the definitions of these biological terms.  draw one straight line from each biological term to the box containing the correct definition.  an example has been done for you.   biological term  definition assimilation inheritance sense organ tissue active transport herbivore enzymetransmission of genetic information from  generation to generation groups of receptor cells responding to specific  stimuli the movement of digested food molecules into the  cells of the body where they are used, becoming  part of the cell a group of cells with similar structures working  together to perform a shared function an animal that gets its energy by eating plants a protein that functions as a biological catalyst movement of particles through a cell membrane  from a region of lower concentration to a region of  higher concentration using energy from respiration  [5]  [total: 5]",
+            "11": "11 0610/32/o/n/16 \u00a9 ucles 2016 [turn over 8 (a) the body loses water all the time.   one of the ways in which water is lost is by sweating.   state  two other ways in which water is lost from the body. 1   2    [2]  (b) fig. 8.1 shows a section through the skin.   sweat is produced to prevent the body temperature from rising above normal.   describe how sweat production lowers the body temperature.   use fig. 8.1 to help with your explanation. blood capillary sweat gland fig. 8.1  ...  ...  ...  ...  ...  ...  ...  ... [4]",
+            "12": "12 0610/32/o/n/16 \u00a9 ucles 2016  (c) fig. 8.2 shows the results of an investigation into the volume of sweat produced by a student  running at 12  km per hour.  051015volume of sweat produced / arbitrary units per hour20 no back-pack3 kg back-pack6 kg back-pack9 kg back-pack fig. 8.2   (i) state the volume of sweat produced by the student carrying a 6  kg back-pack.   ..  arbitrary units per hour [1]   (ii) state two conclusions that can be made about the relationship between the volume of  sweat produced and the load carried when exercising.     use information from fig. 8.2. 1    ... 2    ...  [2]",
+            "13": "13 0610/32/o/n/16 \u00a9 ucles 2016 [turn over  (d) the student in the investigation put on a thick track suit, as shown in fig. 8.3.   he ran at 12  km per hour carrying a 9  kg back-pack. back-pack fig. 8.3   his sweat production increased from 12.5 to 24.0 arbitrary units per hour.   (i) calculate the percentage increase in sweat production caused by wearing a thick track  suit.    show your working.    ..  % [2]   (ii) suggest why wearing a thick track suit increased the volume of sweat produced.   ...  ...  ...  ...  ... [2]  [total: 13]",
+            "14": "14 0610/32/o/n/16 \u00a9 ucles 2016 9 this question is about photosynthesis.  complete the sentences using words from the list.  each word may be used once, more than once or not at all.  chlorophyll  chloroplast  epidermis  glucose  glycogen  membrane  palisade  starch  stigma  stomata  when plants carry out photosynthesis the chemical called . traps light   energy.  the energy is used to combine raw materials to make . .  this process mainly happens in the . layer of the leaf.  the gas needed for photosynthesis enters the leaf through the . .  these are found in the . of the leaf.  leaves appear green because they contain the chemical called . .  [6]  [total: 6]",
+            "15": "15 0610/32/o/n/16 \u00a9 ucles 2016 [turn over blank page",
+            "16": "16 0610/32/o/n/16 \u00a9 ucles 2016 10 (a) name the plant cell that is specialised to absorb water from the soil.  ... [1]  (b) fig. 10.1 shows a section through a plant root and a plant stem. root stem fig. 10.1   label the xylem tissue in the root and the stem on fig. 10.1.   use label lines and the letter f. [2]  (c) a student carried out an investigation into the rate of transpiration.   fig. 10.2 shows three identical shoots and the way the leaves were treated in the investigation.   petroleum jelly is greasy and waterproof.   all three shoots were kept in the same conditions for one hour. shoot l shoot m shoot nend of shoot in waterno petroleum jelly on the leavespetroleum jelly on the lower  surface of the leavespetroleum jelly on the upper  surface of the leaves end of shoot in waterend of shoot in water fig. 10.2",
+            "17": "17 0610/32/o/n/16 \u00a9 ucles 2016   table 10.1 shows the results of the investigation. table 10.1 shoot rate of transpiration / arbitrary units per hour l 16 m  2 n 14   (i) suggest why shoot m lost water (transpired) more slowly than shoot l.   ...  ...  ...  ... [2]   (ii) suggest why the rate of water loss was similar for shoots l and n.  ...  ...  ...  ... [2]  [total: 7]",
+            "18": "18 0610/32/o/n/16 \u00a9 ucles 2016 blank page",
+            "19": "19 0610/32/o/n/16 \u00a9 ucles 2016 blank page",
+            "20": "20 0610/32/o/n/16 \u00a9 ucles 2016 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 international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download at www.cie.org.uk after  the live examination series. 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.blank page"
+        },
+        "0610_w16_qp_33.pdf": {
+            "1": "this document consists of 20 printed pages and 4 blank pages. dc (leg/sg) 117694/5 \u00a9 ucles 2016  [turn overcambridge international examinations cambridge international general certificate of secondary education *4023581544* biology  0610/33 paper 3  theory (core)  october/november 2016  1 hour 15 minutes candidates answer on the question paper. no additional materials are required. read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen. you may use an hb pencil for any diagrams or graphs. do not use staples, paper clips, glue or correction fluid. do not  write in any barcodes. answer all questions. electronic calculators may be used. you may lose marks if you do not show your working or if you do not use appropriate units. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question. the syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificate.",
+            "2": "2 0610/33/o/n/16 \u00a9 ucles 2016 1 fig. 1.1 shows five different vertebrates. not drawn to scale fig. 1.1  (a) state one feature that is shared by all vertebrates.  ... [1]  (b) the five animals in fig. 1.1 all belong to the same group of vertebrates.   (i) state the name of this group of vertebrates.  ... [1]   (ii) state two features which place the five vertebrates in this group. 1   2    [2]  [total: 4]",
+            "3": "3 0610/33/o/n/16 \u00a9 ucles 2016 [turn over 2 fig. 2.1 is a drawing of a piece of plant tissue. a fig. 2.1  (a) (i) what name is given to this type of tissue?    choose your answer from the list. palisade mesophyll         root hair         xylem  ... [1]   (ii) name the part labelled a in fig. 2.1.  ... [1]  (b) this tissue is important for both transport and support in the plant.   explain how the structure of this tissue allows it to perform these functions: transport\u200a    ... support  ..  ...    [2]  (c) the cells in this tissue do not contain some of the structures found in most plant cells.   state one structure that is missing from the tissue shown in fig. 2.1.  ... [1]  [total: 5]",
+            "4": "4 0610/33/o/n/16 \u00a9 ucles 2016 3 doctors can use an ecg machine to monitor a patient\u2019s heart rate.  fig. 3.1 shows the ecg of a healthy man. 0 5 10 15 time  / seconds key = 1 heartbeat fig. 3.1  (a) use fig. 3.1 to calculate the man\u2019s heart rate.   give your answer in beats per minute. show your working.   ...  beats per minute [2]  (b) the heart rate can also be measured by listening to the sounds that the heart makes.   state what causes the sounds made by the heart.  ... [1]",
+            "5": "5 0610/33/o/n/16 \u00a9 ucles 2016 [turn over  (c) several things can alter a person\u2019s resting heart rate.    fig. 3.2 shows a normal resting ecg and the resting ecg of a person with a heart problem. 5 secondsnormal resting ecg resting ecg for person with a heart problem fig. 3.2   (i) describe how this heart problem affects the person\u2019s resting heart rate.     use data from fig. 3.2 to support your answer.  ...    ... [2]   (ii) state one factor which can alter the heart rate of a healthy person to produce the same  effect as the heart problem shown in fig. 3.2.  ... [1]  (d) describe the meaning of the term  coronary heart disease  and state one factor that increases  the risk of developing coronary heart disease. description    ... risk factor  ..  ...    [2]  [total: 8] ",
+            "6": "6 0610/33/o/n/16 \u00a9 ucles 2016 4 (a) define the term photosynthesis  and outline one reason why it is important to ecosystems.  ...  ...  ...  ...  ... [3]  (b) (i) name the green substance that plants need for photosynthesis.  ... [1]   (ii) name the gas that plants need for photosynthesis.  ... [1]   (iii) name the gas that plants produce during photosynthesis.  ... [1]  (c) fig. 4.1 shows the apparatus a student used to investigate how light intensity affects  photosynthesis. 0 5 10 15 20test-tube cm rulerbubbles of gas aquatic plantlamp fig. 4.1   the student placed an aquatic plant under a funnel in a beaker of water.   during the investigation she placed the lamp at different distances from the aquatic plant.   at each distance she counted how many bubbles the aquatic plant produced in one minute.   the bubbles of gas were then collected in the test-tube.",
+            "7": "7 0610/33/o/n/16 \u00a9 ucles 2016 [turn over   fig. 4.2 shows the results of her investigation. 30 25 20 15 10 5 0 8 9 10 11 12 13 14 15 distance of the lamp from the aquatic plant  / cm16 17 18 19 20 21number of bubbles per minute fig. 4.2   (i) use fig. 4.2 to find the number of bubbles produced when the lamp was placed 10  cm  from the aquatic plant.   ...  bubbles per minute [1]   (ii) describe how the rate of photosynthesis is affected by the distance of the lamp from the  aquatic plant.  ...  ...  ...  ...  ... [2]   (iii) predict the number of bubbles that would be produced if the lamp was placed 21  cm from  the aquatic plant.    bubbles per minute [1]",
+            "8": "8 0610/33/o/n/16 \u00a9 ucles 2016  (d) another student placed the lamp 15  cm from the aquatic plant and kept it there.   although the light intensity stayed the same, the number of bubbles produced by the aquatic  plant per minute decreased.   suggest an explanation for this.  ...  ...  ...  ...  ... [2]   [total: 12]",
+            "9": "9 0610/33/o/n/16 \u00a9 ucles 2016 [turn over blank page",
+            "10": "10 0610/33/o/n/16 \u00a9 ucles 2016 5 this question is about the movement of substances into and out of cells.  (a) draw one straight line from each box on the left to join it with the box containing the correct  description on the right.  how substances pass into and  description  out of cells active transport diffusion osmosisthe movement of water through a  partially permeable membrane the exchange of one kind of particle  for another through a partially  permeable membrane the net movement of particles from a  region of their higher concentration to  a region of their lower concentration  down a concentration gradient the movement of particles through a  cell membrane from a region of lower  concentration to a region of higher  concentration using energy  [3]",
+            "11": "11 0610/33/o/n/16 \u00a9 ucles 2016 [turn over  (b) (i) the contents of a meal must be digested before they can be absorbed.    state the two types of digestion. 1   2      [1]   (ii) the body uses enzymes to digest food.    define the term enzyme .  ...  ...  ...  ... [2]   (iii) give one example of a digestive enzyme and the substrate it acts on. enzyme  .. substrate     [1]   (iv) suggest why the human digestive system must make many different enzymes.  ...  ...  ...  ... [2]  [total: 9]",
+            "12": "12 0610/33/o/n/16 \u00a9 ucles 2016 6 reflex actions play an important part in human behaviour.  (a) (i) what is meant by the term reflex action ?  ...  ...  ...  ...  ... [2]   (ii) suggest why reflex actions are important.  ...  ... [1]  (b) a reflex arc is made up of a number of different parts.   complete the sentences that describe a reflex arc by writing the correct words in the spaces.   each word may be used once, more than once or not at all. brain               effector               motor neurone               receptors   relay neurone               sensory neurone   changes in the surroundings are detected by  which   generate an impulse in a   . nerve impulses travel from this cell   to a   . the impulses then travel to a     . finally the nerve impulse is passed to an    which results in the body responding to the changes.  [4]",
+            "13": "13 0610/33/o/n/16 \u00a9 ucles 2016 [turn over  (c) fig. 6.1 is a diagram of a reflex arc.    it shows two different neurones.   these are labelled neurone a and neurone b. neurone a neurone bjunction not drawn to scale fig. 6.1   (i) there are small gaps at the junctions between neurone a and neurone b.    state the name of these gaps.  ... [1]   (ii) state where in the body neurone b can be found.  ... [1]  [total: 9]",
+            "14": "14 0610/33/o/n/16 \u00a9 ucles 2016 7 giant tortoises are an endangered species living on the galapagos islands, 600 miles from the  coast of south america.  fig. 7.1 shows a giant tortoise. fig. 7.1  (a) for over 300 years sailors hunted the slow-moving giant tortoises as a source of food.    they also left goats on the islands to provide food for sailors to eat in the future.    giant tortoises and goats are both herbivores.   use this information to suggest and explain two reasons why giant tortoises became an  endangered species. 1    ...  ... 2      ...  ...  [4]  (b) outline two ways that an endangered species can be conserved. 1    ... 2    ...  [2]",
+            "15": "15 0610/33/o/n/16 \u00a9 ucles 2016 [turn over  (c) the loss of one species can affect other organisms living in the same environment.   suggest how the loss of one species of secondary consumer from a food web might affect  other organisms in the same food web.  ...    ...  ...  ...  ... [2]  [total: 8]",
+            "16": "16 0610/33/o/n/16 \u00a9 ucles 2016 8 (a) a farmer buys a packet of seeds that produce plants with purple beans.   the packet states that the seeds are homozygous for bean colour.   define the term homozygous .  ...  ...  ...  ...  ... [2]  (b) the farmer plants the seeds and the bean plants grow.   when the beans are harvested the farmer notices that most of the beans are purple but a few  beans are green.   he decides that some of the plants carried the allele for the green coloured bean and that this  allele is recessive.   (i) define the term allele .  ...  ... [1]   (ii) suggest why the farmer decided that the allele for green coloured beans is recessive.  ...  ...  ...  ...  ... [2]  (c) describe the difference between the genotype  and the phenotype  of an organism.  ...  ...  ...  ...  ... [2]",
+            "17": "17 0610/33/o/n/16 \u00a9 ucles 2016 [turn over  (d) the farmer only wants large  purple beans so he crosses the plants that produce the largest  purple beans and does this for several generations.   he does not breed from any plant that produces small or green beans.   eventually all his plants produce only large purple beans.   what is this process called?   ... [1]  (e) genetic engineering has been used to provide more food for the increasing human population.   give an example of genetic engineering in a crop plant and state how this will produce more  food.  ...  ...  ...  ...  ... [2]  [total: 10]",
+            "18": "18 0610/33/o/n/16 \u00a9 ucles 2016 9 this question is about human nutrition.  the three boxes on the left contain definitions of processes involved in human nutrition.  the four boxes on the right contain the names of some of these processes.  (a) draw one straight line from each definition to join it to the correct process.  definition  process the movement of digested food  molecules into the cells of the body  where they are used, becoming part  of these cells the passing out of food that has  not been digested or absorbed, as  faeces, through the anus the taking of substances, e.g. food  and drink, into the body through the  mouthabsorption assimilation egestion ingestion  [3]",
+            "19": "19 0610/33/o/n/16 \u00a9 ucles 2016 [turn over  (b) fig. 9.1 shows the teeth in the upper jaw of an adult human. fig. 9.1   (i) on fig. 9.1 label with a letter x one tooth that is adapted for cutting  food. state the name of the type of tooth adapted for cutting.  ...     [2]   (ii) on fig. 9.1 label with a letter y one tooth adapted for chewing  food. state the name of the type of tooth adapted for chewing.  ...     [2]",
+            "20": "20 0610/33/o/n/16 \u00a9 ucles 2016  (c) fig. 9.2 shows a section through a human tooth.   two of the layers of the tooth are labelled a and b. a b fig. 9.2   eating too much sugar can be the beginning of a process that ends in dental decay.   explain how sugar is involved in decay and how decay affects parts a and b.  ...  ...  ...  ... [3]  [total: 10]",
+            "21": "21 0610/33/o/n/16 \u00a9 ucles 2016 10 fig. 10.1 shows the energy flow in a simple food chain.  for every 200  j of energy in the cabbage eaten by the caterpillar 35  j passes into the bird. cabbage caterpillar birdlost in faeces 100  j ? j lost in respiration200  j 35 j fig. 10.1  (a) calculate the percentage of energy that is transferred from the cabbage to the bird in this  food chain.   show your working.    % [2]  (b) (i) the caterpillar passes 35  j of energy from the cabbage to the bird.    the rest of the 200  j is lost in the form of respiration and faeces.    use this information to find the energy the caterpillar loses in respiration.    show your working.     j [2]   (ii) suggest one other way the caterpillar uses the energy during its lifetime.  ... [1]  [total: 5]",
+            "22": "22 0610/33/o/n/16 \u00a9 ucles 2016 blank page",
+            "23": "23 0610/33/o/n/16 \u00a9 ucles 2016 blank page",
+            "24": "24 0610/33/o/n/16 \u00a9 ucles 2016 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 international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download at www.cie.org.uk after  the live examination series. 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.blank page"
+        },
+        "0610_w16_qp_41.pdf": {
+            "1": "this document consists of 18 printed pages and 2 blank pages. dc (cw/fd) 117738/4 \u00a9 ucles 2016  [turn overcambridge international examinations cambridge international general certificate of secondary education *4375109406* biology  0610/41 paper 4  theory (extended)  october/november 2016  1 hour 15 minutes candidates answer on the question paper. no additional materials are required. read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen. you may use an hb pencil for any diagrams or graphs. do not use staples, paper clips, glue or correction fluid. do not  write in any barcodes. answer all questions. electronic calculators may be used. you may lose marks if you do not show your working or if you do not use appropriate units. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question. the syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificate.",
+            "2": "2 0610/41/o/n/16 \u00a9 ucles 2016 blank page",
+            "3": "3 0610/41/o/n/16 \u00a9 ucles 2016 [turn over 1 penicillin is an antibiotic.  (a) (i) explain why doctors give antibiotics to people who are ill.  ...  ...  ...  ... [2]   (ii) explain why it is important to complete a full treatment of antibiotics.  ...  ...  ...  ...  ...  ...  ... [3]",
+            "4": "4 0610/41/o/n/16 \u00a9 ucles 2016  (b) penicillin was discovered in 1928 by alexander fleming.   name the type of microorganism that produces the antibiotic penicillin.  ... [1]  (c) penicillin is produced commercially in fermenters as shown in fig. 1.1. p u tsqrmotor ph control reservoir exhaust outlet inlet for penicillin-producing microorganisms fig. 1.1",
+            "5": "5 0610/41/o/n/16 \u00a9 ucles 2016 [turn over   (i) describe how a fermenter can be sterilised.  ...  ...  ... [2]   (ii) table 1.1 shows some names of the parts of the fermenter and their functions.    complete table 1.1.    one row has been done for you. table 1.1 letter from fig. 1.1 name function water jacket s nutrient inlet r air supply t outletallows collection of the liquid containing  penicillin after fermentation  [5]  (d) describe what happens to the liquid containing penicillin after it is collected from the fermenter.  ...  ... [1] [total: 14]",
+            "6": "6 0610/41/o/n/16 \u00a9 ucles 2016 2 carp are a type of fish. researchers in brazil measured the body lengths of a population of carp in  a river in 1998  and again in 2008 .  histograms of their results are shown in fig. 2.1. 0246810 number of carp / thousands 0.0-4.0 4.1-8.0 8.1-12.0 body length  / cm12.1-16.0 16.1-20.0 20.1-24.01998 121416 0246810 number of carp   / thousands 0.0-4.0 4.1-8.0 8.1-12.0 body length  / cm12.1-16.0 16.1-20.0 20.1-24.02008 121416 fig. 2.1",
+            "7": "7 0610/41/o/n/16 \u00a9 ucles 2016 [turn over  (a) define the term population .  ...  ...  ...  ...  ... [2]  (b) describe the variation in body length of the carp population in 1998 . use the data in fig.  2.1  to support your answer.  ...  ...  ...  ...  ...  ...  ... [3]  (c) the total population of carp in 1998 was 43  000 fish.   (i) calculate the total population of carp in 2008 .    show your working.    [2]",
+            "8": "8 0610/41/o/n/16 \u00a9 ucles 2016   (ii) the decrease in the carp population by 2008 was caused by overfishing.    explain how fish stocks can be sustained.  ...  ...  ...  ...  ...  ...  ... [4]  (d) body length is an example of continuous variation.   (i) suggest what causes the variation in body length in a population of fish.  ...  ...  ...  ...  ...  ...  ... [2]   (ii) continuous variation is shown with a histogram.    name the type of graph that should be used to show discontinuous  variation.  ... [1] [total: 14]",
+            "9": "9 0610/41/o/n/16 \u00a9 ucles 2016 [turn over 3 pepsin is a protease enzyme found in the alimentary canal.  (a) (i) name the product formed from the digestion of proteins by protease enzymes.  ... [1]   (ii) state the organ in the alimentary canal where pepsin is secreted.  ... [1]  (b) a biologist performed an experiment to find the optimum ph for the activity of pepsin.   the enzyme activity was measured in four test-tubes. each test-tube contained a 1  cm3 cube  of cooked egg white which contains protein.   fig. 3.1 shows the four test-tubes.   the biologist measured the time taken for the complete digestion of the cubes of cooked egg  white. ph 1 ph 3 ph 5 ph 7solution of enzyme at a given ph cube of cooked egg white fig. 3.1   (i) the biologist ensured all the cubes of cooked egg white were exactly the same size.    suggest why.  ...  ...  ...  ...  ... [2]   (ii) temperature must be controlled in this experiment.    describe how temperature could be controlled.  ...  ... [2]",
+            "10": "10 0610/41/o/n/16 \u00a9 ucles 2016  (c) the same experiment was performed with trypsin, another protease enzyme.   predict the optimum ph for trypsin.  ... [1]  (d) enzymes, such as proteases, are important in digestion.   describe in detail how enzymes function, using other digestive enzymes as examples.   ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ... [6] [total: 13]",
+            "11": "11 0610/41/o/n/16 \u00a9 ucles 2016 [turn over 4 type 1 diabetes is caused by the immune system destroying body cells.  (a) (i) suggest which organ in the body is attacked by the immune system to cause type  1  diabetes.  ... [1]   (ii) antibodies are part of the immune system.    describe how antibodies function.  ...  ...  ...  ...  ... [2]  (b) humans need vitamin d as part of their diet.   (i) describe a cause of vitamin d deficiency in humans.  ...  ... [1]   (ii) describe the effects of vitamin d deficiency in humans.  ...  ...  ...  ...  ... [2]",
+            "12": "12 0610/41/o/n/16 \u00a9 ucles 2016  scientists have found that mice can suffer from type 1 diabetes. they also found that vitamin  d  affects the development of type 1 diabetes in mice.  two groups of mice were studied. one group were normal and the other group were  vitamin  d-deficient. the percentage of mice in each group that developed type 1 diabetes was  recorded every fifty days.  table 4.1 shows their results. table 4.1 age / dayspercentage of mice with type 1 diabetes normal mice vitamin d-deficient mice   0  0  0  50  1  1 100  8 35 150 34 62 200 45 65 250 46 65  (c) describe the effect of vitamin d deficiency on the development of type 1 diabetes in mice.  use the data in table 4.1 to support your answer.  ...  ...  ...  ...  ...  ...  ... [3]  (d) suggest the symptoms that mice with type 1 diabetes would have.  ...  ...  ...  ...  ...  ...  ... [4]",
+            "13": "13 0610/41/o/n/16 \u00a9 ucles 2016 [turn over  (e) describe the treatment for human patients with type 1 diabetes.  ...  ...  ...  ...  ...  ...  ...  ...  ... [3] [total: 16]",
+            "14": "14 0610/41/o/n/16 \u00a9 ucles 2016 5 fig. 5.1 is an image of a germinating seed showing the growing root. j fig. 5.1  (a) describe and explain how the structures seen at j are adapted for their function.  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ... [5]",
+            "15": "15 0610/41/o/n/16 \u00a9 ucles 2016 [turn over  (b) (i) the root shown in fig. 5.1 is growing downward into the soil.    name this response seen in roots.  ... [1]   (ii) name the chemical that controls this response.  ... [1]   (iii) there are situations, either in wild plants or in laboratory experiments, where roots do  not grow downwards.    suggest and explain one situation.  ...  ...  ...  ...  ... [2] [total: 9]",
+            "16": "16 0610/41/o/n/16 \u00a9 ucles 2016 blank page",
+            "17": "17 0610/41/o/n/16 \u00a9 ucles 2016 [turn over 6 a dna molecule has two strands as shown in fig. 6.1. agtcstrand 2 strand 1 fig. 6.1  (a) (i) fill in the boxes on fig. 6.1 to show the letter of the bases on strand 2 that will pair with  the corresponding bases on strand 1.  [2]   (ii) state the name for the structure of a dna molecule as shown in fig. 6.1.  ... [1]",
+            "18": "18 0610/41/o/n/16 \u00a9 ucles 2016  when molecules of dna are used to classify species, only one of the two dna strands is  sequenced.  first the dna sequence from one strand of a dna molecule from each species is lined up against  one strand from another species.  the bases of the dna sequences from the same strand can then be compared with each other.  fig. 6.2 shows a short section from the dna sequences of eight plant species. there are ten  differences between species a and species b. these differences are shown in fig. 6.2. species a: ctcctcgggt gacggcctag cccgttgacg aatcccattc ctaaacttt species b: ctcctagggt gcaggactag cccgttgacg aatcccattc cc aaga species c: ctcatagggt gcaggcctag cccgttgacg aatcacattc cgatt species d: ctcatagggt gcaggcctag ccccttgacg aatccaattc cgctt species e: ctcatagggt gcaggcctag cccgttgacg aatccaattc cgctt species f: ctcctaggtt gcaggcctag ccctttgaag aatcacattc cccaa species g: ctcctcgggt gcaggcatag ccctttgacg aatccccttc cgaaa species h: ctcctagggt gcaggcatag ccctttgacg aatccccttc caaaat fig. 6.2  (b) the number of differences between the dna sequences of the eight species shown in fig.  6.2  are recorded in table 6.1.   count the number of differences between the dna sequences shown in fig. 6.2 for:   \u2022 species c and species d   \u2022 species g and species h   write your answers in table 6.1.  [2]",
+            "19": "19 0610/41/o/n/16 \u00a9 ucles 2016 [turn over table 6.1 species  aspecies  bspecies  cspecies  dspecies  especies  fspecies  gspecies  h species  a10 10 13 12 11 10 9 species  b 7  8  7  7  7 6 species  c 3  7  8 8 species  d 1  9  9 8 species  e 9  8 10 species  f 6 7 species  g species  h  (c) the most closely related species have the fewest differences between their dna sequences.   state which two plant species shown in table 6.1 are most distantly related  to each other.  ... [1]  (d) the most closely related species have the shortest distance from a branching point on a  classification tree.    use the information in table 6.1 to complete the classification tree in fig. 6.3. write the  letter corresponding to species b, c, d and g in the box next to the correct branch of the  classification tree.  [3] species species e species species h species species f species species a fig. 6.3",
+            "20": "20 0610/41/o/n/16 \u00a9 ucles 2016  (e) a modern method for improving crop productivity is to cut out sections of dna carrying a  useful gene from one organism and place them into another organism.   (i) name the technique of inserting genes from one organism into another.  ... [1]   (ii) a gene for producing a vaccine has been inserted into banana plants.    give two other examples in which crop plants have been changed by inserting genes.  state one advantage for each example. example 1  .. advantage  .  ... example 2  .. advantage  .  ...  [4] [total: 14] 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 international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download at www.cie.org.uk after  the live examination series. 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."
+        },
+        "0610_w16_qp_42.pdf": {
+            "1": "this document consists of 20 printed pages. dc (nf/sg) 116625/3 \u00a9 ucles 2016  [turn overcambridge international examinations cambridge international general certificate of secondary education *1496440090* biology  0610/42 paper 4  theory (extended)  october/november 2016  1 hour 15 minutes candidates answer on the question paper. no additional materials are required. read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen. you may use a pencil for any diagrams or graphs. do not use staples, paper clips, glue or correction fluid. do not  write in any barcodes. answer all questions. electronic calculators may be used. you may lose marks if you do not show your working or if you do not use appropriate units. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question. the syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificate.",
+            "2": "2 0610/42/o/n/16 \u00a9 ucles 2016 1 milk is sometimes referred to as a \u2018complete food\u2019 because it contains all the nutrients that a  young mammal requires.  (a) table 1.1 shows three nutrients that are contained in milk.   complete the table by stating one role of each nutrient in the body of a young mammal. table 1.1 nutrient role in the body protein lactose (milk  sugar) calcium [3]  (b) protein digestion begins in the stomach of the human alimentary canal and is completed in  the small intestine.   describe in detail how enzymes function to digest protein in the alimentary canal.  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ..  [6]",
+            "3": "3 0610/42/o/n/16 \u00a9 ucles 2016 [turn over  (c) some people are unable to digest lactose (milk sugar) and have a condition known as lactose  intolerance.   fig. 1.1 shows what happens in the intestine of a person who is lactose intolerant if they eat  food containing a lot of lactose. from stomach build-up of gas and water small intestine large intestinebacteria produce hydrogen, methane and carbon dioxide bacteria digest lactose to simple sugars water diarrhoea and gasnot to scalekey: lactose bacteria fig. 1.1   (i) explain why lactose is not absorbed by the small intestine.  ...  ...  ...  ...  ..  [2]",
+            "4": "4 0610/42/o/n/16 \u00a9 ucles 2016   (ii) suggest the dangers to health of severe diarrhoea if it is not treated for a long time.  ...  ...  ...  ...  ...  ..  [3]  (d) hydrogen gas is produced by the bacteria that digest lactose in the large intestine. the  gas is absorbed into the blood and excreted through the lungs. lactose intolerance can be  monitored by measuring the hydrogen gas content of the air a person breathes out.   people taking part in an investigation into lactose intolerance consumed the following milk  products on different days:    a. untreated milk    b. milk treated with lactase immediately before drinking    c. milk treated with lactase three days before drinking    d. yoghurt made by bacteria that digested the lactose in the milk   the hydrogen gas content of the air breathed out was measured every hour for five hours  following the ingestion of each milk product.   the mean results are shown in fig. 1.2. hydrogen gas breathed out / parts per million60 50 40 30 20 10 0 0.0 0.5 1.0 1.5 2.0 2.5 3.0 3.5 4.0 4.5 5.0 time  / hoursa b c d fig. 1.2",
+            "5": "5 0610/42/o/n/16 \u00a9 ucles 2016 [turn over   (i) explain why untreated milk was included in the investigation.  ...  ...  ...  ..  [2]   (ii) suggest why lactase might be added to milk.  ...  ...  ...  ..  [2]   (iii) use the results in fig. 1.2 to explain why yoghurt is the best milk product for people with  lactose intolerance.  ...  ...  ...  ...  ...  ...  ..  [3] [total: 21]",
+            "6": "6 0610/42/o/n/16 \u00a9 ucles 20162 fig. 2.1 is a diagram showing a small region of dna. fig. 2.1  fig. 2.2 shows part of the dna enlarged to show the sequence of bases. a t t cg c fig. 2.2  (a) complete fig. 2.2 by adding the letters for the bases that are missing. [2]",
+            "7": "7 0610/42/o/n/16 \u00a9 ucles 2016 [turn over  (b) fig. 2.3 shows how dna is involved in protein synthesis. dna mrna mrnanuclear membrane ribosome fig. 2.3     not to scale   explain how mrna is involved in protein synthesis.  ...  ...  ...  ...  ...  ...  ..  [3]",
+            "8": "8 0610/42/o/n/16 \u00a9 ucles 2016  (c) base sequences of the dna of different species are compared to investigate how species are  related to one another. the most closely related species have the shortest distance from a  branching point on a classification tree.   fig. 2.4 shows how six species of fungi are related to each other. a   aspergillus flavus b   aspergillus oryzae   c   aspergillus fumigatus   e   aspergillus clavatus f   aspergillus nidulansd   neosartorya fischeri   fig. 2.4   (i) use the letters on fig. 2.4 to state the two species that are most closely related.  ..  [1]   (ii) use fig. 2.4 to explain why aspergillus nidulans is the most distantly related species  from all of the other five species.  ...  ...  ...  ...  ..  [2]",
+            "9": "9 0610/42/o/n/16 \u00a9 ucles 2016 [turn over  (d) modern methods of classification rely on the analysis and comparison of base sequences in  dna.   describe the type of evidence that scientists used for classifying organisms before they were  able to sequence dna.  ...  ...  ...  ...  ..  [2] [total: 10]",
+            "10": "10 0610/42/o/n/16 \u00a9 ucles 2016 3 fig. 3.1 shows a section through a kidney. a b c fig. 3.1  (a) complete the table by stating the name of the parts labelled a, b and c on fig. 3.1. letter name of part a b c [3]  (b) (i) name the blood vessel in fig. 3.1 that has the highest concentration of urea.  ..  [1]   (ii) name the blood vessel in fig. 3.1 that has the lowest concentration of glucose.  ..  [1]",
+            "11": "11 0610/42/o/n/16 \u00a9 ucles 2016 [turn over  (c) explain the role of the kidney in excretion.  ...  ...  ...  ...  ...  ...  ...  ...  ..  [4]  (d) testosterone is a steroid hormone that is also taken as a drug to improve sporting  performance.   (i) define the term hormone .  ...  ...  ...  ...  ...  ...  ..  [3]   (ii) state where testosterone is produced in the body.  ..  [1]   (iii) state why testosterone is taken by some people to improve sporting performance.  ...  ...  ...  ...  ..  [2]",
+            "12": "12 0610/42/o/n/16 \u00a9 ucles 2016  (e) the half-life of a drug is the time it takes for the concentration in the blood to decrease by a  factor of a half. the half-life of one form of testosterone taken to improve sporting performance  is 7 days.   a person received an injection of this form of testosterone. a blood sample taken almost  immediately showed its concentration to be 50  ng cm\u22123.   predict the concentration after 14 days, assuming the person does not have another injection,  and show your working.   .  ng cm\u22123  [2] [total: 17]",
+            "13": "13 0610/42/o/n/16 \u00a9 ucles 2016 [turn over 4 hydrophytes are plants that show many adaptive features for life in aquatic habitats.  fig. 4.1 shows several species of hydrophyte growing in freshwater. fig. 4.1  a student investigated the density of stomata on the leaves of two different species of freshwater  hydrophyte.  table 4.1 shows the results. table 4.1 species location of  leavesmean stomatal density  / number per mm2 upper epidermis lower epidermis brazilian  waterweed, egeria densaunder the  surface of the  water  0 0 water lily, nuphar luteaon the surface  of the water420 0  (a) name the epidermal cells that control the size of stomata.  ..  [1]  (b) suggest reasons for the difference between the results for the two species.  ...  ...  ...  ...  ..  [2]",
+            "14": "14 0610/42/o/n/16 \u00a9 ucles 2016  (c) fig. 4.2 shows a section through the leaf of a water lily. palisade mesophyll fig. 4.2   (i) state why the palisade mesophyll is a tissue.  ...  ..  [1]   (ii) name two other tissues that are present in the leaf in fig. 4.2. 1  ... 2  ... [2]  (d) the large air spaces are an adaptation of water lily leaves. suggest why.  ...  ...  ...  ...  ..  [2]  (e) hydrophytes are adapted to aquatic habitats.   state the name used for plants that are adapted to dry habitats.  ..  [1]",
+            "15": "15 0610/42/o/n/16 \u00a9 ucles 2016 [turn over  (f) explain what is meant by the term adaptive feature .  ...  ...  ...  ...  ..  [2] [total: 11]",
+            "16": "16 0610/42/o/n/16 \u00a9 ucles 2016 5 the numbers of different cells in a blood sample were counted. the results are shown in table  5.1. table 5.1 cell type number  / per mm3percentage red blood cells 4 820 000  94.91 lymphocytes     1 900   0.04 phagocytes     6 000   0.12 platelets   250 000 total 5 077 900 100.00  (a) complete the table by calculating the percentage of platelets. write your answer in table 5.1  to two decimal places.  [1]  (b) state the role of platelets in the blood and describe the process they are involved in.  ...  ...  ...  ...  ...  ..  [4]  (c) lymphocytes are white blood cells that are produced in bone marrow. lymphocytes travel in  the blood from bone marrow to lymph nodes throughout the body.   if a pathogen infects the body, some of these lymphocytes are activated.   state the role of lymphocytes in defence against pathogens.  ..  [1]  (d) during a second infection of the same pathogen the response by lymphocytes is much faster.  explain how this happens.  ...  ...  ...  ...  ...  ..  [2]",
+            "17": "17 0610/42/o/n/16 \u00a9 ucles 2016 [turn over  (e) hiv invades specific lymphocytes that coordinate immune responses.   fig. 5.1 shows the change in numbers of these lymphocytes following an hiv infection that  has not been treated. 1200 1000 800 600 400 200 0 0 1 2 3 4 5 6 7 8 9 10lymphocytes / cells per mm3 time  / years fig. 5.1   (i) describe the changes in lymphocyte numbers following hiv infection.  ...  ...  ...  ...  ...  ..  [3]",
+            "18": "18 0610/42/o/n/16 \u00a9 ucles 2016   (ii) describe the effects on the body of an untreated hiv infection as shown in fig. 5.1.  ...  ...  ...  ...  ...  ..  [3] [total: 14]",
+            "19": "19 0610/42/o/n/16 \u00a9 ucles 2016 [turn over 6 wetlands are internationally important ecosystems. the spoon-billed sandpiper, calidris pygmaea ,  is an endangered species.  fig. 6.1 shows a spoon-billed sandpiper feeding in a wetland ecosystem. the wetland is a stopover  on the bird\u2019s long migration from north-east russia to south-east asia.  the smaller photograph is a close-up of the bird\u2019s legs to show that it has been ringed. fig. 6.1  spoon-billed sandpipers stop to feed at the rudong mudflats near shanghai, china.  putting one or more rings on a bird\u2019s leg is a common way to identify individual birds. spoon-billed  sandpipers ringed in russia have been seen at the rudong mudflats.  (a) suggest why scientists put leg rings on birds, such as the spoon-billed sandpiper.  ...  ...  ...  ...  ...  ..  [2]",
+            "20": "20 0610/42/o/n/16 \u00a9 ucles 2016  (b) explain why it is important to conserve ecosystems, such as wetlands.  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ..  [5] [total: 7] 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 international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download at www.cie.org.uk after  the live examination series. 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."
+        },
+        "0610_w16_qp_43.pdf": {
+            "1": "this document consists of 17 printed pages and 3 blank pages. dc (lk/sw) 117736/5 \u00a9 ucles 2016  [turn overcambridge international examinations cambridge international general certificate of secondary education *2616018628* biology  0610/43 paper 4  theory (extended)  october/november 2016  1 hour 15 minutes candidates answer on the question paper. no additional materials are required. read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen. you may use an hb pencil for any diagrams or graphs. do not use staples, paper clips, glue or correction fluid. do not  write in any barcodes. answer all questions. electronic calculators may be used. you may lose marks if you do not show your working or if you do not use appropriate units. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question. the syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificate.",
+            "2": "2 0610/43/o/n/16 \u00a9 ucles 2016 1 an in vitro  fertilisation (ivf) procedure is outlined in fig. 1.1. b c d ea embryo not drawn to scale fig. 1.1  (a) (i) name structures a, b and d. a   b   d    [3]   (ii) state the purpose of syringe c.  ...  ... [1]  (b) (i) name a hormone that would be injected to stimulate egg cell development.  ... [1]   (ii) state when, during the menstrual cycle, this hormone should be injected.  ... [1]   (iii) draw an x on fig. 1.1 at the position where the embryos should be placed.  [1]",
+            "3": "3 0610/43/o/n/16 \u00a9 ucles 2016 [turn over  (c) discuss the social implications of ivf.  ...  ...  ...  ...  ...  ...  ...  ...  ... [4]  [total: 11]",
+            "4": "4 0610/43/o/n/16 \u00a9 ucles 2016 blank page",
+            "5": "5 0610/43/o/n/16 \u00a9 ucles 2016 [turn over 2 pectinase is an enzyme used in the production of fruit juice.  (a) describe in detail how enzymes function, using pectinase as an example.  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ... [6]",
+            "6": "6 0610/43/o/n/16 \u00a9 ucles 2016  (b) an experiment to test the effect of the size of apple pieces on the activity of pectinase was  performed by a group of students. some of their apparatus is shown in fig. 2.1. filter paper funnel measuring cylinder fig. 2.1   describe how the students should use the measuring cylinder to obtain accurate   measurements of volume.  ...  ...  ...  ...  ... [2]",
+            "7": "7 0610/43/o/n/16 \u00a9 ucles 2016 [turn over  (c) the students added 1.5  cm3 of pectinase solution to pieces of apple in a beaker.   they then poured the mixture into the funnel.   they found that it took 10 minutes to collect 19  cm3 of juice.    (i) calculate the rate of the enzyme reaction.    show your working.    write your answer to the nearest whole number.   ..  cm3 per min  [2]   (ii) the students performed four experiments using different ways to prepare the apples.    the same total mass and type of apple was used each time.     a 0.5 cm3 apple cubes     b 1.0 cm3 apple cubes     c whole peeled small apples     d whole unpeeled small apples    predict and explain which experiment ( a, b, c or d) would result in the fastest rate of  reaction.   ...  ...  ...  ...  ... [2]  [total: 12]",
+            "8": "8 0610/43/o/n/16 \u00a9 ucles 2016 3 the length of the small intestine was measured in four types of mammal.  the results are shown in table 3.1. table 3.1 mammallength of small  intestine  / cmlength of small  intestine relative to  body mass  / cm per g insect-eating bat   19 2.30  domestic cat 104 0.05  rat   98 0.34  human 552 0.01   (a) use the information in table 3.1 to compare the length of the small intestine of the four  mammals.  ...  ...  ...  ...  ...  ...  ... [3]",
+            "9": "9 0610/43/o/n/16 \u00a9 ucles 2016 [turn over  (b) fig. 3.1 is a diagram showing a short length of the small intestine of a mammal.  outer surface inner surface lumen fig. 3.1   a function of the small intestine is absorption.   describe how a molecule of glucose passes from the lumen of the small intestine into the  blood.  ...  ...  ...  ...  ...  ...  ... [3]",
+            "10": "10 0610/43/o/n/16 \u00a9 ucles 2016  (c) measurements were taken of the inner and outer surface area of two parts of the small  intestine for the four mammals in table 3.1. the results are shown in table 3.2. table 3.2 mammalratio of inner surface area to outer surface area  duodenum ileum insect-eating bat 283:1  54:1 domestic cat   15:1  12:1 rat    6:1    4:1 human    7:1    3:1   (i) suggest which mammal has the most villi per centimetre of small intestine.  ... [1]   (ii) the duodenum is more effective than the ileum at absorption. use the information in  table 3.2 to explain why.  ...  ...  ...  ...  ... [3]  (d) bile is released into the small intestine from the gall bladder.   outline the roles of bile.  ...  ...  ...  ...  ...  ...  ...  ...  ... [4]  [total: 14]",
+            "11": "11 0610/43/o/n/16 \u00a9 ucles 2016 [turn over 4 tobacco smoke is made up of over 7000 chemicals.  nicotine is a component of tobacco smoke.  (a) explain why nicotine is a drug.  ...  ...  ...  ...  ... [2]  (b) describe the effect on the gas exchange system of the following components of tobacco  smoke: carbon monoxide  ..  ...  ...  ... tar  .  ...  ...  ...  [4]",
+            "12": "12 0610/43/o/n/16 \u00a9 ucles 2016  (c) a study compared the percentages of men and women aged between 35 and 54 years who  smoked cigarettes. the annual death rate caused by lung cancer was also recorded.    the results are shown in the two graphs in fig. 4.1. 195001020304050 smoking / %60708090 1960 1970 1980 1990 2000 195001020304050 mean annual death rate from lung cancer / cases per 100  000 people per year60 1960 1970 year year1980 1990 2000men womenkeymen womenkey fig. 4.1   (i) use the data shown in fig. 4.1 to compare the percentages of men and women who  smoked cigarettes between 1950  and 1998 .  ...  ...  ...  ...  ...  ...  ...  ...  ... [4]",
+            "13": "13 0610/43/o/n/16 \u00a9 ucles 2016 [turn over   (ii) use the information from both  graphs in fig. 4.1 to discuss the link between smoking  and lung cancer.  ...  ...  ...  ...  ...  ...  ...  ...  ... [4]  (d) explain why it is recommended that pregnant women do not smoke.  ...  ...  ...  ...  ... [3]  [total: 17]",
+            "14": "14 0610/43/o/n/16 \u00a9 ucles 2016 blank page",
+            "15": "15 0610/43/o/n/16 \u00a9 ucles 2016 [turn over 5 (a) (i) describe the structure of a dna molecule.  ...  ...  ...  ...  ...  ...  ... [3]   (ii) state the function of a gene.  ...  ... [1]  (b) molecular biologists identified a gene found in all species of bacteria and in mitochondria.   state the function of mitochondria.  ...  ... [2]  (c) some scientists think that mitochondria evolved from bacteria because they are similar in  size and structure. bacteria belong to the prokaryote kingdom.   give two features of all prokaryotes. 1   2    [2]",
+            "16": "16 0610/43/o/n/16 \u00a9 ucles 2016  dna can be used to distinguish between different species of bacteria.  molecular biologists compared the dna sequences of the gene in mitochondria and six species of  bacteria. they counted the number of differences.  table 5.1 shows the number of differences between the dna sequences. table 5.1 mitochondria aspecies  b species  cspecies  dspecies  e species  f species  g  mitochondria a29 26 34 25   3 23 species  b 18 12 17 26 24 species  c19 10 19 14 species  d 28 29 30 species  e19   6 species  f 16 species  g   the most closely related species have:   \u2022 the least number of differences between their dna sequences   \u2022 the shortest distance from a branching point on a classification tree. ",
+            "17": "17 0610/43/o/n/16 \u00a9 ucles 2016 [turn over  (d) use the information in table 5.1 to complete the classification tree in fig. 5.1. place the letter  for each species or the mitochondria in the box next to the correct branch of the classification  tree. two have been done for you. ge fig. 5.1   [3]  (e) suggest why using dna sequences is a useful method for identifying species of bacteria.  ...  ... [1]  [total: 12]",
+            "18": "18 0610/43/o/n/16 \u00a9 ucles 2016 6 (a) name one feature of dicotyledonous leaves that distinguishes them from monocotyledonous  leaves.  ... [1]  (b) explain why a leaf is an organ.  ...  ... [1]  (c) photosynthesis occurs in leaves.    state the balanced chemical equation for photosynthesis.  ... [3]  (d) fig. 6.1 is an image of a section through a dicotyledonous leaf from a scanning electron  microscope.  jk l fig. 6.1",
+            "19": "19 0610/43/o/n/16 \u00a9 ucles 2016   identify the layers labelled in fig. 6.1 and explain how their adaptations allow photosynthesis  to occur in the leaf.   (i) layer j  ... adaptation for photosynthesis  ...  ...  [2]   (ii) layer k  ... adaptation for photosynthesis  ...  ...  [2]   (iii) layer l  ... adaptation for photosynthesis  ...  ...  [2]  (e) plants need nitrate ions for growth.   explain why.  ...  ...  ...  ...  ...  ...  ... [3]  [total: 14]",
+            "20": "20 0610/43/o/n/16 \u00a9 ucles 2016 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 international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download at www.cie.org.uk after  the live examination series. 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.blank page"
+        },
+        "0610_w16_qp_51.pdf": {
+            "1": "this document consists of 11 printed pages and 1 blank page. dc (kn/cgw) 118314/4 \u00a9 ucles 2016 [turn overcambridge international examinations cambridge international general certificate of secondary education *5410210281* biology  0610/51 paper 5 practical test october/november 2016  1 hour 15 minutes candidates answer on the question paper. additional materials: as listed in the confidential instructions. read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen. y ou may use an hb pencil for any diagrams or graphs. do not use staples, paper clips, glue or correction fluid. do not write in any barcodes. answer all questions. electronic calculators may be used. y ou may lose marks if you do not show your working or if you do not use appropriate units. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [ ] at the end of each question or part question. the syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificat e.for examiner\u2019s use 1 2 total",
+            "2": "2 0610/51/o/n/16 \u00a9 ucles 2016read through all the questions on this paper carefully before starting work. 1 some animals have a body temperature that is higher than the temperature of the environment.  as a result these animals lose heat to the environment, causing their body temperature to fall. y ou are going to investigate the effect of the volume of the body on the loss of heat to the  environment.   the volume of the body of an animal and its temperature can be represented by hot water.  complete question 1(a) before starting the investigation.  step 1 label two beakers, one beaker a and another beaker b.  step 2 draw a line on beaker a, 6 cm up from the bottom of the beaker.  step 3  raise your hand when you are ready for hot water to be added to the container labelled  hot water .  step 4   add hot water to beaker a up to the 6 cm mark.  step 5 place the thermometer in the water in beaker a and start the timer.     immediately  measure the temperature of the water and record it in your results table.    leave the thermometer in the water throughout the investigation.  step 6  after 1 minute, measure the temperature of the water in beaker a and record it in your  results table.  step 7 repeat step 6 after 2, 3, 4 and 5 minutes and record these results.  step 8  raise your hand to get the container labelled hot water  refilled with hot water.  step 9 draw a line on beaker b, 3 cm up from the bottom of the beaker.  step 10  add hot water to beaker b up to the 3 cm mark.  step 11  repeat steps 5 to 7 for beaker b.",
+            "3": "3 0610/51/o/n/16 \u00a9 ucles 2016 [turn over (a) prepare a table to record your results in the space below.  [6]  (b) (i) the rate of heat loss is the fall in temperature per minute.    calculate the rate of heat loss between 0 and 5 minutes for both beakers.    include the units .    show your working.    beaker a       beaker b     [4]",
+            "4": "4 0610/51/o/n/16 \u00a9 ucles 2016  (ii) using your results, suggest a relationship between the volume of the body and heat loss.  .. .  .. .  .. .  .. .[2]  (c) (i) state two variables in this investigation that have been controlled. 1    2     [2]   (ii) suggest why the thermometer must be left in the water throughout the investigation.  .. .  .. .[1]   (iii) there is a possible source of error in step 2 and step 9 of this investigation.    identify the source of error and describe how to modify steps 2 and 9 to improve this  investigation.  .. .  .. .  .. .  .. .[2]",
+            "5": "5 0610/51/o/n/16 \u00a9 ucles 2016 [turn over (d) some students were asked to test the hypothesis:   the colder the surroundings, the faster a small mammal\u2019s temperature will drop.  describe how the students could modify the investigation you have carried out to test this  hypothesis.   do not carry out this experiment.  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .[6]",
+            "6": "6 0610/51/o/n/16 \u00a9 ucles 2016 (e) humans sweat when they get too hot.   the effect of the temperature of the room on the average rate of sweating was investigated.   the results are shown in table 1.1. table 1.1 temperature of room / \u00b0caverage rate of sweating / cm3 per hour 13 1022 4030 32036 74040 1180",
+            "7": "7 0610/51/o/n/16 \u00a9 ucles 2016 [turn over  (i) plot a graph, using the data in table 1.1, on the grid.  [4]   (ii) describe the effect of the temperature of the room on the average rate of sweating.   .. .  .. .  .. .  .. .[2]  [total: 29]",
+            "8": "8 0610/51/o/n/16 \u00a9 ucles 20162 fig. 2.1 shows photographs of five different flowers, a, b, c, d and e.  some of the structures of flowers are labelled on the photographs. apetal stigma stigma petalanther filament cd eb fig. 2.1  the genus of the five flowers can be identified using this key:  1. petals present and large  ... go  to 2   petals absent or very small  ... go to  4  2. four petals  ... ... draba     more than four petals   go  to 3  3. stigma clearly divided into 5   geranium     stigma not clearly divided  ...  fuschia  4. anthers large and hanging on long filaments away from flower .. sorghum   anthers small and close to flower   dactylis",
+            "9": "9 0610/51/o/n/16 \u00a9 ucles 2016 [turn over (a) use the key to identify flowering plants a, b, c, d and e. letter genus of flower a bcd e  [4]",
+            "10": "10 0610/51/o/n/16 \u00a9 ucles 2016 (b) specimen f is an insect-pollinated flower.    carefully remove one complete stamen (anther and filament) from specimen f and place it  on a white tile.   examine the stamen using a hand lens.  (i) make a large labelled drawing of the stamen.  [4]",
+            "11": "11 0610/51/o/n/16 \u00a9 ucles 2016  (ii) measure the length of the filament you selected from specimen f.     include the unit. length of the filament  ... .    measure the length of the filament on your drawing.     draw a line on your drawing to show where you measured the filament.  length of the filament on your drawing  .     magnification = length of the filament on your drawing length of filament from specimen f    calculate the magnification of your drawing using the information above and your  answers. show your working.  magnification  .  [3]  [total: 11]",
+            "12": "12 0610/51/o/n/16 \u00a9 ucles 2016permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here 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 onl ine in the cambridge international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to do wnload at www.cie.org.uk after  the live examination series. cambridge international examinations is part of the cambridge assessment group. cambridge assessment is the brand name of unive rsity of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge.blank page"
+        },
+        "0610_w16_qp_52.pdf": {
+            "1": "this document consists of 10 printed pages and 2 blank pages. dc (lk/fd) 118132/3 \u00a9 ucles 2016  [turn overcambridge international examinations cambridge international general certificate of secondary education *6816493985* biology  0610/52 paper 5  practical test  october/november 2016  1 hour 15 minutes candidates answer on the question paper. additional materials:  as listed in the confidential instructions. read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen. you may use an hb pencil for any diagrams or graphs. do not use staples, paper clips, glue or correction fluid. do not  write in any barcodes. answer all questions. electronic calculators may be used. you may lose marks if you do not show your working or if you do not use appropriate units. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question. the syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificate.for examiner\u2019s use 1 2 total",
+            "2": "2 0610/52/o/n/16 \u00a9 ucles 2016 read through all the questions on this paper carefully before starting work. 1 maize (corn) is an important food crop that produces grain. fig. 1.1 shows a maize grain that has  germinated to form a seedling.  total length of the seedling visible above the soilfirst true leaf, used for photosynthesis coleoptile, used to protect the plumule below the soil soil level radicle, used to obtain water and mineral ions from the soilfood store, used during germination for energy and growth fig. 1.1  you are going to investigate the effect of light on the germination and early growth of maize. you  will measure and observe maize grown in the light and maize grown in the dark.  three maize grains were planted in each of the two pots labelled l and d.   one pot ( l) was placed in the light and the other pot ( d) placed in the dark.  the seedlings were kept at a constant temperature.  step 1  observe the appearance of the seedlings carefully.   (a) complete table 1.1 by recording two visible  differences in the seedlings grown in the light  and the seedlings grown in the dark. table 1.1 feature seedlings grown in the light seedlings grown in the dark  [2]",
+            "3": "3 0610/52/o/n/16 \u00a9 ucles 2016 [turn over  you are going to measure the length of the coleoptiles and the total length of the seedlings visible  above the soil. you will measure all the seedlings grown in the light and all the seedlings grown in  the dark.  (b) (i) prepare a table to record your results.  [6]  step 2   use a ruler to measure the length of the coleoptile and the total length of the seedling  visible above the soil for each seedling.    record the results for the seedlings grown in pot l and in pot d in your table.   (ii) look at table 1.1 and the results of your measurements.    state two conclusions that can be made about the effect of light on the germination and     early growth of maize. 1 .  ...  ... 2 .  ...  ...  [2]",
+            "4": "4 0610/52/o/n/16 \u00a9 ucles 2016   use gloves and eye protection while carrying out steps 3 to 14 of the practical work for  question 1.  step 3  use a marker pen to draw a line down the centre of a white tile.    label one side l and the other side d.  step 4   use a spatula to carefully dig out from each pot, two of the seedlings grown in the light  and two of the seedlings grown in the dark.   step 5   use a scalpel or razor blade to cut the remains of the food store from each of the  seedlings.  step 6   use the water in the beaker labelled water for washing  to wash each of these food  stores and remove the outer covering. put the outer covering in the beaker labelled  waste .  step 7   place the food stores from the seedlings grown in the light on the side of the tile labelled  l  and the food stores from seedlings grown in the dark on the side of the tile labelled d.   step 8  wash the spatula in the beaker labelled water for washing  and dry it with a paper towel.     use the spatula to crush together the two food stores from the seedlings grown in the  light on the part of the tile labelled l.     separate the crushed food store into two equal parts spaced at least 2  cm apart, as  shown in fig. 1.2.  step 9   repeat step 8 using the two food stores from the seedlings grown in the dark on the part  of the tile labelled d. l d fig. 1.2  step 10  label two test-tubes, one with the letter l and the other with the letter d.   step 11   scrape one of the food stores from the seedlings grown in the light into the test-tube  labelled l. add 2  cm3 of water from the beaker labelled water , taking care to wash the  crushed food store to the bottom of the test-tube.   step 12   repeat step 11 using one of the food stores from the seedlings grown in the dark and the  test-tube labelled d.  step 13   carry out a benedict\u2019s test on the contents of test-tube l and test-tube d.     raise your hand when you are ready for hot water to be placed in the beaker labelled  water-bath .    leave the test-tubes for 5 minutes.    during this time carry out step 14 and answer question (c)(i) .  step 14   add 1 drop of iodine solution to the remaining two food stores on the white tile. record  your results in table 1.2.",
+            "5": "5 0610/52/o/n/16 \u00a9 ucles 2016 [turn over  (c) (i) describe how to carry out a biuret test on a crushed food store.  ...  ... [1]   (ii) the results of a biuret test are recorded in table 1.2.     complete step 13 by recording the results of your benedict\u2019s tests in table 1.2. table 1.2 test seedlings grown in light seedlings grown in dark biuret purple purple benedict\u2019s iodine   [2]   (iii) state the conclusion for the results shown in table 1.2.  ...  ... [1]",
+            "6": "6 0610/52/o/n/16 \u00a9 ucles 2016  (d) a group of students investigated the changes in dry mass during germination and growth of  maize grown in the light and maize grown in the dark.   the dry mass is the total mass left after all the water has been evaporated.   table 1.3 shows the results of the investigation for the maize seedlings grown in the light. table 1.3 time / days 0 2 4 6 8 10 12 14 16 18 20 dry mass   of 10 maize  seedlings  / g22 20 17 12 10 8 11 13 14 15 17   (i) describe a method the students could have used to carry out this investigation.    use the information on page 2  to help you.  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ... [6]   (ii) suggest why the students measured the dry mass instead of the mass including water in  their investigation.  ...  ... [1]  [total: 21]",
+            "7": "7 0610/52/o/n/16 \u00a9 ucles 2016 [turn over blank page",
+            "8": "8 0610/52/o/n/16 \u00a9 ucles 2016 2 (a) a group of students investigated the effect of two different exercises on the heart rate of ten  male and ten female students.    before the first exercise, the pulse rate at rest was measured and the group then jumped on  the same spot for two minutes without moving their arms. every two seconds an investigator  shouted \u2018jump\u2019.    after two minutes the pulse rate was measured and the students were allowed ten minutes to  rest.   before the second exercise, the pulse rate at rest was measured again and the group was  asked to do a different exercise.   the students jumped on the same spot for two minutes lifting their arms above their head  as they jumped up and dropping their arms as they came down. every two seconds an  investigator shouted \u2018jump\u2019.   table 2.1 shows the results of this investigation.  table 2.1 activityaverage pulse rate  / beats per minute male students female students all students resting  68  74 71 after jumping  96  92 after jumping and  moving arms128 140   (i) complete table 2.1 by writing in the average pulse rate for all students after both forms  of exercise.  [2]   (ii) describe two variables in this investigation that have been controlled. 1    ... 2    ...  [2]   (iii) explain why the students had to rest before carrying out the second exercise.  ...  ... [1]   (iv) state one variable that cannot be controlled during the exercise and describe the effect  of this variable on the results of the investigation. variable  .. effect on results  .  ...  ...  [2]",
+            "9": "9 0610/52/o/n/16 \u00a9 ucles 2016 [turn over  (b) (i) plot a bar chart of the data in table 2.1, for both the male and the female students, on  the grid.  [4]   (ii) state one similarity and one difference the effect of exercise has on males and females. similarity    ...  ... difference ...  ...  ...  [2]",
+            "10": "10 0610/52/o/n/16 \u00a9 ucles 2016  (c) fig. 2.1 shows a photomicrograph of a cross section of an artery from a mammal. x y fig. 2.1   (i) make a large diagram of this cross section to show the layers forming the wall of the  artery.   [3]",
+            "11": "11 0610/52/o/n/16 \u00a9 ucles 2016   (ii) measure the diameter of the lumen of the artery between points x and y on fig. 2.1.  include the unit . diameter of the lumen on fig. 2.1  .    draw a line in the same position on your drawing and measure the diameter of the lumen  on your drawing. diameter of the lumen on your drawing   magnification = diameter of the lumen on your drawing diameter of the lumen on fig. 2.1    calculate the magnification of your drawing using the equation given and your answers.    show your working.  magnification  ...  [3]  [total: 19]",
+            "12": "12 0610/52/o/n/16 \u00a9 ucles 2016 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 international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download at www.cie.org.uk after  the live examination series. 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.blank page"
+        },
+        "0610_w16_qp_53.pdf": {
+            "1": "this document consists of 9 printed pages and 3 blank pages. dc (nh/sg) 126396/5 \u00a9 ucles 2016  [turn over *1756719659* biology  0610/53 paper 5  practical test  october/november 2016  1 hour 15 minutes candidates answer on the question paper. additional materials:  as listed in the confidential instructions. read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen. you may use an hb pencil for any diagrams or graphs. do not use staples, paper clips, glue or correction fluid. do not  write in any barcodes. answer all questions. electronic calculators may be used. you may lose marks if you do not show your working or if you do not use appropriate units. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question. the syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificate.cambridge international examinations cambridge international general certificate of secondary education for examiner\u2019s use 1 2 total",
+            "2": "2 0610/53/o/n/16 \u00a9 ucles 2016 read through all the questions on the paper carefully before starting work. 1 catalase is an enzyme found in plant and animal cells. it catalyses the breakdown of hydrogen  peroxide to form water and oxygen. catalasehydrogen peroxide   water + oxygen             2h2o2                2h2o  +  o2  you are going to investigate the effect of surface area on the breakdown of hydrogen peroxide by  catalase.  you will use potato as a source of catalase. you will vary the surface area of the potato and  measure the volume of oxygen produced by the break down of the hydrogen peroxide.  read all instructions but do not carry them out until you have drawn a table for your  results in the space provided in 1(a).  you should use the gloves and eye protection provided while you are carrying out the practical  work.  step 1  lay the six potato sticks next to each other on the white tile.    cut each potato stick to exactly 4  cm in length.  step 2   take two of the potato sticks and cut each one into eight equal pieces as shown in  fig. 1.1. fig. 1.1  step 3  repeat step 2 with two more potato sticks. leave the last two potato sticks whole.  step 4   submerge the 25  cm3 measuring cylinder in the tub of water and allow it to fill with water.  turn the measuring cylinder upside down keeping the open end under the water in the  tub as shown in fig.  1.2.",
+            "3": "3 0610/53/o/n/16 \u00a9 ucles 2016 [turn over large test-tubebung delivery tube inverted measuring cylinder water tubhydrogen peroxidepotatobubble open end of the delivery tube fig. 1.2  you are going to carry out a practice experiment using two of the potato sticks that have been cut  into 8 (a total of 16 pieces). record the results of this experiment in the space provided in 1(c).  step 5   place the open end of the delivery tube into the inverted measuring cylinder in the tub of  water.  step 6  use the syringe to add 20  cm3 of hydrogen peroxide to the large test-tube.  step 7   add the 16 pieces of potato that you cut in step 2 to the large test-tube and immediately  place the bung, attached to the other end of the delivery tube, into the large test-tube.  step 8   start the timer and carefully shake the large test-tube briefly every 30 seconds for three  minutes.  step 9   record the volume of oxygen gas collected in the measuring cylinder for your practice  experiment in 1(c).  step 10   remove the bung and pour the used hydrogen peroxide solution and potato into the  beaker labelled waste .  step 11  rinse the large test-tube with the washing water provided.  use the results of your practice experiment to choose the most appropriate size of measuring  cylinder to use to measure the volume of oxygen gas produced in three minutes. record your  choice in 1(c).  step 12   repeat steps 4 to 8 using the 16 pieces of potato that you cut in step 3 and your chosen  measuring cylinder. record in your table in 1(a), the volume of oxygen gas collected in  the measuring cylinder after three minutes.  step 13   repeat steps 4 to 8 using the remaining two whole potato sticks in step 7 and your  chosen measuring cylinder. record the volume of oxygen gas collected in the measuring  cylinder after three minutes in your table in 1(a).",
+            "4": "4 0610/53/o/n/16 \u00a9 ucles 2016  (a) prepare a table to record your results.  [4]  (b) (i) calculate the rate of oxygen gas production for each of the values in your table. give  your answer in cm3 per minute to one decimal place.    show your working.  whole potato stick  .. cm3 per minute  cut potato stick  .. cm3 per minute  [2]   (ii) describe the effect on the surface area of the potato of cutting the potato stick into eight  pieces.  ...  ... [1]   (iii) describe and explain, using your results, the effect of surface area on the volume of  oxygen gas produced.  ...  ...  ...  ...  ...  ... [3]",
+            "5": "5 0610/53/o/n/16 \u00a9 ucles 2016 [turn over  (c) complete the following: practice volume of oxygen produced  ...   size of the measuring cylinder used for steps 12 and 13     explain why you chose that size. explanation  ...  ...  ... [1]  (d) state two variables that were kept constant in this investigation. 1   2    [2]  (e) identify two sources of error in this method and suggest an improvement for each error. error  ..  ... improvement  .  ...  ... error  ..  ... improvement  .  ...  ...  [4]",
+            "6": "6 0610/53/o/n/16 \u00a9 ucles 2016  (f) hydrogen peroxide breaks down slowly without catalase enzyme being present.   describe a suitable control for this investigation.  ...  ...  ...  ...  ... [2]  (g) another student wanted to investigate the amount of catalase present in different food plants.   describe a method that the student could use to carry out this investigation.  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ... [5]",
+            "7": "7 0610/53/o/n/16 \u00a9 ucles 2016 [turn over  (h) table 1.1 shows the volume of oxygen produced when the student carried out the experiment  for three different food plants. table 1.1 food plant volume of oxygen produced  / cm3 a 9.2 b 0.8 c 6.7   plot a graph of the data from table 1.1 on the grid.  [4]  (i) describe how the student could test food prepared from these plants for the presence of  reducing sugars.  ...  ...  ...  ... [3]  [total: 31]",
+            "8": "8 0610/53/o/n/16 \u00a9 ucles 2016 2 fig. 2.1 shows red onion cells, viewed through a microscope, that have been immersed in a strong  salt solution.  in a red onion cell the dark red pigment is located in the vacuole of the cell. mn magnification \u00d750 fig. 2.1  (a) (i) make a large drawing of three  of the cells shown in fig. 2.1.    on one of the cells label the vacuole.  [5]",
+            "9": "9 0610/53/o/n/16 \u00a9 ucles 2016    fig. 2.2 shows red onion cells, viewed through a microscope, that have been immersed  in a weak salt solution. p qp q magnification \u00d750 fig. 2.2   (ii) measure the observed maximum length of the vacuole shown by the line mn on fig.  2.1.   .  mm     measure the observed maximum length of the vacuole shown by the line pq on fig.  2.2.   .  mm     calculate the percentage increase in the length of the vacuole.    show your working and give your answer to the nearest whole number.     [3]  (b) state one visible similarity between the cells in fig. 2.1 and the cells in fig.  2.2.  ...  ... [1]  [total: 9]",
+            "10": "10 0610/53/o/n/16 \u00a9 ucles 2016 blank page",
+            "11": "11 0610/53/o/n/16 \u00a9 ucles 2016 blank page",
+            "12": "12 0610/53/o/n/16 \u00a9 ucles 2016 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 international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download at www.cie.org.uk after  the live examination series. 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.blank page"
+        },
+        "0610_w16_qp_61.pdf": {
+            "1": "this document consists of 11 printed pages and 1 blank page. dc (lk/cgw) 118316/4 \u00a9 ucles 2016 [turn overcambridge international examinations cambridge international general certificate of secondary education *2425699758* biology  0610/61 paper 6  alternative to practical october/november 2016  1 hour candidates answer on the question paper. no additional materials are required. read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen. y ou may use an hb pencil for any diagrams or graphs. do not use staples, paper clips, glue or correction fluid. do not write in any barcodes. answer all questions. electronic calculators may be used. y ou may lose marks if you do not show your working or if you do not use appropriate units. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question. the syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificat e.",
+            "2": "2 0610/61/o/n/16 \u00a9 ucles 20161 some animals have a body temperature that is higher than the temperature of the environment.   as a result these animals lose heat to the environment, causing their body temperature to fall.  an investigation was carried out to find the effect of the volume of the body on the loss of heat to  the environment.   the volume of the body of an animal and its temperature can be represented by hot water.  step 1 two 250 cm3 beakers were labelled a and b.  step 2 a line was drawn on beaker a, 6 cm up from the bottom of the beaker.     a line was drawn on beaker b, 3 cm up from the bottom of the beaker.  step 3 hot water was added to both beakers up to these marks.  step 4  a thermometer was placed in the water in each beaker and a timer started.      the temperature of the water was measured immediately in both beakers and recorded  in a results table.    the thermometers were left in the water throughout the investigation.  step 5  the temperature of the water in both beakers was measured and recorded every minute  for five minutes. fig. 1.1 on page 3 shows the results of this investigation  (a) prepare a table in the space provided to record these results. use fig. 1.1 to complete this  table.   [5]",
+            "3": "3 0610/61/o/n/16 \u00a9 ucles 2016 [turn over90beaker a readings 80 70 6090 80 70 6090 80 70 6090 80 70 6090 80 70 6090 80 70 60 90 80 70 6090 80 70 6090temperature measurements / \u00b0creading time / minutes reading time / minutes80 70 6090 80 70 6090 80 70 6090 80 70 60temperature measurements / \u00b0c 5 4 3 2 1 0 5 4 3 2 1 0beaker b readings fig. 1.1  (b) (i) the rate of heat loss is the fall in temperature per minute.    calculate the rate of heat loss between 0 and 5 minutes for both beakers.    include the units.    show your working.    beaker a       beaker b     [4]",
+            "4": "4 0610/61/o/n/16 \u00a9 ucles 2016  (ii) using your results, suggest a relationship between the volume of the body and heat loss.  .. .  .. .  .. .  .. .[2]  (c) (i) state two variables in this investigation that have been controlled. 1    2     [2]   (ii) suggest why the thermometer must be left in the water throughout the investigation.  .. .  .. .[1]   (iii) there is a possible source of error in step 2 of the investigation.    identify this source of error and describe how to modify step 2 to improve the investigation.  .. .  .. .  .. .  .. .[2]   (iv) suggest one safety precaution students should take while carrying out this investigation.  .. .  .. .[1]",
+            "5": "5 0610/61/o/n/16 \u00a9 ucles 2016 [turn over (d) some students were asked to test the hypothesis:   the colder the surroundings, the faster a small mammal\u2019s temperature will drop.  describe how the students could modify the investigation described in steps 1\u20135 to test this  hypothesis.  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .[6]",
+            "6": "6 0610/61/o/n/16 \u00a9 ucles 2016 (e) humans sweat when they get too hot.   the effect of the temperature of the room on the average rate of sweating was investigated.   the results are shown in table 1.1. table 1.1 temperature of the room / \u00b0c average rate of sweating / cm3 per hour 13 1022 4030 32036 74040 1180",
+            "7": "7 0610/61/o/n/16 \u00a9 ucles 2016 [turn over  (i) plot a graph, using the data in table 1.1, on the grid.  [4]   (ii) describe the effect of the temperature of the room on the average rate of sweating.  .. .  .. .  .. .  .. .[2]  [total: 29]",
+            "8": "8 0610/61/o/n/16 \u00a9 ucles 20162 fig. 2.1 shows photographs of five different flowers, a, b, c, d and e.  some of the structures of flowers are labelled on the photographs. apetal stigma stigma petalanther filament cd eb fig. 2.1  the genus of the five flowers can be identified using this key:   1. petals present and large   go to 2    petals absent or very small  ... go to 4   2. four petals  ... draba      more than four petals   go to 3   3. stigma clearly divided into 5  . geranium      stigma not clearly divided    fuschia   4. anthers large and hanging on long filaments away from flower    sorghum    anthers small and close to flower    dactylis",
+            "9": "9 0610/61/o/n/16 \u00a9 ucles 2016 [turn over (a) use the key to identify flowering plants a, b, c, d and e. letter genus of flower a b cd e  [4]",
+            "10": "10 0610/61/o/n/16 \u00a9 ucles 2016 (b) fig. 2.2 shows five stamens (anthers and filaments) from an insect pollinated flower, gloriosa  superba . fig. 2.2",
+            "11": "11 0610/61/o/n/16 \u00a9 ucles 2016  (i) make a large labelled drawing of the stamen enclosed by the box on fig. 2.2.    [4]   (ii) measure the length of the filament on fig. 2.2.     include the unit. length of filament on fig. 2.2      measure the length of the filament on your drawing.     draw a line on your drawing to show where you measured the filament.  length of filament on your drawing  ...     magnification = length of filament on your drawing length of filament on fig. 2.2    calculate the magnification of your drawing using the information above and your  answers. show your working.  magnification  .  [3]  [total: 11]",
+            "12": "12 0610/61/o/n/16 \u00a9 ucles 2016permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here 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 onl ine in the cambridge international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to do wnload at www.cie.org.uk after  the live examination series. cambridge international examinations is part of the cambridge assessment group. cambridge assessment is the brand name of unive rsity of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge.blank page"
+        },
+        "0610_w16_qp_62.pdf": {
+            "1": "this document consists of 10 printed pages and 2 blank pages. dc (cw/fd) 118576/4 \u00a9 ucles 2016  [turn overcambridge international examinations cambridge international general certificate of secondary education *9181695259* biology  0610/62 paper 6  alternative to practical  october/november 2016  1 hour candidates answer on the question paper. no additional materials are required. read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen. you may use an hb pencil for any diagrams or graphs. do not use staples, paper clips, glue or correction fluid. do not  write in any barcodes. answer all questions. electronic calculators may be used. you may lose marks if you do not show your working or if you do not use appropriate units. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question. the syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificate.",
+            "2": "2 0610/62/o/n/16 \u00a9 ucles 2016 1 maize (corn) is an important food crop that produces grain. fig. 1.1 shows a maize grain that has  germinated to form a seedling. total length of the seedling visible above the soilfirst true leaf, used for photosynthesis coleoptile, used to protect the plumule below the soil soil level radicle, used to obtain water and mineral ions from the soilfood store, used during germination for energy and growth fig. 1.1  some students investigated the effect of light on the germination and early growth of maize. the  students measured and observed maize grown in the light and maize grown in the dark.  fig. 1.2 shows the surface of two pots containing maize seedlings, one set grown in the light and  the other set grown in the dark.  the seedlings were grown at 20  \u00b0c and watered every day for ten days.  step 1  observe the appearance of the seedlings carefully.  (a) complete table 1.1 to record two visible  differences in the seedlings grown in the light and  the seedlings grown in the dark shown in fig. 1.2. table 1.1 feature seedlings grown in the light seedlings grown in the dark  [2]",
+            "3": "3 0610/62/o/n/16 \u00a9 ucles 2016 [turn over seedlings grown in the dark soilseedlings grown in the light fig. 1.2  you are going to measure the length of the coleoptiles and the total length of the seedlings visible  above the soil. you will measure all the seedlings grown in the light and all the seedlings grown in  the dark.  (b) (i) prepare a table to record your results in the space below.  [6]",
+            "4": "4 0610/62/o/n/16 \u00a9 ucles 2016  step 2   use a ruler to measure the length of the coleoptile and the total length of the seedling  visible above the soil for each seedling.    record your results in your table.   (ii) state two conclusions that can be made about the effect of light on the germination and  early growth of maize. 1    ...  ... 2    ...  ... [2]  step 3   a line was marked down the centre of a white tile and labelled l on one side and d on  the other side.  step 4   the three seedlings grown in the light and the three seedlings grown in the dark were  dug out from each pot after ten days.  step 5   the remains of the food store was cut away from each of the seedlings and washed in  water. the outer skin was removed.  step 6   the food stores were then placed on the white tile. the food stores from the seedlings  grown in the light were placed on the side of the tile labelled l and the food stores from  the seedlings grown in the dark were placed on the side labelled d.  step 7   a clean spatula was used to crush together the three food stores from the seedlings  grown in the light. this was then separated into three equal parts on the l side of the tile,  as shown in fig. 1.3.  step 8   the spatula was cleaned and used to crush together the three food stores from the  seedlings grown in the dark. this was also separated into three equal parts on the d side  of the tile, as shown in fig. 1.3. l dused for benedict\u2019s test tested with biuret reagenttested with iodine solution fig. 1.3  step 9   one of the food stores from the seedlings grown in the light was placed into a test-tube  labelled l and 2  cm3 of water added, taking care to wash the crushed food store to the  bottom of the test-tube.",
+            "5": "5 0610/62/o/n/16 \u00a9 ucles 2016 [turn over  step 10   step 9 was repeated using one of the food stores from the seedlings grown in the dark  and a test-tube labelled d. \t step \t11\t\ta\tbenedict\u2019s \ttest\twas\tcarried\tout\ton\tthe\tcontents \tof\ttest-tube \tl and test-tube d.  step 12   a drop of iodine solution was added to one of the remaining food stores from the  seedlings grown in the light and to one of the remaining food store from the seedlings  grown in the dark on the white tile.  step 13   a drop of biuret reagent was added to each of the remaining food stores.    fig. 1.4 shows the results of these tests. ll d blue-black purpleblue-black blue blued purple fig. 1.4  (c) (i) record the results of these tests in table 1.2. table 1.2 test seedlings grown in the light seedlings grown in the dark benedict\u2019s iodine biuret  [3]   (ii) state the conclusion for the results shown in table  1.2.  ...  ... [1]",
+            "6": "6 0610/62/o/n/16 \u00a9 ucles 2016  (d) a group of students investigated the changes in dry mass during germination and growth of  maize grown in the light and maize grown in the dark.   the dry mass is the total mass left after all the water has been evaporated.   table 1.3 shows the results of the investigation for the maize seedlings grown in the light. table 1.3 time / days  0  2  4  6  8 10 12 14 16 18 20 dry mass   of 10 maize  seedlings  / g22 20 17 12 10  8 11 13 14 15 17   (i) describe a method the students could have used to carry out this investigation.    use the information on page 2  to help you.  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ... [6]   (ii) suggest why the students measured the dry mass instead of the mass including water in  their investigation.  ...  ... [1] [total: 21]",
+            "7": "7 0610/62/o/n/16 \u00a9 ucles 2016 [turn over blank page",
+            "8": "8 0610/62/o/n/16 \u00a9 ucles 2016 2 (a) a group of students investigated the effect of two different exercises on the heart rate of ten  male and ten female students.   before the first exercise, the pulse rate at rest was measured and the group then jumped on  the same spot for two minutes without moving their arms. every two seconds an investigator  shouted jump.   after two minutes the pulse rate was measured and the students were allowed ten minutes to  rest.   before the second exercise, the pulse rate at rest was measured again and the group was  asked to do a different exercise.   the students jumped on the same spot for two minutes lifting their arms above their head  as they jumped up and dropping their arms as they came down. every two seconds an  investigator \tshouted\t\u2018jump\u2019.   table 2.1 shows the results of this investigation. table 2.1 activityaverage pulse rate  / beats per minute male students female students all students resting  68  74 71 after jumping  96  92 after jumping and  moving arms128 140   (i) complete table 2.1 by writing in the average pulse rate for all students after both forms  of exercise.  [2]   (ii) describe two variables in this investigation that have been controlled. 1    ... 2    ... [2]   (iii) explain why the students had to rest before carrying out the second exercise.  ...  ... [1]   (iv) state one variable that cannot be controlled during the exercise and describe the effect  on the results of the investigation. variable  .. effect on results  .  ...  ...  [2]",
+            "9": "9 0610/62/o/n/16 \u00a9 ucles 2016 [turn over  (b) (i) plot a bar chart of the data in table 2.1, for both the male students and the female  students, on the grid. [4]   (ii) state one similarity and one difference the effect of exercise has on males and females. similarity    ...  ... difference ...  ...  ... [2]",
+            "10": "10 0610/62/o/n/16 \u00a9 ucles 2016  (c) fig. 2.1 shows a photomicrograph of a cross section of an artery from a mammal. x y fig. 2.1   (i) make a large diagram of this cross section to show the layers forming the wall of the  artery.  [3]",
+            "11": "11 0610/62/o/n/16 \u00a9 ucles 2016   (ii) measure the diameter of the lumen of the artery between points x and y on fig. 2.1.    include the unit. diameter of the lumen on fig. 2.1  .    draw a line in the same position on your drawing and measure the diameter of the lumen  on your drawing. diameter of the lumen on your drawing   magnification = diameter of the lumen on your drawing diameter of the lumen on fig. 2.1    calculate the magnification of your drawing using the equation given and your answers.    show your working.  magnification  ...  [3] [total: 19]",
+            "12": "12 0610/62/o/n/16 \u00a9 ucles 2016 blank page permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the  publisher will be pleased to make amends at the earliest possible opportunity. to avoid the issue of disclosure of answer-related information to candidates, all copyright acknowledgements are reproduced online in the cambridge international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download at www.cie.org.uk after  the live examination series. 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."
+        },
+        "0610_w16_qp_63.pdf": {
+            "1": "this document consists of 9 printed pages and 3 blank pages. dc (nh/sg) 126395/6 \u00a9 ucles 2016  [turn over *8077458146* biology  0610/63 paper 6  alternative to practical  october/november 2016  1 hour candidates answer on the question paper. no additional materials are required. read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen. you may use an hb pencil for any diagrams or graphs. do not use staples, paper clips, glue or correction fluid. do not  write in any barcodes. answer all questions. electronic calculators may be used. you may lose marks if you do not show your working or if you do not use appropriate units. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question. the syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificate.cambridge international examinations cambridge international general certificate of secondary education",
+            "2": "2 0610/63/o/n/16 \u00a9 ucles 2016 1 catalase is an enzyme found in plant and animal cells. it catalyses the breakdown of hydrogen  peroxide to form water and oxygen. catalasehydrogen peroxide   water + oxygen             2h2o2                2h2o  +  o2  students investigated the effect of surface area on the breakdown of hydrogen peroxide by  catalase.  they used potato as a source of catalase. they varied the surface area of the potato and measured  the volume of oxygen gas produced by the break down of the hydrogen peroxide.  step 1  three potato sticks, of the same diameter, were placed next to each other on a white tile.    each potato stick was cut to exactly 4  cm in length.  step 2  one of the potato sticks was cut into eight equal pieces as shown in fig. 1.1. fig. 1.1  step 3  step 2 was repeated with another potato stick. the last potato stick was left whole.  step 4   a 25  cm3 measuring cylinder was submerged in a tub of water and allowed to fill with  water. the measuring cylinder was turned upside down keeping the open end under the  water in the tub as shown in fig. 1.2. large test-tubebung delivery tube inverted measuring cylinder water tubhydrogen peroxidepotatobubble open end of the delivery tube fig. 1.2",
+            "3": "3 0610/63/o/n/16 \u00a9 ucles 2016 [turn over  a practice experiment was carried out using one of the potato sticks that had been cut into eight  pieces.   step 5   the open end of the delivery tube was placed into the inverted measuring cylinder in the  tub of water.  step 6  a syringe was used to add 20  cm3 of hydrogen peroxide to a large test-tube.  step 7   all eight pieces of potato were added to the large test-tube and the delivery tube bung  was immediately placed into the large test-tube.  step 8   a timer was started and the large test-tube was shaken every 30 seconds for three  minutes.  step 9   the volume of oxygen gas collected in the measuring cylinder for the practice experiment  was recorded as 2.5  cm3.  step 10   the contents of the large test-tube were discarded. the large test-tube was rinsed with  distilled water before being reused.  step 11   steps 4 to 8 were repeated with the remaining whole potato stick. the volume of oxygen  gas collected is shown in fig. 1.3.  step 12   steps 4 to 8 were repeated using the remaining potato stick that had been cut into eight  pieces. the volume of oxygen gas collected is shown in fig. 1.3. 1 2 3 4 5 6 7 8 9 10whole potato stick 1 2 3 4 5 6 7 8 9 10cut potato stick gas water fig. 1.3  step 13   read the volume of oxygen gas collected in the two measuring cylinders shown in  fig. 1.3 and record the results in your table in 1(a).",
+            "4": "4 0610/63/o/n/16 \u00a9 ucles 2016  (a) prepare a table to record the results shown in fig. 1.3. complete the table by entering the  results.  [4]  (b) (i) the students measured the volume of oxygen gas produced in three minutes. calculate  the rate of oxygen gas production for each of the values in your table. give your answer  in cm3 per minute.    show your working.  whole potato stick  .. cm3 per minute  cut potato stick  .. cm3 per minute  [2]   (ii) describe the effect on the surface area of the potato of cutting the potato stick into eight  pieces.  ...  ... [1]   (iii) describe and explain, using the results from (b)(i) , the effect of surface area on the  volume of oxygen gas produced.  ...  ...  ...  ...  ...  ... [3]",
+            "5": "5 0610/63/o/n/16 \u00a9 ucles 2016 [turn over  (c) the student used a 25  cm3 measuring cylinder to collect the gas in their practice experiment.  the practice volume of oxygen gas recorded was 2.5  cm3. suggest why the student then  chose to use a 10  cm3 measuring cylinder for the rest of their investigation.  ...  ...  ... [1]  (d) state two variables that were kept constant in this investigation. 1   2    [2]  (e) identify two sources of error in this method and suggest an improvement for each error. error  ..  ... improvement  .  ...  ... error  ..  ... improvement  .  ...  ...  [4]",
+            "6": "6 0610/63/o/n/16 \u00a9 ucles 2016  (f) hydrogen peroxide breaks down slowly without catalase enzyme being present.   describe a suitable control for this investigation.  ...  ...  ...  ...  ... [2]  (g) another student wanted to investigate the amount of catalase present in different food plants.    describe a method the student could use to carry out this investigation.  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ... [5]",
+            "7": "7 0610/63/o/n/16 \u00a9 ucles 2016 [turn over  (h) table 1.1 shows the volume of oxygen produced when the student carried out the experiment  for three different food plants. table 1.1 food plant volume of oxygen produced  / cm3 a 9.2 b 0.8 c 6.7   plot a graph of the data from table 1.1 on the grid.  [4]  (i) describe how the student could test food prepared from these plants for the presence of  reducing sugars.  ...  ...  ...  ... [3]  [total: 31]",
+            "8": "8 0610/63/o/n/16 \u00a9 ucles 2016 2 fig. 2.1 shows red onion cells, viewed through a microscope, that have been immersed in a strong  salt solution.  in a red onion cell the dark red pigment is located in the vacuole of the cell. mn magnification \u00d750 fig. 2.1  (a) (i) make a large drawing of three  of the cells shown in fig. 2.1.    on one of the cells label the vacuole.  [5]",
+            "9": "9 0610/63/o/n/16 \u00a9 ucles 2016    fig. 2.2 shows red onion cells, viewed through a microscope, that have been immersed  in a weak salt solution. p qp q magnification \u00d750 fig. 2.2   (ii) measure the observed maximum length of the vacuole shown by the line mn on fig.  2.1.   .  mm    measure the observed maximum length of the vacuole shown by the line pq on fig.  2.2.   .  mm    calculate the percentage increase in the length of the vacuole.    show your working and give your answer to the nearest whole number.     [3]  (b) state one visible similarity between the cells in fig.  2.1 and the cells in fig.  2.2.  ...  ... [1]  [total: 9]",
+            "10": "10 0610/63/o/n/16 \u00a9 ucles 2016 blank page",
+            "11": "11 0610/63/o/n/16 \u00a9 ucles 2016 blank page",
+            "12": "12 0610/63/o/n/16 \u00a9 ucles 2016 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 international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download at www.cie.org.uk after  the live examination series. 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.blank page"
+        }
+    },
+    "2017": {
+        "0610_m17_qp_12.pdf": {
+            "1": "  the syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificat e.  this document consists of 17 printed pages and 3 blank pages.  ib17 03_0610_12/2rp  \u00a9 ucles 2017 [turn over       *1962770622* cambridge international examinations  cambridge international general certificate of secondary education       biology 0610/12     paper 1  multiple choice (core)  february/march 2017     45 minutes    additional materials: multiple choice answer sheet    soft clean eraser    soft pencil (type b or hb is recommended)        read these instructions first    write in soft pencil.  do not use staples, paper clips, glue or correction fluid. write your name, centre number and candidate number on the answer sheet in the spaces provided  unless this has been done for you.  do not  write in any barcodes.   there are forty  questions on this paper. answer all questions. for each question there are four possible  answers a, b, c and d.   choose the one you consider correct and record your choice in soft pencil  on the separate answer sheet.    read the instructions on the answer sheet very carefully.   each correct answer will score one mark. a mark will not be deducted for a wrong answer. any rough working should be done in this booklet. electronic calculators may be used.                             ",
+            "2": "2  \u00a9 ucles 2017 0610/12/f/m/17  1 the drawing shows a ground squirrel.        which feature identifies this animal as a mammal?  a eye  b four limbs  c fur  d tail     2 the diagram shows how a seed changes after it is planted in soil and watered.        which characteristics of living things are demonstrated by this sequence?  a excretion and growth  b growth and sensitivity  c nutrition and reproduction  d nutrition and sensitivity     ",
+            "3": "3  \u00a9 ucles 2017 0610/12/f/m/17 [turn over  3 the diagram shows a palisade cell from a leaf.        how does a palisade cell differ from the other cells in the same plant?  a it has a cell wall.  b it has a nucleus.  c it has a smaller vacuole.  d it has more chloroplasts.     4 the diagram shows some cells.    cilia cytoplasm nucleus     where are these cells found?  a alimentary canal  b blood  c bronchus  d plant roots      5 the length of a specimen in a photograph is 45  mm. its actual length is 25  mm.    what is the magnification of the photograph?  a \u00d70.6 b \u00d71.6 c \u00d71.8 d \u00d71125    ",
+            "4": "4  \u00a9 ucles 2017 0610/12/f/m/17  6 the diagram shows a section through a leaf.    which arrow shows the direction of diffusion of carbon dioxide on a sunny day?    d cba       7 the diagram represents two liquids, separated by a membrane through which osmosis can occur.    left right mem brane  key molecule of water molecule of dissolved sustance     which statement describes how the molecules will move?  a molecules of dissolved substance move from left to right.  b molecules of dissolved substance move from right to left.  c overall, water molecules move from left to right.  d overall, water molecules move from right to left.     ",
+            "5": "5  \u00a9 ucles 2017 0610/12/f/m/17 [turn over  8 which element is found in proteins but not carbohydrates?  a carbon  b hydrogen  c nitrogen  d oxygen      9 two samples of a human enzyme were used in an experiment. before they were used    \u25cf sample x was heated to 80  \u00b0c and then cooled to 37  \u00b0c,  \u25cf sample y was cooled to 0  \u00b0c and then heated to 37  \u00b0c.    how will this affect their activity?  a sample x and sample y are no longer active.  b sample x and sample y will be equally active.  c sample x will be more active than sample y.  d sample y will be more active than sample x.     10 which substances are used for photosynthesis?  a carbon dioxide and glucose  b carbon dioxide and water  c glucose and oxygen  d glucose and water    11 which term is defined as the taking of substances into the body through the mouth?  a absorption  b assimilation  c digestion  d ingestion    12 what is needed to make the haemoglobin in red blood cells?  a calcium  b iron  c roughage  d vitamin d    ",
+            "6": "6  \u00a9 ucles 2017 0610/12/f/m/17  13 the diagram shows a tooth with signs of decay.    enamel decay     what has made the hole in the enamel of the tooth?  a acid  b saliva  c sugar  d toothpaste     ",
+            "7": "7  \u00a9 ucles 2017 0610/12/f/m/17 [turn over  14 four leafy plant stems were placed into measuring cylinders with 100  cm3 of water. a layer of oil  prevented the water in the measuring cylinder from evaporating.      layer of oil water      the plant stems were exposed to different air humidities and temperatures for 48 hours as shown in the table.    plant  stem humidity temperature  /  \u00b0c final volume of  water  / cm3  1 low 5 75  2 low 25   3 high 5 95  4 high 25 65    the final volume of water in the measuring cylinders is shown for plant stems 1, 3 and 4.    what would be a likely final volume for plant stem 2?  a less than 65  cm3  b between 65  cm3 and 75  cm3  c between 75  cm3 and 95  cm3  d greater than 95  cm3     ",
+            "8": "8  \u00a9 ucles 2017 0610/12/f/m/17  15 which blood vessel, if it becomes blocked, could lead directly  to a heart attack?  a coronary artery  b pulmonary artery  c pulmonary vein  d vena cava      16 a hospital patient who is feeling unwell is given a blood test.   the results of the blood test show a very low level of platelets.   what effect will this have?  a the blood will be unable to transport nutrients, hormones and carbon dioxide.  b the blood will not be able to carry as much oxygen to the tissues as normal.  c there will be a greater risk of bleeding because the blood will take longer to clot.  d there will be a greater risk of infection bec ause the blood cannot make antibodies.     17 what is a pathogen?  a a bacterium  b a disease-causing organism  c a disease that is transmissible  d a white blood cell that engulfs bacteria    ",
+            "9": "9  \u00a9 ucles 2017 0610/12/f/m/17 [turn over  18 the graph shows the rate and depth of a person\u2019s breathing before exercise.    2.5 2.01.51.0 04 time  / svolume of air in the lungs duringbreathing  / dm3 8     which graph shows the rate and depth of breathing of the same person immediately after a  period of exercise?    a b c d2.5 2.01.51.0 04 time  / s82.52.01.51.0 04 time  / s8 2.52.01.51.0 04 time  / s82.52.01.51.0 04 time  / s8volume of air in the lungs duringbreathing  / dm3volume of air inthe lungs duringbreathing  / dm3 volume of air inthe lungs duringbreathing  / dm3volume of air inthe lungs duringbreathing  / dm3      ",
+            "10": "10  \u00a9 ucles 2017 0610/12/f/m/17  19 in an experiment,  three glass bell jars were set up as shown in the diagram.    air from the lungs green plant pqr left in sunlight for 8 hoursleft open to the air for 8 hoursair breathed out by a student for 5 minutesbell jar     at the end of the experiment, which bell jar has  the most oxygen and which has the least?     most oxygen least oxygen  a p q  b p r  c q p  d r p     20 what are the products of anaerobic respiration in muscles?  a ethanol and carbon dioxide  b ethanol only  c lactic acid and carbon dioxide  d lactic acid only    21 which substance remains in the blood as it passes through the kidney?  a protein  b salts  c urea  d water    ",
+            "11": "11  \u00a9 ucles 2017 0610/12/f/m/17 [turn over  22 when the nervous system responds to a stimulus there are several stages to the response.    1 the central nervous system processes the information.  2 the receptors detect the stimulus.  3 a nerve impulse is sent to the central nervous system.  4 a response is produced.  5 a nerve impulse is sent to the muscles.    what is the correct order of the stages?  a 2, 3, 1, 5, 4  b 2, 3, 5, 1, 4  c 3, 2, 1, 5, 4  d 3, 2, 5, 1, 4      23 in which parts of the body are there receptors for blood temperature?     brain fatty tissue  of the skin  a \u0013 \u0013  b \u0013 \u0017  c \u0017 \u0013  d \u0017 \u0017     24 which row shows the effects of increased adrenaline release?     breathing rate pulse rate pupil  a decreases increases widens  b increases decreases widens  c increases increases narrows  d increases increases widens     25 which statement about the growth response of a plant shoot is correct?  a it grows away from gravity and away from light.  b it grows away from gravity and towards light.  c it grows towards gravity and away from light.  d it grows towards gravity and towards light.     ",
+            "12": "12  \u00a9 ucles 2017 0610/12/f/m/17  26 a patient is suffering from an infection. her doctor prescribes an antibiotic.    one week later the infection is still present.    what could be the reason for this?  a it was the correct antibiotic for this infection.  b the pathogen was a virus.  c the pathogen was resistant to the antibodies.  d the patient was resistant to the antibiotic.      27 the diagram shows hydra  growing and releasing an offspring from the side of its body.    parent hydraoffspring     which row is correct?     parent and  offspring are  genetically identicaluses sexual  reproduction  a \u0013 \u0013  b \u0013 \u0017  c \u0017 \u0013  d \u0017 \u0017     ",
+            "13": "13  \u00a9 ucles 2017 0610/12/f/m/17 [turn over  28 the photograph shows the structures needed for reproduction in the flower of a dicotyledon.    p     what is the part labelled p?  a a stigma  b a style  c an anther  d an ovary     29 what is the name of the organ in which a human fetus grows until it is born?  a bladder  b ovary  c urethra  d uterus    30 what would protect against a sexually transmitted infection?  a contraceptive implant  b use of a condom  c use of a diaphragm  d vasectomy    ",
+            "14": "14  \u00a9 ucles 2017 0610/12/f/m/17  31 which term describes the transmission of genetic information from one generation to the next?  a genetic engineering  b inheritance  c natural selection  d variation      32 what is a gene?  a a chain of amino acids that codes for a protein  b a length of dna that codes for a protein  c a length of protein that codes for an allele   d a structure that codes for the production of dna     33 which process involves meiosis?  a growth of cells  b production of gametes  c repair of damaged tissues  d replacement of cells    34 the allele for brown coat colour is dominant to the allele for albino coat colour.   a homozygous brown-coated mammal is crossed with a heterozygous brown-coated mammal.   what percentage of the offspring will be albino?  a 0% b 25% c 50% d 100%      35 which description of an adaptive feature is correct?  a a change in phenotype that is caused by the environment  b a change in the environment that is an advantage to an organism  c an action by an organism that aids its ability to survive and reproduce  d an inherited feature that increases an organism\u2019s ability to survive and reproduce     ",
+            "15": "15  \u00a9 ucles 2017 0610/12/f/m/17 [turn over  36 the diagram shows part of the carbon cycle.    carbon dioxide plants animalsdead matterx     what does arrow x represent?  a decay  b nutrition  c photosynthesis  d respiration     37 the diagram shows the water cycle.    pondy z     which processes do y and z represent?     y z  a condensation evaporation  b precipitation evaporation  c transpiration condensation  d transpiration evaporation    ",
+            "16": "16  \u00a9 ucles 2017 0610/12/f/m/17  38 what is inserted into a bacterium to make the bacterium produce insulin?  a a length of dna from a human  b a length of dna from another bacterium  c a molecule of insulin  d an enzyme      39 the graph shows world wheat production from 1950 to 2000.    world wheatproduction 1950 1975 2000    what has contributed to the changes shown in wheat production?  a not using herbicides  b not using insecticides  c using selective breeding  d using smaller areas of land     ",
+            "17": "17  \u00a9 ucles 2017 0610/12/f/m/17  40 which graph shows the effect of pollution by untreated sewage on the amount of oxygen  dissolved in a river?    b dissolved oxygenc distance downstream sewage enters the riverdissolved oxygen distance downstream sewage enters the river dissolved oxygend distance downstream sewage enters the rivera dissolved oxygen distance downstream sewage enters the river      ",
+            "18": "18  \u00a9 ucles 2017 0610/12/f/m/17  blank page",
+            "19": "19  \u00a9 ucles 2017 0610/12/f/m/17  blank page",
+            "20": "20    permission to reproduce items where third-par ty owned material protected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to t race 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 onl ine in the cambridge  international examinations copyright acknowledgements booklet. this is  produced for each series of examinations and is freely a vailable to download at  www.cie.org.uk after the live examination series.    cambridge international examinations is part of the cambridge asse ssment group. cambridge assessment is the brand name of unive rsity of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge.    \u00a9 ucles 2017 0610/12/f/m/17  blank page  "
+        },
+        "0610_m17_qp_22.pdf": {
+            "1": "  the syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificat e.  this document consists of 15 printed pages and 1 blank page.  ib17 03_0610_22/4rp  \u00a9 ucles 2017 [turn over       *7903107076* cambridge international examinations  cambridge international general certificate of secondary education       biology 0610/22     paper 2  multiple choice (extended)  february/march 2017     45 minutes    additional materials: multiple choice answer sheet    soft clean eraser    soft pencil (type b or hb is recommended)        read these instructions first    write in soft pencil.  do not use staples, paper clips, glue or correction fluid. write your name, centre number and candidate number on the answer sheet in the spaces provided  unless this has been done for you.  do not  write in any barcodes.   there are forty  questions on this paper. answer all questions. for each question there are four possible  answers a, b, c and d.   choose the one you consider correct and record your choice in soft pencil  on the separate answer sheet.    read the instructions on the answer sheet very carefully.   each correct answer will score one mark. a mark will not be deducted for a wrong answer. any rough working should be done in this booklet. electronic calculators may be used.                             ",
+            "2": "2  \u00a9 ucles 2017 0610/22/f/m/17  1 the drawing shows a ground squirrel.        which feature identifies this animal as a mammal?  a eye  b four limbs  c fur  d tail     2 the diagram shows how a seed changes after it is planted in soil and watered.        which characteristics of living things are demonstrated by this sequence?  a excretion and growth  b growth and sensitivity  c nutrition and reproduction  d nutrition and sensitivity     ",
+            "3": "3  \u00a9 ucles 2017 0610/22/f/m/17 [turn over  3 the diagram shows part of the classification of the animal kingdom with an example of each  group.    animals without backbones (invertebrates)with backbones (vertebrates) fish carpamphibians frogarthropods insects fleamyriapods centipedecrustaceans crabarachnids spiderreptiles lizardbirds parrotmammals rat     which pair of animals have the most recent common ancestor as suggested by the classification?  a centipede and carp  b flea and frog  c lizard and parrot  d spider and rat      4 the diagram shows a sample of material taken from an organism.        which level of organisation does the sample show?  a cell  b organ  c organ system  d tissue      5 the length of a specimen in a photograph is 45  mm. its actual length is 25  mm.    what is the magnification of the photograph?  a \u00d70.6 b \u00d71.6 c \u00d71.8 d \u00d71125     ",
+            "4": "4  \u00a9 ucles 2017 0610/22/f/m/17  6 the diagram shows a section through a leaf.    which arrow shows the direction of diffusion of carbon dioxide on a sunny day?    d cba       7 the diagram represents two liquids, separated by a membrane through which osmosis can occur.    left right mem brane  key molecule of water molecule of dissolved sustance     which statement describes how the molecules will move?  a molecules of dissolved substance move from left to right.  b molecules of dissolved substance move from right to left.  c overall, water molecules move from left to right.  d overall, water molecules move from right to left.     ",
+            "5": "5  \u00a9 ucles 2017 0610/22/f/m/17 [turn over  8 which element is found in proteins but not carbohydrates?  a carbon  b hydrogen  c nitrogen  d oxygen      9 many enzymes do not work at temperatures above 60  \u00b0c.    which statement explains this?  a product molecules are not made because the active site has changed shape.  b product molecules change shape so they do not fit the active site.  c substrate molecules are moving too fast.  d substrate molecules are moving too slowly.     10 which substances are used for photosynthesis?  a carbon dioxide and glucose  b carbon dioxide and water  c glucose and oxygen  d glucose and water     11 which term is defined as the taking of substances into the body through the mouth?  a absorption  b assimilation  c digestion  d ingestion     12 which nutrient is deficient in the diet of a child with kwashiorkor?  a calcium  b iron  c protein  d vitamin d     ",
+            "6": "6  \u00a9 ucles 2017 0610/22/f/m/17  13 the diagram shows a tooth with signs of decay.    enamel decay     what has made the hole in the enamel of the tooth?  a acid  b saliva  c sugar  d toothpaste      14 which is a description of translocation?  a movement of amino acids and sucrose from sink to source  b movement of amino acids and sucrose from source to sink  c movement of water down a water potential gradient  d movement of water up a water potential gradient    15 which is a function of the lymphatic system?  a deamination of amino acids  b production of lipase  c protection from infection  d transport of oxygen    ",
+            "7": "7  \u00a9 ucles 2017 0610/22/f/m/17 [turn over  16 a hospital patient who is feeling unwell is given a blood test.   the results of the blood test show a very low level of platelets.   what effect will this have?  a the blood will be unable to transport nutrients, hormones and carbon dioxide.  b the blood will not be able to carry as much oxygen to the tissues as normal.  c there will be a greater risk of bleeding because the blood will take longer to clot.  d there will be a greater risk of infection bec ause the blood cannot make antibodies.     17 what is a common feature of both active and passive immunity?  a they are acquired by vaccination.  b they are always short-term.  c they involve the activity of memory cells.  d they involve antibodies.    ",
+            "8": "8  \u00a9 ucles 2017 0610/22/f/m/17  18 the graph shows the rate and depth of a person\u2019s breathing before exercise.    2.5 2.01.51.0 04 time  / svolume of air in the lungs duringbreathing  / dm3 8     which graph shows the rate and depth of breathing of the same person immediately after a  period of exercise?    a b c d2.5 2.01.51.0 04 time  / s82.52.01.51.0 04 time  / s8 2.52.01.51.0 04 time  / s82.52.01.51.0 04 time  / s8volume of air in the lungs duringbreathing  / dm3volume of air inthe lungs duringbreathing  / dm3 volume of air inthe lungs duringbreathing  / dm3volume of air inthe lungs duringbreathing  / dm3      ",
+            "9": "9  \u00a9 ucles 2017 0610/22/f/m/17 [turn over  19 in an experiment,  three glass bell jars were set up as shown in the diagram.    air from the lungs green plant pqr left in sunlight for 8 hoursleft open to the air for 8 hoursair breathed out by a student for 5 minutesbell jar     at the end of the experiment, which bell jar has  the most oxygen and which has the least?     most oxygen least oxygen  a p q  b p r  c q p  d r p     20 what are the products of anaerobic respiration in muscles?  a ethanol and carbon dioxide  b ethanol only  c lactic acid and carbon dioxide  d lactic acid only    21 which substance remains in the blood as it passes through the kidney?  a protein  b salts  c urea  d water    ",
+            "10": "10  \u00a9 ucles 2017 0610/22/f/m/17  22 the diagram shows the mechanisms that control the concentration of glucose in the blood.    normal blood glucose concentrationrises fallshormone x hormone zlowers glucose   concentration raises glucose   concentrationgland w gland y     which row identifies the glands and hormones labelled w, x, y and z?     gland w hormone x gland y hormone z  a adrenal gland adrenaline adrenal gland glucagon  b adrenal gland adrenaline pancreas insulin  c pancreas glucagon adrenal gland insulin  d pancreas insulin pancreas glucagon      23 which row shows the effects of increased adrenaline release?     breathing rate pulse rate pupil  a decreases increases widens  b increases decreases widens  c increases increases narrows  d increases increases widens    ",
+            "11": "11  \u00a9 ucles 2017 0610/22/f/m/17 [turn over  24 the graph shows how the rate of photosynthesis of a plant changes with light intensity, at three  different carbon dioxide concentrations. in each case the temperature is 15  \u00b0c.    0.10% carbon dioxide 0.04% carbon dioxide 0.02% carbon dioxide light intensityrate of photosynthesisx     what is the limiting factor for the rate of photosynthesis at point x on the graph?  a carbon dioxide concentration  b light intensity  c surface area of the plant  d temperature     25 what is an advantage of asexual reproduction for a population of flowering plants in the wild?  a a disease is less likely to affect the whole population.  b large numbers of offspring can be produced quickly.  c pollen can easily be transferred within the same flower.  d the offspring show genetic variety.    26 during sexual reproduction in plants, what will give rise to the greatest variation in the offspring?  a all of the flowers on the same plant have male and female reproductive organs.  b the anthers and stigmas on the same plant mature at the same time of year.  c there are separate male and female flowers on the same plant.  d there are separate male and female plants.    ",
+            "12": "12  \u00a9 ucles 2017 0610/22/f/m/17  27 the diagram shows the head of a sperm.    x     what is the function of structure x?  a it carries genetic information.  b it controls the activities of the sperm cell.  c it is involved in the digestion of the ovum cell membrane.  d it provides energy for movement.      28 which hormone is given to women undergoing fertility treatment?  a adrenaline  b fsh  c insulin  d oestrogen     29 the diagram represents the fusion of sperm and ovum at fertilisation.    ovum spermfertilisation cell x     which description of cell x is correct?  a diploid gamete  b diploid zygote  c haploid gamete  d haploid zygote      30 a cell with 16 chromosomes divides twice by mitosis.    how many chromosomes does each of the resulting cells contain?  a 4 b 8 c 16 d 32     ",
+            "13": "13  \u00a9 ucles 2017 0610/22/f/m/17 [turn over  31 a man of genotype iaio and woman of genotype ibio have a child.    what is the chance that the child will have the same blood group as one of its parents?  a zero b 1 in 4 c 1 in 2 d 3 in 4     32 which human phenotype is affected by environmental and genetic factors?  a blood group  b body size  c gender  d tongue rolling    33 which adaptation may be present in a xerophyte?  a leaves with small surface area and large numbers of stomata  b little or no xylem tissue and leaves with large surface area  c stomatal hairs and rolled leaves  d thin or no cuticle and deep roots    34 how does artificial selection differ from natural selection?  a selection changes the characteristics of living things.  b selection is based on genetic variation.  c selection is not based on adaptation to their environment.  d selection occurs over many generations.    35 the diagram shows the energy present in a food chain.    40  000  kj  \u2192 4000  kj  \u2192 400  kj  \u2192 40  kj  photosynthesising  phytoplankton krill herring bass    what percentage of energy present in the producer is transferred to the secondary consumer?  a 0.01%  b 0.1%  c 1% d 10%     ",
+            "14": "14  \u00a9 ucles 2017 0610/22/f/m/17  36 which process results in the loss of nitrates from soils?  a deamination  b decomposition  c denitrification  d nitrification      37 during the exponential (log) phase of a sigmoid growth curve, which factor limits population  growth?  a availability of food  b build-up of wastes  c presence of disease  d rate of reproduction     38 genes are isolated from human dna using \u2026\u20261\u2026\u2026 enzymes.    a bacterial plasmid is cut with the same enzyme forming \u2026\u20262\u2026\u2026 .    the human dna is inserted into the bacterial plasmid using the enzyme \u2026\u20263\u2026\u2026 forming a   \u2026\u20264\u2026\u2026 plasmid.    which row correctly completes gaps 1, 2, 3 and 4?     1 2 3 4  a ligase sticky ends protease restriction  b recombinant new dna ligase daughter  c restriction daughter plasmids ligase diploid  d restriction sticky ends ligase recombinant    39 how does cutting down trees contribute to the greenhouse effect?  a there will be less carbon dioxide absorbed.  b there will be less oxygen absorbed.  c there will be less shade from trees.  d the soil will become dry.    ",
+            "15": "15  \u00a9 ucles 2017 0610/22/f/m/17  40 which graph shows the effect of pollution by untreated sewage on the amount of oxygen  dissolved in a river?    b dissolved oxygenc distance downstream sewage enters the riverdissolved oxygen distance downstream sewage enters the river dissolved oxygend distance downstream sewage enters the rivera dissolved oxygen distance downstream sewage enters the river      ",
+            "16": "16    permission to reproduce items where third-par ty owned material protected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to t race 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 onl ine in the cambridge  international examinations copyright acknowledgements booklet. this is  produced for each series of examinations and is freely a vailable to download at  www.cie.org.uk after the live examination series.    cambridge international examinations is part of the cambridge asse ssment group. cambridge assessment is the brand name of unive rsity of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge.    \u00a9 ucles 2017 0610/22/f/m/17  blank page  "
+        },
+        "0610_m17_qp_32.pdf": {
+            "1": "this document consists of 15 printed pages and 1 blank page. dc (kn/cgw) 129194/5 \u00a9 ucles 2017  [turn overcambridge international examinations cambridge international general certificate of secondary education *5774824962* biology  0610/32 paper 3  theory (core)  february/march 2017  1 hour 15 minutes candidates answer on the question paper. no additional materials are required. read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen. you may use an hb pencil for any diagrams or graphs. do not use staples, paper clips, glue or correction fluid. do not  write in any barcodes. answer all questions. electronic calculators may be used. you may lose marks if you do not show your working or if you do not use appropriate units. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question. the syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificate.",
+            "2": "2 0610/32/f/m/17 \u00a9 ucles 2017 1 the boxes on the left contain the names of glands which secrete enzymes.  the boxes on the right contain the names of digestive enzymes.  some glands produce more than one enzyme.  draw lines to link each gland with the enzyme or enzymes it produces.  draw four lines.  one has been drawn for you. salivary glandsgland pancreas glands in the stomach liningamylaseenzyme lipase protease  [4]  [total: 4]",
+            "3": "3 0610/32/f/m/17 \u00a9 ucles 2017 [turn over 2 fig. 2.1 shows a diagram of the heart. a .  .  .  .  . b  c  d  e      fig. 2.1  (a) (i) complete fig. 2.1 by adding names to the label lines.    choose names from this list: aorta    atrium    muscular wall    pulmonary artery pulmonary vein    septum    vena cava    ventricle  [5]   (ii) state the name of the heart chamber that pumps blood to the lungs.  ... [1]",
+            "4": "4 0610/32/f/m/17 \u00a9 ucles 2017  (b) the volume of blood the heart pumps out per minute is called the cardiac output.   fig. 2.2 shows how the cardiac output changes for students f and g as exercise increases. 35 30 25 20 cardiac output   / dm3 per min 15 10 at maximum exercise exercise intensityat rest5 0student f student g fig. 2.2   (i) use fig. 2.2 to state the cardiac output for student f when resting and when doing  maximum exercise.  when resting  ...  when doing maximum exercise  ...  [2]   (ii) calculate the percentage increase in cardiac output of student g from rest to maximum  exercise.    show your working.   . %  [2]",
+            "5": "5 0610/32/f/m/17 \u00a9 ucles 2017 [turn over   (iii) suggest two ways the activity of the heart changes to produce an increase in cardiac  output. 1    ... 2    ...  [2]   (iv) during exercise, student f has a higher  cardiac output than student g.    suggest one reason for this difference.  ...  ... [1]  [total: 13]",
+            "6": "6 0610/32/f/m/17 \u00a9 ucles 2017 3 fig. 3.1 shows a reflex arc. kh jsection of spinal cord muscle fig. 3.1  (a) (i) name the structures labelled h, j and k.    choose your answers from the following words or phrases:    effector   motor neurone   receptor    relay neurone   sensory neurone    write your answers in table 3.1. table 3.1 letter name h j k  [3]   (ii) on fig. 3.1, draw a small circle around one synapse.  [1]   (iii) state two characteristics of a reflex action. 1   2    [2]",
+            "7": "7 0610/32/f/m/17 \u00a9 ucles 2017 [turn over  (b) fig. 3.2 shows what happens when a person picks up a hot object. 1 very hot2 3 fig. 3.2   (i) use fig. 3.2 to suggest why reflex actions are important.  ...  ...  ...  ...  ...  ... [2]   (ii) state one other reflex action in the body.  ...  ... [1]  [total: 9]",
+            "8": "8 0610/32/f/m/17 \u00a9 ucles 2017 4 the boxes on the left contain the names of cells and tissues specialised for carrying out a particular  function.  the boxes on the right contain descriptions of specialised functions.  draw one straight line to link each specialised cell or tissue with its correct function.  an example has been done for you.  cell or tissue function ciliated cells absorption of water root hair cells transport of oxygen red blood cellsmovement of  mucus phloemtransport of  sucrose xylem phagocytosis egg cells reproduction white blood cells transport of water  [5]  [total: 5]",
+            "9": "9 0610/32/f/m/17 \u00a9 ucles 2017 [turn over 5 (a) define the term species .  ...  ...  ...  ... [2]  (b) table 5.1 shows the names of vertebrate groups and some of their characteristics.   place a tick in the boxes to show if the characteristic is commonly present in that group.   the characteristics of the fish group have been done for you. table 5.1 group of vertebrates characteristic fish amphibians reptiles birds mammals have feathers over  most of the body have scales over most  of the body3 lay eggs 3 maintain a constant  body temperature young are fed on milk  [5]  [total: 7]",
+            "10": "10 0610/32/f/m/17 \u00a9 ucles 2017 6 (a) (i) state the word equation for photosynthesis.  ... [2]   (ii) a plant needs chlorophyll to photosynthesise.    name the part of a plant cell that contains chlorophyll.  ... [1]   (iii) state two types of specialised cell that contain chlorophyll. 1   2   [1]  (b) in an investigation, some students placed a plant in bright light.     they measured the rate of photosynthesis at different temperatures.   the results are shown in fig. 6.1. 15 101 0234 rate of photosynthesis / arbitrary units 20 temperature  / \u00b0c25 fig. 6.1",
+            "11": "11 0610/32/f/m/17 \u00a9 ucles 2017 [turn over   (i) describe the results shown in fig. 6.1.  ...  ...  ...  ... [2]   (ii) suggest an explanation for these results.  ...  ...  ...  ...  ... [2]   (iii) predict the effects on the rate of photosynthesis if the investigation is carried out at 60  \u00b0c.     explain your reason. prediction  ... reason  ...  ...  ...  [2]  [total: 10]",
+            "12": "12 0610/32/f/m/17 \u00a9 ucles 2017 blank page",
+            "13": "13 0610/32/f/m/17 \u00a9 ucles 2017 [turn over 7 (a) choose words or phrases from the list to complete the sentences about the enhanced   greenhouse effect.   each word or phrase may be used once, more than once or not at all. carbon dioxide     carbon monoxide     deforestation flooding     egestion     methane     nitrogen photosynthesise     respire     water vapour   the enhanced greenhouse effect leads to climate change. one reason for this increased effect is  that many trees are cut down. cutting down large areas of trees is called  .   when trees are cut down they cannot  and so the concentration of   .. in the atmosphere increases.   another gas that increases the greenhouse effect is . .  [4]  (b) describe two reasons why humans cut down trees. 1    ...  ...  ... 2    ...  ...  ...  [4]  (c) an increase in some greenhouse gases is one undesirable effect of cutting down trees.   state two other examples of these undesirable effects. 1    ... 2    ...  [2]  [total: 10]",
+            "14": "14 0610/32/f/m/17 \u00a9 ucles 2017 8 fig. 8.1 shows part of a food web. hawk snake lizard grasshopper slug not drawn to scale grassblackbird fig. 8.1  (a) (i) state the principle source of energy for this food web.  ... [1]   (ii) explain what the arrows on fig. 8.1 represent.  ...  ... [1]   (iii) state the number of different secondary consumers in this food web.   .  secondary consumers [1]",
+            "15": "15 0610/32/f/m/17 \u00a9 ucles 2017 [turn over   (iv) name the organism that is both  a secondary and a tertiary consumer.  ... [1]   (v) state what would happen to the number of hawks if the snakes in this food web all died.    explain your answer. number of hawks  ... explanation    ...  ...  [3]  (b) (i) the food web shown in fig. 8.1 changed when eagles moved into the area.    eagles eat snakes and lizards.    add this information to fig. 8.1. you do not need to draw an eagle.  [1]   (ii) state one factor that will increase the eagle population and one factor that will decrease  the eagle population. increase  . decrease  ...  [2]   (iii) define the term population .  ...  ...  ... [2]  [total: 12]",
+            "16": "16 0610/32/f/m/17 \u00a9 ucles 2017 9 fig. 9.1 shows the male reproductive system as seen from the side.  (a) state the name of each labelled structure in fig. 9.1.   write your answers in the spaces provided. l m n p r..  .. .. .. .. [5] fig. 9.1  (b) (i) draw an x on fig. 9.1 to show where sperm cells are made.  [1]   (ii) draw a small circle on fig. 9.1 to show where sperm cells leave the body.  [1]  (c) state the function of the prostate gland and the scrotum. prostate gland  ...  ... scrotum  .  ...  [2]  (d) state one barrier method of birth control.  ... [1]  [total: 10] 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 international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download at www.cie.org.uk after  the live examination series. 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."
+        },
+        "0610_m17_qp_42.pdf": {
+            "1": "this document consists of 15 printed pages and 1 blank page. dc (lk/sg) 129196/2 \u00a9 ucles 2017  [turn overcambridge international examinations cambridge international general certificate of secondary education *0105482266* biology  0610/42 paper 4  theory (extended)  february/march 2017  1 hour 15 minutes candidates answer on the question paper. no additional materials are required. read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen. you may use an hb pencil for any diagrams or graphs. do not use staples, paper clips, glue or correction fluid. do not  write in any barcodes. answer all questions. electronic calculators may be used. you may lose marks if you do not show your working or if you do not use appropriate units. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question. the syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificate.",
+            "2": "2 0610/42/f/m/17 \u00a9 ucles 2017 1 fig. 1.1 shows a vertical section through a human heart and the major blood vessels. j k l m nop fig. 1.1  (a) (i) state the names of the structures labelled l, m and o as shown in fig. 1.1.    l ..    m ..    o ..  [3]   (ii) identify a letter on fig. 1.1 that represents a blood vessel that has:    blood with the highest concentration of carbon dioxide  ...    blood with the highest concentration of oxygen  ...    the highest pressure  ...  [3]",
+            "3": "3 0610/42/f/m/17 \u00a9 ucles 2017 [turn over  (b) (i) describe how blood is moved by the heart from blood vessel k to blood vessel j.  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ... [5]   (ii) explain why the wall of the left ventricle is thicker than the wall of the right ventricle.  ...  ...  ...  ...  ... [2]  [total: 13]",
+            "4": "4 0610/42/f/m/17 \u00a9 ucles 2017 2 bacteria are classified as belonging to the prokaryote kingdom.  (a) state two features of all prokaryotes. 1   2    [2]   mrsa is a type of bacterium that is resistant to antibiotics. the number of cases of mrsa  identified in hospitals in the usa between 1995 and 2005 was recorded.    fig. 2.1 shows these data. 1995 1996 1997 1998 1999 2000 2001 2002 2003 2004 2005400  000 350  000 300  000 250  000 200  000 150  000 100  000 50 000 0number of cases of mrsa per year year fig. 2.1",
+            "5": "5 0610/42/f/m/17 \u00a9 ucles 2017 [turn over  (b) (i) describe the results shown in fig. 2.1.  ...  ...  ...  ...  ... [2]   (ii) explain how bacteria become resistant to antibiotics.  ...  ...  ...  ...  ...  ...  ...  ...  ... [4]  (c) the number of cases of mrsa has decreased since 2005.    suggest reasons for this decrease.  ...  ...  ...  ...  ... [2]  [total: 10]",
+            "6": "6 0610/42/f/m/17 \u00a9 ucles 2017 3 colour blindness in humans is caused by a fault in some of the light receptor cells in the retina of  the eye. rod cells and cone cells are two types of light receptor.   (a) complete table 3.1 to state the function of three types of cell in the eye. table 3.1 type of cell in the eye function rod cells.. .. cone cells.. .. sensory neurones .. ..  [3]  (b)  the number of rod cells and cone cells at places across the retina were recorded.   the diagram of an eye in fig. 3.1 shows the angles from the fovea where the recordings were  made.    the graph in fig. 3.1 shows the number of rod cells and cone cells across the retina.   use fig. 3.1 to describe and explain the distribution of rod cells and cone cells across the  retina.  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ... [5]",
+            "7": "7 0610/42/f/m/17 \u00a9 ucles 2017 [turn over 70 60 50 40 30 20 10 0 10 20 30 40 50 60 70020 00040 00060 00080 000100  000120  000140  000160  000180  000fovea optic nerveblind spot70\u00b0 60\u00b0 40\u00b0 20\u00b0 0\u00b020\u00b040\u00b060\u00b070\u00b0 number of rod cells and cone cells per mm2 angle from fovea  / degreescone cells cone cellsrod cells rod cellsblind spot fovea fig. 3.1",
+            "8": "8 0610/42/f/m/17 \u00a9 ucles 2017  (c) colour blindness is a sex-linked characteristic.   the gene for colour vision is on the x chromosome.    there are two alleles of this gene: \u2022 b is the allele for normal colour vision \u2022 b is the allele for colour blindness.   fig. 3.2 is a pedigree chart showing the inheritance of colour blindness in a family. the key  shows the sex chromosomes and the alleles of the gene for colour vision. key male with normal colour vision xby colour-blind male xby female with normal colour vision xbxb carrier female with normal colour visionxbxb colour-blind female xbxb fig. 3.2   describe evidence from fig. 3.2 that shows that colour blindness is a sex-linked characteristic.  ...  ...  ...  ...  ... [2]",
+            "9": "9 0610/42/f/m/17 \u00a9 ucles 2017 [turn over  (d) a man with normal colour vision (xby) and a woman who is colour-blind (xbxb) have a  baby.     complete the genetic diagram to predict the probability that the baby is colour-blind.   parental phenotypes     male with normal     x   colour-blind female          colour vision   parental genotypes           xby       x      xbxb   parental gametes  ... ... ... ...   offspring genotypes   ...   ...   ...   ...   offspring phenotypes  ...   ...   ...   ...   probability that the baby is colour-blind:   ... [4]  [total: 14]",
+            "10": "10 0610/42/f/m/17 \u00a9 ucles 2017 4  (a) water is one requirement for photosynthesis.   state two other requirements needed by plants to carry out photosynthesis. 1   2    [2]  table 4.1 shows the number of hectares of forested area in some countries in africa in the years  1990, 2000 and 2005. table 4.1 countryhectares of forest per 1000 hectares of land 1990 2000 2005 cameroon 25 22 21 tanzania 41 37 35 nigeria 17 13 11 zambia 49 45 43 zimbabwe 22 19 18  (b) calculate the percentage loss of forested area in nigeria between 2000 and 2005 .    show your working and give your answer to the nearest whole number.     % [2]  (c) some forested areas are cleared to provide land to grow crop plants. deforestation reduces  the local rainfall and the concentration of water vapour in the air.   (i) describe and explain how a reduced concentration of water vapour in the air would  increase the movement of water through crop plants.  ...  ...  ...  ...  ...  ...  ... [3]",
+            "11": "11 0610/42/f/m/17 \u00a9 ucles 2017 [turn over   (ii) describe how water moves from the soil into the roots of crop plants.  ...  ...  ...  ...  ...  ...  ... [3]   (d) describe the consequences of deforestation on the animals that live in forests.  ...  ...  ...  ...  ...  ...  ...  ...  ... [4]  [total: 14]",
+            "12": "12 0610/42/f/m/17 \u00a9 ucles 2017 5  (a) (i) alcohol can be made by the microorganism yeast.    state the balanced chemical equation for the production of alcohol by yeast.  ... [2]   (ii) name the organ that breaks down alcohol in the human body.  ... [1]  (b) fig. 5.1 shows a computer model of the enzyme alcohol dehydrogenase, which is the enzyme  responsible for breaking down alcohol.  fig. 5.1   enzymes have a specific three dimensional shape.   explain why the shape of an enzyme is important.  ...  ...  ...  ...  ...  ...  ... [3]",
+            "13": "13 0610/42/f/m/17 \u00a9 ucles 2017 [turn over  (c) table 5.1 shows the enzyme activity of alcohol dehydrogenase at different temperatures. table 5.1 temperature  / \u00b0c enzyme activity   / arbitrary units 30 115 42 175   (i) the information in table 5.1 shows that an increase in temperature increases the activity  of alcohol dehydrogenase.    explain why an increase in temperature causes an increase in enzyme activity.  ...  ...  ...  ...  ...  ...  ... [3]   (ii) state one factor, other than  temperature, that affects enzyme activity.  ... [1]  (d) a gene is involved in the production of the enzyme alcohol dehydrogenase.   (i) define the term gene .  ...  ...  ... [2]   (ii) describe the role of ribosomes in the synthesis of proteins such as enzymes.  ...  ...  ...  ...  ... [2]  [total: 14]",
+            "14": "14 0610/42/f/m/17 \u00a9 ucles 2017 6  (a) table 6.1 shows some of the enzymes, their substrates, products and where they are  produced in the digestive system.   complete table 6.1. table 6.1 enzyme substrate product(s)location of enzyme  production ..starch..salivary glands maltase maltose.. .. .. ..amino acids stomach wall .. ..amino acidspancreas and   small intestinal wall lipase fats.. ..  [5]  (b) bile is made in the liver, stored in the gall bladder and passes into the small intestine.   describe the role of bile in digestion.  ...  ...  ...  ...  ...  ...  ... [3]  (c) after chemical digestion the products of digestion are absorbed.   define absorption .  ...  ...  ...  ...  ... [3]",
+            "15": "15 0610/42/f/m/17 \u00a9 ucles 2017  (d) lack of protein in the diet can result in protein-energy malnutrition.   state the name of one disease caused by protein-energy malnutrition.  ... [1]  (e) people that eat a diet that is high in fats are often advised to reduce their intake of fats.   suggest the health benefits of this change in diet.  ...  ...  ...  ...  ...  ...  ... [3]  [total: 15]",
+            "16": "16 0610/42/f/m/17 \u00a9 ucles 2017 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 international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download at www.cie.org.uk after  the live examination series. 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.blank page"
+        },
+        "0610_m17_qp_52.pdf": {
+            "1": "this document consists of 9 printed pages and 3 blank pages. dc (nh/cgw) 129198/3 \u00a9 ucles 2017  [turn over *3409735744* biology  0610/52 paper 5  practical test  february/march 2017  1 hour 15 minutes candidates answer on the question paper. additional materials:  as listed in the confidential instructions. read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen. you may use an hb pencil for any diagrams or graphs. do not use staples, paper clips, glue or correction fluid. do not  write in any barcodes. answer all questions. electronic calculators may be used. you may lose marks if you do not show your working or if you do not use appropriate units. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question. the syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificate.cambridge international examinations cambridge international general certificate of secondary education for examiner\u2019s use 1 2 total",
+            "2": "2 0610/52/f/m/17 \u00a9 ucles 2017 1 you are going to investigate the effect of different concentrations of sucrose solution on the  movement of water into and out of potato cells by osmosis.  water enters cells if the solution outside the cells is less concentrated than the solution inside the  cells.  water exits cells if the solution outside the cells is more concentrated than the solution inside the  cells.  you are provided with four potato sticks, which have been cut to the same length.  read all the instructions but do not carry them out until you have drawn a table for  your results in the space provided in (a)(ii).  step 1  measure each of the potato sticks. record the results in your table in (a)(ii) .  step 2   place one potato stick into each of the solutions in the large test-tubes labelled a, b, c  and d.    immediately observe what happens to each of the potato sticks.  (a) (i) record your observations    potato stick in solution a  .    potato stick in solution b  .    potato stick in solution c  .      potato stick in solution d  .  [1]  step 3   leave the potato sticks for 30 minutes. while you are waiting continue with the other  questions.  step 4  use a marker pen to divide the white tile into four sections and label them a, b, c and d.  step 5   after 30 minutes pour the contents of the large test-tube a into the beaker labelled waste.  place the potato stick on to the white tile in the section labelled a.  step 6  measure the length of the potato stick and record the results in your table in (a)(ii) .  step 7  repeat steps 5 and 6 for large test-tube b.",
+            "3": "3 0610/52/f/m/17 \u00a9 ucles 2017 [turn over  step 8  repeat steps 5 and 6 for large test-tube c.  step 9  repeat steps 5 and 6 for large test-tube d.   (ii) prepare a table to record your results in the space provided.    your table should show:    \u2022 the length of the potato sticks at the start    \u2022 the length of the potato sticks after 30 minutes    \u2022 the change in length of the potato sticks.  [4]   (iii) pick up and examine each potato stick. state two physical differences, other than size,  that you observe when comparing the four potato sticks. 1   2    [2]",
+            "4": "4 0610/52/f/m/17 \u00a9 ucles 2017  (b) (i) use all the information and your table of results to identify the solutions a, b, c and d.    write your answers in table 1.1. table 1.1 relative concentration of  sucrose solutiontest-tube  letter least concentrated most concentrated  [2]   (ii) explain how your results support your answer to part (b)(i) .  ...  ...  ...  ...  ... [3]   (iii) identify one source of error with the method and suggest an improvement. error   ...  ... improvement  ..  ...  ...  [2]   (iv) state one of the controlled variables for this investigation .  ...  ... [1]",
+            "5": "5 0610/52/f/m/17 \u00a9 ucles 2017 [turn over blank page",
+            "6": "6 0610/52/f/m/17 \u00a9 ucles 2017  (c) another investigation was carried out into the effect of different concentrations of sucrose  solution on potato sticks.   in this investigation students decided to measure the change in mass rather than the change  in length.   the students followed a similar method to the one in your investigation but they left the potato  sticks to soak for three hours instead of 30 minutes.   (i) suggest why the students left the potato sticks in the solutions for three hours instead of  30 minutes.  ...  ...  ... [1]   (ii) the students dried the potato sticks on paper towels before measuring the mass of each  potato stick.    suggest why this step was not important in your investigation, where length was  measured .  ...  ...  ... [1]   table 1.2 shows their results. table 1.2 concentration of  sucrose solution / g per dm3percentage  change in  mass   0  29.5  70  12.0 140  \u20133.0 210 \u201315.0 280 \u201326.0 350 \u201329.5",
+            "7": "7 0610/52/f/m/17 \u00a9 ucles 2017 [turn over   (iii) using table 1.2, plot a graph on the grid to show the effect of the concentration of  sucrose solution on the percentage change in mass.    the y-axis has been started for you. 0  [4]   (iv) use your graph to find the concentration of sucrose solution that would cause no change   in mass of the potato stick.    mark this concentration on your graph with a + and record the concentration.    include the unit.    ..  [2]   (v) students tested other potatoes and found different values for the concentration of  sucrose solution that would cause no change in mass .    suggest one reason for this.  ...  ...  ... [1]  [total: 24]",
+            "8": "8 0610/52/f/m/17 \u00a9 ucles 2017 2 you are provided with a flower. some of the petals have been removed.  observe the flower using a hand lens.  (a) draw a large diagram of the flower.  [4]",
+            "9": "9 0610/52/f/m/17 \u00a9 ucles 2017 [turn over  (b) fig. 2.1 shows a different kind of flower. anther  magnification \u00d72.0 fig. 2.1   (i) measure the length of the labelled anther in the photograph.  length of anther  ...  mm [1]   (ii) use your answer to 2(b)(i)  and the equation to calculate the actual length of the anther. magnification = length  of anther on photograph actual length of anther    show your working.  actual length of anther  . mm  [2]",
+            "10": "10 0610/52/f/m/17 \u00a9 ucles 2017  (c) after pollination and fertilisation, seeds will develop. these will disperse to new environments.  if conditions are suitable they will then germinate.   a student put some seeds on wet cotton wool in a petri dish and left them to germinate. the  student counted the number of seeds that had germinated.   describe a method the student could use to find the best or optimum temperature for the  germination of seeds.  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ... [6]  (d) after germination, the growing seedling may get most of its energy from food stores inside  the seed.   (i) describe how you could test the food store inside the seed for starch.  ...  ...  ... [2]   (ii) state the result that shows starch is present.  ... [1]  [total: 16]",
+            "11": "11 0610/52/f/m/17 \u00a9 ucles 2017 blank page",
+            "12": "12 0610/52/f/m/17 \u00a9 ucles 2017 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 international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download at www.cie.org.uk after  the live examination series. 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.blank page"
+        },
+        "0610_m17_qp_62.pdf": {
+            "1": "*9531640679* this document consists of 10 printed pages and 2 blank pages. dc (cw/sw) 129190/3 \u00a9 ucles 2017  [turn overcambridge international examinations cambridge international general certificate of secondary education biology  0610/62 paper 6 alternative to practical  february/march 2017  1 hour candidates answer on the question paper. no additional materials are required. read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen. you may use an hb pencil for any diagrams or graphs. do not use staples, paper clips, glue or correction fluid. do not  write in any barcodes. answer all questions. electronic calculators may be used. you may lose marks if you do not show your working or if you do not use appropriate units. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question. the syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificate.",
+            "2": "2 0610/62/f/m/17 \u00a9 ucles 2017 1 (a) a student investigated the effect of different concentrations of sucrose solution on the  movement of water into and out of potato cells by osmosis.    water enters cells if the solution outside the cells is less concentrated than the solution inside  the cells.   water exits cells if the solution outside the cells is more concentrated than the solution inside  the cells.   prepare a table to record your results in (a)(i) .   the student was given four different concentrations of sucrose solution labelled a, b, c  and d.   the student was also given four potato sticks which were cut to the same length and diameter.   step 1   the student measured the length of four potato sticks. the potato sticks for this step  are shown in fig. 1.1. alength b c d fig. 1.1   step 2  the student labelled a large test-tube a and used a syringe to put 25  cm3 of sucrose  solution a into the large test-tube.   step 3  the student repeated step 2 using solutions b, c and d and three more large test- tubes. the student reused the syringe from step 2.",
+            "3": "3 0610/62/f/m/17 \u00a9 ucles 2017 [turn over   step 4  the student placed one potato stick into each of the four large test-tubes, a, b, c  and d. this step is shown in fig. 1.2. a b c dsolutionpotato stick fig. 1.2   step 5  the potato sticks were left in the solutions for 30 minutes.   step 6  after 30 minutes the student removed the potato sticks from the solutions and  measured the length of each potato stick. the potato sticks for this step are shown  in fig. 1.3. a b c d fig. 1.3",
+            "4": "4 0610/62/f/m/17 \u00a9 ucles 2017   (i) measure the length of each potato stick in fig. 1.1 and fig. 1.3 and record the results in  your table in (a)(i) .    prepare a table to record your results in the space provided.    your table should show:    \u2022 the length of the potato sticks at the start     \u2022 the length of the potato sticks after 30 minutes     \u2022 the change in length of the potato sticks.  [4]   (ii) suggest why it is important to compare the change in length rather than the final lengths  of the potato sticks in this type of investigation.  ...  ...  ... [1]",
+            "5": "5 0610/62/f/m/17 \u00a9 ucles 2017 [turn over  (b) the student examined each potato stick after the 30 minutes soaking time. their observations  are recorded in fig. 1.4. potato stick a - slightly soft, bends a little potato stick b - very hard and easy to snap in half potato stick c - very soft and bends easily potato stick d - does not bend but difficult to snap in half fig. 1.4   (i) use the information in your table of results and in fig. 1.2 and fig. 1.4 to identify solutions  a, b, c and d.    write your answers in table 1.1. table 1.1 relative concentration of sucrose solutionsolution  letter least concentrated most concentrated [2]   (ii) explain how the results support your answer to part (b)(i) .  ...  ...  ...  ... [3]   (iii) identify one source of error with the method and suggest an improvement. error  ...  ... improvement  .  ... [2]",
+            "6": "6 0610/62/f/m/17 \u00a9 ucles 2017   (iv) state one of the controlled variables for this investigation.  ...  ... [1]  (c) another investigation was carried out into the effect of different concentrations of sucrose  solution on potato sticks.   in this investigation students decided to measure the change in mass rather than the change  in length.   the students followed a similar method to the one in your investigation but they left the potato  sticks to soak for three hours instead of 30 minutes.   (i) suggest why the students left the potato sticks in the solutions for three hours instead of  30 minutes.  ...  ...  ... [1]   (ii) the students dried the potato sticks on paper towels before measuring the mass of each  potato stick.    suggest why this step was not important in the investigation described in 1(a), where  length was measured.  ...  ...  ... [1]    table 1.2 shows their results. table 1.2 concentration of  sucrose solution / g per dm3percentage change in mass   0  29.5  70  12.0 140  \u20133.0 210 \u201315.0 280 \u201326.0 350 \u201329.5",
+            "7": "7 0610/62/f/m/17 \u00a9 ucles 2017 [turn over   (iii) using table 1.2, plot a graph on the grid to show the effect of the concentration of  sucrose solution on the percentage change in mass.    the y-axis has been started for you. 0 [4]   (iv) use your graph to find the concentration of sucrose solution that would cause no change   in mass of the potato stick.    mark this point on your graph with a + and record the concentration.    include the unit.    [2]   (v) students tested other potatoes and found different values for the concentration of  sucrose solution that would cause no change in mass.    suggest one reason for this.  ...  ...  ... [1] [total: 22]",
+            "8": "8 0610/62/f/m/17 \u00a9 ucles 2017 2 fig. 2.1 shows a flower. some of the petals have been removed. fig. 2.1  (a) draw a large diagram of the flower.   [4]",
+            "9": "9 0610/62/f/m/17 \u00a9 ucles 2017 [turn over  (b) fig. 2.2 shows a different kind of flower. anther magnification \u00d72.0 fig. 2.2   (i) measure the length of the labelled anther in the photograph.    length of anther  ...  mm [1]   (ii) use your answer to 2(b)(i)  and the equation to calculate the actual length of the anther. magnification = length of anther on photograph actual length of anther     show your working.  actual length of anther    mm [2]",
+            "10": "10 0610/62/f/m/17 \u00a9 ucles 2017  (c) after pollination and fertilisation, seeds will develop. these will disperse to new environments.  if conditions are suitable they will germinate.   a student put some seeds on wet cotton wool in a petri dish and left them to germinate. the  student counted the number of seeds that had germinated.   describe a method the student could use to find the best or optimum temperature for the  germination of seeds.  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ... [6]  (d) after germination, the growing seedling may get most of its energy from food stores inside  the seed.   (i) describe how you could test the food store inside the seed for starch.  ...  ...  ... [2]   (ii) state the result that shows starch is present.  ... [1]   (iii) starch is broken down into simple sugars.    most of these sugars are reducing sugars.    describe how you could test for reducing sugars.  ...  ...  ... [2] [total: 18]",
+            "11": "11 0610/62/f/m/17 \u00a9 ucles 2017 blank page",
+            "12": "12 0610/62/f/m/17 \u00a9 ucles 2017 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 international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download at www.cie.org.uk after  the live examination series. 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.blank page"
+        },
+        "0610_s17_qp_11.pdf": {
+            "1": "  the syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificat e.  this document consists of 15 printed pages and 1 blank page.  ib17 06_0610_11/2rp  \u00a9 ucles 2017 [turn over       *6354409362* cambridge international examinations  cambridge international general certificate of secondary education       biology 0610/11     paper 1  multiple choice (core)  may/june 2017     45 minutes    additional materials: multiple choice answer sheet    soft clean eraser    soft pencil (type b or hb is recommended)        read these instructions first    write in soft pencil.  do not use staples, paper clips, glue or correction fluid. write your name, centre number and candidate number on the answer sheet in the spaces provided  unless this has been done for you.  do not  write in any barcodes.   there are forty  questions on this paper. answer all questions. for each question there are four possible  answers a, b, c and d.   choose the one you consider correct and record your choice in soft pencil  on the separate answer sheet.    read the instructions on the answer sheet very carefully.   each correct answer will score one mark. a mark will not be deducted for a wrong answer. any rough working should be done in this booklet. electronic calculators may be used.                             ",
+            "2": "2  \u00a9 ucles 2017 0610/11/m/j/17  1 which characteristic do all living organisms show?  a breathing  b excretion  c photosynthesis  d tropism      2 the diagram shows some animal cells, as seen under the microscope.    x     what will be present at x?  a one cell membrane  b one cell wall  c two cell membranes  d two cell walls     3 the diagram shows an animal.        what is the animal?  1 animal with a vertebral column  ...  vertebrate  animal with an exoskeleton    go to 2  2 no distinct head, thorax and abdomen  ...  a  distinct head, thorax and abdomen    go to 3  3 eye occupies less than one third of the head  .  b  eye occupies more than one third of the head   go to 4  4 wings are wider than they are long  .  c  wings are longer than they are wide  ...  d     ",
+            "3": "3  \u00a9 ucles 2017 0610/11/m/j/17 [turn over  4 the diagram shows a section through a root.    p q r     what are the levels of organisation of the labelled structures?     cell organ tissue  a p q r  b p r q  c q r p  d r q p      5 which characteristics are correct for both  osmosis and diffusion?     require a partially  permeable membrane require a  concentration gradient are energy  consuming processes  a \u0013 \u0013 \u0017  b \u0013 \u0017 \u0013  c \u0017 \u0013 \u0017  d \u0017 \u0017 \u0013    ",
+            "4": "4  \u00a9 ucles 2017 0610/11/m/j/17  6 the table shows the results of some food tests.    which row shows a food containing both protein and starch?     benedict\u2019s  solution biuret test ethanol iodine  solution  a blue blue clear blue-black  b blue purple clear blue-black  c red blue cloudy brown  d red purple cloudy brown      7 the diagrams show an experiment on enzyme activity.    the test-tubes contain hydrogen peroxide and the enzyme catalase.    in which test-tube is the enzyme inactive?    a at 4  \u00b0cb at 37  \u00b0cc at 37  \u00b0cd at 37  \u00b0cmixture of catalase and hydrogen peroxidemixture of boiled catalase and hydrogen peroxidemixture of catalase and boiled hydrogen peroxide       8 four test-tubes are set up as shown.    which test-tube contains the most carbon dioxide after one hour?    abcd black polythene to keep out lightwater water snail aquatic plantlight light light      ",
+            "5": "5  \u00a9 ucles 2017 0610/11/m/j/17 [turn over  9 the diagram shows a cross-section through a leaf.    x     which tissue is the cell labelled x part of?  a epidermis  b palisade mesophyll  c phloem  d spongy mesophyll      10 in plants, which ions are used to make amino acids?  a magnesium  b nitrates  c phosphates  d potassium     11 which condition can be caused by a deficiency of vitamin c?    a constipation  b cholera  c obesity  d scurvy    12 in which structure does storage and assimilation occur?  a liver  b mouth  c pancreas  d rectum   ",
+            "6": "6  \u00a9 ucles 2017 0610/11/m/j/17  13 the diagram shows a human tooth.        which statement best describes the function of this tooth?  a it bites into food.  b it cuts food.  c it grinds food.  d it tears food.     14 to protect some medicines from the effect of gastric juice some tablets are coated with a   starch-like substance.    which enzyme digests the coating and what is produced by this action?     enzyme products  a amylase fatty acids and glycerol  b amylase simple sugars  c lipase fatty acids and glycerol  d lipase simple sugars     ",
+            "7": "7  \u00a9 ucles 2017 0610/11/m/j/17 [turn over  15 the diagrams show cross-sections through a root and a stem.    vwyz root stem    which labels are correct?    v w y z  a phloem xylem xylem phloem  b phloem xylem phloem xylem  c xylem phloem xylem phloem  d xylem phloem phloem xylem      16 a piece of blue cobalt( ii) chloride paper is clipped to the lower surface of a fresh leaf and is then  covered with plastic, as shown.    after a few minutes, part of the paper turns pink, showing that water is present.    paper remains blue paper turns pink lower surfaceof leaf cobalt( ii) chloride pape r plastic cover    which process carried out by leaves causes the paper to turn pink?  a absorption  b photosynthesis  c respiration  d transpiration     ",
+            "8": "8  \u00a9 ucles 2017 0610/11/m/j/17  17 the diagram shows a section through the mammalian heart.    12 3 4     which labelled structures are arteries?  a 1 and 2 b 1 and 4 c 2 and 3 d 3 and 4     18 what is an example of a transmissible disease?  a copd  b hiv  c scurvy  d tooth decay    19 what is a disease-causing organism called?  a antibody  b host  c pathogen  d phagocyte    ",
+            "9": "9  \u00a9 ucles 2017 0610/11/m/j/17 [turn over  20 the diagram shows part of the human gas exchange system.    where does the exchange of gases between air and blood take place?    a b c d       21 which statements about aerobic respiration are correct?     breaks down  nutrients releases  energy uses  oxygen  a \u0013 \u0013 \u0013  b \u0013 \u0013 \u0017  c \u0017 \u0017 \u0013  d \u0017 \u0017 \u0017    22 the diagram shows some organs in the human body.    in which part are amino acids broken down to form urea?    d ca b      ",
+            "10": "10  \u00a9 ucles 2017 0610/11/m/j/17  23 what is a synapse?  a a junction between two neurones  b a relay neurone  c an effector  d an electrical signal      24 the diagram shows the skin.    which labelled structure releases sweat?    a bcd      25 the diagram shows a plant shoot growing towards light.    light     which response is shown by the shoot of the plant?  a active transport  b gravitropism  c photosynthesis  d phototropism     ",
+            "11": "11  \u00a9 ucles 2017 0610/11/m/j/17 [turn over  26 which statement about microorganisms is correct?  a bacteria are killed by hydrochloric acid in the duodenum.  b bacteria can become resistant to antibiotics.  c bacterial infection and viruses are treated with antibiotics.  d bacteria produce sugars that cause tooth decay.      27 which row correctly describes the type of plant reproduction that involves pollination?     type of plant  reproduction offspring compared  with parents  a asexual genetically different  b asexual genetically identical  c sexual genetically different  d sexual genetically identical      28 the diagram shows half a flower.    which structure is the stigma?     a b c d      29 a typical menstrual cycle consists of 28 days, with day 1 being the start of menstruation.    on which day is the lining of the uterus thickest?  a 1 b 4 c 9 d 21     ",
+            "12": "12  \u00a9 ucles 2017 0610/11/m/j/17  30 the diagram shows four types of birth control device.    which is not a barrier method of contraception?    bc a d       31 the diagram shows the production of a human fertilised egg cell which develops into a male.    sperm cellegg cell fertilised egg cell     which row shows the sex chromosomes in the cells?     sex chromosomes found in  egg cell sperm cell fertilised egg cell  a x x xx  b y x xy  c x y xy  d x y xx     32 which statements about mitosis are correct?    1 mitosis produces genetically identical cells.  2 mitosis produces genetically different cells.  3 mitosis produces gametes.  4 mitosis produces body cells.    a 1 and 3 b 1 and 4 c 3 and 4 d 2 and 3     ",
+            "13": "13  \u00a9 ucles 2017 0610/11/m/j/17 [turn over  33 the graph shows the masses of two different types of tomato.    0 20 40 60 80 100 120 140 160 180 200 220 240number of tomatoes mass  / gtype 1 type 2     what can be concluded from the graph?  a genes do not affect the mass of tomatoes.  b type 1 tomatoes show continuous variation.  c type 2 tomatoes are sometimes smaller than type 1 tomatoes.  d type 2 tomatoes show discontinuous variation.      34 which of these is a population?  1 all the insects in a rainforest  2 all the tigers in a rainforest  3 all the kapok trees in a rainforest  a 1, 2 and 3 b 1 only c 1 and 2 only d 2 and 3 only      35 the diagram shows a food chain in a rock pool.    seaweed  \u2192  whelks  \u2192  crabs  \u2192  seagulls    what will happen if the number of secondary consumers increases?    there will be  a fewer crabs.  b fewer seagulls.  c fewer whelks.  d less seaweed.     ",
+            "14": "14  \u00a9 ucles 2017 0610/11/m/j/17  36 the diagram shows part of the carbon cycle.    consumersproducers decomposerscarbon dioxide1 23 4     in which labelled stages is respiration occurring?     1 2 3 4  a \u0013 \u0013 \u0013 \u0017  b \u0013 \u0017 \u0013 \u0013  c \u0017 \u0013 \u0013 \u0013  d \u0017 \u0017 \u0017 \u0013      37 the graph shows the changes in the populations of predator and prey over a period of time.    which point on the graph shows a decrease in predator population?    number of individuals timea bc d     38 which is a reason for using bacteria in biotechnology?  a bacteria are found inside the human body.  b bacteria can become resistant to antibiotics.  c bacteria can make complex molecules.  d bacteria reproduce slowly.    ",
+            "15": "15  \u00a9 ucles 2017 0610/11/m/j/17  39 why is yeast used in breadmaking?  a to produce alcohol  b to produce carbon dioxide  c to use up oxygen  d to use up sugar      40 the graph shows the levels of dissolved oxygen and mineral ions in a river.    at which point does raw sewage enter the river?    distance along riverlevels ab c dmineral ionsdissolved oxygendirection of river flow      ",
+            "16": "16    permission to reproduce items where third-par ty owned material protected by copyright is  included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holder s, 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 onl ine in the cambridge  international examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely a vailable to download at  www.cie.org.uk after the live examination series.    cambridge international examinations is part of the cambridge asse ssment group. cambridge assessment is the brand name of unive rsity of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge.    \u00a9 ucles 2017 0610/11/m/j/17  blank page  "
+        },
+        "0610_s17_qp_12.pdf": {
+            "1": "  the syllabus is approved for use in england, wales and northern i reland as a cambridge international level 1/level 2 certificat e.  this document consists of 16 printed pages.  ib17 06_0610_12/2rp  \u00a9 ucles 2017 [turn over       *4381318949* cambridge international examinations  cambridge international general certificate of secondary education       biology 0610/12     paper 1  multiple choice (core)  may/june 2017     45 minutes    additional materials: multiple choice answer sheet    soft clean eraser    soft pencil (type b or hb is recommended)        read these instructions first    write in soft pencil.  do not use staples, paper clips, glue or correction fluid. write your name, centre number and candidate number on the answer sheet in the spaces provided  unless this has been done for you.  do not  write in any barcodes.   there are forty  questions on this paper. answer all questions. for each question there are four possible  answers a, b, c and d.   choose the one you consider correct and record your choice in soft pencil  on the separate answer sheet.    read the instructions on the answer sheet very carefully.   each correct answer will score one mark. a mark will not be deducted for a wrong answer. any rough working should be done in this booklet. electronic calculators may be used.                             ",
+            "2": "2  \u00a9 ucles 2017 0610/12/m/j/17  1 which characteristic do all living organisms show?  a breathing  b excretion  c photosynthesis  d tropism      2 the diagram shows some animal cells, as seen under the microscope.    x     what will be present at x?  a one cell membrane  b one cell wall  c two cell membranes  d two cell walls     3 what is a characteristic of both insects and arachnids?  a eight legs  b exoskeleton  c three pairs of legs  d wings    ",
+            "3": "3  \u00a9 ucles 2017 0610/12/m/j/17 [turn over  4 the diagram shows a section through a root.    p q r     what are the levels of organisation of the labelled structures?     cell organ tissue  a p q r  b p r q  c q r p  d r q p      5 which characteristics are correct for both  osmosis and diffusion?     require a partially  permeable membrane require a  concentration gradient are energy  consuming processes  a \u0013 \u0013 \u0017  b \u0013 \u0017 \u0013  c \u0017 \u0013 \u0017  d \u0017 \u0017 \u0013    6 which substances are made by linking together glucose molecules only?  a cellulose, glycogen and starch  b fats, cellulose and proteins  c proteins, oils and glycogen  d starch, fats and oils    ",
+            "4": "4  \u00a9 ucles 2017 0610/12/m/j/17  7 which statement about enzymes is correct?  a enzymes are carbohydrates.  b enzymes are catalysts.  c enzymes are living organisms.  d enzymes are the same shape as the substrate.      8 four test-tubes are set up as shown.    which test-tube contains the most carbon dioxide after one hour?    abcd black polythene to keep out lightwater water snail aquatic plantlight light light      9 the diagram shows a cross-section through a leaf.    x     what is the cell labelled x?  a epidermis  b guard cell  c palisade mesophyll  d spongy mesophyll     ",
+            "5": "5  \u00a9 ucles 2017 0610/12/m/j/17 [turn over  10 the nutrient ions present in four different soils are shown.    which soil would be best for growing healthy, green plants?     nitrate ions magnesium ions  a absent absent  b absent present  c present absent  d present present     11 which occurs during digestion?    afat fatty acids  +  glycerolprotease bproteins simple sugarslipase cstarch amino acidsamylase dstarch simple sugarsamylase     12 by which process does water escape from stomata in the leaves?  a active transport  b diffusion  c evaporation  d osmosis    ",
+            "6": "6  \u00a9 ucles 2017 0610/12/m/j/17  13 which type of tooth does the diagram show?        a canine  b incisor  c molar  d premolar     14 which statement describes assimilation?  a the breakdown of large, insoluble molecules into small soluble molecules  b the movement of small soluble molecules through the wall of the intestine into the blood  c the movement of small soluble molecules into the cells of the body, where they are used,  becoming part of the cells  d the taking of substances into the body through the mouth     15 the diagram shows a cross-section of a plant stem.    v     what is the function of the tissue labelled v?  a transporting dissolved nutrients and mineral ions  b transporting dissolved nutrients only  c transporting water and mineral ions  d transporting water only     ",
+            "7": "7  \u00a9 ucles 2017 0610/12/m/j/17 [turn over  16 a piece of blue cobalt( ii) chloride paper is clipped to the lower surface of a fresh leaf and is then  covered with plastic, as shown.    after a few minutes, part of the paper turns pink, showing that water is present.    paper remains blue paper turns pink lower surfaceof leaf cobalt( ii) chloride pape r plastic cover    which process carried out by leaves causes the paper to turn pink?  a absorption  b photosynthesis  c respiration  d transpiration     17 which chamber of the heart has the most muscular wall?  a left atrium  b left ventricle  c right atrium  d right ventricle    18 which component of the blood carries the most oxygen?  a plasma  b platelets  c red blood cells  d white blood cells    ",
+            "8": "8  \u00a9 ucles 2017 0610/12/m/j/17  19 which is a function of some white blood cells?  a to carry glucose  b to carry oxygen  c to produce antibiotics  d to produce antibodies      20 the diagram shows part of the human gas exchange system.    where does the exchange of gases between air and blood take place?    a b c d      21 the diagram shows substances moving into and out of a living cell.    oxygenglucose watercarbon dioxide     which process is taking place in this cell?  a aerobic respiration  b anaerobic respiration  c photosynthesis  d ventilation     ",
+            "9": "9  \u00a9 ucles 2017 0610/12/m/j/17 [turn over  22 the diagram shows some organs in the human body.    in which part are amino acids broken down to form urea?    d ca b       23 the diagram shows a reflex arc.    x not to scale     what is x?  a a relay neurone  b a synapse  c the effector  d the receptor     ",
+            "10": "10  \u00a9 ucles 2017 0610/12/m/j/17  24 the diagram shows the skin.    which labelled area contains fatty tissue?    a b c d      25 the diagram shows a seedling that has been placed in a pot of soil.        which diagram shows what happens after five days?    a b c d     26 which disease can be caused by smoking tobacco?  a cholera  b copd  c hiv  d scurvy    ",
+            "11": "11  \u00a9 ucles 2017 0610/12/m/j/17 [turn over  27 the diagram shows a spider plant with a daughter spider plant growing from it.    parent plant daughter plant    which statement is correct?  a fertilisation was involved in this type of reproduction.  b only one parent is needed in this type of reproduction.  c the parent and daughter plant are genetically different.  d this is an example of sexual reproduction.      28 the diagram shows half a flower.    which structure is the stigma?     a b c d     ",
+            "12": "12  \u00a9 ucles 2017 0610/12/m/j/17  29 the diagram shows the human male reproductive system.    x     what is structure x?  a prostate gland  b scrotum  c testis  d urethra      30 which hormone is involved in the development and regulation of male secondary sexual  characteristics?  a adrenaline  b insulin  c oestrogen  d testosterone     31 what is produced when a cell undergoes mitosis once?   a four new cells which are different from each other and from their parent cell  b four new cells which are identical to each other and to their parent cell  c two new cells which are different from each other and from their parent cell  d two new cells which are identical to each other and to their parent cell    ",
+            "13": "13  \u00a9 ucles 2017 0610/12/m/j/17 [turn over  32 the diagram shows four cells.    which cell is produced by meiosis?    ab c d       33 the graph shows the masses of two different types of tomato.    0 20 40 60 80 100 120 140 160 180 200 220 240number of tomatoes mass  / gtype 1 type 2     what can be concluded from the graph?  a genes do not affect the mass of tomatoes.  b type 1 tomatoes show continuous variation.  c type 2 tomatoes are sometimes smaller than type 1 tomatoes.  d type 2 tomatoes show discontinuous variation.     34 a female guinea pig that was pure-breeding for white fur, mated with a male guinea pig that was  pure-breeding for brown fur.    all the offspring had brown fur.    one of the male offspring mated with a female with white fur.    what proportion of white offspring would be expected from this cross?  a none  b one quarter  c one third  d one half     ",
+            "14": "14  \u00a9 ucles 2017 0610/12/m/j/17  35 the diagram shows a food web.    grassbeetle larvaesmall birds grasshopperssnakes small mammalsowls     which two organisms in this web are both carnivores?  a beetle larvae and grasshoppers  b beetle larvae and snakes  c owls and grasshoppers  d owls and small birds      36 fungi can act as decomposers feeding on dead organic matter.   which statement describes their effect on the carbon cycle?  a releasing carbon dioxide during photosynthesis  b releasing carbon dioxide during respiration  c using carbon dioxide for photosynthesis  d using carbon dioxide for respiration    ",
+            "15": "15  \u00a9 ucles 2017 0610/12/m/j/17 [turn over  37 the graph shows the changes in the populations of predator and prey over a period of time.    which point on the graph shows a decrease in predator population?    number of individuals timea bc d       38 a crop plant has been genetically modified to make it resistant to herbicides.    which is a possible disadvantage of introducing this new crop plant?  a loss of weeds reduces competition.  b some weeds might become resistant to the herbicide.  c the crop plant is unharmed and produces a higher yield.  d the new gene will appear in new generations of the crop.     39 why is yeast used in breadmaking?  a to produce alcohol  b to produce carbon dioxide  c to use up oxygen  d to use up sugar    ",
+            "16": "16    permission to reproduce items where third-par ty owned material protected by copyright is  included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holder s, 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 onl ine in the cambridge  international examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely a vailable to download at  www.cie.org.uk after the live examination series.    cambridge international examinations is part of the cambridge asse ssment group. cambridge assessment is the brand name of unive rsity of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge.    \u00a9 ucles 2017 0610/12/m/j/17  40 the graph shows the levels of dissolved oxygen and mineral ions in a river.    at which point does raw sewage enter the river?    distance along riverlevels ab c dmineral ionsdissolved oxygendirection of river flow        "
+        },
+        "0610_s17_qp_13.pdf": {
+            "1": "  the syllabus is approved for use in england, wales and northern ir eland as a cambridge international level 1/level 2 certificat e.  this document consists of 16 printed pages.  ib17 06_0610_13/3rp  \u00a9 ucles 2017 [turn over     *3088341698* cambridge international examinations  cambridge international general certificate of secondary education       biology 0610/13     paper 1  multiple choice (core)  may/june 2017     45 minutes    additional materials: multiple choice answer sheet    soft clean eraser    soft pencil (type b or hb is recommended)        read these instructions first    write in soft pencil.  do not use staples, paper clips, glue or correction fluid. write your name, centre number and candidate number on the answer sheet in the spaces provided  unless this has been done for you.  do not  write in any barcodes.   there are forty  questions on this paper. answer all questions. for each question there are four possible  answers a, b, c and d.   choose the one you consider correct and record your choice in soft pencil  on the separate answer sheet.    read the instructions on the answer sheet very carefully.    each correct answer will score one mark. a ma rk will not be deducted for a wrong answer.  any rough working should be done in this booklet. electronic calculators may be used.                             ",
+            "2": "2  \u00a9 ucles 2017 0610/13/m/j/17  1 which characteristic do all living organisms show?  a breathing  b excretion  c photosynthesis  d tropism      2 the diagram shows some animal cells, as seen under the microscope.    x     what will be present at x?  a one cell membrane  b one cell wall  c two cell membranes  d two cell walls     ",
+            "3": "3  \u00a9 ucles 2017 0610/13/m/j/17 [turn over  3 the diagram shows an animal.        use the key to identify the animal in the diagram.  1 has six jointed legs  ..  go to 2   has eight jointed legs  ...  go to 3 2 has antennae longer than its body  ..  b  gryllus    has antennae shorter than its body  .  c  musca   3 has stripes on its legs  ..  a  araneus    has no stripes on its legs  .  d  pisaurina      ",
+            "4": "4  \u00a9 ucles 2017 0610/13/m/j/17  4 the diagram shows a section through a root.    p q r     what are the levels of organisation of the labelled structures?     cell organ tissue  a p q r  b p r q  c q r p  d r q p     5 which characteristics are correct for both  osmosis and diffusion?     require a partially  permeable membrane require a  concentration gradient are energy  consuming processes  a \u0016 \u0016 \u001a  b \u0016 \u001a \u0016  c \u001a \u0016 \u001a  d \u001a \u001a \u0016     ",
+            "5": "5  \u00a9 ucles 2017 0610/13/m/j/17 [turn over  6 what is the correct test for protein?     name of test heat colour change  a benedict\u2019s yes blue to red  b biuret yes remains blue  c biuret no blue to purple  d emulsion no appearance of a  white emulsion     7 the diagram represents an enzyme-controlled reaction.    what represents the enzyme?    ad c b      8 four test-tubes are set up as shown.    which test-tube contains the most carbon dioxide after one hour?    abcd black polythene to keep out lightwater water snail aquatic plantlight light light      ",
+            "6": "6  \u00a9 ucles 2017 0610/13/m/j/17  9 the diagrams show the structure of four different cells from the leaf of a dicotyledonous plant.    which cell is a guard cell?    ab cdnot to scale       10 which mineral ion is absorbed by plant roots and used in the production of all amino acids?  a carbonate  b hydroxide  c magnesium  d nitrate     11 what is the pathway taken by water as it travels through a plant?  a mesophyll cells \u2192 xylem \u2192 root cortex cells \u2192 root hair cells  b root cortex cells \u2192 root hair cells \u2192 mesophyll cells \u2192 xylem  c root hair cells \u2192 root cortex cells \u2192 xylem \u2192 mesophyll cells  d xylem cells \u2192 mesophyll \u2192 root cortex cells \u2192 root hair cells     ",
+            "7": "7  \u00a9 ucles 2017 0610/13/m/j/17 [turn over  12 which is the main source of fibre in a human diet?  a dairy products  b meat products  c plant material  d water      13 the diagram shows a person\u2019s teeth. some of their teeth are missing.        what would the person find difficult?  a biting apples  b drinking water   c grinding meat  d tearing dry bread     14 what are functions of the hydrochloric acid in gastric juice?     giving the optimum ph  for gastric enzymes killing bacteria  a \u0016 \u0016  b \u0016 \u001a  c \u001a \u0016  d \u001a \u001a     ",
+            "8": "8  \u00a9 ucles 2017 0610/13/m/j/17  15 the diagrams show transverse sections through a root and a leaf.    root leafvw y z     which correctly identifies the phloem?  a v and y b v and z c w and y d w and z     16 a piece of blue cobalt( ii) chloride paper is clipped to the lower surface of a fresh leaf and is then  covered with plastic, as shown.    after a few minutes, part of the paper turns pink, showing that water is present.    paper remains blue paper turns pink lower surfaceof leaf cobalt( ii) chloride pape r plastic cover    which process carried out by leaves causes the paper to turn pink?  a absorption  b photosynthesis  c respiration  d transpiration    ",
+            "9": "9  \u00a9 ucles 2017 0610/13/m/j/17 [turn over  17 the diagram shows the outside of a human heart.    which is a coronary artery?    right atrium left ventricleleft atriumab c d       18 which of the blood vessels transporting these substances is an artery?  a carbon dioxide from the body to the heart  b carbon dioxide from the heart to the lungs  c oxygen from the lungs to the left atrium  d urea from the kidney to the vena cava     19 which body defence is a chemical barrier?  a antibody production  b hairs in the nose  c mucus lining the airways  d skin     ",
+            "10": "10  \u00a9 ucles 2017 0610/13/m/j/17  20 the diagram shows part of the human gas exchange system.    where does the exchange of gases between air and blood take place?    a b c d       21 which equation represents anaerobic respiration in humans?  a glucose \u2192 lactic acid  b glucose \u2192 lactic acid + carbon dioxide  c glucose + oxygen \u2192 lactic acid  d glucose + oxygen \u2192 lactic acid + carbon dioxide      22 the diagram shows some organs in the human body.    in which part are amino acids broken down to form urea?    d ca b      ",
+            "11": "11  \u00a9 ucles 2017 0610/13/m/j/17 [turn over  23 which is the light sensitive part of the eye?  a cornea  b iris  c lens  d retina      24 which response occurs when body temperature rises?  a contraction of  hair erector muscles  b increased production of urine  c increased  shivering  d increased  sweating      25 what is meant by the term phototropism ?  a absorbing mineral ions using light energy  b directional growth in response to gravity  c directional growth  in response to light  d making food using light energy      26 which row shows the effects of excessive alcohol consumption?     reaction time self-control anti-social  behaviour  a quicker increased increased  b quicker reduced increased  c slower increased decreased  d slower reduced increased      27 which statement applies to sexual reproduction?  a offspring are genetically identical to the parent.  b offspring are not produced from gametes.  c offspring develop from a zygote.  d offspring develop from one gamete.     ",
+            "12": "12  \u00a9 ucles 2017 0610/13/m/j/17  28 the diagram shows half a flower.    which structure is the stigma?     a b c d      29 the diagram shows the human female reproductive system.    x     what is structure x?  a ovary  b oviduct  c uterus  d vagina     30 which is a barrier method of birth control?  a abstinence from sex  b monitoring body temperature  c monitoring cervical mucus  d using a femidom    ",
+            "13": "13  \u00a9 ucles 2017 0610/13/m/j/17 [turn over  31 what do genes code for?  a fats  b proteins  c starch  d sugars      32 what are the uses of meiosis and mitosis?     asexual  reproduction growth sexual  reproduction  a meiosis meiosis meiosis  b meiosis meiosis mitosis  c mitosis meiosis meiosis  d mitosis mitosis meiosis      33 the graph shows the masses of two different types of tomato.    0 20 40 60 80 100 120 140 160 180 200 220 240number of tomatoes mass  / gtype 1 type 2     what can be concluded from the graph?  a genes do not affect the mass of tomatoes.  b type 1 tomatoes show continuous variation.  c type 2 tomatoes are sometimes smaller than type 1 tomatoes.  d type 2 tomatoes show discontinuous variation.     ",
+            "14": "14  \u00a9 ucles 2017 0610/13/m/j/17  34 large areas of forest are cut down in order to clear the land for other uses.    which effect does this have on the atmosphere?  a carbon dioxide decreases.  b carbon dioxide increases.  c oxygen increases.  d water vapour increases.    35 the diagram shows part of a food web in a pile of dead leaves.    dead leavesbacteria millipedescentipedes mites fungi     which terms describe the organisms in the table?     bacteria centipedes leaves  a consumers herbivores producers  b decomposers carnivores decomposers  c decomposers consumers producers  d producers carnivores producers     ",
+            "15": "15  \u00a9 ucles 2017 0610/13/m/j/17 [turn over  36 the diagram shows part of the water cycle.    clouds air plants water in soil rivers and lakesst     what are processes s and t?     s t  a condensation drainage  b condensation evaporation  c evaporation precipitation  d evaporation transpiration     37 the graph shows the changes in the populations of predator and prey over a period of time.    which point on the graph shows a decrease in predator population?    number of individuals timea bc d      ",
+            "16": "16    permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to trac e 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 ans wer-related information to candidates, all copyright acknowledgements are reproduced onl ine in the cambridge  international examinations copyright acknow ledgements booklet. this is produced for each  series of examinations and is freely a vailable to download at  www.cie.org.uk after the live examination series.    cambridge international examinations is part of the cambridge as sessment group. cambridge assessment is the brand name of unive rsity of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge.    \u00a9 ucles 2017 0610/13/m/j/17  38 which is an example of genetic engineering?  a altering the dna in crop plants so they are resistant to herbicides  b only breeding from crop plants that are resistant to insect pests  c production of insulin in the pancreas  d using yeast to produce ethanol for biofuels      39 why is yeast used in breadmaking?  a to produce alcohol  b to produce carbon dioxide  c to use up oxygen  d to use up sugar      40 the graph shows the levels of dissolved oxygen and mineral ions in a river.    at which point does raw sewage enter the river?    distance along riverlevels ab c dmineral ionsdissolved oxygendirection of river flow        "
+        },
+        "0610_s17_qp_21.pdf": {
+            "1": "  the syllabus is approved for use in england, wales and northern ir eland as a cambridge international level 1/level 2 certificat e.  this document consists of 15 printed pages and 1 blank page.  ib17 06_0610_21_vi_lil/fp  \u00a9 ucles 2017 [turn over     *0190070946* cambridge international examinations  cambridge international general certificate of secondary education       biology 0610/21     paper 2  multiple choice (extended)  may/june 2017     45 minutes    additional materials: multiple choice answer sheet    soft clean eraser    soft pencil (type b or hb is recommended)        read these instructions first    write in soft pencil.  do not use staples, paper clips, glue or correction fluid. write your name, centre number and candidate number on the answer sheet in the spaces provided  unless this has been done for you.  do not  write in any barcodes.   there are forty  questions on this paper. answer all questions. for each question there are four possible  answers a, b, c and d.   choose the one you consider correct and record your choice in soft pencil  on the separate answer sheet.    read the instructions on the answer sheet very carefully.    each correct answer will score one mark. a ma rk will not be deducted for a wrong answer.  any rough working should be done in this booklet. electronic calculators may be used.        ",
+            "2": "2  \u00a9 ucles 2017 0610/21/m/j/17  1 which characteristic do all living organisms show?  a breathing  b excretion  c photosynthesis  d tropism      2 the diagram shows some animal cells, as seen under the microscope.    x     what will be present at x?  a one cell membrane  b one cell wall  c two cell membranes  d two cell walls      3 each of the diagrams shows an area of cytoplasm.    which is from a prokaryote?    a b cd      ",
+            "3": "3  \u00a9 ucles 2017 0610/21/m/j/17 [turn over  4 the diagram shows a section through a root.    p q r     what are the levels of organisation of the labelled structures?     cell organ tissue  a p q r  b p r q  c q r p  d r q p     5 which characteristics are correct for both  osmosis and diffusion?     require a partially  permeable membrane require a  concentration gradient are energy  consuming processes  a \u0016 \u0016 \u001a  b \u0016 \u001a \u0016  c \u001a \u0016 \u001a  d \u001a \u001a \u0016     ",
+            "4": "4  \u00a9 ucles 2017 0610/21/m/j/17  6 which diagram shows the structure of dna?    abcd ca gttg gtacac ac cg gcta gcatat at c a g tt g g ta ca c a c c g g ct g g cc ta g a t       7 the graph shows how enzyme activity is affected by temperature.    02 0 4 0 6 0rate of reaction temperature  / \u00b0c    how can the change in activity between 40  \u00b0c and 55  \u00b0c be explained?  a heat has killed the enzyme.  b the enzyme has been used up.  c the reactants are moving faster.   d the substrate is less likely to fit into the active site.     ",
+            "5": "5  \u00a9 ucles 2017 0610/21/m/j/17 [turn over  8 four test-tubes are set up as shown.    which test-tube contains the most carbon dioxide after one hour?    abcd black polythene to keep out lightwater water snail aquatic plantlight light light      9 the graph shows daily carbon dioxide uptake and transpiration by the plant agave  americana .    the plant is adapted to live in very dry conditions.    10 864200.6 0.40.20 0 4 8 1 21 62 02 4 time of day  / hoursco2 uptake  / mg per dm2 per hourtranspiration / g h2o per dm2 per hourtranspirationco2 uptake     what can be concluded from this graph?  a more stomata are closed during dark periods.  b more stomata are closed during light periods.  c there is no carbon dioxide uptake during dark periods.  d there is no water uptake during light periods.     10 in plants, which ions are used to make amino acids?  a magnesium  b nitrates  c phosphates  d potassium    ",
+            "6": "6  \u00a9 ucles 2017 0610/21/m/j/17  11 the following symptoms can be caused by a dietary deficiency:    \u25cf bone pain  \u25cf dental problems  \u25cf fragile bones  \u25cf skeletal deformities    a lack of which nutrient is most likely to cause these symptoms?   a iron  b protein  c vitamin c  d vitamin d    12 statements 1\u2013  4 describe stages in the development of cholera.    1 chloride ions are secreted in the gut.  2 osmosis causes water to move into the gut.  3 the infected person becomes dehydrated. 4 toxins are produced by the pathogenic bacteria.    what is the correct sequence of the four stages?  a 1 \u2192 2 \u2192 3 \u2192 4  b 1 \u2192 4 \u2192 3 \u2192 2  c 4 \u2192 1 \u2192 2 \u2192 3  d 4 \u2192 1 \u2192 3 \u2192 2     ",
+            "7": "7  \u00a9 ucles 2017 0610/21/m/j/17 [turn over  13 the diagram shows a human tooth.        which statement best describes the function of this tooth?  a it bites into food.  b it cuts food.  c it grinds food.  d it tears food.     14 the graph shows the effect of ph on the activity of three different enzymes.    02468 1 0 phenzyme activityx yz     the table shows the ph of different parts of the alimentary canal.    part of the  alimentary canal ph  mouth 7.0  stomach 2.0  small intestine 8.5    which enzymes in the graph are likely to be protease enzymes?  a x, y and z b x and z only c y and z only d z only    ",
+            "8": "8  \u00a9 ucles 2017 0610/21/m/j/17  15 the diagrams show cross-sections through a root and a stem.    vwyz root stem    which labels are correct?    v w y z  a phloem xylem xylem phloem  b phloem xylem phloem xylem  c xylem phloem xylem phloem  d xylem phloem phloem xylem     16 which processes are used by root hairs to take up ions and water?     ion uptake water uptake  a active transport osmosis  b diffusion active transport  c osmosis diffusion  d osmosis osmosis      17 which of the following increases transpiration?  a air around the leaf with high humidity  b air molecules around the leaf with less kinetic energy  c an absence of light falling on the leaf  d water molecules in the leaf with more kinetic energy    ",
+            "9": "9  \u00a9 ucles 2017 0610/21/m/j/17 [turn over  18 the diagram shows a human blood cell.        what is its function?  a antibody production  b fibrinogen production  c oxygen transport  d phagocytosis      19 what is a disease-causing organism called?  a antibody  b host  c pathogen  d phagocyte      20 which is a function of the cartilage in the trachea?  a gas exchange  b prevents collapse of the trachea  c produces mucus  d traps bacteria      21 which is the equation for anaerobic respiration in yeast?  a c6h12o6  \u2192  2c 2h5oh  +  2co 2  b c6h12o6  +  6o 2  \u2192  6co 2  +  6h 2o  c 2co 2  +  2c 2h5oh  \u2192  c6h12o6  d 6co 2  +  6h 2o  \u2192  c6h12o6  +  6o 2     ",
+            "10": "10  \u00a9 ucles 2017 0610/21/m/j/17  22 a longitudinal section of the kidney and some associated structures have been labelled.    which labelling is correct?    a cortex medullaureterrenal arteryb cortex medullaureterrenal vein c cortexmedulla ureterrenal arteryd cortexmedulla ureter renal artery       23 the steps to produce a reflex action where the hand is withdrawn from a hot object are shown.    1 nerve impulses pass from the sensory neurone to the relay neurone.  2 nerve impulses pass from motor neurone to the effector. 3 nerve impulses pass from the receptor to the neurone.    what is the correct sequence of steps?  a 1 \u2192 2 \u2192 3 b 2 \u2192 1 \u2192 3 c 3 \u2192 1 \u2192 2 d 3 \u2192 2 \u2192 1    ",
+            "11": "11  \u00a9 ucles 2017 0610/21/m/j/17 [turn over  24 how many different kinds of cone receptor and rod receptor are there in the human retina?     types of  cone receptor types of  rod receptor  a 1 1  b 1 3  c 3 1  d 3 3     25 what is the result of the release of adrenaline?     blood glucose  concentration pulse rate  a decreased decreased  b decreased increased  c increased decreased  d increased increased      26 which statement about microorganisms is correct?  a bacteria are killed by hydrochloric acid in the duodenum.  b bacteria can become resistant to antibiotics.  c bacterial infection and viruses are treated with antibiotics.  d bacteria produce sugars that cause tooth decay.     27 dianthus flowers can be one of three different colours: red, pink or white.    a red flower is always homozygous and a white fl ower is always homozygous. pink flowers are  heterozygous.    if a red and a white flower are crossed, what percentage of the offspring will be pink?  a 0% b 25% c 75% d 100%    28 an alligator has 32 chromosomes in each of the cells of its nose.    how many chromosomes will an alligator zygote contain?  a 16 b 32 c 46 d 64     ",
+            "12": "12  \u00a9 ucles 2017 0610/21/m/j/17  29 which hormone is produced by cells in the placenta of a developing fetus?  a fsh  b lh  c testosterone  d progesterone      30 the diagram shows four types of birth control device.    which is not a barrier method of contraception?    bc a d       31 which blood component is destroyed in people who are hiv positive?  a lymphocytes  b phagocytes  c platelets  d red blood cells     32 what are stem cells?  a specialised cells that divide by meiosis to produce daughter cells  b specialised cells that divide by mitosis to produce daughter cells  c unspecialised cells that divide by meiosis to produce daughter cells  d unspecialised cells that divide by mitosis to produce daughter cells    ",
+            "13": "13  \u00a9 ucles 2017 0610/21/m/j/17 [turn over  33 the list shows the diploid number of chromosomes of four organisms.    fruit fly 8  human 46  potato 48  garden pea 14    what is the correct chromosome number of a male sex cell in each of these organisms?     fruit fly human potato garden pea a 4 23 24 7  b 4 46 12 7  c 8 46 48 14  d 16 92 96 28      34 which of these is a population?  1 all the insects in a rainforest 2 all the tigers in a rainforest 3 all the kapok trees in a rainforest  a 1, 2 and 3 b 1 only c 1 and 2 only d 2 and 3 only     35 the number of bacteria resistant to antibiotics is increasing.    what has contributed to this situation?  a choosing the antibiotic carefully to  match the strain of bacterium   b not completing the course of prescribed antibiotics  c tracing, testing and treating people who have been in contact with the infected person  d using antibiotics only when essential    ",
+            "14": "14  \u00a9 ucles 2017 0610/21/m/j/17  36 the processes listed in 1\u2013  4 will affect the concentration of carbon dioxide in the atmosphere.    1 increased deforestation  2 increased forestation  3 decreased fossil fuel combustion  4 increased fossil fuel combustion    which processes would increase the concentration of carbon dioxide in the atmosphere?  a 1 and 3 b 1 and 4 c 2 and 3 d 2 and 4     37 the graph shows the changes in the populations of predator and prey over a period of time.    which point on the graph shows a decrease in predator population?    number of individuals timea bc d      38 which is a reason for using bacteria in biotechnology?  a bacteria are found inside the human body.  b bacteria can become resistant to antibiotics.  c bacteria can make complex molecules.  d bacteria reproduce slowly.    39 why is yeast used in breadmaking?  a to produce alcohol  b to produce carbon dioxide  c to use up oxygen  d to use up sugar    ",
+            "15": "15  \u00a9 ucles 2017 0610/21/m/j/17  40 the graph shows the levels of dissolved oxygen and mineral ions in a river.    at which point does raw sewage enter the river?    distance along riverlevels ab c dmineral ionsdissolved oxygendirection of river flow      ",
+            "16": "16    permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to trac e 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 ans wer-related information to candidates, all copyright acknowledgements are reproduced onl ine in the cambridge  international examinations copyright acknow ledgements booklet. this is produced for each  series of examinations and is freely a vailable to download at  www.cie.org.uk after the live examination series.    cambridge international examinations is part of the cambridge as sessment group. cambridge assessment is the brand name of unive rsity of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge.    \u00a9 ucles 2017 0610/21/m/j/17  blank page  "
+        },
+        "0610_s17_qp_22.pdf": {
+            "1": "  the syllabus is approved for use in england, wales and northern ir eland as a cambridge international level 1/level 2 certificat e.  this document consists of 15 printed pages and 1 blank page.  ib17 06_0610_22/3rp  \u00a9 ucles 2027 [turn over     *0369736826* cambridge international examinations  cambridge international general certificate of secondary education       biology 0610/22     paper 2  multiple choice (extended)  may/june 2017     45 minutes    additional materials: multiple choice answer sheet    soft clean eraser    soft pencil (type b or hb is recommended)        read these instructions first    write in soft pencil.  do not use staples, paper clips, glue or correction fluid. write your name, centre number and candidate number on the answer sheet in the spaces provided  unless this has been done for you.  do not  write in any barcodes.   there are forty  questions on this paper. answer all questions. for each question there are four possible  answers a, b, c and d.   choose the one you consider correct and record your choice in soft pencil  on the separate answer sheet.    read the instructions on the answer sheet very carefully.    each correct answer will score one mark. a ma rk will not be deducted for a wrong answer.  any rough working should be done in this booklet. electronic calculators may be used.        ",
+            "2": "2  \u00a9 ucles 2017 0610/22/m/j/17  1 which characteristic do all living organisms show?  a breathing  b excretion  c photosynthesis  d tropism      2 the diagram shows some animal cells, as seen under the microscope.    x     what will be present at x?  a one cell membrane  b one cell wall  c two cell membranes  d two cell walls      3 a plant has leaves that have white areas and green areas.    white area green area     which cell structures are not present in the white areas?  a cell membranes  b cell walls  c chloroplasts  d vacuoles     ",
+            "3": "3  \u00a9 ucles 2017 0610/22/m/j/17 [turn over  4 the diagram shows a section through a root.    p q r     what are the levels of organisation of the labelled structures?     cell organ tissue  a p q r  b p r q  c q r p  d r q p     5 which characteristics are correct for both  osmosis and diffusion?     require a partially  permeable membrane require a  concentration gradient are energy  consuming processes  a \u0016 \u0016 \u001a  b \u0016 \u001a \u0016  c \u001a \u0016 \u001a  d \u001a \u001a \u0016      6 which is an example of active transport?  a carbon dioxide entering a leaf  b ion uptake by root hair cells  c oxygen moving from the alveoli into the blood  d water uptake by root hair cells     ",
+            "4": "4  \u00a9 ucles 2017 0610/22/m/j/17  7 an experiment was carried out to study the effect of temperature on the time taken for protein to  be digested by an enzyme.   the table shows the results.  temperature  / \u00b0c observation  25 4 hours for complete digestion  35 2 hours for complete digestion  45 3 hours for complete digestion  55 no digestion takes place     for these results, at which temperature does the enzyme denature?    a 20  \u00b0c b 30  \u00b0c c 40  \u00b0c d 50  \u00b0c     8 four test-tubes are set up as shown.    which test-tube contains the most carbon dioxide after one hour?    abcd black polythene to keep out lightwater water snail aquatic plantlight light light      ",
+            "5": "5  \u00a9 ucles 2017 0610/22/m/j/17 [turn over  9 the diagram shows a cross-section through a leaf.    x     what is the cell labelled x?  a epidermis  b guard cell  c palisade mesophyll  d spongy mesophyll     10 the nutrient ions present in four different soils are shown.    which soil would be best for growing healthy, green plants?     nitrate ions magnesium ions  a absent absent  b absent present  c present absent  d present present      11 which disease is caused by a deficiency of iron in the diet?  a anaemia  b kwashiorkor  c marasmus  d rickets     ",
+            "6": "6  \u00a9 ucles 2017 0610/22/m/j/17  12 statements 1\u2013  4 describe stages in the development of cholera.    1 chloride ions are secreted in the gut.  2 osmosis causes water to move into the gut. 3 the infected person becomes dehydrated. 4 toxins are produced by the pathogenic bacteria.    what is the correct sequence of the four stages?  a 1 \u2192 2 \u2192 3 \u2192 4  b 1 \u2192 4 \u2192 3 \u2192 2  c 4 \u2192 1 \u2192 2 \u2192 3  d 4 \u2192 1 \u2192 3 \u2192 2    13 which type of tooth does the diagram show?        a canine  b incisor  c molar  d premolar    ",
+            "7": "7  \u00a9 ucles 2017 0610/22/m/j/17 [turn over  14 the graph shows the effect of ph on the activity of three different enzymes.    02468 1 0 phenzyme activityx yz     the table shows the ph of different parts of the alimentary canal.    part of the  alimentary canal ph  mouth 7.0  stomach 2.0  small intestine 8.5    which enzymes in the graph are likely to be protease enzymes?  a x, y and z b x and z only c y and z only d z only     15 which statement describes assimilation?  a the breakdown of large, insoluble molecules into small soluble molecules  b the movement of small soluble molecules through the wall of the intestine into the blood  c the movement of small soluble molecules into the cells of the body, where they are used,  becoming part of the cells  d the taking of substances into the body through the mouth    ",
+            "8": "8  \u00a9 ucles 2017 0610/22/m/j/17  16 the diagram shows a cross-section of a plant stem.    v     what is the function of the tissue labelled v?  a transporting dissolved nutrients and mineral ions  b transporting dissolved nutrients only  c transporting water and mineral ions  d transporting water only      17 which process occurs during transpiration?  a evaporation of water from the xylem  b loss of water by osmosis from the guard cells  c movement of water vapour through the spongy mesophyll by active transport  d movement of water vapour through the stomata by diffusion     ",
+            "9": "9  \u00a9 ucles 2017 0610/22/m/j/17 [turn over  18 the diagrams show an experiment on transpiration.    four leaves of the same species are balanced on two drinking straws. one or both sides of the leaves are covered in grease. any difference in mass causes the heavier end to be lower.    leaf 1 no coveringleaf 2 both surfaces covered leaf 3 upper surface coveredleaf 4 lower surface coveredthread drinking strawpaper clip     at the start of the experiment the straws were positioned so that the leaves were level.    which leaves will be lower after an hour?  a 1 and 3 b 1 and 4 c 2 and 3 d 2 and 4      19 which chamber of the heart has the most muscular wall?  a left atrium  b left ventricle  c right atrium  d right ventricle      20 a deficiency in which of the following may result in a person\u2019s blood failing to clot properly?  a antibodies  b fibrinogen  c haemoglobin  d protease     ",
+            "10": "10  \u00a9 ucles 2017 0610/22/m/j/17  21 which is a function of some white blood cells?  a to carry glucose  b to carry oxygen  c to produce antibiotics  d to produce antibodies      22 a longitudinal section of the kidney and some associated structures have been labelled.    which labelling is correct?    a cortex medullaureterrenal arteryb cortex medullaureterrenal vein c cortexmedulla ureterrenal arteryd cortexmedulla ureter renal artery      ",
+            "11": "11  \u00a9 ucles 2017 0610/22/m/j/17 [turn over  23 the diagram shows a reflex arc.    x not to scale     what is x?  a a relay neurone  b a synapse  c the effector  d the receptor     24 which responses occur in the iris of the eye when a person walks from a dimly lit area to a  brightly lit area?     circular muscle radial muscle  a contract contract  b contract relax  c relax contract  d relax relax      25 which is the result of the release of adrenaline?  a constriction of pupils  b decrease in breathing rate  c decrease in pulse rate  d increase in blood glucose concentration     ",
+            "12": "12  \u00a9 ucles 2017 0610/22/m/j/17  26 penicillin is an antibiotic that kills bacteria by preventing them from forming cell walls.    why does penicillin not affect viruses?  a viruses become resistant to penicillin.  b viruses do not contain cytoplasm.  c viruses do not have cell walls.  d viruses reproduce very rapidly.    27 dianthus flowers can be one of three different colours: red, pink or white.    a red flower is always homozygous and a white fl ower is always homozygous. pink flowers are  heterozygous.    if a red and a white flower are crossed, what percentage of the offspring will be pink?  a 0% b 25% c 75% d 100%     28 which row correctly shows whether the nuclei of the cells are diploid or haploid?     body cells gametes zygote  a diploid diploid haploid  b diploid haploid diploid  c haploid diploid haploid  d haploid haploid diploid      29 what is a feature of self-pollination?  a it improves the capacity of a species to respond to changes in the environment.  b it increases variation in the offspring.  c pollen grains are transferred from the anther of a flower to the stigma of a flower on a  different plant.  d pollen grains are transferred from the anther of a flower to the stigma of a flower on the same  plant.      30 which hormone causes the lining of the uterus to become thick and glandular before ovulation?  a fsh  b lh  c oestrogen  d progesterone    ",
+            "13": "13  \u00a9 ucles 2017 0610/22/m/j/17 [turn over  31 which blood component is destroyed in people who are hiv positive?  a lymphocytes  b phagocytes  c platelets  d red blood cells      32 which row describes the genetic code in dna?     what forms the genetic code what the dna codes for  a sequence of amino acids sequence of bases  b sequence of amino acids sequence of proteins  c sequence of bases sequence of amino acids  d sequence of bases sequence of proteins      33 cell division by meiosis of a parent cell with 23 pairs of chromosomes will result in  a 2 cells, each with 23 pairs of chromosomes.  b 2 cells, each with 23 single chromosomes.  c 4 cells, each with 23 pairs of chromosomes.  d 4 cells, each with 23 single chromosomes.     34 colour blindness is a condition that occurs more frequently in men than in women.    which statement about this condition is correct?  a it affects the cornea.  b it can pass from father to son.  c it is a sex-linked characteristic.  d the gene is on the y chromosome.      35 which feature is an example of discontinuous variation?  a blood group  b body mass  c foot size  d height     ",
+            "14": "14  \u00a9 ucles 2017 0610/22/m/j/17  36 in which processes is light energy converted to chemical energy?     photosynthesis plant respiration  a \u0016 \u0016  b \u0016 \u001a  c \u001a \u0016  d \u001a \u001a     37 the graph shows the changes in the populations of predator and prey over a period of time.    which point on the graph shows a decrease in predator population?    number of individuals timea bc d       38 which feature of bacteria makes them useful in genetic engineering?  a they  do not have mitochondria.  b they do not have vacuoles.  c they have plasmids.  d they have cell walls.     39 why is yeast used in breadmaking?  a to produce alcohol  b to produce carbon dioxide  c to use up oxygen  d to use up sugar    ",
+            "15": "15  \u00a9 ucles 2017 0610/22/m/j/17  40 the graph shows the levels of dissolved oxygen and mineral ions in a river.    at which point does raw sewage enter the river?    distance along riverlevels ab c dmineral ionsdissolved oxygendirection of river flow      ",
+            "16": "16    permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to trac e 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 ans wer-related information to candidates, all copyright acknowledgements are reproduced onl ine in the cambridge  international examinations copyright acknow ledgements booklet. this is produced for each  series of examinations and is freely a vailable to download at  www.cie.org.uk after the live examination series.    cambridge international examinations is part of the cambridge as sessment group. cambridge assessment is the brand name of unive rsity of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge.    \u00a9 ucles 2017 0610/22/m/j/17  blank page  "
+        },
+        "0610_s17_qp_23.pdf": {
+            "1": "  the syllabus is approved for use in england, wales and northern i reland as a cambridge international level 1/level 2 certificat e.  this document consists of 16 printed pages.  ib17 06_0610_23/2rp  \u00a9 ucles 2017 [turn over       *3291229666* cambridge international examinations  cambridge international general certificate of secondary education       biology 0610/23     paper 2  multiple choice (extended)  may/june 2017     45 minutes    additional materials: multiple choice answer sheet    soft clean eraser    soft pencil (type b or hb is recommended)        read these instructions first    write in soft pencil.  do not use staples, paper clips, glue or correction fluid. write your name, centre number and candidate number on the answer sheet in the spaces provided  unless this has been done for you.  do not  write in any barcodes.   there are forty  questions on this paper. answer all questions. for each question there are four possible  answers a, b, c and d.   choose the one you consider correct and record your choice in soft pencil  on the separate answer sheet.    read the instructions on the answer sheet very carefully.   each correct answer will score one mark. a mark will not be deducted for a wrong answer. any rough working should be done in this booklet. electronic calculators may be used.         ",
+            "2": "2  \u00a9 ucles 2017 0610/23/m/j/17  1 which characteristic do all living organisms show?  a breathing  b excretion  c photosynthesis  d tropism      2 the diagram shows some animal cells, as seen under the microscope.    x     what will be present at x?  a one cell membrane  b one cell wall  c two cell membranes  d two cell walls     3 which structures are present in large numbers in cells with high rates of metabolism?  a chromosomes  b mitochondria  c ribosomes  d vacuoles    ",
+            "3": "3  \u00a9 ucles 2017 0610/23/m/j/17 [turn over  4 the diagram shows a section through a root.    p q r     what are the levels of organisation of the labelled structures?     cell organ tissue  a p q r  b p r q  c q r p  d r q p      5 which characteristics are correct for both  osmosis and diffusion?     require a partially  permeable membrane require a  concentration gradient are energy  consuming processes  a \u0013 \u0013 \u0017  b \u0013 \u0017 \u0013  c \u0017 \u0013 \u0017  d \u0017 \u0017 \u0013    ",
+            "4": "4  \u00a9 ucles 2017 0610/23/m/j/17  6 the bases on one of the strands of a dna molecule have the sequence shown.    a-a-t-c-t-g    what is the corresponding sequence of bases on the other strand?  a a-a-t-c-t-g  b c-c-g-a-g-t  c g-g-c-t-c-a  d t-t-a-g-a-c      7 which statement describes the effect of temperature on enzymes?  a high temperatures denature enzymes making it difficult for substrate molecules to fit into the  active site.  b high temperatures denature enzymes making it easy for substrate molecules to fit into the active site.  c low temperatures denature enzymes making it difficult for substrate molecules to fit into the active site.  d low temperatures denature enzymes making it easy for substrate molecules to fit into the  active site.     8 four test-tubes are set up as shown.    which test-tube contains the most carbon dioxide after one hour?    abcd black polythene to keep out lightwater water snail aquatic plantlight light light      ",
+            "5": "5  \u00a9 ucles 2017 0610/23/m/j/17 [turn over  9 the diagrams show the structure of four different cells from the leaf of a dicotyledonous plant.    which cell is a guard cell?    ab cdnot to scale       10 which mineral ion is absorbed by plant roots and used in the production of all amino acids?  a carbonate  b hydroxide  c magnesium  d nitrate    11 which is the equation for photosynthesis?  a c 6h12o6  \u2192  2c 2h5oh  +  2co 2  b c6h12o6  +  6o 2  \u2192  6co 2  +  h 2o  c 2c2h5oh  +  2co 2  \u2192  c6h12o6   d 6co 2  +  6h 2o  \u2192  c6h12o6  +  6o 2     ",
+            "6": "6  \u00a9 ucles 2017 0610/23/m/j/17  12 statements 1\u2013  4 describe stages in the development of cholera.    1 chloride ions are secreted in the gut.  2 osmosis causes water to move into the gut.  3 the infected person becomes dehydrated.  4 toxins are produced by the pathogenic bacteria.    what is the correct sequence of the four stages?  a 1 \u2192 2 \u2192 3 \u2192 4  b 1 \u2192 4 \u2192 3 \u2192 2  c 4 \u2192 1 \u2192 2 \u2192 3  d 4 \u2192 1 \u2192 3 \u2192 2     13 the diagram shows a person\u2019s teeth. some of their teeth are missing.        what would the person find difficult?  a biting apples  b drinking water   c grinding meat  d tearing dry bread     ",
+            "7": "7  \u00a9 ucles 2017 0610/23/m/j/17 [turn over  14 the graph shows the effect of ph on the activity of three different enzymes.    02468 1 0 phenzyme activityx yz     the table shows the ph of different parts of the alimentary canal.    part of the  alimentary canal ph  mouth 7.0  stomach 2.0  small intestine 8.5    which enzymes in the graph are likely to be protease enzymes?  a x, y and z b x and z only c y and z only d z only     ",
+            "8": "8  \u00a9 ucles 2017 0610/23/m/j/17  15 the diagram shows a villus. structures p and q absorb different products of digestion.    p q     which row identifies the products absorbed by p and q?     p q  a amino acids glucose  b fatty acids maltose  c glucose fatty acids  d maltose amino acids      16 the diagram shows a leaf attached to the stem of a plant.    sunlight x x    what do the arrows at x represent?  a movement of amino acids in phloem  b movement of carbon dioxide in phloem  c movement of mineral ions in xylem  d movement of sucrose in xylem   ",
+            "9": "9  \u00a9 ucles 2017 0610/23/m/j/17 [turn over  17 which row shows what is carried, and in which direction, by the pulmonary vein?     what is carried direction  a deoxygenated blood from the heart  b deoxygenated blood to the heart  c oxygenated blood from the heart  d oxygenated blood to the heart     18 which component of the blood produces antibodies?  a lymphocytes  b phagocytes  c plasma  d red blood cells    19 which statement about antibodies is correct?  a breast milk contains antibodies and protects babies by giving them active immunity.  b injections of antibodies give passive immunity against the disease scurvy.  c insect repellents contain antibodies and give mosquitoes passive immunity against malaria.  d injections of antibodies give passive immunity against some pathogens.    20 which row shows the correct combination of muscle contractions and the pressure in the thorax  when breathing out?     internal  intercostal  muscles external  intercostal  muscles diaphragm pressure  in thorax  a contracted contracted contracted high  b contracted relaxed relaxed high  c relaxed contracted contracted high  d relaxed relaxed relaxed low    ",
+            "10": "10  \u00a9 ucles 2017 0610/23/m/j/17  21 which is not involved in removing the oxygen debt after a human has been exercising?  a aerobic respiration of alcohol in the liver  b aerobic respiration of lactic acid in the liver  c continuation of deeper breathing  d continuation of faster heart rate      22 a longitudinal section of the kidney and some associated structures have been labelled.    which labelling is correct?    a cortex medullaureterrenal arteryb cortex medullaureterrenal vein c cortexmedulla ureterrenal arteryd cortexmedulla ureter renal artery      ",
+            "11": "11  \u00a9 ucles 2017 0610/23/m/j/17 [turn over  23 the diagram shows a synapse.    x    what do the dots at x represent?  a neurotransmitter  b receptor molecule  c synaptic cleft  d vesicle      24 which is the light sensitive part of the eye?  a cornea  b iris  c lens  d retina    25 what is meant by the term phototropism ?  a absorbing mineral ions using light energy  b directional growth in response to gravity  c directional growth  in response to light  d making food using light energy    26 which row shows the effects of excessive alcohol consumption?     reaction time self-control anti-social  behaviour  a quicker increased increased  b quicker reduced increased  c slower increased decreased  d slower reduced increased     ",
+            "12": "12  \u00a9 ucles 2017 0610/23/m/j/17  27 dianthus flowers can be one of three different colours: red, pink or white.    a red flower is always homozygous and a white flower is always homozygous. pink flowers are  heterozygous.    if a red and a white flower are crossed, what percentage of the offspring will be pink?  a 0% b 25% c 75% d 100%      28 the diagram shows the ovary of a flower.    pollen grain ovary     which process is shown in the diagram?  a cross-pollination  b fertilisation  c meiosis  d self-pollination     29 what is a function of the placenta?  a a barrier to nicotine  b a barrier to the rubella virus  c exchange of blood  d transfer of dissolved nutrients    ",
+            "13": "13  \u00a9 ucles 2017 0610/23/m/j/17 [turn over  30 some men do not produce healthy sperm cells. a couple may choose to use the sperm of  another man, a donor, in order for the woman to get pregnant.    which procedure involves inserting sperm into the vagina of a woman from a donor?  a artificial insemination (ai)  b birth control  c in vitro  fertilisation (ivf)  d vasectomy     31 which blood component is destroyed in people who are hiv positive?  a lymphocytes  b phagocytes  c platelets  d red blood cells     32 four of the processes involved in the production of a protein are shown.    1 mrna attaches to a ribosome.  2 mrna moves to the cytoplasm.  3 the ribosome assembles amino acids into a protein molecule.  4 an mrna copy of the gene is made.    in which sequence do these events normally occur?  a 1 \u2192 2 \u2192 3 \u2192 4  b 2 \u2192 1 \u2192 3 \u2192 4  c 4 \u2192 2 \u2192 1 \u2192 3  d 4 \u2192 3 \u2192 2 \u2192 1     33 which statement about the sex chromosomes is correct?  a men and women can inherit characteristics from genes carried on the x chromosome.  b men and women can inherit characteristics fr om genes carried on the y chromosome.  c only men can inherit characteristics from genes carried on the x chromosome.  d only women can inherit characteristics from genes carried on the y chromosome.    ",
+            "14": "14  \u00a9 ucles 2017 0610/23/m/j/17  34 which row best describes human blood groups?     affected by  environment has no  intermediate  phenotypes shows  continuous  variation shows  discontinuous  variation  a \u0013  \u0017 \u0013 \u0017  b \u0013 \u0017 \u0017 \u0013  c \u0017 \u0013 \u0013 \u0017  d \u0017 \u0013 \u0017 \u0013     35 the diagram represents part of an aquatic food web.    aquatic plantstadpoles water beetles frogsfish small shrimps     which organisms are primary consumers in this food web?  a small shrimps and tadpoles  b tadpoles and frogs  c water beetles and fish  d water beetles and frogs     ",
+            "15": "15  \u00a9 ucles 2017 0610/23/m/j/17 [turn over  36 the diagram shows part of the water cycle.    clouds air plants water in soil rivers and lakesst     what are processes s and t?     s t  a condensation drainage  b condensation evaporation  c evaporation precipitation  d evaporation transpiration     37 the graph shows the changes in the populations of predator and prey over a period of time.    which point on the graph shows a decrease in predator population?    number of individuals timea bc d     ",
+            "16": "16    permission to reproduce items where third-par ty owned material protected by copyright is  included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holder s, 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 onl ine in the cambridge  international examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely a vailable to download at  www.cie.org.uk after the live examination series.    cambridge international examinations is part of the cambridge asse ssment group. cambridge assessment is the brand name of unive rsity of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge.    \u00a9 ucles 2017 0610/23/m/j/17  38 which is an example of genetic engineering?  a altering the dna in crop plants so they are resistant to herbicides  b only breeding from crop plants that are resistant to insect pests  c production of insulin in the pancreas  d using yeast to produce ethanol for biofuels      39 why is yeast used in breadmaking?  a to produce alcohol  b to produce carbon dioxide  c to use up oxygen  d to use up sugar     40 the graph shows the levels of dissolved oxygen and mineral ions in a river.    at which point does raw sewage enter the river?    distance along riverlevels ab c dmineral ionsdissolved oxygendirection of river flow        "
+        },
+        "0610_s17_qp_31.pdf": {
+            "1": "this document consists of 21 printed pages and 3 blank pages. dc (lk/sg) 129804/3 \u00a9 ucles 2017  [turn overcambridge international examinations cambridge international general certificate of secondary education *9430343687* biology  0610/31 paper 3  theory (core)  may/june 2017  1 hour 15 minutes candidates answer on the question paper. no additional materials are required. read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen. you may use an hb pencil for any diagrams or graphs. do not use staples, paper clips, glue or correction fluid. do not  write in any barcodes. answer all questions. electronic calculators may be used. you may lose marks if you do not show your working or if you do not use appropriate units. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part  question. the syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificate.",
+            "2": "2 0610/31/m/j/17 \u00a9 ucles 2017 blank page",
+            "3": "3 0610/31/m/j/17 \u00a9 ucles 2017 [turn over 1 fig. 1.1 shows a diagram of the eye. b .a .      fig. 1.1  (a) state the name of a and b.   write your answers on fig. 1.1.  [2]  (b) (i) describe how b will change when a bright light shines on it.  ...  ... [1]   (ii) suggest how this change protects the eye.  ...  ...  ...  ... [2]  [total: 5]",
+            "4": "4 0610/31/m/j/17 \u00a9 ucles 2017 2 the boxes on the left contain the names of parts of the body that produce hormones.  the boxes in the centre contain the names of hormones.  the boxes on the right contain functions of these hormones.   (a) draw one straight line to link each hormone to the part of the body where it is produced.   draw one straight line to link each hormone to its function. part of the body hormone function adrenal gland adrenalinelowers blood  sugar level ovary insulinincreases rate of  breathing  pancreas oestrogencauses growth  of hairs on chest testis testosteronecauses breast  development   [6]  (b) state how hormones are transported round the body.  ...  ... [1]  [total: 7]",
+            "5": "5 0610/31/m/j/17 \u00a9 ucles 2017 [turn over 3 fig. 3.1 shows the blood flow to certain parts of the body of a student who is sitting down. 2 1 0alimentary canalheart muscleskeletal musclesskinblood flow / dm3 per min fig. 3.1  (a) use fig. 3.1 to state the blood flow to the skeletal muscles in the student when he is sitting  down.    [1]  (b) state the name of two organs in the body whose blood flow is not shown on the graph. 1   2    [2]",
+            "6": "6 0610/31/m/j/17 \u00a9 ucles 2017 fig. 3.2 shows the blood flow to the same parts of the body when the student is exercising. 12 11 10 9 8 7 6 5 4 3 2 1 0 alimentarycanalheartmuscleskeletalmusclesskinblood flow / dm3 per min fig. 3.2",
+            "7": "7 0610/31/m/j/17 \u00a9 ucles 2017 [turn over  (c) (i) use the information from fig. 3.1 and fig. 3.2 to calculate the percentage increase in the  blood flow to the skeletal muscles when the student exercises.     show your working.   . %  [2]   (ii) during exercise the muscles need more energy.    name two chemicals the muscles absorb from the blood to release energy for contraction. 1   2    [2]   (iii) explain why blood flow to the heart  muscle increases when the person exercises.  ...  ...  ...  ...  ...  ... [3]",
+            "8": "8 0610/31/m/j/17 \u00a9 ucles 2017  (d) fig. 3.1 and fig. 3.2 show that during exercise the blood flow to the alimentary canal and the  blood flow to the skin change.   (i) describe the changes in blood flow that occur in the alimentary canal and the skin during  exercise. alimentary canal    ...  ... skin    ...  ...  [3]   (ii) suggest a reason for the change in blood flow to the alimentary canal during exercise.  ...  ...  ... [1]   (iii) explain why the blood flow to the skin changes during exercise.  ...  ...  ...  ...  ... [3]  [total: 17]",
+            "9": "9 0610/31/m/j/17 \u00a9 ucles 2017 [turn over 4 choose words from the list to complete the sentences about respiration.  each word may be used once, more than once or not at all. alcohol         carbon dioxide         glucose glycerol         lactic acid         oxygen         water  during exercise muscle cells can respire anaerobically and convert ...     to ...  .  when yeast cells respire anaerobically they produce ... and     ...  .  [4]  [total: 4]",
+            "10": "10 0610/31/m/j/17 \u00a9 ucles 2017 5 an adaptive feature helps an organism survive in its environment.  adaptive features are inherited.  fig. 5.1 contains diagrams of three animals.  (a) for each animal, select one adaptive feature visible in fig. 5.1 and briefly suggest how it  helps the animal to survive.   an example has been done for you.   not drawn to scale animal c  red deer adaptive feature: antlers (horns) on head help in survival: used for defence against predators animal d saltwater crocodile adaptive feature:  .. help in survival:   .. ..",
+            "11": "11 0610/31/m/j/17 \u00a9 ucles 2017 [turn over animal e golden eagle adaptive feature:  .. help in survival:   .. .. fig. 5.1  [4]",
+            "12": "12 0610/31/m/j/17 \u00a9 ucles 2017  (b) fig. 5.2 shows a giraffe and an okapi. fig. 5.2   the long neck is an adaptive feature for giraffes.    it helps them feed on leaves that other animals like the okapi cannot reach.   giraffes developed long necks by the process of natural selection.",
+            "13": "13 0610/31/m/j/17 \u00a9 ucles 2017 [turn over   the statements in table 5.1 are about how natural selection occurred in giraffes. table 5.1 statement  numberstatement 1 more giraffes are born than can survive. 2 giraffes have necks of different length. 3 the giraffes with the longest necks survive and reproduce. 4 there is competition for food between giraffes. 5 the surviving giraffes pass on their alleles for long necks to their offspring.   arrange these statements in a sequence to explain how natural selection occurred in giraffes.   one has been done for you. 4  [3]  [total: 7]",
+            "14": "14 0610/31/m/j/17 \u00a9 ucles 2017 6 fig. 6.1 shows a section of a bronchiole from the lungs of a person who never smoked cigarettes  (non-smoker) and a section of a bronchiole from a person who smoked cigarettes for several  years (smoker).  the two sections were taken from the same relative position in the lungs and are drawn to the  same scale. muscle cells cilia air space mucus with dust and bacteriagoblet cellgoblet cell non-smoker smoker fig. 6.1",
+            "15": "15 0610/31/m/j/17 \u00a9 ucles 2017 [turn over  (a) (i) table 6.1 gives a comparison between the bronchiole of a non-smoker and a smoker.    use fig. 6.1 to complete table 6.1.    an example has been done for you. table 6.1 feature bronchiole of non-smoker bronchiole of smoker length of cilia number of cilia size of air space wide narrow mucus layer  [3]   (ii) identify two other ways in which the bronchiole in a non-smoker is different from the  bronchiole in a smoker. 1    ... 2    ...  [2]  (b) a person who smokes has a higher risk of lung infections than a person who does not smoke.   use evidence from fig. 6.1 to explain why the smoker has a higher risk of lung infections than  a non-smoker.  ...  ...  ...  ...  ... [2]  (c) state the name of two substances in tobacco smoke that are harmful. 1   2    [2]  [total: 9]",
+            "16": "16 0610/31/m/j/17 \u00a9 ucles 2017 7 fig. 7.1 shows six leaves. g h jk l m  not drawn to scale fig. 7.1",
+            "17": "17 0610/31/m/j/17 \u00a9 ucles 2017 [turn over   use the key to identify the plants that these leaves came from.   write the letter for each leaf in the key. key description name of organism letter 1 (a) veins parallel go to 2 (b) veins not parallel go to 3 2 (a)leaf length more than six times leaf width  at its widest pointplantago maritima (b)leaf length less than six times leaf width at  its widest pointplantago lanceolata 3 (a) leaf has thorns (spikes) ilex aquifolium (b) leaf has no thorns (spikes) go to 4 4 (a) leaf not divided into sections nymphaea alba (b) leaf divided into sections go to 5 5 (a) leaf divided into 3 sections trifolium pratense (b) leaf divided into 8 sections lupinus arboreus  [5]  [total: 5]",
+            "18": "18 0610/31/m/j/17 \u00a9 ucles 2017 8 (a) define the term chemical digestion.  ...  ...  ...  ...  ...  ...  ... [3]   fig. 8.1 shows a diagram of the alimentary canal. n p r s t u v w x fig. 8.1",
+            "19": "19 0610/31/m/j/17 \u00a9 ucles 2017 [turn over  (b) identify the structures in fig. 8.1 and use the letters to complete table 8.1.   an example has been done for you. table 8.1 name of structureletter from  fig. 8.1 salivary gland p anus large intestine mouth pancreas stomach  [5]  (c) state one function of the liver and one function of the small intestine. function of the liver  ...  ... function of the small intestine  ...  ...  [2]",
+            "20": "20 0610/31/m/j/17 \u00a9 ucles 2017  (d) describe how the protein in food is digested in the alimentary canal.  ...  ...  ...  ...  ...  ...  ...  ...  ... [4]   (e) the condition where watery faeces are lost from the body is called diarrhoea .   outline one way in which diarrhoea can be treated.  ...  ... [1]  [total: 15]",
+            "21": "21 0610/31/m/j/17 \u00a9 ucles 2017 [turn over 9 fig. 9.1 shows a photomicrograph of a section through a leaf. x y zmagnification \u00d7300 fig. 9.1  (a) (i) state the name of the layers of the leaf labelled x and y in fig. 9.1. x   y    [2]   (ii) the cells in layer x are transparent.    suggest a reason for this.  ...  ... [1]  (b) (i) state the name of the structure labelled z in fig. 9.1.  ... [1]   (ii) state the name of the process by which gases move into and out of z.  ... [1]",
+            "22": "22 0610/31/m/j/17 \u00a9 ucles 2017   (iii) complete table 9.1 by placing one tick in each row to show the net movement of gases  through z on a hot, dry, sunny day. table 9.1 net movement of gas name of gas into leaf out of leafno  movement carbon dioxide oxygen water vapour  [3]  (c) (i) state two substances that are made during photosynthesis. 1   2    [2]   (ii) state the name of the green pigment needed for photosynthesis.  ... [1]  [total: 11]",
+            "23": "23 0610/31/m/j/17 \u00a9 ucles 2017 blank page",
+            "24": "24 0610/31/m/j/17 \u00a9 ucles 2017 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 international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download at www.cie.org.uk after  the live examination series. 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.blank page"
+        },
+        "0610_s17_qp_32.pdf": {
+            "1": "this document consists of 16 printed pages and 4 blank pages. dc (nh/fd) 129954/2 \u00a9 ucles 2017  [turn over *2914930272* biology  0610/32 paper 3  theory (core)  may/june 2017  1 hour 15 minutes candidates answer on the question paper. no additional materials are required. read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen. you may use an hb pencil for any diagrams or graphs. do not use staples, paper clips, glue or correction fluid. do not  write in any barcodes. answer all questions. electronic calculators may be used. you may lose marks if you do not show your working or if you do not use appropriate units. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question. the syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificate.cambridge international examinations cambridge international general certificate of secondary education",
+            "2": "2 0610/32/m/j/17 \u00a9 ucles 2017 blank page",
+            "3": "3 0610/32/m/j/17 \u00a9 ucles 2017 [turn over 1 fig. 1.1 shows five whole leaves from different trees. a b d not to scaleec fig. 1.1  use the key to identify the leaves in fig. 1.1 and write the answers in table 1.1. table 1.1 key name of tree letter 1 (a) leaf is a single leaf shape go to 2 (b) leaf is divided into several parts called leaflets go to 4 2(a) veins branch from a long middle vein go to 3 (b) veins branch from a single point at the stalk hedera  3(a) leaf is oval and has a smooth edge magnolia (b) leaf is not oval and has a lobed edge quercus 4(a) leaf has leaflets joined at one point on the stalk aesculus (b) leaf has leaflets joined at different points along the  stalksorbus  [4]  [total: 4]",
+            "4": "4 0610/32/m/j/17 \u00a9 ucles 2017 2 fig. 2.1 is a diagram of the alimentary canal. ab c d e f g hjkl fig. 2.1  (a) table 2.1 shows some of the processes that occur in the alimentary canal.   use the letters in fig. 2.1 to identify where the processes occur.   write your answers in table 2.1. table 2.1 process letter ingestion mechanical digestion secretion of protease absorption of nutrients egestion  [5]",
+            "5": "5 0610/32/m/j/17 \u00a9 ucles 2017 [turn over  (b) chemical digestion is the breakdown of large, insoluble molecules into smaller, soluble  molecules. digestive enzymes such as lipase are used in this process.   (i) define the term enzyme .  ...  ...  ... [2]   (ii) the enzyme lipase breaks down fats.     state the end products of fat digestion. 1   2   [2]   (iii) list the three  chemical elements that are found in fats.  ... [1]   (iv) fat is an important component of a balanced diet.     draw circles around two foods that are a good source of fat.  beans     butter     pasta  oranges     rice    olive oil  [2]   (v) state the names of three  components of a balanced diet, other than fat. 1   2   3   [3]   (vi) state one use in the body of fat.  ...  ...  ... [1]  [total: 16]",
+            "6": "6 0610/32/m/j/17 \u00a9 ucles 2017 3 hormones are chemical substances produced by glands.  the column on the left shows the names of some hormones.  the column on the right shows the names of some glands.  (a) draw one straight line from the hormone to the gland that secretes it.   draw four lines. testosteroneovaryhormone gland oestrogenadrenal pancreas adrenaline insulinsalivary testes  [4]  (b) state the function of the hormone insulin.  ...  ...  ... [1]  (c) ovaries are part of the female reproductive system. ovaries secrete hormones and also  release the female gamete.   (i) name the female gamete.  ... [1]   (ii) state two adaptive features of sperm. 1   2   [2]   (iii) name the type of cell division that produces gametes.  ... [1]",
+            "7": "7 0610/32/m/j/17 \u00a9 ucles 2017 [turn over  (d) adrenaline is the hormone that is released in \u2018fight or flight\u2019 situations.   (i) describe two effects that adrenaline has on the body.  ...  ...  ...  ...  ... [2]   (ii) table 3.1 shows a list of activities.    tick the boxes that would result in a release of adrenaline. table 3.1 bungee jumping sitting an exam going for a gentle walk reading a textbook drinking water hearing a sudden noise painting a picture  [3]  [total: 14]",
+            "8": "8 0610/32/m/j/17 \u00a9 ucles 2017 4 (a) use words from the list to complete the definition of anaerobic  respiration .   each word may be used once, more than once or not at all. carbon dioxide    cells    chemical    chloroplasts    energy nucleus    nutrient    oxygen    physical   the ... reactions in ... that break down ...  molecules to release energy without using ...  . [4]  (b) 100 g of glucose releases 1600  kj of energy during aerobic respiration.   the energy released during anaerobic respiration is only 5% of the energy released during  aerobic respiration.   (i) calculate the energy released from 100  g of glucose during anaerobic  respiration.    show your working.    kj [2]   (ii) state two substances made by aerobic  respiration. 1   2   [2]   (iii) state three  uses of the energy released by respiration in the body. 1   2   3   [3]  (c) state one way anaerobic respiration in muscles during vigorous exercise differs from the  anaerobic respiration that occurs in yeast.  ...  ...  ... [1]",
+            "9": "9 0610/32/m/j/17 \u00a9 ucles 2017 [turn over  (d) state one industrial process that uses anaerobic respiration in yeast.  ...  ... [1]  [total: 13]",
+            "10": "10 0610/32/m/j/17 \u00a9 ucles 2017 5 fig. 5.1 shows a diagram of part of the human circulatory system. lungs heart body fig. 5.1  (a) on fig. 5.1 label the:    \u2022 pulmonary artery    \u2022 pulmonary vein.  [2]  (b) state two ways the structure of a vein differs from the structure of an artery. 1   2   [2]",
+            "11": "11 0610/32/m/j/17 \u00a9 ucles 2017 [turn over  (c) table 5.1 shows the components of the blood.   complete table 5.1 to show the functions of these components. table 5.1 component of  bloodfunction red blood cells white blood cells platelets plasma  [4]  [total: 8]",
+            "12": "12 0610/32/m/j/17 \u00a9 ucles 2017 6 fig. 6.1 is a drawing of a seed that has germinated. surface of soil shoot root seed fig. 6.1  (a) (i) draw two arrows on fig. 6.1 to show the direction of growth for the root and shoot.  [1]   (ii) name the type of growth response that would be shown by the root in fig. 6.1.  ... [1]  (b) fig. 6.2 shows the apparatus set up by a student to investigate the germination of seeds. a b c d kept at 21  \u00b0cseeds wet cotton woolseeds dry cotton wooloil seedswater seeds wet cotton wool kept at 5  \u00b0c fig. 6.2",
+            "13": "13 0610/32/m/j/17 \u00a9 ucles 2017 [turn over   the seeds in test-tube a were the only ones which germinated.   explain why the seeds in test-tubes b, c and d did not germinate. b  ...  ... c  ...  ... d  ...  ... [3]  (c) after the seeds have germinated they will absorb mineral ions. plants need mineral ions for  healthy growth.   (i) complete table 6.1 to show the function of nitrate and magnesium ions in a plant. table 6.1 mineral ion function in plants nitrate magnesium  [2]   (ii) state where the mineral ions enter a plant.  ...  ... [1] [total: 8]",
+            "14": "14 0610/32/m/j/17 \u00a9 ucles 2017 7 fig. 7.1 shows a photograph of ursus maritimus  (polar bear). fig. 7.1  (a) polar bears live in and around the arctic circle, surviving in extremely cold conditions.   describe and explain one visible  adaptive feature that enables the polar bear to survive in a  cold environment. feature  ..  ... explanation  ...  ...  ... [2]",
+            "15": "15 0610/32/m/j/17 \u00a9 ucles 2017 [turn over  (b) polar bears have adapted over time to live in the cold arctic environment through a process  called natural selection.   describe the process of natural selection.  ...  ...  ...  ...  ...  ...  ...  ...  ... [4]  (c) polar bears are an endangered species.   suggest reasons why polar bears have become endangered and how they could be  conserved.  ...  ...  ...  ...  ...  ...  ...  ...  ... [4]  [total: 10]",
+            "16": "16 0610/32/m/j/17 \u00a9 ucles 2017 8 fig. 8.1 is a graph that shows the percentage of males and females in different age groups that  smoke cigarettes every day. 12\u201315 16\u201317 18\u201319 20\u201334 35\u201344 age group in years45\u201354 55\u201364 65+0510152025percentage of people who smoke every day3035male female fig. 8.1  (a) use fig. 8.1 to answer these questions.   (i) state the age group and gender that is most likely to smoke cigarettes every day.  ... [1]   (ii) state the percentage of 55\u201364 year old females who smoke cigarettes every day.    % [1]",
+            "17": "17 0610/32/m/j/17 \u00a9 ucles 2017  (b) table 8.1 shows the components of cigarette smoke.   complete table 8.1 to show the effects of the components of cigarette smoke on the body. table 8.1 component in cigarette smoke effect on the body carbon monoxide tar nicotine  [3]  (c) smoking is one of the risk factors that contributes to coronary heart disease.   state two other  risk factors. 1   2    [2]  [total: 7]",
+            "18": "18 0610/32/m/j/17 \u00a9 ucles 2017 blank page",
+            "19": "19 0610/32/m/j/17 \u00a9 ucles 2017 blank page",
+            "20": "20 0610/32/m/j/17 \u00a9 ucles 2017 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 international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download at www.cie.org.uk after  the live examination series. 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.blank page"
+        },
+        "0610_s17_qp_33.pdf": {
+            "1": "this document consists of 19 printed pages and 1 blank page. dc (nh/sw) 129955/2 \u00a9 ucles 2017  [turn over *5046903284* biology  0610/33 paper 3  theory (core)  may/june 2017  1 hour 15 minutes candidates answer on the question paper. no additional materials are required. read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen. you may use an hb pencil for any diagrams or graphs. do not use staples, paper clips, glue or correction fluid. do not  write in any barcodes. answer all questions. electronic calculators may be used. you may lose marks if you do not show your working or if you do not use appropriate units. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question. the syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificate.cambridge international examinations cambridge international general certificate of secondary education",
+            "2": "2 0610/33/m/j/17 \u00a9 ucles 2017 1 (a) leaves play an important part in plant nutrition.   (i) name the process plants use to make carbohydrates such as simple sugars.  ... [1]   (ii) state the word equation for this process.  ... [2]   (iii) suggest one way that leaves are adapted to make carbohydrates.  ... [1]  (b) fig. 1.1 shows whole leaves from five different trees. not to scalea b c de fig. 1.1",
+            "3": "3 0610/33/m/j/17 \u00a9 ucles 2017 [turn over   fig. 1.2 is a key which can be used to identify the five leaves shown in fig. 1.1.   the key shows the scientific names of the five trees that the leaves came from.   in this key box 4 is missing. 4. 2. does the leaf have a rough, toothed edge? quercus roburlaurus nobilisbetula pendulafraxinus excelsioraesculus hippocastanum3. does the leaf have a smooth, oval shape?1. does the leaf have more than one separate part? no yes no yesno go to 3 yesno go to 2 yes go to 4 fig. 1.2   (i) use the key to identify the five leaves shown in fig. 1.1.    the leaf labelled b has been identified for you.    complete table 1.1 by writing the correct letter next to the latin name of each type of leaf. table 1.1 name of tree letter aesculus hippocastanum b betula pendula fraxinus excelsior laurus nobilis quercus robur  [3]   (ii) suggest a suitable question which could be used to distinguish between the leaves of  aesculus hippocastanum  and fraxinus excelsior .    write your answer in box 4 on fig. 1.2.  [1]  [total: 8]",
+            "4": "4 0610/33/m/j/17 \u00a9 ucles 2017 2 fig. 2.1 shows some of the external features of the human heart. b a c fig. 2.1  (a) (i) state the function of the heart.  ... [1]   (ii) name the tissue that makes up most of the heart wall labelled c on fig. 2.1.  ... [1]   (iii) state two ways that the activity of the heart can be monitored. 1   2    [2]  (b) (i) identify blood vessel b on fig. 2.1.    draw a circle around your answer. aorta    coronary artery    pulmonary artery pulmonary vein    vena cava  [1]   (ii) blockage of this blood vessel can cause serious damage to the heart.    describe one factor that can increase the risk of developing a blockage in this blood  vessel.  ... [1]   (iii) name the type of blood vessel that carries blood away from the heart  .. towards the heart  ..  [1]",
+            "5": "5 0610/33/m/j/17 \u00a9 ucles 2017 [turn over  (c) (i) deoxygenated blood from the body enters the part of the heart labelled a on fig. 2.1. state the name of part a  ... [1]   (ii) the inside of the heart contains a number of valves.    state the function of these valves.  ...  ... [1]   (iii) state the name of the structure which separates the two sides of the heart.  ... [1]  [total: 10]",
+            "6": "6 0610/33/m/j/17 \u00a9 ucles 2017 3 fig. 3.1 shows some of the endocrine glands of a woman.  the boxes contain the names of three substances made by the endocrine glands.  (a) (i) which group of substances do adrenaline, insulin and oestrogen belong to?  ... [1] adrenaline insulin oestrogen fig. 3.1   (ii) on fig. 3.1 draw three straight lines to join each of the names in the boxes to the  endocrine gland that releases the substance.  [3]   (iii) state the name of the gland which produces: insulin   oestrogen  ..  [2]   (iv) state the function of: insulin    ... oestrogen  ..  ...  [2]",
+            "7": "7 0610/33/m/j/17 \u00a9 ucles 2017 [turn over  (b) describe two effects that adrenaline has on the body. 1    ... 2    ...  [2]  [total: 10]",
+            "8": "8 0610/33/m/j/17 \u00a9 ucles 2017 4 this question is about chemical digestion.  (a) before food can be absorbed into the body it needs to be digested.   define the term chemical digestion .  ...  ...  ... [2]  (b) pasta contains starch, which is a carbohydrate.   (i) name the enzyme that breaks down starch.  ... [1]   (ii) name the substance formed when starch is digested.  ... [1]  (c) fig. 4.1 is a partially labelled diagram of the human alimentary canal.   some parts of the alimentary canal have been labelled but have not been named. liverstomach large intestine anusoesophagusa b ce d fig. 4.1",
+            "9": "9 0610/33/m/j/17 \u00a9 ucles 2017 [turn over   (i) identify the two letters on fig. 4.1 that show the structures which produce enzymes that  break down starch.    1     2   [2]   (ii) state the name of the part of the alimentary canal responsible for the absorption of  digested food.  ... [1]  (d) state two functions of the stomach. 1   2    [2]  [total: 9]",
+            "10": "10 0610/33/m/j/17 \u00a9 ucles 2017 5 pectinase is an enzyme which is used to extract juice from fruits such as apples.  fig. 5.1 shows the volume of juice extracted from two equally sized samples of crushed apple  over 16 minutes.  sample a contained pectinase and sample b contained the same volume of water. 001020304050volume of fruit juice  / cm360708090100110120 2 4 6 8 time  / minutes10 12 14 16a with pectinase b with water fig. 5.1",
+            "11": "11 0610/33/m/j/17 \u00a9 ucles 2017 [turn over  (a) (i) how much juice had been extracted from the apples in sample a after 2 minutes?    cm3 [1]   (ii) how much longer does it take for sample b to produce this amount of juice?    show your working.   ...  [1]   (iii) state two advantages to the food industry of using pectinase in juice extraction. 1    ... 2    ...  [2]  (b) yeast can be added to the apple juice to make cider by anaerobic respiration.   (i) define the term anaerobic respiration.  ...  ...  ... [2]   (ii) as well as making alcohol, the anaerobic respiration of yeast can be used to make other  useful products. state the name of one of these products.  ... [1]   (iii) yeast can also respire aerobically.    state two ways aerobic respiration differs from anaerobic respiration in yeast. 1    ... 2    ...  [2]  [total: 9]",
+            "12": "12 0610/33/m/j/17 \u00a9 ucles 2017 6 fig. 6.1 shows a plant growing in the dark .  the pot has fallen over and has been left on its side for a few days. fig. 6.1  (a) describe how lying on its side has affected the growth of the plant.  ...  ... [1]  (b) the stem of the plant in fig. 6.1 is responding to an external stimulus.   (i) state the name of this stimulus.  ... [1]   (ii) state the name of this type of plant response.  ... [1]",
+            "13": "13 0610/33/m/j/17 \u00a9 ucles 2017 [turn over  (c) plants also respond to other stimuli.   this is shown in fig. 6.2. fig. 6.2   (i) state the name of this response.  ... [1]   (ii) explain why the shoots are all bent over to the left and how this response is important for  the plant.  ...  ...  ...  ...  ...  ...  ... [3]  [total: 7]",
+            "14": "14 0610/33/m/j/17 \u00a9 ucles 2017 7 (a) there are two types of cell division, meiosis and mitosis.   cells produced by each type of division have different characteristics and functions.   complete table 7.1 by placing a tick in two of the boxes in each row to show the characteristics  and functions of the cells made by each type of cell division.   tick only four boxes. table 7.1 type of cell  divisioncharacteristics of cells uses genetically  differentgenetically  similarto produce  gametesfor growth and  repair meiosis mitosis  [2]  (b) one way of producing more potatoes is by planting tubers.   potato tubers are produced by asexual reproduction.   another way of producing potato plants is by planting seeds.   seeds are a result of sexual reproduction.   fig. 7.1 shows a potato plant. flower fruit containing seeds potato tubers fig. 7.1",
+            "15": "15 0610/33/m/j/17 \u00a9 ucles 2017 [turn over   a farmer uses selective breeding to produce a new variety of potato.   describe the stages in selective breeding.  ...  ...  ...  ...  ...  ...  ... [3]  (c) genetic engineering can also be used to provide new varieties of crop plants.   using an example, explain what is meant by genetic engineering.  ...  ...  ...  ...  ...  ...  ...  ...  ... [4]  (d) state two ways of improving the yield of crops, other than  selective breeding or genetic  engineering. 1   2    [2]  [total: 11]",
+            "16": "16 0610/33/m/j/17 \u00a9 ucles 2017 8 (a) the theory of natural selection explains how one species can gradually evolve into a new  species.   the statements a to f describe six stages in the process of natural selection.   the stages are not in the correct order.   a competition for resources   b passing on of their alleles to the next generation   c production of many offspring   d reproduction by individuals that are better adapted to the environment than others   e struggle for survival   f variation within populations   (i) arrange the stages in the correct order and then complete the flow chart by writing the  letters in the four empty boxes.    two of the stages have been filled in for you. \u00e8c\u00e8 \u00e8 \u00e8d\u00e8  [3]   (ii) statement b mentions alleles. an allele is a version of a gene.    state one way new alleles are formed.  ... [1]   (iii) state one factor that can increase the rate at which new alleles are formed.  ... [1]",
+            "17": "17 0610/33/m/j/17 \u00a9 ucles 2017 [turn over (b) fig. 8.1 shows four animals with different adaptive features.   they are all mammals. tasmanian wolfflying phalangerflying squirrel wolf fig. 8.1   (i) define the term adaptive features.  ...  ...  ... [2]   (ii) describe two features, visible in fig. 8.1, which show that all of these animals are  mammals. 1    ... 2    ...  [2]   (iii) describe one feature of mammals that is not visible in fig. 8.1.  ... [1]  [total: 10]",
+            "18": "18 0610/33/m/j/17 \u00a9 ucles 2017 9 fig. 9.1 shows a person donating blood.  blood is split into its separate components and used to treat different medical conditions. fig. 9.1  (a) table 9.1 shows the components of blood and the medical conditions that they are used to  treat.   the boxes on the left show the components of blood.   the boxes on the right show the medical conditions that they are used to treat.   draw a straight line from each component of the blood to the medical condition that it is used  to treat. table 9.1 components of blood medical condition plasmato help patients whose blood does  not clot easily plateletsto treat patients with burns who  have lost body fluids red blood cellsto treat patients who have low  immunity white blood cellsto treat patients with low levels of  haemoglobin  [3] ",
+            "19": "19 0610/33/m/j/17 \u00a9 ucles 2017  (b) (i) describe two ways  that the structure of a red blood cell differs from the structure of a  white blood cell. 1   2    [2]   (ii) suggest why it is important for blood to form a clot if a blood vessel is cut.  ... [1]  [total: 6]",
+            "20": "20 0610/33/m/j/17 \u00a9 ucles 2017 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 international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download at www.cie.org.uk after  the live examination series. 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.blank page"
+        },
+        "0610_s17_qp_41.pdf": {
+            "1": "this document consists of 17 printed pages and 3 blank pages. dc (nf/sg) 129195/3 \u00a9 ucles 2017  [turn overcambridge international examinations cambridge international general certificate of secondary education *9866717154* biology  0610/41 paper 4  theory (extended)  may/june 2017  1 hour 15 minutes candidates answer on the question paper. no additional materials are required. read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen. you may use an hb pencil for any diagrams or graphs. do not use staples, paper clips, glue or correction fluid. do not  write in any barcodes. answer all questions. electronic calculators may be used. you may lose marks if you do not show your working or if you do not use appropriate units. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part  question. the syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificate.",
+            "2": "2 0610/41/m/j/17 \u00a9 ucles 2017 1 fat is a necessary component of the human diet.  (a) state three ways in which the human body uses fat. 1 . 2 . 3 . [3]  the arrows in fig. 1.1 show the pathway of fat in part of the alimentary canal. stomach pancreasliver p r q fig. 1.1",
+            "3": "3 0610/41/m/j/17 \u00a9 ucles 2017 [turn over  (b) state the name of   (i) the enzyme secreted by the pancreas that digests fat  ... [1]   (ii) the products of chemical digestion of fat  ... [1]   (iii) the liquid that is produced by the liver and stored by organ p in fig. 1.1  ... [1]   (iv) organ p in fig. 1.1.  ... [1]  (c) explain what happens to ingested fat at r in fig. 1.1 before  chemical digestion occurs.  ...  ...  ...  ...  ... [2]  (d) explain how the products of fat digestion are transported from q to the rest of the body.  ...  ...  ...  ...  ...  ...  ... [3]",
+            "4": "4 0610/41/m/j/17 \u00a9 ucles 2017  one possible effect of too much fat in the diet is coronary heart disease.  (e) describe how too much fat in the diet may cause coronary heart disease.  ...  ...  ...  ...  ...  ...  ... [3]  (f) describe and explain how coronary heart disease can be treated.  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ... [6] [total: 21]",
+            "5": "5 0610/41/m/j/17 \u00a9 ucles 2017 [turn over 2 the genes for antibodies are only active in lymphocytes.  (a) define the term gene .  ...  ...  ... [2]  (b) lymphocytes produce antibodies.   outline the role of antibodies in the defence of the body against pathogens.  ...  ...  ...  ...  ...  ...  ...  ...  ... [4]",
+            "6": "6 0610/41/m/j/17 \u00a9 ucles 2017  (c) fig. 2.1 is a drawing made from an electron micrograph of a lymphocyte that produces  antibodies. a b c d  e f g fig. 2.1   table 2.1 contains statements about the structures visible in fig. 2.1.   complete table 2.1 by \u2022 naming the structure \u2022 identifying the letter that labels the structure.   the first one has been done for you. table 2.1 function name of structure letter from fig. 2.1 absorption of amino acids used  in making antibodiescell membrane a stores genetic information as  dna provides energy for making  antibodies site of production of antibodies transport of antibody molecules  for release into blood [4]",
+            "7": "7 0610/41/m/j/17 \u00a9 ucles 2017 [turn over  (d) state the name of one type of cell, other than a lymphocyte, that is involved in the defence of  the body against pathogens and describe its role. name  .. role .  ... [2] [total: 12]",
+            "8": "8 0610/41/m/j/17 \u00a9 ucles 2017 3 heroin is a drug that acts on the nervous system.  (a) define the term drug.  ...  ...  ...  ... [2]  there are pain receptors in the skin. these receptors transmit impulses along sensory neurones  to the spinal cord.  fig. 3.1 shows the synapses between sensory neurone a and a relay neurone and sensory  neurone b and a relay neurone, in the spinal cord.  fig. 3.2 is an enlarged view of the synapse between sensory neurone a and the relay neurone, as  indicated by the circle on fig.  3.1. sensory neurone a from pain receptors in the skin sensory neurone b  from pain receptors in the skinrelay neurone in the spinal cord impulses to sensory regions of the brain fig. 3.1 neurotransmitter fig. 3.2",
+            "9": "9 0610/41/m/j/17 \u00a9 ucles 2017 [turn over  (b) describe how impulses are transmitted across the synapse.  ...  ...  ...  ...  ...  ...  ...  ...  ... [4]  (c) suggest how the structure of a synapse ensures that impulses travel in one direction.  ...  ...  ...  ...  ... [2]  (d) when an impulse arrives along sensory neurone b, a different neurotransmitter is released.  this prevents  the production of an impulse in the relay neurone.   molecules of heroin have a similar shape to the neurotransmitter released from these  neurones.   explain how heroin affects the function of the synapse.  ...  ...  ...  ...  ...  ...  ... [3]",
+            "10": "10 0610/41/m/j/17 \u00a9 ucles 2017  (e) list three stimuli, other than pain, which humans can detect. 1 . 2 . 3 . [3] [total: 14]",
+            "11": "11 0610/41/m/j/17 \u00a9 ucles 2017 [turn over blank page",
+            "12": "12 0610/41/m/j/17 \u00a9 ucles 2017 4 fig. 4.1 shows part of the circulatory system of a fish.  the arrows show the direction of blood flow. a b c deventricleatriumgills heart fig. 4.1  (a) the circulatory system of fish is described as a single circulation.   state what is meant by a single circulation.  ...  ... [1]  (b) state the letter of the blood vessel in fig. 4.1 that contains blood at the highest pressure.   .  [1]  (c) the gills are the site of gas exchange.   state two features of gas exchange surfaces. 1 .  ... 2 .  ... [2] [total: 4]",
+            "13": "13 0610/41/m/j/17 \u00a9 ucles 2017 [turn over 5 the giant quiver tree, aloe pillansii , shown in fig. 5.1, is an endangered species.  these long-lived trees grow in harsh environments. some populations of a. pillansii are found  within the richtersveld national park, but one population is found just outside on a mountain  called cornell\u2019s kop in southern africa. fig. 5.1  (a) (i) state the genus of the giant quiver tree.  ... [1]   (ii) explain why the a. pillansii   trees on cornell\u2019s kop represent a population.  ...  ...  ...  ...  ... [3]  (b) suggest three reasons why the giant quiver tree is an endangered species. 1 .  ... 2 .  ... 3 .  ... [3]",
+            "14": "14 0610/41/m/j/17 \u00a9 ucles 2017  (c) it was estimated in 2005 that the total number of giant quiver trees in the wild was less than  3000, which is considered to be very low compared with other tree species.   explain the risks to a plant species of having very small numbers.  ...  ...  ...  ...  ...  ...  ... [3]",
+            "15": "15 0610/41/m/j/17 \u00a9 ucles 2017 [turn over  (d) the population of a. pillansii trees on cornell\u2019s kop was surveyed and photographed at four  sites, a to d, from 1937 onwards. researchers took photographs at all four sites in 2004 and  compared them with the original photographs.   the results are shown in table 5.1. table 5.1 site date of the  original  photographnumber of living trees in  the original  photographnumber of  living trees in  2004number of  dead tree  stumpsaverage annual  mortality rate    / percentage of  deaths per year a 1937 12 4 8 1.0 b 1953  9 5 4 0.9 c 1985  5 3 2 2.1 d 2001  6 5 1 5.6   (i) calculate the percentage decrease in the number of living trees at site b from 1953  to 2004.    show your working and give your answer to the nearest whole number.   . % [2]   (ii) describe what the analysis of the photographs shows about the population of a. pillansii  on cornell\u2019s kop.  ...  ...  ...  ...  ...  ... [3] [total: 15]",
+            "16": "16 0610/41/m/j/17 \u00a9 ucles 2017 6 students investigated the effect of mineral ion deficiencies on the growth of radish plants.  the seeds that were used in the experiment were from plants that had been self-pollinated for  many generations and were therefore all genetically identical.  (a) explain the advantage of using genetically identical radishes in this investigation.  ...  ...  ...  ... [2]  the radish seedlings were divided into four groups. each group was grown in a different mineral  ion solution as follows:   1 complete solution containing all the major mineral ions   2 solution with all the major mineral ions except nitrate ions   3 solution with all the major mineral ions except magnesium ions   4 solution with all the major mineral ions except phosphate ions  the apparatus used to investigate the growth of the plants is shown in fig. 6.1. solution inflowsolution outflow mineral ion solution fig. 6.1",
+            "17": "17 0610/41/m/j/17 \u00a9 ucles 2017 [turn over  (b) state three  other environmental factors that could affect the growth of the seedlings. 1 . 2 . 3 . [3]  the results of the investigation are shown in table 6.1. table 6.1 group mineral ion  solutionnumber of plantstotal dry mass of all plants  / mg mean dry  mass of one  plant  / mgleaves roots total 1 complete  8 1880 1110 2990 374 2 without nitrate ions10 1410  750 2160 216 3 without  magnesium  ions 9 1600  260  1860 207 4 without  phosphate  ions 9 1670  140  1810 201  (c) describe and explain the results for the radishes grown without nitrate ions (group 2).  ...  ...  ...  ...  ...  ...  ...  ...  ... [4]",
+            "18": "18 0610/41/m/j/17 \u00a9 ucles 2017  (d) describe the likely appearance of the radish plants grown in the solution without magnesium  ions (group 3) and explain your answer. appearance    ... explanation  .  ...  ... [3]  (e) phosphate ions are a component of dna.   suggest why the radish plants in group 4 grew less than the radish plants in the complete  solution (group 1).  ...  ...  ...  ...  ... [2] [total: 14]",
+            "19": "19 0610/41/m/j/17 \u00a9 ucles 2017 blank page",
+            "20": "20 0610/41/m/j/17 \u00a9 ucles 2017 blank page permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the  publisher will be pleased to make amends at the earliest possible opportunity. to avoid the issue of disclosure of answer-related information to candidates, all copyright acknowledgements are reproduced online in the cambridge international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download at www.cie.org.uk after  the live examination series. 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."
+        },
+        "0610_s17_qp_42.pdf": {
+            "1": "this document consists of 17 printed pages and 3 blank pages. dc (nh/sw) 129193/4 \u00a9 ucles 2017  [turn over *8378460959* biology  0610/42 paper 4  theory (extended)  may/june 2017  1 hour 15 minutes candidates answer on the question paper. no additional materials are required. read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen. you may use an hb pencil for any diagrams or graphs. do not use staples, paper clips, glue or correction fluid. do not  write in any barcodes. answer all questions. electronic calculators may be used. you may lose marks if you do not show your working or if you do not use appropriate units. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question. the syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificate.cambridge international examinations cambridge international general certificate of secondary education",
+            "2": "2 0610/42/m/j/17 \u00a9 ucles 2017 1 wheat is a crop plant grown to produce flour.  (a) flour is used to make dough for bread.   (i) state the name of the organism used to make dough rise.  ... [1]   (ii) state the name of the process that this organism uses to produce the gas that makes  dough rise.  ... [1]  (b) farmers grow crop plants such as wheat to provide food.   (i) state two types of natural event that could cause widespread food shortages. 1   2    [2]   (ii) the increasing human population is another reason for food shortages.    explain how the increasing human population contributes to food shortages.  ...  ...  ...  ...  ...  ...  ... [3]",
+            "3": "3 0610/42/m/j/17 \u00a9 ucles 2017 [turn over  (c) many farmers grow crop plants as monocultures to improve yields.   fig. 1.1 shows a monoculture of wheat. fig. 1.1   describe the impact of large-scale monocultures on the environment.  ...  ...  ...  ...  ...  ...  ...  ...  ... [4]  [t otal: 11]",
+            "4": "4 0610/42/m/j/17 \u00a9 ucles 2017 2 many researchers are studying the structure and function of genes.  (a) define the term gene .  ...  ...  ... [2]  (b) every living cell is able to make proteins.   the process begins in the nucleus.   describe how proteins are made in a cell.  ...  ...  ...  ...  ...  ...  ...  ...  ... [4]",
+            "5": "5 0610/42/m/j/17 \u00a9 ucles 2017 [turn over  (c) fig. 2.1 is a diagram of a protein used to move ions across membranes in root hair cells. high concentration of ions low concentration of ionsprotein direction of ion movement fig. 2.1   (i) state the name of the process that moves mineral ions into root hair cells through cell  membrane proteins.  ... [1]   (ii) explain how protein molecules move ions across a membrane during this process.  ...  ...  ...  ...  ...  ...  ... [3]  (d) proteins are also found in the blood.   state the names of two proteins found in the blood. 1   2    [2]  [total: 12]",
+            "6": "6 0610/42/m/j/17 \u00a9 ucles 2017 3 heart rate is influenced by electrical impulses from the brain.  (a) state the name of the type of cell that conducts electrical impulses to the heart.  ... [1]  (b) the electrical activity of the heart can be recorded on an ecg.   fig. 3.1 shows an ecg of one heartbeat. pt qsr fig. 3.1   (i) table 3.1 shows how the electrical activity, during one heartbeat, corresponds to the  opening and closing of the valves in the heart.    complete table 3.1 using the words \u2018open\u2019 and \u2018closed\u2019. table 3.1 part of the ecg  shown in fig. 3.1result of electrical  activityatrioventricular  valvessemilunar valves p atria contract qrs ventricles contract tatria and ventricles  relax  [3]   (ii) state the function of heart valves.  ...  ... [1]",
+            "7": "7 0610/42/m/j/17 \u00a9 ucles 2017 [turn over  (c) fig. 3.2 shows the ecg of an athlete before and during exercise. 0 1 2 3 4 5exercise begins 6 time  / s7 8 9 10 11 12 fig. 3.2   (i) calculate the heart rate, in beats per minute, before  exercise begins.    show your working and give your answer to the nearest whole number.   . beats per minute  [2]   (ii) using fig. 3.2, describe how the electrical activity of the heart during exercise differs  from the electrical activity before exercise begins.  ...  ...  ...  ...  ...  ...  ... [3]",
+            "8": "8 0610/42/m/j/17 \u00a9 ucles 2017   (iii) describe how the ventilation of the lungs will change while the athlete exercises.  ...  ...  ...  ...  ... [2]  [total: 12]",
+            "9": "9 0610/42/m/j/17 \u00a9 ucles 2017 [turn over 4 a balanced diet is required to ensure healthy weight gain as children grow.  (a) explain the term balanced diet .  ...  ...  ...  ...  ... [3]  (b) a doctor diagnosed a young child with marasmus.   describe the symptoms of marasmus.  ...  ...  ...  ...  ...  ...  ... [3]",
+            "10": "10 0610/42/m/j/17 \u00a9 ucles 2017  (c) the child with marasmus was put on a special diet.   he was given fortified milk, which is milk that has extra nutrients added to it.   the child was encouraged to drink as much fortified milk as he wanted over a period of seven  months.   table 4.1 shows the composition of the fortified milk given to the child and the composition of  cow\u2019s milk for comparison. table 4.1 type of milk milk composition percentage of  proteinpercentage of  carbohydratepercentage of  fatenergy  / kj dm\u20133 fortified milk 16.5 57.0 17.0 5468 cow\u2019s milk  3.3  4.6  3.9 2845   the body mass of the child who had marasmus and the mean body mass of healthy children  of the same age were recorded. the data is shown in fig. 4.1. 024681012 body mass  / kg time  / months12 14 16 18 20 22marasmuskey healthy fig. 4.1",
+            "11": "11 0610/42/m/j/17 \u00a9 ucles 2017 [turn over   using the information in table 4.1 and fig. 4.1, describe and explain the importance of diet  when treating children affected by marasmus.  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ... [6]  (d) it is important that children with marasmus produce enough bile.   describe the role of bile in the digestion of fats.  ...  ...  ...  ...  ...  ...  ... [3]  [total: 15]",
+            "12": "12 0610/42/m/j/17 \u00a9 ucles 2017 blank page",
+            "13": "13 0610/42/m/j/17 \u00a9 ucles 2017 [turn over 5 acid rain has negative effects on many ecosystems.  (a) describe the negative effects of acid rain on freshwater ecosystems, such as streams, rivers  and lakes.  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ... [5]  (b) two groups of students were asked to investigate the effects of acid rain on the germination  of pine tree seeds.   (i) both groups of students decided to use sulfuric acid rather than hydrochloric acid to  represent acid rain in their investigation.    suggest why.  ...  ... [1]   (ii) state how the students could have measured the ph of the sulfuric acid.  ...  ... [1]   (iii) the students provided the environmental conditions that seeds need to germinate.    state two of these environmental conditions. 1   2    [2]",
+            "14": "14 0610/42/m/j/17 \u00a9 ucles 2017  (c) one group of students recorded the change in temperature as the seeds germinated in five  insulated flasks, labelled a to e.   (i) suggest why germinating seeds increase in temperature.  ...  ...  ... [2]   (ii) the students sterilised the seeds before their investigation.    their teacher told them to use a sterilising solution to wash the seeds because steam  would kill the seeds and prevent the seeds from germinating.    explain why steam sterilisation would prevent seed germination.  ...  ... [1]   the results from this group of students are shown in table 5.1. table 5.1 flask ph group 1 temperature  of seeds after  72 hours  / \u00b0c a 2.0 20.6 b 3.5 20.3 c 4.0 21.2 d 5.5 34.1 e 7.0 46.2   (iii) describe the results obtained by group 1.  ...  ...  ...  ...  ... [2]",
+            "15": "15 0610/42/m/j/17 \u00a9 ucles 2017 [turn over  (d) the second group of students placed 100 seeds in each of five petri dishes, labelled 1 to 5.   group 2 used the same range of ph values as group 1.   they recorded the percentage of seeds that had germinated after 72 hours.   their results are shown in table 5.2. table 5.2 petri  dishph group 2 percentage of  seeds germinated  after 72  hours 1 2.0 20 2 3.5 82 3 4.0 19 4 5.5 65 5 7.0 87   the teacher thought that group 2 had forgotten to add the sulfuric acid to one of their petri  dishes.   suggest which petri dish was not set up correctly.  ... [1]  [total: 15]",
+            "16": "16 0610/42/m/j/17 \u00a9 ucles 2017 6 fig. 6.1 is a flow diagram that shows what happens at the start of a bacterial infection. sr u uut v fig. 6.1  (a) cell r is a prokaryote and cell s is a lymphocyte.   (i) state the names of two cellular structures that would be found in both  prokaryotes and  white blood cells. 1   2    [2]   (ii) describe how the cellular structure of white blood cells differs from the cellular structure  of prokaryotes.  ...  ...  ...  ...  ...  ...  ... [3]",
+            "17": "17 0610/42/m/j/17 \u00a9 ucles 2017 [turn over  (b) cell r is a pathogen that has structures t on its surface. these structures are recognised  by cell s. cell s is a lymphocyte and it produces structures v. cell r reproduces by binary  fission and cell s divides by process u.   identify t to v from the passage and fig. 6.1.   t ..   u ..   v ..  [3]  (c) cell w in fig. 6.2 also responds to pathogens. cell w pathogen fig. 6.2   (i) state the name of the process shown in fig. 6.2.  ... [1]   (ii) describe what happens to the  pathogen during the process shown in fig. 6.2 .  ...  ...  ... [1]",
+            "18": "18 0610/42/m/j/17 \u00a9 ucles 2017  fig. 6.3 shows some human teeth that require dental treatment. fig. 6.3  (d) (i) identify the type of teeth in fig. 6.3.  ... [1]   (ii) explain how bacteria dissolve enamel to cause tooth decay.  ...  ...  ...  ...  ... [2]  (e) describe two ways of preventing tooth decay.  ...  ...  ...  ...  ... [2]  [total: 15]",
+            "19": "19 0610/42/m/j/17 \u00a9 ucles 2017 blank page",
+            "20": "20 0610/42/m/j/17 \u00a9 ucles 2017 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 international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download at www.cie.org.uk after  the live examination series. 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.blank page"
+        },
+        "0610_s17_qp_43.pdf": {
+            "1": "*3423135586* this document consists of 18 printed pages and 2 blank pages. dc (ce/jg) 129192/3 \u00a9 ucles 2017  [turn overcambridge international examinations cambridge international general certificate of secondary education biology  0610/43 paper 4  theory (extended)  may/june 2017  1 hour 15 minutes candidates answer on the question paper. no additional materials are required. read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen. you may use an hb pencil for any diagrams or graphs. do not use staples, paper clips, glue or correction fluid. do not  write in any barcodes. answer all questions. electronic calculators may be used. you may lose marks if you do not show your working or if you do not use appropriate units. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question. the syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificate.",
+            "2": "2 0610/43/m/j/17 \u00a9 ucles 2017 1 fig. 1.1 is a diagram of the human heart. the diagram shows the phase during the heart beat  when the atria contract. the blood vessels that carry blood to and from the heart are labelled  a to f. abcd e f 2 31 right atriumleft atrium fig. 1.1  (a) (i) draw one arrow on fig. 1.1 to show the pathway taken by blood from a vein into the  right  ventricle . [1]   (ii) identify the letter of the blood vessel that carries blood at the highest pressure and state  its name. letter ... name of the blood vessel  .. [1]  (b) (i) suggest what causes the valves at 1 and 2 to close during a heart beat.  ...  ... [1]   (ii) state the function of valves 1 and 2 in the heart.  ... [1]",
+            "3": "3 0610/43/m/j/17 \u00a9 ucles 2017 [turn over  (c) fig. 1.1 shows the phase of the heartbeat when the ventricles are filling with blood.   using fig. 1.1, describe and explain how the blood travels from the right ventricle to the  lungs.  ...  ...  ...  ...  ...  ...  ...  ...  ... [4]  (d) state the name of the part of the heart labelled 3 and state its role in the mammalian  circulation. name  . role    ... [2]  [total: 10]",
+            "4": "4 0610/43/m/j/17 \u00a9 ucles 2017 2 quinoa, chenopodium quinoa , is a dicotyledonous plant that produces seeds that resemble those  of cereals, such as rice.  (a) state one feature shown by all dicotyledonous plants.  ...  ... [1]  (b) during seed development, amino acids are converted into storage proteins and proteases.   protease molecules become active when the seed absorbs water at the start of germination.   fig. 2.1 shows the formation of a storage protein and a protease in developing quinoa seeds  and the action of protease on the storage protein during germination. part of a protease moleculeamino acids in seeds protein synthesis in seeds protease breaks down storage proteinpart of a storage protein molecule supply of amino acids in the germinating seed fig. 2.1",
+            "5": "5 0610/43/m/j/17 \u00a9 ucles 2017 [turn over   (i) during seed development in quinoa some genes are \u2018switched on\u2019.    define the term gene .  ...  ...  ... [2]   (ii) describe the differences in structure between the storage protein and the protease  shown in fig. 2.1.  ...  ...  ...  ...  ... [2]  (c) state the roles of mrna and ribosomes in protein synthesis. mrna  ...  ... ribosome  ...  ... [2]",
+            "6": "6 0610/43/m/j/17 \u00a9 ucles 2017  (d) researchers investigated the effect of ph on the activity of the protease in quinoa seeds.   the results are shown in fig. 2.2. 0.0 2.0 2.5 3.0 4.0 5.0 6.0 7.0 6.5 5.5 4.5 3.50.10.20.30.40.50.6 phenzyme activity / arbitrary units fig. 2.2   (i) state two factors other than ph that would affect enzyme activity. 1   2   [2]   (ii) describe the effect of increasing ph on the activity of the protease in quinoa seeds.  ...  ...  ...  ...  ...  ...  ...  ...  ... [3]",
+            "7": "7 0610/43/m/j/17 \u00a9 ucles 2017 [turn over   (iii) explain the activity of protease at ph 4.0 and at ph 7.0.  ...  ...  ...  ...  ...  ...  ...  ...  ... [4] [total: 16]",
+            "8": "8 0610/43/m/j/17 \u00a9 ucles 2017 3 red blood cells in humans are produced from stem cells.  fig. 3.1 shows how a red blood cell is produced and becomes specialised. stem cellsmitochondrianucleus stem cell nucleus mature red blood cellproduction of haemoglobin fig. 3.1",
+            "9": "9 0610/43/m/j/17 \u00a9 ucles 2017 [turn over  (a) use the information in fig. 3.1 to describe how red blood cells are produced and explain how  they are adapted to their function.  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ... [6]  (b) red blood cells are suspended in the liquid part of the blood.   state the name of the liquid part of the blood.  ... [1]  (c) stem cells are also found under the outer layer of the skin.   explain why stem cells are found in the skin.  ...  ...  ...  ... [2]",
+            "10": "10 0610/43/m/j/17 \u00a9 ucles 2017  (d) a type of anaemia is caused by a dietary deficiency.   (i) state the nutrient that is deficient in the diet when this type of anaemia occurs.  ... [1]   (ii) state two symptoms of anaemia. 1   2   [2]  (e) some people have sickle cell anaemia.   describe the cause of this type of anaemia.  ...  ...  ...  ...  ...  ...  ...  ...  ... [4]  [total: 16]",
+            "11": "11 0610/43/m/j/17 \u00a9 ucles 2017 [turn over 4 fig. 4.1 is a photograph of a yellow-shouldered amazon, amazona barbadensis , a species of  parrot found along the venezuelan coast of the caribbean. fig. 4.1  (a) state the vertebrate group that includes a. barbadensis  and give two features that are used  to classify animals into this group. vertebrate group  ... feature 1   feature 2  ... [2]  (b) this species is subdivided into several populations on the mainland and on the islands of  margarita and bonaire. scientists believe that yellow-shouldered amazons rarely travel  between these places.   explain what biologists mean when they refer to populations  of animals, such as  a. barbadensis .  ...  ...  ...  ...  ...  ... [3]",
+            "12": "12 0610/43/m/j/17 \u00a9 ucles 2017  (c) the number of yellow-shouldered amazons on margarita island had decreased to 700 parrots  by 1989. the population then increased to 1600 parrots by 2009.   part of this increase was due to the release of captive-bred parrots on the island. this is one  of the few successful release programmes of parrots. a similar release programme in arizona  in the 1980s of a different species of parrot was not successful.   suggest why release programmes for captive-bred parrots were not successful.  ...  ...  ...  ...  ... [2]  (d) some captive breeding programmes involve very small numbers of animals.   outline the disadvantages of such programmes.  ...  ...  ...  ...  ...  ...  ... [3]",
+            "13": "13 0610/43/m/j/17 \u00a9 ucles 2017 [turn over  (e) many biologists think that it is better to conserve ecosystems rather than individual species,  such as parrots.   explain the advantages of conserving ecosystems.  ...  ...  ...  ...  ...  ...  ...  ...  ... [3] [total: 13]",
+            "14": "14 0610/43/m/j/17 \u00a9 ucles 2017 5 an investigation studied the effect of fertilisers on grass yield and species diversity in a grassland  ecosystem.  some plots within the grassland were treated with fertilisers containing nitrogen, magnesium and  phosphate.  the control plots did not have any added fertiliser.  the average yields were:  \u2022 plots with fertiliser 1733  g m\u20132 year\u200a\u20131  \u2022 plots without fertiliser (control plots) 1009  g m\u20132 year\u200a\u20131  (a) (i) calculate the difference between the average yields of the two plots within the field as a  percentage of the average yield of the control plots.    show your working and give your answer to the nearest whole number.     % [2]   (ii) explain why the average yield increased as a result of adding the fertiliser.  ...  ...  ...  ...  ...  ...  ... [3]   (iii) state the name of the process that occurs when fertiliser washes off land into rivers and  causes an algal bloom.  ... [1]",
+            "15": "15 0610/43/m/j/17 \u00a9 ucles 2017 [turn over  the researchers counted the number of different plant species in each of the plots in the grassland  to determine species diversity. counting started at the beginning of the growing season and was  repeated every three weeks.  the average number of plant species in each type of plot is shown in fig. 5.1. 00510152025 3 6 9 12 15 18 21 24 time  / weeksspecies diversity / average number of plant species m\u20132plots without fertiliser (control plots) plots with fertiliser fig. 5.1  (b) describe the effect of fertiliser on the plant species diversity shown in fig. 5.1.  ...  ...  ...  ...  ...  ...  ... [3]",
+            "16": "16 0610/43/m/j/17 \u00a9 ucles 2017  (c) suggest why some species of plants survive in grassland and others do not.  ...  ...  ...  ...  ...  ...  ... [2]  [total: 11]  ",
+            "17": "17 0610/43/m/j/17 \u00a9 ucles 2017 [turn over 6 meningitis is a transmissible disease. one form of the disease is caused by the bacterium  neisseria meningitidis .  (a) define the term transmissible disease .  ...  ...  ...  ... [2]  (b) one effect of meningitis is a slowing down of nerve impulses.   state what is meant by a nerve impulse .  ...  ...  ...  ... [2]  (c) the spread of meningitis can be controlled by using vaccines.   (i) explain how vaccination provides active immunity.  ...  ...  ...  ...  ...  ...  ...  ...  ... [4]   (ii) if meningitis disappears from a country, explain why the vaccine should continue to be  used in that country.  ...  ...  ...  ... [2]",
+            "18": "18 0610/43/m/j/17 \u00a9 ucles 2017  (d) people who have meningitis are treated with injections of antibodies to give them passive  immunity.   (i) suggest why the antibodies must be injected rather than taking them by mouth.  ...  ...  ...  ...  ... [2]   (ii) explain why passive immunity does not give long-term protection against diseases, such  as meningitis.  ...  ...  ...  ...  ...  ...  ... [2]  [total: 14]",
+            "19": "19 0610/43/m/j/17 \u00a9 ucles 2017 blank page",
+            "20": "20 0610/43/m/j/17 \u00a9 ucles 2017 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 international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download at www.cie.org.uk after  the live examination series. 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.blank page"
+        },
+        "0610_s17_qp_51.pdf": {
+            "1": "this document consists of 9 printed pages and 3 blank pages . dc (nh/cgw) 129792/4 \u00a9 ucles 2017  [turn over *7566306612* biology  0610/51 paper 5  practical test  may/june 2017  1 hour 15 minutes candidates answer on the question paper. additional materials:  as listed in the confidential instructions. read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen. you may use an hb pencil for any diagrams or graphs. do not use staples, paper clips, glue or correction fluid. do not  write in any barcodes. answer all questions. electronic calculators may be used. you may lose marks if you do not show your working or if you do not use appropriate units. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question. the syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificate.cambridge international examinations cambridge international general certificate of secondary education for examiner\u2019s use 1 2 total",
+            "2": "2 0610/51/m/j/17 \u00a9 ucles 2017 blank page",
+            "3": "3 0610/51/m/j/17 \u00a9 ucles 2017 [turn over 1 proteins are an important part of the diet. these proteins are used in the body to make enzymes  and other cell structures.  you are going to estimate the concentration of protein in two solutions,  a and b, using a set of  standard protein solutions.  read all the instructions but do not carry them out until you have drawn a table for  your results in the space provided in (a)(ii).  you should use the gloves and eye protection provided while you are carrying out the practical  work.  step 1  label seven empty test-tubes  1, 2, 3, 4, 5, 6 and 7.  step 2   make the seven solutions containing the different concentrations of protein shown in  table 1.1.     to make solution 1 use a clean syringe, of appropriate size, to measure the volumes of  1% protein solution and distilled water stated in table 1.1. add these volumes to the test- tube labelled 1. continue this procedure until you have made all seven solutions in the  seven labelled test-tubes. table 1.1 test-tube number 1 2 3 4 5 6 7 volume of 1% protein solution  / cm34.00 3.00 2.00 1.00 0.50 0.25 0.00 volume of distilled water  / cm31.00 2.00 3.00 4.00 4.50 4.75 5.00 percentage concentration of protein solution 0.60 0.40 0.20 0.05 0.00  (a) (i) complete table 1.1 by calculating the percentage concentration of the protein solutions  in test -tubes 1 and 5. write your answers in table 1.1.    show your working.  [2]  step 3   add 2  cm3 of biuret reagent to each of the solutions in the test-tubes, 1 to 7. shake each  test-tube gently to mix the contents.  step 4   place the test-tubes in a test-tube rack in order of concentration, from the least  concentrated to the most concentrated. leave for 5 minutes.  step 5   you have been provided with two test-tubes labelled a and b. they contain protein  solutions of unknown concentrations.     add 2  cm3 of biuret reagent to the protein solution in the test-tube labelled a. shake the  test-tube gently to mix the contents.",
+            "4": "4 0610/51/m/j/17 \u00a9 ucles 2017  step 6   add 2  cm3 of biuret reagent to the protein solution in the test-tube labelled b. shake the  test-tube gently to mix the contents.  step 7   leave test-tubes a and b in a test-tube rack for 5 minutes. continue with the other  steps.  step 8   hold each of the test-tubes 1 to 7 against a white background and record the colour in  your table.  step 9  give each of the test-tubes 1 to 7 a colour intensity score using the symbols in table 1.2.    test-tubes that have the same colour intensity should have the same score. table 1.2 colour intensity palest   darkest  score + ++ +++ ++++   (ii) prepare a table to record your results for test-tubes 1 to 7.    your table should show:    \u2022 the concentration of the protein solutions    \u2022 the colour of each of the solutions    \u2022 the colour intensity score given to each of the solutions.    record your results in your table as you carry out the practical work.  [5]",
+            "5": "5 0610/51/m/j/17 \u00a9 ucles 2017 [turn over  step 10   compare the colour intensity of the solution in test-tube a with the colour intensity of the  solutions in test-tubes 1 to 7. give test-tube a a colour intensity score and record it in   (a)(iii) .  step 11  repeat step 10 for test-tube b.   (iii) record the colour intensity scores for test-tubes a and b.    colour intensity score for test-tube a  .    colour intensity score for test-tube b  .  [1]   (iv) use your table in (a)(ii)  and table 1.1 to estimate the percentage concentration of the  protein solutions  in test-tubes a and b.    concentration of the protein solution in test-tube  a   %    concentration of the protein solution in test-tube b   %  [2]  (b) (i) identify the control for this experiment and explain why it is used. control  ... why it is used  .  ...  ...  [2]   (ii) explain why the method used to find the concentration of the protein solutions in  test-tubes a and b can only be an estimate.  ...  ...  ...  ...  ... [2]  [total: 14]",
+            "6": "6 0610/51/m/j/17 \u00a9 ucles 2017 2 yeast cells have a cell wall  on the outside that appears as a dark layer and a large paler coloured  vacuole  occupying most of the cell.  the nucleus  is round and often found near the centre of the cell. it is much smaller and darker  than the vacuole.  yeast grows by forming small buds  on one side of the cell that eventually break off.  fig. 2.1 shows a photograph of yeast cells viewed through a microscope.  (a) (i) on fig. 2.1 label two of these features of yeast cells. magnification \u00d7800cell a pqb fig. 2.1  [1]   (ii) measure the length of four yeast cells. show where you have measured each of these  cells on fig. 2.1.    record the length of each cell and calculate the average length of all four cells. include  the units. length of four yeast cells    1 .  2 .  3 .  4 .  average length of the four yeast cells  ...  [2]",
+            "7": "7 0610/51/m/j/17 \u00a9 ucles 2017 [turn over   (iii) measure the length of cell a along the line pq drawn on fig. 2.1. include the units. length of cell a  ...    calculate the actual  length of cell a using the formula: actual length = length of cell a on fig. 2.1 magnification    give your answer to three decimal places and include the unit.  actual length of yeast cell a  ...  [3]   (iv) make a large drawing of the yeast cells that are inside the box labelled b on fig. 2.1.  [4]",
+            "8": "8 0610/51/m/j/17 \u00a9 ucles 2017  (b) some students measured respiration in yeast using a culture of active yeast.   yeast produces a gas during respiration.   two syringes were filled with 20  cm3 of the active yeast culture and each syringe was placed  into a large test-tube containing water at 35  \u00b0c. both were placed in a water-bath at 35  \u00b0c as  shown in fig. 2.2.   the volume of gas in each syringe was measured every 5 minutes for 25 minutes. large test-tube of water at 35  \u00b0cwater-bath at 35  \u00b0c5101520 5101520 syringe containing active yeast culturegas produced by yeast fig. 2.2   (i) state  two variables that have been kept constant in this method. 1   2    [2]   (ii) identify one source of error in this method and suggest an improvement . error  ...  ... improvement  ..  ...  ...  [2]",
+            "9": "9 0610/51/m/j/17 \u00a9 ucles 2017 [turn over  (c) table 2.1 shows their results. table 2.1 time / minvolume of gas collected  / cm3 syringe 1 syringe 2 average  5  2  3  2.5 10  5  7  6.0 15  7 11  9.0 20 12 13 12.5 25 13 14   (i) calculate the average volume of gas collected at 25 minutes.    write your answer in table 2.1.  [1]   (ii) plot a graph on the grid of the average volume of gas collected against time.    add a line of best fit.  [4]",
+            "10": "10 0610/51/m/j/17 \u00a9 ucles 2017   (iii) one of the students decided that the result collected in syringe 1 at 15 minutes was  anomalous.    suggest a reason for their decision.  ...  ...  ... [1]  (d) describe how the students could use the method in 2(b) to investigate the effect of ph on  respiration in yeast.  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ... [6]  [total: 26]",
+            "11": "11 0610/51/m/j/17 \u00a9 ucles 2017 blank page",
+            "12": "12 0610/51/m/j/17 \u00a9 ucles 2017 blank page permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the  publisher will be pleased to make amends at the earliest possible opportunity. to avoid the issue of disclosure of answer-related information to candidates, all copyright acknowledgements are reproduced online in the cambridge international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download at www.cie.org.uk after  the live examination series. 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."
+        },
+        "0610_s17_qp_52.pdf": {
+            "1": "this document consists of 12 printed pages. dc (lk/cgw) 129371/3 \u00a9 ucles 2017  [turn overcambridge international examinations cambridge international general certificate of secondary education *7910379791* biology  0610/52 paper 5  practical test  may/june 2017  1 hour 15 minutes candidates answer on the question paper. additional materials:  as listed in the confidential instructions. read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen. you may use an hb pencil for any diagrams or graphs. do not use staples, paper clips, glue or correction fluid. do not  write in any barcodes. answer all questions. electronic calculators may be used. you may lose marks if you do not show your working or if you do not use appropriate units. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question. the syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificate.for examiner\u2019s use 1 2 total",
+            "2": "2 0610/52/m/j/17 \u00a9 ucles 2017 1 you are going to investigate the rate of photosynthesis in leaf tissue using leaf discs that have  been cut from fresh whole leaves.  when photosynthesis takes place in a leaf oxygen gas is produced and this is released into the air  spaces in the leaf. carbon dioxide + water  glucose + oxygen  removing the air from the air spaces allows the leaf discs to sink when they are placed in water.  as photosynthesis takes place the leaf discs start to float. the time taken for the leaf discs to start  to float indicates the rate of photosynthesis.  read all the instructions but do not carry them out until you have drawn a table for  your results in the space provided in 1(a)(i).  you should use the gloves and eye protection provided while you carry out the practical work.    step 1  label three test-tubes w1, w2 and w3. label the remaining three test-tubes  s1, s2 and s3. put all six test-tubes back into the test-tube rack.   step 2  remove the plunger from a 10  cm3 syringe and use forceps to carefully place  all 10 leaf discs into the empty syringe barrel.   step 3  cover the nozzle of the syringe with your finger and pour approximately 5  cm3  of distilled water into the barrel of the syringe as shown in fig. 1.1a.   step 4  insert the plunger back into the syringe and hold it upright as shown in fig.  1.1b.      remove your finger from the nozzle and slowly push the plunger into the barrel  to remove all of the air. do not remove any of the distilled water and take care  not to crush the leaf discs.",
+            "3": "3 0610/52/m/j/17 \u00a9 ucles 2017 [turn over   step 5  hold the syringe barrel in one hand and place your finger over the nozzle of the  syringe. use your other hand to pull on the plunger for five seconds as shown  in fig.  1.1c, taking care not to pull the plunger out of the syringe barrel. after  five seconds let go of the plunger. the leaf discs should sink to the bottom of  the syringe barrel as shown in fig. 1.1d. 1 2 3 4 5 6 7 8 9 101 2 3 4 5 6 7 8 9 10 plunger pushed in to expel airplungerbarrel distilled water leaf discnozzle 1 2 3 4 5 6 7 8 9 10 pull on plunger of syringeleaf discs sinking  fig. 1.1a  fig. 1.1b  fig. 1.1c  fig. 1.1d   step 6  if any of the leaf discs do not sink, repeat step 5 until at least six of the leaf  discs have sunk. continue with step 7 if, after three further attempts, the leaf  discs have still not sunk.   step 7  remove the  plunger  and pour the contents of the syringe barrel back into the  petri dish base.   step 8  use forceps to carefully place one of the leaf discs that sank into each of the  six test-tubes you labelled in step 1.   step 9  add distilled water , to a depth of approximately 5  cm from the bottom of the  test-tube, to test-tubes w1, w2 and w3 as shown in fig. 1.2 . leaf disc5 cmdistilled water or sodium hydrogencarbonate solution fig. 1.2   step 10  add sodium hydrogencarbonate solution , to a depth of approximately 5  cm  from the bottom of the test-tube, to test-tubes s1, s2 and s3 as shown in  fig. 1.2.",
+            "4": "4 0610/52/m/j/17 \u00a9 ucles 2017   step 11  place a lamp at a distance of 10  cm from the test-tube rack containing the six  test-tubes you have prepared, as shown in fig. 1.3. w1 w2 w3 s1 s2 s3 lamp10 cm fig. 1.3   step 12  switch on the lamp and time how long it takes for each of the discs to start  to  rise. you should time all six test-tubes at the same time and record your results  in your table in 1(a)(i) .     if a leaf disc has not started to rise after five minutes, stop timing and record  the result as >300  in your table.  (a) (i) prepare a table to record your results.  [4]",
+            "5": "5 0610/52/m/j/17 \u00a9 ucles 2017 [turn over   (ii) state a conclusion for your results.  ...  ...  ... [1]   (iii) suggest why the leaf discs rise when photosynthesis takes place.  ...  ... [1]   (iv) identify the variable that was: measured  .. changed    [2]   (v) state two variables that were kept constant. 1   2    [2]   (vi) there are potential sources of error in steps 9 to 12 of the method on pages 3 and 4.    identify two sources of error in these steps.    for each error suggest one possible improvement. error  ...  ... improvement  .  ... error  ...  ... improvement  .  ...  [4]",
+            "6": "6 0610/52/m/j/17 \u00a9 ucles 2017  (b) a student used the leaf disc method to investigate photosynthesis in plants grown in different  conditions.   the student selected two plants, x and y which were of the same species but were grown  in different locations. a leaf was taken from each plant and leaf discs were cut out of the leaf  from plant x and the leaf from plant y.   the results of their investigation are shown in table 1.1. table 1.1 planttime taken for the leaf discs to rise  / s trial 1 trial 2 trial 3 trial 4 trial 5 x 70 65 58 86 78 y 185 252 250 240 217   (i) calculate the average time taken for the leaf discs from plant x and the leaf discs from  plant  y to rise. include the units and give your answers as whole numbers.    space for working.    x ...    y ...  [2]",
+            "7": "7 0610/52/m/j/17 \u00a9 ucles 2017 [turn over   (ii) plot a bar chart on the grid of the average rising time of the leaf discs for plants x and y.  [3]  [total: 19]",
+            "8": "8 0610/52/m/j/17 \u00a9 ucles 20172 (a) fig. 2.1 and fig. 2.2 are photomicrographs of cross-sections of leaves taken from different  areas of the same tree. some parts of the tree are shaded from the sun and some are in  direct sunlight.   the cross-section shown in fig. 2.1 was taken from a leaf grown in the shade and the  cross-section shown in fig. 2.2 was taken from a leaf grown in direct sunlight. qp magnification \u00d7130upper epidermis lower epidermispalisade mesophyll spongy mesophyllleaf grown in the shade fig. 2.1 magnification \u00d7130upper epidermis lower epidermispalisade mesophyll spongy mesophyllleaf grown in direct sunlight fig. 2.2   (i) state two visible differences between the leaves shown in fig. 2.1 and fig. 2.2. 1    ... 2    ...  [2]",
+            "9": "9 0610/52/m/j/17 \u00a9 ucles 2017 [turn over   (ii) make a large drawing of the leaf cross-section shown in fig. 2.2 .    do not draw individual cells. do not label your drawing.  [4]",
+            "10": "10 0610/52/m/j/17 \u00a9 ucles 2017   (iii) measure the leaf thickness at line pq in fig. 2.1. include the unit. length of pq ...    calculate the actual leaf thickness using the equation: actual leaf thickness = length of line pq magnification    show your working and give your answer to two decimal places.     [3]  (b) a student measured the length and the thickness of some leaves taken from a different tree.   some parts of the tree were in direct sunlight and some parts of the tree were shaded from  the sun.   fig. 2.3 shows a diagram of two of the leaves sampled. leaf length leaf grown in direct sunlight leaf grown in the shade fig. 2.3",
+            "11": "11 0610/52/m/j/17 \u00a9 ucles 2017 [turn over   table 2.1 shows the average leaf thickness and the average leaf length. table 2.1 leaves  in direct  sunlightleaves in  the shade difference percentage  difference average leaf thickness  / mm 2.27   1.53 0.74 32.6 average leaf length  / mm70.00 105.00   (i) calculate the percentage difference between the average leaf length of the leaves grown  in direct sunlight and the average leaf length of the leaves grown in the shade.    write your answers in table 2.1    space for working.  [2]   (ii) the student was testing a hypothesis that stated    \u201cleaves grown in the shade will be larger than leaves grown in direct sunlight\u201d    use table 2.1 to explain how the data: supports this hypothesis    ...  ...  ... does not support this hypothesis  ..  ...  ...  ...    [3]",
+            "12": "12 0610/52/m/j/17 \u00a9 ucles 2017 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 international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download at www.cie.org.uk after  the live examination series. 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. (c) before testing leaves for the presence of starch, the green chlorophyll must be removed. the  chlorophyll can be removed by boiling the leaf in ethanol.   (i) describe how ethanol can be boiled safely.  ...  ...  ... [1]   (ii) suggest why the chlorophyll needs to be removed.  ...  ... [1]   (iii) a student wanted to find out if starch was present in both  leaves grown in direct sunlight  and leaves grown in the shade.    plan an investigation to determine if starch is present in both types of leaf.  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ... [5] [total: 21]"
+        },
+        "0610_s17_qp_53.pdf": {
+            "1": "this document consists of 10 printed pages and 2 blank pages. dc (kn/cgw) 129369/2 \u00a9 ucles 2017  [turn overcambridge international examinations cambridge international general certificate of secondary education *4038666725* biology  0610/53 paper 5  practical test  may/june 2017  1 hour 15 minutes candidates answer on the question paper. additional materials:  as listed in the confidential instructions. read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen. you may use an hb pencil for any diagrams or graphs. do not use staples, paper clips, glue or correction fluid. do not  write in any barcodes. answer all questions. electronic calculators may be used. you may lose marks if you do not show your working or if you do not use appropriate units. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question. the syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificate.for examiner\u2019s use 1 2 total",
+            "2": "2 0610/53/m/j/17 \u00a9 ucles 2017 1 vitamin c is an important component of many fruits and vegetables.  the vitamin c content of a vegetable juice extract can be determined by carrying out a \u2018titration\u2019.  this is done by adding drops of iodine solution to a vegetable juice extract until a blue\u2011black  colour appears. the more iodine solution that needs to be added, the more vitamin c there is in  the vegetable juice extract.  you are going to investigate the vitamin c content in the solutions of different vegetable juice  extracts labelled p, q and r.  you are also provided with a starch solution and an iodine solution.  read all the instructions but do not carry them out until you have drawn a table for  your results in the space provided in 1(a).  you should use the gloves and eye protection provided while you are carrying out the practical  work.  step 1  label a large test \u2011tube p.  step 2  use a syringe to add 10  cm3 of solution p into the large test \u2011tube labelled p.  step 3   use a clean syringe to add 0.5  cm3 of starch solution to large test \u2011tube p and mix well by  swirling.  step 4   fill a clean syringe with 10  cm3 iodine solution.  step 5   add one drop of the iodine solution from the syringe to solution p.     swirl the mixture for 5 seconds.  step 6    repeat step 5 until the solution remains blue \u2011black. refill your syringe with iodine  solution if necessary.  step 7    record the total volume of iodine solution used for solution p in the table you have  prepared in 1(a).  step 8  repeat steps 1 to 7 for solution q.  step 9  repeat steps 1 to 7 for solution r.",
+            "3": "3 0610/53/m/j/17 \u00a9 ucles 2017 [turn over  fig. 1.1 shows the apparatus for this investigation. iodine solution1 2 3 4 5 6 7 8 9 10 cm3 large test-tube containing 10 cm3 of solution p, 0.5 cm3 of starch solution and drops of iodine solution fig. 1.1  (a) use this space to prepare a table to record your results.  [3]",
+            "4": "4 0610/53/m/j/17 \u00a9 ucles 2017  (b) explain why the starch solution was added to the vegetable juice extracts.   ...  ...  ... [1]  (c) state two variables that were kept constant in this investigation.  1   2    [2]  (d) identify two sources of error in this investigation and suggest a possible improvement for  each error.  error  ..  ... improvement  .  ... error  ..  ... improvement  .  ...  [4]  (e) a student was given a concentrated solution of vitamin c.   the solution contained 1000  mg of vitamin c in 100  cm3 of distilled water.   the student made four dilute solutions of vitamin c, using the volumes of concentrated  vitamin c solution and distilled water shown in table 1.1. table 1.1 solutionvolume of  concentrated  vitamin c solution  added  / cm3volume of  distilled water  added  / cm3final volume  / cm3vitamin c content  in the final  solution  / mg k 50.00  0.00 50.00 500.0 l 25.00 50.00 250.0 m 12.50 37.50 50.00 125.0 n  6.25 43.75 50.00   (i) calculate the volume of distilled water added to make solution l and the vitamin c  content of solution n. write your answers in table 1.1.  [3]",
+            "5": "5 0610/53/m/j/17 \u00a9 ucles 2017 [turn over   the student recorded the volume of iodine solution needed to change solutions k, l, m and  n to a blue \u2011black colour.   fig. 1.2 shows their results. results (cm3) iodine solution used        k 9,   l 5,   m 3,   n 2 fig. 1.2   (ii) plot a graph on the grid of the vitamin c content of the final solutions shown in table 1.1  against the volume of iodine solution used by the student shown in fig. 1.2.    add a line of best fit.  [4]",
+            "6": "6 0610/53/m/j/17 \u00a9 ucles 2017   (iii)  students were given vegetable juice extract t. the extract needed 7  cm3 of iodine  solution to change it to a blue \u2011black colour.    use the graph to estimate the vitamin c content of vegetable juice extract t.     on the graph  show how you estimated the vitamin c content.  vitamin c content of t ..  mg  [2]  (f) the vitamin c in vegetables breaks down when they are cooked at high temperatures.    plan an investigation to determine the effect of temperature on the vitamin c content of  vegetables.   ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ... [6]  [total: 25]",
+            "7": "7 0610/53/m/j/17 \u00a9 ucles 2017 [turn over blank page",
+            "8": "8 0610/53/m/j/17 \u00a9 ucles 2017 2 the small intestine is involved in the digestion and absorption of food.  fig. 2.1 shows a photomicrograph of cross \u2011sections of villi in the small intestine. villi magnification \u00d7130 fig. 2.1  (a) make a large drawing of the two labelled villi shown in fig. 2.1.    do not draw individual cells.  [4]",
+            "9": "9 0610/53/m/j/17 \u00a9 ucles 2017 [turn over \u2011 (b) fig. 2.2 is a photomicrograph that shows a cross \u2011section of part of the wall of the small  intestine. villuspp qq fig. 2.2   (i) the actual length of line pq on fig. 2.2 is 1.25  mm.    measure the length of line pq on fig. 2.2. include the unit.    length of pq ..    calculate the magnification of fig. 2.2 using the equation: magnification = measured length of line pq    ______________________ actual length of line  pq    show your working.   ..  [3]",
+            "10": "10 0610/53/m/j/17 \u00a9 ucles 2017   (ii)  describe two ways in which the photomicrograph in fig. 2.2 is different from the  photomicrograph in fig.  2.1. 1    ... 2    ...  [2]  (c) digestion of starch occurs in the small intestine.   a student investigated the effect of temperature on the digestion of starch by amylase.   the student set up three tubes at different temperatures, each containing starch, amylase  and iodine solution. the student calculated the rate of reaction and recorded it in table 2.1. table 2.1 rate of reaction  / arbitrary units tube temperature  / \u00b0c trial 1 trial 2 trial 3 average a 10 2 6 1 b 20 8 9 10 c 30 12 10 11   (i) calculate the average rate of reaction for each tube. write your answers in table 2.1.    space for working.  [1]   (ii) identify the optimum temperature for the digestion of starch in this experiment and give a  reason for your choice.  optimum temperature   reason  ...  ...  ...  [2]",
+            "11": "11 0610/53/m/j/17 \u00a9 ucles 2017   (iii) one of the students decided that the result collected for tube a during trial 2 was  anomalous.    suggest a reason for their decision.  ...  ...  ... [1]   (iv) the independent variable is the variable that is changed in an investigation. the  dependent variable is the variable that is measured in an investigation.    identify the independent and dependent variables in this investigation. independent variable  .  ... dependent variable    ...  [2]  [total: 15]",
+            "12": "12 0610/53/m/j/17 \u00a9 ucles 2017 permission to reproduce items where third \u2011party 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 \u2011related information to candidates, all copyright acknowledgements are reproduced online in the cambridge international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download at www.cie.org.uk after  the live examination series. 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.blank page"
+        },
+        "0610_s17_qp_61.pdf": {
+            "1": "this document consists of 9 printed pages and 3 blank pages. dc (kn/cgw) 129797/4 \u00a9 ucles 2017  [turn overcambridge international examinations cambridge international general certificate of secondary education *5844053921* biology  0610/61 paper 6  alternative to practical  may/june 2017  1 hour candidates answer on the question paper. no additional materials are required. read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen. you may use an hb pencil for any diagrams or graphs. do not use staples, paper clips, glue or correction fluid. do not  write in any barcodes. answer all questions. electronic calculators may be used. you may lose marks if you do not show your working or if you do not use appropriate units. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question. the syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificate.",
+            "2": "2 0610/61/m/j/17 \u00a9 ucles 2017 blank page",
+            "3": "3 0610/61/m/j/17 \u00a9 ucles 2017 [turn over 1 proteins are an important part of the diet. these proteins are used in the body to make enzymes  and other cell structures.   you are going to estimate the concentration of protein in two solutions, a and b, using the results  from a set of standard protein solutions.  known concentrations of protein solution were made. using biuret reagent, the colour intensity  score was determined at each concentration.  step 1  seven test-tubes were labelled 1, 2, 3, 4, 5, 6 and 7.   step 2   solutions containing different concentrations of protein were made using the volumes of  1% protein solution and distilled water shown in table 1.1. table 1.1  test-tube number 1 2 3 4 5 6 7 volume of 1% protein solution  / cm3 0.00 0.25 0.50 1.00 2.00 3.00 4.00 volume of distilled water  / cm3 5.00 4.75 4.50 4.00 3.00 2.00 1.00 percentage concentration of protein solution 0.00  0.05 0.20 0.40 0.60  (a) (i) complete table 1.1 by calculating the percentage concentration of the protein solutions  in test-tubes 3 and 7. write your answers in table 1.1.    show your working.  [2]   (ii) state the colour that shows the presence of protein when tested with biuret reagent.  ... [1]  step 3   2 cm3 of biuret reagent was added to each of the solutions in the test-tubes, 1 to 7. each  test-tube was shaken gently to mix the contents.   step 4   the test-tubes were placed in a test-tube rack in order of concentration, from the least  concentrated to most concentrated.  step 5   2 cm3 of biuret reagent was added to the protein solution in the test-tube labelled a and  shaken gently to mix the contents.   step 6  step 5 was repeated for the protein solution in test-tube b.",
+            "4": "4 0610/61/m/j/17 \u00a9 ucles 2017  step 7   test-tubes 1 to 7 were held against a white background so that the colour of the solutions  were clearly visible. these test-tubes are shown in fig. 1.1.  step 8  the colour intensity of the solution in test-tube  7 was given a score using table 1.2. colour intensity palest darkest + ++ +++ ++++++++ colour intensity score score1 2 3 4 5 6 7 fig. 1.1 table 1.2 colour intensity palest darkest + ++ +++ ++++++++ colour intensity score score1 2 3 4 5 6 7   (iii) use table 1.2 to complete fig. 1.1 by writing in the score for test-tubes 1 to 6.    test-tubes that have the same colour intensity should be given the same score.  [1]   (iv) prepare a table to record the results for test-tubes 1 to 7.    your table should show:    \u2022 the concentration of the protein solutions    \u2022 the colour intensity score given to each of the solutions.  [3]",
+            "5": "5 0610/61/m/j/17 \u00a9 ucles 2017 [turn over  the results for tubes a and b are shown in fig. 1.2. a b fig. 1.2   (v) use fig. 1.1 to determine the colour intensity scores for test-tubes a and b in fig. 1.2. colour intensity score for test-tube a  . colour intensity score for test-tube b  .  [1]   (vi) use your table from (a)(iv)  to estimate the percentage concentration of the protein  solutions in test-tubes a and b.  concentration of the protein solution in test-tube a   % concentration of the protein solution in test-tube b   %     [2]  (b) (i) identify the control for this experiment and explain why it is used. control  ... why it is used  .  ...  ...  [2]   (ii) explain why the method used to find the concentration of the protein solutions in   test-tubes a and b can only be an estimate.   ...  ...  ...  ...  ... [2]  [total: 14]",
+            "6": "6 0610/61/m/j/17 \u00a9 ucles 2017 2 yeast cells have a  cell wall  on the outside that appears as a dark layer and a large paler coloured  vacuole  occupying most of the cell.   the nucleus  is round and often found near the centre of the cell. it is much smaller and darker  than the vacuole.  yeast grows by forming small buds  on one side of the cell that eventually break off.  fig. 2.1 shows a photograph of yeast cells viewed through a microscope.  (a) (i) on fig. 2.1 label two of these features of yeast cells.  magnification \u00d7800cell a pqb fig. 2.1     [1]   (ii) measure the length of four yeast cells. show where you have measured each of these  cells on fig. 2.1.    record the length of each cell and calculate the average length of all four cells. include  the units.    length of four yeast cells    1 ..  2 ..  3 ..  4 ..  average length of the four yeast cells  ...    [2]",
+            "7": "7 0610/61/m/j/17 \u00a9 ucles 2017 [turn over   (iii) measure the length of cell a along the line pq drawn on fig. 2.1. include the units.    length of cell a ...    calculate the actual  length of cell a using the formula:     actual length = length of cell a on fig. 2.1 magnification    give your answer to three decimal places and include the unit.  actual  length of yeast cell a  ...    [3]    (iv) make a large drawing of the yeast cells that are inside the box labelled b on fig. 2.1.  [4]",
+            "8": "8 0610/61/m/j/17 \u00a9 ucles 2017  (b) some students measured respiration in yeast using a culture of active yeast.    yeast produces a gas during respiration.   two syringes were filled with 20  cm3 of the active yeast culture and each syringe was placed  into a large test-tube containing water at 35  \u00b0c. both were placed in a water-bath at 35  \u00b0c as  shown in fig. 2.2.   the volume of gas in each syringe was measured every 5 minutes for 25 minutes. large test-tube of water at 35  \u00b0cwater-bath at 35  \u00b0c5101520 5101520 syringe containing active yeast culturegas produced by yeast fig. 2.2   (i) state two variables that have been kept constant in this method. 1   2   [2]   (ii) identify one source of error in this method and suggest an improvement. error  ...  ... improvement  .  ...  ... [2]",
+            "9": "9 0610/61/m/j/17 \u00a9 ucles 2017 [turn over  (c) table 2.1 shows their results.  table 2.1 time  / minvolume of gas collected  / cm3 syringe 1 syringe 2 average  5  2  3  2.5 10  5  7  6.0 15  7 11  9.0 20 12 13 12.5 25 13 14   (i) calculate the average volume of gas collected at 25 minutes.     write your answer in table 2.1.  [1]   (ii)  plot a graph on the grid of the average  volume of gas collected against time.    add a line of best fit.    [4]",
+            "10": "10 0610/61/m/j/17 \u00a9 ucles 2017   (iii) one of the students decided that the result collected in syringe 1 at 15 minutes was  anomalous.    suggest a reason for their decision.  ...  ...  ... [1]  (d) describe how the students could use the method in 2(b) to investigate the effect of ph on  respiration in yeast.  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ... [6]  [total: 26]",
+            "11": "11 0610/61/m/j/17 \u00a9 ucles 2017 blank page",
+            "12": "12 0610/61/m/j/17 \u00a9 ucles 2017 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 international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download at www.cie.org.uk after  the live examination series. 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.blank page"
+        },
+        "0610_s17_qp_62.pdf": {
+            "1": "*6232824306* this document consists of 10 printed pages and 2 blank pages. dc (ce/cgw) 129388/3 \u00a9 ucles 2017  [turn overcambridge international examinations cambridge international general certificate of secondary education biology  0610/62 paper 6  alternative to practical  may/june 2017  1 hour candidates answer on the question paper. no additional materials are required. read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen. you may use an hb pencil for any diagrams or graphs. do not use staples, paper clips, glue or correction fluid. do not  write in any barcodes. answer all questions. electronic calculators may be used. you may lose marks if you do not show your working or if you do not use appropriate units. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question. the syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificate.",
+            "2": "2 0610/62/m/j/17 \u00a9 ucles 2017 1 a student wanted to investigate the effect of different growing conditions on the rate of  photosynthesis in plants.  when photosynthesis takes place in a leaf oxygen gas is produced and this is released into the air  spaces in the leaf. carbon dioxide + water  glucose + oxygen  when small discs are cut from the leaf, the gases in the air spaces in the leaf discs can be  removed. this allows the leaf discs to sink when they are placed in a liquid.  as photosynthesis takes place the leaf discs start to float. the time taken for the leaf discs to float  indicates the rate of photosynthesis.  step 1   a student selected two plants, x and y, which were of the same species but were growing  in two different locations.  step 2   one leaf was removed from plant x and five small discs were cut from the leaf. each leaf  disc was 8  mm in diameter.  step 3   the student placed the five leaf discs from plant x into a syringe containing 5  cm3 of 2%  sodium hydrogencarbonate solution. 1 2 3 4 5 6 7 8 9 10 pull on plunger of syringe     leaf discs sinkingnozzle barrel plunger  fig. 1.1a  fig. 1.1b  step 4   the student removed the air from the air spaces in the leaf discs from plant x by pulling  and releasing the syringe plunger as shown in fig. 1.1a. the leaf discs then sank to the  bottom of the syringe as shown in fig. 1.1b.",
+            "3": "3 0610/62/m/j/17 \u00a9 ucles 2017 [turn over  step 5   the five leaf discs from plant x were removed from the syringe and each one was placed  into a separate test-tube in a test-tube rack.     2% sodium hydrogencarbonate solution was poured into each test-tube to a height of  approximately 5  cm from the bottom of the test-tube. this is shown in fig. 1.2. leaf x leaf yleaf disc5 cmsodium hydrogencarbonate solution fig. 1.2  step 6   a lamp was placed at a distance of 10  cm from the edge of the test-tube rack. this is  shown in fig. 1.3. lamp10 cm1 2 3 4 5 fig. 1.3  step 7   the lamp was switched on and a timer was started. the time taken for each of the five  leaf discs to start  to rise to the surface of the liquid in the test-tube was recorded.  step 8  the student repeated steps 2 to 7 for the five leaf discs from plant  y.",
+            "4": "4 0610/62/m/j/17 \u00a9 ucles 2017 the student\u2019s results are shown in fig. 1.4. plant x leaf discs 1 min 10 s,  1 min 5 s,  58 s,  1 min 26 s,  1 min 18 s. plant y leaf discs 3 min 5 s,  4 min 12 s,  4 min 10 s,  4 min 0 s,  3 min 37 s. fig. 1.4  (a) (i) prepare a table to record the results shown in fig. 1.4.    record the student\u2019s results in your table.  [4]   (ii) calculate the average time taken for the leaf discs from plant x and the leaf discs from  plant y to rise. include the units and give your answer as a whole number.    space for working.    x .    y.  [2]",
+            "5": "5 0610/62/m/j/17 \u00a9 ucles 2017 [turn over   (iii) plot a bar chart on the grid of the average rising time of the leaf discs for plants x and y.  [3]   (iv) suggest why the leaf discs rise when photosynthesis takes place.  ...  ... [1]   (v) explain why five leaf discs of each leaf type were used.  ...  ... [1]   (vi) identify the variable that was: measured  .. changed    [2]   (vii) state two variables that were kept constant. 1   2    [2]",
+            "6": "6 0610/62/m/j/17 \u00a9 ucles 2017 (b) there are potential sources of error in step 5, step 6 and step 7 of the method on page 3.   identify two sources of error in these steps.   for each error suggest one possible improvement. error  ..  ... improvement  .  ... error  ..  ... improvement  .  ...  [4]  [total: 19] 2 (a) fig. 2.1 and fig. 2.2 are photomicrographs of cross-sections of leaves taken from different  areas of the same tree. some parts of the tree are shaded from the sun and some parts are  in direct sunlight.   the cross-section shown in fig. 2.1 was taken from a leaf grown in the shade and the  cross-section shown in fig. 2.2 was taken from a leaf grown in direct sunlight. qp magnification \u00d7130upper epidermis lower epidermispalisade mesophyll spongy mesophyllleaf grown in the shade fig. 2.1   (i) state two visible differences between the leaves shown in fig. 2.1 and fig. 2.2. 1    ... 2    ...  [2]",
+            "7": "7 0610/62/m/j/17 \u00a9 ucles 2017 [turn over magnification \u00d7130upper epidermis lower epidermispalisade mesophyll spongy mesophyllleaf grown in direct sunlight fig. 2.2   (ii) make a large drawing of the leaf cross-section shown in fig. 2.2 .    do not draw individual cells. do not label your drawing.  [4]",
+            "8": "8 0610/62/m/j/17 \u00a9 ucles 2017   (iii) measure the leaf thickness at line pq in fig. 2.1. include the unit. length of pq ...    calculate the actual leaf thickness using the equation: actual leaf thickness = length of line pq magnification    show your working and give your answer to two decimal places.     [3]  (b) a student measured the length and the thickness of some leaves taken from a different tree.   some parts of the tree were in direct sunlight and some parts of the tree were shaded from  the sun.   fig. 2.3 shows a diagram of two of the leaves sampled. leaf length leaf grown in direct sunlight leaf grown in the shade fig. 2.3",
+            "9": "9 0610/62/m/j/17 \u00a9 ucles 2017 [turn over   table 2.1 shows the average leaf thickness and the average leaf length table 2.1 leaves in  direct sunlightleaves in   the shadedifference percentage  difference average leaf thickness  / mm 2.27   1.53 0.74 32.60 average leaf length  / mm70.00 105.00   (i) calculate the percentage difference between the average leaf length of the leaves grown  in direct sunlight and the average leaf length of the leaves grown in the shade.    write your answers in table 2.1.    space for working.  [2]   (ii) the student was testing a hypothesis that stated:    \u201cleaves grown in the shade will be larger than leaves grown in direct sunlight\u201d    use table 2.1 to explain how the data: supports this hypothesis    ...  ...  ... does not support this hypothesis  ..  ...  ...  ...  [3]",
+            "10": "10 0610/62/m/j/17 \u00a9 ucles 2017  (c) before testing leaves for the presence of starch, the green chlorophyll must be removed. the  chlorophyll can be removed by boiling the leaf in ethanol.   (i) describe how ethanol can be boiled safely.  ...  ...  ... [1]   (ii) suggest why the chlorophyll needs to be removed.  ...  ... [1]   (iii) a student wanted to find out if starch was present in both  leaves grown in direct sunlight  and leaves grown in the shade.    plan an investigation to determine if starch is present in both types of leaf.  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ... [5] [total: 21]",
+            "11": "11 0610/62/m/j/17 \u00a9 ucles 2017 blank page",
+            "12": "12 0610/62/m/j/17 \u00a9 ucles 2017 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 international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download at www.cie.org.uk after  the live examination series. 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.blank page"
+        },
+        "0610_s17_qp_63.pdf": {
+            "1": "this document consists of 10 printed pages and 2 blank pages. dc (st/cgw) 129389/4 \u00a9 ucles 2017  [turn overcambridge international examinations cambridge international general certificate of secondary education *0843525410* biology  0610/63 paper 6  alternative to practical  may/june 2017  1 hour candidates answer on the question paper. no additional materials are required. read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen. you may use an hb pencil for any diagrams or graphs. do not use staples, paper clips, glue or correction fluid. do not  write in any barcodes. answer all questions. electronic calculators may be used. you may lose marks if you do not show your working or if you do not use appropriate units. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question. the syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificate.",
+            "2": "2 0610/63/m/j/17 \u00a9 ucles 2017 1 vitamin c is an important component of many fruits and vegetables.  the vitamin c content of a vegetable juice extract can be determined by carrying out a \u2018titration\u2019.  this is done by adding drops of iodine solution to a vegetable juice extract until a blue-black  colour appears. the more iodine solution that needs to be added, the more vitamin c there is in  the vegetable juice extract.  a student set up the apparatus as shown in fig. 1.1 to determine the vitamin c content of three  different vegetable juice extracts; p, q and r. conical flask containing 25 cm3 of vegetable juice extract p and 1 cm3 of starch solution 1 2 3 4 5 6 7 8 9 10 iodine solution fig. 1.1  step 1  a conical flask was labelled p.  step 2  25 cm3 of vegetable juice extract p was added to conical flask  p.  step 3  1 cm3 of starch solution was added to conical flask p and mixed well using a glass rod.   step 4  a 10 cm3 syringe was filled with iodine solution.  step 5   one drop of the iodine solution was added to conical flask  p and mixed for 5 seconds  using the glass rod.  step 6   step 5 was repeated, adding one drop at a time, until the solution in conical flask  p  remained blue-black.  step 7  steps 1 to 6 were repeated for the other two vegetable juice extracts; q and r.",
+            "3": "3 0610/63/m/j/17 \u00a9 ucles 2017 [turn over  fig. 1.2 shows the volume of iodine solution that was left in each syringe at the end of the  investigation. each syringe contained 10  cm3 of iodine solution at the start of the investigation. iodine solution1 2 3 4 5 6 7 8 9 10 cm3 p q1 2 3 4 5 6 7 8 9 10 cm3 r1 2 3 4 5 6 7 8 9 10 cm3 fig. 1.2  (a) use fig. 1.2 to calculate the volume of iodine solution used  in p, q and r.   prepare a table and record these results in your table. [3]  (b) explain why the starch solution was added to the vegetable juice extracts.   ...  ...  ... [1]  (c) state two variables that should be kept constant in this investigation.  1   2   [2]",
+            "4": "4 0610/63/m/j/17 \u00a9 ucles 2017  (d) identify two sources of error in this investigation and suggest a possible improvement for  each error.  error  ..  ... improvement  .  ... error  ..  ... improvement  .  ... [4]  (e) a student was given a concentrated solution of vitamin c.   the solution contained 1000  mg of vitamin c in 100  cm3 of distilled water.   the student made four dilute solutions of vitamin c, using the volumes of concentrated  vitamin c solution and distilled water shown in table 1.1. table 1.1 solution volume of concentrated  vitamin c solution added / cm3volume of distilled  water added  / cm3final volume  / cm3vitamin c content  in the final solution / mg k 50.00  0.00 50.00 500.0 l 25.00 50.00 250.0 m 12.50 37.50 50.00 125.0 n  6.25 43.75 50.00   (i) calculate the volume of distilled water added to make solution l and the vitamin c  content of solution n. write your answers in table 1.1.   [3]",
+            "5": "5 0610/63/m/j/17 \u00a9 ucles 2017 [turn over   the student recorded the volume of iodine solution needed to change solutions k, l, m and  n to a blue-black colour.   fig. 1.3 shows their results. results (cm3) iodine solution used        k 9,   l 5,   m 3,   n 2 fig. 1.3   (ii)  plot a graph on the grid of the vitamin c content of the final solutions shown in table 1.1  against the volume of iodine solution used by the student shown in fig. 1.3.    add a line of best fit. [4]   (iii)  students were given vegetable juice extract t. the extract needed 7  cm3 of iodine  solution to change it to a blue-black colour.    use the graph to estimate the vitamin c content of vegetable juice extract t.     on the graph show how you estimated the vitamin c content.  vitamin c content of t  .  mg [2]",
+            "6": "6 0610/63/m/j/17 \u00a9 ucles 2017  (f) the vitamin c in vegetables breaks down when they are cooked at high temperatures.    plan an investigation to determine the effect of temperature on the vitamin c content of  vegetables.   ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ... [6] [total: 25]",
+            "7": "7 0610/63/m/j/17 \u00a9 ucles 2017 [turn over blank page",
+            "8": "8 0610/63/m/j/17 \u00a9 ucles 2017 2 the small intestine is involved in the digestion and absorption of food.  fig. 2.1 shows a photomicrograph of cross-sections of villi in the small intestine. villi magnification \u00d7130 fig. 2.1  (a) make a large drawing of the two labelled villi shown in fig. 2.1.    do not draw individual cells. [4]",
+            "9": "9 0610/63/m/j/17 \u00a9 ucles 2017 [turn over  (b) fig. 2.2 is a photomicrograph that shows a cross-section of part of the wall of the small  intestine. villuspp qq fig. 2.2   (i) the actual length of pq on fig. 2.2 is 1.25  mm.    measure the length of line pq on fig. 2.2. include the unit.    length of pq     calculate the magnification of fig. 2.2 using the equation:      magnification = measured length of line pq actual length of line pq    show your working.    [3]",
+            "10": "10 0610/63/m/j/17 \u00a9 ucles 2017   (ii) describe two ways in which the photomicrograph in fig.  2.2 is different from the  photomicrograph in fig.  2.1. 1    ... 2    ... [2]  (c) digestion of starch occurs in the small intestine.   a student investigated the effect of temperature on the digestion of starch by amylase.   the student set up three tubes at different temperatures, each containing starch, amylase  and iodine solution. the student calculated the rate of reaction and recorded it in table 2.1. table 2.1 rate of reaction  / arbitrary units tube temperature  / \u00b0c trial 1 trial 2 trial 3 average a 10 2 6 1 b 20 8 9 10 c 30 12 10 11   (i)  calculate the average rate of reaction for each tube. write your answers in table 2.1.    space for working. [1]   (ii) identify the optimum temperature for the digestion of starch in this experiment and give a  reason for your choice.    optimum temperature   reason    ...  ... [2]",
+            "11": "11 0610/63/m/j/17 \u00a9 ucles 2017   (iii) the student decided that the result collected for tube a during trial 2 was anomalous.    suggest a reason for their decision.  ...  ...  ... [1]   (iv) the independent variable is the variable that is changed in an investigation. the  dependent variable is the variable that is measured in an investigation.    identify the independent and dependent variables in this investigation. independent variable  .  ... dependent variable    ... [2] [total: 15]",
+            "12": "12 0610/63/m/j/17 \u00a9 ucles 2017 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 international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download at www.cie.org.uk after  the live examination series. 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.blank page"
+        },
+        "0610_w17_qp_11.pdf": {
+            "1": "  the syllabus is approved for use in england, wales and northern ir eland as a cambridge international level 1/level 2 certificat e.  this document consists of 15 printed pages and 1 blank page.  ib17 11_0610_11/3rp  \u00a9 ucles 2017 [turn over     *0846476635 * cambridge international examinations  cambridge international general certificate of secondary education       biology 0610/11     paper 1  multiple choice (core)  october/november 2017     45 minutes    additional materials: multiple choice answer sheet    soft clean eraser    soft pencil (type b or hb is recommended)        read these instructions first    write in soft pencil.  do not use staples, paper clips, glue or correction fluid. write your name, centre number and candidate number on the answer sheet in the spaces provided  unless this has been done for you.  do not  write in any barcodes.   there are forty  questions on this paper. answer all questions. for each question there are four possible  answers a, b, c and d.   choose the one you consider correct and record your choice in soft pencil  on the separate answer sheet.    read the instructions on the answer sheet very carefully.    each correct answer will score one mark. a ma rk will not be deducted for a wrong answer.  any rough working should be done in this booklet. electronic calculators may be used.                             ",
+            "2": "2  \u00a9 ucles 2017 0610/11/o/n/17  1 which process in plant cells uses chlorophyll?  a growth  b nutrition  c movement  d respiration      2 the table shows the scientific names of four members of the cat family.    common name scientific name  leopard panthera pardus  lion panthera leo  ocelot leopardus pardalis  tiger panthera tigris    which statement is correct?  a all four cats are members of the same species.  b the leopard and the ocelot are members of the same genus.  c the leopard, lion and tiger are members of the same genus.  d the leopard, lion and tiger are members of the same species.     3 the diagram shows a type of tooth.    crown root     use the key to identify the tooth.  1 the root is divided into two parts  ...  go to 2  the root is not divided into two parts  .  go to 3  2 the height of the crown is greater than the length of the root  ...  a  the height of the crown is less than the length of the root    b  3 flattened crown  .  c  ridged crown  .  d   ",
+            "3": "3  \u00a9 ucles 2017 0610/11/o/n/17 [turn over  4 the diagram shows a student\u2019s drawing of guard cells.    which label is not correct?    a  cell membrane b  cytoplasm c  vacuole d  cell wall     5 the diagrams show a leaf and its internal structure.    12 3     what are the levels of organisation of the labelled structures?     1 2 3  a cell tissue organ system  b organ cell tissue  c organ system tissue cell  d tissue cell organ    ",
+            "4": "4  \u00a9 ucles 2017 0610/11/o/n/17  6 the diagram shows an insect as seen using the low power lens of a microscope.    the actual diameter of the circle is 0.3  cm.        what is the approximate size of this insect in millimetres?  a 0.1  mm b 1.0  mm c 2.0  mm d 3.0  mm     7 the diagram shows part of a section through a leaf.    which arrow represents the diffusion of oxygen during photosynthesis?    leaf cells xylem cdba      8 what helps to support plants?  a pressure inwards on the cell vacuoles  b pressure inwards on the chloroplasts  c pressure outwards on the cell walls  d pressure outwards on the nuclei     ",
+            "5": "5  \u00a9 ucles 2017 0610/11/o/n/17 [turn over  9 which of these is digested by protease?    a bcdkey amino acid glucose chemical bond       10 which enzyme is used to produce clear apple juice?  a amylase  b lipase  c pectinase  d protease      11 what is the optimum ph for stomach enzymes?  a ph  2 b ph  7 c ph  9 d ph  12      12 what are the raw materials necessary for photosynthesis?  a carbon dioxide and water  b light and a suitable temperature  c oxygen and carbon dioxide  d water and a suitable temperature      13 in plants, which substance contains magnesium ions?  a cellulose  b chlorophyll  c haemoglobin  d starch      14 what must be increased in the diet of a person suffering from constipation?  a fats  b fibre  c iron  d protein     ",
+            "6": "6  \u00a9 ucles 2017 0610/11/o/n/17  15 which chemical reaction takes place in the mouth?  a fats are digested into fatty acids and glycerol.  b fats are digested into simpler sugars.  c starch is digested into simpler sugars.  d starch is digested into amino acids.      16 the diagram shows the human alimentary canal, with a string marked in metres beside it.    oesophagus anus0 1 2 3 4 56789string marked in metres     how long is the small intestine?  a 2 m b 6 m c 8 m d 9 m      17 what is a description of transpiration?  a exchange of gases between the leaf and the atmosphere  b loss of water vapour from the leaves and stems of a plant  c movement of water from the roots to the leaves  d movement of water through the cells of the leaf     ",
+            "7": "7  \u00a9 ucles 2017 0610/11/o/n/17 [turn over  18 which tissue transports water from the roots to the leaves in a plant?  a cortex  b epidermis  c mesophyll  d xylem      19 on which organ is an ecg performed?  a brain  b colon  c ear  d heart      20 the diagram shows a cross-section through a human blood vessel.    elastic and fibrous connective tissue muscle layer     which type of blood vessel does the diagram show?  a an artery  b a capillary  c a vein  d a ventricle      21 which are both chemical barriers to the transmission of pathogens?  a mucus and stomach acid  b mucus and white blood cells  c skin and hairs in the nose  d skin and stomach acid     ",
+            "8": "8  \u00a9 ucles 2017 0610/11/o/n/17  22 the table shows the approximate compos ition of inspired and expired air.    gas percentage of gas  in inspired air percentage of gas  in expired air  p 78.10 78.10  q 20.90 16.00  r variable variable  s 0.04 4.00    what is the name of gas s?  a carbon dioxide  b nitrogen  c oxygen  d water vapour     ",
+            "9": "9  \u00a9 ucles 2017 0610/11/o/n/17 [turn over  23 in an experiment to investigate anaerobic respiration, two bottles are set up in a warm room, as  shown.    balloonpq balloon yeast and watersugar, yeastand water     what would happen to each balloon after one day?    pqa pqb pqc pqd      ",
+            "10": "10  \u00a9 ucles 2017 0610/11/o/n/17  24 the diagram represents the exchange of gases during breathing and during respiration in the  body.    carbon dioxide in bloodoxygen in blood carbon dioxideoxygen x y     what is represented by x and by y?     x y  a lungs air  b lungs body cells  c body cells air  d body cells lungs     25 the table shows information about urea.    which row is correct?     substance that  urea is made from organ that  makes urea organ that  excretes urea  a amino acids kidney bladder  b amino acids liver kidney  c fatty acids kidney bladder  d fatty acids liver kidney     26 what is the most important function of sweating?  a to remove excess heat from the body  b to remove excess salts from the body  c to remove excess urea from the body  d to remove excess water from the body     ",
+            "11": "11  \u00a9 ucles 2017 0610/11/o/n/17 [turn over  27 what shows the order in which these structures are involved in a reflex action?  a effector \u2192 motor neurone \u2192 relay neurone \u2192 sensory neurone \u2192 receptor  b effector \u2192 sensory neurone \u2192 motor neurone \u2192 relay neurone \u2192 receptor  c receptor \u2192 sensory neurone \u2192 relay neurone \u2192 motor neurone \u2192 effector  d receptor \u2192 motor neurone \u2192 sensory neurone \u2192 relay neurone \u2192 effector     28 the diagram shows a person sweating in hot weather.        what part is played by sweat gla nds during the process of sweating?  a effector  b receptor  c sense organ  d stimulus    29 the diagram shows the gas exchange surface of a person who has just smoked a cigarette.     substance p can cause cancer.    p moisture alveolus wall    what is substance p?  a carbon dioxide  b carbon monoxide  c nicotine  d tar     ",
+            "12": "12  \u00a9 ucles 2017 0610/11/o/n/17  30 which method of birth control works by preventing an egg from being released?  a condom  b contraceptive pill  c monitoring body temperature  d vasectomy      31 which environmental factor is not always a requirement for seed germination?  a light  b oxygen  c suitable temperature  d water      32 four processes involved in labour and birth are shown.    1 cutting the umbilical cord  2 contraction of muscles in the uterus wall 3 dilation of the cervix  4 passage of the baby through the vagina    in which sequence do these events normally occur?  a 2 \u2192 3 \u2192 1 \u2192 4  b 2 \u2192 3 \u2192 4 \u2192 1  c 3 \u2192 2 \u2192 1 \u2192 4  d 3 \u2192 2 \u2192 4 \u2192 1      33 in some mammals the allele for brown coat colour is dominant to the allele for white coat colour.    which percentage of offspring will be white if a cross is made between two heterozygous  mammals?  a 0% b 25% c 50% d 100%     ",
+            "13": "13  \u00a9 ucles 2017 0610/11/o/n/17 [turn over  34 which term is defined as a length of dna that codes for a protein?    a amino acid  b chromosome  c gene  d mutation     35 what makes tongue rolling an example of discontinuous variation?  a a person can roll their tongue only when they are young.  b there are many different types of tongue rollers.  c tongue rolling has to be learnt.  d tongue rolling is something that a person either can or cannot do.     36 what is shown by the widest block in a pyramid of numbers for a grassland ecosystem?  a all the consumers in the pyramid  b the carnivores in the pyramid  c the organisms at the top of the pyramid  d the producers in the pyramid    37 a food chain is shown.    potato plant \u2192 slug \u2192 hedgehog    by which process is energy transferred from the potato plant to the slug?  a egestion  b excretion  c ingestion  d photosynthesis    ",
+            "14": "14  \u00a9 ucles 2017 0610/11/o/n/17  38 a farmer put some fertiliser on his field. some  of the fertiliser drained into a nearby lake.    land with fertiliser lakeplants    what is the effect of the fertiliser on the growth of the crop plants in the field and the plants in the  lake?     crop plant  growth  lake plant  growth  a decreased decreased  b decreased increased  c increased decreased  d increased increased      39 the diagrams show the depth and rate of breathing in a person at 12.00  pm and 1.00  pm.    volume 01 0 2 0 3 0 time  / seconds40 50 60 70volume 01 0 2 0 3 0 time  / seconds12.00  pm 1.00  pm 40 50 60 700.5 dm3     what happens to the person\u2019s breathing between 12.00  pm and 1.00  pm?     depth  of breathing rate  of breathing  a decreases decreases  b decreases increases  c increases decreases  d increases increases     ",
+            "15": "15  \u00a9 ucles 2017 0610/11/o/n/17  40 the table shows the amount of carbon dioxide in the atmosphere in three different years.    year 1930 1980 1990  carbon dioxide  / parts per million 300 330 370    what is the most likely cause of this change?  a destruction of rainforests  b increased use of fertilisers containing nitrogen  c pollution of air by sulfur dioxide  d rise in the sea level    ",
+            "16": "16    permission to reproduce items where third-party owned material pr otected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to trac e 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 ans wer-related information to candidates, all copyright acknowledgements are reproduced onl ine in the cambridge  international examinations copyright acknow ledgements booklet. this is produced for each  series of examinations and is freely a vailable to download at  www.cie.org.uk after the live examination series.    cambridge international examinations is part of the cambridge as sessment group. cambridge assessment is the brand name of unive rsity of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge.    \u00a9 ucles 2017 0610/11/o/n/17  blank page  "
+        },
+        "0610_w17_qp_12.pdf": {
+            "1": "  the syllabus is approved for use in england, wales and northern ir eland as a cambridge international level 1/level 2 certificat e.  this document consists of 14 printed pages and 2 blank pages.  ib17 11_0610_12/3rp  \u00a9 ucles 2017 [turn over     *9230046908 * cambridge international examinations  cambridge international general certificate of secondary education       biology 0610/12     paper 1  multiple choice (core)  october/november 2017     45 minutes    additional materials: multiple choice answer sheet    soft clean eraser    soft pencil (type b or hb is recommended)        read these instructions first    write in soft pencil.  do not use staples, paper clips, glue or correction fluid. write your name, centre number and candidate number on the answer sheet in the spaces provided  unless this has been done for you.  do not  write in any barcodes.   there are forty  questions on this paper. answer all questions. for each question there are four possible  answers a, b, c and d.   choose the one you consider correct and record your choice in soft pencil  on the separate answer sheet.    read the instructions on the answer sheet very carefully.    each correct answer will score one mark. a ma rk will not be deducted for a wrong answer.  any rough working should be done in this booklet. electronic calculators may be used.                             ",
+            "2": "2  \u00a9 ucles 2017 0610/12/o/n/17  1 which process do living organisms use to re move excess carbon dioxide from their bodies?  a excretion  b movement  c nutrition  d respiration      2 when a donkey is bred with a zebra, a zebronkey is produced. zebronkeys are not fertile  animals.    which statement is correct?  a donkeys and zebras belong to different species because their offspring are not fertile.  b donkeys and zebras belong to different species because they do not look exactly the same.  c donkeys and zebras belong to the same species because they look alike.  d donkeys and zebras belong to the same species because they produce offspring.     3 the diagram shows a leaf.        use the key to identify the leaf.  1 leaf with several small leaflets  ..  go to 2   leaf with one large leaf blade    go to 3 2 leaflets are broad and flat  .  a   leaflets are narrow and hair-like  ...  b  3 leaf with a smooth edge  ...  c   leaf with a toothed edge  ...  d     ",
+            "3": "3  \u00a9 ucles 2017 0610/12/o/n/17 [turn over  4 the diagram shows a cell from the leaf of a plant.    which part contains the highest amount of magnesium?    a b c d       5 what is a leaf?  a a cell  b an organ  c an organ system  d a tissue     6 an experiment is set up as shown.    water soluble blue crystals     after several hours, the water turns blue.    which process causes this colour change to take place?  a absorption  b active transport  c diffusion  d osmosis     ",
+            "4": "4  \u00a9 ucles 2017 0610/12/o/n/17  7 a cell has an actual length of 0.2  mm. a student wants to make a drawing of this cell so that it  appears two hundred times bigger.    how long should the student draw this cell?  a 4 mm b 0.04  cm c 40  mm d 40  cm      8 what are features of osmosis?     diffusion is  involved requires cell walls requires a partially permeable  membrane  a \u0016 \u001a \u0016  b \u0016 \u001a \u001a  c \u001a \u0016 \u0016  d \u001a \u0016 \u001a     9 which of these is digested by protease?    a bcdkey amino acid glucose chemical bond       10 which chemical is used to test for the presence of protein in a food sample?  a benedict\u2019s solution  b biuret solution  c dcpip  d iodine solution    ",
+            "5": "5  \u00a9 ucles 2017 0610/12/o/n/17 [turn over  11 four test-tubes were set up as shown in the table.    in which test-tube would starch be broken down the fastest?     2 cm3 starch  suspension  added 1 cm3 of  amylase added 1 cm3 of boiled  amylase added temperature  / \u00b0c   a \u0016 \u0016 \u001a 5 key  b \u0016 \u0016 \u001a 35 \u0016= present  c \u0016 \u001a \u0016 5 \u001a= absent  d \u0016 \u001a \u0016 35       12 the average number of chloroplasts in four differ ent types of cell taken from a plant is shown.    which is a root hair cell?  a 0 b 47 c 370 d 920     13 what must be increased in the diet of a person suffering from constipation?  a fats  b fibre  c iron  d protein    ",
+            "6": "6  \u00a9 ucles 2017 0610/12/o/n/17  14 the diagram shows the human alimentary canal, with a string marked in metres beside it.    oesophagus anus0 1 2 3 4 56789string marked in metres     how long is the small intestine?  a 2 m b 6 m c 8 m d 9 m      15 what could lead to obesity?  a energy consumption exceeding energy expenditure  b increased consumption of dietary fibre  c reduced consumption of fat  d reduced consumption of sugar      16 which stage of nutrition takes place when food molecules become part of a body cell?  a absorption  b assimilation  c digestion  d ingestion     ",
+            "7": "7  \u00a9 ucles 2017 0610/12/o/n/17 [turn over  17 the diagram shows a transverse section through a plant organ.    m     what is m?  a phloem in a root  b phloem in a stem  c xylem in a root  d xylem in a stem      18 what is a description of transpiration?  a exchange of gases between the leaf and the atmosphere  b loss of water vapour from the leaves and stems of a plant  c movement of water from the roots to the leaves  d movement of water through the cells of the leaf     19 the diagram shows a cross-section through a human blood vessel.    elastic and fibrous connective tissue muscle layer     which type of blood vessel does the diagram show?  a an artery  b a capillary  c a vein  d a ventricle    ",
+            "8": "8  \u00a9 ucles 2017 0610/12/o/n/17  20 the diagram shows a section through a mammalian heart.    which part carries blood directly from the lungs?    bc da       21 which is a mechanical barrier to pathogens?  a acid in the stomach  b hairs in the nose  c mucus in the trachea  d phagocytosis in the blood     22 what is the approximate percentage of oxygen in exhaled air?  a 0.04 b 4.00 c 16.00 d 21.00    ",
+            "9": "9  \u00a9 ucles 2017 0610/12/o/n/17 [turn over  23 in an experiment to investigate anaerobic respiration, two bottles are set up in a warm room, as  shown.    balloonpq balloon yeast and watersugar, yeast and water    what would happen to each balloon after one day?    pqa pqb pqc pqd      ",
+            "10": "10  \u00a9 ucles 2017 0610/12/o/n/17  24 the diagram represents the exchange of gases during breathing and during respiration in the  body.    carbon dioxide in bloodoxygen in blood carbon dioxideoxygen x y     what is represented by x and by y?     x y  a lungs air  b lungs body cells  c body cells air  d body cells lungs      25 what is the most important function of sweating?  a to remove excess heat from the body  b to remove excess salts from the body  c to remove excess urea from the body  d to remove excess water from the body     26 what shows the order in which these structures are involved in a reflex action?  a effector \u2192 motor neurone \u2192 relay neurone \u2192 sensory neurone \u2192 receptor  b effector \u2192 sensory neurone \u2192 motor neurone \u2192 relay neurone \u2192 receptor  c receptor \u2192 sensory neurone \u2192 relay neurone \u2192 motor neurone \u2192 effector  d receptor \u2192 motor neurone \u2192 sensory neurone \u2192 relay neurone \u2192 effector      27 which acts as a sense organ?  a the gall bladder  b the kidney  c the skin  d the ureter    ",
+            "11": "11  \u00a9 ucles 2017 0610/12/o/n/17 [turn over  28 the diagram shows a person sweating in hot weather.        what part is played by sweat gla nds during the process of sweating?  a effector  b receptor  c sense organ  d stimulus     29 which disease is caused by bacteria?  a aids  b cholera  c obesity  d scurvy     30 where does fertilisation occur in a flowering plant?  a in the ovary  b in the pollen grain  c in the style  d on the stigma     31 which method of birth control works by preventing an egg from being released?  a condom  b contraceptive pill  c monitoring body temperature  d vasectomy    ",
+            "12": "12  \u00a9 ucles 2017 0610/12/o/n/17  32 which environmental factor is not always a requirement for seed germination?  a light  b oxygen  c suitable temperature  d water      33 in some plants, h is the dominant allele for hairy stems and h is the recessive allele for smooth  stems.    a pair of these plants produce 37 offspring, 18 with hairy stems and 19 with smooth stems.    what are the most likely genotypes of the parents?  a hh \u00d7 hh b hh \u00d7 hh c hh \u00d7 hh d hh \u00d7 hh    34 the family tree shows the inheritance of the ability to smell flowers called freesias. the allele for  the ability to smell freesias is dominant.    which individual\u2019s symbol is not correct?    a dc bfemale able to smell freesias female unable to smell freesias male able to smell freesias male unable to smell freesiaskey       35 what is an example of continuous variation?  a blood group  b gender  c height  d tongue rolling     ",
+            "13": "13  \u00a9 ucles 2017 0610/12/o/n/17 [turn over  36 which pyramid of numbers has more herbivores than producers?    a b c d      37 the diagram shows the flow of energy along a food chain.    fox rabbit green plant    which process in the rabbit will allow energy to be passed on to the fox?  a excretion  b growth  c movement  d sensitivity    38 the diagram shows part of the carbon cycle.    carbon dioxide in atmosphere organic compounds in animalsorganic compounds in plantsplant and animal remains in soil (humus)12 4 3     which two numbered arrows represent the process of respiration?  a 1 and 2 b 1 and 3 c 2 and 4 d 3 and 4     ",
+            "14": "14  \u00a9 ucles 2017 0610/12/o/n/17  39 when making commercial apple juice, the fruit is crushed to separate cells and to release the cell  contents. chemical q is found between the cells. it holds the cells together but it makes the extracted juice cloudy.    which process is used to produce a clear juice?  a adding more water to dissolve chemical q  b adding pectinase to digest chemical q  c boiling the juice to destroy chemical q  d crushing the apples to release chemical q     40 the table shows the amount of carbon dioxide in the atmosphere in three different years.    year 1930 1980 1990  carbon dioxide  / parts per million 300 330 370    what is the most likely cause of this change?  a destruction of rainforests  b increased use of fertilisers containing nitrogen  c pollution of air by sulfur dioxide  d rise in the sea level    ",
+            "15": "15  \u00a9 ucles 2017 0610/12/o/n/17  blank page",
+            "16": "16    permission to reproduce items where third-party owned material pr otected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to trac e 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 ans wer-related information to candidates, all copyright acknowledgements are reproduced onl ine in the cambridge  international examinations copyright acknow ledgements booklet. this is produced for each  series of examinations and is freely a vailable to download at  www.cie.org.uk after the live examination series.    cambridge international examinations is part of the cambridge as sessment group. cambridge assessment is the brand name of unive rsity of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge.    \u00a9 ucles 2017 0610/12/o/n/17  blank page  "
+        },
+        "0610_w17_qp_13.pdf": {
+            "1": "  the syllabus is approved for use in england, wales and northern ir eland as a cambridge international level 1/level 2 certificat e.  this document consists of 16 printed pages.  ib17 11_0610_13/4rp  \u00a9 ucles 2017 [turn over     *7127785257 * cambridge international examinations  cambridge international general certificate of secondary education       biology 0610/13     paper 1  multiple choice (core)  october/november 2017     45 minutes    additional materials: multiple choice answer sheet    soft clean eraser    soft pencil (type b or hb is recommended)        read these instructions first    write in soft pencil.  do not use staples, paper clips, glue or correction fluid. write your name, centre number and candidate number on the answer sheet in the spaces provided  unless this has been done for you.  do not  write in any barcodes.   there are forty  questions on this paper. answer all questions. for each question there are four possible  answers a, b, c and d.   choose the one you consider correct and record your choice in soft pencil  on the separate answer sheet.    read the instructions on the answer sheet very carefully.    each correct answer will score one mark. a ma rk will not be deducted for a wrong answer.  any rough working should be done in this booklet. electronic calculators may be used.                             ",
+            "2": "2  \u00a9 ucles 2017 0610/13/o/n/17  1 which process releases water and energy?  a aerobic respiration  b osmosis  c photosynthesis  d protein synthesis      2 the dire wolf is an extinct species of wolf.    what is the correct scientific name for this wolf?  a canis dirus   b canis dirus   c canis dirus   d canis dirus     3 which of the animals shown is a crustacean?    ab c d      4 the diagram shows a type of plant cell.    nucleus cytoplasm cell wall vacuole    where does this type of cell come from?  a a root  b cuticle  c palisade mesophyll  d spongy mesophyll ",
+            "3": "3  \u00a9 ucles 2017 0610/13/o/n/17 [turn over  5 which structures are found in a white blood cell?     cell  membrane cell  wall chloroplast large  vacuole cytoplasm nucleus  a \u0016 \u0016 \u001a \u001a \u001a \u001a  b \u0016 \u001a \u001a \u001a \u0016 \u0016  c \u001a \u0016 \u001a \u001a \u001a \u0016  d \u001a \u001a \u0016 \u0016 \u001a \u001a     6 the diagram shows the structure of a plant cell.        this cell is part of a tissue which  a absorbs carbon dioxide from the air.  b absorbs ions from the soil.  c transports sucrose from leaves.  d transports water in stems.      7 a student made the following statements about the movement of ions by active transport.    1 it is the net movement of particles from a low concentration to a high concentration.  2 it is the net movement of particles from a high concentration to a low concentration. 3 it requires the use of energy.  4 it can only take place in living, respiring cells.    which statements are correct?  a 1, 3 and 4 b 1 and 4 only c 2 and 4 d 2 only    ",
+            "4": "4  \u00a9 ucles 2017 0610/13/o/n/17  8 which diagram shows the appearance of a plant cell after it is placed in pure water?    cdab       9 what is the colour change shown by benedict\u2019s solution when heated with a reducing sugar?  a blue to purple  b blue to red  c brown to blue-black  d red to yellow      10 into which part of the alimentary canal is the enzyme that digests starch secreted?    a b c d      ",
+            "5": "5  \u00a9 ucles 2017 0610/13/o/n/17 [turn over  11 which of these is digested by protease?    a bcdkey amino acid glucose chemical bond       12 what must be increased in the diet of a person suffering from constipation?  a fats  b fibre  c iron  d protein      13 the diagram shows the human alimentary canal, with a string marked in metres beside it.    oesophagus anus0 1 2 3 4 56789string marked in metres     how long is the small intestine?  a 2 m b 6 m c 8 m d 9 m     ",
+            "6": "6  \u00a9 ucles 2017 0610/13/o/n/17  14 a person has swollen, bleeding gums and slow wound healing.    this could be caused by a lack of which nutrient in a diet?  a calcium  b fibre  c iron  d vitamin c     15 which function is performed by the duodenum?  a assimilation  b digestion  c egestion  d ingestion    16 solid food enters the mouth at p and enters the oesophagus at q.    p  q      how does the food at q differ from the food at p?  a it contains less fibre.  b it contains less vitamin d.  c it contains less protein.  d it contains less starch.      17 what is a description of transpiration?  a exchange of gases between the leaf and the atmosphere  b loss of water vapour from the leaves and stems of a plant  c movement of water from the roots to the leaves  d movement of water through the cells of the leaf   ",
+            "7": "7  \u00a9 ucles 2017 0610/13/o/n/17 [turn over  18 which words correctly complete the following two sentences?    during transpiration, water moves from the ..1.. in a leaf and passes into ..2.. cells.    it then leaves the surface of these cells by ..3.. and ..4.. out of the stomata.     1 2 3 4  a phloem xylem osmosis evaporates  b stomata guard active transport flows  c xylem mesophyll diffusion drains  d xylem mesophyll evaporation diffuses     19 the diagram shows a cross-section through a human blood vessel.    elastic and fibrous connective tissue muscle layer     which type of blood vessel does the diagram show?  a an artery  b a capillary  c a vein  d a ventricle     ",
+            "8": "8  \u00a9 ucles 2017 0610/13/o/n/17  20 the photomicrograph shows some blood cells.    p     what is the function of cell p?  a it carries carbon dioxide.  b it carries oxygen.  c it helps to clot blood.  d it produces antibodies.     21 what can be passed from one person to another during blood transfusion?  a cholera  b chronic obstructive pulmonary disease (copd)  c hiv  d scurvy    ",
+            "9": "9  \u00a9 ucles 2017 0610/13/o/n/17 [turn over  22 the diagram shows some structures in the human thorax (chest).    from which part does most oxygen pass directly into the blood?    a b c d      ",
+            "10": "10  \u00a9 ucles 2017 0610/13/o/n/17  23 in an experiment to investigate anaerobic respiration, two bottles are set up in a warm room, as  shown.    balloonpq balloon yeast and watersugar, yeast and water    what would happen to each balloon after one day?    pqa pqb pqc pqd      ",
+            "11": "11  \u00a9 ucles 2017 0610/13/o/n/17 [turn over  24 the diagram represents the exchange of gases during breathing and during respiration in the  body.    carbon dioxide in bloodoxygen in blood carbon dioxideoxygen x y     what is represented by x and by y?     x y  a lungs air  b lungs body cells  c body cells air  d body cells lungs      25 what is the most important function of sweating?  a to remove excess heat from the body  b to remove excess salts from the body  c to remove excess urea from the body  d to remove excess water from the body    26 a student begins to lose control of her bicycle while travelling down a hill at speed.    the concentration of which substance will begin to increase rapidly in her blood?  a adrenaline  b insulin  c oestrogen  d testosterone      27 what shows the order in which these structures are involved in a reflex action?  a effector \u2192 motor neurone \u2192 relay neurone \u2192 sensory neurone \u2192 receptor  b effector \u2192 sensory neurone \u2192 motor neurone \u2192 relay neurone \u2192 receptor  c receptor \u2192 sensory neurone \u2192 relay neurone \u2192 motor neurone \u2192 effector  d receptor \u2192 motor neurone \u2192 sensory neurone \u2192 relay neurone \u2192 effector    ",
+            "12": "12  \u00a9 ucles 2017 0610/13/o/n/17  28 the diagram shows a person sweating in hot weather.        what part is played by sweat gla nds during the process of sweating?  a effector  b receptor  c sense organ  d stimulus    29 which row states the possible harmful effects of tobacco smoke?     cancer liver damage coronary  heart  disease  a \u0016 \u0016 \u001a  b \u0016 \u001a \u0016  c \u001a \u0016 \u001a  d \u001a \u001a \u0016      30 which method of birth control works by preventing an egg from being released?  a condom  b contraceptive pill  c monitoring body temperature  d vasectomy     ",
+            "13": "13  \u00a9 ucles 2017 0610/13/o/n/17 [turn over  31 which environmental factor is not always a requirement for seed germination?  a light  b oxygen  c suitable temperature  d water      32 the diagram shows half a flower.    p q r s     after pollination, where would pollen grains be found?  a p and q b q and r c r and s d s and p      33 a pure-breeding white rat was crossed with a pure-breeding black rat. all their offspring were  black.    one of the offspring was bred with a pure-breeding white rat.    what is the most likely percentage of black rats in the offspring?  a 25 b 50 c 75 d 100    34 a tall pea plant is crossed with a short pea plant.    all the offspring plants are tall.    what are the genotypes of the tall parent plant and the offspring?     tall parent offspring  a heterozygous heterozygous  b heterozygous homozygous  c homozygous heterozygous  d homozygous homozygous     ",
+            "14": "14  \u00a9 ucles 2017 0610/13/o/n/17  35 what is a mutation?  a a change in appearance  b a change in a gene  c a change in behaviour  d a change in the environment      36 which two processes both result in increased water vapour in the atmosphere?  a condensation and precipitation  b condensation and transpiration  c evaporation and transpiration  d precipitation and evaporation      37 the diagram shows a food web.    herbivores decomposerscarnivores plants     what do the arrows represent?  a the absorption of oxygen  b the absorption of water  c the flow of energy  d the release of carbon dioxide    ",
+            "15": "15  \u00a9 ucles 2017 0610/13/o/n/17 [turn over  38 the diagram shows part of a food web.    plantsworms slugsfrogssnakes badgers hedgehogs blackbirds     what is most likely to increase the size of the frog population?  a fewer hedgehogs  b fewer slugs  c more badgers  d more blackbirds     39 the diagram shows a bacterial cell that will be used to produce human insulin.    qbacterial dnabacterial cell     what is inserted into gap q?  a a gene from a healthy human  b cells from a human pancreas  c dna from another bacterium  d molecules of human insulin    ",
+            "16": "16    permission to reproduce items where third-party owned material pr otected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to trac e 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 ans wer-related information to candidates, all copyright acknowledgements are reproduced onl ine in the cambridge  international examinations copyright acknow ledgements booklet. this is produced for each  series of examinations and is freely a vailable to download at  www.cie.org.uk after the live examination series.    cambridge international examinations is part of the cambridge as sessment group. cambridge assessment is the brand name of unive rsity of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge.    \u00a9 ucles 2017 0610/13/o/n/17  40 the table shows the amount of carbon dioxide in the atmosphere in three different years.    year 1930 1980 1990  carbon dioxide  / parts per million 300 330 370    what is the most likely cause of this change?  a destruction of rainforests  b increased use of fertilisers containing nitrogen  c pollution of air by sulfur dioxide  d rise in the sea level      "
+        },
+        "0610_w17_qp_21.pdf": {
+            "1": "  the syllabus is approved for use in england, wales and northern ir eland as a cambridge international level 1/level 2 certificat e.  this document consists of 15 printed pages and 1 blank page.  ib17 11_0610_21/4rp  \u00a9 ucles 2017 [turn over     *6977353268 * cambridge international examinations  cambridge international general certificate of secondary education       biology 0610/21     paper 2  multiple choice (extended)  october/november 2017     45 minutes    additional materials: multiple choice answer sheet    soft clean eraser    soft pencil (type b or hb is recommended)        read these instructions first    write in soft pencil.  do not use staples, paper clips, glue or correction fluid. write your name, centre number and candidate number on the answer sheet in the spaces provided  unless this has been done for you.  do not  write in any barcodes.   there are forty  questions on this paper. answer all questions. for each question there are four possible  answers a, b, c and d.   choose the one you consider correct and record your choice in soft pencil  on the separate answer sheet.    read the instructions on the answer sheet very carefully.    each correct answer will score one mark. a ma rk will not be deducted for a wrong answer.  any rough working should be done in this booklet. electronic calculators may be used.        ",
+            "2": "2  \u00a9 ucles 2017 0610/21/o/n/17  1 which term is defined as all the chemical reactions that occur in cells?  a photosynthesis  b protein synthesis  c respiration  d metabolism      2 the diagram shows a section of dna from a chimpanzee.    a g c t a c a g a g    which diagram shows a section of dna from the organism that is most closely related to the chimpanzee?    a a g c t a c a g a t a b g c t a c a g t t a c t c a a c a g t t a d t c t a c a g t t    3 the length of a mitochondrion in a photomicrograph is 15  mm.    the actual length of the mitochondrion is 3  \u00b5m.    what is the magnification of the photomicrograph?  a \u00d75 b \u00d745 c \u00d75000 d \u00d745  000    ",
+            "3": "3  \u00a9 ucles 2017 0610/21/o/n/17 [turn over  4 the diagrams show a leaf and its internal structure.    12 3     what are the levels of organisation of the labelled structures?     1 2 3  a cell tissue organ system  b organ cell tissue  c organ system tissue cell  d tissue cell organ     5 different factors affect the rate of diffusion of molecules across a membrane.    which row represents changes to factors that will increase the rate of diffusion?     concentration  gradient across  a membrane thickness  of membrane surface area  of membrane temperature  a decrease decrease increase increase  b decrease increase increase decrease  c increase decrease increase increase  d increase increase decrease decrease    ",
+            "4": "4  \u00a9 ucles 2017 0610/21/o/n/17  6 a red blood cell and a palisade mesophyll cell are placed in a solution which has a higher water  potential than the cells.    what will happen to each cell?     red blood cell palisade  mesophyll cell  a bursts bursts  b bursts gains mass  c loses mass gains mass  d loses mass loses mass     7 the diagram shows a protease molecule catalysing the break down of a protein molecule.    rp q s     what are the parts labelled p, q, r and s?     enzyme product substrate active site  a p q r s  b r s p q  c s p q r  d s r q p    ",
+            "5": "5  \u00a9 ucles 2017 0610/21/o/n/17 [turn over  8 the diagram shows the structure of part of a dna molecule.    x     what does x represent?  a amino acid  b base  c carbon  d protein      9 which statement about enzymes is correct?  a enzymes become part of the product.  b lowering the ph always slows down the reaction rate.  c raising the temperature always increases the reaction rate.  d the specificity of an enzyme depends on the shape of its active site.      10 which enzyme is used to produce clear apple juice?  a amylase  b lipase  c pectinase  d protease      11 which structure would be found in large numbers in cells that have a high energy requirement?  a chloroplast  b endoplasmic reticulum  c large vacuole  d mitochondrion     ",
+            "6": "6  \u00a9 ucles 2017 0610/21/o/n/17  12 what must be increased in the diet of a person suffering from constipation?  a fats  b fibre  c iron  d protein      13 which disease can be caused by a deficiency of iron in the diet?  a anaemia  b kwashiorkor  c marasmus  d rickets      14 the diagram shows the human alimentary canal, with a string marked in metres beside it.    oesophagus anus0 1 2 3 4 56789string marked in metres     how long is the small intestine?  a 2 m b 6 m c 8 m d 9 m     ",
+            "7": "7  \u00a9 ucles 2017 0610/21/o/n/17 [turn over  15 the graph shows the concentration of oxygen in the air spaces of a green leaf of a plant during a  12-hour period.    concentration of oxygen inair spaces timex     which statement about carbon dioxide in the air spaces during time x is correct?  a carbon dioxide is being produced because the rate of photosynthesis is greater than the rate  of respiration.  b carbon dioxide is being produced because the rate of respiration is greater than the rate of photosynthesis.  c carbon dioxide is being used because the rate of photosynthesis is greater than the rate of  respiration.  d carbon dioxide is being used because the rate of respiration is greater than the rate of  photosynthesis.    16 what is a description of transpiration?  a exchange of gases between the leaf and the atmosphere  b loss of water vapour from the leaves and stems of a plant  c movement of water from the roots to the leaves  d movement of water through the cells of the leaf    ",
+            "8": "8  \u00a9 ucles 2017 0610/21/o/n/17  17 the diagram shows the vessels associated with the flow of fluids to and from body cells.    which is the lymph vessel?    a d cb       18 the diagram shows a cross-section through a human blood vessel.    elastic and fibrous connective tissue muscle layer     which type of blood vessel does the diagram show?  a an artery  b a capillary  c a vein  d a ventricle      19 which are both chemical barriers to the transmission of pathogens?  a mucus and stomach acid  b mucus and white blood cells  c skin and hairs in the nose  d skin and stomach acid     ",
+            "9": "9  \u00a9 ucles 2017 0610/21/o/n/17 [turn over  20 the table shows some of the changes that occur during breathing.     from contracted  to relaxed from relaxed  to contracted  diaphragm p x  external intercostals q y  internal intercostals r z    which changes occur to cause inspiration?  a p, q and z b x, q and r c x, y and r d x, y and z     21 in an experiment to investigate anaerobic respiration, two bottles are set up in a warm room, as  shown.    balloonpq balloon yeast and watersugar, yeastand water     what would happen to each balloon after one day?    pqa pqb pqc pqd    ",
+            "10": "10  \u00a9 ucles 2017 0610/21/o/n/17  22 the graph shows the lactic acid concentration in blood during and after exercise.    1.0 0.5 0 0 5 10 15 time  / minutes20 25 30blood lactic acid concentration/  mg dm\u20133 exercise recoveryz     the continuation of which process accounts for the shape of the graph at z?  a deep breathing  b high heart rate  c high rate of breathing  d movement of lactic acid from the muscles      23 what is the most important function of sweating?  a to remove excess heat from the body  b to remove excess salts from the body  c to remove excess urea from the body  d to remove excess water from the body     24 four effects of a specific hormone are listed.    \u25cf increased blood pressure  \u25cf increased blood glucose concentration  \u25cf increased rate of respiration  \u25cf reduced blood flow to the gut    what is this hormone?  a adrenaline  b glucagon  c insulin  d testosterone    ",
+            "11": "11  \u00a9 ucles 2017 0610/21/o/n/17 [turn over  25 the diagram shows a person sweating in hot weather.        what part is played by sweat gla nds during the process of sweating?  a effector  b receptor  c sense organ  d stimulus    26 the diagram shows a synapse in a reflex arc.    pq     what are the identities of the two neurones and in which direction does the neurotransmitter  pass?     neurone p neurone q direction of passage  of neurotransmitter  a motor relay p \u2192 q  b motor sensory p \u2192 q  c relay motor q \u2192 p  d relay sensory q \u2192 p     ",
+            "12": "12  \u00a9 ucles 2017 0610/21/o/n/17  27 the immune system recognises pathogens and attacks them.    which feature of pathogens triggers this response?  a antibodies  b antibiotics  c antigens  d memory cells     28 which environmental factor is not always a requirement for seed germination?  a light  b oxygen  c suitable temperature  d water    29 which row shows the adaptive features of sperm cells?     flagellum jelly coat mitochondria  a absent absent present  b absent present absent  c present absent present  d present present absent     30 in some mammals the allele for brown coat colour is dominant to the allele for white coat colour.    which percentage of offspring will be white if a cross is made between two heterozygous  mammals?  a 0% b 25% c 50% d 100%    31 which term is defined as a length of dna that codes for a protein?    a amino acid  b chromosome  c gene  d mutation     ",
+            "13": "13  \u00a9 ucles 2017 0610/21/o/n/17 [turn over  32 the following are involved in protein synthesis.    1 amino acids assembled in order  2 mrna moves to the cytoplasm  3 mrna passing through a ribosome  4 dna in the nucleus    in which order do they become involved when proteins are made?  a 1 \u2192 3 \u2192 2 \u2192 4  b 3 \u2192 2 \u2192 1 \u2192 4  c 4 \u2192 2 \u2192 3 \u2192 1  d 4 \u2192 3 \u2192 2 \u2192 1      33 what makes tongue rolling an example of discontinuous variation?  a a person can roll their tongue only when they are young.  b there are many different types of tongue rollers.  c tongue rolling has to be learnt.  d tongue rolling is something that a person either can or cannot do.     34 the distribution of the sickle-cell allele in human populations varies in different areas of the world.    what is an explanation for this difference?  a people that are heterozygous for the sickle-cell allele have a resistance to cholera.  b people that are heterozygous for the sickle-cell allele have a resistance to malaria.  c people that are heterozygous for the sickle-cell allele are more likely to suffer from anaemia.  d people with sickle-cell anaemia have more alleles.    35 nitrogen in the air cannot be used by plants until it is in the form of nitrates.    which two processes convert nitrogen from the air into nitrates?  a decomposition of faeces and nitrification  b denitrification and lightning  c nitrogen fixation by bacteria and denitrification  d nitrogen fixation by bacteria and lightning    ",
+            "14": "14  \u00a9 ucles 2017 0610/21/o/n/17  36 what is shown by the widest block in a pyramid of numbers for a grassland ecosystem?  a all the consumers in the pyramid  b the carnivores in the pyramid  c the organisms at the top of the pyramid  d the producers in the pyramid      37 the diagrams show the depth and rate of breathing in a person at 12.00  pm and 1.00  pm.    volume 01 0 2 0 3 0 time  / seconds40 50 60 70volume 01 0 2 0 3 0 time  / seconds12.00  pm 1.00  pm 40 50 60 700.5 dm3     what happens to the person\u2019s breathing between 12.00  pm and 1.00  pm?     depth  of breathing rate  of breathing  a decreases decreases  b decreases increases  c increases decreases  d increases increases      38 ligase enzymes are used in genetic engineering to  a cut open plasmid dna.  b insert plasmids into bacteria.  c isolate the dna making up a human gene.  d join human dna to plasmid dna.    ",
+            "15": "15  \u00a9 ucles 2017 0610/21/o/n/17  39 what is not a reason for conservation programmes?  a to introduce new species  b to maintain nutrient cycles  c to maintain resources  d to protect vulnerable environments      40 some examples of the waste products of hu man activity are discarded household rubbish,  excess fertiliser, industrial chemicals and untreated sewage.    which of these can both  cause increased growth of aquatic plants?  a chemical waste and discarded household rubbish  b discarded household rubbish and excess fertiliser  c excess fertiliser and untreated sewage  d untreated sewage and chemical waste    ",
+            "16": "16    permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to trac e 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 ans wer-related information to candidates, all copyright acknowledgements are reproduced onl ine in the cambridge  international examinations copyright acknow ledgements booklet. this is produced for each  series of examinations and is freely a vailable to download at  www.cie.org.uk after the live examination series.    cambridge international examinations is part of the cambridge as sessment group. cambridge assessment is the brand name of unive rsity of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge.    \u00a9 ucles 2017 0610/21/o/n/17  blank page  "
+        },
+        "0610_w17_qp_22.pdf": {
+            "1": "  the syllabus is approved for use in england, wales and northern ir eland as a cambridge international level 1/level 2 certificat e.  this document consists of 14 printed pages and 2 blank pages.  ib17 11_0610_22/5rp  \u00a9 ucles 2017 [turn over     *3623538707 * cambridge international examinations  cambridge international general certificate of secondary education       biology 0610/22     paper 2  multiple choice (extended)  october/november 2017     45 minutes    additional materials: multiple choice answer sheet    soft clean eraser    soft pencil (type b or hb is recommended)        read these instructions first    write in soft pencil.  do not use staples, paper clips, glue or correction fluid. write your name, centre number and candidate number on the answer sheet in the spaces provided  unless this has been done for you.  do not  write in any barcodes.    there are forty  questions on this paper. answer all questions. for each question there are four possible  answers a, b, c and d.   choose the one you consider correct and record your choice in soft pencil  on the separate answer sheet.    read the instructions on the answer sheet very carefully.    each correct answer will score one mark. a ma rk will not be deducted for a wrong answer.  any rough working should be done in this booklet.  electronic calculators may be used.        ",
+            "2": "2  \u00a9 ucles 2017 0610/22/o/n/17  1 to which group do both  the organisms shown in the diagram belong?    leaf-like fronds which have structures containing spores on their lower surface     a dicotyledons  b ferns  c fungi  d monocotyledons    2 the diagram shows a section of dna from a chimpanzee.    a g c t a c a g a g    which diagram shows a section of dna from the organism that is most closely related to the chimpanzee?    a a g c t a c a g a t a b g c t a c a g t t a c t c a a c a g t t a d t c t a c a g t t     ",
+            "3": "3  \u00a9 ucles 2017 0610/22/o/n/17 [turn over  3 what is a leaf?  a a cell  b an organ  c an organ system  d a tissue      4 the diagram shows a magnified image of a human liver cell with a mitochondrion labelled. the  actual size of the liver cell is 20  \u00b5m.    the image size of the liver cell is 40  mm and the image size of the mitochondrion is 4  mm.    20 \u00b5mmitochondrion     what is the actual size of the mitochondrion shown in the diagram?  a 0.002  mm b 0.02  mm c 0.2  mm d 2  mm     5 what would increase the rate of diffusion of oxygen into an animal cell?  a decreasing the concentration gradient between the inside of the cell and the outside  b decreasing the temperature of the cell and its surroundings  c increasing the distance that the oxygen molecules have to travel  d increasing the surface area of the cell membrane    ",
+            "4": "4  \u00a9 ucles 2017 0610/22/o/n/17  6 a red blood cell and a palisade mesophyll cell are placed in a solution which has a higher water  potential than the cells.    what will happen to each cell?     red blood cell palisade  mesophyll cell  a bursts bursts  b bursts gains mass  c loses mass gains mass  d loses mass loses mass     7 where in the alimentary canal is the enzyme trypsin found and what are the products of the  reaction it catalyses?     where trypsin  is found products  a duodenum amino acids  b duodenum fatty acids  c ileum proteins  d stomach amino acids     8 the diagram shows a cell before and during mitosis.    at which stage are the chromosomes copied?    db a c      ",
+            "5": "5  \u00a9 ucles 2017 0610/22/o/n/17 [turn over  9 why does excessive heat decrease enzyme activity?  a it changes the shape of the active site.  b it changes the shape of the substrate and product molecules.  c it increases the force of collisions between substrate and product molecules.  d it increases the kinetic energy of the substrate molecules.      10 four test-tubes were set up as shown in the table.    in which test-tube would starch be broken down the fastest?     2 cm3 starch  suspension  added 1 cm3 of  amylase added 1 cm3 of boiled  amylase added temperature  / \u00b0c   a \u0016 \u0016 \u001a 5 key  b \u0016 \u0016 \u001a 35 \u0016= present  c \u0016 \u001a \u0016 5 \u001a= absent  d \u0016 \u001a \u0016 35       11 the average number of chloroplasts in four differ ent types of cell taken from a plant is shown.    which is a root hair cell?  a 0 b 47 c 370 d 920     12 what must be increased in the diet of a person suffering from constipation?  a fats  b fibre  c iron  d protein     13 which stage of nutrition takes place when food molecules become part of a body cell?  a absorption  b assimilation  c digestion  d ingestion    ",
+            "6": "6  \u00a9 ucles 2017 0610/22/o/n/17  14 the diagram shows the human alimentary canal, with a string marked in metres beside it.    oesophagus anus0 1 2 3 4 56789string marked in metres     how long is the small intestine?  a 2 m b 6 m c 8 m d 9 m      15 what is the function of translocation?  a to move leaves towards the light for photosynthesis  b to move water into leaves for photosynthesis  c to transport amino acids for the growth of new leaves  d to transport starch to all parts of a plant      16 what is a description of transpiration?  a exchange of gases between the leaf and the atmosphere  b loss of water vapour from the leaves and stems of a plant  c movement of water from the roots to the leaves  d movement of water through the cells of the leaf     ",
+            "7": "7  \u00a9 ucles 2017 0610/22/o/n/17 [turn over  17 what happens as the blood flows from the atria into the ventricles of the heart?     atrioventricular  valves muscle wall  of the atria muscle wall  of the ventricles semi-lunar  valves  a close relax contract open  b close relax relax open  c open contract contract close  d open contract relax close     18 the diagram shows a cross-section through a human blood vessel.    elastic and fibrous connective tissue muscle layer     which type of blood vessel does the diagram show?  a an artery  b a capillary  c a vein  d a ventricle     19 which is a mechanical barrier to pathogens?  a acid in the stomach  b hairs in the nose  c mucus in the trachea  d phagocytosis in the blood    ",
+            "8": "8  \u00a9 ucles 2017 0610/22/o/n/17  20 the table shows some of the changes that occur during breathing.     from contracted  to relaxed from relaxed  to contracted  diaphragm p x  external intercostals q y  internal intercostals r z    which changes occur to cause inspiration?  a p, q and z b x, q and r c x, y and r d x, y and z    21 in an experiment to investigate anaerobic respiration, two bottles are set up in a warm room, as  shown.    balloonpq balloon yeast and watersugar, yeast and water    what would happen to each balloon after one day?    pqa pqb pqc pqd    ",
+            "9": "9  \u00a9 ucles 2017 0610/22/o/n/17 [turn over  22 vigorous exercise can cause an oxygen debt.    which process removes the oxygen debt?  a aerobic respiration of lactic acid in the liver  b a decrease in breathing rate  c a decrease in heart rate  d an increase in blood supply to the skin     23 what is the most important function of sweating?  a to remove excess heat from the body  b to remove excess salts from the body  c to remove excess urea from the body  d to remove excess water from the body    24 which row shows the function of rod cells?     have greater  sensitivity to light give colour vision  a \u0016 \u0016  b \u0016 \u001a  c \u001a \u0016  d \u001a \u001a     ",
+            "10": "10  \u00a9 ucles 2017 0610/22/o/n/17  25 the diagram shows a person sweating in hot weather.        what part is played by sweat glands during the process of sweating?  a effector  b receptor  c sense organ  d stimulus    26 the diagram shows a synapse in a reflex arc.    pq     what are the identities of the two neurones and in which direction does the neurotransmitter  pass?     neurone p neurone q direction of passage  of neurotransmitter  a motor relay p \u2192 q  b motor sensory p \u2192 q  c relay motor q \u2192 p  d relay sensory q \u2192 p     ",
+            "11": "11  \u00a9 ucles 2017 0610/22/o/n/17 [turn over  27 the graph shows the number of deaths from mrsa infection per 100  000 people in a population  of over-65-year-olds from 2005 to 2012.    2005 2006 2007 2008 2009 year2010 2011 201213 12 11 10 9 8number of deaths from mrsa infectionin over-65-year-oldsper 100  000 people     what is a possible explanation for the changes shown in the graph?  a a decrease in the size of the population of over-65-year-olds  b antibiotics do not affect viruses  c more effective antibiotics are being used to treat infected people  d over-65-year-olds are immune to mrsa infection     28 after fertilisation, how many chromosomes are in the zygote?  a half as many as in an ovum  b the same as in an ovum  c the same as in a sperm  d twice as many as in a sperm     29 which environmental factor is not always a requirement for seed germination?  a light  b oxygen  c suitable temperature  d water    ",
+            "12": "12  \u00a9 ucles 2017 0610/22/o/n/17  30 in some plants, h is the dominant allele for hairy stems and h is the recessive allele for smooth  stems.    a pair of these plants produce 37 offspring, 18 with hairy stems and 19 with smooth stems.    what are the most likely genotypes of the parents?  a hh \u00d7 hh b hh \u00d7 hh c hh \u00d7 hh d hh \u00d7 hh    31 the family tree shows the inheritance of the abilit y to smell flowers called freesias. the allele for  the ability to smell freesias is dominant.    which individual\u2019s symbol is not correct?    a dc bfemale able to smell freesias female unable to smell freesias male able to smell freesias male unable to smell freesiaskey      32 the diagram shows a cell from an organism at the end of meiosis.        what is the diploid number for cells from this organism?  a 3 b 6 c 12 d 24    33 when growing millet, farmers choose seeds from high-yielding plants.    which biological practice is this an example of?  a adaptation  b artificial selection  c evolution  d natural selection    ",
+            "13": "13  \u00a9 ucles 2017 0610/22/o/n/17 [turn over  34 which graph shows the growth of a population where there are no limiting factors?    00 timepopulation sizea timepopulation sizeb timepopulation sizec timepopulation sized 0000 00       35 what is defined as \u2018all of the populations of different species in an ecosystem\u2019?  a community  b environment  c habitat  d trophic level      36 which pyramid of numbers has more herbivores than producers?    a b c d      ",
+            "14": "14  \u00a9 ucles 2017 0610/22/o/n/17  37 why are bacteria useful in biotechnology and genetic engineering?  a bacteria do not have cell vacuoles.  b bacteria do not have mitochondria.  c bacteria have cell walls.  d bacteria share their genetic code with all other organisms.      38 ligase enzymes are used in genetic engineering to  a cut open plasmid dna.  b insert plasmids into bacteria.  c isolate the dna making up a human gene.  d join human dna to plasmid dna.      39 the action of which type of bacteria would cause soil to be lacking in nitrates?  a aerobic  b denitrifying  c nitrifying  d nitrogen fixing      40 what is used to help sustain fish stocks?     education legal quotas eating more fish restocking  a \u0016 \u0016 \u0016 \u001a  b \u0016 \u0016 \u001a \u0016  c \u0016 \u001a \u0016 \u0016  d \u001a \u0016 \u0016 \u0016     ",
+            "15": "15  \u00a9 ucles 2017 0610/22/o/n/17  blank page",
+            "16": "16    permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to trac e 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 ans wer-related information to candidates, all copyright acknowledgements are reproduced onl ine in the cambridge  international examinations copyright acknow ledgements booklet. this is produced for each  series of examinations and is freely a vailable to download at  www.cie.org.uk after the live examination series.    cambridge international examinations is part of the cambridge as sessment group. cambridge assessment is the brand name of unive rsity of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge.    \u00a9 ucles 2017 0610/22/o/n/17  blank page  "
+        },
+        "0610_w17_qp_23.pdf": {
+            "1": "  the syllabus is approved for use in england, wales and northern ir eland as a cambridge international level 1/level 2 certificat e.  this document consists of 17 printed pages and 3 blank pages.  ib17 11_0610_23/3rp  \u00a9 ucles 2017 [turn over     *0288685329 * cambridge international examinations  cambridge international general certificate of secondary education       biology 0610/23     paper 2  multiple choice (extended)  october/november 2017     45 minutes    additional materials: multiple choice answer sheet    soft clean eraser    soft pencil (type b or hb is recommended)        read these instructions first    write in soft pencil.  do not use staples, paper clips, glue or correction fluid. write your name, centre number and candidate number on the answer sheet in the spaces provided  unless this has been done for you.  do not  write in any barcodes.   there are forty  questions on this paper. answer all questions. for each question there are four possible  answers a, b, c and d.   choose the one you consider correct and record your choice in soft pencil  on the separate answer sheet.    read the instructions on the answer sheet very carefully.    each correct answer will score one mark. a ma rk will not be deducted for a wrong answer.  any rough working should be done in this booklet. electronic calculators may be used.        ",
+            "2": "2  \u00a9 ucles 2017 0610/23/o/n/17  1 the plant mimosa pudica  has leaves that fold in when touched.    this demonstrates movement and which other characteristic?  a excretion  b growth  c nutrition  d sensitivity     2 the diagram shows a section of dna from a chimpanzee.    a g c t a c a g a g    which diagram shows a section of dna from the organism that is most closely related to the chimpanzee?    a a g c t a c a g a t a b g c t a c a g t t a c t c a a c a g t t a d t c t a c a g t t    ",
+            "3": "3  \u00a9 ucles 2017 0610/23/o/n/17 [turn over  3 the diagrams show structures associated with a leaf.    thick cellulose wall nucleus vacuole cytoplasm leaf leaf stalk detail    what is the level of organisation of the part shown in detail?  a cell  b organ  c organ system  d tissue     4 the diagram shows a pollen grain of a rice plant. the size of the image is 40  mm    40 \u00b5m    the actual length of the pollen grain is 40  \u00b5m.    by how many times has the diagram been magnified?  a \u00d71 b \u00d710 c \u00d7100 d \u00d71000     ",
+            "4": "4  \u00a9 ucles 2017 0610/23/o/n/17  5 three equally sized pieces of potato were put into different concentrations of sucrose solution.  one piece of potato was put into distilled water.    the concentrations of sucrose solution were 0.2  g dm\u20133, 0.4  g dm\u20133 and 0.6  g dm\u20133.    the graph shows the change in mass of the potato pieces over a period of 60 minutes.    which piece of potato was put into distilled water?    2 10 \u2013106 0time  / minuteschange in mass of the potato pieces  / ga b c d      6 a red blood cell and a palisade mesophyll cell are placed in a solution which has a higher water  potential than the cells.    what will happen to each cell?     red blood cell palisade  mesophyll cell  a bursts bursts  b bursts gains mass  c loses mass gains mass  d loses mass loses mass     ",
+            "5": "5  \u00a9 ucles 2017 0610/23/o/n/17 [turn over  7 the diagram shows an evolutionary tree based on a computer-generated study of different sea  mammals.    fin whale humpback whale sperm whale beaked whale dolphin porpoisecommon ancestor     according to this evolutionary tree, which whale has dna base sequences that are least  shared  with the other whales?  a beaked whale  b fin whale  c humpback whale  d sperm whale      8 what is the colour change shown by benedict\u2019s solution when heated with a reducing sugar?  a blue to purple  b blue to red  c brown to blue-black  d red to yellow     ",
+            "6": "6  \u00a9 ucles 2017 0610/23/o/n/17  9 into which part of the alimentary canal is the enzyme that digests starch secreted?    a b c d      10 the diagram shows an enzyme with its substrate and product molecules.    q r sp     which form an enzyme-substrate complex?  a p and q b q and r c r and s d s and p     ",
+            "7": "7  \u00a9 ucles 2017 0610/23/o/n/17 [turn over  11 the diagram shows the apparatus at the beginning of an investigation into temperature change  during the germination of seeds. the temperature at the start of the investigation was 25  \u00b0c in  both flasks.    after two days the temperature in flask 1 is 25  \u00b0c. the temperature in flask 2 is 28  \u00b0c.    living seeds dead and disinfectedseeds cotton wool thermometer flask 1 flask 2vacuum flask     which characteristic of living organisms is shown in this experiment?  a excretion  b growth  c reproduction  d respiration      12 what must be increased in the diet of a person suffering from constipation?  a fats  b fibre  c iron  d protein     ",
+            "8": "8  \u00a9 ucles 2017 0610/23/o/n/17  13 which substrate, enzyme and product are correctly named?     substrate enzyme product  a amino acids trypsin protein  b amylase maltose glucose  c lipase lipid fatty acids and glycerol  d maltose maltase glucose      14 the diagram shows the human alimentary canal, with a string marked in metres beside it.    oesophagus anus0 1 2 3 4 56789string marked in metres     how long is the small intestine?  a 2 m b 6 m c 8 m d 9 m     ",
+            "9": "9  \u00a9 ucles 2017 0610/23/o/n/17 [turn over  15 what is not a use of water by plants?  a acting as a solvent  b cooling the plant  c dissolving cellulose cell walls  d raw material in photosynthesis      16 what is a description of transpiration?  a exchange of gases between the leaf and the atmosphere  b loss of water vapour from the leaves and stems of a plant  c movement of water from the roots to the leaves  d movement of water through the cells of the leaf      17 the diagram represents the circulatory system of a mammal.    in which chamber of the heart are the muscle walls thickest?    ab dcrest of bodylungs heart     ",
+            "10": "10  \u00a9 ucles 2017 0610/23/o/n/17  18 the diagram shows a cross-section through a human blood vessel.    elastic and fibrous connective tissue muscle layer     which type of blood vessel does the diagram show?  a an artery  b a capillary  c a vein  d a ventricle      19 what can be passed from one person to another during blood transfusion?  a cholera  b chronic obstructive pulmonary disease (copd)  c hiv  d scurvy     20 the table shows some of the changes that occur during breathing.     from contracted  to relaxed from relaxed  to contracted  diaphragm p x  external intercostals q y  internal intercostals r z    which changes occur to cause inspiration?  a p, q and z b x, q and r c x, y and r d x, y and z     ",
+            "11": "11  \u00a9 ucles 2017 0610/23/o/n/17 [turn over  21 in an experiment to investigate anaerobic respiration, two bottles are set up in a warm room, as  shown.    balloonpq balloon yeast and watersugar, yeastand water     what would happen to each balloon after one day?    pqa pqb pqc pqd      ",
+            "12": "12  \u00a9 ucles 2017 0610/23/o/n/17  22 two pieces of an aquatic plant were placed into two different test-tubes, p and q.    each test-tube contained hydrogencarbonate indicator and was sealed and kept at 20  \u00b0c.    test-tube p was kept in the light and test-tube q was kept in the dark.   the table shows the effect of carbon dioxide on the colour of the hydrogencarbonate indicator.    less carbon  dioxide more carbon  dioxide  dark red orange    what would the colour of the indicator be after 12 hours?     p q  a dark red orange  b dark red dark red  c orange dark red  d orange orange    23 what is the most important function of sweating?  a to remove excess heat from the body  b to remove excess salts from the body  c to remove excess urea from the body  d to remove excess water from the body     24 a student begins to lose control of her bicycle while travelling down a hill at speed.    the concentration of which substance will begin to increase rapidly in her blood?  a adrenaline  b insulin  c oestrogen  d testosterone     ",
+            "13": "13  \u00a9 ucles 2017 0610/23/o/n/17 [turn over  25 the diagram shows a person sweating in hot weather.        what part is played by sweat gla nds during the process of sweating?  a effector  b receptor  c sense organ  d stimulus    26 the diagram shows a synapse in a reflex arc.    pq     what are the identities of the two neurones and in which direction does the neurotransmitter  pass?     neurone p neurone q direction of passage  of neurotransmitter  a motor relay p \u2192 q  b motor sensory p \u2192 q  c relay motor q \u2192 p  d relay sensory q \u2192 p      27 which process occurring at a synapse is prevented by the presence of heroin?  a the binding of a neurotransmitter with receptors  b the diffusion of a neurotransmitter across the gap  c the formation of a neurotransmitter  d the stimulation of vesicles by an impulse     ",
+            "14": "14  \u00a9 ucles 2017 0610/23/o/n/17  28 the diagram shows half a flower.    p q r s     after pollination, where would pollen grains be found?  a p and q b q and r c r and s d s and p      29 which environmental factor is not always a requirement for seed germination?  a light  b oxygen  c suitable temperature  d water      30 a pure-breeding white rat was crossed with a pure-breeding black rat. all their offspring were  black.    one of the offspring was bred with a pure-breeding white rat.    what is the most likely percentage of black rats in the offspring?  a 25 b 50 c 75 d 100    31 an organism is heterozygous for a gene with the alleles t and t.    which diagram represents a diploid cell from this organism?    a b c d tt t t tt      ",
+            "15": "15  \u00a9 ucles 2017 0610/23/o/n/17 [turn over  32 red-green colour blindness is a sex-linked characteristic caused by a recessive allele.   which prediction can be made about the children of a woman who is colour-blind and a man with  normal vision?  a boys will be colour-blind, girls will have a 50% chance of being colour-blind.  b boys will be colour-blind, girls will have normal vision.  c girls will be colour-blind, boys will have a 50% chance of being colour-blind.  d girls will be colour-blind, boys will have normal vision.      33 the diagram shows a vertical section through a leaf.    upper epidermis lower epidermissub-stomatal air chamber spongy  mesophyll cell     which diagram shows the plant that the leaf was taken from?    abcd wate r       34 what is a mutation?  a a change in appearance  b a change in a gene  c a change in behaviour  d a change in the environment     ",
+            "16": "16  \u00a9 ucles 2017 0610/23/o/n/17  35 the biomass at each trophic level in an ecosystem is measured. the results are shown in the  table.    which trophic level contains herbivores?    trophic  level mass  / g m\u20133  a 0.1  b 0.6  c 1.2  d 17.9     36 the diagram shows a food web.    herbivores decomposerscarnivores plants     what do the arrows represent?  a the absorption of oxygen  b the absorption of water  c the flow of energy  d the release of carbon dioxide      37 ligase enzymes are used in genetic engineering to  a cut open plasmid dna.  b insert plasmids into bacteria.  c isolate the dna making up a human gene.  d join human dna to plasmid dna.      38 with which kingdoms do bacteria share the same genetic code?  a animal, plant, fungus and protoctist  b animal, plant and fungus only  c animal and plant only  d animal only     ",
+            "17": "17  \u00a9 ucles 2017 0610/23/o/n/17  39 what is a direct result of deforestation?  a decreased leaching of mineral salts  b increased loss of soil  c increased production of methane  d increased recycling of important minerals    40 the table shows the ability of three species of fish and their eggs to survive in water at different  ph levels.    if the eggs do not survive offspring cannot be produced.     ph   6.5 6.0 5.5 5.0 4.5 4.0   trout \u0016 \u0016 \u0016 \u0016 \u0016 \u001a key  sea bass \u0016 \u0016 \u0016 \u001a \u001a \u001a \u0016= survive   perch \u0016 \u0016 \u0016 \u0016 \u001a \u001a \u001a= do not survive   fish eggs \u0016 \u0016 \u0016 \u001a \u001a \u001a     a lake at ph 6.0 contains breeding populations of all three fish.    if acid rain causes the ph to fall to 5.0,  which outcome would be likely to occur?  a trout and perch will survive and produce offspring.  b trout and perch will survive but only perch will produce offspring.  c trout and perch will survive but produce no offspring.  d trout, sea bass and perch will survive but produce no offspring.     ",
+            "18": "18  \u00a9 ucles 2017 0610/23/o/n/17  blank page",
+            "19": "19  \u00a9 ucles 2017 0610/23/o/n/17  blank page",
+            "20": "20    permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to trac e 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 ans wer-related information to candidates, all copyright acknowledgements are reproduced onl ine in the cambridge  international examinations copyright acknow ledgements booklet. this is produced for each  series of examinations and is freely a vailable to download at  www.cie.org.uk after the live examination series.    cambridge international examinations is part of the cambridge as sessment group. cambridge assessment is the brand name of unive rsity of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge.    \u00a9 ucles 2017 0610/23/o/n/17  blank page  "
+        },
+        "0610_w17_qp_31.pdf": {
+            "1": "this document consists of 19 printed pages and 1 blank page. dc (nh/cgw) 133508/4 \u00a9 ucles 2017  [turn over *5518523036* this syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificate.biology  0610/31 paper 3  theory (core)  october/november 2017  1 hour 15 minutes candidates answer on the question paper. no additional materials are required. read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen. you may use an hb pencil for any diagrams or graphs. do not use staples, paper clips, glue or correction fluid. do not  write in any barcodes. answer all questions. electronic calculators may be used. you may lose marks if you do not show your working or if you do not use appropriate units. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question.cambridge international examinations cambridge international general certificate of secondary education",
+            "2": "2 0610/31/o/n/17 \u00a9 ucles 20171 fig. 1.1 shows five different insects. c b a enot to scale d fig. 1.1",
+            "3": "3 0610/31/o/n/17 \u00a9 ucles 2017 [turn over  use the key to identify the insects in fig. 1.1.  write the letter for each insect in table 1.1. table 1.1 key name of insect letter 1 (a)  (b)body is long and thin body is short and roundedgo to 2 go to 3 2 (a)  (b)body has a spotted pattern body has a plain patternalaus oculatus photinus pyralis 3 (a)  (b)no visible antennae visible antennaecopris lunaris go to 4 4 (a)  (b)body has a striped pattern body has a dotted patterngraphosoma lineatum coccinella septempunctata  [4]  [total: 4]",
+            "4": "4 0610/31/o/n/17 \u00a9 ucles 20172 (a) define the term population.  ...  ...  ... [2]  (b) fig. 2.1 shows a marine food web. algae not to scalelimpetsstarfishshark mussels zooplanktonfishseagulloctopus phytoplankton fig. 2.1   use fig. 2.1 to answer these questions.   (i) state the name of one producer in this food web.  ... [1]   (ii) state the name of one herbivore in this food web.  ... [1]   (iii) complete the food chain, containing four organisms, that ends with the seagull.    write the names of the organisms in the boxes. seagull  [1]",
+            "5": "5 0610/31/o/n/17 \u00a9 ucles 2017 [turn over   (iv) the shark population has decreased.    explain what effect this might have on the populations of starfish and limpets. starfish  ...  ...  ... limpets  ...  ...  ...  [4]   (v) suggest two factors that could decrease the shark population. 1   2    [2]  (c) state the principal source of energy for food webs.  ... [1]",
+            "6": "6 0610/31/o/n/17 \u00a9 ucles 2017  (d) the sea forms an important part of the water cycle.   fig. 2.2 shows the water cycle. seacd ba fig. 2.2   state the names of the processes shown by the letters in fig. 2.2. a  ... b  ... c  ... d  ...  [4]  [total: 16]",
+            "7": "7 0610/31/o/n/17 \u00a9 ucles 2017 [turn over 3 (a) there are four different types of birth control method. these are shown in table 3.1.   complete table 3.1 by writing each of the following examples of birth control in the correct  column. abstinence     condom     contraceptive pill diaphragm     female sterilisation     iud monitoring body temperature      vasectomy table 3.1 type of birth control method natural chemical barrier surgical  [4]  (b) complete the sentences to state how the contraceptive pill works.   choose your answers from the list.   each of the words may be used once, more than once or not at all. egg cells     enzymes     hormones     ovary ovules     sperm     testes   the contraceptive pill contains ..  . they work by preventing the  .. releasing ..  .  [3]",
+            "8": "8 0610/31/o/n/17 \u00a9 ucles 2017  (c) hiv is an example of a sexually transmitted infection.   (i) state what the letters hiv stand for.  ... [1]   (ii) describe two ways that hiv can be transmitted. 1   2    [2]   (iii) suggest two ways that the spread of hiv can be controlled. 1    ... 2    ...  [2]  [total: 12]",
+            "9": "9 0610/31/o/n/17 \u00a9 ucles 2017 [turn over 4 fig. 4.1 shows a lily flower. f e d ca b fig. 4.1  (a) state the letters that identify the parts of the flower in fig. 4.1.   anther     filament     petal     stigma    [4]  (b) the lily flower is pollinated by insects.   state two ways that the pollen from the lily flower is different from the pollen of a wind- pollinated flower. 1   2    [2]  (c) pollen contains the male gamete.   state the name of the process that produces gametes.  ... [1]",
+            "10": "10 0610/31/o/n/17 \u00a9 ucles 2017  (d) the boxes on the left contain the names of parts of a flower.   the boxes on the right contain the functions of parts of a flower.   draw one straight line to link each part of the flower with its function.   draw four lines. ovary petal sepal stigmawhere ovules are produced where pollen is produced protects the flower when in bud often coloured to attract insects where pollen is depositedpart of a flower function  [4]  [total: 11]",
+            "11": "11 0610/31/o/n/17 \u00a9 ucles 2017 [turn over 5 fig. 5.1 shows a diagram of a cross-section of a leaf. ba fig. 5.1  (a) (i) identify the parts labelled on fig. 5.1 and state the names of tissue a .. cell b ..  [2]   (ii) the cells in tissue  a are adapted for photosynthesis.    state where photosynthesis occurs in the cell.  ... [1]  (b) draw circles around the structures that are  found in both plant and animal cells. cell membrane      cell wall      cytoplasm starch grains      nucleus      permanent vacuole  [3]",
+            "12": "12 0610/31/o/n/17 \u00a9 ucles 2017  (c) state the raw materials needed for photosynthesis.  ... [1]  (d) fig. 5.2 shows two leaves from the same plant. a b fig. 5.2   suggest which leaf carries out more photosynthesis and explain why.  ...  ...  ...  ...  ... [2]  [total: 9]",
+            "13": "13 0610/31/o/n/17 \u00a9 ucles 2017 [turn over 6 drugs are substances that alter chemical reactions in the body.  (a) the boxes in the middle show the name of the drug.   the boxes on the left show the long-term risk of using the drug.   the boxes on the right show the short-term effect of using the drug.   draw one straight line from the name of the drug to its long-term risk.   draw another line from the name of the drug to its short-term effect.   draw three lines on each side. lung cancer infections such as hiv liver damagedepressant reduces oxygen  capacity of the bloodlong-term risk short-term effect alcohol tobacco heroindrug  [3]",
+            "14": "14 0610/31/o/n/17 \u00a9 ucles 2017  (b) fig. 6.1 shows the percentage of people who misused drugs in a one-month period.   these data were taken from a survey of people of different ages. 0510 age group  / years1520percentage of people misusing drugs in one month25303540 11\u201315 16\u201320 21\u201325 26\u201330 31\u201335 36\u201340 41\u201345 46\u201350 51\u201355 56\u201360 61\u201365 66\u201370 fig. 6.1   use the information in fig. 6.1 to answer these questions.   (i) state the age group that had the lowest percentage of people misusing drugs.  . years [1]   (ii) state the percentage of 31\u201335 year-olds that misused drugs in one month.  ... % [1]   (iii) describe the results shown in fig. 6.1.  ...  ...  ...  ...  ... [3]",
+            "15": "15 0610/31/o/n/17 \u00a9 ucles 2017 [turn over  (c) drugs can also be used for medicinal reasons. antibiotics are an example of a medicinal drug.   state what type of infection a doctor might prescribe antibiotics for.  ...  ... [1]  [total: 9]",
+            "16": "16 0610/31/o/n/17 \u00a9 ucles 2017 7 fig. 7.1 shows a potometer.  this equipment is used to measure the rate of water uptake in a leafy shoot. ruler reservoirair bubblecapillary tubewaterleafy shoot reservoir fig. 7.1  (a) a leafy shoot in a potometer was exposed to different conditions.   the distance moved by the air bubble in 10 minutes was recorded.   table 7.1 shows the results. table 7.1 conditions distance moved in 10 minutes  / mm cool, damp air  4 cool, dry air  6 warm, damp air 10 warm, dry air 50   (i) state which conditions result in the greatest rate of water uptake in the shoot.  ... [1]   (ii) calculate the rate of water uptake in millimetres per minute for the shoot in cool, damp  air.    show your working.  .. mm  per min  [2]",
+            "17": "17 0610/31/o/n/17 \u00a9 ucles 2017 [turn over   (iii) the rate of water uptake is approximately equal to the rate of transpiration.    an increase in wind speed increases the rate of transpiration.    suggest the effect that increasing wind speed would have on the movement of the air  bubble.  ...  ... [1]  (b) state where and how water normally enters a plant.  ...  ...  ... [2]  (c) describe how water is lost from a plant by transpiration.  ...  ...  ...  ...  ...  ...  ... [3]  (d) state the name of the tissue that transports water to the leaves.  ... [1]  [total: 10]",
+            "18": "18 0610/31/o/n/17 \u00a9 ucles 2017 8 water is an important part of a balanced diet.  (a) state three  other components of a balanced diet. 1   2   3    [3]  (b) state where most  water is absorbed in the alimentary canal.  ... [1]  (c) excess water is removed in the urine.   fig. 8.1 shows the organ system that excretes excess water. kidneys a b c fig. 8.1   state the names of the parts labelled a, b and c.   a    b    c   [3]",
+            "19": "19 0610/31/o/n/17 \u00a9 ucles 2017  (d) the volume and the concentration of urine can vary.   body temperature, exercise and water intake affect the volume and concentration of urine.   table 8.1 shows three changes in the body.   complete table 8.1 by putting a tick in the boxes to show how each change affects the volume  and concentration of the urine.   one example has been done for you. table 8.1 changes in the bodyurine volume urine concentration increases decreases increases decreases increase in body temperature \u2713 \u2713 increase in exercise increase in water uptake  [2]  [total: 9]",
+            "20": "20 0610/31/o/n/17 \u00a9 ucles 2017 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 international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download at www.cie.org.uk after  the live examination series. 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.blank page"
+        },
+        "0610_w17_qp_32.pdf": {
+            "1": "*2505823378* this document consists of 16 printed pages. dc (nf/sg) 134063/3 \u00a9 ucles 2017  [turn overcambridge international examinations cambridge international general certificate of secondary education biology  0610/32 paper 3  theory (core)  october/november 2017  1 hour 15 minutes candidates answer on the question paper. no additional materials are required. read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen. you may use an hb pencil for any diagrams or graphs. do not use staples, paper clips, glue or correction fluid. do not  write in any barcodes. answer all questions. electronic calculators may be used. you may lose marks if you do not show your working or if you do not use appropriate units. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question. this syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificate.",
+            "2": "2 0610/32/o/n/17 \u00a9 ucles 2017 1 the boxes on the left contain possible effects of using some drugs.  the boxes on the right contain the names of some drugs.  draw straight lines to link the effect with the drug or drugs responsible.  an example has been done for you.  draw five lines. possible effect coronary heart disease addiction death of bacteria liver damagedrug nicotine alcohol heroin antibiotics [5] [total: 5]",
+            "3": "3 0610/32/o/n/17 \u00a9 ucles 2017 [turn over 2 fig. 2.1 shows a section through a flower. a .. b .. c .. d .. fig. 2.1  (a) state the names of structures a, b, c and d on fig. 2.1.   write your answers on fig. 2.1.  [4]  (b) the flower in fig. 2.1 is pollinated by insects.   complete table 2.1 by describing three  ways in which a wind-pollinated flower is different to   the flower in fig. 2.1.   give a reason for each difference.   an example has been done for you. table 2.1 structurehow a wind-pollinated flower   differs from the flower in  fig. 2.1reason for difference anther loosely attached easily shaken by wind to  release pollen petals stigma pollen [6] [total: 10]",
+            "4": "4 0610/32/o/n/17 \u00a9 ucles 2017 3 choose a word or a phrase from the list to complete the sentences about birth control.  each word or phrase may be used once, more than once or not at all.  chemical  cervix  femidom  iud  mechanical  mucus  sperm  sperm ducts  surgical  ureter  uterus  vagina  one barrier method of birth control uses a diaphragm.  another barrier method uses a   . this is placed inside the    of the female to catch the   .  a vasectomy is a  method of sterilising a man.  it involves cutting   the   .  taking a contraceptive pill is an example of a  method of birth control. [6] [total: 6]",
+            "5": "5 0610/32/o/n/17 \u00a9 ucles 2017 [turn over 4 (a) students investigated the effect of \u201c flower food \u201d on cut flowers.   ten flowers of the same species were placed into a container of water.   ten flowers of the same species were placed into a container of water and flower food .   the students recorded the number of days until the first petal fell off each flower.   the results are shown in fig. 4.1. 02468101214 average time taken for one petal to fall off / days flowers in water flowers in water and flower food flower treatment fig. 4.1   (i) use fig. 4.1 to state the average time taken for one petal to fall off the flowers placed in  water and flower food .   ..  days [1]   (ii) state one conclusion for the results shown in fig. 4.1.  ...  ..  [1]",
+            "6": "6 0610/32/o/n/17 \u00a9 ucles 2017  (b) flower food  contains the following chemicals:    malic acid    glucose    fungicide    bactericide   (i) malic acid helps water to pass up the stem to the flower.    state the name of the tissue in the stem that transports water.  ..  [1]   (ii) explain how the glucose in the flower food  is used by the flower.  ...  ...  ...  ..  [2]   (iii) bactericides and fungicides  kill decomposers.    define the term decomposer.  ...  ...  ...  ..  [2] [total: 7]",
+            "7": "7 0610/32/o/n/17 \u00a9 ucles 2017 [turn over 5 fig. 5.1 shows a section through a leaf. r ... s ... t ... v ... fig. 5.1  (a) state the names of r, s, t and v on fig. 5.1.   write your answers on fig. 5.1.  [4]  (b) the main function of leaves is to produce carbohydrates.   describe how plants produce carbohydrates.  ...  ...  ...  ...  ...  ...  ...  ..  [4] [total: 8]",
+            "8": "8 0610/32/o/n/17 \u00a9 ucles 2017 6 (a) fig. 6.1 shows six insects. e gh j kf not drawn to scale fig. 6.1",
+            "9": "9 0610/32/o/n/17 \u00a9 ucles 2017 [turn over   use the key to identify the insects in fig. 6.1.   write the letter for each insect in the key. key description name of insectletter on  fig. 6.1 1(a) has branched antenna go to 2 (b) antenna not branched go to 3 2(a) antenna branched at the end melolontha (b) antenna branched all the way along cyriopalus 3(a) head has long thin projection go to 4 (b) head does not have long thin projection go to 5 4(a) abdomen has no spots trigonopterus (b) abdomen with spots ceutorhyncus 5(a) front legs extend beyond the head stephanorrhina (b) front legs do not extend beyond the head attagenus [5]  (b) insects are arthropods.   (i) state one feature of all arthropods.  ..  [1]   (ii) state the names of two other groups of arthropods. 1  ... 2  ... [2] [total: 8]",
+            "10": "10 0610/32/o/n/17 \u00a9 ucles 2017 7 fig. 7.1 shows part of a food web in a river.  caddisfly larva mayfly larva blackfly larvastonefly larvaheron kingfisher trout shrimpleech algaenot drawn to scale  fig. 7.1  (a) (i) use the information from fig. 7.1 to complete table 7.1. table 7.1  role in the food web name of the organism a producer a primary consumer an organism that is both a secondary and a tertiary  consumer [3]",
+            "11": "11 0610/32/o/n/17 \u00a9 ucles 2017 [turn over   (ii) state the number of carnivores present in fig. 7.1.  ..  [1]   (iii) state the name of the principal source  of energy for the food web shown in fig. 7.1.  ..  [1]  (b) a disease killed all the trout.   predict and explain how the death of the trout will affect the populations of kingfishers and  shrimps. kingfishers    ...  ...  ... shrimps  .  ...  ...  ... [4]  (c) ducks eat aquatic plants and caddisfly larvae.   add this information to fig. 7.1 by drawing two new boxes and two arrows.   do not draw the organisms. [2] [total: 11]",
+            "12": "12 0610/32/o/n/17 \u00a9 ucles 2017 8 (a) (i) state the name of the organ that produces urea.  ..  [1]   (ii) urea is formed from an excess of one particular component of food.    state the name of this component.  ..  [1]  (b) fig. 8.1 shows the system that excretes urea. p l m nrenal veinkidney urethra fig. 8.1   identify the structures m, n and p on fig. 8.1.   state a function for each structure.   write your answers in table 8.1.   an example has been done for you. table 8.1 letter on  fig. 8.1name of structure function of structure l renal artery transports blood to the kidney m n p [6]",
+            "13": "13 0610/32/o/n/17 \u00a9 ucles 2017 [turn over  (c) urea is a component of urine.   state the name of two other components of urine. 1  ... 2  ... [2]  (d) kidney cells produce carbon dioxide.   (i) state the name of the organ which excretes carbon dioxide.  ..  [1]   (ii) state how carbon dioxide is transported around the body.  ..  [1] [total: 12]",
+            "14": "14 0610/32/o/n/17 \u00a9 ucles 2017 9 alcohol is a drug.  (a) excessive consumption of alcohol increases the risk of having an accident.   state two effects of alcohol on the body that increase the risk of having an accident. 1  ...  ... 2  ...  ... [2]   fig. 9.1 shows the number of alcohol-related deaths in a city between 1994 and 2012. 1994 1996 1998 2000 2002 2004 2006 2008 2010 201224 20 16 12 8 4 0male female number of alcohol-related deaths per 100  000 population time  / year fig. 9.1",
+            "15": "15 0610/32/o/n/17 \u00a9 ucles 2017 [turn over  (b) describe three trends shown in fig. 9.1.  ...  ...  ...  ...  ...  ...  ..  [3]  (c) (i) state the number of male alcohol-related deaths in 1998.  ... per 100  000 population [1]   (ii) the city has a population of 700  000.    there were 9 female per 100  000 population alcohol-related deaths in 2012.    calculate the total number of female alcohol-related deaths in the city in 2012.    show your working.   .  females  [2]   (iii) predict what may have happened to the number of alcohol-related deaths after 2012.    give two reasons for your answer.  ...  ...  ...  ...  ..  [2] [total: 10]",
+            "16": "16 0610/32/o/n/17 \u00a9 ucles 2017 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 international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download at www.cie.org.uk after  the live examination series. 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.10 (a) (i) state the name of the hormone that is released into the blood stream in a frightening  situation.  ..  [1]   (ii) state two effects that this hormone will have on the body. 1  ...  ... 2  ...  ... [2] [total: 3]"
+        },
+        "0610_w17_qp_33.pdf": {
+            "1": "*4625548764* this document consists of 20 printed pages. dc (nf/jg) 134065/5 \u00a9 ucles 2017  [turn overcambridge international examinations cambridge international general certificate of secondary education biology  0610/33 paper 3  theory (core)  october/november 2017  1 hour 15 minutes candidates answer on the question paper. no additional materials are required. read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen. you may use an hb pencil for any diagrams or graphs. do not use staples, paper clips, glue or correction fluid. do not  write in any barcodes. answer all questions. electronic calculators may be used. you may lose marks if you do not show your working or if you do not use appropriate units. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question. this syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificate.",
+            "2": "2 0610/33/o/n/17 \u00a9 ucles 2017 1 fig. 1.1 shows five species of birds that live near the water in habitats such as mudflats, marshes  and shorelines. ab c d e not to scale fig. 1.1  (a) state two features that are characteristic of all birds. 1   2   [2]",
+            "3": "3 0610/33/o/n/17 \u00a9 ucles 2017 [turn over  (b) fig. 1.2 is a key to identify the five birds in fig. 1.1. does it have a curved beak? yes yes yesno noyes nono does the beak curve upwards?does it have a dark patch on its chest? does it have a black and  white head?whimbrel banded stiltcommon sandpiper pied avocetandean avocet fig. 1.2   use the key to identify the five birds shown in fig. 1.1.   complete table 1.1 by writing the letters a, b, c, d and e in the boxes next to the name of  each bird. table 1.1 name of the bird letter pied avocet andean avocet common sandpiper banded stilt whimbrel [4]",
+            "4": "4 0610/33/o/n/17 \u00a9 ucles 2017  (c) bird a in fig. 1.1 feeds mainly on small animals found in the mud or in the water.   it has long legs and a long beak.   (i) suggest how these features help it to survive in its habitat.  ...  ...  ..  [2]   (ii) state the name of the process that has produced birds with these features.  ..  [1] [total: 9]",
+            "5": "5 0610/33/o/n/17 \u00a9 ucles 2017 [turn over 2 fig. 2.1 shows the system that excretes excess water from the body. f g h j fig. 2.1  (a) (i) identify the letter on fig. 2.1 that shows where urine is stored.  ..  [1]    (ii) state the name of the organ where urine is stored.  ..  [1]  (b) the ureter and the urethra are two parts of the organ system shown in fig. 2.1.   describe the function of these two structures. ureter    ... urethra  ..  ... [2]",
+            "6": "6 0610/33/o/n/17 \u00a9 ucles 2017  (c) urine contains urea.   (i) circle the substance that is broken down to produce urea.    amino acids          fatty acids          hydrochloric acid          lactic acid  [1]   (ii) state the name of the organ that produces urea.  ..  [1]  (d) a scientist compared the daily water intake and daily water loss from an athlete on two  separate days.   the first set of results was collected on a day when the athlete was resting.   the second set of results was collected on the day of a long race.   the results are shown in table 2.1. table 2.1 rest day race day water input / cm3water loss / cm3water input / cm3water loss / cm3 respiration  400 faeces  100 respiration  500 faeces  100 food 500 skin 400 food 500 skin .. drink  1500 breathing  400 drink  .. breathing  600 urine  .. urine  400 total  .. total  2400 total  3000 total  3000   calculate the four missing values in table 2.1.   write your answers on the dotted lines in table 2.1. [2]  (e) a person drinks a large volume of water but does not exercise.   describe the effect that increased water intake would have on the volume and concentration  of urine produced.  ...  ...  ..  [2] [total: 10]",
+            "7": "7 0610/33/o/n/17 \u00a9 ucles 2017 [turn over 3 (a) drinking excessive alcohol, injecting heroin and smoking tobacco can all do serious harm to  the body.   table 3.1 shows some of the risks of using these substances.   complete table 3.1 by putting ticks in the boxes to show the possible risks of using these  substances. table 3.1 actionchronic  obstructive  pulmonary  diseasecoronary  heart  diseasehiv  infectionliver  diseaselung cancer drinking  excessive  alcohol injecting  heroin smoking  tobacco [3]  (b) explain why many people find it difficult to stop smoking tobacco.  ...  ...  ...  ...  ..  [2]",
+            "8": "8 0610/33/o/n/17 \u00a9 ucles 2017  (c) a man and a woman drink the same volume of an alcoholic drink in 30 minutes.   fig. 3.1 shows the change in their blood alcohol concentration over seven hours. 100 90 80 70 60 50 40 30 20 10 0 0 1 2 3 4 5 6 7 8 time  / hours stopped drinkingblood alcohol concentration / mg per 100  cm3 of bloodwoman man fig. 3.1   (i) describe two ways that the woman\u2019s blood alcohol concentration is different from the  man\u2019s blood alcohol concentration in fig. 3.1. 1  .  ...  ... 2  .  ...  ... [2]   (ii) at two hours the blood alcohol concentration of the man was 50  mg per 100  cm3 of blood.    state the blood alcohol concentration of the woman at two hours.   ..  mg per 100  cm3 of blood.  [1]",
+            "9": "9 0610/33/o/n/17 \u00a9 ucles 2017 [turn over   (iii) calculate the difference between the man\u2019s and the woman\u2019s blood alcohol concentrations  at two hours, using your answer to part 3(c)(ii) .   ..  mg per 100  cm3 of blood.  [1]   (iv) suggest one reason why the same volume of alcohol affected the man and the woman  differently.  ...  ...  ..  [1] [total: 10]",
+            "10": "10 0610/33/o/n/17 \u00a9 ucles 2017  4 (a) the development of a new human life involves different stages.   these stages are labelled by the letters a to g.   the stages are not in the correct order.  a birth  b development of a fetus  c fertilisation  d formation of an embryo  e formation of a zygote  f implantation  g release of an egg cell   put the seven stages in the correct order.   write the letters in the spaces in the flow chart to show the correct order.   two of the stages have been done for you.        c                            b     [3]  (b) the list shows four different methods of birth control. natural          chemical          barrier          surgical   state the name of the method that these types of birth control belong to: use of a condom  ... vasectomy   use of a contraceptive pill  . [3]  (c) hiv is an example of a sexually transmitted infection.   (i) define the term sexually transmitted infection .  ...  ...  ..  [2]   (ii) state the name of the disease that hiv can lead to.  ..  [1]",
+            "11": "11 0610/33/o/n/17 \u00a9 ucles 2017 [turn over   (iii) describe one other  way that hiv can be transmitted.  ...  ...  ..  [1] [total: 10]",
+            "12": "12 0610/33/o/n/17 \u00a9 ucles 2017 5 (a) most flowers contain male and female parts.   (i) state the name of the male gamete in plants.  ..  [1]   (ii) state the name of the female gamete in plants.  ..  [1]   (iii) state the name of the part of a flower that produces male gametes.  ..  [1]   (iv) state the name of the part of a flower which receives the male gametes.  ..  [1]  (b) fig. 5.1 shows the flower of an aroid plant.   it is sometimes called the corpse flower because it smells of rotting meat. fig. 5.1   the smell of the corpse flower attracts lots of insects.   the insects pollinate the flower.",
+            "13": "13 0610/33/o/n/17 \u00a9 ucles 2017 [turn over   describe other  ways insect-pollinated flowers and wind-pollinated flowers are adapted for  pollination. insect-pollinated flowers  ...  ...  ...  ... wind-pollinated flowers  .  ...  ...  ... [4]  (c) the seeds of the corpse flower are dispersed by birds.   the seeds germinate and new corpse flowers grow.   state two environmental conditions that a seed requires for germination. 1   2   [2] [total: 10]",
+            "14": "14 0610/33/o/n/17 \u00a9 ucles 2017 6 (a) explain why plants are the start of most food webs.  ...  ...  ...  ...  ..  [3]  (b) fig. 6.1 is a desert food web. scorpion foxhawk snake lizard locustkangaroo rat desert plants not to scale fig. 6.1   (i) use fig. 6.1 to complete a food chain that has four different organisms and ends with the  hawk.    write the names of three missing organisms in the boxes. hawk [1]",
+            "15": "15 0610/33/o/n/17 \u00a9 ucles 2017 [turn over   (ii) state the names of two tertiary consumers in the food web in fig. 6.1.  ..  [2]  (c) the number of locusts in the food web in fig. 6.1 suddenly decreases.   explain what effect this would have on the population of scorpions and on the population of  desert plants. scorpions  ..  ...  ...  ...  ... desert plants  .  ...  ...  ...  ... [4] [total: 10]",
+            "16": "16 0610/33/o/n/17 \u00a9 ucles 2017 7 (a) the cells in the leaves of plants that make glucose contain a green substance.   (i) state the name of this green substance.  ..  [1]   (ii) state the name of the cells that make glucose.  ..  [1]  (b) leaves contain different types of cells.   fig. 7.1 represents a typical leaf. fig. 7.1   (i) state the name of the thin, transparent layer of wax which covers the surface of most  leaves.  ..  [1]   (ii) state the name of the layer of cells that is beneath the layer of wax that covers the outer  surface.  ..  [1]  (c) leaves contain two types of transport tissue, xylem and phloem.   state which substances are transported by: xylem   phloem  .. [2]",
+            "17": "17 0610/33/o/n/17 \u00a9 ucles 2017 [turn over  (d) the lower surface of most leaves has many pores.   the pores allow gases to move into and out of a leaf for photosynthesis.   (i) state the name of these pores.  ..  [1]   (ii) state the name of the gas that is used for photosynthesis.  ..  [1]   (iii) state the name of the gas that is produced by photosynthesis.  ..  [1] [total: 9]",
+            "18": "18 0610/33/o/n/17 \u00a9 ucles 2017 8 (a) a person with diabetes may be unable to make insulin.   (i) insulin belongs to an important group of chemicals made by the body.    state the name of this group of chemicals.  ..  [1]   (ii) state where insulin is produced in the body.  ..  [1]   (iii) state the function of insulin.  ...  ..  [1]  (b) a person with diabetes may need regular injections of insulin.   state how the insulin is transported to different parts of the body.  ..  [1]  (c) human insulin can be made by genetically engineered bacteria.   (i) define the term genetic engineering .  ...  ...  ..  [2]   (ii) state one example of genetic engineering in crop plants.  ...  ..  [1] [total: 7]",
+            "19": "19 0610/33/o/n/17 \u00a9 ucles 2017 [turn over 9 fig. 9.1 shows a cross between two guinea pigs. the male guinea pig is pure-breeding for black  fur colour and the female guinea pig is pure-breeding for white fur colour.  the allele for black fur colour can be represented by b and the allele for white fur colour can be  represented by  b.  all four of their offspring had black fur. parents first generation offspringmale guinea pig female guinea pig fig. 9.1  (a) (i) state the phenotypes of each of the parent guinea pigs in fig. 9.1. phenotype of the male  ... phenotype of the female   [1]   (ii) state the genotype of the female parent guinea pig.  ..  [1]   (iii) all of the offspring are heterozygous.    state the genotype of the heterozygous offspring.  ..  [1]",
+            "20": "20 0610/33/o/n/17 \u00a9 ucles 2017 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 international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download at www.cie.org.uk after  the live examination series. 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. (b) two of the first generation offspring were crossed.   they produced four second generation offspring.   these are labelled a, b, c and d in fig. 9.2. first generation offspring are crossed second generation offspring a b c d fig. 9.2   (i) state all of the possible genotypes for the three offspring labelled a, b and c.  ..  [1]   (ii) state the phenotypic ratio of the second generation of guinea pigs.  ..  [1] [total: 5]"
+        },
+        "0610_w17_qp_41.pdf": {
+            "1": "*2674180091* this document consists of 18 printed pages and 2 blank pages. dc (lk/jg) 133513/4 \u00a9 ucles 2017  [turn overcambridge international examinations cambridge international general certificate of secondary education biology  0610/41 paper 4  theory (extended)  october/november 2017  1 hour 15 minutes candidates answer on the question paper. no additional materials are required. read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen. you may use an hb pencil for any diagrams or graphs. do not use staples, paper clips, glue or correction fluid. do not  write in any barcodes. answer all questions. electronic calculators may be used. you may lose marks if you do not show your working or if you do not use appropriate units. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question. this syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificate.",
+            "2": "2 0610/41/o/n/17 \u00a9 ucles 2017 1 fig. 1.1 and fig. 1.2 show two images of villi.  fig. 1.1 shows a surface view of many villi viewed through a scanning electron microscope.  fig. 1.2 shows a section of one villus viewed through a light microscope. villi fig. 1.1 p q r s fig. 1.2",
+            "3": "3 0610/41/o/n/17 \u00a9 ucles 2017 [turn over  villi are found in the small intestine.  (a) state the function of villi.  ...  ... [1]  (b) identify and describe two of the labelled components of a villus.   use the letters in fig. 1.2 in your answer.  ...  ...  ...  ...  ...  ...  ...  ...  ... [4]  (c) some infections in the small intestine can cause diarrhoea.   (i) describe the effects of diarrhoea on the body.  ...  ...  ...  ...  ... [2]   (ii) state the treatment for the effects of severe diarrhoea.  ... [1]  (d) (i) blood transports nutrients.    state the component of the blood that transports nutrients.  ... [1]",
+            "4": "4 0610/41/o/n/17 \u00a9 ucles 2017   (ii) the nutrients in the blood can be used to become part of cells.    state the name of this process.  ... [1]   (iii) amino acids are an example of a type of nutrient transported in the blood.    state two examples of larger molecules found in cells that are made from amino acids. 1   2    [2]  [total: 12]",
+            "5": "5 0610/41/o/n/17 \u00a9 ucles 2017 [turn over 2 a group of students planned an investigation to determine the effects of physical activity on  breathing rate.  (a) describe how the students could measure their breathing rates.  ...  ...  ... [2]  (b) the students measured their breathing rates before physical activity and every minute for  five minutes after cycling around the school field.   write a hypothesis for their investigation.  ...  ...  ... [2]",
+            "6": "6 0610/41/o/n/17 \u00a9 ucles 2017  (c) fig. 2.1 shows a woman on a stationary bicycle. the mask fitted over her nose and mouth  measures the composition of the air she breathes out. fig. 2.1   fig. 2.2 shows the concentration of carbon dioxide in the air expired by the woman in the five  minutes after she stopped exercising.   the dashed line on the graph shows the concentration of carbon dioxide in her expired air  when she was at rest, before she began to exercise. 6.5 6.0 5.5 5.0 4.5 4.0 0 1 2 time / min3 4 5percentage concentration of carbon dioxideconcentration of carbon dioxide expired before exercise concentration of carbon dioxide expired immediately after exercise fig. 2.2",
+            "7": "7 0610/41/o/n/17 \u00a9 ucles 2017 [turn over   describe and explain the results of the investigation shown in fig. 2.2.   use the data in fig. 2.2 in your answer.  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ... [6]  (d) before starting the investigation, the researchers confirmed that the woman did not have  coronary heart disease.   (i) suggest why.  ...  ... [1]   (ii) explain why exercise is recommended for people with a high risk of developing coronary  heart disease.  ...  ...  ...  ...  ...  ...  ... [3]  [total: 14]",
+            "8": "8 0610/41/o/n/17 \u00a9 ucles 2017 3 the flowers of pea plants can be pollinated by bees.  (a) state three  features of flowers that would attract insects such as bees. 1    ... 2    ... 3    ...  [3]  (b) successful pollination results in fertilisation.   describe the events that occur after pollen grains leave the anther of a flower until fertilisation  takes place.  ...  ...  ...  ...  ...  ...  ...  ...  ... [5]",
+            "9": "9 0610/41/o/n/17 \u00a9 ucles 2017 [turn over  (c) following fertilisation, seeds will form.   in pea plants there are two alleles for height: \u2022\ttall (t)  \u2022\tdwarf ( t)   (i) define the term allele .  ...  ...  ... [1]   (ii) a farmer wanted to identify the genotype of tall pea plants as either homozygous  dominant or heterozygous.    he used a homozygous recessive dwarf pea plant to determine the genotype of the tall  pea plants.    state the name of this type of genetic cross.  ... [1]   (iii) complete the genetic diagram to determine the genotype of the parent plant if all the  offspring from the cross are tall plants. parental phenotypes tall \u00d7 dwarf parental genotypes .. \u00d7 .. gametes.  .+.  . offspring genotype  . offspring phenotype  ...  [4]",
+            "10": "10 0610/41/o/n/17 \u00a9 ucles 2017   (iv) another farmer wants to produce pure-breeding dwarf pea plants.    state the genotypes of both of the parent pea plants the farmer should use.     give a reason for your choice. genotypes  .. reason  ...  ...  [2]  [total: 16]",
+            "11": "11 0610/41/o/n/17 \u00a9 ucles 2017 [turn over 4 a neurone is a type of specialised animal cell.  (a) (i) neurones develop from unspecialised cells.    state the name of these unspecialised cells.  ... [1]   (ii) all animal cells have some common features.    state two structural features common to all animal cells. 1   2    [2]   (iii) most neurones are longer than other types of animal cell.    suggest why most neurones are very long.  ...  ... [1]  (b) some neurones connect to effector organs.   (i) state the name of the type of neurone that connects to an effector organ.  ... [1]   (ii) state one example of an effector organ.  ... [1]",
+            "12": "12 0610/41/o/n/17 \u00a9 ucles 2017  (c) fig. 4.1 shows parts of two neurones. the area in the dashed circle has been magnified. m e f g h jkl fig. 4.1   (i) complete table 4.1. one row has been done for you. table 4.1 letter from   fig. 4.1name description component of the cell that releases energy during  aerobic respiration h neurotransmitters chemicals that transmit signals from one neurone  to the next neurone the gap between two neurones the sac in which neurotransmitters are transported  to the cell membrane the molecules that the neurotransmitters bind to the structure that controls the activities in the cell  [5]   (ii) state where in the body the neurones in fig. 4.1 would be found.  ... [1]",
+            "13": "13 0610/41/o/n/17 \u00a9 ucles 2017 [turn over  (d) describe how neurotransmitters move across the gap between two neurones.  ...  ...  ...  ...  ... [3]  (e) nerves and hormones coordinate the functions of the body.   suggest why blinking of the eyes is coordinated by nerves and not hormones.  ...  ... [1]  [total: 16] ",
+            "14": "14 0610/41/o/n/17 \u00a9 ucles 2017 5 (a) yeast can respire aerobically and anaerobically.   state the balanced chemical equation for aerobic respiration by yeast.  ... [2]   (b) when yeast respires anaerobically, ethanol is released.   ethanol is a type of sustainable resource that can be produced from a wide range of crops.   it can be used as a biofuel.   table 5.1 summarises some information about crops that are used to make biofuel. table 5.1 cropbiofuel producedenergy yield / gj per haoptimum growth  temperature  / \u00b0coptimum annual  rainfall range  / mm wheat ethanol 53\u201384 24  800\u20131200 corn ethanol 63\u201376 18  360\u20131000 sugar beet ethanol 110\u2013122 18  360\u20131000 sugar cane ethanol 110\u2013140 28  800\u20131200 oil palm oil 150\u2013166 28 1100\u20132500   (i) uruguay has an average temperature range of 12  \u00b0c to 24  \u00b0c and an average annual  rainfall of 1000  mm.    suggest and explain which crop would be the most  suitable crop to grow for producing  biofuel in uruguay.    use the information in table 5.1 to justify your choice.  ...  ...  ...  ...  ...  ...  ... [3]",
+            "15": "15 0610/41/o/n/17 \u00a9 ucles 2017 [turn over   (ii) sugar cane requires soil with high concentrations of nitrogen and potassium.    describe how the lack of nitrate ions would affect the production of sugar cane.  ...  ...  ...  ...  ...  ...  ... [3]   (iii) researchers in brazil are considering using microscopic algae that live in water to  produce biofuels. they have found that algae can produce a maximum amount of energy  of 200  gj per m2.    1 m2 = 0.0001 ha    convert the production of biofuel from algae into gj per ha.    space for working.   ..  gj per ha [1]   (iv) suggest why people who are concerned about the environment want countries to  produce more biofuel from algae rather than the crops listed in table 5.1.  ...  ...  ...  ...  ...  ...  ... [3]",
+            "16": "16 0610/41/o/n/17 \u00a9 ucles 2017  (c) define the term sustainable development .  ...  ...  ... [2]  [total: 14]",
+            "17": "17 0610/41/o/n/17 \u00a9 ucles 2017 [turn over 6 viruses can cause diseases.  (a) (i) state two other features of all viruses. 1   2    [2]   (ii) describe how vaccination can prevent the spread of disease.  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ... [5]",
+            "18": "18 0610/41/o/n/17 \u00a9 ucles 2017 (b) fig. 6.1 shows four different viruses. adenovirus picornavirusretrovirus herpesvirus fig. 6.1   suggest one feature that could be used to classify viruses into groups.  ...  ... [1]  [total: 8]",
+            "19": "19 0610/41/o/n/17 \u00a9 ucles 2017 blank page",
+            "20": "20 0610/41/o/n/17 \u00a9 ucles 2017 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 international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download at www.cie.org.uk after  the live examination series. 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.blank page"
+        },
+        "0610_w17_qp_42.pdf": {
+            "1": "this document consists of 19 printed pages and 1 blank page. dc (nh/sw) 176429/4 \u00a9 ucles 2017  [turn over *1150047344* biology  0610/42 paper 4  theory (extended)  october/november 2017  1 hour 15 minutes candidates answer on the question paper. no additional materials are required. read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen. you may use a pencil for any diagrams or graphs. do not use staples, paper clips, glue or correction fluid. do not  write in any barcodes. answer all questions. electronic calculators may be used. you may lose marks if you do not show your working or if you do not use appropriate units. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question. this syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificate.cambridge international examinations cambridge international general certificate of secondary education",
+            "2": "2 0610/42/o/n/17 \u00a9 ucles 2017 blank page",
+            "3": "3 0610/42/o/n/17 \u00a9 ucles 2017 [turn over 1 the lungs and the kidneys are part of the excretory system of mammals.  (a) (i) state the name of one substance that is excreted from the lungs and state where in the  body it is produced. name  . site of production  ...  [2]   (ii) state the name of one excretory substance, that is removed by the kidneys, that contains  nitrogen.    explain why it is excreted. name  . explanation    ...  [2]  (b) blood is filtered as it flows through the kidneys.   (i) state the name of the structure within a kidney that filters the blood.  ... [1]   (ii) state two components of blood that do not pass through the filter. 1   2    [2]",
+            "4": "4 0610/42/o/n/17 \u00a9 ucles 2017  (c) the filtrate which is formed from the blood in the kidneys contains many useful substances,  which are reabsorbed into the blood.   fig. 1.1 is a photomicrograph of a cross-section of some of the cells that carry out reabsorption. a b cde fig. 1.1   (i) complete the table by stating the letter in fig. 1.1 that identifies each structure. structure letter on fig. 1.1 microvilli nucleus mitochondrion  [3]",
+            "5": "5 0610/42/o/n/17 \u00a9 ucles 2017 [turn over   (ii) state one function of the nucleus.  ...  ... [1]   (iii) state the name of one part of the mammalian body other than  the kidney that has cells  with microvilli.  ... [1]   (iv) the cells that line the kidney tubules, such as those in fig. 1.1, absorb many compounds  from the filtrate.    use fig. 1.1 to explain how the cells are adapted for absorption.  ...  ...  ...  ...  ...  ...  ...  ...  ... [4]  [total: 16]",
+            "6": "6 0610/42/o/n/17 \u00a9 ucles 2017 2 a person who wanted to begin a fitness programme did some vigorous exercise.  a fitness trainer took a drop of blood from the person\u2019s finger before, during and after vigorous  exercise and tested it for lactic acid.  (a) explain why it is important that the equipment used for taking blood is clean (sterile).  ...  ...  ...  ... [2]  (b) the results of the tests for lactic acid are shown in fig. 2.1. blood lactic acid concentration / mmol  dm\u201331214 10 8 6 4 2 0 0 10 20 30 40 50 60 70 80 90 time  / minperiod of exercise fig. 2.1",
+            "7": "7 0610/42/o/n/17 \u00a9 ucles 2017 [turn over   describe and explain the changes in blood lactic acid concentration shown in fig. 2.1.  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ... [6]",
+            "8": "8 0610/42/o/n/17 \u00a9 ucles 2017  (c) the concentration of lactic acid in the blood of two athletes was investigated. one athlete, p,  had been training and the other, q, was returning to training after an injury.   blood samples were taken from both athletes during a training session. the results are shown  in fig. 2.2. blood lactic acid concentration / mmol  dm\u20133 012345678910 4 6 8 10 12 14 16 18 20 running speed  / km h\u20131athlete pathlete q fig. 2.2   (i) the lactic acid threshold is the level of exercise where the lactic acid concentration  begins to increase exponentially.    state the lactic acid threshold for athletes p and q. p . km  h\u20131 q . km  h\u20131  [1]   (ii) suggest a reason for the difference in lactic acid threshold of athletes p and q.  ...  ...  ... [1]",
+            "9": "9 0610/42/o/n/17 \u00a9 ucles 2017 [turn over   (iii) explain the link between physical activity and breathing.  ...  ...  ...  ...  ...  ...  ...  ...  ... [4]  [total: 14]",
+            "10": "10 0610/42/o/n/17 \u00a9 ucles 2017 3 tasmania is an island off the south coast of australia. sheep were introduced to tasmania in the  nineteenth century.  fig. 3.1 shows the population of sheep in tasmania from 1820 to 1940. the dashed line shows  the trend in the population growth. 0.000.25 1820 1830 1840 1850 1860 1870 1880 year1890 1900 1910 1920 1930 19400.500.751.001.25number of sheep / millions2.25 1.501.752.00 = actual number    of sheepkey solid line dashed line = trend line fig. 3.1  (a) describe the trend  in the population of sheep in tasmania between 1820 and 1940, using the  information in fig. 3.1.  ...  ...  ...  ...  ...  ...  ...  ...  ... [3]",
+            "11": "11 0610/42/o/n/17 \u00a9 ucles 2017 [turn over  (b) explain the change in the trend  of the population that you described in 3(a).  ...  ...  ...  ...  ...  ...  ... [3]  (c) the sheep that were first introduced to tasmania were not well adapted to the environment.   describe how farmers can use selective breeding to improve their sheep so that they are  better adapted to the environment.  ...  ...  ...  ...  ...  ...  ...  ...  ... [4]",
+            "12": "12 0610/42/o/n/17 \u00a9 ucles 2017  (d) maintaining very large populations of farm animals is unsustainable.   define the term sustainable development .  ...  ...  ...  ...  ... [2]  [total: 12]",
+            "13": "13 0610/42/o/n/17 \u00a9 ucles 2017 [turn over 4 the garden pea, pisum sativum , is a plant which has flowers that have both male and female  parts. p. sativum  is naturally self-pollinating.  (a) discuss the advantages and disadvantages of self-pollination.  ...  ...  ...  ...  ...  ...  ...  ...  ... [4]  (b) gregor mendel studied inheritance in the garden pea, p. sativum .   the flowers of p. sativum  that he studied were either purple or white. the gene that controls  flower colour has two alleles, b and b.   when mendel crossed purple-flowered plants with white-flowered plants all the plants in the  next generation had purple flowers.   (i) table 4.1 shows five genetic terms that can be applied to mendel\u2019s study of the  inheritance of flower colour.    complete table 4.1 by stating an example of each genetic term. the first one has been  completed for you. table 4.1 term example in p. sativum  dominant trait purple flowers recessive allele phenotype homozygous genotype heterozygous genotype  [4]",
+            "14": "14 0610/42/o/n/17 \u00a9 ucles 2017   (ii) test crosses can be used to determine the genotype of a plant with purple flowers.    the genetic diagrams show test crosses for purple-flowered plants with two different  genotypes.    complete the genetic diagrams for test cross 1 and test cross 2. test cross 1 parental phenotype  purple flowers  \u00d7 white flowers parental genotype     bb    \u00d7 . genotypes of gametes  ...  ...  + ...  ... offspring genotypes  ... offspring phenotypes  .test cross 2   purple flowers \u00d7 white flowers       bb    \u00d7 .     ...  ...  + ...  ...       ...   ...  [5]  (c) pickerel weed, pontederia cordata , is a plant that grows in shallow water on the edges of  ponds and lakes in north america.   a few seedlings of these plants are white. the white seedlings cannot make chlorophyll.   researchers carried out several crosses using pickerel weed plants.   their results are shown in table 4.2. table 4.2 crossnumber of offspring green white 1 149  0 2  70 22",
+            "15": "15 0610/42/o/n/17 \u00a9 ucles 2017 [turn over   (i) select suitable symbols for the alleles and state the possible genotypes of the parents  for each cross. cross 1  ... cross 2  ...  [2]   (ii) it is not possible to carry out a test cross with pickerel weed plants.    suggest why.  ...  ...  ...  ...  ... [2]  [total: 17]",
+            "16": "16 0610/42/o/n/17 \u00a9 ucles 2017 5 fig. 5.1 shows the bacterium helicobacter pylori , which is a human pathogen. fig. 5.1  (a) state the genus of helicobacter pylori .  ... [1]  (b) h. pylori  is placed in the prokaryote kingdom.   state two structural features that h. pylori  shares with other prokaryotes. 1   2    [2]  (c) (i) h. pylori can cause infections in the stomach.    suggest how this infection could be treated.  ... [1]   (ii) state one natural body defence that is found in the stomach.  ... [1]",
+            "17": "17 0610/42/o/n/17 \u00a9 ucles 2017 [turn over  (d) the immune system is not very effective against pathogens, such as h. pylori , that live inside  the alimentary canal. this means that active immunity and passive immunity do not provide  complete protection against h. pylori  infections.   explain how active immunity differs from passive immunity.  ...  ...  ...  ...  ...  ...  ...  ...  ... [4]  [total: 9]",
+            "18": "18 0610/42/o/n/17 \u00a9 ucles 2017 6 glucose is absorbed into the blood in the small intestine. fig. 6.1 shows the human circulatory  system and the pathway taken by molecules, such as glucose, when they travel in the blood. head & arms lungs heart liver stomach & intestines kidneys muscles in the legs edc b a fig. 6.1",
+            "19": "19 0610/42/o/n/17 \u00a9 ucles 2017 [turn over  (a) complete table 6.1 by naming the blood vessels labelled on fig. 6.1 and stating whether  they contain oxygenated blood or deoxygenated blood. one row has been completed for you. table 6.1 letter on  fig. 6.1name of the blood vesseloxygenated or  deoxygenated blood a hepatic portal vein b c d e femoral artery oxygenated  [4]  (b) insulin is a hormone that is secreted by the pancreas.   (i) define the term hormone .  ...  ...  ...  ...  ... [2]   (ii) describe the role of insulin in the body.  ...  ...  ...  ...  ...  ...  ... [3]",
+            "20": "20 0610/42/o/n/17 \u00a9 ucles 2017  (c) explain how blood flow in the skin helps to maintain a constant body temperature in very hot  conditions.  ...  ...  ...  ...  ...  ...  ... [3]  [total: 12] 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 international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download at www.cie.org.uk after  the live examination series. 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."
+        },
+        "0610_w17_qp_43.pdf": {
+            "1": "*4862944531* this document consists of 18 printed pages and 2 blank pages. dc (st/sg) 133511/4 \u00a9 ucles 2017  [turn overcambridge international examinations cambridge international general certificate of secondary education biology  0610/43 paper 4  theory (extended)  october/november 2017  1 hour 15 minutes candidates answer on the question paper. no additional materials are required. read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen. you may use an hb pencil for any diagrams or graphs. do not use staples, paper clips, glue or correction fluid. do not  write in any barcodes. answer all questions. electronic calculators may be used. you may lose marks if you do not show your working or if you do not use appropriate units. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question. this syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificate.",
+            "2": "2 0610/43/o/n/17 \u00a9 ucles 2017 1 fig. 1.1 shows two photomicrographs of a cross-section of trachea.  a b c d e low magnification high magnification fig. 1.1   (a) the open space at the centre of the trachea is labelled a in fig. 1.1.   air travels into and out of the trachea through this open space.   state a gas that is at a higher concentration in expired air than in inspired air.  ... [1]  (b) describe and explain the functions of the structures or substances labelled b to e in fig. 1.1.   use the letters in fig. 1.1 in your answer.  ...  ...  ...  ...  ...  ...  ...  ...  ... [4]",
+            "3": "3 0610/43/o/n/17 \u00a9 ucles 2017 [turn over  (c) fig. 1.2 shows some events during inspiration. p pressure in the thorax decreases  q air travels down the trachea r air enters the bronchi s air travels through the larynx t air enters the nose u the ribcage moves upwards and outwards v air enters the alveoli fig. 1.2   (i) put the events shown in fig. 1.2 into the correct sequence. two have been done for you. t v [2]   (ii) suggest why alveoli have thin walls.  ...  ...  ...  ... [2]  (d) sickle-cell anaemia is a disease that reduces the delivery of oxygen to tissues.   explain why.  ...  ...  ...  ...  ...  ...  ... [3] [total: 12]",
+            "4": "4 0610/43/o/n/17 \u00a9 ucles 2017 blank page",
+            "5": "5 0610/43/o/n/17 \u00a9 ucles 2017 [turn over 2 a group of students investigated the effect of exercise on their heart rates.  they measured their heart rates: \u2022 before exercise \u2022 immediately after running 1  km \u2022 one minute after running 1  km  before doing the investigation they wrote a hypothesis.   (a) (i) write a hypothesis for this investigation.  ...  ...  ...  ... [2]   (ii) the students measured their pulse as an indicator of heart rate.     describe how the students could measure their pulse.  ...  ...  ...  ... [2]  (b) in another investigation, a doctor tested some of her patients to determine the effect of  exercise on coronary heart disease.   coronary heart disease is caused by a blockage in the coronary artery.   describe the effect on the heart of a blockage in the coronary artery.  ...  ...  ...  ...  ... [2]",
+            "6": "6 0610/43/o/n/17 \u00a9 ucles 2017  (c) the doctor divided her coronary heart disease patients randomly into two equal groups.    each group was given different instructions: \u2022 group a \u2013 patients were given a daily exercise plan  \u2022 group b \u2013 patients were told to make their own exercise plan.   the doctor measured the heart rate (hr) of each patient immediately after doing exercise  and again one minute later.   she calculated their heart rate recovery using this formula:   heart rate recovery = hr immediately after exercise \u2013 hr one minute after exercise.   she then calculated the average heart rate recovery for each of the two groups of patients.   the doctor repeated these measurements after three months and after six months.   the results are shown in fig. 2.1. 30 25 20 15 10 5 0average heart rate recovery / beats per minute time  / monthshigh fitness medium fitness low fitness 0 3 6key: group a group b fig. 2.1",
+            "7": "7 0610/43/o/n/17 \u00a9 ucles 2017 [turn over   describe and explain the effect of exercise on the average heart rate recovery of the coronary  heart disease patients in group a and group b.   use data from fig. 2.1 to support your answer.  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ... [6]  (d) exercise may reduce the risk of coronary heart disease.   state one other  possible way of reducing the risk of developing coronary heart disease.  ... [1]  [total: 13]",
+            "8": "8 0610/43/o/n/17 \u00a9 ucles 2017 3 apple scab is a disease that infects apple trees.   fig. 3.1 shows apples from uninfected and infected apple trees. uninfected apple tree infected apple tree fig. 3.1  there is a gene that determines whether or not apple trees are resistant to apple scab disease.   there are two alleles for this gene: \u2022 disease-resistant, r \u2022 not disease-resistant, r  (a) (i) complete the sentence.    genes and alleles are made of . .  [1]",
+            "9": "9 0610/43/o/n/17 \u00a9 ucles 2017 [turn over   (ii) a farmer wanted to do a test cross to identify the genotype of disease-resistant apple  trees. this would tell him whether his trees were either homozygous dominant or  heterozygous.     determine the phenotypes of the offspring if the unknown parent apple tree was  heterozygous.     complete the genetic diagram:    parental phenotypes  disease-resistant  \u00d7 not disease-resistant    parental genotypes  ..  \u00d7 ..    gametes  . ,  .  \u00d7 . ,  .    offspring genotype      offspring phenotype   [5]  (b) the farmer wanted to breed disease-resistant apple trees.    (i) he decided not to use heterozygous disease-resistant apple trees in his selective  breeding programme.    explain why.  ...  ...  ...  ...  ...  ...  ... [2]",
+            "10": "10 0610/43/o/n/17 \u00a9 ucles 2017   (ii) the farmer wanted to be sure that only the selected disease-resistant apple trees would  reproduce.     suggest what the farmer could do to ensure that only the selected apple trees were  pollinated.  ...  ...  ... [1]   (iii) describe how artificial selection differs from natural selection.  ...  ...  ...  ...  ... [2] [total: 11]",
+            "11": "11 0610/43/o/n/17 \u00a9 ucles 2017 [turn over blank page",
+            "12": "12 0610/43/o/n/17 \u00a9 ucles 2017 4 the canadian government were concerned about overfishing at the grand banks in the atlantic  ocean.  as a result, commercial fish stocks were monitored from 2002 until 2013.  the population data for four species of fish are shown in fig. 4.1. number of fish / million700 600 500 400 300 200 100 02002 2003 2004 2005 2006 2007 2008 2009 2010 2011 2012 2013 yearnumber of fish / millionspecies l140 120 100 80 60 40 20 02002 2003 2004 2005 2006 2007 2008 2009 2010 2011 2012 2013number of fish / million yearspecies k species m700 600 500 400 300 200 100 02002 2003 2004 2005 2006 2007 2008 2009 2010 2011 2012 2013 year species n2500 2000 1500 1000 500 02002 2003 2004 2005 2006 2007 2008 2009 2010 2011 2012 2013number of fish / million year fig. 4.1",
+            "13": "13 0610/43/o/n/17 \u00a9 ucles 2017 [turn over  (a) use the information in fig. 4.1 to:   (i) state the most abundant fish species in 2002  ... [1]   (ii) suggest the fish species that had the most carefully controlled fishing quotas between  2002  and 2013 .    give a reason for your choice.  ...  ...  ... [1]   (iii) calculate the percentage increase in species n between 2002  and 2003 .    show your working.    [2]  (b) overfishing is a possible reason for the decrease of the population of species m between  2002 and 2003.   state two other  reasons that could have caused this decrease. 1   2   [2]",
+            "14": "14 0610/43/o/n/17 \u00a9 ucles 2017  (c) overfishing can be reduced by having large holes in fishing nets.   fig. 4.2 shows sections of two fishing nets, the drawings are both at the same scale.   fishing net with large holesfishing net with small holes fig. 4.2   (i) suggest how controlling the size of the holes in fishing nets helps to reduce overfishing.  ...  ...  ... [1]   (ii) describe and explain how methods other  than fishing net hole size, could help to prevent  overfishing.  ...  ...  ...  ...  ...  ...  ...  ...  ... [4]",
+            "15": "15 0610/43/o/n/17 \u00a9 ucles 2017 [turn over  (d) fig. 4.3 shows part of a food web at the grand banks. guillemot gull seal cod zooplankton phytoplanktonsquid fig. 4.3   cod is a species of fish that almost became extinct in the grand banks due to overfishing.    suggest how the extinction of cod could affect the food web in fig. 4.3.  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ... [4]",
+            "16": "16 0610/43/o/n/17 \u00a9 ucles 2017  (e)  sustainable development is required to manage fish stocks.   define the term sustainable development .  ...  ...  ... [2]  [total: 17] 5 the kingdom fungi contains a great diversity of organisms including yeasts, moulds and  mushrooms.  like plants, fungi contain nuclei and mitochondria.  (a) (i) state the function of mitochondria.  ...  ... [2]    (ii) state two characteristics of fungi that are used to distinguish them from plants. 1   2   [2]  (b) yeast is a single-celled fungus that is used in bread-making.   explain why yeast is used in bread-making.  ...  ...  ...  ...  ...  ...  ... [3]",
+            "17": "17 0610/43/o/n/17 \u00a9 ucles 2017 [turn over  (c) penicillium  is a mould fungus that is used to make antibiotics.   (i) describe how penicillium  is used to make the antibiotic penicillin.  ...  ...  ...  ...  ...  ...  ... [3]   (ii) explain why antibiotics can be used to treat bacterial infections but not viral infections.  ...  ...  ... [1]  (d) some fungi are human pathogens.   describe how the human body prevents pathogens from entering.  ...  ...  ...  ...  ...  ...  ... [3] [total: 14]",
+            "18": "18 0610/43/o/n/17 \u00a9 ucles 2017 6 fig. 6.1 is a flow chart of some of the events that occur to maintain a constant body temperature.   body temperature rises temperature receptors detect a stimulus the central nervous system receives an impulse and sends the impulse on body temperature falls to the set levelsweat glands respond blood vessels respond hair erector muscles respondyx fig. 6.1 ",
+            "19": "19 0610/43/o/n/17 \u00a9 ucles 2017 [turn over  (a) (i) state the names of the types of neurones at x and y in fig. 6.1.  x   y   [2]   (ii) state the name of one effector shown in fig. 6.1.  ... [1]   (iii) state the name of the mechanism that controls homeostasis which is represented by the  flowchart in fig. 6.1.  ... [1]  (b) (i) describe how shunt vessels in the skin function to help cool the body when the body  temperature is high.  ...  ...  ...  ...  ...  ...  ... [3]   (ii) describe how the sweat glands and the hair erector muscles function in mammals when  the external environment is hot.  ...  ...  ...  ...  ...  ...  ... [3]",
+            "20": "20 0610/43/o/n/17 \u00a9 ucles 2017 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 international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download at www.cie.org.uk after  the live examination series. 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. (c) (i) suggest an advantage of using neurones rather than hormones to regulate body  temperature.   ...  ...  ... [1]   (ii) list two hormones that are involved in homeostasis. 1   2   [2] [total: 13]"
+        },
+        "0610_w17_qp_51.pdf": {
+            "1": "*0416259056* this document consists of 9 printed pages and 3 blank pages. dc (st/sg) 133516/4 \u00a9 ucles 2017  [turn overcambridge international examinations cambridge international general certificate of secondary education biology  0610/51 paper 5  practical test  october/november 2017  1 hour 15 minutes candidates answer on the question paper. additional materials:  as listed in the confidential instructions. read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen. you may use an hb pencil for any diagrams or graphs. do not use staples, paper clips, glue or correction fluid. do not  write in any barcodes. answer all questions. electronic calculators may be used. you may lose marks if you do not show your working or if you do not use appropriate units. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question. this syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificate.for examiner\u2019s use 1 2 total",
+            "2": "2 0610/51/o/n/17 \u00a9 ucles 2017 1 fruits such as apples and bananas contain chemicals called polyphenols. an enzyme, polyphenol  oxidase, is also present. it catalyses a reaction which converts the polyphenols into brown\u2011coloured  compounds.  this reaction happens when the cells are damaged and exposed to oxygen in the air.   polyphenol oxidasepolyphenols + oxygen  brown\u2011coloured compounds   you are going to investigate the effect of ph on the enzyme polyphenol oxidase in apples.   read all the instructions but do not carry them out until you have drawn a table for  your results in the space provided in 1(a)(i).   you should use the gloves and eye protection provided when you are carrying out the practical  work. step 1  label five petri dishes a, b, c, d and e. step 2  pour the water from the container labelled water  into petri dish a. step 3  pour the solution labelled b into the petri dish labelled b. step 4  repeat step 3 for each of the solutions labelled c, d and e and the petri dishes labelled  c, d and e. step 5  dip the end of one piece of universal indicator paper into the solution in petri dish a.  compare the colour of the indicator paper to the colour chart provided to identify the ph  of the solution. record the ph in your table in 1(a)(i) . step 6  repeat step 5 for petri dishes b, c, d and e. step 7  cut the apple provided in half vertically and remove the peel. put the peel into the  container labelled waste . when cutting, take care to cut downwards on to the white tile  and away from your hands.  step 8  cut five slices from the apple, avoiding the core. each apple slice should be approximately  30 mm \u00d7 10 mm \u00d7 5 mm in size. keep the rest of the apple for step  11. step 9  on the white tile, chop one of the apple slices into small pieces and then use a spatula to  crush the pieces to a pulp.   chop and crush the four remaining apple slices. keep each of the crushed apple slices  separate from each other on the white tile, as shown in fig. 1.1. crushed apple sliceswhite tile fig. 1.1 step 10  place one of the crushed apple slices into each of the solutions in petri dishes a, b, c, d  and e. put the lids on the petri dishes and leave them for two minutes. step 11  if the cut surface of the rest of the apple has started to turn brown, cut the brown layer  away. cut another 30  mm \u00d7 10 mm \u00d7 5 mm slice. chop and crush this apple slice in the  same way as in step  9. leave this crushed apple slice on the white tile and label it  control .   put any leftover apple into the container labelled waste .",
+            "3": "3 0610/51/o/n/17 \u00a9 ucles 2017 [turn over step 12  remove the lid of petri dish a and carefully tilt the base so the liquid runs away from the  crushed apple. pour the liquid into the beaker labelled waste liquid . make sure that the  crushed apple does not fall into the waste liquid.   do not replace the lid of the petri dish.  step 13  repeat step 12 for each of the petri dishes labelled b, c, d and e. step 14  determine the colour intensity of the crushed apple in each petri dish using the key  shown in table 1.1. record the results in your table in 1(a)(i) . step 15  determine the colour intensity of the crushed apple in each petri dish after 10 minutes  and after 20  minutes. record the results in your table in 1(a)(i) .   while you are waiting continue with the other questions. table 1.1 colour of crushed apple slice no brown colour light brown dark brown  colour intensity value 1 2 3  (a) (i) prepare a table to record your results.    your table should include: \u2022 the colour intensity value for the crushed apple slices \u2022 the ph of each solution. [6]     (ii)  list the ph values from the most effective to the least effective in preventing the browning  of the apple slices.  ... [1]",
+            "4": "4 0610/51/o/n/17 \u00a9 ucles 2017   (iii) state the purpose of the control set up in step 11.  ...  ...  ... [1]   table 1.2 shows the ph of some household products.  table 1.2 household  productolive oil lemon juice milk water salt water baking soda ph no value 2.0 6.6 7.0 7.6 9.0   (iv) using the results of your investigation, suggest which of the household products in  table  1.2 could be used to treat cut apples to prevent them from going brown. explain  your choice. household product  . explanation    ... [2]  (b) (i) state one variable that has been kept constant in the investigation you have carried out.    describe how this variable has been kept constant. variable  .. how it has been kept constant  ...  ... [2]   (ii) explain why the lids were not put back on to the petri dishes after the solutions were  poured away in steps  12 and 13.   ...  ...  ... [1]  (c) explain why the method used to find the colour intensity value for the crushed apple slices in  step 14 is a source of error.  ...  ...  ... [1]",
+            "5": "5 0610/51/o/n/17 \u00a9 ucles 2017 [turn over  (d) identify one source of error in steps 8, 9 or 10 and suggest an improvement for this error. source of error  ..  ... improvement  .  ...  ... [2]  (e)  the enzyme polyphenol oxidase and the substrate polyphenol can be extracted from crushed  apples. the substrate turns brown when the enzyme is present.   some students were provided with extracts of the enzyme and the substrate.     describe a method the students could use to find the optimum temperature of the enzyme.  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ... [6]",
+            "6": "6 0610/51/o/n/17 \u00a9 ucles 2017  (f) in another experiment, enzymes were extracted from two different fruits.   these enzyme extracts were heated at 65  \u00b0c for a total of 60 minutes.    during this time samples were removed every 15 minutes.    the samples were tested to find out how much enzyme activity remained.   table 1.3 shows the results of the experiment.  table 1.3 sample time / minpercentage of enzyme activity remaining apricot avocado  0 100 100 15   5  40 30   0  25 45   0  20 60   0  10",
+            "7": "7 0610/51/o/n/17 \u00a9 ucles 2017 [turn over   (i) plot a line graph on the grid of enzyme activity against sample time.    you should plot the data for the apricot and for the avocado. [5]   (ii) state a conclusion for these results.   ...  ...  ... [1] [total: 28] ",
+            "8": "8 0610/51/o/n/17 \u00a9 ucles 2017 2 fig. 2.1 is a photomicrograph of some blood cells. phagocytes nuclei lymphocyte red blood cells magnification \u00d71500 fig. 2.1   (a) (i) state two visible differences between the red blood cells and the white blood cells  (phagocytes and lymphocytes) in fig. 2.1.   1    ... 2    ... [2]   (ii) make a large drawing of the two cells labelled phagocytes  in fig. 2.1. [4]",
+            "9": "9 0610/51/o/n/17 \u00a9 ucles 2017   (b)  (i) measure the diameters of the three marked blood cells, along both the lines drawn on  each of the cells, in fig.  2.1. record these measurements in table 2.1.    add the missing units to table 2.1.    calculate the average diameter for each type of blood cell and write your results in  table  2.1.  table 2.1  type of blood celldiameter 1 /...diameter 2 /...average diameter /... red blood cell lymphocyte phagocyte [3]   (ii) calculate the actual average diameter of the red blood cell using your answer in 2(b)(i)   and the following equation.  magnification =  average diameter of the red blood cell in fig. 2.1 actual average diameter of the red blood cell    give your answer in micrometres ( \u03bcm) to the nearest whole number . 1 mm = 1000  \u03bcm     show your working.   ... \u03bcm [3]  [total: 12]",
+            "10": "10 0610/51/o/n/17 \u00a9 ucles 2017 blank page",
+            "11": "11 0610/51/o/n/17 \u00a9 ucles 2017 blank page",
+            "12": "12 0610/51/o/n/17 \u00a9 ucles 2017 permission to reproduce items where third \u2011party 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 \u2011related information to candidates, all copyright acknowledgements are reproduced online in the cambridge international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download at www.cie.org.uk after  the live examination series. 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.blank page"
+        },
+        "0610_w17_qp_52.pdf": {
+            "1": "*2946945408* this document consists of 11 printed pages and 1 blank page. dc (st/fc) 133856/4 \u00a9 ucles 2017  [turn overcambridge international examinations cambridge international general certificate of secondary education biology  0610/52 paper 5  practical test  october/november 2017  1 hour 15 minutes candidates answer on the question paper. additional materials:  as listed in the confidential instructions. read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen. you may use an hb pencil for any diagrams or graphs. do not use staples, paper clips, glue or correction fluid. do not  write in any barcodes. answer all questions. electronic calculators may be used. you may lose marks if you do not show your working or if you do not use appropriate units. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question. this syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificate.for examiner\u2019s use 1 2 total",
+            "2": "2 0610/52/o/n/17 \u00a9 ucles 2017 1 starch is an important food source that is digested by the enzyme amylase to form the reducing  sugar maltose.     amylase starch + water      maltose   you are going to investigate the effect of enzyme concentration on the rate of digestion of starch  by amylase.   read all the instructions but do not carry them out until you have drawn a table for  your results in the space provided in 1 (a)(i). put on the gloves and eye protection provided  before starting the practical work.  step 1  label three test-tubes a, b and c.  step 2  put 5  cm3 of starch solution into each of test-tubes a, b and c.  step 3  label another three test-tubes a1, b1 and c1.  step 4  put 1  cm3 of 3% amylase solution into test-tube a1.   put 1  cm3 of 2% amylase solution into test-tube b1.   put 1  cm3 of 1% amylase solution into test-tube c1.  step 5  place all six test-tubes into a water-bath at 60  \u00b0c and leave for three minutes.    raise your hand when you are ready for hot water.    you will need to maintain the temperature of the water-bath between 55\u201360  \u00b0c  during the whole experiment. raise your hand for more hot water if needed.  step 6   use a marker pen to divide a dry white tile into three sections and label them a, b and c  as shown in fig.  1.1.   step 7   drop iodine solution onto the tile to form two rows of 8 drops approximately the same  distance apart, in each of the sections a, b and c as shown in fig. 1.1.  a b c drop of iodine solutionrow 1 row 8 fig. 1.1  step 8   dip a glass rod into the starch solution in test-tube a to remove some of the solution.  then touch the glass rod onto the surface of the first drop and then the second drop of  iodine solution in row 1 on the section of the tile labelled a. rinse and dry the glass rod.  step 9   repeat step 8 using the amylase solution in test-tube a1 and the drops of iodine solution  in row  2 on the section of the tile labelled a.",
+            "3": "3 0610/52/o/n/17 \u00a9 ucles 2017 [turn over  step 10  start a timer. add the amylase solution in test-tube a1 to the contents of test-tube a.      stir the mixture with a glass rod and immediately  remove some of the mixture using  the glass rod and touch it onto the surface of the first drop and then the second drop of  iodine solution in row 3 on the section of the tile labelled a. rinse and dry the glass rod.  step 11   after one minute use the glass rod to remove some of the mixture from test-tube a and  touch it onto the first drop and then the second drop of iodine solution in row 4 on the  section of the tile labelled a. rinse and dry the glass rod.  step 12  repeat step 11 for another four minutes or until all the starch has been digested.    if starch was still present in row 8, record this in your table as > 5 minutes.  step 13  repeat steps  8 to 12 for test-tubes b and b1.  step 14  repeat steps 8 to 12 for test-tubes c and c1.  (a) (i) prepare a table to record your results.    the table should include: \u2022 the concentration of the amylase solution \u2022 the time taken for all the starch to be digested for each enzyme concentration.    record your results in your table as you carry out the practical work.      [5]   (ii)  describe how you decided the time at which all the starch had been digested by the  amylase.  ...  ... [1]",
+            "4": "4 0610/52/o/n/17 \u00a9 ucles 2017   (iii) the starch has been digested into simple (reducing) sugars. describe how you could  test the liquid in the test-tubes to show they contain reducing sugars.  ...  ...  ...  ... [2]  (b) (i) state one variable that has been kept constant in the investigation you have carried out.    describe how this variable has been kept constant.  variable  .. how it has been kept constant  ...  ... [2]   (ii) explain why all the test-tubes were left in the water-bath for three minutes before the  enzyme was added to the starch.   ...  ...  ... [1]   (iii) explain why step  9 was carried out before mixing the enzyme and starch together.  ...  ...  ... [1]  (c)  (i) identify two sources of error in the method used in steps 10, 11 and 12. 1    ... 2    ... [2]",
+            "5": "5 0610/52/o/n/17 \u00a9 ucles 2017 [turn over   (ii) for one of the errors you identified in (c)(i) , describe how the method could be improved  to reduce the error.  ...  ...  ... [1]",
+            "6": "6 0610/52/o/n/17 \u00a9 ucles 2017  (d) in another experiment some students made starch agar that contained 100  mg per cm3 of  starch.     the starch agar was stained using iodine and was then cut into blocks that measured  2 cm \u00d7  3 cm \u00d7 0.5 cm.     (i) calculate the total mass of starch in each of the blocks of starch agar.    show your working.   ..  mg  [3]   six small beakers containing 20  cm3 of 5% amylase solution were placed in water-baths at  different temperatures. one of the blocks containing starch from  (d)(i) was placed into each  of the beakers.    the time taken for all the starch to disappear was measured.    the results of the experiment are shown in table 1.1. table 1.1 temperature  / \u00b0c time taken for starch to disappear  / srate of reaction  / mg per s 20 1500 0.2 30 375 0.8 40 200 1.5 50 125 2.4 60 65 4.6 70 88   (ii) complete table 1.1 by writing in the rate of reaction at 70  \u00b0c. [1]",
+            "7": "7 0610/52/o/n/17 \u00a9 ucles 2017 [turn over    (iii)  plot a graph on the grid to show the effect of temperature on the rate of reaction. [4]  [total: 23]",
+            "8": "8 0610/52/o/n/17 \u00a9 ucles 2017 2 fig. 2.1 is a photomicrograph of the epidermis of a leaf. it shows epidermal cells, guard cells and  stomata.  each stoma is surrounded by two guard cells containing chloroplasts. xxyystoma cytoplasmepidermal cells chloroplast cell wall guard cell fig. 2.1  (a) (i) complete table 2.1 to show two visible differences between epidermal cells and guard  cells. table 2.1 feature epidermal cell guard cell [2]   ",
+            "9": "9 0610/52/o/n/17 \u00a9 ucles 2017 [turn over   (ii) make a large drawing of the two guard cells and the stoma shown inside the box on  fig. 2.1. [4]  (b) measure the total width of the guard cells and stoma along the line xy on fig. 2.1.   include the units.   total width of the guard cells and stoma on fig. 2.1      draw a line on your drawing  in the same position as the line xy.    measure width of the guard cells and stoma on your drawing.  include the units.   total width of the guard cells and stoma on your drawing    calculate the magnification of your drawing using the formula: magnification = width on your drawing width on fig. 2.1   show your working and give your answer to the nearest whole number.    [3]",
+            "10": "10 0610/52/o/n/17 \u00a9 ucles 2017  (c) fig. 2.2 shows the rate of water gain by absorption and the rate of water loss by transpiration  in a plant during a 24-hour period on a hot sunny day.  60 50 40 30 20 10 0 06.00 10.00 14.00 18.00 time of day22.00 02.00 06.00rate of water loss or gain / g per unit time transpirationabsorption fig. 2.2   compare the trends shown in fig. 2.2 for absorption and transpiration of water during the  24-hour period.  ...  ...  ...  ... [2]  (d)  fig. 2.3 shows the apparatus used to measure water uptake by a leafy shoot. the leafy shoot  is sealed tightly into a glass tube which is connected to a capillary tube containing water.    as the leafy shoot loses water through its leaves it absorbs water from the apparatus. air is  pulled into the open end of the capillary tube as the water moves towards the leafy shoot.    the distance moved by the air in the capillary tube can be measured on the scale and used to  calculate the volume of water absorbed by the leafy shoot.",
+            "11": "11 0610/52/o/n/17 \u00a9 ucles 2017 leafy shoot waterwater to refill the capillary tube capillary tube with a scale open end of the capillary tubeaircut end of a leafy shoot stem fig. 2.3   describe how you would use this apparatus to investigate the effect of temperature or  humidity on the rate of water absorption by a leafy shoot.  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ... [6] [total: 17]",
+            "12": "12 0610/52/o/n/17 \u00a9 ucles 2017 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 international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download at www.cie.org.uk after  the live examination series. 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.blank page"
+        },
+        "0610_w17_qp_53.pdf": {
+            "1": "*5869015591* this document consists of 10 printed pages and 2 blank pages. dc (nh/fc) 134067/3 \u00a9 ucles 2017  [turn overbiology  0610/53 paper 5  practical test  october/november 2017  1 hour 15 minutes candidates answer on the question paper. additional materials:  as listed in the confidential instructions. read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen. you may use an hb pencil for any diagrams or graphs. do not use staples, paper clips, glue or correction fluid. do not  write in any barcodes. answer all questions. electronic calculators may be used. you may lose marks if you do not show your working or if you do not use appropriate units. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question. this syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificate.cambridge international examinations cambridge international general certificate of secondary education for examiner\u2019s use 1 2 total",
+            "2": "2 0610/53/o/n/17 \u00a9 ucles 2017 you should wear the eye protection provided during the practical work in question 1. 1 citrus fruits, such as oranges, contain sugars. you are going to investigate the simple (reducing)  sugar content of three different citrus fruits.  read all the instructions but do not carry them out until you have drawn a table for  your results in the space provided in 1(a)(ii).  step 1   you are provided with samples of three different types of fruit. take three separate  beakers and label these with the names of the fruits you have been given. record the  names of the fruits in table 1.1 in 1(a)(i) .  step 2  squeeze the juice from one type of fruit into the labelled beaker.  step 3  repeat step 2 with the other two types of fruit.  step 4   use the measuring cylinder to measure the volume of juice you have extracted from  each type of fruit and record this in table  1.1 in 1(a)(i) . pour the fruit juice back into the  labelled beaker when you have finished measuring it.  rinse the measuring cylinder with the washing water after each measurement.  if you have less than 5  cm3 of each juice raise your hand to obtain more fruit and repeat step 2.  (a) (i) table 1.1 type of fruit volume of juice  / cm3 1 2 3  [1]     step 5  label three large test-tubes 1, 2, and 3.     step 6  add 2  cm3 of the juice from fruit 1 to large test-tube 1.     step 7   add 2  cm3 of reducing sugar test solution to large test-tube 1 and place it  in the empty beaker labelled water-bath . record the colour of the solution in  large test-tube 1 in your table in 1(a)(ii) .     step 8  repeat step 6 and step 7 with the juice from fruit 2 and the juice from fruit 3.     step 9  you are now going to add hot water to the beaker labelled water-bath .        raise your hand when you are ready for hot water. leave the large test-tubes  in the water-bath for 10 minutes.      during this time continue with the rest of the questions.     step 10   after 10 minutes record the colour observed in large test-tubes 1, 2 and 3 in  your table in 1(a)(ii) .",
+            "3": "3 0610/53/o/n/17 \u00a9 ucles 2017 [turn over   (ii) prepare a table to record your results.  [4]   (iii) state the name of the solution used to test for reducing sugars.  ... [1]   (iv) state which fruits contain reducing sugars.  ... [1]   (v) explain why it was necessary to record the colour of the reducing sugar test solution and  fruit juice mixture  before  heating.  ...  ...  ... [1]",
+            "4": "4 0610/53/o/n/17 \u00a9 ucles 2017  (b) state one variable that has been kept constant in the investigation you have carried out.   describe how this variable has been kept constant. variable  . how it has been kept constant  ..  ...  ...  [2]  (c) identify two sources of error in the method.   for each of these errors, describe how the method could be improved to reduce the error. error  .. improvement  .  ...  ... error  .. improvement  .  ...  ...  [4]  (d) describe a test that could be used to determine if the fruits you have tested contain protein.  ...  ...  ...  ... [2]",
+            "5": "5 0610/53/o/n/17 \u00a9 ucles 2017 [turn over  (e) citrus fruits are a good source of vitamin c.   dcpip can be used to test for vitamin c. when dcpip reacts with vitamin c the colour of the  solution changes from dark blue to colourless.   vitamin c can be destroyed by heating it at high temperatures or by heating it for a long time.   fruit juices are often heat treated to kill bacteria which allows the juice to be kept for a long  time without being refrigerated.   a student wanted to investigate the effect of heating on the vitamin c content of fruit juice.   describe a method the student could use for their investigation.  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ... [6]",
+            "6": "6 0610/53/o/n/17 \u00a9 ucles 2017  (f) you are provided with a slice of orange.   draw a large diagram of the slice of orange.  [4]  [total: 26]",
+            "7": "7 0610/53/o/n/17 \u00a9 ucles 2017 [turn over blank page",
+            "8": "8 0610/53/o/n/17 \u00a9 ucles 2017 2 hormones are involved in tropic responses in plants, such as gravitropism and phototropism.  auxin is a plant growth hormone.  a student investigated the length of roots from seedlings grown in different concentrations of auxin.  the student measured the root length of five of the seedlings grown in each concentration of auxin.  table 2.1 shows the results. table 2.1 percentage  concentration  of auxinroot length  / mmaverage root  length  / mm1 2 3 4 5 0.0 15 16 18 14 15 15.6 0.2 18 17 19 20 18 0.4 24 21 22 22 23 22.4 0.6 17 16 18 17 19 17.4 0.8 13 12 14  5 12 11.2 1.0 12 10 10 12 11 11.0  (a) (i) calculate the missing average value from the table 2.1.    show your working and give your answer to one decimal place in table 2.1.  [2]   (ii) scientists do not include anomalous data in their average calculations.    one of the pieces of data in table 2.1 is not consistent with the other results for that  concentration. this means it is anomalous.    circle  the anomalous data in table 2.1.    calculate the correct average for this concentration of auxin, excluding the anomalous  data. give your answer to one decimal place.    space for working.   .. mm  [2]",
+            "9": "9 0610/53/o/n/17 \u00a9 ucles 2017 [turn over   (iii)  plot a graph on the grid to show the effect of auxin concentration on the average root  length.  [4]   (iv) describe the pattern shown by the data in your graph.  ...  ...  ...  ...  ...  ... [3]",
+            "10": "10 0610/53/o/n/17 \u00a9 ucles 2017  (b) fig. 2.1 shows the root tip of a poppy seedling. m nm n magnification  \u00d7 120 fig. 2.1",
+            "11": "11 0610/53/o/n/17 \u00a9 ucles 2017   measure the length of the line mn on fig. 2.1. include the unit.   length of mn ...   calculate the actual size of the root tip at mn using the formula. include the unit in your  answer. magnification = length of mn on fig. 2.1 actual size of mn   space for working.    [3]  [total: 14]",
+            "12": "12 0610/53/o/n/17 \u00a9 ucles 2017 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 international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download at www.cie.org.uk after  the live examination series. 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.blank page"
+        },
+        "0610_w17_qp_61.pdf": {
+            "1": "this document consists of 9 printed pages and 3 blank pages. dc (nf/sg) 133515/4 \u00a9 ucles 2017  [turn overcambridge international examinations cambridge international general certificate of secondary education *4672819309* biology  0610/61 paper 6  alternative to practical  october/november 2017  1 hour candidates answer on the question paper. no additional materials are required. read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen. you may use an hb pencil for any diagrams or graphs. do not use staples, paper clips, glue or correction fluid. do not  write in any barcodes. answer all questions. electronic calculators may be used. you may lose marks if you do not show your working or if you do not use appropriate units. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question. this syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificate.",
+            "2": "2 0610/61/o/n/17 \u00a9 ucles 2017 1 fruits such as apples and bananas contain chemicals called polyphenols. an enzyme,  polyphenol oxidase, is also present. it catalyses a reaction which converts the polyphenols into  brown\u2011coloured  compounds.  this reaction happens when the cells are damaged and exposed to oxygen in the air. polyphenols + oxygen    polyphenol oxidase     brown \u2011coloured compounds  some students investigated the effect of ph on the enzyme polyphenol oxidase in apples.  the students were provided with one apple, distilled water and four solutions labelled b, c, d and  e. each solution had a different ph.  step 1  five petri dishes were labelled a, b, c, d and e.  step 2  20 cm3 of distilled water was added to petri dish a.  step 3  20 cm3 of solution b was poured into the petri dish labelled b.  step 4  step 3 was repeated using solutions c, d and e and the petri dishes labelled c, d  and e.  step 5  universal indicator paper and a ph colour chart were used to find the ph of each of the  solutions in the five petri dishes.  step 6  six slices were cut from an apple and put on to separate white tiles. the apple slices  were cut to approximately the same size.  step 7  each apple slice was chopped into small pieces and then crushed with a spatula.  step 8  one of the crushed apple slices was put into each of the solutions in petri dishes a, b, c,  d and e. a lid was put on to each of the petri dishes and they were left for two minutes.  step 9  the crushed apple from the remaining slice was left uncovered, on the white tile and was  labelled control .  step 10  the lid of petri dish a was removed and the liquid was poured away, leaving only the  crushed apple in the petri dish. the petri dish lid was not replaced.  step 11   step 10 was repeated for petri dishes b, c, d and e.  step 12  the students looked at the colour of the crushed apple slice in each petri dish at  0 minutes, 10  minutes and  20 minutes.    the students used the key shown in table 1.1 to identify the colour intensity value for  each crushed apple slice. table 1.1 colour of the crushed  apple sliceno brown colour light brown dark brown  colour intensity value 1 2 3",
+            "3": "3 0610/61/o/n/17 \u00a9 ucles 2017 [turn over \t \t \t fig. \t1.1\tshows\tthe\tstudents\u2019 \tresults. a b c c cd d de e eb ba acontrol control control0 min 10 min 20 min ph 7 ph 2 ph 3 ph 8 ph 9crushed apple fig. 1.1  (a) (i) prepare a table to record the results.    your table should include: \u2022 the colour intensity value for the crushed apple slices \u2022 the ph of each solution. [5]   (ii) list the ph values from the most effective to the least effective in preventing the browning  of the apple.  ..  [1]",
+            "4": "4 0610/61/o/n/17 \u00a9 ucles 2017   (iii) state the purpose of the control set up in step 9.  ...  ...  ..  [1]   table 1.2 shows the ph of some household products. table 1.2 household  productolive oil lemon  juicemilk water salt water baking  soda ph no value 2.0 6.6 7.0 7.6 9.0   (iv) suggest which of the household products in table 1.2 should be used to prevent cut  apples from going brown. explain your choice. household product  . explanation    ... [2]  (b) (i) state one variable that was kept constant in the investigation described.    describe how this variable was kept constant. variable  .. how it was kept constant  ...  ... [2]   (ii) explain why the lids were not put back on to the petri dishes after the solutions were  poured away in steps 10 and 11.  ...  ...  ..  [1]   (iii)  state the main hazard in steps 6 and 7 and describe how to reduce the risk of this  hazard.  ...  ...  ..  [1]",
+            "5": "5 0610/61/o/n/17 \u00a9 ucles 2017 [turn over  (c) explain why the method used to find the colour intensity value for the crushed apple slices in  step 12 is a source of error.  ...  ...  ..  [1]  (d) identify one source of error in steps 6, 7 or 8 and suggest an improvement for this error. source of error  ..  ... improvement   .  ...  ... [2]  (e) the enzyme polyphenol oxidase and the substrate polyphenol can be extracted from crushed  apples. the substrate turns brown when the enzyme is present.   some students were provided with extracts of the enzyme and the substrate.   describe a method the students could use to find the optimum temperature of the enzyme.  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ..  [6]",
+            "6": "6 0610/61/o/n/17 \u00a9 ucles 2017  (f) in another experiment, enzymes were extracted from two different fruits.   these enzyme extracts were heated at 65  \u00b0c for a total of 60 minutes.   during this time samples were removed every 15 minutes.   the samples were tested to find out how much enzyme activity remained.   table 1.3 shows the results of the experiment. table 1.3 sample time    / minpercentage of enzyme activity remaining apricot avocado  0 100 100 15   5  40 30   0  25 45   0  20 60   0  10",
+            "7": "7 0610/61/o/n/17 \u00a9 ucles 2017 [turn over   (i) plot a line graph on the grid of enzyme activity against sample time.    you should plot the data for the apricot and for the avocado.     [5]   (ii) state a conclusion for these results.  ...  ...  ... [1] [total: 28]",
+            "8": "8 0610/61/o/n/17 \u00a9 ucles 2017 2 fig. 2.1 is a photomicrograph of some blood cells. phagocytes nuclei lymphocyte red blood cells magnification \u00d71500 fig. 2.1  (a) (i) state two visible differences between the red blood cells and the white blood cells  (phagocytes and lymphocytes) i n fig. 2.1. 1  ...  ... 2  ...  ... [2]   (ii) make a large drawing of the two cells labelled phagocytes  in fig. 2.1. [4]",
+            "9": "9 0610/61/o/n/17 \u00a9 ucles 2017  (b)  (i) measure the diameters of the three marked blood cells, along both the lines drawn on  each of the cells, in fig. 2.1. record these measurements in table 2.1.    add the missing units to table 2.1.    calculate the average diameter for each type of blood cell and write your results in  table  2.1. table 2.1 type of blood celldiameter 1 / ...diameter 2 / ...average diameter / ... red blood cell lymphocyte phagocyte [3]   (ii) calculate the actual average diameter of the red blood cell using your answer in 2(b)(i)   and the following equation. magnification  =   average diameter of the red blood cell in fig. 2.1 actual average diameter of the red blood cell    give your answer in  micrometres ( \u03bcm) to the nearest whole number.  1 mm = 1000  \u03bcm    show your working.   ... \u03bcm [3] [total: 12]",
+            "10": "10 0610/61/o/n/17 \u00a9 ucles 2017 blank page",
+            "11": "11 0610/61/o/n/17 \u00a9 ucles 2017 blank page",
+            "12": "12 0610/61/o/n/17 \u00a9 ucles 2017 blank page permission to reproduce items where third \u2011party 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 \u2011related information to candidates, all copyright acknowledgements are reproduced online in the cambridge international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download at www.cie.org.uk after  the live examination series. 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."
+        },
+        "0610_w17_qp_62.pdf": {
+            "1": "*8795360785* this document consists of 11 printed pages and 1 blank page. dc (lk/sg) 133505/4 \u00a9 ucles 2017  [turn overcambridge international examinations cambridge international general certificate of secondary education biology  0610/62 paper 6  alternative to practical  october/november 2017  1 hour candidates answer on the question paper. no additional materials are required. read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen. you may use an hb pencil for any diagrams or graphs. do not use staples, paper clips, glue or correction fluid. do not  write in any barcodes. answer all questions. electronic calculators may be used. you may lose marks if you do not show your working or if you do not use appropriate units. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question. this syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificate.",
+            "2": "2 0610/62/o/n/17 \u00a9 ucles 2017 1 starch is an important food source that is digested by the enzyme amylase to form the reducing  sugar maltose.     amylase starch + water         maltose  some students investigated the effect of enzyme concentration on the rate of digestion of starch.   step 1   three test-tubes were labelled a, b and c.  step 2   5 cm3 of starch solution was put into each of test-tubes a, b and c.  step 3  another three test-tubes were labelled  a1, b1 and c1.  step 4  1 cm3 of 3% amylase solution was put into test-tube a1.    1 cm3 of 2% amylase solution was put into test-tube b1.    1 cm3 of 1% amylase solution was put into test-tube c1.  step 5   all six test-tubes were placed into a water-bath at 60  \u00b0c for three minutes.   step 6  a white tile was divided into three sections and labelled a, b and c as shown in fig. 1.1.    step 7   iodine solution was dropped onto the tile to form two rows of 10 drops approximately the  same distance apart, in each of the sections a, b and c as shown in fig. 1.1.   a b c row 1 row 10drop of iodine solution fig. 1.1  step 8   a glass rod was dipped into the starch solution in test-tube a to remove some of the  solution. the glass rod was then touched onto the surface of the first drop and then the  second drop of iodine solution in row 1 on the section of the tile labelled a. the glass rod  was rinsed and dried.  step 9   step 8 was repeated using the amylase solution in test-tube a1 and the drops of iodine  solution in row 2 on the section of the tile labelled a.  step 10   a timer was started and the amylase solution in test-tube a1 was poured into test-tube  a.     the mixture of starch and amylase in test-tube a was stirred with a glass rod and then  some of the mixture was immediately removed using the glass rod.     the glass rod was then touched onto the surface of the first drop and then the second  drop of iodine solution in row 3 on the section of the tile labelled a. the glass rod was  rinsed and dried.",
+            "3": "3 0610/62/o/n/17 \u00a9 ucles 2017 [turn over  step 11   after one minute the glass rod was used to remove some of the mixture from test -tube a  and touched onto the first drop and then the second drop of the iodine solution in row 4  on the section of the tile labelled  a. the glass rod was rinsed and dried.  step 12  step 11 was repeated for six more minutes.  step 13  steps 8 to 12 were repeated for test-tubes b and b1.  step 14  steps 8 to 12 were repeated for test-tubes c and c1.    fig. 1.2 shows the students\u2019 results. a b c row 1 row 10key no starch starch drops joined together fig. 1.2  (a) (i) prepare a table to record the students\u2019 results.    the table should include: \u2022\tthe concentration of the amylase solution \u2022\tthe time taken for all the starch to be digested for each amylase concentration.  [5]",
+            "4": "4 0610/62/o/n/17 \u00a9 ucles 2017   (ii) explain why the students\u2019 results are not reliable.  ...  ...  ... [1]   (iii) the starch was digested into simple (reducing) sugars. describe how you could test the  liquid in the test-tubes to show they contain reducing sugars.  ...  ...  ...  ... [2]  (b) (i) state one variable that was kept constant in this investigation.    describe how this variable was kept constant.  variable  .. how it was kept constant  ...  ...  [2]   (ii) explain why all the test-tubes were left in the water-bath for three minutes before the  amylase was added to the starch.  ...  ...  ... [1]   (iii) explain why step 9 was carried out before mixing the amylase and starch together.  ...  ...  ... [1]  (c) (i) identify two sources of error in steps 10, 11 and 12. 1    ... 2    ...  [2]",
+            "5": "5 0610/62/o/n/17 \u00a9 ucles 2017 [turn over   (ii) for one of the errors you identified in (c)(i) , describe how the method could be improved  to reduce the error.  ...  ...  ... [1]",
+            "6": "6 0610/62/o/n/17 \u00a9 ucles 2017  (d) in another experiment some students made starch agar that contained 100  mg per cm3 of  starch.     the starch agar was stained using iodine and was then cut into blocks that measured   2 cm \u00d7 3  cm \u00d7 0.5  cm.     (i) calculate the total mass of starch in each of the blocks of starch agar.    show your working.   ... mg  [3]   six small beakers containing 20  cm3 of 5% amylase solution were placed in water-baths at  different temperatures. one of the blocks containing starch from (d)(i)  was placed into each  of the beakers.   the time taken for all the starch to disappear was measured.    the results of the experiment are shown in table 1.1. table 1.1 temperature  / \u00b0c time taken for starch to disappear  / srate of reaction  / mg per s 20 1500 0.2 30 375 0.8 40 200 1.5 50 125 2.4 60 65 4.6 70 88   (ii) complete table 1.1 by writing in the rate of reaction at 70  \u00b0c. [1]",
+            "7": "7 0610/62/o/n/17 \u00a9 ucles 2017 [turn over   (iii) plot a graph on the grid to show the effect of temperature on the rate of reaction.   [4]  [total: 23]",
+            "8": "8 0610/62/o/n/17 \u00a9 ucles 2017 2 fig. 2.1 is a photomicrograph of the epidermis of a leaf. it shows epidermal cells, guard cells and  stomata.  each stoma is surrounded by two guard cells containing chloroplasts. xxyystoma cytoplasmepidermal cells chloroplast cell wall guard cell fig. 2.1  (a) (i) complete table 2.1 to show two visible differences between epidermal cells and guard  cells. feature epidermal cell guard cell  [2]",
+            "9": "9 0610/62/o/n/17 \u00a9 ucles 2017 [turn over   (ii)  make a large drawing of the two guard cells and the stoma shown inside the box on  fig. 2.1. [4]  (b) measure the total width of the guard cells and stoma along the line xy on fig. 2.1.   include the units.   total width of the guard cells and stoma on fig. 2.1 ...     draw a line on your drawing  in the same position as the line xy.    measure the width of the guard cells and stoma on your drawing. include the units.   total width of the guard cells and stoma on your drawing ...   calculate the magnification of your drawing using the formula: magnification = width on your drawing width on fig. 2.1   show your working and give your answer to the nearest whole number.     [3]",
+            "10": "10 0610/62/o/n/17 \u00a9 ucles 2017  (c) fig. 2.2 shows the rate of water gain by absorption and the rate of water loss by transpiration  in a plant during a 24-hour period on a hot sunny day. 60 50 40 30 20 10 0 06.00 10.00 14.00 18.00 time of day22.00 02.00 06.00rate of water loss or gain / g per unit time transpirationabsorption fig. 2.2   compare the trends shown in fig. 2.2 for the absorption and transpiration of water during the  24-hour period.  ...  ...  ...  ... [2]  (d) fig. 2.3 shows the apparatus used to measure water uptake by a leafy shoot. the leafy shoot  is sealed tightly into a glass tube which is connected to a capillary tube containing water.    as the leafy shoot loses water through its leaves it absorbs water from the apparatus. air is  pulled into the open end of the capillary tube as the water moves towards the leafy shoot.   the distance moved by the air in the capillary tube can be measured on the scale and used to  calculate the volume of water absorbed by the leafy shoot.",
+            "11": "11 0610/62/o/n/17 \u00a9 ucles 2017 leafy shoot waterwater to refill the capillary tube capillary tube with a scale open end of the capillary tubeaircut end of a leafy shoot stem fig. 2.3   describe how you would use the apparatus in fig. 2.3 to investigate the effect of temperature  or humidity on the rate of water absorption by a leafy shoot.  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ... [6]  [total: 17]",
+            "12": "12 0610/62/o/n/17 \u00a9 ucles 2017 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 international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download at www.cie.org.uk after  the live examination series. 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.blank page"
+        },
+        "0610_w17_qp_63.pdf": {
+            "1": "*5342618795* this document consists of 10 printed pages and 2 blank pages. dc (rw/sw) 134168/3 \u00a9 ucles 2017  [turn overbiology  0610/63 paper 6  alternative to practical  october/november 2017  1 hour candidates answer on the question paper. no additional materials are required. read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen. you may use an hb pencil for any diagrams or graphs. do not use staples, paper clips, glue or correction fluid. do not  write in any barcodes. answer all questions. electronic calculators may be used. you may lose marks if you do not show your working or if you do not use appropriate units. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question. this syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificate.cambridge international examinations cambridge international general certificate of secondary education",
+            "2": "2 0610/63/o/n/17 \u00a9 ucles 2017 1 citrus fruits, such as oranges, contain sugars.  a student investigated the simple (reducing) sugar content of three different citrus fruits.  step 1  the student was provided with three fruits; orange, grapefruit and lemon.  step 2  the juice from the orange was squeezed into a labelled beaker.  step 3  step 2 was repeated for the grapefruit and the lemon.  step 4  the student put the juice they extracted into three measuring cylinders.    these are shown in fig.  1.1. 5101520 5101520 5101520 orange grapefruit lemon fig. 1.1  (a) (i) in table  1.1 record the volume of juice shown in each measuring cylinder in fig.  1.1. table  1.1 type of fruit volume of juice / cm3 orange grapefruit lemon  [1]",
+            "3": "3 0610/63/o/n/17 \u00a9 ucles 2017 [turn over  step 5   the student added 2  cm3 of the orange juice and 2  cm3 of the solution used to test for  reducing sugars to a test-tube labelled orange and recorded the colour of the liquid.  step 6  the student repeated step  5 for the grapefruit juice and the lemon juice.  step 7  the test-tubes were then put into a water-bath and left for five minutes.  step 8  the colour of the liquid in the test-tubes was recorded after five minutes.    the student\u2019s observations are shown in fig.  1.2. grapefruit light blue bright green lemon stayed blueorange green dark yellow fig. 1.2   (ii) use the information in fig.  1.2 to prepare a table to record the student\u2019s results in the  space provided.  [3]",
+            "4": "4 0610/63/o/n/17 \u00a9 ucles 2017   (iii) state the name of the solution used to test for reducing sugars.  ... [1]   (iv) suggest a suitable temperature for the water-bath used in step 7.  ... [1]   (v) state which fruits contain reducing sugars.  ... [1]   (vi) explain why the student recorded the colour of the reducing sugar test solution and fruit  juice mixture before  heating.  ...  ...  ... [1]  (b) state one variable that was kept constant in this investigation.   describe how this variable was kept constant. variable  . how it has been kept constant  ..  ...  ...  [2]  (c) identify two sources of error in the method.   for each of these errors, describe how the method could be improved to reduce the error. error  .. improvement  .  ...  ... error  .. improvement  .  ...  ...  [4]",
+            "5": "5 0610/63/o/n/17 \u00a9 ucles 2017 [turn over  (d) describe a test that could be used to determine if the fruits contained protein.  ...  ...  ...  ... [2]  (e) citrus fruits are a good source of vitamin  c.   dcpip can be used to test for vitamin  c. when dcpip reacts with vitamin  c the colour of the  solution changes from dark blue to colourless.   vitamin  c can be destroyed by heating it at high temperatures or by heating it for a long time.   fruit juices are often heat treated to kill bacteria which allows the juice to be kept for a long  time without being refrigerated.   a student wanted to investigate the effect of heating on the vitamin  c content of fruit juice.   describe a method the student could use for their investigation.  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ... [6]",
+            "6": "6 0610/63/o/n/17 \u00a9 ucles 2017  (f) fig. 1.3 shows a photograph of a slice of orange. fig. 1.3   draw a large diagram of the slice of orange.  [4]  [total: 26]",
+            "7": "7 0610/63/o/n/17 \u00a9 ucles 2017 [turn over blank page",
+            "8": "8 0610/63/o/n/17 \u00a9 ucles 2017 2 hormones are involved in tropic responses in plants, such as gravitropism and phototropism.  auxin is a plant growth hormone.  a student investigated the length of roots from seedlings grown in different concentrations of  auxin.  the student measured the root length of five of the seedlings grown in each concentration of  auxin.  table  2.1 shows the results. table  2.1 percentage  concentration  of auxin  root length / mmaverage root  length / mm1 2 3 4 5 0.0 15 16 18 14 15 15.6 0.2 18 17 19 20 18 0.4 24 21 22 22 23 22.4 0.6 17 16 18 17 19 17.4 0.8 13 12 14  5 12 11.2 1.0 12 10 10 12 11 11.0  (a) (i) calculate the missing average value from the table  2.1.    show your working and give your answer to one decimal place in table  2.1.  [2]   (ii) scientists do not include anomalous data in their average calculations.    one of the pieces of data in table  2.1 is not consistent with the other results for that  concentration. this means it is anomalous.    circle  the anomalous data in table  2.1.    calculate the correct average for this concentration of auxin, excluding the anomalous  data. give your answer to one decimal place.    space for working.   .. mm  [2]",
+            "9": "9 0610/63/o/n/17 \u00a9 ucles 2017 [turn over   (iii) plot a graph on the grid to show the effect of auxin concentration on the average root  length.  [4]   (iv) describe the pattern shown by the data in your graph.  ...  ...  ...  ...  ...  ... [3]",
+            "10": "10 0610/63/o/n/17 \u00a9 ucles 2017  (b) fig. 2.1 shows the root tip of a poppy seedling. m nm n magnification  \u00d7 120  magnification \u00d7120 fig. 2.1",
+            "11": "11 0610/63/o/n/17 \u00a9 ucles 2017   measure the length of the line mn on fig.  2.1. include the unit.   length of mn ...   calculate the actual size of the root tip at mn using the formula. include the unit in your  answer.     magnification = length of mn on fig.  2.1 actual size of mn   space for working.     [3]  [total: 14]",
+            "12": "12 0610/63/o/n/17 \u00a9 ucles 2017 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 international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download at www.cie.org.uk after  the live examination series. 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.blank page"
+        }
+    },
+    "2018": {
+        "0610_m18_qp_12.pdf": {
+            "1": "  this syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certifica te.  this document consists of 15 printed pages and 1 blank page.  ib18 03_0610_12/4rp  \u00a9 ucles 2018 [turn over     *0935368408* cambridge international examinations  cambridge international general certificate of secondary education       biology 0610/12     paper 1  multiple choice (core)  february/march 2018     45 minutes    additional materials: multiple choice answer sheet    soft clean eraser    soft pencil (type b or hb is recommended)        read these instructions first    write in soft pencil.  do not use staples, paper clips, glue or correction fluid. write your name, centre number and candidate number on the answer sheet in the spaces provided  unless this has been done for you.  do not  write in any barcodes.   there are forty  questions on this paper. answer all questions. for each question there are four possible  answers a, b, c and d.   choose the one you consider correct and record your choice in soft pencil  on the separate answer sheet.    read the instructions on the answer sheet very carefully.    each correct answer will score one mark. a ma rk will not be deducted for a wrong answer.  any rough working should be done in this booklet. electronic calculators may be used.     ",
+            "2": "2  \u00a9 ucles 2018 0610/12/f/m/18  1 what is a characteristic of all living organisms?  a breathing  b egestion  c excretion  d ingestion      2 what are the characteristics of fish?     maintain  constant body  temperature external ears  present jelly-covered  eggs scales  a \u0016 \u0016 \u001a \u001a  b \u0016 \u001a \u0016 \u0016  c \u001a \u0016 \u001a \u001a  d \u001a \u001a \u0016 \u0016     3 the diagram shows part of a flowering plant.        using the key, identify this plant.  1 three petals  .  go to 2  more than three petals  ...  go to 3  2 leaves longer than they are wide    a  leaves wider than they are long  ..  b  3 leaves parallel-veined  .  c  leaves not parallel-veined  ...  d     ",
+            "3": "3  \u00a9 ucles 2018 0610/12/f/m/18 [turn over  4 the diagram shows a single cell from an organism called spirogyra .    vacuolecytoplasm chloroplast cell wall nucleus cytoplasmic strand    which features does spirogyra  share with plant cells?     cell wall chloroplast cytoplasm nucleus vacuole  a \u0016 \u0016 \u0016 \u0016 \u0016  b \u0016 \u0016 \u001a \u001a \u0016  c \u0016 \u001a \u0016 \u0016 \u001a  d \u001a \u0016 \u0016 \u001a \u0016     ",
+            "4": "4  \u00a9 ucles 2018 0610/12/f/m/18  5 which level of organisation is shown in the diagram?    heartlung capillaries body capillaries    a organ  b organism  c organ system  d tissue    6 an egg measured 6.5  cm in diameter. a student made a drawing of this egg and the diameter was  measured as 19.5  cm.    what was the magnification of the drawing?  a \u00d70.3 b \u00d73.0 c \u00d76.5 d \u00d7300    ",
+            "5": "5  \u00a9 ucles 2018 0610/12/f/m/18 [turn over  7 the diagram shows a plant cell.        what is the appearance of this cell after it has been placed in pure water for 30 minutes?    a b cd      8 when a food substance is tested with iodine solution, which colour shows the presence of  starch?  a blue-black  b brown  c orange  d purple    ",
+            "6": "6  \u00a9 ucles 2018 0610/12/f/m/18  9 the graph shows the activity of three di gestive enzymes at differing ph levels.    enzyme activity 123456789 1 0 1 1 1 2 phxy z     which statement is correct?  a enzymes x and y are both active at ph  7.  b enzymes x and z are both active at ph  4.  c enzymes y and z are both active at ph  4.  d enzymes y and z are both active at ph  8.     10 the diagram shows a cross-section of part of a leaf.    upper epidermis lower epidermis midriblayer x     which type of cell is found in layer x?    ab c d      ",
+            "7": "7  \u00a9 ucles 2018 0610/12/f/m/18 [turn over  11 which molecule contains magnesium?  a chlorophyll  b fat  c glucose  d starch      12 in which part of the body of a mammal does mechanical digestion occur?  a gall bladder  b liver  c mouth  d pancreas      13 in which order does water pass through these tissues in a plant?  a mesophyll \u2192 xylem \u2192 root cortex  b root cortex \u2192 mesophyll \u2192 xylem  c root cortex \u2192 xylem \u2192 mesophyll  d xylem \u2192 mesophyll \u2192 root cortex    14 which part of the blood contains haemoglobin?  a plasma  b platelets  c red blood cells  d white blood cells     15 the body has defences to protect itself from diseases.    what is a mechanical barrier to diseases?  a hairs in the nose  b plasma  c stomach acid  d white blood cells     ",
+            "8": "8  \u00a9 ucles 2018 0610/12/f/m/18  16 compared with inspired air, which description of expired air is correct?  a it has less oxygen and less carbon dioxide.  b it has less oxygen and more carbon dioxide.  c it has more oxygen and less carbon dioxide.  d it has more oxygen and more carbon dioxide.      17 an experiment is set up to investigate the uptake of oxygen by germinating seeds.    xysoda lime absorbs carbon dioxide dead seeds rinsedin antisepticgerminating seedswater bath at 25  \u00b0c coloured watercoloured water     what happens to the levels of the coloured water at x and y?     x y  a falls rises  b falls unchanged  c rises falls  d rises unchanged      18 which organ regulates the amount of water in a mammal\u2019s body?  a kidney  b liver  c lungs  d skin    ",
+            "9": "9  \u00a9 ucles 2018 0610/12/f/m/18 [turn over  19 a boy accidentally touches a very hot object and immediately takes his hand away.    in this reflex action, what is the effector?  a a heat receptor in his hand  b a motor neurone  c a muscle in his arm  d the spinal cord    20 the graph shows the effect of an antibiotic treatment on bacterial populations in the blood.    0 time  / days10bacterial populationstart ofantibiotic treatment     which conclusion can be drawn from the graph?  a antibiotics are effective against viral and bacterial infections.  b antibiotics cause meiosis in bacteria.  c antibiotics take ten days to kill all bacteria.  d before the start of antibiotic treatment the bacterial population was rising.     21 drinking alcohol before driving a car is dangerous.    which statement correctly explains why drinking alcohol and driving is dangerous?  a alcohol increases reaction time.  b alcohol can cause liver damage.  c alcohol is a drug.  d alcohol is addictive.    ",
+            "10": "10  \u00a9 ucles 2018 0610/12/f/m/18  22 which statement about sexual reproduction is correct?  a it is a process that involves the fusion of two nuclei.  b it always produces genetically identical offspring.  c no zygote is formed.  d there is no fertilisation.      23 the diagram shows a cross-section of a flower.    where does fertilisation take place?    b dca      24 the graph shows changes in the thickness of the lining of the uterus wall during a menstrual  cycle.    days of the menstrual cycle1 7 14 21 28thickness of uteruswall lining     which day is the last day of menstruation?  a 4 b 8 c 16 d 20    ",
+            "11": "11  \u00a9 ucles 2018 0610/12/f/m/18 [turn over  25 the table shows the percentage of pregnancies in four groups of women. each group used a  different method of contraception.    method of contraception percentage of  pregnancies  the contraceptive pill 1  monitoring body temperature 14  diaphragm 7  male sterilisation (vasectomy) 0    which contraceptive method was the least  effective?  a barrier  b chemical  c natural  d surgical      26 which sex chromosomes in the egg and the sperm will produce a male child?     sex chromosome  in egg sex chromosome  in sperm  a x x  b x y  c y x  d y y     27 cell division has the following functions.    1 asexual reproduction  2 growth  3 production of gametes  4 repair of damaged tissue 5 replacement of cells    which functions are specific to mitosis?  a 1, 2, 3 and 4  b 1, 2, 4 and 5  c 2, 3 and 4 only  d 3, 4 and 5 only ",
+            "12": "12  \u00a9 ucles 2018 0610/12/f/m/18  28 the chart shows the inheritance of fur colour in a small mammal.    if the allele for white fur is dominant, which animal must  be heterozygous for the gene controlling  fur colour?    \u00d7\u00d7ab c d     29 four phenotypes of a group of people were studied.    which phenotype will show discontinuous variation?  a blood group  b foot size  c height  d weight      30 which statement about selective breeding is correct?  a it does not involve humans.  b it involves a struggle for survival.  c it always involves one parent.  d it involves parents that possess desirable features.     ",
+            "13": "13  \u00a9 ucles 2018 0610/12/f/m/18 [turn over  31 which diagram shows how energy flows through an ecosystem?    a sunb csun sund sun     32 the diagram shows part of a food web.    sandpipers insects mitesspiders plantsmink geese    which members of the food web are examples of producers, herbivores and carnivores?     producers herbivores carnivores  a insects sandpipers mink  b geese mites sandpipers  c plants geese spiders  d plants sandpipers insects     ",
+            "14": "14  \u00a9 ucles 2018 0610/12/f/m/18  33 the diagram shows part of the carbon cycle.    which process reduces the carbon dioxide content of the atmosphere?    carbon dioxide in atmosphere industry and poweranimals transport plants decomposers fossil fuels (coal and oil)b c da       34 which factor will cause a decrease in population size?  a decreased food supply  b decreased predation  c decreased disease  d decreased death rate     35 some of the characteristics of bacteria are listed.    1 can make complex molecules  2 can reproduce quickly  3 have cytoplasm  4 may cause diseases    which characteristics make bacteria useful in biotechnology and genetic engineering?  a 1, 2, 3 and 4 b 1 and 2 only c 2 and 3 only d 3 and 4 only    36 what is a product of anaerobic respiration in yeast?  a biological washing powders  b ethanol  c fruit juice  d human insulin    ",
+            "15": "15  \u00a9 ucles 2018 0610/12/f/m/18 37 which statement about genetic engineering is correct?  a it involves choosing which individual organisms are used for breeding.  b it is always done using genes from the same species.  c it produces a new combination of genes.  d it produces exact copies of individual organisms.      38 deforestation has undesirable effects on the environment.    which effect makes the greatest contribution to global warming?  a extinction of species  b increased carbon dioxide  c increased flooding  d loss of soil by erosion    39 methane is a gas that contributes to the greenhouse effect.    which human activity is a source of methane?  a deforestation  b growing rice  c using fertilisers  d using herbicides     40 which stage in the treatment of sewage removes large floating objects, such as plastic bags?  a aeration  b discharge  c screening  d sedimentation    ",
+            "16": "16    blank page     permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to trac e 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 ans wer-related information to candidates, all copyright acknowledgements are reproduced onl ine in the cambridge  international examinations copyright acknow ledgements booklet. this is produced for each  series of examinations and is freely a vailable to download at  www.cie.org.uk after the live examination series.    cambridge international examinations is part of the cambridge as sessment group. cambridge assessment is the brand name of unive rsity of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge.    \u00a9 ucles 2018 0610/12/f/m/18   "
+        },
+        "0610_m18_qp_22.pdf": {
+            "1": "  this syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certifica te.  this document consists of 16 printed pages.  ib18 03_0610_22/4rp  \u00a9 ucles 2018 [turn over     *3265335475* cambridge international examinations  cambridge international general certificate of secondary education       biology 0610/22     paper 2  multiple choice (extended)  february/march 2018     45 minutes    additional materials: multiple choice answer sheet    soft clean eraser    soft pencil (type b or hb is recommended)        read these instructions first    write in soft pencil.  do not use staples, paper clips, glue or correction fluid. write your name, centre number and candidate number on the answer sheet in the spaces provided  unless this has been done for you.  do not  write in any barcodes.   there are forty  questions on this paper. answer all questions. for each question there are four possible  answers a, b, c and d.   choose the one you consider correct and record your choice in soft pencil  on the separate answer sheet.    read the instructions on the answer sheet very carefully.    each correct answer will score one mark. a ma rk will not be deducted for a wrong answer.  any rough working should be done in this booklet. electronic calculators may be used.     ",
+            "2": "2  \u00a9 ucles 2018 0610/22/f/m/18  1 biology is the study of living things.    which characteristic applies to all forms of life?  a able to move from place to place  b able to reproduce  c carry out photosynthesis  d possess a nervous system     2 two animals have an identical sequence of amino acids in one of the proteins found in their cells.    what does this indicate about these animals?  a they have been eating the same types of food.  b they have not been exposed to substances that cause mutation.  c they must be members of the same genus.  d they share a recent ancestor.     3 the diagram shows part of a flowering plant.        using the key, identify this plant.  1 three petals  .  go to 2  more than three petals  ...  go to 3  2 leaves longer than they are wide    a  leaves wider than they are long  ..  b  3 leaves parallel-veined  .  c  leaves not parallel-veined  ...  d     ",
+            "3": "3  \u00a9 ucles 2018 0610/22/f/m/18 [turn over  4 the diagram shows a single cell from an organism called spirogyra .    vacuolecytoplasm chloroplast cell wall nucleus cytoplasmic strand    which features does spirogyra  share with plant cells?     cell wall chloroplast cytoplasm nucleus vacuole  a \u0016 \u0016 \u0016 \u0016 \u0016  b \u0016 \u0016 \u001a \u001a \u0016  c \u0016 \u001a \u0016 \u0016 \u001a  d \u001a \u0016 \u0016 \u001a \u0016      5 a student was told that a drawing of a bacterial cell had been magnified 30  000 times. the length  of the drawing was 45  mm.    what was the actual length of the bacterium?  a 0.15  mm b 1.5  \u00b5m c 0.66  mm d 0.66  \u00b5m     ",
+            "4": "4  \u00a9 ucles 2018 0610/22/f/m/18  6 which graph represents the effect of increasing temperature on the rate of diffusion?    rate of diffusion temperaturea 0 0rate of diffusion temperatureb 0 0 rate of diffusion temperaturec 0 0rate of diffusion temperatured 0 0      7 protoplasts are plant cells that have had their cell walls removed.    what happens if plant protoplasts are placed in distilled water?  a they get larger and become turgid.  b they get larger and burst.  c they get smaller and become plasmolysed.  d they get smaller and shrivel up.     8 when a food substance is tested with iodine solution, which colour shows the presence of  starch?  a blue-black  b brown  c orange  d purple     ",
+            "5": "5  \u00a9 ucles 2018 0610/22/f/m/18 [turn over  9 the graph shows the activity of three di gestive enzymes at differing ph levels.    enzyme activity 123456789 1 0 1 1 1 2 phxy z     which statement is correct?  a enzymes x and y are both active at ph  7.  b enzymes x and z are both active at ph  4.  c enzymes y and z are both active at ph  4.  d enzymes y and z are both active at ph  8.     10 the diagram shows a cross-section of part of a leaf.    upper epidermis lower epidermis midriblayer x     which type of cell is found in layer x?    ab c d      ",
+            "6": "6  \u00a9 ucles 2018 0610/22/f/m/18  11 which molecule contains magnesium?  a chlorophyll  b fat  c glucose  d starch      12 in which part of the body of a mammal does mechanical digestion occur?  a gall bladder  b liver  c mouth  d pancreas      13 during growth, potato plants produce flowers and underground storage organs called tubers.    during this time, which parts of the plant act as sources and sinks for translocation?     flowers leaves potato tubers  a sink sink source  b sink source sink  c source sink source  d source source sink      14 what is an advantage of a double circulatory system in mammals?  a blood can flow down the body on the left and up the body on the right.  b blood can flow more slowly along the circulatory system.  c blood pressure stays the same throughout the circulatory system.  d oxygenated and deoxygenated blood are kept separate.     15 the body has defences to protect itself from diseases.    what is a mechanical barrier to diseases?  a hairs in the nose  b plasma  c stomach acid  d white blood cells    ",
+            "7": "7  \u00a9 ucles 2018 0610/22/f/m/18 [turn over  16 during exercise, receptors detect a change in the blood and cause the breathing rate to increase.    what change do the receptors detect and where are they found in the body?     change in blood site of detection  a carbon dioxide increases brain  b carbon dioxide increases intercostal muscles  c oxygen decreases brain  d oxygen decreases intercostal muscles     17 an experiment is set up to investigate the uptake of oxygen by germinating seeds.    xysoda lime absorbs carbon dioxide dead seeds rinsedin antisepticgerminating seedswater bath at 25  \u00b0c coloured watercoloured water     what happens to the levels of the coloured water at x and y?     x y  a falls rises  b falls unchanged  c rises falls  d rises unchanged     ",
+            "8": "8  \u00a9 ucles 2018 0610/22/f/m/18  18 the diagram shows a section of a kidney.    x y z     what are the correct labels?     x y z  a cortex medulla ureter  b cortex ureter medulla  c medulla cortex ureter  d medulla ureter cortex     19 a boy accidentally touches a very hot object and immediately takes his hand away.    in this reflex action, what is the effector?  a a heat receptor in his hand  b a motor neurone  c a muscle in his arm  d the spinal cord     20 which description of how the pupil of the eye gets smaller is correct?     circular muscles radial muscles  a contract contract  b contract relax  c relax contract  d relax relax     ",
+            "9": "9  \u00a9 ucles 2018 0610/22/f/m/18 [turn over  21 there are two types of diabetes, type 1 and type 2.    the graph shows the number of children with each type of diabetes per 100  000 children, in one  country.    23456789 age  / years10 11 12 13 14 15 16 17350 300250200150100 50 0number of children withdiabetesper 100  000 childrentype 1 type 2     which conclusion can be made from the graph?  a 1.5% of 9-year-olds have diabetes.  b 31.3% of 17-year-olds with diabetes have type 2 diabetes.  c there are 10 more 12-year-olds in the country with diabetes than 13-year-olds.  d type 2 diabetes will cause more health problems than type 1.     ",
+            "10": "10  \u00a9 ucles 2018 0610/22/f/m/18  22 the diagram shows an experiment using wheat shoot tips to investigate plant growth.    x y x yshoot tip removedafter two days in even light     which statement is supported by the ev idence provided by this experiment?  a auxin moves through the plant by osmosis.  b auxin is made in the shoot tip.  c auxin is unequally distributed in response to light.  d auxin inhibits cell elongation.     23 a wind-pollinated plant has which features?  a large anthers, coloured petals and produces nectar  b large petals, small anthers and a sticky stigma  c small petals, large anthers and a feathery stigma  d small petals, produces nectar and has a strong scent    24 which describes a human male gamete?     motile relative size compared  to female gamete flagellum  present  a yes larger yes  b yes smaller yes  c no smaller no  d no larger no     ",
+            "11": "11  \u00a9 ucles 2018 0610/22/f/m/18 [turn over  25 what is a consequence of hiv infection on the human body?  a decreased lymphocyte numbers  b increased protection against bacterial infections  c increased haemoglobin production  d sickle-cell anaemia      26 which sex chromosomes in the egg and the sperm will produce a male child?     sex chromosome  in egg sex chromosome  in sperm  a x x  b x y  c y x  d y y      27 cell division has the following functions.    1 asexual reproduction  2 growth  3 production of gametes  4 repair of damaged tissue 5 replacement of cells    which functions are specific to mitosis?  a 1, 2, 3 and 4  b 1, 2, 4 and 5  c 2, 3 and 4 only  d 3, 4 and 5 only    ",
+            "12": "12  \u00a9 ucles 2018 0610/22/f/m/18  28 the chart shows the inheritance of fur colour in a small mammal.    if the allele for white fur is dominant, which animal must  be heterozygous for the gene controlling  fur colour?    \u00d7\u00d7ab c d     29 in areas of the world where malaria is present, the sickle-cell allele is more common.    what is the reason for this?  a both diseases are caused by the same allele.  b heterozygous individuals with the sickle-cell allele are less likely to have malaria.  c heterozygous individuals with the sickle-ce ll allele are more likely to have malaria.  d these are parts of the world with many diseases.      30 which feature helps a xerophyte survive in its environment?  a flat leaves with a large surface area  b no cuticle  c short roots  d sunken stomata     ",
+            "13": "13  \u00a9 ucles 2018 0610/22/f/m/18 [turn over  31 what is a feature of natural selection?  a it does not require a struggle for survival.  b it does not require variation in a population.  c it involves the selection of advantageous phenotypes.  d it involves the selection of disadvantageous genotypes.      32 the diagram shows energy flow through an ecosystem.    sun herbivore decomposercarnivoregreen plant x     in what form is energy transferred at x?  a chemical  b heat  c kinetic  d light     33 the diagram shows part of the carbon cycle.    which process reduces the carbon dioxide content of the atmosphere?    carbon dioxide in atmosphere industry and poweranimals transport plants decomposers fossil fuels (coal and oil)b c da      ",
+            "14": "14  \u00a9 ucles 2018 0610/22/f/m/18  34 the graph shows the human population of the world for the last 2000 years.    0 1000 time  / years20006000 40002000 0population  /  million p     what is the phase identified by p?  a death  b exponential (log)  c lag  d stationary     35 some of the characteristics of bacteria are listed.    1 can make complex molecules  2 can reproduce quickly  3 have cytoplasm 4 may cause diseases    which characteristics make bacteria useful in biotechnology and genetic engineering?  a 1, 2, 3 and 4 b 1 and 2 only c 2 and 3 only d 3 and 4 only      36 what is a requirement for the production of penicillin in a fermenter?  a adding bubbles of nitrogen gas to mix the nutrients and penicillium   b adding the required amount of sugar as a nutrient  c ensuring no oxygen enters the fermenter so only anaerobic respiration occurs  d maintaining a constant temperature of 95  \u00b0c to prevent other microorganisms growing     ",
+            "15": "15  \u00a9 ucles 2018 0610/22/f/m/18 [turn over  37 human insulin can be produced in large quantities by modified e. coli  bacteria.    four of the steps in this production process are listed.    1 insulin is removed from the bacterial culture.  2 an enzyme is used to cut out the insulin gene from a human chromosome. 3 the insulin gene is placed into the plasmid of the bacterium. 4 bacteria with the insulin gene reproduce very rapidly.    what is the order of these steps?  a 1 \u2192 2 \u2192 3 \u2192 4  b 1 \u2192 3 \u2192 4 \u2192 2  c 2 \u2192 3 \u2192 4 \u2192 1  d 4 \u2192 1 \u2192 2 \u2192 3     38 what is a major contributor to the problem of worldwide famine?  a equal distribution of food  b increasing population and life expectancy  c large-scale monoculture of crop plants  d use of herbicides and insecticides in farming    39 the flow diagram shows a process that can occur as a result of pollution in a river.    high concentrations of nitrate ions enter a riveralgae reproduce rapidlyalgae die and decomposelow concentration of dissolved oxygen kills organisms    which term describes the process shown in the flow diagram?  a aerobic respiration  b eutrophication  c nitrogen cycle  d photosynthesis    ",
+            "16": "16    permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to trac e 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 ans wer-related information to candidates, all copyright acknowledgements are reproduced onl ine in the cambridge  international examinations copyright acknow ledgements booklet. this is produced for each  series of examinations and is freely a vailable to download at  www.cie.org.uk after the live examination series.    cambridge international examinations is part of the cambridge as sessment group. cambridge assessment is the brand name of unive rsity of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge.    \u00a9 ucles 2018 0610/22/f/m/18  40 which stage in the treatment of sewage removes large floating objects, such as plastic bags?  a aeration  b discharge  c screening  d sedimentation     "
+        },
+        "0610_m18_qp_32.pdf": {
+            "1": "*0687622809* this document consists of 16 printed pages and 4 blank pages. dc (sr/sw) 145670/4 \u00a9 ucles 2018  [turn overcambridge international examinations cambridge international general certificate of secondary education biology  0610/32 paper 3  theory (core)  february/march 2018  1 hour 15 minutes candidates answer on the question paper. no additional materials are required. read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen. you may use an hb pencil for any diagrams or graphs. do not use staples, paper clips, glue or correction fluid. do not  write in any barcodes. answer all questions. electronic calculators may be used. you may lose marks if you do not show your working or if you do not use appropriate units. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question. this syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificate.",
+            "2": "2 0610/32/f/m/18 \u00a9 ucles 2018 1 table 1.1 contains a list of chemicals that are useful to humans.  complete table 1.1 by stating one way in which each chemical is useful. table 1.1 chemical use of the chemical  antibiotic fertiliser herbicide insecticide pectinase [5] [total: 5]",
+            "3": "3 0610/32/f/m/18 \u00a9 ucles 2018 [turn over 2 fig. 2.1 shows a section through a blood vessel. white blood cell red blood cell fig. 2.1  (a) identify the type of blood vessel shown in fig. 2.1.  ..  [1]  (b) red blood cells are different to white blood cells.   state three  ways in which a red blood cell is different to a white blood cell. 1    ... 2    ... 3    ... [3]  (c) (i) state the name of the liquid component of blood.  ..  [1]   (ii) state three  substances that are transported in the liquid component of blood. 1   2   3   [3] [total: 8]",
+            "4": "4 0610/32/f/m/18 \u00a9 ucles 2018 blank page",
+            "5": "5 0610/32/f/m/18 \u00a9 ucles 2018 [turn over 3 the boxes on the left contain the names of structures in the body.  the boxes on the right contain the names of processes carried out by the body.  draw one straight line from each structure to the process in which it is involved.  draw six lines. structure process aorta cervix duodenum ribs sensory neurone ureterbreathing circulation digestion excretion reflex action reproduction [6] [total: 6]",
+            "6": "6 0610/32/f/m/18 \u00a9 ucles 2018 4 the kidneys excrete excess water in urine.  (a) the main component of urine is water.   state two other substances that are excreted by healthy kidneys. 1   2   [2]  (b) a scientist investigated the effect of drinking sugar solutions, of different concentrations, on  the volume of urine produced.   \u2022 1.5 dm3 of sugar solution a was consumed by a healthy adult.   \u2022 urine was collected at thirty minute intervals for 150 minutes.   \u2022 the volume of urine produced every thirty minutes was added to the previous total  volume.   \u2022 this procedure was repeated with sugar solutions b and c.   the results are shown in fig. 4.1. 01.01.11.21.3 30 60 90 time  / minutestotal volume of urine collected / dm3 120 150solution a solution b solution c fig. 4.1",
+            "7": "7 0610/32/f/m/18 \u00a9 ucles 2018 [turn over   (i) complete table 4.1 using the information in fig. 4.1. table 4.1 description of measurement volume / dm3 total volume of urine produced 60 minutes after drinking  solution c volume of urine produced between 30 minutes and 60 minutes  after drinking solution b total volume of urine produced 150 minutes after drinking  solution a  [3]   (ii) suggest which of the three solutions, a, b or c, contained the most sugar.    give a reason for your suggestion. solution  .. reason  ...  ...  ...   [2]  (c) list two factors that will affect the volume and concentration of urine produced. 1     2    [2]",
+            "8": "8 0610/32/f/m/18 \u00a9 ucles 2018  (d) the body loses water in the urine.   state two other ways in which the body loses water. 1    ... 2    ... [2] [total: 11] 5 fig. 5.1 shows a diagram of a cell found in leaves.   f. g. h. fig. 5.1  (a) (i)  state the names of structures f, g and h.    write your answers on fig. 5.1. [3]   (ii) on fig. 5.1 draw:    a line labelled k to show where the chromosomes are found    a line labelled l to show the position of the cell membrane. [2]   (iii) state the name of this type of plant cell.  ..  [1]",
+            "9": "9 0610/32/f/m/18 \u00a9 ucles 2018 [turn over  (b) the cell in fig. 5.1 was placed in a concentrated glucose solution.   fig. 5.2 shows the appearance of the cell after ten minutes in the glucose solution.     fig. 5.2   (i) state two ways in which the cell has changed. 1   2     [2]   (ii) water moves into and out of the cell by osmosis.    osmosis is a form of diffusion.    describe the ways in which diffusion is different to active transport.  ...  ...  ...  ...  ...  ... [3]   [total: 11]",
+            "10": "10 0610/32/f/m/18 \u00a9 ucles 2018 6 this question is about enzymes.   choose words from the list to complete the sentences.  each word may be used once, more than once, or not at all. amino acids  amylase  bacteria  biological fatty acids  glucose  humidity  lipase living  protease  salivary  temperature  all enzymes are proteins. proteins are made of ...  .  an enzyme acts as a ... catalyst.    in order to work rapidly, enzymes need the correct ... and ph.   an example of an enzyme that works in the acidic conditions in the stomach is     ...  .   acidic conditions will kill many of the ... present in food.  salivary ... stops working in acidic conditions.  fats are broken down by ...  . [7] [total: 7] 7 (a) some animals produce milk to feed their offspring.     table 7.1 shows the mass of the substances found in 100  g of milk from two animals. table 7.1 substancemass in 100  g of milk  / g human milk water buffalo milk protein 1.10 4.50 fat 4.50 8.00 carbohydrate 7.50 4.90 calcium 0.03 2.00 water",
+            "11": "11 0610/32/f/m/18 \u00a9 ucles 2018 [turn over   (i) calculate the mass of water in both the human milk and the water buffalo milk.    write your answers in table 7.1.    space for working.  [2]   (ii) state the name of the substance in table 7.1 that is present in a higher concentration in  human milk than in water buffalo milk.  ..  [1]     (iii) state the name of one component of a balanced diet that is missing from table 7.1.  ..  [1]   (iv) producing milk for offspring is a characteristic of a particular group of animals.    state the name of this group of animals.  ..  [1]  (b) state how young animals use the substances listed in table 7.1. protein  ...  ... fat  ..  ... carbohydrate  .  ... calcium  .  ... water  .  ...  [5]",
+            "12": "12 0610/32/f/m/18 \u00a9 ucles 2018  (c) an adult eats a high-fat diet.   state two health problems that could be caused by eating a high-fat diet. 1    ... 2    ... [2] [total: 12]",
+            "13": "13 0610/32/f/m/18 \u00a9 ucles 2018 [turn over 8 (a) define the term pollination .  ...  ...  ...  ... [2]  (b) fig 8.1 shows a flower that reproduces using wind-pollination.  fig. 8.1   describe two ways in which the flower in fig. 8.1 is adapted for wind-pollination. 1    ... 2    ... [2]",
+            "14": "14 0610/32/f/m/18 \u00a9 ucles 2018  (c) fig. 8.2 shows two photomicrographs of pollen. pollen from an insect-pollinated flowermagnification \u00d7  1250 pollen from a wind-pollinated flowermagnification \u00d7  2000 fig. 8.2   describe, using your knowledge and the information in fig. 8.2, how pollen from an  insect -pollinated flower is different to pollen from a wind-pollinated flower.  ...  ...  ...  ...  ...  ..  [3]  (d) sexual reproduction in plants results in seeds being formed.   state three  conditions needed for the germination of seeds. 1 . 2   3   [3] [total: 10]",
+            "15": "15 0610/32/f/m/18 \u00a9 ucles 2018 [turn over 9 some insects can reproduce by sexual reproduction and asexual reproduction. in both types of  reproduction chromosomes are passed from the parent or parents, to the offspring.  fig. 9.1 shows a drawing of a parent insect and seven of her offspring: m, n, p, r, s, t and u. parent insect m n p r s t u fig. 9.1  (a) (i) two of the offspring were produced by asexual reproduction.    suggest the letters representing these two offspring. 1 .. 2 .. [1]   (ii) insect r was produced by sexual reproduction.    use the information from the diagram to support this statement.  ...  ...  ..  [1]   (iii) state the term that is defined as the observable features of an organism.  ..  [1]",
+            "16": "16 0610/32/f/m/18 \u00a9 ucles 2018  (b) fig. 9.2 shows a group of male students. they are all the same age. fig. 9.2   (i) the students in fig. 9.2 show continuous variation in some of their characteristics.    state three  characteristics in which these students show continuous variation. 1   2   3   [3]   (ii) state one example of discontinuous variation.  ... [1] [total: 7]",
+            "17": "17 0610/32/f/m/18 \u00a9 ucles 2018 10 fig. 10.1 shows part of the water cycle.  the letters represent processes that take place in the water cycle. x yz fig. 10.1  complete table 10.1 by stating the names of processes x, y and z in fig. 10.1. table 10.1 letter name of the process x y z [3] [total: 3]",
+            "18": "18 0610/32/f/m/18 \u00a9 ucles 2018 blank page",
+            "19": "19 0610/32/f/m/18 \u00a9 ucles 2018 blank page",
+            "20": "20 0610/32/f/m/18 \u00a9 ucles 2018 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 international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download at www.cie.org.uk after  the live examination series. 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.blank page"
+        },
+        "0610_m18_qp_42.pdf": {
+            "1": "*8859812661*cambridge international examinations cambridge international general certificate of secondary education biology  0610/42 paper 4  theory (extended)  february/march 2018  1 hour 15 minutes candidates answer on the question paper. no additional materials are required. read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen. you may use an hb pencil for any diagrams or graphs. do not use staples, paper clips, glue or correction fluid. do not  write in any barcodes. answer all questions. electronic calculators may be used. you may lose marks if you do not show your working or if you do not use appropriate units. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question. this syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificate. this document consists of 17 printed pages and 3 blank pages. dc (sc/fc) 145585/4 \u00a9 ucles 2018  [turn over",
+            "2": "2 0610/42/f/m/18 \u00a9 ucles 20181 (a) (i) fig. 1.1 is a branching key used to identify different species of bacteria.  do the bacteria have flagella? do the bacteria have more than one flagellum? do the bacteria have flagella attached at one end only?do the bacteria form a chain?do the bacteria have a spiral shape?no yes no yes no yes no yes no yes da c f eb fig. 1.1    fig. 1.2 shows six different species of bacteria.    use the key to identify the six different species of bacteria.    write the letters on the lines in fig. 1.2. .. .. ..  [5] fig. 1.2",
+            "3": "3 0610/42/f/m/18 \u00a9 ucles 2018 [turn over   (ii) state the name of the kingdom that bacteria belong to.  ..  [1]  (b) state one similarity between the structure of bacteria and the structure of viruses.  ...  ...  ... [1]  (c) fig. 1.3 is a photomicrograph of vibrio cholerae , the bacterium that causes cholera. magnification \u00d717  30045 mm45 mm fig. 1.3   (i) write the formula that would be used to calculate the actual length of the bacterium (not  including the flagellum) in fig. 1.3.  [1]",
+            "4": "4 0610/42/f/m/18 \u00a9 ucles 2018   (ii) the actual length of the bacterium shown in fig. 1.3 is 0.0026  mm.    convert this value to micrometres ( \u00b5m).    space for working.   .  \u00b5m [1]  (d) (i) describe and explain the effects of cholera bacteria on the gut.  ...  ...  ...  ...  ...  ...  ...  ...  ... [4]   (ii) suggest one treatment for cholera.  ... [1]  [total: 14]",
+            "5": "5 0610/42/f/m/18 \u00a9 ucles 2018 [turn over blank page",
+            "6": "6 0610/42/f/m/18 \u00a9 ucles 2018 2 a study estimated the number of people with chronic obstructive pulmonary disease (copd) in  india. data were collected from two groups of people, those who lived in cities and those who  lived in villages.  fig. 2.1 shows the results. 19960246810estimated numbers of people with copd  / million12141618 2001 2006 yearcitykey: village 2011 2016 fig. 2.1",
+            "7": "7 0610/42/f/m/18 \u00a9 ucles 2018 [turn over  (a) compare the number of people with copd in cities with the number of people with copd in  villages and suggest reasons for the differences.   use the data in fig. 2.1 to support your answer.  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ... [6]  (b) (i) explain how the body prevents particles in inspired air from reaching the gas exchange  surfaces.  ...  ...  ...  ...  ...  ...  ...  ...  ... [4]",
+            "8": "8 0610/42/f/m/18 \u00a9 ucles 2018   (ii) state two ways in which the composition of inspired air differs from the composition of  expired air. 1   2    [2]  (c) alveoli are well-ventilated to provide efficient gas exchange.   (i) state the name of the muscles that cause the ribs to move during ventilation.  ... [1]   (ii) during inspiration the pressure and volume in the thorax changes.    state these changes. pressure   volume  ...  [1]  [total: 14]",
+            "9": "9 0610/42/f/m/18 \u00a9 ucles 2018 [turn over 3 (a) ecologists studied an area of woodland and estimated the biomass of each trophic level for  one of the food chains in the woodland.   some students wanted to use the data to draw a pyramid of biomass for the food chain.   table 3.1 shows the students\u2019 table.   the students added a column to calculate the width of the bars they would need to draw. table 3.1 trophic level biomass  / g m\u22122width of bar  / cm 1 producer 120 12.0 2 primary consumer  48  4.8 3 secondary consumer  16  1.6 4 tertiary consumer   2   (i) complete table 3.1 by calculating the missing value and writing it in the table.  [1]   (ii) using the information in table 3.1, draw a pyramid of biomass.    label each bar with the trophic level.  [3]  (b) a type of organism gains energy from waste organic material from all trophic levels.   state the name of this type of organism.  ... [1]",
+            "10": "10 0610/42/f/m/18 \u00a9 ucles 2018  (c) (i) outline how organisms in the first trophic level of the woodland food chain produce  biomass using energy from the sun.  ...  ...  ...  ...  ...  ...  ... [3]   (ii) explain why the fourth trophic level has the least biomass in this food chain.  ...  ...  ...  ...  ...  ...  ... [3]  (d) the woodland is a conservation area.   outline the possible benefits of conserving this specific area of woodland.  ...  ...  ...  ...  ...  ...  ... [3]  [total: 14]",
+            "11": "11 0610/42/f/m/18 \u00a9 ucles 2018 [turn over 4 fig. 4.1 is a diagram of the human female reproductive system. cef da b fig. 4.1  (a) complete table 4.1 to show the letter and the name of each of the structures that perform  these functions. table 4.1 function letter name releases oestrogen site of fertilisation site of implantation dilates during the process of birth  [4]  (b) fertilisation is the fusion of the nuclei of a male gamete and a female gamete resulting in a  zygote.   state the number of chromosomes present in a human:   female gamete  ...   zygote    [2]",
+            "12": "12 0610/42/f/m/18 \u00a9 ucles 2018  (c) chlamydia is a sexually transmitted infection (sti).   fig. 4.2 shows the number of reported cases of chlamydia in females in each age group in  one country. 10\u201314050 000100  000150  000200  000number of chlamydia cases in 2008250  000300  000350  000400  000 15\u201319 20\u201324 25\u201329 30\u201334 age group  / years35\u201339 40\u201344 45\u201354 55\u201364 65+ fig. 4.2   describe the results shown by the data in fig. 4.2.  ...  ...  ...  ...  ...  ...  ... [3]  (d) chlamydia is caused by a bacterium.   (i) suggest a treatment for chlamydia.  ... [1]   (ii) state the name of one other  sti.  ... [1]",
+            "13": "13 0610/42/f/m/18 \u00a9 ucles 2018 [turn over   (iii) complete the sentences about the spread of stis.    stis are transmitted through the transfer of ... during sexual    contact. one way individuals can avoid the spread of stis is to use a type of    ... contraception. one example of this type of contraception     is ... .  [3]  [total: 14]",
+            "14": "14 0610/42/f/m/18 \u00a9 ucles 2018 5 2,4-d is a synthetic plant auxin that is used as a weedkiller.  researchers investigated the effectiveness of different treatments of 2,4-d on the control of the  weed conyza canadensis  in fields of maize, zea mays .  the results are shown in table 5.1. table 5.1 treatment time of treatment mean dry mass of  weeds  / g per m2weed density  / number  of weeds per m2 day 7 day 23 day 33 a \u2713 7.40 6.20 b \u2713 3.90 4.90 c \u2713 0.50 1.20 d \u2713 \u2713 0.66 1.90 e \u2713 \u2713 0.18 0.98 f \u2713 \u2713 0.07 0.29 g \u2713 \u2713 \u2713 0.08 0.51  (a) (i) maize farmers that had been using treatment c were advised by the researchers to  change to treatment f.    discuss the advantages and disadvantages of changing to treatment f.  ...  ...  ...  ...  ...  ...  ... [4]   (ii) suggest two factors that could decrease the effectiveness of 2,4-d. 1   2    [2]",
+            "15": "15 0610/42/f/m/18 \u00a9 ucles 2018 [turn over   (iii) explain how 2,4-d acts as a weedkiller.  ...  ...  ...  ...  ...  ...  ... [3]  (b) auxin causes the shoots of a plant to grow away from gravity.   state the name of this response.  ... [2]  [total: 11]",
+            "16": "16 0610/42/f/m/18 \u00a9 ucles 2018 6 (a) define the term chemical digestion .  ...  ...  ... [2]  (b) a student investigated the activity of the digestive enzyme pepsin.   fig. 6.1 shows the apparatus used in the investigation. test-tube 1 egg white solution and pepsintest-tube 2 egg white solution, pepsin and hydrochloric acidtest-tube 3 egg white solution, boiled pepsin and hydrochloric acidtest-tube 4 egg white solution and hydrochloric acidstop-clock fig. 6.1   the appearance of the four test-tubes was recorded at 0 and 5 minutes.   the protein in the egg white solution gives the solution a cloudy appearance.   the cloudy appearance clears when the protein in the egg white solution breaks down.   table 6.1 shows the results. table 6.1 test-tube contents appearance at   0 minsappearance after   5 mins 1 egg white solution,  pepsincloudy less cloudy 2 egg white solution,  pepsin, hydrochloric acidcloudy clear 3 egg white solution, boiled  pepsin, hydrochloric acidcloudy cloudy 4 egg white solution,  hydrochloric acidcloudy cloudy",
+            "17": "17 0610/42/f/m/18 \u00a9 ucles 2018 [turn over   (i) explain the results shown for test-tubes 1, 2 and 3 in table 6.1.  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ... [5]   (ii) explain the purpose of test-tube 4.  ...  ...  ...  ...  ... [2]   (iii) state the name of the organ in the body that produces pepsin.  ... [1]",
+            "18": "18 0610/42/f/m/18 \u00a9 ucles 2018  (c) maltase is another digestive enzyme.   describe the action of maltase and state where it acts in the alimentary canal.  ...  ...  ...  ...  ...  ...  ... [3]  [total: 13]",
+            "19": "19 0610/42/f/m/18 \u00a9 ucles 2018 blank page",
+            "20": "20 0610/42/f/m/18 \u00a9 ucles 2018 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 international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download at www.cie.org.uk after  the live examination series. 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.blank page"
+        },
+        "0610_m18_qp_52.pdf": {
+            "1": "*3854609403* this document consists of 10 printed pages and 2 blank pages. dc (st/cgw) 145668/3 \u00a9 ucles 2018  [turn overbiology  0610/52 paper 5  practical test  february/march 2018  1 hour 15 minutes candidates answer on the question paper. additional materials:  as listed in the confidential instructions. read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen. you may use an hb pencil for any diagrams or graphs. do not use staples, paper clips, glue or correction fluid. do not  write in any barcodes. answer all questions. electronic calculators may be used. you may lose marks if you do not show your working or if you do not use appropriate units. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question. this syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificate.for examiner\u2019s use 1 2 totalcambridge international examinations cambridge international general certificate of secondary education",
+            "2": "2 0610/52/f/m/18 \u00a9 ucles 2018 1 you are going to investigate the effect of temperature on water uptake in celery stalks.  water is transported in the xylem tissue of plant stems.  read all the instructions but do not carry them out until you have drawn a table for  your results in the space provided in 1(a)(i).  you are provided with two celery stalks of the same length and two small beakers that contain a  red stain.  step 1   place one of the small beakers containing red stain into the large beaker labelled cool.  place the other small beaker containing red stain into the large beaker labelled warm .  the large beakers will act as water-baths.  step 2   raise your hand when you are ready for water to be added to the two water-baths. add  ice water to the cool water-bath and warm water to the warm  water-bath. make sure  that the water in the water-baths does not go into the small beakers of red stain.  step 3  leave the small beakers containing the red stain in the water-baths for 3 minutes.  step 4   after 3 minutes, put one celery stalk into each beaker of red stain and leave them in the  water-baths for 10 minutes.  step 5  label one white tile cool and the other white tile warm .  you can continue with other questions during this time.  step 6   after 10 minutes remove the celery stalk from the warm  beaker of red stain and place it  on the tile labelled warm . remove the celery stalk from the cool beaker of red stain and  place it on the tile labelled cool.  step 7   on the tile labelled warm , cut a section across the celery stalk, 5  mm from the end that  was in the red stain, as shown in fig. 1.1. section cut in this direction end that was in the red stain fig. 1.1  step 8   use a hand lens to see if the red stain is visible in the xylem of the cut section of the  celery stalk. fig. 1.2 shows the location of the xylem tissue in a cut section of a celery  stalk. xylem tissue fig. 1.2",
+            "3": "3 0610/52/f/m/18 \u00a9 ucles 2018 [turn over  step 9  if the red stain is visible, cut another 5  mm section from the celery stalk.  step 10  repeat steps 8 and 9 until you cut a section in which the red stain is not visible.  step 11   count the number of 5  mm sections you have cut and record this number in your table in  1(a)(i) .  step 12  repeat steps 7 to 11 with the other celery stalk on the tile labelled cool.  (a) (i) prepare a table and record your results in your table, in the space provided.     your table should include: \u2022 the temperature (cool or warm) of the red stain \u2022 the number of sections that were stained in 10 minutes \u2022 the total distance moved by the red stain in 10 minutes. [4]   (ii) use your data to calculate the rate of movement of the red stain in the celery stalk at  each temperature.     space for working.  warm   ..  mm per minute     cool  ..  mm per minute  [2]",
+            "4": "4 0610/52/f/m/18 \u00a9 ucles 2018   (iii) state a conclusion for your results.  ...  ...  ... [1]  (b) state two variables which were kept constant in this experiment. 1   2   [2]  (c) one way of improving the method used in this investigation would be to repeat it a number of  times.   identify two other  sources of error in this investigation.   for each error, suggest an improvement to minimise the effect of the error. error 1  ...  ... improvement 1  ..  ...  ... error 2  ...  ... improvement 2  ..  ...  ... [4] ",
+            "5": "5 0610/52/f/m/18 \u00a9 ucles 2018 [turn over  (d) some farmers wanted to investigate the effect of humidity on the rate of transpiration in celery  plants.    fig. 1.3 shows a celery plant being harvested.   fig. 1.3   one method of measuring the rate of transpiration is to record how long it takes a red stain to  travel up the xylem tissue in a celery stalk that still has its leaves attached.   plan an investigation to determine the effect of humidity on the rate of movement of water  through leafy celery stalks.  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ... [6] [total: 19]",
+            "6": "6 0610/52/f/m/18 \u00a9 ucles 2018 2 fig. 2.1 shows a photomicrograph of a bronchus, surrounded by alveoli and other tissues, in the  lung. bronchus wall alveolia b bronchus lumen fig. 2.1  (a) (i) make a large drawing of the bronchus shown in fig. 2.1.     do not include any of the alveoli or other tissues in your drawing. do not label your  drawing. [4]",
+            "7": "7 0610/52/f/m/18 \u00a9 ucles 2018 [turn over   (ii) the diameter of the bronchus in fig. 2.1 is shown by the line ab.    measure the length of ab on fig. 2.1. include the units.    length of ab on fig. 2.1 .     the actual diameter of the bronchus in fig. 2.1 is 1.5  mm.    the magnification of the bronchus in fig. 2.1 can be calculated using the following  equation: magnification = length of ab on fig. 2.1  actual diameter of the bronchus    calculate the magnification of the bronchus in fig. 2.1.    give your answer to the nearest whole number.    space for working.    [2]",
+            "8": "8 0610/52/f/m/18 \u00a9 ucles 2018  (b) a student investigated the effect of exercise on breathing rate.   the breathing rates of five people were measured at rest and after running for different  periods of time. the people rested between each period of running.   the results are shown in table 2.1. table 2.1 running  time / minutesbreathing rate  / breaths per minute person average  one two three four five  0 20 24 22 26 28 24  2 32 31 28 32 32 31  4 39 41 38 42 40  6 46 52 52 46 44 48  8 48 50 52 46 44 48 10 49 51 51 46 43 48   (i) complete table 2.1 by calculating the average breathing rate for four minutes of running.    space for working. [1]   (ii) the student thought that the result for person two at six minutes was an anomaly.     suggest what the student should do to determine if the result is anomalous.  ...  ...  ... [1]",
+            "9": "9 0610/52/f/m/18 \u00a9 ucles 2018 [turn over   (iii) plot a graph on the grid, to show the relationship between running time and the average  breathing rate. draw a line of best fit.  [4]   (iv) use your graph to estimate the average breathing rate for one minute of running.    show on the graph how you obtained your answer.    [2]   (v) use your graph to describe the relationship between running time and the average  breathing rate.  ...  ...  ...  ...  ...  ... [3]",
+            "10": "10 0610/52/f/m/18 \u00a9 ucles 2018  (c) (i) suggest one safety precaution for this investigation.   ...  ...  ... [1]   (ii) state two variables that should be kept constant during this investigation. 1    ... 2    ... [2]   (iii) state the variable that has been changed (the independent variable) in this investigation.   ... [1] [total: 21]",
+            "11": "11 0610/52/f/m/18 \u00a9 ucles 2018 blank page",
+            "12": "12 0610/52/f/m/18 \u00a9 ucles 2018 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 international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download at www.cie.org.uk after  the live examination series. 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.blank page"
+        },
+        "0610_m18_qp_62.pdf": {
+            "1": "*3585141648*cambridge international examinations cambridge international general certificate of secondary education biology  0610/62 paper 6  alternative to practical  february/march 2018  1 hour candidates answer on the question paper. no additional materials are required. read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen. you may use an hb pencil for any diagrams or graphs. do not use staples, paper clips, glue or correction fluid. do not  write in any barcodes. answer all questions. electronic calculators may be used. you may lose marks if you do not show your working or if you do not use appropriate units. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question. this syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificate. this document consists of 10 printed pages and 2 blank pages. dc (st/sw) 145586/4 \u00a9 ucles 2018  [turn over",
+            "2": "2 0610/62/f/m/18 \u00a9 ucles 2018 1 a student investigated the effect of temperature on water uptake in celery stalks.  water is transported in the xylem tissue in plant stems.  step 1   one celery stalk was placed into a beaker containing warm  red stain. another celery  stalk was placed into a beaker containing cool red stain.     this is shown in fig 1.1. celery stalk beaker red stainxylem tissue fig. 1.1  step 2  both celery stalks were left in the red stain for 10 minutes.   step 3  after 10 minutes the celery stalks were removed from the red stain.   step 4   a 5 mm section was cut from the end of the celery stalk which had been in the warm  red  stain, as shown in fig. 1.2. section cut in this direction end that was in the red stain fig. 1.2  step 5   the section was inspected for the presence of the red stain in the xylem tissue in the  celery stalk, as shown in fig. 1.3. xylem tissue fig. 1.3",
+            "3": "3 0610/62/f/m/18 \u00a9 ucles 2018 [turn over  step 6   if the red stain was visible in the cut section, another 5  mm section was cut and the  process repeated until no red stain was visible in the cut section. this allowed the student  to estimate how far the red stain had moved up the celery stalk.  step 7   steps 4 to 6 were repeated for the celery stalk which had been in the cool red stain.  (a) (i) state one safety precaution that should be taken while carrying out this method.   ...  ...  ... [1]   (ii) the student\u2019s results are shown in fig.  1.4. number of 5  mm sections cut from the celery stalk in warm   red stain \u2013 11 number of 5  mm sections cut from the celery stalk in cool red  stain \u2013 5 fig. 1.4    prepare a table and record your results in your table, in the space provided.    your table should include:     \u2022 the temperature (cool or warm) of the red stain     \u2022 the number of sections that were stained in 10 minutes     \u2022 the total distance moved by the red stain in 10 minutes. [3]   (iii) use the data to calculate the rate of movement of the red stain in the celery stalk at each  temperature.    space for working  warm   ..  mm per minute  cool  ..  mm per minute [2]",
+            "4": "4 0610/62/f/m/18 \u00a9 ucles 2018   (iv) state a conclusion for these results.  ...  ...  ... [1]  (b) state two variables which were kept constant in this experiment.   1   2   [2]  (c) one way of improving the method used in this investigation would be to repeat it a number of  times.   identify two other  sources of error in this investigation.   for each error, suggest an improvement to minimise the effect of the error. error 1  ...  ... improvement 1  ..  ...  ... error 2  ...  ... improvement 2  ..  ...  ... [4] ",
+            "5": "5 0610/62/f/m/18 \u00a9 ucles 2018 [turn over  (d) some farmers wanted to investigate the effect of humidity on the rate of transpiration in celery  plants.   fig. 1.5 shows celery plants being harvested.  fig. 1.5   one method of measuring the rate of transpiration is to record how long it takes a red stain to  travel up the xylem tissue in a celery stalk that still has its leaves attached.   plan an investigation to determine the effect of humidity on the rate of movement of water  through leafy celery stalks.  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ... [6] [total: 19]",
+            "6": "6 0610/62/f/m/18 \u00a9 ucles 2018 2 fig. 2.1 shows a photomicrograph of a bronchus, surrounded by alveoli and other tissues, in the  lung. bronchus wall alveolia b bronchus lumen fig. 2.1  (a) (i) make a large drawing of the bronchus shown in fig. 2.1.     do not include any of the alveoli or other tissues in your drawing. do not label your  drawing. [4]",
+            "7": "7 0610/62/f/m/18 \u00a9 ucles 2018 [turn over  (ii) the diameter of the bronchus in fig. 2.1 is shown by the line ab.    measure the length of ab on fig. 2.1. include the units.    length of ab on fig. 2.1      the actual diameter of the bronchus in fig. 2.1 is 1.5  mm.    the magnification of the bronchus in fig. 2.1 can be calculated using the following  equation: magnification  = length of ab on fig. 2.1  actual diameter of the bronchus    calculate the magnification of the bronchus in fig. 2.1.    give your answer to the nearest whole number.    space for working.    [2]",
+            "8": "8 0610/62/f/m/18 \u00a9 ucles 2018  (b) a student investigated the effect of exercise on breathing rate.   the breathing rates of five people were measured at rest and after running for different  periods of time. the people rested between each period of running.   the results are shown in table 2.1. table 2.1 running  time / minutesbreathing rate  / breaths per minute person average  one two three four five  0 20 24 22 26 28 24  2 32 31 28 32 32 31  4 39 41 38 42 40  6 46 52 52 46 44 48  8 48 50 52 46 44 48 10 49 51 51 46 43 48   (i) complete table 2.1 by calculating the average breathing rate for four minutes of running.    space for working. [1]   (ii) the student thought that the result for person two at six minutes was an anomaly.     suggest what the student should do to determine if the result is anomalous.  ...  ...  ... [1]",
+            "9": "9 0610/62/f/m/18 \u00a9 ucles 2018   (iii) plot a graph, on the grid, to show the relationship between running time and the average  breathing rate. draw a line of best fit. [4]   (iv) use your graph to estimate the average breathing rate for one minute of the running.    show on the graph how you obtained your answer.    [2]   (v) use your graph to describe the relationship between running time and the average  breathing rate.  ...  ...  ...  ...  ...  ... [3] [turn over",
+            "10": "10 0610/62/f/m/18 \u00a9 ucles 2018  (c) (i) suggest one safety precaution for this investigation.  ...  ...  ... [1]   (ii) state two variables that should be kept constant during this investigation. 1    ... 2    ... [2]   (iii) state the variable that has been changed (the independent variable) in this investigation.   ... [1] [total: 21]",
+            "11": "11 0610/62/f/m/18 \u00a9 ucles 2018 blank page",
+            "12": "12 0610/62/f/m/18 \u00a9 ucles 2018 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 international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download at www.cie.org.uk after  the live examination series. 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.blank page"
+        },
+        "0610_s18_qp_11.pdf": {
+            "1": "  this syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certifica te.  this document consists of 14 printed pages and 2 blank pages.  ib18 06_0610_11/2rp  \u00a9 ucles 2018 [turn over     *9449437177 * cambridge international examinations  cambridge international general certificate of secondary education       biology 0610/11     paper 1  multiple choice (core)  may/june 2018     45 minutes    additional materials: multiple choice answer sheet    soft clean eraser    soft pencil (type b or hb is recommended)        read these instructions first    write in soft pencil.  do not use staples, paper clips, glue or correction fluid. write your name, centre number and candidate number on the answer sheet in the spaces provided  unless this has been done for you.  do not  write in any barcodes.   there are forty  questions on this paper. answer all questions. for each question there are four possible  answers a, b, c and d.   choose the one you consider correct and record your choice in soft pencil  on the separate answer sheet.    read the instructions on the answer sheet very carefully.    each correct answer will score one mark. a ma rk will not be deducted for a wrong answer.  any rough working should be done in this booklet. electronic calculators may be used.     ",
+            "2": "2  \u00a9 ucles 2018 0610/11/m/j/18  1 which organisms carry out respirati on, growth, movement and excretion?  a all animals and all plants  b animals only  c arthropods and flowering plants only  d plants only      2 the diagram shows an animal whose scientific name is falco peregrinus .        to which species does it belong?  a bird  b f. peregrinus   c falco   d vertebrate      3 what kind of skin do amphibians have?  a dry without scales  b dry with scales  c moist without scales  d moist with scales     ",
+            "3": "3  \u00a9 ucles 2018 0610/11/m/j/18 [turn over  4 the diagram shows a flowering plant.        use the key to identify the plant.    flower has four petalsplant leaves with jagged edgesleaves with smooth edges b aflower has five petals leaves with jagged edgesleaves with smooth edges d c      5 the diagram shows a plant cell.    in which labelled part of the cell is sugar made?    d cell walla vacuole b chloroplast c nucleus    ",
+            "4": "4  \u00a9 ucles 2018 0610/11/m/j/18  6 why do some root cells have root hairs?  a for the maintenance of the temperature of the cell sap  b to increase the surface area of the cells  c to increase the volume of the cell sap  d to provide a place for cell nuclei      7 which words correctly complete the paragraph?   diffusion may be defined as the net movement of particles from a region of their \u00ab\u00ab1\u00ab\u00ab  concentration, to a region of their \u00ab\u00ab2\u00ab\u00ab concentration, where movement is \u00ab\u00ab3\u00ab\u00ab a  concentration gradient.   1 2 3  a higher lower down  b higher lower up  c lower higher down  d lower higher up      8 which part of a plant root hair is partially permeable?  a the cell sap  b the cell surface membrane  c the cell vacuole  d the cell wall    9 the table shows the results of food tests carried out on a fruit.    test benedict\u2019s biuret ethanol iodine  result positive positive negative negative    what did the fruit contain?  a fat and reducing sugar  b fat and starch  c protein and reducing sugar  d protein and starch    ",
+            "5": "5  \u00a9 ucles 2018 0610/11/m/j/18 [turn over  10 an experiment was carried out to investigate the effect of ph on enzyme action. the graph shows  the results.    y-axis x-axis    what are the labels for the x-axis and the y-axis?     x-axis y-axis  a ph rate of reaction  b ph time  c rate of reaction ph  d time ph     11 the equation for photosynthesis is shown.    ..1..  +  ..2..  \u2192  glucose  +  ..3..    which words correctly complete gaps 1, 2 and 3?     1 2 3  a carbon dioxide light oxygen  b carbon dioxide water oxygen  c oxygen light carbon dioxide  d oxygen water carbon dioxide      12 what is the best source of vitamin c in a balanced diet?  a fish  b fruit  c meat  d rice     ",
+            "6": "6  \u00a9 ucles 2018 0610/11/m/j/18  13 a young, active woman requires more of which cons tituent in her diet than a young, active man?  a fat  b iron  c protein  d vitamin c      14 which condition could be caused by a lack of iron?    a anaemia  b cholera  c scurvy  d diabetes    15 the diagram shows part of a section through a plant stem.    which tissue transports water from the roots to the leaves?    a b c d     16 petroleum jelly is waterproof and transparent.    covering the underside of the leaves of a plant with a thin layer of petroleum jelly will slow down the rate of water loss from the plant.    which statement explains this?  a plants absorb nutrients from the petroleum jelly.  b plants absorb water from the petroleum jelly.  c stomata are blocked by the petroleum jelly.  d the petroleum jelly stops photosynthesis.    ",
+            "7": "7  \u00a9 ucles 2018 0610/11/m/j/18 [turn over  17 the diagram shows the human heart.    rq p s     in which order does blood pass through the chambers during a complete circuit of the body after  it returns from the lungs?  a q \u2192 r \u2192 s \u2192 p  b q \u2192 r \u2192 p \u2192 s  c p \u2192 s \u2192 q \u2192 r  d p \u2192 s \u2192 r \u2192 q     18 the diagrams show some components of the blood of a mammal.    which component causes the blood to start clotting?    ab c d       19 which statement describes a transmissible disease?  a a disease caused when a pathogen passes from one host to another  b a disease caused when a pathogen passes through a host\u2019s body  c a disease caused when a pathogen passes to the host\u2019s body only by direct contact  d a disease caused when a pathogen passes to the host\u2019s body only by indirect contact    ",
+            "8": "8  \u00a9 ucles 2018 0610/11/m/j/18  20 a sample of expired air is collected in a gas jar. another gas jar contains normal atmospheric air.    a lighted candle is placed inside each gas jar as shown. the time taken for each flame to go out is measured. as the candles burn they use up the oxygen available in the jar.    gas jar x gas jar ylid air sample candle     the table shows the results of this experiment.    gas jar time for candle flame  to go out  / s  x 15  y 9    what is an explanation of the difference between the results in jars x and y?  a jar x contains atmospheric air which has more carbon dioxide.  b jar x contains expired air which has more carbon dioxide.  c jar y contains atmospheric air which has less oxygen.  d jar y contains expired air which has less oxygen.    21 which row describes anaerobic respiration?     energy  released oxygen  required waste products  a a little no lactic acid  b a little yes carbon dioxide and water  c a lot no lactic acid  d a lot yes carbon dioxide and water     ",
+            "9": "9  \u00a9 ucles 2018 0610/11/m/j/18 [turn over  22 the diagram shows the excretory system.    x    what is structure x?  a bladder  b kidney  c ureter  d urethra     23 which are effectors?  a brain and spinal cord  b muscles and glands  c receptors  d sensory neurones and motor neurones     24 which hormone is involved in the conversion of glucose to glycogen?  a adrenaline  b insulin  c oestrogen  d testosterone     25 which mechanism for maintaining body temperature involves the action of muscles?  a detection of temperature  b insulation with fatty tissue  c shivering  d sweating    ",
+            "10": "10  \u00a9 ucles 2018 0610/11/m/j/18  26 antibiotics are used to treat some diseases.    which diseases could they be effective against?     bacterial  infection hiv scurvy  a \u0016 \u0016 \u0016  b \u0016 \u001a \u0016  c \u0016 \u001a \u001a  d \u001a \u0016 \u001a     27 the graph shows the number of people infected with hiv, in one part of the world, between 1985  and 2010.    1985 1990 1995 2000 2005 201030 25201510 50number of peopleinfectedwith hiv/  million     using data from the graph, which statement is correct?  a between 1995 and 2000 the number of people infected with hiv increased by 67%.  b between 1995 and 2000 the number of people infected with hiv increased by 20%.  c between 1990 and 1995 the number of people infected with hiv doubled.  d between 1995 and 2000 the number of people infected with hiv doubled.     ",
+            "11": "11  \u00a9 ucles 2018 0610/11/m/j/18 [turn over  28 the diagram shows reproduction in a potato plant. potato x was planted into the ground and a  plant grew from it. the plant then produced potato y.    potato ypotato x     which statement is correct?  a x and y are genetically different.  b y was produced by asexual reproduction.  c y was produced by sexual reproduction.  d y was produced by the fusion of gametes.      29 which row correctly links the named process with its description?     process description  a menstruation release of an egg  b menstruation shedding of the lining of the uterus  c ovulation fusion of nuclei  d ovulation start of puberty     ",
+            "12": "12  \u00a9 ucles 2018 0610/11/m/j/18  30 the human immunodeficiency virus (hiv) can be transmitted in body fluid.    some examples of body fluids are listed.    1 blood  2 saliva 3 semen 4 tear fluid    which body fluids could transmit hiv?  a 1, 2, 3 and 4  b 1, 2 and 3 only  c 1 and 3 only  d 3 only     31 which method of birth control involves a surgical procedure?  a condom  b contraceptive pill  c monitoring body temperature and cervical mucus  d vasectomy    32 the diagram shows the inheritance of sex in humans.      male gametes    x y  female  gametesx xx xy  x xx xy    what is the chance of the couple\u2019s next child being male?  a 25% b 50% c 75% d 100%      33 which type of cell is produced by meiosis?  a fertilised egg cell  b leaf cell  c red blood cell  d sperm cell     ",
+            "13": "13  \u00a9 ucles 2018 0610/11/m/j/18 [turn over  34 what will cause the rate of mutation to increase?  a increase in exposure to ionising radiation  b increase in genetic variation in a population  c increase in phenotypic variation in a population  d increase in the rate of reproduction      35 a feature of some plants that live in dry places is that the leaves are reduced to spines.    what is an advantage of the leaves being reduced to spines?  a decrease in photosynthesis  b decrease in transpiration  c increase in photosynthesis  d increase in transpiration    36 black truffle is a fungus that obtains nutrients from the roots of hazel trees. female pigs find and  eat the fungi.   what is the principal source of the energy for this food chain?  a female pigs  b hazel trees  c soil  d the sun    37 the diagram shows a food chain.    apple tree \u2192 herbivorous insects \u2192 carnivorous insects \u2192 bird    which pyramid of numbers represents the food chain?    a b cd      ",
+            "14": "14  \u00a9 ucles 2018 0610/11/m/j/18  38 some washing powders are called biological washing powders.    what is the reason for this?  a they contain bacteria.  b they contain enzymes.  c they contain myriapods.  d they contain viruses.     39 what is an example of genetic engineering?  a inserting a gene for human insulin production into bacteria  b selective breeding to produce cattle with high milk yields  c using herbicides to kill unwanted plants  d using insecticides to kill insect pests     40 what is a negative impact to an ecosystem of large-scale monoculture?  a crops need harvesting at the same time.  b monocultures produce less food.  c monocultures produce more food.  d the genetic variation of organisms is reduced.    ",
+            "15": "15    blank page   \u00a9 ucles 2018 0610/11/m/j/18 ",
+            "16": "16    blank page     permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to trac e 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 ans wer-related information to candidates, all copyright acknowledgements are reproduced onl ine in the cambridge  international examinations copyright acknow ledgements booklet. this is produced for each  series of examinations and is freely a vailable to download at  www.cie.org.uk after the live examination series.    cambridge international examinations is part of the cambridge as sessment group. cambridge assessment is the brand name of unive rsity of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge.    \u00a9 ucles 2018 0610/11/m/j/18   "
+        },
+        "0610_s18_qp_12.pdf": {
+            "1": "  this syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certifica te.  this document consists of 16 printed pages.  ib18 06_0610_12/2rp  \u00a9 ucles 2018 [turn over     *1276425606 * cambridge international examinations  cambridge international general certificate of secondary education       biology 0610/12     paper 1  multiple choice (core)  may/june 2018     45 minutes    additional materials: multiple choice answer sheet    soft clean eraser    soft pencil (type b or hb is recommended)        read these instructions first    write in soft pencil.  do not use staples, paper clips, glue or correction fluid. write your name, centre number and candidate number on the answer sheet in the spaces provided  unless this has been done for you.  do not  write in any barcodes.   there are forty  questions on this paper. answer all questions. for each question there are four possible  answers a, b, c and d.   choose the one you consider correct and record your choice in soft pencil  on the separate answer sheet.    read the instructions on the answer sheet very carefully.    each correct answer will score one mark. a ma rk will not be deducted for a wrong answer.  any rough working should be done in this booklet. electronic calculators may be used.     ",
+            "2": "2  \u00a9 ucles 2018 0610/12/m/j/18  1 which organisms carry out respirati on, growth, movement and excretion?  a all animals and all plants  b animals only  c arthropods and flowering plants only  d plants only      2 the diagram shows an animal whose scientific name is falco peregrinus .        to which species does it belong?  a bird  b f. peregrinus   c falco   d vertebrate      3 what kind of skin do amphibians have?  a dry without scales  b dry with scales  c moist without scales  d moist with scales     ",
+            "3": "3  \u00a9 ucles 2018 0610/12/m/j/18 [turn over  4 the diagram shows a flowering plant.        use the key to identify the plant.    flower has four petalsplant leaves with jagged edgesleaves with smooth edges b aflower has five petals leaves with jagged edgesleaves with smooth edges d c      5 the diagram shows a plant cell.    in which labelled part of the cell is sugar made?    d cell walla vacuole b chloroplast c nucleus    ",
+            "4": "4  \u00a9 ucles 2018 0610/12/m/j/18  6 why do some root cells have root hairs?  a for the maintenance of the temperature of the cell sap  b to increase the surface area of the cells  c to increase the volume of the cell sap  d to provide a place for cell nuclei      7 the table shows the concentration of gases in a blood vessel and in an alveolus.    which row shows the conditions that cause a gas produced in respiration to diffuse from the blood vessel into the alveolus?     gas produced concentration in  the blood vessel concentration in  the alveolus  a carbon dioxide low high  b carbon dioxide high low  c oxygen low high  d oxygen high low      8 which part of a plant root hair is partially permeable?  a the cell sap  b the cell surface membrane  c the cell vacuole  d the cell wall      9 the table shows the results of food tests carried out on a fruit.    test benedict\u2019s biuret ethanol iodine  result positive positive negative negative    what did the fruit contain?  a fat and reducing sugar  b fat and starch  c protein and reducing sugar  d protein and starch     ",
+            "5": "5  \u00a9 ucles 2018 0610/12/m/j/18 [turn over  10 an experiment was carried out to investigate the effect of ph on enzyme action. the graph shows  the results.    y-axis x-axis    what are the labels for the x-axis and the y-axis?     x-axis y-axis  a ph rate of reaction  b ph time  c rate of reaction ph  d time ph     ",
+            "6": "6  \u00a9 ucles 2018 0610/12/m/j/18  11 an experiment is set up as shown.    test-tube xsmall plant gauze platform green indicator test-tube y    the green indicator turns yellow when the concentration of carbon dioxide increases. the green  indicator turns blue when the concentration of carbon dioxide decreases.    after several hours, the indicator in test-tube x turned blue. the indicator in test-tube y remained  green.    which process caused the colour change?  a germination  b photosynthesis  c respiration  d transpiration      12 why do plants need nitrate ions?  a for making amino acids  b for making fatty acids  c for making glucose  d for making starch      13 in which part of the alimentary canal do chemical digestion and mechanical digestion take place?  a colon  b duodenum  c mouth  d oesophagus     ",
+            "7": "7  \u00a9 ucles 2018 0610/12/m/j/18 [turn over  14 the diagram shows part of the alimentary canal.    where is most water absorbed?    ab c d      15 a celery stalk was placed in a beaker which contained a red stain. after 24 hours, the red stain  appeared at the top of the celery stalk.        which structures stained red?  a cortex cells  b mesophyll cells  c phloem  d xylem     16 a student is investigating the effect of temperature on the rate of transpiration.    which environmental conditions should be kept constant during this investigation?     humidity light intensity temperature wind speed  a \u0016 \u0016 \u0016 \u0016  b \u0016 \u0016 \u001a \u0016  c \u001a \u0016 \u001a \u0016  d \u001a \u001a \u0016 \u001a ",
+            "8": "8  \u00a9 ucles 2018 0610/12/m/j/18  17 the diagram shows the human heart.    rq p s     in which order does blood pass through the chambers during a complete circuit of the body after  it returns from the lungs?  a q \u2192 r \u2192 s \u2192 p  b q \u2192 r \u2192 p \u2192 s  c p \u2192 s \u2192 q \u2192 r  d p \u2192 s \u2192 r \u2192 q     18 the diagrams show some components of the blood of a mammal.    which component causes the blood to start clotting?    ab c d      19 the body produces mucus as a defence against diseases.    what type of defence is stomach acid?     cells chemical  barrier mechanical  barrier  a \u0016 \u0016 \u0016  b \u0016 \u001a \u001a  c \u001a \u0016 \u001a  d \u001a \u001a \u0016   ",
+            "9": "9  \u00a9 ucles 2018 0610/12/m/j/18 [turn over  20 a sample of expired air is collected in a gas jar. another gas jar contains normal atmospheric air.    a lighted candle is placed inside each gas jar as shown. the time taken for each flame to go out is measured. as the candles burn they use up the oxygen available in the jar.    gas jar x gas jar ylid air sample candle     the table shows the results of this experiment.    gas jar time for candle flame  to go out  / s  x 15  y 9    what is an explanation of the difference between the results in jars x and y?  a jar x contains atmospheric air which has more carbon dioxide.  b jar x contains expired air which has more carbon dioxide.  c jar y contains atmospheric air which has less oxygen.  d jar y contains expired air which has less oxygen.    21 which row describes anaerobic respiration?     energy  released oxygen  required waste products  a a little no lactic acid  b a little yes carbon dioxide and water  c a lot no lactic acid  d a lot yes carbon dioxide and water     ",
+            "10": "10  \u00a9 ucles 2018 0610/12/m/j/18  22 the diagram shows the excretory system.    x     what is structure x?  a bladder  b kidney  c ureter  d urethra    23 the diagram shows structures in a reflex arc.    recepto r musclex     what is x?  a effector  b relay neurone  c sensory neurone  d synapse     ",
+            "11": "11  \u00a9 ucles 2018 0610/12/m/j/18 [turn over  24 which row describes the effect of the hormone adrenaline on breathing rate, pulse rate and pupil  size?     breathing rate pulse rate pupil size  a decrease decrease larger  b decrease increase smaller  c increase decrease smaller  d increase increase larger     25 the diagram shows a seedling growing inside a dark box.    shoot rootdark box     what type of responses affect the direction of growth of the root and the shoot in this experiment?     response by the root response by the shoot  a gravitropism gravitropism  b gravitropism phototropism  c phototropism gravitropism  d phototropism phototropism     26 what is the definition of a drug?  a any illegal substance taken into the body  b any substance taken into the body  c any substance taken into the body that modifi es or affects chemical reactions in the body  d any substance taken into the body which is not a medicine    ",
+            "12": "12  \u00a9 ucles 2018 0610/12/m/j/18  27 the graph shows the number of alcohol-related deaths in men and women between the years  2001 and 2005 in one country.    400 300200100 0 0\u201319 20\u201334 35\u201349 age group  / yearsnumber of alcohol-relateddeaths 50\u201364 65+key men women     which conclusion is supported by the data in the graph?  a all alcohol-related deaths increase with age.  b men in the 35\u2013  49 year old age group are most likely to die due to alcohol-related reasons.  c men in the 65+ age group are least likely to die due to alcohol-related reasons.  d women are more likely to die due to alcohol-related reasons than men.     28 the diagram shows a potato tuber that developed from the stem of a parent potato plant. three  shoots are starting to grow from the tuber.    shoot tuber     how do the genotypes of the shoots compare with the genotypes of the tuber and of the parent?     genotype  of tuber genotype  of parent  a is different to the shoots is different to the shoots  b is different to the shoots is identical to the shoots  c is identical to the shoots is different to the shoots  d is identical to the shoots is identical to the shoots     ",
+            "13": "13  \u00a9 ucles 2018 0610/12/m/j/18 [turn over  29 the list shows various terms used in sexual reproduction in organisms.    1 male gamete  2 female gamete  3 ovule  4 ovary 5 filament 6 fertilisation 7 haploid    which terms are only used in sexual reproduction in plants?  a 1 and 7 b 2 and 4 c 2 and 6 d 3 and 5    30 the diagram shows stages of a menstrual cycle.    during which stage does menstruation occur?     ovulationa b cd      ",
+            "14": "14  \u00a9 ucles 2018 0610/12/m/j/18  31 the diagram shows part of the female reproductive system with a birth control device in place.    uterus     which birth control device is being used?  a chemical implant  b diaphragm  c femidom  d iud    32 which chromosomes can be found in a single sperm?  a x and x b x and y c x or x d x or y     33 which term is used for an organism that has two different alleles of a particular gene?  a dominant  b heterozygous  c homozygous  d recessive      34 what is an adaptive feature of an organism?  a any feature that is changed by the environment  b any feature that helps an organism to survive and reproduce  c any feature that shows continuous variation  d any inherited feature than an organism has      35 what is required for natural selection to occur?  a genetic variation between individuals  b humans selecting desirable characteristics  c no competition between individuals or resources  d offspring produced by asexual reproduction     ",
+            "15": "15  \u00a9 ucles 2018 0610/12/m/j/18 [turn over  36 what is the principal source of energy for most food chains?  a carbon dioxide gas  b glucose  c oxygen  d sunlight      37 the diagram shows part of the carbon cycle.    coal, oil and gasgradual production of fossil fuelscarbon dioxide in atmosphere     which process is missing from the diagram?  a combustion  b photosynthesis  c plant respiration  d decomposition     38 genetic engineering has been used to produce human insulin.    into which type of cell were the human genes for insulin inserted?  a animal  b bacterial  c fungal  d human    ",
+            "16": "16    permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to trac e 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 ans wer-related information to candidates, all copyright acknowledgements are reproduced onl ine in the cambridge  international examinations copyright acknow ledgements booklet. this is produced for each  series of examinations and is freely a vailable to download at  www.cie.org.uk after the live examination series.    cambridge international examinations is part of the cambridge as sessment group. cambridge assessment is the brand name of unive rsity of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge.    \u00a9 ucles 2018 0610/12/m/j/18  39 what are reasons for using chemical fertilisers in food production?      increase pollution  in rivers and lakes increase  crop yields reduce competition between crops  and weeds  a \u0016 \u0016 \u0016  b \u001a \u0016 \u001a  c \u0016 \u001a \u001a  d \u001a \u001a \u0016     40 as well as carbon dioxide, which other gas is mainly responsible for the enhanced greenhouse  effect?  a methane  b oxygen  c ozone  d sulfur dioxide    "
+        },
+        "0610_s18_qp_13.pdf": {
+            "1": "  this syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certifica te.  this document consists of 15 printed pages and 1 blank page.  ib18 06_0610_13/3rp  \u00a9 ucles 2018 [turn over     *0433363336* cambridge international examinations  cambridge international general certificate of secondary education       biology 0610/13     paper 1  multiple choice (core)  may/june 2018     45 minutes    additional materials: multiple choice answer sheet    soft clean eraser    soft pencil (type b or hb is recommended)        read these instructions first    write in soft pencil.  do not use staples, paper clips, glue or correction fluid. write your name, centre number and candidate number on the answer sheet in the spaces provided  unless this has been done for you.  do not  write in any barcodes.   there are forty  questions on this paper. answer all questions. for each question there are four possible  answers a, b, c and d.   choose the one you consider correct and record your choice in soft pencil  on the separate answer sheet.    read the instructions on the answer sheet very carefully.    each correct answer will score one mark. a ma rk will not be deducted for a wrong answer.  any rough working should be done in this booklet. electronic calculators may be used.     ",
+            "2": "2  \u00a9 ucles 2018 0610/13/m/j/18  1 which organisms carry out respirati on, growth, movement and excretion?  a all animals and all plants  b animals only  c arthropods and flowering plants only  d plants only      2 the diagram shows an animal whose scientific name is falco peregrinus .        to which species does it belong?  a bird  b f. peregrinus   c falco   d vertebrate      3 what kind of skin do amphibians have?  a dry without scales  b dry with scales  c moist without scales  d moist with scales     ",
+            "3": "3  \u00a9 ucles 2018 0610/13/m/j/18 [turn over  4 the diagram shows a flowering plant.        use the key to identify the plant.    flower has four petalsplant leaves with jagged edgesleaves with smooth edges b aflower has five petals leaves with jagged edgesleaves with smooth edges d c      5 the diagram shows a plant cell.    in which labelled part of the cell is sugar made?    d cell walla vacuole b chloroplast c nucleus    ",
+            "4": "4  \u00a9 ucles 2018 0610/13/m/j/18  6 why do some root cells have root hairs?  a for the maintenance of the temperature of the cell sap  b to increase the surface area of the cells  c to increase the volume of the cell sap  d to provide a place for cell nuclei      7 the diagram shows a section through an alveolus and through a capillary.    capillary wall low carbon dioxide concentration high carbon dioxide concentrationcapillaryredblood cellswall of alveolus air x y     how does carbon dioxide move from y to x?  a by diffusion  b by osmosis  c by translocation  d by transpiration      8 which part of a plant root hair is partially permeable?  a the cell sap  b the cell surface membrane  c the cell vacuole  d the cell wall     ",
+            "5": "5  \u00a9 ucles 2018 0610/13/m/j/18 [turn over  9 the table shows the results of food tests carried out on a fruit.    test benedict\u2019s biuret ethanol iodine  result positive positive negative negative    what did the fruit contain?  a fat and reducing sugar  b fat and starch  c protein and reducing sugar  d protein and starch      10 an experiment was carried out to investigate the effect of ph on enzyme action. the graph shows  the results.    y-axis x-axis    what are the labels for the x-axis and the y-axis?     x-axis y-axis  a ph rate of reaction  b ph time  c rate of reaction ph  d time ph     ",
+            "6": "6  \u00a9 ucles 2018 0610/13/m/j/18  11 the diagram shows a section through a leaf.    srp q     what are structures p, q, r and s?     p q r s  a chloroplast phloem palisade tissue xylem  b cuticle xylem chloroplast stoma  c phloem palisade tissue cuticle stoma  d xylem chloroplast phloem cuticle      12 a lack of which dietary component can result in constipation?  a fat  b fibre (roughage)  c carbohydrate  d protein      13 a woman requires more calcium in her diet when she is pregnant.   which statement explains why?  a bone growth in the fetus  b muscle growth in the fetus  c production of haemoglobin in the fetus  d to provide energy for the fetus     ",
+            "7": "7  \u00a9 ucles 2018 0610/13/m/j/18 [turn over  14 the diagram shows part of the alimentary canal.    j k lm     which row correctly identifies the structures labelled j to m?     j k l m  a oesophagus pancreas small intestine stomach  b pancreas small intestine stomach oesophagus  c small intestine stomach oesophagus pancreas  d stomach oesophagus pancreas small intestine      15 the diagram shows the pathway of water from the soil through a plant.    soil  \u2192  x  \u2192  y  \u2192  z  \u2192  mesophyll cells    which cells are represented by x, y and z?     x y z  a root hair cells root cortex cells xylem  b root hair cells xylem root cortex cells  c xylem root cortex cells root hair cells  d xylem root hair cells root cortex cells      16 what will not affect the rate of transpiration?  a humidity of the atmosphere  b number of open stomata  c rate of respiration  d temperature    ",
+            "8": "8  \u00a9 ucles 2018 0610/13/m/j/18  17 the diagram shows the human heart.    rq p s     in which order does blood pass through the chambers during a complete circuit of the body after  it returns from the lungs?  a q \u2192 r \u2192 s \u2192 p  b q \u2192 r \u2192 p \u2192 s  c p \u2192 s \u2192 q \u2192 r  d p \u2192 s \u2192 r \u2192 q     18 the diagrams show some components of the blood of a mammal.    which component causes the blood to start clotting?    ab c d       19 what is an indirect method of transmitting disease?  a body fluid  b blood  c food  d skin contact between people    ",
+            "9": "9  \u00a9 ucles 2018 0610/13/m/j/18 [turn over  20 a sample of expired air is collected in a gas jar. another gas jar contains normal atmospheric air.    a lighted candle is placed inside each gas jar as shown. the time taken for each flame to go out is measured. as the candles burn they use up the oxygen available in the jar.    gas jar x gas jar ylid air sample candle     the table shows the results of this experiment.    gas jar time for candle flame  to go out  / s  x 15  y 9    what is an explanation of the difference between the results in jars x and y?  a jar x contains atmospheric air which has more carbon dioxide.  b jar x contains expired air which has more carbon dioxide.  c jar y contains atmospheric air which has less oxygen.  d jar y contains expired air which has less oxygen.    21 which row describes anaerobic respiration?     energy  released oxygen  required waste products  a a little no lactic acid  b a little yes carbon dioxide and water  c a lot no lactic acid  d a lot yes carbon dioxide and water     ",
+            "10": "10  \u00a9 ucles 2018 0610/13/m/j/18  22 the diagram shows the excretory system.    x     what is structure x?  a bladder  b kidney  c ureter  d urethra     23 what is the correct sequence in a reflex action?  a receptor \u2192 stimulus \u2192 motor neurone \u2192 relay neurone \u2192 sensory neurone \u2192 effector  b receptor \u2192 stimulus \u2192 sensory neurone \u2192 relay neurone \u2192 motor neurone \u2192 effector  c stimulus \u2192 receptor \u2192 motor neurone \u2192 relay neurone \u2192 sensory neurone \u2192 effector  d stimulus \u2192 receptor \u2192 sensory neurone \u2192 relay neurone \u2192 motor neurone \u2192 effector     24 in 1921, banting and best extracted a substanc e from the pancreas of an animal. the substance  was injected into children whose blood sugar concentrations were too high. the children\u2019s blood  sugar concentrations were returned to normal.    which substance in the pancreatic extract would return the children\u2019s blood sugar concentrations  to normal?  a adrenaline  b insulin  c glucose  d oestrogen     ",
+            "11": "11  \u00a9 ucles 2018 0610/13/m/j/18 [turn over  25 a seed is placed and grown on a rotating disc, as shown.    seed pinned to disc     which diagram shows the appearance of the seedling shoot after seven days?    abcd       26 which organ is the site of break down of alcohol in the human body?  a bladder  b kidney  c liver  d stomach      27 alcohol is a drug.    which statement is correct?  a it can cause copd.  b it is a depressant.  c it is not addictive.  d it speeds up reaction times.    28 the following statements give information about the reproduction of different organisms.    1 daffodil plants produce genetically identical bulbs that grow into a new plant the  following year.  2 in summer, female aphids produce genetically identical offspring without fertilisation  by a male.  3 most banana plants are genetically identical because they were produced from one  parent plant.    which statements are examples of asexual reproduction?  a 1, 2 and 3 b 1 and 2 only c 1 and 3 only d 2 and 3 only ",
+            "12": "12  \u00a9 ucles 2018 0610/13/m/j/18  29 which stages in sexual reproduction occur in both flowering plants and human reproduction?    1 gametes are made by meiosis.  2 gametes fuse to form a zygote.  3 the male gamete moves to the female gamete.    a 1, 2 and 3 b 1 and 2 only c 1 only d 2 and 3 only     30 which part of the female reproductive system produces oestrogen?  a cervix  b ovary  c oviduct  d uterus     31 which hormone is responsible for the development of secondary sexual characteristics?  a fsh  b lh  c oestrogen  d progesterone    32 a length of dna codes for a protein.    what is this a definition of?  a a gene  b an amino acid  c an x chromosome  d a y chromosome     ",
+            "13": "13  \u00a9 ucles 2018 0610/13/m/j/18 [turn over  33 the diagrams show human male and female reproductive organs.    p q rx y z     where does meiosis take place?  a p and x b q and x c q and y d r and z    34 the bar chart shows the heights of pea plants grown from 500 pea seeds.    number of pea plants height of plants    what variation do the plants show?     continuous discontinuous  a \u0016 \u0016  b \u0016 \u001a  c \u001a \u0016  d \u001a \u001a     ",
+            "14": "14  \u00a9 ucles 2018 0610/13/m/j/18  35 the picture shows a fox that lives in the desert.        which adaptation does the fox have for living in the desert?  a eyes at front of head to help judge distance  b large ears to increase heat loss  c long bushy tail for balance  d sharp teeth to catch prey     36 the diagram shows a simple food chain.    green plants chickens wild dogs1 2 3     which process releases the energy that is lost at 1, 2 and 3?  a ingestion  b photosynthesis  c respiration  d transpiration    ",
+            "15": "15  \u00a9 ucles 2018 0610/13/m/j/18 37 which labelled stage in the water cycle shows precipitation?    landriver seaabd plant rootsc      38 what is the name of the structure that separates the left and right ventricles of the heart?    a atrium  b septum  c vena cava  d valve      39 what is a source of air pollution?  a herbicides  b methane  c untreated sewage  d water vapour    40 which process does not change the carbon dioxide level in the air?  a decomposition  b feeding  c photosynthesis  d respiration    ",
+            "16": "16    blank page     permission to reproduce items where third-party owned material pr otected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to trac e 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 ans wer-related information to candidates, all copyright acknowledgements are reproduced onl ine in the cambridge  international examinations copyright acknow ledgements booklet. this is produced for each  series of examinations and is freely a vailable to download at  www.cie.org.uk after the live examination series.    cambridge international examinations is part of the cambridge as sessment group. cambridge assessment is the brand name of unive rsity of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge.    \u00a9 ucles 2018 0610/13/m/j/18   "
+        },
+        "0610_s18_qp_21.pdf": {
+            "1": "  this syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certifica te.  this document consists of 15 printed pages and 1 blank page.  ib18 06_0610_21/2rp  \u00a9 ucles 2018 [turn over     *0654737364* cambridge international examinations  cambridge international general certificate of secondary education       biology 0610/21     paper 2  multiple choice (extended)  may/june 2018     45 minutes    additional materials: multiple choice answer sheet    soft clean eraser    soft pencil (type b or hb is recommended)        read these instructions first    write in soft pencil.  do not use staples, paper clips, glue or correction fluid. write your name, centre number and candidate number on the answer sheet in the spaces provided  unless this has been done for you.  do not  write in any barcodes.   there are forty  questions on this paper. answer all questions. for each question there are four possible  answers a, b, c and d.   choose the one you consider correct and record your choice in soft pencil  on the separate answer sheet.    read the instructions on the answer sheet very carefully.    each correct answer will score one mark. a ma rk will not be deducted for a wrong answer.  any rough working should be done in this booklet. electronic calculators may be used.     ",
+            "2": "2  \u00a9 ucles 2018 0610/21/m/j/18  1 which organisms carry out respirati on, growth, movement and excretion?  a all animals and all plants  b animals only  c arthropods and flowering plants only  d plants only      2 the diagram shows an animal whose scientific name is falco peregrinus .        to which species does it belong?  a bird  b f. peregrinus   c falco   d vertebrate      3 what kind of skin do amphibians have?  a dry without scales  b dry with scales  c moist without scales  d moist with scales     ",
+            "3": "3  \u00a9 ucles 2018 0610/21/m/j/18 [turn over  4 the diagram shows a flowering plant.        use the key to identify the plant.    flower has four petalsplant leaves with jagged edgesleaves with smooth edges b aflower has five petals leaves with jagged edgesleaves with smooth edges d c      5 in which part of the cell does aerobic respiration occur?  a cytoplasm  b mitochondrion  c ribosome  d vesicle      6 why do some root cells have root hairs?  a for the maintenance of the temperature of the cell sap  b to increase the surface area of the cells  c to increase the volume of the cell sap  d to provide a place for cell nuclei     ",
+            "4": "4  \u00a9 ucles 2018 0610/21/m/j/18  7 which words correctly complete the paragraph?   diffusion may be defined as the net movement of particles from a region of their \u00ab\u00ab1\u00ab\u00ab  concentration, to a region of their \u00ab\u00ab2\u00ab\u00ab concentration, where movement is \u00ab\u00ab3\u00ab\u00ab a  concentration gradient.   1 2 3  a higher lower down  b higher lower up  c lower higher down  d lower higher up      8 which part of a plant root hair is partially permeable?  a the cell sap  b the cell surface membrane  c the cell vacuole  d the cell wall    9 the table shows the results of food tests carried out on a fruit.    test benedict\u2019s biuret ethanol iodine  result positive positive negative negative    what did the fruit contain?  a fat and reducing sugar  b fat and starch  c protein and reducing sugar  d protein and starch    ",
+            "5": "5  \u00a9 ucles 2018 0610/21/m/j/18 [turn over  10 an experiment was carried out to investigate the effect of ph on enzyme action. the graph shows  the results.    y-axis x-axis    what are the labels for the x-axis and the y-axis?     x-axis y-axis  a ph rate of reaction  b ph time  c rate of reaction ph  d time ph     11 the equation for photosynthesis is shown.    ..1..  +  ..2..  \u2192  glucose  +  ..3..    which words correctly complete gaps 1, 2 and 3?     1 2 3  a carbon dioxide light oxygen  b carbon dioxide water oxygen  c oxygen light carbon dioxide  d oxygen water carbon dioxide      12 what is the best source of vitamin c in a balanced diet?  a fish  b fruit  c meat  d rice     ",
+            "6": "6  \u00a9 ucles 2018 0610/21/m/j/18  13 a young, active woman requires more of which constituent in her diet than a young, active man?  a fat  b iron  c protein  d vitamin c      14 which condition could be caused by a lack of iron?    a anaemia  b cholera  c scurvy  d diabetes    15 the diagram shows part of a section through a plant stem.    which tissue transports water from the roots to the leaves?    a b c d     16 petroleum jelly is waterproof and transparent.    covering the underside of the leaves of a plant with a thin layer of petroleum jelly will slow down the rate of water loss from the plant.    which statement explains this?  a plants absorb nutrients from the petroleum jelly.  b plants absorb water from the petroleum jelly.  c stomata are blocked by the petroleum jelly.  d the petroleum jelly stops photosynthesis.    ",
+            "7": "7  \u00a9 ucles 2018 0610/21/m/j/18 [turn over  17 a student places two samples of crushed apple into two beakers, p and q. the samples are of  equal size. she adds 5  cm3 of pectinase solution to beaker p and 5  cm3 of water to beaker q.    after five minutes, she places the samples of crushed apple into two different filter funnels, and  measures the volume of juice filtering through from each sample over a period of 10 minutes.    which graph shows her results?    00total volume of juice filteredthrough timea q p 00total volume of juice filteredthrough timeb p q 00total volume of juice filteredthrough timec q p 00total volume of juice filteredthrough timed qp       18 during the process of blood clotting, damage to blood vessels stimulates l, and m is converted  to n.    what are l, m and n?     l m n  a fibrin platelets fibrinogen  b fibrinogen platelets fibrin  c platelets fibrin fibrinogen  d platelets fibrinogen fibrin     ",
+            "8": "8  \u00a9 ucles 2018 0610/21/m/j/18  19 a child is vaccinated against measles. after a period of time the child is infected with the measles  virus.    the graph shows the concentration of measles antibodies in the child\u2019s bloodstream during this  time.    antibody concentrationin the blood time     which statement is consistent with the information in the graph?  a after the vaccination, the child produced memory cells.  b the child had passive immunity against measles.  c the measles virus contains antibodies.  d the vaccination failed to protect the child against measles.    20 muscles are responsible for the ventilation of the lungs during breathing.    which row describes their action during the inspiration of air?     diaphragm  muscles external  intercostal muscles internal  intercostal muscles  a contract contract relax  b contract relax contract  c relax contract relax  d relax relax contract      21 yeast is able to respire both aerobically and anaerobically.    which statement describes the waste products of yeast respiration?  a aerobic respiration produces alcohol as one of its waste products.  b aerobic respiration produces three times as much carbon dioxide as anaerobic respiration  from one molecule of glucose.  c anaerobic respiration and aerobic respiration both produce the same amount of carbon  dioxide from one molecule of glucose.  d anaerobic respiration produces three times as much carbon dioxide as aerobic respiration  from one molecule of glucose. ",
+            "9": "9  \u00a9 ucles 2018 0610/21/m/j/18 [turn over  22 the table shows the presence or absence of chemicals in solution in different parts of a healthy  kidney.    which row is correct?     chemical blood plasma  in glomerulus fluid entering  kidney tubule fluid in ureter   a glucose \u0016 \u001a \u001a key  b protein \u0016 \u0016 \u0016 \u0016= present  c salts \u0016 \u001a \u001a \u001a= absent  d urea \u0016 \u0016 \u0016       23 four processes occur when impulses cross a synapse.    p neurotransmitter diffuses across the gap  q neurotransmitter binds with receptors  r impulse stimulates vesicles  s release of neurotransmitter    what is the correct sequence for these processes?  a p \u2192 r \u2192 q \u2192 s  b r \u2192 p \u2192 q \u2192 s  c r \u2192 s \u2192 p \u2192 q  d s \u2192 q \u2192 r \u2192 p      24 which hormone is involved in the conversion of glucose to glycogen?  a adrenaline  b insulin  c oestrogen  d testosterone     ",
+            "10": "10  \u00a9 ucles 2018 0610/21/m/j/18  25 the diagram shows the structure of human skin.    xy z     what are x, y and z?     x y z  a receptor sensory neurone sweat gland  b sensory neurone hair erector muscle receptor  c sweat gland hair erector muscle sensory neurone  d sweat gland receptor blood vessel      26 a seedling was placed in a horizontal position.    which diagram shows the result of the gravitropic responses in the seedling?    a root shoot c rootshootb root shoot d root shoot     ",
+            "11": "11  \u00a9 ucles 2018 0610/21/m/j/18 [turn over  27 which hormone may be used to improve sporting performance?  a fsh  b lh  c oestrogen  d testosterone      28 specific grape varieties are maintained using stem cuttings from mature plants that are then  planted and cultivated to produce grapes. this is an example of artificial asexual reproduction.    what is a disadvantage of using asexual reproduction to produce fruit?  a an outbreak of disease will affect the whole crop in the same way.  b genetically identical fruit is produced relatively quickly.  c no pollination or pollinators are required.  d the characteristics of the grapes will vary between plants.    29 which two statements are correct for the process of cross-pollination in plants?    1 increases potential for variation in offspring  2 pollen is transferred to a different flower on the same plant 3 reduces potential to respond to environmental change 4 pollen is transferred to a flower on a different plant of the same species    a 1 and 2 b 1 and 4 c 2 and 3 d 3 and 4     30 what is a function of the mitochondria in a sperm cell?  a penetrating the surface of the egg cell  b propelling the sperm towards the egg  c storing food energy  d supplying the energy for movement    ",
+            "12": "12  \u00a9 ucles 2018 0610/21/m/j/18  31 the diagram shows the chromosomes in the nucleus of a body cell in an adult fruit fly.        what are the diploid and haploid number of chromosomes in the fruit fly?     diploid haploid  a 4 8  b 8 4  c 8 16  d 16 8      32 the diagram shows the phenotypes for blood groups in a family.    a aa bb oparents childrenkey male female     which statement about the genotypes of the parents is correct?  a both parents have alleles for blood group a and b.  b both parents have the allele for blood group o.  c only the father has the allele for blood group o.  d only the mother has the allele for blood group o.    33 sickle-cell anaemia is a genetic disorder which results in severe illness in homozygous  individuals. in some human populations being heterozygous can be beneficial.    what could be the reason for this?  a heterozygous individuals are not affected by the disorder.  b heterozygous individuals are more resistant to malaria.  c it is caused by a dominant allele.  d the disorder is sex-linked.     ",
+            "13": "13  \u00a9 ucles 2018 0610/21/m/j/18 [turn over  34 which statement describes the relationship between evolution and natural selection?  a a change in the adaptive features of a population over time causes evolution, resulting in  natural selection.  b evolution causes a change in the adaptive features of a population over time, resulting in  natural selection.  c evolution causes natural selection, resulting in a change in the adaptive features of a  population over time.  d evolution is the change in the adaptive features of a population over time as a result of  natural selection.     35 the diagram shows a food chain.    maize   \u2192   locusts   \u2192   lizards   \u2192   snakes   10  000  kj 1000  kj 100  kj 10  kj    what is the efficiency of energy transfer between the maize and the lizards in this food chain?  a 0.01% b 0.1% c 1% d 10%    36 the diagram shows part of a food web from a rainforest.    fruits and leaveshowler monkeys iguanasharpy eagles anacondasjaguars     in this food web, at which trophic level are the anacondas?  a primary consumers  b secondary consumers  c tertiary consumers  d quaternary consumers    ",
+            "14": "14  \u00a9 ucles 2018 0610/21/m/j/18  37 the diagram shows the structure of a bacterial cell.    dna x     the presence of structure x in the bacterial cell is one reason why bacteria are used in genetic  engineering.    what is structure x?  a endoplasmic reticulum  b mitochondria  c plasmid  d ribosome     38 what does penicillium  need to grow in a fermenter?     amino acids carbohydrates oxygen  a \u0016 \u0016 \u0016  b \u0016 \u0016 \u001a  c \u0016 \u001a \u0016  d \u001a \u0016 \u0016     39 deforestation can have a negative impact on the environment.    which statement about the negative impact of deforestation is correct?  a decreases the levels of carbon dioxide which can lead to reduced rates of photosynthesis  b decreases the amount of water flowing in local rivers so there is less flooding  c leads to soil loss so there is less fertile soil for the growth of crops in the area  d provides less land for the extraction of natural resources     ",
+            "15": "15  \u00a9 ucles 2018 0610/21/m/j/18 40 when nitrates enter a lake they cause rapid growth of algae on the surface of the water. this  causes the following changes in the lake:    1 a decrease in the concentration of dissolved oxygen in the water  2 fish and other aquatic animals die  3 an increase in aerobic respiration by decomposers 4 producers die and decomposition increases    in which order do these changes occur?  a 1 \u2192 2 \u2192 4 \u2192 3  b 3 \u2192 1 \u2192 2 \u2192 4  c 4 \u2192 2 \u2192 3 \u2192 1  d 4 \u2192 3 \u2192 1 \u2192 2     ",
+            "16": "16    blank page     permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to trac e 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 ans wer-related information to candidates, all copyright acknowledgements are reproduced onl ine in the cambridge  international examinations copyright acknow ledgements booklet. this is produced for each  series of examinations and is freely a vailable to download at  www.cie.org.uk after the live examination series.    cambridge international examinations is part of the cambridge as sessment group. cambridge assessment is the brand name of unive rsity of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge.    \u00a9 ucles 2018 0610/21/m/j/18   "
+        },
+        "0610_s18_qp_22.pdf": {
+            "1": "  this syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certifica te.  this document consists of 16 printed pages.  ib18 06_0610_22/2rp  \u00a9 ucles 2018 [turn over     *1751718756 * cambridge international examinations  cambridge international general certificate of secondary education       biology 0610/22     paper 2  multiple choice (extended)  may/june 2018     45 minutes    additional materials: multiple choice answer sheet    soft clean eraser    soft pencil (type b or hb is recommended)        read these instructions first    write in soft pencil.  do not use staples, paper clips, glue or correction fluid. write your name, centre number and candidate number on the answer sheet in the spaces provided  unless this has been done for you.  do not  write in any barcodes.   there are forty  questions on this paper. answer all questions. for each question there are four possible  answers a, b, c and d.   choose the one you consider correct and record your choice in soft pencil  on the separate answer sheet.    read the instructions on the answer sheet very carefully.    each correct answer will score one mark. a ma rk will not be deducted for a wrong answer.  any rough working should be done in this booklet. electronic calculators may be used.     ",
+            "2": "2  \u00a9 ucles 2018 0610/22/m/j/18  1 which organisms carry out respirati on, growth, movement and excretion?  a all animals and all plants  b animals only  c arthropods and flowering plants only  d plants only      2 the diagram shows an animal whose scientific name is falco peregrinus .        to which species does it belong?  a bird  b f. peregrinus   c falco   d vertebrate      3 what kind of skin do amphibians have?  a dry without scales  b dry with scales  c moist without scales  d moist with scales     ",
+            "3": "3  \u00a9 ucles 2018 0610/22/m/j/18 [turn over  4 the diagram shows a flowering plant.        use the key to identify the plant.    flower has four petalsplant leaves with jagged edgesleaves with smooth edges b aflower has five petals leaves with jagged edgesleaves with smooth edges d c      5 in which part of the cell does aerobic respiration occur?  a cytoplasm  b mitochondrion  c ribosome  d vesicle      6 why do some root cells have root hairs?  a for the maintenance of the temperature of the cell sap  b to increase the surface area of the cells  c to increase the volume of the cell sap  d to provide a place for cell nuclei     ",
+            "4": "4  \u00a9 ucles 2018 0610/22/m/j/18  7 the table shows the concentration of gases in a blood vessel and in an alveolus.    which row shows the conditions that cause a gas produced in respiration to diffuse from the  blood vessel into the alveolus?     gas produced concentration in  the blood vessel concentration in  the alveolus  a carbon dioxide low high  b carbon dioxide high low  c oxygen low high  d oxygen high low      8 which part of a plant root hair is partially permeable?  a the cell sap  b the cell surface membrane  c the cell vacuole  d the cell wall      9 the table shows the results of food tests carried out on a fruit.    test benedict\u2019s biuret ethanol iodine  result positive positive negative negative    what did the fruit contain?  a fat and reducing sugar  b fat and starch  c protein and reducing sugar  d protein and starch     ",
+            "5": "5  \u00a9 ucles 2018 0610/22/m/j/18 [turn over  10 an experiment was carried out to investigate the effect of ph on enzyme action. the graph shows  the results.    y-axis x-axis    what are the labels for the x-axis and the y-axis?     x-axis y-axis  a ph rate of reaction  b ph time  c rate of reaction ph  d time ph     ",
+            "6": "6  \u00a9 ucles 2018 0610/22/m/j/18  11 an experiment is set up as shown.    test-tube xsmall plant gauze platform green indicator test-tube y    the green indicator turns yellow when the concentration of carbon dioxide increases. the green  indicator turns blue when the concentration of carbon dioxide decreases.    after several hours, the indicator in test-tube x turned blue. the indicator in test-tube y remained  green.    which process caused the colour change?  a germination  b photosynthesis  c respiration  d transpiration      12 why do plants need nitrate ions?  a for making amino acids  b for making fatty acids  c for making glucose  d for making starch      13 in which part of the alimentary canal do chemical digestion and mechanical digestion take place?  a colon  b duodenum  c mouth  d oesophagus     ",
+            "7": "7  \u00a9 ucles 2018 0610/22/m/j/18 [turn over  14 the diagram shows part of the alimentary canal.    where is most water absorbed?    ab c d      15 a celery stalk was placed in a beaker which contained a red stain. after 24 hours, the red stain  appeared at the top of the celery stalk.        which structures stained red?  a cortex cells  b mesophyll cells  c phloem  d xylem     16 a student is investigating the effect of temperature on the rate of transpiration.    which environmental conditions should be kept constant during this investigation?     humidity light intensity temperature wind speed  a \u0016 \u0016 \u0016 \u0016  b \u0016 \u0016 \u001a \u0016  c \u001a \u0016 \u001a \u0016  d \u001a \u001a \u0016 \u001a ",
+            "8": "8  \u00a9 ucles 2018 0610/22/m/j/18  17 a student places two samples of crushed apple into two beakers, p and q. the samples are of  equal size. she adds 5  cm3 of pectinase solution to beaker p and 5  cm3 of water to beaker q.    after five minutes, she places the samples of crushed apple into two different filter funnels, and  measures the volume of juice filtering through from each sample over a period of 10 minutes.    which graph shows her results?    00total volume of juice filteredthrough timea q p 00total volume of juice filteredthrough timeb p q 00total volume of juice filteredthrough timec q p 00total volume of juice filteredthrough timed qp       18 during the process of blood clotting, damage to blood vessels stimulates l, and m is converted  to n.    what are l, m and n?     l m n  a fibrin platelets fibrinogen  b fibrinogen platelets fibrin  c platelets fibrin fibrinogen  d platelets fibrinogen fibrin     ",
+            "9": "9  \u00a9 ucles 2018 0610/22/m/j/18 [turn over  19 a child is vaccinated against measles. after a period of time the child is infected with the measles  virus.    the graph shows the concentration of measles antibodies in the child\u2019s bloodstream during this  time.    antibody concentrationin the blood time     which statement is consistent with the information in the graph?  a after the vaccination, the child produced memory cells.  b the child had passive immunity against measles.  c the measles virus contains antibodies.  d the vaccination failed to protect the child against measles.    20 muscles are responsible for the ventilation of the lungs during breathing.    which row describes their action during the inspiration of air?     diaphragm  muscles external  intercostal muscles internal  intercostal muscles  a contract contract relax  b contract relax contract  c relax contract relax  d relax relax contract     ",
+            "10": "10  \u00a9 ucles 2018 0610/22/m/j/18  21 aerobic respiration involves the break down of glucose.    c6h12o6  +  ...x...o 2  \u2192  ...y...h 2o  +  ...z...co 2  +  energy    which values for x, y and z balance the equation?     x y z  a 6 4 6  b 6 6 6  c 6 12 6  d 12 12 12      22 the composition of the blood in the renal vein is different to the composition of the blood in the  renal artery.    what substance has a higher concentration in the renal vein than in the renal artery?  a carbon dioxide  b glucose  c oxygen  d urea    23 the diagram shows the structures in a reflex arc.    recepto r musclex     what is x?  a effector  b relay neurone  c sensory neurone  d synapse     ",
+            "11": "11  \u00a9 ucles 2018 0610/22/m/j/18 [turn over  24 which row describes accommodation when viewing a near object?     ciliary muscles suspensory  ligaments lens shape  a contracted slackened more spherical  b contracted tight more spherical  c relaxed slackened less spherical  d relaxed tight more spherical     25 hormones and the nervous system both control our bodies.    which statement about the control provided by our hormones is correct?  a fast response and long lasting  b fast response and short lived  c slow response and long lasting  d slow response and short lived    26 which row describes heroin?     type of drug location of effect  a depressant blood  b depressant synapses  c stimulant blood  d stimulant synapses      27 what is an advantage, for an organism, of using asexual reproduction?  a disease spreads rapidly.  b it does not cause variation.  c it easily adapts to environmental change.  d population increases rapidly.    28 the diploid number in ovis aries  (sheep) is 54.    how many chromosomes will there be in a zygote of this species?  a 0 b 27 c 54 d 108    ",
+            "12": "12  \u00a9 ucles 2018 0610/22/m/j/18  29 which adaptive feature of sperm provides the energy that enables it to swim?  a the acrosome  b the cell membrane  c the flagellum  d the mitochondria      30 two hormones, x and y, are secreted by the ovaries. the graph shows the concentrations of  these hormones in the blood during one complete menstrual cycle.    concentration of hormonein the blood time  / days0 7 14 21 28x y     what are hormones x and y?     hormone x hormone y  a fsh lh  b lh fsh  c oestrogen progesterone  d progesterone oestrogen     ",
+            "13": "13  \u00a9 ucles 2018 0610/22/m/j/18 [turn over  31 the mitotic index of a tissue is the percentage of cells in a tissue that are undergoing division.    the table shows the number of cells in two tissue samples, x and y.    tissue  sample number of cells  undergoing  mitosis number of cells  not undergoing  mitosis total number of  cells in the  tissue sample  x 25 55  80  y 15 95 110    which statement is correct?  a tissue x is growing faster with a mitotic index of 31.3%.  b tissue x is growing faster with a mitotic index of 45.4%.  c tissue y is growing faster with a mitotic index of 13.6%.  d tissue y is growing faster with a mitotic index of 15.8%.      32 some features of cell division are listed.    1 haploid cells are produced  2 new cells are genetically identical 3 reduction division  4 results in variation    which features would be associated with meiosis?  a 1, 2 and 3 b 1, 2 and 4 c 1, 3 and 4 d 2, 3 and 4    33 sickle-cell anaemia is an inherited disease.    parental genotypes1 \u00d7 2 gametes hbshbahbahba 34 56offspring genotypes    which genotypes represented in the diagram would increase an individual\u2019s resistance to  malaria?  a 1, 3 and 4 b 1, 4 and 5 c 2, 3 and 4 d 2, 5 and 6    ",
+            "14": "14  \u00a9 ucles 2018 0610/22/m/j/18  34 fitness is defined as the probability of an organism \u00ab\u00ab1\u00ab\u00ab and \u00ab\u00ab2\u00ab\u00ab in the environment  in which it is found.    which words correctly complete gaps 1 and 2?     1 2  a photosynthesising respiring  b reproducing respiring  c surviving  reproducing  d surviving photosynthesising     35 a food chain has the pyramid of numbers shown.    carnivorous insects herbivorous insects producer     what is the pyramid of biomass for the same food chain?    a b c d      ",
+            "15": "15  \u00a9 ucles 2018 0610/22/m/j/18 [turn over  36 the graph shows the changes in a population of brine shrimp over a period of time.    number of brine shrimp time0 012 3     over which section or sections is the birth rate greater than the death rate?  a 1, 2 and 3 b 1 and 2 only c 1 only d 2 only      37 what is a disadvantage of using bacteria to produce human insulin?  a few ethical concerns  b genetic code shared with other organisms  c they contain plasmids  d they mutate frequently      38 the diagram shows a bacterial cell containing a plasmid.    plasmid     what is inserted into the plasmid if this cell is  to be used for the production of insulin?  a a length of dna from a human  b a length of dna from another bacterium  c a molecule of insulin  d an enzyme    39 what would be unlikely to increase the risk of human famine?  a a rapidly increasing human population  b flooding of land  c lack of rain causing a drought  d the use of pesticides on crops    ",
+            "16": "16    permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to trac e 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 ans wer-related information to candidates, all copyright acknowledgements are reproduced onl ine in the cambridge  international examinations copyright acknow ledgements booklet. this is produced for each  series of examinations and is freely a vailable to download at  www.cie.org.uk after the live examination series.    cambridge international examinations is part of the cambridge as sessment group. cambridge assessment is the brand name of unive rsity of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge.    \u00a9 ucles 2018 0610/22/m/j/18  40 since 1970 sulfur dioxide emissions have dropped by 95% in some parts of the world.    what is the main reason for the reduction in emissions?  a fewer coal-powered power stations  b increase in wind turbines  c less cars on the road  d less industry    "
+        },
+        "0610_s18_qp_23.pdf": {
+            "1": "  this syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certifica te.  this document consists of 15 printed pages and 1 blank page.  ib18 06_0610_23/3rp  \u00a9 ucles 2018 [turn over     *7539978956* cambridge international examinations  cambridge international general certificate of secondary education       biology 0610/23     paper 2  multiple choice (extended)  may/june 2018     45 minutes    additional materials: multiple choice answer sheet    soft clean eraser    soft pencil (type b or hb is recommended)        read these instructions first    write in soft pencil.  do not use staples, paper clips, glue or correction fluid. write your name, centre number and candidate number on the answer sheet in the spaces provided  unless this has been done for you.  do not  write in any barcodes.   there are forty  questions on this paper. answer all questions. for each question there are four possible  answers a, b, c and d.   choose the one you consider correct and record your choice in soft pencil  on the separate answer sheet.    read the instructions on the answer sheet very carefully.    each correct answer will score one mark. a ma rk will not be deducted for a wrong answer.  any rough working should be done in this booklet. electronic calculators may be used.     ",
+            "2": "2  \u00a9 ucles 2018 0610/23/m/j/18  1 which organisms carry out respirati on, growth, movement and excretion?  a all animals and all plants  b animals only  c arthropods and flowering plants only  d plants only      2 the diagram shows an animal whose scientific name is falco peregrinus .        to which species does it belong?  a bird  b f. peregrinus   c falco   d vertebrate      3 what kind of skin do amphibians have?  a dry without scales  b dry with scales  c moist without scales  d moist with scales     ",
+            "3": "3  \u00a9 ucles 2018 0610/23/m/j/18 [turn over  4 the diagram shows a flowering plant.        use the key to identify the plant.    flower has four petalsplant leaves with jagged edgesleaves with smooth edges b aflower has five petals leaves with jagged edgesleaves with smooth edges d c      5 in which part of the cell does aerobic respiration occur?  a cytoplasm  b mitochondrion  c ribosome  d vesicle      6 why do some root cells have root hairs?  a for the maintenance of the temperature of the cell sap  b to increase the surface area of the cells  c to increase the volume of the cell sap  d to provide a place for cell nuclei     ",
+            "4": "4  \u00a9 ucles 2018 0610/23/m/j/18  7 the diagram shows a section through an alveolus and through a capillary.    capillary wall low carbon dioxide concentration high carbon dioxide concentrationcapillaryredblood cellswall of alveolus air x y     how does carbon dioxide move from y to x?  a by diffusion  b by osmosis  c by translocation  d by transpiration      8 which part of a plant root hair is partially permeable?  a the cell sap  b the cell surface membrane  c the cell vacuole  d the cell wall     ",
+            "5": "5  \u00a9 ucles 2018 0610/23/m/j/18 [turn over  9 the table shows the results of food tests carried out on a fruit.    test benedict\u2019s biuret ethanol iodine  result positive positive negative negative    what did the fruit contain?  a fat and reducing sugar  b fat and starch  c protein and reducing sugar  d protein and starch      10 an experiment was carried out to investigate the effect of ph on enzyme action. the graph shows  the results.    y-axis x-axis    what are the labels for the x-axis and the y-axis?     x-axis y-axis  a ph rate of reaction  b ph time  c rate of reaction ph  d time ph     ",
+            "6": "6  \u00a9 ucles 2018 0610/23/m/j/18  11 the diagram shows a section through a leaf.    srp q     what are structures p, q, r and s?     p q r s  a chloroplast phloem palisade tissue xylem  b cuticle xylem chloroplast stoma  c phloem palisade tissue cuticle stoma  d xylem chloroplast phloem cuticle      12 a lack of which dietary component can result in constipation?  a fat  b fibre (roughage)  c carbohydrate  d protein      13 a woman requires more calcium in her diet when she is pregnant.   which statement explains why?  a bone growth in the fetus  b muscle growth in the fetus  c production of haemoglobin in the fetus  d to provide energy for the fetus     ",
+            "7": "7  \u00a9 ucles 2018 0610/23/m/j/18 [turn over  14 the diagram shows part of the alimentary canal.    j k lm     which row correctly identifies the structures labelled j to m?     j k l m  a oesophagus pancreas small intestine stomach  b pancreas small intestine stomach oesophagus  c small intestine stomach oesophagus pancreas  d stomach oesophagus pancreas small intestine      15 the diagram shows the pathway of water from the soil through a plant.    soil  \u2192  x  \u2192  y  \u2192  z  \u2192  mesophyll cells    which cells are represented by x, y and z?     x y z  a root hair cells root cortex cells xylem  b root hair cells xylem root cortex cells  c xylem root cortex cells root hair cells  d xylem root hair cells root cortex cells      16 what will not affect the rate of transpiration?  a humidity of the atmosphere  b number of open stomata  c rate of respiration  d temperature    ",
+            "8": "8  \u00a9 ucles 2018 0610/23/m/j/18  17 a student places two samples of crushed apple into two beakers, p and q. the samples are of  equal size. she adds 5  cm3 of pectinase solution to beaker p and 5  cm3 of water to beaker q.    after five minutes, she places the samples of crushed apple into two different filter funnels, and  measures the volume of juice filtering through from each sample over a period of 10 minutes.    which graph shows her results?    00total volume of juice filteredthrough timea q p 00total volume of juice filteredthrough timeb p q 00total volume of juice filteredthrough timec q p 00total volume of juice filteredthrough timed qp       18 during the process of blood clotting, damage to blood vessels stimulates l, and m is converted  to n.    what are l, m and n?     l m n  a fibrin platelets fibrinogen  b fibrinogen platelets fibrin  c platelets fibrin fibrinogen  d platelets fibrinogen fibrin     ",
+            "9": "9  \u00a9 ucles 2018 0610/23/m/j/18 [turn over  19 a child is vaccinated against measles. after a period of time the child is infected with the measles  virus.    the graph shows the concentration of measles antibodies in the child\u2019s bloodstream during this  time.    antibody concentrationin the blood time     which statement is consistent with the information in the graph?  a after the vaccination, the child produced memory cells.  b the child had passive immunity against measles.  c the measles virus contains antibodies.  d the vaccination failed to protect the child against measles.    20 muscles are responsible for the ventilation of the lungs during breathing.    which row describes their action during the inspiration of air?     diaphragm  muscles external  intercostal muscles internal  intercostal muscles  a contract contract relax  b contract relax contract  c relax contract relax  d relax relax contract     ",
+            "10": "10  \u00a9 ucles 2018 0610/23/m/j/18  21 a student investigated aerobic respiration.    woodlicecapillary tubedrop of liquid gauze soda lime     soda lime absorbs carbon dioxide.    if the woodlice are respiring aerobically, what will happen to the drop of liquid?  a it will move towards the woodlice as oxygen is used up and carbon dioxide is released.  b it will move away from the woodlice as oxygen is used up and carbon dioxide is released.  c it will not move as carbon dioxide is used up and oxygen is released.  d it will not move as oxygen is used up and carbon dioxide is released.    22 the diagram shows a kidney and associated structures.    blood in blood out x     what is the name of structure x?  a pulmonary artery  b pulmonary vein  c renal artery  d renal vein     23 what is the correct sequence in a reflex action?  a receptor \u2192 stimulus \u2192 motor neurone \u2192 relay neurone \u2192 sensory neurone \u2192 effector  b receptor \u2192 stimulus \u2192 sensory neurone \u2192 relay neurone \u2192 motor neurone \u2192 effector  c stimulus \u2192 receptor \u2192 motor neurone \u2192 relay neurone \u2192 sensory neurone \u2192 effector  d stimulus \u2192 receptor \u2192 sensory neurone \u2192 relay neurone \u2192 motor neurone \u2192 effector     ",
+            "11": "11  \u00a9 ucles 2018 0610/23/m/j/18 [turn over  24 the diagram shows the cross-section of an eye.    e f g     which statement is true when a person views a near object?  a e contracts; g is pulled less; f bulges less; more refraction of light takes place  b e contracts; g is pulled less; f bulges more; more refraction of light takes place  c e relaxes; g is pulled less; f bulges less; less refraction of light takes place  d e relaxes; g is pulled more; f bulges more; less refraction of light takes place     25 compared to the hormonal system, the responses of the nervous system are  a faster and of longer-duration.  b faster and of shorter-duration.  c slower and of longer-duration.  d slower and of shorter-duration.    26 in an experiment to investigate phototropism, a plant shoot is grown with light coming from one  side only.    after two days, in which region has the greatest rate of growth occurred?    start of experimentlight after two dayslighta bcd      ",
+            "12": "12  \u00a9 ucles 2018 0610/23/m/j/18  27 crop plants produced by asexual reproduction are identical. this can be a disadvantage.    which statements describe disadvantages?    1 crop plants are produced rapidly.  2 a disease could kill all of the plants. 3 only one parent is needed. 4 the plants cannot adapt to environmental changes.    a 1 and 2 b 1 and 3 c 2 and 4 d 3 and 4     28 the table shows some features of artificial insemination and in-vitro fertilisation.    which row shows the features that are correct for both  artificial insemination and in-vitro  fertilisation?     fertilisation happens  outside the female  reproductive system implantation happens  outside the female  reproductive system involves  sexual  intercourse pregnancy  develops naturally  after implantation  a \u0016 \u0016 \u001a \u001a  b \u0016 \u001a \u001a \u0016  c \u001a \u001a \u0016 \u001a  d \u001a \u001a \u001a \u0016     29 the graph shows the concentration of four hormones during the menstrual cycle.    which line represents progesterone?    hormone level day of cycleovulation0 14 28a bc d      ",
+            "13": "13  \u00a9 ucles 2018 0610/23/m/j/18 [turn over  30 cystic fibrosis is an inherited disease. the allele for cystic fibrosis is recessive.    a woman is heterozygous and her partner is homozygous dominant.  what is true of any children they produce?  a all of their children will have cystic fibrosis.  b there is a one in two chance of being heterozygous.  c there is a one in four chance of being heterozygous.  d there is no chance of having the cystic fibrosis allele.     31 which graph shows the correct change in mass of dna in one cell during cell division by mitosis?    mass of dna timea 0 0mass of dna timeb 0 0 mass of dna timec 0 0mass of dna timed 0 0     32 cell x contains 16 chromosomes. it divides by meiosis.    how many chromosomes do each of the new cells contain?  a 4 b 8 c 16 d 32     33 which statement about blood groups in humans is correct?  a they are determined by genes and the environment.  b they are determined only by the environment.  c they are determined only by genes.  d they show continuous variation.    ",
+            "14": "14  \u00a9 ucles 2018 0610/23/m/j/18  34 plants are adapted to survive in different environments.    which are features of xerophytes?     cuticle number  of stomata  a thick few  b thick many  c thin few  d thin many      35 in which form is nitrogen taken up by the roots of plants?    a as amino acids  b as nitrate ions  c as protein  d as urea     36 what is a community?  a a unit containing all the organisms in a given area, and their environment, interacting  together  b a unit in which energy is transferred from one organism to the next  c all of the populations of different species in an ecosystem  d all the organisms of one species in a given area     37 which feature of bacteria makes it possible for them to be used to produce human insulin?  a bacteria possess plasmids.  b bacteria possess exactly the same dna base sequences as humans.  c bacteria possess the same genes for insulin.  d bacteria possess the same number of chromosomes as humans.    ",
+            "15": "15  \u00a9 ucles 2018 0610/23/m/j/18 38 in some areas, farmers who grow genetically modified (gm) corn have to make sure there is a  gap between gm and non-gm crops.    what is the reason for leaving a gap between the crops?  a so they can get large machinery into the fields  b to prevent cross-pollination between gm and non-gm crops  c to prevent disease spreading between crops  d to prevent pests attacking crops     39 how does eutrophication lead to the death of aquatic organisms?  a algae not releasing enough oxygen  b algae respiring instead of photosynthesising  c decomposer bacteria lowering oxygen concentration in the water  d poisoning due to carbon dioxide accumulation in the water     40 what is an example of sustainable development?  a burning more fossil fuels to provide more energy  b catching more fish to feed a growing population   c clearing tropical forest to plant large areas of oil palm plants  d selective felling of forest trees for timber and replanting cleared areas    ",
+            "16": "16    blank page     permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to trac e 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 ans wer-related information to candidates, all copyright acknowledgements are reproduced onl ine in the cambridge  international examinations copyright acknow ledgements booklet. this is produced for each  series of examinations and is freely a vailable to download at  www.cie.org.uk after the live examination series.    cambridge international examinations is part of the cambridge as sessment group. cambridge assessment is the brand name of unive rsity of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge.    \u00a9 ucles 2018 0610/23/m/j/18   "
+        },
+        "0610_s18_qp_31.pdf": {
+            "1": "*1851872046* this document consists of 18 printed pages and 2 blank pages. dc (sr/jg) 146413/5 \u00a9 ucles 2018  [turn overcambridge international examinations cambridge international general certificate of secondary education biology  0610/31 paper 3  theory (core)  may/june 2018  1 hour 15 minutes candidates answer on the question paper. no additional materials are required. read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen. you may use an hb pencil for any diagrams or graphs. do not use staples, paper clips, glue or correction fluid. do not  write in any barcodes. answer all questions. electronic calculators may be used. you may lose marks if you do not show your working or if you do not use appropriate units. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part  question. this syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificate.",
+            "2": "2 0610/31/m/j/18 \u00a9 ucles 2018 1 (a) the boxes on the left describe processes carried out by cells.   the boxes on the right contain the names of the cells that carry out these processes.   draw one straight line from each box on the left to a box on the right to link the process to the  cell type.   draw six lines.   an example has been done for you.  transport of oxygenphloem sieve tube element red blood celltransport of sucrose phagocytosispalisade mesophyll   cell platelets blood clotting production of glucose white blood cell root hair cell antibody formation absorption of   mineral ions from   the soilprocess cell type    [6]",
+            "3": "3 0610/31/m/j/18 \u00a9 ucles 2018 [turn over  (b) fig. 1.1 shows a section through part of a leaf. fig. 1.1   (i) on fig. 1.1 draw: \u2022 a label line to identify one guard cell and label it g \u2022 a label line to identify one of the stomata and label it s.   [2]   (ii) state one function of stomata.  ...  ..  [1]  [total: 9]",
+            "4": "4 0610/31/m/j/18 \u00a9 ucles 2018 2 (a) define the term sexual reproduction .  ...  ...  ... [3]  (b) fig. 2.1 shows some organs in the body of a man. d ca b fig. 2.1   (i) complete table 2.1 by writing in the names of the parts labelled a to d in fig. 2.1. table 2.1 letter on fig. 2.1 name of partname of the substance or  substances transported a faeces b sperm c sperm and urine d urine  [4]",
+            "5": "5 0610/31/m/j/18 \u00a9 ucles 2018 [turn over   (ii) on fig. 2.1 draw a label line to the prostate gland and label it  p. [1]  (c) state the function of the scrotum.  ...  ...  ... [1]  [total: 9]",
+            "6": "6 0610/31/m/j/18 \u00a9 ucles 2018 3 this question is about neurones and reflex actions.  choose words from the list to complete the sentences.  each word may be used once, more than once, or not at all. endocrine       fast      impulses motor       nervous       receptor       sensory slow       stimuli       synapses  neurones are cells that are part of the ...  system.  there are three types of neurone involved in a simple reflex action: a sensory neurone, a relay     neurone and a ... neurone.  the nerves conduct electrical ... . these are transmitted from one     neurone to the next at junctions called ... .  a reflex action is automatic, co-ordinated and ... .  [5]  [total: 5]",
+            "7": "7 0610/31/m/j/18 \u00a9 ucles 2018 [turn over blank page",
+            "8": "8 0610/31/m/j/18 \u00a9 ucles 2018 4 (a) respiration releases energy.   write the word equation for aerobic respiration.  ..  [2]  (b) fig. 4.1 shows the average daily energy requirement of different groups of males and females. 02000 1000400050006000700080009000 300011 000 10 00012 00013 000key group descriptionmales females average energy requirement / kj per day age 5 age 11 age 17 inactive adultactive adult fig. 4.1   (i) state the average energy requirement of a five-year-old female.   ..  kj per day  [1]",
+            "9": "9 0610/31/m/j/18 \u00a9 ucles 2018 [turn over   (ii) an eleven-year-old male received only 8000  kj per day for four months.    use the data in fig. 4.1 to suggest two ways this could affect him. 1   2      [2]  (c) use the data in fig. 4.1 to make three  comparisons between the energy requirements of  individuals aged 17 years and adults. 1    ... 2    ... 3    ...  [3]  (d) yeast cells can respire anaerobically.    biotechnology makes use of this.    state two ways that the products of anaerobic respiration in yeast are used by humans. 1    ... 2    ...  [2]  [total: 10]",
+            "10": "10 0610/31/m/j/18 \u00a9 ucles 2018 5 (a) (i) the sentences in the box describe the feeding relationships between four organisms. hawks obtain their energy from blackbirds. a fig tree carries out photosynthesis. blackbirds are secondary consumers. caterpillars are herbivores.    use the information in the sentences to write a food chain containing these four  organisms.    do not draw pictures of the organisms.  [3]   (ii) state the principal source of energy for this food chain.  ..  [1]   (iii) state the type of organism that gains its energy from dead organic material.  ..  [1]  (b) (i) a species becomes endangered  when it is at risk of extinction.    explain two ways in which a species could become endangered.  ...  ...  ...  ...  ...  ...  ...  ...  ..  [4]",
+            "11": "11 0610/31/m/j/18 \u00a9 ucles 2018 [turn over   (ii) state one way in which endangered species can be conserved.  ...  ...  ... [1]  [total: 10]",
+            "12": "12 0610/31/m/j/18 \u00a9 ucles 2018 6 fig. 6.1 shows a section through a tooth. f g h. . . fig. 6.1  (a) state the names of structures f, g and h.   write your answers on fig. 6.1.  [3]  (b) (i) state two functions of teeth. 1    ... 2    ...  [2]   (ii) describe the importance of teeth in the digestion of food.  ...  ...  ...  ..  [2]  [total: 7]",
+            "13": "13 0610/31/m/j/18 \u00a9 ucles 2018 [turn over 7 fig. 7.1 shows sections of two flowers, k and l, from the same species. flower k flower l fig. 7.1  (a) (i) on flower l in fig. 7.1, identify and label an ovule and a petal.  [2]   (ii) state the names of the parts in fig. 7.1 that: produce ovules  .. protect the bud of the flower  ..  [2]  (b) on fig. 7.1, draw an arrow to represent the transfer of pollen from flower k to flower l during  pollination .  [2]  (c) a student said, \u201cflowers k and l are pollinated by insects.\u201d   describe two structures in flowers k and l that support this statement.   use features that are visible in fig. 7.1. 1    ... 2    ...  [2]",
+            "14": "14 0610/31/m/j/18 \u00a9 ucles 2018  (d) describe the pathway water takes in a plant, as it moves from the soil to a leaf.  ...  ...  ...  ...  ...  ...  ...  ...  ..  [4]  [total: 12]",
+            "15": "15 0610/31/m/j/18 \u00a9 ucles 2018 [turn over 8 during digestion enzymes act on different types of food to produce simpler substances that can be  absorbed.  complete table 8.1 by inserting the missing information. table 8.1 food typeenzyme acting on the food  typesimpler substances  produced protein protease amylase fatty acids and glycerol  [5]  [total: 5]",
+            "16": "16 0610/31/m/j/18 \u00a9 ucles 2018 9 in an investigation, the carbon dioxide concentration in the air above a crop of maize plants was  measured for 24 hours.  there was no wind blowing during the 24 hours of the investigation.  the results of this investigation are shown in fig. 9.1. 2830323436carbon dioxide concentration / arbitrary units38 0 2 4 6 8 10 12 14 16 18 20 22 2440 time  / hourssunrise sunsetmiddaymidnight midnight fig. 9.1",
+            "17": "17 0610/31/m/j/18 \u00a9 ucles 2018 [turn over  (a) (i) state the two times, on fig. 9.1, at which the carbon dioxide concentration in the air was  37 arbitrary units.  ..  [1]   (ii) calculate the difference in the carbon dioxide concentration in the air between 04:00  (sunrise) and 12:00 (midday) on fig. 9.1.    space for working.   . arbitrary units [1]   (iii) explain why the concentration of carbon dioxide decreases between 04:00 and 09:00.  ...  ...  ...  ...  ...  ...  ...  ..  [3]  (b) state two environmental factors that would affect the results of this investigation. 1   2    [2]  [total: 7]",
+            "18": "18 0610/31/m/j/18 \u00a9 ucles 2018 10 selective breeding of animals is very important to farmers.  many different breeds of sheep have been produced by selective breeding.  fig. 10.1 shows a flock of merino sheep. this breed of sheep was produced by selective breeding. fig. 10.1  (a) sheep are important animals in many parts of the world as they produce meat, wool and milk.   table 10.1 describes some characteristics of five different breeds of sheep. table 10.1 breed of sheep wool yield wool quality meat yield milk yield arapawa average good poor average awassi average poor average very good blackbelly poor poor very good average merino good very good good poor tsurcana average good average average",
+            "19": "19 0610/31/m/j/18 \u00a9 ucles 2018   a farmer wants to sell both meat and wool.   suggest which breed of sheep in table 10.1 is the most suitable for this farmer.   give a reason for your choice. breed of sheep  .. reason  ...  ...  ... [2]  (b) another farmer wants to produce a new breed of sheep with both a very good milk yield and  a very good quality of wool.   the farmer is able to buy any of the breeds of sheep shown in table 10.1.   describe the process this farmer would use to produce the new breed of sheep on her farm.  ...  ...  ...  ...  ...  ...  ...  ...  ...  ..  [4]  [total: 6]",
+            "20": "20 0610/31/m/j/18 \u00a9 ucles 2018 blank page permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the  publisher will be pleased to make amends at the earliest possible opportunity. to avoid the issue of disclosure of answer-related information to candidates, all copyright acknowledgements are reproduced online in the cambridge international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download at www.cie.org.uk after  the live examination series. 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."
+        },
+        "0610_s18_qp_32.pdf": {
+            "1": "this document consists of 17 printed pages and 3 blank pages. dc (leg/fd) 145562/5 \u00a9 ucles 2018  [turn overcambridge international examinations cambridge international general certificate of secondary education *3840572322* biology  0610/32 paper 3  theory (core)  may/june 2018  1 hour 15 minutes candidates answer on the question paper. no additional materials are required. read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen. you may use an hb pencil for any diagrams or graphs. do not use staples, paper clips, glue or correction fluid. do not  write in any barcodes. answer all questions. electronic calculators may be used. you may lose marks if you do not show your working or if you do not use appropriate units. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question. this syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificate.",
+            "2": "2 0610/32/m/j/18 \u00a9 ucles 2018 1 fig. 1.1 shows a diagram of the male reproductive system. e dcba fig. 1.1  (a) state the letter on fig. 1.1 that identifies:   where sperm are made     .   the part that carries urine and sperm out of the body  .   where fluid that is added to the sperm is made.   .  [3]  (b) sperm leaves the male reproductive system to fertilise the egg cell in the female reproductive  system.   describe the path taken by the sperm after it has left the male reproductive system until it  fertilises the egg.  ...  ...  ...  ...  ...  ...  ... [3]",
+            "3": "3 0610/32/m/j/18 \u00a9 ucles 2018 [turn over  (c) sperm contain chromosomes that can become part of a zygote.   (i) complete the definition of the term chromosome .    use words from the list.    each word can only be used once or not at all. amino acids           cells           dna           hormones information           genes           nerves           protein    a chromosome is a thread-like structure of .. , carrying genetic     .. in the form of .. .  [3]   (ii) state all the possible sex chromosomes that a normal sperm can contain.  ... [1]   (iii) state two ways that sperm are adapted to their function. 1   2    [2]  [total: 12]",
+            "4": "4 0610/32/m/j/18 \u00a9 ucles 2018 2 (a) fig. 2.1 shows a diagram of a leaf. h g fig. 2.1   \u2022 the part of the leaf labelled g contains no chlorophyll and is a white colour.   \u2022 the part of the leaf labelled h contains chlorophyll and is a green colour.   glucose produced during photosynthesis is stored in the leaf as starch.   the leaf was boiled in ethanol to remove the chlorophyll. the leaf was then tested for the  presence of starch with iodine solution.   (i) predict the colour of the part of the leaf labelled g after iodine solution has been added.  ... [1]   (ii) predict the colour of the part of the leaf labelled h after iodine solution has been added.  ... [1]   (iii) state a conclusion about chlorophyll from this investigation.  ...  ...  ... [1]  (b) a similar leaf was kept in the dark for 24 hours and then tested for the presence of starch.   the leaf contained no starch.   explain why the leaf contained no starch.  ...  ...  ... [1]",
+            "5": "5 0610/32/m/j/18 \u00a9 ucles 2018 [turn over  (c) water is required for the process of photosynthesis.   (i) describe where and how water enters a plant.  ...  ...  ...  ...  ...  ...  ... [3]   (ii) describe one function of water in a plant other than for photosynthesis.  ... [1]   (iii) state the name of the tissue in a plant that transports water.  ... [1]   (iv) state the name of the part of a leaf through which water vapour is lost from the plant.  ... [1]  [total: 10]",
+            "6": "6 0610/32/m/j/18 \u00a9 ucles 2018 3 (a) eating food contaminated by bacteria can cause illness.   this type of illness is called food poisoning.   fig. 3.1 shows the number of cases of food poisoning per 100  000 people in the population in  one country.   (i) state the year with the highest number of cases of food poisoning in fig. 3.1.  ... [1]   (ii) state the number of cases of food poisoning per 100  000 people in the population in the  year 1996 in fig.  3.1.      ... cases per 100  000 people [1]   (iii) describe the trend in the number of cases of food poisoning between 2003 and 2011 in  fig. 3.1.  ...  ...  ...  ...  ...  ...  ... [3]",
+            "7": "7 0610/32/m/j/18 \u00a9 ucles 2018 [turn over 1992 1993 1994 1995 1996 1997 1998 1999 2000 2001 2002 2003 2004 2005 2006 2007 2008 2009 2010 2011 year100140180220240 120160200 number of cases of food poisoning per 100  000 people in the population    fig. 3.1",
+            "8": "8 0610/32/m/j/18 \u00a9 ucles 2018  (b) food poisoning is caused by different types of bacteria.   a common type of bacterium that causes food poisoning is campylobacter jejuni .   state the genus of this species.  ... [1]  (c) food poisoning can result in vomiting and diarrhoea.   outline the treatment of diarrhoea.  ...  ...  ... [1]  (d) the body has several defence mechanisms against bacteria.   table 3.1 shows three types of defence mechanism.   the word list gives examples of these defence mechanisms.   in table 3.1 write the examples under the correct type of defence.   use each word once only. antibodies               mucus               nasal hairs phagocytosis               skin               stomach acid  table 3.1 cellular chemical mechanical   [3]  [total: 10]",
+            "9": "9 0610/32/m/j/18 \u00a9 ucles 2018 [turn over 4 the eye is a sense organ.  fig. 4.1 is a diagram of a section through the eye. pupilcorneairislens optic nerve retina fig. 4.1  (a) shade in the part of the eye that gives people different eye colours on fig. 4.1.  [1]  (b) the boxes on the left show parts of the eye.   the boxes on the right show the functions of different parts of the eye.   draw four lines to link the part of the eye with its correct function.   one has been done for you.  part function cornea iris lens retina optic nervecontrols how much light enters the eye refracts light focuses light carries impulses to the brain contains light receptors  [3]",
+            "10": "10 0610/32/m/j/18 \u00a9 ucles 2018  (c) the skin is another sense organ.     fig. 4.2 shows a photograph of the skin on a person\u2019s arm.    the skin of the person is responding to a stimulus. fig. 4.2   (i) state the stimulus for the response shown in fig. 4.2.  ... [1]   (ii) state the effector that causes the response shown in fig. 4.2.  ... [1]  [total: 6]",
+            "11": "11 0610/32/m/j/18 \u00a9 ucles 2018 [turn over 5 (a) fig. 5.1 shows part of the carbon cycle. some of the arrows are missing. carbon compounds in the atmosphere carbon compounds in plantscarbon compounds in fossil fuelscarbon compounds in animalsk l pj m fig. 5.1   (i) state all the letters in fig. 5.1 that represent respiration.  ... [2]   (ii) state the name of the process that the letter j represents.  ... [1]   (iii) draw an arrow on fig. 5.1 to represent the process of feeding.  [1]  (b) carbon dioxide is a greenhouse gas.   state the name of one other greenhouse gas.  ... [1]  (c) deforestation can cause an increase in the concentration of carbon dioxide in the atmosphere.   (i) state two other undesirable effects of deforestation. 1   2   [2]   (ii) state two uses for land that has been cleared of trees. 1   2   [2]",
+            "12": "12 0610/32/m/j/18 \u00a9 ucles 2018  (d) the forests in brazil contain many endangered species.   table 5.1 shows the area of forest that was removed in brazil each year between 2006\u20132010. table 5.1 year area of forest removed  / km2 2006 14 286 2007 12 651 2008 11 911 2009 7464 2010 7000   (i) calculate the average area of forest removed per year from 2006 to 2010.    show your working.  ...km2 [2]   (ii) describe the trend in the data shown in table 5.1.  ...  ...  ... [1]   (iii) suggest two reasons for the trend you have described in part (ii). 1 . 2 . [2]  [total: 14]",
+            "13": "13 0610/32/m/j/18 \u00a9 ucles 2018 [turn over 6 fig. 6.1 shows a diagram of the gas exchange system.   alveoli  fig. 6.1  (a) complete the labelling of fig. 6.1 using the words from the list. bronchiole    diaphragm    intercostal muscle    trachea  [4]  (b) alveoli are gas exchange surfaces.   state two features that make alveoli good gas exchange surfaces. 1   2   [2]  (c) there is less oxygen in expired air than in inspired air.   (i) describe two other  ways in which expired air is different from inspired air. 1   2   [2]   (ii) state the name of a process that uses oxygen in the body.  ... [1]",
+            "14": "14 0610/32/m/j/18 \u00a9 ucles 2018  (d) state an example of a cell and an organ from the gas exchange system. cell   organ     [2]  [total: 11]",
+            "15": "15 0610/32/m/j/18 \u00a9 ucles 2018 [turn over 7 excretion is the removal of toxic substances or substances in excess, from the body.    (a) excess water is excreted from the lungs and the kidneys.   state the name of one other  substance that is excreted from the lungs  ... the kidneys    [2]  (b) the volume and concentration of urine varies with changing conditions.   table 7.1 shows three changing conditions.   write increase  or decrease  in each of the boxes in table 7.1 to show how each change  affects the volume and the concentration of urine. table 7.1 changing condition volume of urine concentration of urine increase in water intake increase in temperature increase in exercise  [3]  (c) excretion is a characteristic of living organisms.     growth is another characteristic of living organisms.   (i) define the term growth .  ...  ...  ... [2]   (ii) state three characteristics of living organisms other than excretion and growth. 1   2   3   [3]  [total: 10]",
+            "16": "16 0610/32/m/j/18 \u00a9 ucles 2018 8 blood group is an example of discontinuous variation.  the blood groups of patients in a hospital were recorded.  fig. 8.1 shows the results. 0 a b blood groupab o10203040 number of patients5060 fig. 8.1  (a) explain how fig. 8.1 shows that blood group is an example of discontinuous variation.  ...  ...  ... [1]  (b) table 8.1 shows different examples of variation.   tick all the boxes that show examples of discontinuous variation. table 8.1 attached or unattached earlobes  foot length  gender (male or female) height tongue rolling weight  [3]",
+            "17": "17 0610/32/m/j/18 \u00a9 ucles 2018 (c) variation can be caused by mutation.   the word mutation can be connected to the words in the boxes on the right to make a  complete sentence.   draw three  lines to join the word \u2018mutation\u2019 to the words in the boxes to make three correct  sentences.  [3]  [total: 7]mutationis a genetic change. is a change in the environment. only occurs in plants. forms new alleles. changes your physical appearance only. can be caused by ionising radiation.",
+            "18": "18 0610/32/m/j/18 \u00a9 ucles 2018 blank page",
+            "19": "19 0610/32/m/j/18 \u00a9 ucles 2018blank page",
+            "20": "20 0610/32/m/j/18 \u00a9 ucles 2018 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 international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download at www.cie.org.uk after  the live examination series. 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.blank page"
+        },
+        "0610_s18_qp_33.pdf": {
+            "1": "*4384109818* this document consists of 17 printed pages and 3 blank pages. dc (sc/fc) 145578/4 \u00a9 ucles 2018  [turn overcambridge international examinations cambridge international general certificate of secondary education biology  0610/33 paper 3  theory (core)  may/june 2018  1 hour 15 minutes candidates answer on the question paper. no additional materials are required. read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen. you may use an hb pencil for any diagrams or graphs. do not use staples, paper clips, glue or correction fluid. do not  write in any barcodes. answer all questions. electronic calculators may be used. you may lose marks if you do not show your working or if you do not use appropriate units. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question. this syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificate.",
+            "2": "2 0610/33/m/j/18 \u00a9 ucles 20181 (a) scientists classify organisms into groups.   state one feature that is used to identify vertebrates.  ... [1]  (b) vertebrates are classified into five groups.   fig. 1.1 shows three vertebrates found in australia. duck-billed platypus saltwater crocodile emunot to scale fig. 1.1   the emu, the saltwater crocodile and the duck-billed platypus each belong to a different  vertebrate group.   all three animals lay eggs that develop and hatch on land.   (i) state the name of the vertebrate group to which emus belong and give one feature of  this group that is visible in fig. 1.1. group  . visible feature    ...  [2]",
+            "3": "3 0610/33/m/j/18 \u00a9 ucles 2018 [turn over   (ii) state the name of the vertebrate group to which crocodiles belong and give one feature  of this group that is visible in fig. 1.1. group  . visible feature    ...  [2]   (iii) the duck-billed platypus is classified as a mammal.    give evidence from fig. 1.1 for and against classifying the duck-billed platypus as a  mammal. evidence for  ...  ...  ... evidence against  ...  ...  ...  [3]  (c) there are two groups of vertebrates which lay eggs that develop in water.   state the name of these two groups of vertebrates. 1   2    [2]  [total: 10]",
+            "4": "4 0610/33/m/j/18 \u00a9 ucles 2018 blank page",
+            "5": "5 0610/33/m/j/18 \u00a9 ucles 2018 [turn over 2 (a) (i) state the word equation for photosynthesis.  ... [2]   (ii) state the name of the green substance plants need for photosynthesis.  ... [1]  (b) a group of students used an aquatic plant to investigate the effect of temperature on the rate  of photosynthesis.   fig. 2.1. shows the apparatus the students used. glass beaker bubbles of gas thermometer water clear syringe aquatic plantstop-clock min sec fig. 2.1",
+            "6": "6 0610/33/m/j/18 \u00a9 ucles 2018   the students counted the number of bubbles of gas the aquatic plant produced, in two  minutes, at different temperatures.   fig. 2.2 shows a graph of their results. 0050100150 number of bubbles of gas produced in two minutes temperature  / \u00b0c200 10 20 30 40 fig. 2.2   (i) state the temperature at which the aquatic plant produced the most bubbles of gas in  two minutes.   ... \u00b0c [1]   (ii) use fig. 2.2 to find the number of bubbles of gas produced by the aquatic plant, in two  minutes, at 15  \u00b0c and at 25  \u00b0c. 15 \u00b0c  . 25 \u00b0c  .  [1]   (iii) use your answer to (b)(ii)  to calculate the percentage increase in the number of bubbles  of gas produced by the aquatic plant at 15  \u00b0c and at 25  \u00b0c.    show your working.     %  [2]",
+            "7": "7 0610/33/m/j/18 \u00a9 ucles 2018 [turn over  (c) describe the results shown in fig. 2.2.   ...  ...  ...  ...  ...  ... [3]  (d) state one factor, other than temperature, that affects the rate of photosynthesis.  ... [1]  [total: 11]",
+            "8": "8 0610/33/m/j/18 \u00a9 ucles 20183 a man is overweight.   fig. 3.1 shows his diet. he consumes 15 000 kj a day. yumi bar fig. 3.1  (a) (i) suggest why the diet shown in fig. 3.1 is not considered to be a balanced diet.  ...  ... ... ...  ...  ... [2]    (ii) suggest and explain how the man could reduce his weight.  ...  ...  ...  ...  ... [2]",
+            "9": "9 0610/33/m/j/18 \u00a9 ucles 2018 [turn over  (b) the following sentences describe the importance of some foods.   choose words from the list to complete the sentences  anaemia  constipation  calcium  fat iron hair  scurvy  teeth  vitamin c  vitamin d  water oranges and lemons are fruits which are a good source of  ... and help to prevent  ... . foods made from milk are important for making healthy bones and  ...  because they are a good source of  ...  . fibre is important because it helps to prevent  ...  .  [5]  (c) explain how a woman\u2019s dietary needs will change when she is pregnant.  ...  ...  ...  ...  ...  ...  ...  ...  ... [4]  [total: 13]",
+            "10": "10 0610/33/m/j/18 \u00a9 ucles 2018 4 (a) fig. 4.1 shows a mosquito feeding on human blood. mosquito human blood vessel fig. 4.1   (i) mosquitoes can carry transmissible diseases such as malaria.    define the term transmissible disease .  ...  ...  ...  ... [2]   (ii) using information from fig. 4.1, suggest how the mosquito is adapted for feeding on  human blood.  ...  ...  ... [1]  (b) (i) the human body has a number of defences against disease.    state the name of the mechanical barrier which is broken by the mosquito.  ... [1] ",
+            "11": "11 0610/33/m/j/18 \u00a9 ucles 2018 [turn over   (ii) some components of blood defend the body against disease.    table 4.1 contains the names of three of the components of blood.    it also states three defence mechanisms.    complete table 4.1 by placing a tick ( \u00fc) in the box that matches each defence  mechanism to the correct component of blood. table 4.1 defence mechanismcomponent of blood platelets red blood cells white blood cells antibody production blood clotting phagocytosis  [3]  (c) the body also has chemical barriers against disease.   state the name of two chemical barriers in the body. 1   2     [2]  [total: 9]",
+            "12": "12 0610/33/m/j/18 \u00a9 ucles 2018 5 fig. 5.1 shows part of the carbon cycle. carbon dioxide in the atmospherecarbon dioxide in the atmosphere carbon compounds in animalsb c ca carbon compounds in limestone rockcarbon compounds in plants carbon compounds in coal fig. 5.1  (a) identify the processes shown by arrows a, b and c on fig. 5.1.   choose words from the list.  combustion  decomposition  excretion  feeding  fossilisation process a  . process b  . process c  .  [3]  (b) (i) on fig. 5.1 draw one arrow to represent photosynthesis.    label this arrow with a letter d. [1]   (ii) on fig. 5.1 draw one arrow to represent respiration.    label this arrow with a letter e. [1]",
+            "13": "13 0610/33/m/j/18 \u00a9 ucles 2018 [turn over  (c) the concentration of carbon dioxide in the atmosphere is increasing.   (i) describe two possible causes of the increased carbon dioxide concentration in the  atmosphere.   ...  ...  ...  ...  ... [2]   (ii) state two adverse effects of the increase in carbon dioxide concentration in the  atmosphere. 1 .  ... 2 .  ...  [2]    (iii) carbon dioxide is a greenhouse gas.    state the name of one other  greenhouse gas.  ... [1]  [total: 10]",
+            "14": "14 0610/33/m/j/18 \u00a9 ucles 2018 6 (a) organisms pass on their genetic information in their gametes.   (i) state the name of the type of cell division  that produces gametes.  ... [1]   (ii) state the name of the cell formed when the nuclei of two gametes join together.  ... [1]  (b) a rabbit that was homozygous for black fur was crossed with a rabbit that was homozygous  for brown fur.   all of their offspring had black fur.   this is shown in fig. 6.1. \u00d7parents f1 offspringhomozygous black fur male bbhomozygous brown fur female bb all of the f1 offspring have black fur fig. 6.1   (i) define the term homozygous .  ...  ...  ... [1]   (ii) state the dominant allele for fur colour and give a reason for your answer. dominant allele  .. reason  ...  ...  [2]",
+            "15": "15 0610/33/m/j/18 \u00a9 ucles 2018 [turn over  (c) the f1 offspring all have the same phenotype as the male parent but their genotype is not  the same as the male parent.   state how the phenotype  of an organism is different to its genotype .  ...  ...  ... [1]  (d) a rabbit with brown fur is mated with one of the f1 rabbits with black fur.   complete the genetic diagram to show the possible fur colours that could occur from this  mating.   parental phenotypes  brown fur  \u00d7 black fur   parental genotypes  bb \u00d7 bb   gametes  ...   , ...  + ...   , ...   offspring genotypes   ...   ...   ...   ...   offspring phenotypes  ...   ...   ...   ...   ratio  ...  brown   :  ...  black  [4]",
+            "16": "16 0610/33/m/j/18 \u00a9 ucles 2018  (e) new breeds of rabbits can be produced by selective breeding.   describe the stages in the process of selective breeding.  ...  ...  ...  ...  ...  ...  ... [3]  [total: 13]",
+            "17": "17 0610/33/m/j/18 \u00a9 ucles 2018 [turn over 7 fig. 7.1 is part of a newspaper article about pollution. how safe is your water? a source of safe drinking water is important for life. water is also important for transport, industry and for producing  crops to feed people. many of the world\u2019s largest cities and towns developed near large  rivers or lakes. the increase in population has resulted in many of the rivers and  lakes becoming polluted. more water treatment plants are needed to deal with raw sewage and  to produce water free from pathogens. fig. 7.1  (a) state four sources of water pollution other than raw sewage.  1   2   3   4    [4]  (b) outline the steps in the treatment of raw sewage that make it safe to return to the environment.  ...  ...  ...  ...  ...  ...  ... [3]  (c) define the term pathogen.  ... [1]  [total: 8]",
+            "18": "18 0610/33/m/j/18 \u00a9 ucles 2018 8 fig. 8.1 shows the human female reproductive system. hgd e f fig. 8.1  (a) use the letters on fig. 8.1 to identify: the cervix   the oviduct  .. the uterus   the vagina  ...  [4]  (b) on fig. 8.1, write an x to show where female gametes are produced.  [1]  (c) state the name of the structure where fertilisation normally takes place.  ... [1]  [total: 6]",
+            "19": "19 0610/33/m/j/18 \u00a9 ucles 2018 blank page",
+            "20": "20 0610/33/m/j/18 \u00a9 ucles 2018 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 international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download at www.cie.org.uk after  the live examination series. 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.blank page"
+        },
+        "0610_s18_qp_41.pdf": {
+            "1": "this document consists of 17 printed pages and 3 blank pages. dc (sc/ar) 145577/4 \u00a9 ucles 2018  [turn overcambridge international examinations cambridge international general certificate of secondary education *1630232262* biology  0610/41 paper 4  theory (extended)  may/june 2018  1 hour 15 minutes candidates answer on the question paper. no additional materials are required. read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen. you may use an hb pencil for any diagrams or graphs. do not use staples, paper clips, glue or correction fluid. do not  write in any barcodes. answer all questions. electronic calculators may be used. you may lose marks if you do not show your working or if you do not use appropriate units. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question. this syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificate.",
+            "2": "2 0610/41/m/j/18 \u00a9 ucles 2018 blank page",
+            "3": "3 0610/41/m/j/18 \u00a9 ucles 2018 [turn over 1 (a) the reactions of chemical digestion are catalysed by enzymes.   fig. 1.1 shows the stages of an enzyme-catalysed reaction. enzyme ba c d fig. 1.1   state the names of a to d in fig. 1.1. a  ... b  ... c  ... d  ...  [4]",
+            "4": "4 0610/41/m/j/18 \u00a9 ucles 2018  (b) explain the importance of chemical digestion.  ...  ...  ...  ...  ...  ... [2]  (c) fig. 1.2 shows the human alimentary canal and associated organs.    the functions of some of these parts of the body are given in table 1.1. ghka b c d ejlm f fig. 1.2",
+            "5": "5 0610/41/m/j/18 \u00a9 ucles 2018 [turn over   complete table 1.1. one row has been done for you. table 1.1 function letter from fig. 1.2 name of structure site of starch digestion reabsorption of water secretion of pepsin site of maltose digestion secretion of bile storage of faeces f rectum secretion of lipase and trypsin  [6]  [total: 12]",
+            "6": "6 0610/41/m/j/18 \u00a9 ucles 2018 2 (a) adaptive features are defined as the inherited features of an organism that increase its  fitness.   state what is meant by fitness  in this context.   ...  ...  ... [1]  (b) rodents are the most common mammals in many hot deserts.    fig. 2.1 shows the lesser egyptian jerboa, jaculus jaculus , which lives in north africa and the  middle east in areas that have high daytime temperatures and very little rainfall. fig. 2.1   like many desert-living mammals, jerboas are active at night.   suggest  two features of j. jaculus  that adapt it to each of the following challenges of living in  desert ecosystems:   (i) very high daytime temperatures 1   2    [2]   (ii) very little or no light at night 1   2    [2]",
+            "7": "7 0610/41/m/j/18 \u00a9 ucles 2018 [turn over  (c) a scientist studied communities in different parts of a desert and estimated the biomass of the  organisms in each area.   he divided the organisms into four groups according to their roles in the food web as shown  in table 2.1.    detritivores are animals that eat dead organisms or parts of organisms.  table 2.1 groups of organisms in the food web biomass  / g per m2 producers 480 herbivores 220 detritivores 120 carnivores  40   some of these results are shown as a pyramid of biomass in fig. 2.2. herbivores and detritivores producers fig. 2.2   (i) use the information in table 2.1 to complete the pyramid of biomass in fig. 2.2.  [2]   (ii) the scientist observed the detritivores and decided to include them with herbivores in  this pyramid of biomass.     suggest what the scientist discovered about the detritivores that made him make this  decision.  ...  ...  ... [1]",
+            "8": "8 0610/41/m/j/18 \u00a9 ucles 2018   (iii) explain why there are rarely more than four or five trophic levels in ecosystems.  ...  ...  ...  ...  ... [2]   (iv) explain the advantages of presenting information about food webs as a pyramid of  biomass and not as a pyramid of numbers.  ...  ...  ...  ...  ...  ...  ...  ... [3]  [total: 13]",
+            "9": "9 0610/41/m/j/18 \u00a9 ucles 2018 [turn over 3 a student cut a section of a root and made an outline drawing of the distribution of tissues as  shown in fig. 3.1. fig. 3.1  (a) (i) identify the position of the xylem tissue by drawing a label line and the letter x on fig. 3.1.  [1]   (ii) state why xylem is a tissue.  ...  ...  ...  ... [2]  (b) water absorbed by the roots moves through the stem and enters the leaves. most of this  water is lost in transpiration.   explain how the internal structure of leaves results in the loss of large quantities of water in  transpiration.  ...  ...  ...  ...  ...  ...  ... [3]  [total: 6]",
+            "10": "10 0610/41/m/j/18 \u00a9 ucles 2018 blank page",
+            "11": "11 0610/41/m/j/18 \u00a9 ucles 2018 [turn over 4 the flow of blood through the skin can be investigated by using a flow-meter.  fig. 4.1 shows a flow-meter above a section through the skin. flow-meter t s ring of musclep q rskin not drawn to scale fig. 4.1  (a) (i) state the name of cell p.  ... [1]   (ii) state the types of blood vessel labelled q, s and t. q  ... s   t    [3]   (iii) state the name of the tissue at r that provides insulation.  ... [1]",
+            "12": "12 0610/41/m/j/18 \u00a9 ucles 2018  (b) the blood flow through the skin of some volunteers was measured with a flow-meter when  their skin was exposed to different temperatures.    capsaicin is a compound that gives people the sensation of feeling hot when it is put on the  skin. researchers applied capsaicin to the skin of the volunteers and again measured the  blood flow through their skin at different temperatures.   fig. 4.2 shows the results. 100 90 80 70 60 50 40 30 20 10 015 20 25 30 35 40 45 temperature of the skin surface  / \u00b0cwith capsaicinwith capsaicin without capsaicinaverage blood flow as a percentage  of maximum blood flow fig. 4.2   (i) use the information in fig. 4.2 to describe the effect of increasing the temperature of the  skin surface on blood flow to the skin without  capsaicin.  ...  ...  ...  ...  ...  ...  ...  ... [3]",
+            "13": "13 0610/41/m/j/18 \u00a9 ucles 2018 [turn over   (ii) explain the mechanism that increases blood flow through the skin.  ...  ...  ...  ...  ...  ...  ...  ... [3]   (iii) state the difference between the average blood flow for the treatments (with and without  capsaicin) at 35  \u00b0c.    space for working.   ...  % [1]   (iv) the researchers thought that capsaicin stimulated receptors in the skin.     explain the process by which capsaicin could reach these receptors.  ...  ...  ...  ...  ...  ...  ...  ... [3]",
+            "14": "14 0610/41/m/j/18 \u00a9 ucles 2018  (c) explain the importance of regulating body temperature in humans.  ...  ...  ...  ...  ...  ...  ...  ...  ... [4]  (d) body temperature is controlled by both hormones and nerves.   explain how co-ordination by hormones differs from co-ordination by nerves.  ...  ...  ...  ...  ...  ...  ...  ... [3]  [total: 22]",
+            "15": "15 0610/41/m/j/18 \u00a9 ucles 2018 [turn over blank page",
+            "16": "16 0610/41/m/j/18 \u00a9 ucles 2018 5 (a) state the balanced chemical equation for aerobic respiration.    ... [2]  (b) researchers in the czech republic investigated oxygen consumption in horses. they  measured the oxygen consumption of the horses while they were exercising at four different  paces: walking, trotting, cantering and galloping.    the results are shown in fig. 5.1. 100110120 90 80 70 60 50 40 30 20 10 0average rate of oxygen consumption / cm3 kg\u20131 min\u20131 type of exercisewalking trotting cantering galloping fig. 5.1",
+            "17": "17 0610/41/m/j/18 \u00a9 ucles 2018 [turn over  calculate the percentage increase in the average rate of oxygen consumption as the horses  change from walking to trotting.   show your working.     %  [2]  (c) the researchers also calculated the oxygen debt for each type of exercise.   they found that the horses developed a larger oxygen debt when they exercised by galloping  and cantering rather than when they walked.   explain why the horses developed an oxygen debt when they exercised.  ...  ...  ...  ...  ...  ...  ...  ... [3]  (d) describe how the horses would recover from an oxygen debt when they stop exercising.   ...  ...  ...  ...  ...  ...  ...  ...  ...  ... [4]  [total:11]",
+            "18": "18 0610/41/m/j/18 \u00a9 ucles 2018 6 (a) fig. 6.1 is a diagram of the human female reproductive system. s rt v w x y fig. 6.1   (i) complete table 6.1 by stating the letter from fig. 6.1 that identifies the structure where  each process occurs. table 6.1 process letter from fig. 6.1 meiosis  fertilisation implantation  [3]   (ii) state the name of the part of the female reproductive system labelled s in fig. 6.1.  ..  [1]",
+            "19": "19 0610/41/m/j/18 \u00a9 ucles 2018  (b) fig. 6.2 is a diagram of a human sperm cell. flagellum mitochondrianucleusacrosome fig. 6.2   (i) write the formula that would be used to calculate the magnification of the diagram.  [1]   (ii) the actual length of the sperm cell in fig. 6.2 is 0.055  mm.    convert this value to micrometres ( \u03bcm).    space for working.     \u03bcm [1]  (c) explain why the nuclei of sperm cells differ from those of other cells in the male.  ...  ...  ...  ... [2] [turn over",
+            "20": "20 0610/41/m/j/18 \u00a9 ucles 2018 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 international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download at www.cie.org.uk after  the live examination series. 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. (d) explain the roles of the flagellum, the mitochondria and the acrosome in sperm cells.  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ... [6]  (e) explain why the sex of a child is determined by its father.   ...  ...  ...  ... [2]  [total: 16]"
+        },
+        "0610_s18_qp_42.pdf": {
+            "1": "*7668065725* this document consists of 16 printed pages and 4 blank pages. dc (nf/sw) 145576/4 \u00a9 ucles 2018  [turn overbiology  0610/42 paper 4  theory (extended)  may/june 2018  1 hour 15 minutes candidates answer on the question paper. no additional materials are required. read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen. you may use an hb pencil for any diagrams or graphs. do not use staples, paper clips, glue or correction fluid. do not  write in any barcodes. answer all questions. electronic calculators may be used. you may lose marks if you do not show your working or if you do not use appropriate units. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question. this syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificate.cambridge international examinations cambridge international general certificate of secondary education",
+            "2": "2 0610/42/m/j/18 \u00a9 ucles 2018 blank page",
+            "3": "3 0610/42/m/j/18 \u00a9 ucles 2018 [turn over 1 (a) red pandas, ailurus fulgens , and humans have a similar arrangement of teeth.   fig. 1.1 shows a section through one tooth of a red panda. fig. 1.2 shows the side view of the  lower jaw of a red panda. a b cd e f  fig. 1.1  fig. 1.2   (i) state the names of the structures labelled a to f in fig. 1.1 and fig. 1.2. a   b   c   d   e   f   [3]   (ii) state the type of digestion that breaks down large pieces of food.  ..  [1]  (b) food that sticks to the teeth can be used by bacteria for anaerobic respiration.   this type of respiration releases a substance that can cause tooth decay.   (i) state the type of substance released by the bacteria, during respiration, that causes  tooth decay.  ..  [1]",
+            "4": "4 0610/42/m/j/18 \u00a9 ucles 2018   (ii) state the  names of the two parts of a tooth that are dissolved by the substance released  by bacterial respiration. 1  . 2  . [2]  (c) the teeth of red pandas do not decay as much as human teeth.   suggest the component of a human diet that causes teeth to decay as a result of bacterial  respiration.  ..  [1] [total: 8]",
+            "5": "5 0610/42/m/j/18 \u00a9 ucles 2018 [turn over 2 mangrove trees are hydrophytes because they grow in water.  fig. 2.1 shows a young mangrove tree. fig. 2.1  (a) an adaptive feature is a feature that increases the fitness of an organism.   (i) define the term  fitness .  ...  ...  ..  [1]   (ii) mangrove trees have many aerial roots and floating seeds.    suggest how  these adaptive features allow mangrove trees to survive in water. many aerial roots  ...  ...  ... floating seeds    ...  ... [2]",
+            "6": "6 0610/42/m/j/18 \u00a9 ucles 2018  (b) fig. 2.2 shows a food chain in a mangrove forest. mangrove tree  fiddler crab  seagull fig. 2.2   table 2.1 gives the number of organisms and their biomass in a mangrove forest. table 2.1 organism number of organisms biomass of organisms  / kg mangrove trees    1 000 450 000 fiddler crabs 7 500 000   8 000 seagulls  150 000   1 200   (i) estimate the biomass of one fiddler crab in grams.    write your answer to two significant figures.    show your working.     g [2]   (ii) sketch a pyramid of numbers , using the information in table 2.1, for the food chain  shown in fig. 2.2.    write the number of each trophic level on the appropriate part of your pyramid. [3]",
+            "7": "7 0610/42/m/j/18 \u00a9 ucles 2018 [turn over   (iii) explain why the shape of a pyramid of biomass, for the information given in table 2.1,  would be different from the shape of your pyramid of numbers.  ...  ...  ...  ...  ...  ...  ...  ...  ..  [4] [total: 12]",
+            "8": "8 0610/42/m/j/18 \u00a9 ucles 2018 3 aphids are insects that feed on the phloem sap in plants.  fig. 3.1 shows a diagram of an aphid with its mouth parts inserted into the stem of a plant. phloem xylem fig. 3.1  (a) the mouth parts of the aphid reach the phloem tissue of the stem.   (i) state the name of the foods the aphid could suck out of the phloem tissue. 1  . 2  . [2]   (ii) explain the role of phloem in plant transport. use the words source  and sink in your  answer.  ...  ...  ...  ...  ...  ...  ...  ...  ..  [4]",
+            "9": "9 0610/42/m/j/18 \u00a9 ucles 2018 [turn over  (b) fig. 3.1 shows some of the features of xylem.   describe how xylem is adapted for its functions.  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ..  [6]  (c) some farmers spray their crops with insecticides to kill pests such as aphids.   explain the benefits of killing pests.  ...  ...  ...  ...  ..  [2] [total: 14]",
+            "10": "10 0610/42/m/j/18 \u00a9 ucles 2018 4 one of the roles of the centers for disease control and prevention (cdc) in atlanta, us, is to try  to reduce the number of people who are infected with pathogens.  the cdc conducted a survey. they asked women which, if any, contraceptive methods they used.  (a) suggest why the cdc collected data on contraceptive methods.  ...  ...  ...  ...  ...  ...  ..  [3]   fig. 4.1 shows the results of the survey. 0102030405060708090 any methodcondoms/ femidomspercentage of women in the survey contraceptive pills contraceptive methodother chemical methods fig. 4.1",
+            "11": "11 0610/42/m/j/18 \u00a9 ucles 2018 [turn over  (b) (i) state  two hormones that are used in contraceptive pills. 1  . 2  . [2]   (ii) suggest why contraceptive pills do not contain fsh.  ...  ...  ...  ...  ..  [3]   (iii) give one example of \u2018other chemical methods\u2019 (fourth bar) that could be included in the  bar in fig.  4.1.  ..  [1]   (iv) state two methods of birth control that were not listed in the survey. 1  . 2  . [2]   (v) the percentage of the last three bars in fig. 4.1 added together is 90%.    suggest why the percentage of women who used any type of contraceptive method (first  bar) is not equal to the sum of the last three bars.  ...  ...  ..  [1] [total: 12]",
+            "12": "12 0610/42/m/j/18 \u00a9 ucles 2018 5 fig. 5.1 shows an adult fly, chrysomya megacephala . fig. 5.1  (a) state three visible features from fig. 5.1 that could be used to distinguish adult insects from  other arthropods. 1   2   3   [3]  (b) fly larvae are immature insects that are often used in experiments on respiration.   give the balanced chemical equation for aerobic respiration.  ..  [2]",
+            "13": "13 0610/42/m/j/18 \u00a9 ucles 2018 [turn over  (c) a respirometer is shown in fig. 5.2. it can be used to estimate an organism\u2019s rate of respiration. 876543210 droplet of oil wire meshwater-bath soda limefly larvae fig. 5.2   (i) complete the sentences:    a respirometer can be used to calculate the . of oxygen used by the  fly larvae by measuring the . the droplet of oil moves in one minute. a  water-bath is used to . the temperature of the apparatus. [3]   (ii) the soda lime in the respirometer absorbs carbon dioxide.    explain why this is important in this investigation.  ...  ...  ..  [1]   (iii) fly larvae respire to release energy.    state two uses of energy in a fly larva. 1  . 2  . [2]",
+            "14": "14 0610/42/m/j/18 \u00a9 ucles 2018  (d) a student  used a respirometer to investigate the effect of temperature on the rate of respiration  of germinating seeds.   predict the results of this investigation and explain your prediction. prediction  ..  ...  ... explanation  ...  ...  ...  ...  ...  ... [4] [total: 15]",
+            "15": "15 0610/42/m/j/18 \u00a9 ucles 2018 [turn over6 bacteria are useful in biotechnology and genetic engineering.  fig. 6.1 shows a photomicrograph of a bacterium. magnification \u00d727  000 fig. 6.1  (a) state the name of the process that is taking place in fig. 6.1.  ..  [1]  (b) (i) write the formula that would be used to calculate the actual width of the bacterium. [1]   (ii) the actual width of the bacterium is 0.0008 mm.    convert this value to micrometres ( \u03bcm).    space for working. . \u03bcm  [1]  (c) genetically modified bacteria can produce human insulin.   (i) state the name of the disease that can be treated with insulin injections.  ..  [1]",
+            "16": "16 0610/42/m/j/18 \u00a9 ucles 2018   (ii) insulin is a protein.    describe the process of using bacteria in genetic engineering to produce human proteins.  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ..  [5]  (d) genetically modified bacteria are often grown in fermenters.   (i) suggest why steam is used to clean fermenters.  ...  ...  ..  [2]   (ii) state three conditions inside a fermenter that are measured and controlled. 1  . 2  . 3  . [3]   (iii) state the name of one commercial product, other than  insulin, that is made in fermenters.  ..  [1]",
+            "17": "17 0610/42/m/j/18 \u00a9 ucles 2018  (e) crop plants can also be genetically modified.   describe the advantages of genetically modifying crops.  ...  ...  ...  ...  ...  ...  ..  [4] [total: 19]",
+            "18": "18 0610/42/m/j/18 \u00a9 ucles 2018 blank page",
+            "19": "19 0610/42/m/j/18 \u00a9 ucles 2018 blank page",
+            "20": "20 0610/42/m/j/18 \u00a9 ucles 2018 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 international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download at www.cie.org.uk after  the live examination series. 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.blank page"
+        },
+        "0610_s18_qp_43.pdf": {
+            "1": "this document consists of 17 printed pages and 3 blank pages. dc (leg/sw) 145575/4 \u00a9 ucles 2018  [turn overcambridge international examinations cambridge international general certificate of secondary education *4996149620* biology  0610/43 paper 4  theory (extended)  may/june 2018  1 hour 15 minutes candidates answer on the question paper. no additional materials are required. read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen. you may use an hb pencil for any diagrams or graphs. do not use staples, paper clips, glue or correction fluid. do not  write in any barcodes. answer all questions. electronic calculators may be used. you may lose marks if you do not show your working or if you do not use appropriate units. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question. this syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificate.",
+            "2": "2 0610/43/m/j/18 \u00a9 ucles 2018 1 two functions of the alimentary canal are mechanical digestion and chemical digestion.  (a) outline where and how mechanical digestion occurs in the alimentary canal.  ...  ...  ...  ...  ...  ...  ...  ...  ... [4]  (b) enzymes catalyse the reactions of chemical digestion. table 1.1 gives information about  chemical digestion in three parts of the alimentary canal.   complete table 1.1.   table 1.1 part of the alimentary  canalenzyme substrate product(s) mouth starch stomach peptides fat fatty acids and glycerol  [3]",
+            "3": "3 0610/43/m/j/18 \u00a9 ucles 2018 [turn over  (c) substances that are absorbed from the alimentary canal may enter cells and become part of  the cells.    (i) state the storage carbohydrate made from glucose in liver cells.  ... [1]   (ii) state the type of protein used in the immune system that is produced from amino acids  by lymphocytes.  ... [1]   (iii) fat is produced from fatty acids and glycerol by cells in the fatty tissue beneath the skin.     state one function of this layer of fat.  ... [1]  [total: 10]",
+            "4": "4 0610/43/m/j/18 \u00a9 ucles 2018 2 fig. 2.1 shows an arctic wolf, canis lupus . these wolves are one of the few mammals adapted to  the extreme cold of the tundra in the canadian arctic and in alaska.  fig. 2.1  (a) (i) state two features, visible  in fig. 2.1, that identify arctic wolves as mammals. 1   2    [2]   (ii) arctic wolves show many adaptive features to a cold environment.     explain what is meant by the term adaptive feature .  ...  ...  ...  ...  ...  ... [3]",
+            "5": "5 0610/43/m/j/18 \u00a9 ucles 2018 [turn over  (b) the food available to animals in the arctic tundra is limited. there is a short growing season  for plants and the environmental conditions do not favour high rates of photosynthesis and  growth compared with temperate and tropical ecosystems.   state three  conditions that limit plant growth rates. 1   2   3    [3]  (c) arctic wolves are the top carnivores in the food web in the tundra.    explain why the number of arctic wolves is so small in this ecosystem.  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ... [6]  [total: 14]",
+            "6": "6 0610/43/m/j/18 \u00a9 ucles 2018 3 fig. 3.1 is a scanning electron micrograph of a vertical section through part of the leaf of a broad  bean plant, vicia faba . air spacesa b c  fig. 3.1  (a) (i) state the names of the tissues labelled a and b. a   b    [2]   (ii) the cells in regions b and c in fig. 3.1 have a large surface area.     explain why this is necessary for the functioning of the leaf cells.  ...  ...  ...  ...  ...  ... [3]   (iii) explain why there are many interconnecting air spaces within the leaf.  ...  ...  ...  ... [2]",
+            "7": "7 0610/43/m/j/18 \u00a9 ucles 2018 [turn over  (b) when water is in short supply, plants can wilt as shown in fig. 3.2. fig. 3.2   (i) state two conditions that are likely to increase the chances of wilting. 1   2    [2]   (ii) explain what happens to the cells of a leaf to cause wilting.  ...  ...  ...  ...  ...  ...  ...  ...  ...  ... [4]",
+            "8": "8 0610/43/m/j/18 \u00a9 ucles 2018   (iii) wilting may look harmful, but it is often a strategy for survival.     suggest the advantages to a plant of wilting.  ...  ...  ...  ...  ...  ... [2]  [total: 15]",
+            "9": "9 0610/43/m/j/18 \u00a9 ucles 2018 [turn over blank page",
+            "10": "10 0610/43/m/j/18 \u00a9 ucles 2018 4 (a) the endocrine system in mammals produces hormones.   define the term hormone .  ...  ...  ...  ...  ... [2]  (b) the responses of the human body to danger are coordinated by the nervous and endocrine  systems.   fig. 4.1 shows the sequence of events that occurs in response to a dangerous situation that  is detected by the eyes. nerve impulseskey:p q hormone fig. 4.1",
+            "11": "11 0610/43/m/j/18 \u00a9 ucles 2018 [turn over   (i) state the tissue in the eye that converts light energy into nerve impulses.  ... [1]   (ii) state the part of the eye that has the highest concentration of light-sensitive cells and  gives the most detailed image.  ... [1]   (iii) state the type of neurone that conducts impulses from the eye to the brain.  ... [1]   (iv) state the nerve that contains these neurones that conduct impulses from the eye to the  brain.  ... [1]   (v) identify the organ labelled p.  ... [1]   (vi) identify the gland labelled q.  ... [1]  (c) complete table 4.1 to describe the effects of the hormone released when a person is in a  dangerous situation. table 4.1 organ effect of the hormone heart liver lungs eyes  [4]",
+            "12": "12 0610/43/m/j/18 \u00a9 ucles 2018  (d) explain the advantages of coordinating the response to a dangerous situation using both the  nervous system and the endocrine system.  ...  ...  ...  ...  ...  ...  ... [4]  (e) (i) plants also make hormones.    state the name of one hormone made by plants.  ... [1]   (ii) some plant hormones are manufactured and applied to crops to alter aspects of plant  growth.    describe how the synthetic plant hormone 2,4-d is used in agriculture.  ...  ...  ...  ...  ... [2]  [total: 19]",
+            "13": "13 0610/43/m/j/18 \u00a9 ucles 2018 [turn over 5 (a) state the balanced chemical equation for aerobic respiration.  ... [2]  (b) students investigated the rate of respiration of crickets (a type of insect) using a carbon  dioxide sensor and laptop as shown in fig. 5.1. the sensor was fitted inside an airtight glass  jar. the apparatus was set up in a room with a constant temperature of 17  \u00b0c. fig. 5.1   the students found that the concentration of carbon dioxide inside the jar increased by  50 ppm in 120 seconds.    calculate the rate of carbon dioxide production as ppm per second.   show your working and express your answer to two significant figures.     ppm s\u20131 [1]",
+            "14": "14 0610/43/m/j/18 \u00a9 ucles 2018  (c) after 10 minutes, the students opened the jar by removing the sensor. they left the jar open  for 5 minutes but made sure that the crickets remained in the jar. they then replaced the  sensor and took more readings for another 10 minutes.    state and explain one reason for opening the jar after 10 minutes.   ...  ...  ...  ...  ... [2]  (d) during the investigation the temperature inside the jar increased. the temperature outside  the jar remained constant.   explain why the temperature inside the jar increased.  ...  ...  ...  ...  ... [2]",
+            "15": "15 0610/43/m/j/18 \u00a9 ucles 2018 [turn over  (e) researchers in chile also investigated the rate of respiration in crickets.   they investigated the effect of temperature and body mass on the rate of respiration. they  measured the rate of oxygen consumption in crickets with different body masses, at different  temperatures.    the researchers\u2019 results are shown in fig. 5.2. 0051015202530 10 20 30 40 body mass / mgrate of oxygen consumption / 10\u20133 cm3 h\u20131 50 60 70 8027 \u00b0c 7 \u00b0c17 \u00b0c fig. 5.2   state two conclusions that can be made from the data in fig. 5.2 and support each conclusion  with evidence from the graph.  ...  ...  ...  ...  ...  ...  ...  ...  ... [4]  [total:11]",
+            "16": "16 0610/43/m/j/18 \u00a9 ucles 2018 6 (a) fig. 6.1 is a half-flower drawing of pride of barbados, caesalpinia pulcherrima .  b aed c f fig. 6.1   complete table 6.1 by stating the letter from fig. 6.1 that indicates the organ where each  function occurs and the name of the organ. table 6.1 function letter from fig. 6.1 name of the organ meiosis to produce pollen grains pollination development of seeds protection of flower in the bud  [4]",
+            "17": "17 0610/43/m/j/18 \u00a9 ucles 2018 [turn over  (b) fig. 6.2 is a scanning electron micrograph of some pollen grains from wind-pollinated flowers  and insect-pollinated flowers. magnification \u00d7220h j fig. 6.2   (i) write the formula that would be used to calculate the actual diameter of pollen grain h.  [1]   (ii) the actual diameter of pollen grain h is 0.082  mm.    convert this value to micrometres (\u03bcm).    space for working.   .  \u03bcm [1]   (iii)  explain how the pollen grain labelled j is adapted for insect pollination.  ...  ...  ...  ...  ... [2]",
+            "18": "18 0610/43/m/j/18 \u00a9 ucles 2018  (c) pollen grains grow tubes, which contain haploid male gamete nuclei.   (i) one of these male gamete nuclei fuses with the female gamete.     state the part of the flower that contains the female gamete.  ... [1]   (ii) define the term haploid nucleus .  ...  ...  ... [1]   (iii) explain why it is important for gametes to be haploid.  ...  ...  ... [1]  [total: 11]",
+            "19": "19 0610/43/m/j/18 \u00a9 ucles 2018 blank page",
+            "20": "20 0610/43/m/j/18 \u00a9 ucles 2018 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 international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download at www.cie.org.uk after  the live examination series. 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.blank page"
+        },
+        "0610_s18_qp_51.pdf": {
+            "1": "this document consists of 11 printed pages and 1 blank page. dc (nf/sg) 118573/4 \u00a9 ucles 2018  [turn overcambridge international examinations cambridge international general certificate of secondary education *3803783270* biology  0610/51 paper 5  practical test  may/june 2018  1 hour 15 minutes candidates answer on the question paper. additional materials:  as listed in the confidential instructions. read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen. you may use an hb pencil for any diagrams or graphs. do not use staples, paper clips, glue or correction fluid. do not  write in any barcodes. answer all questions. electronic calculators may be used. you may lose marks if you do not show your working or if you do not use appropriate units. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question. this syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificate.for examiner\u2019s use 1 2 total",
+            "2": "2 0610/51/m/j/18 \u00a9 ucles 2018 1 young mammals feed on milk. milk contains protein.  some mammals produce an enzyme called rennin. rennin changes the protein in milk so that it  can be digested by another enzyme.  the action of rennin causes small lumps or clots to form in the milk.  you are going to investigate the effect of ph on the activity of the enzyme rennin.  read all the instructions but do not carry them out until you have drawn a table for  your results in the space provided in 1(a).  use the gloves and eye protection provided while carrying out the practical work.   step 1  label three test-tubes p, q and r.   step 2  use a syringe to add 5  cm3  of milk into each of test-tubes p, q and r.   step 3  add two drops of acid to test-tube  p.   step 4  add two drops of distilled water to test-tube  q.   step 5  add two drops of alkali to test-tube  r.   step 6  label another three test-tubes p1, q1 and r1.   step 7  use a clean syringe to add 1  cm3  of 0.1% rennin solution into each of test-tubes  p1, q1 and r1.   step 8  raise your hand when you are ready for water to be added to the beaker labelled  water-bath .   step 9  place all six test-tubes into the filled water-bath and leave them for three minutes.   step 10  pour the contents of test-tube p1 into test-tube  p.     pour the contents of test-tube q1 into test-tube  q.     pour the contents of test-tube r1 into test-tube  r.   step 11  leave test-tubes p, q and r in the water-bath.     immediately start the stop-clock.     the empty test-tubes, p1, q1 and r1 can be placed in the test-tube rack.   step 12  after one minute, take test-tube p out of the water-bath.     tip and rotate test-tube p as shown in fig. 1.1.     observe the milk, and decide which stage of clotting ( no clotting , some clotting   or all clotted ) it has reached.     record your result in your table.",
+            "3": "3 0610/51/m/j/18 \u00a9 ucles 2018 [turn over stage a no clotting stage b some clotting stage c all clottedmilk drains back smoothly from the sides of the test-tubesmall clots stic k to the sides of the test-tubemost of the milk is solid and does not pour when the  test-tube is tipped fig. 1.1   step 13  put test-tube p back into the water-bath.   step 14  repeat steps 12 and 13 for test-tubes q and r.   step 15  repeat steps 12, 13 and 14 every minute for five minutes.  (a) prepare a table in which to record your results. [4]",
+            "4": "4 0610/51/m/j/18 \u00a9 ucles 2018  (b) state a conclusion for your results.  ...  ...  ...  ...  ..  [2]  (c) (i) suggest why, in step 9, all the test-tubes were placed into the water-bath for three  minutes before mixing the contents together in step 10.  ...  ...  ..  [1]   (ii) state two variables which have been kept constant in this investigation. 1  ... 2  ... [2]  (d) identify four sources of error in this investigation. 1    ... 2    ... 3    ... 4    ... [4]  (e) identify one hazard associated with this procedure that required you to wear eye protection.  ...  ...  ..  [1]",
+            "5": "5 0610/51/m/j/18 \u00a9 ucles 2018 [turn over  (f) clotting separates milk into a solid part and a liquid part.   describe how you could find out if there was any protein remaining in the liquid part.  ...  ...  ...  ..  [2]  (g) after rennin has changed the protein in milk into a white solid, protease enzymes can be used  to digest the protein. the digested protein forms a colourless liquid.   a hypothesis stated:    the optimum temperature for protease enzymes to digest changed milk protein  is 37 \u00b0c.   describe a method that could be used to test this hypothesis.   do not carry out this investigation.  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ..  [6] [total: 22]",
+            "6": "6 0610/51/m/j/18 \u00a9 ucles 2018 2 a student wanted to investigate a garden ecosystem.  she counted the number of insects caught in spider webs in one small section of the garden.  she found six spider webs in the small section of garden sampled.  diagrams of the spider webs are shown in fig. 2.1. each black dot represents one insect caught  in a spider web. not drawn to scalea b c d e f fig. 2.1",
+            "7": "7 0610/51/m/j/18 \u00a9 ucles 2018 [turn over  (a) (i) use fig. 2.1 to complete table 2.1. table 2.1 spider web number of insects caught in each web a b c d e f total [2]   (ii) calculate the average number of insects per web in the small section of garden, using  the information in fig. 2.1 and table 2.1.    space for working  . [1]   (iii) the student counted the total number of spider webs in the whole garden and found that  there were a total of 102 spider webs.    use this information and your answer to part 2(a)(ii)  to estimate the total number of  insects caught in webs in the whole garden.    space for working.  . [1]   (iv) suggest one reason why the estimated total number of insects caught in webs in the  whole garden may not be accurate.  ...  ...  ..  [1]",
+            "8": "8 0610/51/m/j/18 \u00a9 ucles 2018  (b) fig. 2.2 is a photograph of a spider.   a spider\u2019s body has two main parts. the legs are all attached to the cephalothorax which  is the upper part of the body and starts at label x on fig. 2.2. the lower part of the body is  called the abdomen and is nearest to label y on fig. 2.2. x yy fig. 2.2",
+            "9": "9 0610/51/m/j/18 \u00a9 ucles 2018 [turn over   (i) make a large drawing of the spider in fig. 2.2 to show its outline, including its legs.    label the abdomen. [5]   (ii) measure the length of the spider between points x and y on fig. 2.2. include the units.    length of line xy on the spider in fig. 2.2   ...    draw a line in the same position on your drawing and measure the length on your drawing.    length of line xy on the spider in your drawing   ...    calculate the magnification of your drawing using your measurements and the following  equation: magnification  = length of line xy on your drawing length of line xy on fig. 2.2    space for working.  .. [3]",
+            "10": "10 0610/51/m/j/18 \u00a9 ucles 2018  (c) table 2.2 contains some other data collected by the student from the garden ecosystem. table 2.2 type of organism number found in the garden ecosystem trees   2 bushes   5 other plants  37 herbivores 118 carnivores  14",
+            "11": "11 0610/51/m/j/18 \u00a9 ucles 2018   (i) plot a bar chart of the data in table 2.2. [3]   (ii) herbivores and carnivores are animals.    use the data in table 2.2 to calculate the ratio of animals to plants.    show your working and give your answer in its simplest form. .. [2] [total: 18]",
+            "12": "12 0610/51/m/j/18 \u00a9 ucles 2018 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 international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download at www.cie.org.uk after  the live examination series. 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.blank page"
+        },
+        "0610_s18_qp_52.pdf": {
+            "1": "*6185228460* this syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificate. this document consists of 10 printed pages and 2 blank pages. dc (lk/sg) 145574/4 \u00a9 ucles 2018  [turn overcambridge international examinations cambridge international general certificate of secondary education biology  0610/52 paper 5  practical test  may/june 2018  1 hour 15 minutes candidates answer on the question paper. additional materials:  as listed in the confidential instructions. read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen. you may use an hb pencil for any diagrams or graphs. do not use staples, paper clips, glue or correction fluid. do not  write in any barcodes. answer all questions. electronic calculators may be used. you may lose marks if you do not show your working or if you do not use appropriate units. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question. for examiner\u2019s use 1 2 total",
+            "2": "2 0610/52/m/j/18 \u00a9 ucles 2018 1 you are going to investigate the rate of respiration in yeast at two different temperatures.  read all the instructions but do not carry them out until you have drawn a table for  your results in the space provided in 1(a)(ii).   you should wear the gloves provided during the practical work in question 1.  step 1   use a ruler and marker pen to mark the two large test-tubes at 1  cm intervals from the  base of the large test-tube to the top of the large test-tube as shown in fig. 1.1. markings made at 1  cm intervalslarge test-tube not to scale fig. 1.1  step 2   raise your hand when you are ready for the water-bath beaker, labelled warm , to be  filled with warm water.   step 3   measure the starting temperature of the water in the water-bath and record it in table  1.1.  (a) (i) table 1.1 water-bath starting temperature / \u00b0c final temperature / \u00b0c warm cool  [1]  step 4   completely fill one of the small test-tubes with yeast suspension.  step 5   keep the small test-tube upright and carefully place the large test-tube over the top of  the small test-tube. push the small test-tube up to the top of the large test-tube as shown  in fig. 1.2a.   step 6   quickly invert the test-tubes as shown in fig. 1.2 b. place the test-tubes into the  water -bath labelled warm  as shown in fig. 1.2 c. it does not matter if a small amount of  air remains at the top of the smaller test-tube when it is inverted.",
+            "3": "3 0610/52/m/j/18 \u00a9 ucles 2018 [turn over large test-tube small test-tube containing yeast suspensionfinger fingerwater-bath containing warm water a b c fig. 1.2  step 7   use the markings you have drawn on the large test-tube to measure the height of the  yeast suspension in the large test-tube. record this measurement in your table in 1(a)(ii) .  step 8   start the timer and measure the height of the yeast suspension in the large test-tube  after one minute and record the result in your table.   step 9  repeat the measurement every minute for a total of five minutes.  step 10   after five minutes record the final temperature of the water in the warm  water-bath and  record it in table 1.1.  step 11   repeat steps 3 to 10 using the remaining small and large test-tubes and the water-bath  labelled cool.   (ii) prepare a table to record your results.  [4]",
+            "4": "4 0610/52/m/j/18 \u00a9 ucles 2018  (b) (i) state a conclusion for your results.  ...  ...  ... [1]   (ii) explain why the temperature of the water-bath was not an accurate measurement of the  temperature of the yeast suspension in the small test-tube.   ...  ...  ... [1]   (iii) identify the error present in step 7 of the method. suggest how the method could be  improved to reduce this error. error  ...  ... improvement  .  ...  ...  [2]   (iv) identify the variable that was changed (independent variable) and the variable that was  measured (dependent variable) in this investigation. independent variable  .  ... dependent variable    ...  [2]",
+            "5": "5 0610/52/m/j/18 \u00a9 ucles 2018 [turn over  (c) a scientist investigated the effect of different concentrations of glucose on the rate of carbon  dioxide production in yeast cells. they measured the volume of carbon dioxide produced by  the yeast cells in five minutes.   (i) the scientist decided to test their method before beginning the investigation. they  performed three trials using one concentration of glucose.    the results are given in table 1.2. table 1.2 trialvolume of carbon dioxide  produced in 5 minutes / cm3 1 13.6 2 14.3 3 12.9    calculate the average volume of carbon dioxide produced in 5 minutes.       cm3    calculate the average rate of carbon dioxide production per minute.    ..  cm3 per minute  [2]",
+            "6": "6 0610/52/m/j/18 \u00a9 ucles 2018   (ii) the scientist performed the investigation. their results are shown in table 1.3. table 1.3 percentage concentration of  glucoseaverage rate of carbon dioxide production   / cm3 per minute 0.5 1.3 1.0 2.6 1.5 3.8 2.0 4.3 2.5 4.4 3.0 4.4    plot a graph on the grid, using the data in table 1.3, to show the effect of glucose  concentration on the rate of carbon dioxide production. include a line of best fit.  [4]",
+            "7": "7 0610/52/m/j/18 \u00a9 ucles 2018 [turn over   (iii) describe the effect of glucose concentration on the rate of carbon dioxide production by  respiring yeast cells shown in your graph.  ...  ...  ...  ...  ... [3]   (iv) estimate the concentration of glucose the scientist used to test their method. use your  answer for 1(c)(i) and your graph to find this value.   ...  % [1]  (d) (i) describe how the student could show that the glucose used in the investigation is a  simple (reducing) sugar.  ...  ...  ...  ...  ... [3]   (ii) identify one hazard when testing for simple (reducing) sugars.     describe one precaution that could be taken to reduce the risk. hazard  ...  ... precaution  .  ...  [2]  [total: 26]",
+            "8": "8 0610/52/m/j/18 \u00a9 ucles 2018 2  fig. 2.1 shows asterionella , which are microscopic algae that live in fresh water. a b \u00d7425 fig. 2.1  (a) (i) make a large outline drawing of the algae. do not label your drawing.  [4]",
+            "9": "9 0610/52/m/j/18 \u00a9 ucles 2018 [turn over   (ii) measure the length of the line ab in fig. 2.1. include the unit.     length of ab ..    use the formula to calculate the actual diameter of the algae shown in fig. 2.1. include  the unit.     magnification = length of line ab actual diameter of algae    show your working.     [3]",
+            "10": "10 0610/52/m/j/18 \u00a9 ucles 2018  (b) algae photosynthesise. this process uses carbon dioxide.   hydrogencarbonate indicator can be used to determine the concentration of carbon dioxide in  a solution. colour of hydrogencarbonate indicator concentration of carbon dioxide purple low red medium yellow high   (i) a student wanted to use hydrogencarbonate indicator to investigate the effect of light  intensity on photosynthesis in fresh water algae.    describe how the student could carry out this experiment.  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ... [6]   (ii) state the name of a ph indicator, other than hydrogencarbonate, which could be used to  detect a change in ph.  ... [1]  [total: 14]",
+            "11": "11 0610/52/m/j/18 \u00a9 ucles 2018 blank page",
+            "12": "12 0610/52/m/j/18 \u00a9 ucles 2018 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 international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download at www.cie.org.uk after  the live examination series. 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.blank page"
+        },
+        "0610_s18_qp_53.pdf": {
+            "1": "*9303603767* this document consists of 10 printed pages and 2 blank pages. dc (rw/fc) 145510/4 \u00a9 ucles 2018  [turn overcambridge international examinations cambridge international general certificate of secondary education biology  0610/53 paper 5  practical test  may/june 2018  1 hour 15 minutes candidates answer on the question paper. additional materials:  as listed in the confidential instructions. read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen. you may use an hb pencil for any diagrams or graphs. do not use staples, paper clips, glue or correction fluid. do not  write in any barcodes. answer all questions. electronic calculators may be used. you may lose marks if you do not show your working or if you do not use appropriate units. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question. this syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificate.for examiner\u2019s use 1 2 total",
+            "2": "2 0610/53/m/j/18 \u00a9 ucles 2018 blank page",
+            "3": "3 0610/53/m/j/18 \u00a9 ucles 2018 [turn over 1 you are going to investigate the effect of different concentrations of salt solution on a hollow plant  stem s.  you have been provided with a 2% salt solution and distilled water. you are going to use these to  make up different concentrations of salt solution.  read all the instructions but do not carry them out until you have drawn a table for  your results in the space provided in 1(a)(ii).  step 1  label four test-tubes 1, 2, 3 and 4.  step 2  add 20  cm3 of distilled water to test-tube  1.  step 3  add 5  cm3 of 2% salt solution and 15  cm3 distilled water to test-tube  2.  step 4  use the information in table  1.1 to make up the salt solutions in test-tubes 3 and 4. table 1.1 test-tube volume of 2% salt  solution  / cm3volume of distilled  water  / cm3final percentage  concentration of salt  solution 1  0 20 0.0 2  5 15 3 10 10 1.0 4 20  0 2.0  (a) (i) complete table  1.1 by calculating the final percentage concentration of the salt solution  in test-tube  2.    space for working.  [1]  step 5  mix the contents of the test-tubes by gently shaking each test-tube.  step 6  label four petri dishes, 1, 2, 3 and 4.  step 7  pour the contents of test-tube  1 into petri dish  1.    pour the contents of test-tube  2 into petri dish  2.    pour the contents of test-tube  3 into petri dish  3.    pour the contents of test-tube  4 into petri dish  4.",
+            "4": "4 0610/53/m/j/18 \u00a9 ucles 2018  step 8  cut 12 identical rings, each approximately 2  mm long from stem s, as shown in fig.  1.1.  take care not to crush the stem as you cut it. 2 mm long section of hollow stem fig. 1.1  step 9  carefully cut open each stem ring using a sharp knife as shown in fig.  1.2. make only  one cut through each ring. fig. 1.2  step 10  carefully place three cut stem rings into each labelled petri dish and leave them for  10 minutes.    while you are waiting, continue to answer the remaining questions.  step 11  after 10  minutes, place the ruler beneath each of the petri dishes and measure, in mm,  the distance between the two cut ends of each stem ring (as shown in fig.  1.3, where  the distance is 12  mm).    record this length in your table in 1(a)(ii) .    do not remove the rings from the petri dish to measure them. 0 10 20 30 40 50 60 70 80 90 100 fig. 1.3",
+            "5": "5 0610/53/m/j/18 \u00a9 ucles 2018 [turn over   (ii) prepare a table in the space provided and record your measurements in your table.    your table should show: \u2022 all of your results \u2022 a calculated average for each solution.  [5]  (b) identify one hazard in step  9 and describe a suitable safety precaution. hazard  ...  ... precaution  .  ...  [2]",
+            "6": "6 0610/53/m/j/18 \u00a9 ucles 2018  (c) explain why more than one ring of the hollow stem was placed into each petri dish.  ...  ...  ...  ... [2]  (d) (i) state the variable that was changed (independent variable) in this investigation.  ... [1]   (ii) identify two variables that were kept constant in this investigation. 1   2    [2]  (e) there are potential errors in steps 8 and 11.   identify two of these errors and suggest an improvement for each. error 1  ...  ... improvement 1  ..  ...  ... error 2  ...  ... improvement 2  ..  ...  ...  [4]",
+            "7": "7 0610/53/m/j/18 \u00a9 ucles 2018 [turn over  (f) fig. 1.4 is a photomicrograph of a cross-section of a hollow stem. a b magnification \u00d750 fig. 1.4   measure the length of ab on fig.  1.4. include the unit.   measured length of ab on fig.  1.4 .   calculate the actual length of ab using the following equation:    magnification = measured length of ab actual length of ab   show your working.     [3]  [total: 20]",
+            "8": "8 0610/53/m/j/18 \u00a9 ucles 20182 fig. 2.1 shows an image of a monarch butterfly, danaus plexippus . head forewing hindwing magnification \u00d71 fig. 2.1  (a) make a large drawing of one of the hindwings of the monarch butterfly shown in fig. 2.1.  [4]",
+            "9": "9 0610/53/m/j/18 \u00a9 ucles 2018 [turn over  (b) fig. 2.2 shows an image of a viceroy butterfly, limenitis archippus . magnification \u00d71 fig. 2.2   describe one visible similarity and two visible differences between the viceroy and the  monarch butterflies\u2019 wings . similarity    ... difference 1  ...  ... difference 2  ...  ...  [3]",
+            "10": "10 0610/53/m/j/18 \u00a9 ucles 2018  (c) a student investigated the relationship between the body mass of monarch butterflies and the  length of their forewings. the student recorded the data for five butterflies in table  2.1. table  2.1 butterfly body mass  / g forewing length  / mm a 0.2 38 b 0.3 42 c 0.5 50 d 0.7 58 e 0.8 62   (i) plot a graph on the grid to show the relationship between body mass and forewing length.  [4]   (ii) describe the relationship shown on the graph.  ...  ...  ...  ... [1]",
+            "11": "11 0610/53/m/j/18 \u00a9 ucles 2018   (iii) a student found a monarch butterfly with a forewing length of 55  mm. use the graph to  estimate the body mass of this butterfly.    show on the graph  how you obtained your answer.   .  g  [2]  (d) adult monarch butterflies feed on nectar. nectar is a liquid that is produced by plants.   plan an investigation to determine the types of food molecules that nectar contains.  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ... [6]  [total: 20]",
+            "12": "12 0610/53/m/j/18 \u00a9 ucles 2018 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 international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download at www.cie.org.uk after  the live examination series. 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.blank page"
+        },
+        "0610_s18_qp_61.pdf": {
+            "1": "this document consists of 11 printed pages and 1 blank page. dc (nf/sg) 118571/4 \u00a9 ucles 2018  [turn overcambridge international examinations cambridge international general certificate of secondary education *2667917660* biology  0610/61 paper 6  alternative to practical  may/june 2018  1 hour candidates answer on the question paper. no additional materials are required. read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen. you may use an hb pencil for any diagrams or graphs. do not use staples, paper clips, glue or correction fluid. do not  write in any barcodes. answer all questions. electronic calculators may be used. you may lose marks if you do not show your working or if you do not use appropriate units. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question. this syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificate.",
+            "2": "2 0610/61/m/j/18 \u00a9 ucles 2018 1 young mammals feed on milk containing protein.  some mammals produce an enzyme called rennin. rennin changes the protein in milk so that it  can be digested by another enzyme.  the action of rennin causes small lumps or clots to form in the milk.  an investigation was carried out to find the effect of ph on the activity of the enzyme rennin.   step 1  three test-tubes were labelled p, q and r.   step 2  a syringe was used to add 5  cm3  of milk to each of these test-tubes.   step 3  a dropping pipette was used to add two drops of acid to test-tube  p.   step 4  a dropping pipette was used to add two drops of distilled water to test-tube  q.   step 5  a dropping pipette was used to add two drops of alkali to test-tube  r.   step 6  another three test-tubes were labelled p1, q1 and r1.   step 7  a clean syringe was used to add 1  cm3  of 0.1% rennin solution to each of  test-tubes p1, q1 and r1.   step 8  all six test-tubes were placed into a water-bath at 40  \u00b0c and left for three minutes.   step 9  the contents of test-tube p1 were added to test-tube  p.     the contents of test-tube q1 were added to test-tube q.     the contents of test-tube r1 were added to test-tube r.   step 10  test-tubes p, q and r were kept in the water-bath and a stop-clock was started.   step 11  after one minute, test-tube p was removed from the water-bath.     it was tipped and rotated as shown in fig. 1.1.     the appearance of the milk was observed, and the stage of clotting was decided  by comparing it to the diagrams in fig. 1.1. stage a no clotting stage b some clotting stage c all clottedmilk drains back smoothly from the sides of the test-tubesmall clots stic k to the sides of the test-tubemost of the milk is solid and does not pour when the  test-tube is tipped fig. 1.1   step 12  test-tube p was returned to the water-bath.   step 13  steps 11 and 12 were repeated for test-tubes q and r.   step 14  steps 11, 12 and 13 were repeated every minute for five minutes.",
+            "3": "3 0610/61/m/j/18 \u00a9 ucles 2018 [turn over    the results are shown in fig. 1.2. test-tube p had some clotting at one minute and was all clotted at two minutes. test-tube q had no clotting at one, two or three minutes but some clotting at four  and five minutes. test-tube r had no clotting throughout the investigation, and remained unchanged  after five minutes. fig. 1.2  (a) prepare a table in which to record these results. use the information in fig. 1.2 to complete  this table. [3]  (b) state a conclusion for these results.  ...  ...  ...  ...  ..  [2]",
+            "4": "4 0610/61/m/j/18 \u00a9 ucles 2018  (c) (i) suggest why, in step 8, all of the test-tubes were placed into a water-bath for three  minutes before mixing the contents together in step 9.  ...  ...  ..  [1]   (ii) state two variables that were kept constant in this investigation. 1   2   [2]  (d) identify four sources of error in this investigation. 1    ... 2    ... 3    ... 4    ... [4]  (e) identify one hazard associated with this procedure that would require the use of eye  protection.  ...  ...  ..  [1]",
+            "5": "5 0610/61/m/j/18 \u00a9 ucles 2018 [turn over  (f) clotting separates milk into a solid part and a liquid part.   describe how you could find out if there was any protein remaining in the liquid part.  ...  ...  ...  ..  [2]  (g) state the name of the test that would be used to test the milk for the presence of fat.  ..  [1]  (h) after rennin has changed the protein in milk into a white solid, protease enzymes can be used  to digest the protein. the digested protein forms a colourless liquid.   a hypothesis stated:    the optimum temperature for protease enzymes to digest changed milk protein  is 37 \u00b0c.   describe a method that could be used to test this hypothesis.  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ..  [6] [total: 22]",
+            "6": "6 0610/61/m/j/18 \u00a9 ucles 2018 2 a student wanted to investigate a garden ecosystem.  she counted the number of insects caught in spider webs in one small section of the garden.  she found six spider webs in the small section of garden sampled.  diagrams of the spider webs are shown in fig. 2.1. each black dot represents one insect caught  in a spider web. not drawn to scalea b c d e f fig. 2.1",
+            "7": "7 0610/61/m/j/18 \u00a9 ucles 2018 [turn over  (a) (i) use fig. 2.1 to complete table 2.1. table 2.1 spider web number of insects caught in each web a b c d e f total [2]   (ii) calculate the average number of insects per web in the small section of garden, using  the information in fig. 2.1 and table 2.1.    space for working.   ...  [1]   (iii) the student counted the total number of spider webs in the whole garden and found that  there were a total of 102 spider webs.    use this information and your answer to part 2(a)(ii)  to estimate the total number of  insects caught in webs in the whole garden.    space for working.   ...  [1]   (iv) suggest one reason why the estimated total number of insects caught in webs in the  whole garden may not be accurate.  ...  ...  ..  [1]",
+            "8": "8 0610/61/m/j/18 \u00a9 ucles 2018  (b) fig. 2.2 is a photograph of a spider.   a spider\u2019s body has two main parts. the legs are all attached to the cephalothorax which  is the upper part of the body and starts at label x on fig. 2.2. the lower part of the body is  called the abdomen and is nearest to label y on fig. 2.2. x yy fig. 2.2",
+            "9": "9 0610/61/m/j/18 \u00a9 ucles 2018 [turn over   (i) make a large drawing of the spider in fig. 2.2 to show its outline, including its legs.    label the abdomen.  [5]   (ii) measure the length of the spider between points x and y on fig. 2.2. include the units.    length of line xy on the spider in fig. 2.2      draw a line in the same position on your drawing and measure the length on your  drawing.    length of line xy on the spider in your drawing      calculate the magnification of your drawing using your measurements and the following  equation: magnification  = length of line xy on your drawing length of line xy on fig. 2.2    space for working.    [3]",
+            "10": "10 0610/61/m/j/18 \u00a9 ucles 2018  (c) table 2.2 contains some other data collected by the student from the garden ecosystem. table 2.2 type of organism number found in the garden ecosystem trees   2 bushes   5 other plants  37 herbivores 118 carnivores  14",
+            "11": "11 0610/61/m/j/18 \u00a9 ucles 2018   (i) plot a bar chart of the data in table 2.2. [3]   (ii) herbivores and carnivores are animals.    use the data in table 2.2 to calculate the ratio of animals to plants.    show your working and give your answer in its simplest form. .. [2] [total: 18]",
+            "12": "12 0610/61/m/j/18 \u00a9 ucles 2018 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 international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download at www.cie.org.uk after  the live examination series. 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.blank page"
+        },
+        "0610_s18_qp_62.pdf": {
+            "1": "*0016022679* this document consists of 10 printed pages and 2 blank pages. dc (lk/ar) 145511/4 \u00a9 ucles 2018  [turn overcambridge international examinations cambridge international general certificate of secondary education biology  0610/62 paper 6  alternative to practical  may/june 2018  1 hour candidates answer on the question paper. no additional materials are required. read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen. you may use an hb pencil for any diagrams or graphs. do not use staples, paper clips, glue or correction fluid. do not  write in any barcodes. answer all questions. electronic calculators may be used. you may lose marks if you do not show your working or if you do not use appropriate units. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question. this syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificate.",
+            "2": "2 0610/62/m/j/18 \u00a9 ucles 2018 1 a student investigated the rate of respiration of yeast at two different temperatures.  step 1   the student was provided with a yeast suspension which also contained glucose.    two identical sets of equipment were set up as shown in fig. 1.1.  bubble of  gas produced by the yeast pipette water large test-tube 5 cm3 of yeast suspension containing glucose fig. 1.1  step 2   one set of the equipment shown in fig. 1.1 was placed into a warm  water-bath and the  starting temperature of the water-bath was recorded as 50  \u00b0c. the other set was placed  into a cool water-bath which had a starting temperature of 25  \u00b0c. the volume of water in  each water-bath was the same.  step 3   the student counted the number of gas bubbles produced by the yeast suspension in  five minutes and recorded the results in a tally chart. this is shown in fig. 1.2. cool    ||||   || warm  ||||  ||||          ||||  |||| fig. 1.2",
+            "3": "3 0610/62/m/j/18 \u00a9 ucles 2018 [turn over  (a) (i) prepare a table and record the student\u2019s results shown in fig. 1.2.  [3]   step 4   at the end of the investigation the final temperature of the water in both water-baths was  measured. the results are shown in fig. 1.3. thermometer in the  warm  water-baththermometer in the  cool water-bath30 2050 40 fig. 1.3   (ii) use the information in step 2 and fig. 1.3 to complete table 1.1. table 1.1 water-bath starting temperature / \u00b0c final temperature / \u00b0c warm cool  [1]",
+            "4": "4 0610/62/m/j/18 \u00a9 ucles 2018  (b) (i) state a conclusion for the results.  ...  ...  ... [1]     (ii) counting the number of gas bubbles produced may not be an accurate method of  measurement.    explain why and suggest an improvement. explanation    ...  ... improvement  .  ...  ...  [2]   (iii) identify a variable that should  have been kept constant during this investigation but   was not. suggest how this variable could have been kept constant. variable  ..  ... how this variable could have been kept constant  ..  ...  ...  [2]   (iv) identify the variable that was changed (independent variable) and the variable that was  measured (dependent variable) in this investigation. independent variable  .  ... dependent variable    ...  [2]",
+            "5": "5 0610/62/m/j/18 \u00a9 ucles 2018 [turn over  (c) a scientist investigated the effect of different concentrations of glucose on the rate of carbon  dioxide production in yeast cells. they measured the volume of carbon dioxide produced by  the yeast cells in five minutes.    (i) the scientist decided to test their method before beginning the investigation.    they performed three trials using one concentration of glucose.    the results are given in table 1.2. table 1.2 trialvolume of carbon dioxide  produced in 5 minutes / cm3 1 13.6 2 14.3 3 12.9    calculate the average volume of carbon dioxide produced in 5 minutes.    .  cm3    calculate the average rate of carbon dioxide production per minute.   ...  cm3 per minute  [2]",
+            "6": "6 0610/62/m/j/18 \u00a9 ucles 2018   (ii) the scientist performed the investigation. their results are shown in table 1.3. table 1.3 percentage concentration of glucose average rate of carbon dioxide production / cm3 per minute 0.5 1.3 1.0 2.6 1.5 3.8 2.0 4.3 2.5 4.4 3.0 4.4    plot a graph on the grid, using the data in table 1.3, to show the effect of glucose  concentration on the rate of carbon dioxide production. include a line of best fit.   [4]",
+            "7": "7 0610/62/m/j/18 \u00a9 ucles 2018 [turn over   (iii) describe the effect of glucose concentration on the rate of carbon dioxide production by  respiring yeast cells, shown in your graph.  ...  ...  ...  ...  ... [3]   (iv) estimate the concentration of glucose the scientist used to test their method. use your  answer for 1(c)(i)  and your graph to find this value.   ...  % [1]  (d) (i) describe how the student could show that the glucose used in the investigation is a  simple (reducing) sugar.  ...  ...  ...  ...  ... [3]   (ii) identify one hazard when testing for simple (reducing) sugars.     describe one precaution that could be taken to reduce the risk.   hazard  ...  ... precaution  .  ...  ... [2]  [total: 26]",
+            "8": "8 0610/62/m/j/18 \u00a9 ucles 2018 2  fig. 2.1 shows asterionella , which are microscopic algae that live in fresh water. a ba b \u00d7425 fig. 2.1  (a) (i) make a large outline drawing of the algae. do not label your drawing.  [4]",
+            "9": "9 0610/62/m/j/18 \u00a9 ucles 2018 [turn over   (ii) measure the length of the line ab in fig. 2.1. include the unit.     length of ab ..    use the formula to calculate the actual diameter of the algae shown in fig. 2.1. include  the units. magnification = length of line ab actual diameter of algae    show your working.     [3]",
+            "10": "10 0610/62/m/j/18 \u00a9 ucles 2018  (b) algae photosynthesise. this process uses carbon dioxide.   hydrogencarbonate indicator can be used to determine the concentration of carbon dioxide in  a solution. colour of hydrogencarbonate indicator concentration of carbon dioxide purple low red medium yellow high   (i) a student wanted to use hydrogencarbonate indicator to investigate the effect of light  intensity on photosynthesis in fresh water algae.    describe how the student could carry out this experiment.  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ... [6]   (ii) state the name of a ph indicator other than hydrogencarbonate which could be used to  detect a change in ph.  ... [1]  [total: 14]",
+            "11": "11 0610/62/m/j/18 \u00a9 ucles 2018 blank page",
+            "12": "12 0610/62/m/j/18 \u00a9 ucles 2018 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 international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download at www.cie.org.uk after  the live examination series. 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.blank page"
+        },
+        "0610_s18_qp_63.pdf": {
+            "1": "*7660910508* this syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificate. this document consists of 11 printed pages and 1 blank page. dc (lk/cgw) 145572/4 \u00a9 ucles 2018  [turn overcambridge international examinations cambridge international general certificate of secondary education biology  0610/63 paper 6  alternative to practical  may/june 2018  1 hour candidates answer on the question paper. no additional materials are required. read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen. you may use an hb pencil for any diagrams or graphs. do not use staples, paper clips, glue or correction fluid. do not  write in any barcodes. answer all questions. electronic calculators may be used. you may lose marks if you do not show your working or if you do not use appropriate units. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question.",
+            "2": "2 0610/63/m/j/18 \u00a9 ucles 2018 1 a student investigated the effect of different concentrations of salt solution on a hollow plant stem.  they were provided with a 2% salt solution and distilled water. the student used these to make up  different concentrations of salt solution.  step 1  four test-tubes were labelled 1, 2, 3 and 4.   step 2   the information in table 1.1 was used to make up the four different salt solutions in the  test-tubes. table 1.1 test-tube volume of 2% salt  solution  / cm3volume of distilled  water  / cm3final percentage  concentration of salt  solution 1 0 20 0.0 2 5 15 3 10 10 1.0 4 20 0 2.0  (a) (i) complete table 1.1 by calculating the final percentage concentration of the salt solution  in test-tube 2.    space for working.  [1]  step 3   the contents of each test-tube were poured into four petri dishes labelled 1, 2, 3 and 4.  step 4   a hollow stem was cut into 12 rings using a sharp scalpel. each stem ring was  approximately 2  mm long, as shown in fig. 1.1.  2 mm long section of hollow stem fig. 1.1",
+            "3": "3 0610/63/m/j/18 \u00a9 ucles 2018 [turn over  step 5  each stem ring was then cut open as shown in fig. 1.2. fig. 1.2  step 6   three cut stem rings were put into each of the different salt solutions in the labelled petri  dishes and left for 10 minutes.",
+            "4": "4 0610/63/m/j/18 \u00a9 ucles 2018  fig. 1.3 shows the appearance of the cut stem rings after  10 minutes.  petri dish 4 petri dish 3petri dish 2 petri dish 1 fig. 1.3  step 7   the distance between the two cut ends of each stem ring can be measured, as shown in  fig. 1.4.    in the example shown in fig. 1.4 the distance is 12  mm. 0 10 20 30 40 50 60 70 80 90 100 fig. 1.4",
+            "5": "5 0610/63/m/j/18 \u00a9 ucles 2018 [turn over   (ii) measure the gap between the cut ends of all of the stem rings shown in fig. 1.3.     prepare a table in the space provided and record your measurements in your table.    your table should show: \u2022 all of your results \u2022 a calculated average for each solution.  [4]   (iii) use table 1.1 and your measurements to describe the results shown in fig. 1.3.  ...  ...  ... [1]  (b) identify one hazard in step 4 and describe a suitable safety precaution. hazard  ...  ... precaution  .  ...  [2]",
+            "6": "6 0610/63/m/j/18 \u00a9 ucles 2018  (c) explain why more than one ring of the hollow stem was placed into each petri dish.  ...  ...  ...  ... [2]  (d)  (i) state the variable that was changed (independent variable) in this investigation.  ... [1]   (ii) identify two variables that were kept constant in this investigation. 1   2    [2]  (e) there are potential errors in steps 4 and 7.   identify two of these errors and suggest an improvement for each. error 1  ...  ... improvement 1  ..  ...  ... error 2  ...  ... improvement 2  ..  ...  ...  [4]",
+            "7": "7 0610/63/m/j/18 \u00a9 ucles 2018 [turn over  (f) fig 1.5 shows a section through a hollow plant stem observed through a light microscope. a b magnification \u00d750 fig. 1.5   measure the length of ab on fig. 1.5. include the unit.   measured length of ab on fig. 1.5     calculate the actual length of ab using the following equation:    magnification = measured length of ab actual length of ab   show your working.       [3]  [total: 20]",
+            "8": "8 0610/63/m/j/18 \u00a9 ucles 20182 fig. 2.1 shows an image of a monarch butterfly, danaus plexippus . head forewing hindwing magnification \u00d71 fig. 2.1  (a) make a large drawing of one of the hindwings of the monarch butterfly shown in fig. 2.1.  [4]",
+            "9": "9 0610/63/m/j/18 \u00a9 ucles 2018 [turn over  (b) fig 2.2 shows an image of a viceroy butterfly, limenitis archippus . magnification \u00d71 fig. 2.2   describe one visible similarity and two visible differences between the viceroy and the  monarch butterflies\u2019 wings . similarity    ... difference 1  ...  ... difference 2  ...  ...  [3]",
+            "10": "10 0610/63/m/j/18 \u00a9 ucles 2018  (c) a student investigated the relationship between the body mass of monarch butterflies and the  length of their forewings. the student recorded the data for five butterflies in table 2.1. table 2.1 butterfly body mass  / g forewing length  / mm a 0.2 38 b 0.3 42 c 0.5 50 d 0.7 58 e 0.8 62   (i) plot a graph on the grid to show the relationship between body mass and forewing  length.  [4]   (ii) describe the relationship shown on the graph.  ...    ...  ...  ... [1]",
+            "11": "11 0610/63/m/j/18 \u00a9 ucles 2018   (iii) a student found a monarch butterfly with a forewing length of 55  mm. use the graph to  estimate the body mass of this butterfly.    show on the graph  how you obtained your answer.   .  g  [2]  (d) adult monarch butterflies feed on nectar. nectar is a liquid that is produced by plants.   plan an investigation to determine the types of food molecules that nectar contains.  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ... [6]  [total: 20]",
+            "12": "12 0610/63/m/j/18 \u00a9 ucles 2018 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 international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download at www.cie.org.uk after  the live examination series. 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.blank page"
+        },
+        "0610_w18_qp_11.pdf": {
+            "1": "  this syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certifica te.  this document consists of 18 printed pages and 2 blank pages.  ib18 11_0610_11/3rp  \u00a9 ucles 2018 [turn over     *1629595112 * cambridge international examinations  cambridge international general certificate of secondary education       biology 0610/11     paper 1  multiple choice (core)  october/november 2018     45 minutes    additional materials: multiple choice answer sheet    soft clean eraser    soft pencil (type b or hb is recommended)        read these instructions first    write in soft pencil.  do not use staples, paper clips, glue or correction fluid. write your name, centre number and candidate number on the answer sheet in the spaces provided  unless this has been done for you.  do not  write in any barcodes.   there are forty  questions on this paper. answer all questions. for each question there are four possible  answers a, b, c and d.   choose the one you consider correct and record your choice in soft pencil  on the separate answer sheet.    read the instructions on the answer sheet very carefully.    each correct answer will score one mark. a ma rk will not be deducted for a wrong answer.  any rough working should be done in this booklet. electronic calculators may be used.                             ",
+            "2": "2  \u00a9 ucles 2018 0610/11/o/n/18  1 which characteristic of living organisms is  represented by gas exchange in the alveoli?  a excretion  b growth  c nutrition  d reproduction      2 the binomial name for humans is homo sapiens .    which row is correct?     homo sapiens  a genus kingdom  b genus species  c species genus  d species kingdom    3 the diagram shows a stonefly larva.    antenna gills cerciabdomenthorax     use the key to identify the stonefly larva.  1 has two cerci at the end of the abdomen  .  go to 2   has three cerci at the end of the abdomen  ...  go to 3 2 abdomen longer than thorax    a   thorax longer than abdomen    b  3 gills visible on the thorax  ..  c   gills not visible  ..  d     ",
+            "3": "3  \u00a9 ucles 2018 0610/11/o/n/18 [turn over  4 which part of a plant cell controls the movement of substances into and out of the cell?  a cell membrane  b cell wall  c cytoplasm  d vacuole      5 the diagram shows part of a leaf in cross-section.    x y    structures x and y are both part of the same  a cell.  b organ.  c tissue.  d vessel.     ",
+            "4": "4  \u00a9 ucles 2018 0610/11/o/n/18  6 the photograph shows a chloroplast magnified \u00d77000.    70 mm    what is the actual size of the chloroplast?  a 0.0001  mm b 0.001  mm c 0.01  mm d 100  mm     7 how do carbon dioxide and oxygen move into and out of a mesophyll cell?  a active transport  b diffusion  c respiration  d transpiration    8 what are the features of active transport?     occurs through  a cell membrane particles move  from a higher to a  lower concentration uses energy  from respiration  a \u0016 \u0016 \u0016  b \u0016 \u0016 \u001a  c \u0016 \u001a \u0016  d \u001a \u0016 \u0016     ",
+            "5": "5  \u00a9 ucles 2018 0610/11/o/n/18 [turn over  9 the data show the concentrations of sugar and starch in an onion.    total sugar including  reducing sugar  / g per 100g starch  / g per 100g  3.7 0.0    the onion is tested with benedict\u2019s solution and iodine solution.    which set of results is correct?     benedict\u2019s  solution iodine  solution  a blue blue-black  b blue brown  c brick red blue-black  d brick red brown     10 the apparatus shown is used for an experiment on starch digestion.    which test-tube contains the most sugar after 20 minutes?    a starch solutionand salivaryamylasestarch solutionand salivaryamylasestarch solution water-bath at 15  \u00b0c water-bath at 37  \u00b0cbc d      ",
+            "6": "6  \u00a9 ucles 2018 0610/11/o/n/18  11 an experiment was carried out using the apparatus shown.    the carbon dioxide content of the water in each test-tube was measured at the start and again  three hours later.    in which test-tube would there be a decrease in carbon dioxide content?    abcd black polythene to keep out lightwater water plant water snaillight light light       12 the diagram shows a cross-section of a leaf.        which tissue is immediately below the upper epidermis?  a cuticle  b guard cells  c palisade mesophyll  d spongy mesophyll     ",
+            "7": "7  \u00a9 ucles 2018 0610/11/o/n/18 [turn over  13 what is the result of a diet lacking iron?  a bleeding gums  b poor wound healing  c reduced number of red blood cells  d weak bones and teeth      14 the diagram shows part of the alimentary canal.    which structure produces lipase?    dcb a       15 the photomicrograph shows a cross-section through a buttercup root.    z     what is the function of the tissue labelled z?  a site of photosynthesis  b site of respiration  c transport of sugars  d transport of water     ",
+            "8": "8  \u00a9 ucles 2018 0610/11/o/n/18  16 the diagram shows two shoots at the start of an experiment on transpiration.    30 gspring balance  oil watershoot  x shoot  y  30 g     what are the likely readings on the spring balances after three days?     shoot x  / g shoot y  / g  a 25 25  b 25 30  c 30 25  d 30 30     17 the diagram shows a circulatory system.    heart2 13 4capillaries of the lungscapillaries of the rest of the body     which vessels carry oxygenated blood?  a 1 and 2 b 1 and 4 c 2 and 3 d 2 and 4     ",
+            "9": "9  \u00a9 ucles 2018 0610/11/o/n/18 [turn over  18 some features that help to defend the body against pathogens are listed.    1 mucus  2 skin  3 stomach acid  4 phagocytosis    which features can prevent pathogens entering body tissues?  a 1, 2, 3 and 4  b 1, 2 and 3 only  c 2 and 3 only  d 4 only    ",
+            "10": "10  \u00a9 ucles 2018 0610/11/o/n/18  19 the graph shows changes in the volume of air in the lungs of a person at rest, over a period of 30  seconds.    0012 30 time  / svolume of air inlungs/  dm3     which graph shows changes in the volume of air in the lungs of the same person immediately after they have done five minutes of vigorous exercise?    0 30 time  / sa 0 30 time  / sb 0 30 time  / sc 0 30 time  / sd012 volume of air inlungs/  dm3 012 volume of air inlungs/  dm3 012 volume of air inlungs/  dm3012 volume of air inlungs/  dm3       20 what is produced by anaerobic respiration in mammals?  a alcohol + carbon dioxide  b alcohol + oxygen  c lactic acid + carbon dioxide  d lactic acid    ",
+            "11": "11  \u00a9 ucles 2018 0610/11/o/n/18 [turn over  21 which row describes the functions of the bladder, kidneys and liver?     production  of urea excretion  of urea storage  of urine  a liver bladder kidneys  b bladder kidneys liver  c liver kidneys bladder  d kidneys liver bladder     22 the diagram shows a reflex arc.    which label points to the sensory neurone?    a b c hot pand      ",
+            "12": "12  \u00a9 ucles 2018 0610/11/o/n/18  23 the diagram shows the structure of the eye.    which structure refracts light?    a bcd       24 which disease can be caused by tobacco smoking?  a cholera  b copd  c hiv  d scurvy      25 what is formed when the nucleus of a sperm fuses with the nucleus of an egg?  a gamete  b ovule  c stamen  d zygote     ",
+            "13": "13  \u00a9 ucles 2018 0610/11/o/n/18 [turn over  26 the diagram shows the female reproductive system.    where does implantation normally occur?    abc d     27 which precautions could help to prevent the spread of aids?    1 avoiding the mixing of blood  2 using a femidom  3 using the contraceptive pill  4 using a condom    a 1 and 3 b 1, 2 and 4 c 2, 3 and 4 d 2 and 4 only     ",
+            "14": "14  \u00a9 ucles 2018 0610/11/o/n/18  28 the diagram shows a timeline of a woman\u2019s menstrual cycle, which lasts for 28 days.    1234567891011121314 1516 17 18 19 20 21 22 23 24 25 26 2728menstruation (period)     on which days of the menstrual cycle is a woman most likely to become pregnant?  a days 1\u2013  4  b days 7\u201310  c days 13\u201316  d days 20\u201323     29 the diagram shows what happens during fertilisation.    egg + sperm \u2192 fertilised egg \u2192 male embryo    which sex chromosomes are present in the egg, sperm and fertilised egg shown?     egg sperm fertilised  egg  a x x xx  b x y xy  c y x xy  d y y yy     ",
+            "15": "15  \u00a9 ucles 2018 0610/11/o/n/18 [turn over  30 many of the varieties of apple in the world evolved from a single wild species, malus sieversii .    which processes were involved in creating thousands of genetically different varieties of apple?     fertilisation meiosis mitosis  a \u0016 \u0016 \u0016  b \u0016 \u0016 \u001a  c \u0016 \u001a \u0016  d \u001a \u0016 \u0016     31 the genetic diagram shows a monohybrid cross. b is the dominant allele and b is the recessive  allele.    parent genotypes1 \u00d7 2 gametes b b b b 34 56 offspring genotypes    which of the parents and offspring are heterozygous?  a 1, 3 and 4 b 1, 5 and 6 c 2, 3 and 4 d 2, 5 and 6    32 the curve shows the distribution of a human characteristic.    number of people human characteristic    which characteristic is shown by the curve?  a blood groups  b height  c sex  d tongue rolling ",
+            "16": "16  \u00a9 ucles 2018 0610/11/o/n/18  33 a farmer grows different varieties of dates, which are a type of fruit.    the table shows some features of the dates he grows.    variety colour texture yield size  barhee amber soft high small to medium  dayri dark reddish brown semi dry variable medium to large  hayany purplish black soft medium large  maktoom amber soft medium medium to large  thoory straw coloured dry medium medium to large    the farmer would like to produce a new variety of date using selective breeding.    he wants a medium sized date that is straw coloured and soft, with a high yield.    which two varieties could the farmer breed together to get the variety he wants?  a barhee and dayri  b barhee and thoory  c dayri and maktoom  d maktoom and thoory     34 the diagram shows a woodland food web.    fox rabbit snailfroghawk dandelion grass    which statement is correct?  a dandelions and grass are both primary consumers.  b the fox and the hawk are both secondary consumers.  c the frog is a tertiary consumer.  d the rabbit and the snail are both primary consumers.     ",
+            "17": "17  \u00a9 ucles 2018 0610/11/o/n/18 [turn over  35 which process releases carbon dioxide into the air and which process removes carbon dioxide  from the air?     releases carbon  dioxide into the air removes carbon  dioxide from the air  a decay photosynthesis  b decay respiration  c photosynthesis combustion  d photosynthesis decay     36 the graph shows a population growth curve for a species of insect which has been reintroduced  to an island from where it had previously become extinct.    100 908070605040302010 0population size /  insects per m2 0 50 100 150 200 250 300 time since reintroduction  / days    how long after reintroduction does the insect po pulation size start to become limited by resources  such as food?  a 50 days b 100 days c 150 days d 200 days    ",
+            "18": "18  \u00a9 ucles 2018 0610/11/o/n/18  37 biotechnology is used to produce ethanol for biofuels.    which type of organism can be used to produce the ethanol?  a fish  b myriapods  c viruses  d yeast     38 what is an example of genetic engineering?  a using enzymes to make washing powders  b using pectinase to make fruit juice  c producing plants that have been given genes for resistance to insect pests  d using yeast to make bread     39 what is least  likely to result from deforestation?  a increase in flooding  b increase in species  c loss of habitats  d loss of soil     40 what could prevent a species from becoming endangered?  a captive breeding programme  b climate change  c introduction of other species  d pollution     ",
+            "19": "19    blank page   \u00a9 ucles 2018 0610/11/o/n/18  ",
+            "20": "20    blank page     permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to trac e 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 ans wer-related information to candidates, all copyright acknowledgements are reproduced onl ine in the cambridge  international examinations copyright acknow ledgements booklet. this is produced for each  series of examinations and is freely a vailable to download at  www.cie.org.uk after the live examination series.    cambridge international examinations is part of the cambridge as sessment group. cambridge assessment is the brand name of unive rsity of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge.    \u00a9 ucles 2018 0610/11/o/n/18   "
+        },
+        "0610_w18_qp_12.pdf": {
+            "1": "  this syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certifica te.  this document consists of 17 printed pages and 3 blank pages.  ib18 11_0610_12/4rp  \u00a9 ucles 2018 [turn over     *2954426877* cambridge international examinations  cambridge international general certificate of secondary education       biology 0610/12     paper 1  multiple choice (core)  october/november 2018     45 minutes    additional materials: multiple choice answer sheet    soft clean eraser    soft pencil (type b or hb is recommended)        read these instructions first    write in soft pencil.  do not use staples, paper clips, glue or correction fluid. write your name, centre number and candidate number on the answer sheet in the spaces provided  unless this has been done for you.  do not  write in any barcodes.   there are forty  questions on this paper. answer all questions. for each question there are four possible  answers a, b, c and d.   choose the one you consider correct and record your choice in soft pencil  on the separate answer sheet.    read the instructions on the answer sheet very carefully.    each correct answer will score one mark. a ma rk will not be deducted for a wrong answer.  any rough working should be done in this booklet. electronic calculators may be used.      ",
+            "2": "2  \u00a9 ucles 2018 0610/12/o/n/18  1 all living organisms release energy from nutrient molecules within their cells.    what is the name of this characteristic?  a growth  b nutrition  c respiration  d sensitivity     2 the photographs show two different rats.    rattus norvegicus rattus rattus     which statement about the rats is correct?  a the rats are the same genus.  b the rats are the same species.  c the rats can breed together to produce fertile offspring.  d the rats do not share any of the same features.     3 the diagram shows an arthropod.        which group of arthropods does it belong to?  a arachnids  b crustaceans  c insects  d myriapods ",
+            "3": "3  \u00a9 ucles 2018 0610/12/o/n/18 [turn over  4 two types of cell, one animal and one plant, were examined using a light microscope.    which row shows the correct combination of cellular features that would be observed in the cells?     cell structure observed  animal cell plant cell  a chloroplast membrane vacuole cytoplasm  b cytoplasm nucleus chloroplast membrane  c membrane cell wall cytoplasm nucleus  d nucleus chloroplast cell wall membrane      5 the diagram shows part of a leaf in cross-section.    x y    structures x and y are both part of the same  a cell.  b organ.  c tissue.  d vessel.     6 a photograph shows a plant cell nucleus measuring 2  mm across.    if the magnification of the cell is \u00d7500, what is the actual size of the nucleus?  a 0.00002  mm b 0.004  mm c 0.04  mm d 250  mm    ",
+            "4": "4  \u00a9 ucles 2018 0610/12/o/n/18  7 how do carbon dioxide and oxygen move into and out of a mesophyll cell?  a active transport  b diffusion  c respiration  d transpiration      8 the diagram shows apparatus used to investigate osmosis.    the volumes of solutions a, b, c and d were the same at the start of the investigation.    after one hour, the solutions had moved up the glass tubes.    which solution was the most concentrated at the start of the investigation?    glass tube partially permeable membraneglasstubeglasstube partially permeable membraneglasstube water solution asolution bsolution csolution d     ",
+            "5": "5  \u00a9 ucles 2018 0610/12/o/n/18 [turn over  9 the data show the concentrations of sugar and starch in an onion.    total sugar including  reducing sugar  / g per 100g starch  / g per 100g  3.7 0.0    the onion is tested with benedict\u2019s solution and iodine solution.    which set of results is correct?     benedict\u2019s  solution iodine  solution  a blue blue-black  b blue brown  c brick red blue-black  d brick red brown     10 the apparatus shown is used for an experiment on starch digestion.    which test-tube contains the most sugar after 20 minutes?    a starch solutionand salivaryamylasestarchsolutionand salivaryamylasestarch solution water-bath at 15  \u00b0c water-bath at 37  \u00b0cbc d      ",
+            "6": "6  \u00a9 ucles 2018 0610/12/o/n/18  11 an experiment was carried out using the apparatus shown.    the carbon dioxide content of the water in each test-tube was measured at the start and again  three hours later.    in which test-tube would there be a decrease in carbon dioxide content?    abcd black polythene to keep out lightwater water plant water snaillight light light       12 the diagram shows a cross-section of a leaf.    which is the xylem?    b ca d      13 what is the result of a diet lacking iron?  a bleeding gums  b poor wound healing  c reduced number of red blood cells  d weak bones and teeth     ",
+            "7": "7  \u00a9 ucles 2018 0610/12/o/n/18 [turn over  14 which row shows an enzyme with the correct site of production and products?     enzyme enzyme  produced by product(s)  of digestion  a amylase salivary glands amino acids  b amylase stomach sugar  c protease salivary glands sugar  d protease stomach amino acids     15 the diagram shows a plant cell.        what type of plant cell is this?  a guard cell  b mesophyll cell  c root cortex cell  d root hair cell     ",
+            "8": "8  \u00a9 ucles 2018 0610/12/o/n/18  16 the diagram shows two shoots at the start of an experiment on transpiration.    30 gspring balance  oil watershoot  x shoot  y  30 g     what are the likely readings on the spring balances after three days?     shoot x  / g shoot y  / g  a 25 25  b 25 30  c 30 25  d 30 30     17 the diagram shows a circulatory system.    heart2 13 4capillaries of the lungscapillaries of therest of the body     which vessels carry oxygenated blood?  a 1 and 2 b 1 and 4 c 2 and 3 d 2 and 4     ",
+            "9": "9  \u00a9 ucles 2018 0610/12/o/n/18 [turn over  18 some organisms cause transmissible diseases.    what is defined as a disease-causing organism?  a bacterium  b pathogen  c phagocyte  d virus     19 the graph shows changes in the volume of air in the lungs of a person at rest, over a period of 30  seconds.    0012 30 time  / svolume of air inlungs/  dm3     which graph shows changes in the volume of air in the lungs of the same person immediately  after they have done five minutes of vigorous exercise?    0 30 time  / sa 0 30 time  / sb 0 30 time  / sc 0 30 time  / sd012 volume of air inlungs/  dm3 012 volumeof air inlungs/  dm3 012 volumeof air inlungs/  dm3012 volumeof air inlungs/  dm3      ",
+            "10": "10  \u00a9 ucles 2018 0610/12/o/n/18  20 as we breathe out, ..1.. is ..2.. through the lungs.    which words correctly complete gaps 1 and 2?     1 2  a carbon dioxide excreted  b carbon dioxide respired  c oxygen excreted  d oxygen respired     21 a person carries out vigorous exercise without drinking any water.    what would happen to the concentration and volume of the person\u2019s urine immediately after exercise?     urine  concentration urine  volume  a decrease decrease  b decrease increase  c increase decrease  d increase increase    22 the diagram shows a reflex arc.    which label points to the sensory neurone?    a b c hot pand     ",
+            "11": "11  \u00a9 ucles 2018 0610/12/o/n/18 [turn over  23 what does the central nervous system consist of?  a brain, spinal cord and peripheral nerves  b brain and spinal cord only  c brain only  d spinal cord and peripheral nerves only      24 where is alcohol broken down in the body?  a bladder  b kidneys  c liver  d stomach      25 the diagram shows parts of a flower.    which structure represents the site of fertilisation?    a b c d     ",
+            "12": "12  \u00a9 ucles 2018 0610/12/o/n/18  26 the diagram shows the female reproductive system.    where does implantation normally occur?    abc d     27 which precautions could help to prevent the spread of aids?    1 avoiding the mixing of blood  2 using a femidom  3 using the contraceptive pill  4 using a condom    a 1 and 3 b 1, 2 and 4 c 2, 3 and 4 d 2 and 4 only     ",
+            "13": "13  \u00a9 ucles 2018 0610/12/o/n/18 [turn over  28 the diagram shows a timeline of a woman\u2019s menstrual cycle, which lasts for 28 days.    1234567891011121314 1516 17 18 19 20 21 22 23 24 25 26 2728menstruation (period)     on which days of the menstrual cycle is a woman most likely to become pregnant?  a days 1\u2013  4  b days 7\u201310  c days 13\u201316  d days 20\u201323      29 what is the transmission of genetic information from generation to generation known as?  a cell division  b inheritance  c meiosis  d mitosis     ",
+            "14": "14  \u00a9 ucles 2018 0610/12/o/n/18  30 the diagram shows the chromosomes in one human cell.    123456 789 1 0 1 1 1 2 13 14 15 16 17 18 19 20 21 22 xx    what can be concluded from the chromosomes in this cell?  a the cell is from a man.  b the cell is from a woman.  c there are only 23 chromosomes per cell.  d there are only 46 pairs of chromosomes per cell.      31 the allele for detached earlobes is dominant to the allele for attached earlobes.    two parents are heterozygous for detached earlobes.    what is the probability of their first child having attached earlobes?  a 0% b 25% c 50% d 75%     32 which is an example of discontinuous variation?  a height  b skin colour  c tongue rolling  d weight     ",
+            "15": "15  \u00a9 ucles 2018 0610/12/o/n/18 [turn over  33 farmers have bred holstein-friesian cattle to produce more milk than older breeds of cattle.    which process was used to produce these cattle?  a adaptation  b genetic engineering  c natural selection  d selective breeding     34 the diagram shows a food web.    hedgehog greenflycaterpillar rose plant cabbage plantbeetlerobin     which row shows a food chain in this food web?     producer primary  consumer secondary  consumer  a hedgehog caterpillar robin  b cabbage plant greenfly beetle  c cabbage plant beetle robin  d rose plant hedgehog greenfly    ",
+            "16": "16  \u00a9 ucles 2018 0610/12/o/n/18  35 the diagram shows part of the carbon cycle.    which arrow represents photosynthesis?    carbon dioxide in air animals burning plants decomposersa bcd       36 the population of rabbits in a woodland halves over a ten year period. rabbits are herbivores.    what could have caused this change?  a an increased food supply  b an increased light intensity  c an increased number of predators  d an increased water supply     37 the production of ethanol for biofuels involves two stages.    firstly, starch is converted to glucose by ..1 .. . secondly, glucose is converted to ethanol   by ..2.. during ..3.. .    which row correctly completes gaps 1, 2 and 3?     1 2 3  a enzymes bacteria aerobic respiration  b enzymes yeast anaerobic respiration  c pectinase bacteria aerobic respiration  d pectinase yeast anaerobic respiration     ",
+            "17": "17  \u00a9 ucles 2018 0610/12/o/n/18  38 scientists have produced yellow rice called golden rice. golden rice has been produced by the  insertion of genes into rice plants.    what is involved in the production of golden rice?  a genetic engineering  b mutation  c natural selection  d selective breeding      39 what is a negative impact on the environment caused by deforestation?  a decrease in land for livestock production  b decreased levels of carbon dioxide in the air  c increase in flooding  d increased levels of soil      40 which is a greenhouse gas?  a herbicides  b insecticides  c methane  d oxygen     ",
+            "18": "18  \u00a9 ucles 2018 0610/12/o/n/18  blank page",
+            "19": "19  \u00a9 ucles 2018 0610/12/o/n/18  blank page",
+            "20": "20    permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to trac e 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 ans wer-related information to candidates, all copyright acknowledgements are reproduced onl ine in the cambridge  international examinations copyright acknow ledgements booklet. this is produced for each  series of examinations and is freely a vailable to download at  www.cie.org.uk after the live examination series.    cambridge international examinations is part of the cambridge as sessment group. cambridge assessment is the brand name of unive rsity of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge.    \u00a9 ucles 2018 0610/12/o/n/18  blank page  "
+        },
+        "0610_w18_qp_13.pdf": {
+            "1": "  this syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certifica te.  this document consists of 17 printed pages and 3 blank pages.  ib18 11_0610_13/3rp  \u00a9 ucles 2018 [turn over     *9885623081* cambridge international examinations  cambridge international general certificate of secondary education       biology 0610/13     paper 1  multiple choice (core)  october/november 2018     45 minutes    additional materials: multiple choice answer sheet    soft clean eraser    soft pencil (type b or hb is recommended)        read these instructions first    write in soft pencil.  do not use staples, paper clips, glue or correction fluid. write your name, centre number and candidate number on the answer sheet in the spaces provided  unless this has been done for you.  do not  write in any barcodes.   there are forty  questions on this paper. answer all questions. for each question there are four possible  answers a, b, c and d.   choose the one you consider correct and record your choice in soft pencil  on the separate answer sheet.    read the instructions on the answer sheet very carefully.    each correct answer will score one mark. a ma rk will not be deducted for a wrong answer.  any rough working should be done in this booklet. electronic calculators may be used.                             ",
+            "2": "2  \u00a9 ucles 2018 0610/13/o/n/18  1 which process occurs both in plants and in animals?  a excretion  b phagocytosis  c photosynthesis  d transpiration      2 what does the term species  mean?  a a group of animals that reproduce asexually  b a group of organisms that can reproduce to produce fertile offspring  c a group of plants that reproduce to produce fertile offspring  d a group of vertebrates that reproduce sexually      3 woodlice are arthropods with 14 jointed legs.    to which arthropod class do they belong?  a arachnids  b crustaceans  c insects  d myriapods     4 sunflowers have yellow flowers.    which cell structure is found in sunflower leaves but not in the petals of the flowers?  a cell membrane  b cell wall  c chloroplast  d vacuole    ",
+            "3": "3  \u00a9 ucles 2018 0610/13/o/n/18 [turn over  5 the diagram shows part of a leaf in cross-section.    x y    structures x and y are both part of the same  a cell.  b organ.  c tissue.  d vessel.      6 a bacterial cell has a length of 40  mm when it is magnified by \u00d720  000.    what is the actual length of the bacterial cell?  a 0.0002  mm b 0.002  mm c 0.02  mm d 0.2  mm     7 how do carbon dioxide and oxygen move into and out of a mesophyll cell?  a active transport  b diffusion  c respiration  d transpiration    ",
+            "4": "4  \u00a9 ucles 2018 0610/13/o/n/18  8 the diagram shows four identical pieces of potato in test-tubes. the potato pieces were left as  shown for six hours.    which piece of potato would have the greatest increase in mass?    a b c d distilled water 5% sugar solution20% sugar solutionair      9 the data show the concentrations of sugar and starch in an onion.    total sugar including  reducing sugar  /  g per 100g starch  / g per 100g  3.7 0.0    the onion is tested with benedict\u2019s solution and iodine solution.    which set of results is correct?     benedict\u2019s  solution iodine  solution  a blue blue-black  b blue brown  c brick red blue-black  d brick red brown     ",
+            "5": "5  \u00a9 ucles 2018 0610/13/o/n/18 [turn over  10 the apparatus shown is used for an experiment on starch digestion.    which test-tube contains the most sugar after 20 minutes?    a starch solutionand salivaryamylasestarchsolutionand salivaryamylasestarch solution water-bath at 15  \u00b0c water-bath at 37  \u00b0cbc d      11 an experiment was carried out using the apparatus shown.    the carbon dioxide content of the water in each test-tube was measured at the start and again  three hours later.    in which test-tube would there be a decrease in carbon dioxide content?    abcd black polythene to keep out lightwater water plant water snaillight light light      ",
+            "6": "6  \u00a9 ucles 2018 0610/13/o/n/18  12 the diagram shows a cross-section of a leaf.    x y z    which row shows the correct labels?     palisade  mesophyll cell spongy  mesophyll cell stoma  a x y z  b x z y  c y x z  d y z x      13 what is the result of a diet lacking iron?  a bleeding gums  b poor wound healing  c reduced number of red blood cells  d weak bones and teeth     ",
+            "7": "7  \u00a9 ucles 2018 0610/13/o/n/18 [turn over  14 the diagram shows the activity of salivary am ylase, pancreatic lipase and stomach protease at  different ph levels.    123456 ph789 1 1 10 12enzyme activity     from the graph, what is the optimum ph for the protease enzyme?  a 2.0 b 3.5 c 7.0 d 8.0      15 the diagram shows a section through the stem of a dicotyledonous plant.    which part transports water and mineral ions?    a b c d      ",
+            "8": "8  \u00a9 ucles 2018 0610/13/o/n/18  16 the diagram shows two shoots at the start of an experiment on transpiration.    30 gspring balance  oil watershoot  x shoot  y  30 g     what are the likely readings on the spring balances after three days?     shoot x  / g shoot y  / g  a 25 25  b 25 30  c 30 25  d 30 30     17 the diagram shows a circulatory system.    heart2 13 4capillaries of the lungscapillaries of therest of the body     which vessels carry oxygenated blood?  a 1 and 2 b 1 and 4 c 2 and 3 d 2 and 4     ",
+            "9": "9  \u00a9 ucles 2018 0610/13/o/n/18 [turn over  18 the body\u2019s first line of defence can prevent some pathogens from entering the body.    which is a first line of defence?  a antibody production  b mucus  c phagocytosis  d vaccination     19 the graph shows changes in the volume of air in the lungs of a person at rest, over a period of 30  seconds.    0012 30 time  / svolume of air inlungs/  dm3     which graph shows changes in the volume of air in the lungs of the same person immediately  after they have done five minutes of vigorous exercise?    0 30 time  / sa 0 30 time  / sb 0 30 time  / sc 0 30 time  / sd012 volume of air inlungs/  dm3 012 volumeof air inlungs/  dm3 012 volumeof air inlungs/  dm3012 volumeof air inlungs/  dm3      ",
+            "10": "10  \u00a9 ucles 2018 0610/13/o/n/18  20 glucose is required for respiration.    which other molecule is required for aerobic respiration?  a carbon dioxide  b nitrogen  c oxygen  d water     21 which row correctly shows the organ where each substance is excreted?     carbon dioxide excess water salts urea  a kidneys liver lungs lungs  b liver liver liver skin  c lungs kidneys kidneys kidneys  d lungs kidneys liver skin    22 the diagram shows a reflex arc.    which label points to the sensory neurone?    a b c hot pand     ",
+            "11": "11  \u00a9 ucles 2018 0610/13/o/n/18 [turn over  23 the diagram shows the appearance of the iris and pupil in three different light conditions.    pupiliris1 2 3     which row shows the size of the pupil of the eye in each light condition?     no  light moderate  light bright  light  a 1 2 3  b 1 3 2  c 2 1 3  d 3 2 1      24 some possible effects of injecting substances are listed.    1 it can cause addiction.  2 it can provide immunity to a disease.  3 it can cause hiv infection if needles are shared.  4 it can improve reaction times.    which effects are associated with injecting heroin?  a 1 and 3 b 1 and 4 c 2 and 3 d 2 and 4      25 when asexual reproduction takes place, there will always be  a fertilisation.  b offspring  genetically different from parent.  c only one parent required.  d production of a pollen tube.     ",
+            "12": "12  \u00a9 ucles 2018 0610/13/o/n/18  26 the diagram shows the female reproductive system.    where does implantation normally occur?    abc d     27 which precautions could help to prevent the spread of aids?    1 avoiding the mixing of blood  2 using a femidom  3 using the contraceptive pill  4 using a condom    a 1 and 3 b 1, 2 and 4 c 2, 3 and 4 d 2 and 4 only     ",
+            "13": "13  \u00a9 ucles 2018 0610/13/o/n/18 [turn over  28 the diagram shows a timeline of a woman\u2019s menstrual cycle, which lasts for 28 days.    1234567891011121314 1516 17 18 19 20 21 22 23 24 25 26 2728menstruation (period)     on which days of the menstrual cycle is a woman most likely to become pregnant?  a days 1\u2013  4  b days 7\u201310  c days 13\u201316  d days 20\u201323      29 which name is given to different versions of a gene?  a allele  b chromosome  c length of dna  d protein      30 which cells in the human body are produced by meiosis?  a egg cells  b muscle cells  c nerve cells  d white blood cells     ",
+            "14": "14  \u00a9 ucles 2018 0610/13/o/n/18  31 two pea plants with white flowers are crossed. some of the offspring pea plants have red flowers  and some have white flowers.    which statement about the parent pea plants is correct?  a both parents are heterozygous.  b both parents are homozygous.  c one parent is heterozygous and one parent is homozygous.  d the white allele for flower colour is recessive.     32 the diagram shows a plant reproducing asexually by growing a plantlet from a runner. the  leaves of the plantlet appear different to the leaves of the parent plant.    plantletrunnerparent plant     which statement explains the difference in the leaf shape of the plantlet?  a a mutation has occurred in the genes of the plantlet.  b the plantlet inherited the genes from the parent plant.  c the plant was produced by meiosis.  d the plantlet was produced by the fusion of gametes.     33 part of the process of natural selection is described.    organisms produce many ..1.., which results in competition for ..2.. . this means that  organisms struggle for ..3.. .    which row correctly completes gaps 1, 2 and 3?     1 2 3  a offspring survival resources  b offspring resources survival  c resources survival offspring  d resources offspring survival    ",
+            "15": "15  \u00a9 ucles 2018 0610/13/o/n/18 [turn over  34 which organism in the food chain shown uses light energy?    green plant chicken rat cobraabcd       35 what is the definition of a food chain?  a a line of different living things  b taking in the sun\u2019s energy  c the process of one living thing ingesting another living thing  d the transfer of energy from one organism to the next, beginning with a producer     36 elk are mammals and they are herbivores.    the graph shows the total number of elk in a national park between 1978 and 2008.    1978198019821984198619881990199219941996199820002002200420062008 yeartotal numberof elk700 600500400300200100 0     what is a possible explanation for the change in the elk population between 1998 and 2000?  a decrease in disease  b decrease in hunting  c increase in food source  d increase in predation     ",
+            "16": "16  \u00a9 ucles 2018 0610/13/o/n/18  37 bacteria have the following features.    1 the ability to make complex molecules  2 the ability to reproduce quickly  3 have a cell membrane  4 have cytoplasm    which features make bacteria useful in biotechnology?  a 1, 2, 3 and 4  b 1, 2 and 3 only  c 1 and 2 only  d 1 only     38 some washing powders contain enzymes as well as detergent.    in an experiment, three pieces of cloth were stained with the same substance. they were left in  different beakers of detergent, some with added enzyme, at 40  \u00b0c for 30 minutes.    detergent beakercloth black stainat the start of the experiment after 30 minutesat 40  \u00b0c detergent onlydetergent and lipasedetergent and protease    which statement is correct for the results shown by this experiment?  a the black stain contained carbohydrate.  b the black stain contained fat.  c the black stain contained protein.  d the black stain contained water.     ",
+            "17": "17  \u00a9 ucles 2018 0610/13/o/n/18  39 which activity is the least  likely source of pollution?    farmer spraying fields with insecticide farmer spraying fieldswith herbicide b   sewage treatment worksa direction offlow of streamstream cfield sprayed withfertiliser just beforeheavy rainfalld direction of water flow       40 what is used in the conservation of species?  a deforestation  b moving species to different habitats  c seed banks  d selective breeding     ",
+            "18": "18    blank page   \u00a9 ucles 2018 0610/13/o/n/18  ",
+            "19": "19    blank page   \u00a9 ucles 2018 0610/13/o/n/18  ",
+            "20": "20    blank page     permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to trac e 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 ans wer-related information to candidates, all copyright acknowledgements are reproduced onl ine in the cambridge  international examinations copyright acknow ledgements booklet. this is produced for each  series of examinations and is freely a vailable to download at  www.cie.org.uk after the live examination series.    cambridge international examinations is part of the cambridge as sessment group. cambridge assessment is the brand name of unive rsity of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge.    \u00a9 ucles 2018 0610/13/o/n/18   "
+        },
+        "0610_w18_qp_21.pdf": {
+            "1": "  this syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certifica te.  this document consists of 18 printed pages and 2 blank pages.  ib18 11_0610_21/3rp  \u00a9 ucles 2018 [turn over     *3938804197 * cambridge international examinations  cambridge international general certificate of secondary education       biology 0610/21     paper 2  multiple choice (extended)  october/november 2018     45 minutes    additional materials: multiple choice answer sheet    soft clean eraser    soft pencil (type b or hb is recommended)        read these instructions first    write in soft pencil.  do not use staples, paper clips, glue or correction fluid. write your name, centre number and candidate number on the answer sheet in the spaces provided  unless this has been done for you.  do not  write in any barcodes.   there are forty  questions on this paper. answer all questions. for each question there are four possible  answers a, b, c and d.   choose the one you consider correct and record your choice in soft pencil  on the separate answer sheet.    read the instructions on the answer sheet very carefully.    each correct answer will score one mark. a ma rk will not be deducted for a wrong answer.  any rough working should be done in this booklet. electronic calculators may be used.        ",
+            "2": "2  \u00a9 ucles 2018 0610/21/o/n/18  1 the sundew is a carnivorous plant that can trap small insects with sticky hairs and then digest  them. when an insect gets stuck, other nearby sticky hairs bend over to trap the insect.    which characteristics of living organisms are demonstrated when the sundew traps insects?  a growth and excretion  b growth and sensitivity  c movement and excretion  d movement and sensitivity     2 systems of classification show which organisms share more recent ancestors.    what is the most accurate system of classification?  a using anatomy  b using dna base sequences  c using morphology  d using a pedigree diagram     3 which part of a plant cell controls the movement of substances into and out of the cell?  a cell membrane  b cell wall  c cytoplasm  d vacuole    ",
+            "3": "3  \u00a9 ucles 2018 0610/21/o/n/18 [turn over  4 the diagram shows part of a leaf in cross-section.    x y    structures x and y are both part of the same  a cell.  b organ.  c tissue.  d vessel.     5 how do carbon dioxide and oxygen move into and out of a mesophyll cell?  a active transport  b diffusion  c respiration  d transpiration    ",
+            "4": "4  \u00a9 ucles 2018 0610/21/o/n/18  6 four freshly cut potato cylinders were soaked for one hour in different salt solutions before being  pinned to cork blocks. two of the blocks are shown.    cork blockpin rigid potato cylinderflaccidpotato cylinder     which solution would cause the potato cylinder to be most flaccid?  a 0.1  mol per dm3 salt solution  b 0.3  mol per dm3 salt solution  c 0.7  mol per dm3 salt solution  d 1.0  mol per dm3 salt solution      7 the data show the concentrations of sugar and starch in an onion.    total sugar including  reducing sugar  / g per 100g starch  / g per 100g  3.7 0.0    the onion is tested with benedict\u2019s solution and iodine solution.    which set of results is correct?     benedict\u2019s  solution iodine  solution  a blue blue-black  b blue brown  c brick red blue-black  d brick red brown    8 which statement about the structure of dna is correct?  a base a always pairs with base c.  b base a always pairs with base t.  c it consists of proteins.  d it forms a single helix.    ",
+            "5": "5  \u00a9 ucles 2018 0610/21/o/n/18 [turn over  9 the apparatus shown is used for an experiment on starch digestion.    which test-tube contains the most sugar after 20 minutes?    a starch solutionand salivaryamylasestarchsolutionand salivaryamylasestarch solution water-bath at 15  \u00b0c water-bath at 37  \u00b0cbc d      10 a student wrote some notes about enzymes.    she wrote:    \u2018the ..1.. of the enzyme is ..2.. to an area on the substrate.    this area on the substrate can fit into it to form an ..3.. complex\u2019.    which words correctly complete gaps 1, 2 and 3?     1 2 3  a active site complementary enzyme-substrate  b active site similar enzyme-product  c shape complementary enzyme-product  d shape similar enzyme-substrate    ",
+            "6": "6  \u00a9 ucles 2018 0610/21/o/n/18  11 an experiment was carried out using the apparatus shown.    the carbon dioxide content of the water in each test-tube was measured at the start and again  three hours later.    in which test-tube would there be a decrease in carbon dioxide content?    abcd black polythene to keep out lightwater water plant water snaillight light light       12 the diagram shows a plant cell.    nucleuscell membrane chloroplastcytoplasmcell wallvacuole     which type of cell is shown?  a cuticle cell  b epidermal cell  c palisade mesophyll cell  d spongy mesophyll cell      13 what is the result of a diet lacking iron?  a bleeding gums  b poor wound healing  c reduced number of red blood cells  d weak bones and teeth   ",
+            "7": "7  \u00a9 ucles 2018 0610/21/o/n/18 [turn over  14 the diagram shows part of the alimentary canal.    which structure produces lipase?    dcb a       15 the photomicrograph shows a cross-section through a buttercup root.    z     what is the function of the tissue labelled z?  a site of photosynthesis  b site of respiration  c transport of sugars  d transport of water     ",
+            "8": "8  \u00a9 ucles 2018 0610/21/o/n/18  16 roots and leaves both act as a source and a si nk for sucrose and amino acids at different times  during the year.    at which point in the year are the roots most active as a source?    a spring new leaves start to grow b summer leaves are matured winter no leaves are present c autumn leaves die and fall      17 the diagram shows a circulatory system.    heart2 13 4capillaries of the lungscapillaries of therest of the body     which vessels carry oxygenated blood?  a 1 and 2 b 1 and 4 c 2 and 3 d 2 and 4      18 what happens to the heart valves when the ventricles contract?     atrioventricular  valves semilunar  valves  a valves close valves close  b valves close valves open  c valves open valves close  d valves open valves open   ",
+            "9": "9  \u00a9 ucles 2018 0610/21/o/n/18 [turn over  19 the diagram with the structure labelled x shows a bacterium with proteins on its surface. the  diagram labelled y shows proteins made by the human body.    x y    which row shows the correct combination for destroying the bacterium?     name of x name of y correct  shape of y  a antigen antibody    b antibody antigen    c antigen antibody    d antibody antigen       ",
+            "10": "10  \u00a9 ucles 2018 0610/21/o/n/18  20 the graph shows changes in the volume of air in the lungs of a person at rest, over a period of 30  seconds.    0012 30 time  / svolume of air inlungs/  dm3     which graph shows changes in the volume of air in the lungs of the same person immediately  after they have done five minutes of vigorous exercise?    0 30 time  / sa 0 30 time  / sb 0 30 time  / sc 0 30 time  / sd012 volume of air inlungs/  dm3 012 volumeof air inlungs/  dm3 012 volumeof air inlungs/  dm3012 volumeof air inlungs/  dm3       21 what is produced by anaerobic respiration in mammals?  a alcohol + carbon dioxide  b alcohol + oxygen  c lactic acid + carbon dioxide  d lactic acid     ",
+            "11": "11  \u00a9 ucles 2018 0610/21/o/n/18 [turn over  22 which row describes the functions of the bladder, kidneys and liver?     production  of urea excretion  of urea storage  of urine  a liver bladder kidneys  b bladder kidneys liver  c liver kidneys bladder  d kidneys liver bladder    23 the diagram shows the structure of the eye.    which structure refracts light?    a bcd     ",
+            "12": "12  \u00a9 ucles 2018 0610/21/o/n/18  24 a student used two seedlings x and y to investigate phototropism.    the diagram shows their investigation.    x at the start of the experimentpiece of glasslight x after some time no curvature towards lightpiece of glasslight y at the start of the experimentlight y after some time gives curvature towards lightpiece of glass piece of glasslight     which statement explains the difference in results between x and y?  a the piece of glass destroyed the auxin on the shaded side of the seedling.  b the piece of glass destroyed the auxin on the side of the seedling facing the light.  c the piece of glass in x stopped the auxin travelling down the shaded side of the seedling.  d the piece of glass in x stopped the auxin travelling down the side of the seedling facing the  light.     ",
+            "13": "13  \u00a9 ucles 2018 0610/21/o/n/18 [turn over  25 the diagram shows part of the mechanism that controls blood sugar concentration.    liver pancreas3  more glycogen 4  less glycogen 5  more glucagon 6  less glucagon1  more glucose 2  less glucose blood vessels blood vessels     a person does one hour of exercise.    starting with the pancreas, what is the sequence of events in which the hormone glucagon is  involved?  a 5 \u2192 3 \u2192 2 b 5 \u2192 4 \u2192 1 c 6 \u2192 3 \u2192 1 d 6 \u2192 4 \u2192 2     26 the graph shows the number of cases of mrsa in one country between 2001 and 2006.    8000 7250650057505000 2001 2002 2003 2004 2005 2006 yearnumber of cases ofmrsa     between which years was the greatest  change in the number of cases of mrsa seen?  a 2002 and 2003  b 2003 and 2004  c 2004 and 2005  d 2005 and 2006    ",
+            "14": "14  \u00a9 ucles 2018 0610/21/o/n/18  27 which row describes sexual reproduction?     gamete  nucleus zygote  nucleus genetically different  offspring produced  a diploid diploid \u001a  b diploid haploid \u001a  c haploid diploid \u0016  d haploid haploid \u0016      28 which statement describes human male gametes?  a large, few and non-motile  b large, numerous and motile  c small, few and non-motile  d small, numerous and motile     29 which organ secretes the most progesterone during pregnancy?  a adrenal gland  b ovary  c placenta  d uterus     30 what is the role of mrna?  a assembles amino acids into protein molecules  b carries a copy of the gene out of the nucleus  c controls cell function by controlling the production of proteins  d duplicates chromosomes before mitosis    ",
+            "15": "15  \u00a9 ucles 2018 0610/21/o/n/18 [turn over  31 the diagram shows the formation of new diploid cells.    xy     what do arrows x and y represent?     x y  a duplication of chromosomes meiosis  b duplication of chromosomes mitosis  c meiosis duplication of chromosomes  d mitosis duplication of chromosomes      32 a man marries a woman who has a different blood group from him. they have two children. the  children have different blood groups from each other and different blood groups from their parents.    what are the genotypes of the parent\u2019s blood groups?  a i aia and iaib b iaia and ioio c iaib and ibib d iaib and ioio      33 sickle-cell anaemia is a genetic disease that is caused by the allele hbs.    hba is the normal allele.    a woman does not have the symptoms of the disease but her brother does show symptoms.    if her mother and father do not have symptoms, which statement is correct?  a the woman has the genotype hbshbs.  b the woman\u2019s brother has the genotype hbahba.  c the woman\u2019s father and mother both have the genotype hbahbs.  d the woman\u2019s father and mother both have the genotype hbshbs.     ",
+            "16": "16  \u00a9 ucles 2018 0610/21/o/n/18  34 over the last 30 years some antibiotics have become less effective in treating bacterial infection.    what is the reason for this?  a artificial selection  b asexual reproduction  c more effective new antibiotics  d natural selection    35 the diagram shows part of the nitrogen cycle.    nitrogen in atmosphere plants yz xw ammonium ionsnitrate ionsanimals     which row correctly identifies the bacteria involved in processes w, x, y and z?     w x y z  a denitrifying decomposer nitrifying nitrogen-fixing  b denitrifying nitrifying decomposer nitrogen-fixing  c nitrifying decomposer nitrogen-fixing denitrifying  d nitrogen-fixing nitrifying decomposer denitrifying     ",
+            "17": "17  \u00a9 ucles 2018 0610/21/o/n/18 [turn over  36 the graph shows a bacteria population curve.    in which phase on the graph is the number of bacteria dying equal to the number dividing?    0 0number of bacteria time  / minab c d      37 bacteria are used in genetic engineering and biotechnology.    bacteria are used because of the presence of which cell structure?  a cell membrane  b cell wall  c cytoplasm  d plasmids    38 what is an example of genetic engineering?  a using enzymes to make washing powders  b using pectinase to make fruit juice  c producing plants that have been given genes for resistance to insect pests  d using yeast to make bread    39 what is least  likely to result from deforestation?  a increase in flooding  b increase in species  c loss of habitats  d loss of soil    ",
+            "18": "18  \u00a9 ucles 2018 0610/21/o/n/18  40 pieces of plastic between 1  \u00b5m and 1  mm in size are called microplastics. microplastics are put  into some face creams and are produced during clothing manufacture. they can now be found in increasing quantities in oceans all over the world.    as well as their small size, which other property of microplastics make them dangerous to living  organisms?  a they are lightweight.  b they are non-biodegradable.  c they are non-reactive.  d they are toxic.     ",
+            "19": "19    blank page   \u00a9 ucles 2018 0610/21/o/n/18  ",
+            "20": "20    blank page     permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to trac e 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 ans wer-related information to candidates, all copyright acknowledgements are reproduced onl ine in the cambridge  international examinations copyright acknow ledgements booklet. this is produced for each  series of examinations and is freely a vailable to download at  www.cie.org.uk after the live examination series.    cambridge international examinations is part of the cambridge as sessment group. cambridge assessment is the brand name of unive rsity of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge.    \u00a9 ucles 2018 0610/21/o/n/18   "
+        },
+        "0610_w18_qp_22.pdf": {
+            "1": "  this syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certifica te.  this document consists of 18 printed pages and 2 blank pages.  ib18 11_0610_22/3rp  \u00a9 ucles 2018 [turn over     *3397490337 * cambridge international examinations  cambridge international general certificate of secondary education       biology 0610/22     paper 2  multiple choice (extended)  october/november 2018     45 minutes    additional materials: multiple choice answer sheet    soft clean eraser    soft pencil (type b or hb is recommended)        read these instructions first    write in soft pencil.  do not use staples, paper clips, glue or correction fluid. write your name, centre number and candidate number on the answer sheet in the spaces provided  unless this has been done for you.  do not  write in any barcodes.   there are forty  questions on this paper. answer all questions. for each question there are four possible  answers a, b, c and d.   choose the one you consider correct and record your choice in soft pencil  on the separate answer sheet.    read the instructions on the answer sheet very carefully.    each correct answer will score one mark. a ma rk will not be deducted for a wrong answer.  any rough working should be done in this booklet. electronic calculators may be used.        ",
+            "2": "2  \u00a9 ucles 2018 0610/22/o/n/18  1 a person drinks a glass of iced water and the volume of sweat they secrete decreases.    this is an example of which characteristic of living organisms?  a growth  b movement  c respiration  d sensitivity     2 lichens are formed from two different organisms living together.    the table shows some of the characteristics of two organisms, x and y, found in most lichens.    x y  made of strands called hyphae single celled  hyphae have cell walls  and many nuclei cell contains a nucleus  and chloroplasts    which kingdoms are represented by x and y?     x y  a fungus plant  b fungus protoctist  c protoctist fungus  d protoctist plant     3 two types of cell, one animal and one plant, were examined using a light microscope.    which row shows the correct combination of cellular features that would be observed in the cells?     cell structure observed  animal cell plant cell  a chloroplast membrane vacuole cytoplasm  b cytoplasm nucleus chloroplast membrane  c membrane cell wall cytoplasm nucleus  d nucleus chloroplast cell wall membrane     ",
+            "3": "3  \u00a9 ucles 2018 0610/22/o/n/18 [turn over  4 the diagram shows part of a leaf in cross-section.    x y    structures x and y are both part of the same  a cell.  b organ.  c tissue.  d vessel.     5 how do carbon dioxide and oxygen move into and out of a mesophyll cell?  a active transport  b diffusion  c respiration  d transpiration    ",
+            "4": "4  \u00a9 ucles 2018 0610/22/o/n/18  6 the diagram shows a plant cell after it has been submerged in a solution, p, for 20 minutes.        which row describes the water potential of solution p and the condition of the cell?     water potential of solution p condition of the cell  a higher than the cell sap in the vacuole plasmolysed and turgid  b higher than the cell sap in the vacuole under high turgor pressure  c lower than the cell sap in the vacuole plasmolysed and flaccid  d the same as the cell sap in the vacuole under low turgor pressure     7 the data show the concentrations of sugar and starch in an onion.    total sugar including  reducing sugar  /  g per 100g starch  / g per 100g  3.7 0.0    the onion is tested with benedict\u2019s solution and iodine solution.    which set of results is correct?     benedict\u2019s  solution iodine  solution  a blue blue-black  b blue brown  c brick red blue-black  d brick red brown    8 the base sequence of part of one strand of a dna molecule is shown.    atagcc    what is the base sequence of the other strand?  a gcgatt b cgctaa c tatcgg d atagcc     ",
+            "5": "5  \u00a9 ucles 2018 0610/22/o/n/18 [turn over  9 the apparatus shown is used for an experiment on starch digestion.    which test-tube contains the most sugar after 20 minutes?    a starch solutionand salivaryamylasestarch solutionand salivaryamylasestarch solution water-bath at 15  \u00b0c water-bath at 37  \u00b0cbc d      10 the graph shows the effect of temperature on the action of an enzyme.    enzyme activity temperature  / \u00b0c0 20 40 60 80     why does the rate of reaction change when the temperature is increased from 20  \u00b0c to 30  \u00b0c?     more kinetic  energy of particles more frequent  collisions of particles  a \u0016 \u0016  b \u001a \u0016  c \u0016 \u001a  d \u001a \u001a     ",
+            "6": "6  \u00a9 ucles 2018 0610/22/o/n/18  11 an experiment was carried out using the apparatus shown.    the carbon dioxide content of the water in each test-tube was measured at the start and again  three hours later.    in which test-tube would there be a decrease in carbon dioxide content?    abcd black polythene to keep out lightwater water plant water snaillight light light       12 the diagram shows the structure of cells from the leaf of a plant.        what type of cells are they?  a epidermal cells  b guard cells  c palisade cells  d spongy cells    13 what is the result of a diet lacking iron?  a bleeding gums  b poor wound healing  c reduced number of red blood cells  d weak bones and teeth    ",
+            "7": "7  \u00a9 ucles 2018 0610/22/o/n/18 [turn over  14 which row shows an enzyme with the correct site of production and products?     enzyme enzyme  produced by product(s)  of digestion  a amylase salivary glands amino acids  b amylase stomach sugar  c protease salivary glands sugar  d protease stomach amino acids     15 the diagram shows a plant cell.        what type of plant cell is this?  a guard cell  b mesophyll cell  c root cortex cell  d root hair cell    ",
+            "8": "8  \u00a9 ucles 2018 0610/22/o/n/18  16 roots and leaves both act as a source and a si nk for sucrose and amino acids at different times  during the year.    at which point in the year are the roots most active as a source?    a spring new leaves start to grow b summer leaves are matured winter no leaves are present c autumn leaves die and fall      17 the diagram shows a circulatory system.    heart2 13 4capillaries of the lungscapillaries of the rest of the body     which vessels carry oxygenated blood?  a 1 and 2 b 1 and 4 c 2 and 3 d 2 and 4      18 what happens to the heart valves when the ventricles contract?     atrioventricular  valves semilunar  valves  a valves close valves close  b valves close valves open  c valves open valves close  d valves open valves open   ",
+            "9": "9  \u00a9 ucles 2018 0610/22/o/n/18 [turn over  19 the diagram with the structure labelled x shows a bacterium with proteins on its surface. the  diagram labelled y shows proteins made by the human body.    x y    which row shows the correct combination for destroying the bacterium?     name of x name of y correct  shape of y  a antigen antibody    b antibody antigen    c antigen antibody    d antibody antigen       ",
+            "10": "10  \u00a9 ucles 2018 0610/22/o/n/18  20 the graph shows changes in the volume of air in the lungs of a person at rest, over a period of 30  seconds.    0012 30 time  / svolume of air inlungs/  dm3     which graph shows changes in the volume of air in the lungs of the same person immediately after they have done five minutes of vigorous exercise?    0 30 time  / sa 0 30 time  / sb 0 30 time  / sc 0 30 time  / sd012 volume of air inlungs/  dm3 012 volume of air inlungs/  dm3 012 volume of air inlungs/  dm3012 volume of air inlungs/  dm3      21 as we breathe out, ..1.. is ..2.. through the lungs.    which words correctly complete gaps 1 and 2?     1 2  a carbon dioxide excreted  b carbon dioxide respired  c oxygen excreted  d oxygen respired     ",
+            "11": "11  \u00a9 ucles 2018 0610/22/o/n/18 [turn over  22 a person carries out vigorous exercise without drinking any water.    what would happen to the concentration and volume of the person\u2019s urine immediately after exercise?     urine  concentration urine  volume  a decrease decrease  b decrease increase  c increase decrease  d increase increase      23 what does the central nervous system consist of?  a brain, spinal cord and peripheral nerves  b brain and spinal cord only  c brain only  d spinal cord and peripheral nerves only    ",
+            "12": "12  \u00a9 ucles 2018 0610/22/o/n/18  24 a student used two seedlings x and y to investigate phototropism.    the diagram shows their investigation.    x at the start of the experimentpiece of glasslight x after some time no curvature towards lightpiece of glasslight y at the start of the experimentlight y after some time gives curvature towards lightpiece of glass piece of glasslight     which statement explains the difference in results between x and y?  a the piece of glass destroyed the auxin on the shaded side of the seedling.  b the piece of glass destroyed the auxin on the side of the seedling facing the light.  c the piece of glass in x stopped the auxin travelling down the shaded side of the seedling.  d the piece of glass in x stopped the auxin travelling down the side of the seedling facing the  light.      25 what is a response to a low concentration of glucose in the blood?  a glucagon will cause the body to convert glucose into glycogen.  b glucagon will cause the body to convert glycogen into glucose.  c insulin will cause the body to convert glucose into glycogen.  d insulin will cause the body to convert glycogen into glucose.     ",
+            "13": "13  \u00a9 ucles 2018 0610/22/o/n/18 [turn over  26 the graph shows the number of cases of mrsa in one country between 2001 and 2006.    8000 7250650057505000 2001 2002 2003 2004 2005 2006 yearnumber of cases ofmrsa     between which years was the greatest  change in the number of cases of mrsa seen?  a 2002 and 2003  b 2003 and 2004  c 2004 and 2005  d 2005 and 2006    27 what are two adaptive features of a human sperm cell?    1 jelly coat present  2 relatively high number of mitochondria 3 acrosome present 4 relatively high energy stores    a 1 and 2 b 1 and 4 c 2 and 3 d 3 and 4     28 which hormone maintains the thickness of the lining of the uterus during pregnancy?  a follicle stimulating hormone (fsh)  b luteinising hormone (lh)  c oestrogen  d progesterone     29 what is a possible disadvantage of in vitro fertilisation (ivf)?  a donated eggs and sperm can be used.  b embryos can be screened for genetic disorders.  c it requires more medical resources.  d unused embryos can be stored.    ",
+            "14": "14  \u00a9 ucles 2018 0610/22/o/n/18  30 a sperm cell from a domestic cat contains 19 chromosomes.    if this cell fertilises an egg, which zygote is produced?  a diploid, with 19 chromosomes  b diploid, with 38 chromosomes  c haploid, with 19 chromosomes  d haploid, with 38 chromosomes    31 the diagram shows a cell of an organism. the nucleus contains 12 chromosomes.        after it divides by mitosis, how many chromosomes would be present in one of the daughter  cells?  a 6 b 12 c 18 d 24    32 pure-breeding black-feathered chickens are mated with pure-breeding white-feathered chickens.  all of the individuals in the offspring in the f1 generation have both black and white feathers.    what will be the ratio of offspring phenotypes when two of the f1 generation chickens are  crossed?  a 1 black  : 1 white  b 1 black  : 2 black and white  : 1 white  c 3 white  : 1 black  d 3 black  : 1 white     ",
+            "15": "15  \u00a9 ucles 2018 0610/22/o/n/18 [turn over  33 the diagram shows the bases on part of a chromosome, p, responsible for the production of  normal haemoglobin. the same part of another chromosome, q, is responsible for the production of sickle-cell haemoglobin.    g ca t chromosome pg cg ct a chromosome qg c     what has caused the difference between the two chromosomes?  a discontinuous variation  b gene mutation  c phenotypic variation  d selective breeding      34 farmers have bred holstein-friesian cattle to produce more milk than older breeds of cattle.    which process was used to produce these cattle?  a adaptation  b genetic engineering  c natural selection  d selective breeding     ",
+            "16": "16  \u00a9 ucles 2018 0610/22/o/n/18  35 the diagram shows a food web.    hedgehog greenflycaterpillar rose plant cabbage plantbeetlerobin     which row shows a food chain in this food web?     producer primary  consumer secondary  consumer  a hedgehog caterpillar robin  b cabbage plant greenfly beetle  c cabbage plant beetle robin  d rose plant hedgehog greenfly     36 the diagram shows part of the nitrogen cycle.    which change is caused by the action of denitrifying bacteria?    plantsnitrogen gas in the air animalsnitrate in the soil faeces and urinefeedingdeath deathb cad      ",
+            "17": "17  \u00a9 ucles 2018 0610/22/o/n/18 [turn over  37 the diagram shows an industrial fermenter used to produce penicillin.    x     what is a function of the part labelled x?  a add oxygen to the solution  b maintain an even temperature throughout the solution  c record the ph of the solution  d sterilise the solution    38 genetic engineering involves various stages.    1 human dna is inserted into bacterial plasmid dna  2 recombinant plasmid inserted into bacteria 3 restriction enzyme cuts bacterial plasmid dna 4 restriction enzyme cuts human dna    what is the correct sequence for genetic engineering?  a 1 \u2192 2 \u2192 4 \u2192 3  b 2 \u2192 3 \u2192 4 \u2192 1  c 3 \u2192 2 \u2192 4 \u2192 1  d 4 \u2192 3 \u2192 1 \u2192 2    ",
+            "18": "18  \u00a9 ucles 2018 0610/22/o/n/18  39 the statements describe some of the events that occur during eutrophication.    what is directly responsible for the increase in bacteria?  a a decrease in dissolved oxygen concentration  b an increase in nitrate concentration  c an increase in the population of algae  d an increase in the death of producers    40 in 1991 there were only fourteen daviesia cunderdin  plants.    what happens to a plant population that becomes very small?  a each plant will produce fewer offspring.  b each plant will produce more offspring.  c variation in the population is increased.  d variation in the population is reduced.    ",
+            "19": "19    blank page   \u00a9 ucles 2018 0610/22/o/n/18  ",
+            "20": "20    blank page     permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to trac e 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 ans wer-related information to candidates, all copyright acknowledgements are reproduced onl ine in the cambridge  international examinations copyright acknow ledgements booklet. this is produced for each  series of examinations and is freely a vailable to download at  www.cie.org.uk after the live examination series.    cambridge international examinations is part of the cambridge as sessment group. cambridge assessment is the brand name of unive rsity of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge.    \u00a9 ucles 2018 0610/22/o/n/18   "
+        },
+        "0610_w18_qp_23.pdf": {
+            "1": "  this syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certifica te.  this document consists of 18 printed pages and 2 blank pages.  ib18 11_0610_23/4rp  \u00a9 ucles 2018 [turn over     *6778270274* cambridge international examinations  cambridge international general certificate of secondary education       biology 0610/23     paper 2  multiple choice (extended)  october/november 2018     45 minutes    additional materials: multiple choice answer sheet    soft clean eraser    soft pencil (type b or hb is recommended)        read these instructions first    write in soft pencil.  do not use staples, paper clips, glue or correction fluid. write your name, centre number and candidate number on the answer sheet in the spaces provided  unless this has been done for you.  do not  write in any barcodes.   there are forty  questions on this paper. answer all questions. for each question there are four possible  answers a, b, c and d.   choose the one you consider correct and record your choice in soft pencil  on the separate answer sheet.    read the instructions on the answer sheet very carefully.    each correct answer will score one mark. a ma rk will not be deducted for a wrong answer.  any rough working should be done in this booklet. electronic calculators may be used.        ",
+            "2": "2  \u00a9 ucles 2018 0610/23/o/n/18  1 the venus flytrap is a plant that feeds on insects. when a fly lands on the leaf, the leaf folds very  quickly and traps the fly. the leaves pr oduce enzymes which digest the fly.    which characteristics of living organisms are involved?  a excretion, growth, nutrition  b movement, excretion, nutrition  c movement, sensitivity, growth  d movement, sensitivity, nutrition     2 the diagrams show four organisms not drawn to the same scale.    which organism is a prokaryote?    ab cdnot to scale       3 sunflowers have yellow flowers.    which cell structure is found in sunflower leaves but not in the petals of the flowers?  a cell membrane  b cell wall  c chloroplast  d vacuole    ",
+            "3": "3  \u00a9 ucles 2018 0610/23/o/n/18 [turn over  4 the diagram shows part of a leaf in cross-section.    x y    structures x and y are both part of the same  a cell.  b organ.  c tissue.  d vessel.     5 how do carbon dioxide and oxygen move into and out of a mesophyll cell?  a active transport  b diffusion  c respiration  d transpiration    6 which process is involved in the uptake of glucose by the epithelial cells of kidney tubules?  a active transport  b diffusion  c osmosis  d transpiration    ",
+            "4": "4  \u00a9 ucles 2018 0610/23/o/n/18  7 the data show the concentrations of sugar and starch in an onion.    total sugar including  reducing sugar  / g per 100g starch  / g per 100g  3.7 0.0    the onion is tested with benedict\u2019s solution and iodine solution.    which set of results is correct?     benedict\u2019s  solution iodine  solution  a blue blue-black  b blue brown  c brick red blue-black  d brick red brown     8 which processes depend on the fact that water is a solvent?     evaporation  from the spongy  mesophyll cells glucose  transported  in blood plasma movement of water  by osmosis loss of sweat from  the skin surface  a \u0016 \u0016 \u0016 \u0016  b \u0016 \u0016 \u0016 \u001a  c \u0016 \u001a \u001a \u0016  d \u001a \u0016 \u0016 \u001a     ",
+            "5": "5  \u00a9 ucles 2018 0610/23/o/n/18 [turn over  9 the apparatus shown is used for an experiment on starch digestion.    which test-tube contains the most sugar after 20 minutes?    a starch solutionand salivaryamylasestarch solutionand salivaryamylasestarch solution water-bath at 15  \u00b0c water-bath at 37  \u00b0cbc d      10 the graph shows how an enzyme-controlled reaction is affected by temperature.    0 10 20 30 40 506 54321 0rate /  arbitrary units temperature  / \u00b0cx y     which statement explains the change in activity between x and y?  a there are more effective collisions.  b there is a change in the enzyme shape.  c there is more substrate present.  d the kinetic energy of the molecules has increased.    ",
+            "6": "6  \u00a9 ucles 2018 0610/23/o/n/18  11 an experiment was carried out using the apparatus shown.    the carbon dioxide content of the water in each test-tube was measured at the start and again  three hours later.    in which test-tube would there be a decrease in carbon dioxide content?    abcd black polythene to keep out lightwater water plant water snaillight light light       12 which region in the leaf of a green plant contains phloem?  a palisade mesophyll  b spongy mesophyll  c upper epidermis  d vascular bundle      13 what is the result of a diet lacking iron?  a bleeding gums  b poor wound healing  c reduced number of red blood cells  d weak bones and teeth     ",
+            "7": "7  \u00a9 ucles 2018 0610/23/o/n/18 [turn over  14 the diagram shows the activity of salivary amyl ase, pancreatic lipase and stomach protease at  different ph levels.    123456 ph789 1 1 10 12enzyme activity     from the graph, what is the optimum ph for the protease enzyme?  a 2.0 b 3.5 c 7.0 d 8.0     15 the diagram shows a section through the stem of a dicotyledonous plant.    which part transports water and mineral ions?    a b c d      ",
+            "8": "8  \u00a9 ucles 2018 0610/23/o/n/18  16 roots and leaves both act as a source and a si nk for sucrose and amino acids at different times  during the year.    at which point in the year are the roots most active as a source?    a spring new leaves start to grow b summer leaves are matured winter no leaves are present c autumn leaves die and fall      17 the diagram shows a circulatory system.    heart2 13 4capillaries of the lungscapillaries of the rest of the body     which vessels carry oxygenated blood?  a 1 and 2 b 1 and 4 c 2 and 3 d 2 and 4      18 what happens to the heart valves when the ventricles contract?     atrioventricular  valves semilunar  valves  a valves close valves close  b valves close valves open  c valves open valves close  d valves open valves open   ",
+            "9": "9  \u00a9 ucles 2018 0610/23/o/n/18 [turn over  19 the diagram with the structure labelled x shows a bacterium with proteins on its surface. the  diagram labelled y shows proteins made by the human body.    x y    which row shows the correct combination for destroying the bacterium?     name of x name of y correct  shape of y  a antigen antibody    b antibody antigen    c antigen antibody    d antibody antigen       ",
+            "10": "10  \u00a9 ucles 2018 0610/23/o/n/18  20 the graph shows changes in the volume of air in the lungs of a person at rest, over a period of 30  seconds.    0012 30 time  / svolume of air inlungs/  dm3     which graph shows changes in the volume of air in the lungs of the same person immediately after they have done five minutes of vigorous exercise?    0 30 time  / sa 0 30 time  / sb 0 30 time  / sc 0 30 time  / sd012 volume of air inlungs/  dm3 012 volume of air inlungs/  dm3 012 volume of air inlungs/  dm3012 volume of air inlungs/  dm3      21 glucose is required for respiration.    which other molecule is required for aerobic respiration?  a carbon dioxide  b nitrogen  c oxygen  d water    ",
+            "11": "11  \u00a9 ucles 2018 0610/23/o/n/18 [turn over  22 which row correctly shows the organ where each substance is excreted?     carbon dioxide excess water salts urea  a kidneys liver lungs lungs  b liver liver liver skin  c lungs kidneys kidneys kidneys  d lungs kidneys liver skin      23 the diagram shows the appearance of the iris and pupil in three different light conditions.    pupiliris1 2 3     which row shows the size of the pupil of the eye in each light condition?     no  light moderate  light bright  light  a 1 2 3  b 1 3 2  c 2 1 3  d 3 2 1     ",
+            "12": "12  \u00a9 ucles 2018 0610/23/o/n/18  24 a student used two seedlings x and y to investigate phototropism.    the diagram shows their investigation.    x at the start of the experimentpiece of glasslight x after some time no curvature towards lightpiece of glasslight y at the start of the experimentlight y after some time gives curvature towards lightpiece of glass piece of glasslight     which statement explains the difference in results between x and y?  a the piece of glass destroyed the auxin on the shaded side of the seedling.  b the piece of glass destroyed the auxin on the side of the seedling facing the light.  c the piece of glass in x stopped the auxin travelling down the shaded side of the seedling.  d the piece of glass in x stopped the auxin travelling down the side of the seedling facing the  light.     25 in a mammal, body temperature is regulated by negative feedback.    as a result of negative feedback, what happens in the mammal\u2019s body as the temperature of the  external environment decreases?  a relaxation of hair erector muscles  b sweating  c vasoconstriction  d vasodilation    ",
+            "13": "13  \u00a9 ucles 2018 0610/23/o/n/18 [turn over  26 the graph shows the number of cases of mrsa in one country between 2001 and 2006.    8000 7250650057505000 2001 2002 2003 2004 2005 2006 yearnumber of cases ofmrsa     between which years was the greatest  change in the number of cases of mrsa seen?  a 2002 and 2003  b 2003 and 2004  c 2004 and 2005  d 2005 and 2006    27 pollen grains are transferred from the anthers to the stigma. the pollen grains adhere to the  sticky stigma. the statements describe what happens next.    1 the pollen grain grows a pollen tube.  2 the pollen tube enters the ovule. 3 the pollen tube grows down the style. 4 the male nucleus fuses with an egg cell nucleus.    in which order do these stages occur?  a 1 \u2192 2 \u2192 4 \u2192 3  b 1 \u2192 3 \u2192 2 \u2192 4  c 2 \u2192 3 \u2192 1 \u2192 4  d 3 \u2192 1 \u2192 4 \u2192 2    ",
+            "14": "14  \u00a9 ucles 2018 0610/23/o/n/18  28 the diagram shows a woman\u2019s menstrual cycle.    day 0day 28bleeding startsbleeding stops pr qs    on which day does ovulation occur, and on which day could fertilisation occur?     ovulation fertilisation  a p r  b p s  c q r  d q s      29 which method of contraception could also help prevent the spread of hiv?  a condom  b contraceptive pill  c monitoring cervical mucus  d vasectomy     30 which name is given to different versions of a gene?  a allele  b chromosome  c length of dna  d protein     31 which feature of meiosis ensures that the zygote is diploid?  a chromosomes are duplicated.  b four gametes are formed.  c genetically different gametes are formed.  d haploid gametes are formed.    ",
+            "15": "15  \u00a9 ucles 2018 0610/23/o/n/18 [turn over  32 which genotypes result in a person having blood group a?  a iaia and iaib b iaia and iaio c iaio and ioio d iaio and iaib    33 the diagram shows a plant reproducing asexually by growing a plantlet from a runner. the  leaves of the plantlet appear different to the leaves of the parent plant.    plantletrunnerparent plant     which statement explains the difference in the leaf shape of the plantlet?  a a mutation has occurred in the genes of the plantlet.  b the plantlet inherited the genes from the parent plant.  c the plant was produced by meiosis.  d the plantlet was produced by the fusion of gametes.      34 what results from the process of natural selection and adaptation?  a artificial selection  b evolution  c reproduction  d selective breeding     ",
+            "16": "16  \u00a9 ucles 2018 0610/23/o/n/18  35 the diagram shows a food web in the ocean.    shark penguinseal krill herring algae    which two animals are secondary and tertiary consumers?  a penguin and herring  b penguin and shark  c seal and penguin  d seal and shark     ",
+            "17": "17  \u00a9 ucles 2018 0610/23/o/n/18 [turn over  36 a student was given data on the change in the number of insects in a population over a period of  twelve weeks. the student was asked to name and label each phase.    13 12 11 10 9876543 2 1 0number of insects/  thousand 0123456 time  / weeks789 1 0 1 1 1 2phase one phase two phase three     what is the correct label for phase three?  a death phase  b exponential (log) phase  c lag phase  d stationary phase    37 insulin is now produced using genetically modi fied bacteria. previously, diabetics were given  insulin extracted from the pancreas of animals.    why is the insulin from bacteria regarded as a better ethical choice?  a insulin is produced from bacterial dna  b it is accepted by vegetarians  c plasmids are involved  d the genetic code is shared     ",
+            "18": "18  \u00a9 ucles 2018 0610/23/o/n/18  38 plasmids are often used in genetic engineering.    what is a plasmid?  a bacterial cell  b gene  c loop of dna  d protein    39 the diagram shows a food web in a woodland.    tree type xcaterpillars snailsblackbirdshawks hedgehogs hornets sparrows tree type y    what is most likely to happen if all of tree type x is removed by humans?  a the carbon dioxide concentration in the woodland will decrease.  b the population of hedgehogs will increase.  c the population of hornets will increase.  d the population of sparrows will decrease.     40 the increased availability of nitrates in rivers and lakes can result in the death of fish.    which statement explains why fish die in rivers and lakes containing a high concentration of nitrates?  a the increase in water plants stops the fish swimming.  b there is an increase in anaerobic respiration by plants.  c there are fewer water plants for fish to eat.  d there is an increase in aerobic respiration by decomposers.    ",
+            "19": "19    blank page   \u00a9 ucles 2018 0610/23/o/n/18  ",
+            "20": "20    blank page     permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to trac e 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 ans wer-related information to candidates, all copyright acknowledgements are reproduced onl ine in the cambridge  international examinations copyright acknow ledgements booklet. this is produced for each  series of examinations and is freely a vailable to download at  www.cie.org.uk after the live examination series.    cambridge international examinations is part of the cambridge as sessment group. cambridge assessment is the brand name of unive rsity of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge.    \u00a9 ucles 2018 0610/23/o/n/18   "
+        },
+        "0610_w18_qp_31.pdf": {
+            "1": "*4992228368* this document consists of 18 printed pages and 2 blank pages. dc (kn/sg) 154215/5 \u00a9 ucles 2018  [turn overthis syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificate.biology  0610/31 paper 3  theory (core)  october/november 2018  1 hour 15 minutes candidates answer on the question paper. no additional materials are required. read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen. you may use an hb pencil for any diagrams or graphs. do not use staples, paper clips, glue or correction fluid. do not  write in any barcodes. answer all questions. electronic calculators may be used. you may lose marks if you do not show your working or if you do not use appropriate units. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question.cambridge international examinations cambridge international general certificate of secondary education",
+            "2": "2 0610/31/o/n/18 \u00a9 ucles 2018 1 fig. 1.1 shows a diagram of the human female reproductive system. df ea b c fig. 1.1  (a) using letters a\u2013f, identify the parts of the human female reproductive system in fig. 1.1.   where eggs are made     where fertilisation occurs     where implantation of the zygote occurs    [3]  (b) oestrogen is a hormone responsible for the development of secondary sexual characteristics  during puberty.   (i) state the name of the part of the female reproductive system that secretes oestrogen.  ... [1]   (ii) describe how the hormone oestrogen is transferred to its target organs.  ...  ... [1]  (c) table 1.1 shows some secondary sexual characteristics.   place ticks ( 3) in table 1.1 to show which characteristics develop during puberty in boys and  girls.   one row has been done for you. table 1.1 secondary sexual characteristic boy girl breasts grow 3 growth of sex organs growth of pubic hair  start of menstruation  voice deepens  [4]",
+            "3": "3 0610/31/o/n/18 \u00a9 ucles 2018 [turn over  (d) sperm and egg cells are specialised cells that are adapted for reproduction.   the boxes on the left show some specialised cells.   the boxes on the right show the functions of some specialised cells.   draw four lines to link each specialised cell with its function.   one has been done for you. ciliated cell nerve cell palisade mesophyll cell red blood cell root hair cellabsorption of water conduction and support conduction of impulses movement of mucus photosynthesis transport of oxygenspecialised cell function  [4]  [total: 13]",
+            "4": "4 0610/31/o/n/18 \u00a9 ucles 2018 2 the apparatus shown in fig. 2.1 was used to investigate the effects of different conditions on the  rate of photosynthesis in an aquatic plant. oxygen water funnel aquatic plant fig. 2.1  a student investigated the effects of light and carbon dioxide on the rate of photosynthesis.  the number of bubbles of oxygen produced in one minute was counted in four different conditions.  table 2.1 shows the results. table 2.1 testconditionsnumber of  bubbles of  oxygen per  minutelightcarbon dioxide  source added to  the water 1 present no  2 2 absent no  0 3 present yes 20 4 absent yes  0  (a) state two conclusions about the conditions needed for photosynthesis using the information  in table 2.1. 1    ... 2    ...  [2]",
+            "5": "5 0610/31/o/n/18 \u00a9 ucles 2018 [turn over  (b) the investigation was carried out at 15  \u00b0c. it was repeated at 25  \u00b0c.   suggest and explain the effect this had on the results of test 2 and test 3. test 2  .  ...  ... test 3  .  ...  ...  [4]  (c) carbon dioxide enters plant cells by diffusion.   the word diffusion on the left can be joined to two boxes on the right to make two correct  statements about diffusion.     draw two straight lines from diffusion to the boxes to complete the two statements.   diffusioninvolves a genetic change.  is the movement of particles from high  concentration to low concentration. is the movement of particles from low  concentration to high concentration.  occurs due to the random movement of  particles.  only occurs in plant cells. requires a partially permeable  membrane. requires energy.  [2]  [total: 8]",
+            "6": "6 0610/31/o/n/18 \u00a9 ucles 2018 3 a student completed different types of activity.  she measured her pulse rate during each type of activity in beats per minute (bpm).  the results are shown in fig. 3.1. pulse rate / bpm type of activity140 120 100 80 60 40 20 0 resting running walking cycling swimming fig. 3.1  (a) use fig. 3.1 to answer these questions.   (i) state the type of activity that results in the highest pulse rate.  ... [1]",
+            "7": "7 0610/31/o/n/18 \u00a9 ucles 2018 [turn over   (ii) state the pulse rate of the student when she was cycling.   ...  bpm [1]   (iii) calculate the percentage increase in her pulse rate between resting and walking.    show your working and give your answer to the nearest whole number.     %  [2]  (b) measuring the pulse is one way of monitoring the activity of the heart.   state one other  way of monitoring the activity of the heart.  ...  ... [1]  (c) describe the changes to a person\u2019s breathing during exercise.  ...  ...  ... [2]  (d) aerobic respiration increases during exercise.   use the words from the list to complete the definition of aerobic respiration .   each word or phrase may be used once, more than once or not at all. cells                carbon dioxide                dna                oxygen the heart                the brain                nutrient   aerobic respiration is the chemical reactions in ... that use    ... to break down ... molecules to release    energy.  [3]",
+            "8": "8 0610/31/o/n/18 \u00a9 ucles 2018  (e) anaerobic respiration occurs when exercising vigorously.   (i) state the word equation for anaerobic respiration in muscle cells.  ... [1]   (ii) state one advantage of using aerobic rather than anaerobic respiration in humans.  ...  ... [1]  [total: 12]",
+            "9": "9 0610/31/o/n/18 \u00a9 ucles 2018 [turn over 4 (a) fig. 4.1 shows the four different types of human teeth. incisor canine premolar molar fig. 4.1   fig. 4.2 shows a diagram of the position of the different types of teeth in the mouth. rq sp fig. 4.2   complete table 4.1 by writing the names, positions and functions of the different types of  teeth in the mouth shown in fig. 4.2. table 4.1 name of type of tooth letter on fig. 4.2 function r incisor grinding premolar tearing and grinding   [4]",
+            "10": "10 0610/31/o/n/18 \u00a9 ucles 2018  (b) teeth can develop dental decay.   (i) explain how dental decay is caused.  ...  ...  ...  ...  ...  ...  ...  ...  ... [4]   (ii) describe two ways to avoid dental decay. 1    ... 2    ...  [2]  [total: 10]",
+            "11": "11 0610/31/o/n/18 \u00a9 ucles 2018 [turn over 5 the energy we use comes from a variety of sources.  fig. 5.1 shows the percentage of each source of energy used in one country in 2011. oil 23% natural gas 8% coal 41%solid biomass & waste 23%nuclear & other renewables 5% fig. 5.1  (a) coal, natural gas and oil are types of fossil fuel.   calculate the total percentage of energy in fig. 5.1 that came from fossil fuels.    % [1]  (b) explain why fossil fuels are not sustainable resources.  ...  ...  ... [1]  (c) combustion of fossil fuels releases carbon dioxide into the atmosphere.   (i) state the name of two other  processes that release carbon dioxide into the atmosphere. 1   2    [2]   (ii) state the name of one process that removes carbon dioxide from the atmosphere.  ... [1]",
+            "12": "12 0610/31/o/n/18 \u00a9 ucles 2018  (d) describe the effects on the environment of increasing carbon dioxide concentration in the  atmosphere.   ...  ...  ...  ...  ... [2]  (e) improvements in food production have allowed human populations to increase.   describe how modern technology has increased the production of crop plants.  ...  ...  ...  ...  ...  ...  ... [3]  [total: 10]",
+            "13": "13 0610/31/o/n/18 \u00a9 ucles 2018 [turn over 6 fig. 6.1 is a photograph of a lion. fig. 6.1  (a) lions are mammals and have the scientific name panthera leo .   (i) state one feature visible  in fig. 6.1 that identifies the lion as a mammal.  ... [1]   (ii) state the genus of this mammal.  ... [1]  (b) mammals are one of the five groups of vertebrates.   the list describes some of the features of fish, amphibians, reptiles, mammals and birds.   some features belong to more than one group.   state the name of one vertebrate group which has the distinguishing feature of: scales  ... feathers  . gills  ... smooth moist skin  .  [4]  (c) state two features of the cells of all living organisms. 1   2    [2]  [total: 8]",
+            "14": "14 0610/31/o/n/18 \u00a9 ucles 2018 7 fig. 7.1 shows a goat with white fur. fig. 7.1  fur colour is inherited in goats. \u2022 the allele for white fur is represented by a. \u2022 the allele for black fur is represented by a. \u2022 each goat is identified by the numbers 1 to 8 in fig. 7.2.  fig. 7.2 shows a diagram of the inheritance of fur colour in a herd of goats. goat 1 aa goat 3 aagoat 4 aagoat 5 aa goat 7 aagoat 8 aagoat 6 aagoat 2 aa fig. 7.2",
+            "15": "15 0610/31/o/n/18 \u00a9 ucles 2018 [turn over  (a) use fig. 7.2 to answer these questions.   (i) state how many goats have white fur.  ... [1]   (ii) state the phenotype of goat 5.  ... [1]   (iii) draw circles around two terms that can be used to describe the genotype  of goat 6. black                     dominant                     heterozygous homozygous                     recessive                     white  [2]  (b) state the name of the type of variation shown by fur colour in these goats.  ... [1]  (c) a farmer identified two goats to breed together.   \u2022 the genotype of the male goat is aa. \u2022 the genotype of the female goat is aa.   complete the genetic diagram and the phenotypic ratio for this cross. male female     phenotypic ratio  ... white : ... black  [3]",
+            "16": "16 0610/31/o/n/18 \u00a9 ucles 2018  (d) describe the process a farmer could use to breed a herd of white goats.  ...  ...  ...  ...  ...  ...  ... [3]  [total: 11]",
+            "17": "17 0610/31/o/n/18 \u00a9 ucles 2018 [turn over 8 (a) catalase is an enzyme that catalyses the breakdown of hydrogen peroxide into water and  oxygen.   the effect of temperature on catalase activity was investigated.     the results are shown in fig. 8.1 0.0 0 10 20 30 temperature  / \u00b0ccatalase activity / arbitrary units 40 50 600.10.20.30.40.50.60.70.80.91.01.2 1.11.31.41.5 fig. 8.1   (i) state the temperature at which catalase is most active in fig. 8.1.   ... \u00b0c [1]   (ii) explain why there is no enzyme activity at 60  \u00b0c.  ...  ...  ... [1]",
+            "18": "18 0610/31/o/n/18 \u00a9 ucles 2018  (b) state one factor other than temperature that affects enzyme activity.  ... [1]  (c) digestive enzymes are used in chemical digestion to break down large insoluble molecules to  smaller soluble molecules.   the boxes show some large insoluble molecules, some digestive enzymes and some smaller  soluble molecules that are produced during digestion.   draw one straight line from each enzyme to the insoluble molecule it acts on.     draw another line from each enzyme to the smaller soluble molecule that is produced.   draw a total of six lines. fat protein starchinsoluble molecule soluble molecules amylase amino acids lipasefatty acids  and glycerol protease sugarsenzyme  [5]  [total: 8]",
+            "19": "19 0610/31/o/n/18 \u00a9 ucles 2018 blank page",
+            "20": "20 0610/31/o/n/18 \u00a9 ucles 2018 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 international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download at www.cie.org.uk after  the live examination series. 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.blank page"
+        },
+        "0610_w18_qp_32.pdf": {
+            "1": "*3759785418* this syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificate. this document consists of 18 printed pages and 2 blank pages. dc (st/jg) 154217/2 \u00a9 ucles 2018  [turn overcambridge international examinations cambridge international general certificate of secondary education biology  0610/32 paper 3  theory (core)  october/november 2018  1 hour 15 minutes candidates answer on the question paper. no additional materials are required. read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen. you may use an hb pencil for any diagrams or graphs. do not use staples, paper clips, glue or correction fluid. do not  write in any barcodes. answer all questions. electronic calculators may be used. you may lose marks if you do not show your working or if you do not use appropriate units. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question.",
+            "2": "2 0610/32/o/n/18 \u00a9 ucles 2018 blank page",
+            "3": "3 0610/32/o/n/18 \u00a9 ucles 2018 [turn over 1 the boxes on the left contain the names of processes from the carbon cycle.  the boxes on the right contain some descriptions of processes.  draw one straight line from each process to link the process to its description.  an example has been done for you. combustion decomposition feeding fossilisation photosynthesis respirationbreakdown of dead or  waste organic matter burning chemical reactions in cells that  break down nutrient molecules to  release energy conversion of the remains of  organisms into fossils ingestion of organic material maintenance of a constant internal  environment manufacture of carbohydrates from  raw materials using energy from lightprocess description [5] [total: 5]",
+            "4": "4 0610/32/o/n/18 \u00a9 ucles 2018 2 some students investigated the conditions needed for the germination of maize seeds. they used  maize seeds from a packet of seeds they had purchased in a shop.  three dishes were used, each containing cotton wool and the same number of maize seeds, as  shown in fig. 2.1.   maize seed cotton wool fig. 2.1  table 2.1 shows the conditions provided for each dish.  table 2.1 conditionsdish a b c treatment of cotton wool damp dry damp temperature  / \u00b0c 20 20 3 light or dark light light dark  the seeds were left for five days and then observed.  the results are shown in table 2.2. table 2.2 dish results a all seeds germinated b no seeds germinated c no seeds germinated  (a) (i) explain why the seeds in dishes b and c did not germinate. dish b  ...  ... dish c  ...  ... [2]",
+            "5": "5 0610/32/o/n/18 \u00a9 ucles 2018 [turn over   (ii) in a second investigation, maize seeds were placed in a dish containing damp cotton  wool.    this dish was left in the dark for five days at 20  \u00b0c.    predict and explain the results. prediction  ...  ... explanation    ...  ... [2]  (b) a student gathered 70 maize seeds from plants growing in a field. the seeds were placed in  dishes containing damp cotton wool.   after five days only 64 seeds had germinated.    (i) calculate the percentage of seeds that germinated.    show your working.    give your answer to the nearest whole number.    . % [2]   (ii) suggest a reason why some of the seeds did not germinate.  ...  ...  ... [1] [total: 7]",
+            "6": "6 0610/32/o/n/18 \u00a9 ucles 2018 3 this question is about biological molecules.  choose words or phrases from the list to complete the sentences.  each word or phrase may be used once, more than once, or not at all.  calcium  carbon  carbon dioxide  carbohydrate  cellulose  chloroplasts  fat glycerol  glycogen  iron methane  nitrogen  oxygen  protein  starch  fats are composed of the elements .. , hydrogen and   .. only. all proteins contain these three elements and the element   .. .  glucose is a type of ... .  animals store excess glucose as .. in the liver.  plants store excess glucose as .. . plants also convert glucose to  .. which is used to make cell walls.  [7] [total: 7]",
+            "7": "7 0610/32/o/n/18 \u00a9 ucles 2018 [turn over 4 (a) fig. 4.1 shows teeth in a human skull.   fig. 4.1   add label lines and labels to fig. 4.1 to identify an incisor tooth and a molar tooth.  [2]",
+            "8": "8 0610/32/o/n/18 \u00a9 ucles 2018  (b) fig. 4.2 represents the teeth of two adults, d and e. it shows the numbers of the types of  teeth and the number of decayed teeth. 9 8 7 6 5 4 3 2 1 0 incisors canines premolars molars healthy teeth decayed teethtypes and health of teethnumber of teethadult d 9 8 7 6 5 4 3 2 1 0 incisors canines premolars molars types and health of teethnumber of teethadult ekey:   fig. 4.2",
+            "9": "9 0610/32/o/n/18 \u00a9 ucles 2018 [turn over  a healthy adult human has 32 teeth.   (i) state the number of teeth e has lost.   ... [1]   (ii) state the number of decayed teeth present in d.   ... [1]   (iii) suggest two reasons why d and e have different numbers of decayed teeth. 1    ... 2    ... [2]    (iv) identify the type of tooth that decays most frequently in fig. 4.2.  ... [1]  (c) describe how bacteria are involved in tooth decay.  ...  ...  ...  ...  ... [2] [total: 9]",
+            "10": "10 0610/32/o/n/18 \u00a9 ucles 2018 5 (a) fig. 5.1 shows a diagram of part of the alimentary canal and associated structures. h ... j ...   fig. 5.1   (i) state the names of the structures labelled h and j.    write your answers on fig. 5.1.  [2]   (ii) on fig. 5.1 draw label lines with letters to show:    n where faeces are stored    p where most  water is absorbed    r where digested food is absorbed.    [3]  (b) (i) state the name of the process that is defined as the movement of digested food  molecules into the cells of the body where they are used, becoming part of the cells.  ... [1]   (ii) state the name of the process that removes faeces from the body.  ... [1]",
+            "11": "11 0610/32/o/n/18 \u00a9 ucles 2018 [turn over  (c) fig. 5.2 shows how the rate of reaction of a digestive enzyme changes with ph. 0.01.02.03.04.05.06.0 0 1 2 3 4 5 6 7 8 9 10 11 phrate of reaction / arbitrary units fig. 5.2   (i) describe the effect of the increase in ph on the rate of reaction shown in fig. 5.2.  ...  ...  ...  ...  ... [2]   (ii) state one factor other than ph that will affect enzyme activity.  ... [1] [total: 10]",
+            "12": "12 0610/32/o/n/18 \u00a9 ucles 2018 blank page",
+            "13": "13 0610/32/o/n/18 \u00a9 ucles 2018 [turn over 6 fig. 6.1 shows the sequence of events that occur in sexual reproduction.           sperm cell egg cell  s  t ball of cellsnot to scale fig. 6.1  (a) (i) state the name of cell t in fig. 6.1.  ... [1]    (ii) state the name of the process that takes place at s to form cell t in fig. 6.1.  ... [1]   (iii) state where in the human body process s takes place.  ... [1]",
+            "14": "14 0610/32/o/n/18 \u00a9 ucles 2018  (b) (i) some humans have the ability to roll their tongues and some cannot roll their tongues.     this characteristic is controlled by genes.    fig. 6.2 shows two boys: boy a cannot roll his tongue and boy b can roll his tongue. boy a boy b fig. 6.2    the allele for tongue rolling ( t) is dominant to the allele for non-tongue rolling ( t).        fig. 6.3 shows a family tree for this characteristic. individual 1 and his partner are both  heterozygous for tongue rolling. key: male tongue roller male non-tongue roller female tongue roller female non-tongue roller1 2 3 4 fig 6.3     ",
+            "15": "15 0610/32/o/n/18 \u00a9 ucles 2018 [turn over    complete table 6.1 by inserting the genotypes of the numbered individuals in fig. 6.3. table 6.1 individual genotype 1 3 4 [3]   (ii) individual 2 in fig. 6.3 is heterozygous for tongue rolling. he marries a woman who  cannot roll her tongue.    state all of the possible genotypes of their children and predict the ratio of phenotypes  for their children. possible offspring genotypes:   ratio of phenotypes:  ... [2] [total: 8]",
+            "16": "16 0610/32/o/n/18 \u00a9 ucles 2018 7 (a) complete the sentences by placing appropriate words in the spaces to give a definition of  transpiration.   in transpiration water is lost from the .. of a plant.   the water .. from the surface of the ..     cells and water vapour is produced.   the water vapour moves by .. out of the plant through pores    called .. . [5]  (b) complete table 7.1 by  \u2022 stating two environmental conditions that affect the rate of transpiration  \u2022 stating how a decrease  in each environmental condition affects the rate of  transpiration. table 7.1 environmental condition effect of a decrease on the rate of transpiration [4] [total: 9]",
+            "17": "17 0610/32/o/n/18 \u00a9 ucles 2018 [turn over 8 fig. 8.1 shows a photomicrograph of some red blood cells.  fig. 8.1  (a) (i) state the function of a red blood cell.  ... [1]   (ii) state two ways in which a red blood cell is adapted to its function. 1    ... 2    ... [2]  (b) state the name of a component of blood that is responsible for clotting.  ... [1]  (c) (i) state the name of the disease caused by a blockage in the arteries supplying the heart  muscle.  ... [1]   (ii) list three  risk factors that increase the risk of a blockage in the arteries supplying the  heart muscle. 1   2   3   [3]",
+            "18": "18 0610/32/o/n/18 \u00a9 ucles 2018  (d) fig. 8.2 is a diagram of the circulatory system. the blood vessels are labelled with letters. lungs heart kidneys legs def b cga fig 8.2   complete table 8.1 by identifying the letter of the named blood vessels in fig. 8.2.  table 8.1 name of blood vessel letter aorta pulmonary artery renal vein vena cava [4]",
+            "19": "19 0610/32/o/n/18 \u00a9 ucles 2018 [turn over  (e) describe how the structures of the circulatory system maintain a one-way flow of blood.  ...  ...  ...  ...  ...  ...  ...  ...  ... [4] [total: 16] ",
+            "20": "20 0610/32/o/n/18 \u00a9 ucles 2018 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 international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download at www.cie.org.uk after  the live examination series. 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.9 (a) some animals are farmed intensively.   describe the negative impacts to an ecosystem of intensive livestock production.  ...  ...  ...  ...  ...  ...  ...  ...  ..  [4]  (b) state why fertilisers, herbicides and insecticides are used in farming. fertilisers  ...  ... herbicides  .  ... insecticides  ...  ... [3]  (c) fertilisers, herbicides and insecticides can all pollute water.   list two other sources of water pollution. 1   2   [2] [total: 9] "
+        },
+        "0610_w18_qp_33.pdf": {
+            "1": "*5841849284* this document consists of 18 printed pages and 2 blank pages. dc (rw/ct) 154216/4 \u00a9 ucles 2018  [turn overcambridge international examinations cambridge international general certificate of secondary education biology  0610/33 paper 3  theory (core)  october/november 2018  1 hour 15 minutes candidates answer on the question paper. no additional materials are required. read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen. you may use an hb pencil for any diagrams or graphs. do not use staples, paper clips, glue or correction fluid. do not  write in any barcodes. answer all questions. electronic calculators may be used. you may lose marks if you do not show your working or if you do not use appropriate units. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question. this syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificate.",
+            "2": "2 0610/33/o/n/18 \u00a9 ucles 20181 fig. 1.1 shows six different arthropods labelled a, b, c, d, e and f. not to scalea b c d ef fig. 1.1  (a) state one feature that can be used to classify an animal as an arthropod.  ... [1]  (b) (i) state one visible feature that arthropods a, b and c have that arthropods d, e and f do  not have.  ...  ... [1]   (ii) state the letter of the organism in fig. 1.1 that is a crustacean.    give a reason for your answer.    letter ... reason  ...  ...  [2]",
+            "3": "3 0610/33/o/n/18 \u00a9 ucles 2018 [turn over  (c) one of the drawings shows an arthropod named araneus  diadematus .   this arthropod has a body in two segments and it has eight legs.   (i) state the letter of the organism in fig.  1.1 that shows araneus  diadematus .    ...  [1]   (ii) state the name of the group of arthropods that includes araneus diadematus .  ... [1]  [total: 6]",
+            "4": "4 0610/33/o/n/18 \u00a9 ucles 2018 2 (a) arrange the structures in the list in increasing order of organisation, starting with the smallest  structure. cell        organism         organ organ system         tissue   the first one has been done for you. cell ... ... ... ...  [3]",
+            "5": "5 0610/33/o/n/18 \u00a9 ucles 2018 [turn over  (b) the boxes on the left show different parts of a flowering plant.   the boxes on the right are terms that describe different levels of organisation.   draw one straight line from each part of a flowering plant to the correct level of organisation. flower flowering plant palisade mesophyll root hairpart of a flowering plant level of organisation cell organ organism organ system tissue  [4]  [total: 7]",
+            "6": "6 0610/33/o/n/18 \u00a9 ucles 2018 3 fig. 3.1 shows a food chain that is found in the sea. green alga sea snail not to scalecrab starfish fig. 3.1  (a) (i) state the name of the producer in this food chain.  ... [1]   (ii) define the term producer .  ...  ...  ... [2]   (iii) state the name of the secondary consumer in this food chain.  ... [1]   (iv) state the name of the herbivore in this food chain.  ... [1]   (v) state what the arrows in a food chain represent.  ...  ...  ... [1]",
+            "7": "7 0610/33/o/n/18 \u00a9 ucles 2018 [turn over  (b) in some countries humans eat crabs.   explain how the over-harvesting of crabs could affect the other organisms in the food chain  shown in fig. 3.1 .  ...  ...  ...  ...  ...  ...  ... [3]  [total: 9]",
+            "8": "8 0610/33/o/n/18 \u00a9 ucles 2018 4 fig. 4.1 shows a photograph of an area where the trees have been cut down. fig. 4.1  (a) (i) state the name of the type of habitat destruction shown in fig.  4.1.  ... [1]   (ii) list three  undesirable effects of habitat destruction. 1   2   3    [3]  (b) state three  human activities, other than cutting down large areas of trees, that can cause  habitat destruction. 1   2   3   [3]",
+            "9": "9 0610/33/o/n/18 \u00a9 ucles 2018 [turn over  (c) describe how endangered species can be conserved.  ...  ...  ...  ...  ...  ...  ... [3]  (d) human activity can cause pollution of the environment.   table  4.1 shows some pollutants, the environment they pollute and some of the effects.   complete table  4.1. table 4.1 pollutant environment effect of pollutant on the environment methane air herbicides kills non-targeted plants water increased growth of water plants  [3]  [total: 13]",
+            "10": "10 0610/33/o/n/18 \u00a9 ucles 2018 5 (a) coat colour in horses is controlled by genes.   the allele for black coat ( e) is dominant.   the allele for red coat ( e) is recessive.   place ticks ( \uf0fc) in the table to show the coat colours of horses with each of the following  genotypes. genotype black coat red coat ee ee ee  [2]  (b) modern horse breeds look very different to each other, but still belong to the same species.   fig. 5.1 shows three different horse breeds. thoroughbred shetland shire  fig. 5.1   state the term used to describe the difference between individuals of the same species.  ... [1]",
+            "11": "11 0610/33/o/n/18 \u00a9 ucles 2018 [turn over  (c) shire horses have been produced by selective breeding. they are strong and can pull heavy  loads.   describe the process of selective breeding.  ...  ...  ...  ...  ...  ...  ... [3]  (d) describe how natural selection differs from selective breeding.  ...  ...  ...  ...  ...    [2]  [total: 8]",
+            "12": "12 0610/33/o/n/18 \u00a9 ucles 2018 6 a factory uses biotechnology to process apples.  some of the apple juice is mixed with yeast and used to make ethanol.  (a) (i) state the type of respiration in yeast that produces ethanol.  ... [1]   (ii) state the name of the substance in apple juice that is converted to ethanol by yeast.  ... [1]  (b) the yeast uses enzymes to produce ethanol.   (i) define the term enzyme .  ...  ... [2]   fig. 6.1 shows apparatus used to find the best (optimum) temperature for making ethanol. yeast and apple juicestop-clock bubbles of gaswater fig. 6.1   the same apparatus was used at different temperatures.   the rate of ethanol production was compared by counting the number of bubbles of gas  produced by the yeast and apple juice mixture per minute.   (ii) state the name of the gas produced by the yeast in fig. 6.1.  ... [1]",
+            "13": "13 0610/33/o/n/18 \u00a9 ucles 2018 [turn over   the results of the investigation are shown in fig.  6.2. 0 0 20 40 60 8020406080 rate of reaction / bubbles per minute temperature /  \u00b0c fig. 6.2   (iii) calculate the increase in the rate of reaction from 20  \u00b0c to 25  \u00b0c in fig. 6.2.    space for working.  ... bubbles per minute [1]   (iv) state the optimum temperature for the reaction shown in fig. 6.2.  .. \u00b0c [1]",
+            "14": "14 0610/33/o/n/18 \u00a9 ucles 2018  (c) the cut surface of an apple usually turns brown when exposed to air. this is caused by  enzymes.   three slices of apple were given different treatments and were then exposed to air for  30 minutes.   table  6.1 shows the treatments and appearance of the apple slices. table 6.1 apple slice ph temperature  / \u00b0cappearance of the apple  slice at 0  minutesappearance of the apple  slice after 30  minutes a 6 20 white brown b 2 20 white white c 6  4 white white   suggest why slice  b and slice  c did not turn brown after 30  minutes. slice b  ...  ... slice c  ...  ...  [2]  (d) the enzyme pectinase is used in industry for the production of apple juice.   explain why pectinase is used when making apple juice.  ...  ...  ...  ...  ...  ...  ... [3]",
+            "15": "15 0610/33/o/n/18 \u00a9 ucles 2018 [turn over  (e) hygienic conditions are required in an apple juice factory.   describe three  precautions workers should take to ensure that good food hygiene is  maintained in the apple juice factory. 1    ... 2    ... 3    ...  [3]  [total: 15]",
+            "16": "16 0610/33/o/n/18 \u00a9 ucles 2018 7 (a)  (i) state one type of blood cell that is involved in the defence against disease.  ... [1]   (ii) state two ways blood cells defend the body against disease. 1   2    [2]  (b) (i) hiv is a sexually transmitted infection (sti).    define the term sexually transmitted infection .  ...  ...  ... [2]   (ii) state why antibiotics cannot be used to treat hiv infections.  ...  ...  ... [2]   (iii) explain how the spread of stis can be controlled.  ...  ...  ...  ...  ...  ...  ...  [3]  [total: 10]",
+            "17": "17 0610/33/o/n/18 \u00a9 ucles 2018 [turn over 8 (a) fig. 8.1 shows some parts of the human body. a b c d e f g fig. 8.1   (i) use fig.  8.1 to complete table  8.1.    state the letter and the name of the part responsible for each function. table 8.1 function letter in fig.  8.1 name of the part produces insulin produces hydrochloric acid produces urea  [6]   (ii) state the letter of the part of the body where egestion occurs.  ... [1]   (iii) state the function of hydrochloric acid in the body.  ... [1]",
+            "18": "18 0610/33/o/n/18 \u00a9 ucles 2018  (b) complete the sentences using words from the list. amino acids     anus     bladder     fatty acids     glucose rectum     uterus     ureter     urethra   you may use the words once, more than once or not at all.   urea is a waste product made from the breakdown of excess ... .  urea  passes through the kidney and forms part of the urine.   urine leaves the kidney in the .. . this tube takes the urine to the   ... where the urine is stored until it leaves the body. it leaves the  body through the ...  .  [4]  [total: 12]",
+            "19": "19 0610/33/o/n/18 \u00a9 ucles 2018 blank page",
+            "20": "20 0610/33/o/n/18 \u00a9 ucles 2018 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 international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download at www.cie.org.uk after  the live examination series. 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.blank page"
+        },
+        "0610_w18_qp_41.pdf": {
+            "1": "*2203479952* this document consists of 16 printed pages. dc (st/jg) 152888/3 \u00a9 ucles 2018  [turn overcambridge international examinations cambridge international general certificate of secondary education biology  0610/41 paper 4  theory (extended)  october/november 2018  1 hour 15 minutes candidates answer on the question paper. no additional materials are required. read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen. you may use an hb pencil for any diagrams or graphs. do not use staples, paper clips, glue or correction fluid. do not  write in any barcodes. answer all questions. electronic calculators may be used. you may lose marks if you do not show your working or if you do not use appropriate units. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question. this syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificate.",
+            "2": "2 0610/41/o/n/18 \u00a9 ucles 2018 1 fig. 1.1 shows a pyramid of biomass and part of the carbon cycle. co2 in atmosphere fossil fuelsdcba decomposersx fig. 1.1  (a) (i) state the principal source of energy required for trophic level d of the pyramid of biomass  in fig. 1.1.  ... [1]   (ii) state the letter that represents the primary consumers in fig. 1.1.    ...  [1]   (iii) state how carbon is transferred from producers to primary consumers.  ... [1]   (iv) explain why trophic level a is smaller than trophic level b in the pyramid of biomass in  fig. 1.1.  ...  ...  ...  ...  ...  ...  ... [3]",
+            "3": "3 0610/41/o/n/18 \u00a9 ucles 2018 [turn over  (b) some fungi and bacteria are decomposers.   (i) define the term decomposer .  ...  ...  ... [1]   (ii) arrow x on fig. 1.1 indicates the transfer of carbon from decomposers to the atmosphere.     state the name of process x.   ... [1]  (c) describe how human activities are affecting the carbon cycle.  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ... [5]  [total: 13]",
+            "4": "4 0610/41/o/n/18 \u00a9 ucles 2018 2  microbiologists test strains of bacteria for antibiotic resistance.  they do this by soaking paper discs in antibiotics and placing them on bacteria growing in petri  dishes.   the paper discs in the centre of petri dishes e and f in fig. 2.1 have been soaked in penicillin. paper disc soaked in penicillinzone where bacteria are growing zone where bacteria are no longer growinge f fig. 2.1  (a) state the type of microorganism that produces penicillin.  ... [1]  (b)  state and explain the evidence from fig. 2.1 that suggests that the bacteria in dish f are  resistant to penicillin.    ...  ...  ...  ...  ... [2]",
+            "5": "5 0610/41/o/n/18 \u00a9 ucles 2018 [turn over  (c) (i) explain how bacteria become resistant to antibiotics and how humans can reduce the  problem of antibiotic resistance.   ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ... [6]   (ii) explain why viral infections cannot be treated with antibiotics.    ...  ... [1]  (d) some bacteria and viruses cause disease but many are useful to the biotechnology industry.   explain why bacteria are useful in biotechnology.  ...  ...  ...  ...  ...  ...  ... [3] [total: 13]",
+            "6": "6 0610/41/o/n/18 \u00a9 ucles 2018 3 fig. 3.1 shows a photomicrograph of a section of a root. j k l m fig. 3.1  (a)  structure j is a xylem vessel.   the xylem vessels conduct water from the roots to the stems.   state the features of xylem vessels that enable them to conduct water.  ...  ...  ...  ...  ...  ...  ... [3]",
+            "7": "7 0610/41/o/n/18 \u00a9 ucles 2018 [turn over  (b) describe the pathway of water from outside the root to the xylem vessels ( j) at the centre of  the root. use the letters in fig. 3.1 in your answer.  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ... [5]",
+            "8": "8 0610/41/o/n/18 \u00a9 ucles 2018  (c) scientists wanted to determine the flow-rate of water in roots.    they measured the flow-rate in three zones of onion roots as shown in fig. 3.2.  zone  3 zone  2 zone  1glass jar containing water fig. 3.2   they measured the flow-rate in healthy roots and roots that had been treated with a toxic  solution.    their results are shown in table 3.1. table 3.1 zone in  fig. 3.2average flow-rate of water  / arbitrary units healthy roots treated roots 1 150 160 2 230 200 3 280 270   (i) calculate the percentage increase in the average flow-rate between zone 1 and 3 for  healthy roots.    give your answer to two significant figures.    show your working.     % [2]",
+            "9": "9 0610/41/o/n/18 \u00a9 ucles 2018 [turn over   (ii) the scientists observed that the xylem vessels nearer the root tip were narrower than  the xylem vessels higher up the root.    describe how the width of xylem vessels in different zones of a root affects the average  flow-rate of water. use the information in table 3.1 in your answer.  ...  ...  ...  ...  ...  ...  ... [3]   (iii) suggest why there was little difference in the flow-rate in healthy roots and in roots  treated with the toxic solution.  ...  ...  ...  ...  ... [2] [total: 15]",
+            "10": "10 0610/41/o/n/18 \u00a9 ucles 2018 4 the eye is a sense organ that responds to light.  fig. 4.1 is a diagram of a section through the human eye. q w x yr s t u fig. 4.1  (a) table 4.1 describes some of the functions of the parts of the eye.   complete the table by: \u2022 naming the parts of the eye \u2022 using the letters on fig. 4.1 to identify the parts of the eye. table 4.1 function name of part letter on fig. 4.1 carries impulses to the brain focuses light onto the back of the eye controls the tension of the suspensory ligaments tissue that detects light and colour location of most of the cone cells [5]",
+            "11": "11 0610/41/o/n/18 \u00a9 ucles 2018 [turn over  (b) (i) a pair of muscles in the eye work in opposition to each other to adjust the amount of light  entering the pupil.    state the term that describes the action of a pair of muscles working in opposition to  each other.  ... [1]   (ii) a different pair of muscles in the eye work in opposition to each other to view objects at  different distances from the eye.    state the name of the process that allows the eye to view objects at different distances.  ... [1]  (c) explain why the eye cannot easily identify different colours in low levels of  light.  ...  ...  ...  ...  ... [2]  (d) some people inherit colour blindness and cannot identify certain colours, even in bright light.    the gene responsible for colour vision is located on the x chromosome.   there are two alleles for this gene on the x chromosome: \u2022 xb \u2013 normal colour vision \u2022 xb \u2013 colour blindness.   (i)  people that are heterozygous for colour blindness are called carriers.    state the genotype of a heterozygous female carrier.  ... [1]   (ii) there is no gene for colour vision on the male sex chromosome.     state the genotype of a colour-blind male.  ... [1]",
+            "12": "12 0610/41/o/n/18 \u00a9 ucles 2018    fig. 4.2 shows a pedigree diagram for colour blindness. 3 9 10 11 124 5 6 7 8colour vision female carrier female colour-blind female colour vision male carrier male colour-blind male2 1 13...key:   fig. 4.2   (iii) person 13 in fig. 4.2 is male. his parents are person 7 and person 8.    use the key to complete fig. 4.2 by drawing the correct symbol for person 13.  [1]   (iv) colour blindness is a sex-linked characteristic.    explain why females 4 and 5 are carriers even though their mother is not a carrier.  ...  ...  ...  ...  ... [2] [total: 14]",
+            "13": "13 0610/41/o/n/18 \u00a9 ucles 2018 [turn over 5 the liver is an important organ in many processes.  (a) the liver responds to changes in insulin concentration.   insulin is a hormone.   (i) define the term hormone .  ...  ...  ...  ...  ...  ...  ... [3]   (ii) describe how the liver responds to an increase in insulin concentration.  ...  ...  ...  ...  ... [2]  (b) the liver is also involved in the processing of amino acids.   (i) describe how excess amino acids are broken down.  ...  ...  ... [2]   (ii)  state the name of the process that assembles amino acids to form proteins.  ... [1]",
+            "14": "14 0610/41/o/n/18 \u00a9 ucles 2018  (c) the liver is also involved in the processing of toxins.   (i)  lactic acid is an example of a toxin that is produced during vigorous exercise and  processed in the liver.    describe how lactic acid is processed.  ...  ...  ... [2]     (ii) alcohol is another toxin that is processed in the liver.    the effect of alcohol consumption on the risk of dying from liver disease was investigated  in men and women.    the results are shown in fig. 5.1. 60 50 40 30 20 10 0 0 100 80 60 40 20 140 160men women 120 alcohol consumption  / g per dayrisk of dying from liver disease / arbitrary unitskey: fig. 5.1     describe the results shown in fig. 5.1.  ...  ...  ...  ...  ...  ...  ...  ...  ... [4] [total: 14]",
+            "15": "15 0610/41/o/n/18 \u00a9 ucles 2018 [turn over 6  young mammals that are orphaned can be bottle-fed.   fig. 6.1 shows a newborn tiger cub sucking on a bottle.   fig. 6.1  (a) (i) sucking is an example of an involuntary action observed in newborn mammals.     state the name given to involuntary actions.  ... [1]      (ii) describe the advantages of breast-feeding compared with bottle-feeding.  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ... [4]",
+            "16": "16 0610/41/o/n/18 \u00a9 ucles 2018 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 international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download at www.cie.org.uk after  the live examination series. 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. (b) the digestive systems of young mammals are not fully developed.   enzymes such as amylase, maltase and protease are often added to baby food to aid  chemical digestion.   (i)  complete table 6.1 by stating the substrate and product(s) for each enzyme reaction. table 6.1 enzyme substrate product(s) amylase maltase protease  [3]   (ii)  suggest why the temperature of baby food must be controlled when the enzymes are  added.  ...  ...  ... [2]   (iii) state one other condition that must also be controlled to optimise enzyme activity.  ... [1] [total: 11]"
+        },
+        "0610_w18_qp_42.pdf": {
+            "1": "*3580845999* this document consists of 18 printed pages and 2 blank pages. dc (nf/ct) 152730/3 \u00a9 ucles 2018  [turn overcambridge international examinations cambridge international general certificate of secondary education biology  0610/42 paper 4  theory (extended)  october/november 2018  1 hour 15 minutes candidates answer on the question paper. no additional materials are required. read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen. you may use a pencil for any diagrams or graphs. do not use staples, paper clips, glue or correction fluid. do not  write in any barcodes. answer all questions. electronic calculators may be used. you may lose marks if you do not show your working or if you do not use appropriate units. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question. this syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificate.",
+            "2": "2 0610/42/o/n/18 \u00a9 ucles 2018 blank page",
+            "3": "3 0610/42/o/n/18 \u00a9 ucles 2018 [turn over 1 wetlands are important ecosystems. researchers studied the feeding relationships between the  organisms in an area of wetland on the coast of texas.  fig. 1.1 shows part of the food web that they studied. bald eagle marsh rice rat muskrat clovergrasssnow goose algae and phytoplanktonoysterstone crabspotted sandpiper mycid shrimpblenny water fleapipe fish fig. 1.1  (a) complete table 1.1 by giving the name of one organism from the food web in fig. 1.1 for  each row. table 1.1 name of organism from fig. 1.1 producer secondary consumer an animal that feeds  at two trophic levels [3]",
+            "4": "4 0610/42/o/n/18 \u00a9 ucles 2018  the functioning of ecosystems relies on the cycling of nutrients.  fig. 1.2 shows part of the nitrogen cycle. nitrogen gas in the air nitrate ions plantsamino acids in plants proteins in plantsproteins in dead plants ammonium ionsd ab c fig. 1.2  (b) state the name of process a in fig. 1.2 and give the type of organism that converts ammonium  ions to nitrate ions. a  ... type of organism  ... [2]  (c) describe how nitrate ions enter the roots of plants shown by arrow c on fig. 1.2.  ...  ...  ...  ...  ...  ...  ...  ..  [3]",
+            "5": "5 0610/42/o/n/18 \u00a9 ucles 2018 [turn over  (d) state the name of the structure in plant cells where process d occurs.  ..  [1]  (e) state the process that occurs at b.  ..  [1]  (f) a pyramid of numbers for the wetland ecosystem showed that there were very large numbers  of organisms at the base of the pyramid and very few at the top.   explain why.  ...  ...  ...  ...  ...  ...  ...  ..  [3] [total: 13]",
+            "6": "6 0610/42/o/n/18 \u00a9 ucles 2018 blank page",
+            "7": "7 0610/42/o/n/18 \u00a9 ucles 2018 [turn over 2 fig. 2.1 shows a dwarf sunflower and a tall sunflower, helianthus annuus . the height of the dwarf  sunflower is 0.45  m and the height of the tall sunflower is 4.5  m. dwarfnot to scaletall fig. 2.1  dwarf plants like the one in fig. 2.1 have mutant alleles.  (a) define the term allele .  ...  ..  [1]  (b) shoot growth in plants is controlled by auxins. an enzyme in shoot tips converts molecules of  an amino acid into auxins as shown in fig. 2.2. enzymeamino acid   auxin fig. 2.2   explain how a mutation in dna results in an abnormal enzyme which does not catalyse the  reaction shown in fig. 2.2.  ...  ...  ...  ...  ...  ...  ...  ..  [3]",
+            "8": "8 0610/42/o/n/18 \u00a9 ucles 2018  (c) two tall sunflower plants were crossed. 25% of the offspring produced were dwarf.   explain how it is possible for two tall parent plants to have this percentage of dwarf offspring.  ...  ...  ...  ...  ..  [2]  (d) fig. 2.3 shows how several strawberry plants can be formed from one parent plant. parent plant offspring fig. 2.3   (i) explain the type of reproduction that produces plants by the method shown in fig. 2.3.  ...  ...  ...  ...  ...  ...  ..  [3]",
+            "9": "9 0610/42/o/n/18 \u00a9 ucles 2018 [turn over   (ii) explain the disadvantages  of the type of reproduction shown in fig. 2.3.  ...  ...  ...  ...  ...  ...  ..  [3] [total: 12]",
+            "10": "10 0610/42/o/n/18 \u00a9 ucles 2018 3 (a) fig. 3.1 is a photomicrograph of some xylem vessels. fig. 3.1   (i) state one structural feature of xylem vessels and explain how this is related to the  function of water transport. feature  ...  ... explanation    ...  ...  ... [2]   (ii) explain the mechanism that is responsible for the movement of water in xylem vessels.  ...  ...  ...  ...  ...  ...  ...  ...  ..  [4]",
+            "11": "11 0610/42/o/n/18 \u00a9 ucles 2018 [turn over   (iii) state one role of xylem vessels other than  transport.  ..  [1]  (b) the rate of transpiration is affected by several factors including the temperature and the  humidity of the air.   state and explain the effect of an increase in temperature on the rate of transpiration.  ...  ...  ...  ...  ...  ...  ...  ..  [3] [total: 10]",
+            "12": "12 0610/42/o/n/18 \u00a9 ucles 2018 4 insulin is a hormone that regulates the concentration of glucose in the blood.  (a) define the term hormone .  ...  ...  ...  ...  ...  ..  [3]  (b) two people, a and b, visited a doctor to discuss their similar symptoms. the doctor thought  that their blood glucose concentrations were not very well controlled. a glucose tolerance test  was carried out on both people.   a and b did not eat or drink anything other than water for eight hours before the test. they  then drank a glucose solution. blood samples were taken at 30 minute intervals. the samples  were tested for glucose concentration.   the results are shown in fig. 4.1. 0020406080100120140160180200220 30 60 90 120 150 180 210 240blood glucose concentration / mg per 100  cm3 time  / minutesba glucose solution taken fig. 4.1",
+            "13": "13 0610/42/o/n/18 \u00a9 ucles 2018 [turn over   (i) use fig. 4.1 to state the blood glucose concentrations of a and b at 180 minutes. a  ..  mg per 100  cm3 b  ..  mg per 100  cm3 [1]   (ii) calculate the percentage increase in the blood glucose concentration in person a  between 60 and 90 minutes.    give your answer to the nearest whole number.    show your working.   % [2]   (iii) describe how the response of person a differs from the response of person b in fig. 4.1.  ...  ...  ...  ...  ..  [2]   (iv) explain the results of the glucose tolerance test shown by person b.  ...  ...  ...  ...  ...  ...  ...  ...  ..  [4]",
+            "14": "14 0610/42/o/n/18 \u00a9 ucles 2018   (v) the doctor thought that person a had type 1 diabetes.    describe three  symptoms of type 1 diabetes.  ...  ...  ...  ...  ..  [3] [total: 15]",
+            "15": "15 0610/42/o/n/18 \u00a9 ucles 2018 [turn over 5 fig. 5.1 shows a photomicrograph of human blood. phagocyte red blood celllymphocyte fig. 5.1  (a) describe the differences in appearance and the roles of the three cells labelled in fig. 5.1.  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ..  [6]",
+            "16": "16 0610/42/o/n/18 \u00a9 ucles 2018  (b) fig. 5.2 shows some of the stages of blood clotting. a blood vessel breaks platelets collect at the break in the blood vessel platelets release an enzyme forms a mesh at the break in the blood vesselprothrombin thrombin fig. 5.2   (i) complete fig. 5.2 by filling in the two empty boxes.  [1]   (ii) state two roles of blood clotting.  ...  ...  ...  ...  ..  [2]",
+            "17": "17 0610/42/o/n/18 \u00a9 ucles 2018 [turn over  (c) haemophilia is a sex-linked blood disorder in which blood takes a long time to clot. fig. 5.3 is  a pedigree diagram showing the inheritance of haemophilia. q rp s t male with normal clotting time male with haemophilia female with normal clotting time fig. 5.3   the normal allele is represented by xh and the mutant allele is represented by xh.   (i) state the genotypes of the people identified as p, q and r in fig. 5.3. p   q  ... r   [3]",
+            "18": "18 0610/42/o/n/18 \u00a9 ucles 2018   (ii) the couple s and t are expecting another child.    what is the probability that the child will have haemophilia?    space for working  ..  [1]   (iii) define the term sex-linked characteristic .  ...  ...  ...  ...  ..  [2] [total: 15]",
+            "19": "19 0610/42/o/n/18 \u00a9 ucles 2018 [turn over 6 fig. 6.1 shows the galapagos iguana, amblyrhynchus cristatus . fig. 6.1  (a) (i) state two features that are used to classify animals, such as the galapagos iguana, as  reptiles. 1   2   [2]   (ii) state two features that are present in plant cells that are not present in the cells of  reptiles. 1   2   [2]  (b) galapagos iguanas feed on seaweed which contains starch and other carbohydrates.   (i) state the name of the enzyme that digests starch.  ..  [1]   (ii) state the names of two parts of the alimentary canal where starch is digested. 1   2   [2]",
+            "20": "20 0610/42/o/n/18 \u00a9 ucles 2018 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 international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download at www.cie.org.uk after  the live examination series. 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. (c) there are many threats to wildlife in the galapagos.   describe ways in which endangered species can be conserved.  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ..  [5]  (d) one aim of conservation is to maintain resources in natural ecosystems.   state three resources that natural ecosystems provide for humans. 1   2   3   [3] [total: 15]"
+        },
+        "0610_w18_qp_43.pdf": {
+            "1": "*2480390357* this document consists of 17 printed pages and 3 blank pages. dc (ce/sw) 152729/4 \u00a9 ucles 2018  [turn overcambridge international examinations cambridge international general certificate of secondary education biology  0610/43 paper 4  theory (extended)  october/november 2018  1 hour 15 minutes candidates answer on the question paper. no additional materials are required. read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen. you may use an hb pencil for any diagrams or graphs. do not use staples, paper clips, glue or correction fluid. do not  write in any barcodes. answer all questions. electronic calculators may be used. you may lose marks if you do not show your working or if you do not use appropriate units. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question. this syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificate.",
+            "2": "2 0610/43/o/n/18 \u00a9 ucles 2018 1 water is a very important molecule for all living organisms.  (a) (i) state the name of the organ in plants where most water is absorbed.  ... [1]   (ii) state the name of the organ in humans where most water is absorbed.  ... [1]   (iii) state one property of water that makes it useful to animals and plants.  ... [1]  (b) the flow diagram in fig. 1.1 shows a town and part of the water cycle. jh gfqp oklmn fig. 1.1",
+            "3": "3 0610/43/o/n/18 \u00a9 ucles 2018 [turn over   table 1.1 describes some of the processes in the water cycle.   complete table 1.1.   one row has been done for you. table 1.1 description name of the process letter in fig. 1.1 nitrate ions are washed into rivers leaching f an algal bloom in the water is caused by  leaching of nitrate ions evaporation conversion of water from a vapour to a  liquid transpiration [4]  (c) polluted water can be purified at a sewage treatment works.   (i) state one reason why it is necessary to treat polluted water before it is used as drinking  water.  ...  ... [1]   (ii) outline the process of sewage treatment. you may use the letters in fig.  1.1 in your  answer.  ...  ...  ...  ...  ...  ...  ...  ...  ... [4] [total: 12]",
+            "4": "4 0610/43/o/n/18 \u00a9 ucles 2018 2 the indian muntjac deer, muntiacus muntjak , is recorded as the mammal with the lowest number  of chromosomes.  fig. 2.1 is an image of the chromosomes in the nucleus of a diploid cell of a female muntjac deer. sex chromosomes fig. 2.1  (a) state the diploid number of chromosomes for the female muntjac deer.   ...  [1]  (b) fig. 2.2 is an image of the chromosomes in the nucleus of a diploid cell of a male muntjac  deer. sex chromosomes fig. 2.2   describe how the sex chromosomes of the male muntjac deer shown in fig.  2.2 differ from  those of the female shown in fig.  2.1.  ...  ...  ... [2]",
+            "5": "5 0610/43/o/n/18 \u00a9 ucles 2018 [turn over  (c) explain how meiosis can result in variation in a species.   use the words chromosome  and gametes  in your answer.  ...  ...  ...  ...  ...  ...  ...  ...  ... [4]  (d) another cause of variation is the formation of new alleles.   describe how new alleles can be formed.  ...  ...  ...  ...  ...  ...  ... [3] [total: 10]",
+            "6": "6 0610/43/o/n/18 \u00a9 ucles 2018 blank page",
+            "7": "7 0610/43/o/n/18 \u00a9 ucles 2018 [turn over 3 (a) fig. 3.1 is a photomicrograph of part of the upper surface of a broad bean leaf, vicia faba . p fig. 3.1   (i) on fig. 3.1, identify and label two structures that are visible in cell p. [2]   (ii) state the name of the tissue shown in fig. 3.1.  ... [1]   (iii) the tissue shown in fig. 3.1 is transparent.    explain why it is important to the plant that the tissue shown in fig. 3.1 is transparent.  ...  ...  ...  ...  ...  ...  ... [3]",
+            "8": "8 0610/43/o/n/18 \u00a9 ucles 2018  (b) stomata are found on the lower surface of broad bean leaves.   describe the function of stomata.  ...  ...  ...  ...  ...  ...  ... [3]  (c) more than 40 years ago, botanists studied the leaves of broad bean plants and discovered  that guard cells control the opening and closing of stomata. they found that stomata were  open when the guard cells were turgid.   table 3.1 shows some of their measurements. table 3.1 closed stomata open stomata ion concentration in guard cells  / pmol  0.3  2.5 guard cell volume  / \u03bcm3  4000.0  6500.0 turgor pressure in the guard cells  / mpa  2.0  4.8 width of stomatal opening  / \u03bcm  0.0  8.0   (i) ions move into guard cells by active transport.    describe how the ions move into the guard cells.  ...  ...  ... [2]",
+            "9": "9 0610/43/o/n/18 \u00a9 ucles 2018 [turn over   (ii) describe and explain how the change in ion concentration causes the guard cell volume  to change. use the information in table  3.1 in your answer.  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ... [5]   (iii) the botanists left the broad bean plants unattended for three days. during this time the  broad bean plants wilted.     suggest two environmental factors that can cause plants to wilt. 1   2    [2] [total: 18]",
+            "10": "10 0610/43/o/n/18 \u00a9 ucles 2018 blank page",
+            "11": "11 0610/43/o/n/18 \u00a9 ucles 2018 [turn over 4 glycogen is a storage carbohydrate in animals. glycogen is made from glucose.  (a) (i) cells that convert glucose to glycogen contain many mitochondria.    suggest why these cells contain many mitochondria.  ...  ...  ...  ... [2]   (ii) state the type of biological molecule that catalyses reactions such as the conversion of  glycogen to glucose.  ... [1]  (b) a fetus needs glucose to make glycogen.    describe how a fetus obtains glucose.  ...  ...  ...  ...  ...  ...  ... [3]",
+            "12": "12 0610/43/o/n/18 \u00a9 ucles 2018  (c) fig. 4. 1 shows the concentration of glycogen in the fetus of a domestic cat during pregnancy  and immediately after birth. 00100200300400500600700 10 20 30 40 50 time since fertilisation  / daysglycogen concentration / \u03bcmol per g 60 70 80 90birth fig. 4.1   hormones stimulate changes in the concentration of glycogen in the fetus.   (i) define the term hormone .  ...  ...  ...  ...  ... [3]",
+            "13": "13 0610/43/o/n/18 \u00a9 ucles 2018 [turn over   (ii) calculate the percentage increase in the glycogen concentration in the fetus between  day 10 and birth in fig. 4.1.    give your answer to the nearest whole number.    show your working.     % [2]   (iii) describe the changes in glycogen concentration shown in fig.  4.1 and explain how  hormones in the fetus cause these changes.    use data from fig. 4.1 to support your answer.  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ... [6]",
+            "14": "14 0610/43/o/n/18 \u00a9 ucles 2018  (d) after birth, cats produce milk to feed their offspring.   human babies can be breast-fed or bottle-fed with formula milk.   outline three  disadvantages of breast-feeding. 1    ... 2    ... 3    ... [3] [total: 20]",
+            "15": "15 0610/43/o/n/18 \u00a9 ucles 2018 [turn over 5 an ecologist studied variation in a species of xerophyte.  (a) xerophytes are adapted to a particular type of environment.   state this type of environment.  ... [1]  (b) the ecologist studied the features of the leaves in the species of xerophyte.   fig. 5.1 shows the variation in the type of leaf spike. 0123456789 type of leaf spiketype 1 type 2 type 3number of individuals fig. 5.1   (i) state the type of variation shown in fig. 5.1.  ... [1]   (ii) explain why the type of leaf spike is an example of the variation shown in fig. 5.1.  ...  ...  ... [2]",
+            "16": "16 0610/43/o/n/18 \u00a9 ucles 2018  (c) the ecologist also measured other features of the leaves.   fig. 5.2 shows the variation in leaf feature b. 0123456789 0\u20135 6\u201310 11\u201315 leaf feature b / arbitrary units16\u201320 21\u201325number of individuals fig. 5.2   state two named features of leaves that show the type of variation shown in fig.  5.2. 1   2   [2]",
+            "17": "17 0610/43/o/n/18 \u00a9 ucles 2018 [turn over  (d) after one year, the ecologist recorded the variation in leaf feature b again.   the results are shown in fig.  5.3. 0123456789 0\u20135 6\u201310 11\u201315 leaf feature b / arbitrary units16\u201320 21\u201325number of individuals fig. 5.3   suggest one reason for the difference in variation of leaf feature b after one year.  ...  ... [1] [total: 7]",
+            "18": "18 0610/43/o/n/18 \u00a9 ucles 2018 6 fig. 6.1 is a diagram showing some body cells and parts of the human lymphatic and circulatory  systems. arteriole lymphatic vessel capillary venulezab y not to scalex fig. 6.1  (a) capillaries allow blood to reach most cells in the body.   (i) state the name of the process by which oxygen moves from a to z as shown in fig.  6.1.  ... [1]   (ii) describe how some of the liquid in a moves to b in fig.  6.1.  ...  ...  ... [2]   (iii) state one component of blood that remains inside the capillaries as the blood flows from  x to y in fig.  6.1.  ... [1]",
+            "19": "19 0610/43/o/n/18 \u00a9 ucles 2018  (b) lymphatic vessels are similar in structure to veins.   (i) describe the structure of veins.  ...  ...  ...  ...  ... [2]   (ii) describe the role of the lymphatic vessel shown in fig. 6.1.  ...  ...  ...  ...  ... [2]  (c) lacteals are another part of the lymphatic system.   state where in the body lacteals are found and state their function. location in the body  ... function  .  ... [2]  (d) in the lymphatic system, there are structures that contain large numbers of lymphocytes.    (i) state the name of these structures.  ... [1]   (ii) state the role of lymphocytes.  ...  ...  ... [2] [total: 13]",
+            "20": "20 0610/43/o/n/18 \u00a9 ucles 2018 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 international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download at www.cie.org.uk after  the live examination series. 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.blank page"
+        },
+        "0610_w18_qp_51.pdf": {
+            "1": "*9077378872* this document consists of 11 printed pages and 1 blank page. dc (nf/sw) 151302/4 \u00a9 ucles 2018  [turn overcambridge international examinations cambridge international general certificate of secondary education biology  0610/51 paper 5  practical test  october/november 2018  1 hour 15 minutes candidates answer on the question paper. additional materials:  as listed in the confidential instructions. read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen. you may use an hb pencil for any diagrams or graphs. do not use staples, paper clips, glue or correction fluid. do not  write in any barcodes. answer all questions. electronic calculators may be used. you may lose marks if you do not show your working or if you do not use appropriate units. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question. this syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificate.for examiner\u2019s use 1 2 total",
+            "2": "2 0610/51/o/n/18 \u00a9 ucles 2018 1 grapes are soft fruits that contain sugars.  you are going to investigate the concentration of reducing sugars in grapes.  read all the instructions but do not carry them out until you have drawn a table for   your results in the space provided in 1(a)(iii).  you should use the safety equipment provided while you are carrying out the practical work. step 1  put 50  cm3 of distilled water into a measuring cylinder. step 2  place four of the grapes into the measuring cylinder and record the total volume of  distilled water and grapes in the measuring cylinder in table 1.1.  (a) (i) calculate the total volume of the four grapes and record it in table 1.1. table 1.1 total volume of distilled water  and grapes in the measuring  cylinder  / cm3total volume of the  grapes  / cm3 [1]   (ii) calculate the average volume of one grape using your answer to 1(a)(i) .    space for working.   ...  cm3  [1] step 3  label a test-tube g. step 4  pour the contents of the measuring cylinder into the container labelled waste .   remove the four grapes and dry them with a paper towel. return the four grapes to the  petri dish base. step 5  use a spatula to crush all of the grapes in the petri dish base and try to extract as much  juice as possible. pour the grape juice into the small beaker labelled grape juice . step 6  use a clean syringe to put 5.0  cm3 of the grape juice into test-tube g. step 7  label three test-tubes, s1, s2 and s3. step 8  add 5.0  cm3 of the solution labelled s to the test-tube labelled s1. step 9  add 1.0  cm3 of the solution labelled s to the test-tube labelled s2 and then add 4.0  cm3 of  distilled water. mix the contents of s2. step 10  add 0.2  cm3 of the solution labelled s to the test-tube labelled s3 and then add 4.8  cm3 of  distilled water. mix the contents of s3.",
+            "3": "3 0610/51/o/n/18 \u00a9 ucles 2018 [turn over step 11  use a clean syringe to add 5.0  cm3 of benedict\u2019s solution to each of test-tubes s1, s2,  s3 and g.   raise your hand when you are ready for hot water to be added to the beaker labelled  water-bath . step 12  place the test-tubes s1, s2, s3  and g into the water-bath at the same time.   start timing and record the time at which a colour change first appears in each test-tube.   record your results in your table in 1(a)(iii) .   (iii) prepare a table to record your results.    your table should include: \u2022 the solutions tested \u2022 the time, in seconds, of the first appearance of a colour change in each solution.    record your results in your table as you carry out the practical work. [4]  (b) (i)  the concentration of reducing sugar in solution s and s1 is 200  g per dm3.    the concentration of reducing sugar in solution s3 is 8 g per dm3.    calculate the concentration of reducing sugar in solution s2, using the information in  step 9. concentration of reducing sugar in s2  ..  g per dm3. [2]",
+            "4": "4 0610/51/o/n/18 \u00a9 ucles 2018   (ii) state a conclusion for your reducing sugar investigation.  ...  ...  ...  ..  [1]  (c) (i) state one variable that you kept constant in your investigation.  ..  [1]   (ii) the method used in step 12 contains two potential sources of error .    state one source of error and suggest an improvement to minimise the error. error  ...  ... improvement  .  ...  ... [2]   (iii) identify one safety precaution you used when carrying out this investigation and give a  reason for this precaution. safety precaution  ...  ... reason for the safety precaution    ... [2]",
+            "5": "5 0610/51/o/n/18 \u00a9 ucles 2018 [turn over  (d) grapes develop in large groups attached to their parent plant. as they develop, grapes  increase in size and ripen.   fig. 1.1 shows one group of grapes. fig. 1.1   a student suggested that the concentration of reducing sugars in grapes changed as the  grapes developed and ripened.   describe how the method you used in steps 3 to 12 could be modified to determine if there is  a change in the concentration of reducing sugars in grapes during development.  ...  ...  ...  ...  ...  ...  ..  [2]",
+            "6": "6 0610/51/o/n/18 \u00a9 ucles 2018  (e) some students placed eight grapes, that had been picked at different ages, into water. they  measured the change in the volume of the grapes after 24 hours.   table 1.2 shows the results of this investigation. table 1.2 age of  grapes when  picked  / daysstarting volume  of grapes  / cm3final volume of grapes  after 24 hours  / cm3percentage change in volume  12  5.0  5.5 10  24  7.6  8.5 12  36 12.0 13.7 14  48 17.0 19.7 16  60 22.0 26.0 18  72 25.0 30.0 20  84 30.0 36.6  96 36.0 45.0 25 108 42.0 54.6 30 120 55.0 74.3 35   (i) calculate the percentage change in volume of grapes aged 84 days.    write your answer in table 1.2.    show your working. [2]",
+            "7": "7 0610/51/o/n/18 \u00a9 ucles 2018 [turn over   (ii) plot a line graph on the grid of the age of the grapes against the percentage change in  volume. [4]   (iii) describe the trends shown by the results in table 1.2 and your graph.  ...  ...  ...  ..  [2]   (iv) state the variable that was changed (independent variable) in this investigation.  ..  [1] [total: 25]",
+            "8": "8 0610/51/o/n/18 \u00a9 ucles 2018 2 fig. 2.1 shows a photomicrograph of part of the lung of a mammal. magnification \u00d71200alveoluscells forming the wall of an alveoluscells forming the wall of a capillary capillary a fig. 2.1  (a) (i) measure the diameter of the capillary labelled a using the two lines drawn on the capillary  in fig. 2.1. include the unit.    diameter 1     diameter 2     calculate the average diameter of capillary a.    [2]",
+            "9": "9 0610/51/o/n/18 \u00a9 ucles 2018 [turn over   (ii) calculate the actual average diameter of capillary a using your answer to 2(a)(i)  and the  formula: magnification  = average diameter of capillary a on fig. 2.1 actual average diameter of capillary a    1 mm = 1000  \u03bcm    give your answer to the nearest whole \u03bcm.   ..  \u03bcm [3]   (iii) make a large drawing of three alveoli and one capillary, that are next to each other in  fig. 2.1. do not draw individual cells. [4]",
+            "10": "10 0610/51/o/n/18 \u00a9 ucles 2018  (b) some students measured the average increase in chest circumference, during breathing,  when at rest. each student wrapped a tape measure around their chest just below the armpits,  as shown in fig. 2.2. fig. 2.2   each student then breathed out and took a measurement of their chest circumference.  they then breathed in and took a second measurement. the difference between the two  measurements is the increase in chest circumference.   table 2.1 shows the results of their measurements. table 2.1 increase in chest circumference  / mm male female 40 32 31 37 48 25 28 38 46 27 33 30 39 22 41 38 25 27 39 34 average 37   (i) calculate the average increase in chest circumference for females.    write your answer in table 2.1.  [1]",
+            "11": "11 0610/51/o/n/18 \u00a9 ucles 2018   (ii) describe how the students could find out the effect of exercise intensity on chest  circumference during breathing.  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ..  [5] [total: 15]",
+            "12": "12 0610/51/o/n/18 \u00a9 ucles 2018 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 international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download at www.cie.org.uk after  the live examination series. 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.blank page"
+        },
+        "0610_w18_qp_52.pdf": {
+            "1": "*5363957393* this document consists of 10 printed pages and 2 blank pages. dc (lk/sw) 152884/2 \u00a9 ucles 2018  [turn overcambridge international examinations cambridge international general certificate of secondary education biology  0610/52 paper 5  practical test  october/november 2018  1 hour 15 minutes candidates answer on the question paper. additional materials:  as listed in the confidential instructions. read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen. you may use an hb pencil for any diagrams or graphs. do not use staples, paper clips, glue or correction fluid. do not  write in any barcodes. answer all questions. electronic calculators may be used. you may lose marks if you do not show your working or if you do not use appropriate units. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question. this syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificate.for examiner\u2019s use 1 2 total",
+            "2": "2 0610/52/o/n/18 \u00a9 ucles 2018 1 fruit juice can be produced by crushing and squeezing fresh fruit. the juice produced in this way  is often cloudy.  the enzyme pectinase is used to produce clear fruit juice. this process is called clarification.  fig. 1.1 shows fruit juice before and after clarification. before afterprecipitate fig. 1.1  you are going to investigate the effect of pectinase concentration on the clarification of apple juice.  you are provided with freshly prepared apple juice in a beaker labelled a, water in a beaker  labelled w, and a 5% pectinase solution in a beaker labelled e.  read all the instructions but do not carry them out until you have drawn a table for  your results in the space provided in 1(b).  you should use the gloves and eye protection provided while you are carrying out the practical  work.  step 1  label four test-tubes p1, p2, p3 and p4.  step 2   make up the different concentrations of pectinase by using the syringes provided to add  water and pectinase solution to the test-tubes as shown in table 1.1. table 1.1 test-tube volume of water w  / cm3volume of 5%   pectinase solution   e / cm3final percentage  concentration of  pectinase solution p1 0.00 1.00 5.0 p2 0.50 0.50 2.5 p3 0.75 0.25 p4 1.00 0.00 0.0",
+            "3": "3 0610/52/o/n/18 \u00a9 ucles 2018 [turn over  (a) calculate the final concentration of the pectinase solution in test-tube p3.   show your working and write your answer, to one decimal place, in table 1.1.  [2]  step 3  raise your hand when you are ready for hot water to be added to the water-bath .  step 4  add 5  cm3 of apple juice a to each of test-tubes p1, p2, p3 and p4.     carefully mix the contents of each test-tube by shaking them gently and place all four  test-tubes into the water-bath .  step 5  immediately start the timer and leave for five minutes. do not shake the test-tubes again.  step 6   after five minutes, use a ruler to measure the height of the precipitate formed in each of  the four test-tubes, as shown in fig. 1.2. if no precipitate has formed record this as \u20180\u2019 in  your table. return the test-tubes to the water-bath.    record the measurements in your table in 1(b). precipitate not to scale012345678910 fig. 1.2  step 7  leave the four test-tubes in the water-bath  for a further  five minutes.  step 8   after five minutes repeat the measurement of the height of any precipitate in each of  test-tubes p1, p2, p3 and p4. record the measurements in your table in 1(b).  step 9   return the test-tubes to the water-bath and repeat step 7 and step 8 to take a final set of  measurements.",
+            "4": "4 0610/52/o/n/18 \u00a9 ucles 2018  (b) prepare a table to record your results.  [4]  (c) state a conclusion for your results.  ...  ...  ...  ...  ... [2]  (d) (i) state the variable that was changed (independent variable) in this investigation.  ... [1]   (ii) state two variables that were kept constant in this investigation. 1   2    [2]   (iii) identify one possible error in step 6 and suggest an improvement. error  ...  ... improvement  .  ...  ...  [2]",
+            "5": "5 0610/52/o/n/18 \u00a9 ucles 2018 [turn over  (e) explain the purpose of test-tube p4.  ...  ...  ...  ...  ..  [2]  (f) a student stated the hypothesis:   \u201ctreating fruit juice with pectinase reduces the vitamin c content of the fruit juice\u201d.   plan an investigation to test this hypothesis.  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ... [6]  (g) a student wanted to find out if fruit juice contained starch.   state the result you would expect for a positive test for starch.  ..  [1]",
+            "6": "6 0610/52/o/n/18 \u00a9 ucles 2018  (h) fig. 1.3 shows a cross-section of a tomato fruit. fig. 1.3   make a large drawing of the cross-section of tomato fruit.  [4]  [total: 26]",
+            "7": "7 0610/52/o/n/18 \u00a9 ucles 2018 [turn over2 a student investigated the number of petals on the flowers of two species of daisy, species a and  species b.  (a) fig. 2.1 shows one daisy flower of species a. xy fig. 2.1   the actual length of petal xy of the daisy in fig. 2.1 was measured by the student as 5 mm.   measure the length of petal xy on fig. 2.1. include the units.   length of xy on fig. 2.1 ...    use the formula to calculate the magnification of the photograph.    magnification = length of xy on fig. 2.1 actual length of petal xy   show your working.      [2]",
+            "8": "8 0610/52/o/n/18 \u00a9 ucles 2018 the student collected 10 flowers from species a and 10 flowers from species b. they counted the  number of petals on each flower.  fig. 2.2 shows some of the daisy flowers of species a. 109 fig. 2.2  (b) (i) count the number of petals on flowers 9 and 10 in fig. 2.2 and record the number of  petals in table 2.1. table 2.1 number of petals flower number species a species b 1 16 7 2 15 5 3 13 5 4 20 6 5 20 6 6 15 7 7 17 5 8 15 6 9 6 10 5 average number of petals 17   [1]",
+            "9": "9 0610/52/o/n/18 \u00a9 ucles 2018 [turn over   (ii) calculate the average number of petals for species b.     write your answer in table 2.1. give your answer to the nearest whole number.    space for working.  [1]   (iii) suggest one method that could be used to ensure that the counting of the number of  petals is accurate.  ...  ...  ... [1]  (c) plot a bar chart on the grid of the average number of petals for species a and species b from  table 2.1.  [3]",
+            "10": "10 0610/52/o/n/18 \u00a9 ucles 2018  (d) state two reasons why the student should have repeated the investigation.  1    ... 2    ...  [2]  (e) the student noticed that insects fed on the nectar produced by the flowers.   (i) describe the test that the student would use to find out if the nectar contains reducing  sugars.  ...  ...  ...  ...  ...  ... [3]   (ii) state one safety precaution that should be taken when carrying out the test for reducing  sugars.  ...  ... [1]  [total: 14]",
+            "11": "11 0610/52/o/n/18 \u00a9 ucles 2018 blank page",
+            "12": "12 0610/52/o/n/18 \u00a9 ucles 2018 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 international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download at www.cie.org.uk after  the live examination series. 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.blank page"
+        },
+        "0610_w18_qp_53.pdf": {
+            "1": "*6873358006* this document consists of 9 printed pages and 3 blank pages. dc (rw/sg) 152890/4 \u00a9 ucles 2018  [turn overbiology  0610/53 paper 5  practical test  october/november 2018  1 hour 15 minutes candidates answer on the question paper. additional materials:  as listed in the confidential instructions. read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen. you may use an hb pencil for any diagrams or graphs. do not use staples, paper clips, glue or correction fluid. do not  write in any barcodes. answer all questions. electronic calculators may be used. you may lose marks if you do not show your working or if you do not use appropriate units. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question.cambridge international examinations cambridge international general certificate of secondary education for examiner\u2019s use 1 2 total this syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificate.",
+            "2": "2 0610/53/o/n/18 \u00a9 ucles 2018 1 catalase is an enzyme found in plant and animal cells. it catalyses the break down of hydrogen  peroxide to form water and oxygen. 2h2o2      2h2o  +  o2  hydrogen peroxide  water  oxygen  the oxygen produced during the reaction forms a foam on the surface of the mixture of hydrogen  peroxide and catalase. the height of the foam can be used as a measure of the activity of the  catalase present.  you are going to investigate the effect of cooking on the activity of catalase in potato tissue.  read all the instructions but do not carry them out until you have drawn a table for  your results in the space provided in 1(a)(i).  you should wear the gloves and eye protection provided during the practical work in  question  1.  step 1  label one large test-tube c and the other large test-tube u.  step 2  you are provided with two potato sticks, place them on the white tile. cut each potato  stick to exactly 4  cm in length.  step 3  cut one potato stick into four, 1  cm long, pieces as shown in fig.  1.1. repeat this with the  other potato stick. 1 cm not to scale fig. 1.1  step 4  raise your hand when you are ready for hot water to be added to the beaker labelled  hot water .  step 5  place four of the 1  cm pieces of potato into the hot water . leave them in the hot water  for five minutes.   while you are waiting continue with the other questions.  step 6  after five minutes use forceps to carefully remove the four cooked potato pieces from the  hot water  and put them into the large test -tube labelled c.  step 7  put the remaining four uncooked potato pieces into the large test -tube labelled u.  step 8  use the syringe to put 15  cm3 of hydrogen peroxide solution into each of the large  test-tubes. leave them for three minutes.",
+            "3": "3 0610/53/o/n/18 \u00a9 ucles 2018 [turn over  step 9  after three minutes place the ruler against the outside of each of the large test -tubes and  measure the height of the foam produced in each large test -tube. think about how you  will do this so that the height measured can be compared between the two test -tubes.   record these measurements in your table in 1(a)(i) .  (a) (i) prepare a table to record your results.  [4]   (ii) describe how you made sure that your measurements of the height of the foam in each  large test -tube could be compared.  ...  ...  ... [1]   (iii) state a conclusion for these results.  ...  ...  ... [1]  (b) (i) identify the variable that was changed (independent variable) in this investigation.  ... [1]   (ii) state three  variables, other than the way in which you measured the height of the foam,  that should have been kept constant in the investigation. 1   2   3    [3]",
+            "4": "4 0610/53/o/n/18 \u00a9 ucles 2018  (c) identify three  sources of error in this method. 1    ... 2    ... 3    ...  [3]  (d) a student was asked to test the hypothesis:    catalase activity is the same in all species of plants.   plan an investigation to test this hypothesis.  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ... [6]",
+            "5": "5 0610/53/o/n/18 \u00a9 ucles 2018 [turn over  (e) potatoes contain a lot of starch. when potatoes start to grow to form new plants, the starch is  broken down by the enzyme amylase to form reducing sugars.   explain how you could test samples of potato to show that starch and reducing sugars are  present. starch    ...  ... reducing sugars    ...  ...  ...  [5]  [total: 24]",
+            "6": "6 0610/53/o/n/18 \u00a9 ucles 2018 2 woodlice are small animals.  the rate of respiration of a woodlouse can be measured using a simple respirometer as shown in  fig. 2.1.  as the woodlouse respires the drop of coloured liquid moves along the capillary tube. cm 1 2 3 4 5 6ruler capillary tubewoodlouse potassium hydroxide to absorb carbon dioxideairtight bungdrop of coloured liquidstart mesh barrier cmruler capillary tubewoodlouse potassium hydroxide to absorb carbon dioxideairtight bungdrop of coloured liquidafter 30 minutes mesh barrier 1 2 3 4 5 6 fig. 2.1  (a) (i) record the position of the drop of coloured liquid in the capillary tube shown in fig.  2.1 at  the start  and after 30  minutes .  start  . mm  after 30 minutes  . mm  [1]   (ii) using the information in 2(a)(i) , calculate the rate of movement of the drop of coloured  liquid in mm per minute. give your answer to one decimal place.    space for working.    mm per minute  [2]",
+            "7": "7 0610/53/o/n/18 \u00a9 ucles 2018 [turn over  (b) the rate of movement of the drop of coloured liquid along the respirometer can be used  as a measure of the rate of respiration. a student used the apparatus shown in fig.  2.1 to  investigate the rate of respiration in different species of small animals.   the results are shown in table  2.1. table 2.1 animal speciesrate of movement of drop of coloured liquid / mm per minute repeat 1 repeat 2 repeat 3 average a 1.6 1.7 1.3 1.5 b 0.9 1.0 0.7 0.9 c 2.4 2.6 2.5 2.5 d 1.9 2.0 1.9 1.9   (i) plot a bar chart on the grid to show the average rate of movement of the drop of coloured  liquid in the capillary tube for the four different species of animal.  [3]   (ii) state which letter represents the animal species with the highest rate of respiration.  ... [1]",
+            "8": "8 0610/53/o/n/18 \u00a9 ucles 2018   (iii) the student decided it would be better to calculate the rate of respiration per gram of  animal so that the values could be compared.    describe how the student could find out the rate of respiration per gram of animal.  ...  ...  ...  ... [2]  (c) fig. 2.2 shows a photograph of a woodlouse. p q fig. 2.2   (i) draw a large diagram of the woodlouse in fig.  2.2.  [4]",
+            "9": "9 0610/53/o/n/18 \u00a9 ucles 2018   (ii) the magnification of the woodlouse in fig.  2.2 is \u00d79.    measure the width of the woodlouse along line pq. include the unit.    length of line pq ..    calculate the actual width of the woodlouse using the formula. include the unit. magnification = length of line pq on fig. 2.2 actual width of woodlouse    show your working and give your answer to two decimal places.     [3]  [total: 16]",
+            "10": "10 0610/53/o/n/18 \u00a9 ucles 2018 blank page",
+            "11": "11 0610/53/o/n/18 \u00a9 ucles 2018 blank page",
+            "12": "12 0610/53/o/n/18 \u00a9 ucles 2018 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 international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download at www.cie.org.uk after  the live examination series. 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.blank page"
+        },
+        "0610_w18_qp_61.pdf": {
+            "1": "*3086942782* this syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificate. this document consists of 12 printed pages and 4 blank pages. dc (st/sw) 150979/4 \u00a9 ucles 2018  [turn overcambridge international examinations cambridge international general certificate of secondary education biology  0610/61 paper 6  alternative to practical  october/november 2018  1 hour candidates answer on the question paper. no additional materials are required. read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen. you may use an hb pencil for any diagrams or graphs. do not use staples, paper clips, glue or correction fluid. do not  write in any barcodes. answer all questions. electronic calculators may be used. you may lose marks if you do not show your working or if you do not use appropriate units. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question.",
+            "2": "2 0610/61/o/n/18 \u00a9 ucles 2018 1  grapes are soft fruits that contain sugars.  some students investigated the concentration of reducing sugars in grapes.   (a) step 1   the students determined the volume of the grapes by placing 50  cm3 of distilled  water into a measuring cylinder.   step 2   four grapes were placed into the measuring cylinder and the total volume of the  distilled water and grapes was measured.   fig. 1.1 shows the total volume of the distilled water and grapes in the measuring cylinder. 90100 80 70 60 50 40 30 20 10grapeswater fig. 1.1   (i)   table 1.1 total volume of distilled water  and grapes in the measuring  cylinder  / cm3total volume of the grapes  / cm3    calculate the total volume of the four grapes using the information in step 1 and fig. 1.1.    write your answers in table 1.1.  [1]",
+            "3": "3 0610/61/o/n/18 \u00a9 ucles 2018 [turn over   (ii) calculate the average volume of one grape using your answer to 1(a)(i) .    space for working.   ..  cm3 [1]   step 3  three test-tubes were labelled, s1, s2 and s3.   step 4  5.0 cm3 of a sugar solution ( s) was added to test-tube s1.   step 5  1.0 cm3 of solution s and 4.0  cm3 of distilled water were added to test-tube s2.      the contents of s2 were mixed.    step 6  0.2 cm3 of solution s and 4.8  cm3 of distilled water were added to test-tube s3.      the contents of s3 were mixed.   step 7  grape juice was extracted from ten grapes.   step 8   5.0 cm3 of the extracted grape juice was placed into a test -tube labelled g.   step 9  5.0 cm3 of benedict\u2019s solution was added to each of test-tubes s1, s2, s3 and g.   step 10    test-tubes s1, s2, s3 and g were placed into an 80  \u00b0c water-bath.   step 11  the time at which a colour change first appeared in each test-tube was recorded.    step 12  steps 3 to 11 were repeated to obtain a second set of results.",
+            "4": "4 0610/61/o/n/18 \u00a9 ucles 2018  fig. 1.2 shows the students\u2019 results in minutes and seconds. s1trial 2trial 1 s2 s3 gs1 s2 s3 g fig. 1.2   (iii) prepare a table to record the results, shown in fig. 1.2.    your table should include:    \u2022 the solutions tested    \u2022 the time, in seconds, of the first appearance of a colour change in each solution. [4]  (b)  (i)  the concentration of reducing sugar in solution s1 is 200  g per dm3.    the concentration of reducing sugar in solution s3 is 8 g per dm3.    calculate the concentration of reducing sugar in solution s2, using the information in  step 5.  concentration of reducing sugar in s2  ..  g per dm3 [2]",
+            "5": "5 0610/61/o/n/18 \u00a9 ucles 2018 [turn over   (ii) state a conclusion for the reducing sugar investigation.  ...  ...  ... [1]  (c) (i) state one variable that was kept constant in the reducing sugar investigation.  ... [1]   (ii) the method used to estimate the concentration of reducing sugar in grapes contains  potential sources of error.    state one source of error and suggest an improvement to minimise the error. error  ...  ... improvement  .  ...  ... [2]    (iii) identify one safety precaution that should be used when carrying out this investigation  and give a reason for this precaution. safety precaution  ...  ... reason for the safety precaution    ... [2]",
+            "6": "6 0610/61/o/n/18 \u00a9 ucles 2018 blank page",
+            "7": "7 0610/61/o/n/18 \u00a9 ucles 2018 [turn over  (d) grapes develop in large groups attached to their parent plant. as they develop, grapes  increase in size and ripen.    fig. 1.3 shows one group of grapes. fig. 1.3     a student suggested that the concentration of reducing sugars in grapes changed as the  grapes developed and ripened.   describe how the method used in steps 3 to 12 could be modified to determine if there is a  change in the concentration of reducing sugars in grapes during development.  ...  ...  ...  ...  ...  ...  ... [2]",
+            "8": "8 0610/61/o/n/18 \u00a9 ucles 2018  (e) some students placed eight grapes, that had been picked at different ages, into water. they  measured the change in the volume of the grapes after 24 hours.    table 1.2 shows the results of this investigation.  table 1.2  age of grapes  when picked  / daysstarting volume of grapes  / cm3final volume after  24 hours  / cm3 percentage  change in volume  12  5.0  5.5 10  24  7.6  8.5 12  36 12.0 13.7 14  48 17.0 19.7 16  60 22.0 26.0 18  72 25.0 30.0 20  84 30.0 36.6  96 36.0 45.0 25 108 42.0 54.6 30 120 55.0 74.3 35     (i) calculate the percentage change in volume of grapes aged 84 days.     write your answer in table 1.2.    show your working. [2]",
+            "9": "9 0610/61/o/n/18 \u00a9 ucles 2018 [turn over   (ii) plot a line graph on the grid of the age of the grapes against the percentage change in  volume. [4]   (iii) describe the trends shown by the results in table 1.2 and your graph.  ...  ...  ...  ... [2]   (iv) state the variable that was changed (independent variable) in this investigation.  ..  [1] [total: 25]",
+            "10": "10 0610/61/o/n/18 \u00a9 ucles 2018 2 fig. 2.1 shows a photomicrograph of part of the lung of a mammal. magnification \u00d71200alveoluscells forming the wall of an alveoluscells forming the wall of a capillary capillary a fig. 2.1  (a) (i) measure the diameter of the capillary labelled a using the two lines drawn on the capillary  in fig. 2.1. include the unit.    diameter 1     diameter 2     calculate the average diameter of capillary a.    [2]",
+            "11": "11 0610/61/o/n/18 \u00a9 ucles 2018 [turn over   (ii) calculate the actual average diameter of capillary a using your answer to 2(a)(i)  and the  formula: magnification  = average diameter of capillary a on fig. 2.1 actual average diameter of capillary a    1 mm = 1000  \u03bcm    give your answer to the nearest whole \u03bcm.   ..  \u03bc m [3]   (iii) make a large drawing of three alveoli and one capillary, that are next to each other in  fig. 2.1. do not draw individual cells. [4]   ",
+            "12": "12 0610/61/o/n/18 \u00a9 ucles 2018  (b) some students measured the average increase in chest circumference, during breathing,  when at rest. each student wrapped a tape measure around their body just below the armpits,  as shown in fig. 2.2. fig. 2.2   each student then breathed out and took a measurement of their chest circumference.  they then breathed in and took a second measurement. the difference between the two  measurements is the increase in chest circumference.   table 2.1 shows the results of their measurements. table 2.1 increase in chest circumference  / mm male female  40 32 31 37 48 25 28 38 46 27 33 30 39 22 41 38 25 27 39 34 average 37   (i) calculate the average increase in chest circumference for females.    write your answer in table 2.1.  [1] ",
+            "13": "13 0610/61/o/n/18 \u00a9 ucles 2018   (ii) describe how the students could find out the effect of exercise intensity on chest  circumference during breathing.   ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ... [5] [total: 15]",
+            "14": "14 0610/61/o/n/18 \u00a9 ucles 2018 blank page",
+            "15": "15 0610/61/o/n/18 \u00a9 ucles 2018 blank page",
+            "16": "16 0610/61/o/n/18 \u00a9 ucles 2018 blank page permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the  publisher will be pleased to make amends at the earliest possible opportunity. to avoid the issue of disclosure of answer-related information to candidates, all copyright acknowledgements are reproduced online in the cambridge international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download at www.cie.org.uk after  the live examination series. 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."
+        },
+        "0610_w18_qp_62.pdf": {
+            "1": "*1091265997* this document consists of 12 printed pages. dc (rw/sw) 152886/3 \u00a9 ucles 2018  [turn overcambridge international examinations cambridge international general certificate of secondary education biology  0610/62 paper 6  alternative to practical  october/november 2018  1 hour candidates answer on the question paper. no additional materials are required. read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen. you may use an hb pencil for any diagrams or graphs. do not use staples, paper clips, glue or correction fluid. do not  write in any barcodes. answer all questions. electronic calculators may be used. you may lose marks if you do not show your working or if you do not use appropriate units. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question. this syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificate.",
+            "2": "2 0610/62/o/n/18 \u00a9 ucles 2018 1 fruit juice can be produced by crushing and squeezing fresh fruit. the juice produced in this way  is often cloudy.  the enzyme pectinase is used to produce clear fruit juice. this process is called clarification.  fig. 1.1 shows fruit juice before and after clarification. before afterprecipitatecloudy apple juice clear apple juice fig. 1.1  a student investigated the effect of pectinase concentration on the clarification of apple juice.  the student was provided with freshly prepared apple juice, water and a 5% pectinase solution.  step 1  four test-tubes were labelled p1, p2, p3 and p4.  step 2  syringes were used to add the volumes of water and 5% pectinase solution shown in  table  1.1 to each of the test-tubes. table 1.1 test-tubevolume of water  / cm3volume of 5%  pectinase solution  / cm3final percentage  concentration of  pectinase solution p1 0.00 1.00 5.0 p2 0.50 0.50 2.5 p3 0.75 0.25 p4 1.00 0.00 0.0",
+            "3": "3 0610/62/o/n/18 \u00a9 ucles 2018 [turn over  (a) calculate the final concentration of the pectinase solution in test -tube p3.   show your working and write your answer, to one decimal place, in table  1.1.  [2]  step 3  5 cm3 of apple juice was added to each of test -tubes p1, p2, p3 and p4.  step 4  the contents of each test -tube were carefully mixed using a glass rod.  step 5  a stop-clock was immediately started.  step 6  after five minutes, the height of the precipitate formed was measured using a ruler, as  shown in fig. 1.2. if no precipitate had formed in the test-tube, it was recorded as \u20180\u2019. precipitate not to scaleclear apple juice 012345678910 fig. 1.2    care was taken not to shake the test -tubes.  step 7  after a further five minutes, the student repeated the measurement of the precipitates in  the test-tubes.",
+            "4": "4 0610/62/o/n/18 \u00a9 ucles 2018  fig. 1.3 shows the test-tubes at 0, 5 and 10  minutes. p1 0 minutes 5 minutes 10 minutesp2 p3 p4 p1 p2 p3 p4 p1 p2 p3 p4 fig. 1.3",
+            "5": "5 0610/62/o/n/18 \u00a9 ucles 2018 [turn over  (b) prepare a table to record the results.   measure the height of the precipitate in each test-tube in fig. 1.3.   record the measurements in your table.  [4]  (c) state a conclusion for the results.  ...  ...  ...  ...  ... [2]  (d) (i) state the variable that was changed (independent variable) in this investigation.  ... [1]   (ii) state two variables that should have been kept constant in this investigation. 1   2    [2]",
+            "6": "6 0610/62/o/n/18 \u00a9 ucles 2018   (iii) identify one possible error in step  6 and suggest an improvement. error  ...  ... improvement  .  ...  ...  [2]  (e) explain the purpose of test-tube p4.  ...  ...  ...  ...  ... [2]  (f) a student stated the hypothesis:   \u201ctreating fruit juice with pectinase reduces the vitamin c content of the fruit juice\u201d.   plan an investigation to test this hypothesis.  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ... [6]",
+            "7": "7 0610/62/o/n/18 \u00a9 ucles 2018 [turn over  (g) fig. 1.4 shows a cross -section of a tomato fruit. fig. 1.4   make a large drawing of the cross -section of tomato fruit.  [4]",
+            "8": "8 0610/62/o/n/18 \u00a9 ucles 2018  (h) a student wanted to find out if tomatoes contained starch.   state the result you would expect for a positive test for starch.  ... [1]  [total: 26]",
+            "9": "9 0610/62/o/n/18 \u00a9 ucles 2018 [turn over2 a student investigated the number of petals on the flowers of two species of daisy, species a and  species b.  (a) fig. 2.1 shows one daisy flower of species a. xy fig. 2.1   the actual length of petal xy of the daisy in fig. 2.1 was measured by the student as 5 mm.   measure the length of petal xy on fig. 2.1. include the units.   length of xy on fig. 2.1       use the formula to calculate the magnification of the photograph. magnification = length of xy on fig. 2.1 actual length of petal xy   show your working.     [2]",
+            "10": "10 0610/62/o/n/18 \u00a9 ucles 2018 the student collected 10 flowers from species a and 10 flowers from species b. they counted the  number of petals on each flower.  fig. 2.2 shows some of the daisy flowers of species a. 109 fig. 2.2  (b) (i) count the number of petals on flowers 9 and 10 in fig. 2.2 and record the number of  petals in table 2.1. table 2.1 number of petals flower number species a species b 1 16 7 2 15 5 3 13 5 4 20 6 5 20 6 6 15 7 7 17 5 8 15 6 9 6 10 5 average number of petals 17  [1]",
+            "11": "11 0610/62/o/n/18 \u00a9 ucles 2018 [turn over   (ii) calculate the average number of petals for species  b.    write your answer in table  2.1. give your answer to the nearest whole number.    space for working.  [1]   (iii) suggest one method that could be used to ensure that the counting of the number of  petals is accurate.  ...  ...  ... [1]  (c) plot a bar chart on the grid of the average number of petals for species  a and species  b from  table  2.1.  [3]",
+            "12": "12 0610/62/o/n/18 \u00a9 ucles 2018 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 international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download at www.cie.org.uk after  the live examination series. 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. (d) state two reasons why the student should have repeated the investigation. 1    ... 2    ...  [2]  (e) the student noticed that insects fed on the nectar produced by the flowers.   (i) describe the test that the student would use to find out if the nectar contains reducing  sugars.  ...  ...  ...  ...  ...  ... [3]   (ii) state one safety precaution that should be taken when carrying out the test for reducing  sugars.  ...  ... [1]  [total: 14]"
+        },
+        "0610_w18_qp_63.pdf": {
+            "1": "*2515046532* this document consists of 10 printed pages and 2 blank pages. dc (st/jg) 152887/5 \u00a9 ucles 2018  [turn overbiology  0610/63 paper 6  alternative to practical  october/november 2018  1 hour candidates answer on the question paper. no additional materials are required. read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen. you may use an hb pencil for any diagrams or graphs. do not use staples, paper clips, glue or correction fluid. do not  write in any barcodes. answer all questions. electronic calculators may be used. you may lose marks if you do not show your working or if you do not use appropriate units. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question. this syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificate.cambridge international examinations cambridge international general certificate of secondary education",
+            "2": "2 0610/63/o/n/18 \u00a9 ucles 2018 blank page",
+            "3": "3 0610/63/o/n/18 \u00a9 ucles 2018 [turn over 1 catalase is an enzyme found in plant and animal cells. it catalyses the break down of hydrogen  peroxide to form water and oxygen.  2h2o2  2h2o + o2  hydrogen peroxide   water   oxygen  the oxygen produced during the reaction forms a foam on the surface of the mixture of hydrogen  peroxide and catalase. the height of the foam can be used as a measure of the activity of the  catalase present.  a student investigated the effect of cooking on the activity of catalase in potato tissue using 3%  hydrogen peroxide.  the student used the following method:  step 1  cut two potato sticks so that they are identical in both shape and size.  step 2  put 5  cm3 of hydrogen peroxide solution into a test-tube labelled uncooked potato .  step 3   put 5  cm3 of hydrogen peroxide solution into a test-tube labelled cooked potato .  step 4   put one of the potato sticks into a beaker of hot water (90  \u00b0c) and leave it for five minutes  before carefully removing it.  step 5   put the potato stick from step 4 into the test-tube labelled cooked potato .  step 6   put the uncooked potato stick into the test-tube labelled uncooked potato .  step 7   leave the potato sticks in the hydrogen peroxide for three minutes and then measure  the height of the foam produced in each of the test-tubes.",
+            "4": "4 0610/63/o/n/18 \u00a9 ucles 2018  fig. 1.1 shows the test-tubes after three minutes. cm12345678910111213 uncooked potatocooked potato foam test-tubehydrogen peroxide desk ruler potato stick fig. 1.1",
+            "5": "5 0610/63/o/n/18 \u00a9 ucles 2018 [turn over  (a) (i) prepare a table for the student\u2019s results.    measure the height of the foam in each of the test -tubes in fig.  1.1. record these values  in your table. [3]   (ii) calculate the difference in the height of the foam produced by cooked and uncooked  potato after three minutes. include the units.    space for working.    [1]   (iii) describe how you made sure that your measurements of the height of the foam in each  test-tube could be compared.  ...  ...  ... [1]   (iv) state a conclusion for these results.  ...  ...  ... [1]",
+            "6": "6 0610/63/o/n/18 \u00a9 ucles 2018  (b) (i) identify the variable that was changed (independent variable) in this investigation.  ... [1]   (ii) state three  variables, other than the way in which you measured the height of the foam,  that should have been kept constant in this investigation. 1   2   3   [3]  (c) identify three  sources of error in this method. 1    ... 2    ... 3    ... [3]",
+            "7": "7 0610/63/o/n/18 \u00a9 ucles 2018 [turn over  (d) a student was asked to test the hypothesis:    catalase activity is the same in all species of plants.   plan an investigation to test this hypothesis.  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ... [6]  (e) potatoes contain a lot of starch. when potatoes start to grow to form new plants, the starch is  broken down by the enzyme amylase to form reducing sugars.    explain how you could test samples of potato to show that starch and reducing sugars are  present. starch    ...  ... reducing sugars    ...  ...  ... [5] [total: 24]",
+            "8": "8 0610/63/o/n/18 \u00a9 ucles 2018 2 woodlice are small animals.  the rate of respiration of a woodlouse can be measured using a simple respirometer as shown in  fig. 2.1.  as the woodlouse respires the drop of coloured liquid moves along the capillary tube. cmruler capillary tubewoodlouse potassium hydroxide to absorb carbon dioxideairtight bungdrop of coloured liquidstart mesh barrier cmruler capillary tubewoodlouse potassium hydroxide to absorb carbon dioxideairtight bungdrop of coloured liquidafter 30 minutes mesh barrier1 2 3 4 5 6 1 2 3 4 5 6 fig. 2.1  (a) (i) record the position of the drop of coloured liquid in the capillary tube shown in fig. 2.1 at  the start  and after 30 minutes .   start    mm    after 30 minutes    mm [1]   (ii) using the information in 2(a)(i) , calculate the rate of movement of the drop of coloured  liquid in mm per minute. give your answer to one decimal place.    space for working.   ..  mm per minute [2]",
+            "9": "9 0610/63/o/n/18 \u00a9 ucles 2018 [turn over  (b) the rate of movement of the drop of coloured liquid along the respirometer can be used  as a measure of the rate of respiration. a student used the apparatus shown in fig. 2.1 to  investigate the rate of respiration in different species of small animals.   the results are shown in table 2.1. table 2.1 animal speciesrate of movement of drop of coloured liquid  / mm per minute repeat 1 repeat 2 repeat 3 average a 1.6 1.7 1.3 1.5 b 0.9 1.0 0.7 0.9 c 2.4 2.6 2.5 2.5 d 1.9 2.0 1.9 1.9   (i) plot a bar chart on the grid to show the average rate of movement of the drop of coloured  liquid in the capillary tube for the four different species of animal. [3]   (ii) state which letter represents the animal species with the highest rate of respiration.   ... [1]",
+            "10": "10 0610/63/o/n/18 \u00a9 ucles 2018   (iii) the student decided it would be better to calculate the rate of respiration per gram of  animal so that the values could be compared.    describe how the student could find out the rate of respiration per gram of animal.  ...  ...  ...  ... [2]  (c) fig. 2.2 shows a photograph of a woodlouse.  p q fig. 2.2   (i)  draw a large diagram of the woodlouse in fig.  2.2. [4]",
+            "11": "11 0610/63/o/n/18 \u00a9 ucles 2018   (ii) the magnification of the woodlouse in fig. 2.2 is \u00d79.    measure the width of the woodlouse along line pq. include the unit.    length of line pq ..    calculate the actual width of the woodlouse using the formula. include the unit. magnification = length of line pq on fig. 2.2 actual width of woodlouse    show your working and give your answer to two decimal places.    [3] [total: 16]",
+            "12": "12 0610/63/o/n/18 \u00a9 ucles 2018 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 international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download at www.cie.org.uk after  the live examination series. 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.blank page"
+        }
+    },
+    "2019": {
+        "0610_m19_qp_12.pdf": {
+            "1": "  this syllabus is regulated for use in england, wales and northern ireland as a cambridge international level 1/level 2 certific ate.  this document consists of 14 printed pages and 2 blank pages.  ib19 03_0610_12/3rp  \u00a9 ucles 2019 [turn over     *8560040174* cambridge assessment international education  cambridge international general certificate of secondary education       biology 0610/12     paper 1  multiple choice (core)  february/march 2019     45 minutes    additional materials: multiple choice answer sheet    soft clean eraser    soft pencil (type b or hb is recommended)        read these instructions first    write in soft pencil.  do not use staples, paper clips, glue or correction fluid. write your name, centre number and candidate number on the answer sheet in the spaces provided  unless this has been done for you.  do not  write in any barcodes.   there are forty  questions on this paper. answer all questions. for each question there are four possible  answers a, b, c and d.   choose the one you consider correct and record your choice in soft pencil  on the separate answer sheet.    read the instructions on the answer sheet very carefully.    each correct answer will score one mark. a ma rk will not be deducted for a wrong answer.  any rough working should be done in this booklet. electronic calculators may be used.      ",
+            "2": "2  \u00a9 ucles 2019 0610/12/f/m/19  1 a living organism, x, can make its own food, get rid of toxic materials and detect and respond to  stimuli.    what other  four processes must organism x carry out to stay alive?  a excretion, growth, movement, sensitivity  b excretion, growth, nutrition, respiration  c growth, movement, reproduction, respiration  d movement, reproduction, respiration, sensitivity      2 what is a correct way of naming a species using the binomial system?  a homo sapiens   b homo sapiens   c human being  d sapiens     3 the diagram shows a pea pod, which is a fruit.    seedsepals     use the key to identify the fruit.  1 sepals fall off as soon as the flower is fertilised    go to 2  sepals do not fall off as soon as the flower is fertilised  .  go to 3  2 pod contains fewer than four seeds  ..  a  pod contains more than four seeds  ...  b  3 fruit splits to release several seeds  ...  c  fruit splits to release only one seed  ...  d     ",
+            "3": "3  \u00a9 ucles 2019 0610/12/f/m/19 [turn over  4 the diagram shows two cells.        which process can be carried out by only one of these cells?  a controlling the chemical reactions in the cell  b controlling the movement of substances into the cell  c making starch inside the cell  d using glucose inside the cell      5 the diagram shows a palisade mesophyll cell from a green leaf.    w x y z    in which labelled part does photosynthesis occur and where are chromosomes found?     photosynthesis  occurs where chromosomes  are found  a x w  b x z  c y x  d y w     ",
+            "4": "4  \u00a9 ucles 2019 0610/12/f/m/19  6 the photograph shows a cross-section of a root.    xylemroot hai r     the root hair and the xylem are part of the same  a cell and organism.   b cell and tissue.   c organ and organism.   d tissue and organ.     7 the diagram shows a fly.    x y     the line xy represents the length of the wing.    the length of line xy is 26  mm.    the actual size of the wing between xy is 4  mm.    what is the magnification of the image?  a \u00d70.15 b \u00d76.5 c \u00d722 d \u00d7104    ",
+            "5": "5  \u00a9 ucles 2019 0610/12/f/m/19 [turn over  8 a frog is an animal. a frog\u2019s skin is permeable to oxygen and carbon dioxide.    when a frog is swimming in pond water, in which directions will there be a net diffusion of oxygen  and carbon dioxide?     from the frog  into the water from the water into  the frog  a carbon dioxide oxygen  b carbon dioxide and oxygen no movement  c oxygen carbon dioxide  d no movement carbon dioxide and oxygen    9 which process only involves the movement of water through the partially permeable membrane  of a cell?  a absorption  b evaporation  c osmosis  d transpiration     10 the diagram shows the effect of an enz yme working in the human digestive system.    protein amino acidsenzyme at ph 1.5 and temperature 37  \u00b0c     what would reduce  the rate of production of amino acids?  a removing the amino acids as they are formed  b increasing the amount of protein  c raising the temperature to 37.1  \u00b0c  d raising the ph to 7.5     ",
+            "6": "6  \u00a9 ucles 2019 0610/12/f/m/19  11 the diagram shows an experiment to investigate photosynthesis.    light startlight finishgas     what is the most abundant gas present at the top of the tube at the end of the experiment?  a carbon dioxide  b methane  c sulfur dioxide  d oxygen      12 dcpip can be used to test for vitamin c in food. lemon juice contains vitamin c.    when lemon juice is tested what are the results?  a starts blue, finishes colourless  b starts colourless, finishes blue  c stays blue  d stays colourless      13 what is meant by chemical digestion?  a large insoluble molecules are broken down into small soluble molecules.  b large soluble molecules are broken down into small insoluble molecules.  c small insoluble molecules are built up into large soluble molecules.  d small soluble molecules are built up into large insoluble molecules.     ",
+            "7": "7  \u00a9 ucles 2019 0610/12/f/m/19 [turn over  14 the diagram shows a cross-section through a plant stem.    tissue 1 tissue 2     what are the functions of the two labelled tissues?     tissue 1 tissue 2  a transport only support only  b transport only transport and support  c transport and support transport only  d support only transport only     15 a leafy shoot is placed in a solution of a red dye.    after 30 minutes, which part of a leaf from this shoot will contain the red dye?    a b c d    ",
+            "8": "8  \u00a9 ucles 2019 0610/12/f/m/19  16 the diagrams show stages in the passage of water through a plant.    which arrow shows water moving in the form of water vapour?    ba c d      17 the diagram shows a section of the heart.    rp q     what is the function of the structure labelled q?  a it controls the amount of blood leaving the heart.  b it increases the pressure in part r.  c it prevents backflow of blood into part p.  d it prevents blood flowing into the vena cava. ",
+            "9": "9  \u00a9 ucles 2019 0610/12/f/m/19 [turn over  18 the body has different types of defences against pathogens.    1 antibodies  2 hairs in the nose  3 mucus  4 skin    which defences help to prevent pathogens reaching the alveoli when breathing in?  a 1, 2, and 3 b 2, 3, and 4 c 2 and 3 only d 2 only      19 what are the approximate percentages of oxygen and carbon dioxide in inspired air?     percentage of  oxygen percentage of  carbon dioxide  a 16 4.00  b 16 8.00  c 20 0.04  d 20 4.00      20 the flow diagram summarises three different ways that glucose can be broken down to release  energy.    plus oxygen glucose1carbon dioxide and water lactic acid ethanol2 3     which routes involve the action of enzymes?  a 1 only b 1 and 2 only c 2 and 3 only d 1, 2 and 3     21 which of these would increase the volume of urine produced by a human?  a being in a hot environment  b drinking large volumes of water  c suffering from diarrhoea  d running a long distance   ",
+            "10": "10  \u00a9 ucles 2019 0610/12/f/m/19  22 which structure controls the amount of light entering the eye?  a cornea  b iris  c lens  d retina      23 which hormone is secreted by the pancreas?  a adrenaline  b insulin  c oestrogen  d testosterone      24 in which organ is alcohol broken down?  a brain  b kidney  c liver  d stomach      25 antibiotics can be used to treat some infections.    antibiotics can treat infections caused by  a all pathogens.  b bacteria and viruses only.  c bacteria only.  d viruses only.    ",
+            "11": "11  \u00a9 ucles 2019 0610/12/f/m/19 [turn over  26 the diagram shows a strawberry plant.    which labelled part of the plant can only be produced by asexual reproduction?    a bc d       27 what must always be available to allow seeds to germinate?  a carbon dioxide  b light  c mineral salts  d water     28 what is a possible order of events during labour and birth?     1st 2nd 3rd 4th  a   cervix  dilates baby passes  through vagina amniotic sac  breaks uterus muscles  begin to contract  b   baby passes  through vagina cervix  dilates amniotic sac  breaks uterus muscles  begin to contract  c   uterus muscles  begin to contract cervix  dilates amniotic sac  breaks baby passes  through vagina  d   uterus muscles  begin to contract baby passes  through vagina cervix  dilates amniotic sac  breaks    ",
+            "12": "12  \u00a9 ucles 2019 0610/12/f/m/19  29 the diagram shows a woman\u2019s body temperature during a menstrual cycle.    monitoring body temperature is one natural method of birth control.    during which part of the menstrual cycle should sexual intercourse be avoided to try to prevent  pregnancy?    body temperature 1 14 days28 7 21abc d       30 what is the name of a length of dna that codes for a protein?  a amino acid  b chromosome  c gene  d nucleus      31 which cells in the human body are produced by the process of meiosis?  a blood cells  b muscle cells  c skin cells  d sperm cells      32 which human characteristic is an example of discontinuous variation?  a height  b skin colour  c tongue rolling  d weight     ",
+            "13": "13  \u00a9 ucles 2019 0610/12/f/m/19 [turn over  33 an adaptive feature of an organism is defined as one that helps the organism to  a change.  b disperse to new habitats.  c grow.  d survive and reproduce.      34 what is the principal source of energy input to biological systems?  a carbon dioxide in air  b glucose  c minerals in soil  d sunlight      35 which process involves water falling from clouds towards the ground?  a evaporation  b cloud formation  c precipitation  d transpiration      36 which enzyme in a biological washing powder will help remove fatty stains?  a amylase  b lipase  c pectinase  d protease      37 corn is a crop plant. glow-worms are organisms which give off light.    which process could use these two species to make corn plants which glow?  a breeding the organisms together  b causing mutations in the organisms  c selective breeding  d transferring genes from one species to another species     ",
+            "14": "14  \u00a9 ucles 2019 0610/12/f/m/19  38 what is used to reduce competition from weeds when growing crops?  a deforestation  b fertiliser  c herbicide  d insecticide      39 the food web shows the feeding relationships in a woodland.    treeswood pigeon caterpillarschaffinchsparrowhawk grey squirrels     if all the chaffinches in the food web die, which effect would this have?  a the amount of damage to trees will increase.  b the food supply for grey squirrels will increase.  c the number of wood pigeons will increase.  d the population of caterpillars will decrease.     40 what is an example of a non-renewable resource?  a biofuels  b fish  c fossil fuels  d trees    ",
+            "15": "15  \u00a9 ucles 2019 0610/12/f/m/19  blank page",
+            "16": "16    permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to trac e 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 ans wer-related information to candidates, all copyright acknowledgements are reproduced onl ine in the cambridge  assessment international education copyri ght acknowledgements booklet. this is produc ed 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 the ca mbridge assessment group. cambri dge assessment is the brand name of the university of  cambridge local examinations syndicate (ucles), which it self is a department of the university of cambridge.    \u00a9 ucles 2019 0610/12/f/m/19  blank page  "
+        },
+        "0610_m19_qp_22.pdf": {
+            "1": "  this syllabus is regulated for use in england, wales and northern ireland as a cambridge international level 1/level 2 certific ate.  this document consists of 15 printed pages and 1 blank page.  ib19 03_0610_22/3rp  \u00a9 ucles 2019 [turn over     *0642095416 * cambridge assessment international education  cambridge international general certificate of secondary education       biology 0610/22     paper 2  multiple choice (extended)  february/march 2019     45 minutes    additional materials: multiple choice answer sheet    soft clean eraser    soft pencil (type b or hb is recommended)        read these instructions first    write in soft pencil.  do not use staples, paper clips, glue or correction fluid. write your name, centre number and candidate number on the answer sheet in the spaces provided  unless this has been done for you.  do not  write in any barcodes.   there are forty  questions on this paper. answer all questions. for each question there are four possible  answers a, b, c and d.   choose the one you consider correct and record your choice in soft pencil  on the separate answer sheet.    read the instructions on the answer sheet very carefully.    each correct answer will score one mark. a ma rk will not be deducted for a wrong answer.  any rough working should be done in this booklet. electronic calculators may be used.        ",
+            "2": "2  \u00a9 ucles 2019 0610/22/f/m/19  1 a living organism, x, can make its own food, get rid of toxic materials and detect and respond to  stimuli.    what other  four processes must organism x carry out to stay alive?  a excretion, growth, movement, sensitivity  b excretion, growth, nutrition, respiration  c growth, movement, reproduction, respiration  d movement, reproduction, respiration, sensitivity      2 what is a correct way of naming a species using the binomial system?  a homo sapiens   b homo sapiens   c human being  d sapiens     3 the drawing is of a magnified human liver cell.    x     what is structure x?  a cytoplasm  b mitochondrion  c nucleus  d rough endoplasmic reticulum    ",
+            "3": "3  \u00a9 ucles 2019 0610/22/f/m/19 [turn over  4 the diagram shows two cells.        which process can be carried out by only one of these cells?  a controlling the chemical reactions in the cell  b controlling the movement of substances into the cell  c making starch inside the cell  d using glucose inside the cell      5 the photograph shows a cross-section of a root.    xylemroot hai r     the root hair and the xylem are part of the same  a cell and organism.   b cell and tissue.   c organ and organism.   d tissue and organ.     ",
+            "4": "4  \u00a9 ucles 2019 0610/22/f/m/19  6 the diagram shows a fly.    x y     the line xy represents the length of the wing.    the length of line xy is 26  mm.    the actual size of the wing between xy is 4  mm.    what is the magnification of the image?  a \u00d70.15 b \u00d76.5 c \u00d722 d \u00d7104     7 a frog is an animal. a frog\u2019s skin is permeable to oxygen and carbon dioxide.    when a frog is swimming in pond water, in which directions will there be a net diffusion of oxygen and carbon dioxide?     from the frog  into the water from the water into  the frog  a carbon dioxide oxygen  b carbon dioxide and oxygen no movement  c oxygen carbon dioxide  d no movement carbon dioxide and oxygen    8 which process only involves the movement of water through the partially permeable membrane  of a cell?  a absorption  b evaporation  c osmosis  d transpiration    ",
+            "5": "5  \u00a9 ucles 2019 0610/22/f/m/19 [turn over  9 which statement about biological molecules is correct?  a dna contains the bases a, c, g and t.  b glycogen is made from glycerol molecules.  c oils are made from amino acids and glucose.  d proteins are made from fatty acids.      10 the diagram shows the effect of an enz yme working in the human digestive system.    protein amino acidsenzyme at ph 1.5 and temperature 37  \u00b0c     what would reduce  the rate of production of amino acids?  a removing the amino acids as they are formed  b increasing the amount of protein  c raising the temperature to 37.1  \u00b0c  d raising the ph to 7.5     11 the diagrams show molecules involved in the action of a digestive enzyme such as maltase.    which is the substrate?    abcd      ",
+            "6": "6  \u00a9 ucles 2019 0610/22/f/m/19  12 the diagram shows an experiment to investigate photosynthesis.    light startlight finishgas     what is the most abundant gas present at the top of the tube at the end of the experiment?  a carbon dioxide  b methane  c sulfur dioxide  d oxygen     13 what will happen to a green plant grown in soil that is deficient in nitrate ions?  a it will have large leaves and good root growth.  b it will have purple leaves and poor root growth.  c it will have small leaves and a thin stem.  d it will have white leaves and a thick stem.    14 what is meant by chemical digestion?  a large insoluble molecules are broken down into small soluble molecules.  b large soluble molecules are broken down into small insoluble molecules.  c small insoluble molecules are built up into large soluble molecules.  d small soluble molecules are built up into large insoluble molecules.     ",
+            "7": "7  \u00a9 ucles 2019 0610/22/f/m/19 [turn over  15 the graph shows the concentration of maltose in different parts of the alimentary canal.    maltose concentration mouth stomach small intestine distance through the alimentary canalx     what causes the change in concentration at x?  a absorption of maltose  b action of amylase  c action of maltase  d assimilation of maltose     16 the diagram shows a cross-section through a plant stem.    tissue 1 tissue 2     what are the functions of the two labelled tissues?     tissue 1 tissue 2  a transport only support only  b transport only transport and support  c transport and support transport only  d support only transport only   ",
+            "8": "8  \u00a9 ucles 2019 0610/22/f/m/19  17 a leafy shoot is placed in a solution of a red dye.    after 30 minutes, which part of a leaf from this shoot will contain the red dye?    a b c d     18 the diagram shows a section through a fish heart and the direction of blood flow.    atrium ventricle     after leaving the heart, where will the blood flow to next?  a eyes  b fins  c gills  d tail muscle    ",
+            "9": "9  \u00a9 ucles 2019 0610/22/f/m/19 [turn over  19 the graph shows pressure changes that take place in the right atrium, right ventricle and left  ventricle of a human heart when the muscle walls contract and relax.    0.0 0.2 0.4 0.616 141210 8 6420pressure /  kpa time  / s    what is the pressure in the right ventricle when the left ventricle is at its maximum pressure?  a 0.4  kpa b 2.0  kpa c 3.0  kpa d 15.0  kpa      20 the body has different types of defences against pathogens.    1 antibodies  2 hairs in the nose 3 mucus  4 skin    which defences help to prevent pathogens reaching the alveoli when breathing in?  a 1, 2, and 3 b 2, 3, and 4 c 2 and 3 only d 2 only     21 what are the approximate percentages of oxygen and carbon dioxide in inspired air?     percentage of  oxygen percentage of  carbon dioxide  a 16 4.00  b 16 8.00  c 20 0.04  d 20 4.00   ",
+            "10": "10  \u00a9 ucles 2019 0610/22/f/m/19  22 the flow diagram summarises three different ways that glucose can be broken down to release  energy.    plus oxygen glucose1carbon dioxide and water lactic acid ethanol2 3     which routes involve the action of enzymes?  a 1 only b 1 and 2 only c 2 and 3 only d 1, 2 and 3    23 the graph shows the lactic acid concentration in blood during and after exercise.    1.0 0.5 0 0 5 10 15 time  / minutes20 25 30blood lactic acid concentration/  mg dm\u20133 exercise recoveryz     which process accounts for the shape of the graph at z?  a aerobic respiration of lactic acid in the kidney  b aerobic respiration of lactic acid in the liver  c anaerobic respiration of lactic acid in the kidney  d anaerobic respiration of lactic acid in the liver     ",
+            "11": "11  \u00a9 ucles 2019 0610/22/f/m/19 [turn over  24 the diagram shows the structure of a kidney tubule.    where does filtration occur?    a b c d      25 the diagram shows a section through part of the human eye.    suspensory ligaments lens     what takes place when a person looks at an object which is far away from their eye?     suspensory  ligaments lens  a slacken becomes fatter  b slacken becomes thinner  c tighten becomes fatter  d tighten becomes thinner    ",
+            "12": "12  \u00a9 ucles 2019 0610/22/f/m/19  26 which statement about adrenaline is correct?  a adrenaline causes the pupils to narrow.  b adrenaline increases blood glucose concentration.  c adrenaline secretion increases when at rest.  d adrenaline slows down the pulse rate.      27 the diagram shows an experiment on oat seedlings. all the seedlings are exposed to light from directly above.    which seedling will grow to the left?    a intact seedlingb tip cut off and thrown awayc tip cut off and a block of agar containing auxind tip cut off and a block of agar containing auxinleft rightlight      28 what type of organism is mrsa?  a bacterium  b fungus  c protoctist  d virus      29 what describes the nuclei in human reproduction?   egg sperm zygote  a diploid diploid diploid  b diploid diploid haploid  c haploid haploid diploid  d haploid haploid haploid     ",
+            "13": "13  \u00a9 ucles 2019 0610/22/f/m/19 [turn over  30 the graph shows a hormone that is involved in controlling the menstrual cycle.    hormone concentration 01 4 2 8 time  / days    what is the hormone?  a fsh  b lh  c oestrogen  d progesterone    31 what happens as a result of mitosis?     genetically identical  cells produced chromosome number  is halved   a \u0016 \u0016 key  b \u0016 \u001a \u0016 = yes  c \u001a \u0016 \u001a = no  d \u001a \u001a       32 which parents could produce offspring with blood group o?  a heterozygous father with blood group a and heterozygous mother with blood group b  b heterozygous father with blood group a and homozygous mother with blood group b  c homozygous father with blood group a and heterozygous mother with blood group b  d homozygous father with blood group a and homozygous mother with blood group o     33 the development of antibiotic resistant bacteria is an example of  a artificial selection.  b genetic engineering.  c humans developing immunity to antibiotics.  d natural selection.   ",
+            "14": "14  \u00a9 ucles 2019 0610/22/f/m/19  34 what is the correct definition of a gene mutation?  a a change in the base sequence of dna  b a change in the gene or chromosome  c a change in the number of amino acids  d a change in the number of chromosomes      35 energy flows through a food chain.    in which form does the energy first enter the food chain?  a chemical  b heat  c kinetic  d light     36 which organisms are responsible for removing nitrate ions from soil?  a denitrifying bacteria and nitrogen-fixing bacteria in root nodules  b denitrifying bacteria and plants  c nitrifying bacteria and plants  d nitrogen-fixing bacteria in root nodules     37 what are all reasons why bacteria are useful in genetic engineering?  a they are very small. they do not need large containers. they have no mitochondria.  b they reproduce asexually. they can double their numbers in twenty minutes in good  conditions. they have cell walls.  c they have the same genetic code as other organisms. they have plasmids. there is a lack  of ethical concern about their use.  d their dna is not in a nucleus. they have a cell membrane. they have a large surface area  to volume ratio.    38 which statement describes the role of dna ligase in genetic engineering?  a cuts open a bacterial plasmid  b joins the human gene to the plasmid  c inserts plasmid back into bacterium  d isolates a human gene    ",
+            "15": "15  \u00a9 ucles 2019 0610/22/f/m/19  39 what must always be available to allow seeds to germinate?  a carbon dioxide  b light  c mineral salts  d water      40 which list correctly describes the sequence of events in the eutrophication of a river or lake?      a    1 decreased growth of plants  2 dead plants decompose  3 increase in anaerobic bacteria 4 decrease in dissolved oxygen      b    1 increased growth of plants  2 dead plants decompose  3 increase in aerobic bacteria 4 decrease in dissolved oxygen          c    1 decreased growth of plants  2 dead plants decompose  3 decrease in anaerobic bacteria 4 increase in dissolved oxygen      d    1 plants die  2 dead plants decompose  3 decrease in aerobic bacteria 4 increase in dissolved oxygen      ",
+            "16": "16    permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to trac e 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 ans wer-related information to candidates, all copyright acknowledgements are reproduced onl ine in the cambridge  assessment international education copyri ght acknowledgements booklet. this is produc ed 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 the ca mbridge assessment group. cambri dge assessment is the brand name of the university of  cambridge local examinations syndicate (ucles), which it self is a department of the university of cambridge.    \u00a9 ucles 2019 0610/22/f/m/19  blank page  "
+        },
+        "0610_m19_qp_32.pdf": {
+            "1": "this document consists of 18 printed pages and 2 blank pages. dc (sc/cb) 170515/3 \u00a9 ucles 2019  [turn over *5734655204* biology  0610/32 paper 3  theory (core)  february/march 2019  1 hour 15 minutes candidates answer on the question paper. no additional materials are required. read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen. you may use an hb pencil for any diagrams or graphs. do not use staples, paper clips, glue or correction fluid. do not  write in any barcodes. answer all questions. electronic calculators may be used. you may lose marks if you do not show your working or if you do not use appropriate units. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question.cambridge assessment international education cambridge international general certificate of secondary education this syllabus is regulated for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificate.",
+            "2": "2 0610/32/f/m/19 \u00a9 ucles 2019 1 a balanced diet contains seven different groups of substances.  three of these groups of substances are fats, fibre (roughage) and vitamins.  (a) state the names of three  other groups of substances in a balanced diet. 1   2   3    [3]  (b) the boxes on the left contain the names of conditions that can develop if the diet is not  balanced for a long period of time.   the boxes on the right contain descriptions of how these conditions may be caused.   draw one straight line from each box on the left to a box on the right to link the condition to its  cause.  name of condition  description of cause constipation obesity scurvy starvationdiet contains very little   fibre diet very high in protein eating more food than   is necessary lack of enough food lack of fruits such as  oranges  [4]  [total: 7]",
+            "3": "3 0610/32/f/m/19 \u00a9 ucles 2019 [turn over 2 (a) complete the sentences about aerobic and anaerobic respiration.   use words or phrases from the list.   each word or phrase may be used once, more than once, or not at all.  carbon dioxide       carbon monoxide       energy  fatty acids       glycerol       guard       lactic acid  mesophyll       muscle       nitrogen       oxygen   anaerobic respiration is different to aerobic respiration because ...      is not needed to break down glucose molecules.   the amount of ...  released from each glucose molecule is much     smaller in anaerobic respiration.   anaerobic respiration in humans takes place in ...  cells during     vigorous exercise. it produces ...  from glucose.   a different form of anaerobic respiration takes place in yeast cells. here the glucose is broken     down into alcohol and ...  .  [5]  (b) state two ways in which the products of anaerobic respiration in yeast can be used by  humans. 1   2    [2]",
+            "4": "4 0610/32/f/m/19 \u00a9 ucles 2019  (c) fig. 2.1 shows the percentage of energy provided by anaerobic respiration when athletes run  in races of different distances. 0200 400 800 distance of race  / mpercentage of  energy  provided by  anaerobic  respiration 150020406080 fig. 2.1   describe the results shown in fig. 2.1.   use the data to support your answer.  ...  ...  ...  ...  .  [2]  [total: 9]",
+            "5": "5 0610/32/f/m/19 \u00a9 ucles 2019 [turn over 3 (a) fig. 3.1 shows the eye of a person in normal daylight. fig. 3.1   complete fig. 3.2 by drawing the pupil to show the effect of shining a bright light into the eye.  fig. 3.2  [1]",
+            "6": "6 0610/32/f/m/19 \u00a9 ucles 2019  (b) (i) fig. 3.3 shows the names of five structures involved in a reflex arc.    complete fig. 3.3 by drawing four arrows to show the pathway and direction a nerve  impulse travels during a reflex action. fig. 3.3  [3]   (ii) state the name of the junction between two neurones.   .  [1]  (c) the body is regulated by both the nervous system and by hormones.   table 3.1 shows information about the names of hormones, where they are produced and  their actions in the body.   complete table 3.1. table 3.1 name of hormonewhere the hormone is  produced in the bodyaction the hormone has in the body insulin pancreas adrenal glandwidened pupils, increased heart rate, raised  blood glucose concentration testosterone  [4]  [total: 9]receptor relay neurone sensory neurone effector motor neurone",
+            "7": "7 0610/32/f/m/19 \u00a9 ucles 2019 [turn over 4 modern technology has resulted in increased food production.  (a) state three  examples of modern technology that are used to increase food production. 1   2   3    [3]  (b) many farms grow one type of crop plant on a large area of land. this type of crop production  is called large-scale monoculture.   state two negative impacts to an ecosystem of large-scale monocultures. 1    ... 2    ...  [2]  [total: 5]",
+            "8": "8 0610/32/f/m/19 \u00a9 ucles 2019 5 (a) state one adaptive feature of an egg cell and one adaptive feature of a sperm. egg cell  .  ... sperm    ...  [2]  (b) some actions can damage the health of a fetus during pregnancy.   state two actions a woman should avoid during pregnancy. 1    ... 2    ...  [2]  (c) fig. 5.1 shows a fetus in its mother\u2019s body shortly before it is born. fig. 5.1",
+            "9": "9 0610/32/f/m/19 \u00a9 ucles 2019 [turn over   (i) state the functions of the placenta.  ...  ...  ...  ...  .  [2]   (ii) describe three  events, other than pain, that occur in the mother\u2019s body during the  process of labour and birth. 1    ... 2    ... 3    ... [3]  [total: 9]",
+            "10": "10 0610/32/f/m/19 \u00a9 ucles 2019 blank page",
+            "11": "11 0610/32/f/m/19 \u00a9 ucles 2019 [turn over 6 fig. 6.1 shows a section through a plant root. x fig. 6.1  (a) (i) the x on fig. 6.1 represents a molecule of water.    on fig. 6.1, draw a line from the x to show the pathway this water molecule takes to  pass into the tissue that transfers it to the leaves.  [1]   (ii) state the name of the process by which the water molecule moves into the root.  .  [1]   (iii) state the name of the tissue that transports the water to the leaves.  .  [1]",
+            "12": "12 0610/32/f/m/19 \u00a9 ucles 2019  (b) fig. 6.2 shows the apparatus used in an investigation. air bubbled through the solution dilute solution of mineral ions fig. 6.2   in the investigation, several sets of this apparatus were set up.   each set of apparatus was placed in a different temperature.   the rate of mineral ion uptake by the plants was measured.   the results are shown in fig. 6.3. 05101520 0 10 20 30 temperature / \u00b0crate of  mineral ion  uptake / arbitrary  units 40 fig. 6.3",
+            "13": "13 0610/32/f/m/19 \u00a9 ucles 2019 [turn over   (i) state the rate of mineral ion uptake at 25  \u00b0c in fig. 6.3.    arbitrary units  [1]   (ii) describe and explain the results shown in fig. 6.3.    use the data to support your answer.  ...  ...  ...  ...  ...  ...  ...  .  [4]  (c) state the name of one mineral ion that plants absorb through their roots and state why the  plants need this mineral ion. name of mineral ion  .. needed for    ...   [2]  [total: 10]",
+            "14": "14 0610/32/f/m/19 \u00a9 ucles 2019 7 (a) fig. 7.1 shows an external view of the heart of a person who has coronary heart disease. right atriumleft atrium coronary artery area of dead  muscle tissue right ventricleleft ventricleaorta pulmonary artery fig. 7.1   (i) on fig. 7.1 three arteries are labelled.    state the name of two other types of blood vessel. 1   2    [2]   (ii) describe the structure of an artery.  ...  ...  ...  ...  .  [2]",
+            "15": "15 0610/32/f/m/19 \u00a9 ucles 2019 [turn over  (b) (i) fig. 7.1 shows an area of dead muscle tissue.    describe what is meant by the term coronary heart disease and suggest why the heart  muscle tissue has died.  ...  ...  ...  ...  ...  ...  .  [3]   (ii) one factor that increases the risk of developing coronary heart disease is having a diet  that contains a lot of fat.    state three other  factors that increase the risk of a person developing coronary heart  disease. 1   2   3    [3]  [total: 10]",
+            "16": "16 0610/32/f/m/19 \u00a9 ucles 2019 8 table 8.1 lists some processes carried out by living organisms.  place a tick ( \u2713) in a box to show the type of process that occurs in animals, occurs in plants, or  occurs in both.  an example has been done for you. table 8.1 name of processoccurs in  animalsoccurs in  plants absorption \u2713 \u2713 diffusion egestion photosynthesis respiration sexual reproduction transpiration  [6]",
+            "17": "17 0610/32/f/m/19 \u00a9 ucles 2019 [turn over 9 (a) define the term pathogen .  ...  .  [1]  (b) the body has defences against pathogens.   the defences can be grouped into three types and these are listed in table 9.1.   complete table 9.1 by giving a specific example for each type of defence. table 9.1 type of body defence example mechanical barrier chemical barrier cells  [3]  (c) (i) suggest two reasons why it is important for people to wash their bodies frequently. 1    ... 2    ...  [2]   (ii) a student\u2019s shirt has food stains on it.     the food stain contains proteins and fats.    the shirt is washed in a biological washing powder.    explain why a biological washing powder is effective at removing the stain.  ...  ...  ...  .  [2]",
+            "18": "18 0610/32/f/m/19 \u00a9 ucles 2019  (d) fig. 9.1 shows an example of an unhygienic practice in a kitchen. fig. 9.1   explain why hygienic food preparation is important.  ...  ...  ...  ...  .  [2]  [total: 10]",
+            "19": "19 0610/32/f/m/19 \u00a9 ucles 2019 10 (a) define the term drug.  ...  ...  ...  .  [2]  (b) state the name of one lung disease linked to smoking cigarettes.  .  [1]  (c) alcohol is a drug.   state the name of the organ in the body that breaks down alcohol.  .  [1]  (d) state the name of the group of drugs that are used to treat bacterial infections.  .  [1]  [total: 5]",
+            "20": "20 0610/32/f/m/19 \u00a9 ucles 2019 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 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.blank page"
+        },
+        "0610_m19_qp_42.pdf": {
+            "1": "*7869841019* biology  0610/42 paper 4  theory (extended)  february/march 2019  1 hour 15 minutes candidates answer on the question paper. no additional materials are required. read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen. you may use an hb pencil for any diagrams or graphs. do not use staples, paper clips, glue or correction fluid. do not  write in any barcodes. answer all questions. electronic calculators may be used. you may lose marks if you do not show your working or if you do not use appropriate units. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question.cambridge assessment international education cambridge international general certificate of secondary education this document consists of 15 printed pages and 1 blank page. dc (st/sg) 165036/2 \u00a9 ucles 2019  [turn overthis syllabus is regulated for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificate.",
+            "2": "2 0610/42/f/m/19 \u00a9 ucles 2019 1 the kidney is one of the main excretory organs of the body.  (a) define the term excretion .  ...  ...  ...  ...  .  [3]  (b) one of the roles of the kidney is to filter the blood.   fig. 1.1 shows a section of a kidney. ca b fig. 1.1   state the name of the parts labelled a, b and c on fig. 1.1. a  ... b  ... c  ...  [3]",
+            "3": "3 0610/42/f/m/19 \u00a9 ucles 2019 [turn over  (c) table 1.1 shows the concentrations of four solutes:    \u2022 in the blood in the renal artery    \u2022 in the fluid in the kidney tubule    \u2022 in the urine. table 1.1 solutesolute concentration  / g dm\u20133 blood in the   renal arteryfluid in the   kidney tubuleurine glucose  0.9 0.9  0.0 protein 83.0 0.0  0.0 salts  8.0 8.0 16.5 urea  0.2 0.2 20.0   (i) calculate the percentage increase in the concentration of urea between the blood in the  renal artery and the urine.    show your working.     % [2]   (ii) describe the results for the concentration of salts shown in table 1.1.  ...  ...  ...  ...  .  [2]   (iii) state the reason for the difference in the concentration of protein between the blood in  the renal artery and the fluid in the kidney tubule.  ...  .  [1]",
+            "4": "4 0610/42/f/m/19 \u00a9 ucles 2019   (iv) state the reason for the difference in the concentration of glucose between the fluid in  the kidney tubule and the urine.  ...  .  [1]  (d) dialysis is a treatment used for people with kidney failure.   some people with kidney failure are given a kidney transplant.   state the advantages of having a kidney transplant instead of dialysis.  ...  ...  ...  ...  ...  ...  .  [3]  [total: 15]",
+            "5": "5 0610/42/f/m/19 \u00a9 ucles 2019 [turn over 2 (a) fig. 2.1 shows some flowers of a snapdragon plant, antirrhinum majus .   snapdragons are insect-pollinated plants. fig. 2.1   (i)  state one feature visible in fig. 2.1 that suggests these flowers are insect-pollinated.  .  [1]   (ii) state how self-pollination differs from cross-pollination.  ...  ...  .  [1]   (iii) suggest why self-pollination might be advantageous to a population of plants.  ...  ...  ...  ...  ...  ...  .  [3]",
+            "6": "6 0610/42/f/m/19 \u00a9 ucles 2019  (b) petal colour in the flowers of snapdragon plants shows co-dominance.    the gene for petal colour has two co-dominant alleles:    \u2022 cr for red petals    \u2022 cw for white petals   table 2.1 shows the genotypes and phenotypes of snapdragon plants with different petal  colours. table 2.1 genotype phenotype crcrred cwcwwhite crcwpink   (i) explain the term co-dominance .  ...  ...  ...  ...  .  [2]",
+            "7": "7 0610/42/f/m/19 \u00a9 ucles 2019 [turn over   (ii) a botanist crossed two snapdragon plants with pink flowers.    complete the genetic diagram to show the ratio of expected phenotypes in the offspring. parental phenotypes pink flower pink flower parental genotypes gametes\u00d7 crcwcrcw\u00d7 ... ... ... ...    offspring genotypes               offspring phenotypes            phenotypic ratio   . [4]   (iii) the botanist wanted to produce a generation of snapdragons that all had pink flowers.    state the phenotypes of the parent plants that the botanist would need to cross.    explain your answer. parent phenotypes   explanation    ...  ... [2]  [total: 13]",
+            "8": "8 0610/42/f/m/19 \u00a9 ucles 2019 3 reflexes are simple responses that protect the body.  (a) the letters a to g show the components involved in a reflex action.   a  stimulus    b motor neurone   c sensory neurone   d receptor cell    e response   f relay neurone   g effector   put the letters into the correct sequence involved in a reflex action. two have been done for  you. a e [1]  (b) impulses travel along neurones.   describe how impulses pass from one neurone to another neurone across a synapse.  ...  ...  ...  ...  ...  ...  ...  ...  .  [4]",
+            "9": "9 0610/42/f/m/19 \u00a9 ucles 2019 [turn over  (c) drugs such as heroin affect the nervous system. when users stop taking heroin they may  experience withdrawal symptoms.   (i) outline the short-term effects of heroin on the body.  ...  ...  ...  ...  ...  ...  .  [3]   (ii) state two withdrawal symptoms that heroin users may experience.  ...  .  [2]   (iii) suggest why heroin abuse may increase criminal activity.  ...  .  [1]  [total: 11]",
+            "10": "10 0610/42/f/m/19 \u00a9 ucles 2019 4 pollution is the harm done to the environment by the release of substances from human activities.  table 4.1 shows the names of some pollutants, their sources and their effects on the environment. table 4.1 pollutant source effect on environment acid rain carbon dioxideenhanced greenhouse  effect cattle and rice farmingenhanced greenhouse  effect fertilisers crop farming eutrophication  (a) complete table 4.1.  [4]  (b) when fertiliser is applied to fields, it can lead to eutrophication in lakes and rivers.   (i)  describe and explain what happens in lakes when eutrophication occurs.  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  .  [6]",
+            "11": "11 0610/42/f/m/19 \u00a9 ucles 2019 [turn over   (ii) suggest ways in which a farmer could reduce the chances of eutrophication occurring  when applying fertiliser to crops.  ...  ...  ...  ...  .  [2]  [total: 12]",
+            "12": "12 0610/42/f/m/19 \u00a9 ucles 2019 5 scientists investigated the effect of cuticle thickness on water loss from the leaves of the balsam  fir tree, abies balsamea .  the leaves were divided into three groups:   a \u2013 thick cuticle   b \u2013 medium cuticle   c \u2013 thin cuticle  samples of leaves from each group were weighed. the leaves were placed on a tray in dry air at  20 \u00b0c. the samples of leaves were reweighed, at intervals, over 15 hours.  the scientists calculated the mass of each sample of leaves as a percentage of the initial mass.  fig. 5.1 shows the results. 0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15100 95 90 85 80 75mass of the leaves as a percentage of the initial mass time  / hoursa b c fig. 5.1",
+            "13": "13 0610/42/f/m/19 \u00a9 ucles 2019 [turn over  (a) (i) describe and explain the results shown in fig. 5.1.  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  .  [5]   (ii) the investigation was repeated on a day when the air humidity was higher.    suggest and explain the effect that this would have on the results.  ...  ...  ...  ...  ...  ...  .  [3]  (b) the leaves of pine trees show xerophytic features. stems and roots also show xerophytic  adaptations.   state one adaptation of the stem and one adaptation of the root in xerophytes. stem  .. root  ...  [2]",
+            "14": "14 0610/42/f/m/19 \u00a9 ucles 2019  (c) water is one of the raw materials needed for the production of sugars in photosynthesis.   (i) state the name of the other raw material needed for photosynthesis.  .  [1]   (ii) state three  ways a plant uses the sugars produced in photosynthesis. 1   2   3   [3]  [total: 14] 6 fig. 6.1 is a diagram of the virus that causes measles. x y fig. 6.1  (a) (i) state the name of the parts of the virus shown in fig. 6.1 labelled x and y. x   y   [2]   (ii) bacteria belong to the prokaryote kingdom.      state two ways in which the structure of bacteria differs from the structure of viruses. 1   2   [2]",
+            "15": "15 0610/42/f/m/19 \u00a9 ucles 2019  (b) viruses and some bacteria are pathogenic. diseases caused by pathogens are transmissible.   (i) state two ways that a pathogen can be transmitted indirectly . 1   2   [2]   (ii) the body has barriers to defend itself against pathogens.    state two mechanical barriers of the body. 1   2   [2]  (c) some white blood cells produce antibodies as part of the body\u2019s defence against pathogens.   describe the role of antibodies in defence of the body.  ...  ...  ...  ...  ...  ...  ...  ...  .  [4]  (d) the immunity gained after infection by a pathogen is active immunity.   explain how active immunity differs from passive immunity.  ...  ...  ...  ...  ...  ...  .  [3]  [total: 15]",
+            "16": "16 0610/42/f/m/19 \u00a9 ucles 2019 blank page permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the  publisher will be pleased to make amends at the earliest possible opportunity. 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 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."
+        },
+        "0610_m19_qp_52.pdf": {
+            "1": "this document consists of 11 printed pages and 1 blank page. dc (jm/cb) 168098/6 \u00a9 ucles 2019  [turn over *0642577413*cambridge assessment international education cambridge international general certificate of secondary education this syllabus is regulated for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificate.biology  0610/52 paper 5  practical test  february/march 2019  1 hour 15 minutes candidates answer on the question paper. additional materials:  as listed in the confidential instructions. read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen. you may use an hb pencil for any diagrams or graphs. do not use staples, paper clips, glue or correction fluid. do not  write in any barcodes. answer all questions. electronic calculators may be used. you may lose marks if you do not show your working or if you do not use appropriate units. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question. for examiner\u2019s use 1 2 total",
+            "2": "2 0610/52/f/m/19 \u00a9 ucles 2019 blank page",
+            "3": "3 0610/52/f/m/19 \u00a9 ucles 2019 [turn over 1 you are going to investigate the effect of two different types of washing powder on stained cloth.  one of these is biological and contains enzymes and detergent. the other is non-biological and  contains only detergent.  you are provided with: \u2022  four pieces of dry cloth that have been stained with the same food \u2022  a solution of biological washing powder in a beaker labelled bio \u2022  a solution of non-biological washing powder in a beaker labelled non-bio \u2022  distilled water in a beaker labelled water .  read all the instructions but do not carry them out until you have drawn a table for  your results in the space provided in 1(a)(i).  you should use the safety equipment provided while you are carrying out the practical work.  step 1  use a marker pen to divide a white tile into four sections. label the four sections bio,  non-bio , water  and not washed  as shown in fig. 1.1. bio non-bio water not washed fig. 1.1  step 2  place one piece of stained cloth on the not washed  section of the white tile.  step 3  put one piece of stained cloth into each of the beakers labelled bio, non-bio  and water .  step 4  use a glass rod to push the pieces of cloth into the liquid in each beaker. stir the liquid in  each beaker for 10 seconds.  step 5  start a stop-clock.  step 6  after 5 minutes, stir the liquid in each beaker for 10 seconds.  step 7  let the pieces of cloth soak in the liquid for a further 5 minutes and then repeat step 6.  step 8  remove the pieces of cloth from the beakers and place them on the labelled sections of  the white tile.",
+            "4": "4 0610/52/f/m/19 \u00a9 ucles 2019  step 9  observe the stain on each piece of cloth and use the intensity score in table 1.1 to  match the intensity of the stain on each piece of cloth. record the intensity score in your  table in 1(a)(i) . table 1.1 intensity score lowest intensity highest intensity+ ++ +++ ++++  (a) (i) prepare a table to record your results in the space provided.  [4]   (ii) state one variable that was kept the same in this investigation.  .  [1]   (iii) identify one source of error in step 4 and explain how it might affect the results. error  ... explanation    ...  ... [2]   (iv) identify a control in this experiment and explain why this control was used.  ...  ...  ...  .  [2]",
+            "5": "5 0610/52/f/m/19 \u00a9 ucles 2019 [turn over   (v) state why the method used in step 9 may not give accurate results.  ...  ...  .  [1]  (b) some students wanted to find the optimum (best) temperature for using biological washing  powder.   a petri dish was filled with agar jelly containing starch. a circular hole was cut into the centre  of the agar. a solution of the biological washing powder was put into the hole. the petri dish  was incubated at 10  \u00b0c for 10 hours.   after 10 hours iodine solution was poured onto the agar in the petri dish.   this procedure was repeated at different temperatures.   a typical result is shown in fig. 1.2. agar stained pale brown agar stained blue-blackhole with washing powder solution fig. 1.2   (i) state the variable that was changed (independent variable) in the investigation described  in 1(b).  .  [1]   (ii) some of the agar is stained blue-black and some is stained pale brown.    state a conclusion for this result.  ...  ...  .  [1]",
+            "6": "6 0610/52/f/m/19 \u00a9 ucles 2019   (iii) the diameter of the pale brown stained area was measured during the investigation.    the results are shown in table 1.2. table 1.2 temperature  / \u00b0cdiameter of pale brown  stained area  / mm 10 11 20 14 30 18 40 22 50 22 60  7 70  5    plot a line graph on the grid of the data in table 1.2.  [4]",
+            "7": "7 0610/52/f/m/19 \u00a9 ucles 2019 [turn over   (iv) describe the trend shown by the data in table 1.2 and your graph.  ...  ...  ...  ...  .  [2]   (v) the students were unable to determine the optimum temperature from their results.    describe what additional measurements would be needed to find the optimum  temperature.  ...  ...  ...  ...  .  [2]  [total: 20]",
+            "8": "8 0610/52/f/m/19 \u00a9 ucles 2019 2 fig. 2.1 shows photomicrographs of lung tissue at the same magnification. one shows healthy  lung tissue and the other shows lung tissue from a person with copd.  line ab shows the diameter of one healthy alveolus. line cd shows the diameter of an area of  lung where the alveoli have been destroyed. alveolar wall a b healthy copdc d fig. 2.1  (a) (i) make a large drawing of the lung tissue of the person with copd shown in fig. 2.1. do  not draw individual cells.  [4]",
+            "9": "9 0610/52/f/m/19 \u00a9 ucles 2019 [turn over   (ii) measure the length of cd as shown on fig. 2.1. include the unit.  length of cd      mark on your drawing the position of the line cd and measure the length of the line you  have drawn. include the unit.  length of line on your drawing      calculate the magnification of your drawing. give your answer to the nearest whole  number. magnification = length of line on your drawing  length of cd on fig. 2.1    space for working.     [3]   (iii) describe three  visible ways that the lungs of the healthy person differ from the person  with copd in fig. 2.1. 1    ... 2    ... 3    ...  [3]",
+            "10": "10 0610/52/f/m/19 \u00a9 ucles 2019  (b) some students decided to investigate the concentration of carbon dioxide in expired air  compared to that in inspired air.   they used the apparatus shown in fig. 2.2 by breathing into the tube labelled t. air enters air exits limewatera bt inspired air expired air fig. 2.2   (i) suggest one possible hazard in this investigation.  .  [1]   (ii) state one other substance which could be used instead of limewater to determine the  concentration of carbon dioxide.  ...  .  [1]",
+            "11": "11 0610/52/f/m/19 \u00a9 ucles 2019 [turn over   (iii) when the students used the apparatus shown in fig. 2.2, inspired air passed through  the limewater in test-tube a and expired air passed through the limewater in test-tube b.    the students timed how long it took for the limewater in test-tubes a and b to go cloudy.    their results are shown in table 2.1. table 2.1 time taken for limewater to go cloudy  / s test-tube a test-tube b 600 6    the concentration of carbon dioxide in inspired air is 0.04%.    calculate, using the results in table 2.1, the concentration of carbon dioxide in expired  air.    show your working.     %  [2]",
+            "12": "12 0610/52/f/m/19 \u00a9 ucles 2019 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 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. (c) a student wanted to investigate the hypothesis:   \u2018expired air contains more carbon dioxide immediately after exercise than before  exercise.\u2019   plan an investigation using the apparatus shown in fig. 2.2 to test this hypothesis.  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  [6]  [total: 20]"
+        },
+        "0610_m19_qp_62.pdf": {
+            "1": "this document consists of 12 printed pages. dc (jm/cb) 168097/6 \u00a9 ucles 2019  [turn over *1431020750*cambridge assessment international education cambridge international general certificate of secondary education this syllabus is regulated for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificate.biology  0610/62 paper 6 alternative to practical  february/march 2019  1 hour candidates answer on the question paper. no additional materials are required. read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen. you may use an hb pencil for any diagrams or graphs. do not use staples, paper clips, glue or correction fluid. do not  write in any barcodes. answer all questions. electronic calculators may be used. you may lose marks if you do not show your working or if you do not use appropriate units. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question.",
+            "2": "2 0610/62/f/m/19 \u00a9 ucles 2019 1 a student investigated the effect of two different types of washing powder on stained cloth. one  was biological and contained enzymes and detergent. the other was non-biological and contained  only detergent.  they were provided with: \u2022 four pieces of dry cloth that had been stained with the same food \u2022 a solution of biological washing powder in a beaker labelled bio \u2022 a solution of non-biological washing powder in a beaker labelled non-bio \u2022 distilled water in a beaker labelled water .  step 1  a marker pen was used to divide a white tile into four sections. the four sections were  labelled bio, non-bio , water  and not washed .  step 2  one piece of stained dry cloth was placed on the not washed  section of the white tile.  step 3  one piece of stained dry cloth was placed into each of the solutions labelled bio, non-bio  and water .  step 4  one glass rod was used to push the pieces of cloth into the liquid in each beaker. the  liquid in each beaker was then stirred for 10 seconds.  step 5  the liquid in each beaker was stirred again, for 10 seconds, after 5, 10 and 15 minutes.  step 6  after 15 minutes each piece of cloth was removed from the liquid and placed on the  labelled area of the white tile.  step 7  the student observed the stain on each piece of cloth and used the intensity score in  table 1.1 to determine the intensity of the stain on the four pieces of cloth.  a drawing of the four pieces of cloth at the end of the experiment is shown in fig. 1.1. not washed waternon-bio bio fig. 1.1",
+            "3": "3 0610/62/f/m/19 \u00a9 ucles 2019 [turn over table 1.1 intensity score lowest intensity + ++ +++ highest intensity ++++  (a) (i) prepare a table to record the results in the space provided.    use the information in fig.  1.1 and table 1.1 to match the intensity of the stain to a score  for each piece of cloth. record the intensity scores in your table.   [3]   (ii) state the variable that was measured (dependent variable) in this investigation.  .  [1]   (iii) state one variable that was kept the same in this investigation.  .  [1]   (iv) identify one source of error in step 4 and explain how it might affect the results. error  ... explanation    ...  ... [2]",
+            "4": "4 0610/62/f/m/19 \u00a9 ucles 2019   (v) identify a control in this experiment and explain why this control was used.  ...  ...  ...  .  [2]   (vi) state why the method used in step 7 may not give accurate results.  ...  ...  .  [1]",
+            "5": "5 0610/62/f/m/19 \u00a9 ucles 2019 [turn over  (b) some students wanted to find the optimum (best) temperature for using biological washing  powder.   a petri dish was filled with agar jelly containing starch. a circular hole was cut into the centre  of the agar. a solution of the biological washing powder was put into the hole. the petri dish  was incubated at 10  \u00b0c for 10 hours.   after 10 hours iodine solution was poured onto the agar in the petri dish.   this procedure was repeated at different temperatures.   a typical result is shown in fig. 1.2. agar stained pale brown agar stained blue-blackhole with washing powder solution fig. 1.2   (i) state the variable that was changed (independent variable) in the investigation described  in 1(b).  .  [1]   (ii) some of the agar is stained blue-black and some is stained pale brown.    state a conclusion for this result.  ...  ...  .  [1]",
+            "6": "6 0610/62/f/m/19 \u00a9 ucles 2019   (iii) the diameter of the pale brown stained area was measured during the investigation.    the results are shown in table 1.2. table 1.2 temperature  / \u00b0cdiameter of pale brown  stained area  / mm 10 11 20 14 30 18 40 22 50 22 60  7 70  5    plot a line graph on the grid of the data in table 1.2.  [4]",
+            "7": "7 0610/62/f/m/19 \u00a9 ucles 2019 [turn over   (iv) describe the trend shown by the data in table 1.2 and your graph.  ...  ...  ...  .  [2]   (v) the students were unable to determine the optimum temperature from their results.    describe what additional measurements would be needed to find the optimum  temperature.  ...  ...  ...  .  [2]  [total: 20]",
+            "8": "8 0610/62/f/m/19 \u00a9 ucles 2019 2 fig. 2.1 shows photomicrographs of lung tissue at the same magnification. one shows healthy  lung tissue and the other shows lung tissue from a person with copd.  line ab shows the diameter of one healthy alveolus. line cd shows the diameter of an area of  lung where the alveoli have been destroyed. alveolar wall a b healthy copdc d fig. 2.1  (a) (i) make a large drawing of the lung tissue of the person with copd shown in fig. 2.1. do  not draw individual cells.  [4]",
+            "9": "9 0610/62/f/m/19 \u00a9 ucles 2019 [turn over   (ii) measure the length of cd as shown on fig. 2.1. include the unit.  length of cd      mark on your drawing the position of the line cd and measure the length of the line you  have drawn. include the unit.  length of line on your drawing      calculate the magnification of your drawing. give your answer to the nearest whole  number. magnification = length of line on your drawing  length of cd on fig. 2.1    space for working.     [3]   (iii) describe three  visible ways that the lungs of the healthy person differ from the person  with copd in fig. 2.1. 1    ... 2    ... 3    ...  [3]",
+            "10": "10 0610/62/f/m/19 \u00a9 ucles 2019  (b) some students decided to investigate the concentration of carbon dioxide in expired air  compared to that in inspired air.   they used the apparatus shown in fig. 2.2 by breathing into the tube labelled t. air enters air exits limewatera bt inspired air expired air fig. 2.2   (i) suggest one possible hazard in this investigation.  .  [1]   (ii) state one other substance which could be used instead of limewater to determine the  concentration of carbon dioxide.  ...  .  [1]",
+            "11": "11 0610/62/f/m/19 \u00a9 ucles 2019 [turn over   (iii) when the students used the apparatus shown in fig. 2.2, inspired air passed through  the limewater in test-tube a and expired air passed through the limewater in test-tube b.    the students timed how long it took for the limewater in test-tubes a and b to go cloudy.    their results are shown in table 2.1. table 2.1 time taken for limewater to go cloudy  / s test-tube a test-tube b 600 6    the concentration of carbon dioxide in inspired air is 0.04%.    calculate, using the results in table 2.1, the concentration of carbon dioxide in expired  air.    show your working.     %  [2]",
+            "12": "12 0610/62/f/m/19 \u00a9 ucles 2019 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 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. (c) a student wanted to investigate the hypothesis: \t \t \u2018expired \tair\tcontains \tmore\tcarbon\tdioxide\timmediately \tafter\texercise \tthan\t before\texercise.\u2019   plan an investigation using the apparatus shown in fig. 2.2 to test this hypothesis.  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  .  [6]  [total: 20]"
+        },
+        "0610_s19_qp_11.pdf": {
+            "1": "  this syllabus is regulated for use in england, wales and northern ireland as a cambridge international level 1/level 2 certific ate.  this document consists of 16 printed pages.  ib19 06_0610_11/3rp  \u00a9 ucles 2019   [turn over     *1109116087* cambridge assessment international education  cambridge international general certificate of secondary education       biology 0610/11     paper 1  multiple choice (core)  may/june 2019     45 minutes    additional materials: multiple choice answer sheet    soft clean eraser    soft pencil (type b or hb is recommended)        read these instructions first    write in soft pencil.  do not use staples, paper clips, glue or correction fluid. write your name, centre number and candidate number on the answer sheet in the spaces provided  unless this has been done for you.  do not  write in any barcodes.   there are forty  questions on this paper. answer all questions. for each question there are four possible  answers a, b, c and d.   choose the one you consider correct and record your choice in soft pencil  on the separate answer sheet.    read the instructions on the answer sheet very carefully.    each correct answer will score one mark. a ma rk will not be deducted for a wrong answer.  any rough working should be done in this booklet. electronic calculators may be used.     ",
+            "2": "2  \u00a9 ucles 2019 0610/11/m/j/19  1 the diagram shows a leaf on a plant.    sun water from the soilcarbon dioxidefrom the airsimple sugarsmade in the leaf     which characteristic of life is represented by this diagram?  a excretion  b nutrition  c respiration  d sensitivity     2 the diagram shows how homo sapiens  (modern people) could have evolved from earlier  ancestors.    homo habilishomo erectushomo heidelbergensishomo sapiens  (modern people)     which statement about modern people and their ancestors is correct?  a they are in the same species and the same genus.  b they are in the same species but not the same genus.  c they are in the same genus but not the same species.  d they are neither the same species nor the same genus.     ",
+            "3": "3  \u00a9 ucles 2019 0610/11/m/j/19 [turn over  3 the diagram shows an insect.        what is the insect?  1 insect has no wings  ...  go to 2   insect has wings    go to 3 2 legs longer than, or as long as the body  ...  a   legs shorter than the body  .  b  3 abdomen long and thin  ..  c   abdomen shorter and wider  ...  d    4 which features are possessed by all plant cells?     a cell wall chloroplasts   a \u0016 \u0016 key  b \u0016 \u001a \u0016= present  c \u001a \u0016 \u001a= absent  d \u001a \u001a      5 which organ is part of the digestive system?  a colon  b larynx  c trachea  d ureter    ",
+            "4": "4  \u00a9 ucles 2019 0610/11/m/j/19  6 the diagram shows a test-tube containing clear jelly. a drop of blue ink is injected into the middle  of the jelly.    clear jelly drop of blue ink     the blue colour of the ink spreads throughout the jelly.    by which process does the blue ink spread through the jelly?  a active transport  b catalysis  c diffusion  d osmosis     7 the apparatus shown was set up.    pure waterglass tube sugar solution and blue ink partially permeablemembrane     some hours later, the water in the beaker had turned blue, and the liquid in the glass tube had  moved upwards.    which processes caused these changes?     water turned  blue liquid in glass  tube moved  upwards  a osmosis diffusion  b active transport osmosis  c diffusion active transport  d diffusion osmosis ",
+            "5": "5  \u00a9 ucles 2019 0610/11/m/j/19 [turn over  8 four solutions were tested to see whether they contained protein, starch or glucose.    the colours of the solutions after the tests are recorded in the table.    which solution contained protein and glucose but not starch?     biuret test iodine test benedict\u2019s test  a blue brown orange  b blue blue-black blue  c purple brown orange  d purple blue-black blue     9 small molecules are used as the basic units in the synthesis of large food molecules.    which statement is correct?  a amino acids are basic units of carbohydrates.  b fatty acids are basic units of glycogen.  c glycerol is a basic unit of oils.  d simple sugar is a basic unit of protein.      10 which graph shows the effect of ph on enzyme activity?    enzyme activitya enzyme activity 17 1 4 phb enzyme activityc enzyme activityd17 1 4 ph 17 1 4 ph17 1 4 ph     ",
+            "6": "6  \u00a9 ucles 2019 0610/11/m/j/19  11 the diagram shows an experiment to investigate the balance between respiration and  photosynthesis.    in which tube are photosynthesis and respiration taking place at the same time?    ab c d black polythene to keep out lightwater snail pond weedlight light light      12 the diagram shows a cross-section of a leaf as seen under a microscope.    which structure is a palisade mesophyll cell?    a db c      ",
+            "7": "7  \u00a9 ucles 2019 0610/11/m/j/19 [turn over  13 the chart is used to find a person\u2019s recommended mass.    1.85 1.801.751.701.651.601.551.50 30 40 50 60 70 80 90 100 mass  / kgheight  / m 110 120 130 140 150 160lowlow massmassidealideal massmassslightlyslightly obeseobesemoderatelymoderately obeseobeselow massideal massslightly obesemoderately obese     for the data provided about body mass and height, which person would benefit most from the introduction of a calorie-controlled diet and regular exercise?     body mass  /  kg height  / m  a 40 1.55  b 50 1.75  c 70 1.80  d 90 1.75     14 the following statements are about enzymes.    1 enzymes are catalysts  2 enzyme are proteins  3 enzymes are used up during chemical reactions    which statements are correct?  a 1, 2 and 3 b 1 and 2 only c 1 and 3 only d 2 and 3 only    ",
+            "8": "8  \u00a9 ucles 2019 0610/11/m/j/19  15 the diagram shows a human tooth with an area of decay.    area of decay     what is likely to have caused the decay?  a acids released by bacteria  b digestion of the tooth by bacteria  c excess of fat in the food  d lack of fibre in the food    16 a celery stalk was placed into a beaker of blue dye. when the dye reached the leaves, the stalk  was taken out and a section was cut, as shown in the diagram.    celery stalk blue dyecut     which diagram shows the appearance of the cut end of the stalk?    a b c d blue dye blue dye blue dye     ",
+            "9": "9  \u00a9 ucles 2019 0610/11/m/j/19 [turn over  17 the table shows the rate of water flow through a tree over a 12 hour period.    time of day rate of flow   / cm per hour  17:00 100  19:00 120  11:00 140  13:00 250  15:00 300  17:00 260  19:00 180    what conclusion can be drawn from the table?   a between 7:00 and 17:00 hours the rate of flow continuously increases.  b the greatest increase in rate of flow in a two-hour period is between 11:00 and 13:00 hours.  c water does not flow up through a tree at night.  d water flow is affected by humidity.     18 the diagram shows a section of a human vein.    x     what is the function of the part labelled x?  a to make sure the blood flows to the heart  b to make sure the blood flows to the kidneys  c to make sure the blood flows to the brain  d to make sure the blood flows to the lungs    ",
+            "10": "10  \u00a9 ucles 2019 0610/11/m/j/19  19 the diagram shows cross-sections through three types of blood vessel, not drawn to the same  scale.    w vx    which section is from a vein and which is from a capillary?     vein capillary  a v w  b w v  c w x  d x w     20 the diagram shows one way the body defends itself against pathogens.    white blood cellbacteria     what is the name of this defence mechanism?  a antibody production  b egestion  c phagocytosis  d vaccination     21 what is the approximate percentage of oxygen in expired air?  a 0.04% b 4% c 16% d 21%     ",
+            "11": "11  \u00a9 ucles 2019 0610/11/m/j/19 [turn over  22 potted plants are left for a week in a tank of water as shown.    soiltank water permeable plant pot    why do the plants die?  a the roots do not have enough oxygen.  b the roots do not have enough water.  c the roots have too much oxygen.  d the roots have too much carbon dioxide.    23 the diagram shows two experiments investigat ing gas exchange in small aerobic crustaceans.    soda lime absorbs carbon dioxide.    small aerobic crustaceanscoloured liquid marker wire gauze soda lime glass beads instead of soda limecoloured liquid markerpq     which way does the liquid marker move?     p q  a left right  b left stays still  c right left  d right stays still     ",
+            "12": "12  \u00a9 ucles 2019 0610/11/m/j/19  24 yeast is placed inside a container full of a glucose solution with no air.    which word equation summarises the process that takes place inside the container?  a glucose  \u2192  ethanol  +  carbon dioxide  b glucose  \u2192  lactic acid  c glucose  +  oxygen  \u2192  carbon dioxide  +  water  d glucose  +  oxygen  \u2192  ethanol     25 which substances are excreted by humans?     carbon  dioxide urea urine   a \u0016 \u0016 \u0016 key  b \u0016 \u001a \u0016 \u0016= involved  c \u0016 \u0016 \u001a \u001a= not involved  d \u001a \u0016 \u0016      26 the diagram shows a simple reflex arc.    which labelled part is the sensory neurone?    abc d      27 some structures in the eye are listed.    1 cornea  2 iris  3 lens  4 retina    which structures contain light receptors?  a 1, 2 and 3 b 2, 3 and 4 c 2 and 4 only d 4 only ",
+            "13": "13  \u00a9 ucles 2019 0610/11/m/j/19 [turn over  28 which type of drug is used to treat bacterial infection?  a antibody  b antibiotic  c depressant  d vaccine      29 the diagram shows a section of an insect-pollinated flower.    which structure is the anther?    abc d      30 in humans, what is an example of a secondary sexual characteristic in both  males and females?  a hair grows on face  b hips widen  c fat is deposited on hips and thighs  d sexual organs grow    31 which contraceptive method could provide protec tion from sexually transmitted infections?  a condom  b diaphragm  c hormone implant  d vasectomy    ",
+            "14": "14  \u00a9 ucles 2019 0610/11/m/j/19  32 which human characteristics are inherited?     earlobe  shape eye  colour languageskin  colour   a \u0016 \u0016 \u001a \u0016 key  b \u0016 \u0016 \u001a \u001a \u0016= inherited  c \u0016 \u001a \u001a \u0016 \u001a= not inherited  d \u001a \u0016 \u0016 \u0016      33 a rabbit has 44 chromosomes in each of its body cells.    which row correctly describes the gamete cells?     number of  chromosomes gametes compared  to body cells  a 22 genetically identical  b 22 genetically different  c 44 genetically identical  d 44 genetically different     34 which definition of continuous variation is correct?  a variation that results in a limited number of phenotypes between two extremes  b variation that results in a limited number of phenotypes with no intermediates  c variation that results in a range of phenotypes between two extremes  d variation that results in a range of phenotypes with no intermediates    35 when is evolution by natural selection most likely to occur?  a when there is a stable population of predators  b when there is a stable environment  c when there is less variation in the population  d when there is more variation in the population    ",
+            "15": "15  \u00a9 ucles 2019 0610/11/m/j/19 [turn over  36 what process uses the principal source of energy input to biological systems?  a ingestion  b decomposition  c photosynthesis  d respiration      37 the diagram shows an aquatic food web.    phytoplanktonfish zooplanktonseagull krill crabsquidsealkiller whale blue whale seaweed    which statement is correct?  a there are two producers and three herbivores.  b there are two primary consumers and two secondary consumers.  c there are three producers and two primary consumers.  d there are two herbivores and two tertiary consumers.    38 why are bacteria useful in biotechnology and genetic engineering?  a they can reproduce rapidly.  b they live in soil.  c they may be pathogens.  d they need complex nutrients.    ",
+            "16": "16    permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to trac e 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 ans wer-related information to candidates, all copyright acknowledgements are reproduced onl ine in the cambridge  assessment international education copyri ght acknowledgements booklet. this is produc ed 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 the ca mbridge assessment group. cambri dge assessment is the brand name of the university of  cambridge local examinations syndicate (ucles), which it self is a department of the university of cambridge.    \u00a9 ucles 2019 0610/11/m/j/19  39 what is a description of genetic engineering?  a cross breeding individuals with different important characteristics  b cross breeding individuals with recessive alleles  c inserting a gene from one organism into another  d selecting random mutations to produce new varieties      40 large areas of tropical forests have been cleared to grow monocultures of palm oil plants.    which effect will this have on the ecosystem?  a the use of fossil fuels in the area will decrease.  b the use of pesticides in the area will decrease.  c the variety of species in the area will decrease.  d the variety of species in the area will increase.    "
+        },
+        "0610_s19_qp_12.pdf": {
+            "1": "  this syllabus is regulated for use in england, wales and northern ireland as a cambridge international level 1/level 2 certific ate.  this document consists of 14 printed pages and 2 blank pages.  ib19 06_0610_12/2rp  \u00a9 ucles 2019   [turn over     *9736254013* cambridge assessment international education  cambridge international general certificate of secondary education       biology 0610/12     paper 1  multiple choice (core)  may/june 2019     45 minutes    additional materials: multiple choice answer sheet    soft clean eraser    soft pencil (type b or hb is recommended)        read these instructions first    write in soft pencil.  do not use staples, paper clips, glue or correction fluid. write your name, centre number and candidate number on the answer sheet in the spaces provided  unless this has been done for you.  do not  write in any barcodes.   there are forty  questions on this paper. answer all questions. for each question there are four possible  answers a, b, c and d.   choose the one you consider correct and record your choice in soft pencil  on the separate answer sheet.    read the instructions on the answer sheet very carefully.    each correct answer will score one mark. a ma rk will not be deducted for a wrong answer.  any rough working should be done in this booklet. electronic calculators may be used.     ",
+            "2": "2  \u00a9 ucles 2019 0610/12/m/j/19  1 carbon dioxide diffuses into a leaf.  which characteristic of living things requires this?  a excretion  b movement  c nutrition  d respiration      2 the diagram shows how homo sapiens  (modern people) could have evolved from earlier  ancestors.    homo habilishomo erectushomo heidelbergensishomo sapiens  (modern people)     which statement about modern people and their ancestors is correct?  a they are in the same species and the same genus.  b they are in the same species but not the same genus.  c they are in the same genus but not the same species.  d they are neither the same species nor the same genus.     ",
+            "3": "3  \u00a9 ucles 2019 0610/12/m/j/19 [turn over  3 the diagram shows an animal.        using the key, what is the animal?    1 has three pairs of legs    go to 2  has four pairs of legs  ..  go to 3  2 has wings  ...  a  has no wings  ..  b  3 large claws (pedipalps)  ...  c  no large claws (pedipalps)  ..  d    4 which features are possessed by all plant cells?     a cell wall chloroplasts   a \u0016 \u0016 key  b \u0016 \u001a \u0016= present  c \u001a \u0016 \u001a= absent  d \u001a \u001a       5 which group of organs belongs to the same organ system?  a diaphragm, oesophagus, trachea  b heart, liver, lungs  c heart, stomach, trachea   d oesophagus, intestine, stomach    ",
+            "4": "4  \u00a9 ucles 2019 0610/12/m/j/19  6 the diagram shows a test-tube containing clear jelly. a drop of blue ink is injected into the middle  of the jelly.    clear jelly drop of blue ink     the blue colour of the ink spreads throughout the jelly.    by which process does the blue ink spread through the jelly?  a active transport  b catalysis  c diffusion  d osmosis      7 which process describes osmosis?  a diffusion of water through a cell wall  b diffusion of water through a partially permeable membrane  c diffusion of water through the cell sap  d diffusion of water through the cytoplasm      8 which row shows the chemical elements contained in fats?     carbon hydrogen nitrogen oxygen   a \u0016 \u0016 \u001a \u0016 key  b \u0016 \u0016 \u0016 \u0016 \u0016= present  c \u001a \u0016 \u0016 \u001a \u001a= absent  d \u0016 \u001a \u0016 \u0016       9 small molecules are used as the basic units in the synthesis of large food molecules.    which statement is correct?  a amino acids are basic units of carbohydrates.  b fatty acids are basic units of glycogen.  c glycerol is a basic unit of oils.  d simple sugar is a basic unit of protein. ",
+            "5": "5  \u00a9 ucles 2019 0610/12/m/j/19 [turn over  10 which graph shows the effect of ph on enzyme activity?    enzyme activitya enzyme activity 17 1 4 phb enzyme activityc enzyme activityd17 1 4 ph 17 1 4 ph17 1 4 ph     11 the diagram shows an experiment to investigate the balance between respiration and  photosynthesis.    in which tube are photosynthesis and respiration taking place at the same time?    ab c d black polythene to keep out lightwater snail pond weedlight light light      ",
+            "6": "6  \u00a9 ucles 2019 0610/12/m/j/19  12 the diagram shows how sewage is treated.    screen water to riversettling tanksecond settling tankaeration tankair out air in sludge digestersludge disposalsludge sludge     why is air bubbled through the aeration tank?  a to encourage microorganisms to reproduce quickly  b to float the sludge  c to settle the sludge  d to stop microorganisms from reproducing too quickly     13 the food label is from a packet of cereal.    the label can help someone who is concerned about their diet.    nutrition   typical values   100  g contains energy  fat of which saturates carbohydrate  of which sugars  fibre protein salt 985  kj 235  kcal 1.5  g 0.3  g 45.5  g 3.8  g 2.8  g 7.7  g 0.5  g     a person eats 45  g of cereal.    one of the food types listed in the label can help prevent constipation.    how many grams of this food type does the person eat?  a 1.3  g b 2.8  g c 3.5  g d 7.7  g    ",
+            "7": "7  \u00a9 ucles 2019 0610/12/m/j/19 [turn over  14 digested food molecules move into the cells of the body where they are used and become part of  the cells.    what is this a definition of?  a absorption  b assimilation  c digestion  d ingestion    15 the diagram shows a human tooth with an area of decay.    area of decay     what is likely to have caused the decay?  a acids released by bacteria  b digestion of the tooth by bacteria  c excess of fat in the food  d lack of fibre in the food     ",
+            "8": "8  \u00a9 ucles 2019 0610/12/m/j/19  16 a celery stalk was placed into a beaker of blue dye. when the dye reached the leaves, the stalk  was taken out and a section was cut, as shown in the diagram.    celery stalk blue dyecut     which diagram shows the appearance of the cut end of the stalk?    a b c d blue dye blue dye blue dye      17 the table shows the rate of water flow through a tree over a 12 hour period.    time of day rate of flow   / cm per hour  17:00 100  19:00 120  11:00 140  13:00 250  15:00 300  17:00 260  19:00 180    what conclusion can be drawn from the table?   a between 7:00 and 17:00 hours the rate of flow continuously increases.  b the greatest increase in rate of flow in a two-hour period is between 11:00 and 13:00 hours.  c water does not flow up through a tree at night.  d water flow is affected by humidity.     ",
+            "9": "9  \u00a9 ucles 2019 0610/12/m/j/19 [turn over  18 how does the transport system of a human differ from the transport system of a tree?     human tree  a carries mineral ions does not carry mineral ions  b must carry oxygen does not need to carry oxygen  c does not transport cells transports cells  d vessels no vessels      19 the diagram shows cross-sections through three types of blood vessel, not drawn to the same  scale.    w vx    which section is from a vein and which is from a capillary?     vein capillary  a v w  b w v  c w x  d x w      20 which disease is transmissible?  a cholera  b coronary heart disease  c lung cancer  d scurvy     21 what is the approximate percentage of oxygen in expired air?  a 0.04% b 4% c 16% d 21%     ",
+            "10": "10  \u00a9 ucles 2019 0610/12/m/j/19  22 which pathway is followed by air passing into the body?  a larynx \u2192 trachea \u2192 bronchi \u2192 bronchioles \u2192 alveoli  b larynx \u2192 trachea \u2192 bronchioles \u2192 bronchi \u2192 alveoli  c trachea \u2192 larynx \u2192 bronchi \u2192 alveoli \u2192 bronchioles  d trachea \u2192 larynx \u2192 bronchi \u2192 bronchioles \u2192 alveoli     23 the diagram shows two experiments investigating gas exchange in small aerobic crustaceans.    soda lime absorbs carbon dioxide.    small aerobic crustaceanscoloured liquid marker wire gauze soda lime glass beads instead of soda limecoloured liquid markerpq     which way does the liquid marker move?     p q  a left right  b left stays still  c right left  d right stays still      24 yeast is placed inside a container full of a glucose solution with no air.    which word equation summarises the process that takes place inside the container?  a glucose  \u2192  ethanol  +  carbon dioxide  b glucose  \u2192  lactic acid  c glucose  +  oxygen  \u2192  carbon dioxide  +  water  d glucose  +  oxygen  \u2192  ethanol     ",
+            "11": "11  \u00a9 ucles 2019 0610/12/m/j/19 [turn over  25 where is urea formed and excreted?     formed excreted  a bladder heart  b heart liver  c kidney bladder  d liver kidney      26 which structure is an effector?  a adrenal gland  b motor neurone  c optic nerve  d spinal cord      27 when we get hot and the temperature of our blood rises, one of the ways we can cool down is by  sweating.    what detects the rise in temperature of the blood?  a skin  b sweat glands  c hair erector muscles  d brain    28 a person suffering from influenza was given anti biotics. influenza is caused by a virus.    why did the antibiotics not cure the person with influenza?  a antibiotics do not affect viruses.  b the antibiotic course was not long enough.  c the influenza virus became resistant to the antibiotics.  d the person was immune to antibiotics.    29 which parts of the gametes fuse during fertilisation?  a cell membranes  b cell walls  c cytoplasm  d nuclei   ",
+            "12": "12  \u00a9 ucles 2019 0610/12/m/j/19  30 which environmental conditions must  be present for germination?  a carbon dioxide and water  b light and suitable temperature  c oxygen and carbon dioxide  d water and oxygen      31 what happens to the lining of the human uterus in the days before the release of an egg cell?   a breaks down  b lost from body  c thickens  d thins      32 which word describes an individual who has two identical alleles for a particular gene?  a dominant  b heterozygous  c homozygous  d phenotype      33 one type of night-blindness is an inherited condition, caused by a dominant allele.    the chart shows how this condition was passed on in one family.    xkey  normal female  normal male  male with  night-blindness     person x marries someone with normal sight.    what is the chance that their first child will have night-blindness?  a 0% b 25% c 50% d 75%     ",
+            "13": "13  \u00a9 ucles 2019 0610/12/m/j/19 [turn over  34 the diagram shows the percentage of tongue rollers and non-rollers in a human population.    percentage of population rollers non-rollers tongue rolling ability    which word describes this type of variation?  a adaptive  b continuous  c discontinuous  d environmental    35 the diagram shows the average head and ear shapes of rabbits from four different regions.    which is best adapted to living in the coldest region?    ab cd      36 the food chain shows how energy is transferred to a human.    lettuce  \u2192  snails  \u2192  duck  \u2192  human    where did the energy in the lettuce come from?  a snails  b soil  c sun  d water    ",
+            "14": "14  \u00a9 ucles 2019 0610/12/m/j/19  37 which process forms part of the carbon cycle?  a condensation  b fossilisation  c precipitation  d transpiration      38 which statement correctly explains why bacteria are used in biotechnology?  a bacteria reproduce slowly.  b bacteria need complex molecules.  c bacteria can make complex molecules.  d bacteria are all pathogens.      39 which enzyme is used in fruit juice production to make the juice clear?  a amylase  b pectinase  c protease  d lipase      40 what is not a reason for using chemical fertilisers in food production?  a improving growth rate  b improving mineral content of the soil  c increasing yields  d reducing competition with weeds    ",
+            "15": "15    blank page   \u00a9 ucles 2019 0610/12/m/j/19 ",
+            "16": "16    blank page     permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to trac e 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 ans wer-related information to candidates, all copyright acknowledgements are reproduced onl ine in the cambridge  assessment international education copyri ght acknowledgements booklet. this is produc ed 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 the ca mbridge assessment group. cambri dge assessment is the brand name of the university of  cambridge local examinations syndicate (ucles), which it self is a department of the university of cambridge.    \u00a9 ucles 2019 0610/12/m/j/19   "
+        },
+        "0610_s19_qp_13.pdf": {
+            "1": "  this syllabus is regulated for use in england, wales and northern ireland as a cambridge international level 1/level 2 certific ate.  this document consists of 15 printed pages and 1 blank page.  ib19 06_0610_13/2rp  \u00a9 ucles 2019   [turn over     *0029173015 * cambridge assessment international education  cambridge international general certificate of secondary education       biology 0610/13     paper 1  multiple choice (core)  may/june 2019     45 minutes    additional materials: multiple choice answer sheet    soft clean eraser    soft pencil (type b or hb is recommended)        read these instructions first    write in soft pencil.  do not use staples, paper clips, glue or correction fluid. write your name, centre number and candidate number on the answer sheet in the spaces provided  unless this has been done for you.  do not  write in any barcodes.   there are forty  questions on this paper. answer all questions. for each question there are four possible  answers a, b, c and d.   choose the one you consider correct and record your choice in soft pencil  on the separate answer sheet.    read the instructions on the answer sheet very carefully.    each correct answer will score one mark. a ma rk will not be deducted for a wrong answer.  any rough working should be done in this booklet. electronic calculators may be used.     ",
+            "2": "2  \u00a9 ucles 2019 0610/13/m/j/19  1 students find a small organism in a pond. they catch it and put it into a large jar of water. they  see that the organism swims away from light. it lays some eggs before they put it back into the  pond.    which characteristics of living things did the students see in this organism?  a excretion, growth and respiration  b growth, nutrition and sensitivity  c movement, reproduction and sensitivity  d movement, reproduction and respiration      2 the diagram shows how homo sapiens  (modern people) could have evolved from earlier  ancestors.    homo habilishomo erectushomo heidelbergensishomo sapiens  (modern people)     which statement about modern people and their ancestors is correct?  a they are in the same species and the same genus.  b they are in the same species but not the same genus.  c they are in the same genus but not the same species.  d they are neither the same species nor the same genus.     ",
+            "3": "3  \u00a9 ucles 2019 0610/13/m/j/19 [turn over  3 the photograph shows an organism.        use the key to identify the organism.  1 the mouth is at the front of the head.    go to 2   the mouth is between the eye and the fins.  ...  a  2 the long fin on the back has pale spots.    go to 3   there are no spots on the long fin.  .  b  3 the tail fin is longer than the body.    c   the tail fin is shorter than the body.  ...  d    4 which features are possessed by all plant cells?     a cell wall chloroplasts   a \u0016 \u0016 key  b \u0016 \u001a \u0016= present  c \u001a \u0016 \u001a= absent  d \u001a \u001a      5 which level of organisation is shown by the oesophagus, pancreas, stomach and liver?  a cells  b organs  c organisms  d tissues    ",
+            "4": "4  \u00a9 ucles 2019 0610/13/m/j/19  6 the diagram shows a test-tube containing clear jelly. a drop of blue ink is injected into the middle  of the jelly.    clear jelly drop of blue ink     the blue colour of the ink spreads throughout the jelly.    by which process does the blue ink spread through the jelly?  a active transport  b catalysis  c diffusion  d osmosis      7 which row describes active transport?   movement of  water uses energy   from respiration through a cell  membrane  a yes no no  b yes no yes  c no yes no  d no yes yes      8 which reagent is used when testing a food for vitamin c?  a benedict\u2019s solution  b dcpip  c ethanol  d iodine solution    ",
+            "5": "5  \u00a9 ucles 2019 0610/13/m/j/19 [turn over  9 small molecules are used as the basic units in the synthesis of large food molecules.    which statement is correct?  a amino acids are basic units of carbohydrates.  b fatty acids are basic units of glycogen.  c glycerol is a basic unit of oils.  d simple sugar is a basic unit of protein.    10 which graph shows the effect of ph on enzyme activity?    enzyme activitya enzyme activity 17 1 4 phb enzyme activityc enzyme activityd17 1 4 ph 17 1 4 ph17 1 4 ph     ",
+            "6": "6  \u00a9 ucles 2019 0610/13/m/j/19  11 the diagram shows an experiment to investigate the balance between respiration and  photosynthesis.    in which tube are photosynthesis and respiration taking place at the same time?    ab c d black polythene to keep out lightwater snail pond weedlight light light      12 the diagrams show the structure of four different cells from a plant.    which cell is from the upper epidermis of a leaf?    ab cd      ",
+            "7": "7  \u00a9 ucles 2019 0610/13/m/j/19 [turn over  13 the diagram shows the human alimentary canal.    1 3 4 52     which pair of structures both produce digestive enzymes?  a 1 and 2 b 1 and 3 c 2 and 4 d 3 and 5     14 where is water absorbed?  a colon and small intestine  b large intestine only  c liver and colon  d small intestine only    ",
+            "8": "8  \u00a9 ucles 2019 0610/13/m/j/19  15 the diagram shows a human tooth with an area of decay.    area of decay     what is likely to have caused the decay?  a acids released by bacteria  b digestion of the tooth by bacteria  c excess of fat in the food  d lack of fibre in the food    16 a celery stalk was placed into a beaker of blue dye. when the dye reached the leaves, the stalk  was taken out and a section was cut, as shown in the diagram.    celery stalk blue dyecut     which diagram shows the appearance of the cut end of the stalk?    a b c d blue dye blue dye blue dye     ",
+            "9": "9  \u00a9 ucles 2019 0610/13/m/j/19 [turn over  17 the table shows the rate of water flow through a tree over a 12 hour period.    time of day rate of flow   / cm per hour  17:00 100  19:00 120  11:00 140  13:00 250  15:00 300  17:00 260  19:00 180    what conclusion can be drawn from the table?   a between 7:00 and 17:00 hours the rate of flow continuously increases.  b the greatest increase in rate of flow in a two-hour period is between 11:00 and 13:00 hours.  c water does not flow up through a tree at night.  d water flow is affected by humidity.      18 what is the correct order of blood flow through the blood vessels entering and leaving the heart?  a aorta  \u2192  pulmonary artery  \u2192  pulmonary vein  \u2192  vena cava  b aorta  \u2192  pulmonary vein  \u2192  pulmonary artery  \u2192  vena cava  c vena cava  \u2192  pulmonary artery  \u2192  pulmonary vein  \u2192  aorta  d vena cava  \u2192  pulmonary vein  \u2192  pulmonary artery  \u2192  aorta     ",
+            "10": "10  \u00a9 ucles 2019 0610/13/m/j/19  19 the diagram shows cross-sections through three types of blood vessel, not drawn to the same  scale.    w vx    which section is from a vein and which is from a capillary?     vein capillary  a v w  b w v  c w x  d x w      20 by which route would an hiv infection not be transmissible?  a blood  b saliva  c sharing needles for injections  d semen     21 what is the approximate percentage of oxygen in expired air?  a 0.04% b 4% c 16% d 21%      22 which process uses energy released by respiration?  a diffusion  b evaporation  c growth  d osmosis     ",
+            "11": "11  \u00a9 ucles 2019 0610/13/m/j/19 [turn over  23 the diagram shows two experiments investigating gas exchange in small aerobic crustaceans.    soda lime absorbs carbon dioxide.    small aerobic crustaceanscoloured liquid marker wire gauze soda lime glass beads instead of soda limecoloured liquid markerpq     which way does the liquid marker move?     p q  a left right  b left stays still  c right left  d right stays still     24 yeast is placed inside a container full of a glucose solution with no air.    which word equation summarises the process that takes place inside the container?  a glucose  \u2192  ethanol  +  carbon dioxide  b glucose  \u2192  lactic acid  c glucose  +  oxygen  \u2192  carbon dioxide  +  water  d glucose  +  oxygen  \u2192  ethanol      25 what is a function of the kidneys?  a breakdown of hormones  b formation of urea  c removal of oxygen  d removal of urea    ",
+            "12": "12  \u00a9 ucles 2019 0610/13/m/j/19  26 which list describes the correct sequence of a simple reflex arc?  a receptor, relay neurone, motor neurone, sensory neurone, effector  b receptor, relay neurone, sensory neurone, motor neurone, effector  c receptor, sensory neurone, motor neurone, relay neurone, effector  d receptor, sensory neurone, relay neurone, motor neurone, effector      27 what are the effects on the body when adrenaline is released?     breathing rate and pulse rate pupil diameter  a decreases decreases  b decreases increases  c increases increases  d increases decreases      28 which effects does excessive alcohol consumption have on the body?     acts as a  stimulant increases  reaction time  a yes yes  b yes no  c no yes  d no no      29 female greenfly can multiply by producing eggs by mitosis. these eggs are not fertilised, but  they develop into a new generation of female greenfly.    what is this type of reproduction?  a asexual reproduction, leading to genetically different offspring  b asexual reproduction, leading to genetically identical offspring  c sexual reproduction, leading to genetically different offspring  d sexual reproduction, leading to genetically identical offspring    ",
+            "13": "13  \u00a9 ucles 2019 0610/13/m/j/19 [turn over  30 what is not essential for germination?  a carbon dioxide  b oxygen  c warmth  d water      31 which is the main hormone responsible for the development of male secondary sexual  characteristics?  a adrenaline  b insulin  c oestrogen  d testosterone      32 what determines the sex of a baby?  a the father\u2019s xx chromosomes  b the father\u2019s xy chromosomes  c the mother\u2019s xx chromosomes  d the mother\u2019s xy chromosomes     33 in fruit flies, the allele for grey body, g, is dominant over the allele for black body, g.    the result of a mating between two flies is shown.    grey-bodied fly \u00d7 black-bodied flyparent 1 parent 2 40 grey-bodied flies + 42 black-bodied flies (offspring)(parents)     what were the genotypes of the parents?     parent 1 parent 2  a gg gg  b gg gg  c gg gg  d gg gg     ",
+            "14": "14  \u00a9 ucles 2019 0610/13/m/j/19  34 which is a genetic change?  a allele  b genotype  c mutation  d phenotype      35 wheat is a crop plant. since the 1960s the average yield of wheat has doubled. a reason for this  is that modern wheat varieties have shorter, stronger stems and more seeds per stem.    what has caused these changes?  a competition for resources between individuals  b reproduction by individuals better adapted to their environment  c selection of individuals with desirable characteristics by humans  d struggle for survival between individuals    36 letters h, j, k and l show the organisms that make up a simple food web.    organism horganism j organism lorganism k     what must organism h be?  a a carnivore  b a decomposer  c a herbivore  d a producer    ",
+            "15": "15  \u00a9 ucles 2019 0610/13/m/j/19 37 the diagram shows part of the water cycle.    water vapour in the air compounds in living plants compounds in living animalsp rain cloud     which process in living plants is responsible for returning water vapour to the air at p?  a combustion  b condensation  c photosynthesis  d transpiration    38 bacteria are useful for manufacturing products for human use.    which statement explains why they are useful?  a bacteria can be grown without nutrients.  b bacteria do not have a nucleus.  c bacteria infect human cells.  d bacteria reproduce very rapidly.    39 which of the processes involved in genetic engineering uses a human gene?  a herbicide resistance  b pesticide resistance  c insulin production in bacteria  d vitamin production in plants    40 what is an undesirable effect of deforestation?  a habitat creation  b loss of soil  c more species  d reduced carbon dioxide in the atmosphere    ",
+            "16": "16    blank page     permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to trac e 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 ans wer-related information to candidates, all copyright acknowledgements are reproduced onl ine in the cambridge  assessment international education copyri ght acknowledgements booklet. this is produc ed 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 the ca mbridge assessment group. cambri dge assessment is the brand name of the university of  cambridge local examinations syndicate (ucles), which it self is a department of the university of cambridge.    \u00a9 ucles 2019 0610/13/m/j/19   "
+        },
+        "0610_s19_qp_21.pdf": {
+            "1": "  this syllabus is regulated for use in england, wales and northern ireland as a cambridge international level 1/level 2 certific ate.  this document consists of 17 printed pages and 3 blank pages.  ib19 06_0610_21/3rp  \u00a9 ucles 2019   [turn over     *2132104938* cambridge assessment international education  cambridge international general certificate of secondary education       biology 0610/21     paper 2  multiple choice (extended)  may/june 2019     45 minutes    additional materials: multiple choice answer sheet    soft clean eraser    soft pencil (type b or hb is recommended)        read these instructions first    write in soft pencil.  do not use staples, paper clips, glue or correction fluid. write your name, centre number and candidate number on the answer sheet in the spaces provided  unless this has been done for you.  do not  write in any barcodes.   there are forty  questions on this paper. answer all questions. for each question there are four possible  answers a, b, c and d.   choose the one you consider correct and record your choice in soft pencil  on the separate answer sheet.    read the instructions on the answer sheet very carefully.    each correct answer will score one mark. a ma rk will not be deducted for a wrong answer.  any rough working should be done in this booklet. electronic calculators may be used.     ",
+            "2": "2  \u00a9 ucles 2019 0610/21/m/j/19  1 the diagram shows a leaf on a plant.    sun water from the soilcarbon dioxidefrom the airsimple sugarsmade in the leaf     which characteristic of life is represented by this diagram?  a excretion  b nutrition  c respiration  d sensitivity     2 the diagram shows how homo sapiens  (modern people) could have evolved from earlier  ancestors.    homo habilishomo erectushomo heidelbergensishomo sapiens  (modern people)     which statement about modern people and their ancestors is correct?  a they are in the same species and the same genus.  b they are in the same species but not the same genus.  c they are in the same genus but not the same species.  d they are neither the same species nor the same genus.     ",
+            "3": "3  \u00a9 ucles 2019 0610/21/m/j/19 [turn over  3 the photomicrograph shows part of an animal cell.    x     what is the structure labelled x?  a chloroplast  b mitochondrion  c ribosome  d vacuole     4 which features are possessed by all plant cells?     a cell wall chloroplasts   a \u0016 \u0016 key  b \u0016 \u001a \u0016= present  c \u001a \u0016 \u001a= absent  d \u001a \u001a      ",
+            "4": "4  \u00a9 ucles 2019 0610/21/m/j/19  5 the diagram shows part of the skin.        what is the correct level of organisation for the skin?  a cell  b organ  c organ system  d tissue     6 the diagram shows a test-tube containing clear jelly. a drop of blue ink is injected into the middle  of the jelly.    clear jelly drop of blue ink     the blue colour of the ink spreads throughout the jelly.    by which process does the blue ink spread through the jelly?  a active transport  b catalysis  c diffusion  d osmosis     ",
+            "5": "5  \u00a9 ucles 2019 0610/21/m/j/19 [turn over  7 the apparatus shown was set up.    pure waterglass tube sugar solution and blue ink partially permeablemembrane     some hours later, the water in the beaker had turned blue, and the liquid in the glass tube had  moved upwards.    which processes caused these changes?     water turned  blue liquid in glass  tube moved  upwards  a osmosis diffusion  b active transport osmosis  c diffusion active transport  d diffusion osmosis     8 four solutions were tested to see whether they contained protein, starch or glucose.    the colours of the solutions after the tests are recorded in the table.    which solution contained protein and glucose but not starch?     biuret test iodine test benedict\u2019s test  a blue brown orange  b blue blue-black blue  c purple brown orange  d purple blue-black blue     ",
+            "6": "6  \u00a9 ucles 2019 0610/21/m/j/19  9 small molecules are used as the basic units in the synthesis of large food molecules.    which statement is correct?  a amino acids are basic units of carbohydrates.  b fatty acids are basic units of glycogen.  c glycerol is a basic unit of oils.  d simple sugar is a basic unit of protein.    10 the diagrams show a protease enzyme catalysing the breaking of part of a protein molecule into  smaller pieces.     which diagram has three correct labels?    a substrateproduct enzymeb active site active siteproduct enzyme c substrate enzymed active site productsubstrate      ",
+            "7": "7  \u00a9 ucles 2019 0610/21/m/j/19 [turn over  11 the diagram shows an experiment to investigate the balance between respiration and  photosynthesis.    in which tube are photosynthesis and respiration taking place at the same time?    ab c d black polythene to keep out lightwater snail pond weedlight light light      12 the diagram shows a cross-section of a leaf as seen under a microscope.    which structure is a palisade mesophyll cell?    a db c      ",
+            "8": "8  \u00a9 ucles 2019 0610/21/m/j/19  13 the chart is used to find a person\u2019s recommended mass.    1.85 1.801.751.701.651.601.551.50 30 40 50 60 70 80 90 100 mass  / kgheight  / m 110 120 130 140 150 160lowlow massmassidealideal massmassslightlyslightly obeseobesemoderatelymoderately obeseobeselow massideal massslightly obesemoderately obese     for the data provided about body mass and height, which person would benefit most from the introduction of a calorie-controlled diet and regular exercise?     body mass  /  kg height  / m  a 40 1.55  b 50 1.75  c 70 1.80  d 90 1.75     14 the cholera bacterium produces toxins that cause chloride ions to be secreted into the small  intestine.    how does this affect the water potential of blood in the intestinal capillaries and the intestinal  contents?     water potential  blood in  capillaries contents of  small intestine  a lowered lowered  b lowered raised  c raised lowered  d raised raised     ",
+            "9": "9  \u00a9 ucles 2019 0610/21/m/j/19 [turn over  15 a student investigates the breakdown of fats in milk by lipase. four test-tubes labelled a to d are  set up.    the table shows the contents of each test-tube.    in which test-tube will the contents become acidic most quickly?     milk bile boiled lipase lipase   a \u0016 \u0016 \u001a \u0016 key  b \u0016 \u0016 \u0016 \u001a \u0016= present  c \u0016 \u001a \u0016 \u001a \u001a= absent  d \u0016 \u001a \u001a \u0016      16 a celery stalk was placed into a beaker of blue dye. when the dye reached the leaves, the stalk  was taken out and a section was cut, as shown in the diagram.    celery stalk blue dyecut     which diagram shows the appearance of the cut end of the stalk?    a b c d blue dye blue dye blue dye     ",
+            "10": "10  \u00a9 ucles 2019 0610/21/m/j/19  17 the table shows the rate of water flow through a tree over a 12 hour period.    time of day rate of flow   / cm per hour  17:00 100  19:00 120  11:00 140  13:00 250  15:00 300  17:00 260  19:00 180    what conclusion can be drawn from the table?   a between 7:00 and 17:00 hours the rate of flow continuously increases.  b the greatest increase in rate of flow in a two-hour period is between 11:00 and 13:00 hours.  c water does not flow up through a tree at night.  d water flow is affected by humidity.     18 the diagram shows some of the transport tissues in a plant root.    y z     which row about tissues y and z in the diagram is correct?     tissue y tissue z  name transports name transports  a phloem mineral ions & water xylem sucrose  b phloem sucrose xylem mineral ions & water  c xylem mineral ions & water phloem sucrose  d xylem sucrose phloem mineral ions & water ",
+            "11": "11  \u00a9 ucles 2019 0610/21/m/j/19 [turn over  19 the diagram shows cross-sections through three types of blood vessel, not drawn to the same  scale.    w vx    which section is from a vein and which is from a capillary?     vein capillary  a v w  b w v  c w x  d x w     20 the diagram shows one way the body defends itself against pathogens.    white blood cellbacteria     what is the name of this defence mechanism?  a antibody production  b egestion  c phagocytosis  d vaccination    ",
+            "12": "12  \u00a9 ucles 2019 0610/21/m/j/19  21 the diagram illustrates changes in air pressure taking place inside the lungs during a complete  cycle of breathing. atmospheric pressure is 101  kpa.    at which point on the diagram are the ribs beginning to be lowered?    ab c d102 101 100 timepressure in lungs/  kpa      22 potted plants are left for a week in a tank of water as shown.    soiltank water permeable plant pot    why do the plants die?  a the roots do not have enough oxygen.  b the roots do not have enough water.  c the roots have too much oxygen.  d the roots have too much carbon dioxide.    23 which statement about both aerobic and anaerobic respiration is correct?  a they break down c 6h12o6.  b they produce an oxygen debt.  c they use co 2.  d they use o 2.    ",
+            "13": "13  \u00a9 ucles 2019 0610/21/m/j/19 [turn over  24 the components of a reflex arc are shown in the flow diagram.    receptor \u2192 sensory  neurone\u2192 synapse \u2192relay  neurone\u2192synapse \u2192 motor  neurone \u2192effector   which component is responsible for ensuring that t he nerve impulses travel in one direction only?  a motor neurone  b receptor  c sensory neurone  d synapse    25 what is a function of the liver?  a converting bile to urea  b converting urea to amino acids   c deamination of amino acids  d deamination of carbon dioxide    26 which statement about light receptors in the retina of a normal human eye is correct?  a the cones only work in dim light.  b the rods are found in the fovea.  c there are three types of cone.  d there are three types of rod.    ",
+            "14": "14  \u00a9 ucles 2019 0610/21/m/j/19  27 a patient is injected with adrenaline.    which graph shows the expected changes to pulse rate and blood glucose concentration?    pulse rateblood glucose concentrationa 0 0.5 1 time after injection  / minutes1.5 2pulse rateblood glucose concentrationb 00 . 51 time after injection  / minutes1.5 2 pulse rateblood glucose concentrationc 0 0.5 1 time after injection  / minutes1.5 2pulse rateblood glucose concentrationd 00 . 51 time after injection  / minutes1.5 2 pulse rate blood glucose concentrationkey      28 the diagram represents a synapse in the brain involved in the perception of pain.    which labelled molecule represents heroin?    a bcd      ",
+            "15": "15  \u00a9 ucles 2019 0610/21/m/j/19 [turn over  29 a human zygote is a diploid cell.    which statement about human diploid cells is correct?  a they do not have a nucleus.  b they fuse to form gametes.  c the nucleus contains a single set of chromosomes.  d the nucleus contains two sets of chromosomes.     30 which feature allows the sperm to dissolve the jelly coating of the egg cell?  a acrosome  b flagellum  c mitochondria  d nucleus     31 which statement about hiv is correct?  a it causes an increase in the number of lymphocytes.  b it is caused by bacteria.  c it increases the ability to produce antibodies.  d it is transmitted through sexual contact.    32 the diagram shows the chromosomes in the nucleus of a cell that divides by mitosis.        which diagram shows the chromosomes in the nucleus of one of the daughter cells produced?    abcd      ",
+            "16": "16  \u00a9 ucles 2019 0610/21/m/j/19  33 what happens as a result of meiosis?  a diploid cells are produced.  b diploid and haploid cells are produced.  c genetically identical cells are produced.  d haploid cells are produced.      34 why is the allele for sickle-cell anaemia common in some parts of the world?  a malaria protects against sickle-cell anaemia.  b sickle-cell anaemia is caused by malaria.  c sickle-cell anaemia is transmitted by mosquitoes.  d the sickle-cell anaemia allele protects against malaria.      35 which statement describes how a species becomes adapted to its environment?  a genetic similarities give rise to different genotypes which may have a reproductive  advantage.  b genetic variation gives rise to different phenotypes which may have a reproductive  advantage.  c phenotypic similarities give rise to different genotypes which may have a reproductive  advantage.  d phenotypic variation gives rise to different phenotypes which may have a reproductive  advantage.    36 decomposers play an important role in the ca rbon cycle. they release carbon dioxide.    which process is responsible for this?  a feeding  b fossilisation  c photosynthesis  d respiration      37 which term describes a group of organisms of one species, living in the same area, at the same  time?  a community  b ecosystem  c genus  d population   ",
+            "17": "17  \u00a9 ucles 2019 0610/21/m/j/19 38 the diagram shows a bacterial cell.    which part of its structure is particularly useful in genetic engineering?    ab c d      39 what can be managed sustainably?  a taking coal from a coalfield  b taking gas from under the earth\u2019s surface  c taking oil from an oilfield  d taking wood from a woodland     40 large areas of tropical forests have been cleared to grow monocultures of palm oil plants.    which effect will this have on the ecosystem?  a the use of fossil fuels in the area will decrease.  b the use of pesticides in the area will decrease.  c the variety of species in the area will decrease.  d the variety of species in the area will increase.     ",
+            "18": "18    blank page   \u00a9 ucles 2019 0610/21/m/j/19  ",
+            "19": "19    blank page   \u00a9 ucles 2019 0610/21/m/j/19 ",
+            "20": "20    blank page     permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to trac e 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 ans wer-related information to candidates, all copyright acknowledgements are reproduced onl ine in the cambridge  assessment international education copyri ght acknowledgements booklet. this is produc ed 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 the ca mbridge assessment group. cambri dge assessment is the brand name of the university of  cambridge local examinations syndicate (ucles), which it self is a department of the university of cambridge.    \u00a9 ucles 2019 0610/21/m/j/19   "
+        },
+        "0610_s19_qp_22.pdf": {
+            "1": "  this syllabus is regulated for use in england, wales and northern ireland as a cambridge international level 1/level 2 certific ate.  this document consists of 16 printed pages.  ib19 06_0610_22/2rp  \u00a9 ucles 2019   [turn over     *2849552127 * cambridge assessment international education  cambridge international general certificate of secondary education       biology 0610/22     paper 2  multiple choice (extended)  may/june 2019     45 minutes    additional materials: multiple choice answer sheet    soft clean eraser    soft pencil (type b or hb is recommended)        read these instructions first    write in soft pencil.  do not use staples, paper clips, glue or correction fluid. write your name, centre number and candidate number on the answer sheet in the spaces provided  unless this has been done for you.  do not  write in any barcodes.   there are forty  questions on this paper. answer all questions. for each question there are four possible  answers a, b, c and d.   choose the one you consider correct and record your choice in soft pencil  on the separate answer sheet.    read the instructions on the answer sheet very carefully.    each correct answer will score one mark. a ma rk will not be deducted for a wrong answer.  any rough working should be done in this booklet. electronic calculators may be used.     ",
+            "2": "2  \u00a9 ucles 2019 0610/22/m/j/19  1 carbon dioxide diffuses into a leaf.  which characteristic of living things requires this?  a excretion  b movement  c nutrition  d respiration      2 the diagram shows how homo sapiens  (modern people) could have evolved from earlier  ancestors.    homo habilishomo erectushomo heidelbergensishomo sapiens  (modern people)     which statement about modern people and their ancestors is correct?  a they are in the same species and the same genus.  b they are in the same species but not the same genus.  c they are in the same genus but not the same species.  d they are neither the same species nor the same genus.     3 heart muscle cells have a high rate of metabolism.    which structure do they require to be present in high numbers?  a chloroplasts  b mitochondria  c cell walls  d vacuoles     ",
+            "3": "3  \u00a9 ucles 2019 0610/22/m/j/19 [turn over  4 which features are possessed by all plant cells?     a cell wall chloroplasts   a \u0016 \u0016 key  b \u0016 \u001a \u0016= present  c \u001a \u0016 \u001a= absent  d \u001a \u001a       5 the diagram shows a xylem vessel in a plant stem. the magnification is \u00d7400.    xx y x y \u00d7400    what is the actual width of the xylem vessel along the line xy?  a 8.75  \u00b5m b 14  \u00b5m c 87.5  \u00b5m d 140  \u00b5m     ",
+            "4": "4  \u00a9 ucles 2019 0610/22/m/j/19  6 the diagram shows a test-tube containing clear jelly. a drop of blue ink is injected into the middle  of the jelly.    clear jelly drop of blue ink     the blue colour of the ink spreads throughout the jelly.    by which process does the blue ink spread through the jelly?  a active transport  b catalysis  c diffusion  d osmosis      7 which process describes osmosis?  a diffusion of water through a cell wall  b diffusion of water through a partially permeable membrane  c diffusion of water through the cell sap  d diffusion of water through the cytoplasm      8 which row shows the chemical elements contained in fats?     carbon hydrogen nitrogen oxygen   a \u0016 \u0016 \u001a \u0016 key  b \u0016 \u0016 \u0016 \u0016 \u0016= present  c \u001a \u0016 \u0016 \u001a \u001a= absent  d \u0016 \u001a \u0016 \u0016       9 small molecules are used as the basic units in the synthesis of large food molecules.    which statement is correct?  a amino acids are basic units of carbohydrates.  b fatty acids are basic units of glycogen.  c glycerol is a basic unit of oils.  d simple sugar is a basic unit of protein. ",
+            "5": "5  \u00a9 ucles 2019 0610/22/m/j/19 [turn over  10 the diagrams show a protease enzyme catalysing the breaking of part of a protein molecule into  smaller pieces.     which diagram has three correct labels?    a substrateproduct enzymeb active site active siteproduct enzyme c substrate enzymed active site productsubstrate      11 the diagram shows an experiment to investigate the balance between respiration and  photosynthesis.    in which tube are photosynthesis and respiration taking place at the same time?    ab c d black polythene to keep out lightwater snail pond weedlight light light      ",
+            "6": "6  \u00a9 ucles 2019 0610/22/m/j/19  12 some gardeners use epsom salts (magnesium sulfate) as a fertiliser for their plants. epsom salts  release magnesium ions into the soil.    how would this benefit the plants?  a prevents pests from eating the leaves  b prevents the leaves from going yellow  c prevents water loss from the leaves  d prevents the growth of weeds    13 the food label is from a packet of cereal.    the label can help someone who is concerned about their diet.    nutrition   typical values  100  g contains energy  fat  of which saturates  carbohydrate of which sugars fibre protein salt 985  kj 235  kcal 1.5  g 0.3  g 45.5  g 3.8  g 2.8  g 7.7  g 0.5  g     a person eats 45  g of cereal.    one of the food types listed in the label can help prevent constipation.    how many grams of this food type does the person eat?  a 1.3  g b 2.8  g c 3.5  g d 7.7  g    ",
+            "7": "7  \u00a9 ucles 2019 0610/22/m/j/19 [turn over  14 the cholera bacterium produces toxins that cause chloride ions to be secreted into the small  intestine.    how does this affect the water potential of blood in the intestinal capillaries and the intestinal  contents?     water potential  blood in  capillaries contents of  small intestine  a lowered lowered  b lowered raised  c raised lowered  d raised raised     15 a person eats some cheese which contains a lot of fats and protein.    which row shows the combination of substances that will digest the cheese most effectively?     substances present   amylase bile lipase protease   a \u0016 \u001a \u0016 \u001a key  b \u001a \u0016 \u001a \u0016 \u0016= present  c \u0016 \u001a \u0016 \u0016 \u001a= absent  d \u001a \u0016 \u0016 \u0016      ",
+            "8": "8  \u00a9 ucles 2019 0610/22/m/j/19  16 a celery stalk was placed into a beaker of blue dye. when the dye reached the leaves, the stalk  was taken out and a section was cut, as shown in the diagram.    celery stalk blue dyecut     which diagram shows the appearance of the cut end of the stalk?    a b c d blue dye blue dye blue dye      17 the table shows the rate of water flow through a tree over a 12 hour period.    time of day rate of flow   / cm per hour  17:00 100  19:00 120  11:00 140  13:00 250  15:00 300  17:00 260  19:00 180    what conclusion can be drawn from the table?   a between 7:00 and 17:00 hours the rate of flow continuously increases.  b the greatest increase in rate of flow in a two-hour period is between 11:00 and 13:00 hours.  c water does not flow up through a tree at night.  d water flow is affected by humidity.     ",
+            "9": "9  \u00a9 ucles 2019 0610/22/m/j/19 [turn over  18 the diagram shows some potato tubers. new shoots are beginning to grow.    sucrose is being translocated from source to sink.    soiltuber     which statement is correct?  a the tuber is a sink.  b the soil is a sink.  c the shoots are sources.  d the shoots are sinks.    19 the diagram shows cross-sections through three types of blood vessel, not drawn to the same  scale.    w vx    which section is from a vein and which is from a capillary?     vein capillary  a v w  b w v  c w x  d x w     ",
+            "10": "10  \u00a9 ucles 2019 0610/22/m/j/19  20 which disease is transmissible?  a cholera  b coronary heart disease  c lung cancer  d scurvy      21 the diagram illustrates changes in air pressure taking place inside the lungs during a complete  cycle of breathing. atmospheric pressure is 101  kpa.    at which point on the diagram are the ribs beginning to be lowered?    ab c d102 101 100 timepressure in lungs/  kpa       22 which pathway is followed by air passing into the body?  a larynx \u2192 trachea \u2192 bronchi \u2192 bronchioles \u2192 alveoli  b larynx \u2192 trachea \u2192 bronchioles \u2192 bronchi \u2192 alveoli  c trachea \u2192 larynx \u2192 bronchi \u2192 alveoli \u2192 bronchioles  d trachea \u2192 larynx \u2192 bronchi \u2192 bronchioles \u2192 alveoli     23 oxygen is required for aerobic respiration.    how many molecules of oxygen are required for the aerobic respiration of three molecules of  glucose?  a 3 b 6 c 12 d 18     ",
+            "11": "11  \u00a9 ucles 2019 0610/22/m/j/19 [turn over  24 which statement about involuntary responses is correct?  a they always result in the same response to the same stimulus.  b they are learned responses.  c they are slower than voluntary responses.  d they never use voluntary muscles.      25 the diagram shows the first part of a kidney tubule and its blood supply.    during filtration, protein molecules do not pass through the wall of the glomerulus.    which part contains the highest concentration of protein?    c db a direction of blood flow      26 the diagram shows a cross-section of the human eye.    which label points to the spot in the eye where vision is the sharpest?    c abd      ",
+            "12": "12  \u00a9 ucles 2019 0610/22/m/j/19  27 three plant shoots have their tips removed. two of the shoots have a piece of agar gel placed on  them, as shown in the diagram. the agar gel contains auxin. the shoots are exposed to light coming from one direction.    plant shootplantshoot plantshootlightagar gel containing auxin     what is the appearance of the shoots after two days?    a b c d      28 the diagram shows a synapse.    heroin affects the neurone.    which labelled part does the heroin directly affect?    direction of movementof impulsea b c d  ",
+            "13": "13  \u00a9 ucles 2019 0610/22/m/j/19 [turn over  29 what is an advantage of self-pollination?  a evolution is not possible.  b genetic variation cannot occur.  c isolated individuals can reproduce.  d it does not require gametes.      30 which feature allows the sperm to dissolve the jelly coating of the egg cell?  a acrosome  b flagellum  c mitochondria  d nucleus      31 the graph shows the relative concentration of hormones in the blood during days 14\u201328 of the  menstrual cycle.    which letter represents the hormone progesterone in a woman who is not pregnant?    relative concentrationof hormonesin the blood 14 16 18 20 22 24 26 28 time  / daysa b c d      ",
+            "14": "14  \u00a9 ucles 2019 0610/22/m/j/19  32 the diagram shows the chromosomes in the nucleus of a cell that divides by mitosis.        which diagram shows the chromosomes in the nucleus of one of the daughter cells produced?    abcd       33 the diploid number for mice is 40 chromosomes.    how many chromosomes will be in a mouse cell formed by meiosis?  a 10 b 20 c 40 d 80    34 which statement is correct?  a people who are heterozygous for the sickle-c ell allele have a resistance to malaria.  b sickle-cell anaemia is caused by a change in the amino acid sequence of the haemoglobin  gene.  c sickle-cell anaemia is caused by both genetic and environmental factors interacting.  d the sickle-cell allele is rare in human populations in areas where there is malaria.      35 when antibiotics are overused they become less effective.    which statement is correct?  a artificial selection results in resistant strains of bacteria.  b patients become resistant to the antibiotic.  c the antibiotic causes the bacteria to mutate.  d the antibiotic does not kill resistant bacteria.     ",
+            "15": "15  \u00a9 ucles 2019 0610/22/m/j/19 [turn over  36 the diagram shows how sewage is treated.    screen water to riversettling tanksecond settling tankaeration tankair out air in sludge digestersludge disposalsludge sludge     why is air bubbled through the aeration tank?  a to encourage microorganisms to reproduce quickly  b to float the sludge  c to settle the sludge  d to stop microorganisms from reproducing too quickly     37 which trophic level has the greatest amount of energy?    a  b  c  d  1 mahogany tree with  several thousand leaves \u2192 1500 aphids \u2192 10 small birds \u2192 2 eagles    38 all organisms share the same genetic code.    this means that bacteria can be used to  a improve the health of the digestive system.  b manufacture biofuels in large quantities.  c produce foods such as yoghurt and cheese.  d make proteins using human dna.     39 evidence shows that some aquatic organisms have been feminised.    what is the most likely cause of this?  a increased nitrates running off farmland into the rivers  b female hormones excreted by women taking contraceptive pills  c infectious diseases in the fish  d decreasing levels of oxygen in the rivers   ",
+            "16": "16    permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to trac e 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 ans wer-related information to candidates, all copyright acknowledgements are reproduced onl ine in the cambridge  assessment international education copyri ght acknowledgements booklet. this is produc ed 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 the ca mbridge assessment group. cambri dge assessment is the brand name of the university of  cambridge local examinations syndicate (ucles), which it self is a department of the university of cambridge.    \u00a9 ucles 2019 0610/22/m/j/19  40 what is not a reason for using chemical fertilisers in food production?  a improving growth rate  b improving mineral content of the soil  c increasing yields  d reducing competition with weeds     "
+        },
+        "0610_s19_qp_23.pdf": {
+            "1": "  this syllabus is regulated for use in england, wales and northern ireland as a cambridge international level 1/level 2 certific ate.  this document consists of 18 printed pages and 2 blank pages.  ib19 06_0610_23/3rp  \u00a9 ucles 2019   [turn over     *2457016502* cambridge assessment international education  cambridge international general certificate of secondary education       biology 0610/23     paper 2  multiple choice (extended)  may/june 2019     45 minutes    additional materials: multiple choice answer sheet    soft clean eraser    soft pencil (type b or hb is recommended)        read these instructions first    write in soft pencil.  do not use staples, paper clips, glue or correction fluid. write your name, centre number and candidate number on the answer sheet in the spaces provided  unless this has been done for you.  do not  write in any barcodes.   there are forty  questions on this paper. answer all questions. for each question there are four possible  answers a, b, c and d.   choose the one you consider correct and record your choice in soft pencil  on the separate answer sheet.    read the instructions on the answer sheet very carefully.    each correct answer will score one mark. a ma rk will not be deducted for a wrong answer.  any rough working should be done in this booklet. electronic calculators may be used.     ",
+            "2": "2  \u00a9 ucles 2019 0610/23/m/j/19  1 students find a small organism in a pond. they catch it and put it into a large jar of water. they  see that the organism swims away from light. it lays some eggs before they put it back into the  pond.    which characteristics of living things did the students see in this organism?  a excretion, growth and respiration  b growth, nutrition and sensitivity  c movement, reproduction and sensitivity  d movement, reproduction and respiration      2 the diagram shows how homo sapiens  (modern people) could have evolved from earlier  ancestors.    homo habilishomo erectushomo heidelbergensishomo sapiens  (modern people)     which statement about modern people and their ancestors is correct?  a they are in the same species and the same genus.  b they are in the same species but not the same genus.  c they are in the same genus but not the same species.  d they are neither the same species nor the same genus.      3 in cells with a high respiration rate, what would be found in the cytoplasm in increased numbers?  a mitochondria  b ribosomes  c rough endoplasmic reticulum  d vesicles     ",
+            "3": "3  \u00a9 ucles 2019 0610/23/m/j/19 [turn over  4 which features are possessed by all plant cells?     a cell wall chloroplasts   a \u0016 \u0016 key  b \u0016 \u001a \u0016= present  c \u001a \u0016 \u001a= absent  d \u001a \u001a      5 the diagram shows a mitochondrion.    1 \u03bcm    the diagram is 70  mm long.    what is the magnification of the diagram?  a \u00d70.0007 b \u00d770 c \u00d77000 d \u00d770  000     6 the diagram shows a test-tube containing clear jelly. a drop of blue ink is injected into the middle  of the jelly.    clear jelly drop of blue ink     the blue colour of the ink spreads throughout the jelly.    by which process does the blue ink spread through the jelly?  a active transport  b catalysis  c diffusion  d osmosis     ",
+            "4": "4  \u00a9 ucles 2019 0610/23/m/j/19  7 which row describes active transport?   movement of  water uses energy   from respiration through a cell  membrane  a yes no no  b yes no yes  c no yes no  d no yes yes      8 which reagent is used when testing a food for vitamin c?  a benedict\u2019s solution  b dcpip  c ethanol  d iodine solution    9 small molecules are used as the basic units in the synthesis of large food molecules.    which statement is correct?  a amino acids are basic units of carbohydrates.  b fatty acids are basic units of glycogen.  c glycerol is a basic unit of oils.  d simple sugar is a basic unit of protein.    ",
+            "5": "5  \u00a9 ucles 2019 0610/23/m/j/19 [turn over  10 the diagrams show a protease enzyme catalysing the breaking of part of a protein molecule into  smaller pieces.     which diagram has three correct labels?    a substrateproduct enzymeb active site active siteproduct enzyme c substrate enzymed active site productsubstrate      11 the diagram shows an experiment to investigate the balance between respiration and  photosynthesis.    in which tube are photosynthesis and respiration taking place at the same time?    ab c d black polythene to keep out lightwater snail pond weedlight light light      ",
+            "6": "6  \u00a9 ucles 2019 0610/23/m/j/19  12 the diagrams show the structure of four different cells from a plant.    which cell is from the upper epidermis of a leaf?    ab cd      ",
+            "7": "7  \u00a9 ucles 2019 0610/23/m/j/19 [turn over  13 the diagram shows the human alimentary canal.    1 3 4 52     which pair of structures both produce digestive enzymes?  a 1 and 2 b 1 and 3 c 2 and 4 d 3 and 5    14 the cholera bacterium produces toxins that cause chloride ions to be secreted into the small  intestine.    how does this affect the water potential of blood in the intestinal capillaries and the intestinal  contents?     water potential  blood in  capillaries contents of  small intestine  a lowered lowered  b lowered raised  c raised lowered  d raised raised     ",
+            "8": "8  \u00a9 ucles 2019 0610/23/m/j/19  15 starch in food is digested in two stages.    in which parts of the alimentary canal do the two stages occur?     starch into maltose maltose into glucose  a duodenum stomach  b lining of small intestine mouth  c mouth lining of small intestine  d stomach duodenum     16 a celery stalk was placed into a beaker of blue dye. when the dye reached the leaves, the stalk  was taken out and a section was cut, as shown in the diagram.    celery stalk blue dyecut     which diagram shows the appearance of the cut end of the stalk?    a b c d blue dye blue dye blue dye     ",
+            "9": "9  \u00a9 ucles 2019 0610/23/m/j/19 [turn over  17 the table shows the rate of water flow through a tree over a 12 hour period.    time of day rate of flow   / cm per hour  17:00 100  19:00 120  11:00 140  13:00 250  15:00 300  17:00 260  19:00 180    what conclusion can be drawn from the table?   a between 7:00 and 17:00 hours the rate of flow continuously increases.  b the greatest increase in rate of flow in a two-hour period is between 11:00 and 13:00 hours.  c water does not flow up through a tree at night.  d water flow is affected by humidity.     ",
+            "10": "10  \u00a9 ucles 2019 0610/23/m/j/19  18 scientists investigate the movement of substances in a plant.    they cut a ring of tissue from the stem.    removing the tissue removes some of the transport vessels found around the edge of the stem.    a few days later they notice swelling above the area where the tissue has been removed.    tissue removed time swellingleaves roots    what causes the swelling?  a phloem vessels have been removed and sucrose cannot move to the sink.  b phloem vessels have been removed and sucrose cannot move to the source.  c xylem vessels have been removed and minerals cannot move to the sink.  d xylem vessels have been removed and minerals cannot move to the source.     ",
+            "11": "11  \u00a9 ucles 2019 0610/23/m/j/19 [turn over  19 the diagram shows cross-sections through three types of blood vessel, not drawn to the same  scale.    w vx    which section is from a vein and which is from a capillary?     vein capillary  a v w  b w v  c w x  d x w      20 by which route would an hiv infection not be transmissible?  a blood  b saliva  c sharing needles for injections  d semen    21 the diagram illustrates changes in air pressure taking place inside the lungs during a complete  cycle of breathing. atmospheric pressure is 101  kpa.    at which point on the diagram are the ribs beginning to be lowered?    ab c d102 101 100 timepressure in lungs/  kpa      ",
+            "12": "12  \u00a9 ucles 2019 0610/23/m/j/19  22 which process uses energy released by respiration?  a diffusion  b evaporation  c growth  d osmosis      23 the volume of oxygen taken up by germinating seeds was measured.    the graph shows the results.    2.0 1.81.61.41.21.00.80.60.40.2 0 05 1 0 time  / minutesvolume of oxygen taken up  / cm3 15 20     what is the rate of oxygen uptake?  a 0.08  cm3 per minute  b 8.00  cm3 per minute  c 10.8  cm3 per minute  d 12.50  cm3 per minute    ",
+            "13": "13  \u00a9 ucles 2019 0610/23/m/j/19 [turn over  24 the diagrams show the structures on each side of a synaptic cleft.    which diagram is correctly labelled?    direction of impulse released neurotransmitter neurotransmitter receptor moleculesa synaptic cleft released neurotransmitterdirection of impulse neurotransmitter receptor moleculesb synaptic cleft direction of impulse released neurotransmitter neurotransmitter receptor moleculesc synaptic cleft released neurotransmitterdirection of impulse neurotransmitter receptor moleculesd synaptic cleft      25 dialysis is a method of regulating the composition of blood when the kidneys are not working  properly.    which substance is absent from fresh dialysis fluid?  a bile  b glucose  c salt  d water    ",
+            "14": "14  \u00a9 ucles 2019 0610/23/m/j/19  26 the diagram shows a vertical section through part of a human eye. a fly is coming nearer to the  eye. the eye begins to focus the image of the fly on its retina.    q r sfly     how do the labelled parts of the diagram change?     q r s  a contracts thinner tighter  b relaxes fatter slacker  c contracts fatter slacker  d relaxes thinner tighter     27 where is glucagon secreted, and what is its effect on blood glucose concentration?     secreted by effect on blood  glucose concentration  a liver increases  b liver decreases  c pancreas increases  d pancreas decreases      28 which statement about antibiotics is correct?  a antibiotics are effective against viral diseases.  b antibiotics are produced by white blood cells.  c antibiotics can provide pain relief.  d antibiotics can stop bacteria making new cell walls.    ",
+            "15": "15  \u00a9 ucles 2019 0610/23/m/j/19 [turn over  29 where is progesterone produced?  a ovary  b pituitary gland  c prostate gland  d uterus      30 which feature allows the sperm to dissolve the jelly coating of the egg cell?  a acrosome  b flagellum  c mitochondria  d nucleus      31 parents with alleles iaib and ioio can produce children with which blood groups?  a a and b  b ab  c a and o  d b and o      32 the diagram shows the chromosomes in the nucleus of a cell that divides by mitosis.        which diagram shows the chromosomes in the nucleus of one of the daughter cells produced?    abcd      ",
+            "16": "16  \u00a9 ucles 2019 0610/23/m/j/19  33 during protein synthesis, what is the function of the ribosome?  a assemble amino acids in a chain  b carry a copy of a gene to the cytoplasm  c contain the code for the synthesis of a protein  d determine the order of bases in the protein      34 the table shows some inherited features.    which features show co-dominance?     blood  group colour  blindness sex   a \u0016 \u0016 \u001a key  b \u0016 \u001a \u001a \u0016= co-dominant  c \u001a \u0016 \u0016 \u001a= not co-dominant  d \u001a \u0016 \u001a       35 these events may happen when an antibiotic is used to treat a bacterial infection.    1 the antibiotic kills most of the bacteria.  2 the antibiotic resistant bacteria reproduce. 3 the antibiotic resistant bacteria survive. 4 some bacteria mutate and are resistant to the antibiotic.    which sequence may produce a strain of antibiotic resistant bacteria?  a 1 \u2192 2 \u2192 3 \u2192 4  b 2 \u2192 3 \u2192 1 \u2192 4  c 3 \u2192 1 \u2192 4 \u2192 2  d 4 \u2192 1 \u2192 3 \u2192 2    ",
+            "17": "17  \u00a9 ucles 2019 0610/23/m/j/19 [turn over  36 the diagram shows the energy within the producers in an ecosystem and how much is  transferred to primary consumers and ev entually lost to the environment.    producers 50 000  kj45 000  kj primary consumers 5000  kjsecondary consumers4500  kjsun     how much energy is transferred from primary consumers to secondary consumers?  a 5  kj b 50  kj c 500  kj d 5000  kj     37 which is the tertiary consumer in this food chain?     a b c d  aquatic plant  \u2192  pond snails  \u2192  small fish  \u2192  large fish  \u2192  fish eagles     38 scientists in one country are using bacteria to break down crude oil in abandoned oil fields. this  produces natural gas which is used as a fuel.    why are bacteria useful in this example of biotechnology?  a bacteria are involved in the nitrogen cycle.  b bacteria are microorganisms.  c bacteria can be pathogens.  d bacteria can reproduce very quickly.    ",
+            "18": "18  \u00a9 ucles 2019 0610/23/m/j/19  39 the diagrams show the stages in the production of human insulin.    which stage uses the enzyme dna ligase?    c the gene for insulin is inserted into the plasmidd the plasmid is inserted into a bacterium which reproduces and insulin is produceda gene for insulin identified and removed from a human cellb plasmid is removed from a bacterium and cut open      40 what is an undesirable effect of deforestation?  a habitat creation  b loss of soil  c more species  d reduced carbon dioxide in the atmosphere    ",
+            "19": "19    blank page   \u00a9 ucles 2019 0610/23/m/j/19 ",
+            "20": "20    blank page     permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to trac e 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 ans wer-related information to candidates, all copyright acknowledgements are reproduced onl ine in the cambridge  assessment international education copyri ght acknowledgements booklet. this is produc ed 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 the ca mbridge assessment group. cambri dge assessment is the brand name of the university of  cambridge local examinations syndicate (ucles), which it self is a department of the university of cambridge.    \u00a9 ucles 2019 0610/23/m/j/19   "
+        },
+        "0610_s19_qp_31.pdf": {
+            "1": "*5079113418*cambridge assessment international education cambridge international general certificate of secondary education this syllabus is regulated for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificate. this document consists of 19 printed pages and 1 blank page. dc (nf/cb) 168096/3 \u00a9 ucles 2019  [turn overbiology  0610/31 paper 3  theory (core)  may/june 2019  1 hour 15 minutes candidates answer on the question paper. no additional materials are required. read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen. you may use an hb pencil for any diagrams or graphs. do not use staples, paper clips, glue or correction fluid. do not  write in any barcodes. answer all questions. electronic calculators may be used. you may lose marks if you do not show your working or if you do not use appropriate units. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part  question.",
+            "2": "2 0610/31/m/j/19 \u00a9 ucles 2019 1 (a) the boxes on the left contain the names of flower parts.   the boxes on the right contain descriptions of the functions of the flower parts.   draw one straight line from each box on the left to one box on the right to link the flower part  to its function.   draw five lines.  flower part  function antherattracts insects place where pollen  has to land produces ovules produces pollen protects the flower  bud transports waterovary petal sepal stigma [5]  (b) pollen grains from wind-pollinated flowers and insect-pollinated flowers are different.   state two ways in which a pollen grain from a wind-pollinated flower is different to a pollen  grain from an insect-pollinated flower. 1   2   [2]",
+            "3": "3 0610/31/m/j/19 \u00a9 ucles 2019 [turn over  (c) complete the sentences about seeds.   use words from the list.   each word may be used once, more than once, or not at all.   asexual  carbon dioxide  gravity  hormones   light  mineral ions  oxygen  sexual   vitamins  water   plants produce seeds as a result of .. reproduction. seeds   germinate if they have the correct conditions. these conditions include a suitable temperature    and also .. and .. .   the germinating seed produces a young root which grows downwards in response to     ..  .    the young root absorbs .. and .. from    the soil as well as keeping the young plant in a stable position. [6] [total: 13]",
+            "4": "4 0610/31/m/j/19 \u00a9 ucles 2019 2 (a) table 2.1 shows the names of three groups of arthropods and some of their characteristics.   place ticks ( \u2713) in the boxes to show the characteristics present in each group. table 2.1 characteristicarthropod group arachnids crustaceans myriapods four pairs of legs one pair of antennae body divided into two main parts [3]  (b) all living organisms show the same seven characteristics.   state four of the characteristics of living organisms. 1   2   3   4   [4]",
+            "5": "5 0610/31/m/j/19 \u00a9 ucles 2019 [turn over  (c) fig. 2.1 shows the apparatus used by some students during an investigation.   the apparatus is drawn as seen from above. dish containing  chemical to absorb  water vapour dish containing  chemical to absorb  carbon dioxidesealed glass  container drop of red dye  in a capillary  tube arthropods fig. 2.1   some arthropods were placed in the container.   a drop of red dye was inserted into the capillary tube.   the drop of red dye in the capillary tube gradually moved towards the arthropods.   (i) explain why the drop of red dye moved towards the arthropods.  ...  ...  ...  ...  ...  .  [3]",
+            "6": "6 0610/31/m/j/19 \u00a9 ucles 2019    the investigation shown in fig. 2.1 was repeated at different temperatures.    fig. 2.2 shows the results. rate of dye  movement / mm per  hour20 15 10 10 20 305 0 temperature / \u00b0c fig. 2.2   (ii) state the trend shown in fig. 2.2.  ...  .  [1]   (iii) calculate the percentage increase in the rate of dye movement between 10  \u00b0c and 20  \u00b0c.    show your working.    % [2] [total: 13]",
+            "7": "7 0610/31/m/j/19 \u00a9 ucles 2019 [turn over 3 fig. 3.1 is a diagram of the alimentary canal and associated organs.  some parts are identified by letters. a b c d e f g h j k fig. 3.1  (a) complete table 3.1 by inserting the letter from fig. 3.1 which identifies the part that carries  out the function described. table 3.1 description of functionletter in  fig. 3.1 where egestion takes place where lipase is made where mechanical digestion occurs where the most  water is absorbed [4]",
+            "8": "8 0610/31/m/j/19 \u00a9 ucles 2019  (b) cholera is a transmissible disease.   (i) state the type of pathogen that causes cholera.  .  [1]   (ii) one of the symptoms of cholera is diarrhoea.    describe what is meant by the term diarrhoea .  ...  .  [1]   (iii) outline the treatment for diarrhoea.  ...  ...  ...  ...  .  [2]  (c) state two ways in which the body can defend itself against pathogens. 1   2   [2] [total: 10] 4 (a) fig. 4.1 is a diagram of a palisade mesophyll cell. fig. 4.1   identify and label the nucleus and a chloroplast on fig. 4.1.  [2]",
+            "9": "9 0610/31/m/j/19 \u00a9 ucles 2019 [turn over  (b) fig. 4.2 shows the same palisade mesophyll cell after it has been placed in a concentrated  sugar solution for twenty minutes. fig. 4.2   (i) describe the changes that have taken place in the cell between fig. 4.1 and fig. 4.2.  ...  ...  ...  ...  .  [2]   (ii) explain why the cell in fig. 4.2 has changed.  ...  ...  ...  ...  ...  ...  .  [3]   (iii) suggest how the cell in fig.  4.2 could be treated so that it returned to its original  appearance in fig. 4.1.  ...  .  [1]",
+            "10": "10 0610/31/m/j/19 \u00a9 ucles 2019  (c) (i) state the name of the tissue that transports water up the stem and into a leaf in a plant.  .  [1]",
+            "11": "11 0610/31/m/j/19 \u00a9 ucles 2019 [turn over   (ii) fig. 4.3 shows drawings of sections through a root, a stem and part of a leaf in a  dicotyledonous plant. epidermis  with root  hair cells upper epidermisepidermisroot stem leaf fig. 4.3    identify and label with the letter w, the position of the water transport tissue in each of  the root, the stem and the leaf, on fig. 4.3.  [3] [total: 12]",
+            "12": "12 0610/31/m/j/19 \u00a9 ucles 2019 5 (a) rabbits are herbivores.   define the term herbivore .  ...  .  [2]  (b) the size of a rabbit population can increase and decrease from year to year, as shown in   fig. 5.1. 1 0 2 time / yearsnumber  of rabbits 3 4 fig. 5.1   state  two factors that could cause an increase in a rabbit population. 1    ... 2    ... [2]",
+            "13": "13 0610/31/m/j/19 \u00a9 ucles 2019 [turn over  (c) since 1800 the population of humans in the world has increased dramatically.   state three ways in which this increase in the human population has affected marine  ecosystems. 1    ... 2    ... 3    ... [3] [total: 7]",
+            "14": "14 0610/31/m/j/19 \u00a9 ucles 2019 6 (a) complete the sentences by stating the part of the human body that produces male gametes  and the part that produces female gametes. male gametes are produced by the  .. female gametes are produced by the  .. [2]  (b) fig. 6.1 represents the early stages in the development of a female embryo. process r process t female embryo not to scalep q s.. .. .. fig. 6.1",
+            "15": "15 0610/31/m/j/19 \u00a9 ucles 2019 [turn over   (i) state the names of the cells labelled p, q and s in fig. 6.1. p   q  ... s   [3]   (ii) complete fig. 6.1 by writing the  correct  sex chromosomes in structures p, q and s. [3]   (iii) state the names of processes r and t in fig. 6.1. r   t   [2]   (iv) state the name of the organ in the body in which the female embryo develops.  .  [1]  (c) some people do not want to have a baby and so use a method of contraception.   complete table 6.1 by writing an example for each method of contraception. table 6.1 method of contraception example of contraceptive method natural barrier chemical surgical [4] [total: 15]",
+            "16": "16 0610/31/m/j/19 \u00a9 ucles 2019 7 blood circulates round the body in arteries, veins and capillaries.  (a) place ticks ( \u2713) in the correct boxes in table 7.1 to show the features of arteries. table 7.1 structure and function arteries carries blood at high pressure carries blood towards the heart has a thick wall has a narrow lumen has valves present throughout the vessel [3]  (b) fig. 7.1 shows a photomicrograph of a capillary with red blood cells passing through it. red blood cell fig. 7.1",
+            "17": "17 0610/31/m/j/19 \u00a9 ucles 2019 [turn over   (i) state the function of the red blood cells shown in fig. 7.1.  ...  .  [1]   (ii) red blood cells are one component of blood.    state the name of two other components of blood. 1   2   [2] [total: 6]",
+            "18": "18 0610/31/m/j/19 \u00a9 ucles 2019 8 fig. 8.1 shows a cat with an inherited condition that means the cat has extra toes. fig. 8.1  the allele that causes this condition is dominant to the allele for the normal condition.  fig. 8.2 shows the inheritance of this condition in a family of cats. key normal female normal male female with extra toes male with extra toes1 2 3 4 5 6 7 8 9 10 11 12 13 14 fig. 8.2",
+            "19": "19 0610/31/m/j/19 \u00a9 ucles 2019  complete table 8.1 by stating the genotypes of the numbered individuals.  use b for the dominant allele and b for the recessive allele. table 8.1 number of individual in fig. 8.2 genotype of individual 1 2 4 14 [4]",
+            "20": "20 0610/31/m/j/19 \u00a9 ucles 2019 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 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.blank page"
+        },
+        "0610_s19_qp_32.pdf": {
+            "1": "this document consists of 16 printed pages and 4 blank pages. dc (rw/tp) 168095/3 \u00a9 ucles 2019  [turn over *4238575278* biology  0610/32 paper 3  theory (core)  may/june 2019  1 hour 15 minutes candidates answer on the question paper. no additional materials are required. read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen. you may use an hb pencil for any diagrams or graphs. do not use staples, paper clips, glue or correction fluid. do not  write in any barcodes. answer all questions. electronic calculators may be used. you may lose marks if you do not show your working or if you do not use appropriate units. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question.cambridge assessment international education cambridge international general certificate of secondary education this syllabus is regulated for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificate.",
+            "2": "2 0610/32/m/j/19 \u00a9 ucles 2019 blank page",
+            "3": "3 0610/32/m/j/19 \u00a9 ucles 2019 [turn over 1 (a) table 1.1 shows some of the structures and parts of the alimentary canal and associated  organs.   complete table 1.1 by identifying the five missing structures and functions.  table 1.1 structure function where egestion occurs gall bladder where ingestion occurs salivary glands where most absorption occurs  [5]  (b) lipase is involved in the breakdown of fats.   state the two products of fat digestion. 1   2    [2]  (c) enzymes are proteins.   state the chemical elements that enzymes are made from.  .  [2]  [total: 9]",
+            "4": "4 0610/32/m/j/19 \u00a9 ucles 2019 2 (a) cholera is an example of a transmissible disease.   define the term transmissible disease .  ...  ...  .  [2]  (b) cholera is transmitted in contaminated water.   state two ways water can be treated to prevent the spread of cholera. 1   2    [2]  (c) table  2.1 shows the number of reported cases of cholera in the world during 2014 and 2015. table 2.1 year 2014 2015 number of cases 191 000 172 000   (i) calculate the percentage decrease in the number of cases of cholera between 2014 and  2015.    show your working and give your answer to the nearest whole number.   . %     [2]   (ii) state the name of the type of organism that causes cholera.  .  [1]",
+            "5": "5 0610/32/m/j/19 \u00a9 ucles 2019 [turn over  (d) cholera causes diarrhoea.   (i) describe what is meant by the term diarrhoea .  ...  .  [1]   (ii) outline the treatment for the symptoms of cholera.  ...  ...  ...  ...  .  [2]  (e) bacteria are often used in biotechnology.   complete the sentences using words from the list to explain why bacteria are used.   each word may be used once, more than once or not at all. complex       genetic       identical       non-identical physical       rapid       slow       simple   bacteria are useful in biotechnology and ... engineering due to   their ... reproduction rate and their ability to make    ... molecules.  [3]  [total: 13]",
+            "6": "6 0610/32/m/j/19 \u00a9 ucles 2019 3 (a) fig. 3.1 is a drawing of a cross-section of a root. fig. 3.1   identify and label the structures on fig.  3.1 using label lines and the labels:     \u2022 root hair     \u2022 phloem     \u2022 xylem.  [3]",
+            "7": "7 0610/32/m/j/19 \u00a9 ucles 2019 [turn over  (b) xylem is an example of a plant tissue.   this list shows examples of tissues, organs and organ systems in humans. heart       fat (under the skin) kidney       lung       nervous system   complete table  3.1 using the examples from the list.   one has been done for you. table 3.1 tissue organ organ system nervous system  [4]  (c) the list shows some of the structures in a plant.   write the structures in order of size from smallest to largest. chloroplast       palisade cell       phloem tissue root      whole plant   ...  smallest   ...   ...     ...   ...  largest  [3]  [total: 10]",
+            "8": "8 0610/32/m/j/19 \u00a9 ucles 2019 4 (a) fig. 4.1 is a diagram of a fetus in the uterus. b ca f e d fig. 4.1   table  4.1 shows one of the names and the functions of some of the labelled parts shown in  fig. 4.1.   complete table  4.1 using the information in fig.  4.1. table 4.1 name of part letter in fig.  4.1 function amniotic sac contains amniotic fluid dilates during birth carries materials between  mother and fetus  [5]",
+            "9": "9 0610/32/m/j/19 \u00a9 ucles 2019 [turn over  (b) describe the changes that occur in the fertilised egg cell up to the point of implantation.  ...  ...  ...  ...  ...  ...  .  [3]  (c) compare the growth and development of the fetus in the early stages of pregnancy with its  growth and development in the late stages of pregnancy.  ...    ...  ...  .  [2]  [total: 10]",
+            "10": "10 0610/32/m/j/19 \u00a9 ucles 2019 5 (a) reproduction is a characteristic of all living organisms.   state two other characteristics of all living organisms. 1   2    [2]  (b) a specialised cell performs a particular function.   sperm and egg cells are two types of specialised cell that are involved in reproduction in  humans.   state the names of two other  specialised cells. 1   2    [2]  (c) the term sexual reproduction is in the box on the left.   the boxes on the right show some sentence endings.   draw straight lines from sexual reproduction to the boxes on the right to make correct  sentences.   sexual reproduction only produces genetically identical offspring. results in the formation of a zygote.only occurs in animals.includes the process of fertilisation.always involves only one parent. involves gametes.  [3]",
+            "11": "11 0610/32/m/j/19 \u00a9 ucles 2019 [turn over  (d) fig. 5.1 shows some examples of reproduction. begg sperm bacterium cadna single celled organism ovary ovulepollen grain pollen tube d fig. 5.1   state the letter or letters that identify examples of asexual  reproduction.   give a reason for your answer using evidence from fig.  5.1.   letter(s)  reason  ...  ...  [3]  [total: 10]",
+            "12": "12 0610/32/m/j/19 \u00a9 ucles 2019 6 fig.\u00a06.1\u00a0is\u00a0a\u00a0graph\u00a0of\u00a0the\u00a0world\u2019s\u00a0human\u00a0population \u00a0between \u00a0the\u00a0years\u00a01000\u20132000. 1000 1100 1200 1300 1400 year1500 1600 1800 1900 2000 1700010002000300040005000human population / million60007000 fig. 6.1  (a) describe the data shown in fig.  6.1.  ...  ...  ...  ...  ...  ...  .  [3]",
+            "13": "13 0610/32/m/j/19 \u00a9 ucles 2019 [turn over  (b) one explanation for the trend shown in the data after 1900 is the introduction of vaccinations.   discuss other reasons that explain the trend seen after 1900 in fig. 6.1.  ...  ...  ...  ...  ...  ...  .  [3]  (c) populations in individual countries can decrease rapidly.   suggest two reasons why. 1   2    [2]  [total: 8]",
+            "14": "14 0610/32/m/j/19 \u00a9 ucles 2019 7 (a) fig. 7.1 is a photomicrograph of a cross-section of part of a leaf. a b fig. 7.1   (i) identify the parts of the leaf labelled a and b in fig.  7.1. a   b    [2]   (ii) draw a circle around one vascular bundle on fig.  7.1. [1]   (iii) draw an arrow to show where an air space is on fig.  7.1. [1]  (b) state three  structures present in both animal and plant cells. 1   2   3    [3]  [total: 7]",
+            "15": "15 0610/32/m/j/19 \u00a9 ucles 2019 [turn over 8 (a) modern technology has increased food production.   the boxes on the left show types of modern technology.   the boxes on the right show how modern technology has improved production.   draw five lines to link the type of modern technology with the way in which it has improved  food production. insecticide selective breedingherbicideagricultural machinery chemical fertilisermodern technology improve desired features in crops and livestockable to use larger areas of land kills animal pests that damage crops reduce competition with weedsprovides nutrients to increase yieldimprovement in food production  [4]  (b) describe two negative impacts to an ecosystem of intensive livestock production. 1    ... 2    ...  [2]  [total: 6]",
+            "16": "16 0610/32/m/j/19 \u00a9 ucles 2019 9 (a) three identical potato cylinders were used to investigate water movement in plant cells.   cranberry juice is a red fruit juice that contains natural sugars.   three test -tubes were set up as shown in fig.  9.1 and left for one hour. test-tube 1 waterpotato cylindertest-tube 2 dilute solution of cranberry juicetest-tube 3 concentrated solution of cranberry juice fig. 9.1   after one hour the potato cylinders were removed from test -tubes 1 to 3.   the mass of each potato cylinder is recorded in table  9.1. table 9.1 test-tube numbermass of the potato  cylinder at the start  / gmass of the potato  cylinder after one  hour / g 1 25 30 2 25 25 3 25 19   (i) describe the results for test -tubes 1 and 2. test-tube 1  .  ... test-tube 2  .  ...  [2]",
+            "17": "17 0610/32/m/j/19 \u00a9 ucles 2019   (ii) calculate the decrease in the mass of the potato cylinder in test -tube 3.    g [1]   (iii) explain why the potato cylinder lost mass in test -tube 3.  ...  ...  ...  ...  .  [2]  (b) state the name of one mineral ion and give a reason why it is important for plant growth. ion  . reason  ...  ...  [2]  [total: 7]",
+            "18": "18 0610/32/m/j/19 \u00a9 ucles 2019 blank page",
+            "19": "19 0610/32/m/j/19 \u00a9 ucles 2019 blank page",
+            "20": "20 0610/32/m/j/19 \u00a9 ucles 2019 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 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.blank page"
+        },
+        "0610_s19_qp_33.pdf": {
+            "1": "this document consists of 18 printed pages and 2 blank pages. dc (ks/sg) 170552/4 \u00a9 ucles 2019  [turn over *2540457564*cambridge assessment international education cambridge international general certificate of secondary education this syllabus is regulated for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificate.biology  0610/33 paper 3  theory (core)  may/june 2019  1 hour 15 minutes candidates answer on the question paper. no additional materials are required. read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen. you may use an hb pencil for any diagrams or graphs. do not use staples, paper clips, glue or correction fluid. do not  write in any barcodes. answer all questions. electronic calculators may be used. you may lose marks if you do not show your working or if you do not use appropriate units. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question.",
+            "2": "2 0610/33/m/j/19 \u00a9 ucles 2019 1 (a) several processes occur in the alimentary canal.   (i) the boxes on the left show the names of processes that occur in the alimentary canal.    the boxes on the right show descriptions of processes that occur in the alimentary canal.    draw five straight lines to link each process with its description. process description breakdown of food into smaller  pieces  absorption breakdown of large, insoluble  molecules into small, soluble  molecules  chemical digestion movement of digested food  molecules into cells  egestion  movement of small food molecules  and ions into the blood  ingestion  passing out of food that has not  been digested or absorbed mechanical digestion taking of substances into the body  [5]",
+            "3": "3 0610/33/m/j/19 \u00a9 ucles 2019 [turn over   (ii) state the name of one type of digested food molecule that is absorbed.  .  [1]  (b) the cholera pathogen produces a toxin which affects part of the alimentary canal.   (i) state the type of pathogen that causes cholera.  .  [1]   (ii) one of the symptoms of cholera is diarrhoea.    describe what is meant by the term diarrhoea .  ...  ...  .  [1]   (iii) outline the treatment for diarrhoea.   ...  ...  ...  ...  .  [2]  [total: 10] ",
+            "4": "4 0610/33/m/j/19 \u00a9 ucles 2019 2 (a) transpiration is the loss of water from plant leaves.   complete the sentences using the words and phrases from the list.   each word or phrase may be used once, more than once or not at all. active transport    condenses    cortex    diffusion  evaporates    flows    gas   guard liquid    osmosis    root hair stomata    spongy mesophyll    water vapour   water on the surface of  cells     .   the water vapour moves out of the leaf by  into the   atmosphere through openings in the leaf called  .  [4]  (b) a student compared the mass of water lost from four leaves.    four similarly-sized leaves were collected from the same plant.   some of the surfaces of the leaves were covered with a waterproof substance. the mass of  each leaf was measured.   the leaves were hung on a piece of string, as shown in fig. 2.1. the leaves were left for  several hours and the mass of each leaf was measured again.  f g h j no surface coveredlower surface coveredupper surface coveredupper and lower surfaces covered fig. 2.1",
+            "5": "5 0610/33/m/j/19 \u00a9 ucles 2019 [turn over   the results from the experiment are shown in table 2.1. table 2.1 leaf mass at the start  / gmass at the end  / gdifference in mass  / g f 0.67 0.40 g 0.70 0.67 0.03 h 0.69 0.44 0.25 j 0.73 0.73 0.00   (i) calculate the difference in mass for leaf f and write your answer in table 2.1.  [1]   (ii) describe how the different treatments of the leaves affected their loss of mass.    use the information in fig. 2.1 and table 2.1 to support your answer.  ...  ...  ...  ...  ...  ...  .  [3]   (iii) suggest a reason for the difference in mass lost between leaves g and h.   ...  ...  .  [1]",
+            "6": "6 0610/33/m/j/19 \u00a9 ucles 2019  (c) fig. 2.2 is a photomicrograph of a cross-section of part of a leaf. pk l mn fig. 2.2   (i) state the letter on fig. 2.2 which identifies a cell where photosynthesis occurs.    ...  [1]   (ii) state the letter on fig. 2.2 that identifies the part of the plant that transports water from  the roots to the leaves and state its name.     ... name  .  [2]  [total: 12] ",
+            "7": "7 0610/33/m/j/19 \u00a9 ucles 2019 [turn over blank page",
+            "8": "8 0610/33/m/j/19 \u00a9 ucles 2019 3 some bacteria are pathogens.  bacteria were grown in a petri dish on agar jelly which contained nutrients. the bacteria covered  the whole surface of the agar jelly.  three paper discs were placed on the agar jelly. each paper disc contained a different antibiotic.  the bacteria were left to grow for 24 hours at 35  \u00b0c.  fig. 3.1 shows the growth of the bacteria on the agar jelly at the start and after 24 hours. at the start after 24 hours 1 2 31 2 3 paper disc containing antibioticsbacteria growing over the surface of the agar jellyclear area with no bacteria fig. 3.1  (a) (i) suggest why there are clear areas around some of the paper discs after 24 hours.  ...  ...  .  [1]    (ii) list the numbers of the antibiotics in order from most effective to least effective.    give a reason for your choice. most effective            least effective reason  ...  ...  ...  [2] ",
+            "9": "9 0610/33/m/j/19 \u00a9 ucles 2019 [turn over  (b) fig. 3.2 is a drawing of a bacterial cell. cell membranednacell wall flagellum plasmid ribosomecapsulecytoplasm fig. 3.2   state three  ways in which a plant cell is similar to the bacterial cell shown in fig. 3.2. 1   2   3    [3]  (c) pathogens for transmissible diseases can be transmitted either through direct contact or  indirect contact.   table 3.1 gives examples of ways in which pathogens can be transmitted.   identify the examples of direct  contact by placing a tick ( \u2713) in the correct boxes in table 3.1. table 3.1 example direct contact air blood body fluids contaminated food contaminated surfaces  [2]  [total: 8] ",
+            "10": "10 0610/33/m/j/19 \u00a9 ucles 2019 4 fig. 4.1 is a photograph of a zedonk.  a zedonk is the offspring of a male zebra and a female donkey. fig. 4.1  (a) (i) state the name of the group within the animal kingdom to which zebras, donkeys and  zedonks belong.  .  [1]   (ii) state one feature of the group identified in 4(a)(i)  that is visible in fig. 4.1.  .  [1]  (b) the zedonk was produced by sexual reproduction .   define the term sexual reproduction .  ...  ...  .  [3]",
+            "11": "11 0610/33/m/j/19 \u00a9 ucles 2019 [turn over  (c) fig. 4.2 shows a plant.   this plant reproduces asexually by producing plantlets on side shoots. side shoot plantlets fig. 4.2   the box on the left contains the term asexual reproduction. the boxes on the right show  some sentence endings.   draw two straight lines from the asexual reproduction box to the boxes on the right to make  two correct sentences.  needs male and female  gametes. needs two parents. only needs one parent. asexual reproduction produces offspring that  are a different species. produces offspring that  are genetically different  to the parents. produces offspring that  are genetically identical  to the parent.  [2]  [total: 7]",
+            "12": "12 0610/33/m/j/19 \u00a9 ucles 2019 5 (a) list two features of human gas exchange surfaces. 1   2    [2]  (b) carbon dioxide is excreted through the lungs.   (i) describe a chemical test that would identify that the gas excreted through the lungs is  carbon dioxide. chemical test  .  ... positive test result  .  ...  [2]   (ii) there are differences between the composition of inspired and expired air.    table 5.1 shows four of the gases that make up air and the percentage of each gas that  is in inspired and expired air.    use numbers from the list to complete the table.    each number can be used once, more than once or not at all. 4.00    58.00     21.00     16.00 0.04    78.00     1.00    0.96 table 5.1 gaspercentage in  inspired airpercentage in  expired air carbon dioxide 0.04 oxygen 16.00 z variable increased nitrogen 78.00 78.00  [2]   (iii) state the name of gas z shown in table 5.1.  .  [1]",
+            "13": "13 0610/33/m/j/19 \u00a9 ucles 2019 [turn over  (c) an athlete measured his breathing rate during 12 minutes of exercise.   the results are shown in fig. 5.1. 00 2 4 6 8 10 1251015202530 breathing rate / breaths per minute time  / minutes fig. 5.1   (i) describe the changes in the breathing rate, while the athlete was exercising, shown in  fig. 5.1.  ...  ...  ...  ...  .  [3]   (ii) calculate the percentage change in the breathing rate between 0 and 10 minutes.    give your answer to the nearest whole number.     show your working.     %  [2]   (iii) the activity of the heart can also be used to monitor the effects of physical activity.    state two methods that can be used to monitor the activity of the heart. 1   2    [2]  [total: 14]",
+            "14": "14 0610/33/m/j/19 \u00a9 ucles 2019 6 (a) fig. 6.1 shows a fetus during the final stage of pregnancy. q sr fig. 6.1   (i) the boxes on the left show a letter from fig. 6.1.    the boxes in the middle show the name of a part shown in fig. 6.1.    the boxes on the right show the function of each part.    draw one line to link each letter from fig. 6.1 to its correct name.    draw one line to link each name to its correct function.    draw a total of six lines.  letter on  fig. 6.1name function q amniotic fluid exchange of nutrients or  gases r placenta protects the fetus from  damage s vaginareceives sperm during   sexual intercourse  [4]",
+            "15": "15 0610/33/m/j/19 \u00a9 ucles 2019 [turn over   (ii) table 6.1 shows some of the events ( a to f) that occur during birth. table 6.1 a passage through the vagina  b breaking of the amniotic sac  c delivery of the afterbirth d dilation of the cervix  e contraction of the muscle in the uterus wall f tying and cutting the umbilical cord     put the events into the correct sequence by ordering the letters.     one has been done for you. b  [3]  (b) the diet of a woman is very important during pregnancy.   (i) state the name of one component of a pregnant woman\u2019s diet that is needed for the  formation of bones in the fetus.  .  [1]   (ii) state the importance of iron in a pregnant woman\u2019s diet.  ...  .  [1]   (iii) state one source of iron in the diet.  .  [1]   (iv) state why women are often advised to avoid alcohol consumption during pregnancy.  ...  ...  .  [1]  [total: 11] ",
+            "16": "16 0610/33/m/j/19 \u00a9 ucles 2019 7 a student investigated the rate of oxygen uptake during aerobic respiration in woodlice. woodlice  are arthropods.  (a) state the word equation for aerobic respiration.  .  [2]  (b) fig. 7.1 shows the apparatus the student used. soda lime absorbs carbon dioxide.   when the tap is closed air cannot move into or out of the apparatus. the coloured liquid  moves when the tap is closed. 109876543210ruler scale coloured liquid in a narrow tube test-tube soda limewoodlice on a wire platformtap aircm fig. 7.1   table 7.1 shows the results of this investigation. table 7.1 time / minutesposition of the coloured  liquid on the ruler scale  / cm  0 1.0  2 2.1  4 3.1  6 4.2  8 5.5 10 5.9 12 7.5",
+            "17": "17 0610/33/m/j/19 \u00a9 ucles 2019 [turn over   (i) explain why the coloured liquid moves towards the woodlice during the investigation.   ...  ...  ...  ...  ...  ...  .  [3]   (ii) suggest why it is important that the temperature of the apparatus did not exceed 40  \u00b0c.  ...  ...  ...  ...  .  [2]   (iii) respiration releases energy.    state two uses of energy in the body of a human. 1   2    [2]  [total: 9] ",
+            "18": "18 0610/33/m/j/19 \u00a9 ucles 2019 8 (a) fig. 8.1 shows the pyramid of numbers for a food chain in a forest. goshawk thrush caterpillar not to scaleoak tree fig. 8.1   (i) state the name of the organism in fig. 8.1 that has the largest number of individuals in  the pyramid of numbers.  .  [1]   (ii) state the name of the secondary consumer in fig. 8.1.  .  [1]   (iii) state the principal source of energy input in a food chain.  .  [1]  (b) fig. 8.2 shows the pyramid of numbers for a food chain in a lake. trout frog insect not to scaleaquatic plant fig. 8.2",
+            "19": "19 0610/33/m/j/19 \u00a9 ucles 2019   (i) the pyramids of numbers in fig. 8.1 and fig. 8.2 are different shapes. explain why they  are different.  ...  ...  .  [1]   (ii) most of the trout from the lake in fig. 8.2 were caught by fishermen.     state and explain what effect this might have on the populations of frogs and insects. frogs  ..  ...  ... insects  ...  ...  ...  [4]  (c) bacteria and fungi obtain energy from dead organic material.    put a tick ( \u2713) in the box that describes bacteria and fungi. carnivores decomposers herbivores producers  [1]  [total: 9] ",
+            "20": "20 0610/33/m/j/19 \u00a9 ucles 2019 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 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.blank page"
+        },
+        "0610_s19_qp_41.pdf": {
+            "1": "this document consists of 18 printed pages and 2 blank pages. dc (st/ct) 162740/4 \u00a9 ucles 2019  [turn overcambridge assessment international education cambridge international general certificate of secondary education *5913274259* biology  0610/41 paper 4  theory (extended)  may/june 2019  1 hour 15 minutes candidates answer on the question paper. no additional materials are required. read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen. you may use an hb pencil for any diagrams or graphs. do not use staples, paper clips, glue or correction fluid. do not  write in any barcodes. answer all questions. electronic calculators may be used. you may lose marks if you do not show your working or if you do not use appropriate units. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [ ] at the end of each question or part question. this syllabus is regulated for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificate.",
+            "2": "2 0610/41/m/j/19 \u00a9 ucles 2019 blank page",
+            "3": "3 0610/41/m/j/19 \u00a9 ucles 2019 [turn over 1 all commercial breeds of sheep belong to the species ovis aries .  (a) define the term species .  ...  ...  ...  ...  .  [2]   the merino is a breed of sheep that is farmed mainly for its wool. the wool is very thick and is  made of lots of very thin hairs.  fig. 1.1 shows a female merino sheep with her newborn lamb. fig. 1.1  (b) the presence of hair is a feature that is only found in mammals.   state two other  features that distinguish mammals from all other vertebrates. 1   2   [2]",
+            "4": "4 0610/41/m/j/19 \u00a9 ucles 2019  (c) merino sheep in south africa have high quality wool with very thin hairs.    breeders in new zealand have used selective breeding programmes to improve the wool of  their sheep to match the quality of south african wool.    describe the steps that breeders would take to breed sheep that have wool with very thin  hairs.  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  .  [5]  (d) explain how natural selection differs from selective breeding.  ...  ...  ...  ...  ...  ...  .  [3] [total: 12]",
+            "5": "5 0610/41/m/j/19 \u00a9 ucles 2019 [turn over 2 the rate of photosynthesis of terrestrial plants can be determined by measuring the uptake of  carbon dioxide.  (a) explain why plants take up carbon dioxide during photosynthesis.  ...  ...  ...  ...  .  [2]  (b) the rate of photosynthesis of parts of individual leaves can be measured using a hand-held  device as shown in fig. 2.1. transparent chamber fig. 2.1   this apparatus allows air to flow through the transparent chamber that encloses part of the  leaf. the apparatus measures the carbon dioxide concentration of the air entering and leaving  the chamber.   explain how the results from the apparatus can be used to calculate the rate of photosynthesis.  ...  ...  ...  .  [2]",
+            "6": "6 0610/41/m/j/19 \u00a9 ucles 2019  (c) a student used the apparatus shown in fig. 2.1 to investigate the effect of temperature on the  rate of photosynthesis of the leaves of chinese plantain, plantago asiatica , at two different  concentrations of carbon dioxide, a and b.    fig. 2.2 shows the results of the investigation.  0510152025303540 rate of photosynthesis / \u03bcmol per m2 per s 10 20 temperature of leaves  / \u00b0c30 40b a 370 ppm co21000 ppm co2 370 ppm co21000 ppm co2b a fig. 2.2   (i) state one environmental factor that should have been kept constant in this investigation.  .  [1]",
+            "7": "7 0610/41/m/j/19 \u00a9 ucles 2019 [turn over   (ii) describe the effect of temperature on the rate of photosynthesis when carbon dioxide  concentration a was supplied.     use the data from fig. 2.2 in your answer.  ...  ...  ...  ...  ...  ...  .  [3]   (iii) calculate the percentage increase in the rate of photosynthesis at 30  \u00b0c when the carbon  dioxide concentration was increased from a to b as shown in fig. 2.2.    show your working and give your answer to the nearest whole number.     % [2]   (iv) explain the effect of increasing temperature on the rate of photosynthesis for carbon  dioxide concentration b.     use the term limiting factor  in your answer.  ...  ...  ...  ...  ...  ...  .  [3]",
+            "8": "8 0610/41/m/j/19 \u00a9 ucles 2019   (v) the student concluded that carbon dioxide concentration is the factor limiting the rate of  photosynthesis between 30  \u00b0c and 35  \u00b0c for the results shown for a in fig. 2.2.     state the evidence for this conclusion.  ...  ...  .  [1]",
+            "9": "9 0610/41/m/j/19 \u00a9 ucles 2019 [turn over  (d) a similar investigation was carried out on arizona honeysweet, tidestromia oblongifolia , that  grows in death valley in california where the highest temperatures may be greater than  45 \u00b0c.    the results are shown in fig. 2.3.  rate of photosynthesis / \u03bcmol per m2 per s temperature of leaves  / \u00b0c0510152025303540 10 20 30 40 50 60 70 fig. 2.3   predict and explain what would happen to the rate of photosynthesis if the investigation is  continued at temperatures higher than 45  \u00b0c.   ...  ...  ...  ...  .  [2] [total: 16]",
+            "10": "10 0610/41/m/j/19 \u00a9 ucles 2019 blank page",
+            "11": "11 0610/41/m/j/19 \u00a9 ucles 2019 [turn over 3 (a) complete the five sentences about the eye and the nervous system.   structures in the eye change the shape of the lens so that the eye can focus on near and  distant objects. this is called ..  .   the radial and circular muscles in the iris of the eye are a pair of ..    muscles that work against each other.   muscles in the eye are controlled by the nervous system. the ..  nervous system contains only sensory and motor neurones.   the .. nerve from the eye contains sensory neurones that conduct  impulses to the ..  .  [5]  (b) transmission of impulses relies on the flow of ions through the cell membranes of neurones  down their concentration gradients. active transport is responsible for maintaining the  concentration gradients of ions across the membranes of neurones.   explain how ions are moved across membranes by active transport.  ...  ...  ...  ...  ...  ...  .  [3]",
+            "12": "12 0610/41/m/j/19 \u00a9 ucles 2019  (c) fig. 3.1 shows the junction between two neurones. presynaptic neurone postsynaptic neuroneenzyme that breaks down neurotransmitter moleculesa b fig. 3.1   many drugs interfere with the action of neurotransmitters at the junctions between neurones.    two drugs that influence the transmission of impulses between neurones are atropine and  eserine. the actions of these drugs are shown in table 3.1. table 3.1 drug action at junctions between neurones atropine blocks receptor molecules for neurotransmitters eserine blocks the enzyme that breaks down neurotransmitters",
+            "13": "13 0610/41/m/j/19 \u00a9 ucles 2019 [turn over   explain the effects of these two drugs on the nervous system using the information in fig. 3.1  and table 3.1.  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  .  [6]  (d) a scientific paper was published in 1997 that described the effects of anabolic steroids  on female athletes. many of these athletes achieved great success in international sport  competitions during the 1960s and 1970s.   discuss the arguments against the use of anabolic steroids in sport.  ...  ...  ...  ...  ...  ...  .  [3] [total: 17]",
+            "14": "14 0610/41/m/j/19 \u00a9 ucles 2019 4 (a) table 4.1 shows four structures associated with the human male reproductive system.      complete table 4.1 by identifying the level of organisation of each structure.   choose your answers from the list. cell     cell structure      organ organ system      organism      tissue table 4.1   structure level of organisation epithelium nucleus sperm testis  [4]  (b) fig. 4.1 shows the male reproductive system.   ef a d c b fig. 4.1",
+            "15": "15 0610/41/m/j/19 \u00a9 ucles 2019 [turn over   table 4.2 shows information about the male reproductive system shown in fig. 4.1.   complete table 4.2.  table 4.2   name of structure function letter in fig. 4.1 testis transports sperm but not urine tube for urine and seminal fluid  through the penis prostate gland contains the testes  [5]  (c) draw an x on fig. 4.1 on the structure where meiosis occurs.  [1]  (d) sperm and eggs each have a nucleus which is haploid.    (i) define the term haploid nucleus .  ...  ...  .  [1]   (ii)  state the number of chromosomes in a human haploid nucleus.  .  [1] [total: 12]",
+            "16": "16 0610/41/m/j/19 \u00a9 ucles 2019 5 (a) tissue plasminogen activators (tpas) are human proteins that are used as drugs to break  down blood clots.    tpas break down blood clots by activating plasminogen. plasminogen is a protein that is  always present in the blood.   when activated, plasminogen forms a protease that breaks down fibrin molecules.   (i) plasminogen is found in the plasma.     state what is meant by the term plasma .  .  [1]   (ii) state the products of the action of protease on the protein fibrin.  .  [1]  tpas can be produced by genetically-engineered bacteria.  fig. 5.1 shows some of the stages involved in genetically engineering a bacterium to make a tpa.  dna removed from a human celltpa gene dna removed from a bacterial cell not to scalebax fig. 5.1",
+            "17": "17 0610/41/m/j/19 \u00a9 ucles 2019 [turn over (b) (i) state the name of structure a in fig. 5.1.  .  [1]   (ii) in the flow chart, x represents the action of an enzyme on a molecule of dna.     state the name of this enzyme.  .  [1]   (iii) the tpa gene is inserted into structure a.     explain how the gene is inserted into structure a to form structure b as shown in fig. 5.1.  ...  ...  ...  ...  ...  ...  .  [3]   (iv) before tpa was made by genetically-engineered bacteria it was only available from  blood donated by people.    suggest one advantage of producing tpa by genetically-engineered bacteria.  ...  .  [1]   (v) the genetically-engineered bacteria produce mrna that is a copy of the human tpa  gene.     explain the role of mrna in the bacterium.  ...  ...  ...  ...  .  [2] [total: 10]",
+            "18": "18 0610/41/m/j/19 \u00a9 ucles 2019 6 fig. 6.1 shows some cells from the shoot tip of an onion, allium cepa . m cell a   fig. 6.1  (a) (i)  state the evidence visible in fig. 6.1 that identifies the cells of a. cepa  as plant cells.  .  [1]   (ii)  cell a is dividing by mitosis.     state the role of mitosis in a shoot tip.  ...  ...  .  [1]",
+            "19": "19 0610/41/m/j/19 \u00a9 ucles 2019  (b) the area labelled m is a mitochondrion.   explain why mitochondria have an important role in dividing cells.  ...  ...  ...  ...  ...  ...  .  [3]  (c) cells just behind a shoot tip absorb water and grow in length. a plant hormone stimulates cell  elongation and controls the response of stems to gravity.    (i) state the name of the plant hormone that stimulates cell elongation in stems.  .  [1]   (ii) explain how the response of stems to gravity is controlled.  ...  ...  ...  ...  ...  ...  ...  ...  .  [4] [turn over",
+            "20": "20 0610/41/m/j/19 \u00a9 ucles 2019 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 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. (d) some cells in shoot tips become leaf cells and others become cells in the stem or in flowers.     explain why it is important that only some of the genes in cell a are expressed in these cells.  ...  ...  ...  ...  ...  ...  .  [3] [total: 13]"
+        },
+        "0610_s19_qp_42.pdf": {
+            "1": "this document consists of 18 printed pages and 2 blank pages. dc (st/ct) 162741/5 \u00a9 ucles 2019  [turn overcambridge assessment international education cambridge international general certificate of secondary education *7742045037* biology  0610/42 paper 4  theory (extended)  may/june 2019  1 hour 15 minutes candidates answer on the question paper. no additional materials are required. read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen. you may use an hb pencil for any diagrams or graphs. do not use staples, paper clips, glue or correction fluid. do not  write in any barcodes. answer all questions. electronic calculators may be used. you may lose marks if you do not show your working or if you do not use appropriate units. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [ ] at the end of each question or part question. this syllabus is regulated for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificate.",
+            "2": "2 0610/42/m/j/19 \u00a9 ucles 2019 1 biotechnology is used in the process of bread-making.   fig. 1.1 shows some of the steps in making bread. flour, salt and water are put into a bowl organism a and an energy source are added dough forms gas bubbles form in the dough dough put into baking tins bread is madestep 1 mixing step 2 mixing step 3 dough left at 35  \u00b0c for 2 hours step 4 dough is shaped and left at room temperature step 5 dough is baked for 30 minutes at 200  \u00b0c fig. 1.1   (a) state the name of organism a in fig. 1.1.    .  [1]  (b) (i) state the name of the source of energy used by organism a.  .  [1]   (ii) state the name of the process that occurs at step 3 that causes gas bubbles to form in  the dough.  .  [1]   (iii) state the name of the gas that forms to create the gas bubbles in the dough.  .  [1]",
+            "3": "3 0610/42/m/j/19 \u00a9 ucles 2019 [turn over  (c) explain the reasons for the different temperatures used in step 3 and step 5.   ...  ...  ...  ...  .  [2]  (d) state the name of two products of biotechnology, other  than bread, that make use of  microorganisms. 1   2   [2] [total: 8]",
+            "4": "4 0610/42/m/j/19 \u00a9 ucles 2019 2 the concentration of atmospheric carbon dioxide has increased considerably in recent years.   (a) describe the possible causes of increased atmospheric carbon dioxide.  ...  ...  ...  ...  ...  ...  .  [3]  (b) soybean plants, glycine max , were grown in two separate plots.   each plot used a carbon dioxide enrichment system to control the atmospheric carbon dioxide  concentration.   the atmospheric carbon dioxide concentrations in the two plots were kept at: \u2022 370 ppm, which is similar to the current atmospheric carbon dioxide concentration \u2022 550 ppm, which is a possible future atmospheric carbon dioxide concentration.   when the soybean plants were fully grown, scientists calculated the average rates of  photosynthesis at regular intervals from 04:00 to 22:00 for both plots.   the results are shown in fig. 2.1. average rates of photosynthesis / \u03bcmol per m2 per s 0 04:00 06:00 08:00 10:00 12:00 14:00 16:00 18:00 20:00 22:00510 time of day152025 550 ppm co2 370 ppm co2550 ppm co2 370 ppm co2 fig. 2.1",
+            "5": "5 0610/42/m/j/19 \u00a9 ucles 2019 [turn over   describe and explain the effect of carbon dioxide concentration on the average rates of  photosynthesis of the soybean plants from 04:00 to 22:00.   use the data from fig. 2.1 in your answer.  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  .  [6]",
+            "6": "6 0610/42/m/j/19 \u00a9 ucles 2019  (c) the scientists also made observations of the leaf structure of the soybean plants.    epidermis and mesophyll tissues are adapted for photosynthesis.   complete table 2.1 by stating two structural features of each of these tissues and explain  how each feature is an adaptation for photosynthesis. table 2.1 tissue featurehow the feature is an adaptation  for photosynthesis epidermis1 ... .. ... . . 2 ... .. ... . . mesophyll1 ... .. ... . . 2 ... .. ... . .  [4]  (d) when the scientists were working in the plot with a carbon dioxide concentration of 550  ppm,  their breathing rates were higher than when they worked in the other plot.   suggest why their breathing rates were higher.  ...  ...  ...  ...  .  [2]  [total: 15]",
+            "7": "7 0610/42/m/j/19 \u00a9 ucles 2019 [turn over 3  very small pieces of plastic, called microplastics, are found in many products such as soaps and  toothpaste.   fig. 3.1 shows toothpaste that contains microplastics. fig. 3.1   (a) (i) it is estimated that microplastics make up 5% of the mass of some toothpastes.    each person uses approximately 2  g of toothpaste a day.    there were estimated to be 1.2  \u00d7 109 people using toothpaste that contained  microplastics in some countries in 2013.    calculate the mass of microplastics contained in the toothpaste used on one day in 2013  for these countries.     show your working and state appropriate units with your answer.    [3]   (ii) state one recommendation, other than regular brushing, for the proper care of teeth.  .  [1]  ",
+            "8": "8 0610/42/m/j/19 \u00a9 ucles 2019  (b) lugworms live in sand on coastal beaches and are eaten by wading birds. lugworms feed on  diatoms. diatoms are photosynthetic protoctists that require ammonium ions as a source of  nitrogen. beach sand contains ammonium ions.   (i) construct a food chain for these marine organisms. [2]   (ii) there is some evidence that microplastics affect ammonium ions. affected ammonium  ions cannot be used by diatoms. a group of researchers thought that this could affect  lugworms living in sand polluted by microplastics.     the researchers collected 30 healthy lugworms, all with the same initial mass.    they divided them into three groups, a, b and c. each group contained 10 lugworms.    each group of lugworms was placed in a bucket containing the same mass of beach  sand and ammonium ions and:     a  biodegradable microplastics      b  non-biodegradable microplastics      c  no microplastics.    the measurements that were recorded at the end of the investigation are shown in  table 3.1. table 3.1 variable measuredgroup a b c ammonium ion concentration in the  bucket  / \u00b5mol per dm3 19.3 47.0 27.4 average respiration rate of lugworms  / mg oxygen per hour per g mass5.2 9.6 5.1 volume of lugworm faeces  / cm360.0 25.0 40.0 average lugworm mass  / g 9.1 7.0 9.1",
+            "9": "9 0610/42/m/j/19 \u00a9 ucles 2019 [turn over    describe and explain why the researchers concluded that non-biodegradable  microplastics are the most harmful to lugworms.    use the information in table 3.1 in your answer.  ...  ...  ...  ...  ...  ...  ...  ...  .  [4]  (c) ammonium ions are an important part of the nitrogen cycle. they can be converted into  nitrate ions, which are used by plants and protoctists such as diatoms.   (i) state the name of the molecules that are converted into ammonium ions in the nitrogen  cycle.  .  [1]   (ii) state the name of the process of converting ammonium ions into nitrate ions.  .  [1]   (iii) explain the effects of nitrate ion deficiency on plant growth.  ...  ...  ...  ...  ...  ...  .  [3]",
+            "10": "10 0610/42/m/j/19 \u00a9 ucles 2019  (d) non-biodegradable plastics are also harmful to terrestrial ecosystems.   discuss the effects of non-biodegradable plastics on terrestrial ecosystems.  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  .  [5] [total: 20]",
+            "11": "11 0610/42/m/j/19 \u00a9 ucles 2019 [turn over 4 neurones are part of the nervous system. neurones are connected to each other by synapses.  (a) (i) describe how the structure of a neurone is related to its function.   ...  ...  ...  ...  ...  ...  .  [3]   (ii) the nervous system is made up of the central nervous system and the peripheral  nervous system.    state the names of the organs that make up the central nervous system.  .  [1]   (b) reflex actions allow the body to respond rapidly to changes in the external environment.    (i) outline the pathway in a reflex arc in response to shining a bright light into the eye.    ...  ...  ...  ...  ...  ...  .  [3]   (ii) doctors sometimes check the reflexes of people who are unconscious.    suggest why reflexes occur in people who are unconscious.   .  [1]",
+            "12": "12 0610/42/m/j/19 \u00a9 ucles 2019  (c) fig. 4.1 is a diagram of a synapse and parts of two neurones. e fg fig. 4.1    (i) state the names of the labelled parts in fig. 4.1. e   f   g  ... [3]   (ii) draw an arrow on fig. 4.1 to show the direction in which the signal travels across the  synapse.  [1]  [total: 12]",
+            "13": "13 0610/42/m/j/19 \u00a9 ucles 2019 [turn over 5 (a) the testes are part of the endocrine system because they produce hormones.   (i) state the name of the hormone released from the testes.  .  [1]   (ii) the testes are also part of the reproductive system. this means that the testes are part  of two organ systems.    complete fig. 5.1 by stating two other organs that also belong to two organ systems.    one has been completed for you. organ testesorgan system male reproductive system male reproductive systemendocrine system endocrine system fig. 5.1  [4]",
+            "14": "14 0610/42/m/j/19 \u00a9 ucles 2019  fig. 5.2 is a photomicrograph of part of a mammalian testis.  m fig. 5.2  (b) the cells labelled m in fig. 5.2 are undergoing meiosis.   explain why meiosis is necessary in the testes.   ...  ...  ...  ...  ...  ...  .  [3]",
+            "15": "15 0610/42/m/j/19 \u00a9 ucles 2019 [turn over  (c) fig. 5.3 is a photomicrograph of a section through a sperm. p q r s fig. 5.3   table 5.1 shows information about the sperm shown in fig. 5.3.   complete table 5.1. table 5.1 letter on fig. 5.3 name of the structure function p haploid nucleus releases energy flagellum [4]",
+            "16": "16 0610/42/m/j/19 \u00a9 ucles 2019  (d) draw and label one human egg cell.   include at least one labelled feature that is not found in a sperm cell.  [3]  (e) describe what happens to a fertilised egg cell before implantation in the uterus.  ...  ...  ...  ...  ...  ...  .  [3] [total: 18]",
+            "17": "17 0610/42/m/j/19 \u00a9 ucles 2019 [turn over 6 fig. 6.1 shows some of the many different varieties of potato, solanum tuberosum , that are  cultivated across the world for food.  fig. 6.1  all varieties of s. tuberosum  are classified as the same species.  (a) define the term species .  ...  ...  .  [2]",
+            "18": "18 0610/42/m/j/19 \u00a9 ucles 2019  (b) fig. 6.2 shows a method of reproduction that some potato farmers use to produce more  potato plants. parent plant potato tuberoffspring plant pot not to scale fig. 6.2    describe the advantages of the type of reproduction shown in fig. 6.2 in crop production.  ...  ...  ...  ...  ...  ...  .  [3]  (c) potato tubers store starch.   explain why plants store starch.  ...  ...  ...  ...  .  [2]   [total: 7]",
+            "19": "19 0610/42/m/j/19 \u00a9 ucles 2019 blank page",
+            "20": "20 0610/42/m/j/19 \u00a9 ucles 2019 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 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.blank page"
+        },
+        "0610_s19_qp_43.pdf": {
+            "1": "this document consists of 16 printed pages and 4 blank pages. dc (st/ct) 162742/4 \u00a9 ucles 2019  [turn overcambridge assessment international education cambridge international general certificate of secondary education *1180038132* biology  0610/43 paper 4  theory (extended)  may/june 2019  1 hour 15 minutes candidates answer on the question paper. no additional materials are required. read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen. you may use an hb pencil for any diagrams or graphs. do not use staples, paper clips, glue or correction fluid. do not  write in any barcodes. answer all questions. electronic calculators may be used. you may lose marks if you do not show your working or if you do not use appropriate units. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [ ] at the end of each question or part question. this syllabus is regulated for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificate.",
+            "2": "2 0610/43/m/j/19 \u00a9 ucles 2019 1 bacteria are classified in the prokaryote kingdom.  (a) state two features of animal cells that are not found in bacteria. 1   2   [2]  (b) the bacterium bacillus megaterium  was grown in the laboratory fermenter shown in fig. 1.1. air lock water sterile air magnetic stirrer bacteria, source of nitrogen and glucose fig. 1.1   (i) explain why a source of nitrogen and glucose were added to the fermenter. nitrogen  .  ... glucose   ..  ... [2]   (ii) suggest why it is important to stir the contents of the fermenter continuously.  ...  ...  ...  ...  ...  ...  .  [3]",
+            "3": "3 0610/43/m/j/19 \u00a9 ucles 2019 [turn over  (c) samples were taken from the fermenter at frequent intervals and the number of live bacteria  was determined. the results are shown in fig. 1.2.   0 0 10 20 30 40 50 60100200300400500600700800 number of live bacteria / million per cm3 time  / hours abc d abc d fig. 1.2   describe and explain what happens to the number of live bacteria shown in the stages  labelled a, b, c and d in fig. 1.2.  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  .  [6] [total: 13]",
+            "4": "4 0610/43/m/j/19 \u00a9 ucles 2019 2 (a) state the word  equation for photosynthesis.  .  [2]  (b) scientists investigated the effect of light intensity on the rate of photosynthesis in the leaves  of eucalyptus trees at two different concentrations of carbon dioxide, a and b.    the results are shown in fig. 2.1. 0 0 250 500 750 1000 1250 1500 1750 20005101520253035404550rate of photosynthesis / \u03bcmol  per m2 per s light intensity  / arbitrary units a    carbon dioxide concentration        140  ppmkey: b    carbon dioxide concentration        1000  ppmb a fig. 2.1",
+            "5": "5 0610/43/m/j/19 \u00a9 ucles 2019 [turn over   (i) suggest and explain why the scientists kept the temperature of the leaves at 20  \u00b0c while  they recorded results.  ...  ...  ...  ...  .  [2]   (ii) calculate the percentage increase in the rate of photosynthesis at a light intensity of  1250 arbitrary units when the carbon dioxide concentration was increased from 140  ppm  to 1000  ppm.     show your working and give your answer to the nearest whole number.     % [3]   (iii) describe the effect of increasing light intensity on the rate of photosynthesis when the  concentration of carbon dioxide was 140  ppm.  ...  ...  ...  ...  ...  ...  .  [3]",
+            "6": "6 0610/43/m/j/19 \u00a9 ucles 2019   (iv) explain the effect of increasing light intensity on the rate of photosynthesis when the  concentration of carbon dioxide was 1000  ppm.     use the term limiting factor  in your answer.   ...  ...  ...  ...  ...  ...  ...  ...  .  [4] [total: 14]",
+            "7": "7 0610/43/m/j/19 \u00a9 ucles 2019 [turn over blank page",
+            "8": "8 0610/43/m/j/19 \u00a9 ucles 2019 3 cotton, gossypium hirsutum , is grown for the fibres that form within the fruits after fertilisation, as  shown in fig. 3.1.  fibres from the fruits of cotton plants are used in the textile industry.  fibres fig. 3.1  cotton plants have been genetically engineered to produce a protein that is toxic to the caterpillars  of several insect pests. this gives the cotton plants resistance to the pests.  the cry gene for pest resistance was isolated from the bacterium bacillus thuringiensis  and  inserted into the cells of cotton plants as shown in fig. 3.2.   plasmid cotton plant cellcry gene bacterial dnaa a not to scale fig. 3.2",
+            "9": "9 0610/43/m/j/19 \u00a9 ucles 2019 [turn over  (a) an enzyme cuts the cry gene from the dna of b. thuringiensis .    (i) state the name of the enzyme that cuts dna.  .  [1]   (ii) state the name of the regions labelled a on fig. 3.2.  .  [1]   (iii) explain how the dna is inserted into the plasmid.  ...  ...  ...  ...  ...  .  [3]  (b) the plasmids containing the cry gene are inserted into the cells of cotton plants.    outline how the cells of cotton plants use the cry gene to make the toxic protein.  ...  ...  ...  ...  ...  ...  ...  .  [4]",
+            "10": "10 0610/43/m/j/19 \u00a9 ucles 2019  (c) outline the advantages to farmers of growing genetically engineered cotton plants that  contain the toxic protein.  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  .  [3] [total: 12]",
+            "11": "11 0610/43/m/j/19 \u00a9 ucles 2019 [turn over 4 mammals have a double circulation.  (a) state what is meant by the term double circulation .  ...  ...  .  [1]  (b) table 4.1 shows some information about the functions of the components of blood.    complete table 4.1. table 4.1 function type of cell production of antibodies phagocyte promotes blood clotting transports oxygen [4]  (c) blood is transported in arteries and veins.   complete the drawings of the cross-sections of an artery and a vein to show the differences  between these two types of blood vessel. label the lumen in each drawing. artery vein [2]",
+            "12": "12 0610/43/m/j/19 \u00a9 ucles 2019  (d) a diagram of a mammalian heart and associated blood vessels is shown in fig. 4.1. a b c d e ghjkl f fig. 4.1   (i) sketch arrows on fig. 4.1 to show the pathway taken by deoxygenated blood from the  heart towards the lungs.  [2]",
+            "13": "13 0610/43/m/j/19 \u00a9 ucles 2019 [turn over   (ii) table 4.2 contains statements about the structures visible in fig. 4.1.    complete table 4.2 by: \u2022 stating the name of each structure \u2022 identifying the structure with the corresponding letter from fig. 4.1. table 4.2 statement name of structure letter from fig. 4.1 chamber that creates the highest  blood pressure blood vessel containing blood with  the highest concentration of oxygen structure that prevents blood going  from ventricle to atrium structure that prevents backflow of  blood from artery to ventricle chamber that receives blood from  vena cava [5]  (e) mammals also have a lymphatic system.   outline the functions of the lymphatic system.  ...  ...  ...  ...  ...  ...  .  [3] [total: 17]",
+            "14": "14 0610/43/m/j/19 \u00a9 ucles 2019 5 sickle-cell anaemia is an inherited disease.   fig. 5.1 is a photomicrograph of some blood cells from a person who has sickle-cell anaemia.    a sickle-shaped red blood cell fig. 5.1  (a) explain how red blood cells become sickle-shaped.  ...  ...  ...  ...  ...  ...  .  [3]",
+            "15": "15 0610/43/m/j/19 \u00a9 ucles 2019 [turn over  (b) some people who have sickle-cell anaemia have parents who do not have sickle-cell  anaemia.    explain how people with sickle-cell anaemia inherit the disease.  ...  ...  ...  ...  ...  ...  ...  ...  ...  .  [4]  (c) sickle-cell anaemia is most common in areas of the world where the infectious disease  malaria is found.    some species of the genus plasmodium  cause malaria in humans.   (i) define the term species .  ...  ...  ...  ...  .  [2]",
+            "16": "16 0610/43/m/j/19 \u00a9 ucles 2019   (ii) the distribution of sickle-cell anaemia is the result of natural selection.    explain the distribution of the sickle-cell allele in human populations.  ...  ...  ...  ...  ...  ...  ...  ...  ...  .  [5] [total: 14] 6 fig. 6.1 is a photomicrograph of part of a cell from the pancreas that produces enzymes that are  released into the small intestine. rp q \u00d720  000s  fig. 6.1",
+            "17": "17 0610/43/m/j/19 \u00a9 ucles 2019  (a) (i)  structure q is part of the nucleus of the cell.    state one function of a nucleus.  ...  ...  .  [1]   (ii) state the names of the structures labelled p and r in fig. 6.1. p   r   [2]  (b) the structure labelled s transports enzymes to the cell membrane for release into the  pancreatic duct. these structures contain molecules of amylase, trypsin and lipase.   complete the sentences with the most appropriate words.   enzymes are made of protein and act as .. because they increase  the rate of chemical reactions, but are not changed in those reactions. amylase speeds up the  digestion of .. to .. trypsin continues  the chemical digestion of protein begun by the enzyme .. in the  stomach.    the optimum ph for pancreatic enzymes is greater than ph  7. bile is produced  by the .. and enters the small intestine, where it  .. stomach acid to provide the appropriate ph. bile also breaks  down fat by .. to increase the surface area for the action of lipase.   [7] [total: 10]",
+            "18": "18 0610/43/m/j/19 \u00a9 ucles 2019 blank page",
+            "19": "19 0610/43/m/j/19 \u00a9 ucles 2019 blank page",
+            "20": "20 0610/43/m/j/19 \u00a9 ucles 2019 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 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.blank page"
+        },
+        "0610_s19_qp_51.pdf": {
+            "1": "this document consists of 12 printed pages and 4 blank pages. dc (st/ct) 170507/3 \u00a9 ucles 2019  [turn over *8860160390* biology  0610/51 paper 5  practical test  may/june 2019  1 hour 15 minutes candidates answer on the question paper. additional materials:  as listed in the confidential instructions. read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen. you may use an hb pencil for any diagrams or graphs. do not use staples, paper clips, glue or correction fluid. do not  write in any barcodes. answer all questions. electronic calculators may be used. you may lose marks if you do not show your working or if you do not use appropriate units. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question.cambridge assessment international education cambridge international general certificate of secondary education this syllabus is regulated for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificate.for examiner\u2019s use 1 2 total",
+            "2": "2 0610/51/m/j/19 \u00a9 ucles 2019 1 you are going to measure the distance moved by different concentrations of citric acid through  agar.   you are provided with a petri dish labelled agar plate .  the agar in the petri dish contains universal indicator which will change colour in the presence of  acid.  read all the instructions but do not carry them out until you have drawn a table for  your results in the space provided in 1(a)(iii).  you should use the safety equipment provided while you are carrying out the practical work.  step 1  label three test-tubes a, b and c and place them in a test-tube rack.  step 2   make three solutions, each containing a different concentration of citric acid, in the  labelled test-tubes.     use the volumes of 5% citric acid and distilled water shown in table 1.1 to make the  solutions. table 1.1 test-tube a b c volume of 5% citric acid solution  / cm31.0 2.0 10.0 volume of distilled water  / cm39.0 8.0  0.0 percentage concentration of citric acid solution 0.5 1.0  5.0  step 3   turn the petri dish over so the base side is up. use a marker pen to draw three lines  to divide the base into approximately equal sections. label the sections a, b and c as  shown in fig. 1.1. a c b fig. 1.1",
+            "3": "3 0610/51/m/j/19 \u00a9 ucles 2019 [turn over  step 4   turn the petri dish so the base side is down. use a straw to cut a hole in the centre of  each section of the agar in the petri dish, as shown in fig. 1.2.     hold the straw vertically and push through the agar to the bottom of the layer. as you  remove the straw twist it slightly to pull out the agar. squeeze the end of the straw gently  to push the agar you have removed onto a paper towel. a b c fig. 1.2  step 5   use a pipette to transfer three drops of solution from test-tube a into the hole in the agar  in section a of the petri dish.    do not let the solution drip onto the surface of the agar.  step 6   use a clean pipette to repeat step 5 for the solution in test-tube b and the hole in the  agar in section b of the petri dish.  step 7   use a clean pipette to repeat step 5 for the solution in test-tube c and the hole in the  agar in section c of the petri dish.  step 8  start the stop-clock and leave the petri dish for five minutes.  step 9  after five minutes observe the appearance of the agar around each of the holes.  (a) (i) describe the appearance of the agar around the holes in a, b and c after five minutes.  ...  ...  .  [1]  step 10   leave the petri dish for a further 25 minutes. during this time, continue with the other  questions.",
+            "4": "4 0610/51/m/j/19 \u00a9 ucles 2019  step 11   after a total of 30 minutes use the ruler to measure the distance the citric acid has  travelled from the edge of the hole in section a. you may need to use the hand lens.    record your results in the table you have prepared in 1(a)(iii) .  step 12  repeat step 11 for the holes in section b and section c of the petri dish.   (ii) describe how you decided where to measure the distance travelled by the citric acid  solution.  ...  ...  .  [1]   (iii) prepare a table to record your results.    you should include: \u2022 the concentration of the citric acid solutions \u2022 the distance moved by each solution in the agar.    record your results in the table as you carry out the practical work. [4]   (iv) state a conclusion for your results.  ...  ...  .  [1]",
+            "5": "5 0610/51/m/j/19 \u00a9 ucles 2019 [turn over   (v) the citric acid moves through the agar by diffusion. the diffusion coefficient is used to  show the effect of concentration on diffusion.    the formula to calculate the diffusion coefficient is:    diffusion coefficient = (distance travelled)2 time      calculate the diffusion coefficient for a 10% solution of citric acid that travelled 14  mm in  30 minutes.    give your answer to two significant figures.    space for working.   .  mm2 per minute [2]  (b) (i) state two variables that have been kept constant in this investigation. 1 . 2 . [2]   (ii) identify one source of error in this investigation and suggest how the error could affect  the results. error  ...  ... effect on results  .  ...  ... [2]",
+            "6": "6 0610/51/m/j/19 \u00a9 ucles 2019  (c) describe how you could adapt this method to find the effect of temperature on the rate of  diffusion. agar melts at 70  \u00b0c.  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  .  [6] [total: 19]",
+            "7": "7 0610/51/m/j/19 \u00a9 ucles 2019 [turn over blank page",
+            "8": "8 0610/51/m/j/19 \u00a9 ucles 2019 2 (a)  fig. 2.1 is a photomicrograph of a cross-section of part of a leaf. a b magnification \u00d7100 fig. 2.1   (i) draw a large diagram to show the layers present in the leaf section shown in fig. 2.1.    do not draw any cells. [3]",
+            "9": "9 0610/51/m/j/19 \u00a9 ucles 2019 [turn over   (ii) measure the thickness of the leaf along the line ab on fig. 2.1.    length of line ab ...    calculate the actual thickness of the leaf using your measurement and the formula.    include the units. magnification = length of line ab on fig. 2.1 actual thickness of leaf    [3]   (iii) fig. 2.2 shows a photomicrograph of cells from one type of tissue found in leaves. magnification \u00d7300 fig. 2.2    label the layer on your drawing, with the letter x, to show where this type of tissue is  found.  [1]",
+            "10": "10 0610/51/m/j/19 \u00a9 ucles 2019  (b) scientists carried out an investigation into the effect of light on the growth of leaves.   plants of the same species ( a) were grown in three different light intensities.   the plants were grown in the same soil and kept in glasshouses with automatic watering.   a sample of 100 leaves was selected at random and collected from plants in each of the three  different light intensities. a total of 300 leaves were collected.   the scientists studied the variations in the size and structure of the leaves in each sample.   (i) suggest why the scientists used large samples of leaves.  ...  .  [1]   (ii) suggest why the leaves in each light intensity were selected at random.  ...  .  [1]   (iii) a grid, divided into millimetre squares, was used to measure the surface area of the  leaves.    outline how the grid could have been used.  ...  ...  ...  .  [2]   (iv) state the variable that was changed (independent variable) in this investigation.  .  [1]  ",
+            "11": "11 0610/51/m/j/19 \u00a9 ucles 2019 [turn over blank page",
+            "12": "12 0610/51/m/j/19 \u00a9 ucles 2019  (c) the scientists collected data from one other plant species ( b).   table 2.1 shows the results. table 2.1 light intensity   / arbitrary unitsaverage leaf area  / mm2 species a species b 100 3600 2800  50 3900 3400  10 6500 2900   (i) calculate the percentage difference in the average leaf area for species a from a light  intensity of 50 arbitrary units to 10 arbitrary units.    show your working and give your answer to the nearest whole number.      % [2]",
+            "13": "13 0610/51/m/j/19 \u00a9 ucles 2019 [turn over   (ii) plot a bar chart on the grid to show the average leaf area for species a and b, at each  light intensity. [4]   (iii) describe the trends shown in your graph for species a and species b.   ...  ...  ...  ...  .  [2]",
+            "14": "14 0610/51/m/j/19 \u00a9 ucles 2019   (iv) the scientists want to determine more precisely the light intensity that results in the  largest leaf area for species b.    suggest how the method used in the investigation could be modified to achieve this.  ...  ...  .  [1] [total: 21]",
+            "15": "15 0610/51/m/j/19 \u00a9 ucles 2019 blank page",
+            "16": "16 0610/51/m/j/19 \u00a9 ucles 2019 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 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.blank page"
+        },
+        "0610_s19_qp_52.pdf": {
+            "1": "this document consists of 10 printed pages and 2 blank pages. dc (kn/sg) 168107/4 \u00a9 ucles 2019  [turn over *7335270355* biology  0610/52 paper 5  practical test  may/june 2019  1 hour 15 minutes candidates answer on the question paper. additional materials:  as listed in the confidential instructions. read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen. you may use an hb pencil for any diagrams or graphs. do not use staples, paper clips, glue or correction fluid. do not  write in any barcodes. answer all questions. electronic calculators may be used. you may lose marks if you do not show your working or if you do not use appropriate units. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question.cambridge assessment international education cambridge international general certificate of secondary education this syllabus is regulated for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificate.for examiner\u2019s use 1 2 total",
+            "2": "2 0610/52/m/j/19 \u00a9 ucles 2019 1 anaerobic respiration in yeast causes the blue dye, methylene blue, to become colourless.   you are going to investigate the effect of temperature on the rate of respiration in yeast.  read all the instructions but do not carry them out until you have drawn a table for  your results in the space provided in 1(a)(ii).  you should wear the safety equipment provided during the practical work.  step 1   you are provided with a small beaker containing a yeast suspension. stir the contents of  this beaker with the glass rod.  step 2   label one test-tube w, one test-tube wm, one test-tube c and the final test-tube cm.  place them in the test-tube rack provided.  step 3   use a syringe to put 7  cm3 of yeast suspension into test-tube w and 7  cm3 of yeast  suspension into test-tube c. put test-tubes w and c back in the test-tube rack.  step 4   raise your hand when you are ready for water to be added to the beaker labelled warm  water .  step 5   place test-tube w into the beaker labelled warm water  and test-tube c into the beaker  labelled cool water .  step 6   use the thermometer to measure the temperatures of the warm and cool water. record  the temperatures in table 1.1 in 1(a)(i) .  (a) (i)        table 1.1 beaker temperature at the start  / \u00b0c temperature at the end  / \u00b0c  warm water cool water  [1]  step 7  start the stop-clock and wait for three minutes.  step 8   during this waiting time, use a pipette to add one drop of methylene blue dye to test-tube  wm and one drop of methylene blue dye to test-tube cm.   step 9   after three minutes pour the contents of test-tube w into test-tube wm. pour the contents  of test-tube c into test-tube cm.   step 10   use a pipette to slowly add a layer of oil to test-tube wm. the layer of oil should be  approximately 1  cm thick. the layer of oil will float on top of the yeast suspension and  methylene blue mixture, as shown in fig. 1.1.  step 11  place test-tube wm into the warm water  beaker.",
+            "3": "3 0610/52/m/j/19 \u00a9 ucles 2019 [turn over test-tube containing yeast suspension and methylene blue dyelayer of oil to maintain anaerobic conditions1 cm not to scale fig. 1.1  step 12   repeat step 10 for test-tube cm.  step 13  place test-tube cm into the cool water  beaker.  step 14  restart the stop-clock.  step 15   measure the time taken for the blue colour in test-tubes wm and cm to disappear.  record the times in seconds in your table in 1(a)(ii) . if the time taken for the blue colour  to disappear in each test-tube is more than 10 minutes stop timing and record >600 in  your table in 1(a)(ii) .  step 16   measure the temperatures of the warm water  and cool water beakers again and record  these values in table 1.1 in 1(a)(i) .   (ii)  prepare a table to record your results.  [4]   (iii)  state a conclusion for the results in your table in 1(a)(ii) .  ...  ...  .  [1]",
+            "4": "4 0610/52/m/j/19 \u00a9 ucles 2019   (iv) identify two variables that were kept constant in this investigation. 1   2    [2]  (b) (i)  the data you have recorded in table 1.1 may indicate that there is a source of error with  the method used in this investigation.    identify the possible error and suggest an improvement to the method to reduce the  effect of this error. error  ...  ... improvement  .  ...  ...  [2]   (ii) identify one possible source of error in step 15 and suggest an improvement for this  error.  error  ...  ... improvement  .  ...  ...  [2]",
+            "5": "5 0610/52/m/j/19 \u00a9 ucles 2019 [turn over  (c) anaerobic respiration in yeast produces a gas.   state the name of an indicator which could be used to show that the gas is carbon dioxide  and state the expected result. indicator   expected result  .  [2]  (d) anaerobic respiration in yeast cells also produces ethanol. in high concentrations ethanol can  slow down the rate of respiration.   plan an investigation to determine the effect of different concentrations of ethanol on the rate  of respiration in yeast cells.  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  .  [6]  [total: 20]",
+            "6": "6 0610/52/m/j/19 \u00a9 ucles 2019 2 (a) fig. 2.1 is a photograph showing four seed heads from a poppy plant.  p qq a magnification \u00d71.6 fig. 2.1   (i) draw a large diagram of the seed head labelled a.  [4]",
+            "7": "7 0610/52/m/j/19 \u00a9 ucles 2019 [turn over   (ii)  measure the length of line pq on fig. 2.1. include the unit.     length of line pq .    calculate the actual size of the seed head using the formula and your measurement. magnification = length of line  pq actual diameter of the seed head    give your answer to the nearest whole number and include the unit.    show your working.         [3] ",
+            "8": "8 0610/52/m/j/19 \u00a9 ucles 2019  (b) a student investigated the effect of ph on the germination of seeds. the student planted 25  seeds for each ph value.   the results of the investigation are shown in table 2.1.  table 2.1 phnumber of seeds that  germinatedpercentage of seeds that  germinated 4 20 80 5 23 92 6 24 96 7 19 76 8 15 9 10 40   (i) calculate the percentage of seeds that germinated at ph  8.    show your working.   . %     [2]",
+            "9": "9 0610/52/m/j/19 \u00a9 ucles 2019 [turn over   (ii) plot a line graph on the grid to show the effect of ph on the percentage of seeds that  germinated using the data in table 2.1.     [4]   (iii)  describe the effect of ph on the percentage of seeds that germinated shown in your  graph.  ...  ...  ...  ...  .  [2]",
+            "10": "10 0610/52/m/j/19 \u00a9 ucles 2019   (iv) the student wanted to determine a more accurate value for the optimum (best) ph for  the germination of seeds.     suggest further investigative work that the student should carry out.  ...  ...  ...  ...  .  [2]  (c) during germination the starch within seeds is broken down to form reducing sugars.   describe how you could test a sample of germinating seeds to find out if reducing sugars are  present.  ...  ...  ...  ...  ...  ...  .  [3]  [total: 20]",
+            "11": "11 0610/52/m/j/19 \u00a9 ucles 2019 blank page",
+            "12": "12 0610/52/m/j/19 \u00a9 ucles 2019 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 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.blank page"
+        },
+        "0610_s19_qp_53.pdf": {
+            "1": "this document consists of 10 printed pages and 2 blank pages. dc (leg/tp) 170509/4 \u00a9 ucles 2019  [turn over *3480858917* biology  0610/53 paper 5  practical test  may/june 2019  1 hour 15 minutes candidates answer on the question paper. additional materials:  as listed in the confidential instructions. read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen. you may use an hb pencil for any diagrams or graphs. do not use staples, paper clips, glue or correction fluid. do not  write in any barcodes. answer all questions. electronic calculators may be used. you may lose marks if you do not show your working or if you do not use appropriate units. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question.cambridge assessment international education cambridge international general certificate of secondary education this syllabus is regulated for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificate.for examiner\u2019s use 1 2 total",
+            "2": "2 0610/53/m/j/19 \u00a9 ucles 2019 1 fig. 1.1 shows a section through an unfertilised chicken\u2019s egg.  the egg is made up of the outer shell, inner yellow yolk and albumen (egg white). shell albumenyolk fig. 1.1  the albumen and yolk are composed of different substances, including fats.  (a) describe how ethanol can be used to test a sample of food for the presence of fat.    include the result for a positive test.  ...  ...  ...  ...  ...  .  [3]  you should use the safety equipment provided while you are carrying out the practical work.  (b) you are provided with a sample of albumen suspension in a beaker, labelled a.   you are going to test the albumen suspension for the presence of protein.  \u2022 use a syringe to put 2  cm3 of albumen suspension a into a test-tube. \u2022 add 2  cm3 of biuret solution from the beaker labelled biuret . \u2022 mix thoroughly by gently shaking the test-tube.   describe your observations and state your conclusion. observations  .  ... conclusion  .    ...  [2]",
+            "3": "3 0610/53/m/j/19 \u00a9 ucles 2019 [turn over  (c) proteins can be broken down by enzymes.    you will investigate the effect of acid on the breakdown of albumen by a protease enzyme.   read all the instructions but do not carry them out until you have drawn a table for  your results in the space provided in 1(c)(i) .   step 1  label three test-tubes p, q and r and place them into the test-tube rack.   step 2   use a syringe to add the substances, in the volumes shown in table 1.1, to test-tubes  p, q and r.   step 3   raise your hand when you are ready for warm water to be added to your water- bath . place test-tubes p, q and r into the water-bath . table 1.1 test-tube albumen  suspension a  / cm3distilled   water w  / cm3acid h  / cm3enzyme e  / cm3 p 2 2 0 0 q 2 1 0 1 r 2 0 1 1   step 4   gently shake the test-tubes to mix the contents and then leave them in the  water-bath  for 10 minutes. continue with the questions while you wait.    step 5   after 10 minutes remove test-tubes p, q and r from the water-bath  and place them  in the test-tube rack. add 2  cm3 of biuret solution to each test-tube and mix well.   step 6  observe the appearance of the solution in each test-tube.    record your observations in your table in 1(c)(i) .   (i) prepare a table to record your observations.  [3]",
+            "4": "4 0610/53/m/j/19 \u00a9 ucles 2019   (ii) identify the variable that was changed (independent variable) in this investigation.  .  [1]   (iii) state the purpose of test-tube p in this investigation.  ...  .  [1]   (iv) suggest why 1  cm3 of distilled water was added to test-tube q.  ...  .  [1]   (v) identify one potential error in step 2.     explain how this error could affect the results. error  ...  ... effect of the error  ...  ...    ...  [2]   (vi) identify one potential safety hazard in this investigation.  ...  .  [1]  [total: 14]",
+            "5": "5 0610/53/m/j/19 \u00a9 ucles 2019 [turn over 2 (a) fig. 2.1 is a photomicrograph showing a cross-section of an artery. fig. 2.1   make a large drawing of the artery in fig. 2.1 to show the layers that make up the artery wall.   do not draw individual cells.  [4]",
+            "6": "6 0610/53/m/j/19 \u00a9 ucles 2019 (b) fig. 2.2 shows a photomicrograph of cross-sections of an artery and a vein. artery ab abvein magnification \u00d713 fig. 2.2   (i) the diameter of the artery is indicated by line ab.    measure the length of line ab, on fig. 2.2. include the unit.    length of line ab       calculate the actual diameter of the artery using your measurement and the formula. magnification = length of line ab actual diameter of the artery    give your answer to two significant figures. include the unit.    show your working.     [3] ",
+            "7": "7 0610/53/m/j/19 \u00a9 ucles 2019 [turn over   (ii) describe one similarity and one difference between the artery and the vein shown in  fig. 2.2. similarity    ... difference  ..  ...  [2]",
+            "8": "8 0610/53/m/j/19 \u00a9 ucles 2019  (c) a student investigated the change in their pulse rate before and after exercise.    the student measured their pulse before exercise, during exercise and after exercise.   the results are shown in table 2.1. table 2.1 activitytime  / minutespulse rate  / beats per minute before exercise2 78 4 78 6 78 during exercise8 125 10 148 12 160 after exercise14 154 16 122 18 94   (i) calculate the percentage increase in the pulse rate from minute 6 (before exercise) to  minute 12 (during exercise).    give your answer to the nearest whole number.    show your working.     %    [2]",
+            "9": "9 0610/53/m/j/19 \u00a9 ucles 2019 [turn over   (ii) plot a line graph on the grid of time against pulse rate for the results shown in table 2.1.  [4]   (iii) use your graph to estimate the pulse rate of the student at 15 minutes.     show on your graph how you obtained your answer.     bpm  [2]   (iv) describe the results of the student\u2019s investigation.  ...  ...  ...  ...  ...  .  [3]",
+            "10": "10 0610/53/m/j/19 \u00a9 ucles 2019  (d) plan an investigation to find out how running at different speeds affects pulse rate.  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  .  [6]  [total: 26]",
+            "11": "11 0610/53/m/j/19 \u00a9 ucles 2019 blank page",
+            "12": "12 0610/53/m/j/19 \u00a9 ucles 2019 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 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.blank page"
+        },
+        "0610_s19_qp_61.pdf": {
+            "1": "this document consists of 12 printed pages and 4 blank pages. dc (st/ct) 170506/3 \u00a9 ucles 2019  [turn over *6614334267* biology  0610/61 paper 6  alternative to practical  may/june 2019  1 hour candidates answer on the question paper. no additional materials are required. read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen. you may use an hb pencil for any diagrams or graphs. do not use staples, paper clips, glue or correction fluid. do not  write in any barcodes. answer all questions. electronic calculators may be used. you may lose marks if you do not show your working or if you do not use appropriate units. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question.cambridge assessment international education cambridge international general certificate of secondary education this syllabus is regulated for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificate.",
+            "2": "2 0610/61/m/j/19 \u00a9 ucles 2019 blank page",
+            "3": "3 0610/61/m/j/19 \u00a9 ucles 2019 [turn over 1 a student measured the distance moved by different concentrations of citric acid solution through  agar jelly.  the agar contained universal indicator which changed colour in the presence of acid. the agar  mixed with universal indicator was green at the beginning of the investigation.  step 1   three test-tubes were labelled a, b and c. three different concentrations of citric acid  solution were made.  table 1.1 shows the volumes of 5% citric acid solution and distilled water that were used to make  each solution. table 1.1 solution a b c volume of 5% citric acid solution  / cm31.0 2.0 10.0 volume of distilled water  / cm39.0 8.0  0.0 percentage concentration of citric acid solution 0.5 1.0  5.0  step 2   the base of a petri dish containing agar and universal indicator was labelled a, b and c.    three holes were cut into the agar. this is shown in fig. 1.1. a c bagar and universal indicator hole cut into the agar not to scalepetri dish base fig. 1.1  step 3   the student was provided with one dropping pipette. three drops of solution a were  placed into the hole in section a of the petri dish.  step 4  three drops of solution b were placed into the hole in section b of the petri dish.  step 5  three drops of solution c were placed into the hole in section c of the petri dish.  step 6  a stop-clock was started.  step 7   after 30 minutes the student observed the colour change in the agar around the hole in  each section of the petri dish. the colour change was caused by the diffusion of the citric  acid solution through the agar.  step 8   a ruler was used to measure the distance travelled by each concentration of citric acid  solution through the agar.",
+            "4": "4 0610/61/m/j/19 \u00a9 ucles 2019  fig. 1.2 shows the appearance of the petri dish after 30 minutes. a c bkey: green agar red agar yellow agar hole with no agar fig. 1.2  (a) use a ruler to measure the distance travelled by each concentration of citric acid solution  after 30 minutes in fig. 1.2.   record these results in your table in 1(a)(i) .   (i) prepare a table to record the results.    you should include: \u2022 the concentration of the citric acid solutions \u2022 the distance travelled by the citric acid solutions. [3]",
+            "5": "5 0610/61/m/j/19 \u00a9 ucles 2019 [turn over   (ii) describe how you decided where to measure the distance travelled by the citric acid  solutions.  ...  ...  .  [1]   (iii) state a conclusion for these results.  ...  ...  .  [1]   (iv) the citric acid moves through the agar by diffusion. the diffusion coefficient is used to  show the effect of concentration on diffusion.    the formula to calculate the diffusion coefficient is:    diffusion coefficient = (distance travelled)2 time     calculate the diffusion coefficient for a 10% solution of citric acid that travelled 14  mm in  30 minutes.    give your answer to two significant figures.    space for working.   .. mm2 per minute [2]   (v) universal indicator is used to estimate the ph value of substances.    estimate the ph value for the green agar and the red agar.  green agar ph    red agar ph    [2]",
+            "6": "6 0610/61/m/j/19 \u00a9 ucles 2019  (b) (i) state two variables that have been kept constant in this investigation. 1   2   [2]   (ii) identify one potential source of error in this investigation and suggest how the error could  affect the results. error  ...  ... effect on results  .  ...  ... [2]",
+            "7": "7 0610/61/m/j/19 \u00a9 ucles 2019 [turn over  (c) describe how you could adapt this method to find the effect of temperature on the rate of  diffusion. agar melts at 70  \u00b0c.  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  .  [6] [total: 19]",
+            "8": "8 0610/61/m/j/19 \u00a9 ucles 2019 2 (a)  fig. 2.1 is a photomicrograph of a cross-section of part of a leaf. a b magnification \u00d7100 fig. 2.1   (i) draw a large diagram to show the layers present in the leaf section shown in fig. 2.1.    do not draw any cells. [3]",
+            "9": "9 0610/61/m/j/19 \u00a9 ucles 2019 [turn over   (ii) measure the thickness of the leaf along the line ab on fig. 2.1.    length of line ab ...    calculate the actual thickness of the leaf using your measurement and the formula.    include the units. magnification = length of line ab on fig. 2.1 actual thickness of leaf    [3]   (iii) fig. 2.2 shows a photomicrograph of cells from one type of tissue found in leaves. magnification \u00d7300 fig. 2.2    label the layer on your drawing, with the letter x, to show where this type of tissue is  found.  [1]",
+            "10": "10 0610/61/m/j/19 \u00a9 ucles 2019  (b) scientists carried out an investigation into the effect of light on the growth of leaves.   plants of the same species ( a) were grown in three different light intensities.   the plants were grown in the same soil and kept in glasshouses with automatic watering.   a sample of 100 leaves was selected at random and collected from plants in each of the three  different light intensities. a total of 300 leaves were collected.   the scientists studied the variations in the size and structure of the leaves in each sample.   (i) suggest why the scientists used large samples of leaves.  ...  .  [1]   (ii) suggest why the leaves in each light intensity were selected at random.  ...  .  [1]   (iii) a grid, divided into millimetre squares, was used to measure the surface area of the  leaves.    outline how the grid could have been used.  ...  ...  ...  .  [2]   (iv) state the variable that was changed (independent variable) in this investigation.  .  [1]",
+            "11": "11 0610/61/m/j/19 \u00a9 ucles 2019 [turn over blank page  ",
+            "12": "12 0610/61/m/j/19 \u00a9 ucles 2019  (c) the scientists collected data from one other plant species ( b).   table 2.1 shows the results. table 2.1 light intensity  /  arbitrary unitsaverage leaf area  / mm2 species a species b 100 3600 2800  50 3900 3400  10 6500 2900   (i) calculate the percentage difference in the average leaf area for species a from a light  intensity of 50 arbitrary units to 10 arbitrary units.    show your working and give your answer to the nearest whole number.    . % [2]  ",
+            "13": "13 0610/61/m/j/19 \u00a9 ucles 2019 [turn over   (ii) plot a bar chart on the grid to show the average leaf area for species a and b, at each  light intensity. [4]   (iii) describe the trends shown in your graph for species a and species b.   ...  ...  ...  ...  .  [2]",
+            "14": "14 0610/61/m/j/19 \u00a9 ucles 2019   (iv) the scientists want to determine more precisely the light intensity that results in the  largest leaf area for species b.    suggest how the method used in the investigation could be modified to achieve this.  ...  ...  .  [1] [total: 21]",
+            "15": "15 0610/61/m/j/19 \u00a9 ucles 2019 blank page",
+            "16": "16 0610/61/m/j/19 \u00a9 ucles 2019 blank page permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the  publisher will be pleased to make amends at the earliest possible opportunity. 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 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."
+        },
+        "0610_s19_qp_62.pdf": {
+            "1": "this document consists of 11 printed pages and 1 blank page. dc (st/ct) 170508/4 \u00a9 ucles 2019  [turn over *8969189163* biology  0610/62 paper 6  alternative to practical  may/june 2019  1 hour candidates answer on the question paper. no additional materials are required. read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen. you may use an hb pencil for any diagrams or graphs. do not use staples, paper clips, glue or correction fluid. do not  write in any barcodes. answer all questions. electronic calculators may be used. you may lose marks if you do not show your working or if you do not use appropriate units. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question.cambridge assessment international education cambridge international general certificate of secondary education this syllabus is regulated for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificate.",
+            "2": "2 0610/62/m/j/19 \u00a9 ucles 2019 1 anaerobic respiration in yeast causes the blue dye, methylene blue, to become colourless.  a student investigated the effect of temperature on the rate of respiration in yeast.  step 1   7 cm3 of a yeast suspension was put into a test-tube labelled warm . the test-tube was  then placed into a beaker of warm water. the temperature of the water in the beaker was  45 \u00b0c.  step 2    7 cm3 of a yeast suspension was put into a test-tube labelled cool. the test-tube was  then placed into a beaker of cool water. the temperature of the water in the beaker was  20 \u00b0c.  step 3   after three minutes, the student added five drops of methylene blue dye to the yeast  suspensions in each of the test-tubes. the yeast suspensions became blue in both  test-tubes.  step 4   a layer of vegetable oil was carefully poured on top of the yeast suspension in each of  the test-tubes, as shown in fig. 1.1.     the layer of oil stopped air from reaching the yeast cells in the suspension so that the  conditions were anaerobic test-tube containing yeast suspension and methylene blue dye not to scalelayer of oil to maintain anaerobic conditions1 cm fig. 1.1  step 5   a stop-clock was started.",
+            "3": "3 0610/62/m/j/19 \u00a9 ucles 2019 [turn over  step 6   the student observed the warm  and cool test-tubes. when they could no longer see the  blue colour they recorded the time taken for the blue colour to disappear.  fig. 1.2 shows the time on the stop-clock for each test-tube at the end of step 6. warm test-tubecool test-tube  min : seconds  min : seconds fig. 1.2  (a) (i) prepare a table to record the results.    convert the times shown in fig. 1.2 to seconds and record them in your table. [3]   (ii) state a conclusion for the results in your table in 1(a)(i) .  ...  ...  .  [1]",
+            "4": "4 0610/62/m/j/19 \u00a9 ucles 2019  step 7   the student used a thermometer to measure the temperatures of the warm water beaker  and the cool water beaker at the end of the investigation.  fig. 1.3 shows the temperatures on the thermometer at the end of the investigation. warm water beakercool water beaker 50 40 3050 4030 20 103030 20 10 fig. 1.3   (iii) complete table 1.1 by recording the temperatures in the beakers at the start and at the  end of the investigation. table 1.1 beaker temperature at the start  / \u00b0c temperature at the end  / \u00b0c warm water cool water [1]",
+            "5": "5 0610/62/m/j/19 \u00a9 ucles 2019 [turn over   (iv) identify the variable that was changed (independent variable) in this investigation.  .  [1]   (v) identify two variables that were kept constant in this investigation. 1   2   [2]  (b) (i) identify one possible source of error in step 6 and suggest an improvement for this error. error  ...  ... improvement  .  ...  ... [2]   (ii) the data you have recorded in table 1.1 may indicate that there is a source of error with  the method used in this investigation.    identify the possible error and suggest an improvement to the method to reduce the  effect of this error. error  ...  ... improvement  .  ...  ... [2]",
+            "6": "6 0610/62/m/j/19 \u00a9 ucles 2019  (c) anaerobic respiration in yeast produces a gas.   state the name of an indicator which could be used to show that the gas is carbon dioxide  and state the expected result. indicator   expected result  . [2]  (d) anaerobic respiration in yeast cells also produces ethanol. in high concentrations ethanol can  slow down the rate of respiration.   plan an investigation to determine the effect of different concentrations of ethanol on the rate  of respiration in yeast cells.  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  .  [6] [total: 20]",
+            "7": "7 0610/62/m/j/19 \u00a9 ucles 2019 [turn over blank page",
+            "8": "8 0610/62/m/j/19 \u00a9 ucles 2019 2 (a) fig. 2.1 is a photograph showing four seed heads from a poppy plant. p qq a magnification \u00d71.6 fig. 2.1   (i) draw a large diagram of the seed head labelled a. [4]",
+            "9": "9 0610/62/m/j/19 \u00a9 ucles 2019 [turn over   (ii) measure the length of line pq on fig. 2.1. include the unit.    length of line pq ...    calculate the actual size of the seed head using the formula and your measurement. magnification = length of line pq actual diameter of the seed head    give your answer to the nearest whole number and include the unit.    show your working.    [3]",
+            "10": "10 0610/62/m/j/19 \u00a9 ucles 2019  (b) a student investigated the effect of ph on the germination of seeds. the student planted  25 seeds for each ph value.   the results of the investigation are shown in table 2.1. table 2.1 phnumber of seeds that  germinatedpercentage of seeds that  germinated 4 20 80 5 23 92 6 24 96 7 19 76 8 15 9 10 40   (i) calculate the percentage of seeds that germinated at ph  8.    show your working.     % [2]",
+            "11": "11 0610/62/m/j/19 \u00a9 ucles 2019 [turn over   (ii) plot a line graph on the grid to show the effect of ph on the percentage of seeds that  germinated using the data in table 2.1.   [4]   (iii) describe the effect of ph on the percentage of seeds that germinated shown in your  graph.   ...  ...  ...  ...  .  [2]   (iv) the student wanted to obtain a more accurate value for the optimum (best) ph for the  germination of seeds.     suggest further investigative work that the student should carry out.  ...  ...  ...  ...  .  [2]",
+            "12": "12 0610/62/m/j/19 \u00a9 ucles 2019 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 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. (c) during germination the starch within seeds is broken down to form reducing sugars.   describe how you could test a sample of germinating seeds to find out if reducing sugars are  present.  ...  ...  ...  ...  ...  ...  .  [3] [total: 20]"
+        },
+        "0610_s19_qp_63.pdf": {
+            "1": "this document consists of 11 printed pages and 1 blank page. dc (leg/tp) 170511/4 \u00a9 ucles 2019  [turn over *3336850370* biology  0610/63 paper 6  alternative to practical  may/june 2019  1 hour candidates answer on the question paper. no additional materials are required. read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen. you may use an hb pencil for any diagrams or graphs. do not use staples, paper clips, glue or correction fluid. do not  write in any barcodes. answer all questions. electronic calculators may be used. you may lose marks if you do not show your working or if you do not use appropriate units. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question.cambridge assessment international education cambridge international general certificate of secondary education this syllabus is regulated for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificate.",
+            "2": "2 0610/63/m/j/19 \u00a9 ucles 2019 blank page",
+            "3": "3 0610/63/m/j/19 \u00a9 ucles 2019 [turn over 1 fig. 1.1 shows a section through an unfertilised chicken\u2019s egg.  the egg is made up of the outer shell, inner yellow yolk and albumen (egg white). shell albumenyolk fig. 1.1  the albumen and yolk are composed of different substances, including fats.  (a) describe how ethanol can be used to test a sample of food for the presence of fat.    include the result for a positive test.  ...  ...  ...  ...  ...  .  [3]  (b) a student was given a sample of albumen. they tested the sample for reducing sugars by  carrying out the steps shown: \u2022 a syringe was used to put 2  cm3 of albumen suspension into a test-tube \u2022 2 cm3 of benedict\u2019s reagent was added  \u2022 the solutions were mixed thoroughly by gently shaking the test-tube.   (i) state the next step required to complete the test for reducing sugars.  ...  ...  .  [1]   (ii) describe a positive result for the presence of reducing sugars.  ...  .  [1]",
+            "4": "4 0610/63/m/j/19 \u00a9 ucles 2019  (c) proteins can be broken down by protease enzymes. enzymes are also made of protein.   a student investigated the effect of acid on the breakdown of albumen by a protease enzyme.   step 1   three test-tubes p, q and r were prepared.     the volumes of the substances added to the test-tubes are shown in table 1.1. table 1.1 test-tube albumen  / cm3distilled water / cm3acid / cm3enzyme / cm3 p 2 2 0 0 q 2 1 0 1 r 2 0 1 1   step 2  the test-tubes were placed in a water-bath at 40  \u00b0c for 10 minutes.    step 3   after 10 minutes the test-tubes were removed from the water-bath and placed in a  test-tube rack. 2  cm3 of biuret solution was added to each test-tube.    step 4  the appearance of the solution in each test-tube was observed.    the student\u2019s observations are shown in fig. 1.2. p is a purple colour q is purple r is blue fig. 1.2",
+            "5": "5 0610/63/m/j/19 \u00a9 ucles 2019 [turn over   (i) prepare a table to record the observations shown in fig. 1.2.  [2]   (ii) state a conclusion for these results.  ...  ...  .  [1]   (iii) identify the variable that was changed (independent variable) in this investigation.  .  [1]   (iv) state the purpose of test-tube p in this investigation.  ...  .  [1]   (v) suggest why 1  cm3 of distilled water was added to test-tube q.  ...  .  [1]",
+            "6": "6 0610/63/m/j/19 \u00a9 ucles 2019   (vi) the student used only one syringe to prepare the solutions in test-tubes p, q and r in  step 1.     explain why this is a potential source of error and how it could affect the results. error  ...  ... effect of the error  ...  ...    ...  [2]   (vii) identify one potential safety hazard in this investigation.  ...  .  [1]  [total: 14]",
+            "7": "7 0610/63/m/j/19 \u00a9 ucles 2019 [turn over 2 (a) fig. 2.1 is a photomicrograph showing a cross-section of an artery. fig. 2.1   make a large drawing of the artery in fig. 2.1 to show the layers that make up the artery wall.   do not draw individual cells.  [4]",
+            "8": "8 0610/63/m/j/19 \u00a9 ucles 2019 (b) fig. 2.2 shows a photomicrograph of cross-sections of an artery and a vein. artery ab abvein magnification \u00d713 fig. 2.2   (i) the diameter of the artery is indicated by line ab.    measure the length of line ab, on fig. 2.2. include the unit.    length of line ab       calculate the actual diameter of the artery using your measurement and the formula. magnification = length of line ab actual diameter of the artery    give your answer to two significant figures. include the unit.    show your working.     [3] ",
+            "9": "9 0610/63/m/j/19 \u00a9 ucles 2019 [turn over   (ii) describe one similarity and one difference between the artery and the vein shown in  fig. 2.2. similarity    ... difference ...  ...  [2]",
+            "10": "10 0610/63/m/j/19 \u00a9 ucles 2019  (c) a person investigated the change in their pulse rate before and after exercise.    the person measured their pulse before exercise, during and after exercise.   the results are shown in table 2.1. table 2.1 activitytime  / minutespulse rate  / beats per minute before exercise2 78 4 78 6 78 during exercise8 125 10 148 12 160 after exercise14 154 16 122 18 94   (i) calculate the percentage increase in the pulse rate from minute 6 (before exercise) to  minute 12 (during exercise).    give your answer to the nearest whole number.    show your working.       %    [2]",
+            "11": "11 0610/63/m/j/19 \u00a9 ucles 2019 [turn over   (ii) plot a line graph on the grid of time against pulse rate for the results shown in table 2.1.  [4]   (iii) use your graph to estimate the pulse rate of the person at 15 minutes.     show on your graph how you obtained your answer.     bpm  [2]   (iv) describe the results of the person\u2019s investigation.  ...  ...  ...  ...  ...  .  [3]",
+            "12": "12 0610/63/m/j/19 \u00a9 ucles 2019 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 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. (d) plan an investigation to find out how running at different speeds affects pulse rate.  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  .  [6]  [total: 26]"
+        },
+        "0610_w19_qp_11.pdf": {
+            "1": "  this syllabus is regulated for use in england, wales and northern ireland as a cambridge international level 1/level 2 certific ate.  this document consists of 17 printed pages and 3 blank pages.  ib19 11_0610_11/4rp  \u00a9 ucles 2019 [turn over     *3567302215* cambridge assessment international education  cambridge international general certificate of secondary education       biology 0610/11     paper 1  multiple choice (core)  october/november 2019     45 minutes    additional materials: multiple choice answer sheet    soft clean eraser    soft pencil (type b or hb is recommended)        read these instructions first    write in soft pencil.  do not use staples, paper clips, glue or correction fluid. write your name, centre number and candidate number on the answer sheet in the spaces provided  unless this has been done for you.  do not  write in any barcodes.   there are forty  questions on this paper. answer all questions. for each question there are four possible  answers a, b, c and d.   choose the one you consider correct and record your choice in soft pencil  on the separate answer sheet.    read the instructions on the answer sheet very carefully.    each correct answer will score one mark. a ma rk will not be deducted for a wrong answer.  any rough working should be done in this booklet. electronic calculators may be used.                             ",
+            "2": "2  \u00a9 ucles 2019 0610/11/o/n/19  1 the diagram shows a plant.    light     which characteristic of living organisms is shown by the plant in the diagram?  a excretion  b reproduction  c respiration  d sensitivity     2 using the binomial system of naming organisms, the name of the lion is panthera leo .    which statement is correct?  a the lion belongs to the kingdom panthera .  b the lion belongs to the genus panthera .  c the lion belongs to the species panthera .  d the lion belongs to the genus leo.     3 the table shows the number of animals collected in a sample from a woodland and the groups to  which they belong.    animal group number in sample  arachnids 10  crustaceans 8  insects 80  myriapods 7    how many arthropods in total, in this sample, have six or eight legs?  a 15 b 88 c 90 d 98     ",
+            "3": "3  \u00a9 ucles 2019 0610/11/o/n/19 [turn over  4 which features do animal cells share with plant cells?     chloroplast cytoplasm nucleus   a \u0016 \u0016 \u0016 key  b \u0016 \u001a \u0016 \u0016 = yes  c \u001a \u0016 \u0016 \u001a = no  d \u001a \u001a \u001a       5 the diagram shows an animal.        use the key to identify the animal.  1 wings present    go to 2  wings absent  .  go to 3  2 one pair of wings visible    a  two pairs of wings visible  ...  b  3 three pairs of legs  ..  c  four pairs of legs    d      6 at which level of organisation is a root?  a organ  b organ system  c organism  d tissue      7 what is an example of diffusion?  a dust particles being moved by ciliated cells in the trachea  b oxygen molecules moving into a red blood cell in the lungs  c pollen grains moving from anthers to stigmas in the wind  d red blood cells moving in a blood capillary in a muscle   ",
+            "4": "4  \u00a9 ucles 2019 0610/11/o/n/19  8 which identifies the chemical elements found in proteins?     carbon hydrogen oxygen nitrogen   a \u0016 \u0016 \u0016 \u0016 key  b \u0016 \u0016 \u0016 \u001a \u0016= present  c \u0016 \u001a \u0016 \u001a \u001a= absent  d \u001a \u0016 \u001a \u0016       9 what is the correct definition of the term enzyme ?  a carbohydrates that act as biological catalysts  b carbohydrates that act as substrates  c proteins that act as biological catalysts  d proteins that act as substrates    ",
+            "5": "5  \u00a9 ucles 2019 0610/11/o/n/19 [turn over  10 two sealed test-tubes containing aquatic plants and hydrogencarbonate indicator were set up.    hydrogencarbonate indicator aquatic plantstopper     the indicator in the sealed test-tubes shows the concentration of dissolved carbon dioxide  present.    concentration of  carbon dioxide colour of  indicator  low red  medium orange  high yellow    one of the sealed test-tubes was kept in the light for 24 hours and one of the sealed test-tubes  was kept in the dark for 24 hours.    the results are shown in the table.    test-tube  kept in start colour end colour  light orange red  dark orange yellow    what is the correct explanation of what has taken place?  a photosynthesis and respiration both occur in the light, but the rate of photosynthesis is  higher.  b photosynthesis occurs in the light, but respiration does not.  c respiration can only occur when photosynthesis is not taking place.  d the amount of carbon dioxide used and produced in the light is equal.    ",
+            "6": "6  \u00a9 ucles 2019 0610/11/o/n/19  11 the diagram shows a leaf as seen in cross-section under the microscope.    1 2 3     what are tissues 1, 2 and 3?     1 2 3  a epidermis palisade mesophyll spongy mesophyll  b epidermis spongy mesophyll palisade mesophyll  c palisade mesophyll epidermis spongy mesophyll  d spongy mesophyll palisade mesophyll epidermis      12 the pie charts show the composition of 100  g of four different foods.    which food provides the most energy?    key carbohydrate fats and oilsproteinwatera b c d      ",
+            "7": "7  \u00a9 ucles 2019 0610/11/o/n/19 [turn over  13 the diagram shows the teeth of the lower jaw of a human.    which tooth is a premolar?    ab c d      14 the diagram shows an experiment kept at room temperature.    tubing containing starch, protease, protein and simple sugars membrane permeable to small molecules onlydistilled watertest-tube     what is present in the water surrounding the membrane after 45 minutes?  a amino acids and simple sugars  b protein and amino acids  c protein and simple sugars  d starch and simple sugars    ",
+            "8": "8  \u00a9 ucles 2019 0610/11/o/n/19  15 the diagrams show cross-sections through four roots.    which root is best adapted for absorbing water from the soil?    a b c d       16 the diagram shows a vertical section through a human heart.    yx     what are x and y?     x y  a left atrium right ventricle  b left ventricle right atrium  c right atrium left ventricle  d right ventricle left atrium     ",
+            "9": "9  \u00a9 ucles 2019 0610/11/o/n/19 [turn over  17 the diagram shows human blood cells, as seen under a microscope.    x    what is the function of cell x?  a to carry glucose  b to carry oxygen  c to defend against disease  d to make the blood clot    18 a pathogen is defined as  a a contaminated surface or food.  b a disease-causing organism.  c a transmissible disease.  d a virus.     19 which row shows the approximate percentage of gases in expired air?     percentage of  carbon dioxide percentage of  oxygen  a 12 9  b 4 16  c 24 24  d 27 20      20 mammals maintain a constant body temperature.  what process must occur continuously to maintain a constant body temperature?  a excretion  b respiration  c shivering  d sweating    ",
+            "10": "10  \u00a9 ucles 2019 0610/11/o/n/19  21 which process releases the most energy from one molecule of glucose?  a aerobic respiration  b anaerobic respiration in muscle  c anaerobic respiration in yeast  d photosynthesis      22 the diagram shows a simple reflex arc.    1 motor neurone activated2 sensory neurone activated3 muscle stimulated 4 receptor stimulated knee tapped here     what is the correct order of events after the knee is tapped?  a 1 \u2192 2 \u2192 3 \u2192 4  b 1 \u2192 4 \u2192 2 \u2192 3  c 4 \u2192 2 \u2192 1 \u2192 3  d 4 \u2192 3 \u2192 2 \u2192 1      23 which type of cell is found in sense organs?  a ciliated  b effector  c receptor  d palisade     ",
+            "11": "11  \u00a9 ucles 2019 0610/11/o/n/19 [turn over  24 what is meant by the term tropism ?  a absorption of light by chlorophyll  b growth of parts of a plant towards or away from a stimulus  c growth of seed into a small plant  d level at which an organism feeds in a food chain      25 a patient has dye injected into the blood supply to his kidneys. the dye appears in his excretory  system as shown.    key dye no dye     which part is blocked?  a the kidney  b the ureter  c the bladder  d the urethra    ",
+            "12": "12  \u00a9 ucles 2019 0610/11/o/n/19  26 the diagram shows the effect of four different antibiotics, a, b, c and d, on the growth of  bacteria.    which antibiotic are the bacteria most resistant to?    ab c dkey antibiotic present bacteria present no bacteria present      27 excess alcohol affects the body.    which statement explains the risk of driving after consuming excessive alcohol?  a alcohol can be addictive.  b alcohol causes liver damage.  c alcohol slows down reaction times.  d alcohol speeds up reaction times.      28 to which part of the flower is pollen transferred in pollination?  a anther  b petal  c sepal  d stigma     ",
+            "13": "13  \u00a9 ucles 2019 0610/11/o/n/19 [turn over  29 the table shows some of the stages that happen during labour and birth.    what is the correct order?    a amniotic  sac  breaks \u2192 cutting  umbilical  cord \u2192 cervix  fully  dilated \u2192afterbirth  delivered\u2192passage  through  vagina  b amniotic  sac  breaks \u2192 cervix  fully  dilated \u2192 passage  through  vagina \u2192cutting  umbilical  cord \u2192afterbirth  delivered  c cervix  fully  dilated \u2192 amniotic  sac  breaks \u2192 cutting  umbilical cord \u2192passage  through  vagina \u2192afterbirth  delivered  d afterbirth  delivered \u2192 cervix  fully  dilated \u2192 cutting  umbilical cord \u2192amniotic  sac  breaks \u2192passage  through  vagina      30 the table shows the percentage effectiveness of four methods of contraception when used  correctly.    method percentage  effectiveness  male condom 98  diaphragm 94  femidom 95  vasectomy 99    what would be the expected percentage of unplanned pregnancies if the surgical method of  contraception was used?  a 1% b 2% c 5% d 6%    ",
+            "14": "14  \u00a9 ucles 2019 0610/11/o/n/19  31 the diagram shows part of a genetic diagram for the inheritance of sex in humans.    parents gametesoffspring male femalefather mother p     what are the sex chromosomes in gamete p and the male offspring?     p male  offspring  a x xx  b x xy  c y xx  d y xy     32 a mouse with grey hair breeds with a mouse with white hair, producing offspring with genotypes  bb, bb, bb and bb. (b represents the dominant allele for grey hair, and b represents the recessive  allele for white hair.)    which correctly describes the genotypes of the parents?  a both heterozygous  b both homozygous dominant  c one heterozygous and one homozygous dominant  d one heterozygous and one homozygous recessive    ",
+            "15": "15  \u00a9 ucles 2019 0610/11/o/n/19 [turn over  33 the following features were observed in a pair of identical twins.    feature twin 1 twin 2  tongue rolling yes yes  eye colour brown brown  lobed ears yes yes  weight 60  kg 65  kg  hair length short long    which features show phenotypic variation?  a eye colour and weight  b lobed ears and hair length  c tongue rolling and lobed ears  d weight and hair length    34 which statement about selective breeding is correct?  a the inheritance of alleles is not involved.  b only individuals better adapted to the environment will survive.  c individuals are crossed to produce the next generation.  d there is competition for resources.    ",
+            "16": "16  \u00a9 ucles 2019 0610/11/o/n/19  35 which diagram shows energy passing along a food chain?    producerprimary consumersecondary consumertertiary consumera b producerprimary consumersecondary consumertertiary consumerc producerprimary consumer secondary consumer tertiary consumerdproducerprimary consumer secondary consumer tertiary consumer      36 which organisms remove carbon dioxide from the atmosphere?  a consumers  b decomposers  c herbivores  d producers    37 which feature of bacteria makes them especially useful in biotechnology?  a they are often pathogens.  b they have a unique genetic code.  c they have cell walls.  d they reproduce rapidly.    ",
+            "17": "17  \u00a9 ucles 2019 0610/11/o/n/19  38 which process makes use of a genetically engineered organism?  a using bacteria to produce insulin  b using enzymes in biological washing powders  c using pectinase in fruit juice production  d using yeast to produce ethanol      39 what are the possible effects of deforestation?     loss of soil flooding decrease in atmospheric  carbon dioxide  a yes yes no  b yes no yes  c no yes no  d no no yes     40 the bloodworm is an organism that is found in heavily polluted water.    the diagram shows where raw sewage flows into a river.    where would there be fewest bloodworms?    input of raw sewage ba cd direction of flow     ",
+            "18": "18  \u00a9 ucles 2019 0610/11/o/n/19  blank page",
+            "19": "19  \u00a9 ucles 2019 0610/11/o/n/19  blank page",
+            "20": "20    permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to trac e 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 ans wer-related information to candidates, all copyright acknowledgements are reproduced onl ine in the cambridge  assessment international education copyri ght acknowledgements booklet. this is produc ed 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 the ca mbridge assessment group. cambri dge assessment is the brand name of the university of  cambridge local examinations syndicate (ucles), which it self is a department of the university of cambridge.    \u00a9 ucles 2019 0610/11/o/n/19  blank page  "
+        },
+        "0610_w19_qp_12.pdf": {
+            "1": "  this syllabus is regulated for use in england, wales and northern ireland as a cambridge international level 1/level 2 certific ate.  this document consists of 16 printed pages.  ib19 11_0610_12/4rp  \u00a9 ucles 2019 [turn over     *9606095866* cambridge assessment international education  cambridge international general certificate of secondary education       biology 0610/12     paper 1  multiple choice (core)  october/november 2019     45 minutes    additional materials: multiple choice answer sheet    soft clean eraser    soft pencil (type b or hb is recommended)        read these instructions first    write in soft pencil.  do not use staples, paper clips, glue or correction fluid. write your name, centre number and candidate number on the answer sheet in the spaces provided  unless this has been done for you.  do not  write in any barcodes.   there are forty  questions on this paper. answer all questions. for each question there are four possible  answers a, b, c and d.   choose the one you consider correct and record your choice in soft pencil  on the separate answer sheet.    read the instructions on the answer sheet very carefully.    each correct answer will score one mark. a ma rk will not be deducted for a wrong answer.  any rough working should be done in this booklet. electronic calculators may be used.                             ",
+            "2": "2  \u00a9 ucles 2019 0610/12/o/n/19  1 the diagrams show a test-tube containing pond water. the green colour is caused by  microorganisms that have chloroplasts.    pale green pond water light offdark green area light onoxygen bubble     which characteristics of living organisms are shown?  a excretion, growth and movement  b movement, nutrition and sensitivity  c nutrition, reproduction and respiration  d reproduction, sensitivity and growth      2 which shows an organism that has been named using the binomial system?  a brown seaweed  b polar bear  c red fox   d vulpes vulpes      3 the diagram shows an arthropod.    pedipalp legs    to which group does it belong?  a arachnids  b crustaceans  c insects  d myriapods     ",
+            "3": "3  \u00a9 ucles 2019 0610/12/o/n/19 [turn over  4 which features do animal cells share with plant cells?     chloroplast cytoplasm nucleus   a \u0016 \u0016 \u0016 key  b \u0016 \u001a \u0016 \u0016 = yes  c \u001a \u0016 \u0016 \u001a = no  d \u001a \u001a \u001a       5 the diagram shows an animal.        use the key to identify the animal.  1 wings present    go to 2  wings absent  .  go to 3  2 one pair of wings visible    a  two pairs of wings visible  ...  b  3 three pairs of legs  ..  c  four pairs of legs    d      6 at which level of organisation is a root?  a organ  b organ system  c organism  d tissue     ",
+            "4": "4  \u00a9 ucles 2019 0610/12/o/n/19  7 some pieces of potato were placed in a very concentrated sugar solution. other pieces of potato  were placed in distilled water.    what happened to the mass of the potato pieces in the two liquids?     mass of the  potato pieces   in a very concentrated  sugar solution mass of the  potato pieces  in distilled water  a decreased decreased  b decreased increased  c increased decreased  d increased increased     8 which identifies the chemical elements found in proteins?     carbon hydrogen oxygen nitrogen   a \u0016 \u0016 \u0016 \u0016 key  b \u0016 \u0016 \u0016 \u001a \u0016= present  c \u0016 \u001a \u0016 \u001a \u001a= absent  d \u001a \u0016 \u001a \u0016      9 a student carries out a test to see whether the solution in a test-tube contains protein.    which row shows the correct food test and a positive result?     name of test colour seen with a  positive result  a benedict\u2019s test blue-black  b benedict\u2019s test purple  c biuret test blue-black  d biuret test purple     ",
+            "5": "5  \u00a9 ucles 2019 0610/12/o/n/19 [turn over  10 the diagram shows an experiment investigating the effect of light intensity on an aquatic plant.    q plight sourcelightsource 10 cm 20 cm     photosynthesis occurred in both test-tube p and test-tube q. both test-tubes were kept at the same temperature. the number of bubbles produced in test-tube p was 12 bubbles per minute.    what is the most likely number of bubbles produced in one minute in test-tube q?  a 0 b 3 c 12 d 48    11 in which situation would insulin secretion usually increase?  a after eating a meal  b hearing a loud bang immediately behind you  c listening to music  d reading a book     12 the pie charts show the composition of 100  g of four different foods.    which food provides the most energy?    key carbohydrate fats and oilsproteinwatera b c d      ",
+            "6": "6  \u00a9 ucles 2019 0610/12/o/n/19  13 the diagram shows the digestive system.    where does egestion take place?    a b c d     14 the diagram shows an experiment kept at room temperature.    tubing containing starch, protease, protein and simple sugars membrane permeable to small molecules onlydistilled watertest-tube     what is present in the water surrounding the membrane after 45 minutes?  a amino acids and simple sugars  b protein and amino acids  c protein and simple sugars  d starch and simple sugars    ",
+            "7": "7  \u00a9 ucles 2019 0610/12/o/n/19 [turn over  15 the diagram shows an experiment to investigate transpiration.    balance plant 1 plant 2transparent plastic bag     plant 1 is not covered. plant 2 and its pot are covered by a transparent plastic bag.    the mass of each plant and its pot is measured. the masses are measured again after two hours.    what is the result?  a the mass of both plants decreases by the same percentage.  b the mass of both plants stays the same.  c the mass of plant 1 decreases more than the mass of plant 2.  d the mass of plant 2 decreases more than the mass of plant 1.    ",
+            "8": "8  \u00a9 ucles 2019 0610/12/o/n/19  16 the diagram shows a vertical section through a human heart.    yx     what are x and y?     x y  a left atrium right ventricle  b left ventricle right atrium  c right atrium left ventricle  d right ventricle left atrium     17 which factor increases the risk of developing coronary heart disease?  a low fat diet  b regular exercise  c relaxation  d smoking     18 the body has several defence mechanisms to protect the body against disease.    which is a chemical barrier?  a hair in the nose  b mucus  c skin  d white blood cells     ",
+            "9": "9  \u00a9 ucles 2019 0610/12/o/n/19 [turn over  19 the diagram shows part of the human gas exchange system.    to p rq     which row identifies p, q and r?     p q r  a alveolus wall capillary wall vein  b bronchiole alveolus wall capillary  c capillary layer of moisture bronchiole  d alveolus wall bronchiole capillary     20 when is respiration carried out by green plants?  a at all times  b at dusk and dawn only  c during the night only  d never    21 which process releases the most energy from one molecule of glucose?  a aerobic respiration  b anaerobic respiration in muscle  c anaerobic respiration in yeast  d photosynthesis    ",
+            "10": "10  \u00a9 ucles 2019 0610/12/o/n/19  22 the diagram shows a simple reflex arc.    1 motor neurone activated2 sensory neurone activated3 muscle stimulated 4 receptor stimulated knee tapped here     what is the correct order of events after the knee is tapped?  a 1 \u2192 2 \u2192 3 \u2192 4  b 1 \u2192 4 \u2192 2 \u2192 3  c 4 \u2192 2 \u2192 1 \u2192 3  d 4 \u2192 3 \u2192 2 \u2192 1      23 the diagram shows the eye of a person in a brightly-lit room.    p q    what happens to distance p and distance q when this person moves from the brightly-lit room  into a dark room?     distance p distance q  a decreases increases  b decreases stays the same  c increases decreases  d stays the same increases     ",
+            "11": "11  \u00a9 ucles 2019 0610/12/o/n/19 [turn over  24 the diagram shows a leaf as seen in cross-section under the microscope.    1 2 3     what are tissues 1, 2 and 3?     1 2 3  a epidermis palisade mesophyll spongy mesophyll  b epidermis spongy mesophyll palisade mesophyll  c palisade mesophyll epidermis spongy mesophyll  d spongy mesophyll palisade mesophyll epidermis     ",
+            "12": "12  \u00a9 ucles 2019 0610/12/o/n/19  25 a patient has dye injected into the blood supply to his kidneys. the dye appears in his excretory  system as shown.    key dye no dye     which part is blocked?  a the kidney  b the ureter  c the bladder  d the urethra     26 which organ secretes amylase?  a colon  b liver  c pancreas  d stomach     27 what is essential for the germination of all seeds?  a light  b nutrients  c water  d photosynthesis    ",
+            "13": "13  \u00a9 ucles 2019 0610/12/o/n/19 [turn over  28 the diagram shows the female reproductive system.    123 4     where does fertilisation normally occur?  a 1 and 2 b 2 only c 3 and 4 d 4 only      29 the graph shows the decline in testosterone production as men get older.    120 100 80604020 0testosterone production/  arbitrary units 20 30 40 50 60 age  / years70 80 90     which age range shows the greatest decline in testosterone production?  a 40 to 50 years  b 50 to 60 years  c 60 to 70 years  d 70 to 80 years    30 a man has three sons.    what is the chance of his next child being a daughter?  a 0% b 25% c 50% d 100%    ",
+            "14": "14  \u00a9 ucles 2019 0610/12/o/n/19  31 which statements about meiosis are correct?     produces  genetically  identical cells involved in the  production of  gametes   a \u0016 \u0016 key  b \u0016 \u001a \u0016= yes  c \u001a \u0016 \u001a= no  d \u001a \u001a      32 in a plant species, the allele for red flowers, r, is dominant to the allele for white flowers, r.  homozygous red-flowered plants, rr, are crossed with homozygous white-flowered plants, rr.    what is the colour of the flowers produced by the offspring of this cross?  a all red  b all white  c equal numbers of red and white  d three white to one red      33 different organisms have different adaptive features. for example, the anthers of wind-pollinated  flowering plants have long filaments.    what is true of this adaptive feature?  a filament length is not affected by genes.  b it gives the plant an advantage in any environment.  c longer filaments attract more insects.  d it makes the plant more likely to reproduce.    34 the statements describe aspects of selective breeding and natural selection.    which statement applies only to selective breeding?  a humans select individuals which have desirable features.  b individuals pass their alleles to the next generation.  c there may be a large number of offspring produced.  d there is variation between individual offspring.    ",
+            "15": "15  \u00a9 ucles 2019 0610/12/o/n/19 [turn over  35 which diagram correctly shows the flow of energy?    aproducers consumers decomposers b cproducers consumers decomposers ddecomposers consumers producersconsumers producers decomposers       36 the diagram shows a food chain.    which organism is the secondary consumer?    a grassb rabbitc foxd flea      37 which process is part of the carbon cycle?  a combustion  b evaporation  c precipitation  d transpiration     38 what is an example of genetic engineering?  a inserting genes into bacteria  b inserting insulin into bacteria  c spraying plants with herbicides  d using biological washing powders    ",
+            "16": "16    permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to trac e 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 ans wer-related information to candidates, all copyright acknowledgements are reproduced onl ine in the cambridge  assessment international education copyri ght acknowledgements booklet. this is produc ed 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 the ca mbridge assessment group. cambri dge assessment is the brand name of the university of  cambridge local examinations syndicate (ucles), which it self is a department of the university of cambridge.    \u00a9 ucles 2019 0610/12/o/n/19  39 what are the possible effects of deforestation?     loss of soil flooding decrease in atmospheric  carbon dioxide  a yes yes no  b yes no yes  c no yes no  d no no yes     40 the bloodworm is an organism that is found in heavily polluted water.    the diagram shows where raw sewage flows into a river.    where would there be fewest bloodworms?    input of raw sewage ba cd direction of flow       "
+        },
+        "0610_w19_qp_13.pdf": {
+            "1": "  this syllabus is regulated for use in england, wales and northern ireland as a cambridge international level 1/level 2 certific ate.  this document consists of 16 printed pages.  ib19 11_0610_13/5rp  \u00a9 ucles 2019 [turn over     *4648689599* cambridge assessment international education  cambridge international general certificate of secondary education       biology 0610/13     paper 1  multiple choice (core)  october/november 2019     45 minutes    additional materials: multiple choice answer sheet    soft clean eraser    soft pencil (type b or hb is recommended)        read these instructions first    write in soft pencil.  do not use staples, paper clips, glue or correction fluid. write your name, centre number and candidate number on the answer sheet in the spaces provided  unless this has been done for you.  do not  write in any barcodes.   there are forty  questions on this paper. answer all questions. for each question there are four possible  answers a, b, c and d.   choose the one you consider correct and record your choice in soft pencil  on the separate answer sheet.    read the instructions on the answer sheet very carefully.    each correct answer will score one mark. a ma rk will not be deducted for a wrong answer.  any rough working should be done in this booklet. electronic calculators may be used.                             ",
+            "2": "2  \u00a9 ucles 2019 0610/13/o/n/19  1 the diagrams show a plant at the start of an experiment, and the same plant two weeks later.    start of experiment after two weekslight from one side     which characteristics of living organisms  are demonstrated by this experiment?  a excretion, growth, movement  b excretion, movement, reproduction  c growth, movement, sensitivity  d sensitivity, growth, respiration     2 donkeys and zebras are different species. they can breed to produce an animal called a zedonk.    zedonks are not fertile.    which statement is correct?  a zedonks and donkeys are the same species.  b zedonks and zebras are the same species.  c zedonks are a species.  d zedonks are not a species.      3 which feature is characteristic only of birds?  a hair and wings  b hard-shelled eggs and feathers  c scales and soft-shelled eggs  d wings and soft-shelled eggs     ",
+            "3": "3  \u00a9 ucles 2019 0610/13/o/n/19 [turn over  4 which features do animal cells share with plant cells?     chloroplast cytoplasm nucleus   a \u0016 \u0016 \u0016 key  b \u0016 \u001a \u0016 \u0016 = yes  c \u001a \u0016 \u0016 \u001a = no  d \u001a \u001a \u001a       5 the diagram shows an animal.        use the key to identify the animal.  1 wings present    go to 2  wings absent  .  go to 3  2 one pair of wings visible    a  two pairs of wings visible  ...  b  3 three pairs of legs  ..  c  four pairs of legs    d     6 at which level of organisation is a root?  a organ  b organ system  c organism  d tissue     7 which process requires energy from respiration?  a active transport  b diffusion  c osmosis  d transpiration ",
+            "4": "4  \u00a9 ucles 2019 0610/13/o/n/19  8 which identifies the chemical elements found in proteins?     carbon hydrogen oxygen nitrogen   a \u0016 \u0016 \u0016 \u0016 key  b \u0016 \u0016 \u0016 \u001a \u0016= present  c \u0016 \u001a \u0016 \u001a \u001a= absent  d \u001a \u0016 \u001a \u0016      9 enzyme x digests protein in the stomach.    four test-tubes were set up, each contained the same amounts of protein and enzyme x. the  test-tubes are kept at different levels of ph and temperature, as shown in the table.    in which test-tube will protein digestion be quickest?     ph temperature  / \u00b0c  a 2 20  b 2 35  c 7 20  d 7 35      10 which substance is used up in photosynthesis?  a chlorophyll  b light  c oxygen  d water     ",
+            "5": "5  \u00a9 ucles 2019 0610/13/o/n/19 [turn over  11 the diagram shows a leaf as seen in cross-section under the microscope.    1 2 3     what are tissues 1, 2 and 3?     1 2 3  a epidermis palisade mesophyll spongy mesophyll  b epidermis spongy mesophyll palisade mesophyll  c palisade mesophyll epidermis spongy mesophyll  d spongy mesophyll palisade mesophyll epidermis      12 the pie charts show the composition of 100  g of four different foods.    which food provides the most energy?    key carbohydrate fats and oilsproteinwatera b c d       13 in which part of the alimentary canal is most water absorbed?  a colon  b oesophagus  c small intestine  d stomach     ",
+            "6": "6  \u00a9 ucles 2019 0610/13/o/n/19  14 the diagram shows an experiment kept at room temperature.    tubing containing starch, protease, protein and simple sugars membrane permeable to small molecules onlydistilled watertest-tube     what is present in the water surrounding the membrane after 45 minutes?  a amino acids and simple sugars  b protein and amino acids  c protein and simple sugars  d starch and simple sugars     15 the diagram shows a cross-section through a plant root.    q r     what is found at q and r?     q r  a palisade mesophyll spongy mesophyll  b phloem xylem  c spongy mesophyll palisade mesophyll  d xylem phloem     ",
+            "7": "7  \u00a9 ucles 2019 0610/13/o/n/19 [turn over  16 the diagram shows a vertical section through a human heart.    yx     what are x and y?     x y  a left atrium right ventricle  b left ventricle right atrium  c right atrium left ventricle  d right ventricle left atrium      17 the table shows the concentration of red blood cells, white blood cells and platelets in the blood  of four patients.    which patient is most likely to have a deficiency of iron in their diet and will find it difficult to form  a blood clot?     red blood cells  / cells per mm3 white blood cells  / cells per mm3 platelets  / cells per mm3  a 2 525  000 643 296  000  b 2 275  000 756 27  500  c 7 250  000 650 275  000  d 7 325  000 405 25  000     ",
+            "8": "8  \u00a9 ucles 2019 0610/13/o/n/19  18 campylobacter  is a bacterium that can cause food poisoning.    which word describes campylobacter ?  a antibody  b disease  c pathogen  d symptom    19 what is the sequence of structures through which a molecule of oxygen passes from the air to  the blood of a person?    1 bronchiole  2 capillary 3 alveolus wall 4 larynx    a 1 \u2192 4 \u2192 2 \u2192 3  b 3 \u2192 2 \u2192 1 \u2192 4  c 4 \u2192 1 \u2192 3 \u2192 2  d 4 \u2192 2 \u2192 1 \u2192 3    20 which process releases heat to maintain a constant body temperature?  a excretion  b nutrition  c reproduction  d respiration    21 which process releases the most energy from one molecule of glucose?  a aerobic respiration  b anaerobic respiration in muscle  c anaerobic respiration in yeast  d photosynthesis    ",
+            "9": "9  \u00a9 ucles 2019 0610/13/o/n/19 [turn over  22 the diagram shows a simple reflex arc.    1 motor neurone activated2 sensory neurone activated3 muscle stimulated 4 receptor stimulated knee tapped here     what is the correct order of events after the knee is tapped?  a 1 \u2192 2 \u2192 3 \u2192 4  b 1 \u2192 4 \u2192 2 \u2192 3  c 4 \u2192 2 \u2192 1 \u2192 3  d 4 \u2192 3 \u2192 2 \u2192 1      23 when a bright light is shone into the eye, the diameter of the pupil decreases.    what is this an example of?  a a simple reflex  b \u2018fight or flight\u2019 response  c a synapse  d refraction    ",
+            "10": "10  \u00a9 ucles 2019 0610/13/o/n/19  24 the diagram shows a seedling, fixed to a rotating platform. light is directed from one side only.    lightrotates four times per hour shoot of seedling dampcotton wool     the platform was allowed to rotate for two days. it was left stationary for a further two days.    which diagram shows the appearance of the seedling after this four-day period?    a bc d      ",
+            "11": "11  \u00a9 ucles 2019 0610/13/o/n/19 [turn over  25 a patient has dye injected into the blood supply to his kidneys. the dye appears in his excretory  system as shown.    key dye no dye     which part is blocked?  a the kidney  b the ureter  c the bladder  d the urethra     26 which organ breaks down alcohol?  a bladder  b heart  c kidney  d liver    ",
+            "12": "12  \u00a9 ucles 2019 0610/13/o/n/19  27 the diagram shows reproduction in a potato plant.    tuber forming new tuber     which process is shown?  a asexual reproduction  b fertilisation  c pollination  d sexual reproduction     28 the diagram shows part of a flower.    1 2 3 4     where does fertilisation occur and where are the ovules and pollen grains found?     fertilisation  occurs here ovules are  found here pollen grains  are found here  a 1 2 4  b 2 3 4  c 3 3 1  d 4 1 2   ",
+            "13": "13  \u00a9 ucles 2019 0610/13/o/n/19 [turn over  29 which method of birth control can be used as a barrier to sperm and sexually transmitted  diseases during sexual intercourse?  a condom  b iud  c ius  d surgical sterilisation     30 the diagram shows a plant cell.    where are the chromosomes found?    ab c d       31 which statement describes human cells formed by meiosis?  a they are genetically identical gametes.  b they are genetically identical body cells.  c they are genetically different gametes.  d they are genetically different body cells.     32 pea plants have two alleles for height. t is tall, t is short.    two heterozygous pea plants, tt, are crossed.    what is the phenotypic ratio of the offspring for this cross?  a all short plants  b all tall plants  c one tall plant to three short plants  d three tall plants to one short plant     ",
+            "14": "14  \u00a9 ucles 2019 0610/13/o/n/19  33 the graph shows the heights of humans.    frequency height    which statement is correct?  a the individuals of this population all have the same genotype.  b the individuals of this population all have the same phenotype.  c this population shows continuous variation.  d this population shows discontinuous variation.     34 what is a mutation?  a a condition caused by a dominant allele  b a genetic change  c a process used in genetic engineering  d an adaptive feature    35 consumers take in carbon atoms from their food.    how do carbon atoms leave the consumers?     egestion excretion decomposition   a \u0016 \u0016 \u0016 key  b \u0016 \u001a \u0016 \u0016 = yes  c \u0016 \u001a \u001a \u001a = no  d \u001a \u0016 \u0016      36 which process is part of the water cycle?  a combustion  b fossilisation  c respiration  d transpiration    ",
+            "15": "15  \u00a9 ucles 2019 0610/13/o/n/19 [turn over  37 a gene for insulin is taken from a human cell and placed in a bacterium.    the bacterium can then make human insulin.    what is this process called?  a adaptation  b genetic engineering  c natural selection  d selective breeding     38 some examples of how areas of land may be used are listed:    1 food crop production  2 grazing cattle 3 house building  4 tree planting.    which uses of land will cause habitat destruction?  a 1, 2 and 3 b 1, 2 and 4 c 2 and 3 only d 3 and 4 only    39 what are the possible effects of deforestation?     loss of soil flooding decrease in atmospheric  carbon dioxide  a yes yes no  b yes no yes  c no yes no  d no no yes     ",
+            "16": "16    permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to trac e 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 ans wer-related information to candidates, all copyright acknowledgements are reproduced onl ine in the cambridge  assessment international education copyri ght acknowledgements booklet. this is produc ed 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 the ca mbridge assessment group. cambri dge assessment is the brand name of the university of  cambridge local examinations syndicate (ucles), which it self is a department of the university of cambridge.    \u00a9 ucles 2019 0610/13/o/n/19  40 the bloodworm is an organism that is found in heavily polluted water.    the diagram shows where raw sewage flows into a river.    where would there be fewest bloodworms?    input of raw sewage ba cd direction of flow       "
+        },
+        "0610_w19_qp_21.pdf": {
+            "1": "  this syllabus is regulated for use in england, wales and northern ireland as a cambridge international level 1/level 2 certific ate.  this document consists of 15 printed pages and 1 blank page.  ib19 11_0610_21/4rp  \u00a9 ucles 2019 [turn over     *7538671578 * cambridge assessment international education  cambridge international general certificate of secondary education       biology 0610/21     paper 2  multiple choice (extended)  october/november 2019     45 minutes    additional materials: multiple choice answer sheet    soft clean eraser    soft pencil (type b or hb is recommended)        read these instructions first    write in soft pencil.  do not use staples, paper clips, glue or correction fluid. write your name, centre number and candidate number on the answer sheet in the spaces provided  unless this has been done for you.  do not  write in any barcodes.   there are forty  questions on this paper. answer all questions. for each question there are four possible  answers a, b, c and d.   choose the one you consider correct and record your choice in soft pencil  on the separate answer sheet.    read the instructions on the answer sheet very carefully.    each correct answer will score one mark. a ma rk will not be deducted for a wrong answer.  any rough working should be done in this booklet. electronic calculators may be used.        ",
+            "2": "2  \u00a9 ucles 2019 0610/21/o/n/19  1 the diagram shows a plant.    light     which characteristic of living organisms is shown by the plant in the diagram?  a excretion  b reproduction  c respiration  d sensitivity     2 using the binomial system of naming organisms, the name of the lion is panthera leo .    which statement is correct?  a the lion belongs to the kingdom panthera .  b the lion belongs to the genus panthera .  c the lion belongs to the species panthera .  d the lion belongs to the genus leo.     3 the table shows the number of animals collected in a sample from a woodland and the groups to  which they belong.    animal group number in sample  arachnids 10  crustaceans 8  insects 80  myriapods 7    how many arthropods in total, in this sample, have six or eight legs?  a 15 b 88 c 90 d 98     ",
+            "3": "3  \u00a9 ucles 2019 0610/21/o/n/19 [turn over  4 which features do animal cells share with plant cells?     chloroplast cytoplasm nucleus   a \u0016 \u0016 \u0016 key  b \u0016 \u001a \u0016 \u0016 = yes  c \u001a \u0016 \u0016 \u001a = no  d \u001a \u001a \u001a       5 the diagram shows a cell with an actual size of 30  \u00b5m.    30 mm    what is the magnification of the diagram?  a \u00d710 b \u00d7100 c \u00d71000 d \u00d710  000    6 red blood cells were placed in pure water.    movement of water across the cell membrane caused a change in their appearance.    what caused this change in appearance?     direction of  water movement from higher to lower  water potential from lower to higher  water potential  a into cells yes no  b into cells no yes  c out of cells yes no  d out of cells no yes     ",
+            "4": "4  \u00a9 ucles 2019 0610/21/o/n/19  7 some examples of substances moving across membranes are listed.    1 glucose molecules into the epithelium that lines the small intestine  2 nitrate ions from a dilute solution in soil into a more concentrated solution in root hair  cells  3 water molecules from mesophyll cells into the air spaces of a leaf    for which must oxygen be present?  a 1, 2 and 3 b 1 and 2 only c 1 and 3 only d 2 and 3 only     8 which identifies the chemical elements found in proteins?     carbon hydrogen oxygen nitrogen   a \u0016 \u0016 \u0016 \u0016 key  b \u0016 \u0016 \u0016 \u001a \u0016= present  c \u0016 \u001a \u0016 \u001a \u001a= absent  d \u001a \u0016 \u001a \u0016       9 what is the correct definition of the term enzyme ?  a carbohydrates that act as biological catalysts  b carbohydrates that act as substrates  c proteins that act as biological catalysts  d proteins that act as substrates    ",
+            "5": "5  \u00a9 ucles 2019 0610/21/o/n/19 [turn over  10 two sealed test-tubes containing aquatic plants and hydrogencarbonate indicator were set up.    hydrogencarbonate indicator aquatic plantstopper     the indicator in the sealed test-tubes shows the concentration of dissolved carbon dioxide  present.    concentration of  carbon dioxide colour of  indicator  low red  medium orange  high yellow    one of the sealed test-tubes was kept in the light for 24 hours and one of the sealed test-tubes  was kept in the dark for 24 hours.    the results are shown in the table.    test-tube  kept in start colour end colour  light orange red  dark orange yellow    what is the correct explanation of what has taken place?  a photosynthesis and respiration both occur in the light, but the rate of photosynthesis is  higher.  b photosynthesis occurs in the light, but respiration does not.  c respiration can only occur when photosynthesis is not taking place.  d the amount of carbon dioxide used and produced in the light is equal.    ",
+            "6": "6  \u00a9 ucles 2019 0610/21/o/n/19  11 the diagram shows a leaf as seen in cross-section under the microscope.    1 2 3     what are tissues 1, 2 and 3?     1 2 3  a epidermis palisade mesophyll spongy mesophyll  b epidermis spongy mesophyll palisade mesophyll  c palisade mesophyll epidermis spongy mesophyll  d spongy mesophyll palisade mesophyll epidermis      12 the pie charts show the composition of 100  g of four different foods.    which food provides the most energy?    key carbohydrate fats and oilsproteinwatera b c d       13 one of the symptoms of the disease cholera is diarrhoea. this is due to water loss by osmosis  caused by the cholera toxin.    cholera toxins result in  a secretion of chloride ions out of the small intestine lowering the water potential.  b secretion of chloride ions out of the small intestine raising the water potential.  c secretion of chloride ions into the small intestine lowering the water potential.  d secretion of chloride ions into the small intestine raising the water potential.    ",
+            "7": "7  \u00a9 ucles 2019 0610/21/o/n/19 [turn over  14 the diagram shows an experiment kept at room temperature.    tubing containing starch, protease, protein and simple sugars membrane permeable to small molecules onlydistilled watertest-tube     what is present in the water surrounding the membrane after 45 minutes?  a amino acids and simple sugars  b protein and amino acids  c protein and simple sugars  d starch and simple sugars    15 what is an example of diffusion?  a dust particles being moved by ciliated cells in the trachea  b oxygen molecules moving into a red blood cell in the lungs  c pollen grains moving from anthers to stigmas in the wind  d red blood cells moving in a blood capillary in a muscle    16 in plants, what is transported by translocation?  a glucagon  b glycogen  c starch  d sucrose    ",
+            "8": "8  \u00a9 ucles 2019 0610/21/o/n/19  17 the diagram shows human blood cells, as seen under a microscope.    x    what is the function of cell x?  a to carry glucose  b to carry oxygen  c to defend against disease  d to make the blood clot     18 which row describes the features of passive immunity?     antibodies  made involves  memory cells effective  period  a no no short term  b no yes short term  c yes no long term  d yes yes long term      19 which row shows the approximate percentage of gases in expired air?     percentage of  carbon dioxide percentage of  oxygen  a 12 9  b 4 16  c 24 24  d 27 20      20 what is the correct equation for aerobic respiration?  a 6co 2  +  6h 2o  \u2192  c6h12o6  +  6o 2  b c6h12o6  +  6co 2  \u2192  6o 2  +  6h 2o  c c6h12o6  +  o 2  \u2192  co 2  +  h 2o  d c6h12o6  +  6o 2  \u2192  6co 2  +  6h 2o   ",
+            "9": "9  \u00a9 ucles 2019 0610/21/o/n/19 [turn over  21 lactic acid builds up in the muscles during vigorous exercise.    during recovery, how is this lactic acid removed?  a aerobic respiration of lactic acid in the liver  b anaerobic respiration of lactic acid in the muscles  c excretion of lactic acid by the lungs  d removal of lactic acid by the alimentary canal    22 the neurones at synapses contain vesicles.    which type of substance is found inside the vesicles?  a enzyme  b chromosomes  c neurotransmitter  d steroid    23 the diagram shows the muscles that control the size of the pupil in an eye.    radial musclesiris pupilcircular muscles     how do the muscles make the pupil smaller?     circular muscles radial muscles  a contract contract  b contract relax  c relax contract  d relax relax     ",
+            "10": "10  \u00a9 ucles 2019 0610/21/o/n/19  24 more adrenaline is produced by the adrenal glands when a person is frightened.    this increase affects several parts of the body.     change increases decreases   1 blood glucose concentration \u001a \u0016 key  2 heart rate \u0016 \u001a \u0016= yes  3 breathing rate and depth \u0016 \u001a \u001a= no  4 dilation of pupil \u001a \u0016     which rows are correct?  a 1 and 3 b 1 and 4 c 2 and 3 d 2 and 4    25 a patient has dye injected into the blood supply to his kidneys. the dye appears in his excretory  system as shown.    key dye no dye     which part is blocked?  a the kidney  b the ureter  c the bladder  d the urethra     ",
+            "11": "11  \u00a9 ucles 2019 0610/21/o/n/19 [turn over  26 which statement is a reason why viruses are unharmed by antibiotics such as penicillin?  a they are very small in size.  b they do not have a cell wall.  c they have genetic material.  d they have a protein coat.      27 several athletes have been banned from their sport for using the drug nandrolone. this drug  helps the body to build up muscle tissue.    what sort of drug is nandrolone?  a anabolic steroid  b antibiotic  c depressant  d neurotransmitter     28 which statement about the hormone fsh is correct?  a it stimulates ovulation.  b it stimulates ovulation and menstruation.  c it stimulates the maturation of follicles.  d it stimulates the maturation of follicles and menstruation.    29 hiv is transmitted by body fluids during sexual contact.    hiv affects the immune system.    which statement best describes the effect of hiv?  a the body has increased immunity.  b the body produces fewer antibodies.  c the body produces more antibodies.  d the number of lymphocytes increases.     ",
+            "12": "12  \u00a9 ucles 2019 0610/21/o/n/19  30 how many chromosomes are there in each of the human cells shown in the table?     goblet cell motor  neurone mature red  blood cell sperm  a 0 23 0 0  b 23 23 23 0  c 46 46 0 23  d 46 46 46 23     31 the diagram shows a diploid cell and alleles r and r on one pair of chromosomes.    r rnucleus cytoplasm     when this cell divides by mitosis, which daughter cells will be produced?     chromosome number genotype  a diploid heterozygous  b diploid homozygous  c haploid heterozygous  d haploid homozygous      32 the diagram shows breeding rats where the allele for grey fur is dominant to white fur.    12 3 4\u00d7\u00d7 6 5    which two individuals are definitely heterozygous for fur colour?  a 1 and 4 b 2 and 3 c 2 and 5 d 3 and 6    ",
+            "13": "13  \u00a9 ucles 2019 0610/21/o/n/19 [turn over  33 the diagram shows a hydrophyte in a lake.    surface of water     which statement about the leaves is correct?  a they cannot photosynthesise.  b they have a thick cuticle.  c they have large air spaces in the spongy mesophyll.  d they require many xylem vessels for support.     34 some disease-causing bacteria survive treatment with an antibiotic.    which statement about the surviving bacteria is correct?  a the antibiotic will work better on the next generation of bacteria.  b the bacteria have undergone a process of natural selection.  c the bacteria will now be resistant to all antibiotics.  d the resistance of the bacteria is a result of selective breeding.     35 which row describes the energy flow into and through a food chain that starts with a plant?     energy entering  a food chain energy transferred  between organisms  in a food chain  a chemical chemical  b chemical heat  c light chemical  d light heat     ",
+            "14": "14  \u00a9 ucles 2019 0610/21/o/n/19  36 the diagram shows part of the nitrogen cycle.    mineral ions animalsplants decomposers     what is one of the mineral ions?  a amino acids  b nitrate  c nitrogen  d protein     37 which part of a bacterial cell makes it useful in genetic engineering?  a cell wall  b cytoplasm  c flagellum  d plasmid     38 which enzyme would be used in a biological washing powder?  a dna ligase  b lactase  c pectinase  d protease    39 what are the possible effects of deforestation?     loss of soil flooding decrease in atmospheric  carbon dioxide  a yes yes no  b yes no yes  c no yes no  d no no yes     ",
+            "15": "15  \u00a9 ucles 2019 0610/21/o/n/19  40 the bloodworm is an organism that is found in heavily polluted water.    the diagram shows where raw sewage flows into a river.    where would there be fewest bloodworms?    input of raw sewage ba cd direction of flow     ",
+            "16": "16    permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to trac e 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 ans wer-related information to candidates, all copyright acknowledgements are reproduced onl ine in the cambridge  assessment international education copyri ght acknowledgements booklet. this is produc ed 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 the ca mbridge assessment group. cambri dge assessment is the brand name of the university of  cambridge local examinations syndicate (ucles), which it self is a department of the university of cambridge.    \u00a9 ucles 2019 0610/21/o/n/19  blank page  "
+        },
+        "0610_w19_qp_22.pdf": {
+            "1": "  this syllabus is regulated for use in england, wales and northern ireland as a cambridge international level 1/level 2 certific ate.  this document consists of 15 printed pages and 1 blank page.  ib19 11_0610_22/5rp  \u00a9 ucles 2019 [turn over     *8028550561* cambridge assessment international education  cambridge international general certificate of secondary education       biology 0610/22     paper 2  multiple choice (extended)  october/november 2019     45 minutes    additional materials: multiple choice answer sheet    soft clean eraser    soft pencil (type b or hb is recommended)        read these instructions first    write in soft pencil.  do not use staples, paper clips, glue or correction fluid. write your name, centre number and candidate number on the answer sheet in the spaces provided  unless this has been done for you.  do not  write in any barcodes.   there are forty  questions on this paper. answer all questions. for each question there are four possible  answers a, b, c and d.   choose the one you consider correct and record your choice in soft pencil  on the separate answer sheet.    read the instructions on the answer sheet very carefully.    each correct answer will score one mark. a ma rk will not be deducted for a wrong answer.  any rough working should be done in this booklet. electronic calculators may be used.        ",
+            "2": "2  \u00a9 ucles 2019 0610/22/o/n/19  1 the diagrams show a test-tube containing pond water. the green colour is caused by  microorganisms that have chloroplasts.    pale green pond water light offdark green area light onoxygen bubble     which characteristics of living organisms are shown?  a excretion, growth and movement  b movement, nutrition and sensitivity  c nutrition, reproduction and respiration  d reproduction, sensitivity and growth      2 which shows an organism that has been named using the binomial system?  a brown seaweed  b polar bear  c red fox   d vulpes vulpes      3 the diagram shows an arthropod.    pedipalp legs    to which group does it belong?  a arachnids  b crustaceans  c insects  d myriapods     ",
+            "3": "3  \u00a9 ucles 2019 0610/22/o/n/19 [turn over  4 which features do animal cells share with plant cells?     chloroplast cytoplasm nucleus   a \u0016 \u0016 \u0016 key  b \u0016 \u001a \u0016 \u0016 = yes  c \u001a \u0016 \u0016 \u001a = no  d \u001a \u001a \u001a       5 the diagram shows a drawing of a human cheek cell.    x y     the distance between points x and y on the diagram is 30  mm.    the actual length of the cell between x and y was 60  \u00b5m.    what is the magnification of the cell?  a \u00d750 b \u00d7200 c \u00d7500 d \u00d72000     6 red blood cells were placed in pure water.    movement of water across the cell membrane caused a change in their appearance.    what caused this change in appearance?     direction of  water movement from higher to lower  water potential from lower to higher  water potential  a into cells yes no  b into cells no yes  c out of cells yes no  d out of cells no yes      7 which process depends on active transport?  a absorption of carbon dioxide by plant leaves  b reabsorption of glucose by kidney tubules  c removal of carbon dioxide in the alveoli  d uptake of water by plant roots   ",
+            "4": "4  \u00a9 ucles 2019 0610/22/o/n/19  8 which identifies the chemical elements found in proteins?     carbon hydrogen oxygen nitrogen   a \u0016 \u0016 \u0016 \u0016 key  b \u0016 \u0016 \u0016 \u001a \u0016= present  c \u0016 \u001a \u0016 \u001a \u001a= absent  d \u001a \u0016 \u001a \u0016      9 a student carries out a test to see whether the solution in a test-tube contains protein.    which row shows the correct food test and a positive result?     name of test colour seen with a  positive result  a benedict\u2019s test blue-black  b benedict\u2019s test purple  c biuret test blue-black  d biuret test purple      10 the diagram shows an experiment investigating the effect of light intensity on an aquatic plant.    q plight sourcelightsource 10 cm 20 cm     photosynthesis occurred in both test-tube p and test-tube q. both test-tubes were kept at the  same temperature. the number of bubbles produced in test-tube p was 12 bubbles per minute.    what is the most likely number of bubbles produced in one minute in test-tube q?  a 0 b 3 c 12 d 48    ",
+            "5": "5  \u00a9 ucles 2019 0610/22/o/n/19 [turn over  11 the diagram shows a leaf as seen in cross-section under the microscope.    1 2 3     what are tissues 1, 2 and 3?     1 2 3  a epidermis palisade mesophyll spongy mesophyll  b epidermis spongy mesophyll palisade mesophyll  c palisade mesophyll epidermis spongy mesophyll  d spongy mesophyll palisade mesophyll epidermis      12 the pie charts show the composition of 100  g of four different foods.    which food provides the most energy?    key carbohydrate fats and oilsproteinwatera b c d      ",
+            "6": "6  \u00a9 ucles 2019 0610/22/o/n/19  13 the cholera bacterium produces a toxin that results in water entering the alimentary canal and  causing diarrhoea.    the diagram shows the human alimentary canal.    into which region are chloride ions secreted as a result of the toxin?    a b cd      14 the diagram shows an experiment kept at room temperature.    tubing containing starch, protease, protein and simple sugars membrane permeable to small molecules onlydistilled watertest-tube     what is present in the water surrounding the membrane after 45 minutes?  a amino acids and simple sugars  b protein and amino acids  c protein and simple sugars  d starch and simple sugars     ",
+            "7": "7  \u00a9 ucles 2019 0610/22/o/n/19 [turn over  15 the diagram shows an experiment to investigate transpiration.    balance plant 1 plant 2transparent plastic bag     plant 1 is not covered. plant 2 and its pot are covered by a transparent plastic bag.    the mass of each plant and its pot is measured. the masses are measured again after two hours.    what is the result?  a the mass of both plants decreases by the same percentage.  b the mass of both plants stays the same.  c the mass of plant 1 decreases more than the mass of plant 2.  d the mass of plant 2 decreases more than the mass of plant 1.    16 which description of translocation is correct?  a movement of glucose and amino acids from a sink to a source  b movement of glucose and amino acids from a source to a sink  c movement of sucrose and amino acids from a sink to a source  d movement of sucrose and amino acids from a source to a sink    17 which factor increases the risk of developing coronary heart disease?  a low fat diet  b regular exercise  c relaxation  d smoking    ",
+            "8": "8  \u00a9 ucles 2019 0610/22/o/n/19  18 which row describes the features of passive immunity?     antibodies  made involves  memory cells effective  period  a no no short term  b no yes short term  c yes no long term  d yes yes long term     19 the diagram shows part of the human gas exchange system.    to p rq     which row identifies p, q and r?     p q r  a alveolus wall capillary wall vein  b bronchiole alveolus wall capillary  c capillary layer of moisture bronchiole  d alveolus wall bronchiole capillary      20 what is the effect on germinating seeds of increasing the temperature from 10  \u00b0c to 20  \u00b0c?  a a decrease in the production of oxygen  b a decrease in the respiration rate  c an increase in the respiration rate  d an increase in the transpiration rate     ",
+            "9": "9  \u00a9 ucles 2019 0610/22/o/n/19 [turn over  21 lactic acid builds up in the muscles during vigorous exercise.    during recovery, how is this lactic acid removed?  a aerobic respiration of lactic acid in the liver  b anaerobic respiration of lactic acid in the muscles  c excretion of lactic acid by the lungs  d removal of lactic acid by the alimentary canal     22 which process transmits an impulse across a synapse?  a active transport  b diffusion  c gravity  d osmosis    23 the diagram shows the muscles that control the size of the pupil in an eye.    radial musclesiris pupilcircular muscles     how do the muscles make the pupil smaller?     circular muscles radial muscles  a contract contract  b contract relax  c relax contract  d relax relax     ",
+            "10": "10  \u00a9 ucles 2019 0610/22/o/n/19  24 the diagram shows the shoot and root of a seedling responding to gravity.        which row shows where the auxin accumulates and the effect of this in the shoot?     accumulates effect  a lower surface inhibits cell elongation  b lower surface promotes cell elongation  c upper surface inhibits cell division  d upper surface promotes cell division      25 a patient has dye injected into the blood supply to  his kidneys. the dye appears in his excretory  system as shown.    key dye no dye     which part is blocked?  a the kidney  b the ureter  c the bladder  d the urethra     ",
+            "11": "11  \u00a9 ucles 2019 0610/22/o/n/19 [turn over  26 bacteria such as mrsa are resistant to antibiotics.    these processes can occur in bacteria.    1 artificial selection  2 genetic variation 3 mutation 4 natural selection    what would contribute to the development of antibiotic resistance?  a 1, 2, 3 and 4  b 1, 2 and 3 only  c 2, 3 and 4 only  d 2 and 4 only     27 why do some athletes take anabolic steroids?  a to decrease blood glucose concentration  b to increase muscle mass  c to kill bacteria  d to reduce aggression     28 in humans, why are sperm cells produced in much greater numbers than egg cells?  a many sperm cells are needed to fertilise an egg cell.  b sperm cells are small in size.  c sperm cells are non-motile.  d the chance of one sperm cell reaching an egg is very small.    29 there are many reasons why a woman does not become pregnant.    what can be treated by a drug that increases the secretion of fsh?  a inactive sperm  b follicles not developing  c thin uterine lining  d too few sperm     ",
+            "12": "12  \u00a9 ucles 2019 0610/22/o/n/19  30 the diagram shows the cells of a mammalian embryo shortly after fertilisation.        which is the correct description of these cells?  a gametes undergoing meiosis  b gametes undergoing mitosis  c stem cells undergoing meiosis  d stem cells undergoing mitosis     31 the diagram shows a diploid cell and alleles r and r on one pair of chromosomes.    r rnucleus cytoplasm     when this cell divides by mitosis, which daughter cells will be produced?     chromosome number genotype  a diploid heterozygous  b diploid homozygous  c haploid heterozygous  d haploid homozygous     ",
+            "13": "13  \u00a9 ucles 2019 0610/22/o/n/19 [turn over  32 the diagram shows a genetic cross between a male bird with black feathers and a female bird  with white feathers. all of the offspring have blue feathers.     parents fbfb \u00d7 fwfw   black white    offspring f bfw   100% blue    two of the blue offspring are crossed.    which row shows the correct phenotype percentages for the cross?     percentage  black percentage  blue percentage  white  a 25 75 0  b 25 50 25  c 50 20 25  d 75 0 25      33 what is a feature of some xerophytes?  a large air spaces in the tissues  b leaves rolled up and covered with hairs  c leaves with stomata on the upper surface  d thin cuticle    34 the diagram shows a pyramid of biomass.    x    which organisms are found in position x?  a decomposers  b herbivores  c primary consumers  d producers    ",
+            "14": "14  \u00a9 ucles 2019 0610/22/o/n/19  35 what is a trophic level?  a a group of interconnected food chains  b all of the consumers in an ecosystem  c an organism\u2019s position in a food web  d the transfer of energy between organisms      36 the diagram shows part of the nitrogen cycle.    at which stage is denitrification occurring?    nitrogen in the atmosphere nitrogen in plantsanimals nitrates nitrites ammonium compoundsab cd      37 which structures found in bacteria make bacteria useful in genetic engineering?  a cell walls  b membranes  c nuclei  d plasmids      38 which chemical reaction is catalysed by maltase?  a glycogen  \u2192  glucose  +  maltose  b maltose  \u2192  glucose  +  glucose  c maltose  \u2192  starch  d starch  \u2192  glucose  +  maltose    ",
+            "15": "15  \u00a9 ucles 2019 0610/22/o/n/19  39 what are the possible effects of deforestation?     loss of soil flooding decrease in atmospheric  carbon dioxide  a yes yes no  b yes no yes  c no yes no  d no no yes     40 the bloodworm is an organism that is found in heavily polluted water.    the diagram shows where raw sewage flows into a river.    where would there be fewest bloodworms?    input of raw sewage ba cd direction of flow     ",
+            "16": "16    permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to trac e 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 ans wer-related information to candidates, all copyright acknowledgements are reproduced onl ine in the cambridge  assessment international education copyri ght acknowledgements booklet. this is produc ed 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 the ca mbridge assessment group. cambri dge assessment is the brand name of the university of  cambridge local examinations syndicate (ucles), which it self is a department of the university of cambridge.    \u00a9 ucles 2019 0610/22/o/n/19  blank page  "
+        },
+        "0610_w19_qp_23.pdf": {
+            "1": "  this syllabus is regulated for use in england, wales and northern ireland as a cambridge international level 1/level 2 certific ate.  this document consists of 16 printed pages.  ib19 11_0610_23/5rp  \u00a9 ucles 2019 [turn over     *6635924783* cambridge assessment international education  cambridge international general certificate of secondary education       biology 0610/23     paper 2  multiple choice (extended)  october/november 2019     45 minutes    additional materials: multiple choice answer sheet    soft clean eraser    soft pencil (type b or hb is recommended)        read these instructions first    write in soft pencil.  do not use staples, paper clips, glue or correction fluid. write your name, centre number and candidate number on the answer sheet in the spaces provided  unless this has been done for you.  do not  write in any barcodes.   there are forty  questions on this paper. answer all questions. for each question there are four possible  answers a, b, c and d.   choose the one you consider correct and record your choice in soft pencil  on the separate answer sheet.    read the instructions on the answer sheet very carefully.    each correct answer will score one mark. a ma rk will not be deducted for a wrong answer.  any rough working should be done in this booklet. electronic calculators may be used.        ",
+            "2": "2  \u00a9 ucles 2019 0610/23/o/n/19  1 the diagrams show a plant at the start of an experiment, and the same plant two weeks later.    start of experiment after two weekslight from one side     which characteristics of living organisms  are demonstrated by this experiment?  a excretion, growth, movement  b excretion, movement, reproduction  c growth, movement, sensitivity  d sensitivity, growth, respiration     2 donkeys and zebras are different species. they can breed to produce an animal called a zedonk.    zedonks are not fertile.    which statement is correct?  a zedonks and donkeys are the same species.  b zedonks and zebras are the same species.  c zedonks are a species.  d zedonks are not a species.      3 which feature is characteristic only of birds?  a hair and wings  b hard-shelled eggs and feathers  c scales and soft-shelled eggs  d wings and soft-shelled eggs     ",
+            "3": "3  \u00a9 ucles 2019 0610/23/o/n/19 [turn over  4 which features do animal cells share with plant cells?     chloroplast cytoplasm nucleus   a \u0016 \u0016 \u0016 key  b \u0016 \u001a \u0016 \u0016 = yes  c \u001a \u0016 \u0016 \u001a = no  d \u001a \u001a \u001a       5 a bacterium is 0.5  \u00b5m long.    a student makes a drawing of the bacterium. the student\u2019s drawing is 100  mm long.    what is the magnification of the student\u2019s drawing?  a \u00d70.005 b \u00d750 c \u00d7200 d \u00d7200  000    6 red blood cells were placed in pure water.    movement of water across the cell membrane caused a change in their appearance.    what caused this change in appearance?     direction of  water movement from higher to lower  water potential from lower to higher  water potential  a into cells yes no  b into cells no yes  c out of cells yes no  d out of cells no yes     ",
+            "4": "4  \u00a9 ucles 2019 0610/23/o/n/19  7 the diagram shows a root hair cell.    cytoplasm mitochondrianucleusvacuole     why does a root hair cell contain a large number of mitochondria?  a to provide energy for the absorption of water from the soil  b to provide energy for the diffusion of mineral ions from the soil  c to provide energy for osmosis  d to provide energy for the active transport of mineral ions from the soil     8 which identifies the chemical elements found in proteins?     carbon hydrogen oxygen nitrogen   a \u0016 \u0016 \u0016 \u0016 key  b \u0016 \u0016 \u0016 \u001a \u0016= present  c \u0016 \u001a \u0016 \u001a \u001a= absent  d \u001a \u0016 \u001a \u0016       9 enzyme x digests protein in the stomach.    four test-tubes were set up, each contained the same amounts of protein and enzyme x. the  test-tubes are kept at different levels of ph and temperature, as shown in the table.    in which test-tube will protein digestion be quickest?     ph temperature  / \u00b0c  a 2 20  b 2 35  c 7 20  d 7 35     ",
+            "5": "5  \u00a9 ucles 2019 0610/23/o/n/19 [turn over  10 which substance is used up in photosynthesis?  a chlorophyll  b light  c oxygen  d water      11 the diagram shows a leaf as seen in cross-section under the microscope.    1 2 3     what are tissues 1, 2 and 3?     1 2 3  a epidermis palisade mesophyll spongy mesophyll  b epidermis spongy mesophyll palisade mesophyll  c palisade mesophyll epidermis spongy mesophyll  d spongy mesophyll palisade mesophyll epidermis      12 the pie charts show the composition of 100  g of four different foods.    which food provides the most energy?    key carbohydrate fats and oilsproteinwatera b c d      ",
+            "6": "6  \u00a9 ucles 2019 0610/23/o/n/19  13 cholera is a disease caused by a bacterium called vibrio cholerae  which produces a toxin in the  infected person\u2019s gut.    what is the effect of this toxin?  a it causes loss of water from the gut into the blood.  b it causes loss of water from the gall bladder into the blood.  c it causes water to enter the gut from the blood.  d it causes water to enter the gall bladder from the blood.    14 the diagram shows an experiment kept at room temperature.    tubing containing starch, protease, protein and simple sugars membrane permeable to small molecules onlydistilled watertest-tube     what is present in the water surrounding the membrane after 45 minutes?  a amino acids and simple sugars  b protein and amino acids  c protein and simple sugars  d starch and simple sugars    ",
+            "7": "7  \u00a9 ucles 2019 0610/23/o/n/19 [turn over  15 the diagram shows a cross-section through a plant root.    q r     what is found at q and r?     q r  a palisade mesophyll spongy mesophyll  b phloem xylem  c spongy mesophyll palisade mesophyll  d xylem phloem      16 rabbits can damage trees by eating the bark and phloem.    remaining stem barkleaves rootsbark     if the damage goes all the way around the stem, what will happen in the tree?  a sugars cannot move from the leaves to the roots causing swelling above the ring.  b sugars cannot move from the leaves to the roots causing swelling below the ring.  c water cannot move from the leaves to the roots causing swelling above the ring.  d water cannot move from the leaves to the roots causing swelling below the ring.    ",
+            "8": "8  \u00a9 ucles 2019 0610/23/o/n/19  17 the table shows the concentration of red blood cells, white blood cells and platelets in the blood  of four patients.    which patient is most likely to have a deficiency of iron in their diet and will find it difficult to form  a blood clot?     red blood cells  / cells per mm3 white blood cells  / cells per mm3 platelets  / cells per mm3  a 2 525  000 643 296  000  b 2 275  000 756 27  500  c 7 250  000 650 275  000  d 7 325  000 405 25  000      18 which row describes the features of passive immunity?     antibodies  made involves  memory cells effective  period  a no no short term  b no yes short term  c yes no long term  d yes yes long term      19 what is the sequence of structures through which a molecule of oxygen passes from the air to  the blood of a person?    1 bronchiole  2 capillary  3 alveolus wall  4 larynx    a 1 \u2192 4 \u2192 2 \u2192 3  b 3 \u2192 2 \u2192 1 \u2192 4  c 4 \u2192 1 \u2192 3 \u2192 2  d 4 \u2192 2 \u2192 1 \u2192 3     ",
+            "9": "9  \u00a9 ucles 2019 0610/23/o/n/19 [turn over  20 how do green plants and mammals obtain their energy?     green plants mammals  a from the soil from sleeping and resting  b from the air around the plant from the air they breathe  c from the sun from digested and absorbed food  d from water and carbon dioxide from water and oxygen      21 lactic acid builds up in the muscles during vigorous exercise.    during recovery, how is this lactic acid removed?  a aerobic respiration of lactic acid in the liver  b anaerobic respiration of lactic acid in the muscles  c excretion of lactic acid by the lungs  d removal of lactic acid by the alimentary canal    22 the diagram shows a synapse.    neurone 1 neurone 2    heroin is a drug that can bind with receptors in a synapse.    what is the most  likely effect heroin will have on the synapse?  a cause the impulse to travel back along neurone 1  b prevent neurotransmitter binding with receptors on neurone 2  c stop the impulse being generated in neurone 1  d transfer the impulse to a different neurone other than neurone 2    ",
+            "10": "10  \u00a9 ucles 2019 0610/23/o/n/19  23 the diagram shows the muscles that control the size of the pupil in an eye.    radial musclesiris pupilcircular muscles     how do the muscles make the pupil smaller?     circular muscles radial muscles  a contract contract  b contract relax  c relax contract  d relax relax     24 in a plant shoot, where is auxin made and what is its effect?     where made effect  a leaves promotes cell division  b leaves promotes cell elongation  c shoot tip promotes cell division  d shoot tip promotes cell elongation     ",
+            "11": "11  \u00a9 ucles 2019 0610/23/o/n/19 [turn over  25 a patient has dye injected into the blood supply to  his kidneys. the dye appears in his excretory  system as shown.    key dye no dye     which part is blocked?  a the kidney  b the ureter  c the bladder  d the urethra     26 which statement about antibiotics is correct?  a antibiotics are used to treat all transmissible diseases.  b antibiotics are used to treat diseases caused by viruses.  c antibiotic resistance can be stopped by increasing their use.  d antibiotics are used to treat diseases caused by bacteria.     27 which substance in tobacco smoke directly reduces the oxygenation of blood?  a carbon dioxide  b carbon monoxide  c nicotine  d tar    ",
+            "12": "12  \u00a9 ucles 2019 0610/23/o/n/19  28 the concentrations of lh and oestrogen are measured during part of a menstrual cycle.    on which day does ovulation occur?     day from  start of  menstrual cycle concentration  of lh  / arbitrary units concentration  of oestrogen  / arbitrary units  a 7 10 30  b 10 12 135  c 13 120 130  d 16 20 25      29 where are oestrogen and progesterone produced during the menstrual cycle in a woman who is  not pregnant?     oestrogen progesterone  a adrenal gland ovary  b ovary ovary  c ovary placenta  d placenta pancreas      30 a haploid nucleus is defined as one that contains  a one chromosome.  b one set of unpaired chromosomes.  c two chromosomes.  d two sets of chromosomes.    ",
+            "13": "13  \u00a9 ucles 2019 0610/23/o/n/19 [turn over  31 the diagram shows a diploid cell and alleles r and r on one pair of chromosomes.    r rnucleus cytoplasm     when this cell divides by mitosis, which daughter cells will be produced?     chromosome number genotype  a diploid heterozygous  b diploid homozygous  c haploid heterozygous  d haploid homozygous      32 sickle-cell anaemia is caused by a mutation in the haemoglobin gene.    the normal base sequence is shown in 1, and the sickle-cell base sequence is shown in 2.    1 tga  gga  ctc  ctc  2 tga  gga  cac  ctc    what causes the change in the dna?  a the addition of one base  b the addition of two bases  c the change of one base for another  d the deletion of one base     ",
+            "14": "14  \u00a9 ucles 2019 0610/23/o/n/19  33 the diagram shows part of a section through the leaf of a water lily.        their leaves are adapted to help them to live on the surface of the water.    how is the leaf of this plant adapted to being a hydrophyte?  a it does not have a cuticle.  b it has a palisade layer.  c it has an epidermis.  d it has stomata on upper surface.     34 what could be responsible for the conversion of nitrogen in the atmosphere to nitrates in the soil?  a decomposers  b denitrifying bacteria  c lightning  d nitrifying bacteria     35 which statement describes the effect of a disease which kills members of a population?  a it causes an exponential (log) increase in the population size.  b it decreases the rate of growth of the population.  c it decreases the food supply available to the population.  d it reduces the lag phase of the population.    ",
+            "15": "15  \u00a9 ucles 2019 0610/23/o/n/19 [turn over  36 the diagram shows a pyramid of numbers in a food chain.    hawks tree shrewscaterpillarskapok tree     what type of organism is the tree shrew?  a producer  b primary consumer  c secondary consumer  d tertiary consumer     37 the diagram shows a bacterium.    which structure is used in genetic engineering?    a b c d      38 penicillin is made in a fermenter by growing organisms.    which type of organism is used in the production of penicillin?  a bacterium  b fungus  c protoctist  d virus    ",
+            "16": "16    permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to trac e 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 ans wer-related information to candidates, all copyright acknowledgements are reproduced onl ine in the cambridge  assessment international education copyri ght acknowledgements booklet. this is produc ed 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 the ca mbridge assessment group. cambri dge assessment is the brand name of the university of  cambridge local examinations syndicate (ucles), which it self is a department of the university of cambridge.    \u00a9 ucles 2019 0610/23/o/n/19  39 what are the possible effects of deforestation?     loss of soil flooding decrease in atmospheric  carbon dioxide  a yes yes no  b yes no yes  c no yes no  d no no yes     40 the bloodworm is an organism that is found in heavily polluted water.    the diagram shows where raw sewage flows into a river.    where would there be fewest bloodworms?    input of raw sewage ba cd direction of flow       "
+        },
+        "0610_w19_qp_31.pdf": {
+            "1": "this document consists of 17 printed pages and 3 blank pages. dc (st/ct) 173046/4 \u00a9 ucles 2019  [turn over *1138015958* biology  0610/31 paper 3  theory (core)  october/november 2019  1 hour 15 minutes candidates answer on the question paper. no additional materials are required. read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen. you may use an hb pencil for any diagrams or graphs. do not use staples, paper clips, glue or correction fluid. do not  write in any barcodes. answer all questions. electronic calculators may be used. you may lose marks if you do not show your working or if you do not use appropriate units. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question.cambridge assessment international education cambridge international general certificate of secondary education this syllabus is regulated for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificate.",
+            "2": "2 0610/31/o/n/19 \u00a9 ucles 2019 1 fig. 1.1 is a diagram of a molecule of fat. fig. 1.1  (a) (i) list the chemical elements present in fat.  .  [1]   (ii) state the smaller units that fats are made from.  .  [2]  (b) fats are an important part of a balanced diet.   state the name of three  other components of a balanced diet. 1   2   3   [3]",
+            "3": "3 0610/31/o/n/19 \u00a9 ucles 2019 [turn over  (c) marmots and lynx are mammals that can live in a variety of environments.   the percentage of fat in the bodies of these two species was measured.    measurements were taken from marmots and lynx living in alaska and in virginia. alaska is a  cold environment and virginia is a warm environment.   the results are shown in table 1.1. table 1.1 speciespercentage of fat in the body difference in the  percentage of  fat in the body in alaska in virginia marmot 36  5 31 lynx 15 11   (i) complete table 1.1 by calculating the difference in the percentage of fat in the body for  the lynx.    write your answer in table 1.1.  [1]   (ii) describe the results shown in table 1.1.  ...  ...  ...  ...  .  [2]   (iii) explain the difference in the percentage of fat in the body between the mammals living in  alaska and virginia.  ...  ...  ...  ...  .  [2] [total: 11]",
+            "4": "4 0610/31/o/n/19 \u00a9 ucles 2019 2 (a) complete the definition of the term adaptive feature  by filling in the gaps with the correct  words.   an adaptive feature is an ..  feature that helps an organism to  ..  and reproduce in its ..  . [3]  (b) the flagellum is one of the adaptive features of a sperm.   a sample of sperm was taken and the length of each flagellum was recorded.   fig. 2.1 shows a graph of the results. frequency flagellum length  / \u03bcm0 3.6 \u2013 3.7 3.8 \u2013 3.9 4.0 \u2013 4.1 4.2 \u2013 4.3 4.4 \u2013 4.5 4.6 \u2013 4.7 4.8 \u2013 4.9 5.0 \u2013 5.1246810121416182022 fig. 2.1   (i) state the most frequent range for flagellum length.  ...  \u00b5m [1]   (ii) state the frequency of sperm with flagellum length between 4.8  \u00b5m to 4.9  \u00b5m.  .  [1]   (iii) state the type of variation shown by flagellum length.  .  [1]",
+            "5": "5 0610/31/o/n/19 \u00a9 ucles 2019 [turn over  (c) some scientists have suggested that the longer the flagellum the more likely the sperm is to  fertilise the egg cell.   suggest a reason why.  ...  ...  .  [1]  (d) state the name of the organ that produces sperm.  .  [1] [total: 8]",
+            "6": "6 0610/31/o/n/19 \u00a9 ucles 2019 3 (a) a student investigated the conditions required for germination.   seeds were placed on cotton wool in petri dishes and exposed to different conditions.   the conditions used are shown in table 3.1. table 3.1 petri dishtemperature  / \u00b0ccondition of  cotton woolaccess to light a 20 damp yes b  3 damp yes c 20 dry yes d 20 damp no   seeds in  two of the petri dishes did not germinate.   predict in which petri dishes the seeds did not germinate.   give reasons for your answer. petri dishes  ... reasons  .  ...  ...  [3]  (b) in another investigation, the germination ratio of the seeds was calculated.   60 cress seeds were used in the investigation.   20 seeds germinated and 40 seeds did not germinate.   calculate the ratio of the seeds that germinated to the seeds that did not germinate. ratio . :  .  [1]  (c) plants need mineral ions for healthy growth.   state why a plant needs magnesium ions and nitrate ions. magnesium ions  ...  ... nitrate ions    ... [2] [total: 6]",
+            "7": "7 0610/31/o/n/19 \u00a9 ucles 2019 [turn over 4 (a) fig. 4.1 is a graph showing the changes to the thickness of the lining of the uterus during the  menstrual cycle. 0 2 4 6 8 10 12 14 16 18 20 22 24 26 28 day of menstrual cyclethickness of uterus lining fig. 4.1   (i) describe the changes to the thickness of the lining of the uterus during the menstrual  cycle as shown in fig. 4.1.  ...  ...  ...  ...  ...  ...  .  [3]   (ii) state the days, shown on fig. 4.1, on which the lining of the uterus is broken down and  lost.  .  [1]   (iii) draw an x on fig. 4.1 to show when ovulation occurs.  [1]",
+            "8": "8 0610/31/o/n/19 \u00a9 ucles 2019  (b) the menstrual cycle is controlled by hormones.   (i) complete the sentence to define the term hormone .    a ... substance produced by a ...  ,  carried by the ...  , which alters the activity of one or more  specific target organs.  [3]   (ii) adrenaline is a hormone involved in \u2018fight or flight\u2019 situations.    describe two effects of adrenaline on the body. 1    ... 2    ... [2]   (iii) state the name of the organ that produces adrenaline.  .  [1] [total: 11]",
+            "9": "9 0610/31/o/n/19 \u00a9 ucles 2019 [turn over 5 (a) aerobic and anaerobic respiration both release energy.   describe the other  similarities and differences between aerobic and anaerobic respiration in  muscles.  ...  ...  ...  ...  ...  ...  ...  ...  .  [4]  (b) place ticks ( 3) in the boxes to show two uses of the energy released by respiration in  humans. active transport diffusion osmosis protein synthesis transpiration [2]",
+            "10": "10 0610/31/o/n/19 \u00a9 ucles 2019  (c) anaerobic respiration in yeast produces alcohol.   the boxes on the right show some sentence endings.   draw lines from the word alcohol to make three  correct sentences. abuse decreases instances of crime. can be addictive. causes lung cancer. alcohol increases levels of self-control. increases reaction times. is a depressant. [3]  (d) state the name of an organ damaged by long-term alcohol abuse.  .  [1] [total: 10]",
+            "11": "11 0610/31/o/n/19 \u00a9 ucles 2019 [turn over 6 (a) (i) state the names of three  structures that are found in a mammalian heart. 1   2   3    [3]   (ii) describe how the structure of a vein differs from the structure of an artery.  ...  ...  ...  ...  ...  ...  .  [3]   (iii) state the function of arteries in the human circulatory system.  ...  ...  .  [1]",
+            "12": "12 0610/31/o/n/19 \u00a9 ucles 2019  (b) fig. 6.1 is a photomicrograph of blood. fig. 6.1   (i) label one red blood cell on fig. 6.1 with a label line and the letter x. [1]   (ii) state the name of one other type of blood cell in fig. 6.1.  .  [1]   (iii) state the names of two other components of blood. 1   2   [2]  (c) coronary heart disease (chd) is a disease of the circulatory system.   (i) state three  risk factors for developing chd. 1   2   3   [3]   (ii) state the name of the blood vessel that becomes blocked in chd.  .  [1] [total: 15]",
+            "13": "13 0610/31/o/n/19 \u00a9 ucles 2019 [turn over 7 fig. 7.1 is a photograph of a large-scale monoculture of soybeans which are a crop plant. fig. 7.1  (a) describe the disadvantages of large-scale monocultures.  ...  ...  ...  ...  ...  ...  .  [3]",
+            "14": "14 0610/31/o/n/19 \u00a9 ucles 2019  (b) some crop plants have been selectively bred to be drought resistant.   the sentences show stages in the process of selective breeding.   they are not in the correct order.   1  a farmer identifies crop plants that survive in drought conditions.   2  offspring that survive drought conditions are selected and bred again.   3  the drought resistant plants are bred together and seeds collected.   4  the farmer repeats the process over many generations.   5  the seeds are germinated and grown in drought conditions.   write the statement numbers in the boxes to show the correct order of the stages in selective  breeding. [3] [total: 6]",
+            "15": "15 0610/31/o/n/19 \u00a9 ucles 2019 [turn over 8 (a) the government of a country introduced a law called the endangered species act. it was  hoped that the act would help to conserve species that were at risk from extinction.   table 8.1 shows the numbers of birds from different species before and after the act was  introduced. table 8.1 speciesnumber of birds before the act after the act bald eagle 416 9789 kirtland\u2019s warbler 210 1415 nene goose 400 1275 peregrine falcon 324 1700 whooping crane  54  513   (i) state which species was the most at risk from extinction in table 8.1.  .  [1]   (ii) calculate the percentage increase in the number of kirtland\u2019s warblers.    give your answer to the nearest whole number.     %   [3]  (b) (i) list three  reasons why species become endangered or extinct. 1   2   3   [3]   (ii) describe one method of conserving endangered plant species.  ...  ...  .  [1] [total: 8]",
+            "16": "16 0610/31/o/n/19 \u00a9 ucles 2019 9 sewage contains water and other substances.  sewage should be treated before it goes into a river.  (a) describe two reasons why sewage should be treated before it goes into a river. 1    ... 2    ... [2]  (b) treatment of sewage has several stages.   one of the stages is filtration.   state the name of one other stage in the treatment of sewage.  .  [1]",
+            "17": "17 0610/31/o/n/19 \u00a9 ucles 2019  (c) fig. 9.1 shows a trickling filter in a sewage treatment plant.   gravel fig. 9.1   the untreated sewage trickles through gravel. there are organisms on the surface of the  gravel.   (i)  state the name of the type of organism on the surface of the gravel.  .  [1]   (ii) describe the function of these organisms.  ...  ...  .  [1] [total: 5]",
+            "18": "18 0610/31/o/n/19 \u00a9 ucles 2019 blank page",
+            "19": "19 0610/31/o/n/19 \u00a9 ucles 2019 blank page",
+            "20": "20 0610/31/o/n/19 \u00a9 ucles 2019 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 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.blank page"
+        },
+        "0610_w19_qp_32.pdf": {
+            "1": "this document consists of 18 printed pages and 2 blank pages. dc (st/ct) 173047/4 \u00a9 ucles 2019  [turn over *5063024256* biology  0610/32 paper 3  theory (core)  october/november 2019  1 hour 15 minutes candidates answer on the question paper. no additional materials are required. read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen. you may use an hb pencil for any diagrams or graphs. do not use staples, paper clips, glue or correction fluid. do not  write in any barcodes. answer all questions. electronic calculators may be used. you may lose marks if you do not show your working or if you do not use appropriate units. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question.cambridge assessment international education cambridge international general certificate of secondary education this syllabus is regulated for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificate.",
+            "2": "2 0610/32/o/n/19 \u00a9 ucles 2019 1 complete the sentences about food and digestion using words from the list.  each word may be used once, more than once, or not at all. absorbed      antibodies      bacteria      duodenum egested      enzymes      fat     stomach      water  the  secretes hydrochloric acid. one function of this acid in the body is  to kill  in the food. most food that is eaten has to be digested before it  can be  by the body. most chemical digestion is carried out by special  proteins called  . one component of the diet that does not need to be  digested is  .  [5] 2 table 2.1 lists some descriptions of meiosis and mitosis.  complete table 2.1 by placing a tick ( 3) in each box that is correct. table 2.1 description of process meiosis mitosis can result in growth is a nuclear division occurs in asexual reproduction produces egg cells replaces damaged cells [5]",
+            "3": "3 0610/32/o/n/19 \u00a9 ucles 2019 [turn over 3 (a) fig. 3.1 shows a cross-section of a vein and fig. 3.2 shows a longitudinal section of the vein. lumen wall  fig. 3.1  fig. 3.2   (i) describe two features, visible in fig. 3.1 and fig. 3.2, which show that this blood vessel  is a vein. 1    ... 2    ... [2]   (ii) draw an arrow on fig. 3.2 to show the direction of blood flow in this vein.  [1]",
+            "4": "4 0610/32/o/n/19 \u00a9 ucles 2019  (b) two groups of students, a and b, investigated how running affected their pulse rates.   there were three students, 1, 2 and 3, in each group.   they measured their pulse rates when at rest, then all ran the same distance and immediately  measured their pulse rates again.   the results are shown in fig. 3.3. student key: group a at rest group a after running group b at rest group b after runninga1 a2 a3 b1 b2 b3pulse rate / beats per minute 60708090100110120130140 fig. 3.3",
+            "5": "5 0610/32/o/n/19 \u00a9 ucles 2019 [turn over   (i) suggest a method the students could use to measure their pulse rates.  ...  ...  .  [2]   (ii) calculate the average pulse rate for the three students in group a when at rest.    .  beats per minute  [1]   (iii) state the effect of running on the pulse rate using the information in fig. 3.3.  ...  .  [1]   (iv) state which student had the greatest change in pulse rate after running.  .  [1]   (v) describe two differences in the data between group a and group b in fig. 3.3. 1    ... 2    ... [2]  (c) predict and describe the changes that would occur in the students\u2019 breathing during the  investigation.  ...  ...  ...  ...  .  [2] [total: 12]",
+            "6": "6 0610/32/o/n/19 \u00a9 ucles 2019 4 the boxes on the left contain the functions of some plant cell structures.  the boxes on the right contain the names of structures found in plant cells.  draw one straight line from each box on the left to a box on the right to link the plant cell function  to the correct plant cell structure.  draw four lines.  plant cell function  plant cell structure controls cell activities controls movement of  chemicals into and out of cells makes glucose prevents cell from burstingcell membrane cell wall chloroplast nucleus vacuole [4]",
+            "7": "7 0610/32/o/n/19 \u00a9 ucles 2019 [turn over 5 (a) fig. 5.1 shows a seed that has germinated.   it is growing on damp cotton wool in the dark in a vertical position. beaker young shoot seed young rootdamp cotton wool card fig. 5.1   the seedling was then rotated to a horizontal position and kept in the dark as shown in  fig. 5.2. shoot root fig. 5.2   (i) complete fig. 5.2 by drawing the expected appearance of the root and the shoot after  five days in the dark.  [2]   (ii) state the name of the response shown in fig. 5.2.  .  [1]",
+            "8": "8 0610/32/o/n/19 \u00a9 ucles 2019  (b) (i) the leaves of a seedling photosynthesise.    state the word equation for photosynthesis.  .  [2]   (ii) chlorophyll has to be present for photosynthesis to take place.    state the name of the mineral ion that plants need to make chlorophyll.  .  [1]   (iii) state the name of one type of cell that carries out photosynthesis.  .  [1]",
+            "9": "9 0610/32/o/n/19 \u00a9 ucles 2019 [turn over  (c) the rate of photosynthesis can be measured using the apparatus shown in fig. 5.3. light source ruler to measure the distance of the light source from the plant gas bubble pond water aquatic plant fig. 5.3   the faster the rate of photosynthesis, the more gas bubbles are produced.   table 5.1 shows the results from an investigation using this apparatus. table 5.1 distance of light source  from plant  / cmnumber of bubbles  produced in 5 minutes  5 74 10 75 20 35 30 15 40  5 50  1 60  0   (i) describe the relationship between light and the rate of photosynthesis shown in table 5.1.  ...  ...  ...  .  [2]",
+            "10": "10 0610/32/o/n/19 \u00a9 ucles 2019   (ii) state two factors, other than light, that will affect the rate of photosynthesis in this  investigation. 1   2   [2]  (d) suggest one use of glucose in a plant.  ...  .  [1]  [total: 12]",
+            "11": "11 0610/32/o/n/19 \u00a9 ucles 2019 [turn over 6 fig. 6.1 shows part of the human gas exchange system. organ x fig. 6.1  (a) (i) label the structures on fig. 6.1 using words from the list: \u2022 bronchiole \u2022 diaphragm \u2022 larynx \u2022 rib \u2022 trachea. [5]   (ii) organ x on fig. 6.1 is not part of the gas exchange system.    state the name of the organ system to which organ x belongs.  .  [1]  (b) state three  features of an efficient gas exchange surface. 1    ... 2    ... 3    ... [3]",
+            "12": "12 0610/32/o/n/19 \u00a9 ucles 2019  (c) describe the harmful effects of tobacco smoke on the body.  ...  ...  ...  ...  ...  ...  ...  ...  .  [4] [total: 13]",
+            "13": "13 0610/32/o/n/19 \u00a9 ucles 2019 [turn over blank page",
+            "14": "14 0610/32/o/n/19 \u00a9 ucles 2019 7 (a) table 7.1 contains the definitions of terms used in genetics.   complete table 7.1 by writing the term for each definition. table 7.1 definition term a thread-like structure of dna, carrying genetic  information in the form of genes. a length of dna that codes for a protein. the observable features of an organism. the transmission of genetic information from  generation to generation. [4]  (b) fig. 7.1 shows a photomicrograph of the chromosomes present in the body cells of a human. fig. 7.1   (i) state the number of chromosomes present in human body cells.   ..  [1]",
+            "15": "15 0610/32/o/n/19 \u00a9 ucles 2019 [turn over   (ii) the individual in fig. 7.1 is female.    describe the evidence from fig. 7.1 that supports this statement.  ...  ...  .  [1]   (iii) sometimes a genetic change occurs which results in a condition called down\u2019s syndrome.    fig. 7.2 shows the chromosomes from a body cell of a person with down\u2019 s syndrome. 1 2 3 4 5 6 7 8 9 10 11 12 13 19 20 21 22 x y14 15 16 17 18 fig. 7.2    describe the genetic change that produces down\u2019s syndrome using the information in  fig. 7.1 and fig. 7.2.  ...  ...  .  [1] [total: 7]",
+            "16": "16 0610/32/o/n/19 \u00a9 ucles 2019 8 (a) table 8.1 contains three descriptions of nervous system terms.   complete table 8.1 by stating the name of the terms described. table 8.1 description of the term name of the term neurone that is connected  to a muscle electrical signal that  passes along a neurone junction between two  neurones [3]  (b) the nervous system contains sense organs that detect changes in the external environment.   list three  stimuli that are detected by sense organs. 1   2   3   [3]  (c) describe a simple reflex arc.  ...  ...  ...  ...  ...  ...  ...  ...  .  [4] [total: 10]",
+            "17": "17 0610/32/o/n/19 \u00a9 ucles 2019 [turn over 9 all organisms must maintain a balance between water gain and water loss.  (a) (i) state the name of the type of cell which absorbs water into a plant.  .  [1]   (ii) state the name of the tissue in a plant that transports water.  .  [1]   (iii) state the name of the organ in a plant where most water loss occurs.  .  [1]  (b) state three  ways in which the human body may lose water. 1   2   3   [3] [total: 6]",
+            "18": "18 0610/32/o/n/19 \u00a9 ucles 2019 10 in an investigation, the uptake of water into a plant and the loss of water from the same plant were  measured.  measurements were taken over an 18-hour period.  the results are shown in fig. 10.1. 5 0 00:00 04:00 08:00 12:00 16:00 20:00 24:00101520253035 midnight5 0101520253035 water loss / g per hourwater uptake / g per hour midnight midday time of day key: water uptake water loss fig. 10.1",
+            "19": "19 0610/32/o/n/19 \u00a9 ucles 2019  (a) use the information in fig. 10.1 to answer these questions:   (i) state the rate of water uptake at 12:00 (midday).   .  g per hour  [1]   (ii) state the time when the water uptake was 10  g per hour.   ..  [1]   (iii) state one time during the day when the water uptake and the water loss were equal.   ..  [1]  (b) describe how changes in temperature and changes in humidity affect the rate of water loss in  a plant.  ...  ...  ...  ...  .  [2]  (c) state the name of the process that results in water loss from plants.  .  [1] [total: 6]",
+            "20": "20 0610/32/o/n/19 \u00a9 ucles 2019 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 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.blank page"
+        },
+        "0610_w19_qp_33.pdf": {
+            "1": "this document consists of 18 printed pages and 2 blank pages. dc (st/ct) 173048/4 \u00a9 ucles 2019  [turn over *4240827502* biology  0610/33 paper 3  theory (core)  october/november 2019  1 hour 15 minutes candidates answer on the question paper. no additional materials are required. read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen. you may use an hb pencil for any diagrams or graphs. do not use staples, paper clips, glue or correction fluid. do not  write in any barcodes. answer all questions. electronic calculators may be used. you may lose marks if you do not show your working or if you do not use appropriate units. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question.cambridge assessment international education cambridge international general certificate of secondary education this syllabus is regulated for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificate.",
+            "2": "2 0610/33/o/n/19 \u00a9 ucles 2019 1 an adaptive feature is an inherited feature that helps an organism to survive and reproduce in its  environment.  (a) (i) egg cells have adaptive features linked to their structure.    draw two lines from the phrase \u2018an egg cell\u2019 to two boxes on the right to complete two  correct sentences. has a jelly coating. has chloroplasts. has cilia. an egg cell has energy stores. is very thin. [2]   (ii) fig. 1.1 is an incomplete drawing of a sperm cell.    complete the drawing and label the main features of the sperm cell. fig. 1.1 [3]",
+            "3": "3 0610/33/o/n/19 \u00a9 ucles 2019 [turn over  (b) (i) egg cells and sperm cells each contain these structures: chromosome     gene     nucleus    list the three  structures in order of size starting with the largest.    ...  largest    ...      ...  smallest [1]   (ii) egg cells and sperm cells contain genetic material.    state the name of the molecule that genetic material is made from.  .  [1]  (c) egg cells and sperm cells are specialised cells.   state the name of the specialised cell that is responsible for each of these functions:   conduction and support in plants     movement of mucus in the trachea     photosynthesis     transport of oxygen in mammals   [4] [total: 11]",
+            "4": "4 0610/33/o/n/19 \u00a9 ucles 2019 2 nervous coordination uses specialised cells called neurones.  fig. 2.1 is a diagram showing three neurones. direction of impulseu wv not to scale fig. 2.1  (a) state the name of the type of neurone labelled u.  .  [1]  (b) the list of words and phrases can be used to describe nervous control. chemical signal    effector    electrical signal receptor    reflex    stimulus    synapse   (i) state the word or phrase from the list that describes a junction between two neurones.  .  [1]   (ii) state the word or phrase from the list that describes a nerve impulse.  .  [1]",
+            "5": "5 0610/33/o/n/19 \u00a9 ucles 2019 [turn over  (c) place ticks ( 3) in the boxes that describe the human nervous system.   includes the brain and spinal cord     is made up of the brain, heart and spinal cord     consists of the central nervous system only     consists of the central and peripheral nervous system     coordinated by hormones     coordinates and regulates body functions   [3]  (d) some neurones are wrapped in a layer of fat and protein.   list four chemical elements that are found in all proteins. 1   2   3   4   [2]",
+            "6": "6 0610/33/o/n/19 \u00a9 ucles 2019  (e) proteins are large molecules.   the boxes on the left show the names of some large molecules.   the boxes on the right show the smaller molecules they are made from.   draw four lines to match the large molecule with the smaller molecule it is made from.  large molecule  smaller molecule cellulose amino acids fat fatty acids and glycerol glycogen and starch glucose protein  [4] [total: 12]",
+            "7": "7 0610/33/o/n/19 \u00a9 ucles 2019 [turn over 3 (a) plant and animal cells contain many cell structures with important functions.   complete the sentences using the words or phrases from the list.   each word or phrase may be used once, more than once or not at all. chloroplast     cytoplasm     membrane     microscope nucleus     protein synthesis     photosynthesis respiration     test-tube     vacuole     wall   cells are very small. to magnify cells a piece of laboratory equipment called a   is used.    all cells have a cell  that controls what goes into and out of the  cell. the structure that contains the genetic information and controls all of a cell\u2019s activities is  called the  .    in a plant cell, the cell  maintains the cell shape and the   is full of a solution of sugars, called cell sap.    plant cells carry out the process of  to release energy. [6]",
+            "8": "8 0610/33/o/n/19 \u00a9 ucles 2019  (b) mitosis and meiosis are types of nuclear division.   (i) table 3.1 shows some features of mitosis and meiosis.    place ticks ( 3) in the boxes to show which features occur in which type of nuclear  division. table 3.1 feature mitosis meiosis produces gametes produces genetically different cells produces genetically identical cells produces new cells during growth and repair to damaged tissues replaces cells used in asexual reproduction [4]   (ii) a human body cell has 46 chromosomes including a pair of sex chromosomes.    there are two types of sex chromosome, x and y, as shown in fig. 3.1. x  y  fig. 3.1    complete table 3.2 to show the correct letters of the sex chromosomes in a female and  a male. table 3.2 sex chromosomes female male [2] [total: 12]",
+            "9": "9 0610/33/o/n/19 \u00a9 ucles 2019 [turn over blank page",
+            "10": "10 0610/33/o/n/19 \u00a9 ucles 2019 4 (a) define the term variation .  ...  ...  .  [2]  (b) hand span is the maximum distance between the tip of the thumb and the tip of the fifth finger  as shown in fig. 4.1.   scientists investigated variation in the hand spans of adults. 0 234567 16171819202122232425 fig. 4.1",
+            "11": "11 0610/33/o/n/19 \u00a9 ucles 2019 [turn over   the results are shown in fig. 4.2. 16.0  \u2013 16.917.0  \u2013 17.918.0  \u2013 18.919.0  \u2013 19.920.0  \u2013 20.921.0  \u2013 21.922.0  \u2013 22.923.0  \u2013 23.9020406080100120140160180200 frequency hand span  / cm fig. 4.2   (i) state the frequency of adults with a hand span of 19.0\u201319.9  cm in fig. 4.2.   ..  [1]   (ii) state which hand span range is the most frequent.     cm [1]  (c) there are different types of variation.   state the type of variation shown in fig. 4.2 and describe the evidence for your choice. type of variation   evidence  ...  ...  ...  [2] [total: 6]",
+            "12": "12 0610/33/o/n/19 \u00a9 ucles 2019 5 (a) puberty leads to the development of secondary sexual characteristics.   it is controlled by hormones released from endocrine glands.   fig. 5.1 is a diagram of part of the human endocrine system. fig. 5.1   (i) one of the structures shown on fig. 5.1 produces a hormone that controls puberty in  boys.    label this structure with a label line. include the name of the structure in your label.  [2]   (ii) state the name of the hormone that leads to the development of secondary sexual  characteristics in girls.  .  [1]",
+            "13": "13 0610/33/o/n/19 \u00a9 ucles 2019 [turn over   (iii) the list shows some secondary sexual characteristics that develop in puberty in humans. breasts grow     growth of pubic hair growth of underarm hair     menstruation begins pelvis widens      complete table 5.1 to show which characteristics develop in girls only and which develop  in both boys and girls. table 5.1 girls only both boys and girls [3]  (b) state two effects on the body of the hormone adrenaline. 1   2    [2] [total: 8]",
+            "14": "14 0610/33/o/n/19 \u00a9 ucles 2019 6 muscle cells can carry out both aerobic and anaerobic respiration.  (a) (i) define the term anaerobic respiration .  ...  ...  .  [2]   (ii) state the product of anaerobic respiration in a human muscle cell during vigorous  exercise.  .  [1]   (iii) state two ways that anaerobic respiration in a yeast cell differs from that of a muscle  cell. 1   2   [2]  (b) fig. 6.1 shows an athlete taking part in a long distance race. fig. 6.1   table 6.1 shows the energy released in muscle cells from 180  g of glucose. table 6.1 type of respiration energy released  / kj aerobic 2900 anaerobic  120",
+            "15": "15 0610/33/o/n/19 \u00a9 ucles 2019 [turn over   (i) calculate the ratio of energy released using the information in table 6.1: ratio of energy released = energy released in aerobic respiration energy released in anaerobic respiration    give your answer to the nearest whole number.  ratio  ..  : 1 [2]   (ii) suggest why it is beneficial for the long distance athlete to respire aerobically, rather  than anaerobically.  ...  ...  ...  ...  .  [2]  (c) a student went for a short run to investigate the effect of physical activity on his pulse rate.   the resting pulse rate for the student was 60 beats per minute and during exercise his pulse  rate increased to 144 beats per minute.   calculate the percentage increase in pulse rate.   . % [2]  (d) a student wrote a sentence about the circulatory system: \u201cthe circulatory system is a system of alveoli with a pump and valves  to ensure two-way flow of blood.\u201d   identify two incorrect words or phrases in the sentence. 1   2   [2] [total: 13]",
+            "16": "16 0610/33/o/n/19 \u00a9 ucles 2019 7 a gardener investigated plant growth.  she used a tray of tomato seedlings. the tomato seedlings were all approximately 3  cm tall.  she placed the tray in a box with a source of light at the side.  fig. 7.1 shows the apparatus. box tray of seedlingslight source fig. 7.1  (a) after 48 hours the gardener observed that the tomato seedlings had curved stems.   she rotated the tray so that the curved tomato seedlings were facing away from the source of  light as shown in fig. 7.2. light source box tray of seedlings fig. 7.2   (i) predict what will happen to the tomato seedlings in fig. 7.2.  ...  ...  .  [1]   (ii) state the name of the response to light shown by the tomato seedlings.  .  [1]",
+            "17": "17 0610/33/o/n/19 \u00a9 ucles 2019 [turn over   (iii) explain why the tomato seedlings need light.  ...  ...  ...  ...  ...  ...  ...  ...  .  [4]   (iv) describe how the roots  of the tomato seedlings would respond to light.  ...  .  [1]  (b) the gardener grew the tomato seedlings from tomato seeds.   state three  conditions that are required for the germination of seeds. 1   2   3    [3]  (c) the cells of tomato seedlings that are regularly watered remain firm and well-supported.   state how water supports plant cells.  ...  ...  ...  ...  .  [2] [total: 12]",
+            "18": "18 0610/33/o/n/19 \u00a9 ucles 2019 8 (a) the eye is a sense organ that contains receptor cells that respond to light.   fig. 8.1 is a diagram of the human eye. a b cg f e d fig. 8.1   complete table 8.1 using the information in fig. 8.1. table 8.1 nameletter from  fig. 8.1function cornea refracts light iris g controls how much light enters the pupil retina contains light receptors d focuses light on the retina optic nerve [4]",
+            "19": "19 0610/33/o/n/19 \u00a9 ucles 2019  (b) fig. 8.2 is a photograph of a human eye. fig. 8.2   the person has been in a dark room.   explain the response of the pupil if the light is now switched on.  ...  ...  ...  ...  .  [2] [total: 6]",
+            "20": "20 0610/33/o/n/19 \u00a9 ucles 2019 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 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.blank page"
+        },
+        "0610_w19_qp_41.pdf": {
+            "1": "this document consists of 19 printed pages and 1 blank page. dc (st/ct) 173042/4 \u00a9 ucles 2019  [turn over *4081166629* biology  0610/41 paper 4  theory (extended)  october/november 2019  1 hour 15 minutes candidates answer on the question paper. no additional materials are required. read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen. you may use an hb pencil for any diagrams or graphs. do not use staples, paper clips, glue or correction fluid. do not  write in any barcodes. answer all questions. electronic calculators may be used. you may lose marks if you do not show your working or if you do not use appropriate units. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question.cambridge assessment international education cambridge international general certificate of secondary education this syllabus is regulated for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificate.",
+            "2": "2 0610/41/o/n/19 \u00a9 ucles 2019 1  all living organisms are placed into groups according to their features.  myriapods are one of the main groups of arthropods.  (a)  state two features of myriapods that can be used to distinguish them from other arthropods. 1   2   [2]  fig. 1.1 shows that there are four main groups of arthropods. arthropods group 1 myriapodsgroup 2 group 3 group 4 fig. 1.1  (b) state the names of two of the other groups of arthropods in fig. 1.1. 1   2   [2]  (c)  myriapods can be classified into four classes, 1, 2, 3 and 4.   fig. 1.2 is a dichotomous key that can be used to distinguish the four classes of myriapods. myriapods no eyes hairs on most body segments class 1no hairs on body segmentsone leg on each side of each body segmenttwo legs on each side of each  body segmenteyes present class 2 class 3 class 4 fig. 1.2",
+            "3": "3 0610/41/o/n/19 \u00a9 ucles 2019 [turn over species j species k species l species m species n species o not to scale fig. 1.3   complete table 1.1 by using the key in fig. 1.2 to classify the six myriapods in fig. 1.3 into  the four classes. table 1.1 classletter(s) of species from  fig. 1.3 in each class 1 2 3 4 [3]",
+            "4": "4 0610/41/o/n/19 \u00a9 ucles 2019  (d)  fig. 1.4 is a photograph of the myriapod, apheloria virginiensis . 5 cm5 cm fig. 1.4   (i) state the genus name and kingdom name for the myriapod shown in fig. 1.4. genus   kingdom  .  [2]   (ii)  a. virginiensis  releases the poison cyanide when it is attacked by predators.    cyanide stops enzymes in the mitochondria from functioning.    suggest why cells die if the mitochondria do not function.  ...  ...  .  [1] [total: 10]",
+            "5": "5 0610/41/o/n/19 \u00a9 ucles 2019 [turn over 2  phloem is used to transport sucrose and amino acids in plants. sucrose is a carbohydrate.  (a)  describe the uses of carbohydrates and amino acids in plants.  ...  ...  ...  ...  ...  ...  .  [4]  (b)  fig. 2.1 shows a diagram of a plant. the arrows point to circles containing magnified  cross-sections of those parts of the plant. upper surface not to scale fig. 2.1   label the position of the phloem in each of the three magnified sections in fig. 2.1.   use a label line and the letter p for each section.  [3]",
+            "6": "6 0610/41/o/n/19 \u00a9 ucles 2019  (c)  aphids are used by investigators to discover how plants transport sucrose.   fig. 2.2 shows an aphid with its mouthparts inserted into a plant stem to feed on the liquid in  the phloem. 5 mm5 mm fig. 2.2   a plant was put in a dark cupboard for several days.   four aphids, a, b, c and d, were then placed on the plant in the dark cupboard as shown in  fig. 2.3. dark cupboard aphid aaphid b aphid daphid c fig. 2.3",
+            "7": "7 0610/41/o/n/19 \u00a9 ucles 2019 [turn over   (i) immediately after the aphids were placed on the plant it was observed that: \u2022 all the aphids ingested the same volume of liquid from the phloem \u2022 aphid d ingested the highest concentration of sucrose.    explain why aphid d ingested the highest concentration of sucrose.  ...  ...  ...  ...  ...  ...  .  [3]   (ii)  many crop farmers try to prevent insects such as aphids from damaging their plants.    describe how modern technology is used to reduce damage to crop plants by insects.  ...  ...  ...  ...  ...  ...  .  [3]   (iii)  other insects are useful to crop farmers.    give one example of how insects are useful to farmers.  ...  .  [1] [total: 14]",
+            "8": "8 0610/41/o/n/19 \u00a9 ucles 2019 3  kidneys are important for excretion.  (a)  explain the purpose of excretion.  ...  ...  .  [2]  (b) sketch a simple diagram of a human kidney and its ureter.   label the cortex, medulla and ureter on your diagram.    [2]",
+            "9": "9 0610/41/o/n/19 \u00a9 ucles 2019 [turn over  (c)  fig. 3.1 is a photomicrograph of a glomerulus in a kidney. fig. 3.1   (i)  describe the structure of a glomerulus.    you may refer to fig. 3.1 in your answer.  ...  ...  ...  ...  .  [2]   (ii)  describe the role of the glomerulus.  ...  ...  ...  ...  .  [2]",
+            "10": "10 0610/41/o/n/19 \u00a9 ucles 2019  (d)  table 3.1 shows some comparisons between a human and a mouse. table 3.1 feature human mouse body mass  / kg 60.0 0.025 kidney mass  / g 320.0 0.310 water intake  / dm3 per day 1.5 0.005 water reabsorption  / dm3 per day 179.0 0.168 salt filtration rate  / g per day 580.0 0.556 salt reabsorption  / g per day 575.0 0.551   (i)  table 3.1 shows that salts are reabsorbed in the kidneys of both humans and mice.    describe how salts are reabsorbed against  a concentration gradient.  ...  ...  ...  ...  ...  ...  ...  ...  .  [4]",
+            "11": "11 0610/41/o/n/19 \u00a9 ucles 2019 [turn over   (ii)  scientists stated a hypothesis:    \u201chumans and mice reabsorb salt at almost the same rate in relation to the size of  their kidneys\u201d    determine whether the data in table 3.1 supports this hypothesis.    show your working. human mouse  ...  ...  .  [4]   (iii)  table 3.1 also shows that water is reabsorbed in the kidneys of both humans and mice.    state the name of the process that mammals use to reabsorb water.  .  [1]   (iv) water and salt are reabsorbed in the kidneys.    state the name of one other  molecule that is also reabsorbed in kidney tubules.  .  [1]  [total: 18]",
+            "12": "12 0610/41/o/n/19 \u00a9 ucles 2019 4 (a) the body has defence mechanisms to protect it from infection.   outline the body\u2019s defence mechanisms.  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  .  [5]  (b)  state the name of a type of drug that can be used to treat bacterial infections.  .  [1] [total: 6]",
+            "13": "13 0610/41/o/n/19 \u00a9 ucles 2019 [turn over 5 fig. 5.1 shows an angiogram of a heart before and after treatment for coronary heart disease  (chd). an angiogram is an image of the blood flow through the blood vessels of the heart. before treatment after treatment fig. 5.1  (a) the arrow on fig. 5.1 shows the position of a blockage in a blood vessel.   (i)  state the name of the blocked blood vessel.  .  [1]   (ii)  the blockage is caused by a blood clot.    describe how a blood clot forms.  ...  ...  ...  ...  ...  ...  .  [3]   (iii)  state the name of a drug that can be used to treat coronary heart disease.  .  [1]",
+            "14": "14 0610/41/o/n/19 \u00a9 ucles 2019  (b)  many health specialists think that the risk of coronary heart disease can be reduced by doing  regular exercise.   a long-term study of a large group of women was used to test this hypothesis.   the women were between 35 and 45 years old at the start of the study.   every two years the same group of women were asked how much they were exercising.   after 28 years the researchers analysed their data: \u2022 they calculated the average time spent exercising per week by each woman. \u2022 they put the women into categories determined by how much exercise they had  done. \u2022 for each category, they calculated the number of women who died from coronary  heart disease (chd).   the results are shown in fig. 5.2. 0.0 0.0 0.1 \u2013 2.0 4.1 \u2013 10.0 2.1 \u2013 4.00.20.40.60.81.01.21.41.61.82.0 exercise  / hours per weeknumber of chd deaths per 10 000 women fig. 5.2",
+            "15": "15 0610/41/o/n/19 \u00a9 ucles 2019 [turn over   (i) calculate the percentage decrease  in the number of chd deaths per 10  000 women  between those who did no exercise and those who exercised for 4.1 to 10.0 hours a  week, using the data in fig. 5.2.    number of chd deaths per 10  000 women who did no exercise ...    number of chd deaths per 10  000 women who did 4.1 to 10.0 hours per week of exercise     ...    give your answer to the nearest whole number.    space for working.   ...  % [3]   (ii)  health professionals wanted to use the results of this study to encourage the whole  population to take more exercise.    discuss the arguments for and against health professionals using this study in this way.    use the information about how the study was designed and the results in fig. 5.2 in your  arguments.  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  .  [5]",
+            "16": "16 0610/41/o/n/19 \u00a9 ucles 2019  (c)  exercise causes heart rate to increase.   explain why exercise causes an increase in heart rate.  ...  ...  ...  ...  ...  ...  .  [3] [total: 16] 6  fish are an important part of a balanced diet for many people.  (a)  fish are a good source of vitamin d.   state one effect of a diet that is deficient in vitamin d.  ...  ...  .  [1]  (b) many fish stocks have declined.   marine ecologists considered the three topics shown in fig. 6.1 when they discussed the  decline of fish stocks. reasons why fish species become endangeredrisks to a fish species when population size decreases methods for maintaining fish stocks fig. 6.1",
+            "17": "17 0610/41/o/n/19 \u00a9 ucles 2019 [turn over   describe the key points for each of the three topics shown in fig. 6.1.  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  .  [6] [total: 7]",
+            "18": "18 0610/41/o/n/19 \u00a9 ucles 2019 7 fig. 7.1 shows part of the nitrogen cycle. nitrogen in atmosphere proteins in animals and plantsamino acidsprotein synthesis deaminationnitrogen fixation plant and animal waste nitrate ions in soilcompound x process bprocess a fig. 7.1  (a) (i)  state two ways that nitrogen fixation can occur. 1   2       [2]   (ii)  state the names of processes a and b in fig. 7.1. process a  .. process b  .. [2]   (iii)  state the name of compound x in fig. 7.1.  .  [1]   (iv)  define the term deamination .  ...  ...  ...  ...  .  [2]",
+            "19": "19 0610/41/o/n/19 \u00a9 ucles 2019  (b)  state the name of the structure in a cell where protein synthesis occurs.  .  [1]  (c)  state the name of an enzyme that digests proteins.  .  [1] [total: 9]",
+            "20": "20 0610/41/o/n/19 \u00a9 ucles 2019 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 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.blank page"
+        },
+        "0610_w19_qp_42.pdf": {
+            "1": "this document consists of 21 printed pages and 3 blank pages. dc (st/ct) 173043/4 \u00a9 ucles 2019  [turn over *1072432190* biology  0610/42 paper 4  theory (extended)  october/november 2019  1 hour 15 minutes candidates answer on the question paper. no additional materials are required. read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen. you may use a pencil for any diagrams or graphs. do not use staples, paper clips, glue or correction fluid. do not  write in any barcodes. answer all questions. electronic calculators may be used. you may lose marks if you do not show your working or if you do not use appropriate units. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question.cambridge assessment international education cambridge international general certificate of secondary education this syllabus is regulated for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificate.",
+            "2": "2 0610/42/o/n/19 \u00a9 ucles 2019 1 (a) fig. 1.1 shows four arthropods. a b c d not to scale fig. 1.1   (i) state two features, visible in fig. 1.1, that are common to all arthropods. 1   2   [2]",
+            "3": "3 0610/42/o/n/19 \u00a9 ucles 2019 [turn over   (ii) fig. 1.2 is a dichotomous key for the arthropods shown in fig. 1.1.    complete fig. 1.2 by writing suitable statements in: \u2022 box 2 to identify species b \u2022 box 3 to separate species c and a. box 1 animal has more than ten pairs of legs box 2 box 3noyes d yes b yes ano no cstart fig. 1.2 [2]",
+            "4": "4 0610/42/o/n/19 \u00a9 ucles 2019  (b) the hawaiian happy-face spider, theridion grallator , is found on several of the hawaiian  islands. some of the spiders have a very distinctive pattern on their bodies as shown in  fig. 1.3. fig. 1.3   (i) state one feature, visible in fig. 1.3, that identifies t. grallator  as an arachnid.  .  [1]   (ii) scientists think that the pattern on the bodies of the spiders is an adaptive feature.    explain the term adaptive feature  with reference to this pattern.  ...  ...  ...  ...  ...  ...  .  [3]",
+            "5": "5 0610/42/o/n/19 \u00a9 ucles 2019 [turn over  (c) dna can be extracted from the webs of spiders. this dna can be used to identify the species  of spider that made the web, and the species of prey caught in the web.   explain how dna extracted from spider webs can be used to identify different species.  ...  ...  ...  ...  .  [2]  (d) many species of spider are thought to be endangered.   state three  reasons why animal species such as spiders become endangered. 1    ... 2    ... 3    ...  [3] [total: 13]",
+            "6": "6 0610/42/o/n/19 \u00a9 ucles 2019 blank page",
+            "7": "7 0610/42/o/n/19 \u00a9 ucles 2019 [turn over 2 fig. 2.1 shows part of a cross-section of the stem of a young sunflower plant. area y fig. 2.1  (a) draw a circle around one vascular bundle on fig. 2.1.   label the xylem  in the vascular bundle with the letter x. [2]  (b) explain how the cells in area y  are able to support the stem so that it stays upright.  ...  ...  ...  ...  ...  ...  .  [3]",
+            "8": "8 0610/42/o/n/19 \u00a9 ucles 2019  (c) researchers used carbon dioxide that contained a traceable source of carbon (13c) to  investigate translocation of sucrose from the leaves of bean plants, phaseolus vulgaris .    fig. 2.2 shows that glucose produced in photosynthesis is converted to sucrose for  translocation. carbon dioxide     glucose     sucrose fig. 2.2   researchers selected four plants, q, r, s and t, which had leaves that were of similar sizes.  the leaves on the four plants were supplied with 13co2.   after the leaves had started to make sucrose, the  researchers cut away a ring of tissue in  different places as shown in fig. 2.3. the rings of tissue that were removed from plants r, s  and t contained the phloem. 13co213co213co213co2q r s t key:  the positions on the stems where rings of tissue containing phloem were removed. fig. 2.3",
+            "9": "9 0610/42/o/n/19 \u00a9 ucles 2019 [turn over   the quantities of sucrose containing 13c in the shoot tips and in the roots were determined.   the results are shown in table 2.1. table 2.1 plantquantity of sucrose containing 13c / arbitrary units shoot tip root q 3.24 0.94 r 0.00 0.44 s 4.14 0.00 t 0.00 0.00   describe and explain the effect of removing the phloem on the translocation of sucrose in  plants q, r, s and t.  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  .  [5] [total: 10]",
+            "10": "10 0610/42/o/n/19 \u00a9 ucles 2019 3 cells in the lining of the stomach secrete gastric juice, which contains hydrochloric acid and  pepsin.  (a) (i) state two roles of hydrochloric acid in the stomach. 1   2   [2]   (ii) describe the function of pepsin.  ...  ...  ...  .  [2]  (b) define the term assimilation .  ...  ...  ...  .  [2]  (c) there are stem cells in the epithelial tissue that forms the lining of the stomach.   explain why these stem cells are necessary.  ...  ...  ...  ...  .  [2]",
+            "11": "11 0610/42/o/n/19 \u00a9 ucles 2019 [turn over  (d) the epithelial cells of the small intestine have many microvilli.   state the role of the microvilli.  ...  ...  ...  .  [2]",
+            "12": "12 0610/42/o/n/19 \u00a9 ucles 2019  (e) lactobacillus  is a type of bacterium. a study was carried out to investigate the ability of  lactobacillus  to attach to the epithelial cells that form the lining of the small intestine.   researchers added lactobacillus  bacteria to epithelial cells that had been grown in petri  dishes.   every 15 minutes, the researchers estimated the average number of bacteria that were  attached to the epithelial cells in the petri dishes.   the results are shown in fig. 3.1. 0 10 20 30 40 500102030405060708090100110120130140 60 70 80 90 100 110 120 130 140 time  / minutesaverage number of bacteria attached to epithelial cells fig. 3.1",
+            "13": "13 0610/42/o/n/19 \u00a9 ucles 2019 [turn over   calculate the percentage increase in the average number of bacteria attached to epithelial  cells from 45 minutes to 75 minutes.   average number of bacteria at 45 minutes .. .   average number of bacteria at 75 minutes .. .   give your answer to the nearest whole number.   space for working.     % [3] [total: 13]",
+            "14": "14 0610/42/o/n/19 \u00a9 ucles 2019 blank page",
+            "15": "15 0610/42/o/n/19 \u00a9 ucles 2019 [turn over 4 (a) explain how the human gas exchange system is protected against pathogens.  ...  ...  ...  ...  ...  ...  ...  ...  .  [4]  (b) tuberculosis (tb) is a transmissible disease caused by a bacterial pathogen. the spread of  this disease can be controlled by vaccination.   explain how vaccination provides a defence against transmissible diseases.  ...  ...  ...  ...  ...  ...  ...  ...  .  [4]  (c) tb is a disease that can be treated with antibiotics. hiv infection cannot be treated with  antibiotics.   explain why viral diseases cannot  be treated with antibiotics.  ...  ...  ...  ...  .  [2]",
+            "16": "16 0610/42/o/n/19 \u00a9 ucles 2019  (d) lung cancer is a disease that is strongly linked with smoking tobacco.   fig. 4.1 shows some data about smoking and lung cancer in country a between 1900 and  2020 (2020 data has been estimated): \u2022 percentage of the male population that smoke tobacco \u2022 percentage of the female population that smoke tobacco \u2022 number of deaths in males from lung cancer per 100  000 of the male population \u2022 number of deaths in females from lung cancer per 100  000 of the female population. 19000102030405060708090100percentage of population that smoke tobaccodeaths from lung cancer per 100  000 0102030405060708090100 1920 1940 1960 year1980 2000 2020 male female male femalekey: percentage of population that smoke tobacco deaths from lung cancer per 100  000 fig. 4.1   (i) describe the differences between the percentages of males and females in country a  that smoke as shown in fig. 4.1.  ...  ...  ...  ...  ...  ...  .  [3]   (ii) fig. 4.2 shows the same smoking statistics for country b between 1950 and 2020.",
+            "17": "17 0610/42/o/n/19 \u00a9 ucles 2019 [turn over 19000102030405060708090100percentage of population that smoke tobaccodeaths from lung cancer per 100  000 0102030405060708090100 1920 1940 1960 year1980 2000 2020 male female male femalekey: percentage of population that smoke tobacco deaths from lung cancer per 100  000 fig. 4.2    discuss the evidence for and against  this statement:    \u2018the changes in the percentage of the population that smoke tobacco, and the deaths  from lung cancer per 100  000, follow the same trends in males and in females.\u2019    use the information for country a in fig. 4.1 and country b in fig. 4.2 in your answer.  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  .  [6] [total: 19]",
+            "18": "18 0610/42/o/n/19 \u00a9 ucles 2019 5 grass plants are wind-pollinated. fig. 5.1 shows a flower from a species of grass plant. dba c fig. 5.1  (a) (i) describe and explain how the features of the flower shown in fig. 5.1 are adaptations for  wind-pollination.  ...  ...  ...  ...  ...  ...  .  [3]   (ii) state one letter in fig. 5.1 that identifies a structure where meiosis occurs.      [1]",
+            "19": "19 0610/42/o/n/19 \u00a9 ucles 2019 [turn over  (b) wheat has flowers similar to those in fig. 5.1, but reproduces by self-pollination.   explain the consequences of self-pollination for a population of plants.  ...  ...  ...  ...  ...  ...  ...  ...  .  [4]  (c) wheat is an important crop plant in many countries. wheat can be infected by diseases  leading to total loss of the crop which results in famine.   outline factors, other than plant diseases, that can cause famines.  ...  ...  ...  ...  ...  ...  .  [3]",
+            "20": "20 0610/42/o/n/19 \u00a9 ucles 2019  (d) black stem rust is a disease of wheat that is caused by a fungus.   plant breeders used two varieties of wheat to produce a variety of wheat that is both  rust-resistant and has a high yield.   fig. 5.2 shows the breeding programme that was used. step 1   rust-resistant variety of  wheat with a low yieldvariety of wheat with a high yield variety of wheat with a high yield variety of wheat with a high yield repeat step 3 for several generations rust-resistant variety with a high yieldstep 2  new variety 1  step 3  selected rust-resistant offspring\u00d7 \u00d7 \u00d7 fig. 5.2   (i) suggest how plant breeders make sure that the plants that they use for step 3 are  rust-resistant.  ...  ...  ...  ...  .  [2]   (ii) suggest why step 3 is repeated for many generations before the new rust-resistant  variety is made available for farmers to grow.  ...  ...  .  [1]",
+            "21": "21 0610/42/o/n/19 \u00a9 ucles 2019 [turn over  (e) wheat plants are monocotyledons.   state one feature of monocotyledons that can be used to distinguish them from dicotyledons.  .  [1] [total: 15]",
+            "22": "22 0610/42/o/n/19 \u00a9 ucles 2019 6 carbon dioxide forms approximately 0.04% of the atmosphere.  fig. 6.1 shows part of the carbon cycle. plantsfeeding death deathanimals coal, oil, gascarbon dioxide decomposersa c db fig. 6.1  (a) complete table 6.1 by naming the processes labelled a to d in fig. 6.1. table 6.1 letter on  fig. 6.1name of the process in the carbon cycle a b c d [4]",
+            "23": "23 0610/42/o/n/19 \u00a9 ucles 2019  (b) complete the sentences by writing the missing words in the spaces.   carbon dioxide is a greenhouse gas. greenhouse gases trap .  in the atmosphere. water vapour is the most common greenhouse gas in the atmosphere.  another greenhouse gas is methane which is released from .  and . . carbon dioxide and methane released from human  activities over the past 200 years have contributed to the .  greenhouse effect.    other atmospheric pollutants can cause acid rain. one of these is   . which is a waste gas from some power stations.    one source of pollution in both aquatic and terrestrial ecosystems is  . plastics.  [6] [total: 10]",
+            "24": "24 0610/42/o/n/19 \u00a9 ucles 2019 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 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.blank page"
+        },
+        "0610_w19_qp_43.pdf": {
+            "1": "this document consists of 16 printed pages and 4 blank pages. dc (st/ct) 173044/4 \u00a9 ucles 2019  [turn over *9849315011* biology  0610/43 paper 4  theory (extended)  october/november 2019  1 hour 15 minutes candidates answer on the question paper. no additional materials are required. read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen. you may use an hb pencil for any diagrams or graphs. do not use staples, paper clips, glue or correction fluid. do not  write in any barcodes. answer all questions. electronic calculators may be used. you may lose marks if you do not show your working or if you do not use appropriate units. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question.cambridge assessment international education cambridge international general certificate of secondary education this syllabus is regulated for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificate.",
+            "2": "2 0610/43/o/n/19 \u00a9 ucles 2019 1 (a) the ant-mimic jumping spider, myrmarachne formicaria , is shown in fig. 1.1.    the common name of this species describes its behaviour. it is an arachnid that tricks its prey  because it looks like the insects that it eats.  fig. 1.1    (i) suggest which trophic level in a food chain m. formicaria  could belong to.   .  [1]   (ii) state the genus of the spider shown in fig. 1.1.  .  [1]   (iii) some keys use paired choices of features to identify species such as the ant-mimic  jumping spider.    state the name of this type of key.  .  [1]",
+            "3": "3 0610/43/o/n/19 \u00a9 ucles 2019 [turn over  (b) spiders are classified as arachnids. arachnids are one of the main groups of arthropods.    fig. 1.2 shows diagrams of six arthropods, four of which are arachnids. not to scalea b c d e f fig. 1.2    (i) state two common features of all the arthropods, visible in fig. 1.2. 1   2    [2]   (ii) state two common features of all arachnids that can be used to distinguish them from  other arthropods. 1   2    [2]   (iii) state the letters of the four arachnids shown in fig. 1.2.   .  [2]  (c) the features shown in fig. 1.2 are morphological features. many traditional methods of  classification used morphology.   state the name of one other  type of feature that can also be used in classification.  .  [1] [total: 10]",
+            "4": "4 0610/43/o/n/19 \u00a9 ucles 2019 2 plants produce glucose in leaves and convert some of it to sucrose.  (a) (i) explain how glucose is produced in leaves.  ...  ...  ...  ...  ...  ...  .  [3]   (ii) state the name of the process that plants use to move sucrose from a source to a sink.  .  [1]   (iii) roots can be an example of a sink.    explain why sometimes roots act as a source rather than a sink.  ...  ...  ...  ...  .  [2]",
+            "5": "5 0610/43/o/n/19 \u00a9 ucles 2019 [turn over blank page",
+            "6": "6 0610/43/o/n/19 \u00a9 ucles 2019  (b) the movement of sucrose in plants can be modelled using laboratory apparatus.   fig. 2.1 shows the apparatus used to model the movement of sucrose in a plant: \u2022 partially permeable bags were attached tightly to the ends of tube q. \u2022 the bag representing a source  was filled with a coloured sucrose solution. \u2022 the bag representing a sink was filled with water. \u2022 the containers and tube q and tube s were filled with water. bag representing a source  containing a coloured sucrose solution partially permeable membrane p watertube q bag representing a sink containing water partially permeable membrane r tube s fig. 2.1   fig. 2.2 shows the position of the coloured sucrose solution 30 minutes after the apparatus  was set up.   the arrows show the direction of the movement of the liquids. bag representing a source partially permeable membrane p watertube qmovement of sucrose solution movement of waterbag representing a sink partially permeable membrane r tube s fig. 2.2",
+            "7": "7 0610/43/o/n/19 \u00a9 ucles 2019 [turn over   (i) state the name of the tissue represented by tube q and the name of the tissue  represented by tube s in fig. 2.2. q  ... s   [2]   (ii) explain why the sucrose solution moves along tube q in the model in fig. 2.2.  ...  ...  ...  ...  ...  ...  ...  ...  .  [4]  (c) in plants the movement of sucrose is usually continuous. however, after 2 hours the  movement of sucrose in tube q in fig. 2.2 stopped.   suggest why the movement of sucrose in tube q stopped.  ...  ...  .  [1]  (d) amino acids are also transported through plants.   state the name of the mineral ion that is used to make amino acids.  .  [1] [total: 14]",
+            "8": "8 0610/43/o/n/19 \u00a9 ucles 2019 3 carbohydrates are an important component of a balanced diet.  the flow chart in fig. 3.1 shows some of the processes that happen to carbohydrates in food that  is eaten. ingestion of large biological molecules chemical digestion absorption into the blood via the alimentary canal increase in blood glucose concentration assimilation in the liver fig. 3.1",
+            "9": "9 0610/43/o/n/19 \u00a9 ucles 2019 [turn over  (a) describe what happens to carbohydrates in the human body between ingestion and  assimilation in the liver.   use the information in fig. 3.1 as a guide.  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  .  [8]",
+            "10": "10 0610/43/o/n/19 \u00a9 ucles 2019 blank page",
+            "11": "11 0610/43/o/n/19 \u00a9 ucles 2019 [turn over  (b) mineral salts are another important component of a balanced diet.   state the importance of calcium ions and iron ions in a balanced diet. calcium ions  ..  ...  ... iron ions    ...  ... [4]  (c) consuming too much of some mineral salts, such as sodium chloride, increases the risk of  developing coronary heart disease (chd).   doctors studied the effect of diet on the risk of developing chd.   the doctors first selected volunteers who had a high salt diet.   the doctors assessed the volunteers\u2019 overall risk of developing chd and monitored their  blood pressure.   (i) list two factors, other than diet and blood pressure , that the doctors considered when  assessing the overall risk of the volunteers developing chd. 1   2   [2]   (ii) the doctors used urine tests to identify volunteers who had a high salt diet.    explain why urine tests are a good indicator of how much salt has been consumed.  ...  ...  ...  ...  .  [2]",
+            "12": "12 0610/43/o/n/19 \u00a9 ucles 2019  (d)  the volunteers were divided into two groups.   the mass of salt consumed by both  groups was changed every 4 weeks: \u2022 low salt intake for 4 weeks \u2022 medium salt intake for 4 weeks \u2022 high salt intake for 4 weeks.   in addition, group 2 was given other changes to their diet but group 1 was not.   (i) suggest one component of the diet of group 2, other than salt , that the doctors changed  to further reduce the risk of developing chd.  .  [1]   the systolic blood pressure of the volunteers was measured every 4 weeks.   these results are shown in fig. 3.2. 15.015.516.016.517.017.518.0 average systolic blood pressure / kpa low medium salt intakehighgroup 1key: group 2 fig. 3.2   (ii) calculate the percentage increase in the average systolic blood pressure of the group 1  volunteers when they increased their salt intake from low to high.    low salt intake  ... kpa    high salt intake  ... kpa    give your answer to the nearest whole number.    space for working.   ..   % [3]",
+            "13": "13 0610/43/o/n/19 \u00a9 ucles 2019 [turn over   (iii) the doctors concluded that some diets reduce the risk of chd.    give evidence from fig. 3.2 to support this conclusion.  ...  ...  ...  ...  ...  ...  .  [3] [total: 23] 4 forest ecosystems are threatened by many human activities.  (a) (i) describe reasons why people cut down forests.  ...  ...  ...  ...  ...  ...  .  [3]   (ii) describe how forests can be conserved.  ...  ...  ...  ...  ...  ...  .  [3]",
+            "14": "14 0610/43/o/n/19 \u00a9 ucles 2019  (b) ecologists in one country were concerned that some mammals had been affected by  deforestation.   fig. 4.1 is a diagram showing how deforestation affected one area of forest. key: forest cleared land original forest remaining forestmany trees were cut down large forest areasmall forest area fig. 4.1   the ecologists studied eight species of mammal. they recorded how many of the small and  large areas of the remaining forest contained each of the eight species.   two species, the black rat and the house mouse, are not usually found in this forest  ecosystem. they were introduced to the area by humans many years ago before any trees  were cut down.   the other six species are known to live in this forest ecosystem.",
+            "15": "15 0610/43/o/n/19 \u00a9 ucles 2019 [turn over table 4.1 species of mammalaverage body  mass  / gpercentage of small  forest areas containing  the speciespercentage of large  forest areas containing  the species house mouse*   18 46  42 brown antechinus   40 62  83 swamp rat  130 15  25 bush rat  160 85 100 black rat*  200 15   0 southern brown bandicoot  850 31  92 long-nosed potoroo 1100  8  17 long-nosed bandicoot 1300  8  25 *introduced species   (i) state which mammal in table 4.1 showed almost no preference between small and large  areas of forest.  .  [1]   (ii) the ecologists made a hypothesis: \t \t \t \u2018larger \tareas\tof\tforest\tare\tbetter\tfor\tthe\tconservation \tof\tmammals.\u2019    discuss the evidence from table 4.1 to support or reject this hypothesis.  ...  ...  ...  ...  ...  ...  ...  ...  .  [4] [total: 11]",
+            "16": "16 0610/43/o/n/19 \u00a9 ucles 2019 5 genetic engineering is an example of an important biotechnology.  (a) complete the passage below by filling in each space with a suitable word.   dna is a biological molecule found in the . of an animal cell.  the sequence of the . in mrna determines the order of the  amino acids that will be assembled into a . .   when carrying out genetic engineering, sections of human dna called  . are cut using restriction enzymes. next bacterial plasmids  are cut with the . restriction enzymes to form complementary  . ends.   the cut section of human dna is inserted into the cut plasmid and they are joined together  to form a . plasmid. these plasmids are inserted into  . and replication occurs. this process is used to produce  human . that is used to treat people with diabetes. [9]  (b) in addition to genetic engineering, enzymes are also useful in other biotechnologies.   state two examples of how enzymes are used in another biotechnology. 1   2   [2] [total: 11]",
+            "17": "17 0610/43/o/n/19 \u00a9 ucles 2019 [turn over 6  fig. 6.1 is a photomicrograph of a blood clot. l j m fig. 6.1  (a) describe how a blood clot forms.   use the letters in fig. 6.1 in your answer.  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  .  [5]",
+            "18": "18 0610/43/o/n/19 \u00a9 ucles 2019  (b) state the importance of blood clotting.  ...  ...  ...  ...  .  [2]  (c) there are four blood group phenotypes a, b, ab and o in humans.   (i) define the term phenotype .  ...  ...  .  [1]   (ii) state the name of the type of inheritance that is shown by blood groups.  .  [1]   (iii) state the two possible genotypes for a person who has the phenotype blood group a. 1   2   [2] [total: 11]",
+            "19": "19 0610/43/o/n/19 \u00a9 ucles 2019 blank page",
+            "20": "20 0610/43/o/n/19 \u00a9 ucles 2019 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 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.blank page"
+        },
+        "0610_w19_qp_51.pdf": {
+            "1": "this document consists of 14 printed pages and 2 blank pages. dc (st/ct) 172697/6 \u00a9 ucles 2019  [turn over *5176676854* biology  0610/51 paper 5  practical test  october/november 2019  1 hour 15 minutes candidates answer on the question paper. additional materials:  as listed in the confidential instructions. read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen. you may use an hb pencil for any diagrams or graphs. do not use staples, paper clips, glue or correction fluid. do not  write in any barcodes. answer all questions. electronic calculators may be used. you may lose marks if you do not show your working or if you do not use appropriate units. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question.cambridge assessment international education cambridge international general certificate of secondary education this syllabus is regulated for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificate.for examiner\u2019s use 1 2 total",
+            "2": "2 0610/51/o/n/19 \u00a9 ucles 2019 1 the leaves of plants contain green chlorophyll and other coloured pigments that are used in  photosynthesis to trap light.  you are going to investigate the pigments present in a green leaf using chromatography. the  process of chromatography separates the pigments. the more soluble the pigment the further it  moves.  in this experiment the pigments in green leaves dissolve in a solvent ( s1). the solvent moves up  the paper carrying the pigments different distances.  you should use the safety equipment provided while you are carrying out the practical work. step 1  use a ruler to draw a pencil  line across the strip of chromatography paper 3  cm from one  end. step 2  place a leaf on top of the pencil line and transfer the pigment from the leaf onto the  pencil line by rolling a metal disc over the leaf as shown in fig. 1.1. you should see a  faint green line on the chromatography paper. pencil line 3  cm from one endchromatography paper metal disc rolling over the leafleaf on top of the pencil line fig. 1.1 step 3  move the leaf so that a different part of the leaf is over the line you have just made and  repeat rolling the metal disc across the leaf along the pencil line. repeat this step until  you have a dark green line. step 4  pour solvent s1 into a test-tube to a depth of 2  cm. put the lid back on the solvent  container to prevent evaporation. step 5  carefully lower the strip of chromatography paper into the test-tube with the green line at  the bottom. do not allow the green line to go below the level of solvent s1 as shown in  fig. 1.2. 2 cmchromatography paper green line solvent s1stopper test-tubetop of the chromatography paper fig. 1.2",
+            "3": "3 0610/51/o/n/19 \u00a9 ucles 2019 [turn over step 6  fold the free end of the chromatography paper over the edge of the outside of the test- tube and place a stopper in the test-tube. do not move the test-tube during steps 7 and 8. step 7  start the stop-clock and observe the movement of solvent s1 up the chromatography  paper for one minute while it is inside the test-tube.  step 8  wait for five more minutes and then observe the movement of the solvent again while it  is inside the test-tube. if the solvent is near the top of the chromatography paper move  on to step 9. if it is not near the top of the chromatography paper wait for another five  minutes and then move on to step 9. step 9  when the solvent is near the top of the chromatography paper (or you have waited  for a total of 11 minutes) remove the stopper from the test-tube and lift out the strip of  chromatography paper. put the stopper back into the test-tube to prevent the solvent  from evaporating.  step 10  place the chromatography paper on a paper towel and use the pencil to draw a line  across the paper to mark how far up the chromatography paper solvent s1 has reached.  leave the paper to dry for one minute.",
+            "4": "4 0610/51/o/n/19 \u00a9 ucles 2019  (a) (i) use the adhesive tape to stick your completed chromatogram in the space in fig. 1.3.    observe the different pigment colours visible on your chromatogram.     complete fig. 1.3 by drawing the shape of each pigment colour visible in your  chromatogram onto the diagram. label all the visible pigment colours and the position  reached by solvent s1. pencil line space to attach your completed chromatogramdiagram of your  chromatogram fig. 1.3 [3]   (ii)  suggest why it is important that the green line was kept above solvent s1.  ...  ...  .  [1]",
+            "5": "5 0610/51/o/n/19 \u00a9 ucles 2019 [turn over blank page",
+            "6": "6 0610/51/o/n/19 \u00a9 ucles 2019  (b) some students used a different method to obtain the pigments from a leaf by cutting up  the leaf and grinding it with ethanol. they filtered the mixture and obtained a chlorophyll  extract which was then evaporated until only a small volume of extract remained. ethanol is  flammable.   (i) state one safety precaution that the students would take when evaporating substances  containing ethanol.  ...  .  [1]   (ii) a chromatography paper was prepared in the same way as in step 1. a small drop of the  concentrated chlorophyll extract was placed on the pencil line and allowed to dry. the  chromatography paper was then placed in a test-tube containing a different solvent ( s2)  and left for 10 minutes.    fig. 1.4 shows the appearance of the chromatogram after it was removed from solvent s2  and allowed to dry. the maximum distance moved by green pigment from the start line drop of chlorophyll extract on the start lineyellowthe maximum distance moved by solvent s2 from the start lineorange-yellowsolvent line blue-green green fig. 1.4",
+            "7": "7 0610/51/o/n/19 \u00a9 ucles 2019 [turn over    the different pigments can be compared by calculating their rf value. rf value = the maximum distance moved by the pigment from the start line the maximum distance moved by the solvent from the start line    fig. 1.4 shows where these distances were measured on the chromatogram for the  green pigment.    the students calculated some of the rf values. the results are shown in fig. 1.5. green 0.24   blue-green 0.40   yellow 0.45 fig. 1.5    calculate the rf values for the orange-yellow  pigment in fig. 1.4.    give your answer to two decimal places.    the maximum distance moved by the orange-yellow pigment from the start line  ..  mm    the maximum distance moved by the solvent from the start line  ..  mm  orange-yellow rf value  ...  [3]   (iii) prepare a table and record the colours and rf values of the four pigments. [3]",
+            "8": "8 0610/51/o/n/19 \u00a9 ucles 2019   (iv) identify the pigment colour that is the least soluble and explain your choice. pigment colour  ... explanation    ...  ... [2]  (c) the method used to separate the leaf pigments in 1(b) is different from the method you used  in 1(a).   describe two ways in which the method used in 1(b) is an improvement to the method you  used in 1(a). 1    ...  ... 2    ...  ... [2]  (d) chloroplasts can contain starch.   state the name of the substance that would be used to test for the presence of starch.  .  [1]",
+            "9": "9 0610/51/o/n/19 \u00a9 ucles 2019 [turn over  (e) chloroplasts contain coloured pigments. fig. 1.6 shows some of the cells from a leaf that  contains chloroplasts. cell containing chloroplasts chloroplasts fig. 1.6   make a large drawing to show the three complete cells containing chloroplasts in fig. 1.6.   label one chloroplast on your drawing.  [5]",
+            "10": "10 0610/51/o/n/19 \u00a9 ucles 2019  (f) some plants have leaves that are not green. for example the plant may have red, purple or  yellow leaves.   a student predicted that leaves of different colours would have different rates of photosynthesis.   plan an investigation to find out if the student\u2019s prediction is correct.  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  .  [6] [total: 27]",
+            "11": "11 0610/51/o/n/19 \u00a9 ucles 2019 [turn over 2 (a) fig. 2.1 is a diagram of a sample of red blood cells on part of a counting grid. the blood has  been diluted 200 times so that the cells can be counted more easily. a light microscope is  used to view the counting grid. lefttop bottomright magnification \u00d7550counting grid fig. 2.1   (i) scientists count the number of red blood cells to estimate the total number of red blood  cells in the blood.    cells that are touching the top and left side of the grid are counted.    cells touching the bottom and right side of the grid are not counted.    state how many red blood cells would not be counted in the sample in fig. 2.1.  ..  [1]",
+            "12": "12 0610/51/o/n/19 \u00a9 ucles 2019   (ii)  the actual size of the counting grid in fig. 2.1 is 0.20  mm \u00d7 0.20  mm. the depth of the  counting grid is 0.10  mm.    calculate the volume of the counting grid.   .  mm3 [1]   (iii)  a different sample of blood was also diluted 200 times.    the number of red blood cells inside the same size counting grid was 95.    calculate the number of red blood cells per mm3 of undiluted blood.    use the formula: number of red blood cells per mm3 = red blood cells counted \u00d7 dilution volume of the counting grid    space for working.  number of red blood cells per mm3  ... [1]  (b) table 2.1 describes the number of red blood cells and white blood cells in different blood  samples. table 2.1 condition number of red blood cells number of white blood cells healthy normal normal anaemia low normal leukaemia low high infection normal high",
+            "13": "13 0610/51/o/n/19 \u00a9 ucles 2019 [turn over   fig. 2.2 shows drawings of blood samples. ahealthy blood db c key: red blood cells white blood cells fig. 2.2   state the letters in fig. 2.2 which could represent these conditions:   infection  .   anaemia  . .  [2]",
+            "14": "14 0610/51/o/n/19 \u00a9 ucles 2019  (c) anaemia can also be diagnosed by measuring the haemoglobin content of the blood. samples  of blood were collected from 1800 men and 2400 women.   the haemoglobin content of their blood was measured and the percentage of people with  anaemia was calculated.   table 2.2 shows the percentage of men and women in the sample who have anaemia. table 2.2 age grouppercentage with anaemia men women 65\u201374  7.0  8.5 75\u201384 16.5 11.0 85\u201394 26.0 20.5   (i) plot a histogram to show the percentage of men and women with anaemia in each age  group. [5]",
+            "15": "15 0610/51/o/n/19 \u00a9 ucles 2019   (ii) describe the trends shown by these data.   ...  ...  ...  ...  .  [2]   (iii) suggest why the data was reported as percentages rather than the actual numbers of  men and women with anaemia.  ...  ...  .  [1] [total: 13]",
+            "16": "16 0610/51/o/n/19 \u00a9 ucles 2019 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 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.blank page"
+        },
+        "0610_w19_qp_52.pdf": {
+            "1": "this document consists of 10 printed pages and 2 blank pages. dc (jp/cb) 173049/3 \u00a9 ucles 2019  [turn over *1844223848* biology  0610/52 paper 5  practical test  october/november 2019  1 hour 15 minutes candidates answer on the question paper. additional materials:  as listed in the confidential instructions. read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen. you may use an hb pencil for any diagrams or graphs. do not use staples, paper clips, glue or correction fluid. do not  write in any barcodes. answer all questions. electronic calculators may be used. you may lose marks if you do not show your working or if you do not use appropriate units. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question.cambridge assessment international education cambridge international general certificate of secondary education this syllabus is regulated for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificate.for examiner\u2019s use 1 2 total",
+            "2": "2 0610/52/o/n/19 \u00a9 ucles 2019 1 you will investigate the effect of the enzyme amylase ( a) on the breakdown of starch ( s). the  starch suspension s will be placed inside a bag made from dialysis tubing.     amylase starch      reducing sugars    dialysis tubing is made from a type of membrane that is partially permeable. only small molecules  can pass through this membrane.  read all the instructions but do not carry them out until you have drawn a table for  your results in the space provided in 1(a).  you should use the gloves and eye protection provided while you are carrying out the practical  work.  you are supplied with two dialysis tubing bags, amylase solution a and starch suspension s.  step 1  label two large test-tubes, e and w, and place them in a test-tube rack.  step 2  use a syringe to put 20  cm3 of distilled water into each of the labelled test-tubes.  step 3  use a syringe to draw up 3  cm3 of starch suspension s.  step 4  use another syringe to draw up 3  cm3 of amylase solution a.  step 5   one end of each of the pieces of dialysis tubing has been knotted to form a bag. open  the other  end of one of the dialysis tubing bags. you may need to rub the tubing between  your fingers to open it.  step 6   put starch suspension s and amylase solution a from steps 3 and 4 into the open dialysis  tubing bag.  step 7   rinse the outside of the dialysis tubing bag by dipping it into the water for washing .  keep the open end of the bag above the water.  step 8   carefully lower the dialysis tubing bag into the large test-tube labelled e. fold the top of  the bag over the outside of the test-tube. use an elastic band to hold the dialysis tubing  in place as shown in fig. 1.1. elastic band large test-tube dialysis tubing bag 20 cm3 of distilled wateropen end knotted end fig. 1.1",
+            "3": "3 0610/52/o/n/19 \u00a9 ucles 2019 [turn over  step 9  repeat steps 3 to 7, using 3  cm3 of distilled water instead of amylase solution a in step 4.   step 10   carefully lower the dialysis tubing bag into the large test-tube labelled w. fold the top of  the dialysis tubing bag over the outside of the test-tube. use an elastic band to hold the  dialysis tubing in place as shown in fig. 1.1.  step 11   prepare a water-bath by putting approximately 100  cm3 of hot water into the beaker  labelled water-bath . raise your hand when you are ready for a supply of hot water for  your water-bath.  step 12  put both large test-tubes into the water-bath and leave them for 10 minutes.    continue with the other questions while you are waiting.  step 13   after 10 minutes carefully remove the dialysis tubing bag from large test-tube e and pour  the contents of the dialysis tubing bag into the beaker labelled e2.  step 14   carefully remove the dialysis tubing bag from large test-tube w and pour the contents of  the dialysis tubing bag into the beaker labelled w2.   you are going to test the contents of the two large test-tubes ( e and w) and the two beakers ( e2  and w2) for starch.  step 15   use a clean pipette to place a drop of the solution from large test-tube e onto a white tile  and add one drop of iodine solution.    record the colour in the table you have prepared in 1(a).  step 16  repeat step 15 using the solution from large test-tube w.  step 17  repeat step 15 using the solution from beaker e2.  step 18  repeat step 15 using the solution from beaker w2.  (a) prepare a table to record the results of the tests for starch in the space provided. [4]",
+            "4": "4 0610/52/o/n/19 \u00a9 ucles 2019  (b) (i) suggest why the dialysis tubing bag was rinsed in step 7.   ...  ...  .  [1]   (ii) explain why distilled water was used instead of amylase solution a in the dialysis tubing  bag in test-tube w.  ...  ...  ...  ...  .  [2]   (iii) state two variables that were kept constant during this investigation. 1   2    [2]  a student carried out the same investigation but also tested the solutions for reducing sugars.  (c) describe how the student would find out if the solutions contained reducing sugars.  ...  ...  ...  ...  ...  ...  .  [3]",
+            "5": "5 0610/52/o/n/19 \u00a9 ucles 2019 [turn over  (d) plan an investigation using dialysis tubing  to determine the effect of temperature on the  activity of the enzyme amylase.  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  .  [6]  (e) the student wanted to find out if the amylase enzyme passed through the dialysis tubing into  the large test-tube. amylase is made of protein.   describe how the student could find out if the solution in the large test-tube contained protein.  ...  ...  ...  ...  .  [2]  [total: 20]",
+            "6": "6 0610/52/o/n/19 \u00a9 ucles 2019 2 an investigation was performed to determine the effect of light intensity on leaf size in one species  of plant.  plants were grown in three different light intensities. the maximum width of each leaf was  recorded. the results were recorded in table 2.1 and an average value was calculated.  the results for three leaves grown in high light intensity are shown in fig. 2.1. the horizontal line  on each leaf indicates its maximum width. 6 78 fig. 2.1  (a) (i) measure the maximum widths of leaves 6, 7 and 8 in fig. 2.1 and record these values in  table 2.1.  [1] table 2.1 leafmaximum width of leaves  / mm low light intensity medium light intensity high light intensity 1 15 43 27 2 12 45 32 3 13 48 26 4 13 44 28 5 15 47 27 6 14 43 7 12 12 8 15 46 average 14 41",
+            "7": "7 0610/52/o/n/19 \u00a9 ucles 2019 [turn over   (ii) calculate the average width of the leaves grown in a high light intensity in table 2.1.  record this value in table 2.1.  [1]   (iii) plot a bar chart on the grid of the average  leaf width for leaves grown in low, medium  and high light intensity using the data in table 2.1.  [3]   (iv) circle one measurement in table 2.1 that could be considered to be anomalous.    give a reason for your choice. reason  ...  .  [2]  (b) (i) state the variable that was changed in this investigation (the independent variable).  .  [1]   (ii) state the variable that was measured in this investigation (the dependent variable).  .  [1]",
+            "8": "8 0610/52/o/n/19 \u00a9 ucles 2019  (c) fig. 2.2 is a photomicrograph of a cross-section of a root.  xylem b a fig. 2.2   (i) make a large drawing of the cross-section of the root in fig. 2.2 to show the different  areas of the root.    do not draw individual cells.  [4]",
+            "9": "9 0610/52/o/n/19 \u00a9 ucles 2019 [turn over   (ii) measure line ab on fig. 2.2 in millimetres.    length of line ab . mm    the actual diameter of the root shown in fig. 2.2 is 2  mm.    calculate the magnification of fig. 2.2 using the equation. magnification = length of line ab on fig. 2.2 actual diameter of the root     [2]   (iii) fig. 2.3 is a photomicrograph of a cross-section of a stem. xylem magnification \u00d720 fig. 2.3    state two differences between the root in fig. 2.2 and the stem in fig. 2.3.  1 .  ... 2 .  ...  [2]",
+            "10": "10 0610/52/o/n/19 \u00a9 ucles 2019  (d) a student suggested that measuring leaf area is better than measuring leaf width.   (i) describe how the area of a leaf could be measured.  ...  ...  ...  ...  .  [2]   (ii) suggest why measuring leaf area is better than measuring leaf width.  ...  .  [1]  [total: 20]",
+            "11": "11 0610/52/o/n/19 \u00a9 ucles 2019 blank page",
+            "12": "12 0610/52/o/n/19 \u00a9 ucles 2019 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 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.blank page"
+        },
+        "0610_w19_qp_53.pdf": {
+            "1": "this document consists of 10 printed pages and 2 blank pages. dc (rw/cb) 173490/3 \u00a9 ucles 2019  [turn over *8298870152* biology  0610/53 paper 5  practical test  october/november 2019  1 hour 15 minutes candidates answer on the question paper. additional materials:  as listed in the confidential instructions. read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen. you may use an hb pencil for any diagrams or graphs. do not use staples, paper clips, glue or correction fluid. do not  write in any barcodes. answer all questions. electronic calculators may be used. you may lose marks if you do not show your working or if you do not use appropriate units. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question.cambridge assessment international education cambridge international general certificate of secondary education this syllabus is regulated for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificate.for examiner\u2019s use 1 2 total",
+            "2": "2 0610/53/o/n/19 \u00a9 ucles 2019 1 photosynthesis occurs in chloroplasts. a chloroplast suspension can be made by extracting the  chloroplasts from green leaves.  you are going to investigate the effect of light on photosynthesis in a chloroplast suspension.  the blue dye dcpip can be used to investigate photosynthesis. during photosynthesis the dark  blue colour of the dcpip changes and eventually disappears so that it becomes colourless.  read all the instructions but do not carry them out until you have drawn a table for  your results in the space provided in 1(a)(i).  you should wear the gloves and eye protection provided during the practical work in question  1.  step 1  you are provided with eight green leaves. tear the leaves into small pieces and place  them into the mortar (bowl).  step 2  pour all of the ice\u2011cold solution from the beaker labelled isolation medium  into the  mortar (bowl).  step 3  use the pestle (or spoon) to grind the leaves in the isolation medium for three minutes.  step 4  place three layers of muslin into the funnel. put the funnel into the large test\u2011tube  labelled  c. funnel three layers of muslin clothground leaves and isolation medium mixture large test-tube filtrate c (chloroplast suspension)c fig. 1.1  step 5  carefully hold the edges of the muslin and pour the ground leaves and isolation medium  mixture from the mortar (bowl) into the muslin\u2011lined funnel. when most of the liquid has  filtered into the large test\u2011tube, as shown in fig.  1.1, place the muslin and funnel in the  waste  container.  step 6  raise your hand when you are ready for ice\u2011cold water to be added to the water \u2011bath.",
+            "3": "3 0610/53/o/n/19 \u00a9 ucles 2019 [turn over  step 7  wrap aluminium foil around one empty test\u2011tube to exclude light. leave the opening  at the top of the test\u2011tube uncovered. do not wrap the second test\u2011tube. place both  test\u2011tubes into the test\u2011tube rack.  step 8  use the plastic pipette to add 2  cm3 of filtrate c to each of the empty test\u2011tubes.  step 9  use a 5  cm3 syringe to add 5  cm3 of dcpip solution to each of the two test\u2011tubes. place  a stopper in both test\u2011tubes. stand both test\u2011tubes in the water\u2011bath and position the  water\u2011bath near a bright light source or lamp.  step 10  start the stop\u2011clock and wait five minutes.  step 11  after five minutes observe the colour in the uncovered test\u2011tube and record it in your  table in 1(a)(i) .  step 12  remove the aluminium foil from the other test\u2011tube. immediately observe the colour of  the liquid in the test\u2011tube. record this in your table in 1(a)(i) .  (a) (i) prepare a table to record your results.  [3]   (ii) identify the variable that was changed (independent variable) and the variable that was  measured (dependent variable) in this investigation. independent variable  .  ... dependent variable    ...  [2]   (iii) state two variables that have been kept constant in this investigation. 1    ... 2    ...  [2]",
+            "4": "4 0610/53/o/n/19 \u00a9 ucles 2019   (iv) state a conclusion for these results.  ...  ...  .  [1]  (b) the investigation was not repeated.   (i) suggest why it would be advisable to repeat the investigation.  ...  ...  .  [1]   (ii) identify two other sources of error in this investigation. error 1    ... error 2    ...  [2]   (iii) suggest an improvement for one of the errors you have identified in 1(b)(ii) .  ...  ...  .  [1]",
+            "5": "5 0610/53/o/n/19 \u00a9 ucles 2019 [turn over  (c) a student wanted to investigate the effect of temperature on the rate of photosynthesis in a  chloroplast suspension.   describe how the student could carry out this investigation using dcpip.  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  .  [6]  [total: 18]",
+            "6": "6 0610/53/o/n/19 \u00a9 ucles 2019 2 fig. 2.1 is a photomicrograph of part of the lower epidermis of a leaf. guard cellm nstoma epidermal cell magnification \u00d7400 fig. 2.1  (a) (i) make a large drawing of fig.  2.1. do not label your drawing.  [4]",
+            "7": "7 0610/53/o/n/19 \u00a9 ucles 2019 [turn over   (ii) measure the length of the line mn on fig.  2.1.    length of line mn mm    calculate the actual width of the guard cells and the stoma indicated by line mn in  fig. 2.1. use the equation and information in fig.  2.1. magnification = length of line mn on fig.  2.1 actual width of the guard cells and the stoma    give your answer to two decimal places.   .. mm  [3]  (b) a student investigated the effect of sucrose concentration on stomatal opening.   strips of epidermis from leaves were placed in different concentrations of sucrose solution for  one hour.   the student measured the width of 10 stomatal openings from the epidermis in each sucrose  solution.   the results are shown in table  2.1. table 2.1 percentage  concentration of  sucrosewidth of stomatal opening  / \u03bcm 1 2 3 4 5 6 7 8 910 average  0 5 6 7 5 5 6 7 5 7 6 5.9  5 3 4 3 3 4 3 2 3 3 2 20 1 2 1 2 1 1 5 1 2 1 1.7   (i) circle one measurement in table  2.1 that could be anomalous.  [1]   (ii) calculate the average width of stomatal opening in the 5% sucrose solution.    include the unit.     [2]",
+            "8": "8 0610/53/o/n/19 \u00a9 ucles 2019  (c) pineapple plants are adapted to grow in hot dry conditions.   scientists investigated the number of stomata open, in pineapple plants, at different times of  day.   the data is shown in table  2.2 (00:00 is midnight). table 2.2 time of dayaverage number of  stomata open per mm2 00:00 77 04:00 61 08:00 22 12:00  4 16:00 10 20:00 51   (i) calculate the percentage change in the average number of open stomata per mm2  between 16:00 hours and 20:00 hours.    space for working.   . %  [2]",
+            "9": "9 0610/53/o/n/19 \u00a9 ucles 2019 [turn over   (ii) plot a bar chart on the grid to show the data in table  2.2.  [3]   (iii) describe, using your graph, how the average number of open stomata per mm2 changes  throughout the day.  ...  ...  ...  ...  .  [2]",
+            "10": "10 0610/53/o/n/19 \u00a9 ucles 2019  (d) when fruit ripens the starch contained within it is converted into reducing sugars.   (i) state the name of the substance that is used to test for the presence of starch.  .  [1]   (ii) describe how you could safely show a reducing sugar was present in a sample of  pineapple fruit juice. procedure  ..  ...  ...  ...  ... safety  .  .  [4]  [total: 22]",
+            "11": "11 0610/53/o/n/19 \u00a9 ucles 2019 blank page",
+            "12": "12 0610/53/o/n/19 \u00a9 ucles 2019 permission to reproduce items where third \u2011party 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 \u2011related 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 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.blank page"
+        },
+        "0610_w19_qp_61.pdf": {
+            "1": "this document consists of 13 printed pages and 3 blank pages. dc (ks/cb) 176545/6 \u00a9 ucles 2019  [turn over *9089414155*cambridge assessment international education cambridge international general certificate of secondary education this syllabus is regulated for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificate.biology  0610/61 paper 6  alternative to practical  october/november 2019  1 hour candidates answer on the question paper. no additional materials are required. read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen. you may use an hb pencil for any diagrams or graphs. do not use staples, paper clips, glue or correction fluid. do not  write in any barcodes. answer all questions. electronic calculators may be used. you may lose marks if you do not show your working or if you do not use appropriate units. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question.",
+            "2": "2 0610/61/o/n/19 \u00a9 ucles 2019 1 the leaves of plants contain chlorophyll and other coloured pigments that are used in  photosynthesis to trap light.   some students investigated the pigments present in a green leaf using chromatography. the  process of chromatography separates the pigments. the more soluble the pigment the further it  moves.   in this experiment the pigments in a green leaf were dissolved in a solvent ( s1). the solvent  moved up the paper carrying the dissolved pigments different distances.  step 1  the pigments from a green leaf were transferred to a strip of chromatography paper by  pressing the leaf onto the paper using the edge of a metal disc. a green line was then  visible on the paper as shown in fig. 1.1. green line 3  cm from one endchromatography paper metal disc rolling over the leafleaf fig. 1.1 step 2  solvent s1 was poured into a test-tube to a depth of 2  cm. step 3  the strip of chromatography paper was lowered into the test-tube with the green line at  the bottom so that part of the chromatography paper was in solvent s1. the green line  remained above the level of solvent s1 as shown in fig. 1.2.  2 cmchromatography papertest-tube green line solvent s1stopper fig. 1.2 step 4  the free end of the chromatography paper was folded over the edge of the test-tube  and a stopper was placed into the test-tube. the movement of solvent s1 up the  chromatography paper was observed for 15 minutes.  step 5  after 15 minutes the strip of chromatography paper was removed from the test-tube.",
+            "3": "3 0610/61/o/n/19 \u00a9 ucles 2019 [turn over step 6  the chromatography paper was placed on a paper towel and a pencil line was drawn  across the paper to mark how far up the chromatography paper solvent s1 had moved.   (a) fig. 1.3 shows a diagram of the chromatography paper after it was dry.  solvent line green line fig. 1.3   (i) state how many different pigments are visible on the chromatography paper in fig. 1.3.  .  [1]   (ii) suggest why it was important that the green line was kept above solvent s1 in the  test-tube in fig. 1.2.  ...  ...  .  [1]",
+            "4": "4 0610/61/o/n/19 \u00a9 ucles 2019   (iii) the students investigated the pigments in another type of green leaf using the same  method.    state two variables that should be kept constant in this investigation.  1   2    [2]  (b) some students used a different method to obtain the pigments from a leaf by cutting up  the leaf and grinding it with ethanol. they filtered the mixture and obtained a chlorophyll  extract which was then evaporated until only a small volume of extract remained. ethanol is  flammable.   (i) state one safety precaution that the students would take when evaporating substances  containing ethanol.  ...  .  [1]   (ii) a start line was drawn in pencil on a piece of chromatography paper. a small drop of the  concentrated chlorophyll extract was placed on the start line and allowed to dry. the  chromatography paper was then placed in a test-tube containing a different solvent ( s2)  and left for 10 minutes.     fig. 1.4 shows the appearance of the chromatography paper after it was removed from  solvent s2 and allowed to dry. the maximum distance moved by green pigment from the start line drop of chlorophyll extract on the start lineyellowthe maximum distance moved by solvent s2 from the start lineorange-yellowsolvent line blue-green green fig. 1.4",
+            "5": "5 0610/61/o/n/19 \u00a9 ucles 2019 [turn over    the different pigments can be compared by calculating their rf value.  rf value = the maximum distance moved by the pigment from the start line the maximum distance moved by the solvent from the start line    fig. 1.4 shows where these distances were measured on the chromatography paper for  the green pigment.     the students calculated some of the rf values. the results are shown in fig. 1.5. green 0.24   blue-green 0.40   yellow 0.45 fig. 1.5    calculate the rf values for the orange-yellow  pigment in fig. 1.4.    give your answer to two decimal places.    the maximum distance moved by the orange-yellow pigment from the start line  ..  mm    the maximum distance moved by the solvent from the start line  ..  mm  orange-yellow rf value  ...  [3]   (iii) prepare a table and record the colours and rf values of the four pigments.  [3]",
+            "6": "6 0610/61/o/n/19 \u00a9 ucles 2019   (iv) identify the pigment colour that is the least soluble and explain your choice. pigment colour  ... explanation    ...  ...  [2]  (c) the method used to separate the leaf pigments in 1(b) is different from the method used in  1(a).   describe two ways in which the method used in 1(b) is an improvement to the method used  in 1(a).  1    ...  ... 2    ...  ...  [2]  (d) chloroplasts can contain starch.   state the name of the substance that would be used to test for the presence of starch.  .  [1]",
+            "7": "7 0610/61/o/n/19 \u00a9 ucles 2019 [turn over  (e) chloroplasts contain coloured pigments. fig. 1.6 shows some of the cells from a leaf that  contain chloroplasts. cell containing chloroplasts chloroplasts fig. 1.6   make a large drawing to show the three complete cells containing chloroplasts in fig. 1.6.   label one chloroplast on your drawing.  [5]",
+            "8": "8 0610/61/o/n/19 \u00a9 ucles 2019  (f) some plants have leaves that are not green. for example the plant may have red, purple or  yellow leaves.    a student predicted that leaves of different colours would have different rates of photosynthesis.    plan an investigation to find out if the student\u2019s prediction is correct.  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  .  [6]  [total: 27]",
+            "9": "9 0610/61/o/n/19 \u00a9 ucles 2019 [turn over 2 (a) fig. 2.1 is a diagram of a sample of red blood cells on part of a counting grid. the blood has  been diluted 200 times so that the cells can be counted more easily. a light microscope is  used to view the counting grid. lefttop bottom magnification \u00d7550rightcounting grid fig. 2.1   (i) scientists count the number of red blood cells to estimate the total number of red blood  cells in the blood.    cells that are touching the top and left side of the grid are counted.     cells touching the bottom and right side of the grid are not counted.    state how many cells would not be counted in the sample in fig. 2.1.  ..  [1]",
+            "10": "10 0610/61/o/n/19 \u00a9 ucles 2019   (ii) the actual size of the counting grid in fig. 2.1 is 0.20  mm \u00d7 0.20  mm. the depth of the  counting grid is 0.10  mm.    calculate the volume of the counting grid.    .  mm3 [1]   (iii) a different sample of blood was also diluted 200 times.     the number of red blood cells inside the same size counting grid was 95.    calculate the number of red blood cells per mm3 of undiluted blood.    use the formula:  number of red blood cells per mm3 = red blood cells counted \u00d7 dilution volume of the counting grid     space for working.  number of red blood cells per mm3  .  [1]  (b) table 2.1 describes the number of red blood cells and white blood cells in different blood  samples. table 2.1 condition number of red blood cells number of white blood cells healthy normal normal anaemia low normal leukaemia low high infection normal high",
+            "11": "11 0610/61/o/n/19 \u00a9 ucles 2019 [turn over   fig. 2.2 shows drawings of blood samples. ahealthy blood db c key: red blood cells white blood cells fig. 2.2   state the letters in fig. 2.2 which could represent these conditions:   infection  .   anaemia  . .  [2]",
+            "12": "12 0610/61/o/n/19 \u00a9 ucles 2019  (c) anaemia can also be diagnosed by measuring the haemoglobin content of the blood. samples  of blood were collected from 1800 men and 2400 women.    the haemoglobin content of their blood was measured and the percentage of people with  anaemia was calculated.   table 2.2 shows the percentage of men and women in the sample who have anaemia.  table 2.2 age grouppercentage with anaemia men women 65\u201374  7.0  8.5 75\u201384 16.5 11.0 85\u201394 26.0 20.5   (i) plot a histogram to show the percentage of men and women with anaemia in each age  group. [5]",
+            "13": "13 0610/61/o/n/19 \u00a9 ucles 2019   (ii) describe the trends shown by these data.   ...  ...  ...  ...  .  [2]   (iii) suggest why the data was reported as percentages rather than the actual numbers of  men and women with anaemia.  ...  ...  ...  .  [1]  [total: 13]",
+            "14": "14 0610/61/o/n/19 \u00a9 ucles 2019 blank page",
+            "15": "15 0610/61/o/n/19 \u00a9 ucles 2019 blank page",
+            "16": "16 0610/61/o/n/19 \u00a9 ucles 2019 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 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.blank page"
+        },
+        "0610_w19_qp_62.pdf": {
+            "1": "this document consists of 11 printed pages and 1 blank page. dc (leg/cb) 173051/3 \u00a9 ucles 2019  [turn over *2800213093* biology  0610/62 paper 6  alternative to practical  october/november 2019  1 hour candidates answer on the question paper. no additional materials are required. read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen. you may use an hb pencil for any diagrams or graphs. do not use staples, paper clips, glue or correction fluid. do not  write in any barcodes. answer all questions. electronic calculators may be used. you may lose marks if you do not show your working or if you do not use appropriate units. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question.cambridge assessment international education cambridge international general certificate of secondary education this syllabus is regulated for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificate.",
+            "2": "2 0610/62/o/n/19 \u00a9 ucles 2019 1 a student investigated the effect of the enzyme amylase on the breakdown of a starch suspension.  the starch suspension was placed inside a bag made from dialysis tubing.     amylase starch      reducing sugars    dialysis tubing is made from a type of membrane that is partially permeable. only small molecules  can pass through this membrane.  step 1  two large test-tubes were put into a water-bath. each large test-tube contained 20  cm3  of distilled water. the temperature of the water-bath was 40  \u00b0c.  step 2  a knot was tied at the end of one piece of dialysis tubing, to form a bag.  step 3  5 cm3 of the starch suspension  was put into the dialysis tubing bag.  step 4  a clean syringe was used to put 5  cm3 of amylase solution into the dialysis tubing bag.  step 5   the contents of the dialysis tubing bag were mixed well and the outside of the bag was  rinsed with distilled water.  step 6   the student repeated steps 2 to 5 using 5  cm3 of distilled water in step 4 instead of the  amylase solution.  step 7  the dialy sis tubing bags were placed into the large test-tubes as shown in fig. 1.1. 20 cm3 distilled waterlarge test-tube dialysis tubing bag dialysis tubing bag 1 containing amylase and starch suspensiondialysis tubing bag 2 containing water and starch suspensionknotted end fig. 1.1  step 8  both large test-tubes were placed back into the water-bath and left for 10 minutes.  step 9   after 10 minutes the dialysis tubing bags were removed from the two large test-tubes.  step 10   the contents of the two large test-tubes and the two dialysis tubing bags were tested for  reducing sugars and st arch.",
+            "3": "3 0610/62/o/n/19 \u00a9 ucles 2019 [turn over  (a) state the name of the solution that the student would use to test substances for starch.  .  [1]  (b) describe how the student would test substances for reducing sugars.  ...  ...  ...  ...  .  [2]  (c) suggest why the outside of the dialysis tubing bag was rinsed in step 5.  ...  .  [1]",
+            "4": "4 0610/62/o/n/19 \u00a9 ucles 2019  the student\u2019s observations for the starch and reducing sugar tests in step 10 are shown in fig. 1.2. dialysis tubing bag 1 contents: starch test colour was brown reducing sugar test colour was brick-red test-tube 1 contents: starch test colour was brown  reducing sugar test colour was orange dialysis tubing bag 2 contents: starch test colour was blue-black reducing sugar test colour was blue test-tube 2 contents: starch test colour was brown  reducing sugar test colour was bluedialysis tubing bag 1 containing amylase and starch suspension at the start of the investigationdialysis tubing bag 1 contentstest-tube 1 contents dialysis tubing bag 2 containing water and starch suspension at the start of the investigationdialysis tubing bag 2 contentstest-tube 2 contents fig. 1.2",
+            "5": "5 0610/62/o/n/19 \u00a9 ucles 2019 [turn over  (d) (i) prepare a table and record the results of the starch and reducing sugar tests from  fig. 1.2 in the space provided.   [3]   (ii) state three  conclusions for the results shown in fig. 1.2.  ...  ...  ...  ...  ...  ...  .  [3]  (e) state two variables that were kept constant during this investigation. 1   2    [2]",
+            "6": "6 0610/62/o/n/19 \u00a9 ucles 2019  (f) plan an investigation using dialysis tubing  to determine the effect of temperature on the  activity of the enzyme amylase.  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  .  [6]  (g) the student wanted to find out if the amylase enzyme passed through the dialysis tubing into  the large test-tube. amylase is made of protein.   describe how the student could find out if the solution in the large test-tube contained protein.  ...  ...  ...  ...  .  [2]  [total: 20]",
+            "7": "7 0610/62/o/n/19 \u00a9 ucles 2019 [turn over blank page",
+            "8": "8 0610/62/o/n/19 \u00a9 ucles 2019 2 an investigation was performed to determine the effect of light intensity on leaf size in one species  of plant.  plants were grown in three different light intensities. the maximum width of each leaf was  recorded. the results were recorded in table 2.1 and an average value was calculated.  the results for three leaves grown in high light intensity are shown in fig. 2.1. the horizontal line  on each leaf indicates its maximum width. 6 78 fig. 2.1  (a) (i) measure the widths of leaves 6, 7 and 8 in fig. 2.1 and record these values in table 2.1.  [1] table 2.1 leafmaximum width of leaves  / mm low light intensity medium light intensity high light intensity 1 15 43 27 2 12 45 32 3 13 48 26 4 13 44 28 5 15 47 27 6 14 43 7 12 12 8 15 46 average 14 41",
+            "9": "9 0610/62/o/n/19 \u00a9 ucles 2019 [turn over   (ii) calculate the average width of the leaves grown in a high light intensity in table 2.1.  record this value in table 2.1.  [1]   (iii) plot a bar chart on the grid of the average  leaf width for leaves grown in low, medium  and high light intensity using the data in table 2.1.  [3]   (iv) circle one measurement in table 2.1 that could be considered to be anomalous.     give a reason for your choice. reason  ...  .  [2]  (b) (i) state the variable that was changed in this investigation (the independent variable).  .  [1]   (ii) state the variable that was measured in this investigation (the dependent variable).  .  [1]",
+            "10": "10 0610/62/o/n/19 \u00a9 ucles 2019  (c) fig. 2.2 is a photomicrograph of a cross-section of a root.  xylem b a fig. 2.2   (i) make a large drawing of the cross-section of the root in fig. 2.2 to show the different  areas of the root.    do not draw individual cells.  [4]",
+            "11": "11 0610/62/o/n/19 \u00a9 ucles 2019 [turn over   (ii) measure line ab on fig. 2.2 in millimetres.     length of line ab .. mm    the actual diameter of the root shown in fig. 2.2 is 2  mm.    calculate the magnification of fig. 2.2 using the equation. magnification = length of line ab on fig. 2.2 actual diameter of the root     [2]   (iii) fig. 2.3 is a photomicrograph of a cross-section of a stem. xylem magnification \u00d720 fig. 2.3    state two differences between the root in fig. 2.2 and the stem in fig. 2.3.  1    ... 2    ...  [2]",
+            "12": "12 0610/62/o/n/19 \u00a9 ucles 2019 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 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. (d) a student suggested that measuring leaf area is better than measuring leaf width.   (i) describe how the area of a leaf could be measured.  ...  ...  ...  ...  .  [2]   (ii) suggest why measuring leaf area is better than measuring leaf width.  ...  .  [1]  [total: 20]"
+        },
+        "0610_w19_qp_63.pdf": {
+            "1": "this document consists of 10 printed pages and 2 blank pages. dc (jp/cb) 173502/4 \u00a9 ucles 2019  [turn over *3160326641* biology  0610/63 paper 6  alternative to practical  october/november 2019  1 hour candidates answer on the question paper. no additional materials are required. read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen. you may use an hb pencil for any diagrams or graphs. do not use staples, paper clips, glue or correction fluid. do not  write in any barcodes. answer all questions. electronic calculators may be used. you may lose marks if you do not show your working or if you do not use appropriate units. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question.cambridge assessment international education cambridge international general certificate of secondary education this syllabus is regulated for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificate.",
+            "2": "2 0610/63/o/n/19 \u00a9 ucles 2019 1 photosynthesis occurs in chloroplasts. a chloroplast suspension can be made by extracting the  chloroplasts from green leaves.  the blue dye dcpip can be used to investigate photosynthesis. during photosynthesis the blue  colour of the dcpip changes and eventually disappears so that it becomes colourless. the  remaining mixture appears green due to the chloroplast suspension.  a student investigated the effect of light on photosynthesis in a chloroplast suspension.  step 1  the student crushed eight green leaves in an ice-cold buffer solution.  step 2   the mixture of crushed leaves and buffer solution was then filtered to form a chloroplast  suspension.  step 3   the student was given two test-tubes. one test-tube was wrapped in aluminium foil to  exclude light. the second test-tube was not covered in foil so that light could reach the  contents of this test-tube.  step 4   a plastic pipette was used to add 2  cm3 of the chloroplast suspension to each of the two  test-tubes.   step 5   a syringe was used to add 5  cm3 of dcpip solution to both test-tubes. a stopper was  placed in each test-tube.   step 6   both test-tubes were placed in a water-bath containing ice-cold water. the water-bath  was positioned near a bright light.  step 7  the test-tubes were left in the bright light for five minutes.   step 8   after five minutes the student observed and noted the colour of the liquid in the  test-tube that was not wrapped in foil. they removed the foil from the covered test-tube  and observed the colour in this test-tube.   the student\u2019s results are shown in fig. 1.1. fig. 1.1light  \u2013 green dark  \u2013 blue",
+            "3": "3 0610/63/o/n/19 \u00a9 ucles 2019 [turn over  (a) (i) prepare a table and record the results from fig. 1.1.  [2]   (ii) identify the variable that was changed (independent variable) and the variable that was  measured (dependent variable) in this investigation. independent variable  ..  ... dependent variable  .  ...  [2]     (iii)  state two variables that were kept constant in this investigation. 1 .  ... 2 .  ...  [2]   (iv)  state a conclusion for these results.  ...  ...  .  [1]",
+            "4": "4 0610/63/o/n/19 \u00a9 ucles 2019  (b) in step 6 both test-tubes were placed in a water-bath containing ice-cold water for five  minutes. a thermometer was also placed in the water-bath.   fig. 1.2 shows the thermometer at the start of the investigation and after five minutes. 30 20 10 0at the start of the investigation 30 20 10 0after five minutes fig. 1.2   record the temperatures shown in fig. 1.2. include the units. temperature at the start of the investigation  . temperature after five minutes  ..  [2]  (c) the investigation was not repeated.   (i) suggest why it would be advisable to repeat the investigation.  ...    ...  .  [1]",
+            "5": "5 0610/63/o/n/19 \u00a9 ucles 2019 [turn over   (ii) identify one other source of error in this investigation and suggest an improvement for  this error. error    ... improvement  ..  ...  ...  [2]  (d) a student wanted to investigate the effect of temperature on the rate of photosynthesis in a  chloroplast suspension.   describe how the student could carry out this investigation using dcpip.  ...    ...  ...  ...    ...  ...  ...    ...  ...  ...    ...  ...  .  [6]  [total: 18]",
+            "6": "6 0610/63/o/n/19 \u00a9 ucles 2019 2 fig. 2.1 is a photomicrograph of part of the lower epidermis of a leaf.  guard cellm nstoma epidermal cell magnification \u00d7400 fig. 2.1  (a) (i) make a large drawing of fig. 2.1. do not label your drawing.  [4]",
+            "7": "7 0610/63/o/n/19 \u00a9 ucles 2019 [turn over   (ii)  measure the length of the line mn on fig. 2.1.      length of line mn   mm    calculate the actual width of the guard cells and the stoma indicated by line mn in     fig. 2.1. use the equation and information in fig. 2.1.     magnification = length of line mn on fig.  2.1 actual width of the guard cells and the stoma     give your answer to two decimal places.   .  mm  [3]  (b) a student investigated the effect of sucrose concentration on stomatal opening.   strips of epidermis from leaves were placed in different concentrations of sucrose solution for  one hour.   the student measured the width of 10 stomatal openings from the epidermis in each sucrose  solution.   the results are shown in table 2.1. table 2.1 percentage  concentration of  sucrose width of stomatal opening / \u03bcm 1 2 3 4 5 6 7 8 9 10 average 0 5 6 7 5 5 6 7 5 7 6 5.9 5 3 4 3 3 4 3 2 3 3 2 20 1 2 1 2 1 1 5 1 2 1 1.7   (i) circle one measurement in table 2.1 that could be anomalous.  [1]   (ii) calculate the average width of stomatal opening in the 5% sucrose solution.    include the unit.     [2]",
+            "8": "8 0610/63/o/n/19 \u00a9 ucles 2019  (c) pineapple plants are adapted to grow in hot dry conditions.   scientists investigated the number of stomata open, in pineapple plants, at different times of  day.    the data is shown in table 2.2 (00:00 is midnight). table 2.2 time of dayaverage number of  stomata open per mm2 00:00 77 04:00 61 08:00 22 12:00 4 16:00 10 20:00 51   (i) calculate the percentage change in the average number of open stomata per mm2  between 16:00 hours and 20:00 hours.    space for working.   . %   [2]",
+            "9": "9 0610/63/o/n/19 \u00a9 ucles 2019 [turn over   (ii) plot a bar chart on the grid to show the data in table 2.2.  [3]   (iii) describe, using your graph, how the average number of open stomata per mm2 changes  throughout the day.  ...  ...  ...  ...  .  [2]",
+            "10": "10 0610/63/o/n/19 \u00a9 ucles 2019  (d) when fruit ripens the starch contained within it is converted into reducing sugars.   (i) state the name of the substance that is used to test for the presence of starch.  .  [1]   (ii) describe how you could safely show a reducing sugar was present in a sample of  pineapple fruit juice. procedure  ...  ...  ...  ...  ... safety  ..  .  [4]  [total: 22]",
+            "11": "11 0610/63/o/n/19 \u00a9 ucles 2019 blank page",
+            "12": "12 0610/63/o/n/19 \u00a9 ucles 2019 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 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.blank page"
+        }
+    },
+    "2020": {
+        "0610_m20_qp_12.pdf": {
+            "1": "    this document has 16 pages. blank pages are indicated.  ib20 03_0610_12/6rp   \u00a9 ucles 2020   [turn ove r   *2471671446*cambridge igcse\u2122       biology 0610/12     paper 1 multiple choice (core)  february/march 2020     45 minutes    you must answer on the multiple choice answer sheet.    you will need: multiple choice answer sheet   soft clean eraser   soft pencil (type b or hb is recommended)       instructions   \u2022 there are forty  questions on this paper. answer all questions.   \u2022 for each question there are four possible answers a, b, c and d. choose the one you consider correct  and record your choice in soft pencil on the multiple choice answer sheet.   \u2022 follow the instructions on the mu ltiple choice answer sheet.  \u2022 write in soft pencil.  \u2022 write your name, centre number and candidate num ber on the multiple choice answer sheet in the  spaces provided unless this has been done for you.  \u2022 do not use correction fluid.  \u2022 do not write on any bar codes.  \u2022 you may use a calculator.      information  \u2022 the total mark for this paper is 40.  \u2022 each correct answer will score one mark. a ma rk will not be deducted for a wrong answer.  \u2022 any rough working should be done on this question paper.   ",
+            "2": "2  \u00a9 ucles 2020 0610/12/f/m/20  1 which characteristic do all living organisms show?  a breathing  b excretion  c photosynthesis  d tropism      2 using the binomial naming system, the arctic fox is called vulpes lagopus .    which row is correct?     vulpes lagopus  a genus kingdom  b genus species  c species genus  d species kingdom     3 what is a characteristic of both insects and arachnids?  a eight legs  b exoskeleton  c three pairs of legs  d wings      4 what structures can be found in both plant and animal cells?  a cell walls and cell membranes  b nuclei and cell walls  c cytoplasm and chloroplasts  d cell membranes and nuclei     ",
+            "3": "3     \u00a9 ucles 2020 0610/12/f/m/20 [turn over  5 the diagram shows a sample of material taken from an organism.        which level of organisation does the sample show?  a cell  b organ  c organ system  d tissue    6 what is the function of a root hair cell?  a absorption  b photosynthesis  c reproduction  d support     7 which row describes osmosis?     movement  of water energy from  respiration  used movement through a  partially permeable  membrane   a \u0016 \u0016 \u001a key  b \u0016 \u001a \u0016 \u0016= yes  c \u001a \u0016 \u001a \u001a= no  d \u001a \u001a \u0016      8 a student made the following statements about the movement of ions by active transport.    1 it is the net movement of particles from a low concentration to a high concentration.  2 it is the net movement of particles from a high concentration to a low concentration.  3 it requires the use of energy from respiration. 4 it can only take place in living cells.    which statements are correct?  a 1, 3 and 4 b 1 and 4 only c 2 and 4 only d 2 only   ",
+            "4": "4  \u00a9 ucles 2020 0610/12/f/m/20  9 a test was performed on a food substance. a positive result was shown by a colour change to  blue-black.    what solution was used for the test?  a biuret solution  b dcpip solution  c iodine solution  d benedict\u2019s solution    10 the diagram shows an experiment on the digestion of the protein in egg albumen by protease.    the protease was taken from a human stomach.    in which test-tube will the protein be digested most quickly?    a b c d egg albumen + proteaseegg albumen + dilute hydrochloric acidegg albumen + dilute hydrochloric acid + proteaseegg albumen + dilute hydrochloric acid + boiled proteasewater-bath at 37  \u00b0c       11 what is left at the end of an enzyme-controlled reaction?  a enzymes and products  b enzymes and substrates  c enzymes only  d products only    ",
+            "5": "5     \u00a9 ucles 2020 0610/12/f/m/20 [turn over  12 a student drew a diagram to show the substances used and produced in photosynthesis in a leaf.    1 + 2 are used by the leaf 3 + 4 are produced by the leaf    which row shows the correct labels for the diagram?     1 2 3 4  a carbon dioxide glucose oxygen water  b water carbon dioxide glucose oxygen  c oxygen water carbon dioxide glucose  d glucose oxygen water carbon dioxide      13 the diagram shows a type of plant cell.    cytoplasm nucleusvacuole chloroplast     in which tissue is this cell found?  a leaf epidermis  b palisade mesophyll  c root epidermis  d xylem    14 the list shows some human health problems.    1 chronic obstructive pulmonary disease  2 constipation 3 coronary heart disease 4 obesity    which problems can be caused by malnutrition?  a 1, 2 and 3 b 1 and 3 only c 2, 3 and 4 d 2 and 4 only    ",
+            "6": "6  \u00a9 ucles 2020 0610/12/f/m/20  15 the table shows the percentage of students from two schools who have one or more decayed  teeth.     percentage of students  with decayed teeth  school x 30  school y 60    what might explain these results?  a there is less calcium in the students\u2019 diet at school x than at school y.  b there is less sugar in the students\u2019 diet at school x than at school y.  c there is less vitamin c in the students\u2019 diet at school x than at school y.  d there is less vitamin d in the students\u2019 diet at school x than at school y.      16 digested proteins are absorbed into the blood as  a amino acids.  b fatty acids.  c glucose.  d glycerol.      17 when stems with white flowers are cut and placed in a blue stain the petals turn blue.    which tissue in the stem does the stain travel through to reach the petals?  a epidermis  b mesophyll  c phloem  d xylem     18 which process releases water vapour into the atmosphere from the leaves of trees?  a active transport  b osmosis  c respiration  d transpiration    ",
+            "7": "7     \u00a9 ucles 2020 0610/12/f/m/20 [turn over  19 which person is most at risk from developing coronary heart disease?     age gender activity level other information  a 23   female   professional  athlete non-smoker    b 40   male   plays sport  at weekends non-smoker  c 19   female   plays sport  twice a week smokes 5 cigarettes a day    d 65   male   does no exercise   smokes 20 cigarettes a day       20 the diagram shows a section through a blood vessel.    p q     which type of blood vessel is shown, and in which direction does the blood flow?     type  of vessel direction  of flow  a artery p to q  b artery q to p  c vein p to q  d vein q to p      21 which disease is transmissible?  a cholera  b chronic obstructive pulmonary disease  c lung cancer  d scurvy    ",
+            "8": "8  \u00a9 ucles 2020 0610/12/f/m/20  22 the diagram shows an alveolus. the arrows represent the movement of gases.    1 2 3     which row is correct?     1 2 3  a oxygen carbon dioxide air  b air carbon dioxide oxygen  c air oxygen carbon dioxide  d carbon dioxide oxygen air      23 four flasks are sterilised and are set up as shown.    which flask will contain the most alcohol after several hours?    yeast and water at 4  \u00b0cyeast and water at 20  \u00b0cyeast, water and sugar at 4  \u00b0cyeast, water and sugar at 20  \u00b0cabcd cotton wool      ",
+            "9": "9     \u00a9 ucles 2020 0610/12/f/m/20 [turn over  24 in the diagram, which letter identifies the urethra?    a b cd       25 some organs are listed.    1 adrenal  2 pancreas 3 ovary  4 salivary    which are endocrine glands?  a 1, 2 and 3 b 1, 2 and 4 c 1, 3 and 4 d 2 and 3 only      26 the table shows some of the responses that occur in humans when body temperature changes.    which row shows the responses that occur when the body temperature increases above  normal?     hair lies flat shivering sweating   a \u0016 \u0016 \u001a key  b \u0016 \u001a \u0016 \u0016 = yes   c \u001a \u0016 \u0016 \u001a = no   d \u0016 \u0016 \u0016       27 what is an example of phototropism?  a a chemical messenger produced by a plant  b a painful sensation in response to a stimulus  c the growth of a plant root towards the centre of the earth  d the growth of a plant shoot towards light ",
+            "10": "10  \u00a9 ucles 2020 0610/12/f/m/20  28 the oxygen carrying capacity of the blood of  smokers is less than that of non-smokers.    which component of tobacco smoke causes this?  a carbon monoxide  b nicotine  c smoke particles  d tar     29 which statement about asexual reproduction is correct?  a asexual reproduction produces genetically identical offspring from one parent.  b asexual reproduction produces genetically identical offspring from two parents.  c asexual reproduction produces genetically different offspring from one parent.  d asexual reproduction produces genetically different offspring from two parents.     30 which environmental factor is not always a requirement for seed germination?  a light  b oxygen  c suitable temperature  d water    31 the diagram shows the female reproductive system.    where are gametes produced?    dab c      ",
+            "11": "11     \u00a9 ucles 2020 0610/12/f/m/20 [turn over  32 some features of cell division are listed.    1 involved in making gametes  2 involved in replacing cells  3 makes genetically different cells  4 makes genetically identical cells    which features are involved in meiosis?  a 1 and 3 b 1 and 4 c 2 and 3 d 2 and 4    33 which cross will be pure-breeding?  a a female homozygous individual and a male heterozygous individual bred together  b a male homozygous individual and a female heterozygous individual bred together  c two identical heterozygous individuals bred together  d two identical homozygous individuals bred together     34 what applies to selective breeding but not to natural selection?  a humans select individuals with desirable features.  b individuals may produce a large number of offspring.  c individuals pass their alleles to the next generation.  d there is variation among the offspring produced.     35 what is the principal source of energy for living organisms?  a herbivores  b plants  c photosynthesis  d the sun    ",
+            "12": "12  \u00a9 ucles 2020 0610/12/f/m/20  36 the diagram shows a pyramid of numbers.    level 321     which type of organism is found at level 1?  a carnivore  b decomposer  c herbivore  d producer     37 the diagram shows part of the carbon cycle.    carbon dioxide in the air carbohydrates in living plantsdead matte r carbohydrates in living animalsy     which process occurs at y?  a combustion  b decay  c photosynthesis  d respiration     ",
+            "13": "13     \u00a9 ucles 2020 0610/12/f/m/20 [turn over  38 chopped apple is placed into filter paper and a funnel as shown in the diagram.    enzymes are added to increase the volume of apple juice released.    filter funnel filter paper beaker apple juicechopped apple     which enzyme would release the highest volume of juice?  a amylase  b lipase  c pectinase  d protease    39 which effect is most  likely to occur as a result of deforestation?  a an increase in the number of species  b an increase in soil erosion  c a decrease in the level of carbon dioxide in the atmosphere  d a decreased risk of flooding     ",
+            "14": "14  \u00a9 ucles 2020 0610/12/f/m/20  40 the diagram shows the positions of four farms and the concentrations of nitrate at different points  in a river.    which farm is likely to have been using too much fertiliser on its land?    farm a farm bfarm dfarm c 60 40 20 0nitrate concentration/  ppmdirection of flow direction of flow      ",
+            "15": "15     \u00a9 ucles 2020 0610/12/f/m/20  blank page",
+            "16": "16    permission to reproduce items where third-party owned material pr otected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to trac e 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 ans wer-related information to candidates, all copyright acknowledgements are reproduced onl ine 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 the ca mbridge assessment group. cambri dge assessment is the brand name of the university of  cambridge local examinations syndicate (ucles), which it self is a department of the university of cambridge.    \u00a9 ucles 2020 0610/12/f/m/20  blank page  "
+        },
+        "0610_m20_qp_22.pdf": {
+            "1": "    this document has 16 pages. blank pages are indicated.  ib20 03_0610_22/6rp   \u00a9 ucles 2020   [turn ove r   *9085780919*cambridge igcse\u2122       biology 0610/22     paper 2 multiple choice (extended)  february/march 2020     45 minutes    you must answer on the multiple choice answer sheet.    you will need: multiple choice answer sheet   soft clean eraser   soft pencil (type b or hb is recommended)       instructions   \u2022 there are forty  questions on this paper. answer all questions.   \u2022 for each question there are four possible answers a, b, c and d. choose the one you consider correct  and record your choice in soft pencil on the multiple choice answer sheet.   \u2022 follow the instructions on the mu ltiple choice answer sheet.  \u2022 write in soft pencil.  \u2022 write your name, centre number and candidate num ber on the multiple choice answer sheet in the  spaces provided unless this has been done for you.  \u2022 do not use correction fluid.  \u2022 do not write on any bar codes.  \u2022 you may use a calculator.      information  \u2022 the total mark for this paper is 40.  \u2022 each correct answer will score one mark. a ma rk will not be deducted for a wrong answer.  \u2022 any rough working should be done on this question paper.   ",
+            "2": "2  \u00a9 ucles 2020 0610/22/f/m/20  1 which characteristic do all living organisms show?  a breathing  b excretion  c photosynthesis  d tropism      2 using the binomial naming system, the arctic fox is called vulpes lagopus .    which row is correct?     vulpes lagopus  a genus kingdom  b genus species  c species genus  d species kingdom     3 what is a characteristic of both insects and arachnids?  a eight legs  b exoskeleton  c three pairs of legs  d wings      4 what structures can be found in both plant and animal cells?  a cell walls and cell membranes  b nuclei and cell walls  c cytoplasm and chloroplasts  d cell membranes and nuclei     ",
+            "3": "3     \u00a9 ucles 2020 0610/22/f/m/20 [turn over  5 the actual thickness of the leaf shown in the diagram is 2000  \u00b5m, but its thickness in the diagram  is 50  mm.        what is the magnification of the diagram?  a \u00d70.025 b \u00d725 c \u00d7100 d \u00d7100  000      6 what is the function of a root hair cell?  a absorption  b photosynthesis  c reproduction  d support     7 which row describes osmosis?     movement  of water energy from  respiration  used movement through a  partially permeable  membrane   a \u0016 \u0016 \u001a key  b \u0016 \u001a \u0016 \u0016= yes  c \u001a \u0016 \u001a \u001a= no  d \u001a \u001a \u0016      ",
+            "4": "4  \u00a9 ucles 2020 0610/22/f/m/20  8 a student made the following statements about the movement of ions by active transport.    1 it is the net movement of particles from a low concentration to a high concentration.  2 it is the net movement of particles from a high concentration to a low concentration.  3 it requires the use of energy from respiration.  4 it can only take place in living cells.    which statements are correct?  a 1, 3 and 4 b 1 and 4 only c 2 and 4 only d 2 only   9 a test was performed on a food substance. a positive result was shown by a colour change to  blue-black.    what solution was used for the test?  a biuret solution  b dcpip solution  c iodine solution  d benedict\u2019s solution      10 the diagram shows an experiment on the digest ion of the protein in egg albumen by protease.    the protease was taken from a human stomach.    in which test-tube will the protein be digested most quickly?    a b c d egg albumen + proteaseegg albumen + dilute hydrochloric acidegg albumen + dilute hydrochloric acid + proteaseegg albumen + dilute hydrochloric acid + boiled proteasewater-bath at 37  \u00b0c      ",
+            "5": "5     \u00a9 ucles 2020 0610/22/f/m/20 [turn over  11 the diagram represents enzyme action.    + w+ y x    what are parts w, x and y in this chemical reaction?     enzyme product  substrate  a w x y  b x w y  c x y w  d y w x      12 a student drew a diagram to show the substances used and produced in photosynthesis in a leaf.    1 + 2 are used by the leaf 3 + 4 are produced by the leaf    which row shows the correct labels for the diagram?     1 2 3 4  a carbon dioxide glucose oxygen water  b water carbon dioxide glucose oxygen  c oxygen water carbon dioxide glucose  d glucose oxygen water carbon dioxide     ",
+            "6": "6  \u00a9 ucles 2020 0610/22/f/m/20  13 the diagram shows a type of plant cell.    cytoplasm nucleusvacuole chloroplast     in which tissue is this cell found?  a leaf epidermis  b palisade mesophyll  c root epidermis  d xylem     14 the list shows some human health problems.    1 chronic obstructive pulmonary disease  2 constipation 3 coronary heart disease  4 obesity    which problems can be caused by malnutrition?  a 1, 2 and 3 b 1 and 3 only c 2, 3 and 4 d 2 and 4 only    15 cholera infection can cause the following events:    1 cells lining the small intestine secrete chloride ions  2 cholera bacteria produce a toxin 3 chloride ions move into the small intestine 4 water from the blood moves into the small intestine by osmosis 5 water potential of fluid in the small intestine becomes lower.    which sequence of events will cause diarrhoea?  a 1  \u2192  3  \u2192  2  \u2192  4  \u2192  5  b 2  \u2192  1  \u2192  3  \u2192  5  \u2192  4  c 3  \u2192  1  \u2192  4  \u2192  5  \u2192  2  d 2  \u2192  3  \u2192  1  \u2192  4  \u2192  5    ",
+            "7": "7     \u00a9 ucles 2020 0610/22/f/m/20 [turn over  16 which food group is chemically digested in the mouth, passes through the stomach and  continues to be broken down by chemical digestion in the small intestine?  a carbohydrates  b mineral salts  c proteins  d vitamins     17 when stems with white flowers are cut and placed in a blue stain the petals turn blue.    which tissue in the stem does the stain travel through to reach the petals?  a epidermis  b mesophyll  c phloem  d xylem     18 which process releases water vapour into the atmosphere from the leaves of trees?  a active transport  b osmosis  c respiration  d transpiration    19 mammals have a double circulation.    which shows the correct sequence for the movement of blood in a mammal?  a body \u2192 heart \u2192 lungs \u2192 heart  b body \u2192 lungs \u2192 body \u2192 heart  c heart \u2192 lungs \u2192 body \u2192 heart  d heart \u2192 body \u2192 lungs \u2192 heart    ",
+            "8": "8  \u00a9 ucles 2020 0610/22/f/m/20  20 the diagram shows a section through a blood vessel.    p q     which type of blood vessel is shown, and in which direction does the blood flow?     type  of vessel direction  of flow  a artery p to q  b artery q to p  c vein p to q  d vein q to p      21 the antibodies that give immunity to a disease can be acquired in the following different ways.    1 feeding on breast milk  2 infection by disease  3 vaccination    which give active immunity?  a 1 and 2 only b 1 and 3 only c 2 and 3 only d 1, 2 and 3     22 during physical activity, what stimulates the brain to increase the breathing rate?  a decreased oxygen concentration in the blood  b decreased oxygen concentration in the lungs  c increased carbon dioxide concentration in the blood  d increased carbon dioxide concentration in the lungs    ",
+            "9": "9     \u00a9 ucles 2020 0610/22/f/m/20 [turn over  23 the table shows some of the changes that occur during breathing.     from contracted  to relaxed from relaxed  to contracted  diaphragm p x  external intercostal muscles q y  internal intercostal muscles r z    which changes occur to cause inspiration?  a p, q and z b x, q and r c x, y and r d x, y and z    24 how many molecules of ethanol are released from the anaerobic respiration of one molecule of  glucose?  a 1 b 2 c 4 d 6      25 the diagram shows a kidney and its blood vessels.    artery vein ureter     in a healthy person, which structure(s) transport glucose?  a artery only  b artery and ureter  c artery and vein  d ureter and vein     ",
+            "10": "10  \u00a9 ucles 2020 0610/22/f/m/20  26 the diagram shows a synapse.    where are vesicles containing neurotransmitter molecules found?    ab c dsynaptic gap direction of impulse     27 which row shows the state of the ciliary muscles and suspensory ligaments, when the eye is  focusing on a near object?     ciliary  muscles suspensory  ligaments  a contracted slack  b contracted tense  c relaxed slack  d relaxed tense      28 the diagram shows a shoot growing towards light.    light     which statement about the role of auxin in phototropism is correct?  a auxin will move to the dark side of the shoot and cause cells to elongate.  b auxin will move to the dark side of the shoot and prevent cells from elongating.  c auxin will move to the light side of the shoot and cause cells to elongate.  d auxin will move to the light side of the shoot and prevent cells from elongating.     ",
+            "11": "11     \u00a9 ucles 2020 0610/22/f/m/20 [turn over  29 bacteria such as mrsa are resistant to several different antibiotics. some suggested actions for  reducing the development of antibiotic resistance in bacteria are listed.    1 only use antibiotics when necessary.  2 only use antibiotics on resistant bacteria.  3 do not use antibiotics to treat viral infections.    which of the suggested actions are correct?  a 1, 2 and 3 b 1 and 2 only c 1 and 3 only d 2 and 3 only     30 the diagram shows a sperm cell.    which part contains mitochondria to release energy for movement?    a c bd       31 what is a correct statement about lymphocytes?  a lymphocytes engulf pathogens.  b lymphocyte numbers can be reduced when a person is infected with hiv.  c lymphocytes produce antigens.  d lymphocytes transport oxygen to different parts of the body.    32 the statements describe how a protein is made.    1 mrna passes through a ribosome.  2 mrna molecules carry a copy of the gene to the cytoplasm. 3 the gene coding for the protein is copied in the nucleus. 4 ribosomes assemble amino acids into proteins.    what is the order of statements that correctly describes how a protein is made?  a 2  \u2192  1  \u2192  3  \u2192  4  b 2  \u2192  3  \u2192  4  \u2192  1  c 3  \u2192  1  \u2192  2  \u2192  4  d 3  \u2192  2  \u2192  1  \u2192  4   ",
+            "12": "12  \u00a9 ucles 2020 0610/22/f/m/20  33 which row shows the features of stem cells?     type of cell type of cell  division involved  a specialised meiosis  b specialised mitosis  c unspecialised meiosis  d unspecialised mitosis      34 which statement is a correct description of the role of meiosis?  a to create genetically identical daughter cells  b to halve the chromosome number in the daughter cells  c to create diploid daughter cells  d to maintain the chromosome number in the daughter cells      35 the photomicrograph shows some red blood cells.    sickle-shaped red blood cell     what are the possible genotype combinations of this person?  a hbshba  or  hbshbs  b hbshba  or  hbahba  c hbahba only  d hbshbs  or  hbahba     ",
+            "13": "13     \u00a9 ucles 2020 0610/22/f/m/20 [turn over  36 the events listed may happen in a population.    1 better adapted organisms survive.  2 mutation results in variation.  3 survivors pass on their alleles to the next generation.  4 there is a struggle for survival.    which sequence may lead to evolution in the population?  a 1  \u2192  2  \u2192  3  \u2192  4  b 2  \u2192  4  \u2192  1  \u2192  3  c 3  \u2192  2  \u2192  4  \u2192  1  d 4  \u2192  1  \u2192  2  \u2192  3     37 which row describes how energy flows through a biological system?     type of energy  entering a  biological system transferred  between  organisms in a  biological system transferred from a  biological system  to the environment  a chemical heat light  b heat chemical heat  c light chemical heat  d light heat chemical      38 the diagram shows a food chain.    grass  \u2192  mouse  \u2192  owl    which terms describe the position of the owl in this food chain?     consumer trophic level  a secondary second  b secondary third  c tertiary second  d tertiary third     ",
+            "14": "14  \u00a9 ucles 2020 0610/22/f/m/20  39 which method is used to produce lactose-free milk?  a filtering milk to remove lactose  b heating milk to break down lactose  c using lactase to break down lactose  d using lipase to denature lactose      40 the diagram shows the positions of four farms and the concentrations of nitrate at different points  in a river.    which farm is likely to have been using too much fertiliser on its land?    farm a farm bfarm dfarm c 60 40 20 0nitrate concentration/  ppmdirection of flow direction of flow      ",
+            "15": "15     \u00a9 ucles 2020 0610/22/f/m/20  blank page",
+            "16": "16    permission to reproduce items where third-party owned material pr otected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to trac e 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 ans wer-related information to candidates, all copyright acknowledgements are reproduced onl ine 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 the ca mbridge assessment group. cambri dge assessment is the brand name of the university of  cambridge local examinations syndicate (ucles), which it self is a department of the university of cambridge.    \u00a9 ucles 2020 0610/22/f/m/20  blank page  "
+        },
+        "0610_m20_qp_32.pdf": {
+            "1": "cambridge igcse\u2122*8670198522* dc (pq/sw) 182437/3 \u00a9 ucles 2020  [turn overthis document has 20 pages. blank pages are indicated.biology  0610/32 paper 3 theory (core)  february/march  2020  1 hour 15 minutes you must answer on the question paper. no additional materials are needed. instructions  \u25cf answer all questions.  \u25cf use a black or dark blue pen. you may use an hb pencil for any diagrams or graphs.  \u25cf write your name, centre number and candidate number in the boxes at the top of the page.  \u25cf write your answer to each question in the space provided.  \u25cf do not use an erasable pen or correction fluid.  \u25cf do not write on any bar codes.  \u25cf you may use a calculator.  \u25cf you should show all your working and use appropriate units. information  \u25cf the total mark for this paper is 80.  \u25cf the number of marks for each question or part question is shown in brackets [  ].",
+            "2": "2 0610/32/f/m/20 \u00a9 ucles 2020 1 (a) fig. 1.1 shows six species of reptiles. ba d c f e fig. 1.1",
+            "3": "3 0610/32/f/m/20 \u00a9 ucles 2020 [turn over   (i) use the key to identify each species.  write the letter of each species ( a\u2013f) in the correct  empty box beside the key.  key: 1 (a)organism has a shell (hard covering on  its back)go to 2 (b) organism does not have a shell go to 3 2 (a) organism has flat limbs (flippers) caretta caretta (b) organism has legs and feet chelonoidis nigra 3 (a) organism has limbs go to 4 (b) organism has a long body and no limbs crotalus viridis 4 (a) organism has ridges on its back go to 5 (b) organism has no ridges on its back varanus bengalensis 5 (a) organism has a coiled tail chamaeleo calyptratus (b) organism has a straight tail alligator mississippiensis  [5]   (ii) define the term species.  ...  ...  ...  ...  .  [2]  (b) the binomial system of naming organisms tells us the species and the genus of the organism.   state the genus name for chamaeleo calyptratus .  .  [1]",
+            "4": "4 0610/32/f/m/20 \u00a9 ucles 2020  (c) table 1.1 shows some features of animals.   place ticks ( \u2713) next to two features of most reptiles. table 1.1 compound eyes fertilisation is internal  wings lay eggs moist skin  [2]  (d) state two features of cells that are shared by all living organisms. 1   2    [2]  [total: 12]",
+            "5": "5 0610/32/f/m/20 \u00a9 ucles 2020 [turn over blank page",
+            "6": "6 0610/32/f/m/20 \u00a9 ucles 2020 2 (a) a class of students measured their breathing rates during different activities.   average breathing rates for the class were calculated.   student a compared her own breathing rates to the average breathing rates of the class.    fig. 2.1 shows the results. 0resting walking type of activitybreathing rate  / breaths per minute running510152025 student akey: class average fig. 2.1   (i) compare student a\u2019s results with the class averages.  ...  ...  ...  ...  .  [2]   (ii) calculate the percentage increase in breathing rate between resting and running for  student a.    give your answer to the nearest whole number.   . %  [2]  (b) state two ways in which the composition of inspired air differs from expired air.   1   2    [2]",
+            "7": "7 0610/32/f/m/20 \u00a9 ucles 2020 [turn over  (c) fig. 2.2 is a diagram of the human gas exchange system. ... . ... fig. 2.2   complete fig. 2.2 by labelling these structures in the spaces provided: \u2022 alveoli \u2022 bronchus \u2022 bronchiole \u2022 diaphragm \u2022 trachea.  [3]  (d) a large surface area is a feature of gas exchange surfaces.   state two other  features of gas exchange surfaces.   1   2    [2]  [total: 11]",
+            "8": "8 0610/32/f/m/20 \u00a9 ucles 2020 3 (a) the length of hair in cats is controlled by a single gene. \u2022 the allele for short hair is dominant \u2013 h \u2022 the allele for long hair is recessive \u2013 h   fig. 3.1 is a photograph of two cats.        cat a  cat b fig. 3.1   (i) table 3.1 shows some of the genetic and physical features of the cats in fig. 3.1.    complete table 3.1. table 3.1 cat a cat b phenotype long hair .. genotype .. hh or   [3]   (ii) state the genotype of a pure-breeding short-haired cat.  .  [1]",
+            "9": "9 0610/32/f/m/20 \u00a9 ucles 2020 [turn over   (iii) two cats with the genotypes hh and hh were bred together.    predict the percentage of offspring that are heterozygous.   ... % [1]  (b) the statements describe features of continuous or discontinuous variation.   identify the type of variation each statement describes.   write the letter c for continuous variation or d for discontinuous variation in the spaces  provided.      height is an example of this type of variation.  ..   there are no intermediate phenotypes with this type of variation.  ..   this type of variation results in a limited number of phenotypes.  ..  [2]  (c) a student wrote a definition of variation as: \u2018the similarities between individuals of the same kingdom\u2019.   identify the two incorrect words in the student\u2019s definition.   1   2    [2]  [total: 9]",
+            "10": "10 0610/32/f/m/20 \u00a9 ucles 2020 4 (a)  a study estimated the percentage effectiveness of different types of birth control.   table 4.1 shows examples of four different categories of birth control:   \u2022 barrier \u2022 chemical \u2022 natural \u2022 surgical. table 4.1 example of birth control category percentage effectiveness abstinence 100 contraceptive injection 94\u201399 femidom 79\u201395 ius chemical 99 vasectomy 100   (i) complete table 4.1 to show the different categories of each example of birth control.    one has been done for you.  [4]   (ii) state the  two most effective examples of birth control from table 4.1.  .  [1]     (iii) state two examples of birth control from table 4.1 that prevent the spread of sexually  transmitted infections (stis).   1   2    [2]",
+            "11": "11 0610/32/f/m/20 \u00a9 ucles 2020 [turn over  (b) complete the sentences about stis using words from the list.   each word can be used once, more than once or not at all.  aids       bacteria       blood       food  infection       ingesting       injecting  pregnancy       sexually       variation       virus   ...  transmitted infections are transmitted via body fluids.   human immunodeficiency ...   is an example of an sti.     hiv can be transmitted through transfusions of contaminated ...     and by ...  drugs.   hiv infection may eventually lead to ...  .  [5]    [total: 12]",
+            "12": "12 0610/32/f/m/20 \u00a9 ucles 2020 5 (a) fig. 5.1 is a photograph of a giant panda. fig. 5.1   state the name of the vertebrate group that giant pandas belong to.  .  [1]    (b) giant pandas live in mountainous regions in central china.   researchers estimated the numbers of giant pandas in these areas over several years.   the results are shown in fig. 5.2. 01977 1988 yearestimated number of giant pandas 2003 20145001000150020002500 fig. 5.2",
+            "13": "13 0610/32/f/m/20 \u00a9 ucles 2020 [turn over   the population of giant pandas was at its lowest in 1988.   (i) state the estimated number of giant pandas in 1988.  .  [1]   (ii) calculate the change in population size of giant pandas between 1977 and 2014.   ..  [1]  (c) in 1988 the population size became so low that giant pandas were considered an endangered  species.   suggest reasons why species such as the giant panda become endangered.  ...  ...  ...  ...  ...  ...  ...  ...  .  [4]  (d) giant pandas are no longer endangered due to successful conservation programmes.   suggest how conservation programmes have helped to increase numbers of giant pandas.  ...  ...  ...  ...  ...  ...  .  [3]  [total: 10]",
+            "14": "14 0610/32/f/m/20 \u00a9 ucles 2020 6 (a) complete the definition of the term transpiration.   transpiration is the loss of water vapour from plant leaves by ...   of water at the surfaces of the ...  cells followed by diffusion of  water vapour through the ...  .  [3]  (b) fig. 6.1 is a graph showing how temperature affects water loss in a plant with many leaves. water loss temperature fig. 6.1   (i) half of the leaves were removed from the plant.    predict the effect on water loss in this plant and sketch a line on fig. 6.1 to show your  prediction.  [2]   (ii) describe the effect of humidity on the rate of transpiration.  ...  ...  .  [1]",
+            "15": "15 0610/32/f/m/20 \u00a9 ucles 2020 [turn over  (c) water is an important substance for plants.   (i) describe two uses of water in plants. 1   2    [2]   (ii) state the name of the vessels that transport water in plants.  .  [1]     (iii)  state the name of the cells where water enters a plant.  .  [1]  [total: 10]",
+            "16": "16 0610/32/f/m/20 \u00a9 ucles 2020 7 (a) fig. 7.1 is a diagram of the alimentary canal and associated organs. a b c d e fig. 7.1 ",
+            "17": "17 0610/32/f/m/20 \u00a9 ucles 2020 [turn over   the boxes on the left show the letters on fig. 7.1.   the boxes in the middle show some of the names of the parts in fig. 7.1.   the boxes on the right show the functions of the parts.   draw lines to link each part with its correct letter and function. letter on  fig. 7.1name of  the part function a anus contains hydrochloric acid to kill bacteria b mouth production of amylase, protease and lipase c pancreas production of saliva dsalivary  glandssite of egestion e stomach site of ingestion  [6]  (b) the anus is part of the large intestine.   state the names of two other  parts of the large intestine. 1   2    [2]  (c) state where mechanical digestion occurs in the alimentary canal.  .  [1]",
+            "18": "18 0610/32/f/m/20 \u00a9 ucles 2020  (d) protein and fats are two of the components of a balanced diet.   state the names of three  other components of a balanced diet. 1   2   3    [3]  [total: 12]",
+            "19": "19 0610/32/f/m/20 \u00a9 ucles 2020 8 (a)  the box on the left contains the phrase \u2018intensive livestock farming\u2019.   the boxes on the right contain some sentence endings.   draw two lines from the box on the left to make  two correct sentences.  conditions increase the risk of the spread of disease. enables natural selection to take place. intensive livestock farming involves keeping livestock in their natural environment. results in lots of animal waste which can pollute water.  [1]  (b) intensive farming produces large volumes of greenhouse gases.   (i) state  two greenhouses gases produced by intensive farming. 1   2    [2]   (ii) state one effect of the pollution caused by greenhouse gases.  .  [1]  [total: 4]",
+            "20": "20 0610/32/f/m/20 \u00a9 ucles 2020 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 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.blank page"
+        },
+        "0610_m20_qp_42.pdf": {
+            "1": "cambridge igcse\u2122biology  0610/42 paper 4 theory (extended)  february/march  2020  1 hour 15 minutes you must answer on the question paper. no additional materials are needed. instructions  \u25cf answer all questions.  \u25cf use a black or dark blue pen. you may use an hb pencil for any diagrams or graphs.  \u25cf write your name, centre number and candidate number in the boxes at the top of the page.  \u25cf write your answer to each question in the space provided.  \u25cf do not use an erasable pen or correction fluid.  \u25cf do not write on any bar codes.  \u25cf you may use a calculator.  \u25cf you should show all your working and use appropriate units. information  \u25cf the total mark for this paper is 80.  \u25cf the number of marks for each question or part question is shown in brackets [  ]. dc (jc/ct) 180480/4 \u00a9 ucles 2020  [turn overthis document has 20 pages. blank pages are indicated. *3076168250*",
+            "2": "2 0610/42/f/m/20 \u00a9 ucles 2020 1 (a) fig. 1.1 is a diagram of the human gas exchange system. ab c fig. 1.1   (i) identify the structures labelled a, b and c in fig. 1.1. a   b   c    [3]   (ii) explain how the structures in the gas exchange system cause inspiration.   ...  ...  ...  ...  ...  ...  ...  ...  .  [4]",
+            "3": "3 0610/42/f/m/20 \u00a9 ucles 2020 [turn over  (b) a person who does not smoke can be exposed to tobacco smoke from other people smoking.    researchers studied the effect of exposure to tobacco smoke on the development of lung  cancer in three groups of women who did not smoke: \u2022 group 1 \u2013 no exposure to tobacco smoke \u2022 group 2 \u2013 low level exposure to tobacco smoke \u2022 group 3 \u2013 high level exposure to tobacco smoke.    their results are shown in table 1.1. table 1.1 groupnumber of women studiednumber of women  who died from  lung cancerpercentage of  women who died  from lung cancer 1 21 895 32 0.15 2 44 184 86 3 25 461 56 0.22   (i) calculate the percentage of women in group 2 who died from lung cancer.    write your answer, to two significant figures, in table 1.1.  [2]   (ii) many countries have laws that ban smoking in public buildings.    discuss the evidence from table 1.1 that supports these laws.  ...  ...  ...  ...  ...  ...  .  [3]",
+            "4": "4 0610/42/f/m/20 \u00a9 ucles 2020   (iii) smoking has been found to increase the risk of developing diseases other than cancer.    state two other diseases that can be caused by smoking. 1   2     [2]  [total: 14]",
+            "5": "5 0610/42/f/m/20 \u00a9 ucles 2020 [turn over 2 (a) fig. 2.1 shows the transfer of materials between blood and tissues. arteriolelymphatic vessel venule key: flow of blood transfer of materialsfluid a fluid b fig. 2.1   (i) complete table 2.1 by: \u2022 stating the names of the fluids \u2022 writing yes if the fluid contains red blood cells or no if the fluid does not contain  red blood cells. table 2.1 letter on  fig. 2.1name of the fluidcontains red  blood cells a b  [2]   (ii) state the name of the process by which oxygen is transferred from fluid b to the cells.  .  [1]   (iii) explain why cells need oxygen.  ...  ...  ...  ...  .  [2]",
+            "6": "6 0610/42/f/m/20 \u00a9 ucles 2020  (b) describe the functions of arterioles in the skin.  ...  ...  ...  ...  ...  ...  .  [3]  (c) describe the functions of lymph nodes in the lymphatic system.  ...  ...  ...  ...  .  [2]  (d) lacteals are part of the lymphatic system.   (i) state where in the body lacteals are found.  .  [1]   (ii) describe the role of lacteals.  ...  ...  .  [1]  [total: 12]",
+            "7": "7 0610/42/f/m/20 \u00a9 ucles 2020 [turn over 3 (a) one of the characteristics of living organisms is sensitivity.   define the term sensitivity.  ...  ...  ...  ...  .  [2]  (b) state the names of two sense organs. 1   2    [1]",
+            "8": "8 0610/42/f/m/20 \u00a9 ucles 2020  (c) scientists investigated the effect of adrenaline on blood glucose concentration in rats.    the rats were put into two groups: \u2022 group a was given an injection of adrenaline \u2022 group b was given an injection that did not contain adrenaline.   the blood glucose concentrations of the rats in both groups were monitored for three hours  after the injections.   the rats did not eat for 12 hours before the investigation or while they were being monitored.   the results are shown in fig. 3.1.  3.5 0.0 0.5 1.0 1.5 2.0 2.5 3.0 3.54.04.55.0 blood glucose concentration / mmol per dm3 monitoring time  / hours key: group a (adrenaline) group b (no adrenaline)time of injection fig. 3.1",
+            "9": "9 0610/42/f/m/20 \u00a9 ucles 2020 [turn over   (i) suggest why group b was given an injection that did not contain adrenaline.  ...  ...  ...  ...  .  [2]   (ii) describe and explain the results shown in fig. 3.1 for group a.  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  .  [5]  (d) another group of rats was given an injection that did not contain adrenaline.   these rats were given food after 2 hours of monitoring.    predict the changes to blood glucose concentration in this group of rats.   sketch a line to show your prediction on the graph in fig. 3.1.  [2]  (e) describe two effects of adrenaline on the body, other  than a change in blood glucose  concentration. 1   2    [2]  [total: 14]",
+            "10": "10 0610/42/f/m/20 \u00a9 ucles 2020 4 (a) describe the similarities and differences between marasmus and kwashiorkor. similarities  .  ...  ...  ...  ... differences    ...  ...  ...  ...  [4]  (b) researchers at a hospital recorded the total number of children admitted to the hospital  between 1984 and 2002.   a common reason for children being admitted to this hospital was severe diarrhoea.   table 4.1 shows this information.  table 4.1 yeartotal number of  children admitted to  the hospital 1984 1386 1986 1604 1988 1955 1990 2054 1992 1726 1994 1143 1996 1422 1998 1419 2000 1580 2002 1161",
+            "11": "11 0610/42/f/m/20 \u00a9 ucles 2020 [turn over   (i) calculate the percentage decrease in the total number of children admitted to the hospital  between 1998 and 2002.    give your answer to the nearest whole number.    space for working.     %  [3]   (ii) health workers in the communities near the hospital were trained in the prevention and  treatment of diarrhoea. this affected the total number of children being admitted to the  hospital.    suggest the year in which the training took place.    give a reason for your answer. year  ... reason  ...  ...  ...  [2]   (iii) the health workers provided advice to the community on ways of preventing the spread  of the pathogens that cause diarrhoea.     suggest the advice that was given to the community.  ...  ...  ...  ...  ...  ...  .  [3]  [total: 12]",
+            "12": "12 0610/42/f/m/20 \u00a9 ucles 2020 5 (a) mitosis is a type of nuclear division.   fig. 5.1 is a series of photomicrographs showing a cell dividing by mitosis. before mitosis 0 minutes 34 minutes 40 minutes 45 minutes 55 minutes fig. 5.1   (i)  state the change that has occurred to the mass of dna immediately before mitosis in  fig. 5.1.  .  [1]   (ii) estimate the time when the chromosomes shown in fig. 5.1 begin to separate.  .  [1]",
+            "13": "13 0610/42/f/m/20 \u00a9 ucles 2020 [turn over  (b) meiosis is another type of nuclear division.    describe how the nuclei in cells produced by meiosis differ from the nuclei in cells produced  by mitosis.  ...  ...  ...  ...  ...  ...  .  [3]  (c) stem cells divide by mitosis during the growth of an embryo.   describe the role of stem cells in the growth of an embryo.  ...  ...  ...  ...  .  [2]",
+            "14": "14 0610/42/f/m/20 \u00a9 ucles 2020  (d) an embryo develops into a fetus.   outline the processes of labour and birth.  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  .  [6]  [total: 13]  ",
+            "15": "15 0610/42/f/m/20 \u00a9 ucles 2020 [turn over 6 (a) atlantic cod, gadhus morhua,  is a type of fish that is an important resource for commercial  fishing.    fig. 6.1 shows the estimated mass of atlantic cod over 40 years. 19700123456789 1975 1980 1985 year1990 1995 2000 2005 2010mass of atlantic cod / million tonnes fig. 6.1   (i) in 1970, the mass of atlantic cod was 8  000 000 tonnes.    state one year when the mass of atlantic cod was half this value.  .  [1]   (ii) state the years when there was a continuous increase in the mass of atlantic cod for at  least five years.  .  [1]   (iii) suggest reasons for the trend shown between 1990 and 1995.  ...  ...  ...  ...  ...  ...  .  [3] ",
+            "16": "16 0610/42/f/m/20 \u00a9 ucles 2020   (iv) explain how fish stocks can be conserved by restocking.  ...  ...  ...  ...  ...  ...  .  [3]  (b) fish have adaptive features that enable them to live successfully in their environment.   fig. 6.2 is a photograph of a great white shark, carcharodon carcharias .    great white sharks are efficient predators and have very good eyesight to see in poor light  conditions underwater. fig. 6.2",
+            "17": "17 0610/42/f/m/20 \u00a9 ucles 2020   (i) describe two features, other than eyesight, visible in fig. 6.2 that suggest that great  white sharks are efficient predators. 1   2    [2]   (ii) describe how the ancestors of the great white shark developed adaptive features such  as good eyesight.  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  .  [5]  [total: 15]",
+            "18": "18 0610/42/f/m/20 \u00a9 ucles 2020 blank page",
+            "19": "19 0610/42/f/m/20 \u00a9 ucles 2020 blank page",
+            "20": "20 0610/42/f/m/20 \u00a9 ucles 2020 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 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.blank page"
+        },
+        "0610_m20_qp_52.pdf": {
+            "1": "cambridge igcse\u2122this document has 12 pages. blank pages are indicated. dc (jc/ct) 184730/2 \u00a9 ucles 2020  [turn over *9851497315* biology  0610/52 paper 5 practical test  february/march  2020  1 hour 15 minutes you must answer on the question paper. you will need:  the materials and apparatus listed in the confidential instructions instructions  \u25cf answer all questions.  \u25cf use a black or dark blue pen. you may use an hb pencil for any diagrams or graphs.  \u25cf write your name, centre number and candidate number in the boxes at the top of the page.  \u25cf write your answer to each question in the space provided.  \u25cf do not use an erasable pen or correction fluid.  \u25cf do not write on any bar codes.  \u25cf you may use a calculator.  \u25cf you should show all your working and use appropriate units. information  \u25cf the total mark for this paper is 40.  \u25cf the number of marks for each question or part question is shown in brackets [  ]. for examiner\u2019s use 1 2 total",
+            "2": "2 0610/52/f/m/20 \u00a9 ucles 2020 1 (a) beetroot is the large fleshy root of a beet plant. the cells of beetroot contain a coloured  pigment. this pigment may leak from the cells if the cell membranes are damaged.   you are going to investigate the effect of temperature on the leakage of pigment from beetroot  cells.   read all the instructions but do not carry them out until you have drawn a table  for your results in the space provided in 1(a)(i).   you should wear the gloves and eye protection provided during the practical work.  step 1  you are provided with two beetroot cylinders. place each of these onto the white tile  and use the scalpel to cut both cylinders to 3  cm in length.  step 2  label one test-tube c and the other test-tube h. place the test-tubes in the test-tube  rack.  step 3  put one beetroot cylinder into test-tube c.  step 4  pour sufficient cold water into test-tube c so that the water level is just above the  beetroot cylinder.  step 5  raise your hand when you are ready for hot water to be put into the beaker labelled  hot water .   step 6  put one beetroot cylinder into test-tube h.  step 7  pour sufficient hot water into test-tube h so that the water level is just above the  beetroot cylinder.  step 8  measure the temperature of the water in test-tube c and in test-tube h. record  these temperatures in your table in 1(a)(i) .  step 9  place a stopper in each test-tube.  step 10  start the stop-clock. leave the test-tubes for 10 minutes.  continue with the rest of the questions while you are waiting.  step 11  after 10 minutes shake both test-tubes for 5 seconds.  step 12  remove the stopper from test-tube c. pour the contents of test-tube c into an empty  beaker. use the forceps to remove the beetroot cylinder and place it on the white  tile.  step 13  pour the liquid in the beaker back into test-tube c.  step 14  repeat steps 12 and 13 using test-tube h.  step 15  observe the colour of the liquid in test-tube c and test-tube h. record your  observations in your table in 1(a)(i) .",
+            "3": "3 0610/52/f/m/20 \u00a9 ucles 2020 [turn over   (i) prepare a table to record your results.  [4]   (ii)  state a conclusion for these results.  ...  ...  .  [1]   (iii) in step 1 you were instructed to cut the beetroot cylinders to the same length.     suggest why this was necessary.  ...  ...  .  [1]   (iv) identify one possible source of error in step 4 and step 7.     suggest a piece of apparatus that could be used to reduce this error.  error  ...  ... apparatus  ...  ...  [2]",
+            "4": "4 0610/52/f/m/20 \u00a9 ucles 2020   (v) suggest the purpose of step 11.  ...  ...  .  [1]  (b) a student repeated the investigation in 1(a) at five different temperatures. they carried out  three trials at each temperature.   the student measured the percentage of light that passed through the liquids in the test -tubes.   the coloured pigment reduces the percentage of light that can pass through the liquid. the  higher the pigment concentration the less light passes through the liquid.   the student\u2019s results are shown in table 1.1. table 1.1 temperature  / \u00b0cpercentage of light that passes through the liquid trial 1 trial 2 trial 3 average 10 100 99 98 99 20  94 48 96 95 40  80 77 77 78 60  26 30 31 29 90   1  2  0  1   (i) state the variable that was changed (independent variable) in the investigation described  in 1(b).  .  [1]   (ii) suggest two ways in which the method described in 1(b) is an improvement on the  method that you used in 1(a). 1    ... 2    ...   [2]",
+            "5": "5 0610/52/f/m/20 \u00a9 ucles 2020 [turn over   (iii)  the student decided that the result for trial 2 at 20  \u00b0c was anomalous.    state what is meant by an anomalous result.  ...  ...  .  [1]   (iv) state how the student dealt with the anomalous result when calculating the average  value for 20  \u00b0c.  ...  ...  .  [1]   (v) plot a line graph on the grid of the temperature against the average percentage of light  that passes through the liquid using the data in table 1.1.  [4]   (vi)  estimate the percentage of light passing through the liquid at 50  \u00b0c.     show on your graph how you obtained your estimate.   . %   [2]  [total: 20]",
+            "6": "6 0610/52/f/m/20 \u00a9 ucles 2020 2 fig. 2.1 is a photograph of a leaf from a beet plant. magnification \u00d71.2p q fig. 2.1  (a) (i) make a large drawing of the leaf shown in fig.  2.1.  [4]",
+            "7": "7 0610/52/f/m/20 \u00a9 ucles 2020 [turn over   (ii) measure the length of the line pq on fig. 2.1. include the unit.     length of line pq     calculate the actual length of the leaf using the formula and your measurement. magnification = length of line pq actual length of the leaf    give your answer to the nearest whole number and include the unit.    space for working.     [3]",
+            "8": "8 0610/52/f/m/20 \u00a9 ucles 2020  (b) some athletes drink beetroot juice because they think it improves their performance.   scientists investigated the effect of drinking 100  cm3 of beetroot juice on the length of time  that athletes were able to run at their fastest pace before stopping due to exhaustion.   the results of the investigation are shown in fig. 2.2. 400 control groupbeetroot group450500550600 average time athletes were able to run  / s fig. 2.2   (i) explain why a control group was used in this investigation.  ...  ...  .  [1]   (ii) suggest a suitable control experiment for this investigation.  ...  ...  .  [1]",
+            "9": "9 0610/52/f/m/20 \u00a9 ucles 2020 [turn over   (iii) calculate the percentage increase in the average time athletes were able to run for the  beetroot group compared to the control group.    give your answer to one decimal place.    space for working.   . %  [2]  (c) an athlete suggested the hypothesis:   \u2018drinking a greater volume of beetroot juice would increase the length of time that  athletes are able to run.\u2019   plan an investigation to test this hypothesis.  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  .  [6]",
+            "10": "10 0610/52/f/m/20 \u00a9 ucles 2020  (d) athletes often consume energy drinks.   describe how you could test a sample of an energy drink to determine if reducing sugars are  present.  ...  ...  ...  ...  ...  ...  .  [3]  [total: 20]",
+            "11": "11 0610/52/f/m/20 \u00a9 ucles 2020 blank page",
+            "12": "12 0610/52/f/m/20 \u00a9 ucles 2020 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 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.blank page"
+        },
+        "0610_m20_qp_62.pdf": {
+            "1": "cambridge igcse\u2122dc (jc/ct) 184715/4 \u00a9 ucles 2020  [turn overthis document has 12 pages. blank pages are indicated. *6356770420* biology  0610/62 paper 6 alternative to practical  february/march  2020  1 hour you must answer on the question paper. no additional materials are needed. instructions  \u25cf answer all questions.  \u25cf use a black or dark blue pen. you may use an hb pencil for any diagrams or graphs.  \u25cf write your name, centre number and candidate number in the boxes at the top of the page.  \u25cf write your answer to each question in the space provided.  \u25cf do not use an erasable pen or correction fluid.  \u25cf do not write on any bar codes.  \u25cf you may use a calculator.  \u25cf you should show all your working and use appropriate units. information  \u25cf the total mark for this paper is 40.  \u25cf the number of marks for each question or part question is shown in brackets [  ].",
+            "2": "2 0610/62/f/m/20 \u00a9 ucles 2020 1 (a) beetroot is the large fleshy root of a beet plant. the cells of beetroot contain a coloured  pigment. this pigment may leak from the cells if the cell membranes are damaged.   a student investigated the effect of temperature on the leakage of pigment from beetroot  cells.  step 1  cylinders of varying length were cut from a beetroot. the student was provided with  two of the beetroot cylinders. the student cut both cylinders to 3  cm in length.  step 2  the student labelled one test-tube c and another test-tube h.   step 3  the student put some cold water into test-tube c and some hot water into  test-tube h.   step 4  the student measured the temperature of the water in test-tube c and in test -tube h.  sections of the thermometers are shown in fig. 1.1. 80 70 60 50 40 30 20 thermometer in hot water80 70 60 50 40 30 20 thermometer in cold water fig. 1.1  step 5  the student put one beetroot cylinder into test-tube c and one beetroot cylinder into  test-tube h. a stopper was placed in each test-tube.   step 6  the student waited for 10 minutes.   step 7  after 10 minutes the student shook both test-tubes.   step 8  the student observed the colour of the liquid in both test-tubes.",
+            "3": "3 0610/62/f/m/20 \u00a9 ucles 2020 [turn over   the student\u2019s observations are shown in fig. 1.2.  \u2014 test-tube c   light red \u2014 test-tube h   dark red fig. 1.2   (i) prepare a table to record the results shown in fig. 1.1 and fig. 1.2.  [3]   (ii) state a conclusion for these results.  ...  ...  .  [1]",
+            "4": "4 0610/62/f/m/20 \u00a9 ucles 2020   (iii) in step 1 the two beetroot cylinders were cut to the same length.    suggest why this was necessary.  ...  ...  .  [1]   (iv) identify one possible source of error in step 3.    suggest a piece of apparatus that could be used to reduce this error.  error  ...  ... apparatus  ..  ...  [2]   (v) in step 7 the student shook the test-tubes. it was important that the shaking of both test- tubes was the same.    suggest two ways that this could be achieved.  1    ... 2    ...  [2]  ",
+            "5": "5 0610/62/f/m/20 \u00a9 ucles 2020 [turn over blank page",
+            "6": "6 0610/62/f/m/20 \u00a9 ucles 2020  (b) a student repeated the investigation in 1(a) at five different temperatures. they carried out  three trials at each temperature.   the student measured the percentage of light that passed through the liquids in the test -tubes.   the coloured pigment reduces the percentage of light that can pass through the liquid. the  higher the pigment concentration the less light passes through the liquid.   the student\u2019s results are shown in table 1.1. table 1.1 temperature  / \u00b0cpercentage of light that passes through the liquid trial 1 trial 2 trial 3 average 10 100 99 98 99 20  94 48 96 95 40  80 77 77 78 60  26 30 31 29 90   1  2  0  1   (i) state the variable that was changed (independent variable) in the investigation described  in 1(b).  .  [1]   (ii) suggest two ways in which the method described in 1(b) is an improvement to the  method used in 1(a). 1    ... 2    ...  [2]   (iii) the student decided that the result for trial 2 at 20  \u00b0c was anomalous.    state what is meant by an anomalous result.  ...  ...  .  [1]",
+            "7": "7 0610/62/f/m/20 \u00a9 ucles 2020 [turn over   (iv) state how the student dealt with the anomalous result when calculating the average  value for 20  \u00b0c.  ...  ...  .  [1]   (v) plot a line graph on the grid of the temperature against the average percentage of light  that passes through the liquid using the data in table 1.1.  [4]   (vi) estimate the percentage of light passing through the liquid at 50  \u00b0c.     show on your graph how you obtained your estimate.   . %   [2]  [total: 20]",
+            "8": "8 0610/62/f/m/20 \u00a9 ucles 2020 2 fig. 2.1 is a photograph of a leaf from a beet plant.  magnification \u00d71.2p q fig. 2.1  (a) (i) make a large drawing of the leaf shown in fig. 2.1.  [4]",
+            "9": "9 0610/62/f/m/20 \u00a9 ucles 2020 [turn over   (ii) measure the length of the line pq on fig. 2.1. include the unit.     length of line pq     calculate the actual length of the leaf using the formula and your measurement.  magnification = length of line pq actual length of the leaf    give your answer to the nearest whole number and include the unit.    space for working.     [3]",
+            "10": "10 0610/62/f/m/20 \u00a9 ucles 2020  (b) some athletes drink beetroot juice because they think it improves their performance.    scientists investigated the effect of drinking 100  cm3 of beetroot juice on the length of time  that athletes were able to run at their fastest pace before stopping due to exhaustion.   the results of the investigation are shown in fig. 2.2. 400 control groupbeetroot group450500550600 average time athletes were able to run  / s fig. 2.2   (i) explain why a control group was used in this investigation.  ...  ...  .  [1]   (ii) suggest a suitable control experiment for this investigation.  ...  ...  .  [1]",
+            "11": "11 0610/62/f/m/20 \u00a9 ucles 2020 [turn over   (iii) calculate the percentage increase in the average time athletes were able to run for the  beetroot group compared to the control group.    give your answer to one decimal place.    space for working.   . %  [2]  (c) an athlete suggested the hypothesis:   \u2018drinking a greater volume of beetroot juice would increase the length of time that  athletes are able to run.\u2019   plan an investigation to test this hypothesis.  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  .  [6]",
+            "12": "12 0610/62/f/m/20 \u00a9 ucles 2020 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 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. (d) athletes often consume energy drinks.   describe how you could test a sample of an energy drink to determine if reducing sugars are  present.  ...  ...  ...  ...  ...  ...  .  [3]    [total: 20]"
+        },
+        "0610_s20_qp_11.pdf": {
+            "1": "    this document has 16 pages. blank pages are indicated.  ib20 06_0610_11/3rp   \u00a9 ucles 2020   [turn ove r   *8035330532*cambridge igcse\u2122       biology 0610/11     paper 1 multiple choice (core)  may/june 2020     45 minutes    you must answer on the multiple choice answer sheet.    you will need: multiple choice answer sheet   soft clean eraser   soft pencil (type b or hb is recommended)       instructions   \u2022 there are forty  questions on this paper. answer all questions.   \u2022 for each question there are four possible answers a, b, c and d. choose the one you consider correct  and record your choice in soft pencil on the multiple choice answer sheet.   \u2022 follow the instructions on the mu ltiple choice answer sheet.  \u2022 write in soft pencil.  \u2022 write your name, centre number and candidate num ber on the multiple choice answer sheet in the  spaces provided unless this has been done for you.  \u2022 do not use correction fluid.  \u2022 do not write on any bar codes.  \u2022 you may use a calculator.      information  \u2022 the total mark for this paper is 40.  \u2022 each correct answer will score one mark. a ma rk will not be deducted for a wrong answer.  \u2022 any rough working should be done on this question paper.   ",
+            "2": "2  \u00a9 ucles 2020 0610/11/m/j/20  1 the diagram shows what happened in an experiment with plant seedlings.    start lightnext day light     which characteristic of living things made the seedlings grow towards the light?  a excretion  b nutrition  c respiration  d sensitivity     2 a rat has the scientific name rattus rattus .    what do the two parts of this name refer to?  a genus and species  b kingdom and genus  c kingdom and species  d variety and genus      3 an animal can swim, has a backbone and produces milk.    to which group does it belong?  a amphibians  b fish  c mammals  d reptiles     ",
+            "3": "3     \u00a9 ucles 2020 0610/11/m/j/20 [turn over  4 the diagram shows two guard cells.    which label shows the cell wall?    ab c d      5 what is the correct order to describe an increasing  level of organisation?  a cell \u2192 organ \u2192 tissue \u2192 organ system  b tissue \u2192 cell \u2192 organ \u2192 organ system  c organ \u2192 tissue \u2192 cell \u2192 organ system  d cell \u2192 tissue \u2192 organ \u2192 organ system      6 which diagram shows the appearance of a plant cell several minutes after it has been placed in a  concentrated solution of sugar?    ab c d      ",
+            "4": "4  \u00a9 ucles 2020 0610/11/m/j/20  7 the apparatus shown is used to demonstrate osmosis.    q pdialysis tubing acting as a partially permeablemembrane     the mass of the dialysis tubing and contents was 11.2  g at the start of the demonstration and  9.4  g at the end.    which solutions would cause this change in mass?     solution p solution q  a 5% salt solution 10% salt solution  b 10% salt solution 5% salt solution  c water 5% salt solution  d water 10% salt solution      8 which food-testing solution shows a positive result when it turns from blue to purple?  a benedict\u2019s solution  b biuret solution  c ethanol  d iodine solution     9 what is the definition of an enzyme?  a a carbohydrate that acts as a catalyst  b a dna molecule that acts as a catalyst  c a fat that acts as a catalyst  d a protein that acts as a catalyst    ",
+            "5": "5     \u00a9 ucles 2020 0610/11/m/j/20 [turn over  10 four test-tubes are set up as shown.    which test-tube contains the least carbon dioxide after one hour?    abcd black polythene to keep out lightwater aquatic animal aquatic plantlight light light       11 which substance found in a healthy diet helps to prevent constipation?  a fat  b fibre  c minerals  d vitamins    12 the activity of amylase is measured in four parts of the alimentary canal.    which two parts have the most amylase activity?  a colon and duodenum  b colon and stomach  c mouth and duodenum  d stomach and mouth     13 after passing through the root hair cells of a plant, what is the next tissue through which water  passes?  a cortex  b epidermis  c mesophyll  d xylem     ",
+            "6": "6  \u00a9 ucles 2020 0610/11/m/j/20  14 from which part of a leaf does most water evaporate during transpiration?  a the cuticle  b the guard cells  c the spongy mesophyll cells  d the xylem vessels      15 which blood vessel carries blood to the muscle of the heart?  a coronary artery  b pulmonary artery  c renal vein  d vena cava      16 the diagram shows a section through the heart and its blood vessels.    x     which row gives the vessel name and the direction of blood flow in vessel x?     vessel name direction of blood flow  a aorta towards the lungs  b pulmonary artery towards the lungs  c pulmonary artery away from the lungs  d vena cava away from the lungs     ",
+            "7": "7     \u00a9 ucles 2020 0610/11/m/j/20 [turn over  17 what is a chemical barrier to pathogens?  a nose hairs  b skin  c stomach acid  d white blood cells      18 what is the approximate percentage of oxygen contained in the air breathed out of the lungs?  a 0% b 4% c 16% d 20%    19 the diagram shows an experiment to investigate the respiration of yeast. oil prevents oxygen  entering the glucose and yeast suspension.    delivery tube limewaterbubble of gasthin layer of oil glucose andyeastsuspension     if no oxygen is present in the glucose and yeast suspension, what will occur?  a ethanol will be produced and the limewater will stay clear.  b ethanol will be produced and the limewater will go cloudy.  c lactic acid will be produced and the limewater will stay clear.  d lactic acid will be produced and the limewater will go cloudy.     20 what happens during respiration in germinating seeds?  a seed temperature decreases.  b carbon dioxide is taken up by the seeds.  c glucose is used up by the seeds.  d oxygen is given out by the seeds.    ",
+            "8": "8  \u00a9 ucles 2020 0610/11/m/j/20  21 which row describes the urine produced by a person who is exercising on a hot day?     concentration   of urine volume of urine  a concentrated large  b concentrated small  c dilute large  d dilute small      22 what is the function of the optic nerve?  a to carry impulses from the brain to the retina  b to carry impulses from the retina to the brain  c to carry light from the brain to the retina  d to carry light from the retina to the brain      23 what causes the development of female secondary sexual characteristics?  a adrenaline production  b menstrual cycle starting  c oestrogen production  d ovulation occurring      24 the diagram shows a cross-section of the skin.    which part produces a substance which cools the skin when it evaporates?    a d b c      ",
+            "9": "9     \u00a9 ucles 2020 0610/11/m/j/20 [turn over  25 gravitropism and phototropism are names given to specific plant growth responses.    how do shoots and roots normally respond?     direction of growth of shoots direction of growth of roots  light gravity light gravity  a towards away away towards  b away towards towards away  c towards away towards away  d away towards away towards     26 which type of infection could be trea ted successfully with antibiotics?     infection caused by   bacteria resistant  bacteria viruses   a \u0016 \u0016 \u001a key  b \u0016 \u001a \u001a \u0016= yes  c \u001a \u0016 \u0016 \u001a= no  d \u001a \u001a \u0016       27 what takes place during fertilisation?  a one gamete produces one zygote.  b one gamete produces two zygotes.  c two gametes produce one zygote.  d two gametes produce two zygotes.      28 what is the transfer of pollen from an anther to a stigma called?  a fertilisation  b respiration  c meiosis  d pollination     ",
+            "10": "10  \u00a9 ucles 2020 0610/11/m/j/20  29 what happens to the uterus lining during menstruation?  a breaks down  b new blood vessel growth  c implantation of embryo  d repair and  thickening      30 the diagram of the female reproductive system shows where different methods of birth control  can be used.    where would an iud be placed?    dab c       31 what is defined as a length of dna that codes for a protein?  a amino acid  b chromosome  c gene  d nucleus     32 when damaged tissues are repaired cells undergo division by  a meiosis to produce genetically identical cells.  b meiosis to produce genetically different cells.  c mitosis to produce genetically identical cells.  d mitosis to produce genetically different cells.    ",
+            "11": "11     \u00a9 ucles 2020 0610/11/m/j/20 [turn over  33 pea plants produce either yellow or green seeds. yellow (y) is dominant to green (y).    what are the most likely phenotypes of the offspring of a cross between yy and yy plants?  a 50% yellow and 50% green  b 75% yellow and 25% green  c 100% yellow  d 100% green    34 the graph shows the masses of two different types of tomato.    0 20 40 60 80 100 120 140 160 180 200 220 240number of tomatoes mass  / gtype 1 type 2     what can be concluded from the graph?  a genes do not affect the mass of tomatoes.  b type 1 tomatoes show continuous variation.  c type 2 tomatoes are sometimes smaller than type 1 tomatoes.  d type 2 tomatoes show discontinuous variation.    35 the diagram shows a simple food chain.    grass \u2192 gazelle \u2192 lion    the arrows show the energy flow through the food chain.    where does the grass obtain its energy?  a oxygen from air  b water  c minerals in soil  d the sun    ",
+            "12": "12  \u00a9 ucles 2020 0610/11/m/j/20  36 the diagram shows a food chain in a rock pool.    seaweed  \u2192  whelks  \u2192  crabs  \u2192  seagulls    what will happen if the number of secondary consumers increases?    there will be  a fewer crabs.  b fewer seagulls.  c fewer whelks.  d less seaweed.     37 what is the role of anaerobic respiration in bread-making?  a to produce alcohol to flavour the bread  b to produce gas to make the bread rise  c to release enough energy to bake the bread  d to release enough lactic acid to kill the yeast    38 a crop plant has been genetically modified to make it resistant to herbicides.    which is a possible disadvantage of introducing this new crop plant?  a loss of weeds reduces competition.  b some weeds might become resistant to the herbicide.  c the crop plant is unharmed and produces a higher yield.  d the new gene will appear in new generations of the crop.     39 which is an example of an undesirable effect of deforestation?  a decreased carbon dioxide concentration in the atmosphere  b decreased soil erosion  c increased flooding  d the variety of organisms is maintained    ",
+            "13": "13     \u00a9 ucles 2020 0610/11/m/j/20  40 wheat is often grown in large areas as a monoculture.    what is a negative environmental impact of this method of farming?  a the variety of species in the area is reduced.  b fewer types of pesticide are needed.  c larger harvests can be produced.  d specialist machinery can be used.    ",
+            "14": "14  \u00a9 ucles 2020 0610/11/m/j/20  blank page",
+            "15": "15     \u00a9 ucles 2020 0610/11/m/j/20  blank page",
+            "16": "16    permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to trac e 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 ans wer-related information to candidates, all copyright acknowledgements are reproduced onl ine in the cambridge  assessment international education copyri ght acknowledgements booklet. this is produc ed 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 the ca mbridge assessment group. cambri dge assessment is the brand name of the university of  cambridge local examinations syndicate (ucles), which it self is a department of the university of cambridge.    \u00a9 ucles 2020 0610/11/m/j/20  blank page  "
+        },
+        "0610_s20_qp_12.pdf": {
+            "1": "    this document has 16 pages. blank pages are indicated.  ib20 06_0610_12/4rp   \u00a9 ucles 2020   [turn ove r   *4343563270*cambridge igcse\u2122       biology 0610/12     paper 1 multiple choice (core)  may/june 2020     45 minutes    you must answer on the multiple choice answer sheet.    you will need: multiple choice answer sheet   soft clean eraser   soft pencil (type b or hb is recommended)       instructions   \u2022 there are forty  questions on this paper. answer all questions.   \u2022 for each question there are four possible answers a, b, c and d. choose the one you consider correct  and record your choice in soft pencil on the multiple choice answer sheet.   \u2022 follow the instructions on the mu ltiple choice answer sheet.  \u2022 write in soft pencil.  \u2022 write your name, centre number and candidate num ber on the multiple choice answer sheet in the  spaces provided unless this has been done for you.  \u2022 do not use correction fluid.  \u2022 do not write on any bar codes.  \u2022 you may use a calculator.      information  \u2022 the total mark for this paper is 40.  \u2022 each correct answer will score one mark. a ma rk will not be deducted for a wrong answer.  \u2022 any rough working should be done on this question paper.   ",
+            "2": "2  \u00a9 ucles 2020 0610/12/m/j/20  1 the diagram shows what happened in an experiment with plant seedlings.    start lightnext day light     which characteristic of living things made the seedlings grow towards the light?  a excretion  b nutrition  c respiration  d sensitivity     2 a rat has the scientific name rattus rattus .    what do the two parts of this name refer to?  a genus and species  b kingdom and genus  c kingdom and species  d variety and genus     3 which list contains only arthropods?  a amphibians, insects, myriapods  b arachnids, crustaceans, myriapods  c crustaceans, insects, fish  d insects, myriapods, reptiles     ",
+            "3": "3     \u00a9 ucles 2020 0610/12/m/j/20 [turn over  4 the diagram shows a plant cell.    a biologist wants to find out the number of chromosomes it contains.    which labelled part should be examined more closely?    ab c d       5 what are leaves examples of?  a cells  b organs  c organ systems  d tissues     6 which diagram shows the appearance of a plant cell several minutes after it has been placed in a concentrated solution of sugar?    ab c d     ",
+            "4": "4  \u00a9 ucles 2020 0610/12/m/j/20  7 uncooked pieces of potato of identical size were placed in different liquids for one hour and then  measured.    which liquid will cause a decrease in the size of the piece of potato?  a pure water  b sugar solution less concentrated than the potato cell contents  c sugar solution more concentrated than the potato cell contents  d sugar solution with the same concentration as the potato cell contents     8 which food-testing solution shows a positive result when it turns from blue to purple?  a benedict\u2019s solution  b biuret solution  c ethanol  d iodine solution    9 the diagram shows the four types of human tooth.    12 3 4 incisor canine premolar molar    which teeth are used for grinding food?  a 1 and 2 b 2 and 3 c 3 and 4 d 4 and 1    ",
+            "5": "5     \u00a9 ucles 2020 0610/12/m/j/20 [turn over  10 the diagram shows a plant cell.    in which part of the cell does photosynthesis occur?    a b c d      11 which substance found in a healthy diet helps to prevent constipation?  a fat  b fibre  c minerals  d vitamins     12 the graph shows the effect of ph on the activity of an enzyme.    enzyme activity 1 3 5 7 ph911     in which part of the alimentary canal would this enzyme be most  active?  a large intestine  b mouth  c small intestine  d stomach     ",
+            "6": "6  \u00a9 ucles 2020 0610/12/m/j/20  13 after passing through the root hair cells of a plant, what is the next tissue through which water  passes?  a cortex  b epidermis  c mesophyll  d xylem      14 from which part of a leaf does most water evaporate during transpiration?  a the cuticle  b the guard cells  c the spongy mesophyll cells  d the xylem vessels      15 which blood vessel carries blood to the muscle of the heart?  a coronary artery  b pulmonary artery  c renal vein  d vena cava     ",
+            "7": "7     \u00a9 ucles 2020 0610/12/m/j/20 [turn over  16 the diagram shows the human heart and main blood vessels.    lungs rest of bodyx     what is the blood vessel labelled x?  a aorta  b pulmonary artery  c pulmonary vein  d vena cava      17 what is a chemical barrier to pathogens?  a nose hairs  b skin  c stomach acid  d white blood cells      18 what is the site of gas exchange in humans?  a nose  b alveoli  c bronchus  d trachea     ",
+            "8": "8  \u00a9 ucles 2020 0610/12/m/j/20  19 the substances listed are associated with aerobic respiration.    1 carbon dioxide  2 glucose  3 oxygen  4 water    which substances are the products of aerobic respiration?  a 1 and 3 b 1 and 4 c 2 and 3 d 3 and 4      20 the diagram shows the breathing system.    1 2 3     what are the labelled structures?     1 2 3  a bronchus bronchiole trachea  b bronchiole bronchus trachea  c trachea bronchus bronchiole  d trachea diaphragm bronchus     ",
+            "9": "9     \u00a9 ucles 2020 0610/12/m/j/20 [turn over  21 the diagram shows the human excretory system.    which labelled structure is the ureter?    a b dc      22 which structure transfers information to the central nervous system?  a effector  b motor neurone  c relay neurone  d sensory neurone     23 examples of responses to hormones are listed.    1 increased breathing rate  2 increased pulse rate 3 growth of body hair 4 widened pupils    which responses are caused by the hormone adrenaline?  a 1, 2, 3 and 4  b 1, 2 and 4 only  c 2, 3 and 4 only  d 3 and 4 only     ",
+            "10": "10  \u00a9 ucles 2020 0610/12/m/j/20  24 which part of the eye focuses light?  a cornea  b iris  c lens  d retina      25 the diagram shows a plant shoot growing towards the light.    light     which response is shown by the shoot of the plant?  a gravitropism  b photosynthesis  c phototropism  d reflex    26 which statement about antibiotic use in humans is correct?  a different types of antibiotic are used to remove antibodies from the body.  b antibiotics are injected in childhood to prevent diseases in adults.  c antibiotics are used to treat diseases caused by viruses.  d different types of antibiotic are used because bacteria can become resistant.     27 which conditions are always required for the germination of seeds?     condition    light oxygen suitable  temperature water   a \u0016 \u0016 \u001a \u0016 key  b \u0016 \u001a \u0016 \u001a \u0016 = required  c \u001a \u0016 \u001a \u0016 \u001a = not required  d \u001a \u0016 \u0016 \u0016      ",
+            "11": "11     \u00a9 ucles 2020 0610/12/m/j/20 [turn over  28 where do fertilisation and pollination occur in a flower?     fertilisation pollination  a carpel ovule  b ovary stigma  c stigma anther  d style carpel      29 when do the following stages occur in a typical human menstrual cycle?     bleeding ovulation  a days 13 \u2013 14 days 6 \u2013 25  b days 1 \u2013 4 days 27 \u2013 28  c days 6 \u2013 25 days 1 \u2013 4  d days 1 \u2013 4 days 13 \u2013 14     30 the graph shows the number of pregnancies in 4 groups of 100 women. each group used a  different method of contraception.    20 10 0 contraceptive pillintra-uterine device (iud)diaphragm monitoring body temperaturenumber of pregnancies     the method of contraception which is the most  effective is  a barrier.  b chemical.  c natural.  d surgical.    ",
+            "12": "12  \u00a9 ucles 2020 0610/12/m/j/20  31 the photograph shows a tiger.        which visible adaptive feature makes the tiger a good predator?  a large teeth  b long whiskers  c small ears  d thick fur      32 which statement about the human sex chromosomes is correct?  a females have an x chromosome and a y chromosome.  b females have two y chromosomes.  c males and females have at least one x chromosome.  d males and females have at least one y chromosome.     ",
+            "13": "13     \u00a9 ucles 2020 0610/12/m/j/20 [turn over  33 the diagram shows the inheritance of height in pea plants.    tall parent plant tt tall offspring plant tttall offspring plant ttdwarf parent plant tt     which plants have a heterozygous genotype?  a both parent plants  b dwarf parent plant only  c both offspring plants  d tall parent plant only     34 the graph shows the masses of two different types of tomato.    0 20 40 60 80 100 120 140 160 180 200 220 240number of tomatoes mass  / gtype 1 type 2     what can be concluded from the graph?  a genes do not affect the mass of tomatoes.  b type 1 tomatoes show continuous variation.  c type 2 tomatoes are sometimes smaller than type 1 tomatoes.  d type 2 tomatoes show discontinuous variation.      35 which is an example of a population?  a all the animals and plants living in a lake  b all the different herbivores in a forest  c all the mahogany trees growing in a forest  d all the species of animals in africa     ",
+            "14": "14  \u00a9 ucles 2020 0610/12/m/j/20  36 the diagram shows a food chain in a rock pool.    seaweed  \u2192  whelks  \u2192  crabs  \u2192  seagulls    what will happen if the number of secondary consumers increases?    there will be  a fewer crabs.  b fewer seagulls.  c fewer whelks.  d less seaweed.     37 what is the role of anaerobic respiration in bread-making?  a to produce alcohol to flavour the bread  b to produce gas to make the bread rise  c to release enough energy to bake the bread  d to release enough lactic acid to kill the yeast    38 a crop plant has been genetically modified to make it resistant to herbicides.    which is a possible disadvantage of introducing this new crop plant?  a loss of weeds reduces competition.  b some weeds might become resistant to the herbicide.  c the crop plant is unharmed and produces a higher yield.  d the new gene will appear in new generations of the crop.    ",
+            "15": "15     \u00a9 ucles 2020 0610/12/m/j/20 [turn over  39 the diagram shows the results of a survey on th e types of animals found along a stretch of river  near to a factory.    rat-tailed maggot sludge wormbloodworm mayfly nymph stonefly nymphmayfly nymph stonefly nymph shrimp caddisfly larvabloodworm leechwater louse snailfactory emptying pollutants into the waterdirection of water flow     which animal lives in the least polluted water?  a bloodworm  b caddisfly larva  c leech  d stonefly nymph    ",
+            "16": "16    permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to trac e 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 ans wer-related information to candidates, all copyright acknowledgements are reproduced onl ine in the cambridge  assessment international education copyri ght acknowledgements booklet. this is produc ed 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 the ca mbridge assessment group. cambri dge assessment is the brand name of the university of  cambridge local examinations syndicate (ucles), which it self is a department of the university of cambridge.    \u00a9 ucles 2020 0610/12/m/j/20  40 the graph shows four areas of forest that were cut down and then replanted with trees in one  part of the world between 1995 and 2015.    which area of forest was used most sustainably?    area of forestreplanted trees trees cut downkey abcd       "
+        },
+        "0610_s20_qp_13.pdf": {
+            "1": "    this document has 16 pages. blank pages are indicated.  ib20 06_0610_13/4rp   \u00a9 ucles 2020   [turn ove r   *8275596423*cambridge igcse\u2122       biology 0610/13     paper 1 multiple choice (core)  may/june 2020     45 minutes    you must answer on the multiple choice answer sheet.    you will need: multiple choice answer sheet   soft clean eraser   soft pencil (type b or hb is recommended)       instructions   \u2022 there are forty  questions on this paper. answer all questions.   \u2022 for each question there are four possible answers a, b, c and d. choose the one you consider correct  and record your choice in soft pencil on the multiple choice answer sheet.   \u2022 follow the instructions on the mu ltiple choice answer sheet.  \u2022 write in soft pencil.  \u2022 write your name, centre number and candidate num ber on the multiple choice answer sheet in the  spaces provided unless this has been done for you.  \u2022 do not use correction fluid.  \u2022 do not write on any bar codes.  \u2022 you may use a calculator.      information  \u2022 the total mark for this paper is 40.  \u2022 each correct answer will score one mark. a ma rk will not be deducted for a wrong answer.  \u2022 any rough working should be done on this question paper.   ",
+            "2": "2  \u00a9 ucles 2020 0610/13/m/j/20  1 the diagram shows what happened in an experiment with plant seedlings.    start lightnext day light     which characteristic of living things made the seedlings grow towards the light?  a excretion  b nutrition  c respiration  d sensitivity    2 a rat has the scientific name rattus rattus .    what do the two parts of this name refer to?  a genus and species  b kingdom and genus  c kingdom and species  d variety and genus     3 explorers have found an unknown animal living in a rainforest. the animal    \u25cf lives on land but has also been seen in water  \u25cf lays soft-shelled eggs on land  \u25cf does not have gills  \u25cf has scaly skin  \u25cf is 1.0  m long  \u25cf does not produce milk.    to which group is the animal most likely to belong?  a amphibians  b arthropods  c mammals  d reptiles    ",
+            "3": "3     \u00a9 ucles 2020 0610/13/m/j/20 [turn over  4 onion plant cells swell but do not burst when placed in distilled water.    which cell component prevents the onion plant cells from bursting?  a cell membrane  b cell wall  c nucleus  d vacuole    5 the diagram shows part of the human body.        which level of organisation does this diagram show?  a a cell  b an organism  c an organ system  d a tissue     ",
+            "4": "4  \u00a9 ucles 2020 0610/13/m/j/20  6 which diagram shows the appearance of a plant cell several minutes after it has been placed in a  concentrated solution of sugar?    ab c d       7 which statement about active transport is correct?  a particles move into cells using energy released by photosynthesis.  b particles move across a cell wall without using energy.  c particles move from a region of higher concentration to a region of lower concentration.  d particles move across a cell membrane using energy released by respiration.     8 which food-testing solution shows a positive result when it turns from blue to purple?  a benedict\u2019s solution  b biuret solution  c ethanol  d iodine solution    9 which statement about enzyme-controlled reactions is correct?  a during the reaction, a substrate changes into a product.  b the enzyme is slowly broken down during the reaction.  c the higher the ph the faster the reaction.  d the product is gradually used up during the reaction.    ",
+            "5": "5     \u00a9 ucles 2020 0610/13/m/j/20 [turn over  10 why do plants need nitrate ions?  a to make amino acids  b to make fats  c to make glucose  d to make starch      11 which substance found in a healthy diet helps to prevent constipation?  a fat  b fibre  c minerals  d vitamins      12 the table shows the percentage of the daily recommended intake of nutrients in a serving of four  foods.    which food would be the best choice to prevent scurvy?     percentage of daily recommended intake  in a serving of food  calcium iron vitamin  c vitamin  d  a 71   1   0   6  b 24 11   2 73  c   3   3 72   0  d   1 72   1   0     13 after passing through the root hair cells of a plant, what is the next tissue through which water  passes?  a cortex  b epidermis  c mesophyll  d xylem    ",
+            "6": "6  \u00a9 ucles 2020 0610/13/m/j/20  14 from which part of a leaf does most water evaporate during transpiration?  a the cuticle  b the guard cells  c the spongy mesophyll cells  d the xylem vessels      15 which blood vessel carries blood to the muscle of the heart?  a coronary artery  b pulmonary artery  c renal vein  d vena cava      16 the diagram shows some veins in the human arm and the valves that they contain.    if blood is squeezed out of section x\u2013y, where should pressure be placed on a vein to stop blood flowing into this section again?    valve a db c y x       17 what is a chemical barrier to pathogens?  a nose hairs  b skin  c stomach acid  d white blood cells    ",
+            "7": "7     \u00a9 ucles 2020 0610/13/m/j/20 [turn over  18 the diagram shows an alveolus and capillary in a human lung.    alveolus capillary x y     which row shows the correct gas and concentrations for diffusion from x to y in normal  conditions?     at point x at point y  a high concentration of carbon dioxide low concentration of carbon dioxide  b high concentration of oxygen low concentration of oxygen  c low concentration of carbon dioxide high concentration of carbon dioxide  d low concentration of oxygen high concentration of oxygen     19 which examples of respiration produce carbon dioxide?     aerobic respiration  in human muscles anaerobic respiration  in human muscles anaerobic respiration  in yeast   a \u0016 \u0016 \u001a key  b \u0016 \u001a \u0016 \u0016= yes  c \u001a \u0016 \u0016 \u001a= no  d \u0016 \u0016 \u0016      20 in which conditions do the leaves of a green plant photosynthesise?   bright light darkness   a \u0016 \u0016 key  b \u0016 \u001a \u0016= yes  c \u001a \u0016 \u001a= no  d \u001a \u001a      ",
+            "8": "8  \u00a9 ucles 2020 0610/13/m/j/20  21 the diagram represents the flow of blood from the heart, through the liver and towards the  kidneys.    where is urea made?    b blood flow to the kidneysblood flow from the heart liver c da      22 when a man steps on a sharp object he moves his foot away very quickly.    in which part of his body are the effector cells involved in this action?  a brain  b muscle  c skin  d spinal cord    23 which row matches structures in the eye with their functions?     focuses light refracts light sensitive to light  a cornea iris retina  b retina lens iris  c iris retina lens  d lens cornea retina     ",
+            "9": "9     \u00a9 ucles 2020 0610/13/m/j/20 [turn over  24 which organ produces oestrogen?  a heart  b lung  c ovary  d oviduct      25 what is meant by the term phototropism?  a absorbing mineral ions  b absorbing water  c directional growth  in response to gravity  d directional growth in response to light      26 drugs are substances that are taken into the body.    which statement also applies to the definition of a drug?  a always slow down chemical reactions  b always speed up chemical reactions  c are only used to destroy bacteria  d modify or affect chemical reactions     27 what does the drug heroin act as?  a a stimulant  b a depressant  c an antibiotic  d a nutrient     ",
+            "10": "10  \u00a9 ucles 2020 0610/13/m/j/20  28 the diagrams show pollen grains from three different species of plant as they appear under the  microscope. the diagrams are all to the same scale.    123 sticky surface    which pollen grains are most likely to be carried by the wind?  a 1 and 2 b 2 only c 2 and 3 d 3 only     29 the diagram shows the human female reproductive system.    in which structure does fertilisation occur?    a b c d      30 which disease is an example of an sti?  a cholera  b copd  c hiv  d lung cancer    31 fur colour in cats is an observable feature.    which word is used to describe an observable feature?  a allele  b genotype  c heterozygous  d phenotype     ",
+            "11": "11     \u00a9 ucles 2020 0610/13/m/j/20 [turn over  32 which row shows the sex chromosomes in the body cells and in the gametes of a woman?     body cells gametes  a xx all x  b xx all xx  c xy x or y  d xy all xy      33 in mice, the allele for black hair is dominant to the allele for brown hair.    what proportion of offspring will have brown hair if a cross is made between a homozygous black  mouse and a heterozygous black mouse?  a 0% b 25% c 50% d 100%      34 the graph shows the masses of two different types of tomato.    0 20 40 60 80 100 120 140 160 180 200 220 240number of tomatoes mass  / gtype 1 type 2     what can be concluded from the graph?  a genes do not affect the mass of tomatoes.  b type 1 tomatoes show continuous variation.  c type 2 tomatoes are sometimes smaller than type 1 tomatoes.  d type 2 tomatoes show discontinuous variation.     ",
+            "12": "12  \u00a9 ucles 2020 0610/13/m/j/20  35 the diagram shows part of the carbon cycle.    animals decay by microorganisms green plants carbon dioxide in the airx y     what do x and y represent?     x y  a photosynthesis respiration  b photosynthesis decomposition  c respiration decomposition  d respiration photosynthesis     36 the diagram shows a food chain in a rock pool.    seaweed  \u2192  whelks  \u2192  crabs  \u2192  seagulls    what will happen if the number of secondary consumers increases?    there will be  a fewer crabs.  b fewer seagulls.  c fewer whelks.  d less seaweed.    37 what is the role of anaerobic respiration in bread-making?  a to produce alcohol to flavour the bread  b to produce gas to make the bread rise  c to release enough energy to bake the bread  d to release enough lactic acid to kill the yeast    ",
+            "13": "13     \u00a9 ucles 2020 0610/13/m/j/20  38 a crop plant has been genetically modified to make it resistant to herbicides.    which is a possible disadvantage of introducing this new crop plant?  a loss of weeds reduces competition.  b some weeds might become resistant to the herbicide.  c the crop plant is unharmed and produces a higher yield.  d the new gene will appear in new generations of the crop.    39 chickens are birds that are farmed to produce eggs for human consumption.    a type of chicken has been bred to lay more  eggs.    which method would be used to produce this type of chicken?  a asexual reproduction  b biotechnology  c natural selection  d selective breeding      40 sewage treatment involves a number of stages. three of the stages are listed.    1 filter beds with anaerobic microbes to digest sewage  2 screens to trap large objects  3 settlement tanks to let insoluble particles sink    what is the correct order for treating sewage?  a 1 \u2192 2 \u2192 3 b 2 \u2192 3 \u2192 1 c 3 \u2192 2 \u2192 1 d 3 \u2192 1 \u2192 2    ",
+            "14": "14  \u00a9 ucles 2020 0610/13/m/j/20  blank page",
+            "15": "15     \u00a9 ucles 2020 0610/13/m/j/20  blank page",
+            "16": "16    permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to trac e 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 ans wer-related information to candidates, all copyright acknowledgements are reproduced onl ine in the cambridge  assessment international education copyri ght acknowledgements booklet. this is produc ed 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 the ca mbridge assessment group. cambri dge assessment is the brand name of the university of  cambridge local examinations syndicate (ucles), which it self is a department of the university of cambridge.    \u00a9 ucles 2020 0610/13/m/j/20  blank page  "
+        },
+        "0610_s20_qp_21.pdf": {
+            "1": "    this document has 16 pages. blank pages are indicated.  ib20 06_0610_21/3rp   \u00a9 ucles 2020   [turn ove r   *4931717366*cambridge igcse\u2122       biology 0610/21     paper 2 multiple choice (extended)  may/june 2020     45 minutes    you must answer on the multiple choice answer sheet.    you will need: multiple choice answer sheet   soft clean eraser   soft pencil (type b or hb is recommended)       instructions   \u2022 there are forty  questions on this paper. answer all questions.   \u2022 for each question there are four possible answers a, b, c and d. choose the one you consider correct  and record your choice in soft pencil on the multiple choice answer sheet.   \u2022 follow the instructions on the mu ltiple choice answer sheet.  \u2022 write in soft pencil.  \u2022 write your name, centre number and candidate num ber on the multiple choice answer sheet in the  spaces provided unless this has been done for you.  \u2022 do not use correction fluid.  \u2022 do not write on any bar codes.  \u2022 you may use a calculator.      information  \u2022 the total mark for this paper is 40.  \u2022 each correct answer will score one mark. a ma rk will not be deducted for a wrong answer.  \u2022 any rough working should be done on this question paper.   ",
+            "2": "2  \u00a9 ucles 2020 0610/21/m/j/20  1 the diagram shows what happened in an experiment with plant seedlings.    start lightnext day light     which characteristic of living things made the seedlings grow towards the light?  a excretion  b nutrition  c respiration  d sensitivity     2 a rat has the scientific name rattus rattus .    what do the two parts of this name refer to?  a genus and species  b kingdom and genus  c kingdom and species  d variety and genus      3 the diagram shows two guard cells.    which label shows the cell wall?    ab c d     ",
+            "3": "3     \u00a9 ucles 2020 0610/21/m/j/20 [turn over  4 the diagrams show different levels of organisation in a plant. (not drawn to scale.)    12 3 4    which sequence shows the levels of organisation in order from smallest to largest?  a 4  \u2192  2  \u2192  3  \u2192  1  b 4  \u2192  3  \u2192  1  \u2192  2  c 3  \u2192  4  \u2192  2  \u2192  1  d 3  \u2192  2  \u2192  1  \u2192  4     5 which diagram shows the appearance of a plant cell several minutes after it has been placed in a  concentrated solution of sugar?    ab c d      ",
+            "4": "4  \u00a9 ucles 2020 0610/21/m/j/20  6 plant cells are placed in a solution with a higher water potential than the plant cell contents.    what will happen?     direction of  water movement volume of  vacuole  a enters cells decreases  b enters cells increases  c leaves cells decreases  d leaves cells increases      7 the diagram shows a section of dna, with four bases identified on one strand.    g a c t    which sequence of bases would be on the other strand, starting from the top?  a agtc b ctga c gact d tcag     8 which food-testing solution shows a positive result when it turns from blue to purple?  a benedict\u2019s solution  b biuret solution  c ethanol  d iodine solution     9 what is the definition of an enzyme?  a a carbohydrate that acts as a catalyst  b a dna molecule that acts as a catalyst  c a fat that acts as a catalyst  d a protein that acts as a catalyst    ",
+            "5": "5     \u00a9 ucles 2020 0610/21/m/j/20 [turn over  10 an experiment is set up to investigate gas exchange in aquatic plants.    aquatic planthydrogencarbonate indicator solution light     the hydrogencarbonate indicator solution is orange at the start.    which colour is it after three hours?  a blue-black  b orange  c purple  d yellow      11 the diagram shows how the rate of photosynthesis varies with light intensity.    the four curves show different conditions of temperature and carbon dioxide concentration.    rate of photosynthesis light intensity30 \u00b0c, 0.2% co2 20 \u00b0c, 0.2% co2 30 \u00b0c, 0.1% co2 20 \u00b0c, 0.1% co2p     what limits the rate of photosynthesis at point p?     light intensity carbon dioxide  concentration temperature   a \u0016 \u0016 \u001a key  b \u0016 \u001a \u001a \u0016= yes  c \u001a \u0016 \u0016 \u001a= no  d \u001a \u001a \u0016  ",
+            "6": "6  \u00a9 ucles 2020 0610/21/m/j/20  12 four test-tubes are set up as shown.    which test-tube contains the least carbon dioxide after one hour?    abcd black polythene to keep out lightwater aquatic animal aquatic plantlight light light      13 the activity of amylase is measured in four parts of the alimentary canal.    which two parts have the most amylase activity?  a colon and duodenum  b colon and stomach  c mouth and duodenum  d stomach and mouth     14 biological washing powder can be used to remove stains on clothing.    which enzymes will remove stains caused by starch, fat and protein?     amylase lipase trypsin   a \u0016 \u001a \u001a key  b \u0016 \u0016 \u0016 \u0016= removes stain  c \u001a \u001a \u0016 \u001a= does not remove stain  d \u001a \u0016 \u0016      ",
+            "7": "7     \u00a9 ucles 2020 0610/21/m/j/20 [turn over  15 the graph shows the rate of uptake of magnesium ions by two similar plants, x and y.    the roots of each plant were placed in a range of solutions. each solution contained a different  concentration of magnesium ions. all other conditions were kept constant.    rate of uptakeof ions concentration of magnesium ions in external solutionplant x plant y     what is a possible explanation for the difference in the results for the two plants?  a plant y has fewer protein molecules for magnesium ion transport in its cell membranes.  b plant y has a higher rate of respiration.  c plant y has more root hair cells.  d the root hair cells in plant y have a lower water potential.      16 what will increase the rate of transpiration in a plant?  a an increase in the humidity of the atmosphere surrounding the leaf  b an increase in the surface area of the cell surfaces inside the leaf  c a decrease in the number of stomata present on the surface of the leaf  d a decrease in the temperature of the atmosphere surrounding the leaf      17 which pathway is taken by blood in a fish?  a gills \u2192 heart \u2192 body \u2192 gills  b body \u2192 gills \u2192 heart \u2192 body  c heart \u2192 gills \u2192 body \u2192 heart  d heart \u2192 body \u2192 gills \u2192 body    ",
+            "8": "8  \u00a9 ucles 2020 0610/21/m/j/20  18 the diagram shows a section through the heart and its blood vessels.    x     which row gives the vessel name and the direction of blood flow in vessel x?     vessel name direction of blood flow  a aorta towards the lungs  b pulmonary artery towards the lungs  c pulmonary artery away from the lungs  d vena cava away from the lungs     19 when a pathogen enters the blood, the immune syst em uses different mechanisms to destroy the  pathogen.    the diagram shows one of these mechanisms.    x y pathogen     which row describes the structures involved?     structure x x is made by structure y  a antigen lymphocytes antibody  b antigen phagocytes antibody  c antibody lymphocytes antigen  d antibody phagocytes antigen ",
+            "9": "9     \u00a9 ucles 2020 0610/21/m/j/20 [turn over  20 what is the approximate percentage of oxygen contained in the air breathed out of the lungs?  a 0% b 4% c 16% d 20%    21 the diagram shows an experiment to investigate the respiration of yeast. oil prevents oxygen  entering the glucose and yeast suspension.    delivery tube limewaterbubble of gasthin layer of oil glucose andyeastsuspension     if no oxygen is present in the glucose and yeast suspension, what will occur?  a ethanol will be produced and the limewater will stay clear.  b ethanol will be produced and the limewater will go cloudy.  c lactic acid will be produced and the limewater will stay clear.  d lactic acid will be produced and the limewater will go cloudy.    22 which row correctly completes the balanced equation for aerobic respiration?    x  +  6o 2  \u2192  6co 2  +  y     x y  a 6c6h12o6 h 2o  b c6h12o6 6h 2o  c 6h2o c 6h12o6  d c6h10o6 6h 2o      23 in healthy people, which substance is completely reabsorbed into the blood from the kidney  tubules?  a glucose  b salts  c urea  d water     ",
+            "10": "10  \u00a9 ucles 2020 0610/21/m/j/20  24 the diagram shows a synapse.    w x y znerve ending of neurone 1 membrane ofneurone 2     what are the labelled parts?     w x y z  a synaptic cleft neurotransmitter vesicle receptor  b synaptic cleft receptor vesicle neurotransmitter  c vesicle neurotransmitter synaptic cleft receptor  d vesicle receptor synaptic cleft neurotransmitter     25 which row shows the actions needed for the eye to focus on a distant object?     ciliary  muscles suspensory  ligaments lens becomes a contract slacken thicker  b relax slacken thicker  c contract tighten thinner  d relax tighten thinner     26 the liver and the pancreas work together to control the concentration of glucose in the blood.    which statement is correct?  a the liver converts the small molecule glucose to the large molecule glucagon.  b the liver releases the hormone insulin when blood glucose levels are too high.  c the pancreas does not respond to an increase in blood glucose levels.  d the pancreas responds to a fall in blood glucose by increasing the release of the hormone  glucagon.    ",
+            "11": "11     \u00a9 ucles 2020 0610/21/m/j/20 [turn over  27 the statements are about the use of antibiotics.    1 using an antibiotic to prevent infection  2 using an antibiotic known to kill the bacteria causing an infection  3 using an antibiotic only when essential  4 using an antibiotic to treat a viral infection    which practices will increase the chance of the development of antibiotic resistance in bacteria?  a 1, 2, 3 and 4 b 1 and 4 only c 2 and 3 only d 2 and 4 only    28 which description of cross-pollination is correct?  a the transfer of pollen grains from the anther of one plant to the stigma on a different plant  b the transfer of pollen grains from the anther to the stigma on the same plant  c the transfer of pollen grains from the stigma of one plant to the anther on a different plant  d the transfer of pollen grains from the stigma to the anther on the same plant    29 the diagram shows a sperm cell.    which part contains enzymes that digest the jelly coat of an egg cell?    ab c d       30 which cell contains a haploid nucleus?  a neurone  b sperm cell  c skin cell  d red blood cell    ",
+            "12": "12  \u00a9 ucles 2020 0610/21/m/j/20  31 the diagram shows the chromosomes of four daughter cells produced by meiosis.        which parent cell produced these cells?    a b c d       32 when damaged tissues are repaired cells undergo division by  a meiosis to produce genetically identical cells.  b meiosis to produce genetically different cells.  c mitosis to produce genetically identical cells.  d mitosis to produce genetically different cells.      33 the graph shows the masses of two different types of tomato.    0 20 40 60 80 100 120 140 160 180 200 220 240number of tomatoes mass  / gtype 1 type 2     what can be concluded from the graph?  a genes do not affect the mass of tomatoes.  b type 1 tomatoes show continuous variation.  c type 2 tomatoes are sometimes smaller than type 1 tomatoes.  d type 2 tomatoes show discontinuous variation.     ",
+            "13": "13     \u00a9 ucles 2020 0610/21/m/j/20 [turn over  34 which adaptation may be present in a xerophyte?  a leaves with small surface area and large numbers of stomata  b little or no xylem tissue and leaves with large surface area  c stomatal hairs and rolled leaves  d thin or no cuticle and deep roots      35 the diagram shows a food chain in a rock pool.    seaweed  \u2192  whelks  \u2192  crabs  \u2192  seagulls    what will happen if the number of secondary consumers increases?    there will be  a fewer crabs.  b fewer seagulls.  c fewer whelks.  d less seaweed.     36 what is defined as \u2018all of the populations of different species in an ecosystem\u2019?  a community  b environment  c habitat  d trophic level      37 what is the role of anaerobic respiration in bread-making?  a to produce alcohol to flavour the bread  b to produce gas to make the bread rise  c to release enough energy to bake the bread  d to release enough lactic acid to kill the yeast     38 a crop plant has been genetically modified to make it resistant to herbicides.    which is a possible disadvantage of introducing this new crop plant?  a loss of weeds reduces competition.  b some weeds might become resistant to the herbicide.  c the crop plant is unharmed and produces a higher yield.  d the new gene will appear in new generations of the crop. ",
+            "14": "14  \u00a9 ucles 2020 0610/21/m/j/20  39 which process in the nitrogen cycle is involved in the breakdown of amino acids in living  organisms?  a deamination  b decomposition  c denitrification  d digestion     40 when a river is polluted by fertiliser, the following processes may occur.    1 increased aerobic respiration of decomposers  2 increased growth of producers  3 decreased oxygen concentration in the water    what is the correct sequence for these processes?  a 1 \u2192 2 \u2192 3 b 1 \u2192 3 \u2192 2 c 2 \u2192 1 \u2192 3 d 2 \u2192 3 \u2192 1     ",
+            "15": "15     \u00a9 ucles 2020 0610/21/m/j/20  blank page",
+            "16": "16    permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to trac e 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 ans wer-related information to candidates, all copyright acknowledgements are reproduced onl ine in the cambridge  assessment international education copyri ght acknowledgements booklet. this is produc ed 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 the ca mbridge assessment group. cambri dge assessment is the brand name of the university of  cambridge local examinations syndicate (ucles), which it self is a department of the university of cambridge.    \u00a9 ucles 2020 0610/21/m/j/20  blank page  "
+        },
+        "0610_s20_qp_22.pdf": {
+            "1": "    this document has 16 pages. blank pages are indicated.  ib20 06_0610_22/4rp   \u00a9 ucles 2020   [turn ove r   *0830024321*cambridge igcse\u2122       biology 0610/22     paper 2 multiple choice (extended)  may/june 2020     45 minutes    you must answer on the multiple choice answer sheet.    you will need: multiple choice answer sheet   soft clean eraser   soft pencil (type b or hb is recommended)       instructions   \u2022 there are forty  questions on this paper. answer all questions.   \u2022 for each question there are four possible answers a, b, c and d. choose the one you consider correct  and record your choice in soft pencil on the multiple choice answer sheet.   \u2022 follow the instructions on the mu ltiple choice answer sheet.  \u2022 write in soft pencil.  \u2022 write your name, centre number and candidate num ber on the multiple choice answer sheet in the  spaces provided unless this has been done for you.  \u2022 do not use correction fluid.  \u2022 do not write on any bar codes.  \u2022 you may use a calculator.      information  \u2022 the total mark for this paper is 40.  \u2022 each correct answer will score one mark. a ma rk will not be deducted for a wrong answer.  \u2022 any rough working should be done on this question paper.   ",
+            "2": "2  \u00a9 ucles 2020 0610/22/m/j/20  1 the diagram shows what happened in an experiment with plant seedlings.    start lightnext day light     which characteristic of living things made the seedlings grow towards the light?  a excretion  b nutrition  c respiration  d sensitivity     2 a rat has the scientific name rattus rattus .    what do the two parts of this name refer to?  a genus and species  b kingdom and genus  c kingdom and species  d variety and genus      3 the diagram shows a plant cell.    a biologist wants to find out the number of chromosomes it contains.    which labelled part should be examined more closely?    ab c d      ",
+            "3": "3     \u00a9 ucles 2020 0610/22/m/j/20 [turn over  4 the diagram shows a human liver cell.    m     the length of structure m on the diagram is 6  mm.    the magnification of the diagram is x  2000.    what is the actual length of m?  a 0.03  \u00b5m b 3  \u00b5m c 333  \u00b5m d 12  000  mm     5 which diagram shows the appearance of a plant cell several minutes after it has been placed in a concentrated solution of sugar?    ab c d     ",
+            "4": "4  \u00a9 ucles 2020 0610/22/m/j/20  6 an uncooked piece of potato was placed in a solution. after two hours the size of the piece of  potato had decreased.    which row explains why this has happened and how the potato cells have changed?     water potential potato cells  become potato cells external solution a higher lower flaccid  b higher lower turgid  c lower higher flaccid  d lower higher turgid     7 the diagram shows a section of dna, with four bases identified on one strand.    g a c t    which sequence of bases would be on the other strand, starting from the top?  a agtc b ctga c gact d tcag     8 which food-testing solution shows a positive result when it turns from blue to purple?  a benedict\u2019s solution  b biuret solution  c ethanol  d iodine solution     ",
+            "5": "5     \u00a9 ucles 2020 0610/22/m/j/20 [turn over  9 the diagram shows the four types of human tooth.    12 3 4 incisor canine premolar molar    which teeth are used for grinding food?  a 1 and 2 b 2 and 3 c 3 and 4 d 4 and 1      10 enzymes function best at their optimum temperature.    which statement describes the effect on an enzyme of increasing the temperature to the  enzyme\u2019s optimum temperature?  a there are more frequent successful collisions.  b the kinetic energy of the enzymes decreases.  c the enzymes begin to lose their complementary shape.  d the rate at which enzyme-substrate complexes form is reduced.     ",
+            "6": "6  \u00a9 ucles 2020 0610/22/m/j/20  11 the diagram shows how the rate of photosynthesis varies with light intensity.    the four curves show different conditions of temperature and carbon dioxide concentration.    rate of photosynthesis light intensity30 \u00b0c, 0.2% co2 20 \u00b0c, 0.2% co2 30 \u00b0c, 0.1% co2 20 \u00b0c, 0.1% co2p     what limits the rate of photosynthesis at point p?     light intensity carbon dioxide  concentration temperature   a \u0016 \u0016 \u001a key  b \u0016 \u001a \u001a \u0016= yes  c \u001a \u0016 \u0016 \u001a= no  d \u001a \u001a \u0016      12 the diagram shows a plant cell.    in which part of the cell does photosynthesis occur?    a b c d      ",
+            "7": "7     \u00a9 ucles 2020 0610/22/m/j/20 [turn over  13 the graph shows the effect of ph on the activity of an enzyme.    enzyme activity 1 3 5 7 ph911     in which part of the alimentary canal would this enzyme be most  active?  a large intestine  b mouth  c small intestine  d stomach     14 the diagram shows the structure of a villus. the arteriole, capillary, lacteal and venule are  labelled with letters.    which letter shows where nutrients are absorbed into the blood?    a db c direction of blood flow     ",
+            "8": "8  \u00a9 ucles 2020 0610/22/m/j/20  15 which change increases the rate of water uptake by the roots of a plant?  a decrease in evaporation of water from mesophyll cells  b decrease in length of root hairs  c decrease in water potential of root hair cells  d decrease in water potential of soil water       16 dodder is a plant that grows on other plants called the hosts. the dodder plant connects to the  host\u2019s vascular bundles.    the dodder plant does not have green leaves or roots.    what correctly describes the regions for translocation?     host leaves dodder  a sink sink  b sink source  c source sink  d source source      17 the diagrams show the single circulation of a fish and the double circulation of a mammal.    gill capillaries body capillaries fish circulationlung capillaries body capillaries mammal circulationventricle ventriclesatriumr tsyx zatria     which letters represent areas of oxygenated blood?  a r and x b s and y c t and y d t and z    ",
+            "9": "9     \u00a9 ucles 2020 0610/22/m/j/20 [turn over  18 the diagram shows the human heart and main blood vessels.    lungs rest of bodyx     what is the blood vessel labelled x?  a aorta  b pulmonary artery  c pulmonary vein  d vena cava    19 the following are statements about immunity.    1 the transfer of antibodies from mother to baby in breast milk is an example of  passive immunity.  2 passive immunity results in long term immunity because of the production of  memory cells.  3 active immunity is gained after vaccination with antigens.    which statements are correct?  a 1, 2 and 3 b 1 and 2 only c 1 and 3 only d 2 and 3 only    ",
+            "10": "10  \u00a9 ucles 2020 0610/22/m/j/20  20 what is the site of gas exchange in humans?  a nose  b alveoli  c bronchus  d trachea      21 the substances listed are associated with aerobic respiration.    1 carbon dioxide  2 glucose  3 oxygen  4 water    which substances are the products of aerobic respiration?  a 1 and 3 b 1 and 4 c 2 and 3 d 3 and 4    22 the formula c 2h5oh represents a chemical produced during anaerobic respiration.    what is this chemical?  a alcohol  b glucose  c glycogen  d lactic acid      23 what is filtered out of the blood in the glomerulus into the kidney tubule?     glucose urea   a \u0016 \u0016 key  b \u0016 \u001a \u0016= yes  c \u001a \u0016 \u001a= no  d \u001a \u001a      ",
+            "11": "11     \u00a9 ucles 2020 0610/22/m/j/20 [turn over  24 which responses occur in the iris of the eye wh en a person walks from a brightly lit area to a  dimly lit area?     circular muscle radial muscle  a contract contract  b contract relax  c relax contract  d relax relax      25 which glands are endocrine glands?  a adrenal, pancreas, testes  b adrenal, ovaries, salivary  c ovaries, sweat, testes  d pancreas, salivary, sweat     26 what are the effects of insulin and adrenaline on the concentration of blood glucose?     effect of insulin  on blood glucose  concentration effect of adrenaline on blood glucose  concentration  a decreases decreases  b decreases increases  c increases decreases  d increases increases      27 asexual reproduction can be used to produce crops.    why might a disease be likely to spread throughout the whole crop?  a crop plants are genetically different  b crop plants are genetically identical  c many offspring are produced  d offspring are produced quickly     ",
+            "12": "12  \u00a9 ucles 2020 0610/22/m/j/20  28 in a comparison between the processes of artificial insemination (ai) and in vitro fertilisation  (ivf), which statement applies to ivf only?  a human egg cells are harvested from the ovary.  b donated sperm cells are used to fertilise the egg cells.  c childless couples are given the opportunity to have a child of their own.  d fertilisation occurs inside the body of the female.     29 the diagram shows half a flower. there is a description of each numbered part.    12 3     1 the stigma which receives pollen from insects  2 the anther which produces smooth and light pollen grains  3 the ovule where fertilisation occurs when the male and female nuclei fuse    which descriptions are correct for an insect-pollinated flower?  a 1 only b 1 and 3 only c 2 and 3 only d 1, 2 and 3     30 what is a diploid nucleus?  a a nucleus containing one set of chromosomes  b a nucleus containing two sets of chromosomes  c a nucleus with one double helix of dna  d a nucleus with two genes    ",
+            "13": "13     \u00a9 ucles 2020 0610/22/m/j/20 [turn over  31 which statement about meiosis is correct?  a at the end of meiosis a zygote has been produced.  b during meiosis the haploid number is halved in the daughter cells.  c meiosis is reduction division in which diploid daughter cells are produced.  d the parent cell contains twice as many chromosomes as each daughter cell.      32 the diagram shows the inheritance of height in pea plants.    tall parent plant tt tall offspring plant tttall offspring plant ttdwarf parent plant tt     which plants have a heterozygous genotype?  a both parent plants  b dwarf parent plant only  c both offspring plants  d tall parent plant only     33 the graph shows the masses of two different types of tomato.    0 20 40 60 80 100 120 140 160 180 200 220 240number of tomatoes mass  / gtype 1 type 2     what can be concluded from the graph?  a genes do not affect the mass of tomatoes.  b type 1 tomatoes show continuous variation.  c type 2 tomatoes are sometimes smaller than type 1 tomatoes.  d type 2 tomatoes show discontinuous variation.     ",
+            "14": "14  \u00a9 ucles 2020 0610/22/m/j/20  34 which adaptation may be present in a xerophyte?  a leaves with small surface area and large numbers of stomata  b little or no xylem tissue and leaves with large surface area  c stomatal hairs and rolled leaves  d thin or no cuticle and deep roots      35 the diagram shows a food chain in a rock pool.    seaweed  \u2192  whelks  \u2192  crabs  \u2192  seagulls    what will happen if the number of secondary consumers increases?    there will be  a fewer crabs.  b fewer seagulls.  c fewer whelks.  d less seaweed.     36 what is defined as \u2018all of the populations of different species in an ecosystem\u2019?  a community  b environment  c habitat  d trophic level      37 what is the role of anaerobic respiration in bread-making?  a to produce alcohol to flavour the bread  b to produce gas to make the bread rise  c to release enough energy to bake the bread  d to release enough lactic acid to kill the yeast     38 a crop plant has been genetically modified to make it resistant to herbicides.    which is a possible disadvantage of introducing this new crop plant?  a loss of weeds reduces competition.  b some weeds might become resistant to the herbicide.  c the crop plant is unharmed and produces a higher yield.  d the new gene will appear in new generations of the crop. ",
+            "15": "15     \u00a9 ucles 2020 0610/22/m/j/20  39 which is a reason for using bacteria in biotechnology?  a bacteria are found inside the human body.  b bacteria do not become resistant to antibiotics.  c bacteria can make complex molecules.  d bacteria reproduce slowly.      40 when a river is polluted by fertiliser, the following processes may occur.    1 increased aerobic respiration of decomposers  2 increased growth of producers  3 decreased oxygen concentration in the water    what is the correct sequence for these processes?  a 1 \u2192 2 \u2192 3 b 1 \u2192 3 \u2192 2 c 2 \u2192 1 \u2192 3 d 2 \u2192 3 \u2192 1    ",
+            "16": "16    permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to trac e 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 ans wer-related information to candidates, all copyright acknowledgements are reproduced onl ine in the cambridge  assessment international education copyri ght acknowledgements booklet. this is produc ed 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 the ca mbridge assessment group. cambri dge assessment is the brand name of the university of  cambridge local examinations syndicate (ucles), which it self is a department of the university of cambridge.    \u00a9 ucles 2020 0610/22/m/j/20  blank page  "
+        },
+        "0610_s20_qp_23.pdf": {
+            "1": "    this document has 16 pages. blank pages are indicated.  ib20 06_0610_23/4rp   \u00a9 ucles 2020   [turn ove r   *9413881825*cambridge igcse\u2122       biology 0610/23     paper 2 multiple choice (extended)  may/june 2020     45 minutes    you must answer on the multiple choice answer sheet.    you will need: multiple choice answer sheet   soft clean eraser   soft pencil (type b or hb is recommended)       instructions   \u2022 there are forty  questions on this paper. answer all questions.   \u2022 for each question there are four possible answers a, b, c and d. choose the one you consider correct  and record your choice in soft pencil on the multiple choice answer sheet.   \u2022 follow the instructions on the mu ltiple choice answer sheet.  \u2022 write in soft pencil.  \u2022 write your name, centre number and candidate num ber on the multiple choice answer sheet in the  spaces provided unless this has been done for you.  \u2022 do not use correction fluid.  \u2022 do not write on any bar codes.  \u2022 you may use a calculator.      information  \u2022 the total mark for this paper is 40.  \u2022 each correct answer will score one mark. a ma rk will not be deducted for a wrong answer.  \u2022 any rough working should be done on this question paper.   ",
+            "2": "2  \u00a9 ucles 2020 0610/23/m/j/20  1 the diagram shows what happened in an experiment with plant seedlings.    start lightnext day light     which characteristic of living things made the seedlings grow towards the light?  a excretion  b nutrition  c respiration  d sensitivity     2 a rat has the scientific name rattus rattus .    what do the two parts of this name refer to?  a genus and species  b kingdom and genus  c kingdom and species  d variety and genus      3 onion plant cells swell but do not burst when placed in distilled water.    which cell component prevents the onion plant cells from bursting?  a cell membrane  b cell wall  c nucleus  d vacuole     ",
+            "3": "3     \u00a9 ucles 2020 0610/23/m/j/20 [turn over  4 the diagram shows an onion plant epidermal cell.    the distance between x and y on the diagram is 60  mm.    the actual length of the cell between x and y was 150  \u00b5m.    xy     what is the magnification of the cell?  a \u00d740 b \u00d7250 c \u00d7400 d \u00d72500      5 which diagram shows the appearance of a plant cell several minutes after it has been placed in a  concentrated solution of sugar?    ab c d     ",
+            "4": "4  \u00a9 ucles 2020 0610/23/m/j/20  6 the diagram shows two adjacent plant cells.    cell x high water potentialcell y low water potential     which statement describes what will happen to the water in the cells?  a equal movement between cells  b net movement from x to y  c net movement from y to x  d no movement between cells     7 the diagram shows a section of dna, with four bases identified on one strand.    g a c t    which sequence of bases would be on the other strand, starting from the top?  a agtc b ctga c gact d tcag     8 which food-testing solution shows a positive result when it turns from blue to purple?  a benedict\u2019s solution  b biuret solution  c ethanol  d iodine solution    ",
+            "5": "5     \u00a9 ucles 2020 0610/23/m/j/20 [turn over  9 which statement about enzyme-controlled reactions is correct?  a during the reaction, a substrate changes into a product.  b the enzyme is slowly broken down during the reaction.  c the higher the ph the faster the reaction.  d the product is gradually used up during the reaction.      10 increasing temperature above the optimum for the enzyme results in loss of enzyme activity.    how is this explained?  a less frequent collisions between the enzyme and the substrate  b reduced kinetic energy of the enzyme molecule  c substrate molecules move faster and effective collisions are less likely  d the shape of the active site is changed and the substrate will no longer fit into it    11 the diagram shows how the rate of photosynthesis varies with light intensity.    the four curves show different conditions of temperature and carbon dioxide concentration.    rate of photosynthesis light intensity30 \u00b0c, 0.2% co2 20 \u00b0c, 0.2% co2 30 \u00b0c, 0.1% co2 20 \u00b0c, 0.1% co2p     what limits the rate of photosynthesis at point p?     light intensity carbon dioxide  concentration temperature   a \u0016 \u0016 \u001a key  b \u0016 \u001a \u001a \u0016= yes  c \u001a \u0016 \u0016 \u001a= no  d \u001a \u001a \u0016      ",
+            "6": "6  \u00a9 ucles 2020 0610/23/m/j/20  12 why do plants need nitrate ions?  a to make amino acids  b to make fats  c to make glucose  d to make starch      13 the table shows the percentage of the daily recommended intake of nutrients in a serving of four  foods.    which food would be the best choice to prevent scurvy?     percentage of daily recommended intake  in a serving of food  calcium iron vitamin  c vitamin  d  a 71   1   0   6  b 24 11   2 73  c   3   3 72   0  d   1 72   1   0     14 the diagram shows a villus in the small intestine.    x     what is absorbed at x?  a fats  b glucose  c glycogen  d starch    ",
+            "7": "7     \u00a9 ucles 2020 0610/23/m/j/20 [turn over  15 samphire is a plant that grows in coastal areas. it has adaptations that enable it to live in areas  with high salt concentration in the soil and strong winds.    which adaptations would samphire possess to minimise water loss from root cells by osmosis  and leaves by evaporation?     salt concentration  in root cells leaf surface area  a high high  b high low  c low high  d low low      16 which row correctly states the pair of conditions that will result in the highest rate of  transpiration?     temperature humidity  a high low  b high high  c low high  d low low      17 the diagram shows some veins in the human arm and the valves that they contain.    if blood is squeezed out of section x\u2013y, where should pressure be placed on a vein to stop blood flowing into this section again?    valve a db c y x      ",
+            "8": "8  \u00a9 ucles 2020 0610/23/m/j/20  18 the diagram shows some of the blood vessels leaving and returning to the heart.    lungs heart bodyxy     which row is correct for blood vessels x and y?     name of blood  vessel x description of  oxygen content  of the blood in x name of blood  vessel y description of  oxygen content  of the blood in y  a aorta deoxygenated pulmonary artery oxygenated  b aorta oxygenated pulmonary vein deoxygenated  c vena cava deoxygenated pulmonary vein oxygenated  d vena cava oxygenated pulmonary artery deoxygenated     19 vaccinations can be given to gain active immunity.    which statement about this type of vaccination is correct?  a the vaccination contains antibodies.  b the vaccination must contain harmful pathogens.  c the vaccination triggers antibody production in the body.  d the vaccination triggers antigen production in the body.     ",
+            "9": "9     \u00a9 ucles 2020 0610/23/m/j/20 [turn over  20 the diagram shows an alveolus and capillary in a human lung.    alveolus capillary x y     which row shows the correct gas and concentrations for diffusion from x to y in normal  conditions?     at point x at point y  a high concentration of carbon dioxide low concentration of carbon dioxide  b high concentration of oxygen low concentration of oxygen  c low concentration of carbon dioxide high concentration of carbon dioxide  d low concentration of oxygen high concentration of oxygen     21 the symbol equation for aerobic respiration is shown.    c 6hxoy  +  6o 2  \u2192  6co z  +  6h 2o    which numbers represent the letters shown in the equation as x, y and z?     x y z  a 2 12 6  b 6 2 12  c 6 12 2  d 12 6 2     ",
+            "10": "10  \u00a9 ucles 2020 0610/23/m/j/20  22 blood glucose level is kept between 5\u20137  mmol per dm3. the concentration of glucose in the  intestine varies and is often less than that value.    what would be required for the absorption of glucose into the blood when the concentration of  glucose in the intestine is less than 5  mmol per dm3?    1 mitochondria  2 oxygen 3 membrane proteins    a 1 only b 1 and 2 only c 2 and 3 only d 1, 2 and 3    23 the diagram shows a synapse between a motor neurone and a relay neurone.    relay neurone motor neuronep q     what passes from p to q?  a an electrical impulse  b an enzyme  c a hormone  d a neurotransmitter      24 what change occurs in a \u2018fight or flight\u2019 situation?  a constriction of pupils  b decrease in breathing rate  c decrease in pulse rate  d increase in blood glucose concentration      25 what happens when a person enters a very hot room?  a sweating decreases and vasoconstriction increases.  b sweating decreases and vasodilation decreases.  c sweating increases and vasoconstriction increases.  d sweating increases and vasodilation increases.   ",
+            "11": "11     \u00a9 ucles 2020 0610/23/m/j/20 [turn over  26 which disease is caused by a virus?  a aids  b kwashiorkor  c cholera  d mrsa infection      27 which row describes cross-pollination?     pollen transferred from anther to stigma of   a different flower  on same plant a flower on a  different plant of  same species a flower on a  different plant of a  different species  a \u0016 \u0016 \u001a  b \u0016 \u001a \u0016  c \u001a \u0016 \u001a  d \u001a \u001a \u0016     28 the diagram shows the head of a sperm.    yx     what are the functions of structures x and y?     x y  a protein synthesis digestion of egg cell jelly coat  b releases energy for movement digestion of egg cell jelly coat  c protein synthesis energy store  d releases energy for movement energy store     ",
+            "12": "12  \u00a9 ucles 2020 0610/23/m/j/20  29 which row describes what happens in the production of proteins?     what forms the genetic  code what the dna codes for what carries a copy of the  gene to the cytoplasm  a sequence of amino acids sequence of bases mrna  b sequence of amino acids sequence of proteins ribosomes  c sequence of bases sequence of amino acids mrna  d sequence of bases sequence of proteins ribosomes      30 which statement about meiosis is correct?  a meiosis produces diploid cells.  b meiosis produces genetically identical cells.  c meiosis produces gametes.  d meiosis produces cells for growth of tissues.    31 the diagram shows the inheritance of abo blood groups. the blood groups of some of the  individuals are given.    a o b o a12 345 67    what could be person 2\u2019s genotype?  a iaio b ibib c ibio d ioio     32 in mice, the allele for black hair is dominant to the allele for brown hair.    what proportion of offspring will have brown hair if a cross is made between a homozygous black  mouse and a heterozygous black mouse?  a 0% b 25% c 50% d 100%    ",
+            "13": "13     \u00a9 ucles 2020 0610/23/m/j/20 [turn over  33 the graph shows the masses of two different types of tomato.    0 20 40 60 80 100 120 140 160 180 200 220 240number of tomatoes mass  / gtype 1 type 2     what can be concluded from the graph?  a genes do not affect the mass of tomatoes.  b type 1 tomatoes show continuous variation.  c type 2 tomatoes are sometimes smaller than type 1 tomatoes.  d type 2 tomatoes show discontinuous variation.      34 which adaptation may be present in a xerophyte?  a leaves with small surface area and large numbers of stomata  b little or no xylem tissue and leaves with large surface area  c stomatal hairs and rolled leaves  d thin or no cuticle and deep roots     35 the diagram shows a food chain in a rock pool.    seaweed  \u2192  whelks  \u2192  crabs  \u2192  seagulls    what will happen if the number of secondary consumers increases?    there will be  a fewer crabs.  b fewer seagulls.  c fewer whelks.  d less seaweed.    ",
+            "14": "14  \u00a9 ucles 2020 0610/23/m/j/20  36 what is defined as \u2018all of the populations of different species in an ecosystem\u2019?  a community  b environment  c habitat  d trophic level      37 what is the role of anaerobic respiration in bread-making?  a to produce alcohol to flavour the bread  b to produce gas to make the bread rise  c to release enough energy to bake the bread  d to release enough lactic acid to kill the yeast      38 a crop plant has been genetically modified to make it resistant to herbicides.    which is a possible disadvantage of introducing this new crop plant?  a loss of weeds reduces competition.  b some weeds might become resistant to the herbicide.  c the crop plant is unharmed and produces a higher yield.  d the new gene will appear in new generations of the crop.    39 chickens are birds that are farmed to produce eggs for human consumption.    a type of chicken has been bred to lay more  eggs.    which method would be used to produce this type of chicken?  a asexual reproduction  b biotechnology  c natural selection  d selective breeding      40 when a river is polluted by fertiliser, the following processes may occur.    1 increased aerobic respiration of decomposers  2 increased growth of producers  3 decreased oxygen concentration in the water    what is the correct sequence for these processes?  a 1 \u2192 2 \u2192 3 b 1 \u2192 3 \u2192 2 c 2 \u2192 1 \u2192 3 d 2 \u2192 3 \u2192 1 ",
+            "15": "15     \u00a9 ucles 2020 0610/23/m/j/20  blank page",
+            "16": "16    permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to trac e 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 ans wer-related information to candidates, all copyright acknowledgements are reproduced onl ine in the cambridge  assessment international education copyri ght acknowledgements booklet. this is produc ed 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 the ca mbridge assessment group. cambri dge assessment is the brand name of the university of  cambridge local examinations syndicate (ucles), which it self is a department of the university of cambridge.    \u00a9 ucles 2020 0610/23/m/j/20  blank page  "
+        },
+        "0610_s20_qp_31.pdf": {
+            "1": "cambridge igcse\u2122this document has 20 pages. blank pages are indicated.biology  0610/31 paper 3 theory (core)  may/june  2020  1 hour 15 minutes you must answer on the question paper. no additional materials are needed. instructions  \u25cf answer all questions.  \u25cf use a black or dark blue pen. you may use an hb pencil for any diagrams or graphs.  \u25cf write your name, centre number and candidate number in the boxes at the top of the page.  \u25cf write your answer to each question in the space provided.  \u25cf do not use an erasable pen or correction fluid.  \u25cf do not write on any bar codes.  \u25cf you may use a calculator.  \u25cf you should show all your working and use appropriate units. information  \u25cf the total mark for this paper is 80.  \u25cf the number of marks for each question or part question is shown in brackets [  ]. *4332820889* dc (st/ct) 184713/4 \u00a9 ucles 2020  [turn over",
+            "2": "2 0610/31/m/j/20 \u00a9 ucles 2020 1  (a) fig. 1.1 shows some of the structures involved in excretion. .. .. .. .. .. fig. 1.1   complete fig. 1.1 by labelling the structures in the spaces provided.   choose structures from the list:  bladder  bronchus  heart  liver lung  pancreas  trachea  ureter  urethra [5]  (b) urea is excreted.   (i) state the name of the substance that urea is made from.  .  [1]   (ii) state where in the body urea is made.  .  [1]",
+            "3": "3 0610/31/m/j/20 \u00a9 ucles 2020 [turn over  (c) urine produced by the kidneys contains three excretory substances: urea, water and mineral  salts.   table 1.1 shows the average mass of urea, water and mineral salts in 100  g of blood plasma  and in 100  g of urine. table 1.1 substanceaverage mass  / g in 100  g of blood plasma in 100  g of urine water  urea mineral salts90.00  0.03  0.6995.00  2.00  1.35   calculate the percentage increase in the average mass of mineral salts between blood  plasma and urine.   give your answer to two decimal places.   space for working.     % [3]  (d) describe the process that produces the carbon dioxide that is excreted by the lungs.  ...  ...  ...  .  [2]  (e) state the name of the component of blood that transports carbon dioxide to the lungs.  .  [1] [total: 13]",
+            "4": "4 0610/31/m/j/20 \u00a9 ucles 2020 2 fig. 2.1 shows an image of two sperm cells. fig. 2.1  (a) state two adaptive features of sperm. 1    ... 2    ... [2]  (b) describe the process of fertilisation.  ...  ...  ...  .  [2]",
+            "5": "5 0610/31/m/j/20 \u00a9 ucles 2020 [turn over  (c) fig. 2.2 shows a fetus during development. a b cf ed fig. 2.2   complete table 2.1 by stating: \u2022 the missing letters from fig. 2.2 \u2022 the missing name of the structure \u2022 one function for structures c, a and f during pregnancy or birth. table 2.1 letter on  fig. 2.2name of the structure one function c amniotic fluid dilates during birth a placenta f umbilical cord uterus wall contracts during birth [6] [total: 10]",
+            "6": "6 0610/31/m/j/20 \u00a9 ucles 2020 3 complete the sentences about genetic engineering.  use words from the list.  each word may be used once, more than once, or not at all. adding    bacteria    crops    family    insects minerals    organism    removing    viruses vitamin    weeds  in genetic engineering the genetic material of an .. is changed by  .. , changing or inserting individual genes.  an example of this is inserting a human gene into .. so that they  produce human insulin.  crop plants have genes inserted into them to make them resistant to herbicides.  herbicides kill .. .  crop plants can also be genetically engineered by inserting a gene so that they produce a  .. which is a nutrient needed by humans in very small amounts. [5]",
+            "7": "7 0610/31/m/j/20 \u00a9 ucles 2020 [turn over 4 fig. 4.1 shows a photomicrograph of a cross-section of part of a leaf. c ba fig. 4.1  (a) (i) identify tissue a on fig. 4.1 and state the name and function of this tissue. name  . function  ..  ... [2]   (ii) structure c in fig. 4.1 is part of the transport system in the leaf.    state the names of two tissues that structure c contains. 1   2   [2]   (iii) identify and state the name of cell b in fig. 4.1.  .  [1]",
+            "8": "8 0610/31/m/j/20 \u00a9 ucles 2020  (b) a plant is in bright sunlight and has plenty of water.   gases move into and out of its leaves.   complete table 4.1 to show the net direction of movement for the named gases.   place a tick ( 3) in each correct box. table 4.1 name of gas moves into leaves moves out of leaves carbon dioxide oxygen water vapour [3] [total: 8]",
+            "9": "9 0610/31/m/j/20 \u00a9 ucles 2020 [turn over blank page",
+            "10": "10 0610/31/m/j/20 \u00a9 ucles 2020 5 (a) fig. 5.1 shows the average number of cigarettes smoked per day by male and female  smokers between 1974 and 2014 in one country. cigarettes contain tobacco. 10 1974 1978 1982 1986 1990 1994 year1998 2002 2006 2010 20141214161820 average number of cigarettes smoked  per daykey: female male fig. 5.1   (i) state the average number of cigarettes smoked per day by female smokers in 1982.  .  [1]   (ii) state a year in which male smokers smoked an average of 19 cigarettes per day.  .  [1]   (iii) state two conclusions that can be made from the data shown in fig. 5.1. 1    ...  ... 2    ...  ...  [2]",
+            "11": "11 0610/31/m/j/20 \u00a9 ucles 2020 [turn over  (b) tar is a toxic component of tobacco smoke.   (i) state two effects of tar on the gas exchange system. 1    ... 2    ... [2]   (ii) state the names of two toxic components of tobacco smoke other than tar. 1   2   [2]  (c) describe one effect on the fetus of the mother smoking tobacco during pregnancy.  ...  ...  .  [1] [total: 9]",
+            "12": "12 0610/31/m/j/20 \u00a9 ucles 2020 6 fig. 6.1 shows images of cells from two different organ systems. a b not to scale fig. 6.1  (a) state the names of the cells shown in fig. 6.1. cell a  . cell b  . [2]  (b) complete the definition of the term tissue  by inserting the missing words.    a tissue is a group of cells with similar ..  working together to  perform a shared ..  . [2]  (c) state the names of the organ systems these organs belong to. brain  .. stamen  .. ovary  . [3] [total: 7]",
+            "13": "13 0610/31/m/j/20 \u00a9 ucles 2020 [turn over 7 (a) fig. 7.1 shows a tropical forest where the trees have been cut down. fig. 7.1   (i) state the name of the type of habitat destruction shown in fig. 7.1.  .  [1]   (ii) describe two reasons why humans destroy habitats such as tropical forests. 1    ... 2    ... [2]",
+            "14": "14 0610/31/m/j/20 \u00a9 ucles 2020  (b) fig. 7.2 is a graph showing the estimated area of trees that have been removed from tropical  forests between 2001 and 2017. 60 00070 00080 00090 000100  000110  000120  000130  000140  000150  000160  000170  000180  000 2001 2002 2003 2004 2005 2006 2007 2008 2009 year2010 2011 2012 2013 2014 2015 2016 2017estimated area of trees removed from tropical forests  / km2 fig. 7.2   (i) state the year which had the lowest estimated area of trees removed from tropical forests  on fig. 7.2.   ..  [1]   (ii) state the area of trees removed in 2012 on fig. 7.2.    ...  km2 [1]",
+            "15": "15 0610/31/m/j/20 \u00a9 ucles 2020 [turn over   (iii) a student made three statements about the data in fig. 7.2:  1 the number of trees cut down increases every year.  2  the number of trees cut down in 2014 was three times more than the number of trees  cut down in 2003.  3 fewer trees were cut down in 2017 than in 2016.    complete table 7.1 by using the data in fig. 7.2 to decide if each statement is true or  false and state the evidence that supports your decision. table 7.1 statement  numbertrue or false evidence from fig. 7.2 1 .. ... ... 2 .. ... ... 3 .. ... ...   [3]",
+            "16": "16 0610/31/m/j/20 \u00a9 ucles 2020  (c) fig. 7.3 shows pollution in a marine environment and fig. 7.4 shows pollution in a land  environment. fig. 7.3 fig. 7.4   state the name of one source of pollution for each of the environments shown in fig. 7.3 and  fig. 7.4. marine  ... land  ... [2] [total: 10]",
+            "17": "17 0610/31/m/j/20 \u00a9 ucles 2020 [turn over 8 (a) fig. 8.1 is a diagram of a section of human skin.   g fc d e fig. 8.1   state the names of the structures identified by the labels in fig. 8.1. c  ... d  ... e  ... f  ... g  ... [5]",
+            "18": "18 0610/31/m/j/20 \u00a9 ucles 2020  (b) complete the sentences about temperature control in humans by writing the missing words in  the gaps.   if body temperature increases above normal, .. in the  .. detect the rise in temperature and impulses are sent to the skin.   glands in the skin produce a liquid called .. . the main component  of this liquid is water.   the water in the liquid .. from the surface of the skin using heat  energy from the body. this lowers the body temperature.   the maintenance of a constant body temperature is an example of  .. . [5] [total: 10]",
+            "19": "19 0610/31/m/j/20 \u00a9 ucles 2020 9 the eye is an example of a sense organ.  (a) define the term sense organ .  ...  ...  ...  .  [2]  (b) fig. 9.1 shows a section through the eye. x fig. 9.1   (i) state the name of structure x in fig. 9.1.  .  [1]   (ii) list three  parts of the eye that light passes through to reach structure x. 1   2   3    [3]   (iii) label the optic nerve on fig. 9.1 by drawing a label line and the letter n.  [1]   (iv) state the function of the optic nerve.  .  [1] [total: 8]",
+            "20": "20 0610/31/m/j/20 \u00a9 ucles 2020 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 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.blank page"
+        },
+        "0610_s20_qp_32.pdf": {
+            "1": "cambridge igcse\u2122this document has 20 pages. blank pages are indicated.biology  0610/32 paper 3 theory (core)  may/june  2020  1 hour 15 minutes you must answer on the question paper. no additional materials are needed. instructions  \u25cf answer all questions.  \u25cf use a black or dark blue pen. you may use an hb pencil for any diagrams or graphs.  \u25cf write your name, centre number and candidate number in the boxes at the top of the page.  \u25cf write your answer to each question in the space provided.  \u25cf do not use an erasable pen or correction fluid.  \u25cf do not write on any bar codes.  \u25cf you may use a calculator.  \u25cf you should show all your working and use appropriate units. information  \u25cf the total mark for this paper is 80.  \u25cf the number of marks for each question or part question is shown in brackets [  ]. *5066064220* dc (ce/tp) 182440/3 \u00a9 ucles 2020  [turn over",
+            "2": "2 0610/32/m/j/20 \u00a9 ucles 2020 1 (a) some substances move into cells by the process of diffusion.   state the name of the outer part of an animal cell that substances move through during  diffusion.  .  [1]  (b) substances can also move by osmosis and active transport.   table 1.1 shows some of the features of diffusion, osmosis and active transport.   complete table 1.1 by placing one tick (3) in each row to show the features of diffusion,  osmosis and active transport.   one has been done for you. table 1.1 feature diffusion osmosis active transport involves movement of water  only3 always involves movement  across a partially permeable  membrane movement is from a higher  solute concentration to a  lower solute concentration requires energy from  respiration involves the movement of  both gases and solutes  [4]  (c) oxygen moves from the air that we breathe into the blood.   state three  structures of the gas exchange system that oxygen molecules must pass through  on their way to the blood. 1   2   3   [3]  [total: 8]",
+            "3": "3 0610/32/m/j/20 \u00a9 ucles 2020 [turn over blank page",
+            "4": "4 0610/32/m/j/20 \u00a9 ucles 2020 2 (a) fig. 2.1 is a diagram of the human female reproductive system. cb dea fig. 2.1   identify the letter from fig. 2.1 which represents: \u2022 the vagina   . \u2022 the uterus   . \u2022 where ovulation occurs   . \u2022 where the fetus grows   . \u2022 where fertilisation occurs.   .   each letter may be used once, more than once or not at all.  [5]  (b) egg cells are the female gametes and have special adaptive features.   complete the sentences using words from the list.   each word may be used once, more than once or not at all. birth       cellulose       cytoplasm       energy fertilisation       jelly      labour   egg cells have ... stores so that they can survive for several   days in the female reproductive system after ovulation.   they also have a ... coating which changes after    ... to prevent more sperm from entering the egg.  [3]",
+            "5": "5 0610/32/m/j/20 \u00a9 ucles 2020 [turn over  (c) table 2.1 shows the average diameters of egg cells from different mammals. table 2.1 mammal average diameter of egg cell  / \u00b5m goat 122 horse 168 human 165 mouse  90 rabbit 165 sheep 125   (i) state the name of the mammal with the egg cell that has the smallest average diameter  in table  2.1.  .  [1]   (ii) calculate the difference in average diameter between the egg cells of humans and goats.   \u00b5m [1]  (d) larger mammals usually have egg cells with a greater diameter.   suggest which is the largest mammal using the information in table 2.1.  .  [1]  [total: 11]",
+            "6": "6 0610/32/m/j/20 \u00a9 ucles 2020 3 (a) a student investigated respiration in yeast. an equal mass of yeast was added to different  types of sugar solution.   the student measured the volume of carbon dioxide released by the yeast using four different  sugar solutions with the same concentrations.   the four different sugar solutions used were: \u2022 dextrose \u2022 lactose \u2022 maltose \u2022 sucrose.   fig. 3.1 is a graph of the results. time  / minutesvolume of carbon dioxide released / cm3 0 20 40 60 80 100 120 14010 02030405060708090100 sucrosedextrosemaltose lactose fig. 3.1   (i) state the name of the sugar solution that produced the most carbon dioxide.  .  [1]   (ii) state the volume of carbon dioxide produced by yeast with the dextrose solution at  80 minutes.  ..  cm3 [1]",
+            "7": "7 0610/32/m/j/20 \u00a9 ucles 2020 [turn over  (b) the temperature during the investigation was maintained at 20  \u00b0c.   predict the effect on the volume of carbon dioxide produced if the investigation was repeated  at 30  \u00b0c.  ...  ...  .  [1]  (c) state two ways humans use anaerobic respiration in yeast to make useful products. 1   2    [2]  (d) describe the similarities and differences between anaerobic  respiration in yeast and aerobic   respiration in humans. similarities  .  ...  ...  ...  ... differences    ...  ...  ...  ... [4]  (e) state the word equation for anaerobic  respiration in humans.  .  [2]  [total: 11]",
+            "8": "8 0610/32/m/j/20 \u00a9 ucles 2020 4 fig. 4.1 shows some of the processes involved in the treatment of sewage. settlementtrickle filters or activated  sludge sludge  treatmentmethanescreening raw sewagetreated water fig. 4.1  (a) complete table 4.1 by placing ticks ( 3) in the correct boxes to show what is involved in each  process during the treatment of sewage.   the first row has been completed for you. table 4.1 processprocess involves: aerationremoval of large  solidsseparating liquid  waste from solid  wastethe use of  microorganisms production of  methane3 screening settlement sludge treatment trickle filters or  activated sludge  [4]",
+            "9": "9 0610/32/m/j/20 \u00a9 ucles 2020 [turn over  (b) describe two reasons why it is necessary to treat sewage before returning the water to the  environment. 1    ... 2    ... [2]  [total: 6]",
+            "10": "10 0610/32/m/j/20 \u00a9 ucles 2020 5 (a) fig. 5.1 is a photograph of part of a flower.   some of the outer structures have been removed to show the internal parts. fig. 5.1   (i) label these structures on fig. 5.1 with a label line and the name: \u2022 anther \u2022 petal \u2022 stigma.  [3]   (ii) describe two features visible in fig. 5.1 that suggest that this is an insect-pollinated  flower. 1    ... 2    ... [2]",
+            "11": "11 0610/32/m/j/20 \u00a9 ucles 2020 [turn over  (b) many living organisms can be classified as plants or animals.   table 5.1 shows some features of animals and plants.   place ticks ( 3) in the boxes to show the correct features of animals and plants. table 5.1 feature animals plants can respire can grow can make their own food contain dna can respond to changes in  their environment  [5]  (c) state two structures that are present in plant cells but not in animal cells. 1   2   [2]  [total: 12]",
+            "12": "12 0610/32/m/j/20 \u00a9 ucles 2020 6 (a) a student wrote an incorrect definition of the term hormone .   the student\u2019s incorrect definition is shown in fig. 6.1. a hormone is an electrical substance, produced by a  gland and carried by the neurones, which alters the  activity of one or more specific target organs. fig. 6.1   identify the two incorrect words in the student\u2019s definition. 1   2   [2]  (b) table 6.1 shows the names of some hormones and the glands where they are secreted.   complete table 6.1. table 6.1 hormone gland adrenal insulin oestrogen testes  [4]",
+            "13": "13 0610/32/m/j/20 \u00a9 ucles 2020 [turn over  (c) fig. 6.2 shows the position of some of the organs and endocrine glands in the body. kidney fig. 6.2   draw an x on fig. 6.2 to identify an adrenal gland.  [1]  (d) the list in fig. 6.3 shows some of the changes that occur in boys and girls during puberty.    breasts grow     hair grows in armpits     pubic hair grows hips widen     menstruation     testes grow fig. 6.3   (i) state two changes that occur in girls only from the list in fig. 6.3. 1   2   [2]   (ii) state one change that occurs in both  boys and girls from the list in fig. 6.3.  .  [1]  [total: 10]",
+            "14": "14 0610/32/m/j/20 \u00a9 ucles 2020 7 researchers investigated the effects of using a fertiliser on the number of leaves grown by plants.  the fertiliser contained nitrate and magnesium ions.  plants in group 1 were grown in soil with fertiliser.  plants in group 2 were grown in soil without fertiliser.  the results are shown in fig. 7.1. days after plantingaverage number of leaves per plant 10 20 30 40 5010 020304050607080 key: group 1 group 2 fig. 7.1  (a) describe the results shown in fig. 7.1.  ...  ...  ...  ...  ...  ...  .  [3]",
+            "15": "15 0610/32/m/j/20 \u00a9 ucles 2020 [turn over  (b) a student wrote a series of statements to explain why an increase in nitrate and magnesium  ions increased the number of leaves. not all of the statements are correct.    a \u2013 magnesium is required for the synthesis of chlorophyll.    b \u2013 nitrate ions are a component of carbohydrates.    c \u2013 chlorophyll is required for photosynthesis.    d \u2013 proteins are needed for growth.    e \u2013 plants make their own food by the process of respiration.    f \u2013 respiration produces glucose.   state the letters of the correct statements.  .  [3]  (c) state the principal source of energy for plants.  .  [1]  [total: 7]",
+            "16": "16 0610/32/m/j/20 \u00a9 ucles 2020 blank page",
+            "17": "17 0610/32/m/j/20 \u00a9 ucles 2020 [turn over 8 (a) table 8.1 shows the mass of different materials recycled in one country in 2012 and 2017. table 8.1 yearmaterial recycled  / tonnes cardboard paper metal plastic 2012 193 091 222 455 41 488 44 262 2017 245 345 144 416 24 874 23 498   (i) describe the data in table 8.1.  ...  ...  ...  ...  ...  ...  .  [3]   (ii) calculate the percentage change in mass of plastic recycled between 2012 and 2017.     %  [2]  (b) discarded rubbish is one source of pollution.   adding excess fertiliser to soil is another source of pollution.   (i) state two other types of substances used in agriculture that can pollute land and water. 1   2   [2]   (ii) state the names of two gases that pollute air and are linked to climate change. 1   2   [2]  [total: 9]",
+            "18": "18 0610/32/m/j/20 \u00a9 ucles 2020 9 (a) fig. 9.1 is a flow chart showing the pathway of a reflex action. stimulus .. sensory neurone .. motor neurone .. response fig. 9.1   complete the missing parts of the reflex action pathway in fig. 9.1.  [3]",
+            "19": "19 0610/32/m/j/20 \u00a9 ucles 2020  (b) the box on the left contains the beginning of a sentence.   the boxes on the right show some endings of sentences.   draw lines to make three  correct sentences about reflex actions.   are automatic.   are slow.   coordinate stimuli with responses.  reflex actions   do not involve synapses.   involve the central nervous system.   occur only in plants.  [3]  [total: 6]",
+            "20": "20 0610/32/m/j/20 \u00a9 ucles 2020 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 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.blank page"
+        },
+        "0610_s20_qp_41.pdf": {
+            "1": "cambridge igcse\u2122biology  0610/41 paper 4 theory (extended)  may/june  2020  1 hour 15 minutes you must answer on the question paper. no additional materials are needed. instructions  \u25cf answer all questions.  \u25cf use a black or dark blue pen. you may use an hb pencil for any diagrams or graphs.  \u25cf write your name, centre number and candidate number in the boxes at the top of the page.  \u25cf write your answer to each question in the space provided.  \u25cf do not use an erasable pen or correction fluid.  \u25cf do not write on any bar codes.  \u25cf you may use a calculator.  \u25cf you should show all your working and use appropriate units. information  \u25cf the total mark for this paper is 80.  \u25cf the number of marks for each question or part question is shown in brackets [  ]. this document has 20 pages. blank pages are indicated. dc (st/ct) 180481/3 \u00a9 ucles 2020  [turn over *0883915607*",
+            "2": "2 0610/41/m/j/20 \u00a9 ucles 2020 1 the gas exchange system is one of the organ systems of the human body.  fig. 1.1 shows parts of the gas exchange system during breathing in and breathing out. breathing in breathing out intercostal muscles sternum diaphragmvertebrae fig. 1.1  (a) complete table 1.1 to show: \u2022 the functions of the diaphragm and the intercostal muscles during breathing in and  breathing out \u2022 the pressure changes in the thorax.   use these words:    contract    relax    increases    decreases. table 1.1 diaphragmintercostal musclespressure change  in the thoraxinternal external breathing in breathing out [4]",
+            "3": "3 0610/41/m/j/20 \u00a9 ucles 2020 [turn over  fig. 1.2 shows part of the gas exchange surface of a human. movement of air magnification \u00d7350x fig. 1.2  (b) state two features of the gas exchange surface that are visible  in fig.  1.2. 1   2   [2]  (c) the cells labelled x on fig.  1.2 form a tissue.   (i)  define the term tissue .  ...  ...  ...  ...  .  [2]",
+            "4": "4 0610/41/m/j/20 \u00a9 ucles 2020   (ii) cartilage is another tissue found in the gas exchange system.    state the functions of cartilage in the gas exchange system.  ...  ...  ...  ...  .  [2] [total: 10] 2 biological washing powders contain enzymes that break down food stains.  (a) complete table 2.1 by naming the enzymes that break down three substances in food stains  and by stating the product or products. table 2.1 substance enzyme product(s) starch fat protein [3]   some students compared how effective biological and non-biological washing powders are at  removing stains at temperatures between 10  \u00b0c and 60  \u00b0c. \u2022 pieces of stained cloth were washed using two different washing powders. \u2022 the degree of stain removal was measured by using a light meter to record the  percentage of light reflected from the cloth. \u2022 a light meter gave a value of 100% when the cloth was completely clean. \u2022 any stain left on the cloth reduced the percentage of light reflected.",
+            "5": "5 0610/41/m/j/20 \u00a9 ucles 2020 [turn over   the results of the students\u2019 investigation are shown in fig. 2.1. percentage of light reflected after washing temperature of washing /  \u00b0c key: non-biological washing powder biological washing powder40 10 20 30 40 50 60 705060708090100110 fig. 2.1  (b) compare the effectiveness of the two washing powders at removing stains.   use the information in fig. 2.1 in your answer.  ...  ...  ...  ...  ...  ...  ...  ...  .  [4]",
+            "6": "6 0610/41/m/j/20 \u00a9 ucles 2020  (c) the students suggested that the enzymes in the biological washing powder were denatured  at high temperatures.   explain why enzyme molecules do not function when they are denatured.  ...  ...  ...  ...  .  [2]  (d) forensic scientists often try to find dna on items of stained clothing. the dna can be used to  identify individual people.   suggest why dna can be used to identify individual people.  ...  ...  ...  ...  .  [2] [total: 11] 3 (a) dialysis tubing is an artificial membrane, which is similar to the lining of the intestine.   a student investigated the diffusion of glucose through dialysis tubing by using the apparatus  shown in fig. 3.1. rubber band to secure the dialysis tubing water outside the dialysis tubing knot at the end of the dialysis tubingglucose solution dialysis tubing fig. 3.1",
+            "7": "7 0610/41/m/j/20 \u00a9 ucles 2020 [turn over   the student took samples of the water outside the dialysis tubing at 5 minute intervals and  tested the samples with benedict\u2019s solution.   the results are shown in table 3.1. table 3.1 time / minutesresults of the benedict\u2019s tests on the  water outside the dialysis tubing  0 blue  5 green 10 yellow 15 red   (i)  describe and explain the results shown in table 3.1.  ...  ...  ...  ...  ...  ...  .  [3]   (ii) the student repeated the investigation with a higher concentration of glucose in the  dialysis tubing.    predict the results that the student would observe.  ...  ...  .  [1]",
+            "8": "8 0610/41/m/j/20 \u00a9 ucles 2020  (b) fig. 3.2 shows a drawing of a cell from the lining of the small intestine. the lumen is the  space inside the intestine where food is digested. a c b not to scalelumen of the intestine fig. 3.2   state the names of the three  labelled structures in fig.  3.2 and describe the role of each  structure in the intestinal cell.  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  .  [6]",
+            "9": "9 0610/41/m/j/20 \u00a9 ucles 2020 [turn over  (c) the cholera bacterium can survive in the small intestine and the large intestine. the bacterium  releases a toxin that interacts with receptors on the surface of cells.   fig. 3.3 shows the effect of the toxin. the arrows indicate the direction of movement. key: toxin ion xbacterium not to scalelumen of the intestine fig. 3.3   the toxin stimulates the secretion of ion x out of the intestinal cell.   (i) state the name of ion x.  .  [1]   (ii) describe the effects on the body of the secretion of ion x into the lumen of the intestine.  ...  ...  ...  ...  ...  ...  ...  ...  .  [4] [total: 15]",
+            "10": "10 0610/41/m/j/20 \u00a9 ucles 2020 blank page",
+            "11": "11 0610/41/m/j/20 \u00a9 ucles 2020 [turn over 4 johnson grass, sorghum halepense , is wind-pollinated.  (a) fig. 4.1 shows some johnson grass flowers. fig. 4.1   (i)  state the genus of johnson grass.  .  [1]   (ii) describe two features visible in fig.  4.1 that show that johnson grass flowers are  adapted for wind-pollination. 1    ... 2    ...  [2]",
+            "12": "12 0610/41/m/j/20 \u00a9 ucles 2020  (b) fig. 4.2 shows a section through a carpel shortly after pollination. d ac be fig. 4.2   (i) state the names of the parts of the carpel labelled c, d and e. c   d   e   [3]   (ii) complete the sentences:    pollen grains are formed in anthers. during their formation the number of chromosomes  in the nuclei is halved by the process of .. . this means the  male nucleus a in the pollen tube is described as a .. nucleus.  when nucleus a .. with nucleus b, the chromosome number  doubles to form a .. nucleus. the name of this process is  ..  . then the .. divides by the  process of .. to form an embryo. [7]",
+            "13": "13 0610/41/m/j/20 \u00a9 ucles 2020 [turn over  (c)  discuss the advantages of sexual reproduction to a wild population of flowering plants such  as johnson grass.  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  .  [5]  (d) sexual reproduction requires energy.   state three  uses of energy in organisms other than in reproduction . 1   2   3   [3] [total: 21]",
+            "14": "14 0610/41/m/j/20 \u00a9 ucles 2020 5 ciliates are classified in the kingdom protoctist. bacteria are classified in the kingdom prokaryote.  (a)  state two structural  features that distinguish the cells of a protoctist from a prokaryote. 1    ... 2    ... [2]  (b) fig. 5.1 shows five species of ciliate that are found in sewage treatment works. a chilodonella c euplotes d paramecium e vorticella not to scaleb didiniumrows of ciliacilia cilia fused together fig. 5.1",
+            "15": "15 0610/41/m/j/20 \u00a9 ucles 2020 [turn over   fig. 5.2 is a dichotomous key to identify the ciliates shown in fig. 5.1. 1 has a ring of cilia at    one end of the    organismstart 2 3 has star-like    structures inside the    organism organism corganism aorganism dorganism b organism e 4yesyes no no no noyes yes fig. 5.2   complete the key in fig. 5.2 by writing suitable statements: \u2022 for box 2 to distinguish species  b and e \u2022 for box 4 to distinguish species a and c. text for box 2  .  ...  ... text for box 4  .  ...  ... [2]",
+            "16": "16 0610/41/m/j/20 \u00a9 ucles 2020 (c)  didinium  is a predatory ciliate. a video recording was made of one didinium  feeding on a  paramecium . fig. 5.3 shows a sequence of still photographs taken from the video. parameciumdidinium fig. 5.3   complete the table by putting a tick ( \u2713) by each characteristic of life that can be seen in the  still photographs from the video in fig. 5.3. excretion nutrition growth reproduction movement respiration [1]  (d) fig. 5.4 is a food web for some of the microorganisms in a sewage treatment works. didinium paramecium vorticellarotifers photosynthetic bacteria decomposer bacterianematodes fig. 5.4   (i) construct one food chain with three trophic levels that use energy derived from the  breakdown of sewage. do not draw the organisms.  .  [1]",
+            "17": "17 0610/41/m/j/20 \u00a9 ucles 2020 [turn over   (ii) the water that passed out of the sewage works was often cloudy with suspended matter.    scientists discovered that ciliates reduce the cloudiness of water during sewage  treatment.    suggest how the ciliates reduce the cloudiness of the water using the information in  fig. 5.4.  ...  ...  ...  ...  .  [2]   (iii)  explain how sewage treatment reduces the spread of disease.  ...  ...  ...  ...  ...  ...  .  [3]   (iv) nitrifying bacteria are found in sewage works.    explain the importance of nitrifying bacteria in the nitrogen cycle.  ...  ...  ...  ...  ...  ...  .  [3] [total: 14]",
+            "18": "18 0610/41/m/j/20 \u00a9 ucles 2020 6 colour blindness is a characteristic that is inherited. colour blindness is more common in males  than in females.  fig. 6.1 is a pedigree diagram showing the inheritance of colour blindness in a family. 1 2 3 5 6 7 84male with normal colour vision male with colour blindness female with normal colour visionkey: fig. 6.1  (a) define the term inheritance .  ...  ...  .  [1]  (b) (i)  using the symbols b and b, state the genotypes of individual 5 and individual 8 in the  pedigree diagram. 5   8   [3]",
+            "19": "19 0610/41/m/j/20 \u00a9 ucles 2020   (ii) individual 3 is a carrier of colour blindness because she has one copy of the allele for  colour blindness but has normal colour vision.    describe the evidence from fig.  6.1 that shows that individual 3 is a carrier.  ...  ...  ...  ...  ...  ...  .  [3]   (iii)  there was no history of colour blindness in the parents and grandparents of individuals 1  and 2.    suggest how colour blindness first occurred in the family in fig.  6.1.  ...  ...  ...  ...  .  [2] [total: 9]",
+            "20": "20 0610/41/m/j/20 \u00a9 ucles 2020 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 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.blank page"
+        },
+        "0610_s20_qp_42.pdf": {
+            "1": "cambridge igcse\u2122dc (jc/ct) 180482/4 \u00a9 ucles 2020  [turn overbiology  0610/42 paper 4 theory (extended)  may/june  2020  1 hour 15 minutes you must answer on the question paper. no additional materials are needed. instructions  \u25cf answer all questions.  \u25cf use a black or dark blue pen. you may use an hb pencil for any diagrams or graphs.  \u25cf write your name, centre number and candidate number in the boxes at the top of the page.  \u25cf write your answer to each question in the space provided.  \u25cf do not use an erasable pen or correction fluid.  \u25cf do not write on any bar codes.  \u25cf you may use a calculator.  \u25cf you should show all your working and use appropriate units. information  \u25cf the total mark for this paper is 80.  \u25cf the number of marks for each question or part question is shown in brackets [  ]. this document has 24 pages. blank pages are indicated. *1703925132*",
+            "2": "2 0610/42/m/j/20 \u00a9 ucles 2020 1 homeostasis is the maintenance of a constant internal environment.  (a) human skin is involved in the maintenance of a constant internal body temperature.   (i) skin is an organ.    state why the skin is an organ.  ...  ...  .  [1]   (ii) state the name of the organ that coordinates the control of body temperature.  .  [1]    fig. 1.1 shows a diagram of a section through human skin. f e da b c fig. 1.1   (iii) state the names of structures a, b and c in fig. 1.1. a   b   c    [3]",
+            "3": "3 0610/42/m/j/20 \u00a9 ucles 2020 [turn over   (iv) structure d is a shunt vessel and e is an arteriole.    describe how these blood vessels are involved in maintaining a constant internal body  temperature in a cold environment.  ...  ...  ...  ...  ...  ...  .  [3]  (b) energy is used to maintain body temperature.   state three other  uses of energy in humans.  1   2   3    [3]  [total: 11]",
+            "4": "4 0610/42/m/j/20 \u00a9 ucles 2020 2 pregnancy can occur after the fusion of a male gamete and a female gamete.   (a) state the name of the ball of cells that implants into the uterus after fertilisation.  .  [1]  (b) there are many changes that occur in a fetus during pregnancy.   compare the development of a fetus in the early stages of pregnancy to its development in  the late stages of pregnancy.  ...  ...  ...  ...  .  [2]  (c) describe the functions of amniotic fluid and the amniotic sac.  ...  ...  ...  ...  ...  ...  ...  ...  .  [4]  (d)  the umbilical artery is found in the umbilical cord. this artery transports blood away from the  heart of the fetus.   the umbilical artery is unusual because it transports deoxygenated blood.   (i) state the name of one other artery in the mother that transports deoxygenated blood.  .  [1]",
+            "5": "5 0610/42/m/j/20 \u00a9 ucles 2020 [turn over   (ii) state one excretory product that is transported from the fetus to the placenta.  .  [1]   (iii) state the name of the process that allows substances to move down a concentration  gradient across the placenta.  .  [1] ",
+            "6": "6 0610/42/m/j/20 \u00a9 ucles 2020  (e) one of the functions of the placenta is to provide a barrier to toxins and pathogens.   a study was done on donated afterbirths. the afterbirth is a placenta with part of the umbilical  cord attached.   the purpose of the study was to find the maximum size of particles that can pass through the  placenta and enter the umbilical cord.    the researchers inserted beads with a diameter of 0.5  \u00b5m into blood vessels in the placenta.  three hours later they recorded the percentage of beads found in the blood in the placenta  and in the umbilical cord.    they then repeated the tests using beads with diameters of 0.8  \u00b5m, 2.4  \u00b5m, 5.0  \u00b5m and  8.0 \u00b5m.    their results are shown in fig. 2.1. percentage of beads found in the blood after 3 hours 020 0.5 \u03bcm 0.8 \u03bcm 2.4 \u03bcm bead size5.0 \u03bcm 8.0 \u03bcm406080100 umbilical cordkey: placenta fig. 2.1  ",
+            "7": "7 0610/42/m/j/20 \u00a9 ucles 2020 [turn over   (i) convert the diameter of the 5.0  \u00b5m beads into millimetres (mm).    space for working.   ...  mm [1]   (ii) one million beads with a diameter of 2.4  \u00b5m were injected into the placenta.    calculate the number of these beads in the umbilical cord after 3 hours.     space for working.   .  beads  [2]   (iii) table 2.1 shows a range of substances and their diameters. table 2.1 toxins and pathogens diameter  / \u00b5m nicotine 2.0 \u00d7 10\u20132 drug x 3.0 \u00d7 10\u20132 rubella virus 5.0 \u00d7 10\u20132 vibrio cholerae 8.0 \u00d7 10\u20131 trypanosoma brucei 1.8 \u00d7 101    state the names of all the toxins and pathogens listed in table 2.1 that could pass  through the placenta and enter the umbilical cord.    use the data in fig. 2.1 to make your choice.  ...  ...  .  [1]",
+            "8": "8 0610/42/m/j/20 \u00a9 ucles 2020  (f) fig. 2.2 shows the junction between two neurones with drug  x absent and two neurones with  drug x present, immediately after a painful stimulus. drug x absent drug x presentrelay neuroneba c d key: electrical signal neurotransmitter drug x fig. 2.2   (i) state the names of a, b, c and d in fig. 2.2. a   b   c   d    [4]   (ii) describe and explain how drug x affects the function of the relay neurone shown in  fig. 2.2.  ...  ...  ...  ...  ...  ...  .  [3]",
+            "9": "9 0610/42/m/j/20 \u00a9 ucles 2020 [turn over  (g) drug x can be injected into the body. this is one way that hiv can be transmitted.   describe two other ways that hiv can be transmitted. 1    ... 2    ...  [2]  [total: 23]",
+            "10": "10 0610/42/m/j/20 \u00a9 ucles 2020 blank page",
+            "11": "11 0610/42/m/j/20 \u00a9 ucles 2020 [turn over 3 cheetahs, acinonyx jubatus , are carnivores found in the dry grasslands and woodlands of  southern africa. cheetahs hunt for food during the day. they eat deer and antelope.  the cheetah is the fastest mammal on land but can only run at high speed (sprint) over a short  distance. its hunting strategy is to creep up on prey and then sprint to catch them.  fig. 3.1 is a photograph of a cheetah in its natural habitat. fig. 3.1  (a) suggest how these adaptive features enable cheetahs to survive in their natural environment. fur colouring  ..  ...  ... streamlined body shape  ...  ...  ...  [2]",
+            "12": "12 0610/42/m/j/20 \u00a9 ucles 2020  (b) the king cheetah is a rare variety of a. jubatus  that has inherited striped fur markings.   fig. 3.2 shows a cheetah with spots and a king cheetah.        cheetah with spots  king cheetah fig. 3.2   (i) define the term inheritance .   ...  ...  .  [1]",
+            "13": "13 0610/42/m/j/20 \u00a9 ucles 2020 [turn over   fig. 3.3 shows a pedigree diagram of a population of cheetahs. 1 2 male king cheetahfemale king cheetah male cheetah with spotsfemale cheetah with spotskey:3 4 11 12 13 14 ?5 6 7 8 9 10 15 16 17 18 19 fig. 3.3     (ii) deduce the genotype of cheetah 11.  .  [1]   (iii) predict the probability of cheetah 14 being a king cheetah.  .  [1]   (iv) describe how a breeder could determine the genotype of cheetah 17.  ...  ...  ...  ...  .  [2] ",
+            "14": "14 0610/42/m/j/20 \u00a9 ucles 2020   (v) when the king cheetah was first discovered it was thought that it was a new species.    pedigree diagrams of cheetahs proved it was not a new species.    suggest one type of evidence, other than pedigree diagrams, that can be used to  determine how closely related organisms are.  ...  ...  .  [1]  (c) cheetahs are at risk of becoming endangered.   (i) suggest why the cheetah is at risk of becoming endangered.  ...  ...  ...  ...  ...  ...  .  [3]   (ii) describe how species like the cheetah can be conserved.  ...  ...  ...  ...  ...  ...  .  [3]  [total: 14]",
+            "15": "15 0610/42/m/j/20 \u00a9 ucles 2020 [turn over 4 some crop farmers use herbicides on their fields.  fig. 4.1 shows a farmer spraying a rice crop with herbicides. fig. 4.1  (a) herbicides kill weeds.   explain why farmers use herbicides.   ...  ...  ...  ...  .  [2]",
+            "16": "16 0610/42/m/j/20 \u00a9 ucles 2020  (b) fields of crop plants were sprayed with two herbicides. a farmer measured the concentration  of the two herbicides, a and b, in a lake near the fields.   the water in the lake was sampled at intervals for two weeks.   fig. 4.2 shows the results. 0.000.040.080.120.160.20 0 2 4 6 8 time / days herbicides sprayed on the fields10 12 16 14concentration of herbicides in the lake water samples /  mg per kg herbicide akey: herbicide b fig. 4.2     (i) compare the concentrations of herbicide a and herbicide b in the lake.     use the information in fig. 4.2 to support your answer.  ...  ...  ...  ...  ...  ...  .  [3]",
+            "17": "17 0610/42/m/j/20 \u00a9 ucles 2020 [turn over   (ii) suggest how herbicides damage ecosystems in a lake.  ...  ...  ...  ...  ...  ...  ...  ...  .  [4]  (c) herbicide a is a synthetic plant hormone called 2,4-d that selectively kills dicotyledonous  plants only.   (i) state two features that distinguish leaves of dicotyledonous plants from leaves of  monocotyledonous plants. 1     2    [2]   (ii) state the name of a natural plant hormone that stimulates cell elongation.  .  [1]   (iii) herbicide b is a chemical that prevents the uptake of magnesium ions.    suggest how herbicide b kills plants.   ...  ...  ...  ...  ...  ...  .  [3]  [total: 15]",
+            "18": "18 0610/42/m/j/20 \u00a9 ucles 2020 5 the gal\u00e1pagos islands are a group of small islands in the pacific ocean.  in 1839 charles darwin published a book that described differences in a family of birds called  finches.  each species of gal\u00e1pagos finch had: \u2022 a different diet \u2022 a different beak shape, as shown in fig. 5.1. geospiza conirostris geospiza scandens geospiza magnirostris geospiza fortis fig. 5.1  (a) state the genus name for the gal\u00e1pagos finches shown in fig. 5.1.  .  [1]",
+            "19": "19 0610/42/m/j/20 \u00a9 ucles 2020 [turn over  (b) gal\u00e1pagos finches share a common ancestor.   suggest how gal\u00e1pagos finches have evolved different shaped beaks.  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  .  [5]  [total: 6]",
+            "20": "20 0610/42/m/j/20 \u00a9 ucles 2020 6 (a) fig. 6.1 is a diagram showing some parts of a plant. the circle shows a magnified cross-section  of part of the stem. not to scalea b c d e f g hm l k j fig. 6.1     (i) table 6.1 contains statements about the functions of some of the structures in fig. 6.1.    complete the table by: \u2022 stating the name of the structure \u2022 identifying the letter that labels that structure. table 6.1 function name of structure letter from fig. 6.1 provides support to the stem protects flower bud produces glucose produces pollen  delivers male nuclei to the site of fertilisation  [5]",
+            "21": "21 0610/42/m/j/20 \u00a9 ucles 2020   (ii) state one letter from fig. 6.1 that identifies a structure that contains a haploid  nucleus.  .  [1]   (iii) state the name of the process that describes the transport of sucrose in a plant.  .  [1]   (iv) state one letter from fig. 6.1 that is a structure that is an example of a source for sucrose  transport.  .  [1]  (b) in addition to sucrose, amino acids are also transported in plants.   (i) state the name of a mineral ion that becomes part of an amino acid.  .  [1]   (ii) state the name of the structures inside cells that assemble amino acids into proteins.  .  [1]   (iii) state the name of the group of molecules that are made of proteins and act as catalysts.  .  [1]  [total: 11]",
+            "22": "22 0610/42/m/j/20 \u00a9 ucles 2020 blank page",
+            "23": "23 0610/42/m/j/20 \u00a9 ucles 2020 blank page",
+            "24": "24 0610/42/m/j/20 \u00a9 ucles 2020 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 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.blank page"
+        },
+        "0610_s20_qp_43.pdf": {
+            "1": "cambridge igcse\u2122this document has 20 pages. blank pages are indicated. dc (st/ct) 180793/3 \u00a9 ucles 2020  [turn over *1791825526* biology  0610/43 paper 4 theory (extended)  may/june  2020  1 hour 15 minutes you must answer on the question paper. no additional materials are needed. instructions  \u25cf answer all questions.  \u25cf use a black or dark blue pen. you may use an hb pencil for any diagrams or graphs.  \u25cf write your name, centre number and candidate number in the boxes at the top of the page.  \u25cf write your answer to each question in the space provided.  \u25cf do not use an erasable pen or correction fluid.  \u25cf do not write on any bar codes.  \u25cf you may use a calculator.  \u25cf you should show all your working and use appropriate units. information  \u25cf the total mark for this paper is 80.  \u25cf the number of marks for each question or part question is shown in brackets [  ].",
+            "2": "2 0610/43/m/j/20 \u00a9 ucles 2020 1 (a)  state three  uses of energy in the human body. 1   2   3   [3]  (b) fig. 1.1 shows part of the digestive system of a human. diaphragm l k hc d eba g f fig. 1.1",
+            "3": "3 0610/43/m/j/20 \u00a9 ucles 2020 [turn over   complete table 1.1. one row has been done for you. table 1.1 function name of structure letter from fig. 1.1 pushes food to the stomach oesophagus a assimilation of amino acids to produce  plasma proteins storage of bile secretion of insulin absorption of fatty acids and glycerol secretion of pepsin digestion of starch [6]  (c) describe the role of the liver in the recovery from oxygen debt after strenuous exercise.  ...  ...  ...  ...  .  [2]  (d) alcohol is a drug.   define the term drug.  ...  ...  .  [2]",
+            "4": "4 0610/43/m/j/20 \u00a9 ucles 2020  (e) (i)  state two immediate effects of excessive alcohol on the body. 1   2   [2]   (ii) state two long-term effects of excessive alcohol on the body. 1   2   [2]  (f) pregnant women are advised not to drink alcohol as it may have harmful effects on the fetus.   (i) outline these harmful effects.  ...  ...  ...  ...  .  [2]   (ii) state two harmful substances other than alcohol that can cross the placenta. 1   2   [2] [total: 21]",
+            "5": "5 0610/43/m/j/20 \u00a9 ucles 2020 [turn over 2 (a) fig. 2.1 shows the human population of a country between 1910 and 2020. 0 1900 1920 1940 1960 year1980 2000 202020406080100120140 number of people / million fig. 2.1   (i) calculate the percentage increase in the population of the country between 1940 and  2020.    space for working.   . % [3]   (ii) describe the factors that could cause the change in the population size between 1940  and 2020, shown in fig.  2.1.  ...  ...  ...  ...  ...  ...  .  [3]",
+            "6": "6 0610/43/m/j/20 \u00a9 ucles 2020  (b)  some countries have invested in biofuels such as ethanol, biomass and biodiesel.   (i) describe how ethanol can be made by microorganisms.  ...  ...  ...  ...  .  [2]   (ii) some countries use large areas of land to grow maize plants. this crop plant can be  used to produce biofuels.    discuss the negative impact on the environment  of growing large-scale monocultures  of crop plants such as maize.  ...  ...  ...  ...  ...  ...  ...  ...  .  [4] [total: 12]",
+            "7": "7 0610/43/m/j/20 \u00a9 ucles 2020 [turn over blank page",
+            "8": "8 0610/43/m/j/20 \u00a9 ucles 2020 3 the american writer ernest hemingway lived on the island of key west in florida, usa in the  1930s. during this time he was given a male cat by a sea captain.  the cat had more toes than usual. this inherited condition is called polydactyly. the allele for  polydactyly is dominant.  (a) define the term inheritance .  ...  ...  .  [1]  (b) fig. 3.1 is part of a pedigree diagram for hemingway\u2019s cats. 1 2 male cat with normal number of toesfemale cat with normal number of toes male cat with polydactylyfemale cat with polydactylykey:3 4 11 12 135 6 7 8 9 10 15 14 1716 fig. 3.1",
+            "9": "9 0610/43/m/j/20 \u00a9 ucles 2020 [turn over   (i) state the genotypes of cats 5, 6 and 14 in the pedigree diagram in fig. 3.1.    use the letters t and t. cat 5  .. cat 6  .. cat 14   [3]   (ii)  explain why none of the offspring of cats 3 and 4 have inherited polydactyly.    use the information in fig. 3.1 in your answer.  ...  ...  .  [1]",
+            "10": "10 0610/43/m/j/20 \u00a9 ucles 2020  (c) scientists published the results of an investigation into the dna of cats with and without  polydactyly. they compared the base sequence from a particular region of dna that controls  the development of the limbs.   table 3.1 shows the base sequences. table 3.1 cats without polydactyly aga cac aga aat gag hemingway\u2019s cats with polydactyly aga cac gga aat gag cats with polydactyly from oregon and missouri in the usa aga cac gga aat gag cats with polydactyly from the uk aga cac agt aat gag   (i)  describe how the base sequences of the cats with polydactyly differ from the base  sequence of cats without polydactyly.  ...  ...  ...  ...  .  [2]   (ii) state the name of the process by which base sequences in dna are changed.  .  [1]   (iii)  the base sequences in table 3.1 provide evidence that indicates which country the male  cat given to hemingway in the 1930s came from.    suggest which country this cat came from and give a reason for your choice.  ...  ...  ...  ...  .  [2]",
+            "11": "11 0610/43/m/j/20 \u00a9 ucles 2020 [turn over  (d) fig. 3.2 shows part of a dna molecule from a chromosome of a cat.   complete fig. 3.2 by writing the letters for the base sequence of the other strand of the dna  molecule. t a a t g c g t g.. .. .. .. .. .. .. .. .. fig. 3.2   [1]  (e) explain why polydactyly is an example of discontinuous variation .  ...  ...  ...  ...  .  [2] [total: 13]",
+            "12": "12 0610/43/m/j/20 \u00a9 ucles 2020 4 xerophytes grow in habitats with low rainfall and soils that often have high concentrations of salts.  fig. 4.1 shows the xerophyte  yucca treculeana  growing on salt flats. y. treculeana fig. 4.1  (a) (i)  explain how xerophytes, such as y. treculeana , are adapted to absorb sufficient water in  the conditions in which they live.   ...  ...  ...  ...  ...  ...  .  [4]",
+            "13": "13 0610/43/m/j/20 \u00a9 ucles 2020 [turn over   (ii) explain how xerophytes are adapted to reduce water loss to the atmosphere.  ...  ...  ...  ...  ...  ...  .  [3]   (iii)  xerophytes often have many defence mechanisms that reduce or prevent herbivores  eating them.    suggest how xerophytes protect themselves against herbivores.  ...  ...  ...  ...  .  [2]  (b) forest ecosystems can be affected by acid rain.   describe how the production of acid rain and its effects on forest ecosystems can be reduced.  ...  ...  ...  ...  ...  ...  ...  ...  .  [4] [total: 13]",
+            "14": "14 0610/43/m/j/20 \u00a9 ucles 2020 blank page",
+            "15": "15 0610/43/m/j/20 \u00a9 ucles 2020 [turn over5 bacteria are classified in the prokaryote kingdom.  (a)  state two features of animal and plant cells that are not found in prokaryotes. 1   2   [2]",
+            "16": "16 0610/43/m/j/20 \u00a9 ucles 2020  (b) methicillin-resistant staphylococcus aureus  (mrsa) is a type of bacterium that is resistant to  some antibiotics.   fig. 5.1 shows how a population of bacteria may develop antibiotic resistance and how the  antibiotic resistance can be passed from one strain of bacterium to another. treatment with antibiotic z started transmission of bacteria a to patient 2population of pathogenic bacteria a in patient 1 population of pathogenic bacteria a in patient 1 in the middle of treatment with antibiotic z population of pathogenic bacteria a in patient 1 when treatment with antibiotic z was stopped bacteria a and b in patient 2 not to scale key: bacterium of strain a resistant to antibiotic z bacterium of strain a not resistant to antibiotic z dying bacterium of strain abacterium of strain b resistant to antibiotic z bacterium of strain b not resistant to antibiotic z plasmid fig. 5.1",
+            "17": "17 0610/43/m/j/20 \u00a9 ucles 2020   explain how resistance to an antibiotic develops in a population of bacteria and spreads in  the human population.  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  .  [6]  (c) explain how the development of resistant bacteria, such as mrsa, can be minimised.  ...  ...  ...  ...  ...  ...  ...  .  [3] [total: 11] [turn over",
+            "18": "18 0610/43/m/j/20 \u00a9 ucles 2020 6 in many parts of the world dairy cattle are kept in large barns and reared intensively, as shown in  fig. 6.1. fig. 6.1  (a)  food for cattle that are reared intensively includes cereals, such as maize and barley.   ecologists have calculated that it is more energy efficient to grow crops for human consumption  than for food for livestock.   explain why intensive rearing of livestock is not an efficient use of crops.  ...  ...  ...  ...  ...  ...  ...  .  [3]",
+            "19": "19 0610/43/m/j/20 \u00a9 ucles 2020  (b)  the urine and faeces from cattle kept in barns is removed and treated in the same way as  human sewage to avoid polluting the aquatic environment.   outline the effects of untreated waste  from cattle on the aquatic environment.  ...  ...  ...  ...  ...  ...  ...  .  [4]  (c) intensive livestock production could be one way of preventing famine.   describe the causes of famine.  ...  ...  ...  ...  ...  ...  .  [3] [total: 10]",
+            "20": "20 0610/43/m/j/20 \u00a9 ucles 2020 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 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.blank page"
+        },
+        "0610_s20_qp_51.pdf": {
+            "1": "cambridge igcse\u2122biology  0610/51 paper 5 practical test  may/june  2020  1 hour 15 minutes you must answer on the question paper. you will need:  the materials and apparatus listed in the confidential instructions instructions  \u25cf answer all questions.  \u25cf use a black or dark blue pen. you may use an hb pencil for any diagrams or graphs.  \u25cf write your name, centre number and candidate number in the boxes at the top of the page.  \u25cf write your answer to each question in the space provided.  \u25cf do not use an erasable pen or correction fluid.  \u25cf do not write on any bar codes.  \u25cf you may use a calculator.  \u25cf you should show all your working and use appropriate units. information  \u25cf the total mark for this paper is 40.  \u25cf the number of marks for each question or part question is shown in brackets [  ]. this document has 12 pages. blank pages are indicated. dc (lk/sw) 184708/4 \u00a9 ucles 2020  [turn over *6488323582* for examiner\u2019s use 1 2 total",
+            "2": "2 0610/51/m/j/20 \u00a9 ucles 2020 1 sugars are a source of energy in the diet.  you are going to estimate the concentration of glucose in an energy drink ( d).  read all the instructions but do not carry them out until you have drawn a table for  your results in the space provided in 1(a)(iii).  you should use the gloves and eye protection provided while you are carrying out the practical  work.  step 1   label three test-tubes a, b and c.        step 2   use the volumes of 4% glucose solution and distilled water shown in table 1.1 to make  three different concentrations of glucose solution in test-tubes a, b and c.  (a) (i) complete table 1.1 by calculating and writing in the percentage concentration of glucose  solution in test-tube b. table 1.1 test-tubevolume of 4% glucose solution  / cm3volume of distilled water  / cm3percentage concentration  of glucose solution a 10.0 0.0 4 b  5.0 5.0 c  2.5 7.5 1  [1]  step 3   add 5  cm3 of benedict\u2019s solution to each of the glucose solutions in the test-tubes a, b  and c. shake each test-tube gently for 3 seconds to mix the contents.  step 4   add 5  cm3 of benedict\u2019s solution to test-tube d which contains 10  cm3 of energy drink d.  shake the test-tube gently for 3 seconds to mix the contents.  step 5   raise your hand when you are ready for hot water to be put into the beaker labelled  water-bath .  step 6   measure the temperature of the hot water in the water-bath (initial temperature).   (ii) record the initial temperature in table 1.2. table 1.2 initial temperature  / \u00b0c final temperature  / \u00b0c  [1]  step 7   put test-tube a into the water-bath and immediately start the stop-clock.",
+            "3": "3 0610/51/m/j/20 \u00a9 ucles 2020 [turn over  step 8   observe test-tube a carefully and note the time at which the contents of the test-tube  first change colour. this reaction may occur very quickly.    if there is no colour change after 5 minutes record the time as >300 .     record the time taken in seconds for the colour change in the table you have prepared  in 1(a)(iii) .  step 9  remove test-tube a from the water-bath and put it back into the test-tube rack.      reset the stop-clock.  step 10  repeat steps 7, 8 and 9 with test-tube b.   step 11  repeat steps 7, 8 and 9 with test-tube c.  step 12  repeat steps 7, 8 and 9 with test-tube d.  step 13  measure the final temperature of the water in the water-bath.     record this temperature in table 1.2.   (iii) prepare a table to record your results in the space provided.  [4]   (iv) estimate the concentration of glucose in energy drink d using the information in table  1.1  and your results.    ..  % [1]   (v) explain how you estimated the concentration of glucose in energy drink d in 1(a)(iv) .  ...  ...  .  [1]",
+            "4": "4 0610/51/m/j/20 \u00a9 ucles 2020  (b) table 1.2 may indicate that there is a source of error in this investigation.   (i) identify the possible source of error and suggest one way the method could be improved  to reduce this error. source of error  ...  ... improvement  .  ...  ...  [2]   (ii) explain how the error identified in 1(b)(i)  could affect your results and the estimation of  the concentration of glucose in energy drink d.  ...  ...  .  [1]  (c) state two variables that were kept constant in this investigation. 1   2    [2]  (d) barley grains are used in the food industry as a source of sugars. barley grains contain  starch. starch can be broken down into sugars by enzymes.    students made a starch suspension from barley grains to investigate the breakdown of  starch by enzymes. the starch suspension contained 100  g of starch. they mixed the starch  suspension with enzymes and recorded the mass of starch remaining in the mixture at  different times.   the results are shown in table 1.3. table 1.3 time / minutes mass of starch remaining  / g  0 100  5  58 10  40 20  32 40  28",
+            "5": "5 0610/51/m/j/20 \u00a9 ucles 2020 [turn over   (i) plot a line graph on the grid of the data in table 1.3.  [4]   (ii) describe the trend shown in your graph.  ...  ...  .  [1]   (iii) estimate the mass of starch remaining at 15 minutes.     show on your graph how you obtained your answer.   .  g   [2]   (iv) calculate the rate of starch breakdown in the first five minutes using the information in  table 1.3 or your graph.   .  g per minute  [1]",
+            "6": "6 0610/51/m/j/20 \u00a9 ucles 2020  (e) plan an investigation to determine the effect of temperature on the breakdown of starch by  enzymes.  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  .  [6]  [total: 27] 2 (a) human reproduction involves a male gamete (sperm) and a female gamete (ovum).   fig. 2.1 is a photomicrograph of a single ovum and many sperm cells during fertilisation.    line ab represents the diameter of the ovum.   line cd represents the length of one sperm cell.",
+            "7": "7 0610/51/m/j/20 \u00a9 ucles 2020 [turn over a bdc fig. 2.1   (i) measure the lengths of lines ab and cd on fig. 2.1. include the unit.    length of line ab    length of line cd   [1]   (ii) the actual diameter of the ovum is 0.10  mm.    calculate the magnification of the ovum in fig.  2.1 using the formula: magnification = length of line ab on fig. 2.1 actual diameter of ovum   ..  [1]   (iii) calculate the actual length of the sperm cell using the magnification you calculated in  2(a)(ii)  and the formula: magnification = length of line cd on fig. 2.1 actual length of sperm cell    give your answer to two decimal places.   .  mm  [3]",
+            "8": "8 0610/51/m/j/20 \u00a9 ucles 2020  (b) fig. 2.2 is a different photomicrograph of an ovum and one sperm cell. fig. 2.2   (i) make a large drawing of the ovum and the sperm cell shown in fig. 2.2.    label the ovum on your drawing.  [5]",
+            "9": "9 0610/51/m/j/20 \u00a9 ucles 2020   (ii) state three  visible differences between the ovum and the sperm cell that can be seen in  fig. 2.2. 1    ... 2    ... 3    ...  [3]  [total: 13]  ",
+            "10": "10 0610/51/m/j/20 \u00a9 ucles 2020 blank page",
+            "11": "11 0610/51/m/j/20 \u00a9 ucles 2020 blank page",
+            "12": "12 0610/51/m/j/20 \u00a9 ucles 2020 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 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.blank page"
+        },
+        "0610_s20_qp_52.pdf": {
+            "1": "cambridge igcse\u2122biology  0610/52 paper 5 practical test  may/june  2020  1 hour 15 minutes you must answer on the question paper. you will need:  the materials and apparatus listed in the confidential instructions instructions  \u25cf answer all questions.  \u25cf use a black or dark blue pen. you may use an hb pencil for any diagrams or graphs.  \u25cf write your name, centre number and candidate number in the boxes at the top of the page.  \u25cf write your answer to each question in the space provided.  \u25cf do not use an erasable pen or correction fluid.  \u25cf do not write on any bar codes.  \u25cf you may use a calculator.  \u25cf you should show all your working and use appropriate units. information  \u25cf the total mark for this paper is 40.  \u25cf the number of marks for each question or part question is shown in brackets [  ]. this document has 12 pages. blank pages are indicated. dc (lk/sw) 184709/3 \u00a9 ucles 2020  [turn over *8438058963* for examiner\u2019s use 1 2 total",
+            "2": "2 0610/52/m/j/20 \u00a9 ucles 2020 1 you are going to investigate the effect of temperature on diffusion. dialysis tubing is used to  represent a cell membrane. cell membranes are partially permeable.  read all of the instructions but do not carry them out until you have drawn a table for  your results in the space provided in 1(a)(i).  you should wear the gloves and eye protection provided during the practical work.  step 1   label one test-tube c and the other test-tube h. draw a small x on the outside of both  test-tubes approximately half-way down each test-tube as shown in fig. 1.1. xc xh fig. 1.1  step 2   you are provided with two lengths of dialysis tubing which have been knotted at one  end to form a bag. the bags can be opened by rubbing the unknotted end between two  fingers.  step 3   use a pipette to put starch suspension into one of the opened dialysis tubing bags. keep  adding the starch suspension until the dialysis tubing bag is approximately three-quarters  full.  step 4   it is important that the starch suspension does not spill onto the outside of the dialysis  tubing bag. fill a 10  cm3 syringe with distilled water. hold the dialysis tubing bag  containing starch over the container labelled waste  and use the syringe to carefully  wash the outside of the bag with the distilled water.  step 5   place the dialysis tubing bag containing starch suspension into test-tube c. fold the  open end of the dialysis tubing over the top of the test-tube. secure with an elastic band  approximately 2  cm from the top of the test-tube as shown in fig. 1.2.    place test-tube c in the test-tube rack.",
+            "3": "3 0610/52/m/j/20 \u00a9 ucles 2020 [turn over 2 cmopen end of the dialysis tubing bag folded over the  top of the test-tube elastic band dialysis tubing bag containing starch suspension test-tubec x fig. 1.2  step 6   open the other dialysis tubing bag. repeat steps 3, 4 and 5 with the other dialysis tubing  bag and test-tube h.  step 7  add distilled water to test-tube c until it reaches the level of the elastic band.  step 8   raise your hand when you are ready for hot water. add hot water to test-tube h until it  reaches the level of the elastic band.  step 9   measure the temperature of the water in test-tube c and test-tube h, record this in your  table in 1(a)(i) .  step 10  use a syringe to add 1  cm3 of iodine solution to the water in each test-tube.   step 11  start the stop-clock.  step 12   observe the crosses on the test-tubes by looking through the dialysis tubing as shown in  fig. 1.3. x drawn on the opposite side of the test-tube eye looking at x through the dialysis tubing bag fig. 1.3  step 13   measure the time taken for each cross to stop being visible through the dialysis tubing  bag. record the times, in seconds, in your table in 1(a)(i) . if the cross is still visible after  10 minutes stop timing and record the time as >600 .",
+            "4": "4 0610/52/m/j/20 \u00a9 ucles 2020  (a) (i) prepare a table to record your results.  [4]   (ii) state a conclusion for this investigation.  ...  ...  .  [1]   (iii) identify the variable that you have changed (independent variable) in this investigation.  .  [1]   (iv) dialysis tubing allows small molecules to move through it by diffusion.    starch is unable to diffuse out of the dialysis tubing bag.    state one piece of evidence for this from your investigation.  ...  ...  .  [1]",
+            "5": "5 0610/52/m/j/20 \u00a9 ucles 2020 [turn over   (v) identify one possible source of error in this investigation and suggest one additional  piece of apparatus that could be used to reduce the effect of this error. error  ...  ...  ... apparatus  ..  ...  ...  [2]  (b) (i) amylase is an enzyme that breaks down starch to form reducing sugars.    describe how you could test for the presence of reducing sugars.    include the result of a positive test. method  ..  ...  ...  ...  ... result  .    [3]",
+            "6": "6 0610/52/m/j/20 \u00a9 ucles 2020   (ii) plan an investigation to determine the effect of different concentrations of amylase on  the breakdown of starch.  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  .  [6]  [total: 18]",
+            "7": "7 0610/52/m/j/20 \u00a9 ucles 2020 [turn over 2 a student investigated the effect of different concentrations of sugar solution on osmosis in potato  sticks.  the student used this method: \u2022 cut six potato sticks  \u2022 measure the initial mass of each potato stick \u2022 place each potato stick in a different concentration of sugar solution  \u2022 leave the potato sticks in the sugar solutions for one hour \u2022 after one hour remove the potato sticks and measure the final mass of each potato stick.  (a) (i) all of the potato sticks were left in the sugar solutions for the same length of time.     state two other variables that the student should have kept constant during their  investigation. 1   2    [2]   (ii) identify the variable that was measured (dependent variable) in this investigation.   .  [1]",
+            "8": "8 0610/52/m/j/20 \u00a9 ucles 2020  (b) the results of the investigation are shown in table 2.1. table 2.1 concentration of  sugar solution / mol per dm3initial mass of  potato stick  / gfinal mass of  potato stick  / gpercentage  change in mass 0.0 2.14 2.18  1.87 0.2 1.90 1.91  0.53 0.4 2.32 2.30  \u20130.86 0.6 2.25 2.21  \u20131.78 0.8 2.08 2.03 1.0 2.16 2.10  \u20132.78   (i) calculate the percentage change in mass for the potato stick that was placed in the  0.8 mol per dm3 sugar solution.    give your answer to two decimal places.    space for working.     %  [2]",
+            "9": "9 0610/52/m/j/20 \u00a9 ucles 2020 [turn over   (ii) plot a line graph on the grid to show the data in table 2.1. one axis has been started for  you. 0  [4]   (iii) state the concentration of the sugar solution at which your graph shows there would be  no change in the mass of the potato stick.   ...  mol per dm3 [1]   (iv) the student wanted to obtain a more accurate value for the concentration of the sugar  solution at which there would be no change in the mass of the potato stick.    suggest further investigative work that the student should carry out.  ...  ...  ...  ...  .  [2]",
+            "10": "10 0610/52/m/j/20 \u00a9 ucles 2020  (c) fig. 2.1 is a photomicrograph showing cells from a potato.   the structures visible within the cells are starch grains. p qx starch grain fig. 2.1   (i) draw a large diagram of the cell labelled x. do not label your diagram.  [4]",
+            "11": "11 0610/52/m/j/20 \u00a9 ucles 2020 [turn over   (ii) measure the length of line pq on fig. 2.1. include the unit.     length of line pq     the actual length of the potato cell at line pq is 0.14  mm.    calculate the magnification of the potato cell using the formula and your measurement. magnification = length of line pq actual length of the potato cell    give your answer to the nearest whole number.    space for working.     [3]    (iii) a student measured the actual lengths of five of the starch grains present in one potato  cell. the results are shown in table 2.2. table 2.2 length of starch grain  / mm 0.052 0.048 0.025 0.023 0.017    calculate the average length of the starch grains.    mm [1]",
+            "12": "12 0610/52/m/j/20 \u00a9 ucles 2020 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 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. (d) potato cells release carbon dioxide during respiration.   state the name of an indicator which could be used to test for the presence of carbon dioxide  and give the result of a positive test. indicator   result  .  [2]  [total: 22]"
+        },
+        "0610_s20_qp_53.pdf": {
+            "1": "cambridge igcse\u2122this document has 12 pages. blank pages are indicated. dc (lk/sw) 184711/3 \u00a9 ucles 2020  [turn over *3699958738* biology  0610/53 paper 5 practical test  may/june  2020  1 hour 15 minutes you must answer on the question paper. you will need:  the materials and apparatus listed in the confidential instructions instructions  \u25cf answer all questions.  \u25cf use a black or dark blue pen. you may use an hb pencil for any diagrams or graphs.  \u25cf write your name, centre number and candidate number in the boxes at the top of the page.  \u25cf write your answer to each question in the space provided.  \u25cf do not use an erasable pen or correction fluid.  \u25cf do not write on any bar codes.  \u25cf you may use a calculator.  \u25cf you should show all your working and use appropriate units. information  \u25cf the total mark for this paper is 40.  \u25cf the number of marks for each question or part question is shown in brackets [  ]. for examiner\u2019s use 1 2 total",
+            "2": "2 0610/53/m/j/20 \u00a9 ucles 2020 1 you are going to investigate the effect of concentration on the rate of diffusion in model cells.  cubes of agar jelly containing universal indicator will represent the model cells.  read all the instructions but do not carry them out until you have drawn a table for  your results in the space provided in 1(a)(iii).  you should use the gloves and eye protection provided while you are carrying out the practical  work.  (a) you are provided with a piece of agar that is approximately 30  mm \u00d7 30  mm \u00d7 10  mm in size.   step 1   cut four identical cubes from the large piece of agar. each cube should have the  dimensions shown in fig. 1.1. 10 mm 10 mm 10 mm  not to scale fig. 1.1   (i) calculate the surface area and volume for the cube shown in fig. 1.1.  surface area  ..  mm2  volume  ..  mm3  [2]   step 2  label four test-tubes a, b, c and d.   step 3   use the information in table 1.1 and the syringes provided to add the appropriate  volumes of 1.0  mol per dm3 hydrochloric acid (hc l ) and water to each labelled  test-tube. table 1.1 test-tubevolume of   1.0 mol per dm3 hcl  / cm3volume of water   / cm3final concentration of  hcl / .. a 5.0 0.0 1.0 b 2.5 2.5.. c 0.5 4.5 0.1 d 0.0 5.0 0.0",
+            "3": "3 0610/53/m/j/20 \u00a9 ucles 2020 [turn over   (ii) complete table 1.1 by: \u2022 stating the unit for the final concentration of hc l \u2022 calculating the missing concentration for test-tube b.  [2]   step 4  place one agar cube into each of the labelled test-tubes.    step 5  start the stop-clock.    step 6   immediately observe any colour change in the agar cubes. you may want to use the  hand lens provided.      continue observing until the cubes change from green to completely pink, as shown  in fig. 1.2.      if the green colour remains visible in a cube after seven minutes, stop observing  and record the time as >420  for that cube. agar cube at the start green colour disappearing green pinkend-point fig. 1.2   step 7   record in your table in 1(a)(iii)  the time taken, in seconds, for the cube in each  test-tube to turn completely pink.   (iii) prepare a table to record your results.  [4]",
+            "4": "4 0610/53/m/j/20 \u00a9 ucles 2020   (iv) state a conclusion for your results.  ...  ...  .  [1]   (v) describe the purpose of test-tube d.  ...  ...  .  [1]   (vi) identify one safety hazard when carrying out this investigation and describe how the risk  of this hazard could be reduced. safety hazard  .  ... method of reducing the risk  ...  ...  ...  [2]  (b) (i) a student calculated the rate of diffusion of acid into an agar cube.    the student observed that the acid travelled 2  mm in 120 seconds.    suggest how the student could calculate the rate of diffusion.  ...  ...  .  [1]",
+            "5": "5 0610/53/m/j/20 \u00a9 ucles 2020 [turn over   (ii) plan an experiment to investigate the relationship  between the size of the agar cubes  and the time taken for the agar to change colour.  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  .  [6]  [total: 19]",
+            "6": "6 0610/53/m/j/20 \u00a9 ucles 2020 2 (a) you are provided with a bean. you should use the gloves and eye protection provided while  you are carrying out the practical work.   step 1  crush the bean in the petri dish using a spatula.   step 2  put a few drops of iodine solution onto the crushed bean.    step 3  observe any colour change in the iodine solution.   (i) record your observations in table 2.1. table 2.1 observation initial colour of the iodine solution colour of the iodine solution after  putting it onto the crushed bean  [1]   (ii) state a conclusion for the result in table 2.1.  ...  ...  .  [1]  (b) fig. 2.1 shows a comparison of the nutrient content of beans and nuts. nutrient facts serving size 100  g beans nuts calories 333 660 total fat  / g \u2022 saturated \u2022 trans fat  0   0   0 54   9   0 starch  / g  60  15 sodium  / mg  24  21 protein  / g  24  26 vitamin c  / mg  15   0 fig. 2.1",
+            "7": "7 0610/53/m/j/20 \u00a9 ucles 2020 [turn over   a student was given a sample of food and wanted to know if it was from a bean or a nut.   the student decided to test for the presence of two of the substances listed in fig. 2.1.    the results of the tests would enable the student to determine if the food sample was from a  bean or a nut.   (i) state which two substances in fig. 2.1 will enable the student to determine if the food  sample is from a bean or a nut. 1   2    [1]   (ii) state the name of the food test you would use for one of the substances you identified in   2(b)(i) and give the result for a positive test. food test     result  .    [2]",
+            "8": "8 0610/53/m/j/20 \u00a9 ucles 2020  (c) fig. 2.2 shows the caterpillar of a codling moth. the codling moth damages walnut trees and  reduces the yield of the walnut crop. fig. 2.2   to reduce the damage to a walnut crop, scientists released wasps that can kill the codling  moth caterpillars. wasps are flying insects.   the effect of releasing different numbers of wasps on the damage to a walnut crop was  investigated.    the results are shown in table 2.2. table 2.2 number of wasps  released   / \u00d7105 per hectarepercentage damage to  the walnut crop 0.0 4.0 0.5 3.2 0.9 2.4 1.8 1.2 3.4 1.3 4.0 1.2",
+            "9": "9 0610/53/m/j/20 \u00a9 ucles 2020 [turn over   (i) plot a line graph on the grid of the data in table 2.2.  [4]   (ii) describe the pattern shown by the data on your graph.  ...  ...  ...  ...  .  [2]   (iii) suggest the number of wasps that should be released into one hectare of walnut trees.     state the evidence from your graph that supports your choice. number of wasps released   evidence    ...  ...  [2]",
+            "10": "10 0610/53/m/j/20 \u00a9 ucles 2020   (iv) suggest one way the investigation could be modified to give a more accurate estimate of  the optimum (best) number of wasps to release into a walnut crop.  ...  ...  .  [1]  (d) fig. 2.3 shows a photograph of a walnut tree leaf. p q magnification \u00d70.5 fig. 2.3   (i) make a large drawing of the leaf shown in fig. 2.3.  [4]",
+            "11": "11 0610/53/m/j/20 \u00a9 ucles 2020   (ii) measure the length of line pq on fig. 2.3. include the unit.    length of line pq on fig. 2.3 .    calculate the actual width of the leaf on fig. 2.3 using the formula and your measurement. magnification = length of line pq on fig. 2.3 actual width of the leaf    space for working.     [3]  [total: 21]",
+            "12": "12 0610/53/m/j/20 \u00a9 ucles 2020 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 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.blank page"
+        },
+        "0610_s20_qp_61.pdf": {
+            "1": "cambridge igcse\u2122*5828241006* dc (leg/fc) 184706/4 \u00a9 ucles 2020  [turn overthis document has 12 pages. blank pages are indicated.biology  0610/61 paper 6 alternative to practical  may/june  2020  1 hour you must answer on the question paper. no additional materials are needed. instructions  \u25cf answer all questions.  \u25cf use a black or dark blue pen. you may use an hb pencil for any diagrams or graphs.  \u25cf write your name, centre number and candidate number in the boxes at the top of the page.  \u25cf write your answer to each question in the space provided.  \u25cf do not use an erasable pen or correction fluid.  \u25cf do not write on any bar codes.  \u25cf you may use a calculator.  \u25cf you should show all your working and use appropriate units. information  \u25cf the total mark for this paper is 40.  \u25cf the number of marks for each question or part question is shown in brackets [  ].",
+            "2": "2 0610/61/m/j/20 \u00a9 ucles 2020 1 sugars are a source of energy in the diet.  a student wanted to estimate the concentration of glucose in an energy drink ( d).  step 1  three test-tubes  were  labelled  a, b and c.         step 2   three different concentrations of glucose solution were prepared as shown in table 1.1.  (a) (i) complete table 1.1 by calculating and writing in the volume of 4% glucose solution used  in test-tube b.  table 1.1 test-tubevolume of 4% glucose solution  / cm3volume of distilled water / cm3percentage concentration  of glucose solution a 10.0 0.0 4 b 5.0 2 c 2.5 7.5 1  [1]  step 3   5 cm3 of benedict\u2019s solution was added to each of the glucose solutions in test-tubes a,  b and c. each test-tube was gently shaken for 3 seconds to mix the contents.  step 4   5 cm3 of benedict\u2019s solution was added to test-tube d which contained 10  cm3 of energy  drink d. the test-tube was gently shaken for 3 seconds to mix the contents.  step 5  hot water was put into a beaker that was used as a water-bath.  step 6  the temperature of the hot water in the water-bath (initial temperature) was measured.    step 7  test-tube a was put into the water-bath and a stop-clock was started.   step 8   test-tube a was observed and the stop-clock was stopped when the contents of the  test-tube first changed colour.  step 9  test-tube a was removed from the water-bath.       step 10  steps 7, 8 and 9 were repeated with test-tubes b, c and d.  step 11   the final temperature of the water in the water-bath was measured at the end of the  investigation. ",
+            "3": "3 0610/61/m/j/20 \u00a9 ucles 2020 [turn over   (ii) fig. 1.1 shows the appearance of the thermometer in step 6 and in step 11. initial temperature step 6final temperature step 11\u00b0c \u00b0c fig. 1.1    record the temperatures shown in fig. 1.1 in table 1.2. table 1.2 step 6 initial temperature  / \u00b0c step 11 final temperature  / \u00b0c  [1]",
+            "4": "4 0610/61/m/j/20 \u00a9 ucles 2020   (iii) fig. 1.2 shows the stop-clock readings for each test-tube in step 8. 00:36 01:27 02:45 01:30 test-tube  a test-tube b test-tube c test-tube dminutes:seconds minutes:seconds minutes:seconds minutes:seconds fig. 1.2    convert the times shown in fig. 1.2 to seconds.    prepare a table and record these times in your table.  [3]   (iv) estimate the concentration of glucose in energy drink d using the information in table 1.1  and the results in your table in 1(a)(iii) .    ... % [1]   (v) explain how you estimated the concentration of glucose in energy drink d in 1(a)(iv) .  ...  ...  .  [1]",
+            "5": "5 0610/61/m/j/20 \u00a9 ucles 2020 [turn over  (b) fig. 1.1 and table 1.2 may indicate that there is a source of error in this investigation.   (i) identify the possible source of error and suggest one way the method could be improved  to reduce this error. source of error  ...  ... improvement   .  ...  ...  [2]   (ii) explain how the error identified in 1(b)(i)  could affect the results and the estimation of  the concentration of glucose in energy drink d.  ...  ...  .  [1]  (c) (i) state  two variables that were kept constant in the investigation in 1(a). 1   2    [2]   (ii) state one reason why the student should wear eye protection when carrying out this  investigation.  ...  ...  .  [1]",
+            "6": "6 0610/61/m/j/20 \u00a9 ucles 2020  (d) barley grains are used in the food industry as a source of sugars. barley grains contain  starch. starch can be broken down into sugars by enzymes.    students made a starch suspension from barley grains to investigate the breakdown of  starch by enzymes. the starch suspension contained 100  g of starch. they mixed the starch  suspension with enzymes and recorded the mass of starch remaining in the mixture at  different times.   the results are shown in table 1.3.  table 1.3 time / minutes mass of starch remaining  / g 0 100 5 58 10 40 20 32 40 28   (i) plot a line graph on the grid of the data in table 1.3.  [4]",
+            "7": "7 0610/61/m/j/20 \u00a9 ucles 2020 [turn over   (ii) describe the trend shown in your graph.  ...  ...  .  [1]   (iii) estimate the mass of starch remaining at 15 minutes.     show on your graph how you obtained your answer.   .  g  [2]   (iv) calculate the rate of starch breakdown in the first five minutes using the information in  table 1.3 or your graph.   .  g per minute  [1]",
+            "8": "8 0610/61/m/j/20 \u00a9 ucles 2020  (e) plan an investigation to determine the effect of temperature on the breakdown of starch by  enzymes.  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  .  [6]  [total: 27] 2 (a) human reproduction involves a male gamete (sperm) and a female gamete (ovum).   fig. 2.1 is a photomicrograph of a single ovum and many sperm cells during fertilisation.    line ab represents the diameter of the ovum.   line cd represents the length of one sperm cell.",
+            "9": "9 0610/61/m/j/20 \u00a9 ucles 2020 [turn over a bdc fig. 2.1   (i) measure the lengths of lines ab and cd on fig. 2.1. include the unit.    length of line ab            length of line cd   [1]   (ii) the actual diameter of the ovum is 0.10  mm.     calculate the magnification of the ovum in fig. 2.1  using the formula: magnification = length of line ab on fig. 2.1 actual diameter of ovum   ..  [1]   (iii) calculate the actual length of the sperm cell using the magnification you calculated in  2(a)(ii)  and the formula: magnification = length of line cd on fig. 2.1 actual length of sperm cell    give your answer to two decimal places.   .  mm  [3]",
+            "10": "10 0610/61/m/j/20 \u00a9 ucles 2020  (b) fig. 2.2 is a different photomicrograph of an ovum and one sperm cell. fig. 2.2   (i) make a large drawing of the ovum and the sperm cell shown in fig. 2.2.     label the ovum on your drawing.  [5]",
+            "11": "11 0610/61/m/j/20 \u00a9 ucles 2020   (ii) state three  visible differences between the ovum and the sperm cell that can be seen in  fig. 2.2. 1    ... 2    ... 3    ...  [3]  [total: 13]",
+            "12": "12 0610/61/m/j/20 \u00a9 ucles 2020 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 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.blank page"
+        },
+        "0610_s20_qp_62.pdf": {
+            "1": "cambridge igcse\u2122*7469952188* dc (leg/fc) 184704/4 \u00a9 ucles 2020  [turn overthis document has 12 pages. blank pages are indicated.biology  0610/62 paper 6 alternative to practical  may/june  2020  1 hour you must answer on the question paper. no additional materials are needed. instructions  \u25cf answer all questions.  \u25cf use a black or dark blue pen. you may use an hb pencil for any diagrams or graphs.  \u25cf write your name, centre number and candidate number in the boxes at the top of the page.  \u25cf write your answer to each question in the space provided.  \u25cf do not use an erasable pen or correction fluid.  \u25cf do not write on any bar codes.  \u25cf you may use a calculator.  \u25cf you should show all your working and use appropriate units. information  \u25cf the total mark for this paper is 40.  \u25cf the number of marks for each question or part question is shown in brackets [  ].",
+            "2": "2 0610/62/m/j/20 \u00a9 ucles 2020 1 a student investigated the effect of temperature on diffusion. dialysis tubing was used to represent  a cell membrane. cell membranes are partially permeable.  step 1   one test-tube was labelled c and another test-tube was labelled h. the student drew a  small x on the outside of each test-tube as shown in fig. 1.1. c h x x fig. 1.1  step 2   the student was given two pieces of dialysis tubing. a knot was tied at one end of each  piece of dialysis tubing to form two bags.   step 3   starch suspension was put into each dialysis tubing bag until each bag was approximately  three-quarters full.  step 4   one of the dialysis tubing bags containing starch suspension was put into test-tube  c. the open end of the dialysis tubing was folded over the top of the test-tube. it was  secured with an elastic band as shown in fig. 1.2. open end of the dialysis tubing bag folded over the top of the test-tube dialysis tubing bag containing starch suspension test-tube closed end of the dialysis tubing bagxelastic bandcc fig. 1.2",
+            "3": "3 0610/62/m/j/20 \u00a9 ucles 2020 [turn over  step 5  step 4 was repeated with the other dialysis tubing bag and test-tube h.  step 6  cold water was added to test-tube c until it reached the level of the elastic band.  step 7  hot water was added to test-tube h until it reached the level of the elastic band.  step 8  the temperatures of the water in test-tube c and test-tube h were measured.  the temperatures are shown on the sections of thermometers in fig. 1.3. thermometer in test-tube hthermometer in test-tube c607080 102030 fig. 1.3  step 9  1 cm3 of iodine solution was added to the water in each test-tube.   step 10  a stop-clock was started.  step 11   the student observed the x on each test-tube by looking through the dialysis tubing  bags as shown in fig. 1.4. x drawn on the opposite side of the test-tube eye looking at x through the dialysis tubing bag that is inside the test-tubewater containing iodine solution fig. 1.4",
+            "4": "4 0610/62/m/j/20 \u00a9 ucles 2020  step 12   the student continued to observe the x until the contents of the dialysis tubing bag  became blue-black in colour. at this point the x was no longer visible.    the student recorded the time taken for the x to stop being visible in each test-tube.  the student\u2019s results are shown in fig. 1.5. test-tube c 8 minutes 36  s test-tube h 1 minute 23  s fig. 1.5  (a) (i) prepare a table to record the temperatures shown in fig. 1.3 and the results shown in  fig. 1.5.    the times shown in fig. 1.5 should be converted to seconds.  [3]   (ii) state a conclusion for this investigation.  ...  ...  .  [1]",
+            "5": "5 0610/62/m/j/20 \u00a9 ucles 2020 [turn over   (iii) identify the variable that was changed by the student (independent variable) in this  investigation.   .  [1]   (iv) the student observed that the liquid inside the dialysis tubing bag turned blue-black in  colour during the investigation. the liquid in the test-tube surrounding the dialysis tubing  bag remained brown.    state what can be concluded about the ability of the starch molecules to move through  the dialysis tubing.     state the evidence to support your conclusion. conclusion  .  ... evidence    ...  ...  [2]   (v) identify one possible source of error in this investigation and suggest one additional  piece of apparatus that could be used to reduce the effect of this error. error  ...  ...  ... apparatus  ..  ...  ...  [2]",
+            "6": "6 0610/62/m/j/20 \u00a9 ucles 2020  (b) (i) amylase is an enzyme that breaks down starch to form reducing sugars.    describe how you could test for the presence of reducing sugars.    include the result of a positive test. method  ..  ...  ...  ...  ... result  .  [3]   (ii) plan an investigation to determine the effect of different concentrations of amylase on  the breakdown of starch.  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  .  [6]  [total: 18]",
+            "7": "7 0610/62/m/j/20 \u00a9 ucles 2020 [turn over 2 a student investigated the effect of different concentrations of sugar solution on osmosis in potato  sticks.   the student used this method: \u2022 cut six potato sticks  \u2022 measure the initial mass of each potato stick \u2022 place each potato stick in a different concentration of sugar solution  \u2022 leave the potato sticks in the sugar solutions for one hour \u2022 after one hour remove the potato sticks and measure the final mass of each potato stick.  (a) (i) all of the potato sticks were left in the sugar solutions for the same length of time.    state two other variables that the student should have kept constant during their  investigation. 1   2    [2]   (ii)  identify the variable that was measured (dependent variable) in this investigation.   .  [1]",
+            "8": "8 0610/62/m/j/20 \u00a9 ucles 2020  (b) the results of the investigation are shown in table 2.1.  table 2.1 concentration of  sugar solution / mol per dm3initial mass of  potato stick  / gfinal mass of  potato stick  / gpercentage  change in mass 0.0 2.14 2.18  1.87 0.2 1.90 1.91  0.53 0.4 2.32 2.30 \u20130.86 0.6 2.25 2.21 \u20131.78 0.8 2.08 2.03 1.0 2.16 2.10 \u20132.78   (i) calculate the percentage change in mass for the potato stick that was placed in the  0.8 mol per dm3 sugar solution.    give your answer to two decimal places.    space for working.   . %  [2]",
+            "9": "9 0610/62/m/j/20 \u00a9 ucles 2020 [turn over   (ii) plot a line graph on the grid to show the data in table 2.1. one axis has been started for  you. 0  [4]   (iii) state the concentration of the sugar solution at which your graph shows there would be  no change in the mass of the potato stick.   ...  mol per dm3 [1]   (iv) the student wanted to obtain a more accurate value for the concentration of the sugar  solution at which there would be no change in the mass of the potato stick.     suggest further investigative work that the student should carry out.  ...  ...  ...  ...  .  [2]",
+            "10": "10 0610/62/m/j/20 \u00a9 ucles 2020  (c)  fig. 2.1 is a photomicrograph showing cells from a potato.    the structures visible within the cells are starch grains. p qx starch grain fig. 2.1   (i)  draw a large diagram of the cell labelled x. do not label your diagram.  [4]",
+            "11": "11 0610/62/m/j/20 \u00a9 ucles 2020 [turn over   (ii)  measure the length of line pq on fig. 2.1. include the unit.     length of line pq ...    the actual length of the potato cell at line pq is 0.14  mm.    calculate the magnification of the potato cell using the formula and your measurement. magnification = length of line pq actual length of the potato cell    give your answer to the nearest whole number.    space for working.     [3]    (iii) a student measured the actual lengths of five of the starch grains present in one potato  cell. the results are shown in table 2.2. table 2.2 length of starch grain  / mm 0.052 0.048 0.025 0.023 0.017    calculate the average length of the starch grains.    mm [1]",
+            "12": "12 0610/62/m/j/20 \u00a9 ucles 2020 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 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. (d) potato cells release carbon dioxide during respiration.   state the name of an indicator which could be used to test for the presence of carbon dioxide  and give the result of a positive test. indicator   result  .  [2]  [total: 22]"
+        },
+        "0610_s20_qp_63.pdf": {
+            "1": "cambridge igcse\u2122dc (leg/fc) 184705/3 \u00a9 ucles 2020  [turn overthis document has 12 pages. blank pages are indicated. *9359248743* biology  0610/63 paper 6 alternative to practical  may/june  2020  1 hour you must answer on the question paper. no additional materials are needed. instructions  \u25cf answer all questions.  \u25cf use a black or dark blue pen. you may use an hb pencil for any diagrams or graphs.  \u25cf write your name, centre number and candidate number in the boxes at the top of the page.  \u25cf write your answer to each question in the space provided.  \u25cf do not use an erasable pen or correction fluid.  \u25cf do not write on any bar codes.  \u25cf you may use a calculator.  \u25cf you should show all your working and use appropriate units. information  \u25cf the total mark for this paper is 40.  \u25cf the number of marks for each question or part question is shown in brackets [  ].",
+            "2": "2 0610/63/m/j/20 \u00a9 ucles 2020 blank page",
+            "3": "3 0610/63/m/j/20 \u00a9 ucles 2020 [turn over 1 a student investigated the effect of concentration on the rate of diffusion in model cells.  cubes of agar jelly containing universal indicator were used to represent the model cells.  (a) a student used a scalpel to cut four identical cubes from a large piece of agar. each cube  had the dimensions shown in fig. 1.1. each agar cube was green in colour at the start of the  investigation. 10 mm 10 mm10 mm not to scale fig. 1.1   (i) calculate the surface area and volume for the cube shown in fig. 1.1.  surface area  ... mm2  volume  ... mm3  [2]   step 1   the student used the information in table 1.1 to add the appropriate volumes of  1.0 mol per dm3 hydrochloric acid (hc l) and water to four test-tubes labelled a, b, c  and d. table 1.1 test-tubevolume of   1.0 mol per dm3 hcl   / cm3volume of water / cm3final concentration of hc l / .. a 5.0 0.0 1.0 b 2.5 2.5.. c 0.5 4.5 0.1 d 0.0 5.0 0.0   (ii) complete table 1.1 by: \u2022 stating the unit for the final concentration of hc l  \u2022 calculating the missing concentration for test-tube b.  [2]",
+            "4": "4 0610/63/m/j/20 \u00a9 ucles 2020   step 2  one green agar cube was put into each of test-tubes a, b, c and d.    step 3  a stop-clock was started.    step 4   the student observed the colour change in the agar cubes. the agar cubes changed  colour from green to red, as shown in fig. 1.2, in test-tubes a, b and c. agar cube at the start green colour disappearing green redend-point fig. 1.2   step 5   after six minutes the agar cube in test-tube d had not changed colour. the student  stopped observing the agar cubes and stopped the stop-clock .    the times taken for the agar cubes in test-tubes a, b and c to change colour and the time at  which the student stopped the stop-clock in step 5 are shown in fig. 1.3.  00:55test-tube a 02:05test-tube b 04:25test-tube c 06:16test-tube d minutes:seconds minutes:seconds minutes:seconds minutes:seconds fig. 1.3",
+            "5": "5 0610/63/m/j/20 \u00a9 ucles 2020 [turn over   (iii) convert the times in fig. 1.3 to seconds.     prepare a table and record these results.    if the time taken is greater than six minutes, record the time as >360  for that cube.  [4]   (iv) state a conclusion for these results.  ...  ...  .  [1]   (v) describe the purpose of test-tube d.  ...  ...  .  [1]   (vi) identify one safety hazard when carrying out this investigation and describe how the risk  of this hazard could be reduced. safety hazard  .  ... method of reducing the risk  ...  ...  ...  [2]",
+            "6": "6 0610/63/m/j/20 \u00a9 ucles 2020  (b) (i) a student calculated the rate of diffusion of acid into an agar cube.    the student observed that the acid travelled 2  mm in 120  seconds.    suggest how the student could calculate the rate of diffusion.  ...  ...     [1]   (ii) plan an experiment to investigate the relationship  between the size of the agar cubes  and the time taken for the agar to change colour.  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  .  [6]  [total: 19]",
+            "7": "7 0610/63/m/j/20 \u00a9 ucles 2020 [turn over 2 (a) fig. 2.1 shows a comparison of the nutrient content of beans and nuts. nutrient facts serving size 100  g beans nuts calories 333 660 total fat  / g \u2022 saturated \u2022 trans fat  0   0   0 54   9   0 starch  / g  60  15 sodium  / mg  24  21 protein  / g  24  26 vitamin c  / mg  15   0 fig. 2.1   a student was given a sample of food and wanted to know if it was from a bean or a nut.   the student decided to test for the presence of two of the substances listed in fig. 2.1.    the results of the tests would enable the student to determine if the food sample was from a  bean or a nut.   complete table 2.1 by stating: \u2022 which two substances in fig. 2.1 will enable the student to determine if the food sample  is from a bean or a nut \u2022 the food test that would be used to identify each substance \u2022 the positive result for each food test. table 2.1 substance in fig. 2.1 food testpositive result for the  food test  [5]",
+            "8": "8 0610/63/m/j/20 \u00a9 ucles 2020  (b) fig. 2.2 shows the caterpillar of a codling moth. the codling moth damages walnut trees and  reduces the yield of the walnut crop. fig. 2.2   to reduce the damage to a walnut crop, scientists released wasps that can kill the codling  moth caterpillars. wasps are flying insects.   the effect of releasing different numbers of wasps on the damage to a walnut crop was  investigated.   the results are shown in table 2.2. table 2.2 number of wasps  released  / \u00d7105 per hectarepercentage damage to  the walnut  crop 0.0 4.0 0.5 3.2 0.9 2.4 1.8 1.2 3.4 1.3 4.0 1.2",
+            "9": "9 0610/63/m/j/20 \u00a9 ucles 2020 [turn over   (i) plot a line graph on the grid of the data in table 2.2.  [4]   (ii) describe the pattern shown by the data on your graph.  ...  ...  ...  ...  .  [2]   (iii) suggest the number of wasps that should be released into one hectare of walnut trees.    state the evidence from your graph that supports your choice. number of wasps released   evidence    ...  ...    [2]",
+            "10": "10 0610/63/m/j/20 \u00a9 ucles 2020   (iv) suggest one way the investigation could be modified to give a more accurate estimate of  the optimum (best) number of wasps to release into a walnut  crop.  ...  ...  .  [1]  (c) fig. 2.3 shows a photograph of a walnut tree leaf. p q magnification \u00d70.5 fig. 2.3     (i) make a large drawing of the leaf shown in fig. 2.3.  [4]",
+            "11": "11 0610/63/m/j/20 \u00a9 ucles 2020   (ii) measure the length of line pq on fig. 2.3. include the unit.    length of line pq on fig. 2.3 .     calculate the actual width of the leaf on fig. 2.3 using the formula and your measurement. magnification = length of line pq on fig. 2.3 actual width of the leaf    space for working.     [3]  [total: 21]",
+            "12": "12 0610/63/m/j/20 \u00a9 ucles 2020 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 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.blank page"
+        },
+        "0610_w20_qp_11.pdf": {
+            "1": "    this document has 16 pages. blank pages are indicated.  ib20 11_0610_11/3rp   \u00a9 ucles 2020   [turn ove r   *7508877960*cambridge igcse\u2122       biology 0610/11     paper 1 multiple choice (core)  october/november 2020     45 minutes    you must answer on the mult iple choice answer sheet.    you will need: multiple choice answer sheet   soft clean eraser   soft pencil (type b or hb is recommended)       instructions   \uf0b7 there are forty  questions on this paper. answer all questions.   \uf0b7 for each question there ar e four possible answers a, b, c and d. choose the one you consider correct  and record your choice in soft pencil on the multiple choice an swer sheet.   \uf0b7 follow the instructions on the multiple choice answer sheet.  \uf0b7 write in soft pencil.  \uf0b7 write your name, centre number and candidate number on the mult iple choice answer sheet in the  spaces provided unless this has been done for you.  \uf0b7 do not use correction fluid.  \uf0b7 do not write on any bar codes.  \uf0b7 you may use a calculator.      information  \uf0b7 the total mark for this paper is 40.  \uf0b7 each correct answer will score one mark. a mark will not be ded ucted for a wrong answer.  \uf0b7 any rough working should be don e on this question paper.   ",
+            "2": "2  \u00a9 ucles 2020 0610/11/o/n/20  1 hedgehogs are mammals. touching a hedgehog causes it to roll i nto a ball to protect itself.    which characteristics is it displaying?  a excretion and movement  b growth and sensitivity  c movement and growth  d movement and sensitivity     2 according to the binomial system, how should a human be named?   a homo sapiens   b homo sapiens   c homo sapiens   d homo sapiens      3 the diagram shows an arthropod.        which group does this arthropod belong to?  a arachnid  b crustacean  c insect  d myriapod    ",
+            "3": "3     \u00a9 ucles 2020 0610/11/o/n/20 [turn over  4 the photomicrograph shows a cell from a type of aquatic plant.     p qs r    which parts labelled on the photomicrograph indicate that this is a plant cell?  a p and r b p and s c q and r d q and s      5 the diagram shows the female reproductive system.    ovum     at which level of organisation are the ovum and the ovary?     ovum ovary  a cell organ  b cell tissue  c organ tissue  d tissue organ     ",
+            "4": "4  \u00a9 ucles 2020 0610/11/o/n/20  6 the cell shown in the diagram has been magnified 3000 times. t he diagram is 21  mm wide.        what is the actual diameter of the cell?  a 21  mm  b   21mm 3000  c 21  mm \uf0b4 3000  d    3000 21mm      7 what are features of osmosis?     diffusion is  involved requires cell walls requires a partially permeable  membrane   a \u0016 \u001a \u0016 key  b \u0016 \u001a \u001a \u0016= yes  c \u001a \u0016 \u0016 \u001a= no  d \u001a \u0016 \u001a      ",
+            "5": "5     \u00a9 ucles 2020 0610/11/o/n/20 [turn over  8 the diagram shows apparatus which can be used to demonstrate o smosis.    glass tube liquid level water partially permeable membranevery concentrated sucrose solutionconcentrated  sucrose solution12     after one hour, what would happen to the liquid levels in the g lass tubes?     liquid level in   tube 1 liquid level in  tube 2  a falls falls  b falls rises  c rises falls  d rises rises      9 which substances are made by linking together glucose molecule s only?  a cellulose, glycogen and starch  b fats, cellulose and proteins  c proteins, oils and glycogen  d starch, fats and oils     ",
+            "6": "6  \u00a9 ucles 2020 0610/11/o/n/20  10 the graph shows the effect of ph on the rate of reaction of an  enzyme.    3456789rate of reaction ph    what does the graph show?  a the enzyme is destroyed at ph 9.  b the enzyme works best at ph 6.  c the rate of reaction halves as the ph changes from ph 5 to ph 7 .  d the rate of reaction is the same at ph 5 and ph 8.5.    11 what kind of molecule is an enzyme?  a f a t   b glucose  c p r o t e i n   d s t a r c h     ",
+            "7": "7     \u00a9 ucles 2020 0610/11/o/n/20 [turn over  12 the diagram shows a cell with groups of bacteria around its edg e.    cell cytoplasm bacteriaspiral-shaped chloroplast     the bacteria move to areas of high oxygen concentration.    which process in the cell causes the bacteria to form these gro ups?  a digestion  b photosynthesis  c reproduction  d respiration     13 the diagram shows a section through a leaf.    y x     which row correctly identifies tissues x and y?     x  y   a palisade mesophyll cuticle  b palisade mesophyll upper epidermis  c spongy mesophyll cuticle  d spongy mesophyll upper epidermis     ",
+            "8": "8  \u00a9 ucles 2020 0610/11/o/n/20  14 which stage of nutrition takes place when food molecules becom e part of a body cell?  a absorption  b assimilation  c digestion  d ingestion      15 what is the definition of chemical digestion?  a large insoluble molecules are changed into smaller soluble mole cules.  b large soluble molecules are changed into smaller soluble molecu les.  c small insoluble molecules and ions are passed through the wall of the small intestine.  d small soluble molecules and ions are passed through the wall of  the small intestine.      16 the diagram shows the human alimentary canal.    where is most digested food absorbed into the blood?    a bd c       17 in which order does water pass through these structures in a p lant?  a mesophyll \uf0ae root hair \uf0ae xylem  b mesophyll \uf0ae xylem \uf0ae root hair  c root hair \uf0ae mesophyll \uf0ae xylem  d root hair \uf0ae xylem \uf0ae mesophyll     ",
+            "9": "9     \u00a9 ucles 2020 0610/11/o/n/20 [turn over  18 the photomicrograph shows a cross-section through a plant stem .    x     what is the name and function of the tissue labelled x?     tissue function  a phloem transports sugars  b phloem transports water and minerals  c xylem transports sugars  d xylem transports water and minerals     19 the table shows some features of blood vessels.    which row shows the features of a vein?     direction of  blood flow size of the central  hole (lumen) thickness of  wall  a away from  the heart large   thick    b away from  the heart small   thick    c towards heart small thin  d towards heart large thin     ",
+            "10": "10  \u00a9 ucles 2020 0610/11/o/n/20  20 which component of the blood releases antibodies in response t o an infection by bacteria?  a blood plasma  b platelets  c red blood cells  d white blood cells      21 which is an example of a transmissible disease?  a coronary heart disease caused by eating a high fat diet  b aids  c liver disease caused by excessive alcohol consumption  d scurvy      22 the diagram shows some of the structures in a human lung.    where is the carbon dioxide concentration highest?    to pulmonary vein from pulmonary artery abc d       23 the list shows some processes that happen in the human body.    1 water enters cells by osmosis  2 muscles contract  3 impulses travel along neurones  4 oxygen diffuses into cells    which of these require energy released by respiration?  a 2 only b 1 and 3 only c 2 and 3 only d 1, 2, 3 and 4 ",
+            "11": "11     \u00a9 ucles 2020 0610/11/o/n/20 [turn over  24 the amount of urea in the blood increases as it passes through  organ x.    what is organ x?  a heart  b kidney  c liver  d pancreas    25 which is the correct sequence of structures through which a ne rve impulse passes in a reflex  arc?  a effector \uf0ae motor neurone \uf0ae relay neurone \uf0ae sensory neurone \uf0ae receptor  b effector \uf0ae sensory neurone \uf0ae relay neurone \uf0ae motor neurone \uf0ae receptor  c receptor \uf0ae motor neurone \uf0ae relay neurone \uf0ae sensory neurone \uf0ae effector  d receptor \uf0ae sensory neurone \uf0ae relay neurone \uf0ae motor neurone \uf0ae effector     26 the diagram shows an eye.    which labelled part contains cells that are sensitive to light?     dcb a       27 which hormone stimulates the development of male gametes?  a adrenaline  b insulin  c oestrogen  d testosterone    ",
+            "12": "12  \u00a9 ucles 2020 0610/11/o/n/20  28 a drug is defined as a substance taken into the body that  a causes addiction.  b cures disease.  c kills bacteria.  d modifies or affects chemical reactions.      29 what is an example of asexual reproduction?  a a single bacterium dividing to produce two genetically identica l bacteria  b a mammal giving birth to four offspring  c a female bird laying six eggs which will hatch into the same sp ecies  d a tomato plant producing fruits which contain many seeds      30 what is the sequence of events when a woman gives birth?     1st 2nd 3rd  a delivery of  afterbirth cervix dilates   passage of fetus  through vagina  b cervix dilates   passage of fetus  through vagina umbilical  cord cut  c passage of fetus   through vagina amniotic sac  breaks cervix dilates    d umbilical  cord cut passage of fetus  through vagina delivery of  afterbirth     31 some types of birth control are listed.    1 condom  2 diaphragm  3 iud 4 vasectomy    which types are barrier methods?  a 1, 2 and 4 b 1 and 2 c 1  o n l y  d 3 and 4     ",
+            "13": "13     \u00a9 ucles 2020 0610/11/o/n/20 [turn over  32 in humans, sex determination is controlled by the x and y chro mosomes.    a man and a woman have three children, two boys and a girl.    what is the probability that their next child will be a girl?  a 25% b 50% c 75% d 100%     33 mitosis is a type of cell division.    which row about mitosis is correct?     cells produced functions  a genetically different growth and repair of tissues  b genetically different production of gametes  c genetically identical growth and repair of tissues  d genetically identical production of gametes      34 which statement is best used to describe differences in height  in humans?  a continuous variation resulting in a limited number of phenotype s  b continuous variation resulting in a range of phenotypes  c discontinuous variation resulting in a limited number of phenot ypes  d discontinuous variation resulting in a range of phenotypes    35 a student wrote some statements describing the stages involved  during selective breeding of  plants.    1 farmers select individual plants with desirable features.  2 farmers cross these individuals to produce the next generatio n.  3 the farmers then select the offspring with the desirable feat ures.    which statements are correct?  a 1, 2 and 3 b 1 and 2 only c 1 and 3 only d 2 and 3 only     ",
+            "14": "14  \u00a9 ucles 2020 0610/11/o/n/20  36 the diagram shows a food chain.    clover plant  \uf0ae  rabbit  \uf0ae  fox    which terms can be used to describe the fox in this food chain?   a carnivore and primary consumer  b carnivore and secondary consumer  c carnivore and tertiary consumer  d carnivore only      37 the diagram represents the carbon cycle.    coal, oil and gasgradual production of fossil fuelscarbon dioxide in the atmosphere smoke carfactory     which process produces the carbon dioxide from the factory and the car?  a combustion  b condensation  c decomposition  d precipitation      38 in the water cycle, which stage is only carried out by plants?  a condensation  b evaporation  c precipitation  d transpiration   ",
+            "15": "15     \u00a9 ucles 2020 0610/11/o/n/20 39 yeast carries out anaerobic respiration, making carbon dioxide  and ethanol as end products.    which end products can be used to make biofuel and bread?     biofuel bread  a carbon dioxide carbon dioxide  b carbon dioxide ethanol  c ethanol carbon dioxide  d ethanol ethanol     40 what is the effect of replacing tropical rainforest with plant ations of oil palm trees, which are  grown as crop plants?  a increased carbon dioxide in the atmosphere  b increased flooding  c reduced number of species  d reduced pollution    ",
+            "16": "16    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 tra ce copyright holders, but if any items requiring clearance have  unwittingly been included, the  publisher will be pleased to make amends at the earliest possib le opportunity.   to avoid the issue of disclosure of answer-related information to candidates, all copyright acknowledgements are reproduced on line in the cambridge  assessment international educat ion copyright acknowledgements b ooklet. this is produced for each series of examinations and is  freely available to download  at www.cambridgeinternational.org  after the live examination se ries.    cambridge assessment international education is part of the cam bridge assessment group. cambridge assessment is the brand name  of the university of  cambridge local examinations sy ndicate (ucles), which itself is  a department of the univ ersity of cambridge.    \u00a9 ucles 2020 0610/11/o/n/20  blank page  "
+        },
+        "0610_w20_qp_12.pdf": {
+            "1": "    this document has 16 pages. blank pages are indicated.  ib20 11_0610_12/3rp   \u00a9 ucles 2020   [turn ove r   *0702882431*cambridge igcse\u2122       biology 0610/12     paper 1 multiple choice (core)  october/november 2020     45 minutes    you must answer on the mult iple choice answer sheet.    you will need: multiple choice answer sheet   soft clean eraser   soft pencil (type b or hb is recommended)       instructions   \uf0b7 there are forty  questions on this paper. answer all questions.   \uf0b7 for each question there ar e four possible answers a, b, c and d. choose the one you consider correct  and record your choice in soft pencil on the multiple choice an swer sheet.   \uf0b7 follow the instructions on the multiple choice answer sheet.  \uf0b7 write in soft pencil.  \uf0b7 write your name, centre number and candidate number on the mult iple choice answer sheet in the  spaces provided unless this has been done for you.  \uf0b7 do not use correction fluid.  \uf0b7 do not write on any bar codes.  \uf0b7 you may use a calculator.      information  \uf0b7 the total mark for this paper is 40.  \uf0b7 each correct answer will score one mark. a mark will not be ded ucted for a wrong answer.  \uf0b7 any rough working should be don e on this question paper.   ",
+            "2": "2  \u00a9 ucles 2020 0610/12/o/n/20  1 which process is carried out by all organisms?  a growth  b photosynthesis  c sexual reproduction  d transpiration      2 according to the binomial system, how should a human be named?   a homo sapiens   b homo sapiens   c homo sapiens   d homo sapiens      3 some of the structures found in cells are listed:    \uf0b7 cytoplasm  \uf0b7 cell membrane  \uf0b7 cell wall  \uf0b7 chloroplast.    how many of these structures are found in the cells of all living organisms?  a 1 b 2 c 3 d 4     4 the photomicrograph shows a cell from a type of aquatic plant.     p qs r    which parts labelled on the photomicrograph indicate that this is a plant cell?  a p and r b p and s c q and r d q and s     ",
+            "3": "3     \u00a9 ucles 2020 0610/12/o/n/20 [turn over  5 which type of cell transports oxygen?  a ciliated  b nerve  c palisade mesophyll  d red blood      6 the cell shown in the diagram has been magnified 3000 times. t he diagram is 21  mm wide.        what is the actual diameter of the cell?  a 21  mm  b   21mm 3000  c 21  mm \uf0b4 3000  d    3000 21mm      7 what are features of osmosis?     diffusion is  involved requires cell walls requires a partially permeable  membrane   a \u0016 \u001a \u0016 key  b \u0016 \u001a \u001a \u0016= yes  c \u001a \u0016 \u0016 \u001a= no  d \u001a \u0016 \u001a      ",
+            "4": "4  \u00a9 ucles 2020 0610/12/o/n/20  8 the diagram shows apparatus which can be used to demonstrate o smosis.    glass tube liquid level water partially permeable membranevery concentrated sucrose solutionconcentrated  sucrose solution12     after one hour, what would happen to the liquid levels in the g lass tubes?     liquid level in   tube 1 liquid level in  tube 2  a falls falls  b falls rises  c rises falls  d rises rises      9 which substances are made by linking together glucose molecule s only?  a cellulose, glycogen and starch  b fats, cellulose and proteins  c proteins, oils and glycogen  d starch, fats and oils     ",
+            "5": "5     \u00a9 ucles 2020 0610/12/o/n/20 [turn over  10 the graph shows the effect of ph on the rate of reaction of an  enzyme.    3456789rate of reaction ph    what does the graph show?  a the enzyme is destroyed at ph 9.  b the enzyme works best at ph 6.  c the rate of reaction halves as the ph changes from ph 5 to ph 7 .  d the rate of reaction is the same at ph 5 and ph 8.5.    11 what kind of molecule is an enzyme?  a f a t   b glucose  c p r o t e i n   d s t a r c h     ",
+            "6": "6  \u00a9 ucles 2020 0610/12/o/n/20  12 the diagram shows a cell with groups of bacteria around its edg e.    cell cytoplasm bacteriaspiral-shaped chloroplast     the bacteria move to areas of high oxygen concentration.    which process in the cell causes the bacteria to form these gro ups?  a digestion  b photosynthesis  c reproduction  d respiration     13 the graph shows how the percentage of protein found in potatoes  was affected by the  concentration of nitrate fertiliser added to the crop when it w as growing.    percentage of proteinin potatoes concentration of nitrate fertiliser added     these results suggest that greater concentrations of nitrate fe rtiliser allow the potatoes to make  more  a amino acids.  b cellulose.  c lipid.  d s t a r c h .     ",
+            "7": "7     \u00a9 ucles 2020 0610/12/o/n/20 [turn over  14 which stage of nutrition takes place when food molecules becom e part of a body cell?  a absorption  b assimilation  c digestion  d ingestion     15 the diagram shows the apparatus used in an experiment to demon strate two processes that take  place in the body.    test-tube pure water dialysis tubing which is partially permeable mixture of salivaand starch solutiondialysistubingendstightlysealed     after one hour, the water outside the dialysis tubing contained  reducing sugars.    which two processes are represented by this experiment?  a absorption and digestion  b absorption and egestion  c digestion and egestion  d digestion and ingestion      16 which type of organism causes tooth decay?  a arachnid  b bacterium  c producer  d virus      17 in which order does water pass through these structures in a p lant?  a mesophyll \uf0ae root hair \uf0ae xylem  b mesophyll \uf0ae xylem \uf0ae root hair  c root hair \uf0ae mesophyll \uf0ae xylem  d root hair \uf0ae xylem \uf0ae mesophyll   ",
+            "8": "8  \u00a9 ucles 2020 0610/12/o/n/20  18 what is a function of phloem?  a transports minerals to the roots  b transports starch to the roots  c transports sugar to the roots  d transports water to the roots      19 what ensures that blood flows in one direction in the human ci rculatory system?  a diffusion of carbon dioxide  b diffusion of oxygen  c thick walled arteries  d valves      20 some functions of blood are listed.    1 antibody production  2 blood clotting 3 oxygen transport  4 phagocytosis    what are functions of white blood cells?  a 1 and 2 b 1 and 4 c 2 and 3 d 3 and 4     21 which is an example of a transmissible disease?  a coronary heart disease due to eating high fat food  b cholera after drinking contaminated water  c liver damage due to drinking alcohol  d lung cancer due to inhaling tobacco smoke    ",
+            "9": "9     \u00a9 ucles 2020 0610/12/o/n/20 [turn over  22 the diagram shows some of the structures in a human lung.    where is the carbon dioxide concentration highest?    to pulmonary vein from pulmonary artery abc d   23 what is produced during anaerobic respiration in muscles?  a carbon dioxide  b ethanol  c lactic acid  d water     24 the amount of urea in the blood increases as it passes through  organ x.    what is organ x?  a heart  b kidney  c liver  d pancreas      25 which structure contains relay neurones?  a gland  b muscle  c spinal cord  d synapse     ",
+            "10": "10  \u00a9 ucles 2020 0610/12/o/n/20  26 a man injures his arm in an accident. afterwards, he can move his hand but cannot feel objects  touching his hand.    what could cause this?  a both sensory and motor neurones are cut.  b effectors are damaged.  c motor neurones are cut.  d sensory neurones are cut.    27 what are the effects of adrenaline on the human body?     breathing rate pulse rate size of pupils  a decreased decreased decreased  b decreased decreased increased  c increased increased decreased  d increased increased increased      28 which is the correct definition of a drug?  a a substance that affects or modi fies chemical reactions in the body  b a substance that can have negative social implications  c a substance that can affect reaction times and self-control  d a substance that can kill bacteria    ",
+            "11": "11     \u00a9 ucles 2020 0610/12/o/n/20 [turn over  29 the diagram shows a flower cut in half.    which structure receives the pollen nucleus during fertilisatio n?    a b c d      30 during childbirth, what must happen to the amniotic sac, cervi x and the uterus wall?     amniotic sac cervix uterus wall  a breaks contracts contracts  b breaks dilates contracts  c expands contracts relaxes  d expands dilates relaxes     31 what is a barrier method of birth control?  a contraceptive pill  b diaphragm  c contraceptive implant  d vasectomy     32 which is a correct description of mitosis?  a it produces genetically identical cells called gametes.  b it produces genetically identical cells for growth and repair.  c it produces genetically different cells for growth.  d it produces genetically different cells called gametes. ",
+            "12": "12  \u00a9 ucles 2020 0610/12/o/n/20  33 which term is used to describe alleles that are always express ed when they are present in the  genotype?    a dominant  b heterozygous  c homozygous  d recessive    34 some human phenotypes are listed.    1 body mass  2 foot size 3 height 4 sex    which features are examples of continuous variation?  a 1, 2 and 3 b 1, 3 and 4 c 1 and 4 only d 2 and 3 only    35 a food chain is shown.    potato plant \uf0ae slug \uf0ae hedgehog    by which process is energy transferred from the slug to the hed gehog?  a egestion  b excretion  c ingestion  d photosynthesis    ",
+            "13": "13     \u00a9 ucles 2020 0610/12/o/n/20 [turn over  36 the diagram shows a food web.    organism horganism j organism lorganism kenergy from sunlight     what is organism l?  a a carnivore  b a decomposer  c a herbivore  d a producer     37 the diagram shows part of the carbon cycle.    carbon dioxide plants animalsdead matterx y     what do arrows x and y represent?  a decay and respiration  b feeding and photosynthesis  c photosynthesis and respiration  d respiration and feeding     38 what can be used to reduce competition between crop plants and  weeds?  a fertilisers  b herbicides  c insecticides  d pollinators    ",
+            "14": "14  \u00a9 ucles 2020 0610/12/o/n/20  39 large areas of forest are cut down in order to clear the land for other uses.    if the land is not replanted with trees or crops, what effect does this have on t he atmosphere?  a carbon dioxide remains the same.  b carbon dioxide increases.  c oxygen increases.  d water vapour increases.    40 the diagram shows four positions on a river where water sample s were taken.    w x  y z direction  of flow untreated  sewage outlet      which graph shows oxygen concentrations in the river?    wxb yzoxygen concentration wxa yzoxygen concentration wxd yzoxygen concentration wxc yzoxygen concentrationposition position positionposition      ",
+            "15": "15     \u00a9 ucles 2020 0610/12/o/n/20 blank page",
+            "16": "16    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 tra ce copyright holders, but if any items requiring clearance have  unwittingly been included, the  publisher will be pleased to make amends at the earliest possib le opportunity.   to avoid the issue of disclosure of answer-related information to candidates, all copyright acknowledgements are reproduced on line in the cambridge  assessment international educat ion copyright acknowledgements b ooklet. this is produced for each series of examinations and is  freely available to download  at www.cambridgeinternational.org  after the live examination se ries.    cambridge assessment international education is part of the cam bridge assessment group. cambridge assessment is the brand name  of the university of  cambridge local examinations sy ndicate (ucles), which itself is  a department of the univ ersity of cambridge.    \u00a9 ucles 2020 0610/12/o/n/20  blank page  "
+        },
+        "0610_w20_qp_13.pdf": {
+            "1": "    this document has 20 pages. blank pages are indicated.  ib20 11_0610_13/3rp   \u00a9 ucles 2020   [turn ove r   *3391449438*cambridge igcse\u2122       biology 0610/13     paper 1 multiple choice (core)  october/november 2020     45 minutes    you must answer on the mult iple choice answer sheet.    you will need: multiple choice answer sheet   soft clean eraser   soft pencil (type b or hb is recommended)       instructions   \uf0b7 there are forty  questions on this paper. answer all questions.   \uf0b7 for each question there ar e four possible answers a, b, c and d. choose the one you consider correct  and record your choice in soft pencil on the multiple choice an swer sheet.   \uf0b7 follow the instructions on the multiple choice answer sheet.  \uf0b7 write in soft pencil.  \uf0b7 write your name, centre number and candidate number on the mult iple choice answer sheet in the  spaces provided unless this has been done for you.  \uf0b7 do not use correction fluid.  \uf0b7 do not write on any bar codes.  \uf0b7 you may use a calculator.      information  \uf0b7 the total mark for this paper is 40.  \uf0b7 each correct answer will score one mark. a mark will not be ded ucted for a wrong answer.  \uf0b7 any rough working should be don e on this question paper.   ",
+            "2": "2  \u00a9 ucles 2020 0610/13/o/n/20  1 the diagram shows some of the processes carried out by living organisms.    green plantchicken waste productswaste productscarbon dioxide in the atmosphere x yy yx light energy     which two characteristics of living organisms are represented b y arrows x and y?  a excretion and sensitivity  b nutrition and excretion  c respiration and growth  d sensitivity and reproduction    2 according to the binomial system, how should a human be named?   a homo sapiens   b homo sapiens   c homo sapiens   d homo sapiens      3 which is a feature of cells used to place organisms in the pla nt kingdom?  a cell membrane  b chloroplast  c cytoplasm  d nucleus    ",
+            "3": "3     \u00a9 ucles 2020 0610/13/o/n/20 [turn over  4 the photomicrograph shows a cell from a type of aquatic plant.     p qs r    which parts labelled on the photomicrograph indicate that this is a plant cell?  a p and r b p and s c q and r d q and s      5 which cell is adapted for absorption?    d cb a      ",
+            "4": "4  \u00a9 ucles 2020 0610/13/o/n/20  6 the cell shown in the diagram has been magnified 3000 times. t he diagram is 21  mm wide.        what is the actual diameter of the cell?  a 21  mm  b   21mm 3000  c 21  mm \uf0b4 3000  d    3000 21mm      7 what are features of osmosis?     diffusion is  involved requires cell walls requires a partially permeable  membrane   a \u0016 \u001a \u0016 key  b \u0016 \u001a \u001a \u0016= yes  c \u001a \u0016 \u0016 \u001a= no  d \u001a \u0016 \u001a      ",
+            "5": "5     \u00a9 ucles 2020 0610/13/o/n/20 [turn over  8 the diagram shows apparatus which can be used to demonstrate o smosis.    glass tube liquid level water partially permeable membranevery concentrated sucrose solutionconcentrated  sucrose solution12     after one hour, what would happen to the liquid levels in the g lass tubes?     liquid level in   tube 1 liquid level in  tube 2  a falls falls  b falls rises  c rises falls  d rises rises      9 which substances are made by linking together glucose molecule s only?  a cellulose, glycogen and starch  b fats, cellulose and proteins  c proteins, oils and glycogen  d starch, fats and oils     ",
+            "6": "6  \u00a9 ucles 2020 0610/13/o/n/20  10 the graph shows the effect of ph on the rate of reaction of an  enzyme.    3456789rate of reaction ph    what does the graph show?  a the enzyme is destroyed at ph 9.  b the enzyme works best at ph 6.  c the rate of reaction halves as the ph changes from ph 5 to ph 7 .  d the rate of reaction is the same at ph 5 and ph 8.5.    11 what kind of molecule is an enzyme?  a f a t   b glucose  c p r o t e i n   d s t a r c h     ",
+            "7": "7     \u00a9 ucles 2020 0610/13/o/n/20 [turn over  12 the diagram shows a cell with groups of bacteria around its edg e.    cell cytoplasm bacteriaspiral-shaped chloroplast     the bacteria move to areas of high oxygen concentration.    which process in the cell causes the bacteria to form these gro ups?  a digestion  b photosynthesis  c reproduction  d respiration     13 the diagram shows part of a leaf.    x     what is layer x?  a lower epidermis  b palisade mesophyll  c spongy mesophyll  d vascular bundle    ",
+            "8": "8  \u00a9 ucles 2020 0610/13/o/n/20  14 which stage of nutrition takes place when food molecules becom e part of a body cell?  a absorption  b assimilation  c digestion  d ingestion      15 the diagram shows part of the alimentary canal and associated organs.    which labelled part stores bile?    a bcd       16 which human teeth are used for biting and cutting food?  a canines and molars  b incisors and canines  c molars and premolars  d premolars and incisors      17 in which order does water pass through these structures in a p lant?  a mesophyll \uf0ae root hair \uf0ae xylem  b mesophyll \uf0ae xylem \uf0ae root hair  c root hair \uf0ae mesophyll \uf0ae xylem  d root hair \uf0ae xylem \uf0ae mesophyll    18 a decrease in which factor normally causes the transpiration r ate to increase?  a humidity  b light intensity  c number of stomata  d temperature   ",
+            "9": "9     \u00a9 ucles 2020 0610/13/o/n/20 [turn over  19 in a mammal, what ensures the blood flows one-way round the ci rculatory system?  a brain  b capillaries  c lungs  d valves      20 which structure separates the right and left sides of the hear t?  a coronary artery  b one-way valve  c right atrium  d septum      21 lyme disease is a disease which can be transmitted to humans i n the following way:    a mouse carries the bacteria  borrelia burgdorferi  in its blood  \uf0af  a tick bites the mouse and the  bacteria are transferred into the tick  \uf0af  the tick bites a human and  bacteria are transferred to the human  \uf0af  the human becomes infected with lyme disease    what is the pathogen in this process?  a t i c k   b borrelia burgdorferi   c m o u s e   d blood     ",
+            "10": "10  \u00a9 ucles 2020 0610/13/o/n/20  22 the diagram shows some of the structures in a human lung.    where is the carbon dioxide concentration highest?    to pulmonary vein from pulmonary artery abc d       23 what is produced by anaerobic respiration in yeast?  a alcohol, carbon dioxide and water  b alcohol and carbon dioxide only  c carbon dioxide and lactic acid  d lactic acid only     24 the amount of urea in the blood increases as it passes through  organ x.    what is organ x?  a heart  b kidney  c liver  d pancreas     25 sensory neurones conduct impulses from  a the brain and spinal cord to muscles.  b one sense organ to another sense organ.  c sense organs to the brain and spinal cord.  d muscles to sense organs.    ",
+            "11": "11     \u00a9 ucles 2020 0610/13/o/n/20 [turn over  26 what is a function of the cornea?  a carries impulses to the brain  b contains light-sensitive receptors  c controls how much light enters the eye  d refracts light      27 which responses are shown by the root of a plant?     gravitropism phototropism   a \u2013 \u2013 key  b \u2013 + + = grows towards the stimulus  c + \u2013 \u2013 = grows away from the stimulus  d + +       28 which is a definition of all drugs?  a a substance taken into the body that acts as a depressant  b a substance taken into the body that affects chemical reactions  in the body  c a substance taken into the body to cure illness  d a substance taken into the body to kill bacteria    ",
+            "12": "12  \u00a9 ucles 2020 0610/13/o/n/20  29 the diagram shows half a flower.    p rq s     which row identifies the parts of the flower?     p  q  r  s   a anther stigma style ovary  b anther style stigma anther  c style anther ovary style  d style ovary anther stigma     30 the diagram shows the human male reproductive system.    q p r    what are structures p, q and r?     p  q  r   a sperm duct urethra testis  b sperm duct ureter testis  c ureter penis sperm duct  d urethra penis testis     ",
+            "13": "13     \u00a9 ucles 2020 0610/13/o/n/20 [turn over  31 which method of birth control would also help to protect again st hiv?  a condom  b contraceptive pill  c diaphragm  d iud      32 which word describes nuclear division to produce genetically i dentical cells?  a fertilisation  b inheritance  c meiosis  d mitosis      33 the diagram shows a family tree. some individuals have inherit ed a genetic condition.    grandparents parents childrenkey normal female affected femalenormal maleaffected male     which statement about the grandparents is correct?  a each carries two recessive alleles for this condition.  b each carries only one recessive allele for this condition.  c only the grandmothers are heterozygous.  d only the grandfathers are heterozygous.     34 what is a definition of variation?  a having two identical alleles of a particular gene  b individuals of the same species in one area  c differences between individuals of the same species  d the way in which new alleles are formed    ",
+            "14": "14  \u00a9 ucles 2020 0610/13/o/n/20  35 which pyramid of numbers has more tertiary consumers than prod ucers?    a b c d      36 the diagram represents part of the carbon cycle.    carbon dioxide in air carbon compounds in animalscarbon compounds in green plants zxy     which processes are represented by x, y and z?     x  y  z   a photosynthesis feeding combustion  b respiration respiration feeding  c combustion feeding photosynthesis  d feeding respiration combustion     ",
+            "15": "15     \u00a9 ucles 2020 0610/13/o/n/20 [turn over  37 the diagram shows part of a food web.    plantsworms slugsfrogssnakes badgers hedgehogs blackbirds     what is most likely to decrease the size of the frog population ?  a fewer badgers  b fewer slugs  c more plants  d more worms      38 genes can be inserted into crop plants to make them resistant to herbicides.    which process is this an example of?  a antibiotic resistance  b genetic engineering  c natural selection  d selective breeding    ",
+            "16": "16  \u00a9 ucles 2020 0610/13/o/n/20  39 lichens are organisms that do not grow well in polluted air.    which graph shows the change in the number of lichen species fr om the centre of a polluted city  to the unpolluted countryside 15  km away?    distance from city centre  / kma 0 01 5b c dnumber of lichenspecies distance from city centre  / km0 01 5number of lichenspecies distance from city centre  / km0 01 5number of lichenspecies distance from city centre  / km0 01 5number of lichenspecies      ",
+            "17": "17     \u00a9 ucles 2020 0610/13/o/n/20 40 three human activities are listed.    1 burning fossil fuels  2 deforestation  3 replanting forests    which activities can cause the change shown in the graph?    concentration of carbon dioxide inthe atmosphere time     a 1, 2 and 3 b 1 and 2 only c 1 only d 2 and 3 only     ",
+            "18": "18  \u00a9 ucles 2020 0610/13/o/n/20  blank page",
+            "19": "19     \u00a9 ucles 2020 0610/13/o/n/20 blank page",
+            "20": "20    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 tra ce copyright holders, but if any items requiring clearance have  unwittingly been included, the  publisher will be pleased to make amends at the earliest possib le opportunity.   to avoid the issue of disclosure of answer-related information to candidates, all copyright acknowledgements are reproduced on line in the cambridge  assessment international educat ion copyright acknowledgements b ooklet. this is produced for each series of examinations and is  freely available to download  at www.cambridgeinternational.org  after the live examination se ries.    cambridge assessment international education is part of the cam bridge assessment group. cambridge assessment is the brand name  of the university of  cambridge local examinations sy ndicate (ucles), which itself is  a department of the univ ersity of cambridge.    \u00a9 ucles 2020 0610/13/o/n/20  blank page  "
+        },
+        "0610_w20_qp_21.pdf": {
+            "1": "    this document has 16 pages. blank pages are indicated.  ib20 11_0610_21/3rp   \u00a9 ucles 2020   [turn ove r   *4028138665*cambridge igcse\u2122       biology 0610/21     paper 2 multiple choice (extended)  october/november 2020     45 minutes    you must answer on the mult iple choice answer sheet.    you will need: multiple choice answer sheet   soft clean eraser   soft pencil (type b or hb is recommended)       instructions   \uf0b7 there are forty  questions on this paper. answer all questions.   \uf0b7 for each question there ar e four possible answers a, b, c and d. choose the one you consider correct  and record your choice in soft pencil on the multiple choice an swer sheet.   \uf0b7 follow the instructions on the multiple choice answer sheet.  \uf0b7 write in soft pencil.  \uf0b7 write your name, centre number and candidate number on the mult iple choice answer sheet in the  spaces provided unless this has been done for you.  \uf0b7 do not use correction fluid.  \uf0b7 do not write on any bar codes.  \uf0b7 you may use a calculator.      information  \uf0b7 the total mark for this paper is 40.  \uf0b7 each correct answer will score one mark. a mark will not be ded ucted for a wrong answer.  \uf0b7 any rough working should be don e on this question paper.   ",
+            "2": "2  \u00a9 ucles 2020 0610/21/o/n/20  1 hedgehogs are mammals. touching a hedgehog causes it to roll i nto a ball to protect itself.    which characteristics is it displaying?  a excretion and movement  b growth and sensitivity  c movement and growth  d movement and sensitivity    2 what are features of the leaves of a plant that is a dicotyled on?     broad leaves parallel veins   a \u0016 \u0016 key  b \u0016 \u001a \u0016= yes  c \u001a \u0016 \u001a= no  d \u001a \u001a      3 the photomicrograph shows a cell from a type of aquatic plant.     p qs r    which parts labelled on the photomicrograph indicate that this is a plant cell?  a p and r b p and s c q and r d q and s    ",
+            "3": "3     \u00a9 ucles 2020 0610/21/o/n/20 [turn over  4 the diagram shows an image of a chloroplast. the image is 5  cm long.        the actual length of the chloroplast is 5  \uf06dm.    what is the magnification of the image?  a \uf0b410 b \uf0b41000 c \uf0b410  000 d \uf0b4100  000    5 what are features of osmosis?     diffusion is  involved requires cell walls requires a partially permeable  membrane   a \u0016 \u001a \u0016 key  b \u0016 \u001a \u001a \u0016= yes  c \u001a \u0016 \u0016 \u001a= no  d \u001a \u0016 \u001a      ",
+            "4": "4  \u00a9 ucles 2020 0610/21/o/n/20  6 the diagram shows apparatus which can be used to demonstrate o smosis.    glass tube liquid level water partially permeable membranevery concentrated sucrose solutionconcentrated  sucrose solution12     after one hour, what would happen to the liquid levels in the g lass tubes?     liquid level in   tube 1 liquid level in  tube 2  a falls falls  b falls rises  c rises falls  d rises rises      7 which substances are made by linking together glucose molecule s only?  a cellulose, glycogen and starch  b fats, cellulose and proteins  c proteins, oils and glycogen  d starch, fats and oils      8 when bases pair up in the formation of dna, what is one of the  pairings?  a g with a b g with c c g with g d g with t    ",
+            "5": "5     \u00a9 ucles 2020 0610/21/o/n/20 [turn over  9 the graph shows the effect of ph on the rate of reaction of an  enzyme.    3456789rate of reaction ph    what does the graph show?  a the enzyme is destroyed at ph 9.  b the enzyme works best at ph 6.  c the rate of reaction halves as the ph changes from ph 5 to ph 7 .  d the rate of reaction is the same at ph 5 and ph 8.5.     10 the graph shows how enzyme activity is affected by temperature .    02 0 4 0 6 0rate of reaction temperature  / \u00b0c    how can the change in activity between 40  \uf0b0c and 55  \uf0b0c be explained?  a heat has killed the enzyme.  b the enzyme has been used up.  c the reactants are moving faster.   d the substrate is less likely to fit into the active site.     ",
+            "6": "6  \u00a9 ucles 2020 0610/21/o/n/20  11 the graph shows how the rate of photosynthesis of a plant chan ges with light intensity, at three  different carbon dioxide concentrations. in each case the tempe rature is 15  \uf0b0c.    0.10% carbon dioxide 0.04% carbon dioxide 0.02% carbon dioxide light intensityrate of photosynthesisx     what is the limiting factor for the rate of photosynthesis at p oint x on the graph?  a carbon dioxide concentration  b light intensity  c surface area of the plant  d temperature    12 the diagram shows a section through a leaf.    y x     which row correctly identifies tissues x and y?     x  y   a palisade mesophyll cuticle  b palisade mesophyll upper epidermis  c spongy mesophyll cuticle  d spongy mesophyll upper epidermis     ",
+            "7": "7     \u00a9 ucles 2020 0610/21/o/n/20 [turn over  13 which stage of nutrition takes place when food molecules becom e part of a body cell?  a absorption  b assimilation  c digestion  d ingestion      14 what is the definition of chemical digestion?  a large insoluble molecules are changed into smaller soluble mole cules.  b large soluble molecules are changed into smaller soluble molecu les.  c small insoluble molecules and ions are passed through the wall of the small intestine.  d small soluble molecules and ions are passed through the wall of  the small intestine.      15 in which order does water pass through these structures in a p lant?  a mesophyll \uf0ae root hair \uf0ae xylem  b mesophyll \uf0ae xylem \uf0ae root hair  c root hair \uf0ae mesophyll \uf0ae xylem  d root hair \uf0ae xylem \uf0ae mesophyll    ",
+            "8": "8  \u00a9 ucles 2020 0610/21/o/n/20  16 the photomicrograph shows a cross-section through a plant stem .    x     what is the name and function of the tissue labelled x?     tissue function  a phloem transports sugars  b phloem transports water and minerals  c xylem transports sugars  d xylem transports water and minerals     17 the table shows some features of blood vessels.    which row shows the features of a vein?     direction of  blood flow size of the central  hole (lumen) thickness of  wall  a away from  the heart large   thick    b away from  the heart small   thick    c towards heart small thin  d towards heart large thin     ",
+            "9": "9     \u00a9 ucles 2020 0610/21/o/n/20 [turn over  18 where are valves found that prevent blood from flowing in the wrong direction?  a capillaries and arteries  b lungs and veins  c heart and capillaries  d heart and veins      19 the sequence of amino acids in antibodies enables them to comp lete which function?  a bind to a specific antigen  b bind to all pathogens  c perform phagocytosis  d confer passive immunity for all diseases      20 the diagram shows some of the structures in a human lung.    where is the carbon dioxide concentration highest?    to pulmonary vein from pulmonary artery abc d       21 the list shows some processes that happen in the human body.    1 water enters cells by osmosis  2 muscles contract  3 impulses travel along neurones  4 oxygen diffuses into cells    which of these require energy released by respiration?  a 2 only b 1 and 3 only c 2 and 3 only d 1, 2, 3 and 4 ",
+            "10": "10  \u00a9 ucles 2020 0610/21/o/n/20  22 the table shows the composition of blood entering and leaving the liver and the kidneys.    which row is correct?     highest concentration  of urea in the blood lowest concentration  of urea in the blood  a entering kidneys leaving liver  b entering kidneys entering liver  c leaving kidneys entering liver  d leaving kidneys leaving liver     23 which is the correct sequence of structures through which a ne rve impulse passes in a reflex  arc?  a effector \uf0ae motor neurone \uf0ae relay neurone \uf0ae sensory neurone \uf0ae receptor  b effector \uf0ae sensory neurone \uf0ae relay neurone \uf0ae motor neurone \uf0ae receptor  c receptor \uf0ae motor neurone \uf0ae relay neurone \uf0ae sensory neurone \uf0ae effector  d receptor \uf0ae sensory neurone \uf0ae relay neurone \uf0ae motor neurone \uf0ae effector    24 the diagram shows an eye.    which labelled part contains cells that are sensitive to light?     dcb a      ",
+            "11": "11     \u00a9 ucles 2020 0610/21/o/n/20 [turn over  25 when hormones are secreted, they  affect different parts of the  body.    the table shows some features that are affected by four differe nt hormones.    which hormone is adrenaline?     feature   pulse rate blood glucose  concentration pupil size menstrual  cycle sperm  production   a \u0016 \u0016 \u001a \u001a \u001a k e y   b \u001a \u001a \u001a \u001a \u0016 \u0016= affected by  hormone  c \u0016 \u0016 \u0016 \u001a \u001a \u001a= not affected  by hormone  d \u001a \u001a \u001a \u0016 \u001a      26 when the environment is hot, how do the arterioles in the skin  and hair erector muscles react?     arterioles hair erector  muscles  a dilate relax  b dilate contract  c constrict relax  d constrict contract     ",
+            "12": "12  \u00a9 ucles 2020 0610/21/o/n/20  27 the diagram shows one parent hydra  growing and releasing an offspring from the side of its  body.    parent hydraoffspring     which row is correct?     parent and  offspring are  genetically identical involves asexual  reproduction   a \u0016 \u0016 key  b \u0016 \u001a \u0016= yes  c \u001a \u0016 \u001a= no  d \u001a \u001a      28 which row describes self-pollination?     pollen transferred from anther to stigma of   a different flower  on the same  plant a flower on a  different plant of  the same species same flower   a \u0016 \u0016 \u001a k e y   b \u0016 \u001a \u0016 \u0016= yes  c \u001a \u001a \u0016 \u001a= no  d \u001a \u0016 \u0016       29 which feature is only found in the male gamete?  a acrosome  b enzymes  c jelly coat  d mitochondria   ",
+            "13": "13     \u00a9 ucles 2020 0610/21/o/n/20 [turn over  30 the graph shows how the mass of dna changes during a mitotic ce ll division.    where on the graph are two cells formed?    mass of dna per cell/  arbitrary units time  / hoursd cab      31 what happens during meiosis?  a a diploid cell divides to form diploid cells.  b a diploid cell divides to form haploid cells.  c a haploid cell divides to form diploid cells.  d a haploid cell divides to form haploid cells.     32 red-green colour blindness is a condition that occurs more fre quently in men than in women.    which statement about this condition is correct?  a it can pass from father to son.  b it is a sex-linked characteristic.  c it shows co-dominance.  d the gene is on the y chromosome.     33 which statement explains why the allele for sickle-cell anaemi a is commonly found in human  populations in certain parts of the world?  a it is transmitted by mosquitoes.  b it protects people against malaria.  c it prevents people being bitten by mosquitoes.  d it increases oxygen transport.     ",
+            "14": "14  \u00a9 ucles 2020 0610/21/o/n/20  34 the development of antibiotic resistance in bacteria is an exa mple of which process?  a evolution by artificial selection  b evolution by natural selection  c variation due to  genetic engineering  d variation due to asexual reproduction      35 the diagram contains information about the number and mass of organisms in a food web.    500  000 hazelnuts150 squirrels3500 shrews2 foxes25 owls fox hazelnutshrewowlsquirrel13 000 3 20 600400average mass  / gorganism     what is the total biomass of all the primary consumers in this food web?  a 130  kg b 4 2 0  kg c 3650  kg d 130  000  kg      36 the diagram shows some of the stages in the nitrogen cycle.    which arrow represents the process of nitrogen fixation?    nitrogen in the air dead organic matterherbivore bean plant with rootnodules nitratesa db c not to scale      ",
+            "15": "15     \u00a9 ucles 2020 0610/21/o/n/20 [turn over  37 which term is used to describe the phase of fastest growth in a population of bacteria?    a stationary  b lag  c exponential  d sigmoid    38 which are reasons why bacteria are often useful in biotechnolo gy?    1 lack of ethical concerns over their manipulation and growth  2 they have the same genetic code as all other organisms 3 their dna is located in a nuc leus that can easily be altered with enzymes    a 1 and 2 only b 1 and 3 only c 1, 2 and 3 d 2 and 3 only     39 penicillin is produced in a fermenter by growing the fungus penicillium . the graph shows how the  mass of living penicillium  fungus and the concentration of penicillin changed over time.    mass concentrationmass of living penicilliumfungus 012 time  / days345concentration of penicillin     when is the best time to collect the penicillin?  a at 1.5 days  b at 3 days  c at 3.5 days  d at 5 days    ",
+            "16": "16    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 tra ce copyright holders, but if any items requiring clearance have  unwittingly been included, the  publisher will be pleased to make amends at the earliest possib le opportunity.   to avoid the issue of disclosure of answer-related information to candidates, all copyright acknowledgements are reproduced on line in the cambridge  assessment international educat ion copyright acknowledgements b ooklet. this is produced for each series of examinations and is  freely available to download  at www.cambridgeinternational.org  after the live examination se ries.    cambridge assessment international education is part of the cam bridge assessment group. cambridge assessment is the brand name  of the university of  cambridge local examinations sy ndicate (ucles), which itself is  a department of the univ ersity of cambridge.    \u00a9 ucles 2020 0610/21/o/n/20  40 the number of atlantic bluefin tuna fish found in the atlantic  ocean has significantly decreased in  the last 50 years.    which method would make the biggest improvement in the conserva tion of tuna fish stocks?  a decreasing the size of holes in fishing nets  b genetic engineering of tuna  c introducing fishing quotas  d selective breeding of tuna      "
+        },
+        "0610_w20_qp_22.pdf": {
+            "1": "    this document has 16 pages. blank pages are indicated.  ib20 11_0610_22/3rp   \u00a9 ucles 2020   [turn ove r   *2813144370*cambridge igcse\u2122       biology 0610/22     paper 2 multiple choice (extended)  october/november 2020     45 minutes    you must answer on the mult iple choice answer sheet.    you will need: multiple choice answer sheet   soft clean eraser   soft pencil (type b or hb is recommended)       instructions   \uf0b7 there are forty  questions on this paper. answer all questions.   \uf0b7 for each question there ar e four possible answers a, b, c and d. choose the one you consider correct  and record your choice in soft pencil on the multiple choice an swer sheet.   \uf0b7 follow the instructions on the multiple choice answer sheet.  \uf0b7 write in soft pencil.  \uf0b7 write your name, centre number and candidate number on the mult iple choice answer sheet in the  spaces provided unless this has been done for you.  \uf0b7 do not use correction fluid.  \uf0b7 do not write on any bar codes.  \uf0b7 you may use a calculator.      information  \uf0b7 the total mark for this paper is 40.  \uf0b7 each correct answer will score one mark. a mark will not be ded ucted for a wrong answer.  \uf0b7 any rough working should be don e on this question paper.   ",
+            "2": "2  \u00a9 ucles 2020 0610/22/o/n/20  1 which process is carried out by all organisms?  a growth  b photosynthesis  c sexual reproduction  d transpiration      2 what are features of the leaves of a plant that is a dicotyled on?     broad leaves parallel veins   a \u0016 \u0016 key  b \u0016 \u001a \u0016= yes  c \u001a \u0016 \u001a= no  d \u001a \u001a      3 the photomicrograph shows a cell from a type of aquatic plant.     p qs r    which parts labelled on the photomicrograph indicate that this is a plant cell?  a p and r b p and s c q and r d q and s     4 the diagram shows an image of a chloroplast. the image is 5  cm long.        the actual length of the chloroplast is 5  \uf06dm.    what is the magnification of the image?  a \uf0b410 b \uf0b41000 c \uf0b410  000 d \uf0b4100  000 ",
+            "3": "3     \u00a9 ucles 2020 0610/22/o/n/20 [turn over  5 what are features of osmosis?     diffusion is  involved requires cell walls requires a partially permeable  membrane   a \u0016 \u001a \u0016 key  b \u0016 \u001a \u001a \u0016= yes  c \u001a \u0016 \u0016 \u001a= no  d \u001a \u0016 \u001a      6 the diagram shows apparatus which can be used to demonstrate o smosis.    glass tube liquid level water partially permeable membranevery concentrated sucrose solutionconcentrated  sucrose solution12     after one hour, what would happen to the liquid levels in the g lass tubes?     liquid level in   tube 1 liquid level in  tube 2  a falls falls  b falls rises  c rises falls  d rises rises      7 which substances are made by linking together glucose molecule s only?  a cellulose, glycogen and starch  b fats, cellulose and proteins  c proteins, oils and glycogen  d starch, fats and oils ",
+            "4": "4  \u00a9 ucles 2020 0610/22/o/n/20  8 when bases pair up in the formation of dna, what is one of the  pairings?  a g with a b g with c c g with g d g with t    9 the graph shows the effect of ph on the rate of reaction of an  enzyme.    3456789rate of reaction ph    what does the graph show?  a the enzyme is destroyed at ph 9.  b the enzyme works best at ph 6.  c the rate of reaction halves as the ph changes from ph 5 to ph 7 .  d the rate of reaction is the same at ph 5 and ph 8.5.    ",
+            "5": "5     \u00a9 ucles 2020 0610/22/o/n/20 [turn over  10 the graph shows how enzyme activity is affected by temperature .    02 0 4 0 6 0rate of reaction temperature  / \u00b0c    how can the change in activity between 40  \uf0b0c and 55  \uf0b0c be explained?  a heat has killed the enzyme.  b the enzyme has been used up.  c the reactants are moving faster.   d the substrate is less likely to fit into the active site.     11 the graph shows how the rate of photosynthesis of a plant chan ges with light intensity, at three  different carbon dioxide concentrations. in each case the tempe rature is 15  \uf0b0c.    0.10% carbon dioxide 0.04% carbon dioxide 0.02% carbon dioxide light intensityrate of photosynthesisx     what is the limiting factor for the rate of photosynthesis at p oint x on the graph?  a carbon dioxide concentration  b light intensity  c surface area of the plant  d temperature    ",
+            "6": "6  \u00a9 ucles 2020 0610/22/o/n/20  12 the graph shows how the percentage of protein found in potatoes  was affected by the  concentration of nitrate fertiliser added to the crop when it w as growing.    percentage of proteinin potatoes concentration of nitrate fertiliser added     these results suggest that greater concentrations of nitrate fe rtiliser allow the potatoes to make  more  a amino acids.  b cellulose.  c lipid.  d s t a r c h .       13 which stage of nutrition takes place when food molecules becom e part of a body cell?  a absorption  b assimilation  c digestion  d ingestion     ",
+            "7": "7     \u00a9 ucles 2020 0610/22/o/n/20 [turn over  14 the diagram shows the apparatus used in an experiment to demon strate two processes that take  place in the body.    test-tube pure water dialysis tubing which is partially permeable mixture of salivaand starch solutiondialysistubingendstightlysealed     after one hour, the water outside the dialysis tubing contained  reducing sugars.    which two processes are represented by this experiment?  a absorption and digestion  b absorption and egestion  c digestion and egestion  d digestion and ingestion      15 in which order does water pass through these structures in a p lant?  a mesophyll \uf0ae root hair \uf0ae xylem  b mesophyll \uf0ae xylem \uf0ae root hair  c root hair \uf0ae mesophyll \uf0ae xylem  d root hair \uf0ae xylem \uf0ae mesophyll      16 what is a function of phloem?  a transports minerals to the roots  b transports starch to the roots  c transports sugar to the roots  d transports water to the roots    17 what ensures that blood flows in one direction in the human ci rculatory system?  a diffusion of carbon dioxide  b diffusion of oxygen  c thick walled arteries  d valves   ",
+            "8": "8  \u00a9 ucles 2020 0610/22/o/n/20  18 the diagrams show four components of blood.    which component produces antibodies?    abcd      19 a patient was injected with antibodies after being bitten by a  poisonous snake. the patient  recovered and survived.    what describes the effect in the patient\u2019s body?     active  immunity passive  immunity memory cells  produced   a \u0016 \u001a \u0016 k e y   b \u0016 \u001a \u001a \u0016= yes  c \u001a \u0016 \u0016 \u001a= no  d \u001a \u0016 \u001a      20 the diagram shows some of the structures in a human lung.    where is the carbon dioxide concentration highest?    to pulmonary vein from pulmonary artery abc d      ",
+            "9": "9     \u00a9 ucles 2020 0610/22/o/n/20 [turn over  21 what is produced during anaerobic respiration in muscles?  a carbon dioxide  b ethanol  c lactic acid  d water      22 how do the concentrations of glucose and urea in urine compare  to their concentrations in blood  plasma?     glucose  concentration in  urine (compared to   blood plasma) urea concentration  in urine (compared  to blood plasma)  a higher lower  b higher same  c same same  d lower higher     23 which structure contains relay neurones?  a gland  b muscle  c spinal cord  d synapse     24 a man injures his arm in an accident. afterwards, he can move his hand but cannot feel objects  touching his hand.    what could cause this?  a both sensory and motor neurones are cut.  b effectors are damaged.  c motor neurones are cut.  d sensory neurones are cut.     ",
+            "10": "10  \u00a9 ucles 2020 0610/22/o/n/20  25 how does the skin react when the body becomes cold?   arterioles supplying   the skin surface sweat production  a constrict decreases  b dilate increases  c move towards skin surface decreases  d move away from skin surface increases      26 which characteristic of viruses prevents them from being affect ed by antibiotics?  a they cannot reproduce on their own.  b they contain dna or rna.  c they have no cell structure.  d they are much smaller than bacteria.    27 some flowers can only be pollinated by specific insect species .    what will happen if none of these insects are present?  a genetically different seed produced  b genetically identical seed produced  c no seed produced  d only small amounts of seed produced    28 which hormone is used in contraceptive pills?  a insulin  b lh  c fsh  d progesterone    29 which hormone causes the lining of the uterus to become thick and glandular before ovulation?  a adrenaline  b fsh  c oestrogen  d progesterone    ",
+            "11": "11     \u00a9 ucles 2020 0610/22/o/n/20 [turn over  30 the diagrams show human nuclei and the number of chromosomes i n each nucleus.    which diagram represents nuclear division of skin cells for gro wth and repair?    46a 23 2346b 46 4623 23 23 23c d 23 46      31 meiosis is sometimes called \u2018reduction division\u2019.    what is reduced during meiosis?  a body cells are reduced in size.  b chromosomes are reduced in number.  c the number of gametes is reduced.  d the rate of cell division is reduced.    32 in guinea pigs, the allele for black fur is dominant and the a llele for white fur is recessive.    a test cross can be used to determine the genotype of a black g uinea pig.  what would be the expected result of the test cross if the blac k guinea pig was heterozygous?  a 50% black, 50% white  b 25% black, 75% white  c 100% black  d 100% white     33 what is not affected by the environment?  a height  b skin colour  c blood group  d weight    ",
+            "12": "12  \u00a9 ucles 2020 0610/22/o/n/20  34 desert plants have evolved to survive in places where very lit tle water is available.    which process is reduced to enable them to retain as much water  as possible?  a transpiration  b translocation  c respiration  d digestion    35 the diagram shows a pyramid of numbers.    level 321     what is the correct description of the trophic levels?     trophic level   1  2  3   a producers primary consumers secondary consumers  b producers secondary consumers tertiary consumers  c secondary consumers primary consumers producers  d secondary consumers tertiary consumers producers     36 bacteria are active in the nitrogen cycle.    which process in the nitrogen cycle is carried out by nitrifyin g bacteria?  a the conversion of  nitrogen gas to ammonia  b the conversion of  nitrogen gas to nitrates  c the conversion of ammonia to nitrates  d the conversion of nitrates to nitrogen    ",
+            "13": "13     \u00a9 ucles 2020 0610/22/o/n/20 [turn over  37 the diagram shows a population growth curve.    500 400300200100 0 0 1 02 03 04 05 06 07 08 09 0 time  / daysnumber of individualsin thepopulation     how long does the population remain in the stationary phase?  a 8 days  b 12 days  c 23 days  d 48 days     38 the stages describe how genetic engineering can be used to pro d u c e  h u m a n  i n s u l i n  f r o m   bacteria.    1 cut bacterial plasmid dna with restriction enzymes  2 extract gene for insulin from human dna with restriction enzy mes  3 insert recombinant plasmid into bacteria  4 join human dna to bacterial plasmid dna using dna ligase 5 replicate bacteria containing recombinant plasmid    which sequence will lead to the production of human insulin by bacteria?  a 2 \uf0ae 1 \uf0ae 4 \uf0ae 3 \uf0ae 5  b 2 \uf0ae 5 \uf0ae 1 \uf0ae 3 \uf0ae 4  c 4 \uf0ae 2 \uf0ae 3 \uf0ae 1 \uf0ae 5  d 4 \uf0ae 3 \uf0ae 5 \uf0ae 1 \uf0ae 2     ",
+            "14": "14  \u00a9 ucles 2020 0610/22/o/n/20  39 what is an example of sustainable use of resources?  a allowing only young fish to be caught  b cutting down a forest and not replanting trees  c controlling the number of fish caught with quotas  d planting deforested areas with one species of crop plant      40 the hormones from the female contraceptive pill can pollute wa ter courses.    what effect do they have?  a decrease the amount of oxygen for fish  b decrease the sperm count of men  c increase the growth of producers  d increase the number of decomposers    ",
+            "15": "15     \u00a9 ucles 2020 0610/22/o/n/20 blank page",
+            "16": "16    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 tra ce copyright holders, but if any items requiring clearance have  unwittingly been included, the  publisher will be pleased to make amends at the earliest possib le opportunity.   to avoid the issue of disclosure of answer-related information to candidates, all copyright acknowledgements are reproduced on line in the cambridge  assessment international educat ion copyright acknowledgements b ooklet. this is produced for each series of examinations and is  freely available to download  at www.cambridgeinternational.org  after the live examination se ries.    cambridge assessment international education is part of the cam bridge assessment group. cambridge assessment is the brand name  of the university of  cambridge local examinations sy ndicate (ucles), which itself is  a department of the univ ersity of cambridge.    \u00a9 ucles 2020 0610/22/o/n/20  blank page  "
+        },
+        "0610_w20_qp_23.pdf": {
+            "1": "    this document has 16 pages. blank pages are indicated.  ib20 11_0610_23/4rp   \u00a9 ucles 2020   [turn ove r   *5736740124*cambridge igcse\u2122       biology 0610/23     paper 2 multiple choice (extended)  october/november 2020     45 minutes    you must answer on the mult iple choice answer sheet.    you will need: multiple choice answer sheet   soft clean eraser   soft pencil (type b or hb is recommended)       instructions   \uf0b7 there are forty  questions on this paper. answer all questions.   \uf0b7 for each question there ar e four possible answers a, b, c and d. choose the one you consider correct  and record your choice in soft pencil on the multiple choice an swer sheet.   \uf0b7 follow the instructions on the multiple choice answer sheet.  \uf0b7 write in soft pencil.  \uf0b7 write your name, centre number and candidate number on the mult iple choice answer sheet in the  spaces provided unless this has been done for you.  \uf0b7 do not use correction fluid.  \uf0b7 do not write on any bar codes.  \uf0b7 you may use a calculator.      information  \uf0b7 the total mark for this paper is 40.  \uf0b7 each correct answer will score one mark. a mark will not be ded ucted for a wrong answer.  \uf0b7 any rough working should be don e on this question paper.   ",
+            "2": "2  \u00a9 ucles 2020 0610/23/o/n/20  1 the diagram shows some of the processes carried out by living organisms.    green plantchicken waste productswaste productscarbon dioxide in the atmosphere x yy yx light energy     which two characteristics of living organisms are represented b y arrows x and y?  a excretion and sensitivity  b nutrition and excretion  c respiration and growth  d sensitivity and reproduction     2 what are features of the leaves of a plant that is a dicotyled on?     broad leaves parallel veins   a \u0016 \u0016 key  b \u0016 \u001a \u0016= yes  c \u001a \u0016 \u001a= no  d \u001a \u001a      ",
+            "3": "3     \u00a9 ucles 2020 0610/23/o/n/20 [turn over  3 the photomicrograph shows a cell from a type of aquatic plant.     p qs r    which parts labelled on the photomicrograph indicate that this is a plant cell?  a p and r b p and s c q and r d q and s      4 the diagram shows an image of a chloroplast. the image is 5  cm long.        the actual length of the chloroplast is 5  \uf06dm.    what is the magnification of the image?  a \uf0b410 b \uf0b41000 c \uf0b410  000 d \uf0b4100  000    5 what are features of osmosis?     diffusion is  involved requires cell walls requires a partially permeable  membrane   a \u0016 \u001a \u0016 key  b \u0016 \u001a \u001a \u0016= yes  c \u001a \u0016 \u0016 \u001a= no  d \u001a \u0016 \u001a      ",
+            "4": "4  \u00a9 ucles 2020 0610/23/o/n/20  6 the diagram shows apparatus which can be used to demonstrate o smosis.    glass tube liquid level water partially permeable membranevery concentrated sucrose solutionconcentrated  sucrose solution12     after one hour, what would happen to the liquid levels in the g lass tubes?     liquid level in   tube 1 liquid level in  tube 2  a falls falls  b falls rises  c rises falls  d rises rises      7 which substances are made by linking together glucose molecule s only?  a cellulose, glycogen and starch  b fats, cellulose and proteins  c proteins, oils and glycogen  d starch, fats and oils      8 when bases pair up in the formation of dna, what is one of the  pairings?  a g with a b g with c c g with g d g with t    ",
+            "5": "5     \u00a9 ucles 2020 0610/23/o/n/20 [turn over  9 the graph shows the effect of ph on the rate of reaction of an  enzyme.    3456789rate of reaction ph    what does the graph show?  a the enzyme is destroyed at ph 9.  b the enzyme works best at ph 6.  c the rate of reaction halves as the ph changes from ph 5 to ph 7 .  d the rate of reaction is the same at ph 5 and ph 8.5.     10 the graph shows how enzyme activity is affected by temperature .    02 0 4 0 6 0rate of reaction temperature  / \u00b0c    how can the change in activity between 40  \uf0b0c and 55  \uf0b0c be explained?  a heat has killed the enzyme.  b the enzyme has been used up.  c the reactants are moving faster.   d the substrate is less likely to fit into the active site.     ",
+            "6": "6  \u00a9 ucles 2020 0610/23/o/n/20  11 the graph shows how the rate of photosynthesis of a plant chan ges with light intensity, at three  different carbon dioxide concentrations. in each case the tempe rature is 15  \uf0b0c.    0.10% carbon dioxide 0.04% carbon dioxide 0.02% carbon dioxide light intensityrate of photosynthesisx     what is the limiting factor for the rate of photosynthesis at p oint x on the graph?  a carbon dioxide concentration  b light intensity  c surface area of the plant  d temperature    12 the diagram shows part of a leaf.    x     what is layer x?  a lower epidermis  b palisade mesophyll  c spongy mesophyll  d vascular bundle     ",
+            "7": "7     \u00a9 ucles 2020 0610/23/o/n/20 [turn over  13 which stage of nutrition takes place when food molecules becom e part of a body cell?  a absorption  b assimilation  c digestion  d ingestion      14 the diagram shows part of the alimentary canal and associated organs.    which labelled part stores bile?    a bcd       15 in which order does water pass through these structures in a p lant?  a mesophyll \uf0ae root hair \uf0ae xylem  b mesophyll \uf0ae xylem \uf0ae root hair  c root hair \uf0ae mesophyll \uf0ae xylem  d root hair \uf0ae xylem \uf0ae mesophyll      16 a decrease in which factor normally causes the transpiration r ate to increase?  a humidity  b light intensity  c number of stomata  d temperature    17 in a mammal, what ensures the blood flows one-way round the ci rculatory system?  a brain  b capillaries  c lungs  d valves   ",
+            "8": "8  \u00a9 ucles 2020 0610/23/o/n/20  18 which row correctly identifies the blood vessels?     largest internal  space (lumen) thickest muscular  wall transports blood  towards the heart  a pulmonary artery capillary pulmonary vein  b pulmonary artery pulmonary vein capillary  c pulmonary vein capillary pulmonary artery  d pulmonary vein pulmonary artery pulmonary vein     19 a baby acquires protection from pathogens from its mother\u2019s br east milk.    what is this protection called?  a active immunity  b immunisation  c vaccination  d passive immunity     20 the diagram shows some of the structures in a human lung.    where is the carbon dioxide concentration highest?    to pulmonary vein from pulmonary artery abc d      ",
+            "9": "9     \u00a9 ucles 2020 0610/23/o/n/20 [turn over  21 what is produced by anaerobic respiration in yeast?  a alcohol, carbon dioxide and water  b alcohol and carbon dioxide only  c carbon dioxide and lactic acid  d lactic acid only      22 what happens as a result of deamination?  a amino acids are converted to proteins.  b glycogen is stored.  c starch is produced.  d urea is produced.      23 sensory neurones conduct impulses from  a the brain and spinal cord to muscles.  b one sense organ to another sense organ.  c sense organs to the brain and spinal cord.  d muscles to sense organs.      24 what is a function of the cornea?  a carries impulses to the brain  b contains light-sensitive receptors  c controls how much light enters the eye  d refracts light    ",
+            "10": "10  \u00a9 ucles 2020 0610/23/o/n/20  25 the diagram shows some blood vessels near the surface of the s kin.    skin surface y x zdirection of blood flow     if vasodilation occurs at x, what happens to the blood flow at y and z?     y  z   a decreases decreases  b decreases stays constant  c increases increases  d increases stays constant     26 which substances can be misused to improve athletic performanc e?    1 alcohol  2 anabolic steroids  3 testosterone    a 1, 2 and 3 b 1 and 2 only c 2 only d 2 and 3 only    ",
+            "11": "11     \u00a9 ucles 2020 0610/23/o/n/20 [turn over  27 scientists investigated the amount of genetic variation found within different crop plants. they  grew large numbers of each crop and measured the genetic variat ion within the species of crop.  the results are shown in the table.    crop percentage  genetic  variation  banana   0  pea 65  carrot 54    which crop or crops have been produced by sexual reproduction?  a banana only  b banana, pea and carrot  c pea only  d pea and carrot only      28 which organ secretes progesterone?  a ovary  b pancreas  c salivary gland  d testis    29 which statement explains why the hormone fsh is used in fertil ity treatment?  a it causes the formation of a zygote during in vitro fertilisation (ivf).  b it stimulates ovulation for artificial insemination (ai).  c it stimulates the production of large numbers of eggs for use i n in vitro fertilisation (ivf).  d it is used to maintain the uterus wall ready for artificial inseminat ion (ai).    30 which substance is coded for by a length of dna?  a base  b glucose  c glycerol  d lipase    ",
+            "12": "12  \u00a9 ucles 2020 0610/23/o/n/20  31 some features of cell division are listed.    1 chromosome number is maintained  2 haploid cells are produced  3 new cells are genetically different  4 results in variation    which features are involved in meiosis?  a 1, 2 and 3 only  b 1, 2 and 4 only  c 2, 3 and 4 only  d 2 and 3 only     32 which statement about the inheritance of red-green colour blin dness is correct?  a the gene for red-green colour blindness is located on the x chr omosome.  b females are more likely to have red-green colour blindness than  males.  c the allele for red-green colour blindness is the dominant allel e.  d the gene for red-green colour blindness is located on the y chr omosome.     33 a couple are both heterozygous for the sickle-cell allele.    what is the probability that their first child will have sickle -cell anaemia?  a 25% b 33% c 50% d 75%      34 how does artificial selection differ from natural selection?  a artificial selection changes the characteristics of living thin gs.  b artificial selection is based on genetic variation.  c artificial selection does not involve competition for resources .  d artificial selection occurs over many generations.     ",
+            "13": "13     \u00a9 ucles 2020 0610/23/o/n/20 [turn over  35 the diagram shows part of the nitrogen cycle.    which letter represents denitrification?    atmospheric nitrogen organic nitrogen compoundsammonia nitrites nitrites nitrates nitrates plants animalsc bd feedingdecaya       36 a few yeast cells were placed in a container of nutrient solut ion.    the graph shows how their population size changed over time.    population size time123 4     which row shows when the reproduction rate was greater than the  death rate for the numbered  phases on the graph?     reproduction rate greater than death rate   1 2 3 4   a \u0016 \u0016 \u0016 \u001a k e y   b \u0016 \u0016 \u001a \u001a \u0016= yes  c \u0016 \u001a \u001a \u001a \u001a= no  d \u001a \u0016 \u0016 \u0016      ",
+            "14": "14  \u00a9 ucles 2020 0610/23/o/n/20  37 the diagram shows a fermenter used to produce penicillin.    x     what is the function of part x?  a allow microorganisms to enter the fermenter    b maintain an even temperature inside the fermenter  c monitor the temperature inside the fermenter  d sterilise the contents of the fermenter      38 bacteria are used to make insulin.    this happens in several stages.    1 bacteria synthesise insulin in fermenters  2 the insulin gene is inserted into a bacterial plasmid  3 removal of the insulin gene from a human chromosome 4 a section of a plasmid is removed    in which order do these stages occur?  a 1 \uf0ae 3 \uf0ae 2 \uf0ae 4  b 1 \uf0ae 4 \uf0ae 3 \uf0ae 2  c 4 \uf0ae 2 \uf0ae 3 \uf0ae 1  d 4 \uf0ae 3 \uf0ae 2 \uf0ae 1     ",
+            "15": "15     \u00a9 ucles 2020 0610/23/o/n/20 39 the table shows some of the processes that occur during eutrop hication.    which row shows the correct increase or decrease of each proces s?     nitrate ion  availability in   the water light availability  in the water rate of respiration  by decomposers oxygen  availability in   the water  a increases decreases decreases increases  b increases decreases increases decreases  c decreases increases increases increases  d decreases increases decreases decreases      40 the graph shows the effect of fishing on fish stocks over 20 y ears. in year 11, a fishing quota was  introduced followed by a total ban on fishing in year 16.    16 1 1 1 6 yearfish stocks fish caught mass of fishkey     what effects did these conservation measures have on the fish p opulation?  a the fish population became extinct.  b the fish population started increasing immediately after the f ishing quota was introduced.  c the fish population started increasing only after a total ban on fishing was introduced.  d there was no effect on the fish population.    ",
+            "16": "16    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 tra ce copyright holders, but if any items requiring clearance have  unwittingly been included, the  publisher will be pleased to make amends at the earliest possib le opportunity.   to avoid the issue of disclosure of answer-related information to candidates, all copyright acknowledgements are reproduced on line in the cambridge  assessment international educat ion copyright acknowledgements b ooklet. this is produced for each series of examinations and is  freely available to download  at www.cambridgeinternational.org  after the live examination se ries.    cambridge assessment international education is part of the cam bridge assessment group. cambridge assessment is the brand name  of the university of  cambridge local examinations sy ndicate (ucles), which itself is  a department of the univ ersity of cambridge.    \u00a9 ucles 2020 0610/23/o/n/20  blank page  "
+        },
+        "0610_w20_qp_31.pdf": {
+            "1": "cambridge igcse\u2122this document has 20 pages. blank pages are indicated. dc (tc/fc) 190759/4 \u00a9 ucles 2020  [turn over *9891818618* biology  0610/31 paper 3 theory (core)  october/november  2020  1 hour 15 minutes you must answer on the question paper. no additional materials are needed. instructions  \u25cf answer all questions.  \u25cf use a black or dark blue pen. you may use an hb pencil for any diagrams or graphs.  \u25cf write your name, centre number and candidate number in the boxes at the top of the page.  \u25cf write your answer to each question in the space provided.  \u25cf do not use an erasable pen or correction fluid.  \u25cf do not write on any bar codes.  \u25cf you may use a calculator.  \u25cf you should show all your working and use appropriate units. information  \u25cf the total mark for this paper is 80.  \u25cf the number of marks for each question or part question is shown in brackets [  ].",
+            "2": "2 0610/31/ o/n/20 \u00a9 ucles 2020 1 (a) fig. 1.1 is a diagram of an animal cell. fig. 1.1   label three  structures on the cell shown in fig.  1.1, using label lines and the names of the  structures.  [3]  (b) state two structures that are found in plant cells but not in animal cells. 1   2    [2]  [total: 5]",
+            "3": "3 0610/31/ o/n/20 \u00a9 ucles 2020 [turn over 2 (a) fig. 2.1 is a photograph of a lobster, which is an arthropod. fig. 2.1   describe two pieces of evidence visible in fig.  2.1 that identify this organism as an arthropod. 1   2    [2]  (b) the scientific name of the arthropod in fig.  2.1 is homarus americanus .   state the genus name.  .  [1]  (c) the arthropod shown in fig.  2.1 is a crustacean.   state the names of two other  groups of arthropods. 1   2    [2]",
+            "4": "4 0610/31/ o/n/20 \u00a9 ucles 2020  (d) many species of crustaceans live in seas and oceans.   some of these species have become endangered.   describe reasons why some marine crustacean species have become endangered.  ...  ...  ...  ...  ...  ...  .  [3]  [total: 8]",
+            "5": "5 0610/31/ o/n/20 \u00a9 ucles 2020 [turn over 3 (a) hiv is a pathogen that can cause aids.   table 3.1 shows the adult population size of a country and the estimated number of people  infected with hiv/aids in that country in 2016.    data for six countries are shown. table 3.1 country adult population sizeestimated number of adults  infected with hiv/aids a 808 824 220 000 b 248 490 8 200 c 221 000 221 d 3 250 000 130 000 e 5 111 111 46 000 f 1 333 333 48 000   (i) state which country in table 3.1 had the greatest number of adults infected with  hiv/aids.  .  [1]   (ii) calculate the percentage of adults in country b that were infected with hiv/aids.    give your answer to one decimal place.     %   [2]   (iii) state why antibiotics are not effective against hiv.  ...  ...  .  [1]",
+            "6": "6 0610/31/ o/n/20 \u00a9 ucles 2020  (b) the sentences describe how pathogens can be transmitted.   complete the sentences using words from the list.   each word may be used once, more than once or not at all.  aids  blood  disease food         hiv        inherited   pathogens for a transmissible ... may be transmitted through  direct contact, for example through ... or other body fluids.   they can also be transmitted indirectly through contaminated surfaces,  ...  , animals, or from the air.  [3]  (c) the human body has several defences against pathogens.   these can be mechanical barriers, chemical barriers or responses by cells.   the boxes on the left are examples of body defences.   the boxes on the right are the different types of defence.   draw one line to link each example to the correct type of defence.   draw four lines. antibody production hairs in the nose phagocytosis stomach acidexample chemical mechanical response by cellstype of defence  [4]",
+            "7": "7 0610/31/ o/n/20 \u00a9 ucles 2020 [turn over  (d) the boxes show some examples of diseases.   (i) place ticks ( 3) in the boxes to show all the diseases that are caused by malnutrition. cholera hiv lung cancer obesity scurvy  [2]   (ii) state  three  risk factors for coronary heart disease (chd). 1   2   3    [3]  [total: 16]",
+            "8": "8 0610/31/ o/n/20 \u00a9 ucles 2020 4 (a) a scientist investigated how the growth of plant shoots was affected by the direction of light.   a light source was placed on one side of a shoot and the scientist recorded the appearance  of the shoot after a few days.   fig. 4.1 shows his results. direction of lightdirection of light shoot at the beginning shoot after a few days fig. 4.1   (i) describe the results shown in fig.  4.1.  ...  ...  .  [1]   (ii) state the name of the response to light shown in fig.  4.1.  .  [1]   (iii) explain the advantage to a plant of the response shown in fig.  4.1.  ...  ...  ...  ...  .  [2]",
+            "9": "9 0610/31/ o/n/20 \u00a9 ucles 2020 [turn over  (b) plant roots absorb mineral ions by active transport.   (i) define the term active transport.  ...  ...  ...  .  [3]   (ii) state the importance of these mineral ions in plants. magnesium ions    ...  ... nitrate ions  .  ...  ...  [2]  (c) state two uses of water in plants. 1   2    [2]  [total: 11]",
+            "10": "10 0610/31/ o/n/20 \u00a9 ucles 2020 5 recycling rates in one country were monitored every ten years.  the percentages of different types of recycled materials were recorded.  fig. 5.1 shows the results. 0 1960 1970 1980 year key: paper glass metal plastic1990 2000 2010102030percentage recycled40506070 fig. 5.1  (a) complete the sentences using the data shown in fig.  5.1.   the general trend shows that between 1970 and 2000 the percentage of materials  recycled has ...  . the most commonly recycled material is  ...  .    in 1970 ... was not recycled.    the percentage of ... recycled did not change between 2000  and 2010.  [4]  (b) calculate the increase in the percentage of glass recycled between 1960 and 1990.   ..  % [1]  [total: 5]",
+            "11": "11 0610/31/ o/n/20 \u00a9 ucles 2020 [turn over 6 (a) pectinase is an enzyme that is used in the production of apple juice.   a student investigated how ph affected the volume of apple juice produced when using  pectinase.   the student chopped an apple into small pieces.   the pieces of apple were put into solutions with different ph values.   pectinase was added to each solution.   after two hours the mixture was filtered and the volume of apple juice obtained was recorded.   table  6.1 shows the results. table 6.1 phvolume of apple  juice obtained  / cm3 1.0 23.2 2.0 24.2 3.0 23.5 4.0 25.7 5.0 27.6 6.0 27.4 7.0 24.0 8.0 22.0   (i) state the ph at which pectinase is most active.    give a reason for your answer. ph  .. reason  ...  ...  ...  [2]   (ii) state one factor, other than ph, that would affect the activity of pectinase.  .  [1]",
+            "12": "12 0610/31/ o/n/20 \u00a9 ucles 2020  (b) pectinase is an enzyme.   the box on the left shows the beginning of a sentence.   the boxes on the right show some endings of sentences.   draw three  lines from the word \u2018enzymes\u2019 to make three correct sentences. are living organisms. are proteins. can only be used once. have a complementary shape to their substrate. increase the rate of chemical reactions. in the stomach are most active at ph  8.enzymes  [3]  (c) state one use of enzymes in biotechnology other than fruit juice production.  .  [1]  (d) many types of enzymes are involved in digestion.   state the names of two digestive enzymes in the human alimentary canal. 1   2    [2]  [total: 9]",
+            "13": "13 0610/31/ o/n/20 \u00a9 ucles 2020 [turn over 7 (a) pollination occurs when pollen is transferred from one flower to another.   fig. 7.1 is a diagram of part of a flower. ab c df e fig. 7.1   (i) state the letter from fig.  7.1 that identifies the structure which:    attracts insect pollinators ...    produces pollen ...    receives the pollen during pollination ...  [3]   (ii) draw a label line and the letter x on the flower in fig.  7.1 to show where fertilisation  occurs.  [1]   (iii) state the name of the part labelled e in fig.  7.1.  .  [1]  (b) the flower shown in fig.  7.1 represents an insect-pollinated flower.   describe two ways the pollen from an insect-pollinated flower differs from the pollen from a  wind-pollinated flower. 1    ... 2    ...  [2]",
+            "14": "14 0610/31/ o/n/20 \u00a9 ucles 2020  (c) a student wrote an incorrect  statement about fertilisation in plants. fertilisation is the fusion of zygote nuclei.   circle  the incorrect word.  [1]  (d) plants can reproduce asexually or sexually.   table  7.1 compares asexual and sexual reproduction.   place ticks ( 3) in the boxes to show the correct features of asexual and sexual reproduction. table 7.1 features of reproductionasexual  reproductionsexual  reproduction involves gametes makes more of the same kind of organism produces genetically identical offspring involves fertilisation  [4]  [total: 12]",
+            "15": "15 0610/31/ o/n/20 \u00a9 ucles 2020 [turn over 8 (a) fig. 8.1 is a punnett square used to show the inheritance of sex in humans.   complete the punnett square in fig.  8.1. male parent chromosomes x y female parent  chromosomesx ... ... ... ... ... fig. 8.1  [2]  (b) circle  the percentage chance of a baby being male.   0      25      50      75      100 [1]  (c) state the name of the structure, in a gamete, that contains chromosomes.  .  [1]",
+            "16": "16 0610/31/ o/n/20 \u00a9 ucles 2020  (d) sea turtles are reptiles which lay eggs.   the sex of the sea turtle offspring is affected by the temperature at which the eggs are kept.   scientists investigated the effect of temperature on the sex of sea turtle offspring.   fig. 8.2 shows the results. 0 23 24 25 temperature  / \u00b0c26 27 28 29 30 31 32 33 34 35102030percentage of sea turtle offspring that are female 405060708090100 fig. 8.2   (i) state the temperature at which 22% of the sea turtle offspring are female.   .. \u00b0c [1]",
+            "17": "17 0610/31/ o/n/20 \u00a9 ucles 2020 [turn over   (ii) describe the data shown in fig.  8.2.  ...  ...  ...  ...  ...  ...  .  [3]  [total: 8]",
+            "18": "18 0610/31/ o/n/20 \u00a9 ucles 2020 9 fig. 9.1 is a photograph of a fish farm. fish are kept in small cages in the sea and are fed.  this is an example of intensive livestock production. fig. 9.1  (a) describe the negative impacts of intensive livestock production.  ...  ...  ...  ...  ...  ...  .  [3]  (b) define the term sustainable resource.  ...  ...  .  [2]",
+            "19": "19 0610/31/ o/n/20 \u00a9 ucles 2020  (c) circle two examples of sustainable resources from the list.   coal    fish stocks     natural gas     crude oil     forests  [1]  [total: 6]",
+            "20": "20 0610/31/ o/n/20 \u00a9 ucles 2020 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 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.blank page"
+        },
+        "0610_w20_qp_32.pdf": {
+            "1": "cambridge igcse\u2122this document has 20 pages. blank pages are indicated. dc (st/ct) 191043/3 \u00a9 ucles 2020  [turn overbiology  0610/32 paper 3 theory (core)  october/november  2020  1 hour 15 minutes you must answer on the question paper. no additional materials are needed. instructions  \u25cf answer all questions.  \u25cf use a black or dark blue pen. you may use an hb pencil for any diagrams or graphs.  \u25cf write your name, centre number and candidate number in the boxes at the top of the page.  \u25cf write your answer to each question in the space provided.  \u25cf do not use an erasable pen or correction fluid.  \u25cf do not write on any bar codes.  \u25cf you may use a calculator.  \u25cf you should show all your working and use appropriate units. information  \u25cf the total mark for this paper is 80.  \u25cf the number of marks for each question or part question is shown in brackets [  ]. *8236578969*",
+            "2": "2 0610/32/ o/n/20 \u00a9 ucles 2020 blank page",
+            "3": "3 0610/32/ o/n/20 \u00a9 ucles 2020 [turn over 1 all living organisms have the same characteristics.  two of these characteristics are movement and nutrition.  (a) state three  other  characteristics of living organisms. 1   2   3   [3]  (b) fig. 1.1 shows animals that belong to one vertebrate group.   state the name of this vertebrate group and give one visible  characteristic feature of this  group. fig. 1.1 name of group .. feature of group    [2]  (c) state the names of two other  groups of vertebrates. 1   2   [2] [total: 7]",
+            "4": "4 0610/32/ o/n/20 \u00a9 ucles 2020 2 fig. 2.1 shows a plant cell after it has been in a solution of glucose for fifteen minutes. cell membrane cytoplasm vacuole fig. 2.1  (a) draw label lines on fig. 2.1 to link each label to the correct structure.  [3]  (b) the plant cell in fig. 2.1 was then placed in distilled water.   fig. 2.2 shows the appearance of the cell after fifteen minutes in distilled water. fig. 2.2   (i) state two ways in which the plant cell has changed. 1    ... 2    ... [2]",
+            "5": "5 0610/32/ o/n/20 \u00a9 ucles 2020 [turn over   (ii) explain why the plant cell changed when it was placed in distilled water.  ...  ...  ...  ...  ...  .  [3] [total: 8]",
+            "6": "6 0610/32/ o/n/20 \u00a9 ucles 2020 3 (a) the boxes on the left contain the names of components of the diet.   the boxes on the right contain the functions of these components in the body.   draw one straight line to link each component of the diet to its correct function.   draw four lines.    component of the diet  function calcium ions fat protein vitamin dbone formation growth of muscles insulation [4]",
+            "7": "7 0610/32/ o/n/20 \u00a9 ucles 2020 [turn over  (b) fig. 3.1 shows the average percentage composition of some common foods. 0102030405060708090100 average percentage composition meat white fishwholemeal bread type of food key: waterbeans green leafy vegetable fibre carbohydrate fat protein fig. 3.1   (i)  state the type of food in fig. 3.1 that contains the most fat.  .  [1]   (ii) state one type of food in fig. 3.1 that does not contain fibre.  .  [1]  (c) describe the importance of fibre in the diet.  ...  ...  .  [1]",
+            "8": "8 0610/32/ o/n/20 \u00a9 ucles 2020  (d) (i)  state one food that contains vitamin c.  .  [1]   (ii) state one disease caused by a lack of vitamin c.  .  [1]  (e) table 3.1 shows the energy used by an adult male over 24 hours. table 3.1 activityenergy used  / kj sleeping awake, but physically inactive awake and active2400 3000 6600   (i) calculate the total energy used by the adult male in 24 hours.   .  kj [1]   (ii) calculate the percentage of energy used by the adult male while sleeping.   ..  % [1]   (iii) state the name of the process that releases energy to maintain a constant body  temperature while the adult male is sleeping.  .  [1] [total: 12]",
+            "9": "9 0610/32/ o/n/20 \u00a9 ucles 2020 [turn over 4 (a) complete the sentences about human influences on ecosystems.   use words from the list.   each word may be used once, more than once, or not at all.     deforestation  fertilisers  herbicides     insecticides  livestock  monoculture     pectinases  pollinate  pollute    when one type of crop of the same species is grown on a large scale it is called a    .    chemical   add mineral ions to the soil to increase the yield of  crops.   weeds can be killed by   .    crop damage by insects can be reduced by the use of   . one  disadvantage is that this kills useful insects which   flowers. [5]  (b) state the names of two greenhouse gases that are produced as a consequence of farming. 1   2   [2]  [total:7]",
+            "10": "10 0610/32/ o/n/20 \u00a9 ucles 2020 5 fig. 5.1 shows a food web. snake bird spiderfrog dragonfly aphid flowering planttreebeetle caterpillar fig. 5.1  (a) (i) complete table 5.1 using the information in fig. 5.1.    one has been done for you. table 5.1 number shown in  fig. 5.1 producers 2 herbivores primary consumers carnivores [3]   (ii) state the name of one organism in fig. 5.1 which obtains its energy from eating three  different organisms.  .  [1]",
+            "11": "11 0610/32/ o/n/20 \u00a9 ucles 2020 [turn over  (b) a disease killed most of the snakes in the food web in fig. 5.1.   complete the sentences by circling the correct words in bold .   the first one has been done for you.   the population of snakes  increases / decreases / stays the same .   the population of spiders  increases / decreases / stays the same   because there   is less   predation / food / competition  .   the population of caterpillars  increases / decreases / stays the same   because   there is more  predation / food / competition  . [2]  (c) decomposers are not shown in the food web in fig. 5.1.   complete the definition of the term decomposer.   a decomposer is an organism that gets its   from dead or waste     material. [2]",
+            "12": "12 0610/32/ o/n/20 \u00a9 ucles 2020  (d) fig. 5.2 shows a food chain. cabbage caterpillar bird fig. 5.2   table 5.2 shows the number of organisms in this food chain and some of the information  needed to draw a pyramid of numbers. table 5.2 organism number of organismswidth of bar in pyramid / mm bird  2 caterpillar 20 80 cabbage  1  4   (i) complete table 5.2 by calculating the missing value and writing it in the table.  [1]   (ii) complete the pyramid of numbers on the grid for the food chain shown in fig. 5.2 using  the information in table 5.2. the bar for the cabbage has been done for you.    label the organisms on the pyramid of numbers. [3] [total: 12]",
+            "13": "13 0610/32/ o/n/20 \u00a9 ucles 2020 [turn over 6 (a) define the term drug.  ...  ...  .  [2]  (b) antibiotics are a type of drug.   state the type of infection antibiotics are used to treat.  .  [1]  (c) table 6.1 shows the year in which three different types of antibiotics were first used and the  year that antibiotic resistance was first detected. table 6.1 antibiotic year of first useyear resistance first  detected a 1952 1988 b 1962 1973 c 2000 2003   compare the data for the three antibiotics in table 6.1.  ...  ...  ...  ...  ...  ...  .  [3]",
+            "14": "14 0610/32/ o/n/20 \u00a9 ucles 2020  (d) the body has defences against infections caused by pathogens.   state three  body defences that prevent pathogens from entering the body. 1   2   3    [3] [total: 9]",
+            "15": "15 0610/32/ o/n/20 \u00a9 ucles 2020 [turn over 7 fig. 7.1 shows part of the female human reproductive system. x y z fig. 7.1  (a) state the names of the structures labelled x, y and z on fig. 7.1. x  ... y  ... z  ... [3]",
+            "16": "16 0610/32/ o/n/20 \u00a9 ucles 2020  (b)  the box on the left shows the beginning of a sentence.   the boxes on the right show some endings of sentences.   draw three  lines from the word oestrogen to make complete three correct sentences. oestrogenis a hormone. is produced in the ovaries. makes breasts grow. makes hair grow on the chest. travels down the oviduct. widens the pupils. [3]  (c) the average menstrual cycle is 28 days.   (i) state the day in an average menstrual cycle when: ovulation occurs   the uterus lining starts to shed  .. the uterus lining is at its thinnest  ... [3]   (ii) describe one change, other than ovulation, that occurs in the ovary during the menstrual  cycle.  ...  ...  .  [1] [total: 10]",
+            "17": "17 0610/32/ o/n/20 \u00a9 ucles 2020 [turn over 8 plants carry out photosynthesis.  (a) state the names of two substances produced by photosynthesis. 1   2   [2]  (b) a student investigated how temperature affects the rate of photosynthesis. the concentration  of carbon dioxide was kept constant during the investigation.   the results are shown in fig. 8.1. temperaturerate of photosynthesis fig. 8.1   (i) predict how the rate of photosynthesis will change when carbon dioxide concentration  increases and the temperature is kept constant at 20  \u00b0c.  ...  ...  .  [1]   (ii) state one factor other than temperature and carbon dioxide concentration that will affect  the rate of photosynthesis.  .  [1]",
+            "18": "18 0610/32/ o/n/20 \u00a9 ucles 2020  (c) in another investigation students used a plant which had variegated leaves.   one of the leaves from this plant is shown in fig. 8.2. b green: chloroplasts presenta white: chloroplasts absent fig. 8.2   complete table 8.1 to show where the processes of photosynthesis and respiration occurred  in this variegated leaf when the plant was in the light.   place a tick ( 3) in each correct box. table 8.1 process area a area b photosynthesis respiration [2]  (d) cells in the mesophyll layers of a leaf carry out photosynthesis.   state the names of two leaf layers that light must pass through to reach the spongy mesophyll  cells. 1   2   [2]",
+            "19": "19 0610/32/ o/n/20 \u00a9 ucles 2020  (e) plants absorb mineral ions from the soil.   (i) state the name of the tissue that transports mineral ions in plants.  .  [1]   (ii) state the name of the mineral ion that is used to make chlorophyll.  .  [1]   (iii) state the name of the mineral ion that is used to make amino acids.  .  [1]  (f) plants are involved in nutrient cycles in ecosystems.   describe the role of plants in the carbon cycle and the water cycle.  ...  ...  ...  ...  ...  ...  ...  ...  .  [4] [total: 15]",
+            "20": "20 0610/32/ o/n/20 \u00a9 ucles 2020 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 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.blank page"
+        },
+        "0610_w20_qp_33.pdf": {
+            "1": "cambridge igcse\u2122this document has 20 pages. blank pages are indicated. dc (tc/cb) 191312/4 \u00a9 ucles 2020  [turn over *4902502399* biology  0610/33 paper 3 theory (core)  october/november  2020  1 hour 15 minutes you must answer on the question paper. no additional materials are needed. instructions  \u25cf answer all questions.  \u25cf use a black or dark blue pen. you may use an hb pencil for any diagrams or graphs.  \u25cf write your name, centre number and candidate number in the boxes at the top of the page.  \u25cf write your answer to each question in the space provided.  \u25cf do not use an erasable pen or correction fluid.  \u25cf do not write on any bar codes.  \u25cf you may use a calculator.  \u25cf you should show all your working and use appropriate units. information  \u25cf the total mark for this paper is 80.  \u25cf the number of marks for each question or part question is shown in brackets [  ].",
+            "2": "2 0610/33/ o/n/20 \u00a9 ucles 2020 1 (a) fig. 1.1 is a photograph of a strawberry plant growing in a glasshouse. it photosynthesises  and produces fruit. fig. 1.1   (i) state the names of the products of photosynthesis.  .  [1]   (ii) state the name of the structure in plant cells which contains chlorophyll.  .  [1]",
+            "3": "3 0610/33/ o/n/20 \u00a9 ucles 2020 [turn over  (b) scientists investigated the effect of carbon dioxide concentration on the rate of photosynthesis  of strawberry plants grown in a glasshouse.   fig. 1.2 is a graph of the results of the investigation. concentration of carbon dioxiderate of photosynthesis fig. 1.2   (i) describe the trend shown in the graph in fig.  1.2.  ...  ...  .  [1]   (ii) the investigation on the effect of carbon dioxide concentration on the rate of  photosynthesis was repeated at a higher light intensity.    sketch, on the graph in fig.  1.2, a second line to show the expected results of this  second investigation.  [2]",
+            "4": "4 0610/33/ o/n/20 \u00a9 ucles 2020   (iii) place ticks ( 3) in the correct boxes to identify three  substances or conditions that would  be supplied to the strawberry plants to maximise photosynthesis. glucose lipase magnesium ions warm temperature water very low light intensity  [3]",
+            "5": "5 0610/33/ o/n/20 \u00a9 ucles 2020 [turn over  (c) plants are an important part of the water cycle.   fig. 1.3 is a diagram of the water cycle. v su t fig. 1.3   table  1.1 shows the letters from fig.  1.3, and descriptions of the stages in the water cycle.   complete table  1.1 by writing the name of each stage in the correct boxes. table 1.1 letter from fig.  1.3 name of stage description of stage sloss of water vapour from  plant leaves theat from the sun causes  liquid water to change into  water vapour uwater vapour in the air  changes to liquid water in  the clouds  vthe liquid water falls to the  ground  [4]  [total: 12]",
+            "6": "6 0610/33/ o/n/20 \u00a9 ucles 2020 2 (a) fig. 2.1 is a diagram of the human male reproductive system. n m lkj fig. 2.1   the boxes on the left show the letters from fig.  2.1.   the boxes in the middle show the names of the parts shown in fig.  2.1.   the boxes on the right show the function of each part.   draw one line to link each letter from fig.  2.1 to its correct name.   draw one line to link each name to its correct function.   draw a total of ten lines. penis prostate gland scrotum sperm duct testisname carries sperm cells   away from the testis delivers sperm into   the vagina holds the testes and   keeps them cool makes the fluid that  sperm cells swim in where sperm are   madefunction j k l m nletter from  fig. 2.1  [5]",
+            "7": "7 0610/33/ o/n/20 \u00a9 ucles 2020 [turn over  (b) state two barrier methods of birth control. 1   2    [2]  [total: 7] 3 (a) fig. 3.1 is a photograph of a butterfly.   butterflies are arthropods. fig. 3.1   state the group of arthropods that the butterfly belongs to and describe one feature visible in  fig. 3.1 that is characteristic of this group. group   feature  ..  [2]",
+            "8": "8 0610/33/ o/n/20 \u00a9 ucles 2020  (b) many butterfly species are endangered.   fig. 3.2 shows the size of the area in which five species of butterfly were found in 1992 and  2017. 010 00020 00030 00040 00050 000 area  / km2 butterfly speciesclouded yellowduke of burgundyhigh brown fritillaryred admiralsilver- studded blue60 00070 00080 00090 000100  000key: 1992 2017 fig. 3.2   (i) state the name of one species that was found in a larger area in 2017 than in 1992.  .  [1]   (ii) use the information in fig. 3.2 to suggest the name of the butterfly species that is the  most endangered.    give a reason for your choice. name  . reason  ...  ...  [2]",
+            "9": "9 0610/33/ o/n/20 \u00a9 ucles 2020 [turn over   (iii) describe how endangered species such as butterflies can be conserved.  ...  ...  ...  ...  ...  ...  ...  ...  .  [4]  [total: 9]",
+            "10": "10 0610/33/ o/n/20 \u00a9 ucles 2020 4 (a) define the term homeostasis.  ...  ...  ...  ...  .  [2]  (b) the skin is an important organ involved in temperature regulation in mammals.   fig. 4.1 is a diagram of a cross\u2011section of mammalian skin. ef a b cd fig. 4.1   (i) state the names of structures  a, b, c and d on fig.  4.1. a   b   c   d    [4]",
+            "11": "11 0610/33/ o/n/20 \u00a9 ucles 2020 [turn over   (ii) describe how the structures labelled c, e and f in fig.  4.1 reduce heat loss in cold  conditions.  ...  ...  ...  ...  ...  ...  .  [3]   (iii) complete the sentences about maintenance of body temperature using the words and  phrases from the list.    each word or phrase may be used once, more than once or not at all. blood      brain      condenses      evaporates neurones      receptors      skin sweat      temperature      water content    control of body temperature is coordinated by the ...  .    there are temperature ... that sense the temperature of the  ...  .    when the temperature gets too hot, glands release ... onto  the surface of the skin and the water in it ... reducing body  temperature.  [5]  [total: 14]",
+            "12": "12 0610/33/ o/n/20 \u00a9 ucles 2020 5 (a) (i) table  5.1 shows some statements about arteries, capillaries and veins.    place ticks ( 3) in the boxes to show which statements are correct for arteries, capillaries  and veins.    one has been done for you. table 5.1 statements arteries capillaries veins carry blood away from the heart 3 supply cells with nutrients and  remove waste products return blood to the heart have a thick wall containing  muscle and elastic tissue have a thin wall containing  muscle and elastic tissue have a very thin wall with no  muscle or elastic tissue  [5]   (ii) state one other way in which the structure of a vein is different from an artery.  .  [1]  (b) oxygen moves from the blood into body cells.   carbon dioxide moves from body cells into the blood.   (i) state the name of the process in a cell that uses oxygen and releases carbon dioxide.  .  [1]",
+            "13": "13 0610/33/ o/n/20 \u00a9 ucles 2020 [turn over   fig. 5.1 is a drawing representing the movement of molecules into and out of an animal cell.   the number of dots represent the concentrations of molecules inside and outside the cell.   the arrows show the direction of movement of the molecules. w x yz fig. 5.1   (ii) state the letter(s) that represent the movement of:    molecules by active transport     molecules by diffusion   [2]  [total: 9]",
+            "14": "14 0610/33/ o/n/20 \u00a9 ucles 2020 6 (a) (i) the box on the left shows the beginning of a sentence.    the boxes on the right show some sentence endings.    draw  two  straight lines from \u2018excretion\u2019 to the boxes on the right to make two correct  sentences. excretion is the removal of excess substances from an organism. is the removal of toxic materials from an organism. is the taking in of materials for energy and growth.is the movement of digested food molecules into cells. is the passing out of undigested food from an organism.  [2]   (ii) the kidney filters the blood and produces a liquid called urine.    state three  substances that are found in the urine of a healthy person. 1   2   3    [3]",
+            "15": "15 0610/33/ o/n/20 \u00a9 ucles 2020 [turn over  (b) fig. 6.1 is a diagram of part of the human excretory system and associated blood vessels. p r qkey: direction of blood flow fig. 6.1   state the names of parts p, q and r in fig.  6.1. p \u200a ... q  ... r  ...  [3]  (c) the volume and concentration of urine produced is affected by changes in water consumption,  temperature and exercise levels.   table  6.1 shows three different conditions.   complete table  6.1 by writing increases  or decreases  in the boxes to show the effect of  each condition on the volume and concentration of urine produced. table 6.1 condition volume of urine concentration of urine increase in water consumption increase in temperature increase in exercise level  [3]",
+            "16": "16 0610/33/ o/n/20 \u00a9 ucles 2020  (d) protein can be broken down into amino acids.   (i) list four chemical elements that are always found in protein. 1   2   3   4    [2]   (ii) state the name of the organ in the human body that breaks down excess amino acids.  .  [1]  (e) fig. 6.2 shows some chemical reactions that are catalysed by enzymes.   the enzyme catalysing the reaction is shown on the arrow.   complete fig.  6.2 by filling in the names of the four missing molecules.  amylase starch   ..  .. protein   amino acids  lipase fats   ... and ... fig. 6.2  [3]  [total: 17]",
+            "17": "17 0610/33/ o/n/20 \u00a9 ucles 2020 [turn over 7 tobacco smoke damages health and can cause many different diseases.  (a) table  7.1 shows the number of deaths, caused by smoking, for three different diseases. table 7.1 diseasenumber of deaths  caused by smoking chronic obstructive pulmonary disease (copd) 13 200 coronary heart disease (chd) 12 000 lung cancer 22 800   calculate the percentage of deaths that were caused by copd.   space for working.   . % [2]",
+            "18": "18 0610/33/   o/   n/20 \u00a9 ucles 2020 (b) fig. 7.1 is a drawing of a cigarette showing some of the substances in tobacco smoke. tobacco smoke taken into the lungscarbon monoxidex is addictive tar particulates fig. 7.1   (i) describe the effect of carbon monoxide and tar on the gas exchange system.  carbon monoxide  ...  ...  ... tar  ..  ...  ...  [4]   (ii) state the name of component x shown in fig. 7.1.  .  [1]  (c) pregnant women are advised not to smoke as the harmful substances in tobacco can be  transferred from the woman to her fetus.   describe how the harmful substances are transferred from the mother to the fetus.  ...  ...  ...  ...  .  [2]",
+            "19": "19 0610/33/ o/n/20 \u00a9 ucles 2020  (d) smoking is a risk factor for coronary heart disease.   state three other  risk factors for coronary heart disease. 1   2   3    [3]  [total: 12]",
+            "20": "20 0610/33/ o/n/20 \u00a9 ucles 2020 permission to reproduce items where third \u2011party 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 \u2011related 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 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.blank page"
+        },
+        "0610_w20_qp_41.pdf": {
+            "1": "cambridge igcse\u2122dc (jc/ct) 187653/6 \u00a9 ucles 2020  [turn overthis document has 16 pages. blank pages are indicated. *3310582895* biology  0610/41 paper 4 theory (extended)  october/november  2020  1 hour 15 minutes you must answer on the question paper. no additional materials are needed. instructions  \u25cf answer all questions.  \u25cf use a black or dark blue pen. you may use an hb pencil for any diagrams or graphs.  \u25cf write your name, centre number and candidate number in the boxes at the top of the page.  \u25cf write your answer to each question in the space provided.  \u25cf do not use an erasable pen or correction fluid.  \u25cf do not write on any bar codes.  \u25cf you may use a calculator.  \u25cf you should show all your working and use appropriate units. information  \u25cf the total mark for this paper is 80.  \u25cf the number of marks for each question or part question is shown in brackets [  ].",
+            "2": "2 0610/41/o/n/20 \u00a9 ucles 2020 1 water is an essential molecule for life.  (a) complete the statements.   water moves into and out of cells by ... .    water is known as a ... because it can dissolve solutes.   [2]  (b) a leaf cell was put into a solution. the water potential of the solution was lower than the water  potential of the contents of the cell.   fig. 1.1 is a sketch of the cell after three hours in the solution. nucleus fig. 1.1     the leaf cell was transferred into pure water.    sketch  the expected appearance of the cell after it had been in the pure water for three  hours.   draw one arrow on your sketch to show the direction of water movement.  [3]",
+            "3": "3 0610/41/o/n/20 \u00a9 ucles 2020 [turn over  (c) a plant was not watered for one week.    fig. 1.2 shows a series of photographs of the plant during the week.  day 0  day 3  day 7 fig. 1.2     explain how the lack of water has affected the support of the leaves of the plant shown in  fig. 1.2.   use the term turgor pressure  in your answer.  ...  ...  ...  ...  ...  ...  .  [3]  [total: 8]",
+            "4": "4 0610/41/o/n/20 \u00a9 ucles 2020 2  pathogens cause disease.  (a) fig. 2.1 shows some cells that are part of the human immune system. these cells are  responding to one type of pathogen. q t sr fig. 2.1    explain how the immune system responds to an invasion of pathogens.   use the letters in fig. 2.1 in your answer.  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  .  [6]",
+            "5": "5 0610/41/o/n/20 \u00a9 ucles 2020 [turn over  (b) a vaccine was introduced in 1942 for a particular disease.   fig. 2.2 shows the effect of introducing the vaccine on the number of cases of the disease in  one country. 050100150200250 1920 1930 1940 1950 year1960 1970 1980number of cases of disease per million peoplevaccine introducedvaccine introduced fig. 2.2   in 1946 the government of the country concluded that the vaccine was successful.   discuss the evidence, shown in fig. 2.2, for and against this conclusion.  ...  ...  ...  ...  ...  ...  ...  ...  .  [4]  [total: 10]",
+            "6": "6 0610/41/o/n/20 \u00a9 ucles 2020 3 all living organisms excrete waste products.  (a) fig. 3.1 is a photomicrograph of naegleria fowleri , a single-celled protoctist that lives in watery  environments. a magnification \u00d74000 fig. 3.1   (i) state a feature of n. fowleri , visible in fig. 3.1, that distinguishes it from prokaryotes.  .  [1]   (ii) state the name and function of structure a. structure   function  ..  ...  [2]   (iii) suggest how n. fowleri  excretes carbon dioxide.  ...  .  [1]",
+            "7": "7 0610/41/o/n/20 \u00a9 ucles 2020 [turn over  (b) urea is a toxin that is excreted by the kidneys in humans.   describe how and where in the body urea is formed.  ...  ...  ...  ...  ...  ...  .  [3]",
+            "8": "8 0610/41/o/n/20 \u00a9 ucles 2020  (c) fig. 3.2 shows part of the human excretory system and associated blood vessels.   the arrows indicate the direction of blood flow. d e f g h not to scale fig. 3.2   (i) draw a label line and the letter x on fig. 3.2  to show the location of the cortex in one of  the kidneys.  [1]   (ii) table 3.1 contains statements about the labelled structures in fig. 3.2.    complete the table by: \u2022 stating the name of the structure \u2022 identifying the letter that labels that structure. table 3.1 description name of structure letter from fig. 3.2 organ that stores urine tube that carries urine out of the  kidney blood vessel with the lowest  concentration of urea blood vessel with the lowest  concentration of carbon dioxide tube that carries urine out of the  body  [5]",
+            "9": "9 0610/41/o/n/20 \u00a9 ucles 2020 [turn over  (d) doctors wanted to investigate the effect of exercise on the excretion of salts.   they collected urine from people before and after running a long distance on a hot day.   the results of their investigation are shown in table 3.2. table 3.2 before running after running average volume of urine  / cm31156.0 569.0 average concentration of sodium in  urine  / mmol per dm3   85.6  78.2   (i) suggest why there is a difference in the volume of urine produced before running  compared with after running.    use the information in table 3.2 in your answer.  ...  ...  ...  ...  .  [2]   (ii) calculate the percentage decrease in the average sodium concentration after running  compared with before running.    give your answer to one significant figure.    space for working.     %   [3]",
+            "10": "10 0610/41/o/n/20 \u00a9 ucles 2020   (iii) describe how the kidney tubules enable the excretion of salts.   ...  ...  ...  ...  ...  ...  .  [3]   (e) large plasma proteins are usually prevented from entering the urine.    state the name of one protein found in blood plasma.  .  [1]  [total: 22]",
+            "11": "11 0610/41/o/n/20 \u00a9 ucles 2020 [turn over 4 (a) fig. 4.1 shows a bee with pollen on its legs. fig. 4.1   bees are insects that pollinate some flowering plants. they are attracted to the flowers by  their colour, scent and nectar.   (i) describe other ways in which flowers and pollen grains are adapted for insect pollination.   ...  ...  ...  ...  ...  ...  .  [3]   (ii) state where pollen is produced in a flower.  .  [1]   (iii) state the name of the process that produces haploid pollen nuclei.  .  [1]   (iv) explain why it is important that the pollen nuclei are haploid.  ...  .  [1]",
+            "12": "12 0610/41/o/n/20 \u00a9 ucles 2020  (b) (i) describe how the pollen that is carried by an insect to another flower results in the  formation of a plant embryo.  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  .  [5]   (ii) describe the advantages of cross-pollination.  ...  ...  ...  ...  .  [2]  (c) some people are concerned that genetically modified plants might cross-pollinate with wild  varieties of plants.   (i) suggest how farmers could prevent cross-pollination between genetically modified plants  and wild varieties of plants.  ...  ...  .  [1]   (ii) state two advantages of genetically modified crops. 1   2    [2]   [total: 16]",
+            "13": "13 0610/41/o/n/20 \u00a9 ucles 2020 [turn over 5 milk is a source of some of the nutrients that are part of a balanced diet.   (a) calcium and protein are two nutrients found in milk.   describe the importance of calcium and protein in the diet.  calcium  .  ...  ... protein  ...  ...  ...  [4]  (b) lactose is found in cows\u2019 milk. some people do not have the enzyme to digest lactose.   state the names of two organs, associated with the alimentary canal, that produce enzymes. 1   2    [2]",
+            "14": "14 0610/41/o/n/20 \u00a9 ucles 2020  (c) fig. 5.1 shows a flow diagram for the production of lactose-free milk. step 1  collect cows\u2019 milk from farm step 2  heat milk to a high temperature for 15 seconds step 3  allow milk to cool to 20 \u00b0c step 4  pour milk into a container of beads containing enzymes step 5  collect lactose-free milk step 6  store lactose-free milk at 2\u00b0c in sterile bottlesbeads containing enzymemilkdiagram of step 4 lactose-free milk fig. 5.1   (i) explain how heating the milk in step 2  in fig. 5.1 ensures the hygienic preparation of  lactose-free milk.  ...  ...  .  [1]   (ii) explain why the milk must be cooled in step 3  before it makes contact with the enzymes.  ...  ...  ...  ...  .  [2]   (iii) state the name of the enzyme used to make lactose-free milk in step 4 .  .  [1]",
+            "15": "15 0610/41/o/n/20 \u00a9 ucles 2020 [turn over   (iv) suggest why the enzymes are kept in the beads in step 4  rather than mixed as an  enzyme solution with the milk.   ...  ...  .  [1]  (d) milk is produced by mammals.   (i) explain the advantages to newborn mammals of breast milk.  ...  ...  ...  ...  ...  ...  ...  ...  .  [4]   (ii) explain why breast-feeding mothers are advised to drink plenty of water and avoid  excessive alcohol consumption.  ...  ...  ...  ...  .  [2]  [total: 17]",
+            "16": "16 0610/41/o/n/20 \u00a9 ucles 2020 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 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.6 sensitivity is one of the characteristics of all living organisms.  (a) define the term sensitivity .   ...  ...  .  [2]  (b) the eye is an example of a sense organ.   (i) define the term sense  organ .   ...  ...  .  [2]   (ii) adrenaline is a hormone that is released in \u2018fight or flight\u2019 situations. it causes a change  in the eye.    complete table 6.1 by stating the parts of the eye that change when adrenaline is  released into the blood. table 6.1 action part of the eye muscle that relaxes  muscle that contracts widens  [3]  [total: 7]"
+        },
+        "0610_w20_qp_42.pdf": {
+            "1": "cambridge igcse\u2122this document has 20 pages. blank pages are indicated. dc (jc/ct) 187679/5 \u00a9 ucles 2020  [turn over *4547988232* biology  0610/42 paper 4 theory (extended)  october/november  2020  1 hour 15 minutes you must answer on the question paper. no additional materials are needed. instructions  \u25cf answer all questions.  \u25cf use a black or dark blue pen. you may use an hb pencil for any diagrams or graphs.  \u25cf write your name, centre number and candidate number in the boxes at the top of the page.  \u25cf write your answer to each question in the space provided.  \u25cf do not use an erasable pen or correction fluid.  \u25cf do not write on any bar codes.  \u25cf you may use a calculator.  \u25cf you should show all your working and use appropriate units. information  \u25cf the total mark for this paper is 80.  \u25cf the number of marks for each question or part question is shown in brackets [  ].",
+            "2": "2 0610/42/o/n/20 \u00a9 ucles 2020 1 (a) sensitivity is one of the characteristics of life. the eye is one of the major sense organs of  vertebrates.   (i) define the term sensitivity .  ...  ...  ...  .  [2]   (ii) define the term sense organ .  ...  ...  ...  .  [2]  (b) accommodation (focusing) is one of the functions of the eye.   fig. 1.1 is a diagram of an eye that is focusing on a distant object. ciliary muscleretina x suspensory ligaments fig. 1.1   (i) state the name of the part of the retina labelled x.  .  [1]",
+            "3": "3 0610/42/o/n/20 \u00a9 ucles 2020 [turn over   fig. 1.2 is an incomplete diagram of an eye that is focusing on a near object. fig. 1.2   (ii) complete fig. 1.2 by drawing  the shape of the lens and the light rays from the object to  the retina.  [3]   (iii) describe the roles of the ciliary muscles and suspensory ligaments in focusing on a  distant object , as shown in fig. 1.1.  ...  ...  ...  ...  ...  ...  ...  .  [3]",
+            "4": "4 0610/42/o/n/20 \u00a9 ucles 2020  (c) the eye also controls the amount of light that enters the pupil.    fig. 1.3 shows an eye in low light and in bright light. eye in low light eye in bright light fig. 1.3   describe the changes that occur in the eye when the light becomes bright, as shown in  fig. 1.3.  ...  ...  ...  ...  ...  ...  ...  .  [3]  (d) the change shown in fig. 1.3 occurs automatically without thought.   state the name given to this type of action.  .  [1]  [total: 15]",
+            "5": "5 0610/42/o/n/20 \u00a9 ucles 2020 [turn over 2 fig. 2.1 is a vertical section of a human molar tooth and surrounding structures. dcba fig. 2.1  (a) state the names of the parts labelled a to d on fig. 2.1.  a  ... b  ... c  ... d  ...  [4]  (b) describe and explain the function of molar teeth.  ...  ...  ...  ...  ...  ...  .  [3]",
+            "6": "6 0610/42/o/n/20 \u00a9 ucles 2020  (c) fig. 2.2 is an x-ray of decay in a molar tooth. decayed molar tooth fig. 2.2   explain how tooth decay occurs.  ...  ...  ...  ...  ...  ...  ...  .  [4]  [total: 11]",
+            "7": "7 0610/42/o/n/20 \u00a9 ucles 2020 [turn over 3 fig. 3.1 is a food web for a forested area in central america. hooded skunkjaguar bobcatgreat horned owl long-tailed weaselnine-banded armadillo termitesred harvester ants lowland tapircollared peccary muhly grassperuvian feather grass fig. 3.1  (a) complete table 3.1 using information from fig. 3.1. table 3.1 trophic level description example from fig. 3.1 herbivore producer feeds on tertiary consumers secondary consumer  [4]",
+            "8": "8 0610/42/o/n/20 \u00a9 ucles 2020  (b) fig. 3.2 shows the flow of energy through a food chain. the size of each box represents the  energy available in each trophic level, numbered 1, 2, 3 and 4. respiration respiration respiration ztrophic level 1 trophic level 2 trophic level 3 trophic level 4solar energy fig. 3.2   (i) state the term given to the group of organisms represented by z in fig. 3.2.  .  [1]   (ii) explain, with reference to fig. 3.2, why food chains usually have fewer than five trophic  levels.   ...  ...  ...  ...  ...  ...  ...  ...  .  [4]",
+            "9": "9 0610/42/o/n/20 \u00a9 ucles 2020 [turn over  (c) intensive livestock production can be damaging to natural ecosystems.   fig. 3.3 shows intensive farming of chickens. fig. 3.3   (i) describe the negative impact on an ecosystem of the intensive production of livestock,  such as chickens.  ...  ...  ...  ...  ...  ...  ...  .  [3]",
+            "10": "10 0610/42/o/n/20 \u00a9 ucles 2020   (ii) forests are cleared for farmland. deforestation can lead to a loss of soil (soil erosion).    explain the effects of soil erosion on ecosystems.   ...  ...  ...  ...  ...  ...  .  [3]  [total: 15]",
+            "11": "11 0610/42/o/n/20 \u00a9 ucles 2020 [turn over 4  (a) yeast cells have many structures in common with a plant cell.   fig. 4.1 is a drawing of a yeast cell. a b c dcell wall fig. 4.1   (i) state the names of the cell structures labelled a and d on fig. 4.1.  a   d    [2]   (ii) state the functions of the cell structures labelled b and c on fig. 4.1. b   c    [2]   (iii) state the name of one structure that is found in plant cells but is absent in yeast cells.  .  [1]",
+            "12": "12 0610/42/o/n/20 \u00a9 ucles 2020  (b) yeast is used in the production of ethanol to manufacture a type of biofuel.    fig. 4.2 is a flow chart of the process. maize plants maltoseenzyme s enzyme t process u in anaerobic conditionsglucoseextraction of starch from maize ethanol carbon dioxide fig. 4.2   (i) state the names of enzymes s and t. s   t    [2]   (ii) yeast is used in process u. complete the balanced chemical equation for anaerobic  respiration in yeast. .     ...c2h5oh  +  ..  [2]   (iii) suggest the advantages of using biofuels instead of fossil fuels.  ...  ...  ...  ...  ...  ...  .  [3]",
+            "13": "13 0610/42/o/n/20 \u00a9 ucles 2020 [turn over   (iv) carbon dioxide may be collected from process u and sold for use in glasshouses.     explain why carbon dioxide is used in glasshouses.  ...  ...  ...  ...  ...  ...  ...  .  [4]  [total: 16]",
+            "14": "14 0610/42/o/n/20 \u00a9 ucles 2020 5 (a) the activities of the ovaries and the uterus are regulated by the hormones fsh, lh, oestrogen  and progesterone during the menstrual cycle.   complete table 5.1 to show the sites of production and the roles of these four hormones. table 5.1 hormone site of productiontarget organrole fsh pituitary gland ovary lh pituitary gland ovary oestrogen uterus stimulates growth of the lining of the uterus progesterone uterus  [5]",
+            "15": "15 0610/42/o/n/20 \u00a9 ucles 2020 [turn over  (b) fig. 5.1 shows the changes in the lining of the uterus of a human female. 0 7 14 21 day of menstrual cycle28 7 14thickness of the lining of the uterus fig. 5.1   describe the changes in the lining of the uterus between days 0 and 28 of the menstrual  cycle.  between days 0 and 7   ..  ...  ...  ... between days 7 and 28     ...  ...  ...  ...  [3]",
+            "16": "16 0610/42/o/n/20 \u00a9 ucles 2020  (c) some people are infertile.   artificial insemination (ai) and in vitro  fertilisation (ivf) are two methods of fertility treatment.   these two methods are outlined in fig. 5.2. collection of sperm washed sperm growth of embryos in culture dishtransfer of embryosfreezing of spare embryos not to scalein vitro  fertilisationartificial insemination washed spermcollection of spermcollection of eggs eggs and sperm mixed together embryo fig. 5.2",
+            "17": "17 0610/42/o/n/20 \u00a9 ucles 2020 [turn over   describe the similarities and differences between the two processes of fertility treatment  shown in fig. 5.2.   ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  .  [6]  [total: 14]",
+            "18": "18 0610/42/o/n/20 \u00a9 ucles 2020 6 fig. 6.1 is a diagram of dna. base pairkey: base  a fig. 6.1  (a) (i) state the letter of the base that pairs with a.  .  [1]      (ii) state the letters of the other bases in dna.  .  [1]  (b) outline the roles of dna in a cell.   ...  ...  ...  ...  .  [2]",
+            "19": "19 0610/42/o/n/20 \u00a9 ucles 2020 [turn over  (c) fig. 6.2 shows a plant tissue in which cells are dividing by mitosis. k j h fig. 6.2   (i) cell h in fig. 6.2 is about to divide by mitosis.     state what happens to the chromosomes in cell h before mitosis takes place and state  why it is necessary.  ...  ...  ...  ...  .  [2]   (ii) cell k is about to divide into two cells.    state the structures that will form between the nuclei so that the cell divides into two  cells.  ...  .  [2]",
+            "20": "20 0610/42/o/n/20 \u00a9 ucles 2020 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 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.  (iii) cell j in fig. 6.2 is an example of a diploid cell.    state what is meant by the term diploid .  ...  ...  .  [1]  [total: 9]"
+        },
+        "0610_w20_qp_43.pdf": {
+            "1": "cambridge igcse\u2122dc (jc/ct) 188259/4 \u00a9 ucles 2020  [turn overthis document has 16 pages. blank pages are indicated. *1428990771* biology  0610/43 paper 4 theory (extended)  october/november  2020  1 hour 15 minutes you must answer on the question paper. no additional materials are needed. instructions  \u25cf answer all questions.  \u25cf use a black or dark blue pen. you may use an hb pencil for any diagrams or graphs.  \u25cf write your name, centre number and candidate number in the boxes at the top of the page.  \u25cf write your answer to each question in the space provided.  \u25cf do not use an erasable pen or correction fluid.  \u25cf do not write on any bar codes.  \u25cf you may use a calculator.  \u25cf you should show all your working and use appropriate units. information  \u25cf the total mark for this paper is 80.  \u25cf the number of marks for each question or part question is shown in brackets [  ].",
+            "2": "2 0610/43/o/n/20 \u00a9 ucles 2020 1 plants are sensitive to light.  (a) fig. 1.1 shows a sequence of diagrams for two young plant seedlings. the seedlings were  first grown in pots with light from all directions and then placed into boxes.  \u2022 seedling a was placed in a box with light entering from one side only.  \u2022 seedling b was placed in a box with no light. ba basoil waterseedling fig. 1.1     complete fig. 1.1 by drawing seedling a and seedling b, in the boxes , to show the expected  direction of their growth after one week.  [2]",
+            "3": "3 0610/43/o/n/20 \u00a9 ucles 2020 [turn over  (b) plants are also sensitive to gravity.   (i) define the term sensitivity .   ...  ...  .  [2]   (ii) explain the role of plant hormones in gravitropism.  ...  ...  ...  ...  ...  ...  ...  ...  .  [4]   (iii) gravitropism enables plants to survive in their environment.    explain how gravitropism enables a plant to survive.  ...  ...  ...  ...  .  [2]  ",
+            "4": "4 0610/43/o/n/20 \u00a9 ucles 2020  (c) reflexes in animals are also an example of sensitivity.   (i) describe how reflexes in animals differ from sensitivity in plants.  ...  ...  ...  ...  .  [2]   (ii) the pupil reflex is an example of a reflex that occurs in the eye. the eye is a sense  organ.    define the term sense organ .   ...  ...  ...  ...  .  [2]  [total: 14]",
+            "5": "5 0610/43/o/n/20 \u00a9 ucles 2020 [turn over 2 (a) a person ate a meal containing starch and fat.    fig. 2.1 shows some events that occurred after ingesting this meal. p absorption of nutrients in the villi q assimilation of fatty acids in the liver r breakdown of large food particles by the teeth s movement of small food particles through the oesophagus t secretion of amylase from the salivary glands fig. 2.1   put the events in fig. 2.1 into the correct sequence. one has been done for you. r  [2]  (b) the stomach lining contains cells that secrete proteins.   (i) state the names of two cell structures that are involved in making or secreting proteins.  1   2    [2]   (ii) state the name of one component of gastric juice and describe its functions.  ...  ...  ...  ...  ...  ...  ...  [3]",
+            "6": "6 0610/43/o/n/20 \u00a9 ucles 2020   (iii) there are goblet cells in many parts of the alimentary canal.    state the substance that goblet cells secrete.  .  [1]    (c) emulsification of fats occurs in the alimentary canal.   (i) describe the process of emulsification of fats.  ...  ...  ...  ...  .  [2]   (ii) state the name of the organ in the alimentary canal where fats are emulsified.  .  [1]   (iii) state the name of the structure in the villi where digested fats are absorbed.  .  [1]  [total: 12] 3 (a) fig. 3.1 is part of a food web in a rainforest. coconut treeiguana frogjaguar monkey grasshopperanaconda fruit bat banana plant fig. 3.1",
+            "7": "7 0610/43/o/n/20 \u00a9 ucles 2020 [turn over   (i) complete fig. 3.2 using the information in fig. 3.1.     the first one has been done for you. the number of different producers 2 the number of different secondary consumers the number of different trophic levels in the food web how many different trophic levels monkeys feed at fig. 3.2  [3]   (ii) sometimes anacondas are able to kill and eat jaguars.    using the information in fig. 3.1, state the name of the highest possible trophic level of  an anaconda that eats a jaguar.  .  [1]   (iii) explain why the population of anacondas is always smaller than the population of fruit  bats in the food web shown in fig. 3.1.    use the concept of energy flow  in your answer.  ...  ...  ...  ...  ...  ...  .  [3]",
+            "8": "8 0610/43/o/n/20 \u00a9 ucles 2020  (b) (i) a giant rat was discovered in a natural rainforest on vangunu island. scientists wanted  to determine if it was a new species.    explain how scientists can use tissue samples to classify this rat.  ...  ...  ...  ...  .  [2]   (ii) giant rats eat coconuts.     coconuts are grown as a monoculture for human consumption.    suggest how monocultures of crop plants can result in the extinction of some animals.  ...  ...  ...  ...  ...  ...  .  [3]  [total: 12]",
+            "9": "9 0610/43/o/n/20 \u00a9 ucles 2020 [turn over 4 yeast is an example of a single-celled fungus.  (a) the population of yeast can be estimated by using a light microscope to view a small sample  of yeast cells in a modified microscope slide.   there is a square chamber, with a specific volume, cut into the microscope slide and a grid to  make it easier to count the number of cells.    fig. 4.1 shows a diagram of the modified microscope slide. it also shows part of a light  microscope with the modified microscope slide filled to the top with a sample of yeast cells.  grid chamber fig. 4.1   the length of the sides of each small square in the grid in the modified microscope slide is  200 \u03bcm. the depth of the chamber is 100  \u03bcm. there is a total of 25 small squares in the grid.   each small square in the grid has an average of 52 yeast cells.   calculate the concentration of yeast cells per mm3.   space for working.   .  cells per mm3  [3]",
+            "10": "10 0610/43/o/n/20 \u00a9 ucles 2020  (b) a small sample of yeast cells and 19  g per dm3 of sugar were added to a fermenter. the  population size of live yeast cells and the concentration of the sugar in the fermenter were  calculated every day for 10  days.    the results are shown in fig. 4.2 and fig. 4.3. 0 0 1 2 3 4 5 time  / days6 7 8 9102468101214161820 concentration of sugar / g per dm3 0 1 2 3 4 5 time  / days6 7 8 910population size of live yeast cellsfig. 4.20 0 1 2 3 4 5 time  / days6 7 8 9102468101214161820 concentration of sugar / g per dm3 0 1 2 3 4 5 time  / days6 7 8 910population size of live yeast cells fig. 4.3",
+            "11": "11 0610/43/o/n/20 \u00a9 ucles 2020 [turn over   (i) draw an x on fig. 4.3  to indicate the position of the lag phase.  [1]   (ii) complete the line on fig. 4.3  to show the expected change in the population size of live  yeast cells from day 3 to day 10.  [2]   (iii) describe and explain the changes in the concentration of sugar in the fermenter  over the  10-day period.  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  .  [5]  (c) explain why it is important that there is a tube in the fermenter that allows gases to escape.  ...  ...  ...  ...  .  [2]  [total: 13]",
+            "12": "12 0610/43/o/n/20 \u00a9 ucles 2020 5 fig. 5.1 shows a photomicrograph of a sperm cell reaching an egg cell. fig. 5.1  (a) (i) complete the sentence:    a nucleus containing a single set of unpaired chromosomes in a sperm is called a     ... nucleus.  [1]   (ii) state where, in the female reproductive system, the event shown in fig. 5.1 occurs.  .  [1]   (iii) describe what happens from the event shown in fig. 5.1 until an embryo is formed.  ...  ...  ...  ...  ...  ...  ...  ...  .  [4] ",
+            "13": "13 0610/43/o/n/20 \u00a9 ucles 2020 [turn over  (b) some people use fertility drugs and in vitro fertilisation (ivf) to have children.    outline the use of fertility drugs and the process of ivf.  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  .  [6]  [total: 12]",
+            "14": "14 0610/43/o/n/20 \u00a9 ucles 2020 6 (a) researchers investigated four different insecticides to determine how effective they were at  removing three different species of insects, a, b and c, from crop plants.   they tested different concentrations of each insecticide to find the minimum dosage required  to remove 95% of each insect population in two hours.    each insecticide had the same cost per gram.   the results are shown in table 6.1. table 6.1 species of  insectminimum dosage required  / mg per dm3 insecticide 1 insecticide 2 insecticide 3 insecticide 4 a  3 51 5 58 b 31 27 2 75 c 10  2 3 65   (i) use the information in table 6.1 to decide which one of the four different insecticides and  which dosage would be the best choice for removing insects a, b and c from a field of  crop plants.    explain your choices. insecticide ... dosage  . explanation    ...  ...  ...  ...  ... [3]",
+            "15": "15 0610/43/o/n/20 \u00a9 ucles 2020 [turn over   (ii) discuss factors, other than dosage, that should be considered to prevent the insecticide  damaging the environment.  ...  ...  ...  ...  ...  ...  .  [3]  (b) (i) describe the advantages to farmers of using insecticides.  ...  ...  ...  ...  .  [2]   (ii) farmers also use other chemicals on their crop plants.    state the names of chemicals, other than insecticides, that are used by farmers on crop  plants and explain their benefits.  ...  ...  ...  ...  ...  ...  .  [3]",
+            "16": "16 0610/43/o/n/20 \u00a9 ucles 2020 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 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. (c) insecticides are often made from chemicals that occur naturally in plants. tobacco plants are  one example of this.   (i) suggest why having a natural insecticide is an adaptive feature of plants.  ...  ...  .  [1]   (ii) describe why people find it difficult to stop smoking tobacco.  ...  ...  ...  ...  .  [2]   (iii) state the names of two diseases that can be caused by smoking tobacco. 1   2    [2]   (iv) state the name of the component of tobacco that can damage alveoli.  .  [1]  [total: 17]"
+        },
+        "0610_w20_qp_51.pdf": {
+            "1": "cambridge igcse\u2122dc (jc/jg) 187681/3 \u00a9 ucles 2020  [turn overthis document has 12 pages. blank pages are indicated. *6470663654* biology  0610/51 paper 5 practical test  october/november  2020  1 hour 15 minutes you must answer on the question paper. you will need:  the materials and apparatus listed in the confidential instructions instructions  \u25cf answer all questions.  \u25cf use a black or dark blue pen. you may use an hb pencil for any diagrams or graphs.  \u25cf write your name, centre number and candidate number in the boxes at the top of the page.  \u25cf write your answer to each question in the space provided.  \u25cf do not use an erasable pen or correction fluid.  \u25cf do not write on any bar codes.  \u25cf you may use a calculator.  \u25cf you should show all your working and use appropriate units. information  \u25cf the total mark for this paper is 40.  \u25cf the number of marks for each question or part question is shown in brackets [  ]. for examiner\u2019s use 1 2 total",
+            "2": "2 0610/51/o/n/20 \u00a9 ucles 2020 1 the enzyme lipase catalyses the break-down of fats into fatty acids and glycerol.    you are going to investigate how the concentration of lipase affects the break-down of fat in milk.  an increase in the concentration of fatty acids will change the ph of the milk.  you are going to use the ph indicator bromothymol blue to determine the ph of the milk and lipase  solution during the investigation.    table 1.1 shows the colour of bromothymol blue indicator at different ph values. table 1.1 ph 6 7 8 colour yellow green blue  read all the instructions but do not carry them out until you have drawn a table for  your results in the space provided in question 1(a)(ii).  you should use the safety equipment provided while you are carrying out the practical work.  (a) step 1  label four test-tubes l1, l2, l3 and l4.  step 2  make solutions containing different concentrations of lipase.      use the volumes of 2% lipase  solution and distilled water  as shown in table  1.2. table 1.2   test-tubevolume of   2% lipase  / cm3volume of distilled  water  / cm3percentage concentration  of lipase solution l1 3.00 0.00 2.0 l2 1.50 1.50 1.0 l3 0.75 2.25 l4 0.00 3.00 0.0   (i) calculate the percentage concentration of lipase solution in test-tube l3 using the  information in table 1.2 .     space for working.   ... % [1] ",
+            "3": "3 0610/51/o/n/20 \u00a9 ucles 2020 [turn over  step 3  label another four test-tubes m1, m2, m3 and m4.  step 4  to each of test-tubes m1, m2, m3 and m4 add:  \u2022 5 drops of bromothymol blue indicator \u2022 2 cm3 of sodium carbonate solution  \u2022 2 cm3 of milk.  step 5   raise your hand when you are ready for warm water to be put into the beaker  labelled water-bath .     step 6  put all eight test-tubes into the water-bath and leave for five minutes.  step 7   after five minutes remove test-tubes m1 and l1 from the water-bath and place in a  test-tube rack.  step 8  pour the solution in test-tube m1 into test-tube l1. start a stop-clock.  step 9   observe the colour of the bromothymol blue indicator in test-tube l1 and record the  time at which it becomes yellow.       if the colour has not changed to yellow in five minutes, stop observing and record  the result as >300 .  step 10  repeat steps 7, 8 and 9 for test-tubes m2 and l2, m3 and l3, m4 and l4.     record your results in the table you have prepared in 1(a)(ii) .      you should record your results in seconds .   (ii) prepare a table to record your results.  [4]",
+            "4": "4 0610/51/o/n/20 \u00a9 ucles 2020   (iii) state a conclusion for your results.  ...  ...  .  [1]  (b) (i) identify the control in this investigation and explain why a control was used.  control  ... explanation    ...  ...  [2]   (ii) using the information in table 1.1 and your results, estimate the ph values in test-tube  l1 and test-tube l4 at the end of the investigation.    l1     l4   [1]   (iii) state two variables that were kept constant in this investigation. 1    ... 2    ...  [2]   (iv)  suggest why all of the test-tubes were placed into a water-bath for five minutes, in step 6,  before mixing their contents.  ...  ...  .  [1]   (v) state the potential source of error in step 9.  ...  ...  .  [1]  ",
+            "5": "5 0610/51/o/n/20 \u00a9 ucles 2020 [turn over  (c) describe how you would safely test lipase for the presence of protein and state the result of a  positive test. method  ..  ...  ... positive result    ... safety precaution  ..  ...  [3]  (d) the average temperature of the human body is 37  \u00b0c. humans produce lipase for fat  digestion. a student thought that lipase would work best at human body temperature.   plan an investigation to find out if 37  \u00b0c is the optimum (best) temperature for lipase activity.  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  .  [6]  [total: 22]",
+            "6": "6 0610/51/o/n/20 \u00a9 ucles 2020 2 (a) fig. 2.1 is a labelled diagram of the parts of a flower. petal stigma sepalstyle ovarycarpelanther stamen filament fig. 2.1   fig. 2.2 is a photograph showing the parts of a flower that have been separated.  a b c fig. 2.2     complete table 2.1 using the information in fig. 2.1 and fig. 2.2 by stating the: \u2022 names of flower parts a, b and c  \u2022 number of each of the flower parts a, b and c visible in fig. 2.2.  table 2.1 letter on fig. 2.2 name of flower part number visible a b c  [3]",
+            "7": "7 0610/51/o/n/20 \u00a9 ucles 2020 [turn over  (b) fig. 2.3 shows a photograph of a germinating pollen grain. x ypollen tube pollen grain magnification \u00d7350 fig. 2.3   (i) make a large drawing of the germinating pollen grain shown in fig. 2.3.     label the pollen tube.  [5]",
+            "8": "8 0610/51/o/n/20 \u00a9 ucles 2020   (ii) measure the length of line xy on fig. 2.3.    length of line xy . mm    calculate the actual length of the pollen grain in fig. 2.3 using the formula. magnification = length of xy on fig. 2.3 actual length of xy    include the unit.    space for working.    ...  [3]  (c) some students collected pollen from the anthers of flowers to investigate the effect of two  different solutions, s1 and s2, on the germination of pollen.   two microscope slides were prepared.   slide one had 210 pollen grains and two drops of solution s1.   slide two had 250 pollen grains and two drops of solution s2.   every 10 minutes the students counted and recorded the number of pollen grains that had  germinated.    the percentage of pollen grains that had germinated was calculated.    fig. 2.4 shows a drawing of the pollen grains as seen with a light microscope. germinated pollen grain ungerminated pollen grain fig. 2.4",
+            "9": "9 0610/51/o/n/20 \u00a9 ucles 2020 [turn over   the results of the investigation are shown in table 2.2. table 2.2 percentage germination time / minutes 10 20 30 40 50 60 solution s1  5 18 26 38 51 51 solution s2  3  8 18 28 36 51   (i) state two conclusions for these results. 1    ...  ... 2    ...  ...  [2]   (ii) the results in table 2.2 are shown as percentages rather than as the actual number of  germinated pollen grains.     explain why this enables a valid comparison to be made between the results for s1  and s2.   ...  ...  .  [1]   (iii)  describe how the percentage germination in table 2.2 was calculated.  ...  ...  ...  .  [2]",
+            "10": "10 0610/51/o/n/20 \u00a9 ucles 2020  (d) the students prepared another three slides using solutions a, b and c and left them for  60 minutes. they measured the length of the pollen tubes in 20 germinated pollen grains.   the results are shown in table 2.3. table 2.3 solution average length of pollen tube  / \u00b5m a  190 b  220 c 265   fig. 2.5 shows the grid that the students used to plot a graph of their results.  aaverage length of pollen tube  / \u03bcm solution fig. 2.5",
+            "11": "11 0610/51/o/n/20 \u00a9 ucles 2020   use the information in table 2.3 to complete the graph in fig. 2.5  by:  \u2022 adding the scale for the y-axis \u2022 plotting the bars for solutions b and c.  [2]  [total: 18]",
+            "12": "12 0610/51/o/n/20 \u00a9 ucles 2020 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 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.blank page"
+        },
+        "0610_w20_qp_52.pdf": {
+            "1": "cambridge igcse\u2122this document has 12 pages. blank pages are indicated. dc (dh/sg) 191308/4 \u00a9 ucles 2020  [turn over *6950672888* biology  0610/52 paper 5 practical test  october/november  2020  1 hour 15 minutes you must answer on the question paper. you will need:  the materials and apparatus listed in the confidential instructions instructions  \u25cf answer all questions.  \u25cf use a black or dark blue pen. you may use an hb pencil for any diagrams or graphs.  \u25cf write your name, centre number and candidate number in the boxes at the top of the page.  \u25cf write your answer to each question in the space provided.  \u25cf do not use an erasable pen or correction fluid.  \u25cf do not write on any bar codes.  \u25cf you may use a calculator.  \u25cf you should show all your working and use appropriate units. information  \u25cf the total mark for this paper is 40.  \u25cf the number of marks for each question or part question is shown in brackets [  ]. for examiner\u2019s use 1 2 total",
+            "2": "2 0610/52/ o/n/20 \u00a9 ucles 2020 1 you are going to investigate the effect of temperature on the rate of rising of bread dough.  read all the instructions but do not carry them out until you have drawn a table for  your results in the space provided in 1(a)(i).  step 1  label one plastic cup c and a second plastic cup w.  step 2  put 30  cm3 of water into the measuring cylinder.  step 3   pour approximately 10  cm3 of water from the measuring cylinder into the beaker labelled  dough  and stir the contents for 20  seconds using the metal spatula. repeat this step  until all the water has been added.  step 4  stir the mixture for one minute to form a dough.  step 5  use the spatula to scrape the dough from the beaker onto the white tile.  step 6   use the spatula to divide the dough into two equal parts. put on the gloves provided and  roll each piece of dough in your hands to form a ball.  step 7   place one ball of dough into each of the plastic cups, c and w. gently push each ball of  dough to form a flattened layer at the bottom of the cup.  step 8   mark the maximum height of the dough on the outside of each cup with the marker pen.  measure the height of this line from the base of each cup using a ruler, as shown in  fig. 1.1. record these measurements in your table in 1(a)(i) . mark at the maximum height of the dough measure the distance between the top of the dough and the base of the cupplastic cup dough fig. 1.1",
+            "3": "3 0610/52/ o/n/20 \u00a9 ucles 2020 [turn over  step 9  put 100  cm3 of water into the empty beaker labelled cool water-bath .  step 10   raise your hand when you are ready for warm water to be added to the beaker labelled  warm water-bath .  step 11  place cup c into the cool water-bath  and cup w into the warm water-bath .  step 12  start the stop-clock and leave the cups in the water-baths for 15 minutes.  continue with the other questions during this time.  step 13  after 15 minutes remove the cups from the water-baths.  step 14   mark the maximum height of the dough on each cup with the marker pen. measure the  distance of this line from the base of each cup. record these measurements in your  table in 1(a)(i) .  (a) (i) prepare a table to record your results.   [4]   (ii) calculate the change in the height of the dough in cup c and in cup w between step 8  and step 14.    c     w    [1]   (iii) state a conclusion for these results.  ...  ...  .  [1]   (iv) identify the independent variable (the variable that was changed) in this investigation.  .  [1]   (v) identify the dependent variable (the variable that was measured) in this investigation.  .  [1]",
+            "4": "4 0610/52/ o/n/20 \u00a9 ucles 2020  (b) (i) identify one possible source of error in step 6 and describe how the method could be  improved to avoid this error. error  ...  ... improvement  .  ...  ...  ...   [2]   (ii) explain why a more valid conclusion can be made by comparing the change in heights  rather than the final heights of the dough.  ...  ...  .  [1]  (c) state the test that could be used to show that starch was present in a sample of bread dough.   give a positive test result. test   positive result     [2]  (d) the dough mixture in step 3 contained 50  g of flour, 3  g of sugar and 2  g of yeast. carbon  dioxide gas is produced when yeast respires. the gas causes the dough to rise.   (i) state the name of an indicator which could be used to show that the gas is carbon  dioxide and give the positive test result for this indicator. indicator  . positive test result  .   [2]",
+            "5": "5 0610/52/ o/n/20 \u00a9 ucles 2020 [turn over   (ii) plan an investigation to determine the effect of the mass of sugar on the volume of  carbon dioxide produced by a yeast suspension.  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  .  [6]   [total: 21]",
+            "6": "6 0610/52/ o/n/20 \u00a9 ucles 2020 2 (a) fig. 2.1 is a photomicrograph showing several cells from an elodea sp.  aquatic plant. a fig. 2.1   (i) draw a large diagram of the cell labelled a in fig. 2.1.   [4]",
+            "7": "7 0610/52/ o/n/20 \u00a9 ucles 2020 [turn over   (ii) p q magnification \u00d71200 fig. 2.2    measure the length of the line pq on fig. 2.2.    length of pq .  mm    calculate the actual length of the cell using the formula and your measurement. magnification = length of line pq actual length of cell    include the unit.    space for working.      [3]",
+            "8": "8 0610/52/ o/n/20 \u00a9 ucles 2020  (b) a student investigated the effect of light intensity on the rate of photosynthesis in elodea sp .  they changed the light intensity by placing a light source at different distances from the plant.  the student counted the number of bubbles of oxygen produced in three minutes.   the results of the investigation are shown in table 2.1. table 2.1 distance of the light  source from the plant  / cmnumber of bubbles  produced in three minutesrate of bubble production / bubbles per minute 80 312 104 100 312 104 120 309 140 264 88 160 162 54 180 96 32 200 57 19   (i) calculate the rate of bubble production when the light source was 120  cm from the plant.   ...  bubbles per minute  [1]",
+            "9": "9 0610/52/ o/n/20 \u00a9 ucles 2020 [turn over   (ii) plot a line graph on the grid to show the relationship between the distance of the light  source from the plant and the rate of bubble production.       [4]   (iii) estimate, using your graph, the rate of bubble production per minute if the distance from  the light source was 170  cm.   ...  bubbles per minute  [1]   (iv) describe the trends shown on your graph.  ...  ...  ...  ...  .  [2]",
+            "10": "10 0610/52/ o/n/20 \u00a9 ucles 2020   (v) the student repeated the experiment described in 2(b) at a higher temperature. the  student left the plant for ten minutes at the new temperature before starting to measure  the rate of bubble production.    suggest why the student waited for ten minutes before taking measurements.  ...  ...  .  [1]   (vi) table 2.1 shows that when the light source was 140  cm from the plant, the rate of  bubble production was 88 bubbles per minute at the original temperature. at the higher  temperature, the rate of bubble production when the light source was 140  cm from the  plant was 122 bubbles per minute.    calculate the percentage change in the number of bubbles when the temperature was  increased.    give your answer to the nearest whole number.    space for working.     %   [3]  [total: 19]",
+            "11": "11 0610/52/ o/n/20 \u00a9 ucles 2020 blank page",
+            "12": "12 0610/52/ o/n/20 \u00a9 ucles 2020 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 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.blank page"
+        },
+        "0610_w20_qp_53.pdf": {
+            "1": "cambridge igcse\u2122this document has 12 pages. blank pages are indicated. dc (tc/cb) 191100/3 \u00a9 ucles 2020  [turn over *5351173329* biology  0610/53 paper 5 practical test  october/november  2020  1 hour 15 minutes you must answer on the question paper. you will need:  the materials and apparatus listed in the confidential instructions instructions \u25cf\t answer \tall questions.  \u25cf use a black or dark blue pen. you may use an hb pencil for any diagrams or graphs.  \u25cf write your name, centre number and candidate number in the boxes at the top of the page.  \u25cf write your answer to each question in the space provided.  \u25cf do not use an erasable pen or correction fluid.  \u25cf do not write on any bar codes.  \u25cf you may use a calculator.  \u25cf you should show all your working and use appropriate units. information  \u25cf the total mark for this paper is 40.  \u25cf the number of marks for each question or part question is shown in brackets [  ]. for examiner\u2019s use 1 2 total",
+            "2": "2 0610/53/ o/n/20 \u00a9 ucles 2020 1 amylase \tis\tan\tenzyme\tthat\tcatalyses \tthe\tbreak-down \tof\tstarch\tinto\treducing \tsugars.  amylase \tis\tproduced \tby\tseeds\tduring\tgermination.  you are provided with extract u, which is made from germinating seeds.  you are going to estimate the concentration of amylase in seed extract u by comparing it to known  concentrations of amylase.  read all the instructions but do not carry them out until you have drawn a table for  your results in the space provided in 1(a)(ii).  you should use the gloves and eye protection provided while you are carrying out the practical  work.  step 1  label four small beakers a, b, c, and d.  step 2  use the syringes to add the volumes of 2% amylase  and distilled water  shown in  table  1.1 to each labelled beaker. table 1.1 beakervolume of 2%  amylase solution   / cm3volume of distilled  water  / cm3final percentage  concentration of  amylase solution a 10.0 0.0 2.0 b  7.5 2.5 1.5 c  5.0 5.0 1.0 d  2.5 7.5  (a) (i) complete table  1.1 by calculating the final percentage concentration of amylase solution  for beaker  d.   ... % [1] \t step \t3\t label \tfive\ttest-tubes \ta, b, c, d and u.  step 4  use a syringe to add 2  cm3 of starch\tsuspension \tto\teach\tof\tthe\tlabelled\ttest-tubes.",
+            "3": "3 0610/53/ o/n/20 \u00a9 ucles 2020 [turn over  step 5  prepare a white tile by using a pipette to put drops of iodine solution in five columns  labelled a, b, c, d and u, as shown in fig.  1.1. there should be 8 drops of iodine  solution in each column.    a 1 2 3 4 5 6 7 8drop of iodine solutionb c d u white tiletime / minutes     fig. 1.1  step 6  use a clean syringe to add 2  cm3 of amylase solution from beaker a\tto\ttest-tube \ta and  shake gently to mix.  step 7  repeat step  6 using beakers b, c, d and u\tand\ttest-tubes \tb, c, d and u. \t step \t8\t start \tthe\tstop-clock. \t step \t9\t after \tone\tminute\tuse\ta\tclean\tpipette\tto\tremove\tone\tdrop\tof\tsolution\tfrom\ttest-tube \ta  and add it to the first drop of iodine solution, a1, on the white tile. observe any colour  change.  step 10  repeat step 9 using: \u2022 the\tcontents \tof\ttest-tube \tb and iodine solution drop b1 \u2022 the\tcontents \tof\ttest-tube \tc and iodine solution drop c1 \u2022 the\tcontents \tof\ttest-tube \td and iodine solution drop d1 \u2022 the\tcontents \tof\ttest-tube \tu and iodine solution drop u1.  step 11  repeat steps 9 and 10 after two minutes using iodine solution drop a2, b2, c2, d2 and  u2. \t step \t12\t continue \tto\ttest\tthe\tcontents \tof\tthe\ttest-tubes \tat\tone\tminute\tintervals\tuntil\ta\tdrop\tof\tthe\t mixtures in the beakers has been added to all eight rows of iodine solution drops on the  white tile.",
+            "4": "4 0610/53/ o/n/20 \u00a9 ucles 2020  step 13  observe the colour of each drop of iodine solution on the white tile and determine the  time\tat\twhich\tthe\tstarch\tin\teach\ttest-tube \twas\tbroken\tdown.    in your table in 1(a)(ii) , record the time taken for the starch to be broken down.    if starch was still present in row 8 record the time taken as >8.   (ii) prepare a table to record your results.  [4]   (iii) explain how you decided when all of the starch had been broken down in step  13.  ...  ...  .  [1]   (iv) estimate the concentration of amylase in seed extract  u using your results in 1(a)(ii) .    state the evidence that supports your choice. estimated amylase concentration of u  .. evidence    ...  ...  [1]",
+            "5": "5 0610/53/ o/n/20 \u00a9 ucles 2020 [turn over   (v) describe how you would test for the presence of reducing sugars.     state the result for a positive test. method  ..  ...  ... positive test result  .  [3]  (b) seeds\tcontain\tstarch\tas\ta\tstore\tof\tenergy.\tamylase \tin\tthe\tseeds\tcatalyses \tthe\tbreak-down \tof\t the stored starch into reducing sugars. seeds use the reducing sugars to provide some of the  energy required for germination.   plan an investigation to find out how temperature affects the activity of amylase in germinating  seeds.  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  .  [6]",
+            "6": "6 0610/53/ o/n/20 \u00a9 ucles 2020  (c) a\tscientist\tinvestigated \thow\tthe\tactivity\tof\tamylase\tin\ta\tseed\tchanged \tas\tit\tgerminated.   she measured the activity of amylase in a germinating seed over a period of 18  days.   the results are shown in table  1.2. table 1.2 time / daysactivity of amylase  / arbitrary units  0   0  3   0  6  40  9 240 12 240 15 120 18  65   (i) plot a line graph of the data in table  1.2.  [4]",
+            "7": "7 0610/53/ o/n/20 \u00a9 ucles 2020 [turn over   (ii) describe the pattern shown by the data in your graph.  ...  ...  ...  ...  .  [2]  (d) (i) the data in table  1.2 did not enable the scientist to determine precisely when the  amylase was most active.    explain why.  ...  ...  .  [1]   (ii) suggest what further data is needed to be able to determine exactly when amylase was  most active.  ...  ...  .  [1]  [total: 24]",
+            "8": "8 0610/53/ o/n/20 \u00a9 ucles 2020 2 fig. 2.1 shows a photograph of two winged seeds from a sycamore tree. seedseed magnification \u00d74wing a b fig. 2.1  (a) (i) make a large drawing of the two winged seeds shown in fig.  2.1.    do not label your drawing.  [4]",
+            "9": "9 0610/53/ o/n/20 \u00a9 ucles 2020 [turn over   (ii) measure the length of line ab on the winged seed on fig.  2.1.     length of line ab   mm    calculate the actual seed length using the equation and your measurement. include the  unit.    magnification = length of line ab actual seed length     [3]  (b) fig. 2.2 is a photograph of a seed from another type of tree. wing seed magnification \u00d71.5 fig. 2.2   describe one similarity and one difference between the seeds in fig.  2.1 and the seed in  fig. 2.2. similarity    ... difference  ..  ...  [2]",
+            "10": "10 0610/53/ o/n/20 \u00a9 ucles 2020  (c) seeds such as those in fig.  2.1 and in fig.  2.2 can rotate when they fall, moving them further  away from the parent tree.   a\tstudent\tcollected \tsycamore \tseeds\twith\twings\tof\tdifferent\tlengths.\tthey\tdropped\tthe\tseeds\t from the same height and measured the distance travelled by each seed.   the results are shown in fig.  2.3. 8090100110distance travelled by the seed / cm120130140 8 seed wing length  / mm10 12 14 16 18 20 fig. 2.3   (i) estimate, using the graph, the distance travelled by a seed with a wing length of 15  mm.    show on your graph how you estimated this value.   ...  cm  [2]   (ii) calculate the percentage increase in the distance travelled by a seed with a wing length  of 18  mm compared to a seed with a wing length of 10  mm.    give your answer to two significant figures.    space for working.     %  [3]",
+            "11": "11 0610/53/ o/n/20 \u00a9 ucles 2020   (iii) state  two variables that should be kept constant in the investigation described in 2(c). 1    ... 2    ...  [2]  [total: 16]",
+            "12": "12 0610/53/ o/n/20 \u00a9 ucles 2020 permission \tto\treproduce \titems\twhere\tthird-party \towned\tmaterial\tprotected \tby\tcopyright \tis\tincluded\thas\tbeen\tsought\tand\tcleared\twhere\tpossible. \tevery\t 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\tavoid\tthe\tissue\tof\tdisclosure \tof\tanswer-related \tinformation \tto\tcandidates, \tall\tcopyright \tacknowledgements \tare\treproduced \tonline\tin\tthe\tcambridge \t assessment \tinternational \teducation \tcopyright \tacknowledgements \tbooklet.\tthis\tis\tproduced \tfor\teach\tseries\tof\texaminations \tand\tis\tfreely\tavailable \tto\tdownload \t at www.cambridgeinternational.org after the live examination series. cambridge \tassessment \tinternational \teducation \tis\tpart\tof\tthe\tcambridge \tassessment \tgroup.\tcambridge \tassessment \tis\tthe\tbrand\tname\tof\tthe\tuniversity \tof\t cambridge local examinations syndicate (ucles), which itself is a department of the university of cambridge.blank page"
+        },
+        "0610_w20_qp_61.pdf": {
+            "1": "cambridge igcse\u2122this document has 12 pages. blank pages are indicated. dc (jc/jg) 188656/3 \u00a9 ucles 2020  [turn over *5731815511* biology  0610/61 paper 6 alternative to practical  october/november  2020  1 hour you must answer on the question paper. no additional materials are needed. instructions  \u25cf answer all questions.  \u25cf use a black or dark blue pen. you may use an hb pencil for any diagrams or graphs.  \u25cf write your name, centre number and candidate number in the boxes at the top of the page.  \u25cf write your answer to each question in the space provided.  \u25cf do not use an erasable pen or correction fluid.  \u25cf do not write on any bar codes.  \u25cf you may use a calculator.  \u25cf you should show all your working and use appropriate units. information  \u25cf the total mark for this paper is 40.  \u25cf the number of marks for each question or part question is shown in brackets [  ].",
+            "2": "2 0610/61/o/n/20 \u00a9 ucles 2020 1 the enzyme lipase catalyses the break-down of fats into fatty acids and glycerol.   a student investigated how the concentration of lipase affected the break-down of fat in milk.  an increase in the concentration of fatty acids in the milk will change the ph of the milk.  the student used a ph indicator, bromothymol blue, and observed the colour changes of the  indicator in the milk and lipase solution.  table 1.1 shows the colour of bromothymol blue indicator at different ph values. table 1.1 ph 6 7 8 colour yellow green blue (a) step 1  four test-tubes were labelled l1, l2, l3 and l4.  step 2   solutions containing different concentrations of lipase enzyme were made using the  volumes of 2% lipase solution and distilled water shown in table 1.2. table 1.2   test-tubevolume of 2% lipase  solution  / cm3volume of distilled  water  / cm3percentage concentration  of lipase solution l1 3.00 0.00 2.0 l2 1.50 1.50 1.0 l3 0.75 2.25 l4 0.00 3.00 0.0   (i) calculate the percentage concentration of lipase solution in test-tube l3 using the  information in table 1.2.    space for working.   ... % [1] ",
+            "3": "3 0610/61/o/n/20 \u00a9 ucles 2020 [turn over  step 3  another four test-tubes were labelled m1, m2, m3 and m4.   step 4   three different substances were added to each of test-tubes m1, m2, m3 and m4: \u2022 5 drops of bromothymol blue indicator \u2022 2 cm3 of sodium carbonate solution  \u2022 2 cm3 of milk.      the student observed that the contents of test-tubes m1, m2, m3 and m4 were all  blue.  step 5   all of the test-tubes were put into a water-bath containing warm water and left for  five minutes.      step 6  after five minutes test-tubes m1 and l1 were removed from the water-bath.   step 7  the contents of test-tube m1 were poured into l1 and a stop-clock started.  step 8   the colour of the bromothymol blue indicator in test-tube l1 was observed.     the time taken for the bromothymol blue indicator to become yellow was recorded.       if the colour had not changed to yellow in five minutes the result was recorded as  >300 .  step 9  steps 6, 7 and 8 were repeated for test-tubes m2 and l2, m3 and l3, m4 and l4.",
+            "4": "4 0610/61/o/n/20 \u00a9 ucles 2020  the times from step 8 and step 9 are shown in fig. 1.1. 00 : 25 l1 l2 l3 l4no change at 5 minutes 00 : 38 01 : 17 fig. 1.1     (ii) prepare a table for the results. convert the times shown in fig. 1.1 to seconds and  record them in your table.   [3]   (iii) state a conclusion for these results.  ...  ...  .  [1]  (b) (i) identify the control in this investigation and explain why a control was used.  control  ... explanation    ...  ...  [2]",
+            "5": "5 0610/61/o/n/20 \u00a9 ucles 2020 [turn over   (ii) using the information in table 1.1 and the results, estimate the ph values in test-tube l1  and test-tube l4 at the end of the investigation.    l1     l4   [1]   (iii) state the variable that was deliberately changed (the independent variable) in this  investigation.  .  [1]   (iv) state two variables that were kept constant in this investigation. 1    ... 2    ...  [2]   (v)  suggest why all of the test-tubes were placed into a water-bath, in step 5, for five minutes  before mixing their contents.  ...  ...  .  [1]   (vi) state the potential source of error in step 8.  ...  ...  .  [1]",
+            "6": "6 0610/61/o/n/20 \u00a9 ucles 2020  (c) describe how you would safely test lipase for the presence of protein and state the result of a  positive test. method  ..  ...  ... positive result    ... safety precaution  ..  ...  [3]  (d) the average temperature of the human body is 37  \u00b0c. humans produce lipase for fat  digestion. a student thought that lipase would work best at human body temperature.   plan an investigation to find out if 37  \u00b0c is the optimum (best) temperature for lipase activity.  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  .  [6]  [total: 22]",
+            "7": "7 0610/61/o/n/20 \u00a9 ucles 2020 [turn over 2 (a) fig. 2.1 is a labelled diagram of the parts of a flower. petal stigma sepalstyle ovarycarpelanther stamen filament fig. 2.1   fig. 2.2 is a photograph showing the parts of a flower that have been separated.  a b c fig. 2.2     complete table 2.1 using the information in fig. 2.1 and fig. 2.2 by stating the: \u2022 names of flower parts a, b and c  \u2022 number of each of the flower parts a, b and c visible in fig. 2.2.  table 2.1 letter on fig. 2.2 name of flower part number visible a b c  [3]",
+            "8": "8 0610/61/o/n/20 \u00a9 ucles 2020  (b) fig. 2.3 shows a photograph of a germinating pollen grain. x ypollen tube pollen grain magnification \u00d7350 fig. 2.3   (i) make a large drawing of the germinating pollen grain shown in fig. 2.3.     label the pollen tube.  [5]",
+            "9": "9 0610/61/o/n/20 \u00a9 ucles 2020 [turn over   (ii) measure the length of line xy on fig. 2.3.    length of line xy  mm     calculate the actual length of the pollen grain in fig. 2.3 using the formula. magnification = length of xy on fig. 2.3 actual length of xy    include the unit.    space for working.    ...   [3]  (c) some students collected pollen from the anthers of flowers to investigate the effect of two  different solutions, s1 and s2, on the germination of pollen.   two microscope slides were prepared.   slide one had 210 pollen grains and two drops of solution s1.   slide two had 250 pollen grains and two drops of solution s2.   every 10 minutes the students counted and recorded the number of pollen grains that had  germinated.    the percentage of pollen grains that had germinated was calculated.    fig. 2.4 shows a drawing of the pollen grains as seen with a light microscope. germinated pollen grain ungerminated pollen grain fig. 2.4",
+            "10": "10 0610/61/o/n/20 \u00a9 ucles 2020   the results of the investigation are shown in table 2.2. table 2.2 percentage germination time / minutes 10 20 30 40 50 60 solution s1  5 18 26 38 51 51 solution s2  3  8 18 28 36 51   (i) state two conclusions for these results. 1    ...  ... 2    ...  ...  [2]   (ii) the results in table 2.2 are shown as percentages rather than as the actual number of  germinated pollen grains.     explain why this enables a valid comparison to be made between the results for s1  and s2.   ...  ...  .  [1]   (iii)  describe how the percentage germination in table 2.2 was calculated.  ...  ...  ...  .  [2]  (d) the students prepared another three slides using solutions a, b and c and left them for 60  minutes. they measured the length of the pollen tubes in 20 germinated pollen grains.   the results are shown in table 2.3.",
+            "11": "11 0610/61/o/n/20 \u00a9 ucles 2020 table 2.3 solution average length of pollen tube  / \u00b5m a  190 b  220 c 265   fig. 2.5 shows the grid that the students used to plot a graph of their results.  aaverage length of pollen tube  / \u03bcm solution fig. 2.5   use the information in table 2.3 to complete the graph in fig. 2.5  by:  \u2022 adding the scale for the y-axis \u2022 plotting the bars for solutions b and c.  [2]  [total: 18]",
+            "12": "12 0610/61/o/n/20 \u00a9 ucles 2020 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 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.blank page"
+        },
+        "0610_w20_qp_62.pdf": {
+            "1": "cambridge igcse\u2122this document has 12 pages. blank pages are indicated. dc (dh/sg) 191310/4 \u00a9 ucles 2020  [turn over *1552755826* biology  0610/62 paper 6 alternative to practical  october/november  2020  1 hour you must answer on the question paper. no additional materials are needed. instructions  \u25cf answer all questions.  \u25cf use a black or dark blue pen. you may use an hb pencil for any diagrams or graphs.  \u25cf write your name, centre number and candidate number in the boxes at the top of the page.  \u25cf write your answer to each question in the space provided.  \u25cf do not use an erasable pen or correction fluid.  \u25cf do not write on any bar codes.  \u25cf you may use a calculator.  \u25cf you should show all your working and use appropriate units. information  \u25cf the total mark for this paper is 40.  \u25cf the number of marks for each question or part question is shown in brackets [  ].",
+            "2": "2 0610/62/ o/n/20 \u00a9 ucles 2020 blank page",
+            "3": "3 0610/62/ o/n/20 \u00a9 ucles 2020 [turn over 1 a student investigated the effect of temperature on the rate of rising of bread dough.  step 1   the student made bread dough by mixing water, sugar, yeast and flour in a beaker.  step 2   the student used their hands to divide the dough into two pieces of similar size.  step 3   the student placed one piece of dough into a transparent plastic cup labelled c and one  piece into a transparent plastic cup labelled w. they pushed each piece of dough to the  bottom of the cup.  step 4   the student measured the height of the dough in each cup. they took their measurement  from the base of the cup to the highest point of the dough.  step 5   the student put cup c into a cool water-bath and cup w into a warm water-bath. the  cups were left in the water-baths for 10 minutes.  step 6   after 10 minutes the cups were removed from the water-baths. the maximum height of  the dough in cup c and in cup w was measured.",
+            "4": "4 0610/62/ o/n/20 \u00a9 ucles 2020  (a) (i)  fig. 1.1 shows the height of the dough in each cup in step 4 and step 6. bread doughplastic cupstep 4 c w step 6 c w fig. 1.1",
+            "5": "5 0610/62/ o/n/20 \u00a9 ucles 2020 [turn over    prepare a table to record the results of this investigation in the space provided.    measure the maximum height of the dough in each cup in fig. 1.1.    draw lines on fig. 1.1  to show where you took each of these measurements.    record these measurements in your table.   [4]   (ii) calculate the change in the height of the dough in cup c and in cup w between step 4  and step 6. c   w  ...   [1]   (iii)  state a conclusion for these results.  ...  ...  .  [1]   (iv) identify the independent variable (the variable that was changed) in this investigation.  .  [1]   (v) identify the dependent variable (the variable that was measured) in this investigation.  .  [1]",
+            "6": "6 0610/62/ o/n/20 \u00a9 ucles 2020  (b) (i) identify one possible source of error in step 2 and describe how the method could be  improved to avoid this error. error  ...  ... improvement  .  ...  ...  ...   [2]   (ii) explain why a more valid conclusion can be made by comparing the change in heights  rather than the final heights of the dough.  ...  ...  .  [1]  (c) state the test that could be used to show that starch was present in a sample of bread dough.   give a positive test result. test   positive result     [2]  (d) the dough mixture in step 1 contained 50  g of flour, 3  g of sugar and 2  g of yeast. carbon  dioxide gas is produced when yeast respires. the gas causes the dough to rise.   (i) state the name of an indicator which could be used to show that the gas is carbon  dioxide and give the positive test result for this indicator. indicator  . positive test result  .   [2]",
+            "7": "7 0610/62/ o/n/20 \u00a9 ucles 2020 [turn over   (ii) plan an investigation to determine the effect of the mass of sugar on the volume of  carbon dioxide produced by a yeast suspension.  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  .  [6]   [total: 21]",
+            "8": "8 0610/62/ o/n/20 \u00a9 ucles 2020 2 fig. 2.1 is a photomicrograph showing several cells from an elodea sp.  aquatic plant. a fig. 2.1  (a) (i) draw a large diagram of the cell labelled a in fig. 2.1.   [4]",
+            "9": "9 0610/62/ o/n/20 \u00a9 ucles 2020 [turn over   (ii) p q magnification \u00d71200 fig. 2.2    measure the length of the line pq on fig. 2.2.    length of pq .  mm    calculate the actual length of the cell using the formula and your measurement. magnification = length of line pq actual length of cell    include the unit.    space for working.      [3]",
+            "10": "10 0610/62/ o/n/20 \u00a9 ucles 2020  (b) a student investigated the effect of light intensity on the rate of photosynthesis in elodea sp .  they changed the light intensity by placing a light source at different distances from the plant.  the student counted the number of bubbles of oxygen produced in three minutes.   the results of the investigation are shown in table 2.1. table 2.1 distance of the light  source from the plant  / cmnumber of bubbles  produced in three minutesrate of bubble production / bubbles per minute 80 312 104 100 312 104 120 309 140 264 88 160 162 54 180 96 32 200 57 19   (i) calculate the rate of bubble production when the light source was 120  cm from the plant.   ...  bubbles per minute  [1]",
+            "11": "11 0610/62/ o/n/20 \u00a9 ucles 2020 [turn over   (ii) plot a line graph on the grid to show the relationship between the distance of the light  source from the plant and the rate of bubble production.       [4]   (iii) estimate, using your graph, the rate of bubble production per minute if the distance from  the light source was 170  cm.   ...  bubbles per minute  [1]   (iv) describe the trends shown on your graph.  ...  ...  ...  ...  .  [2]",
+            "12": "12 0610/62/ o/n/20 \u00a9 ucles 2020 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 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.  (v) the student repeated the experiment described in 2(b) at a higher temperature. the  student left the plant for ten minutes at the new temperature before starting to measure  the rate of bubble production.    suggest why the student waited for ten minutes before taking measurements.  ...  ...  .  [1]   (vi) table 2.1 shows that when the light source was 140  cm from the plant, the rate of  bubble production was 88 bubbles per minute at the original temperature. at the higher  temperature, the rate of bubble production when the light source was 140  cm from the  plant was 122 bubbles per minute.    calculate the percentage change in the number of bubbles when the temperature was  increased.    give your answer to the nearest whole number.    space for working.     %   [3]  [total: 19]"
+        },
+        "0610_w20_qp_63.pdf": {
+            "1": "cambridge igcse\u2122this document has 16 pages. blank pages are indicated. dc (tc/cb) 191102/3 \u00a9 ucles 2020  [turn over *7585838145* biology  0610/63 paper 6 alternative to practical  october/november  2020  1 hour you must answer on the question paper. no additional materials are needed. instructions \u25cf\t answer \tall questions.  \u25cf use a black or dark blue pen. you may use an hb pencil for any diagrams or graphs.  \u25cf write your name, centre number and candidate number in the boxes at the top of the page.  \u25cf write your answer to each question in the space provided.  \u25cf do not use an erasable pen or correction fluid.  \u25cf do not write on any bar codes.  \u25cf you may use a calculator.  \u25cf you should show all your working and use appropriate units. information  \u25cf the total mark for this paper is 40.  \u25cf the number of marks for each question or part question is shown in brackets [  ].",
+            "2": "2 0610/63/ o/n/20 \u00a9 ucles 2020 blank page",
+            "3": "3 0610/63/ o/n/20 \u00a9 ucles 2020 [turn over 1 amylase is an enzyme that catalyses the break-down of starch into reducing sugars.  amylase is produced by seeds during germination.  a student wanted to estimate the concentration of amylase in a seed extract,  u. they did this by  determining the time taken for u to break down starch. this result was then compared to the time  taken by known concentrations of amylase.  step 1  the student was given a beaker containing seed extract  u.  step 2  the student made the four concentrations of amylase solution in beakers a, b, c and d  by using the volumes of 2% amylase solution and distilled water shown in table  1.1. table 1.1 beakervolume of 2%  amylase solution  / cm3volume of distilled   water  / cm3final percentage  concentration of  amylase solution a 10.0 0.0 2.0 b  7.5 2.5 1.5 c  5.0 5.0 1.0 d  2.5 7.5  (a) (i) calculate the final percentage concentration of amylase solution for beaker  d in  table  1.1.   ... % [1]  step 3  a white tile was prepared by using a pipette to put drops of iodine solution in five columns  labelled a, b, c, d and u, as shown in fig.  1.1. there were 8  drops of iodine solution in  each column. a 1 2 3 4 5 6 7 8drop of iodine solution white tileb c d u fig. 1.1  step 4  2 cm3 of starch suspension was put into each of the beakers labelled a, b, c, d and u.",
+            "4": "4 0610/63/ o/n/20 \u00a9 ucles 2020  step 5  a stop-clock was started.  step 6  after one minute one drop of the mixture from beaker  a was added to the first drop of  iodine solution labelled a1 on the white tile. this was repeated for beakers b, c, d and  u using drops  b1, c1, d1 and u1.  step 7  step 6 was repeated at one minute intervals until drops of the mixtures in the beakers  had been added to all eight rows of iodine solution drops on the white tile.    the results are shown in fig.  1.2. a 1 2 3 4 5 6 7 8= blue-black = yellow-brownkey: colour of iodine solution time / minutesb c d u fig. 1.2   (ii) prepare a table and record the time taken for the starch to be broken down, using the  information in fig.  1.2.    if starch is still present in row  8, record this in your table as  > 8.  [3]",
+            "5": "5 0610/63/ o/n/20 \u00a9 ucles 2020 [turn over   (iii) explain how you decided that all of the starch had been broken down.  ...  ...  .  [1]   (iv) estimate the concentration of amylase in seed extract  u using the results in 1(a)(ii)  and  fig. 1.2.    state the evidence that supports your choice. estimated amylase concentration of u  . evidence    ...  ...  [1]   (v) state one safety precaution that should be taken when carrying out the investigation  described in 1(a).  ...  ...  .  [1]   (vi) describe how you would test for the presence of reducing sugars.     state the result for a positive test. method  ..  ...  ... positive test result  .  [3]",
+            "6": "6 0610/63/ o/n/20 \u00a9 ucles 2020  (b) seeds contain starch as a store of energy. amylase in the seeds catalyses the break-down of  the stored starch into reducing sugars. seeds use the reducing sugars to provide some of the  energy required for germination.   plan an investigation to find out how temperature affects the activity of amylase in germinating  seeds.  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  .  [6]",
+            "7": "7 0610/63/ o/n/20 \u00a9 ucles 2020 [turn over blank page",
+            "8": "8 0610/63/ o/n/20 \u00a9 ucles 2020  (c) a scientist investigated how the activity of amylase in a seed changed as it germinated.   she measured the activity of amylase in a germinating seed over a period of 18  days.   the results are shown in table  1.2. table 1.2 time / daysactivity of amylase  / arbitrary units  0   0  3   0  6  40  9 240 12 240 15 120 18  65   (i) plot a line graph of the data in table  1.2.  [4]",
+            "9": "9 0610/63/ o/n/20 \u00a9 ucles 2020 [turn over   (ii) describe the pattern shown by the data in your graph.  ...  ...  ...  ...  .  [2]  (d) (i) the data in table  1.2 did not enable the scientist to determine precisely when the  amylase was most active.    explain why.  ...  ...  .  [1]   (ii) suggest what further data is needed to be able to determine exactly when amylase was  most active.  ...  ...  .  [1]  [total: 24]",
+            "10": "10 0610/63/ o/n/20 \u00a9 ucles 2020 2 fig. 2.1 shows a photograph of two winged seeds from a sycamore tree. seedseed magnification \u00d74wing a b fig. 2.1  (a) (i) make a large drawing of the two winged seeds shown in fig.  2.1.    do not label your drawing.  [4]",
+            "11": "11 0610/63/ o/n/20 \u00a9 ucles 2020 [turn over   (ii) measure the length of line ab on the winged seed on fig.  2.1.     length of line ab   mm    calculate the actual seed length using the equation and your measurement. include the  unit.    magnification = length of line ab actual seed length     [3]  (b) fig. 2.2 is a photograph of a seed from another type of tree. wing seed magnification \u00d71.5 fig. 2.2   describe one similarity and one difference between the seeds in fig.  2.1 and the seed in  fig. 2.2. similarity    ... difference  ..  ...  [2]",
+            "12": "12 0610/63/ o/n/20 \u00a9 ucles 2020  (c) seeds such as those in fig.  2.1 and in fig.  2.2 can rotate when they fall, moving them further  away from the parent tree.   a student collected sycamore seeds with wings of different lengths. they dropped the seeds  from the same height and measured the distance travelled by each seed.   the results are shown in fig.  2.3. 8090100110distance travelled by the seed / cm120130140 8 seed wing length  / mm10 12 14 16 18 20 fig. 2.3   (i) estimate, using the graph, the distance travelled by a seed with a wing length of 15  mm.    show on your graph how you estimated this value.   ...  cm  [2]   (ii) calculate the percentage increase in the distance travelled by a seed with a wing length  of 18  mm compared to a seed with a wing length of 10  mm.    give your answer to two significant figures.    space for working.   . %  [3]",
+            "13": "13 0610/63/ o/n/20 \u00a9 ucles 2020   (iii) state  two variables that should be kept constant in the investigation described in 2(c). 1    ... 2    ...  [2]  [total: 16]",
+            "14": "14 0610/63/ o/n/20 \u00a9 ucles 2020 blank page",
+            "15": "15 0610/63/ o/n/20 \u00a9 ucles 2020 blank page",
+            "16": "16 0610/63/ o/n/20 \u00a9 ucles 2020 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 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.blank page"
+        }
+    },
+    "2021": {
+        "0610_m21_qp_12.pdf": {
+            "1": "    this document has 20 pages. any blank pages are indicated.  ib21 03_0610_12/4rp   \u00a9 ucles 2021   [turn ove r   *7083535815 *cambridge igcse\u2122       biology 0610/12     paper 1 multiple choice (core)  february/march 2021     45 minutes    you must answer on the mult iple choice answer sheet.    you will need: multiple choice answer sheet   soft clean eraser   soft pencil (type b or hb is recommended)       instructions   \uf0b7 there are forty  questions on this paper. answer all questions.   \uf0b7 for each question there ar e four possible answers a, b, c and d. choose the one you consider correct  and record your choice in soft pencil on the multiple choice an swer sheet.   \uf0b7 follow the instructions on the multiple choice answer sheet.  \uf0b7 write in soft pencil.  \uf0b7 write your name, centre number and candidate number on the mult iple choice answer sheet in the  spaces provided unless this has been done for you.  \uf0b7 do not use correction fluid.  \uf0b7 do not write on any bar codes.  \uf0b7 you may use a calculator.      information  \uf0b7 the total mark for this paper is 40.  \uf0b7 each correct answer will score one mark.  \uf0b7 any rough working should be don e on this question paper.   ",
+            "2": "2  \u00a9 ucles 2021 0610/12/f/m/21  1 woodlice are small organisms that live in damp places.    in an experiment, three live woodlice are put into a glass cont ainer. the diagram shows what  happens after 30 minutes.    woodlice placed in hole here damp dry watergauze chemical to absorb water    which characteristic of living organisms is shown by this exper iment?  a g r o w t h   b nutrition  c respiration  d sensitivity     2 which species can breed with prunella vulgaris  to produce fertile offspring?     prunella modularis  vespula vulgaris    a \u0016 \u0016 k e y   b \u0016 \u001a \u0016 = yes  c \u001a \u0016 \u001a = no  d \u001a \u001a      3 what is the correct order of arthropod groups, from those with  the most  legs to those with the  fewest legs?  a arachnids \uf0ae crustaceans \uf0ae insects \uf0ae myriapods  b arachnids \uf0ae insects \uf0ae myriapods \uf0ae crustaceans  c myriapods \uf0ae crustaceans \uf0ae arachnids \uf0ae insects  d myriapods \uf0ae insects \uf0ae arachnids \uf0ae crustaceans    ",
+            "3": "3     \u00a9 ucles 2021 0610/12/f/m/21 [turn over  4 the diagram shows four animal cells, as seen under a light mic roscope.    x     what will be present at x?  a one cell membrane  b one cell wall  c two cell membranes  d two cell walls     5 the diagram shows a root hair cell.    cytoplasm vacuole nucleuscellulose cell wall    how is this cell modified for the absorption of water?  a it has a cellulose cell wall.  b it has a thin layer of cytoplasm.  c it has a large surface area.  d it has a large vacuole.    ",
+            "4": "4  \u00a9 ucles 2021 0610/12/f/m/21  6 the diagram shows a drawing of part of a tulip flower. the act ual width of the stigma, shown by  the line pq, is 5  mm. the length of line pq is 15  mm.    pq     what is the magnification of the diagram?  a \uf0b40.3 b \uf0b43 c \uf0b430 d \uf0b4300     7 a jar of air was placed upside down on top of a jar containing  a brown gas as shown.    at start after one hourair brown gasair and brown gas     which process has taken place?  a diffusion both upwards and downwards  b diffusion downwards only  c diffusion upwards only  d diffusion and osmosis ",
+            "5": "5     \u00a9 ucles 2021 0610/12/f/m/21 [turn over  8 which row describes active transport?     particles move through a cell membrane energy from   respiration needed from a region of to a region of  a higher concentration lower concentration no  b higher concentration lower concentration yes  c lower concentration higher concentration no  d lower concentration higher concentration yes      9 four foods were tested for each of these nutrients:    fat (using the ethanol emulsion test)  protein (using the biuret test)  reducing sugar (using benedict\u2019s solution).    which food contains protein and fat?     colour of result of food test   purple brick-red milky-white   a \u0016 \u001a \u0016 key  b \u0016 \u001a \u001a \u0016 = nutrient present  c \u001a \u0016 \u0016 \u001a = nutrient absent  d \u001a \u0016 \u001a      10 a human enzyme was used in an experiment. all factors were kep t constant, apart from  temperature.    what happened to the rate of reaction when the temperature was reduced steadily from  35  \uf0b0c to 5  \uf0b0c?  a it decreased steadily.  b it increased and then decreased.  c it increased steadily.  d it remained the same.     ",
+            "6": "6  \u00a9 ucles 2021 0610/12/f/m/21  11 which graph represents the effect of ph on the activity of a d igestive enzyme?    17 ph13activity of enzymea 17 ph13activity of enzymeb 17 ph13activity of enzymec 17 ph13activity of enzymed      12 in which process is oxygen a waste product?  a active transport  b aerobic respiration  c anaerobic respiration  d photosynthesis    ",
+            "7": "7     \u00a9 ucles 2021 0610/12/f/m/21 [turn over  13 the table shows diagrams of three types of cell found in a lea f.    which row correctly identifies each cell type?          not to scale  a spongy mesophyll epidermis xylem   b spongy mesophyll xylem epidermis   c xylem epidermis spongy mesophyll   d xylem spongy mesophyll epidermis       14 where does egestion take place?    b ac d      ",
+            "8": "8  \u00a9 ucles 2021 0610/12/f/m/21  15 the diagram shows a tooth with signs of decay.    enamel decay     what has made the hole in the enamel of the tooth?  a a c i d   b saliva  c sugar  d toothpaste     ",
+            "9": "9     \u00a9 ucles 2021 0610/12/f/m/21 [turn over  16 the diagram shows enzymes and the products of the reactions th ey catalyse.    amylase lipase proteaseamino acids fatty acids glycerol simple sugars    which diagram matches the enzymes with the correct products?    a b c d       17 which statement about a function of xylem tissue is correct?  a it carries glucose from t he roots to the leaves.  b it helps to support stems and leaves.  c it is the only transport tissue in the plant.  d it carries water away from the leaves.     18 what is part of the definition of transpiration?  a the loss of water vapour from plant leaves by evaporation of w ater at the surfaces of the  mesophyll cells  b the movement of molecules into the cells of the organism where  they are used  c the movement of particles through a cell membrane from a regio n of lower concentration to a  region of higher concentration  d the transport of mineral ions fr om the roots into the stem and  leaves     ",
+            "10": "10  \u00a9 ucles 2021 0610/12/f/m/21  19 which structures ensure the one-way flow of blood in the human  circulatory system?  a alveoli  b capillaries  c synapses  d valves      20 the diagram shows a section through the heart.    which part pumps blood to the aorta?    b c da       21 which defence prevents pathogens from entering the body?  a antibody production  b mucus  c phagocytosis  d vaccination     ",
+            "11": "11     \u00a9 ucles 2021 0610/12/f/m/21 [turn over  22 air entering human lungs contains approximately 21% oxygen and  0.04% carbon dioxide.    which row shows the concentrations of these gases in air leavin g the lungs?     percentage of  oxygen   in expired air percentage of  carbon dioxide  in expired air  a   4 21.0  b 12 4.0  c 16 4.0  d 20 0.4      23 what are the products of anaerobic respiration in yeast?  a alcohol + carbon dioxide  b alcohol + oxygen  c lactic acid + carbon dioxide  d lactic acid + oxygen     24 the diagram shows the human excretory system and associated blo od vessels.    x y z    what are structures x, y and z?     x  y  z   a ureter bladder urethra  b ureter kidney urethra  c urethra bladder ureter  d urethra kidney ureter   ",
+            "12": "12  \u00a9 ucles 2021 0610/12/f/m/21  25 sensory neurones conduct impulses from  a the brain and spinal cord to muscles.  b one sense organ to another sense organ.  c sense organs to the brain and spinal cord.  d sense organs to muscles.      26 the diagram shows a section through human skin.    xwv z y     which row matches the labelled part to its function?     insulation sensing  temperature sweat  production  a y w z  b y v x  c x w z  d x v y     ",
+            "13": "13     \u00a9 ucles 2021 0610/12/f/m/21 [turn over  27 the diagram shows a seedling growing in a pot in the light.    seedling soil     the pot was then placed on its side in a dark room.    what will be the appearance of the seedling after 48 hours?    a b c d      28 heroin is an illegal drug which has many effects on the body.    which statement about the effects of heroin abuse is correct?  a heroin decreases reaction times.  b heroin increases negative social behaviour.  c heroin is a stimulant.  d heroin is not addictive.    29 which process is occurring at x?    gamete 1 zygote gamete 2x     a fertilisation  b mitosis  c pollination  d meiosis    ",
+            "14": "14  \u00a9 ucles 2021 0610/12/f/m/21  30 which diagram of the male repro ductive system is correctly lab elled?    a prostate glandprostate gland prostate gland prostate glandspermduct testisb sperm duct testis c spermducttestis testisd sperm duct       31 which method of birth control works by preventing an egg from being released?  a condom  b contraceptive pill  c monitoring body temperature  d vasectomy      32 what is defined as \u2018a thread-like structure of dna, carrying g enetic information in the form of  genes\u2019?  a allele  b chromosome  c protein  d zygote     ",
+            "15": "15     \u00a9 ucles 2021 0610/12/f/m/21 [turn over  33 the diagram shows the production of a male embryo.    sperm cellegg cell male embryop     which row shows the sex chromosomes in the cells and the type o f cell division at p?     sex chromosomes found in type of cell  division at p egg cell sperm cell male embryo  a x x xx mitosis  b x x xx meiosis  c x y xy mitosis  d x y xy meiosis     34 foxes are mammals. the table shows adaptations of four differe nt species of fox.    which fox is best adapted to live in a hot dry desert region?     behaviour ear size fur colour daily volume of  urine produced  a mainly active in the day very small white large  b mainly active at night very large pale brown small  c mainly active at night small dark brown large  d mainly active in the day large dark grey small     35 what is the principal source of energy input into food chains?   a glucose  b heat  c soil  d sunlight    ",
+            "16": "16  \u00a9 ucles 2021 0610/12/f/m/21  36 what would be the effect of cutting down forests, on the carbo n dioxide concentration in the  atmosphere?  a carbon dioxide concentration would fall because of less photosy nthesis.  b carbon dioxide concentration would fall because of more photosy nthesis.  c carbon dioxide concentration would rise because of less photosy nthesis.  d carbon dioxide concentration would rise because of more photosy nthesis.      37 what is an example of a population?  a all the arthropods in a pond  b all the chital deer found in a forest  c all the lions that lived from 1950\u20132000  d all the flowering plants in a wood     38 during the extraction of apple juice, ripe apples are crushed and the enzyme pectinase is added.    which observation shows that pectinase has been used to produce  the apple juice?     volume of juice  obtained  / dm3 appearance of  the juice  a 0.6 cloudy  b 1.2 cloudy  c 0.4 clear  d 2.8 clear     39 rice has been modified by adding genes from bacteria and anothe r plant so that it can produce  the nutrient beta carotene.    what is this process called?  a evolution  b genetic engineering  c mutation  d selective breeding     ",
+            "17": "17     \u00a9 ucles 2021 0610/12/f/m/21  40 during the treatment of sewage, what is removed by screening?  a bacteria  b fats and grease  c large plastics  d urine     ",
+            "18": "18  \u00a9 ucles 2021 0610/12/f/m/21  blank page",
+            "19": "19     \u00a9 ucles 2021 0610/12/f/m/21  blank page",
+            "20": "20    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 tra ce copyright holders, but if any items requiring clearance have  unwittingly been included, the  publisher will be pleased to make amends at the earliest possib le opportunity.    to avoid the issue of disclosure of answer-related information to candidates, all copyright acknowledgements are reproduced on line in the cambridge  assessment international educat ion copyright acknowledgements b ooklet. this is produced for each series of examinations and is  freely available to download  at www.cambridgeinternational.org  after the live examination se ries.   cambridge assessment international education is part of the cam bridge assessment group. cambridge assessment is the brand name  of the university of  cambridge local examinations sy ndicate (ucles), which itself is  a department of the univ ersity of cambridge.    \u00a9 ucles 2021 0610/12/f/m/21  blank page  "
+        },
+        "0610_m21_qp_22.pdf": {
+            "1": "    this document has 16 pages. any blank pages are indicated.  ib21 03_0610_22/4rp   \u00a9 ucles 2021   [turn ove r   *6919756186 *cambridge igcse\u2122       biology 0610/22     paper 2 multiple choice (extended)  february/march 2021     45 minutes    you must answer on the mult iple choice answer sheet.    you will need: multiple choice answer sheet   soft clean eraser   soft pencil (type b or hb is recommended)       instructions   \uf0b7 there are forty  questions on this paper. answer all questions.   \uf0b7 for each question there ar e four possible answers a, b, c and d. choose the one you consider correct  and record your choice in soft pencil on the multiple choice an swer sheet.   \uf0b7 follow the instructions on the multiple choice answer sheet.  \uf0b7 write in soft pencil.  \uf0b7 write your name, centre number and candidate number on the mult iple choice answer sheet in the  spaces provided unless this has been done for you.  \uf0b7 do not use correction fluid.  \uf0b7 do not write on any bar codes.  \uf0b7 you may use a calculator.      information  \uf0b7 the total mark for this paper is 40.  \uf0b7 each correct answer will score one mark.  \uf0b7 any rough working should be don e on this question paper.   ",
+            "2": "2  \u00a9 ucles 2021 0610/22/f/m/21  1 woodlice are small organisms that live in damp places.    in an experiment, three live woodlice are put into a glass cont ainer. the diagram shows what  happens after 30 minutes.    woodlice placed in hole here damp dry watergauze chemical to absorb water    which characteristic of living organisms is shown by this exper iment?  a g r o w t h   b nutrition  c respiration  d sensitivity     2 which species can breed with prunella vulgaris  to produce fertile offspring?     prunella modularis  vespula vulgaris    a \u0016 \u0016 k e y   b \u0016 \u001a \u0016 = yes  c \u001a \u0016 \u001a = no  d \u001a \u001a      3 what is the correct order of arthropod groups, from those with  the most  legs to those with the  fewest legs?  a arachnids \uf0ae crustaceans \uf0ae insects \uf0ae myriapods  b arachnids \uf0ae insects \uf0ae myriapods \uf0ae crustaceans  c myriapods \uf0ae crustaceans \uf0ae arachnids \uf0ae insects  d myriapods \uf0ae insects \uf0ae arachnids \uf0ae crustaceans    ",
+            "3": "3     \u00a9 ucles 2021 0610/22/f/m/21 [turn over  4 the diagram shows four animal cells, as seen under a light mic roscope.    x     what will be present at x?  a one cell membrane  b one cell wall  c two cell membranes  d two cell walls     5 the diagram shows a root hair cell.    cytoplasm vacuole nucleuscellulose cell wall    how is this cell modified for the absorption of water?  a it has a cellulose cell wall.  b it has a thin layer of cytoplasm.  c it has a large surface area.  d it has a large vacuole.    6 a student draws a diagram of a mitochondrion.    the diagram has a magnification of \uf0b420  000.        the diagram is 5  cm long.    what is the actual size of the mitochondrion?  a 0.00025  \uf06dm b 0.0025  \uf06dm c 0.025  \uf06dm d 2.5  \uf06dm     ",
+            "4": "4  \u00a9 ucles 2021 0610/22/f/m/21  7 a jar of air was placed upside down on top of a jar containing  a brown gas as shown.    at start after one hourair brown gasair and brown gas     which process has taken place?  a diffusion both upwards and downwards  b diffusion downwards only  c diffusion upwards only  d diffusion and osmosis     8 which row describes active transport?     particles move through a cell membrane energy from   respiration needed  from a region of to a region of  a higher concentration lower concentration no  b higher concentration lower concentration yes  c lower concentration higher concentration no  d lower concentration higher concentration yes     9 the bases on one strand of a dna molecule have the sequence ca gct.    what is the sequence of bases on the other strand?  a cagct b gtcga c tgatc d gctag    ",
+            "5": "5     \u00a9 ucles 2021 0610/22/f/m/21 [turn over  10 the graph shows the effect of temperature on the rate of an enz yme-controlled reaction.    y xzrate temperature    which statements are correct?    1 the collision frequency between substrate and enzyme increase s between x and y.  2 the shape of the active site is altered between y and z. 3 the enzyme is denatured irreversibly at x and z.    a 1, 2 and 3 b 1 and 2 only c 1  o n l y  d 2 and 3 only    11 which graph represents the effect of ph on the activity of a d igestive enzyme?    17 ph13activity of enzymea 17 ph13activity of enzymeb 17 ph13activity of enzymec 17 ph13activity of enzymed      ",
+            "6": "6  \u00a9 ucles 2021 0610/22/f/m/21  12 in which process is oxygen a waste product?  a active transport  b aerobic respiration  c anaerobic respiration  d photosynthesis      13 which layer in the leaf contains interconnecting air spaces?    a b c d       14 where does egestion take place?    b ac d      ",
+            "7": "7     \u00a9 ucles 2021 0610/22/f/m/21 [turn over  15 the diagram shows a fat globule (p) in one part of the aliment ary canal and the same fat   globule (q) as it appears in another part of the alimentary can al.    pq    in which parts of the alimentary canal are p and q found?     p  q   a duodenum stomach  b ileum oesophagus  c oesophagus ileum  d rectum ileum     16 the diagram shows enzymes and the products of the reactions th ey catalyse.    amylase lipase proteaseamino acids fatty acids glycerol simple sugars    which diagram matches the enzymes with the correct products?    a b c d    ",
+            "8": "8  \u00a9 ucles 2021 0610/22/f/m/21  17 which statement about a function of xylem tissue is correct?  a it carries glucose from t he roots to the leaves.  b it helps to support stems and leaves.  c it is the only transport tissue in the plant.  d it carries water away from the leaves.      18 what is part of the definition of transpiration?  a the loss of water vapour from plant leaves by evaporation of w ater at the surfaces of the  mesophyll cells  b the movement of molecules into the cells of the organism where  they are used  c the movement of particles through a cell membrane from a regio n of lower concentration to a  region of higher concentration  d the transport of mineral ions fr om the roots into the stem and  leaves    19 the diagram shows the circulation of blood in an organism.    capillarieso2 co 2heart capillariesco 2 o2heart heart     in which part of the organism is the location of the capillarie s in the box?  a fish body  b fish gills  c mammalian  lungs  d mammalian body    ",
+            "9": "9     \u00a9 ucles 2021 0610/22/f/m/21 [turn over  20 the photomicrograph shows human blood.    which blood component can carry out the process of phagocytosis ?    a dcb       21 which diagram shows how a vaccination can lead to long-term imm unity?    antigen injecteda lymphocytes multiply antibodies producedmemory cells producedmemory cell injectedb antigens multiply lymphocytes producedantibodies produced antigen injectedc memory cells multiply lymphocytes producedantibodies producedantibody injectedd lymphocytes multiply antigens producedmemory cells produced     ",
+            "10": "10  \u00a9 ucles 2021 0610/22/f/m/21  22 air entering human lungs contains approximately 21% oxygen and  0.04% carbon dioxide.    which row shows the concentrations of these gases in air leavin g the lungs?     percentage of  oxygen   in expired air percentage of  carbon dioxide  in expired air  a   4 21.0  b 12 4.0  c 16 4.0  d 20 0.4     23 after running a fast race a student had pains in their leg mus cles.    the pain was caused by the build-up of a product of anaerobic r espiration.    which product caused the pain?  a carbon dioxide  b ethanol  c lactic acid  d water    ",
+            "11": "11     \u00a9 ucles 2021 0610/22/f/m/21 [turn over  24 the diagram shows the production and excretion of materials fr om the human body.    cells carbon dioxide x amino acids liver y excess salt zv w     what are v, w, x, y and z in the diagram?     v  w  x  y  z   a anaerobic respiration deamination kidneys urea lungs  b anaerobic respiration filtration lungs kidneys urea  c aerobic respiration deamination lungs urea kidneys  d aerobic respiration filtration urea lungs kidneys      25 what is a function of a synapse?  a to allow impulses to travel in both directions  b to ensure impulses travel in one direction  c to release vesicles into the synaptic gap  d to transport neurotransmitters by osmosis     26 hormones and the nervous system both control our bodies.    which statement about the control provided by our hormones is c orrect?  a fast response and long lasting  b fast response and short lived  c slow response and long lasting  d slow response and short lived    ",
+            "12": "12  \u00a9 ucles 2021 0610/22/f/m/21  27 auxin is a chemical produced by plants. it controls plant grow th.    which statement about auxin is correct?  a auxin affects the cells only where it is made.  b auxin is equally distributed in response to light from one dir ection.  c auxin elongates the cells in the shoot tip.  d auxin is made in the shoot tip.     28 how do some antibiotics kill bacteria?  a they damage the cell wall.  b they damage the endoplasmic reticulum.  c they damage the nucleus.  d they damage the protein coat.    29 some statements about asexual reproduction are listed.    1 offspring are genetically identical.  2 offspring are genetically different.  3 only one parent is required. 4 two parents are required.    which statements are correct?  a 1 and 3 b 1 and 4 c 2 and 3 d 2 and 4      30 which types of contact between humans can spread hiv?    1 blood transfusions  2 sexual intercourse  3 saliva    a 1 and 2 only b 1 and 3 only c 2 and 3 only d 1, 2 and 3     31 which method of birth control works by preventing an egg from being released?  a condom  b contraceptive pill  c monitoring body temperature  d vasectomy    ",
+            "13": "13     \u00a9 ucles 2021 0610/22/f/m/21 [turn over  32 what is defined as \u2018a thread-like structure of dna, carrying g enetic information in the form of  genes\u2019?  a allele  b chromosome  c protein  d zygote     33 the statements describe steps in protein synthesis.    1 copies of the gene are carried to the cytoplasm as mrna molec ules.  2 each ribosome assembles amino acids into a protein molecule.  3 the gene coding for a protein is copied in the nucleus. 4 the mrna molecules pass through ribosomes.    which sequence of steps is correct?  a 1 \uf0ae 2 \uf0ae 4 \uf0ae 3  b 1 \uf0ae 3 \uf0ae 2 \uf0ae 4  c 3 \uf0ae 1 \uf0ae 4 \uf0ae 2  d 3 \uf0ae 4 \uf0ae 2 \uf0ae 1     34 a sunflower has 17 chromosomes in each pollen nucleus. these n uclei are produced by the  process of \u2026\u20261\u2026\u2026 in the anthers. they are genetically \u2026\u20262\u2026\u2026 all  the pollen nuclei  produced by those anthers. after fertilisation the resulting zy gote will have \u2026\u20263\u2026\u2026  chromosomes.    which row correctly completes gaps 1, 2 and 3?     1  2  3   a meiosis identical to 34  b meiosis different from 34  c mitosis identical to 17  d mitosis different from 34     35 a man heterozygous for the sickle cell anaemia allele, hb shba, has children with a woman who is  homozygous for the normal haemoglobin allele, hbahba.    what is the probability that the first child will be resistant to malaria?  a 0.125 b 0 . 2 5  c 0 . 5  d 0 . 7 5      ",
+            "14": "14  \u00a9 ucles 2021 0610/22/f/m/21  36 which leaf feature is an adaptation of xerophytes to their envi ronment?  a hairs surrounding stomata  b large internal hollow spaces  c large numbers of stomata  d thin cuticle on both surfaces      37 the graph shows the change in population of an organism over ti me in an ecosystem.    xy z timepopulation     which row correctly identifies each phase of the population gra ph?     x  y  z   a lag exponential (log) stationary  b lag stationary death  c exponential (log) death stationary  d exponential (log) stationary death     ",
+            "15": "15     \u00a9 ucles 2021 0610/22/f/m/21  38 the diagram shows the structure of a bacterium.    x     the presence of structure x is one reason why bacteria are used  in genetic engineering.    what is structure x?  a chloroplast  b mitochondrion  c nucleus  d plasmid      39 when nitrates enter a lake they cause rapid growth of algae on  the surface of the water. this  causes the following changes in the lake:    1 the concentration of dissolved oxygen in the water decreases.   2 fish and other aquatic animals die.  3 aerobic respiration in decomposers increases.  4 producers die and decomposition increases.    in which order do these changes occur?  a 1  \uf0ae 2 \uf0ae 4 \uf0ae 3  b 3  \uf0ae 1 \uf0ae 2 \uf0ae 4  c 4  \uf0ae 2 \uf0ae 3 \uf0ae 1  d 4  \uf0ae 3 \uf0ae 1 \uf0ae 2      40 the action of which type of bacteria would cause soil to be la cking in nitrates?  a aerobic  b denitrifying  c nitrifying  d nitrogen fixing     ",
+            "16": "16    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 tra ce copyright holders, but if any items requiring clearance have  unwittingly been included, the  publisher will be pleased to make amends at the earliest possib le opportunity.    to avoid the issue of disclosure of answer-related information to candidates, all copyright acknowledgements are reproduced on line in the cambridge  assessment international educat ion copyright acknowledgements b ooklet. this is produced for each series of examinations and is  freely available to download  at www.cambridgeinternational.org  after the live examination se ries.   cambridge assessment international education is part of the cam bridge assessment group. cambridge assessment is the brand name  of the university of  cambridge local examinations sy ndicate (ucles), which itself is  a department of the univ ersity of cambridge.    \u00a9 ucles 2021 0610/22/f/m/21  blank page  "
+        },
+        "0610_m21_qp_32.pdf": {
+            "1": "this document has 16 pages. cambridge igcse\u2122 *4449332751* dc (st/ct) 202261/2 \u00a9 ucles 2021  [turn overbiology  0610/32 paper 3 theory (core)  february/march  2021  1 hour 15 minutes you must answer on the question paper. no additional materials are needed. instructions  \u25cf answer all questions.  \u25cf use a black or dark blue pen. you may use an hb pencil for any diagrams or graphs.  \u25cf write your name, centre number and candidate number in the boxes at the top of the page.  \u25cf write your answer to each question in the space provided.  \u25cf do not use an erasable pen or correction fluid.  \u25cf do not write on any bar codes.  \u25cf you may use a calculator.  \u25cf you should show all your working and use appropriate units. information  \u25cf the total mark for this paper is 80.  \u25cf the number of marks for each question or part question is shown in brackets [  ].",
+            "2": "2 0610/32/ f/m/21 \u00a9 ucles 2021 1 fig. 1.1 is a diagram of the alimentary canal and associated organs. a b c d e fjk h g fig. 1.1  (a) state the letter from fig. 1.1 that identifies the part where:   alcohol is broken down  ..   egestion occurs  ..   hydrochloric acid is produced  ..   mechanical digestion occurs  ..   salivary amylase is produced  ..   the most absorption occurs.  .. [6]  (b) state the names of the parts labelled b and h in fig. 1.1. b  ... h  ... [2]",
+            "3": "3 0610/32/ f/m/21 \u00a9 ucles 2021 [turn over  (c) state the names of the three  parts of the large intestine. 1   2   3   [3] [total: 11]",
+            "4": "4 0610/32/ f/m/21 \u00a9 ucles 2021 2 (a) different age groups of people, in one area, were asked about their tobacco smoking habits.   fig. 2.1 is a graph that shows the percentage of people that currently smoke tobacco and the  percentage of people that used to smoke tobacco but have now stopped. 016\u201324 25\u201334 35\u201349 age groupkey: people that smoke tobacco people that have stopped smoking tobacco 50\u201359 60+1020304050607080 percentage of people fig. 2.1   describe how the data for the 60+ age group are different from the 16  \u2013 24-year-old age  group.  ...  ...  ...  ...  ...  ...  .  [3]  (b)  lung cancer and other cancers are caused by smoking tobacco.   state the names of two other diseases caused by smoking tobacco. 1   2   [2]",
+            "5": "5 0610/32/ f/m/21 \u00a9 ucles 2021 [turn over  (c)  state the name of the component of tobacco smoke that causes cancer.  .  [1]  (d) describe the effects of carbon monoxide on the gas exchange system.  ...  ...  ...  ...  ...  ...  .  [3] [total: 9]",
+            "6": "6 0610/32/ f/m/21 \u00a9 ucles 2021 3 fig. 3.1 shows a food web. mountain lion coyote jack rabbit yucca plantrattlesnake chuckwalla cactus plant fig. 3.1  (a) a scientist found that chuckwallas were also eaten by coyotes.   draw an arrow on fig. 3.1  to show this information.  [1]  (b) table 3.1 shows some of the terms used to describe the organisms in fig. 3.1.   place tick(s) ( \u2713) in all the boxes in table 3.1 that correctly describe each organism. table 3.1 producer consumer herbivore carnivore coyote jack rabbit rattlesnake yucca plant [4]  (c) state the name of the organism in fig. 3.1 that is both a secondary and a tertiary consumer.  .  [1]  (d) a new organism that eats cactus plants was introduced to the food web in fig. 3.1.   predict and explain the effect this would have on the chuckwalla population.  ...  ...  ...  ...  .  [2]",
+            "7": "7 0610/32/ f/m/21 \u00a9 ucles 2021 [turn over  (e) chuckwallas are a type of lizard.   they have adapted to be able to lose part of their tail if they are caught by predators.   fig. 3.2 is a photograph of a chuckwalla. fig. 3.2   complete the sentences using words from the list to describe how chuckwallas have evolved  the ability to lose part of their tails by natural selection.   each word may be used once, more than once or not at all. all     alleles      behaviour      none offspring      parents      predators      some   a mutation caused some of the population of chuckwallas to be able to lose part of their tail.   chuckwallas that could lose their tail were able to escape ...  .   these chuckwallas survived long enough to breed and pass their ...     on to their ...  .   eventually ...  of the chuckwallas had the ability to lose their tails. [4] [total: 12]",
+            "8": "8 0610/32/ f/m/21 \u00a9 ucles 2021 4 (a) fig. 4.1 is a diagram of a plant cell. .. .. .. .. fig. 4.1   identify the parts of the plant cell in fig. 4.1 by labelling them in the spaces provided, using  words from the list. cell membrane      cell wall      chloroplast cytoplasm      nucleus      vacuole [4]  (b) the boxes on the left show parts of a plant cell.   the boxes on the right show the functions of the parts.   draw lines to link each part with its function. draw four lines.  part function   contains the genetic material  cell wall   filled with sap and supports the plant cell  chloroplast   made of cellulose and strengthens the plant cell  nucleus   site of photosynthesis  vacuole   site of respiration [4]",
+            "9": "9 0610/32/ f/m/21 \u00a9 ucles 2021 [turn over  (c) xylem is a specialised plant tissue.   state two functions of xylem tissue. 1   2   [2]  (d) plant shoots and roots respond to stimuli.   fig. 4.2 is a photograph of a plant that has been grown in the dark.    the plant has been grown with the pot in this position and is showing a tropic response to this  stimulus. fig. 4.2   (i) state the name of the tropic response shown in fig. 4.2.  .  [1]   (ii) describe how the roots would respond to the same stimulus.  ...  ...  .  [1] [total: 12]",
+            "10": "10 0610/32/ f/m/21 \u00a9 ucles 2021 5 (a) a student investigated the effect of the concentration of carbon dioxide on the rate of  photosynthesis in an aquatic plant.   table 5.1 shows the results of the investigation. table 5.1 concentration of carbon dioxide  / ppm rate of release of oxygen  / cm3 per hour   0  0.0 100 11.2 300 26.1   (i) describe and explain the results shown in table 5.1.  ...  ...  ...  ...  ...  ...  .  [3]   (ii) state why the temperature should have been kept constant during this investigation.  ...  ...  .  [1]  (b) carbon dioxide is an example of a greenhouse gas.   (i) state the name of one other greenhouse gas.  .  [1]   (ii) state the name of the chemical used to test for the presence of carbon dioxide and state  the result of a positive test. chemical   positive result   [2]",
+            "11": "11 0610/32/ f/m/21 \u00a9 ucles 2021 [turn over  (c) farmers use fertilisers on crops to improve crop growth. these fertilisers can cause pollution  when washed into rivers.   state the names of two other substances used to improve crop yield that can cause pollution. 1   2   [2] [total: 9]",
+            "12": "12 0610/32/ f/m/21 \u00a9 ucles 2021 6 (a) the box on the left contains the term \u2018anaerobic respiration\u2019.   the boxes on the right show some sentence endings.   match the box on the left to three  boxes on the right to make three correct sentences. involves the action of enzymes. is required for diffusion to occur. produces lactic acid in humans. anaerobic respiration releases less energy per glucose molecule than  aerobic respiration. requires carbon dioxide. requires oxygen in humans. [3]  (b) state the word equation for anaerobic respiration in yeast.  .  [2]  (c) respiration is one of the characteristics of living things.   state the names of  three other characteristics of living things. 1   2   3   [3] [total: 8]",
+            "13": "13 0610/32/ f/m/21 \u00a9 ucles 2021 [turn over 7 (a) fig. 7.1 is a diagram of the circulatory system. other organskidneysalimentary canalliverlungs hearta b cdef fig. 7.1   (i) state the names of the blood vessels labelled a, c and e in fig. 7.1. a   c   e   [3]   (ii) state the letter in fig. 7.1 that identifies the blood vessel that contains the highest oxygen  concentration.  .  [1]",
+            "14": "14 0610/32/ f/m/21 \u00a9 ucles 2021  (b) describe three  ways the structure of arteries differs from the structure of veins. 1    ... 2    ... 3 .  ... [3]  (c) white blood cells are one of the components of blood.   (i) state two functions of white blood cells. 1   2   [2]   (ii) state two other  main components of blood. 1   2   [2] [total: 11]",
+            "15": "15 0610/32/ f/m/21 \u00a9 ucles 2021 [turn over 8 (a) menstruation is the monthly loss of the lining of the uterus.   the age, in years, when the first menstruation occurred was recorded for one area.   table 8.1 shows the results. table 8.1 age, in years, when the first  menstruation occurrednumber of females  8   3  9  15 10  62 11 212 12 298 13 251 14 173 15  18 16  11 17   1   (i) state the most common age of first menstruation.  .  [1]   (ii) state the number of females that had their first menstruation at 15 years of age.  .  [1]  (b) describe what happens to the lining of the uterus during a typical menstrual cycle between: days 1 to 5    ... days 8 to 14  ..  ... [2]  (c) describe what happens in the ovary on day 14 in a typical menstrual cycle.  .  [1]  (d) state the name of the hormone that causes the development of secondary sexual  characteristics in boys.  .  [1]",
+            "16": "16 0610/32/ f/m/21 \u00a9 ucles 2021 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 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. (e) state two physical changes that occur in males and in females during puberty. 1   2   [2] [total: 8]"
+        },
+        "0610_m21_qp_42.pdf": {
+            "1": "dc (nf/ar) 202933/3 \u00a9 ucles 2021  [turn overthis document has 20 pages. any blank pages are indicated. *4780148124* biology  0610/42 paper 4 theory (extended)  february/march  2021  1 hour 15 minutes you must answer on the question paper. no additional materials are needed. instructions  \u25cf answer all questions.  \u25cf use a black or dark blue pen. you may use an hb pencil for any diagrams or graphs.  \u25cf write your name, centre number and candidate number in the boxes at the top of the page.  \u25cf write your answer to each question in the space provided.  \u25cf do not use an erasable pen or correction fluid.  \u25cf do not write on any bar codes.  \u25cf you may use a calculator.  \u25cf you should show all your working and use appropriate units. information  \u25cf the total mark for this paper is 80.  \u25cf the number of marks for each question or part question is shown in brackets [  ].cambridge igcse\u2122",
+            "2": "2 0610/42/ f/m/21 \u00a9 ucles 2021 blank page",
+            "3": "3 0610/42/ f/m/21 \u00a9 ucles 2021 [turn over 1 (a) fig. 1.1 is a diagram showing the position of some organs in the human body. a b c e d fig. 1.1   some of the organs shown in fig.  1.1 are endocrine glands.   table 1.1 shows the names of some of the endocrine glands, their identifying letters and the  hormones that they produce.   complete table 1.1. table 1.1 name of endocrine gland letter in fig.  1.1 hormone produced c insulin testes [3]",
+            "4": "4 0610/42/ f/m/21 \u00a9 ucles 2021  (b) fig. 1.2 shows two graphs representing: \u2022 the relative blood concentrations of two hormones, a and b, released by the ovaries  during the menstrual cycle \u2022 the thickness of the lining of the uterus. 0 2 4 6 8 10 12 14 16 18 20 22 24 26 28 days0 2 4 6 8 10 12 14 16 18 20 22 24 26 28 days thickness of the lining of the uterusrelative blood concentration of the hormonesa b  fig. 1.2",
+            "5": "5 0610/42/ f/m/21 \u00a9 ucles 2021 [turn over   (i) describe the roles in the menstrual cycle of hormone a.  ...  ...  ...  ...  ...  ...  .  [3]   (ii) state the day in fig.  1.2 when ovulation is most likely to occur.  .  [1]   (iii) state the days in fig.  1.2 when the lining of the uterus is lost from the body.  .  [1]",
+            "6": "6 0610/42/ f/m/21 \u00a9 ucles 2021  (c) the female contraceptive pill is a chemical method of birth control, which is available in many  countries.   (i) describe the social implications of the increased availability of the female contraceptive  pill.  ...  ...  ...  ...  .  [2]   (ii) the hormones in the female contraceptive pill can enter rivers.    describe the negative impacts of female contraceptive hormones entering rivers and  contaminating drinking water.  ...  ...  ...  ...  ...  ...  .  [3]   (iii) state  two barrier methods of contraception. 1   2   [2] [total: 15]",
+            "7": "7 0610/42/ f/m/21 \u00a9 ucles 2021 [turn over blank page",
+            "8": "8 0610/42/ f/m/21 \u00a9 ucles 2021 2 (a) fig. 2.1 is a diagram of a prokaryotic cell. not to scale fig. 2.1   (i) state  one visible feature in fig.  2.1 that identifies this cell as a prokaryotic cell.  .  [1]   (ii) state one cell structure that is present in the cells of all organisms.  .  [1]  (b) prokaryotes, animals and plants are three of the five kingdoms of organisms.   state the names of the two other  kingdoms. 1   2   [2]  (c) fig. 2.2 shows part of the nitrogen cycle. nitrogen in atmosphere animal wasteproteins in animalsproteins in plants bc nitrate ions in soiladead organisms fig. 2.2",
+            "9": "9 0610/42/ f/m/21 \u00a9 ucles 2021 [turn over   (i) describe processes a, b and c in fig.  2.2.  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  .  [6]   (ii) state the name of the process that plants use to absorb nitrate ions.  .  [1] [total: 11]",
+            "10": "10 0610/42/ f/m/21 \u00a9 ucles 2021 3 (a)  the activity of the heart can be monitored using different methods.   fig. 3.1 shows two ecg traces. one trace was recorded when the person was at rest and the  second trace was recorded during exercise.   the length of time taken for one heart beat is indicated in fig.  3.1 on the ecg trace recorded  at rest. 0.0 0.2 0.4 0.6 0.8 1.0 1.2 1.4 1.6 1.8 2.0 2.2 2.4 2.6 2.8 time  / sduring exercise0.0 0.2 0.4 0.6 0.8 1.0 1.2 1.4 1.6 1.8 2.0 2.2 2.4 2.6 2.8 time  / sone heart beat at rest fig. 3.1   (i) estimate the resting heart rate of the person from their ecg trace in fig.  3.1.    space for working.     beats per minute [2]",
+            "11": "11 0610/42/ f/m/21 \u00a9 ucles 2021 [turn over   (ii) explain why the ecg trace recorded during exercise differs from the ecg trace recorded  at rest.  ...  ...  ...  ...  ...  ...  ...  ...  .  [4]   (iii) suggest one other  way of monitoring the activity of the heart.  ...  .  [1]  (b) if exercise is very intense an oxygen debt is formed.   (i) complete the sentence.    an oxygen debt results in a build-up of  in the      during vigorous exercise. [2]   (ii) outline how the body removes an oxygen debt.  ...  ...  ...  ...  ...  ...  ...  ...  .  [4] [total: 13]",
+            "12": "12 0610/42/ f/m/21 \u00a9 ucles 2021 4 (a) a leaf can be described as an organ.   define the term organ .  ...  ...  .  [1]  (b) fig. 4.1 is a photomicrograph of a cross section of part of a leaf. a cb fig. 4.1   (i) identify the tissue labelled a in fig.  4.1.  .  [1]   (ii) identify the structure labelled  c in fig.  4.1.  .  [1]",
+            "13": "13 0610/42/ f/m/21 \u00a9 ucles 2021 [turn over   (iii) describe how the tissue labelled b is adapted to maximise photosynthesis.  ...  ...  ...  ...  ...  ...  .  [3]  (c) (i) state two substances that are transported only in the phloem.  .  [1]   (ii) explain why some parts of a plant can act as both a source and a sink.  ...  ...  ...  ...  .  [2]",
+            "14": "14 0610/42/ f/m/21 \u00a9 ucles 2021  (d) the effect of carbon dioxide concentration on the rate of oxygen production in an aquatic  plant was measured. \u2022 a lamp was used to keep the light intensity constant. \u2022 the oxygen gas released by the plant was collected in a gas syringe. \u2022 the plant was placed in water that was kept constant at 20  \u00b0c.   fig. 4.2 shows the results.   (i) the rate of oxygen production was assumed to be the same as the rate of photosynthesis.    suggest why the rate of oxygen production was not the same as the rate of  photosynthesis.  ...  ...  .  [2]  concentration of carbon dioxide  / \u03bcmol per dm3rate of  oxygen production / cm3 per m2 per s0.30 0.25 0.20 0.15 0.10 0.05 0.00 0 200 400 600 800 1000 1200 1400 1600 fig. 4.2",
+            "15": "15 0610/42/ f/m/21 \u00a9 ucles 2021 [turn over   (ii) explain the results shown in fig.  4.2.  ...  ...  ...  ...  ...  ...  .  [3]  (e) the investigation was repeated with the same type of aquatic plant at 10  \u00b0c.   draw a line on fig.  4.2 to predict the results at 10  \u00b0c. [2] [total: 16]",
+            "16": "16 0610/42/ f/m/21 \u00a9 ucles 2021 5 (a) measles is a transmissible disease.   the percentage of the population that were vaccinated against measles in a country was  determined.   the number of confirmed cases of measles in the country was also recorded.   fig. 5.1 shows the data that were collected between 1975 and 2010. 1975 1980 1985 1990 1995 2000 2005 2010100 90 80 70 60 50 40 30160  000 140  000 120  000 100  000 80 000 60 000 40 000 20 000 0number of  cases of  measles yearpercentage of the  population vaccinated against measles key: percentage of population vaccinated number of cases of measles fig 5.1   (i) calculate the percentage change in the number of cases of measles between 1980 and  1990.    space for working.   . %  [2]",
+            "17": "17 0610/42/ f/m/21 \u00a9 ucles 2021 [turn over   (ii) describe the data shown in fig.  5.1.  ...  ...  ...  ...  ...  ...  ...  ...  .  [4]   (iii) explain how vaccination protects people against a transmissible disease such as  measles.  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  .  [5]  (b) the human body has several defences against pathogens.   (i) state two of the body\u2019s chemical barriers to pathogens. 1   2   [2]",
+            "18": "18 0610/42/ f/m/21 \u00a9 ucles 2021   (ii) describe the process of blood clotting.  ...  ...  ...  ...  ...  ...  .  [3] [total: 16]",
+            "19": "19 0610/42/ f/m/21 \u00a9 ucles 2021 [turn over 6 (a) fig. 6.1 shows a food web. hawks rabbits grasshopperssnakes grass cornmice fig. 6.1   (i) state the number of trophic levels in the food web in fig.  6.1.  .  [1]   (ii) state the name of one organism that feeds at both the third and fourth trophic levels  from fig.  6.1.  .  [1]   (iii) state the name of the type of energy that is transferred between trophic levels.  .  [1]  (b) the total biomass of the snakes is much less than the total biomass of the mice in the food  web shown in fig.  6.1.   explain why the total biomass of the snakes is less than the total biomass of the mice.   use the term energy  in your answer.  ...  ...  ...  ...  ...  ...  .  [3]",
+            "20": "20 0610/42/ f/m/21 \u00a9 ucles 2021  (c) food shortages that result in famine can be caused by many factors.   describe how drought can contribute to famine.  ...  ...  ...  ...  ...  ...  .  [3] [total: 9] 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 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."
+        },
+        "0610_m21_qp_52.pdf": {
+            "1": "this document has 12 pages. cambridge igcse\u2122biology  0610/52 paper 5 practical test  february/march  2021  1 hour 15 minutes you must answer on the question paper. you will need:  the materials and apparatus listed in the confidential instructions instructions  \u25cf answer all questions.  \u25cf use a black or dark blue pen. you may use an hb pencil for any diagrams or graphs.  \u25cf write your name, centre number and candidate number in the boxes at the top of the page.  \u25cf write your answer to each question in the space provided.  \u25cf do not use an erasable pen or correction fluid.  \u25cf do not write on any bar codes.  \u25cf you may use a calculator.  \u25cf you should show all your working and use appropriate units. information  \u25cf the total mark for this paper is 40.  \u25cf the number of marks for each question or part question is shown in brackets [  ]. *2892005064* dc (cj/cb) 203209/4 \u00a9 ucles 2021  [turn overfor examiner\u2019s use 1 2 total",
+            "2": "2 0610/52/ f/m/21 \u00a9 ucles 2021 1 you are going to investigate osmosis. you will be using a model cell made from dialysis tubing.  dialysis tubing is permeable to water but not permeable to larger molecules such as sucrose,  which is a type of sugar.  read all the instructions but do not carry them out until you have drawn a table for  your results in the space provided in 1(a)(i).  you should use the safety equipment provided while you are carrying out the practical work.  step 1  label one test-tube dw and the other s. place both test-tubes in the test-tube rack.  step 2  fill the syringe with 10  cm3 of sucrose solution .   step 3   remove one knotted piece of dialysis tubing from the container. open the unknotted  end by rubbing it gently between your fingers. carefully transfer the 10  cm3 of sucrose  solution from the syringe into the dialysis tubing bag.  step 4   hold the top of the dialysis tubing bag containing the sucrose solution as shown in  fig. 1.1. use the ruler to measure the distance from the knot to the meniscus of the liquid  in the bag.     think about how you will ensure that this measurement can be made consistently.     record this measurement in your table in 1(a)(i) .  finger dialysis tubing bag bottom of the meniscus knotmeasure from the knot to the meniscus fig. 1.1",
+            "3": "3 0610/52/ f/m/21 \u00a9 ucles 2021 [turn over  step 5   place the dialysis tubing bag into the test-tube labelled s. fold the open end of the bag  over the top of the test-tube and secure with an elastic band, as shown in fig. 1.2. elastic band open end of the dialysis tubing bag test-tube fig. 1.2  step 6  fill the syringe with 10  cm3 of distilled water .  step 7   remove the second knotted piece of dialysis tubing from the container. open the  unknotted end by rubbing it gently between your fingers. carefully transfer the 10  cm3 of  distilled water from the syringe into the dialysis tubing bag.  step 8   repeat steps 4 and 5 with the dialysis tubing bag containing the distilled water and the  test-tube labelled dw.     record the measurement for distilled water in your table in 1(a)(i) .   step 9   use the measuring cylinder to measure 30  cm3 of distilled water. pour the distilled water  into test-tube s, as shown in fig. 1.3. elastic band open end of the dialysis tubing bag test-tube 30 cm3 of distilled water fig. 1.3  step 10  repeat step 9 for test-tube dw.  step 11   place test-tubes s and dw into the empty 250  cm3 beaker. raise your hand when you  are ready for 200  cm3 of hot water to be added to the beaker to make a hot water-bath.",
+            "4": "4 0610/52/ f/m/21 \u00a9 ucles 2021  step 12   start the stop-clock and leave the test-tubes in the hot water-bath for 15  minutes.    continue with the other questions while you are waiting.  step 13   after 15 minutes remove test-tubes s and dw from the hot water-bath and place them in  the test-tube rack.  step 14   carefully remove the dialysis tubing bag from test-tube s. hold the top of the bag and  use the ruler to measure the distance from the knot to the meniscus of the liquid in the  bag. ensure that your measurement starts from the same place as the measurement  made in step 4.     record this measurement in your table in 1(a)(i) .   step 15   repeat step 14 with test-tube dw.  (a) (i) prepare a table to record your results.    [4]   (ii)  calculate the change in distance from the knot to the meniscus of the solution in the  dialysis tubing bag in test-tubes s and dw.  s    mm  dw .  mm  [1]",
+            "5": "5 0610/52/ f/m/21 \u00a9 ucles 2021 [turn over   (iii) explain why it was important to take the measurements in step 4 and step 14 from the  same place on the dialysis tubing.   ...  ...  .  [1]   (iv) state a conclusion for the results of this investigation.  ...  ...  .  [1]   (v) identify the variable that was measured (dependent variable) in this investigation.  .  [1]  (b) (i) one syringe was used for both step 2 and step 6. this is a source of error.    explain why this was a source of error and how this could have affected the results.  error  ...  ...  ... effect on the results  ...  ...  ...  [2]   (ii) only one set of results was collected during this investigation.     explain why it is better to collect several sets of results.  ...  ...  .  [1]",
+            "6": "6 0610/52/ f/m/21 \u00a9 ucles 2021  (c)  students investigated the effect of sucrose concentration on the mass of potato cylinders.  \u2022 a potato was cut into cylinders.  \u2022 the potato cylinders were all cut to 2  cm in length.  \u2022 the initial mass of each potato cylinder was measured and recorded. \u2022 each potato cylinder was put into a different concentration of sucrose solution.  \u2022 the potato cylinders were left in the sucrose solutions for one hour. \u2022 the potato cylinders were removed from the sucrose solutions and the final mass of  each potato cylinder was measured and recorded.   (i) state two variables that were kept constant in this investigation. 1   2    [2]    the results of the investigation are shown in table 1.1. table 1.1 concentration  of sucrose  / mol per dm3initial mass of  potato cylinder  / gfinal mass of  potato cylinder  / gchange in  mass  / gpercentage  change in  mass 0.00 2.13 2.29  0.16  7.5 0.20 2.05 2.08  0.03  1.5 0.40 2.52 2.42  \u20130.10  \u20134.0 0.60 1.68 1.52  \u20130.16  \u20139.5 0.80 1.56 1.32  \u20130.24  \u201315.4 1.00 2.51 2.08  \u20130.43   (ii) calculate the percentage  change in mass of the potato cylinder that was immersed in  1.00 mol per dm3 sucrose solution.      give your answer to one decimal place.      space for working.   . %  [3]",
+            "7": "7 0610/52/ f/m/21 \u00a9 ucles 2021 [turn over   (iii)  plot a line graph on the grid of the concentration of sucrose solution against the  percentage change in mass. one axis has been started for you.    include a curved line of best fit on your graph.     0.0  [4]   (iv) estimate the concentration of sucrose solution at which there was no percentage change  in the mass of the potato cylinder.    ...  mol per dm3 [1]    (v) explain why the percentage change in mass is more useful than the change in mass  when analysing the results in table 1.1.  ...  ...  .  [1]",
+            "8": "8 0610/52/ f/m/21 \u00a9 ucles 2021  (d) state the name of the solution that is used to test for the presence of starch and give the  result of a positive test. test solution  .. positive result    [2]  [total: 24]",
+            "9": "9 0610/52/ f/m/21 \u00a9 ucles 2021 [turn over 2 fig. 2.1 is a photograph of a tomato fruit that has been cut in half.  fig. 2.1  (a) (i)  draw a large diagram of the tomato fruit shown in fig. 2.1.  [4]",
+            "10": "10 0610/52/ f/m/21 \u00a9 ucles 2021   (ii) describe how you could show that a tomato fruit contains vitamin c.  ...  ...  ...  ...  ...  ...  .  [3]",
+            "11": "11 0610/52/ f/m/21 \u00a9 ucles 2021 [turn over  (b) fig. 2.2 is a photomicrograph of a tomato seed. pq magnification \u00d750     fig. 2.2   measure the length of line pq on fig. 2.2.     length of pq  mm   calculate the actual size of the tomato seed using the formula and your measurement.  magnification = length of line pq actual length of the tomato seed   include the unit.   space for working.     [3]",
+            "12": "12 0610/52/ f/m/21 \u00a9 ucles 2021 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 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. (c) plan an investigation to determine the optimum (best) temperature for germination of tomato  seeds.  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  .  [6]  [total: 16]"
+        },
+        "0610_m21_qp_62.pdf": {
+            "1": "this document has 12 pages. cambridge igcse\u2122 dc (lk/cgw) 203215/3 \u00a9 ucles 2021  [turn overbiology  0610/62 paper 6 alternative to practical  february/march  2021  1 hour you must answer on the question paper. no additional materials are needed. instructions  \u25cf answer all questions.  \u25cf use a black or dark blue pen. you may use an hb pencil for any diagrams or graphs.  \u25cf write your name, centre number and candidate number in the boxes at the top of the page.  \u25cf write your answer to each question in the space provided.  \u25cf do not use an erasable pen or correction fluid.  \u25cf do not write on any bar codes.  \u25cf you may use a calculator.  \u25cf you should show all your working and use appropriate units. information  \u25cf the total mark for this paper is 40.  \u25cf the number of marks for each question or part question is shown in brackets [  ]. *2775628600*",
+            "2": "2 0610/62/ f/m/21 \u00a9 ucles 2021 1 a student investigated osmosis. they used a model cell made from dialysis tubing. dialysis tubing  is permeable to water but is not permeable to larger molecules such as sucrose, which is a type of  sugar. step 1  one test-tube was labelled dw and a second test-tube was labelled s.  step 2  two dialysis tubing bags were made by knotting lengths of dialysis tubing at one end. step 3  a syringe was filled with 10  cm3 of sucrose solution.  step 4  the 10  cm3 of sucrose solution was transferred from the syringe to a dialysis tubing bag,  as shown in fig. 1.1. open end of the dialysis tubing bag sucrose solution inside the dialysis tubing bagsucrose solutionsyringe knotted end of the dialysis tubing bag fig. 1.1 step 5  a ruler was used to measure the distance from the knot to the meniscus of the sucrose  solution in the bag, as shown in fig. 1.2.  finger dialysis tubing bag bottom of the meniscus knotthe distance from the knot to the meniscus fig. 1.2 step 6  the dialysis tubing bag was placed into test-tube s and secured with an elastic band. step 7  a measuring cylinder was used to pour 30  cm3 of distilled water into test-tube s, as  shown in fig. 1.3.",
+            "3": "3 0610/62/ f/m/21 \u00a9 ucles 2021 [turn over elastic band open end of the dialysis tubing bag test-tube 30 cm3 of distilled water fig. 1.3 step 8  the student filled the second dialysis tubing bag with 10  cm3 of distilled water.  step 9  the student measured the distance from the top of the knot to the bottom of the meniscus  of the distilled water in the dialysis tubing bag.  step 10  the dialysis tubing bag containing distilled water was then placed into test-tube dw and  secured with an elastic band. 30  cm3 of distilled water was poured into test-tube dw. step 11  test-tubes s and dw were left for 15 minutes. step 12  at 15 minutes the dialysis tubing bags were removed from test-tubes s and dw. ",
+            "4": "4 0610/62/ f/m/21 \u00a9 ucles 2021  (a) fig. 1.4 shows the dialysis tubing bags at 0 minutes and at 15 minutes. dialysis tubing bag from test-tube dw0 minutes 15 minutes dialysis tubing bag from test-tube s0 minutes 15 minutes fig. 1.4   (i) measure the distance from the top of the knot to the bottom of the meniscus at 0 minutes  and 15 minutes for the dialysis tubing bags from test-tubes s and dw.     prepare a table and record these measurements in your table.  [3]",
+            "5": "5 0610/62/ f/m/21 \u00a9 ucles 2021 [turn over   (ii)  calculate the change in distance from the knot to the meniscus of the liquids in the  dialysis tubing bags in test-tubes s and dw.  s    mm  dw    mm  [1]   (iii) explain why it is important to take the measurements from the same place on the dialysis  tubing bags shown in fig. 1.4.   ...  ...  .  [1]   (iv) state a conclusion for the results of this investigation.  ...  ...  .  [1]   (v) identify the variable that the student decided to change (independent variable) in this  investigation.  .  [1]   (vi) only one set of results was collected during this investigation.    explain why it is better to collect several sets of results.  ...  ...  .  [1]  (b) another student repeated the investigation but their results were not the same. the student  only used one syringe during the investigation and did not wash it.   suggest why the results of their investigation were not as expected.  ...  ...  .  [1]",
+            "6": "6 0610/62/ f/m/21 \u00a9 ucles 2021  (c) sucrose can be broken down into reducing sugars.   describe how you would test for the presence of reducing sugars.  ...  ...  ...  .  [2]  (d) students investigated the effect of sucrose concentration on the mass of potato cylinders. \u2022 a potato was cut into cylinders.  \u2022 the potato cylinders were all cut to 2  cm in length.  \u2022 the initial mass of each potato cylinder was measured and recorded. \u2022 each potato cylinder was put into a different concentration of sucrose solution.  \u2022 the potato cylinders were left in the sucrose solutions for one hour. \u2022 the potato cylinders were removed from the sucrose solutions and the final mass of  each potato cylinder was measured and recorded.   (i) state two variables that were kept constant in this investigation. 1   2    [2]    the results of the investigation are shown in table 1.1. table 1.1 concentration  of sucrose  / mol per dm3initial mass of  potato cylinder  / gfinal mass of  potato cylinder  / gchange in  mass  / gpercentage  change in  mass 0.00 2.13 2.29  0.16 7.5 0.20 2.05 2.08  0.03 1.5 0.40 2.52 2.42  \u20130.10 \u20134.0 0.60 1.68 1.52  \u20130.16 \u20139.5 0.80 1.56 1.32  \u20130.24 \u201315.4 1.00 2.51 2.08  \u20130.43",
+            "7": "7 0610/62/ f/m/21 \u00a9 ucles 2021 [turn over   (ii) calculate the percentage  change in mass of the potato cylinder that was immersed in  1.00 mol per dm3 sucrose solution.    give your answer to one decimal place.    space for working.   . %   [3]   (iii) plot a line graph on the grid of the concentration of sucrose solution against the  percentage change in mass. one axis has been started for you.    include a curved line of best fit on your graph. 0.0  [4]",
+            "8": "8 0610/62/ f/m/21 \u00a9 ucles 2021   (iv)  estimate the concentration of sucrose solution at which there was no percentage change  in the mass of the potato cylinder.    ...  mol per dm3 [1]    (v) explain why the percentage change in mass is more useful than the change in mass  when analysing the results in table 1.1.  ...  ...  .  [1]  (e) state the name of the solution that is used to test for the presence of starch and give the  result of a positive test. test solution  .. positive result  .  [2]  [total: 24]",
+            "9": "9 0610/62/ f/m/21 \u00a9 ucles 2021 [turn over 2 fig. 2.1 is a photograph of a tomato fruit that has been cut in half.  fig. 2.1  (a) (i) draw a large diagram of the tomato fruit shown in fig. 2.1.  [4]",
+            "10": "10 0610/62/ f/m/21 \u00a9 ucles 2021   (ii) describe how you could show that a tomato fruit contains vitamin c.  ...  ...  ...  ...  ...  ...  .  [3]",
+            "11": "11 0610/62/ f/m/21 \u00a9 ucles 2021 [turn over  (b) fig. 2.2 is a photomicrograph of a tomato seed. pq magnification \u00d750 fig. 2.2   measure the length of  line pq on fig. 2.2.   length of pq . mm   calculate the actual size of the tomato seed using the formula and your measurement. magnification = length of line pq actual length of the tomato seed   include the unit.   space for working.     [3]",
+            "12": "12 0610/62/ f/m/21 \u00a9 ucles 2021 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 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. (c) plan an investigation to determine the optimum (best) temperature for germination of tomato  seeds.  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  .  [6]  [total: 16]"
+        },
+        "0610_s21_qp_11.pdf": {
+            "1": "    this document has 20 pages. any blank pages are indicated.  ib21 06_0610_11/3rp   \u00a9 ucles 2021   [turn ove r   *7285945267 *cambridge igcse\u2122       biology 0610/11     paper 1 multiple choice (core)  may/june 2021     45 minutes    you must answer on the mult iple choice answer sheet.    you will need: multiple choice answer sheet   soft clean eraser   soft pencil (type b or hb is recommended)       instructions   \uf0b7 there are forty  questions on this paper. answer all questions.   \uf0b7 for each question there ar e four possible answers a, b, c and d. choose the one you consider correct  and record your choice in soft pencil on the multiple choice an swer sheet.   \uf0b7 follow the instructions on the multiple choice answer sheet.  \uf0b7 write in soft pencil.  \uf0b7 write your name, centre number and candidate number on the mult iple choice answer sheet in the  spaces provided unless this has been done for you.  \uf0b7 do not use correction fluid.  \uf0b7 do not write on any bar codes.  \uf0b7 you may use a calculator.      information  \uf0b7 the total mark for this paper is 40.  \uf0b7 each correct answer will score one mark.  \uf0b7 any rough working should be don e on this question paper.   ",
+            "2": "2  \u00a9 ucles 2021 0610/11/m/j/21  1 what is a characteristic of all living organisms?  a breathing  b circulation  c egestion  d sensitivity      2 the scientific names of some animals are listed.    1 camelus dromedarius   2 camelus ferus   3 equus ferus   4 struthio camelus     which animals are in the same genus?  a 1, 2 and 3 b 1, 2 and 4 c 1 and 2 only d 2 and 3 only    3 scientists discover a new species of animal.    it has a segmented body with two pairs of legs on each segment.     to which group of animals does this new species belong?  a arachnids  b crustaceans  c insects  d myriapods    ",
+            "3": "3     \u00a9 ucles 2021 0610/11/m/j/21 [turn over  4 the diagram shows a single-celled organism called euglena .    chloroplastslarge permanent vacuolenucleuscytoplasm cell membrane     which labelled structures would also be found in an animal cell ?  a cell membrane, chloroplast, nucleus  b chloroplast, cytoplasm, nucleus  c cell membrane, cytoplasm, nucleus  d cell membrane, cytoplasm, large permanent vacuole     ",
+            "4": "4  \u00a9 ucles 2021 0610/11/m/j/21  5 the diagram shows some of the blood vessels and other structur es in the human body.        the blood vessels shown are all parts of the same  a cell.  b organ.  c organ system.  d tissue.     6 a photograph shows a plant cell nucleus measuring 2  mm across.    if the magnification of the cell is \uf0b4500, what is the actual size of the nucleus?  a 0.00002  mm b 0.004  mm c 0.04  mm d 250  mm    7 by which process do oxygen and carbon dioxide move between cel ls and capillaries?  a breathing  b diffusion  c excretion  d respiration    ",
+            "5": "5     \u00a9 ucles 2021 0610/11/m/j/21 [turn over  8 a cylinder of potato tissue was placed in a beaker of very sal ty water. after one hour the mass of  the potato cylinder had decreased.    why did this happen?  a salt entered the plant tissue by active transport.  b salt left the plant tissue by osmosis.  c water entered the plant tissue by active transport.  d water left the plant tissue by osmosis.     9 which element is found in proteins but not carbohydrates?  a carbon  b hydrogen  c nitrogen  d oxygen    10 starch is digested by amylase in the mouth, but it is not dige sted in the stomach.    what is the reason for this?  a all starch digestion is completed in the mouth.  b the ph in the stomach is not suitable for the amylase to work.   c the starch does not stay in the stomach long enough to be dige sted.  d the temperature in the stomach is not suitable for the amylase  to work.    11 which statement describes a catalyst?  a a substance that decreases the rate of a chemical reaction and is not changed by the  reaction  b a substance that decreases the rate of a chemical reaction and is changed by the reaction  c a substance that increases the rate of a chemical reaction and is changed by the reaction  d a substance that increases the rate of a chemical reaction and is not changed by the reaction     ",
+            "6": "6  \u00a9 ucles 2021 0610/11/m/j/21  12 a plant with striped leaves was kept in bright light for six h ours.    white stripe green stripe     a leaf was taken from the plant and the chlorophyll was removed . the leaf was then tested for  starch using iodine solution.    which diagram shows the result of the test?    yellow-brown blue-blacka white blue-blackb blue-black greenc yellow-brown greend      13 the diagram shows a section through the leaf of a plant.    which label shows a palisade mesophyll cell?    a db c       14 in humans, where does most of the absorption of digested food take place?  a colon  b kidney  c liver  d small intestine     ",
+            "7": "7     \u00a9 ucles 2021 0610/11/m/j/21 [turn over  15 what are the products when proteins are broken down?  a amino acids  b fatty acids  c glycerol  d simple sugars      16 where does most  of the absorption of water take place in the alimentary canal?   a colon  b oesophagus  c small intestine  d stomach      17 the diagram shows part of a cross-section of a root.    12 3     what are cells 1, 2 and 3?     1  2  3   a root cortex cell root hair cell mesophyll cell  b root hair cell root cortex cell xylem  c root hair cell root cortex cell mesophyll cell  d root cortex cell root hair cell xylem     ",
+            "8": "8  \u00a9 ucles 2021 0610/11/m/j/21  18 a plant shoot is placed in a solution of dye.    the dye moves up the stem.    under which conditions will the dye move most slowly?     temperature humidity  a high high  b high low  c low high  d low low     19 what are the main vessels carrying blood to and from the kidney ?     to kidney from kidney  a pulmonary artery pulmonary vein  b pulmonary vein pulmonary artery  c renal artery renal vein  d renal vein renal artery     20 the diagram shows a cross-section through a human blood vessel .    elastic and fibrous connective tissue muscle layer     which type of blood vessel does the diagram show?  a an artery  b a capillary  c a vein  d a ventricle     ",
+            "9": "9     \u00a9 ucles 2021 0610/11/m/j/21 [turn over  21 what is a function of some white blood cells?  a to carry glucose  b to carry oxygen  c to produce antibiotics  d to produce antibodies      22 the diagrams show the depth and rate of breathing in a person at 12:00 and 13:00.    volume 01 0 2 0 3 0 time  / seconds40 50 60 70volume 01 0 2 0 3 0 time  / seconds12:00 13:00 40 50 60 700.5 dm3     what happens to the person\u2019s breathing between 12:00 and 13:00?      depth  of breathing rate  of breathing  a decreases decreases  b decreases increases  c increases decreases  d increases increases     23 the list shows some processes that take place in a human body.     1 production of new red blood cells  2 transmission of nerve impulses from the eyes to the brain 3 diffusion of gases into and out of the lungs    which processes use energy released by respiration?  a 1 and 2 only b 1 and 3 only c 2 and 3 only d 1, 2 and 3     ",
+            "10": "10  \u00a9 ucles 2021 0610/11/m/j/21  24 what is produced by anaerobic respiration in humans?     alcohol carbon dioxide lactic acid   a \u001a \u0016 \u0016 k e y   b \u0016 \u0016 \u001a \u0016 = yes  c \u001a \u001a \u0016 \u001a = no  d \u0016 \u001a \u001a       25 which statement about urea is correct?  a urea is formed from excess amino acids in the kidneys and excr eted by the liver.  b urea is formed from excess glucose in the liver and egested by  the kidneys.  c urea is formed from excess glucose in the kidneys and egested by the liver.  d urea is formed from excess amino acids in the liver and excret ed by the kidneys.      26 what is the sequence of neurones connecting a receptor to an ef fector in a reflex arc?  a motor \uf0ae relay \uf0ae sensory  b motor \uf0ae sensory \uf0ae relay  c sensory \uf0ae motor \uf0ae relay  d sensory \uf0ae relay \uf0ae motor     27 what controls how much light enters the eye?    a d b c      ",
+            "11": "11     \u00a9 ucles 2021 0610/11/m/j/21 [turn over  28 which row matches each hormone to its function?     causes the growth  of facial hair reduces blood  glucose concentration repairs the  lining of the uterus widens  the pupils  a oestrogen insulin testosterone adrenaline  b oestrogen insulin insulin testosterone  c testosterone adrenaline insulin oestrogen  d testosterone insulin oestrogen adrenaline     29 scientists carried out a survey on the effect of giving up smo king on the risk of developing lung  cancer. the results are shown in the graph.    15 10 50percentage cumulativerisk ofdeveloping lung cancer 45 55 65 75 age, in years, of people surveyedcontinued smoking stopped smoking at 60 years of age stopped smoking at 30 years of age never smoked     the scientists made three conclusions:    1 stopping smoking reduces the risk of developing lung cancer.  2 age increases the risk of lung cancer for smokers and non-smo kers.  3 the earlier people stop smoking, the lower the risk.    which conclusions are correct?  a 1, 2 and 3 b 1 and 2 only c 1 and 3 only d 2 and 3 only     ",
+            "12": "12  \u00a9 ucles 2021 0610/11/m/j/21  30 a gardener wants to produce many genetically identical plants from a single plant.    the diagram shows different methods of growing new plants.    1   planting seeds 3   stem cuttings2   runners     which methods will produce plants that are genetically identica l to the parent plant?  a 1, 2 and 3 b 1 and 2 only c 1 and 3 only d 2 and 3 only     31 which structure in the male reproductive system makes the fluid  for sperm to swim in?  a penis  b scrotum  c prostate gland  d t e s t i s     ",
+            "13": "13     \u00a9 ucles 2021 0610/11/m/j/21 [turn over  32 the graph shows a woman\u2019s body temperature during the menstrual  cycle.    0 2 4 6 8 10 12 14 16 18 20 22 24 26 28 daymenstruation37 36body temperature/  \u00b0c     on which days is the woman most  likely to become pregnant?  a days 0\u20135  b days 6\u201312  c days 13\u201318  d days 19\u201328    33 what is the transmission of genetic information from generation  to generation called?  a fertilisation  b inheritance  c meiosis  d reproduction    ",
+            "14": "14  \u00a9 ucles 2021 0610/11/m/j/21  34 which diagram shows the results of the process of mitosis?    a b cd       35 the graph shows the distribution of blood groups in one area.    60 5040302010 0 ab a b blood groupopercentage of population     this is an example of discontinuous variation.    which statement about discontinuous variation is correct?  a there is a range of genotypes between two extremes.  b there is a range of phenotypes between two extremes.  c there are intermediates between the phenotypes.  d there are no intermediates between the phenotypes.     ",
+            "15": "15     \u00a9 ucles 2021 0610/11/m/j/21 [turn over  36 the diagram shows a food web in a desert.    desert plantskangaroo ratsdesert snakesdesert foxes small lizardslarge lizardshawks     which organisms are all secondary consumers?  a desert foxes, hawks, large lizards and desert snakes  b desert foxes and hawks only  c kangaroo rats and small lizards  d large lizards and desert snakes only    ",
+            "16": "16  \u00a9 ucles 2021 0610/11/m/j/21  37 the diagram shows stages in the water cycle.    x     which process is represented by the letter x?  a condensation  b evaporation  c precipitation  d transpiration    38 what is an example of a population?  a all the arthropods in a pond  b all the crocodiles in a river  c all the plants in a wood  d all the zebras that lived from 1990\u20132010    39 what is a use of pectinase in the food industry?  a to extract juice from fruit  b to make biofuels  c to make biological washing powders  d to make bread rise    ",
+            "17": "17     \u00a9 ucles 2021 0610/11/m/j/21  40 which factors are believed to have contributed to the rise in s ea levels?  a pollution of the air by carbon dioxide only  b pollution of the air by carbon dioxide and methane  c pollution of the sea by plastics only  d pollution of the sea by insecticides and nuclear fall-out     ",
+            "18": "18  \u00a9 ucles 2021 0610/11/m/j/21  blank page",
+            "19": "19     \u00a9 ucles 2021 0610/11/m/j/21  blank page",
+            "20": "20    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 tra ce copyright holders, but if any items requiring clearance have  unwittingly been included, the  publisher will be pleased to make amends at the earliest possib le opportunity.    to avoid the issue of disclosure of answer-related information to candidates, all copyright acknowledgements are reproduced on line in the cambridge  assessment international educat ion copyright acknowledgements b ooklet. this is produced for each series of examinations and is  freely available to download  at www.cambridgeinternational.org  after the live examination se ries.   cambridge assessment international education is part of the cam bridge assessment group. cambridge assessment is the brand name  of the university of  cambridge local examinations sy ndicate (ucles), which itself is  a department of the univ ersity of cambridge.    \u00a9 ucles 2021 0610/11/m/j/21  blank page  "
+        },
+        "0610_s21_qp_12.pdf": {
+            "1": "    this document has 16 pages.  ib21 06_0610_12/3rp   \u00a9 ucles 2021   [turn ove r   *9776932843 *cambridge igcse\u2122       biology 0610/12     paper 1 multiple choice (core)  may/june 2021     45 minutes    you must answer on the mult iple choice answer sheet.    you will need: multiple choice answer sheet   soft clean eraser   soft pencil (type b or hb is recommended)       instructions   \uf0b7 there are forty  questions on this paper. answer all questions.   \uf0b7 for each question there ar e four possible answers a, b, c and d. choose the one you consider correct  and record your choice in soft pencil on the multiple choice an swer sheet.   \uf0b7 follow the instructions on the multiple choice answer sheet.  \uf0b7 write in soft pencil.  \uf0b7 write your name, centre number and candidate number on the mult iple choice answer sheet in the  spaces provided unless this has been done for you.  \uf0b7 do not use correction fluid.  \uf0b7 do not write on any bar codes.  \uf0b7 you may use a calculator.      information  \uf0b7 the total mark for this paper is 40.  \uf0b7 each correct answer will score one mark.  \uf0b7 any rough working should be don e on this question paper.   ",
+            "2": "2  \u00a9 ucles 2021 0610/12/m/j/21  1 what is a characteristic of all living organisms?  a breathing  b circulation  c egestion  d sensitivity      2 which term is used to describe a group of living things that c an reproduce to produce fertile  offspring?  a binomial  b genus  c organism  d species     3 scientists discover a new species of animal.    it has a segmented body with two pairs of legs on each segment.     to which group of animals does this new species belong?  a arachnids  b crustaceans  c insects  d myriapods    4 which part of a cell makes glucose?  a cell membrane  b chloroplast  c nucleus  d vacuole    ",
+            "3": "3     \u00a9 ucles 2021 0610/12/m/j/21 [turn over  5 the diagram shows some of the blood vessels and other structur es in the human body.        the blood vessels shown are all parts of the same  a cell.  b organ.  c organ system.  d tissue.     6 a photograph shows a plant cell nucleus measuring 2  mm across.    if the magnification of the cell is \uf0b4500, what is the actual size of the nucleus?  a 0.00002  mm b 0.004  mm c 0.04  mm d 250  mm    7 by which process do oxygen and carbon dioxide move between cel ls and capillaries?  a breathing  b diffusion  c excretion  d respiration    ",
+            "4": "4  \u00a9 ucles 2021 0610/12/m/j/21  8 a cylinder of potato tissue was placed in a concentrated salt solution. after soaking for one hour  the potato tissue was observed.    how will the potato tissue have changed after soaking for one h our?  a longer and firmer  b no change  c shorter and softer  d shorter and firmer     9 which element is found in proteins but not carbohydrates?  a carbon  b hydrogen  c nitrogen  d oxygen    10 starch is digested by amylase in the mouth, but it is not dige sted in the stomach.    what is the reason for this?  a all starch digestion is completed in the mouth.  b the ph in the stomach is not suitable for the amylase to work.   c the starch does not stay in the stomach long enough to be dige sted.  d the temperature in the stomach is not suitable for the amylase  to work.    11 which statement about an enzyme-controlled reaction is correct ?  a during the reaction, the substrate changes into products.  b the enzyme is gradually used up during the reaction.  c the enzyme is slowly broken down during the reaction.  d the higher the temperature, the slower the reaction.    ",
+            "5": "5     \u00a9 ucles 2021 0610/12/m/j/21 [turn over  12 a plant with striped leaves was kept in bright light for six h ours.    white stripe green stripe     a leaf was taken from the plant and the chlorophyll was removed . the leaf was then tested for  starch using iodine solution.    which diagram shows the result of the test?    yellow-brown blue-blacka white blue-blackb blue-black greenc yellow-brown greend      13 the diagram shows a cross-section of a leaf.    x     what is the name of cell x?  a epidermal  b guard  c palisade mesophyll  d spongy mesophyll    ",
+            "6": "6  \u00a9 ucles 2021 0610/12/m/j/21  14 in humans, where does most of the absorption of digested food take place?  a colon  b kidney  c liver  d small intestine      15 the diagram shows part of the human body.    yx     which statement about organs x and y is correct?  a x absorbs more water from food than y.  b x does not absorb water from food.  c y absorbs more water from food than x.  d y does not absorb water from food.     16 what are the functions of human incisors and molars?     incisors molars  a cutting cutting  b cutting grinding  c grinding cutting  d grinding grinding     17 which sequence describes the path way taken by water as it moves  through a plant?  a root hair cell \uf0ae xylem \uf0ae root cortex cell \uf0ae mesophyll  b mesophyll \uf0ae xylem \uf0ae root cortex cell \uf0ae root hair cell  c root cortex cell \uf0ae root hair cell \uf0ae xylem \uf0ae mesophyll  d root hair cell \uf0ae root cortex cell \uf0ae xylem \uf0ae mesophyll ",
+            "7": "7     \u00a9 ucles 2021 0610/12/m/j/21 [turn over  18 a plant shoot is placed in a solution of dye.    the dye moves up the stem.    under which conditions will the dye move most slowly?     temperature humidity  a high high  b high low  c low high  d low low      19 how does blood enter the heart?  a through arteries into the atria  b through arteries into the ventricles  c through veins into the atria  d through veins into the ventricles    20 the diagram shows a cross-section through a human blood vessel .    elastic and fibrous connective tissue muscle layer     which type of blood vessel does the diagram show?  a an artery  b a capillary  c a vein  d a ventricle      21 what is a function of some white blood cells?  a to carry glucose  b to carry oxygen  c to produce antibiotics  d to produce antibodies     ",
+            "8": "8  \u00a9 ucles 2021 0610/12/m/j/21  22 the diagrams show the depth and rate of breathing in a person at 12:00 and 13:00.    volume 01 0 2 0 3 0 time  / seconds40 50 60 70volume 01 0 2 0 3 0 time  / seconds12:00 13:00 40 50 60 700.5 dm3     what happens to the person\u2019s breathing between 12:00 and 13:00?      depth  of breathing rate  of breathing  a decreases decreases  b decreases increases  c increases decreases  d increases increases     23 what is the link between muscle contraction, protein synthesis  and the maintenance of a constant  body temperature?  a they are controlled by hormones.  b they are examples of homeostasis.  c they require energy.  d they require carbon dioxide.     24 what are the products of anaerobic respiration in yeast?     lactic acid alcohol carbon dioxide   a \u0016 \u001a \u0016 k e y   b \u0016 \u001a \u001a \u0016 = yes  c \u001a \u0016 \u0016 \u001a = no  d \u0016 \u0016 \u001a      ",
+            "9": "9     \u00a9 ucles 2021 0610/12/m/j/21 [turn over  25 the diagram shows some of the organs in the human body.    1 2 3     which row matches the function to the correct organ?     excretes carbon  dioxide excretes urea produces urea  a 1 2 3  b 1 3 2  c 2 3 1  d 2 1 3     ",
+            "10": "10  \u00a9 ucles 2021 0610/12/m/j/21  26 the diagram shows a reflex arc.    which labelled part is the effector?    ab c d      27 a person\u2019s iris is damaged.    what is the effect of this?  a nerve impulses from the eye cannot reach the brain.  b the person cannot control how much light enters the eye.  c the person cannot focus light onto the retina.  d receptors do not produce nerve impulses in response to light.    28 which hormone is secreted by the pancreas?  a adrenaline  b insulin  c oestrogen  d testosterone    ",
+            "11": "11     \u00a9 ucles 2021 0610/12/m/j/21 [turn over  29 the graph shows how smoking different numbers of cigarettes fo r different lengths of time affects  the risk of lung cancer.    < 20 20\u201329 30\u201339 number of years smoking40\u201349 > 5045 4035302520 1510 50risk of lung cancer /  arbitrary unitskey smoking less than 20 cigarettes per day smoking more than 20 cigarettes per day     which conclusions are supported by the data in the graph?    1 smoking more than 20 cigarettes per day always increases the risk of lung cancer  more than smoking less than 20 cigarettes per day.  2 smoking cigarettes for more years increases the risk of lung cancer.  3 smoking more than 20 cigarettes per day for more than 50 year s has the highest  risk of lung cancer.    a 1, 2 and 3 b 1 and 2 only c 1 and 3 only d 2 and 3 only     ",
+            "12": "12  \u00a9 ucles 2021 0610/12/m/j/21  30 the diagram shows the male human reproductive system.    x     what is x?  a bladder  b prostate gland  c sperm duct  d urethra     31 the diagram shows changes in the ovary.    1 234     which point represents the thickness of the uterus lining when the ovary is at stage 4?    thickness of the uteruslining days of the menstrual cyclea b cd      ",
+            "13": "13     \u00a9 ucles 2021 0610/12/m/j/21 [turn over  32 how can hiv be transmitted?  a contact with saliva  b drinking water containing untreated sewage  c recessive alleles  d unprotected sexual intercourse with an infected person      33 the diagram shows a specialised cell.        what is the function o f this speciali sed cell?  a asexual reproduction  b conduction of impulses  c movement of mucus in the trachea  d sexual reproduction     34 both parents in a family  have a characteristic caused by the do minant allele of a gene. they have  two children.    the pedigree diagram of the family is shown.    affected male unaffected maleaffected femaleunaffected femalekey     which row describes the genotypes of the parents in relation to  this gene?     female parent male parent  a heterozygous heterozygous  b heterozygous homozygous  c homozygous heterozygous  d homozygous homozygous     ",
+            "14": "14  \u00a9 ucles 2021 0610/12/m/j/21  35 the diagram shows some of the stages involved in natural selec tion in wild rabbits.    variation within the rabbit populationzreproduction by better adapted rabbits    which statement is missing from box z?  a competition between rabbits for limited resources  b passing on of alleles to the next generation of young rabbits  c production of limited numbers of young rabbits  d selection by humans of rabbits with desirable characteristics    36 the diagram shows a food web.    kelp green sea urchin atlantic cod crab    what is the principal source of energy input into this food web ?  a green sea urchins  b kelp  c the sea  d the sun    ",
+            "15": "15     \u00a9 ucles 2021 0610/12/m/j/21 [turn over  37 the diagram shows a food web.    seeds andleaves nectar in flowersmice caterpillarshummingbirdsantsfoxes small birds eagles     which statement is correct?  a eagles obtain all their energy by eating foxes.  b if the hummingbirds all die the caterpillars will have more fo od.  c the food chain  nectar in flowers \uf0ae ants \uf0ae small birds \uf0ae foxes  is part of this food web.  d the mice and caterpillars are the only examples of herbivores in this food web.    38 which process in the water cycle only involves living organism s?  a condensation  b evaporation  c precipitation  d transpiration     39 bacteria are useful in \u2026\u2026x\u2026\u2026 because of their rapid \u2026\u2026y\u2026\u2026 rate  and their ability to make  complex \u2026\u2026z\u2026\u2026 .    which row completes the sentence?     x  y  z   a bread making competition chemicals  b biotechnology reproduction molecules  c ethanol production competition enzymes  d genetic engineering production pectinase     ",
+            "16": "16    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 tra ce copyright holders, but if any items requiring clearance have  unwittingly been included, the  publisher will be pleased to make amends at the earliest possib le opportunity.    to avoid the issue of disclosure of answer-related information to candidates, all copyright acknowledgements are reproduced on line in the cambridge  assessment international educat ion copyright acknowledgements b ooklet. this is produced for each series of examinations and is  freely available to download  at www.cambridgeinternational.org  after the live examination se ries.   cambridge assessment international education is part of the cam bridge assessment group. cambridge assessment is the brand name  of the university of  cambridge local examinations sy ndicate (ucles), which itself is  a department of the univ ersity of cambridge.    \u00a9 ucles 2021 0610/12/m/j/21  40 an area of forest was destroy ed by a forest fire. eventually t he forest regrew.    what is likely to happen to the amount of soil erosion and floo ding when the forest has regrown?  a soil erosion increases and flooding increases.  b soil erosion decreases and flooding decreases.  c soil erosion increases and flooding decreases.  d soil erosion decreases and flooding increases.      "
+        },
+        "0610_s21_qp_13.pdf": {
+            "1": "    this document has 16 pages. any blank pages are indicated.  ib21 06_0610_13/4rp   \u00a9 ucles 2021   [turn ove r   *9367228621*cambridge igcse\u2122       biology 0610/13     paper 1 multiple choice (core)  may/june 2021     45 minutes    you must answer on the mult iple choice answer sheet.    you will need: multiple choice answer sheet   soft clean eraser   soft pencil (type b or hb is recommended)       instructions   \uf0b7 there are forty  questions on this paper. answer all questions.   \uf0b7 for each question there ar e four possible answers a, b, c and d. choose the one you consider correct  and record your choice in soft pencil on the multiple choice an swer sheet.   \uf0b7 follow the instructions on the multiple choice answer sheet.  \uf0b7 write in soft pencil.  \uf0b7 write your name, centre number and candidate number on the mult iple choice answer sheet in the  spaces provided unless this has been done for you.  \uf0b7 do not use correction fluid.  \uf0b7 do not write on any bar codes.  \uf0b7 you may use a calculator.      information  \uf0b7 the total mark for this paper is 40.  \uf0b7 each correct answer will score one mark.  \uf0b7 any rough working should be don e on this question paper.   ",
+            "2": "2  \u00a9 ucles 2021 0610/13/m/j/21  1 what is a characteristic of all living organisms?  a breathing  b circulation  c egestion  d sensitivity      2 which statement about the binomial naming system is correct?  a it is used for naming animal species but not plant species.  b it is an internationally agreed scientific naming system.  c the name of a species is different in different countries.  d the name consists of one or two words.      3 scientists discover a new species of animal.    it has a segmented body with two pairs of legs on each segment.     to which group of animals does this new species belong?  a arachnids  b crustaceans  c insects  d myriapods     4 in which part of a cell does photosynthesis take place?  a vacuole  b nucleus  c chloroplast  d cytoplasm    ",
+            "3": "3     \u00a9 ucles 2021 0610/13/m/j/21 [turn over  5 the diagram shows some of the blood vessels and other structur es in the human body.        the blood vessels shown are all parts of the same  a cell.  b organ.  c organ system.  d tissue.     6 a photograph shows a plant cell nucleus measuring 2  mm across.    if the magnification of the cell is \uf0b4500, what is the actual size of the nucleus?  a 0.00002  mm b 0.004  mm c 0.04  mm d 250  mm    7 by which process do oxygen and carbon dioxide move between cel ls and capillaries?  a breathing  b diffusion  c excretion  d respiration    ",
+            "4": "4  \u00a9 ucles 2021 0610/13/m/j/21  8 some students investigated osmosis.    they placed some dried fruit into a beaker of distilled water. the mass of the fruit was measured  at regular intervals during a 24-hour period.    which graph shows the results?    mass of fruit timea mass of fruit timeb mass of fruit timec mass of fruit timed       9 which element is found in proteins but not carbohydrates?  a carbon  b hydrogen  c nitrogen  d oxygen      10 starch is digested by amylase in the mouth, but it is not dige sted in the stomach.    what is the reason for this?  a all starch digestion is completed in the mouth.  b the ph in the stomach is not suitable for the amylase to work.   c the starch does not stay in the stomach long enough to be dige sted.  d the temperature in the stomach is not suitable for the amylase  to work.    ",
+            "5": "5     \u00a9 ucles 2021 0610/13/m/j/21 [turn over  11 which type of molecule are enzymes made of?  a carbohydrate  b fat  c protein  d vitamin      12 a plant with striped leaves was kept in bright light for six h ours.    white stripe green stripe     a leaf was taken from the plant and the chlorophyll was removed . the leaf was then tested for  starch using iodine solution.    which diagram shows the result of the test?    yellow-brown blue-blacka white blue-blackb blue-black greenc yellow-brown greend      ",
+            "6": "6  \u00a9 ucles 2021 0610/13/m/j/21  13 which photomicrograph of the leaf section has been correctly l abelled?    cuticle palisade mesophyll spongy mesophylla upper epidermis palisade mesophyllspongy mesophyllb cuticle palisade mesophyllspongy mesophyllc upper epidermis palisade mesophyll spongy mesophylld       14 in humans, where does most of the absorption of digested food take place?  a colon  b kidney  c liver  d small intestine      15 what is the cause of the start of dental decay?  a acid dissolves dentine.  b acid dissolves enamel.  c sugars dissolve dentine.  d sugars dissolve enamel.   ",
+            "7": "7     \u00a9 ucles 2021 0610/13/m/j/21 [turn over  16 which statement correctly identifies the enzyme and the product s of fat digestion?  a fats are digested by lipase to form amino acids and glycerol.  b fats are digested by lipase to  form fatty acids and glycerol.  c fats are digested by protease to form amino acids.  d fats are digested by protease to form fatty acids and glycerol .      17 the diagram shows one of the stomata of a leaf, and some of th e cells that are near it.    mesophyll cell guard cellx y     during transpiration, what describes the movement of water at x  and at y?     movement of  water at x movement of  water at y  a evaporation diffusion  b evaporation osmosis  c osmosis diffusion  d osmosis osmosis     18 a plant shoot is placed in a solution of dye.    the dye moves up the stem.    under which conditions will the dye move most slowly?     temperature humidity  a high high  b high low  c low high  d low low     ",
+            "8": "8  \u00a9 ucles 2021 0610/13/m/j/21  19 through which blood vessels does blood flow into the heart?    1 pulmonary artery  2 pulmonary vein  3 vena cava  4 aorta    a 1 and 2 b 1 and 4 c 2 and 3 d 2 and 4     20 the diagram shows a cross-section through a human blood vessel .    elastic and fibrous connective tissue muscle layer     which type of blood vessel does the diagram show?  a an artery  b a capillary  c a vein  d a ventricle     21 what is a function of some white blood cells?  a to carry glucose  b to carry oxygen  c to produce antibiotics  d to produce antibodies    ",
+            "9": "9     \u00a9 ucles 2021 0610/13/m/j/21 [turn over  22 the diagrams show the depth and rate of breathing in a person at 12:00 and 13:00.    volume 01 0 2 0 3 0 time  / seconds40 50 60 70volume 01 0 2 0 3 0 time  / seconds12:00 13:00 40 50 60 700.5 dm3     what happens to the person\u2019s breathing between 12:00 and 13:00?      depth  of breathing rate  of breathing  a decreases decreases  b decreases increases  c increases decreases  d increases increases      23 which statement applies to respiration?  a it involves enzymes.  b energy is absorbed.  c it only takes place in animal cells.  d oxygen is released.    24 the table shows some products of respiration.    which row shows the products of anaerobic respiration in muscle s?     alcohol carbon dioxide lactic acid water   a \u0016 \u0016 \u001a \u001a key  b \u001a \u0016 \u001a \u0016 \u0016 = yes  c \u001a \u001a \u0016 \u001a \u001a = no  d \u001a \u001a \u0016 \u0016      ",
+            "10": "10  \u00a9 ucles 2021 0610/13/m/j/21  25 a student carried out an experiment to investigate the effect o f temperature on the volume of  urine produced.    which row shows the experiment where the environmental temperat ure was increased from 20  \uf0b0c  to 40  \uf0b0c but no other changes were made?     urine produced   / cm3 per hour  before after  a 60 60  b 80 40  c 120 145  d 100 130     26 a student\u2019s eyes blinked as a ball flew past their head. this is a reflex action.    which row describes the reaction shown by the student?  a a fast reaction involving the endocrine system  b a fast reaction involving the nervous system  c a slow reaction involving the endocrine system  d a slow reaction involving the nervous system    27 what type of cell must an organ contain to detect a stimulus?  a blood  b receptor  c skin  d xylem    ",
+            "11": "11     \u00a9 ucles 2021 0610/13/m/j/21 [turn over  28 the diagram shows the position of the kidneys in a human. each kidney has an endocrine gland  above it.    kidneysendocrine glands     which glands are shown?  a adrenal glands  b o v a r i e s   c pancreas  d t e s t e s      29 why are people advised not to drive a car after drinking an excessive quantity of alcohol ?  a alcohol is a depressant.  b alcohol is a stimulant.  c alcohol decreases reaction time.  d alcohol is addictive.     30 which statement about the process of asexual reproduction is c orrect?  a it produces genetically different offspring.  b it requires two parents.  c it produces gametes.  d it requires only one parent.    ",
+            "12": "12  \u00a9 ucles 2021 0610/13/m/j/21  31 scientists studied the effect on infant birthweight of mothers smoking tobacco. they compared  their findings with the birthweights of infants from non-smokin g mothers. the results are shown in  the bar chart.    15 10 50percentage of infants withlow birthweight tobacco smoking mothersnon-smoking mothers    which statement describes what this bar chart shows?  a 15% of infants born to mothers who smoke have a low birthweigh t.  b mothers who smoke have 5% more low birthweight infants than no n-smoking mothers.  c non-smoking mothers have 10% fewer low birthweight infants tha n smoking mothers.  d tobacco smoking is the only factor that has an effect on birth weight.     32 changes occur in a boy\u2019s body at puberty; his height increases,  more muscle develops and body  hair grows.    which hormone stimulates these changes?  a adrenaline  b insulin  c oestrogen  d testosterone    33 by which process is genetic information transmitted from genera tion to generation?  a inheritance  b mitosis  c meiosis  d variation    ",
+            "13": "13     \u00a9 ucles 2021 0610/13/m/j/21 [turn over  34 some reptiles can lose and regrow their tails to avoid predati on.    which process occurs to regrow the tail?  a digestion  b fertilisation  c meiosis  d mitosis     35 what is an adaptive feature of an organism?  a any feature that is not changed by the environment  b any inherited feature that helps an organism to survive and rep roduce  c any feature that shows discontinuous variation  d any inherited feature that an organism has    36 the diagram shows the energy flow through part of a biological system.    dandelion plantrabbit hawk1     what should be in the box labelled 1?  a heat  b c o n s u m e r   c producer  d the sun     37 human activities are changing the carbon dioxide concentration  in the atmosphere.    which activities will increase the carbon dioxide concentration  in the atmosphere?    1 burning fossil fuels  2 burning cut-down trees  3 fossilisation of cut-down trees 4 planting replacement trees    a 1 and 2 b 1 and 3 c 2 and 4 d 3 and 4   ",
+            "14": "14  \u00a9 ucles 2021 0610/13/m/j/21  38 which description of a population is correct?  a all the birds in a rainforest  b all the arachnids in a garden  c all the arthropods in the world  d all the red deer in a forest      39 what is an example of genetic engineering?  a the addition of vitamins to food to increase the nutritional be nefits  b the breeding of sheep with thick wool by choosing animals with desired characteristics  c the insertion of genes into crop plants to make them resistant to insect pests  d the production of biofuels by yeast cells      40 what happens when deforestation takes place?  a the number of habitats is increased.  b the number of species becoming extinct is increased.  c the possibility of flooding is decreased.  d the volume of soil present is increased.     ",
+            "15": "15     \u00a9 ucles 2021 0610/13/m/j/21  blank page",
+            "16": "16    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 tra ce copyright holders, but if any items requiring clearance have  unwittingly been included, the  publisher will be pleased to make amends at the earliest possib le opportunity.    to avoid the issue of disclosure of answer-related information to candidates, all copyright acknowledgements are reproduced on line in the cambridge  assessment international educat ion copyright acknowledgements b ooklet. this is produced for each series of examinations and is  freely available to download  at www.cambridgeinternational.org  after the live examination se ries.   cambridge assessment international education is part of the cam bridge assessment group. cambridge assessment is the brand name  of the university of  cambridge local examinations sy ndicate (ucles), which itself is  a department of the univ ersity of cambridge.    \u00a9 ucles 2021 0610/13/m/j/21  blank page  "
+        },
+        "0610_s21_qp_21.pdf": {
+            "1": "    this document has 16 pages. any blank pages are indicated.  ib21 06_0610_21/3rp   \u00a9 ucles 2021   [turn ove r   *7525508104 *cambridge igcse\u2122       biology 0610/21     paper 2 multiple choice (extended)  may/june 2021     45 minutes    you must answer on the mult iple choice answer sheet.    you will need: multiple choice answer sheet   soft clean eraser   soft pencil (type b or hb is recommended)       instructions   \uf0b7 there are forty  questions on this paper. answer all questions.   \uf0b7 for each question there ar e four possible answers a, b, c and d. choose the one you consider correct  and record your choice in soft pencil on the multiple choice an swer sheet.   \uf0b7 follow the instructions on the multiple choice answer sheet.  \uf0b7 write in soft pencil.  \uf0b7 write your name, centre number and candidate number on the mult iple choice answer sheet in the  spaces provided unless this has been done for you.  \uf0b7 do not use correction fluid.  \uf0b7 do not write on any bar codes.  \uf0b7 you may use a calculator.      information  \uf0b7 the total mark for this paper is 40.  \uf0b7 each correct answer will score one mark.  \uf0b7 any rough working should be don e on this question paper.   ",
+            "2": "2  \u00a9 ucles 2021 0610/21/m/j/21  1 what is a characteristic of all living organisms?  a breathing  b circulation  c egestion  d sensitivity      2 the table shows a section of dna taken from four different orga nisms.    organism base sequence  w c a c a a t c g a a  x g t c a a t g g t g  y c t c a a t c g t a  z c t c a t t c g t a    which two organisms are the most distantly related to each othe r?  a w and x b w and z c x and y d x and z    3 scientists discover a new species of animal.    it has a segmented body with two pairs of legs on each segment.     to which group of animals does this new species belong?  a arachnids  b crustaceans  c insects  d myriapods     ",
+            "3": "3     \u00a9 ucles 2021 0610/21/m/j/21 [turn over  4 the diagram shows a single-celled organism called euglena .    chloroplastslarge permanent vacuolenucleuscytoplasm cell membrane     which labelled structures would also be found in an animal cell ?  a cell membrane, chloroplast, nucleus  b chloroplast, cytoplasm, nucleus  c cell membrane, cytoplasm, nucleus  d cell membrane, cytoplasm, large permanent vacuole     ",
+            "4": "4  \u00a9 ucles 2021 0610/21/m/j/21  5 the diagram shows some of the blood vessels and other structur es in the human body.        the blood vessels shown are all parts of the same  a cell.  b organ.  c organ system.  d tissue.     6 a photograph shows a plant cell nucleus measuring 2  mm across.    if the magnification of the cell is \uf0b4500, what is the actual size of the nucleus?  a 0.00002  mm b 0.004  mm c 0.04  mm d 250  mm    7 by which process do oxygen and carbon dioxide move between cel ls and capillaries?  a breathing  b diffusion  c excretion  d respiration    ",
+            "5": "5     \u00a9 ucles 2021 0610/21/m/j/21 [turn over  8 which process is involved in th e uptake of glucose by the epit helial cells of kidney tubules?  a active transport  b osmosis  c translocation  d transpiration      9 which element is found in proteins but not carbohydrates?  a carbon  b hydrogen  c nitrogen  d oxygen      10 the diagram shows a short section of a single strand of dna.    a c c t    which strand of dna will combine with this strand to form part of a double helix?    a ca c t c ab a g g tc t c t gd g a      11 starch is digested by amylase in the mouth, but it is not dige sted in the stomach.    what is the reason for this?  a all starch digestion is completed in the mouth.  b the ph in the stomach is not suitable for the amylase to work.   c the starch does not stay in the stomach long enough to be dige sted.  d the temperature in the stomach is not suitable for the amylase  to work.     12 which statement describes a catalyst?  a a substance that decreases the rate of a chemical reaction and is not changed by the  reaction  b a substance that decreases the rate of a chemical reaction and is changed by the reaction  c a substance that increases the rate of a chemical reaction and is changed by the reaction  d a substance that increases the rate of a chemical reaction and is not changed by the reaction    ",
+            "6": "6  \u00a9 ucles 2021 0610/21/m/j/21  13 a plant with striped leaves was kept in bright light for six h ours.    white stripe green stripe     a leaf was taken from the plant and the chlorophyll was removed . the leaf was then tested for  starch using iodine solution.    which diagram shows the result of the test?    yellow-brown blue-blacka white blue-blackb blue-black greenc yellow-brown greend      14 the graph shows daily carbon dioxide uptake and transpiration by the plant agave  americana .    the plant is adapted to live in very dry conditions.    10 864200.6 0.40.20 0 4 8 1 21 62 02 4 time of day  / hoursco2 uptake  / mg per dm2 per hourtranspiration / g h2o per dm2 per hourtranspirationco2 uptake     what can be concluded from this graph?  a more stomata are closed during dark periods.  b more stomata are closed during light periods.  c there is no carbon dioxide uptake during dark periods.  d there is no water uptake during light periods.    ",
+            "7": "7     \u00a9 ucles 2021 0610/21/m/j/21 [turn over  15 statements 1 to  4 describe stages in the development of cholera.    1 chloride ions are secreted into the gut.  2 osmosis causes water to move into the gut.  3 the infected person becomes dehydrated.  4 toxins are produced by the pathogenic bacteria.    what is the correct sequence of the four stages?  a 1  \uf0ae 2 \uf0ae 3 \uf0ae 4  b 1  \uf0ae 4 \uf0ae 3 \uf0ae 2  c 4  \uf0ae 1 \uf0ae 2 \uf0ae 3  d 4  \uf0ae 1 \uf0ae 3 \uf0ae 2      16 what are the products when proteins are broken down?  a amino acids  b fatty acids  c glycerol  d simple sugars     17 the diagram shows part of a cross-section of a root.    12 3     what are cells 1, 2 and 3?     1  2  3   a root cortex cell root hair cell mesophyll cell  b root hair cell root cortex cell xylem  c root hair cell root cortex cell mesophyll cell  d root cortex cell root hair cell xylem     ",
+            "8": "8  \u00a9 ucles 2021 0610/21/m/j/21  18 the diagram shows an onion plant that has been grown from a se ed. each onion plant takes two  years to flower and produce more seeds.    123 4 5 6 78year 1 year 2bulb bulbseed soil level developing flowerleaves     what is the onion bulb acting as in stage 3 and in stage 6?     stage 3 stage 6  a sink sink  b sink source  c source sink  d source source     19 what are the main vessels carrying blood to and from the kidney ?     to kidney from kidney  a pulmonary artery pulmonary vein  b pulmonary vein pulmonary artery  c renal artery renal vein  d renal vein renal artery     ",
+            "9": "9     \u00a9 ucles 2021 0610/21/m/j/21 [turn over  20 the photomicrograph shows human blood.    which blood component makes antibodies?    b c da       21 a child is vaccinated against measles. after a period of time the child is infected with the measles  virus.    the graph shows the concentration of measles antibodies in the child\u2019s bloodstream during this  time.    antibody concentrationin the blood time     which statement is consistent with the information in the graph ?  a after the vaccination, the child produced memory cells.  b the child had passive immunity against measles.  c the measles virus contains antibodies.  d the vaccination failed to protect the child against measles.     ",
+            "10": "10  \u00a9 ucles 2021 0610/21/m/j/21  22 which sequence of changes takes place when we breathe in?  a diaphragm contracts  \uf0ae  volume of thorax increases  \uf0ae  pressure in lungs decreases  b diaphragm contracts  \uf0ae  volume of thorax increases  \uf0ae  pressure in lungs increases  c diaphragm relaxes  \uf0ae  volume of thorax increases  \uf0ae  pressure in lungs decreases  d diaphragm relaxes  \uf0ae  volume of thorax increases  \uf0ae  pressure in lungs increases     23 the list shows some processes that take place in a human body.     1 production of new red blood cells  2 transmission of nerve impulses from the eyes to the brain 3 diffusion of gases into and out of the lungs    which processes use energy released by respiration?  a 1 and 2 only b 1 and 3 only c 2 and 3 only d 1, 2 and 3     24 which equation is aerobic respiration?  a 6 c o 2  +  6h 2o  \uf0ae  6c 6h12o6  +  6o 2  b 6 o 2  +  6co 2  \uf0ae  6h 2o  +  c 6h12o6  c c 6h12o6  +  6o 2  \uf0ae  6co 2  +  6h 2o  d c 6h12o6  \uf0ae  2c 2h5oh  +  2co 2      25 which statement about urea is correct?  a urea is formed from excess amino acids in the kidneys and excr eted by the liver.  b urea is formed from excess glucose in the liver and egested by  the kidneys.  c urea is formed from excess glucose in the kidneys and egested by the liver.  d urea is formed from excess amino acids in the liver and excret ed by the kidneys.     ",
+            "11": "11     \u00a9 ucles 2021 0610/21/m/j/21 [turn over  26 the diagram shows the appearance of an eye when in bright ligh t.    bright light    which row gives the correct states of the iris muscles in brigh t light?     radial muscles circular muscles  a contracted contracted  b contracted relaxed  c relaxed contracted  d relaxed relaxed     27 what is the effect of adrenaline on pulse rate and blood gluco se concentration?     pulse rate blood glucose  a decreases decreases  b decreases increases  c increases decreases  d increases increases      28 which statements about auxin are correct?    1 auxin is made in all cells in plants.  2 auxin causes cells to elongate.  3 auxin moves between the cells by osmosis.  4 auxin is unequally distributed.    a 1 and 3 b 1 and 4 c 2 and 3 d 2 and 4     ",
+            "12": "12  \u00a9 ucles 2021 0610/21/m/j/21  29 scientists carried out a survey on the effect of giving up smo king on the risk of developing lung  cancer. the results are shown in the graph.    15 10 50percentage cumulativerisk ofdeveloping lung cancer 45 55 65 75 age, in years, of people surveyedcontinued smoking stopped smoking at 60 years of age stopped smoking at 30 years of age never smoked     the scientists made three conclusions:    1 stopping smoking reduces the risk of developing lung cancer.  2 age increases the risk of lung cancer for smokers and non-smo kers.  3 the earlier people stop smoking, the lower the risk.    which conclusions are correct?  a 1, 2 and 3 b 1 and 2 only c 1 and 3 only d 2 and 3 only    30 a zygote has ten chromosomes in its nucleus.    which row shows the number of chr omosomes in the cells of this species?     body cells sperm cells embryo cells  a 5 5 10  b 5 10 20  c 10 5 10  d 10 10 20     ",
+            "13": "13     \u00a9 ucles 2021 0610/21/m/j/21 [turn over  31 how will the composition of a pregnant woman\u2019s blood change as  it passes through the placenta?     concentration of  dissolved oxygen concentration of  urea  a decreases decreases  b decreases increases  c increases decreases  d increases increases      32 what carries a copy of the gene to the cytoplasm to make a pro tein?  a alleles  b dna molecules  c ribosomes  d mrna molecules      33 which statement about meiosis is correct?  a daughter cells are genetically identical.  b the chromosome number changes from haploid to diploid.  c it is used to produce body cells.  d it allows the formation of new combinations of chromosomes.      34 colour blindness is a characteristic that is sex-linked.    which statement about colour blindness is correct?  a the gene for colour blindness is located on the y chromosome an d colour blindness is more  common in males than in females.  b the gene for colour blindness is located on the x chromosome an d colour blindness is more  common in males than in females.  c the gene for colour blindness is located on the x chromosome an d colour blindness is more  common in females than in males.  d the gene for colour blindness is located on the y chromosome an d colour blindness is more  common in females than in males.     ",
+            "14": "14  \u00a9 ucles 2021 0610/21/m/j/21  35 the graph shows the percentage of different blood groups in a h uman population.    40 302010 0percentage in the population a b ab o blood group    which type of variation is sh own by human blood groups?  a continuous variation caused by genetic and environmental facto rs  b continuous variation caused by genetic factors only  c discontinuous variation caused by genetic and environmental fa ctors  d discontinuous variation caused by genetic factors only    36 new strains of the crop plant wheat can be produced by cross-b reeding disease resistant plants  with those that give high yields of grain.    what is this an example of?  a natural selection  b artificial selection  c genetic engineering  d asexual reproduction      37 the diagram shows the flow of energy.    1  3   sun   grass  rabbit  fox    which form of energy is transferred at points 1 and 3 in the di agram?     1  3   a chemical chemical  b heat light  c light chemical  d light heat     ",
+            "15": "15     \u00a9 ucles 2021 0610/21/m/j/21  38 the diagram shows the feeding relationships in a food web.    grass wheatrabbit mousefox owl grasshopperblackbird     which organism may feed as both a secondary and a tertiary cons umer?  a fox  b owl  c blackbird  d rabbit     39 why are bacteria useful in genetic engineering?  a their genetic code is different to other organisms.  b they have cell walls.  c they have plasmids.  d they reproduce sexually.     40 which hormones can cause the feminisation of male fish?  a adrenaline and progesterone  b adrenaline and testosterone  c oestrogen and progesterone  d oestrogen and testosterone    ",
+            "16": "16    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 tra ce copyright holders, but if any items requiring clearance have  unwittingly been included, the  publisher will be pleased to make amends at the earliest possib le opportunity.    to avoid the issue of disclosure of answer-related information to candidates, all copyright acknowledgements are reproduced on line in the cambridge  assessment international educat ion copyright acknowledgements b ooklet. this is produced for each series of examinations and is  freely available to download  at www.cambridgeinternational.org  after the live examination se ries.   cambridge assessment international education is part of the cam bridge assessment group. cambridge assessment is the brand name  of the university of  cambridge local examinations sy ndicate (ucles), which itself is  a department of the univ ersity of cambridge.    \u00a9 ucles 2021 0610/21/m/j/21  blank page  "
+        },
+        "0610_s21_qp_22.pdf": {
+            "1": "    this document has 16 pages. any blank pages are indicated.  ib21 06_0610_22/3rp   \u00a9 ucles 2021   [turn ove r   *9597819231 *cambridge igcse\u2122       biology 0610/22     paper 2 multiple choice (extended)  may/june 2021     45 minutes    you must answer on the mult iple choice answer sheet.    you will need: multiple choice answer sheet   soft clean eraser   soft pencil (type b or hb is recommended)       instructions   \uf0b7 there are forty  questions on this paper. answer all questions.   \uf0b7 for each question there ar e four possible answers a, b, c and d. choose the one you consider correct  and record your choice in soft pencil on the multiple choice an swer sheet.   \uf0b7 follow the instructions on the multiple choice answer sheet.  \uf0b7 write in soft pencil.  \uf0b7 write your name, centre number and candidate number on the mult iple choice answer sheet in the  spaces provided unless this has been done for you.  \uf0b7 do not use correction fluid.  \uf0b7 do not write on any bar codes.  \uf0b7 you may use a calculator.      information  \uf0b7 the total mark for this paper is 40.  \uf0b7 each correct answer will score one mark.  \uf0b7 any rough working should be don e on this question paper.   ",
+            "2": "2  \u00a9 ucles 2021 0610/22/m/j/21  1 what is a characteristic of all living organisms?  a breathing  b circulation  c egestion  d sensitivity      2 the bonobo and the chimpanzee are two closely related species.     what is the most  accurate method of deciding how closely related species are?  a compare evolutionary relationships of other species  b compare the base sequences of their dna  c compare their anatomy  d compare their morphology    3 scientists discover a new species of animal.    it has a segmented body with two pairs of legs on each segment.     to which group of animals does this new species belong?  a arachnids  b crustaceans  c insects  d myriapods      4 which part of a cell makes glucose?  a cell membrane  b chloroplast  c nucleus  d vacuole     ",
+            "3": "3     \u00a9 ucles 2021 0610/22/m/j/21 [turn over  5 the diagram shows some of the blood vessels and other structur es in the human body.        the blood vessels shown are all parts of the same  a cell.  b organ.  c organ system.  d tissue.     6 a photograph shows a plant cell nucleus measuring 2  mm across.    if the magnification of the cell is \uf0b4500, what is the actual size of the nucleus?  a 0.00002  mm b 0.004  mm c 0.04  mm d 250  mm    7 by which process do oxygen and carbon dioxide move between cel ls and capillaries?  a breathing  b diffusion  c excretion  d respiration    ",
+            "4": "4  \u00a9 ucles 2021 0610/22/m/j/21  8 which process is involved in th e uptake of glucose by the epit helial cells of kidney tubules?  a active transport  b osmosis  c translocation  d transpiration      9 which element is found in proteins but not carbohydrates?  a carbon  b hydrogen  c nitrogen  d oxygen      10 the sequence of the bases present on one strand of a dna molecu le is shown.    attggacggt    which sequence shows the bases present on the opposite strand?  a cggttcattg  b tccaatgaac  c taacctgcca  d attggacggt    11 starch is digested by amylase in the mouth, but it is not dige sted in the stomach.    what is the reason for this?  a all starch digestion is completed in the mouth.  b the ph in the stomach is not suitable for the amylase to work.   c the starch does not stay in the stomach long enough to be dige sted.  d the temperature in the stomach is not suitable for the amylase  to work.      12 which statement about an enzyme-controlled reaction is correct ?  a during the reaction, the substrate changes into products.  b the enzyme is gradually used up during the reaction.  c the enzyme is slowly broken down during the reaction.  d the higher the temperature, the slower the reaction.     ",
+            "5": "5     \u00a9 ucles 2021 0610/22/m/j/21 [turn over  13 a plant with striped leaves was kept in bright light for six h ours.    white stripe green stripe     a leaf was taken from the plant and the chlorophyll was removed . the leaf was then tested for  starch using iodine solution.    which diagram shows the result of the test?    yellow-brown blue-blacka white blue-blackb blue-black greenc yellow-brown greend      14 the graph shows daily carbon dioxide uptake and transpiration by the plant agave  americana .    the plant is adapted to live in very dry conditions.    10 864200.6 0.40.20 0 4 8 1 21 62 02 4 time of day  / hoursco2 uptake  / mg per dm2 per hourtranspiration / g h2o per dm2 per hourtranspirationco2 uptake     what can be concluded from this graph?  a more stomata are closed during dark periods.  b more stomata are closed during light periods.  c there is no carbon dioxide uptake during dark periods.  d there is no water uptake during light periods.    ",
+            "6": "6  \u00a9 ucles 2021 0610/22/m/j/21  15 statements 1 to  4 describe stages in the development of cholera.    1 chloride ions are secreted into the gut.  2 osmosis causes water to move into the gut.  3 the infected person becomes dehydrated.  4 toxins are produced by the pathogenic bacteria.    what is the correct sequence of the four stages?  a 1  \uf0ae 2 \uf0ae 3 \uf0ae 4  b 1  \uf0ae 4 \uf0ae 3 \uf0ae 2  c 4  \uf0ae 1 \uf0ae 2 \uf0ae 3  d 4  \uf0ae 1 \uf0ae 3 \uf0ae 2     16 the diagram shows part of the human body.    yx     which statement about organs x and y is correct?  a x absorbs more water from food than y.  b x does not absorb water from food.  c y absorbs more water from food than x.  d y does not absorb water from food.      17 which sequence describes the pathway taken by water as it moves  through a plant?  a root hair cell \uf0ae xylem \uf0ae root cortex cell \uf0ae mesophyll  b mesophyll \uf0ae xylem \uf0ae root cortex cell \uf0ae root hair cell  c root cortex cell \uf0ae root hair cell \uf0ae xylem \uf0ae mesophyll  d root hair cell \uf0ae root cortex cell \uf0ae xylem \uf0ae mesophyll    ",
+            "7": "7     \u00a9 ucles 2021 0610/22/m/j/21 [turn over  18 the diagram shows a plant at different times of year.    stage 1 at the start of the growing season, the plant uses the food reserves stored in  the bulb for the growth of shoots and leaves.  stage 2 later in the season, the leaves of the plant photosynth esise and the food  reserves in the bulb are replaced.    stage 1new growth of shoots and leaves bulb containingfood reserves stage 2food reserves in the bulbbeing replacedphotosynthesising leaves     what is the role of the bulb during stage 1 and stage 2?     stage 1 stage 2  a sink sink  b sink source  c source sink  d source source      19 how does blood enter the heart?  a through arteries into the atria  b through arteries into the ventricles  c through veins into the atria  d through veins into the ventricles      20 what is the sequence of organs that blood passes through during  one circulation of the body of a  fish?  a muscle \uf0ae heart \uf0ae gill \uf0ae muscle  b muscle \uf0ae gill \uf0ae heart \uf0ae muscle  c muscle \uf0ae heart \uf0ae gill \uf0ae heart \uf0ae muscle  d muscle \uf0ae gill \uf0ae heart \uf0ae gill \uf0ae muscle   ",
+            "8": "8  \u00a9 ucles 2021 0610/22/m/j/21  21 a child is vaccinated against measles. after a period of time the child is infected with the measles  virus.    the graph shows the concentration of measles antibodies in the child\u2019s bloodstream during this  time.    antibody concentrationin the blood time     which statement is consistent with the information in the graph ?  a after the vaccination, the child produced memory cells.  b the child had passive immunity against measles.  c the measles virus contains antibodies.  d the vaccination failed to protect the child against measles.     22 which sequence of changes takes place when we breathe in?  a diaphragm contracts  \uf0ae  volume of thorax increases  \uf0ae  pressure in lungs decreases  b diaphragm contracts  \uf0ae  volume of thorax increases  \uf0ae  pressure in lungs increases  c diaphragm relaxes  \uf0ae  volume of thorax increases  \uf0ae  pressure in lungs decreases  d diaphragm relaxes  \uf0ae  volume of thorax increases  \uf0ae  pressure in lungs increases     23 what is the link between muscle contraction, protein synthesis  and the maintenance of a constant  body temperature?  a they are controlled by hormones.  b they are examples of homeostasis.  c they require energy.  d they require carbon dioxide.     ",
+            "9": "9     \u00a9 ucles 2021 0610/22/m/j/21 [turn over  24 after vigorous exercise, an athlete continues to breathe deepl y during the recovery period.    during this recovery period the oxygen debt is removed.    which reaction is used to remove the oxygen debt?  a aerobic respiration of lactic acid in the liver  b aerobic respiration of lactic acid in the muscles  c anaerobic respiration of lactic acid in the liver  d anaerobic respiration of lactic acid in the muscles     25 the diagram shows some of the organs in the human body.    1 2 3     which row matches the function to the correct organ?     excretes carbon  dioxide excretes urea produces urea  a 1 2 3  b 1 3 2  c 2 3 1  d 2 1 3     ",
+            "10": "10  \u00a9 ucles 2021 0610/22/m/j/21  26 what is the result of the release of adrenaline?     blood glucose  concentration breathing rate  a decreases decreases  b decreases increases  c increases decreases  d increases increases     27 a person's skin looks more red in a warm environment than it do es in a cool environment.    which explanation is correct?  a the arterioles supplying capillaries in the skin vasodilate an d less blood flows to the skin  surface.  b the arterioles supplying capillaries in the skin vasodilate an d more blood flows to the skin  surface.  c the arterioles supplying capillaries in the skin vasoconstrict  and more blood flows to the skin  surface.  d the arterioles supplying capillaries in the skin vasoconstrict  and less blood flows to the skin  surface.     28 the diagram shows a plant next to a window.    light     which statement explains the plant shoot\u2019s growth?  a there is a higher concentration of auxin in the cells on the sh aded side of the shoot. this  prevents cell elongation.  b there is a higher concentration of auxin in the cells on the sh aded side of the shoot. this  stimulates cell elongation.  c there is a lower concentration of auxin in the cells on the sha ded side of the shoot. this  prevents cell elongation.  d there is a lower concentration of auxin in the cells on the sha ded side of the shoot. this  stimulates cell elongation.     ",
+            "11": "11     \u00a9 ucles 2021 0610/22/m/j/21 [turn over  29 the graph shows how smoking different numbers of cigarettes fo r different lengths of time affects  the risk of lung cancer.    < 20 20\u201329 30\u201339 number of years smoking40\u201349 > 5045 4035302520 1510 50risk of lung cancer /  arbitrary unitskey smoking less than 20 cigarettes per day smoking more than 20 cigarettes per day     which conclusions are supported by the data in the graph?    1 smoking more than 20 cigarettes per day always increases the risk of lung cancer  more than smoking less than 20 cigarettes per day.  2 smoking cigarettes for more years increases the risk of lung cancer.  3 smoking more than 20 cigarettes per day for more than 50 year s has the highest  risk of lung cancer.    a 1, 2 and 3 b 1 and 2 only c 1 and 3 only d 2 and 3 only     ",
+            "12": "12  \u00a9 ucles 2021 0610/22/m/j/21  30 the life cycle of aphids include s both sexual and asexual repr oduction.    offspringparent fertilised egg offspringreproduction x reproduction y female parent male parent    which statement is correct?  a x shows asexual reproduction, which produces genetic variation in the offspring.  b y shows asexual reproduction, which produces genetic variation in the offspring.  c x shows asexual reproduction, which produces genetically identi cal offspring.  d y shows asexual reproduction, which produces genetically identi cal offspring.     31 modern agricultural methods often use artificial insemination (ai) to breed dairy cattle.    which statement describes the process of artificial inseminatio n?  a sperm is collected from a bull and frozen. the sperm is later i nserted into the vagina of a  cow.  b eggs are removed from a cow and fertilised using sperm from a b ull. the fertilised eggs are  reinserted into the uterus of the cow.  c male and female cows with desir ed characteristics are chosen to  mate.  d embryos are removed from the uterus of the cow. the embryos are  frozen and stored for  future use.     ",
+            "13": "13     \u00a9 ucles 2021 0610/22/m/j/21 [turn over  32 the tasmanian devil is an animal with seven pairs of chromosom es in each body cell.    the diagram shows the chromosomes in a cell from a tasmanian de vil.        which statement is correct?  a the cell is a haploid cell containing pairs of chromosomes.  b the cell is a diploid cell with no pairs of chromosomes.  c the cell is a haploid cell with no pairs of chromosomes.  d the cell is a diploid cell containing pairs of chromosomes.    33 some statements about mitosis are listed.    1 cells divide and produce new cells to repair damaged tissues.   2 chromosomes are duplicated and the cell separates to form gam etes.  3 chromosomes are duplicated and the cell separates to form gen etically identical  cells.  4 mitosis is used in asexual reproduction.    which statements are correct?  a 1, 2 and 3 b 1, 3 and 4 c 2 and 4 d 3 and 4 only    34 coat colour in cattle is controlled by two codominant alleles.    the genotype c rcr results in cattle with a red coloured coat. the genotype cwcw results in cattle  with a white coloured coat. the genotype crcw results in a roan coat; these cattle have a mixture  of red hairs and white hairs in their coat.    a mating occurs between a red cow and a roan bull.    what is the expected ratio of coat colour in the offspring?  a 50% red, 50% white  b 100% red  c 50% red, 50% roan  d 100% roan ",
+            "14": "14  \u00a9 ucles 2021 0610/22/m/j/21  35 which feature would help a plant to survive in a dry environmen t?  a large leaves  b many stomata  c small roots  d thick waxy cuticle      36 what occurs as a result of artificial selection?  a antibiotic resistance in bacteria  b disease resistant crops  c presence of roots in cactus plants  d sickle cell anaemia      37 which type of energy is passed from organism to organism in a f ood chain?  a light  b c h e m i c a l   c heat  d kinetic      38 the diagram shows a food web.    brown trout dragonfly nymph freshwater shrimpmayfly nymph pondweedmicroscopic alga    how many organisms feed at more than one trophic level?  a 0 b 1 c 2 d 3 ",
+            "15": "15     \u00a9 ucles 2021 0610/22/m/j/21  39 bacteria can be used to make human proteins.    which statement explains why this is possible when a human gene  is placed in a bacterial cell?  a bacteria are able to reproduce rapidly.  b bacteria are very small organisms.  c bacteria contain genetic material in plasmids.  d bacteria have the same genetic code as humans.    40 the process of eutrophication begins with the increased availab ility of nitrate ions and other ions  in water.    the processes involved in eutrophication are listed.    1 increased aerobic respiration by decomposers  2 increased death of producers due to lack of light 3 rapid growth of producers  4 oxygen concentration in the water decreases and more organism s die    what is the correct sequence?  a 3  \uf0ae 2 \uf0ae 1 \uf0ae 4  b 3  \uf0ae 4 \uf0ae 2 \uf0ae 1  c 4  \uf0ae 1 \uf0ae 2 \uf0ae 3  d 4  \uf0ae 1 \uf0ae 3 \uf0ae 2     ",
+            "16": "16    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 tra ce copyright holders, but if any items requiring clearance have  unwittingly been included, the  publisher will be pleased to make amends at the earliest possib le opportunity.    to avoid the issue of disclosure of answer-related information to candidates, all copyright acknowledgements are reproduced on line in the cambridge  assessment international educat ion copyright acknowledgements b ooklet. this is produced for each series of examinations and is  freely available to download  at www.cambridgeinternational.org  after the live examination se ries.   cambridge assessment international education is part of the cam bridge assessment group. cambridge assessment is the brand name  of the university of  cambridge local examinations sy ndicate (ucles), which itself is  a department of the univ ersity of cambridge.    \u00a9 ucles 2021 0610/22/m/j/21  blank page  "
+        },
+        "0610_s21_qp_23.pdf": {
+            "1": "    this document has 16 pages. any blank pages are indicated.  ib21 06_0610_23/3rp   \u00a9 ucles 2021   [turn ove r   *0328570865 *cambridge igcse\u2122       biology 0610/23     paper 2 multiple choice (extended)  may/june 2021     45 minutes    you must answer on the mult iple choice answer sheet.    you will need: multiple choice answer sheet   soft clean eraser   soft pencil (type b or hb is recommended)       instructions   \uf0b7 there are forty  questions on this paper. answer all questions.   \uf0b7 for each question there ar e four possible answers a, b, c and d. choose the one you consider correct  and record your choice in soft pencil on the multiple choice an swer sheet.   \uf0b7 follow the instructions on the multiple choice answer sheet.  \uf0b7 write in soft pencil.  \uf0b7 write your name, centre number and candidate number on the mult iple choice answer sheet in the  spaces provided unless this has been done for you.  \uf0b7 do not use correction fluid.  \uf0b7 do not write on any bar codes.  \uf0b7 you may use a calculator.      information  \uf0b7 the total mark for this paper is 40.  \uf0b7 each correct answer will score one mark.  \uf0b7 any rough working should be don e on this question paper.   ",
+            "2": "2  \u00a9 ucles 2021 0610/23/m/j/21  1 what is a characteristic of all living organisms?  a breathing  b circulation  c egestion  d sensitivity      2 what is the most accurate method of classifying animals?  a comparing bones  b comparing the morphology of organisms  c identifying similarities in anatomy  d identifying similarities in dna base sequences      3 scientists discover a new species of animal.    it has a segmented body with two pairs of legs on each segment.     to which group of animals does this new species belong?  a arachnids  b crustaceans  c insects  d myriapods     4 in which part of a cell does photosynthesis take place?  a vacuole  b nucleus  c chloroplast  d cytoplasm    ",
+            "3": "3     \u00a9 ucles 2021 0610/23/m/j/21 [turn over  5 the diagram shows some of the blood vessels and other structur es in the human body.        the blood vessels shown are all parts of the same  a cell.  b organ.  c organ system.  d tissue.     6 a photograph shows a plant cell nucleus measuring 2  mm across.    if the magnification of the cell is \uf0b4500, what is the actual size of the nucleus?  a 0.00002  mm b 0.004  mm c 0.04  mm d 250  mm    7 by which process do oxygen and carbon dioxide move between cel ls and capillaries?  a breathing  b diffusion  c excretion  d respiration    ",
+            "4": "4  \u00a9 ucles 2021 0610/23/m/j/21  8 which process is involved in th e uptake of glucose by the epit helial cells of kidney tubules?  a active transport  b osmosis  c translocation  d transpiration      9 which element is found in proteins but not carbohydrates?  a carbon  b hydrogen  c nitrogen  d oxygen      10 a dna sample was tested to identify its bases.    35% of the bases in the dna were g.    which row shows the percentages of the other bases?     percentage of bases  a c t  a 15 15 35  b 15 35 15  c 35 15 35  d 35 35 15     11 starch is digested by amylase in the mouth, but it is not dige sted in the stomach.    what is the reason for this?  a all starch digestion is completed in the mouth.  b the ph in the stomach is not suitable for the amylase to work.   c the starch does not stay in the stomach long enough to be dige sted.  d the temperature in the stomach is not suitable for the amylase  to work.    ",
+            "5": "5     \u00a9 ucles 2021 0610/23/m/j/21 [turn over  12 which type of molecule are enzymes made of?  a carbohydrate  b fat  c protein  d vitamin      13 a plant with striped leaves was kept in bright light for six h ours.    white stripe green stripe     a leaf was taken from the plant and the chlorophyll was removed . the leaf was then tested for  starch using iodine solution.    which diagram shows the result of the test?    yellow-brown blue-blacka white blue-blackb blue-black greenc yellow-brown greend      ",
+            "6": "6  \u00a9 ucles 2021 0610/23/m/j/21  14 the graph shows daily carbon dioxide uptake and transpiration by the plant agave  americana .    the plant is adapted to live in very dry conditions.    10 864200.6 0.40.20 0 4 8 1 21 62 02 4 time of day  / hoursco2 uptake  / mg per dm2 per hourtranspiration / g h2o per dm2 per hourtranspirationco2 uptake     what can be concluded from this graph?  a more stomata are closed during dark periods.  b more stomata are closed during light periods.  c there is no carbon dioxide uptake during dark periods.  d there is no water uptake during light periods.     15 statements 1 to   4 describe stages in the development of cholera.    1 chloride ions are secreted into the gut.  2 osmosis causes water to move into the gut.  3 the infected person becomes dehydrated. 4 toxins are produced by the pathogenic bacteria.    what is the correct sequence of the four stages?  a 1  \uf0ae 2 \uf0ae 3 \uf0ae 4  b 1  \uf0ae 4 \uf0ae 3 \uf0ae 2  c 4  \uf0ae 1 \uf0ae 2 \uf0ae 3  d 4  \uf0ae 1 \uf0ae 3 \uf0ae 2      16 what is the cause of the start of dental decay?  a acid dissolves dentine.  b acid dissolves enamel.  c sugars dissolve dentine.  d sugars dissolve enamel.   ",
+            "7": "7     \u00a9 ucles 2021 0610/23/m/j/21 [turn over  17 the diagram shows one of the stomata of a leaf, and some of th e cells that are near it.    mesophyll cell guard cellx y     during transpiration, what describes the movement of water at x  and at y?     movement of  water at x movement of  water at y  a evaporation diffusion  b evaporation osmosis  c osmosis diffusion  d osmosis osmosis     ",
+            "8": "8  \u00a9 ucles 2021 0610/23/m/j/21  18 a ring of phloem tissue was removed from the stem of a plant, as shown in the first diagram.  carbon dioxide containing radioactive carbon was supplied to th e leaf of the plant. the second  diagram shows where radioactive carbon was present after three hours.    startarea with phloemremovedclear bag carbon dioxide containing radioactive carbon after three hoursshaded and blackareas show whereradioactive carbonis present     which statements does the experiment support?    1 translocation of sugar only occurs in one direction.  2 translocation occurs in the phloem.  3 translocation requires energy.    a 1 only b 1 and 2 c 2 only d 2 and 3      19 through which blood vessels does blood flow into the heart?    1 pulmonary artery  2 pulmonary vein 3 vena cava  4 aorta    a 1 and 2 b 1 and 4 c 2 and 3 d 2 and 4    20 what is an angioplasty?  a a recording of the heart\u2019s electrical activity to check for abn ormalities  b an operation to insert a new vessel that diverts blood around a  narrowed section  c the insertion of a tube into a blood vessel to allow blood to f low more freely  d the widening of a blood vessel by means of a balloon-like devic e    ",
+            "9": "9     \u00a9 ucles 2021 0610/23/m/j/21 [turn over  21 a child is vaccinated against measles. after a period of time the child is infected with the measles  virus.    the graph shows the concentration of measles antibodies in the child\u2019s bloodstream during this  time.    antibody concentrationin the blood time     which statement is consistent with the information in the graph ?  a after the vaccination, the child produced memory cells.  b the child had passive immunity against measles.  c the measles virus contains antibodies.  d the vaccination failed to protect the child against measles.     22 which sequence of changes takes place when we breathe in?  a diaphragm contracts  \uf0ae  volume of thorax increases  \uf0ae  pressure in lungs decreases  b diaphragm contracts  \uf0ae  volume of thorax increases  \uf0ae  pressure in lungs increases  c diaphragm relaxes  \uf0ae  volume of thorax increases  \uf0ae  pressure in lungs decreases  d diaphragm relaxes  \uf0ae  volume of thorax increases  \uf0ae  pressure in lungs increases      23 which statement applies to respiration?  a it involves enzymes.  b energy is absorbed.  c it only takes place in animal cells.  d oxygen is released.     ",
+            "10": "10  \u00a9 ucles 2021 0610/23/m/j/21  24 which statement about respiration is correct?  a deep breathing after exercise reduces an oxygen debt.  b lactic acid produced by aerobic r espiration causes an oxygen de bt.  c the energy in ethanol molecules is released by muscle cells.  d the energy in lactic acid is released by anaerobic respiration.       25 a student carried out an experiment to investigate the effect o f temperature on the volume of  urine produced.    which row shows the experiment where the environmental temperat ure was increased from 20  \uf0b0c  to 40  \uf0b0c but no other changes were made?     urine produced   / cm3 per hour  before after  a 60 60  b 80 40  c 120 145  d 100 130     26 which row shows the levels of organisation for structures assoc iated with the eye?     cell tissue organ organ system  a cone fovea endocrine eye  b rod retina eye nervous  c antibody muscle artery circulatory  d lymphocyte capillary vein sensory     27 which row correctly compares hormonal control with nervous cont rol?     speed of action  of hormonal control how long the effects  of the hormone lasts  a rapid short  b slow long  c rapid long  d slow short     ",
+            "11": "11     \u00a9 ucles 2021 0610/23/m/j/21 [turn over  28 which statement about the regulation of human body temperature  is correct?  a vasoconstriction of skin arterioles occurs when the body tempe rature is too low.  b vasodilation of skin arterioles occurs when the body temperatu re is too low.  c vasoconstriction of skin capillaries occurs when the body temp erature is too high.  d vasodilation of skin capillaries occurs when the body temperatu re is too low.      29 why are people advised not to drive a car after drinking an excessive quantity of alcohol ?  a alcohol is a depressant.  b alcohol is a stimulant.  c alcohol decreases reaction time.  d alcohol is addictive.      30 what is a disadvantage of asexual reproduction when a new crop disease appears on a farm?  a asexual reproduction only requires one parent plant.  b asexual reproduction does not require a pollinator.  c asexual reproduction does not lead to genetic variation in offspring.  d asexual reproduction does not disperse offspring over a wide area.      31 where is progesterone produced in the late stages of pregnancy?   a o v a r i e s   b pancreas  c placenta  d u t e r u s     ",
+            "12": "12  \u00a9 ucles 2021 0610/23/m/j/21  32 the diagram shows structures involved in the synthesis of an en zyme in a cell.    13 42     what is structure 2?  a amino acids  b dna  c m r n a   d p r o t e i n     33 which definition of mitosis is correct?  a nuclear division giving rise to  genetically different cells  b nuclear division giving rise  to genetically identical cells  c fusion of nuclei giving rise to  a genetically different cell  d fusion of nuclei giving rise to a genetically identical cell    34 what happens during meiosis?  a a haploid cell produces haploid cells that are genetically ide ntical.  b a haploid cell produces haploid cells that are genetically dif ferent.  c a diploid cell produces haploid cells that are genetically ide ntical.  d a diploid cell produces haploid cells that are genetically dif ferent.    ",
+            "13": "13     \u00a9 ucles 2021 0610/23/m/j/21 [turn over  35 what is a correct description of a gene mutation?  a a duplicate copy of dna  b a change in the base sequence of dna  c an increase in the number of chromosomes  d a phenotypic variation      36 adaptive features are inherited features that increase fitness.     what is the definition of fitness?  a artificial selection to improve organisms  b the change in adaptive features of a population over time  c the probability of an organism surviving and reproducing in the  e n v i r o n m e n t  i n  w h i c h  i t  i s   found  d the probability of variation in a population    37 the diagram shows energy transfer through a food chain. the la belled arrows represent the  energy transfers.    sunw y zplantair x grasshopper frog    which energy transfers are shown by the labelled arrows?  a x is heat energy transfer and z is chemical energy transfer.  b y is chemical energy transfer and x is light energy transfer.  c x is chemical energy transfer and y is heat energy transfer.  d z is heat energy transfer and w is light energy transfer.    ",
+            "14": "14  \u00a9 ucles 2021 0610/23/m/j/21  38 the organisms in a food chain can be represented by pyramids o f numbers or pyramids of  biomass.    which diagram represents a pyramid of numbers?    ab blackbird ladybird greenflyfleas rabbit grass rose bush sparrow hawk blue tit caterpillar oak treecd starling lacewing aphid elder tree     39 scientists wanted to know which one of four different varieties  of bacteria, a, b, c or d, would be  the best to use to make a protein.    they grew the bacteria for five days using the same starting ma ss of each bacterium. they then  measured the mass of bacteria and the mass of protein produced per gram of bacteria.    the results are shown in the table.    which variety of bacteria should the scientists choose?     mass of bacteria  at the start  / g mass of bacteria  after five days  / g mass of protein   / mg protein per g of  bacteria  a 2 200 10  b 2 800   1  c 2 100 12  d 2 100   6     ",
+            "15": "15     \u00a9 ucles 2021 0610/23/m/j/21  40 the graph shows the annual deforestation and annual net releas e of carbon dioxide from an area  of tropical forest between 1990 and 2001.    199019911992199319941995199619971998199920002001 year3.0 2.52.01.51.00.50.01400 12001000 800600400200 0annual deforestation/  million hectaresannual net release ofcarbon dioxide/  million tonnes key annual deforestation annual net release of carbon dioxide    which statements are correct?    1 the highest rate of deforestation occurred in 1995.  2 there is a close relationship between annual deforestation an d carbon dioxide  release.  3 the annual net release of carbon dioxide increases every year .    a 1 and 2 only b 1 and 3 only c 1, 2 and 3 d 2 and 3 only     ",
+            "16": "16    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 tra ce copyright holders, but if any items requiring clearance have  unwittingly been included, the  publisher will be pleased to make amends at the earliest possib le opportunity.    to avoid the issue of disclosure of answer-related information to candidates, all copyright acknowledgements are reproduced on line in the cambridge  assessment international educat ion copyright acknowledgements b ooklet. this is produced for each series of examinations and is  freely available to download  at www.cambridgeinternational.org  after the live examination se ries.   cambridge assessment international education is part of the cam bridge assessment group. cambridge assessment is the brand name  of the university of  cambridge local examinations sy ndicate (ucles), which itself is  a department of the univ ersity of cambridge.    \u00a9 ucles 2021 0610/23/m/j/21  blank page  "
+        },
+        "0610_s21_qp_31.pdf": {
+            "1": "cambridge igcse\u2122*7041463220* this document has 20 pages. any blank pages are indicated. dc (leg/sw) 305847/4 \u00a9 ucles 2021  [turn overbiology  0610/31 paper 3 theory (core)  may/june  2021  1 hour 15 minutes you must answer on the question paper. no additional materials are needed. instructions  \u25cf answer all questions.  \u25cf use a black or dark blue pen. you may use an hb pencil for any diagrams or graphs.  \u25cf write your name, centre number and candidate number in the boxes at the top of the page.  \u25cf write your answer to each question in the space provided.  \u25cf do not use an erasable pen or correction fluid.  \u25cf do not write on any bar codes.  \u25cf you may use a calculator.  \u25cf you should show all your working and use appropriate units. information  \u25cf the total mark for this paper is 80.  \u25cf the number of marks for each question or part question is shown in brackets [  ].",
+            "2": "2 0610/31/ m/j/21 \u00a9 ucles 2021 1 fig. 1.1 is a dichotomous key. it can be used to identify different types of tree by using their leaves. does the leaf have a single leaf shape?does the leaf have a smooth, unlobed  edge?is the width of the leaf smaller than the length of the  leaf? are the edges spiky? aesculusplumeria syringa ilex quercus sorbusdo the leaflets (individual leaves) join at one point on the stalk?yes noyes noyes no yes no yes no fig. 1.1  fig. 1.2 shows leaves from six different trees.  use the key in fig. 1.1 to identify the six different types of tree.  write the name of each tree on the lines in fig. 1.2. ... ... ... ... ... ... fig. 1.2  [5]",
+            "3": "3 0610/31/ m/j/21 \u00a9 ucles 2021 [turn over 2 (a) fig. 2.1 is a front view diagram of the male reproductive system in humans. dcba fig. 2.1   the boxes on the left show the letters identifying the parts in fig. 2.1.   the boxes on the right show the functions of some of the parts of the male reproductive  system.   draw lines to link each letter to its function. draw four lines.   letter from fig. 2.1  function a b c dgland that secretes fluid for sperm to swim in  produces sperm sac that holds the testes tube carrying semen and urine  tube carrying sperm to urethra  [4]",
+            "4": "4 0610/31/ m/j/21 \u00a9 ucles 2021  (b) sperm are the male gametes in humans.   (i) state the name of the female gamete in humans.  .  [1]   (ii) state the name of the cell that is formed at fertilisation.  .  [1]   (iii) state the usual site of fertilisation in humans.  .  [1]  (c) the human reproductive system is involved in sexual reproduction.   compare asexual  reproduction with sexual  reproduction.  ...  ...  ...  ...  ...  ...  .  [3]  [total: 10]",
+            "5": "5 0610/31/ m/j/21 \u00a9 ucles 2021 [turn over 3 (a) fig. 3.1 shows the number of deaths in one country that were due to excessive alcohol  consumption. 4000 2009 2010 2011 year2012 20134400480052005600 420046005000number of deaths due to excessive alcohol consumption5400 fig. 3.1   describe the results shown in fig. 3.1.   use the data to support your answer.  ...  ...  ...  ...  ...  ...  .  [3]",
+            "6": "6 0610/31/ m/j/21 \u00a9 ucles 2021  (b) describe two short-term effects of excessive alcohol consumption on the nervous system. 1    ... 2    ...  [2]  (c) state the name of one organ damaged by long-term excessive alcohol consumption.  .  [1]  (d) alcohol dehydrogenase is an enzyme that breaks down alcohol in the body.   fig. 3.2 shows the activity of alcohol dehydrogenase at different ph values. 3enzyme activity 5 7 ph9 11 4 6 8 10 fig. 3.2   (i) state the ph value with the highest enzyme activity in fig. 3.2.  .  [1]   (ii) state the ph value with the lowest enzyme activity in fig. 3.2.  .  [1]   (iii) suggest one other  factor that could affect the activity of the enzyme alcohol  dehydrogenase.  .  [1]",
+            "7": "7 0610/31/ m/j/21 \u00a9 ucles 2021 [turn over  (e) enzymes are biological catalysts.   define the term catalyst.  ...  ...  .  [2]  (f) enzymes are proteins.   circle  the elements that all enzymes contain.   calcium  carbon  hydrogen  iodine   iron  magnesium  nitrogen  oxygen  [2]  [total: 13]",
+            "8": "8 0610/31/ m/j/21 \u00a9 ucles 2021 4 (a) the box on the left contains the words \u2018aerobic respiration\u2019.   the boxes on the right show some sentence endings.   draw lines to make three  correct sentences about aerobic respiration.   aerobic respirationinvolves the action of enzymes.  occurs in animals only.  produces water.  requires carbon dioxide. releases less energy than anaerobic respiration. requires oxygen.  [3]  (b) one effect of the release of the hormone adrenaline is to increase blood glucose concentration.  this allows more aerobic respiration to occur.   (i) place ticks ( \u2713) in the correct boxes to show other effects of the release of adrenaline on  the body. change in the genotype  decreased breathing rate  development of lung cancer increased pulse rate widened pupils  [2]   (ii) state the name of the gland that releases adrenaline.  .  [1]",
+            "9": "9 0610/31/ m/j/21 \u00a9 ucles 2021 [turn over   (iii) state how adrenaline is transported to its target organs.  ...  .  [1]  (c) state the names of two hormones involved in the development of secondary sexual  characteristics in humans. 1   2     [2]   (d) state the name of the organ that secretes the hormone insulin.  .  [1]  (e) organs, tissues and specialised cells are structures in the body that perform a particular  function.   write these parts of the body in order of size from smallest to largest.   cell          dna molecule           organ           organ system           tissue   smallest  ...       ..       ..       ...   largest  ...  [2]  [total: 12]",
+            "10": "10 0610/31/ m/j/21 \u00a9 ucles 2021 5 (a) fig. 5.1 is a diagram of a human heart.  blood vessel a \u2013 from the bodyblood vessel b \u2013 to the lungsblood vessel c \u2013 to the body blood vessel d \u2013 from the lungs fig. 5.1   (i) use label lines and labels to identify these structures on fig. 5.1: \u2022 atrium \u2022 septum \u2022 ventricle \u2022 valve  [4]   (ii) identify the letter or letters of all the blood vessels from fig. 5.1, that: are arteries  ... is the pulmonary vein  ...  .  [2]  (b) the activity of the heart can be monitored by measuring the pulse rate.   state two other  ways of monitoring the activity of the heart. 1   2    [2]",
+            "11": "11 0610/31/ m/j/21 \u00a9 ucles 2021 [turn over  (c) coronary heart disease (chd) is caused by a blockage of blood vessels in the heart.   (i) state the name of the blood vessels that become blocked.  .  [1]   (ii) state three  risk factors for developing chd. 1   2   3    [3]  [total: 12]",
+            "12": "12 0610/31/ m/j/21 \u00a9 ucles 2021 6 (a) dimples are an indentation of the cheek visible when smiling.   fig. 6.1 is a photograph showing a person with dimples. fig. 6.1   the number of male and female students in a class that had dimples was recorded.   the results are shown in table 6.1. table 6.1 characteristic sex number of students with dimplesmale  4 female  5 without  dimplesmale 13 female 12   (i) calculate the total number of male students in the class.  .  [1]   (ii) calculate the difference in number between male and female students with dimples.  .  [1]",
+            "13": "13 0610/31/ m/j/21 \u00a9 ucles 2021 [turn over   (iii) describe the evidence from table 6.1 that shows that dimples are a type of discontinuous  variation.  ...  ...  ...  ...  .  [2]   (iv) state one other  example of discontinuous variation in humans.  .  [1]   (v) state one example of continuous variation in humans.  .  [1]  (b) variation can be caused by a mutation.   complete the sentences about mutation using words from the list.   each word can be used once, more than once or not at all. alleles       decrease       genetic       impulses  increase       ionising       maintain       physical       stimuli   a mutation is a ... change.    mutations form new ... .   some chemicals and ... radiation can     ... the rate of mutation.  [4]  [total: 10]",
+            "14": "14 0610/31/ m/j/21 \u00a9 ucles 2021 7 (a) modern technology has improved food production.   table 7.1 shows some of the ways that food production has been improved.   complete table 7.1 by writing an example for each description. table 7.1 example of technologydescription of how it has improved   food production used to farm larger areas of land  used to improve growth in plants by  providing nutrients used to improve yield by removing animal  pests used to remove competition by weeds  [4]  (b) intensive livestock production is used to improve food production.   describe the negative effects of intensive livestock production.  ...  ...  ...  ...  ...  ...  .  [3]",
+            "15": "15 0610/31/ m/j/21 \u00a9 ucles 2021 [turn over  (c) selective breeding can be used to improve the yield of meat from livestock.   sentences a to e in table 7.2 describe the selective breeding of chickens to improve meat  quantity.   the sentences are not in the correct order. table 7.2 breed the chickens together. a observe the chickens to identify those that will yield the most meat. b observe the offspring and select the offspring that will yield the most meat. c repeat the process over many generations. d select one male and one female chicken. e   put the letters from table 7.2 into the correct order.   one has been done for you. a  [2]  (d) lack of food can affect the population size of animals in ecosystems.   state two other  factors that could decrease population size. 1   2     [2]  [total: 11]",
+            "16": "16 0610/31/ m/j/21 \u00a9 ucles 2021 8 (a) a student investigated the conditions needed for germination of seeds.   fig. 8.1 shows the apparatus and conditions used. a blight seeds wet soildark c dlight seeds dry soildarkbox to exclude light fig. 8.1   the seeds in test-tubes a and b germinated but the seeds in test-tubes c and d did not  germinate.   (i) use the information in fig. 8.1 to state one condition required for germination.  .  [1]   (ii) use the information in fig. 8.1 to state one condition not required for germination.  .  [1]   (iii) the investigation was repeated with seeds that had been boiled for 10 minutes and then  cooled.    predict and explain the effect of boiling on the results.  ...  ...  ...  ...  .  [2]",
+            "17": "17 0610/31/ m/j/21 \u00a9 ucles 2021  (b) photosynthesis and germination have different requirements.   (i) state the word equation for photosynthesis.  .  [2]   (ii) state the name of one condition needed for both photosynthesis and germination.  .  [1]  [total: 7]",
+            "18": "18 0610/31/ m/j/21 \u00a9 ucles 2021 blank page",
+            "19": "19 0610/31/ m/j/21 \u00a9 ucles 2021 blank page",
+            "20": "20 0610/31/ m/j/21 \u00a9 ucles 2021 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 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.blank page"
+        },
+        "0610_s21_qp_32.pdf": {
+            "1": "this document has 20 pages. any blank pages are indicated. cambridge igcse\u2122 *9254380606* dc (ms/jg) 202225/3 \u00a9 ucles 2021  [turn overbiology  0610/32 paper 3 theory (core)  may/june  2021  1 hour 15 minutes you must answer on the question paper. no additional materials are needed. instructions  \u25cf answer all questions.  \u25cf use a black or dark blue pen. you may use an hb pencil for any diagrams or graphs.  \u25cf write your name, centre number and candidate number in the boxes at the top of the page.  \u25cf write your answer to each question in the space provided.  \u25cf do not use an erasable pen or correction fluid.  \u25cf do not write on any bar codes.  \u25cf you may use a calculator.  \u25cf you should show all your working and use appropriate units. information  \u25cf the total mark for this paper is 80.  \u25cf the number of marks for each question or part question is shown in brackets [  ].",
+            "2": "2 0610/32/ m/j/21 \u00a9 ucles 2021 1 fig. 1.1 is a diagram of the human gas exchange system. a region  b fig. 1.1  (a) (i) identify using a label line and a label on fig. 1.1 : \u2022 a lung \u2022 the diaphragm.   [2]   (ii) state the name of structure a in fig. 1.1.  .  [1]   (iii) oxygen molecules pass through structure a on their way to the red blood cells.    state the names of three  other structures in the gas exchange system that oxygen  molecules must pass through on their way to the red blood cells. 1   2   3    [3]   (iv) state the name of the process that moves oxygen into the red blood cells.  .  [1]",
+            "3": "3 0610/32/ m/j/21 \u00a9 ucles 2021 [turn over  (b) fig. 1.2 is a magnified image of the exchange surface shown in region b in fig. 1.1. fig. 1.2   (i) state the name of the main blood vessel that delivers blood to the lungs.  .  [1]   (ii) the gas exchange surface shown in fig. 1.2 is permeable to make gas exchange  efficient.    list two other features of gas exchange surfaces. 1   2    [2]  (c) oxygen concentration is higher in inspired air than in expired air.   state one other way the composition of inspired air differs from the composition of expired air.  .  [1]   [total: 11]",
+            "4": "4 0610/32/ m/j/21 \u00a9 ucles 2021 2 (a) (i) list the chemical elements in a carbohydrate.  .  [1]   (ii) state the name of one chemical element that is found in a protein but is not found in a  carbohydrate.  .  [1]  (b) fig. 2.1 shows a variegated leaf which uses photosynthesis to make carbohydrates.   a variegated leaf has green parts that contain chlorophyll and white parts that do not contain  chlorophyll. whitegreen fig. 2.1   (i) state the word equation for photosynthesis.  .  [2]   (ii) the carbohydrate produced by photosynthesis can be stored as starch in the leaf.    a plant with variegated leaves used up its store of starch because it was placed in the  dark.    explain why the plant used up its store of starch when it was placed in the dark.  ...  ...  ...  ...  .  [2]",
+            "5": "5 0610/32/ m/j/21 \u00a9 ucles 2021 [turn over   (iii) the plant with variegated leaves was then left in a warm, sunny place. after a few days,  a leaf from this plant was removed and tested for starch.    predict the results of the starch test by placing ticks ( 3) in table 2.1. table 2.1 part of leaf starch present starch absent green  white   [1]   (iv) state the name of the mineral ion that is needed to make chlorophyll.  .  [1]  (c) starch is a large molecule.   the boxes on the left show the names of some other large molecules.   the boxes on the right show some sentence endings.   draw five lines to make five correct sentences.  large molecule  sentence endings   cellulose  is made from amino acids.   dna  is made from fatty acids and glycerol.   glycogen  is made from glucose.   oil  is the genetic material.   protein   [5]   [total: 13]",
+            "6": "6 0610/32/ m/j/21 \u00a9 ucles 2021 3 (a) fig. 3.1 is a diagram showing stages during the development of a human embryo and fetus. fig. 3.1   (i) put a tick ( 3) in the box that describes a human embryo.    a ball of cells      a cell with energy stores and a jelly coating      a cell with a flagellum      is made of cells that have a cell wall    [1]",
+            "7": "7 0610/32/ m/j/21 \u00a9 ucles 2021 [turn over   (ii) table 3.1 shows some of the events ( d to j) that occur between fertilisation and birth.     the events are not in the correct order. table 3.1 d a baby is born  e complexity of the fetus increases more than size f a zygote is formed g embryo implants into the wall of the uterus  h size of the fetus increases more than complexity j the zygote divides by mitosis to produce two cells    put the events into the correct sequence by ordering the letters.    one has been done for you. j  [3]  (b) complete the sentences using the words and phrases from the list.   each word or phrase may be used once, more than once or not at all. afterbirth     amniotic sac     amniotic fluid     cervix oviduct     penis     umbilical cord     uterus wall     vagina   birth begins when the strong muscles of the .. start to contract.  this causes the .. to dilate. the .. can  break at this stage. the muscles start to push the baby out. the baby moves through the  .. . the .. is tied and cut. finally the  .. is delivered.   [6]    [total: 10]",
+            "8": "8 0610/32/ m/j/21 \u00a9 ucles 2021 4 (a) (i) define the term genetic engineering.  ...  ...  ...  ...  .  [2]   (ii) state one example of genetic engineering.  ...  ...  .  [1]  (b) fig. 4.1 is a diagram of a fruit fly with normal wings and a fruit fly with vestigial wings.  normal wings vestigial wings  fig. 4.1   a gene determines whether fruit flies have normal wings or vestigial wings.   there are two alleles for this gene: \u2022 a is dominant and  represents the allele for normal wings \u2022 a is recessive and  represents the allele for vestigial wings.",
+            "9": "9 0610/32/ m/j/21 \u00a9 ucles 2021 [turn over   (i) a homozygous dominant fruit fly was crossed with a heterozygous fruit fly.    complete the genetic diagram to predict the probability of the offspring having vestigial  wings.    parental phenotypes  normal wings  \u00d7 normal wings    parental genotypes  ..\u2026\u2026\u2026\u2026..  \u00d7 ..\u2026\u2026\u2026\u2026..    gametes       ..\u2026\u2026..  , ..\u2026\u2026..  \u00d7 ..\u2026.\u2026.  , ..\u2026\u2026..    offspring genotypes  ..\u2026\u2026\u2026\u2026..  ..\u2026\u2026\u2026\u2026..  ..\u2026\u2026\u2026\u2026..  ..\u2026\u2026\u2026\u2026..    offspring phenotypes  ..\u2026\u2026\u2026\u2026..  ..\u2026\u2026\u2026\u2026..  ..\u2026\u2026\u2026\u2026..  ..\u2026\u2026\u2026\u2026..    probability of offspring having vestigial wings ..\u2026\u2026\u2026\u2026   [5]   (ii) state the genotype of a pure-breeding fruit fly that has normal wings.  .  [1]   (iii) the binomial name for a fruit fly is drosophila melanogaster .    state the genus of this fruit fly.  .  [1]    [total: 10]",
+            "10": "10 0610/32/ m/j/21 \u00a9 ucles 2021 5 (a) fig. 5.1 shows a section through a human molar tooth. fig. 5.1   (i) use label lines and labels to identify these structures on fig. 5.1: \u2022 cement \u2022 gum \u2022 nerves.   [3]   (ii) state the function of the canine teeth in humans.  ...  ...  .  [1]",
+            "11": "11 0610/32/ m/j/21 \u00a9 ucles 2021 [turn over  (b) sheep are herbivores. they do not have canine teeth, or teeth in the front upper jaw.   the other types of teeth in sheep are similar to humans.   fig. 5.2 shows an x-ray of the teeth in the skull of a sheep. q r s fig. 5.2   the boxes on the left show a letter from fig. 5.2.   the boxes in the middle show the name of a type of tooth shown in fig. 5.2.   the boxes on the right show the function of each type of tooth.   draw one line to link each letter from fig. 5.2 to its correct name.   draw  one line to link each name to its correct function.   draw a total of  six lines.   letter  name  function  from  fig. 5.2    q  incisor  biting off pieces of food  r  molar  grinding food  s  premolar   [5]  (c) state the type of digestion that breaks up large pieces of food.  .  [1]",
+            "12": "12 0610/32/ m/j/21 \u00a9 ucles 2021  (d) fig. 5.3 is a diagram showing the stages of dental decay. a b c fig. 5.3   (i) describe the causes of dental decay.    use the letters in fig. 5.3 in your answer.  ...  ...  ...  ...  ...  ...  ...  ...  .  [4]   (ii) describe one way of preventing dental decay.  ...  ...  .  [1]   [total: 15]",
+            "13": "13 0610/32/ m/j/21 \u00a9 ucles 2021 [turn over blank page",
+            "14": "14 0610/32/ m/j/21 \u00a9 ucles 2021 6 (a) the activity of the heart can be monitored by measuring the pulse rate.   two students measured their pulse rates before, during and after exercise.   the results are shown in fig. 6.1. 020406080100120140160180 0 5 10 15 20 25 time  / minutespulse rate / per minute 30 35 40 45 50key: student a student bbefore exerciseduring exerciseafter exercise fig. 6.1   (i) describe the changes in the pulse rates shown in fig. 6.1 for student a and student b.  ...  ...  ...  ...  ...  ...  .  [4]",
+            "15": "15 0610/32/ m/j/21 \u00a9 ucles 2021 [turn over   (ii) calculate the percentage change in the pulse rate between 0 and 15 minutes for  student  a.    give your answer to the nearest whole number.    space for working.   %   [3]   (iii) state two other methods that can be used to monitor the activity of the heart. 1   2     [2]  (b) exercise levels, environmental temperature and changes in water intake can affect the  volume and concentration of urine produced.   complete the sentences by circling the correct words in bold .   the first sentence has been done for you.   more exercise causes the volume of urine to increase / decrease / stay the same  and the  concentration of urine to increase / decrease / stay the same .   a greater intake of water causes the volume of urine to increase / decrease / stay the same   and the concentration of urine to increase / decrease / stay the same .   a higher environmental temperature causes the volume of urine to increase / decrease   / stay the same  and the concentration of urine to increase / decrease / stay the same .   [2]   [total: 11] ",
+            "16": "16 0610/32/ m/j/21 \u00a9 ucles 2021 7 measles is an example of a transmissible disease that is caused by a virus.  (a) complete the definition of transmissible disease.   a transmissible disease is a disease in which the .. can be passed  from one .. to another.   [2]  (b) fig. 7.1 is a pie chart showing the number of people infected with four different transmissible  diseases in one country in 2018. cholera aids measles tuberculosiskey:29 304 19 000 65 098 170  000 fig. 7.1   (i) state the name of the disease with the smallest number of infections in fig. 7.1.  .  [1]   (ii) use the information in fig. 7.1 to calculate the total number of people infected with these  four diseases.   ..  people infected   [1]   (iii) state the type of organism that causes cholera.  .  [1]",
+            "17": "17 0610/32/ m/j/21 \u00a9 ucles 2021  (c) (i) the list shows some examples of ways that disease-causing organisms can be  transmitted. air          animals           blood contaminated surfaces           food    complete table 7.1 to show which are examples of direct contact and which are  examples of indirect contact.    each example can be used once, more than once or not at all. table 7.1 direct contact indirect contact   [2]   (ii) table 7.2 shows three  ways the body can defend itself and some examples of the three  methods.    place ticks ( 3) in the boxes to show the correct type of defence mechanism for each  example. table 7.2 example of defence mechanism cells chemical mechanical antibody production  hairs in the nose mucus phagocytosis skin stomach acid   [3]   [total: 10]",
+            "18": "18 0610/32/ m/j/21 \u00a9 ucles 2021 blank page",
+            "19": "19 0610/32/ m/j/21 \u00a9 ucles 2021 blank page",
+            "20": "20 0610/32/ m/j/21 \u00a9 ucles 2021 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 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.blank page"
+        },
+        "0610_s21_qp_33.pdf": {
+            "1": "cambridge igcse\u2122this document has 24 pages. any blank pages are indicated. *8047431081* dc (leg/sg) 202244/4 \u00a9 ucles 2021  [turn overbiology  0610/33 paper 3 theory (core)  may/june  2021  1 hour 15 minutes you must answer on the question paper. no additional materials are needed. instructions  \u25cf answer all questions.  \u25cf use a black or dark blue pen. you may use an hb pencil for any diagrams or graphs.  \u25cf write your name, centre number and candidate number in the boxes at the top of the page.  \u25cf write your answer to each question in the space provided.  \u25cf do not use an erasable pen or correction fluid.  \u25cf do not write on any bar codes.  \u25cf you may use a calculator.  \u25cf you should show all your working and use appropriate units. information  \u25cf the total mark for this paper is 80.  \u25cf the number of marks for each question or part question is shown in brackets [  ].",
+            "2": "2 0610/33/ m/j/21 \u00a9 ucles 2021 1 (a) state the name of the large group of organisms that includes insects, arachnids, crustaceans  and myriapods.  .  [1]  (b) fig. 1.1 shows a key that identifies nine genera of invertebrates that have jointed legs. invertebrates with jointed legs three pairs of legs four pairs of legs five pairs of legsmore than five pairs of legs no wings pulex musca apis araneus heterometrus cancer homarus lithobius octoglenawings 1 pair of wings2 pairs of wingsno tail tail short antennaelong antennaeone pair of legs on each segmenttwo pairs of legs on each segmentinsects arachnids crustaceans myriapods fig. 1.1   (i) use the information in fig. 1.1 to describe two features of musca . 1    ... 2    ... [2]",
+            "3": "3 0610/33/ m/j/21 \u00a9 ucles 2021 [turn over   (ii) fig. 1.2 shows one of the animals described in the key. pedipalp legs fig. 1.2    use the key in fig. 1.1 to identify this animal.  .  [1] [total: 4]",
+            "4": "4 0610/33/ m/j/21 \u00a9 ucles 2021 2 (a) (i) state the name of the process that occurs in the presence of chlorophyll.  .  [1]   (ii) state the name of the mineral ion the plant needs to make chlorophyll.  .  [1]   (iii) state the name of the structure that contains chlorophyll in a plant cell.  .  [1]  (b) fig. 2.1 shows a diagram of a cross-section of a leaf. a b c d fig. 2.1   (i) state the letter that identifies the part of the leaf that contains the most chlorophyll in  fig. 2.1.    .  [1]   (ii) state the name of the tissue in the leaf that does not contain chlorophyll.  .  [1] [total: 5]",
+            "5": "5 0610/33/ m/j/21 \u00a9 ucles 2021 [turn over 3 all living organisms need water. most plants obtain water from the soil.  (a) (i) state the pathway taken by water as it enters and passes through a plant.    use words from the list to fill in the spaces. mesophyll cells          root cortex cells          root hair cells          xylem vessels enters . \u00e0 . \u00e0 . \u00e0 . [2]   (ii) some of the water that enters the plant is used for transpiration.    define the term transpiration.  ...  ...  ...  ...  .  [3]   (iii) state two ways a plant uses water other than for transpiration . 1    ... 2    ... [2]",
+            "6": "6 0610/33/ m/j/21 \u00a9 ucles 2021  (b) fig. 3.1 shows apparatus that can be used to measure water loss in a plant. thermometer 325.0 gplant plastic bag pot of damp soil balance fig. 3.1   suggest a reason why the pot of damp soil was placed inside a sealed plastic bag.  ...  ...  .  [1]  (c) the apparatus shown in fig. 3.1 was used in an investigation. the results of this investigation  are shown in fig. 3.2.   readings were taken at hourly intervals during the day between 9:00 and 16:00. 9:000.5 0.01.01.5rate of water loss from 100  g of leaves / g per hour2.0 20 152530 temperature / \u00b0c35 10:00 11:00 12:00 time of day13:00 14:00 15:00 16:00temperature water losstemperature water loss fig. 3.2",
+            "7": "7 0610/33/ m/j/21 \u00a9 ucles 2021 [turn over   (i) use the information in fig. 3.2 to state:    the maximum rate of water loss from 100  g of leaves  ..  g per hour    the time at which the temperature was highest  .    the maximum temperature reached during the investigation  ...  \u00b0c [3]   (ii) describe the relationship between temperature and the rate of water loss from leaves  shown in fig. 3.2.  ...  ...  ...  ...  ...  ...  .  [3] [total: 14]",
+            "8": "8 0610/33/ m/j/21 \u00a9 ucles 2021 4 fig. 4.1 shows part of the human nervous system. fig. 4.1  (a) (i) state the two parts of the central nervous system. 1   2    [2]   (ii) describe the main function of the nervous system.  ...  ...  .  [1]",
+            "9": "9 0610/33/ m/j/21 \u00a9 ucles 2021 [turn over  (b) fig. 4.2  shows three different types of neurone.   these cells are used in some reflex actions. h j k not to scale fig. 4.2   (i) state the names of cells h and k in fig. 4.2. h   k   [2]   (ii) describe one feature of a reflex action.  ...  ...  .  [1]   (iii) state one example of a reflex action.  .  [1]",
+            "10": "10 0610/33/ m/j/21 \u00a9 ucles 2021  (c) certain types of drugs can affect the nervous system.   heroin and alcohol both affect reflex actions.   (i) state one effect of heroin on the nervous system.  .  [1]   (ii) state one long-term effect  of excessive consumption of alcohol.  .  [1] [total: 9]",
+            "11": "11 0610/33/ m/j/21 \u00a9 ucles 2021 [turn over 5 (a) the four boxes on the left contain definitions of processes carried out by the alimentary canal.   the six boxes on the right contain the names of processes.   draw a straight line to join each definition to the matching process.   draw only four lines. the breakdown of large, insoluble  molecules into small, soluble molecules. the movement of digested food  molecules into the cells of the body where  they are used, becoming part of the cells. the passing out of food that has not been  digested or absorbed, as faeces, through  the anus. the taking of food substances, e.g. food  and drink, into the body through the  mouth.absorption assimilation chemical digestion egestion mechanical digestion ingestiondefinition process [4]",
+            "12": "12 0610/33/ m/j/21 \u00a9 ucles 2021  (b) fig. 5.1 shows yeast being used to produce alcohol.   a mixture of yeast and fruit juice is placed in a jar. fruit juice contains sugar.   a valve lets gas out of the jar but stops gas from entering  the jar. valve gas escaping from the liquid jar mixture of yeast and fruit juice fig. 5.1   (i) state the name of the process that the yeast uses to make alcohol.  .  [1]   (ii) state the name of the gas produced when yeast makes alcohol.  .  [1]   (iii) state the name of the gas that must be stopped from entering the jar when alcohol is  being made.  .  [1]   (iv) state the name of the group of chemicals that yeast uses to catalyse the breakdown of  glucose molecules.    choose your answer from the list. antibiotics          antibodies          enzymes          hormones  .  [1] [total: 8]",
+            "13": "13 0610/33/ m/j/21 \u00a9 ucles 2021 [turn over 6 fig. 6.1 is a section of a flower that has both male and female parts.  parts of the flower are labelled with the letters l to s. l m n p q r s fig. 6.1  (a) (i) describe a function  of each of the parts labelled l, n and q. l      ... n    ... q  ...  ... [3]   (ii) state the names of parts m, p, r and s. m  ... p   r   s   [4]",
+            "14": "14 0610/33/  m  / j  /21 \u00a9 ucles 2021 (b) fig. 6.2 shows a mature maize plant. maize plants have separate male and female flowers.   maize plants are pollinated by the wind. male flowers (tassels) female flowers (cobs)pollen fig. 6.2   (i) use the information in fig. 6.2 to describe how the position  of the male and female  flowers can increase the chance of pollination taking place.  ...  ...  .  [1]",
+            "15": "15 0610/33/ m/j/21 \u00a9 ucles 2021 [turn over   (ii) describe two ways pollen from an insect-pollinated flower differs from pollen from a  wind-pollinated flower. 1  .  ... 2  .  ... [2] [total: 10]",
+            "16": "16 0610/33/ m/j/21 \u00a9 ucles 2021 7 (a) define the terms herbivore and carnivore. herbivore  ...  ... carnivore  ...  ... [2]  (b) fig. 7.1 shows some organisms collected from underneath a rotting log. not to scale fig. 7.1   fig. 7.2 can be used to identify these organisms. herbivores carnivoressoil mite centipede ground beetle rove beetle not to scalepotworm slug springtail millipede fig. 7.2",
+            "17": "17 0610/33/ m/j/21 \u00a9 ucles 2021 [turn over   some students used fig. 7.2 to identify and count the numbers of each soil organism.   some of their results are shown in table 7.1. table 7.1 herbivores carnivores names of  organismsmillipedes potworms slugs soil  mitesspringtails centipedes ground  beetlesrove  beetles number of  organisms ..3 1..7 2.. .. total  number of organisms21 7   (i) complete table 7.1 by identifying and counting the four remaining named organisms in  fig. 7.1.    write your answers in the four spaces in table 7.1. [2]   (ii) use the information in table 7.1 to draw a pyramid of numbers in fig. 7.3.    write the names of the two types of organism in the spaces at the side.    the row for the rotting log (the producer) has been done for you. pyramid of numbers type of organism producer... ... fig. 7.3  [3]  [total: 7]",
+            "18": "18 0610/33/ m/j/21 \u00a9 ucles 2021 8 fig. 8.1 shows an area of land where the trees have been cut down. fig. 8.1  (a) (i) list three  undesirable effects of deforestation. 1   2   3   [3]   (ii) deforested land may be used for growing monocultures of crop plants.    describe the negative impacts to an ecosystem of large-scale monocultures of crop  plants.  ...  ...  ...  ...  .  [2]",
+            "19": "19 0610/33/ m/j/21 \u00a9 ucles 2021 [turn over  (b) replanting trees in deforested areas can help to conserve endangered species.   describe two other ways that endangered species can be conserved. 1    ...  ... 2    ...  ... [2] [total: 7]",
+            "20": "20 0610/33/ m/j/21 \u00a9 ucles 2021 9 (a) fig. 9.1 is a label taken from a container of semi-skimmed milk.   the milk is pasteurised and some of the milk fat has been removed. fresh pasteurised semi skimmed milknutritional information per 100  cm3 of milk energy  209 kj carbohydrate  4.8 g fat 1.7 g protein  3.6 g fibre  0.0 g salt 0.1 g fig. 9.1     (i) fig. 9.1 gives information about five groups of nutrients.    state two parts of a balanced diet that are missing from the label. 1  ... 2  ... [2]   (ii) state the name of the group of organisms that produce milk to feed their young.  .  [1]  (b) (i) describe the dietary importance of fats, carbohydrates and proteins in the human diet. fats    ...  ... carbohydrates  ...  ...  ... proteins  .  ...  ... [3]",
+            "21": "21 0610/33/ m/j/21 \u00a9 ucles 2021 [turn over   (ii) state the name of the element which is present in a protein but which is not found in fats  or carbohydrates.  .  [1]  (c) some doctors recommend that people with a risk of coronary heart disease should drink  skimmed or semi-skimmed milk instead of whole milk.   state two risk factors for coronary heart disease, other than  diet. 1   2    [2]  [total: 9]",
+            "22": "22 0610/33/ m/j/21 \u00a9 ucles 2021 10 (a) fig. 10.1 shows the results of crossing a plant with red flowers with a plant with white flowers. offspringparentskey: red flowers white flowers fig. 10.1   both of the parent plants were homozygous for flower colour.   all of their offspring had red flowers.   (i) state what is meant by the term homozygous .  ...  ...  .  [1]   (ii) the gene controlling flower colour in this plant species has two alleles: \u2022 r is dominant and represents the allele for red flowers \u2022 r is recessive and represents the allele for white flowers.    describe the evidence shown in fig. 10.1 that supports the fact that r is the dominant  allele for flower colour in this species of plant.  ...  ...  .  [1]",
+            "23": "23 0610/33/ m/j/21 \u00a9 ucles 2021  (b) another plant with red flowers was crossed with a plant with white flowers.   some of the offspring plants from this cross had red flowers and some of the offspring plants  had white flowers.   complete the genetic diagram to show the results of this cross.  red-flowered  x white-flowered  plant  plant   parental genotypes    x    parental gametes  ..       ..  ..       .. offspring genotypes  .. offspring phenotypes   [5] [total: 7]",
+            "24": "24 0610/33/ m/j/21 \u00a9 ucles 2021 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 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.blank page"
+        },
+        "0610_s21_qp_41.pdf": {
+            "1": "this document has 20 pages. any blank pages are indicated. cambridge igcse\u2122 dc (lk/cb) 202934/5 \u00a9 ucles 2021  [turn overbiology  0610/41 paper 4 theory (extended)  may/june  2021  1 hour 15 minutes you must answer on the question paper. no additional materials are needed. instructions  \u25cf answer all questions.  \u25cf use a black or dark blue pen. you may use an hb pencil for any diagrams or graphs.  \u25cf write your name, centre number and candidate number in the boxes at the top of the page.  \u25cf write your answer to each question in the space provided.  \u25cf do not use an erasable pen or correction fluid.  \u25cf do not write on any bar codes.  \u25cf you may use a calculator.  \u25cf you should show all your working and use appropriate units. information  \u25cf the total mark for this paper is 80.  \u25cf the number of marks for each question or part question is shown in brackets [  ]. *0754450698*",
+            "2": "2 0610/41/ m/j/21 \u00a9 ucles 2021 1 (a) baker\u2019s yeast, saccharomyces cerevisiae , is a single-celled organism that is classified in the  kingdom fungi.   fig. 1.1 is a drawing of a section through a yeast cell. a b ch dg f e 1 \u03bcm fig. 1.1   (i) state one other  kingdom that contains organisms that all have structure a.  .  [1]   (ii) table 1.1 shows some cell functions.    complete table 1.1 by naming the cell structure responsible for each cell function and  give the letter that identifies each cell structure in fig. 1.1. table 1.1 cell function cell structure letter from fig. 1.1 storage of genes aerobic respiration amino acids are assembled to   make protein  [3]",
+            "3": "3 0610/41/ m/j/21 \u00a9 ucles 2021 [turn over  (b) a student made a drawing of one escherichia coli  bacterium. fig. 1.2 shows the student\u2019s  drawing. fig. 1.2   the actual length of the bacterial cell is 2  \u03bcm.    (i) convert the actual length of the cell to millimetres.   ...  mm [1]   (ii) state the other information that the student needs in order to calculate the magnification  of the drawing in fig. 1.2.  .  [1]  (c) describe the similarities and differences between the structure of the yeast cell and the  structure of the bacterial cell.   use the information in fig. 1.1 and fig. 1.2 in your answer.  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  .  [6]",
+            "4": "4 0610/41/ m/j/21 \u00a9 ucles 2021  (d) some bacteria are involved in the nitrogen cycle.    fig. 1.3 shows part of the nitrogen cycle. nitrogen (n2) amino acidsammonium ions (nh4+) proteins1 23 3 nitrite ions (no2\u2013)nitrate ions (no3\u2013) fig. 1.3   state the processes that are represented by 1, 2 and 3 on fig. 1.3. 1   2   3    [3]  [total: 15]",
+            "5": "5 0610/41/ m/j/21 \u00a9 ucles 2021 [turn over 2 large quantities of plastic waste are polluting the oceans.   (a) a survey published in march 2018 showed the increase in plastic waste in the pacific ocean.  one area of the pacific ocean is known as the great pacific garbage patch (gpgp).    data were collected from areas inside and outside the gpgp between 1965 and 2015 to  estimate the quantity of plastic waste.    the results are shown in fig. 2.1. 0.0 1965  \u2013 1974 1975  \u2013 1984 1985  \u2013 1994 years1995  \u2013 2004 2005  \u2013 2014 20150.20.4estimated  quantity of  plastic waste / kg per km2  of ocean  surface0.60.81.01.21.4 key: inside gpgp outside gpgp fig. 2.1   describe the results of the survey shown in fig. 2.1.   ...  ...  ...  ...  ...  ...  ...  ...  .  [4]",
+            "6": "6 0610/41/ m/j/21 \u00a9 ucles 2021  (b) the green turtle, chelonia mydas , is a species of marine animal that is harmed by plastic  waste.    fig. 2.2 shows a green turtle swimming past a plastic bag in the pacific ocean. fig. 2.2   (i) turtles are classified as reptiles.    state one feature shown by all reptiles that is not found in amphibians.  .  [1]   (ii) outline the dangers of non-biodegradable plastic waste to marine animals, such as  green turtles.  ...  ...  ...  ...  ...  ...  ...  ...  .  [4]",
+            "7": "7 0610/41/ m/j/21 \u00a9 ucles 2021 [turn over   (iii) suggest ways to reduce the quantity of plastic waste.  ...  ...  ...  ...  .  [2]  [total: 11]",
+            "8": "8 0610/41/ m/j/21 \u00a9 ucles 2021 3 bacteria are used in many biotechnological processes.  (a) explain why bacteria are useful in biotechnology.  ...  ...  ...  ...  ...  ...  .  [3]  (b) insulin is one of many human proteins that are made by genetically engineered bacteria.    some people cannot produce insulin because their immune system has destroyed the cells  that make insulin.   (i) state the organ that contains the cells that have been destroyed.  .  [1]   (ii) state the name of the disease caused by the destruction of these cells.  .  [1]   (iii) state the function of insulin in the body.  .  [1]  (c) genetically engineered bacteria that are used to make insulin were grown in a fermenter for  five days.   samples were taken from the fermenter every six hours and the number of bacteria in 1.0  mm3  of the nutrient solution were counted.   changes in the numbers of living bacteria in the samples taken from the fermenter are shown  in fig. 3.1.",
+            "9": "9 0610/41/ m/j/21 \u00a9 ucles 2021 [turn over 21 pq rs ... . . . fig. 3.1   (i) complete fig. 3.1 by adding labels for the axes at 1 and 2 . [1]   (ii) state the names of the stages of population growth of the bacteria labelled p to s.  p   q  ... r   s    [2]   (iii) explain, with reference to fig. 3.1, why the bacteria did not grow in the fermenter for  longer than five days.  ...  ...  ...  ...  ...  ...  .  [3]",
+            "10": "10 0610/41/ m/j/21 \u00a9 ucles 2021  (d) mineral salts are important in the human diet. one of the most important is iron.   explain: \u2022 the importance of iron in the human diet \u2022 the effects of an iron deficiency.  ...  ...  ...  ...  ...  ...  .  [3]  (e) fig. 3.2 shows a field of cassava, manihot esculenta , which is a crop plant grown in parts of  africa and asia. fig. 3.2   the plants store starch in their roots, which form a large part of the diet for many people.  cassava does not provide many vitamins or mineral ions.    genetic engineers have modified cassava to increase its iron content. they have done this  by incorporating a gene for a membrane protein from the plant arabidopsis thaliana .     (i) state the name of the enzyme that is used to cut out the gene from the dna of   a. thaliana .  .  [1]",
+            "11": "11 0610/41/ m/j/21 \u00a9 ucles 2021 [turn over   (ii) describe how the gene from a. thaliana  and the dna from cassava form recombinant  dna.  ...  ...  ...  ...  .  [2]   (iii) scientists who develop genetically engineered varieties of crop plants often breed them     for several generations before releasing them for farmers to use.    suggest why the scientists do this.  ...  ...  ...  ...  .  [2]  [total: 20]",
+            "12": "12 0610/41/ m/j/21 \u00a9 ucles 2021 4 two identical potted plants were used to investigate plant responses.  plant a was placed on a clinostat that continually rotated. plant b was not rotated.  both plants were then placed on their sides and kept in the dark.  fig. 4.1 shows the two plants at the start of the experiment and after seven days. plant a plant bat the start box to exclude light after seven days fig. 4.1  (a) state the name of the response shown by the shoot of plant b.  .  [1]  (b) explain the reason for constantly rotating plant a.  ...  ...  ...  ...  .  [2]  (c) (i)  state the name of the plant hormone that causes the response of the shoot of plant b.  .  [1]",
+            "13": "13 0610/41/ m/j/21 \u00a9 ucles 2021 [turn over   (ii) explain how the plant hormone causes the response of plant b.  ...  ...  ...  ...  ...  ...  .  [3]  (d) seeds germinate in the soil. the seedlings that grow from seeds show the same response as  shown by plant b in fig. 4.1.   explain the advantages of this response to the survival of seedlings and mature plants.  ...  ...  ...  ...  ...  ...  .  [3]  [total: 10]",
+            "14": "14 0610/41/ m/j/21 \u00a9 ucles 2021 5 (a) fig. 5.1 shows the female reproductive system. p fig. 5.1   label fig. 5.1 using the letters listed to show the position of the organs that are identified by  their functions.    the first one ( p) has been completed for you.   p site of secretion of mucus   q site of fertilisation   r site of implantation   s site of oestrogen secretion   t site where sperm are deposited during sexual intercourse  [4]  (b) fig. 5.2 shows a section through an egg cell at the time of ovulation. nucleusjelly coatcytoplasm with stores of protein and fat fig. 5.2",
+            "15": "15 0610/41/ m/j/21 \u00a9 ucles 2021 [turn over   (i) explain why the egg cell contains stores of protein and fat.  ...  ...  ...  ...  ...  ...  .  [3]   (ii) describe the function of the jelly coat.    ...  ...  ...  ...  .  [2]  (c) fertilisation results in the formation of a zygote.   describe how an embryo is formed from a zygote.  ...  ...  ...  ...  ...  ...  ...  ...  .  [4]  [total: 13]",
+            "16": "16 0610/41/ m/j/21 \u00a9 ucles 2021 6 (a) antibodies are proteins that are produced by lymphocytes. antitoxins are antibodies which  neutralise the toxins released by some bacteria.   the transmissible disease diphtheria is caused by a bacterium that releases a toxin that can  cause serious damage to the body.   a person is suspected of having caught diphtheria.   at a clinic, the person is given an injection of antitoxin antibodies that provide protection  against the diphtheria toxin. she is also given an injection of the vaccine for diphtheria.    a few weeks later she is given a second injection of the diphtheria vaccine.   fig. 6.1 shows the changes in concentration of the antitoxin antibodies and the antibodies  produced in response to the vaccine.  injection of antitoxin antibodies timeconcentration of antibodies in the blood second injection of vaccine first injection  of vaccinekey: antitoxin antibodies antibodies produced in response to vaccination fig. 6.1   (i) explain the advantage of giving the person an injection of antitoxin antibodies.  ...  ...  ...  ...  .  [2]",
+            "17": "17 0610/41/ m/j/21 \u00a9 ucles 2021   (ii) explain how the two injections of the vaccine result in better protection against diphtheria  than the injection of antitoxin antibodies.  ...  ...  ...  ...  ...  ...  .  [3]  (b) explain how antibodies protect the body against pathogens.  ...  ...  ...  ...  ...  ...  ...  ...  .  [4]  (c) antibodies can travel through the body in the lymphatic system.   state two functions of the lymphatic system other than  defence against disease. 1   2    [2]  [total: 11]",
+            "18": "18 0610/41/ m/j/21 \u00a9 ucles 2021 blank page",
+            "19": "19 0610/41/ m/j/21 \u00a9 ucles 2021 blank page",
+            "20": "20 0610/41/ m/j/21 \u00a9 ucles 2021 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 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.blank page"
+        },
+        "0610_s21_qp_42.pdf": {
+            "1": "this document has 20 pages. any blank pages are indicated. cambridge igcse\u2122 dc (kn/fc) 202969/5 \u00a9 ucles 2021  [turn over *1260581358* biology  0610/42 paper 4 theory (extended)  may/june  2021  1 hour 15 minutes you must answer on the question paper. no additional materials are needed. instructions  \u25cf answer all questions.  \u25cf use a black or dark blue pen. you may use an hb pencil for any diagrams or graphs.  \u25cf write your name, centre number and candidate number in the boxes at the top of the page.  \u25cf write your answer to each question in the space provided.  \u25cf do not use an erasable pen or correction fluid.  \u25cf do not write on any bar codes.  \u25cf you may use a calculator.  \u25cf you should show all your working and use appropriate units. information  \u25cf the total mark for this paper is 80.  \u25cf the number of marks for each question or part question is shown in brackets [  ].",
+            "2": "2 0610/42/ m/j/21 \u00a9 ucles 2021 1 (a) complete the sentence about the nervous system.   the brain and spinal cord form the ... nervous system and the     nerves coming into and out of the spinal cord are part of the ...     nervous system.  [1]  (b) fig. 1.1 shows part of a human eye and three neurones that conduct electrical impulses  between the eye and the brain. these neurones are involved in the pupil reflex. k j h g f e da not to scaleb c fig. 1.1   (i) state the type of neurone identified as a in fig. 1.1.  .  [1]",
+            "3": "3 0610/42/ m/j/21 \u00a9 ucles 2021 [turn over   (ii) table 1.1 shows the names of some parts of the eye, their functions and the letters in  fig. 1.1 that identify the parts of the eye.    complete table 1.1. table 1.1 part of the eye function letter in fig. 1.1 suspensory ligament g contracts in response to a bright light  cornea contains a high density of cones for colour  vision  [4]  (c) (i) the eye can adjust how light is refracted through it in order to focus on a near object.    state one process that uses energy when focusing on a near object.  .  [1]   (ii)  mitochondria require oxygen to release energy. oxygen is transported to cells in the eye  by red blood cells.    state the name of the molecule in red blood cells that carries oxygen.   .  [1]   (iii)  explain how oxygen in the capillaries reaches the cells in the eye.  ...  ...  ...  ...  .  [2]",
+            "4": "4 0610/42/ m/j/21 \u00a9 ucles 2021  (d)  eyelashes and eyelids are mechanical barriers that help to prevent particles and pathogens  entering the eye.    (i)  give two other mechanical barriers that defend the body against pathogens.  1   2        [2]   (ii) state the name of the white blood cells that digest pathogens.  .  [1]   (iii) conjunctivitis can be caused by pathogens and affects the tissues lining the eyelids and  covering the sclera. people with conjunctivitis that is caused by a pathogen can develop  active immunity.     explain why the shape of specific parts of a pathogen is important in the development of  active immunity.  ...  ...  ...  ...  ...  ...  .  [3]  (e) most insects and some crustaceans have compound eyes.    state the name of the group that contains insects and crustaceans.  .  [1]  [total: 17]",
+            "5": "5 0610/42/ m/j/21 \u00a9 ucles 2021 [turn over 2  the classification of giant pandas, ailuropoda melanoleuca , is debated by many scientists.  fig. 2.1 shows a giant panda eating bamboo plants. fig. 2.1  fig. 2.2 shows a red panda, ailurus fulgens , and a polar bear, ursus maritimus .           red panda eating bamboo plants  polar bear eating fish fig. 2.2  (a) state one dietary component that is more likely to be found in bamboo plants than in fish.  .  [1]  (b) (i) state two features, visible in fig. 2.1 and fig. 2.2, that identify the three animals as all  belonging to the same vertebrate group. 1   2      [2]",
+            "6": "6 0610/42/ m/j/21 \u00a9 ucles 2021   (ii) dna can also be used to classify species.     molecular biologists compared the dna base sequences of eight species from the same  vertebrate group. they used the differences to draw a classification diagram.    fig. 2.3 shows the classification diagram for these eight species. the shorter the  horizontal distance from two species to the branching point that they share, the more  similar their dna sequences are and the more closely the two species are related.     the scale on fig.  2.3 shows the time at which the molecular biologists estimate that  each branching point occurred. 20 0red panda ferret giant panda polar bear wolf tiger human mouse 40 60 million years ago80 100 fig. 2.3",
+            "7": "7 0610/42/ m/j/21 \u00a9 ucles 2021 [turn over    morphology can also be used to classify species. some scientists think that morphology  suggests that the giant panda is more closely related to the red panda than it is to the  polar bear.    discuss the evidence for and against the giant panda being more closely related to  the red panda than it is to the polar bear. use the information in fig. 2.1, fig. 2.2 and  fig. 2.3 in your answer.  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  .  [5]   (iii)  state one other  type of evidence that is used to classify species.  .  [1]  [total: 9]",
+            "8": "8 0610/42/ m/j/21 \u00a9 ucles 2021 3 (a) fig. 3.1 shows some of the events that occur in the menstrual cycle.  afollicle is fully developed bgamete is released into the oviduct clining of the uterus is removed from the body dlining of the uterus reaches a maximum thickness elining of the uterus gets thicker     fig. 3.1   (i) put the events shown in fig. 3.1 into the correct sequence.     one has been done for you. b  [1]   (ii)  state the name of the hormone that stimulates event a to occur.  .  [1]   (iii)  event c means that menstruating females lose blood regularly.    two females of the same age have different dietary needs because one has started  menstruating and the other has not started menstruating.     suggest why the dietary needs of the two females are different.  ...  ...  ...  ...  .  [2]",
+            "9": "9 0610/42/ m/j/21 \u00a9 ucles 2021 [turn over  (b)  during pregnancy menstruation does not occur.    fig. 3.2 shows some of the organs of a pregnant woman, viewed from the side. p q r stuvfetus fig. 3.2   describe what happens between ovulation and the formation of a fetus.    use the letters in fig. 3.2 to support your answer.  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  .  [6] [total: 10]",
+            "10": "10 0610/42/ m/j/21 \u00a9 ucles 2021 4 (a)  climate change is one reason why a plant species could become endangered.   (i)  state other  reasons why a plant species could become endangered.  ...  ...  ...  ...  ...  ...  .  [3]   (ii)  describe how human actions are causing climate change.  ...  ...  ...  ...  ...  ...  ...  ...  .  [4]",
+            "11": "11 0610/42/ m/j/21 \u00a9 ucles 2021 [turn over  (b)  seed banks are used to conserve endangered plant species.   fig. 4.1 shows some of the steps involved in managing a seed bank. seeds are collected from many populations of each species seeds are checked using x-rays seeds are stored at low temperatures in the seed bank a small sample of seeds is germinated fig. 4.1   (i)  explain why seeds from one species are collected from many populations to store in a  seed bank.  ...  ...  ...  ...  ...  ...  .  [3]",
+            "12": "12 0610/42/ m/j/21 \u00a9 ucles 2021   (ii) seeds are x-rayed before they are stored to check that they contain an embryo.    state one possible consequence of using ionising radiation on seeds.  ...  .  [1]   (iii) seeds stored at low temperatures have very low respiration rates.    explain why.  ...  ...  ...  ...  .  [2]  (c) one purpose of seed banks is to reintroduce plant species into their natural environment.    a survey was done to find out why some reintroduction programmes are not successful.   fig. 4.2 shows the results of the survey. 0510152025 percentage of species that were not successfully reintroduced reason unknownwrong habitatchanging habitatseeds did not germinate reasons why reintroductions failedseedlings too youngtoo few individualswrong season303540 fig. 4.2",
+            "13": "13 0610/42/ m/j/21 \u00a9 ucles 2021 [turn over   (i) some of the seeds in the reintroduction programmes did not germinate.    state the conditions that are necessary for seeds to germinate.  ...  ...  ...  .  [3]   (ii) some reintroduction programmes failed because the seedlings were too young. young  seedlings only have a few small roots.    explain why it would be important to reintroduce plants with many large roots.  ...  ...  ...  ...  ...  ...  ...  ...  .  [4]   (iii)  the low number of individuals also caused some reintroduction programmes to fail.    state the name of the phase in a population growth curve where the number of individuals  is very low.   .  [1]  [total: 21]",
+            "14": "14 0610/42/ m/j/21 \u00a9 ucles 2021 5 fig. 5.1 shows some of the stages in the reproduction of the bacterium escherichia coli .  loop of dna original bacterial cell bacterial cell expands to a critical length and a copy of dna is synthesised daughter cells are formed daughter cells grow fig. 5.1  (a) complete the sentences about the cells in fig. 5.1.   the dna is in the form of a double ... . the dna is copied so  that the number of loops of dna after cell division is ... in each  daughter cell. the daughter cells are genetically ... to the original  cell.  [3]  (b) students used a microscope and time-lapse photography to observe e. coli  cells reproducing.    they used the series of photographs to identify which cells were dividing.    they measured the lengths of the dividing cells and put their data into two groups: \u2022 cell lengths immediately before cell division \u2022 cell lengths immediately after cell division.   fig. 5.2 shows their results.",
+            "15": "15 0610/42/ m/j/21 \u00a9 ucles 2021 [turn over 01020304050number of cells 0 2 4 6 cell length  / \u03bcm 8 10 1 3 5 7 960708090100 immediately after  divisionkey: immediately before  division fig. 5.2   (i)  use the information in fig. 5.2 to state the most frequent cell length of the e. coli cells  immediately after  cell division.    give your answer in millimetres .   .  mm  [2]   (ii) some students concluded that the cells must be at least 6  \u00b5m in length before cell  division can occur.    describe the evidence against  the students\u2019 conclusion. use the information in fig. 5.2  to support your answer.   ...  ...  ...  ...  .  [2]",
+            "16": "16 0610/42/ m/j/21 \u00a9 ucles 2021  (c)  bacteria are useful in genetic engineering because they contain plasmids.   (i)  describe how a plasmid is cut so that a new gene can be inserted into the plasmid.  ...  ...  .  [2]   (ii)  list two reasons, other than the presence of plasmids, that make bacteria and  single-celled fungi useful to biotechnology industries. 1   2        [2]  [total: 11]",
+            "17": "17 0610/42/ m/j/21 \u00a9 ucles 2021 [turn over 6  (a) some students set up the apparatus shown in fig. 6.1 to compare transpiration in two sets of  leaves.    set a was kept in a transparent bag and set b was left in the open air.   all other conditions were kept constant.   the mass of the leaves in each set was measured at the start of the investigation and after  five hours.  set astring line paper clip clamp stand transparent bag set b fig. 6.1   (i)  predict the results for this investigation.    explain the reason for your prediction. prediction  ...  ... explanation    ...  ...  [3]",
+            "18": "18 0610/42/ m/j/21 \u00a9 ucles 2021   (ii) explain how transpiration occurred in the leaves shown in fig. 6.1.  ...  ...  ...  ...  ...  ...  .  [3]   (iii) the students needed two additional pieces of apparatus to take measurements so that  they could calculate the rate of transpiration from their results.     state the two additional pieces of apparatus the students needed to take the  measurements. 1   2      [2]  (b)  fig. 6.2 shows the positions of the different tissues in part of a dicotyledonous leaf. p fig. 6.2",
+            "19": "19 0610/42/ m/j/21 \u00a9 ucles 2021   identify the tissues described in table 6.1 by: \u2022 drawing label lines with the corresponding letter on fig. 6.2 and \u2022 stating the name of each tissue in table 6.1.   the label, line and name of the tissue for letter p has been completed for you on fig. 6.2 and  in table 6.1. table 6.1 letter description name of the tissue pa protective transparent layer that allows light  to reach the inner tissuesupper epidermis q conducts water from the stem r contains many interconnected air spaces s transports sucrose and amino acids ttraps the most light energy to synthesise  carbohydrates  [4]  [total: 12]",
+            "20": "20 0610/42/ m/j/21 \u00a9 ucles 2021 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 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.blank page"
+        },
+        "0610_s21_qp_43.pdf": {
+            "1": "this document has 20 pages. any blank pages are indicated. cambridge igcse\u2122 dc (ce/sg) 203218/4 \u00a9 ucles 2021  [turn overbiology  0610/43 paper 4 theory (extended)  may/june  2021  1 hour 15 minutes you must answer on the question paper. no additional materials are needed. instructions  \u25cf answer all questions.  \u25cf use a black or dark blue pen. you may use an hb pencil for any diagrams or graphs.  \u25cf write your name, centre number and candidate number in the boxes at the top of the page.  \u25cf write your answer to each question in the space provided.  \u25cf do not use an erasable pen or correction fluid.  \u25cf do not write on any bar codes.  \u25cf you may use a calculator.  \u25cf you should show all your working and use appropriate units. information  \u25cf the total mark for this paper is 80.  \u25cf the number of marks for each question or part question is shown in brackets [  ]. *3605417519*",
+            "2": "2 0610/43/ m/j/21 \u00a9 ucles 2021 1 (a) (i) the main component of milk is a liquid that is an important solvent in the body.    state the name of this solvent.  .  [1]   (ii) table 1.1 shows some of the nutrients found in human milk, the elements that make up  the nutrients, the enzymes that digest them and the products of digestion.    complete table 1.1. table 1.1 nutrient elements enzyme products of digestion protein fat lactose (milk  sugar)c, h, ogalactose and glucose  (simple sugars)  [4]  (b) milk also contains vitamins and mineral salts.   (i) explain why vitamin d is important for the nutrition of children.  ...  ...  ...  ...  ...  ...  .  [3]",
+            "3": "3 0610/43/ m/j/21 \u00a9 ucles 2021 [turn over   (ii) explain why iron is important in the diet.  ...  ...  ...  ...  ...  .  [2]  (c) rubella and kwashiorkor are two diseases that affect children.   rubella is a transmissible disease and kwashiorkor is a non-transmissible disease.   (i) define the term transmissible disease.  ...  ...  ...  .  [2]   (ii) explain why women should be vaccinated against rubella before they reach reproductive  age.  ...  ...  ...  ...  ...  ...  ...  .  [4]",
+            "4": "4 0610/43/ m/j/21 \u00a9 ucles 2021   (iii) outline the causes of kwashiorkor.  ...  ...  ...  ...  .  [2]  [total: 18] 2 insulin is a protein made by cells in the pancreas.  fig. 2.1 shows how insulin is made in a pancreatic cell. amino acids assembled to form insulinamino acids nucleusdna a b not to scale fig. 2.1  (a) (i) state the name of molecule a in fig. 2.1.  .  [1]   (ii) state the name of structure b in fig. 2.1.  .  [1]",
+            "5": "5 0610/43/ m/j/21 \u00a9 ucles 2021 [turn over   (iii) explain the role of molecule a in protein synthesis, as shown in fig. 2.1.  ...  ...  ...  ...  ...  ...  .  [3]  (b) insulin is secreted from cells in the pancreas when the concentration of glucose in the blood  increases.   outline the role of insulin.  ...  ...  ...  ...  ...  ...  ...  .  [4]  (c) state the names of two substances, other than  insulin, that are secreted by the pancreas. 1   2    [2]  [total: 11]",
+            "6": "6 0610/43/ m/j/21 \u00a9 ucles 2021 3 scientists measured the rate of photosynthesis in the leaves of a sunflower plant, helianthus  annuus .  the scientists used the apparatus shown in fig. 3.1 to measure the rate of photosynthesis. temperature 20  \u00b0cair flow regulator chamber 1 chamber 2 chamber 3direction of air flow timer 00:00co2 400  ppmco2 360  ppm fig. 3.1  (a) the apparatus in fig. 3.1 maintains a constant temperature and a constant humidity.   (i) explain why temperature has an effect on the rate of photosynthesis.  ...  ...  ...  ...  ...  ...  ...  ...  .  [4]",
+            "7": "7 0610/43/ m/j/21 \u00a9 ucles 2021 [turn over   (ii) explain why the rate of photosynthesis will decrease if the humidity in the apparatus  becomes very low.  ...  ...  ...  ...  ...  ...  .  [3]   (iii) the apparatus was left for 15 minutes.    explain how the scientists would use the readings for the concentration of carbon dioxide  in chambers 1 and 3 to calculate the rate of photosynthesis.  ...  ...  ...  ...  .  [2]",
+            "8": "8 0610/43/ m/j/21 \u00a9 ucles 2021  (b) the scientists carried out another investigation using the same apparatus at different  temperatures.   they measured the rate of uptake of carbon dioxide in the light and then they measured the  rate of release of carbon dioxide in the dark.   the results are shown in fig. 3.2. 15020406080100120140160 20 25 30 temperature  / \u00b0crate of carbon dioxide uptake and release / \u03bcg per hour per cm2 of leaf 35 40co2 release in the darkco2 uptake in the light fig. 3.2   (i) use the information in fig. 3.2 to complete table 3.1. table 3.1 temperature  / \u00b0crate of uptake of carbon dioxide in  the light / \u03bcg per hour per cm2 of leafrate of release of carbon dioxide in  the dark / \u03bcg per hour per cm2 of leaf 20 35 90 45  [2]",
+            "9": "9 0610/43/ m/j/21 \u00a9 ucles 2021 [turn over   (ii) the scientists determined that photosynthesis in the leaves at 35  \u00b0c used carbon dioxide  at a rate of 135  \u03bcg per hour per cm2 of leaf. fig.  3.2 shows that the rate of carbon dioxide  uptake at 35  \u00b0c was 90  \u03bcg per hour per cm2 of leaf.    explain why the rate at which carbon dioxide is used in photosynthesis is greater than  the rate of carbon dioxide uptake.  ...  ...  ...  ...  .  [2]   (iii) explain why the results in table 3.1 are expressed as \u2018per cm2 of leaf\u2019 rather than \u2018per  leaf\u2019.  ...  ...  .  [1]",
+            "10": "10 0610/43/ m/j/21 \u00a9 ucles 2021 blank page",
+            "11": "11 0610/43/ m/j/21 \u00a9 ucles 2021 [turn over  (c) some crops are grown in controlled environments. glasshouses are an example of a  controlled environment. fig. 3.3 shows a glasshouse where lettuces are growing. fig. 3.3   discuss the advantages of growing crops in glasshouses.  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  .  [6]  [total: 20]",
+            "12": "12 0610/43/ m/j/21 \u00a9 ucles 2021 4 there are three species of rhinoceros in asia. fig. 4.1 shows an indian rhinoceros, rhinoceros   unicornis , in a national park being observed by tourists who are riding on an elephant. fig. 4.1  the international union for conservation of nature (iucn) collects data on animal species and  places them into categories based on estimated numbers.  table 4.1 summarises the conservation status of the three species of rhinoceros, as available in  2020. table 4.1 species locationapproximate  number in  the wildapproximate  number in  captivityiucn category indian rhinoceros rhinoceros  unicornisnational parks  in south nepal  and north india3588 160 vulnerable javan rhinoceros rhinoceros  sondaicusone national  park in java,  indonesia  72   0 critically endangered sumatran  rhinoceros dicerorhinus  sumatrensisnational parks  in sumatra  and borneo in  indonesia <80   7 critically endangered",
+            "13": "13 0610/43/ m/j/21 \u00a9 ucles 2021 [turn over  (a) outline the reasons why large mammals, such as some species of rhinoceros, are  endangered.  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  .  [5]  (b) in 2013, cincinnati zoo in the usa announced that they were hoping to breed together  rhinoceros that were brother and sister as part of their captive breeding programme.   (i) discuss the problems that using such closely related animals might have for the  conservation of rhinoceros.  ...  ...  ...  ...  ...  .  [2]",
+            "14": "14 0610/43/ m/j/21 \u00a9 ucles 2021   (ii) captive breeding programmes often use artificial insemination.    outline the process of artificial insemination.  ...  ...  ...  ...  ...  ...  ...  .  [3]  [total: 10]",
+            "15": "15 0610/43/ m/j/21 \u00a9 ucles 2021 [turn over 5 (a) table 5.1 shows four functions of the human gas exchange system.   complete table 5.1 by identifying the part of the human gas exchange system that carries out  each function. table 5.1 functionpart of the human gas exchange  system contracts to decrease air pressure in the  lungs allows air to flow between the larynx and  the lungs contracts to lower the ribs in forced  expiration site of gas exchange [4]",
+            "16": "16 0610/43/ m/j/21 \u00a9 ucles 2021  (b) scientists investigated the effect of increasing carbon dioxide concentration in the air on  the rate and depth of breathing. the people who took part in the investigation were healthy  volunteers.   the people breathed atmospheric air containing 0.04% carbon dioxide for five minutes.  they then breathed air containing 2% carbon dioxide for five minutes and then returned to  breathing atmospheric air for a further five minutes.   the results are shown in fig. 5.1. \u201320\u201310010 16 14 12 10 8 6 4 2 0203040506070 depth of breathingrate of breathingkey:0.04% co22% co20.04% co2 time  / minutespercentage change in rate and depth of breathing fig. 5.1",
+            "17": "17 0610/43/ m/j/21 \u00a9 ucles 2021 [turn over   describe the effects of changing the carbon dioxide concentration of the air on the rate and  depth of breathing, as shown in fig. 5.1.  ...  ...  ...  ...  ...  ...  ...  ...  .  [4]  (c) complete the sentences by writing the appropriate word or phrase in the spaces provided.   during physical activity the carbon dioxide concentration in the blood increases. the  reason for this is an increase in the rate of ... that occurs in the  ... in muscle cells.   the increase in the concentration of carbon dioxide in the blood is detected by the  ... , which increases the rate and depth of breathing so that carbon  dioxide can be ... from the body. this is important because carbon  dioxide is a ... substance and can cause harm if it accumulates.  [5]  [total: 13]",
+            "18": "18 0610/43/ m/j/21 \u00a9 ucles 2021 6 there are four blood groups in the abo system in humans: a, b, ab and o.  the gene that determines blood group has three alleles: ia, ib and io.  (a) parents with the genotypes iaio and ibio are planning to have more children.   complete the genetic diagram to determine the probability that the next child will have blood  group o.   parental blood groups  a b   parental genotypes  iaio ibio punnett square phenotypes of   the children  ... probability that the child will have blood group o  .  [4]  (b) explain why the abo blood group system is an example of co-dominance.  ...  ...  ...  ...  .  [2]",
+            "19": "19 0610/43/ m/j/21 \u00a9 ucles 2021  (c) fig. 6.1 shows the percentages of the global population with the four different blood groups in  the abo system. 051015202530354045 a b ab blood grouppercentage of the global population o fig. 6.1   with reference to fig. 6.1, explain why the abo blood group system is an example of  discontinuous variation.  ...  ...  ...  ...  ...  .  [2]  [total: 8]",
+            "20": "20 0610/43/ m/j/21 \u00a9 ucles 2021 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 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.blank page"
+        },
+        "0610_s21_qp_51.pdf": {
+            "1": "this document has 12 pages. any blank pages are indicated. cambridge igcse\u2122 *8974457116* dc (dh/cgw) 198066/3 \u00a9 ucles 2021  [turn overbiology  0610/51 paper 5 practical test  may/june  2021  1 hour 15 minutes you must answer on the question paper. you will need:  the materials and apparatus listed in the confidential instructions instructions  \u25cf answer all questions.  \u25cf use a black or dark blue pen. you may use an hb pencil for any diagrams or graphs.  \u25cf write your name, centre number and candidate number in the boxes at the top of the page.  \u25cf write your answer to each question in the space provided.  \u25cf do not use an erasable pen or correction fluid.  \u25cf do not write on any bar codes.  \u25cf you may use a calculator.  \u25cf you should show all your working and use appropriate units. information  \u25cf the total mark for this paper is 40.  \u25cf the number of marks for each question or part question is shown in brackets [  ]. for examiner\u2019s use 1 2 total",
+            "2": "2 0610/51/ m/j/21 \u00a9 ucles 2021 1 you are going to investigate the effect of the concentration of sugar solutions on osmosis in potato  cells.  read all the instructions but do not carry them out until you have drawn a table for  your results in the space provided in 1(a)(ii).  you should use the safety equipment provided while you are carrying out the practical work.  step 1   label four test-tubes a, b, c and d and put them into the test-tube rack.  step 2   use the volumes of 1  mol per dm3 sugar solution and distilled water shown in table 1.1  to make solutions containing different concentrations of sugar in each test-tube.    use the syringes provided to make your solutions.  (a) (i) complete table 1.1 by writing in the concentration of the sugar solution in test-tube c. table 1.1 test-tubevolume of 1  mol per dm3 sugar  solution  / cm3volume of distilled water  / cm3concentration of sugar  solution  / mol per dm3 a 20   0 1.0 b 12   8 0.6 c   8 12 d   0 20 0.0  [1]  step 3  put the potato cylinders on a white tile and cut each cylinder to exactly 40  mm in length.  step 4  add one potato cylinder to each of test-tubes a, b, c and d.  step 5  leave the potato cylinders in the test-tubes for 20 minutes.    while you are waiting continue with the other questions.  step 6  after 20 minutes empty the contents of test-tube a into the container labelled waste .  step 7   use the forceps to remove the potato cylinder from the waste container and place it on  the white tile.  step 8   measure the length of the potato cylinder from test-tube a and record this measurement,  in millimetres , in your table in 1(a)(ii) . put the potato cylinder from test-tube a onto a  paper towel.  step 9  repeat steps 6, 7 and 8 for the potato cylinders in test-tubes b, c and d.",
+            "3": "3 0610/51/ m/j/21 \u00a9 ucles 2021 [turn over   (ii) prepare a table to record your results in the space provided.  [4]   (iii) explain why it was important that the potato cylinders were all cut to the same length in  step 3.  ...  ...  .  [1]   (iv) identify the variable that you changed in this investigation (independent variable).  .  [1]   (v) suggest two improvements that you could make to the method you have used in this  investigation. 1    ... 2    ...  [2]   (vi) describe one safety precaution you took while preparing the potato cylinders in step 3.  ...  ...  .  [1]",
+            "4": "4 0610/51/ m/j/21 \u00a9 ucles 2021  (b) plan an investigation to find out the effect of temperature on osmosis in plant tissue.  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  .  [6]",
+            "5": "5 0610/51/ m/j/21 \u00a9 ucles 2021 [turn over blank page",
+            "6": "6 0610/51/ m/j/21 \u00a9 ucles 2021  (c) potato cells contain starch grains.   (i) state the solution that would be used to test for the presence of starch and give the  result of a positive test. solution  ... positive test result  ..  ...   [2]    fig. 1.1 is a photomicrograph of some plant cells that contain starch grains. magnification \u00d7800a bstarch grain cell x fig. 1.1",
+            "7": "7 0610/51/ m/j/21 \u00a9 ucles 2021 [turn over   (ii) draw a large diagram of cell x in fig. 1.1.    label one starch grain on your drawing.  [5]   (iii) line ab represents the diameter of the starch grain. measure the length of line ab on  fig. 1.1.     length of line ab  mm    calculate the actual diameter of the starch grain using your measurement for line ab,  the information in fig. 1.1 and the formula:    magnification = length of line ab on fig. 1.1 actual diameter of the starch grain    give your answer to two significant figures.     [3]  [total: 26]",
+            "8": "8 0610/51/ m/j/21 \u00a9 ucles 2021 2 (a) a student monitored their pulse rate after exercise. the student\u2019s pulse rate before exercise  was 62 beats per minute.   the results are shown in table 2.1. table 2.1 time after exercise  / minutespulse rate  / beats per minute 0 156 1 108 2   78 3   66 4   62 5   62   (i) plot a line graph on the grid of the data in table 2.1. include a line of best fit.  [4]",
+            "9": "9 0610/51/ m/j/21 \u00a9 ucles 2021 [turn over   (ii) describe the relationship shown in your graph, between pulse rate and time after  exercise.  ...  ...  ...  ...  .  [2]   (iii) calculate the percentage change in pulse rate from 0 minutes to 5 minutes using the  data in table 2.1.    give your answer to two decimal places.    space for working.   . %  [3]",
+            "10": "10 0610/51/ m/j/21 \u00a9 ucles 2021  (b) the student monitored their pulse rate after exercise on three separate days and calculated  their average pulse rate from the data they collected.   the results are shown in table 2.2. table 2.2 time after  exercise  / minutespulse rate  / beats per minuteaverage   pulse rate  / beats per  minute day 1 day 2 day 3 0 156 154 158 156 1 108 107 106 107 2   78   80   76   78 3   66   67   65   66 4   62 120   64   63 5   62   60    61    61   explain why the student correctly calculated the average pulse rate at 4 minutes after exercise  as 63 beats per minute rather than 82 beats per minute.  ...  ...  ...  .  [2]",
+            "11": "11 0610/51/ m/j/21 \u00a9 ucles 2021  (c) fig. 2.1 shows a cross-section of an artery and a vein as seen using a light microscope. vein artery fig. 2.1   state one visible similarity and two visible differences between the artery and the vein shown  in fig. 2.1. similarity    ... difference 1  ...  ... difference 2  ...  ...  [3]  [total: 14]",
+            "12": "12 0610/51/ m/j/21 \u00a9 ucles 2021 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 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.blank page"
+        },
+        "0610_s21_qp_52.pdf": {
+            "1": "this document has 12 pages. any blank pages are indicated. cambridge igcse\u2122 dc (st/jg) 201927/3 \u00a9 ucles 2021  [turn overbiology  0610/52 paper 5 practical test  may/june  2021  1 hour 15 minutes you must answer on the question paper. you will need:  the materials and apparatus listed in the confidential instructions instructions  \u25cf answer all questions.  \u25cf use a black or dark blue pen. you may use an hb pencil for any diagrams or graphs.  \u25cf write your name, centre number and candidate number in the boxes at the top of the page.  \u25cf write your answer to each question in the space provided.  \u25cf do not use an erasable pen or correction fluid.  \u25cf do not write on any bar codes.  \u25cf you may use a calculator.  \u25cf you should show all your working and use appropriate units. information  \u25cf the total mark for this paper is 40.  \u25cf the number of marks for each question or part question is shown in brackets [  ]. *8746287044* for examiner\u2019s use 1 2 total",
+            "2": "2 0610/52/ m/j/21 \u00a9 ucles 2021 1 catalase is an enzyme found in living cells. it catalyses the break-down of hydrogen peroxide to  form water and oxygen.  you are going to investigate the effect of catalase concentration on the rate of oxygen production.  you have been provided with a celery extract which contains catalase.  read all the instructions but do not carry them out until you have drawn a table for  your results in the space provided in 1(a)(ii).  you should use the safety equipment provided while you are carrying out the practical work.  step 1  label five test-tubes a, b, c, d and e. put the test-tubes into the test-tube rack.  step 2  use a measuring cylinder to pour 10  cm3 of celery extract  into test-tube a.  step 3  use the measuring cylinder to transfer 5  cm3 of celery extract from test-tube a to test- tube b.   use the measuring cylinder to add 5  cm3 of distilled water to test-tube b. place a stopper  in test-tube b and shake it three times.  step 4  remove the stopper. use the measuring cylinder to transfer 5  cm3 of the liquid in test- tube b to test-tube c.   use the measuring cylinder to add 5  cm3 of distilled water to test-tube c. place a stopper  in test-tube c and shake it three times.  step 5  remove the stopper. use the measuring cylinder to transfer 5  cm3 of the liquid in test- tube c to test-tube d.   use the measuring cylinder to add 5  cm3 of distilled water to test-tube d. place a stopper  in test-tube d and shake it three times.  step 6  remove the stopper. use the measuring cylinder to transfer 5  cm3 of the liquid in test- tube d to test-tube e.   use the measuring cylinder to add 5  cm3 of distilled water to test-tube e. place a stopper  in test-tube e and shake it three times. remove the stopper.",
+            "3": "3 0610/52/ m/j/21 \u00a9 ucles 2021 [turn over  (a) (i) table 1.1 shows the concentration of the celery extract in test-tubes a to e. table 1.1 test-tubepercentage  concentration of  celery extract a 100.00 b  50.00 c.. d  12.50 e   6.25    complete table 1.1 by calculating and writing in the percentage concentration of celery  extract in test-tube c. [1]  step 7   pour a small amount of the celery extract from test-tube a onto the watch glass, as  shown in fig. 1.1. watch glass celery extract fig. 1.1  step 8  use the forceps to place one of the paper discs into the celery extract in the watch glass.  step 9  use the ruler to measure 2  cm from the top (open end) of the remaining unlabelled  test-tube. mark this distance by drawing a line on the test-tube with the marker pen.  step 10  use the forceps to remove the paper disc from the watch glass. place the paper disc into  the test-tube you prepared in step 9. push the paper disc to the bottom of the test-tube  with the glass rod.",
+            "4": "4 0610/52/ m/j/21 \u00a9 ucles 2021  step 11  carefully pour hydrogen peroxide solution  into the test-tube until it reaches the line  you marked on the test-tube in step 9. immediately start the stop-clock and observe the  paper disc rising.    stop the stop-clock when the paper disc reaches the surface of the hydrogen peroxide  solution.    record the time taken for the disc to rise, in your table in 1(a)(ii) . record the time in  seconds. if the paper disc has not reached the surface of the hydrogen peroxide solution  after three minutes, stop the stop-clock and record the time as >180 in your table.  step 12  pour the hydrogen peroxide solution and paper disc into the beaker labelled waste .    empty the contents of the watch glass into the waste beaker. wipe the watch glass with  a paper towel.  step 13  repeat steps 7 to 12 using the celery extract in test-tubes b, c, d and e.   (ii)  prepare a table to record your results. [4]   (iii) state a conclusion for this investigation.  ...  ...  .  [1]",
+            "5": "5 0610/52/ m/j/21 \u00a9 ucles 2021 [turn over   (iv) identify the variable that you have changed (independent variable) and the variable you  have measured (dependent variable) in this investigation. independent variable  .  ... dependent variable    ... [2]  (b) (i)  the oxygen gas produced by the reaction forms bubbles on the paper disc. the bubbles  cause the disc to rise to the top of the hydrogen peroxide solution. the time taken for the  disc to rise can be used to calculate the rate of the reaction.    explain how you could calculate the rate at which the disc rises.  ...  ...  ...  .  [2]   (ii) identify one source of error in step 4 and one source of error in step 11. error in step 4    ...  ... error in step 11  ..  ...  ... [2]",
+            "6": "6 0610/52/ m/j/21 \u00a9 ucles 2021  (c)  sodium chloride affects the activity of the enzyme catalase.   this enzyme catalyses the break-down of hydrogen peroxide to release water and oxygen  gas.   catalase  2h2o2   2h2o  +  o2  hydrogen peroxide   water   oxygen   plan an experiment to determine the effect of sodium chloride concentration on the volume of  oxygen gas produced during this reaction.  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  .  [6]  (d) the enzyme catalase is a protein.   state the test for protein and state the result of a positive test. test    ... positive test result  .  ... [2] [total: 20]",
+            "7": "7 0610/52/ m/j/21 \u00a9 ucles 2021 [turn over blank page",
+            "8": "8 0610/52/ m/j/21 \u00a9 ucles 2021 2 (a)  the photograph in fig. 2.1 shows a leaf from a european holly tree ( ilex aquifolium ). prickle pq fig. 2.1   (i) draw a large diagram of the holly leaf shown in fig. 2.1.    do not label your drawing. [4]",
+            "9": "9 0610/52/ m/j/21 \u00a9 ucles 2021 [turn over   (ii) the line pq on fig. 2.1 shows the length of the leaf.    measure the length of line pq on fig. 2.1. include the unit.    length of line pq     draw a line on your drawing in the same position as line pq in fig. 2.1.    measure the length of the line you have drawn. include the unit.    length of the line on your drawing     calculate the magnification of your drawing using your measurements and the formula. magnification = length of the line on your drawing length of line pq in fig. 2.1    space for working.    [3]",
+            "10": "10 0610/52/ m/j/21 \u00a9 ucles 2021  (b)  students investigated the relationship between the number of prickles on holly leaves and the  height of the leaves above the ground. \u2022 the students collected leaves from a total of five holly trees. \u2022 the students took leaves from seven different heights on each holly tree. \u2022 they collected 10 leaves from each height on each tree. \u2022 they counted the number of prickles on each of the holly leaves and calculated the  average number of prickles per leaf at each height.   the results of the investigation are shown in table 2.1. table 2.1 height above ground on  each holly tree  / maverage number of  prickles per leaf 0.5 18 1.0 14 1.5 13 2.0 3.0  8 4.0  3 5.0  1   (i) the students counted a total of 614 prickles on the leaves collected at a height of  2.0 metres.    calculate the total number of leaves collected at 2.0 metres above ground     then calculate the average number of prickles per leaf.    give your answer to the nearest whole number.    space for working.    [3]",
+            "11": "11 0610/52/ m/j/21 \u00a9 ucles 2021 [turn over   (ii) state two ways the students ensured that they collected a representative sample of  leaves. 1    ... 2    ... [2]   (iii)  plot a line graph on the grid to show the data in table 2.1. include a line of best fit. [4]",
+            "12": "12 0610/52/ m/j/21 \u00a9 ucles 2021 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 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. (c) fig. 2.2 shows another holly leaf. fig. 2.2   count and record the number of prickles on the leaf shown in fig. 2.2.    use the information in table 2.1 or your graph in 2(b)(iii)  to estimate the height on the tree  from which this holly leaf was collected.   number of prickles ..   estimated height on the holly tree .. m [2]  (d)  leaves contain starch.   state the solution used to test for starch and give the result of a positive test. solution  .  ... positive test result  .  ... [2] [total: 20]"
+        },
+        "0610_s21_qp_53.pdf": {
+            "1": "this document has 12 pages. any blank pages are indicated. cambridge igcse\u2122 dc (dh/cb) 202967/4 \u00a9 ucles 2021  [turn over *2507665523* biology  0610/53 paper 5 practical test  may/june  2021  1 hour 15 minutes you must answer on the question paper. you will need:  the materials and apparatus listed in the confidential instructions instructions  \u25cf answer all questions.  \u25cf use a black or dark blue pen. you may use an hb pencil for any diagrams or graphs.  \u25cf write your name, centre number and candidate number in the boxes at the top of the page.  \u25cf write your answer to each question in the space provided.  \u25cf do not use an erasable pen or correction fluid.  \u25cf do not write on any bar codes.  \u25cf you may use a calculator.  \u25cf you should show all your working and use appropriate units. information  \u25cf the total mark for this paper is 40.  \u25cf the number of marks for each question or part question is shown in brackets [  ]. for examiner\u2019s use 1 2 total",
+            "2": "2 0610/53/ m/j/21 \u00a9 ucles 2021 1 vitamin c is an important component of a balanced diet. many health drinks contain vitamin c.  you are going to estimate the concentration of vitamin c in a health drink by comparing it to  solutions with known concentrations of vitamin c.  dcpip is an indicator for vitamin c. when added to a vitamin c solution, the blue dcpip reacts  with vitamin c and becomes colourless. drops of dcpip are added to the vitamin c solution until  the solution remains blue.  read all the instructions but do not carry them out until you have drawn a table for  your results in the space provided in 1(a)(ii).  you should use the safety equipment provided while you are carrying out the practical work.  step 1  label four small beakers a, b, c and d.  step 2   use the large syringe and the information in table 1.1 to make the vitamin c solutions in  the four labelled beakers. table 1.1 beakervolume of 1.00% vitamin c  solution  / cm3volume of  water  / cm3final percentage  concentration of vitamin c  a 1 3 0.25 b 2 2 0.50 c 3 1 d 4 0 1.00  (a) (i) complete table 1.1 by calculating the final percentage concentration of vitamin c in  beaker c.   ... % [1]  step 3  label four test-tubes a, b, c and d and place them in a test-tube rack.  step 4  use the small syringe to transfer 0.5  cm3 of vitamin c solution from beaker a to test-tube a.  step 5  repeat step 4 using beaker b and test-tube b.  step 6  repeat step 4 using beaker c and test-tube c.  step 7  repeat step 4 using beaker d and test-tube d.  step 8  fill the dropping pipette with the  dcpip  solution.",
+            "3": "3 0610/53/ m/j/21 \u00a9 ucles 2021 [turn over  step 9  put one drop of dcpip into test-tube a and swirl gently to mix.     the blue colour should disappear as the vitamin c reacts with the dcpip. you will be  counting the number of drops of dcpip you put into the test-tube.  step 10  repeat step 9 until the blue colour does not disappear and the solution remains blue.  step 11   record, in your table in 1(a)(ii) , the total number of drops of dcpip you have put into  test-tube a.  step 12  repeat step 8 to step 11 with test-tubes b, c and d.   (ii) prepare a table to record your results.  [4]   (iii) state a conclusion for your results.  ...  ...  .  [1]  step 13  label a clean test-tube h.  step 14  use the small syringe to put 0.5  cm3 of health drink h into test-tube h.   step 15  add drops of dcpip and swirl gently until the colour in the test-tube remains blue.   (iv) record the number of drops of dcpip you added to test-tube h.   . drops  [1]   (v) estimate the percentage concentration of vitamin c in health drink h using your results  from 1(a)(ii)  and 1(a)(iv) .   ..  % [1]",
+            "4": "4 0610/53/ m/j/21 \u00a9 ucles 2021   (vi)  identify two variables that were kept constant in this investigation. 1   2    [2]   (vii) explain why it was important to swirl the contents of the test-tube after adding each drop  of dcpip in step 9.  ...  ...  .  [1]  (b) repeating the investigation would improve the method used.   suggest two other improvements to the method that would allow a more accurate estimation  of the concentration of vitamin c in health drink h. 1    ... 2    ...  [2]  (c) explain why counting the number of drops of dcpip is not accurate.  ...  ...  .  [1]",
+            "5": "5 0610/53/ m/j/21 \u00a9 ucles 2021 [turn over  (d) the manufacturers of health drink h claim that it also contains protein and glucose.    describe how you would test health drink h for protein and glucose.   include the results for a positive test. protein  ...  ...  ...  ...  ... glucose  .  ...  ...  ...  ...  ...  ...  ...  [5]  [total: 19]",
+            "6": "6 0610/53/ m/j/21 \u00a9 ucles 2021 blank page",
+            "7": "7 0610/53/ m/j/21 \u00a9 ucles 2021 [turn over2 (a) you are provided with the leaf of a plant, l1.   (i) make a large drawing of leaf l1.  [4]   (ii) measure the length of your drawing in 2(a)(i) . include the unit.    indicate on your drawing where you measured this length.    length of the leaf in your drawing ..    measure the actual length of the leaf l1. include the unit.    actual length of leaf l1 ..    calculate the magnification of your drawing using the equation: magnification = length of the leaf in your drawing actual length of leaf l1     [3]",
+            "8": "8 0610/53/ m/j/21 \u00a9 ucles 2021  (b) a student used an aquatic plant to investigate the effect of carbon dioxide concentration on  the rate of photosynthesis. the production of oxygen gas can be used as an estimate of the  rate of photosynthesis.   the student set up the apparatus shown in fig. 2.1. he counted the number of bubbles  produced in 5 minutes. the carbon dioxide concentration in the water around the aquatic  plant was 2  mg per dm3.   he repeated the experiment with five different concentrations of carbon dioxide. lampbubbles containing oxygen gas aquatic plant water fig. 2.1   the student\u2019s results are shown in table 2.1. table 2.1 carbon dioxide concentration   / mg per dm3number of bubbles  produced in 5 minutes 2 4 4 14 6 20 8 25 10 35 12 35",
+            "9": "9 0610/53/ m/j/21 \u00a9 ucles 2021   (i) plot a line graph on the grid of the data in table 2.1.       [4]   (ii) describe the trend shown on your graph in 2(b)(i) .  ...  ...  .  [1]  [turn over",
+            "10": "10 0610/53/ m/j/21 \u00a9 ucles 2021   (iii) the rate of photosynthesis can be given as the number of bubbles produced in one  minute.    use the information in table 2.1 to calculate the rate of photosynthesis at a carbon dioxide  concentration of 4  mg per dm3.    give your answer to one significant figure.    space for working.     bubbles per minute  [2]   (iv) identify the variable that the student changed in this investigation (the independent  variable).  .  [1]   (c) counting bubbles is not an accurate method for measuring the volume of gas produced by a  plant during photosynthesis.    plan an investigation to determine the effect of light intensity on the rate of photosynthesis.  your plan should include a more accurate method of measuring the volume of gas produced  during the reaction.  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  .  [6]  [total: 21]",
+            "11": "11 0610/53/ m/j/21 \u00a9 ucles 2021 blank page",
+            "12": "12 0610/53/ m/j/21 \u00a9 ucles 2021 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 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.blank page"
+        },
+        "0610_s21_qp_61.pdf": {
+            "1": "this document has 12 pages. any blank pages are indicated. cambridge igcse\u2122 *0557418202* dc (dh/cgw) 198067/2 \u00a9 ucles 2021  [turn overbiology  0610/61 paper 6 alternative to practical  may/june  2021  1 hour you must answer on the question paper. no additional materials are needed. instructions  \u25cf answer all questions.  \u25cf use a black or dark blue pen. you may use an hb pencil for any diagrams or graphs.  \u25cf write your name, centre number and candidate number in the boxes at the top of the page.  \u25cf write your answer to each question in the space provided.  \u25cf do not use an erasable pen or correction fluid.  \u25cf do not write on any bar codes.  \u25cf you may use a calculator.  \u25cf you should show all your working and use appropriate units. information  \u25cf the total mark for this paper is 40.  \u25cf the number of marks for each question or part question is shown in brackets [  ].",
+            "2": "2 0610/61/ m/j/21 \u00a9 ucles 2021 1 a student investigated the effect of the concentration of sugar solutions on osmosis in potato cells.  step 1   the student labelled four test-tubes a, b, c and d.  step 2   the volumes of 1  mol per dm3 sugar solution and distilled water shown in table 1.1 were  used to make solutions containing different concentrations of sugar in each test-tube.  (a) (i) complete table 1.1 by writing in the concentration of the sugar solution in test-tube c. table 1.1 test-tubevolume of 1  mol per dm3 sugar  solution  / cm3volume of distilled water  / cm3concentration of sugar  solution  / mol per dm3 a 20   0 1.0 b 12   8 0.6 c   8 12 d   0 20 0.0  [1]  step 3   the student was given four potato cylinders which had all been cut from one potato.  the diameters of the potato cylinders were all the same but the lengths of the potato  cylinders varied.  step 4   the student cut all four potato cylinders to exactly 40  mm in length.  step 5   one potato cylinder was put into each labelled test-tube. the potato cylinders were left in  the sugar solutions for 20 minutes.  step 6   after 20 minutes the potato cylinders were removed from the test-tubes.  fig. 1.1 is a diagram showing the actual size of the potato cylinders from test-tubes a, b, c and d  at the end of step 6. a b c d fig. 1.1",
+            "3": "3 0610/61/ m/j/21 \u00a9 ucles 2021 [turn over   (ii) prepare a table to record the results in the space provided.    measure the length of each of the potato cylinders in fig. 1.1 and record these measurements  in your table.  [3]   (iii) explain why it was important that the potato cylinders were all cut to the same length in  step 4.  ...  ...  .  [1]   (iv) identify the variable that the student changed in this investigation (independent variable).  .  [1]   (v) suggest two improvements that you could make to the method used in this investigation. 1    ... 2    ...  [2]   (vi) describe one safety precaution that should be taken while preparing the potato cylinders  in step 4.  ...  ...  .  [1]",
+            "4": "4 0610/61/ m/j/21 \u00a9 ucles 2021  (b) plan an investigation to find out the effect of temperature on osmosis in plant tissue.  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  .  [6]",
+            "5": "5 0610/61/ m/j/21 \u00a9 ucles 2021 [turn over blank page",
+            "6": "6 0610/61/ m/j/21 \u00a9 ucles 2021  (c) potato cells contain starch grains.   (i) state the solution that would be used to test for the presence of starch and give the  result of a positive test. solution  .. positive test result  .  ...  [2]    fig. 1.2 is a photomicrograph of some plant cells that contain starch grains. magnification \u00d7800a bstarch grain cell x fig. 1.2",
+            "7": "7 0610/61/ m/j/21 \u00a9 ucles 2021 [turn over   (ii) draw a large diagram of cell x in fig. 1.2.    label one starch grain on your drawing.  [5]   (iii) line ab represents the diameter of the starch grain. measure the length of line ab on  fig. 1.2.    length of line ab  mm    calculate the actual diameter of the starch grain using your measurement for line ab,  the information in fig. 1.2 and the formula:    magnification = length of line ab on fig. 1.2 actual diameter of the starch grain    give your answer to two significant figures.     [3]  [total: 25]",
+            "8": "8 0610/61/ m/j/21 \u00a9 ucles 2021 2 (a) a student monitored their pulse rate after exercise. the student\u2019s pulse rate before exercise  was 62 beats per minute.   the results are shown in table 2.1. table 2.1 time after exercise  / minutespulse rate  / beats per minute 0 156 1 108 2   78 3   66 4   62 5   62   (i) plot a line graph on the grid of the data in table 2.1. include a line of best fit.  [4]",
+            "9": "9 0610/61/ m/j/21 \u00a9 ucles 2021 [turn over   (ii) describe the relationship shown in your graph, between pulse rate and time after  exercise.  ...  ...  ...  ...  .  [2]   (iii) calculate the percentage change in pulse rate from 0 minutes to 5 minutes using the  data in table 2.1.    give your answer to two decimal places.    space for working.     %  [3]   (iv) state the variable that was measured (dependent variable) in this investigation.  .  [1]",
+            "10": "10 0610/61/ m/j/21 \u00a9 ucles 2021  (b) the student monitored their pulse rate after exercise on three separate days and calculated  their average pulse rate from the data they collected.   the results are shown in table 2.2. table 2.2 time after  exercise  / minutespulse rate  / beats per minuteaverage   pulse rate  / beats per  minute day 1 day 2 day 3 0 156 154 158 156 1 108 107 106 107 2   78   80   76   78 3   66   67   65   66 4   62 120   64   63 5   62   60    61    61   explain why the student correctly calculated the average pulse rate at 4 minutes after exercise  as 63 beats per minute rather than 82 beats per minute.  ...  ...  ...  .  [2]",
+            "11": "11 0610/61/ m/j/21 \u00a9 ucles 2021  (c) fig. 2.1 shows a cross-section of an artery and a vein as seen using a light microscope. vein artery fig. 2.1   state one visible similarity and two visible differences between the artery and the vein shown  in fig. 2.1. similarity    ... difference 1  ...  ... difference 2  ...  ...  [3]  [total: 15]",
+            "12": "12 0610/61/ m/j/21 \u00a9 ucles 2021 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 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.blank page"
+        },
+        "0610_s21_qp_62.pdf": {
+            "1": "this document has 12 pages. any blank pages are indicated. cambridge igcse\u2122 *2674503045* dc (st/jg) 201921/3 \u00a9 ucles 2021  [turn overbiology  0610/62 paper 6 alternative to practical  may/june  2021  1 hour you must answer on the question paper. no additional materials are needed. instructions  \u25cf answer all questions.  \u25cf use a black or dark blue pen. you may use an hb pencil for any diagrams or graphs.  \u25cf write your name, centre number and candidate number in the boxes at the top of the page.  \u25cf write your answer to each question in the space provided.  \u25cf do not use an erasable pen or correction fluid.  \u25cf do not write on any bar codes.  \u25cf you may use a calculator.  \u25cf you should show all your working and use appropriate units. information  \u25cf the total mark for this paper is 40.  \u25cf the number of marks for each question or part question is shown in brackets [  ].",
+            "2": "2 0610/62/ m/j/21 \u00a9 ucles 2021 1 catalase is an enzyme found in living cells. it catalyses the break-down of hydrogen peroxide to  form water and oxygen. in this investigation a celery extract was used as a source of catalase.  a student investigated the effect of catalase concentration on the rate of oxygen production.  the student made five different concentrations of celery extract by diluting the celery extract by  50% in each successive dilution.  step 1  five beakers were labelled a, b, c, d and e.  step 2  a 10 cm3 measuring cylinder was used to place 10  cm3 of celery extract into beaker a.  step 3  the same measuring cylinder was used to transfer 5  cm3 of celery extract from beaker a  to beaker b. the same measuring cylinder was used to add 5  cm3 of distilled water to  beaker b.  step 4  the same measuring cylinder was used to transfer 5  cm3 of celery extract from beaker b  to beaker c. 5 cm3 of distilled water was added to beaker c.  step 5  the same measuring cylinder was used to transfer 5  cm3 of celery extract from beaker c  to beaker d. 5 cm3 of distilled water was added to beaker d.  step 6  the same measuring cylinder was used to transfer 5  cm3 of celery extract from beaker d  to beaker e. 5 cm3 of distilled water was added to beaker e.  (a) (i) table 1.1 shows the concentrations of the celery extract in beakers a to e. table 1.1 beakerpercentage  concentration of  celery extract a 100.00 b  50.00 c.. d  12.50 e   6.25    complete table 1.1 by calculating and writing in the percentage concentration of celery  extract in beaker c. [1]",
+            "3": "3 0610/62/ m/j/21 \u00a9 ucles 2021 [turn over  step 7  small filter paper discs were dipped into the celery extracts in beakers a to e.  step 8  the paper disc dipped in celery extract a was placed into a test-tube and was pushed to  the bottom of the test-tube with a glass rod.  step 9  a syringe was used to put 18  cm3 of 1% hydrogen peroxide solution into the test-tube.    the apparatus is shown in fig. 1.1.    the student recorded the time taken for the paper disc to rise to the surface of the  hydrogen peroxide solution. test-tube 1% hydrogen peroxide solution direction of travel of filter paper disc filter paper disc soaked in celery extractbubbles of oxygen gas fig. 1.1  step 10   steps 8 and 9 were repeated using the paper discs dipped in celery extracts b, c, d and  e.  the times taken for each paper disc to rise are shown in fig. 1.2. 00:24 00:49 01:07 01:56 celery extract  a celery extract b celery extract c celery extract dminutes:seconds minutes:seconds minutes:seconds minutes:seconds 03:19 celery extract eminutes:seconds fig. 1.2",
+            "4": "4 0610/62/ m/j/21 \u00a9 ucles 2021   (ii)  prepare a table to record the results shown in fig. 1.2. record all the times in seconds. [4]   (iii) state a conclusion for this investigation.  ...  ...  .  [1]   (iv) identify the variable that the student changed (independent variable) and the variable  that was measured (dependent variable) in this investigation. independent variable  .  ... dependent variable    ... [2]",
+            "5": "5 0610/62/ m/j/21 \u00a9 ucles 2021 [turn over  (b) (i) the oxygen gas produced by the reaction forms bubbles on the paper disc. the bubbles  cause the disc to rise to the top of the hydrogen peroxide solution. the time taken for the  disc to rise can be used to calculate the rate of the reaction.    explain how you could calculate the rate at which the disc rises.  ...  ...  ...  .  [2]   (ii) identify one source of error in step 4.  ...  ...  .  [1]   (iii) describe a suitable control for this investigation.  ...  ...  .  [1]",
+            "6": "6 0610/62/ m/j/21 \u00a9 ucles 2021  (c)  sodium chloride affects the activity of the enzyme catalase.   this enzyme catalyses the break-down of hydrogen peroxide to release water and oxygen  gas.   catalase  2h2o2   2h2o  +  o2  hydrogen peroxide   water   oxygen   plan an experiment to determine the effect of sodium chloride concentration on the volume of  oxygen gas produced during this reaction.  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  .  [6]  (d) the enzyme catalase is a protein.   state the test for protein and state the result of a positive test. test    ... positive test result  .  ... [2] [total: 20]",
+            "7": "7 0610/62/ m/j/21 \u00a9 ucles 2021 [turn over blank page",
+            "8": "8 0610/62/ m/j/21 \u00a9 ucles 2021 2 (a)  the photograph in fig. 2.1 shows a leaf from a european holly tree ( ilex aquifolium ). prickle pq fig. 2.1   (i) draw a large diagram of the holly leaf shown in fig. 2.1.    do not label your drawing. [4]",
+            "9": "9 0610/62/ m/j/21 \u00a9 ucles 2021 [turn over   (ii) the line pq on fig. 2.1 shows the length of the leaf.    measure the length of line pq on fig. 2.1. include the unit.    length of line pq     draw a line on your drawing in the same position as line pq in fig. 2.1.    measure the length of the line you have drawn. include the unit.    length of the line on your drawing     calculate the magnification of your drawing using your measurements and the formula. magnification = length of the line on your drawing length of line pq in fig. 2.1    space for working.    [3]",
+            "10": "10 0610/62/ m/j/21 \u00a9 ucles 2021  (b)  students investigated the relationship between the number of prickles on holly leaves and the  height of the leaves above the ground. \u2022 the students collected leaves from a total of five holly trees. \u2022 the students took leaves from seven different heights on each holly tree. \u2022 they collected 10 leaves from each height on each tree. \u2022 they counted the number of prickles on each of the holly leaves and calculated the  average number of prickles per leaf at each height.   the results of the investigation are shown in table 2.1. table 2.1 height above ground on  each holly tree  / maverage number of  prickles per leaf 0.5 18 1.0 14 1.5 13 2.0 3.0  8 4.0  3 5.0  1   (i) the students counted a total of 614 prickles on the leaves collected at a height of  2.0 metres.    calculate the total number of leaves collected at 2.0 metres above ground ..    calculate the average number of prickles per leaf.    give your answer to the nearest whole number.    space for working.    [3]",
+            "11": "11 0610/62/ m/j/21 \u00a9 ucles 2021 [turn over   (ii) state two ways the students ensured that they collected a representative sample of  leaves. 1    ... 2    ... [2]   (iii)  plot a line graph on the grid to show the data in table 2.1. include a line of best fit. [4]",
+            "12": "12 0610/62/ m/j/21 \u00a9 ucles 2021 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 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. (c) fig. 2.2 shows another holly leaf. fig. 2.2   count and record the number of prickles on the leaf shown in fig. 2.2.   use the information in table 2.1 or your graph in 2(b)(iii) to estimate the height on the tree  from which this holly leaf was collected.   number of prickles ..   estimated height on the holly tree .. m [2]  (d)  leaves contain starch.   state the solution used to test for starch and give the result of a positive test. solution  .  ... positive test result  .  ... [2] [total: 20]"
+        },
+        "0610_s21_qp_63.pdf": {
+            "1": "this document has 12 pages. any blank pages are indicated. cambridge igcse\u2122biology  0610/63 paper 6 alternative to practical  may/june  2021  1 hour you must answer on the question paper. no additional materials are needed. instructions  \u25cf answer all questions.  \u25cf use a black or dark blue pen. you may use an hb pencil for any diagrams or graphs.  \u25cf write your name, centre number and candidate number in the boxes at the top of the page.  \u25cf write your answer to each question in the space provided.  \u25cf do not use an erasable pen or correction fluid.  \u25cf do not write on any bar codes.  \u25cf you may use a calculator.  \u25cf you should show all your working and use appropriate units. information  \u25cf the total mark for this paper is 40.  \u25cf the number of marks for each question or part question is shown in brackets [  ]. *3962910580* dc (lk/sg) 202984/4 \u00a9 ucles 2021  [turn over",
+            "2": "2 0610/63/ m/j/21 \u00a9 ucles 2021 1 vitamin c is an important component of a balanced diet. many health drinks contain vitamin c.  a student estimated the concentration of vitamin c in a health drink by comparing it to solutions  with known concentrations of vitamin c.  dcpip is an indicator for vitamin c. when added to a vitamin c solution, the blue dcpip reacts  with vitamin c and becomes colourless. drops of dcpip are added to the vitamin c solution until  the solution remains blue.  step 1    the student labelled four beakers a, b, c and d and used the information in table 1.1 to  make the vitamin c solutions in the four labelled beakers. table 1.1 beakervolume of 1.00% vitamin c  solution  / cm3volume of  water  / cm3final percentage  concentration of vitamin c  a 10 30 0.25 b 20 20 0.50 c 30 10 d 40  0 1.00  (a) (i) complete table 1.1 by calculating the final percentage concentration of vitamin c in  beaker c.   ..  % [1]  step 2   a syringe was used to transfer 0.5  cm3 of the vitamin c solution from beaker a into a  test\u2011tube labelled a.  step 3   the student filled a dropping pipette with a 1% dcpip  solution and added one drop at a  time to test \u2011tube a. the blue colour disappeared as vitamin c reacted with the dcpip.      the number of drops was counted as they were added to the test \u2011tube.   step 4   the student stopped adding drops of dcpip to test \u2011tube a when the solution remained  blue in colour when a drop was added. the total number of drops of dcpip added was  recorded.  step 5   the student then repeated steps 2 to 4 using the solutions from beakers b, c and d and  test\u2011tubes labelled b, c and d.  step 6   the student then repeated steps 2 to 5 to obtain a second set of results.",
+            "3": "3 0610/63/ m/j/21 \u00a9 ucles 2021 [turn over  the student\u2019s results are shown in fig. 1.1. trial 1 test-tube a = 6 drops test-tube b = 13 drops  test-tube c = 18 drops  test-tube d = 23 drops trial 2 test-tube a = 4 drops test-tube b = 11 drops  test-tube c = 18 drops  test-tube d = 21 drops  fig. 1.1   (ii) prepare a table to record the results shown in fig. 1.1.    your table should include the average of the two trials.   [5]",
+            "4": "4 0610/63/ m/j/21 \u00a9 ucles 2021   (iii) state a conclusion for the student\u2019s results.  ...  ...  .  [1]    (iv) suggest why the student repeated the investigation.  ...  ...  .  [1]   step 7   the student put 0.5  cm3 of health drink h into a clean test \u2011tube. they then added drops  of 1% dcpip to the test \u2011tube until the solution in the test \u2011tube remained blue.    a total of  10 drops  of dcpip were added to the sample of health drink h.   (v) estimate the percentage concentration of vitamin c in health drink h, using the  information in table 1.1, your table in 1(a)(ii)  and step 7.   ..  % [1]   (vi) suggest two improvements to the method that would allow a more precise estimation of  the vitamin c concentration in health drink h. 1    ... 2    ...  [2]   (vii) identify two variables that were kept constant in this investigation. 1   2    [2]",
+            "5": "5 0610/63/ m/j/21 \u00a9 ucles 2021 [turn over  (b) explain why counting the number of drops of dcpip is not accurate.  ...  ...  .  [1]  (c) the manufacturers of health drink h claim that it also contains protein and glucose.    describe how you would test health drink h for protein and glucose.   include the results for a positive test. protein  ...  ...  ...  ...  ... glucose  .  ...  ...  ...  ...  ...  ...  ...  [5]  [total: 19]",
+            "6": "6 0610/63/  m  / j  /21 \u00a9 ucles 20212 (a) fig. 2.1 is a leaf from a plant. a b actual size fig. 2.1   (i) make a large drawing of the leaf in fig. 2.1.  [4]",
+            "7": "7 0610/63/ m/j/21 \u00a9 ucles 2021 [turn over  (ii) measure the length of line ab in fig. 2.1 . include the unit.    length of line ab ...     draw a line on your drawing in 2(a)(i)  to show the position of line ab.    measure this line on your drawing. include the unit.    length of the line on your drawing     calculate the magnification of your drawing using your measurements and the equation: magnification = length of the line on your drawing length of line ab in fig. 2.1     [3]",
+            "8": "8 0610/63/ m/j/21 \u00a9 ucles 2021  (b) a student used an aquatic plant to investigate the effect of carbon dioxide concentration on  the rate of photosynthesis. the production of oxygen gas can be used as an estimate of the  rate of photosynthesis.   the student set up the apparatus shown in fig. 2.2. he counted the number of bubbles  produced in 5 minutes. the carbon dioxide concentration in the water around the aquatic  plant was 2  mg per  dm3.   he repeated the experiment with five different concentrations of carbon dioxide. lampbubbles containing oxygen gas aquatic plant water fig. 2.2   the student\u2019s results are shown in table 2.1. table 2.1 carbon dioxide concentration  / mg per dm3number of bubbles  produced in 5 minutes  2  4  4 14  6 20  8 25 10 35 12 35",
+            "9": "9 0610/63/ m/j/21 \u00a9 ucles 2021   (i) plot a line graph on the grid of the data in table 2.1.      [4]   (ii) describe the trend shown on your graph in 2(b)(i) .  ...  ...  .  [1]  [turn over",
+            "10": "10 0610/63/ m/j/21 \u00a9 ucles 2021   (iii) the rate of photosynthesis can be given as the number of bubbles produced in one  minute.    use the information in table 2.1 to calculate the rate of photosynthesis at a carbon  dioxide concentration of 4  mg per dm3.    give your answer to one significant figure.    space for working.     bubbles per minute    [2]   (iv) identify the variable that the student changed in this investigation (the independent  variable).  .  [1]   (c) counting bubbles is not an accurate method for measuring the volume of gas produced by a  plant during photosynthesis.    plan an investigation to determine the effect of light intensity on the rate of photosynthesis.  your plan should include a more accurate method of measuring the volume of gas produced  during the reaction.  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  .  [6]  [total: 21]",
+            "11": "11 0610/63/ m/j/21 \u00a9 ucles 2021 blank page",
+            "12": "12 0610/63/ m/j/21 \u00a9 ucles 2021 permission to reproduce items where third \u2011party 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 \u2011related 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 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.blank page"
+        },
+        "0610_w21_qp_11.pdf": {
+            "1": "    this document has 16 pages.  ib21 11_0610_11/5rp   \u00a9 ucles 2021   [turn ove r   *8689865158*cambridge igcse\u2122       biology 0610/11     paper 1 multiple choice (core)  october/november 2021     45 minutes    you must answer on the mult iple choice answer sheet.    you will need: multiple choice answer sheet   soft clean eraser   soft pencil (type b or hb is recommended)       instructions   \uf0b7 there are forty  questions on this paper. answer all questions.   \uf0b7 for each question there ar e four possible answers a, b, c and d. choose the one you consider correct  and record your choice in soft pencil on the multiple choice an swer sheet.   \uf0b7 follow the instructions on the multiple choice answer sheet.  \uf0b7 write in soft pencil.  \uf0b7 write your name, centre number and candidate number on the mult iple choice answer sheet in the  spaces provided unless this has been done for you.  \uf0b7 do not use correction fluid.  \uf0b7 do not write on any bar codes.  \uf0b7 you may use a calculator.      information  \uf0b7 the total mark for this paper is 40.  \uf0b7 each correct answer will score one mark.  \uf0b7 any rough working should be don e on this question paper.   ",
+            "2": "2  \u00a9 ucles 2021 0610/11/o/n/21  1 which characteristics of all living organisms are needed to re lease energy for growth?  a breathing and respiration  b excretion and nutrition  c excretion and respiration  d nutrition and respiration      2 which pair of organisms belong to the same genus?  a alderia modesta and austrominius modestus  b arenicola cristata  and arenicola marina  c bittium reticulatum and clypeostoma reticulatum  d botryllus schlosseri and botrylloides leachii      3 the diagram shows an animal.        what is the animal?  1 animal with a vertebral column  . ..  vertebrate  animal with an exoskeleton  ... .  go to 2  2 no distinct head, thorax and abdomen  ...   a  distinct head, thorax and abdomen     go to 3  3 eye occupies less than one third of the head  ... ..  b  eye occupies more than one third of the head   go to 4  4 wings are wider than they are long  .   c  wings are longer than they are wide  .. .  d     ",
+            "3": "3     \u00a9 ucles 2021 0610/11/o/n/21 [turn over  4 which row shows the structure on the outside of a plant cell a nd the location of the chloroplasts in  the cell?     structure on the  outside of a plant cell location of  chloroplasts  a cell membrane in the cytoplasm  b cell membrane in the vacuole  c cell wall in the cytoplasm  d cell wall in the vacuole     5 the diagram shows some cells.    cilia cytoplasm nucleus     where are these cells found?  a alimentary canal  b blood  c bronchus  d plant roots      6 what is the equation for calculating the magnification of a bi ological drawing?  a magnification = actual size \uf0b4 image size \uf0b4 100  b magnification = actual size \uf0b8 image size  c magnification = image size \uf0b8 actual size  d magnification = actual size \uf0b4 100 \uf0b8 image size     ",
+            "4": "4  \u00a9 ucles 2021 0610/11/o/n/21  7 which words complete the definition of diffusion?    \u2018diffusion is the net movement of particles from a region of th eir \u2026\u20261\u2026... concentration to a  region of their \u2026\u20262\u2026... concentration, \u2026\u20263\u2026... a concentration gradient.\u2019     1  2  3   a higher lower up  b higher lower down  c lower higher up  d lower higher down     8 cyanide is a poison that stops respiration. a paramecium is a single-celled freshwater organism.    what is the most likely effect of cyanide in a paramecium?  a increased active transport  b decreased osmosis  c decreased active transport  d increased osmosis     9 in a photosynthesis experiment, a plant is left in bright sunl ight for several hours. a leaf is then  removed from the plant and tested for starch, using iodine solu tion.    the diagram shows the leaf from the plant that was used in the experiment.    white area green area    which diagram shows the result of the experiment?    a b c d iodine solution turns blue-black iodine solutionstays brownkey      ",
+            "5": "5     \u00a9 ucles 2021 0610/11/o/n/21 [turn over  10 an experiment was carried out to investigate the effect of ph on enzyme action. the graph shows  the results.    y-axis x-axis    what are the labels for the x-axis and the y-axis?     x-axis y-axis  a ph rate of reaction  b ph time  c rate of reaction ph  d time ph     11 four test-tubes were set up as shown in the diagram.    in which test-tube is the starch digested most quickly?    ab water-bath at 15  \u00b0c starch solution and amylasecd starch solution and boiled amylasewater-bathat 35  \u00b0c starch solution and amylase starch solutionand boiled amylase      ",
+            "6": "6  \u00a9 ucles 2021 0610/11/o/n/21  12 which row shows the raw materials needed for photosynthesis and  the products of  photosynthesis?     raw materials products  a water + chlorophyll carbon dioxide + glucose  b carbon dioxide + water chlorophyll + oxygen  c oxygen + carbon dioxide water + glucose  d water + carbon dioxide glucose + oxygen      13 which food is the best source of vitamin c?  a b r e a d   b m e a t   c milk  d oranges      14 which reagent is used to test for the presence of vitamin c?  a benedict\u2019s  b biuret  c dcpip  d ethanol      15 the diagram shows a large food molecule changing into smaller m olecules.    process x     what is process x?  a absorption  b chewing  c digestion  d secretion    ",
+            "7": "7     \u00a9 ucles 2021 0610/11/o/n/21 [turn over  16 the diagram shows part of the human alimentary canal and assoc iated organs.    which structure produces hydrochloric acid?    ab c d     17 the diagrams show sections of a leaf and a root.    1 3 42 section of a leaf section through a rootnot to scale     which two labelled structures identify xylem?  a 1 and 4 b 2 and 3 c 1 and 3 d 2 and 4     ",
+            "8": "8  \u00a9 ucles 2021 0610/11/o/n/21  18 which graph shows the effect of increasing humidity on the rat e of transpiration?    a humidityrate of transpiration b humidityrate of transpiration  c humidityrate of  transpirationd humidityrate of  transpiration      19 the diagram shows a section through a mammalian heart.    which part carries blood directly from the lungs?    bc da      20 which component of blood produces antibodies?  a red blood cells  b white blood cells  c platelets  d p l a s m a    ",
+            "9": "9     \u00a9 ucles 2021 0610/11/o/n/21 [turn over  21 some features that help to defend the body against pathogens a re listed.    1 mucus  2 skin  3 stomach acid  4 phagocytosis    which features can prevent pathogens entering body tissues?  a 1, 2, 3 and 4  b 1, 2 and 3 only  c 2 and 3 only  d 4 only    22 which structure is a bronchus?    b ac d      ",
+            "10": "10  \u00a9 ucles 2021 0610/11/o/n/21  23 the diagram shows the apparatus used by a student to investiga te respiration in woodlice (small  arthropods).    woodlicecotton woolcapillary tube water dropsoda lime to remove carbon dioxidetest-tube containing air     which explanation about the direction that the water drop will move is correct?  a the water drop will move away from the woodlice because respira tion uses carbon dioxide.  b the water drop will move away from the woodlice because respira tion uses oxygen.  c the water drop will move towards the woodlice because respirati on uses carbon dioxide.  d the water drop will move towards the woodlice because respirati on uses oxygen.    24 some students placed yeast, sugar and water into a bottle. the y then placed an empty balloon  over the opening of the bottle. the bottle was left in a warm p lace for one hour. during this time  the balloon increased in size.    balloon yeast, sugar and water     why does the balloon increase in size?  a the yeast makes alcohol.  b the yeast makes carbon dioxide.  c the yeast makes oxygen.  d the yeast makes lactic acid.     ",
+            "11": "11     \u00a9 ucles 2021 0610/11/o/n/21 [turn over  25 the diagram shows part of the excretory system of a female mam mal.    x     what is tube x?  a ureter  b urethra  c u t e r u s   d vein    26 the diagram shows a reflex arc that passes through the spinal cord.    musclex ypain receptor     which type of neurones are x and y?     x  y   a motor neurone relay neurone  b relay neurone sensory neurone  c sensory neurone motor neurone  d sensory neurone relay neurone ",
+            "12": "12  \u00a9 ucles 2021 0610/11/o/n/21  27 the diagram shows a section through the skin.    which labelled part is a hair erector muscle?    a b c d      28 a seed is placed and grown on a rotating disc, as shown.    seed pinned to the constantly rotating disc     which diagram shows the appearance of the seedling shoot after seven days?    abcd      29 which definition of a drug is correct?  a a substance that increases the rate of a chemical reaction and  is not changed by the reaction  b a protein that functions a s a biological catalyst  c a substance taken into the body that modifies or affects chemi cal reactions in the body  d a chemical substance, produced by a gland and carried by the b lood, which alters the activity  of one or more specific target organs     ",
+            "13": "13     \u00a9 ucles 2021 0610/11/o/n/21 [turn over  30 which is an example of sexual reproduction?  a a female insect laying unfertilised eggs that develop into new insects  b division of a single-celled bacterium to produce two new bacter ia  c fusion of a pollen grain nucleus with an ovule nucleus to produ ce a seed  d growing cuttings taken from one plant to produce new, genetical ly identical plants      31 the diagram shows part of the male reproductive system.    1 42 3     which structures manufacture sperm and the fluid the sperm are transported in?  a 1 and 2 b 1 and 4 c 2 and 3 d 3 and 4      32 which type of birth control prevents sperm from entering the v agina?  a contraceptive pill  b diaphragm  c iud  d vasectomy      33 an allele is a version of which structure?  a amino acid  b chromosome  c gene  d protein    ",
+            "14": "14  \u00a9 ucles 2021 0610/11/o/n/21  34 which are functions of mitosis?    1 growth  2 production of gametes  3 repair of damaged tissue  4 replacement of cells 5 asexual reproduction    a 1, 3, 4 and 5  b 1 and 3 only  c 2, 3 and 4  d 2 only    35 a species of insect usually has pale-coloured wings. this help s to camouflage them on   pale-coloured tree trunks. a few of the insects in this species  have darker coloured wings.    after a number of years the tree trunks become darker in colour  due to environmental changes.  the insects with dark-coloured wings become more common than in sects with pale-coloured  wings in this species.    which process causes this change in the proportion of insects w ith dark-coloured wings?  a biotechnology  b conservation  c natural selection  d selective breeding    ",
+            "15": "15     \u00a9 ucles 2021 0610/11/o/n/21 [turn over  36 the diagram shows a woodland food web.    fox rabbit snailfroghawk dandelion grass    which statement is not correct?  a dandelions and grass are both producers.  b the fox and the hawk are both tertiary consumers.  c the frog is a secondary consumer.  d the rabbit and the snail are both primary consumers.      37 which organism makes its own organic nutrients using light ener gy?  a producer  b c o n s u m e r   c herbivore  d carnivore      38 which process releases carbon dioxide into the atmosphere?  a decomposition  b fossilisation  c photosynthesis  d transpiration     39 which row shows what is used to make biofuel, bread and fruit j uice?     biofuel bread fruit juice  a pectinase pectinase yeast  b pectinase yeast pectinase  c yeast pectinase yeast  d yeast yeast pectinase     ",
+            "16": "16      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 tra ce copyright holders, but if any items requiring clearance have  unwittingly been included, the  publisher will be pleased to make amends at the earliest possib le opportunity.    to avoid the issue of disclosure of answer-related information to candidates, all copyright acknowledgements are reproduced on line in the cambridge  assessment international educat ion copyright acknowledgements b ooklet. this is produced for each series of examinations and is  freely available to download  at www.cambridgeinternational.org  after the live examination se ries.   cambridge assessment international education is part of the cam bridge assessment group. cambridge assessment is the brand name  of the university of  cambridge local examinations sy ndicate (ucles), which itself is  a department of the univ ersity of cambridge.    \u00a9 ucles 2021 0610/11/o/n/21  40 what is an effect of an increase  in the use of insecticides?  a decreased competition between crop plants and weeds  b decreased numbers of extinctions  c decreased numbers of pollinators  d decreased use of fertilisers       "
+        },
+        "0610_w21_qp_12.pdf": {
+            "1": "    this document has 16 pages.  ib21 11_0610_12/4rp   \u00a9 ucles 2021   [turn ove r   *0992771725*cambridge igcse\u2122       biology 0610/12     paper 1 multiple choice (core)  october/november 2021     45 minutes    you must answer on the mult iple choice answer sheet.    you will need: multiple choice answer sheet   soft clean eraser   soft pencil (type b or hb is recommended)       instructions   \uf0b7 there are forty  questions on this paper. answer all questions.   \uf0b7 for each question there ar e four possible answers a, b, c and d. choose the one you consider correct  and record your choice in soft pencil on the multiple choice an swer sheet.   \uf0b7 follow the instructions on the multiple choice answer sheet.  \uf0b7 write in soft pencil.  \uf0b7 write your name, centre number and candidate number on the mult iple choice answer sheet in the  spaces provided unless this has been done for you.  \uf0b7 do not use correction fluid.  \uf0b7 do not write on any bar codes.  \uf0b7 you may use a calculator.      information  \uf0b7 the total mark for this paper is 40.  \uf0b7 each correct answer will score one mark.  \uf0b7 any rough working should be don e on this question paper.   ",
+            "2": "2  \u00a9 ucles 2021 0610/12/o/n/21  1 all living things can remove toxic materials and other substanc es that are in excess of  requirements.    what is this process called?  a egestion  b excretion  c nutrition  d respiration    2 the table shows features of some animals.    which animal is a mammal?     gills hair scales wings   a \u0016 \u001a \u001a \u001a k e y   b \u0016 \u001a \u0016 \u001a \u0016 = present  c \u001a \u0016 \u001a \u0016 \u001a = absent  d \u001a \u001a \u0016 \u0016       3 the diagram shows an animal.        what is the animal?  1 animal with a vertebral column  . ..  vertebrate  animal with an exoskeleton  ... .  go to 2  2 no distinct head, thorax and abdomen  ...   a  distinct head, thorax and abdomen     go to 3  3 eye occupies less than one third of the head  ... ..  b  eye occupies more than one third of the head   go to 4  4 wings are wider than they are long  .   c  wings are longer than they are wide  .. .  d     ",
+            "3": "3     \u00a9 ucles 2021 0610/12/o/n/21 [turn over  4 the diagram shows some tissues in part of a plant root. the arr ows represent the movement of  water into and across the plant root tissues.        how many different tissues are shown?  a 2  b 4  c 5  d 7     5 the diagram shows some cells.    cilia cytoplasm nucleus     where are these cells found?  a alimentary canal  b blood  c bronchus  d plant roots    ",
+            "4": "4  \u00a9 ucles 2021 0610/12/o/n/21  6 the diagram shows a beetle.    x y33 mm     the actual size of the beetle between x and y is 15  mm.    what is the magnification of the image?  a \uf0b40.45 b \uf0b42.2 c \uf0b448 d \uf0b4495      7 which statement about diffusion is correct?  a the process requires energy from respiration.  b the particles must cross a cell membrane.  c the net movement of particles is up a concentration gradient.  d the process involves the random movement of particles.     8 the cells in a plant root have a higher concentration of magnes ium ions than in the surrounding  soil.    which process will move the magnesium ions into the root?  a active transport  b diffusion  c o s m o s i s   d transpiration    ",
+            "5": "5     \u00a9 ucles 2021 0610/12/o/n/21 [turn over  9 in a photosynthesis experiment, a plant is left in bright sunl ight for several hours. a leaf is then  removed from the plant and tested for starch, using iodine solu tion.    the diagram shows the leaf from the plant that was used in the experiment.    white area green area    which diagram shows the result of the experiment?    a b c d iodine solution turns blue-black iodine solutionstays brownkey      10 an experiment was carried out to investigate the effect of ph on enzyme action. the graph shows  the results.    y-axis x-axis    what are the labels for the x-axis and the y-axis?     x-axis y-axis  a ph rate of reaction  b ph time  c rate of reaction ph  d time ph     ",
+            "6": "6  \u00a9 ucles 2021 0610/12/o/n/21  11 four test-tubes were set up as shown in the diagram.    in which test-tube is the starch digested most quickly?    ab water-bath at 15  \u00b0c starch solution and amylasecd starch solution and boiled amylasewater-bathat 35  \u00b0c starch solution and amylase starch solutionand boiled amylase      12 the diagram shows a cross-section through a leaf.    x     what is the structure labelled x?  a cuticle  b palisade mesophyll  c spongy mesophyll  d stomata    ",
+            "7": "7     \u00a9 ucles 2021 0610/12/o/n/21 [turn over  13 the diagram shows the surface view of part of the epidermis of a leaf.        how many guard cells are present?  a 0  b 3  c 6  d 12     14 what is the dietary importance of carbohydrates?  a to promote healthy bones and teeth  b to make fats  c to provide energy for the body  d to make proteins    15 the diagram shows a large food molecule changing into smaller m olecules.    process x     what is process x?  a absorption  b chewing  c digestion  d secretion    ",
+            "8": "8  \u00a9 ucles 2021 0610/12/o/n/21  16 the diagram shows part of the alimentary canal and associated o rgans.    where does most water absorption take place?    cad b      17 the diagram shows a young plant.    p q r     in which parts of the plant are xylem vessels found?  a p, q and r b p and q only c q and r only d q only    ",
+            "9": "9     \u00a9 ucles 2021 0610/12/o/n/21 [turn over  18 which graph shows the effect of increasing humidity on the rat e of transpiration?    a humidityrate of transpiration b humidityrate of transpiration  c humidityrate of  transpirationd humidityrate of  transpiration      19 the diagram shows a section through a mammalian heart.    which part carries blood directly from the lungs?    bc da      ",
+            "10": "10  \u00a9 ucles 2021 0610/12/o/n/21  20 the diagram shows the four components of blood separated into l ayers.    which component is labelled with the correct function?    a   plasma \u2013 production       of antibodies c   red blood cells \u2013       phagocytosisb   platelets \u2013 blood  clotting d   white blood cells \u2013       transport of oxygen      21 some features that help to defend the body against pathogens a re listed.    1 mucus  2 skin 3 stomach acid 4 phagocytosis    which features can prevent pathogens entering body tissues?  a 1, 2, 3 and 4  b 1, 2 and 3 only  c 2 and 3 only  d 4 only    22 which shows the correct order of structures that air travels t hrough when a human breathes in?  a alveoli \uf0ae trachea \uf0ae bronchioles \uf0ae bronchi  b trachea \uf0ae bronchi \uf0ae bronchioles \uf0ae alveoli  c alveoli \uf0ae bronchioles \uf0ae bronchi \uf0ae trachea  d trachea \uf0ae bronchioles \uf0ae bronchi \uf0ae alveoli    ",
+            "11": "11     \u00a9 ucles 2021 0610/12/o/n/21 [turn over  23 which chemicals are needed to release energy in aerobic respir ation?  a carbon dioxide and glucose  b carbon dioxide and water  c oxygen and glucose  d oxygen and water      24 yeast is an organism used in the production of biofuels.    which statement describes why yeast is used for biofuel product ion?  a yeast respires aerobically to produce carbon dioxide.  b yeast respires aerobically to produce carbon dioxide and ethano l.  c yeast respires anaerobically to produce carbon dioxide.  d yeast respires anaerobically to produce carbon dioxide and etha nol.    25 the diagram shows part of the excretory system of a female mam mal.    x     what is tube x?  a ureter  b urethra  c u t e r u s   d vein    ",
+            "12": "12  \u00a9 ucles 2021 0610/12/o/n/21  26 the structures listed are part of the nervous system.    1 brain  2 effector  3 receptor  4 relay neurone    in a reflex arc, which structures are connected to a motor neur one by synapses?  a 1 and 2 b 1 and 3 c 2 and 4 d 3 and 4     27 a student investigated the effect of changing light intensity o n pupil diameter in the eye.    the table shows the results.    starting pupil diameter /  mm final pupil diameter  / mm  8 2    which explanation for the student\u2019s results is correct?  a a reduced light intensity reduced the pupil diameter by 75%.  b a reduced light intensity reduced the pupil diameter by 25%.  c an increased light intensity reduced the pupil diameter by 75%.   d an increased light intensity reduced the pupil diameter by 25%.     28 a seed is placed and grown on a rotating disc, as shown.    seed pinned to the constantly rotating disc     which diagram shows the appearance of the seedling shoot after seven days?    abcd      ",
+            "13": "13     \u00a9 ucles 2021 0610/12/o/n/21 [turn over  29 which substance can be used to treat a bacterial infection?  a adrenaline  b antibiotics  c antigens  d insulin      30 fertilisation is defined as the fusion of the \u2026\u2026x\u2026\u2026 of two gam etes to form a \u2026\u2026y\u2026\u2026 .    which row completes the sentence?     x  y   a alleles sex cell  b alleles zygote  c nuclei sex cell  d nuclei zygote      31 what is the correct description of pollination?  a pollen grains are transferred from the anther to the ovary.  b pollen grains are transferred from the anther to the stigma.  c pollen grains are transferred from the ovary to the stigma.  d pollen grains are transferred from the stamen to the anther.     32 hiv is a sexually transmitted infection (sti).    which methods could be used to reduce the spread of hiv?    1 breast-feed babies  2 education about how hiv is spread 3 provide easy access to condoms 4 provide needle exchange schemes for drug users    a 1, 2 and 3 b 1, 2 and 4 c 1, 3 and 4 d 2, 3 and 4     33 which of these determine the sex of humans?  a x and y genes  b x and y alleles  c x and y chromosomes  d x and y genotypes ",
+            "14": "14  \u00a9 ucles 2021 0610/12/o/n/21  34 part of a tree branch is broken off and planted in the soil. a new tree grows from the branch.    which row is correct?     the cells in the new  tree are formed by the cells in the original tree and  in the new tree will be genetically   meiosis mitosis different identical   a \u0016 \u001a \u0016 \u001a k e y   b \u001a \u0016 \u001a \u0016 \u0016 = correct  c \u001a \u0016 \u0016 \u001a \u001a = not correct  d \u0016 \u001a \u001a \u0016      35 a species of insect usually has pale-coloured wings. this help s to camouflage them on   pale-coloured tree trunks. a few of the insects in this species  have darker coloured wings.    after a number of years the tree trunks become darker in colour  due to environmental changes.  the insects with dark-coloured wings become more common than in sects with pale-coloured  wings in this species.    which process causes this change in the proportion of insects w ith dark-coloured wings?  a biotechnology  b conservation  c natural selection  d selective breeding    36 the diagram shows a food chain.    grass   grasshopper  frog  snake  hawk    what is the tertiary consumer in this food chain?  a frog  b grasshopper  c hawk  d snake     ",
+            "15": "15     \u00a9 ucles 2021 0610/12/o/n/21 [turn over  37 the diagram shows the water cycle.    river sealandlandlandpq rs     the table shows the processes involved in the water cycle.    which row is correct?     condensation evaporation precipitation transpiration  a p q r s  b r s q p  c s r p q  d q p s r     38 which process releases carbon dioxide into the atmosphere?  a decomposition  b fossilisation  c photosynthesis  d transpiration    39 what is the useful product of anaerobic respiration in the man ufacture of bread?  a carbon dioxide  b ethanol  c lactic acid  d oxygen    ",
+            "16": "16      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 tra ce copyright holders, but if any items requiring clearance have  unwittingly been included, the  publisher will be pleased to make amends at the earliest possib le opportunity.    to avoid the issue of disclosure of answer-related information to candidates, all copyright acknowledgements are reproduced on line in the cambridge  assessment international educat ion copyright acknowledgements b ooklet. this is produced for each series of examinations and is  freely available to download  at www.cambridgeinternational.org  after the live examination se ries.   cambridge assessment international education is part of the cam bridge assessment group. cambridge assessment is the brand name  of the university of  cambridge local examinations sy ndicate (ucles), which itself is  a department of the univ ersity of cambridge.    \u00a9 ucles 2021 0610/12/o/n/21  40 what are reasons why species become endangered?  a habitat destruction, hunting and introduced species  b habitat protection, introduced species and monitoring  c habitat destruction, hunting and captive breeding programmes  d hunting, pollution and seed banks       "
+        },
+        "0610_w21_qp_13.pdf": {
+            "1": "    this document has 16 pages. any blank pages are indicated.  ib21 11_0610_13/5rp   \u00a9 ucles 2021   [turn ove r   *5486657084*cambridge igcse\u2122       biology 0610/13     paper 1 multiple choice (core)  october/november 2021     45 minutes    you must answer on the mult iple choice answer sheet.    you will need: multiple choice answer sheet   soft clean eraser   soft pencil (type b or hb is recommended)       instructions   \uf0b7 there are forty  questions on this paper. answer all questions.   \uf0b7 for each question there ar e four possible answers a, b, c and d. choose the one you consider correct  and record your choice in soft pencil on the multiple choice an swer sheet.   \uf0b7 follow the instructions on the multiple choice answer sheet.  \uf0b7 write in soft pencil.  \uf0b7 write your name, centre number and candidate number on the mult iple choice answer sheet in the  spaces provided unless this has been done for you.  \uf0b7 do not use correction fluid.  \uf0b7 do not write on any bar codes.  \uf0b7 you may use a calculator.      information  \uf0b7 the total mark for this paper is 40.  \uf0b7 each correct answer will score one mark.  \uf0b7 any rough working should be don e on this question paper.   ",
+            "2": "2  \u00a9 ucles 2021 0610/13/o/n/21  1 a n  amoeba  is a single-celled organism.    the diagram shows an amoeba  engulfing a food particle.    amoeba food particle    which characteristics of living organisms are shown?  a excretion, movement and nutrition  b excretion, nutrition and sensitivity  c movement, nutrition and sensitivity  d movement, reproduction and sensitivity      2 the binomial names for five different species are listed.    1 calluna vulgaris   2 garra rufa   3 primula veris   4 primula vulgaris   5 vespula rufa     which species belong to the same genus?  a 1 and 4 b 2 and 5 c 3 and 4 d 1 and 5    ",
+            "3": "3     \u00a9 ucles 2021 0610/13/o/n/21 [turn over  3 the diagram shows an animal.        what is the animal?  1 animal with a vertebral column  . ..  vertebrate  animal with an exoskeleton  ... .  go to 2  2 no distinct head, thorax and abdomen  ...   a  distinct head, thorax and abdomen     go to 3  3 eye occupies less than one third of the head  ... ..  b  eye occupies more than one third of the head   go to 4  4 wings are wider than they are long  .   c  wings are longer than they are wide  .. .  d    4 the diagram shows two guard cells.    which label is correct?    a  cell membrane b  cell wall c  vacuole d  cytoplasm      5 the diagram shows some cells.    cilia cytoplasm nucleus     where are these cells found?  a alimentary canal  b blood  c bronchus  d plant roots ",
+            "4": "4  \u00a9 ucles 2021 0610/13/o/n/21  6 a student draws a root hair cell. the actual length of the cel l is 0.8  mm and the drawing of the cell  is 80  mm long.    what is the magnification of the student\u2019s drawing?  a \uf0b40.001 b \uf0b40.01 c \uf0b410 d \uf0b4100     7 in which diagram would oxygen diffuse into the cell?    high oxygen concentration in the cell cell membranelow oxygen concentration outside of the cella high oxygen concentration in the cell cell membranehigh oxygen concentration outside of the cellb low oxygen concentration in the cell cell membranelow oxygen concentration outside of the cellc low oxygen concentration in the cell cell membranehigh oxygen concentration outside of the celld       8 which statement about the role of the pressure of water in sup porting plants is correct?  a the pressure of water inside the cells presses inwards on the c ell wall.  b the pressure of water outside the cells presses inwards on the cell wall.  c the pressure of water inside the cells presses outwards on the cell wall.  d the pressure of water outside the cells presses outwards on the  cell wall.     ",
+            "5": "5     \u00a9 ucles 2021 0610/13/o/n/21 [turn over  9 in a photosynthesis experiment, a plant is left in bright sunl ight for several hours. a leaf is then  removed from the plant and tested for starch, using iodine solu tion.    the diagram shows the leaf from the plant that was used in the experiment.    white area green area    which diagram shows the result of the experiment?    a b c d iodine solution turns blue-black iodine solutionstays brownkey      10 an experiment was carried out to investigate the effect of ph on enzyme action. the graph shows  the results.    y-axis x-axis    what are the labels for the x-axis and the y-axis?     x-axis y-axis  a ph rate of reaction  b ph time  c rate of reaction ph  d time ph     ",
+            "6": "6  \u00a9 ucles 2021 0610/13/o/n/21  11 four test-tubes were set up as shown in the diagram.    in which test-tube is the starch digested most quickly?    ab water-bath at 15  \u00b0c starch solution and amylasecd starch solution and boiled amylasewater-bathat 35  \u00b0c starch solution and amylase starch solutionand boiled amylase       12 the diagram shows a section through a leaf.    nk l m     what are structures k, l, m and n?     k  l  m  n   a cuticle phloem xylem spongy mesophyll  b cuticle xylem phloem spongy mesophyll  c xylem phloem spongy mesophyll cuticle  d xylem spongy mesophyll cuticle phloem     ",
+            "7": "7     \u00a9 ucles 2021 0610/13/o/n/21 [turn over  13 which element is present in all amino acids?  a iron  b magnesium  c calcium  d nitrogen      14 a deficiency of which nutrient can cause scurvy?  a calcium  b iron  c vitamin c  d vitamin d      15 the diagram shows a large food molecule changing into smaller m olecules.    process x     what is process x?  a absorption  b chewing  c digestion  d secretion    ",
+            "8": "8  \u00a9 ucles 2021 0610/13/o/n/21  16 which part of the alimentary canal produces an enzyme that dig ests proteins?    c dab      17 by which method is water absorbed by root hair cells?  a active transport  b evaporation  c osmosis  d transpiration    ",
+            "9": "9     \u00a9 ucles 2021 0610/13/o/n/21 [turn over  18 which graph shows the effect of increasing humidity on the rat e of transpiration?    a humidityrate of transpiration b humidityrate of transpiration  c humidityrate of  transpirationd humidityrate of  transpiration      19 the diagram shows a section through a mammalian heart.    which part carries blood directly from the lungs?    bc da      ",
+            "10": "10  \u00a9 ucles 2021 0610/13/o/n/21  20 the diagram shows the external structure of the human heart.    which label identifies a coronary artery?    a b c d      21 some features that help to defend the body against pathogens a re listed.    1 mucus  2 skin 3 stomach acid 4 phagocytosis    which features can prevent pathogens entering body tissues?  a 1, 2, 3 and 4  b 1, 2 and 3 only  c 2 and 3 only  d 4 only    ",
+            "11": "11     \u00a9 ucles 2021 0610/13/o/n/21 [turn over  22 the diagram shows an alveolus.    air in and out xalveolus capillary     which gas is represented by the pathway shown by arrow x?  a air  b carbon dioxide  c oxygen  d water vapour     23 the table shows some facts about aerobic respiration.    which row is correct?     nutrient  molecules oxygen energy  a broken down released released  b broken down used released  c built up released required  d built up used required      24 which word equation represents anaerobic respiration in yeast c ells?  a glucose  \uf0ae  alcohol  +  carbon dioxide  b glucose  +  oxygen  \uf0ae  carbon dioxide  +  water  c glucose  \uf0ae  lactic acid  d glucose  \uf0ae  alcohol     ",
+            "12": "12  \u00a9 ucles 2021 0610/13/o/n/21  25 the diagram shows part of the excretory system of a female mam mal.    x     what is tube x?  a ureter  b urethra  c u t e r u s   d vein     26 which part of the eye changes in size in response to changes i n light intensity?  a cornea  b lens  c pupil  d retina    27 a scientist investigated how the human body reacts to temperat ure.    which row shows the expected responses when the environmental t emperatures are 0  \uf0b0c and  40  \uf0b0c?     0 \uf0b0c 40  \uf0b0c  a sweating no response  b sweating shivering  c no response sweating  d shivering sweating     ",
+            "13": "13     \u00a9 ucles 2021 0610/13/o/n/21 [turn over  28 a seed is placed and grown on a rotating disc, as shown.    seed pinned to the constantly rotating disc     which diagram shows the appearance of the seedling shoot after seven days?    abcd       29 which statement is the definition of the term drug?  a a substance produced in the body to stimulate hormonal reactio ns  b a substance produced by white blood cells to kill bacteria  c a substance taken into the body that modifies or affects chemi cal reactions  d a substance produced in the body which alters the activity of one or more specific target  organs    30 which statement describes a structural adaptation of wind-polli nated flowers?  a they have long filaments so that the anthers hang outside of t he flower.  b they have round, sticky sepals to trap pollen grains.  c their large petals protect the stigma.  d their stamens are feathery so there is a large surface area.     31 what is the correct order of structures through which human spe rm must pass in order to fertilise  an egg cell?  a sperm duct \uf0ae testes \uf0ae cervix \uf0ae vagina \uf0ae urethra \uf0ae uterus \uf0ae oviduct  b sperm duct \uf0ae testes \uf0ae urethra \uf0ae vagina \uf0ae cervix \uf0ae oviduct \uf0ae uterus   c t e s t e s  \uf0ae sperm duct \uf0ae urethra \uf0ae vagina \uf0ae cervix \uf0ae uterus \uf0ae oviduct  d t e s t e s  \uf0ae sperm duct \uf0ae vagina \uf0ae urethra \uf0ae uterus \uf0ae oviduct \uf0ae cervix    ",
+            "14": "14  \u00a9 ucles 2021 0610/13/o/n/21  32 which pair of birth control methods are chemical methods of pr eventing pregnancy?   a cervical mucus and diaphragm  b contraceptive pill and monitoring body temperature  c femidom and vasectomy  d iud and ius      33 which process occurs in asexual reproduction?  a fertilisation  b meiosis  c mitosis  d pollination      34 a condition called polydactyly gives a person extra fingers or  toes. one type of polydactyly is  caused by a dominant allele.    a man who is homozygous recessive for the condition marries a w oman who is heterozygous for  the condition.    what is the probability that their first child will have polyda ctyly?  a 25% b 50% c 75% d 100%    35 a species of insect usually has pale-coloured wings. this help s to camouflage them on   pale-coloured tree trunks. a few of the insects in this species  have darker coloured wings.    after a number of years the tree trunks become darker in colour  due to environmental changes.  the insects with dark-coloured wings become more common than in sects with pale-coloured  wings in this species.    which process causes this change in the proportion of insects w ith dark-coloured wings?  a biotechnology  b conservation  c natural selection  d selective breeding    36 what is the initial source of energy input into most biologica l systems?  a light  b water  c oxygen  d heat ",
+            "15": "15     \u00a9 ucles 2021 0610/13/o/n/21  37 which combination of factors would cause the greatest reductio n in the population growth of an  animal species?     disease food source predators  a decrease decrease decrease  b increase decrease increase  c decrease increase decrease  d increase increase increase      38 which process releases carbon dioxide into the atmosphere?  a decomposition  b fossilisation  c photosynthesis  d transpiration     39 three statements about the bacteria that are used in biotechno logy and genetic engineering are  listed.    1 they can convert simple molecules into more complex ones.  2 they can only reproduce very slowly.  3 their genetic material can be changed.    which statements are correct?  a 1 and 2 b 2  o n l y  c 1 and 3 d 3  o n l y     40 what is meant by a sustainable resource?  a a resource that is produced by non-intensive farming and is ra rely used  b a resource that is removed from a habitat without changing the  environment  c a resource that does not pollute the environment  d a resource that is produced as rapidly as it is removed from t he environment    ",
+            "16": "16      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 tra ce copyright holders, but if any items requiring clearance have  unwittingly been included, the  publisher will be pleased to make amends at the earliest possib le opportunity.    to avoid the issue of disclosure of answer-related information to candidates, all copyright acknowledgements are reproduced on line in the cambridge  assessment international educat ion copyright acknowledgements b ooklet. this is produced for each series of examinations and is  freely available to download  at www.cambridgeinternational.org  after the live examination se ries.   cambridge assessment international education is part of the cam bridge assessment group. cambridge assessment is the brand name  of the university of  cambridge local examinations sy ndicate (ucles), which itself is  a department of the univ ersity of cambridge.    \u00a9 ucles 2021 0610/13/o/n/21  blank page  "
+        },
+        "0610_w21_qp_21.pdf": {
+            "1": "    this document has 16 pages. any blank pages are indicated.  ib21 11_0610_21/4rp   \u00a9 ucles 2021   [turn ove r   *6434775130*cambridge igcse\u2122       biology 0610/21     paper 2 multiple choice (extended)  october/november 2021     45 minutes    you must answer on the mult iple choice answer sheet.    you will need: multiple choice answer sheet   soft clean eraser   soft pencil (type b or hb is recommended)       instructions   \uf0b7 there are forty  questions on this paper. answer all questions.   \uf0b7 for each question there ar e four possible answers a, b, c and d. choose the one you consider correct  and record your choice in soft pencil on the multiple choice an swer sheet.   \uf0b7 follow the instructions on the multiple choice answer sheet.  \uf0b7 write in soft pencil.  \uf0b7 write your name, centre number and candidate number on the mult iple choice answer sheet in the  spaces provided unless this has been done for you.  \uf0b7 do not use correction fluid.  \uf0b7 do not write on any bar codes.  \uf0b7 you may use a calculator.      information  \uf0b7 the total mark for this paper is 40.  \uf0b7 each correct answer will score one mark.  \uf0b7 any rough working should be don e on this question paper.   ",
+            "2": "2  \u00a9 ucles 2021 0610/21/o/n/21  1 which characteristics of all living organisms are needed to re lease energy for growth?  a breathing and respiration  b excretion and nutrition  c excretion and respiration  d nutrition and respiration      2 two animals have an identical sequence of amino acids in one o f the proteins found in their cells.    what does this indicate about these animals?  a they have been eating the same types of food.  b they have not been exposed to substances that cause mutation.  c they must be members of the same genus.  d they share an ancestor.    3 which row shows the structure on the outside of a plant cell a nd the location of the chloroplasts in  the cell?     structure on the  outside of a plant cell location of  chloroplasts  a cell membrane in the cytoplasm  b cell membrane in the vacuole  c cell wall in the cytoplasm  d cell wall in the vacuole     4 the length of a mitochondrion in a photomicrograph is 15  mm.    the actual length of the mitochondrion is 3  \uf06dm.    what is the magnification of the photomicrograph?  a \uf0b45 b \uf0b445 c \uf0b45000 d \uf0b445  000     ",
+            "3": "3     \u00a9 ucles 2021 0610/21/o/n/21 [turn over  5 the diagram shows some cells.    cilia cytoplasm nucleus     where are these cells found?  a alimentary canal  b blood  c bronchus  d plant roots    6 which statement about turgor pressure is correct?  a it creates a pull in the xylem which allows water to move upwa rds.  b it allows sucrose and amino acids to travel upwards and downwa rds in the phloem.  c it is a pressure that is only found in cells containing chloro plasts.  d it is pressure that helps to provide support for plants.     7 which words complete the definition of diffusion?    \u2018diffusion is the net movement of particles from a region of th eir \u2026\u20261\u2026... concentration to a  region of their \u2026\u20262\u2026... concentration, \u2026\u20263\u2026... a concentration gradient.\u2019     1  2  3   a higher lower up  b higher lower down  c lower higher up  d lower higher down     ",
+            "4": "4  \u00a9 ucles 2021 0610/21/o/n/21  8 the bases on one of the strands of a dna molecule have the seq uence shown.    a-a-t-c-t-g    what is the corresponding sequence of bases on the other strand ?  a a-a-t-c-t-g  b c-c-g-a-g-t  c g-g-c-t-c-a  d t-t-a-g-a-c     9 in a photosynthesis experiment, a plant is left in bright sunl ight for several hours. a leaf is then  removed from the plant and tested for starch, using iodine solu tion.    the diagram shows the leaf from the plant that was used in the experiment.    white area green area    which diagram shows the result of the experiment?    a b c d iodine solution turns blue-black iodine solutionstays brownkey      ",
+            "5": "5     \u00a9 ucles 2021 0610/21/o/n/21 [turn over  10 an experiment was carried out to investigate the effect of ph on enzyme action. the graph shows  the results.    y-axis x-axis    what are the labels for the x-axis and the y-axis?     x-axis y-axis  a ph rate of reaction  b ph time  c rate of reaction ph  d time ph     11 four test-tubes were set up as shown in the diagram.    in which test-tube is the starch digested most quickly?    ab water-bath at 15  \u00b0c starch solution and amylasecd starch solution and boiled amylasewater-bathat 35  \u00b0c starch solution and amylase starch solutionand boiled amylase      ",
+            "6": "6  \u00a9 ucles 2021 0610/21/o/n/21  12 two similar leaves are set up in test-tubes as shown. one is e xposed to light, while the other is  kept in the dark.    orange hydrogencarbonate indicator solutiongreen leaf black papergreen leaf     after a few hours, which colour would the hydrogencarbonate ind icator solution be in each   test-tube?     light dark  a colourless blue-black  b purple yellow  c red blue  d yellow purple     13 which food is the best source of vitamin c?  a b r e a d   b m e a t   c milk  d oranges    ",
+            "7": "7     \u00a9 ucles 2021 0610/21/o/n/21 [turn over  14 the diagram shows part of the human alimentary canal and assoc iated organs.    which structure produces hydrochloric acid?    ab c d     15 the diagram shows a large food molecule changing into smaller m olecules.    process x     what is process x?  a absorption  b chewing  c digestion  d secretion    16 the diagrams show sections of a leaf and a root.    1 3 42 section of a leaf section through a rootnot to scale     which two labelled structures identify xylem?  a 1 and 4 b 2 and 3 c 1 and 3 d 2 and 4   ",
+            "8": "8  \u00a9 ucles 2021 0610/21/o/n/21  17 what holds the water molecules together during the transpiratio n pull in the xylem?  a active transport  b cohesion  c diffusion  d turgor pressure      18 which component of blood produces antibodies?  a lymphocytes  b phagocytes  c plasma  d red blood cells      19 what is the function of the septum in the heart?  a to contract in order to pump blood to the body  b to prevent back flow of blood when the ventricles contract  c to prevent oxygenated and deoxygenated blood mixing  d to provide the heart muscle itself with oxygenated blood      20 what causes the air pressure in  the lungs to decrease during br eathing in?  a contraction of the external intercostal muscles and diaphragm  b expansion of the lungs causing a decrease in the volume of the alveoli  c outward movement of the ribs and upward movement of the diaphra gm  d higher pressure in the atmosphere than in the lungs causing the  alveoli to expand    ",
+            "9": "9     \u00a9 ucles 2021 0610/21/o/n/21 [turn over  21 some features that help to defend the body against pathogens a re listed.    1 mucus  2 skin  3 stomach acid  4 phagocytosis    which features can prevent pathogens entering body tissues?  a 1, 2, 3 and 4  b 1, 2 and 3 only  c 2 and 3 only  d 4 only     22 in a balanced chemical equation for aerobic respiration, what are the products?  a 6o 2 and 6h 2o  b c6h12o6 and 6o 2  c 6o 2 and 6co 2  d 6co 2 and 6h 2o     23 the diagram shows the structure of part of a kidney tubule and  associated blood vessels.    glomerulus x     which substances are normally present in the filtrate at x?     glucose urea  a absent absent  b absent present  c present absent  d present present     ",
+            "10": "10  \u00a9 ucles 2021 0610/21/o/n/21  24 which situation is a voluntary action?  a an increase in heart rate in response to danger  b blinking to avoid injury to the eye  c raising your hand to answer a question  d sweating in hot weather      25 when we read a book, our eyes accommodate to view near objects .    which statement is correct when viewing a near object?  a ciliary muscle contracts, suspensory ligaments are slack, lens is thicker  b ciliary muscle contracts, suspensory ligaments are tense, lens is thinner  c ciliary muscle relaxes, suspensory ligaments are slack, lens is  thinner  d ciliary muscle relaxes, suspensory ligaments are tense, lens is  thicker     26 how does the body increase blood glucose concentration?  a insulin released by the liver triggers the pancreas to release  glucose.  b glucagon released by the pancreas triggers the liver to releas e glucose.  c insulin released by the pancreas triggers the liver to release  glucose.  d glucagon released by the liver triggers the pancreas to releas e glucose.     27 which definition of a drug is correct?  a a substance that increases the rate of a chemical reaction and  is not changed by the reaction  b a protein that functions a s a biological catalyst  c a substance taken into the body that modifies or affects chemi cal reactions in the body  d a chemical substance, produced by a gland and carried by the b lood, which alters the activity  of one or more specific target organs    ",
+            "11": "11     \u00a9 ucles 2021 0610/21/o/n/21 [turn over  28 a seed is placed and grown on a rotating disc, as shown.    seed pinned to the constantly rotating disc     which diagram shows the appearance of the seedling shoot after seven days?    abcd       29 which hormone stimulates the release of an egg from the ovary during the menstrual cycle?  a fsh  b lh  c oestrogen  d progesterone    30 some descriptions of different human cells are listed.    1 contains 46 chromosomes  2 haploid nucleus 3 diploid nucleus 4 contains one set of unpaired chromosomes    which descriptions are correct for the nucleus of a human gamet e?  a 1 and 2 b 1 and 3 c 2 and 4 d 3 and 4     31 which adaptive feature is only found in female gametes?  a acrosome containing enzymes  b flagellum  c jelly coat  d nucleus containing chromosomes    ",
+            "12": "12  \u00a9 ucles 2021 0610/21/o/n/21  32 a man of genotype iaib and woman of genotype ibio have a child.    what is the chance that the child will have the same blood grou p as one of its parents?  a zero b 1  i n  4  c 1  i n  2  d 3  i n  4     33 which statement is correct?  a genetic variation can be caused by phenotypic variation.  b mutations can be caused by phenotypic variation.  c phenotypic variation can be caused by genetic variation.  d phenotypic variation cannot be caused by mutations.     34 the diagram shows a section through the leaf of a water lily.        water lilies are hydrophytes.    they have larger air spaces than most other plants.    how does this adaption help the lily to survive?  a increases the number of chloroplasts for photosynthesis  b makes the leaf buoyant enough to float on water  c provides more space for the xylem and phloem  d speeds up gas exchange between the leaf and water     ",
+            "13": "13     \u00a9 ucles 2021 0610/21/o/n/21 [turn over  35 a species of insect usually has pale-coloured wings. this help s to camouflage them on   pale-coloured tree trunks. a few of the insects in this species  have darker coloured wings.    after a number of years the tree trunks become darker in colour  due to environmental changes.  the insects with dark-coloured wings become more common than in sects with pale-coloured  wings in this species.    which process causes this change in the proportion of insects w ith dark-coloured wings?  a biotechnology  b conservation  c natural selection  d selective breeding    36 the graph shows the growth curve for a population of bacteria.     pqr s 0 5 10 15 time  / hours20 25 30number of bacteria     the table identifies each phase shown in the graph.    which row is correct?     death   phase exponential  (log) phase lag phase stationary  phase  a p q r s  b s q p r  c s p q r  d p s r q     ",
+            "14": "14  \u00a9 ucles 2021 0610/21/o/n/21  37 bacteria can be genetically engineered to produce human protein .    what happens during this process?  a the human plasmids are isolated using restriction enzymes.  b ligase is used to create sticky ends in bacterial plasmids.  c restriction enzymes are used to create sticky ends in human dn a.  d human dna is isolated using ligase.    38 human insulin is a protein that can be made by genetically eng ineered bacteria. this involves the  transfer of genetic information to bacteria.    the diagrams show cells and parts of cells involved in this pro cess.    ribosome human cell not to scaleplasmid bacterial cell4 3 2 1     what is the correct order of transfer of genetic information?  a 3  \uf0ae  2  \uf0ae  1  \uf0ae  4  b 1  \uf0ae  2  \uf0ae  4  \uf0ae  3  c 3  \uf0ae  4  \uf0ae  2  \uf0ae  1  d 1  \uf0ae  2  \uf0ae  3  \uf0ae  4     39 what is an effect of an increase  in the use of insecticides?  a decreased competition between crop plants and weeds  b decreased numbers of extinctions  c decreased numbers of pollinators  d decreased use of fertilisers    ",
+            "15": "15     \u00a9 ucles 2021 0610/21/o/n/21  40 the graphs show changes that occur in a lake during the proces s of eutrophication.    biomass time concentration timew x y     what are the labels for w, x and y?     w  x  y   a decomposers producers oxygen  b decomposers producers sulfur dioxide  c producers decomposers oxygen  d producers decomposers sulfur dioxide     ",
+            "16": "16      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 tra ce copyright holders, but if any items requiring clearance have  unwittingly been included, the  publisher will be pleased to make amends at the earliest possib le opportunity.    to avoid the issue of disclosure of answer-related information to candidates, all copyright acknowledgements are reproduced on line in the cambridge  assessment international educat ion copyright acknowledgements b ooklet. this is produced for each series of examinations and is  freely available to download  at www.cambridgeinternational.org  after the live examination se ries.   cambridge assessment international education is part of the cam bridge assessment group. cambridge assessment is the brand name  of the university of  cambridge local examinations sy ndicate (ucles), which itself is  a department of the univ ersity of cambridge.    \u00a9 ucles 2021 0610/21/o/n/21  blank page  "
+        },
+        "0610_w21_qp_22.pdf": {
+            "1": "    this document has 16 pages.  ib21 11_0610_22/4rp   \u00a9 ucles 2021   [turn ove r   *9188095747 *cambridge igcse\u2122       biology 0610/22     paper 2 multiple choice (extended)  october/november 2021     45 minutes    you must answer on the mult iple choice answer sheet.    you will need: multiple choice answer sheet   soft clean eraser   soft pencil (type b or hb is recommended)       instructions   \uf0b7 there are forty  questions on this paper. answer all questions.   \uf0b7 for each question there ar e four possible answers a, b, c and d. choose the one you consider correct  and record your choice in soft pencil on the multiple choice an swer sheet.   \uf0b7 follow the instructions on the multiple choice answer sheet.  \uf0b7 write in soft pencil.  \uf0b7 write your name, centre number and candidate number on the mult iple choice answer sheet in the  spaces provided unless this has been done for you.  \uf0b7 do not use correction fluid.  \uf0b7 do not write on any bar codes.  \uf0b7 you may use a calculator.      information  \uf0b7 the total mark for this paper is 40.  \uf0b7 each correct answer will score one mark.  \uf0b7 any rough working should be don e on this question paper.   ",
+            "2": "2  \u00a9 ucles 2021 0610/22/o/n/21  1 all living things can remove toxic materials and other substanc es that are in excess of  requirements.    what is this process called?  a egestion  b excretion  c nutrition  d respiration    2 two animals have an identical sequence of amino acids in one o f the proteins found in their cells.    what does this indicate about these animals?  a they have been eating the same types of food.  b they have not been exposed to substances that cause mutation.  c they must be members of the same genus.  d they share an ancestor.     3 the diagram shows some tissues in part of a plant root. the arr ows represent the movement of  water into and across the plant root tissues.        how many different tissues are shown?  a 2  b 4  c 5  d 7     4 the length of a mitochondrion in a photomicrograph is 15  mm.    the actual length of the mitochondrion is 3  \uf06dm.    what is the magnification of the photomicrograph?  a \uf0b45 b \uf0b445 c \uf0b45000 d \uf0b445  000     ",
+            "3": "3     \u00a9 ucles 2021 0610/22/o/n/21 [turn over  5 the diagram shows some cells.    cilia cytoplasm nucleus     where are these cells found?  a alimentary canal  b blood  c bronchus  d plant roots    6 which statement about diffusion is correct?  a the process requires energy from respiration.  b the particles must cross a cell membrane.  c the net movement of particles is up a concentration gradient.  d the process involves the random movement of particles.     7 the diagram shows the uptake of mineral ions by root hair cell s.    inside root hair cell mineral ion passing into the root hair cellfrom the soilcell membrane energyx     which type of molecule is labelled x in the diagram?  a glucose  b lipid  c protein  d starch ",
+            "4": "4  \u00a9 ucles 2021 0610/22/o/n/21  8 the bases on one of the strands of a dna molecule have the seq uence shown.    a-a-t-c-t-g    what is the corresponding sequence of bases on the other strand ?  a a-a-t-c-t-g  b c-c-g-a-g-t  c g-g-c-t-c-a  d t-t-a-g-a-c     9 in a photosynthesis experiment, a plant is left in bright sunl ight for several hours. a leaf is then  removed from the plant and tested for starch, using iodine solu tion.    the diagram shows the leaf from the plant that was used in the experiment.    white area green area    which diagram shows the result of the experiment?    a b c d iodine solution turns blue-black iodine solutionstays brownkey      ",
+            "5": "5     \u00a9 ucles 2021 0610/22/o/n/21 [turn over  10 an experiment was carried out to investigate the effect of ph on enzyme action. the graph shows  the results.    y-axis x-axis    what are the labels for the x-axis and the y-axis?     x-axis y-axis  a ph rate of reaction  b ph time  c rate of reaction ph  d time ph     11 four test-tubes were set up as shown in the diagram.    in which test-tube is the starch digested most quickly?    ab water-bath at 15  \u00b0c starch solution and amylasecd starch solution and boiled amylasewater-bathat 35  \u00b0c starch solution and amylase starch solutionand boiled amylase      ",
+            "6": "6  \u00a9 ucles 2021 0610/22/o/n/21  12 two similar leaves are set up in test-tubes as shown. one is e xposed to light, while the other is  kept in the dark.    orange hydrogencarbonate indicator solutiongreen leaf black papergreen leaf     after a few hours, which colour would the hydrogencarbonate ind icator solution be in each   test-tube?     light dark  a colourless blue-black  b purple yellow  c red blue  d yellow purple      13 the diagram shows the surface view of part of the epidermis of a leaf.        how many guard cells are present?  a 0  b 3  c 6  d 12     ",
+            "7": "7     \u00a9 ucles 2021 0610/22/o/n/21 [turn over  14 the diagram shows part of the alimentary canal and associated o rgans.    where does most water absorption take place?    cad b      15 the diagram shows a large food molecule changing into smaller m olecules.    process x     what is process x?  a absorption  b chewing  c digestion  d secretion     ",
+            "8": "8  \u00a9 ucles 2021 0610/22/o/n/21  16 the diagram shows a newly planted seedling and the same seedli ng a few hours after being  planted.    soilseedling when planted seedling a few hours after planting     what is the correct explanation for the change in the appearanc e of the leaves?  a transpiration is faster than water uptake by root hairs so cel ls have become flaccid.  b transpiration is faster than water uptake by root hairs so cel ls have become turgid.  c transpiration is slower than water uptake by root hairs so cel ls have become flaccid.  d transpiration is slower than water uptake by root hairs so cel ls have become turgid.      17 translocation is the movement of sucrose and amino acids in th e phloem tissue of a plant from  source to sink.    which organ can act as a source?  a f l o w e r   b growing shoot tip  c new developing root  d storage root     18 which component of blood produces antibodies?  a lymphocytes  b phagocytes  c plasma  d red blood cells    ",
+            "9": "9     \u00a9 ucles 2021 0610/22/o/n/21 [turn over  19 what do shunt vessels connect?  a arterioles to capillaries  b arterioles to venules  c capillaries to lymphatic vessels  d capillaries to venules      20 which graph shows how the pressure inside the lungs changes wh en taking one breath in?    b pressure timeatmospheric pressurea pressure timeatmospheric pressure d pressure timeatmospheric pressurec pressure timeatmospheric pressure       21 some features that help to defend the body against pathogens a re listed.    1 mucus  2 skin  3 stomach acid  4 phagocytosis    which features can prevent pathogens entering body tissues?  a 1, 2, 3 and 4  b 1, 2 and 3 only  c 2 and 3 only  d 4 only ",
+            "10": "10  \u00a9 ucles 2021 0610/22/o/n/21  22 the diagram shows the apparatus used to measure the rate of re spiration in germinating seeds.  as the seeds respire, the bubble o f coloured water moves along the glass tube.    glass tube bubble of coloured watergerminating seedssoda lime (to absorb carbon dioxide)    the temperature is increased from 20  \uf0b0c to 40  \uf0b0c.    what happens to the movement of the bubble as the temperature i ncreases?  a the bubble moves more quickly towards the seeds at 40  \uf0b0c than at 20  \uf0b0c.  b the bubble moves more quickly away from the seeds at 40  \uf0b0c than at 20  \uf0b0c.  c the bubble moves more quickly towards the seeds at 20  \uf0b0c than at 40  \uf0b0c.  d the bubble moves more quickly away from the seeds at 20  \uf0b0c than at 40  \uf0b0c.    23 which statement about lactic acid is correct?  a lactic acid is a product of anaerobic respiration in yeast.  b lactic acid build-up in tissues can lead to an oxygen debt.  c lactic acid is produced from sucrose during anaerobic respirati on.  d lactic acid is transported fr om the liver to the muscles after exercise.    ",
+            "11": "11     \u00a9 ucles 2021 0610/22/o/n/21 [turn over  24 the diagram shows a mammalian kidney.    x z yrenal artery renal vein     what are areas x, y and z?     x  y  z   a cortex medulla ureter  b cortex ureter medulla  c medulla cortex ureter  d medulla ureter medulla     25 the structures listed are part of the nervous system.    1 brain  2 effector  3 receptor 4 relay neurone    in a reflex arc, which structures are connected to a motor neur one by synapses?  a 1 and 2 b 1 and 3 c 2 and 4 d 3 and 4    26 which process is a response of the body that is part of a negat ive feedback process?  a release of insulin in response to low blood glucose concentrati on  b vasoconstriction in response to an increase in blood temperatur e  c synthesis of glycogen in response to increase in blood glucose concentration  d sweating in response to a decrease in blood temperature    ",
+            "12": "12  \u00a9 ucles 2021 0610/22/o/n/21  27 which row shows the pupil reflex in bright light?     muscles in iris  size of pupil  circular radial  a contracts relaxes larger  b contracts relaxes smaller  c relaxes contracts larger  d relaxes contracts smaller      28 a seed is placed and grown on a rotating disc, as shown.    seed pinned to the constantly rotating disc     which diagram shows the appearance of the seedling shoot after seven days?    abcd      29 commercial plant growers use asexual reproduction to grow coff ee plants which produce crops of  coffee beans.    what is a disadvantage of asexual reproduction?  a the coffee beans produced by all of the plants are identical.  b two parent plants are needed.  c one parent is needed.  d all plants are equally susceptible to the same disease.     ",
+            "13": "13     \u00a9 ucles 2021 0610/22/o/n/21 [turn over  30 which statement about the human immunodeficiency virus (hiv) is  correct?  a antibodies cannot be made.  b hiv infections can be treated with antibiotics.  c hiv destroys lymphocytes.  d hiv is spread by coughing and sneezing.      31 which statement about a diploid human cell is correct?  a there are 22 chromosomes and an x or a y chromosome.  b there are 22 pairs of chromosomes and two sex chromosomes.  c there are 23 chromosomes.  d there are 23 pairs of chromosomes and two sex chromosomes.      32 the gene for haemophilia is found on the x chromosome and the a llele for haemophilia is  recessive.    in the pedigree diagram the dominant allele is shown as xh and the recessive allele is shown   as xh.    xhxhxhy m nkey female male     what is the probability of child m having haemophilia?  a 0.00 b 0 . 2 5  c 0 . 5 0  d 1 . 0 0       33 what is an adaptive feature of xerophytes?  a they do not have root hair cells.  b their leaves have a large surface area.  c they have many stomata.  d their leaves have  thick cuticles.     ",
+            "14": "14  \u00a9 ucles 2021 0610/22/o/n/21  34 the graph shows the growth of a bacterial population.    which section represents the exponential (log) phase?    number of bacteria timeac b d      35 a species of insect usually has pale-coloured wings. this help s to camouflage them on   pale-coloured tree trunks. a few of the insects in this species  have darker coloured wings.    after a number of years the tree trunks become darker in colour  due to environmental changes.  the insects with dark-coloured wings become more common than in sects with pale-coloured  wings in this species.    which process causes this change in the proportion of insects w ith dark-coloured wings?  a biotechnology  b conservation  c natural selection  d selective breeding    ",
+            "15": "15     \u00a9 ucles 2021 0610/22/o/n/21 [turn over  36 the diagram shows part of the nitrogen cycle.    proteins and amino acids in animals proteins and amino acids in plantsnitratesdeath and decompositionurea ammoniumammoniumatmospheric nitrogen 1 2 345 67     which processes are carried out by bacteria?  a 1, 2, 3 and 4  b 1, 2, 4 and 5  c 1, 2, 5 and 6  d 1, 2, 6 and 7      37 what is a characteristic of bacteria that makes them useful in genetic engineering?  a the genetic code of bacteria is different to plants and animals .  b their nucleus contains dna.  c plasmids can be transferred between cells.  d they have  large numbers of mitochondria.      38 what is the useful product of anaerobic respiration in the man ufacture of bread?  a carbon dioxide  b ethanol  c lactic acid  d oxygen     ",
+            "16": "16      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 tra ce copyright holders, but if any items requiring clearance have  unwittingly been included, the  publisher will be pleased to make amends at the earliest possib le opportunity.    to avoid the issue of disclosure of answer-related information to candidates, all copyright acknowledgements are reproduced on line in the cambridge  assessment international educat ion copyright acknowledgements b ooklet. this is produced for each series of examinations and is  freely available to download  at www.cambridgeinternational.org  after the live examination se ries.   cambridge assessment international education is part of the cam bridge assessment group. cambridge assessment is the brand name  of the university of  cambridge local examinations sy ndicate (ucles), which itself is  a department of the univ ersity of cambridge.    \u00a9 ucles 2021 0610/22/o/n/21  39 what are reasons why species become endangered?  a habitat destruction, hunting and introduced species  b habitat protection, introduced species and monitoring  c habitat destruction, hunting and captive breeding programmes  d hunting, pollution and seed banks      40 if the nitrate concentration in a lake increases, fish may die due to the events listed.    1 increased aerobic respiration by decomposers  2 increased decomposition of dead producers  3 increased growth of producers  4 reduction in dissolved oxygen    which sequence of events would lead to the death of the fish?  a 1  \uf0ae 3 \uf0ae 2 \uf0ae 4  b 2  \uf0ae 1 \uf0ae 4 \uf0ae 3  c 3  \uf0ae 2 \uf0ae 1 \uf0ae 4  d 3  \uf0ae 4 \uf0ae 1 \uf0ae 2       "
+        },
+        "0610_w21_qp_23.pdf": {
+            "1": "    this document has 16 pages.  ib21 11_0610_23/6rp   \u00a9 ucles 2021   [turn ove r   *1269215875*cambridge igcse\u2122       biology 0610/23     paper 2 multiple choice (extended)  october/november 2021     45 minutes    you must answer on the mult iple choice answer sheet.    you will need: multiple choice answer sheet   soft clean eraser   soft pencil (type b or hb is recommended)       instructions   \uf0b7 there are forty  questions on this paper. answer all questions.   \uf0b7 for each question there ar e four possible answers a, b, c and d. choose the one you consider correct  and record your choice in soft pencil on the multiple choice an swer sheet.   \uf0b7 follow the instructions on the multiple choice answer sheet.  \uf0b7 write in soft pencil.  \uf0b7 write your name, centre number and candidate number on the mult iple choice answer sheet in the  spaces provided unless this has been done for you.  \uf0b7 do not use correction fluid.  \uf0b7 do not write on any bar codes.  \uf0b7 you may use a calculator.      information  \uf0b7 the total mark for this paper is 40.  \uf0b7 each correct answer will score one mark.  \uf0b7 any rough working should be don e on this question paper.   ",
+            "2": "2  \u00a9 ucles 2021 0610/23/o/n/21  1 a n  amoeba  is a single-celled organism.    the diagram shows an amoeba  engulfing a food particle.    amoeba food particle    which characteristics of living organisms are shown?  a excretion, movement and nutrition  b excretion, nutrition and sensitivity  c movement, nutrition and sensitivity  d movement, reproduction and sensitivity      2 two animals have an identical sequence of amino acids in one o f the proteins found in their cells.    what does this indicate about these animals?  a they have been eating the same types of food.  b they have not been exposed to substances that cause mutation.  c they must be members of the same genus.  d they share an ancestor.     3 the diagram shows two guard cells.    which label is correct?    a  cell membrane b  cell wall c  vacuole d  cytoplasm     4 the length of a mitochondrion in a photomicrograph is 15  mm.    the actual length of the mitochondrion is 3  \uf06dm.    what is the magnification of the photomicrograph?  a \uf0b45 b \uf0b445 c \uf0b45000 d \uf0b445  000     ",
+            "3": "3     \u00a9 ucles 2021 0610/23/o/n/21 [turn over  5 the diagram shows some cells.    cilia cytoplasm nucleus     where are these cells found?  a alimentary canal  b blood  c bronchus  d plant roots     6 in which diagram would oxygen diffuse into the cell?    high oxygen concentration in the cell cell membranelow oxygen concentration outside of the cella high oxygen concentration in the cell cell membranehigh oxygen concentration outside of the cellb low oxygen concentration in the cell cell membranelow oxygen concentration outside of the cellc low oxygen concentration in the cell cell membranehigh oxygen concentration outside of the celld       7 which statement about the role of the pressure of water in sup porting plants is correct?  a the pressure of water inside the cells presses inwards on the c ell wall.  b the pressure of water outside the cells presses inwards on the cell wall.  c the pressure of water inside the cells presses outwards on the cell wall.  d the pressure of water outside the cells presses outwards on the  cell wall.    ",
+            "4": "4  \u00a9 ucles 2021 0610/23/o/n/21  8 the bases on one of the strands of a dna molecule have the seq uence shown.    a-a-t-c-t-g    what is the corresponding sequence of bases on the other strand ?  a a-a-t-c-t-g  b c-c-g-a-g-t  c g-g-c-t-c-a  d t-t-a-g-a-c     9 in a photosynthesis experiment, a plant is left in bright sunl ight for several hours. a leaf is then  removed from the plant and tested for starch, using iodine solu tion.    the diagram shows the leaf from the plant that was used in the experiment.    white area green area    which diagram shows the result of the experiment?    a b c d iodine solution turns blue-black iodine solutionstays brownkey      ",
+            "5": "5     \u00a9 ucles 2021 0610/23/o/n/21 [turn over  10 an experiment was carried out to investigate the effect of ph on enzyme action. the graph shows  the results.    y-axis x-axis    what are the labels for the x-axis and the y-axis?     x-axis y-axis  a ph rate of reaction  b ph time  c rate of reaction ph  d time ph     11 four test-tubes were set up as shown in the diagram.    in which test-tube is the starch digested most quickly?    ab water-bath at 15  \u00b0c starch solution and amylasecd starch solution and boiled amylasewater-bathat 35  \u00b0c starch solution and amylase starch solutionand boiled amylase      ",
+            "6": "6  \u00a9 ucles 2021 0610/23/o/n/21  12 two similar leaves are set up in test-tubes as shown. one is e xposed to light, while the other is  kept in the dark.    orange hydrogencarbonate indicator solutiongreen leaf black papergreen leaf     after a few hours, which colour would the hydrogencarbonate ind icator solution be in each   test-tube?     light dark  a colourless blue-black  b purple yellow  c red blue  d yellow purple     ",
+            "7": "7     \u00a9 ucles 2021 0610/23/o/n/21 [turn over  13 the diagram shows part of a leaf cross-section.    1 2 3 45     which cells can carry out photosynthesis?  a 1, 2 and 3 b 2, 3 and 4 c 2, 4 and 5 d 1, 3 and 5    14 which part of the alimentary canal produces an enzyme that dig ests proteins?    c dab      ",
+            "8": "8  \u00a9 ucles 2021 0610/23/o/n/21  15 the diagram shows a large food molecule changing into smaller m olecules.    process x     what is process x?  a absorption  b chewing  c digestion  d secretion     16 how is the structure of root hair cells related to their functi on?  a they have chloroplasts for photosynthesis.  b their cell wall is partially permeable to absorb water by osmos is.  c they have a large surface area to  increase the rate of mineral ion uptake.  d both the cell wall and cell membrane control the active uptake of mineral ions.     17 in plants, how are amino acids moved between sources and sinks ?  a by translocation through xylem vessels  b by transpiration through phloem tissues  c by translocation through phloem tissues  d by transpiration through xylem vessels     18 which component of blood produces antibodies?  a lymphocytes  b phagocytes  c plasma  d red blood cells    ",
+            "9": "9     \u00a9 ucles 2021 0610/23/o/n/21 [turn over  19 the diagram shows the external structure of the human heart.    which label identifies a coronary artery?    a b c d      20 which row shows what happens at the start of inspiration?     external  intercostal  muscles  contract internal  intercostal  muscles  contract diaphragm  contracts volume  of thorax  increases air pressure  in thorax  increases   a \u0016 \u001a \u0016 \u0016 \u001a k e y   b \u0016 \u001a \u0016 \u001a \u0016 \u0016 = yes  c \u001a \u0016 \u001a \u0016 \u001a \u001a = no  d \u001a \u0016 \u001a \u001a \u0016      ",
+            "10": "10  \u00a9 ucles 2021 0610/23/o/n/21  21 some features that help to defend the body against pathogens a re listed.    1 mucus  2 skin  3 stomach acid  4 phagocytosis    which features can prevent pathogens entering body tissues?  a 1, 2, 3 and 4  b 1, 2 and 3 only  c 2 and 3 only  d 4 only    22 the diagram shows the human gas exchange system.    1 32 4    which row shows the correct labels?     part of the gas exchange system  1 2 3 4  a trachea larynx bronchus diaphragm  b larynx trachea bronchus diaphragm  c trachea larynx diaphragm bronchus  d larynx trachea diaphragm bronchus     ",
+            "11": "11     \u00a9 ucles 2021 0610/23/o/n/21 [turn over  23 what is the equation for anaerobic respiration in yeast?  a c6h12o6  +  6o 2  \uf0ae  6co 2  +  6h 2o  b c6h12o6  \uf0ae  2c 3h6o3  c c6h12o6  \uf0ae  2c 2h5oh  +  2co 2  d 6co 2  +  6h 2o  \uf0ae  c6h12o6  +  6o 2     24 the diagram shows a kidney tubule.    in which part of the tubule is the glucose concentration highes t?    to ureterposition of glomerulus a b cd      25 what happens to the muscles in the iris when a person moves fr om a brightly lit room to a dimly  lit room?  a the circular muscles and the radial muscles relax.  b the circular muscles contract and the radial muscles relax.  c the circular muscles and the radial muscles contract.  d the circular muscles relax and the radial muscles contract.    ",
+            "12": "12  \u00a9 ucles 2021 0610/23/o/n/21  26 what happens when someone has a low blood glucose concentration ?  a insulin is released from the pancreas.  b glycogen is released from the pancreas.  c glucagon is released from the liver.  d glucose is released from the liver.      27 how can the development of antibiotic resistance in bacteria b e reduced?  a treating every disease with antibiotics  b treating infections caused by a virus with antibiotics  c using antibiotics only when essential  d using antibiotics regularly to prevent disease      28 a seed is placed and grown on a rotating disc, as shown.    seed pinned to the constantly rotating disc     which diagram shows the appearance of the seedling shoot after seven days?    abcd       29 which statement describes a structural adaptation of wind-polli nated flowers?  a they have long filaments so that the anthers hang outside of t he flower.  b they have round, sticky sepals to trap pollen grains.  c their large petals protect the stigma.  d their stamens are feathery so there is a large surface area.    ",
+            "13": "13     \u00a9 ucles 2021 0610/23/o/n/21 [turn over  30 what are likely consequences of hiv infection?    1 decreased lymphocyte numbers  2 reduced active immunity  3 reduced passive immunity    a 1, 2 and 3 b 1 and 2 only c 1 and 3 only d 2 and 3 only    31 which row is correct for the type of cell?     type of cell nucleus sets of  chromosomes  a body diploid two  b gamete diploid one  c gamete haploid two  d body haploid one     32 which structures in bacterial cells synthesise proteins?  a cell wall  b chloroplasts  c nucleus  d ribosomes     33 a man with blood group ab and a woman with blood group o have a child.    what are the correct percentages of the possible blood groups f or this child?  a 50% a and 50% b  b 50% ab and 50% o  c 25% a, 25% b and 50% o  d 25% ab, 25% a, 25% b and 25% o      34 which statement about a person who is heterozygous for the sic kle-cell allele is correct?  a they are not resistant to malaria and their genotype is hb ahbs.  b they are not resistant to malaria and their genotype is hbshbs.  c they are resistant to malaria and their genotype is hbahbs.  d they are resistant to malaria and their genotype is hbshbs.     ",
+            "14": "14  \u00a9 ucles 2021 0610/23/o/n/21  35 a species of insect usually has pale-coloured wings. this help s to camouflage them on   pale-coloured tree trunks. a few of the insects in this species  have darker coloured wings.    after a number of years the tree trunks become darker in colour  due to environmental changes.  the insects with dark-coloured wings become more common than in sects with pale-coloured  wings in this species.    which process causes this change in the proportion of insects w ith dark-coloured wings?  a biotechnology  b conservation  c natural selection  d selective breeding    36 the diagram shows part of the nitrogen cycle.    which letter represents denitrification?    nitrogen gas in air animals faeces ammonium ions in soilnitrate ions in soilplants dab c       37 reasons why bacteria might be used in biotechnology and genetic  engineering are listed.    1 all bacteria are harmless organisms.  2 bacteria contain plasmids. 3 bacteria share the same genetic code as other organisms. 4 there is a lack of ethical concerns about using bacteria.    which reasons make bacteria useful in biotechnology and genetic  engineering?  a 1, 2 and 3 b 2, 3 and 4 c 1 and 4 d 2 and 3 only    ",
+            "15": "15     \u00a9 ucles 2021 0610/23/o/n/21 [turn over  38 bacteria can be genetically engineered to produce human protein s, such as human insulin.    which enzyme is used to join the human gene and the bacterial p lasmid together to create a  recombinant plasmid?  a lipase  b recombinant enzyme  c dna ligase  d restriction enzyme    39 the bar chart shows the tolerance of some river organisms to d ifferent levels of ph.    trout bass perch frogs salamanders clams crayfish snails mayflies 6.5 6.0 5.5 ph5.0 4.5 4.0     which organisms would be most affected if the ph of a river dec reased from ph 6.0 to ph 5.5?  a crayfish and mayflies  b frogs and perch  c snails and clams  d trout and salamanders     ",
+            "16": "16      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 tra ce copyright holders, but if any items requiring clearance have  unwittingly been included, the  publisher will be pleased to make amends at the earliest possib le opportunity.    to avoid the issue of disclosure of answer-related information to candidates, all copyright acknowledgements are reproduced on line in the cambridge  assessment international educat ion copyright acknowledgements b ooklet. this is produced for each series of examinations and is  freely available to download  at www.cambridgeinternational.org  after the live examination se ries.   cambridge assessment international education is part of the cam bridge assessment group. cambridge assessment is the brand name  of the university of  cambridge local examinations sy ndicate (ucles), which itself is  a department of the univ ersity of cambridge.    \u00a9 ucles 2021 0610/23/o/n/21  40 what is meant by a sustainable resource?  a a resource that is produced by non-intensive farming and is ra rely used  b a resource that is removed from a habitat without changing the  environment  c a resource that does not pollute the environment  d a resource that is produced as rapidly as it is removed from t he environment       "
+        },
+        "0610_w21_qp_31.pdf": {
+            "1": "this document has 20 pages. any blank pages are indicated. cambridge igcse\u2122 *3593205824* dc (ce/sw) 210907/4 \u00a9 ucles 2021  [turn overbiology  0610/31 paper 3 theory (core)  october/november  2021  1 hour 15 minutes you must answer on the question paper. no additional materials are needed. instructions  \u25cf answer all questions.  \u25cf use a black or dark blue pen. you may use an hb pencil for any diagrams or graphs.  \u25cf write your name, centre number and candidate number in the boxes at the top of the page.  \u25cf write your answer to each question in the space provided.  \u25cf do not use an erasable pen or correction fluid.  \u25cf do not write on any bar codes.  \u25cf you may use a calculator.  \u25cf you should show all your working and use appropriate units. information  \u25cf the total mark for this paper is 80.  \u25cf the number of marks for each question or part question is shown in brackets [  ].",
+            "2": "2 0610/31/ o/n/21 \u00a9 ucles 2021 1 (a) fig. 1.1 is a diagram of part of the human circulatory system.   to organs to organs fig. 1.1   (i) identify and label on fig. 1.1 in the spaces provided: \u2022 the left ventricle \u2022 the right atrium \u2022 the septum \u2022 a valve  [4]",
+            "3": "3 0610/31/ o/n/21 \u00a9 ucles 2021 [turn over   (ii) complete the flow chart of the circulatory system by writing the correct blood vessels  from the list, in the spaces provided.    the arrows show the direction of blood flow.    each word or phrase may be used once, more than once or not at all. aorta      pulmonary artery      pulmonary vein renal artery      renal vein      vena cava body \uf0e2 ... \uf0e2 heart \uf0e2 ... \uf0e2 lungs \uf0e2 ... \uf0e2 heart \uf0e2 ... \uf0e2 body  [4]",
+            "4": "4 0610/31/ o/n/21 \u00a9 ucles 2021  (b) a healthy diet is recommended to reduce the risk of coronary heart disease (chd).   state three  other risk factors for chd. 1     2   3    [3]  [total: 11]",
+            "5": "5 0610/31/ o/n/21 \u00a9 ucles 2021 [turn over 2 (a) fig. 2.1 shows some of the processes involved in the water cycle. water droplets in the clouds water vapour in the air streams, lakes and the sea water in the groundplants and treesd a eb c fig. 2.1   (i) identify the processes labelled a to d in fig. 2.1.    a .    b .    c .    d .  [4]   (ii) describe the process that occurs at e in fig. 2.1.  ...  ...  ...  ...  ...  ...  .  [3]",
+            "6": "6 0610/31/ o/n/21 \u00a9 ucles 2021  (b) some animals can only live in clean water that has a high concentration of dissolved oxygen.   some animals can live in polluted water.   a student investigated which animal species lived in different locations in a river.   fig. 2.2 is a diagram of the river. the numbers are the locations of where the student counted  how many of each animal species were present. 12 3 4 direction of water flowuntreated sewage entered the river here 5 fig. 2.2   the number of each animal species present is shown in table 2.1. table 2.1 animal speciestotal number of each animal species found location 1 location 2 location 3 location 4 location 5 mayfly nymph 76 78 0 0 0 freshwater shrimp 70 73 9 17 35 bloodworm 2 1 65 45 16 sludge worm 0 0 111 77 34   (i) state which location has the most animals present.  .  [1]",
+            "7": "7 0610/31/ o/n/21 \u00a9 ucles 2021 [turn over   (ii) using the information in fig. 2.2 and table 2.1, suggest which animal species is unable  to survive in polluted water. give reasons for your choice.    species  reasons  .  ...  ...  ...  ...  ...   [3]   (iii) suggest which animal species in table 2.1 indicates that the water is polluted when it is  present.  .  [1]   (iv) calculate the percentage change in the freshwater shrimp numbers between location  2  and location  3.    give your answer to one decimal place.    space for working.     %  [3]  [total: 15]",
+            "8": "8 0610/31/ o/n/21 \u00a9 ucles 2021 3 enzymes help to digest food in humans and are produced by different parts of the alimentary  canal.  (a) the box on the left contains a sentence beginning.     the boxes on the right contain some sentence endings.   draw two lines to make two correct sentences about enzymes. enzymes     are carbohydrates. are catalysts that slow down reactions and remain unchanged. are catalysts that speed up reactions and are changed. are catalysts that speed up reactions and remain unchanged. are lipids. are proteins.  [2]  (b) fig. 3.1 is a diagram showing an enzyme and several different substrate molecules. tpq r s enzyme fig. 3.1   state the letter of the molecule that is most likely to be the substrate for this enzyme.     [1]",
+            "9": "9 0610/31/ o/n/21 \u00a9 ucles 2021 [turn over  (c) enzymes are involved in chemical digestion in humans.   define the term chemical digestion.  ...  ...  ...  ...  .  [2]",
+            "10": "10 0610/31/ o/n/21 \u00a9 ucles 2021  (d) fig. 3.2 is a graph showing the effect of changes in ph on the activity of four different enzymes,  u to x. 1 0 2 3 4 5 6 7 8 9 10 ph11u enzyme activityv wx fig. 3.2   the ph values in different parts of the alimentary canal were measured.   table 3.1 shows the ph values found in the different parts of the alimentary canal.   (i) use the information in fig. 3.2 to state the letter of the enzyme that would be most   active in each part of the alimentary canal. table 3.1 part of the  alimentary canalph values enzyme letter duodenum 5.5 ileum 8.0 mouth 6.7 stomach 1.5  [2]   (ii) the duodenum and ileum are part of the small intestine.    state the name of one part of the large intestine.  .  [1]",
+            "11": "11 0610/31/ o/n/21 \u00a9 ucles 2021 [turn over  (e) the acid in gastric juice provides an acid ph for enzymes.   (i) state one other function of the acid in gastric juice.  ...  .  [1]   (ii) state the name of the acid that is found in gastric juice.  .  [1]  (f) table 3.2 shows the names of some enzymes, the substrate they act on and the products of  the reaction they are involved in. it also shows the organ that secretes the enzyme.   complete table 3.2. table 3.2 enzyme substrate productsorgan that secretes   the enzyme amylase starch. . . .fatty acids and glycerol pancreas protease.amino acids.  [6]  [total: 16]",
+            "12": "12 0610/31/ o/n/21 \u00a9 ucles 2021 4 (a) place ticks ( 3) in the boxes that describe anaerobic respiration. a chemical reaction in a cell  breaks down nutrient molecules coordinates and regulates body functions does not use oxygen  affects reaction times and self-control produces alcohol and carbon dioxide in yeast uses carbon dioxide uses oxygen  [4]  (b) state the product of anaerobic respiration in muscles during vigorous exercise.  .  [1]  (c) state three  uses of the energy released in respiration in the body. 1   2   3   [3]  [total: 8]",
+            "13": "13 0610/31/ o/n/21 \u00a9 ucles 2021 [turn over 5 (a) complete the sentences using the words or phrases from the list.   each word or phrase may be used once, more than once or not at all. different from     divide     embryo     gamete     fuse fetus     identical to     meiosis     mitosis     zygote in sexual reproduction, each parent organism produces a sex cell called a  ... . these cells are produced by a type of cell division called ... .  the nuclei of two sex cells ... to form a  ... in a process called fertilisation.  the offspring are genetically ... each other and their parents.  [5]",
+            "14": "14 0610/31/ o/n/21 \u00a9 ucles 2021  (b) fig. 5.1 shows four examples of reproduction in living organisms.         q a sperm cell reaching an egg cell  r a single bacterial cell dividing         s a strawberry plant with offspring  connected by a runner  t an insect pollinating a flower fig. 5.1   state the two letters in fig. 5.1 that identify examples of asexual reproduction.   ... and ...  [2]",
+            "15": "15 0610/31/ o/n/21 \u00a9 ucles 2021 [turn over  (c) fig. 5.2 is a diagram showing all of the chromosome pairs in a cell from a human male. the  twenty-third pair of chromosomes are the sex chromosomes. fig. 5.2   describe how the chromosomes in a human female differ from those shown in fig. 5.2.  ...  ...  .  [1]  (d) describe how insect-pollinated flowers are adapted for pollination.  ...  ...  ...  ...  ...  ...  ...  ...  .  [4]  [total: 12]",
+            "16": "16 0610/31/ o/n/21 \u00a9 ucles 2021 6 (a) (i) state the word equation for photosynthesis.  .  [2]   (ii) state the source of energy for photosynthesis.  .  [1]   (iii) state the name of the structure in a cell where photosynthesis takes place.  .  [1]  (b) the effect of carbon dioxide concentration on the rate of photosynthesis in an aquatic plant  was investigated. \u2022 10 test-tubes were prepared. each contained water, an aquatic plant and a different  concentration of carbon dioxide. \u2022 each test-tube was placed next to a lamp and the temperature in the test-tubes was  maintained at 20  \u00b0c. \u2022 the number of bubbles produced by each aquatic plant in one minute was counted.    fig. 6.1 shows the apparatus that was used. bubbles test-tube aquatic plant water containing carbon dioxide not to scalelamp fig. 6.1",
+            "17": "17 0610/31/ o/n/21 \u00a9 ucles 2021 [turn over   the results of the investigation are shown in fig. 6.2. 0.000510number of bubbles per minute carbon dioxide concentration  / arbitrary units152025 0.05 0.10 0.15 0.20 fig. 6.2   (i) state the maximum number of bubbles produced in one minute.   ..  [1]   (ii) the investigator concluded that 0.10 arbitrary units was the optimum (best) concentration  of carbon dioxide for photosynthesis in this investigation.    describe the evidence shown in fig. 6.2 that supports the investigator\u2019s conclusion.  ...  ...  ...  ...  .  [2]   (iii) the investigation described in 6(b) was repeated but the temperature was reduced from  20 \u00b0c to  10 \u00b0c.    predict the effect of reducing the temperature on the number of bubbles produced and  explain your answer. prediction  ...  ... explanation    ...  ...  [2]",
+            "18": "18 0610/31/ o/n/21 \u00a9 ucles 2021  (c) carbon dioxide is a greenhouse gas.    state the name of one other greenhouse gas.  .  [1]  [total: 10]",
+            "19": "19 0610/31/ o/n/21 \u00a9 ucles 2021 7 (a) state the term used to describe the maintenance of a constant internal environment.  .  [1]  (b) mammals can maintain a constant body temperature.   complete the sentences by circling  the correct word in each group of three words that are  shown in bold.   circle five words. when a mammal becomes too cold the effectors / hormones / receptors  detect a low body     temperature and send information to the brain.  the brain coordinates the response. the effectors / hormones / receptors  respond by  raising body hairs to trap a layer of air / oil / sweat around the body to insulate it. during shivering, the blood / muscle / skin cells contract and respire more, releasing heat.  sweat production decreases so that heat transfer to the environment  decreases / increases / stays the same .  [5]  (c) drugs can alter the chemical reactions in the body.   state the names of two drugs that can act as depressants. 1   2   [2]  [total: 8]",
+            "20": "20 0610/31/ o/n/21 \u00a9 ucles 2021 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 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.blank page"
+        },
+        "0610_w21_qp_32.pdf": {
+            "1": "this document has 20 pages. any blank pages are indicated. dc (rw/fc) 210908/3 \u00a9 ucles 2021  [turn over *3958830091* biology  0610/32 paper 3 theory (core)  october/november  2021  1 hour 15 minutes you must answer on the question paper. no additional materials are needed. instructions  \u25cf answer all questions.  \u25cf use a black or dark blue pen. you may use an hb pencil for any diagrams or graphs.  \u25cf write your name, centre number and candidate number in the boxes at the top of the page.  \u25cf write your answer to each question in the space provided.  \u25cf do not use an erasable pen or correction fluid.  \u25cf do not write on any bar codes.  \u25cf you may use a calculator.  \u25cf you should show all your working and use appropriate units. information  \u25cf the total mark for this paper is 80.  \u25cf the number of marks for each question or part question is shown in brackets [  ].cambridge igcse\u2122",
+            "2": "2 0610/32/ o/n/21 \u00a9 ucles 2021 1 (a) fig. 1.1 is a diagram of the parts of the eye. a b cd fig. 1.1   (i) the boxes on the left show the letters of the parts of the eye in fig.  1.1.    the boxes on the right show some functions of parts of the eye.    draw lines to link the letter of the part from fig.  1.1 to its function.    b c daletter in fig.  1.1 carries impulses to the brain contains light receptors focusses light onto the retina refracts light as it enters the eyefunction  [3]   (ii) draw an x on fig.  1.1 to show the position of the blind spot.  [1]",
+            "3": "3 0610/32/ o/n/21 \u00a9 ucles 2021 [turn over  (b) fig. 1.2 shows the change that occurs in the eye after it is exposed to bright light. before exposure after exposure fig. 1.2   describe the change to the eye in fig.  1.2 and explain why this change is important.  ...  ...  ...  ...  ...  ...  .  [3]  (c) the eye is a sense organ.   the skin is another type of sense organ.   state two stimuli that skin responds to. 1   2    [2]  [total: 9]",
+            "4": "4 0610/32/ o/n/21 \u00a9 ucles 2021 2 (a) table  2.1 shows the breathing rate of different organisms. table 2.1 name of organismbreathing rate / average number of breaths per minute buffalo 17 camel  8 cat 20 chicken 18 elephant 12 goat 21 horse 10 human 16 sheep 20   (i) state the name of the organism with the lowest breathing rate.  .  [1]   (ii) state the name of two organisms with the same breathing rate. ... and   ...  [1]   (iii) state the name of the organism with the most similar  breathing rate to humans.  .  [1]  (b) a person goes from resting to exercising.   describe how their breathing changes.  ...  ...  ...  ...  .  [2]",
+            "5": "5 0610/32/ o/n/21 \u00a9 ucles 2021 [turn over  (c) there is more carbon dioxide in expired air than in inspired air.   (i) state two other  ways the composition of expired air is different from inspired air. 1    ... 2    ...  [2]   (ii) state the chemical used to test for the presence of carbon dioxide gas and the positive  test result. chemical   positive test result  .  [2]  (d) fig. 2.1 is a diagram of the human gas exchange system. a b cd fig. 2.1   identify the parts labelled a, b, c and d in fig.  2.1. a  ... b  ... c  ... d  ...  [4]  [total: 13]",
+            "6": "6 0610/32/ o/n/21 \u00a9 ucles 2021 3 (a) a species of pea plant can produce green or yellow peas.   fig. 3.1 shows a photograph of a green pea and a yellow pea. green pea yellow pea  pea a  pea b fig. 3.1   the colour of peas is controlled by a single gene: \u2022 the allele for yellow peas is dominant and is represented by the letter g. \u2022 the allele for green peas is recessive and is represented by the letter g.   (i) use your knowledge and this information to complete table  3.1. table 3.1 genotype of pea a phenotype of pea b phenotype of a pea with a heterozygous genotype  [3]",
+            "7": "7 0610/32/ o/n/21 \u00a9 ucles 2021 [turn over   (ii) two pea plants were crossed.    complete the genetic diagram in fig.  3.2 to show the outcome of the cross. parental gametes g g parental  gametesg... ... g... ...  ratio of yellow offspring : green offspring   ... : ...  [2] fig. 3.2",
+            "8": "8 0610/32/ o/n/21 \u00a9 ucles 2021  (b) cystic fibrosis is a disease caused by a recessive allele in humans.   fig. 3.3 is a pedigree diagram showing the inheritance of cystic fibrosis in a family. r s t u v w key: female without cystic fibrosis female with cystic fibrosis male without cystic fibrosis male with cystic fibrosis fig. 3.3   (i) state the number of people that have cystic fibrosis.  .  [1]   (ii) identify the letter of a person that must  have a heterozygous genotype.  .  [1]   (iii) person u has a homozygous dominant genotype.    circle  the probability of person u having a child with cystic fibrosis.     0%    25%    50%    75%    100%  [1]  [total: 8]",
+            "9": "9 0610/32/ o/n/21 \u00a9 ucles 2021 [turn over blank page",
+            "10": "10 0610/32/ o/n/21 \u00a9 ucles 2021 4 (a) it is important for humans to consume a balanced diet.   describe what is meant by the term balanced diet.  ...    ...  ...  ...  .  [2]  (b) table  4.1 shows some of the different components of a balanced diet and their principal  sources.   complete table  4.1 using words from the list.   each word can only be used once  or not at all.   grapefruit     milk    olive oil     rice    tuna fish     water   table 4.1 component example of principal source calcium carbohydrate protein vitamin c  [4]  (c) a diet that does not contain component  x can cause constipation.   state the name of component  x.  .  [1]",
+            "11": "11 0610/32/ o/n/21 \u00a9 ucles 2021 [turn over  (d) a person\u2019s diet contains too much energy and too much fat.   describe the possible risks of this diet.  ...    ...  ...  ...  .  [2]  (e) state why a pregnant woman needs to eat more food than a woman who is not pregnant.  ...  ...  .  [1]  (f) nutrition is one of the characteristics of living things.   state the names of three other  characteristics of living things. 1   2   3    [3]  [total: 13]",
+            "12": "12 0610/32/    o/   n/21 \u00a9 ucles 20215 (a) define the term transpiration  by completing the sentences.   transpiration is the loss of water vapour from plant leaves by ...  of water at the surfaces of the mesophyll cells followed by ... of  water vapour through the ... .  [3]  (b) a student investigated the volume of water lost in one hour by different species of plants at  different temperatures.   fig. 5.1 shows the results. 345 012volume of water loss / cm3 per hour6789 a plant specieskey: cool temperature hot  temperature b fig. 5.1",
+            "13": "13 0610/32/ o/n/21 \u00a9 ucles 2021 [turn over   compare the volume of water loss in species  a and species  b.  ...  ...  ...  ...  ...  ...  .  [3]  (c) the investigation was repeated with increased humidity.   the temperature was cool.   draw one additional bar on fig.  5.1, for species  b only, to show the expected result.  [1]  (d) state the name of the vessels that transport water through a plant.  .  [1]  [total: 8]",
+            "14": "14 0610/32/ o/n/21 \u00a9 ucles 2021 6 (a) fig. 6.1 shows the changes that happen to the thickness of the uterus lining during the  menstrual cycle.   the loss of the lining of the uterus is called menstruation. thickness of uterus lining 0 5 10 15 20 25 30 day of menstrual cycle fig. 6.1   use fig.  6.1 and the numbers from the list to answer these questions.   each number can be used once, more than once or not at all. 0    5    8    15    28    30   state the number of days of this menstrual cycle.     state the number of days that menstruation lasts.     state the day on which  ovulation is most likely to occur.     state one day when the uterus lining is at its thickest.    [4]",
+            "15": "15 0610/32/ o/n/21 \u00a9 ucles 2021 [turn over  (b) table  6.1 shows some of the changes that happen to boys and girls during puberty.   place ticks ( 3) in table  6.1 to show which changes happen in boys and which changes  happen in girls. table 6.1 boys girls breasts grow growth of pubic hair widening of hips  [3]  (c) state the name of the hormone that causes the development of secondary sexual  characteristics in girls.  .  [1]  (d) state where the hormone that causes the development of secondary sexual characteristics in  boys is produced.  .  [1]  [total: 9]",
+            "16": "16 0610/32/ o/n/21 \u00a9 ucles 2021 7 (a) a student investigated the effect of different concentrations of pectinase on the volume of  apple juice produced.   1 cm3 of pectinase solution was added to 5  g of mashed apples and the volume of apple juice  produced was recorded. six different concentrations of pectinase solution were tested.   the results are shown in table  7.1. table 7.1 percentage concentration of pectinase  solutionvolume of apple juice produced  / cm3  0 4.4  5 5.0 10 5.4 15 5.8 20 25 7.4   (i) predict the volume of apple juice produced using pectinase solution with a concentration  of 20%.   ...  cm3 [1]   (ii) calculate the percentage increase in the volume of apple juice produced when the  concentration of pectinase solution increased from 0% to 10%.    space for working.   . %  [2]",
+            "17": "17 0610/32/ o/n/21 \u00a9 ucles 2021 [turn over  (b) crops such as apples can be selectively bred.   the box on the left contains a sentence beginning.   the boxes on the right contain some sentence endings.   draw two lines to make two correct sentences about selective breeding. is carried out over many generations. is caused by mutation. is caused by the environment. requires human involvement.involves one parent only. selective breeding  [2]  (c) some of the statements shown correctly describe events that happen during the process of  natural selection.   two of the statements are incorrect. 1there is no variation within populations. 2many offspring are produced so there is more competition for resources. 3individuals that are not suited to the environment die. 4individuals that are better suited to the environment survive and breed. 5offspring pass their alleles to their parents.   state the numbers of the two incorrect statements.   ... and ...  [2]  (d) state the term that is defined as an inherited feature that helps an organism to survive and  reproduce in its environment.  .  [1]  [total: 8]",
+            "18": "18 0610/32/ o/n/21 \u00a9 ucles 2021 8 (a) define the term population by completing the sentence.   a population is a group of organisms of one .  , living in the same  .  , at the same .  . [3]  (b) the human population size of one country was monitored between 1950 and 2010.   fig. 8.1 shows the results. population / million 1950020406080100120140 1960 1970 1980 1990 2000 2010 year fig. 8.1   (i) calculate the difference in population size between 1950 and 2010.   ...  million  [1]   (ii) state the year when the population size was 56  million.  .  [1]  (c) state three  factors that can cause an increase in population size. 1   2   3    [3]",
+            "19": "19 0610/32/ o/n/21 \u00a9 ucles 2021  (d) discuss the negative impacts on the environment of a continual increase in the size of the  human population.  ...  ...  ...  ...  ...  ...  ...  ...  .  [4]  [total: 12]",
+            "20": "20 0610/32/ o/n/21 \u00a9 ucles 2021 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 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.blank page"
+        },
+        "0610_w21_qp_33.pdf": {
+            "1": "this document has 20 pages. any blank pages are indicated. cambridge igcse\u2122biology  0610/33 paper 3 theory (core)  october/november  2021  1 hour 15 minutes you must answer on the question paper. no additional materials are needed. instructions  \u25cf answer all questions.  \u25cf use a black or dark blue pen. you may use an hb pencil for any diagrams or graphs.  \u25cf write your name, centre number and candidate number in the boxes at the top of the page.  \u25cf write your answer to each question in the space provided.  \u25cf do not use an erasable pen or correction fluid.  \u25cf do not write on any bar codes.  \u25cf you may use a calculator.  \u25cf you should show all your working and use appropriate units. information  \u25cf the total mark for this paper is 80.  \u25cf the number of marks for each question or part question is shown in brackets [  ]. dc (lk/ct) 210909/3 \u00a9 ucles 2021  [turn over *9494673581*",
+            "2": "2 0610/33/ o/n/21 \u00a9 ucles 2021 1 respiration is a process that occurs in all living organisms.  (a) (i) complete the definition of aerobic respiration.    the ... reactions in cells that use ...     to break down ... molecules to release energy.  [3]   (ii) state two uses of the energy released by respiration in the human body. 1   2    [2]   (iii) carbon dioxide is one chemical product of aerobic respiration.    state the name of the other chemical product of aerobic respiration.  .  [1]  (b) a student investigated respiration at two different temperatures in germinating pea seeds.   the apparatus is shown in fig. 1.1.    soda lime is a chemical that absorbs carbon dioxide. germinating pea soda limeoil drop fig. 1.1   the results of the investigation are shown in table 1.1. table 1.1 temperature  / \u00b0c distance moved by the oil drop  / cm  5 2.3 25 5.0",
+            "3": "3 0610/33/ o/n/21 \u00a9 ucles 2021 [turn over   (i) calculate the percentage increase in the distance  the oil drop moved, when the  temperature changed from 5  \u00b0c to 25  \u00b0c.    give your answer to one decimal place.    space for working.     % [3]   (ii) state two environmental conditions that the pea seeds shown in fig. 1.1 would need for  germination. 1   2    [2]  [total: 11]",
+            "4": "4 0610/33/ o/n/21 \u00a9 ucles 2021 2 transmissible diseases are caused by pathogens.  (a) cholera is a transmissible disease that causes diarrhoea.   state the type of organism that causes cholera.  .  [1]  (b) one method of controlling the spread of disease is to treat raw sewage to make it safe.    (i) describe how raw sewage is treated to make the water safe to drink and safe to release  into the sea.  ...  ...  ...  ...  ...  ...  .  [3]   (ii) state one other method of controlling the spread of disease.  .  [1]  (c) the body has defences against diseases.   (i) the body has barriers that prevent pathogens from entering the body.    state the name of one mechanical barrier and one chemical barrier. mechanical   chemical    [2]   (ii) state one product of white blood cells that defends the body from pathogens.  .  [1]  [total: 8]",
+            "5": "5 0610/33/ o/n/21 \u00a9 ucles 2021 [turn over 3 (a) fig. 3.1 shows a diagram of a cross\u2011section through a leaf. fd e fig. 3.1   (i) state the name of the tissues labelled d and e. d   e    [2]   (ii) state the name of the cell structure labelled f.  .  [1]  (b) plant cells photosynthesise.   state the word equation for photosynthesis.  .  [2]",
+            "6": "6 0610/33/ o/n/21 \u00a9 ucles 2021  (c) a student investigated the effect of light on the rate of photosynthesis.   fig. 3.2 shows the apparatus used. lamp ruler to measure the distance of the light source from the plant gas bubble water aquatic plant fig. 3.2   a lamp was used as the only source of light. the lamp was placed 10  cm from the aquatic  plant. the number of bubbles the aquatic plant produced in three minutes was counted and  the rate of photosynthesis was calculated. this method was repeated at 10  cm intervals.   the results are shown in table 3.1. table 3.1 distance of the lamp from  the aquatic plant  / cmnumber of bubbles  counted in three minutesrate of photosynthesis    / bubbles per minute 10 87 29 20 87 29 30 75 40 48 16 50 24  8   (i) use the information in table 3.1 to calculate the rate of photosynthesis when the lamp  was 30  cm from the aquatic plant.   ..  bubbles per minute  [1]   (ii) state the two distances between which the rate of photosynthesis halved.      cm and   cm [1]",
+            "7": "7 0610/33/ o/n/21 \u00a9 ucles 2021 [turn over   (iii) state two distances which have the same rate of photosynthesis.      cm and   cm [1]   (iv) predict what would happen to the rate of photosynthesis if the lamp was switched off.    give a reason for your answer. prediction  ...  ... reason  ...  ...  ...   [2]  [total: 10]",
+            "8": "8 0610/33/ o/n/21 \u00a9 ucles 2021 4 (a) fig. 4.1 is a diagram of the female reproductive system. m lj k fig. 4.1   table 4.1 shows some of the names and functions of the structures labelled with letters   j to m in fig. 4.1.   complete table 4.1. table 4.1 letter in  fig. 4.1name of the structure function of the structure j transfers egg cells to the uterus k production of eggs l cervix m uterus wall  [4]",
+            "9": "9 0610/33/ o/n/21 \u00a9 ucles 2021 [turn over  (b) there are a range of birth control options available to humans. table 4.2 shows some  information about types of birth control.   complete table 4.2. table 4.2 type of birth control example of birth control barrier contraceptive implant natural  [3]  [total: 7]",
+            "10": "10 0610/33/ o/n/21 \u00a9 ucles 2021 5 (a) a class of students measured their wrist circumference, as shown in fig. 5.1.    wrist circumference is an example of a characteristic that shows continuous  variation in  humans. fig. 5.1   fig. 5.2 shows the results of the investigation. 012345678 number of students 12.0  \u2013 12.913.0  \u2013 13.914.0  \u2013 14.915.0  \u2013 15.916.0  \u2013 16.917.0  \u2013 17.918.0  \u2013 18.919.0  \u2013 19.9 wrist circumference  / cm fig. 5.2",
+            "11": "11 0610/33/ o/n/21 \u00a9 ucles 2021 [turn over   (i) calculate the total number of students in this investigation.   .  [1]   (ii) state the most frequent wrist circumference range.  .  [1]   (iii) explain how these data show that wrist circumference is an example of continuous  variation.  ...  ...  .  [1]  (b) state one example of discontinuous variation.  .  [1]  (c) variation can be caused by mutation.    complete the sentences about mutation.   a mutation is a ... change.    mutation is the way new ... are formed which are versions of a  gene.   mutation can be caused by ... radiation and some chemicals.  [3]  [total: 7]",
+            "12": "12 0610/33/ o/n/21 \u00a9 ucles 2021 6 carbon is a part of many biological molecules.  (a) fig. 6.1 is a diagram of part of the carbon cycle. carbon compounds in plants carbon compounds in decomposerscarbon compounds in cco2 in the atmosphere carbon compounds in dba combustion decompositionfeeding fig. 6.1   (i) state the name of the process labelled a.  .  [1]   (ii) state the name of the process labelled b.  .  [1]   (iii) state the name of c.  .  [1]   (iv) state the name of d.  .  [1]",
+            "13": "13 0610/33/ o/n/21 \u00a9 ucles 2021 [turn over  (b) describe the undesirable effects of deforestation.  ...  ...  ...  ...  ...  ...  .  [3]  (c) methane is a gas that pollutes the atmosphere.   (i) state one source of the methane that pollutes the atmosphere.  .  [1]   (ii) state the effects of an increased concentration of methane in the atmosphere.  ...  ...  ...  ...  .  [2]  [total: 10]",
+            "14": "14 0610/33/ o/n/21 \u00a9 ucles 2021 7 (a) fig. 7.1 is a diagram of an animal cell. p q r fig. 7.1   complete table 7.1 by stating the functions of the structures labelled in fig. 7.1. table 7.1 structure label function of the structure p q r  [3]  (b) cell structure can be specialised to perform a specific function. a range of animal cell types  are shown in fig. 7.2.   the boxes on the left contain the names of four specialised cells.   the boxes in the middle contain diagrams of different specialised cells.   the boxes on the right contain descriptions of functions.   draw one line from each name of a specialised cell to the diagram of that cell.   draw one line from each diagram of a specialised cell to its function.   two lines have been drawn for you. draw six more lines.",
+            "15": "15 0610/33/ o/n/21 \u00a9 ucles 2021 [turn over ciliated cellspecialised cell names specialised cell diagrams functions nerve cell red blood cell sperm cellabsorption of mineral ions conduction of impulses movement of mucus in the trachea sexual reproduction transport of oxygen fig. 7.2  [6]  [total: 9]",
+            "16": "16 0610/33/ o/n/21 \u00a9 ucles 2021 8 (a) (i) state the type of pathogen that can be treated with antibiotics.   .  [1]   (ii) state the name  of the pathogen that can lead to aids.   .  [1]  (b) many pathogens have developed resistance to some antibiotics. a study took samples of  pathogens and tested them for resistance to various types of antibiotics. fig. 8.1 shows the  percentage of pathogens sampled that were resistant to various antibiotics. the samples  were taken between 2000 and 2013. 0102030 2000 2001 2002 2003 2004 2005 2006 2007 2008 2009 2010 2011 2012 2013 yearpercentage of pathogens sampled that show resistanceantibiotic akey: antibiotic b antibiotic c fig. 8.1   (i) state the meaning of antibiotic resistance.  .  [1]   (ii) describe the pattern of resistance for the three antibiotics shown in fig. 8.1.  ...  ...  ...  ...  ...  ...  .  [3]",
+            "17": "17 0610/33/ o/n/21 \u00a9 ucles 2021 [turn over  (c) some medicinal drugs, such as human insulin, can be made using biotechnology and genetic  engineering.    (i) state where insulin is produced in humans.  .  [1]   (ii) state the function of insulin in humans.  .  [1]  (d) (i) state why bacteria are useful in biotechnology.  ...  ...  ...  ...  .  [2]   (ii) describe the role of yeast in biotechnology.  ...  ...  ...  ...  ...  ...  .  [3]  [total: 13]",
+            "18": "18 0610/33/ o/n/21 \u00a9 ucles 2021 9 (a) define inheritance.  ...  ...  .  [2]",
+            "19": "19 0610/33/ o/n/21 \u00a9 ucles 2021  (b) some of the characteristics of pea plants are controlled by genes. an example of a  characteristic of pea seeds is shown in fig. 9.1. the allele for a smooth seed coat is dominant  and is represented by the letter r. the allele for a wrinkled seed coat is recessive and is  represented by the letter r. wrinkled seed coat smooth seed coat fig. 9.1   the boxes on the left contain descriptions of genotypes.   the boxes on the right contain examples of the possible genotypes of the pea seeds shown  in fig.  9.1.   draw a line to link each  description to the correct genotype.   draw two lines. description of a genotype genotype r heterozygous genotype rr homozygous recessive genotype rr rr  [2]  (c) complete the sentence.   a gene is a length of dna that codes for a ...  . [1]  [total: 5]",
+            "20": "20 0610/33/ o/n/21 \u00a9 ucles 2021 blank page permission to reproduce items where third \u2011party 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 \u2011related 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 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."
+        },
+        "0610_w21_qp_41.pdf": {
+            "1": "this document has 20 pages. any blank pages are indicated. cambridge igcse\u2122 dc (st/jg) 202999/5 \u00a9 ucles 2021  [turn overbiology  0610/41 paper 4 theory (extended)  october/november  2021  1 hour 15 minutes you must answer on the question paper. no additional materials are needed. instructions  \u25cf answer all questions.  \u25cf use a black or dark blue pen. you may use an hb pencil for any diagrams or graphs.  \u25cf write your name, centre number and candidate number in the boxes at the top of the page.  \u25cf write your answer to each question in the space provided.  \u25cf do not use an erasable pen or correction fluid.  \u25cf do not write on any bar codes.  \u25cf you may use a calculator.  \u25cf you should show all your working and use appropriate units. information  \u25cf the total mark for this paper is 80.  \u25cf the number of marks for each question or part question is shown in brackets [  ]. *8147818237*",
+            "2": "2 0610/41/ o/n/21 \u00a9 ucles 2021 1 (a) fish, mammals and birds are all groups of vertebrates.   (i) state the names of the two other  main groups of vertebrates.  ...  and ..  [1]   (ii) complete table 1.1 to compare the features of fish, mammals and birds. table 1.1 feature fish mammals birds organ involved in gas  exchangegills lungs circulatory system double body covering fur presence of external ears  (pinnae)no [3]",
+            "3": "3 0610/41/ o/n/21 \u00a9 ucles 2021 [turn over  (b) fig. 1.1 is a micrograph of part of some fish gills. magnification \u00d7110 fig. 1.1   fish gills are adapted for gas exchange by diffusion.   (i) define the term diffusion.  ...  ...  ...  ...  .  [2]   (ii) suggest one adaptation, visible in fig. 1.1, that shows that fish gills are efficient structures  for gas exchange by diffusion.  ...  ...  .  [1]",
+            "4": "4 0610/41/ o/n/21 \u00a9 ucles 2021  (c) some pollutants decrease the concentration of dissolved oxygen in rivers. this can result in  the death of fish.   (i) state one type of pollutant that can result in a decrease in the concentration of dissolved  oxygen in rivers.  .  [1]   (ii) researchers investigated the effect of the concentration of dissolved oxygen in water on  gas diffusion distance in tissues. the thickness of fish gills was used to determine the  gas diffusion distance.     the researchers changed the concentration of dissolved oxygen by bubbling different  concentrations of oxygen into water. the temperature of the water was kept constant at  15 \u00b0c.    their results are shown in fig. 1.2. 0.0 7 8 9 10 11 12 60.51.01.52.02.53.03.5 dissolved oxygen concentration  / mg per dm3gas diffusion distance  / \u03bcm fig. 1.2",
+            "5": "5 0610/41/ o/n/21 \u00a9 ucles 2021 [turn over    fig. 1.3 shows the relationship between the concentration of dissolved oxygen and water  temperature. 6 5 10 15 20 25 30 35 07891011 temperature  / \u00b0cdissolved oxygen concentration / mg per dm312 fig. 1.3    complete steps 1 to 3 to determine the effect on gas diffusion distance of increasing the  temperature of the water from 15  \u00b0c to 25  \u00b0c.    step 1    find the concentration of dissolved oxygen from fig. 1.3 at:    15 \u00b0c: . mg  per dm3 25 \u00b0c: . mg  per dm3    step 2    use the values from step 1 to find the gas diffusion distances from fig. 1.2:            . \u00b5m             . \u00b5m    step 3    calculate the difference in the values from step 2.  . \u00b5m [3] [total: 11]",
+            "6": "6 0610/41/ o/n/21 \u00a9 ucles 2021 2 (a) two tomato plants that produce red fruit were bred together.   this cross produced 71 offspring plants with red fruit and 26 offspring plants with yellow fruit.   complete the genetic diagram to show this cross.   select a suitable letter to represent the alleles and decide which allele will need a capital  letter and which allele will need a lower case letter. letter representing the allele for red fruit  ... letter representing the allele for yellow fruit  ..   parental phenotypes  red fruit  \u00d7 red fruit   parental genotypes  ..  \u00d7 ..   gametes   \u00d7     .  ,  .   .  ,  . offspring genotypes         expected  phenotype ratio   .. red fruit : .. yellow fruit   actual  phenotype ratio  71 red fruit :  26 yellow fruit [6]  (b) researchers carried out some experiments on tomato plants that were homozygous for fruit  colour.   state how the researchers could be sure that the fruit came from homozygous plants.  ...  ...  .  [1]",
+            "7": "7 0610/41/ o/n/21 \u00a9 ucles 2021 [turn over  (c) the researchers analysed two pigments, chlorophyll and lycopene, in homozygous red  tomato fruit and homozygous yellow tomato fruit. chlorophyll is found in unripe tomato fruit.   (i) describe the function of chlorophyll.  ...    ...  ...  ...  .  [2]   (ii) state the name of one mineral required for the synthesis of chlorophyll.  .  [1]   (iii) the researchers analysed the concentration of the pigments in tomato fruits: \u2022 before they were ready to eat (unripe) \u2022 when they were ready to eat (ripe).    the results of the analysis are shown in table 2.1. table 2.1 chlorophyll concentration / mg per g of tomato fruitlycopene concentration / mg per g of tomato fruit unripe red fruit 10.0   0.0 ripe red fruit  1.2 105.7 unripe yellow fruit  6.2   0.0 ripe yellow fruit  0.4   0.7    use the information in table 2.1 to compare the changes in pigments in red fruit and  yellow fruit as they ripen.  ...  ...  ...  ...  ...  ...  .  [3]",
+            "8": "8 0610/41/ o/n/21 \u00a9 ucles 2021  (d) a gene is responsible for the production of lycopene in fruits. geneticists have recently  produced genetically modified pink pineapples using the gene associated with the production  of lycopene.   (i) genes are found at specific locations on an important biological molecule.    state the name of this biological molecule.  .  [1]   (ii) describe the disadvantages of genetically modifying crops.  ...  ...  ...  ...  .  [2] [total: 16]",
+            "9": "9 0610/41/ o/n/21 \u00a9 ucles 2021 [turn over 3 some washing powders contain enzymes.  (a) fig. 3.1 shows a box of biological washing powder containing enzymes. wonder washingpowder biological washing powder removes stains made from oil, egg, juice, grass and many more. \u2022 add 1\u20132 scoops to main wash \u2022 works best at 30  \u00b0c but do not use above 50  \u00b0c \u2022 soap \u2022 enzymesdirections: ingredients: fig. 3.1   (i) eggs contain protein.    describe how the biological washing powder removes egg stains.  ...  ...  ...  ...  ...  ...  .  [3]",
+            "10": "10 0610/41/ o/n/21 \u00a9 ucles 2021   (ii) explain why the manufacturer states that the washing powder works best at 30  \u00b0c and  should not be used above 50  \u00b0c.  ...  ...  ...  ...  ...  ...  ...  ...  .  [4]  (b) scientists used enzymes and bile in the early development of biological washing powders.   outline the roles of bile in the body.  ...  ...  ...  ...  ...  ...  ...  ...  .  [4] [total: 11]",
+            "11": "11 0610/41/ o/n/21 \u00a9 ucles 2021 [turn over 4 cholera is a transmissible disease.  (a) state the name of the type of pathogen that causes cholera.  .  [1]  (b) a study was designed to test the effectiveness of a cholera vaccine in an area where  outbreaks of cholera occur frequently.   the doctors gave some people in this area the new vaccine.   (i) suggest what the cholera vaccine must contain to be effective.  ...  ...  .  [1]   (ii) explain why the people were not protected from cholera immediately after receiving the  vaccine.  ...  ...  ...  ...  ...  ...  .  [3]   (iii) the doctors ensured that the people who received the new vaccine had  not had cholera  before.    suggest why.  ...  ...  .  [1]",
+            "12": "12 0610/41/ o/n/21 \u00a9 ucles 2021   (iv) there was an outbreak of cholera in the area two months after the new vaccine was  given.    the people who had symptoms of cholera were monitored in hospital for two days.    some of the infected people had received the new vaccine and others had not received  the vaccine.    the results are shown in fig. 4.1. 0pathogen present in faecesdiarrhoea factors monitored in hospitalkey: vaccinated not vaccinated high body temperature102030405060708090100 percentage of people in hospital with the symptom fig. 4.1    using the information in fig. 4.1, discuss how effective the vaccine was at preventing the  symptoms of cholera.  ...  ...  ...  ...  .  [2]",
+            "13": "13 0610/41/ o/n/21 \u00a9 ucles 2021 [turn over  (c) (i) explain how cholera causes diarrhoea.  ...  ...  ...  ...  ...  ...  ...  ...  .  [4]   (ii) describe how diarrhoea is treated.  ...  ...  ...  ...  .  [2] [total: 14]",
+            "14": "14 0610/41/ o/n/21 \u00a9 ucles 2021 5 the circulatory system is comprised of the heart, blood vessels and the blood.  (a) explain how the structures of the heart ensure that blood flows in one direction.   include the names of these structures in your answer.  ...  ...  ...  ...  ...  ...  ...  ...  .  [4]  (b) fig. 5.1 shows a diagram of some blood vessels associated with the skin. mlkkey:j p n not to scaleindicates the direction of  blood flow fig. 5.1   table 5.1 shows the functions of some blood vessels.   complete table 5.1 by: \u2022 naming the type of blood vessel \u2022 stating the letter of the type of blood vessel from fig. 5.1.",
+            "15": "15 0610/41/ o/n/21 \u00a9 ucles 2021 [turn over table 5.1 function type of blood vessel letter on fig. 5.1 regulates blood flow by constricting  and dilating collects blood from a network of the  narrowest blood vessels  withstands the highest blood  pressure allows the transfer of substances to  and from tissue fluid transports blood towards the heart  redirects blood flow deeper under the  surface of the skin [6]  (c) state the name of the blood vessels that deliver blood to the: kidneys  .   heart muscle  . [2]  (d) describe how blockages in the vessels that deliver blood to the heart muscle can be treated.  ...  ...  ...  ...  ...  ...  ...  ...  .  [4] [total: 16]",
+            "16": "16 0610/41/ o/n/21 \u00a9 ucles 2021 6 many crop plants are grown as monocultures.  fig. 6.1 shows the destruction of a monoculture of maize as a result of drought. fig. 6.1  (a) describe the negative impacts to an ecosystem of large-scale monocultures, such as the one  shown in fig. 6.1.  ...  ...  ...  ...  ...  ...  .  [3]",
+            "17": "17 0610/41/ o/n/21 \u00a9 ucles 2021 [turn over  (b) the fruits of maize are produced on structures called cobs. each cob has many fruits.   fig. 6.2 shows how the maize cobs have changed over thousands of years as a result of  selective breeding. maize cob timelength of maize cobfruit fig. 6.2   state two desirable features, visible in fig.  6.2, that have been selected from the more  ancient varieties of maize. 1   2   [2]",
+            "18": "18 0610/41/ o/n/21 \u00a9 ucles 2021  (c) the process of selective breeding involves a series of steps, as shown in fig. 6.3. step 1  select two plants with desirable features step 2  transfer pollen from the flower of one plant to a  flower on the second plant step 3  use bags to cover the flowers that are pollinated step 4  collect the seeds, germinate them and wait for  the plants to grow step 5  select the plants from step 4 that have the  desirable features step 6  continue step 2 to step 5 for many generations fig. 6.3   (i) explain why the flowers are covered with bags in step 3.  ...  ...  .  [1]   (ii) explain why the seeds in step 4 need oxygen to germinate.  ...  ...  ...  ...  .  [2]",
+            "19": "19 0610/41/ o/n/21 \u00a9 ucles 2021   (iii) explain why some of the plants in step 5 may show features not visible in the parent  plants.  ...  ...  .  [1]   (iv) suggest why selective breeding should continue for many generations (step 6).  ...  ...  ...  ...  .  [2]   (v) state how new features, which did not exist in ancient varieties of a crop plant, could  appear.  ...  ...  .  [1] [total: 12]",
+            "20": "20 0610/41/ o/n/21 \u00a9 ucles 2021 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 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.blank page"
+        },
+        "0610_w21_qp_42.pdf": {
+            "1": "this document has 20 pages. any blank pages are indicated. cambridge igcse\u2122 dc (kn/cgw) 203280/4 \u00a9 ucles 2021  [turn over *5660845582* biology  0610/42 paper 4 theory (extended)  october/november  2021  1 hour 15 minutes you must answer on the question paper. no additional materials are needed. instructions  \u25cf answer all questions.  \u25cf use a black or dark blue pen. you may use an hb pencil for any diagrams or graphs.  \u25cf write your name, centre number and candidate number in the boxes at the top of the page.  \u25cf write your answer to each question in the space provided.  \u25cf do not use an erasable pen or correction fluid.  \u25cf do not write on any bar codes.  \u25cf you may use a calculator.  \u25cf you should show all your working and use appropriate units. information  \u25cf the total mark for this paper is 80.  \u25cf the number of marks for each question or part question is shown in brackets [  ].",
+            "2": "2 0610/42/ o/n/21 \u00a9 ucles 2021 1 fig. 1.1 shows several villi from the ileum, which is part of the small intestine.  (a) state the name of one other part of the small intestine.  .  [1] lacteal goblet cellsarea enlarged in fig. 1.2 fig. 1.1  fig. 1.2 shows the tip of a villus in more detail. goblet cell microvilli epithelial cells fig. 1.2",
+            "3": "3 0610/42/ o/n/21 \u00a9 ucles 2021 [turn over  (b) the epithelial cells of the villi absorb nutrients by diffusion and active transport.   (i) describe how active transport differs from diffusion.   ...  ...  ...  ...  .  [3]   (ii) explain the importance of the microvilli shown in fig. 1.2.   ...  ...  ...  ...  .  [2]  (c) goblet cells provide protection for the epithelial cells that line the intestine.   (i) state the name of the protective substance produced by goblet cells.  .  [1]   (ii) suggest why a protective substance is necessary in the intestines.  ...  ...  ...  ...  .  [2]  (d) fig. 1.1 shows a lacteal in the centre of each villus.    describe the roles of lacteals.  ...  ...  ...  ...  .  [2]",
+            "4": "4 0610/42/ o/n/21 \u00a9 ucles 2021  (e) complete table 1.1 by identifying the level of organisation of each structure.   choose your answers from the list. each word or phrase may be used once, more than once  or not at all. cell  cell structure   organ   organ system   organism   tissue table 1.1 structure level of organisation gall bladder endoplasmic reticulum intestinal epithelium ileum    [4]  (f) many fungi are decomposers that feed on dead plants. the fungi secrete enzymes to digest  large molecules.   students made an extract from a species of fungus. the extract contained digestive enzymes.    the students carried out an investigation to find out if amylase and pectinase were present in  the fungal extract.   they made agar plates by filling petri dishes with agar jelly containing either starch or pectin.  they cut four holes of the same size in the agar jelly in each petri dish.    the holes in each petri dish contained the same volume of:   a \u2013 1% amylase solution   b \u2013 1% pectinase solution   c \u2013 distilled water   d \u2013 fungal extract.   the petri dishes were kept at 27  \u00b0c for four days. after this time a dye was poured into each  dish to stain the areas where starch and pectin remained.    fig. 1.3 shows drawings of the stained agar in the petri dishes. the clear zones indicate the  areas where no starch or pectin remained.",
+            "5": "5 0610/42/ o/n/21 \u00a9 ucles 2021 [turn over a b c ddcb a key: stained area clear zone hole in agar jellypetri dish containing pectin in agar jellypetri dish containing starch in agar jelly fig. 1.3   (i) state what conclusions can be made about the enzymes in the fungal extract and give  evidence from fig. 1.3 to support your conclusions.  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  .  [5]   (ii) the investigation was repeated but at 5  \u00b0c instead of at 27  \u00b0c.     predict the effect of the lower temperature on the results.  ...  ...  .  [1]  [total: 21]",
+            "6": "6 0610/42/ o/n/21 \u00a9 ucles 2021 2 (a) a scientist investigated sexual reproduction in flowering plants.   fig. 2.1 shows the procedure for crossing two plants of the same species. anthers are removed from flower 1paint brush used to pick up pollen from flower 2 pollen transferred to the stigma of flower 1stigma ready to receive pollen bag placed around flower 1 and tied tightly seeds develop in flower 1 after fertilisation fig. 2.1   the scientist collected the seeds and germinated them. the leaves and flowers of the offspring  plants showed phenotypic variation as they were not all identical to the parent plants.   the scientist then investigated the chromosomes of all the offspring plants and found that  they had exactly the same number of chromosomes as the parent plants.   (i) define the term chromosome.  ...  ...  .  [2]",
+            "7": "7 0610/42/ o/n/21 \u00a9 ucles 2021 [turn over   (ii) suggest why the scientist placed a bag around flower 1.  ...  ...  .  [1]   (iii) explain how sexual reproduction results in the variation that the scientist discovered in  the offspring plants.  ...  ...  ...  ...  .  [2]   (iv) the chromosome number of the offspring plants is the same as the chromosome number  of the parent plants in this investigation.    explain how the chromosome number is maintained from one generation to the next.  ...  ...  ...  ...  .  [2]",
+            "8": "8 0610/42/ o/n/21 \u00a9 ucles 2021  (b) the plant camellia japonica  has flowers that can be white, red or a mixture of these two  colours. when red-flowered plants are crossed with white-flowered plants, all the offspring  plants have flowers with petals that are a mixture of red and white, as shown in fig. 2.2. fig. 2.2 \u2022 the gene for petal colour in c. japonica  is given the symbol p. \u2022 the allele for white petals is given the symbol pw. \u2022 the allele for red petals is given the symbol pr.   (i) table 2.1 shows the phenotypes of three different pairs of parent plants.    complete table 2.1 by giving all the possible genotypes of the offspring plants that could  be produced by these parent plants.     space for working. ",
+            "9": "9 0610/42/ o/n/21 \u00a9 ucles 2021 [turn over table 2.1 phenotype of male parentphenotype of female  parentall the possible genotypes of offspring  plants produced by this cross red petals red petals white petals red petals petals that are both red  and whitepetals that are both red  and white  [3]   (ii) state the type of inheritance that is shown by petal colour in c. japonica .  .  [1]  [total: 11]",
+            "10": "10 0610/42/ o/n/21 \u00a9 ucles 2021 3 fig. 3.1 shows the changes in the concentrations of the hormones fsh and lh during a menstrual  cycle. 45 40 35 30 25 concentration of hormone / arbitrary units 20 15 10 0 5 10 15 days in the menstrual cycle= lh = fshkey: 20 25 305 0 fig. 3.1  (a) (i) suggest the target organ for fsh.  .  [1]   (ii) state how fsh reaches its target organ.  .  [1]   (iii) describe the relationship shown by the two hormones in fig. 3.1.  ...  ...  ...  ...  .  [2]",
+            "11": "11 0610/42/ o/n/21 \u00a9 ucles 2021 [turn over  (b) describe the roles of fsh and lh in the menstrual cycle.  ...  ...  ...  ...  ...  ...  ...  ...  .  [4]  (c) describe the changes that occur in the lining of the uterus during one menstrual cycle.  ...  ...  ...  ...  ...  ...  .  [3]  (d) oral contraceptives are a method of birth control taken by women.    outline how the hormones in contraceptives act as a method of birth control.  ...  ...  ...  ...  ...  ...  .  [3]  [total: 14]",
+            "12": "12 0610/42/ o/n/21 \u00a9 ucles 2021 4 involuntary actions occur because nerve impulses travel along the components of reflex arcs.   an example of an involuntary action is the rapid movement of a hand after unexpectedly touching  a very hot object.  fig. 4.1 shows the structures that are involved in the movement of the hand. hot objectvw zyxu fig. 4.1",
+            "13": "13 0610/42/ o/n/21 \u00a9 ucles 2021 [turn over  (a) table 4.1 shows the functions of some of the structures shown in fig. 4.1, the names of the  structures and the letter from fig. 4.1 that identifies each structure.   complete table 4.1. table 4.1 function name letter on fig. 4.1 conducts impulses to central nervous  system (cns) conducts impulses to an effector conducts impulses only within the  cns receptor z  [5]",
+            "14": "14 0610/42/ o/n/21 \u00a9 ucles 2021  (b)  fig. 4.2 shows the structure of the synapse at w on fig. 4.1. fig. 4.2   describe how an impulse travels across the synapse shown in fig. 4.2.  ...  ...  ...  ...  ...  ...  ...  ...  .  [4]  (c) state one example of a reflex action that occurs in the eye.  ...  ...  .  [1]  [total: 10]",
+            "15": "15 0610/42/ o/n/21 \u00a9 ucles 2021 [turn over blank page",
+            "16": "16 0610/42/ o/n/21 \u00a9 ucles 2021 5 (a) state two factors that affect the volume of urine produced in the human body. 1   2      [2]  (b) nitrogen is an important element for organisms.   in a livestock farm, waste from animals contains protein. this waste is often spread on  farmland as a fertiliser.   describe how the nitrogen in protein is recycled in the soil into a form that plants can absorb  and use.  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  .  [5]",
+            "17": "17 0610/42/ o/n/21 \u00a9 ucles 2021 [turn over  (c) waste from livestock farms often pollutes water courses, such as streams and rivers, leading  to a reduction in biodiversity.   explain how the pollution of water courses by animal waste leads to a reduction in biodiversity.  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  .  [6]  [total: 13]",
+            "18": "18 0610/42/ o/n/21 \u00a9 ucles 2021 6 enzymes are catalysts.  (a)  define the term catalyst.  ...  ...  .  [2]  (b) fig. 6.1 shows diagrams of three enzymes and eight different substrates. 13w p r stuv q 2 fig. 6.1   (i)  state the letter of the substrate that will be broken down by enzyme 1.  .  [1]   (ii) explain, in terms of enzyme structure, the reason for your choice in 6(b)(i) .  ...  ...  ...  ...  .  [2]",
+            "19": "19 0610/42/ o/n/21 \u00a9 ucles 2021  (c) table 6.1 lists some enzymes and the reactions that they catalyse.   complete table 6.1. table 6.1 enzyme reaction maltase breakdown of maltose to ... ... breakdown of proteins to amino acids lipase breakdown of fats to ... and ... ... breakdown of lactose to simpler sugars ... insertion of a short length of dna into a plasmid restriction enzyme ...  [6]   [total: 11]",
+            "20": "20 0610/42/ o/n/21 \u00a9 ucles 2021 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 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.blank page"
+        },
+        "0610_w21_qp_43.pdf": {
+            "1": "this document has 20 pages. any blank pages are indicated. cambridge igcse\u2122 dc (lk) 308227/5 r \u00a9 ucles 2021  [turn overbiology  0610/43 paper 4 theory (extended)  october/november  2021  1 hour 15 minutes you must answer on the question paper. no additional materials are needed. instructions  \u25cf answer all questions.  \u25cf use a black or dark blue pen. you may use an hb pencil for any diagrams or graphs.  \u25cf write your name, centre number and candidate number in the boxes at the top of the page.  \u25cf write your answer to each question in the space provided.  \u25cf do not use an erasable pen or correction fluid.  \u25cf do not write on any bar codes.  \u25cf you may use a calculator.  \u25cf you should show all your working and use appropriate units. information  \u25cf the total mark for this paper is 80.  \u25cf the number of marks for each question or part question is shown in brackets [  ]. *3956945617*",
+            "2": "2 0610/43/ o/n/21 \u00a9 ucles 2021 1 enzymes are used in genetic engineering.  (a) define the term enzyme.  ...  ...  .  [2]  (b) the process of genetic engineering often starts with the steps shown in fig. 1.1. enzyme 1step 1 step 2 step 3gaattc gaattc gaattc gaattcupper dna strand lower dna strand fig. 1.1   (i) state the sequence of bases on the lower strand of the dna molecule in step 1. upper dna strand g a a t t c lower dna strand [1]   (ii) state the name of enzyme 1 in step 2 of fig. 1.1.  .  [1]",
+            "3": "3 0610/43/ o/n/21 \u00a9 ucles 2021 [turn over   (iii) describe the effect of enzyme 1 on the dna molecule in step 3.  ...  ...  ...  ...  .  [2]   (iv) explain how enzyme 1 in fig. 1.1 is specific to the exact sequence of dna bases.  ...  ...  ...  ...  .  [2]",
+            "4": "4 0610/43/ o/n/21 \u00a9 ucles 2021  (c) another enzyme, enzyme 2, is used later  in the process of genetic engineering.   fig. 1.2 is a diagram showing the action of enzyme 2. step 7 step 8step 6 enzyme 2upper dna strand of the gene lower dna strand of the geneplasmid dna strands fig. 1.2   (i) some organisms naturally contain dna in the form of a plasmid.    state the name of the type of organism that naturally contains plasmids.  .  [1]   (ii) state the name of enzyme 2 in step 7 of fig. 1.2.  .  [1]   (iii) state the name of the molecule formed in step 8.  .  [1]",
+            "5": "5 0610/43/ o/n/21 \u00a9 ucles 2021 [turn over  (d) sketch a graph to describe how the activity of the enzymes used in genetic engineering would  change if the reaction occurred at a range of temperatures from very cold to very hot.   label the axes with appropriate titles.   do not use units or a numbered scale. [3] [total: 14]",
+            "6": "6 0610/43/ o/n/21 \u00a9 ucles 2021 2 fig. 2.1 is a photomicrograph of the end of a plant root. length  / mm 0 5 10 15 20 25 30 35length  / mm 0 5 10 15 20 25 30 35 root tip fig. 2.1  fig. 2.2 shows the results of a study on the rate of uptake of nitrate ions at different points along  the root shown in fig. 2.1. 0 0 5 10 15 20 25 30 3551015202530 distance from root tip  / mmrate of nitrate ion uptake / pmol per cm2 per s fig. 2.2",
+            "7": "7 0610/43/ o/n/21 \u00a9 ucles 2021 [turn over  (a) (i) describe the rate of uptake of nitrate ions along the root.    use the information in fig. 2.1 and fig. 2.2 in your answer.  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  .  [5]   (ii) explain how nitrate ions move from the soil into roots.  ...  ...  ...  ...  ...  ...  ...  ...  .  [4]   (iii) explain why the uptake of ions, such as nitrate, is important for the uptake of water in  roots.  ...  ...  .  [1]",
+            "8": "8 0610/43/ o/n/21 \u00a9 ucles 2021   (iv) explain why plants need nitrate ions, other than  for the uptake of water.  ...  ...  ...  ...  ...  ...  .  [3]   (v) describe how nitrate ions are formed in the soil.  ...  ...  ...  ...  ...  ...  .  [3]",
+            "9": "9 0610/43/ o/n/21 \u00a9 ucles 2021 [turn over  (b) (i) fig. 2.3 shows some of the events that occur when high concentrations of nitrate ions  flow into lakes. a a decrease in the concentration of dissolved oxygen b a decrease in the population of consumers c a decrease in the population of producers d a decrease in light intensity at the bottom of the lake e an increase in the population of decomposers f an increase in the population of producers fig. 2.3    put the events shown in fig. 2.3 into the correct sequence. [2]   (ii) state the name of the process summarised in fig. 2.3.  .  [1] [total: 19]",
+            "10": "10 0610/43/ o/n/21 \u00a9 ucles 2021 3 a researcher investigated genetic variation in fruit flies, drosophila melanogaster .  the bodies of fruit flies can be black or yellow. a yellow body colour is a recessive feature in fruit  flies.  (a) two heterozygous fruit flies with black bodies were bred together.   predict the phenotypes of the offspring and the phenotypic ratio for this cross.  .  [1]  (b) in another fruit fly breeding experiment, researchers counted 124 offspring with black bodies  and 121 offspring with yellow bodies.   draw a genetic diagram to explain the results of this cross. use the letter b to represent the  allele for black body colour and the letter b to represent the allele for yellow body colour.   parental phenotypes  ..  \u00d7 ..   parental genotypes  ..  \u00d7 ..   gametes   \u00d7     .  ,  .   .  ,  . offspring genotypes  ..   expected  offspring phenotype ratio   .. black : .. yellow   actual  offspring phenotype ratio  124 black :  121 yellow [5]",
+            "11": "11 0610/43/ o/n/21 \u00a9 ucles 2021 [turn over  (c) the crab, cerberusa caeca , lives in dark caves and has no coloured pigment.   fig. 3.1 is a photograph of c. caeca . fig. 3.1   (i) c. caeca  and d. melanogaster  are both arthropods.    state one feature present in all arthropods but not present in vertebrates.  .  [1]   (ii) c. caeca is a crustacean and d. melanogaster  is an insect.    state one morphological feature of  c. caeca that distinguishes it as a crustacean and  not as an insect.  .  [1]",
+            "12": "12 0610/43/ o/n/21 \u00a9 ucles 2021  (d) the ancestors of c. caeca  had pigmented bodies.   the lack of a coloured pigment in c. caeca  is called albinism and was caused by a mutation  many thousands of years ago.   (i) explain the mechanism that has resulted in the allele for albinism becoming common in  recent generations in populations of  c. caeca .  ...  ...  ...  ...  ...  ...  .  [3]   (ii) state two factors that can cause mutations. 1   2   [2] [total: 13]",
+            "13": "13 0610/43/ o/n/21 \u00a9 ucles 2021 [turn over 4 hiv is a pathogen that can cause aids.  (a) describe how hiv is transmitted from one person to another.  ...  ...  ...  ...  ...  ...  .  [3]  (b)  all viruses contain genetic material. hiv contains genetic material called rna.   state one other feature common to all viruses.  .  [1]  (c) (i) describe the function of lymphocytes.  ...  ...  ...  ...  ...  ...  .  [3]   (ii) state how infection with hiv affects the lymphocytes if untreated.  ...  .  [1]",
+            "14": "14 0610/43/ o/n/21 \u00a9 ucles 2021  (d) doctors wanted to determine whether dietary supplements could help people infected  with hiv.   they randomly put volunteers with hiv into two groups: \u2022 a treatment group, who received hiv medication and additional vitamin and mineral  supplements \u2022 a control group, who received hiv medication but no additional supplements.   the details of the two groups are outlined in table 4.1. table 4.1 treatment group control group total number of volunteers 18 22 average age  / years 45.6 46.6 average mass  / kg 82.3 82.5   the dietary supplements were given to the treatment group twice a day for three months. the  nutrients in the supplements included: \u2022 vitamin c \u2022 vitamin d \u2022 calcium \u2022 iron \u2022 other minerals and vitamins.   (i) explain why vitamin c and iron are important in the human diet.  ...  ...  ...  ...  ...  ...  ...  ...  .  [4]",
+            "15": "15 0610/43/ o/n/21 \u00a9 ucles 2021 [turn over   table 4.2 shows some of the results from the study. table 4.2 treatment group control group at the startafter three  monthsat the startafter three  months average number of  lymphocytes\u2009/\u2009cells \u2009per\u2009\u03bcg\u2009of\u2009blood 357 422  461  461 average number of copies of hiv  rna per cm3 of blood4291 897 2648 5935   (ii) use the data for the treatment group, shown in table 4.2, to calculate the percentage  decrease in the average number of copies of hiv rna per cm3 of blood.    space for working.   . % [2]   (iii) evaluate the effect of the dietary supplements on the lymphocytes.    use the information in table 4.2 in your answer.  ...  ...  ...  ...  .  [2] [total: 16]",
+            "16": "16 0610/43/ o/n/21 \u00a9 ucles 2021 5 fig. 5.1 shows people fishing on a large scale and a small scale.  large-scale fishing  small-scale fishing fig. 5.1  all types of fishing can have a negative impact on fish stocks.  (a) discuss how governments can regulate fishing to maintain fish stocks.   use the word sustainable  in your answer.  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  .  [6]",
+            "17": "17 0610/43/ o/n/21 \u00a9 ucles 2021 [turn over  (b) fig. 5.2 shows the location of a chemical factory near a river. site 1 site 2direction of water flow fig. 5.2   fig. 5.3 shows the sex ratio of the fish, catostomus commersonii , in the river at site 1 and  site 2. intersex fish have both female and male reproductive organs. site 1 site 2 0 10 20 30 40 50 percentage of fish60 70 80 90 100femalekey: intersex male fig. 5.3   state and explain what type of chemical the factory could be releasing into the river that  would cause the effects shown in fig. 5.3. type of chemical   explanation  ...  ...  ... [2]  (c) state how sex is inherited in humans.  .  [1] [total: 9]",
+            "18": "18 0610/43/ o/n/21 \u00a9 ucles 2021 6 the heart pumps blood around the body.  (a) explain why the heart is an organ.  ...  ...  .  [1]  (b) complete the sentences:   the ... system includes the heart and blood vessels. deoxygenated  blood from the body is transported to the heart in the ... .   during a heart beat the ventricles contract. the right ventricle pumps deoxygenated blood to  the lungs. the right ventricle has a ... muscular wall than the left  ventricle.   gas exchange in the lungs occurs by ... . oxygenated blood  travels back to the heart where it enters the ... of the heart.   the two sides of the heart are separated by the ... . this  structure prevents the mixing of oxygenated and deoxygenated blood. oxygenated blood is  then delivered to the rest of the body. blood is supplied to the muscle of the heart in the   ... . [7]  (c) many people monitor their heart rate by counting their pulse.   state one other method of monitoring heart rate.  .  [1] [total: 9]",
+            "19": "19 0610/43/ o/n/21 \u00a9 ucles 2021 blank page",
+            "20": "20 0610/43/ o/n/21 \u00a9 ucles 2021 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 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.blank page"
+        },
+        "0610_w21_qp_51.pdf": {
+            "1": "this document has 12 pages. any blank pages are indicated. cambridge igcse\u2122 dc (ce/sw) 203241/3 \u00a9 ucles 2021  [turn over *3240674064* biology  0610/51 paper 5 practical test  october/november  2021  1 hour 15 minutes you must answer on the question paper. you will need:  the materials and apparatus listed in the confidential instructions instructions  \u25cf answer all questions.  \u25cf use a black or dark blue pen. you may use an hb pencil for any diagrams or graphs.  \u25cf write your name, centre number and candidate number in the boxes at the top of the page.  \u25cf write your answer to each question in the space provided.  \u25cf do not use an erasable pen or correction fluid.  \u25cf do not write on any bar codes.  \u25cf you may use a calculator.  \u25cf you should show all your working and use appropriate units. information  \u25cf the total mark for this paper is 40.  \u25cf the number of marks for each question or part question is shown in brackets [  ]. for examiner\u2019s use 1 2 total",
+            "2": "2 0610/51/ o/n/21 \u00a9 ucles 2021 1 (a) dialysis tubing can act as a partially permeable membrane because it has microscopic holes  that allow small soluble molecules to pass through by diffusion.   you are going to investigate the molecules that can diffuse through dialysis tubing.   read all the instructions but do not carry them out until you have drawn a table  for your results in the space provided in 1(a)(i).   you should use the safety equipment provided while you are carrying out the practical work.   step 1   remove the piece of dialysis tubing from the beaker of water labelled w. it has been  knotted at one end to form a bag. gently rub the unknotted end of the dialysis tubing  until it is open.   step 2   use a syringe to put 10  cm3 of solution m into the open end of the dialysis tubing bag.    step 3   hold the open end of the bag and rinse the outside of the dialysis tubing by dipping it  into the water in beaker w.   step 4   place the dialysis tubing bag inside the large test-tube labelled t so that approximately  2 cm of the dialysis tubing folds over the top of the test-tube. secure it with an elastic  band, as shown in fig. 1.1.     step 5   use a measuring cylinder to pour warm distilled water  into large   test-tube t so that it covers the dialysis tubing bag, as shown in fig. 1.1. elastic band warm distilled wateropen end of the dialysis tubing folded over the top of large  test-tube t solution m inside the dialysis tubing bag knotted end of the dialysis tubing bag fig. 1.1   step 6  leave large test-tube t in the test-tube rack for 15 minutes.     continue with the other questions while you are waiting.   step 7  label a small beaker t.      after 15 minutes remove the dialysis tubing bag from large test-tube t and put it in  the waste  container.     pour the liquid from large test-tube t into beaker t.   step 8  label six clean test-tubes a, b, c, d, e and f.   step 9  use a syringe to put 2  cm3 samples of solution m into test-tubes a, b and c.",
+            "3": "3 0610/51/ o/n/21 \u00a9 ucles 2021 [turn over step 10  use a clean syringe to put 2  cm3 samples of liquid t into test-tubes d, e and f. step 11   test the contents of test-tubes a and d for reducing sugars using the correct food-testing  reagent.    raise your hand when you are ready for hot water to be added to the beaker labelled  water\u2011bath . step 12  test the contents of test-tubes b and e for protein using the correct food-testing reagent. step 13  test the contents of test-tubes c and f for starch using the correct food-testing reagent.   record your results from steps 11, 12 and 13 in your table in 1(a)(i) .   (i) prepare a table to record your results from steps 11 to 13 in the space provided. include  the final colours of the food tests for each test-tube.  [4]   (ii) state the names of the food-testing reagents that you used to test for the presence of  each substance. reducing sugars  . protein  ... starch   [2]",
+            "4": "4 0610/51/ o/n/21 \u00a9 ucles 2021   (iii) state which substances are present in solution m.  ...  ...  .  [1]   (iv) conclude, based on your results, if any of the substances in solution m diffused through  the dialysis tubing membrane.    state the evidence from your results for this conclusion. substance(s)  .. evidence    ...  [1]  (b) explain why it was important to rinse the outside of the dialysis tubing bag in step 3.  ...  ...  .  [1]  (c) identify one hazard in the investigation described in 1(a) and state one precaution taken to  reduce the risk of this hazard. hazard  ... precaution  .  ...  [2]",
+            "5": "5 0610/51/ o/n/21 \u00a9 ucles 2021 [turn over  (d) starch can be broken down into reducing sugars. the enzyme amylase catalyses this  reaction.   plan an investigation to find out the effect of ph on the activity of the enzyme amylase.  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  .  [6]  [total: 17]",
+            "6": "6 0610/51/ o/n/21 \u00a9 ucles 2021 blank page",
+            "7": "7 0610/51/ o/n/21 \u00a9 ucles 2021 [turn over 2 (a) a student used an aquatic plant to investigate the effect of temperature on the rate of  photosynthesis.   fig. 2.1 shows the apparatus used by the student.  10 cm aquatic plant producing gasbeaker containing waterfunnelmeasuring cylinder containing watergas collecting in the  measuring cylinder lamp fig. 2.1   a lamp was placed at a distance of 10  cm from the apparatus. sodium hydrogencarbonate  was added to the water to provide a source of carbon dioxide.   the student measured the volume of gas produced in 20 minutes at six different temperatures.    (i) state the variable that was changed (independent variable) in this investigation.  .  [1]   (ii) state two variables that should be kept constant in this investigation. 1   2    [2]   (iii) only one set of results was collected in the investigation described in 2(a).    explain why repeating the investigation two more times would be an improvement to the  method.  ...  ...  .  [1]",
+            "8": "8 0610/51/ o/n/21 \u00a9 ucles 2021  (b) the results of the investigation are shown in table 2.1. table 2.1 temperature / \u00b0cvolume of gas collected in  20 minutes / cm3rate of photosynthesis / cm3 per minute  5  5.0 0.25 10  7.8 0.39 15 12.0 0.60 20 22.8 1.14 25 21.0 1.05 30 16.0 0.80   (i) calculate the percentage increase in the volume of gas produced from 10  \u00b0c to 15  \u00b0c.    give your answer to two significant figures.    space for working.     % [3]",
+            "9": "9 0610/51/ o/n/21 \u00a9 ucles 2021 [turn over   (ii) use the information in table 2.1 to plot a line graph on the grid to show the effect of  temperature on the rate of photosynthesis.      [4]   (iii) describe the pattern shown by the data in your graph.  ...  ...  ...  ...  .  [2]   (iv) use your graph to estimate the rate of photosynthesis when the temperature is 17  \u00b0c.    show on your graph where you took your readings.   ...  cm3 per minute [2]",
+            "10": "10 0610/51/ o/n/21 \u00a9 ucles 2021  (c) fig. 2.2 is a photograph of one flower of an aquatic plant, cabomba caroliniana . y x magnification \u00d76stigma fig. 2.2   (i) make a large drawing of the flower shown in fig. 2.2.    label the stigma on your drawing. [5]",
+            "11": "11 0610/51/ o/n/21 \u00a9 ucles 2021   (ii) measure the length of line xy on fig. 2.2.    length of line xy ... mm    calculate the actual width of the flower shown in fig. 2.2 using your measurement and  the formula. magnification = length of line xy on fig. 2.2 actual width of the flower    include the unit.    space for working.    [3]    [total: 23]",
+            "12": "12 0610/51/ o/n/21 \u00a9 ucles 2021 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 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.blank page"
+        },
+        "0610_w21_qp_52.pdf": {
+            "1": "this document has 12 pages. any blank pages are indicated. cambridge igcse\u2122 *5317674973* dc (st/ct) 210910/5 \u00a9 ucles 2021  [turn overbiology  0610/52 paper 5 practical test  october/november  2021  1 hour 15 minutes you must answer on the question paper. you will need:  the materials and apparatus listed in the confidential instructions instructions  \u25cf answer all questions.  \u25cf use a black or dark blue pen. you may use an hb pencil for any diagrams or graphs.  \u25cf write your name, centre number and candidate number in the boxes at the top of the page.  \u25cf write your answer to each question in the space provided.  \u25cf do not use an erasable pen or correction fluid.  \u25cf do not write on any bar codes.  \u25cf you may use a calculator.  \u25cf you should show all your working and use appropriate units. information  \u25cf the total mark for this paper is 40.  \u25cf the number of marks for each question or part question is shown in brackets [  ]. for examiner\u2019s use 1 2 total",
+            "2": "2 0610/52/ o/n/21 \u00a9 ucles 2021 1 you are going to investigate the effect of temperature on the rate of respiration in yeast cells.  when yeast cells respire they produce carbon dioxide gas.  read all the instructions but do not carry them out until you have drawn a table for  your results in the space provided in 1(a)(i).  you should use the safety equipment provided while you are carrying out the practical work.  step 1  label the empty 250  cm3 beaker hot water\u2011bath .  step 2  raise your hand when you are ready for hot water to be put into your hot water\u2011bath .  step 3   measure the temperatures of the water in the hot water\u2011bath  and in the beaker labelled  cold water \u2011bath . record these values in table 1.1 in 1(c)(i) .  step 4   lay the balloons flat on the table. use the marker pen to mark the widest point of each  balloon, as shown in fig.  1.1. mark made with a pen at the widest part of the balloon fig. 1.1  step 5   stir the yeast suspension with the glass rod. use the measuring cylinder to put 25  cm3 of  the yeast suspension into each of the test-tubes.  step 6   carefully stretch the open end of one balloon over the top of one test-tube, as shown in  fig. 1.2. repeat this with the remaining balloon and the other test-tube. yeast suspensiontest-tubeuninflated balloon fig. 1.2  step 7   place one test-tube in the hot water\u2011bath  and the other test-tube in the cold   water\u2011bath .",
+            "3": "3 0610/52/ o/n/21 \u00a9 ucles 2021 [turn over  step 8   measure the circumferences of the balloons at 0 minutes. do this by placing the string  around the widest part of the balloon on the test-tube in the hot water\u2011bath , at the mark  you made in step  4. this is shown in fig.  1.3.      use the ruler to measure the length of the string that is required to wrap around the  balloon once. this is the circumference of the balloon.    repeat this with the balloon on the test-tube in the cold water \u2011bath .    record these measurements in your table in  1(a)(i) . yeast suspensiontest-tubeballoon string wrapped once around the widest part of the balloon fig. 1.3  step 9  start the stop-clock and leave the test-tubes in the water-baths.  step 10   after 5 minutes, 10 minutes and 15 minutes repeat step 8. this will give you a total of  four measurements for the circumference of each balloon.  step 11   measure the final temperatures of the water in the hot water \u2011bath  and in the  cold water \u2011bath . record these values in table 1.1 in 1(c)(i) .    do not remove the balloons from the test-tubes.",
+            "4": "4 0610/52/ o/n/21 \u00a9 ucles 2021  (a) (i)  prepare a table to record your results from step 8 and step 10.     [4]   (ii) state a conclusion for these results.  ...  ...  .  [1]   (iii) suggest why it was important to stir the yeast suspension in step 5.  ...  ...  .  [1]   (iv)  state two variables, other than stirring, that were kept constant in this investigation. 1    ... 2    ... [2]",
+            "5": "5 0610/52/ o/n/21 \u00a9 ucles 2021 [turn over  (b) (i) balloons and string were used to collect and measure the gas produced by the yeast  cells.    suggest another, more accurate, method of collecting and measuring the gas.  ...  ...  .  [1]   (ii) state the name of an indicator which could be used to show that the gas produced by the  yeast is carbon dioxide and give the result of a positive test. indicator  . positive test result  . [2]  (c) (i)  record your temperature measurements from step 3 and step 11 in table 1.1.    complete table 1.1 by calculating the change in temperature in each water-bath from  step 3 to step 11. table 1.1 water-bathtemperature in step 3 / \u00b0ctemperature in step 11 / \u00b0cchange in  temperature  / \u00b0c hot cold [2]   (ii)  describe how the method could be modified to prevent a change in the temperature of  the water-baths.  ...  ...  .  [1] [total: 14]",
+            "6": "6 0610/52/ o/n/21 \u00a9 ucles 2021 2 fig. 2.1 is a photograph of a flower from the wind-pollinated grass plant, briza maxima . fig. 2.1  (a) (i)  draw a large diagram of the flower in fig.  2.1. [4]",
+            "7": "7 0610/52/ o/n/21 \u00a9 ucles 2021 [turn over   (ii) fig. 2.2 is a photomicrograph of grass pollen grains. p q magnification  \u00d71500 fig. 2.2    measure the length of line pq on fig.  2.2.    length of pq ... mm    calculate the actual length of the pollen grain using the formula and your measurement. magnification = length of line pq actual length of the pollen grain    give your answer in millimetres and to two decimal places.    space for working.   .  mm  [3]",
+            "8": "8 0610/52/ o/n/21 \u00a9 ucles 2021  (b) scientists investigated the effect of wind speed on the average distance travelled by single  pollen grains and groups of five pollen grains joined to form a clump. the pollen grains were  dropped from a height of 2  m.   the results of the investigation are shown in table 2.1. table 2.1 wind speed / m per saverage distance travelled  by single pollen grains  / maverage distance travelled by  clumps of five pollen grains  / m 0.0   0  0 0.2  38 21 0.4  81 39 0.6 118 55 0.8 154 70   (i) calculate the percentage decrease in the average distance travelled when the pollen  grains fell as a clump compared to a single pollen grain, at a wind speed of 0.6  m per s.    give your answer to two significant figures.    space for working.   . %  [3]",
+            "9": "9 0610/52/ o/n/21 \u00a9 ucles 2021 [turn over   (ii) plot a line graph on the grid of the data in table  2.1. include both sets of data and a key.  [5]   (iii) use your graph to estimate the average distance travelled by single  pollen grains at a  wind speed of 0.5  m per s.    show on your graph how you obtained your estimate.     m  [2]",
+            "10": "10 0610/52/ o/n/21 \u00a9 ucles 2021   (iv) successful pollination results in fertilisation and the production of seeds.     state the test that would show that the seeds contain protein. include the result of a  positive test. test   positive test result  . [2]",
+            "11": "11 0610/52/ o/n/21 \u00a9 ucles 2021  (c) (i) plan an investigation to determine the effect of temperature on the rate of transpiration  from leaves.    you may wish to include the apparatus listed and any other apparatus that you think is  suitable in your plan: \u2022 leafy plants \u2022 electronic balance \u2022 thermometer \u2022 string \u2022 stop-clock  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  .  [6]   (ii) humidity also affects the rate of transpiration from leaves.     suggest how you could change the humidity that the leaves are exposed to in a  transpiration investigation.  ...  ...  .  [1]  [total: 26]",
+            "12": "12 0610/52/ o/n/21 \u00a9 ucles 2021 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 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.blank page"
+        },
+        "0610_w21_qp_61.pdf": {
+            "1": "this document has 12 pages. any blank pages are indicated. cambridge igcse\u2122 dc (ce/sw) 203243/3 \u00a9 ucles 2021  [turn over *5353108727* biology  0610/61 paper 6  alternative to practical  october/november  2021  1 hour you must answer on the question paper. no additional materials are needed. instructions  \u25cf answer all questions.  \u25cf use a black or dark blue pen. you may use an hb pencil for any diagrams or graphs.  \u25cf write your name, centre number and candidate number in the boxes at the top of the page.  \u25cf write your answer to each question in the space provided.  \u25cf do not use an erasable pen or correction fluid.  \u25cf do not write on any bar codes.  \u25cf you may use a calculator.  \u25cf you should show all your working and use appropriate units. information  \u25cf the total mark for this paper is 40.  \u25cf the number of marks for each question or part question is shown in brackets [  ].",
+            "2": "2 0610/61/ o/n/21 \u00a9 ucles 2021 1 (a) dialysis tubing can act as a partially permeable membrane because it has microscopic holes  that allow small soluble molecules to pass through by diffusion.   a student investigated the molecules that can diffuse through dialysis tubing.   step 1   a piece of dialysis tubing was soaked in water and a knot was tied at one end to form  a bag.   step 2   the unknotted end of the dialysis tubing was opened and 20  cm3 of a solution, m,  was put into the dialysis tubing bag.     step 3  the outside of the dialysis tubing bag was rinsed with distilled water.   step 4   the dialysis tubing bag was put inside a large test-tube and the open end of the  tubing was folded over the top of the large test-tube. it was secured with an elastic  band, as shown in fig. 1.1.   step 5  the large test-tube was then filled with distilled water, as shown in fig. 1.1. elastic band distilled wateropen end of the dialysis tubing folded over the top of test-tube solution m inside the dialysis tubing bag knotted end of the dialysis tubing bag fig. 1.1   step 6  the large test-tube was left in a test-tube rack for 15 minutes.   step 7   after 15 minutes, the dialysis tubing bag was removed from the large test-tube and  the contents of the bag were emptied into a beaker labelled m. 2 cm3 samples of  solution m were tested for reducing sugars, protein and starch.    step 8   the liquid remaining in the large test-tube was emptied into a beaker labelled t.  2 cm3 samples of this liquid were also tested for reducing sugars, protein and starch.",
+            "3": "3 0610/61/ o/n/21 \u00a9 ucles 2021 [turn over   the student\u2019s results are shown in fig. 1.2. solution m: reducing sugars \u2013 orange,  protein - purple,  starch - blue-black liquid t: reducing sugars \u2013 orange,  protein - blue,  starch - brown fig. 1.2   (i) prepare a table to record the results shown in fig. 1.2.  [3]   (ii) state the names of the food-testing reagents that would be used to test for the presence  of each substance. reducing sugars  . protein  ... starch    [3]",
+            "4": "4 0610/61/ o/n/21 \u00a9 ucles 2021   (iii) state which substances are present in solution m.  ...  ...  .  [1]   (iv) conclude, based on the results, if any of the substances in solution m diffused through  the dialysis tubing membrane.    state the evidence from the results for this conclusion. substance(s)  .. evidence    ...  [1]  (b) explain why it was important to rinse the outside of the dialysis tubing bag in step 3.  ...  ...  .  [1]  (c) identify one hazard in the investigation described in 1(a) and state one precaution to reduce  the risk of this hazard. hazard  ... precaution  .  ...  [2]",
+            "5": "5 0610/61/ o/n/21 \u00a9 ucles 2021 [turn over  (d) starch can be broken down into reducing sugars. the enzyme amylase catalyses this  reaction.   plan an investigation to find out the effect of ph on the activity of the enzyme amylase.  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  .  [6]  [total: 17]",
+            "6": "6 0610/61/ o/n/21 \u00a9 ucles 2021 blank page",
+            "7": "7 0610/61/ o/n/21 \u00a9 ucles 2021 [turn over 2 (a) a student used an aquatic plant to investigate the effect of temperature on the rate of  photosynthesis.   fig. 2.1 shows the apparatus used by the student.  10 cm aquatic plant producing gasbeaker containing waterfunnel lampmeasuring cylinder containing watergas collecting in the  measuring cylinder fig. 2.1   a lamp was placed at a distance of 10  cm from the apparatus. sodium hydrogencarbonate  was added to the water to provide a source of carbon dioxide.   the student measured the volume of gas produced in 20 minutes at six different temperatures.    (i) state the variable that was changed (independent variable) in this investigation.  .  [1]   (ii) state two variables that should be kept constant in this investigation. 1   2    [2]   (iii) only one set of results was collected in the investigation described in 2(a).    explain why repeating the investigation two more times would be an improvement to the  method.  ...  ...  .  [1]",
+            "8": "8 0610/61/ o/n/21 \u00a9 ucles 2021  (b) the results of the investigation are shown in table 2.1. table 2.1 temperature / \u00b0cvolume of gas collected in  20 minutes / cm3rate of photosynthesis / cm3 per minute  5  5.0 0.25 10  7.8 0.39 15 12.0 0.60 20 22.8 1.14 25 21.0 1.05 30 16.0 0.80   (i) calculate the percentage increase in the volume of gas produced from 10  \u00b0c to 15  \u00b0c.    give your answer to two significant figures.    space for working.     % [3]",
+            "9": "9 0610/61/ o/n/21 \u00a9 ucles 2021 [turn over   (ii) use the information in table 2.1 to plot a line graph on the grid to show the effect of  temperature on the rate of photosynthesis.      [4]   (iii) describe the pattern shown by the data in your graph.  ...  ...  ...  ...  .  [2]   (iv) use your graph to estimate the rate of photosynthesis when the temperature is 17  \u00b0c.    show on your graph where you took your readings.   ...  cm3 per minute [2]",
+            "10": "10 0610/61/ o/n/21 \u00a9 ucles 2021  (c) fig. 2.2 is a photograph of one flower of an aquatic plant, cabomba caroliniana . y xstigma magnification \u00d76 fig. 2.2   (i) make a large drawing of the flower shown in fig. 2.2.    label the stigma on your drawing. [5]",
+            "11": "11 0610/61/ o/n/21 \u00a9 ucles 2021   (ii) measure the length of line xy on fig. 2.2.    length of line xy ... mm    calculate the actual width of the flower shown in fig. 2.2 using your measurement and  the formula. magnification = length of line xy on fig. 2.2 actual width of the flower    include the unit.    space for working.    [3]    [total: 23]",
+            "12": "12 0610/61/ o/n/21 \u00a9 ucles 2021 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 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.blank page"
+        },
+        "0610_w21_qp_62.pdf": {
+            "1": "this document has 12 pages. any blank pages are indicated. cambridge igcse\u2122 dc (pq/jg) 211603/5 \u00a9 ucles 2021  [turn over *3202335927* biology  0610/62 paper 6 alternative to practical  october/november  2021  1 hour you must answer on the question paper. no additional materials are needed. instructions  \u25cf answer all questions.  \u25cf use a black or dark blue pen. you may use an hb pencil for any diagrams or graphs.  \u25cf write your name, centre number and candidate number in the boxes at the top of the page.  \u25cf write your answer to each question in the space provided.  \u25cf do not use an erasable pen or correction fluid.  \u25cf do not write on any bar codes.  \u25cf you may use a calculator.  \u25cf you should show all your working and use appropriate units. information  \u25cf the total mark for this paper is 40.  \u25cf the number of marks for each question or part question is shown in brackets [  ].",
+            "2": "2 0610/62/ o/n/21 \u00a9 ucles 2021 1 a student investigated the effect of temperature on the rate of respiration in yeast cells. when  yeast cells respire they produce carbon dioxide gas.   in this investigation the gas was collected in a balloon that was attached to a test-tube containing  a yeast suspension.   step 1  the student prepared a hot water-bath and a cold water-bath.  step 2   the student measured the temperature of the water in the hot water-bath and in the cold  water-bath.   step 3   a yeast suspension was stirred with a glass rod. 25  cm3 of the yeast suspension was put  into each of two test-tubes.   step 4  a balloon was stretched over the top of each test-tube.   step 5   one test-tube and balloon was put into the hot water-bath and the other test-tube and  balloon was put into the cold water-bath, as shown in fig. 1.1. yeast suspensiontest-tubeballoon water-bath fig. 1.1  step 6   the circumference of each balloon was measured by placing a piece of string around the  widest part of the balloon, as shown in fig. 1.2. a ruler was then used to measure the  length of the string that wrapped around each balloon once. ",
+            "3": "3 0610/62/ o/n/21 \u00a9 ucles 2021 [turn over string wrapped around the balloon at the widest partballoon top of the test-tube fig. 1.2  step 7   the circumference of each balloon was measured at 0 minutes, 5 minutes, 10 minutes  and 15 minutes.     the student\u2019s results are shown in fig. 1.3. cold 0 minutes \u2013 120  mm 5 minutes \u2013 125  mm 10 minutes \u2013 132  mm 15 minutes \u2013 137  mmhot 0 minutes \u2013 120  mm 5 minutes \u2013 135  mm 10 minutes \u2013 145  mm 15 minutes \u2013 147  mm fig. 1.3  (a) (i) prepare a table and record the results shown in fig. 1.3.  [3]",
+            "4": "4 0610/62/ o/n/21 \u00a9 ucles 2021   (ii) state a conclusion for the results shown in fig. 1.3.  ...  ...  .  [1]   (iii) suggest why it was important to stir the yeast suspension in step 3.  ...  ...  .  [1]   (iv)  state two variables, other than stirring, that should be kept constant in this investigation.  1    ... 2    ...  [2]  (b) (i) balloons and string were used to collect and measure the gas produced by the yeast  cells.    suggest another, more accurate, method of collecting and measuring the gas.  ...  ...  .  [1]   (ii) state the name of an indicator which could be used to show that the gas produced by the  yeast is carbon dioxide and give the result of a positive test. indicator  . positive test result  .  [2]",
+            "5": "5 0610/62/ o/n/21 \u00a9 ucles 2021 [turn over  (c) (i) the temperatures of the water in the hot water-bath and in the cold water-bath were  measured again at the end of the investigation. fig. 1.4 is a diagram of the thermometers  showing the temperatures in the two water-baths. 40 30 20\u00b0c 40 30 20\u00b0chot water-bath cold water-bath fig. 1.4    complete table 1.1 by recording the temperatures from fig. 1.4 and calculating the  change in temperature.  table 1.1 water-bathtemperature in   step 2  / \u00b0c temperature at  the end of the  investigation  / \u00b0cchange in  temperature  / \u00b0c hot 40 cold 20  [2]   (ii) describe how the method could be modified to prevent a change in the temperature of a  water-bath.  ...  ...  .  [1]  [total: 13]",
+            "6": "6 0610/62/ o/n/21 \u00a9 ucles 2021 2 fig. 2.1 is a photograph of a flower from the wind-pollinated grass plant, briza maxima .  fig. 2.1  (a) (i) draw a large diagram of the flower in fig. 2.1.  [4]",
+            "7": "7 0610/62/ o/n/21 \u00a9 ucles 2021 [turn over   (ii) fig. 2.2 is a photomicrograph of grass pollen grains. p q magnification  \u00d71500 fig. 2.2    measure the length of line pq on fig. 2.2.    length of pq ... mm    calculate the actual length of the pollen grain using the formula and your measurement.  magnification = length of line pq actual length of the pollen grain    give your answer in millimetres and to two decimal places.    space for working.   .  mm  [3] ",
+            "8": "8 0610/62/ o/n/21 \u00a9 ucles 2021  (b) scientists investigated the effect of wind speed on the average distance travelled by single  pollen grains and groups of five pollen grains joined to form a clump. the pollen grains were  dropped from a height of 2  m.    the results of the investigation are shown in table 2.1.    table 2.1 wind speed    / m per saverage distance  travelled by single  pollen grains   / maverage distance  travelled by clumps  of five pollen grains  / m 0.0   0  0 0.2  38 21 0.4  81 39 0.6 118 55 0.8 154 70   (i) calculate the percentage decrease in the average distance travelled when the pollen  grains fell as a clump compared to a single pollen grain, at a wind speed of 0.6  m per s.    give your answer to two significant figures.    space for working.     %  [3]",
+            "9": "9 0610/62/ o/n/21 \u00a9 ucles 2021 [turn over   (ii) plot a line graph on the grid of the data in table 2.1. include both sets of data and a key.  [5]   (iii) use your graph to estimate the average distance travelled by single  pollen grains at a  wind speed of 0.5  m per s.       show on your graph how you obtained your estimate.     m  [2]",
+            "10": "10 0610/62/ o/n/21 \u00a9 ucles 2021   (iv) successful pollination results in fertilisation and the production of seeds.     describe how you could test the seeds to show that they contain reducing sugars.   include the result of a positive test.  method  ..  ...  ...  ... positive test result  .  [3]",
+            "11": "11 0610/62/ o/n/21 \u00a9 ucles 2021  (c) (i) plan an investigation to determine the effect of temperature on the rate of transpiration  from leaves.    you may wish to include the apparatus listed and any other apparatus that you think is  suitable in your plan: \u2022 leafy plants \u2022 electronic balance \u2022 thermometer \u2022 string \u2022 stop-clock  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  .  [6]   (ii) humidity also affects the rate of transpiration from leaves.    suggest how you could change the humidity that the leaves are exposed to in a  transpiration investigation.  ...  ...  .  [1]    [total: 27]",
+            "12": "12 0610/62/ o/n/21 \u00a9 ucles 2021 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 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.blank page"
+        },
+        "0610_w21_qp_63.pdf": {
+            "1": "this document has 12 pages. any blank pages are indicated. dc (rw/cb) 211604/3 \u00a9 ucles 2021  [turn over *3814714729* biology  0610/63 paper 6 alternative to practical  october/november  2021  1 hour you must answer on the question paper. no additional materials are needed. instructions  \u25cf answer all questions.  \u25cf use a black or dark blue pen. you may use an hb pencil for any diagrams or graphs.  \u25cf write your name, centre number and candidate number in the boxes at the top of the page.  \u25cf write your answer to each question in the space provided.  \u25cf do not use an erasable pen or correction fluid.  \u25cf do not write on any bar codes.  \u25cf you may use a calculator.  \u25cf you should show all your working and use appropriate units. information  \u25cf the total mark for this paper is 40.  \u25cf the number of marks for each question or part question is shown in brackets [  ].cambridge igcse\u2122",
+            "2": "2 0610/63/ o/n/21 \u00a9 ucles 2021 1 catalase is an enzyme found in many plants. it speeds up the break down of hydrogen peroxide  into water and oxygen, as shown in fig.  1.1. hydrogen peroxide  water + oxygen fig. 1.1  the oxygen produced during the reaction forms a foam on the surface of the liquid. the height of  the foam can be used as an indication of the activity of catalase.  (a) a student investigated the activity of catalase in three different types of plant tissue: seeds,  roots and fruits.   the student used this method:   step 1  put one seed into a test\u2011tube labelled s1.   step 2  cut a small piece of root and place it into a test\u2011tube labelled r1.   step 3  cut a small piece of fruit and place it into a test\u2011tube labelled f1.   step 4  put 5  cm3 of 6% hydrogen peroxide solution into each test\u2011tube.    leave for three minutes.   step 5  after three minutes, use a ruler to measure the height of the foam produced in each  test\u2011tube.   the student\u2019s results from step  5 are shown in fig.  1.2. results s1 = 40  mm of foam r1 = 14  mm of foam f1 = 4  mm of foam fig. 1.2   step 6  repeat step  1 to step  5 with fresh plant tissues and fresh hydrogen peroxide solution  to get a second set of results.",
+            "3": "3 0610/63/ o/n/21 \u00a9 ucles 2021 [turn over   fig. 1.3 shows the second set of test\u2011tubes from step  6 after three minutes. seedfoam height of foams2 r2 f2 root fruit fig. 1.3   (i) prepare a table to record the two sets of results and the average height of the foam  for each tissue. measure the heights of the foams in the three test\u2011tubes in fig.  1.3.  calculate the average height of the foam for each tissue.    include in your table: \u2022 the student\u2019s results from fig.  1.2 \u2022 the heights of the foams you have measured from fig.  1.3 \u2022 the average heights you have calculated.  [5]",
+            "4": "4 0610/63/ o/n/21 \u00a9 ucles 2021   (ii) state a conclusion for these results.  ...  ...  .  [1]   (iii) identify one potential source of error in this investigation.  ...  ...  .  [1]   (iv) the student collected two sets of results for each plant tissue. explain why it would have  been better to have collected three sets of results.  ...  ...  .  [1]   (v) state two variables that should have been kept constant during this investigation. 1    ... 2    ...  [2]   (vi) state the variable that was measured (the dependent variable) in this investigation.  .  [1]   (vii) identify one safety risk when carrying out this investigation and describe how the risk  could be reduced. risk  . method of reducing risk  .  ...  [2]",
+            "5": "5 0610/63/ o/n/21 \u00a9 ucles 2021 [turn over  (b) a student wanted to calculate the rate of gas production but could not do this using the height  of the foam.   describe how the student could change the method to collect the data they needed and state  how they would calculate the rate of gas production. change to method  .  ...  ... how the rate would be calculated  .  ...  ...  [2]  (c) (i) the student added iodine solution to samples of the three types of plant tissue. the  student observed the colour of the iodine solution on the plant tissue after a few minutes.    their observations are shown in the table.    complete the table by writing a conclusion for each observation. plant tissue observation conclusion seed blue\u2011black root blue\u2011black fruit yellow \u2011brown  [2]   (ii) state the name of the reagent that would be used to test a seed for protein.  .  [1]",
+            "6": "6 0610/63/ o/n/21 \u00a9 ucles 2021  (d) a student stated that:   \u2018different types of plant tissue will lose different amounts of water by osmosis when  immersed in a salt solution.\u2019   plan an investigation to find out if the student was correct.  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  .  [6]  [total: 24]",
+            "7": "7 0610/63/ o/n/21 \u00a9 ucles 2021 [turn over 2 fig. 2.1 is a photograph of the cut surface of an apple. fig. 2.1  (a) make a large drawing of the cut surface of the apple shown in fig.  2.1.  [4]",
+            "8": "8 0610/63/ o/n/21 \u00a9 ucles 2021  (b) fig. 2.2 is a photograph of an apple ermine moth ( yponomeuta malinellus ). ab magnification \u00d79 fig. 2.2   (i) line ab represents the length of the apple ermine moth.    measure the length of line ab on fig.  2.2.    length of line ab on fig.  2.2 .  mm    use your measurement and the formula to calculate the actual length of the apple ermine  moth. magnification = length of line ab on fig.  2.2 actual length of the apple ermine moth    give your answer to two significant figures.    space for working. ..  mm [3]",
+            "9": "9 0610/63/ o/n/21 \u00a9 ucles 2021 [turn over   (ii) fig. 2.3 is a photograph of a bird\u2011cherry ermine moth ( yponomeuta evonymella ). magnification \u00d79 fig. 2.3    identify two similarities and one difference between the apple ermine moth in fig.  2.2  and the bird\u2011cherry ermine moth in fig.  2.3. similarity 1  ..  ... similarity 2  ..  ... difference ...  ...  [3]",
+            "10": "10 0610/63/ o/n/21 \u00a9 ucles 2021  (c) in a study, the number of apple ermine moths in one area was recorded every two weeks  over a 12 \u2011week period.   the results are shown in table  2.1. table 2.1 weeknumber of apple ermine  moths  0  0  2  0  4 11  6 22  8 22 10 18 12  4   (i) plot a line graph on the grid of the data in table  2.1.         [4]",
+            "11": "11 0610/63/ o/n/21 \u00a9 ucles 2021   (ii) use your graph to estimate the number of moths in week  11.    show on your graph where you took your readings.     [2]  [total: 16]",
+            "12": "12 0610/63/ o/n/21 \u00a9 ucles 2021 permission to reproduce items where third \u2011party 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 \u2011related 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 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.blank page"
+        },
+        "1522_j21_qp_12.pdf": {
+            "1": "    this document has 16 pages.  ib21 06_1522_12/2rp   \u00a9 ucles 2021  [turn ove r   *0000305724*cambridge igcse\u2122       biology 1522/12     paper 1 multiple choice (core)  may/june 2021     45 minutes    you must answer on the multiple choice answer sheet.    you will need: multiple choice answer sheet   soft clean eraser   soft pencil (type b or hb is recommended)      instructions   \uf0b7 there are forty  questions on this paper. answer all questions.   \uf0b7 for each question there are four possible answers a, b, c and d. choose the one you consider correct  and record your choice in soft pencil on the multiple choice an swer sheet.   \uf0b7 follow the instructions on the multiple choice answer sheet.  \uf0b7 write in soft pencil.  \uf0b7 write your name, centre number and candidate number on the mult iple choice answer sheet in the  spaces provided unless this has been done for you.  \uf0b7 do not use correction fluid.  \uf0b7 do not write on any bar codes.  \uf0b7 you may use a calculator.      information  \uf0b7 the total mark for this paper is 40.  \uf0b7 each correct answer will score one mark.  \uf0b7 any rough working should be done on this question paper.   ",
+            "2": "2  \u00a9 ucles 2021 1522/12/m/j/21  1 which characteristic of living organisms is the taking in of m aterials for energy, growth and  development?  a respiration  b nutrition  c excretion  d reproduction     2 which pair of plant species belong to the same genus?  a callisia repens  and juncus bulbosus   b juncus bulbosus  and ranunculus bulbosus   c callisia repens  and ranunculus repens   d ranunculus bulbosus  and ranunculus repens      3 the diagram shows an arthropod.        to which group of arthropods does this organism belong?  a arachnids  b crustaceans  c insects  d myriapods     4 which row shows the structures found in a root hair cell?     nucleus cell  membrane cell wall chloroplast vacuole   a \u0016 \u001a \u0016 \u001a \u001a k e y   b \u0016 \u0016 \u0016 \u001a \u0016 \u0016 = present  c \u001a \u0016 \u001a \u0016 \u001a \u001a = not present  d \u001a \u001a \u001a \u0016 \u0016    ",
+            "3": "3     \u00a9 ucles 2021 1522/12/m/j/21 [turn over  5 a student draws a diagram of a plant cell.    the diagram is 60  mm wide. the actual plant cell is 0.03  mm wide.    what is the magnification of the diagram?  a \uf0b41.8 b \uf0b418 c \uf0b4200 d \uf0b42000      6 the apparatus shown was set up.    pure waterglass tube sugar solution and blue ink partially permeablemembrane     a few hours later, the water in the beaker had turned blue, and  the liquid in the glass tube had  moved upwards.    which processes caused these changes?     water in  the beaker  turned blue liquid in the  glass tube  moved upwards a osmosis diffusion  b active transport osmosis  c diffusion active transport  d diffusion osmosis     ",
+            "4": "4  \u00a9 ucles 2021 1522/12/m/j/21  7 the bar chart shows the concentration of magnesium ions in the  soil and in a plant root.    concentration of magnesium ions soil root    which process will move magnesium ions from the soil into the r oot?  a active transport  b diffusion  c osmosis  d transpiration     8 which element is found in proteins but is absent from fats?  a carbon  b hydrogen  c nitrogen  d oxygen     9 the rate of reaction of an enzyme at different ph values was i nvestigated. the graph shows the  results of the investigation.    rate of reaction 02468 1 0 ph    at which ph is the enzyme most active?  a ph  2 b ph  6 c ph  8 d ph  11     ",
+            "5": "5     \u00a9 ucles 2021 1522/12/m/j/21 [turn over  10 which type of molecule are enzymes made of?  a protein  b carbohydrate  c dna  d fat     11 a well-watered plant was kept in the dark for 48 hours. a piec e of card, with a shape cut out, was  then attached to one green leaf. the plant was left in bright s unlight for a day. at the end of the  day the whole leaf was tested for the presence of starch.    the diagram shows the result of the starch test.    starch was absent in the area that was covered by the cardstarch was present in the area that was not covered by the card     which factor does this investigation show is necessary for phot osynthesis?  a carbon dioxide  b chlorophyll  c light  d water     12 the mineral ions present in four different soils are shown.    which soil would be best for growing healthy, green plants?     nitrate ions magnesium ions  a absent absent  b absent present  c present absent  d present present     ",
+            "6": "6  \u00a9 ucles 2021 1522/12/m/j/21  13 some of the nutrients that form part of a balanced diet are li sted.    1 calcium  2 fat  3 fibre  4 vitamin d    which nutrients are needed for healthy bones?  a 1 and 3 b 1 and 4 c 2 and 3 d 2 and 4     14 which description of assimilation is correct?  a the taking of food and drink into the body through the mouth  b the movement of digested food molecules into the cells of the b ody where they are used and  become part of the cells  c the movement of soluble molecules into the blood  d the passing out of food that has not been digested or absorbed,  as faeces, through the anus     15 the diagram shows the alimentary canal and associated organs.    in which part of the alimentary canal is most water absorbed?    a db c      ",
+            "7": "7     \u00a9 ucles 2021 1522/12/m/j/21 [turn over  16 the diagram shows a section through the stem of a plant.    qr     which row shows the positions and functions of the xylem and ph loem?     position function   xylem phloem xylem phloem  a q r transports water transports sugars  b q r transports sugars transports water  c r q transports water transports sugars  d r q transports sugars transports water      17 which sequence describes the pathway of water as it moves from  the soil, through a plant?  a root hair cells \uf0ae xylem \uf0ae root cortex cells \uf0ae mesophyll cells \uf0ae stomata  b root cortex cells \uf0ae root hair cells \uf0ae xylem \uf0ae stomata \uf0ae mesophyll cells  c root hair cells \uf0ae root cortex cells \uf0ae xylem \uf0ae mesophyll cells \uf0ae stomata  d root cortex cells \uf0ae root hair cells \uf0ae xylem \uf0ae stomata \uf0ae mesophyll cells    ",
+            "8": "8  \u00a9 ucles 2021 1522/12/m/j/21  18 the diagram shows a cross-section through a heart.    x     what is the name of the heart chamber labelled x?  a left atrium  b left ventricle  c right atrium  d right ventricle      19 the diagram shows a pair of human kidneys.    which letter shows a renal vein?    aorta ab c d     ",
+            "9": "9     \u00a9 ucles 2021 1522/12/m/j/21 [turn over  20 the body has different types of defences against pathogens. th e list shows some of these  defences.    1 antibodies  2 hairs in the nose  3 mucus  4 skin    which defences help to prevent pathogens reaching the alveoli w hen breathing in?  a 1, 2 and 3 b 2, 3 and 4 c 2 and 3 only d 2 only     21 which features are present in gas exchange surfaces?     large   surface area good  blood supply thick walls   a \u0016 \u0016 \u001a k e y   b \u0016 \u001a \u0016 \u0016 = present  c \u001a \u0016 \u0016 \u001a = not present  d \u0016 \u0016 \u0016      22 a student exercised for three minutes. before exercise, her br eathing rate was 15 breaths per  minute. during exercise, her breathing rate was 45 breaths per minute.    what is the percentage increase in her breathing rate?  a 33% b 67% c 200% d 300%     23 which row is correct for anaerobic respiration?     energy  released oxygen  required waste products  a a little no lactic acid  b a little yes carbon dioxide and water  c a lot no lactic acid  d a lot yes carbon dioxide and water     ",
+            "10": "10  \u00a9 ucles 2021 1522/12/m/j/21  24 which food type, when eaten in excess, will cause a rise in th e urea content of urine?  a carbohydrate  b f a t   c mineral salts  d p r o t e i n      25 the diagram shows a simple reflex arc.    1 motor neurone activated2 sensory neurone activated3 muscle stimulated 4 receptor stimulated knee tapped here     what is the correct order of events after the knee is tapped?  a 1  \uf0ae 2 \uf0ae 3 \uf0ae 4  b 1  \uf0ae 4 \uf0ae 2 \uf0ae 3  c 4  \uf0ae 2 \uf0ae 1 \uf0ae 3  d 4  \uf0ae 3 \uf0ae 2 \uf0ae 1    ",
+            "11": "11     \u00a9 ucles 2021 1522/12/m/j/21 [turn over  26 the diagram shows some of the structures found in the skin.    3421     which labels identify a blood vessel, a receptor and a sweat gl and?     blood vessel receptor sweat gland  a 3 2 4  b 2 4 3  c 3 1 2  d 2 3 1     ",
+            "12": "12  \u00a9 ucles 2021 1522/12/m/j/21  27 the diagram shows a seedling, fixed to a rotating platform. li ght is directed from one side only.    lightrotates four times per hour for thefirst two days shoot of seedling dampcotton wool     the platform was allowed to rotate for two days. the rotation w as stopped and the apparatus  remained still for a further two days.    which diagram shows the appearance of the seedling after this f our-day period?    a bc d       28 alcohol is a drug.    which statement is correct?  a it can cause copd.  b it is a depressant.  c it is not addictive.  d it reduces reaction times.     ",
+            "13": "13     \u00a9 ucles 2021 1522/12/m/j/21 [turn over  29 the diagram shows a form of reproduction in a yeast cell.    yeast cellbudparent yeast cell daughter cell    the yeast cell creates a bud on one side of the cell which will  eventually separate to form a new  daughter cell.    which statement is correct?  a two parents are required for this type of reproduction.  b the daughter cell is genetically identical to the parent cell.  c this is an example of sexual reproduction.  d the fusion of gametes is required for this type of reproduction .     30 what is the sequence of development that produces a fetus?  a embryo \uf0ae gametes \uf0ae zygote  b embryo \uf0ae zygote \uf0ae gametes  c gametes \uf0ae embryo \uf0ae zygote  d gametes \uf0ae zygote \uf0ae embryo     31 the graph shows the changes in the thickness of the uterus lin ing during a menstrual cycle.    thickness of the uterus lining day of menstrual cycle0 2 4 6 8 1 01 21 41 61 82 02 22 42 62 8     when does the graph show menstruation occurring?  a day 14 b days 14\u201328 c days 6\u201328 d days 0\u20134     ",
+            "14": "14  \u00a9 ucles 2021 1522/12/m/j/21  32 what determines the sex of a baby?  a the father\u2019s xx chromosomes  b the father\u2019s xy chromosomes  c the mother\u2019s xx chromosomes  d the mother\u2019s xy chromosomes     33 the diagram shows the genotypes of two parent plants and three  of their offspring for a  characteristic that is controlled by a dominant allele, r.    plant 1 plant 2 plant 5 plant 4 plant 3rr rr rr rrrrparents offspring     which plants have the same phenotype for this characteristic?  a 1, 2, 3 and 4  b 1, 2 and 4 only  c 3, 4 and 5  d 3 and 5 only     34 which human characteristic is an example of discontinuous vari ation?  a height  b skin colour  c s e x   d weight    ",
+            "15": "15     \u00a9 ucles 2021 1522/12/m/j/21 [turn over  35 the diagram shows a simple food web in a desert habitat.    grasshopper rabbitlizardhawk grass cactus     which food chain can be found in this web?  a cactus \uf0ae grasshopper \uf0ae grass  b grass \uf0ae grasshopper \uf0ae lizard  c hawk \uf0ae lizard \uf0ae grasshopper  d rabbit \uf0ae hawk \uf0ae lizard     36 what is the principal source of energy input into most biologi cal systems?  a photosynthesis  b the sun  c carbon dioxide  d respiration     37 which process is part of the carbon cycle?  a combustion  b evaporation  c precipitation  d transpiration     38 what do biological washing powders contain?  a bacteria  b enzymes  c herbicides  d vitamins     ",
+            "16": "16      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 tra ce copyright holders, but if any items requiring clearance have  unwittingly been included, the  publisher will be pleased to make amends at the earliest possib le opportunity.   to avoid the issue of disclosure of answer-related information to candidates, all copyright acknowledgements are reproduced on line in the cambridge  assessment international education copyright acknowledgements b ooklet. this is produced for each series of examinations and is  freely available to download  at www.cambridgeinternational.org after the live examination se ries.   cambridge assessment international education is part of the cam bridge 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.    \u00a9 ucles 2021 1522/12/m/j/21  39 which hormone reduces the concentration of glucose in the bloo d?  a adrenaline  b insulin  c oestrogen  d testosterone     40 the graph shows the percentage of different waste products tha t were recycled between 1980  and 2010.    70 605040302010 0 1980 1990 2000 2010 yearpaper glassplastickey percentage recycled     which statements about the recycling shown in the graph are cor rect?    1 plastic is recycled the least in each year shown.  2 the percentage of each product recycled increases in each yea r shown.  3 paper is the product that is re cycled the most in each year s hown.    a 1, 2 and 3 b 1 and 2 only c 1 and 3 only d 2 and 3 only       "
+        },
+        "1522_j21_qp_22.pdf": {
+            "1": "    this document has 16 pages.  ib21 06_1522_22/2rp   \u00a9 ucles 2021  [turn ove r   *0083136425 *cambridge igcse\u2122       biology 1522/22     paper 2 multiple choice (extended)  may/june 2021     45 minutes    you must answer on the multiple choice answer sheet.    you will need: multiple choice answer sheet   soft clean eraser   soft pencil (type b or hb is recommended)      instructions   \uf0b7 there are forty  questions on this paper. answer all questions.   \uf0b7 for each question there are four possible answers a, b, c and d. choose the one you consider correct  and record your choice in soft pencil on the multiple choice an swer sheet.   \uf0b7 follow the instructions on the multiple choice answer sheet.  \uf0b7 write in soft pencil.  \uf0b7 write your name, centre number and candidate number on the mult iple choice answer sheet in the  spaces provided unless this has been done for you.  \uf0b7 do not use correction fluid.  \uf0b7 do not write on any bar codes.  \uf0b7 you may use a calculator.      information  \uf0b7 the total mark for this paper is 40.  \uf0b7 each correct answer will score one mark.  \uf0b7 any rough working should be done on this question paper.   ",
+            "2": "2  \u00a9 ucles 2021 1522/22/m/j/21  1 which characteristic of living organisms is the taking in of m aterials for energy, growth and  development?  a respiration  b nutrition  c excretion  d reproduction     2 which pair of plant species belong to the same genus?  a callisia repens  and juncus bulbosus   b juncus bulbosus  and ranunculus bulbosus   c callisia repens  and ranunculus repens   d ranunculus bulbosus  and ranunculus repens      3 the diagram shows part of a cross-section of a leaf, as viewed  under a microscope.    x     which level of organisation is shown by structure x?  a an organ system  b an organ  c a specialised cell  d a tissue      4 a student draws a diagram of a plant cell.    the diagram is 25  mm wide. the actual plant cell is 50  \uf06dm wide.    what is the magnification of the diagram?  a \uf0b450 b \uf0b4200 c \uf0b4500 d \uf0b42000   ",
+            "3": "3     \u00a9 ucles 2021 1522/22/m/j/21 [turn over  5 the apparatus shown was set up.    pure waterglass tube sugar solution and blue ink partially permeablemembrane     a few hours later, the water in the beaker had turned blue, and  the liquid in the glass tube had  moved upwards.    which processes caused these changes?     water in  the beaker  turned blue liquid in the  glass tube  moved upwards a osmosis diffusion  b active transport osmosis  c diffusion active transport  d diffusion osmosis     6 the bar chart shows the concentration of magnesium ions in the  soil and in a plant root.    concentration of magnesium ions soil root    which process will move magnesium ions from the soil into the r oot?  a active transport  b diffusion  c osmosis  d transpiration    ",
+            "4": "4  \u00a9 ucles 2021 1522/22/m/j/21  7 which element is found in proteins but is absent from fats?  a carbon  b hydrogen  c nitrogen  d oxygen     8 the structures of antibodies, dna molecules and enzymes are sp ecific to their actions.    which feature of each molecule makes it specific?     antibody dna enzyme  a active site binding site base sequence  b base sequence active site binding site  c base sequence binding site active site  d binding site base sequence active site      9 the rate of reaction of an enzyme at different ph values was i nvestigated. the graph shows the  results of the investigation.    rate of reaction 02468 1 0 ph    at which ph is the enzyme most active?  a ph  2 b ph  6 c ph  8 d ph  11     10 why does salivary amylase not work in the stomach?  a it is produced in the mouth.  b starch is not present in the stomach.  c the ph of the stomach is acidic.  d the temperature of the stomach is 37  \uf0b0c.    ",
+            "5": "5     \u00a9 ucles 2021 1522/22/m/j/21 [turn over  11 the graph shows changes in dry mass as a seed germinates and b ecomes a seedling.    at which point is it respiring and photosynthesising at the sam e rate?    dry mass timea bcd       12 the mineral ions present in four different soils are shown.    which soil would be best for growing healthy, green plants?     nitrate ions magnesium ions  a absent absent  b absent present  c present absent  d present present     13 some of the nutrients that form part of a balanced diet are li sted.    1 calcium  2 fat 3 fibre  4 vitamin d    which nutrients are needed for healthy bones?  a 1 and 3 b 1 and 4 c 2 and 3 d 2 and 4     ",
+            "6": "6  \u00a9 ucles 2021 1522/22/m/j/21  14 which descriptions of mitosis and meiosis are correct?     mitosis meiosis  a produces genetically identical cells repairs damaged cells  b halves the chromosome number produces genetically identical cel ls  c involved in asexual reproduction halves the chromosome number  d involved in sexual reproduction doubles the chromosome number      15 the diagram shows the alimentary canal and associated organs.    in which part of the alimentary canal is most water absorbed?    a db c      ",
+            "7": "7     \u00a9 ucles 2021 1522/22/m/j/21 [turn over  16 the diagram shows part of a cross-section through the leaf of a plant that is watered regularly.    1 2    the water supply is removed and the plant wilts.    what is the state of 1 and 2 in a wilted leaf, and how will the  water potential change in cell 1?     state of cell 1 state of 2 water potential  in cell 1  a turgid closed higher  b flaccid closed lower  c turgid open lower  d flaccid open higher     ",
+            "8": "8  \u00a9 ucles 2021 1522/22/m/j/21  17 the diagram shows a cross-section through a heart.    x     what is the name of the heart chamber labelled x?  a left atrium  b left ventricle  c right atrium  d right ventricle      18 the diagram shows a human blood cell.        what is its function?  a antibody production  b fibrinogen production  c oxygen transport  d phagocytosis     ",
+            "9": "9     \u00a9 ucles 2021 1522/22/m/j/21 [turn over  19 the body has different types of defences against pathogens. th e list shows some of these  defences.    1 antibodies  2 hairs in the nose  3 mucus  4 skin    which defences help to prevent pathogens reaching the alveoli w hen breathing in?  a 1, 2 and 3 b 2, 3 and 4 c 2 and 3 only d 2 only     20 which features are present in gas exchange surfaces?     large   surface area good  blood supply thick walls   a \u0016 \u0016 \u001a k e y   b \u0016 \u001a \u0016 \u0016 = present  c \u001a \u0016 \u0016 \u001a = not present  d \u0016 \u0016 \u0016      21 which organ detects the changes in the carbon dioxide concentr ation of the blood?  a brain  b liver  c lungs  d pancreas     22 what is the equation for anaerobic respiration in yeast?  a c 6h12o6  +  6o 2  \uf0ae  6co 2  +  6h 2o  b c6h12o6  \uf0ae  2c 3h6o3  c c6h12o6  \uf0ae  2c 2h5oh  +  2co 2  d 6co 2  +  6h 2o  \uf0ae  c6h12o6  +  6o 2    ",
+            "10": "10  \u00a9 ucles 2021 1522/22/m/j/21  23 which food type, when eaten in excess, will cause a rise in th e urea content of urine?  a carbohydrate  b f a t   c mineral salts  d p r o t e i n      24 the diagram shows a simple reflex arc.    1 motor neurone activated2 sensory neurone activated3 muscle stimulated 4 receptor stimulated knee tapped here     what is the correct order of events after the knee is tapped?  a 1  \uf0ae 2 \uf0ae 3 \uf0ae 4  b 1  \uf0ae 4 \uf0ae 2 \uf0ae 3  c 4  \uf0ae 2 \uf0ae 1 \uf0ae 3  d 4  \uf0ae 3 \uf0ae 2 \uf0ae 1     25 diagrams 1 and 2 show the appearance of the front of an eye. d iagrams 3 and 4 show the   shape of the lens when viewed from the side.    12 3 4    which diagrams show the appearance of the eye when focusing on a near object in bright  daylight?  a 1 and 3 b 1 and 4 c 2 and 3 d 2 and 4    ",
+            "11": "11     \u00a9 ucles 2021 1522/22/m/j/21 [turn over  26 the diagram shows a seedling, fixed to a rotating platform. li ght is directed from one side only.    lightrotates four times per hour for thefirst two days shoot of seedling dampcotton wool     the platform was allowed to rotate for two days. the rotation w as stopped and the apparatus  remained still for a further two days.    which diagram shows the appearance of the seedling after this f our-day period?    a bc d       27 alcohol is a drug.    which statement is correct?  a it can cause copd.  b it is a depressant.  c it is not addictive.  d it reduces reaction times.      28 which statement about fertilisation is correct?  a one diploid gamete nucleus divides to form a haploid zygote.  b one haploid gamete nucleus divi des to form a diploid zygote.  c two diploid gamete nuclei fuse to form a haploid zygote.  d two haploid gamete nuclei fuse to form a diploid zygote.   ",
+            "12": "12  \u00a9 ucles 2021 1522/22/m/j/21  29 which row links the hormones with their roles in controlling t he menstrual cycle?     causes the egg  cell to mature causes repair  and thickening of  the uterus lining causes release  of the egg cell maintains the  uterus lining  a fsh progesterone lh oestrogen  b fsh oestrogen lh progesterone  c lh oestrogen fsh progesterone  d lh progesterone fsh oestrogen      30 in a cell, where are amino acids assembled to form protein mol ecules?  a cell membrane  b nucleus  c ribosomes  d vesicles     31 a man has the genotype x ay for a recessive sex-linked condition. a woman is heterozygous  for  this condition.    what are the chances of the man and woman having a daughter wit h this sex-linked condition?  a 100% b 50% c 25% d 0%     ",
+            "13": "13     \u00a9 ucles 2021 1522/22/m/j/21 [turn over  32 in an animal, the allele for black fur (b) is dominant to the allele for white fur (b). the punnett  squares show four crosses.    b bb bbb bb bb bbmale gametes1 female gametesb bb bbb bb bb bbmale gametes2 female gametes b bb bbb bb bb bbmale gametes3 female gametesb bb bbb bb bb bbmale gametes4 female gametes     which two punnett squares show test crosses?  a 1 and 2 b 1 and 4 c 2 and 3 d 3 and 4     33 people who are heterozygous for the sickle cell allele (hb ahbs) have a survival advantage over  people who are homozygous for the sickle cell allele (hbshbs).     what is the reason for this?  a people who are heterozygous live only outside the areas where malaria is common.  b people who are heterozygous have only sickle-shaped red blood cells in their bloodstream.  c people who are heterozygous are resistant to malaria.  d people who are homozygous have no sickle-shaped red blood cell s in their bloodstream.     ",
+            "14": "14  \u00a9 ucles 2021 1522/22/m/j/21  34 some features of plants are listed.    1 large air spaces inside the leaves  2 stomata on the upper surface of the leaves  3 large root system  4 thick cuticle    which features are found in hydrophytes?  a 1 and 2 b 1 and 4 c 2 and 3 d 3 and 4     35 ammonification is the decomposition of plant and animal protei n to ammonium ions.    which sequence of events can occur in the nitrogen cycle?  a ammonification \uf0ae nitrification \uf0ae denitrification \uf0ae nitrogen fixation  b denitrification \uf0ae nitrogen fixation \uf0ae denitrification \uf0ae nitrification  c nitrification \uf0ae nitrogen fixation \uf0ae denitrification \uf0ae ammonification  d nitrogen fixation \uf0ae denitrification \uf0ae ammonification \uf0ae nitrification     ",
+            "15": "15     \u00a9 ucles 2021 1522/22/m/j/21 [turn over  36 the graph shows the number of producers and primary consumers in a lake over one year.  temperature and light intensity are also shown.    januaryfebruarymarchaprilmayjunejuly august septemberoctobernovemberdecember monthnumber of organismsenvironmental factorsapril and may producers primary consumerslight intensitytemperaturekey     what is most likely to cause the decrease in the number of prod ucers during april and may?  a a decrease in the number of primary consumers  b an increase in the number of primary consumers  c low light intensity  d low temperature     37 some statements about bacteria are listed.    1 they contain plasmids.  2 they can make complex molecules. 3 they have a rapid reproduction rate.  4 they contain many chromosomes.  5 they do not share their genetic code with all other organisms.    which statements are reasons why bacteria are used in biotechno logy and genetic engineering?  a 1, 2 and 3 only  b 1, 3 and 5 only  c 2, 4 and 5 only  d 1, 2, 3, 4 and 5     ",
+            "16": "16      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 tra ce copyright holders, but if any items requiring clearance have  unwittingly been included, the  publisher will be pleased to make amends at the earliest possib le opportunity.   to avoid the issue of disclosure of answer-related information to candidates, all copyright acknowledgements are reproduced on line in the cambridge  assessment international education copyright acknowledgements b ooklet. this is produced for each series of examinations and is  freely available to download  at www.cambridgeinternational.org after the live examination se ries.   cambridge assessment international education is part of the cam bridge 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.    \u00a9 ucles 2021 1522/22/m/j/21  38 which enzyme is used to create complementary sticky ends in gen etic engineering?  a dna ligase  b t r y p s i n   c restriction enzyme  d lipase     39 in 1870, approximately 20.4 million people died as a result of  famine.    in 1890, approximately 10.0 million people died as a result of famine.    to the nearest whole number, what is the percentage decrease in  deaths from 1870 to 1890?  a 204% b 49% c 104% d 51%     40 some fish populations have greatly reduced in size as a result  of overfishing.    what are the effects on a species of having a very small popula tion size?  a better adapted to environmental changes  b reduced genetic variation  c more competition for resources  d fewer genetic diseases       "
+        }
+    },
+    "2022": {
+        "0610_m22_qp_12.pdf": {
+            "1": "    this document has 20 pages. any blank pages are indicated.  ib22 03_0610_12/2rp   \u00a9 ucles 2022   [turn ove r   *7961291453 *cambridge igcse\u2122       biology 0610/12     paper 1 multiple choice (core)  february/march 2022     45 minutes    you must answer on the mult iple choice answer sheet.    you will need: multiple choice answer sheet   soft clean eraser   soft pencil (type b or hb is recommended)       instructions   \uf0b7 there are forty  questions on this paper. answer all questions.   \uf0b7 for each question there ar e four possible answers a, b, c and d. choose the one you consider correct  and record your choice in soft pencil on the multiple choice an swer sheet.   \uf0b7 follow the instructions on the multiple choice answer sheet.  \uf0b7 write in soft pencil.  \uf0b7 write your name, centre number and candidate number on the mult iple choice answer sheet in the  spaces provided unless this has been done for you.  \uf0b7 do not use correction fluid.  \uf0b7 do not write on any bar codes.  \uf0b7 you may use a calculator.      information  \uf0b7 the total mark for this paper is 40.  \uf0b7 each correct answer will score one mark.  \uf0b7 any rough working should be don e on this question paper.   ",
+            "2": "2  \u00a9 ucles 2022 0610/12/f/m/22  1 the diagrams show a test-tube containing pond water. the green  colour is caused by   microorganisms that have chloroplasts.    pale green pond water light offdark green area light onoxygen bubble     which characteristics of living organisms are shown?  a excretion, growth and movement  b movement, nutrition and sensitivity  c nutrition, reproduction and respiration  d reproduction, sensitivity and growth      2 which term means a group of organisms that can reproduce to pr oduce fertile offspring?  a genus  b kingdom  c population  d species      3 which group of characteristics describes a mammal?     has   body hair produces   milk controls body  temperature produces live  young  a yes yes yes yes  b yes no yes yes  c no yes no no  d no no no no     ",
+            "3": "3     \u00a9 ucles 2022 0610/12/f/m/22 [turn over  4 two types of cell, one animal and one plant, were examined usi ng a light microscope.    which row shows the correct combination of structures that woul d be observed in the cells?     cell structure observed  animal cell plant cell  a chloroplast membrane vacuole cytoplasm  b cytoplasm nucleus chloroplast membrane  c membrane cell wall cytoplasm nucleus  d nucleus chloroplast cell wall membrane      5 the heart, arteries, veins and  capillaries work together.    which level of organisation is shown by these structures workin g together?  a a tissue  b an organ  c an organism  d an organ system     6 the diagram shows a cell. the diameter of the cell in the diag ram is 18  mm.        the actual diameter of the cell is 0.05  mm.    what is the magnification of the diagram?  a \uf0b40.003 b \uf0b40.9 c \uf0b4360 d \uf0b436  000     ",
+            "4": "4  \u00a9 ucles 2022 0610/12/f/m/22  7 the diagram shows a cross-section through a leaf.    which arrow shows the direction of diffusion of carbon dioxide on a sunny day?    d cba      8 the diagram shows a plant cell which has lost water to its sur roundings by osmosis.    which part is the partially permeable membrane?    a b c d      9 which row is correct for a positive food test for vitamin c?     colour of the   food test reagent  at the start heat required final colour of the  food test reagent  a colourless yes purple  b blue no colourless  c colourless no blue  d blue yes orange     ",
+            "5": "5     \u00a9 ucles 2022 0610/12/f/m/22 [turn over  10 what controls the speed of chemical reactions in all living ce lls?  a enzymes  b hormones  c ions  d vitamins      11 the table shows some properties of enzyme molecules.    which row is a correct description of enzymes?     chemical elements  present effect of changing  temperature enzyme activity  a c, h and o only can increase reaction rate enzyme can be reused   b c, h and o only has no effect enzyme is used up  c c, h, o and n can increase reaction rate enzyme can be reused  d c, h, o and n can decrease reaction rate enzyme is used up     12 a piece of foil was placed over one green and white leaf on a p lant.    white green foil     the plant was placed under a bright light for 24 hours and then  tested for starch with iodine  solution.    which diagram shows the areas of the leaf that would stain blue -black with iodine solution?    a b c d      ",
+            "6": "6  \u00a9 ucles 2022 0610/12/f/m/22  13 the diagram shows a cross-section of a leaf.    which labelled cell is a guard cell?    a b c d     14 which condition can be caused by a lack of fibre in the diet?  a constipation  b obesity  c scurvy  d s t a r v a t i o n     15 which structure has a large surface area for the absorption of  digested food?  a alveolus  b ileum  c liver  d pancreas     16 in which part of the alimentary canal do both chemical digesti on and mechanical digestion take  place?  a colon  b duodenum  c mouth  d oesophagus    ",
+            "7": "7     \u00a9 ucles 2022 0610/12/f/m/22 [turn over  17 the diagrams show stages in the passage of water through a pla nt.    which arrow shows water moving in the form of water vapour?    ba c d       18 which molecules are transported by the phloem?  a cellulose  b glycogen  c starch  d sugar     ",
+            "8": "8  \u00a9 ucles 2022 0610/12/f/m/22  19 the diagram shows a section through the heart.    rp q     what is the function of the structure labelled q?  a it controls the amount of blood leaving the heart.  b it increases the pressure in part r.  c it prevents backflow of blood into part p.  d it prevents blood flowing into the vena cava.      20 which blood vessel returns blood from the lungs to the heart?  a aorta  b pulmonary artery  c pulmonary vein  d renal vein      21 what is an example of a transmissible disease?  a an sti  b chronic obstructive pulmonary disease (copd)  c coronary heart disease  d dental decay     ",
+            "9": "9     \u00a9 ucles 2022 0610/12/f/m/22 [turn over  22 compared with inspired air, which description of expired air i s correct?  a it has less oxygen and less carbon dioxide.  b it has less oxygen and more carbon dioxide.  c it has more oxygen and less carbon dioxide.  d it has more oxygen and more carbon dioxide.      23 which row shows the features of the gas exchange surface in hu mans?     surface area thickness  a large thick  b large thin  c small thick  d small thin      24 yeast is placed inside a container full of a glucose solution with no air.    which word equation summarises the process that takes place ins ide the container?  a glucose  \uf0ae  alcohol  +  carbon dioxide  b glucose  \uf0ae  lactic acid  c glucose  +  oxygen  \uf0ae  carbon dioxide  +  water  d glucose  +  oxygen  \uf0ae  alcohol      25 which process uses energy released in respiration?  a diffusion  b evaporation  c growth  d osmosis     ",
+            "10": "10  \u00a9 ucles 2022 0610/12/f/m/22  26 the graph shows the rates of sweat production and urine produc tion at different environmental  temperatures.    rate of production/  cm3 per hour environmental temperature  / \u00b0csweat urine150 100 50 0 0 5 10 15 20 25 30 35     which statement is correct?  a as the temperature increases, the rates of sweat and urine pro duction increase.  b as the temperature increases, the rate of urine production inc reases.  c at 25  \uf0b0c the rates of sweat and urine production are the same.  d urine and sweat production are directly proportional to enviro nmental temperature.    ",
+            "11": "11     \u00a9 ucles 2022 0610/12/f/m/22 [turn over  27 which numbered parts form the central nervous system?    1 32     a 1 only b 1 and 2 c 2 and 3 d 3 only     ",
+            "12": "12  \u00a9 ucles 2022 0610/12/f/m/22  28 the diagram shows a section through the eye of an octopus. oct opuses have eyes that are  similar in structure and function to human eyes.    1 2 3467 5     which row identifies the structures of the octopus eye?     pupil cornea lens iris  a 4 6 7 3  b 5 1 2 3  c 4 1 7 5  d 5 6 2 4      29 the diagram shows a seedling that has been placed in a pot of soil.        which diagram shows what happens after five days?    a b c d      ",
+            "13": "13     \u00a9 ucles 2022 0610/12/f/m/22 [turn over  30 what is the definition of a drug?  a any illegal substance taken into the body  b any substance taken into the body  c any substance taken into the body that modifies or affects che mical reactions in the body  d any substance taken into the body which is not a medicine      31 which statement about reproduction is correct?  a all living species can reproduce asexually.  b gametes are needed for asexual reproduction.  c only organisms that are separated from other organisms of the s ame species can reproduce  asexually.  d some organisms reproduce  asexually and sexually.      32 fertilisation is the fusion of which parts of two cells?  a cell walls  b cytoplasm  c nuclei  d vacuoles     33 which row shows the conditions required for germination?     carbon  dioxide oxygen suitable  temperature water   a \u0016 \u001a \u0016 \u0016 k e y   b \u001a \u0016 \u001a \u0016 \u0016 = yes  c \u0016 \u001a \u0016 \u001a \u001a = no  d \u001a \u0016 \u0016 \u0016      ",
+            "14": "14  \u00a9 ucles 2022 0610/12/f/m/22  34 the pedigree diagram shows the inheritance of a genetic diseas e in a family.    1 5female that does not have the disease male that does not have the disease female that has the disease male that has the diseasekey     which row describes the correct genotypes for individual 1 and individual 5, for this genetic  disease?     individual 1 individual 5  a heterozygous homozygous dominant  b heterozygous homozygous recessive  c homozygous dominant heterozygous  d homozygous recessive heterozygous     ",
+            "15": "15     \u00a9 ucles 2022 0610/12/f/m/22 [turn over  35 the photograph shows two wind-pollinated flowers.        which row shows the features of these flowers?     large petals anthers  positioned  inside the flowerfeathery  stigmas  a yes yes no  b yes no no  c no no yes  d no yes yes     36 a scientist studied wild birds that lived by a lake. he observ ed that one bird species had a beak  that was adapted to extract small insects from the water.    which process would have occurred in the development of this sp ecialised beak?  a genetic engineering  b natural selection  c selective breeding  d fossilisation    ",
+            "16": "16  \u00a9 ucles 2022 0610/12/f/m/22  37 what is the principal source of energy for the food chain show n?    grass \uf0ae caterpillar \uf0ae frog \uf0ae snake \uf0ae owl    a water  b mineral ions  c glucose  d sunlight     38 the diagram shows three different types of organism in a food chain.    producer \uf0ae organism 2 \uf0ae organism 3    which statement is correct for this food chain?  a organism 2 is a carnivore.  b organism 2 is a secondary consumer.  c organism 3 is a carnivore.  d organism 3 is a tertiary consumer.      39 which row shows the expected consequences of deforestation?     carbon dioxide  concentration in  the atmosphere soil levels flooding  a decreases decrease increases  b decreases increase decreases  c increases decrease increases  d increases increase decreases     ",
+            "17": "17     \u00a9 ucles 2022 0610/12/f/m/22  40 gorillas are a type of large mammal. the graph shows the numbe r of gorillas found in one region  of a country.    300 250200150100 50 0number of gorillas 1985 1990 1995 2000 year2005 2010 2015     what could have caused the trend between 2000 and 2015?  a deforestation  b habitat destruction  c hunting ban  d disease     ",
+            "18": "18  \u00a9 ucles 2022 0610/12/f/m/22  blank page",
+            "19": "19     \u00a9 ucles 2022 0610/12/f/m/22  blank page",
+            "20": "20    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 tra ce copyright holders, but if any items requiring clearance have  unwittingly been included, the  publisher will be pleased to make amends at the earliest possib le opportunity.    to avoid the issue of disclosure of answer-related information to candidates, all copyright acknowledgements are reproduced on line in the cambridge  assessment international educat ion copyright acknowledgements b ooklet. this is produced for each series of examinations and is  freely available to download  at www.cambridgeinternational.org  after the live examination se ries.   cambridge assessment international education is part of cambrid ge assessment. cambridge assessment is the brand name of the un iversity of cambridge  local examinations syndicate (ucles), which is a department of the university of cambridge.    \u00a9 ucles 2022 0610/12/f/m/22  blank page  "
+        },
+        "0610_m22_qp_22.pdf": {
+            "1": "    this document has 20 pages. any blank pages are indicated.  ib22 03_0610_22/2rp   \u00a9 ucles 2022   [turn ove r   *9721011037*cambridge igcse\u2122       biology 0610/22     paper 2 multiple choice (extended)  february/march 2022     45 minutes    you must answer on the mult iple choice answer sheet.    you will need: multiple choice answer sheet   soft clean eraser   soft pencil (type b or hb is recommended)       instructions   \uf0b7 there are forty  questions on this paper. answer all questions.   \uf0b7 for each question there ar e four possible answers a, b, c and d. choose the one you consider correct  and record your choice in soft pencil on the multiple choice an swer sheet.   \uf0b7 follow the instructions on the multiple choice answer sheet.  \uf0b7 write in soft pencil.  \uf0b7 write your name, centre number and candidate number on the mult iple choice answer sheet in the  spaces provided unless this has been done for you.  \uf0b7 do not use correction fluid.  \uf0b7 do not write on any bar codes.  \uf0b7 you may use a calculator.      information  \uf0b7 the total mark for this paper is 40.  \uf0b7 each correct answer will score one mark.  \uf0b7 any rough working should be don e on this question paper.   ",
+            "2": "2  \u00a9 ucles 2022 0610/22/f/m/22  1 the diagrams show a test-tube containing pond water. the green  colour is caused by   microorganisms that have chloroplasts.    pale green pond water light offdark green area light onoxygen bubble     which characteristics of living organisms are shown?  a excretion, growth and movement  b movement, nutrition and sensitivity  c nutrition, reproduction and respiration  d reproduction, sensitivity and growth      2 the key shows some features of living organisms that can be us ed to place them into one of  three different kingdoms.    living organism nucleus present no nucleus kingdom z cell wall present no cell wall cell wall made of cellulose yes no kingdom x kingdom y    which row correctly identifies these three kingdoms?     x  y  z   a fungi plant prokaryote  b fungi plant protoctist  c plant fungi prokaryote  d plant fungi protoctist     ",
+            "3": "3     \u00a9 ucles 2022 0610/22/f/m/22 [turn over  3 the diagram shows a mitochondrion. the scale bar shows the act ual size of the mitochondrion.    1 \u03bcm    the diagram is 70  mm long.    what is the magnification of the diagram?  a \uf0b40.0007 b \uf0b470 c \uf0b47000 d \uf0b470  000      4 two types of cell, one animal and one plant, were examined usi ng a light microscope.    which row shows the correct combination of structures that woul d be observed in the cells?     cell structure observed  animal cell plant cell  a chloroplast membrane vacuole cytoplasm  b cytoplasm nucleus chloroplast membrane  c membrane cell wall cytoplasm nucleus  d nucleus chloroplast cell wall membrane     ",
+            "4": "4  \u00a9 ucles 2022 0610/22/f/m/22  5 the diagram shows a cross-section through a leaf.    which arrow shows the direction of diffusion of carbon dioxide on a sunny day?    d cba      6 the diagram shows a plant cell after it has been submerged in a solution, p, for 20 minutes.        which row describes the water potential of solution p at the st art of the experiment and the  condition of the cell after 20 minutes?     water potential of solution p   at the start of the experiment condition of the cell   after 20 minutes  a higher than the inside of the cell plasmolysed and turgid  b higher than the inside of the cell under high turgor pressure  c lower than the inside of the cell plasmolysed and flaccid  d the same as the inside of the cell under low turgor pressure     ",
+            "5": "5     \u00a9 ucles 2022 0610/22/f/m/22 [turn over  7 which row is correct for a positive food test for vitamin c?     colour of the   food test reagent  at the start heat required final colour of the  food test reagent  a colourless yes purple  b blue no colourless  c colourless no blue  d blue yes orange     8 in which molecule are cross-links formed between bases?  a carbohydrate  b dna  c fat  d glycogen    9 what controls the speed of chemical reactions in all living ce lls?  a enzymes  b hormones  c ions  d vitamins    10 enzymes have an optimum temperature at which they are most acti ve.    which row explains why enzyme ac tivity decreases if the tempera ture is not optimum?     below optimum temperature above optimum temperature  a enzymes denature enzymes denature  b enzymes denature enzymes have less kinetic energy  c enzymes have less kinetic energy enzymes denature  d enzymes have less kinetic energy enzymes have less kinetic ener gy     ",
+            "6": "6  \u00a9 ucles 2022 0610/22/f/m/22  11 a piece of foil was placed over one green and white leaf on a p lant.    white green foil     the plant was placed under a bright light for 24 hours and then  tested for starch with iodine  solution.    which diagram shows the areas of the leaf that would stain blue -black with iodine solution?    a b c d       12 the graph shows the effect of light intensity on the rate of p hotosynthesis.    rate of photosynthesis light intensityx     which environmental factor is limiting the rate of photosynthes is at x on the graph?  a carbon dioxide concentration  b light intensity  c oxygen concentration  d temperature    ",
+            "7": "7     \u00a9 ucles 2022 0610/22/f/m/22 [turn over  13 which condition can be caused by a lack of fibre in the diet?  a constipation  b obesity  c scurvy  d s t a r v a t i o n       14 in which test-tube will the breakdown of fat be fastest?    milk, lipase and bilea milk and lipaseb milk and bilec milk, boiled lipase and biled       15 the diagrams show stages in the passage of water through a pla nt.    which arrow shows water moving in the form of water vapour?    ba c d    ",
+            "8": "8  \u00a9 ucles 2022 0610/22/f/m/22  16 the diagram shows some potato tubers. new shoots are beginning  to grow.    sucrose is being translocate d from source to sink.    soilshoot tuber     which statement is correct?  a the tuber is a sink.  b the soil is a sink.  c the shoots are sources.  d the shoots are sinks.    17 the diagram shows a section through the heart.    rp q     what is the function of the structure labelled q?  a it controls the amount of blood leaving the heart.  b it increases the pressure in part r.  c it prevents backflow of blood into part p.  d it prevents blood flowing into the vena cava.    ",
+            "9": "9     \u00a9 ucles 2022 0610/22/f/m/22 [turn over  18 during the process of blood clotting, damage to blood vessels stimulates l, and m is converted  to n.    what are l, m and n?     l m n  a fibrin platelets fibrinogen  b fibrinogen platelets fibrin  c platelets fibrin fibrinogen  d platelets fibrinogen fibrin      19 which statement about passive immunity is correct?  a antibodies are acquired.  b it gives a long-term effect.  c it is inherited.  d memory cells are produced.     20 compared with inspired air, which description of expired air i s correct?  a it has less oxygen and less carbon dioxide.  b it has less oxygen and more carbon dioxide.  c it has more oxygen and less carbon dioxide.  d it has more oxygen and more carbon dioxide.    21 which row shows the features of the gas exchange surface in hu mans?     surface area thickness  a large thick  b large thin  c small thick  d small thin     ",
+            "10": "10  \u00a9 ucles 2022 0610/22/f/m/22  22 yeast is placed inside a container full of a glucose solution with no air.    which word equation summarises the process that takes place ins ide the container?  a glucose  \uf0ae  alcohol  +  carbon dioxide  b glucose  \uf0ae  lactic acid  c glucose  +  oxygen  \uf0ae  carbon dioxide  +  water  d glucose  +  oxygen  \uf0ae  alcohol      23 which process uses energy released in respiration?  a diffusion  b evaporation  c growth  d osmosis      24 which term describes the removal of the nitrogen-containing pa rt of amino acids to form urea?  a assimilation  b deamination  c denaturation  d digestion     ",
+            "11": "11     \u00a9 ucles 2022 0610/22/f/m/22 [turn over  25 which numbered parts form the central nervous system?    1 32     a 1 only b 1 and 2 c 2 and 3 d 3 only     ",
+            "12": "12  \u00a9 ucles 2022 0610/22/f/m/22  26 the diagram shows a section through the eye of an octopus. oct opuses have eyes that are  similar in structure and function to human eyes.    1 2 3467 5     which row identifies the structures of the octopus eye?     pupil cornea lens iris  a 4 6 7 3  b 5 1 2 3  c 4 1 7 5  d 5 6 2 4      27 a person eats a large bowl of rice. rice contains starch.    what happens to the amounts of insulin and glucagon in their bo dy?     insulin glucagon  a decreases decreases  b decreases increases  c increases decreases  d increases increases     ",
+            "13": "13     \u00a9 ucles 2022 0610/22/f/m/22 [turn over  28 a study investigated the effect on arm muscle surface area of taking testosterone and doing  exercise. the participants in the study were given either testo sterone or a placebo. the placebo  does not contain any testosterone.    the bar chart shows the results of the study.    600 400200 0 no exercise exerciseplacebo testosterone placebo testosteroneaverage change in arm musclesurface area  / mm2     which conclusion about the data in the graph is correct?  a exercise has no effect on arm muscle surface area.  b no exercise and not taking testosterone has the greatest effect on arm muscle surf ace area.  c exercise has the same effect on arm muscle surface area as no exercise.  d taking testosterone increases arm muscle surface area.      29 which statement about reproduction is correct?  a all living species can reproduce asexually.  b gametes are needed for asexual reproduction.  c only organisms that are separated from other organisms of the s ame species can reproduce  asexually.  d some organisms reproduce  asexually and sexually.      30 what will happen if a woman smokes during pregnancy?  a nicotine can cross the placenta and affect the fetus.  b nicotine can cause copd in the lungs of the fetus.  c the woman can become addicted to carbon monoxide.  d carbon monoxide can cause cancer in the lungs of the fetus.     ",
+            "14": "14  \u00a9 ucles 2022 0610/22/f/m/22  31 the graph shows the four hormones that control the menstrual c ycle.    which curve on the graph represents the hormone lh?    concentration of hormoneabc d 012 time  / weeks34      32 what happens to the mass of dna in a nucleus before mitosis oc curs?  a it doubles.  b it halves.  c it stays the same.  d it halves and then halves again.     33 in a species of pea plant, height is controlled by one gene. t he allele for tall is dominant to the  allele for short.    a test cross is done to identify the genotype of a tall pea pla nt.    the table shows the possible phenotypes of the offspring and a description of the genotypes of  the tall parent pea plant.     phenotypes  of the offspring description of the  genotype of the tall  parent pea plant  1 all tall heterozygous  2 all tall homozygous dominant  3 all short homozygous dominant  4 tall and short heterozygous    if a large number of offspring are produced, which rows are pos sible?  a 1 and 3 b 1 only c 2 and 4 d 2 only    ",
+            "15": "15     \u00a9 ucles 2022 0610/22/f/m/22 [turn over  34 which statement about variation is correct?  a continuous variation results in few phenotypes with no interme diates.  b discontinuous variation results in few phenotypes with no inte rmediates.  c phenotypic variation is caused by environmental factors only.  d phenotypic variation is caused by genetic factors only.      35 some plants have small leaves with thick waxy cuticles.    which row describes the effect of these features on water loss and the type of plant that has  these features?     effect on   water loss type of plant  a decreases hydrophyte  b decreases xerophyte  c increases hydrophyte  d increases xerophyte      36 some plants of different species can be crossed with each othe r to form hybrids that have a  diploid number different from either of the two parent species.     the diagram shows a cross between plants with different diploid  numbers.    species 1 diploid number 70 hybrid zygote diploid number 64species 2 diploid number x     what is the diploid number of species 2?  a 29 b 32 c 35 d 58     ",
+            "16": "16  \u00a9 ucles 2022 0610/22/f/m/22  37 the diagram shows some of the stages involved in the nitrogen cycle.    atmospheric nitrogen ammonium compounds plant proteinnitrate5 1 42 3     which processes are carried out at each stage?     absorption decomposition denitrification nitrification nitrogen  fixation  a 2 4 5 1 3  b 2 3 1 4 5  c 1 5 2 3 4  d 1 2 3 5 4     38 genetically engineered bacteria are used to produce human prote ins.    into which component of the bacterial cell is human dna inserte d to produce human proteins?  a cell wall  b nucleus  c plasmid  d rough endoplasmic reticulum    39 the sugar in milk is digested by an enzyme.    which row matches the name of the enzyme with the sugar it dige sts?     enzyme sugar in milk  a lactase glucose  b lactose lactase  c lactase lactose  d lactose sucrose     ",
+            "17": "17     \u00a9 ucles 2022 0610/22/f/m/22  40 the list shows activities that happen in a forest.    1 cutting down only selected trees  2 educating people about forests  3 replanting trees  4 cutting down trees to grow crop plants    which activities are likely to e nsure the forest is used sustai nably?  a 1, 2 and 3 b 1, 2 and 4 c 1, 3 and 4 d 2 and 3 only    ",
+            "18": "18  \u00a9 ucles 2022 0610/22/f/m/22  blank page",
+            "19": "19     \u00a9 ucles 2022 0610/22/f/m/22  blank page",
+            "20": "20    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 tra ce copyright holders, but if any items requiring clearance have  unwittingly been included, the  publisher will be pleased to make amends at the earliest possib le opportunity.    to avoid the issue of disclosure of answer-related information to candidates, all copyright acknowledgements are reproduced on line in the cambridge  assessment international educat ion copyright acknowledgements b ooklet. this is produced for each series of examinations and is  freely available to download  at www.cambridgeinternational.org  after the live examination se ries.   cambridge assessment international education is part of cambrid ge assessment. cambridge assessment is the brand name of the un iversity of cambridge  local examinations syndicate (ucles), which is a department of the university of cambridge.    \u00a9 ucles 2022 0610/22/f/m/22  blank page  "
+        },
+        "0610_m22_qp_32.pdf": {
+            "1": "this document has 20 pages. any blank pages are indicated.  [turn overcambridge igcse\u2122 dc (ks/jg) 303954/3 \u00a9 ucles 2022 *9600077728* biology  0610/32 paper 3 theory (core)  february/march  2022  1 hour 15 minutes you must answer on the question paper. no additional materials are needed. instructions  \u25cf answer all questions.  \u25cf use a black or dark blue pen. you may use an hb pencil for any diagrams or graphs.  \u25cf write your name, centre number and candidate number in the boxes at the top of the page.  \u25cf write your answer to each question in the space provided.  \u25cf do not use an erasable pen or correction fluid.  \u25cf do not write on any bar codes.  \u25cf you may use a calculator.  \u25cf you should show all your working and use appropriate units. information  \u25cf the total mark for this paper is 80.  \u25cf the number of marks for each question or part question is shown in brackets [  ].",
+            "2": "2 0610/32/ f/m/22 \u00a9 ucles 2022 1 fig. 1.1 is a photomicrograph of an animal cell. ..  fig. 1.1  (a) identify the structure in the cell that contains the genetic material.    label this structure on fig. 1.1 by stating its name in the space provided and by drawing a  label line to show its location in the cell.  [2]  (b) the actual size of the animal cell is much smaller than it appears in the image in fig. 1.1.   state the piece of laboratory equipment that is used to view animal cells.  .  [1]  (c) plants contain additional cell structures when compared to animal cells.   state two structures of plant cells that are not present in the cell shown in fig. 1.1. 1   2    [2]",
+            "3": "3 0610/32/ f/m/22 \u00a9 ucles 2022 [turn over  (d) fig. 1.2 is a diagram representing the concentration of oxygen inside and outside an animal  cell. x outside cellinside cell oxygen molecule fig. 1.2   (i) state the name of the part of the cell that x represents.  .  [1]   (ii) draw an arrow  on fig. 1.2  to show the net direction of movement of the oxygen  molecules.   [1]   (iii) state the name of the process represented by the arrow you have drawn on fig. 1.2.  .  [1]   [total: 8]",
+            "4": "4 0610/32/ f/m/22 \u00a9 ucles 2022 2 (a) fig. 2.1 is a diagram of the male reproductive system in humans. ad cb fig. 2.1   the boxes on the left show the letters in fig. 2.1 that identify parts of the male reproductive  system.   the boxes on the right show the functions of some of the parts.   draw four straight lines to match each letter to its correct function. letter in fig. 2.1 function produces sperm a sac which contains the testes b secretes fluid for sperm to swim in c tube which carries the sperm to the urethra d tube which carries urine and sperm  [4]",
+            "5": "5 0610/32/ f/m/22 \u00a9 ucles 2022 [turn over  (b) the testes are organs that produce a hormone that controls the development of secondary  sexual characteristics in males.   (i) draw a circle  around the name of this hormone. adrenaline     insulin     oestrogen     testosterone  [1]   (ii) explain why the testes are classified as organs.  ...  ...  ...  ...  .  [2]  (c) reproduction is one of the characteristics of living things.   state two other characteristics. 1   2     [2]  (d) describe how sexual reproduction differs from asexual reproduction.  ...  ...  ...  ...  ...  ...  .  [3]  [total: 12]",
+            "6": "6 0610/32/ f/m/22 \u00a9 ucles 2022 blank page",
+            "7": "7 0610/32/ f/m/22 \u00a9 ucles 2022 [turn over 3 (a) fig. 3.1 is a diagram of a section through a human heart. y zdeoxygenated blood from the bodyoxygenated blood to the body oxygenated blood from the lungsdeoxygenated blood to the lungs fig. 3.1   (i) draw the letter x on fig. 3.1 to show the position of the septum.  [1]   (ii) state the name of the blood vessel labelled y in fig. 3.1.  .  [1]   (iii) state the function of the part labelled z in fig. 3.1.  ...  ...  .  [1]   (iv) state how the part labelled z in fig. 3.1 can be used to monitor the activity of the heart.  ...  ...  .  [1]   (v) state the name of the main type of tissue that forms the wall of the heart.  .  [1]",
+            "8": "8 0610/32/ f/m/22 \u00a9 ucles 2022  (b) a scientist measured the average resting heart rate of seven different species of animal. they  also estimated the average life expectancy of each species.   fig. 3.2 is a graph of the scientist\u2019s data. 0050100150200250300350400450500 5 10 15 20 25 30 average life expectancy  / yearsaverage resting heart rate / beats per minutemouse fox wolf tiger horseorcahamster fig. 3.2",
+            "9": "9 0610/32/ f/m/22 \u00a9 ucles 2022 [turn over   (i) complete the sentences to describe the results in fig. 3.2.    the animal with the highest average resting heart rate is the  .    the animal with the longest average life expectancy is the  .    the general trend is that as the average life expectancy increases, the average resting     heart rate  .  [3]   (ii) another animal species has an average life expectancy of 14 years.    using the information in fig. 3.2, predict the average resting heart rate of this animal  species.   ..  beats per minute  [1]  (c) coronary heart disease (chd) is a blockage of one of the blood vessels of the heart.   (i) state the name of the blood vessel that becomes blocked in chd.  .  [1]   (ii) list two risk factors for coronary heart disease. 1   2     [2]   (iii) list the names of two types of cell found in blood. 1   2    [2]  [total: 14]",
+            "10": "10 0610/32/ f/m/22 \u00a9 ucles 2022 4 (a) a student investigated aerobic respiration in an arthropod.   fig. 4.1 shows the apparatus the student used.   the potassium hydroxide solution removed any carbon dioxide produced by the arthropod. ruler capillary tubing potassium hydroxide solutiondrop of coloured liquid arthropodtest-tube wire gauze water-bath fig. 4.1   the coloured liquid moved 9  mm in 30 seconds.   (i) calculate the rate of movement of the coloured liquid.    ..  mm per s  [1]   (ii) predict the distance moved by the coloured liquid in one minute.   ...  mm [1]   (iii) state the name of the gas taken in by the arthropod that caused the coloured liquid to  move towards the test-tube.  .  [1]",
+            "11": "11 0610/32/ f/m/22 \u00a9 ucles 2022 [turn over   (iv) tick (\u2713) one sentence that explains why a water-bath was used in the investigation  shown in fig. 4.1. water is needed for respiration. water is needed for germination. water is used to keep the temperature constant. water is used to keep the ph constant.  [1]  (b) carbon dioxide is one product released by aerobic respiration.   (i) state the name of the other product of aerobic respiration.  .  [1]   (ii) state the name of the organ in humans that excretes carbon dioxide.  .  [1]  (c) respiration releases the energy needed for body processes.   complete the sentences to describe some of the ways energy is used by the body.   energy is required for muscle  . this allows our bodies to move.   energy is also required for the passage of nerve  . these are     electrical signals that are passed along cells called  .  [3]  [total: 9]",
+            "12": "12 0610/32/ f/m/22 \u00a9 ucles 2022 5 (a) fig. 5.1 is a drawing of part of a cross-section of a leaf. da b c fig. 5.1   (i) complete table 5.1 by stating the names of the parts labelled in fig. 5.1. table 5.1 letter in fig. 5.1 name of the part a b c d  [4]   (ii) state the number of guard cells shown in fig. 5.1.  .  [1]",
+            "13": "13 0610/32/ f/m/22 \u00a9 ucles 2022 [turn over  (b) the xylem is responsible for transporting water through the plant.   (i) state one other substance transported by the xylem.  .  [1]   (ii) state the type of cell through which water enters a plant.  .  [1]   (iii) describe how water moves out of the leaves of a plant.  ...  ...  ...  ...  ...  ...  .  [3]  (c) (i) state the word equation for photosynthesis.  .  [2]   (ii) state the type of energy required for photosynthesis.  .  [1]  [total: 13]",
+            "14": "14 0610/32/ f/m/22 \u00a9 ucles 2022 6 (a) a researcher investigated the effect of temperature on two different biological washing  powders, a and b.   two identical pieces of clothing were stained with the same type of food.   the researcher timed how long each washing powder took to remove the stains, at different  temperatures.   fig. 6.1 is a graph of the results. 00102030405060 10 20 30 40 50 60 70 temperature  / \u00b0ca btime taken to remove the stain / minutes fig. 6.1   (i) determine the time taken for washing powder a to remove the stain at 20  \u00b0c.     minutes  [1]   (ii) state why 40  \u00b0c is the best temperature to use for washing powder b.   ...  ...  .  [1]   (iii) a student stated some conclusions for the results shown in fig. 6.1.    tick (\u2713) two boxes that show two correct conclusions for the results shown in fig. 6.1. washing powder b is active over a greater range of temperatures  than washing powder a. washing powders a and b do not work at 50  \u00b0c. washing powders a and b have the same activity at 37  \u00b0c. washing powder a can remove the stain in 15 minutes. washing powder a is more effective at lower temperatures than  washing powder b.  [2]",
+            "15": "15 0610/32/ f/m/22 \u00a9 ucles 2022 [turn over  (b) state one factor, other than temperature, that affects enzyme activity.  .  [1]  (c) enzymes are biological catalysts.   define the term catalyst.  ...  ...  .  [2]  (d) fig. 6.2 is a diagram showing the action of an enzyme.  v wx zy fig. 6.2   state the letter or letters from fig. 6.2 that represent the: substrate  .. enzyme    [2]  (e) lipase is an enzyme commonly found in washing powder.   complete the word equation for the reaction that involves the enzyme lipase.  lipase           + glycerol  [2]  [total: 11]",
+            "16": "16 0610/32/ f/m/22 \u00a9 ucles 2022 7 (a)  scientists recorded the percentage of endangered species in each of the five groups of  vertebrates, in 2000 and 2011.   fig. 7.1 shows the results. 30 25 20 15 10 5 0percentage of endangered species in each vertebrate group amphibians mammals birds vertebrate groupreptiles fishkey: 2000 2011 fig. 7.1   (i) state the vertebrate group that had the largest increase in the percentage of endangered  species between 2000 and 2011.  .  [1]   (ii) state the vertebrate group that had a decrease in the percentage of endangered species.  .  [1]   (iii) state the percentage of fish species that were endangered in 2011.   ..  % [1]  (b) state one feature of birds which distinguishes them from the other groups of vertebrates.  .  [1]  (c) one reason species become endangered is pollution from discarded waste such as plastic.   describe two ways of preventing plastic waste entering the environment.  1    ... 2    ...   [2]",
+            "17": "17 0610/32/ f/m/22 \u00a9 ucles 2022 [turn over  (d) reducing pollution can help to conserve species.   outline other  ways that can be used to conserve endangered animal species.  ...  ...  ...  ...  ...  ...  ...  ...  .  [4] ",
+            "18": "18 0610/32/ f/m/22 \u00a9 ucles 2022  (e) differences between the features of the five groups of vertebrates have arisen over very long  periods of time. these differences are the result of natural selection.   the box on the left contains the term \u2018natural selection\u2019.   the boxes on the right contain some sentence endings.   draw three  lines to link the term \u2018natural selection\u2019 with three sentence endings to make  three correct sentences. involves humans choosing the best animals. involves only the best adapted organisms  surviving and breeding. involves passing on alleles to offspring. natural selection occurs because all offspring are identical to  their parents. occurs as there are not enough resources  for every individual. only occurs in animals.  [3]  [total: 13]",
+            "19": "19 0610/32/ f/m/22 \u00a9 ucles 2022 blank page",
+            "20": "20 0610/32/ f/m/22 \u00a9 ucles 2022 blank page permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the  publisher will be pleased to make amends at the earliest possible opportunity. 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."
+        },
+        "0610_m22_qp_42.pdf": {
+            "1": "this document has 20 pages. any blank pages are indicated.  [turn overcambridge igcse\u2122 dc (lk/sg) 303960/5 \u00a9 ucles 2022biology  0610/42 paper 4 theory (extended)  february/march  2022  1 hour 15 minutes you must answer on the question paper. no additional materials are needed. instructions  \u25cf answer all questions.  \u25cf use a black or dark blue pen. you may use an hb pencil for any diagrams or graphs.  \u25cf write your name, centre number and candidate number in the boxes at the top of the page.  \u25cf write your answer to each question in the space provided.  \u25cf do not use an erasable pen or correction fluid.  \u25cf do not write on any bar codes.  \u25cf you may use a calculator.  \u25cf you should show all your working and use appropriate units. information  \u25cf the total mark for this paper is 80.  \u25cf the number of marks for each question or part question is shown in brackets [  ]. *8464978600*",
+            "2": "2 0610/42/ f/m/22 \u00a9 ucles 2022 1 (a) (i) state the name of the gas exchange surface in humans.  .  [1]   (ii) state two features of the gas exchange surface in humans. 1   2    [2]  (b) fig. 1.1 is a diagram of the gas exchange system in humans. trachea diaphragm fig. 1.1   (i) draw a label line and the letter x on fig. 1.1 to identify an external intercostal muscle.  [1]   (ii) state the name of the tissue that forms c-shaped structures in the wall of the trachea  and state its function. name  . function  ..  ...  [2]",
+            "3": "3 0610/42/ f/m/22 \u00a9 ucles 2022 [turn over   (iii) describe the effects on the thorax of contraction of the diaphragm.  ...  ...  ...  ...  .  [2]  (c) table 1.1 compares the composition of inspired and expired air. table 1.1 gas name of the gaspercentage in   inspired airpercentage in   expired air a nitrogen 78 78 b 21 16 c 0.04 4 d variable saturated   (i) complete table 1.1 by writing the names of gases b, c and d. [3]   (ii) for gas b and gas c, explain the differences in the percentages shown in table  1.1  between inspired and expired air.  ...  ...  ...  ...  ...  ...  .  [3]  [total: 14]",
+            "4": "4 0610/42/ f/m/22 \u00a9 ucles 2022 2 (a) fig. 2.1 is a photomicrograph showing the fertilisation of one human egg cell. sperm fig. 2.1   describe and explain the adaptations of the cells shown in fig. 2.1 that enable fertilisation  and early development of the embryo to occur.  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  .  [6]",
+            "5": "5 0610/42/ f/m/22 \u00a9 ucles 2022 [turn over  (b) people can use artificial insemination (ai) or in vitro  fertilisation (ivf) to increase their chance  of becoming pregnant.   (i) outline the process of artificial insemination.  ...  ...  ...  ...  ...  ...  .  [3]   (ii) outline how the process of in vitro  fertilisation (ivf) differs from artificial insemination (ai).  ...  ...  ...  ...  .  [2]   (iii) describe the social implications of fertility treatments.  ...  ...  ...  ...  ...  ...  ...  ...  .  [4]  [total: 15]",
+            "6": "6 0610/42/ f/m/22 \u00a9 ucles 2022 3 (a) a scientist investigated the effect of temperature on the mass of leaves picked from a  tea plant, camellia sinensis . \u2022 three samples of leaves were picked and the mass of each sample of leaves was  recorded. \u2022 each sample of leaves was kept at a different temperature for four hours.  \u2022 after four hours, the mass of each sample of leaves was measured and recorded  again. \u2022 the scientist then calculated the final mass as a percentage of the initial mass for  each sample.   fig. 3.1 shows the results. final mass as a percentage of the initial mass100 90 80 70 temperature at which the leaves were kept  / \u00b0c0 10 20 30 40 fig. 3.1   (i) explain the results shown in fig. 3.1.  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  .  [5]   (ii) state one factor, other than temperature, that would affect the loss of mass from the  leaves of a plant.   .  [1]",
+            "7": "7 0610/42/ f/m/22 \u00a9 ucles 2022 [turn over  (b) fig. 3.2 is a photomicrograph of the tissue that transports water and mineral ions in a plant.  fig. 3.2   (i) state the name of the tissue shown in fig. 3.2.  .  [1]   (ii) describe how the tissue shown in fig. 3.2 is adapted for its functions in the plant.  ...  ...  ...  ...  ...  ...  .  [3]",
+            "8": "8 0610/42/ f/m/22 \u00a9 ucles 2022  (c) explain how mineral ions enter a plant.  ...  ...  ...  ...  ...  ...  .  [3]  [total: 13]",
+            "9": "9 0610/42/ f/m/22 \u00a9 ucles 2022 [turn over 4 (a) fig. 4.1 is a diagram of vibrio cholerae , the bacterium that causes cholera. flagellumcytoplasmcell wallcapsuleribosomesdnaplasmid fig. 4.1   (i) describe two similarities and two differences between a palisade mesophyll cell and the  bacterial cell shown in fig. 4.1. similarity 1  .  ... similarity 2  .  ... difference 1   ... difference 2   ...  [4]",
+            "10": "10 0610/42/ f/m/22 \u00a9 ucles 2022   (ii) explain how the cholera bacterium causes diarrhoea.  ...  ...  ...  ...  ...  ...  .  [3]  (b) a scientist tested the resistance of one strain of bacteria to different antibiotics.   the scientist tested solutions of five different antibiotics, a to e.   she soaked a paper disc in each antibiotic solution.   the paper discs with antibiotics were placed in a petri dish containing bacteria on agar jelly.    fig. 4.2 is a diagram of the appearance of the petri dish after 48 hours. the shaded areas  show where bacteria grew. the clear areas show where bacteria did not grow. e d cba clear area where bacteria did not growarea where bacteria grew paper disc with antibiotic fig. 4.2",
+            "11": "11 0610/42/ f/m/22 \u00a9 ucles 2022 [turn over   (i) the strain of bacteria used in this investigation causes a disease.    using the information in fig. 4.2, explain why antibiotic e would be the most effective at  treating this disease.  ...  ...  .  [1]   (ii) the results in fig. 4.2 show that this strain of bacteria is resistant to antibiotic a.    five years ago, a similar investigation found that the clear area for antibiotic a was the  same size as antibiotic b is in fig. 4.2.    explain how bacteria become resistant to antibiotics.  ...  ...  ...  ...  ...  ...  ...  ...  .  [4]   (iii) describe how to minimise the risk of antibiotic b developing the same results as  antibiotic  a.  ...  ...  .  [1]  [total: 13]",
+            "12": "12 0610/42/ f/m/22 \u00a9 ucles 2022 blank page",
+            "13": "13 0610/42/ f/m/22 \u00a9 ucles 2022 [turn over 5 the arabian oryx and the northern white rhinoceros are both mammals.  fig. 5.1 is a photograph of an arabian oryx. fig. 5.2 is a photograph of a northern white rhinoceros.  fig. 5.1 fig. 5.2  (a) describe two pieces of evidence visible  in fig. 5.1 and fig. 5.2 that show these animals are  mammals. 1   2    [2]",
+            "14": "14 0610/42/ f/m/22 \u00a9 ucles 2022  (b) different conservation methods are used to try to prevent species from becoming extinct.   a population of the arabian oryx and a population of northern white rhinoceros were monitored.   fig. 5.3 shows how the population size of each species has changed over time. number of arabian oryxnumber of northern white rhinoceros350 300 250 200 150 100 50 0 05101520253035 1980 1990 year2000 2010 2020 1975 1985 1995 2005 2015 northern white rhinocerosarabian oryxkey: fig. 5.3   (i) calculate the percentage increase in the number of arabian oryx between 1990 and  2000.    give your answer to three  significant figures.    space for working.     % [3]",
+            "15": "15 0610/42/ f/m/22 \u00a9 ucles 2022 [turn over   (ii) describe the data for the northern white rhinoceros shown in fig. 5.3.  ...  ...  ...  ...  ...  ...  .  [3]  (c) suggest the conservation methods that were used to increase the number of arabian oryx  between 1978 and 2000.  ...  ...  ...  ...  ...  ...  .  [3]  (d) explain the risks to the northern white rhinoceros species as a result of its population size.  ...  ...  ...  ...  ...  ...  .  [3]  [total: 14]",
+            "16": "16 0610/42/ f/m/22 \u00a9 ucles 2022 blank page",
+            "17": "17 0610/42/ f/m/22 \u00a9 ucles 2022 [turn over 6 (a) complete table 6.1 to show the names, functions and sites of action of the three different  digestive enzymes. table 6.1 name of enzyme function site of action pepsin trypsin breaks down maltose to glucose  [3]",
+            "18": "18 0610/42/ f/m/22 \u00a9 ucles 2022  (b) enzymes are proteins.   fig. 6.1 shows the stages involved in protein synthesis. cbnuclear membranednanuclear membranea \u2013 codes for a protein stage 3stage 2stage 1dna      not to scale fig. 6.1",
+            "19": "19 0610/42/ f/m/22 \u00a9 ucles 2022   (i) state the name of the parts represented by the letters a and c in fig. 6.1. a   c    [2]   (ii) describe the events that occur during stage 2 in fig. 6.1.  ...  ...  ...  ...  .  [2]   (iii) state what determines the order in which the parts labelled b are assembled.  ...  ...  .  [1]  (c) the shape of a protein is very important for its function.   explain the importance of shape for the function of an enzyme.  ...  ...  ...  ...  ...  ...  .  [3]  [total: 11]",
+            "20": "20 0610/42/ f/m/22 \u00a9 ucles 2022 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.blank page"
+        },
+        "0610_m22_qp_52.pdf": {
+            "1": "this document has 12 pages. any blank pages are indicated.  [turn overcambridge igcse\u2122biology  0610/52 paper 5 practical test  february/march  2022  1 hour 15 minutes you must answer on the question paper. you will need:  the materials and apparatus listed in the confidential instructions instructions  \u25cf answer all questions.  \u25cf use a black or dark blue pen. you may use an hb pencil for any diagrams or graphs.  \u25cf write your name, centre number and candidate number in the boxes at the top of the page.  \u25cf write your answer to each question in the space provided.  \u25cf do not use an erasable pen or correction fluid.  \u25cf do not write on any bar codes.  \u25cf you may use a calculator.  \u25cf you should show all your working and use appropriate units. information  \u25cf the total mark for this paper is 40.  \u25cf the number of marks for each question or part question is shown in brackets [  ]. *8587187923* dc (cj/cb) 303955/3 \u00a9 ucles 2022for examiner\u2019s use 1 2 total",
+            "2": "2 0610/52/ f/m/22 \u00a9 ucles 2022 1 you are going to investigate the effect of surface area on the rate of diffusion.   you will be preparing different sized blocks of agar. the agar contains universal indicator. the  blocks of agar have different surface areas. you will place the blocks of agar into hydrochloric acid  and measure the time taken for the acid to diffuse to the centre of the agar block. the agar block  will change colour as the acid diffuses through it.  read all the instructions but do not carry them out until you have drawn a table for  your results in the space provided in 1(a)(i).  you should use the safety equipment provided while you are carrying out the practical work.  step 1   use the measuring cylinder to put 10  cm3 of hydrochloric acid into each of the four  test\u2011tubes. place the test \u2011tubes in the test \u2011tube rack.  step 2   you are provided with a large piece of agar which is approximately 1.0  cm thick. use  the knife and the ruler to cut two blocks from the large piece of agar, that each measure  approximately 1.0  cm \u00d7 1.0 cm \u00d7 1.0 cm, as shown in fig. 1.1.  1.0 cm1.0 cm1.0 cm 1.0 cmagar block white tile1.0 cm1.0 cm fig. 1.1  step 3   put one of the 1.0  cm \u00d7 1.0 cm \u00d7 1.0 cm blocks of agar into one of the test \u2011tubes  containing hydrochloric acid and immediately start the stop \u2011clock.  step 4   observe the colour of the agar block. you may find it easier to observe the colour change  if you hold the white card behind the test \u2011tube.     record in your table in 1(a)(i)  the time taken, in seconds, for the block to become  completely red. if the agar block in the test \u2011tube has not become completely red after  five minutes, stop observing and record the time as >300 in your table.  step 5   cut the second 1.0  cm \u00d7 1.0 cm \u00d7 1.0 cm block into two blocks that are each   1.0 cm \u00d7 1.0 cm x 0.5  cm.  step 6   put one of the 1.0  cm \u00d7 1.0 cm \u00d7 0.5 cm blocks from step 5 into the second test \u2011tube  containing hydrochloric acid and immediately start the stop \u2011clock. repeat step 4.  step 7   cut the second 1.0  cm \u00d7 1.0 cm \u00d7 0.5 cm block into two blocks that are each   1.0 cm \u00d7 0.5 cm \u00d7 0.5 cm.  step 8   put one of the 1.0  cm \u00d7 0.5 cm \u00d7 0.5 cm blocks from step 7 into the third test \u2011tube  containing hydrochloric acid and immediately start the stop \u2011clock. repeat step 4.",
+            "3": "3 0610/52/ f/m/22 \u00a9 ucles 2022 [turn over  step 9   cut the second 1.0  cm \u00d7 0.5 cm \u00d7 0.5 cm block into two blocks that are each   0.5 cm \u00d7 0.5 cm \u00d7 0.5 cm.  step 10   put one of the 0.5  cm \u00d7 0.5 cm \u00d7 0.5 cm blocks from step 9 into the fourth test \u2011tube  containing hydrochloric acid and immediately start the stop \u2011clock. repeat step 4.  (a) (i) prepare a table to record your results.  [4]    (ii)  state a conclusion for your results.  ...  ...  .  [1]   (iii)  state the variable that you changed (independent variable) in this investigation.   ...  .  [1]   (iv) state two variables that were kept constant in this investigation. 1    ... 2    ...  [2]",
+            "4": "4 0610/52/ f/m/22 \u00a9 ucles 2022   (v) suggest two ways you could improve the method used in this investigation. 1    ...  ... 2    ...  ...  [2]   (vi) describe how you carried out step 2 safely.  ...  ...  .  [1]  (b) table 1.1 shows the surface areas and volumes of the blocks of agar that you used in your  investigation. table 1.1 length of sides  / cm surface area  / cm2volume  / cm3 surface area to  volume ratio 1.0 \u00d7 1.0 \u00d7 1.0 6.00 1.000 6:1 1.0 \u00d7 1.0 \u00d7 0.5 4.00 0.500 8:1 1.0 \u00d7 0.5 \u00d7 0.5 2.50 0.250 0.5 \u00d7 0.5 \u00d7 0.5 1.50 0.125 12:1   calculate the surface area to volume ratio for the 1.0  cm \u00d7 0.5 cm \u00d7 0.5 cm block of agar.    ..  [1]",
+            "5": "5 0610/52/ f/m/22 \u00a9 ucles 2022 [turn over blank page",
+            "6": "6 0610/52/ f/m/22 \u00a9 ucles 2022  (c) (i) many organisms have adaptations that increase the area of their gas exchange surfaces.     fig. 1.2 is a photomicrograph of part of a fish gill. q magnification \u00d7550p fig. 1.2    draw a large diagram of the part of the fish gill shown in the box in fig. 1.2.   [4]",
+            "7": "7 0610/52/ f/m/22 \u00a9 ucles 2022 [turn over   (ii) measure the length of line pq in fig. 1.2.    length of line pq  mm    calculate the actual length of the part of the fish gill using the formula and your  measurement. magnification = length of line pq actual length of the part of the fish gill       give your answer to three  decimal places.    space for working.   .  mm  [3]   (d)  fish is a source of protein in the diet.   state how you could test a sample of food to show that it contains protein.   include the result of a positive test.   ...  ...  ...  .  [2]",
+            "8": "8 0610/52/ f/m/22 \u00a9 ucles 2022  (e) photographic film consists of a plastic sheet coated in crystals. the crystals are fixed to  the plastic sheet by gelatin, which is made of protein. if the gelatin is digested by protease  enzymes the crystals fall off and the film will become transparent, as shown in fig. 1.3. before protease treatment after protease treatment fig. 1.3   plan an investigation to determine the effect of temperature on the activity of a protease  enzyme, using photographic film.  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  .  [6]  [total: 27]",
+            "9": "9 0610/52/ f/m/22 \u00a9 ucles 2022 [turn over blank page",
+            "10": "10 0610/52/ f/m/22 \u00a9 ucles 2022 2 cabbage leaves contain vitamin c. boiling the cabbage in water reduces the vitamin c content of  the leaves. some students investigated the effect of boiling time on the concentration of vitamin c  remaining in the cabbage leaves.   (a) the students prepared the cabbage samples using this method:   step 1  heat a large volume of water until it begins to boil.   step 2  measure the mass of chopped cabbage leaves.    step 3  place the chopped cabbage leaves into the boiling water.    step 4  continue to boil the water.    step 5  remove a sample of cabbage leaves from the water at each time interval.   state two pieces of apparatus, other than safety equipment, that would be required to carry  out the method described in steps 1 and 2 . 1   2    [2]  (b)  the vitamin c concentration of each cabbage leaf sample was then determined.     the results of the investigation are shown in table 2.1. table 2.1 boiling time  / minutesvitamin c   concentration    / mg per 100  g of  cabbage leaves   0 34  5 31 10 26 15 22 25 13",
+            "11": "11 0610/52/ f/m/22 \u00a9 ucles 2022 [turn over   (i) plot a line graph on the grid of the data in table 2.1.   [4]    (ii)  use your graph to estimate the concentration of vitamin c in a sample of cabbage leaves  that has been boiled for 20 minutes.       show on your graph how you obtained your estimate.   ..  mg per 100  g   [2]",
+            "12": "12 0610/52/ f/m/22 \u00a9 ucles 2022 permission to reproduce items where third \u2011party 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 \u2011related 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.  (iii) table 2.1 shows that at the start of the investigation 100  g of unboiled cabbage leaves  contained 34  mg of vitamin c.    using the information in table 2.1, calculate the percentage decrease in the vitamin  c  content of 100  g of cabbage leaves after boiling for 25 minutes.    give your answer to two significant figures.    space for working.     %   [3]  (c) the students wanted to know if the vitamin c had moved from the cabbage leaves into the  water that the leaves were boiled in.   state how the students could test the water for the presence of vitamin c.   include the result of a positive test.  ...  ...  ...  .  [2]  [total: 13]"
+        },
+        "0610_m22_qp_62.pdf": {
+            "1": "this document has 12 pages. any blank pages are indicated.  [turn overcambridge igcse\u2122 dc (ce/fc) 303941/3 \u00a9 ucles 2022biology  0610/62 paper 6 alternative to practical  february/march  2022  1 hour you must answer on the question paper. no additional materials are needed. instructions  \u25cf answer all questions.  \u25cf use a black or dark blue pen. you may use an hb pencil for any diagrams or graphs.  \u25cf write your name, centre number and candidate number in the boxes at the top of the page.  \u25cf write your answer to each question in the space provided.  \u25cf do not use an erasable pen or correction fluid.  \u25cf do not write on any bar codes.  \u25cf you may use a calculator.  \u25cf you should show all your working and use appropriate units. information  \u25cf the total mark for this paper is 40.  \u25cf the number of marks for each question or part question is shown in brackets [  ]. *4274559155*",
+            "2": "2 0610/62/ f/m/22 \u00a9 ucles 2022 1 a student investigated the effect of surface area on the rate of diffusion.   the student prepared different sized blocks of agar. the blocks of agar had different surface  areas.  the agar contained universal indicator which made the agar green in colour.   the blocks of agar were put in hydrochloric acid. universal indicator turns red in the presence of  acid.   as the acid diffused into the agar block, the indicator changed from green to red in colour. the  time taken for the acid to diffuse to the centre of the block was measured.   step 1  10 cm3 of 1 mol per dm3 hydrochloric acid was put into each of four test-tubes.   step 2   the student used a ruler and a knife to measure and cut four blocks of agar, a, b, c and  d, from a larger piece of agar. each block was a different size, as shown in fig. 1.1. a b cd1.0 cm 1.0 cm1.0 cm1.0 cm 1.0 cm1.0 cm 0.5 cm 0.5 cm0.5 cm0.5 cm0.5 cm 0.5 cmagar block white tile fig. 1.1  step 3   agar block a was placed into one of the test-tubes containing hydrochloric acid. a stop- clock was started. the colour of agar block a was observed.     the time taken for agar block a to change in colour from green to completely red was  recorded.  step 4  step 3 was repeated with the remaining blocks b, c and d.",
+            "3": "3 0610/62/ f/m/22 \u00a9 ucles 2022 [turn over  fig. 1.2 shows the time taken for each agar block to become completely red. 06:56 03:02 01:54 01:24 a b c dminutes:seconds minutes:seconds minutes:seconds minutes:seconds fig. 1.2  (a) (i) prepare a table to record the results.    convert the times shown in fig. 1.2 to seconds and record them in your table.  [4]   (ii) state a conclusion for the results of this investigation.  ...  ...  .  [1]   (iii) state the variable that the student measured (dependent variable) in this investigation.   ...  .  [1]",
+            "4": "4 0610/62/ f/m/22 \u00a9 ucles 2022   (iv) state the variable that the student changed (independent variable) in this investigation.   ...  .  [1]   (v) state two variables that were kept constant in this investigation. 1    ... 2    ...  [2]   (vi) suggest one way of improving the method used in this investigation.  ...  ...  .  [1]   (vii) describe how step 2 could be carried out safely.  ...  ...  .  [1]  (b) table 1.1 shows the surface areas and volumes of the blocks of agar that were used in the  investigation. table 1.1 length of sides  / cm surface area  / cm2volume  / cm3 surface area to  volume ratio 1.0 \u00d7 1.0 \u00d7 1.0 6.00 1.000  6:1 1.0 \u00d7 1.0 \u00d7 0.5 4.00 0.500  8:1 1.0 \u00d7 0.5 \u00d7 0.5 2.50 0.250 0.5 \u00d7 0.5 \u00d7 0.5 1.50 0.125 12:1   calculate the surface area to volume ratio for the 1.0  cm \u00d7 0.5 cm \u00d7 0.5 cm block of agar.    ..  [1]",
+            "5": "5 0610/62/ f/m/22 \u00a9 ucles 2022 [turn over blank page",
+            "6": "6 0610/62/ f/m/22 \u00a9 ucles 2022  (c) (i) many organisms have adaptations that increase the area of their gas exchange surfaces.    fig. 1.3 is a photomicrograph of part of a fish gill. p q magnification  \u00d7550 fig. 1.3    draw a large diagram of the part of the fish gill shown in the box in fig. 1.3.  [4]",
+            "7": "7 0610/62/ f/m/22 \u00a9 ucles 2022 [turn over   (ii) measure the length of line pq in fig. 1.3.    length of line pq .. mm    calculate the actual length of the part of the fish gill using the formula and your  measurement.    magnification = length of line pq actual length of the part of the fish gill    give your answer to three  decimal places.    space for working.   .  mm  [3]   (d) fish is a source of protein in the diet.   state how you could test a sample of food to show that it contains protein.   include the result of a positive test.  ...  ...  ...  .  [2]",
+            "8": "8 0610/62/ f/m/22 \u00a9 ucles 2022  (e) photographic film consists of a plastic sheet coated in crystals. the crystals are fixed to  the plastic sheet by gelatin, which is made of protein. if the gelatin is digested by protease  enzymes the crystals fall off and the film will become transparent, as shown in fig. 1.4. before protease treatment after protease treatment fig. 1.4   plan an investigation to determine the effect of temperature on the activity of a protease  enzyme, using photographic film.  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  .  [6]  [total: 27]",
+            "9": "9 0610/62/ f/m/22 \u00a9 ucles 2022 [turn over blank page",
+            "10": "10 0610/62/ f/m/22 \u00a9 ucles 2022 2 cabbage leaves contain vitamin c. boiling the cabbage in water reduces the vitamin c content of  the leaves. some students investigated the effect of boiling time on the concentration of vitamin  c  remaining in the cabbage leaves.   (a) the students prepared the cabbage samples using this method:   step 1  heat a large volume of water until it begins to boil.   step 2  measure the mass of chopped cabbage leaves.    step 3  place the chopped cabbage leaves into the boiling water.    step 4  continue to boil the water.    step 5  remove a sample of cabbage leaves from the water at each time interval.   state two pieces of apparatus, other than safety equipment, that would be required to carry  out the method described in steps 1 and 2 . 1   2    [2]  (b) the vitamin c concentration of each cabbage leaf sample was then determined.   the results of the investigation are shown in table 2.1. table 2.1 boiling time  / minutesvitamin c  concentration    / mg per 100  g of  cabbage leaves   0 34  5 31 10 26 15 22 25 13",
+            "11": "11 0610/62/ f/m/22 \u00a9 ucles 2022 [turn over   (i) plot a line graph on the grid of the data in table 2.1.  [4]    (ii) use your graph to estimate the concentration of vitamin c in a sample of cabbage leaves  that has been boiled for 20 minutes.     show on your graph how you obtained your estimate.   ..  mg per 100  g  [2]",
+            "12": "12 0610/62/ f/m/22 \u00a9 ucles 2022 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.  (iii) table 2.1 shows that at the start of the investigation 100  g of unboiled cabbage leaves  contained 34  mg of vitamin c.    using the information in table 2.1, calculate the percentage decrease in the vitamin  c  content of 100  g of cabbage leaves after boiling for 25 minutes.    give your answer to two significant figures.    space for working.     % [3]  (c) the students wanted to know if the vitamin c had moved from the cabbage leaves into the  water that the leaves were boiled in.   state how the students could test the water for the presence of vitamin c.   include the result of a positive test.  ...  ...  ...  .  [2]  [total: 13] "
+        },
+        "0610_s22_qp_11.pdf": {
+            "1": "    this document has 16 pages. any blank pages are indicated.  ib22 06_0610_11/4rp   \u00a9 ucles 2022   [turn ove r   *2422450505*cambridge igcse\u2122       biology 0610/11     paper 1 multiple choice (core)  may/june 2022     45 minutes    you must answer on the mult iple choice answer sheet.    you will need: multiple choice answer sheet   soft clean eraser   soft pencil (type b or hb is recommended)       instructions   \uf0b7 there are forty  questions on this paper. answer all questions.   \uf0b7 for each question there ar e four possible answers a, b, c and d. choose the one you consider correct  and record your choice in soft pencil on the multiple choice an swer sheet.   \uf0b7 follow the instructions on the multiple choice answer sheet.  \uf0b7 write in soft pencil.  \uf0b7 write your name, centre number and candidate number on the mult iple choice answer sheet in the  spaces provided unless this has been done for you.  \uf0b7 do not use correction fluid.  \uf0b7 do not write on any bar codes.  \uf0b7 you may use a calculator.      information  \uf0b7 the total mark for this paper is 40.  \uf0b7 each correct answer will score one mark.  \uf0b7 any rough working should be don e on this question paper.   ",
+            "2": "2  \u00a9 ucles 2022 0610/11/m/j/22  1 all living organisms release e nergy from nutrient molecules wi thin their cells.    what is the name of this characteristic?  a g r o w t h   b nutrition  c respiration  d sensitivity    2 the horse, equus ferus , and the donkey, equus asinus , are able to interbreed. the offspring they  produce is called a mule.    which statement is correct?  a the horse and the donkey are the same genus; the mule is infert ile.  b the horse and the donkey are the same species; the mule is infe rtile.  c the horse and the donkey are the same genus; the mule is fertil e.  d the horse and the donkey are the same species; the mule is fert ile.     3 the diagram shows an organism.        which type of arthropod is this organism?  a myriapod  b insect  c crustacean  d arachnid    ",
+            "3": "3     \u00a9 ucles 2022 0610/11/m/j/22 [turn over  4 the diagram shows a cross-section through two guard cells of a  leaf.    w x y z    which labelled structures would also be found in an animal cell ?   a w and x b x and y c y and z d z and w    5 the diagram shows a cross-section through a leaf.    which label shows a tissue?    ab dc      ",
+            "4": "4  \u00a9 ucles 2022 0610/11/m/j/22  6 a student found four different worms in a sample of soil and d rew diagrams of them. the  diagrams were drawn with different magnifications.    which worm was the longest?     length of  diagram  / mm magnification  a 60 \uf0b43  b 70 \uf0b41  c 100 \uf0b42  d 120 \uf0b45      7 which statement describes the net movement of particles during  diffusion?  a from higher to lower concentration down a concentration gradien t  b from higher to lower concentration against a concentration grad ient  c from lower to higher concentration down a concentration gradien t  d from lower to higher concentration against a concentration grad ient    8 the diagram shows a section through a mesophyll cell of a leaf .    which part is partially permeable?    a b c d     9 what are the smaller basic units of starch and glycogen molecu les?   starch glycogen  a amino acids fatty acids and glycerol  b amino acids glucose  c glucose fatty acids and glycerol  d glucose glucose     ",
+            "5": "5     \u00a9 ucles 2022 0610/11/m/j/22 [turn over  10 some terms used to describe enzyme-controlled reactions are li sted.    1 catalyst  2 product  3 protein  4 substrate    which terms describe an enzyme?  a 1 and 3 b 1 and 4 c 2 and 3 d 2 and 4     11 the diagram shows two food tests being carried out on solution  x.    heat solution x solution xtest 1 test 2 purple colourbiuret solutionbenedict\u2019s solution redcolour     which nutrients are present in solution x?  a protein and starch  b protein and sugar  c starch and fat  d starch and sugar      12 which chemical is a product of photosynthesis that moves out o f a green leaf through its  stomata?  a carbon dioxide   b glucose  c oxygen  d water     ",
+            "6": "6  \u00a9 ucles 2022 0610/11/m/j/22  13 which tissues are found in vascular bundles?  a palisade mesophyll and phloem  b palisade mesophyll and spongy mesophyll  c phloem and xylem  d spongy mesophyll and xylem      14 what is the dietary importance of fibre in humans?  a for growth and repair of cells   b to help food move through the alimentary canal  c to maintain strong bones and teeth  d to provide energy      15 in which part of the alimentary canal does ingestion take plac e?  a anus  b liver  c mouth  d stomach     ",
+            "7": "7     \u00a9 ucles 2022 0610/11/m/j/22 [turn over  16 the diagram shows the human alimen tary canal, with a string ma rked in metres beside it.    oesophagus anus0 1 2 3 4 5 6789string marked in metres     how long is the small intestine?  a 2 m b 6 m c 8 m d 9 m    17 a non-woody plant stem is placed in water containing a red dye.  it is left for one day and then a  section of the stem is exam ined using a microscope.    which tissue is stained red?    ab c d      ",
+            "8": "8  \u00a9 ucles 2022 0610/11/m/j/22  18 the diagram shows a cross-section through a leaf.    from which cell will most water evaporate during transpiration?     a db c      19 the diagram shows a cross-section through the heart of a mamma l.    p q r     which row correctly identifies p, q and r?     p  q  r   a valve right atrium right ventricle  b left atrium valve left ventricle  c left ventricle left atrium valve  d right atrium valve right ventricle     ",
+            "9": "9     \u00a9 ucles 2022 0610/11/m/j/22 [turn over  20 which process is slower than normal in a person with very few platelets?  a antibody formation  b blood clotting  c oxygen transport  d phagocytosis      21 the body has several defence mechanisms to protect against dis ease.    which defence mechanism is a chemical barrier?  a hairs in the nose  b mucus  c skin  d white blood cells    22 a person lives in a climate where the air is very dry.    which row correctly compares inspired air with expired air for this person?     inspired air expired air  a higher carbon dioxide concentration higher oxygen concentration   b lower water vapour concentration higher carbon dioxide concentr ation  c lower oxygen concentration higher water vapour concentration  d lower carbon dioxide concentration lower water vapour concentra tion     23 substances involved in aerobic respiration are listed.    1 carbon dioxide  2 glucose 3 oxygen 4 water    which substances are used during aerobic respiration?  a 1 and 3 b 1 and 4 c 2 and 3 d 2 and 4    ",
+            "10": "10  \u00a9 ucles 2022 0610/11/m/j/22  24 the diagram shows the oxygen uptake by germinating seeds at two  different temperatures.    0.4 0.30.20.10.0oxygen uptake/  cm3 0 5 10 15 20 time  / minutes10 \u00b0c 20 \u00b0ckey     at which time is the oxygen uptake at 20  \uf0b0c four times greater than at 10  \uf0b0c?  a 5 minutes  b 10 minutes  c 15 minutes  d 20 minutes    25 a person produced 1.75  dm3 of urine on a cool day.    how will the volume and concentration of urine change on a hot day, if fluid intake is the same as  on the cool day?     volume  concentration  a increases decreases  b increases increases  c decreases decreases  d decreases increases     ",
+            "11": "11     \u00a9 ucles 2022 0610/11/m/j/22 [turn over  26 which hormone triggers the \u2018fight or flight\u2019 response?  a testosterone  b oestrogen  c adrenaline  d insulin      27 which organ detects and coordinates the response to changes in  internal body temperature?  a brain  b heart  c liver  d skin      28 which statement describes the plant response known as phototro pism?  a all parts of a plant grow towards light.  b all parts of a plant grow away from light.  c plant shoots grow towards light.  d plant roots grow towards light.      29 why is excessive consumption of alcohol discouraged before som eone operates machinery or  drives a vehicle?  a alcohol decreases reaction times.  b alcohol increases reaction times.  c alcohol is a stimulant drug.  d alcohol is an addictive drug.      30 what is an example of sexual reproduction?  a one bacterial cell dividing to produce two daughter bacterial c ells  b one banana plant being divided into two banana plants  c one pollen grain nucleus fusing with one ovule nucleus in a flo wer  d one yeast cell producing buds which separate to become new yeas t cells     ",
+            "12": "12  \u00a9 ucles 2022 0610/11/m/j/22  31 the diagram shows a cross-section of an insect-pollinated flow er.    which label is the stigma?    a db c      32 the effectiveness of different methods of birth control were s tudied in one country.    the graph shows the results of the study.    100 80604020 0percentage effectiveness method of birth controlcondom contraceptiveinjection contraceptive pillfemidom monitoring bodytemperaturevasectomy     which type of birth control is the most effective in this study ?  a barrier  b chemical  c natural  d surgical     ",
+            "13": "13     \u00a9 ucles 2022 0610/11/m/j/22 [turn over  33 beak shape in birds is controlled by genes passed from the par ent birds to their offspring.    what is this an example of?  a selection  b fertilisation  c mitosis  d inheritance    34 a student used a diagram to explain the inheritance of sex in humans.    mother  father  \uf0af  \uf0af  eggs  sperm  \uf0af  \uf0af  1  2    which statements should she use to complete boxes 1 and 2?     box 1 box 2  a   all have an x chromosome   half have an x chromosome and  half have a y chromosome  b   all have a y chromosome   half have an x chromosome and  half have a y chromosome  c   half have an x chromosome and  half have a y chromosome all have an x chromosome    d   half have an x chromosome and  half have a y chromosome all have a y chromosome      35 which statement about selective breeding is correct?  a it does not involve humans.  b it involves a struggle for survival.  c it always involves only one parent.  d it involves parents that possess desirable features.    ",
+            "14": "14  \u00a9 ucles 2022 0610/11/m/j/22  36 which process uses the principa l source of energy input to bio logical systems?  a ingestion  b decomposition  c photosynthesis  d respiration      37 the diagram shows the water cycle. four different processes are  numbered.    3 1 24     which row identifies the processes correctly?     condensation evaporation precipitation transpiration  a 1 4 3 2  b 2 1 4 3  c 3 2 1 4  d 4 3 2 1      38 a herd of red deer live in a forest that contains snakes and a  large variety of birds.    which group of organisms is an example of a population?  a all the animals in the forest  b all the red deer in the forest  c all the organisms in the forest  d all the plants in the forest     ",
+            "15": "15     \u00a9 ucles 2022 0610/11/m/j/22  39 which process makes use of a genetically engineered organism?  a using bacteria to produce insulin  b using enzymes in biological washing powders  c using pectinase in fruit juice production  d using yeast to produce ethanol      40 the food web shows the feeding relationships in a woodland.    treeswood pigeons caterpillarschaffinchessparrowhawks grey squirrels     if all the chaffinches in the food web die, which effect would this have?  a the amount of damage to trees will increase.  b the food supply for grey squirrels will increase.  c the number of wood pigeons will increase.  d the population of caterpillars will decrease.    ",
+            "16": "16      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 tra ce copyright holders, but if any items requiring clearance have  unwittingly been included, the  publisher will be pleased to make amends at the earliest possib le opportunity.    to avoid the issue of disclosure of answer-related information to candidates, all copyright acknowledgements are reproduced on line in the cambridge  assessment international educat ion copyright acknowledgements b ooklet. this is produced for each series of examinations and is  freely available to download  at www.cambridgeinternational.org  after the live examination se ries.   cambridge assessment international education is part of cambrid ge assessment. cambridge assessment is the brand name of the un iversity of cambridge  local examinations syndicate (ucles), which is a department of the university of cambridge.    \u00a9 ucles 2022 0610/11/m/j/22  blank page  "
+        },
+        "0610_s22_qp_12.pdf": {
+            "1": "    this document has 20 pages. any blank pages are indicated.  ib22 06_0610_12/4rp   \u00a9 ucles 2022   [turn ove r   *5243971271 *cambridge igcse\u2122       biology 0610/12     paper 1 multiple choice (core)  may/june 2022     45 minutes    you must answer on the mult iple choice answer sheet.    you will need: multiple choice answer sheet   soft clean eraser   soft pencil (type b or hb is recommended)       instructions   \uf0b7 there are forty  questions on this paper. answer all questions.   \uf0b7 for each question there ar e four possible answers a, b, c and d. choose the one you consider correct  and record your choice in soft pencil on the multiple choice an swer sheet.   \uf0b7 follow the instructions on the multiple choice answer sheet.  \uf0b7 write in soft pencil.  \uf0b7 write your name, centre number and candidate number on the mult iple choice answer sheet in the  spaces provided unless this has been done for you.  \uf0b7 do not use correction fluid.  \uf0b7 do not write on any bar codes.  \uf0b7 you may use a calculator.      information  \uf0b7 the total mark for this paper is 40.  \uf0b7 each correct answer will score one mark.  \uf0b7 any rough working should be don e on this question paper.   ",
+            "2": "2  \u00a9 ucles 2022 0610/12/m/j/22  1 all living organisms release e nergy from nutrient molecules wi thin their cells.    what is the name of this characteristic?  a g r o w t h   b nutrition  c respiration  d sensitivity    2 which levels of classification are shown in the scientific nam e of an organism, using the  binominal system?     genus kingdom species   a \u0016 \u0016 \u0016 k e y   b \u0016 \u0016 \u001a \u0016 = yes  c \u0016 \u001a \u0016 \u001a = no  d \u001a \u0016 \u0016      3 the diagram shows an arthropod that lives on land.        to which group of arthropods does this animal belong?  a arachnids  b crustaceans  c insects  d myriapods    ",
+            "3": "3     \u00a9 ucles 2022 0610/12/m/j/22 [turn over  4 the diagram shows a cross-section through two guard cells of a  leaf.    w x y z    which labelled structures would also be found in an animal cell ?   a w and x b x and y c y and z d z and w    5 the table shows some structures found in the human body.    which row shows the correct level of organisation, from the sim plest structure to the most  complex?     simple   complex  a red blood cell heart heart muscle circulatory system  b heart muscle circulatory system red blood cell heart  c red blood cell heart muscle heart circulatory system  d heart muscle red blood cell circulatory system heart      6 the diagram shows an animal. the actual length of this animal is 0.6  mm.    60 mm    what is the magnification of the diagram?  a \uf0b410 b \uf0b4100 c \uf0b41000 d \uf0b410  000     ",
+            "4": "4  \u00a9 ucles 2022 0610/12/m/j/22  7 by which process does oxygen move from a region of higher conc entration in the alveoli to a  region of lower concentration in the blood?  a osmosis  b breathing  c diffusion  d active transport     8 the diagram shows a section through a mesophyll cell of a leaf .    which part is partially permeable?    a b c d      9 what are the smaller basic units of starch and glycogen molecu les?   starch glycogen  a amino acids fatty acids and glycerol  b amino acids glucose  c glucose fatty acids and glycerol  d glucose glucose      10 which type of molecule are enzymes made of?  a carbohydrates  b fats  c proteins  d vitamins    ",
+            "5": "5     \u00a9 ucles 2022 0610/12/m/j/22 [turn over  11 the diagram shows two food tests being carried out on solution  x.    heat solution x solution xtest 1 test 2 purple colourbiuret solutionbenedict\u2019s solution redcolour     which nutrients are present in solution x?  a protein and starch  b protein and sugar  c starch and fat  d starch and sugar     12 which chemical is a product of photosynthesis that moves out o f a green leaf through its  stomata?  a carbon dioxide   b glucose  c oxygen  d water    13 in a leaf, water moves from the surface of a mesophyll cell an d then out of the leaf into the  atmosphere.    what is the correct order of the processes involved?  a active transport \uf0ae osmosis  b diffusion \uf0ae evaporation  c evaporation \uf0ae diffusion  d o s m o s i s  \uf0ae active transport    ",
+            "6": "6  \u00a9 ucles 2022 0610/12/m/j/22  14 the table shows some different components in a balanced diet.    which row correctly matches the components to the reasons why t hey are needed?     vitamin d water fats  a insulation bone growth to make haemoglobin  b bone growth transport insulation  c transport to make haemoglobin bone growth  d to make haemoglobin insulation transport      15 which process involves the rem oval of material from the rectum ?  a egestion  b ingestion  c chemical digestion  d mechanical digestion    ",
+            "7": "7     \u00a9 ucles 2022 0610/12/m/j/22 [turn over  16 the diagram shows the human alimen tary canal, with a string ma rked in metres beside it.    oesophagus anus0 1 2 3 4 5 6789string marked in metres     how long is the small intestine?  a 2 m b 6 m c 8 m d 9 m    ",
+            "8": "8  \u00a9 ucles 2022 0610/12/m/j/22  17 the diagram shows a cross-section of part of a plant.    h     which part of the plant is shown and what is the tissue labelle d h?     plant part tissue h  a root phloem  b root xylem  c stem phloem  d stem xylem      18 the apparatus shown can be used to investigate the effect of t emperature and humidity on the  rate of transpiration.    500  gplant pot soilpolythene bag balance     which set of conditions would give the highest rate of transpir ation and the greatest decrease   in mass?     temperature humidity  a cool high  b cool low  c warm high  d warm low     ",
+            "9": "9     \u00a9 ucles 2022 0610/12/m/j/22 [turn over  19 which row correctly links the blood vessels with their functio ns?     carries blood to  the right atrium  from the body carries blood from  the right ventricle  to the lungs carries blood from  the lungs to the  left atrium carries blood from  the left ventricle to  the body  a vena cava pulmonary artery pulmonary vein aorta  b aorta pulmonary vein pulmonary artery vena cava  c aorta pulmonary artery pulmonary vein vena cava  d vena cava pulmonary vein pulmonary artery aorta      20 which process is slower than normal in a person with very few platelets?  a antibody formation  b blood clotting  c oxygen transport  d phagocytosis     21 which disease is caused by a pathogen?  a cholera  b coronary heart disease  c lung cancer  d scurvy    ",
+            "10": "10  \u00a9 ucles 2022 0610/12/m/j/22  22 the photographs show a positive test for the presence of carbo n dioxide gas.    test-tube at the start test-tube at the end     which reagent is being used in the test-tube?  a benedict\u2019s  b biuret  c dcpip  d limewater     23 what is the word equation for anaerobic respiration in yeast?  a glucose  \uf0ae  alcohol  b glucose  \uf0ae  alcohol  +  carbon dioxide  c glucose  \uf0ae  lactic acid  d glucose  \uf0ae  lactic acid  +  carbon dioxide     ",
+            "11": "11     \u00a9 ucles 2022 0610/12/m/j/22 [turn over  24 a student used this apparatus to investigate the rate of aerob ic respiration in woodlice.    scale test-tubecoloured liquidclosed tap granules of a chemical that absorbs carbon dioxidewoodlicesyringe containing air     which statement describes and explains the movement of the colo ured liquid when the woodlice  are respiring?  a the coloured liquid moves towards the test-tube because the woo dlice are using  carbon dioxide.  b the coloured liquid moves towards the test-tube because the woo dlice are using oxygen.  c the coloured liquid moves away from the test-tube because the w oodlice are using  carbon dioxide.  d the coloured liquid moves away from the test-tube because the w oodlice are using oxygen.     25 which organ excretes urea?  a kidney  b liver  c lungs  d pancreas    ",
+            "12": "12  \u00a9 ucles 2022 0610/12/m/j/22  26 the diagram shows a simple reflex arc.    spinal cord p     what is the function of the part labelled p?  a passing impulses to the central nervous system  b passing impulses to the effector  c passing impulses to the receptor  d passing impulses to the sensory neurone    27 which endocrine gland produces insulin?  a adrenal gland  b ovary  c pancreas  d testes    28 where in the body are the blood temperature receptors?  a brain  b liver  c muscles  d skin    ",
+            "13": "13     \u00a9 ucles 2022 0610/12/m/j/22 [turn over  29 the graph shows the relationship between deaths from lung canc er and the number of cigarettes  smoked per day. cigarettes contain tobacco.    300 250200150100 50 0 01 0 2 0 number of cigarettes smoked per person per day30 40deaths from lung cancerper 100  000 people     which statement is a possible  conclusion for the data shown in the graph?  a a person will die of lung cancer only if they smoke.  b a person\u2019s health is only affect ed if they smoke more than 10 c igarettes per day.  c a person will have less chance of dying of lung cancer if they smoke fewer cigarettes.  d if a person smokes more than 40 cigarettes per day, their risk of dying from lung cancer is  the same as a person who smokes 40 cigarettes per day.     30 the statements refer to reproduction.    1 a zygote is formed.  2 offspring are genetically identical to the parent.  3 two gamete nuclei fuse together.    which statements refer to sexual reproduction?  a 1, 2 and 3 b 1 and 3 only c 1  o n l y  d 2 and 3 only    31 what is the name of the ball of cells that forms soon after fe rtilisation in humans?  a embryo  b ovum  c placenta  d fetus    ",
+            "14": "14  \u00a9 ucles 2022 0610/12/m/j/22  32 the diagram shows the inheritance of sex in humans.      male gametes    x y  female  gametesx xx xy  x xx xy    a man and a woman have one female child.    what is the chance of the coup le\u2019s next child being female?  a 25% b 50% c 75% d 100%    33 in rabbits, the allele for dark fur, r, is dominant to the all ele for white fur, r.    the diagram shows a cross between a rabbit with dark fur and a rabbit with white fur.    \u00d7     what are the genotypes of the parents?  a rr and rr b rr and rr c rr and rr d r and r    ",
+            "15": "15     \u00a9 ucles 2022 0610/12/m/j/22 [turn over  34 the graph shows the different heights of people in a human pop ulation.    number of people height    which row describes the variation shown by the graph?     type of variation has intermediate  phenotypes  a continuous no  b continuous yes  c discontinuous no  d discontinuous yes      35 which statement about selective breeding is correct?  a it does not involve humans.  b it involves a struggle for survival.  c it always involves only one parent.  d it involves parents that possess desirable features.      36 which process uses the principa l source of energy input to bio logical systems?  a ingestion  b decomposition  c photosynthesis  d respiration     ",
+            "16": "16  \u00a9 ucles 2022 0610/12/m/j/22  37 the diagram shows part of the carbon cycle.    consumersfossil fuelsproducerscarbon dioxide in the atmosphere decomposersx xx     which process is shown by the arrows labelled x?  a combustion  b fossilisation  c photosynthesis  d respiration     38 a herd of red deer live in a forest that contains snakes and a  large variety of birds.    which group of organisms is an example of a population?  a all the animals in the forest  b all the red deer in the forest  c all the organisms in the forest  d all the plants in the forest     39 which process makes use of a genetically engineered organism?  a using bacteria to produce insulin  b using enzymes in biological washing powders  c using pectinase in fruit juice production  d using yeast to produce ethanol    ",
+            "17": "17     \u00a9 ucles 2022 0610/12/m/j/22  40 the food web shows the feeding relationships in a woodland.    treeswood pigeons caterpillarschaffinchessparrowhawks grey squirrels     if all the chaffinches in the food web die, which effect would this have?  a the amount of damage to trees will increase.  b the food supply for grey squirrels will increase.  c the number of wood pigeons will increase.  d the population of caterpillars will decrease.    ",
+            "18": "18  \u00a9 ucles 2022 0610/12/m/j/22  blank page",
+            "19": "19     \u00a9 ucles 2022 0610/12/m/j/22  blank page",
+            "20": "20    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 tra ce copyright holders, but if any items requiring clearance have  unwittingly been included, the  publisher will be pleased to make amends at the earliest possib le opportunity.    to avoid the issue of disclosure of answer-related information to candidates, all copyright acknowledgements are reproduced on line in the cambridge  assessment international educat ion copyright acknowledgements b ooklet. this is produced for each series of examinations and is  freely available to download  at www.cambridgeinternational.org  after the live examination se ries.   cambridge assessment international education is part of cambrid ge assessment. cambridge assessment is the brand name of the un iversity of cambridge  local examinations syndicate (ucles), which is a department of the university of cambridge.    \u00a9 ucles 2022 0610/12/m/j/22  blank page  "
+        },
+        "0610_s22_qp_13.pdf": {
+            "1": "    this document has 16 pages. any blank pages are indicated.  ib22 06_0610_13/4rp   \u00a9 ucles 2022   [turn ove r   *6420996937 *cambridge igcse\u2122       biology 0610/13     paper 1 multiple choice (core)  may/june 2022     45 minutes    you must answer on the mult iple choice answer sheet.    you will need: multiple choice answer sheet   soft clean eraser   soft pencil (type b or hb is recommended)       instructions   \uf0b7 there are forty  questions on this paper. answer all questions.   \uf0b7 for each question there ar e four possible answers a, b, c and d. choose the one you consider correct  and record your choice in soft pencil on the multiple choice an swer sheet.   \uf0b7 follow the instructions on the multiple choice answer sheet.  \uf0b7 write in soft pencil.  \uf0b7 write your name, centre number and candidate number on the mult iple choice answer sheet in the  spaces provided unless this has been done for you.  \uf0b7 do not use correction fluid.  \uf0b7 do not write on any bar codes.  \uf0b7 you may use a calculator.      information  \uf0b7 the total mark for this paper is 40.  \uf0b7 each correct answer will score one mark.  \uf0b7 any rough working should be don e on this question paper.   ",
+            "2": "2  \u00a9 ucles 2022 0610/13/m/j/22  1 all living organisms release e nergy from nutrient molecules wi thin their cells.    what is the name of this characteristic?  a g r o w t h   b nutrition  c respiration  d sensitivity    2 the scientific names of some animals are listed.    1 arius felis  2 felis concolor  3 felis rufus  4 macropus rufus    which animals are in the same genus?  a 1, 2 and 3 b 2, 3 and 4 c 2 and 3 only d 3 and 4 only     ",
+            "3": "3     \u00a9 ucles 2022 0610/13/m/j/22 [turn over  3 the diagram shows a dichotomous key for arthropods.    has the animal got wings? insects has the animal got only four pairs of legs?yes no arachnids has the animal got two pairs of antennae?yes no crustaceans myriapodsyes no     the organism shown is an arthropod called an isopod.    antennae legs    which group does the isopod belong to?  a arachnids  b crustaceans  c insects  d myriapods     4 the diagram shows a cross-section through two guard cells of a  leaf.    w x y z    which labelled structures would also be found in an animal cell ?   a w and x b x and y c y and z d z and w   ",
+            "4": "4  \u00a9 ucles 2022 0610/13/m/j/22  5 which level of organisation is shown by the heart of a mammal?   a a cell  b a tissue  c an organ  d an organ system      6 the image shows a single-celled organism called a paramecium .        the length of the paramecium  in the image is 6  cm. the magnification is \uf0b4400.    which calculation will give the correct actual length of the paramecium , in mm?  a 06  10 40\uf0b4 b 06  1000 40\uf0b4 c 6400  10\uf0b4 d 400 6  1000\uf0b4      7 female moths release chemicals into the air. male moths detect  these chemicals and fly towards  the females.    how do the chemicals spread through the air?  a active transport  b diffusion  c osmosis  d transpiration    8 the diagram shows a section through a mesophyll cell of a leaf .    which part is partially permeable?    a b c d     ",
+            "5": "5     \u00a9 ucles 2022 0610/13/m/j/22 [turn over  9 what are the smaller basic units of starch and glycogen molecu les?   starch glycogen  a amino acids fatty acids and glycerol  b amino acids glucose  c glucose fatty acids and glycerol  d glucose glucose      10 what is the correct definition of an enzyme?  a a carbohydrate that functions as a biological catalyst  b a protein that functions as a biological catalyst  c a substance that is changed by the reaction  d a substance made of fats that changes the rate of a reaction    11 the diagram shows two food tests being carried out on solution  x.    heat solution x solution xtest 1 test 2 purple colourbiuret solutionbenedict\u2019s solution redcolour     which nutrients are present in solution x?  a protein and starch  b protein and sugar  c starch and fat  d starch and sugar    ",
+            "6": "6  \u00a9 ucles 2022 0610/13/m/j/22  12 which chemical is a product of photosynthesis that moves out o f a green leaf through its  stomata?  a carbon dioxide   b glucose  c oxygen  d water     13 a student investigated one of the factors that affects photosy nthesis.    part of a leaf was covered with black paper, as shown.    +black pape r     after two days the student tested the leaf for the presence of starch.    which factor did the student investigate?  a carbon dioxide  b chlorophyll  c light  d oxygen      14 which nutrient is required to prevent scurvy?  a calcium  b iron  c vitamin c  d vitamin d   ",
+            "7": "7     \u00a9 ucles 2022 0610/13/m/j/22 [turn over  15 which diagram represents the action of lipase?    a + + b + + + c + + d + +key enzyme substance 1substance 2substance 3       16 the diagram shows the human alimen tary canal, with a string ma rked in metres beside it.    oesophagus anus0 1 2 3 4 5 6789string marked in metres     how long is the small intestine?  a 2 m b 6 m c 8 m d 9 m    ",
+            "8": "8  \u00a9 ucles 2022 0610/13/m/j/22  17 the image shows a cross-section of part of a leaf.    which labelled structure is the xylem?    a cbd      18 the diagram shows a cross-section of a root.    three regions of the root are numbered.    1 2 3     which regions contain cells through which water must pass to re ach the xylem?  a 1, 2 and 3 b 1 and 2 only c 2 and 3 only d 2  o n l y      19 a student runs 400 metres.    which effects will this have?     depth of  breathing rate of  breathing pulse rate  a decreases increases decreases  b increases decreases increases  c decreases decreases decreases  d increases increases increases   ",
+            "9": "9     \u00a9 ucles 2022 0610/13/m/j/22 [turn over  20 which process is slower than normal in a person with very few platelets?  a antibody formation  b blood clotting  c oxygen transport  d phagocytosis      21 the body has several methods of avoiding infection by pathogens , including specialised cells,  mechanical barriers and chemical barriers.    which row has a correct example for each method?     specialised cells mechanical barrier chemical barrier  a hairs in the nose stomach acid phagocytes  b hairs in the nose phagocytes stomach acid  c phagocytes stomach acid hairs in the nose  d phagocytes hairs in the nose stomach acid     22 the diagram shows the apparatus used in an investigation of ga s exchange in humans.    the person breathes through the central tube five times.    xlimewater ylimewaterperson breathes in and out     what are the expected results in flasks x and y?     x  y   a clear clear  b clear cloudy  c cloudy clear  d cloudy cloudy ",
+            "10": "10  \u00a9 ucles 2022 0610/13/m/j/22  23 which substances are used in aerobic respiration?     glucose oxygen water   a \u001a \u0016 \u0016 k e y   b \u0016 \u0016 \u001a \u0016 = yes  c \u0016 \u001a \u0016 \u001a = no  d \u001a \u0016 \u0016       24 the bar chart shows the percentage composition of two gases in  four samples of air.    which sample is expired air?    60 4020 0percentage composition o2co 2 o2co 2 o2co 2 o2co 2 abcd samplekey o2 = oxygen co 2 = carbon dioxide      ",
+            "11": "11     \u00a9 ucles 2022 0610/13/m/j/22 [turn over  25 the diagram shows the excretory system.    1 2 3 4     which labels are the ureter and the bladder?     ureter bladder  a 2 1  b 2 3  c 4 3  d 4 1     26 which conditions will result in the largest volume of urine bei ng produced by the kidneys?     water intake  /  cm3 environmental  temperature  / \uf0b0c activity  a 1500 15 rest  b 500 15 exercise  c 1500 30 rest  d 500 35 exercise     27 a simple reflex arc consists of four components between a rece ptor and a response.    which component is the motor neurone?    receptor     a    b    c    d    response    ",
+            "12": "12  \u00a9 ucles 2022 0610/13/m/j/22  28 which part of the eye focuses light on the retina?  a cornea  b pupil  c iris  d lens      29 which statement about the hormone insulin is correct?  a it is produced by the liver and raises blood sugar concentratio n.  b it is produced by the liver and lowers blood sugar concentratio n.  c it is produced by the pancreas and raises blood sugar concentra tion.  d it is produced by the pancreas and lowers blood sugar concentra tion.      30 the diagram shows the effect of four different antibiotics, a, b, c and d, on the growth of one  type of bacteria. the bacteria were grown on agar jelly in a pe tri dish. when bacteria covered the  whole surface of the agar, paper discs soaked in each antibioti c were placed on top of the agar.    the diagram shows the appearance of the petri dish 48 hours aft er the paper discs were added.    which antibiotic is the most  effective treatment for this type of bacteria?    ab c dkey antibiotic present bacteria present no bacteria present      ",
+            "13": "13     \u00a9 ucles 2022 0610/13/m/j/22 [turn over  31 four processes involved in labour and birth are shown.    1 cutting the umbilical cord  2 contraction of muscles in the uterus wall  3 delivery of the afterbirth  4 dilation of the cervix 5 passage of the baby through the vagina    in which sequence do these events normally occur?  a 2  \uf0ae 4 \uf0ae 5 \uf0ae 1 \uf0ae 3  b 2  \uf0ae 4 \uf0ae 3 \uf0ae 1 \uf0ae 5  c 4  \uf0ae 3 \uf0ae 2 \uf0ae 5 \uf0ae 1  d 4  \uf0ae 3 \uf0ae 2 \uf0ae 1 \uf0ae 5     32 the diagram shows four types of birth control device.    24 13 not to scale    which methods of birth control offer protection against sexuall y transmitted infections (stis)?     1  2  3  4    a \u0016 \u0016 \u001a \u001a k e y   b \u001a \u0016 \u0016 \u001a \u0016 = yes  c \u001a \u001a \u0016 \u001a \u001a = no  d \u001a \u001a \u0016 \u0016      ",
+            "14": "14  \u00a9 ucles 2022 0610/13/m/j/22  33 the table shows the percentage of pregnancies in four groups o f women. each group used a  different method of birth control.    method of birth control percentage of  pregnancies  the contraceptive pill 1  monitoring body temperature 14  diaphragm 7  vasectomy 0    which type of birth control was the most  effective?  a barrier  b chemical  c natural  d surgical      34 which sex chromosomes in the egg cell and in the sperm will pr oduce a female child?     sex chromosome  in the egg cell sex chromosome  in the sperm  a x x  b x y  c y x  d y y      35 which statement about selective breeding is correct?  a it does not involve humans.  b it involves a struggle for survival.  c it always involves only one parent.  d it involves parents that possess desirable features.      36 which process uses the princi pal source of energy input to bio logical systems?  a ingestion  b decomposition  c photosynthesis  d respiration   ",
+            "15": "15     \u00a9 ucles 2022 0610/13/m/j/22  37 what is the name of an organism that obtains its energy from d ead organic material?  a carnivore  b consumer  c decomposer  d herbivore      38 a herd of red deer live in a forest that contains snakes and a  large variety of birds.    which group of organisms is an example of a population?  a all the animals in the forest  b all the red deer in the forest  c all the organisms in the forest  d all the plants in the forest     39 which process makes use of a genetically engineered organism?  a using bacteria to produce insulin  b using enzymes in biological washing powders  c using pectinase in fruit juice production  d using yeast to produce ethanol    40 the food web shows the feeding relationships in a woodland.    treeswood pigeons caterpillarschaffinchessparrowhawks grey squirrels     if all the chaffinches in the food web die, which effect would this have?  a the amount of damage to trees will increase.  b the food supply for grey squirrels will increase.  c the number of wood pigeons will increase.  d the population of caterpillars will decrease.     ",
+            "16": "16    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 tra ce copyright holders, but if any items requiring clearance have  unwittingly been included, the  publisher will be pleased to make amends at the earliest possib le opportunity.    to avoid the issue of disclosure of answer-related information to candidates, all copyright acknowledgements are reproduced on line in the cambridge  assessment international educat ion copyright acknowledgements b ooklet. this is produced for each series of examinations and is  freely available to download  at www.cambridgeinternational.org  after the live examination se ries.   cambridge assessment international education is part of cambrid ge assessment. cambridge assessment is the brand name of the un iversity of cambridge  local examinations syndicate (ucles), which is a department of the university of cambridge.    \u00a9 ucles 2022 0610/13/m/j/22  blank page  "
+        },
+        "0610_s22_qp_21.pdf": {
+            "1": "    this document has 16 pages. any blank pages are indicated.  ib22 06_0610_21/5rp   \u00a9 ucles 2022   [turn ove r   *4052482192 *cambridge igcse\u2122       biology 0610/21     paper 2 multiple choice (extended)  may/june 2022     45 minutes    you must answer on the mult iple choice answer sheet.    you will need: multiple choice answer sheet   soft clean eraser   soft pencil (type b or hb is recommended)       instructions   \uf0b7 there are forty  questions on this paper. answer all questions.   \uf0b7 for each question there ar e four possible answers a, b, c and d. choose the one you consider correct  and record your choice in soft pencil on the multiple choice an swer sheet.   \uf0b7 follow the instructions on the multiple choice answer sheet.  \uf0b7 write in soft pencil.  \uf0b7 write your name, centre number and candidate number on the mult iple choice answer sheet in the  spaces provided unless this has been done for you.  \uf0b7 do not use correction fluid.  \uf0b7 do not write on any bar codes.  \uf0b7 you may use a calculator.      information  \uf0b7 the total mark for this paper is 40.  \uf0b7 each correct answer will score one mark.  \uf0b7 any rough working should be don e on this question paper.   ",
+            "2": "2  \u00a9 ucles 2022 0610/21/m/j/22  1 all living organisms release e nergy from nutrient molecules wi thin their cells.    what is the name of this characteristic?  a g r o w t h   b nutrition  c respiration  d sensitivity    2 which diagram shows a flower from a monocotyledon?    cd b a      3 the diagram shows a cross-section through two guard cells of a  leaf.    w x y z    which labelled structures would also be found in an animal cell ?   a w and x b x and y c y and z d z and w    ",
+            "3": "3     \u00a9 ucles 2022 0610/21/m/j/22 [turn over  4 the diagram shows a cross-section through a leaf.    which label shows a tissue?    ab dc       5 which statement describes the net movement of particles during  diffusion?  a from higher to lower concentration down a concentration gradien t  b from higher to lower concentration against a concentration grad ient  c from lower to higher concentration down a concentration gradien t  d from lower to higher concentration against a concentration grad ient     6 the diagram shows a section through a mesophyll cell of a leaf .    which part is partially permeable?    a b c d     ",
+            "4": "4  \u00a9 ucles 2022 0610/21/m/j/22  7 what are the smaller basic units of starch and glycogen molecu les?   starch glycogen  a amino acids fatty acids and glycerol  b amino acids glucose  c glucose fatty acids and glycerol  d glucose glucose     8 in a length of dna, 20% of the bases were t.    what is the percentage of base g in this length of dna?  a 10% b 2 0 %  c 3 0 %  d 80%     9 some terms used to describe enzyme-controlled reactions are li sted.    1 catalyst  2 product  3 protein 4 substrate    which terms describe an enzyme?  a 1 and 3 b 1 and 4 c 2 and 3 d 2 and 4      10 which statement describes the effect of temperature on enzymes ?  a high temperatures denature enzymes making it difficult for subs trate molecules to fit into the  active site.  b high temperatures denature enzymes making it easy for substrate  molecules to fit into the  active site.  c low temperatures denature enzymes making it difficult for subst rate molecules to fit into the  active site.  d low temperatures denature enzymes making it easy for substrate molecules to fit into the  active site.    ",
+            "5": "5     \u00a9 ucles 2022 0610/21/m/j/22 [turn over  11 tomato fruit production was measured in five different environ mental conditions.    tomato fruit production/  kg per m2 1 open field2 unheated glasshouse3 heated glasshouse4 heated  glasshouse with carbon dioxide gas supplied in excess5 heated glasshouse with an  artificial light source and with carbon dioxide gas supplied in excess80 70605040302010 0 environmental conditions     what is a correct conclusion for the data shown in the graph?  a there are no limiting factors in 1, so tomato fruit production is the lowest.  b temperature is the limiting factor in 3.  c carbon dioxide is the limiting factor in all five environmental  conditions.  d light is the limiting factor in 4.      12 how do the air spaces in the s pongy mesophyll of a leaf help t o adapt it for photosynthesis?  a they act as a store of oxygen.  b they allow carbon dioxide gas to diffuse through the leaf more  rapidly.  c they increase the surface area for absorption of light energy.   d they let rainwater enter the leaf tissues.      13 what is the dietary importance of fibre in humans?  a for growth and repair of cells   b to help food move through the alimentary canal  c to maintain strong bones and teeth  d to provide energy   ",
+            "6": "6  \u00a9 ucles 2022 0610/21/m/j/22  14 in which part of the alimentary canal does ingestion take plac e?  a anus  b liver  c mouth  d stomach      15 a non-woody plant stem is placed in water containing a red dye.  it is left for one day and then a  section of the stem is exam ined using a microscope.    which tissue is stained red?    ab c d      16 the diagram shows a cross-section through a leaf.    from which cell will most water evaporate during transpiration?     a db c       17 the diagram shows the circulatory system of a fish.    gills bodyheartx y z    where in the circulatory system is the oxygen concentration low est?  a x only b x and y c y only d y and z ",
+            "7": "7     \u00a9 ucles 2022 0610/21/m/j/22 [turn over  18 what is a function of the lymphatic system?  a absorption of glucose  b blood clotting  c circulation of body fluids  d temperature regulation      19 the graph shows the response of the body to vaccination.    x concentration in the blood vaccinationtime     which word should be used to replace the letter x, to complete the label on the y-axis?  a antibody  b antigen  c pathogen  d platelet      20 which cells produce mucus?  a ciliated cells  b goblet cells  c nerve cells  d white blood cells     21 which row shows a change that occurs during ventilation?     process thorax pressure thorax volume air movement  a expiration decreases increases in  b expiration increases decreases out  c inspiration decreases increases out  d inspiration increases decreases in     ",
+            "8": "8  \u00a9 ucles 2022 0610/21/m/j/22  22 what is the balanced chemical equation for anaerobic respirati on in yeast?  a c 6h12o6  \uf0ae  2co 2   +  6h 2o  b c 6h12o6  \uf0ae  6co 2  +  6h 2o  c c 6h12o6  \uf0ae  2c 2h5oh  +  2co 2  d c 6h12o6  \uf0ae  2c 2h5oh  +  2h 2o     23 which statement correctly explains the difference in glucose c oncentration in the kidney tubule  between x and y?    glomerulus x kidney tubuley     a the glucose concentration is higher at x than at y because gluc ose moves out of the kidney  tubule by osmosis.  b the glucose concentration is higher at x than at y because gluc ose has been actively  transported out of the kidney tubule.  c the glucose concentration is higher at y than at x because gluc ose diffuses into the kidney  tubule.  d the glucose concentration is higher at y than at x because gluc ose is actively transported  into the kidney tubule.    24 where in the eye is the greatest concentration of cells that a llow humans to see colour?    a db c      ",
+            "9": "9     \u00a9 ucles 2022 0610/21/m/j/22 [turn over  25 a scientist investigated the effect of drinking iced water on skin temperature. they drank a large  volume of iced water and monitored the temperature of their ski n.    the results are shown on the graph.    37.2 37.036.836.636.436.236.035.8 02468 1 0 1 2skin temperature/  \u00b0c time after drinking iced water  / minutes    which explanation of the change in skin temperature during the first 10 minutes is correct?  a vasoconstriction occurred increasing blood flow to the skin.  b vasoconstriction occurred reducing blood flow to the skin.  c vasodilation occurred increasing blood flow to the skin.  d vasodilation occurred reducing blood flow to the skin.    ",
+            "10": "10  \u00a9 ucles 2022 0610/21/m/j/22  26 an experiment was set up to investigate the growth of shoots in  different conditions, as shown.    foil capshoot tip removed directionof light     which diagram shows the results that would be seen a few days l ater?    a b c d      27 an advisor was presented with a list of statements for a discu ssion group with potential parents  who were considering using in vitro fertilisation (ivf) to start a family.    which statements about ivf are correct?    1 ivf is available to everyone.  2 ivf is 100% successful and therefore always leads to pregnanc y.  3 ivf provides an opportunity for single parents to have a fami ly.  4 ivf is not expensive and everyone can afford it.  5 sperm or egg donation may be involved which means the couple are not always the  biological parents.    a 1, 3 and 4 b 1, 2 and 4 c 2 and 5 d 3 and 5      28 which sequence of structures does a pollen tube grow through in  a flower?  a ovary \uf0ae ovule \uf0ae stigma \uf0ae style  b ovary \uf0ae stigma \uf0ae ovule \uf0ae style  c stigma \uf0ae style \uf0ae ovary \uf0ae ovule  d stigma \uf0ae ovary \uf0ae style \uf0ae ovule ",
+            "11": "11     \u00a9 ucles 2022 0610/21/m/j/22 [turn over  29 the diagram shows some of the events of the menstrual cycle.    in which shaded zone of the cycle would progesterone levels be the highest?    28 / 1 147 21d b camenstruation ovulationthe 28 days of the human menstrual cycle       30 what is needed in the cytoplasm to make proteins at a ribosome ?  a dna and amino acids  b dna only  c mrna and amino acids  d mrna only    31 pangolins are mammals. one species of pangolin has 40 chromoso mes per body cell.    how many chromosomes will a sperm cell from this species of pan golin have?  a 10 b 2 0  c 4 0  d 50      32 which adaptation is shown in the leaves of hydrophytes?  a hairs present on the upper and lower surfaces  b contain large air spaces  c stomata present on the lower surface only  d thick cuticle present on the upper and lower surfaces     ",
+            "12": "12  \u00a9 ucles 2022 0610/21/m/j/22  33 sickle cell anaemia is a genetic disorder which results in sev ere illness in homozygous  individuals. in some human populations, being heterozygous can be beneficial.    what could be the reason for this?  a heterozygous individuals are not affected by the disorder.  b heterozygous individuals are more resistant to malaria.  c the disorder is caused by a dominant allele.  d the disorder is sex-linked.     34 which statement about selective breeding is correct?  a it does not involve humans.  b it involves a struggle for survival.  c it always involves only one parent.  d it involves parents that possess desirable features.    35 the diagram shows the water cycle. four different processes are  numbered.    3 1 24     which row identifies the processes correctly?     condensation evaporation precipitation transpiration  a 1 4 3 2  b 2 1 4 3  c 3 2 1 4  d 4 3 2 1     ",
+            "13": "13     \u00a9 ucles 2022 0610/21/m/j/22 [turn over  36 a herd of red deer live in a forest that contains snakes and a  large variety of birds.    which group of organisms is an example of a population?  a all the animals in the forest  b all the red deer in the forest  c all the organisms in the forest  d all the plants in the forest     37 with which kingdoms do bacteria share the same genetic code?  a animal, plant, fungus and protoctist  b animal, plant and fungus only  c animal and plant only  d animal only     38 which process makes use of a genetically engineered organism?  a using bacteria to produce insulin  b using enzymes in biological washing powders  c using pectinase in fruit juice production  d using yeast to produce ethanol     39 what is a reason for conserving plant species?  a to absorb oxygen from the air  b to decrease rainfall  c to obtain drugs for medicinal use  d to release carbon dioxide into the air     ",
+            "14": "14  \u00a9 ucles 2022 0610/21/m/j/22  40 the food web shows the feeding relationships in a woodland.    treeswood pigeons caterpillarschaffinchessparrowhawks grey squirrels     if all the chaffinches in the food web die, which effect would this have?  a the amount of damage to trees will increase.  b the food supply for grey squirrels will increase.  c the number of wood pigeons will increase.  d the population of caterpillars will decrease.    ",
+            "15": "15     \u00a9 ucles 2022 0610/21/m/j/22  blank page",
+            "16": "16    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 tra ce copyright holders, but if any items requiring clearance have  unwittingly been included, the  publisher will be pleased to make amends at the earliest possib le opportunity.    to avoid the issue of disclosure of answer-related information to candidates, all copyright acknowledgements are reproduced on line in the cambridge  assessment international educat ion copyright acknowledgements b ooklet. this is produced for each series of examinations and is  freely available to download  at www.cambridgeinternational.org  after the live examination se ries.   cambridge assessment international education is part of cambrid ge assessment. cambridge assessment is the brand name of the un iversity of cambridge  local examinations syndicate (ucles), which is a department of the university of cambridge.    \u00a9 ucles 2022 0610/21/m/j/22  blank page  "
+        },
+        "0610_s22_qp_22.pdf": {
+            "1": "    this document has 16 pages. any blank pages are indicated.  ib22 06_0610_22/5rp   \u00a9 ucles 2022   [turn ove r   *1282658896 *cambridge igcse\u2122       biology 0610/22     paper 2 multiple choice (extended)  may/june 2022     45 minutes    you must answer on the mult iple choice answer sheet.    you will need: multiple choice answer sheet   soft clean eraser   soft pencil (type b or hb is recommended)       instructions   \uf0b7 there are forty  questions on this paper. answer all questions.   \uf0b7 for each question there ar e four possible answers a, b, c and d. choose the one you consider correct  and record your choice in soft pencil on the multiple choice an swer sheet.   \uf0b7 follow the instructions on the multiple choice answer sheet.  \uf0b7 write in soft pencil.  \uf0b7 write your name, centre number and candidate number on the mult iple choice answer sheet in the  spaces provided unless this has been done for you.  \uf0b7 do not use correction fluid.  \uf0b7 do not write on any bar codes.  \uf0b7 you may use a calculator.      information  \uf0b7 the total mark for this paper is 40.  \uf0b7 each correct answer will score one mark.  \uf0b7 any rough working should be don e on this question paper.   ",
+            "2": "2  \u00a9 ucles 2022 0610/22/m/j/22  1 all living organisms release e nergy from nutrient molecules wi thin their cells.    what is the name of this characteristic?  a g r o w t h   b nutrition  c respiration  d sensitivity    2 which diagram shows a flower from a monocotyledon?    cd b a      3 the diagram shows a cross-section through two guard cells of a  leaf.    w x y z    which labelled structures would also be found in an animal cell ?   a w and x b x and y c y and z d z and w    ",
+            "3": "3     \u00a9 ucles 2022 0610/22/m/j/22 [turn over  4 the table shows some structures found in the human body.    which row shows the correct level of organisation, from the sim plest structure to the most  complex?     simple  complex  a red blood cell heart heart muscle circulatory system  b heart muscle circulatory system red blood cell heart  c red blood cell heart muscle heart circulatory system  d heart muscle red blood cell circulatory system heart     5 by which process does oxygen move from a region of higher conc entration in the alveoli to a  region of lower concentration in the blood?  a osmosis  b breathing  c diffusion  d active transport    6 the diagram shows a section through a mesophyll cell of a leaf .    which part is partially permeable?    a b c d     7 what are the smaller basic units of starch and glycogen molecu les?   starch glycogen  a amino acids fatty acids and glycerol  b amino acids glucose  c glucose fatty acids and glycerol  d glucose glucose     ",
+            "4": "4  \u00a9 ucles 2022 0610/22/m/j/22  8 a chromosome was analysed and found to have 6125 pairs of base s. the type of each base was  identified and 2345 of the bases were g.    how many of the bases in this chromosome are t?  a 1435 b 3780 c 6125 d 7560      9 which type of molecule are enzymes made of?  a carbohydrates  b fats  c proteins  d vitamins      10 which statement describes the effect of temperature on enzymes ?  a high temperatures denature enzymes making it difficult for subs trate molecules to fit into the  active site.  b high temperatures denature enzymes making it easy for substrate  molecules to fit into the  active site.  c low temperatures denature enzymes making it difficult for subst rate molecules to fit into the  active site.  d low temperatures denature enzymes making it easy for substrate molecules to fit into the  active site.    11 the statements describe some of the events that occur in a pla nt after light energy is absorbed  by chlorophyll.    1 converted to chemical energy  2 converted to sucrose for translocation 3 starch is stored in the roots or seeds  4 glucose is produced    in which order do these events occur?  a 1 \uf0ae 4 \uf0ae 3 \uf0ae 2  b 4 \uf0ae 2 \uf0ae 3 \uf0ae 1  c 4 \uf0ae 1 \uf0ae 2 \uf0ae 3  d 1 \uf0ae 4 \uf0ae 2 \uf0ae 3     ",
+            "5": "5     \u00a9 ucles 2022 0610/22/m/j/22 [turn over  12 a deficiency of magnesium ions can cause plant leaves to becom e yellow between the leaf veins.    what is the reason for this?  a increased chlorophyll production  b increased protein production  c decreased chlorophyll production  d decreased protein production    13 the table shows some different components in a balanced diet.    which row correctly matches the components to the reasons why t hey are needed?     vitamin d water fats  a insulation bone growth to make haemoglobin  b bone growth transport insulation  c transport to make haemoglobin bone growth  d to make haemoglobin insulation transport      14 which process involves the rem oval of material from the rectum ?  a egestion  b ingestion  c chemical digestion  d mechanical digestion    ",
+            "6": "6  \u00a9 ucles 2022 0610/22/m/j/22  15 the diagram shows a cross-section of part of a plant.    h     which part of the plant is shown and what is the tissue labelle d h?     plant part tissue h  a root phloem  b root xylem  c stem phloem  d stem xylem      16 the apparatus shown can be used to investigate the effect of t emperature and humidity on the  rate of transpiration.    500  gplant pot soilpolythene bag balance     which set of conditions would give the highest rate of transpir ation and the greatest decrease   in mass?     temperature humidity  a cool high  b cool low  c warm high  d warm low     ",
+            "7": "7     \u00a9 ucles 2022 0610/22/m/j/22 [turn over  17 people are sometimes born with a \u2018hole in the heart\u2019. this is caused by a gap in the septum, as  shown.    key direction of blood flow     if the gap in the septum is not repaired, it causes the person to become breathless more quickly.    what is a possible explanation for this?  a deoxygenated blood in the left atrium mixes with oxygenated blo od from the right atrium.  b deoxygenated blood in the right atrium mixes with oxygenated bl ood from the left atrium.  c oxygenated blood in the left ventricle mixes with deoxygenated blood from the right ventricle.  d oxygenated blood in the right ventricle mixes with deoxygenated  blood from the left ventricle.    18 the flow diagram shows stages in blood clotting.    components of blood involved in clotting circulate the bodyblood loss and pathogen entry stopscomponent x is converted to component ycomponent y forms a meshblood vessel walls are damaged     what is component x?  a f i b r i n   b fibrinogen  c p l a s m a   d platelet     19 what is an example of passive immunity?  a immunity against influenza after an individual has been infect ed with the influenza virus  b the formation of memory cells in response to a cholera infecti on  c giving chickenpox antibodies to people at risk of developing a  severe infection  d vaccination against measles where a harmless version of the vi rus is given ",
+            "8": "8  \u00a9 ucles 2022 0610/22/m/j/22  20 what happens at the start of inspiration?     internal  intercostal  muscles external  intercostal  muscles diaphragm volume  of thorax  a contract relax contracts increases  b contract relax relaxes decreases  c relax contract contracts increases  d relax contract relaxes increases     21 germinating seeds respire aerobically to release energy that c an be used for growth.    the balanced equation for aerobic respiration in seeds can be r epresented as shown.    q  +  r  \uf0ae  s  +  t    which row gives the balanced equation for aerobic respiration i n seeds?     q  r  s  t   a 6co 2 6 h 2o c 6h12o6 6 o 2  b c6h12o6 6 o 2 6 c o 2 6 h 2o  c 6co 2 6 o 2 c 6h12o6 6 h 2o  d c6h12o6 6 h 2o 6co 2 6 o 2     22 during vigorous exercise, lactic acid builds up in muscles lea ding to an oxygen debt.    which statement describes a stage in the removal of the oxygen debt during recovery?  a anaerobic respiration breaks down lactic acid in the muscles.  b aerobic respiration breaks down lactic acid in the muscles.  c anaerobic respiration breaks down lactic acid in the liver.  d aerobic respiration breaks down lactic acid in the liver.     ",
+            "9": "9     \u00a9 ucles 2022 0610/22/m/j/22 [turn over  23 the table shows the concentration of sodium ions in blood plas ma, in glomerular filtrate (the  liquid that passes through the glomerulus) and in urine.     blood  plasma glomerular  filtrate urine  concentration of   sodium ions  /  arbitrary units 141 141 127    what is the percentage concentration of sodium ions reabsorbed in the kidney tubules?  a 0.0% b 9.9% c 10.9% d 14.0%     24 which effects does adrenaline have on blood glucose concentrat ion and pulse rate?     blood glucose   concentration pulse rate  a increases reduces  b increases increases  c reduces reduces  d reduces increases     25 the concentration of glucose in the blood is controlled by nega tive feedback.    when blood glucose concentration falls too low, the ..1 .. releases the hormone ..2.. .     this hormone causes cells to break down ..3.. to glucos e, which is released into the blood.    which words correctly complete gaps 1, 2 and 3?     1  2  3   a liver glucagon glycogen  b liver glycogen glucagon  c pancreas glucagon glycogen  d pancreas glycogen glucagon     ",
+            "10": "10  \u00a9 ucles 2022 0610/22/m/j/22  26 a young maize seedling is grown from a seed. the seedling is pl aced on its side and left in a  room with a light source for several days.    shoot rootdirection of light     what will happen to the young shoot?  a auxin becomes concentrated in the lower part of the shoot and the shoot grows towards   the light.  b auxin becomes concentrated in the upper part of the shoot and the shoot grows towards   the light.  c auxin is evenly distributed in the shoot and the shoot grows t owards the light.  d auxin is evenly distributed in the shoot and the shoot grows a way from the light.    27 what is an adaptive feature of sperm?  a large stores of energy  b enzymes in the acrosome  c jelly coating that changes after fertilisation  d diploid nucleus     28 the list contains statements about sexual and asexual reproduc tion in plants.    1 it promotes genetic variation.  2 it requires self-pollination. 3 it requires meiosis. 4 it produces offspring that are identical to the parent.  5 it allows the population to increase rapidly.    which statements describe asexual reproduction in plants?  a 1, 2 and 5 b 1 and 2 only c 4 and 5 d 3 and 4    ",
+            "11": "11     \u00a9 ucles 2022 0610/22/m/j/22 [turn over  29 the graph shows the levels of two hormones during a 28-day men strual cycle.    concentration of hormone 07 1 4 time  / days21 28yx     which hormones are represented by x and y on the graph?     x  y   a fsh oestrogen  b lh fsh  c oestrogen progesterone  d progesterone lh     30 before meiosis takes place, a cell has 24 chromosomes.    how many chromosomes will be found in each of the cells that ar e produced by meiosis?  a 6 b 1 2  c 2 4  d 48    31 when a horse with red hair (genotype h rhr) breeds with a horse with white hair (genotype  hwhw) the offspring have red and white hair (genotype hrhw). these horses are described as  having roan-coloured hair. this is an example of codominance.    when two horses with roan-coloured hair are bred together, what  is the chance of their offspring  also having roan-coloured hair?  a 100% b 7 5 %  c 5 0 %  d 25%    ",
+            "12": "12  \u00a9 ucles 2022 0610/22/m/j/22  32 the diagram shows a hydrophyte.    air water soil    what is an adaptive feature of this hydrophyte?  a no stomata on the upper surface or the lower surface of the lea ves  b a network of large air spaces inside the leaves  c leaf stalks containing many  xylem vessels for support  d a thick waxy cuticle on the lower surface of the leaves     33 sickle cell anaemia is a genetic disorder which results in sev ere illness in homozygous  individuals. in some human populations, being heterozygous can be beneficial.    what could be the reason for this?  a heterozygous individuals are not affected by the disorder.  b heterozygous individuals are more resistant to malaria.  c the disorder is caused by a dominant allele.  d the disorder is sex-linked.    34 which statement about selective breeding is correct?  a it does not involve humans.  b it involves a struggle for survival.  c it always involves only one parent.  d it involves parents that possess desirable features.    ",
+            "13": "13     \u00a9 ucles 2022 0610/22/m/j/22 [turn over  35 the diagram shows part of the carbon cycle.    consumersfossil fuelsproducerscarbon dioxide in the atmosphere decomposersx xx     which process is shown by the arrows labelled x?  a combustion  b fossilisation  c photosynthesis  d respiration     36 a herd of red deer live in a forest that contains snakes and a  large variety of birds.    which group of organisms is an example of a population?  a all the animals in the forest  b all the red deer in the forest  c all the organisms in the forest  d all the plants in the forest     37 with which kingdoms do bacteria share the same genetic code?  a animal, plant, fungus and protoctist  b animal, plant and fungus only  c animal and plant only  d animal only     38 which process makes use of a genetically engineered organism?  a using bacteria to produce insulin  b using enzymes in biological washing powders  c using pectinase in fruit juice production  d using yeast to produce ethanol   ",
+            "14": "14  \u00a9 ucles 2022 0610/22/m/j/22  39 what is a reason for conserving plant species?  a to absorb oxygen from the air  b to decrease rainfall  c to obtain drugs for medicinal use  d to release carbon dioxide into the air      40 the food web shows the feeding relationships in a woodland.    treeswood pigeons caterpillarschaffinchessparrowhawks grey squirrels     if all the chaffinches in the food web die, which effect would this have?  a the amount of damage to trees will increase.  b the food supply for grey squirrels will increase.  c the number of wood pigeons will increase.  d the population of caterpillars will decrease.    ",
+            "15": "15     \u00a9 ucles 2022 0610/22/m/j/22  blank page",
+            "16": "16    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 tra ce copyright holders, but if any items requiring clearance have  unwittingly been included, the  publisher will be pleased to make amends at the earliest possib le opportunity.    to avoid the issue of disclosure of answer-related information to candidates, all copyright acknowledgements are reproduced on line in the cambridge  assessment international educat ion copyright acknowledgements b ooklet. this is produced for each series of examinations and is  freely available to download  at www.cambridgeinternational.org  after the live examination se ries.   cambridge assessment international education is part of cambrid ge assessment. cambridge assessment is the brand name of the un iversity of cambridge  local examinations syndicate (ucles), which is a department of the university of cambridge.    \u00a9 ucles 2022 0610/22/m/j/22  blank page  "
+        },
+        "0610_s22_qp_23.pdf": {
+            "1": "    this document has 12 pages.  ib22 06_0610_23/5rp   \u00a9 ucles 2022   [turn ove r   *4514030708 *cambridge igcse\u2122       biology 0610/23     paper 2 multiple choice (extended)  may/june 2022     45 minutes    you must answer on the mult iple choice answer sheet.    you will need: multiple choice answer sheet   soft clean eraser   soft pencil (type b or hb is recommended)       instructions   \uf0b7 there are forty  questions on this paper. answer all questions.   \uf0b7 for each question there ar e four possible answers a, b, c and d. choose the one you consider correct  and record your choice in soft pencil on the multiple choice an swer sheet.   \uf0b7 follow the instructions on the multiple choice answer sheet.  \uf0b7 write in soft pencil.  \uf0b7 write your name, centre number and candidate number on the mult iple choice answer sheet in the  spaces provided unless this has been done for you.  \uf0b7 do not use correction fluid.  \uf0b7 do not write on any bar codes.  \uf0b7 you may use a calculator.      information  \uf0b7 the total mark for this paper is 40.  \uf0b7 each correct answer will score one mark.  \uf0b7 any rough working should be don e on this question paper.   ",
+            "2": "2  \u00a9 ucles 2022 0610/23/m/j/22  1 all living organisms release e nergy from nutrient molecules wi thin their cells.    what is the name of this characteristic?  a g r o w t h   b nutrition  c respiration  d sensitivity    2 which diagram shows a flower from a monocotyledon?    cd b a      3 the diagram shows a cross-section through two guard cells of a  leaf.    w x y z    which labelled structures would also be found in an animal cell ?   a w and x b x and y c y and z d z and w    4 which level of organisation is shown by the heart of a mammal?   a a cell  b a tissue  c an organ  d an organ system    ",
+            "3": "3     \u00a9 ucles 2022 0610/23/m/j/22 [turn over  5 female moths release chemicals into the air. male moths detect  these chemicals and fly towards  the females.    how do the chemicals spread through the air?  a active transport  b diffusion  c osmosis  d transpiration    6 the diagram shows a section through a mesophyll cell of a leaf .    which part is partially permeable?    a b c d      7 what are the smaller basic units of starch and glycogen molecu les?   starch glycogen  a amino acids fatty acids and glycerol  b amino acids glucose  c glucose fatty acids and glycerol  d glucose glucose      8 dna is made up of ..1.. strands coiled together. the s trands contain chemicals called  ..2.. . these chemicals form ..3.. , a pairing with t and c pairing with g.    which words correctly complete gaps 1, 2 and 3?     1  2  3   a three amino acids cross-links  b two bases cross-links  c three bases proteins  d two amino acids proteins     ",
+            "4": "4  \u00a9 ucles 2022 0610/23/m/j/22  9 what is the correct definition of an enzyme?  a a carbohydrate that functions as a biological catalyst  b a protein that functions as a biological catalyst  c a substance that is changed by the reaction  d a substance made of fats that changes the rate of a reaction      10 which statement describes the effect of temperature on enzymes ?  a high temperatures denature enzymes making it difficult for subs trate molecules to fit into the  active site.  b high temperatures denature enzymes making it easy for substrate  molecules to fit into the  active site.  c low temperatures denature enzymes making it difficult for subst rate molecules to fit into the  active site.  d low temperatures denature enzymes making it easy for substrate molecules to fit into the  active site.    11 the graph shows the rate of photosynthesis at different carbon  dioxide concentrations.    x rate of photosynthesis carbon dioxide concentration    what could be the limiting factor of photosynthesis at x on the  graph?  a oxygen  b carbon dioxide  c glucose  d light intensity    ",
+            "5": "5     \u00a9 ucles 2022 0610/23/m/j/22 [turn over  12 the list shows features of a plant leaf.    1 air spaces between spongy mesophyll cells  2 chloroplasts in mesophyll cells  3 contains a natural insecticide  4 xylem vessels close  to mesophyll cells    which features are adaptations for photosynthesis?  a 1, 2 and 3 b 1, 2 and 4 c 1, 3 and 4 d 2, 3 and 4    13 which nutrient is required to prevent scurvy?  a calcium  b iron  c vitamin c  d vitamin d    14 which diagram represents the action of lipase?    a + + b + + + c + + d + +key enzyme substance 1substance 2substance 3      ",
+            "6": "6  \u00a9 ucles 2022 0610/23/m/j/22  15 the image shows a cross-section of part of a leaf.    which labelled structure is the xylem?    a cbd      16 the diagram shows a cross-section of a root.    three regions of the root are numbered.    1 2 3     which regions contain cells through which water must pass to re ach the xylem?  a 1, 2 and 3 b 1 and 2 only c 2 and 3 only d 2  o n l y     17 in a double circulation, what is the role of the right side of  the heart?  a to receive oxygenated blood from the body and to pump oxygenate d blood to the lungs  b to receive oxygenated blood from the body and to pump deoxygena ted blood to the lungs  c to receive deoxygenated blood from the body and to pump oxygena ted blood to the lungs  d to receive deoxygenated blood from the body and to pump deoxyge nated blood to the lungs    ",
+            "7": "7     \u00a9 ucles 2022 0610/23/m/j/22 [turn over  18 the photomicrograph shows some human blood cells.    x     what is the name of cell x and what is its function?     name function  a lymphocyte produces antibodies  b lymphocyte engulfs pathogens  c phagocyte produces antibodies  d phagocyte engulfs pathogens      19 three statements about immune responses are listed.    1 antigens trigger an immune response which produces antibodies .  2 memory cells are produced. 3 antibodies are acquired from another individual.    which statements are correct when describing active immunity?  a 1 only b 1 and 2 only c 2 and 3 only d 1, 2 and 3    20 which row shows the action of muscles during inspiration?     internal  intercostal muscles external  intercostal muscles diaphragm  a contract relax relax  b contract relax contract  c relax contract relax  d relax contract contract     ",
+            "8": "8  \u00a9 ucles 2022 0610/23/m/j/22  21 carbon dioxide is produced by aerobic respiration.    how many molecules of carbon dioxide are produced from the aero bic respiration of three  molecules of glucose?  a 3  b 6  c 1 2  d 18      22 which statements describe how an oxygen debt is removed after vigorous exercise?    1 lactic acid is transported to the liver.  2 lactic acid is respired aerobically.  3 heart rate stays high to remov e lactic acid from the muscles.     a 1 and 2 only b 1 and 3 only c 1, 2 and 3 d 2 and 3 only     23 which statement about urea is correct?  a amino acids are transported to the kidneys where they are conve rted to urea.  b urea travels from liver cells to the kidneys where it is filter ed out of the blood.  c liver cells break down proteins to amino acids which are then c onverted to urea in the  kidneys.  d urea is made in the kidneys and  then removed from the body by t he liver.     24 the diagram shows the junction between two neurones.    x    what is labelled at x?  a neurotransmitter  b vesicle  c neurotransmitter receptor molecule  d synaptic cleft     ",
+            "9": "9     \u00a9 ucles 2022 0610/23/m/j/22 [turn over  25 the diagram shows the density of rods and cones across a secti on of the retina.    what is the position of the fovea?    density of receptors ab c d distance across the retinarodscones       26 what is the synthetic plant hormone 2,4-d used for?  a genetic engineering  b inhibiting phototropism  c killing weeds  d promoting germination    27 which statement about asexual reproduction would be a disadvan tage for a farmer growing crop  plants?  a desirable qualities are shown throughout the crop.  b no pollinators are required.  c only one parent plant is required so growth is rapid.  d all of the crop plants have the same risk of disease.    28 the diagram shows an abnormal sperm cell.        why would the abnormal sperm cell be unable to fertilise an egg ?  a it has no acrosome so is unable to digest the jelly coat of the  egg.  b it has no mitochondria so lacks energy to swim to the egg.  c it has no flagellum so cannot swim to the egg.  d it has no nucleus so cannot fuse with the egg.     ",
+            "10": "10  \u00a9 ucles 2022 0610/23/m/j/22  29 one type of contraceptive pill contains progesterone and oestro gen.  some effects of the pill are  listed.    1 inhibit fsh production  2 inhibit lh production  3 inhibit thickening of the uterus wall    which prevent the development and the release of an egg cell?  a 1, 2 and 3 b 1 and 2 only c 2 and 3 only d 3  o n l y      30 some fruit flies have orange ey es and others have red eyes.    if two orange-eyed fruit flies are crossed, their offspring alw ays have orange eyes.    if two red-eyed fruit flies are crossed, their offspring can ha ve orange eyes or red eyes.    what can be concluded from these observations?  a the allele for orange eyes is dominant.  b the allele for orange eyes is recessive.  c the alleles for orange and red eyes are codominant.  d this is an example of sex linkage.     31 the diagram shows a section of a flower that has been cross-pol linated.        which statements about this flower are correct?    1 the pollen produced by this flower will be genetically differ ent from the pollen on the  stigma.  2 the pollen was carried to the stigma by wind. 3 this flower is insect-pollinated because the stigma is enclos ed by the petals.  4 the pollen was produced by another flower on the same plant.    a 1, 2 and 4 b 1 and 3 c 3  o n l y  d 2 and 4 only ",
+            "11": "11     \u00a9 ucles 2022 0610/23/m/j/22 [turn over  32 a woman with normal colour vision is a carrier for the colour blindness allele (xbxb). she has a  male child with a man who has normal colour vision (xby).    what is the chance of the male  child being colour-blind?  a 0% b 25% c 50% d 100%      33 sickle cell anaemia is a genetic disorder which results in sev ere illness in homozygous  individuals. in some human populations, being heterozygous can be beneficial.    what could be the reason for this?  a heterozygous individuals are not affected by the disorder.  b heterozygous individuals are more resistant to malaria.  c the disorder is caused by a dominant allele.  d the disorder is sex-linked.     34 which statement about selective breeding is correct?  a it does not involve humans.  b it involves a struggle for survival.  c it always involves only one parent.  d it involves parents that possess desirable features.     35 what is the name of an organism that obtains its energy from d ead organic material?  a carnivore  b consumer  c decomposer  d herbivore    36 a herd of red deer live in a forest that contains snakes and a  large variety of birds.    which group of organisms is an example of a population?  a all the animals in the forest  b all the red deer in the forest  c all the organisms in the forest  d all the plants in the forest    ",
+            "12": "12    to avoid the issue of disclosure of answer-related information to candidates, all copyright acknowledgements are reproduced on line in the cambridge  assessment international educat ion copyright acknowledgements b ooklet. this is produced for each series of examinations and is  freely available to download  at www.cambridgeinternational.org  after the live examination se ries.    \u00a9 ucles 2022 0610/23/m/j/22  37 with which kingdoms do bacteria share the same genetic code?  a animal, plant, fungus and protoctist  b animal, plant and fungus only  c animal and plant only  d animal only      38 which process makes use of a genetically engineered organism?  a using bacteria to produce insulin  b using enzymes in biological washing powders  c using pectinase in fruit juice production  d using yeast to produce ethanol      39 what is a reason for conserving plant species?  a to absorb oxygen from the air  b to decrease rainfall  c to obtain drugs for medicinal use  d to release carbon dioxide into the air      40 the food web shows the feeding relationships in a woodland.    treeswood pigeons caterpillarschaffinchessparrowhawks grey squirrels     if all the chaffinches in the food web die, which effect would this have?  a the amount of damage to trees will increase.  b the food supply for grey squirrels will increase.  c the number of wood pigeons will increase.  d the population of caterpillars will decrease.   "
+        },
+        "0610_s22_qp_31.pdf": {
+            "1": "this document has 20 pages. any blank pages are indicated.  [turn overcambridge igcse\u2122 *5550183392* biology  0610/31 paper 3 theory (core)  may/june  2022  1 hour 15 minutes you must answer on the question paper. no additional materials are needed. instructions  \u25cf answer all questions.  \u25cf use a black or dark blue pen. you may use an hb pencil for any diagrams or graphs.  \u25cf write your name, centre number and candidate number in the boxes at the top of the page.  \u25cf write your answer to each question in the space provided.  \u25cf do not use an erasable pen or correction fluid.  \u25cf do not write on any bar codes.  \u25cf you may use a calculator.  \u25cf you should show all your working and use appropriate units. information  \u25cf the total mark for this paper is 80.  \u25cf the number of marks for each question or part question is shown in brackets [  ]. dc (lk/jg) 303966/3 \u00a9 ucles 2022",
+            "2": "2 0610/31/ m/j/22 \u00a9 ucles 2022 blank page",
+            "3": "3 0610/31/ m/j/22 \u00a9 ucles 2022 [turn over 1 (a) fig. 1.1 is a diagram of a plant cell. e d cba fig. 1.1  the boxes on the left contain the letters that identify some parts of the plant cell in fig. 1.1.  the boxes on the right show the functions of some parts of a cell.  draw five lines to link each letter to its correct function. letter from  fig. 1.1function contains the genetic material a controls which substances enter and leave the cell  b filled with sap to support the cell c strengthens the cell d transports nerve impulses e where photosynthesis occurs  [5]  (b) state the names of two different types of plant cell. 1   2    [2]",
+            "4": "4 0610/31/ m/j/22 \u00a9 ucles 2022  (c) a student used a potato as a source of plant tissue. the student cut six cylinder-shaped  pieces from the potato. each potato cylinder had the same diameter.   each potato cylinder was immersed in either water or one of five different concentrations of  sugar solution.   the student measured the length of the potato cylinders before immersion and after being  immersed for 30 minutes.   table 1.1 shows the results. table 1.1 concentration of  sugar solution   / mol per dm3length of potato  cylinder before  immersion   / mmlength of potato  cylinder after  immersion   / mmchange in length of  potato cylinder   / mm 0.0 49.5 52.0 + 2.5 0.2 50.0 52.0 + 2.0 0.4 50.5 51.5 + 1.0 0.6 50.5 51.0 + 0.5 0.8 50.0 49.0 1.0 50.0 48.5 \u2013 1.5   (i) use the information in table 1.1 to calculate the change in length of the potato cylinder  immersed in the 0.8  mol per dm3 sugar solution.   ...  mm [1]   (ii) use the information in table 1.1 to calculate the percentage increase in length of the  potato cylinder immersed in the 0.2  mol per dm3 sugar solution.     %   [2]  (d) state the name of the process that causes water to enter or leave the potato cells.  .  [1]",
+            "5": "5 0610/31/ m/j/22 \u00a9 ucles 2022 [turn over  (e) describe the expected change in appearance of a potato cell that was immersed in a   1.0 mol per dm3 sugar solution.  ...  ...  .  [1]  [total: 12]",
+            "6": "6 0610/31/ m/j/22 \u00a9 ucles 2022 2 (a) fig. 2.1 is a pie chart showing the percentages of the different types of birth control that are  used globally.  other methods including natural birth control 1% condom 14% female sterilisation 34% iud 25%contraceptive injection 6%vasectomy 4%contraceptive pill 16% fig. 2.1   (i) state the most commonly used form of birth control shown in fig. 2.1.  .  [1]   (ii) state the total percentage using surgical methods of birth control in fig. 2.1.   ..  % [1]   (iii) state two forms of natural birth control. 1   2    [2]   (iv) state the type of contraception shown in fig. 2.1, that also protects against the spread of  sexually transmitted infections (stis).  .  [1]",
+            "7": "7 0610/31/ m/j/22 \u00a9 ucles 2022 [turn over  (b) hiv infection is an example of an sti.   (i) state the name of the type of pathogen that causes an hiv infection.  .  [1]   (ii) describe how hiv can be transmitted.  ...  ...  ...  ...  ...  ...  .  [3]  [total: 9]",
+            "8": "8 0610/31/ m/j/22 \u00a9 ucles 2022 3 the inheritance of coat texture in guinea pigs is controlled by a single gene.  (a) define the term gene.  ...  ...  ...  .  [2]  (b) fig. 3.1 shows a photograph of a guinea pig with a rough coat and a guinea pig with a smooth  coat. smooth coat rough coat  smooth coat rough coat fig. 3.1   the allele for a rough coat is dominant and represented by the letter r.   the allele for a smooth coat is recessive and represented by the letter r.   fig. 3.2 is a pedigree diagram showing the inheritance of coat texture in some guinea pigs. key:  male rr male rr male rrfemale rr female rr female rrgeneration 1 generation 2a b c d e f fig. 3.2",
+            "9": "9 0610/31/ m/j/22 \u00a9 ucles 2022 [turn over   (i) state the total number of guinea pigs with smooth coats in fig. 3.2.  .  [1]   (ii) state the letter of a guinea pig that has a homozygous dominant genotype in fig. 3.2.  .  [1]   (iii) state the total number of male guinea pigs in fig. 3.2.  .  [1]  (c) two guinea pigs are bred together. \u2022 the genotype of the male guinea pig is rr. \u2022 the genotype of the female guinea pig is rr.   complete fig. 3.3 to show the:  \u2022 possible genotypes of the offspring from this cross \u2022 the probability of offspring having a smooth coat. male   . . female  . . . . . . probability of offspring having a smooth coat . fig. 3.3  [3]  (d) complete the sentence about breeding.   two identical homozygous individuals that breed together will be     . -breeding.  [1]  [total: 9]",
+            "10": "10 0610/31/ m/j/22 \u00a9 ucles 2022 4 (a) fig. 4.1 is a diagram of the female reproductive system in humans. fig. 4.1   (i) on fig. 4.1: \u2022 circle a part that releases egg cells. \u2022 draw a label line and the letter w to show where fertilisation occurs. \u2022 draw a label line and the letter x to show where the fetus develops.   [3]   (ii) state the name of the process that produces egg cells.  .  [1]    (iii) state the names of two parts of the female reproductive system that sperm must pass  through to reach the egg cell. 1   2    [2]",
+            "11": "11 0610/31/ m/j/22 \u00a9 ucles 2022 [turn over  (b) fig. 4.2 is a graph showing the changes in the thickness of the uterus lining during a menstrual  cycle. thickness of the uterus lining 0 2 4 6 8 10 12 14 16 18 20 22 24 26 28 day of the menstrual cycle fig. 4.2   (i) use the information in fig. 4.2 to state the number of days during which the uterus lining  is shed.  .  [1]   (ii) draw a line to complete the graph in fig. 4.2 to show the thickness of the uterus lining  between day 16 and 28.  [1]   (iii) state the day of the menstrual cycle when eggs are released.  .  [1] ",
+            "12": "12 0610/31/ m/j/22 \u00a9 ucles 2022  (c) the menstrual cycle is one of the changes that happens to girls during puberty.   describe the changes that occur in boys during puberty.  ...  ...  ...  ...  ...  ...  .  [3]  [total: 12]",
+            "13": "13 0610/31/ m/j/22 \u00a9 ucles 2022 [turn over 5 (a) fig. 5.1 is a diagram of the human gas exchange system. \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026 \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026 \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026 \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026 fig. 5.1  the list shows the names of some of the parts of the human gas exchange system. alveolus      bronchiole      bronchus      diaphragm larynx      rib     trachea  use the words from the list to label fig. 5.1.  you do not need to use every word.  write your answers on the answer lines provided in fig. 5.1.  [5]  (b) state the name of the part of the body through which air enters and leaves.  .  [1]   (c) complete the sentences about the differences between inspired and expired air.   inspired air contains .. oxygen than expired air.    inspired air contains .. carbon dioxide than expired air.    the concentration of water .. in inspired and expired air varies.  [3]  (d) carbon dioxide is one of the components of inspired and expired air.   state the name of the chemical used to test for the presence of carbon dioxide.  .  [1]  [total: 10]",
+            "14": "14 0610/31/ m/j/22 \u00a9 ucles 2022 6 fig. 6.1 is a photograph of a section through a flower. f ea b c d fig. 6.1",
+            "15": "15 0610/31/ m/j/22 \u00a9 ucles 2022 [turn over  (a) (i) state the names of the parts labelled a, c and e in fig. 6.1. a   c   e    [3]   (ii) state the function of the part labelled b in fig. 6.1.  ...  .  [1]   (iii) state the letter of the part in fig. 6.1 where pollination occurs.  .  [1]  (b) state one piece of evidence from fig. 6.1 that shows this is an insect-pollinated flower.  ...  ...  .  [1]  (c) describe the adaptations of the flower structure and pollen in a wind-pollinated flower.  ...  ...  ...  ...  ...  ...  .  [3]  (d) living organisms are classified into kingdoms. the organism shown in fig. 6.1 belongs to the  plant kingdom.   state the name of one other kingdom.  .  [1]  [total: 10]",
+            "16": "16 0610/31/ m/j/22 \u00a9 ucles 2022 7 (a) a scientist measured the mass of carbon dioxide produced by anaerobic respiration in yeast  cells for 1200 minutes.   fig. 7.1 shows the results. 0 200 400 600 800 1000 12000123456789 total mass of carbon dioxide produced  / g time  / minutes fig. 7.1   (i) complete the sentences to describe the results shown in fig. 7.1.    the yeast cells produced a total of .. g of carbon dioxide during   1200 minutes.    the yeast cells stopped producing carbon dioxide at .. minutes.   [2]   (ii) the investigation was repeated with boiled yeast cells.    predict the effect on the mass of carbon dioxide produced and explain your prediction.  ...  ...  ...  ...  .  [2]",
+            "17": "17 0610/31/ m/j/22 \u00a9 ucles 2022 [turn over   (iii) state the name of one other  product of anaerobic respiration in yeast cells.  .  [1]  (b) the box on the left contains the term \u2018respiration\u2019.   the boxes on the right contain sentence endings.   draw two lines to join the term \u2018respiration\u2019 to two boxes on the right to make two correct  sentences. always produces carbon dioxide. is necessary for diffusion. respiration occurs only in animals. releases energy. uses glucose.  [2]  (c) state one substance required for aerobic respiration that is not required for anaerobic  respiration.  .  [1]  (d) respiration is one of the characteristics of living things.   tick (3) two boxes to show two other characteristics of all living things. breathing excretion growth photosynthesis sexual reproduction   [2]  [total: 10]",
+            "18": "18 0610/31/ m/j/22 \u00a9 ucles 2022 8 (a) fig. 8.1 is a diagram showing part of the carbon cycle. carbon dioxide in the atmosphere carbon compounds in fossil fuelscarbon compounds in animals carbon compounds in plants carbon compounds in dead organismsm kj l fig. 8.1   (i) draw one arrow on fig. 8.1  to represent respiration in plants.  [1]   (ii) identify the processes labelled j, l and m in fig. 8.1. j     l   m  ...  [3]  (b) photosynthesis is the process occurring at k in fig. 8.1.   state the two products of photosynthesis.  1   2    [2]",
+            "19": "19 0610/31/ m/j/22 \u00a9 ucles 2022  (c) explain the effect of deforestation on the concentration of carbon dioxide in the atmosphere.  ...  ...  ...  ...  .  [2]  [total: 8]",
+            "20": "20 0610/31/ m/j/22 \u00a9 ucles 2022 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.blank page"
+        },
+        "0610_s22_qp_32.pdf": {
+            "1": "this document has 16 pages. any blank pages are indicated.  [turn overdc (rw/cgw) 302036/4 \u00a9 ucles 2022 *8334875357* biology  0610/32 paper 3 theory (core)  may/june  2022  1 hour 15 minutes you must answer on the question paper. no additional materials are needed. instructions  \u25cf answer all questions.  \u25cf use a black or dark blue pen. you may use an hb pencil for any diagrams or graphs.  \u25cf write your name, centre number and candidate number in the boxes at the top of the page.  \u25cf write your answer to each question in the space provided.  \u25cf do not use an erasable pen or correction fluid.  \u25cf do not write on any bar codes.  \u25cf you may use a calculator.  \u25cf you should show all your working and use appropriate units. information  \u25cf the total mark for this paper is 80.  \u25cf the number of marks for each question or part question is shown in brackets [  ].cambridge igcse\u2122",
+            "2": "2 0610/32/ m/j/22 \u00a9 ucles 2022 1 fig. 1.1 is a photograph of a plant. fig. 1.1  (a) (i) draw two arrows on fig.  1.1 to show the direction of movement of water into and out of  the plant.  [2]   (ii) state the name of the type of tissue that transports water in a plant.  .  [1]  (b) (i) complete the definition of the term transpiration.    transpiration is the loss of water vapour from plant leaves by  .. of water at the surfaces of ..  cells, followed by diffusion of water vapour through the ..  .  [3]   (ii) fig. 1.2 is a graph showing the effect of temperature on the rate of transpiration from the  upper and lower surfaces of leaves. transpiration rate temperaturekey: lower surface upper surface fig. 1.2",
+            "3": "3 0610/32/ m/j/22 \u00a9 ucles 2022 [turn over    state two conclusions for the data shown in fig.  1.2. 1    ...  ... 2    ...  ...   [2]  (c) state the effect of increasing humidity on the rate of transpiration.  ...  ...  .  [1]  (d) fig. 1.3 is a diagram of the water cycle. y x not to scaley x fig. 1.3   identify processes x and y in fig.  1.3. x  ... y  ...  [2]  [total: 11]",
+            "4": "4 0610/32/ m/j/22 \u00a9 ucles 2022 2 (a) define the term homeostasis.  ...  ...  ...  ...  .  [2]  (b) the box on the left shows the beginning of a sentence.   the boxes on the right show some sentence endings.   draw three  straight lines to make three correct sentences about the brain.   the brainand spinal cord are part of the peripheral nervous system. coordinates body functions. contains receptors that detect the temperature of the blood. produces insulin. receives impulses from motor neurones. receives impulses from the optic nerve.  [3]",
+            "5": "5 0610/32/ m/j/22 \u00a9 ucles 2022 [turn over  (c) fig. 2.1 shows part of a cross-section of mammalian skin. kj l fig. 2.1   state the names of j, k and l in fig.  2.1. j   ... k  ... l   ...  [3]  (d) describe how structures in the body help to keep the body warm in a cool environment.  ...  ...  ...  ...  ...  ...  .  [3]  [total: 11]",
+            "6": "6 0610/32/ m/j/22 \u00a9 ucles 2022 3 (a) fig. 3.1 is a diagram showing part of the human alimentary canal and associated organs. afg b c d not to scale e fig. 3.1   (i) the boxes on the left show three letters from fig.  3.1 that identify three different organs.    the boxes in the middle show the names of some of the organs in fig.  3.1.    the boxes on the right show some functions of organs.    draw three lines to link each letter to the name of the organ the letter identifies in fig.  3.1.    draw three  more lines to link these organs to a correct function.    draw a total of six lines.    d e gletter from  fig. 3.1 anus ileum mouth pancreasname of the organ function absorption assimilation egestion ingestion  [6]",
+            "7": "7 0610/32/ m/j/22 \u00a9 ucles 2022 [turn over   (ii) state the letter in fig. 3.1 that identifies the liver and outline one function of the liver.    letter in fig.  3.1 .. function  ..  ...  ...  [2]  (b) describe the effects of excessive alcohol consumption.  ...  ...  ...  ...  ...  ...  ...  ...  .  [4]  (c) protein is a large molecule.   table  3.1 shows the names of some large molecules, the enzymes that catalyse the  breakdown of these large molecules and the smaller molecules they are made from.   complete table  3.1 by writing the correct large molecule, enzymes and small molecule in the  boxes. table 3.1 large molecules enzymes small molecules protein ..amino acids ..amylase glucose fats and oils ..fatty acids and ..  [4]  [total: 16]",
+            "8": "8 0610/32/  m  / j  /22 \u00a9 ucles 20224 fig. 4.1 is a drawing of a rainforest food web. sloth golden lion tamarinhowler monkey banana plantanaconda ocelot jaguar pineapple plant not to scale fig. 4.1  (a) (i) state the name of one producer shown in fig. 4.1.  .  [1]   (ii) state the name of one herbivore shown in fig. 4.1.  .  [1]   (iii) state the number of carnivore species shown in fig. 4.1.  .  [1]   (iv) use the information in fig. 4.1 to complete the food chain that contains the howler  monkey and three other organisms. howler  monkey     [2]",
+            "9": "9 0610/32/ m/j/22 \u00a9 ucles 2022 [turn over   (v) overhunting of golden lion tamarins caused the population of anacondas and sloths to  change.    explain why the populations of: \u2022 anacondas decrease \u2022 sloths increase. anacondas  .  ...  ... sloths  .  ...  ...  [2]   (vi) state the principal source of energy for food webs.  .  [1]",
+            "10": "10 0610/32/ m/j/22 \u00a9 ucles 2022  (b) conservationists counted the number of organisms in each feeding level for one of the food  chains in a rainforest.   the data were used to draw a pyramid of numbers. table  4.1 shows the data. table 4.1 feeding level number of organismswidth of the bar in the  pyramid of numbers  / cm producer 4 0.4 primary consumer 100 10.0 secondary consumer 26 tertiary consumer 8 0.8   (i) complete table  4.1 by calculating the width of the bar for the secondary consumer  feeding level.   .  cm [1]   (ii) using the information in table  4.1 and your answer to 4(b)(i) , draw a pyramid of numbers  on the grid. each small square on the grid is 0.2  cm wide.    label each bar with the feeding level.  [4]  (c) deforestation is a cause of habitat loss for many organisms.   list three  other undesirable effects of deforestation. 1   2   3    [3]  [total: 16]",
+            "11": "11 0610/32/ m/j/22 \u00a9 ucles 2022 [turn over 5 (a) blood group is inherited. there are four human blood groups: a, b, ab and o.    surveys were carried out in two different countries to find out the percentage of the population  in each blood group.   the results are shown in fig.  5.1. 010 a b blood groupkey: country  x country  y ab o203040 percentage of the population5060 fig. 5.1   (i) complete the sentences that describe the data shown in fig.  5.1.    the rarest blood group in both countries is ..  .    in country  x blood group ..  is the most common but in country  y it is blood  group ..  .    the percentage of the population of country  x that has blood group  a is ..%.  [4]   (ii) suggest the type of variation shown in fig.  5.1 and give a reason for your choice. type of variation  . reason  ...  ...  ...  [2]",
+            "12": "12 0610/32/ m/j/22 \u00a9 ucles 2022  (b) mutations can create variation.   a student made some statements about mutations in their notebook. \u201ca mutation is a genetic change. ionising radiation  decreases the rate of mutation.\u201d   identify one incorrect word in the sentences.  .  [1]  [total: 7]",
+            "13": "13 0610/32/ m/j/22 \u00a9 ucles 2022 [turn over 6 pathogens in food can cause diarrhoea.  (a) describe diarrhoea and state how diarrhoea can be treated.  ...  ...  ...  ...  .  [2]  (b) describe ways of preventing the spread of diseases that are caused by pathogens in food.  ...  ...  ...  ...  ...  ...  ...  ...  .  [4]  [total: 6]",
+            "14": "14 0610/32/ m/j/22 \u00a9 ucles 2022 7 (a) a student investigated plant growth responses.   a seedling was attached to a support stand and placed under a lamp.   (i) complete fig.  7.1 by drawing the expected position of the root and shoot after seven  days of growth.                      root shoot support standdirection of light fig. 7.1  [2]   (ii) state the type of growth response plants show in response to the direction of light.  .  [1]   (iii) state the type of nuclear division that is used for growth.  .  [1]  (b) seeds need certain factors for germination.   circle  three  factors that are needed for germination. carbon dioxide               iron               nitrogen               oxygen suitable temperature               water               vitamin c  [3]",
+            "15": "15 0610/32/ m/j/22 \u00a9 ucles 2022  (c) complete the sentences.   seeds contain proteins for the .. of developing shoots  and roots. proteins contain the elements ..  , oxygen,  .. and nitrogen.   the new leaves of a seedling need the mineral ion .. to make the  green pigment ..  .   this green pigment is needed to carry out the process of .., in  the presence of light.  [6]  [total: 13]",
+            "16": "16 0610/32/ m/j/22 \u00a9 ucles 2022 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.blank page"
+        },
+        "0610_s22_qp_33.pdf": {
+            "1": "this document has 16 pages. any blank pages are indicated.  [turn overcambridge igcse\u2122biology  0610/33 paper 3 theory (core)  may/june  2022  1 hour 15 minutes you must answer on the question paper. no additional materials are needed. instructions  \u25cf answer all questions.  \u25cf use a black or dark blue pen. you may use an hb pencil for any diagrams or graphs.  \u25cf write your name, centre number and candidate number in the boxes at the top of the page.  \u25cf write your answer to each question in the space provided.  \u25cf do not use an erasable pen or correction fluid.  \u25cf do not write on any bar codes.  \u25cf you may use a calculator.  \u25cf you should show all your working and use appropriate units. information  \u25cf the total mark for this paper is 80.  \u25cf the number of marks for each question or part question is shown in brackets [  ]. *8362666462* dc (lk/cb) 303946/4 \u00a9 ucles 2022",
+            "2": "2 0610/33/ m/j/22 \u00a9 ucles 2022 1 the human circulatory system contains blood vessels.  (a) fig. 1.1 shows some names of blood vessels and organs.   the boxes on the left show the names of some blood vessels that deliver blood to organs.   the boxes on the right show the names of some organs that receive blood.   draw straight lines from each blood vessel to the organ that it delivers blood to.    draw four straight lines. blood vessel that  delivers blood organ receiving  blood pulmonary artery heart pulmonary vein kidney renal artery lungs vena cava fig. 1.1  [4]  (b) table 1.1 shows three types of blood vessel, the thickness of their walls and whether they  contain valves.   complete the descriptions of the blood vessels in table 1.1. table 1.1 type of blood vessel thickness of wall presence of valves artery thick no capillary vein  [4]  [total: 8]",
+            "3": "3 0610/33/ m/j/22 \u00a9 ucles 2022 [turn over 2 photosynthesis is a process that occurs in plant cells.  (a) (i) state the word equation for photosynthesis.  .  [2]   (ii) state the type of energy required for photosynthesis.  .  [1]  (b) fig. 2.1 is a diagram of a section through a leaf. fig. 2.1   (i) on fig. 2.1: \u2022 label with a label line and the letter a the type of cell where most photosynthesis  takes place. \u2022 label with a label line and the letter b the type of cell which conducts water through  the plant.  [2]   (ii) state the name of the cell structure where photosynthesis happens.  .  [1]",
+            "4": "4 0610/33/ m/j/22 \u00a9 ucles 2022  (c) a student investigated the rate of photosynthesis in a plant at different temperatures.   the results are shown in table 2.1. table 2.1 temperature  / \u00b0crate of photosynthesis   / arbitrary units 20 42 25 61 30 77 35 92 40 45   (i) state the temperature at which the rate of photosynthesis is highest.   .. \u00b0c [1]   (ii) calculate the percentage increase in the rate of photosynthesis from 20  \u00b0c to 30  \u00b0c.     give your answer to three  significant figures.    space for working.     % [3]  [total: 10]",
+            "5": "5 0610/33/ m/j/22 \u00a9 ucles 2022 [turn over 3 during puberty, the hormones oestrogen and testosterone are involved in the development of the  secondary sexual characteristics.  (a) (i) state the name of the gland that produces each hormone. oestrogen  .. testosterone  ..  [2]   (ii) complete table 3.1 by placing ticks ( \u2713) in the boxes to show which hormones are  involved in the development of each secondary sexual characteristic. table 3.1 secondary sexual characteristic testosterone oestrogen body shape changes breast development facial hair voice deepening  [4]",
+            "6": "6 0610/33/ m/j/22 \u00a9 ucles 2022  (b) fig. 3.1 is a diagram of the uterus during pregnancy. a b cd fig. 3.1   state the letter on fig. 3.1 that identifies the structure which performs each of these functions. \u2022 exchange of substances between the fetus and the mother ... \u2022 protects the fetus from mechanical shock ... \u2022 transfers blood between the fetus and the placenta ...  [3]",
+            "7": "7 0610/33/ m/j/22 \u00a9 ucles 2022 [turn over  (c) outline the processes involved in labour and birth.   ...  ...  ...  ...  ...  ...  ...  ...  .  [4]  (d) the birthweights of 75 rats were measured and recorded within different birthweight ranges.   the number of rats in each birthweight range is recorded in table 3.2. table 3.2 birthweight  / g number of rats 5.5 \u2013 5.9 8 6.0 \u2013 6.4 11 6.5 \u2013 6.9 13 7.0 \u2013 7.4 18 7.5 \u2013 7.9 15 8.0 \u2013 8.4 8 8.5 \u2013 8.9 2   (i) state the most common birthweight range in table 3.2.  .  [1]   (ii) state the number of rats that are heavier than 6.9  g at birth in table 3.2.  .  [1]   (iii) state the type of variation shown by the data in table 3.2.  .  [1]  [total: 16]",
+            "8": "8 0610/33/ m/j/22 \u00a9 ucles 2022 4 sewage treatment reduces water pollution.  (a) (i) state the names of two of the stages of sewage treatment. 1   2    [2]   (ii) raw sewage is a major source of water pollution.     state the name of one other  source of water pollution.  .  [1]  (b) urea is found in sewage. urea is made in the human body and excreted in urine.    (i) state the name of the biological molecules that are broken down to make urea.   .  [1]   (ii) state the name of the organ that produces urea.  .  [1]  (c) raw sewage can be produced by intensive livestock farming.   state two other  negative impacts of intensive livestock farming. 1    ... 2    ...  [2]  [total: 7]",
+            "9": "9 0610/33/ m/j/22 \u00a9 ucles 2022 [turn over 5 (a) complete the sentences about the features of the human gas exchange system.   gas exchange surfaces have a  surface area.     the distance across the gas exchange surfaces is very   .    the gas exchange system has a  blood supply and good      with air.   [4]  (b) fig. 5.1 shows part of the gas exchange system in the lungs of a human. w x yz blood capillary direction of blood flow fig. 5.1   (i) state the name of structure w in fig. 5.1.  .  [1]   (ii) state the letter in fig. 5.1 that shows where the concentration of: \u2022 carbon dioxide in the blood is highest  \u2022 oxygen in the blood is highest   [2]   (iii) state the name of the process where molecules move down a concentration gradient.  .  [1]  [total: 8]",
+            "10": "10 0610/33/ m/j/22 \u00a9 ucles 2022 6 (a) scientists surveyed a group of adults. some of the adults had chronic bronchitis, which is a  lung disease. the adults were asked their age and whether they smoked tobacco.    the results of the study are shown in fig. 6.1. age group / years-oldpercentage of people surveyed that have chronic bronchitis 20 - 29010203040506070 30 - 39 40 - 49 50 - 59 60 - 69key: non-smoker smoker fig. 6.1   describe the data shown in fig. 6.1.  ...  ...  ...  ...  ...  ...  .  [3]  (b) (i) state two diseases other than chronic bronchitis that tobacco smoking can cause. 1   2    [2]   (ii) list three  major toxic components of tobacco smoke. 1   2   3     [3]  [total: 8]",
+            "11": "11 0610/33/ m/j/22 \u00a9 ucles 2022 [turn over 7 one type of nuclear division produces genetically identical cells.  (a) state the name and one role of the type of nuclear division that produces genetically identical  cells. name  .   role    ...  [2]  (b) fig. 7.1 shows the mass of dna in a cell undergoing this type of cell division. two cell  divisions complete in this time.  0 10 20 30 time / hoursmass of dna in a cell 40 50 60 fig. 7.1   using the information in fig. 7.1, calculate how long it takes for the dna to double in mass.     hours  [1]",
+            "12": "12 0610/33/ m/j/22 \u00a9 ucles 2022  (c) gametes are involved in sexual reproduction.    fig. 7.2 is a diagram of human gametes. a b edc fig. 7.2   (i) state the names of structures a, b, c, d and e shown in fig. 7.2. a   b   c   d   e    [5]   (ii) suggest a type of biological molecule that could be used as an energy store in an egg  cell.  .  [1]  [total: 9]",
+            "13": "13 0610/33/ m/j/22 \u00a9 ucles 2022 [turn over 8 (a) complete the description of the immune system, using the words from the list.    each word may be used once, more than once or not at all. antibodies     antigens     biological     block chemical     engulf     hairs     mechanical nails     vaccines   the body has defences to protect against infectious diseases.     skin and ... in the nose are ... barriers.     some types of blood cell are involved in defending the body against infectious diseases.     some blood cells can produce ... which can kill the pathogen.     other cells can ... the pathogen in a process called phagocytosis.  [4]  (b) describe actions that can be taken by individuals in their homes to reduce the spread of  disease.  ...  ...  ...  ...  ...  ...  .  [3]  [total: 7]",
+            "14": "14 0610/33/ m/j/22 \u00a9 ucles 2022 9 (a) define the term sense organ.  ...  ...  ...  ...  .  [2]   (b) fig. 9.1 is a diagram of a section of a human eye. a bcde fig. 9.1   state the letter of the structure shown on fig. 9.1 that:  \u2022 focuses light on the light receptors . \u2022 refracts light . \u2022 controls how much light enters the pupil . \u2022 carries impulses to the brain .  [4]",
+            "15": "15 0610/33/ m/j/22 \u00a9 ucles 2022  (c) fig. 9.2 is a diagram of an eye in a dark room and in a light room.   draw the expected size of the pupil on the eye in the light room  in fig. 9.2. dark room light room fig. 9.2  [1]  [total: 7]",
+            "16": "16 0610/33/ m/j/22 \u00a9 ucles 2022 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.blank page"
+        },
+        "0610_s22_qp_41.pdf": {
+            "1": "this document has 20 pages. any blank pages are indicated.  [turn overdc (rw/cb) 302037/5 \u00a9 ucles 2022 *6376027489* biology  0610/41 paper 4 theory (extended)  may/june  2022  1 hour 15 minutes you must answer on the question paper. no additional materials are needed. instructions  \u25cf answer all questions.  \u25cf use a black or dark blue pen. you may use an hb pencil for any diagrams or graphs.  \u25cf write your name, centre number and candidate number in the boxes at the top of the page.  \u25cf write your answer to each question in the space provided.  \u25cf do not use an erasable pen or correction fluid.  \u25cf do not write on any bar codes.  \u25cf you may use a calculator.  \u25cf you should show all your working and use appropriate units. information  \u25cf the total mark for this paper is 80.  \u25cf the number of marks for each question or part question is shown in brackets [  ].cambridge igcse\u2122",
+            "2": "2 0610/41/ m/j/22 \u00a9 ucles 2022 1 (a) some students were studying the activity of yeast. they made a fact file, as shown in fig.  1.1. organism: yeast scientific name: saccharomyces cerevisiae structure: single cells main cell structures: cell wall, cell membrane,  vacuole, nucleus, mitochondria, rough  endoplasmic reticulum main energy source: sugars fig. 1.1   (i) state the kingdom in which yeast is classified.  .  [1]   (ii) state the process that occurs in mitochondria to provide energy for yeast cells.  .  [1]  (b)  yeast cells make the enzyme sucrase. sucrase catalyses the breakdown of sucrose to  glucose and fructose.   enzymes are made of protein.   explain how the shape of a sucrase molecule is related to its function.  ...  ...  ...  ...  .  [2]  (c) the students made an extract of sucrase from yeast cells.   they investigated the activity of the sucrase extract at different ph values. they determined  the rate of reaction at each ph.   they then calculated the rate of each reaction as a percentage of the fastest reaction, to give  the percentage activity of sucrase.",
+            "3": "3 0610/41/ m/j/22 \u00a9 ucles 2022 [turn over   the results of this investigation are shown in fig.  1.2. 20102030405060708090100 3 4 5 6 7 phpercentage activity of sucrase 8 9 10 11 12 fig. 1.2   describe and explain the effect of ph on the activity of sucrase shown in fig.  1.2.  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  .  [6]  [total: 10]",
+            "4": "4 0610/41/ m/j/22 \u00a9 ucles 2022 2 mammals have a double circulation.  fig. 2.1 is a diagram of a section through the heart of a mammal. the arrows show the direction of  blood flow through the heart and blood vessels. c a b cseptum dx fig. 2.1  (a) (i) state the name of the chamber of the heart with the thickest wall.  .  [1]   (ii) d is a vein. state the name of this vein and describe its structure. name  . description of structure  ..  ...  ...  ...  ...  ...   [3]",
+            "5": "5 0610/41/ m/j/22 \u00a9 ucles 2022 [turn over   (iii) identify the structure labelled  x in fig.  2.1 and state its role in the heart.  ...  ...  ...  ...  .  [2]",
+            "6": "6 0610/41/ m/j/22 \u00a9 ucles 2022  (b) fig. 2.2 is a diagram that shows the double circulation of a mammal. the arrows indicate the  movement of oxygen and carbon dioxide in and out of the blood. capillaries in the lungs capillaries in respiring tissues fig. 2.2   (i) shade the blood vessel in fig.  2.2 that transports blood with the highest oxygen  concentration.  [1]",
+            "7": "7 0610/41/ m/j/22 \u00a9 ucles 2022 [turn over   (ii) describe the evidence shown in fig.  2.2 that the mammal has a double circulatory  system.  ...  ...  ...  ...  .  [2]   (iii) explain the advantages of a double circulation.  ...  ...  ...  ...  ...  ...  ...  ...  .  [4]  [total: 13]",
+            "8": "8 0610/41/ m/j/22 \u00a9 ucles 2022 blank page",
+            "9": "9 0610/41/ m/j/22 \u00a9 ucles 2022 [turn over 3 the pancreas is an organ that has roles in the digestive and hormonal systems of humans.  fig. 3.1 shows part of the alimentary canal and some of the associated organs. stomach pancreas pancreatic ductj k l fig. 3.1  (a) state the names of organs j, k and l. j   k  ... l  ...  [3]  (b) the pancreas secretes hormones into the blood and enzymes into the pancreatic duct. the  enzymes are released into the alimentary canal.   complete table  3.1 by stating the hormones and enzymes that are secreted by the pancreas.  table 3.1 hormones secreted by the pancreas enzymes secreted by the pancreas ..  .. ..  [5]",
+            "10": "10 0610/41/ m/j/22 \u00a9 ucles 2022  (c) chloride ions also move along the pancreatic duct.   cftr proteins in the cells lining the pancreatic duct move chloride ions out of the cells into  the duct.   fig. 3.2 is a diagram of a cell from the lining of the pancreatic duct showing the location and  activity of cftr proteins. key: chloride ion not to scaleinside the pancreatic duct pancreatic duct cellcftr protein fig. 3.2   explain how cftr proteins move chloride ions across the membrane of the cell shown in  fig. 3.2.  ...  ...  ...  ...  ...  ...  .  [3]",
+            "11": "11 0610/41/ m/j/22 \u00a9 ucles 2022 [turn over  (d) the movement of chloride ions into the pancreatic duct causes water to move from the cells  into the duct to help the flow of liquid in the duct.   explain how water moves from the cell shown in fig.  3.2 into the pancreatic duct.  ...  ...  ...  ...  ...  ...  .  [3]",
+            "12": "12 0610/41/ m/j/22 \u00a9 ucles 2022  (e) if cftr proteins do not move chloride ions, the liquid in the pancreatic duct becomes very  sticky and the duct can become blocked.   blocked pancreatic ducts are one effect of cystic fibrosis, which is an inherited disease. cystic  fibrosis is caused by a mutation of the gene that codes for the cftr protein.   fig. 3.3 shows the pedigree diagram of a family that has two people who have cystic fibrosis. 1 2 3 4 5 female without cystic fibrosis male without cystic fibrosis female with cystic fibrosis male with cystic fibrosis6 7 key: fig. 3.3   (i) the allele that causes cystic fibrosis is a recessive allele.    describe and explain the evidence shown in fig.  3.3 that cystic fibrosis is caused by a  recessive allele.  ...  ...  ...  ...  .  [2]",
+            "13": "13 0610/41/ m/j/22 \u00a9 ucles 2022 [turn over   (ii) person  7 is expecting a child with a man who is heterozygous for cystic fibrosis.    complete the genetic diagram to predict the probability of person  7 and the heterozygous  man having a child with cystic fibrosis.    use the symbol  a for the dominant allele and a for the recessive allele.    parental genotypes        gametes  + genotypes of offspring  ... phenotypes of offspring  . probability of having a child with cystic fibrosis  .  [5]  [total: 21]",
+            "14": "14 0610/41/ m/j/22 \u00a9 ucles 2022 4 researchers investigated the effect of adding cattle manure (cattle faeces) to fields where snap  bean plants, phaseolus vulgaris , were grown. cattle manure contains some protein.  (a) explain how protein in the cattle manure is converted to the type of ions that plants can  absorb.  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  .  [5]  (b) snap bean plants are legumes which have root nodules that contain nitrogen\u2011fixing bacteria.   fig. 4.1 shows some root nodules. root nodules fig. 4.1   (i) suggest the advantage to farmers of having snap bean plants that have a large number  of root nodules.  ...  ...  .  [1]",
+            "15": "15 0610/41/ m/j/22 \u00a9 ucles 2022 [turn over   (ii) the researchers investigated the effect of adding cattle manure to fields of snap bean  plants. \u2022 field 1 was treated with a small quantity of cattle manure. \u2022 field 2 was treated with a medium quantity of cattle manure. \u2022 field 3 was treated with a large quantity of cattle manure. \u2022 field 4 was not treated with any cattle manure.    the researchers counted the number of root nodules on samples of plants from each  field when the snap beans were harvested.    the results of the investigation are shown in fig.  4.2. 020406080100120140160 1 2 fieldaverage number of root nodules per plant 3 4 fig. 4.2    calculate the percentage increase in the average number of root nodules per plant when  snap bean plants were grown with a large quantity of cattle manure (field  3) compared  with no cattle manure (field  4).    give your answer to two significant figures.    space for working.   . %  [3]",
+            "16": "16 0610/41/ m/j/22 \u00a9 ucles 2022   (iii) when large quantities of manure are put on fields it can lead to eutrophication of streams  and rivers. this can lead to the death of fish.    describe how eutrophication of streams and rivers can lead to the death of fish.  ...  ...  ...  ...  ...  ...  ...  ...  .  [4]  [total: 13] 5 the mulanje cedar, widdringtonia whytei , is the national tree of malawi. this species of tree  grows naturally only on mount mulanje in malawi. many of the trees have been overharvested or  destroyed by wildfires, resulting in deforestation, as shown in fig.  5.1. fig. 5.1  (a) state the genus name of the mulanje cedar tree.  .  [1]",
+            "17": "17 0610/41/ m/j/22 \u00a9 ucles 2022 [turn over  (b) explain the undesirable effects of deforestation on habitats that are on mountains, such as  mount mulanje.  ...  ...  ...  ...  ...  ...  .  [3]  (c) scientists in malawi are working to prevent the extinction of the mulanje cedar tree in its  natural habitat.   explain the benefits to other organisms on mount mulanje of conserving the mulanje cedar  tree in its natural habitat.  ...  ...  ...  ...  .  [2]  (d) the seeds of many endangered tree species are kept in seed banks.   suggest why it is important to collect seeds from many individual trees of each species rather  than just one tree.  ...  ...  ...  ...  .  [2]  [total: 8]",
+            "18": "18 0610/41/ m/j/22 \u00a9 ucles 2022 6 (a) fig. 6.1 is a flow diagram showing the events that occur to form a human fetus. haploid egg celldiploid cellovary organ p process q process r process t process uhaploid sperm celldiploid cell diploid cell s embryo fetus fig. 6.1",
+            "19": "19 0610/41/ m/j/22 \u00a9 ucles 2022 [turn over   complete table  6.1 by using the information in the flow diagram to identify the cell, the organ  and the processes shown in fig.  6.1. table 6.1 cell, organ or process name of the cell, organ or process organ  p cell s process  q produces  haploid sperm and eggs process  r produces  diploid cell s process  t occurs so that  cell s can grow into an  embryo process  u occurs so that  the embryo can gain  oxygen and nutrients  from the mother\u2019s blood  [6]  (b) (i) state why it is important that sperm and egg cells are haploid and not diploid.  ...  ...  .  [1]   (ii) state the function of the jelly coat that surrounds egg cells.  ...  ...  .  [1]",
+            "20": "20 0610/41/ m/j/22 \u00a9 ucles 2022  (c) complete the sentences with the appropriate words.   the placenta provides a large surface area for the ... of oxygen  and carbon dioxide between maternal and fetal blood. dissolved nutrients also pass across  the placenta. examples of dissolved nutrients are: ... acids,  ... and ...  .    antibodies pass from the maternal blood giving natural ...  immunity to the baby for some infections that the mother has had or has been vaccinated  against. each different type of vaccine contains one or more ...  taken from the ... that causes the disease.  [7]  [total: 15] permission to reproduce items where third \u2011party 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 \u2011related 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."
+        },
+        "0610_s22_qp_42.pdf": {
+            "1": "this document has 20 pages. any blank pages are indicated.  [turn overdc (rw/sw) 302038/4 \u00a9 ucles 2022 *1797213504* biology  0610/42 paper 4 theory (extended)  may/june  2022  1 hour 15 minutes you must answer on the question paper. no additional materials are needed. instructions  \u25cf answer all questions.  \u25cf use a black or dark blue pen. you may use an hb pencil for any diagrams or graphs.  \u25cf write your name, centre number and candidate number in the boxes at the top of the page.  \u25cf write your answer to each question in the space provided.  \u25cf do not use an erasable pen or correction fluid.  \u25cf do not write on any bar codes.  \u25cf you may use a calculator.  \u25cf you should show all your working and use appropriate units. information  \u25cf the total mark for this paper is 80.  \u25cf the number of marks for each question or part question is shown in brackets [  ].cambridge igcse\u2122",
+            "2": "2 0610/42/ m/j/22 \u00a9 ucles 2022 1 fig. 1.1 shows a spongy mesophyll cell from the leaf of a plant. the arrows show the net direction  of movement of carbon dioxide molecules during daylight. a b cdefg 0.01  mm fig. 1.1  (a) the scale bar in fig.  1.1 represents 0.01  mm.   convert 0.01  mm to micrometres.   .  \u03bcm [1]  (b) table  1.1 shows: \u2022 the functions of some of the structures in plant cells \u2022 some of the names of the structures where these functions occur \u2022 some of the letters that label these structures in fig.  1.1.   complete table  1.1. table 1.1 function structure letter in fig.  1.1 nucleus chloroplast aerobic respiration contains cell sap and stores water a  [5]",
+            "3": "3 0610/42/ m/j/22 \u00a9 ucles 2022 [turn over  (c) carbon dioxide is a raw material for photosynthesis.   (i) state the process by which carbon dioxide travels into the leaf from the air.  .  [1]   (ii) describe the pathway taken by a molecule of carbon dioxide, from the air outside a leaf  to a spongy mesophyll cell.  ...  ...  ...  ...  .  [2]  (d) low concentrations of carbon dioxide in the air may restrict the rate of photosynthesis in  plants.   (i) state the term given to something present in the environment in such short supply that it  restricts life processes.  .  [1]   (ii) state one other feature of the environment that may also restrict the rate of  photosynthesis.  .  [1]  (e) researchers have devised a process of artificial photosynthesis. they use gold nanoparticles  as a catalyst to utilise green light to convert carbon dioxide to fuels, such as propane.   suggest the advantages to the environment of using artificial photosynthesis on a large scale.  ...  ...  ...  ...  .  [2]  [total: 13]",
+            "4": "4 0610/42/ m/j/22 \u00a9 ucles 2022 2 the kidneys filter blood, separate useful molecules from excretory wastes and control the water  content of the blood.  fig. 2.1 is a diagram of a kidney tubule and associated blood vessels. the arrows show the  direction of blood flow.  fig. 2.2 is a drawing of  a vertical section through a cell from the lining of region  2 of the tubule. rq 1 2 3p s  fig. 2.1  fig. 2.2  (a) (i) state the name of structure  p.  .  [1]   (ii) blood vessel  q has the highest blood pressure.    suggest why.  ...  ...  .  [1]   (iii) the structures labelled  s on fig.  2.2 are microvilli.    explain the importance of the microvilli on the surface of these cells.  ...  ...  ...  ...  .  [2]",
+            "5": "5 0610/42/ m/j/22 \u00a9 ucles 2022 [turn over  (b) table  2.1 shows the concentrations of some substances in blood plasma and in the regions  labelled  1 and 3 on the tubule shown in fig.  2.1. table 2.1 substanceconcentration  / mg per cm3 blood plasma region  1 region  3 protein 8000   0    0 glucose  100 100    0 salts  320 320  300 urea   30  30 2000   outline how the kidney tubules function to produce urine from the substances in blood  plasma.   use the information in fig.  2.1, fig.  2.2 and table  2.1 to support your answer.  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  .  [6]",
+            "6": "6 0610/42/ m/j/22 \u00a9 ucles 2022  (c) the kidneys are examples of organs that help the body to maintain a constant internal  environment.   (i) state the term for maintaining a constant internal environment by negative feedback.  .  [1]   (ii) explain how negative feedback controls the blood glucose concentration of a person  who has not eaten for a day.  ...  ...  ...  ...  ...  ...  .  [3]  [total: 14]",
+            "7": "7 0610/42/ m/j/22 \u00a9 ucles 2022 [turn over 3 the eye is adapted for focusing on near and distant objects.  fig. 3.1 shows the parts of the eye involved in focusing. the eye is focused on a distant object. cornea fig. 3.1  (a) (i) state the term used to describe what happens to light as it passes from the air into the  cornea.  .  [1]   (ii) describe and explain the changes that occur in the eye when adjusting focus from a  distant  object to a near  object.  ...  ...  ...  ...  ...  ...  .  [3]",
+            "8": "8 0610/42/ m/j/22 \u00a9 ucles 2022  (b) rods and cones are the receptors in the retina of the eye.   (i) describe the functions of rods and cones in the eye.  ...  ...  ...  ...  ...  ...  ...  ...  .  [4]",
+            "9": "9 0610/42/ m/j/22 \u00a9 ucles 2022 [turn over   (ii) fig. 3.2 is a photograph showing regions of a human retina, as viewed through the pupil  at the front of the eye.     foveaperipheral retina blind spot blood vessel  fig. 3.2    complete table  3.1 to show the distribution of rods and cones across the retina.    use these words to complete the table, each word may be used once, more than once or  not at all:    many      few     none  table 3.1 receptordistribution across the retina peripheral retina blind spot fovea rods cones    [3]",
+            "10": "10 0610/42/ m/j/22 \u00a9 ucles 2022  (c) colour blindness can be caused by a mutation in a gene. the gene is located on the  x chromosome.   fig. 3.3 is a pedigree diagram of a family which has several people who are colour\u2011blind. 1 2 3 5 64 female with normal colour visionkey: male with normal colour vision male with colour blindness fig. 3.3   (i) colour blindness is sex \u2011linked.    state the evidence from fig.  3.3 that supports the idea that colour blindness is sex\u2011linked.  ...  ...  .  [1]   (ii) state the genotype of person  5.    use the symbols x and y for the sex chromosomes and a for the dominant allele and a  for the recessive allele of the gene for colour blindness.  .  [2]",
+            "11": "11 0610/42/ m/j/22 \u00a9 ucles 2022 [turn over   (iii) use the information in fig.  3.3 to complete the genetic diagram to show the probability of  person 3 and person 4 having another child with colour blindness.     person  3 person  4    parental  female with normal  male with normal    phenotypes  colour vision  colour vision    parental    genotypes        gametes       +       offspring genotypes  ..    offspring phenotypes   probability of a child having colour blindness    [5]  [total: 19]",
+            "12": "12 0610/42/ m/j/22 \u00a9 ucles 2022 4 fig. 4.1 is a diagram of a virus. n o fig. 4.1  (a) identify the parts of the virus labelled n and o. n  ... o  ...  [2]  (b) the human immunodeficiency virus (hiv) infects and destroys lymphocytes.   the number of lymphocytes in the blood of a person infected with hiv was measured over a  period of 84  months.   the results are shown in fig.  4.2. 00100200300400500600700800 10 20 30 40 time after hiv infection  / monthsnumber of lymphocytes per mm3 of blood 50 60 70 80 90 fig. 4.2",
+            "13": "13 0610/42/ m/j/22 \u00a9 ucles 2022 [turn over   (i) use the information shown in fig. 4.2 to calculate the percentage change in the number  of lymphocytes from month  10 to month  60.    give your answer to two significant figures.    space for working.   . %  [3]   (ii) describe the changes in the number of lymphocytes, over the 84  months following  infection with hiv, shown in fig. 4.2.  ...  ...  ...  ...  .  [2]   (iii) outline the consequences of the changes in the number of lymphocytes for the health of  the person infected with hiv.  ...  ...  ...  ...  ...  ...  ...  ...  .  [4]",
+            "14": "14 0610/42/ m/j/22 \u00a9 ucles 2022   (iv) explain why antibiotics are not used to treat viral infections.  ...  ...  ...  ...  .  [2]  [total: 13] 5 fig. 5.1 is a diagram of the human gas exchange system. x y z fig. 5.1  (a) (i) identify the parts of the gas exchange system labelled x, y and z in fig.  5.1. x   y   z    [3]   (ii) state the name of the tissue that prevents the collapse of y and z during breathing.  .  [1]",
+            "15": "15 0610/42/ m/j/22 \u00a9 ucles 2022 [turn over  (b) breathing involves the movement of the ribs and the diaphragm.   describe the process of inspiration .  ...  ...  ...  ...  ...  ...  ...  ...  .  [4]  (c) state the name of the gas exchange surface in the lungs.  .  [1]  [total: 9]",
+            "16": "16 0610/42/ m/j/22 \u00a9 ucles 2022 6 coral reefs are important ecosystems.  (a) complete the sentence about ecosystems.   an ecosystem can be defined as a unit containing the . of  organisms and their ., interacting together.  [2]  fig. 6.1 is a photograph of a coral reef. fig. 6.1  (b) fig. 6.2 is part of a food web for a coral reef ecosystem which is similar to the one shown in  fig. 6.1. phytoplanktonzooplanktoncoral polypsbutterflyfishblue chromis fishfan wormpufferfishreef shark angelfish sea sponge fig. 6.2",
+            "17": "17 0610/42/ m/j/22 \u00a9 ucles 2022   (i) state the number of secondary consumers shown in fig.  6.2.  .  [1]   (ii) state the name of a species that feeds at more than one trophic level in fig. 6.2.  .  [1]   (iii) state the number of different organisms in the shortest food chain in fig. 6.2.  .  [1]   (iv) state the evidence from the food web in fig. 6.2, that phytoplankton are producers.  .  [1]   (v) it is rare for there to be more than five trophic levels in an ecosystem.    explain what limits the number of trophic levels in food webs.  ...  ...  ...  ...  ...  ...  .  [3]  (c) one threat to aquatic ecosystems, such as coral reefs, is global climate change.   discuss the threats to aquatic ecosystems, other  than climate change.  ...  ...  ...  ...  ...  ...  .  [3]  [total: 12]",
+            "18": "18 0610/42/ m/j/22 \u00a9 ucles 2022 blank page",
+            "19": "19 0610/42/ m/j/22 \u00a9 ucles 2022 blank page",
+            "20": "20 0610/42/ m/j/22 \u00a9 ucles 2022 permission to reproduce items where third \u2011party 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 \u2011related 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.blank page"
+        },
+        "0610_s22_qp_43.pdf": {
+            "1": "this document has 24 pages. any blank pages are indicated.  [turn overcambridge igcse\u2122 *8948692884* biology  0610/43 paper 4 theory (extended)  may/june  2022  1 hour 15 minutes you must answer on the question paper. no additional materials are needed. instructions  \u25cf answer all questions.  \u25cf use a black or dark blue pen. you may use an hb pencil for any diagrams or graphs.  \u25cf write your name, centre number and candidate number in the boxes at the top of the page.  \u25cf write your answer to each question in the space provided.  \u25cf do not use an erasable pen or correction fluid.  \u25cf do not write on any bar codes.  \u25cf you may use a calculator.  \u25cf you should show all your working and use appropriate units. information  \u25cf the total mark for this paper is 80.  \u25cf the number of marks for each question or part question is shown in brackets [  ]. dc (ce/ct) 303967/4 \u00a9 ucles 2022",
+            "2": "2 0610/43/ m/j/22 \u00a9 ucles 2022 1 penicillin is produced by biotechnology industries.  (a) (i) state the name of the type of pathogen penicillin is used to treat.  .  [1]   (ii) state the name of the group of medicinal drugs that includes penicillin.  .  [1]  (b) fig. 1.1 is a flow diagram of some of the steps in the production of penicillin. fermentergas outflow pipeorganism a in a test-tube penicillinstep 8 step 6 step 7 step 2step 1step 5step 4 step 3 nutrient mixing tank sterilising tankfilterx y z not to scale fig. 1.1   (i) organism a belongs to the fungus kingdom.    state two main features of fungal cells that are used to distinguish them from the cells of  prokaryotes. 1   2   [2]   (ii) state the genus name of organism a in fig. 1.1.  .  [1]",
+            "3": "3 0610/43/ m/j/22 \u00a9 ucles 2022 [turn over   (iii) penicillin is produced in the fermenter shown in fig. 1.1. a variety of nutrients, x, y and z,  are mixed together and added to the fermenter in step 1.    list two nutrients that need to be added to a fermenter to produce penicillin. 1   2   [2]   (iv) explain why the nutrients are sterilised (step 2) before they are added to the fermenter  (step  3).  ...  ...  .  [1]   (v) explain why the fermenter has a gas outflow pipe.  ...  ...  ...  ...  .  [2]   (vi) using the information in fig. 1.1, outline the events occurring from step 4 to step 8 during  the production of penicillin.  ...  ...  ...  ...  ...  ...  ...  ...  .  [4]  [total: 14]",
+            "4": "4 0610/43/ m/j/22 \u00a9 ucles 2022 2 red blood cells contain the protein haemoglobin.  (a) (i) state the names of the four chemical elements that are found in all proteins.  ...  .  [2]   (ii) state the role of haemoglobin.  ...  ...  .  [1]  (b) fig. 2.1 shows a photomicrograph of some red blood cells from a person with sickle cell  anaemia.   abnormal red blood cells occur because of a mutation in the gene for haemoglobin. abnormal red blood cell fig. 2.1   suggest how the shape of the abnormal red blood cell shown in fig. 2.1 will affect blood flow.   ...  ...  ...  ...  .  [2]",
+            "5": "5 0610/43/ m/j/22 \u00a9 ucles 2022 [turn over  (c) the allele for the normal form of haemoglobin is hba.   the allele for the abnormal form of haemoglobin is hbs.   draw a genetic diagram to determine the probability of two heterozygous parents having a  child who does not have the hbs allele.   parental phenotypes      x      parental genotypes      x      gametes  , x ,. . . . offspring genotypes  .. probability of offspring not having the hbs allele  .  [5]",
+            "6": "6 0610/43/ m/j/22 \u00a9 ucles 2022  (d) fig. 2.2 and fig. 2.3 are maps showing some of the different regions in a country. scientists  studied the distribution of the hbs allele in the country.    fig. 2.2 shows the estimated frequency of the allele within the population.    fig. 2.3 shows the estimated number of babies born with sickle cell anaemia in each region. a c blow highestimated frequency of the hbs allele in the population fig. 2.2 a c blow medium highestimated number of babies born with sickle cell anaemia fig. 2.3",
+            "7": "7 0610/43/ m/j/22 \u00a9 ucles 2022 [turn over   the scientists made a statement:   \u2018there is a relationship between the frequency of the hbs allele and the number of babies  born with sickle cell anaemia in regions a, b and c.\u2019   (i) using the information in fig. 2.2 and fig. 2.3, discuss the evidence for and against this  statement for regions a, b and c only.  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  .  [5]   (ii) suggest how the scientists would identify the presence of the hbs allele in tissue  samples.  ...  ...  .  [1]",
+            "8": "8 0610/43/ m/j/22 \u00a9 ucles 2022  (e) mutations are always inherited in single-celled organisms that reproduce asexually but are  not always  inherited in organisms that reproduce sexually.    explain why.   ...  ...  ...  ...  ...  ...  ...  ...  .  [4]  [total: 20]",
+            "9": "9 0610/43/ m/j/22 \u00a9 ucles 2022 [turn over 3 acid rain has destroyed many forests including the forest shown in fig. 3.1. fig. 3.1  (a) describe how acid rain destroys forests.  ...  ...  ...  ...  ...  ...  .  [3]",
+            "10": "10 0610/43/ m/j/22 \u00a9 ucles 2022  (b) explain the negative consequences to the environment of destroying forests.  ...  ...  ...  ...  ...  ...  ...  ...  .  [4]  (c) acid rain can also damage aquatic organisms such as the amphibian shown in fig. 3.2.  fig. 3.2   suggest why amphibians are vulnerable to pollutants such as acid rain.  ...  ...  ...  ...  .  [2]",
+            "11": "11 0610/43/ m/j/22 \u00a9 ucles 2022 [turn over  (d) many countries have strict laws to prevent acid rain.   describe how countries have reduced acid rain.   ...  ...  ...  ...  ...  ...  .  [3]  [total: 12]",
+            "12": "12 0610/43/ m/j/22 \u00a9 ucles 2022 4 (a) fig. 4.1 is a diagram of the alimentary canal. 1 2 3 4 5 6 fig. 4.1",
+            "13": "13 0610/43/ m/j/22 \u00a9 ucles 2022 [turn over   complete table 4.1 by stating: \u2022 the names of the organs from fig. 4.1  \u2022 the letters of all the processes shown in the key that occur in each organ.   key:   a \u2013 absorption   c \u2013 chemical digestion   e \u2013 egestion   i \u2013 ingestion   m \u2013 mechanical digestion table 4.1 number from  fig. 4.1name of the organletter or letters of all the  processes that occur in the organ 1 2 3 4 5 6  [6]",
+            "14": "14 0610/43/ m/j/22 \u00a9 ucles 2022  (b) fig. 4.2 is a diagram of a villus. the arrow indicates the direction of blood flow. p q r s tu not to scale fig. 4.2",
+            "15": "15 0610/43/ m/j/22 \u00a9 ucles 2022 [turn over   describe the structure of a villus and its role in the alimentary canal.   use the letters in fig. 4.2 to support your answer.  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  .  [6]  [total: 12]",
+            "16": "16 0610/43/ m/j/22 \u00a9 ucles 2022 5 glasshouses are designed to maximise crop plant yield.  (a) (i) explain why carbon dioxide enrichment is used in many glasshouses to increase crop  plant yield.  ...  ...  ...  ...  ...  ...  .  [3]   (ii) suggest how the carbon dioxide concentration in a glasshouse can be enriched.  ...  ...  .  [1]   (iii) outline how carbon dioxide in a glasshouse moves into leaves.  ...  ...  ...  ...  .  [2]",
+            "17": "17 0610/43/ m/j/22 \u00a9 ucles 2022 [turn over  (b) additional lighting is often installed in glasshouses in countries with temperate climates.   table 5.1 summarises some of the factors that are considered by plant growers when  choosing the type of lamps to install in a glasshouse. table 5.1 type of  lampelectrical energy used  by the lamp  / j per slight intensity output  / arbitrary unitsnotes sodium 1041 1767\u2022 releases lots of heat  \u2022 best when used in  addition to sunlight led 423 378\u2022 releases very little heat  \u2022 can be used as an  alternative to sunlight metal  halide651 817\u2022 releases some heat \u2022 can be used as an  alternative to sunlight fluorescent 394 374\u2022 releases some heat \u2022 best when used in  addition to sunlight   (i) calculate the percentage increase in the energy used by the metal halide lamp compared  to the energy used by the fluorescent lamp.    give your answer to two significant figures.    space for working.      % [2]   (ii) state which type of lamp has the highest light intensity output per unit of electrical energy  used.  .  [1]",
+            "18": "18 0610/43/ m/j/22 \u00a9 ucles 2022   (iii) some types of lamp release a lot of heat.    explain the possible effects of excessive heat on the plants in a glasshouse.  ...  ...  ...  ...  ...  ...  .  [3]  [total: 12]",
+            "19": "19 0610/43/ m/j/22 \u00a9 ucles 2022 [turn over 6 (a) fig. 6.1 shows a photograph of fruit attached to the branch of an orange tree, citrus sinensis . fig. 6.1   state one reason why orange trees are classified as dicotyledonous plants.  ...  ...  .  [1]  (b) biotechnologists use enzymes to extract juice from fruit such as oranges.    define the term enzyme.  ...  ...  ...  ...  .  [2]",
+            "20": "20 0610/43/ m/j/22 \u00a9 ucles 2022  (c) fig. 6.2 shows the results of leaving pieces of orange fruit in an enzyme solution for different  lengths of time.  0 20 40 60 80 100 time  / minutes456789 total volume of juice extracted / cm3 fig. 6.2   (i) state the name of the enzyme used to extract juice from fruit.  .  [1]   (ii) using the information in fig. 6.2, state the optimum length of time for efficient extraction  of juice from oranges.   .  [1]   (iii) state the name of the vitamin found in high concentrations in citrus fruit such as oranges.  .  [1]  (d) the genes in some plants have been changed to increase the concentration of vitamins that  these plants produce.   (i) state the name of the process of changing the genes of a plant.  .  [1]",
+            "21": "21 0610/43/ m/j/22 \u00a9 ucles 2022   (ii) discuss the possible disadvantages of people changing the genes in a plant.  ...  ...  ...  ...  ...  ...  .  [3]  [total: 10]",
+            "22": "22 0610/43/ m/j/22 \u00a9 ucles 2022 blank page",
+            "23": "23 0610/43/ m/j/22 \u00a9 ucles 2022 blank page",
+            "24": "24 0610/43/ m/j/22 \u00a9 ucles 2022 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.blank page"
+        },
+        "0610_s22_qp_51.pdf": {
+            "1": "this document has 12 pages. any blank pages are indicated.  [turn overcambridge igcse\u2122 dc (pq/fc) 303951/4 \u00a9 ucles 2022 *4439318502* biology  0610/51 paper 5 practical test  may/june  2022  1 hour 15 minutes you must answer on the question paper. you will need:  the materials and apparatus listed in the confidential instructions instructions  \u25cf answer all questions.  \u25cf use a black or dark blue pen. you may use an hb pencil for any diagrams or graphs.  \u25cf write your name, centre number and candidate number in the boxes at the top of the page.  \u25cf write your answer to each question in the space provided.  \u25cf do not use an erasable pen or correction fluid.  \u25cf do not write on any bar codes.  \u25cf you may use a calculator.  \u25cf you should show all your working and use appropriate units. information  \u25cf the total mark for this paper is 40.  \u25cf the number of marks for each question or part question is shown in brackets [  ]. for examiner\u2019s use 1 2 total",
+            "2": "2 0610/51/ m/j/22 \u00a9 ucles 2022 1 rice contains starch. amylase is an enzyme that catalyses the breakdown of starch to form  reducing sugars.  you are going to investigate the effect of amylase on cooked rice.  read all the instructions but do not carry them out until you have drawn a table for  your results in the space provided in 1(a)(i).  you should use the safety equipment provided while you are carrying out the practical work.  step 1  label one empty test-tube w10 and label the other empty test-tube a10.  step 2  put the test-tubes in the empty beaker labelled 80 \u00b0c water-bath .  step 3   label one of the large test-tubes containing rice w and the other large test-tube  containing rice  a.  step 4  put both large test-tubes containing rice in the empty beaker labelled 40 \u00b0c water-bath .  step 5   raise your hand when you are ready for warm water to be added to the 40 \u00b0c water-bath.  step 6   use the measuring cylinder to add 20  cm3 of distilled water  to the rice in the test-tube  labelled w.   step 7   use the measuring cylinder to add 20  cm3 of amylase solution  to the rice in the test- tube labelled a.  step 8   start the stop-clock and leave the test-tubes of rice in the 40 \u00b0c water-bath for 10 minutes.  while you are waiting, carry out step 9.  step 9   use the syringe to add 2  cm3 of benedict\u2019s solution to each of the empty test-tubes, w10  and a10. put the test-tubes back in the empty beaker labelled 80 \u00b0c water-bath .  step 10   after 10 minutes (step 8), put the stopper into test-tube w and invert the test-tube three  times. remove the stopper.   step 11   use a clean pipette to remove 2  cm3 of the liquid surrounding the rice in test-tube w. put  the 2  cm3 of liquid into test-tube w10. put test-tube w10 back into the beaker labelled  80 \u00b0c water-bath .  step 12  repeat steps 10 and 11 with test-tubes a and a10.  step 13   raise your hand when you are ready for hot water to be added to the beaker labelled  80 \u00b0c water-bath .  step 14   leave test-tubes w10 and a10 in the 80 \u00b0c water-bath for 10 minutes. while you are  waiting continue with the other questions.  step 15   after 10 minutes, record the colour of the liquid in test-tubes w10 and a10 in the table  you have prepared in 1(a)(i) . ",
+            "3": "3 0610/51/ m/j/22 \u00a9 ucles 2022 [turn over  (a) (i) prepare a table to record your results.  [3]   (ii) state a conclusion for your results.  ...  ...  .  [1]   (iii) state  one variable that was kept constant in this investigation.   .  [1]   (iv) state the purpose of adding distilled water to the test-tube of cooked rice labelled w.  ...  ...  .  [1]   (v) it was important that step 6 was carried out before step 7.    predict the effect on the results if step 7 was carried out before step 6.   ...  ...  .  [1]   (vi) the temperature of the 40  \u00b0c water-bath will decrease during the investigation.    state one piece of equipment that could be used to maintain the temperature at 40  \u00b0c.  .  [1]",
+            "4": "4 0610/51/ m/j/22 \u00a9 ucles 2022  (b) state how you could show that cooked rice contains starch.  ...  ...  ...  ...  .  [2]  (c) some students investigated the effect of temperature on the rate of amylase activity. they  measured the mass of reducing sugars produced in five minutes, at different temperatures.   the results of this investigation are shown in fig. 1.1. 0 0 10 20 30 temperature  / \u00b0c40 50 60102030mass of reducing sugars produced in five minutes  / mg405060 fig. 1.1",
+            "5": "5 0610/51/ m/j/22 \u00a9 ucles 2022 [turn over   (i) describe the effect of temperature on the activity of amylase shown in the graph in  fig. 1.1.  ...  ...  ...  ...  .  [2]   (ii) use the graph to estimate the rate of amylase activity, in mg per minute, at a temperature  of 42  \u00b0c.     space for working.     mg per minute  [2]   (iii) the students wanted to obtain a more accurate value for the temperature at which  amylase works best.     suggest further investigative work that the students should carry out.  ...  ...  ...  ...  .  [2]",
+            "6": "6 0610/51/ m/j/22 \u00a9 ucles 2022  (d) plan an investigation to determine the effect of ph on the activity of amylase.  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  .  [6]  [total: 22]",
+            "7": "7 0610/51/ m/j/22 \u00a9 ucles 2022 [turn over blank page",
+            "8": "8 0610/51/ m/j/22 \u00a9 ucles 2022 2 fig. 2.1 is a photomicrograph of a section through part of a marram grass leaf, ammophila arenaria .  fig. 2.1  (a) (i) draw a large diagram of the section of marram grass leaf shown in fig. 2.1.    do not draw individual cells.  [4]",
+            "9": "9 0610/51/ m/j/22 \u00a9 ucles 2022 [turn over   (ii) fig. 2.2 shows a cross-section of a whole marram grass leaf. pq magnification \u00d7120 fig. 2.2    measure the length of line pq on fig. 2.2.    length of line pq . mm    calculate the actual diameter of the marram grass leaf using the formula and your  measurement.      magnification =  length of line pq on fig. 2.2 actual diameter of the marram grass leaf    give your answer to one decimal place.    space for working.   .  mm  [3] ",
+            "10": "10 0610/51/ m/j/22 \u00a9 ucles 2022  (b) scientists investigated the effect of different concentrations of sodium chloride solution on the  germination and growth of marram grass.   marram grass seeds were germinated in petri dishes on filter paper which had been soaked  in one of the different sodium chloride solutions. each petri dish contained 15 seeds and the  investigation was repeated four times.    after 20 days, the lengths of the seedling roots were measured with a ruler.   (i) state the variable that was changed (independent variable) and the variable that was  measured (dependent variable) in this investigation.  independent variable  .  ... dependent variable    ...  [2]   (ii) state two ways the scientists designed the investigation to produce valid and reliable  results. 1    ... 2    ...  [2]  (c) the results of the investigation described in 2(b) are shown in table 2.1. table 2.1 concentration of  sodium chloride  solution  / g per dm3average root length   / mm 0 33 2 22 4 19 6 13 8 2 10 1",
+            "11": "11 0610/51/ m/j/22 \u00a9 ucles 2022   (i) using the information in table 2.1, calculate the percentage decrease in the average  root length when the concentration of sodium chloride was changed from 4  g per dm3 to  6 g per dm3.    give your answer to  three  significant figures.    space for working.     %  [3]   (ii) plot a line graph on the grid of the data in table 2.1.   [4]  [total: 18]",
+            "12": "12 0610/51/ m/j/22 \u00a9 ucles 2022 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.blank page"
+        },
+        "0610_s22_qp_52.pdf": {
+            "1": "this document has 12 pages. any blank pages are indicated.  [turn overdc (rw/fc) 303952/4 \u00a9 ucles 2022 *2153836542* biology  0610/52 paper 5 practical test  may/june  2022  1 hour 15 minutes you must answer on the question paper. you will need:  the materials and apparatus listed in the confidential instructions instructions  \u25cf answer all questions.  \u25cf use a black or dark blue pen. you may use an hb pencil for any diagrams or graphs.  \u25cf write your name, centre number and candidate number in the boxes at the top of the page.  \u25cf write your answer to each question in the space provided.  \u25cf do not use an erasable pen or correction fluid.  \u25cf do not write on any bar codes.  \u25cf you may use a calculator.  \u25cf you should show all your working and use appropriate units. information  \u25cf the total mark for this paper is 40.  \u25cf the number of marks for each question or part question is shown in brackets [  ].cambridge igcse\u2122 for examiner\u2019s use 1 2 total",
+            "2": "2 0610/52/ m/j/22 \u00a9 ucles 2022 1 you are going to investigate the effect of temperature on the diffusion of vitamin  c.  vitamin  c is an important part of a balanced diet and is found in some fruits and vegetables. when  vegetables are boiled in water the vitamin  c diffuses out into the surrounding water.  a dialysis tubing bag filled with a vitamin  c solution represents a vegetable.  the blue dye dcpip is used as an indicator for the presence of vitamin  c. high concentrations of  vitamin c will decolourise dcpip quickly.  read all the instructions but do not carry them out until you have drawn a table for  your results in the space provided in 1(a)(ii).  you should use the safety equipment provided while you are carrying out the practical work.  step 1  label one large test\u2011tube hot and a second large test\u2011tube cold.  step 2  remove one piece of dialysis tubing from the beaker labelled  d and rub the unknotted  end between your fingers to open it.  step 3  use a syringe to put 10  cm3 of the vitamin  c solution, labelled  v, into the open end of the  dialysis tubing bag.  step 4  rinse the outside of the filled dialysis tubing bag by dipping it into the beaker of distilled  water labelled  w.  step 5  place the filled dialysis tubing bag into the large test\u2011tube labelled hot and secure it in  place with an elastic band, as shown in fig.  1.1. elastic band holding the open end of the dialysis tubing bag in place large test-tube dialysis tubing bag containing 10  cm3  of vitamin c solution fig. 1.1  step 6  repeat step  2 to step  5, placing the second filled dialysis tubing bag into the large  test\u2011tube labelled cold.  step 7  raise your hand when you are ready for hot water to be added to the beaker labelled  hot water .",
+            "3": "3 0610/52/ m/j/22 \u00a9 ucles 2022 [turn over  step 8  measure the temperature of the water in the beaker labelled hot water  and record this in  1(a)(i) .  step 9  measure the temperature of the water in the beaker labelled cold water  and record this  in 1(a)(i) .  (a) (i) record the temperature of the hot water and the cold water. include the unit.    temperature of hot water ...    temperature of cold water ...  [2]  step 10  half\u2011fill the large test\u2011tube labelled hot with water from the hot water beaker.  step 11  half\u2011fill the large test\u2011tube labelled cold with water from the cold water beaker.  step 12  start the stop\u2011clock and leave the dialysis tubing bags in the water for 15  minutes.    continue with the other questions while you are waiting.  step 13  label an empty small beaker hot and another empty small beaker cold.  step 14  after 15  minutes, remove the dialysis tubing bag from the large test\u2011tube labelled hot  and put it in the container labelled waste .  step 15  pour the remaining contents of the large test \u2011tube labelled hot into the small beaker  labelled hot.  step 16  repeat step  14 and step  15 with the large test\u2011tube labelled cold and the small beaker  labelled cold.  step 17  fill a clean syringe with 10  cm3 of dcpip solution.  step 18  put 1  cm3 of the solution from the small beaker labelled hot into a clean test\u2011tube.  step 19  add a drop of the dcpip solution to the test\u2011tube from step  18 and swirl to mix. after a  few seconds the blue colour should disappear.  step 20  continue to add drops of dcpip until the blue colour remains  after mixing.  step 21  calculate and record, in your table in 1(a)(ii) , the volume of dcpip used .  step 22  repeat step  17 to step  21 with the solution in the small beaker labelled cold.",
+            "4": "4 0610/52/ m/j/22 \u00a9 ucles 2022   (ii) prepare a table to record your results in the space provided.    the volume of dcpip used  can be calculated using the equation: volume of dcpip used = 10 \u2013 volume of dcpip remaining in the syringe  [4]   (iii) state a conclusion for your results.  ...  ...  .  [1]   (iv) suggest why the dialysis tubing bag was rinsed in step  4.  ...  ...  .  [1]   (v) identify one source of error in step  10 or step  11 and suggest a suitable piece of  equipment to overcome this error. error  ...  ... equipment  .  ...  [2]",
+            "5": "5 0610/52/ m/j/22 \u00a9 ucles 2022 [turn over   (vi) identify the variable that you changed (independent variable) and the variable that you  measured (dependent variable) in this investigation. independent variable  .  ... dependent variable    ...  [2]   (vii) suggest why repeating the procedure several times would improve the investigation.  ...  ...  .  [1]",
+            "6": "6 0610/52/ m/j/22 \u00a9 ucles 2022  (b) dialysis tubing acts as a partially permeable membrane and can be used to represent a  model cell to investigate osmosis.   plan an investigation to find out how different concentrations of sugar solutions affect the  movement of water into or out of dialysis tubing.  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  .  [6]  [total: 19]",
+            "7": "7 0610/52/ m/j/22 \u00a9 ucles 2022 [turn over blank page",
+            "8": "8 0610/52/ m/j/22 \u00a9 ucles 2022 2 nautiluses are a genus of marine animals that live in shells. fig.  2.1 is a photograph of a nautilus  shell. a b fig. 2.1  (a) (i) make a large drawing of the shell shown in fig.  2.1.  [4]",
+            "9": "9 0610/52/ m/j/22 \u00a9 ucles 2022 [turn over   (ii) line ab represents the width of the nautilus shell.    measure the length of line ab in fig.  2.1.    length of line ab in fig.  2.1   mm    the actual width of the shell is 130  mm.    calculate the magnification of the shell in fig.  2.1. magnification = length of line ab in fig.  2.1 actual width of the shell    give your answer to two significant figures.    space for working.     [3]  (b) fig. 2.2 shows a fossilised nautilus shell. fig. 2.2   describe one visible similarity and one visible difference between the nautilus shell in fig.  2.1  and the fossilised nautilus shell in fig.  2.2. similarity    ... difference  ..  ...  [2]",
+            "10": "10 0610/52/ m/j/22 \u00a9 ucles 2022  (c) a population of one species of nautilus was studied. the widths of the nautilus shells were  measured and recorded.   the results are shown in table  2.1. table 2.1 width of shell  / mm number of shells 101\u2013110   8 111\u2013120  84 121\u2013130 138 131\u2013140  98 141\u2013150  22   (i) plot a histogram on the grid of the data in table  2.1.      [4]",
+            "11": "11 0610/52/ m/j/22 \u00a9 ucles 2022   (ii) using the information in your graph, describe the results of this study.  ...  ...  ...  ...  .  [2]   (iii) the study measured the width of 350  nautilus shells.    suggest why such a large number of shells were measured.  ...  ...  .  [1]   (iv) using the data in table 2.1, calculate the percentage of the population of nautiluses that  have shells that are wider than 130  mm.    give your answer to one decimal place.    space for working.   . %  [3]  (d) the nautilus feeds on fish which are an important source of protein.   state the name of the test for protein. give the result of a positive test. test for protein  ... positive test result  .  [2]  [total: 21]",
+            "12": "12 0610/52/ m/j/22 \u00a9 ucles 2022 permission to reproduce items where third \u2011party 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 \u2011related 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.blank page"
+        },
+        "0610_s22_qp_53.pdf": {
+            "1": "this document has 12 pages. any blank pages are indicated.  [turn overcambridge igcse\u2122 *6434196228* dc (ce/cgw) 303940/4 \u00a9 ucles 2022biology  0610/53 paper 5 practical test  may/june  2022  1 hour 15 minutes you must answer on the question paper. you will need:  the materials and apparatus listed in the confidential instructions instructions  \u25cf answer all questions.  \u25cf use a black or dark blue pen. you may use an hb pencil for any diagrams or graphs.  \u25cf write your name, centre number and candidate number in the boxes at the top of the page.  \u25cf write your answer to each question in the space provided.  \u25cf do not use an erasable pen or correction fluid.  \u25cf do not write on any bar codes.  \u25cf you may use a calculator.  \u25cf you should show all your working and use appropriate units. information  \u25cf the total mark for this paper is 40.  \u25cf the number of marks for each question or part question is shown in brackets [  ]. for examiner\u2019s use 1 2 total",
+            "2": "2 0610/53/ m/j/22 \u00a9 ucles 2022 blank page",
+            "3": "3 0610/53/ m/j/22 \u00a9 ucles 2022 [turn over 1 fig. 1.1 shows some raisins, which are made by drying grapes. raisins contain high concentrations  of sugars.  fig. 1.1  osmosis is the movement of water across a partially permeable membrane from a dilute solution  to a concentrated solution.   you are going to investigate the effect of temperature on the rate of osmosis.  read all the instructions but do not carry them out until you have drawn a table for  your results in the space provided in 1(a)(ii).  you should use the safety equipment provided while you are carrying out the practical work.  step 1   label one empty 100  cm3 beaker cold raisins  and one empty 100  cm3 beaker hot  raisins .    step 2  label one paper towel cold and one paper towel hot.  step 3   take 15 raisins and line the raisins up, touching end to end along a ruler, as shown in  fig. 1.2.  0 1 2 3 4 5 6 7 8 9 fig. 1.2",
+            "4": "4 0610/53/ m/j/22 \u00a9 ucles 2022  step 4   measure the length of the line of raisins. record your measurement in your table in  1(a)(ii) .  step 5  place the 15 raisins from step 4 into the empty beaker labelled hot raisins .  step 6   repeat steps 3 and 4 with a second group of 15 raisins. place these raisins into the  empty beaker labelled cold raisins .  step 7   raise your hand when you are ready for hot water to be put into the 250  cm3 beaker  labelled hot water .  step 8  put 50  cm3 of hot water into the beaker labelled hot raisins .  step 9  put 50  cm3 of cold water into the beaker labelled cold raisins .  step 10  start the stop-clock.  step 11   measure the temperatures of the water in the beakers labelled cold raisins  and hot  raisins  and record your measurements in 1(a)(i) .  step 12  leave the raisins to soak for 20 minutes.     continue with the rest of the questions while you are waiting.   step 13   after 20 minutes, measure the final temperatures of the water in the beakers labelled  cold raisins  and hot raisins  and record your measurements in 1(a)(i) .  (a) (i) record the temperatures of the water in the beakers. include the unit.    water temperature in the cold raisins  beaker in step 11       water temperature in the hot raisins  beaker in step 11       water temperature in the cold raisins  beaker in step 13       water temperature in the hot raisins  beaker in step 13     [2]  step 14   place the sieve over the waste  container. tip the contents of the cold raisins  beaker  into the sieve. place the raisins from the sieve onto the paper towel labelled cold.  step 15   line up the 15 raisins so that they are touching end to end along the ruler. measure the  length of the line of raisins. record your measurement in your table in 1(a)(ii) .  step 16   repeat steps 14 and 15 using the hot raisins  beaker and the paper towel labelled hot.",
+            "5": "5 0610/53/ m/j/22 \u00a9 ucles 2022 [turn over   (ii) prepare a table to record your results from steps 4, 6, 15 and 16.  [4]   (iii) use the information in your table in 1(a)(ii)  to calculate the change in length for each  group of 15 raisins.    change in length of cold raisins  .    change in length of hot raisins  ...  [1]   (iv) state a conclusion for your results.  ...  ...  .  [1]  (b) (i) state one variable that was kept constant in this investigation.  .  [1]   (ii) suggest why it was better to measure the total length of 15 raisins touching end to end  rather than just measuring the length of one raisin.  ...  ...  .  [1]",
+            "6": "6 0610/53/ m/j/22 \u00a9 ucles 2022  (c) a student investigated the effect of different concentrations of sodium chloride solution on  osmosis in potatoes.   the student used this method: \u2022 make four different concentrations of sodium chloride solution in separate test-tubes. \u2022 cut a piece of potato into five cylinders that are approximately the same length and  diameter. \u2022 measure and record the mass of each potato cylinder. \u2022 put one potato cylinder into a test-tube containing distilled water. \u2022 put one potato cylinder into each of the four test-tubes containing the different  sodium chloride solutions. \u2022 leave the potato cylinders in the test-tubes for 30 minutes. \u2022 after 30 minutes, remove the potato cylinders from the test-tubes. \u2022 dry the potato cylinders with a paper towel. \u2022 measure and record the mass of each potato cylinder.   (i) state the variable that was measured (dependent variable) in this investigation.  .  [1]   the student\u2019s results are shown in table 1.1. table 1.1 concentration of  sodium chloride  solution / mol per dm3potato cylinder  initial mass  / gpotato cylinder  final mass  / gpercentage  change in mass  0.0 1.13 1.32 16.8 0.2 1.03 1.08 4.9 0.4 1.19 1.06 \u201310.9 0.6 1.13 0.86 \u201323.9 0.8 1.14 0.82   (ii) using the information in table 1.1, calculate the percentage change in mass for the  potato cylinder in the 0.8  mol per dm3 sodium chloride solution.    give your answer to one decimal place.    space for working.     %  [3]",
+            "7": "7 0610/53/ m/j/22 \u00a9 ucles 2022 [turn over   (iii) using the data in table 1.1 and your answer to 1(c)(ii) , plot a line graph on the grid of the  concentration of sodium chloride solution against the percentage change in mass.    one axis has been started for you. 0.0  [4]   (iv) estimate the concentration of sodium chloride solution at which there would be no  percentage change in the mass of the potato cylinder.    show on your graph how you obtained your estimate.     mol per dm3  [2]   (v) suggest why the student calculated the percentage change in mass rather than using  the difference in the mass of the potato cylinders.  ...  ...  .  [1]",
+            "8": "8 0610/53/ m/j/22 \u00a9 ucles 2022   (vi) suggest why the student dried the potato cylinders before measuring their mass.  ...  ...  .  [1]  [total: 22] 2 fig. 2.1 is a photograph of the cut surface of half an apple. x y  magnification \u00d71.2 fig. 2.1",
+            "9": "9 0610/53/ m/j/22 \u00a9 ucles 2022 [turn over  (a) (i) make a large drawing of the apple shown in fig. 2.1.  [4]   (ii) measure the length of line xy on fig. 2.1.    length of line xy ... mm    calculate the actual width of the apple using the formula and your measurement. magnification = length of line xy actual width of the apple    give your answer to the nearest whole number.    space for working.   .  mm  [3]",
+            "10": "10 0610/53/ m/j/22 \u00a9 ucles 2022  (b) apples can be used to make juice. the enzyme pectinase can increase the volume of juice  that is released from each apple.   a scientist carried out an investigation to find out which concentration of the pectinase solution  gave the maximum volume of juice.   the results from this investigation are shown in table 2.1. table 2.1 percentage  concentration  of the pectinase  solution volume of apple juice collected in one hour  / cm3 trial 1 trial 2 trial 3 average 0.0 7 7 6 6.7 2.5 11 10 2 10.5 5.0 17 14 13 14.7 7.5 24 22 25 23.7 10.0 25 24 21 23.3   (i) identify the variable that was changed (independent variable) by the scientist in this  investigation.  .  [1]",
+            "11": "11 0610/53/ m/j/22 \u00a9 ucles 2022 [turn over   (ii) the scientist decided not to include the trial 3 result for the 2.5% pectinase solution  when they calculated the average.    explain why.  ...  ...  .  [1]   (iii) describe how to test a sample of apple juice to show the presence of reducing sugars.    give the result of a positive test.  ...  ...  ...  ...  ...  ...  .  [3]",
+            "12": "12 0610/53/ m/j/22 \u00a9 ucles 2022 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. (c) starch in apple juice makes the juice appear cloudy. the enzyme amylase can be used to  remove the starch. this makes the apple juice clear.   amylase catalyses the breakdown of starch.   plan an investigation to determine the optimum (best) temperature for amylase activity in a  sample of apple juice.  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  .  [6]  [total: 18]"
+        },
+        "0610_s22_qp_61.pdf": {
+            "1": "this document has 12 pages. any blank pages are indicated.  [turn overcambridge igcse\u2122biology  0610/61 paper 6 alternative to practical  may/june  2022  1 hour you must answer on the question paper. no additional materials are needed. instructions  \u25cf answer all questions.  \u25cf use a black or dark blue pen. you may use an hb pencil for any diagrams or graphs.  \u25cf write your name, centre number and candidate number in the boxes at the top of the page.  \u25cf write your answer to each question in the space provided.  \u25cf do not use an erasable pen or correction fluid.  \u25cf do not write on any bar codes.  \u25cf you may use a calculator.  \u25cf you should show all your working and use appropriate units. information  \u25cf the total mark for this paper is 40.  \u25cf the number of marks for each question or part question is shown in brackets [  ]. *2620804354* dc (st/cgw) 303948/3 \u00a9 ucles 2022",
+            "2": "2 0610/61/ m/j/22 \u00a9 ucles 2022 1 rice contains starch. amylase is an enzyme that catalyses the breakdown of starch to form  reducing sugars.  a student investigated the effect of amylase on cooked rice.  the student used this method:  step 1   two small beakers were prepared; each beaker contained 20  g of cooked white rice.  one beaker was labelled w and one beaker was labelled a.  step 2   both of the beakers were put into a 40  \u00b0c water-bath.  step 3   a measuring cylinder was used to add 20  cm3 of distilled water to the rice in beaker w.  step 4   the same measuring cylinder was then used to add 20  cm3 of a 1% amylase solution to  the rice in beaker a.  step 5   the beakers were left in the water-bath for 10 minutes.  step 6   one test-tube was labelled w10 and a second test-tube was labelled a10.  step 7   after 10 minutes, a glass rod was used to stir the contents of beaker w.   step 8   a clean pipette was used to remove 2  cm3 of the liquid surrounding the rice in beaker w.  the 2  cm3 of liquid was put into test-tube w10.  step 9  steps 7 and 8 were repeated with beaker a and test-tube a10.  step 10   a syringe was used to add 2  cm3 of benedict\u2019s solution to each of test-tubes w10 and  a10.  step 11  test-tubes w10 and a10 were put into an 80 \u00b0c water-bath for five minutes.  step 12   after five minutes, the colours of the contents of test-tubes w10 and a10 were observed.  the student\u2019s observations are shown in fig. 1.1. w10 \u2013  started blue           and stayed           blue a10 \u2013 started blue           and became           orange fig. 1.1",
+            "3": "3 0610/61/ m/j/22 \u00a9 ucles 2022 [turn over  (a) (i)  prepare a table to record the results shown in fig. 1.1. [2]   (ii) state a conclusion for the results shown in fig. 1.1.  ...  ...  .  [1]   (iii) state two variables that were kept constant in this investigation. 1   2   [2]   (iv) state the purpose of adding distilled water to the beaker of cooked rice labelled w.  ...  ...  .  [1]   (v) it was important that step 3 was carried out before step 4.    predict the effect on the results if step 4 was carried out before step 3.  ...  ...  .  [1]",
+            "4": "4 0610/61/ m/j/22 \u00a9 ucles 2022   (vi) the temperature of the 40  \u00b0c water-bath was not maintained and decreased during the  investigation.    state one piece of equipment that could be used to maintain the temperature at 40  \u00b0c.  .  [1]  (b) state how you could show that cooked rice contains starch.  ...  ...  ...  ...  .  [2]  (c) some students investigated the effect of temperature on the rate of amylase activity. they  measured the mass of reducing sugars produced in five minutes, at different temperatures.   the results of this investigation are shown in fig. 1.2. 01020 10 20 30 temperature  / \u00b0c40 50 60 030mass of reducing sugars produced in five minutes  / mg405060 fig. 1.2",
+            "5": "5 0610/61/ m/j/22 \u00a9 ucles 2022 [turn over   (i) describe the effect of temperature on the activity of amylase shown in the graph in  fig. 1.2.  ...  ...  ...  ...  .  [2]   (ii) use the graph to estimate the rate of amylase activity, in mg per minute, at a temperature  of 42  \u00b0c.    space for working.     mg per minute [2]   (iii) the students wanted to obtain a more accurate value for the temperature at which  amylase works best.    suggest further investigative work that the students should carry out.  ...  ...  ...  ...  .  [2]",
+            "6": "6 0610/61/ m/j/22 \u00a9 ucles 2022  (d) plan an investigation to determine the effect of ph on the activity of amylase.  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  .  [6] [total: 22]",
+            "7": "7 0610/61/ m/j/22 \u00a9 ucles 2022 [turn over 2 fig. 2.1 is a photomicrograph of a section through part of a marram grass leaf, ammophila arenaria . fig. 2.1  (a) (i) draw a large diagram of the section of marram grass leaf shown in fig. 2.1.    do not draw individual cells. [4]",
+            "8": "8 0610/61/ m/j/22 \u00a9 ucles 2022   (ii) fig. 2.2 shows a cross-section of a whole marram grass leaf. pq magnification \u00d7120 fig. 2.2    measure the length of line pq on fig. 2.2.    length of line pq  mm    calculate the actual diameter of the marram grass leaf using the formula and your  measurement. magnification = length of line pq on fig. 2.2 actual diameter of the marram grass leaf    give your answer to one decimal place.    space for working.   .  mm [3]",
+            "9": "9 0610/61/ m/j/22 \u00a9 ucles 2022 [turn over  (b) scientists investigated the effect of different concentrations of sodium chloride solution on the  germination and growth of marram grass.   marram grass seeds were germinated in petri dishes on filter paper which had been soaked  in one of the different sodium chloride solutions. each petri dish contained 15 seeds and the  investigation was repeated four times.   after 20 days, the lengths of the seedling roots were measured with a ruler.   (i)  state the variable that was changed (independent variable) and the variable that was  measured (dependent variable) in this investigation. independent variable  .  ... dependent variable    ... [2]   (ii) state two ways the scientists designed the investigation to produce valid and reliable  results. 1    ... 2    ... [2]",
+            "10": "10 0610/61/ m/j/22 \u00a9 ucles 2022  (c) the results of the investigation described in 2(b) are shown in table 2.1. table 2.1 concentration of sodium  chloride solution / g per dm3average root length  / mm  0 33  2 22  4 19  6 13  8  2 10  1   (i) using the information in table 2.1, calculate the percentage decrease in the average  root length when the concentration of sodium chloride was changed from 4  g per dm3 to  6 g per dm3.    give your answer to three  significant figures.    space for working.     % [3]",
+            "11": "11 0610/61/ m/j/22 \u00a9 ucles 2022   (ii)  plot a line graph on the grid of the data in table 2.1. [4] [total: 18]",
+            "12": "12 0610/61/ m/j/22 \u00a9 ucles 2022 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.blank page"
+        },
+        "0610_s22_qp_62.pdf": {
+            "1": "this document has 12 pages. any blank pages are indicated.  [turn overcambridge igcse\u2122 dc (ce/cgw) 303962/3 \u00a9 ucles 2022biology  0610/62 paper 6 alternative to practical  may/june  2022  1 hour you must answer on the question paper. no additional materials are needed. instructions  \u25cf answer all questions.  \u25cf use a black or dark blue pen. you may use an hb pencil for any diagrams or graphs.  \u25cf write your name, centre number and candidate number in the boxes at the top of the page.  \u25cf write your answer to each question in the space provided.  \u25cf do not use an erasable pen or correction fluid.  \u25cf do not write on any bar codes.  \u25cf you may use a calculator.  \u25cf you should show all your working and use appropriate units. information  \u25cf the total mark for this paper is 40.  \u25cf the number of marks for each question or part question is shown in brackets [  ]. *8495301712*",
+            "2": "2 0610/62/ m/j/22 \u00a9 ucles 2022 1 a student investigated the effect of temperature on the diffusion of vitamin c.  vitamin c is an important part of a balanced diet and is found in some fruits and vegetables. when  vegetables are boiled in water the vitamin c diffuses out into the surrounding water. a dialysis  tubing bag filled with vitamin c solution was used to represent a vegetable.  the blue dye dcpip was used as an indicator for the presence of vitamin c. high concentrations  of vitamin c decolourise dcpip quickly.  the student used the method described in step 1 to step 14.  step 1  a syringe was used to fill a dialysis tubing bag with 10  cm3 of vitamin c solution.  step 2   the outside of the filled dialysis tubing bag was rinsed by dipping it into a beaker of  distilled water.  step 3   a large test-tube was labelled hot. the dialysis tubing bag was put into the large   test-tube and secured in place with an elastic band, as shown in fig. 1.1.  step 4   steps 1 to 3 were repeated with a second dialysis tubing bag and a large test-tube  labelled cold. large test-tubeelastic band holding the open end of the dialysis tubing bag in place dialysis tubing bag containing 10  cm3 of vitamin c solution fig. 1.1  step 5  the large test-tube labelled hot was half-filled with hot water.  step 6  the large test-tube labelled cold was half-filled with cold water.  step 7  the temperature of the water in the large test-tube labelled hot was measured.  step 8  the temperature of the water in the large test-tube labelled cold was measured.",
+            "3": "3 0610/62/ m/j/22 \u00a9 ucles 2022 [turn over   fig. 1.2 shows the readings on the thermometer used in step 7 and step 8. 40 hot water35 3020 cold water15 10 fig. 1.2  (a) (i) state the temperatures of the hot water and the cold water shown on the thermometers  in fig.  1.2. include the unit.    temperature of the hot water  ..    temperature of the cold water  .  [2]  step 9  the dialysis tubing bags were left in the large test-tubes for 15 minutes.   step 10   after 15 minutes, the dialysis tubing bags were removed from the large test-tubes and  discarded. 1  cm3 of the liquid remaining in the large test-tube labelled hot was put into a  clean standard test -tube.  step 11  a syringe was filled with 10  cm3 of dcpip solution.  step 12   one drop of dcpip was added to the liquid in the standard test-tube and swirled to mix.  after a few seconds the blue colour disappeared.  step 13   the student continued to add drops of dcpip until the blue colour remained after mixing.  step 14   steps 10 to 13 were repeated with 1  cm3 of the liquid remaining in the test -tube labelled  cold.",
+            "4": "4 0610/62/ m/j/22 \u00a9 ucles 2022   the unused  volumes of dcpip remaining  in the syringes are shown in fig. 1.3. dcpip remaining syringe used for the hot test-tubesyringe used for the cold test-tube2 1345678910 2 13456789910 fig. 1.3   (ii) record the volumes of the dcpip remaining in the syringes shown in fig. 1.3.    syringe used for the hot test-tube     syringe used for the cold test-tube ..  [1]   (iii) prepare a table to record the volume of dcpip that has been used  in each test -tube, in  the space provided.    use your answer in 1(a)(ii) and the equation to calculate the volume of dcpip that has  been used  in each test -tube: volume of dcpip used = 10 \u2013 volume of dcpip remaining in the syringe  [3]",
+            "5": "5 0610/62/ m/j/22 \u00a9 ucles 2022 [turn over   (iv) state a conclusion for these results.  ...  ...  .  [1]   (v) suggest why the dialysis tubing bag was rinsed in step 2.  ...  ...  .  [1]   (vi) identify one source of error in step 5 or step 6 and suggest a suitable piece of equipment  to overcome this error. error  ...  ... equipment  .  ...  [2]   (vii) identify the variable that the student changed (independent variable) and the variable  that was measured (dependent variable) in this investigation. independent variable  .  ... dependent variable    ... [2]   (viii) suggest why repeating the procedure several times would improve the investigation.  ...  ...  .  [1]",
+            "6": "6 0610/62/ m/j/22 \u00a9 ucles 2022  (b) dialysis tubing acts as a partially permeable membrane and can be used to represent a  model cell to investigate osmosis.   plan an investigation to find out how different concentrations of sugar solutions affect the  movement of water into or out of dialysis tubing.  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  .  [6]  [total: 19]",
+            "7": "7 0610/62/ m/j/22 \u00a9 ucles 2022 [turn over blank page",
+            "8": "8 0610/62/ m/j/22 \u00a9 ucles 2022 2 nautiluses are a genus of marine animals that live in shells. fig. 2.1 is a photograph of a nautilus  shell. a b fig. 2.1  (a) (i) make a large drawing of the shell shown in fig. 2.1.  [4]",
+            "9": "9 0610/62/ m/j/22 \u00a9 ucles 2022 [turn over   (ii) line ab represents the width of the nautilus shell.    measure the length of line ab in fig. 2.1.    length of line ab in fig. 2.1  mm    the actual width of the shell is 130  mm.    calculate the magnification of the shell in fig. 2.1. magnification = length of line ab in fig. 2.1 actual width of the shell    give your answer to two significant figures.    space for working.    [3]  (b) fig. 2.2 shows a fossilised nautilus shell. fig. 2.2   describe one visible similarity and one visible difference between the nautilus shell in fig.  2.1  and the fossilised nautilus shell in fig. 2.2. similarity    ... difference  ..  ...  [2]",
+            "10": "10 0610/62/ m/j/22 \u00a9 ucles 2022  (c) a population of one species of nautilus was studied. the widths of the nautilus shells were  measured and recorded.   the results are shown in table 2.1. table 2.1 width of shell  / mm number of shells 101\u2013110 8 111\u2013120 84 121\u2013130 138 131\u2013140 98 141\u2013150 22   (i) plot a histogram on the grid of the data in table 2.1.      [4]",
+            "11": "11 0610/62/ m/j/22 \u00a9 ucles 2022   (ii) using the information in your graph, describe the results of this study.  ...  ...  ...  ...  .  [2]   (iii) the study measured the width of 350 nautilus shells.    suggest why such a large number of shells were measured.  ...  ...  .  [1]   (iv) using the data in table 2.1, calculate the percentage of the population of nautiluses that  have shells that are wider than 130  mm.    give your answer to one decimal place.    space for working.   . %  [3]  (d) the nautilus feeds on fish which are an important source of protein.   state the name of the test for protein. give the result of a positive test. test for protein  ... positive test result  . [2]  [total: 21]",
+            "12": "12 0610/62/ m/j/22 \u00a9 ucles 2022 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.blank page"
+        },
+        "0610_s22_qp_63.pdf": {
+            "1": "this document has 12 pages.  [turn overcambridge igcse\u2122 *8056875160* dc (lk/jg) 303945/5 \u00a9 ucles 2022biology  0610/63 paper 6 alternative to practical  may/june  2022  1 hour you must answer on the question paper. no additional materials are needed. instructions  \u25cf answer all questions.  \u25cf use a black or dark blue pen. you may use an hb pencil for any diagrams or graphs.  \u25cf write your name, centre number and candidate number in the boxes at the top of the page.  \u25cf write your answer to each question in the space provided.  \u25cf do not use an erasable pen or correction fluid.  \u25cf do not write on any bar codes.  \u25cf you may use a calculator.  \u25cf you should show all your working and use appropriate units. information  \u25cf the total mark for this paper is 40.  \u25cf the number of marks for each question or part question is shown in brackets [  ].",
+            "2": "2 0610/63/ m/j/22 \u00a9 ucles 2022 1 fig. 1.1 shows some raisins, which are made by drying grapes. raisins contain high concentrations  of sugars.  fig. 1.1  osmosis is the movement of water across a partially permeable membrane from a dilute solution  to a concentrated solution.   a student investigated the effect of temperature on the rate of osmosis.  step 1  the student labelled one empty beaker cold and one empty beaker hot.  step 2  50 cm3 of cold water was poured into the cold beaker.  step 3   10 raisins were lined up along a ruler. each raisin was touching end to end.",
+            "3": "3 0610/63/ m/j/22 \u00a9 ucles 2022 [turn over  step 4   the total length of the line of 10 raisins was measured. the student recorded this  measurement in their notebook.  step 5  the group of 10 raisins was placed in the cold beaker.  step 6  50 cm3 of hot water was poured into the hot beaker.  step 7   a second group of 10 raisins was lined up along the ruler, each touching end to end. the  length of the line was measured and recorded. fig.  1.2 shows the measurements the  student recorded during step  4 and step  7. cold beaker raisins 112  mm hot beaker raisins 115  mm fig. 1.2  step 8  the second group of 10 raisins was placed in the hot beaker.  step 9   the temperatures of the water in each beaker were measured. the thermometers are  shown in fig.  1.3. 354045 25 2030 cold beakerhot beaker fig. 1.3  (a) (i) state the temperatures shown on the thermometers in fig. 1.3. include the unit.    water temperature in the cold beaker ..    water temperature in the hot beaker ..  [2]",
+            "4": "4 0610/63/ m/j/22 \u00a9 ucles 2022  step 10  a stop-clock was started.  step 11  after 20  minutes, the raisins were removed from the cold beaker.  step 12   the cold beaker raisins were lined up along the ruler, touching end to end and the total  length of the 10  raisins was measured.  step 13   step 11 and step 12 were repeated for the hot beaker raisins.    a drawing of the two lines of raisins from step 12 and step 13 is shown in fig.  1.4. 0 1 2 3 4 5 6 7 8 9 10 11 12 13 0 1 2 3 4 5 6 7 8 9 10 11 12 13cold beaker raisins ruler hot beaker raisins fig. 1.4",
+            "5": "5 0610/63/ m/j/22 \u00a9 ucles 2022 [turn over   (ii) prepare a table to record the results.    complete the table by: \u2022 recording the measurements shown on the notebook in fig. 1.2 \u2022 measuring and recording the length of the lines of raisins shown in fig. 1.4.  [4]   (iii) use the information in your table in 1(a)(ii)  to calculate the change in length for each  group of 10 raisins.    change in length of the cold beaker raisins ..    change in length of the hot beaker raisins ..  [1]   (iv) state a conclusion for these results.  ...  ...  .  [1]   (b) (i) state one variable that was kept constant in this investigation.  .  [1] ",
+            "6": "6 0610/63/ m/j/22 \u00a9 ucles 2022   (ii) suggest why it was better to measure the total length of 10 raisins touching end to end  rather than just measuring the length of one raisin.  ...  ...  .  [1]   (c) a student investigated the effect of different concentrations of sodium chloride solution on  osmosis in potatoes.   the student used this method: \u2022 make four different concentrations of sodium chloride solution in separate test -tubes. \u2022 cut a piece of potato into five cylinders that are approximately the same length and  diameter. \u2022 measure and record the mass of each potato cylinder. \u2022 put one potato cylinder into a test-tube containing distilled water. \u2022 put one potato cylinder into each of the four test-tubes containing the different  sodium chloride solutions. \u2022 leave the potato cylinders in the test-tubes for 30 minutes. \u2022 after 30 minutes, remove the potato cylinders from the test-tubes. \u2022 dry the potato cylinders with a paper towel. \u2022 measure and record the mass of each potato cylinder.   (i) state the variable that was measured (dependent variable) in this investigation.  .  [1]    the student\u2019s results are shown in table 1.1.  table 1.1 concentration of  sodium chloride  solution   / mol per dm3potato cylinder  initial mass  / gpotato cylinder  final mass  / gpercentage  change in mass 0.0 1.13 1.32   16.8 0.2 1.03 1.08    4.9 0.4 1.19 1.06 \u201310.9 0.6 1.13 0.86 \u201323.9 0.8 1.14 0.82",
+            "7": "7 0610/63/ m/j/22 \u00a9 ucles 2022 [turn over   (ii) using the information in table 1.1, calculate the percentage change in mass for the  potato cylinder in the 0.8  mol per dm3 sodium chloride solution.    give your answer to one decimal place.    space for working.     %  [3]   (iii) using the data in table  1.1 and your answer to 1(c)(ii) , plot a line graph on the grid of the  concentration of sodium chloride solution against the percentage change in mass.    one axis has been started for you. 0.0  [4]   (iv) estimate the concentration of sodium chloride solution at which there would be no  percentage change in the mass of the potato cylinder.    show on your graph how you obtained your estimate.     mol per dm3 [2]",
+            "8": "8 0610/63/ m/j/22 \u00a9 ucles 2022   (v) suggest why the student calculated the percentage change in mass rather than using  the difference in the mass of the potato cylinders.  ...  ...  .  [1]   (vi) suggest why the student dried the potato cylinders before measuring their mass.  ...  ...  .  [1]  [total: 22] 2 fig. 2.1 is a photograph of the cut surface of half an apple. x y magnification \u00d71.2 fig. 2.1",
+            "9": "9 0610/63/ m/j/22 \u00a9 ucles 2022 [turn over  (a) (i) make a large drawing of the apple shown in fig.  2.1.  [4]   (ii) measure the length of line xy on fig. 2.1.     length of line xy ... mm    calculate the actual width of the apple using the formula and your measurement.  magnification = length of line xy actual width of the apple    give your answer to the nearest whole number.    space for working.   .  mm  [3]",
+            "10": "10 0610/63/ m/j/22 \u00a9 ucles 2022  (b) apples can be used to make juice. the enzyme pectinase can increase the volume of juice  that is released from each apple.    a scientist carried out an investigation to find out which concentration of the pectinase solution  gave the maximum volume of juice.   the results from this investigation are shown in table 2.1. table 2.1 percentage  concentration  of the pectinase  solution volume of apple juice collected in one hour  / cm3 trial 1 trial 2 trial 3 average  0.0  7  7  6  6.7  2.5 11 10  2 10.5  5.0 17 14 13 14.7  7.5 24 22 25 23.7 10.0 25 24 21 23.3   (i) identify the variable that was changed (independent variable) by the scientist in this  investigation.  .  [1]",
+            "11": "11 0610/63/ m/j/22 \u00a9 ucles 2022 [turn over   (ii) the scientist decided not to include the trial 3 result for the 2.5% pectinase solution  when they calculated the average.    explain why.  ...  ...  .  [1]   (iii) describe how to test a sample of apple juice to show the presence of reducing sugars.     give the result of a positive test.  ...  ...  ...  ...  ...  ...  .  [3]",
+            "12": "12 0610/63/ m/j/22 \u00a9 ucles 2022 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. (c) starch in apple juice makes the juice appear cloudy. the enzyme amylase can be used to  remove the starch. this makes the apple juice clear.   amylase catalyses the breakdown of starch.   plan an investigation to determine the optimum (best) temperature for amylase activity in a  sample of apple juice.  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  .  [6]  [total: 18]"
+        }
+    },
+    "Other Resources": {},
+    "Specimen Papers": {}
+}
\ No newline at end of file
diff --git a/0620.json b/0620.json
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index 0000000..70945d8
--- /dev/null
+++ b/0620.json
@@ -0,0 +1,8762 @@
+{
+    "2002": {
+        "0620_w02_qp_1.pdf": {
+            "1": "time 45 minutes instructions to candida tes do not open this booklet until you are told to do so. write your name, centre number and candidate number on the answer sheet in the spaces provided unless this has already been done for you. there are forty questions in this paper. answer all questions. for each question, there are four possible answers, a, b, cand d. choose the one you consider correct and record your choice in soft pencil on the separate answer sheet. read very carefully the instructions on the answer sheet. information for candidates each correct answer will score one mark. a mark will not be deducted for a wrong answer. any rough working should be done in this booklet.a copy of the periodic table is printed on page 16. this question paper consists of 16 printed pages. mml 2088 9/01 s24517 \u00a9 cie 2002 [turn overinternational general certificate of secondary education cambridge international examinations chemistry 0620/1 paper 1 multiple choice october/november session 2002 45 minutes additional materials: multiple choice answer sheet soft clean erasersoft pencil (type b or hb is recommended) university ofcambridge local examinations syndicate ",
+            "2": "1heating a liquid causes it to become a vapour. what happens to the molecules of the liquid during this process? 2some sugar is dissolved in water.which diagram shows how the particles are arranged in the solution? 3which stages occur in distillation?acondensation then evaporation bcondensation then filtration cevaporation then condensation dfiltration then evaporation2 0620/1/o/n/02a bcdthe molecules  become bigger \u0013 \u0013 \u2717\u2717the molecules move  further apart \u0013 \u2717 \u0013 \u2717 ab c dkey sugar particle water particle",
+            "3": "4some paraffin is contaminated with soot (carbon). the soot is removed as shown. which method is used to remove the soot? acracking bcrystallisation cdiffusion dfiltration 5the diagrams show the nuclei of four different atoms. which two atoms are isotopes of each other? aq and r bq and t cr and s ds and t 6which atom has twice as many neutrons as protons?a 1 1h b2 1h c3 1h d4 2heqrst 10 p 10 p 10 n 12 n 14 n 14 n14 p 12 pkey p = proton n = neutronwire grid clothparaffin + soot clean paraffin3 0620/1/o/n/02 [turn over",
+            "4": "7which change takes place when an atom becomes a positive ion? aan electron is added. ban electron is removed. ca proton is added. da proton is removed. 8the diagram shows an electric circuit. for which two substances at x and y does the bulb light up? 9one method of producing carbon dioxide is to react calcium carbonate with dilute hydrochloric acid. what is the balanced chemical equation for the reaction?acaco 3+h c l\u2192 cao + co2+h c l bcaco3+ 2hcl \u2192 cacl2+c o2+h2o ccaco3+ 4hcl \u2192 cacl4+c o2+h2+h2o dca(hco3)2+h c l\u2192 cacl + 2co2+h2oxybulb4 0620/1/o/n/02a bcdx coppercopper rubberrubbery graphite poly(ethene) graphite poly(ethene)",
+            "5": "10a gas has the molecular formula nocl. which diagram could show molecules of the pure gas nocl? 11butenedioic acid has the structure shown. what is the molecular formula of butenedioic acid? acho bc4h4o4cc6h4o2dc6h4o6o ooo cc c ch h h hn cl oab cd key5 0620/1/o/n/02 [turn over",
+            "6": "12the diagram represents the electrolysis of brine (aqueous sodium chloride). what are products x and y? 13copper wires in an electricity cable are covered in plastic. why is plastic used? ait is an insulator. bit is a polymer. cit is hard. dit melts easily.plastic copper wireplastic+ \u2013y negative electrodeporous wallpositive electrodebrine chlorine x6 0620/1/o/n/02a bcdx hydrogenhydrogen oxygenoxygeny aqueous sodium hydroxide hydrochloric acid aqueous sodium hydroxide hydrochloric acid",
+            "7": "14a piece of magnesium is dropped into a test-tube containing dilute hydrochloric acid. why does the test-tube become warm? ahydrogen is produced. bthe magnesium neutralises the acid. cthe reaction is endothermic. dthe reaction is exothermic. 15an explosion in a coal mine was caused by the ignition of a mixture of methane and air.why did the mixture explode?athe heat absorbed by burning decreased the rate of burning. bthe heat absorbed by burning increased the rate of burning. cthe heat liberated by burning decreased the rate of burning. dthe heat liberated by burning increased the rate of burning.bubblesmagnesium dilute hydrochloric acid7 0620/1/o/n/02 [turn over",
+            "8": "16the diagram shows an experiment to compare the speed of reaction when limestone chips are added to acid. in which test-tube is the reaction most rapid? 17which properties does a transition element have? 18which metals can be obtained by heating their oxides with carbon? 19aqueous lead( ii) nitrate is added to a solution containing iodide ions. lead( ii) iodide is formed. which type of reaction takes place? aneutralisation boxidation cprecipitation dreductionlimestone limestoneacid acidab c d dilute aciddilute acidconcentrated acidconcentrated acid8 0620/1/o/n/02a bcddensity highhigh lowlowmelting point high low high low abcdcopper \u2717 \u0013 \u2717 \u0013iron \u0013 \u0013 \u2717\u2717magnesium \u0013 \u2717 \u0013 \u2717",
+            "9": "20which element reacts with dilute sulphuric acid to produce hydrogen? acarbon bchlorine ccopper dzinc 21for which ph change is there the largest increase in acidity? 22which statement about the electrical conductivity of non-metals and the charge on their ions is correct? 23the corrosion of iron and its extraction from hematite are important processes. which terms describe the corrosion of iron and its extraction from hematite?9 0620/1/o/n/02 [turn overa bcdinitial ph 1236final ph 3612 abcdelectrical conductivity goodgood poorpoorcharge on  ions positive negative positive negative abcdcorrosion oxidationoxidation reductionreductionextraction oxidation reduction oxidation reduction",
+            "10": "24a few drops of aqueous bromine are added to separate aqueous solutions of potassium chloride, potassium bromide and potassium iodide. which solutions do not remove the colour of the bromine? akbr and kcl only bkbr and k ionly ckcland k ionly dkbr, kcl and k i 25which metal produces a solution of a metal hydroxide when added to water?acalcium bcopper ciron dzinc 26a highly reactive metal is likely toaform negative ions, boccur naturally as an element, coccur only as an oxide, doxidise rapidly in air.10 0620/1/o/n/02",
+            "11": "27the diagram shows the manufacture of steel. what could gas x be? acarbon dioxide bchlorine chydrogen doxygen 28a student writes the following statements. 1 aluminium is used in the manufacture of aircraft bodies. 2 aluminium is used to make stainless steel.3 mild steel is used in the manufacture of car bodies. which statements are correct?a1 and 2 only b1 and 3 only c2 and 3 only d1, 2 and 3 29which substance is used in the purification of water?acalcium sulphate bcarbon dioxide cchlorine dsodium chloridemolten irongas x waste gases11 0620/1/o/n/02 [turn over",
+            "12": "30which pollutant, found in car exhaust fumes, does not come from the fuel? acarbon monoxide bhydrocarbons clead compounds dnitrogen oxides 31which place on the map is most likely to be producing large quantities of sulphur dioxide? 32why does a bicycle chain that is coated with oil not rust? aoil dissolves any rust that forms. boil reacts with rust causing oxidation. coil reacts with oxygen so no rust forms. doil stops oxygen and water getting to the chain. 33which two other compounds should be added to ammonium sulphate to make a complete npk fertiliser? akno3, na2hpo4 bk2so4, kno3 cnacl, ca3(po4)2 dnh4cl, na2hpo4coal-fired power station b farm ac water purification  plantpetrol station in village dseariver12 0620/1/o/n/02",
+            "13": "34two uses of oxygen are 1 burning acetylene in welding, 2 helping the breathing of hospital patients. which of these uses form carbon dioxide? 35lime is used to treat an industrial waste. which ph change occurs in the treatment? untreated waste \u2192 treated waste a acidic \u2192 neutral b alkaline \u2192 acidic c alkaline \u2192 neutral d neutral \u2192 acidic 36a compound q has the structure shown. what is the name of q?aheptane bheptanoic acid cheptanol dhepteneh hhchhc hhc hhc hhc hhc hhh countreated waste limetreated waste13 0620/1/o/n/02 [turn overa bcduse 1 \u0013 \u0013 \u2717\u2717use 2 \u0013 \u2717 \u0013 \u2717",
+            "14": "37a student sets up the apparatus shown to separate petroleum into its different liquid parts. why does this method of separation work? the liquids in petroleum have different aboiling points, bdensities, cfunctional groups, dmelting points. 38which row in the table correctly shows properties of decane?themometer cold water heatpetroleum on rock wool14 0620/1/o/n/02a bcdburns \u0013 \u0013 \u2717\u2717is unsaturated \u0013 \u2717 \u0013 \u2717",
+            "15": "39the equation shows the cracking of a hydrocarbon. which compounds are unsaturated? ax only by only cx and zd y and z 40a student states thatethanol reacts with water to form beer and wine; ethanol and water are used as solvents in industry. which of the underlined words are correct?h hh hcch hchh cc c c ch h hh hh hh hhhh =\u2013\u2013 \u2013\u2013 + xy z15 0620/1/o/n/02a bcdreacts \u0013 \u0013 \u2717\u2717solvents \u0013 \u2717 \u0013 \u2717",
+            "16": "16 0620/1/o/n/02data sheet the periodic table of the elements the volume of one mole of any gas is 24 dm3at room temperature and pressure (r.t.p.).*58-71 lanthanoid series \u202090-103 actinoid series keya = relative atomic mass x= atomic symbol b = proton (atomic) numbergroup i 7 li lithium 39 be beryllium 4 23 na sodium 1124 mg magnesium 12 39 k potassium 1940 ca calcium 2045 sc scandium 2148 ti titanium 2251 v vanadium 2352 cr chromium 2455 mn manganese 2556 fe iron 2659 co cobalt 2759 ni nickel 2864 cu copper 2965 zn zinc 3070 ga gallium 3127 al aluminium 1311 b boron 5 73 ge germanium 3228 si silicon 1412 c carbon 6 75 as arsenic 3331 p phosphorus 1514 n nitrogen 7 79 se selenium 3432 s sulphur 1616 o oxygen 8 80 br bromine 3535.5 cl chlorine 1719 f fluorine 9 84 kr krypton 3640 ar argon 1820 ne neon 104 he helium 2 85 rb rubidium 3788 sr strontium 3889 y yttrium 3991 zr zirconium 4093 nb niobium 4196 mo molybdenum 42tc technetium 43101 ru ruthenium 44103 rh rhodium 45106 pd palladium 46108 ag silver 47112 cd cadmium 48115 in indium 49119 sn tin 50122 sb antimony 51128 te tellurium 52127 i iodine 53131 xe xenon 54 133 cs caesium 55137 ba barium 56139 la lanthanum 57 *178 hf hafnium 72181 ta tantalum 73 140 ce cerium 58 a x b232 th thorium 90pa protactinium 91238 u uranium 92np neptunium 93pu plutonium 94am americium 95cm curium 96bk berkelium 97cf californium 98es einsteinium 99fm fermium 100md mendelevium 101no nobelium 102lr lawrencium 103141 pr praseodymium 59144 nd neodymium 60pm promethium 61150 sm samarium 62152 eu europium 63157 gd gadolinium 64159 tb terbium 65162 dy dysprosium 66165 ho holmium 67167 er erbium 68169 tm thulium 69173 yb ytterbium 70175 lu lutetium 71184 w tungsten 74186 re rhenium 75190 os osmium 76192 ir iridium 77195 pt platinum 78197 au gold 79201 hg mercury 80204 tl thallium 81207 pb lead 82209 bi bismuth 83po polonium 84at astatine 85rn radon 86 fr francium 87226 ra radium 88227 ac actinium 89 \u20201 h hydrogen 1ii iii iv v vi vii 0"
+        },
+        "0620_w02_qp_2.pdf": {
+            "1": "this question paper consists of 16 printed pages. \u00a9 cie 2002  [turn overcentre numbercandidate number candidate name international general certificate of secondary education cambridge international examinations chemistry paper 2 october/november session 2002 1 hour candidates answer on the question paper. no additional materials are required. time 1 hour instructions to candidates write your name, centre number and candidate number in the spaces at the top of this page. answer all questions. write your answers in the spaces provided on the question paper. information for candidates the number of marks is given in brackets [ ] at the end of each question or part question.you may use a calculator.a copy of the periodic table is printed on page 16. for examiner\u2019s use 1 2 3 4 5 6 total",
+            "2": "0620/2 nov022 1ammonia, nh 3, is synthesised by the following route.       methane  /g190/g190/g190/g190/g190/g190/g174  hydrogen iron catalyst /g190/g190/g190/g190/g190/g190/g174 ammonia         air     /g190/g190/g190/g190/g190/g190/g174  nitrogen (a) (i) to which group of organic compounds does methane, ch 4, belong? put a ring around the correct answer. alkane alcohol alkene carboxylic acid [1] (ii) draw the formula for methane, showing all atoms and bonds. [1] (iii) state the most likely source of methane. [1] (b) (i) state the percentage of nitrogen in clean air. [1] (ii) name another non-metal that is in the same period as nitrogen. [1] (c)ammonia is made by heating hydrogen with nitrogen in the presence of a catalyst. (i) what is the purpose of the catalyst? [1] (ii) what happens to the rate of a reaction when the temperature is increased? [1] for examiner\u2019s use",
+            "3": "0620/2 nov 2002 turn over3 (d) (i) complete the following equation which shows the synthesis of ammonia from hydrogen and nitrogen. 3h 2       +        n 2 \u2026 nh 3 [1] (ii) what does the sign               mean? [1] (e)the ammonia formed in the reaction is liquefied. complete the diagram below to show the arrangement of the molecules in liquid ammonia. represents a single molecule of ammonia. [2] (f)how would you test for ammonia in the laboratory? test result [2] (g)ammonia is used to make fertilizers. (i) why are fertilizers used in agriculture? [1] (ii) some fertilizers contain ammonium sulphate. complete the word equation to show how ammonium sulphate is formed. ammonia   + /g190/g174 ammonium sulphate [1] for examiner\u2019s use",
+            "4": "0620/2 nov024 2when rain water trickles through rocks, it dissolves some of the minerals present. this water, which is bottled for drinking, is called mineral water. the table shows the ions present in a litre of mineral water. name of ion formula of ionmass of ion present in one litre of water/milligrams calcium ca2+10 chloride cl\u20138 hydrogencarbonate hco3/g4564 sodium na+8 sulphate so 42\u20137 (a)what do you understand by the term ion? [1] (b)which positive ion has the greatest concentration in this sample of water? [1] (c)complete the following equation to show how a calcium ion is formed from a calcium atom. ca /g190/g174        ca2+       +  \u2026 e- [1] (d)when this sample of mineral water is evaporated to dryness, various compoundsare formed. one of these compounds is calcium chloride. suggest the name of twoother compounds which could be formed. compound 1 compound 2 [2] for examiner\u2019s use",
+            "5": "0620/2 nov 2002 turn over5 (e)part of the structure of calcium chloride is shown below. use this diagram to work out the simplest formula for calcium chloride. formula [1] (f)complete the following table to show the electrical conductivity of calcium and calcium chloride in the solid and liquid states. put a /g51 if the substance conducts. put a /g55if the substance does not conduct. substance state electrical conductivity calcium solid calcium liquid calcium chloride solid calcium chloride liquid [2] (g)a sample of water was contaminated with clay,  which is insoluble in water. explain with the help of a labelled diagram, how you would separate the clay from the water. [3]cl\u00af cl\u00af cl\u00af cl\u00af ca2+ cl\u00af cl\u00af cl\u00af cl\u00afca2+ ca2+ca2+for examiner\u2019s use",
+            "6": "0620/2 nov026 3fluorine, chlorine, bromine and iodine are halogens. (a)complete the table by filling in the blank spaces. halogen colour melting point //g176cboiling point //g176cstate at room temperature fluorine yellow -220 -188 chlorine -101 -35 gas brominereddish- brown-7 +59 iodine +114 solid [4] (b)predict the boiling point of iodine. [1] (c)when chlorine is bubbled through a solution of potassium bromide, the solution turns orange - red. when iodine is mixed with potassium bromide, no colour change occurs. (i)write a word equation for the reaction between chlorine and potassium bromide. [2] (ii)put the elements bromine, chlorine and iodine in order of reactivity. most reactive least reactive [1] (d)state a use of chlorine. [1] for examiner\u2019s use",
+            "7": "0620/2 nov 2002 turn over7 (e)in the presence of sunlight, chlorine reacts with methane. hydrogen chloride gas, h /g190 c l, is given off during this reaction. state the type of bonding in a hydrogen chloride molecule. put a ring around the correct answer. covalent ionic metallic weak [1]for examiner\u2019s use",
+            "8": "0620/2 nov028 4some organic compounds found in ripe fruits are shown below. ch 3co 2hc h3ch 2ch 2co 2h ch 3ch 2oh ch 3ch 2cho (a)what do you understand by the term organic compound ? [1] (b)which two of the compounds belong to the same homologous series? compound and compound [1] (c)which one of these compounds is an unsaturated hydrocarbon? [1] (d)which one of these compounds is an alcohol? [1] (e)which oneof these compounds can be formed directly by cracking the paraffin fraction from petroleum? [1] (f)compound d burns readily. (i) burning is an exothermic reaction. explain the meaning of the term exothermic . [1] (ii) state the products formed when d burns in excess air. [2] ab c defor examiner\u2019s use c ch h hh",
+            "9": "0620/2 nov 2002 turn over9 (iii) name the carbon compound formed when d undergoes incomplete combustion. [1] (g)write down the molecular formula of compound c. [1] (h)calculate the relative molecular mass of compound c. [1] (i)many fruits contain a variety of different coloured compounds. what separation technique can you use to separate these different coloured compounds? [1] forexaminer\u2019s use",
+            "10": "0620/2 nov0210 5iron is extracted from the ore, haematite. the iron ore is put in a blast furnace with coke and a current of air is blown through the heated mixture. /k77/k61/k73/k74/k65 /k67/k61/k73/k65/k73 /k72/k61/k77 /k6d/k61/k74/k65/k72/k69/k61/k6c/k73 /k66/k69/k72/k65/k62/k72/k69/k63/k6b /k6c/k69/k6e/k69/k6e/k67 /k61/k69/k72 /k69/k6e /k73/k6c/k61/k67/k6d/k69/k78/k74/k75/k72/k65 /k6f/k66 /k69/k72/k6f/k6e /k6f/k72/k65 /k61/k6e/k64 /k63/k6f/k6b/k65 /k6d/k6f/k6c/k74/k65/k6e /k69/k72/k6f/k6e (a)what do you understand by the term ore? [1] (b)what other raw material needs to be added to the blast furnace? put a ring around the correct answer. cement limewater limestone slag [1]for examiner\u2019suse",
+            "11": "0620/2 nov 2002 turn over11 (c)near the bottom of the furnace, iron( iii) oxide is reduced by carbon. fe2o3       +    3c /g174       2fe         +        3co (i) write a word equation for this reaction. [1] (ii) explain what is meant by the term reduction . [1] (d)the table shows the composition of the waste gases leaving the blast furnace. gaspercentage of gas in the mixture carbon dioxide 12 carbon monoxide 24 hydrogen   4 nitrogen 60 (i) the hydrogen in the waste gas is formed by the reaction of hot carbon with water vapour. there is no water in the materials added to the top of the furnace. suggest where this water vapour comes from. [1] (ii) the reaction of hot carbon with water vapour is endothermic. what is meant by the term endothermic ? [1] (e)iron can be converted into steel, which is more resistant to corrosion. (i) describe briefly how iron is converted into steel. [2] (ii) state one use of mild steel. [1] for examiner\u2019suse",
+            "12": "0620/2 nov0212 (f)in some conditions, steel corrodes more quickly than in others. the graphs show the rate of corrosion of a particular type of steel under different controlled conditions. (i) how does ph affect the rate of corrosion? [1] (ii) how does temperature affect the rate of corrosion? [1] explain this in terms of moving particles. [2] (iii) the presence of acidic gases in the air may increase the rate of corrosion. state the name and source of one acidic gas found in the air as a result of pollution. name source [2] for examiner\u2019suse /k30 /k30 /k31 /k32/k35/k30/k31/k30/k30/k31/k35/k30/k70/k48 /k36/k2c /k33/k30/ka1/k43 /k70/k48 /k36/k2c /k32/k30/ka1/k43 /k70/k48 /k37/k2c /k33/k30/ka1/k43 /k70/k48 /k37/k2c /k32/k30/ka1/k43 /k74/k69/k6d/k65/k2f/k79/k65/k61/k72/k73/k61/k6d/k6f/k75/k6e/k74 /k6f/k66 /k63/k6f/k72/k72/k6f/k73/k69/k6f/k6e /k28/k75/k6e/k69/k74/k73/k29ph 6, 30oc ph 6, 20oc ph 7, 30oc ph 7, 20oc",
+            "13": "0620/2 nov 2002 turn over13 6a student took a sample of seawater and heated it using the apparatus shown below. heatseawatera wate rcondenser (a)what is the name given to the process shown in the diagram? [1] (b)state the name of the piece of apparatus labelled a. [1] (c)explain the function of the condenser. [2] (d)pure water collects in the beaker. (i) state the ph of pure water. [1] (ii) state the boiling point of pure water. [1] for examiner\u2019s use",
+            "14": "0620/2 nov0214 (e)the table shows the mass of various compounds obtained when 1 litre of seawater is evaporated. compound formula mass of solid  present / g sodium chloride nac l 28.0 mgc l2 8.0 magnesium sulphatemgso 4 6.0 calcium sulphate caso 4 2.0 potassium chloride kc l calcium carbonate caco 3 1.0 potassium bromide kbr total mass = 45.0 (i) how many grams of magnesium sulphate are present in 180g of solid left by evaporation of seawater? [1] (ii) which compound in the table reacts with acids to release carbon dioxide? [1] (iii) state the name of the compound which has the formula mgc l2. [1] (iv) calcium sulphate contains sulphate ions. describe a test for sulphate ions. test result [3] for examiner\u2019s use",
+            "15": "0620/2 nov 2002 turn over15 (f)pure sodium chloride can be electrolysed using the apparatus shown below. heatmolten sodium chlorideelectrodes+\u2013 (i) why does the sodium chloride have to be molten for electrolysis to occur? [2] (ii) state the name of the product formed during electrolysis at the anode (positive electrode) the cathode (negative electrode) [2] (iii) suggest a suitable substance which could be used for the electrodes. [1] for examiner\u2019s use",
+            "16": "16 0620/2 nov 2002group 140 ce cerium 58141 pr praseodymium 59144 nd neodymium 60pm promethium 61150 sm samarium 62152 eu europium 63157 gd gadolinium 64159 tb terbium 65162 dy dysprosium 66165 ho holmium 67167 er erbium 68169 tm thulium 69173 yb ytterbium 70175 lu lutetium 71 232 th thorium 90pa protactinium 91238 u uranium 92np neptunium 93pu plutonium 94am americium 95cm curium 96bk berkelium 97cf californium 98es einsteinium 99fm fermium 100md mendelevium 101no nobelium 102lr lawrencium 1031 h hydrogen 1 7 li lithium 3 23 na sodium 1124 mg magnesium 12 40 ca calcium 2045 sc scandium 2148 ti titanium 2251 v vanadium 2352 cr chromium 2455 mn manganese 2556 fe iron 2659 co cobalt 2759 ni nickel 2864 cu copper 2965 zn zinc 3070 ga gallium 3127 al aluminium 1311 b boron 512 c carbon 614 n nitrogen 716 o oxygen 819 f fluorine 9 28 si silicon 1431 p phosphorus 1532 s sulphur 1635.5 cl chlorine 1740 ar argon 1820 ne neon 104 he helium 2 73 ge germanium 3275 as arsenic 3379 se selenium 3480 br bromine 3584 kr krypton 3639 k potassium 19 88 sr strontium 3889 y yttrium 3991 zr zirconium 4093 nb niobium 4196 mo molybdenum 42tc technetium 43101 ru ruthenium 44103 rh rhodium 45106 pd palladium 46108 ag silver 47112 cd cadmium 48115 in indium 49119 sn tin 50122 sb antimony 51128 te tellurium 52127 i iodine 53131 xe xenon 54 137 ba barium 56139 la lanthanum 57 *178 hf hafnium 72181 ta tantalum 73184 w tungsten 74186 re rhenium 75190 os osmium 76192 ir iridium 77195 pt platinum 78197 au gold 79201 hg mercury 80204 tl thallium 81207 pb lead 82209 bi bismuth 83po polonium 84at astatine 85rn radon 86 fr francium 87227 ac actinium 899 be beryllium 4ii i iii iv v vi vii 0 85 rb rubidium 37 133 cs caesium 55 226 ra radium 88 the volume of one mole of any gas is 24 dm3at room temperature and pressure (r.t.p.).a x ba = relative atomic mass x= atomic symbol b = proton (atomic) numberkey*58-71 lanthanoid series  90-103 actinoid seriesdata sheet the periodic table of the elements"
+        },
+        "0620_w02_qp_3.pdf": {
+            "1": "this question paper consists of 10 printed pages and 2 blank pages. sp (slc/slc) s12144/3 \u00a9cie 2002 [turn overinternational general certificate of secondary education cambridge international examinations chemistry 0620/3 paper 3 october/november session 2002 1hour 15 minutes candidates answer on the question paper. no additional materials are required. time 1 hour 15 minutes instructions to candidates write your name, centre number and candidate number in the spaces at the top of this page. answer all questions. write your answers in the spaces provided on the question paper. information for candidates the number of marks is given in brackets [  ] at the end of each question or part question. a copy of the periodic table is printed on page 12.candidate centre number number candidate name  for examiner\u2019s use 1 2345 total",
+            "2": "2 0620/3/o/n/021(a)sulphuric acid is made by the contact process. 2so2(g)   +   o2(g) 2so3(g)   forward reaction is exothermic (i)what are the reaction conditions for the contact process? ... ...[3] (ii) would the yield of sulphur trioxide increase, decrease or stay the same when the temperature is increased? explain your answer. .[2] (iii) describe how sulphur trioxide is changed into concentrated sulphuric acid. ..[2] (b)there are three ways of making salts from sulphuric acid. titr ation using a burette and indicator  precipitation by mixing the solutions and filtering neutr alisation of sulphuric acid using an excess of an insoluble base complete the following table of salt preparations. [4]for examiner\u2019s use method reactant 1 reactant 2 salt titration sulphuric sodium  acid sulphate neutralisation sulphuric zinc  acid sulphate precipitation sulphuric barium  acid sulphate sulphuric copper( ii) copper( ii) acid oxide sulphate",
+            "3": "3 0620/3/o/n/02 [turn over(c)the results of an investigation into the action of heat on copper( ii) sulphate-5-water, a blue crystalline solid, are given below. the formula is cuso4.5h2o and the mass of one mole is 250 g a 5.0 g sample of the blue crystals is heated to form 3.2 g of a white powder. with further heating this decomposes into a black powder and sulphur trioxide. (i)name the white powder. ...[1] (ii) what is observed when water is added to the white powder? ...[1] (iii) name the black powder. ...[1] (iv) calculate the mass of the black powder. show your working. ... ..[3] 2manganese is a transition element. it has more than one valency and the metal and its compounds are catalysts. (a) (i) predict three other properties of manganese that are typical of transition elements. ... ...[3] (ii) complete the electron distribution of manganese by inserting one number.2  +  8  +  ..  +  2 [1] (b)it has several oxides, three of which are shown below. manganese( ii) oxide, which is basic. manganese( iii) oxide, which is amphoteric. manganese( iv) oxide, which is acidic. (i)complete the word equation. manganese( ii)   + hydrochloric   \u2192...   +   ... oxide acid... [2] (ii) which, if any, of these oxides will react with sodium hydroxide? ...[1]for examiner\u2019s use",
+            "4": "4 0620/3/o/n/02(c)aqueous hydrogen peroxide decomposes to form water and oxygen. 2h2o2(aq)  \u21922h2o(l)   +   o2(g) this reaction is catalysed by manganese( iv) oxide the following experiments were carried out to investigate the rate of this reaction. a 0.1 g sample of manganese( iv) oxide was added to 20 cm3of 0.2 m hydrogen peroxide solution. the volume of oxygen produced was measured every minute. the results of this experiment are shown on the graph. (i)how does the rate of reaction vary with time? explain why the rate varies. ... ...[3] (ii) the following experiment was carried out at the same temperature.0.1 g of manganese( iv) oxide and 20 cm3of 0.4 m hydrogen peroxide sketch the curve for this experiment on the same grid. [2]volume of  oxygen  / cm3 time  / min00for examiner\u2019s use",
+            "5": "5 0620/3/o/n/02 [turn over(iii) how would the shape of the graph differ if only half the mass of catalyst had been used in these experiments? ... ..[2] 3the elements in period 3 and some of their common oxidation states are shown below.element na mg al si psc l ar oxidation state +1 +2 +3 +4 \u20133 \u20132 \u20131 0 (a) (i) why do the oxidation states increase from sodium to silicon? ...[1] (ii) after group( iv) the oxidation states are negative and decrease across the period. explain why. ..[2] (b)the following compounds contain two elements. predict their formulae.aluminium sulphide silicon phosphide  [2] (c)choose a different element from period 3 that matches each description. (i)it has a similar structure to diamond. ...[1] (ii) it reacts violently with cold water to form a solution ph = 14. ...[1] (iii) it has a gaseous oxide of the type xo 2, which is acidic. ...[1] (d)the only oxidation state of argon is zero. why it is used to fill light bulbs? [1]for examiner\u2019s use",
+            "6": "6 0620/3/o/n/02(e)draw a diagram that shows the arrangement of the valency electrons in the  ionic compound sodium phosphide. use o to represent an electron from sodium. use x to represent an electron from phosphorus. [3] (f)sodium reacts with sulphur to form sodium sulphide. 2na   +   s  \u2192na2s an 11.5 g sample of sodium is reacted with 10 g of sulphur. all of the sodium reacted butthere was an excess of sulphur.   calculate the mass of sulphur left unreacted. (i)number of moles of sodium atoms reacted  =  .[2 moles of na react with 1 mole of s] (ii) number of moles of sulphur atoms that reacted  =  .. (iii) mass of sulphur reacted  =  ...g (iv) mass of sulphur left unreacted  =  .g [4] 4for over 5000 years copper has been obtained by the reduction of its ores. more recently the metal has been purified by electrolysis. (a)copper is used to make alloys. (i)give two other uses of copper. ...[2] (ii) alloys have similar structures to pure metals. give a labelled diagram that showsthe structure of a typical alloy, such as brass. [3]for examiner\u2019s use",
+            "7": "7 0620/3/o/n/02 [turn over(b)copper is refined by the electrolysis of aqueous copper( ii) sulphate using copper electrodes. describe the change that occurs at the electrodes. (i)cathode (pure copper) ... ...[1] (ii) anode (impure copper) .. ...[1] (iii) write an ionic equation for the reaction at the cathode. ...[1] (iv) if carbon electrodes are used, a colourless gas is given off at the anode and the electrolyte changes from a blue to a colourless solution. the colourless gas is . .the solution changes into .. . [2] (c)electrolysis and cells both involve chemical reactions and electricity.what is the essential difference between them? [2] (d)copper is an unreactive metal. its compounds are easily reduced to the metal or decomposed to simpler compounds. complete the following equations. (i)...cuo   +      \u2192...cu    +      (ii) copper( ii) hydroxide    \u2192    +     (heat)  (iii) cu(no3)2  \u2192    +        +     (heat) [4]for examiner\u2019s use",
+            "8": "8 0620/3/o/n/025alkenes are unsaturated hydrocarbons. they show structural isomerism. alkenes take part in addition reactions and form polymers. (a)structural isomers have the same molecular formula but different structural formulae.give an example of structural isomerism. molecular formula . two structural formulae [3] (b)ethene reacts with each of the following. give the name and structural formula of each product. (i)steam name of product ..structure of product [2] (ii) hydrogen name of product ...structure of product [2]for examiner\u2019s use",
+            "9": "9 0620/3/o/n/02(c)alkenes polymerise by addition. (i)explain the term polymerise. ... ...[2] (ii) what is the difference between addition polymerisation and condensation polymerisation? ... ...[2] (iii) poly(dichloroethene) is used extensively to package food. draw its structure. the structural formula of dichloroethene is drawn below. [2] (d)steel may be coated with another metal, eg zinc or chromium, or with a polymer, eg poly(chloroethene), to prevent rusting. (i)suggest a property of poly(chloroethene) that makes it suitable for this purpose. ...[1] (ii) explain why the steel will rust when the protective coating of chromium or polymeris broken. ...[1] (iii) when the protective layer of zinc is broken, the steel still does not rust.suggest an explanation. ... ..[2]c ccl clh hfor examiner\u2019s use",
+            "10": "10 0620/3/o/n/02blank page",
+            "11": "11 0620/3/o/n/02blank page",
+            "12": "12 0620/3/o/n/02groupdata sheet the periodic table of the elements 140 ce cerium 58141 pr praseodymium 59144 nd neodymium 60pm promethium 61150 sm samarium 62152 eu europium 63157 gd gadolinium 64159 tb terbium 65162 dy dysprosium 66165 ho holmium 67167 er erbium 68169 tm thulium 69173 yb ytterbium 70175 lu lutetium 71 232 th thorium 90pa protactinium 91238 u uranium 92np neptunium 93pu plutonium 94am americium 95cm curium 96bk berkelium 97cf californium 98es einsteinium 99fm fermium 100md mendelevium 101no nobelium 102lr lawrencium 1031 h hydrogen 1 7 li lithium 3 23 na sodium 1124 mg magnesium 12 40 ca calcium 2045 sc scandium 2148 ti titanium 2251 v vanadium 2352 cr chromium 2455 mn manganese 2556 fe iron 2659 co cobalt 2759 ni nickel 2864 cu copper 2965 zn zinc 3070 ga gallium 3127 al aluminium 1311 b boron 512 c carbon 614 n nitrogen 716 o oxygen 819 f fluorine 9 28 si silicon 1431 p phosphorus 1532 s sulphur 1635.5 cl chlorine 1740 ar argon 1820 ne neon 104 he helium 2 73 ge germanium 3275 as arsenic 3379 se selenium 3480 br bromine 3584 kr krypton 3639 k potassium 19 88 sr strontium 3889 y yttrium 3991 zr zirconium 4093 nb niobium 4196 mo molybdenum 42tc technetium 43101 ru ruthenium 44103 rh rhodium 45106 pd palladium 46108 ag silver 47112 cd cadmium 48115 in indium 49119 sn tin 50122 sb antimony 51128 te tellurium 52127 i iodine 53131 xe xenon 54 137 ba barium 56139 la lanthanum 57        *178 hf hafnium 72181 ta tantalum 73184 w tungsten 74186 re rhenium 75190 os osmium 76192 ir iridium 77195 pt platinum 78197 au gold 79201 hg mercury 80204 tl thallium 81207 pb lead 82209 bi bismuth 83po polonium 84at astatine 85rn radon 86 fr francium 87227 ac actinium 89               \u20209 be beryllium 4ii i iii iv v vi vii 0 85 rb rubidium 37 133 cs caesium 55 226 ra radium 88 the volume of one mole of any gas is 24 dm3at room temperature and pressure (r.t.p.).a x ba = relative atomic mass x = atomic symbol b = proton (atomic) numberkey*58-71 lanthanoid series \u202090-103 actinoid series"
+        },
+        "0620_w02_qp_5.pdf": {
+            "1": "time 1 hour 15 minutes instructions to candidates write your name, centre number and candidate number in the spaces at the top of this page. answer allquestions. write your answers in the spaces provided on the question paper. information for candidates the number of marks is given in brackets [ ] at the end of each question or part question. practical notes are provided on page 8.international general certificate of secondary educationcambridge international examinations chemistry 0620/5 paper 5 practical test october/november session 2002 1 hour 15 minutes candidates answer on the question paper. additional materials: as listed in instructions to supervisors this question paper consists of 7 printed pages and 1 blank page. (nh) s16055/2 \u00a9 cie 2002 [turn overcandidate centre number number candidate name  ",
+            "2": "2 0620/5 o/n/021 you are going to investigate the reactions of four different metals. copper, magnesium, iron and zinc will be used. read allthe instructions below carefully before starting the experiments. instructionsexperiment 1by using a measuring cylinder, pour 15 cm 3of dilute sulphuric acid into the boiling tube provided. measure the initial temperature of the acid and record it in the table. add the 1 g sample of zinc powder to the acid in the boiling tube and stir the mixture with thethermometer. record the maximum temperature reached and any observations in the table. remove the thermometer and rinse with water. experiment 2 repeat experiment 1, using 1 g of iron instead of zinc. record the maximum temperature reached and any observations in the table. experiment 3 repeat experiment 1, using the 0.5 g sample of magnesium. test the gas given off with a lighted splint. experiment 4 repeat experiment 1, using 1 g of copper. record all results in the table.for examiner\u2019s use",
+            "3": "3 0620/5 o/n/02 [turn overtable of results [10] (a)use your results and observations to answer the following questions. (i)which metal is most reactive with sulphuric acid? ...[1] (ii) give tworeasons why you chose this metal. 1.  ... 2. ...[ 2] (iii) name the gas given off in experiment 3. ...[1]for examiner\u2019s use experiment 1 2 3 4metal zinc iron magnesium copperobservationstemperature of acid / \u00b0c initial maximum",
+            "4": "4 0620/5 o/n/02you are now going to investigate the reaction between magnesium and aqueous copper( ii) sulphate. experiment 5 rinse the thermometer with water at room temperature. by using a measuring cylinder pour 5c m3of aqueous copper( ii) sulphate into a test-tube. measure the initial temperature of the solution and record it in the table below. add the 0.2 g sample of magnesium powder to the test-tube and record the maximum temperature reached. record all of your observations in the table. table of results (b)how do your observations show that the reaction of magnesium with aqueous copper( ii) sulphate is exothermic? ..[1] (c)what type of exothermic reaction occurs when magnesium is added to aqueouscopper( ii) sulphate? ..[1] (d)use your results from experiments 1 to 5 to put the four metals in order of reactivity. least reactive. .. .. most reactive.[1]initial temperature of aqueous copper( ii) sulphate... \u00b0c maximum temperature reached when magnesium added ... \u00b0c [2] observations when magnesium was added to aqueous copper( ii) sulphate .. ...[3]for examiner\u2019s use",
+            "5": "5 0620/5 o/n/02 [turn over2 you are provided with liquid fand liquid g. carry out the following tests on fandg, recording all of your observations in the table. conclusions must notbe written in the table.for examiner\u2019s use observations tests (a) (i) place a little of liquid fin a test- tube and describe its smell and colour. (ii) place a little of liquid gin a test-tube and describe its smelland colour. (b) (i) by using a teat pipette addabout 1 cm 3of liquid fto a crystal of iodine provided in atest-tube. stopper and shakethe test-tube. keep for (b)(ii). (ii) add about 1 cm 3ofgto the other crystal of iodine provided.stopper and shake the test-tube. add this mixture to the mixture in(b)(i)  ...[2] ... ...[1] ... ...[2] ... ...[2] ...[1]",
+            "6": "6 0620/5 o/n/02(f)what type of substance is liquid f? .. ..[2] (g)identify oneion present in liquid g. ..[1]for examiner\u2019s use observations tests (c) (i) using a teat pipette transfer a few drops of fto a dry watch glass. touch the liquid with alighted splint. (ii) repeat (c)(i) using liquid g. (d) to about 1 cm 3of liquid g, add a few drops of dilute nitric acid and thenaqueous lead( ii) nitrate. (e) to about 1 cm3of liquid g, add a few drops of dilute nitric acid followed byaqueous silver nitrate ...[2] ... ...[1] ... ...[2] ... ...[2]",
+            "7": "7 0620/5 o/n/02blank page",
+            "8": "8 0620/5 o/n/02notes for use in qualitative analysis anion test add dilute acid acidify with dilute nitric acid, then add aqueous silver nitrate acidify with dilute nitric acid, then add aqueous lead( ii) nitrate add aqueous sodium hydroxidethen aluminium foil; warm carefully acidify with dilute nitric acid, then add aqueous barium nitratetest result effervescence, carbon dioxide produced white ppt. yellow ppt. ammonia produced white ppt.carbonate (co 32\u2013) chloride (c l\u2013) [in solution] iodide ( i\u2013) [in solution] nitrate (no3\u2013) [in solution] sulphate (so42\u2013) [in solution]test for anions test for aqueous cations test for gasescation aluminium (a l3+) ammonium (nh 4+) calcium (ca2+) zinc (zn2+)copper (cu2+) iron( ii) (fe2+) iron( iii) (fe3+)effect of aqueous sodium hydroxidewhite ppt., soluble in excess giving a colourless solution ammonia produced on warming white ppt., insoluble in excess light blue ppt., insoluble in excess green ppt., insoluble in excess red-brown ppt., insoluble in excess white ppt., soluble in excess giving a colourless solutionwhite ppt., soluble in excessgiving a colourless solutioneffect of aqueous ammonia white ppt., insoluble in excess \u2013 no ppt., or very slight white ppt.light blue ppt., soluble in excess giving a dark blue solution green ppt., insoluble in excess red-brown ppt., insoluble in excess gas test and test result turns damp litmus paper blueturns lime water milky bleaches damp litmus paper \u2018pops\u2019 with a lighted splintrelights a glowing splintammonia (nh 3) carbon dioxide (co 2) chlorine (c l2) hydrogen (h 2) oxygen (o 2)"
+        },
+        "0620_w02_qp_6.pdf": {
+            "1": "time 1 hour instructions to candidates write your name, centre number and candidate number in the spaces at the top of this page. answer allquestions. write your answers in the spaces provided on the question paper. information for candidates the number of marks is given in brackets [ ] at the end of each question or part question.international general certificate of secondary education cambridge international examinations chemistry 0620/6 paper 6 alternative to practical october/november session 2002 1hour candidates answer on the question paper. no additional materials are required. this question paper consists of 11 printed pages and 1 blank page. (nh/pw) s12141/3 \u00a9 cie 2002 [turn overcandidate centre number number candidate name  for examiner\u2019s use ",
+            "2": "2 0620/6 o/n/021a student investigated the neutralisation of dilute hydrochloric acid, using an excess of calcium carbonate. step 1 excess calcium carbonate was added to hydrochloric acid. step 2. excess calcium carbonate was removed from the solution. step 3. the solution of calcium chloride was tested with indicator paper. (a)identify the pieces of apparatus labelled: a b c[3] (b)what does the term excess mean? [1] (c)suggest the ph value of the solution of calcium chloride. ..[1]for examiner\u2019s use b dilute hydrochloric acid c solution of calcium chloride excess calcium carbonatea calcium carbonate",
+            "3": "3 0620/6 o/n/02 [turn over2hydrogen chloride gas is strong-smelling, denser than air and soluble in water. a sample of hydrogen chloride gas can be prepared by adding concentrated sulphuric acid to sodiumchloride. study the diagram of the apparatus used. (a)fill in the boxes to show the chemicals used. [2] (b)identify and explain twomistakes in the diagram. mistake 1... ..[2] mistake 2... ..[2] (c)state oneprecaution that should be taken when carrying out this experiment. .. ..[1]waterfor examiner\u2019s use",
+            "4": "4 0620/6 o/n/023dilute nitric acid was added to a large amount of magnesium carbonate in a conical flask as shown. the flask was placed on a balance and the mass of the flask and contents recorded every minute. the results are shown in the table. (a)plot the results on the grid and draw a smooth line graph. [3]260.0cotton wool nitric acid magnesium carbonate balancefor examiner\u2019s use time / min 0 1 2 3 4 5 6 260.0 257.9 256.8 256.6 255.8 255.6 255.6mass of flask and contents / g",
+            "5": "5 0620/6 o/n/02 [turn over(b)which result appears to be inaccurate? why have you selected this result? .. ..[2] (c)why does the mass of the flask and contents decrease? ..[1] (d)suggest the purpose of the cotton wool. ..[1] (e)at what time did the reaction finish? ..[1] (f)on the grid, sketch the graph you would expect if the experiment were repeated using nitric acid at a higher temperature. [2]256 255 0260 259 258 257 2 3 4 5 1 6 time/minsmass of flask and contents/gfor examiner\u2019s use",
+            "6": "6 0620/6 o/n/024an investigation was carried out on the reactions of four different metals. equal masses of copper, magnesium, iron and zinc were used. experiment 1 a 15 cm3sample of dilute sulphuric acid was added to each of four boiling tubes. the initial temperature of the acid was measured. zinc was added to the first tube, iron to the secondtube, magnesium to the third tube and copper to the fourth tube. the maximum temperature reached in each tube was measured and any observations were recorded in the table. (a)use the thermometer diagrams to complete the results table. table of results [6]for examiner\u2019s use metal added magnesium copperironzincgas given offslowly gas given off very slowly gas given off rapidly: lightedsplint pops no visible reactiontemperature of acid/\u00b0c initial maximumobservationstemperature difference/\u00b0c 25 20 15 25 20 15 25 20 15 25 20 1525 20 15 25 20 15 85 80 75 25 20 15",
+            "7": "7 0620/6 o/n/02 [turn overuse your results and observations to answer the following questions. (i)which metal is most reactive with sulphuric acid? ...[1] (ii)give tworeasons why you chose this metal. 1.  ... 2. ...[ 2] (iii)name the gas given off. ...[1] the reaction between magnesium and aqueous copper( ii) sulphate was then investigated. experiment 2 a 5 cm3sample of aqueous copper( ii) sulphate was measured into a test-tube. the initial temperature of the solution was measured.magnesium powder was added to the test-tube and the maximum temperature reached was measured. use the thermometer diagrams to complete the results table. table of results [2]for examiner\u2019s use 25 20 15 45 40 35initial temperature of aqueous copper( ii) sulphate maximum temperature reached after magnesium added",
+            "8": "8 0620/6 o/n/02(b)how do your observations show that the reaction of magnesium with aqueous copper( ii) sulphate is exothermic? ..[1] (c)what type of exothermic reaction occurs when magnesium is added to aqueouscopper( ii) sulphate? ..[1] (d)use your results from experiments 1 and 2 to put the four metals in order of reactivity. least reactive.  most reactive.[1]for examiner\u2019s use",
+            "9": "9 0620/6 o/n/02 [turn over5two liquids, f and g, were tested. the tests and some of the observations are in the following table. gwas an aqueous solution of a metal iodide. complete the observations in the table. (f)what type of substance is liquid f? .. ..[2]for examiner\u2019s use tests (a) (i) appearance of liquid f. (ii) appearance of liquid g. (b) (i) about 1 cm3of liquid fwas added to a crystal of iodine. the test-tube was shaken. (ii) about 1 cm3of liquid gwas added to a crystal of iodine.the test-tube was shaken. the mixture from (b)(i) was added to the mixture in (b)(ii). (c)a few drops of fwere placed on a dry watch glass.the liquid was touched with a lighted splint. (d)to about 1 cm 3of liquid gwas added a few drops of dilute nitricacid followed by aqueous lead( ii) nitrate. (e)to about 1 cm3of liquid gwas added a few drops of dilute nitricacid followed by aqueous silvernitrate. [2]  [2]  [2]colourless smells like petrol colourless no smell purple solution red/brown solution two layers formedobservations",
+            "10": "10 0620/6 o/n/026the following paragraph was taken from a student\u2019s notebook. to make potassium chloride 25.0 cm3of aqueous potassium hydroxide were placed in a flask and a few drops of indicator were added. dilute hydrochloric acid was added to the flask until the indicator changed colour. the volume of acid used was 19.0 cm3. (a)what piece of apparatus should be used to measure the aqueous potassiumhydroxide? ..[1] (b) (i) name a suitable indicator that could be used. ...[1] (ii) the indicator colour would change from..to.. [2] (c)which solution was more concentrated? explain your answer. [2] (d)how could pure crystals of potassium chloride be obtained from this experiment? [3]for examiner\u2019s use",
+            "11": "11 0620/6 o/n/027f astgrow fertiliser fertilisers are used to increase the growth of plants. fertilisers have to dissolve in water if they are to be used by plants. plan an experiment to find the solubility, in g/100 cm3, of fastgrow fertiliser at 30 \u00b0c. .. ..[6]for examiner\u2019s use",
+            "12": "12 0620/6 o/n/02blank page"
+        }
+    },
+    "2003": {
+        "0620_s03_qp_1.pdf": {
+            "1": "this document consists of 18printed pages and 2blank pages. br (pw) s41678/1 \u00a9 cie 2003 [turn overcambridge international examinations international general certificate of secondary education chemistry 0620/01 paper 1  multiple choice may/june 2003 45 minutes additional materials: multiple choice answer sheet soft clean eraser soft pencil (type b or hb is recommended) read these instructions first write in soft pencil. do not use staples, paper clips, highlighters, glue or correction fluid.write your name, centre number and candidate number on the answer sheet in the spaces providedunless this has been done for you. there are forty questions on this paper. answer allquestions. for each question, there are four possible answers a,b,c, and d. choose the oneyou consider correct and record your choice in soft pencil on the separate answer sheet. read the instructions on the answer sheet very carefully.each correct answer will score one mark. a mark will not be deducted for a wrong answer. any rough working should be done in this booklet.a copy of the periodic table is printed on page 20.",
+            "2": "2 0620/01/m/j/031the diagram shows how to obtain pure water from seawater. where do water molecules lose energy? 2a solid metal is heated until it turns to vapour.the graph shows the temperature of the metal during this process.which part of the graph shows the melting of the metal? 3some chemical compounds are purified by recrystallisation.what can be used to test the purity of the crystals? amelting point bcolour of crystals csize of crystals dsolubility2200 500 timetemperature/ \u00b0c abcd 25water out abc dseawater pure water bunsen flamewater in",
+            "3": "3 0620/01/m/j/03 [turn over4what could be the melting point and boiling point of water containing a dissolved impurity? 5which number in the table is \u20131? 6what is the electronic structure of an atom with a proton number 5 and a nucleon number 11? a1, 8, 2 b2, 8, 1 c2, 3 d3, 2 7what changes when an ion is made from an atom? athe number of electrons only bthe number of neutrons only cthe number of protons only dthe number both of protons and of neutrons 8strontium, sr, is a metal that forms an ionic chloride src l2. sulphur, s, is a non-metal that forms a covalent chloride sc l2. which compound is likely to have the higher melting point (m.p.) and which is more soluble in water?melting point / oc boiling point / oc a +3 96 b +3 104 c \u20133 96 d \u20133 104 particle charge relative mass electron ab neutron c 1 proton d 1 more soluble higher m.p. in water a srcl2srcl2 b srcl2scl2 c scl2srcl2 d scl2scl2",
+            "4": "4 0620/01/m/j/039the relative atomic mass of oxygen is 16 and that of hydrogen is 1. this means that \u2026(i)\u2026 of oxygen has the same mass as \u2026(ii)\u2026 of hydrogen.which words correctly complete the gaps? 10the diagram shows a model of a molecule containing carbon, hydrogen and oxygen. how many atoms of each element are in the molecule? 11water is formed when 48 g of oxygen combine with 6 g of hydrogen. what mass of oxygen combines with 2 g of hydrogen? a12 g b16 g c96 g d144 ggap (i) gap (ii) a an atom thirty-two molecules b an atom eight molecules ca molecule sixteen atoms da molecule eight atoms carbon hydrogen oxygen a 162 b 251 c 261 d 621",
+            "5": "5 0620/01/m/j/03 [turn over12the diagram shows how aluminium is manufactured by electrolysis. what are the anode and cathode made of? 13a student sets up the apparatus shown. the bulb does not light. after the student adds substance xto the water, the bulb lights. what is x? acalcium carbonate bcarbon ccopper( ii) sulphate dethanolwaterelectrodebulbanode (+ve) cathode (\u2013ve) molten aluminiumaluminium oxide dissolved in cryolite anode cathode aaluminium aluminium baluminium graphite c graphite aluminium d graphite graphite",
+            "6": "6 0620/01/m/j/0314the following elements have radioactive isotopes. which element is used as a source of energy because of its radioactivity? acarbon bhydrogen ciodine duranium 15when hydrogen is passed over a heated metal oxide, the metal and steam are formed. what happens to the hydrogen and to the metal oxide?hydrogenmetal oxide excess of hydrogen burning heat hydrogen metal oxide aoxidised oxidised boxidised reduced creduced oxidised dreduced reduced",
+            "7": "7 0620/01/m/j/03 [turn over16when hydrated copper( ii) sulphate is heated in the apparatus shown, solid xand liquid yare produced. which changes are noticed when liquid yis added to cold solid x?cold water liquid yheathydrated copper(ii) sulphate colour change heat change a blue to white heat given out b blue to white heat taken in c white to blue heat given out d white to blue heat taken in",
+            "8": "8 0620/01/m/j/0317a solution of hydrogen peroxide releases oxygen slowly at room temperature. hydrogen peroxide \u2192water + oxygen the diagrams show the effect of adding blood to the solution. what could be the reason for the observed change? ablood contains an enzyme. bblood contains water. cthe hydrogen peroxide becomes more concentrated. dthe hydrogen peroxide is neutralised by blood.before adding blood after adding bloodblood bubbles produced slowlybubbles produced rapidly",
+            "9": "9 0620/01/m/j/03 [turn over18a liquid xreacts with solid yto form a gas. which two diagrams show suitable methods for investigating the speed of the reaction? a1 and 3 b1 and 4 c2 and 3 d2 and 4 19which substance does notform copper( ii) sulphate with warm, dilute sulphuric acid? acopper bcopper( ii) carbonate ccopper( ii) hydroxide dcopper( ii) oxidebalancestopper x y1 balancecotton wool x y2 stopper x y3 x y4 cotton wool",
+            "10": "10 0620/01/m/j/0320which test method and gas are correctly linked? 21water is added to a test-tube containing dilute sulphuric acid of ph 4. what could be the ph of the resulting solution? a8 b6 c4 d2 22magnesium, on the left of period two of the periodic table, is more metallic than chlorine on the right of this period. why is this?magnesium has afewer electrons. bfewer protons. cfewer full shells of electrons. dfewer outermost electrons. 23an inert gas xis used to fill weather balloons. which descriptions of xare correct?test method gas a a lighted splint oxygen b a glowing splint hydrogen cdamp litmus paper chlorine d limewater ammonia number of outer electrons in atoms of xstructure of gas x a 2 single atoms b 2 diatomic molecules c 8 single atoms  d 8 diatomic molecules",
+            "11": "11 0620/01/m/j/03 [turn over24a student is asked to complete two sentences. metallic and non-metallic elements are classified in the \u2026(i)\u2026 this can be used to \u2026(ii)\u2026 the properties of elements. which words correctly complete the gaps? 25which material is an alloy that contains a non-metallic element? abrass bhaematite cmanganese dsteel 26the table gives information about the reactivity of three metals p , q and r. what is the order of reactivity of p , q and r?gap (i) gap (ii) a periodic table measure b periodic table predict creactivity series measure dreactivity series predict metal reaction with air reaction with steam reaction with dilute hydrochloric acid p burns with sparks forms an oxide forms hydrogen q slowly forms an oxide no reaction no reaction r slowly forms an oxide no reaction forms hydrogen most reactive \uf8e7\uf8e7\uf8e7\u2192 least reactive a pq r b pr q c qrp d rqp",
+            "12": "12 0620/01/m/j/0327the bodies of aircraft are often made using aluminium. which twoproperties of aluminium make it suitable for this purpose? 28which raw materials are used in the manufacture of iron? abauxite and lime bbauxite and limestone chaematite and lime dhaematite and limestone 29in a car industry, approximately 45000 litres of water are required to produce a single car.this water does not need to be very pure.which purification methods would be suitable and economic to use?property 1 property 2 agood conductor of electricity good conductor of heat bgood conductor of electricity strong cgood conductor of heat low density dstrong low density chlorinated distilled a \u2713\u2713 b \u2713\u2717 c \u2717\u2713 d \u2717\u2717",
+            "13": "13 0620/01/m/j/03 [turn over30the pie-chart shows the composition of air. what are the gases in parts 1, 2 and 3 of the pie-chart? 31a steel works and a chemical works are built near to a city. the limestone buildings in the city begin to crumble. which gas is most likely to cause this damage? acarbon dioxide bcarbon monoxide coxygen dsulphur dioxide123 12 3 anitrogen other gases oxygen bnitrogen oxygen other gases coxygen other gases nitrogen doxygen nitrogen other gases",
+            "14": "14 0620/01/m/j/0332which methods can be used to prevent the rusting of an iron girder of a bridge? 33a student heats a mixture of ammonium chloride and calcium hydroxide. she tests the gas given off with damp red litmus paper. what is the name of the gas and the final colour of the litmus paper? 34a newspaper article claims that carbon dioxide is formed as follows. 1 during respiration2 when calcium carbonate reacts with hydrochloric acid3 when methane burns in air   which statements are correct? a1, 2 and 3 b1 and 2 only c1 and 3 only d2 and 3 onlycoat it with grease electroplate it paint it a \u2713\u2713 \u2713 b \u2713\u2713 \u2717 c \u2717\u2713 \u2713 d \u2717\u2717 \u2713 gas colour aammonia blue bammonia red c chlorine red d chlorine white",
+            "15": "15 0620/01/m/j/03 [turn over35the diagram shows how the ph of an industrial waste changes when substance xis added to it. what is substance x? acoal blime csalt dwater 36the diagram shows a model of an organic compound. what is the name of this compound? aethane bethanoic acid cethanol dethenekey carbon atom hydrogen atom7 ph before x is addedafter x is added",
+            "16": "16 0620/01/m/j/0337bitumen is a substance obtained from the fractional distillation of petroleum. what are the boiling points and the sizes of the molecules in bitumen? 38which hydrocarbons in the table are members of the same homologous series? a1 and 2 b1 and 3 c3 and 4 d1, 2, 3 and 4boiling points sizes of molecules a high large b high small c low large d low small hydrocarbon 1 2 3 4 state at room temperaturegas gas liquid liquid reaction with oxygen burns burns burns burns   aqueous reaction decolourisesno reactiondecolourisesno reactionwith bromine bromine bromine ",
+            "17": "17 0620/01/m/j/0339which of the molecules shown can be polymerised? 40which conditions are necessary to ferment sugar into ethanol?h c hh h h c c hhh hh h c chho h oa b c dh c c chhh h h yeast temperature/ \u00b0c aabsent 30 babsent 70 cpresent 30 dpresent 70",
+            "18": "18 0620/01/m/j/03blank page",
+            "19": "19 0620/01/m/j/03 [turn overblank page",
+            "20": "20 0620/01/m/j/03groupdata sheet the periodic table of the elements 140 ce cerium 58141 pr praseodymium 59144 nd neodymium 60pm promethium 61150 sm samarium 62152 eu europium 63157 gd gadolinium 64159 tb terbium 65162 dy dysprosium 66165 ho holmium 67167 er erbium 68169 tm thulium 69173 yb ytterbium 70175 lu lutetium 71 232 th thorium 90pa protactinium 91238 u uranium 92np neptunium 93pu plutonium 94am americium 95cm curium 96bk berkelium 97cf californium 98es einsteinium 99fm fermium 100md mendelevium 101no nobelium 102lr lawrencium 1031 h hydrogen 1 7 li lithium 3 23 na sodium 1124 mg magnesium 12 40 ca calcium 2045 sc scandium 2148 ti titanium 2251 v vanadium 2352 cr chromium 2455 mn manganese 2556 fe iron 2659 co cobalt 2759 ni nickel 2864 cu copper 2965 zn zinc 3070 ga gallium 3127 al aluminium 1311 b boron 512 c carbon 614 n nitrogen 716 o oxygen 819 f fluorine 9 28 si silicon 1431 p phosphorus 1532 s sulphur 1635.5 cl chlorine 1740 ar argon 1820 ne neon 104 he helium 2 73 ge germanium 3275 as arsenic 3379 se selenium 3480 br bromine 3584 kr krypton 3639 k potassium 19 88 sr strontium 3889 y yttrium 3991 zr zirconium 4093 nb niobium 4196 mo molybdenum 42tc technetium 43101 ru ruthenium 44103 rh rhodium 45106 pd palladium 46108 ag silver 47112 cd cadmium 48115 in indium 49119 sn tin 50122 sb antimony 51128 te tellurium 52127 i iodine 53131 xe xenon 54 137 ba barium 56139 la lanthanum 57 *178 hf hafnium 72181 ta tantalum 73184 w tungsten 74186 re rhenium 75190 os osmium 76192 ir iridium 77195 pt platinum 78197 au gold 79201 hg mercury 80204 tl thallium 81207 pb lead 82209 bi bismuth 83po polonium 84at astatine 85rn radon 86 fr francium 87227 ac actinium 89               \u20209 be beryllium 4ii i iii iv v vi vii 0 85 rb rubidium 37 133 cs caesium 55 226 ra radium 88 the volume of one mole of any gas is 24 dm3at room temperature and pressure (r.t.p.).a x ba = relative atomic mass x= atomic symbol b = proton (atomic) numberkey*58-71 lanthanoid series \u202090-103 actinoid series"
+        },
+        "0620_s03_qp_2.pdf": {
+            "1": "for examiner\u2019s use 1 2 3 4 5 6 totalcambridge international examinations  international general certificate of secondary education chemistry 0620/02 paper 2 may/june 2003 1 hour  candidates answer on the question paper. no additional materials requiredcentre number candidate number name read these instructions first write your name, centre number and candidate number in the spaces provided at the top of this page. write in dark blue or black pen in the spaces provided on the question paper.you may use a pencil for any diagrams, graphs or rough working.do not use staples, paper clips, highlighters, glue or correction fluid. answer allquestions. the number of marks is given in brackets [  ] at the end of each question or part question. a copy of the periodic table is printed on page 16. this document consists of 16printed pages. sp (sc) s33034/4 \u00a9 cie 2003 [turn overif you have been given a label, look at the details. if any details are incorrect ormissing, please fill in your correct detailsin the space given at the top of this page. stick your personal label here, if provided.",
+            "2": "2 0620/02 m/j/031the diagram shows part of the periodic table. (a)answer these questions using only the elements shown in the diagram. write down the symbol for an element which (i)is a transition metal. (ii) forms an acidic oxide. (iii) has six electrons in its outer shell. (iv) has a giant covalent structure. (v) reacts rapidly with water. (vi) has a higher proton (atomic) number than iron. [6]for examiner\u2019s use li na fe cu zncnof n ehe s cl brar kr ki ii iii iv v vi vii 0",
+            "3": "3 0620/02 m/j/03 [turn over(b)some uses of some non-metallic elements are show below. draw lines between the boxes to link the elements to their correct uses.the first one has been done for you. element use [4] (c)the structures of some halogen compounds are shown below. (i)describe the type of bonding in compound a. ... (ii)state the simplest formula for compound c. ... (iii) explain why compound bdoes not conduct electricity when solid but does conduct when molten. ... ...[4]clna+ clcli ab ccl\u2013na+ cl\u2013na+cl\u2013 na+cl\u2013na+br ff ff fas a lubricant heliumin balloons carbon (graphite)to kill bacteria in water purificationchlorinein oxygen tents in hospitalsargonin light bulbs oxygenfor examiner\u2019s use",
+            "4": "4 0620/02 m/j/032a student investigates the reaction between zinc and hydrochloric acid.  the hydrochloric acid is in excess. the student uses the apparatus shown in the diagram.  (a)what should the student do to start the reaction?  ..[1] (b)the student reads the volume of gas in the syringe every minute.  the results are shown in the table. (i)plot the results on the grid on page 5.gas syringehydrogengas hydrochloric acidzinc powersmall testtube held bya piece ofcottonfor examiner\u2019s use time in minutes 0 1 2 3 4 5 6 7 volume of gas in cm30 2 33 54 55 05 35 55 5",
+            "5": "5 0620/02 m/j/03 [turn over(ii) draw the best curve through the points. (iii) explain why the volume of gas stays the same after six minutes. ... ...[5] (c)the student does the experiment again. the only difference is that the student uses warm, rather than cold, hydrochloric acid. on the grid, draw the shape of the graph you would expect for theexperiment with the warm hydrochloric acid. [2] .01102030405060 234567 time / minvolume of gas / cm3for examiner\u2019s use",
+            "6": "6 0620/02 m/j/03(d) (i) balance the equation for the reaction between zinc and hydrochloric acid. zn     + \u2026hcl \u2192 zncl2+       h2 (ii)name the compound which has the formula znc l2. ... (iii)calculate the relative formula mass of znc l2. [3] (e)zinc is an element. state the meaning of the term element . .. ..[1]for examiner\u2019s use",
+            "7": "7 0620/02 m/j/03 [turn over3the states of matter are solid, liquid and gas. the diagram below shows how the molecules are arranged in these three states. (a)state the name given to the change of state labelled (i) a ... (ii) b ... (iii) c  [3] (b)which one of the following best describes the movement of molecules in the liquid state? tick one box. the molecules are not moving from place to place. the molecules are sliding over each other.the molecules are moving freely. [1] (c)which of the changes a,borc, is endothermic? explain your answer. .. ..[2]bmelting cafor examiner\u2019s use",
+            "8": "8 0620/02 m/j/03(d)choose from the following list of substances to answer the questions below. bromine chlorine iron mercury sodium chloride sulphur name a substance which is (i)a gas at room temperature. .. (ii) a non-metallic liquid at room temperature. ... (iii) a compound which is a solid at room temperature. ... [3] (e)a student set up the apparatus shown in the diagram below.  the white solid is formed because the molecules of hydrogen chloride gas and ammonia gas move at random throughout the tube and eventually react with each other. (i)state the name given to this random movement of molecules. ... (ii) state the name of the white solid formed at x. ... (iii) suggest why the white solid is formed towards one end of the tube and not in themiddle. ... ...[3] (f)what type of chemical reaction takes place when ammonia reacts with hydrochloric acid? ..[1]xglass tube rubber bung cotton wool soaked in ammonia solutioncotton wool soaked in concentrated hydrochloric acidfor examiner\u2019s use",
+            "9": "9 0620/02 m/j/03 [turn over(g)the diagram below shows a simple apparatus that can be used for measuring the melting point of a solid. the liquid in the beaker is heated slowly and the temperature at which the solid b meltsis recorded.  (i)state the name of the piece of apparatus labelled a. ... (ii) solid bmelted at 155 oc.  why would water notbe a suitable liquid to put in the beaker when using this apparatus to find the melting point of solid b? ... ... (iii) suggest why the liquid needs to be kept stirred. ..[3]a small tube heatstirrer liquidsolid bfor examiner\u2019s use",
+            "10": "10 0620/02 m/j/034catalytic cracking is carried out by oil companies to produce high grade petrol.  the process is carried out using an aluminium oxide catalyst. the reaction is a type of thermal decomposition. (a)explain the meaning of (i)thermal decomposition. .. (ii) catalyst. ... ..[2] (b)a typical \u2018cracking\u2019 reaction is c 10h22\u2192 c8h18+      c2h4 state the name of the unsaturated compound in this equation. ..[1] (c)the table shows some of the products obtained by cracking 100g of different \u2018fractions\u2019 under the same conditions.  (i)which \u2018fraction\u2019 is the best source of fuel for cars? ... (ii)calculate the amount of paraffin \u2018fraction\u2019 needed to make 600g of methane.for examiner\u2019s use products obtained / g per 100g of \u2018fraction\u2019 cracked \u2018fraction\u2019 cracked hydrogen methane ethene petrol ethane 10 5 75 2 paraffin 1 15 30 23 diesel 0 6 20 17",
+            "11": "11 0620/02 m/j/03 [turn over(iii)complete the equation for the cracking of ethane to produce hydrogen and ethene.  c2h6\u2192 \u2026\u2026\u2026\u2026\u2026\u2026    +    \u2026\u2026\u2026\u2026\u2026\u2026 [4] (d)ethene can be polymerised to form poly(ethene). (i)complete the equation below to show the structure of two units in the poly(ethene) molecule.  (ii) state the name given to this type of polymerisarion. ...[2] 5a precipitate may be formed when two aqueous solutions are mixed. the colour of these precipitates may be used to identify particular aqueous ions. (a)complete the following table.   [8]h hchhch h chhc + \u2192for examiner\u2019s use solution to be added to  ion under test test for the ion colour of precipitate iron( ii) iodide chloride sulphate",
+            "12": "12 0620/02 m/j/03(b)when a solution of iron( iii) chloride is added to a solution of sodium hydroxide, a precipitate of iron( iii) hydroxide is formed and sodium chloride remains in solution. explain how you would obtain a pure dry sample of sodium chloride from this mixture. y ou may use diagrams to help with your explanation. [3] (c)sodium chloride and iron( iii) hydroxide are both compounds. explain the meaning of the term compound . .. . [2] (d)molten sodium chloride can be electrolysed using graphite electrodes.predict the products of this electrolysis (i)at the anode .. (ii) at the cathode  .. [2]sodium chloride solution iron(iii) hydroxidefor examiner\u2019s use",
+            "13": "13 0620/02 m/j/03 [turn over6this question is about different metals. the list below shows part of the metal reactivity series . potassium more reactive magnesiumaluminiumzincironcopper less reactive (a)from this list, choose a metal which is extracted using electrolysis. ..[1] (b)two thousand years ago, people were able to extract iron  and copper from their ores.they were not able to extract aluminium. suggest why they were not able to extract aluminium from its ore. .. ..[1] (c)uranium is between magnesium and zinc in the reactivity series. equal sized strips of magnesium, uranium and zinc were placed in hydrochloric acid. the hydrochloric acid was the same concentration.  the results are shown in the table. (i)complete the result for uranium and hydrochloric acid. (ii) uranium has several isotopes which are radioactive. one of these isotopes is uranium \u2013 235 ( 235u). what do you understand by the term isotopes? ... ... (iii) state oneuse of uranium \u2013235. ...[3]for examiner\u2019s use metal observations on adding to hydrochloric acid magnesium many bubbles of gas produced very rapidly and magnesium dissolves quickly uranium zinc a few bubbles produced at a steady rate and zinc dissolves slowly",
+            "14": "14 0620/02 m/j/03(d)metals high in the reactivity series react readily with oxygen. name the compound formed when magnesium reacts with oxygen. ..[1] (e)copper is alloyed with tin to make bronze. (i)state what is meant by the term alloy. ... ... (ii) suggest why metals are often used in the form of alloys. .[2] (f)zinc can be extracted by heating zinc oxide with carbon. zno     +       c \u2192 zn      +       co explain why carbon is a reducing agent (reductant) in this reaction. ..[1] (g)iron is used as a catalyst in the haber process for making ammonia. 3h 2+     n22nh3 (i)what does the sign          mean? ... (ii) what is the approximate percentage of nitrogen in the air? ...[2]for examiner\u2019s use",
+            "15": "15 0620/02 m/j/03 [turn over(h)magnesium is in group ii of the periodic table. (i)draw a diagram to show the electronic structure of magnesium. (ii) explain what happens to the magnesium atom when it reacts and forms a magnesium ion.  ...[3]for examiner\u2019s use",
+            "16": "16 0620/02 m/j/03groupdata sheet the periodic table of the elements 140 ce cerium 58141 pr praseodymium 59144 nd neodymium 60pm promethium 61150 sm samarium 62152 eu europium 63157 gd gadolinium 64159 tb terbium 65162 dy dysprosium 66165 ho holmium 67167 er erbium 68169 tm thulium 69173 yb ytterbium 70175 lu lutetium 71 232 th thorium 90pa protactinium 91238 u uranium 92np neptunium 93pu plutonium 94am americium 95cm curium 96bk berkelium 97cf californium 98es einsteinium 99fm fermium 100md mendelevium 101no nobelium 102lr lawrencium 1031 h hydrogen 1 7 li lithium 3 23 na sodium 1124 mg magnesium 12 40 ca calcium 2045 sc scandium 2148 ti titanium 2251 v vanadium 2352 cr chromium 2455 mn manganese 2556 fe iron 2659 co cobalt 2759 ni nickel 2864 cu copper 2965 zn zinc 3070 ga gallium 3127 al aluminium 1311 b boron 512 c carbon 614 n nitrogen 716 o oxygen 819 f fluorine 9 28 si silicon 1431 p phosphorus 1532 s sulphur 1635.5 cl chlorine 1740 ar argon 1820 ne neon 104 he helium 2 73 ge germanium 3275 as arsenic 3379 se selenium 3480 br bromine 3584 kr krypton 3639 k potassium 19 88 sr strontium 3889 y yttrium 3991 zr zirconium 4093 nb niobium 4196 mo molybdenum 42tc technetium 43101 ru ruthenium 44103 rh rhodium 45106 pd palladium 46108 ag silver 47112 cd cadmium 48115 in indium 49119 sn tin 50122 sb antimony 51128 te tellurium 52127 i iodine 53131 xe xenon 54 137 ba barium 56139 la lanthanum 57 *178 hf hafnium 72181 ta tantalum 73184 w tungsten 74186 re rhenium 75190 os osmium 76192 ir iridium 77195 pt platinum 78197 au gold 79201 hg mercury 80204 tl thallium 81207 pb lead 82209 bi bismuth 83po polonium 84at astatine 85rn radon 86 fr francium 87227 ac actinium 89               \u20209 be beryllium 4ii i iii iv v vi vii 0 85 rb rubidium 37 133 cs caesium 55 226 ra radium 88 the volume of one mole of any gas is 24 dm3at room temperature and pressure (r.t.p.).a x ba = relative atomic mass x= atomic symbol b = proton (atomic) numberkey*58-71 lanthanoid series \u202090-103 actinoid series"
+        },
+        "0620_s03_qp_3.pdf": {
+            "1": "this document consists of 12printed pages. sp (nf/jg) s33032/4 \u00a9 cie 2003 [turn overcambridge international examinations international general certificate of secondary education chemistry 0620/03 paper 3 may/june 2003 1 hour 15 minutes candidates answer on the question paper. no additional materials required. read these instructions first write your name, centre number and candidate number in the spaces provided at the top of this page. write in dark blue or black pen in the spaces provided on the question paper.you may use a pencil for any diagrams, graphs or rough working.do not use staples, paper clips, highlighters, glue or correction fluid. answer allquestions. the number of marks is given in brackets [  ] at the end of each question or part question. a copy of the periodic table is provided on page 12.centre number candidate number name for examiner\u2019s use if you have been given a label, look at the details. if any details are incorrect ormissing, please fill in your correct detailsin the space given at the top of this page. stick your personal label here, if provided.1 2 3 4 5 total",
+            "2": "2 0620/03/m/j/031no one knows where iron was first isolated. it appeared in china, the middle  east and in africa. it was obtained by reducing iron ore with charcoal. (a)complete the following equation. fe2o3+       c \u2192 ...  +   iron ore charcoal [2] (b)in 1705 abraham darby showed that iron ore could be reduced using coke in a blastfurnace. (i)the temperature in the furnace rises to 2000 \u00b0c. write an equation for theexothermic reaction that causes this high temperature. ... (ii) in the furnace, the ore is reduced by carbon monoxide. explain how this is formed. ... ...[3] (c)the formation of slag removes an impurity in the ore. write a word equation for the formation of the slag. ..[2]waste gases raw materials firebrick lining air slag molten ironfor examiner\u2019s use",
+            "3": "3 0620/03/m/j/03 [turn over(d)stainless steel is an alloy of iron. it contains iron, other metals and about 0.5% of carbon. (i)state a use of stainless steel. ... (ii) name a metal, other than iron, in stainless steel. ... (iii) the iron from the blast furnace is impure. it contains about 5% of carbon and otherimpurities, such as silicon and phosphorus. describe how the percentage ofcarbon is reduced and the other impurities are removed. ... ..[6] (e)one of the methods used to prevent iron or steel from rusting is to electroplate it with another metal, such as tin. complete the following. the anode is made of ... . the cathode is made of . .the electrolyte is a solution of ... . [3]for examiner\u2019s use",
+            "4": "4 0620/03/m/j/032calcium and other minerals are essential for healthy teeth and bones. tablets can be taken to provide these minerals. (a)boron is a non-metal with a macromolecular structure. (i)what is the valency of boron? ... (ii) predict twophysical properties of boron. ... ... (iii) name another element and a compound that have macromolecular structures.element \u2026\u2026\u2026\u2026\u2026\u2026\u2026..compound \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026 (iv) sketch the structure of one of the above macromolecular substances. [7]healthy bones each tablet contains calcium magnesiumzinccopperboronfor examiner\u2019s use",
+            "5": "5 0620/03/m/j/03 [turn over(b)describe the reactions, if any, of zinc and copper( ii) ions with an excess of aqueous sodium hydroxide. (i)zinc ions addition of aqueous sodium hydroxide . ... excess sodium hydroxide .. ... (ii) copper( ii) ions addition of aqueous sodium hydroxide . ... excess sodium hydroxide .. ...[4] (c)each tablet contains the same number of moles of caco3and mgco3. one tablet reacted with excess hydrochloric acid to produce 0.24 dm3of carbon dioxide at r.t.p. caco3+  2hc l\u2192cacl2+  co2+  h2o mgco3+  2hc l\u2192mgcl2+  co2+  h2o (i)calculate how many moles of caco3there are in one tablet. number of moles co2= .. number of moles of caco3and mgco3= .. number of moles of caco3= .. [3] (ii) calculate the volume of hydrochloric acid, 1.0 mol / dm3, needed to react with one tablet.number of moles of caco 3and mgco3in one tablet = .. use your answer to (c)(i) . number of moles of hc lneeded to react with one tablet = .. volume of hydrochloric acid, 1.0 mol / dm3, needed to react with one tablet = .. [2]for examiner\u2019s use",
+            "6": "6 0620/03/m/j/033alkenes are unsaturated hydrocarbons. they undergo addition reactions. (a)two of the methods of making alkenes are cracking and the thermal decomposition of chloroalkanes. (i)complete an equation for the cracking of the alkane, decane. c10h22\u2192.  +  .. decane (ii) propene can be made by the thermal decomposition of chloropropane.describe how chloropropane can be made from propane. reagents propane and ..conditions ... [4] (b)the following alkenes are isomers. ch 3\u2013ch2\u2013ch=ch2ch3\u2013c=ch2| ch3 (i)explain why they are isomers. .. (ii) give the name and structural formula of another hydrocarbon that is isomeric with the above. name ..structural formula [4]for examiner\u2019s use",
+            "7": "7 0620/03/m/j/03 [turn over(c)give the name of the product when but-1-ene reacts with each of the following. steam .hydrogen bromine .. [3] (d)alkenes can polymerise. (i)deduce the name and structural formula of the monomer from the structure of the polymer. hh /h20841/h20841 \u2014\u2014\u2014\u2014c\u2014\u2014\u2014\u2014c\u2014\u2014\u2014\u2014 /h20841/h20841 /h20898ch3h/h20899n name of monomer ... structural formula (ii) draw the structure of the polymer formed from the following monomer. o /h20648 ho /h5007c/h5007ch3 cc hh [4]for examiner\u2019s use",
+            "8": "8 0620/03/m/j/03(iii) describe the pollution problems caused by the disposal of polymers in landfill sites and by burning. landfill sites ... ...[2] burning .. ...[1] 4nitrogen dioxide, no2, is a dark brown gas. (a)most metal nitrates decompose when heated to form the metal oxide, nitrogen dioxide and oxygen. (i)write a symbol equation for the decomposition of lead( ii) nitrate. pb(no3)2\u2192...  +  ...  +   [2] (ii) potassium nitrate does not form nitrogen dioxide on heating. write the wordequation for its decomposition. ...[1] (b)when nitrogen dioxide is cooled, it forms a yellow liquid and then pale yellow crystals.these crystals are heated and the temperature is measured every minute. thefollowing graph can be drawn. (i)describe the arrangement and movement of the molecules in the region a\u2013b. ... ...temperature timepale yellow crystalsyellow liquid ab cdfor examiner\u2019s use",
+            "9": "9 0620/03/m/j/03 [turn over(ii) name the change that occurs in the region b\u2013c ...[4] (c)nitrogen dioxide and other oxides of nitrogen are formed in car engines. (i)explain how these oxides are formed. ... ... (ii) how are they removed from the exhaust gases? ..[4] (d)nitrogen dioxide, oxygen and water react to form dilute nitric acid. describe how lead( ii) nitrate crystals could be prepared from dilute nitric acid and lead( ii) oxide. ..[3]for examiner\u2019s use",
+            "10": "10 0620/03/m/j/035the first three elements in period 6 of the periodic table of the elements are caesium, barium and lanthanum. (a)how many more protons, electrons and neutrons are there in one atom of lanthanum than in one atom of caesium. use your copy of the periodic table of the elements tohelp you. number of protons  number of electrons number of neutrons  [3] (b)all three metals can be obtained by the electrolysis of a molten halide. the electrolysis of the aqueous halides does not produce the metal. (i)complete the equation for the reduction of lanthanum ions at the negativeelectrode (cathode). la 3++    \u2192 (ii) name the three products formed by the electrolysis of aqueous caesium bromide. ... ...[4] (c)all three metals react with cold water.  complete the word equation for these reactions. metal   +   water   \u2192.   +   . [2] (d)barium chloride is an ionic compound. draw a diagram that shows the formula of the compound, the charges on the ions and gives the arrangement of the valency electronsaround the negative ion. the electron distribution of a barium atom is 2.8.18.18.8.2 use x to represent an electron from a barium atom. use o to represent an electron from a chlorine atom. [2]for examiner\u2019s use",
+            "11": "11 0620/03/m/j/03(e)describe, by means of a simple diagram, the lattice structure of an ionic compound, such as caesium chloride. [2] (f)the reactions of these metals with oxygen are exothermic. 2ba(s)   +   o2(g)\u21922bao(s) (i)give an example of bond forming in this reaction. ... (ii) explain using the idea of bond breaking and forming why this reaction is exothermic. ... ...[3]for examiner\u2019s use",
+            "12": "12 0620/03/m/j/03groupdata sheet the periodic table of the elements 140 ce cerium 58141 pr praseodymium 59144 nd neodymium 60pm promethium 61150 sm samarium 62152 eu europium 63157 gd gadolinium 64159 tb terbium 65162 dy dysprosium 66165 ho holmium 67167 er erbium 68169 tm thulium 69173 yb ytterbium 70175 lu lutetium 71 232 th thorium 90pa protactinium 91238 u uranium 92np neptunium 93pu plutonium 94am americium 95cm curium 96bk berkelium 97cf californium 98es einsteinium 99fm fermium 100md mendelevium 101no nobelium 102lr lawrencium 1031 h hydrogen 1 7 li lithium 3 23 na sodium 1124 mg magnesium 12 40 ca calcium 2045 sc scandium 2148 ti titanium 2251 v vanadium 2352 cr chromium 2455 mn manganese 2556 fe iron 2659 co cobalt 2759 ni nickel 2864 cu copper 2965 zn zinc 3070 ga gallium 3127 al aluminium 1311 b boron 512 c carbon 614 n nitrogen 716 o oxygen 819 f fluorine 9 28 si silicon 1431 p phosphorus 1532 s sulphur 1635.5 cl chlorine 1740 ar argon 1820 ne neon 104 he helium 2 73 ge germanium 3275 as arsenic 3379 se selenium 3480 br bromine 3584 kr krypton 3639 k potassium 19 88 sr strontium 3889 y yttrium 3991 zr zirconium 4093 nb niobium 4196 mo molybdenum 42tc technetium 43101 ru ruthenium 44103 rh rhodium 45106 pd palladium 46108 ag silver 47112 cd cadmium 48115 in indium 49119 sn tin 50122 sb antimony 51128 te tellurium 52127 i iodine 53131 xe xenon 54 137 ba barium 56139 la lanthanum 57 *178 hf hafnium 72181 ta tantalum 73184 w tungsten 74186 re rhenium 75190 os osmium 76192 ir iridium 77195 pt platinum 78197 au gold 79201 hg mercury 80204 tl thallium 81207 pb lead 82209 bi bismuth 83po polonium 84at astatine 85rn radon 86 fr francium 87227 ac actinium 89               \u20209 be beryllium 4ii i iii iv v vi vii 0 85 rb rubidium 37 133 cs caesium 55 226 ra radium 88 the volume of one mole of any gas is 24 dm3at room temperature and pressure (r.t.p.).a x ba = relative atomic mass x= atomic symbol b = proton (atomic) numberkey*58-71 lanthanoid series \u202090-103 actinoid series"
+        },
+        "0620_s03_qp_5.pdf": {
+            "1": "this document consists of 6printed pages and 2blank pages. sp (cw) s33051/2 \u00a9 cie 2003 [turn overcambridge international examinations international general certificate of secondary education chemistry 0620/05 paper 5  practical test may/june 2003 1 hour 15 minutes candidates answer on the question paper. additional materials: as listed in instructions to supervisors read these instructions first write your name, centre number and candidate number in the spaces at the top of this page. write in dark blue or black pen in the spaces provided on the question paper.y ou may use a pencil for any diagrams, graphs or rough working.do not use staples, paper clips, highlighters, glue or correction fluid. answer all questions. the number of marks is given in brackets [  ] at the end of each question or part question. practical notes are provided on page 8.centre number candidate number name if you have been given a label, look at the details. if any details are incorrect ormissing, please fill in your correct detailsin the space given at the top of this page. stick your personal label here, if provided.for examiner\u2019s use 1 2 total",
+            "2": "2 0620/05/m/j/031y ou are going to investigate the redox reaction between potassium iodate( v) and iodide ions. read allthe instructions below carefully before starting the two experiments. instructionsexperiment 1 fill the burette provided up to the 0.0 cm 3mark with the solution aof sodium thiosulphate. by using a measuring cylinder, pour 10 cm3of the solution bof potassium iodate into the conical flask provided.add 10 cm 3of dilute sulphuric acid to the flask followed by about 20 cm3of the aqueous potassium iodide and shake to mix thoroughly.add solution aslowly to the flask until there is a pale yellow colour in the contents of the flask. now add about 2 cm 3of starch solution into the flask. continue to add solution ato the flask until the colour just disappears. record the burette readings in the table. experiment 2 pour away the contents of the flask and rinse with distilled water. fill the burette up again to the 0.0 cm3mark with the solution aof sodium thiosulphate. repeat experiment 1 using solution cof potassium iodate instead of solution b. record your burette readings in the table and complete the table.table of results [6] (a)describe the appearance of the mixture in the conical flask before solution awas added. ..[1] (b)how did the colour of the solution in the flask change when 2.0 cm 3of starch was added? from ... to .[2]for examiner\u2019s use burette readings/cm3 experiment 1 experiment 2 final reading initial reading difference",
+            "3": "3 0620/05/m/j/03the reaction of the mixture of potassium iodate( v), sulphuric acid and potassium iodide in the flask produces iodine. sodium thiosulphate then reacts with the iodine. (c) (i) in which experiment was the greatest volume of aqueous sodium thiosulphate used? ...[1] (ii) compare the volumes of sodium thiosulphate used in experiments 1 and 2. ... ...[2] (iii) suggest an explanation for the difference in the volumes. ..[1] (iv) predict the volume of solution awhich would be needed to react completely if experiment 1 was repeated with 20.0 cm 3of the solution of potassium iodate. explain your prediction.volume of solution a. explanation ... ...[3] (d)what is the purpose of the starch? ..[2] [turn overfor examiner\u2019s use",
+            "4": "4 0620/05/m/j/032y ou are provided with a mixture of two solid compounds, dande.dis soluble in water and eis insoluble. carry out the following tests on dande, recording allof your observations in the table. do notwrite any conclusions in the table.for examiner\u2019s use tests observations (a)by using a spatula place about half  of the mixture of dandein a  test-tube. heat the mixture gently then strongly. . .[2] (b)add the rest of the mixture of dande to 10 cm3of distilled water in a boiling  tube. stopper the tube and shake for 1 minute. filter the mixture. keep the filtrate and the residue. filtrate .. residue [2] tests on residue (c) (i) by using a spatula transfer the residue from the filter paper in to a test-tube. carefully add about 3 cm 3of dilute sulphuric . acid. test the gas with limewater.  . .[3] (ii) pour about half of the liquid from  the reaction in (c)(i) into a clean  test-tube. by using a teat pipette .add drops of aqueous ammonia until a change occurs on shaking. .[2] add excess aqueous ammonia . to fill the test-tube. shake the mixture. .[2]",
+            "5": "5 0620/05/m/j/03(e)what conclusions can you draw about the identity of solid d? .. ..[2] (f)what conclusions can you draw about the identity of solid e? [2]for examiner\u2019s use tests observations tests on the filtrate (d)divide the filtrate from (b)into three  approximately equal portions. (i)to the first portion add drops of . aqueous sodium hydroxide, a little at a time, with shaking. .[2] add excess aqueous sodium hydroxide. .[1] (ii) to the second portion add .excess aqueous ammonia, a little at a time. . .[3] (iii) to the third portion add a few drops of dilute hydrochloric acidand aqueous barium chloride. .[1]",
+            "6": "6 0620/05/m/j/03blank page",
+            "7": "7 0620/05/m/j/03blank page",
+            "8": "8 0620/05/m/j/03notes for use in qualitative analysis tests for anions tests for aqueous cations tests for gases gas test and test results turns damp red litmus paper blue turns limewater milky bleaches damp litmus paper \u201cpops\u201d with a lighted splint relights a glowing splint oxygen (o2)hydrogen (h2)carbon dioxide (co2)ammonia (nh3) chlorine (c l2)cation aluminium (a l3+) white ppt., soluble in excess giving a colourless solution ammonia produced on warming white ppt., insoluble in excess green ppt., insoluble in excess red-brown ppt., insoluble in excess white ppt., soluble in excess giving a colourless solutionwhite ppt., soluble in excessgiving a colourless solutionred-brown ppt., insoluble in excesswhite ppt., insoluble in excess \u2013 green ppt., insoluble in excessno ppt., or very slight white ppt. light blue ppt., soluble in excess giving a dark blue solutionlight blue ppt., insoluble in excess iron( ii) (fe2+) iron( iii) (fe3+) zinc (zn2+)ammonium (nh4+) calcium (ca2+) copper (cu2+)effect of aqueous sodium hydroxide effect of aqueous ammoniaanion carbonate (co32\u2013) add dilute acid acidify with dilute nitric acid, then add aqueous silver nitrate acidify with dilute nitric acid, thenaqueous lead( ii) nitrate acidify with dilute nitric acid, thenaqueous barium nitrateeffervescence, carbon dioxideproduced white ppt. white ppt.yellow ppt. ammonia produced add aqueous sodium hydroxide then aluminium foil; warm carefully sulphate (so 42\u2013) [in solution]chloride (c l\u2013) [in solution] iodide ( i\u2013) [in solution] nitrate (no3\u2013) [in solution]test test result"
+        },
+        "0620_s03_qp_6.pdf": {
+            "1": "this document consists of 12printed pages. sp (sm) s33031/3 \u00a9 cie 2003 [turn overcambridge international examinations  international general certificate of secondary education chemistry 0620/06 paper 6  alternative to practical may/june 2003 1 hour candidates answer on the question paper. no additional materials required. read these instructions first write your name, centre number and candidate number at the top of this page. write in dark blue or black pen in the spaces provided on the question paper.y ou may use a pencil for any diagrams, graphs or rough working.do not use staples, paper clips, highlighters, glue or correction fluid. answer all questions. the number of marks is given in brackets [  ] at the end of each question or part question.centre number candidate number name if you have been given a label, look at the details. if any details are incorrect ormissing, please fill in your correct detailsin the space given at the top of this page. stick your personal label here, if provided.for examiner\u2019s use 1 23456 total",
+            "2": "2 0620/06/m/j/031look at the diagrams of common laboratory apparatus. a b c dfor examiner\u2019s use",
+            "3": "3 0620/06/m/j/03(a)complete the empty boxes to identify the pieces of apparatus labelled. [4] (b)what name is given to the separation method in c? ..[1] (c)which apparatus would be most suitable to obtain crystals from an aqueous solution of copper( ii) sulphate? ..[1] 2a student carried out an experiment to investigate the speed of the reaction between sodiumthiosulphate and dilute hydrochloric acid. na 2s2o3+ 2hcl\uf8e7\u2192 2nacl + s + h2o + so2 experiment 1 by using a measuring cylinder, 50 cm3of sodium thiosulphate solution was poured into a 100 cm3beaker. the beaker was placed on a cross drawn on a piece of paper. 10 cm3of hydrochloric acid was added to the beaker and the timer started. the time was taken until the cross could not be seen. the time was recorded in the table.beakereye aqueous sodium thiosulphate paper with cross marked on it10 cm3 of hydrochloric acid [turn overfor examiner\u2019s use",
+            "4": "4 0620/06/m/j/03experiments 2, 3, 4 and 5 experiment 1 was repeated using different volumes of sodium thiosulphate as shown in the table. all experiments were carried out at 25 \u00b0c. table of results (a)why does the cross on the paper disappear? .. ..[2] (b)why was the total volume of solution kept constant? [1] (c)in which order should the water, hydrochloric acid and sodium thiosulphate solution be added to the beaker? first . .. second  .. last .. ..[1]for examiner\u2019s use volume of sodium volume of time for cross toexperimentthiosulphate/cm3 water/cm3 disappear/s 15 004 5 2 4 01 06 0 3 3 02 08 0 4 20 30 130 5 10 40 255",
+            "5": "5 0620/06/m/j/03(d) (i) plot the results on the grid below. draw a smooth line graph and label it 25 \u00b0c. [5] (ii) sketch on the grid the graph you would expect if the experiments were repeated at 50 \u00b0c. label this graph. [2]01020304050 50 100 150 200 250 300volume of sodium thiosulphate / cm3 time / s [turn overfor examiner\u2019s use",
+            "6": "6 0620/06/m/j/03(e)the experiments were repeated using a 250 cm3beaker instead of a 100 cm3beaker. suggest how the results would differ. explain your answer. .. ..[2] 3a student investigated the redox reaction between potassium iodate( v) and iodide ions. two experiments were carried out. experiment 1 a burette was filled up to the 0.0 cm3mark with the solution aof sodium thiosulphate. by using a measuring cylinder, a 10 cm3sample of the solution bof potassium iodate( v) was added into a conical flask. a 10 cm3sample of dilute sulphuric acid was added to the flask followed by 20 cm3of aqueous potassium iodide. solution awas added slowly to the flask until there was a pale yellow colour in the contents of the flask. starch solution was then added into the flask and the colour changed to blue- black. solution awas added to the flask until the colour just disappeared. use the burette diagram to record the volume in the table. experiment 2 experiment 1 was repeated using solution cof potassium iodate( v) instead of solution b. use the burette diagrams to record the volumes in the table and complete the table. initial burette reading / cm3 1718 16final burette reading / cm3 2526 24final burette reading / cm3 1718 16for examiner\u2019s use",
+            "7": "7 0620/06/m/j/03table of results [4] the reaction of the mixture of potassium iodate( v), sulphuric acid and potassium iodide in the flask produces iodine. sodium thiosulphate then reacts with the iodine. (a) (i) in which experiment was the greatest volume of aqueous sodium thiosulphate used? ...[1] (ii) compare the volumes of sodium thiosulphate used in experiments 1 and 2. ... ...[1] (iii) suggest an explanation for the difference in the volumes. ..[2] (iv) predict the volume of solution awhich would be needed to react completely if experiment 1 was repeated with 20.0 cm 3of the solution of potassium iodate. explain your prediction.volume of solution a. explanation ... ...[3] (b)suggest the reason starch solution was added. ..[2] [turn overfor examiner\u2019s use burette readings/cm3 experiment 1 experiment 2 final reading initial reading 0.0 difference",
+            "8": "8 0620/06/m/j/034a mixture of two solid compounds dandewas analysed. solid dwas a zinc salt which is soluble in water. solid ewas an insoluble metal carbonate. the tests on the mixture and some of the observations are in the following table. complete the observations in the table.for examiner\u2019s use tests observations (a)about half of the mixture of dande was placed in a test-tube. the  mixture was heated green to black condensation formed (b)the rest of the mixture of dande was added to distilled water in a boiling tube. the contents of the tube were filtered. the filtrate and the residue were kept for the  following tests. test on residue (c)the residue was transferred from thefilter paper in to a test-tube. about 3c m 3of dilute sulphuric acid was  added. the gas was tested with limewater.   [2] the solution obtained in (c)was divided  into two equal portions. (d) (i) to the first portion was added excess aqueous sodiumhydroxide, a little at a time. pale blue precipitate (ii) to the second portion wasadded excess aqueousammonia, a little at a time.   [4]",
+            "9": "9 0620/06/m/j/03(f)what conclusions can you draw about the identity of solid d? .. ..[2] (g)what conclusions can you draw about the identity of the cation in solid e? [2] [turn overfor examiner\u2019s use tests observations test on filtrate (e)the filtrate from (b)was divided into three approximately equal  portions. (i)to the first portion were addeddrops of aqueous sodiumhydroxide, a little at a time withshaking.  [2] excess aqueous sodiumhydroxide was added. [1] (ii) to the second portion wasadded excess aqueous  ammonia a little at a time.  [3] (iii) to the third portion were added drops of dilute hydrochloric acidand aqueous barium chloride. white precipitate",
+            "10": "10 0620/06/m/j/035an experiment was carried out using the apparatus below. by using a measuring cylinder, 20 cm3of hydrogen peroxide was placed in the flask and 0.8 g of the catalyst, manganese( iv) oxide was added. the bung was replaced and the gas collected was measured at 1 minute intervals. the results were plotted on the grid (opposite). (a) (i) draw a smooth line graph on the grid. [1] (ii) which result appears to be inaccurate? why have you chosen this result? ... ...[2] (b)what mass of manganese( iv) oxide would remain at the end of the experiment? ..[1] (c)what would be the effect of using a rubber connector with a hole in it? [2]20 40 60 80 100cm3 reaction mixturerubber connectorfor examiner\u2019s use",
+            "11": "11 0620/06/m/j/03 [turn overvolume of  g a s/c m3 time / minutes020406080100120140160 12345678",
+            "12": "12 0620/06/m/j/036beach sand is a mixture of sand and broken shells (calcium carbonate). calcium carbonate reacts with dilute hydrochloric acid to form a solution of calcium chloride. plan an investigation to find out the percentage of shell material in a given sample of beach sand. .. ..[6]for examiner\u2019s use"
+        },
+        "0620_w03_qp_1.pdf": {
+            "1": "this document consists of 19printed pages and 1blank page. spa (nh/pw) s42589/3 \u00a9 ucles 2003 [turn overcambridge international examinations international general certificate of secondary education chemistry 0620/01 paper 1 multiple choice october/november 2003 45 minutes additional materials: multiple choice answer sheet soft clean eraser soft pencil (type b or hb is recommended) read these instructions first write in soft pencil. do not use staples, paper clips, highlighters, glue or correction fluid.write your name, centre number and candidate number on the answer sheet in the spaces providedunless this has been done for you. there are forty questions on this paper. answer allquestions. for each question there are four possible answers a,b,c, and d. choose the oneyou consider correct and record your choice in soft pencil on the separate answer sheet. read the instructions on the answer sheet very carefully.each correct answer will score one mark. a mark will not be deducted for a wrong answer. any rough working should be done in this booklet.a copy of the periodic table is printed on page 20.",
+            "2": "2 0620/01 o/n/031a shirt is stained with red ink from a pen. the shirt is left to soak in a bowl of water. which process causes the red colour to spread? adiffusion bevaporation cmelting dneutralisation 2a sealed conical flask contains a liquid and its vapour, as shown. what happens when a molecule in the vapour enters the liquid?vapour liquidwater shirtred ink stain a few hours laterred coloured water a bcdthe molecule stops movingthe molecule becomes smaller \u2713\u2713 \u2717\u2717\u2713 \u2717 \u2713 \u2717",
+            "3": "3 0620/01 o/n/03 [turn over3which mixture can be separated by adding water, stirring and filtering? abarium chloride and sodium chloride bcalcium carbonate and sodium chloride ccopper and magnesium dethane and ethene 4a student investigates the speed of the reaction between a lump of zinc and an acid at room temperature. which other item of apparatus does the student need for this experiment? abunsen burner bmeasuring cylinder cstop clock dthermometer 5the table shows the electronic structures of four elements.which element is a noble gas?cotton wool acidzinc balance a bcdnumber of electrons shell 1element shell 2 12220026",
+            "4": "4 0620/01 o/n/036the diagrams show four particles. which two diagrams show atoms that are isotopes of each other? a1 and 2 b1 and 3 c2 and 3 d2 and 4 7which of the following can be used as a lubricant?e e ee e ee e ee e e2p 2n3p3n3p3n3p4n 1234 e e= electron = nucleus a bcdgraphite a liquid fraction from petroleum \u2713\u2713 \u2717\u2717\u2713 \u2717 \u2713 \u2717",
+            "5": "5 0620/01 o/n/03 [turn over8which element is a solid non-metal? 9the diagrams show the bonding in three covalent molecules. which of these molecules combine to form ammonia? a1 and 2 b1 and 3 c2 and 3 d1, 2 and 3 10two gases react as shown. x2+ y2\u2192 2xy reactants product when measured at the same temperature and pressure, what is the value of ? a1 2 b1 c2 d4volume of product volume of reactants123a bcdmelting point /\u00b0 celement boiling point /\u00b0 celectrical conductance \u2013210 \u20137 119 1539\u2013183 58 445 2887nonono yes",
+            "6": "6 0620/01 o/n/0311carbon and chlorine form a chloride. what is the formula of this chloride?accl 2 bccl4 ccacl2 dcacl4 12the following electrolysis circuit is set up, using inert electrodes.at which electrode is a metal deposited? 13the diagram shows a method used to electroplate a key with copper. which aqueous solution is most suitable for the electrolyte? acopper( ii) sulphate bethanol csodium hydroxide dsulphuric acid+\u2013 copper foil key electrolyteab cd+\u2013 +\u2013 concentrated aqueoussodium chloridemoltenlead(ii ) bromide",
+            "7": "7 0620/01 o/n/03 [turn over14the graph shows how the total volume of a gas given off from a reaction changes with time. in which time interval is least gas given off? 15potassium nitrate is a salt and dissolves in water in an endothermic process.what happens to the temperature and ph of the water as the salt dissolves?ab c d timevolume of gas a bcdtemperature increasesph falls \u2713\u2713 \u2717\u2717\u2713 \u2717 \u2713 \u2717",
+            "8": "8 0620/01 o/n/0316lead( ii) oxide is reduced in the apparatus shown. how do the masses of parts xandyof the apparatus change? 17the equation shows what happens when hydrated copper( ii) sulphate is heated. cuso4.5h2o(s) cuso4( s )+5 h2o(g) what can be deduced from the equation? athe hydrated copper( ii) sulphate is oxidised. bthe hydrated copper( ii) sulphate is reduced. cthe reaction is reversible. dthere is no colour change.hydrogen heatexcess of hydrogenparty partx drying agentlead(ii ) oxide a bcdxy decreasesdecreases increasesincreasesdecreases increases decreases increases",
+            "9": "9 0620/01 o/n/03 [turn over18the diagram shows an experiment. which metal would fill the syringe with 100 cm3of gas in the shortest time? a5 g of copper b5 g of iron c5 g of magnesium d5 g of zinc 19which two processes are involved in the preparation of magnesium sulphate crystals from dilute sulphuric acid and an excess of magnesium oxide? adecomposition and filtration bdecomposition and oxidation cneutralisation and filtration dneutralisation and oxidationexcess of hydrochloric acid20 40 60 80 100cm3 gas syringe metal",
+            "10": "10 0620/01 o/n/0320the diagram shows the result of testing an aqueous solution z. which ion is present in solution z? acarbonate bchloride cnitrate dsulphate 21the ph values of four solutions are shown. mixing combinations of these solutions can give a solution of ph 6. which combination of solutions could notdo this? ap and r bp and s cq and r dr and s1 23456789 1 0 1 1 1 2 1 3 1 4 pq rsgentle heatsolution z + aqueus sodium hydroxidedamp litmus paper goes blue aluminium powder",
+            "11": "11 0620/01 o/n/03 [turn over22eight elements are numbered in the diagram of a periodic table. which numbers represent two relatively soft metals in the same group? a1 and 2 b3 and 4 c5 and 6 d7 and 8 23vanadium is a transition metal.what are its likely properties? 24the table gives information about four elements.which element could be in group i in the periodic table?a bcddensity appearance of compounds 0.61 g / cm 3 0.61 g / cm3 6.1 g / cm3 6.1 g / cm3coloured white coloured white abcdmetallic or non-metallic element reaction with water metalmetal non-metalnon-metalreacts no reaction reacts no reaction",
+            "12": "12 0620/01 o/n/0325element x \u2022forms an alloy. \u2022has a basic oxide. \u2022is below hydrogen in the reactivity series. what could xand the alloy be? 26the diagram shows a method for changing a metal oxide into a metal. which oxide can be changed into a metal by using this method? acalcium oxide bcopper( ii) oxide cmagnesium oxide dpotassium oxide 27the table shows properties of four elements.which element is used to make aircraft bodies?hydrogenmetal oxide excess of hydrogen burning heata bcdx alloy carboncopper iron sulphursteel brass steel brass abcddensity g/cm 3element brittle or malleable 2.12.74.97.9brittle malleable brittle malleable",
+            "13": "13 0620/01 o/n/03 [turn over28three metals x,y, and zare correctly placed in the reactivity series as shown. most reactive potassium x sodiumzincyironcopper least reactive z how are x,yandzobtained from their ores? 29the diagram shows how water is purified. at which stage are bacteria in the water killed? 30which two fuels each produce both carbon dioxide and water when separately burned in air?acharcoal and hydrogen bcharcoal and petrol cnatural gas and hydrogen dnatural gas and petrolscreen water in pump pumpcoarse filter sediment tankfine filterchlorine addedcovered storage tank to homes andfactoriesa bc da bcdelectrolysis reduction with carbon found uncombined xxy zy z xxz y z y",
+            "14": "14 0620/01 o/n/0331which compound in polluted air can damage stonework and kill trees? acarbon dioxide bcarbon monoxide clead compounds dsulphur dioxide 32the apparatus shown is set up and left for a week. where would the water level be at the end of the week? 33an npk fertiliser contains three elements required for plant growth. which two compounds, when mixed, provide the three elements?aammonium phosphate + potassium nitrate bammonium sulphate + potassium nitrate cammonium sulphate + sodium nitrate dsodium phosphate + potassium chlorideoriginal levelabcdwaterairdamp iron wool",
+            "15": "15 0620/01 o/n/03 [turn over34two processes are listed. 1 treating acidic soil with slaked lime 2 using limestone to extract iron in which of these processes is carbon dioxide produced? 35organic compounds may have names ending in \u2013ane, -ene, -ol or \u2013oic acid.how many of these endings indicate the compounds contain double bonds in their molecules?a1 b2 c3 d4 36which compound is unsaturated and forms a neutral solution in water? 37which fraction produced by the distillation of petroleum is used as aircraft fuel?abitumen bdiesel cparaffin dpetrolch 2oh ch ch ch 2ohch 2oh ch 2 ch 2 ch 2ohco 2h ch ch co 2hco 2h ch 2 ch 2 co 2hab c da bcd12 \u2713\u2713 \u2717\u2717\u2713 \u2717 \u2713 \u2717",
+            "16": "16 0620/01 o/n/0338the diagram shows the structures of two compounds. the two compounds have similar chemical properties. why is this?their molecules have the sameafunctional group. bnumber of carbon atoms. cnumber of oxygen atoms. drelative molecular mass.h c o c chhh hhhh h c c chhh hohh h",
+            "17": "17 0620/01 o/n/03 [turn over39the apparatus shows an experiment used to test gas x. the bromine solution quickly becomes colourless. what is the structure of gas x? h c hh h h c c hhh hh h c c ohhhh hh c ch h ha b c dorange bromine solutiongasx",
+            "18": "18 0620/01 o/n/0340the diagram shows the manufacture of an important organic chemical x. what is x? aethane bethanol cmethane dmethanolsteamethene x catalyst",
+            "19": "19 0620/01 o/n/03blank page",
+            "20": "20 0620/01 o/n/03groupdata sheet the periodic table of the elements 140 ce cerium 58141 pr praseodymium 59144 nd neodymium 60pm promethium 61150 sm samarium 62152 eu europium 63157 gd gadolinium 64159 tb terbium 65162 dy dysprosium 66165 ho holmium 67167 er erbium 68169 tm thulium 69173 yb ytterbium 70175 lu lutetium 71 232 th thorium 90pa protactinium 91238 u uranium 92np neptunium 93pu plutonium 94am americium 95cm curium 96bk berkelium 97cf californium 98es einsteinium 99fm fermium 100md mendelevium 101no nobelium 102lr lawrencium 1031 h hydrogen 1 7 li lithium 3 23 na sodium 1124 mg magnesium 12 40 ca calcium 2045 sc scandium 2148 ti titanium 2251 v vanadium 2352 cr chromium 2455 mn manganese 2556 fe iron 2659 co cobalt 2759 ni nickel 2864 cu copper 2965 zn zinc 3070 ga gallium 3127 al aluminium 1311 b boron 512 c carbon 614 n nitrogen 716 o oxygen 819 f fluorine 9 28 si silicon 1431 p phosphorus 1532 s sulphur 1635.5 cl chlorine 1740 ar argon 1820 ne neon 104 he helium 2 73 ge germanium 3275 as arsenic 3379 se selenium 3480 br bromine 3584 kr krypton 3639 k potassium 19 88 sr strontium 3889 y yttrium 3991 zr zirconium 4093 nb niobium 4196 mo molybdenum 42tc technetium 43101 ru ruthenium 44103 rh rhodium 45106 pd palladium 46108 ag silver 47112 cd cadmium 48115 in indium 49119 sn tin 50122 sb antimony 51128 te tellurium 52127 i iodine 53131 xe xenon 54 137 ba barium 56139 la lanthanum 57 *178 hf hafnium 72181 ta tantalum 73184 w tungsten 74186 re rhenium 75190 os osmium 76192 ir iridium 77195 pt platinum 78197 au gold 79201 hg mercury 80204 tl thallium 81207 pb lead 82209 bi bismuth 83po polonium 84at astatine 85rn radon 86 fr francium 87227 ac actinium 89               \u20209 be beryllium 4ii i iii iv v vi vii 0 85 rb rubidium 37 133 cs caesium 55 226 ra radium 88 the volume of one mole of any gas is 24 dm3at room temperature and pressure (r.t.p.).a x ba = relative atomic mass x= atomic symbol b = proton (atomic) numberkey*58-71 lanthanoid series \u202090-103 actinoid series"
+        },
+        "0620_w03_qp_2.pdf": {
+            "1": "this document consists of 17printed pages and 3blank pages. sp (at/kn) s33035/2 \u00a9 cie 2003 [turn overcambridge international examinations  international general certificate of secondary education chemistry 0620/02 paper 2 october/november 2003 1 hour candidates answer on the question paper. no additional materials required read these instructions first write your name, centre number and candidate number in the spaces at the top of this page. write in dark blue or black pen in the spaces provided on the question paper.you may use a pencil for any diagrams, graphs, or rough working.do not use staples, paper clips, highlighters, glue or correction fluid. answer allquestions. the number of marks is given in brackets [  ] at the end of each question or part question. a copy of the periodic table is provided on page 20.centre number candidate number name if you have been given a label, look at the details. if any details are incorrect ormissing, please fill in your correct detailsin the space given at the top of this page. stick your personal label here, if provided.for examiner\u2019s use 1 2345 6 total",
+            "2": "2 0620/2/o/n/031the diagrams show four methods of purifying substances. (a)which of these methods, a,b,c ord, is best used for (i)separating the different colours in a sample of ink? (ii) separating two liquids with different boiling points? (iii) separating mud from water? (iv) making crystals of copper sulphate from copper sulphate solution? [4]heatethanol vapour filter paper ethanol a cdbfor examiner\u2019s use",
+            "3": "3 0620/2/o/n/03 [turn over(b)state the name given to the method of separation shown in (i)diagram a, . (ii) diagram b. . [2] (c)method a can be modified to separate petroleum into useful fractions. the diagram below shows the different fractions obtained from a fractionating column. (i)which of these fractions has the lowest boiling point? ... (ii) state oneuse for each of the following fractions. paraffin .. bitumen . [3] (d)petroleum is a mixture of organic compounds.  which oneof the following best describes the compounds found in petroleum? put a ring around the correct answer. acids alcohols carbohydrates hydrocarbons [1]fractions fuel gas petrol paraffin light gas oil diesel lubricating fraction bitumencrude oilfor examiner\u2019s use",
+            "4": "4 0620/2/o/n/03(e)before petroleum is fractionated, it is often heated to remove dissolved natural gas.  most of this natural gas is methane, ch4. draw a diagram to show how the electrons are arranged in methane. show hydrogen electrons as \u2022 show carbon electrons as /h11003 [2] (f)methane, ethane and propane belong to a particular homologous series of compounds. state the name of the homologous series to which these three compounds belong. .. [1]for examiner\u2019s use",
+            "5": "5 0620/2/o/n/03 [turn over2the diagram below shows a modern landfill site for the disposal of waste materials. the waste materials are broken down naturally in several stages. (a)in the first stage, micro-organisms (mainly bacteria) break down some of the organic material in the waste to carbon dioxide.what is the name given to the process by which organisms use food to produce carbondioxide? ..[1] (b)in the second stage, the micro-organisms break down organic substances to produceammonia, hydrogen and more carbon dioxide. (i)describe a test for hydrogen.  test .. .. result  . (ii) the large volumes of hydrogen produced may be hazardous. explain why hydrogen may be hazardous when mixed with air. ... (iii) ammonia is a base.describe a test for ammonia. test .. .. result  . [5]waste gases soil cover solid waste clay lining plastic lining liquid material collected for furthertreatmentliquid materialdraining throughgroundfor examiner\u2019s use",
+            "6": "6 0620/2/o/n/03(c)in the third stage, ethanoic acid is produced.  draw the structure of ethanoic acid showing all atoms and bonds. [1] (d)in the fourth stage, carbon dioxide reacts with hydrogen to form methane and oxygen. (i)complete the equation for this reaction. co2+ \u2026\u2026.. \u2192ch4+ o2 (ii) state one use of methane. ... (iii) methane is a gas. which twoof the following statements about gas molecules are true? tick two boxes. the molecules are far apart. the molecules are not moving.the molecules are randomly arranged.the molecules are arranged in a regular manner. [4]for examiner\u2019s use",
+            "7": "7 0620/2/o/n/03 [turn over(e)the list below shows some of the substances which are found in the liquid which drains through the waste.  aluminium calcium carbonate iron lead magnesium nickel sodium sulphate zinc from this list choose  (i)a metal used to galvanise iron. . (ii) a transition metal. . (iii) a metal which is in group iv of the periodic table.  (iv) a substance which will release carbon dioxide when an acid is added. ... (v) a metal which is used to make aircraft bodies. . [5]for examiner\u2019s use",
+            "8": "8 0620/2/o/n/033one way of making lime from limestone (calcium carbonate) is shown in the diagram. the limestone is mixed with coke and dropped into the limekiln. the coke is burnt and releases heat. (a)state oneuse of limestone, other than in making lime. ..[1] (b)coke is mainly carbon. write a symbol equation for the burning of carbon. [2] (c)state the name of the type of reaction which releases heat energy. ..[1] (d)the heat produced by the burning coke causes thermal decomposition of the limestone.complete the word equation for the thermal decomposition of calcium carbonate. calcium carbonate \u2192.  + .  [2]gases out firebrick walllimestone and coke lime and ash outfor examiner\u2019s use",
+            "9": "9 0620/2/o/n/03(e) (i) complete the following equation for the reaction of calcium carbonate with hydrochloric acid. caco3+ \u2026 hcl \u2192cacl2+ co2+ h2o (ii) describe how you would test for the gas given off in this reaction. test .. .. result  . [3] (f)quicklime, cao, is a product of the thermal decomposition of calcium carbonate.when quicklime is heated strongly with coke, calcium carbide is formed. cao + 3c \u2192cac 2+ co (i)what type of reaction is the conversion of c to co? explain your answer. ... ... (ii) when water is added to calcium carbide, cac2, acetylene is formed. state a use of acetylene. ... [3]for examiner\u2019s use",
+            "10": "10 0620/2/o/n/034bromine is an element in group vii of the periodic table.  (a)state the name given to the group vii elements. ..[1] (b)bromine has two isotopes. the nucleon (mass) number of bromine-79 is 79 and of bromine-81 is 81. (i)what is the meaning of the term isotopes ? ... ... (ii) complete the table to show the numbers of electrons, neutrons and protons in one atom of bromine-79 and bromine-81. a copy of the periodic table is printed onpage 20. [5] (c)bromine is extracted from seawater by treatment with chlorine. when chlorine is bubbled through a solution of potassium bromide, the solution turnsorange-red.  (i)what does this tell you about the reactivity of chlorine compared with bromine? ... (ii) write a word equation for this reaction. [2]for examiner\u2019s use number of bromine-79 bromine-81 electrons neutrons protons",
+            "11": "11 0620/2/o/n/03 [turn over(d)in order to get the maximum yield of bromine from seawater, acid is added during the extraction procedure. the graph shows how the yield of bromine changes with ph. (i)what is the highest ph at which the yield of bromine is 100%? ... (ii) the ph scale is used to measure acidity.some ph values are given below. ph 3 ph 5 ph 7 ph 9 ph 11 from this list of ph values choosethe ph which is most acidic. .the ph of a neutral solution. .. [3] (e)bromine water can be used to distinguish between ethane and ethene. describe what you would observe when bromine water is added to ethene.  .. [1]0 1 2 3 4 5 6 7 820406080100 yield of bromine % phfor examiner\u2019s use hh h\u2013\u2013c\u2013\u2013c\u2013\u2013h hh\u2013\u2013 \u2013\u2013\u2013\u2013 \u2013\u2013hh cchh\u2013\u2013 \u2013\u2013\u2013\u2013 \u2013\u2013\u2013\u2013\u2013\u2013 ethane ethene",
+            "12": "12 0620/2/o/n/035when fuels are burnt, carbon dioxide and water are formed. (a)complete the equation for the burning of propane. c3h8+ \u2026 o2\u21923co2+ 4h2o [1] (b)describe a chemical test for water.test .. . result   [2] (c)in which twoof the following is carbon dioxide produced. tick two boxes. a car driven by a petrol engine magnesium carbonate reacting with an acidsodium reacting with waterzinc reacting with hydrochloric acid [2]for examiner\u2019s use",
+            "13": "13 0620/2/o/n/03 [turn over(d)the diagram shows a water heater. if some of the air holes become blocked, a poisonous gas is produced. (i)state the name of this poisonous gas. ... (ii) explain how this poisonous gas has been formed.  ... ... [2]air holeshot water out cold water incombustion products gas burning in airfor examiner\u2019s use",
+            "14": "14 0620/2/o/n/03(e)the table below compares the amounts of carbon dioxide and sulphur dioxide formed when 1 kilogram of different fuels are burnt. (i)which fuel is least polluting? ... (ii) which fuel when burnt, contributes most to the formation of acid rain? ... (iii) state two harmful effects of acid rain. ... ... (iv) when acid rain falls on the ground, it can react with insoluble aluminium compounds in the soil. a solution of aluminium ions is formed.  describe what you would observe when aqueous sodium hydroxide is added to a solution containing aluminium ions.  ... ... [6]for examiner\u2019s use fuelmass of carbon mass of sulphur dioxide produced / g dioxide produced / g oil 2900 5.0 gas 2500 0.1 coal 2500 11.0",
+            "15": "15 0620/2/o/n/03 [turn over6aluminium is extracted from its ore, bauxite. the bauxite is purified to give aluminium oxide.electrolysis is then used to extract the aluminium from aluminium oxide dissolved in cryolite. the melting point of pure aluminium oxide is 2070 \u00b0c. the melting point of the mixture of aluminium oxide and cryolite is about 1000 \u00b0c. (a)suggest why electrolysis is used to extract aluminium from aluminium oxide rather than reduction using carbon. .. ..[1] (b)how is the electrolyte of aluminium oxide and cryolite kept molten? ..[1] (c)what property of graphite makes it suitable for use as electrodes?  ..[1] (d)state the name given to the negative electrode. ..[1] (e)the melting point of steel is about 1500 \u00b0c. suggest two reasons why molten aluminium oxide is not used by itself in this electrolysis. [2] (f)during the electrolysis, hot oxygen is formed at the positive electrodes. suggest why the positive electrodes have to be replaced frequently. .. ..[2]for examiner\u2019s use negative electrode (graphite) steel case\u2013+ aluminium oxide dissolvedin molten cryolitepositive electrode (graphite) molten aluminium collectingon the bottom",
+            "16": "16 0620/2/o/n/03(g)aluminium is formed at the negative electrode.  complete the following equation for the reaction at the negative electrode. al3++ \u2026\u2026 \u2192 al [1] (h)why do aluminium ions move towards the negative electrode? ..[1] (i)a sample of bauxite ore had the following composition: aluminium oxide 120giron( iii) oxide 30g silica 40gtitanium( iv) oxide 10g calculate the percentage of aluminium oxide in this sample of bauxite. [1] (j)aluminium is a metal in group iii of the periodic table.state three physical properties which are typical of most metals. 1 . .. 2 . .. 3 . .. [3]for examiner\u2019s use",
+            "17": "17 0620/2/o/n/03blank page",
+            "18": "18 0620/2/o/n/03blank page",
+            "19": "19 0620/2/o/n/03blank page",
+            "20": "20 0620/2/o/n/03for examiner\u2019s usegroupdata sheet the periodic table of the elements 140 ce cerium 58141 pr praseodymium 59144 nd neodymium 60pm promethium 61150 sm samarium 62152 eu europium 63157 gd gadolinium 64159 tb terbium 65162 dy dysprosium 66165 ho holmium 67167 er erbium 68169 tm thulium 69173 yb ytterbium 70175 lu lutetium 71 232 th thorium 90pa protactinium 91238 u uranium 92np neptunium 93pu plutonium 94am americium 95cm curium 96bk berkelium 97cf californium 98es einsteinium 99fm fermium 100md mendelevium 101no nobelium 102lr lawrencium 1031 h hydrogen 1 7 li lithium 3 23 na sodium 1124 mg magnesium 12 40 ca calcium 2045 sc scandium 2148 ti titanium 2251 v vanadium 2352 cr chromium 2455 mn manganese 2556 fe iron 2659 co cobalt 2759 ni nickel 2864 cu copper 2965 zn zinc 3070 ga gallium 3127 al aluminium 1311 b boron 512 c carbon 614 n nitrogen 716 o oxygen 819 f fluorine 9 28 si silicon 1431 p phosphorus 1532 s sulphur 1635.5 cl chlorine 1740 ar argon 1820 ne neon 104 he helium 2 73 ge germanium 3275 as arsenic 3379 se selenium 3480 br bromine 3584 kr krypton 3639 k potassium 19 88 sr strontium 3889 y yttrium 3991 zr zirconium 4093 nb niobium 4196 mo molybdenum 42tc technetium 43101 ru ruthenium 44103 rh rhodium 45106 pd palladium 46108 ag silver 47112 cd cadmium 48115 in indium 49119 sn tin 50122 sb antimony 51128 te tellurium 52127 i iodine 53131 xe xenon 54 137 ba barium 56139 la lanthanum 57 *178 hf hafnium 72181 ta tantalum 73184 w tungsten 74186 re rhenium 75190 os osmium 76192 ir iridium 77195 pt platinum 78197 au gold 79201 hg mercury 80204 tl thallium 81207 pb lead 82209 bi bismuth 83po polonium 84at astatine 85rn radon 86 fr francium 87227 ac actinium 89               \u20209 be beryllium 4ii i iii iv v vi vii 0 85 rb rubidium 37 133 cs caesium 55 226 ra radium 88 the volume of one mole of any gas is 24 dm3at room temperature and pressure (r.t.p.).a x ba = relative atomic mass x= atomic symbol b = proton (atomic) numberkey*58-71 lanthanoid series \u202090-103 actinoid series"
+        },
+        "0620_w03_qp_3.pdf": {
+            "1": "this document consists of 10printed pages and 2blank pages. sp (sm) s34684/4 \u00a9 cie 2003 [turn overcambridge international examinations  international general certificate of secondary education chemistry 0620/03 paper 3 october/november 2003 1 hour 15 minutes candidates answer on the question paper. no additional materials are required. read these instructions first write your name, centre number and candidate number at the top of this page. write in dark blue or black pen in the spaces provided on the question paper.you may use a pencil for any diagrams, graphs or rough working.do not use staples, paper clips, highlighters, glue or correction fluid. answer allquestions. the number of marks is given in brackets [  ] at the end of each question or part question. a copy of the periodic table is printed on page 12.centre number candidate number name if you have been given a label, look at the details. if any details are incorrect ormissing, please fill in your correct detailsin the space given at the top of this page. stick your personal label here, if provided.for examiner\u2019s use 1 2345 total",
+            "2": "2 0620/03/o/n/031ammonia contains the elements nitrogen and hydrogen. it is manufactured from these elements in the haber process. n2(g)  +  3h2(g)         2nh3(g) the forward reaction is exothermic. (a) (i) nitrogen is obtained from liquid air by fractional distillation. why does this technique separate liquid oxygen and nitrogen? ... ... (ii) name tworaw materials from which hydrogen is manufactured. ...[3] (b)the table shows how the percentage of ammonia in the equilibrium mixture varies with pressure at 600 \u00b0c. (i)explain why the percentage of ammonia increases as the pressure increases. ... ...[2] (ii) how would the percentage of ammonia change if the measurements had been made at a lower temperature?  explain your answer. ... ..[2] (iii) state twoof the reaction conditions used in the haber process. ..[2]for examiner\u2019s use percentage ammonia 8 12 15 20 pressure/atm 200 300 400 500",
+            "3": "3 0620/03/o/n/03 [turn over(c)ammonia is a base. (i)name a particle that an ammonia molecule can accept from an acid. ... (ii) write an equation for ammonia acting as a base. ...[3] (d)given aqueous solutions, 0.1mol/dm3, of sodium hydroxide and ammonia, describe how you could show that ammonia is the weaker base. .. ..[2] (e)another compound that contains nitrogen and hydrogen is hydrazine, n2h4. (i)draw the structural formula of hydrazine. hydrogen can form only one bond per atom but nitrogen can form three. (ii) draw a diagram that shows the arrangement of the valency electrons in one molecule of hydrazine. hydrazine is a covalent compound.use x to represent an electron from a nitrogen atom.use o to represent an electron from a hydrogen atom. [3]for examiner\u2019s use",
+            "4": "4 0620/03/o/n/032some of the factors that can determine the rate of a reaction are concentration, temperature and light intensity. (a)a small piece of calcium carbonate was added to an excess of hydrochloric acid. thetime taken for the carbonate to react completely was measured. caco 3(s)  +  2hc l(aq)\u2192cacl2(aq)  +  co2(g)  +  h2o(l) the experiment was repeated at the same temperature, using pieces of calcium carbonateof the same size but with acid of a different concentration. in all the experiments anexcess of acid was used. (i)complete the table (assume the rate is proportional to both the acid concentrationand the number of pieces of calcium carbonate). [3] (ii) explain why the reaction rate would increase if the temperature was increased. ... ...[2] (iii) explain why the rate of this reaction increases if the piece of carbonate is crushed to a powder. ...[1] (iv) fine powders mixed with air can explode violently. name an industrial processwhere there is a risk of this type of explosion. ... ...[1] (b)sodium chlorate( i) decomposes to form oxygen and sodium chloride. this is an example of a photochemical reaction. the rate of reaction depends on the intensity of the light. 2naclo(aq) \u21922nacl(aq)  +  o2(g) (i)describe how the rate of this reaction could be measured. ..[2]for examiner\u2019s use concentration of acid / mol dm\u201334 2 2 \u2026\u2026\u2026. number of piecesof carbonate 1121 time / s \u2026\u2026\u2026. 80 \u2026\u2026\u2026. 160",
+            "5": "5 0620/03/o/n/03 [turn over(ii)how could you show that this reaction is photochemical? ... ...[1] (c)photosynthesis is another example of a photochemical reaction. glucose and more complex carbohydrates are made from carbon dioxide and water. (i)complete the equation. 6co2+  6h2o\u2192c6h12o6+  \u2026\u2026\u2026.. [2] (ii)glucose can be represented as draw the structure of a more complex carbohydrate that can be formed from glucose by condensation polymerisation. [2] 3zinc blende is the common ore of zinc. it is usually found mixed with an ore of lead andtraces of silver.  (a) (i) describe how zinc blende is changed into zinc oxide. ... ...[2] (ii) write an equation for the reduction of zinc oxide by carbon. ...[2] (iii) the boiling point of lead is 1740 \u00b0c and that of zinc is 907 \u00b0c. explain why, when both oxides are reduced by heating with carbon at 1400 \u00b0c, only lead remains inthe furnace. ... ...[2]ho ohfor examiner\u2019s use",
+            "6": "6 0620/03/o/n/03(b)a major use of zinc is to make diecasting alloys. these contain about 4% of aluminium and they are stronger and less malleable than pure zinc. (i)give one other large scale use of zinc. ...[1] (ii) describe the structure of a typical metal, such as zinc, and explain why it ismalleable. ... ..[3] (iii) suggest why the introduction of a different metallic atom into the structure makes the alloy stronger than the pure metal. ... ...[2] (c)a solution of an impure zinc ore contained zinc, lead and silver( i) ions. the addition of zinc dust will displace both lead and silver. (i)the ionic equation for the displacement of lead is as follows. change 1 zn(s)   +   pb 2+(aq)\u2192zn2+(aq)   +   pb(s) change 2 which change is reduction? explain your answer. ..[2] (ii) write an ionic equation for the reaction between zinc atoms and silver( i) ions. ...[2]for examiner\u2019s use",
+            "7": "7 0620/03/o/n/03 [turn over4esters occur naturally in plants and animals. they are manufactured from petroleum. ethyl ethanoate and butyl ethanoate are industrially important as solvents. (a) (i) explain the term solvent. ...[1] (ii) give the formula of ethyl ethanoate. [1] (iii) ethyl ethanoate can be made from ethanol and ethanoic acid. describe how these chemicals can be made. ethanol from ethene ..[2] ethanoic acid from ethanol ..[2] (iv) name twochemicals from which butyl ethanoate can be made. ...[1] (b)the following equation represents the alkaline hydrolysis of a naturally occurring ester. (i)which substance in the equation is an alcohol? underline the substance in the equation above. [1] (ii) what is the major use for compounds of the type c 17h35coona ? ...[1]c17h35ch2 co2 c17h35ch co2 c17h35+  3naoh         3c17h35coona ch2ch2oh choh ch2oh co2+for examiner\u2019s use",
+            "8": "8 0620/03/o/n/03(c)a polymer has the structure shown below. (i)what type of polymer is this? ...[1] (ii) complete the following to give the structures of the two monomers from which the above polymer could be made. [2] (d)esters are frequently used as solvents in chromatography. a natural macromoleculewas hydrolysed to give a mixture of amino acids. these could be identified bychromatography. (i)what type of macromolecule was hydrolysed? ..[1] (ii) what type of linkage was broken by hydrolysis? ..[1] (iii) explain why the chromatogram must be sprayed with a locating agent before theamino acids can be identified. ... ...[1] (iv) explain how it is possible to identify the amino acids from the chromatogram. ..[2]c o oco ofor examiner\u2019s use",
+            "9": "9 0620/03/o/n/035sulphur dioxide, so2, and sulphur trioxide, so3, are the two oxides of sulphur. (a)sulphur dioxide can kill bacteria and has bleaching properties. give a use of sulphur dioxide that depends on each of these properties. (i)ability to kill bacteria .[1] (ii) bleaching properties .[1] (b)sulphur trioxide can be made from sulphur dioxide. (i)why is this reaction important industrially? ...[1] (ii) complete the word equation.  sulphur dioxide  +  \u2026\u2026\u2026\u2026\u2026\u2026.\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026   \u2192 sulphur trioxide [1] (iii) what are the conditions for this reaction? ..[2] (c)sulphur dioxide is easily oxidised in the presence of water. so 2+  2h2o  \u2013  2e\u2013\u2192so42\u2013+  4h+ (i)what colour change would be observed when an excess of aqueous sulphur dioxide is added to an acidic solution of potassium manganate( vii)? ...[2] (ii) to aqueous sulphur dioxide, acidified barium chloride solution is added. the mixture remains clear. when bromine is added, a thick white precipitate forms. what is thewhite precipitate? explain why it forms. ... ...[3] (d)sulphur dioxide reacts with chlorine in an addition reaction to form sulphuryl chloride. so 2+  cl2\u2192so2cl2 8.0 g of sulphur dioxide was mixed with 14.2 g of chlorine. the mass of one mole of so2cl2is 135 g. calculate the mass of sulphuryl chloride formed by this mixture. calculate the number of moles of so2in the mixture =  \u2026\u2026\u2026\u2026\u2026\u2026 calculate the number of moles of c l2in the mixture =  \u2026\u2026\u2026\u2026\u2026\u2026 which reagent was not in excess?  \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026.how many moles of so 2cl2were formed  =  \u2026\u2026\u2026\u2026\u2026\u2026. calculate the mass of sulphuryl chloride formed  =  \u2026\u2026\u2026\u2026. g [5]for examiner\u2019s use",
+            "10": "10 0620/03/o/n/03blank page",
+            "11": "11 0620/03/o/n/03blank page",
+            "12": "12 0620/03/o/n/03groupdata sheet the periodic table of the elements 140 ce cerium 58141 pr praseodymium 59144 nd neodymium 60pm promethium 61150 sm samarium 62152 eu europium 63157 gd gadolinium 64159 tb terbium 65162 dy dysprosium 66165 ho holmium 67167 er erbium 68169 tm thulium 69173 yb ytterbium 70175 lu lutetium 71 232 th thorium 90pa protactinium 91238 u uranium 92np neptunium 93pu plutonium 94am americium 95cm curium 96bk berkelium 97cf californium 98es einsteinium 99fm fermium 100md mendelevium 101no nobelium 102lr lawrencium 1031 h hydrogen 1 7 li lithium 3 23 na sodium 1124 mg magnesium 12 40 ca calcium 2045 sc scandium 2148 ti titanium 2251 v vanadium 2352 cr chromium 2455 mn manganese 2556 fe iron 2659 co cobalt 2759 ni nickel 2864 cu copper 2965 zn zinc 3070 ga gallium 3127 al aluminium 1311 b boron 512 c carbon 614 n nitrogen 716 o oxygen 819 f fluorine 9 28 si silicon 1431 p phosphorus 1532 s sulphur 1635.5 cl chlorine 1740 ar argon 1820 ne neon 104 he helium 2 73 ge germanium 3275 as arsenic 3379 se selenium 3480 br bromine 3584 kr krypton 3639 k potassium 19 88 sr strontium 3889 y yttrium 3991 zr zirconium 4093 nb niobium 4196 mo molybdenum 42tc technetium 43101 ru ruthenium 44103 rh rhodium 45106 pd palladium 46108 ag silver 47112 cd cadmium 48115 in indium 49119 sn tin 50122 sb antimony 51128 te tellurium 52127 i iodine 53131 xe xenon 54 137 ba barium 56139 la lanthanum 57 *178 hf hafnium 72181 ta tantalum 73184 w tungsten 74186 re rhenium 75190 os osmium 76192 ir iridium 77195 pt platinum 78197 au gold 79201 hg mercury 80204 tl thallium 81207 pb lead 82209 bi bismuth 83po polonium 84at astatine 85rn radon 86 fr francium 87227 ac actinium 89               \u20209 be beryllium 4ii i iii iv v vi vii 0 85 rb rubidium 37 133 cs caesium 55 226 ra radium 88 the volume of one mole of any gas is 24 dm3at room temperature and pressure (r.t.p.).a x ba = relative atomic mass x= atomic symbol b = proton (atomic) numberkey*58-71 lanthanoid series \u202090-103 actinoid series"
+        },
+        "0620_w03_qp_5.pdf": {
+            "1": "this document consists of 7printed pages, 1blank page and an insert. sp (sm) s34036/5 \u00a9 ucles 2003 [turn overcambridge international examinations  international general certificate of secondary education chemistry 0620/05 paper 5  practical test october/november 2003 1 hour 15 minutes candidates answer on the question paper. additional materials: as listed in instructions to supervisors read these instructions first write your name, centre number and candidate number in the spaces at the top of this page. write in dark blue or black pen in the spaces provided on the question paper.y ou may use a pencil for any diagrams, graphs or rough working.do not use staples, paper clips, highlighters, glue or correction fluid. answer all questions. the number of marks is given in brackets [  ] at the end of each question or part question. practical notes are printed on page 8.centre number candidate number name if you have been given a label, look at the details. if any details are incorrect ormissing, please fill in your correct detailsin the space given at the top of this page. stick your personal label here, if provided.for examiner\u2019s use 1 2 total",
+            "2": "2 0620/05/o/n/031y ou are going to investigate the speed of reaction between aqueous potassium bromate and potassium iodide solution. read alltheinstructions below carefully before starting the experiments. instructions fill the burette upto the 0.0 cm3mark with the aqueous potassium iodide. put 5 test-tubes in a rack. using the burette, add 6 cm3of aqueous potassium iodide to each test-tube to be used in the 5 following experiments. experiment 1 y ou are going to measure 5 different solutions into a small beaker. use the 10 cm3 measuring cylinder to measure all the solutions. the cylinder does notneed rinsing between additions.using the measuring cylinder pour 12 cm 3of the aqueous potassium bromate into the small beaker. use the 10 cm3measuring cylinder to add 2 cm3of hydrochloric acid and 4 cm3of water to the beaker. now add 5 cm3of starch solution and 1 cm3of sodium thiosulphate solution to the beaker. place the beaker on the insert. add 6 cm3of aqueous potassium iodide from a test-tube to the mixture in the beaker and start your timer. stop the timer when you can no longer read the words on the insert when looking down through the beaker. record the time in the table. pour away the contents of the beaker and rinse the beaker with distilled water.table of results [4]for examiner\u2019s use experiment volume time/s potassium bromate/cm3 water/cm3 11 2 4 21 0 6 38 8 46 1 0 54 1 2",
+            "3": "3 0620/05/o/n/03experiment 2 using a measuring cylinder pour into the beaker 10 cm3of the potassium bromate solution. follow the instructions exactly as given for experiment 1, using the same volumes of the other reagents, but this time add 6 cm3of water to the beaker. record your time in the table. experiments 3, 4 and 5 repeat experiment 1 using the volumes of aqueous potassium bromate and water specified in the table of results. record the times in the table. [turn overfor examiner\u2019s use",
+            "4": "4 0620/05/o/n/03(a)plot your results on the grid. draw a smooth line graph. [4] 12 experiment numbertime/s 345for examiner\u2019s use",
+            "5": "5 0620/05/o/n/03(b)describe how the appearance of the mixture in the beaker changed as you timed the reaction. ..[2] (c)from your graph estimate the time of the reaction if experiment 1 was repeated using7c m 3of potassium bromate and 9 cm3of water. ..[2] show clearly on your graph how you worked out your answers. [1] (d) (i) which experiment is the quickest? ...[1] (ii) explain why this experiment is the quickest. ... ..[2] (e) (i) state twosources of error in the experiments. 1 . ... ... 2 . ... ...[2] (ii) suggest twoimprovements to reduce the sources of error in the experiments. 1 . ... ... 2 . ... ...[2] [turn overfor examiner\u2019s use",
+            "6": "6 0620/05/o/n/032y ou are provided with an aqueous solution of substance x. carry out the following tests on x, record all of your observations in the table. do notwrite any conclusions in the table. (f)what conclusions can you draw about substance x? .. [4]for examiner\u2019s use tests observations (a)colour of solution x. .[1] (b) (i) by using a teat pipette add drops of aqueous sodium hydroxide to . about 2 cm3of the solution in a  test-tube. .now add excess aqueous sodium hydroxide to the test-tube. .[3] (ii) carefully warm the mixture. . test any gas given off with . damp indicator paper. .[2] (c)repeat (b)(i) using aqueous  ammonia instead of aqueous .sodium hydroxide. . .[3] (d)acidify about 2 cm3of solution xwith dilute sulphuric acid. add two pieces .of zinc. warm the mixture gently.test the gas given off. . .[3] leave the mixture to react for .10 minutes. after 10 minutes decant the liquid and repeat test (b)(i) . .[2] (e)add a few drops of hydrochloric acidto about 2 cm 3of solution xin a  test-tube. add about 1 cm3of barium  chloride solution to the mixture. .[2]",
+            "7": "7 0620/05/m/j/03blank page",
+            "8": "8 0620/05/m/j/03notes for use in qualitative analysis tests for anions tests for aqueous cations tests for gases gas test and test results turns damp red litmus paper blue turns limewater milky bleaches damp litmus paper \u201cpops\u201d with a lighted splint relights a glowing splint oxygen (o2)hydrogen (h2)carbon dioxide (co2)ammonia (nh3) chlorine (c l2)cation aluminium (a l3+) white ppt., soluble in excess giving a colourless solution ammonia produced on warming white ppt., insoluble in excess green ppt., insoluble in excess red-brown ppt., insoluble in excess white ppt., soluble in excess giving a colourless solutionwhite ppt., soluble in excessgiving a colourless solutionred-brown ppt., insoluble in excesswhite ppt., insoluble in excess \u2013 green ppt., insoluble in excessno ppt., or very slight white ppt. light blue ppt., soluble in excess giving a dark blue solutionlight blue ppt., insoluble in excess iron( ii) (fe2+) iron( iii) (fe3+) zinc (zn2+)ammonium (nh4+) calcium (ca2+) copper (cu2+)effect of aqueous sodium hydroxide effect of aqueous ammoniaanion carbonate (co32\u2013) add dilute acid acidify with dilute nitric acid, then add aqueous silver nitrate acidify with dilute nitric acid, thenaqueous lead( ii) nitrate acidify with dilute nitric acid, thenaqueous barium nitrateeffervescence, carbon dioxideproduced white ppt. white ppt.yellow ppt. ammonia produced add aqueous sodium hydroxide then aluminium foil; warm carefully sulphate (so 42\u2013) [in solution]chloride (c l\u2013) [in solution] iodide ( i\u2013) [in solution] nitrate (no3\u2013) [in solution]test test result"
+        },
+        "0620_w03_qp_6.pdf": {
+            "1": "this document consists of 11printed pages and 1blank page. sp (sc/slc) s33049/4 \u00a9 cie 2003 [turn overcambridge international examinations  international general certificate of secondary education chemistry 0620/06 paper 6  alternative to practical october/november 2003 1 hour 15 minutes candidates answer on the question paper. no additional materials required. read these instructions first write your name, centre number and candidate number in the spaces provided at the top of this page. write in dark blue or black pen in the spaces provided on the question paper.you may use a pencil for any diagrams, graphs or rough working.do not use staples, paper clips, highlighters, glue or correction fluid. answer allquestions. the number of marks is given in brackets [  ] at the end of each question or part question.centre number candidate number name if you have been given a label, look at the details. if any details are incorrect ormissing, please fill in your correct detailsin the space given at the top of this page. stick your personal label here, if provided.for examiner\u2019s use 1 2 3 4 5 6 total",
+            "2": "2 0620/06 o/n/031the apparatus below was used to separate ethanol from water. (a)complete the empty boxes to name the pieces of apparatus. [3] (b)indicate by an arrow where heat is applied. [1] (c)name this separation process. ..[2]for examiner\u2019s use",
+            "3": "3 0620/06 o/n/03 [turn over2a student extracted and investigated the orange colour in some sweets. the student followed these instructions: 1collect sweets, a watch glass, a beaker, eye protection and 100 cm3of ethanol. 2crush the sweets. 3place the crushed sweets in the beaker containing 100 cm3of ethanol. 4boil the mixture with the watch glass covering the beaker. 5decant the liquid and concentrate it by evaporation until the colour is dark orange. 6investigate which colours are present in the orange solution. (a)why should the sweets be crushed? [2] (b)why should the experiment be carried out in a well-ventilated laboratory? ..[1] (c)state onesafety precaution that the student should have taken, other than carrying out the experiment in a well-ventilated laboratory and using eye protection. ..[1] (d)state the purpose of the watch glass. ..[1] (e)explain the term decant. ..[1] (f)describe how the student could carry out instruction 6. y ou may draw a diagram in the space below to help you answer the question. .. [5]for examiner\u2019s use",
+            "4": "4 0620/06 o/n/033a student investigated the speed of reaction between aqueous potassium bromate and potassium iodide solution. a burette was filled up to the 0.0 cm3mark with aqueous potassium iodide. to each of 5 test-tubes was added 6 cm3of aqueous potassium iodide to be used in the 5 following experiments. experiment 1 by using a measuring cylinder 12 cm3of aqueous potassium bromate was poured into a small beaker. to this solution was added 4 cm3of water, 2 cm3of hydrochloric acid, 5 cm3of starch solution and 1 cm3of sodium thiosulphate solution. the beaker was placed on a cross drawn on a piece of paper. from one of the test-tubes 6 cm3of aqueous potassium iodide was added to the mixture in the beaker and the timer started. a dark blue colour formed. the timer was stopped whenthe cross on the paper could not be seen. use the stop clock diagram to record the time in the table. experiment 2 by using a measuring cylinder 10 cm 3of potassium bromate solution was poured into a beaker. the instructions were repeated exactly as given for experiment 1, but 6 cm3of water was added to the beaker.use the diagram to record the time in the table.experiments 3, 4 and 5experiment 1 was repeated using the volumes of aqueous potassium bromate and water specified in the table of results. record the times in the table.for examiner\u2019s use",
+            "5": "5 0620/06 o/n/03 [turn overtable of results [5]for examiner\u2019s use experiment volume clock diagram time/s potassium bromate/cm3water/cm3 11 2 4 21 0 6 38 8 46 1 0 54 1 200 301045 15 515minutes seconds 00 301045 15 515minutes seconds 00 301045 15 515minutes seconds 00 301045 15 515minutes seconds 00 301045 15 515minutes seconds",
+            "6": "6 0620/06 o/n/03(a)plot the results on the grid. draw a smooth line graph. [4] (b)from your graph estimate the time of the reaction if experiment 1 was repeated using 5cm3of potassium bromate and 11 cm3of water. .. show clearly on your graph how you worked out your answers. [3] (c) (i) which experiment is the quickest? ... (ii) explain why this experiment is the quickest. .[3]024681012 20 40 time / svolume of potassium bromate /c m3 60 80 100for examiner\u2019s use",
+            "7": "7 0620/06 o/n/03 [turn over(d) (i) state twopossible sources of error in the experiments. 1 . ... ... 2 . ... ... (ii) suggest twoimprovements to reduce the sources of error in the experiments. 1 . ... ... 2 . ... ...[4]for examiner\u2019s use",
+            "8": "8 0620/06 o/n/034an aqueous solution of substance xwas analysed. substance xwas an iron( iii) salt containing one other cation. the tests on xand some of the observations are in the following table. complete the observations in the table.for examiner\u2019s use tests (a)colour of solution x (b) (i) drops of aqueous sodium hydroxide were added to about2c m 3of the solution. excess aqueous sodium hydroxide wasadded to the test-tube. (ii) the mixture was heated. thegas given off was tested withdamp indicator paper. [3] pungent smell indicator turned blue, ph 10 [2](c)experiment (b)(i) was repeated using aqueous ammonia instead of aqueous sodium hydroxide.dark yellowobservations (d)to about 2 cm3of solution xwas added dilute sulphuric acid. twopieces of zinc were added. themixture was heated and the gasgiven off tested. after 10 minutes the mixture was filtered and test (b)(i) was repeated. (e)a few drops of hydrochloric acidwere added to about 2 cm 3of solution x. about 1 cm3of barium chloride solution was added to themixture. white precipitatelighted splint popped green precipitate insoluble in excess",
+            "9": "9 0620/06 o/n/03 [turn over(f) (i) name the gas given off in (d). ... (ii) what type of chemical reaction occurs in (d). explain your answer. ... ..[3] (g)what conclusions can you draw about the anion and the other cation in substance x? anion . ... cation  [2]for examiner\u2019s use",
+            "10": "10 0620/06 o/n/035ammonia is produced when aqueous sodium hydroxide is warmed with ammonium sulphate. ammonia is less dense than air and very soluble in water. the apparatus belowwas used to prepare a sample of dry ammonia gas. (a)name substance c. ..[1] (b)name substance d. ..[1] (c)what necessary piece of equipment is missing in the diagram? ..[1] (d)suggest why concentrated sulphuric acid should notbe used to dry ammonia. ..[1] (e)there are two other mistakes in the apparatus shown in the diagram. identify andexplain these mistakes. mistake 1 .. explanation ...  mistake 2 ..explanation ... [4]ammonia concentrated sulphuric acidc dfor examiner\u2019s use",
+            "11": "11 0620/06 o/n/036sulphur dioxide gas is a common pollutant formed when fossil fuels burn in air. sulphur dioxide can be detected by using an acidic solution of potassium dichromate( vi). the dichromate solution changes colour from orange to green when a certain amount of sulphurdioxide has reacted with it. plan an experiment to investigate which of three different samples of coal produces most sulphur dioxide. .. ..[6]for examiner\u2019s use",
+            "12": "12 0620/06 o/n/03blank page"
+        }
+    },
+    "2004": {
+        "0620_s04_qp_1.pdf": {
+            "1": "university of cambridge international examinations  international general certificate of secondary education  chemistry0620/01 paper 1  multiple choice  may/june 2004  45 minutes additional materials: multiple choice answer sheet   soft clean eraser   soft pencil (type b or hb is recommended)                    read these instructions first   write in soft pencil.  do not use staples, paper clips, highlighters, glue or correction fluid.   write your name, centre number and candidate number on the answer sheet in the spaces provided   unless this has been done for you.  there are forty  questions on this paper. answer all questions.   for each question there are four possible answers  a,b,c, and d. choose the one you consider correct   and record your choice in soft pencil  on the separate answer sheet.  read the instructions on the answer sheet very carefully.   each correct answer will score one mark. a mark will not be deducted for a wrong answer.   any rough working should be done in this booklet.   a copy of the periodic table is printed on page 16.  you may use a calculator.  this document consists of 16 printed pages.  ib04 06_0620_01/3rp   \uf6d9 ucles 2004 [turn over",
+            "2": "2 \uf6d9 ucles 2004 0620/01/m/j/041 some students are asked to describe differences between gases and liquids.  three of their suggestions are:  1 gas molecules are further apart;  2 gas molecules are smaller;  3 liquid molecules vibrate around fixed positions.  which suggestions are correct?  a 1 only  b  2 only  c  3 only  d 1, 2 and 3  2 a coloured liquid vaporises easily at room temperature. some of the liquid is placed at the bottom  of a sealed gas jar.  which diagram shows the appearance of the jar after several hours?  3 measurements are made on some pure water.  its boiling point, b.p.  its freezing point, f.p.  its ph  sodium chloride is now dissolved in the water and the measurements repeated.  which measured values change?  b.p. f.p. ph  a \u0013\u0013\u0013 b \u0013\u0013\u0017 c \u0017\u0017\u0013 d \u0017\u0017\u0017ad c b coloured liquidcolouredvapourcolouredvapour colouredvapour",
+            "3": "3 \uf6d9 ucles 2004 0620/01/m/j/04 [turn over4 the diagram shows a chromatogram obtained from three sweets, x, y and z.  sweet x sweet y sweet zyellow redred yellowred yellow red how many different red dyes are present in the sweets?  a 1 b2 c 3 d 4 5 which properties does a group vi element have?  forms covalent  bondsforms ionic  bondsconducts electricity  when solid  a \u0013\u0013 \u0013 b \u0017\u0013 \u0013 c \u0013\u0013 \u0017 d \u0013\u0017 \u0017",
+            "4": "4 \uf6d9 ucles 2004 0620/01/m/j/046 the electronic structure of an element is shown.  ee eee e ee eeee eelectron nucleuskey which diagram shows the electronic structure of another element in the same group in the  periodic table?  eeee eeee eee ee ee eeee ee ee eeee e e ee eeb a d c 7 in the diagrams, circles of different sizes represent atoms of different elements.  which diagram can represent hydrogen chloride gas?  b a c d",
+            "5": "5 \uf6d9 ucles 2004 0620/01/m/j/04 [turn over8 how many electrons are shared between the atoms in a molecule of methane, ch 4, and in a  molecule of water, h 2o? methane water  a 4 2  b 4 4  c 8 2  d 8 4  9 the oxide pb 3o4 reacts with dilute nitric acid to form lead( ii) nitrate, lead( iv) oxide and another  product. what is the equation for this reaction?  apb3o4 + 4hno 3\u2192 2pb(no 3)2 + pbo 2 + 2h 2o bpb3o4 + 2hno 3\u2192 2pbno 3 + pbo 4 + h 2 cpb3o4 + 4hno 3\u2192 pb(no 3)4 + 2pbo + 2h 2o d2pb 3o4 + 2hno 3\u2192 2pb 2no 3 + 2pbo 2 + h 2 10 the compound ethyl mercaptan, c 2h5sh, has a very unpleasant smell.  what is its relative molecular mass?  a 34  b  50  c  61  d  62  11 the proton number of helium is 2.  what information does this give about helium?  a its atom has two electrons.  b its atom is twice as heavy as a hydrogen atom.  c it is a group ii element. d its molecule has two atoms. ",
+            "6": "6 \uf6d9 ucles 2004 0620/01/m/j/0412 in the circuit shown the bulb does not light.  carbon electrode solid copper( ii) sulphatecarbon electrode beakerbulb which change would cause the bulb to light?  a add more solid copper( ii) sulphate to the beaker  b add water to dissolve the copper( ii) sulphate  c replace the carbon electrodes with copper electrodes  d reverse the connections to the electrodes  13 the following electrolysis circuit is set up, using inert electrodes p, q, r ands. pq+       +        rs concentrated hydrochloric acidmolten lead( ii) bromide at which of the electrodes is a group v ii element produced?  a p only b p and r c q only d q and s 14 when it is used as a fuel, hydrogen combines with substance x. what is x? a carbon  b methane  c nitrogen d oxygen ",
+            "7": "7 \uf6d9 ucles 2004 0620/01/m/j/04 [turn over15 the table compares the strengths of the bonds for reactions of the type below.  x2 + y 2\u2192 2xy  which reaction is most exothermic?  bonds in  x2bonds in  y2bonds in  xy a strong strong strong  b strong strong weak  c weak weak strong  d weak weak weak  16 in an experiment, copper( ii) oxide is changed to copper by a gas x.  what happens to the copper( ii) oxide and what is x? copper( ii) oxide gasx a oxidised carbon dioxide  b oxidised carbon monoxide  c reduced carbon dioxide  d reduced carbon monoxide  17 in an experiment, a 2g lump of zinc and 2g of powdered zinc are added separately to equal  volumes of dilute sulphuric acid.  the solid line on the graph shows the volume of gas given off when the 2g lump is used.  which dotted line is obtained when the zinc is powdered?  0 0 timevolume of gasa b c d",
+            "8": "8 \uf6d9 ucles 2004 0620/01/m/j/0418 which process is endothermic?  a adding water to anhydrous copper( ii) sulphate  b burning magnesium to make the oxide  c heating water to make steam d neutralising acidic industrial waste  19 an aqueous solution contains either aluminium sulphate or zinc sulphate.  which aqueous reagent can be used to confirm which salt is present?  a ammonia  b barium chloride  c sodium hydroxide d sulphuric acid  20 compound x \u2022 does not dissolve in water, \u2022 does not react with water, \u2022 is used to control soil acidity.  what is x? a calcium carbonate  b calcium chloride  c calcium hydroxide d calcium oxide  21aqueous sodium hydroxide is added to two different solutions with the results shown.  xy green precipitate formed light blue precipitate formed which cation is present in x and in y?  x y  a ammonium iron( ii) b copper( ii) ammonium  c iron( ii) copper( ii) d iron( ii) ammonium ",
+            "9": "9 \uf6d9 ucles 2004 0620/01/m/j/04 [turn over22 the diagrams show the arrangement of electrons in three different atoms.  e3 2 1 key electron nucleuse ee e ee ee e eee eee ee which atoms are metals?  a 1 and 2 only b 1 and 3 only c 2 and 3 only d 1, 2 and 3  23 which property do all metals have?  a they are hard.  b they conduct electricity.  c they form acidic oxides.  d they react with water.  24 the diagram shows a light bulb.  filamen t argon why is argon used instead of air in the light bulb?  a argon is a good conductor of electricity.  b argon is more reactive than air.  c the filament glows more brightly. d the filament lasts for a longer time. ",
+            "10": "10 \uf6d9 ucles 2004 0620/01/m/j/0425 which element is likely to be a transition metal?  melting point inoc density in g / cm3 colour of oxide  a 98  1.0  white  b 328  11.3  yellow  c 651  1.7  white  d 1240  7.4  black  26 three metals are extracted as shown in the table.  metal method of extraction  x electrolyse molten metal oxide  y heat metal oxide with carbon   z occurs naturally as the metal   what is the order of reactivity of the metals?  most reactive  least reactive  a x y z  b x z y  c y z x  d z x y  27 haematite is reduced to iron in the blast furnace.  haematite + carbon monoxide \u2192 iron + x what is x? a carbon  b carbon dioxide  c hydrogen  d oxygen  28 which object is least  likely to contain aluminium?  a a bicycle frame  b a hammer  c a saucepan d an aeroplane body ",
+            "11": "11 \uf6d9 ucles 2004 0620/01/m/j/04 [turn over29 a sample of clean, dry air is passed over hot copper until all the oxygen in the air reacts with the  copper. copper heatclean dry air the volume of air decreases by 30cm3. what was the starting volume of the sample of air?  a60cm3 b 100 cm3 c 150 cm3 d 300 cm3 30the ph of some aqueous sodium hydroxide is measured. the solution is then distilled as shown.  distillate collectedheatnaoh(aq)thermometer flask how do the ph values of the distillate and of the solution left in the flask compare with the  original? ph of the distillate ph of the solution  left in the flask  a higher higher  b higher lower  c lower higher  d lower lower ",
+            "12": "12 \uf6d9 ucles 2004 0620/01/m/j/0431 which two gases produced from the burning of petrol in motor vehicles contribute to the formation  of acid rain?  a carbon dioxide and carbon monoxide  b carbon monoxide and sulphur dioxide  c carbon monoxide and nitrogen dioxide d nitrogen dioxide and sulphur dioxide  32 an old railway carriage is being restored. metal strips are secured on to the outside of the  wooden carriage by means of screws. after a few weeks open to the wind and rain, the screws  are heavily corroded but the metal strips are not.  woodmetal strip metalscrew aluminium is more reactive than both steel and copper.  which two metals would give this result?  screws strips  a aluminium steel  b copper aluminium  c copper steel  d steel aluminium  33 the diagram shows how oxygen is used in welding.  flame oxygen, o 2gas, x what is gas x ? a acetylene  b argon  c neon  d nitrogen ",
+            "13": "13 \uf6d9 ucles 2004 0620/01/m/j/04 [turn over34 the diagrams show the growth of four plants.  nh4cl(aq)after treatment before treatment (nh4)2so4(aq) nano3(aq) na2so4(aq) which element is acting as a fertiliser?  a c l b n c na d s ",
+            "14": "14 \uf6d9 ucles 2004 0620/01/m/j/0435 gas is released in all of the examples below.  fermenting grapesacid rain on a limestone statuea dog pantingwine a candle burning which gas do they all produce?  a carbon dioxide  b hydrogen  c methane d oxygen  36 what is formed when calcium carbonate is heated?  a calcium and carbon  b calcium and carbon dioxide  c calcium oxide and carbon  d calcium oxide and carbon dioxide  37 which compound contains three elements?  a ethanol  b ethene  c methane d poly(ethene) ",
+            "15": "15 \uf6d9 ucles 2004 0620/01/m/j/0438 four fractions obtained from crude oil (petroleum) are listed below.  which fraction is paired with a correct use?   fraction use  a bitumen making waxes  b diesel fuel for aircraft  c lubricating making roads  d paraffin fuel for oil stoves  39 the structures of three compounds are shown.  hhh hchh hh c cc cchhc h hhhhhhh hh c cchhc hhc why do these substances all belong to the same homologous series?  a they all contain an even number of carbon atoms.  b they all contain the same functional group.  c they are all hydrocarbons. d they are all saturated.  40 the table shows some suggested reactions involving ethanol.  which suggestions about the reactants and products are correct?  reaction reactants products  a ethanol and oxygen carbon dioxide and water  b ethene and steam ethanol and hydrogen  c glucose and oxygen ethanol and carbon dioxide  d glucose and water ethanol and oxygen ",
+            "16": "16 university of cambridge international examinations is part of the university of cambridge local examinations syndicate (ucles) which is itself a department of  the university of cambridge.  0620/01/m/j/04group 140 ce cerium 58141 pr praseodymium 59144 nd neodymium 60pm promethium 61150 sm samarium 62152 eu europium 63157 gd gadolinium 64159 tb terbium 65162 dy dysprosium 66165 ho holmium 67167 er erbium 68169 tm thulium 69173 yb ytterbium 70175 lu lutetium 71 232 th thorium 90pa protactinium 91238 u uranium 92np neptunium 93pu plutonium 94am americium 95cm curium 96bk berkelium 97cf californium 98es einsteinium 99fm fermium 100md mendelevium 101no nobelium 102lr lawrencium 1031 h hydrogen 1 7 li lithium 3 23 na sodium 1124 mg magnesium 12 40 ca calcium 2045 sc scandium 2148 ti titanium 2251 v vanadium 2352 cr chromium 2455 mn manganese 2556 fe iron 2659 co cobalt 2759 ni nickel 2864 cu copper 2965 zn zinc 3070 ga gallium 3127 al aluminium 1311 b boron 512 c carbon 614 n nitrogen 716 o oxygen 819 f fluorine 9 28 si silicon 1431 p phosphorus 1532 s sulphur 1635.5 cl chlorine 1740 ar argon 1820 ne neon 104 he helium 2 73 ge germanium 3275 as arsenic 3379 se selenium 3480 br bromine 3584 kr krypton 3639 k potassium 19 88 sr strontium 3889 y yttrium 3991 zr zirconium 4093 nb niobium 4196 mo molybdenum 42tc technetium 43101 ru ruthenium 44103 rh rhodium 45106 pd palladium 46108 ag silver 47112 cd cadmium 48115 in indium 49119 sn tin 50122 sb antimony 51128 te tellurium 52127 i iodine 53131 xe xenon 54 137 ba barium 56139 la lanthanum 57 *178 hf hafnium 72181 ta tantalum 73184 w tungsten 74186 re rhenium 75190 os osmium 76192 ir iridium 77195 pt platinum 78197 au gold 79201 hg mercury 80204 tl thallium 81207 pb lead 82209 bi bismuth 83po polonium 84at astatine 85rn radon 86 fr francium 87227 ac actinium 899 be beryllium 4ii i iii iv v vi vii 0 85 rb rubidium 37 133 cs caesium 55 226 ra radium 88 the volume of one mole of any gas is 24 dm3at room temperature and pressure (r.t.p.).a x ba = relative atomic mass x= atomic symbol b = proton (atomic) numberkey*58-71 lanthanoid series  90-103 actinoid seriesdata sheet the periodic table of the elements"
+        },
+        "0620_s04_qp_2.pdf": {
+            "1": "centre number candidate number name university of cambridge international examinations international general certificate of secondary education chemistry0620/02 paper 2 may/june 2004 1 hour 15 minutes candidates answer on the question paper. no additional materials required. read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen in the spaces provided on the question paper. you may use a pencil for any diagrams, graphs or rough working. do not use staples, paper clips, highlighters, glue or correction fluid. answer all questions. the number of marks is given in brackets [  ] at the end of each question or part question. a copy of the periodic table is printed on page 16. for examiner\u2019s use 1 2 3 4 5 6 total this document consists of 16 printed pages. ib04 06_0620_02/2rp /g211 ucles 2004 [turn overif you have been given a label, look at the details. if any details are incorrect o r missing, please fill in your correct details in the space given at the top of this page. stick your personal label here, if provided.",
+            "2": "2 /g211 ucles 2004 0620/02/m/j/04for examiner\u2019s use 1the diagram shows models of various structures, abc def (a)which three  of the structures a to f represent elements? give a reason for your answer. structures reason [2] (b)which one of the structures a to f represents a gas containing single atoms? [1] (c) (i) which one of the structures a to f represents a gas containing diatomic molecules? (ii) state the name of a gas which has diatomic molecules. [2] (d) (i) which one of the structures a to f represents graphite? (ii) state one use of graphite. [2] ",
+            "3": "3 /g211 ucles 2004 0620/02/m/j/04 [turn overfor examiner\u2019s use (e)structure d represents a compound. (i)state what is meant by the term compound . (ii) which one of the following substances is structure e most likely to represent? put a ring around the correct answer. ammonia hydrogen chloride methane water [2] (f)hydrogen chloride is a compound. (i)draw a diagram to show how the electrons are arranged in a molecule of hydrogen chloride. show only the outer electrons. show hydrogen electrons as /g183 show chlorine electrons as   x [2] (ii) state the name of the type of bonding present in hydrogen chloride. [1] (iii) hydrogen chloride dissolves in water to form an acidic solution (hydrochloric acid). describe how you would use litmus paper to show that this solution is acidic. [2] (iv) which one of the following values is most likely to represent the ph of a dilutesolution of hydrochloric acid? put a ring around the correct answer. ph 2 ph7 ph10 ph14 [1]",
+            "4": "4 /g211 ucles 2004 0620/02/m/j/04for examiner\u2019s use (v) complete the following equation for the reaction of hydrochloric acid with magnesium. mg(s) + hc l (aq) /g174 mgc l2(aq) +h 2(g) [1] (vi) name the salt formed in this reaction. [1] ",
+            "5": "5 /g211 ucles 2004 0620/02/m/j/04 [turn overfor examiner\u2019s use2two of the stages in water purification are filtration and chlorination. the diagram below shows a filter tank. sandstones water outimpure water in (a)explain how this filter helps purify the water. [2] (b) (i) why is chlorine added during water purification? (ii) after chlorination, the water is acidic. a small amount of slaked lime is added to theacidic water. explain why slaked lime is added. (iii) what is the chemical name for slaked lime? (iv)  state one other use of slaked lime. [4] ",
+            "6": "6 /g211 ucles 2004 0620/02/m/j/04for examiner\u2019s use(c) (i) state the boiling point of pure water. [2] (ii) describe a chemical test for water. test [1] result [1] (iii) state one use of water in the home. [1] (d)the diagram shows the arrangement of particles in the three different states of water. a b c which of these diagrams, a,b or c, shows water in a solid state? [1] (e)steam reacts with ethene in the presence of a catalyst. complete the word equation for this reaction. ethene + steam /g174 [1] (f)potassium reacts violently with water. complete the word equation for this reaction.potassium + water /g174 + [2] ",
+            "7": "7 /g211 ucles 2004 0620/02/m/j/04 [turn overfor examiner\u2019s use3when lumps of calcium carbonate react with hydrochloric acid, carbon dioxide gas is released. caco 3(s) + 2hc l(aq) /g174 cac l2(aq) +c o 2(g) + h 2o(l) (a)describe a practical method for investigating this reaction, which would enable you tocalculate the rate of reaction. [4] (b)what effect will the following have on the rate of the reaction? (i)increasing the temperature (ii) adding water to the acid (iii) using powdered calcium carbonate instead of lumps [3] (c)describe a test for calcium ions. resulttest [3] ",
+            "8": "8 /g211 ucles 2004 0620/02/m/j/04for examiner\u2019s use(d)calcium can be obtained by the electrolysis of molten calcium chloride. (i)suggest why calcium must be extracted by electrolysis rather than by reduction with carbon. [1] (ii) draw the electronic structure of an atom of calcium. [2]",
+            "9": "9 /g211 ucles 2004 0620/02/m/j/04 [turn overfor examiner\u2019s use4organic substances have many uses. (a)match the substances in the boxes on the left with the descriptions in the boxes on the right. the first one has been done for you. liquid used as a solvent used for making roads gas used as a fuel gas used in making polymersmethane ethanol ethene bitumen [3] (b)which one of the following would be least likely to be obtained from the fractionaldistillation of petroleum? put a ring around the correct answer. bitumen ethane ethanol methane [1]",
+            "10": "10 /g211 ucles 2004 0620/02/m/j/04for examiner\u2019s use(c)some reactions of organic compounds are shown below. a n ch 2=ch 2 b c3h8 + 5o 2 c c6h12o6 glucose d(   ch 2    ch 2)n 3co 2 + 4h 2o 2co 2 + 2c 2h5oh c6h14 + c 2h4 c8h18 (i)which one of the reactions, a, b,c or d, shows fermentation? (ii) which one of the reactions, a, b,c or d, shows polymerization? (iii) which one of the reactions, a, b,c or d, shows combustion? (iv) which one of the reactions, a, b,c or d, shows cracking? [4] (d)the hydrocarbon c 8h18is an alkane. (i)what is meant by the term hydrocarbon ? (ii) explain why this hydrocarbon is an alkane. [2] ",
+            "11": "11 /g211 ucles 2004 0620/02/m/j/04 [turn overfor examiner\u2019s use 5look at the list of five elements below. argon brominechlorineiodine potassium (a)put these five elements in order of increasing proton number. [1] (b)put these five elements in order of increasing relative atomic mass. [1] (c)the orders of proton number and relative atomic mass for these five elements are different. which one of the following is the most likely explanation for this? tick one box. the proton number of a particular element may vary. the presence of neutrons. the atoms easily gain or lose electrons. the number of protons must always equal the number ofneutrons. [1] (d)which of the five elements in the list are in the same group of the periodic table? [1] (e) (i) from the list, choose one element which has one electron in its outer shell. [1] (ii) from the list, choose one element which has a full outer shell of electrons. [1] ",
+            "12": "12 /g211 ucles 2004 0620/02/m/j/04for examiner\u2019s use (f)which twoof the following statements about argon are correct? tick two boxes. argon is a noble gas. argon reacts readily with potassium. argon is used to fill weather balloons. argon is used in light bulbs. [2] (g)potassium chloride can be made by reacting potassium with chlorine. the bonding in potassium chloride is ionic. what does this information tell you about (i)the boiling point of potassium chloride, [1] (ii) the electrical conductivity of molten potassium chloride? [1] (h)describe the change in the electronic structure of potassium and chlorine atoms when they combine to make potassium chloride. change in potassium atom chan ge in chlorine atom [2] ",
+            "13": "13 /g211 ucles 2004 0620/02/m/j/04 [turn overfor examiner\u2019s use 6iron is extracted from its ore in a blast furnace using carbon (coke) as a reducing agent and as a source of heat. (a)the coke burns in hot air. the equation for this reaction is 2c(s) + o 2(g) /g174 2co(g) state the name of the gas produced in this reaction. [1] (b)near the top of the blast furnace, the iron(iii ) oxide in the iron ore gets reduced to iron. fe2o3(s) + 3co(g) /g174 2fe(l) + 3co 2(g) use the equation to explain why the change of iron( iii) oxide to iron is a reduction reaction. [1] (c)in the hottest regions of the furnace, iron( iii) oxide is reduced by carbon. complete the equation for this reaction.fe 2o3(s) + c(s) /g174 fe(l) + 3co(g) [2] ",
+            "14": "14 /g211 ucles 2004 0620/02/m/j/04for examiner\u2019s use (d)the iron from the blast furnace contains up to 10% by mass of impurities. the main impurities are carbon, silicon and phosphorus. the diagram below shows one method of making steel from iron. molten iron from blast furnaceslag formingoxygen and powdered basic oxides a mixture of oxygen and basic oxides is blown onto the surface of the molten iron. (i)what is the purpose of blowing oxygen onto the molten iron? [1] (ii) a large amount of energy is released in the process of steelmaking. what name is given to chemical reactions which release energy? [1] (iii) the basic oxides react with the impurities in the iron and form a slag. what information in the diagram suggests that the slag is less dense than the molten iron? [1] (iv) which one of the following is a basic oxide?put a ring around the correct answer. calcium oxide carbon dioxide sulphur dioxide water [1] (v) why is steel rather than iron used for constructing buildings and bridges? [1] ",
+            "15": "15 /g211 ucles 2004 0620/02/m/j/04for examiner\u2019s use (e)special steels contain added elements such as vanadium, chromium, cobalt or nickel. these are all transition metals. state three properties of transition metals which are not shown by non-transition metals. 1. 2. 3. [3] (f)what is the name given to metals which are mixtures of more than one metal? [1] ",
+            "16": "16 university of cambridge international examinations is part of the university of cambridge local examinations syndicate (ucles) which is itself a department of the university of cambridge. /g211 ucles 2004 0620/02/m/j/04group 140 ce cerium 58141 pr praseodymium 59144 nd neodymium 60pm promethium 61150 sm samarium 62152 eu europium 63157 gd gadolinium 64159 tb terbium 65162 dy dysprosium 66165 ho holmium 67167 er erbium 68169 tm thulium 69173 yb ytterbium 70175 lu lutetium 71 232 th thorium 90pa protactinium 91238 u uranium 92np neptunium 93pu plutonium 94am americium 95cm curium 96bk berkelium 97cf californium 98es einsteinium 99fm fermium 100md mendelevium 101no nobelium 102lr lawrencium 1031 h hydrogen 1 7 li lithium 3 23 na sodium 1124 mg magnesium 12 40 ca calcium 2045 sc scandium 2148 ti titanium 2251 v vanadium 2352 cr chromium 2455 mn manganese 2556 fe iron 2659 co cobalt 2759 ni nickel 2864 cu copper 2965 zn zinc 3070 ga gallium 3127 al aluminium 1311 b boron 512 c carbon 614 n nitrogen 716 o oxygen 819 f fluorine 9 28 si silicon 1431 p phosphorus 1532 s sulphur 1635.5 cl chlorine 1740 ar argon 1820 ne neon 104 he helium 2 73 ge germanium 3275 as arsenic 3379 se selenium 3480 br bromine 3584 kr krypton 3639 k potassium 19 88 sr strontium 3889 y yttrium 3991 zr zirconium 4093 nb niobium 4196 mo molybdenum 42tc technetium 43101 ru ruthenium 44103 rh rhodium 45106 pd palladium 46108 ag silver 47112 cd cadmium 48115 in indium 49119 sn tin 50122 sb antimony 51128 te tellurium 52127 i iodine 53131 xe xenon 54 137 ba barium 56139 la lanthanum 57 *178 hf hafnium 72181 ta tantalum 73184 w tungsten 74186 re rhenium 75190 os osmium 76192 ir iridium 77195 pt platinum 78197 au gold 79201 hg mercury 80204 tl thallium 81207 pb lead 82209 bi bismuth 83po polonium 84at astatine 85rn radon 86 fr francium 87227 ac actinium 899 be beryllium 4ii i iii iv v vi vii 0 85 rb rubidium 37 133 cs caesium 55 226 ra radium 88 the volume of one mole of any gas is 24 dm3at room temperature and pressure (r.t.p.).a x ba = relative atomic mass x= atomic symbol b = proton (atomic) numberkey*58-71 lanthanoid series  90-103 actinoid seriesdata sheet the periodic table of the elements"
+        },
+        "0620_s04_qp_3.pdf": {
+            "1": "centre number candidate number name      university of cambridge international examinations  international general certificate of secondary education  chemistry paper 3  may/june 2004  1 hour 15 minutes candidates answer on the question paper.   no additional materials required.                     read these instructions first   write your centre number, candidate number and name on all the work you hand in.   write in dark blue or black pen in the spaces provided on the question paper.   you may use a pencil for any diagrams, graphs or rough working.   do not use staples, paper clips, highlighters, glue or correction fluid.   you may use a calculator.   answer all questions.   the number of marks is given in brackets [  ] at the end of each question or part question.   a copy of the periodic table is printed on page 12.  for examiner\u2019s use  1 2 3 4 5 6 7 total this document consists of 12 printed pages.  ib04 06_0620_03/4rp   \uf6d9 ucles 2004 [turn overif you have been given a label, look at the  details. if any details are incorrect or missing, please fill in your correct details in  the space given at the top of this page.  stick your personal label here, if provided. ",
+            "2": "2 \uf6d9 ucles 2004 0620/03/m/j/04 for examiner\u2019s use 1it was reported from america that a turbine engine, the size of a button, might replace  batteries. the engine would be built from silicon which has suitable properties for this  purpose. (a) (i) why are batteries a convenient source of energy?  [1] (ii) the engine will run on a small pack of jet fuel. what other chemical is needed to  burn this fuel?  [1] (b)silicon has the same type of macromolecular structure as diamond.  (i)explain why one atom of either element can form four covalent bonds.  [2]   (ii) predict two physical properties of silicon.  [2]   (iii) name a different element that has a similar structure and properties to silicon.  [1] (c) silicon is made by the carbon reduction of the macromolecular compound, silicon( iv) oxide.   (i) balance the equation for the reduction of silicon( iv) oxide.    sio 2 +  c \u2192 si +  co [1]    (ii) explain why the silicon( iv) oxide is said to be reduced.  [1]   (iii) describe the structure of silicon( iv) oxide. you may use a diagram.  [2] ",
+            "3": "3 \uf6d9 ucles 2004 0620/03/m/j/04 [turn overfor examiner\u2019s use 2sulphur is used to make sulphuric acid. in the uk, the annual production of the acid is  about 2.5 million tonnes.   (a) the reactions in the manufacture of sulphuric acid by the contact process are shown below.   sulphur  sulphur dioxide     s reaction 1 so 2   sulphur dioxide + oxygen sulphur trioxide     2so 2 + o 2 reaction 2 2so 3   sulphur trioxide oleum     so 3 reaction 3 h2s2o7   oleum + water sulphuric acid     h 2s2o7 reaction 4 h2so 4   (i) give a large scale source of the element sulphur.  [1] (ii) state another use of sulphur dioxide.  [1]   (iii) how is sulphur changed into sulphur dioxide?  [1]   (iv) name the catalyst used in reaction 2. [1]   (v) reaction 2 is exothermic. why is a catalyst, rather than a higher temperature, used  to increase the rate of this reversible reaction?  [2]   (vi) write a word equation for reaction 3. [1]   (vii) write a symbol equation for reaction 4. [1] ",
+            "4": "4 \uf6d9 ucles 2004 0620/03/m/j/04 for examiner\u2019s use  (b) about one third of this production of acid is used to make nitrogen and phosphorus- containing fertilisers.    (i) name the third element that is essential for plant growth and is present in most fertilisers. [1]   (ii) name a nitrogen-containing fertiliser that is manufactured from sulphuric acid.  [1]   (iii) rock phosphate (calcium phosphate) is obtained by mining. it reacts with concentrated sulphuric acid to form the fertiliser, superphosphate. predict the  formula of each of these phosphates.    fertiliser ions formula    calcium phosphate ca 2+ and po 43\u2013      calcium superphosphate ca2+ and h 2po 4\u2013 [2] (iv) the ionic equation for the reaction between the phosphate ion and sulphuric acid  is shown below.     po 43\u2013   +   2h 2so 4\u2192   h 2po 4\u2013   +   2hso 4\u2013    explain why the phosphate ion is described as acting as a base in this reaction.  [2] 3an organic compound decomposes to form nitrogen.  c6h5n2cl(aq) \u2192 c6h5cl(l) + n 2(g)  (a) explain the state symbols.  aq l g [2]  (b) draw a diagram to show the arrangement of the valency electrons in one molecule of  nitrogen. [2]",
+            "5": "5 \uf6d9 ucles 2004 0620/03/m/j/04 [turn overfor examiner\u2019s use  (c) the rate of this reaction can be measured using the following apparatus.  20 40 60 80 100cm3 solution of organic compoundnitrogen gas   the results of this experiment are shown on the graph below.  timevolume ofnitrogen 0 0   (i) how does the rate of this reaction vary with time?  [1] (ii) why does the rate vary?  [2]   (iii) the reaction is catalysed by copper powder. sketch the graph for the catalysed  reaction on the same grid. [2]    (iv) why is copper powder more effective as a catalyst than a single piece of copper?  [1] ",
+            "6": "6 \uf6d9 ucles 2004 0620/03/m/j/04 for examiner\u2019s use 4 (a) insoluble compounds are made by precipitation.    (i) complete the word equation for the preparation of zinc carbonate.          + \u2192 +    sodium carbonatezinccarbonate   [2]   (ii) complete the following symbol equation.   pb(no 3)2 +  nac l\u2192  +  [2]   (iii) write an ionic equation for the precipitation of the insoluble salt, silver( i) chloride.  [2]  (b) 2.0 cm3 portions of aqueous sodium hydroxide were added to 4.0 cm3 of aqueous  iron( iii) chloride. both solutions had a concentration of 1.0 mol/dm3. after each  addition, the mixture was stirred, centrifuged and the height of the precipitate of iron( iii) hydroxide was measured. the results are shown on the following graph.    (i) complete the ionic equation for the reaction.    fe3+ + \u2026..oh\u2013\u2192   [1]   (ii) on the same grid, sketch the graph that would have been obtained if iron( ii) chloride had been used instead of iron( iii) chloride? [2] 8 76543210 02468 1 0 1 2 1 4 1 6height of precipitateof metalhydroxide/ mm volume of aqueous sodium hydroxide / cm 3",
+            "7": "7 \uf6d9 ucles 2004 0620/03/m/j/04 [turn overfor examiner\u2019s use   (iii) if aluminium chloride had been used instead of iron( iii) chloride, the shape of the  graph would be different. how are the shapes of these two graphs different and  why? difference in shape   reason for difference   [2] 5 (a) copper has the structure of a typical metal. it has a lattice of positive ions and a \u201csea\u201d  of mobile electrons. the lattice can accommodate ions of a different metal.    give a different  use of copper that depends on each of the following.    (i) the ability of the ions in the lattice to move past each other  [1]   (ii) the presence of mobile electrons  [1]   (iii) the ability to accommodate ions of a different metal in the lattice  [1]  (b) aqueous copper( ii) sulphate solution can be electrolysed using carbon electrodes. the  ions present in the solution are as follows.  cu2+(aq),       so 42\u2013 (aq),       h+(aq),       oh\u2013 (aq)    (i) write an ionic equation for the reaction at the negative electrode (cathode).  [1]   (ii) a colourless gas was given off at the positive electrode (anode) and the solution  changes from blue to colourless.     explain these observations.  [2] ",
+            "8": "8 \uf6d9 ucles 2004 0620/03/m/j/04 for examiner\u2019s use  (c) aqueous copper( ii) sulphate can be electrolysed using copper electrodes. the  reaction at the negative electrode is the same but the positive electrode becomes  smaller and the solution remains blue.    (i) write a word equation for the reaction at the positive electrode.  [1]   (ii) explain why the colour of the solution does not change.  [2]   (iii) what is the large scale use of this electrolysis?  [1] ",
+            "9": "9 \uf6d9 ucles 2004 0620/03/m/j/04 [turn overfor examiner\u2019s use 6in 2002, swedish scientists found high levels of acrylamide in starchy foods that had been  cooked above 120oc. acrylamide, which is thought to be a risk to human health, has the  following structure.  cch hhconh 2  (a) (i) it readily polymerises to polyacrylamide. draw the structure of this polymer.  [2]   (ii) starch is formed by polymerisation. it has a structure of the type shown below.  name the monomer.  oo [1]   (iii) what are the differences between these two polymerisation reactions, one forming polyacrylamide and the other starch?  [2]  (b) acrylamide hydrolyses to form acrylic acid and ammonium ions.    (i) describe the test for the ammonium ion.  test result  [2]   (ii) given an aqueous solution, concentration 0.1 mol / dm3, how could you show that  acrylic acid is a weak acid.  [2] ",
+            "10": "10 \uf6d9 ucles 2004 0620/03/m/j/04 for examiner\u2019s use  (c) the structural formula of acrylic acid is shown below. it forms compounds called  acrylates. cch hcoohh   (i) acrylic acid reacts with ethanol to form the following compound.  cchhcooch 2ch3 h    deduce the name of this compound. what type of organic compound is it?  name type of compound  [2]   (ii) acrylic acid is an unsaturated compound. it will react with bromine. describe the  colour change and draw the structural formula of the product of this addition  reaction. colour change   structural formula of product  [2]",
+            "11": "11 \uf6d9 ucles 2004 0620/03/m/j/04for examiner\u2019s use 7chemists use the concept of the mole to calculate the amounts of chemicals involved in a  reaction.  (a) define mole . [1]  (b) 3.0 g of magnesium was added to 12.0g of ethanoic acid.    mg + 2ch 3cooh\u2192 (ch 3coo) 2mg + h 2   the mass of one mole of mg is 24g.   the mass of one mole of ch 3cooh is 60 g.   (i) which one, magnesium or ethanoic acid, is in excess? you must show your  reasoning. [3]   (ii) how many moles of hydrogen were formed?  [1]   (iii) calculate the volume of hydrogen formed, measured at r.t.p.  [2]  (c) in an experiment, 25.0cm3 of aqueous sodium hydroxide, 0.4mol / dm3, was neutralised  by 20.0cm3 of aqueous oxalic acid, h 2c2o4. 2naoh + h 2c2o4\u2192 na 2c2o4 +2h 2o   calculate the concentration of the oxalic acid in mol/ dm3.   (i) calculate the number of moles of naoh in 25.0cm3 of 0.4 mol/ dm3 solution.  [1]   (ii) use your answer to (i) and the mole ratio in the equation to find out the number of  moles of h 2c2o4 in 20 cm3 of solution.  [1]   (iii) calculate the concentration, mol/ dm3, of the aqueous oxalic acid.  [2] ",
+            "12": "12 university of cambridge international examinations is part of the university of cambridge local examinations syndicate (ucles) which is itself a department of  the university of cambridge.  \uf6d9 ucles 2004 0620/03/m/j/04 group 140 ce cerium 58141 pr praseodymium 59144 nd neodymium 60pm promethium 61150 sm samarium 62152 eu europium 63157 gd gadolinium 64159 tb terbium 65162 dy dysprosium 66165 ho holmium 67167 er erbium 68169 tm thulium 69173 yb ytterbium 70175 lu lutetium 71 232 th thorium 90pa protactinium 91238 u uranium 92np neptunium 93pu plutonium 94am americium 95cm curium 96bk berkelium 97cf californium 98es einsteinium 99fm fermium 100md mendelevium 101no nobelium 102lr lawrencium 1031 h hydrogen 1 7 li lithium 3 23 na sodium 1124 mg magnesium 12 40 ca calcium 2045 sc scandium 2148 ti titanium 2251 v vanadium 2352 cr chromium 2455 mn manganese 2556 fe iron 2659 co cobalt 2759 ni nickel 2864 cu copper 2965 zn zinc 3070 ga gallium 3127 al aluminium 1311 b boron 512 c carbon 614 n nitrogen 716 o oxygen 819 f fluorine 9 28 si silicon 1431 p phosphorus 1532 s sulphur 1635.5 cl chlorine 1740 ar argon 1820 ne neon 104 he helium 2 73 ge germanium 3275 as arsenic 3379 se selenium 3480 br bromine 3584 kr krypton 3639 k potassium 19 88 sr strontium 3889 y yttrium 3991 zr zirconium 4093 nb niobium 4196 mo molybdenum 42tc technetium 43101 ru ruthenium 44103 rh rhodium 45106 pd palladium 46108 ag silver 47112 cd cadmium 48115 in indium 49119 sn tin 50122 sb antimony 51128 te tellurium 52127 i iodine 53131 xe xenon 54 137 ba barium 56139 la lanthanum 57 *178 hf hafnium 72181 ta tantalum 73184 w tungsten 74186 re rhenium 75190 os osmium 76192 ir iridium 77195 pt platinum 78197 au gold 79201 hg mercury 80204 tl thallium 81207 pb lead 82209 bi bismuth 83po polonium 84at astatine 85rn radon 86 fr francium 87227 ac actinium 899 be beryllium 4ii i iii iv v vi vii 0 85 rb rubidium 37 133 cs caesium 55 226 ra radium 88 the volume of one mole of any gas is 24 dm3at room temperature and pressure (r.t.p.).a x ba = relative atomic mass x= atomic symbol b = proton (atomic) numberkey*58-71 lanthanoid series  90-103 actinoid seriesdata sheet the periodic table of the elements"
+        },
+        "0620_s04_qp_5.pdf": {
+            "1": "centre number candidate number name      university of cambridge international examinations  international general certificate of secondary education  chemistry0620/05 paper 5  practical test  may/june 2004  1 hour 15 minutes candidates answer on the question paper.   additional materials: as listed in instructions to supervisors                     read these instructions first   write your name, centre number and candidate number in the spaces at the top of this page.   write in dark blue or black pen in the spaces provided on the question paper.   you may use a pencil for any diagrams, graphs or rough working.   do not use staples, paper clips, highlighters, glue or correction fluid.   you may use a calculator.   answer all questions.   the number of marks is given in brackets [  ] at the end of each question or part questions.   practical notes are provided on page 8.  for examiner\u2019suse  1 2 total this document consists of 8 printed pages.  ib04 06_0620_05/4rp   \uf6d9 ucles  2004 [turn overif you have been given a label, look at the  details. if any details are incorrect or missing, please fill in your correct details in  the space given at the top of this page.  stick your personal label here, if provided. ",
+            "2": "2 \u00a9 ucles 2004 0620/05/m/j/04 for examiner\u2019s use1 you are going to investigate the temperature changes that occur when two compounds, a andb, react with hydrochloric acid.   read all the instructions below carefully before starting the experiments.  move cup standhydrochloric acidplastic cupthermometer add solidclamp  instructions  experiment 1   using a measuring cylinder, add 30cm3 of the hydrochloric acid provided to the plastic cup.   in the table record the initial temperature of the acid.   start the timer, and using a spatula, add some of the solid a to the cup. stir the mixture by  moving the cup (not the thermometer) until the fizzing stops (see diagram above). now add  some more of a. continue adding a in this way until all of solid a has been added.   during the addition of a, record the temperature of the mixture every 30 seconds/half  minute. it should take less than five minutes to add all of the solid. continue taking temperature readings for the full five minutes.   experiment 2   using the second plastic cup provided, a fresh supply of hydrochloric acid and solid b (instead of a), repeat experiment 1. ",
+            "3": "3 \u00a9 ucles 2004 0620/05/m/j/04 [turn overfor examiner\u2019s use table of results   experiment 1  time/ minutes 0 0.5 1 1.5 2 2.5 3 3.5 4 4.5 5  temperature/oc              [3]  experiment 2 time/ minutes 0 0.5 1 1.5 2 2.5 3 3.5 4 4.5 5  temperature/oc              [3]",
+            "4": "4 \u00a9 ucles 2004 0620/05/m/j/04 for examiner\u2019s use(a)plot your results for both experiments on the grid below. for each set of results draw a  smooth line graph. indicate clearly which line represents experiment 1 and which line experiment 2.  01234540 30 20 10 0 time / minutestemperature /oc [7]",
+            "5": "5 \u00a9 ucles 2004 0620/05/m/j/04 [turn overfor examiner\u2019s use (b) from your graphs,   (i) find the temperature of the reaction mixture after the hydrochloric acid had  reacted for 2 minutes 15 seconds with  solid a, solid b. [2]   (ii) what type of chemical reaction occurs when  solid a, solid b. [2]    reacts with hydrochloric acid?   (c) give two observations in experiment 1, apart from temperature change.  1 2 [2]  (d) suggest what type of compound solids a and b are. explain your answer.  [2]  (e) if the plastic cup and final reaction mixture were left for one hour, predict the  temperature at this time for    (i) solid a and hydrochloric acid,    (ii) solid b and hydrochloric acid.     explain your answers.  [3] ",
+            "6": "6 \u00a9 ucles 2004 0620/05/m/j/04 for examiner\u2019s use2 you are provided with a mixture of two solid compounds c and d, containing the same  metal cation.  c is partially soluble in water and d is soluble.   carry out the following tests on c and d, recording all of your observations in the table. do  not write any conclusions in the table.  tests observations  (a)note the appearance of the  mixture of c and d.  [1]      (b)add the mixture of c and d to  10 cm3 of distilled water in a  boiling-tube. stopper the tube  and shake for 1 minute. filter the mixture. keep the filtrate.  (c) divide the filtrate from (b) into  five approximately equal  portions. (i)to the first portion add  drops of aqueous sodium  hydroxide, a little at a time, with shaking.  [2]  [1]        add excess aqueous  sodium hydroxide.  (ii) to the second portion  add excess aqueous ammonia, a little at a time. [1] (iii) to the third portion add  about 1cm3 of dilute  sodium hydroxide and  aluminium powder.  carefully boil the mixture and test the gas with  damp indicator paper. [3] (iv) test the ph of the fourth  portion with indicator paper.[1] (v) using a straw blow into  the fifth portion. [1]     ",
+            "7": "7 \u00a9 ucles 2004 0620/05/m/j/04 [turn overfor examiner\u2019s use (d) what conclusions can you draw about the identity of the metal cation in c and d? [1]  (e) name the gas given off in (c)(iii) . [1]  (f) suggest an explanation for the observation in (c)(v) . [2]  (g) what conclusions can you draw about the identity of the anions in solid c and d? [2] ",
+            "8": "8 university of cambridge international examinations is part of the university of cambridge local examinations syndicate (ucles),  which is itself a department  of the university of cambridge.  \u00a9 ucles 2004 0620/05/m/j/04 notes for use in qualitative analysis test for anions anion test test result  carbonate (co-2 3)add dilute acid effervescence, carbon dioxide  produced chloride (c l\u2013) [in solution] acidify with dilute nitric acid, then  add aqueous silver nitrate white ppt.  iodide ( i\u2013) [in solution] acidify with dilute nitric acid, then aqueous lead( ii) nitrate yellow ppt.  nitrate (no\u2212 3) [in solution] add aqueous sodium hydroxide then aluminium foil; warm carefully ammonia produced  sulphate (so-2 4) [in solution] acidify with dilute nitric acid, then aqueous barium nitrate white ppt.  test for aqueous cations cation effect of aqueous sodium hydroxide effect of aqueous ammonia  aluminium (a l3+) white ppt., soluble in excess giving  a colourless solution white ppt., insoluble in excess  ammonium (nh+ 4) ammonia produced on warming -  calcium (ca2+) white., insoluble in excess no ppt., or very slight white ppt.  copper(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  iron( iii) (fe3+) red-brown ppt., insoluble in excess red-brown ppt., insoluble in excess  zinc (zn2+) white ppt., soluble in excess giving  a colourless solution white ppt., soluble in excess giving  a colourless solution  test for gases gas test and test results  ammonia (nh 3) turns damp red litmus paper blue  carbon dioxide (co 2) turns limewater milky  chlorine (c l2) bleaches damp litmus paper  hydrogen (h 2) \u201cpops\u201d with a lighted splint  oxygen (o 2) relights a glowing splint "
+        },
+        "0620_s04_qp_6.pdf": {
+            "1": "centre number candidate number name      university of cambridge international examinations  international general certificate of secondary education  chemistry0620/06 paper 6  alternative to practical  may/june 2004  1 hour  candidates answer on the question paper.   no additional materials required.                     read these instructions first   write your name, centre number and candidate number at the top of this page.   write in dark blue or black pen in the spaces provided on the question paper.   you may use a pencil for any diagrams, graphs or rough working.   do not use staples, paper clips, highlighters, glue or correction fluid.   answer all questions.   the number of marks is given in brackets [  ] at the end of each question or part question.  for examiner\u2019s use  1 2 3 4 5 6 7 8 total this document consists of 12 printed pages.  ib04 06_0620_06/3rp   \uf6d9 ucles  2004 [turn overif you have been given a label, look at the  details. if any details are incorrect or  missing, please fill in your correct details in the space given at the top of this page.  stick your personal label here, if provided. ",
+            "2": "2 \uf6d9 ucles 2004 0620/06/m/j/04 for examiner\u2019s use1an experiment was carried out to find the ph of samples of soil from a farmer\u2019s field.  soil samplewater filtrateuniversal indicatorc a b  (a) identify the pieces of apparatus labelled  a, b, c. [3]  (b) why was the soil crushed?  [2] ",
+            "3": "3 \uf6d9 ucles 2004 0620/06/m/j/04 [turn overfor examiner\u2019s use (c) why should soil samples be taken from different parts of the field?  [1]  (d) suggest why it is important to know the ph of soil.  [1] 2the four tubes show an investigation of rusting.  each one of these four tubes contains a  nail and the reagents indicated.  cork cork waterdistilled water (boiled to remove dissolved oxygen)dry oxygenair oxygen 1234  (a) predict the order in which rust would appear.  firstsecond [1]  (b) explain your prediction.  [2] ",
+            "4": "4 \uf6d9 ucles 2004 0620/06/m/j/04 for examiner\u2019s use3lead bromide was placed in a tube and connected to an electrical circuit as shown below.  bulbdc power supply heatlead bromide toxic  the lead bromide was heated until molten. a brown gas was given off.  (a) state one other expected observation.  [1] (b) (i) suggest a suitable material for the electrodes.  (ii) indicate on the diagram the negative electrode (cathode). [2]   (c) name the brown gas. at what electrode will the gas be given off?  nameelectrode [2]  (d) why is this experiment carried out in a fume cupboard?  [1] ",
+            "5": "5 \uf6d9 ucles 2004 0620/06/m/j/04 [turn overfor examiner\u2019s use4a student investigated the temperature changes that occur when two compounds a and b, react with hydrochloric acid.  the apparatus below was used.  move cup standhydrochloric acidplastic cupthermometer add solidclamp  experiment 1   by using a measuring cylinder, 30cm3of hydrochloric acid was added to the plastic cup.   use the thermometer diagram to record the initial temperature of the acid in the table.  the  timer was started, and some of the solid a was added to the cup.  immediate effervescence  occurred.  the mixture was stirred by moving the cup until the fizzing stopped.   more of a was then added and the student continued adding a in this way until all of solid a had been added.   use the thermometer diagrams to record the temperature of the mixture every half minute.  experiment 2   experiment 1 was repeated using solid b.  use the thermometer diagrams to record the  temperatures in the table. ",
+            "6": "6 \uf6d9 ucles 2004 0620/06/m/j/04 for examiner\u2019s usetable of results   experiment 1  time/min 0.0 0.5 1.0 1.5 2.0 2.5 thermometer diagram temperature /oc25 2015353025 353025302520302520 302520302520302520 302520353025 3530253.0 3.5 4.0 4.5 5.0 [2]  experiment 2  252015252015201510 201510201510 201510201510201510 20151015105 15105time/min 0.0 0.5 1.0 1.5 2.0 2.5 thermometer diagram temperature /oc 3.0 3.5 4.0 4.5 5.0 [2]",
+            "7": "7 \uf6d9 ucles 2004 0620/06/m/j/04 [turn overfor examiner\u2019s use(a)plot the results from both experiments on the grid below.  for each set of results draw  a smooth line graph.  indicate clearly which line represents experiment 1 and which line experiment 2 [6]  01234540 30 20 10 0 time / minutestemperature /oc",
+            "8": "8 \uf6d9 ucles 2004 0620/06/m/j/04 for examiner\u2019s use (b) from your graphs ;   (i) find the temperature of the reaction mixture after the hydrochloric acid had  reacted for 2 minutes 15 seconds with  solid a, solid b.[ 2] (ii) what type of chemical reaction occurs when  solid a, solid b    reacts with hydrochloric acid? [2]   (c) suggest what type of compound solids a and b are.  explain your answer  [2]  (d) if the plastic cup and final reaction mixture are left for one hour, predict the temperature  at this time for  (i)solid a and hydrochloric acid,  (ii)solid band hydrochloric acid.    explain your answers.  [3] ",
+            "9": "9 \uf6d9 ucles 2004 0620/06/m/j/04 [turn overfor examiner\u2019s use5a mixture of two calcium compounds candd was tested.  c is partially soluble in water and d is soluble in water.   complete the observations in the table.  tests observations  the mixture of c and d was added to  distilled water in a boiling tube.  the  tube was shaken.  the mixture was  filtered. (a) the filtrate was divided into five  equal portions.  (i)to the first portion was  added drops of aqueous  sodium hydroxide, a little at  a time, with shaking. [2] excess aqueous sodium  hydroxide was added. [1] (ii)to the second portion was  added excess aqueous  ammonia, a little at a time. [1] (iii)to the third portion was  added dilute sodium hydroxide and aluminium  powder.  the mixture was  boiled and the gas tested  with damp litmus paper.  red litmus went blue  (iv)the ph of the fourth portion  was tested with indicator paper.  ph about 10   (v) carbon dioxide was bubbled  through the fifth portion.  solution turned milky/cloudy  (b)name the gas given off in (a)(iii) . [1] (c) suggest an explanation for the observation in (a)(v) . [1] ",
+            "10": "10 \uf6d9 ucles 2004 0620/06/m/j/04 for examiner\u2019s use(d) what conclusions can you draw about the identity of the anions in solid c and d? [2] 6copper oxide was reacted with hydrogen using the apparatus shown below.  excess hydrogen burning in air colourlessliquidiceheatdry hydrogen  (a) indicate on the diagram with an arrow where the copper oxide is placed. [1]  (b) the colour of the copper oxide would change from  to  [2]  (c) what is the purpose of the ice?  [2] ",
+            "11": "11 \uf6d9 ucles 2004 0620/06/m/j/04 [turn overfor examiner\u2019s use7describe a chemical test to distinguish  between each of the following pairs of substances.   an example is given.   potassium chloride and potassium iodide    test: add aqueous lead( ii) nitrate    result: potassium chloride gives a white precipitate, potassium iodide gives a yellow  precipitate (a) water and ethanol  test result with water  result with ethanol [2] (b)sulphuric acid and aqueous sodium sulphate testresult with sulphuric acid  result with aqueous sodium sulphate [2] (c)hydrochloric acid and nitric acid  test result with hydrochloric acid  result with nitric acid [2] ",
+            "12": "12 university of cambridge international examinations is part of the university of cambridge local examinations syndicate (ucles) which is itself a  department of the university of cambridge.  \uf6d9 ucles 2004 0620/06/m/j/04 for examiner\u2019s use8 is manganese( iv) oxide a catalyst? a catalyst is a substance that speeds up a chemical reaction and remains unchanged.   hydrogen peroxide, h 2o2 breaks down to form oxygen. this reaction is very slow without a  catalyst.  describe an experiment to show that manganese( iv) oxide is a catalyst for this  reaction.  you are provided with the following items.    hydrogen peroxide solution   manganese( iv) oxide    measuring cylinder   balance    beaker    filtration apparatus    splints/bunsen burner    distilled water  [6] "
+        },
+        "0620_w04_qp_1.pdf": {
+            "1": "university of cambridge international examinations international general certificate of secondary education chemistry0620/01 paper 1  multiple choice october/november 2004 45 minutes additional materials: multiple choice answer sheet soft clean eraser soft pencil (type b or hb is recommended) read these instructions first write in soft pencil. do not use staples, paper clips, highlighters, glue or correction fluid. write your name, centre number and candidate number on the answer sheet in the spaces provided unless this has been done for you. there are forty  questions on this paper. answer all questions. for each question there are four possible answers  a, b, c, and d. choose the one you consider correct and record your choice in soft pencil on the separate answer sheet. read the instructions on the answer sheet very carefully. each correct answer will score one mark. a mark will not be deducted for a wrong answer. any rough working should be done in this booklet. a copy of the periodic table is printed on page 16. you may use a calculator. this document consists of 16 printed pages. /g211 ucles 2004 [turn over",
+            "2": "2 /g211 ucles 2004 0620/1/o/n/041when steam at 100  oc condenses to water at 25  oc, what happens to the water molecules? athey move faster and closer together. bthey move faster and further apart. cthey move slower and closer together. dthey move slower and further apart. 2the melting points and boiling points of four substances are shown. which substance is liquid at 100  oc? substance melting point  / oc boiling point  / oc a \u2013203 \u201317 b \u201325 50 c 11 181 d 463 972",
+            "3": "3 /g211 ucles 2004 0620/1/o/n/04 [turn over3the apparatus shown cannot  be used to determine the melting point of sodium chloride, na+cl \u2013. thermometer heatwater thin glass tube containingsodium chloride why is this? melting point of sodium chloride is greater than 100  ocsodium chloride dissolves in the water a /g51/g51 b /g51/g55 c /g55/g51 d /g55/g55 4a student wishes to extract a coloured solution from some berries to make an indicator solution. which of the listed instructions should the student follow? 1 crush the berries 2 add acid 3 add a solvent 4 filter the mixture 5 distil the filtrate a1, 2 and 4 b1, 3 and 4 c2, 3 and 5 d2, 4 and 5",
+            "4": "4 /g211 ucles 2004 0620/1/o/n/045hydrogen and helium have isotopes, as shown. in which of these isotopes does the nucleus have twice as many neutrons as protons? ah2 1 bh3 1 c he3 2 d he4 2 6how are the electrons arranged in a neon atom , ne, and a sodium ion, na+? 7which compound has ionic bonds? ahydrogen chloride bmethane csodium chloride dwaterneon atom a bcdsodium ion e eeeeee eeee ee eeeeee ee eeeeee ee eeeeeeee ee ee eeeeee ee eeeeeeee ee eeeeeeee ee eeeeeeee ee eelectron nucleusekey",
+            "5": "5 /g211 ucles 2004 0620/1/o/n/04 [turn over8which diagram shows an atom in the same group of the periodic table as sodium? eee eee e eeee eee ee ee eeee eeeeeee eee ekey an electron nucleusabcd 9when propane is burned, carbon dioxide and water are formed, as shown. c3h8 + 5o 2 /g174 r  co 2 + s h2o which values of r and s balance the equation? rs a 13 b 15 c 34 d 38 10which formula represents a compound containing three atoms? ahno 3 bh2o clif dznso 4 11a substance x is heated in an evaporating basin until there is no further change. mass of basin and contents before heating 25.52  g after heating 26.63  g what could x be? acopper bcopper( ii) carbonate ccopper( ii) oxide dhydrated copper( ii) sulphate",
+            "6": "6 /g211 ucles 2004 0620/1/o/n/0412aluminium is extracted from its oxide by electrolysis. which words correctly complete the spaces? the oxide is dissolved in \u2026\u20261\u2026\u2026 cryolite and aluminium is deposited at the \u2026\u20262\u2026\u2026 space 1 space 2 a aqueous negative cathode b aqueous positive anode c molten negative cathode d molten positive anode 13the diagram shows an electrolysis experiment using metals x and y as electrodes. aqueous solution xy+_ one of the metals becomes coated with copper.which metal becomes coated and which aqueous solution is used? metalaqueous solution ax crc l3 bx cuc l2 cy crc l3 dy cuc l2",
+            "7": "7 /g211 ucles 2004 0620/1/o/n/04 [turn over14the solvent ethanol is produced by the fermentation of sugar, using yeast. which graph correctly shows how the speed of fermentation changes with temperature? 15in which process does an endothermic change take place? acombustion bevaporation cfiltration dneutralisationspeed of fermentation temperature  / oc temperature  / oc temperature  / oc temperature  / oc00 100b speed of fermentation 00 100a speed of fermentation 00 100c speed of fermentation 00 100d",
+            "8": "8 /g211 ucles 2004 0620/1/o/n/0416the sign        is used in some equations to show that a reaction can be reversed. two incomplete equations are given. reagents products p coc l 2 + 2h 2oc o c l 2. 2h 2o q c + o 2 co 2 for which of these reactions can a        sign be correctly used to complete the equation? pq a/g51/g51 b/g51/g55 c/g55/g51 d/g55/g55 17in which reaction does reduction of the underlined substance take place? acu2o + c /g174 2cu + co b2cu 2o + o 2 /g174 4cuo c2cu + o 2 /g174 2cuo dcuo + co /g174 cu + co 2 18in which experiment is the rate of reaction between hydrochloric acid and calcium carbonate slowest ? water at 30  ocdilute hydrochloric acid lumps of calcium carbonatea water at 30  occoncentrated hydrochloric acid lumps of calcium carbonatecwater at 60  ocdilute hydrochloric acid powdered calcium carbonateb water at 60  occoncentrated hydrochloric acid powdered calcium carbonated",
+            "9": "9 /g211 ucles 2004 0620/1/o/n/04 [turn over19aqueous ammonia is added to a solution of a metal sulphate. a green precipitate that is insoluble in excess of the aqueous ammonia forms. which metal ion is present? aca2+bcu2+cfe3+dfe2+ 20the chart shows the colour ranges of four different indicators. which indicator is blue in an acidic solution? 21an ion x in solution is identified as shown. heatdamp red litmusstays red solution x + naoh(aq) heatdamp redlitmusturns blue solution x + naoh(aq) metal powder what is ion x? aal 3+  (aq) bnh 4+  (aq) cno 3\u2013  (aq) dso 42\u2013  (aq)indicator a bcd1 2 3 4 5 6 7 8 9 10 11 12 13 14ph value yellow yellowblue red redblue blue blue colourless",
+            "10": "10 /g211 ucles 2004 0620/1/o/n/0422metals can be joined together by welding them at a high temperature. why is an argon atmosphere often used? aargon has a low density. bargon is colourless. cargon is inexpensive. dargon is unreactive. 23part of the reactivity series is outlined below. aluminium carbon ironlead hydrogenincreasing reactivity copper electrolysis is an expensive way of extraction. which metal has to be extracted from its ore by electrolysis? aaluminium bcopper clead diron",
+            "11": "11 /g211 ucles 2004 0620/1/o/n/04 [turn over24the diagram shows part of the periodic table. xz y which statement about elements x, y and z is correct? the proton number of x is aseven less than that of z. bthree less than that of z. cone less than that of y. dsixteen less than that of y. 25three different metals, cu, fe and mg, are each added to an excess of dilute hydrochloric acid.the graph shows how rapidly hydrogen is given off. 0timevolume of hydrogen12 3 which metal gives which curve? 123 a fe cu mg b fe mg cu c mg cu fe d mg fe cu",
+            "12": "12 /g211 ucles 2004 0620/1/o/n/0426which substance is a metal? electrical conductivity (solid)electrical conductivity (molten) a high high b high low c low high d low low 27which changes occur when impure iron is made into stainless steel? carbon chromium a added added b added removed c removed added d removed removed 28the bodies of an aeroplane, a car and a wheelbarrow are made of metal. which metal is used for which body? aeroplane car wheelbarrow a aluminium iron steel b aluminium steel iron c steel aluminium iron d steel iron aluminium 29what is used to test for the presence of water? aanhydrous copper( ii) sulphate baqueous barium chloride caqueous sodium hydroxide duniversal indicator paper",
+            "13": "13 /g211 ucles 2004 0620/1/o/n/04 [turn over30a candle is burned in a fixed volume of air. how do the percentages (%) of carbon dioxide and oxygen change? carbon dioxide oxygen a fall fall b fall rise c rise fall d rise rise 31anhydrous calcium chloride is used as a drying agent.an alkaline solution of pyrogallol absorbs oxygen and carbon dioxide. clean air is passed through the apparatus shown. clean air alkaline pyrogallolanhydrous calciumchloride which gases are present in the air leaving the apparatus? argon nitrogen hydrogen a /g51/g51/g51 b /g51/g55/g51 c /g55/g51/g51 d /g51/g51/g55 32which chart could represent the composition of a galvanised roof? carbon ironb carbonirona ironcarbonzincd carbonironzincc",
+            "14": "14 /g211 ucles 2004 0620/1/o/n/0433which statement explains why iron is used as the catalyst in the manufacture of ammonia? amore ammonia is produced in a given time. bthe catalyst is unchanged at the end of the reaction. cthe catalyst neutralises the ammonia. dthe purity of the ammonia is improved. 34a sample of acid rainwater (ph  = 4) is passed down a glass column packed with marble chippings (calcium carbonate). the water coming from the bottom of the column is collected in a beaker. the ph is now 6. rainwate r marble chippings water what causes the change in ph? athe acid has been filtered. bthe acid has been neutralised. cthe acid is made more concentrated. dthe acid is precipitated. 35what are the products when limestone (calcium carbonate) is strongly heated?acalcium hydroxide and carbon dioxide bcalcium hydroxide and carbon monoxide ccalcium oxide and carbon dioxide dcalcium oxide and carbon monoxide 36which compound is ethanol? ch ho h ha ch hc hhho hb h c oo hc ch hc h oo hd",
+            "15": "15 /g211 ucles 2004 0620/1/o/n/0437what is petroleum? aan aircraft fuel ba central heating fuel ca mixture of carbohydrates da mixture of hydrocarbons 38methanol and ethanol belong to the same homologous series. what does this mean?atheir molecules contain atoms only of carbon and hydrogen. btheir molecules have the same number of carbon atoms. cthey have the same functional group. dthey have the same relative molecular mass. 39which substances can be obtained by cracking hydrocarbons?aethanol and ethene bethanol and hydrogen cethene and hydrogen dethene and poly(ethene) 40the apparatus shown may be used to study the products of fermentation. fermenting solutionaqueous calciumhydroxide what is the purpose of the aqueous calcium hydroxide? ato absorb any excess of yeast bto condense the ethanol produced cto prevent air entering the system dto show that carbon dioxide is produced",
+            "16": "16 university of cambridge international examinations is part of the university of cambridge local examinations syndicate (ucles) which is itself a department of the university of cambridge. 0620/1/o/n/04group 140 ce cerium 58141 pr praseodymium 59144 nd neodymium 60pm promethium 61150 sm samarium 62152 eu europium 63157 gd gadolinium 64159 tb terbium 65162 dy dysprosium 66165 ho holmium 67167 er erbium 68169 tm thulium 69173 yb ytterbium 70175 lu lutetium 71 232 th thorium 90pa protactinium 91238 u uranium 92np neptunium 93pu plutonium 94am americium 95cm curium 96bk berkelium 97cf californium 98es einsteinium 99fm fermium 100md mendelevium 101no nobelium 102lr lawrencium 1031 h hydrogen 1 7 li lithium 3 23 na sodium 1124 mg magnesium 12 40 ca calcium 2045 sc scandium 2148 ti titanium 2251 v vanadium 2352 cr chromium 2455 mn manganese 2556 fe iron 2659 co cobalt 2759 ni nickel 2864 cu copper 2965 zn zinc 3070 ga gallium 3127 al aluminium 1311 b boron 512 c carbon 614 n nitrogen 716 o oxygen 819 f fluorine 9 28 si silicon 1431 p phosphorus 1532 s sulphur 1635.5 cl chlorine 1740 ar argon 1820 ne neon 104 he helium 2 73 ge germanium 3275 as arsenic 3379 se selenium 3480 br bromine 3584 kr krypton 3639 k potassium 19 88 sr strontium 3889 y yttrium 3991 zr zirconium 4093 nb niobium 4196 mo molybdenum 42tc technetium 43101 ru ruthenium 44103 rh rhodium 45106 pd palladium 46108 ag silver 47112 cd cadmium 48115 in indium 49119 sn tin 50122 sb antimony 51128 te tellurium 52127 i iodine 53131 xe xenon 54 137 ba barium 56139 la lanthanum 57        *178 hf hafnium 72181 ta tantalum 73184 w tungsten 74186 re rhenium 75190 os osmium 76192 ir iridium 77195 pt platinum 78197 au gold 79201 hg mercury 80204 tl thallium 81207 pb lead 82209 bi bismuth 83po polonium 84at astatine 85rn radon 86 fr francium 87227 ac actinium 89                9 be beryllium 4ii i iii iv v vi vii 0 85 rb rubidium 37 133 cs caesium 55 226 ra radium 88 the volume of one mole of any gas is 24 dm3at room temperature and pressure (r.t.p.).a x ba = relative atomic mass x = atomic symbol b = proton (atomic) numberkey*58-71 lanthanoid series  90-103 actinoid seriesdata sheet the periodic table of the elements"
+        },
+        "0620_w04_qp_2.pdf": {
+            "1": "centre number candidate number name university of cambridge international examinations international general certificate of secondary education chemistry0620/02 paper 2 october/november 2004 1 hour 15 minutes candidates answer on the question paper. no additional materials required. read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen in the spaces provided on the question paper. you may use a pencil for any diagrams, graphs or rough working. do not use staples, paper clips, highlighters, glue or correction fluid. you may use a calculator. answer all questions. the number of marks is given in brackets [  ] at the end of each question or part question. a copy of the periodic table is provided on page 16. for examiner\u2019s use 1 2 3 4 5 6 total this document consists of 15 printed pages and 1 blank page. ib04 11_0620_02/3rp /g211 ucles 2004 [turn overif you have been given a label, look at the details. if any details are incorrect o r missing, please fill in your correct details in the space given at the top of this page. stick your personal label here, if provided.",
+            "2": "2 /g211 ucles 2004 0620/02/o/n/04for examiner\u2019s use1the table below gives some information about the elements in group i of the periodic table. element boiling point / oc density / g  cm/g1503radius of atom in the metal / nmreactivity with water lithium 1342 0.53 0.157 sodium 883 0.97 0.191 rapid potassium 760 0.86 0.235 very rapid rubidium 1.53 0.250 extremely rapid caesium 669 1.88 explosive (a)how does the density of the group i elements change down the group? [2] (b)suggest a value for the boiling point of rubidium. [1] (c)suggest a value for the radius of a caesium atom. [1] (d)use the information in the table to suggest how fast lithium reacts with water compared with the other group i metals. [1] (e)state three properties shown by all metals. 1. 2. 3. [3] ",
+            "3": "3 /g211 ucles 2004 0620/02/o/n/04 [turn overfor examiner\u2019s use(f)when sodium reacts with water, hydrogen is given off. 2na(s)   +    2h 2o(l)     /g174      2naoh(aq)      +      h 2(g) (i)state the name of the other product formed in this reaction. [1] (ii) describe a test for hydrogen. test result [2] (g)the diagrams below show three types of hydrogen atom. +n+nn+ hydrogen deuterium tritium (i)state the name of the positively charged particle in the nucleus. [1] (ii) what is the name given to atoms with the same number of positive charges in the nucleus but different numbers of neutrons? [1] (iii) state the number of nucleons in a single atom of tritium. [1] (iv) tritium is a radioactive form of hydrogen. state one medical use of radioactivity. [1] ",
+            "4": "4 /g211 ucles 2004 0620/02/o/n/04for examiner\u2019s use2the structures of some compounds found in plants are shown below. hnh hco oh hchhhhc o oc hhhc hhc ho hcc c cchh hhhh h h hcch hhhbc dea (a)which two of these compounds are unsaturated hydrocarbons? [1] (b)which two of these compounds contain a carboxylic acid functional group? [1] (c)write the molecular formula for compound d. [1] (d)draw the structure of the product formed when compound a reacts with bromine. show all atoms and all bonds. [1]",
+            "5": "5 /g211 ucles 2004 0620/02/o/n/04 [turn overfor examiner\u2019s use(e)strawberry fruits produce compound a (ethene) naturally. a scientist left some green strawberry fruits to ripen. the scientist measured the concentration of ethene and carbon dioxide produced by the strawberry fruits over a ten day period. the graph below shows the results. 0 02468 1 0100200300400 daysconcentration of gas/partsper million(ppm) carbon dioxide ethene (i)between which two days does the rate of ethene production increase most rapidly? [1] (ii) what is the name given to the process in which carbon dioxide is produced by living organisms? put a ring around the correct answer. acidification combustion neutralization respiration [1] (iii) carbon dioxide concentration over 350  ppm has an effect on ethene production by the fruits.what effect is this? [1] (iv) ethene gas spreads throughout the fruit by a random movement of molecules.what is the name given to the random movement of molecules? put a ring around the correct answer. aeration diffusion evaporation ionisation [1]",
+            "6": "6 /g211 ucles 2004 0620/02/o/n/04for examiner\u2019s use(v) ethene gas promotes the ripening of strawberry fruits. ripening of strawberries is slowed down by passing a stream of nitrogen over the fruit. suggest why this slows down the ripening process. [1] (vi) enzymes are involved in the ripening process. what is an enzyme ? [2] (f)plants make a variety of coloured pigments. a student extracted red colouring from four different plants, r, s, t and u. the student put a spot of each colouring on a piece of filter paper.the filter paper was dipped into a solvent and left for 30 minutes.the results are shown below. rstu rstustart of experiment result after 30 minutes filter paper solvent (i)what is name given to the process shown in the diagram? [1] (ii) which plant contained the greatest number of different pigments? [1] (iii) which two plants contained the same pigments? [1] ",
+            "7": "7 /g211 ucles 2004 0620/02/o/n/04 [turn overfor examiner\u2019s use3read the following instructions for the preparation of hydrated nickel( ii) sulphate (niso 4.7h 2o), then answer the questions which follow. 1put 25  cm3 of dilute sulphuric acid in a beaker. 2heat the sulphuric acid until it is just boiling then add a small amount of nickel( ii) carbonate. 3when the nickel( ii) carbonate has dissolved, stop heating, then add a little more nickel carbonate. continue in this way until nickel( ii) carbonate is in excess. 4filter the hot mixture into a clean beaker. 5make the hydrated nickel( ii) sulphate crystals from the nickel( ii) sulphate solution. the equation for the reaction is nico 3(s)     +    h 2so 4(aq)    /g174    niso 4(aq)     +    co 2(g)    +   h 2o(l) (a)what piece of apparatus would you use to measure out 25  cm3 of sulphuric acid? [1] (b)why is the nickel( ii) carbonate added in excess? [1] (c)when nickel( ii) carbonate is added to sulphuric acid, there is a fizzing. explain why there is a fizzing. [1] (d)draw a diagram to describe step 4. you must label your diagram. [3]",
+            "8": "8 /g211 ucles 2004 0620/02/o/n/04for examiner\u2019s use(e)after filtration, which one of the following describes the nickel( ii) sulphate in the beaker? put a ring around the correct answer. crystals filtrate precipitate water [1] (f)explain how you would obtain pure dry crystals of hydrated nickel( ii) sulphate from the solution of nickel( ii) sulphate. [2] (g)when hydrated nickel( ii) sulphate is heated gently in a test tube, it changes colour from green to white. (i)complete the symbol equation for this reaction. niso 4.7h 2o(s) niso 4(s) + [1] (ii)what does the sign mean? [1] (iii) how can you obtain a sample of green nickel( ii) sulphate starting with white nickel( ii) sulphate? [1] ",
+            "9": "9 /g211 ucles 2004 0620/02/o/n/04 [turn overfor examiner\u2019s use4the table below shows the composition of the mixture of gases coming from a typical car exhaust. gas% of the gas in the exhaust fumes carbon dioxide 9 carbon monoxide 5 oxygen 4 hydrogen 2 hydrocarbons 0.2 nitrogen oxides 0.2 sulphur dioxide less than 0.003 gas x 79.6 (a)state the name of the gas x. [1] (b)the carbon dioxide comes from the burning of hydrocarbons, such as octane, in thepetrol. (i)complete the word equation for the complete combustion of octane. octane + /g174 carbon dioxide + [2] (ii) which two chemical elements are present in hydrocarbons? [1] (iii) to which homologous series of hydrocarbons does octane belong? [1] (c)suggest a reason for the presence of carbon monoxide in the exhaust fumes. [1] ",
+            "10": "10 /g211 ucles 2004 0620/02/o/n/04for examiner\u2019s use(d)nitrogen oxides are present in small quantities in the exhaust fumes. (i)complete the following equation for the formation of nitrogen dioxide. n2(g) + o2(g)/g174 no 2(g) [1] (ii) state one harmful effect of nitrogen dioxide on organisms. [1] (e)sulphur dioxide is an atmospheric pollutant which is only found in small amounts in car exhausts. (i)what is the main source of sulphur dioxide pollution of the atmosphere? [1] (ii) sulphur dioxide is oxidised in the air to sulphur trioxide. the sulphur trioxide may dissolve in rainwater to form a dilute solution of sulphuric acid, h 2so 4. state the meaning of the term oxidation . [1] (iii) calculate the relative molecular mass of sulphuric acid. [1] (iv) sulphuric acid reacts with metals such as iron. complete the following word equation for the reaction of sulphuric acid with iron. sulphuric acid + iron /g174 + [2] (v) what effect does acid rain have on buildings made of stone containing calcium carbonate? [1] ",
+            "11": "11 /g211 ucles 2004 0620/02/o/n/04 [turn overfor examiner\u2019s use5fertilizers often contain ammonium nitrate. (a) (i) what effect do fertilizers have on crops? [1] (ii) name one metal ion which is commonly present in fertilizers. [1] (iii) which one  of the following ions is commonly present in fertilizers? put a ring around the correct answer. bromide chloride hydroxide phosphate [1] (b)describe a test for nitrate ions. test result [4] (c)ammonium nitrate can be made by adding nitric acid to a solution of ammonia. (i)what type of reaction is this? [1] (ii) complete the symbol equation for this reaction. + hno 3(aq)/g174nh 4no 3(aq) [1] (d)which two of the following statements about ammonia are true?tick two boxes. ammonia is insoluble in water ammonia turns red litmus blue a solution of ammonia in water has a ph of 7 ammonia has a molecular structure [2]",
+            "12": "12 /g211 ucles 2004 0620/02/o/n/04for examiner\u2019s use6the electrolysis of a concentrated solution of sodium chloride, provides us with chemicals. (a)sodium chloride has an ionic giant structure. which one  of the following is a correct description of a property of sodium chloride. tick one  box. sodium chloride has a low melting point sodium chloride conducts electricity when it is solid sodium chloride has a high boiling point sodium chloride is insoluble in water [1] (b) (i) explain what is meant by the term electrolysis . [1] (ii) at which electrode is hydrogen produced during the electrolysis of aqueous sodium chloride? [1] (iii) name a suitable substance that can be used for the electrodes. [1] (c) (i) state the name of the particle which is added to a chlorine atom to make a chloride ion. [1] (ii) describe a test for chloride ions. test result [2] ",
+            "13": "13 /g211 ucles 2004 0620/02/o/n/04 [turn overfor examiner\u2019s use(d)if chlorine is allowed to mix with sodium hydroxide, sodium chlorate( i), naocl is formed. balance the equation for this reaction. cl2+n a o h /g174 nac l+naoc l+h 2o [1] (e)one tonne (1  000  kg) of a commercial solution of sodium hydroxide produced by electrolysis contains the following masses of compounds. compound mass of compound kg/ tonne sodium hydroxide 510 sodium chloride 10 sodium chlorate( v) 9 water 471 total 1000 (i)how many kilograms of sodium hydroxide will be present in 5 tonnes of the solution? [1] (ii) all the water from one tonne of impure sodium hydroxide is evaporated. what would the approximate percentage of the remaining impurities be? put a ring around the correct answer. 0.036% 3.6% 36% 96% [1]",
+            "14": "14 /g211 ucles 2004 0620/02/o/n/04for examiner\u2019s use(f)the hydrogen obtained by electrolysis can be used in the manufacture of margarine. ch hchh cchh co 2h h nchh chh hhcchh co 2h h +   h 2 nni (i)complete the following sentences about this reaction using words from the list. catalyst inhibitormonomericsaturated unsaturated hydrogen gas is bubbled through carbon compounds using a nickel which speeds up the reaction. the mar garines produced are compounds. [3] (ii) state one other use of hydrogen. [1] ",
+            "15": "15 0620/02/o/n/04blank page",
+            "16": "16 university of cambridge international examinations is part of the university of cambridge local examinations syndicate (ucles) which is itself a department of the university of cambridge. /g211 ucles 2004 0620/02/o/n/04group 140 ce cerium 58141 pr praseodymium 59144 nd neodymium 60pm promethium 61150 sm samarium 62152 eu europium 63157 gd gadolinium 64159 tb terbium 65162 dy dysprosium 66165 ho holmium 67167 er erbium 68169 tm thulium 69173 yb ytterbium 70175 lu lutetium 71 232 th thorium 90pa protactinium 91238 u uranium 92np neptunium 93pu plutonium 94am americium 95cm curium 96bk berkelium 97cf californium 98es einsteinium 99fm fermium 100md mendelevium 101no nobelium 102lr lawrencium 1031 h hydrogen 1 7 li lithium 3 23 na sodium 1124 mg magnesium 12 40 ca calcium 2045 sc scandium 2148 ti titanium 2251 v vanadium 2352 cr chromium 2455 mn manganese 2556 fe iron 2659 co cobalt 2759 ni nickel 2864 cu copper 2965 zn zinc 3070 ga gallium 3127 al aluminium 1311 b boron 512 c carbon 614 n nitrogen 716 o oxygen 819 f fluorine 9 28 si silicon 1431 p phosphorus 1532 s sulphur 1635.5 cl chlorine 1740 ar argon 1820 ne neon 104 he helium 2 73 ge germanium 3275 as arsenic 3379 se selenium 3480 br bromine 3584 kr krypton 3639 k potassium 19 88 sr strontium 3889 y yttrium 3991 zr zirconium 4093 nb niobium 4196 mo molybdenum 42tc technetium 43101 ru ruthenium 44103 rh rhodium 45106 pd palladium 46108 ag silver 47112 cd cadmium 48115 in indium 49119 sn tin 50122 sb antimony 51128 te tellurium 52127 i iodine 53131 xe xenon 54 137 ba barium 56139 la lanthanum 57        *178 hf hafnium 72181 ta tantalum 73184 w tungsten 74186 re rhenium 75190 os osmium 76192 ir iridium 77195 pt platinum 78197 au gold 79201 hg mercury 80204 tl thallium 81207 pb lead 82209 bi bismuth 83po polonium 84at astatine 85rn radon 86 fr francium 87227 ac actinium 89                9 be beryllium 4ii i iii iv v vi vii 0 85 rb rubidium 37 133 cs caesium 55 226 ra radium 88 the volume of one mole of any gas is 24 dm3at room temperature and pressure (r.t.p.).a x ba = relative atomic mass x = atomic symbol b = proton (atomic) numberkey*58-71 lanthanoid series  90-103 actinoid seriesdata sheet the periodic table of the elements"
+        },
+        "0620_w04_qp_3.pdf": {
+            "1": "this document consists of 15 printed pages and 1 blank page.  ib04 11_0620_03rep/rp   \u00a9 ucles  2004        [turn over   university of cambridge international examinations   international general certificate of secondary education       chemistry       paper 3 0620/03        october/november 2004       1 hour 15 minutes   candidates answer on the question paper.   no additional materials required.                                 read these instructions first    write your centre number, candidate number and name on all the work you hand in.  write in dark blue or black pen.  you may use a pencil for any diagrams, graphs or rough working.  write in the boxes provided on the question paper  do not  write in the barcode.  do not  write in the grey areas between the pages.  do not use staples, paper clips, highlighters, glue or correction fluid.  you may use a calculator.    answer all questions.  the number of marks is given in brackets [  ] at the end of each question   or part questions.  a copy of the periodic table is printed on page 16. for examiner's use 1 2345678 totalcandidate name centrenumber candidatenumbe r*062003*",
+            "2": "2  .    \u00a9 ucles 2004 0620/03/o/n/04 for  examiner\u2019s  use 1 (a)  two of the gases in air are nitrogen and oxygen. name two other gases present in  unpolluted air.    [2]       (b) two common pollutants present in air are sulphur dioxide and lead compounds. state the source and harmful effect of each.    sulphur dioxide   source  harmful effect [3]    lead compounds    source  harmful effect [2]      (c) respiration and photosynthesis are two of the processes that determine the percentage  of oxygen and of carbon dioxide in the air.     (i) name another process that changes the percentages of these two gases in air.    [1]     (ii) the equation for photosynthesis is given below.    6co 2 + 6h 2o    c6h12o6 + 6o 2    this is an endothermic reaction.   complete the reaction for respiration.   c 6h12o6 + 6o 2   +         this is an reaction.      [2]   ",
+            "3": "3  \u00a9 ucles 2004 0620/03/o/n/04 [turn over  for  examiner\u2019s  use  (d) the rate of photosynthesis of pond weed can be measured using the following  experiment.    gas collects bubbles pond weed water containing dissolvedcarbon dioxidegraduatedtube       (i) describe how you could show that the gas collected in this experiment is oxygen.    [1]     (ii) what measurements are needed to calculate the rate of this reaction?    [2]    (iii) what would be the effect, and why, of moving the apparatus further away from the  light?    [2]   ",
+            "4": "4  .    \u00a9 ucles 2004 0620/03/o/n/04 for  examiner\u2019s  use 2 the salt copper( ii) sulphate can be prepared by reacting copper( ii) oxide with sulphuric  acid.     complete the list of instructions for making copper( ii) sulphate using six of the words below.    blue cool dilute filter   saturated sulphate white oxide      instructions   1 add excess copper( ii) oxide to  sulphuric acid in a   beaker and boil it.      2  to remove the unreacted copper( ii) oxide.    3 heat the solution until it is   .    4  the solution to form        coloured crystals of copper ( ii)  . [6]   ",
+            "5": "5  \u00a9 ucles 2004 0620/03/o/n/04 [turn over  for  examiner\u2019s  use 3 the simplest alcohol is methanol.     (a) it is manufactured by the following reversible reaction.    co (g) + 2h 2 (g)  ch 3oh (g)   300  oc   30atm    (i) reversible reactions can come to equilibrium. explain the term equilibrium .      [1]    (ii) at 400  oc, the percentage of methanol in the equilibrium mixture is lower than at   300  oc. suggest an explanation.    [2]    (iii) suggest two advantages of using high pressure for this reaction.   give a reason for each advantage.    advantage   reason    advantage  reason  [5]      ",
+            "6": "6  .    \u00a9 ucles 2004 0620/03/o/n/04 for  examiner\u2019s  use (b) (i) complete the equation for the combustion of methanol in an excess of oxygen.    ch 3oh + o 2  +[ 2]   (ii) complete the word equation.    methanol + ethanoic acid    +   [2]       (iii) methanol can be oxidised to an acid. name this acid.    [1]     ",
+            "7": "7  \u00a9 ucles 2004 0620/03/o/n/04 [turn over  for  examiner\u2019s  use 4 in the following list of ionic equations, the metals are in order of reactivity.       +    zn  zn2+ + 2e\u2013   sn  sn2+ + 2e\u2013  reactivity of metals increases hg  hg2+ + 2e\u2013   ag  ag+ + e\u2013      (a) (i) in the space at the top of the series, write an ionic equation that includes a more  reactive metal. [1]      (ii) define oxidation  in terms of electron transfer.      [1]     (iii) explain why the positive ions are likely to be oxidising agents.    [1]     (iv) which positive ion(s) can oxidise mercury metal (hg)?    [1]      ",
+            "8": "8  .    \u00a9 ucles 2004 0620/03/o/n/04 for  examiner\u2019s  use (b) the following diagram shows a simple cell.    vvoltmeter zinc electrode tin electrode electrolyte dilute sulphuric acid       (i) predict how the voltage of the cell would change if the tin electrode was replaced with a silver one.    [1]      (ii) which electrode would go into the solution as positive ions? give a reason for your choice.    [1]      (iii) state how you can predict the direction of the electron flow in cells of this type.    [1]   ",
+            "9": "9  \u00a9 ucles 2004 0620/03/o/n/04 [turn over  for  examiner\u2019s  use 5 strontium and sulphur chlorides both have a formula of the type xc l  2 but they have  different properties.    property strontium chloride sulphur chloride  appearance white crystalline solid red liquid  melting point / oc 873 -80  particles present ions molecules  electrical conductivity of solid poor poor  electrical conductivity of liquid good poor      (a) the formulae of the chlorides are similar because both elements have a valency of 2.  explain why group ii and group vi elements both have a valency of 2.    [2]     (b) draw a diagram showing the arrangement of the valency electrons in one covalent  molecule of sulphur chloride.    use x to represent an electron from a sulphur atom.   use o to represent an electron from a chlorine atom.   [3]    (c) explain the difference in electrical conductivity between the following.     (i) solid and liquid strontium chloride    [1]     (ii) liquid strontium chloride and liquid sulphur chloride    [1]   ",
+            "10": "10  .    \u00a9 ucles 2004 0620/03/o/n/04 for  examiner\u2019s  use 6 polymers are extensively used in food packaging. poly(dichloroethene) is used because gases can only diffuse through it very slowly. polyesters have a high thermal stability and food can be cooked in a polyester bag.    (a) (i) the structure of poly(dichloroethene) is given below.    hclcchcl n       draw the structural formula of the monomer.        (ii) explain why oxygen can diffuse faster through the polymer bag than carbon  dioxide can.       [2]    (b) (i) a polyester can be formed from the monomers ho-ch 2ch 2-oh and     hooc-c 6h4-cooh. draw the structure of this polyester.        [2]           [1] ",
+            "11": "11  \u00a9 ucles 2004 0620/03/o/n/04 [turn over  for  examiner\u2019s  use (ii)  name a naturally occurring class of compounds that contains the ester linkage.     [1]      (iii) suggest what is meant by the term thermal stability.        [1]       (c) (i) describe two environmental problems caused by the disposal of plastic (polymer)  waste.         [2]   (ii) the best way of disposing of plastic waste is recycling to form new plastics. what  is another advantage of recycling plastics made from petroleum?     [1]     ",
+            "12": "12  .    \u00a9 ucles 2004 0620/03/o/n/04 for  examiner\u2019s  use 7 (a)  (i) write a symbol equation for the action of heat on zinc hydroxide.        [2]       (ii) describe what happens when solid sodium hydroxide is heated strongly.     [1]    (b) what would be observed  when copper( ii) nitrate is heated?       [3]   (c)  iron( iii) sulphate decomposes when heated. calculate the mass of iron( iii) oxide  formed and the volume of sulphur trioxide produced when 10.0  g of iron( iii) sulphate  was heated.   mass of one mole of fe 2(so 4)3 is 400  g.    fe2(so 4)3 (s)    fe 2o3 (s) + 3so 3 (g)    number of moles of fe 2(so 4)3 =   number of moles of fe 2o3 formed =  mass of iron( iii) oxide formed = g   number of moles of so 3 produced =  volume of sulphur trioxide at r.t.p. = dm3[5]   ",
+            "13": "13  \u00a9 ucles 2004 0620/03/o/n/04 [turn over  for  examiner\u2019s  use 8 the alkenes are a homologous series of unsaturated hydrocarbons.     (a) the table below gives the names, formulae and boiling points of the first members of the series.    name formula boiling point  / oc  ethene c 2h4 -102  propene c 3h6 -48  butene c 4h8 -7  pentene c 5h10 30  hexene       (i) complete the table by giving the formula of hexene and by predicting its boiling point.  [2]    (ii) deduce the formula of the alkene which has a relative molecular mass of 168. show your working.    [2]   (b) describe a test that will distinguish between the two isomers, but-2-ene and cyclobutane.      test   result with but-2-ene   result with cyclobutane  [3]     ",
+            "14": "14  .    \u00a9 ucles 2004 0620/03/o/n/04 for  examiner\u2019s  use (c) alkenes undergo addition reactions.      (i) what class of organic compound is formed when an alkene reacts with water?    [1]     (ii) predict the structural formula of the compound formed when hydrogen chloride reacts with but-2-ene.      [1]          (iii) draw the structure of the polymer formed from but-2-ene.      [2]                    ",
+            "15": "15  every reasonable effort has been made to trace all copyright holders where the publishers (i.e. ucles) are aware that third-par ty material has been  reproduced. the publishers would be pleased to hear from any one whose rights they have unwittingly infringed.    university of cambridge international examinations is part of the university of cambridge local examinations syndicate (ucles),  which is itself a department  of the university of cambridge.        0620/03/o/n/04  blank page",
+            "16": "16  \u00a9 ucles 2004 0620/03/o/n/04 group 140 ce cerium 58141 pr praseodymium 59144 nd neodymium 60pm promethium 61150 sm samarium 62152 eu europium 63157 gd gadolinium 64159 tb terbium 65162 dy dysprosium 66165 ho holmium 67167 er erbium 68169 tm thulium 69173 yb ytterbium 70175 lu lutetium 71 232 th thorium 90pa protactinium 91238 u uranium 92np neptunium 93pu plutonium 94am americium 95cm curium 96bk berkelium 97cf californium 98es einsteinium 99fm fermium 100md mendelevium 101no nobelium 102lr lawrencium 1031 h hydrogen 1 7 li lithium 3 23 na sodium 1124 mg magnesium 12 40 ca calcium 2045 sc scandium 2148 ti titanium 2251 v vanadium 2352 cr chromium 2455 mn manganese 2556 fe iron 2659 co cobalt 2759 ni nickel 2864 cu copper 2965 zn zinc 3070 ga gallium 3127 al aluminium 1311 b boron 512 c carbon 614 n nitrogen 716 o oxygen 819 f fluorine 9 28 si silicon 1431 p phosphorus 1532 s sulphur 1635.5 cl chlorine 1740 ar argon 1820 ne neon 104 he helium 2 73 ge germanium 3275 as arsenic 3379 se selenium 3480 br bromine 3584 kr krypton 3639 k potassium 19 88 sr strontium 3889 y yttrium 3991 zr zirconium 4093 nb niobium 4196 mo molybdenum 42tc technetium 43101 ru ruthenium 44103 rh rhodium 45106 pd palladium 46108 ag silver 47112 cd cadmium 48115 in indium 49119 sn tin 50122 sb antimony 51128 te tellurium 52127 i iodine 53131 xe xenon 54 137 ba barium 56139 la lanthanum 57        *178 hf hafnium 72181 ta tantalum 73184 w tungsten 74186 re rhenium 75190 os osmium 76192 ir iridium 77195 pt platinum 78197 au gold 79201 hg mercury 80204 tl thallium 81207 pb lead 82209 bi bismuth 83po polonium 84at astatine 85rn radon 86 fr francium 87227 ac actinium 89                9 be beryllium 4ii i iii iv v vi vii 0 85 rb rubidium 37 133 cs caesium 55 226 ra radium 88 the volume of one mole of any gas is 24 dm3at room temperature and pressure (r.t.p.).a x ba = relative atomic mass x = atomic symbol b = proton (atomic) numberkey*58-71 lanthanoid series  90-103 actinoid seriesdata sheet the periodic table of the elements  "
+        },
+        "0620_w04_qp_5.pdf": {
+            "1": "this document consists of 7 printed pages and 1 blank page.  ib04 11_0620_05/3rp   \u00a9 ucles  2004  [turn over   university of cambridge international examinations   international general certificate of secondary education       chemistry       paper 5 practical test 0620/05        october/november 2004      candidates answer on the question paper.   additional materials:  as listed in instructions  1 hour 15 minutes    to supervisors                                     read these instructions first    write your name, centre number and candidate number on all the work you hand in.  write in dark blue or black pen in the spaces provided on the question paper.  you may use a pencil for any diagrams, graphs or rough working.  do not  write in the barcode.  do not  write in the grey areas between the pages.  do not use staples, paper clips, highlighters, glue or correction fluid.   you may use a calculator.  answer all questions.  the number of marks is given in brackets [  ] at the end of each question or part question.   practical notes are provided on page 8.  candidate name centrenumber candidatenumbe r*062005*    for examiner's use total1 2",
+            "2": "2  \u00a9 ucles 2004 0620/05/o/n/04 for  examiner\u2019s  use 1 you are going to investigate what happens when sodium thiosulphate dissolves in water.     read all the instructions  below carefully before starting the experiments.    instructions     experiment 1    place a polystyrene cup in the beaker provided.     by using a measuring cylinder, pour 20  cm3 of the distilled water into the polystyrene cup  provided and record the temperature of the water in the table.     add the 1  g of powdered sodium thiosulphate provided to the cup and stir the mixture with  the thermometer.  measure and record the temperature of the solution after one minute.   pour the solution away and rinse the polystyrene cup.    experiment 2    repeat experiment 1 using 2  g of the powdered sodium thiosulphate provided.    record your results in the table.     experiments 3, 4 and 5    repeat experiment 1 using 3  g, 4  g and 5  g of powdered sodium thiosulphate respectively.   record your results in the table.    table of results    temperature  / oc  mass of sodium thiosulphate /  g  initial final  1    2    3    4    5      [5] ",
+            "3": "3  \u00a9 ucles 2004 0620/05/o/n/04  [turn over  for  examiner\u2019s  use  (a) plot the results of the experiments on the grid below.  draw a best-fit straight line  graph.    01234540 30 20 10 0 mass of thiosulphate  / gfinal temperature  / oc 6    [5]   ",
+            "4": "4  \u00a9 ucles 2004 0620/05/o/n/04 for  examiner\u2019s  use  (b) (i) use your graph  to estimate the temperature of the reaction mixture if 3.5  g of  powdered sodium thiosulphate were added to 20  cm3 of water.       indicate clearly  on the graph how you obtained your answer.    [2]      (ii) from your graph work out the temperature of the reaction mixture if 6  g of  powdered sodium thiosulphate were added to 20  cm3 of water.      indicate clearly  how you used your graph.    [2]      (c) what type of chemical reaction occurs when sodium thiosulphate dissolves in water?    [1]      (d) explain how the temperature changes would differ in the experiments if 40  cm3 of water  were used.        [2]       (e) explain why the sodium thiosulphate was powdered before being used.      [2]       (f) predict what the temperature of the reaction mixture in experiment 5 would be after 1  hour.  explain your answer.      [2]      (g) suggest one change you could make to the apparatus  used in the experiments to  obtain more accurate results.      [1]     ",
+            "5": "5  \u00a9 ucles 2004 0620/05/o/n/04  [turn over  for  examiner\u2019s  use 2 you are provided with salt e.     carry out the following tests on e, recording all of your observations in the table.  do not  write any conclusions in the table.    tests observations   (a) describe the appearance of e  [2]                [2]  appearance     (b) using a spatula place about half of e in a hard glass test- tube. inside the top of the tube suspend a piece of damp indicator paper. heat e gently  until gas comes out of the  tube.     leave the tube to cool and  study its appearance.   [2]       dissolve the rest of e in about 6  cm3  of water.     (c) test the ph of the solution  using indicator paper.  [1]            (d) divide the solution into three test- tubes.    (i) to the first portion, add a few drops of dilute nitric  acid and about 1  cm3 of  aqueous silver nitrate.   [2]   (ii) to the second portion of  solution e, add about        1 cm3 of lead nitrate  solution.  [2]          [2]   (iii) to the third portion of  solution e, add about       1 cm3 of aqueous sodium  hydroxide. boil gently   and test the gas given off  with indicator paper.         (e) name the gas given off in test (d)(iii) .    [1]   ",
+            "6": "6  \u00a9 ucles 2004 0620/05/o/n/04 for  examiner\u2019s  use  (f) explain the observations in test (b).      [2]       (g) what conclusions can you draw about salt e?      [2]   ",
+            "7": "7   0620/05/o/n/04   blank page ",
+            "8": "8      every reasonable effort has been made to trace all copyright holders. the publishers would be pleased to hear from anyone whose  rights we have unwittingly  infringed.   university of cambridge international examinations is part of  the university of cambridge local examinations syndicate (ucles), which is itself a department  of the university of cambridge .      \u00a9 ucles 2004 0620/05/o/n/04 notes for use in qualitative analysis   test for anions   anion test test result  carbonate (co-2 3) add dilute acid effervescence, carbon dioxide  produced  chloride (c l \u2013)  [in solution] acidify with dilute nitric acid, then add aqueous silver nitrate white ppt.  iodide ( i\u2013)  [in solution] acidify with dilute nitric acid, then aqueous lead( ii) nitrate yellow ppt.  nitrate (no\u2212 3)  [in solution] add aqueous sodium hydroxide then aluminium foil; warm carefully ammonia produced  sulphate (so-2 4)  [in solution] acidify with dilute nitric acid, then  aqueous barium nitrate white ppt.  test for aqueous cations   cation effect of aqueous sodium hydroxide effect of aqueous ammonia  aluminium (a l 3+) white ppt., soluble in excess giving  a colourless solution white ppt., insoluble in excess  ammonium (nh+ 4) ammonia produced on warming -  calcium (ca2+) white., insoluble in excess no ppt., or very slight white ppt.  copper(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  iron( iii) (fe3+) red-brown ppt., insoluble in excess red-brown ppt., insoluble in excess  zinc (zn2+) white ppt., soluble in excess giving  a colourless solution white ppt., soluble in excess giving a colourless solution  test for gases   gas test and test results  ammonia (nh 3) turns damp red litmus paper blue  carbon dioxide (co 2) turns limewater milky  chlorine (c l2) bleaches damp litmus paper  hydrogen (h 2) \u201cpops\u201d with a lighted splint  oxygen (o 2) relights a glowing splint   "
+        },
+        "0620_w04_qp_6.pdf": {
+            "1": "centre number candidate number name               university of cambridge international examinations    international general certificate of secondary education        chemistry         paper 6  alternative to practical    october/november 2004        1 hour    candidates answer on the question paper.     no additional materials required.                           read these instructions first     write your name, centre number and candidate number at the top of this page.   write in dark blue or black pen in the spaces provided on the question paper.   you may use a pencil for any diagrams, graphs or rough working.   do not use staples, paper clips, highlighters, glue or correction fluid.     you may use a calculator.     answer all questions.   the number of marks is given in brackets [  ] at the end of each question or part question.                           for examiner\u2019s use   1    2    3    4    5    6    7    total       this document consists of 11 printed pages and 1 blank page.  ib04 11_0620_06/3rp   \uf6d9 ucles  2004  [turn over    if you have been given a label, look at the  details. if any details are incorrect or  missing, please fill in your correct details in the space given at the top of this page.    stick your personal label here, if provided.   ",
+            "2": "2  \uf6d9 ucles 2004 0620/06/o/n/04 for  examiner\u2019s  use 1 the apparatus below was used to make hydrogen. dilute hydrochloric acid was added to zinc.      watera b      (a) identify the pieces of apparatus labelled  a,   b.   [2]     (b) complete the boxes [1]       (c) give a test for hydrogen.  test   result   [2]     ",
+            "3": "3  \uf6d9 ucles 2004 0620/06/o/n/04  [turn over  for  examiner\u2019s  use 2 the addition of calcium carbonate to excess dilute nitric acid produces carbon dioxide. the  volume of carbon dioxide given off at 20 second intervals was recorded and plotted on the  grid.    0 2 04 06 08 0 1 0 0120 100140 80 60 2040 0 time  / secondsvolume of carbon dioxide  / cm3 120      (a) draw a smooth line graph on the grid. [1]      (b) circle the result which appears to be incorrect? why have you selected this result?        [2]       (c) why does the reaction slow down?    [1]  ",
+            "4": "4  \uf6d9 ucles 2004 0620/06/o/n/04 for  examiner\u2019s  use 3 a liquid alkane was passed over heated aluminium oxide to make ethene.     waterliquid alkane and mineral woolaluminiumoxide very strong heatethene        (a) what is the purpose of the mineral wool?    [1]      (b) what is this type of chemical reaction called?    [1]     (c) give a test for ethene.  test   result   [2]     (d) what precaution should be taken in the experiment when the heat is removed? explain.        [2]     ",
+            "5": "5  \uf6d9 ucles 2004 0620/06/o/n/04  [turn over  for  examiner\u2019s  use 4 a student investigated what happened when sodium thiosulphate dissolved in water.    experiment 1   by using a measuring cylinder, 20  cm3 of distilled water was poured into a polystyrene cup.  use the thermometer diagram to record the temperature of the water in the table.    1  g of powdered sodium thiosulphate was added to the cup and the mixture stirred with a  thermometer. use the thermometer diagram to record the temperature of the solution.    experiment 2   experiment 1  was repeated using 2  g of powdered sodium thiosulphate. record the  temperature in the table.    experiments 3, 4 and 5   experiment 1  was repeated using 3  g, 4  g and 5  g of powdered sodium thiosulphate  respectively. record the temperatures in the table.   ",
+            "6": "6  \uf6d9 ucles 2004 0620/06/o/n/04 for  examiner\u2019s  use   mass of sodium thiosulphate  / g temperature  / oc initial final 30 2520 302520201510 201510302520 252015 252015252015252015 15105 151050 12345      [5] ",
+            "7": "7  \uf6d9 ucles 2004 0620/06/o/n/04  [turn over  for  examiner\u2019s  use  (a) plot the results of the experiments on the grid below. draw a straight line graph. clearly  label the graph. [5]    mass of thiosulphate added  / gfinal temperature  / oc 012345630 25 20 15 510 0      (b) (i) use your graph  to estimate the temperature of the reaction mixture if 3.5  g of  powdered sodium thiosulphate were added to 20  cm3 of water.      indicate clearly  on the graph how you obtained your answer.    [2]      (ii) from your graph work out the temperature of the reaction mixture if 6  g of  powdered sodium thiosulphate were added to 20  cm3 of water.      indicate clearly  how you used your graph.    [2]       (c) what type of chemical reaction occurs when sodium thiosulphate dissolves in water?    [1]    ",
+            "8": "8  \uf6d9 ucles 2004 0620/06/o/n/04 for  examiner\u2019s  use  (d) explain how the temperature changes would differ in the experiments if 40  cm3 of water  were used.        [2]      (e) explain why the sodium thiosulphate was powdered before being used.      [2]      (f) predict what the temperature of the reaction mixture in experiment 5  would be after 1  hour. explain your answer.      [2]      (g) suggest one change you could make to the apparatus  used in the experiments to  obtain more accurate results.      [1]     ",
+            "9": "9  \uf6d9 ucles 2004 0620/06/o/n/04  [turn over  for  examiner\u2019s  use 5 salt e, which is ammonium chloride was tested.     record all observations in the table.   tests observations  (a) describe the appearance of e    [2]     (b) using a spatula salt e was  placed in a hard glass test-tube. inside the top of the tube was suspended a piece of damp blue  litmus paper next to a piece of  damp red litmus paper. e was  heated gently until gas came out  of the tube.             red litmus went blue then  blue litmus went red           (c) e was dissolved in water to make  an aqueous solution.   the solution was divided into  three test-tubes   (i) to the first portion, was  added a few drops of dilute  nitric acid and about 1cm3 of  aqueous silver nitrate.   [2]   (ii) to the second portion of  solution e, was added     about 1  cm3 of lead nitrate  solution.   [2]     (iii) to the third portion of  solution e, was added about  1 cm3 of aqueous sodium  hydroxide. the mixture was  boiled gently and the gas given off was tested with indicator paper   [2]       (d) name the gas given off in test (c)(iii) .    [1]      (e) explain the observations in test (b).      [2]   ",
+            "10": "10  \uf6d9 ucles 2004 0620/06/o/n/04 for  examiner\u2019s  use 6 describe a chemical test to distinguish between each of the following pairs of substances.  an example is given.      oxygen and carbon dioxide     test: glowing splint     result: re-lights in oxygen, no effect with carbon dioxide    (a) aqueous chlorine and aqueous sodium chloride  test   result with chlorine   result with sodium chloride   [2]     (b) aqueous iron( ii) chloride and aqueous iron( iii) chloride  test   result with iron( ii) chloride   result with iron( iii) chloride   [2]      (c) copper sulphate and copper carbonate  test   result with copper sulphate   result with copper carbonate   [2]  ",
+            "11": "11  \uf6d9 ucles 2004 0620/06/o/n/04  for  examiner\u2019s  use 7 forged banknote      a fake banknote can be investigated by dissolving the ink off the paper.   you are provided with four different inks from four different criminals. describe an  experiment to show which one of these inks is the same as the ink from the banknote.    you can use a labelled diagram to help you answer the question.                                  [6]     ",
+            "12": "12    university of cambridge international examinations is part of the university of cambridge local examinations syndicate (ucles),  which is itself a department  of the university of cambridge.     0620/06/o/n/04 blank page "
+        }
+    },
+    "2005": {
+        "0620_s05_qp_1.pdf": {
+            "1": "     university of cambridge international examinations    international general certificate of secondary education        chemistry 0620/01       paper 1  multiple choice    may/june 2005        45 minutes     additional materials: multiple choice answer sheet      soft clean eraser      soft pencil (type b or hb is recommended)                          read these instructions first     write in soft pencil.    do not use staples, paper clips, highlighters, glue or correction fluid.   write your name, centre number and candidate number on the answer sheet in the spaces provided unless   this has been done for you.      there are forty  questions on this paper. answer all questions.   for each question there are four possible answers  a, b , c and d. choose the one you consider correct and   record your choice in soft pencil on the separate answer sheet.     read the instructions on the answer sheet very carefully.     each correct answer will score one mark. a mark will not be deducted for a wrong answer.   any rough working should be done in this booklet.   a copy of the periodic table is printed on page 16.  you may use a calculator.                                              this document consists of 15 printed pages and 1 blank page.  ib05 06_0620_01/2rp   \uf6d9 ucles 2005  [turn over  ",
+            "2": "2    \u00a9 ucles 2005 0620/01/m/j/05 1 in which of the following are the particles arranged in a regular pattern?  a a gas  b a liquid  c a metal  d a solution      2 a student mixes 25  cm3 samples of dilute hydrochloric acid with different volumes of aqueous  sodium hydroxide. each time, the student measures the change in temperature to test if the  reaction is exothermic.    which piece of apparatus is not needed?    burette clock pipette thermometerab c d     3 in an experiment, a student needs to measure out 36.50  cm3 of a solution.    which piece of apparatus would measure this volume most accurately?  a beaker  b burette  c measuring cylinder  d pipette     ",
+            "3": "3    \u00a9 ucles 2005 0620/01/m/j/05  [turn over  4 two isotopes of helium are he3 2and he4 2.    which two diagrams show the arrangement of particles in these two isotopes?     p n2 1ee ep n22ee p ne e ea np 21ee ep n2 2ee e eb p n21ee p n22ee c p 3 p 4ee ee dkey electron protonneutronnucleushe 3 242he      5 which row gives the outer electronic shell of fluorine and of neon?     9f 10ne  a 7 8  b 7 10  c 9 8  d 9 10    ",
+            "4": "4    \u00a9 ucles 2005 0620/01/m/j/05 6 the electronic configuration of an ion is 2.8.8.    what could this ion be?     s2\u2013 ca2+  a \u0013 \u0013  b \u0013 \u0017  c \u0017 \u0013  d \u0017 \u0017    7 the \u2018lead\u2019 in a pencil is made of a mixture of graphite and clay.    \u2018lead\u2019     if the percentage of graphite is increased, the pencil slides across the paper more easily.    why is this?  a graphite conducts electricity.  b graphite is a form of carbon.  c graphite is a lubricant.  d graphite is a non-metal.      8 which statement about gaseous hydrogen chloride and solid potassium chloride is correct?  a hydrogen chloride is covalent but potassium chloride is ionic.  b hydrogen chloride is ionic but potassium chloride is covalent. c they are both covalent compounds. d they are both ionic compounds.      9 which two elements form an alloy when they are heated together?  a chlorine and hydrogen  b chlorine and zinc c copper and hydrogen d copper and zinc     ",
+            "5": "5    \u00a9 ucles 2005 0620/01/m/j/05  [turn over  10 for which compound is the formula correct?     compound formula  a ammonia nh 4  b carbon monoxide co 2  c iron( iii) oxide fe 3o2  d zinc hydroxide zn(oh) 2     11 at which stage in the manufacture of magnesium from sea-water can electrolysis be used?    sea watersolid magnesiumhydroxidesolidmagnesiumchloridemoltenmagnesiumchloride moltenmagnesiummetalstage a stage b stage c stage d       12 metallic and non-metallic elements can both be extracted by electrolysis.    which element is produced at the negative electrode (cathode)?  a bromine  b chlorine c hydrogen  d oxygen     13 which product is manufactured by electrolysis?  a aluminium  b copper( ii) sulphate  c sodium chloride  d steel     ",
+            "6": "6    \u00a9 ucles 2005 0620/01/m/j/05 14 which diagrams show a process in which an exothermic change is taking place?    icesodium wate r water12 3 rocket     a 1 and 2 only  b 1 and 3 only  c 2 and 3 only  d 1, 2 and 3     15 are hydrogen and uranium oxidised when used as a source of energy?     hydrogen uranium  a \u0013 \u0013  b \u0013 \u0017  c \u0017 \u0013  d \u0017 \u0017     ",
+            "7": "7    \u00a9 ucles 2005 0620/01/m/j/05  [turn over  16 a liquid x reacts with solid y to form a gas.    which two diagrams show suitable methods for investigating the speed of the reaction?    balancestopper x y3cotton wool x y1 stopper x y4balancecotton wool x y2     a 1 and 3 b 1 and 4 c 2 and 3 d 2 and 4      17 in different experiments, 2  g of marble are added to 10  cm3 of hydrochloric acid.    in which tube is the reaction fastest?    hot hydrochloric acid marble chips powdered marbleab cold hydrochloric acid marble chips powdered marblecd      ",
+            "8": "8    \u00a9 ucles 2005 0620/01/m/j/05 18 what is the colour of liquid bromine and of the aqueous bromide ion?     bromine bromide ion  a red-brown red-brown  b red-brown colourless  c yellow-green yellow-green  d yellow-green colourless     19 which property does hydrochloric acid have?  a it gives a pale blue precipitate with aqueous copper( ii) sulphate.  b it gives a white precipitate with aqueous barium nitrate.  c it releases ammonia from aqueous ammonium sulphate.  d it releases hydrogen with zinc powder.      20 hydrochloric acid is used to clean a metal surface by removing the oxide layer on the metal.    this is because hydrochloric acid has a \u2026.. x\u2026.. ph and the metal oxide is \u2026.. y\u2026..    what are x  and y?     x y  a high acidic  b high basic  c low acidic  d low basic    ",
+            "9": "9    \u00a9 ucles 2005 0620/01/m/j/05  [turn over  21 the apparatus shown can be used to prepare aqueous copper( ii) sulphate.    aqueous ystirrer solid x aqueous copper( ii) sulphateexcess of solid xfilter paper heat    what are substances x and y?     substance x substance y  a copper iron( ii) sulphate  b copper( ii) chloride sulphuric acid  c copper( ii) oxide sulphuric acid  d sulphur copper( ii) chloride     22 in the experiment shown, the dilute sulphu ric acid is run into the flask of aqueous barium  hydroxide until the reaction is complete.    dilute sulphuricacid aqueousbariumhydroxide     which processes occur in this reaction?     neutralisation precipitation  a \u0013 \u0013  b \u0013 \u0017  c \u0017 \u0013  d \u0017 \u0017 ",
+            "10": "10    \u00a9 ucles 2005 0620/01/m/j/05 23 the chemical properties of an element depend mainly on the number of  a electrons in the innermost shell.  b electrons in the outermost shell.  c fully occupied shells of electrons.  d partly occupied shells of electrons.      24 an element x is in group iii of the periodic table.    which property of x can be predicted from this fact?  a the charge on an ion of x  b the colour of the ion of x  c the melting point of x  d the relative atomic mass, ar, of x     25 the table compares the properties of group i elements with those of transition elements.    which entry in the table is correct?     property group i elements transition elements  a catalytic activity low high  b density high low  c electrical conductivity low high  d melting point high low    26 caesium is near the bottom of group i of the periodic table.    what is the correct description of caesium?     state at room  temperature reaction with  cold water  a liquid reacts quickly  b liquid reacts slowly  c solid reacts quickly  d solid reacts slowly    ",
+            "11": "11    \u00a9 ucles 2005 0620/01/m/j/05  [turn over  27 mild steel is an alloy of iron and carbon.    how does the carbon affect the properties of mild steel?  a the carbon makes the alloy a better conductor of electricity than iron.  b the carbon makes the alloy harder than the iron. c the carbon makes the alloy softer than the iron.  d the carbon stops the iron rusting.     28 which metal reacts quickly with cold water only when it is finely powdered?  a calcium  b copper  c sodium  d magnesium     29 which of the oxides cao, cuo and na 2o can be reduced by heating with carbon?  a cao only  b cuo only  c na2o only  d cao, cuo and na 2o     30 three stages in making steel from iron ore are listed.     x carbon dioxide reacts with carbon   y basic oxides and oxygen are added   z hematite is reduced    in which order do these stages occur?  a x \u2192 y \u2192 z  b x \u2192 z \u2192 y  c y \u2192 x \u2192 z  d z \u2192 y \u2192 x     ",
+            "12": "12    \u00a9 ucles 2005 0620/01/m/j/05 31 the diagram shows ethanol burning inside a sealed jar.    air jar ethanol     the mass of one gas in the jar does not change.    which gas is this?  a carbon dioxide  b nitrogen c oxygen d water vapour     32 which methods prevent rusting of iron?     coating  with zinc painting washing with  distilled water  a \u0013 \u0013 \u0013  b \u0017 \u0013 \u0013  c \u0013 \u0013 \u0017  d \u0013 \u0017 \u0017     33 which processes do not use oxygen?     1 burning natural gas   2 heating a room with an electric fire   3 welding apparatus    a 1 only b 2 only c 3 only d 1, 2 and 3     ",
+            "13": "13    \u00a9 ucles 2005 0620/01/m/j/05  [turn over  34 the presence of nitrates in soil can be shown by warming the soil with aqueous sodium  hydroxide and aluminium foil.    which gas is given off?  a ammonia  b carbon dioxide  c nitrogen  d nitrogen dioxide     35 dolomite is a rock that contains magnesium carbonate.    a piece of dolomite is heated strongly in air.    which word equation correctly describes the reaction that takes place?  a magnesium carbonate + water \u2192 magnesium hydroxide + carbon dioxide  b magnesium carbonate + oxygen \u2192 magnesium oxide + carbon dioxide + water  c magnesium carbonate + oxygen \u2192 magnesium oxide + water  d magnesium carbonate \u2192 magnesium oxide + carbon dioxide     36 which two compounds have molecules in which there is a double bond?  a ethane and ethanoic acid  b ethane and ethanol  c ethene and ethanoic acid  d ethene and ethanol    37 which substance is found in crude oil?  a bitumen  b ethanol c ethanoic acid  d poly(ethene)     ",
+            "14": "14    \u00a9 ucles 2005 0620/01/m/j/05 38 which statement about a family of organic compounds describes an homologous series?    all compounds in the family have the same  a functional group.  b physical properties. c relative molecular mass. d structural formula.     39 which column describes ethane and which column describes ethene?    hydrocarbon    1 2 3 4  state at room temperature gas gas liquid liquid  reaction with oxygen burns burns burns burns  reaction with  aqueous bromine no reaction decolourises  bromine no reaction decolourises  bromine    a 1 (ethane) and 2  (ethene)  b 1 (ethane) and 3  (ethene)  c 2 (ethene) and 3  (ethane)  d 3 (ethane) and 4  (ethene)     40 which of the products c 12h24 and h 2 could be formed by cracking dodecane, c 12h26?     c12h24 h 2  a \u0017 \u0017  b \u0017 \u0013  c \u0013 \u0017  d \u0013 \u0013     ",
+            "15": "15      every reasonable effort has been made to trace all copyright holders where the publishers (i.e. ucles) are aware that third-par ty material has been  reproduced. the publishers would be pleased to hear from any one whose rights they have unwittingly infringed.     0620/01/m/j/05   blank page",
+            "16": "16      university of cambridge international examinations is part of the university of cambridge local examinations syndicate (ucles),  which is itself a department  of the university of cambridge.   0620/01/m/j/05  group 140 ce cerium 58141 pr praseodymium 59144 nd neodymium 60pm promethium 61150 sm samarium 62152 eu europium 63157 gd gadolinium 64159 tb terbium 65162 dy dysprosium 66165 ho holmium 67167 er erbium 68169 tm thulium 69173 yb ytterbium 70175 lu lutetium 71 232 th thorium 90pa protactinium 91238 u uranium 92np neptunium 93pu plutonium 94am americium 95cm curium 96bk berkelium 97cf californium 98es einsteinium 99fm fermium 100md mendelevium 101no nobelium 102lr lawrencium 1031 h hydrogen 1 7 li lithium 3 23 na sodium 1124 mg magnesium 12 40 ca calcium 2045 sc scandium 2148 ti titanium 2251 v vanadium 2352 cr chromium 2455 mn manganese 2556 fe iron 2659 co cobalt 2759 ni nickel 2864 cu copper 2965 zn zinc 3070 ga gallium 3127 al aluminium 1311 b boron 512 c carbon 614 n nitrogen 716 o oxygen 819 f fluorine 9 28 si silicon 1431 p phosphorus 1532 s sulphur 1635.5 cl chlorine 1740 ar argon 1820 ne neon 104 he helium 2 73 ge germanium 3275 as arsenic 3379 se selenium 3480 br bromine 3584 kr krypton 3639 k potassium 19 88 sr strontium 3889 y yttrium 3991 zr zirconium 4093 nb niobium 4196 mo molybdenum 42tc technetium 43101 ru ruthenium 44103 rh rhodium 45106 pd palladium 46108 ag silver 47112 cd cadmium 48115 in indium 49119 sn tin 50122 sb antimony 51128 te tellurium 52127 i iodine 53131 xe xenon 54 137 ba barium 56139 la lanthanum 57        *178 hf hafnium 72181 ta tantalum 73184 w tungsten 74186 re rhenium 75190 os osmium 76192 ir iridium 77195 pt platinum 78197 au gold 79201 hg mercury 80204 tl thallium 81207 pb lead 82209 bi bismuth 83po polonium 84at astatine 85rn radon 86 fr francium 87227 ac actinium 89                9 be beryllium 4ii i iii iv v vi vii 0 85 rb rubidium 37 133 cs caesium 55 226 ra radium 88 the volume of one mole of any gas is 24 dm3at room temperature and pressure (r.t.p.).a x ba = relative atomic mass x = atomic symbol b = proton (atomic) numberkey*58-71 lanthanoid series  90-103 actinoid seriesdata sheet the periodic table of the elements"
+        },
+        "0620_s05_qp_2.pdf": {
+            "1": "centre number candidate number name               university of cambridge international examinations    international general certificate of secondary education        chemistry 0620/02        paper 2 (core)    may/june 2005        1 hour 15 minutes     candidates answer on the question paper.     no additional materials required.                                read these instructions first     write your centre number, candidate number and name on all the work you hand in.   write in dark blue or black pen in the spaces provided on the question paper.   you may use a pencil for any diagrams, graphs or rough working.   do not use staples, paper clips, highlighters, glue or correction fluid.     answer all questions.   the number of marks is given in brackets [  ] at the end of each question or part question.   a copy of the periodic table is printed on page 16.                                 for examiner\u2019s use   1    2    3    4    5    6    total     this document consists of 16 printed pages.  ib05 06_0620_02/4rp   \uf6d9 ucles  2005  [turn over    if you have been given a label, look at the  details. if any details are incorrect or missing, please fill in your correct details in  the space given at the top of this page.   stick your personal label here, if provided.   ",
+            "2": "2  \u00a9 ucles 2005 0620/02/m/j/05 for  examiner's  use 1 the structures of some substances are shown below.      br hch c hh ch hh ch hh hi\u2013na+i\u2013na+na+ i\u2013i\u2013i\u2013na+na+ i\u2013na+i\u2013na+na+ i\u2013i\u2013i\u2013na+na+ cc c cc c cccc cc ccc ccc c ccccc c ccc cccccccc ccc cab dec           (a) answer these questions using the letters a, b, c, d or e.  (i) which structure is methane?  [1]  (ii) which two structures are giant structures?  and  [1]  (iii) which two structures are hydrocarbons?  and  [1]  (iv) which structure contains ions?  [1]  (v) which two structures have very high melting points?    and  [1]     ",
+            "3": "3  \u00a9 ucles 2005 0620/02/m/j/05 [turn over  for  examiner's  use  (b) structure e is a form of carbon.     (i) what is the name of this structure?   put a ring around the correct answer.  carbide graphite lead poly(hexene) [1]     (ii) name another form of carbon.   [1]     (c) write the simplest formula for substance b.   [1]       (d) is substance d an element or a compound?    explain your answer.     [1]      ",
+            "4": "4  \u00a9 ucles 2005 0620/02/m/j/05 for  examiner's  use 2 a student collected some water from a polluted river.   the water contained soluble solids and insoluble clay and had a ph of 5.    (a) how can the student separate the clay from the rest of the river water?   [1]     (b) the student uses litmus paper to show that the river water is acidic.    what will be the result of this test?   [1]     (c) the student then boiled the river water to obtain the soluble solids.    the diagram shows how she heated the water.    steel can copper gauze iron tripodboiling water natural gassteam        which of the substances named in the diagram is  (i) an alloy,  [1]  (ii) a compound which is liquid at room temperature,  [1]  (iii) an element,  [1]  (iv) a fuel?  [1]      (d) name the main substance in natural gas.   [1]      (e) what is the normal temperature of boiling water?   [1]   ",
+            "5": "5  \u00a9 ucles 2005 0620/02/m/j/05 [turn over  for  examiner's  use  (f) after the student boiled off the water, she analysed the white powder on the inside of  the steel can.   the table shows her results.    name of ion formula of ion mass of ion present  /milligrams  calcium ca2+ 16  carbonate co 32\u2013 35  chloride cl \u2013 8  nitrate no 3\u2013 4  sodium na+ 8  sulphate so 42\u2013 6       (i) which positive ion had the greatest concentration in the sample of river water?   [1]      (ii) complete the following equation to show how a sodium ion is formed from a  sodium atom.  na na+   +    [1]       (g) instead of using natural gas, the student could have used butane to heat the water.    the formula of butane is c 4h10.     (i) what products are formed when butane burns in excess air?   [1]     (ii) name the poisonous gas formed when butane undergoes incomplete combustion.   [1]    ",
+            "6": "6  \u00a9 ucles 2005 0620/02/m/j/05 for  examiner's  use 3 ammonia is a gas which forms an alkaline solution when dissolved in water.     (a) complete the diagram below to show the arrangement of the molecules in ammonia  gas.      o represents a single molecule of ammonia.    o   [2]     (b) which one of the following values is most likely to represent the ph of a dilute solution  of ammonia?   put a ring around the correct answer.  ph2 ph6 ph7 ph9 [1]      (c) the structure of the ammonia molecule is shown below.    n hh h       (i) write the simplest formula for ammonia.       [1]      (ii) describe the type of bonding in a molecule of ammonia.   [1]      (iii) ammonia is a gas at room temperature.     suggest why ammonia has a low boiling point.   [1]   ",
+            "7": "7  \u00a9 ucles 2005 0620/02/m/j/05 [turn over  for  examiner's  use  (d) many fertilisers contain ammonium sulphate.     (i) which acid must be added to ammonia solution to make ammonium sulphate?   put a ring around the correct answer.  hc l hno 3 h 3po 4 h 2so 4 [1]    (ii) fill in the missing words in the following sentence using two of the words from the  list.  air hydrogen nitrogen soil sodium water     fertilisers are needed in agriculture to replace the  ,  phosphorus and other elements which are removed from the   when crops are grown. [2]        (e) a solution of ammonia has a strong smell.   a beaker of ammonia solution is put in the corner of a room which is free of draughts.    beaker of ammoniasolution girl (standingby window)      at first, the girl by the closed window cannot smell the ammonia.  after 30 seconds she smells the ammonia.   use the kinetic particle theory to explain these facts.         [3]   ",
+            "8": "8  \u00a9 ucles 2005 0620/02/m/j/05 for  examiner's  use  (f) the diagram shows the apparatus used for oxidising ammonia in the laboratory.    airtongs platinum wire ammonia solution       first, nitrogen( ii) oxide, no, is produced. this then reacts with oxygen to form  nitrogen( iv) oxide, no 2.     (i) where does the oxygen come from in this reaction?   [1]     (ii) balance the equation for the reaction of nitrogen( ii) oxide with oxygen.    2no   +   o 2 .no 2   [1]     (iii) what is the meaning of the symbol  ?   [1]       (iv) the platinum wire acts as a catalyst in the reaction. as the reaction takes place, the  wire begins to glow red hot.   what does this show about the reaction?    [1]     ",
+            "9": "9  \u00a9 ucles 2005 0620/02/m/j/05 [turn over  for  examiner's  use 4 poly(ethene) is a plastic which is made by polymerizing ethene, c 2h4.     (a) which one of the following best describes the ethene molecules in this reaction?   put a ring around the correct answer.   alcohols alkanes monomers polymers products [1]     (b) the structure of ethane is shown below.    c hh ch h hh      explain, by referring to its bonding, why ethane cannot be polymerized.   [1]      (c) draw the structure of ethene, showing all atoms and bonds.            [1]    (d) ethene is obtained by cracking alkanes.    (i) explain the meaning of the term cracking .     [1]      (ii) what condition is needed to crack alkanes?   [1]     (iii) complete the equation for cracking decane, c 10h22.    c10h22 c2h4   +   . [1]    ",
+            "10": "10  \u00a9 ucles 2005 0620/02/m/j/05 for  examiner's  use  (e) some oil companies \u2018crack\u2019 the ethane produced when petroleum is distilled.     (i) complete the equation for this reaction.  c2h6 c2h4   +   . [1]       (ii) describe the process of fractional distillation which is used to separate the different  fractions in petroleum.          [2]       (iii) state a use for the following petroleum fractions.  petrol fraction   lubricating fraction  [2]     ",
+            "11": "11  \u00a9 ucles 2005 0620/02/m/j/05 [turn over  for  examiner's  use 5 the halogens are a group of diatomic non-metals showing a trend in colour, state and  reactivity.    (a) in this description, what is the meaning of  (i) diatomic,  [1]  (ii) state?  [1]     (b) the table gives some information about some of the halogens.    element melting point  /  oc boiling point  / oc colour state at room  temperature  chlorine -101 -35 green   bromine -7 +59    iodine +114  grey-black        (i) complete the last column in the table to show the state of each of the halogens at room temperature. [2]       (ii) state the colour of bromine.   [1]      (iii) suggest a value for the boiling point of iodine.   [1]        (c) complete the word equation for the reaction of chlorine with potassium iodide.  chlorine + potassium iodide   +     [2]       ",
+            "12": "12  \u00a9 ucles 2005 0620/02/m/j/05 for  examiner's  use  (d) (i)  draw a diagram to show the electronic structure of a chlorine molecule.   show only the outer electrons.                 [2]     (ii) state a use of chlorine.   [1]      (e) the structures of some substances containing halogens are shown below.    cl h br brbr ff fcl \u2013na+ na+cl \u2013na+ cl \u2013na+cl \u2013na+cl \u2013cl \u2013na+ ab c d       (i) which one of these structures, a, b, c or d, shows an element?   [1]     (ii) which one of these structures forms hydrochloric acid when dissolved in water?   [1]     (iii) complete the following sentence.  structure b conducts electricity when it is molten because    [2]     ",
+            "13": "13  \u00a9 ucles 2005 0620/02/m/j/05 [turn over  for  examiner's  use  (f) astatine, at, is below iodine in group vii of the periodic table.     (i) in which period of the periodic table is astatine?    [1]       (ii) how many protons does astatine have in its nucleus?   [1]      (iii) astatine has many isotopes.   what do you understand by the term isotopes ?     [1]       (iv) the most common isotope of astatine has a nucleon number (mass number) of 210.   calculate the number of neutrons in this isotope of astatine.   [1]  ",
+            "14": "14  \u00a9 ucles 2005 0620/02/m/j/05 for  examiner's  use 6 the electroplating of iron with chromium involves four stages.   1. the iron object is cleaned with sulphuric acid, then washed with water.   2. the iron is plated with copper.  3. it is then plated with nickel to prevent corrosion.  4. it is then plated with chromium.     (a) the equation for stage 1 is    fe   +   h 2so 4 feso 4   +   h 2      (i) write a word equation for this reaction.         [2]      (ii) describe a test for the gas given off in this reaction.  test   result  [2]      (b) the diagram shows how iron is electroplated with copper.    +_ rod of pure copperiron object copper( ii) sulphate solution      (i) choose a word from the list below which describes the iron object.   put a ring around the correct answer.  anion anode cathode cation [1]      (ii) what is the purpose of the copper( ii) sulphate solution?   [1]     ",
+            "15": "15      every reasonable effort has been made to trace all copyright holders where the publishers (i.e. ucles) are aware that third-par ty material has been  reproduced. the publishers would be pleased to hear from any one whose rights they have unwittingly infringed.    university of cambridge international examinations is part of t he university of cambridge local examinations syndicate (ucles),  which is itself a department  of the university of cambridge.    \u00a9 ucles 2005 0620/02/m/j/05  for  examiner's  use  (iii) describe what happens during the electroplating to  the iron object,   the rod of pure copper.  [2]      (iv) describe a test for copper( ii) ions.  test   result    [3]       (c) suggest why chromium is used to electroplate articles.   [1]      (d) the information below shows the reactivity of chromium, copper and iron with warm  hydrochloric acid.     chromium \u2013 few bubbles of gas produced every second   copper \u2013 no bubbles of gas produced   iron \u2013 many bubbles of gas produced every second     put these three metals in order of their reactivity with hydrochloric acid.   most reactive \u2192      least reactive \u2192    [1]   ",
+            "16": "16  \u00a9 ucles 2005 0620/02/m/j/05    group 140 ce cerium 58141 pr praseodymium 59144 nd neodymium 60pm promethium 61150 sm samarium 62152 eu europium 63157 gd gadolinium 64159 tb terbium 65162 dy dysprosium 66165 ho holmium 67167 er erbium 68169 tm thulium 69173 yb ytterbium 70175 lu lutetium 71 232 th thorium 90pa protactinium 91238 u uranium 92np neptunium 93pu plutonium 94am americium 95cm curium 96bk berkelium 97cf californium 98es einsteinium 99fm fermium 100md mendelevium 101no nobelium 102lr lawrencium 1031 h hydrogen 1 7 li lithium 3 23 na sodium 1124 mg magnesium 12 40 ca calcium 2045 sc scandium 2148 ti titanium 2251 v vanadium 2352 cr chromium 2455 mn manganese 2556 fe iron 2659 co cobalt 2759 ni nickel 2864 cu copper 2965 zn zinc 3070 ga gallium 3127 al aluminium 1311 b boron 512 c carbon 614 n nitrogen 716 o oxygen 819 f fluorine 9 28 si silicon 1431 p phosphorus 1532 s sulphur 1635.5 cl chlorine 1740 ar argon 1820 ne neon 104 he helium 2 73 ge germanium 3275 as arsenic 3379 se selenium 3480 br bromine 3584 kr krypton 3639 k potassium 19 88 sr strontium 3889 y yttrium 3991 zr zirconium 4093 nb niobium 4196 mo molybdenum 42tc technetium 43101 ru ruthenium 44103 rh rhodium 45106 pd palladium 46108 ag silver 47112 cd cadmium 48115 in indium 49119 sn tin 50122 sb antimony 51128 te tellurium 52127 i iodine 53131 xe xenon 54 137 ba barium 56139 la lanthanum 57        *178 hf hafnium 72181 ta tantalum 73184 w tungsten 74186 re rhenium 75190 os osmium 76192 ir iridium 77195 pt platinum 78197 au gold 79201 hg mercury 80204 tl thallium 81207 pb lead 82209 bi bismuth 83po polonium 84at astatine 85rn radon 86 fr francium 87227 ac actinium 89                9 be beryllium 4ii i iii iv v vi vii 0 85 rb rubidium 37 133 cs caesium 55 226 ra radium 88 the volume of one mole of any gas is 24 dm3at room temperature and pressure (r.t.p.).a x ba = relative atomic mass x = atomic symbol b = proton (atomic) numberkey*58-71 lanthanoid series  90-103 actinoid seriesdata sheet the periodic table of the elements"
+        },
+        "0620_s05_qp_3.pdf": {
+            "1": "this document consists of 14 printed pages and 2 blank pages.  ib05 06_0620_03/3rp   \uf6d9 ucles  2005        [turn over   university of cambridge international examinations   international general certificate of secondary education      chemistry       paper 3 (extended) 0620/03        may/june 2005       1 hour 15 minutes   candidates answer on the question paper.   no additional materials required.                                 read these instructions first    write your centre number, candidate number and name on all the work you hand in.  write in dark blue or black pen.  you may use a pencil for any diagrams, graphs or rough working.  write in the boxes provided on the question paper  do not  write in the barcode.  do not  write in the grey areas between the pages.  do not use staples, paper clips, highlighters, glue or correction fluid.  you may use a calculator.    answer all questions.  the number of marks is given in brackets [  ] at the end of each question   or part questions.  a copy of the periodic table is printed on page 16. candidate name centrenumber candidatenumbe r*062003* for examiner\u2019s use 1 234 5 6 total",
+            "2": "2  \u00a9 ucles 2005 0620/03/m/j/05 for  examiner's  use1 three of the halogens in group vii are:  chlorine  bromine  iodine       (a) (i)  how does their colour change down the group?   [1]     (ii) how does their physical state (solid, liquid or gas) change down the group?   [1]     (iii) predict the colour and physical state of fluorine.  colour   physical state  [2]      (b) describe how you could distinguish between aqueous potassium bromide and aqueous  potassium iodide.  test   result with bromide   result with iodide  [3]       (c) 0.015 moles of iodine react with 0.045 moles of chlorine to form 0.030 moles of a single  product. complete the equation.  i2 +  cl2   [2]       (d) traces of chlorine can be separated from bromine vapour by diffusion.    which gas would diffuse the faster and why?     [2]   ",
+            "3": "3  \u00a9 ucles 2005 0620/03/m/j/05 [turn over  for  examiner's  use 2 the following apparatus was used to measure the rate of the reaction between zinc and  iodine.     100  cm3 of aqueous iodine, 0.1  mol  / dm3 at 25 oc mixture stirred by magnetic stirrerthin plate of zincto balance       the mass of the zinc plate was measured every minute until the reaction was complete.    (a) write an ionic equation for the redox reaction that occurred between zinc atoms and  iodine molecules.   [2]      (b) describe how you could show by adding aqueous sodium hydroxide and aqueous  ammonia that a solution contained zinc ions.  result with sodium  hydroxide   excess sodium hydroxide   result with aqueous ammonia   excess aqueous ammonia  [3]     ",
+            "4": "4  \u00a9 ucles 2005 0620/03/m/j/05 for  examiner's  use (c) from the results of this experiment two graphs were plotted.      time timemass of plateloss ofmassgraph 1 graph 2        (i) which reagent iodine or zinc was in excess? give a reason for your choice.   [1]     (ii) describe how the shape of graph 1 would change if 100cm3 of 0.05 mol/dm3 iodine  had been used.     [2]     (iii) on graph 2, sketch the shape if the re action had been carried out using 100 cm3 of  0.1 mol/dm3 iodine at 35  \u00b0c instead of at 25  \u00b0c. [2]   ",
+            "5": "5  \u00a9 ucles 2005 0620/03/m/j/05 [turn over  for  examiner's  use 3 a south korean chemist has discovered a cure for smelly socks. small particles of silver are  attached to a polymer, poly(propene), and this is woven into the socks.    (a) (i)  give the structural formula of the monomer.                 [1]     (ii) draw the structural formula of the polymer.                [2]     (iii) suggest which one, monomer or polymer, will react with aqueous bromine and why?     [2]       (b) to show that the polymer contains silver the following test was carried out.      the polymer fibres were chopped into small pieces and warmed with nitric acid. the  silver atoms were oxidised to silver( i) ions. the mixture was filtered. aqueous sodium  chloride was added to the filtrate and a white precipitate formed.    (i) why was the mixture filtered?   [1]    (ii) explain why the change of silver atoms to silver ions is oxidation.   [1]     (iii) give the name of the white precipitate.   [1]   ",
+            "6": "6  \u00a9 ucles 2005 0620/03/m/j/05 for  examiner's  use (c) the unpleasant smell is caused by carboxylic acids. bacteria cause the fats on the skin  to be hydrolysed to these acids. silver kills the bacteria and prevents the hydrolysis of  the fats.    (i) fats are esters. give the name and structural formula of an ester.  name  [1]  structural formula                 [1]     (ii) complete the word equation.  ester + water   carboxylic acid +   [1]       (d) propanoic acid is a weak acid.     (i) the following equation represents its reaction with ammonia.     ch 3   ch 2   cooh   +   nh 3 ch 3   ch 2   coo\u2013   +   nh 4+      explain why propanoic acid behaves as an acid and ammonia as a base.     [3]     (ii) explain the expression weak acid.    [1]   ",
+            "7": "7  \u00a9 ucles 2005 0620/03/m/j/05 [turn over  for  examiner's  use 4 the carlsbad caverns in new mexico are very large underground caves. although the walls  of these caves are coated with gypsum (hydrated calcium sulphate), the caves have been formed in limestone.    (a) it is believed that the caves were formed by sulphuric acid reacting with the limestone.    (i) complete the word equation.  calcium + sulphuric   calcium +  +    carbonate acid  sulphate  [1]   (ii) describe how you could test the water entering the cave to show that it contained  sulphate ions.  test   result  [2]     (iii) how could you show that the water entering the cave has a high concentration of  hydrogen ions?   [1]       (b) hydrogen sulphide gas which was escaping from nearby petroleum deposits was being  oxidised to sulphuric acid.     (i) complete the equation for this reaction forming sulphuric acid.  h2s +  o2     [2]     (ii) explain why all the hydrogen sulphide should be removed from the petroleum  before it is used as a fuel.      [1]  ",
+            "8": "8  \u00a9 ucles 2005 0620/03/m/j/05 for  examiner's  use (iii) draw a diagram to show the arrangement of the valency electrons in one molecule  of the covalent compound hydrogen sulphide.   use o to represent an electron from a sulphur atom.   use x to represent an electron from a hydrogen atom.                     [2]     (c) sulphuric acid is manufactured by the contact process. sulphur dioxide is oxidised to  sulphur trioxide by oxygen.      2so 2   +   o 2 2so 3      (i) name the catalyst used in this reaction.   [1]    (ii) what temperature is used for this reaction?   [1]   (iii) describe how sulphur trioxide is changed into sulphuric acid.      [2]      (d) gypsum is hydrated calcium sulphate, caso 4.xh 2o. it contains 20.9% water by mass.  calculate x.  mr: caso 4, 136; h 2o, 18.  79.1  g of caso 4 =  moles  20.9 g of h 2o =  moles  x =     [3]  ",
+            "9": "9  \u00a9 ucles 2005 0620/03/m/j/05 [turn over  for  examiner's  use 5 enzymes are biological catalysts. they are used both in research laboratories and in  industry.    (a) enzymes called proteases can hydrolyse proteins to amino acids. the amino acids can  be separated and identified by chromatography. the diagram below shows a typical  chromatogram.      sample asample bsolvent front initial level of solventsamples are placed on this line        (i) the rf value of a sample =  distance travelled by sample    distance travelled by solvent front    some r f values for amino acids are:  glutamic acid = 0.4 glycine = 0.5 alanine = 0.7 leucine = 0.9    identify the two amino acids on the chromatogram.  a is   b is   [2]     (ii) explain why the chromatogram must be exposed to a locating agent before rf  values can be measured.   [1]  ",
+            "10": "10  \u00a9 ucles 2005 0620/03/m/j/05 for  examiner's  use (iii) measuring rf values is one way of identifying amino acids on a chromatogram.  suggest another.   [1]    (iv) the synthetic polymer, nylon, has the same linkage as proteins. draw the structural  formula of nylon.                  [3]     (b) enzymes called carbohydrases can hydrolyse complex carbohydrates to simple sugars  which can be represented as   oh ho . draw the structure of a complex  carbohydrate.                     [2]    ",
+            "11": "11  \u00a9 ucles 2005 0620/03/m/j/05 [turn over  for  examiner's  use  (c) fermentation can be carried out in the ap paratus drawn below. after a few days the  reaction stops. it has produced a 12% aqueous solution of ethanol.      aqueous glucose and yeastallows carbondioxide to escape but prevents air entering        (i) complete the equation.  c6h12o6   +     glucose  ethanol  carbon dioxide  [2]   (ii) zymase catalyses the anaerobic respiration of glucose. define the term respiration .     [2]    (iii) suggest a reason why the reaction stops after a few days.   [1]    (iv) why is it essential that there is no oxygen in the flask?   [1]   (v) what technique is used to concentrate the aqueous ethanol?   [1]  ",
+            "12": "12  \u00a9 ucles 2005 0620/03/m/j/05 for  examiner's  use6 the position of aluminium in the reactivity series of metals is shown below.    magnesium  aluminium  zinc  copper       (a) aluminium is extracted by the electrolysis of its molten oxide.     waste gases carbon cathode (\u2013)carbon anode (+) mixture of aluminium  oxide and cryolite aluminium900 oc       (i) name the main ore of aluminium.   [1]     (ii) why does the molten electrolyte contain cryolite?   [1]     (iii) oxygen is produced at the positive electrode (anode). name another gas which is  given off at this electrode.   [1]      (b) aluminium reacts very slowly with aqueous copper( ii) sulphate.    2al(s)   +   3cuso 4(aq) al2(so 4)3(aq)   +   3cu(s)     (i) which of the two metals has the greater tendency to form ions?   [1]     (ii) describe what you would see when this reaction occurs.   [1]     (iii) explain why aluminium reacts so slowly.   [1]  ",
+            "13": "13  \u00a9 ucles 2005 0620/03/m/j/05 for  examiner's  use  (c) complete the following table by writing \u201creaction\u201d or \u201cno reaction\u201d in the spaces  provided.    oxide type of oxide reaction with acid reaction with alkali    magnesium basic           aluminium amphoteric          [2]       (d) predict the equations for the decomposition of the following aluminium compounds.  (i)  al(oh) 3  +   [2]    (ii) aluminium nitrate   +  +          [2]   ",
+            "14": "14   0620/03/m/j/05 blank page  ",
+            "15": "15    every reasonable effort has been made to t race all copyright holders where the publishers  (i.e. ucles) are aware that third-par ty material  has been reproduced. the publishers would be pleased to hear f rom anyone whose rights they have unwittingly infringed.    university of cambridge international examinations is part of t he university of cambridge local examinations syndicate (ucles),  which is  itself a department of the university of cambridge.    0620/03/m/j/05 blank page  ",
+            "16": "16  \u00a9 ucles 2005 0620/03/m/j/05    group 140 ce cerium 58141 pr praseodymium 59144 nd neodymium 60pm promethium 61150 sm samarium 62152 eu europium 63157 gd gadolinium 64159 tb terbium 65162 dy dysprosium 66165 ho holmium 67167 er erbium 68169 tm thulium 69173 yb ytterbium 70175 lu lutetium 71 232 th thorium 90pa protactinium 91238 u uranium 92np neptunium 93pu plutonium 94am americium 95cm curium 96bk berkelium 97cf californium 98es einsteinium 99fm fermium 100md mendelevium 101no nobelium 102lr lawrencium 1031 h hydrogen 1 7 li lithium 3 23 na sodium 1124 mg magnesium 12 40 ca calcium 2045 sc scandium 2148 ti titanium 2251 v vanadium 2352 cr chromium 2455 mn manganese 2556 fe iron 2659 co cobalt 2759 ni nickel 2864 cu copper 2965 zn zinc 3070 ga gallium 3127 al aluminium 1311 b boron 512 c carbon 614 n nitrogen 716 o oxygen 819 f fluorine 9 28 si silicon 1431 p phosphorus 1532 s sulphur 1635.5 cl chlorine 1740 ar argon 1820 ne neon 104 he helium 2 73 ge germanium 3275 as arsenic 3379 se selenium 3480 br bromine 3584 kr krypton 3639 k potassium 19 88 sr strontium 3889 y yttrium 3991 zr zirconium 4093 nb niobium 4196 mo molybdenum 42tc technetium 43101 ru ruthenium 44103 rh rhodium 45106 pd palladium 46108 ag silver 47112 cd cadmium 48115 in indium 49119 sn tin 50122 sb antimony 51128 te tellurium 52127 i iodine 53131 xe xenon 54 137 ba barium 56139 la lanthanum 57        *178 hf hafnium 72181 ta tantalum 73184 w tungsten 74186 re rhenium 75190 os osmium 76192 ir iridium 77195 pt platinum 78197 au gold 79201 hg mercury 80204 tl thallium 81207 pb lead 82209 bi bismuth 83po polonium 84at astatine 85rn radon 86 fr francium 87227 ac actinium 89                9 be beryllium 4ii i iii iv v vi vii 0 85 rb rubidium 37 133 cs caesium 55 226 ra radium 88 the volume of one mole of any gas is 24 dm3at room temperature and pressure (r.t.p.).a x ba = relative atomic mass x = atomic symbol b = proton (atomic) numberkey*58-71 lanthanoid series  90-103 actinoid seriesdata sheet the periodic table of the elements"
+        },
+        "0620_s05_qp_5.pdf": {
+            "1": "centre number candidate number name               university of cambridge international examinations    international general certificate of secondary education        chemistry 0620/05        paper 5  practical test    may/june 2005        1 hour 15 minutes     candidates answer on the question paper.     additional materials:  as listed in instructions to supervisors                                read these instructions first     write your name, centre number and candidate number in the spaces at the top of this page.   write in dark blue or black pen in the spaces provided on the question paper.   you may use a pencil for any diagrams, graphs or rough working.   do not use staples, paper clips, highlighters, glue or correction fluid.     answer all questions.   the number of marks is given in brackets [  ] at the end of each question or part question.   practical notes are provided on page 8.                                               for examiner\u2019s use   1    2    total     this document consists of 6 printed pages and 2 blank pages.  ib05 06_0620_05/4rp   \uf6d9 ucles  2005  [turn over    if you have been given a label, look at the  details. if any details are incorrect or missing, please fill in your correct details in  the space given at the top of this page.   stick your personal label here, if provided.   ",
+            "2": "2  \u00a9 ucles 2005 0620/05/m/j/05 for  examiner's  use  1 you are going to investigate a mixture of calcium hydroxide and water.     read all the instructions below carefully before  starting the experiment.     instructions     shake the mixture of calcium hydroxide and water provided in the bottle.     after one minute of shaking, filter the mixture into a beaker.   start experiment 1 when enough solution has been collected. continue to filter the mixture.      experiment 1     by using a measuring cylinder, measure 25  cm3 of the solution (filtrate) into the conical flask  provided.     carry out the titration as follows.    fill the burette to the 0.0  cm3 mark with the solution m  of hydrochloric acid.     add 3 or 4 drops of phenolphthalein to the flask.    add solution m slowly to the flask until the colour just disappears. record the burette  readings in the table. pour the solution away and rinse the conical flask.      experiment 2    empty the contents of the burette down the sink.   rinse the burette with the solution n of hydrochloric acid.    repeat experiment 1 using the solution n of hydrochloric acid.    record your results in the table.   normally you would be required to carry out repeat titrations.  however, owing to time considerations you are only required to carry out one titration for each experiment    table of results    burette readings/  cm3 experiment 1 experiment 2  final reading    initial reading    difference     [6]    (a) describe the appearance of the mixture of calcium hydroxide and water.   [1]   ",
+            "3": "3  \u00a9 ucles 2005 0620/05/m/j/05 [turn over  for  examiner's  use   (b) how did the colour of the solution in the flask change?  from  to  [2]       (c) what type of chemical reaction occurs when hydrochloric acid reacts with calcium  hydroxide?   [1]     (d) (i)  in which experiment was the greater volume of hydrochloric acid used?   [1]     (ii) compare the volumes of acid used in experiments 1 and 2.     [2]     (iii) suggest an explanation for the difference in volumes.     [2]      (e) predict the volume of hydrochloric acid m which would be needed to react completely if  experiment 1 was repeated with 50  cm3 of calcium hydroxide solution and explain your  answer.  volume of solution   explanation    [3]      (f) suggest one change you could make to the apparatus  used in the experiments to  obtain more accurate results.     [1]     (g) from the list below choose the correct word to complete the sentence.     not slightly very     calcium hydroxide is   soluble in water. [1]   ",
+            "4": "4  \u00a9 ucles 2005 0620/05/m/j/05 for  examiner's  use  2 you are provided with liquid a.     carry out the following tests on a, recording all of your observations in the table.  do not  write any conclusions in the table.    tests observations   (a) describe the appearance and smell of a.     [2]        colour     ph   [2]   (b) test the ph of the solution  using indicator paper.          (c) divide the liquid into five test- tubes.   (i) to the first portion, add the piece of magnesium  ribbon provided. note any observations and test the  gas.  [3]              [2]   (ii) to the second portion of  liquid a, add slowly a  spatula measure of anhydrous sodium  carbonate. test the gas  with limewater.                        [2]   (iii) to the third portion of  liquid a, add a spatula  measure of solid b. boil  gently  for 2 minutes.     note any observations.      by using a teat pipette  transfer the solution to  another test tube. to this  solution add excess  aqueous ammonia.      ",
+            "5": "5  \u00a9 ucles 2005 0620/05/m/j/05  for  examiner's  use  tests observations                  [2]   (iv) to the fourth portion of  the liquid add about 1  cm3  of ethanol. ask your  supervisor to add a few drops of concentrated  sulphuric acid to the  mixture.     boil the mixture gently.  pour the mixture into a beaker half full of water. note your observations.                  [1]   (v) to the fifth portion of  liquid a add a few drops  of dilute sulphuric acid  and about 1  cm3 of  potassium dichromate  solution.     boil gently  and note any  observation.       (d) (i)  name the gas given off in test (c)(i) .   [1]     (ii) name the gas given off in test (c)(ii) .   [1]      (e) use your observations in test (c)(iii) to say what ion is present in solid b.     [2]      (f) what conclusions can you draw about liquid a?     [2]  ",
+            "6": "6   0620/05/m/j/05 blank page    ",
+            "7": "7   0620/05/m/j/05  blank page    ",
+            "8": "8    permission to reproduce items where third-par ty owned material protected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the publis her (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 t he university of cambridge local examinations syndicate (ucles),  which is itself a department  of the university of cambridge.  \u00a9 ucles 2005 0620/05/m/j/05 notes for use in qualitative analysis     test for anions     anion test test result  carbonate (co-2 3) add dilute acid effervescence, carbon dioxide  produced  chloride (c l \u2013)  [in solution] acidify with dilute nitric acid, then  add aqueous silver nitrate white ppt.  iodide ( i\u2013)  [in solution] acidify with dilute nitric acid, then  aqueous lead( ii) nitrate yellow ppt.  nitrate (no\u2212 3)  [in solution] add aqueous sodium hydroxide then aluminium foil; warm carefully ammonia produced  sulphate (so-2 4)  [in solution] acidify with dilute nitric acid, then  aqueous barium nitrate white ppt.    test for aqueous cations     cation effect of aqueous sodium hydroxide effect of aqueous ammonia  aluminium (a l 3+) white ppt., soluble in excess giving  a colourless solution white ppt., insoluble in excess  ammonium (nh+ 4) ammonia produced on warming -  calcium (ca2+) white., insoluble in excess no ppt., or very slight white ppt.  copper(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  iron( iii) (fe3+) red-brown ppt., insoluble in excess red-brown ppt., insoluble in excess  zinc (zn2+) white ppt., soluble in excess giving  a colourless solution white ppt., soluble in excess giving  a colourless solution    test for gases     gas test and test results  ammonia (nh 3) turns damp red litmus paper blue  carbon dioxide (co 2) turns limewater milky  chlorine (c l2) bleaches damp litmus paper  hydrogen (h 2) \u201cpops\u201d with a lighted splint  oxygen (o 2) relights a glowing splint   "
+        },
+        "0620_s05_qp_6.pdf": {
+            "1": "centre number candidate number name               university of cambridge international examinations    international general certificate of secondary education        chemistry  0620/06         paper 6  alternative to practical    may/june 2005        1 hour    candidates answer on the question paper.     no additional materials required.                           read these instructions first     write your name, centre number and candidate number at the top of this page.   write in dark blue or black pen in the spaces provided on the question paper.   you may use a pencil for any diagrams, graphs or rough working.   do not use staples, paper clips, highlighters, glue or correction fluid.     answer all questions.   the number of marks is given in brackets [  ] at the end of each question or part question.                         for examiner\u2019s use     1    2   3   4   5    6    7    8    total       this document consists of 11 printed pages and 1 blank page.  ib05 06_0620_06/4rp   \uf6d9 ucles 2005  [turn over    if you have been given a label, look at the details. if any details are incorrect or  missing, please fill in your correct details in  the space given at the top of this page.   stick your personal label here, if provided.  ",
+            "2": "2    \u00a9 ucles 2005 0620/06/m/j/05 for  examiner's  use 1 a small piece of limestone was heated strongly and left to cool. a few drops of cold water  were added. the solid expanded and gave off steam.     limestone water lime (calciumoxide)        (a) complete the empty boxes to identify the pieces of apparatus labelled. [3]     (b) what type of chemical reaction takes place when water is added?   [1]    ",
+            "3": "3    \u00a9 ucles 2005  0620/06/m/j/05  [turn over  for  examiner's  use 2 the diagram shows the apparatus used to find out the effect of an electric current on a  concentrated aqueous solution of sodium chloride.          (a) on the diagram label the electrodes [1]     (b) give three observations when the circuit is switched on.  1   2   3  [3]      (c) (i) name the product at the positive electrode (anode).   [1]    (ii) state a test for this product and the result of the test.  test   result  [2]     ",
+            "4": "4    \u00a9 ucles 2005 0620/06/m/j/05 for  examiner's  use 3 in a set of experiments zinc was reacted with sulphuric acid to form hydrogen. the  apparatus below was used.     gas syringe sulphuric acid10 20 30 40 50 60 70 80 excess zinc     the same mass of zinc was used each time. the volume of acid used was different each  time. use the syringe diagrams to record the volume of hydrogen produced each time in the table.    table of results    volume of sulphuric  acid/cm 3 syringe diagram volume of  hydrogen/cm3  0 70 10 20 30 40 50 60 80    5 70 10 20 30 40 50 60 80    15 70 10 20 30 40 50 60 80    20 70 10 20 30 40 50 60 80    25 70 10 20 30 40 50 60 80    30 70 10 20 30 40 50 60 80    35 70 10 20 30 40 50 60 80    40 70 10 20 30 40 50 60 80       [4]   ",
+            "5": "5    \u00a9 ucles 2005  0620/06/m/j/05  [turn over  for  examiner's  use  (a) plot the results on the grid below. draw a smooth line graph.      80 70605040302010 51 0 1 5 2 0 volume of acid  / cm325 30 35 400volume of hydrogen  / cm3    [4]     (b) use the graph to find the volume of sulphuric acid that will produce 33  cm3 of gas.   [1]     (c) what volume of gas is produced if 10 cm 3 of sulphuric acid is used?   [1]    ",
+            "6": "6    \u00a9 ucles 2005 0620/06/m/j/05 for  examiner's  use 4 a student investigated an aqueous solution of calcium hydroxide and water.     two experiments were carried out.   experiment 1     by using a measuring cylinder 25  cm3 of the aqueous solution of calcium hydroxide was  placed in a flask. phenolphthalein indicator was added to the flask. a burette was filled to the 0.0  cm3 mark with solution m of hydrochloric acid.    solution m was added slowly to the flask until the colour just disappeared. use the burette  diagram to record the volume in the table and complete the column.      9 1011       experiment 2     experiment 1 was repeated using a different solution, n, of hydrochloric acid.    use the burette diagrams to record the volumes in the table and complete the table.    14 1516353637 initial final    ",
+            "7": "7    \u00a9 ucles 2005  0620/06/m/j/05  [turn over  for  examiner's  use table of results       burette readings/cm3 experiment 1 experiment 2  final reading    initial reading 0.0   difference     [4]    (a) what type of chemical reaction occurs when hydrochloric acid reacts with calcium hydroxide?   [1]     (b) (i) in which experiment was the greater volume of hydrochloric acid used?   [1]    (ii) compare the volumes of acid used in experiments 1 and 2.     [2]     (iii) suggest an explanation for the difference in volumes.     [2]       (c) predict the volume of hydrochloric acid m that would be needed to react completely if  experiment 1 was repeated with 50  cm3 of calcium hydroxide solution?  volume of solution   explanation    [3]      (d) suggest one change you could make to the apparatus  used in the experiments to  obtain more accurate results.     [1]     ",
+            "8": "8    \u00a9 ucles 2005 0620/06/m/j/05 for  examiner's  use 5 a sample of a solution of acid a was analysed.     the tests on a, and some of the observations are in the following table.    complete the observations in the table.      tests observations   (a) the ph of the solution was  tested using indicator paper colour orange  ph 4       (b) the solution was divided into  three test-tubes    (i) to the first portion was  added a piece of  magnesium ribbon. the  gas was tested with a  lighted splint.  [2]        (ii) to the second portion of  a was added sodium  carbonate. the gas was  tested  with lim ewater.   [2]   (iii) to the third portion of  liquid a was added a  spatula measure of solid  b. the mixture was boiled  gently. by using a teat  pipette the solution was transferred to another test tube. excess aqueous  ammonia was added.          green solution formed      dark blue solution formed            (c) what does test (a) tell you about the type of acid in solution a?   [1]      (d) (i) name the gas given off in test (b)(i) .   [1]    (ii) name the gas given off in test (b)(ii) .   [1]     ",
+            "9": "9    \u00a9 ucles 2005  0620/06/m/j/05  [turn over  for  examiner's  use  (e) explain the observations in test (b)(iii) .     [2]      6 the label below is from a bottle of concentrated lemon drink.      concentrated lemon drink   ingredients:  water, sugar, citric acid, preservatives, potassium sorbate  (artificial sweetener). yellow colourings e102 and e104.      (a) what is meant by the term concentrated ?   [1]       (b) predict the ph of the lemon drink.   [1]      (c) describe an experiment to show that two different yellow colourings are present in the  drink.                                      [4] ",
+            "10": "10    \u00a9 ucles 2005 0620/06/m/j/05 for  examiner's  use 7 samples of concrete were placed in solutions of different ph. the graph shows the  percentage corrosion of the samples.     70 605040302010 2 13 4 ph567% corrosion       (a) draw a smooth line graph on the grid [1]      (b) which point on the grid appears to be inaccurate? explain your reason for identifying  this point.     [2]       (c) what happens to the percentage corrosion as the ph changes from 1 to 7?   [1]   ",
+            "11": "11    \u00a9 ucles 2005 0620/06/m/j/05  for  examiner's  use 8 an aqueous solution of hydrogen peroxide decomposes very slowly to form oxygen. the  speed of decomposition can be increased by using a catalyst. two possible catalysts are  the solids copper( ii) oxide and chromium( iii) oxide.     plan an investigation to find out which of these two oxides is the better catalyst for this  decomposition.    the space below can be used for a diagram.                                 [6]     ",
+            "12": "12      permission to reproduce items where third-par ty owned material protected by copyright is  included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holder s, 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 university of cambridge local examinations syndicate (ucles),  which is itself a department  of the university of cambridge.     0620/06/m/j/05 blank page "
+        },
+        "0620_w05_qp_1.pdf": {
+            "1": "     university of cambridge international examinations    international general certificate of secondary education        chemistry 0620/01       paper 1  multiple choice    october/november 2005        45 minutes     additional materials: multiple choice answer sheet      soft clean eraser      soft pencil (type b or hb is recommended)                          read these instructions first     write in soft pencil.    do not use staples, paper clips, highlighters, glue or correction fluid.   write your name, centre number and candidate number on the answer sheet in the spaces provided unless   this has been done for you.      there are forty  questions on this paper. answer all questions.   for each question there are four possible answers  a, b , c and d. choose the one you consider correct and   record your choice in soft pencil on the separate answer sheet.     read the instructions on the answer sheet very carefully.     each correct answer will score one mark. a mark will not be deducted for a wrong answer.   any rough working should be done in this booklet.   a copy of the periodic table is printed on page 20.  you may use a calculator.                                              this document consists of 17 printed pages and 3 blank pages.  ib05 11_0620_01/2rp   \uf6d9 ucles 2005  [turn over  ",
+            "2": "2    \u00a9 ucles 2005 0620/01/o/n/05 1 blue copper( ii) sulphate crystals are soluble in water.    a few copper( ii) sulphate crystalsone week laterwater blue solution     what has happened after one week?  a crystallisation  b diffusion  c distillation  d filtration     2 the reaction between solution p and solution q is exothermic.    a student is told to test this statement by mixing equal volumes of the two solutions and measuring the temperature change.    which two pieces of apparatus should the student use?  a balance and clock  b balance and thermometer  c pipette and clock  d pipette and thermometer     ",
+            "3": "3    \u00a9 ucles 2005 0620/01/o/n/05  [turn over  3 a coin is dissolved in an acid. chromatography is used to test the solution formed. the diagram  shows the chromatogram obtained.    chromatography paper starting line     what is the coin made from?  a a metal element  b a non-metal element c a mixture of metals d a mixture of non-metals      4 what do the nuclei in hydrogen molecules contain?  a electrons and neutrons  b electrons and protons  c neutrons only  d protons only    5 which statements about isotopic atoms of the same element are correct?    different number of  electrons different number of  neutrons  a \u0013 \u0013  b \u0013 \u0017  c \u0017 \u0013  d \u0017 \u0017    ",
+            "4": "4    \u00a9 ucles 2005 0620/01/o/n/05 6 which diagram shows a positively charged ion?    p n9 10ee ee ee e ee ep n9 10ee e ee ee e ep n3 4e eep n34e e p nekey electron protonneutronnucleusd cb a       7 bottles of sodium hydroxide, sodium chloride and sugar have lost their labels.    students test a sample from each bottle. their results are shown in the table.    bottle addition of water conductivity of solution  1 forms an alkaline solution conducts electricity  2 forms a neutral solution conducts electricity  3 forms a neutral solution does not conduct electricity    what are the correct labels for each bottle?     bottle 1 bottle 2 bottle 3  a sodium hydroxide sodium chloride sugar  b sodium hydroxide sugar sodium chloride  c sodium chloride sugar sodium hydroxide  d sugar sodium hydroxide sodium chloride     ",
+            "5": "5    \u00a9 ucles 2005 0620/01/o/n/05  [turn over  8 the diagram shows the structure of hydrogen peroxide.    oo h h    what is the total number of electrons used for bonding in this molecule?  a 3 b 4 c 6 d 8     9 the equation shows the reaction that occurs when ethanol burns in air.    c 2h5oh + x  o2 \u2192 y co 2 + z  h2o    which values of x, y and z are needed to balance this equation?     x y z  a 2 2 2  b 2 2 3  c 2 3 3  d 3 2 3    10 the diagram shows the electrolysis of molten lead( ii) bromide.    heatelectrode x    + electrode y    \u2013 molten lead( ii) bromide     what is seen at each electrode?     electrode x electrode y  a brown gas silvery metal  b brown metal green gas  c green gas brown metal  d silvery metal brown gas   ",
+            "6": "6    \u00a9 ucles 2005 0620/01/o/n/05 11 the diagram shown is not complete.    concentrated hydrochloric acidx     what should be shown at x when the solution has been electrolysed for some time?    o2a o2 h2b cl2 h2c h2d h2 cl2      12 which process is endothermic?  a burning hydrogen to form water  b condensing steam to water c melting ice to form water  d reacting sodium with water     13 the elements h 2 and 235u are both used as fuels.    in these processes, the reactions are \u2026..1\u2026.. and \u2026..2\u2026.. oxidised.    which words correctly complete gaps 1 and 2?     1 2  a endothermic both elements are  b endothermic only hydrogen is  c exothermic both elements are  d exothermic only hydrogen is   ",
+            "7": "7    \u00a9 ucles 2005 0620/01/o/n/05  [turn over  14 why does the powdering of calcium carbonate increase the speed of its reaction with an acid?  a it increases the mass of calcium carbonate.  b it increases the surface area of the calcium carbonate.  c the powder becomes more concentrated.  d the powder floats on top of the acid.      15 which process does not involve either oxidation or reduction?  a burning methane in the air  b extracting iron from hematite  c heating copper( ii) oxide with carbon  d reacting sodium carbonate with dilute hydrochloric acid      16 an excess of acid in the stomach causes i ndigestion that can be cured by an anti-indigestion  tablet.    what should the tablet contain to decrease the acidity?  a an acidic substance  b an alkaline substance  c a neutral substance  d universal indicator     17 a solution is made by adding sodium oxide to water.    which ph change can occur?     ph change  a 1 \u2192 7  b 7 \u2192 1  c 7 \u2192 12  d 12 \u2192 7    18 which element has an oxide that forms a salt with an alkali?  a n b na c ne d ni    ",
+            "8": "8    \u00a9 ucles 2005 0620/01/o/n/05 19 pure zinc sulphate can be prepared by adding an excess of either zinc carbonate or an excess of  zinc hydroxide to dilute sulphuric acid.    in which form are these zinc compounds used?    solid solidsolidaqueous solutionzinc carbonate aqueous solutionzinc hydroxide a aqueous solutionsolidb aqueous solutionc d       20 which aqueous ion causes a yellow precipitate to form when acidified aqueous lead( ii) nitrate is  added to it?  a chloride  b iodide c nitrate d sulphate      21 which information about an element can be used to predict its chemical properties?  a colour of its compounds  b density c melting point d position in the periodic table     ",
+            "9": "9    \u00a9 ucles 2005 0620/01/o/n/05  [turn over  22 the table shows some properties of four gases.    which gas is most suitable for filling weather balloons?     density compared  with air chemical reactivity  a higher reactive  b higher unreactive  c lower reactive  d lower unreactive      23 a data book gives the following information about an element.    appearance silver-grey solid  melting point 63  oc  density 0.86  g / cm3  reaction with water vigorous reaction with cold water    where is the element likely to be found in the periodic table?  a group 0  b group i  c group vii  d transition elements      24 calcium, on the left of period 3 of the periodic table, is more metallic than bromine on the right of  this period.    why is this?    calcium has  a fewer electrons.  b fewer protons.  c fewer full shells of electrons.  d fewer outer shell electrons.     ",
+            "10": "10    \u00a9 ucles 2005 0620/01/o/n/05 25 brass, an alloy of copper with another element, is used to make the contact pins of electrical  plugs because it is harder than copper.    in brass, the other element is a \u2026.. x\u2026.. that \u2026.. y\u2026.. with the copper.    what are x  and y?     x y  a metal mixes  b metal reacts  c non-metal mixes  d non-metal reacts     26 a student added dilute hydrochloric acid to four metals and recorded his results. not all of his  results are correct.    results    metal gas given off  1 copper yes  2 iron yes  3 magnesium no  4 zinc yes    which two results are correct?  a 1 and 3 b 1 and 4 c 2 and 3 d 2 and 4     27 which of the following is made from stainless steel?    aircraft frames car bodies electrical cables knives and forksab c d     ",
+            "11": "11    \u00a9 ucles 2005 0620/01/o/n/05  [turn over  28 what is the purpose of the fine sand filter in the purification of the water?    water in water ou tstones gravel coarse sand fine sand     a to allow particles to settle  b to sort particles into layers  c to trap large particles  d to trap small particles      29 what is formed when ethane burns incompletely but not when it burns completely?  a carbon dioxide  b carbon monoxide  c ethene  d hydrogen     ",
+            "12": "12    \u00a9 ucles 2005 0620/01/o/n/05 30 the diagrams show experiments to investigate rusting of iron nails.    3 boiled water2 salt water1 tap waterlayer of oil     in which test-tubes do the nails rust?  a 1 only  b 1 and 2 only c 1 and 3 only d 1, 2 and 3      31 the diagrams show three experiments.    heat1 aqueous ammonium sulphate + dilute sulphuric acid heat2 aqueous ammonium nitrate + aqueous sodium nitrate heat3 aqueous ammonium chloride + aqueous sodium hydroxide     in which experiments is ammonia formed?  a 1 only b 2 only c 3 only d 1, 2 and 3     ",
+            "13": "13    \u00a9 ucles 2005 0620/01/o/n/05  [turn over  32 in which process is carbon dioxide not formed?  a blast furnace extraction of iron  b burning of natural gas  c heating lime  d oxy-acetylene welding     33 the diagram shows the results of a ph test on a sample of garden soil.    34567 ph8 9 10 11soil reading     what could be added to the soil to change its ph to 7?  a ammonium nitrate  b lime  c sand  d sodium chloride     ",
+            "14": "14    \u00a9 ucles 2005 0620/01/o/n/05 34 some students are asked to draw the structure of propanol.    which diagram should the students draw?     ch hchh oh c hhhchh chh chh h h ch hc oo hc hh hch hc hh ch h a b c d      35 acetylene is an unsaturated hydrocarbon used with oxygen in a welding torch.     which diagram shows a molecule of acetylene?    key = c = h= oab c d      ",
+            "15": "15    \u00a9 ucles 2005 0620/01/o/n/05  [turn over  36 the table shows the composition of natural gas.    gas % of natural gas  x 93.1   ethane 3.4   nitrogen 2.3     what is x?  a ethanol  b ethene  c methane  d propane     37 which pair of compounds belong to the same homologous series?  a ch 3ch 3 and ch 3ch 2ch 3  b ch 3ch 2oh and ch 3och 2ch 3  c ch 2chch 2ch 3 and ch 3ch 2ch 2ch 3  d ch 3ch 2oh and ch 2chch 2oh    38 the diagram shows the structure of an important product.    ch hchh chh chh chh chh     this product is formed by \u2026..1\u2026.. of an \u2026..2\u2026..    which words correctly complete gaps 1 and 2?     1 2  a addition polymerisation alkane  b addition polymerisation alkene  c cracking alkane  d cracking alkene     ",
+            "16": "16    \u00a9 ucles 2005 0620/01/o/n/05 39 an organic compound has the structure shown.    c ccc cch hhhh h hhhh h h     from knowledge of the properties of alkanes and alkenes, which reactions would be predicted for  this compound?     burn decolourise aqueous bromine  a \u0013 \u0013  b \u0013 \u0017  c \u0017 \u0013  d \u0017 \u0017     40 ethanol can be formed by    1 fermentation,  2 reaction between steam and ethene.    which of these processes uses a catalyst?     1 2  a \u0013 \u0013  b \u0013 \u0017  c \u0017 \u0013  d \u0017 \u0017    ",
+            "17": "17     0620/01/o/n/05   blank page  ",
+            "18": "18     0620/01/o/n/05 blank page  ",
+            "19": "19      every reasonable effort has been made to trace all copyright holders  where the publishers (i.e. ucles) are aware that third-par ty material has been  reproduced. the publishers would be pleased to hear from any one whose rights they have unwittingly infringed.     0620/01/o/n/05   blank page  ",
+            "20": "20      university of cambridge international examinations is part of  the university of cambridge local examinations syndicate (ucles), which is itself a department  of the university of cambridge.   0620/01/o/n/05  group 140 ce cerium 58141 pr praseodymium 59144 nd neodymium 60pm promethium 61150 sm samarium 62152 eu europium 63157 gd gadolinium 64159 tb terbium 65162 dy dysprosium 66165 ho holmium 67167 er erbium 68169 tm thulium 69173 yb ytterbium 70175 lu lutetium 71 232 th thorium 90pa protactinium 91238 u uranium 92np neptunium 93pu plutonium 94am americium 95cm curium 96bk berkelium 97cf californium 98es einsteinium 99fm fermium 100md mendelevium 101no nobelium 102lr lawrencium 1031 h hydrogen 1 7 li lithium 3 23 na sodium 1124 mg magnesium 12 40 ca calcium 2045 sc scandium 2148 ti titanium 2251 v vanadium 2352 cr chromium 2455 mn manganese 2556 fe iron 2659 co cobalt 2759 ni nickel 2864 cu copper 2965 zn zinc 3070 ga gallium 3127 al aluminium 1311 b boron 512 c carbon 614 n nitrogen 716 o oxygen 819 f fluorine 9 28 si silicon 1431 p phosphorus 1532 s sulphur 1635.5 cl chlorine 1740 ar argon 1820 ne neon 104 he helium 2 73 ge germanium 3275 as arsenic 3379 se selenium 3480 br bromine 3584 kr krypton 3639 k potassium 19 88 sr strontium 3889 y yttrium 3991 zr zirconium 4093 nb niobium 4196 mo molybdenum 42tc technetium 43101 ru ruthenium 44103 rh rhodium 45106 pd palladium 46108 ag silver 47112 cd cadmium 48115 in indium 49119 sn tin 50122 sb antimony 51128 te tellurium 52127 i iodine 53131 xe xenon 54 137 ba barium 56139 la lanthanum 57        *178 hf hafnium 72181 ta tantalum 73184 w tungsten 74186 re rhenium 75190 os osmium 76192 ir iridium 77195 pt platinum 78197 au gold 79201 hg mercury 80204 tl thallium 81207 pb lead 82209 bi bismuth 83po polonium 84at astatine 85rn radon 86 fr francium 87227 ac actinium 899 be beryllium 4ii i iii iv v vi vii 0 85 rb rubidium 37 133 cs caesium 55 226 ra radium 88 the volume of one mole of any gas is 24 dm3at room temperature and pressure (r.t.p.).a x ba = relative atomic mass x = atomic symbol b = proton (atomic) numberkey*58-71 lanthanoid series 90-103 actinoid seriesdata sheet the periodic table of the elements  "
+        },
+        "0620_w05_qp_2.pdf": {
+            "1": "centre number candidate number name               university of cambridge international examinations    international general certificate of secondary education        chemistry 0620/02        paper 2 (core)    october/november 2005        1 hour 15 minutes     candidates answer on the question paper.     no additional materials required.                                read these instructions first     write your centre number, candidate number and name on all the work you hand in.   write in dark blue or black pen in the spaces provided on the question paper.   you may use a pencil for any diagrams, graphs or rough working.   do not use staples, paper clips, highlighters, glue or correction fluid.     answer all questions.   the number of marks is given in brackets [  ] at the end of each question or part question.   a copy of the periodic table is printed on page 16.                               for examiner\u2019s use   1    2    3    4    5    6    total     this document consists of 16 printed pages.  ib05 11_0620_02/3rp   \uf6d9 ucles 2005  [turn over  ",
+            "2": "2  \u00a9 ucles 2005 0620/02/o/n/05 for  examiner's  use 1 the diagram shows part of the periodic table.        h e   c n o f ne    s cl ar     br kr     (a)  answer these questions using only the elements shown in the diagram.     write down the symbol for an element which  (i)has five electrons in its outer shell,  [1]  (ii) has diatomic molecules,  [1]  (iii) reacts with sodium to form sodium bromide,  [1]  (iv) is a noble gas,  [1]  (v) has a giant covalent structure,  [1]  (vi) has a lower proton number than fluorine,  [1]  (vii) is the most abundant gas in the air.  [1]     (b) write down a use for each of the following elements.    (i) argon   [1]     (ii) helium   [1]     (iii) oxygen   [1]    ",
+            "3": "3  \u00a9 ucles 2005 0620/02/o/n/05 [turn over  for  examiner's  use  (c) (i)  draw a diagram to show the electronic structure of argon.                        [2]    (ii) why is argon very unreactive?   [1]    ",
+            "4": "4  \u00a9 ucles 2005 0620/02/o/n/05 for  examiner's  use 2 the diagram shows the salt mines at bex in switzerland.      salt solution pumped upmountain side underground reservoir sodium chloride solution rock (mainly anhydrite) layers of saltair vent        the salt is dissolved by water from underground springs and then pumped up to a reservoir  where it is stored as a solution.       (a) write the chemical formula for sodium chloride.   [1]      (b) suggest how solid sodium chloride is obtained from the sodium chloride solution.   [1]     ",
+            "5": "5  \u00a9 ucles 2005 0620/02/o/n/05 [turn over  for  examiner's  use  (c) sodium chloride has an ionic giant structure.   which one of the following best describes an aqueous solution of sodium chloride?   tick one box.   a mixture of sodium ions and chlorine molecules in water          a mixture of sodium and chlorine atoms in water          a mixture of sodium and chloride ions in water          a mixture of sodium, chloride, oxide and hydrogen ions       [1]      (d) describe a test for chloride ions.  test   result  [2]       (e)  the rock surrounding the layers of salt is anhydrite.   pure anhydrite has the chemical formula caso 4.    (i) state the name of the chemical found in anhydrite.   [1]    (ii) calculate the relative formula mass of the chemical in pure anhydrite.          [1]    (iii) when anhydrite reacts with water, gypsum (caso 4.2h 2o) is formed.   complete the equation for this reaction.  caso 4 +   caso 4.2h 2o  [1]     (iv) which one of the following describes this reaction?   put a ring around the correct answer.  combustion fermentation hydration oxidation reduction [1]   ",
+            "6": "6  \u00a9 ucles 2005 0620/02/o/n/05 for  examiner's  use  (v) the chemical in anhydrite can be made by reacting calcium hydroxide with  sulphuric acid.   complete the balanced equation for this reaction.  ca(oh) 2 +   caso 4 +  h2o [2]     (vi) the spring water running through the rocks changes anhydrite into gypsum.   this reaction is exothermic.   use this information to explain why the temperature of the mine never falls below  17  oc even in cold winters.     [1]      (f) the air inside the mine contains 19% oxygen.   which one of the following best describes the oxygen level inside the mine compared  with that outside the mine?   tick one box.   the level of oxygen inside the mine is higher          the level of oxygen is the same          the level of oxygen is about a quarter of that of the outside air          the level of oxygen inside the mine is lower       [1]    ",
+            "7": "7  \u00a9 ucles 2005 0620/02/o/n/05 [turn over  for  examiner's  use 3 hydrogen peroxide solution, h 2o2, decomposes slowly in the absence of a catalyst.   oxygen and water are formed.    2h2o2(aq) 2h 2o(l)   +   o 2(g)    (a) draw a diagram of the apparatus you could use to investigate the speed of this  reaction.   you must label your diagram.                        [3]     (b) catalyst x was added to 50cm 3 of hydrogen peroxide solution at 20oc and the amount  of oxygen given off was recorded over a two minute period.   the experiment was repeated with the same amounts of catalyst y and catalyst z.   apart from the type of catalyst, all conditions were kept the same in the three experiments.  a graph of the results is shown below.   60 5040302010 30 60 time  / seconds90 1200volume of oxygengas  / cm3x y z      (i) what is a catalyst?   [1]   ",
+            "8": "8  \u00a9 ucles 2005 0620/02/o/n/05 for  examiner's  use  (ii) which catalyst, x, y or z, produced oxygen gas the fastest?   explain your answer.     [2]     (iii) why is the final amount of oxygen gas the same in each experiment?     [1]     (iv) many transition metals and their oxides are good catalysts.   state two other properties of transition metals which are not shown by other  metals.     [2]       (c) the experiment with catalyst z was repeated at 40oc.    all other conditions were kept the same.  the speed of the reaction increased.  explain why, using ideas about particles.       [2]       (d) some enzymes also catalyse the decomposition of hydrogen peroxide.     (i) state one difference between an enzyme and an inorganic catalyst such as a  transition metal.   [1]    (ii) enzymes are also responsible for fermentation reactions.   which one of the following equations a, b, c or d describes fermentation?     c6h12o6   +   6o 2 a 6co 2   +   6h 2o c2h4   +   h 2o b c2h5oh c6h12o6 c 6c   +   6h 2o c6h12o6 d 2c2h5oh   +   2co 2     [1]   ",
+            "9": "9  \u00a9 ucles 2005 0620/02/o/n/05 [turn over  for  examiner's  use 4 the list shows some oxides.  calcium oxide  magnesium oxide  nitrogen dioxide  sodium oxide  sulphur dioxide     (a) from this list choose two oxides which are basic.   give a reason for your answer.      [2]      (b) (i)  which two oxides from this list contribute to acid rain?   [2]    (ii) how do each of these oxides get into the atmosphere?  name of oxide    source of oxide  [1]  name of oxide    source of oxide  [1]      (c) calcium oxide is manufactured from calcium carbonate.    (i) complete the word equation for this reaction.  calcium carbonate   calcium oxide +  [1]     (ii) what condition is needed for this reaction to take place?   [1]     ",
+            "10": "10  \u00a9 ucles 2005 0620/02/o/n/05 for  examiner's  use  (d) (i)  explain why calcium oxide and sodium oxide cannot be reduced by heating with  carbon.   [1]     (ii) copper( ii) oxide can be reduced by heating with carbon.   complete the equation for this reaction.   cuo + c  2cu +   [2]     (iii) what do you understand by the term reduction ?     [1]     ",
+            "11": "11  \u00a9 ucles 2005 0620/02/o/n/05 [turn over  for  examiner's  use 5 the structures of some organic compounds are shown below.      c hh ch h hchh chh h c hh chh hchh chh o h c hh h h ab c hh ch hch ch hh dc hh co ohh ec       (a) name compound a.   [1]     (b) which two of the compounds a to e belong to the same homologous series?   [1]     (c) (i)  which one of the compounds a to e has the same functional group as ethanol?   [1]     (ii) draw the structure of ethanol, showing all atoms and bonds.             [2]    (iii) describe how ethanol is made in industry from ethene.     [2]   ",
+            "12": "12  \u00a9 ucles 2005 0620/02/o/n/05 for  examiner's  use  (d) (i)  which one of the compounds a to e is an unsaturated hydrocarbon?   [1]     (ii) describe a chemical test for an unsaturated hydrocarbon.  test   result  [2]      (e) compound e is acidic.     (i) state the name of compound e.   [1]     (ii) describe a test to show that compound e is acidic.  test   result  [2]     ",
+            "13": "13  \u00a9 ucles 2005 0620/02/o/n/05 [turn over  for  examiner's  use 6 the diagram shows an electrolysis cell used to extract aluminium.      + ++ \u2013 electrolyte (aluminium compound dissolvedin cryolite)negativeelectrodepositiveelectrode moltenaluminium       (a) what compound of aluminium is used for the electrolyte?   [1]     (b) the electrolyte must be molten for the electrolysis to work.   explain why.   [1]     (c) (i)  state the name of the substance used for the electrodes.   [1]     (ii) to which electrode do the aluminium ions move during electrolysis?   explain your answer.     [2]       (d) complete the following sentences about the molten electrolyte using words from the list  below.    bauxite chemical cryolite decreased  electrical haematite increased light      the melting point of the electrolyte is  by adding  . this means that less  energy is needed to melt the electrolyte.  [3]     ",
+            "14": "14  \u00a9 ucles 2005 0620/02/o/n/05 for  examiner's  use  (e) aluminium is used in overhead power cables.      aluminium steel core pylonsteel cored aluminium cables        the table shows some properties of three metals which could be used for the power  cables.    metal relative electrical  conductivity density  / grams per cm3 price  / \u00a3 per kg relative  strength  aluminium 0.4 2.70 18 9  copper 0.7 8.92 15 30  steel 0.1 7.86 2.7 50       (i) suggest why aluminium is used for overhead power cables rather than copper.   [1]     (ii) suggest why steel is not used alone for overhead power cables.   [1]    (iii) why is steel used as a core for overhead power cables?   [1]    (iv) electrical insulators are used in parts of the pylons which carry the electrical cables.   which one of the following is an electrical insulator?  put a ring around the correct answer.   aluminium ceramic graphite zinc [1]    ",
+            "15": "15    permission to reproduce items where third-par ty owned material protected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the publis her (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 t he university of cambridge local examinations syndicate (ucles),  which is itself a department  of the university of cambridge.    \u00a9 ucles 2005 0620/02/o/n/05 for  examiner's  use  (f) aluminium has many uses.    (i) why is aluminium used for aircraft bodies?   [1]     (ii) describe a test for aluminium ions.  test   result    [3]  ",
+            "16": "16  \u00a9 ucles 2005 0620/02/o/n/05    group 140 ce cerium 58141 pr praseodymium 59144 nd neodymium 60pm promethium 61150 sm samarium 62152 eu europium 63157 gd gadolinium 64159 tb terbium 65162 dy dysprosium 66165 ho holmium 67167 er erbium 68169 tm thulium 69173 yb ytterbium 70175 lu lutetium 71 232 th thorium 90pa protactinium 91238 u uranium 92np neptunium 93pu plutonium 94am americium 95cm curium 96bk berkelium 97cf californium 98es einsteinium 99fm fermium 100md mendelevium 101no nobelium 102lr lawrencium 1031 h hydrogen 1 7 li lithium 3 23 na sodium 1124 mg magnesium 12 40 ca calcium 2045 sc scandium 2148 ti titanium 2251 v vanadium 2352 cr chromium 2455 mn manganese 2556 fe iron 2659 co cobalt 2759 ni nickel 2864 cu copper 2965 zn zinc 3070 ga gallium 3127 al aluminium 1311 b boron 512 c carbon 614 n nitrogen 716 o oxygen 819 f fluorine 9 28 si silicon 1431 p phosphorus 1532 s sulphur 1635.5 cl chlorine 1740 ar argon 1820 ne neon 104 he helium 2 73 ge germanium 3275 as arsenic 3379 se selenium 3480 br bromine 3584 kr krypton 3639 k potassium 19 88 sr strontium 3889 y yttrium 3991 zr zirconium 4093 nb niobium 4196 mo molybdenum 42tc technetium 43101 ru ruthenium 44103 rh rhodium 45106 pd palladium 46108 ag silver 47112 cd cadmium 48115 in indium 49119 sn tin 50122 sb antimony 51128 te tellurium 52127 i iodine 53131 xe xenon 54 137 ba barium 56139 la lanthanum 57        *178 hf hafnium 72181 ta tantalum 73184 w tungsten 74186 re rhenium 75190 os osmium 76192 ir iridium 77195 pt platinum 78197 au gold 79201 hg mercury 80204 tl thallium 81207 pb lead 82209 bi bismuth 83po polonium 84at astatine 85rn radon 86 fr francium 87227 ac actinium 89                9 be beryllium 4ii i iii iv v vi vii 0 85 rb rubidium 37 133 cs caesium 55 226 ra radium 88 the volume of one mole of any gas is 24 dm3at room temperature and pressure (r.t.p.).a x ba = relative atomic mass x = atomic symbol b = proton (atomic) numberkey*58-71 lanthanoid series  90-103 actinoid seriesdata sheet the periodic table of the elements"
+        },
+        "0620_w05_qp_3.pdf": {
+            "1": "this document consists of 14 printed pages and 2 blank page.  ib05 11_0620_03/5rp   \u00a9 ucles 2005    [turn over   university of cambridge international examinations   international general certificate of secondary education       chemistry       paper 3 (extended) 0620/03        october/november 2005       1 hour 15 minutes   candidates answer on the question paper.   no additional materials required.                                  read these instructions first    write your centre number, candidate number and name on all the work you hand in.  write in dark blue or black pen.  you may use a pencil for any diagrams, graphs or rough working.  write in the boxes provided on the question paper  do not  write in the barcode.  do not  write in the grey areas between the pages.  do not use staples, paper clips, highlighters, glue or correction fluid.  you may use a calculator.    answer all questions.  the number of marks is given in brackets [  ] at the end of each question   or part question.  a copy of the periodic table is printed on page 16. candidate name centrenumber candidatenumbe r*062003* for examiner's use 1 234 5 67 total",
+            "2": "2  \u00a9 ucles 2005 0620/03/o/n/05 for  examiner's  use1 (a)  the structure of a typical ionic compound is a regular arrangement of positive and  negative ions.      + \u2013 + \u2013 + \u2013 + \u2013 +\u2013 + \u2013+ \u2013 + \u2013 \u2013 + \u2013 + + \u2013 + \u2013     (i) what is the name of this regular arrangement of particles?   [1]       (ii) give two physical properties of ionic compounds.     [2]        (b) ions are formed by electron loss or gain.  the electron distribution of a magnesium  atom is 2 + 8 + 2 and of a nitrogen atom is 2 + 5.    (i) give the formula of the magnesium ion.   [1]      (ii) give the formula of the nitride ion.   [1]      (iii) what is the formula of the ionic compound, magnesium nitride?   [1]     (iv)  in this compound there is an ionic bond. why are the two ions attracted to each  other?   [1]   ",
+            "3": "3  \u00a9 ucles 2005 0620/03/o/n/05 [turn over  for  examiner's  use 2 ethanoic acid is a colourless liquid at room temperature.  it has the typical acid properties  and forms compounds called ethanoates.    (a) a pure sample of ethanoic acid  is slowly heated from 0 oc  to 150oc and its temperature  is measured every minute.  the results are represented on the graph below.     temperature timeab cdef      (i) name the change that occurs in the region d to  e.   [1]     (ii) what would be the difference in the region b to c if an impure sample had been  used?   [1]     (iii) sketch on the graph how the line would continue if the acid was heated to a higher  temperature. [1]    ",
+            "4": "4  \u00a9 ucles 2005 0620/03/o/n/05 for  examiner's  use (iv)  complete the following table that compares the separation and movement of the  molecules in regions c to d with those in e to f.     c to d e to f    separation (distance  between particles)            movement of particles  random and slow        can particles move apart to  fill  any volume?         [5]       (b) complete the word equations for the reactions of ethanoic acid.  calcium + ethanoic acid      +      + ethanoic acid  zinc ethanoate + water [2]     (c) write the symbol equation for the reaction between ethanoic acid and sodium  hydroxide.   [2]   ",
+            "5": "5  \u00a9 ucles 2005 0620/03/o/n/05 [turn over  for  examiner's  use 3 reversible reactions can come to equilibrium. they have both a forward and a backward  reaction.     (a) when water is added to an acidic solution of bismuth( iii) chloride, a white precipitate  forms and the mixture slowly goes cloudy.      bic/k6c 3(aq)   +   h 2o(l) bioc/k6c(s)   +   2hc /k6c(aq) colourless whiteforward backward      (i) explain why the rate of the forward reaction decreases with time.     [2]      (ii) why does the rate of the backward reaction increase with time?     [1]      (iii) after some time why does the appearance of the mixture remain unchanged?     [2]      (iv) when a few drops of concentrated hydrochloric acid are added to the cloudy mixture, it changes to a colourless solution. suggest an explanation.     [2]     ",
+            "6": "6  \u00a9 ucles 2005 0620/03/o/n/05 for  examiner's  use (b) both of the following reactions are reversible.      n2(g)   +   o 2(g) reaction 1 2no(g) 2no(g)   +   o 2(g) reaction 2 2no 2(g)      (i) suggest a reason why an increase in pressure does not affect the position of  equilibrium for reaction 1.   [1]      (ii) what effect would an increase in pressure have on the position of equilibrium for  reaction 2? give a reason for your answer.     [2]   ",
+            "7": "7  \u00a9 ucles 2005 0620/03/o/n/05 [turn over  for  examiner's  use 4 the alcohols form a homologous series. the first member is methanol and the fourth is  butanol.    ch 3ch 2 ch 3oh ch 2ch 2oh methanol butanol      (a) (i)  give two general characteristics of a homologous series.       [2]       (ii) calculate the mass of one mole of the c 8 alcohol.     [2]       (b) give the name and structural formula of the third member of this series.  name  [1]  structural formula             [1]       (c) the structural formula of the fifth member, pentan-1-ol, is drawn below.    ch 3ch 2ch 2ch 2ch 2oh     (i) draw the structural formula of an isomer of this alcohol.              [1]   ",
+            "8": "8  \u00a9 ucles 2005 0620/03/o/n/05 for  examiner's  use  (ii) predict the names of the product(s) formed when pentan-1-ol   \u007f  reacts with an excess of oxygen,    and  [1] \u007f  is dehydrated to form an alkene,     [1] \u007f  is oxidised by acidified potassium dichromate( vi).    [1]  ",
+            "9": "9  \u00a9 ucles 2005 0620/03/o/n/05 [turn over  for  examiner's  use 5 strontium and zinc are both metals with a valency of 2. strontium is more reactive than zinc.   its chemistry is similar to that of calcium.    (a) (i)  complete the following table that shows the number of protons, electrons and  neutrons in each particle.    particle protons electrons neutrons  88sr     90sr     65zn2+      [3]     (ii) explain why  88sr and 90sr are isotopes.   [1]     (iii) complete the electron distribution of an atom of strontium.  2 + 8 + 18 +  +  [1]       (b) the major ore of zinc is zinc blende, zns.    (i) describe how zinc is extracted from zinc blende.       [2]      (ii) give a use of zinc.   [1]    ",
+            "10": "10  \u00a9 ucles 2005 0620/03/o/n/05 for  examiner's  use (c) the major ore of strontium is its carbonate, srco 3.  strontium is extracted by the  electrolysis of its molten chloride.     (i) name the reagent that will react with the carbonate to form the chloride.   [1]    (ii) the electrolysis of molten strontium chloride produces strontium metal and  chlorine. write ionic equations for the reactions at the electrodes.  negative electrode (cathode)    positive electrode (anode)  [2]    (iii) one of the products of the electrolysis of concentrated aqueous strontium chloride is chlorine.  name the other two.   [2]       (d) both metals react with water.    (i) write a word equation for the reaction of zinc and water and state the reaction  conditions.  word equation  [1]  conditions  [2]     (ii) write an equation for the reaction of strontium with water and give the reaction  condition.  equation  [2]  condition  [1]   ",
+            "11": "11  \u00a9 ucles 2005 0620/03/o/n/05 [turn over  for  examiner's  use 6 (a)  the following method is used to make crystals of hydrated nickel sulphate.     an excess of nickel carbonate, 12.0 g, was added to 40 cm3 of sulphuric acid, 2.0  mol/dm3. the unreacted nickel carbonate was filtered off and the filtrate evaporated to  obtain the crystals.     nico 3   +   h 2so 4 niso 4   +   co 2   +   h 2o niso 4   +   7h 2o niso 4.7h 2o     mass of one mole of niso 4.7h 2o  =  281 g   mass of one mole of nico 3  =  119 g     (i) calculate the mass of unreacted nickel carbonate.  number of moles of h 2so 4 in 40 cm3 of  2.0 mol/dm3 acid  = 0.08  number of moles of nico 3 reacted  =      mass of nickel carbonate reacted  =    g   mass of unreacted nickel carbonate  =  g [3]    (ii) the experiment produced 10.4  g of hydrated nickel sulphate. calculate the  percentage yield.  the maximum number of moles of niso 4 .7h 2o that could be formed =      the maximum mass of niso 4 .7h 2o that could be formed  =   g   the percentage yield  =    % [3]     (b) in the above method, a soluble salt was prepared by neutralising an acid with an  insoluble base. other salts have to be made by different methods.     (i) give a brief description of how the soluble salt, rubidium sulphate could be made  from the soluble base, rubidium hydroxide.         [3]     ",
+            "12": "12  \u00a9 ucles 2005 0620/03/o/n/05 for  examiner's  use (ii) suggest a method of making the insoluble salt, calcium fluoride.         [3]   ",
+            "13": "13  \u00a9 ucles 2005 0620/03/o/n/05 for  examiner's  use 7 in 1909, haber discovered that nitrogen and hydrogen would react to form ammonia.  the  yield of ammonia was 8%.    n2 (g)  +  3h 2 (g)  2nh 3 (g)     the forward reaction is exothermic    catalyst platinum  temperature 600  oc   pressure  200  atm     (a) describe how hydrogen is obtained for the modern process.     [2]       (b) (i)  what is the catalyst in the modern process?   [1]     (ii) explain why the modern process, which uses a lower temperature, has a higher  yield of 15%.     [2]       (c) (i)  complete the following table that describes the bond breaking and forming in the  reaction between nitrogen and hydrogen to form ammonia.    bonds energy change  /kj exothermic or endothermic   1 mole of n  n  broken +945     3 moles of      broken   +1308      6 moles of n \u2013 h  formed -2328      [3]     (ii) explain, using the above data, why the forward reaction is exothermic.     [2]  ",
+            "14": "14   0620/03/o/n/05 blank page ",
+            "15": "15    permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here  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 t he university of cambridge local examinations syndicate (ucles),  which is  itself a department of the university of cambridge.     0620/03/o/n/05 blank page ",
+            "16": "16   0620/03/o/n/05    group 140 ce cerium 58141 pr praseodymium 59144 nd neodymium 60pm promethium 61150 sm samarium 62152 eu europium 63157 gd gadolinium 64159 tb terbium 65162 dy dysprosium 66165 ho holmium 67167 er erbium 68169 tm thulium 69173 yb ytterbium 70175 lu lutetium 71 232 th thorium 90pa protactinium 91238 u uranium 92np neptunium 93pu plutonium 94am americium 95cm curium 96bk berkelium 97cf californium 98es einsteinium 99fm fermium 100md mendelevium 101no nobelium 102lr lawrencium 1031 h hydrogen 1 7 li lithium 3 23 na sodium 1124 mg magnesium 12 40 ca calcium 2045 sc scandium 2148 ti titanium 2251 v vanadium 2352 cr chromium 2455 mn manganese 2556 fe iron 2659 co cobalt 2759 ni nickel 2864 cu copper 2965 zn zinc 3070 ga gallium 3127 al aluminium 1311 b boron 512 c carbon 614 n nitrogen 716 o oxygen 819 f fluorine 9 28 si silicon 1431 p phosphorus 1532 s sulphur 1635.5 cl chlorine 1740 ar argon 1820 ne neon 104 he helium 2 73 ge germanium 3275 as arsenic 3379 se selenium 3480 br bromine 3584 kr krypton 3639 k potassium 19 88 sr strontium 3889 y yttrium 3991 zr zirconium 4093 nb niobium 4196 mo molybdenum 42tc technetium 43101 ru ruthenium 44103 rh rhodium 45106 pd palladium 46108 ag silver 47112 cd cadmium 48115 in indium 49119 sn tin 50122 sb antimony 51128 te tellurium 52127 i iodine 53131 xe xenon 54 137 ba barium 56139 la lanthanum 57        *178 hf hafnium 72181 ta tantalum 73184 w tungsten 74186 re rhenium 75190 os osmium 76192 ir iridium 77195 pt platinum 78197 au gold 79201 hg mercury 80204 tl thallium 81207 pb lead 82209 bi bismuth 83po polonium 84at astatine 85rn radon 86 fr francium 87227 ac actinium 89                9 be beryllium 4ii i iii iv v vi vii 0 85 rb rubidium 37 133 cs caesium 55 226 ra radium 88 the volume of one mole of any gas is 24 dm3at room temperature and pressure (r.t.p.).a x ba = relative atomic mass x = atomic symbol b = proton (atomic) numberkey*58-71 lanthanoid series  90-103 actinoid seriesdata sheet the periodic table of the elements"
+        },
+        "0620_w05_qp_5.pdf": {
+            "1": "this document consists of 7 printed pages and 1 blank page.  ib05 11_0620_05/5rp   \u00a9 ucles  2005  [turn over   university of cambridge international examinations   international general certificate of secondary education       chemistry       paper 5 practical test 0620/05        october/november 2005      candidates answer on the question paper.   additional materials:  as listed in instructions  1 hour 15 minutes    to supervisors                                     read these instructions first    write your name, centre number and candidate number on all the work you hand in.  write in dark blue or black pen in the spaces provided on the question paper.  you may use a pencil for any diagrams, graphs or rough working.  do not  write in the barcode.  do not  write in the grey areas between the pages.  do not use staples, paper clips, highlighters, glue or correction fluid.   you may use a calculator.  answer all questions.  the number of marks is given in brackets [  ] at the end of each question or part question.   practical notes are provided on page 8.  candidate name centrenumber candidatenumbe r*062005*    for examiner's use total1 2",
+            "2": "2  \u00a9 ucles 2005 0620/05/o/n/05 for  examiner's  use1 you are going to investigate the speed of reaction between aqueous hydrochloric acid and  marble chips (calcium carbonate).     read all the instructions  below carefully before starting the experiments.     instructions      put 5 test-tubes in a line in the rack provi ded so you can see the graph paper through them.     to each test-tube you are going to add 3  cm3 of different solutions of aqueous hydrochloric  acid and a marble chip. the marble chips are the same size.     experiment 1     using the measuring cylinder pour 3  cm3 of the solution p of aqueous hydrochloric acid into  the first test-tube.    experiment 2     using the measuring cylinder pour 3  cm3 of the solution q of aqueous hydrochloric acid into  the second test-tube.     experiments 3, 4 and 5      repeat experiment 1 using 3  cm3 of the solutions of aqueous hydrochloric acid r, s and t  in the third, fourth and fifth test-tubes.     into all of the test-tubes quickly place a marble chip and start the timer. shake the tubes  from time to time.     look at the tubes from the side. take the time in seconds for each  tube when the lines on  the graph paper can be seen through all of the acid in that tube . do not stop the timer  until all the reactions are finished.     record the times in the table.    table of results     experiment solution of  hydrochloric acid time/s  1 p   2 q   3 r   4 s   5 t    [3] ",
+            "3": "3  \u00a9 ucles 2005 0620/05/o/n/05 [turn over  for  examiner's  use  (a) plot your results on the grid. draw a best-fit straight line graph.    time/s 12345 experiment number     [4]      (b) describe how the appearance of the mixture in the test-tubes changed as you timed the  reaction.     [3]       (c) (i) which experiment has the fastest rate of reaction?   [1]    (ii) explain why this experiment has the fastest rate.       [2]  ",
+            "4": "4  \u00a9 ucles 2005 0620/05/o/n/05 for  examiner's  use (d) (i) in the experiments which of the reactants is in excess ?   [1]     (ii) explain your answer to (d)(i) .     [2]      (e) (i) state two sources of error in the experiments.  1     2    [2]     (ii) suggest two improvements to reduce the sources of error in the experiments.  1     2    [2]     ",
+            "5": "5  \u00a9 ucles 2005 0620/05/o/n/05 [turn over  for  examiner's  use 2 you are provided with a solid compound x.     carry out the following tests on x, recording all of your observations in the table. do not  write any conclusions in the table.    tests observations   (a) appearance of solid x.     [2]                   [4]   (b) place one spatula measure of  x into a hard-glass test-tube.  heat gently then strongly. test any gases with damp ph indicator paper. note all  observations.       add the rest of solid x to a  test-tube. add about 10  cm3 of  distilled water and shake to  dissolve. divide the solution into five portions in test-tubes.           (c) (i) by using a teat pipette add drops of aqueous  sodium hydroxide to the  first portion of the solution. now add excess aqueous sodium hydroxide to the  test-tube.   [3]              [3]   (ii) using the second portion  repeat experiment (c)(i)   using aqueous ammonia instead of aqueous  sodium hydroxide.    ",
+            "6": "6  \u00a9 ucles 2005 0620/05/o/n/05 for  examiner's  use         [1]            [1]     (iii) to the third portion of  solution add a few drops  of hydrochloric acid and  about 1  cm3 of barium  chloride solution.   (iv) to the fourth portion of  solution add a few drops  of nitric acid and about    1  cm3 of lead nitrate  solution.      (v) to the fifth portion of  solution add aqueous  sodium hydroxide and a  spatula measure of aluminium granules. warm carefully  and test  the gas with damp indicator paper.     [2]        (d) what do tests (c)(iii)  and (iv)  tell you about x?   [1]     (e) what conclusions can you draw about substance x?         [3]   ",
+            "7": "7   0620/05/o/n/05 blank page",
+            "8": "8    permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here  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 t he university of cambridge local examinations syndicate (ucles),  which is  itself a department of the university of cambridge.    \u00a9 ucles 2005 0620/05/o/n/05 notes for use in qualitative analysis     test for anions     anion test test result  carbonate (co-2 3) add dilute acid effervescence, carbon dioxide  produced  chloride (c l \u2013)  [in solution] acidify with dilute nitric acid, then  add aqueous silver nitrate white ppt.  iodide ( i\u2013)  [in solution] acidify with dilute nitric acid, then  aqueous lead( ii) nitrate yellow ppt.  nitrate (no\u2212 3)  [in solution] add aqueous sodium hydroxide then aluminium foil; warm carefully ammonia produced  sulphate (so-2 4)  [in solution] acidify with dilute nitric acid, then  aqueous barium nitrate white ppt.   test for aqueous cations     cation effect of aqueous sodium hydroxide effect of aqueous ammonia  aluminium (a l 3+) white ppt., soluble in excess giving  a colourless solution white ppt., insoluble in excess  ammonium (nh+ 4) ammonia produced on warming -  calcium (ca2+) white., insoluble in excess no ppt., or very slight white ppt.  copper(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  iron( iii) (fe3+) red-brown ppt., insoluble in excess red-brown ppt., insoluble in excess  zinc (zn2+) white ppt., soluble in excess giving  a colourless solution white ppt., soluble in excess giving  a colourless solution   test for gases     gas test and test results  ammonia (nh 3) turns damp red litmus paper blue  carbon dioxide (co 2) turns limewater milky  chlorine (c l2) bleaches damp litmus paper  hydrogen (h 2) \u201cpops\u201d with a lighted splint  oxygen (o 2) relights a glowing splint   "
+        },
+        "0620_w05_qp_6.pdf": {
+            "1": "centre number candidate number name               university of cambridge international examinations    international general certificate of secondary education        chemistry  0620/06         paper 6  alternative to practical    october/november 2005        1 hour    candidates answer on the question paper.     no additional materials required.                           read these instructions first     write your name, centre number and candidate number at the top of this page.   write in dark blue or black pen in the spaces provided on the question paper.   you may use a pencil for any diagrams, graphs or rough working.   do not use staples, paper clips, highlighters, glue or correction fluid.     answer all questions.   the number of marks is given in brackets [  ] at the end of each question or part question.                             for examiner\u2019s use   1    2    3    4    5    6    7    total       this document consists of 12 printed pages.  ib05 11_0620_06/4rp   \uf6d9 ucles 2005  [turn over    if you have been given a label, look at the  details. if any details are incorrect or  missing, please fill in your correct details in the space given at the top of this page.    stick your personal label here, if provided.   ",
+            "2": "2  \u00a9 ucles 2005 0620/06/o/n/05 for  examiner's  use 1 a student reacted sulphuric acid with copper( ii) oxide. the diagram shows the procedure  followed.    dilute sulphuric acid50 cm3 of dilute sulphuric acid was measured into a beakercopper oxide was added until all the sulphuric acidhad reacted warm         (a) complete the boxes to identify the pieces of apparatus labelled. [3]      (b) what is the colour of the solution formed?   [1]       (c) describe how crystals could be quickly obtained from the solution.     [2]     ",
+            "3": "3  \u00a9 ucles 2005 0620/06/o/n/05 [turn over  for  examiner's  use 2 the diagram shows the apparatus used to pass an electric current through concentrated  hydrochloric acid.     chlorine hydrogen      (a) label the electrodes. [1]     (b) give two observations when the current is switched on.  1   2  [2]      (c) give a test for the product at the negative electrode (cathode).  test   result  [2]     ",
+            "4": "4  \u00a9 ucles 2005 0620/06/o/n/05 for  examiner's  use 3 the green pigment chlorophyll can be obtained from grass.     step 1 the grass is crushed with sand.   step 2 the grass is ground with ethanol until the solution is saturated.     step 3 the solution is separated from the rest of the mixture.   step 4 the colours in the solution are separated.      (a) what apparatus is used in step 1?   [2]       (b) suggest why the grass is ground with et hanol rather than water in step 2.   [1]      (c) name the separation method in step 3.   [1]       (d) describe how step 4 is carried out.                              [4]   ",
+            "5": "5  \u00a9 ucles 2005 0620/06/o/n/05 [turn over  4 a student investigated the speed of reaction between aqueous hydrochloric acid and marble  chips (calcium carbonate).    the apparatus below was used.     marble chiphydrochloric acid       5 test-tubes were put in a rack. to each test-tube was added 10  cm3 of different solutions of  aqueous hydrochloric acid and a marble chip. the marble chips were the same size.     experiment 1     by using a measuring cylinder 10  cm3 of the solution p of aqueous hydrochloric acid was placed  in the first test-tube. a marble chip was added and the volume of gas collected after two minutes was measured. use the gas syringe diagram to record the volume.     70 10 20 30 40 50 60 80     experiment 2      experiment 1 was repeated using the solution q of aqueous hydrochloric acid. use the diagram  to record the volume of gas collected in the table.      70 10 20 30 40 50 60 80     ",
+            "6": "6  \u00a9 ucles 2005 0620/06/o/n/05 for  examiner's  use  experiments 3, 4 and 5      experiment 1 was repeated using the solutions r, s and t of aqueous hydrochloric acid in  the third, fourth and fifth test-tubes.     use the diagrams to record the volumes in the table.    experiment 3       70 10 20 30 40 50 60 80       experiment 4      70 10 20 30 40 50 60 80       experiment 5       70 10 20 30 40 50 60 80       table of results       experiment solution of  hydrochloric acid volume of gas collected  / cm3  1 p   2 q   3 r   4 s   5 t      [3]     ",
+            "7": "7  \u00a9 ucles 2005 0620/06/o/n/05 [turn over  for  examiner's  use  (a) plot your results on the grid. draw a straight line graph.    60 50403020 12345 volume of gas  / cm3 experiment number     [4]    (b) which result appears inaccurate? give a reason for your choice.  experiment   reason  [2]       (c) (i) which experiment had the fastest rate of reaction?   [1]     (ii) suggest why this experiment was the fastest.       [2]   ",
+            "8": "8  \u00a9 ucles 2005 0620/06/o/n/05 for  examiner's  use  (d) how would the student know which of the reactants in the experiment was in excess ?     [2]       (e) (i) state one possible source of error in the experiments.     [1]     (ii) suggest one  improvement to reduce this source of error in the experiments.     [1]     ",
+            "9": "9  \u00a9 ucles 2005 0620/06/o/n/05 [turn over  for  examiner's  use 5 a solid compound x was analysed. solid x was an aluminium salt. the tests on x and  some of the observations are in the following table.     complete the observations in the table.   tests observations  condensation at top of tube  (a) one spatula measure of x was  placed into a hard-glass test-tube. the solid was heated gently then strongly. the gas was tested with ph indicator  paper. paper went red               [3]         [3]     no visible change  no visible change  pungent gas distilled water was added to x and  shaken to dissolve. the solution was divided into five portions in  test-tubes.   (b) (i) to the first portion, drops  of aqueous sodium  hydroxide were added. excess aqueous sodium hydroxide was then added.     (ii) to the second portion,  drops of aqueous ammonia were added.   excess ammonia was  then added.     (iii) to the third portion of  solution, hydrochloric acid  and barium chloride solution were added.   (iv) to the fourth portion of  solution, nitric acid and lead nitrate solution were  added.   (v) to the fifth portion,  aqueous sodium hydroxide and a spatula  measure of aluminium granules were added. the mixture was warmed and  the gas tested with  indicator paper. paper went blue, ph 10  ",
+            "10": "10  \u00a9 ucles 2005 0620/06/o/n/05 for  examiner's  use  (c) what does test (a) tell you about the gas given off?   [1]      (d) what conclusions can you draw about x from tests (b)(iii)  and (iv)?  (b)(iii)    (b)(iv)   [2]     (e) identify the gas in (b)(v) .   [1]     (f) what conclusions can you draw about substance x?     [2]     ",
+            "11": "11  \u00a9 ucles 2005 0620/06/o/n/05 [turn over  for  examiner's  use 6 the diagram shows how ethene can be made by cracking liquid alkanes.      waterliquid alkane on mineralfibrealuminiumoxide ethene       (a) indicate with arrows on the diagram where heat is applied. [2]       (b) give a chemical test to show the presence of ethene.  test   result  [2]       (c) why must the delivery tube be removed from the water before the heat is turned off?   [2]   ",
+            "12": "12    permission to reproduce items where third-par ty owned material protected by copyright is  included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holder s, 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 university of cambridge local examinations syndicate (ucles),  which is itself a department  of the university of cambridge.    \u00a9 ucles 2005 0620/06/o/n/05 for  examiner's  use 7 some plants do not grow well in acidic soil.   a farmer gives you a small sample of soil from a corner of one of his fields.   (a) plan an investigation to find out the ph of the soil sample.     you are provided with universal indicator solution and common laboratory apparatus.             [5]       (b) why would further experiments be necessary to inform the farmer which plants should  be grown in each of his fields?     [2]     "
+        }
+    },
+    "2006": {
+        "0620_s06_qp_1.pdf": {
+            "1": "        university of cambridge international examinations    international general certificate of secondary education        chemistry 0620/01       paper 1  multiple choice    may/june 2006        45 minutes     additional materials: multiple choice answer sheet      soft clean eraser      soft pencil (type b or hb is recommended)                          read these instructions first     write in soft pencil.    do not use staples, paper clips, highlighters, glue or correction fluid.   write your name, centre number and candidate number on the answer sheet in the spaces provided unless   this has been done for you.      there are forty  questions on this paper. answer all questions. for each question there are four possible    answers  a, b, c and d.   choose the one you consider correct and record your choice in soft pencil on the separate answer sheet.     read the instructions on the answer sheet very carefully.     each correct answer will score one mark. a mark will not be deducted for a wrong answer.   any rough working should be done in this booklet.   a copy of the periodic table is printed on page 20.  you may use a calculator.                                              this document consists of 18 printed pages and 2 blank pages.  ib06 06_0620_01/3rp   \uf6d9 ucles 2006  [turn over  ",
+            "2": "2    \u00a9 ucles 2006 0620/01/m/j/06 1 at room temperature, in which substance are the particles furthest apart?  a h2 b h2o c mg d mgo     2 which method can be used to obtain crystals from aqueous copper( ii) sulphate?  a chromatography  b electrolysis  c evaporation  d neutralisation    3 five elements have proton numbers 10, 12, 14, 16 and 18.    what are the proton numbers of the three elements that form oxides?  a 10, 12 and 14  b 10, 14 and 18  c 12, 14 and 16  d 14, 16 and 18     4 the rows p, q and r in the table show three pairs of structures.   2p1nee 2p2nee pnekey electron neutronprotonnucleus atoms of the  same elementp q r hh h hc h hh hch hc     which pair or pairs are isotopes?  a p only b p and q only c q only d q and r only ",
+            "3": "3    \u00a9 ucles 2006  0620/01/m/j/06  [turn over  5 which numbers are added to give the nucleon number of an ion?  a number of electrons + number of neutrons   b number of  electrons + number of protons  c number of electrons + number of protons + number of neutrons  d number of protons + number of neutrons      6 in the molecules ch 4, hcl and h 2o, which atoms use all of their outer shell electrons in bonding?  a c and c l  b c and h  c cl and h  d h and o      7 which change to an atom occurs when it forms a positive ion?  a it gains an electron.  b it gains a proton.  c it loses an electron.  d it loses a proton.     8 for which compound is the formula correct?    compound formula  a ammonia nh 4  b carbon dioxide co  c potassium oxide p 2o  d zinc chloride znc l2     ",
+            "4": "4    \u00a9 ucles 2006 0620/01/m/j/06 9 the diagrams show the molecules of three elements.    123    which of these elements are present in water?  a 1 and 2 only  b 1 and 3 only  c 2 and 3 only  d 1, 2 and 3     10 the diagram shows that two gases are formed when concentrated hydrochloric acid is  electrolysed between inert electrodes.    + ve \u2013 ve concentrated hydrochloric acid    which line correctly describes the colours of the gases at the electrodes?     anode (+ve) cathode (\u2013ve)  a colourless colourless  b colourless yellow-green  c yellow-green colourless  d yellow-green yellow-green     ",
+            "5": "5    \u00a9 ucles 2006  0620/01/m/j/06  [turn over  11 the diagram shows an electrolysis experiment to electroplate nickel with a different metal.    1 ni2 ni3 ni4 ni aqueous copper( ii) sulphateaqueous sodium chloride+\u2013     which nickel electrodes are plated with a metal?  a 1 only  b 1 and 3 only  c 2 only  d 2 and 4 only      12 the diagram shows an experiment in which magnesium oxide powder is added to dilute  hydrochloric acid.    dilute hydrochloric acid 20  oc ph2aqueous magnesium chloride22  oc ph7 before aftermagnesium oxide powder     which terms describe the experiment?     exothermic neutralisation  a \u0013 \u0013  b \u0013 \u0017  c \u0017 \u0013  d \u0017 \u0017     ",
+            "6": "6    \u00a9 ucles 2006 0620/01/m/j/06 13 coal, methane and hydrogen are burned as fuels.    which descriptions of this process are correct?     what happens to the fuel type of reaction  a oxidised endothermic  b oxidised exothermic  c reduced endothermic  d reduced exothermic     14 two reactions involving water are shown.    x feso 4 + water \u2192 hydrated iron( ii) sulphate  y fe + o 2 + water \u2192 rust    which of these reactions are reversible by heating?     x y  a \u0013 \u0013  b \u0013 \u0017  c \u0017 \u0013  d \u0017 \u0017     ",
+            "7": "7    \u00a9 ucles 2006  0620/01/m/j/06  [turn over  15 the diagram shows a speed of reaction experiment.    excess of dilute hydrochloric acid at 25 ochydrogen magnesium     increasing the concentration of the acid and incr easing the temperature both affect the speed of  reaction.   which line of the table is correct?     increase concentration of  acid increase temperature  a decrease speed of reaction decrease speed of reaction  b decrease speed of reaction increase speed of reaction  c increase speed of reaction decrease speed of reaction  d increase speed of reaction increase speed of reaction      16 barium hydroxide is an alkali. it reacts with hydrochloric acid.     ph meter hydrochloric acidaqueous bariumhydroxide     what happens to the ph of a solution of hydrochloric acid as an excess of aqueous barium  hydroxide is added?   a the ph decreases from 14 but becomes constant at 7.  b the ph decreases from 14 to about 1.  c the ph increases from 1 but becomes constant at 7.  d the ph increases from 1 to about 14.   ",
+            "8": "8    \u00a9 ucles 2006 0620/01/m/j/06 17 element x is at the left-hand side of the periodic table.     which line in the table shows the correct type and property of the oxide of x?     type of oxide property of oxide  a metallic acidic  b metallic basic  c non-metallic acidic  d non-metallic basic     18 the diagram shows the positions of some elements in the periodic table.    w x yz     which elements form ionic bonds with oxygen?  a w only  b w and x only  c y only  d y and z only     ",
+            "9": "9    \u00a9 ucles 2006  0620/01/m/j/06  [turn over  19 the diagrams show three experiments using dilute sulphuric acid. three different powders are  added to the acid.    1 2 3h2so 4(aq)cu powder h2so 4(aq) h2so 4(aq)cu(oh) 2 powder cuco 3 powder     the mixtures are stirred.    which test-tubes then contain cu2+(aq) ions?  a 1 and 2 only  b 1 and 3 only  c 2 and 3 only  d 1, 2 and 3      20 the equation shows the reaction bet ween a halogen and aqueous bromide ions.    x2 + 2br\u2013(aq) \u2192 2x\u2013(aq) + br 2  \u20261\u2026 \u20262\u2026 \u20263\u2026    which words should be written in gaps 1, 2 and 3?     1 2 3  a chlorine brown colourless  b chlorine colourless brown  c iodine brown colourless  d iodine colourless brown     ",
+            "10": "10    \u00a9 ucles 2006 0620/01/m/j/06 21 the diagram shows an outline of part of the periodic table.    yw x z     which two elements could form a covalent compound?  a w and x b w and y c x and y d x and z     22 a student is asked to complete two sentences.    metallic and non-metallic elements are classified in the \u2026\u20261\u2026\u2026. this can be used to \u2026\u20262\u2026\u2026  the properties of elements.    which words correctly complete the gaps?     gap 1 gap 2  a periodic table measure  b periodic table predict  c reactivity series measure  d reactivity series predict      23 the diagram shows three balloons held by children.    p carbon dioxideq heliumr hydrogen     which of the balloons float up into the air when the children let go?  a p only  b p and r only  c q only  d q and r only     ",
+            "11": "11    \u00a9 ucles 2006  0620/01/m/j/06  [turn over  24 three mixtures are made.    1 c + fe 2o3   2 cu + fe 2o3  3 mg + fe 2o3    the mixtures are heated strongly.    which of the elements c, cu and mg are reactive enough to reduce the iron oxide to iron?  a c and cu only  b c and mg only c cu and mg only  d c, cu and mg      25 which property do all metals have?  a their densities are low.  b their melting points are high.  c they act as catalysts.  d they conduct electricity.    26 copper, iron and zinc are all used to make things.    which of these three metals are also used in the form of alloys?     copper iron zinc  a \u0013 \u0013 \u0013  b \u0013 \u0013 \u0017  c \u0017 \u0013 \u0013  d \u0017 \u0017 \u0013    27 which diagram shows a common use of stainless steel?    d ab c      ",
+            "12": "12    \u00a9 ucles 2006 0620/01/m/j/06 28 the diagram shows stages in the purification of water.    which stage uses chlorine?    water at ph9 + bacteria+ large solids+ fine solidswater at ph9+ bacteria+ fine solidswater at ph9+ bacteria water at ph7+ bacteriapure waterat ph7ab c d       29 in experiments on rusting, some students are each given two metal objects to study.    one student set up his apparatus as shown.    chrome- platedkeyring waterair nitrogen brass screw     which objects rusted?     brass screw chrome-plated  keyring  a \u0013 \u0013  b \u0013 \u0017  c \u0017 \u0013  d \u0017 \u0017      30 which substance is not a pollutant of clean air?  a argon  b carbon monoxide  c nitrogen dioxide  d sulphur dioxide   ",
+            "13": "13    \u00a9 ucles 2006  0620/01/m/j/06  [turn over  31 which metallic element is needed in a complete fertiliser?  a calcium  b magnesium  c potassium  d sodium      32 a newspaper article claims that carbon dioxide is formed as follows.    1 during respiration  2 when calcium carbonate reacts with hydrochloric acid  3 when methane burns in air    which statements are correct?  a 1, 2 and 3  b 1 and 2 only  c 1 and 3 only  d 2 and 3 only     33 the diagram shows an experiment.    damp litmus paper mixture of ammonium chloride and sodium hydroxidegas given off heat    what is the name of the gas and the final colour of the litmus paper?     gas colour  a ammonia blue  b ammonia red  c chlorine white  d chlorine red     ",
+            "14": "14    \u00a9 ucles 2006 0620/01/m/j/06 34 the diagram shows the ph values of the soil in x and y, two parts of the garden of a house.    ph 7.0x ph 5.5y     the house owner wishes to use lime to neutralise the soil in one part of the garden.    to which part should the lime be added, and why?     part of garden because lime is  a x acidic  b x basic  c y acidic  d y basic     35 in the molecule shown, the two \u2013oh groups are numbered.    h c o oo h hh chh hchc 12     which of these \u2013oh groups react with aqueous sodium hydroxide?     1 2  a \u0013 \u0013  b \u0013 \u0017  c \u0017 \u0013  d \u0017 \u0017     ",
+            "15": "15    \u00a9 ucles 2006  0620/01/m/j/06  [turn over  36 when a suitable catalyst is used, ethene reacts with steam.    what is the structure of the compound formed?    oo ho oo o h hcch c hhhchoha hc o hhhchohb hc hhccd      37 the diagram shows the separation of crude oil into fractions.    petrol x y z bitumencrude oil     what could x, y and z represent?     x y z  a diesel lubricating oil paraffin  b lubricating oil diesel paraffin  c lubricating oil paraffin diesel  d paraffin diesel lubricating oil     ",
+            "16": "16    \u00a9 ucles 2006 0620/01/m/j/06 38 which of the compounds shown are used as fuels?    h c h hhchohhc hhhchh oo hh c hhc 12 3      1 2 3  a \u0013 \u0013 \u0013  b \u0013 \u0013 \u0017  c \u0013 \u0017 \u0013  d \u0017 \u0013 \u0013     39 which set of diagrams shows three substances that are all in the same homologous series?    a bcdhh hhhh cc hhcchh hh c hh c hoh hc oo h hh hcch hch hc co h hh o hcc hh c hh hh hch h c hhcc hhh hohh h cch hcc hhhcch hhh cchhhh      ",
+            "17": "17    \u00a9 ucles 2006  0620/01/m/j/06  [turn over  40 the diagram shows the structure of a small molecule.    ch3 hh hcc     which chain-like molecule is formed when these small molecules link together?    cc ccch3 ch3ch3 ch3h hhha cc ccch3 hch3 hhhhhb cc ccch3 ch3ch3 ch3 ch3 ch3ch3 ch3c cc ccch3 ch3ch3 ch3h hhhd        ",
+            "18": "18     0620/01/m/j/06 blank page",
+            "19": "19     0620/01/m/j/06   blank page",
+            "20": "20      permission to reproduce items where third-par ty owned material protected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the publis her (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 t he university of cambridge local examinations syndicate (ucles),  which is itself a department  of the university of cambridge.     0620/01/m/j/06  group 140 ce cerium 58141 pr praseodymium 59144 nd neodymium 60pm promethium 61150 sm samarium 62152 eu europium 63157 gd gadolinium 64159 tb terbium 65162 dy dysprosium 66165 ho holmium 67167 er erbium 68169 tm thulium 69173 yb ytterbium 70175 lu lutetium 71 232 th thorium 90pa protactinium 91238 u uranium 92np neptunium 93pu plutonium 94am americium 95cm curium 96bk berkelium 97cf californium 98es einsteinium 99fm fermium 100md mendelevium 101no nobelium 102lr lawrencium 1031 h hydrogen 1 7 li lithium 3 23 na sodium 1124 mg magnesium 12 40 ca calcium 2045 sc scandium 2148 ti titanium 2251 v vanadium 2352 cr chromium 2455 mn manganese 2556 fe iron 2659 co cobalt 2759 ni nickel 2864 cu copper 2965 zn zinc 3070 ga gallium 3127 al aluminium 1311 b boron 512 c carbon 614 n nitrogen 716 o oxygen 819 f fluorine 9 28 si silicon 1431 p phosphorus 1532 s sulphur 1635.5 cl chlorine 1740 ar argon 1820 ne neon 104 he helium 2 73 ge germanium 3275 as arsenic 3379 se selenium 3480 br bromine 3584 kr krypton 3639 k potassium 19 88 sr strontium 3889 y yttrium 3991 zr zirconium 4093 nb niobium 4196 mo molybdenum 42tc technetium 43101 ru ruthenium 44103 rh rhodium 45106 pd palladium 46108 ag silver 47112 cd cadmium 48115 in indium 49119 sn tin 50122 sb antimony 51128 te tellurium 52127 i iodine 53131 xe xenon 54 137 ba barium 56139 la lanthanum 57        *178 hf hafnium 72181 ta tantalum 73184 w tungsten 74186 re rhenium 75190 os osmium 76192 ir iridium 77195 pt platinum 78197 au gold 79201 hg mercury 80204 tl thallium 81207 pb lead 82209 bi bismuth 83po polonium 84at astatine 85rn radon 86 fr francium 87227 ac actinium 899 be beryllium 4ii i iii iv v vi vii 0 85 rb rubidium 37 133 cs caesium 55 226 ra radium 88 the volume of one mole of any gas is 24 dm3at room temperature and pressure (r.t.p.).a x ba = relative atomic mass x = atomic symbol b = proton (atomic) numberkey*58-71 lanthanoid series 90-103 actinoid seriesdata sheet the periodic table of the elements  "
+        },
+        "0620_s06_qp_2.pdf": {
+            "1": "centre number candidate number name               university of cambridge international examinations    international general certificate of secondary education        chemistry  0620/02         paper 2    may/june 2006        1 hour 15 minutes     candidates answer on the question paper.     no additional materials are required.                                read these instructions first      write your centre number, candidate number and name in the spaces at the top of this page.   write in dark blue or black pen.   you may use a pencil for any diagrams, graphs or rough working.   do not use staples, paper clips, highlighters, glue or correction fluid.     answer all questions.   a copy of the periodic table is printed on page 16.     at the end of the examination, fasten all your work securely together.   the number of marks is given in brackets [  ] at the end of each question or part question.                           for examiner\u2019s use   1    2    3    4    5    6    total     this document consists of 15 printed pages and 1 blank page.  ib06 06_0620_02/4rp   \uf6d9 ucles  2006  [turn over",
+            "2": "2  \u00a9 ucles 2006 0620/02/m/j//06  for  examiner's  use 1 the diagram shows models of various elements.    b e dac      (a) define the term element.      [1]       (b) which one  of the models a to e represents a solid containing diatomic molecules?   [1]      (c) which two of the models a to e represent gases?   and  [1]       (d) (i) which one  of the models a to e represents diamond?   [1]     (ii) state the name of the element present in diamond.   [1]     (iii) state a use of diamond other than in jewellery.   [1]   ",
+            "3": "3  \u00a9 ucles 2006 0620/02/m/j//06 [turn over  for  examiner's  use  (e) structure e is a metal.  state three  physical properties which are characteristic of all  metals.       [3]      (f) metals are sometimes mixed with other elements in order to change their properties.     (i) what is the name given to a mixture of metals with other elements?   [1]     (ii) match up the metals in the boxes on the left with their uses on the right.  the first one has been done for you.    for making chemical plants for plating tin cans for car bodies for electrical wiring in houses for aircraft bodiestin mild steel stainless steel aluminium copper      [4]    ",
+            "4": "4  \u00a9 ucles 2006 0620/02/m/j//06  for  examiner's  use 2 the diagram shows a biogas digester.  animal and vegetable waste is fermented by  bacteria.  the gas produced is a mixture of mainly carbon dioxide and methane.    gasgas out gas holder animal and vegetablewastesolid residue fermentationchamber      (a) state the name given to the energy-releasing process in which organisms use food and produce carbon dioxide.   [1]     (b) hydrogen is also produced during the fermentation.   the hydrogen reacts with the carbon dioxide to form methane and oxygen.   (i) complete the equation for this reaction.    co 2   +   2h 2    +      [2]   (ii) suggest a use for the methane produced in this reaction.   [1]    (iii) describe the arrangement and motion of the molecules in methane gas.  arrangement   motion  [2]     (iv) state the name of the homologous series to which methane belongs.   [1]     (v) which one of the following compounds belongs to the same homologous series as  methane?   tick one box.    c2h4 c2h6 ch 3oh ch 3co 2h    [1] ",
+            "5": "5  \u00a9 ucles 2006 0620/02/m/j//06 [turn over  for  examiner's  use  (c) which one  of the following equations a, b, c or d describes fermentation?    ach 4   +   h 2o co   +   3h 2 bc6h12o6   +   6o 2 6h2o   +   6co 2 cc6h12o6 2c2h5oh   +   2co 2 dc6h14 c4h10   +   c 2h4     [1]       (d) many of the reactions occurring in the biogas digester are catalysed by enzymes.     (i) suggest where the enzymes come from.   [1]     (ii) define the term catalysis .   [1]      (e) the solid residue from the biogas digester can be used as a fertiliser.   state the names of two non-metallic elements found in fertilisers which are needed for  plant growth.   and  [2]  ",
+            "6": "6  \u00a9 ucles 2006 0620/02/m/j//06  for  examiner's  use 3 the electronic structures of various atoms are shown below.    ab dec      (a) (i)  which one of these structures a to e represents a noble gas?   [1]    (ii) which two of these structures represent atoms from the same group of the  periodic table?   and  [1]     (iii) which one  of these structures represents an atom with an atomic number of 8?   [1]     (iv) which one  of these structures forms a stable ion by gaining one electron?   [1]    (v) which one  of these structures is in period 3 of the periodic table?   [1]   ",
+            "7": "7  \u00a9 ucles 2006 0620/02/m/j//06 [turn over  for  examiner's  use  (b) complete the following sentences using words from the list.    chlorine    diamond     high      low sharing  sodium strong  transfer  weak       covalent bonds are formed by the   of pairs of electrons.  simple  covalent molecules such as   and bromine have   melting points.  giant covalent structures such as  have many   bonds and have high melting points. [5]     (c) the simplest covalent molecule is hydrogen.     (i) draw a diagram to show how the electrons are arranged in a hydrogen molecule.                   [1]   (ii) describe a test for hydrogen.  test   result  [2]     ",
+            "8": "8  \u00a9 ucles 2006 0620/02/m/j//06  for  examiner's  use 4 coal gas is made by heating coal in the absence of air.   the table shows the composition of coal gas.    name of gas % of gas in coal gas  hydrogen 50  methane 30  carbon monoxide 7  carbon dioxide 4  nitrogen 4  ethene 3  oxygen 2     (a) (i)  which element in this table is a highly flammable gas?   [1]     (ii) which compound in the table is an alkene?   [1]    (iii) which compound in the table turns limewater milky?   [1]      (b) describe a test you can use to distinguish between ethene and methane.  test   result with ethene   result with methane  [3]     ",
+            "9": "9  \u00a9 ucles 2006 0620/02/m/j//06 [turn over  for  examiner's  use  (c) molecules of ethene can react with each other to make poly(ethene).     (i) what is the name given to this type of reaction?   [1]     (ii) which formula below best represents a molecule of poly(ethene)?   tick one box.    cc hh hh ncc hh hch3 ncchh ncc hh hh      [1]     (d) ethene can be manufactured by breaking down hydrocarbons into smaller molecules  using high temperatures and a catalyst.   state the name given to this type of reaction.   [1]     (e) a liquid is also formed when coal is heated in the absence of air.   this liquid contains a high percentage of ammonia.    (i) describe a test for ammonia.  test   result  [2]     (ii) ammonia has the formula nh 3.   calculate the relative molecular mass of ammonia.            [1]   (f) coal contains a small amount of sulphur.   explain why burning coal is harmful to the environment.       [2]   ",
+            "10": "10  \u00a9 ucles 2006 0620/02/m/j//06  for  examiner's  use 5 the diagram shows a cross section of a soil.    decaying leaves topsoil subsoil limestone      (a) a student took 10  g of topsoil and shook it with 200  cm3 of distilled water.     (i) how can the student separate the solids in the soil from the solution?   [1]     (ii) the topsoil had a ph of 6.   which of the following gives the best description of this ph?   tick one box.     strongly acidic       weakly acidic       neutral       weakly alkaline       [1] ",
+            "11": "11  \u00a9 ucles 2006 0620/02/m/j//06 [turn over  for  examiner's  use  (b) the soil contained large amounts of calcium ions and carbonate ions.     (i) use the information in the diagram to suggest where these ions came from.   [1]     (ii) complete the word equation for the reaction of calcium carbonate with hydrochloric  acid.    calcium carbonate++hydrochloric acidcalcium chloride. .+.      [2]     (c) the table shows the mass of each ion present in 200  cm3 of soil solution.    ion formula of ion mass present/milligrams  calcium ca2+ 12  carbonate -2 3co  20  iron( iii) fe3+ 4  magnesium mg2+ 5  nitrate - 3no  2  phosphate -3 4po  1  others  6     (i) which negative ion has the highest concentration in the soil solution?   [1]     (ii) calculate the mass of iron( iii) ions in one litre (1000  cm3) of solution.         [1]     (iii) which ion in the table will release ammonia when heated with aqueous sodium  hydroxide and aluminium foil?   [1]     (iv) describe a test for iron( iii) ions.  test   result  [3]   ",
+            "12": "12  \u00a9 ucles 2006 0620/02/m/j//06  for  examiner's  use  (d) the air trapped in the soil has a different composition from the air in the atmosphere.   the table shows the composition of the air in the soil.    gas percentage of gas in soil air  carbon dioxide 2  nitrogen 82  oxygen 15  other gases 1    state how the composition of soil air compares with the composition of air in the  atmosphere.  carbon dioxide   nitrogen   oxygen  [3]       (e) decaying leaves produce ethanoic acid.   complete the formula for ethanoic acid showing all atoms and bonds.    cc h hh     [1]   ",
+            "13": "13  \u00a9 ucles 2006 0620/02/m/j//06 [turn over  for  examiner's  use 6 iron is extracted from iron ore by heating the iron ore with coke and limestone.     (a) state the name of the ore from which iron is extracted.   [1]       (b) the coke burns in a blast of hot air to form carbon monoxide.    (i) complete the equation for this reaction.    ..c   +   o 2 ..co    [1]    (ii) state an adverse effect of carbon monoxide on human health if it were to escape  from the blast furnace.   [1]      (c) near the top of the blast furnace, carbon monoxide reacts with iron ore.    fe2o3   +   3co 2fe   +   3co 2    (i) write a word equation for this reaction.         [1]     (ii) what type of chemical reaction is the conversion of fe 2o3 to 2fe?   [1]     ",
+            "14": "14  \u00a9 ucles 2006 0620/02/m/j//06  for  examiner's  use  (d) the limestone is converted to calcium oxide and carbon dioxide by the intense heat in  the furnace.    caco 3 cao   +   co 2    (i) what type of chemical reaction is this?   [1]    (ii) name a use of limestone other than in the blast furnace.   [1]     (iii) the calcium oxide reacts with silica and alumina in the iron ore.   the product of this reaction collects on top of the molten iron at the bottom of the  furnace.  what is the name of this product?   put a ring around the correct answer.    bauxite   sand   slag  slaked lime     [1]    (e) the iron obtained from the blast furnace contains the following impurities.    carbon   manganese  phosphorus   silicon     (i) which one  of these elements is a transition element?   [1]    (ii) what type of oxide is phosphorus oxide?   put a ring around the correct answer.   acidic  amphoteric   basic   neutral    [1]    (iii) 50 tonnes of impure cast iron from the blast furnace contains 47 tonnes of iron.   calculate the percentage of the impurities in the cast iron.             [1]    ",
+            "15": "15    permission to reproduce items where third-par ty owned material protected by copyright is  included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holder s, 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 university of cambridge local examinations syndicate (ucles),  which is itself a department  of the university of cambridge.   0620/02/m/j//06 blank page ",
+            "16": "16  \u00a9 ucles 2006 0620/02/m/j//06  group 140 ce cerium 58141 pr praseodymium 59144 nd neodymium 60pm promethium 61150 sm samarium 62152 eu europium 63157 gd gadolinium 64159 tb terbium 65162 dy dysprosium 66165 ho holmium 67167 er erbium 68169 tm thulium 69173 yb ytterbium 70175 lu lutetium 71 232 th thorium 90pa protactinium 91238 u uranium 92np neptunium 93pu plutonium 94am americium 95cm curium 96bk berkelium 97cf californium 98es einsteinium 99fm fermium 100md mendelevium 101no nobelium 102lr lawrencium 1031 h hydrogen 1 7 li lithium 3 23 na sodium 1124 mg magnesium 12 40 ca calcium 2045 sc scandium 2148 ti titanium 2251 v vanadium 2352 cr chromium 2455 mn manganese 2556 fe iron 2659 co cobalt 2759 ni nickel 2864 cu copper 2965 zn zinc 3070 ga gallium 3127 al aluminium 1311 b boron 512 c carbon 614 n nitrogen 716 o oxygen 819 f fluorine 9 28 si silicon 1431 p phosphorus 1532 s sulphur 1635.5 cl chlorine 1740 ar argon 1820 ne neon 104 he helium 2 73 ge germanium 3275 as arsenic 3379 se selenium 3480 br bromine 3584 kr krypton 3639 k potassium 19 88 sr strontium 3889 y yttrium 3991 zr zirconium 4093 nb niobium 4196 mo molybdenum 42tc technetium 43101 ru ruthenium 44103 rh rhodium 45106 pd palladium 46108 ag silver 47112 cd cadmium 48115 in indium 49119 sn tin 50122 sb antimony 51128 te tellurium 52127 i iodine 53131 xe xenon 54 137 ba barium 56139 la lanthanum 57        *178 hf hafnium 72181 ta tantalum 73184 w tungsten 74186 re rhenium 75190 os osmium 76192 ir iridium 77195 pt platinum 78197 au gold 79201 hg mercury 80204 tl thallium 81207 pb lead 82209 bi bismuth 83po polonium 84at astatine 85rn radon 86 fr francium 87227 ac actinium 899 be beryllium 4ii i iii iv v vi vii 0 85 rb rubidium 37 133 cs caesium 55 226 ra radium 88 the volume of one mole of any gas is 24 dm3at room temperature and pressure (r.t.p.).a x ba = relative atomic mass x = atomic symbol b = proton (atomic) numberkey*58-71 lanthanoid series 90-103 actinoid seriesdata sheet the periodic table of the elements  "
+        },
+        "0620_s06_qp_3.pdf": {
+            "1": "centre number candidate number name               university of cambridge international examinations    international general certificate of secondary education        chemistry  0620/03         paper 3    may/june 2006        1 hour 15 minutes     candidates answer on the question paper.     no additional materials are required.                                read these instructions first      write your centre number, candidate number and name in the spaces at the top of this page.   write in dark blue or black pen.   you may use a pencil for any diagrams, graphs or rough working.   do not use staples, paper clips, highlighters, glue or correction fluid.     answer all questions.   a copy of the periodic table is printed on page 16.     at the end of the examination, fasten all your work securely together.   the number of marks is given in brackets [  ] at the end of each question or part question.                       for examiner\u2019s use   1    2    3    4    5    6    7    total     this document consists of 16 printed pages.  ib06 06_0620_03/4rp   \uf6d9 ucles 2006  [turn over  ",
+            "2": "2  \u00a9 ucles 2006 0620/03/m/j/06 for  examiner's  use 1 iron is a transition element.    (a) which of the following statements about transition elements are correct?     tick three  boxes.    the metals are highly coloured e.g. yellow, green, blue.     the metals have low melting points.     their compounds are highly coloured.     their compounds are colourless.     the elements and their compounds are often used as catalysts.     they have more than one oxidation state.     [3]    (b) (i) in which period in the periodic table is iron to be found?   [1]   (ii) use the periodic table to work out the number of protons and the number of  neutrons in one atom of iron.  number of protons =   number of neutrons =  [1]    (c) iron is extracted in a blast furnace.  the list below gives some of the substances used  or formed in the extraction.    carbon monoxide  coke  iron ore limestone slag      (i) which  substance is a mineral containing largely calcium carbonate?   [1]     (ii) which  substance is formed when impurities in the ore react with calcium oxide?   [1]     (iii) which substance is also called hematite?   [1]  ",
+            "3": "3  \u00a9 ucles 2006 0620/03/m/j/06 [turn over for  examiner's  use  (d) state two functions of the coke used in the blast furnace.     [2]       (e) most of the iron is converted into mild steel or stainless steel. give one use for each.  mild steel   stainless steel  [2]     ",
+            "4": "4  \u00a9 ucles 2006 0620/03/m/j/06 for  examiner's  use 2 some reactions of metals w, x, y and z are given below.    metal  reaction with water  reaction with dilute  hydrochloric acid   w a few bubbles form slowly in cold  water. vigorous reaction. gas given off.  x vigorous reaction.  metal melts.  gas given off. explosive reaction. should not  be attempted.  y no reaction. no reaction.  z does not react with cold water.  hot metal reacts with steam. steady fizzing.     (a) arrange  these metals in order of reactivity.  most reactive         least reactive  [2]       (b) which of these metals could be     (i) magnesium,   [1]     (ii) copper?   [1]   ",
+            "5": "5  \u00a9 ucles 2006 0620/03/m/j/06 [turn over for  examiner's  use  (c) the equation for the reaction of x with cold water is given below.    2x(s) + 2h 2o(l)                2 xoh(aq) + h 2(g)     (i) describe  the test you would use to show that the gas evolved is hydrogen.     [1]     (ii) how could you show that the water contained a compound of the type xoh?     [2]      (iii) in which group of the periodic table does metal x belong?   [1]     (iv) the ore of x is its chloride.  suggest how metal x could be extracted from its  chloride.   [2]   ",
+            "6": "6  \u00a9 ucles 2006 0620/03/m/j/06 for  examiner's  use 3 (a) four bottles were known to contain aqueous ammonia, dilute hydrochloric acid, sodium  hydroxide solution and vinegar, which is dilute ethanoic acid.  the bottles had lost their labels.  the ph values of the four solutions were 1, 4, 10 and 13.    complete the table.    solution ph  aqueous ammonia   dilute hydrochloric acid   sodium hydroxide solution   vinegar    [2]     (b) the following apparatus was set up to investigate the electrical conductivity of dilute  acids.    +_ carbon anodebulb/lamp carboncathode dilute sulphuric acid bubbles ofoxygen gasbubbles ofhydrogen gas       dilute sulphuric acid is a strong acid. if it was replaced by a weak acid, what two  differences in the observations would you expect to make?       [2]     (c) when nitric acid is added to water the following reaction occurs.    hno 3 + h 2o  - 3no  +     h 3o+    give the name and the formula of the particle which is transferred from nitric acid to  water.  name   formula  [2]  ",
+            "7": "7  \u00a9 ucles 2006 0620/03/m/j/06 [turn over for  examiner's  use  (d) this question is concerned with the following oxides.    aluminium oxide al2o3  calcium oxide cao  carbon dioxide co 2  carbon monoxide co  magnesium oxide mgo  sulphur dioxide so 2       (i) which of the above oxides will react with hydrochloric acid but not with aqueous sodium hydroxide?   [1]     (ii) which of the above oxides will react with aqueous sodium hydroxide but not with hydrochloric acid?   [1]     (iii) which of the above oxides will react both with hydrochloric acid and with aqueous sodium hydroxide?   [1]      (iv) which of the above oxides will react neither with hydrochloric acid nor with  aqueous sodium hydroxide?   [1]    ",
+            "8": "8  \u00a9 ucles 2006 0620/03/m/j/06 for  examiner's  use 4 the first three elements in group iv are   carbon,   silicon,  germanium.    (a) the element germanium has a diamond-type structure.  describe the structure of  germanium.  a diagram is acceptable.                [2]       (b) unlike diamond, graphite is soft and is a good conductor of electricity.    (i) explain why graphite has these properties.       [3]     (ii) give a use of graphite that depends on one of these properties.  property   use  [1]       (c) carbon dioxide and silicon( iv) oxide have similar formulae but different types of  structure.     (i) give the formulae of these oxides.   [1]    (ii) how are their structures different?     [2]     (d) all these elements form compounds with hydrogen called hydrides.  the saturated hydrides of carbon are the alkanes.  predict the formula of the hydride of germanium  which contains two germanium atoms.   [1]  ",
+            "9": "9  \u00a9 ucles 2006 0620/03/m/j/06 [turn over for  examiner's  use 5 sulphuric acid is made by the contact process in the following sequence of reactions.    sulphur  sulphur dioxide  sulphur trioxide   sulphuric acid      (a) (i) how is sulphur dioxide made from sulphur?   [1]    (ii) sulphur dioxide has other uses.   why is it used in the manufacture of paper?   [1]    (iii) how does it preserve food?   [1]    (b) the equation for a stage of the contact process is    2so 2 + o 2   2so 3    the percentage of sulphur trioxide in the equilibrium mixture varies with temperature.    percentage of  sulphur trioxide temperature    (i) how does the percentage of sulphur trioxide in the equilibrium mixture vary as the  temperature increases?  circle the correct answer.    increases  stays the same  decreases  [1]     (ii) is the forward reaction in the equilibrium 2so 2 + o 2   2 s o 3 exothermic or  endothermic?  give a reason for your choice.     [2]   ",
+            "10": "10  \u00a9 ucles 2006 0620/03/m/j/06 for  examiner's  use  (iii) explain, mentioning both rate and percentage yield, why the temperature used in  the contact process is 450\u00b0c.     [2]     (iv) describe how the sulphur trioxide is changed into concentrated sulphuric acid.     [2]     ",
+            "11": "11  \u00a9 ucles 2006 0620/03/m/j/06 [turn over for  examiner's  use 6 (a) exothermic reactions produce heat energy.     an important fuel is methane, natural gas. the equation for its combustion is as follows.   ch 4 + 2o 2                      co 2 + 2h 2o    (i) in chemical reactions bonds are broken and new bonds are formed.   using this reaction give an example of  a bond that is broken,   a bond that is formed.  [2]     (ii) explain, using the idea of bonds forming and breaking, why this reaction is exothermic, that is it produces heat energy.     [2]      (b) some radioactive isotopes are used as nuclear fuels.     (i) give the symbol and the nucleon number of an isotope that is used as a nuclear  fuel.   [2]     (ii) give another use of radioactive isotopes.   [1]   ",
+            "12": "12  \u00a9 ucles 2006 0620/03/m/j/06 for  examiner's  use  (c) cell reactions are both exothermic and redox.  they produce electrical energy as well  as heat energy.    (i) the diagram shows a simple cell.    v zinc electrode becomesthinnerironelectrode bubbles of hydrogen form dilutesulphuric acidvoltmeter      which substance in this cell is the reductant and which ion is the oxidant?  reductant   oxidant  [2]     (ii) how could the voltage of this cell be increased?   [1]     (iii) what is the important large scale use, relating to iron and steel, of this type of cell reaction?   [1]   ",
+            "13": "13  \u00a9 ucles 2006 0620/03/m/j/06 [turn over for  examiner's  use  (d) cells can be set up with inert electrodes and the electrolytes as oxidant and reductant.    vvoltmeter carbon electrode(inert)carbonelectrode(inert) potassiummanganate( vii) (aq)potassiumiodide (aq) salt bridge(allows ions to move fromone beaker to another)electron flow      the potassium manganate( vii) is the oxidant and the potassium iodide is the reductant.    (i) describe the colour change that would be observed in the left hand beaker.   [2]    (ii) write an ionic equation for the reaction in the right hand beaker.   [2]    ",
+            "14": "14  \u00a9 ucles 2006 0620/03/m/j/06 for  examiner's  use 7 the fractional distillation of crude oil usually produces large quantities of the heavier  fractions.  the market demand is for the lighter fractions and for the more reactive alkenes.   the heavier fractions are cracked to form smaller alkanes and alkenes as in the following example.   c 8h18  c 4h10 + c 4h8   octane   butane   butenes    (a) (i)  write a different equation for the cracking of octane.    c 8h18  +  [1]     (ii) the cracking of octane can produce isomers with the molecular formula c 4h8.   draw the structural formulae of two of these isomers.                [2]    (b) (i) give the essential condition for the reaction between chlorine and butane.   [1]    (ii) what type of reaction is this?   [1]    (iii) this reaction produces a mixture of products.  give the names of two products  that contain four carbon atoms per molecule.   and  [2]    ",
+            "15": "15    permission to reproduce items where third-par ty owned material protected by copyright is  included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holder s, 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 university of cambridge local examinations syndicate (ucles),  which is itself a department  of the university of cambridge.    \u00a9 ucles 2006 0620/03/m/j/06  for  examiner's  use  (c) alkenes are more reactive than alkanes and are used to make a range of organic chemicals.  propene, ch 3\u2013ch=ch 2, is made by cracking.  give the structural formula  of the addition product when propene reacts with the following.    (i) water           [1]   (ii) bromine           [1]   (d) propene reacts with hydrogen iodide to form 2  - iodopropane.  ch 3\u2212ch=ch 2 + hi  ch 3\u2212ch i\u2212ch 3    1.4  g of propene produced 4.0  g of 2  - iodopropane.    calculate the percentage yield.   moles of ch 3\u2013ch=ch 2 reacted =     maximum moles of ch 3\u2013ch i\u2013ch 3 that could be formed =      mass of one mole of ch 3\u2013ch i\u2013ch 3 = 170  g    maximum mass of 2  - iodopropane that could be formed =      percentage yield  % [4]    ",
+            "16": "16  \u00a9 ucles 2006 0620/03/m/j/06 group 140 ce cerium 58141 pr praseodymium 59144 nd neodymium 60pm promethium 61150 sm samarium 62152 eu europium 63157 gd gadolinium 64159 tb terbium 65162 dy dysprosium 66165 ho holmium 67167 er erbium 68169 tm thulium 69173 yb ytterbium 70175 lu lutetium 71 232 th thorium 90pa protactinium 91238 u uranium 92np neptunium 93pu plutonium 94am americium 95cm curium 96bk berkelium 97cf californium 98es einsteinium 99fm fermium 100md mendelevium 101no nobelium 102lr lawrencium 1031 h hydrogen 1 7 li lithium 3 23 na sodium 1124 mg magnesium 12 40 ca calcium 2045 sc scandium 2148 ti titanium 2251 v vanadium 2352 cr chromium 2455 mn manganese 2556 fe iron 2659 co cobalt 2759 ni nickel 2864 cu copper 2965 zn zinc 3070 ga gallium 3127 al aluminium 1311 b boron 512 c carbon 614 n nitrogen 716 o oxygen 819 f fluorine 9 28 si silicon 1431 p phosphorus 1532 s sulphur 1635.5 cl chlorine 1740 ar argon 1820 ne neon 104 he helium 2 73 ge germanium 3275 as arsenic 3379 se selenium 3480 br bromine 3584 kr krypton 3639 k potassium 19 88 sr strontium 3889 y yttrium 3991 zr zirconium 4093 nb niobium 4196 mo molybdenum 42tc technetium 43101 ru ruthenium 44103 rh rhodium 45106 pd palladium 46108 ag silver 47112 cd cadmium 48115 in indium 49119 sn tin 50122 sb antimony 51128 te tellurium 52127 i iodine 53131 xe xenon 54 137 ba barium 56139 la lanthanum 57        *178 hf hafnium 72181 ta tantalum 73184 w tungsten 74186 re rhenium 75190 os osmium 76192 ir iridium 77195 pt platinum 78197 au gold 79201 hg mercury 80204 tl thallium 81207 pb lead 82209 bi bismuth 83po polonium 84at astatine 85rn radon 86 fr francium 87227 ac actinium 899 be beryllium 4ii i iii iv v vi vii 0 85 rb rubidium 37 133 cs caesium 55 226 ra radium 88 the volume of one mole of any gas is 24 dm3at room temperature and pressure (r.t.p.).a x ba = relative atomic mass x = atomic symbol b = proton (atomic) numberkey*58-71 lanthanoid series 90-103 actinoid seriesdata sheet the periodic table of the elements  "
+        },
+        "0620_s06_qp_5.pdf": {
+            "1": "centre number candidate number name               cambridge international examinations    international general certificate of secondary education        chemistry  0620/05         paper 5  practical test    may/june 2006        1 hour 15 minutes     candidates answer on the question paper.     additional materials:  as listed in instructions to supervisors                                read these instructions first      write your name, centre number and candidate number in the spaces at the top of this page.   write in dark blue or black pen.   you may use a pencil for any diagrams, graphs or rough working.   do not use staples, paper clips, highlighters, glue or correction fluid.     answer all questions.   practical notes are provided on page 8.     at the end of the examination, fasten all your work securely together.   the number of marks is given in brackets [  ] at the end of each question or part question.                                           for examiner\u2019s use   1    2    total     this document consists of 8 printed pages.  ib06 06_0620_05/5rp   \uf6d9 ucles  2006  [turn over  ",
+            "2": "2  \u00a9 ucles 2006 0620/05/m/j/06 for  examiner's  use 1 you are going to investigate the speed of reaction when aqueous hydrogen peroxide  breaks down using a catalyst.  manganese( iv) oxide is the catalyst.  a catalyst remains  unchanged at the end of the reaction.     read all the instructions  below carefully before starting the experiments.       instructions     experiment 1     using a measuring cylinder, pour 20  cm3 of the hydrogen peroxide solution labelled a into  the conical flask.  fill the 50  cm3 measuring cylinder provided with water and set up the  apparatus as in the diagram below.  add one spatula measure of manganese( iv) oxide to  the conical flask, quickly put the bung in the flask and start your timer.     measure the volume of gas collected in the measuring cylinder at 10 seconds and at   20 seconds and record the results in the table opposite.   pour away the contents of the conical flask and rinse the flask with distilled water.    clampclamprubber connector 20  cm3 hydrogen peroxide solutioninverted measuringcylinder water trough       experiment 2     using the measuring cylinder, pour 15  cm3 of the solution a of aqueous hydrogen peroxide  into the conical flask.  now add 5  cm3 of distilled water to the flask.  set up the apparatus as  in experiment 1.  repeat the instructions as given for experiment 1, adding one spatula  measure of manganese( iv) oxide to the flask and measuring the volume of gas given off at  10 seconds and 20 seconds.  record your results in the table.      experiment 3     repeat experiment 1 using 10  cm3 of solution a and 10  cm3 of distilled water.  record your  results in the table.      experiment 4      repeat experiment 1 using 5  cm3 of solution a and 15  cm3 of distilled water.  record your  results in the table. ",
+            "3": "3  \u00a9 ucles 2006 0620/05/m/j/06 [turn over  for  examiner's  use  table of results     experiment volume of gas collected after 10  seconds / cm3 volume of gas collected after 20  seconds / cm3  1    2    3    4       [5]       (a) plot your results on the grid for each experiment.  draw 4 graphs.  label each line clearly with the number of the experiment.    10 time  / svolume of gas given off  / cm3 20050 40302010 0    [4]     (b) describe the appearance of the mixture in the conical flask as you timed the reaction.     [1]     ",
+            "4": "4  \u00a9 ucles 2006 0620/05/m/j/06 for  examiner's  use  (c) (i)  which experiment has the fastest rate of reaction?   [1]     (ii) explain, in terms of particles, why this experiment has the fastest rate.       [2]      (d) (i)  state two sources of error in the experiments.  1     2    [2]     (ii) suggest two improvements to reduce the sources of error in the experiments.  1     2    [2]       (e) state a practical method you could use to prove that manganese( iv) oxide was a  catalyst in experiment 1.       [2]   ",
+            "5": "5  \u00a9 ucles 2006 0620/05/m/j/06 [turn over  for  examiner's  use experiment 5      to a few cm3 of solution a in a test-tube, add a spatula measure of manganese( iv) oxide.     test the gas given off by using a splint.  test   observation  [2]     identify the gas.   [1]     ",
+            "6": "6  \u00a9 ucles 2006 0620/05/m/j/06 for  examiner's  use 2 you are provided with a mixture of two compounds, b and c, each containing the same  metal cation.  compound b is soluble in water and compound c is insoluble.   carry out the following tests on the mixture, recording all of your observations in the table.   do not write any conclusions in the table.    tests observations      [1]  (a) describe the appearance of the  mixture.         [2]  (b) place one spatula measure of  the mixture into a hard glass  test-tube.   heat gently then strongly.  test any gases released with  cobalt chloride paper. note all observations.   add the rest of the mixture to a boiling tube.  add about 25  cm3 of distilled water and shake for two minutes.  filter the  mixture into a small beaker and retain both the filtrate and the residue.  tests on the filtrate    pour about 2  cm depth of the solution into each of four test-tubes.         [3]  (c) (i) by using a teat pipette, add  drops of aqueous sodium  hydroxide to the first portion of the solution.     now add excess aqueous  sodium hydroxide to the  test-tube.         [2]  (ii) take the second portion  and repeat test (c)(i)  using  aqueous ammonia instead  of aqueous sodium  hydroxide.  ",
+            "7": "7  \u00a9 ucles 2006 0620/05/m/j/06 for  examiner's  use  tests observations   [1] (iii) to the third portion of the  solution add a few drops of hydrochloric acid and about 1  cm3 of barium nitrate  solution.   [1] (iv) to the fourth portion of the  solution add a few drops of  nitric acid and about 1  cm3  of silver nitrate solution.  tests on the residue        [2]  (d) by using a spatula, transfer  some of the residue from the  filter paper into a test-tube.  add hydrochloric acid to the test-tube and test the gas with limewater.      (e) what does test (b) indicate?   [1]      (f) what do tests (c)(iii)  and (iv)  tell you about b?     [2]       (g) what conclusions can you draw about  compound b,     compound c?    [3]     ",
+            "8": "8    permission to reproduce items where third-par ty owned material protected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the publis her (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 t he university of cambridge local examinations syndicate (ucles),  which is itself a department  of the university of cambridge.   0620/05/m/j/06 notes for use in qualitative analysis     tests for anions     anion test test result  carbonate (co_ 2 3) add dilute acid effervescence, carbon dioxide  produced  chloride (c l \u2013)  [in solution] acidify with dilute nitric acid, then  add aqueous silver nitrate white ppt.  iodide ( i\u2013)  [in solution] acidify with dilute nitric acid, then  add aqueous lead( ii) nitrate yellow ppt.  nitrate (no\u2212 3)  [in solution] add aqueous sodium hydroxide, then aluminium foil; warm carefully ammonia produced  sulphate (so_ 2 4)  [in solution] acidify, then add aqueous barium  nitrate white ppt.    tests for aqueous cations     cation effect of aqueous sodium hydroxide effect of aqueous ammonia  aluminium (a l 3+) white ppt., soluble in excess giving  a colourless solution white ppt., insoluble in excess  ammonium (nh+ 4) ammonia produced on warming -  calcium (ca2+) white ppt., insoluble in excess no ppt., or very slight white ppt.  copper(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  iron( iii) (fe3+) red-brown ppt., insoluble in excess red-brown ppt., insoluble in excess  zinc (zn2+) white ppt., soluble in excess giving  a colourless solution white ppt., soluble in excess giving  a colourless solution    tests for gases     gas test and test result  ammonia (nh 3) turns damp red litmus paper blue  carbon dioxide (co 2) turns limewater milky  chlorine (c l2) bleaches damp litmus paper  hydrogen (h 2) \u201cpops\u201d with a lighted splint  oxygen (o 2) relights a glowing splint   "
+        },
+        "0620_s06_qp_6.pdf": {
+            "1": "centre number candidate number name               university of cambridge international examinations    international general certificate of secondary education        chemistry  0620/06         paper 6  alternative to practical    may/june 2006        1 hour    candidates answer on the question paper.     no additional materials are required.                        read these instructions first      write your name, centre number and candidate number at the top of this page.   write in dark blue or black pen.   you may use a pencil for any diagrams, graphs or rough working.   do not use staples, paper clips, highlighters, glue or correction fluid.     answer all questions.     at the end of the examination, fasten all your work securely together.   the number of marks is given in brackets [  ] at the end of each question or part question.                             for examiner\u2019s use   1    2    3    4    5    6    total       this document consists of 14 printed pages and 2 blank pages.  ib06 06_0620_06/5rp   \uf6d9 ucles 2006  [turn over  ",
+            "2": "2  \u00a9 ucles 2006 0620/06/m/j/06 for  examiner's  use 1 the diagram shows the effect of passing electricity through concentrated hydrochloric acid.    +\u2013chlorine hydrogen      (a) label the diagram by completing the boxes. [3]       (b) name this process.   [1]      (c) give a test for chlorine.  test   result  [2]     ",
+            "3": "3  \u00a9 ucles 2006 0620/06/m/j/06 [turn over  for  examiner's  use 2 a sample of orange fruit jam was investigated to check the three colourings present.    step 1 the jam was boiled with water.  step 2 the mixture was filtered.  step 3 the filtrate was concentrated.  step 4 the concentrate was analysed by chromatography.       (a) what was the purpose of step 1?   [1]      (b) why was the mixture filtered?   [1]     (c) how was step 3 carried out?   [1]     (d) draw a diagram to show the possible paper chromatogram obtained in step 4.                   [2]     ",
+            "4": "4  \u00a9 ucles 2006 0620/06/m/j/06 for  examiner's  use 3 a student carried out an experiment to meas ure the temperature changes during the  reaction of two solutions x and y.     the instructions were as follows.     leave the solutions to stand in the laboratory for one hour.     pour 25 cm3 of solution x into a polystyrene cup and record its temperature.     add 10 cm3 of solution y and record the maximum temperature reached.     repeat the experiment using 25 cm3 of solution x with different volumes of solution y.     the results are shown in the table.  use the thermometer diagrams to record the maximum  temperatures reached.    volume of solution y added to 25  cm3 solution x  / cm3maximum temperature  / octhermometer diagram 0 10 20 30 40 5055 5045 454035504540302520 403530 504540    [2]   ",
+            "5": "5  \u00a9 ucles 2006 0620/06/m/j/06 [turn over  for  examiner's  use  (a) why were the solutions left standing in the laboratory for about one hour before the  experiment?     [1]       (b) what was the temperature in the laboratory?   [1]      (c) why were the reactions carried out in a polystyrene cup rather than a glass container?   [1]      (d) plot the results on the grid.  draw two straight  lines through the points, one for the  increasing temperatures and one for the decreasing temperatures.    0 1 02 03 04 05 0 volume of solution y added  / cm3maximum temperature  / oc60 5040302010 0    [3]   ",
+            "6": "6  \u00a9 ucles 2006 0620/06/m/j/06 for  examiner's  use  (e) (i) read from your graph the maximum temperature that could be reached in the  reaction.   [1]    (ii) indicate on the graph where the two solutions completely react with each other. [1]    (iii) what volume of solution y exactly reacts with the 25 cm 3 of solution x?   [1]      (f) circle which word correctly describes this chemical reaction.    endothermic  reversible  exothermic  [1]    ",
+            "7": "7  \u00a9 ucles 2006 0620/06/m/j/06 [turn over  for  examiner's  use 4 a student investigates the speed of reaction when aqueous hydrogen peroxide breaks  down using a catalyst, manganese( iv) oxide.  the catalyst remains unchanged at the end  of the reaction.   the apparatus was set up as shown in the diagram.    clampclamprubber connector 20  cm3 hydrogen peroxide solutioninverted measuringcylinder water trough      experiment 1      by using a measuring cylinder, 20  cm3 of hydrogen peroxide solution was poured into a  conical flask.  one spatula measure of manganese( iv) oxide was added to the flask, the  bung was quickly put in the flask and the timer started.   the volume of gas collected in the measuring cylinder at 10 seconds, 20 seconds and 30  seconds was measured.   the results are shown in the table below.   measuring cylinder diagram volume of gas in measuring cylinder  / cm30 time  / s1 0 20 30 10 20 30405010 20 30405010 20 30405010 20 304050 01 9 3 9 5 1      ",
+            "8": "8  \u00a9 ucles 2006 0620/06/m/j/06 for  examiner's  use experiment 2      by using a measuring cylinder 15  cm3 of hydrogen peroxide was poured into the conical  flask.  the instructions were repeated exactly as given for experiment 1, but 5  cm3 of  distilled water was also added to the flask.   use the diagrams to record your results in the table below.   measuring cylinder diagram volume of gas in measuring cylinder  / cm30 time  / s1 0 20 30 10 20 30405010 20 30405010 20 30405010 20 304050      [2]     experiment 3     experiment 1 was repeated using 10  cm3 of hydrogen peroxide and 10  cm3 of distilled  water.  record your results in the table.    measuring cylinder diagram volume of gas in measuring cylinder  / cm30 time  / s1 0 20 30 10 20 3010 20 3010 20 3010 20 30      [2] ",
+            "9": "9  \u00a9 ucles 2006 0620/06/m/j/06 [turn over  for  examiner's  use experiment 4      experiment 1 was repeated using 5  cm3 of hydrogen peroxide and 15  cm3 of distilled water.    record your results in the table.    measuring cylinder diagram volume of gas in measuring cylinder  / cm30 time  / s1 0 20 30 10 20 3010 20 3010 20 3010 20 30      [2]   ",
+            "10": "10  \u00a9 ucles 2006 0620/06/m/j/06 for  examiner's  use  (a) plot your results on the grid for each experiment.  draw 4 graphs and label each  clearly with the number of the experiment.    60 5040302010 10 20 30 0 time  / secondsvolume of gas  / cm3    [5]     (b) (i)  which experiment has the fastest rate of reaction?   [1]     (ii) explain, in terms of particles, why this experiment has the fastest rate.       [2]     ",
+            "11": "11  \u00a9 ucles 2006 0620/06/m/j/06 [turn over  for  examiner's  use  (c) (i)  state two sources of error in the experiments.  1     2    [2]     (ii) suggest two improvements to reduce the sources of error in the experiments.  1     2    [2]       (d) state a practical method you could use to prove that manganese( iv) oxide was a  catalyst in experiment 1.       [2]     ",
+            "12": "12  \u00a9 ucles 2006 0620/06/m/j/06 for  examiner's  use 5 a mixture of two compounds, b and c, was tested.   compound b was a water-soluble zinc salt and compound c was insoluble.   the tests and some of the observations are in the following table.   complete the observations in the table.   tests  observations    (a) one measure of the mixture was heated gently then strongly.         the gas released was tested  with cobalt chloride paper. condensation at the top of the tube       paper turned pink   the rest of the mixture was added to  about 25 cm3 of distilled water in a  boiling tube.  the contents of the tube were shaken and filtered. the following tests were carried out.  tests on the filtrate   the solution was divided into 2 cm3 portions in four test-tubes.         [3]  (b) (i) drops of aqueous sodium hydroxide were added to the first portion of the  solution.       excess aqueous sodium  hydroxide was added.           [3]    (ii) using the second portion  test (b)(i)  was repeated  using aqueous ammonia instead of aqueous sodium hydroxide.  white precipitate  (iii) to the third portion of solution was added hydrochloric acid and barium nitrate solution. ",
+            "13": "13  \u00a9 ucles 2006 0620/06/m/j/06 [turn over  for  examiner's  use  tests  observations    (iv) to the fourth portion of  solution was added nitric  acid and silver nitrate solution. no visible reaction  tests on the residue    rapid effervescence  (c) some of the residue was placed  into a test-tube.  dilute  hydrochloric acid was added  and the gas given off was tested with limewater.  limewater turned milky     (d) what does test (a) indicate?   [1]       (e) what conclusions can you draw about compound b?     [2]       (f) what does test (c) indicate?     [2]     ",
+            "14": "14  \u00a9 ucles 2006 0620/06/m/j/06 for  examiner's  use 6 the diagram shows two bottles of liquid oven cleaner.         the oven cleaners contain sodium hydroxide solution.  plan an investigation to show which  oven cleaner contains the highest concentration of sodium hydroxide.                 [6]     ",
+            "15": "15   0620/06/m/j/06 blank page",
+            "16": "16    permission to reproduce items where third-par ty owned material protected by copyright is  included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holder s, 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 university of cambridge local examinations syndicate (ucles),  which is itself a department  of the university of cambridge.   0620/06/m/j/06 blank page  "
+        },
+        "0620_w06_qp_1.pdf": {
+            "1": "       university of cambridge international examinations    international general certificate of secondary education        chemistry 0620/01        paper 1  multiple choice     october/november 2006        45 minutes     additional materials: multiple choice answer sheet      soft clean eraser      soft pencil (type b or hb is recommended)                          read these instructions first     write in soft pencil.    do not use staples, paper clips, highlighters, glue or correction fluid.   write your name, centre number and candidate number on the answer sheet in the spaces provided unless   this has been done for you.      there are forty  questions on this paper. answer all questions. for each question there are four possible    answers  a, b, c and d.   choose the one you consider correct and record your choice in soft pencil on the separate answer sheet.     read the instructions on the answer sheet very carefully.     each correct answer will score one mark. a mark will not be deducted for a wrong answer.   any rough working should be done in this booklet.   a copy of the periodic table is printed on page 16.  you may use a calculator.                                              this document consists of 16 printed pages.  ib06 11_0620_01/2rp   \uf6d9 ucles 2006  [turn over  ",
+            "2": "2    \uf6d9 ucles 2006 0620/01/o/n/06 1 in which change of state do the particles become more widely separated?  a gas to liquid  b gas to solid  c liquid to gas  d liquid to solid      2 a student mixes 25  cm3 samples of dilute hydrochloric acid with different volumes of aqueous  sodium hydroxide. each time, the student measures the change in temperature.    which piece of apparatus is not needed?    clock thermometer beaker measuring cylinderbd ac      3 which piece of apparatus should be used for the accurate  measurement of 30.0  cm3 of a liquid?  a a beaker  b a burette  c a conical flask  d a measuring cylinder    4 which number is different for isotopes of the same element?  a number of electrons  b number of full shells  c number of nucleons  d number of protons    ",
+            "3": "3    \uf6d9 ucles 2006 0620/01/o/n/06  [turn over  5 the table shows the nucleon numbers and proton numbers of some atoms.    nucleon number 35 37 40 39 40  proton number 17 17 18 19 19    how many are atoms of non-metallic elements?  a 1 b 2 c 3 d 4      6 the table shows the electronic structures of four atoms.    atom electronic structure  w 2,1  x 2,7  y 2,8,4  z 2,8,8    which two atoms combine to form an ionic compound?  a w and x b w and y c x and y d x and z      7 element x forms an acidic, covalent oxide.   which row in the table shows how many electrons there could be in the outer shell of an atom of x?     1 2 6 7  a \u0013 \u0017 \u0017 \u0017  b \u0013 \u0013 \u0017 \u0017  c \u0017 \u0017 \u0017 \u0013  d \u0017 \u0017 \u0013 \u0013      8 which atom has twice as many neutrons as protons?  a h1 1 b h2 1 c h3 1 d he4 2     ",
+            "4": "4    \uf6d9 ucles 2006 0620/01/o/n/06 9 magnesium and sulphur each form a chloride.    what could be the formulae of these chlorides?     magnesium sulphur  a mg 2cl s 2cl  b mg 2cl scl 2  c mgc l2 s 2cl  d mgc l2 scl 2     10 a gas has the molecular formula noc l.    which diagram could show molecules of the pure gas noc l  ?    a b c dkey cl no      ",
+            "5": "5    \uf6d9 ucles 2006 0620/01/o/n/06  [turn over  11 the electrolysis of concentrated aqueous sodium chloride makes three products.    which products are shown at the correct electrodes?     anode (+ve) cathode (\u2013ve)  a chlorine sodium hydroxide  b sodium hydroxide chlorine  c hydrogen sodium  d sodium hydrogen     12 aluminium is extracted from its oxide by electrolysis. to do so, the oxide is dissolved.    which substance is used to dissolve aluminium oxide and where is aluminium deposited during the electrolysis?     substance used to  dissolve aluminium oxide where aluminium is  deposited  a cryolite anode (+ve)  b cryolite cathode (\u2013ve)  c water anode (+ve)  d water cathode (\u2013ve)     13 which piece of apparatus is essential to measure the speed of a reaction?  a accurate balance  b gas syringe  c stopwatch  d thermometer    ",
+            "6": "6    \uf6d9 ucles 2006 0620/01/o/n/06 14 equations for two changes p and q are shown.    p h 2o(s) \u2192 h 2o(l)  q ch 4(g) + 2o 2(g) \u2192 co 2(g) + 2h 2o(l)    which of these changes are exothermic?     p q  a \u0013 \u0013  b \u0013 \u0017  c \u0017 \u0013  d \u0017 \u0017     15 the decomposition of glucose, in aqueous solution, to form ethanol and carbon dioxide is  catalysed by an enzyme in yeast.    which change increases the rate of this decomposition?  a add more water to the solution  b cool the solution  c heat the solution to boiling point  d heat the solution to 30  \u00b0c     16 which equation shows an oxidation reaction?  a c + o 2 \u2192 co 2  b caco 3 \u2192 cao + co 2  c 2h2o2 \u2192 2h 2o + o 2  d n2o4 \u2192 2no 2     17 acids react with bases, carbonates and metals.    which of these reactions produce a gas?    reaction of acid with a    base  carbonate metal  a \u0013 \u0013 \u0013  b \u0013 \u0017 \u0017  c \u0017 \u0013 \u0013  d \u0017 \u0013 \u0017   ",
+            "7": "7    \uf6d9 ucles 2006 0620/01/o/n/06  [turn over  18 which properties does an acid have?    1 reacts with ammonium sulphate to form ammonia  2 turns red litmus blue     1 2  a \u0013 \u0013  b \u0013 \u0017  c \u0017 \u0013  d \u0017 \u0017     19 the diagrams show two experiments, one to make barium chloride and the other to make barium  sulphate.    dilute hydrochloric acid aqueous barium hydroxidedilute sulphuric acid aqueous barium hydroxide     in each experiment, the acid is run into the conical flask until the resulting liquid has ph7.    what are the next steps to obtain samples of the solid salts?     barium chloride barium sulphate  a crystallisation crystallisation  b crystallisation filtration  c filtration crystallisation  d filtration filtration     ",
+            "8": "8    \uf6d9 ucles 2006 0620/01/o/n/06 20 which piece of equipment can be used to show that a gas is hydrogen?    damp litmus paper splint splintabcd flame glowing limewater       21 the statements are about metals and their oxides.    metals \u2026x\u2026 electrons to form ions. the oxides of metals are \u2026y\u2026.    which words correctly complete the statements?     x y  a gain acidic  b gain basic  c lose acidic  d lose basic     22 the diagram shows one stage in the manufacture of nitric acid from ammonia.    ammonia and airproductsheated platinum gauze     what could be the use of the platinum gauze in this process?  a as a base  b as a catalyst  c as a filter  d as a fuel     ",
+            "9": "9    \uf6d9 ucles 2006 0620/01/o/n/06  [turn over  23 an element does not conduct electricity but  it does exist as diatomic molecules.    in which area of the periodic table is the element to be found?    bac d      24 which properties of helium explain its use in filling balloons?     low density its unreactivity  a \u0013 \u0013  b \u0013 \u0017  c \u0017 \u0013  d \u0017 \u0017      25 the diagram shows apparatus used to test the reactivity of calcium, copper and magnesium with  steam.    steam metal heatgas     which metals react with steam to form hydrogen?     calcium copper magnesium  a \u0013 \u0013 \u0017  b \u0013 \u0017 \u0013  c \u0017 \u0013 \u0017  d \u0017 \u0017 \u0013     ",
+            "10": "10    \uf6d9 ucles 2006 0620/01/o/n/06 26 which types of steel are used in chemical plants and machinery?     chemical plant machinery  a mild steel mild steel  b mild steel stainless steel  c stainless steel mild steel  d stainless steel stainless steel     27 in separate experiments, mixtures of cuo/c and of mgo/c are strongly heated in the apparatus  shown.    heattube metal oxide and carbon limewater     what happens to the limewater in these experiments?     cuo/c mgo/c  a goes cloudy goes cloudy  b goes cloudy stays clear  c stays clear goes cloudy  d stays clear stays clear      28 which raw materials are used in the manufacture of iron?  a bauxite and lime  b bauxite and limestone  c hematite and lime  d hematite and limestone    ",
+            "11": "11    \uf6d9 ucles 2006 0620/01/o/n/06  [turn over  29 the diagram represents the composition of dry air.    which part shows the percentage of nitrogen in the air?    a b c d      30 the diagram shows some uses of water in the home.    1 2 3    for which of these uses is it important for the water to have been purified?  a 1 only  b 2 only  c 3 only  d 1, 2 and 3     31 the listed pollutants are sometimes found in car exhaust fumes.    1 carbon monoxide  2 nitrogen oxides  3 sulphur dioxide    which of these pollutants are products of the combustion of the fuel?  a 1 and 2 only  b 1 and 3 only  c 2 and 3 only  d 1, 2 and 3 ",
+            "12": "12    \uf6d9 ucles 2006 0620/01/o/n/06 32 a shopkeeper stores iron nails in an airtight container, as shown in the diagram.    tight lid plastic jar air iron nails     the nails begin to rust after a few days.    how can the rusting of the nails be prevented?  a leave the lid off  b put a drying agent in the jar  c put the jar in a warm place  d seal the jar in a bag      33 two uses of oxygen are    1 burning acetylene in welding,  2 helping the breathing of hospital patients.    which of these uses form carbon dioxide?     use 1 use 2  a \u0013 \u0013  b \u0013 \u0017  c \u0017 \u0013  d \u0017 \u0017     ",
+            "13": "13    \uf6d9 ucles 2006 0620/01/o/n/06  [turn over  34 the diagram shows a kiln used to heat limestone.    gas burners productairwaste gaseslimestone     what is the product and what waste gas is formed?     product waste gas  a lime carbon monoxide  b lime carbon dioxide  c slaked lime carbon monoxide  d slaked lime carbon dioxide     35 the structures of three compounds are shown.    ch3 ch3 ch2 ch3ch ch3 ch2 ch2ch ch3 c ch2 oho x y z    what are x , y and z?     x y z  a alkane alkene alcohol  b alkane alkene carboxylic acid  c alkene alkane alcohol  d alkene alkane carboxylic acid     ",
+            "14": "14    \uf6d9 ucles 2006 0620/01/o/n/06 36 how many oxygen atoms and double bonds are there in one molecule of ethanoic acid?     number of oxygen atoms number of double bonds  a 1 0  b 1 1  c 2 0  d 2 1     37 compounds r and s occur naturally.    r is c 6h14 and s is c 6h12o6.    which of the terms hydrocarbon  and occurs in crude oil  describe r and s?     hydrocarbon occurs in crude oil  a r only r only  b r only s only  c s only r only  d s only s only     38 the diagram shows an ethane molecule.    hh hhhh cc     which compound has chemical properties similar to those of ethane?    h hhhh cc hh hc h hhhh cc oh h hh cc oo habcd cch hhh      ",
+            "15": "15    \uf6d9 ucles 2006 0620/01/o/n/06  [turn over  39 the diagram shows the first four members of a homologous series.    hch hh hcc hh h hh hcc hh c hh h hh hcc hh c hh c hh h hh    what is the difference in molecular formula between one member and the next in the series?  a ch b ch 2 c ch 3 d ch 4     40 the diagram shows part of a polymer.    cc hh c hh c hh hh cc hh hh    which compound is used as the monomer?  a c2h4  b c2h6  c c6h12  d c6h14     ",
+            "16": "16      permission to reproduce items where third-par ty owned material protected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the publis her (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 t he university of cambridge local examinations syndicate (ucles),  which is itself a department  of the university of cambridge.    \uf6d9 ucles 2006 0620/01/o/n/06 group 140 ce cerium 58141 pr praseodymium 59144 nd neodymium 60pm promethium 61150 sm samarium 62152 eu europium 63157 gd gadolinium 64159 tb terbium 65162 dy dysprosium 66165 ho holmium 67167 er erbium 68169 tm thulium 69173 yb ytterbium 70175 lu lutetium 71 232 th thorium 90pa protactinium 91238 u uranium 92np neptunium 93pu plutonium 94am americium 95cm curium 96bk berkelium 97cf californium 98es einsteinium 99fm fermium 100md mendelevium 101no nobelium 102lr lawrencium 1031 h hydrogen 1 7 li lithium 3 23 na sodium 1124 mg magnesium 12 40 ca calcium 2045 sc scandium 2148 ti titanium 2251 v vanadium 2352 cr chromium 2455 mn manganese 2556 fe iron 2659 co cobalt 2759 ni nickel 2864 cu copper 2965 zn zinc 3070 ga gallium 3127 al aluminium 1311 b boron 512 c carbon 614 n nitrogen 716 o oxygen 819 f fluorine 9 28 si silicon 1431 p phosphorus 1532 s sulphur 1635.5 cl chlorine 1740 ar argon 1820 ne neon 104 he helium 2 73 ge germanium 3275 as arsenic 3379 se selenium 3480 br bromine 3584 kr krypton 3639 k potassium 19 88 sr strontium 3889 y yttrium 3991 zr zirconium 4093 nb niobium 4196 mo molybdenum 42tc technetium 43101 ru ruthenium 44103 rh rhodium 45106 pd palladium 46108 ag silver 47112 cd cadmium 48115 in indium 49119 sn tin 50122 sb antimony 51128 te tellurium 52127 i iodine 53131 xe xenon 54 137 ba barium 56139 la lanthanum 57        *178 hf hafnium 72181 ta tantalum 73184 w tungsten 74186 re rhenium 75190 os osmium 76192 ir iridium 77195 pt platinum 78197 au gold 79201 hg mercury 80204 tl thallium 81207 pb lead 82209 bi bismuth 83po polonium 84at astatine 85rn radon 86 fr francium 87227 ac actinium 899 be beryllium 4ii i iii iv v vi vii 0 85 rb rubidium 37 133 cs caesium 55 226 ra radium 88 the volume of one mole of any gas is 24 dm3at room temperature and pressure (r.t.p.).a x ba = relative atomic mass x = atomic symbol b = proton (atomic) numberkey*58-71 lanthanoid series 90-103 actinoid seriesdata sheet the periodic table of the elements  "
+        },
+        "0620_w06_qp_2.pdf": {
+            "1": "centre number candidate number name               university of cambridge international examinations    international general certificate of secondary education        chemistry  0620/02         paper 2    october/november 2006        1 hour 15 minutes     candidates answer on the question paper.     no additional materials required.                                read these instructions first      write your centre number, candidate number and name on all the work you hand in.   write in dark blue or black pen in the spaces provided on the question paper.   you may use a pencil for any diagrams, graphs or rough working.   do not use staples, paper clips, highlighters, glue or correction fluid.     answer all questions.   the number of marks is given in brackets [  ] at the end of each question or part questions.   a copy of the periodic table is printed on page 20.                       for examiner\u2019s use   1    2    3    4    5    6    7    total     this document consists of 18 printed pages and 2 blank pages.  ib06 11_0620_02/2rp   \uf6d9 ucles 2006  [turn over  ",
+            "2": "2  \u00a9 ucles 2006 0620/02/o/n/06 for  examiner's  use 1 when group i elements react with water, hydrogen gas is given off.   the diagram shows the reaction of lithium, potassium and sodium with water.    abc     (a) which one  of these elements a, b or c is lithium?   [1]      (b) (i)  balance the equation for the reaction of sodium with water by completing the left- hand side.    ..na   +   ..h 2o 2naoh   +   h 2   [1]    (ii) apart from fizzing, describe two things that you would see when sodium reacts  with water.       [2]     (iii) after the sodium had reacted with the wate r, the solution was tested with red litmus  paper.   what colour did the litmus paper turn?   give a reason for your answer.  colour   reason  [2]   ",
+            "3": "3  \u00a9 ucles 2006 0620/02/o/n/06 [turn over  for  examiner's  use  (iv) which of the following statements about sodium are true?   tick two boxes.    it is made by reducing sodium oxide with carbon.    it reacts with chlorine to form sodium chloride.    it reacts readily with oxygen.    it only conducts electricity when molten.     [2]      (c) rubidium also reacts with water.  how does the speed of reaction of rubidium with  water compare with that of potassium with water?   [1]      (d) sodium has only one stable isotope whereas potassium has several isotopes.    (i) what do you understand by the term isotopes ?     [1]     (ii) how many protons does sodium have in its nucleus?   use the periodic table to help you.   [1]     (iii) how many electrons are there in an atom of potassium?   [1]    (iv) uranium has many isotopes.  one of these is uranium-235 ( 235u).   what is the main use of this isotope of uranium?   [1]    ",
+            "4": "4  \u00a9 ucles 2006 0620/02/o/n/06 for  examiner's  use 2 copper can be extracted by heating copper carbonate with carbon.     (a) the copper carbonate breaks down into copper oxide and releases a gas.   complete the equation for this reaction.    cuco 3 cuo   +    [1]     (b) the copper oxide then reacts with the carbon.    2cuo   +   c 2cu   +   co 2heat     (i) complete the following sentences using words from the list.  endothermic  exothermic  halogen  metal   neutralised oxidised  reduced     in this reaction copper oxide is  to copper.  the copper obtained is a pinkish-brown    the reaction is   because heat is absorbed. [3]     (ii) state the name of the substance which is oxidised during this reaction.   [1]     (iii) how would you test for the carbon dioxide given off in this reaction?  test   result  [2]       (c) describe a test for aqueous copper ions and state the result.       [3]     ",
+            "5": "5  \u00a9 ucles 2006 0620/02/o/n/06 [turn over  for  examiner's  use  (d) carbon is in group iv of the periodic table.     (i) draw a diagram to show how the electrons are arranged in an atom of carbon.                    [1]   (ii) to which period in the periodic table does carbon belong?   [1]       (e) organic compounds contain carbon and hydrogen.    (i) to which homologous series does the organic compound a belong?    hh hchhch compound a      [1]     (ii) state the name of compound a.   [1]     ",
+            "6": "6  \u00a9 ucles 2006 0620/02/o/n/06 for  examiner's  use 3 lavandulol is found in lavender plants.  the formula of lavandulol is shown below.    ch 2ch 3 ch 3 ch 2 ch 3cch ch 2 hocc h      (a) put a ring around the alcohol functional group in this formula.   [1]     (b) is lavandulol a saturated or unsaturated compound?   give a reason for your answer.     [1]      (c) state the names of the two products formed when lavandulol is burnt in excess oxygen.   and  [2]       (d) lavandulol can be extracted from lavender flowers by distillation using the apparatus shown below.  the lavandulol is carried off in small droplets with the steam.    heatlavender flowersand waterxa lavandulol water    ",
+            "7": "7  \u00a9 ucles 2006 0620/02/o/n/06 [turn over  for  examiner's  use  (i) state the name of the piece of apparatus labelled a.   [1]     (ii) what is the temperature of the water at point x in the diagram?   [1]    (iii) the lavandulol and water are collected in the beaker.   what information in the diagram shows that lavandulol is less dense than water?   [1]       (e) lavender flowers contain a variety of different pigments (colourings).   a student separated these pigments using paper chromatography.  the results are shown in the diagram below.   chromatography paper     (i) put an x on this diagram to show where the mixture of pigments was placed at the start of the experiment.  [1]    (ii) how many different pigments have been separated?   [1]    (iii) draw a diagram to show how the chromatography apparatus was set up.   on your diagram label  \u007f the solvent  \u007f the origin line                      [1] ",
+            "8": "8  \u00a9 ucles 2006 0620/02/o/n/06 for  examiner's  use  (iv) during chromatography, the solvent evaporates and then diffuses throughout the  chromatography jar.   what do you understand by the term diffusion ?     [1]     (v) ethanol can be used as a solvent in chromatography.   draw the formula for ethanol showing all atoms and bonds.             [1]   (vi) which of the following statements about ethanol are true?   tick two boxes.    it is a carboxylic acid.    it is a product of the fermentation of glucose.    it is an unsaturated compound.    it is formed by the catalytic addition of steam to ethene.   [1]    ",
+            "9": "9  \u00a9 ucles 2006 0620/02/o/n/06 [turn over  for  examiner's  use 4 this question is about compounds.     (a) what do you understand by the term compound ?     [1]      (b) complete the table below to show the formulae and uses of some compounds.    compound  relative number of atoms present formula use  calcium oxide ca = 1  o = 1 cao     sodium chloride   na = 1  cl = 1  table salt  calcium carbonate ca = 1  c =1  o = 3          nh 4no 3 in fertilizers   [6]     (c) calculate the relative formula mass of nh 4no 3.             [1]     ",
+            "10": "10  \u00a9 ucles 2006 0620/02/o/n/06 for  examiner's  use 5 the list shows part of the reactivity series.    strontium calciummagnesiumironcoppermore reactive less reactive      (a) calcium is manufactured by the electrolysis of molten calcium chloride.   suggest why calcium is extracted by electrolysis.   [1]     (b) equal sized pieces of magnesium, strontium and calcium are placed in water.  some  observations about these reactions are shown in the table.   complete the box for strontium.    metal  observations   magnesium gives off a few bubbles of gas with hot water. dissolves very slowly.  calcium gives off bubbles steadily with cold water. dissolves slowly.  strontium     [2]      (c) when water is added to calcium carbide, acetylene and calcium hydroxide are formed.   state a use for acetylene.   [1]     (d) a solution of calcium hydroxide is alkaline.     (i) complete and balance the equation for the reaction of calcium hydroxide with  hydrochloric acid.    ca(oh) 2   +   2hc l cac l2   +       [1]   (ii) what type of chemical reaction is this?   [1]   ",
+            "11": "11  \u00a9 ucles 2006 0620/02/o/n/06 [turn over  for  examiner's  use  (e) a student used the apparatus shown below to calculate the concentration of a solution  of calcium hydroxide.    calcium hydroxide solutionhydrochloric acida      (i) state the name of the piece of apparatus labelled a.   [1]    (ii) describe how the ph of the solution in the flask changes as the hydrochloric acid is added.     [2]     ",
+            "12": "12  \u00a9 ucles 2006 0620/02/o/n/06 for  examiner's  use 6 the diagram shows the structure of lead bromide.    pb2+pb2+ pb2+pb2+pb2+pb2+br\u2013br\u2013br\u2013br\u2013 br\u2013br\u2013br\u2013br\u2013 br\u2013br\u2013br\u2013br\u2013      (a) what is the simplest formula for lead bromide?   [1]      (b) what type of structure and bonding is present in lead bromide?   choose two words from the following:    atomic covalent giant ionic metallic molecular     [2]      (c) lead bromide is electrolysed using the apparatus shown below.    + \u2013 heatmolten lead bromideelectrodesb a c      (i) which letter, a, b or c represents the cathode?   [1]   ",
+            "13": "13  \u00a9 ucles 2006 0620/02/o/n/06 [turn over  for  examiner's  use  (ii) state the name of a metal which can be used for the electrodes.   [1]     (iii) why does lead bromide have to be molten for electrolysis to occur?     [1]     (iv) state the name of the products formed during this electrolysis;  at the anode,   at the cathode.  [2]      (d) a student bubbled chlorine gas through an aqueous solution of sodium bromide.    (i) complete the equation for this reaction.    cl2    +    2nabr     +    2nacl chlorine sodium bromidebromine sodium chloride     [1]   (ii) what colour is the solution at the end of the reaction?   [1]    (iii) an aqueous solution of iodine does not react with a solution of sodium bromide.  explain why there is no reaction.     [1]   ",
+            "14": "14  \u00a9 ucles 2006 0620/02/o/n/06 for  examiner's  use  (e) bromine becomes decolourised when it reacts with ethene.     (i) draw the structure of ethene showing all atoms and bonds.                [1]    (ii) which one of the following, a, b, c or d, shows the correct structure of the product  formed when bromine reacts with ethene?    hh hcbr hcb r ahhhhcbr hc chh hcbr br hc dhcbr br ch b     answer  [1]     ",
+            "15": "15  \u00a9 ucles 2006 0620/02/o/n/06 [turn over  for  examiner's  use 7 the table gives some information about the properties of some metals.    metal  melting point /\u00b0c colour of chloride   a 1890 pink  b 98 white  c 63 white  d 1535 brownish-black     (a) which two of the metals a to d are transition metals?   give a reason for your answer.  metals   reason  [2]      (b) when iron powder reacts with warm sulphuric acid, hydrogen is given off.    fe   +   h 2so 4 feso 4   +   h 2     state the name of the salt made in this reaction.   [1]     ",
+            "16": "16  \u00a9 ucles 2006 0620/02/o/n/06 for  examiner's  use  (c) a student used the apparatus shown below for investigating the speed of the reaction  between iron and sulphuric acid.    watersulphuric acid iron powder      describe how this apparatus can be used to investigate the speed of this reaction.         [3]      (d) the student repeated the experiment with different concentrations of sulphuric acid.   in each experiment the mass of iron powder was the same and the temperature was  kept at 30\u00b0c.   the results are shown in the table.   concentration of sulphuric  acid / moles per dm 3 speed of reaction /cm3  hydrogen per second  0.4 4.2  0.8 8.5  1.6 17.0    (i) use the information in the table to help you work out how the speed of the reaction is affected by the concentration of sulphuric acid.       [2]     (ii) what will happen to the speed of the reaction if lumps of iron are used instead of  iron powder?   [1]  ",
+            "17": "17  \u00a9 ucles 2006 0620/02/o/n/06  for  examiner's  use    (iii) what will happen to the speed of the reaction if it is carried out at 20\u00b0c rather than at 30\u00b0c?   [1]     ",
+            "18": "18   0620/02/o/n/06 blank page",
+            "19": "19    permission to reproduce items where third-par ty owned material protected by copyright is  included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holder s, 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 university of cambridge local examinations syndicate (ucles),  which is itself a department  of the university of cambridge.   0620/02/o/n/06 blank page",
+            "20": "20  \u00a9 ucles 2006 0620/02/o/n/06  group 140 ce cerium 58141 pr praseodymium 59144 nd neodymium 60pm promethium 61150 sm samarium 62152 eu europium 63157 gd gadolinium 64159 tb terbium 65162 dy dysprosium 66165 ho holmium 67167 er erbium 68169 tm thulium 69173 yb ytterbium 70175 lu lutetium 71 232 th thorium 90pa protactinium 91238 u uranium 92np neptunium 93pu plutonium 94am americium 95cm curium 96bk berkelium 97cf californium 98es einsteinium 99fm fermium 100md mendelevium 101no nobelium 102lr lawrencium 1031 h hydrogen 1 7 li lithium 3 23 na sodium 1124 mg magnesium 12 40 ca calcium 2045 sc scandium 2148 ti titanium 2251 v vanadium 2352 cr chromium 2455 mn manganese 2556 fe iron 2659 co cobalt 2759 ni nickel 2864 cu copper 2965 zn zinc 3070 ga gallium 3127 al aluminium 1311 b boron 512 c carbon 614 n nitrogen 716 o oxygen 819 f fluorine 9 28 si silicon 1431 p phosphorus 1532 s sulphur 1635.5 cl chlorine 1740 ar argon 1820 ne neon 104 he helium 2 73 ge germanium 3275 as arsenic 3379 se selenium 3480 br bromine 3584 kr krypton 3639 k potassium 19 88 sr strontium 3889 y yttrium 3991 zr zirconium 4093 nb niobium 4196 mo molybdenum 42tc technetium 43101 ru ruthenium 44103 rh rhodium 45106 pd palladium 46108 ag silver 47112 cd cadmium 48115 in indium 49119 sn tin 50122 sb antimony 51128 te tellurium 52127 i iodine 53131 xe xenon 54 137 ba barium 56139 la lanthanum 57        *178 hf hafnium 72181 ta tantalum 73184 w tungsten 74186 re rhenium 75190 os osmium 76192 ir iridium 77195 pt platinum 78197 au gold 79201 hg mercury 80204 tl thallium 81207 pb lead 82209 bi bismuth 83po polonium 84at astatine 85rn radon 86 fr francium 87227 ac actinium 89                9 be beryllium 4ii i iii iv v vi vii 0 85 rb rubidium 37 133 cs caesium 55 226 ra radium 88 the volume of one mole of any gas is 24 dm3at room temperature and pressure (r.t.p.).a x ba = relative atomic mass x = atomic symbol b = proton (atomic) numberkey*58-71 lanthanoid series  90-103 actinoid seriesdata sheet the periodic table of the elements"
+        },
+        "0620_w06_qp_3.pdf": {
+            "1": "this document consists of 14 printed pages and 2 blank pages.  ib06 11_0620_03/5rp   \uf6d9 ucles 2006    [turn over   university of cambridge international examinations   international general certificate of secondary education       chemistry       paper 3 (extended) 0620/03        october/november 2006       1 hour 15 minutes   candidates answer on the question paper.   no additional materials required.                                  read these instructions first    write your centre number, candidate number and name on all the work you hand in.  write in dark blue or black pen in the spaces provided on the question paper.  you may use a pencil for any diagrams, graphs or rough working.  do not use staples, paper clips, highlighters, glue or correction fluid.  do not  write in the barcode.  do not  write in the grey areas between the pages.    answer all questions.  the number of marks is given in brackets [  ] at the end of each question   or part question.  a copy of the periodic table is printed on page 16.   candidate name centrenumber candidatenumbe r*062003* 6 7 8 totalfor examiner's use 1 234 5",
+            "2": "2  \u00a9 ucles 2006 0620/03/o/n/06 for  examiner's  use 1 choose a gas from the following list to answer the questions below.  each gas may be used  once, more than once or not at all.      ammonia argon  carbon dioxide  carbon monoxide  chlorine  ethene  hydrogen  nitrogen  oxygen       which gas    (i) is a noble gas,         (ii) is an acidic oxide,          (iii) can be polymerised,          (iv) is the active component of air,          (v) is used in the treatment of water,         (vi) is a product of respiration?        [6]    ",
+            "3": " 3   \u00a9 ucles 2006 0620/03/o/n/06 [turn over  for  examiner's  use 2 the table shows the melting points, boiling points and electrical properties of the six  substances a to f.      substance melting point / oc boiling point / oc electrical conductor  at room  temperature electrical  conductor of  substance  dissolved in water a 961 2193 good does not dissolve  b 113 444 does not conduct does not dissolve  c 0 100 very poor very poor  d 803 1465 does not conduct good  e \u20135 to -10 102 to 105 good good  f -85 -60 does not conduct does not dissolve        (i) which three  substances are solids at room temperature?   [1]       (ii) which one  is an ionic compound?   [1]      (iii) which one  is a gas at room temperature?   [1]      (iv) which two substances are liquids at room temperature?   [1]        (v) which substance is a metal?   [1]       (vi) which one  is an impure substance?   [1]     ",
+            "4": "4  \u00a9 ucles 2006 0620/03/o/n/06 for  examiner's  use 3 calcium carbonate is an important raw material.     (a) name a rock which is made up of calcium carbonate.   [1]       (b) when calcium carbonate is heated strongly, it decomposes.  caco 3 \u2192 cao + co 2     (i) calculate the relative formula mass of:  caco 3   cao  [2]       (ii) 7.00 kg of calcium oxide was formed.  what mass of calcium carbonate was  heated?     [2]       (c) calcium carbonate is used to control soil acidity.    (i) why is it important to control soil acidity?   [1]   (ii) both calcium carbonate, insoluble in water, and calcium oxide, slightly soluble, are used to increase soil ph.  suggest two advantages of using calcium carbonate.     [2]     (iii) give one use of calcium carbonate other than for making calcium oxide and  controlling soil ph.   [1]     ",
+            "5": " 5   \u00a9 ucles 2006 0620/03/o/n/06 [turn over  for  examiner's  use 4 minimising air pollution is essential for health and for the environment.     (a) natural gas is methane.    (i) write the equation for complete combustion of methane.   [2]    (ii) explain why it is dangerous to use a gas fire in a poorly ventilated room.     [2]      (b) low sulphur fuels are being introduced.  ordinary diesel contains 500  ppm of sulphur  but low sulphur diesel contains less than 50  ppm.  why is this an advantage to the  environment?     [2]       (c) catalytic converters reduce pollution from motor vehicles, as shown in the following  diagram.    oxides of nitrogen carbon monoxideunburnt hydrocarbonsless harmful gasesto atmosphere catalysts rhodium,platinum, palladium      (i) what type of elements are the metals rhodium, platinum and palladium?   [1]     (ii) rhodium catalyses the decomposition of the oxides of nitrogen.        2no \u2192 n 2 + o 2    two other pollutants are carbon monoxide and unburnt hydrocarbons.  how are  they made into less harmful substances?     [2]     ",
+            "6": "6  \u00a9 ucles 2006 0620/03/o/n/06 for  examiner's  use 5 ammonia is manufactured by the haber process.     n 2(g) + 3h 2(g)  2nh 3(g)   200 atmospheres  450\u00b0c     the forward reaction is exothermic.     (a) (i)  what is the catalyst for this reaction?   [1]     (ii) newer catalysts have been discovered for this process.  using these catalysts, the operating temperature is lowered from 450\u00b0c to 400\u00b0c.  what is the advantage of  using a lower temperature?   explain your answer.  advantage   explanation    [2]      (b) after passing over the catalyst, the mixture contains 15% of ammonia.  it is cooled and the ammonia liquefies and is separated from the unreacted nitrogen and hydrogen.   they are recycled.     (i) how are the gases recycled?   [1]     (ii) only ammonia gas liquefies.  suggest an explanation for this.   [1]      (c) urea, co(nh 2)2, is one of the fertilisers manufactured from ammonia.   ammonia is heated with carbon dioxide.   (i) write an equation for the manufacture of urea.   [2]     (ii) explain why urea on its own might not be very effective in promoting crop growth.   [1]     ",
+            "7": " 7   \u00a9 ucles 2006 0620/03/o/n/06 [turn over  for  examiner's  use  (d) give a diagram showing the arrangement of the valency electrons in one molecule of  the covalent compound urea.  its structural formula is given below.    ocnh h nhh      use \u03bf to represent an electron from a carbon atom.   use x to represent an electron from a hydrogen atom.  use \u2022 to represent an electron from a nitrogen atom.                      [3]     ",
+            "8": "8  \u00a9 ucles 2006 0620/03/o/n/06 for  examiner's  use 6 an ore of copper is the mineral, chalcopyrite.  this is a mixed sulphide of iron and copper.     (a) analysis of a sample of this ore shows that 13.80  g of the ore contained 4.80  g of  copper, 4.20  g of iron and the rest sulphur.   complete the table and calculate the empirical formula of chalcopyrite.     copper iron sulphur  composition by mass  / g 4.80 4.20     number of moles of atoms       simplest mole ratio of atoms        [3]   the empirical formula is   [1]     (b) impure copper is extracted from the ore.  this copper is refined by electrolysis.    (i) name;   the material used for the positive electrode (anode),        the material used for the negative electrode (cathode),        a suitable electrolyte.   [3]    (ii) write an ionic equation for the reaction at the negative electrode.   [1]    (iii) one use of this pure copper is electrical conductors, another is to make alloys.   name the metal that is alloyed with copper to make brass.   [1]     ",
+            "9": " 9  \u00a9 ucles 2006 0620/03/o/n/06 [turn over  for  examiner's  use  (c) two of the elements in chalcopyrite are the metal, copper, and the non-metal, sulphur.  these have different properties.  copper is an excellent conductor of electricity and is malleable.  sulphur is a poor conductor and is not malleable, it is brittle.  explain, in terms of their structures, why this is so.     difference in electrical conductivity     [2]     difference in malleability     [2]     ",
+            "10": "10  \u00a9 ucles 2006 0620/03/o/n/06 for  examiner's  use 7 the rate of a reaction depends on concentration of reactants, temperature and possibly a  catalyst or light.    (a) a piece of magnesium ribbon was added to 100  cm3 of 1.0  mol/dm3 hydrochloric acid.  the hydrogen evolved was collected in a gas syringe and its volume measured every  30 seconds.    20 40 60 80 100 hydrochloric acid magnesium ribbon     in all the experiments mentioned in this question, the acid was in excess.   the results were plotted to give a graph.    timevolume of hydrogen 0   ",
+            "11": " 11  \u00a9 ucles 2006 0620/03/o/n/06 [turn over  for  examiner's  use  (i) the experiment was repeated. two pieces of magnesium ribbon were added to  100  cm3 of 1.0  mol/dm3 hydrochloric acid. sketch this graph on the same grid and  label it x.   [2]     (ii) the experiment was repeated using one piece of magnesium ribbon and 100  cm3  of 1.0 mol/dm3 ethanoic acid.  describe how the shape  of this graph would differ  from the one given on the grid.     [2]      (b) reaction rate increases when concentration or temperature is increased.   using the idea of reacting particles, explain why;     increasing concentration increases reaction rate,     [2]     increasing temperature increases reaction rate.     [2]       (c) the rate of a photochemical reaction is affected by light.  a reaction, in plants, between carbon dioxide and water is photochemical.    (i) name the two products of this reaction.     [2]     (ii) this reaction will only occur in the presence of light and another chemical.  name this chemical.   [1]    ",
+            "12": "12  \u00a9 ucles 2006 0620/03/o/n/06 for  examiner's  use 8 the three types of food are carbohydrates, proteins and fats.     (a) aqueous starch is hydrolysed to maltose by the enzyme amylase.   the formula of maltose is:   ho oh o    starch is hydrolysed by dilute sulphuric acid to glucose.   ho oh    (i) what is an enzyme?   [1]    (ii) draw the structure of starch.              [1]    (iii) name the technique that would show that the products of these two hydrolyses are  different.   [1]      (b) proteins have the same linkage as nylon but there is more than one monomer in the  macromolecule.     (i) draw the structure of a protein.                  [2]     (ii) what class of compound is formed by the hydrolysis of proteins?   [1]     ",
+            "13": " 13   \u00a9 ucles 2006 0620/03/o/n/06 for  examiner's  use  (c) fats are esters.  some fats are saturated, others are unsaturated.     (i) write the word equation for the preparation of the ester, propyl ethanoate.   [2]     (ii) deduce the structural formula of this ester showing each individual bond.                 [2]   (iii) how could you distinguish between these two fats?   fat 1 has the formula     ch 2 \u2013 co 2 \u2013 c17h33 ch \u2013 co 2 \u2013 c17h33 ch 2 \u2013 co 2 \u2013 c17h33     fat 2 has the formula     ch 2 \u2013 co 2 \u2013 c17h35 ch \u2013 co 2 \u2013 c17h35 ch 2 \u2013 co 2 \u2013 c17h35    test   result with fat 1   result with fat 2  [3]     (iv) both of these fats are hydrolysed by boiling with aqueous sodium hydroxide.  what type of compounds are formed?   and  [2]    ",
+            "14": "14  \u00a9 ucles 2006 0620/03/o/n/06 blank page ",
+            "15": " 15     permission to reproduce items where third-party owned material prote cted by copyright is included has been sought and cleared w here  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 university of cambridge local examinations syndicate (ucles),  which is  itself a department of the university of cambridge.   0620/03/o/n/06 blank page ",
+            "16": "16  \u00a9 ucles 2006 0620/03/o/n/06 group 140 ce cerium 58141 pr praseodymium 59144 nd neodymium 60pm promethium 61150 sm samarium 62152 eu europium 63157 gd gadolinium 64159 tb terbium 65162 dy dysprosium 66165 ho holmium 67167 er erbium 68169 tm thulium 69173 yb ytterbium 70175 lu lutetium 71 232 th thorium 90pa protactinium 91238 u uranium 92np neptunium 93pu plutonium 94am americium 95cm curium 96bk berkelium 97cf californium 98es einsteinium 99fm fermium 100md mendelevium 101no nobelium 102lr lawrencium 1031 h hydrogen 1 7 li lithium 3 23 na sodium 1124 mg magnesium 12 40 ca calcium 2045 sc scandium 2148 ti titanium 2251 v vanadium 2352 cr chromium 2455 mn manganese 2556 fe iron 2659 co cobalt 2759 ni nickel 2864 cu copper 2965 zn zinc 3070 ga gallium 3127 al aluminium 1311 b boron 512 c carbon 614 n nitrogen 716 o oxygen 819 f fluorine 9 28 si silicon 1431 p phosphorus 1532 s sulphur 1635.5 cl chlorine 1740 ar argon 1820 ne neon 104 he helium 2 73 ge germanium 3275 as arsenic 3379 se selenium 3480 br bromine 3584 kr krypton 3639 k potassium 19 88 sr strontium 3889 y yttrium 3991 zr zirconium 4093 nb niobium 4196 mo molybdenum 42tc technetium 43101 ru ruthenium 44103 rh rhodium 45106 pd palladium 46108 ag silver 47112 cd cadmium 48115 in indium 49119 sn tin 50122 sb antimony 51128 te tellurium 52127 i iodine 53131 xe xenon 54 137 ba barium 56139 la lanthanum 57        *178 hf hafnium 72181 ta tantalum 73184 w tungsten 74186 re rhenium 75190 os osmium 76192 ir iridium 77195 pt platinum 78197 au gold 79201 hg mercury 80204 tl thallium 81207 pb lead 82209 bi bismuth 83po polonium 84at astatine 85rn radon 86 fr francium 87227 ac actinium 899 be beryllium 4ii i iii iv v vi vii 0 85 rb rubidium 37 133 cs caesium 55 226 ra radium 88 the volume of one mole of any gas is 24 dm3at room temperature and pressure (r.t.p.).a x ba = relative atomic mass x = atomic symbol b = proton (atomic) numberkey*58-71 lanthanoid series 90-103 actinoid seriesdata sheet the periodic table of the elements  "
+        },
+        "0620_w06_qp_5.pdf": {
+            "1": "this document consists of 7 printed pages and 1 blank page.  ib06 11_0620_05/3rp   \uf6d9 ucles  2005  [turn over   university of cambridge international examinations   international general certificate of secondary education       chemistry       paper 5 practical test 0620/05        october/november 2006      candidates answer on the question paper.   additional materials:  as listed in instructions  1 hour 15 minutes    to supervisors                                     read these instructions first    write your name, centre number and candidate number on all the work you hand in.  write in dark blue or black pen in the spaces provided on the question paper.  you may use a pencil for any diagrams, graphs or rough working.  do not use staples, paper clips, highlighters, glue or correction fluid.  do not  write in the barcode.  do not  write in the grey areas between the pages.    answer all questions.  the number of marks is given in brackets [  ] at the end of each question or part question.   practical notes are provided on page 8.  candidate name centrenumber candidatenumbe r*062005*    for examiner's use total1 2",
+            "2": "2  \u00a9 ucles 2006 0620/05/o/n/06 blank page",
+            "3": "3  \u00a9 ucles 2006 0620/05/o/n/06 [turn over  for  examiner's  use 1 you are going to investigate the reactions of three different metals.   magnesium, iron and zinc will be used.   read all the instructions  below carefully before starting the experiments.    instructions     experiment 1      by using a measuring cylinder, pour 5  cm3 of the aqueous copper( ii) sulphate into the test- tube provided.  measure the initial temperature of the solution and record it in the table  below.  add the 1  g sample of zinc powder to the solution in the test-tube and stir the  mixture with the thermometer.  record the maximum temperature reached and any  observations in the table.   remove the thermometer and rinse with water.      experiment 2     repeat experiment 1, using 1  g of iron filings instead of zinc.  record the maximum  temperature reached and any observations in the table.     experiment 3      repeat experiment 1, using the 0.5  g sample of magnesium.  test the gas given off with a  lighted splint.      table of results     experiment  metal  temperature of solution/\u00b0c  observations     initial maximum   1 zinc     2 iron     3 magnesium       [9] ",
+            "4": "4  \u00a9 ucles 2006 0620/05/o/n/06 for  examiner's  use  (a) use your results and observations to answer the following questions.     (i) which metal is most reactive with aqueous copper( ii) sulphate?   [1]     (ii) give two reasons why you chose this metal.  1   2  [2]     (iii) name the gas given off in experiment 3.   [1]     you are now going to investigate the reaction between two of the metals and aqueous  copper( ii) sulphate in more detail.    experiment 4     rinse the thermometer with water at room temperature.  by using a measuring cylinder pour  10 cm 3 of aqueous copper( ii) sulphate into a polystyrene cup.  measure the initial  temperature of the solution and record it in the table below.   add the 1  g sample of magnesium powder to the cup and record the temperature every 10  seconds for 1 minute.  record all of your results in the table.    experiment 5     repeat experiment 4 using the 2  g sample of zinc powder instead of magnesium.    record all of your results in the table.   table of results     temperature/\u00b0c   time/seconds   experiment 4 experiment 5  0    10    20    30    40    50    60      [3] ",
+            "5": "5  \u00a9 ucles 2006 0620/05/o/n/06 [turn over  for  examiner's  use (b) plot the results of  experiments 4 and 5 on the grid below.  draw two smooth line graphs.   clearly label the graphs.    90 807060504030201001 0 2 0 3 0 time  / seconds40 50 60temperature  / oc    [4]      (c) use your graph  to estimate the temperature of the reaction mixture in experiment 4  after 5 seconds.  indicate clearly  on the graph how you obtained your answer.   [2]    ",
+            "6": "6  \u00a9 ucles 2006 0620/05/o/n/06 for  examiner's  use 2 you are provided with solid f and solid g.     carry out the following tests on f and g, recording all of your observations in the table.    conclusions must not be written in the table.    tests observations         [3] (a) place a little of solid f in a hard  glass test-tube.  insert a damp piece of ph paper in the mouth  of the tube.  heat the solid gently, then more strongly.   (b) place the rest of solid f in a  boiling-tube.  add 10  cm3 of  distilled water and shake to dissolve.   divide the solution into 4 equal  portions in test-tubes.  colour    ph  [2]  (c) (i) test the ph of the first  portion of the solution using  universal indicator solution.      [2]  (ii) to the second portion, add about 1  cm3 of aqueous  sodium hydroxide.  heat gently  and test the gas  given off with damp litmus paper.      [2]  (c) (iii) to the third portion of solution, add a few drops of  dilute nitric acid and then  aqueous lead( ii) nitrate.  ",
+            "7": "7  \u00a9 ucles 2006 0620/05/o/n/06 [turn over  for  examiner's  use tests observations         [1]  (c) (iv) to the fourth portion of  solution, add a few drops of dilute nitric acid followed by aqueous silver nitrate.   (d) (i) dissolve solid g in about     5 cm3 of distilled water in a  test-tube.  divide the  solution into two equal  portions in two test-tubes.     (ii) repeat (c)(iii)  using the first  portion of the solution.   [2]     [2]  (iii) repeat (c)(iv)  using the  second portion of the  solution.      (e) name the gas given off in (c)(ii) .   [1]     (f) identify solid f.   [2]       (g) name the anion in solid g.   [1]    ",
+            "8": "8    permission to reproduce items where third-party owned material prote cted by copyright is included has been sought and cleared w here  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 university of cambridge local examinations syndicate (ucles),  which is  itself a department of the university of cambridge.  \u00a9 ucles 2006 0620/05/o/n/06 notes for use in qualitative analysis     test for anions     anion test test result  carbonate (co-2 3) add dilute acid effervescence, carbon dioxide  produced  chloride (c l \u2013)  [in solution] acidify with dilute nitric acid, then  add aqueous silver nitrate white ppt.  iodide ( i\u2013)  [in solution] acidify with dilute nitric acid, then  aqueous lead( ii) nitrate yellow ppt.  nitrate (no\u2212 3)  [in solution] add aqueous sodium hydroxide then aluminium foil; warm carefully ammonia produced  sulphate (so-2 4)  [in solution] acidify with dilute nitric acid, then  add aqueous barium nitrate white ppt.   test for aqueous cations     cation effect of aqueous sodium hydroxide effect of aqueous ammonia  aluminium (a l 3+) white ppt., soluble in excess giving  a colourless solution white ppt., insoluble in excess  ammonium (nh+ 4) ammonia produced on warming -  calcium (ca2+) white., insoluble in excess no ppt., or very slight white ppt.  copper(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  iron( iii) (fe3+) red-brown ppt., insoluble in excess red-brown ppt., insoluble in excess  zinc (zn2+) white ppt., soluble in excess giving  a colourless solution white ppt., soluble in excess giving  a colourless solution   test for gases     gas test and test results  ammonia (nh 3) turns damp red litmus paper blue  carbon dioxide (co 2) turns limewater milky  chlorine (c l2) bleaches damp litmus paper  hydrogen (h 2) \u201cpops\u201d with a lighted splint  oxygen (o 2) relights a glowing splint   "
+        },
+        "0620_w06_qp_6.pdf": {
+            "1": "centre number candidate number name               university of cambridge international examinations    international general certificate of secondary education        chemistry  0620/06         paper 6  alternative to practical    october/november 2006        1 hour    candidates answer on the question paper.     no additional materials required.                           read these instructions first      write your name, centre number and candidate number at the top of this page.   write in dark blue or black pen in the spaces provided on the question paper.   you may use a pencil for any diagrams, graphs or rough working.   do not use staples, paper clips, highlighters, glue or correction fluid.     answer all questions.   the number of marks is given in brackets [  ] at the end of each question or part question.                                 for examiners use   1    2    3    4    5    6    total       this document consists of 13 printed pages and 3 blank pages.  ib06 11_0620_06/4rp   \uf6d9 ucles 2006  [turn over  ",
+            "2": "2  \u00a9 ucles 2006 0620/06/o/n/06 for  examiner's  use 1 the diagram shows the formation of a solution of magnesium hydroxide from magnesium.    water magnesium oxide heatindicator turns bluesolution ofmagnesiumhydroxideuniversalindicatorsolution magnesiumburning to formmagnesiumoxide      (a) complete the empty boxes to name the pieces of apparatus. [3]     (b) what type of chemical reaction is the burning of magnesium?   [1]     (c) suggest a ph for the solution of magnesium hydroxide.   [1]     2 the diagram shows the rusting of a sample of iron filings.    150  mm125  mmair before rustingair after rusting waterdamp iron filings      (a) what colour are the rusty filings?   [1]     (b) why does the water rise up the tube after rusting?   [1]   ",
+            "3": "3  \u00a9 ucles 2006 0620/06/o/n/06 [turn over  for  examiner's  use  (c) calculate the percentage of air used in the rusting of the iron.     [2]       (d) how would the results differ if pure oxygen was in the tube instead of air before rusting?   [1]     ",
+            "4": "4  \u00a9 ucles 2006 0620/06/o/n/06 for  examiner's  use 3 an investigation into the reaction of calcium with water was carried out using the apparatus  below.  the temperature of the water increased during the experiment.    20 40 60 80 100cm3 reaction mixture          the volume of hydrogen collected at one minute intervals was measured.  use the  diagrams to record the volumes in the table.    10 20 30 40 50 60 70 80 90time  / minutes 0 1 23456syringe diagram volume of gas  / cm3 10 20 30 40 50 60 70 80 90 10 20 30 40 50 60 70 80 90 10 20 30 40 50 60 70 80 90 10 20 30 40 50 60 70 80 90 10 20 30 40 50 60 70 80 90 10 20 30 40 50 60 70 80 90      [2] ",
+            "5": "5  \u00a9 ucles 2006 0620/06/o/n/06 [turn over  for  examiner's  use  (a) plot the results on the grid. join all of the results with a smooth curve.    0123456volume of gas  / cm3100 80 604020 0 time  / minutes     [3]     (b) what type of chemical reaction occurs when calcium reacts with cold water?   [1]       (c) (i)  use the graph to describe how the speed of this reaction changes during the six  minutes.     [2]     (ii) explain possible reasons for the changes in (c)(i) .       [2]     ",
+            "6": "6  \u00a9 ucles 2006 0620/06/o/n/06 for  examiner's  use 4 an investigation was carried out into the reactions of aqueous copper( ii) sulphate with  magnesium, iron and zinc.     experiment 1      by using a measuring cylinder, 5  cm3 of aqueous copper( ii) sulphate was added to each of  three test-tubes.  the initial temperature of the solution was measured.  zinc powder was  added to the first test-tube, iron powder to the second tube and magnesium powder to the  third tube.  the mixtures were stirred with the thermometer.  all the observations were recorded and the maximum temperature reached measured.    (a) use the thermometer diagrams to complete the results table.    table of results     metal addedtemperature of solution  / ocobservations moderate  effervescence, solution paler, brown solid. little  effervescence, brown solid. rapid effervescence, pops with lighted splint, brown solid.temperature difference  / oc  zinc iron magnesiuminitial maximum 30 2520605550 302520757065302520454035       [4]    (b) use your results and observations to answer the following questions.     (i) which metal is most reactive with aqueous copper( ii) sulphate?   [1]     (ii) give two reasons why you chose this metal.  1   2  [2]     (iii) identify the gas given off when magnesium reacts with aqueous copper( ii)  sulphate.   [1]  ",
+            "7": "7  \u00a9 ucles 2006 0620/06/o/n/06 [turn over  for  examiner's  use  (c) the reactions of magnesium and zinc with aqueous copper( ii) sulphate were  investigated in more detail.     experiment 2      by using a measuring cylinder 10  cm3 of aqueous copper( ii) sulphate was poured into  a polystyrene cup.  the initial temperature of the solution was measured.   a 1  g sample of magnesium powder was added to the cup and the temperature  measured every 10 seconds for 1 minute.    use the thermometer diagrams on page 8  to complete the results table.     experiment 3      experiment 2 was repeated using zinc powder instead of magnesium.    use the thermometer diagrams on page 8  to complete the results table.   ",
+            "8": "8  \u00a9 ucles 2006 0620/06/o/n/06 for  examiner's  use  table of results     30 2520time  / seconds 0 10 20 30 40 50 60temperature  / oc experiment 2 experiment 3 30 2520 656055 706560353025 403530757065 706560454035 504540706560302520 605550 353025     [6] ",
+            "9": "9  \u00a9 ucles 2006 0620/06/o/n/06 [turn over  for  examiner's  use  (d) plot the results of both experiments on the grid below.  draw two smooth line graphs.   clearly label the graphs.    10 20 30 time  / secondstemperature  / oc 40 50 6070 605040302010 0    [4]      (e) use your graph  to estimate the temperature of the reaction mixture in experiment 2  after 5 seconds.  indicate clearly  on the graph how you obtained your answer.   [2]     (f) sketch lines on the grid to show the predicted results if experiment 2 were repeated using:     (i) larger pieces of magnesium;     (ii) iron powder.     clearly label the lines. [2] ",
+            "10": "10  \u00a9 ucles 2006 0620/06/o/n/06 for  examiner's  use  (g) why is a polystyrene cup used instead of a glass container?   [1]      (h) suggest one improvement to the method in experiment 2.   [1]    ",
+            "11": "11  \u00a9 ucles 2006 0620/06/o/n/06 [turn over  for  examiner's  use 5 two solids, f and g, were analysed.  solid f was an ammonium salt and solid g was a  potassium salt.     the tests on f and g and some of the observations are in the following table.     complete the observations in the table.    tests  observations    solid f was added to distilled water  and shaken to dissolve.   the solution was divided into 4 equal  portions in test-tubes.  colour orange  (a) (i) the ph of the first portion of the solution was tested using universal indicator  solution.  ph  5      [2]  (ii) aqueous sodium hydroxide  was added to the second portion and heated gently.  the gas given off was  tested with damp litmus  paper.  white precipitate  (iii) to the third portion of  solution, was added dilute nitric acid and then aqueous  lead( ii) nitrate.   (iv) to the fourth portion of  solution, was added dilute  nitric acid followed by  aqueous silver nitrate. white precipitate   (b) (i)  solid g was dissolved in  distilled water.  the solution was divided into two test-tubes.  bright yellow precipitate  (ii) (a)(iii)  was repeated using  the first portion of the solution.   (iii) (a)(iv)  was repeated using  the second portion of the solution. pale yellow precipitate ",
+            "12": "12  \u00a9 ucles 2006 0620/06/o/n/06 for  examiner's  use  (c) what conclusion can be drawn from test (a)(i) ?   [2]      (d) name the gas given off in (a)(ii) .   [1]     (e) identify solid f.   [1]     (f) identify solid g.   [1]     ",
+            "13": "13  \u00a9 ucles 2006 0620/06/o/n/06 for  examiner's  use 6 you are provided with a pot of paint as shown below.    coloured solids liquid magnified view of paint     the paint is a mixture of a liquid and a solid.   the liquid can be dissolved in water. the solids are insoluble in water but soluble in organic  solvents.    (a) how can a sample of the solid be separated from the rest of the paint?       [2]       (b) how would you determine the number of coloured substances contained in the solid you separated in (a)?         [4]     (c) the label on the paint tin states    \u201ctouch-dry in three hours\u201d    (i) how could you check this value?     [2]     (ii) suggest how you could speed up this drying process.   [1]   ",
+            "14": "14   0620/06/o/n/06 blank page",
+            "15": "15   0620/06/o/n/06 blank page",
+            "16": "16    permission to reproduce items where third-par ty owned material protected by copyright is  included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holder s, 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 university of cambridge local examinations syndicate (ucles),  which is itself a department  of the university of cambridge.   0620/06/o/n/06 blank page "
+        }
+    },
+    "2007": {
+        "0620_s07_qp_1.pdf": {
+            "1": "    this document consists of 16 printed pages.  ib07 06_0620_01/2rp  \u00a9 ucles 2007  [turn over       *3849119746* university of cambridge international examinations  international general certificate of secondary education       chemistry 0620/01     paper 1 multiple choice  may/june 2007     45 minutes    additional materials: multiple choice answer sheet    soft clean eraser    soft pencil (type b or hb is recommended)        read these instructions first    write in soft pencil.  do not use staples, paper clips, highlighters, glue or correction fluid. write your name, centre number and candidate number on the answer sheet in the spaces provided  unless this has been done for you.   there are forty  questions on this paper. answer all questions. for each question there are four possible  answers a, b, c and d.   choose the one you consider correct and record your choice in soft pencil on the separate answer sheet.   read the instructions on the answer sheet very carefully.    each correct answer will score one mark. a mark will not be deducted for a wrong answer. any rough working should be done in this booklet. a copy of the periodic table is printed on page 16. you may use a calculator.       ",
+            "2": "2    \u00a9 ucles 2007 0620/01/m/j/07 1 when there is no wind, the scent of flowers can be detected more easily on a warm evening than  on a cold evening.    this is because the molecules of the scent   \u2026\u20261\u2026\u2026    \u2026\u20262\u2026\u2026   than in colder conditions.    which words correctly complete gaps 1 and 2?     gap 1 gap 2  a condense nearer to the flowers  b condense further from the flowers  c diffuse nearer to the flowers  d diffuse further from the flowers     2 a student investigates if, at 30  oc, the concentration of acid affects how rapidly it reacts with a  known mass of magnesium.    the student has a beaker, concentrated acid, water and the apparatus below.   p a balance  q a clock  r a measuring cylinder s a thermometer    which of these pieces of apparatus does the student use?  a p, q and r only  b p, q and s only  c q, r and s only  d p, q, r and s      3 the boiling point of liquid x is lower than that of water. to test a student, a teacher covers up the numbers on a thermometer. the student places the thermometer in boiling liquid x.    the diagram represents part of the stem of this thermometer.    mercury    what could the temperature on the thermometer be?  a 75.5  \u00b0c b 84.5  \u00b0c c 104.5  \u00b0c d 105.5  \u00b0c     ",
+            "3": "3    \u00a9 ucles 2007  0620/01/m/j/07  [turn over  4 which mixture can be separated by adding water, stirring and filtering?  a barium chloride and sodium chloride  b copper and magnesium   c diamond and graphite  d silver chloride and sodium nitrate      5 an atom has the symbol xp q.    which value determines the position of the element in the periodic table?  a p  b q  c p \u2013 q   d p + q     6 element y is in the second period of the periodic table. an atom of element z has six more  protons than an atom of element y.    which statement must  be correct?  a elements y and z are in the same period.  b elements y and z have the same number of electrons in the first shell.  c element z has six more electrons in its outer shell than element y.  d the nucleon number of element z is six more than that of element y.    7 the diagram shows the structure of methane.   hhh hc     what is the total number of electrons used for bonding in this molecule?  a 2 b 4 c 8 d 10     ",
+            "4": "4    \u00a9 ucles 2007 0620/01/m/j/07 8 the diagram shows the structure of a substance.        what is represented?  a diamond  b ethane  c graphite  d poly(ethene)      9 in the diagrams, circles of different sizes represent atoms of different elements.    which diagram can represent hydrogen chloride gas?    b ac d     10 boron, b, forms an oxide.    which equation is correctly balanced?  a 2b + 3o 2 \u2192 b 2o3  b 2b + 3o 2 \u2192 2b 2o3  c 4b + 2o 2 \u2192 2b 2o3  d 4b + 3o 2 \u2192 2b 2o3     ",
+            "5": "5    \u00a9 ucles 2007  0620/01/m/j/07  [turn over  11 students are asked to state    \u2022 the number of atoms in one molecule of ethanoic acid,  \u2022 the relative molecular mass, mr, of this acid.    which line is correct?     number of atoms mr  a 8 32  b 8 60  c 9 26  d 9 46      12 a molten compound is electrolysed. two atoms of x are deposited at the negative electrode at  the same time as three atoms of y are deposited at the positive electrode.    these results show that:  x is a \u20261\u2026;  y is a \u20262\u2026;  the formula of the compound is \u20263\u2026 .    how are gaps 1, 2 and 3 correctly completed?     1 2 3  a metal non-metal x 3y2  b metal non-metal x 2y3  c non-metal metal x 3y2  d non-metal metal x 2y3      13 in which electrolyses are chlorine, hydrogen and sodium hydroxide all produced?     aqueous sodium chloride molten sodium chloride  a \u0013 \u0013  b \u0013 \u0017  c \u0017 \u0013  d \u0017 \u0017    ",
+            "6": "6    \u00a9 ucles 2007 0620/01/m/j/07 14 the diagram shows a match.        by striking the match, a chemical reaction takes place.    which statements about the chemical reaction are correct?     type of reaction reason  a endothermic because energy is used to strike the match  b endothermic because energy is given out as the match burns  c exothermic because energy is used to strike the match  d exothermic because energy is given out as the match burns      15 which process is not exothermic?  a burning a fossil fuel  b obtaining lime from limestone  c radioactive decay of 235u  d reacting hydrogen with oxygen      16 three reactions used in the manufacture of sulphuric acid are shown.    1 s + o 2 \u2192 so 2  2 2so 2 + o 2 \u2192 2so 3  3 so 3 + h 2o \u2192 h 2so 4    which of these reactions are redox reactions?  a 1 only  b 3 only  c 1 and 2 only  d 2 and 3 only     ",
+            "7": "7    \u00a9 ucles 2007  0620/01/m/j/07  [turn over  17 in an experiment using dilute acid and a metal, the speed at which hydrogen is released is  measured (curve x on graph).    the experiment is repeated but with one of the conditions changed (curve y on graph).    y x 00total volume of hydrogen time    which changes in condition could result in curve y?     increase in  concentration of acid increase in particle  size of metal increase in  temperature  a \u0013 \u0013 \u0013  b \u0013 \u0013 \u0017  c \u0013 \u0017 \u0013  d \u0017 \u0013 \u0013     18 aqueous sodium hydroxide and aqueous ammonia each give a white precipitate when added to  aqueous zinc sulphate.    what happens when an excess of each of these reagents is added?     excess naoh(aq) excess nh 3(aq)  a precipitate dissolves precipitate dissolves   b precipitate dissolves  precipitate does not dissolve  c precipitate does not dissolve precipitate dissolves   d precipitate does not dissolve precipitate does not dissolve    ",
+            "8": "8    \u00a9 ucles 2007 0620/01/m/j/07 19 aqueous sodium hydroxide is added to two different solutions with the results shown.    xy green precipitate formed light blue precipitate formed     what are the cations present in x and y?     x y  a copper( ii) iron( ii)  b copper( ii) iron( iii)  c iron( ii) copper( ii)  d iron( iii) copper( ii)     20 in which experiment does the limewater not turn milky?    limewateracid magnesium carbonateab limewater ethanolsuction pump d limewaterc acid iron filingslimewater      ",
+            "9": "9    \u00a9 ucles 2007  0620/01/m/j/07  [turn over  21 two indicators, bromophenol blue and congo red, show the following colours in acidic solutions  and in alkaline solutions.    indicator acid alkali  bromophenol blue yellow blue  congo red violet red    a few drops of each indicator are added to separate samples of a solution of ph 2.    what are the colours of the indicators in this solution?    in a solution of ph 2    bromophenol blue is congo red is  a blue red  b blue violet  c yellow red  d yellow violet      22 aqueous lead( ii) nitrate is added to a solution containing iodide ions. lead( ii) iodide is formed.    which type of reaction takes place?  a neutralisation  b oxidation  c precipitation  d reduction     23 the diagram shows an outline of part of the periodic table.    w yx z    which two elements could form a covalent compound?  a w and x b w and y c x and y d x and z    ",
+            "10": "10    \u00a9 ucles 2007 0620/01/m/j/07 24 which substances react with aqueous potassium bromide to form bromine?     chlorine iodine  a \u0013 \u0013  b \u0013 \u0017  c \u0017 \u0013  d \u0017 \u0017     25 why are some weather balloons filled with helium rather than hydrogen?  a helium is found in air.  b helium is less dense than hydrogen. c helium is more dense than hydrogen. d helium is unreactive.     26 the table shows the densities of some group i metals.    which of these metals sinks in benzene (density = 0.88  g / cm3) but floats in nitrobenzene   (density = 1.2  g / cm3)?     metal density, in g  / cm3  a lithium 0.53  b sodium 0.97  c potassium 0.86  d rubidium 1.53    27 the diagram shows the properties of four substances.    which one could be magnesium?    does it bend or break easily? bends breaks does it react with dilute hydrochloric acid?does it react with dilute hydrochloric acid? yes yes no no ab c d    ",
+            "11": "11    \u00a9 ucles 2007  0620/01/m/j/07  [turn over  28 in \u2018native\u2019 copper, the element occurs as the metal, not as a compound.     gold is below copper in the reactivity series.    which can be deduced about the properties of gold?     it occurs \u2018native\u2019 it reacts with dilute  sulphuric acid  a \u0013 \u0013  b \u0013 \u0017  c \u0017 \u0013  d \u0017 \u0017     29 the diagram shows a method for displacing a metal from its oxide.    hydrogenmetal oxide heatexcess of hydrogen burning     which metal can be displaced from its oxide by using this method?  a calcium  b copper  c magnesium  d potassium     30 stainless steel is used to make cutlery. aluminium is used to make food containers.    which property do both  metals have that makes them suitable for these uses?  a they are good conductors of electricity.  b they are good conductors of heat.  c they are resistant to corrosion.  d they are very strong.    ",
+            "12": "12    \u00a9 ucles 2007 0620/01/m/j/07 31 which process takes place in the conversion of iron into steel?  a basic oxides are removed.  b carbon is converted to carbon dioxide.  c iron is oxidised.  d iron oxide is reduced.      32 in which industrial process is the presence of water not essential?  a the electrolytic purification of copper  b the production of ethanol from ethene  c the production of ethanol by fermentation  d the production of iron in the blast furnace     33 the pie chart represents the composition of air.    x     what is gas x?  a carbon dioxide  b hydrogen  c nitrogen  d oxygen     ",
+            "13": "13    \u00a9 ucles 2007  0620/01/m/j/07  [turn over  34 the diagram shows an experiment in which ammonia is released.    heatammonia mixture of solution x andaqueous ammonium sulphatedamplitmus paper     which line in the table is correct?     solution x  final colour of litmus paper  a aqueous sodium hydroxide blue  b aqueous sodium hydroxide red  c dilute sulphuric acid blue  d dilute sulphuric acid red     35 a bag of fertiliser \u2018watch it grow\u2019 contains ammonium sulphate and potassium sulphate.    which of the three elements n, p and k does \u2018watch it grow\u2019 contain?     n p k  a \u0013 \u0013 \u0017  b \u0013 \u0017 \u0013  c \u0017 \u0017 \u0013  d \u0017 \u0013 \u0017    ",
+            "14": "14    \u00a9 ucles 2007 0620/01/m/j/07 36 when limestone is heated very strongly in air, lime is made.    what is the formula of limestone and of lime?     limestone lime  a caco 3 cao  b caco 3 ca(oh) 2  c cao caco 3  d ca(oh) 2 caco 3     37 bromine and steam each react with ethene.    which of these reactions need a catalyst?     br 2 / ethene steam  / ethene  a \u0013 \u0013  b \u0013 \u0017  c \u0017 \u0013  d \u0017 \u0017    38 what are formed when glucose is fermented?  a ethanol and carbon dioxide  b ethanol and oxygen  c ethene and carbon dioxide  d ethene and oxygen    39 which formula represents a compound that dissolves in water to form an acidic solution?    a hh hchhchhchc hhhchhchhchhcohd hhhchhcc oo hb hh hch chhc      ",
+            "15": "15      permission to reproduce items where third-par ty owned material protected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the publis her (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.    \u00a9 ucles 2007  0620/01/m/j/07   40 butane reacts as shown.    butane butene + hydrogencatalyst and heat    what is this type of reaction?  a combustion  b cracking  c polymerisation  d reduction     ",
+            "16": "16      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.     0620/01/m/j/07  group 140 ce cerium 58141 pr praseodymium 59144 nd neodymium 60pm promethium 61150 sm samarium 62152 eu europium 63157 gd gadolinium 64159 tb terbium 65162 dy dysprosium 66165 ho holmium 67167 er erbium 68169 tm thulium 69173 yb ytterbium 70175 lu lutetium 71 232 th thorium 90pa protactinium 91238 u uranium 92np neptunium 93pu plutonium 94am americium 95cm curium 96bk berkelium 97cf californium 98es einsteinium 99fm fermium 100md mendelevium 101no nobelium 102lr lawrencium 1031 h hydrogen 1 7 li lithium 3 23 na sodium 1124 mg magnesium 12 40 ca calcium 2045 sc scandium 2148 ti titanium 2251 v vanadium 2352 cr chromium 2455 mn manganese 2556 fe iron 2659 co cobalt 2759 ni nickel 2864 cu copper 2965 zn zinc 3070 ga gallium 3127 al aluminium 1311 b boron 512 c carbon 614 n nitrogen 716 o oxygen 819 f fluorine 9 28 si silicon 1431 p phosphorus 1532 s sulphur 1635.5 cl chlorine 1740 ar argon 1820 ne neon 104 he helium 2 73 ge germanium 3275 as arsenic 3379 se selenium 3480 br bromine 3584 kr krypton 3639 k potassium 19 88 sr strontium 3889 y yttrium 3991 zr zirconium 4093 nb niobium 4196 mo molybdenum 42tc technetium 43101 ru ruthenium 44103 rh rhodium 45106 pd palladium 46108 ag silver 47112 cd cadmium 48115 in indium 49119 sn tin 50122 sb antimony 51128 te tellurium 52127 i iodine 53131 xe xenon 54 137 ba barium 56139 la lanthanum 57        *178 hf hafnium 72181 ta tantalum 73184 w tungsten 74186 re rhenium 75190 os osmium 76192 ir iridium 77195 pt platinum 78197 au gold 79201 hg mercury 80204 tl thallium 81207 pb lead 82209 bi bismuth 83po polonium 84at astatine 85rn radon 86 fr francium 87227 ac actinium 899 be beryllium 4ii i iii iv v vi vii 0 85 rb rubidium 37 133 cs caesium 55 226 ra radium 88 the volume of one mole of any gas is 24 dm3at room temperature and pressure (r.t.p.).a x ba = relative atomic mass x = atomic symbol b = proton (atomic) numberkey*58-71 lanthanoid series 90-103 actinoid seriesdata sheet the periodic table of the elements    "
+        },
+        "0620_s07_qp_2.pdf": {
+            "1": "    this document consists of 15 printed pages and 1 blank page.  ib07 06_0620_02/6rp  \u00a9 ucles 2007  [turn over      *2339708426* for examiner's use  1   2   3   4   5   6   7   total   university of cambridge international examinations  international general certificate of secondary education       chemistry 0620/02     paper 2  may/june 2007     1 hour 15 minutes    candidates answer on the question paper.    no additional materials required.      read these instructions first    write your centre number, candidate number and name in the spaces at the top of this page.  write in dark blue or black pen. you may need to use a pencil for any diagrams, graphs or rough working. do not use staples, paper clips, highlighters, glue or correction fluid. do not  write in any barcodes.   answer all questions. a copy of the periodic table is printed on page 16.  at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [ ] at the end of each question or part  question.   ",
+            "2": "2  \u00a9 ucles 2007 0620/02/m/j/07  for  examiner's  use 1 the structures of some elements and compounds are shown below.    s ss ss sss hhc hh hc hh hh ch n hh hpb pb pb pb pb pb pb pb pb pbpb pb pb pbna+cl \u2013 na+cl \u2013na+ cl \u2013na+cl \u2013na+cl \u2013 na+cl \u2013na+ cl \u2013na+cl \u2013na+ cl \u2013na+cl \u2013ab c de f       (a) answer these questions using the letters a to f.    (i) which structure is ethane?  [1]   (ii) which structure contains ions?  [1]   (iii) which structure is a gas that turns moist red litmus paper blue?  [1]    (iv) which structure is sodium chloride?  [1]    (v) which structure is the main constituent of natural gas?  [1]   (vi) which two structures are organic compounds?  [1]   (vii)  which two structures are elements?  [1]  ",
+            "3": "3  \u00a9 ucles 2007 0620/02/m/j/07 [turn over  for  examiner's  use  (b) structure f is lead.     (i) what is the source of the small amount of lead present in the air?   [1]    (ii) state an adverse effect of lead on health.   [1]     (c) structure a is sulphur. explain why burning fossil fuels containing sulphur is harmful to  the environment.     [2]    [total: 11]     ",
+            "4": "4  \u00a9 ucles 2007 0620/02/m/j/07  for  examiner's  use 2 clean air contains a number of different gases.      (a) state the names of the two gases which make up most of the air.   [2]     (b) a sample of air is drawn through the apparatus shown below.      white (anhydrous) copper sulphatelimewaterairtosuctionpump heated copper        (i) when the air is drawn through the apparatus, the lime water turns milky. which gas turns lime water milky?   [1]   (ii) the white (anhydrous) copper sulphate turns blue. state the name of the substance which turns white copper sulphate blue.   [1]   (iii) oxygen is removed from the air by passing it over heated copper.   complete the equation for this reaction.   2cu   +  \u2192  cuo [2]  ",
+            "5": "5  \u00a9 ucles 2007 0620/02/m/j/07 [turn over  for  examiner's  use  (c) pure air contains about 1% argon.     (i) in which period of the periodic table is argon?   [1]   (ii) state the name  of the group of elements to which argon belongs.   [1]   (iii) draw the electronic structure of argon.                          [1]    (iv) why is argon used in lamps?   [1]   (v) an isotope of argon has a mass number of 40.   calculate the number of neutrons in this isotope of argon.   [1]    (d) a small amount of xenon is present in the air.   a few compounds of xenon have been made in recent years.    calculate the relative molecular mass of xenon difluoride, xef 2.                [1]   ",
+            "6": "6  \u00a9 ucles 2007 0620/02/m/j/07  for  examiner's  use  (e) the structure of another compound of xenon is shown below.      xe ffffo       (i) write the simplest formula for this compound of xenon.   [1]      (ii) describe the type of bonding in this compound.   [1]     [total: 14]   ",
+            "7": "7  \u00a9 ucles 2007 0620/02/m/j/07 [turn over  for  examiner's  use 3 hydrogen is a fuel which can be obtained from water by electrolysis.   petrol is a fuel obtained by the fractional distillation of petroleum.     (a) (i) complete the equation for the burning of hydrogen.      h 2 + o 2 \u2192  h 2o [1]    (ii) suggest why hydrogen is a renewable source of energy.   [1]     (iii) when hydrogen is burnt, heat is given off. state the name of the type of reaction  which gives off heat.   [1]     (b) petrol is a mixture of alkanes.   one of the alkanes in petrol is octane, c 8h18.    what products are formed when octane is completely burnt in air?   [2]     (c) petrol is only one of the fractions obtained from the fractional distillation of petroleum.   state the name of two other  fractions obtained from the distillation of petroleum. give a  use for each of these fractions.     fraction   use   fraction   use  [4]     ",
+            "8": "8  \u00a9 ucles 2007 0620/02/m/j/07  for  examiner's  use  (d) more petrol can be made by cracking less useful petroleum fractions.      (i) what do you understand by the term cracking ?   [1]      (ii) state two conditions needed for cracking.   [2]      (iii) alkenes can be formed by cracking. the simplest alkene is ethene.   draw a diagram to show the structure of ethene.  show all atoms and bonds.                          [1]     [total: 13]     ",
+            "9": "9  \u00a9 ucles 2007 0620/02/m/j/07 [turn over  for  examiner's  use 4 catalysts are often used in industry.     (a) (i) what do you understand by the term catalyst?   [1]   (ii) which type of metals often act as catalysts?   [1]    (b) a student measured the volume of hydrogen gas produced when a few large pieces of  zinc reacted with hydrochloric acid of concentration 2.0 mol  / dm3. the hydrochloric acid  was in excess.   the results are given in the table.    time  / minutes 0 10 20 30 40 50 60  volume of hydrogen  / cm3 0 27 54 81 100 110 110      (i) plot a graph of volume of hydrogen agai nst time on the axes below. label the  axes.        [4] ",
+            "10": "10  \u00a9 ucles 2007 0620/02/m/j/07  for  examiner's  use    (ii) copper ions catalyse the reaction between zinc and hydrochloric acid.    on the axes above, sketch the line you would expect for the catalysed reaction.  label this line c. [2]     (iii) explain why no more hydrogen is given off after 50 minutes.   [1]     (c) what would happen to the speed of the reaction if     (i) small pieces of zinc were used instead of large pieces,   [1]   (ii) the concentration of hydrochloric acid was 1.0  mol  / dm3?   [1]     (d) the equation for this reaction is    zn + 2hc l \u2192 zncl 2 + h 2    (i) state the name of the salt formed in this reaction.   [1]   (ii) describe a test for hydrogen.    test   result  [2]    [total: 14]    ",
+            "11": "11  \u00a9 ucles 2007 0620/02/m/j/07 [turn over  for  examiner's  use 5 some sunglasses are made from glass which darkens in bright sunlight. the glass contains  tiny crystals of silver chloride and copper( i) chloride.     (a) in bright sunlight, in the presence of copper( i) chloride, the silver chloride breaks down  to solid silver which darkens the glass.    ag+(s) + e-   \u2192    ag(s)     state the name of the particle with the symbol e-.   [1]   (b) silver is a metal. state two physical properties which are characteristic of all metals.     [2]    (c) in bright sunlight, the copper( i) chloride in the sunglasses is converted to copper( ii)  chloride.   what do the roman numerals ( i) and ( ii) show in these copper compounds?   tick one box.    the number of atoms of copper in the copper compounds      the number of neutrons in the copper compounds      whether the copper is in the solid, liquid or gaseous state      the oxidation state of the copper in the copper compounds     [1]    (d) describe a test for aqueous copper( ii) ions.    test   result    [3]    (e) give a common use of copper.   [1]   [total: 8]   ",
+            "12": "12  \u00a9 ucles 2007 0620/02/m/j/07  for  examiner's  use 6 the halogens are a group of elements showing trends in colour, state and reaction with  other halide ions.    (a) complete the word equation for the re action of chlorine with aqueous potassium  bromide.      chlorine + potassium bromide   \u2192     +  [2]    (b) explain why an aqueous solution of iodine does not react with potassium chloride.   [1]     (c) the table shows the properties of some halogens.      halogen state at room  temperature colour boiling point  / \u00b0c density of solid  /  g cm-3  fluorine gas yellow  1.51  chlorine  green \u221235 1.56  bromine liquid red-brown 59   iodine solid  184 4.93    (i) complete the missing spaces in the table. [2]    (ii) suggest values for    the boiling point of fluorine,   the density of bromine.  [2]    (d) how many electrons does an atom of fluorine have    (i) in total,   (ii) in its outer shell?  [2]    (e) state a use for chlorine.     [1]    [total: 10]   ",
+            "13": "13  \u00a9 ucles 2007 0620/02/m/j/07 [turn over  for  examiner's  use 7 aluminium is extracted by the electrolysis of aluminium oxide dissolved in cryolite.    b d ca a a+ \u2013positive electrode electrolyte (aluminium oxide dissolvedin molten cryolite) molten aluminiumsteel casenegative electrode      (a) what information in the diagram shows that aluminium is more dense than the electrolyte?   [1]     (b) what form of carbon is used for the electrodes in this electrolysis?   [1]     (c) which letter in the diagram, a, b, c or d, represents the anode?   [1]    (d) suggest why electrolysis is used to extract aluminium rather than reduction using  carbon.   [1]     (e) oxygen gas is released at the anode.    (i) where does this oxygen come from?   [1]    (ii) the oxygen reacts with the carbon anode to form carbon dioxide.   what is the formula of carbon dioxide?   [1]    (iii) why does the anode decrease in size during electrolysis?   [1]  ",
+            "14": "14  \u00a9 ucles 2007 0620/02/m/j/07  for  examiner's  use  (f) each electrolysis cell makes 212  kg of aluminium per day from 400  kg of aluminium  oxide.   calculate how much aluminium can be made from 1 tonne (1000  kg) of aluminium  oxide.               [1]     (g) complete the following sentences about the electrolysis of aluminium oxide using words from the following list.    atoms   gaseous   molten solid  ions  molecules     aluminium oxide conducts electricity when it is   because it  contains  which are free to move. [2]   [total: 10]   ",
+            "15": "15    permission to reproduce items where third-par ty owned material protected by copyright is  included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holder s, 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.     0620/02/m/j/07 blank page",
+            "16": "16  \u00a9 ucles 2007 0620/02/m/j/07 group 140 ce cerium 58141 pr praseodymium 59144 nd neodymium 60pm promethium 61150 sm samarium 62152 eu europium 63157 gd gadolinium 64159 tb terbium 65162 dy dysprosium 66165 ho holmium 67167 er erbium 68169 tm thulium 69173 yb ytterbium 70175 lu lutetium 71 232 th thorium 90pa protactinium 91238 u uranium 92np neptunium 93pu plutonium 94am americium 95cm curium 96bk berkelium 97cf californium 98es einsteinium 99fm fermium 100md mendelevium 101no nobelium 102lr lawrencium 1031 h hydrogen 1 7 li lithium 3 23 na sodium 1124 mg magnesium 12 40 ca calcium 2045 sc scandium 2148 ti titanium 2251 v vanadium 2352 cr chromium 2455 mn manganese 2556 fe iron 2659 co cobalt 2759 ni nickel 2864 cu copper 2965 zn zinc 3070 ga gallium 3127 al aluminium 1311 b boron 512 c carbon 614 n nitrogen 716 o oxygen 819 f fluorine 9 28 si silicon 1431 p phosphorus 1532 s sulphur 1635.5 cl chlorine 1740 ar argon 1820 ne neon 104 he helium 2 73 ge germanium 3275 as arsenic 3379 se selenium 3480 br bromine 3584 kr krypton 3639 k potassium 19 88 sr strontium 3889 y yttrium 3991 zr zirconium 4093 nb niobium 4196 mo molybdenum 42tc technetium 43101 ru ruthenium 44103 rh rhodium 45106 pd palladium 46108 ag silver 47112 cd cadmium 48115 in indium 49119 sn tin 50122 sb antimony 51128 te tellurium 52127 i iodine 53131 xe xenon 54 137 ba barium 56139 la lanthanum 57        *178 hf hafnium 72181 ta tantalum 73184 w tungsten 74186 re rhenium 75190 os osmium 76192 ir iridium 77195 pt platinum 78197 au gold 79201 hg mercury 80204 tl thallium 81207 pb lead 82209 bi bismuth 83po polonium 84at astatine 85rn radon 86 fr francium 87227 ac actinium 899 be beryllium 4ii i iii iv v vi vii 0 85 rb rubidium 37 133 cs caesium 55 226 ra radium 88 the volume of one mole of any gas is 24 dm3at room temperature and pressure (r.t.p.).a x ba = relative atomic mass x = atomic symbol b = proton (atomic) numberkey*58-71 lanthanoid series 90-103 actinoid seriesdata sheet the periodic table of the elements  "
+        },
+        "0620_s07_qp_3.pdf": {
+            "1": "    this document consists of 14 printed pages and 2 blank pages.  ib07 06_0620_03/4rp  \u00a9 ucles 2007  [turn over      *6703363366* for examiner's use  1   2   3   4   5   6   7   total   university of cambridge international examinations  international general certificate of secondary education       chemistry 0620/03     paper 3 (extended)  may/june 2007     1 hour 15 minutes    candidates answer on the question paper.    no additional materials required.      read these instructions first    write your centre number, candidate number and name on all the work you hand in.  write in dark blue or black pen in the spaces provided on the question paper. you may use a pencil for any diagrams, graphs or rough working. do not use staples, paper clips, highlighters, glue or correction fluid.  do not  write in any barcodes.    answer all questions. a copy of the periodic table is printed on page 16.  at the end of the examination, fasten all your work securely together.  the number of marks is given in brackets [  ] at the end of each question or part  question.   ",
+            "2": "2  \u00a9 ucles 2007 0620/03/m/j/07 for  examiner's  use 1 a major source of energy is the combustion of fossil fuels.     (a) (i) name a solid fossil fuel.   [1]   (ii) name a gaseous fossil fuel.   [1]   (b) petroleum is separated into more useful fractions by fractional distillation.     (i) name two liquid fuels obtained from petroleum.   and  [2]    (ii) name two other useful products obtained from petroleum that are not used as  fuels.   and  [2]   (iii) give another mixture of liquids that is separated on an industrial scale by fractional distillation.   [1]    [total: 7]   ",
+            "3": "3  \u00a9 ucles 2007 0620/03/m/j/07 [turn over  for  examiner's  use 2 complete the following table.    type of  structure particles present electrical  conductivity  of solid electrical  conductivity of  liquid example           ionic positive and negative  ions poor          macro  molecular atoms of two different  elements in a giant  covalent structure poor poor         and           metallic     good     copper      [total: 6]    ",
+            "4": "4  \u00a9 ucles 2007 0620/03/m/j/07 for  examiner's  use 3 there are three methods of preparing salts.     method a \u2013 use a burette and an indicator.    method b \u2013 mix two solutions and obtain the salt by precipitation.     method c \u2013 add an excess of base or a metal to a dilute acid and remove the excess by  filtration.     for each of the following salt preparations, choose one of the methods a, b or c, name any  additional reagent needed and then write or complete the equation.     (i) the soluble salt, zinc sulphate, from the insoluble base, zinc oxide    method   reagent   word equation  [3]     (ii) the soluble salt, potassium chloride, from the soluble base, potassium hydroxide    method   reagent   equation  +   \u2192 kc l + h 2o [3]    (iii) the insoluble salt, lead( ii) iodide, from the soluble salt, lead( ii) nitrate    method   reagent   equation pb2+ +  \u2192  [4]    [total: 10]     ",
+            "5": "5  \u00a9 ucles 2007 0620/03/m/j/07 [turn over  for  examiner's  use 4 use your copy of the periodic table to help you answer these questions.     (a) predict the formula of each of the following compounds.    (i)  barium oxide  [1]   (ii)  boron oxide  [1]     (b) give the formula of the following ions.    (i)  sulphide  [1]    (ii)  gallium  [1]    (c) draw a diagram showing the arrangement of the valency electrons in one molecule of the covalent compound nitrogen trichloride.                 use x to represent an electron from a nitrogen atom.   use o to represent an electron from a chlorine atom. [3]      (d) potassium and vanadium are elements in period iv.     (i) state two differences in their physical properties.     [2]     (ii) give two differences in their chemical properties.     [2]     ",
+            "6": "6  \u00a9 ucles 2007 0620/03/m/j/07 for  examiner's  use  (e) fluorine and astatine are halogens. use your knowledge of the other halogens to  predict the following:    (i) the physical state of fluorine at r.t.p.    the physical state of astatine at r.t.p.  [2]   (ii) two similarities in their chemical properties     [2]    [total 15]     ",
+            "7": "7  \u00a9 ucles 2007 0620/03/m/j/07 [turn over  for  examiner's  use 5 (a) titanium is produced by the reduction of its chloride. this is heated with magnesium in  an inert atmosphere of argon.    tic l4  +  2mg  \u2192  ti  +  2mgc l2    (i) explain why it is necessary to use argon rather than air.   [1]    (ii) name another metal that would reduce titanium chloride to titanium.   [1]   (iii) suggest how you could separate the metal, titanium, from the soluble salt magnesium chloride.     [2]    (b) titanium is very resistant to corrosion. one of its uses is as an electrode in the cathodic  protection of large steel structures from rusting.    + \u2013power steel oil rig which is cathode sea water containsh +(aq), oh\u2013(aq), na+(aq), cl\u2013(aq)titaniumanode      (i) define oxidation in terms of electron transfer.   [1]    (ii) the steel oil rig is the cathode. name the gas formed at this electrode.   [1]   (iii) name the two gases formed at the titanium anode.   and  [2]   (iv) explain why the oil rig does not rust.     [2]   ",
+            "8": "8  \u00a9 ucles 2007 0620/03/m/j/07 for  examiner's  use  (v) another way of protecting steel from corrosion is sacrificial protection.   give two differences between sacrificial protection and cathodic protection.     [2]    [total: 12]     ",
+            "9": "9  \u00a9 ucles 2007 0620/03/m/j/07 [turn over  for  examiner's  use 6 aluminium is extracted by the electrolysis of a molten mixture that contains alumina, which  is aluminium oxide, a l2o3.    (a) the ore of aluminium is bauxite. this contains alumina, which is amphoteric, and    iron( iii) oxide, which is basic. the ore is heated with aqueous sodium hydroxide.   complete the following sentences.   the  dissolves to give a solution of   the  does not dissolve and can be removed by  [4]       (b) complete the labelling of the diagram.    waste gases carbon anode (+) mixture of aluminium oxide and .  temperature is  ... (\u2013)      [4]     (c) the ions that are involved in the electrolysis are a l3+ and o2-.     (i) write an equation for the reaction at the cathode.   [2]    (ii) explain how carbon dioxide is formed at the anode.     [2]  ",
+            "10": "10  \u00a9 ucles 2007 0620/03/m/j/07 for  examiner's  use  (d) give an explanation for each of the following.     (i) aluminium is used extensively in the manufacture of aircraft.   [1]   (ii) aluminium is used to make food containers.   [2]   (iii) aluminium electricity cables have a steel core.   [1]   [total: 16]    ",
+            "11": "11  \u00a9 ucles 2007 0620/03/m/j/07 [turn over  for  examiner's  use 7 esters, fats and polyesters all contain the ester linkage.     (a) the structural formula of an ester is given below.    c hh hh c c oo hh hh chh hh cc     name two chemicals that could be used to make this ester and draw their structural  formulae. show all bonds.    names  and  [2]   structural formulae                [2]     (b) (i)  draw the structural formula of a polyester such as terylene .                [2]     (ii) suggest a use for this polymer.   [1]   ",
+            "12": "12  \u00a9 ucles 2007 0620/03/m/j/07 for  examiner's  use  (c) cooking products, fats and vegetable oils, are mixtures of saturated and unsaturated  esters.    the degree of unsaturation can be estimated by the following experiment. 4 drops of  the oil are dissolved in 5  cm3 of ethanol. dilute bromine water is added a drop at a time  until the brown colour no longer disappears. enough bromine has been added to the sample to react with all the double bonds.    cooking  product mass of saturated fat in  100  g of product  / g mass of  unsaturated fat in  100  g of product  / g number of drops of  bromine water  margarine 35 35 5  butter 45 28 4  corn oil 10 84 12  soya oil 15 70 10       lard 38 56         (i) complete the one blank space in the table. [1]    (ii) complete the equation for bromine reacting with a double bond.    c c +   br 2   [2]    (iii) using saturated fats in the diet is thought to be a major cause of heart disease. which of the products is the least likely to cause heart disease?   [1]   ",
+            "13": "13  \u00a9 ucles 2007 0620/03/m/j/07 for  examiner's  use  (d) a better way of measuring the degree of unsa turation is to find the iodine number of the  unsaturated compound. this is the mass of iodine that reacts with all the double bonds  in 100  g of the fat.    use the following information to calculate the number of double bonds in one molecule  of the fat.    mass of one mole of the fat is 884  g.     one mole of i2 reacts with one mole cc.     the iodine number of the fat is 86.2  g.    complete the following calculation.    100  g of fat reacts with 86.2  g of iodine.  884  g of fat reacts with  g of iodine.  one mole of fat reacts with  moles of iodine molecules.  number of double bonds in one molecule of fat is   [3]    [total:14]   ",
+            "14": "14   0620/03/m/j/07 blank page",
+            "15": "15      permission to reproduce items where third-party owned material prote cted by copyright is included has been sought and cleared w here  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), whic h is itself a department of the university of cambridge.     0620/03/m/j/07 blank page",
+            "16": "16  \u00a9 ucles 2007 0620/03/m/j/07 group 140 ce cerium 58141 pr praseodymium 59144 nd neodymium 60pm promethium 61150 sm samarium 62152 eu europium 63157 gd gadolinium 64159 tb terbium 65162 dy dysprosium 66165 ho holmium 67167 er erbium 68169 tm thulium 69173 yb ytterbium 70175 lu lutetium 71 232 th thorium 90pa protactinium 91238 u uranium 92np neptunium 93pu plutonium 94am americium 95cm curium 96bk berkelium 97cf californium 98es einsteinium 99fm fermium 100md mendelevium 101no nobelium 102lr lawrencium 1031 h hydrogen 1 7 li lithium 3 23 na sodium 1124 mg magnesium 12 40 ca calcium 2045 sc scandium 2148 ti titanium 2251 v vanadium 2352 cr chromium 2455 mn manganese 2556 fe iron 2659 co cobalt 2759 ni nickel 2864 cu copper 2965 zn zinc 3070 ga gallium 3127 al aluminium 1311 b boron 512 c carbon 614 n nitrogen 716 o oxygen 819 f fluorine 9 28 si silicon 1431 p phosphorus 1532 s sulphur 1635.5 cl chlorine 1740 ar argon 1820 ne neon 104 he helium 2 73 ge germanium 3275 as arsenic 3379 se selenium 3480 br bromine 3584 kr krypton 3639 k potassium 19 88 sr strontium 3889 y yttrium 3991 zr zirconium 4093 nb niobium 4196 mo molybdenum 42tc technetium 43101 ru ruthenium 44103 rh rhodium 45106 pd palladium 46108 ag silver 47112 cd cadmium 48115 in indium 49119 sn tin 50122 sb antimony 51128 te tellurium 52127 i iodine 53131 xe xenon 54 137 ba barium 56139 la lanthanum 57        *178 hf hafnium 72181 ta tantalum 73184 w tungsten 74186 re rhenium 75190 os osmium 76192 ir iridium 77195 pt platinum 78197 au gold 79201 hg mercury 80204 tl thallium 81207 pb lead 82209 bi bismuth 83po polonium 84at astatine 85rn radon 86 fr francium 87227 ac actinium 899 be beryllium 4ii i iii iv v vi vii 0 85 rb rubidium 37 133 cs caesium 55 226 ra radium 88 the volume of one mole of any gas is 24 dm3at room temperature and pressure (r.t.p.).a x ba = relative atomic mass x = atomic symbol b = proton (atomic) numberkey*58-71 lanthanoid series 90-103 actinoid seriesdata sheet the periodic table of the elements  "
+        },
+        "0620_s07_qp_5.pdf": {
+            "1": "    this document consists of 6 printed pages and 2 blank pages.  ib07 06_0620_05/8rp  \u00a9 ucles 2007  [turn over      *6545751546* for examiner's use  1   2   total   university of cambridge international examinations  international general certificate of secondary education       chemistry 0620/05     paper 5  practical test  may/june 2007     1 hour 15 minutes    candidates answer on the question paper .    additional materials: as listed in instructions to supervisors      read these instructions first    write your name, centre number and candidate number in the spaces at the top of this page.  write in dark blue or black pen in the spaces provided on the question paper. you may use a pencil for any diagrams, graphs or rough working. do not use staples, paper clips, highlighters, glue or correction fluid.  do not  write in any barcodes.    answer all questions. the number of marks is given in brackets [  ] at the end of each question or part question. practical notes are provided on page 8.   ",
+            "2": "2  \u00a9 ucles 2007 0620/05/m/j/07  for  examiner's  use 1 you are going to investigate the reaction between sodium thiosulphate and potassium  iodate.    read all the instructions below carefully before  starting the two experiments.     instructions      experiment 1    fill the burette provided up to the 0.0  cm3 mark with the solution of sodium thiosulphate. by  using a measuring cylinder, pour 20  cm3 of the solution a of potassium iodate into the  conical flask provided. add 10  cm3 of dilute sulphuric acid into the flask and 1  g of potassium  iodide. swirl the flask to mix the contents.    from the burette add the sodium thiosulphate solution to the flask and swirl to mix  thoroughly. when the contents of the flask are yellow, add 1  cm3 of starch solution to the  flask. continue to add sodium thiosulphate solution slowly to the flask until the solution  becomes colourless. record the burette readings in the table.    experiment 2    pour away the contents of the flask and rinse with distilled water. fill the burette up to the  0.0  cm3 mark with the solution of sodium thiosulphate. repeat experiment 1 exactly, using  solution b of potassium iodate instead of solution a. record your burette readings and  complete the table.     normally you would be required to carry out repeat titrations. however, owing to time  considerations you are only required to carry out one titration for each experiment.      table of results     burette readings  / cm3     experiment 1 experiment 2  final reading    initial reading    difference       [6] ",
+            "3": "3  \u00a9 ucles 2007 0620/05/m/j/07 [turn over  for  examiner's  use  (a) describe the appearance of the solution in the conical flask before adding the sodium  thiosulphate solution.   [1]      (b) what happens to the colour of the solution in the flask as the sodium thiosulphate  solution is added?   [1]    (c) (i)  what was the colour change when the starch was added to the flask?  from  to  [2]    (ii) suggest why the starch was used.   [1]       (d) (i)  in which experiment was the greatest volume of sodium thiosulphate solution  used?   [1]     (ii) compare the volumes of sodium thiosulphate solution used in experiments 1 and  2.   [1]    (iii) suggest an explanation for the difference in the volumes.     [2]       (e) predict the volume of sodium thiosulphate solution which would be needed to react  completely with 10  cm3 of solution b.     [2]       (f) explain one change you could make to the experimental method  to obtain more  accurate results, without changing the apparatus.  change   explanation  [2]      [total:19]",
+            "4": "4  \u00a9 ucles 2007 0620/05/m/j/07  for  examiner's  use 2 you are provided with a sample of solid c which is a mixture of two salts, d and e. solid d  is insoluble in water and solid e is water-soluble.   carry out the following tests on c, recording all of your observations in the table. do not  write any conclusions in the table.    tests observations      [1] (a) describe the appearance of c.     ph  [2]      [1]     (b) using a spatula, place a little of c in a hard glass test-tube. inside the top of the tube  suspend a piece of damp  indicator paper. heat c gently  until gas comes out of the tube.          leave the tube to cool and  study its appearance.      [2]       (c) using a spatula, place a little of c in a test-tube. add about     2  cm3 of dilute nitric acid and  test the gas.   add the rest of solid c to a boiling tube containing 10  cm3 of distilled water.  stopper the tube and shake the contents gently for 2 minutes. filter the contents of the boiling tube. keep both the filtrate and the residue on the filter paper in the funnel.   carry out the following tests, recording all your observations in each case.  tests on the residue in the filter paper observations         [2]   (d) place the funnel in a test-tube.  pour about 3  cm3 of dilute nitric  acid onto the residue contained  in the funnel. add about 2  cm3 of  potassium iodide to the solution  collected in the tube.  ",
+            "5": "5  \u00a9 ucles 2007 0620/05/m/j/07 [turn over  for  examiner's  use tests on the filtrate observations     (e) divide the filtrate from c into  three test-tubes.     (i) to the first portion,  add a few drops of dilute hydrochloric  acid and about 1  cm3  of aqueous barium  nitrate.  [2]   [2]  (ii) to the second portion of filtrate, add excess aqueous ammonia and shake.    (iii) to the third portion of  filtrate, add an equal  volume of aqueous sodium hydroxide.  [1]        warm the mixture  gently. test the gas with indicator paper.     [2]     (f) what conclusions can you draw about salt d?   [2]     (g) what conclusions can you draw about salt e?     [4]      [total:21]",
+            "6": "6   0620/05/m/j/07 blank page",
+            "7": "7      permission to reproduce items where third-par ty owned material protected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the publis her (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 t he 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.    \u00a9 ucles 2007 0620/05/m/j/07 blank page",
+            "8": "8  \u00a9 ucles 2007 0620/05/m/j/07  notes for use in qualitative analysis     test for anions     anion test test result  carbonate (co2 3-) add dilute acid effervescence, carbon dioxide  produced  chloride (c l \u2013)  [in solution] acidify with dilute nitric acid, then  add aqueous silver nitrate white ppt.  iodide ( i\u2013)  [in solution] acidify with dilute nitric acid, then aqueous lead( ii) nitrate yellow ppt.  nitrate (no\u2212 3)  [in solution] add aqueous sodium hydroxide then aluminium foil; warm carefully ammonia produced  sulphate (so2 4-)  [in solution] acidify with dilute nitric acid, then aqueous barium nitrate white ppt.    test for aqueous cations     cation effect of aqueous sodium hydroxide effect of aqueous ammonia  aluminium (a l 3+) white ppt., soluble in excess giving  a colourless solution white ppt., insoluble in excess  ammonium (nh4+) ammonia produced on warming -  calcium (ca2+) white ppt., insoluble in excess no ppt., or very slight white ppt.  copper (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  iron( iii) (fe3+) red-brown ppt., insoluble in excess red-brown ppt., insoluble in excess  zinc (zn2+) white ppt., soluble in excess giving  a colourless solution white ppt., soluble in excess giving  a colourless solution    test for gases     gas test and test results  ammonia (nh 3) turns damp red litmus paper blue  carbon dioxide (co 2) turns limewater milky  chlorine (c l2) bleaches damp litmus paper  hydrogen (h 2) \u201cpops\u201d with a lighted splint  oxygen (o 2) relights a glowing splint   "
+        },
+        "0620_s07_qp_6.pdf": {
+            "1": "    this document consists of 13 printed pages and 3 blank pages.  ib07 06_0620_06/8rp  \u00a9 ucles 2007  [turn over      *9863619676* for examiner's use  1   2   3   4   5   6   7   total   university of cambridge international examinations  international general certificate of secondary education       chemistry 0620/06     paper 6  alternative to practical  may/june 2007     1 hour    candidates answer on the question paper.    no additional materials are required.      read these instructions first    write your name, centre number and candidate number at the top of this page.  write in dark blue or black pen. you may use a pencil for any diagrams, graphs or rough working. do not use staples, paper clips, highlighters, glue or correction fluid.  do not  write in any barcodes.    answer all questions.  the number of marks is given in brackets [  ] at the end of each question or part  question.   ",
+            "2": "2  \u00a9 ucles 2007 0620/06/m/j/07  for  examiner's  use 1 a mixture of ethanol and water can be separated by fractional distillation. the apparatus  below can be used to carry out such a separation in the laboratory.    heata b cd     (a) name each piece of apparatus.    a   b   c  [3]       (b) what is the purpose of d?   [1]       (c) how could the purity of the ethanol collected be checked?   [1]      [total: 5]",
+            "3": "3  \u00a9 ucles 2007 0620/06/m/j/07 [turn over  for  examiner's  use 2 concentrated hydrochloric acid can be electrolysed using the apparatus shown.         (a) label the position of the electrodes on the diagram. [1]     (b) give two observations when the circuit is switched on.  1   2  [2]      (c) (i) name the product at the positive electrode.   [1]     (ii) state a test for this product and the result of the test.  test   result  [2]       [total: 6]",
+            "4": "4  \u00a9 ucles 2007 0620/06/m/j/07  for  examiner's  use 3 chromatography can be used to identify amino acids from a sample of protein.     the diagram shows the chromatogram obtained when four samples of amino acids were  analysed. the paper was sprayed with ninhydrin.    1 2 34 original positions of samples of amino acidsoriginchromatography papersolvent front level of solvent      (a) why is the origin line drawn in pencil?   [1]      (b) which amino acids could possibly be the same?   [1]     (c) which amino acid sample contains more than one amino acid? explain your answer.  sample   explanation    [2]       (d) suggest why it is necessary to spray the chromatogram with ninhydrin.   [1]      [total: 5]",
+            "5": "5  \u00a9 ucles 2007 0620/06/m/j/07 [turn over  for  examiner's  use 4 a student investigated the reaction between sodium thiosulphate and potassium iodate.     two experiments were carried out.     experiment 1    a burette was filled up to the 0.0  cm3 mark with sodium thiosulphate solution. by using a  measuring cylinder, 20  cm3 of solution a of potassium iodate was placed into a conical  flask. dilute sulphuric acid and potassium iodide were also added to the flask. the flask was shaken to mix the contents and produce a red solution of iodine.    the sodium thiosulphate solution was added to the flask. when the contents of the flask  were yellow, 1  cm3 of starch solution was added to the flask. addition of sodium  thiosulphate to the flask was continued until the solution turned colourless. use the burette  diagram to record the final volume in the table and complete the column in the table of results on page 6.        38 3940          experiment 2   experiment 1 was repeated using a different solution of potassium iodate, solution b. use  the burette diagrams to record the volumes and complete the table on page 6.      8 910282930 initial final    ",
+            "6": "6  \u00a9 ucles 2007 0620/06/m/j/07  for  examiner's  use  table of results    burette readings  / cm3   experiment 1 experiment 2  final reading    initial reading 0.0 8.1  difference     [4]     (a) suggest why the starch was used.   [1]      (b) (i) in which experiment was the greatest volume of sodium thiosulphate solution  used?   [1]    (ii) compare the volumes of sodium thiosulphate solution used in experiments 1 and 2.   [1]    (iii) suggest an explanation for the difference in the volumes.     [2]      (c) predict the volume of sodium thiosulphate solution which would be needed to react completely with 10  cm3 of solution b.     [2]      (d) explain one change that could be made to the experimental method  to obtain more  accurate results, without changing the apparatus.  change   explanation  [2]     [total: 13]",
+            "7": "7  \u00a9 ucles 2007 0620/06/m/j/07 [turn over  for  examiner's  use 5 a sample of solid c was analysed. c is a mixture of two salts, d and e. solid d is insoluble  lead carbonate and solid e is water-soluble.   the tests on c, and some of the observations are in the following table.   complete the observations in the table.    tests observations     pale green solid  (a) describe the appearance of c.     paper turns blue   ph 8 to 11    (b) using a spatula, place a little of c  in a hard glass test-tube. inside the top of the tube suspend a  piece of damp indicator paper.  heat c gently until gas comes  out of the tube.         [3]     (c) using a spatula, place a little of c  in a test-tube. add about    2  cm3 of dilute nitric acid and test  the gas.     solid c was added to a boiling tube containing distilled water. the tube was  shaken to mix the contents. the contents of the boiling tube were filtered.  tests on the residue in the filter paper observations         [2]   (d) place the funnel in a test-tube.  pour dilute nitric acid onto the  residue contained in the funnel.  add 2  cm3 of potassium iodide to  the solution collected in the tube.  ",
+            "8": "8  \u00a9 ucles 2007 0620/06/m/j/07  for  examiner's  use  tests on the filtrate observations     (e) divide the filtrate into three test- tubes.      (i) to the first portion add  dilute hydrochloric acid  and about 1  cm3 of  aqueous barium  nitrate. white precipitate   green precipitate     (ii) to the second portion of  solution add excess aqueous ammonia.    (iii) to the third portion of solution, add an equal  volume of aqueous  sodium hydroxide. green precipitate   paper turned blue   warm the mixture  gently. test the gas  with indicator paper.  ph 8 to 11       (f) name the gas given off in (c).   [1]     (g) name the gas given off in (e)(iii) .   [1]     (h) what conclusions can you draw about salt e?       [4]      [total: 11]",
+            "9": "9  \u00a9 ucles 2007 0620/06/m/j/07 [turn over  for  examiner's  use 6 hydrogen peroxide breaks down to form oxygen.     the volume of oxygen given off can be measured using the apparatus below.      gas syringe01 02 03 04 05 0        solids w and x both catalyse the breakdown of hydrogen peroxide. the syringe diagrams  show the volume of oxygen formed every 20 seconds using these catalysts at 25  \u00b0c.       time  / s using catalyst w using catalyst x 01 02 03 04 0 01 02 03 04 001 02 03 04 001 02 03 04 001 02 03 04 001 02 03 04 001 02 03 04 001 02 03 04 001 02 03 04 001 02 03 04 001 02 03 04 0 0 20 406080 10001 02 03 04 0       ",
+            "10": "10  \u00a9 ucles 2007 0620/06/m/j/07  for  examiner's  use  (a) use the gas syringe diagrams to complete the table.    volume of oxygen  / cm3  time  / s  catalyst w catalyst x  0    20    40    60    80    100       [3]   ",
+            "11": "11  \u00a9 ucles 2007 0620/06/m/j/07 [turn over  for  examiner's  use  (b) plot a graph to show each set of results. clearly label the curves.    0 2 04 06 08 0 1 0 0 time  / s     [6]     (c) which solid is the better catalyst in this reaction? give a reason for your choice.  solid   reason    [2]     ",
+            "12": "12  \u00a9 ucles 2007 0620/06/m/j/07  for  examiner's  use  (d) why is the final volume of oxygen the same in each experiment?   [1]      (e) sketch a line on the grid to show the shape of the graph you would expect if the  reaction with catalyst x was repeated at 40  \u00b0c. [2]      [total: 14]",
+            "13": "13  \u00a9 ucles 2007 0620/06/m/j/07 for  examiner's  use 7 when cement powder is added to water a reaction takes place.     (a) describe an experiment to show that this reaction is exothermic.             [4]      (b) how could you show that the solution contains calcium ions?     [2]     [total: 6]   ",
+            "14": "14   0620/06/m/j/07 blank page",
+            "15": "15   0620/06/m/j/07 blank page",
+            "16": "16    permission to reproduce items where third-par ty owned material protected by copyright is  included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holder s, 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.     0620/06/m/j/07  blank page  "
+        },
+        "0620_w07_qp_1.pdf": {
+            "1": "    this document consists of 18 printed pages and 2 blank pages.  ib07 11_0620_01/4rp  \u00a9 ucles 2007  [turn over      *7620553924* university of cambridge international examinations  international general certificate of secondary education        chemistry 0620/01     paper 1 multiple choice  october/november 2007      45 minutes    additional materials: multiple choice answer sheet    soft clean eraser   soft pencil (type b or hb is recommended)       read these instructions first    write in soft pencil.  do not use staples, paper clips, highlighters, glue or correction fluid. write your name, centre number and candidate number on the answer sheet in the spaces provided unless  this has been done for you.    there are forty  questions on this paper. answer all questions. for each question there are four possible  answers a, b, c and d.   choose the one you consider correct and record your choice in soft pencil on the separate answer sheet.    read the instructions on the answer sheet very carefully.    each correct answer will score one mark. a mark will not be deducted for a wrong answer. any rough working should be done in this booklet.  a copy of the periodic table is printed on page 20.  you may use a calculator.       ",
+            "2": "2    \u00a9 ucles 2007 0620/01/o/n/07 1 oxides of nitrogen from car exhausts can spread through the atmosphere.    car exhaust fumes     this occurs because gas molecules move from a region of \u2026\u20261\u2026\u2026 concentration to a region of  \u2026\u20262\u2026\u2026 concentration by a process called \u2026\u20263\u2026\u2026 .  which words correctly complete the gaps?     1 2 3  a high low diffusion  b high low evaporation  c low high diffusion  d low high evaporation     2 part of the instructions in an experiment reads as follows.    quickly add 50  cm3 of acid.    what is the best piece of apparatus to use?  a a burette  b a conical flask  c a measuring cylinder  d a pipette     ",
+            "3": "3    \u00a9 ucles 2007  0620/01/o/n/07  [turn over  3 the outline diagrams show three methods of separation.    xyz     what are the three methods called?     x y z  a chromatography distillation filtration  b distillation chromatography filtration  c distillation  filtration  chromatography   d filtration chromatography distillation    4 a sample of a drug is analysed by using a chemical test for aspirin and measuring its melting  point.    the chemical test is positive but the melting point is 130  \u00b0c not 135  \u00b0c as it should be.    what is correct?     the sample contains  aspirin the sample has an  impurity  a \u0013 \u0013  b \u0013 \u0017  c \u0017 \u0013  d \u0017 \u0017     ",
+            "4": "4    \u00a9 ucles 2007 0620/01/o/n/07 5 students are asked to draw a diagram of an atom with symbol x3 1.    which diagram is correct?    p nnea p n p n eb epp nnn ed c p ee proton neutronelectronnucleuskey       6 the table describes the structures of four particles.    particle number of  protons number of  neutrons number of  electrons  o 8 8 8  o2\u2013 8 8 x  na 11 y 11  na+ 11 12 z    what are the correct values of x, y and z?     x y z  a 9 11 10  b 9 11 11  c 10 12 10  d 10 12 11    7 the table shows the electronic structures of four atoms.    atom electronic structure  w 2,8,1  x 2,8,4  y 2,8,7  z 2,8,8    which two atoms combine to form a covalent compound?  a w and x b w and y c x and y d x and z     ",
+            "5": "5    \u00a9 ucles 2007  0620/01/o/n/07  [turn over  8 the following statement is about chemical bonds.     covalent bonds are formed by the \u20261\u2026 of electrons. covalent substances have \u20262\u2026 electrical conductivity.    which words complete the statement?     1 2  a sharing high  b sharing low  c transfer high  d transfer low    9 a student sets up the apparatus shown. the bulb does not light.   bulb electrode water     after the student adds substance x to the water, the bulb lights.    what could x be?  a barium sulphate  b carbon (or diamond)  c copper (or graphite)  d potassium sulphate     ",
+            "6": "6    \u00a9 ucles 2007 0620/01/o/n/07 10 the diagram shows a model of a molecule of an organic acid.        what is the relative molecular mass of this acid?  a 11 b 40 c 58 d 74      11 for complete combustion, one molecule of an organic compound needs 8 molecules of oxygen.    what could the formula of this compound be?  a c5h11oh  b c6h9oh  c c6h11oh  d c6h12     12 what is the charge on an anode and the type of  element formed at such an electrode?     charge on anode type of element formed  a negative metal  b negative non-metal  c positive metal  d positive non-metal    ",
+            "7": "7    \u00a9 ucles 2007  0620/01/o/n/07  [turn over  13 the diagram shows how to cause a chemical change in a molten compound.    electrodes molten compound heat    what is this process used for?  a extraction of metal from its ore  b neutralisation of industrial waste c production of fertilisers d removal of oxides from metals     ",
+            "8": "8    \u00a9 ucles 2007 0620/01/o/n/07 14 in which set of apparatus is the metal key electroplated with copper?     +\u2013a aqueous copper( ii) sulphate+\u2013b aqueouscopper( ii) sulphate c aqueouscopper( ii) sulphate+\u2013d aqueouscopper( ii) sulphate+\u2013= piece of copper = metal keykey       15 which substance is not used as a fuel?  a ethanol  b methane  c oxygen  d uranium      16 the mass of a beaker and its contents is plotted against time.    which graph represents what happens when sodium carbonate reacts with an excess of dilute  hydrochloric acid in an open beaker?    mass timea mass timeb mass timec mass timed 00 00 00 00     ",
+            "9": "9    \u00a9 ucles 2007  0620/01/o/n/07  [turn over  17 which changes of condition slow down the reaction between magnesium and air?  1 heating the magnesium to a higher temperature  2 using a higher proportion of oxygen in the air  3 using magnesium ribbon instead of powdered magnesium    a 1 only  b 2 only  c 3 only  d 1, 2 and 3      18 dilute sulphuric acid is added to a mixture of copper, magnesium and zinc in a beaker. the  beaker is left for about 10 minutes and its contents are then filtered.    what does the filtrate contain?  a copper( ii) sulphate, magnesium sulphate and zinc sulphate   b copper( ii) sulphate and zinc sulphate only  c magnesium sulphate and zinc sulphate only   d magnesium sulphate only     19 gas x is passed into water as shown.    gas x water     the ph of the water changes from 7 to 10.    what is gas x?  a ammonia  b carbon dioxide c nitrogen d sulphur dioxide     ",
+            "10": "10    \u00a9 ucles 2007 0620/01/o/n/07 20 powdered carbon and powdered copper are separately heated as shown.    air aircarbon heat copper  heat    which changes in the masses of the powders occur?     carbon copper  a decrease decrease  b decrease increase  c increase decrease  d increase increase      21 two tests are carried out on a solution containing both copper( ii) sulphate and sodium chloride.  a student records results as shown.    test reagent result  1 aqueous barium chloride blue precipitate  2 aqueous silver nitrate white precipitate    which results are correctly recorded?     1 2  a \u0013 \u0013  b \u0013 \u0017  c \u0017 \u0013  d \u0017 \u0017     ",
+            "11": "11    \u00a9 ucles 2007  0620/01/o/n/07  [turn over  22 aqueous solution s is added to aqueous ammonium chloride. the mixture is heated. ammonia  gas is given off.    what could solution s contain?  a aluminium  b ammonium sulphate  c sodium chloride  d sodium hydroxide     23 rubidium is below potassium in group i of the periodic table.    \u2022 the melting point of rubidium is \u2026...1\u2026... than that of potassium.   \u2022 the reaction of rubidium with water is \u2026\u20262\u2026\u2026 than that of potassium.    which words correctly complete these statements?     1 2  a higher faster  b higher slower  c lower faster  d lower slower     24 the equation shows the reaction between a hal ogen and the aqueous ions of another halogen.    x 2 + 2y  \u2013 \u2192 2x  \u2013 + y2    what could x2 and the colour of y \u2013 be?     x2 y \u2013  a chlorine brown   b chlorine colourless   c iodine brown   d iodine colourless      ",
+            "12": "12    \u00a9 ucles 2007 0620/01/o/n/07 25 the diagram shows a light bulb.    filament argon     why is argon used instead of air in the light bulb?  a argon is a good conductor of electricity.  b argon is more reactive than air.  c the filament glows more brightly.  d the filament lasts for a longer time.      26 element x exists as diatomic molecules.    in which group of the periodic table is x placed?  a group 0  b group i  c group ii  d group vii    27 which statement is correct about all metals?  a they are attracted to a magnet.  b they are weak and brittle.  c they may be used to form alloys.  d they react with water.    ",
+            "13": "13    \u00a9 ucles 2007  0620/01/o/n/07  [turn over  28 the table gives information about three different metals.    metal metal oxide reduced when  heated with carbon reacts with dilute  hydrochloric acid  x \u0013 \u0017  y \u0017 \u0013  z \u0013 \u0013    what is the correct order of reactivity of these metals?     most reactive  least reactive  a x y z  b y x z  c y z x  d z x y      29 the following statements are about alloys.    \u2022 alloys are \u2026x\u2026. .  \u2022 \u2026y\u2026 alloys conduct electricity.    which words complete the statements?     x y  a compounds all  b compounds some  c mixtures all  d mixtures some      30 a piece of equipment needs to be made from a me tal that is of low density, relatively strong and  resistant to corrosion.     which metal is best suited for this?  a aluminium  b copper  c iron  d silver     ",
+            "14": "14    \u00a9 ucles 2007 0620/01/o/n/07 31 some elements of the periodic table are shown shaded.    which set of shaded elements could be used with iron to make different types of steel?    a bcd       32 which of the following do not use oxygen?    1 breathing apparatus in a hospital  2 heating a room with an electric fire  3 welding apparatus    a 1 only b 2 only c 3 only d 1, 2 and 3      33 possible methods to prevent the rusting of iron are    \u2022 coat with grease,  \u2022 plate the iron with zinc,  \u2022 paint the iron.    which of these methods can easily be used to prevent the rusting of an iron girder of a bridge?     coating with grease plating with zinc painting  a \u0013 \u0013 \u0013  b \u0013 \u0013 \u0017  c \u0017 \u0013 \u0013  d \u0017 \u0017 \u0013     ",
+            "15": "15    \u00a9 ucles 2007  0620/01/o/n/07  [turn over  34 to grow roses, a fertiliser containing nitrogen,  phosphorus and potassium is needed. for a good  yield, the fertiliser should contain a high proportion of potassium.    which fertiliser is best for roses?    proportion by mass  fertiliser  n p k  a 29 5 0  b 29 15 5  c 13 13 20  d 9 0 25      35 a label on a bottle of spring water gives the following information.    contents per litre  calcium 25.0  mg  magnesium 4.5  mg  potassium 1.0  mg  sodium 6.5  mg  hydrogencarbonate 103  mg  sulphate 10.5  mg  nitrate 7.0  mg  chloride 5.5  mg    what is the total mass of singly charged positive ions in the water?  a 7.5  mg b 12.5  mg c 29.5  mg d 115.5  mg     36 when calcium carbonate is heated, compound x and a gas are formed.    what is the name of x  and what is its use?     name of x use of x  a lime to neutralise acid soil  b lime to provide nutrients for crop growth  c slaked lime to neutralise acid soil  d slaked lime to provide nutrients for crop growth     ",
+            "16": "16    \u00a9 ucles 2007 0620/01/o/n/07 37 which statements about all polymers are correct?    1 they are compounds containing only carbon and hydrogen.  2 they are large molecules made from many smaller molecules.  3 they occur in nature.     1 2 3  a \u0013 \u0013 \u0013  b \u0013 \u0013 \u0017  c \u0017 \u0013 \u0017  d \u0017 \u0017 \u0013     38 properties of some organic compounds include:    1 they burn;  2 they dissolve in water;  3 they polymerise.    which of these properties does ethanol have?     1 2 3  a \u0013 \u0017 \u0013  b \u0013 \u0013 \u0017  c \u0017 \u0013 \u0013  d \u0017 \u0017 \u0013     39 which two molecules contain the same number of hydrogen atoms?  a ethane and ethanoic acid  b ethane and ethene  c ethanoic acid and ethanol  d ethanoic acid and ethene    ",
+            "17": "17    \u00a9 ucles 2007  0620/01/o/n/07   40 the structures of two compounds are shown.    ch3 ch2 ch3ch ch3 ch3 ch ch2 ch2 pq    which line in the table is correct?     polymerises reacts readily  with bromine  a p p  b p q  c q p  d q q       ",
+            "18": "18     0620/01/o/n/07 blank page  ",
+            "19": "19      permission to reproduce items where third-par ty owned material protected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the publis her (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.     0620/01/o/n/07   blank page",
+            "20": "20      university of cambridge international examinations is part of t he 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.     0620/01/o/n/07  group 140 ce cerium 58141 pr praseodymium 59144 nd neodymium 60pm promethium 61150 sm samarium 62152 eu europium 63157 gd gadolinium 64159 tb terbium 65162 dy dysprosium 66165 ho holmium 67167 er erbium 68169 tm thulium 69173 yb ytterbium 70175 lu lutetium 71 232 th thorium 90pa protactinium 91238 u uranium 92np neptunium 93pu plutonium 94am americium 95cm curium 96bk berkelium 97cf californium 98es einsteinium 99fm fermium 100md mendelevium 101no nobelium 102lr lawrencium 1031 h hydrogen 1 7 li lithium 3 23 na sodium 1124 mg magnesium 12 40 ca calcium 2045 sc scandium 2148 ti titanium 2251 v vanadium 2352 cr chromium 2455 mn manganese 2556 fe iron 2659 co cobalt 2759 ni nickel 2864 cu copper 2965 zn zinc 3070 ga gallium 3127 al aluminium 1311 b boron 512 c carbon 614 n nitrogen 716 o oxygen 819 f fluorine 9 28 si silicon 1431 p phosphorus 1532 s sulphur 1635.5 cl chlorine 1740 ar argon 1820 ne neon 104 he helium 2 73 ge germanium 3275 as arsenic 3379 se selenium 3480 br bromine 3584 kr krypton 3639 k potassium 19 88 sr strontium 3889 y yttrium 3991 zr zirconium 4093 nb niobium 4196 mo molybdenum 42tc technetium 43101 ru ruthenium 44103 rh rhodium 45106 pd palladium 46108 ag silver 47112 cd cadmium 48115 in indium 49119 sn tin 50122 sb antimony 51128 te tellurium 52127 i iodine 53131 xe xenon 54 137 ba barium 56139 la lanthanum 57        *178 hf hafnium 72181 ta tantalum 73184 w tungsten 74186 re rhenium 75190 os osmium 76192 ir iridium 77195 pt platinum 78197 au gold 79201 hg mercury 80204 tl thallium 81207 pb lead 82209 bi bismuth 83po polonium 84at astatine 85rn radon 86 fr francium 87227 ac actinium 899 be beryllium 4ii i iii iv v vi vii 0 85 rb rubidium 37 133 cs caesium 55 226 ra radium 88 the volume of one mole of any gas is 24 dm3at room temperature and pressure (r.t.p.).a x ba = relative atomic mass x = atomic symbol b = proton (atomic) numberkey*58-71 lanthanoid series 90-103 actinoid seriesdata sheet the periodic table of the elements  "
+        },
+        "0620_w07_qp_2.pdf": {
+            "1": "    this document consists of 16 printed pages.  ib07 11_0620_02/5rp  \u00a9 ucles 2007  [turn over       *9241932394* for examiner's use  1   2   3   4   5   6   7   total   university of cambridge international examinations  international general certificate of secondary education       chemistry 0620/02     paper 2  october/november 2007     1 hour 15 minutes    candidates answer on the question paper.    no additional materials are required.      read these instructions first    write your centre number, candidate number and name in the spaces at the top of this page.  write in dark blue or black pen. you may need to use a pencil for any diagrams, graphs or rough working. do not use staples, paper clips, highlighters, glue or correction fluid. do not  write in any barcodes.   answer all questions. a copy of the periodic table is printed on page 16.  at the end of the examination, fasten all your work securely together.  the number of marks is given in brackets [  ] at the end of each question or part  question.   ",
+            "2": "2  \u00a9 ucles 2007 0620/02/o/n/07  for  examiner's  use 1 some oxides are listed below.    calcium oxide  carbon dioxide  carbon monoxide  phosphorus trioxide  sodium oxide  sulphur dioxide  water     (a) which one of these oxides is most likely to contribute to acid rain?   [1]      (b) which one of these oxides is a product of the reaction between an acid and a  carbonate?   [1]      (c) which one of these oxides is formed by the incomplete combustion of carbon?   [1]       (d) which one of these oxides is a good solvent?   [1]      (e) which one of these oxides is used to neutralise acidic industrial waste products?   [1]     (f) which two of these oxides reacts with water to form an alkaline solution?   [1]     (g) complete the diagram to show the electronic structure of water.   show hydrogen electrons by \u2018o\u2019  show oxygen electrons by \u2018x\u2019       hho\u00d7\u00d7\u00d7\u00d7       [1] ",
+            "3": "3  \u00a9 ucles 2007 0620/02/o/n/07 [turn over  for  examiner's  use  (h) the structure of phosphorus trioxide is shown below.    pp oo p opooo      write the simplest  formula for phosphorus trioxide.   [1]       [total: 8]   ",
+            "4": "4  \u00a9 ucles 2007 0620/02/o/n/07  for  examiner's  use 2 the diagram shows a bottle of mineral water.    top made of poly(propene) label bottle made of poly(ethene)      (a) the poly(propene) top is made by polymerising propene molecules, ch 3ch=ch 2.    (i) which one of the following best describes the propene molecules in this reaction?  put a ring around the correct answer.    alkanes   monomers  polymers products   salts      [1]    (ii) state the name of the homologous series to which propene belongs.   [1]    (iii) propene is an unsaturated hydrocarbon.   state the meaning of the following terms.   unsaturated      hydrocarbon     [2]    (iv) describe a chemical test to distinguish between an unsaturated hydrocarbon and a saturated hydrocarbon. state the results.  test   result with saturated hydrocarbon   result with unsaturated hydrocarbon  [3]     ",
+            "5": "5  \u00a9 ucles 2007 0620/02/o/n/07 [turn over  for  examiner's  use  (b) the poly(ethene) bottle is made by polymerising ethene.    nch 2=ch 2 \u2014ch 2\u2013ch 2\u2014n ()     complete the following sentence about this reaction by filling in the blank space.   the formation of poly(ethene) is an example of an  polymerisation  reaction. [1]     (c) the label on the bottle lists the concentration of ions dissolved in the water in milligrams  per litre.    concentration of ions in milligrams per litre  calcium 32 nitrate 1  chloride 5 potassium 0.5  hydrogencarbonate 133 sodium 4.5  magnesium 8 sulphate 7     (i) state the name of two negative ions which appear in this list.   [1]    (ii) which metal ion in this list is present in the highest concentration?   [1]    (iii) calculate the amount of magnesium ions in 5 litres of this mineral water.             [1]     (iv) which ion in the list reacts with aqueous silver nitrate to give a white precipitate?   [1]    (v) which ion in the list gives off ammonia when warmed with sodium hydroxide and aluminium foil?   [1]     (vi) complete the equation to show the formation of a potassium ion from a potassium  atom.    k    \u2192    k+    +  [1]  ",
+            "6": "6  \u00a9 ucles 2007 0620/02/o/n/07  for  examiner's  use  (d) the ph of the mineral water is 7.8.   which one of the following best describes this ph?   tick one box.   slightly acidic      slightly alkaline      neutral      very acidic      very alkaline   [1]    (e) pure water can be obtained by distilling the mineral water using the apparatus shown below.    heatflask mineral waterbeakera      (i) state the name of the piece of apparatus labelled a.   [1]    (ii) where does the pure water collect?   [1]     (iii) how does the boiling point of the mineral water in the flask compare with the boiling  point of pure water?   [1]   ",
+            "7": "7  \u00a9 ucles 2007 0620/02/o/n/07 [turn over  for  examiner's  use  (f) the diagram shows how mineral water is formed. mineral water contains no bacteria or  particles of earth.    water drains through limestone mineral watersurface water soil andbacteriawater bacteria andsoil particles limestone particles      use the diagram to explain how the water is purified from bacteria and particles of earth.     [2]     [total: 20]   ",
+            "8": "8  \u00a9 ucles 2007 0620/02/o/n/07  for  examiner's  use 3 this question is about metals.     (a) match up the metals in the boxes on the left with the descriptions in the boxes on the right. the first one has been done for you.    silver aluminium potassium platinum irona metal used to make aircraft bodies a metal used in jewellery a metal extracted from haematite a very soft metal an unreactive metal used for electrodes     [4]     (b) iron powder reacts rapidly with sulphuric acid to form aqueous iron( ii) sulphate and  hydrogen.    fe(s)    +    h 2so 4(aq)    \u2192    feso 4(aq)    +    h 2(g)    describe two things that you would see happening as this reaction takes place.     [2]     (c) alloys are often more useful than pure metals.     (i) complete the following sentences by filling in the blank spaces.  an alloy is a  of a metal with other elements. the properties  of  can be changed by the controlled use of additives to form  steel alloys. increasing the amount of carbon in a steel makes it  [3]     (ii) name one other alloy apart from steel.   [1]     (iii) iron rusts very easily. describe two methods of preventing rusting.  1.   2.  [2]     [total:12] ",
+            "9": "9  \u00a9 ucles 2007 0620/02/o/n/07 [turn over  for  examiner's  use 4 the diagram shows the changes in ph in a student\u2019s mouth after she has eaten a sweet.    8 76543 0 1 02 03 04 05 0 time  / minutesph      (a) describe how the acidity in the student\u2019s mouth changes after she has eaten the sweet.     [2]     (b) (i) chewing a sweet stimulates the formation of saliva. saliva is slightly alkaline.   use this information to explain the shape of the graph.      [2]     (ii) state the name of the type of reaction which occurs when an acid reacts with an  alkali.   [1]     (c) many sweets contain citric acid. the formula of citric acid is shown below.    ho c ch 2ch 2co 2h co 2hco 2h      (i) put a ring around the alcohol functional group on the above formula. [1]     (ii) state the name of the \u2013 co 2h functional group in citric acid.   [1]     (iii) ethanoic acid also has a \u2013 co 2h functional group.   write down the formula for ethanoic acid.   [1]  ",
+            "10": "10  \u00a9 ucles 2007 0620/02/o/n/07  for  examiner's  use  (d) citric acid can be extracted from lemon juice as follows:     stage 1: add calcium carbonate to hot lemon juice  stage 2: filter off the precipitate which is formed (calcium citrate)  stage 3: wash the calcium citrate precipitate with water   stage 4: add sulphuric acid to the calcium citrate to make a solution of citric acid   stage 5: crystallise the citric acid   (i) when calcium carbonate is added to lemon juice a fizzing is observed.   explain why there is a fizzing.   [1]     (ii) draw a diagram to show step 2. label your diagram.               [2]     (iii) suggest why the calcium citrate precipitate is washed with water.   [1]    (iv) describe how you would carry out step 5.     [1]     (v) nowadays, citric acid is usually made by the fermentation of sugars.   which one of the following is required for fermentation?   put a ring around the correct answer.   acid  high temperature  light  microorganisms nitrogen     [1]     [total: 14]     ",
+            "11": "11  \u00a9 ucles 2007 0620/02/o/n/07 [turn over  for  examiner's  use 5 some coal dust was heated with copper( ii) oxide using the apparatus shown below.    heatcoal dust and copper(ii) oxideplug of damp cotton wool      (a) coal contains carbon and various hydrocarbons. the carbon reduces the copper( ii)  oxide when heated.     (i) what do you understand by the term reduction ?   [1]    (ii) at the end of the experiment a reddish-brown solid remained in the tube.   state the name of this reddish-brown solid.   [1]    (iii) the reddish brown solid conducts electricity.   how could you show that it conducts electricity?     [2]       (b) during the experiment, water collected on the cooler parts of the test tube.     (i) suggest where the hydrogen in the water comes from.   [1]     (ii) water is a liquid.   describe the arrangement and motion of the particles in a liquid.     [2]     [total: 7]     ",
+            "12": "12  \u00a9 ucles 2007 0620/02/o/n/07  for  examiner's  use 6 the table below shows an early form of the periodic table made by john newlands in  1866.     h f cl co, ni br  li na k cu rb  be mg ca zn sr  b al cr y   c si ti in   n p mn as   o s fe sc      (a) newlands arranged the elements according to their relative atomic masses.   what governs the order of the elements in the modern periodic table?   [1]     (b) use your modern periodic table to suggest why newlands put cobalt and nickel in the same place.   [1]     (c) which group of elements is missing from newlands\u2019 table?   [1]       (d) describe three other  differences between newlands\u2019 table and the modern periodic  table. you must not give any of the answers you mentioned in parts (a), (b) or (c).         [3]     ",
+            "13": "13  \u00a9 ucles 2007 0620/02/o/n/07 [turn over  for  examiner's  use  (e) carbon exists in two forms, graphite and diamond.    strong bonds weak forces diamond graphite= carbon atom      use ideas about structure and bonding to suggest     (i) why graphite is used as a lubricant,   [1]    (ii) why diamond is very hard.   [1]    [total: 8]    ",
+            "14": "14  \u00a9 ucles 2007 0620/02/o/n/07 for  examiner's  use 7 compounds and elements vary in their volatility, solubility in water and electrical  conductivity depending on their bonding.    (a) place copper, methane and water in order of their volatility.    most volatile    \u2192    least volatile    \u2192 [1]    (b) complete the table to show the solubility in water and electrical conductivity of various solids.    solid structure soluble or  insoluble does it conduct  electricity?  silver metallic insoluble   sodium chloride ionic  no  sulphur covalent  no  copper sulphate ionic soluble     [4]    (c) the apparatus shown below is used to electrolyse concentrated aqueous sodium  chloride.    + \u2013electrode a electrode bconcentrated aqueous sodium chloride      (i) suggest a suitable substance which could be used for the electrodes.   [1]     (ii) state the name of the gas given off  at electrode a,   at electrode b.  [2]   ",
+            "15": "15    permission to reproduce items where third-par ty owned material protected by copyright is  included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holder s, 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), whic h is itself a department of the university of cambridge.    \u00a9 ucles 2007 0620/02/o/n/07  for  examiner's  use   (iii) state the name given to electrode a.   [1]    (iv) explain why aqueous sodium chloride conducts electricity but solid sodium  chloride does not.     [2]     [total: 11]    ",
+            "16": "16  \u00a9 ucles 2007 0620/02/o/n/07 group 140 ce cerium 58141 pr praseodymium 59144 nd neodymium 60pm promethium 61150 sm samarium 62152 eu europium 63157 gd gadolinium 64159 tb terbium 65162 dy dysprosium 66165 ho holmium 67167 er erbium 68169 tm thulium 69173 yb ytterbium 70175 lu lutetium 71 232 th thorium 90pa protactinium 91238 u uranium 92np neptunium 93pu plutonium 94am americium 95cm curium 96bk berkelium 97cf californium 98es einsteinium 99fm fermium 100md mendelevium 101no nobelium 102lr lawrencium 1031 h hydrogen 1 7 li lithium 3 23 na sodium 1124 mg magnesium 12 40 ca calcium 2045 sc scandium 2148 ti titanium 2251 v vanadium 2352 cr chromium 2455 mn manganese 2556 fe iron 2659 co cobalt 2759 ni nickel 2864 cu copper 2965 zn zinc 3070 ga gallium 3127 al aluminium 1311 b boron 512 c carbon 614 n nitrogen 716 o oxygen 819 f fluorine 9 28 si silicon 1431 p phosphorus 1532 s sulphur 1635.5 cl chlorine 1740 ar argon 1820 ne neon 104 he helium 2 73 ge germanium 3275 as arsenic 3379 se selenium 3480 br bromine 3584 kr krypton 3639 k potassium 19 88 sr strontium 3889 y yttrium 3991 zr zirconium 4093 nb niobium 4196 mo molybdenum 42tc technetium 43101 ru ruthenium 44103 rh rhodium 45106 pd palladium 46108 ag silver 47112 cd cadmium 48115 in indium 49119 sn tin 50122 sb antimony 51128 te tellurium 52127 i iodine 53131 xe xenon 54 137 ba barium 56139 la lanthanum 57        *178 hf hafnium 72181 ta tantalum 73184 w tungsten 74186 re rhenium 75190 os osmium 76192 ir iridium 77195 pt platinum 78197 au gold 79201 hg mercury 80204 tl thallium 81207 pb lead 82209 bi bismuth 83po polonium 84at astatine 85rn radon 86 fr francium 87227 ac actinium 899 be beryllium 4ii i iii iv v vi vii 0 85 rb rubidium 37 133 cs caesium 55 226 ra radium 88 the volume of one mole of any gas is 24 dm3at room temperature and pressure (r.t.p.).a x ba = relative atomic mass x = atomic symbol b = proton (atomic) numberkey*58-71 lanthanoid series 90-103 actinoid seriesdata sheet the periodic table of the elements  "
+        },
+        "0620_w07_qp_3.pdf": {
+            "1": "    this document consists of 13 printed pages and 3 blank pages.  ib07 11_0620_03/8rp  \u00a9 ucles 2007  [turn over       *3664092880* for examiner's use  1   2   3   4   5   6   7   total   university of cambridge international examinations  international general certificate of secondary education       chemistry 0620/03     paper 3 (extended)  october/november 2007     1 hour 15 minutes   candidates answer on the question paper.    no additional materials are required.      read these instructions first    write your centre number, candidate number and name on all the work you hand in.  write in dark blue or black pen.  you may use a pencil for any diagrams, graphs or rough working. do not use staples, paper clips, highlighters, glue or correction fluid. do not  write in any barcodes.   answer all questions. a copy of the periodic table is printed on page 16.  at the end of the examination, fasten all your work securely together.  the number of marks is given in brackets [  ] at the end of each question or part  questions.   ",
+            "2": "2  \u00a9 ucles 2007 0620/03/o/n/07  for  examiner's  use 1 a list of techniques used to separate mixtures is given below.    fractional   distillation   simple  distillation   crystallization   filtration   diffusion      from the list choose the most suitable technique to separate the following.  water from aqueous copper( ii) sulphate   helium from a mixture of helium and argon   copper( ii) sulphate from aqueous copper( ii) sulphate   ethanol from aqueous ethanol   barium sulphate from a mixture of water and barium sulphate  [5]     [total: 5]",
+            "3": "3  \u00a9 ucles 2007 0620/03/o/n/07 [turn over  for  examiner's  use 2 the table below gives the number of protons, neutrons and electrons in atoms or ions.    particle number of  protons number of  electrons number of neutrons symbol or  formula  a 9 10 10 19 9-f  b 11 11 12   c 18 18 22   d 15 18 16   e 13 10 14      (a) complete the table. the first line is given as an example. [6]      (b) which atom in the table is an isotope of the atom which has the composition 11p, 11e and 14n? give a reason for your choice.     [2]     [total: 8]     ",
+            "4": "4  \u00a9 ucles 2007 0620/03/o/n/07  for  examiner's  use 3 magnesium reacts with bromine to form magnesium bromide.     (a) magnesium bromide is an ionic compound. draw a diagram that shows the formula of the compound, the charges on the ions and the arrangement of outer electrons around the negative ion.   the electron distribution of a bromine atom is 2, 8, 18, 7.                use x to represent an electron from a magnesium atom.  use o to represent an electron from a bromine atom. [3]      (b) in the lattice of magnesium bromide, the ratio of magnesium ions to bromide ions is 1:2.    (i) explain the term lattice.     [2]     (ii) explain why the ratio of ions is 1:2.   [1]     (iii) the reaction between magnesium and bromine is redox. complete the sentences.  magnesium is the  agent because it has   electrons.    bromine has been  because it has   electrons. [4]     [total: 10]   ",
+            "5": "5  \u00a9 ucles 2007 0620/03/o/n/07 [turn over  for  examiner's  use 4 zinc is extracted from zinc blende, zns.     (a) zinc blende is heated in air to give zinc oxide and sulphur dioxide. most of the sulphur dioxide is used to make sulphur trioxide. this is used to manufacture sulphuric acid. some of the acid is used in the plant, but most of it is used to make fertilisers.    (i) give another use of sulphur dioxide.   [1]     (ii) describe how sulphur dioxide is converted into sulphur trioxide.       [3]     (iii) name a fertiliser made from sulphuric acid.   [1]      (b) some of the zinc oxide was mixed with an excess of carbon and heated to 1000  \u00b0c.  zinc distils out of the furnace.    2zno   +   c      2zn   +   co 2  c   + co 2  \u2192  2co     (i) name the two changes of state involved in the process of distillation.   [2]     (ii) why is it necessary to use an excess of carbon?     [2]  ",
+            "6": "6  \u00a9 ucles 2007 0620/03/o/n/07  for  examiner's  use (c) the remaining zinc oxide reacts with sulphuric acid to give aqueous zinc sulphate. this  is electrolysed with inert electrodes (the electrolysis is the same as that of     copper( ii) sulphate with inert electrodes).   ions present:   zn2+(aq)   so 42-(aq)   h+(aq)   oh-(aq)    (i) zinc forms  at the negative electrode (cathode). write the equation for this reaction.   [1]     (ii) write the equation for the reaction at the positive electrode (anode).   [2]     (iii) the electrolyte changes from aqueous zinc sulphate to   [1]    (d) give two uses of zinc.  1.    2.  [2]     [total: 15]     ",
+            "7": "7  \u00a9 ucles 2007 0620/03/o/n/07 [turn over  for  examiner's  use 5 methylamine, ch 3nh 2, is a weak base. its properties are similar to those of ammonia.     (a) when methylamine is dissolved in water, the following equilibrium is set up.    ch3nh2 + h2oc h3nh3 + oh\u2013 + base acid    (i) suggest why the arrows are not the same length.   [1]    (ii) explain why water is stated to behave as an acid and methylamine as a base.     [2]       (b) an aqueous solution of the strong base, sodium hydroxide, is ph 12. predict the ph of  an aqueous solution of methylamine which has the same concentration. give a reason for your choice of ph.     [2]      (c) methylamine is a weak base like ammonia.    (i) methylamine can neutralise acids.    2ch 3nh 2   +   h 2so 4 \u2192 (ch 3nh 3)2 so 4   methylammonium sulphate     write the equation for the reaction between methylamine and hydrochloric acid.  name the salt formed.     [2]     (ii) when aqueous methylamine is added to aqueous iron( ii) sulphate, a green  precipitate is formed. what would you see if iron( iii) chloride solution had been  used instead of iron( ii) sulphate?   [1]    (iii) suggest the name of a reagent that will displace methylamine from one of its salts,  for example methylammonium sulphate.   [1]     [total: 9]   ",
+            "8": "8  \u00a9 ucles 2007 0620/03/o/n/07  for  examiner's  use 6 the alcohols form a homologous series. the first four members are methanol, ethanol,  propan-1-ol and butan-1-ol.    (a) one characteristic of a homologous series is that the physical properties vary in a predictable way. the table below gives t he heats of combustion of the first three  alcohols.    alcohol formula heat of combustion in kj  / mol  methanol ch 3oh -730  ethanol ch 3-ch 2-oh -1370  propan-1-ol ch 3-ch 2-ch 2-oh -2020  butan-1-ol ch 3-ch 2-ch 2-ch 2-oh     (i) the minus sign indicates that there is less chemical energy in the products than in the reactants. what form of energy is given out by the reaction?   [1]     (ii) is the reaction exothermic or endothermic?   [1]     (iii) complete the equation for the complete combustion of ethanol.  c2h5oh  +    o2 \u2192    +   [2]   ",
+            "9": "9  \u00a9 ucles 2007 0620/03/o/n/07 [turn over  for  examiner's  use  (iv) determine the heat of combustion of butan-1-ol by plotting the heats of combustion  of the first three alcohols against the number of carbon atoms per molecule.    \u2013700 \u2013800\u2013900 \u20131000\u20131100\u20131200\u20131300\u20131400\u20131500\u20131600\u20131700\u20131800\u20131900\u20132000\u20132100\u20132200\u20132300\u20132400\u20132500\u20132600\u20132700\u201328001234number of carbon atoms per molecule heat of combustion  /  kj  / mol     the heat of combustion of butan-1-ol =  kj / mol [3] ",
+            "10": "10  \u00a9 ucles 2007 0620/03/o/n/07  for  examiner's  use  (v) describe two other characteristics of homologous series.     [2]     (b) give the name and structural formula of an isomer of propan-1-ol.   structural formula           name  [2]    (c) methanol is made from carbon monoxide.    co(g)  +  2h 2(g)    ch 3oh(g)             the forward reaction is exothermic     (i) describe how hydrogen is obtained from alkanes.     [2]     (ii) suggest a method of making carbon monoxide from methane.   [2]     (iii) which condition, high or low pressure, would give the maximum yield of methanol? give a reason for your choice.  pressure   reason  [2]     (d) for each of the following predict the name of the organic product.     (i) reaction between methanol and ethanoic acid   [1]    (ii) oxidation of propan-1-ol by potassium dichromate( vi)   [1]     (iii) removal of h 2o from ethanol (dehydration)   [1]     [total: 20]",
+            "11": "11  \u00a9 ucles 2007 0620/03/o/n/07 [turn over  for  examiner's  use 7 (a)  a small piece of marble, calcium carbonate, was added to 5  cm3 of hydrochloric acid at  25  \u00b0c. the time taken for the reaction to stop was measured.    caco 3(s)  +  2hc l(aq) \u2192 cac l2(aq)  +  co 2(g)  +  h 2o(l)     similar experiments were performed always using 5  cm3 of hydrochloric acid.    experiment number of  pieces of  marble concentration of acid  in mol  / dm3 temperature  / \u00b0c time  / min  1 1 1.00 25 3  2 1 0.50 25 7  3 1 piece  crushed 1.00 25 1  4 1 1.00 35 2    explain each of the following in terms of collisions between reacting particles.      (i) why is the rate in experiment 2 slower than in experiment 1?     [2]     (ii) why is the rate in experiment 3 faster than in experiment 1?     [2]     (iii) why is the rate in experiment 4 faster than in experiment 1?     [2]     ",
+            "12": "12  \u00a9 ucles 2007 0620/03/o/n/07  for  examiner's  use  (b) an alternative method of measuring the rate of this reaction would be to measure the  volume of carbon dioxide produced at regular intervals.    (i) sketch this graph    volume time    [2]    (ii) one piece of marble, 0.3  g, was added to 5  cm3 of hydrochloric acid, concentration  1.00  mol  / dm3. which reagent is in excess? give a reason for your choice.  mass of one mole of caco 3 = 100  g  number of moles of caco 3 =   number of moles of hc l =   reagent in excess is   reason  [4]    (iii) use your answer to (ii) to calculate the maximum volume of carbon dioxide  produced measured at r.t.p.   [1]    [total: 13] ",
+            "13": "13   0620/03/o/n/07  blank page",
+            "14": "14   0620/03/o/n/07  blank page",
+            "15": "15    permission to reproduce items where third-party owned material prote cted by copyright is included has been sought and cleared w here  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), w hich is itself a department of the university of cambridge.     0620/03/o/n/07  blank page",
+            "16": "16   0620/03/o/n/07  group 140 ce cerium 58141 pr praseodymium 59144 nd neodymium 60pm promethium 61150 sm samarium 62152 eu europium 63157 gd gadolinium 64159 tb terbium 65162 dy dysprosium 66165 ho holmium 67167 er erbium 68169 tm thulium 69173 yb ytterbium 70175 lu lutetium 71 232 th thorium 90pa protactinium 91238 u uranium 92np neptunium 93pu plutonium 94am americium 95cm curium 96bk berkelium 97cf californium 98es einsteinium 99fm fermium 100md mendelevium 101no nobelium 102lr lawrencium 1031 h hydrogen 1 7 li lithium 3 23 na sodium 1124 mg magnesium 12 40 ca calcium 2045 sc scandium 2148 ti titanium 2251 v vanadium 2352 cr chromium 2455 mn manganese 2556 fe iron 2659 co cobalt 2759 ni nickel 2864 cu copper 2965 zn zinc 3070 ga gallium 3127 al aluminium 1311 b boron 512 c carbon 614 n nitrogen 716 o oxygen 819 f fluorine 9 28 si silicon 1431 p phosphorus 1532 s sulphur 1635.5 cl chlorine 1740 ar argon 1820 ne neon 104 he helium 2 73 ge germanium 3275 as arsenic 3379 se selenium 3480 br bromine 3584 kr krypton 3639 k potassium 19 88 sr strontium 3889 y yttrium 3991 zr zirconium 4093 nb niobium 4196 mo molybdenum 42tc technetium 43101 ru ruthenium 44103 rh rhodium 45106 pd palladium 46108 ag silver 47112 cd cadmium 48115 in indium 49119 sn tin 50122 sb antimony 51128 te tellurium 52127 i iodine 53131 xe xenon 54 137 ba barium 56139 la lanthanum 57        *178 hf hafnium 72181 ta tantalum 73184 w tungsten 74186 re rhenium 75190 os osmium 76192 ir iridium 77195 pt platinum 78197 au gold 79201 hg mercury 80204 tl thallium 81207 pb lead 82209 bi bismuth 83po polonium 84at astatine 85rn radon 86 fr francium 87227 ac actinium 899 be beryllium 4ii i iii iv v vi vii 0 85 rb rubidium 37 133 cs caesium 55 226 ra radium 88 the volume of one mole of any gas is 24 dm3at room temperature and pressure (r.t.p.).a x ba = relative atomic mass x = atomic symbol b = proton (atomic) numberkey*58-71 lanthanoid series 90-103 actinoid seriesdata sheet the periodic table of the elements  "
+        },
+        "0620_w07_qp_5.pdf": {
+            "1": "    this document consists of 7 printed pages and 1 blank page.  ib07 11_0620_05/9rp  \u00a9 ucles 2007  [turn over      *1043157493* for examiner's use  1   2   total   university of cambridge international examinations  international general certificate of secondary education       chemistry 0620/05     paper 5 practical test  october/november 2007     1 hour 15 minutes    candidates answer on the question paper .    additional materials: as listed in confidential instructions      read these instructions first    write your centre number, candidate number and name on all the work you hand in.  write in dark blue or black pen. you may use a pencil for any diagrams, graphs or rough working. do not use staples, paper clips, highlighters, glue or correction fluid. do not  write in any barcode.   answer all questions.  practical notes are provided on page 8.   at the end of the examination, fasten all your work securely together.  the number of marks is given in brackets [  ] at the end of each question or part question.   ",
+            "2": "2  \u00a9 ucles 2007 0620/05/o/n/07  for  examiner's  use 1 you are going to investigate what happens when dilute hydrochloric acid reacts with two  different solids, calcium carbonate (marble) and calcium oxide.    read all the instructions below carefully before  starting the two experiments.     instructions      experiment 1     place a polystyrene cup in the beaker provided.   by using a measuring cylinder, pour 50  cm3 of dilute hydrochloric acid into the polystyrene  cup and record the temperature of the acid in the table.   add the 2.5  g of small marble chips provided to the cup and stir the mixture with the  thermometer. measure and record the temperature of the mixture after 2 minutes. pour the mixture away and rinse the polystyrene cup.     experiment 2    repeat experiment 1 using 2.5  g of the powdered calcium carbonate provided. record your  results in the table.     experiment 3    repeat experiment 1 using 1.5  g of the lumps of calcium oxide provided. record your  results in the table.    experiment 4   repeat experiment 1 using the 1.5  g of the powdered calcium oxide provided. record your  results in the table.    table of results  temperature  / \u00b0c  experiment   initial final difference  1     2     3     4       [7]   ",
+            "3": "3  \u00a9 ucles 2007 0620/05/o/n/07 [turn over  for  examiner's  use  (a) what did you observe in experiment 2?   [2]      (b) draw a bar chart of the results of the experiments on the grid below.    experiment numbertemperature difference  / \u00b0c     [3]       (c) which experiment produced    (i) the smallest temperature change,   [1]    (ii) the largest temperature change?   [1]   ",
+            "4": "4  \u00a9 ucles 2007 0620/05/o/n/07  for  examiner's  use  (d) give two reasons why the temperature changes in (c) are different.  1.     2.    [2]      (e) in experiment 2 which reactant is in excess ? explain your answer.       [2]      (f) explain how the temperature changes would differ in the experiments if 100  cm3 of  hydrochloric acid were used.       [2]     [total: 20]   ",
+            "5": "5  \u00a9 ucles 2007 0620/05/o/n/07 [turn over  for  examiner's  use 2 you are provided with four different liquids p, q, r and s.   carry out the following tests on the liquids, recording all of your observations and  deductions in the table. do not write any conclusions in the table.    tests  observations and deductions   p colour    ph   q colour    ph    r colour    ph    s colour    ph  [2]   (a) test the ph of the liquids using  indicator paper. note the colour  of the paper.         [3]    (b) (i) add a 5  cm piece of  magnesium to about 3  cm3 of  liquid p in a test\u2013tube.    test the gas given off.  q    r    s  [2]    (ii) repeat (b)(i)  using liquids  q, r and s.    do not test for any gases.  ",
+            "6": "6  \u00a9 ucles 2007 0620/05/o/n/07  for  examiner's  use tests  observations and deductions          [3]  (c) to about 2  cm3 of liquid s add 1  spatula measure of sodium  carbonate.    test the gas given off.   [2]  (d) by using a teat pipette add  aqueous silver nitrate to about    1  cm3 of liquid p.     [2]   (e) by using a teat pipette add  liquid q to about 1  cm3 of  aqueous iron( ii) sulphate.      (f) name the gas given off in test (b)(i) .   [1]     (g) name the gas given off in test (c).   [1]      (h) identify liquid p.   [1]      (i) what conclusions can you draw about liquid q?     [2]      (j) what conclusion can you draw about liquid r?   [1]    [total: 20]   ",
+            "7": "7   0620/05/o/n/07 blank page",
+            "8": "8      permission to reproduce items where third-party owned material prote cted by copyright is included has been sought and cleared w here  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), w hich is itself a department of the university of cambridge.    \u00a9 ucles 2007 0620/05/o/n/07 notes for use in qualitative analysis     test for anions     anion test test result  carbonate (co 32\u2212) add dilute acid effervescence, carbon dioxide  produced  chloride (c l \u2013)  [in solution] acidify with dilute nitric acid, then  add aqueous silver nitrate white ppt.  iodide ( i\u2013)  [in solution] acidify with dilute nitric acid, then  aqueous lead( ii) nitrate yellow ppt.  nitrate (no 3\u2212)  [in solution] add aqueous sodium hydroxide then aluminium foil; warm carefully ammonia produced  sulphate (so 42\u2212)  [in solution] acidify with dilute nitric acid, then aqueous barium nitrate white ppt.    test for aqueous cations     cation effect of aqueous sodium hydroxide effect of aqueous ammonia  aluminium (a l 3+) white ppt., soluble in excess giving a colourless solution white ppt., insoluble in excess  ammonium (nh 4+) ammonia produced on warming -  calcium (ca2+) white., insoluble in excess no ppt., or very slight white ppt.  copper(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  iron( iii) (fe3+) red-brown ppt., insoluble in excess red-brown ppt., insoluble in excess  zinc (zn2+) white ppt., soluble in excess giving  a colourless solution white ppt., soluble in excess giving a colourless solution    test for gases     gas test and test results  ammonia (nh 3) turns damp red litmus paper blue  carbon dioxide (co 2) turns limewater milky  chlorine (c l2) bleaches damp litmus paper  hydrogen (h 2) \u201cpops\u201d with a lighted splint  oxygen (o 2) relights a glowing splint   "
+        },
+        "0620_w07_qp_6.pdf": {
+            "1": "    this document consists of 13 printed pages and 3 blank pages.  ib07 11_0620_06/6rp  \u00a9 ucles 2007  [turn over       *7279389372* for examiner's use  1   2   3   4   5   6   7   total   university of cambridge international examinations  international general certificate of secondary education       chemistry 0620/06     paper 6 alternative to practical  october/november 2007     1 hour    candidates answer on the question paper.    no additional materials are required.      read these instructions first    write your centre number, candidate number and name on all the work you hand in.  write in dark blue or black pen. you may use a pencil for any diagrams, graphs or rough working. do not use staples, paper clips, highlighters, glue or correction fluid. do not  write in any barcodes.    answer all questions.  at the end of the examination, fasten all your work securely together.  the number of marks is given in brackets [  ] at the end of each question or part  question.   ",
+            "2": "2  \u00a9 ucles 2007 0620/06/o/n/07  for  examiner's  use 1 hydrated copper sulphate crystals, cuso 4.5h 2o were heated in the apparatus shown  below.    ice      (a) indicate on the diagram using arrows     (i) where the copper sulphate crystals are placed,    (ii) where heat is applied. [2]    (b) what is the purpose of the ice?   [1]      (c) the crystals changed colour from  to  [2]      [total: 5]",
+            "3": "3  \u00a9 ucles 2007 0620/06/o/n/07 [turn over  for  examiner's  use 2 an experiment was set up to investigate the rusting of iron.    150  mm125  mmair before rustingair after rusting waterdamp iron filings      (a) describe the appearance of the iron after rusting.   [1]      (b) (i) why does the water rise up the tube?   [1]     (ii) calculate the percentage change in the volume of air in the tube.   [1]     (c) what difference would be observed if     (i) an iron nail was suspended in the tube instead of using iron filings,   [1]     (ii) the water contained salt?   [1]       [total: 5]",
+            "4": "4  \u00a9 ucles 2007 0620/06/o/n/07  for  examiner's  use 3 the information in the box is about the preparation of zinc nitrate crystals.      step 1: add a small amount of zinc oxide to some hot dilute nitric acid, and stir.  step 2: keep adding zinc oxide until it is in excess .  step 3: remove the excess zinc oxide to leave colourless zinc nitrate solution.  step 4: evaporate the zinc nitrate solution until it is saturated .  step 5: leave the saturated  solution  to cool. white crystals form on cooling.  step 6: remove the crystals from the remaining solution.  step 7: dry the crystals on a piece of filter paper.      (a) suggest a reason for using excess  zinc oxide in step 2.     [1]       (b) suggest how the excess  zinc oxide can be removed from the solution in step 3.   [1]      (c) (i) what is meant by the term saturated solution ?     [2]     (ii) what practical method could show the solution to be saturated?     [1]      (d) why are the crystals dried in step 7 using filter paper instead of by heating?     [1]      [total: 6]",
+            "5": "5  \u00a9 ucles 2007 0620/06/o/n/07 [turn over  for  examiner's  use 4 a student investigated the reaction of dilute hydrochloric acid with two different solids,  calcium carbonate (marble) and calcium oxide.   four experiments were carried out.   experiment 1     by using a measuring cylinder, 50  cm3 of dilute hydrochloric acid was poured into a  polystyrene cup and the initial temperature of the acid was measured.   2.5  g of small marble chips were added to the cup and the mixture stirred with the  thermometer.   the temperature of the mixture was measured after 2 minutes.   use the thermometer diagrams to record the temperatures in the table of results on page 6 .    20 1015 initial temperature  / \u00b0c20 1015 final temperature  / \u00b0c     experiment 2    experiment 1 was repeated using 2.5  g of powdered calcium carbonate. use the  thermometer diagrams to record the results in the table.    30 2025 initial temperature  / \u00b0c30 2025 final temperature  / \u00b0c     experiment 3     experiment 1 was repeated using 1.5  g of lumps of calcium oxide. use the thermometer  diagrams to record the temperatures in the table.    20 1015 initial temperature  / \u00b0c30 2025 final temperature  / \u00b0c   ",
+            "6": "6  \u00a9 ucles 2007 0620/06/o/n/07  for  examiner's  use  experiment 4     experiment 1 was repeated using 1.5  g of powdered calcium oxide.   use the thermometer diagrams to record the results in the table.   30 2025 initial temperature  / \u00b0c50 4045 final temperature  / \u00b0c     table of results     temperature  / \u00b0c  experiment   initial  final difference   1     2     3     4       [4]     (a) what would be observed in experiment 2?   [1]    ",
+            "7": "7  \u00a9 ucles 2007 0620/06/o/n/07 [turn over  for  examiner's  use  (b) draw a bar chart of the results of the experiments on the grid below.    experiment numbertemperature difference  / \u00b0c      [3]     (c) which experiment produced    (i) the smallest temperature change,   [1]    (ii) the largest temperature change?   [1]     (d) give two reasons why the temperature changes are different in (c).  1.     2.    [2]  ",
+            "8": "8  \u00a9 ucles 2007 0620/06/o/n/07  for  examiner's  use  (e) in experiment 1, how would you know which reactant is in excess ? explain your  answer.       [2]      (f) explain how the temperature changes would differ in the experiments if 100  cm3 of  hydrochloric acid were used.       [2]     [total: 16] ",
+            "9": "9  \u00a9 ucles 2007 0620/06/o/n/07 [turn over  for  examiner's  use 5 three different liquids p, q and r were analysed. q was an aqueous solution of sodium  hydroxide.   the tests on the liquids and some of the observations are in the following table.   complete the observations in the table.   tests  observations   p colour red   ph   1  q colour    ph  [2]  r colour orange   ph   5   (a) test the ph of the liquids using  indicator paper. note the colour of the paper.  bubbles of gas   lighted splint pops       (b) (i) add a 5  cm piece of  magnesium to about 3  cm3  of liquid p in a test\u2013tube.     test the gas given off.  q    r  [2]     (ii) repeat (b)(i)  using liquids  q, and r.    do not test for any gases.  ",
+            "10": "10  \u00a9 ucles 2007 0620/06/o/n/07  for  examiner's  use  tests  observations          [3]  (c) to about 2  cm3 of liquid p add 1  spatula measure of sodium  carbonate.    test the gas given off.   (d) by using a teat pipette add  aqueous silver nitrate to about    1  cm3 of liquid p.   white precipitate     [2]   (e) by using a teat pipette add liquid q to about 1  cm3 of  aqueous iron( ii) sulphate.     ( f) name the gas given off in test (b)(i) .   [1]     (g) name the gas given off in test (c).   [1]     (h) identify liquid p.   [1]       (i) what conclusions can you draw about liquid r?     [2]       [total: 14]",
+            "11": "11  \u00a9 ucles 2007 0620/06/o/n/07 [turn over  for  examiner's  use 6 magnesium reacts with dilute sulphuric acid to form hydrogen gas. the speed of the  reaction was investigated using the apparatus below.    magnesium waterdilute sulphuric acid measuring cylinder      in an experiment 50  cm3 of dilute sulphuric acid was added to a large piece of magnesium.  a student measured the total volume of gas produced at 2 minute intervals.     use the measuring cylinder diagrams to complete the table.  time  / minutesmeasuring cylinder diagramtotal volume of collected  / cm3 0 2468 100 5 10 10 15 20 25 30 35 25 30 35 35 40 45 1240 45 5040 45 50    [3] ",
+            "12": "12  \u00a9 ucles 2007 0620/06/o/n/07  for  examiner's  use  (a) plot the student\u2019s results on the grid. use the points to draw a smooth line graph.    50 40302010 0 02468 1 0 1 2 time  / minutestotal volume of gas  / cm3      [3]     (b) (i) at which time does the result appear to be inaccurate?   [1]     (ii) use the graph to deduce what the correct volume should be at this time.   [1]     [total:8]",
+            "13": "13  \u00a9 ucles 2007 0620/06/o/n/07 for  examiner's  use 7 diesel is a liquid fuel obtained from crude oil. biodiesel is a fuel made from oil obtained  from the seeds of plants such as sunflowers.    using the apparatus below plan an experiment to investigate which of these two fuels  produces more energy.    25  cm3 water spirit burnertest  - tubethermometer                    [6]       [total: 6]",
+            "14": "14   0620/06/o/n/07 blank page",
+            "15": "15   0620/06/o/n/07 blank page",
+            "16": "16    permission to reproduce items where third-par ty owned material protected by copyright is  included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holder s, 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. ca mbridge assessment is the brand name of university of  cambridge local examinations syndicate (ucles), which is itself a department of the university of cambridge.     0620/06/o/n/07 blank page "
+        }
+    },
+    "2008": {
+        "0620_s08_qp_1.pdf": {
+            "1": "    this document consists of 15 printed pages and 1 blank page.  ib08 06_0620_01/rp  \u00a9 ucles 2008  [turn over      *8469352397* university of cambridge international examinations  international general certificate of secondary education       chemistry 0620/01     paper 1 multiple choice  may/june 2008       45 minutes  additional materials: multiple choice answer sheet   soft clean eraser   soft pencil (type b or hb is recommended)       read these instructions first    write in soft pencil. do not use staples, paper clips, highlighters, glue or correction fluid. write your name, centre number and candidate number on the answer sheet in the spaces provided unless  this has been done for you.   there are forty  questions on this paper. answer all questions. for each question there are four possible  answers a, b, c and d.   choose the one you consider correct and record your choice in soft pencil on the separate answer sheet.   read the instructions on the answer sheet very carefully.  each correct answer will score one mark. a mark will not be deducted for a wrong answer. any rough working should be done in this booklet. a copy of the periodic table is printed on page 16. you may use a calculator.  ",
+            "2": "2  \u00a9 ucles 2008 0620/01/m/j/08  1 a yellow precipitate is formed in the experiment shown.    flat dish containing distilled water yellow precipitate forms after a few minutesfive drops ofaqueous lead(ii) nitratefive drops of aqueous potassium iodide     how is the precipitate formed?  a particles collide, diffuse and then react.  b particles collide, react and then diffuse.  c particles diffuse, collide and then react.  d particles diffuse, react and then collide     2 a student is asked to measure the time taken for 4.00  g of magnesium carbonate to react  completely with 25.0  cm3 (an excess) of dilute hydrochloric acid.    which pieces of apparatus does the student need?  a balance, clock, pipette  b balance, clock, thermometer  c balance, pipette, thermometer  d clock, pipette, thermometer      3 chromatography and fractional distillation can be used to separate compounds.   in which type of separation is a thermometer needed for checking that complete separation has  occurred?  a chromatographic separation of two colourless solids  b chromatographic separation of two solids of different colours  c fractional distillation of two colourless liquids  d fractional distillation of two liquids of different colours    ",
+            "3": "3  \u00a9 ucles 2008 0620/01/m/j/08 [turn over  4 the nucleon number and proton number of the lithium atom are shown by the symbol li7 3.    what is the correct symbol for the lithium ion in lithium chloride?  a 6 2li\u2212 b 6 3li+ c 73li+ d 73li\u2212      5 the table shows the numbers of particles present in the nuclei of four atoms or ions.     protons neutrons electron structure  1 18 22 2,8,8  2 19 20 2,8,8  3 19 21 2,8,8,1  4 20 20 2,8,8,2    which two particles belong to the same element?  a 1 and 2 b 1 and 4 c 2 and 3 d 2 and 4      6 what are the nucleon numbers for carbon and magnesium?     carbon magnesium  a 6 12  b 6 24  c 12 12  d 12 24    7 which of the following can be used as a lubricant?     graphite a liquid fraction from petroleum  a \u0013 \u0013  b \u0013 \u0017  c \u0017 \u0013  d \u0017 \u0017    ",
+            "4": "4  \u00a9 ucles 2008 0620/01/m/j/08  8 the diagram shows the outer shell electron arrangement of compound j that contains the  elements y and z.    y z yy     what type of compound is j?  a an alloy  b a macromolecule  c covalent  d ionic      9 the electronic structures of atoms p and q are shown.    p q= electronkey     p and q react to form an ionic compound.    what is the formula of this compound?  a pq 2 b p2q c p2q6 d p6q2     10 for which compound is the formula correct?     compound formula  a ammonium chloride nh 3cl  b copper( ii) sulphide cus  c iron( ii) sulphide fe 3s  d silver nitrate ag 2no 3     ",
+            "5": "5  \u00a9 ucles 2008 0620/01/m/j/08 [turn over  11 the diagram shows a molecule of vinyl chloride (used to make pvc).    a carbon atom a chlorine atom a hydrogen atomkey     what is the formula of vinyl chloride?  a ch 2cl3 b ch 3cl2 c c 2hc l3 d c 2h3cl     12 which apparatus could be used to electroplate an iron nail with copper?    +ve \u2013vea +ve \u2013veb +ve \u2013vecdaqueous copper( ii) sulphate aqueous iron(ii) sulphate+ve \u2013vekey copper sheet iron nail      ",
+            "6": "6  \u00a9 ucles 2008 0620/01/m/j/08  13 two elements x and y form ionic compounds, xbr 2 and y 2o3. the compounds are separately  melted and electricity is passed through the liquids.    what are the products at the cathodes?  a bromine and oxygen  b bromine and y  c oxygen and x  d x and y      14 which change can take place during electrolysis?  a lead( iv) oxide \u2192 lead( ii) oxide + oxygen  b concentrated hydrochloric acid \u2192 hydrogen + chlorine  c sodium hydroxide + nitric acid \u2192 sodium nitrate + water  d lead( ii) nitrate + sulphuric acid \u2192 lead( ii) sulphate + nitric acid    15 the diagram shows an experiment.    dilute hydrochloric acid 20  \u00b0c ph2aqueous zinc chloride22  \u00b0c ph7 before afterzinc oxide powder     which terms describe the experiment?     endothermic neutralisation  a \u0013 \u0013  b \u0013 \u0017  c \u0017 \u0013  d \u0017 \u0017     ",
+            "7": "7  \u00a9 ucles 2008 0620/01/m/j/08 [turn over  16 charcoal and uranium are used as sources of energy.    which of them are oxidised when used in this way?     charcoal uranium  a \u0013 \u0013  b \u0013 \u0017  c \u0017 \u0013  d \u0017 \u0017     17 magnesium reacts with acids to produce hydrogen gas.     under which set of conditions is hydrogen formed the most slowly?     magnesium acid temperature  / \u00b0c  a ribbon concentrated 40  b ribbon dilute 20  c powder concentrated 40  d powder dilute 20    18 when written as formulae, which compound has the greatest number of oxygen atoms?  a calcium oxide  b copper( ii) oxide  c iron( iii) oxide  d potassium oxide     ",
+            "8": "8  \u00a9 ucles 2008 0620/01/m/j/08  19 the equation explains the colour change that occurs when aqueous potassium hydroxide is  added to aqueous potassium dichromate( vi).    k2cr2o7  +  2koh  \u2192  2k 2cro 4  +  h 2o  potassium  potassium  dichromate( vi) chromate( vi)  orange  yellow    as a result of adding an excess of aqueous potassium hydroxide to aqeous potassium  dichromate( vi), what happens to the oxidation state of the chromium and the ph of the reaction  mixture?     oxidation state of the  chromium ph of the mixture  a decreases decreases  b decreases increases  c stays the same decreases  d stays the same increases     20 an oxide of element x dissolves in water to form a solution of ph 5.    which line in the table is correct?     type of element type of oxide  a metallic acidic  b metallic basic  c non-metallic acidic  d non-metallic basic    21 which statement describes a test for carbon dioxide gas?  a it bleaches damp litmus paper.  b it relights a glowing splint.  c it turns cobalt( ii) chloride paper pink.  d it turns limewater cloudy.     ",
+            "9": "9  \u00a9 ucles 2008 0620/01/m/j/08 [turn over  22 a solution of zinc sulphate can be made by adding an excess either  of zinc carbonate or of zinc  hydroxide to dilute sulphuric acid.    in which forms are these zinc compounds added to the acid?     zinc carbonate zinc hydroxide  a aqueous aqueous  b aqueous solid  c solid aqueous  d solid solid      23 which aqueous ion causes a white precipitate to form when acidified aqueous silver nitrate is  added to it?  a chloride  b iodide c nitrate d sulphate     24 what is the colour of gaseous chlorine and of solid sodium chloride?     chlorine sodium chloride  a colourless yellow-green  b colourless white  c yellow-green yellow-green  d yellow-green white    25 the group i elements lithium and potassium are tested.    which element has the higher melting point and which element reacts more vigorously with water?     higher melting point more vigorous  reaction with water  a lithium lithium  b lithium potassium  c potassium lithium  d potassium potassium     ",
+            "10": "10  \u00a9 ucles 2008 0620/01/m/j/08  26 the proton numbers of four elements are shown.    which element forms a singly charged positive ion in its salts?    element proton number  a 34  b 35  c 36  d 37     27 the table gives information about four elements.    which element is a transition metal?     electrical  conductivity density  g  / cm3 melting point  in \u00b0c  a good 0.97 98  b good 7.86 1535  c poor 2.33 1410  d poor 3.12 \u20137    28 which diagram best represents the structure of a solid alloy?    a b c d      29 element e    \u2022 forms an alloy;  \u2022 has a basic oxide;  \u2022 is below hydrogen in the reactivity series.    what is element e?  a carbon  b copper  c sulphur  d zinc     ",
+            "11": "11  \u00a9 ucles 2008 0620/01/m/j/08 [turn over  30 the position of metal x in the reactivity series is shown.    k   na   mg   fe   (h)   x    which statements about x and its oxide are correct?     reaction of x with dilute  hydrochloric acid reaction of oxide of x  with carbon  a hydrogen formed no reaction  b hydrogen formed oxide reduced  c no reaction no reaction  d no reaction oxide reduced     31 the diagram shows a blast furnace used to extract iron from iron ore.    iron ore + coke + limestone waste gases hot air molten ironslag     why is limestone added to the furnace?  a to cause the furnace to heat up  b to change the ore into iron  c to convert impurities in the ore into slag  d to produce oxygen for the coke to burn     ",
+            "12": "12  \u00a9 ucles 2008 0620/01/m/j/08  32 which uses of the metals shown are both correct?     aluminium stainless steel  a aircraft bodies car bodies  b car bodies aircraft bodies  c chemical plant food containers  d food containers chemical plant     33 in which industrial process is water essential?  a the production of aluminium from bauxite  b the production of calcium oxide from limestone  c the production of ethanol from ethene  d the production of petrol from crude oil    34 some students are asked to suggest why acetylene, rather than ethanol, is the fuel used for  welding metals.    two suggestions are    1 acetylene is a gas but ethanol is a liquid;  2 acetylene burns with a hotter flame.    which suggestions are correct?     1 2  a \u0013 \u0013  b \u0013 \u0017  c \u0017 \u0013  d \u0017 \u0017     ",
+            "13": "13  \u00a9 ucles 2008 0620/01/m/j/08 [turn over  35 the diagrams show four sacks which a farmer has in his barn.    nitram ammonium nitrate1 lime calcium oxide2 nitre potassium nitrate3 super superphosphate4     which sacks should be mixed to make a complete fertiliser, containing all the essential elements  needed by plants?  a 1 and 2 b 1 and 4 c 2 and 3 d 3 and 4     36 which of the following does not produce carbon dioxide?  a adding hydrochloric acid to carbon  b adding hydrochloric acid to potassium carbonate  c burning coke  d burning petrol    ",
+            "14": "14  \u00a9 ucles 2008 0620/01/m/j/08  37 cholesterol occurs naturally in the body.    its name indicates that it has the same functional group as    a hh hchhchb hh hchhcohc h hchhcd hh hcc ho o      38 which fuel is a mixture of hydrocarbons?  a coal  b methane c petroleum  d wood     39 in the diagram, which substance could be ethene?    state at room temperature is it saturated? is it saturated?gas liquid a byes no cdyes no      40 which properties do butane, propene and ethanol all have?     burn polymerise  a \u0013 \u0013  b \u0013 \u0017  c \u0017 \u0013  d \u0017 \u0017     ",
+            "15": "15   0620/01/m/j/08  blank page",
+            "16": "16    permission to reproduce items where third-par ty owned material protected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the publis her (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.    \u00a9 ucles 2008 0620/01/m/j/08  group 140 ce cerium 58141 pr praseodymium 59144 nd neodymium 60pm promethium 61150 sm samarium 62152 eu europium 63157 gd gadolinium 64159 tb terbium 65162 dy dysprosium 66165 ho holmium 67167 er erbium 68169 tm thulium 69173 yb ytterbium 70175 lu lutetium 71 232 th thorium 90pa protactinium 91238 u uranium 92np neptunium 93pu plutonium 94am americium 95cm curium 96bk berkelium 97cf californium 98es einsteinium 99fm fermium 100md mendelevium 101no nobelium 102lr lawrencium 1031 h hydrogen 1 7 li lithium 3 23 na sodium 1124 mg magnesium 12 40 ca calcium 2045 sc scandium 2148 ti titanium 2251 v vanadium 2352 cr chromium 2455 mn manganese 2556 fe iron 2659 co cobalt 2759 ni nickel 2864 cu copper 2965 zn zinc 3070 ga gallium 3127 al aluminium 1311 b boron 512 c carbon 614 n nitrogen 716 o oxygen 819 f fluorine 9 28 si silicon 1431 p phosphorus 1532 s sulphur 1635.5 cl chlorine 1740 ar argon 1820 ne neon 104 he helium 2 73 ge germanium 3275 as arsenic 3379 se selenium 3480 br bromine 3584 kr krypton 3639 k potassium 19 88 sr strontium 3889 y yttrium 3991 zr zirconium 4093 nb niobium 4196 mo molybdenum 42tc technetium 43101 ru ruthenium 44103 rh rhodium 45106 pd palladium 46108 ag silver 47112 cd cadmium 48115 in indium 49119 sn tin 50122 sb antimony 51128 te tellurium 52127 i iodine 53131 xe xenon 54 137 ba barium 56139 la lanthanum 57        *178 hf hafnium 72181 ta tantalum 73184 w tungsten 74186 re rhenium 75190 os osmium 76192 ir iridium 77195 pt platinum 78197 au gold 79201 hg mercury 80204 tl thallium 81207 pb lead 82209 bi bismuth 83po polonium 84at astatine 85rn radon 86 fr francium 87227 ac actinium 899 be beryllium 4ii i iii iv v vi vii 0 85 rb rubidium 37 133 cs caesium 55 226 ra radium 88 the volume of one mole of any gas is 24 dm3at room temperature and pressure (r.t.p.).a x ba = relative atomic mass x = atomic symbol b = proton (atomic) numberkey*58-71 lanthanoid series 90-103 actinoid seriesdata sheet the periodic table of the elements  "
+        },
+        "0620_s08_qp_2.pdf": {
+            "1": "    this document consists of 16 printed pages.  ib08 06_0620_02/4rp  \u00a9 ucles 2008  [turn over      *6335113340* for examiner's use  1   2   3   4   5   6   7   total   university of cambridge international examinations  international general certificate of secondary education       chemistry 0620/02     paper 2  may/june 2008     1 hour 15 minutes    candidates answer on the question paper.    no additional materials are required.      read these instructions first    write your centre number, candidate number and name in the spaces at the top of this page.  write in dark blue or black pen. you may need to use a pencil for any diagrams, graphs or rough working. do not use staples, paper clips, highlighters, glue or correction fluid. do not  write in any barcodes   answer all questions. a copy of the periodic table is printed on page 16.  at the end of the examination, fasten all your work securely together.  the number of marks is given in brackets [  ] at the end of each question or part  question.   ",
+            "2": "2  \u00a9 ucles 2008 0620/02/m/j/08  for  examiner's  use 1 the diagram shows the structures of some substances containing carbon.    oc o cch hhhch hh h cco hhhhhh cc cccc ccccccc ccc cc cccc cc c ccc cc ccccc cccca2+co2\u2013 3 ca2+co2\u2013 3 co2\u2013 3ca2+ca2+co2\u2013 3 co2\u2013 3ca2+ca2+co2\u2013 3 ca2+co2\u2013 3 co2\u2013 3ca2+ca2+co2\u2013 3 co2\u2013 3ca2+ ab c de f       (a) answer these questions using the letters a, b, c, d, e  or f.    (i) which one of these structures is ionic?  [1]   (ii) which one of these structures represents ethanol?  [1]    (iii) which one of these structures represents a gas which  turns limewater milky?  [1]    (iv) which one of these structures is an unsaturated  hydrocarbon?  [1]     (b) describe a chemical test for an unsaturated hydrocarbon.  test   result  [2]    ",
+            "3": "3  \u00a9 ucles 2008 0620/02/m/j/08 [turn over  for  examiner's  use  (c) state the chemical name of structure b.   [1]      (d) structure f has several uses. which one of the following is a correct use of structure f?   tick one box.       for cutting metals       as a lubricant       for filling balloons       as an insulator   [1]     (e) the structures a to e are compounds. what do you understand by the term compound ?     [1]     (f) state the type of bonding in structure a.   [1]     [total: 10]   ",
+            "4": "4  \u00a9 ucles 2008 0620/02/m/j/08  for  examiner's  use 2 the diagram shows a statue in a park in an industrial town. the statue is made from  limestone.     iron pins inside statue statue when first erectedthe same statue after 20 years       (a) state the name of the chemical present in limestone.   [1]    (b) use ideas about the chemistry of atmospheric pollutants to suggest how and why the statue changes over 20 years.           [4]      (c) parts of the statue are joined together with iron pins. after 30 years, the arm falls off the statue.   suggest why the arm falls off.   [1]   ",
+            "5": "5  \u00a9 ucles 2008 0620/02/m/j/08 [turn over  for  examiner's  use  (d) iron has several isotopes.     (i) what do you understand by the term isotopes ?   [1]   (ii) the table shows the number of subatomic particles in an atom of iron.      type of particle number of particles relative charge on the particle  electron 26   neutron 30   proton 26        complete the table to show the relative charge on each particle. [3]    (iii) state the number of nucleons in this isotope of iron.   [1]     (e) some isotopes are radioactive. state one industrial use of radioactive isotopes.   [1]     (f) iron reacts with very dilute nitric acid.    fe  +  2hno 3    fe(no 3)2  +  h 2    write a word equation for this reaction.             [1]     [total: 13] ",
+            "6": "6  \u00a9 ucles 2008 0620/02/m/j/08  for  examiner's  use 3 the table shows the concentration of some ions present in seawater.    name of ion formula of ion concentration of  ion in g  / dm3  bromide br  \u2013 0.07  calcium ca2+ 0.4  chloride cl \u2013 19.1  magnesium mg2+ 1.2  potassium k+ 0.3  sodium na+ 10.6   \u22122 4so  0.8     (a) which negative ion has the highest concentration in seawater?   [1]      (b) state the name of the ion with the formula  \u22122 4so .   [1]       (c) which two ions in the table are formed from group i elements?   and  [1]       (d) when seawater is evaporated a number of different compounds are formed.   state the name of the compound which is present in the greatest quantity.   [1]       (e) state the names of two ions in the table which move to the cathode when seawater is  electrolysed.   and  [2]   ",
+            "7": "7  \u00a9 ucles 2008 0620/02/m/j/08 [turn over  for  examiner's  use  (f) when concentrated seawater is electrolysed, chlorine is formed at one of the electrodes.     (i) to which period in the periodic table does chlorine belong?   [1]     (ii) draw the electronic structure of a chlorine molecule. show only the outer electrons.                   [2]     (g) drinking water can be obtained by purifying seawater.   explain why distillation rather than filtration is used to purify seawater for drinking.     [2]     [total: 11]    ",
+            "8": "8  \u00a9 ucles 2008 0620/02/m/j/08  for  examiner's  use 4 the diagram shows a water treatment works.    water in to homeschlorine addedaluminium sulphate added sedimentation tank sand filter      (a) state one use of water in industry.   [1]     (b) explain how the sand filter helps purify the water.     [2]     (c) the aluminium ions in aluminium sulphate cause clay particles to clump together.   describe a test for aluminium ions.  test   result    [3]     (d) why is chlorine added to the water?   [1]    ",
+            "9": "9  \u00a9 ucles 2008 0620/02/m/j/08 [turn over  for  examiner's  use  (e) chlorine is in group vii of the periodic table.   when chlorine reacts with a solution of potassium bromide, the solution turns a  reddish \u2013 brown colour.     (i) write a word equation for this reaction.           [2]     (ii) explain why iodine does not react with a solution of potassium bromide.   [1]    (f) when chlorine reacts with sodium to form sodium chloride, energy is released.    (i) state the name given to a reaction which releases energy.   [1]    (ii) what type of bonding is present in sodium chloride?   [1]    (iii) explain what happens in terms of electron transfer when a sodium atom reacts with a chlorine atom.     [2]     [total: 14]   ",
+            "10": "10  \u00a9 ucles 2008 0620/02/m/j/08  for  examiner's  use 5 pure dry crystals of magnesium sulphate can be made by reacting excess magnesium  powder with dilute sulphuric acid.    (a) during the reaction, bubbles of a colourless gas are given off.   state the name of this gas.   [1]       (b) (i)  why is excess magnesium used?   [1]   (ii) how is the excess magnesium removed from the reaction mixture?   [1]    (c) describe how you can obtain pure dry crystals of magnesium sulphate from a solution  of magnesium sulphate.     [2]       (d) (i)  describe one other reaction that makes magnesium sulphate.     [1]     (ii) write a word equation for the reaction you suggested in part (d)(i) .           [1]    (iii) magnesium sulphate can be used as a medicine. explain why the chemicals used  in medicines need to be as pure as possible.     [1]    ",
+            "11": "11  \u00a9 ucles 2008 0620/02/m/j/08 [turn over  for  examiner's  use  (e) a student repeats the experiment using excess sulphuric acid.   she obtains 24  g of magnesium sulphate from 4.8  g of magnesium.   how much magnesium sulphate can the student obtain from 1.2  g of magnesium?               [1]      (f) a sample of 20  g of impure magnesium sulphate contains 19.5  g of magnesium    sulphate.   calculate the percentage purity of the magnesium sulphate.              [1]    [total: 10]    ",
+            "12": "12  \u00a9 ucles 2008 0620/02/m/j/08  for  examiner's  use 6 petroleum is separated into useful fractions by distillation.    petroleumfuel gasfractions petrol paraffin diesel lubricating fraction bitumen       (a) (i)  what do you understand by the term fraction ?     [1]     (ii) which fraction has the lowest boiling point?   [1]    (iii) describe how distillation is used to separate these fractions.       [2]    (iv) state a use for  the paraffin fraction,   the bitumen fraction.  [2]    ",
+            "13": "13  \u00a9 ucles 2008 0620/02/m/j/08 [turn over  for  examiner's  use  (b) ethene can be made by cracking certain hydrocarbon fractions.     (i) explain what is meant by the term cracking .     [1]     (ii) complete the equation for the cracking of tetradecane, c 14h30.  c14h30       +  c 2h4 [1]     (c) ethanol is formed when steam reacts with ethene at high pressure and temperature. a  catalyst of phosphoric acid is used.    ethene  + steam     ethanol    (i) what is the function of the catalyst?   [1]     (ii) what is the meaning of the symbol ?   [1]   (iii) ethanol is also formed when yeast grows in sugar solution.   what is this process called?  put a ring around the correct answer.      addition   combustion   fermentation   neutralisation   [1]    (iv) phosphoric acid is a typical acid. state what you would observe when a solution of phosphoric acid is added to  blue litmus,   a solution of sodium carbonate.  [2]    [total: 13]   ",
+            "14": "14  \u00a9 ucles 2008 0620/02/m/j/08  for  examiner's  use 7 a student placed a crystal of copper( ii) sulphate in a beaker of water.   after one hour the crystal had completely disappeared and a dense blue colour was  observed in the water at the bottom of the beaker. after 48 hours the blue colour had spread  throughout the water.     water copper( ii) sulphate crystalafter 1 hour after 48 hours       (a) use the kinetic particle theory to explain these observations.         [2]       (b) describe the arrangement and motion of the particles in the copper( ii) sulphate crystal.  arrangement   motion  [2]     (c) copper ions can be separated from other metal ions by paper chromatography. draw a labelled diagram of the apparatus for paper chromatography.    in your diagram include   \u007f the solvent,  \u007f the spot where the solution containing copper ions is placed.                        [2]   ",
+            "15": "15    permission to reproduce items where third-par ty owned material protected by copyright is  included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holder s, 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.    \u00a9 ucles 2008 0620/02/m/j/08 for  examiner's  use  (d) copper can be purified by electrolysis.    impure copper foil pure copper foil copper(ii) sulphate solution+ \u2013      (i) choose a word from the list below which describes the pure copper foil.   put a ring around the correct answer.   anion  anode   cathode   cation   electrolyte   [1]    (ii) describe what happens during this electrolysis to  the pure copper foil,   the impure copper foil.  [2]     [total: 9]    ",
+            "16": "16  \u00a9 ucles 2008 0620/02/m/j/08  group 140 ce cerium 58141 pr praseodymium 59144 nd neodymium 60pm promethium 61150 sm samarium 62152 eu europium 63157 gd gadolinium 64159 tb terbium 65162 dy dysprosium 66165 ho holmium 67167 er erbium 68169 tm thulium 69173 yb ytterbium 70175 lu lutetium 71 232 th thorium 90pa protactinium 91238 u uranium 92np neptunium 93pu plutonium 94am americium 95cm curium 96bk berkelium 97cf californium 98es einsteinium 99fm fermium 100md mendelevium 101no nobelium 102lr lawrencium 1031 h hydrogen 1 7 li lithium 3 23 na sodium 1124 mg magnesium 12 40 ca calcium 2045 sc scandium 2148 ti titanium 2251 v vanadium 2352 cr chromium 2455 mn manganese 2556 fe iron 2659 co cobalt 2759 ni nickel 2864 cu copper 2965 zn zinc 3070 ga gallium 3127 al aluminium 1311 b boron 512 c carbon 614 n nitrogen 716 o oxygen 819 f fluorine 9 28 si silicon 1431 p phosphorus 1532 s sulphur 1635.5 cl chlorine 1740 ar argon 1820 ne neon 104 he helium 2 73 ge germanium 3275 as arsenic 3379 se selenium 3480 br bromine 3584 kr krypton 3639 k potassium 19 88 sr strontium 3889 y yttrium 3991 zr zirconium 4093 nb niobium 4196 mo molybdenum 42tc technetium 43101 ru ruthenium 44103 rh rhodium 45106 pd palladium 46108 ag silver 47112 cd cadmium 48115 in indium 49119 sn tin 50122 sb antimony 51128 te tellurium 52127 i iodine 53131 xe xenon 54 137 ba barium 56139 la lanthanum 57        *178 hf hafnium 72181 ta tantalum 73184 w tungsten 74186 re rhenium 75190 os osmium 76192 ir iridium 77195 pt platinum 78197 au gold 79201 hg mercury 80204 tl thallium 81207 pb lead 82209 bi bismuth 83po polonium 84at astatine 85rn radon 86 fr francium 87227 ac actinium 899 be beryllium 4ii i iii iv v vi vii 0 85 rb rubidium 37 133 cs caesium 55 226 ra radium 88 the volume of one mole of any gas is 24 dm3at room temperature and pressure (r.t.p.).a x ba = relative atomic mass x = atomic symbol b = proton (atomic) numberkey*58-71 lanthanoid series 90-103 actinoid seriesdata sheet the periodic table of the elements  "
+        },
+        "0620_s08_qp_3.pdf": {
+            "1": "location entry codes       as part of cie\u2019s continual commitment to main taining best practice in assessment, cie uses  different variants of some question papers for our most popular assessments with large and  widespread candidature. the question papers are closely related and the relationships between  them have been thoroughly established using our assessment expertise.  all versions of the  paper give assessment of equal standard.     the content assessed by the examination papers and the type of questions is unchanged.   this change means that for this component there are now two variant question papers, mark  schemes and principal examiner\u2019s reports where previously there was only one.  for any individual country, it is intended that only one variant is used.  this document contains both  variants which will give all centres access to even more past examination ma terial than is usually  the case.      the diagram shows the relationship between the question papers, mark schemes and principal examiners\u2019 reports that are available.     question paper   mark scheme  principal examiner\u2019s  report  introduction     introduction   introduction   first variant question paper    first variant mark scheme  first variant principal  examiner\u2019s report    second variant question  paper  second variant mark  scheme    second variant principal  examiner\u2019s report      who can i contact for further information on these changes?  please direct any questions about this to cie\u2019s customer services team at: international@cie.org.uk              the titles for the variant items should correspond with the table above, so that at the top of the  first page of the relevant part of the document and on the header, it has the words:    \u2022 first variant question paper / mark scheme / principal examiner\u2019s report     or     \u2022 second variant question paper / mark scheme / principal examiner\u2019s report      as appropriate.    ",
+            "2": "    this document consists of 11 printed pages and 1 blank page.  ibo8.06_0620_31/4rp  \u00a9 ucles 2008  [turn over      *7190250824* for examiner's use  1   2   3   4   5   6   7   8   total   university of cambridge international examinations  international general certificate of secondary education       chemistry 0620/31     paper 3 (extended)  may/june 2008     1 hour 15 minutes    candidates answer on the question paper.    no additional materials are required.      read these instructions first    write your centre number, candidate number and name on all the work you hand in.  write in dark blue or black pen. you may use a pencil for any diagrams, graphs or rough working. do not use staples, paper clips, highlighters, glue or correction fluid. do not  write in any barcodes   answer all questions. a copy of the periodic table is printed on page 12.  at the end of the examination, fasten all your work securely together.  the number of marks is given in brackets [  ] at the end of each question or part  questions.   ",
+            "3": "2  \u00a9 ucles 2008 0620/31/m/j/08  for  examiner's  use 1 for each of the following select an element from period 4, potassium to krypton, that  matches the description.    (a) it is a brown liquid at room temperature.      (b) it forms a compound with hydrogen having the formula xh 4.      (c) a metal that reacts violently with cold water.      (d) it has a complete outer energy level.      (e) it has oxidation states of 2 and 3 only.      (f) it can form an ion of the type x-.      (g) one of its oxides is the catalyst in the contact process.       [total: 7]   ",
+            "4": "3  \u00a9 ucles 2008 0620/31/m/j/08 [turn over  for  examiner's  use 2 (a)  complete the table which gives the names, symbols, relative masses and relative  charges of the three subatomic particles.    name symbol relative mass relative charge  electron e-    proton  1    n  0   [3]     (b) use the information in the table to explain the following.     (i) atoms contain charged particles but they are electrically neutral because they  have no overall charge.     [2]    (ii) atoms can form positive ions.     [2]     (iii) atoms of the same element can have different masses.     [2]     (iv) scientists are certain that there are no undiscovered elements missing from the  periodic table from hydrogen to lawrencium.   [1]    [total: 10]    ",
+            "5": "4  \u00a9 ucles 2008 0620/31/m/j/08  for  examiner's  use 3 copper is purified by electrolysis.     (a) complete the following.  the positive electrode (anode) is made from   the negative electrode (cathode) is made from   the electrolyte is aqueous  [3]       (b) write an ionic equation for the reaction at the positive electrode (anode).   [2]     (c) (i)  give two reasons why copper is used,  in electric wiring,     [2]    in cooking utensils.     [2]      (ii) give another use of copper.   [1]    [total: 10]     ",
+            "6": "5  \u00a9 ucles 2008 0620/31/m/j/08 [turn over  for  examiner's  use 4 sulphuric acid is a typical strong acid.     (a) change the equations given into a different format.    (i) mg   +  h 2so 4    mgso 4  +  h 2   change into a word equation.   [1]    (ii) lithium oxide +  sulphuric acid     lithium sulphate + water   change into a symbol equation.   [2]    (iii) cuo  +  2h +    cu2+  +  h 2o   change the ionic equation into a symbol equation.   [2]     (iv) na 2co 3  +  h 2so 4    na 2so 4  +  co 2  +  h 2o   change into a word equation.   [1]      (b) when sulphuric acid dissolves in water, the following reaction occurs.   h 2so 4  +  h 2o    hso 4-  +  h 3o+   explain why water is behaving as a base in this reaction.   [2]       (c) sulphuric acid is a strong acid, ethanoic acid is a weak acid.   explain the difference between a strong acid and a weak acid.     [2]     [total: 10]    ",
+            "7": "6  \u00a9 ucles 2008 0620/31/m/j/08  for  examiner's  use 5 carbonyl chloride, coc l2, is a colourless gas. it is made by the following reaction.     cool    co(g)  +  c l2(g)     cocl 2(g)   heat     (a) when the pressure on the equilibrium mixture is decreased, the position of equilibrium  moves to left.    (i) how does the concentration of each of the three chemicals change?     [2]     (ii) explain why the position of equilibrium moves to left.     [2]     (b) using the information given with the equation, is the forward reaction exothermic or endothermic? give a reason for your choice.     [2]     (c) carbonyl chloride reacts with water to form two acidic compounds.   suggest which acidic compounds are formed.  1.   2.  [2]     (d) the structural formula of carbonyl chloride is given below.    oc clcl      draw a diagram that shows the arrangement of the valency electrons in one molecule  of this covalent compound.   use x for an electron from a chlorine atom.   use o for an electron from a carbon atom.   use \u25cf for an electron from an oxygen atom.         [4]   [total: 12] ",
+            "8": "7  \u00a9 ucles 2008 0620/31/m/j/08 [turn over  for  examiner's  use 6 three of the factors that can influence the rate of a chemical reaction are:    \u007f physical state of the reactants  \u007f light  \u007f the presence of a catalyst     (a) the first recorded dust explosion was in a flour mill in italy in 1785. flour contains  carbohydrates. explosions are very fast exothermic reactions.     (i) use the collision theory to explain why the reaction between the particles of flour and the oxygen in the air is very fast.     [2]     (ii) write a word equation for this exothermic reaction.   [1]     the decomposition of silver( i) bromide is the basis of film photography. the equation for  this decomposition is:     2agbr    2ag  +  br 2   white  black    this reaction is photochemical.  a piece of white paper was coated with silver( i) bromide and the following experiment was  carried out.  paper coated with silver(i) bromidenot covered covered with thin paper covered with thick cardblack greywhiteinitiallysome time later with the card and paper removed exposure to light      (b) explain the results.         [3]   ",
+            "9": "8  \u00a9 ucles 2008 0620/31/m/j/08  for  examiner's  use  (c) the fermentation of glucose is catalysed by enzymes from yeast. yeast is added to  aqueous glucose, the solution starts to bubble and becomes cloudy as more yeast cells are formed.    c 6h12o6(aq)    2c 2h5oh(aq)  +  2co 2(g)    the reaction is exothermic.   eventually the fermentation stops when the concentration of ethanol is about 12%.      (i) what is an enzyme?   [1]   (ii) pasteur said that fermentation was respiration in the absence of air. suggest a definition of respiration .     [2]     (iii) on a large scale, the reaction mixture is cooled. suggest a reason why this is  necessary.   [1]    (iv) why does the fermentation stop? suggest two reasons.     [2]       (v) when the fermentation stops, there is a mi xture of dilute aqueous ethanol and  yeast. suggest a technique which could be used to remove the cloudiness due to the yeast.   [1]      name a technique which will separate the ethanol from the ethanol  / water mixture.   [1]    [total: 14]   ",
+            "10": "9  \u00a9 ucles 2008 0620/31/m/j/08 [turn over  for  examiner's  use 7 crystals of sodium sulphate-10-water, na 2so 4.10h 2o, are prepared by titration.    conical flaskburette filled with sulphuric acid 25.0  cm3 of sodium hydroxide(aq) concentration 2.24  mol  / dm3     (a) 25.0  cm3 of aqueous sodium hydroxide is pipetted into a conical flask.   a few drops of an indicator are added. using a burette, dilute sulphuric acid is slowly  added until the indicator just changes colour. the volume of acid needed to neutralise  the alkali is noted.     suggest how you would continue the experiment to obtain pure, dry crystals of sodium  sulphate-10-water.         [4]     (b) using 25.0  cm3 of aqueous sodium hydroxide, 2.24  mol  / dm3, 3.86  g of crystals were  obtained. calculate the percentage yield.    2naoh  +  h 2so 4    na 2so 4  +  2h 2o    na 2so 4  +  10h 2o    na 2so 4.10h 2o    number of moles of naoh used =  maximum number of moles of  na 2so 4.10h 2o that could be formed =   mass of one mole of na 2so 4.10h 2o = 322  g   maximum yield of sodium sulphate-10-water =  g  percentage yield =  % [4]     [total: 8]   ",
+            "11": "10  \u00a9 ucles 2008 0620/31/m/j/08  for  examiner's  use 8 large areas of the amazon rain forest are cl eared each year to grow soya beans. the trees  are cut down and burnt.     (a) why do these activities increase the percentage of carbon dioxide in the atmosphere?     [2]      (b) soya beans contain all three main food groups. two of which are protein and  carbohydrate.     (i) what is the third group?   [1]    (ii) draw the structural formula of a complex carbohydrate such as starch.                  [3]     (iii) compare the structure of a protein with that of a synthetic polyamide. the structure of a typical protein is given below.    n c o hhnc ohnc oo hn c      how are they similar?        how are they different?     [3]     [total: 9]       ",
+            "12": "11    permission to reproduce items where third-par ty owned material protected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the publis her (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 t he 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.    \u00a9 ucles 2008 0620/31/m/j/08 blank page",
+            "13": "12  \u00a9 ucles 2008 0620/31/m/j/08 group 140 ce cerium 58141 pr praseodymium 59144 nd neodymium 60pm promethium 61150 sm samarium 62152 eu europium 63157 gd gadolinium 64159 tb terbium 65162 dy dysprosium 66165 ho holmium 67167 er erbium 68169 tm thulium 69173 yb ytterbium 70175 lu lutetium 71 232 th thorium 90pa protactinium 91238 u uranium 92np neptunium 93pu plutonium 94am americium 95cm curium 96bk berkelium 97cf californium 98es einsteinium 99fm fermium 100md mendelevium 101no nobelium 102lr lawrencium 1031 h hydrogen 1 7 li lithium 3 23 na sodium 1124 mg magnesium 12 40 ca calcium 2045 sc scandium 2148 ti titanium 2251 v vanadium 2352 cr chromium 2455 mn manganese 2556 fe iron 2659 co cobalt 2759 ni nickel 2864 cu copper 2965 zn zinc 3070 ga gallium 3127 al aluminium 1311 b boron 512 c carbon 614 n nitrogen 716 o oxygen 819 f fluorine 9 28 si silicon 1431 p phosphorus 1532 s sulphur 1635.5 cl chlorine 1740 ar argon 1820 ne neon 104 he helium 2 73 ge germanium 3275 as arsenic 3379 se selenium 3480 br bromine 3584 kr krypton 3639 k potassium 19 88 sr strontium 3889 y yttrium 3991 zr zirconium 4093 nb niobium 4196 mo molybdenum 42tc technetium 43101 ru ruthenium 44103 rh rhodium 45106 pd palladium 46108 ag silver 47112 cd cadmium 48115 in indium 49119 sn tin 50122 sb antimony 51128 te tellurium 52127 i iodine 53131 xe xenon 54 137 ba barium 56139 la lanthanum 57        *178 hf hafnium 72181 ta tantalum 73184 w tungsten 74186 re rhenium 75190 os osmium 76192 ir iridium 77195 pt platinum 78197 au gold 79201 hg mercury 80204 tl thallium 81207 pb lead 82209 bi bismuth 83po polonium 84at astatine 85rn radon 86 fr francium 87227 ac actinium 899 be beryllium 4ii i iii iv v vi vii 0 85 rb rubidium 37 133 cs caesium 55 226 ra radium 88 the volume of one mole of any gas is 24 dm3at room temperature and pressure (r.t.p.).a x ba = relative atomic mass x = atomic symbol b = proton (atomic) numberkey*58-71 lanthanoid series 90-103 actinoid seriesdata sheet the periodic table of the elements  ",
+            "14": "    this document consists of 11 printed pages and 1 blank page.  ib08 06_0620_32_tz/rp  \u00a9 ucles 2008  [turn over      *8672182532* for examiner's use  1   2   3   4   5   6   7   8   total   university of cambridge international examinations  international general certificate of secondary education       chemistry 0620/32     paper 3 (extended)  may/june 2008     1 hour 15 minutes    candidates answer on the question paper.    no additional materials are required.      read these instructions first    write your centre number, candidate number and name on all the work you hand in.  write in dark blue or black pen. you may use a pencil for any diagrams, graphs or rough working. do not use staples, paper clips, highlighters, glue or correction fluid. do not  write in any barcodes   answer all questions. a copy of the periodic table is printed on page 12.  at the end of the examination, fasten all your work securely together.  the number of marks is given in brackets [  ] at the end of each question or part  questions.   ",
+            "15": "2  \u00a9 ucles 2008 0620/32/m/j/08  for  examiner's  use 1 for each of the following select an element from period 4, potassium to krypton, that  matches the description.    (a) it is a brown liquid at room temperature.     (b)   it forms a covalent compound with hydrogen having the formula h 2x.      (c) a metal that reacts violently with cold water.      (d) it has a complete outer energy level.      (e) it has oxidation states of 2 and 3 only.      (f) it can form an ion of the type x  +.     (g) this metal is the catalyst in the haber process.       [total: 7]   ",
+            "16": "3  \u00a9 ucles 2008 0620/32/m/j/08 [turn over  for  examiner's  use 2 (a)  complete the table which gives the names, symbols, relative masses and relative  charges of the three subatomic particles.     name symbol relative mass relative charge  electron e-    proton  1   neutron n     [3]     (b) use the information in the table to explain the following.     (i) atoms contain charged particles but they are electrically neutral - they have no overall charge.     [2]    (ii) atoms can form negative ions.     [2]     (iii) different  atoms of the element chlorine are 35 17cl and  3717cl.  how are they different?   how are they the same?  [2]     (iv) scientists are certain that there are no undiscovered elements missing from the  periodic table from hydrogen to lawrencium.   [1]   [total: 10]     ",
+            "17": "4  \u00a9 ucles 2008 0620/32/m/j/08  for  examiner's  use 3 copper is purified by electrolysis.     (a) complete the following.  the positive electrode (anode) is made from   the negative electrode (cathode) is made from   the electrolyte is aqueous  [3]       (b) write an ionic equation for the reaction at the positive electrode (anode).   [2]     (c) (i)  give two reasons why copper is used,  in electric wiring,     [2]    in cooking utensils.     [2]      (ii) give another use of copper.   [1]    [total: 10]     ",
+            "18": "5  \u00a9 ucles 2008 0620/32/m/j/08 [turn over  for  examiner's  use 4 sulphuric acid is a typical strong acid.     (a) change the equation given into a different format.     (i) mg   +  h 2so 4    mgso 4  +  h 2   change into a word equation.   [1]    (ii) lithium oxide +  sulphuric acid     lithium sulphate + water   change into a symbol equation.   [2]     (iii) cuco 3  +  2h+    cu2+  +  h 2o  +  co 2   change the ionic equation into a symbol equation.   [2]     (iv) na 2co 3  +  h 2so 4    na 2so 4  +  co 2  +  h 2o   change into a word equation.   [1]      (b) when sulphuric acid dissolves in water, the following reaction occurs.   h 2so 4  +  h 2o    hso 4-  +  h 3o+   explain why water is behaving as a base.   [2]      (c) sulphuric acid is a strong acid, ethanoic acid is a weak acid. one way of distinguishing  between them is to measure their ph. the weaker acid will have the higher ph. describe another way by which they could be distinguished.     [2]     [total: 10]   ",
+            "19": "6  \u00a9 ucles 2008 0620/32/m/j/08  for  examiner's  use 5 carbonyl chloride, coc l2, is a colourless gas. it is made by the following reaction.     cool    co(g)  +  c l2(g)     cocl 2(g)   heat    (a) when the pressure on the equilibrium mixture is increased, the position of equilibrium moves to right.     (i) how does the concentration of each of the three chemicals change?     [2]     (ii) explain why the position of equilibrium moves to right.     [2]     (b) using the information given with the equation, is the forward reaction exothermic or  endothermic? give a reason for your choice.     [2]     (c) carbonyl chloride reacts with water to form two acidic compounds.   name them.   [2]     (d) the structural formula of carbonyl chloride is given below.    oc clcl      draw a diagram that shows the arrangement of the valency electrons in one molecule  of this covalent compound.   use x for an electron from a chlorine atom.  use o for an electron from a carbon atom.  use \u25cf for an electron from an oxygen atom.         [4]   [total: 12]   ",
+            "20": "7  \u00a9 ucles 2008 0620/32/m/j/08 [turn over  for  examiner's  use 6 three of the factors that can influence the rate of a chemical reaction are:    \u007f physical state of the reactants  \u007f light  \u007f the presence of a catalyst     (a) the first recorded dust explosion was in a flour mill in italy in 1785. flour contains  carbohydrates. explosions are very fast exothermic reactions.     (i) use the collision theory to explain why the reaction between the particles of flour and the oxygen in the air is very fast.     [2]     (ii) write a word equation for this exothermic reaction.   [1]     the decomposition of silver( i) bromide is the basis of film photography. the equation for  this decomposition is:     2agbr    2ag  +  br 2   white  black    (b) this reaction is photochemical.   a piece of white paper was coated with silver( i) bromide and the following experiment  was carried out.  paper coated with silver(i) bromidenot covered covered with thin paper covered with thick cardblack greywhiteinitiallysome time later with the card and paper removed exposure to light      explain the results.       [3]     ",
+            "21": "8  \u00a9 ucles 2008 0620/32/m/j/08  for  examiner's  use  (c) the fermentation of glucose is catalysed by enzymes from yeast. yeast is added to  aqueous glucose, the solution starts to bubble and becomes cloudy as more yeast cells are formed.    c 6h12o6(aq)    2c 2h5oh(aq)  +  2co 2(g)    the reaction is exothermic.   eventually the fermentation stops when the concentration of ethanol is about 12%.      (i) what is an enzyme?   [1]   (ii) pasteur said that fermentation was respiration in the absence of air. define respiration .     [2]     (iii) on a large scale, the reaction mixture is cooled. suggest a reason why this is  necessary.   [1]    (iv) why does the fermentation stop? suggest two reasons.     [2]       (v) when the fermentation stops, there is a mi xture of dilute aqueous ethanol and  yeast. suggest a technique which could be used to remove the cloudiness due to the yeast.   [1]      name another technique which will separate the ethanol from the ethanol  / water  mixture.   [1]    [total: 14]     ",
+            "22": "9  \u00a9 ucles 2008 0620/32/m/j/08 [turn over  for  examiner's  use 7 crystals of sodium sulphate-10-water, na 2so 4.10h 2o, are prepared by titration.    conical flaskburette filled with sulphuric acid 25.0  cm3 of sodium hydroxide(aq) concentration 2.64  mol  / dm3     (a) 25.0  cm3 of aqueous sodium hydroxide is pipetted into a conical flask.   a few drops of an indicator are added. using a burette, dilute sulphuric acid is slowly  added until the indicator just changes colour. the volume of acid needed to neutralise  the alkali is noted.     suggest how you would continue the experiment to obtain pure, dry crystals of sodium  sulphate-10-water.         [4]     (b) using 25.0  cm3 of aqueous sodium hydroxide, 2.64  mol  / dm3, 3.95  g of crystals were  obtained. calculate the percentage yield.    2naoh  +  h 2so 4    na 2so 4  +  2h 2o    na 2so 4  +  10h 2o    na 2so 4.10h 2o    number of moles of naoh used =  maximum number of moles of  na 2so 4.10h 2o that could be formed =   mass of one mole of na 2so 4.10h 2o = 322  g   maximum yield of sodium sulphate-10-water =  g  percentage yield =  % [4]     [total: 8]   ",
+            "23": "10  \u00a9 ucles 2008 0620/32/m/j/08  for  examiner's  use 8 large areas of the amazon rain forest are cleared each year to grow soya beans. the trees  are cut down and burnt.    (a) why do these activities increase the percentage of carbon dioxide in the atmosphere?     [2]      (b) soya beans contain all three main food groups.  two of which are protein and  carbohydrate.    (i) what is the third group?   [1]    (ii) draw the structural formula of a complex carbohydrate such as starch.                 [3]    (iii) compare the structure of a protein with that of a synthetic polyamide. the structure of a typical protein is given below.    n c o hhnc ohnc oo hn c      how are they similar?        how are they different?     [3]     [total: 9]     ",
+            "24": "11    permission to reproduce items where third-par ty owned material protected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holder s, 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 t he 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.    \u00a9 ucles 2008 0620/32/m/j/08  blank page",
+            "25": "12  \u00a9 ucles 2008 0620/32/m/j/08   group 140 ce cerium 58141 pr praseodymium 59144 nd neodymium 60pm promethium 61150 sm samarium 62152 eu europium 63157 gd gadolinium 64159 tb terbium 65162 dy dysprosium 66165 ho holmium 67167 er erbium 68169 tm thulium 69173 yb ytterbium 70175 lu lutetium 71 232 th thorium 90pa protactinium 91238 u uranium 92np neptunium 93pu plutonium 94am americium 95cm curium 96bk berkelium 97cf californium 98es einsteinium 99fm fermium 100md mendelevium 101no nobelium 102lr lawrencium 1031 h hydrogen 1 7 li lithium 3 23 na sodium 1124 mg magnesium 12 40 ca calcium 2045 sc scandium 2148 ti titanium 2251 v vanadium 2352 cr chromium 2455 mn manganese 2556 fe iron 2659 co cobalt 2759 ni nickel 2864 cu copper 2965 zn zinc 3070 ga gallium 3127 al aluminium 1311 b boron 512 c carbon 614 n nitrogen 716 o oxygen 819 f fluorine 9 28 si silicon 1431 p phosphorus 1532 s sulphur 1635.5 cl chlorine 1740 ar argon 1820 ne neon 104 he helium 2 73 ge germanium 3275 as arsenic 3379 se selenium 3480 br bromine 3584 kr krypton 3639 k potassium 19 88 sr strontium 3889 y yttrium 3991 zr zirconium 4093 nb niobium 4196 mo molybdenum 42tc technetium 43101 ru ruthenium 44103 rh rhodium 45106 pd palladium 46108 ag silver 47112 cd cadmium 48115 in indium 49119 sn tin 50122 sb antimony 51128 te tellurium 52127 i iodine 53131 xe xenon 54 137 ba barium 56139 la lanthanum 57        *178 hf hafnium 72181 ta tantalum 73184 w tungsten 74186 re rhenium 75190 os osmium 76192 ir iridium 77195 pt platinum 78197 au gold 79201 hg mercury 80204 tl thallium 81207 pb lead 82209 bi bismuth 83po polonium 84at astatine 85rn radon 86 fr francium 87227 ac actinium 899 be beryllium 4ii i iii iv v vi vii 0 85 rb rubidium 37 133 cs caesium 55 226 ra radium 88 the volume of one mole of any gas is 24 dm3at room temperature and pressure (r.t.p.).a x ba = relative atomic mass x = atomic symbol b = proton (atomic) numberkey*58-71 lanthanoid series 90-103 actinoid seriesdata sheet the periodic table of the elements    "
+        },
+        "0620_s08_qp_5.pdf": {
+            "1": "    this document consists of 6 printed pages and 2 blank pages.  ib08 06_0620_05/3rp  \u00a9 ucles 2008  [turn over      *6928316447* for examiner's use  1   2   total   university of cambridge international examinations  international general certificate of secondary education       chemistry 0620/05     paper 5 practical test  may/june 2008     1 hour 15 minutes    candidates answer on the question paper .    additional materials: as listed in confidential instructions       read these instructions first    write your, centre number, candidate number and name on all the work you hand in.  write in dark blue or black pen. you may use a pencil for any diagrams, graphs or rough working. do not use staples, paper clips, highlighters, glue or correction fluid. do not  write in any barcodes.   answer all questions.  practical notes are provided on page 8.   at the end of the examination, fasten all you work securely together.  the number of marks is given in brackets [  ] at the end of each question or part question.   ",
+            "2": "2  \u00a9 ucles 2008 0620/05/m/j/08  for  examiner's  use 1 you are going to investigate the reaction between potassium manganate( vii) and a metallic  salt solution.     read all the instructions below carefully before starting the two experiments .     experiment 1     (a) pour a little of the metal salt solution a into a test-tube. add about 1  cm3 of aqueous  sodium hydroxide and note your observation.  observation  [1]     (b) fill the burette provided up to the 0.0  cm3 mark with the potassium manganate( vii)  solution. using a measuring cylinder, pour 25  cm3 of solution a of the salt solution into     the conical flask provided. shake the flask to mix the contents.     from the burette add 1  cm3 of the potassium manganate( vii) solution to the flask, and  shake to mix thoroughly. continue to add potassium manganate( vii) solution to the  flask until there is a pale pink colour in the contents of the flask. record the burette readings in the table.    experiment 2    (c) pour away the contents of the flask and rinse with distilled water. fill the burette up to  the 0.0  cm3 mark with the potassium manganate( vii) solution. repeat experiment 1(b)  exactly using solution b instead of solution a. record your burette readings in the table  and complete the table.     (d) pour a little of the solution in the flask into a test-tube. add about 1  cm3 of aqueous  sodium hydroxide and note your observation.  observation  [1]     table of results   burette readings  / cm3     experiment 1 experiment 2  final reading    initial reading    difference       [6]",
+            "3": "3  \u00a9 ucles 2008 0620/05/m/j/08 [turn over  for  examiner's  use  (e) describe the appearance of the solution in the conical flask before adding the  potassium manganate( vii) solution.   [1]      (f) what happens to the colour of the solution in the flask as the     potassium manganate( vii) solution is added?   [1]     (g) (i)  in which experiment was the greatest volume of potassium manganate( vii)  solution used?   [1]   (ii) compare the volumes of potassium manganate( vii) solution used in  experiments 1 and 2.     [1]    (iii) suggest an explanation for the difference in the volumes.     [2]     (h) predict the volume of potassium manganate solution which would be needed to react completely with 50  cm3 of solution b.     [2]    (i) explain one change that could be made to the experimental method to obtain more accurate results.  change   explanation  [2]      (j) what conclusion can you draw about the salt solution from    (i)experiment 1(a),  [1]  (ii) experiment 2(d)?  [1]  [total: 20] ",
+            "4": "4  \u00a9 ucles 2008 0620/05/m/j/08  for  examiner's  use 2 you are provided with two solids, solid t and solid v.   carry out the following tests on t and  v, recording all of your observations in the table.   conclusions must not be written in the table.    tests observations      [1] tests on solid t    (a) describe the appearance of  solid t.      [2]      (b) place a little of solid t in a   test-tube. heat the solid gently,  then more strongly. test the gas given off with a lighted  splint.                   colour    ph  [2]         [2]      [1]   [1]      (c) dissolve one spatula measure of solid t in about 3  cm3 of  distilled water and shake to dissolve.   leave to stand for 1 minute.  decant the liquid into another test-tube.    divide the solution into 3 equal  portions in test-tubes.     (i) test the ph of the solution using universal indicator solution.      (ii) to the second portion add aqueous sodium hydroxide  in drops, then add excess  sodium hydroxide solution.     (iii) to the third portion of  solution add about 1  cm3 of  iron( iii) chloride solution.  note the colour.     heat the solution.  ",
+            "5": "5  \u00a9 ucles 2008 0620/05/m/j/08 for  examiner's  use tests observations   [1] tests on solid v      (d) describe the appearance of  solid v.       [1]   (e) place a little of solid v in a   test-tube. heat the solid gently, then more strongly.         [1]       colour    ph   [2]               [2]          [1]   (f) dissolve one spatula measure of solid v in about 3  cm3 of  distilled water in a test-tube and shake to dissolve. divide  the solution into 3 equal  portions in test-tubes. note the smell of the solution.        (i) repeat (c)(i) using the first portion of the solution.          (ii) repeat (c)(ii) using the  second portion of the solution.         (iii) repeat (c)(iii) using the  third portion of the solution. do not heat the solution.     (g) what conclusion can you draw about solid t?   [1]    (h) what conclusions can you draw about solid v?     [2]     [total: 20]   ",
+            "6": "6   0620/05/m/j/08  blank page",
+            "7": "7    permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the publis her (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 t he 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.    \u00a9 ucles 2008 0620/05/m/j/08 blank page",
+            "8": "8  \u00a9 ucles 2008 0620/05/m/j/08  notes for use in qualitative analysis     test for anions     anion test test result  carbonate (co 32\u2013) add dilute acid effervescence, carbon dioxide  produced  chloride (c l \u2013)  [in solution] acidify with dilute nitric acid, then  add aqueous silver nitrate white ppt.  iodide ( i\u2013)  [in solution] acidify with dilute nitric acid, then aqueous lead( ii) nitrate yellow ppt.  nitrate (no 3\u2013)  [in solution] add aqueous sodium hydroxide then aluminium foil; warm carefully ammonia produced  sulphate (so 42\u2013)  [in solution] acidify with dilute nitric acid, then aqueous barium nitrate white ppt.    test for aqueous cations     cation effect of aqueous sodium hydroxide effect of aqueous ammonia  aluminium (a l 3+) white ppt., soluble in excess giving  a colourless solution white ppt., insoluble in excess  ammonium (nh 4+) ammonia produced on warming -  calcium (ca2+) white., insoluble in excess no ppt., or very slight white ppt.  copper(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  iron( iii) (fe3+) red-brown ppt., insoluble in excess red-brown ppt., insoluble in excess  zinc (zn2+) white ppt., soluble in excess giving  a colourless solution white ppt., soluble in excess giving  a colourless solution    test for gases     gas test and test results  ammonia (nh 3) turns damp red litmus paper blue  carbon dioxide (co 2) turns limewater milky  chlorine (c l2) bleaches damp litmus paper  hydrogen (h 2) \u201cpops\u201d with a lighted splint  oxygen (o 2) relights a glowing splint   "
+        },
+        "0620_s08_qp_6.pdf": {
+            "1": "    this document consists of 12 printed pages.  ib08 06_0620_06/5rp  \u00a9 ucles 2008  [turn over      *1427920488* for examiner's use  1   2   3   4   5   6   7   total   university of cambridge international examinations  international general certificate of secondary education       chemistry 0620/06     paper 6 alternative to practical  may/june 2008     1 hour    candidates answer on the question paper.    no additional materials are required.      read these instructions first    write your, centre number, candidate number and name on all the work you hand in.  write in dark blue or black pen. you may use a pencil for any diagrams, graphs or rough working. do not use staples, paper clips, highlighters, glue or correction fluid. do not  write in any barcodes   answer all questions.  at the end of the examination, fasten all your work securely together.  the number of marks is given in brackets [  ] at the end of each question or part  question.   ",
+            "2": "2  \u00a9 ucles 2008 0620/06/m/j/08  for  examiner's  use 1 a solution of copper sulphate was made by reacting excess copper oxide with dilute  sulphuric acid. the diagram shows the method used.     warm50  cm3 of dilute sulphuric acid was measured intoa beakercopper oxide wasadded until all thesulphuric acid hadreacted the mixturewas filtered dilute sulphuric acid      (a) complete the empty boxes to name the pieces of apparatus. [3]      (b) what does the term excess mean?   [1]     (c) draw a labelled diagram to show how the mixture was filtered.                                [2]    [total: 6]   ",
+            "3": "3  \u00a9 ucles 2008 0620/06/m/j/08 [turn over  for  examiner's  use 2 the diagram shows an experiment to pass electricity through lead bromide.   electricity has no effect on solid lead bromide.     lead bromide toxicd.c. power supply bulb heat     (a) (i)  clearly label the electrodes on the diagram. [1]    (ii) suggest a suitable material to make the electrodes.   [1]    (b) give two observations expected when the lead bromide is heated to melting point.  1.   2.  [2]      (c) state two different safety precautions when carrying out this experiment.  1.   2.  [2]    [total: 6]     ",
+            "4": "4  \u00a9 ucles 2008 0620/06/m/j/08  for  examiner's  use 3 sulphur dioxide gas is denser than air and soluble in water. a sample of sulphur dioxide can  be prepared by adding dilute hydrochloric acid to sodium sulphite and warming the mixture. study the diagram of the apparatus used.     water        (a) fill in the boxes to show the chemicals used. [2]      (b) show by using an arrow, on the diagram, where heat is applied. [1]      (c) identify and explain two mistakes in the diagram.  mistake 1     mistake 2    [2]    [total: 5]     ",
+            "5": "5  \u00a9 ucles 2008 0620/06/m/j/08 [turn over  for  examiner's  use 4 a student investigated the reaction between potassium manganate( vii) and a metallic salt  solution.     two experiments were carried out.   experiment 1      (a) about 1  cm3 of aqueous sodium hydroxide was added to a little of the salt solution a  and the observation noted.     observation  green precipitate formed        (b) a burette was filled with potassium manganate( vii) solution up to the 0.0  cm3 mark.    by using a measuring cylinder, 25  cm3 of solution a of the salt was placed into a conical  flask. the flask was shaken to mix the contents.   the potassium manganate( vii) solution was added to the flask, and shaken to mix  thoroughly. addition of potassium manganate( vii) solution was continued until there  was a pale pink colour in the contents of the flask.     use the burette diagram to record the volume in the table and complete the column.    25 26 27 final reading     experiment 2   (c) experiment 1(b) was repeated using a different solution b of the salt, instead of solution  a. use the burette diagrams to record the volumes in the table and complete the table.    15 16 17 initial reading28 29 30 final reading   ",
+            "6": "6  \u00a9 ucles 2008 0620/06/m/j/08  for  examiner's  use  (d) about 1  cm3 of aqueous sodium hydroxide was added to a little of the solution in the  flask and the observation noted.     observation  red-brown precipitate      table of results    burette readings  / cm3     experiment 1 experiment 2  final reading    initial reading    difference       [4]     (e) (i)  in which experiment was the greatest volume of potassium manganate( vii)  solution used?   [1]     (ii) compare the volumes of potassium manganate( vii) solution used in experiments   1 and 2.     [2]     (iii) suggest an explanation for the difference in the volumes.     [2]      (f) predict the volume of potassium manganate( vii) solution which would be needed to  react completely with 50  cm3 of solution b.     [2]     ",
+            "7": "7  \u00a9 ucles 2008 0620/06/m/j/08 [turn over  for  examiner's  use  (g) explain one change that could be made to the experimental method to obtain more  accurate results.  change   explanation  [2]       (h) what conclusion can you draw about the salt solution from    (i) experiment 1(a),   [1]   (ii) experiment 2(d)?   [1]   [total: 15]    ",
+            "8": "8  \u00a9 ucles 2008 0620/06/m/j/08  for  examiner's  use 5 two different solids, t and v, were analysed. t was a calcium salt.   the tests on the solids and some of the observations are in the following table.   complete the observations in the table.      tests observations     white solid  tests on solid t      (a) appearance of solid t.     colour orange   ph 5          [2]         [2]     (b) a little of solid t was dissolved  in distilled water. the solution  was divided into three test- tubes.      (i) the ph of the first portion of  the solution was tested.      (ii) to the second portion of  solution was added excess aqueous sodium hydroxide.        (iii) to the third portion of solution was added excess ammonia solution.  ",
+            "9": "9  \u00a9 ucles 2008 0620/06/m/j/08 [turn over  for  examiner's  use tests observations  green crystals  tests on solid v      (c) appearance of solid v.  smells of vinegar  colour orange  ph 6    pale blue precipitate    pale blue precipitate soluble in  excess to form a dark blue  solution.  (d) a little of solid v was dissolved  in distilled water. the solution was divided into three test-tubes. the smell of the solution was noted.     (i) test (b)(i)  was repeated  using the first portion of  solution.         (ii) test (b)(ii)  was repeated  using the second portion of  the solution.        (iii) test (b)(iii)  was repeated  using the third portion of solution.          (e) what do tests (b)(i)  and (d)(i)  tell you about solutions t and v?   [2]    (f) what additional conclusions can you draw about solid v?     [2]    [total: 8]     ",
+            "10": "10  \u00a9 ucles 2008 0620/06/m/j/08  for  examiner's  use 6 the speed of reaction between excess magnesium and dilute hydrochloric acid was  investigated using the apparatus below.    01 02 03 0 5 06 0 40 dilute hydrochloric acid excess magnesiumgas syringe     the volume of hydrogen produced was measured every minute for six minutes.   (a) use the gas syringe diagrams to complete the table.    table of results   time  / minutes gas syringe diagram volume of hydrogen  / cm3 01 02 03 0 5 06 0 400 01 02 03 0 5 06 0 40 01 02 03 0 5 06 0 40 01 02 03 0 5 06 0 40 01 02 03 0 5 06 0 40 01 02 03 0 5 06 0 40 01 02 03 0 5 06 0 401 2345 6    [4]   ",
+            "11": "11  \u00a9 ucles 2008 0620/06/m/j/08 [turn over  for  examiner's  use  (b) plot the results on the grid below. draw a smooth line graph.    70 605040302010 0 0123456volume of hydrogen  / cm3 time  / minutes     [4]     (c) why is the volume of gas given off the same at 5 minutes and 6 minutes?     [1]      (d) which point appears to be inaccurate? explain why.    [2]    (e) sketch on the grid the graph you would expect if the experiment were repeated using  the same volume of acid which was half as concentrated. [2]    [total: 13] ",
+            "12": "12    permission to reproduce items where third-par ty owned material protected by copyright is  included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holder s, 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.    \u00a9 ucles 2008 0620/06/m/j/08  for  examiner's  use 7 this label is from a container of \u2018bite relief\u2019 solution.        bite relief     for fast relief from insect bites and stings      active ingredient: ammonia   also contains water and alcohol     directions for use: use cotton wool to dab the solution on the affected area  of the skin        (a) give a chemical test to show the presence of ammonia in bite relief solution.  test   result  [2]      (b) what practical method could be used to separate the mixture of alcohol (bp 78\u00b0c) and  water (bp 100\u00b0c)?   [2]     (c) give a chemical test to show the presence of water.  test   result  [2]      (d) what would be the effect of touching the alcohol with a lighted splint?   [1]    [total: 7]     "
+        },
+        "0620_w08_qp_03.pdf": {
+            "1": "location entry codes       as part of cie\u2019s continual commitment to main taining best practice in assessment, cie uses  different variants of some question papers for our most popular assessments with large and  widespread candidature. the question papers are closely related and the relationships between  them have been thoroughly established using our assessment expertise.  all versions of the  paper give assessment of equal standard.     the content assessed by the examination papers and the type of questions is unchanged.   this change means that for this component there are now two variant question papers, mark  schemes and principal examiner\u2019s reports where previously there was only one.  for any individual country, it is intended that only one variant is used.  this document contains both  variants which will give all centres access to even more past examination ma terial than is usually  the case.      the diagram shows the relationship between the question papers, mark schemes and principal examiners\u2019 reports that are available.     question paper   mark scheme  principal examiner\u2019s  report  introduction     introduction   introduction   first variant question paper    first variant mark scheme  first variant principal  examiner\u2019s report    second variant question  paper  second variant mark  scheme    second variant principal  examiner\u2019s report      who can i contact for further information on these changes?  please direct any questions about this to cie\u2019s customer services team at: international@cie.org.uk              the titles for the variant items should correspond with the table above, so that at the top of the  first page of the relevant part of the document and on the header, it has the words:    \u2022 first variant question paper / mark scheme / principal examiner\u2019s report     or     \u2022 second variant question paper / mark scheme / principal examiner\u2019s report      as appropriate.    ",
+            "2": "    this document consists of 12 printed pages.  ib08 11_0620_31/6rp  \u00a9 ucles 2008  [turn over      *2942397288* for examiner's use  1   2   3   4   5   6   7   total   university of cambridge international examinations  international general certificate of secondary education       chemistry 0620/31     paper 3 (extended)  october/november 2008     1 hour 15 minutes    candidates answer on the question paper.    no additional materials are required.      read these instructions first    write your centre number, candidate number and name on all the work you hand in.  write in dark blue or black pen. you may use a pencil for any diagrams, graphs or rough working. do not use staples, paper clips, highlighters, glue or correction fluid. do not  write in any barcodes   answer all questions. a copy of the periodic table is printed on page 12.  at the end of the examination, fasten all your work securely together.  the number of marks is given in brackets [  ] at the end of each question or part  questions.   ",
+            "3": "2  \u00a9 ucles 2008 0620/31/o/n/08  for  examiner's  use 1 complete the following table.      gas test for gas  ammonia    bleaches damp litmus paper  hydrogen    relights a glowing splint   turns limewater milky     [total: 5]     ",
+            "4": "3  \u00a9 ucles 2008 0620/31/o/n/08 [turn over  for  examiner's  use 2 there are three types of giant structure \u2013 ionic, metallic and macromolecular.     (a) sodium nitride is an ionic compound. draw a diagram that shows the formula of the compound, the charges on the ions and the arrangement of the valency electrons around the negative ion.    use x to represent an electron from a sodium atom.  use o to represent an electron from a nitrogen atom.                 [3]     (b) (i)  describe metallic bonding.     [3]    (ii) use the above ideas to explain why      metals are good conductors of electricity,   [1]      metals are malleable.   [2]      (c) silicon( iv) oxide has a macromolecular structure.    (i) describe  the structure of silicon( iv) oxide (a diagram is not acceptable).       [3]     (ii) diamond has a similar structure and consequently similar properties.    give two physical properties common to both diamond and silicon( iv) oxide.     [2]     [total: 14] ",
+            "5": "4  \u00a9 ucles 2008 0620/31/o/n/08  for  examiner's  use 3 steel is an alloy made from impure iron.     (a) both iron and steel rust. the formula for rust is fe 2o3.2h 2o.    it is hydrated iron( iii) oxide.    (i) name the two substances that must be present for rusting to occur.   [2]     (ii) painting and coating with grease are two methods of preventing iron or steel from  rusting. give two other methods.     [2]       (b) (i)  name a reagent that can reduce iron( iii) oxide to iron.   [1]    (ii) write a symbol equation for the reduction of iron( iii) oxide, fe 2o3, to iron.   [2]     (c) (i)  calculate the mass of one mole of  fe 2o3.2h 2o.   [1]    (ii) use your answer to (i) to calculate the percentage of iron in rust.     [2]     (d) iron from the blast furnace is impure. two of the impurities are carbon and silicon.  these are removed by blowing oxygen through the molten iron and adding calcium  oxide.    (i) explain how the addition of oxygen removes carbon.     [1]     (ii) explain how the addition of oxygen and calcium oxide removes silicon.     [2]     [total: 13]   ",
+            "6": "5  \u00a9 ucles 2008 0620/31/o/n/08 [turn over  for  examiner's  use 4 across the world, food safety agencies are investigating the presence of minute traces of  the toxic hydrocarbon, benzene, in soft drinks. it is formed by the reduction of sodium  benzoate by vitamin c.    ingredients orange juice, sodium benzoate, vitamin c      (a) sodium benzoate is a salt, it has the formula c 6h5coona. it can be made by the  neutralisation of benzoic acid by sodium hydroxide.    (i) deduce the formula of benzoic acid.   [1]    (ii) write a word equation for the reaction between benzoic acid and sodium hydroxide.   [1]    (iii) name two other compounds that would react with benzoic acid to form     sodium benzoate.   [2]    (b) benzene contains 92.3% of carbon and its relative molecular mass is 78.    (i) what is the percentage of hydrogen in benzene?   [1]    (ii) calculate the ratio of moles of c atoms: moles of h atoms in benzene.     [2]     (iii) calculate its empirical formula and then  its molecular formula.  the empirical formula of benzene is   the molecular formula of benzene is  [2]  ",
+            "7": "6  \u00a9 ucles 2008 0620/31/o/n/08  for  examiner's  use  (c) the structural formula of vitamin c is drawn below.    c cco ccc oh hhhh oho ho oh     (i) what is its molecular formula?   [1]   (ii) name the two functional groups which are circled.   [2]   [total: 12]    ",
+            "8": "7  \u00a9 ucles 2008 0620/31/o/n/08 [turn over  for  examiner's  use 5 the electrolysis of concentrated aqueous sodium chloride produces three commercially  important chemicals hydrogen, chlorine and sodium hydroxide.     (a) the ions present are na+(aq), h+(aq) ,c l \u2013(aq) and oh\u2013(aq).     (i) complete the ionic equation for the reaction at the negative electrode (cathode).   +    h2 [1]   (ii) complete the ionic equation for the reaction at the positive electrode (anode).   \u2212     cl2 [1]   (iii) explain why the solution changes from sodium chloride to sodium hydroxide.   [1]      (b) (i)  why does the water supply industry use chlorine?   [1]    (ii) name an important chemical that is made from hydrogen.   [1]    (iii) how is sodium hydroxide used to make soap?   [2]    [total: 7]    ",
+            "9": "8  \u00a9 ucles 2008 0620/31/o/n/08  for  examiner's  use 6 the reactivity series lists metals in order of reactivity.     (a) to find out which is the more reactive metal, zinc or tin, the following experiment could be carried out.    tin(ii) nitrate(aq)piece of zinc shiny surface piece of zinc,surface still shinyno reaction (nr) surface of zinc covered with a grey depositreaction (r)      this experiment could be carried out with other metals and the results recorded in a  table. then the order of reactivity can be deduced.    (i) the order was found to be:   manganese most reactive  zinc   tin   silver least reactive   complete the table of results from which this order was determined.    aqueous   solution tin  sn manganese   mn silver   ag zinc zn  tin(ii) nitrate  r nr r  manganese( ii) nitrate      silver( i) nitrate      zinc nitrate       [3]     (ii) write the ionic equation for the reaction between tin atoms and silver( i) ions.   [2]   ",
+            "10": "9  \u00a9 ucles 2008 0620/31/o/n/08 [turn over  for  examiner's  use  (iii) the following is a redox reaction.    mn  +  sn2+    mn2+  +  sn     indicate on the equation the change which is oxidation.   give a reason for your choice.   [2]    (iv) explain why experiments of this type cannot be used to find the position of aluminium in the reactivity series.     [2]      (b) potassium and calcium are very reactive metals at the top of the series. because their ions have different charges, k + and ca2+, their compounds behave differently when  heated.    (i) explain why the ions have different charges.     [2]   (ii) their hydroxides are heated.    if the compound decomposes, complete the word equation.    if it does not decompose, write \u201cno reaction\u201d.  potassium hydroxide     calcium hydroxide    [2]   (iii) complete the equations for the decomposition of their nitrates.  2kno 3    +   2ca(no 3)2    +  +  [4]   [total: 17]     ",
+            "11": "10  \u00a9 ucles 2008 0620/31/o/n/08  for  examiner's  use 7 the alkanes are generally unreactive. their reactions include combustion, substitution and  cracking.    (a) the complete combustion of an alkane gives carbon dioxide and water.     (i) 10  cm3 of butane is mixed with 100  cm3 of oxygen, which is an excess. the mixture  is ignited. what is the volume of unreacted oxygen left and what is the volume of  carbon dioxide formed?    c4h10(g)  +  (g) o 62 21    4co 2(g)  +  5h 2o(l)    volume of oxygen left =  cm3  volume of carbon dioxide formed =  cm3 [2]   (ii) why is the incomplete combustion of any alkane dangerous, particularly in an  enclosed space?     [2]      (b) the equation for a substitution reaction of butane is given below.    ch 3\u2212ch 2\u2212ch 2\u2212ch 3  +  c l2    ch 3\u2212ch 2\u2212ch 2\u2212ch 2 \u2212cl  +  hc l    (i) name the organic product.   [1]   (ii) this reaction does not need increased temperature or pressure.   what is the essential reaction condition?   [1]   (iii) write a different equation for a substituti on reaction between butane and chlorine.   [1]    ",
+            "12": "11  \u00a9 ucles 2008 0620/31/o/n/08 for  examiner's  use  (c) alkenes are more reactive and industrially more useful than alkanes.   they are made by cracking alkanes.    c7h16    ch 3\u2212ch=ch 2  +  ch 3\u2212ch 2\u2212ch=ch 2 + h 2   heptane propene but\u22121\u2212ene     (i) draw the structural formula of the polymer poly(propene).                 [2]    (ii) give the structural formula and name of the alcohol formed when but-1-ene reacts with steam.  name  [1]   structural formula          [1]     (iii) deduce the structural formula of the product formed when propene reacts with hydrogen chloride.              [1]     [total: 12]     ",
+            "13": "12    permission to reproduce items where third-party owned material protected by copyright  is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to t race 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.    \u00a9 ucles 2008 0620/31/o/n/08  group 140 ce cerium 58141 pr praseodymium 59144 nd neodymium 60pm promethium 61150 sm samarium 62152 eu europium 63157 gd gadolinium 64159 tb terbium 65162 dy dysprosium 66165 ho holmium 67167 er erbium 68169 tm thulium 69173 yb ytterbium 70175 lu lutetium 71 232 th thorium 90pa protactinium 91238 u uranium 92np neptunium 93pu plutonium 94am americium 95cm curium 96bk berkelium 97cf californium 98es einsteinium 99fm fermium 100md mendelevium 101no nobelium 102lr lawrencium 1031 h hydrogen 1 7 li lithium 3 23 na sodium 1124 mg magnesium 12 40 ca calcium 2045 sc scandium 2148 ti titanium 2251 v vanadium 2352 cr chromium 2455 mn manganese 2556 fe iron 2659 co cobalt 2759 ni nickel 2864 cu copper 2965 zn zinc 3070 ga gallium 3127 al aluminium 1311 b boron 512 c carbon 614 n nitrogen 716 o oxygen 819 f fluorine 9 28 si silicon 1431 p phosphorus 1532 s sulphur 1635.5 cl chlorine 1740 ar argon 1820 ne neon 104 he helium 2 73 ge germanium 3275 as arsenic 3379 se selenium 3480 br bromine 3584 kr krypton 3639 k potassium 19 88 sr strontium 3889 y yttrium 3991 zr zirconium 4093 nb niobium 4196 mo molybdenum 42tc technetium 43101 ru ruthenium 44103 rh rhodium 45106 pd palladium 46108 ag silver 47112 cd cadmium 48115 in indium 49119 sn tin 50122 sb antimony 51128 te tellurium 52127 i iodine 53131 xe xenon 54 137 ba barium 56139 la lanthanum 57        *178 hf hafnium 72181 ta tantalum 73184 w tungsten 74186 re rhenium 75190 os osmium 76192 ir iridium 77195 pt platinum 78197 au gold 79201 hg mercury 80204 tl thallium 81207 pb lead 82209 bi bismuth 83po polonium 84at astatine 85rn radon 86 fr francium 87227 ac actinium 899 be beryllium 4ii i iii iv v vi vii 0 85 rb rubidium 37 133 cs caesium 55 226 ra radium 88 the volume of one mole of any gas is 24 dm3at room temperature and pressure (r.t.p.).a x ba = relative atomic mass x = atomic symbol b = proton (atomic) numberkey*58-71 lanthanoid series 90-103 actinoid seriesdata sheet the periodic table of the elements  ",
+            "14": "    this document consists of 12 printed pages.  ib08 11_0620_03_tz/4rp  \u00a9 ucles 2008  [turn over      *7507316830* for examiner's use  1   2   3   4   5   6   7   total   university of cambridge international examinations  international general certificate of secondary education       chemistry 0620/32     paper 3 (extended)  october/november 2008     1 hour 15 minutes    candidates answer on the question paper.    no additional materials are required.      read these instructions first    write your centre number, candidate number and name on all the work you hand in.  write in dark blue or black pen. you may use a pencil for any diagrams, graphs or rough working. do not use staples, paper clips, highlighters, glue or correction fluid. do not  write in any barcodes   answer all questions. a copy of the periodic table is printed on page 12.  at the end of the examination, fasten all your work securely together.  the number of marks is given in brackets [  ] at the end of each question or part  questions.   ",
+            "15": "2  \u00a9 ucles 2008 0620/32/o/n/08  for  examiner's  use 1 complete the following table.      gas test for gas   turns damp red litmus paper blue   bleaches damp litmus paper  hydrogen   oxygen   carbon dioxide      [total: 5]     ",
+            "16": "3  \u00a9 ucles 2008 0620/32/o/n/08 [turn over  for  examiner's  use 2 there are three types of giant structure \u2013 ionic, metallic and macromolecular.     (a) sodium sulphide is an ionic compound. draw a diagram that shows the formula of the compound, the charges on the ions and the arrangement of the valency electrons around the negative ion.    use x to represent an electron from a sodium atom.  use o to represent an electron from a sulphur atom.               [3]    (b) (i)  describe metallic bonding.     [3]      (ii) use the above ideas to explain why     metals are good conductors of electricity,   [1]      metals are malleable.   [2]     (c) silicon( iv) oxide has a macromolecular structure.     (i) describe  the structure of silicon( iv) oxide (a diagram is not acceptable).       [3]     (ii) diamond has a similar structure and consequently similar properties.    give two physical properties common to both diamond and silicon( iv) oxide.     [2]     [total: 14] ",
+            "17": "4  \u00a9 ucles 2008 0620/32/o/n/08  for  examiner's  use 3 steel is an alloy made from impure iron.     (a) both iron and steel rust. the formula for rust is fe 2o3.2h 2o.    it is hydrated iron( iii) oxide.    (i) name the two substances that must be present for rusting to occur.   and  [2]    (ii) painting and coating with grease are two methods of preventing iron or steel from rusting. give two other methods.     [2]      (b) (i)  name a reagent that can reduce iron( iii) oxide to iron.   [1]   (ii) write a symbol equation for the reduction of iron( iii) oxide, fe 2o3, to iron.   [2]     (c) (i)  calculate the mass of one mole of  fe 2o3.2h 2o.   [1]   (ii) use your answer to (i) to calculate the percentage of water in rust.     [2]     (d) iron from the blast furnace is impure. two of the impurities are carbon and silicon.  these are removed by blowing oxygen through the molten iron and adding calcium  oxide.     (i) explain how the addition of oxygen removes carbon.     [1]    (ii) explain how the addition of oxygen and calcium oxide removes silicon.     [2]    [total: 13] ",
+            "18": "5  \u00a9 ucles 2008 0620/32/o/n/08 [turn over  for  examiner's  use 4 across the world, food safety agencies are investigating the presence of minute traces of  the toxic hydrocarbon, benzene, in soft drinks. it is formed by the reduction of sodium benzoate by vitamin c.    ingredients orange juice, sodium benzoate, vitamin c     (a) sodium benzoate is a salt, it has the formula c 6h5coona. it can be made by the  neutralisation of benzoic acid by sodium hydroxide.    (i) deduce the formula of benzoic acid.   [1]   (ii) write a word equation for the reaction between benzoic acid and sodium hydroxide.   [1]   (iii) name two other compounds that would react with benzoic acid to form     sodium benzoate.   [2]  ",
+            "19": "6  \u00a9 ucles 2008 0620/32/o/n/08  for  examiner's  use  (b) benzene contains 92.3% of carbon and its relative molecular mass is 78.     (i) what is the percentage of hydrogen in benzene?   [1]   (ii) calculate the ratio of moles of c atoms: moles of h atoms in benzene.     [2]    (iii) calculate its empirical formula and then  its molecular formula.  the empirical formula of benzene is   the molecular formula of benzene is  [2]    (c) the structural formula of vitamin c is drawn below.    c cco ccc oh hhhh oho ho oh     (i) what is its molecular formula?   [1]   (ii) name the two functional groups which are circled.   [2]   [total: 12]   ",
+            "20": "7  \u00a9 ucles 2008 0620/32/o/n/08 [turn over  for  examiner's  use 5 the electrolysis of concentrated aqueous sodium chloride produces three commercially  important chemicals; hydrogen, chlorine and sodium hydroxide.     (a) the ions present are na+(aq), h+(aq) ,c l \u2013(aq) and oh\u2013(aq).     (i) complete the ionic equation for the reaction at the negative electrode (cathode).   +    h2 [1]   (ii) complete the ionic equation for the reaction at the positive electrode (anode).  2c l  \u2013 \u2212   [1]   (iii) explain why the solution changes from sodium chloride to sodium hydroxide.   [1]     (b) (i)  why does the water supply industry use chlorine?   [1]    (ii) name an important chemical that is made from hydrogen.   [1]    (iii) sodium hydroxide reacts with fats to make soap and glycerine    what type of compound are fats?   [1]    what type of the reaction is this?   [1]   [total : 7]   ",
+            "21": "8  \u00a9 ucles 2008 0620/32/o/n/08  for  examiner's  use 6 the reactivity series lists metals in order of reactivity.     (a) to find out which is the more reactive metal, zinc or tin, the following experiment could be carried out.    tin(ii) nitrate(aq)piece of zinc shiny surface piece of zinc,surface still shinyno reaction (nr) surface of zinc covered with a grey depositreaction (r)      this experiment could be carried out with other metals and the results recorded in a  table.  then the order of reactivity can be deduced.    (i) the order was found to be:   manganese most reactive  zinc   tin   silver least reactive   complete the table of results from which this order was determined.    aqueous   solution tin  sn manganese   mn silver   ag zinc zn  tin( ii) nitrate  r nr r  manganese( ii) nitrate      silver( i) nitrate      zinc nitrate       [3]     (ii) write the equation for the reaction between zinc and silver( i) nitrate.   [2] ",
+            "22": "9  \u00a9 ucles 2008 0620/32/o/n/08 [turn over  for  examiner's  use  (iii) the following is a redox reaction.    mn  +  sn2+    mn2+  +  sn     indicate on the equation which reagent is the oxidant or oxidizing agent.   give a reason for your choice.   [2]    (iv) explain why experiments of this type cannot be used to find the position of aluminium in the reactivity series.     [2]     (b) potassium and calcium are very reactive metals at the top of the series.  because their ions have different charges, k + and ca2+, their compounds behave differently when  heated.    (i) explain why the ions have different charges.     [2]    (ii) their hydroxides are heated.    if the compound decomposes, complete the word equation.    if it does not decompose, write \u201cno reaction\u201d.  potassium hydroxide     calcium hydroxide    [2]   (iii) complete the equations for the decomposition of their nitrates.  2kno 3    +    2ca(no 3)2    +  +  [4]   [total: 17]   ",
+            "23": "10  \u00a9 ucles 2008 0620/32/o/n/08  for  examiner's  use 7 the alkanes are generally unreactive. their reactions include combustion, substitution and  cracking.    (a) the complete combustion of an alkane gives carbon dioxide and water.     (i) 20  cm3 of butane is mixed with 150  cm3 of oxygen, which is an excess.  the mixture  is ignited. what is the volume of unreacted oxygen left and what is the volume of  carbon dioxide formed?    c4h10(g)  +  61 2o2 (g)    4co 2(g)  +  5h 2o (l)    volume of oxygen left =  cm3  volume of carbon dioxide formed =  cm3 [2]   (ii) why is the incomplete combustion of any alkane dangerous, particularly in an enclosed space?     [2]     (b) the equation for a substitution reaction of butane is given below.    ch 3\u2212ch 2\u2212ch 2\u2212ch 3  +  c l2    ch 3\u2212ch 2\u2212ch 2\u2212ch 2 \u2212cl  +  hc l    (i) name the organic product.   [1]    (ii) this reaction does not need increased temperature or pressure.   what is the essential reaction condition?   [1]    (iii) write a different equation for a substituti on reaction between butane and chlorine.   [1] ",
+            "24": "11  \u00a9 ucles 2008 0620/32/o/n/08 [turn over  for  examiner's  use  (c) alkenes are more reactive and industrially more useful than alkanes.   they are made by cracking alkanes.    c7h16    ch 3\u2212ch=ch 2  +  ch 3\u2212ch 2\u2212ch=ch 2 + h 2   heptane propene but\u22121\u2212ene     (i) draw the structural formula of the polymer poly(propene).                 [2]    (ii) give the structural formula and name of the alcohol formed when propene reacts with steam.  name  [1]   structural formula          [1]     (iii) deduce the structural formula of the pr oduct formed when but\u22121\u2212ene reacts with  hydrogen chloride.              [1]     [total: 12]       ",
+            "25": "12    permission to reproduce items where third-party owned material protected by copyright  is included has been sought and cleared w here possible. every  reasonable effort has been made by the publis her (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.    \u00a9 ucles 2008 0620/32/o/n/08  group 140 ce cerium 58141 pr praseodymium 59144 nd neodymium 60pm promethium 61150 sm samarium 62152 eu europium 63157 gd gadolinium 64159 tb terbium 65162 dy dysprosium 66165 ho holmium 67167 er erbium 68169 tm thulium 69173 yb ytterbium 70175 lu lutetium 71 232 th thorium 90pa protactinium 91238 u uranium 92np neptunium 93pu plutonium 94am americium 95cm curium 96bk berkelium 97cf californium 98es einsteinium 99fm fermium 100md mendelevium 101no nobelium 102lr lawrencium 1031 h hydrogen 1 7 li lithium 3 23 na sodium 1124 mg magnesium 12 40 ca calcium 2045 sc scandium 2148 ti titanium 2251 v vanadium 2352 cr chromium 2455 mn manganese 2556 fe iron 2659 co cobalt 2759 ni nickel 2864 cu copper 2965 zn zinc 3070 ga gallium 3127 al aluminium 1311 b boron 512 c carbon 614 n nitrogen 716 o oxygen 819 f fluorine 9 28 si silicon 1431 p phosphorus 1532 s sulphur 1635.5 cl chlorine 1740 ar argon 1820 ne neon 104 he helium 2 73 ge germanium 3275 as arsenic 3379 se selenium 3480 br bromine 3584 kr krypton 3639 k potassium 19 88 sr strontium 3889 y yttrium 3991 zr zirconium 4093 nb niobium 4196 mo molybdenum 42tc technetium 43101 ru ruthenium 44103 rh rhodium 45106 pd palladium 46108 ag silver 47112 cd cadmium 48115 in indium 49119 sn tin 50122 sb antimony 51128 te tellurium 52127 i iodine 53131 xe xenon 54 137 ba barium 56139 la lanthanum 57        *178 hf hafnium 72181 ta tantalum 73184 w tungsten 74186 re rhenium 75190 os osmium 76192 ir iridium 77195 pt platinum 78197 au gold 79201 hg mercury 80204 tl thallium 81207 pb lead 82209 bi bismuth 83po polonium 84at astatine 85rn radon 86 fr francium 87227 ac actinium 899 be beryllium 4ii i iii iv v vi vii 0 85 rb rubidium 37 133 cs caesium 55 226 ra radium 88 the volume of one mole of any gas is 24 dm3at room temperature and pressure (r.t.p.).a x ba = relative atomic mass x = atomic symbol b = proton (atomic) numberkey*58-71 lanthanoid series 90-103 actinoid seriesdata sheet the periodic table of the elements  "
+        },
+        "0620_w08_qp_1.pdf": {
+            "1": "    this document consists of 15 printed pages and 1 blank page.  ib08 11_0620_01/rp  \u00a9 ucles 2008  [turn over      *6400528663* university of cambridge international examinations  international general certificate of secondary education       chemistry 0620/01     paper 1 multiple choice  october/november 2008     45 minutes  additional materials: multiple choice answer sheet  soft clean eraser   soft pencil (type b or hb is recommended)       read these instructions first    write in soft pencil. do not use staples, paper clips, highlighters, glue or correction fluid. write your name, centre number and candidate number on the answer sheet in the spaces provided unless  this has been done for you.   there are forty  questions on this paper. answer all questions. for each question there are four possible  answers a, b, c and d.   choose the one you consider correct and record your choice in soft pencil on the separate answer sheet.   read the instructions on the answer sheet very carefully.  each correct answer will score one mark. a mark will not be deducted for a wrong answer. any rough working should be done in this booklet. a copy of the periodic table is printed on page 16. you may use a calculator.  ",
+            "2": "2  \u00a9 ucles 2008 0620/01/o/n/08  1 in which substance are the particles furthest apart at room temperature?  a ethanol  b methane  c salt  d sugar      2 an experiment is carried out to separate a mixture of two dyes. a line is drawn on a piece of  chromatography paper and a spot of the dye mixture placed on it. the paper is dipped into a  solvent and left for several minutes.    spot of mixtureof dyesbeaker solventsolvent levelpaper line     which statement about this experiment is correct?  a the dyes must differ in their boiling points.  b the dyes must differ in their solubilities in the solvent.  c the line must be drawn in ink.  d the line must be placed below the level of the solvent.      3 an aqueous solution contains barium iodide.    it is possible to obtain a solution that contains ba2+(aq) but no i\u2013(aq) by adding \u2026\u20261\u2026\u2026 until no  more \u2026\u20262\u2026\u2026 precipitate forms.    which words correctly complete gaps 1 and 2?     1 2  a aqueous lead( ii) nitrate white  b aqueous lead( ii) nitrate yellow  c dilute sulphuric acid white  d dilute sulphuric acid yellow     ",
+            "3": "3  \u00a9 ucles 2008 0620/01/o/n/08 [turn over  4 a solid mixture contains an ionic salt, x, and a covalent organic compound, y.    two students suggested methods of separating the mixture as shown.    1 2shake with water x + yy solutionof x shake withethanol x + yx solutionof y     which methods of separation are likely to work?     1 2  a \u0013 \u0013  b \u0013 \u0017  c \u0017 \u0013  d \u0017 \u0017      5 what do the nuclei in hydrogen molecules contain?  a electrons and neutrons  b electrons and protons  c neutrons only  d protons only    ",
+            "4": "4  \u00a9 ucles 2008 0620/01/o/n/08  6 the diagram shows part of the periodic table.    w yx z     which element is correctly matched with its electronic structure?     element electronic structure  a w 2,8,1  b x 2,4  c y 2,8,2  d z 2,8    7 which of the following compounds exist?    raar rbbr  a \u0013 \u0013  b \u0013 \u0017  c \u0017 \u0013  d \u0017 \u0017    8 which particle is an ion?     number of  protons number of  neutrons number of  electrons  a 1 0 1  b 3 4 3  c 6 6 6  d 11 12 10     ",
+            "5": "5  \u00a9 ucles 2008 0620/01/o/n/08 [turn over  9 the diagram shows a molecule of hydrogen fluoride.    f h     in the molecule hydrogen fluoride, hf,  a the hydrogen and fluorine share a pair of electrons.  b the hydrogen and fluorine share a pair of protons.  c the hydrogen gives the fluorine an electron.  d the hydrogen gives fluorine a proton.     10 lead( ii) nitrate can be decomposed as shown.    xpb(no 3)2 \u2192 ypbo + zno 2 + o 2    which numbers x, y and z balance the equation?     x y z  a 2 2 2  b 2 2 4  c 2 4 4  d 4 4 2      11 carbon and chlorine form a chloride.    what is the formula of this chloride?  a ccl 2 b ccl 4 c cac l2 d cac l4    ",
+            "6": "6  \u00a9 ucles 2008 0620/01/o/n/08  12 which diagram shows an experiment in which the bulb lights?    a cable: plastic steel aluminiumb carbon rods bitumen heat d carbon rods sodium chloride crystalsc carbon rods concentrated hydrochloric acid     13 metal x is low in the reactivity series and it is liberated by electrolysis of its bromide.    metal x is \u2026\u20261\u2026\u2026 and the bromide is \u2026\u20262\u2026\u2026 .    which words correctly complete gaps 1 and 2?     1 2  a lead in solution  b lead molten  c sodium in solution  d sodium molten    ",
+            "7": "7  \u00a9 ucles 2008 0620/01/o/n/08 [turn over  14 copper and hydrogen can each be formed by electrolysis.    at which electrodes are these elements formed?     copper hydrogen  a anode anode  b anode cathode  c cathode anode  d cathode cathode     15 when solid x is dissolved in water, an endothermic change takes place.    when 5  g of x are dissolved in 1000  cm3 of water, a temperature change of 10  \u00b0c occurs.    which temperature change occurs when 5  g of x are dissolved in 500  cm3 of water?  a a decrease of 20  \u00b0c  b a decrease of 5  \u00b0c  c an increase of 20  \u00b0c  d an increase of 5  \u00b0c    16 the elements h 2 and 235u are both used as fuels.    in these processes, the reactions are \u2026...1\u2026... and \u2026...2\u2026... oxidised.    which words correctly complete gaps 1 and 2?     1 2  a endothermic both elements are  b endothermic only hydrogen is  c exothermic both elements are  d exothermic only hydrogen is      17 in which of the following reactions is the substance printed in bold oxidised?  a burning the wax in a candle  b dissolving hydrogen chloride  in water  c making glucose from carbon dioxide  and water by photosynthesis  d reacting sodium hydroxide  with sulphuric acid    ",
+            "8": "8  \u00a9 ucles 2008 0620/01/o/n/08  18 the diagram shows the change from a salt to its hydrated form.    hydrated salt anhydrous saltx y    which labels can be used for x and y?     x y  a + heat + water  b + heat \u2013 water  c + water + heat  d + water \u2013 heat      19 oxygen is formed when manganese( iv) oxide is added to hydrogen peroxide, h 2o2.    2h2o2 \u2192 2h 2o + o 2    in this reaction, the manganese( iv) oxide acts as  a an acid.  b a base.  c a catalyst.  d a drying agent.     20 dilute hydrochloric acid is added to aqueous barium nitrate in a test-tube.    what happens?     the ph of the liquid  in the test-tube a precipitate forms  a decreases yes  b decreases no  c increases yes  d increases no    ",
+            "9": "9  \u00a9 ucles 2008 0620/01/o/n/08 [turn over  21 a colourless liquid in an unlabelled bottle is tested as shown.    \u2022 litmus paper turns red.  \u2022 magnesium ribbon fizzed.  \u2022 reaction with aqueous barium nitrate produced a white precipitate.    what is the colourless liquid?  a aqueous sodium hydroxide  b aqueous  sodium sulphate  c dilute hydrochloric acid  d dilute  sulphuric acid     22 the diagrams show two experiments.    experiment 1 red litmus paperblue litmus paper aqueous ammonium chloride + aqueous sodium hydroxide heatexperiment 2 redlitmus paperblue litmus paper aqueous ammonium chloride + dilute sulphuric acid heat     what happens to the pieces of litmus paper?     experiment 1 experiment 2  a blue \u2192 red both pieces bleached  b blue \u2192 red no change  c red \u2192 blue both pieces bleached  d red \u2192 blue no change     ",
+            "10": "10  \u00a9 ucles 2008 0620/01/o/n/08  23 which substances react with dilute sulphuric acid to form a salt?     magnesium magnesium  oxide magnesium  carbonate magnesium  chloride  a \u0013 \u0013 \u0013 \u0017  b \u0013 \u0013 \u0017 \u0013  c \u0013 \u0017 \u0013 \u0013  d \u0017 \u0013 \u0013 \u0013     24 which properties of the element titanium, ti, can be predicted from its position in the periodic  table?     can be used  as a catalyst conducts electricity  when solid has low density forms coloured  compounds  a \u0017 \u0013 \u0013 \u0013  b \u0013 \u0017 \u0013 \u0013  c \u0013 \u0013 \u0017 \u0013  d \u0013 \u0013 \u0013 \u0017    25 the table gives information about four elements.    which element could be in group i of the periodic table?     proton number reaction with water  a even reacts  b even no reaction  c odd reacts  d odd no reaction      26 what is the formula of a strontium ion?  a sr2+ b sr  + c sr  \u2013 d sr  2\u2013     ",
+            "11": "11  \u00a9 ucles 2008 0620/01/o/n/08 [turn over  27 nichrome is an alloy of the two transition elements nickel and chromium. the alloy is used as the  heating coil in electric fires and electric toasters.    which properties of nichrome are important for these uses?     high melting point resistant to oxidation a \u0013 \u0013  b \u0013 \u0017  c \u0017 \u0013  d \u0017 \u0017      28 mild steel is an alloy of iron and carbon.    how does the carbon affect the properties of mild steel?  a the carbon makes the alloy a better conductor of electricity than iron.  b the carbon makes the alloy harder than the iron. c the carbon makes the alloy softer than the iron.  d the carbon stops the iron rusting.     29 a new isotope of a divalent metal is discovered. some students are asked to predict its  properties.    which student\u2019s predictions are correct?    student number of electrons  in outer shell bonding in the oxide  a 2 covalent  b 2 ionic  c 6 covalent  d 6 ionic    ",
+            "12": "12  \u00a9 ucles 2008 0620/01/o/n/08  30 the diagrams show two experiments to investigate metal reactivity.    experiment 1 experiment 2 hydrogen evolveddilute sulphuric acid metalmetal oxide + carbon limewater goes cloudyheat     in which of these experiments could the metal be copper?     experiment 1 experiment 2  a \u0013 \u0013  b \u0013 \u0017  c \u0017 \u0013  d \u0017 \u0017      31 which reaction is not a step in the production of iron from hematite in the blast furnace?  a carbon (coke) burning in air to produce carbon dioxide  b carbon monoxide being formed from carbon and carbon dioxide  c iron oxide reacting with carbon monoxide to form iron  d iron reacting with limestone to produce slag     32 which item is sometimes made from stainless steel?    car bodybc food containera d drinks can kitchen sink    ",
+            "13": "13  \u00a9 ucles 2008 0620/01/o/n/08 [turn over  33 some pollutant gases are present in the atmosphere because of the combustion of fossil fuels.    for which gases is this statement correct?     co no 2 so 2  a \u0013 \u0013  \u0013  b \u0013 \u0013  \u0017  c \u0013 \u0017 \u0013  d \u0017 \u0013 \u0013     34 air is a mixture of gases.    which gas is present in the largest amount?  a argon  b carbon dioxide c nitrogen d oxygen     35 the experiment shown in the diagram was set up.    which tube had the highest water level after one month?    ironcd oxygen airironab hydrogennitrogen trough water     36 an excess of fertiliser on a field can be dissolved by rain water and washed into streams and  rivers. fertiliser can then find its way into water supplies.    which process at the water works, if any, would remove this fertiliser?     filtration chlorination  a no no  b no yes  c yes no  d yes yes ",
+            "14": "14  \u00a9 ucles 2008 0620/01/o/n/08  37 when added in turn to four solutions, aqueous sodium carbonate gives the following results.    which solution is acidic?    solution result  a a blue precipitate forms  b a white precipitate forms  c bubbles of gas form  d no visible reaction occurs     38 which products are obtained by the cracking of an alkane?     alkene hydrogen water  a \u0013 \u0013 \u0013  b \u0013 \u0013 \u0017  c \u0013 \u0017 \u0013  d \u0017 \u0013 \u0013      39 a compound takes part in an addition reaction.    how does its name end?  a \u2026..ane  b \u2026..ene  c \u2026..ol  d \u2026..oic acid     40 when glucose is fermented, ethanol is formed together with  a carbon dioxide.  b ethene.  c methane.  d oxygen.    ",
+            "15": "15   0620/01/o/n/08  blank page",
+            "16": "16    permission to reproduce items where third-par ty owned material protected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the publis her (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.    \u00a9 ucles 2008 0620/01/o/n/08  group 140 ce cerium 58141 pr praseodymium 59144 nd neodymium 60pm promethium 61150 sm samarium 62152 eu europium 63157 gd gadolinium 64159 tb terbium 65162 dy dysprosium 66165 ho holmium 67167 er erbium 68169 tm thulium 69173 yb ytterbium 70175 lu lutetium 71 232 th thorium 90pa protactinium 91238 u uranium 92np neptunium 93pu plutonium 94am americium 95cm curium 96bk berkelium 97cf californium 98es einsteinium 99fm fermium 100md mendelevium 101no nobelium 102lr lawrencium 1031 h hydrogen 1 7 li lithium 3 23 na sodium 1124 mg magnesium 12 40 ca calcium 2045 sc scandium 2148 ti titanium 2251 v vanadium 2352 cr chromium 2455 mn manganese 2556 fe iron 2659 co cobalt 2759 ni nickel 2864 cu copper 2965 zn zinc 3070 ga gallium 3127 al aluminium 1311 b boron 512 c carbon 614 n nitrogen 716 o oxygen 819 f fluorine 9 28 si silicon 1431 p phosphorus 1532 s sulphur 1635.5 cl chlorine 1740 ar argon 1820 ne neon 104 he helium 2 73 ge germanium 3275 as arsenic 3379 se selenium 3480 br bromine 3584 kr krypton 3639 k potassium 19 88 sr strontium 3889 y yttrium 3991 zr zirconium 4093 nb niobium 4196 mo molybdenum 42tc technetium 43101 ru ruthenium 44103 rh rhodium 45106 pd palladium 46108 ag silver 47112 cd cadmium 48115 in indium 49119 sn tin 50122 sb antimony 51128 te tellurium 52127 i iodine 53131 xe xenon 54 137 ba barium 56139 la lanthanum 57        *178 hf hafnium 72181 ta tantalum 73184 w tungsten 74186 re rhenium 75190 os osmium 76192 ir iridium 77195 pt platinum 78197 au gold 79201 hg mercury 80204 tl thallium 81207 pb lead 82209 bi bismuth 83po polonium 84at astatine 85rn radon 86 fr francium 87227 ac actinium 899 be beryllium 4ii i iii iv v vi vii 0 85 rb rubidium 37 133 cs caesium 55 226 ra radium 88 the volume of one mole of any gas is 24 dm3at room temperature and pressure (r.t.p.).a x ba = relative atomic mass x = atomic symbol b = proton (atomic) numberkey*58-71 lanthanoid series 90-103 actinoid seriesdata sheet the periodic table of the elements  "
+        },
+        "0620_w08_qp_2.pdf": {
+            "1": "    this document consists of 16 printed pages.  ib08 11_0620_02/6rp  \u00a9 ucles 2008  [turn over      *0269167397* for examiner's use  1   2   3   4   5   6   7   total   university of cambridge international examinations  international general certificate of secondary education       chemistry 0620/02     paper 2  october/november 2008     1 hour 15 minutes    candidates answer on the question paper.    no additional materials are required.      read these instructions first    write your centre number, candidate number and name in the spaces at the top of this page.  write in dark blue or black pen. you may need to use a pencil for any diagrams, graphs or rough working. do not use staples, paper clips, highlighters, glue or correction fluid. do not  write in any barcodes.   answer all questions. a copy of the periodic table is printed on page 16.  at the end of the examination, fasten all your work securely together.  the number of marks is given in brackets [  ] at the end of each question or part  question.   ",
+            "2": "2  \u00a9 ucles 2008 0620/02/o/n/08  for  examiner's  use 1 (a) the table gives some information about five elements, a, b, c, d and e.   complete the table by writing either metal or non-metal in the last column.    element properties metal or non-metal  a shiny solid which conducts electricity   b reddish brown liquid with a low boiling point   c a form of carbon which is black in colour and conducts electricity   d white solid which is an insulator and has a high melting point   e dull yellow solid which does not conduct heat     [5]     (b) describe how metallic character changes across a period.   [1]       (c) sodium is in group i of the periodic table.    (i) draw a diagram to show the full electronic structure of sodium.                      [1]    (ii) complete the equation to show what happens when a sodium atom forms a sodium ion.    na     na+ +    [1]  ",
+            "3": "3  \u00a9 ucles 2008 0620/02/o/n/08 [turn over  for  examiner's  use  (d) complete these sentences about the properties of the group i elements using words  from the list.    acidic  basic   decrease   hard    increase  lithium  potassium soft    the group i elements are relatively  metals which  in  reactivity going down the group. sodium reacts more violently with water than  . the group i metals all form  oxides. [4]    [total: 12]    ",
+            "4": "4  \u00a9 ucles 2008 0620/02/o/n/08  for  examiner's  use 2 (a)  match up the atmospheric pollutants on the left with their main source on the right.   the first one has been done for you.    chlorofluorocarbons car exhausts sulphur dioxide aerosol sprays carbon monoxidecombustion of fossil fuels containing sulphur nitrogen oxidesincomplete combustion of fossil fuels   [3]    (b) one stage in the manufacture of sulphuric acid involves the oxidation of sulphur dioxide by oxygen in the air to form sulphur trioxide.    2so 2  +  o 2    2so 3    (i) explain how this reaction shows that sulphur dioxide is oxidized.   [1]    (ii) what is the percentage of oxygen in clean air?  [1]   (iii) sulphuric acid is used to make the fertiliser ammonium sulphate.    ammonia  +  sulphuric acid     ammonium sulphate    what type of reaction is this?   [1]   ",
+            "5": "5  \u00a9 ucles 2008 0620/02/o/n/08 [turn over  for  examiner's  use  (iv) why do farmers need to use fertilisers?     [2]     (v) another fertiliser can be made by the reaction of ammonia with nitric acid.   state the chemical name of this fertiliser.   [1]    [total: 9]    ",
+            "6": "6  \u00a9 ucles 2008 0620/02/o/n/08  for  examiner's  use 3 calcium carbonate, caco 3, is the raw material used in the manufacture of lime, cao.     (a) (i)  describe how lime is manufactured from calcium carbonate.   [1]    (ii) write a symbol equation for this reaction.             [1]    (iii) state one large scale use of lime.   [1]     (b) a student investigated the speed of reaction of calcium carbonate with hydrochloric acid  using the apparatus shown below.    (i) complete the labelling of the apparat us by filling in the three boxes. [3]    reaction mixturewater bath at 40  \u00b0c     (ii) the equation for the reaction is    caco 3  +  2hcl    cac l2  +  co 2  +  h 2o     write the word equation for this reaction.          [2]",
+            "7": "7  \u00a9 ucles 2008 0620/02/o/n/08 [turn over  for  examiner's  use  (iii) the student carried out the reaction at 40\u00b0c using large pieces of calcium  carbonate. the results of the experiment are shown below.    80 604020 0 0 20 40 60 80 100 120 140 160 time  / secondscm3 gas released100      at what time did the reaction stop?   [1]    (iv) the student repeated the experiment using the same mass of powdered calcium  carbonate. all other conditions were kept the same. on the grid above, sketch the  graph for the reaction with calcium carbonate powder. [2]    (v) how does the speed of reaction change when  the concentration of hydrochloric acid is decreased,   the temperature is increased?  [2]      [total: 13]    ",
+            "8": "8  \u00a9 ucles 2008 0620/02/o/n/08  for  examiner's  use 4 iron is extracted from its ore in a blast furnace.     (a) state the name of the ore from which iron is extracted.   [1]    (b) the diagram shows a blast furnace.    a b c dcoke + limestone + iron ore firebrick lining air in      (i) which one  of the raw materials is added to the blast furnace to help remove the  impurities from the iron ore?   [1]   (ii) the impurities are removed as a slag. which letter on the diagram shows the slag?   [1]     (c) carbon monoxide is formed in the blast furnace by reaction of coke with oxygen.     (i) complete the equation for this reaction.     c  +       co [2]    (ii) state the adverse affect of carbon monoxide on human health.   [1]    ",
+            "9": "9  \u00a9 ucles 2008 0620/02/o/n/08 [turn over  for  examiner's  use  (d) in the hottest regions of the blast furnace the following reaction takes place.    fe2o3  +  3c    2fe  +  3co     which two of these sentences correctly describe this reaction?  tick two boxes.        the iron oxide gets reduced.      the reaction is a thermal decomposition.      the carbon gets oxidised.      the carbon gets reduced.      carbon neutralises the iron oxide.   [1]     (e) aluminium cannot be extracted from aluminium oxide in a blast furnace.    explain why aluminium cannot be extracted in this way.     [2]       (f) (i)  state the name of the method used to extract aluminium from its oxide ore.   [1]   (ii) state one use of aluminium.   [1]    [total: 11]    ",
+            "10": "10  \u00a9 ucles 2008 0620/02/o/n/08  for  examiner's  use 5 the apparatus shown below can be used to measure the energy released when a liquid fuel  is burnt. the amount of energy released is calculated from the increase in temperature of a known amount of water.    iron can water ethanol      (a) (i)  explain how this experiment shows that the burning of ethanol is an exothermic  reaction.   [1]    (ii) complete the word equation for the complete combustion of ethanol.  ethanol  +  oxygen     +  [2]     (b) ethanol is a fuel containing carbon.   state the names of two other commonly used fuels containing carbon.   and  [2]      (c) give the formula of the functional group present in ethanol.   [1]      (d) the can contains water. describe a chemical test for water.  test   result  [2]     ",
+            "11": "11  \u00a9 ucles 2008 0620/02/o/n/08 [turn over  for  examiner's  use  (e) the iron can used in this experiment rusts easily.     (i) describe a method which can be used to prevent iron from rusting.   [1]    (ii) rust contains hydrated iron( iii) oxide.   what do you understand by the term hydrated ?   [1]     (iii) iron is a transition metal. state two properties which are typical of transition metals.     [2]     [total: 12]    ",
+            "12": "12  \u00a9 ucles 2008 0620/02/o/n/08  for  examiner's  use 6 the compound shown below is the first member of the alkane homologous series.    h hch h      (a) state two characteristics of a homologous series.     [2]    (b) name and draw the structure of the next member of the alkane homologous series.  name     structure               [2]     (c) complete the table to show the structure and uses of some organic compounds.    name of  compound molecular formula structure  (showing all atoms and bonds) use  ethene c 2h4    ethanoic acid c 2h4o2   making esters  dibromoethane  br hcc hbr hh     ch 4 h hch h     [6]",
+            "13": "13  \u00a9 ucles 2008 0620/02/o/n/08 [turn over  for  examiner's  use  (d) calculate the relative molecular mass of dibromoethane.            [1]     [total: 11]   ",
+            "14": "14  \u00a9 ucles 2008 0620/02/o/n/08  for  examiner's  use 7 the diagram shows the structures of calcium chloride, calcium and chlorine.    caca caca cacaca cacaca ca ca2+cl \u2013cl \u2013 ca2+cl \u2013cl \u2013ca2+cl \u2013cl \u2013 ca2+cl \u2013cl \u2013 cl clclclclcl cl cl calcium chloride calcium chlorine     (a) use ideas about structure and bonding to explain the following:    (i) calcium chloride conducts electricity when molten but not when solid.       [2]     (ii) at room temperature, calcium is a solid but chlorine is a gas.       [2]     ",
+            "15": "15  \u00a9 ucles 2008 0620/02/o/n/08 for  examiner's  use  (b) calcium is manufactured by the electrolysis of molten calcium chloride.    calcium\u2013 + molten calcium chloridewater-cooledsteel cathode      (i) state the products formed  at the anode,   at the cathode.  [2]     (ii) suggest a non-metal that can be used as an anode in this electrolysis.   [1]     (iii) a stream of inert gas is blown over the calcium as it is removed from the molten  calcium chloride.   suggest why a stream of inert gas is blown over the hot calcium.   [1]    (iv) state the name of a gas which is inert.   [1]     (c) aqueous sodium hydroxide or aqueous ammonia can be used to test for calcium ions in  solution.   describe the results of these tests  with aqueous sodium hydroxide,    [2]  with aqueous ammonia.    [1]     [total: 12]   ",
+            "16": "16    permission to reproduce items where thir d-party owned material protected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holder s, 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.    \u00a9 ucles 2008 0620/02/o/n/08   group 140 ce cerium 58141 pr praseodymium 59144 nd neodymium 60pm promethium 61150 sm samarium 62152 eu europium 63157 gd gadolinium 64159 tb terbium 65162 dy dysprosium 66165 ho holmium 67167 er erbium 68169 tm thulium 69173 yb ytterbium 70175 lu lutetium 71 232 th thorium 90pa protactinium 91238 u uranium 92np neptunium 93pu plutonium 94am americium 95cm curium 96bk berkelium 97cf californium 98es einsteinium 99fm fermium 100md mendelevium 101no nobelium 102lr lawrencium 1031 h hydrogen 1 7 li lithium 3 23 na sodium 1124 mg magnesium 12 40 ca calcium 2045 sc scandium 2148 ti titanium 2251 v vanadium 2352 cr chromium 2455 mn manganese 2556 fe iron 2659 co cobalt 2759 ni nickel 2864 cu copper 2965 zn zinc 3070 ga gallium 3127 al aluminium 1311 b boron 512 c carbon 614 n nitrogen 716 o oxygen 819 f fluorine 9 28 si silicon 1431 p phosphorus 1532 s sulphur 1635.5 cl chlorine 1740 ar argon 1820 ne neon 104 he helium 2 73 ge germanium 3275 as arsenic 3379 se selenium 3480 br bromine 3584 kr krypton 3639 k potassium 19 88 sr strontium 3889 y yttrium 3991 zr zirconium 4093 nb niobium 4196 mo molybdenum 42tc technetium 43101 ru ruthenium 44103 rh rhodium 45106 pd palladium 46108 ag silver 47112 cd cadmium 48115 in indium 49119 sn tin 50122 sb antimony 51128 te tellurium 52127 i iodine 53131 xe xenon 54 137 ba barium 56139 la lanthanum 57        *178 hf hafnium 72181 ta tantalum 73184 w tungsten 74186 re rhenium 75190 os osmium 76192 ir iridium 77195 pt platinum 78197 au gold 79201 hg mercury 80204 tl thallium 81207 pb lead 82209 bi bismuth 83po polonium 84at astatine 85rn radon 86 fr francium 87227 ac actinium 899 be beryllium 4ii i iii iv v vi vii 0 85 rb rubidium 37 133 cs caesium 55 226 ra radium 88 the volume of one mole of any gas is 24 dm3at room temperature and pressure (r.t.p.).a x ba = relative atomic mass x = atomic symbol b = proton (atomic) numberkey*58-71 lanthanoid series 90-103 actinoid seriesdata sheet the periodic table of the elements  "
+        },
+        "0620_w08_qp_5.pdf": {
+            "1": "    this document consists of 7 printed pages and 1 blank page.  ib08 11_0620_05/4rp  \u00a9 ucles 2008  [turn over      *5942113768* for examiner's use  1   2   total   university of cambridge international examinations  international general certificate of secondary education       chemistry 0620/05     paper 5  practical test  october/november 2008     1 hour 15 minutes    candidates answer on the question paper .    additional materials: as listed in confidential instructions      read these instructions first    write your, centre number, candidate number and name on all the work you hand in.  write in dark blue or black pen. you may use a pencil for any diagrams, graphs or rough working. do not use staples, paper clips, highlighters, glue or correction fluid. do not  write in any barcodes   answer all questions.  practical notes are provided on page 8.   at the end of the examination, fasten all you work securely together.  the number of marks is given in brackets [  ] at the end of each question or part question.   ",
+            "2": "2  \u00a9 ucles 2008 0620/05/o/n/08  for  examiner's  use 1 you are going to investigate the addition of four different solids, a, b, c and d, to water.   4 g of each solid will be used.     read all the instructions below carefully before  starting the experiments.     instructions      experiment 1    by using a measuring cylinder, pour 30  cm3 of distilled water into one of the polystyrene  cups provided. measure the initial temperature of the water and record it in the table below. add solid a to the water in the cup and stir the mixture with the thermometer. record the  temperature reached after 2 minutes.   remove the thermometer and rinse with water.   experiment 2    repeat experiment 1 using solid b instead of solid a and a clean polystyrene cup. record  the initial and final temperatures in the table.   keep the solution for experiment 5.    experiment 3     repeat experiment 1, using solid c and a clean polystyrene cup. record the temperatures    in the table.     experiment 4    repeat experiment 1 using solid d and a clean polystyrene cup. record the temperatures    in the table.     experiment 5    pour about 2  cm3 of the solution from experiment 2 into a test-tube. by using a teat pipette  add a little of the solution from experiment 4 to the test-tube. record your observations.     [2]      table of results    experiment initial temperature  / \u00b0c final temperature  / \u00b0c difference  / \u00b0c  1     2     3     4      [5] ",
+            "3": "3  \u00a9 ucles 2008 0620/05/o/n/08 [turn over  for  examiner's  use  (a) draw a labelled bar chart of the results to experiments 1, 2, 3 and 4 on the grid below.    temperature difference  / \u00b0c+15 +10 +5 0 \u20135 \u201310\u201315      [4]     use your results and observations to answer the following questions.   (b) (i)  which solid dissolves in water to produce an exothermic reaction?   [1]    (ii) give a reason why you chose this solid.   [1]     (c) which experiment produced the largest temperature change?   [1]    ",
+            "4": "4  \u00a9 ucles 2008 0620/05/o/n/08  for  examiner's  use  (d) predict the temperature change that would happen if     (i) 8 g of solid b were used in experiment 2,   [1]    (ii) 60  cm3 of water was used in experiment 4.   [1]   (iii) explain your answer to (d)(ii) .     [2]      (e) suggest an explanation for the observations to experiment 5.     [2]    [total: 20]     ",
+            "5": "5  \u00a9 ucles 2008 0620/05/o/n/08 [turn over  for  examiner's  use 2 you are provided with two solutions k and l, each containing the same anion but different  metal cations.   carry out the following tests on the solutions, recording all of your observations in the table.  do not write any conclusions in the table.    tests observations        [1]      (a) describe the appearance of the  solutions.     solution k     solution l  ph    ph  [1]     (b) using universal indicator paper  test the ph of each solution.    solution k    solution l     [2]        [2]      [1]tests on solution k     (c) (i) by using a teat pipette add  drops of aqueous sodium  hydroxide to about 3  cm3 of  solution k. now add  excess aqueous sodium hydroxide to the test-tube.      (ii) repeat experiment (c)(i)   using aqueous ammonia  instead of aqueous sodium  hydroxide.         (iii) to about 3  cm3 of solution  k add a few drops of hydrochloric acid and about  1  cm3 of barium chloride  solution.  ",
+            "6": "6  \u00a9 ucles 2008 0620/05/o/n/08  for  examiner's  use tests observations   [2]   (iv) to about 3  cm3 of solution  k add a few drops of nitric  acid and about 1  cm3 of  silver nitrate solution.   [2] tests on solution l    (d) (i) repeat experiment (c)(i)   using about 3  cm3 of  solution l.   [1]         [1]         [2]    (ii) repeat experiment (c)(ii)   using about 3  cm3 of  solution l.     (iii) repeat experiment (c)(iii)   using about 3  cm3 of  solution l.      (iv) repeat experiment (c)(iv)   using about 3  cm3 of  solution l.     (e) what does test (b) indicate?   [1]      (f) identify the anion present in solutions k and l.   [1]      (g) identify the metal cation present in    (i) solution k,   [1]     (ii) solution l.   [2]   [total: 20] ",
+            "7": "7    permission to reproduce items where third-party owned material protected by copyright  is included has been sought and cleared w here possible. every  reasonable effort has been made by the publis her (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 t he 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.    \u00a9 ucles 2008 0620/05/o/n/08 blank page",
+            "8": "8  \u00a9 ucles 2008 0620/05/o/n/08  notes for use in qualitative analysis     test for anions     anion test test result  carbonate (co 32\u2013) add dilute acid effervescence, carbon dioxide  produced  chloride (c l \u2013)  [in solution] acidify with dilute nitric acid, then  add aqueous silver nitrate white ppt.  iodide ( i\u2013)  [in solution] acidify with dilute nitric acid, then aqueous lead( ii) nitrate yellow ppt.  nitrate (no\u2212 3)  [in solution] add aqueous sodium hydroxide then aluminium foil; warm carefully ammonia produced  sulphate (so 42\u2013)  [in solution] acidify with dilute nitric acid, then aqueous barium nitrate white ppt.    test for aqueous cations     cation effect of aqueous sodium hydroxide effect of aqueous ammonia  aluminium (a l 3+) white ppt., soluble in excess giving  a colourless solution white ppt., insoluble in excess  ammonium (nh+ 4) ammonia produced on warming -  calcium (ca2+) white., insoluble in excess no ppt., or very slight white ppt.  copper(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  iron( iii) (fe3+) red-brown ppt., insoluble in excess red-brown ppt., insoluble in excess  zinc (zn2+) white ppt., soluble in excess giving  a colourless solution white ppt., soluble in excess giving  a colourless solution    test for gases     gas test and test results  ammonia (nh 3) turns damp red litmus paper blue  carbon dioxide (co 2) turns limewater milky  chlorine (c l2) bleaches damp litmus paper  hydrogen (h 2) \u201cpops\u201d with a lighted splint  oxygen (o 2) relights a glowing splint   "
+        },
+        "0620_w08_qp_6.pdf": {
+            "1": "    this document consists of 11 printed pages and 1 blank page.  ib08 11_0620_06/5rp  \u00a9 ucles 2008  [turn over      *9723414007* for examiner's use  1   2   3   4   5   6   7   total   university of cambridge international examinations  international general certificate of secondary education       chemistry 0620/06     paper 6 alternative to practical  october/november 2008     1 hour    candidates answer on the question paper.    no additional materials are required.      read these instructions first    write your, centre number, candidate number and name on all the work you hand in.  write in dark blue or black pen. you may use a pencil for any diagrams, graphs or rough working. do not use staples, paper clips, highlighters, glue or correction fluid. do not  write in any barcodes   answer all questions.  at the end of the examination, fasten all your work securely together.  the number of marks is given in brackets [  ] at the end of each question or part  question.   ",
+            "2": "2  \u00a9 ucles 2008 0620/06/o/n/08  for  examiner's  use 1 the colours present in some blackcurrant sweets can be separated by chromatography.  the colours are water-soluble dyes.   the diagrams show how the colours can be extracted from the sweets.        (a) complete the empty boxes to name the pieces of apparatus. [3]     the apparatus below was used to carry out the chromatography.    beakerglass cover solventchromatography paper      (b) (i)  name the solvent used.   [1]   (ii) label, with an arrow, the origin on the diagram. [1]    (c) sketch, in the box, the chromatogram you would expect if two different colours were  present in the sweets.       [1]   [total: 6] ",
+            "3": "3  \u00a9 ucles 2008 0620/06/o/n/08 [turn over  for  examiner's  use 2 electricity was passed through a concentrated solution of sodium chloride containing  universal indicator.     +\u2013 positive electrodenegative electrode concentrated aqueous sodiumchloride anduniversal indicato rcarbon rods       (a) suggest a suitable material for the electrodes.   [1]    three observations were noted:     1 bubbles of gas seen immediately at the negative electrode.  2 bubbles of gas formed after some time at the positive electrode.  3 the solution turned blue around the negative electrode and colourless near the  positive electrode.     (b) give a test to show that the gas observed in 1 is hydrogen.  test   result  [2]      (c) suggest why bubbles of gas were not seen immediately in 2.     [1]     (d) what causes the colour change in 3 at  the negative electrode,   the positive electrode?  [2]    [total: 6] ",
+            "4": "4  \u00a9 ucles 2008 0620/06/o/n/08  for  examiner's  use 3 ethene gas was formed by the cracking of a liquid alkane. the diagram shows the  apparatus used.    liquid alkane on mineralfibrealuminiumoxide very strong heatethene      (a) identify two mistakes in the diagram.  1    [1]  2    [1]      (b) describe a test to show the presence of ethene.  test   result  [2]    [total: 4]     ",
+            "5": "5  \u00a9 ucles 2008 0620/06/o/n/08 [turn over  for  examiner's  use 4 a student investigated the addition of four different solids, a, b, c and d, to water.   five experiments were carried out.     experiment 1    by using a measuring cylinder, 30  cm3 of distilled water was poured into a polystyrene cup  and the initial temperature of the water was measured. 4  g of solid a was added to the cup  and the mixture stirred with a thermometer. the temperature of the solution was measured  after 2 minutes.    30 25 2030 25 20 initial temperature final temperature     experiment 2    experiment 1 was repeated using 4  g of solid b.     30 25 2030 25 20 initial temperature final temperature     experiment 3    experiment 1 was repeated using 4  g of solid c.     30 25 2020 15 10 initial temperature final temperature   ",
+            "6": "6  \u00a9 ucles 2008 0620/06/o/n/08  for  examiner's  use  experiment 4     experiment 1 was repeated using 4  g of solid d.     30 25 2030 25 20 initial temperature final temperature     experiment 5    a little of the solution from experiment 4 was added to a little of the solution from  experiment 2 in a test-tube. the observations were recorded.     observations  a fast reaction. vigorous effervescence and bubbles produced.      (a) use the thermometer diagrams for experiments 1-4 to record the initial and final  temperatures in table 4.1.    calculate and record the temperature difference in table 4.1.   table 4.1    experiment initial temperature  / \u00b0c final temperature  / \u00b0c difference  / \u00b0c  1     2     3     4      [4]   ",
+            "7": "7  \u00a9 ucles 2008 0620/06/o/n/08 [turn over  for  examiner's  use  (b) draw a labelled bar chart of the results to experiments 1, 2, 3 and 4 on the grid below.    +10 +5 0 \u20135 \u201310temperature difference  / \u00b0c      [4]     use the results and observations from experiments 1-5 to answer the following questions.     (c) (i)  which solid dissolves in water to produce an exothermic reaction?   [1]     (ii) give a reason why you chose this solid.   [1]    (d) which experiment produced the largest temperature change?   [1]     (e) predict the temperature change that would happen if     (i) 8 g of solid b were used in experiment 2,   [1]     (ii) 60  cm3 of water was used in experiment 4.   [1]    (iii) explain your answer to (e)(ii) .     [2]    (f) suggest an explanation for the observations in experiment 5.     [2]     [total: 17] ",
+            "8": "8  \u00a9 ucles 2008 0620/06/o/n/08  for  examiner's  use 5 two salt solutions k and l were analysed. each contained the same chloride anion but  different metal cations. k was a copper( ii) salt.   the tests on the solutions and some of the obse rvations are in the following table. complete  the observations in the table.    tests observations   [1]  yellow  (a) appearance of the solutions.          solution k       solution l  ph 3   ph 2      (b) the ph of each solution was  tested.    solution k    solution l         [2]  drops  [1]  excess     [2]   [1]  tests on solution k    (c) (i)  drops of aqueous sodium  hydroxide were added to solution k. excess  aqueous sodium hydroxide was then added to the test-tube.        (ii) experiment (c)(i)  was  repeated using aqueous  ammonia instead of  aqueous sodium  hydroxide.       (iii) a few drops of  hydrochloric acid and  about 1  cm3 of barium  chloride solution were  added to a little of solution  k.  ",
+            "9": "9  \u00a9 ucles 2008 0620/06/o/n/08 [turn over  for  examiner's  use tests observations   [1]   (iv) a few drops of nitric acid  and about 1  cm3 of silver  nitrate solution were  added to a little of solution  k.  red - brown precipitate     red \u2013 brown precipitate       [1]      [1] tests on solution l       (d) (i) experiment (c)(i)  was  repeated using solution l.         (ii) experiment (c)(ii)  was  repeated using solution l.       (iii) experiment (c)(iii)  was  repeated using solution l.      (iv) experiment (c)(iv)  was  repeated using solution l.       (e) what does test (b) indicate?   [1]     (f) identify the metal cation present in solution l.   [2]    [total: 13]    ",
+            "10": "10  \u00a9 ucles 2008 0620/06/o/n/08  for  examiner's  use 6 an experiment was carried out to determine the solubility of potassium chlorate at different  temperatures. the solubility is the mass of potassium chlorate that dissolves in 100  g of  water.   the results obtained are shown in the table below.    temperature  / \u00b0c 0 10 20 30 40 50 60  solubility in g  / 100  g water 14 17 20 24 29 34 40     (a) on the grid, draw a smooth line graph to show the solubility of potassium chlorate at different temperatures.    50 40302010 0 0 1 02 03 04 05 06 07 0 temperature  / \u00b0csolubility in g / 100g water      [4]     (b) use your graph to determine the solubility of potassium chlorate at 70  \u00b0c. show clearly  on the graph how you obtained your answer.   [2]     (c) what would be the effect of cooling a saturated solution of potassium chlorate from     60  \u00b0c to 20  \u00b0c?       [2]     [total: 8] ",
+            "11": "11  \u00a9 ucles 2008 0620/06/o/n/08 for  examiner's  use 7 a solution of magnesium sulphate can be made by reacting magnesium oxide with warm  sulphuric acid.     (a) describe how you could make a solution of magnesium sulphate starting with  magnesium oxide powder and dilute sulphuric acid.             [3]      (b) describe how you would obtain pure dry crystals of hydrated magnesium sulphate, mgso 4.7h 2o, from the solution of magnesium sulphate in (a).             [3]    [total: 6] ",
+            "12": "12    permission to reproduce items where third-par ty owned material protected by copyright is  included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holder s, 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.    \u00a9 ucles 2008 0620/06/o/n/08  blank page "
+        }
+    },
+    "2009": {
+        "0620_s09_qp_1.pdf": {
+            "1": "location entry codes       as part of cie\u2019s continual commitment to main taining best practice in assessment, cie uses  different variants of some question papers for our most popular assessments with large and  widespread candidature. the question papers are closely related and the relationships between  them have been thoroughly established using our assessment expertise.  all versions of the  paper give assessment of equal standard.     the content assessed by the examination papers and the type of questions is unchanged.   this change means that for this component there are now two variant question papers, mark  schemes and principal examiner\u2019s reports where previously there was only one.  for any individual country, it is intended that only one variant is used.  this document contains both  variants which will give all centres access to even more past examination ma terial than is usually  the case.      the diagram shows the relationship between the question papers, mark schemes and principal examiners\u2019 reports that are available.     question paper   mark scheme  principal examiner\u2019s  report  introduction     introduction   introduction   first variant question paper    first variant mark scheme  first variant principal  examiner\u2019s report    second variant question  paper  second variant mark  scheme    second variant principal  examiner\u2019s report      who can i contact for further information on these changes?  please direct any questions about this to cie\u2019s customer services team at: international@cie.org.uk              the titles for the variant items should correspond with the table above, so that at the top of the  first page of the relevant part of the document and on the header, it has the words:    \u2022 first variant question paper / mark scheme / principal examiner\u2019s report     or     \u2022 second variant question paper / mark scheme / principal examiner\u2019s report      as appropriate.    ",
+            "2": "    this document consists of 15 printed pages and 1 blank page.  ib09 06_0620_01/6rp  \u00a9 ucles 2009  [turn over      *7177477 880* university of cambridge international examinations  international general certificate of secondary education       chemistry 0620/11     paper 1 multiple choice  may/june 2009       45 minutes  additional materials: multiple choice answer sheet   soft clean eraser   soft pencil (type b or hb is recommended)       read these instructions first    write in soft pencil. do not use staples, paper clips, highlighters, glue or correction fluid. write your name, centre number and candidate number on the answer sheet in the spaces provided unless  this has been done for you.   there are forty  questions on this paper. answer all questions. for each question there are four possible  answers a, b, c and d.   choose the one you consider correct and record your choice in soft pencil on the separate answer sheet.   read the instructions on the answer sheet very carefully.  each correct answer will score one mark. a mark will not be deducted for a wrong answer. any rough working should be done in this booklet. a copy of the periodic table is printed on page 16. you may use a calculator.  ",
+            "3": "2  \u00a9 ucles 2009 0620/11/m/j/09  1 the diagram shows how the molecules in the exhaust gases diffuse into the air.    molecules in air molecules in exhaust gases    which statement describes what happens to these molecules next?  a the molecules fall to the ground because they are heavier than air molecules.  b the molecules go back together as they cool.  c the molecules spread further into the air.  d the molecules stay where they are.     2 a student takes 2  g samples of calcium carbonate and adds them to 20  cm3 samples of dilute  hydrochloric acid at different temperatures. she measures how long it takes for the effervescence  to stop.    which apparatus does she use?     balance clock filter  funnel measuring  cylinder thermometer a \u0013 \u0013 \u0013 \u0013 \u0017  b \u0013 \u0013 \u0017 \u0013 \u0013  c \u0013 \u0017 \u0013 \u0013 \u0013  d \u0017 \u0013 \u0013 \u0017 \u0013    ",
+            "4": "3  \u00a9 ucles 2009 0620/11/m/j/09 [turn over  3 the diagram shows the paper chromatograms of four substances, w, x, y and z.    w x y z     which two substances are pure?  a w and x b w and y c x and y d x and z      4 an element s has the proton number 18. the ne xt element in the periodic table is an element t.    which statement is correct?  a element t has one more electron in its outer shell than element s.  b element t has one more electron shell than element s.  c element t is in the same group of the periodic table as element s.  d element t is in the same period of the periodic table as element s.      5 which numbers are added together to give the nucleon number of an ion?  a number of electrons + number of neutrons   b number of  electrons + number of protons  c number of electrons + number of protons + number of neutrons  d number of protons + number of neutrons    ",
+            "5": "4  \u00a9 ucles 2009 0620/11/m/j/09  6 the electronic configuration of an ion is 2.8.8.    what could this ion be?     s2\u2013 ca2+  a \u0013 \u0013  b \u0013 \u0017  c \u0017 \u0013  d \u0017 \u0017    7 the diagrams show the structures of two forms, p and q, of a solid element.    pq    what are suitable uses of p and q, based on their structures?     use of solid p use of solid q  a drilling drilling  b drilling lubricating  c lubricating drilling  d lubricating lubricating   8 element v forms an acidic, covalent oxide.    which row in the table shows how many electrons there could be in the outer shell of an atom of  v?    1 2 6 7  a \u0013 \u0017 \u0017 \u0017  b \u0013 \u0013 \u0017 \u0017  c \u0017 \u0017 \u0017 \u0013  d \u0017 \u0017 \u0013 \u0013   ",
+            "6": "5  \u00a9 ucles 2009 0620/11/m/j/09 [turn over  9 when sodium chloride is formed from its elements, each chlorine atom \u2026\u20261\u2026\u2026 one \u2026\u20262\u2026\u2026.    which words correctly complete gaps 1 and 2?     1 2  a gains electron  b gains proton  c loses electron  d loses proton    10 nitrogen and hydrogen react together to form ammonia.    n 2 + 3h 2 \u2192 2nh 3    when completely converted, 7 tonnes of nitrogen gives 8.5 tonnes of ammonia.    how much nitrogen will be needed to produce 34 tonnes of ammonia?  a 7 tonnes b 8.5 tonnes c 28 tonnes d 34 tonnes      11 which relative molecular mass, mr, is not correct for the molecule given?     molecule mr  a ammonia, nh 3 17  b carbon dioxide, co 2 44  c methane, ch 4 16  d oxygen, o 2 16   12 aluminium is extracted from its oxide by electrolysis.    the oxide is dissolved in \u2026\u20261\u2026\u2026 cryolite and aluminium is deposited at the \u2026\u20262\u2026\u2026    which words correctly complete gaps 1 and 2?     1 2  a aqueous cathode  b aqueous anode  c molten cathode  d molten anode    ",
+            "7": "6  \u00a9 ucles 2009 0620/11/m/j/09  13 molten lead( ii) bromide is electrolysed as shown.    a+\u2013 molten lead(ii) bromide     which ions are discharged at each electrode?     positive electrode negative electrode  a pb+ br2\u2013  b pb2+ br  \u2013  c br2\u2013 pb+  d br \u2013 pb2+     14 which of these elements could be formed at the anode when a molten salt is electrolysed?    a copper  b iodine  c lithium  d strontium    15 the diagram shows some properties that substances may have.    to which labelled part of the diagram does  235u belong?    compoundused as an energy source radioactivea bdc     ",
+            "8": "7  \u00a9 ucles 2009 0620/11/m/j/09 [turn over  16 which diagram shows a process in which an endothermic change is taking place?    candlesodiumab c d ice rocket waterwater     17 the equation shows a reaction that is reversed by changing the conditions.    forward reaction  cuso 4.5h 2o \u2192 cuso 4 + 5h 2o    how can the forward reaction be reversed?     by adding water by heating  a \u0013 \u0013  b \u0013 \u0017  c \u0017 \u0013  d \u0017 \u0017    18 the reactions shown may occur in the air during a thunder storm.    n 2 + o 2 \u2192 2no  2no + o 2 \u2192 2no 2  no + o 3 \u2192 no 2 + o 2    which line shows what happens to the reactant molecules in each of these reactions?     n2 no o 3  a oxidised oxidised oxidised  b oxidised oxidised reduced  c reduced reduced oxidised  d reduced reduced reduced    ",
+            "9": "8  \u00a9 ucles 2009 0620/11/m/j/09  19 which does not increase the speed of a reaction?  a adding a catalyst  b increasing the concentration of one of the reactants  c increasing the particle size of one of the reactants  d increasing the temperature      20 aqueous sodium hydroxide is added to a solution of a salt. a blue precipitate is formed which  does not dissolve in excess.    aluminium foil is added to the mixture and the mixture is warmed. a gas is produced that turns  damp red litmus paper blue.    what is the name of the salt?  a ammonium nitrate  b ammonium sulfate  c copper( ii) nitrate  d copper( ii) sulfate    21 the graph shows how the ph of soil in a field changed over time.    at which point was the soil neutral?    11 9 753ph of soil timea b cd       22 an element e is burned in air. a white solid oxide is formed.    the oxide is tested with damp red litmus paper. the paper turns blue.    what is element e?  a calcium  b carbon  c iodine  d sulfur ",
+            "10": "9  \u00a9 ucles 2009 0620/11/m/j/09 [turn over  23 some reactions of a substance, r, are shown in the diagram.    substance rmagnesium sodium carbonate copper( ii) oxidehydrogen carbon dioxide copper(ii) sulfatereacts with     what type of substance is r ?  a an acid  b a base  c an element  d a salt     24 which statement describes the trends going down group vii of the periodic table?  a the boiling point and melting point both decrease.  b the boiling point and melting point both increase.  c the boiling point decreases but the melting point increases.  d the boiling point increases but the melting point decreases.     25 an inert atmosphere is needed in a lamp to lengthen the useful life of the metal filament.    why is argon, rather than helium, used for this purpose?     argon is more abundant  in the air argon is less dense  than helium  a \u0013 \u0013  b \u0013 \u0017  c \u0017 \u0013  d \u0017 \u0017    ",
+            "11": "10  \u00a9 ucles 2009 0620/11/m/j/09  26 the sulfate of element f is green.    which other properties is element f likely to have?     density melting point  a high high  b high low  c low high  d low low     27 which diagram represents the structure of an alloy?    abcd      28 in a blast furnace, iron( iii) oxide is converted to iron and carbon monoxide is converted to carbon  dioxide.    fe 2o3 + 3co \u2192 2fe + 3co 2    what happens to each of these reactants?  a both iron( iii) oxide and carbon monoxide are oxidised.  b both iron( iii) oxide and carbon monoxide are reduced.  c iron( iii) oxide is oxidised and carbon monoxide is reduced.  d iron( iii) oxide is reduced and carbon monoxide is oxidised.     ",
+            "12": "11  \u00a9 ucles 2009 0620/11/m/j/09 [turn over  29 the table gives information about three different metals g, h and j.    does it react with   metal  water steam key  g \u0017 \u0017 \u0013= does react  h \u0013 \u0013 \u0017= does not react  j \u0017 \u0013     what is the order of reactivity of these metals?     most  reactive  least  reactive  a g h j  b h g j  c h j g  d j h g     30 which property do all metals have?  a they are hard.  b they conduct electricity.  c they form acidic oxides.  d they react with water.      31 stainless steel is an alloy of iron and other metals. it is strong and does not rust but it costs much  more than normal steel.    what is not  made from stainless steel?  a cutlery  b pipes in a chemical factory  c railway lines  d saucepans    ",
+            "13": "12  \u00a9 ucles 2009 0620/11/m/j/09  32 substance k reacts with sodium carbonate to form a gas.    the gas turns limewater cloudy.    what is substance k and which process takes place in the reaction?     k process  a ethanol combustion  b ethanol neutralisation  c hydrochloric acid combustion  d hydrochloric acid neutralisation      33 an iron nail is placed in a closed test-tube, containing gas l.    the nail rusts.  gas l waternail       what is gas l?  a carbon dioxide  b hydrogen c nitrogen  d oxygen     34 which statements are correct?    1 carbon monoxide is responsible for the production of \u2018acid rain\u2019.  2 oxides of nitrogen are present in car exhausts.  3 sulfur dioxide can be produced by the combustion of fossil fuels.    a 1 and 2 only  b 1 and 3 only  c 2 and 3 only  d 1, 2 and 3     ",
+            "14": "13  \u00a9 ucles 2009 0620/11/m/j/09 [turn over  35 the diagram shows stages in the purification of water.    which stage uses chlorine?    water at ph9  + bacteria + large solids + fine solids water at ph9+ bacteria+ fine solidswater at ph9+ bacteria water at ph7+ bacteriapure waterat ph7a b  c  d        36 which element is not added to a fertiliser?  a aluminium  b nitrogen  c phosphorus  d potassium      37 a compound has the formula ch 3ch 2ch=ch 2.    which row in the table shows the type of compound and the colour change when aqueous  bromine is added?     type of compound colour change  a saturated brown to colourless  b saturated colourless to brown  c unsaturated brown to colourless  d unsaturated colourless to brown     ",
+            "15": "14  \u00a9 ucles 2009 0620/11/m/j/09  38 the diagram shows an industrial process. subst ance m is one of the substances produced by  this process and is used as aircraft fuel.    substance m     what is this process and what is substance m?     process substance m  a fractional distillation paraffin  b fractional distillation petrol  c thermal decomposition paraffin  d thermal decomposition petrol      39 the structures of three compounds are shown.    hhh hchh hh c cc cchhc h hhhhhhh hh c cchhc hhc     why do these substances all belong to the same homologous series?  a they all contain an even number of carbon atoms.  b they all contain the same functional group. c they are all hydrocarbons. d they are all saturated.      40 which bond is not in a molecule of ethanoic acid?  a c\u2013o b c=o c c=c d o\u2013h     ",
+            "16": "15   0620/11/m/j/09  blank page",
+            "17": "16    permission to reproduce items where third-party owned material protected by copyright  is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to t race 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.     0620/11/m/j/09   group  140  ce  cerium  58 141  pr  praseodymium  59 144  nd  neodymium  60 pm  promethium  61 150  sm  samarium  62 152  eu  europium  63 157  gd  gadolinium  64 159  tb  t erbiu m  65 162  dy  dysprosium  66 165  ho  holmium  67 167  er  erbium  68 169  tm  thulium  69 173  yb  ytterbium  70 175  lu  lutetium  71  232  th  thorium  90 pa  protactinium  91 238  u  uranium  92 np  neptunium  93 pu  plutonium  94 am  americium  95 cm  curium  96 bk  berkelium  97 cf  californium  98 es  einsteinium  99 fm  fermium  100 md  mendelevium  101 no  nobelium  102 lr  lawrencium  103 1  h  hydrogen  1  7  li  lithium  3  23  na  sodium  1 1 24  mg  magnesium  12  40  ca  calcium  20 45  sc  scandium  21 48  t i  t itaniu m  22 51  v  v anadiu m  23 52  cr  chromium  24 55  mn  manganese  25 56  fe  iron  26 59  co  cobalt  27 59  ni  nickel  28 64  cu  copper  29 65  zn  zinc  30 70  ga gallium  31 27  a l  aluminium  13 1 1  b  boron  5 12  c  carbon  6 14  n  nitrogen  7 16  o  oxygen  8 19  f  fluorine  9  28  si  silicon  14 31  p  phosphorus  15 32  s  sulfur  16 35.5  c l  chlorine  17 40  ar  argon  18 20  ne  neon  10 4  he  helium  2  73  ge  germanium  32 75  as  arsenic  33 79  se  selenium  34 80  br  bromine  35 84  kr  krypton  36 39  k  potassium  19  88  sr  strontium  38 89  y  yttrium  39 91  zr  zirconium  40 93  nb  niobium  41 96  mo  molybdenum  42 t c  t echnetiu m  43 101  ru  ruthenium  44 103  rh  rhodium  45 106  pd  palladium  46 108  ag  silver  47 1 1 2  cd  cadmium  48 1 1 5  in indium  49 1 1 9  sn  t i n  50 122  sb  antimony  51 128  t e  t elluriu m  52 127  i iodine  53 131  xe  xenon  54  137  ba  barium  56 139  la  lanthanum  57         * 178  hf  hafnium  72 181  t a  t antalu m  73 184  w  t ungste n  74 186  re  rhenium  75 190  os  osmium  76 192  ir  iridium  77 195  pt  platinum  78 197  au  gold  79 201  hg  mercury  80 204  t l  thallium  81 207  pb  lead  82 209  bi  bismuth  83 po  polonium  84 at  astatine  85 rn  radon  86  fr  francium  87 227  ac  actinium  89 9  be  beryllium  4 i ii iii iv v vi vii 0  85  rb  rubidium  37  133  cs  caesium  55  226  ra  radium  88  the volume of one mole of an y gas is 2 4 dm 3 at room temperature and pressure ( r .t.p.) . a  x  b a = relative atomic mass  x  = atomic symbol  b = proton (atomic) number key * 58-71 lanthanoid series  90-103 actinoid series d a t a  shee t  the periodic  t able of the element s   ",
+            "18": "    this document consists of 15 printed pages and 1 blank page.  ib09 06_0620_12/7rp  \u00a9 ucles 2009  [turn over      *6562648243* university of cambridge international examinations  international general certificate of secondary education       chemistry 0620/12     paper 1  multiple choice  may/june 2009     45 minutes    additional materials: multiple choice answer sheet    soft clean eraser    soft pencil (type b or hb is recommended)        read these instructions first    write in soft pencil.  do not use staples, paper clips, highlighters, glue or correction fluid. write your name, centre number and candidate number on the answer sheet in the spaces provided  unless this has been done for you.   there are forty  questions on this paper. answer all questions. for each question there are four possible  answers a, b, c and d.   choose the one you consider correct and record your choice in soft pencil on the separate answer sheet.   read the instructions on the answer sheet very carefully.    each correct answer will score one mark. a mark will not be deducted for a wrong answer. any rough working should be done in this booklet. a copy of the periodic table is printed on page 16. you may use a calculator.         ",
+            "19": "2  \u00a9 ucles 2009 0620/12/m/j/09  1 the diagram shows how the molecules in the exhaust gases diffuse into the air.    molecules in air molecules in exhaust gases    which statement describes what happens to these molecules next?  a the molecules fall to the ground because they are heavier than air molecules.  b the molecules go back together as they cool.  c the molecules spread further into the air.  d the molecules stay where they are.     2 the diagram shows the paper chromatograms of four substances, w, x, y and z.    w x y z     which two substances are pure?  a w and x b w and y c x and y d x and z     ",
+            "20": "3  \u00a9 ucles 2009 0620/12/m/j/09 [turn over  3 a student takes 2  g samples of calcium carbonate and adds them to 20  cm3 samples of dilute  hydrochloric acid at different temperatures. she measures how long it takes for the effervescence  to stop.    which apparatus does she use?     balance clock filter  funnel measuring  cylinder thermometer a \u0013 \u0013 \u0013 \u0013 \u0017  b \u0013 \u0013 \u0017 \u0013 \u0013  c \u0013 \u0017 \u0013 \u0013 \u0013  d \u0017 \u0013 \u0013 \u0017 \u0013    4 the diagrams show the structures of two forms, p and q, of a solid element.    pq     what are suitable uses of p and q, based on their structures?     use of solid p use of solid q  a drilling drilling  b drilling lubricating  c lubricating drilling  d lubricating lubricating     5 an element s has the proton number 18. the next element in the periodic table is an element t.    which statement is correct?  a element t has one more electron in its outer shell than element s.  b element t has one more electron shell than element s.  c element t is in the same group of the periodic table as element s.  d element t is in the same period of the periodic table as element s. ",
+            "21": "4  \u00a9 ucles 2009 0620/12/m/j/09  6 element v forms an acidic, covalent oxide.    which row in the table shows how many electrons there could be in the outer shell of an atom of v?     1 2 6 7  a \u0013 \u0017 \u0017 \u0017  b \u0013 \u0013 \u0017 \u0017  c \u0017 \u0017 \u0017 \u0013  d \u0017 \u0017 \u0013 \u0013    7 which numbers are added together to give the nucleon number of an ion?  a number of electrons + number of neutrons   b number of  electrons + number of protons  c number of electrons + number of protons + number of neutrons  d number of protons + number of neutrons    8 when sodium chloride is formed from its elements, each chlorine atom \u2026\u20261\u2026\u2026 one \u2026\u20262\u2026\u2026.    which words correctly complete gaps 1 and 2?     1 2  a gains electron  b gains proton  c loses electron  d loses proton     9 the electronic configuration of an ion is 2.8.8.   what could this ion be?     s 2\u2013 ca2+  a \u0013 \u0013  b \u0013 \u0017  c \u0017 \u0013  d \u0017 \u0017    ",
+            "22": "5  \u00a9 ucles 2009 0620/12/m/j/09 [turn over  10 nitrogen and hydrogen react together to form ammonia.    n2 + 3h 2 \u2192 2nh 3    when completely converted, 7 tonnes of nitrogen gives 8.5 tonnes of ammonia.    how much nitrogen will be needed to produce 34 tonnes of ammonia?  a 7 tonnes b 8.5 tonnes c 28 tonnes d 34 tonnes     11 which relative molecular mass, m r, is not correct for the molecule given?     molecule mr  a ammonia, nh 3 17  b carbon dioxide, co 2 44  c methane, ch 4 16  d oxygen, o 2 16    12 which of these elements could be formed at the anode when a molten salt is electrolysed?    a copper  b iodine  c lithium  d strontium      13 aluminium is extracted from its oxide by electrolysis.    the oxide is dissolved in \u2026\u20261\u2026\u2026 cryolite and aluminium is deposited at the \u2026\u20262\u2026\u2026    which words correctly complete gaps 1 and 2?     1 2  a aqueous cathode  b aqueous anode  c molten cathode  d molten anode    ",
+            "23": "6  \u00a9 ucles 2009 0620/12/m/j/09  14 molten lead( ii) bromide is electrolysed as shown.    a+\u2013 molten lead(ii) bromide     which ions are discharged at each electrode?     positive electrode negative electrode  a pb+ br2\u2013  b pb2+ br  \u2013  c br2\u2013 pb+  d br \u2013 pb2+     15 which diagram shows a process in which an endothermic change is taking place?    candlesodiumab c d ice rocket waterwater      ",
+            "24": "7  \u00a9 ucles 2009 0620/12/m/j/09 [turn over  16 the diagram shows some properties that substances may have.    to which labelled part of the diagram does 235u belong?    compoundused as an energy source radioactivea bdc      17 the equation shows a reaction that is reversed by changing the conditions.    forward reaction  cuso 4.5h 2o \u2192 cuso 4 + 5h 2o    how can the forward reaction be reversed?     by adding water by heating  a \u0013 \u0013  b \u0013 \u0017  c \u0017 \u0013  d \u0017 \u0017      18 which does not increase the speed of a reaction?  a adding a catalyst  b increasing the concentration of one of the reactants  c increasing the particle size of one of the reactants  d increasing the temperature     ",
+            "25": "8  \u00a9 ucles 2009 0620/12/m/j/09  19 the reactions shown may occur in the air during a thunder storm.    n2 + o 2 \u2192 2no  2no + o 2 \u2192 2no 2  no + o 3 \u2192 no 2 + o 2    which line shows what happens to the reactant molecules in each of these reactions?     n2 no o 3  a oxidised oxidised oxidised  b oxidised oxidised reduced  c reduced reduced oxidised  d reduced reduced reduced      20 some reactions of a substance, r, are shown in the diagram.    substance rmagnesium sodium carbonate copper( ii) oxidehydrogen carbon dioxide copper(ii) sulfatereacts with     what type of substance is r?  a an acid  b a base  c an element  d a salt     21 an element e is burned in air. a white solid oxide is formed.    the oxide is tested with damp red litmus paper. the paper turns blue.    what is element e?  a calcium  b carbon  c iodine  d sulfur     ",
+            "26": "9  \u00a9 ucles 2009 0620/12/m/j/09 [turn over  22 the graph shows how the ph of soil in a field changed over time.    at which point was the soil neutral?    11 9 753ph of soil timea b cd       23 aqueous sodium hydroxide is added to a solution of a salt. a blue precipitate is formed which  does not dissolve in excess.    aluminium foil is added to the mixture and the mixture is warmed. a gas is produced that turns  damp red litmus paper blue.    what is the name of the salt?  a ammonium nitrate  b ammonium sulfate  c copper( ii) nitrate  d copper( ii) sulfate      24 which statement describes the trends going down group vii of the periodic table?  a the boiling point and melting point both decrease.  b the boiling point and melting point both increase.  c the boiling point decreases but the melting point increases.  d the boiling point increases but the melting point decreases.     ",
+            "27": "10  \u00a9 ucles 2009 0620/12/m/j/09  25 the sulfate of element f is green.    which other properties is element f likely to have?     density melting point  a high high  b high low  c low high  d low low     26 which diagram represents the structure of an alloy?    abcd     27 an inert atmosphere is needed in a lamp to lengthen the useful life of the metal filament.    why is argon, rather than helium, used for this purpose?     argon is more abundant  in the air argon is less dense  than helium  a \u0013 \u0013  b \u0013 \u0017  c \u0017 \u0013  d \u0017 \u0017     28 in a blast furnace, iron( iii) oxide is converted to iron and carbon monoxide is converted to carbon  dioxide.    fe 2o3 + 3co \u2192 2fe + 3co 2    what happens to each of these reactants?  a both iron( iii) oxide and carbon monoxide are oxidised.  b both iron( iii) oxide and carbon monoxide are reduced.  c iron( iii) oxide is oxidised and carbon monoxide is reduced.  d iron( iii) oxide is reduced and carbon monoxide is oxidised. ",
+            "28": "11  \u00a9 ucles 2009 0620/12/m/j/09 [turn over  29 which property do all metals have?  a they are hard.  b they conduct electricity.  c they form acidic oxides.  d they react with water.      30 stainless steel is an alloy of iron and other metals. it is strong and does not rust but it costs much  more than normal steel.    what is not  made from stainless steel?  a cutlery  b pipes in a chemical factory  c railway lines  d saucepans     31 the table gives information about three different metals g, h and j.    does it react with   metal  water steam key  g \u0017 \u0017 \u0013= does react  h \u0013 \u0013 \u0017= does not react  j \u0017 \u0013     what is the order of reactivity of these metals?     most  reactive  least  reactive  a g h j  b h g j  c h j g  d j h g     ",
+            "29": "12  \u00a9 ucles 2009 0620/12/m/j/09  32 the diagram shows stages in the purification of water.    which stage uses chlorine?    water at ph9  + bacteria + large solids + fine solids water at ph9+ bacteria+ fine solidswater at ph9+ bacteria water at ph7+ bacteriapure waterat ph7a b  c  d        33 which statements are correct?    1 carbon monoxide is responsible for the production of \u2018acid rain\u2019.  2 oxides of nitrogen are present in car exhausts. 3 sulfur dioxide can be produced by the combustion of fossil fuels.    a 1 and 2 only  b 1 and 3 only  c 2 and 3 only  d 1, 2 and 3      34 substance k reacts with sodium carbonate to form a gas.    the gas turns limewater cloudy.    what is substance k and which process takes place in the reaction?     k process  a ethanol combustion  b ethanol neutralisation  c hydrochloric acid combustion  d hydrochloric acid neutralisation    ",
+            "30": "13  \u00a9 ucles 2009 0620/12/m/j/09 [turn over  35 an iron nail is placed in a closed test-tube, containing gas l.    the nail rusts.    gas l waternail     what is gas l?  a carbon dioxide  b hydrogen  c nitrogen  d oxygen      36 a compound has the formula ch 3ch 2ch=ch 2.    which row in the table shows the type of compound and the colour change when aqueous  bromine is added?     type of compound colour change  a saturated brown to colourless  b saturated colourless to brown  c unsaturated brown to colourless  d unsaturated colourless to brown     37 which element is not added to a fertiliser?  a aluminium  b nitrogen  c phosphorus  d potassium    ",
+            "31": "14  \u00a9 ucles 2009 0620/12/m/j/09  38 the structures of three compounds are shown.    hhh hchh hh c cc cchhc h hhhhhhh hh c cchhc hhc     why do these substances all belong to the same homologous series?  a they all contain an even number of carbon atoms.  b they all contain the same functional group. c they are all hydrocarbons. d they are all saturated.      39 which bond is not in a molecule of ethanoic acid?  a c\u2013o b c=o c c=c d o\u2013h      40 the diagram shows an industrial process. subst ance m is one of the substances produced by  this process and is used as aircraft fuel.    substance m     what is this process and what is substance m?     process substance m  a fractional distillation paraffin  b fractional distillation petrol  c thermal decomposition paraffin  d thermal decomposition petrol     ",
+            "32": "15   0620/12/m/j/09  blank page",
+            "33": "16    permission to reproduce items where third-par ty owned material protected by copyright is  included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holder s, 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.     0620/12/m/j/09   group  140  ce  cerium  58 141  pr  praseodymium  59 144  nd  neodymium  60 pm  promethium  61 150  sm  samarium  62 152  eu  europium  63 157  gd  gadolinium  64 159  tb  t erbiu m  65 162  dy  dysprosium  66 165  ho  holmium  67 167  er  erbium  68 169  tm  thulium  69 173  yb  ytterbium  70 175  lu  lutetium  71  232  th  thorium  90 pa  protactinium  91 238  u  uranium  92 np  neptunium  93 pu  plutonium  94 am  americium  95 cm  curium  96 bk  berkelium  97 cf  californium  98 es  einsteinium  99 fm  fermium  100 md  mendelevium  101 no  nobelium  102 lr  lawrencium  103 1  h  hydrogen  1  7  li  lithium  3  23  na  sodium  1 1 24  mg  magnesium  12  40  ca  calcium  20 45  sc  scandium  21 48  t i  t itaniu m  22 51  v  v anadiu m  23 52  cr  chromium  24 55  mn  manganese  25 56  fe  iron  26 59  co  cobalt  27 59  ni  nickel  28 64  cu  copper  29 65  zn  zinc  30 70  ga gallium  31 27  a l  aluminium  13 1 1  b  boron  5 12  c  carbon  6 14  n  nitrogen  7 16  o  oxygen  8 19  f  fluorine  9  28  si  silicon  14 31  p  phosphorus  15 32  s  sulfur  16 35.5  c l  chlorine  17 40  ar  argon  18 20  ne  neon  10 4  he  helium  2  73  ge  germanium  32 75  as  arsenic  33 79  se  selenium  34 80  br  bromine  35 84  kr  krypton  36 39  k  potassium  19  88  sr  strontium  38 89  y  yttrium  39 91  zr  zirconium  40 93  nb  niobium  41 96  mo  molybdenum  42 t c  t echnetiu m  43 101  ru  ruthenium  44 103  rh  rhodium  45 106  pd  palladium  46 108  ag  silver  47 1 1 2  cd  cadmium  48 1 1 5  in indium  49 1 1 9  sn  t i n  50 122  sb  antimony  51 128  t e  t elluriu m  52 127  i iodine  53 131  xe  xenon  54  137  ba  barium  56 139  la  lanthanum  57         * 178  hf  hafnium  72 181  t a  t antalu m  73 184  w  t ungste n  74 186  re  rhenium  75 190  os  osmium  76 192  ir  iridium  77 195  pt  platinum  78 197  au  gold  79 201  hg  mercury  80 204  t l  thallium  81 207  pb  lead  82 209  bi  bismuth  83 po  polonium  84 at  astatine  85 rn  radon  86  fr  francium  87 227  ac  actinium  89 9  be  beryllium  4 i ii iii iv v vi vii 0  85  rb  rubidium  37  133  cs  caesium  55  226  ra  radium  88  the volume of one mole of an y gas is 2 4 dm 3 at room temperature and pressure ( r .t.p.) . a  x  b a = relative atomic mass  x  = atomic symbol  b = proton (atomic) number key * 58-71 lanthanoid series  90-103 actinoid series d a t a  shee t  the periodic  t able of the element s   "
+        },
+        "0620_s09_qp_2.pdf": {
+            "1": "    this document consists of 15 printed pages and 1 blank page.  ib09 06_0620_02/6rp  \u00a9 ucles 2009  [turn over       *7049085572* for examiner's use  1   2   3   4   5   6   7   total   university of cambridge international examinations  international general certificate of secondary education       chemistry 0620/02     paper 2  may/june 2009     1 hour 15 minutes    candidates answer on the question paper.    no additional materials are required.      read these instructions first    write your centre number, candidate number and name in the spaces at the top of this page.  write in dark blue or black pen. you may need to use a pencil for any diagrams, graphs or rough working. do not use staples, paper clips, highlighters, glue or correction fluid. do not  write in any barcodes.    answer all questions. a copy of the periodic table is printed on page 16.  at the end of the examination, fasten all your work securely together.  the number of marks is given in brackets [  ] at the end of each question or part  question.   ",
+            "2": "2  \u00a9 ucles 2009 0620/02/m/j/09  for  examiner's  use 1 (a) choose from the list of compounds to answer questions (i) to (v).    calcium carbonate carbon dioxide hydrogen chloride  iron(iii) oxide lead( ii) bromide methane sodium hydroxide      each compound can be used once, more than once or not at all.     name the compound which    (i) is a transition metal compound,   [1]       (ii) produces brown fumes at the anode when electrolysed,   [1]      (iii) is used to manufacture lime,   [1]      (iv) dissolves in water to form an alkaline solution,   [1]     (v) is the main constituent of natural gas.   [1]    ",
+            "3": "3  \u00a9 ucles 2009 0620/02/m/j/09 [turn over  for  examiner's  use  (b) at a high temperature iron( iii) oxide is reduced by carbon.    fe2o3    +    3c        2fe    +    3co     (i) explain how the equation shows that iron( iii) oxide is reduced by carbon.   [1]       (ii) complete these sentences about the extraction of iron using words from the list.    bauxite blast  converter haematite lime      limestone sand   slag    iron is extracted from  by mixing the ore with   coke and  in a  furnace.   the iron ore is reduced to iron and impurities in the ore react with calcium oxide  to form   . [4]    [total: 10] ",
+            "4": "4  \u00a9 ucles 2009 0620/02/m/j/09  for  examiner's  use 2 the table shows some observations about the reactivity of various metals with dilute  hydrochloric acid.    metal observations  calcium many bubbles produced rapidly with much spitting  copper no bubbles formed  iron a few bubbles produced very slowly  magnesium many bubbles produced rapidly with no spitting    (a) put these metals in order of their reactivity.      most reactive least reactive    [1]    (b) zinc is between iron and magnesium in its reactivity.    suggest what observations are made about how fast the bubbles are produced when  zinc reacts with dilute hydrochloric acid.   [1]     (c) magnesium is extracted by the electrolysis of molten magnesium chloride.    inert gas molten magnesium molten magnesium chlorideiron cathode (\u2013)anode (+)      (i) what information in the diagram suggests that magnesium is less dense than  molten magnesium chloride?   [1]     ",
+            "5": "5  \u00a9 ucles 2009 0620/02/m/j/09 [turn over  for  examiner's  use  (ii) suggest why magnesium has to be extracted by electrolysis rather than by heating  its oxide with carbon.   [1]      (iii) suggest why a stream of inert gas is blown over the surface of the molten  magnesium.   [1]      (iv) state the name of a gaseous element which is inert.   [1]      (d) in some old magnesium manufacturing plants, coal gas is blown over the surface of the  magnesium.    the list shows the main substances in coal gas.    carbon monoxide ethene hydrogen  hydrogen sulfide       methane    (i) draw the structure of ethene showing all atoms and bonds.                 [1]       (ii) suggest two hazards of using coal gas by referring to two specific substances in  the list.  substance   hazard   substance   hazard  [2]     ",
+            "6": "6  \u00a9 ucles 2009 0620/02/m/j/09  for  examiner's  use  (e) carbon monoxide can be removed from coal gas by mixing it with steam and passing  the mixture over a catalyst of iron( iii) oxide at 400  \u00bac.    co    +    h 2o        co 2    +    h 2       (i) write a word equation for this reaction.   [1]      (ii) what does the symbol   mean?   [1]      (iii) iron( iii) oxide reacts with acids to form a solution containing iron( iii) ions.     describe a test for aqueous iron( iii) ions.  test   result    [2]     [total: 13]    ",
+            "7": "7  \u00a9 ucles 2009 0620/02/m/j/09 [turn over  for  examiner's  use 3 petroleum is a mixture of hydrocarbons which can be separated into fractions such as  petrol, paraffin and diesel.     (a) state the name of the process used to separate these fractions.   [1]       (b) name two other fractions which are obtained from petroleum .    and   [2]       (c) give one  use for the paraffin fraction.   [1]      (d) many of the compounds obtained from petroleum are alkanes.    which two of the following structures are alkanes?    cab hh h h cc hh oh h cd hh ch c h hhhhcch hhh    [1]       (e) use words from the list below to complete the following sentence.    ethane ethene hydrogen nitrogen oxygen    reactive  unreactive  water    alkanes such as   are generally   but they can  be burnt in   to form carbon dioxide and  [4]       (f) alkanes are saturated hydrocarbons.    what do you understand by the terms  (i) saturated,      (ii) hydrocarbon?     [2]    [total: 11] ",
+            "8": "8  \u00a9 ucles 2009 0620/02/m/j/09  for  examiner's  use 4 this question is about some compounds of nitrogen.     a mixture of ammonium sulfate and sodium hydroxide was warmed in a test-tube.  the gas was tested with moist red litmus paper.   heat gentlyred litmus paper ammonium sulfate and sodium hydroxide      (a) state the name of the gas released.   [1]       (b) state the colour change of the litmus paper.   [1]      (c) complete the word equation for the reaction of ammonium carbonate with hydrochloric  acid.      ammonium       +       hydrochloric      \u2026\u2026\u2026...   +   \u2026\u2026\u2026...   +   \u2026\u2026\u2026..     carbonate                   acid                                                                                                                \u2026\u2026\u2026...       \u2026\u2026\u2026 [3]        (d) ammonium salts such as ammonium nitrate, nh 4no 3 and ammonium chloride nh 4cl  are used as fertilisers.     (i) explain why farmers need to use fertilisers.     [1]      (ii) explain why ammonium nitrate is a better fertiliser than ammonium chloride.   [1]    ",
+            "9": "9  \u00a9 ucles 2009 0620/02/m/j/09 [turn over  for  examiner's  use  (iii)  calculate the relative formula mass of ammonium nitrate.            [1]       (e) when ammonium nitrate is heated nitrogen( i) oxide is given off.    nitrogen( i) oxide relights a glowing splint.     name one other gas which relights a glowing splint.   [1]       (f) state one harmful effect of nitrogen oxides on the environment.   [1]     [total: 10]        ",
+            "10": "10  \u00a9 ucles 2009 0620/02/m/j/09  for  examiner's  use  100.4 100.3100.2100.1100.0mass of flask and contents  / grams 0 100 200 300 400 500 600 700 time  / seconds5 a student used the apparatus shown below to investigate the rate of reaction of calcium  carbonate with dilute hydrochloric acid.    caco 3    +    2hc l        cac l2    +    co 2    +    h 2o    cotton wool dilute hydrochloric acid calcium carbonate balance100.4        (a) use the information in the equation to sugge st why the mass of the flask and contents  decreases with time.     [1]       (b) the graph shows how the mass of the flask and its contents changes with time.                   ",
+            "11": "11  \u00a9 ucles 2009 0620/02/m/j/09 [turn over  for  examiner's  use  (i) at what time was the reaction just complete?   [1]      (ii) on the graph, mark with an x the point where the speed (rate) of reaction was  fastest. [1]     (iii) the student repeated the experiment but altered the concentration of the  hydrochloric acid so that it was half the original value. in both experiments calcium  carbonate was in excess and all other conditions were kept the same.      on the graph on page 10, draw a curve to show how the mass of the flask and  contents changes with time when hydrochloric acid of half the concentration was  used.  [2]      (c) how does the speed (rate) of this reaction change when     (i)  the temperature is increased,   [1]    (ii)  smaller pieces of calcium carbonate are used?   [1]       (d) complete the following sentence using words from the list.    combustion expansion large rapid slow small    in flour mills there is often the risk of an explosion due to the rapid   of the very   particles which have a very   surface area to react. [3]       (e) cells in plants and animals break down glucose to carbon dioxide and water.    glucose    +    oxygen        carbon dioxide    +    water    (i) state the name of this process.   [1]      (ii) in this process enzymes act as catalysts.     what do you understand by the term catalyst?   [1]     [total: 12] ",
+            "12": "12  \u00a9 ucles 2009 0620/02/m/j/09  for  examiner's  use 6 bromine is an element in group vii of the periodic table.     (a) write the formula for a molecule of bromine.   [1]       (b) complete the diagram below to show the arrangement of the molecules in liquid  bromine.      represents a bromine molecule         [2]       (c) a teacher placed a small amount of liquid bromine in the bottom of a sealed gas jar of air. after two minutes brown fumes were seen just above the liquid surface. after one hour the brown colour had spread completely throughout the gas jar.    start after 2 minutes afterliquid bromineair         use the kinetic particle theory to explain these observations.       [3]     ",
+            "13": "13  \u00a9 ucles 2009 0620/02/m/j/09 [turn over  for  examiner's  use  (d) magnesium salts are colourless but group vii elements are coloured.    an aqueous solution of magnesium bromide reacts with an aqueous solution of  chlorine.    magnesium bromide   +   chlorine      magnesium chloride   +   bromine      state the colour change in this reaction.   [2]       (e) a solution of magnesium bromide will not react with iodine.    explain why there is no reaction.   [1]       (f) the structures of some compounds containing bromine are shown below.    na+ br \u2013  na+ br \u2013  na+ br \u2013  na+ br \u2013 na+ br \u2013  na+ br \u2013  na+ br \u2013  na+ br \u2013 zn2+br \u2013br \u2013 zn2+br \u2013br \u2013zn2+br \u2013br \u2013 zn2+br \u2013br \u2013a b c d  h br  br f f  f      (i) write the simplest formula for the substance with structure a.   [1]      (ii) state the name of the substance with structure d.   [1]     (iii) state the type of bonding within a molecule of structure c.   [1]     (iv) which two structures are giant structures?    and   [1]       (v) why does structure a conduct electricity when it is molten?   [1]    [total: 14] ",
+            "14": "14  \u00a9 ucles 2009 0620/02/m/j/09  for  examiner's  use 7 hydrogen chloride can be made by burning hydrogen in chlorine.    (a) complete the equation for this reaction.    h 2    +    \u2026\u2026\u2026\u2026...        \u2026\u2026\u2026..    hc l   [2]       (b) draw a dot and cross diagram for a molecule of hydrogen chloride.    show all the electrons.      use o for an electron from a hydrogen atom    use x for an electron from a chlorine atom                 [2]       (c) hydrochloric acid is formed when hydrogen chloride gas dissolves in water.    suggest the ph of hydrochloric acid.    put a ring around the correct answer.   ph 1 ph7 ph9 ph 13    [1]    (d) complete the equation for the reaction of hydrochloric acid with zinc.  zinc    +    hydrochloric acid        zinc chloride    +    \u2026\u2026\u2026\u2026\u2026\u2026 [1]       (e) describe how dry crystals of zinc chloride can be obtained from a solution of zinc  chloride.       [2]       (f) a student electrolysed molten zinc chloride.    state the name of the product formed at  (i) the anode,  [1]   (ii) the cathode.  [1]    [total: 10] ",
+            "15": "15   0620/02/m/j/09   blank page   ",
+            "16": "16      permission to reproduce items where third-par ty owned material protected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the publis her (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.    \u00a9 ucles 2009 0620/02/m/j/09  group 140 ce cerium 58141 pr praseodymium 59144 nd neodymium 60pm promethium 61150 sm samarium 62152 eu europium 63157 gd gadolinium 64159 tb terbium 65162 dy dysprosium 66165 ho holmium 67167 er erbium 68169 tm thulium 69173 yb ytterbium 70175 lu lutetium 71 232 th thorium 90pa protactinium 91238 u uranium 92np neptunium 93pu plutonium 94am americium 95cm curium 96bk berkelium 97cf californium 98es einsteinium 99fm fermium 100md mendelevium 101no nobelium 102lr lawrencium 1031 h hydrogen 1 7 li lithium 3 23 na sodium 1124 mg magnesium 12 40 ca calcium 2045 sc scandium 2148 ti titanium 2251 v vanadium 2352 cr chromium 2455 mn manganese 2556 fe iron 2659 co cobalt 2759 ni nickel 2864 cu copper 2965 zn zinc 3070 ga gallium 3127 al aluminium 1311 b boron 512 c carbon 614 n nitrogen 716 o oxygen 819 f fluorine 9 28 si silicon 1431 p phosphorus 1532 s sulfur 1635.5 cl chlorine 1740 ar argon 1820 ne neon 104 he helium 2 73 ge germanium 3275 as arsenic 3379 se selenium 3480 br bromine 3584 kr krypton 3639 k potassium 19 88 sr strontium 3889 y yttrium 3991 zr zirconium 4093 nb niobium 4196 mo molybdenum 42tc technetium 43101 ru ruthenium 44103 rh rhodium 45106 pd palladium 46108 ag silver 47112 cd cadmium 48115 in indium 49119 sn tin 50122 sb antimony 51128 te tellurium 52127 i iodine 53131 xe xenon 54 137 ba barium 56139 la lanthanum 57        *178 hf hafnium 72181 ta tantalum 73184 w tungsten 74186 re rhenium 75190 os osmium 76192 ir iridium 77195 pt platinum 78197 au gold 79201 hg mercury 80204 tl thallium 81207 pb lead 82209 bi bismuth 83po polonium 84at astatine 85rn radon 86 fr francium 87227 ac actinium 899 be beryllium 4ii i iii iv v vi vii 0 85 rb rubidium 37 133 cs caesium 55 226 ra radium 88 the volume of one mole of any gas is 24 dm3at room temperature and pressure (r.t.p.).a x ba = relative atomic mass x = atomic symbol b = proton (atomic) numberkey*58-71 lanthanoid series 90-103 actinoid seriesdata sheet the periodic table of the elements  "
+        },
+        "0620_s09_qp_3.pdf": {
+            "1": "location entry codes       as part of cie\u2019s continual commitment to main taining best practice in assessment, cie uses  different variants of some question papers for our most popular assessments with large and  widespread candidature. the question papers are closely related and the relationships between  them have been thoroughly established using our assessment expertise.  all versions of the  paper give assessment of equal standard.     the content assessed by the examination papers and the type of questions is unchanged.   this change means that for this component there are now two variant question papers, mark  schemes and principal examiner\u2019s reports where previously there was only one.  for any individual country, it is intended that only one variant is used.  this document contains both  variants which will give all centres access to even more past examination ma terial than is usually  the case.      the diagram shows the relationship between the question papers, mark schemes and principal examiners\u2019 reports that are available.     question paper   mark scheme  principal examiner\u2019s  report  introduction     introduction   introduction   first variant question paper    first variant mark scheme  first variant principal  examiner\u2019s report    second variant question  paper  second variant mark  scheme    second variant principal  examiner\u2019s report      who can i contact for further information on these changes?  please direct any questions about this to cie\u2019s customer services team at: international@cie.org.uk              the titles for the variant items should correspond with the table above, so that at the top of the  first page of the relevant part of the document and on the header, it has the words:    \u2022 first variant question paper / mark scheme / principal examiner\u2019s report     or     \u2022 second variant question paper / mark scheme / principal examiner\u2019s report      as appropriate.    ",
+            "2": "    this document consists of 15 printed pages and 1 blank pages.  ib09 06_0620_31/5rp  \u00a9 ucles 2009  [turn over       *5310297 965* for examiner's use  1   2   3   4   5   6   7   8   9   total   university of cambridge international examinations  international general certificate of secondary education       chemistry 0620/31     paper 3 (extended)  may/june 2009     1 hour 15 minutes    candidates answer on the question paper.    no additional materials are required.      read these instructions first    write your centre number, candidate number and name on all the work you hand in.  write in dark blue or black pen. you may use a pencil for any diagrams, graphs or rough working. do not use staples, paper clips, highlighters, glue or correction fluid. do not  write in any barcodes.   answer all questions. a copy of the periodic table is printed on page 16.  at the end of the examination, fasten all your work securely together.  the number of marks is given in brackets [  ] at the end of each question or part  questions.   ",
+            "3": "2  \u00a9 ucles 2009 0620/31/m/j/09  for  examiner's  use 1 some grass is crushed and mixed with the solvent, propanone. the colour pigments are  extracted to give a deep green solution.    (a) (i)  draw a labelled diagram to describe how you could show that there is more than  one coloured pigment in the green solution.                  [3]       (ii) given a pure sample of chlorophyll, how could you show that the green solution  from the grass contained chlorophyll?         [2]       (b) explain the role of chlorophyll in green plants.             [3]       [total: 8]     ",
+            "4": "3  \u00a9 ucles 2009 0620/31/m/j/09 [turn over  for  examiner's  use 2 the results of experiments on electrolysis using inert electrodes are given in the table.      complete the table; the first line has been completed as an example.   electrolyte change at negative  electrode change at positive  electrode change to  electrolyte    molten lead( ii)  bromide     lead formed  bromine formed  used up            potassium formed  iodine formed  used up    dilute aqueous sodium chloride                     aqueous copper( ii)  sulfate                             hydrogen formed  bromine formed  potassium hydroxide formed     [total: 8]     ",
+            "5": "4  \u00a9 ucles 2009 0620/31/m/j/09  for  examiner's  use 3 the following is a list of the electron distributions of atoms of unknown elements.    element electron distribution  a 2,5  b 2,8,4  c 2,8,8,2  d 2,8,18,8  e 2,8,18,8,1  f 2,8,18,18,7     (a) choose an element from the list for each of the following descriptions.  (i) it is a noble gas.    (ii) it is a soft metal with a low density.    (iii) it can form a covalent compound with element a.    (iv) it has a giant covalent structure similar to diamond.    (v) it can form a negative ion of the type x3-.  [5]     (b) elements c and f can form an ionic compound.    (i) draw a diagram that shows the formula of this compound, the charges on the ions and the arrangement of the valency electrons around the negative ion.     use o to represent an electron from an atom of c.     use x to represent an electron from an atom of f.               [3]     (ii) predict two properties of this compound.       [2]      [total: 10] ",
+            "6": "5  \u00a9 ucles 2009 0620/31/m/j/09 [turn over  for  examiner's  use 4 the reactivity series of metals given below contains both familiar and unfamiliar elements.  for most of the unfamiliar elements, which are marked *, their common oxidation states are given.    * barium  ba  * lanthanum  la    (+3)   magnesium     zinc   * chromium cr  (+2), (+3), (+6)   iron     copper   * palladium (+2)       choose metal(s) from the above list to answer the following questions.   (i) which two metals would not react with dilute hydrochloric acid?   [2]    (ii) which two unfamiliar metals (*) would react with cold water?   [2]     (iii) what is the oxidation state of barium?   [1]     (iv) name an unfamiliar metal (*) whose oxide cannot be reduced by carbon.   [1]     (v) why should you be able to predict that metals such as iron and chromium have  more than one oxidation state?      [1]     [total: 7]    ",
+            "7": "6  \u00a9 ucles 2009 0620/31/m/j/09  for  examiner's  use 5 insoluble salts are made by precipitation.     (a) a preparation of the insoluble salt calcium fluoride is described below.      to 15  cm3 of aqueous calcium chloride, 30  cm3 of aqueous sodium fluoride is added.  the concentration of both solutions is 1.00  mol  / dm3. the mixture is filtered and the  precipitate washed with distilled water. finally, the precipitate is heated in an oven.    (i) complete the equation.        ca 2+   +   ...\u2026\u2026.f-      \u2026\u2026\u2026..  [2]     (ii) why is the volume of sodium fluoride solution double that of the calcium chloride  solution?      [1]     (iii) why is the mixture washed with distilled water?      [1]     (iv) why is the solid heated?      [1]    ",
+            "8": "7  \u00a9 ucles 2009 0620/31/m/j/09 [turn over  for  examiner's  use  16 12 840 02468 1 0 1 2 1 4 volume of phosphate solution  / cm3height of precipitate/  mm (b) the formulae of insoluble compounds can be found by precipitation reactions.      to 12.0  cm3 of an aqueous solution of the nitrate of metal t was added 2.0  cm3 of  aqueous sodium phosphate, na 3po 4. the concentration of both solutions was          1.00  mol  / dm3. when the precipitate had settled, its height was measured.    solution height of precipitateprecipitate of the phosphate of metal t       the experiment was repeated using different volumes of the phosphate solution. the  results are shown on the following graph.                           what is the formula of the phosphate of metal t? give your reasoning.         [3]       [total: 8]     ",
+            "9": "8  \u00a9 ucles 2009 0620/31/m/j/09  for  examiner's  use 6 ammonia is manufactured by the haber process.    n2(g)   +    3h 2(g)        2nh 3(g)    the forward reaction is exothermic     (a) (i)  name the raw materials from which nitrogen and hydrogen are obtained.  nitrogen from  [1]  hydrogen from  [1]    (ii) name the catalyst used in this process.   [1]    (iii) what is the most important use of ammonia?   [1]      (b) the following graph shows how the percentage of ammonia in the equilibrium mixture  changes with temperature.    00% ammonia at equilibrium temperature     (i) explain the term equilibrium .         [2]     (ii) how does the percentage of ammonia vary with temperature?   [1]    ",
+            "10": "9  \u00a9 ucles 2009 0620/31/m/j/09 [turn over  for  examiner's  use  (c) (i)  sketch a graph which shows how the percentage of ammonia in the equilibrium  mixture varies with pressure.    00% ammonia at equilibrium pressure     [1]     (ii) explain why the graph has the shape shown.       [2]      [total: 10]   ",
+            "11": "10  \u00a9 ucles 2009 0620/31/m/j/09  for  examiner's  use 7 hydrogen reacts with the halogens to form hydrogen halides.       (a) bond energy is the amount of energy, in kj, that must be supplied (endothermic) to break one mole of a bond.    bond bond energy in kj  / mol  h\u2500h +436  cl\u2500cl +242  h\u2500c l +431     use the above data to show that the following reaction is exothermic.   h\u2500h    +    c l\u2500cl    /barb2right    2h\u2500cl           [3]     ",
+            "12": "11  \u00a9 ucles 2009 0620/31/m/j/09 [turn over  for  examiner's  use  (b) they react with water to form acidic solutions.    hc l    +    h 2o        h 3o+    +    c l -    hf    +    h 2o        h 3o+    +    f  -     (i) explain why water behaves as a base in both of these reactions.     [2]     (ii) at equilibrium, only 1% of the hydrogen chloride exists as molecules, the rest has  formed ions. in the other equilibrium, 97% of the hydrogen fluoride exists as  molecules, only 3% has formed ions.      what does this tell you about the strength of each acid?     [2]     (iii) how would the ph of these two solutions differ?   [1]     [total: 8]   ",
+            "13": "12  \u00a9 ucles 2009 0620/31/m/j/09  for  examiner's  use 8 lactic acid can be made from corn starch.    ch3ch cooh oh lactic acid     it polymerises to form the polymer, polylactic acid (pla ) which is biodegradable.     (a) suggest two advantages that pla has compared with a polymer made from petroleum.         [2]      (b) the structure of pla is given below.    ch3o ch occh3 oc h     (i) what type of compound contains the group that is circled?   [1]    (ii) complete the following sentence.  lactic acid molecules can form this group because they contain both an    group and an  group. [2]     (iii) is the formation of pla, an addition or condensation polymerisation? give a reason for your choice.       [2]     ",
+            "14": "13  \u00a9 ucles 2009 0620/31/m/j/09 [turn over  for  examiner's  use  (c) when lactic acid is heated, acrylic acid is formed.    c c cooh ohh h hh lactic acid acrylic acidcch hh cooh      (i) complete the word equation for the action of heat on lactic acid.  lactic acid \u2192   +   [1]     (ii) describe a test that would distinguish between lactic acid and acrylic acid.  test   result for lactic acid   result for acrylic acid  [3]     (iii) describe a test, other than using an indicator, which would show that both chemicals contain an acid group.  test   result    [2]       [total: 13]    ",
+            "15": "14  \u00a9 ucles 2009 0620/31/m/j/09  for  examiner's  use 9 quantities of chemicals, expressed in moles, can be used to find the formula of a  compound, to establish an equation and to determine reacting masses.    (a) a compound contains 72% magnesium and 28% nitrogen. what is its empirical formula?         [2]      (b) a compound contains only aluminium and carbon. 0.03  moles of this compound reacted  with excess water to form 0.12  moles of al(oh) 3 and 0.09  moles of ch 4.      write a balanced equation for this reaction.         [2]      (c) 0.07  moles of silicon reacts with 25  g of bromine.    si    +    2br 2        sibr 4    (i) which one is the limiting reagent? explain your choice.           [3]     (ii) how many moles of sibr 4 are formed?   [1]      [total: 8]   ",
+            "16": "15   0620/31/m/j/09  blank page      ",
+            "17": "16      permission to reproduce items where third-par ty owned material protected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the publis her (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.   \u00a9 ucles 2009 0620/31/m/j/09  group 140 ce cerium 58141 pr praseodymium 59144 nd neodymium 60pm promethium 61150 sm samarium 62152 eu europium 63157 gd gadolinium 64159 tb terbium 65162 dy dysprosium 66165 ho holmium 67167 er erbium 68169 tm thulium 69173 yb ytterbium 70175 lu lutetium 71 232 th thorium 90pa protactinium 91238 u uranium 92np neptunium 93pu plutonium 94am americium 95cm curium 96bk berkelium 97cf californium 98es einsteinium 99fm fermium 100md mendelevium 101no nobelium 102lr lawrencium 1031 h hydrogen 1 7 li lithium 3 23 na sodium 1124 mg magnesium 12 40 ca calcium 2045 sc scandium 2148 ti titanium 2251 v vanadium 2352 cr chromium 2455 mn manganese 2556 fe iron 2659 co cobalt 2759 ni nickel 2864 cu copper 2965 zn zinc 3070 ga gallium 3127 al aluminium 1311 b boron 512 c carbon 614 n nitrogen 716 o oxygen 819 f fluorine 9 28 si silicon 1431 p phosphorus 1532 s sulfur 1635.5 cl chlorine 1740 ar argon 1820 ne neon 104 he helium 2 73 ge germanium 3275 as arsenic 3379 se selenium 3480 br bromine 3584 kr krypton 3639 k potassium 19 88 sr strontium 3889 y yttrium 3991 zr zirconium 4093 nb niobium 4196 mo molybdenum 42tc technetium 43101 ru ruthenium 44103 rh rhodium 45106 pd palladium 46108 ag silver 47112 cd cadmium 48115 in indium 49119 sn tin 50122 sb antimony 51128 te tellurium 52127 i iodine 53131 xe xenon 54 137 ba barium 56139 la lanthanum 57        *178 hf hafnium 72181 ta tantalum 73184 w tungsten 74186 re rhenium 75190 os osmium 76192 ir iridium 77195 pt platinum 78197 au gold 79201 hg mercury 80204 tl thallium 81207 pb lead 82209 bi bismuth 83po polonium 84at astatine 85rn radon 86 fr francium 87227 ac actinium 899 be beryllium 4ii i iii iv v vi vii 0 85 rb rubidium 37 133 cs caesium 55 226 ra radium 88 the volume of one mole of any gas is 24 dm3at room temperature and pressure (r.t.p.).a x ba = relative atomic mass x = atomic symbol b = proton (atomic) numberkey*58-71 lanthanoid series 90-103 actinoid seriesdata sheet the periodic table of the elements  ",
+            "18": "    this document consists of 15 printed pages and 1 blank page.  ib09 06_0620_32/4rp  \u00a9 ucles 2009  [turn over       *0583100121* for examiner's use  1   2   3   4   5   6   7   8   9   total   university of cambridge international examinations  international general certificate of secondary education       chemistry 0620/32     paper 3 (extended)  may/june 2009     1 hour 15 minutes    candidates answer on the question paper.    no additional materials are required.      read these instructions first    write your centre number, candidate number and name on all the work you hand in.  write in dark blue or black pen. you may use a pencil for any diagrams, graphs or rough working. do not use staples, paper clips, highlighters, glue or correction fluid. do not  write in any barcodes.   answer all questions. a copy of the periodic table is printed on page 16.  at the end of the examination, fasten all your work securely together.  the number of marks is given in brackets [  ] at the end of each question or part  questions.   ",
+            "19": "2  \u00a9 ucles 2009 0620/32/m/j/09  for  examiner's  use 1 some grass is crushed and mixed with the solvent, propanone. the colour pigments are  extracted to give a deep green solution.    (a) (i)  draw a labelled diagram to describe how you could show that there is more than  one coloured pigment in the green solution.                  [3]       (ii) given a pure sample of chlorophyll, how could you show that the green solution  from the grass contained chlorophyll?         [2]       (b) explain the role of chlorophyll in green plants.             [3]       [total: 8]     ",
+            "20": "3  \u00a9 ucles 2009 0620/32/m/j/09 [turn over  for  examiner's  use 2 the results of experiments on electrolysis using inert electrodes are given in the table.      complete the table; the first line has been completed as an example.   electrolyte change at negative  electrode change at positive  electrode change to electrolyte    molten lead( ii)  bromide    lead formed  bromine formed  used up            lithium formed  chlorine formed  used up   dilute aqueous sodium chloride                    aqueous copper( ii)  sulfate                           hydrogen formed  bromine formed  potassium hydroxide  formed      [total: 8]    ",
+            "21": "4  \u00a9 ucles 2009 0620/32/m/j/09  for  examiner's  use 3 the following is a list of the electron distributions of atoms of unknown elements.    element electron distribution  a 2,6  b 2,8,4  c 2,8,8,2  d 2,8,18,8  e 2,8,18,8,1  f 2,8,18,18,7     (a) choose an element from the list for each of the following descriptions.  (i) it is a noble gas.    (ii) it is a soft metal with a low density.    (iii) it can form a covalent compound with element a.    (iv) it has a giant covalent structure similar to diamond.    (v) it is a diatomic gas with molecules of the type x 2.  [5]     (b) elements c and a can form an ionic compound.    (i) draw a diagram that shows the formula of this compound, the charges on the ions and the arrangement of the valency electrons around the negative ion.     use o to represent an electron from an atom of c.     use x to represent an electron from an atom of a.                [3]    (ii) predict two properties of this compound.       [2]      [total: 10]   ",
+            "22": "5  \u00a9 ucles 2009 0620/32/m/j/09 [turn over  for  examiner's  use 4 the reactivity series of metals given below contains both familiar and unfamiliar elements.  for most of the unfamiliar elements, which are marked *, their common oxidation states are given.    * barium  ba  * lanthanum  la    (+3)   magnesium     zinc   * chromium cr  (+2), (+3), (+6)   iron     copper   * palladium (+2)       choose metal(s) from the above list to answer the following questions.   (i) which two metals would not react with dilute hydrochloric acid?   [2]    (ii) which two unfamiliar metals (*) would react with cold water?   [2]     (iii) what is the oxidation state of barium?   [1]     (iv) name an unfamiliar metal (*) whose oxide cannot be reduced by carbon.   [1]     (v) why should you be able to predict that metals such as iron and chromium have  more than one oxidation state?      [1]     [total: 7]    ",
+            "23": "6  \u00a9 ucles 2009 0620/32/m/j/09  for  examiner's  use 5 insoluble salts are made by precipitation.     (a) a preparation of the insoluble salt iron fluoride is described below.      to 15  cm3 of aqueous iron( iii) chloride, 45  cm3 of aqueous sodium fluoride is added.  the concentration of both solutions is 1.00  mol  / dm3. the mixture is filtered and the  precipitate washed with distilled water. finally, the precipitate is heated in an oven.     (i) complete the equation.        fe3+   +   ...\u2026\u2026.f-      \u2026\u2026\u2026..  [2]     (ii) why is the volume of sodium fluoride solution three times that of the iron( iii)  chloride solution?      [1]     (iii) why is the mixture washed with distilled water?      [1]     (iv) why is the solid heated?      [1]     ",
+            "24": "7  \u00a9 ucles 2009 0620/32/m/j/09 [turn over  for  examiner's  use  16 12 840 02468 1 0 1 2 1 4 volume of phosphate solution  / cm3height of precipitate/  mm (b) the formulae of insoluble compounds can be found by precipitation reactions.      to 18.0  cm3 of an aqueous solution of the nitrate of metal t was added 2.0  cm3 of  aqueous sodium phosphate, na 3po 4. the concentration of both solutions was          1.00  mol  / dm3. when the precipitate had settled, its height was measured.    solution height of precipitateprecipitate of the phosphate of metal t       the experiment was repeated using different volumes of the phosphate solution. the  results are shown on the following graph.                            what is the formula of the phosphate of metal t? give your reasoning.         [3]       [total: 8]      ",
+            "25": "8  \u00a9 ucles 2009 0620/32/m/j/09  for  examiner's  use 6 ammonia is manufactured by the haber process.    n2(g)   +    3h 2(g)        2nh 3(g)    the forward reaction is exothermic     (a) (i)  name the raw materials from which nitrogen and hydrogen are obtained.  nitrogen from  [1]  hydrogen from  [1]    (ii) name the catalyst used in this process.   [1]    (iii) what is the most important use of ammonia?   [1]     (b) the following graph shows how the percentage of ammonia in the equilibrium mixture changes with pressure.    00% ammonia at equilibrium pressure     (i) explain the term equilibrium .         [2]     (ii) how does the percentage of ammonia vary with pressure?   [1]     ",
+            "26": "9  \u00a9 ucles 2009 0620/32/m/j/09 [turn over  for  examiner's  use  (c) (i)  sketch a graph which shows how the percentage of ammonia in the equilibrium  mixture varies with temperature.  00% ammonia at equilibrium temperature     [1]     (ii) explain why the graph has the shape shown.       [2]      [total: 10]       ",
+            "27": "10  \u00a9 ucles 2009 0620/32/m/j/09  for  examiner's  use 7 hydrogen reacts with the halogens to form hydrogen halides.       (a) bond energy is the amount of energy, in kj, that must be supplied (endothermic) to  break one mole of a bond.    bond bond energy in kj  / mol  h\u2500h +436  f\u2500f +158  h\u2500f +562      use the above data to show that the following reaction is exothermic.    h\u2500h    +    f\u2500f    /barb2right    2h\u2500f             [3]     ",
+            "28": "11  \u00a9 ucles 2009 0620/32/m/j/09 [turn over  for  examiner's  use  (b) they react with water to form acidic solutions.    hc l    +    h 2o        h 3o+    +    cl  -    hf    +    h 2o        h 3o+    +    f  -     (i) explain why water behaves as a base in both of these reactions.     [2]     (ii) at equilibrium, only 1% of the hydrogen chloride exists as molecules, the rest has formed ions. in the other equilibrium, 97% of the hydrogen fluoride exists as molecules, only 3% has formed ions.      what does this tell you about the strength of each acid?     [2]     (iii) how would the ph of these two solutions differ?   [1]      [total: 8]    ",
+            "29": "12  \u00a9 ucles 2009 0620/32/m/j/09  for  examiner's  use 8 lactic acid can be made from corn starch.    ch3ch cooh oh lactic acid     it polymerises to form the polymer, polylactic acid (pla ) which is biodegradable.     (a) suggest two advantages that pla has compared with a polymer made from petroleum.         [2]      (b) the structure of pla is given below.    ch3o ch occh3 oc h     (i) what type of compound contains the group that is circled?   [1]    (ii) complete the following sentence.  lactic acid molecules can form this group because they contain both an    group and an  group. [2]     (iii) is the formation of pla, an addition or condensation polymerisation? give a reason for your choice.       [2]     ",
+            "30": "13  \u00a9 ucles 2009 0620/32/m/j/09 [turn over  for  examiner's  use  (c) when lactic acid is heated, acrylic acid is formed.    c c cooh ohh h hh lactic acid acrylic acidcch hh cooh      (i) complete the word equation for the action of heat on lactic acid.  lactic acid \u2192   +   [1]     (ii) describe a test that would distinguish between lactic acid and acrylic acid.  test   result for lactic acid   result for acrylic acid  [3]    (iii) describe a test, other than using an indicator, which would show that both chemicals contain an acid group.  test   result    [2]       [total: 13]    ",
+            "31": "14  \u00a9 ucles 2009 0620/32/m/j/09  for  examiner's  use 9 quantities of chemicals, expressed in moles, can be used to find the formula of a  compound, to establish an equation and to determine reacting masses.    (a) a compound contains 72% magnesium and 28% nitrogen. what is its empirical formula?         [2]      (b) a compound contains only aluminium and carbon. 0.03  moles of this compound reacted  with excess water to form 0.12  moles of al(oh) 3 and 0.09  moles of ch 4.      write a balanced equation for this reaction.         [2]      (c) 0.08  moles of silicon reacts with 7.2  g of fluorine.    si    +    2f 2        sif 4    (i) which one is the limiting reagent? explain your choice.           [3]     (ii) how many moles of sif 4 are formed?   [1]     [total: 8]   ",
+            "32": "15   0620/32/m/j/09        blank page        ",
+            "33": "16      permission to reproduce items where third-par ty owned material protected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the publis her (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.    \u00a9 ucles 2009 0620/32/m/j/09  group 140 ce cerium 58141 pr praseodymium 59144 nd neodymium 60pm promethium 61150 sm samarium 62152 eu europium 63157 gd gadolinium 64159 tb terbium 65162 dy dysprosium 66165 ho holmium 67167 er erbium 68169 tm thulium 69173 yb ytterbium 70175 lu lutetium 71 232 th thorium 90pa protactinium 91238 u uranium 92np neptunium 93pu plutonium 94am americium 95cm curium 96bk berkelium 97cf californium 98es einsteinium 99fm fermium 100md mendelevium 101no nobelium 102lr lawrencium 1031 h hydrogen 1 7 li lithium 3 23 na sodium 1124 mg magnesium 12 40 ca calcium 2045 sc scandium 2148 ti titanium 2251 v vanadium 2352 cr chromium 2455 mn manganese 2556 fe iron 2659 co cobalt 2759 ni nickel 2864 cu copper 2965 zn zinc 3070 ga gallium 3127 al aluminium 1311 b boron 512 c carbon 614 n nitrogen 716 o oxygen 819 f fluorine 9 28 si silicon 1431 p phosphorus 1532 s sulfur 1635.5 cl chlorine 1740 ar argon 1820 ne neon 104 he helium 2 73 ge germanium 3275 as arsenic 3379 se selenium 3480 br bromine 3584 kr krypton 3639 k potassium 19 88 sr strontium 3889 y yttrium 3991 zr zirconium 4093 nb niobium 4196 mo molybdenum 42tc technetium 43101 ru ruthenium 44103 rh rhodium 45106 pd palladium 46108 ag silver 47112 cd cadmium 48115 in indium 49119 sn tin 50122 sb antimony 51128 te tellurium 52127 i iodine 53131 xe xenon 54 137 ba barium 56139 la lanthanum 57        *178 hf hafnium 72181 ta tantalum 73184 w tungsten 74186 re rhenium 75190 os osmium 76192 ir iridium 77195 pt platinum 78197 au gold 79201 hg mercury 80204 tl thallium 81207 pb lead 82209 bi bismuth 83po polonium 84at astatine 85rn radon 86 fr francium 87227 ac actinium 899 be beryllium 4ii i iii iv v vi vii 0 85 rb rubidium 37 133 cs caesium 55 226 ra radium 88 the volume of one mole of any gas is 24 dm3at room temperature and pressure (r.t.p.).a x ba = relative atomic mass x = atomic symbol b = proton (atomic) numberkey*58-71 lanthanoid series 90-103 actinoid seriesdata sheet the periodic table of the elements  "
+        },
+        "0620_s09_qp_5.pdf": {
+            "1": "    this document consists of 8 printed pages and 1 insert.  ib09 06_0620_05/5rp  \u00a9 ucles 2009  [turn over       *8948770840* for examiner's use  1   2   total   university of cambridge international examinations  international general certificate of secondary education       chemistry 0620/05     paper 5 practical test  may/june 2009     1 hour 15 minutes    candidates answer on the question paper .    additional materials: as listed in the confidential instructions   an insert is provided with the question paper      read these instructions first    write your name, centre number and candidate number on all the work you hand in.  write in dark blue or black pen.  you may use a pencil for any diagrams, graphs or rough working. do not use staples, paper clips, highlighters, glue or correction fluid.  answer all questions. practical notes are provided on page 8. you have been provided with a separate insert to be used with question 1.  at the end of the examination, fasten all your work securely together.  the number of marks is given in brackets [  ] at the end of each question or part question.   ",
+            "2": "2  \u00a9 ucles 2009 0620/05/m/j/09  for  examiner's  use 1 you are going to investigate the effect of temperature on the speed of reaction between  hydrochloric acid and aqueous sodium thiosulfate. when these chemicals react they form a  precipitate, which makes the solution go cloudy. the formation of this precipitate can be used to show how fast the reaction proceeds.     read all the instructions below carefully before starting the experiments.    aqueous sodium thiosulfateeye 10  cm3 of hydrochloric acid conical flask printed insert sheet   you are going to carry out five experiments.   experiment 1   using the large measuring cylinder pour 50  cm3 of aqueous sodium thiosulfate into the conical  flask. measure the temperature of the solution and record it in the table. place the conical flask  on the printed insert provided. place 10  cm3 of the hydrochloric acid provided into the small measuring cylinder. add the acid to  the liquid in the flask and immediately start your timer and shake the flask. record in the table of results the time taken for the printed words to disappear from view. measure and record the final temperature of the liquid.  wash out the flask thoroughly  with water and rinse with distilled water.    experiment 2   pour 50  cm3 of aqueous sodium thiosulfate into the conical flask. heat the solution gently until  the temperature is about 30  \u00b0c. remove the flask from the heat, measure the temperature of the  solution and record it in the table.   place 10  cm3 of hydrochloric acid into the small measuring cylinder and repeat experiment 1.  measure and record the final temperature of the liquid. wash out the flask thoroughly  with water and rinse with distilled water.   experiment 3    repeat experiment 2, this time heating the sodium thiosulfate solution to about 40  \u00b0c before  adding the hydrochloric acid. measure the temperatures and record them in the table.     ",
+            "3": "3  \u00a9 ucles 2009 0620/05/m/j/09 [turn over  for  examiner's  useexperiment 4    repeat experiment 2, this time heating the sodium thiosulfate solution to about 50  \u00b0c before  adding the hydrochloric acid.  measure and record the temperatures in the table.   experiment 5    repeat experiment 2, this time heating the sodium thiosulfate solution to about 60  \u00b0c before  adding the hydrochloric acid.  measure and record the temperatures in the table.   complete the table of results.   table of results   experiment  number   initial  temperature  of solution  / \u00b0cfinal  temperature  of solution  / \u00b0c average  temperature  / \u00b0c  time for  printed words  to disappear  / s  1      2      3      4      5        [5]",
+            "4": "4  \u00a9 ucles 2009 0620/05/m/j/09  for  examiner's  use  (a) plot the results you have obtained on the grid and draw a smooth line graph.     180 160140120100 80604020 0 0 1 02 03 04 05 06 07 0 average temperature  / \u00b0ctime  / s       [3]   ",
+            "5": "5  \u00a9 ucles 2009 0620/05/m/j/09 [turn over  for  examiner's  use (b) describe the appearance of the solution in the conical flask at the end of each  experiment.   [1]    (c) (i) in which experiment was the speed of reaction greatest?     [1]      (ii) explain why the speed was greatest in this experiment.         [3]        (d) why is the same volume of sodium thiosulfate and the same volume of hydrochloric acid used in each experiment?     [1]      (e) (i) from your graph deduce the time for the printed words to disappear if experiment  2 was repeated at 70  \u00b0c.     show clearly on the grid how you worked out your answer.   [3]      (ii) sketch on the grid the curve you would expect if all the experiments were repeated  using 50 cm3 of more concentrated sodium thiosulfate solution. [1]      (f) explain one change that could be made to the experimental method  to obtain more  accurate results.    change   explanation  [2]         [total:20]   ",
+            "6": "6  \u00a9 ucles 2009 0620/05/m/j/09  for  examiner's  use 2 you are provided with two solids, solid s and solid v.   carry out the following tests on s and v.   record all your observations in the table.   do not write any conclusions in the table.    tests observations       tests on solid s    (a) describe the appearance of solid  s.      [2]    (b) place half of solid s in a  test-tube. add about 2 cm 3 of  hydrogen peroxide and shake the  tube. after 1 minute insert a  glowing splint into the tube.             colour of solution  [1]            [2]      [1]   [2]      [2]      [2]   (c) add the rest of solid s to about 5cm 3 of dilute sulfuric acid in a  boiling tube. heat the solution  carefully  to boiling point. place the  tube and contents in a test-tube  rack. leave to stand for 1 minute.   decant off the liquid into another  test-tube and add an equal  volume of distilled water to the  tube. using clean test-tubes, divide the solution into 3 equal portions.       (i) add several drops of aqueous  sodium hydroxide to the first  portion of the solution and shake the tube.   now add excess sodium  hydroxide to the tube.        heat the contents of the tube  gently.       (ii) to the second portion of the  solution add 1 cm3 of aqueous  ammonia solution.  now add excess ammonia  solution to the tube.         (iii) to the third portion of solution  add about 1  cm3 of dilute  hydrochloric acid followed by  about 1  cm3 of barium chloride  solution.    ",
+            "7": "7    copyright acknowledgements:    permission to reproduce items where third-par ty owned material protected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the publis her (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.    \u00a9 ucles 2009 0620/05/m/j/09 for  examiner's  usetests observations     [1] tests on solid v    (d) describe the appearance of solid  v.      [2]     (e) place half of solid v in a   test-tube. add about 2cm3 of  hydrogen peroxide to the   test-tube. test the gas with a glowing splint.    (f) (i) compare the reaction of solid s and solid v with hydrogen peroxide.   [1]      (ii) identify the gas given off in test (e).   [1]      (g) what conclusions can you draw about solid s?       [2]       (h) what conclusions can you draw about solid v?     [1]     [total: 20]",
+            "8": "8  \u00a9 ucles 2009 0620/05/m/j/09  notes for use in qualitative analysis     test for anions     anion test test result  carbonate (co 32\u2013) add dilute acid effervescence, carbon dioxide  produced  chloride (c l \u2013)  [in solution] acidify with dilute nitric acid, then  add aqueous silver nitrate white ppt.  iodide ( i\u2013)  [in solution] acidify with dilute nitric acid, then add aqueous lead( ii) nitrate yellow ppt.  nitrate (no 3\u2013)  [in solution] add aqueous sodium hydroxide then aluminium foil; warm carefully ammonia produced  sulfate (so 42\u2013)  [in solution] acidify with dilute nitric acid, then aqueous barium nitrate white ppt.    test for aqueous cations     cation effect of aqueous sodium hydroxide effect of aqueous ammonia  aluminium (a l 3+) white ppt., soluble in excess giving  a colourless solution white ppt., insoluble in excess  ammonium (nh 4+) ammonia produced on warming -  calcium (ca2+) white ppt., insoluble in excess no ppt., or very slight white ppt.  copper(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  iron( iii) (fe3+) red-brown ppt., insoluble in excess red-brown ppt., insoluble in excess  zinc (zn2+) white ppt., soluble in excess giving  a colourless solution white ppt., soluble in excess giving  a colourless solution    test for gases     gas test and test results  ammonia (nh 3) turns damp red litmus paper blue  carbon dioxide (co 2) turns limewater milky  chlorine (c l2) bleaches damp litmus paper  hydrogen (h 2) \u201cpops\u201d with a lighted splint  oxygen (o 2) relights a glowing splint   "
+        },
+        "0620_s09_qp_6.pdf": {
+            "1": "    this document consists of 12 printed pages and 4 blank pages.  ib09 06_0620_06/4rp  \u00a9 ucles 2009  [turn over       *7022409479* for examiner's use  1   2   3   4   5   6   total   university of cambridge international examinations  international general certificate of secondary education       chemistry 0620/06     paper 6 alternative to practical  may/june 2009     1 hour    candidates answer on the question paper.    no additional materials are required.      read these instructions first    write your centre number, candidate number and name on all the work you hand in.  write in dark blue or black pen. you may use a pencil for any diagrams, graphs or rough working. do not use staples, paper clips, highlighters, glue or correction fluid. do not  write in any barcodes.   answer all questions.  at the end of the examination, fasten all your work securely together.  the number of marks is given in brackets [  ] at the end of each question or part question.   ",
+            "2": "2   0620/06/m/j/09   blank page",
+            "3": "3  \u00a9 ucles 2009 0620/06/m/j/09 [turn over  for  examiner's  use 1 a student reacted nitric acid with magnesium oxide to prepare magnesium nitrate. the  diagram shows the procedure followed in three stages.    warm  1 magnesium oxide weighed2  magnesium oxide  added until all the  nitric acid reacted 3  mixture allowed  to cool          (a) complete the boxes to identify the pieces of apparatus labelled. [3]      (b) (i)  what term is used to describe the unreacted magnesium oxide?   [1]       (ii) what method is used to remove the unreacted magnesium oxide after stage 3?   [1]      (c) describe how crystals of magnesium nitrate could be quickly obtained from the  solution.     [2]     [total: 7]   ",
+            "4": "4  \u00a9 ucles 2009 0620/06/m/j/09  for  examiner's  use 2 an experiment was carried out to measure the temperature changes during the  neutralisation of sodium hydroxide solution with dilute hydrochloric acid. both solutions were allowed to stand in the laboratory for about 30 minutes.     25  cm3 of sodium hydroxide solution was added to a polystyrene beaker and the  temperature was measured. 10  cm3 of hydrochloric acid was added to the beaker and the  highest temperature reached measured.     the experiment was repeated using different volumes of acid.     (a) why were the solutions left to stand for about 30 minutes before the experiments?   [1]     (b) why was a polystyrene beaker used instead of a glass beaker?   [1]     the results of the experiments are shown plotted on the grid below.  0 1 02 03 04 05 06 040 30 20 10 0 volume of hydrochloric acid  / cm3 addedhighest temperaturereached  / \u00b0c  ",
+            "5": "5  \u00a9 ucles 2009 0620/06/m/j/09 [turn over  for  examiner's  use  (c) what type of chemical reaction occurs when sodium hydroxide is neutralised by  hydrochloric acid?   [1]      (d) (i)  which point appears to be inaccurate?   [1]     (ii) draw two straight lines through the points and extend them until they cross. [2]     (iii) what volume of hydrochloric acid was needed to neutralise 25  cm3 of the sodium  hydroxide solution?   [2]     [total: 8]   ",
+            "6": "6  \u00a9 ucles 2009 0620/06/m/j/09  for  examiner's  use 3 describe a chemical test to distinguish between each of the following pairs of substances.  an example is given.    example: hydrogen and carbon dioxide  test lighted splint  result with hydrogen   gives a pop    result with carbon dioxide   splint is extinguished       (a) zinc carbonate and zinc chloride  test   result with zinc carbonate   result with zinc chloride  [2]       (b) ammonia and chlorine  test   result with ammonia   result with chlorine  [3]       (c) aqueous iron( ii) sulfate and aqueous iron( iii) sulfate  test   result with aqueous iron( ii) sulfate   result with aqueous iron( iii) sulfate  [3]     [total: 8]   ",
+            "7": "7  \u00a9 ucles 2009 0620/06/m/j/09 [turn over  for  examiner's  use 4 a student investigated the effect of temperature on the speed of reaction between  hydrochloric acid and aqueous sodium thiosulfate. when these chemicals react they form a precipitate, which makes the solution go cloudy. the formation of this precipitate can be used to show how fast the reaction pr oceeds, using the set up shown below.    aqueous sodium thiosulfateeye 10  cm3 of hydrochloric acid conical flask printed sheet printed text    five experiments were carried out.    experiment 1     by using a measuring cylinder 50  cm3 of aqueous sodium thiosulfate was poured into a  flask. the temperature of the solution was measured. the conical flask was placed on the printed text.   10  cm3 of hydrochloric acid was added to the flask and the timer started. the time taken for  the printed text to disappear from view was recorded in the table. the final temperature of the mixture was measured.      experiment 2     50  cm3 of aqueous sodium thiosulfate was poured into a conical flask. the solution was  heated until the temperature was about 30  \u00bac. the temperature of the solution was  measured.    10  cm3 of hydrochloric acid was added to the flask and experiment 1  was repeated.   the final temperature of the liquid was measured.   experiment 3    experiment 2 was repeated but the sodium thiosulfate solution was heated to about 40  \u00bac  before adding the hydrochloric acid.   the initial and final temperatures were measured.     experiment 4   experiment 2  was repeated but the sodium thiosulfate solution was heated to about 50  \u00bac  before adding the hydrochloric acid.   the initial and final temperatures were measured.  ",
+            "8": "8  \u00a9 ucles 2009 0620/06/m/j/09  for  examiner's  use  experiment 5     experiment 2  was repeated but the sodium thiosulfate solution was heated to about 60  \u00bac  before adding the hydrochloric acid.   the initial and final  temperatures were measured.     use the thermometer diagrams to record all of the initial and final  temperatures in the table.   (a) complete the table of results to show the average temperatures.    table of results    experiment 1 2345130 79553326thermometer diagraminitial temperature /  \u00b0cthermometer diagramfinal temperature / \u00b0caverage temperature / \u00b0ctime for printed text to disappear / s 30 25 20 40 35 30 45 40 35 55 50 45 60 55 5030 25 20 40 35 30 45 40 35 55 50 45 60 55 50     [5]   ",
+            "9": "9  \u00a9 ucles 2009 0620/06/m/j/09 [turn over  for  examiner's  use  (b) plot the results obtained on the grid and draw a smooth line graph.  140  120 100  80 60 40 20  0  0 10 20 30 40 50 60 70 time for printed text todisappear/  s average temperature  / \u00b0c      [4]     (c) (i)  in which experiment was the speed of reaction greatest?   [1]     (ii) explain why the speed was greatest in this experiment.       [3]  ",
+            "10": "10  \u00a9 ucles 2009 0620/06/m/j/09  for  examiner's  use (d) why was the same volume of sodium thiosulfate solution and the same volume of  hydrochloric acid used in each experiment?     [1]      (e) (i)  from your graph, deduce the time fo r the printed text to disappear if experiment 2  was to be repeated at 70  \u00bac.       show clearly on the grid how you worked out your answer.   [3]      (ii) sketch on the grid the curve you would expect if all the experiments were repeated  using 50  cm3 of more concentrated sodium thiosulfate solution. [1]    (f) explain one change that could be made to the experimental method  to obtain more  accurate results.  change    explanation   [2]     [total: 20]   ",
+            "11": "11   0620/06/m/j/09 [turn over     blank page                                              question 5 starts on page 12",
+            "12": "12  \u00a9 ucles 2009 0620/06/m/j/09  for  examiner's  use 5 two solids, s and v, were analysed. s was copper( ii) oxide.   the tests on the solids, and some of the observations are in the following table.   complete the observations in the table. do not write any conclusions in the table.   test observation  tests on solid s       (a) appearance of solid s    black solid    (b) hydrogen peroxide was added to solid s in a test-tube.      slow effervescence      a glowing splint was inserted into the  tube.      splint relit     (c) dilute sulfuric acid was added to solid  s in a test-tube. the mixture was heated to boiling point.       blue solution formed      the solution was divided into three  equal portions into test-tubes.        (i) to the first portion of the solution,  excess sodium hydroxide was  added.        [1]    (ii) to the second portion of the  solution, about 1   cm3 of aqueous  ammonia solution was added.         [2]         excess ammonia solution was then  added.       [2]      (iii)   to the third portion of the solution,  dilute hydrochloric acid was added followed by barium chloride solution.           [2]       ",
+            "13": "13  \u00a9 ucles 2009 0620/06/m/j/09 [turn over  for  examiner's  use test observation  tests on solid v       (d) appearance of solid v    black solid    (e) hydrogen peroxide was added to solid  v in a test-tube.     rapid effervescence      a glowing splint was inserted into the  tube.      splint relit         (f) (i)  compare the reactivity of solid s and solid v with hydrogen peroxide.   [1]    (ii) identify the gas given off in test (e).   [1]      (g) what conclusions can you draw about solid v?       [2]     [total: 11]     ",
+            "14": "14  \u00a9 ucles 2009 0620/06/m/j/09  for  examiner's  use 6 acid base indicators     indicators are used to identify acids and bases.  indicators can be obtained from berries and other fruits.    (a) plan an experiment to obtain an aqueous solution of an indicator from some berries.               [3]       (b) plan an experiment to  use the indicator solution to show that it is an effective indicator.               [3]     [total: 6] ",
+            "15": "15   0620/06/m/j/09   blank page ",
+            "16": "16      permission to reproduce items where third-par ty owned material protected by copyright is  included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holder s, 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.    \u00a9 ucles 2009 0620/06/m/j/09   blank page  "
+        },
+        "0620_w09_qp_11.pdf": {
+            "1": "    this document consists of 16 printed pages.  ib09 11_0620_01/4rp  \u00a9 ucles 2009  [turn over      *2348620235* university of cambridge international examinations  international general certificate of secondary education       chemistry 0620/11     paper 1 multiple choice  october/november 2009       45 minutes  additional materials: multiple choice answer sheet   soft clean eraser   soft pencil (type b or hb is recommended)       read these instructions first    write in soft pencil. do not use staples, paper clips, highlighters, glue or correction fluid. write your name, centre number and candidate number on the answer sheet in the spaces provided unless  this has been done for you.   there are forty  questions on this paper. answer all questions. for each question there are four possible  answers a, b, c and d.   choose the one you consider correct and record your choice in soft pencil on the separate answer sheet.   read the instructions on the answer sheet very carefully.  each correct answer will score one mark. a mark will not be deducted for a wrong answer. any rough working should be done in this booklet. a copy of the periodic table is printed on page 16. you may use a calculator.  ",
+            "2": "2  \u00a9 ucles 2009 0620/01/o/n/09  1 aqueous lead( ii) nitrate and aqueous potassium iodide are added to a dish containing water, as  shown.    aqueous lead( ii) nitrate aqueous potassium iodideyellow precipitate     a yellow precipitate forms after a few minutes.    which process occurs before the precipitate forms?  a diffusion   b distillation  c fermentation  d filtration      2 a student carries out an experiment to prepare pure magnesium sulfate crystals.    the diagram shows the first stage of the preparation.    dilute sulfuric acidstirrer magnesium carbonate     he adds magnesium carbonate until no more reacts.    which process should he use for the next stage?  a crystallisation  b evaporation  c filtration  d neutralisation     ",
+            "3": "3  \u00a9 ucles 2009 0620/01/o/n/09 [turn over  3 a student separates salt from a mixture of salt and sand.    what is the correct order of steps for the student to take?  a filter \u2192 evaporate \u2192 shake with water  b filter \u2192 shake with water \u2192 evaporate  c shake with water \u2192 evaporate \u2192 filter  d shake with water \u2192 filter \u2192 evaporate      4 atom x has 8 more electrons than atom y.    student 1 says they are in the same group.    student 2 says they are unreactive.    which students can be correct?     student 1 student 2  a \u0013 \u0013  b \u0013 \u0017  c \u0017 \u0013  d \u0017 \u0017     5 which number is different for isotopes of the same element?  a number of electrons  b number of full shells  c number of nucleons  d number of protons     6 which atom has two more electrons than an atom of a noble gas?  a aluminium  b bromine c calcium d rubidium     ",
+            "4": "4  \u00a9 ucles 2009 0620/01/o/n/09  7 statements 1, 2 and 3 are about diamond and graphite.    1 they are different solid forms of the same element.  2 they each conduct electricity. 3 they have atoms that form four equally strong bonds.     which statements are correct?  a 1 only b 3 only c 1 and 3 d 2 and 3      8 covalent bonds are formed when electrons are \u2026\u20261\u2026\u2026 . covalent compounds have \u2026\u20262\u2026\u2026 electrical conductivity.    which words correctly complete gaps 1 and 2?     1 2  a shared high  b shared low  c transferred high  d transferred low    9 which change to an atom occurs when it forms a positive ion?  a it gains electrons.  b it gains protons.  c it loses electrons.  d it loses protons.     10 for each atom of carbon present in a molecule, there is an equal number of atoms of oxygen but  twice as many atoms of hydrogen.    what is the formula of the molecule?  a c 2h2o2 b c 2h2o4 c c 2h4o2 d c 2h6o      11 water is formed when 48  g of oxygen combine with 6  g of hydrogen.    what mass of oxygen combines with 2  g of hydrogen?  a 12  g b 16  g c 96  g d 144  g    ",
+            "5": "5  \u00a9 ucles 2009 0620/01/o/n/09 [turn over  12 the diagram shows how aluminium is manufactured by electrolysis.    cathode (\u2013ve) molten aluminiumaluminium  oxide  dissolved in  cryolite anode (+ve)     what are the anode and cathode made of?     anode cathode  a aluminium aluminium  b aluminium graphite  c graphite aluminium  d graphite graphite      13 the diagram shows the electrolysis of concentrated aqueous sodium chloride.    +\u2013positive electrodenegative electrode concentrated aqueous sodiumchloride anduniversal indicato rcarbon rods     what is the colour of the universal indicator at each electrode after five minutes?     colour at anode  (+ electrode) colour at cathode  (\u2013 electrode)  a blue/purple red  b red blue/purple  c red colourless  d colourless blue/purple ",
+            "6": "6  \u00a9 ucles 2009 0620/01/o/n/09  14 the diagram shows an electrical cable.    metal coreplastic coating     which statement about the substances used is correct?  a the coating is plastic because it conducts electricity well.  b the core is copper because it conducts electricity well.  c the core is copper because it is cheap and strong.  d the core is iron because it is cheap and strong.      15 substance x requires oxygen in order to produce energy.    it does not  form carbon dioxide as a result of this energy production.    what is substance x?  a hydrogen  b natural gas  c petrol  d 235u      16 when an acid is added to an alkali the temperature rises.    which words describe this reaction?  a decomposition and endothermic  b decomposition and exothermic  c neutralisation and endothermic  d neutralisation and exothermic     ",
+            "7": "7  \u00a9 ucles 2009 0620/01/o/n/09 [turn over  17 when blue copper( ii) sulfate is heated, a white solid and water are formed.    the white solid turns blue and gives out heat when water is added to it.    which terms describe the blue copper( ii) sulfate and the reactions?     the blue  copper( ii) sulfate is reaction  a a mixture can be reversed  b a mixture cannot be reversed  c hydrated can be reversed  d hydrated cannot be reversed     18 the equations represent redox reactions.     in which equation is the underlined substance acting as a reducing agent?  a cao  + h 2o \u2192 ca(oh) 2  b co 2 + c \u2192 2co  c cuo + h 2 \u2192 cu + h 2o  d 3co + fe 2o3 \u2192 2fe + 3co 2      19 which change does not increase the speed of reaction between zinc and hydrochloric  acid?  a adding a catalyst  b decreasing the temperature  c decreasing the particle size of the zinc  d using more concentrated acid     ",
+            "8": "8  \u00a9 ucles 2009 0620/01/o/n/09  20 an aqueous solution y contains both barium ions and silver ions.    in separate experiments, dilute sulfuric acid and dilute hydrochloric acid are added to solution y.    which of these acids causes a precipitate to form in solution y?     dilute  sulfuric acid dilute  hydrochloric acid  a \u0013 \u0013  b \u0013 \u0017  c \u0017 \u0013  d \u0017 \u0017     21 the diagram shows the ph values of four solutions.    1 2 3 4 5 6 7 8 9 10 11 12 13 14     \u2191   \u2191  \u2191    \u2191    p q r s    which of these solutions are alkaline?  a p only  b p and q only  c q, r and s only  d r and s only    ",
+            "9": "9  \u00a9 ucles 2009 0620/01/o/n/09 [turn over  22 the diagram shows the position of an element x in the periodic table.    x    what is the correct classification of element x and its oxide?     x oxide of x  a metal acidic  b metal basic  c non-metal acidic  d non-metal basic     23 salts can be prepared by reacting a dilute acid    1 with a metal;  2 with a base;  3 with a carbonate.    which methods could be used to prepare copper( ii) chloride?  a 1 and 2 only  b 1 and 3 only  c 2 and 3 only  d 1, 2 and 3     ",
+            "10": "10  \u00a9 ucles 2009 0620/01/o/n/09  24 astatine is an element in group vii of the periodic table. it has only ever been produced in very  small amounts.    what is the best description of its likely properties?     colour state reaction with aqueous  potassium iodide  a black solid no reaction  b dark brown gas brown colour  c green solid no reaction  d yellow liquid brown colour      25 elements in group 0 of the periodic table have uses.    these noble gases are \u2026\u20261.\u2026.. and this explains why argon \u2026\u20262\u2026\u2026 be used in lamps.    which words correctly complete gaps 1 and 2?     1 2  a reactive can  b reactive cannot  c unreactive can  d unreactive cannot     26 the table gives information about four elements.    which element is a transition metal?     colour  of element electrical conductivity  of element colour  of oxide  a black high colourless  b colourless low white  c grey high red  d yellow low colourless    27 which statement about alloys is not correct?  a alloys are more expensive than the metals they are made from.  b alloys are mixtures of different metals.  c alloys are not as strong as the metals they are made from.  d alloys conduct electricity well. ",
+            "11": "11  \u00a9 ucles 2009 0620/01/o/n/09 [turn over  28 compound x is heated with carbon using the apparatus shown.    heatcompound x and carbon limewaterreaction tube     a brown solid is formed in the reaction tube and the limewater turns cloudy.    what is compound x?  a calcium oxide  b copper( ii) oxide  c magnesium oxide  d sodium oxide     29 some reactions of three metals are listed in the table.    metal reacts with dilute  hydrochloric acid metal oxide is  reduced by carbon  p yes yes  q no yes  r yes no    what is the order of reactivity of the metals?     most  reactive  least  reactive  a p r q  b r p q  c r q p  d q p r    ",
+            "12": "12  \u00a9 ucles 2009 0620/01/o/n/09  30 which property do all metals have?  a they are soluble in water.  b they conduct electricity.  c they have high melting points.  d they react with dilute sulfuric acid.      31 which object is least  likely to contain aluminium?  a a bicycle frame  b a hammer  c a saucepan  d an aeroplane body      32 a newspaper article claims that carbon dioxide is formed as follows.    1 during respiration  2 when calcium carbonate reacts with hydrochloric acid  3 when methane burns in air    which statements are correct?  a 1, 2 and 3  b 1 and 2 only  c 1 and 3 only  d 2 and 3 only     33 which iron nail rusts?    abcd zinc coated nail painted nail nail in damp clothnail covered in grease     ",
+            "13": "13  \u00a9 ucles 2009 0620/01/o/n/09 [turn over  34 a new planet has been discovered and its atmosphere has been analysed.    atmosphere planet     the table shows the composition of the atmosphere.    gas percentage by volume  carbon dioxide 4  nitrogen 72  oxygen 24    which gases are present in the atmosphere of the planet in a higher percentage than they are in  the earth\u2019s atmosphere?  a carbon dioxide and oxygen  b carbon dioxide only  c nitrogen and oxygen  d nitrogen only     35 water must be purified before it is suitable for use in the home.    which processes are used to remove solid impurities and bacteria?     to remove  solid impurities to remove  bacteria  a chlorination chlorination  b chlorination filtration  c filtration chlorination  d filtration filtration      36 fertilisers are used to provide three of the elements needed for plant growth.    which two compounds would give a fertiliser containing all three of these elements?  a ca(no 3)2 and (nh 4)2so 4  b ca(no 3)2 and (nh 4)3po 4  c kno 3 and (nh 4)2so 4  d kno 3 and (nh 4)3po 4 ",
+            "14": "14  \u00a9 ucles 2009 0620/01/o/n/09  37 the apparatus shows an experiment used to test gas x.    gas x orange bromine solution     the bromine solution quickly becomes colourless.    what is the structure of gas x?    cch hhhb hca h hh hcc hh chhh hcd hh chho h      38 which statement about petroleum is not correct?  a it can be separated into useful substances by fractional distillation.  b it consists mainly of hydrocarbons.  c it is found underground in many parts of the world.  d its main use is for making lubricants and polishes.    39 butene and hexene belong to the same homologous series.    what is the same for butene and hexene?  a boiling point  b functional group  c number of hydrogen atoms per molecule  d relative molecular mass     ",
+            "15": "15  \u00a9 ucles 2009 0620/01/o/n/09  40 the table shows the formulae of members of the alkane series.    name of compound formula  methane ch 4  ethane c 2h6  propane ?  butane c 4h10  pentane c 5h12    what is the formula of propane?  a c2h8 b c3h7 c c3h8 d c3h9     ",
+            "16": "16      permission to reproduce items where third-par ty owned material protected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the publis her (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.     0620/01/o/n/09   group 140 ce cerium 58141 pr praseodymium 59144 nd neodymium 60pm promethium 61150 sm samarium 62152 eu europium 63157 gd gadolinium 64159 tb terbium 65162 dy dysprosium 66165 ho holmium 67167 er erbium 68169 tm thulium 69173 yb ytterbium 70175 lu lutetium 71 232 th thorium 90pa protactinium 91238 u uranium 92np neptunium 93pu plutonium 94am americium 95cm curium 96bk berkelium 97cf californium 98es einsteinium 99fm fermium 100md mendelevium 101no nobelium 102lr lawrencium 1031 h hydrogen 1 7 li lithium 3 23 na sodium 1124 mg magnesium 12 40 ca calcium 2045 sc scandium 2148 ti titanium 2251 v vanadium 2352 cr chromium 2455 mn manganese 2556 fe iron 2659 co cobalt 2759 ni nickel 2864 cu copper 2965 zn zinc 3070 ga gallium 3127 al aluminium 1311 b boron 512 c carbon 614 n nitrogen 716 o oxygen 819 f fluorine 9 28 si silicon 1431 p phosphorus 1532 s sulfur 1635.5 cl chlorine 1740 ar argon 1820 ne neon 104 he helium 2 73 ge germanium 3275 as arsenic 3379 se selenium 3480 br bromine 3584 kr krypton 3639 k potassium 19 88 sr strontium 3889 y yttrium 3991 zr zirconium 4093 nb niobium 4196 mo molybdenum 42tc technetium 43101 ru ruthenium 44103 rh rhodium 45106 pd palladium 46108 ag silver 47112 cd cadmium 48115 in indium 49119 sn tin 50122 sb antimony 51128 te tellurium 52127 i iodine 53131 xe xenon 54 137 ba barium 56139 la lanthanum 57        *178 hf hafnium 72181 ta tantalum 73184 w tungsten 74186 re rhenium 75190 os osmium 76192 ir iridium 77195 pt platinum 78197 au gold 79201 hg mercury 80204 tl thallium 81207 pb lead 82209 bi bismuth 83po polonium 84at astatine 85rn radon 86 fr francium 87227 ac actinium 899 be beryllium 4ii i iii iv v vi vii 0 85 rb rubidium 37 133 cs caesium 55 226 ra radium 88 the volume of one mole of any gas is 24 dm3at room temperature and pressure (r.t.p.).a x ba = relative atomic mass x = atomic symbol b = proton (atomic) numberkey*58-71 lanthanoid series 90-103 actinoid seriesdata sheet the periodic table of the elements  "
+        },
+        "0620_w09_qp_12.pdf": {
+            "1": "    this document consists of 16 printed pages.  ib09 11_0620_12/3rp  \u00a9 ucles 2009  [turn over      *5151368285*  university of cambridge international examinations  international general certificate of secondary education       chemistry 0620/12     paper 1 multiple choice  october/november 2009       45 minutes  additional materials: multiple choice answer sheet   soft clean eraser   soft pencil (type b or hb is recommended)       read these instructions first    write in soft pencil. do not use staples, paper clips, highlighters, glue or correction fluid. write your name, centre number and candidate number on the answer sheet in the spaces provided unless  this has been done for you.   there are forty  questions on this paper. answer all questions. for each question there are four possible  answers a, b, c and d.   choose the one you consider correct and record your choice in soft pencil on the separate answer sheet.   read the instructions on the answer sheet very carefully.  each correct answer will score one mark. a mark will not be deducted for a wrong answer. any rough working should be done in this booklet. a copy of the periodic table is printed on page 16. you may use a calculator.  ",
+            "2": "2    \u00a9 ucles 2009 0620/12/o/n/09  1 a student separates salt from a mixture of salt and sand.    what is the correct order of steps for the student to take?  a filter \u2192 evaporate \u2192 shake with water  b filter \u2192 shake with water \u2192 evaporate  c shake with water \u2192 evaporate \u2192 filter  d shake with water \u2192 filter \u2192 evaporate     2 aqueous lead( ii) nitrate and aqueous potassium iodide are added to a dish containing water, as  shown.    aqueous lead( ii) nitrate aqueous potassium iodideyellow precipitate     a yellow precipitate forms after a few minutes.    which process occurs before the precipitate forms?  a diffusion  b distillation  c fermentation  d filtration     ",
+            "3": "3  \u00a9 ucles 2009 0620/12/o/n/09 [turn over  3 a student carries out an experiment to prepare pure magnesium sulfate crystals.    the diagram shows the first stage of the preparation.    dilute sulfuric acidstirrer magnesium carbonate     he adds magnesium carbonate until no more reacts.    which process should he use for the next stage?  a crystallisation  b evaporation  c filtration  d neutralisation     4 which change to an atom occurs when it forms a positive ion?  a it gains electrons.  b it gains protons.  c it loses electrons.  d it loses protons.   5 statements 1, 2 and 3 are about diamond and graphite.    1 they are different solid forms of the same element.  2 they each conduct electricity.  3 they have atoms that form four equally strong bonds.     which statements are correct?  a 1 only b 3 only c 1 and 3 d 2 and 3     ",
+            "4": "4    \u00a9 ucles 2009 0620/12/o/n/09  6 covalent bonds are formed when electrons are \u2026\u20261\u2026\u2026 . covalent compounds have \u2026\u20262\u2026\u2026  electrical conductivity.    which words correctly complete gaps 1 and 2?     1 2  a shared high  b shared low  c transferred high  d transferred low     7 atom x has 8 more electrons than atom y.    student 1 says they are in the same group.    student 2 says they are unreactive.    which students can be correct?     student 1 student 2  a \u0013 \u0013  b \u0013 \u0017  c \u0017 \u0013  d \u0017 \u0017     8 which number is different for isotopes of the same element?  a number of electrons  b number of full shells  c number of nucleons  d number of protons     9 which atom has two more electrons than an atom of a noble gas?  a aluminium  b bromine  c calcium  d rubidium     ",
+            "5": "5  \u00a9 ucles 2009 0620/12/o/n/09 [turn over  10 for each atom of carbon present in a molecule, there is an equal number of atoms of oxygen but  twice as many atoms of hydrogen.    what is the formula of the molecule?  a c 2h2o2 b c 2h2o4 c c 2h4o2 d c 2h6o     11 water is formed when 48  g of oxygen combine with 6  g of hydrogen.    what mass of oxygen combines with 2  g of hydrogen?  a 12  g b 16  g c 96  g d 144  g     12 the diagram shows an electrical cable.    metal coreplastic coating     which statement about the substances used is correct?  a the coating is plastic because it conducts electricity well.  b the core is copper because it conducts electricity well.  c the core is copper because it is cheap and strong.  d the core is iron because it is cheap and strong.     ",
+            "6": "6    \u00a9 ucles 2009 0620/12/o/n/09  13 the diagram shows how aluminium is manufactured by electrolysis.    cathode (\u2013ve) molten aluminiumaluminium  oxide  dissolved in  cryolite anode (+ve)     what are the anode and cathode made of?     anode cathode  a aluminium aluminium  b aluminium graphite  c graphite aluminium  d graphite graphite      14 the diagram shows the electrolysis of concentrated aqueous sodium chloride.    +\u2013positive electrodenegative electrode concentrated aqueous sodiumchloride anduniversal indicato rcarbon rods     what is the colour of the universal indicator at each electrode after five minutes?     colour at anode  (+ electrode) colour at cathode  (\u2013 electrode)  a blue/purple red  b red blue/purple  c red colourless  d colourless blue/purple ",
+            "7": "7  \u00a9 ucles 2009 0620/12/o/n/09 [turn over  15 when an acid is added to an alkali the temperature rises.    which words describe this reaction?  a decomposition and endothermic  b decomposition and exothermic  c neutralisation and endothermic  d neutralisation and exothermic      16 substance x requires oxygen in order to produce energy.    it does not  form carbon dioxide as a result of this energy production.    what is substance x?  a hydrogen  b natural gas  c petrol  d 235u     17 which change does not increase the speed of reaction between zinc and hydrochloric  acid?  a adding a catalyst  b decreasing the temperature  c decreasing the particle size of the zinc  d using more concentrated acid     18 when blue copper( ii) sulfate is heated, a white solid and water are formed.    the white solid turns blue and gives out heat when water is added to it.    which terms describe the blue copper( ii) sulfate and the reactions?     the blue  copper( ii) sulfate is reaction  a a mixture can be reversed  b a mixture cannot be reversed  c hydrated can be reversed  d hydrated cannot be reversed        ",
+            "8": "8    \u00a9 ucles 2009 0620/12/o/n/09  19 the equations represent redox reactions.    in which equation is the underlined substance acting as a reducing agent?  a cao + h 2o \u2192 ca(oh) 2  b co 2 + c \u2192 2co  c cuo + h 2 \u2192 cu + h 2o  d 3co + fe 2o3 \u2192 2fe + 3co 2      20 an aqueous solution y contains both barium ions and silver ions.    in separate experiments, dilute sulfuric acid and dilute hydrochloric acid are added to solution y.    which of these acids causes a precipitate to form in solution y?     dilute  sulfuric acid dilute  hydrochloric acid  a \u0013 \u0013  b \u0013 \u0017  c \u0017 \u0013  d \u0017 \u0017     21 the diagram shows the ph values of four solutions.    1 2 3 4 5 6 7 8 9 10 11 12 13 14     \u2191   \u2191  \u2191    \u2191    p q r s    which of these solutions are alkaline?  a p only  b p and q only  c q, r and s only  d r and s only    ",
+            "9": "9  \u00a9 ucles 2009 0620/12/o/n/09 [turn over  22 salts can be prepared by reacting a dilute acid    1 with a metal;  2 with a base; 3 with a carbonate.    which methods could be used to prepare copper( ii) chloride?  a 1 and 2 only  b 1 and 3 only  c 2 and 3 only  d 1, 2 and 3      23 the diagram shows the position of an element x in the periodic table.    x    what is the correct classification of element x and its oxide?     x oxide of x  a metal acidic  b metal basic  c non-metal acidic  d non-metal basic     24 elements in group 0 of the periodic table have uses.    these noble gases are \u2026\u20261.\u2026.. and this explains why argon \u2026\u20262\u2026\u2026 be used in lamps.    which words correctly complete gaps 1 and 2?     1 2  a reactive can  b reactive cannot  c unreactive can  d unreactive cannot ",
+            "10": "10    \u00a9 ucles 2009 0620/12/o/n/09  25 astatine is an element in group vii of the periodic table. it has only ever been produced in very  small amounts.    what is the best description of its likely properties?     colour state reaction with aqueous  potassium iodide  a black solid no reaction  b dark brown gas brown colour  c green solid no reaction  d yellow liquid brown colour     26 which property do all metals have?  a they are soluble in water.  b they conduct electricity. c they have high melting points.  d they react with dilute sulfuric acid.     27 the table gives information about four elements.    which element is a transition metal?     colour  of element electrical conductivity  of element colour  of oxide  a black high colourless  b colourless low white  c grey high red  d yellow low colourless     ",
+            "11": "11  \u00a9 ucles 2009 0620/12/o/n/09 [turn over  28 some reactions of three metals are listed in the table.    metal reacts with dilute  hydrochloric acid metal oxide is  reduced by carbon  p yes yes  q no yes  r yes no    what is the order of reactivity of the metals?     most  reactive  least  reactive  a p r q  b r p q  c r q p  d q p r      29 which object is least  likely to contain aluminium?  a a bicycle frame  b a hammer  c a saucepan  d an aeroplane body      30 which statement about alloys is not correct?  a alloys are more expensive than the metals they are made from.  b alloys are mixtures of different metals.  c alloys are not as strong as the metals they are made from.  d alloys conduct electricity well.     ",
+            "12": "12    \u00a9 ucles 2009 0620/12/o/n/09  31 compound x is heated with carbon using the apparatus shown.    heatcompound x and carbon limewaterreaction tube     a brown solid is formed in the reaction tube and the limewater turns cloudy.    what is compound x?  a calcium oxide  b copper( ii) oxide  c magnesium oxide  d sodium oxide     32 water must be purified before it is suitable for use in the home.    which processes are used to remove solid impurities and bacteria?     to remove  solid impurities to remove  bacteria  a chlorination chlorination  b chlorination filtration  c filtration chlorination  d filtration filtration    ",
+            "13": "13  \u00a9 ucles 2009 0620/12/o/n/09 [turn over  33 a newspaper article claims that carbon dioxide is formed as follows.    1 during respiration  2 when calcium carbonate reacts with hydrochloric acid 3 when methane burns in air    which statements are correct?  a 1, 2 and 3  b 1 and 2 only  c 1 and 3 only  d 2 and 3 only     34 which iron nail rusts?    abcd zinc coated nail painted nail nail in damp clothnail covered in grease     35 fertilisers are used to provide three of the elements needed for plant growth.    which two compounds would give a fertiliser containing all three of these elements?  a ca(no 3)2 and (nh 4)2so 4  b ca(no 3)2 and (nh 4)3po 4  c kno 3 and (nh 4)2so 4  d kno 3 and (nh 4)3po 4 ",
+            "14": "14    \u00a9 ucles 2009 0620/12/o/n/09  36 a new planet has been discovered and its atmosphere has been analysed.    atmosphere planet     the table shows the composition of the atmosphere.    gas percentage by volume  carbon dioxide 4  nitrogen 72  oxygen 24    which gases are present in the atmosphere of the planet in a higher percentage than they are in  the earth\u2019s atmosphere?  a carbon dioxide and oxygen  b carbon dioxide only  c nitrogen and oxygen  d nitrogen only     37 butene and hexene belong to the same homologous series.    what is the same for butene and hexene?  a boiling point  b functional group  c number of hydrogen atoms per molecule  d relative molecular mass     38 which statement about petroleum is not correct?  a it can be separated into useful substances by fractional distillation.  b it consists mainly of hydrocarbons.  c it is found underground in many parts of the world.  d its main use is for making lubricants and polishes. ",
+            "15": "15  \u00a9 ucles 2009 0620/12/o/n/09 [turn over  39 the apparatus shows an experiment used to test gas x.     gas x orange bromine solution     the bromine solution quickly becomes colourless.    what is the structure of gas x?    cch hhhb hca h hh hcc hh chhh hcd hh chho h      40 the table shows the formulae of members of the alkane series.    name of compound formula  methane ch 4  ethane c 2h6  propane ?  butane c 4h10  pentane c 5h12    what is the formula of propane?  a c2h8 b c3h7 c c3h8 d c3h9     ",
+            "16": "16    permission to reproduce items where thir d-party owned material protected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holder s, 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 t he cambridge assessment group. ca mbridge assessment is the brand name of university of  cambridge local examinations syndicate (ucles), which is itself a department of the university of cambridge.    \u00a9 ucles 2009 0620/12/o/n/09  group 140 ce cerium 58141 pr praseodymium 59144 nd neodymium 60pm promethium 61150 sm samarium 62152 eu europium 63157 gd gadolinium 64159 tb terbium 65162 dy dysprosium 66165 ho holmium 67167 er erbium 68169 tm thulium 69173 yb ytterbium 70175 lu lutetium 71 232 th thorium 90pa protactinium 91238 u uranium 92np neptunium 93pu plutonium 94am americium 95cm curium 96bk berkelium 97cf californium 98es einsteinium 99fm fermium 100md mendelevium 101no nobelium 102lr lawrencium 1031 h hydrogen 1 7 li lithium 3 23 na sodium 1124 mg magnesium 12 40 ca calcium 2045 sc scandium 2148 ti titanium 2251 v vanadium 2352 cr chromium 2455 mn manganese 2556 fe iron 2659 co cobalt 2759 ni nickel 2864 cu copper 2965 zn zinc 3070 ga gallium 3127 al aluminium 1311 b boron 512 c carbon 614 n nitrogen 716 o oxygen 819 f fluorine 9 28 si silicon 1431 p phosphorus 1532 s sulfur 1635.5 cl chlorine 1740 ar argon 1820 ne neon 104 he helium 2 73 ge germanium 3275 as arsenic 3379 se selenium 3480 br bromine 3584 kr krypton 3639 k potassium 19 88 sr strontium 3889 y yttrium 3991 zr zirconium 4093 nb niobium 4196 mo molybdenum 42tc technetium 43101 ru ruthenium 44103 rh rhodium 45106 pd palladium 46108 ag silver 47112 cd cadmium 48115 in indium 49119 sn tin 50122 sb antimony 51128 te tellurium 52127 i iodine 53131 xe xenon 54 137 ba barium 56139 la lanthanum 57        *178 hf hafnium 72181 ta tantalum 73184 w tungsten 74186 re rhenium 75190 os osmium 76192 ir iridium 77195 pt platinum 78197 au gold 79201 hg mercury 80204 tl thallium 81207 pb lead 82209 bi bismuth 83po polonium 84at astatine 85rn radon 86 fr francium 87227 ac actinium 899 be beryllium 4ii i iii iv v vi vii 0 85 rb rubidium 37 133 cs caesium 55 226 ra radium 88 the volume of one mole of any gas is 24 dm3at room temperature and pressure (r.t.p.).a x ba = relative atomic mass x = atomic symbol b = proton (atomic) numberkey*58-71 lanthanoid series 90-103 actinoid seriesdata sheet the periodic table of the elements  "
+        },
+        "0620_w09_qp_2.pdf": {
+            "1": "    this document consists of 17 printed pages and 3 blank pages.  ib09 11_0620_02/7rp  \u00a9 ucles 2009  [turn over      *2973907829* for examiner's use  1   2   3   4   5   6   7   total   university of cambridge international examinations  international general certificate of secondary education       chemistry 0620/02     paper 2  october/november 2009     1 hour 15 minutes    candidates answer on the question paper.    no additional materials are required.      read these instructions first    write your centre number, candidate number and name in the spaces at the top of this page.  write in dark blue or black pen. you may need to use a pencil for any diagrams, graphs or rough working. do not use staples, paper clips, highlighters, glue or correction fluid. do not  write in any barcodes.    answer all questions. a copy of the periodic table is printed on page 20.  at the end of the examination, fasten all your work securely together.  the number of marks is given in brackets [  ] at the end of each question or part  question.   ",
+            "2": "2  \u00a9 ucles 2009  0620/02/o/n/09  for  examiner's  use 1 the list shows some non-metallic elements.    bromine  carbon   fluorine  krypton   nitrogen   oxygen     (a) which two elements in the list are in the same group of the periodic table?   and  [1]      (b) which element in the list has the highest proton number?   [1]     (c) which two of these elements make up most of the air?   and  [1]     (d) bromine and fluorine form a compound with the formula brf 5.   calculate the relative molecular mass of brf 5.            [1]     (e) the diagram shows the structure of some compounds containing oxygen.    k+k+ k+k+o2\u2013 k+o2\u2013 k+k+k+ k+k+ k+o2\u2013 k+o2\u2013 k+o2\u2013ab c oc od on oo os     (i) what type of oxide is compound c?   [1]   ",
+            "3": "3  \u00a9 ucles 2009  0620/02/o/n/09 [turn over  for  examiner's  use  (ii) compound a is an atmospheric pollutant.     describe the source of compound a and state its effect on the environment.  source   effect on the environment    [2]     (iii) in the presence of air, compound d reacts with water to form nitric acid.     a student used the apparatus below to add an aqueous solution of nitric acid to an  aqueous solution of potassium hydroxide. he added the acid until it was in excess.    flasksolution of nitric acid solution of potassium hydroxideburette      describe how the ph of the solution in the flask changes as the nitric acid is added  until the acid is in excess.        [3]     (iv) describe how you can measure this ph change.   [1]     (v) the equation for the reaction is       koh   +   hno 3  \u2192  kno 3  +   h 2o     state the name of the salt formed in this reaction.   [1]      [total: 12] ",
+            "4": "4  \u00a9 ucles 2009  0620/02/o/n/09  for  examiner's  use 2 (a)  link the terms in the boxes on the left with the definitions on the right.  the first one has been done for you.    atoma substance containing different atoms or ions bonded together a substance made up of one type of atom the smallest part of an element which takes part in a chemical reaction the smallest group of covalently bonded atoms which can exist on its own a charged atom or group of atomscompound element ion molecule       [4]     (b) which two of the following are mixtures?    tick two boxes.    air      graphite      sodium chloride      steel       [1]     ",
+            "5": "5  \u00a9 ucles 2009  0620/02/o/n/09 [turn over  for  examiner's  use  (c) (i)  draw a labelled diagram to show the atomic structure of an atom of helium.     in your diagram include the structure of the nucleus.                                 [4]       (ii) state a use for helium.   [1]    (iii) which one of these statements about helium is correct?    helium is in period 2 of the periodic table      helium is a liquid at room temperature      helium is unreactive      helium has an incomplete outer shell of electrons        [1]       [total: 11]   ",
+            "6": "6  \u00a9 ucles 2009  0620/02/o/n/09  for  examiner's  use 3 a student used the apparatus shown to calculate the energy released when ethanol burns.    copper calorimeter water ethanolclamppoly(ethene) lidthermometer        (a) draw the structure of ethanol showing all atoms and bonds.                    [1]     (b) the energy released by the burning ethanol raises the temperature of the water in the copper calorimeter.      (i) which one of these words best describes the energy change when ethanol burns?   put a ring around the correct answer.    electrolytic  electronic  endothermic  exothermic    [1]    (ii)  when 4.6  g of ethanol is burnt, 5.4  g of water is formed.     calculate the mass of water formed when 13.8  g of ethanol is burnt.                   [1]    ",
+            "7": "7  \u00a9 ucles 2009  0620/02/o/n/09 [turn over  for  examiner's  use  (iii) complete the equation for the combustion of ethanol.  c2h5oh      +      3o 2        \u2192  co 2         +  h 2o   [1]      (c) the calorimeter is made of copper. copper is a transition metal.    state two properties which distinguish transition metals from group i metals.     [2]       (d) when copper is left exposed to the air for some time, a coating of copper carbonate  forms on its surface.  the equation shows how copper carbonate reacts with hydrochloric acid.    cuco 3(s)   +   2hcl(aq)   \u2192   cucl 2(aq)   +   co 2(g)   +   h 2o(l)    (i) describe two observations that can be made as this reaction happens.  1.   2.  [2]    (ii) state the meaning of the symbol (aq).   [1]      (e) the calorimeter lid is made of poly(ethene).    complete these sentences about poly(ethene) using words from the list.   acids  addition  condensation  ethane  ethene    monomers   polymer     poly(ethene) is a  formed by the  of ethene molecules.  in this reaction the ethene molecules can be described as      [3]       [total: 12]  ",
+            "8": "8  \u00a9 ucles 2009  0620/02/o/n/09  for  examiner's  use 4 caesium is a metal in group i of the periodic table.     (a) state two physical properties of caesium.     [2]      (b) state the number of electrons in the outer shell of a caesium atom.   [1]       (c) an isotope of caesium has a mass number of 133.    (i) what do you understand by the term isotope ?   [1]    (ii) calculate the number of neutrons in this isotope of caesium.   [1]      (d) complete the following table to estimate the boiling point of caesium and predict the  reactivity of caesium with water.    group i  metal density  /  g / cm3 boiling point   / \u00b0c reactivity with water  sodium 0.97 883 fizzes quickly, disappears gradually and does not burst into flame  potassium 0.86 760 fizzes very quickly, disappears quickly and bursts into flame with a little spitting  rubidium 1.53 686 fizzes extremely quickly, bursts into  flame then spits violently and may  explode  caesium 1.88         [2]    ",
+            "9": "9  \u00a9 ucles 2009  0620/02/o/n/09 [turn over  for  examiner's  use  (e) the diagram shows the structure of caesium chloride.    cs+ cl \u2013 cs+ cl \u2013 cs+ cl \u2013cs+ cl \u2013 cs+ cl \u2013 cs+ cl \u2013cs+ cl \u2013 cs+ cl \u2013 cs+ cl \u2013       use this diagram to work out the simplest formula for caesium chloride.   [1]      (f) caesium chloride dissolves in water to form a neutral solution.     state the ph of a neutral solution.   [1]     (g) describe a test for chloride ions.  test   result     [2]        [total: 11]   ",
+            "10": "10  \u00a9 ucles 2009  0620/02/o/n/09  for  examiner's  use 5 limonene is a colourless unsaturated hydrocarbon found in lemons.   the structure of limonene is shown below.     c ch cch2 ch2 h2c h2cch3 ch ch3     (a) on the formula above, draw a circle around the bonds which make limonene an unsaturated compound. [1]     (b) write the molecular formula for a molecule of limonene.   [1]       (c) describe the colour change which occurs when excess limonene is added to a few drops of bromine water.   [2]    ",
+            "11": "11  \u00a9 ucles 2009  0620/02/o/n/09 [turn over  for  examiner's  use  (d) limonene can be extracted from lemon peel by steam distillation.    heatxba cwater lemon peel      (i) state the name of the pieces of apparatus labelled a, b and c.  a   b   c  [3]     (ii) at point x on the diagram, the water is in the form of steam.     describe the arrangement and the movement of the particles in steam.  arrangement   movement  [2]       (e) when limonene undergoes incomplete combustion, carbon monoxide is formed.    (i) what do you understand by the term incomplete combustion ?   [1]    (ii) state an adverse effect of carbon monoxide on health.   [1]     ",
+            "12": "12  \u00a9 ucles 2009  0620/02/o/n/09  for  examiner's  use  (f) the structures of some compounds found in plants are shown below.    co2hh h hhc cco2hab h c hh hh oh cc nhhhd     (i)which one of these compounds is a carboxylic acid?  [1]    (ii)which one of these compounds is produced by the fermentation of glucose?        [1]    (iii)which one of these compounds is a hydrocarbon?  [1]        [total: 14] ",
+            "13": "13  \u00a9 ucles 2009  0620/02/o/n/09 [turn over  for  examiner's  use 6 aluminium is extracted by the electrolysis of aluminium oxide.    aa+  \u2013 positive electrode  electrolyte (aluminium  oxide dissolved in molten cryolite)  dcb      (a) hydrated aluminium oxide is heated to produce pure aluminium oxide.    al2o3.3h 2o \u2192 al2o3     +     3h 2o  hydrated aluminium oxide        what type of reaction is this?   put a ring around the correct answer.   decompositon  neutralisation  oxidation  reduction        [1]     (b) explain why the electrolyte must be molten for electrolysis to occur.   [1]      (c) what is the purpose of the cryolite?   [1]     (d) which letter in the diagram, a, b, c or d, represents the cathode?   [1]     (e) state the name of the products formed at the anode and cathode during this electrolysis.  anode   cathode  [2]     (f) why do the anodes have to be renewed periodically?     [2]   ",
+            "14": "14  \u00a9 ucles 2009  0620/02/o/n/09  for  examiner's  use  (g) complete the equation for the formation of aluminium from aluminium ions.   al 3+     +  e\u2212     \u2192     a l [1]      (h) state one use of aluminium.   [1]        [total: 10] ",
+            "15": "15  \u00a9 ucles 2009  0620/02/o/n/09 [turn over  for  examiner's  use 7 the diagram shows an experiment to investigate the rusting of some iron nails.    a air distilled wateriron nailb air iron nailc air distilled wateriron nail coated with zinc drying agent (calcium chloride)     (a) for each tube a, b and c predict whether the nails will rust. in each case give a  reason.    tube a: does the nail rust?    reason tube b: does the nail rust?    reason tube c: does the nail rust?    reason        [3]     (b) iron from the blast furnace contains impurities such as carbon, phosphorus, silicon and sulfur.    describe how the level of these impurities is decreased when steel is made from  impure iron.          [3]      (c) state a use for stainless steel.   [1]     ",
+            "16": "16  \u00a9 ucles 2009  0620/02/o/n/09  for  examiner's  use  (d) pure iron can be prepared by the reduction of iron( ii) oxide, feo.    feo   +   h 2   \u2192   fe   +   h 2o      explain how this equation shows that the iron( ii) oxide has been reduced.     [1]       (e) iron( ii) oxide reacts with acids.    feo   +   2hc l   \u2192   fec l2   +   h 2o     write a word equation for this reaction.   [2]         [total: 10]   ",
+            "17": "17   0620/02/o/n/09   blank page",
+            "18": "18   0620/02/o/n/09   blank page",
+            "19": "19   0620/02/o/n/09   blank page",
+            "20": "20    permission to reproduce items where thir d-party owned material protected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holder s, 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.     0620/02/o/n/09    group 140 ce cerium 58141 pr praseodymium 59144 nd neodymium 60pm promethium 61150 sm samarium 62152 eu europium 63157 gd gadolinium 64159 tb terbium 65162 dy dysprosium 66165 ho holmium 67167 er erbium 68169 tm thulium 69173 yb ytterbium 70175 lu lutetium 71 232 th thorium 90pa protactinium 91238 u uranium 92np neptunium 93pu plutonium 94am americium 95cm curium 96bk berkelium 97cf californium 98es einsteinium 99fm fermium 100md mendelevium 101no nobelium 102lr lawrencium 1031 h hydrogen 1 7 li lithium 3 23 na sodium 1124 mg magnesium 12 40 ca calcium 2045 sc scandium 2148 ti titanium 2251 v vanadium 2352 cr chromium 2455 mn manganese 2556 fe iron 2659 co cobalt 2759 ni nickel 2864 cu copper 2965 zn zinc 3070 ga gallium 3127 al aluminium 1311 b boron 512 c carbon 614 n nitrogen 716 o oxygen 819 f fluorine 9 28 si silicon 1431 p phosphorus 1532 s sulfur 1635.5 cl chlorine 1740 ar argon 1820 ne neon 104 he helium 2 73 ge germanium 3275 as arsenic 3379 se selenium 3480 br bromine 3584 kr krypton 3639 k potassium 19 88 sr strontium 3889 y yttrium 3991 zr zirconium 4093 nb niobium 4196 mo molybdenum 42tc technetium 43101 ru ruthenium 44103 rh rhodium 45106 pd palladium 46108 ag silver 47112 cd cadmium 48115 in indium 49119 sn tin 50122 sb antimony 51128 te tellurium 52127 i iodine 53131 xe xenon 54 137 ba barium 56139 la lanthanum 57        *178 hf hafnium 72181 ta tantalum 73184 w tungsten 74186 re rhenium 75190 os osmium 76192 ir iridium 77195 pt platinum 78197 au gold 79201 hg mercury 80204 tl thallium 81207 pb lead 82209 bi bismuth 83po polonium 84at astatine 85rn radon 86 fr francium 87227 ac actinium 899 be beryllium 4ii i iii iv v vi vii 0 85 rb rubidium 37 133 cs caesium 55 226 ra radium 88 the volume of one mole of any gas is 24 dm3at room temperature and pressure (r.t.p.).a x ba = relative atomic mass x = atomic symbol b = proton (atomic) numberkey*58-71 lanthanoid series 90-103 actinoid seriesdata sheet the periodic table of the elements  "
+        },
+        "0620_w09_qp_31.pdf": {
+            "1": "    this document consists of 14 printed pages and 2 blank pages.  ib09 11_0620_31/7rp  \u00a9 ucles 2009  [turn over      *7116024521* for examiner's use  1   2   3   4   5   6   7   total   university of cambridge international examinations  international general certificate of secondary education       chemistry 0620/31     paper 3 (extended)  october/november 2009     1 hour 15 minutes    candidates answer on the question paper.    no additional materials are required.      read these instructions first    write your centre number, candidate number and name on all the work you hand in.  write in dark blue or black pen. you may use a pencil for any diagrams, graphs or rough working. do not use staples, paper clips, highlighters, glue or correction fluid. do not  write in any barcodes.   answer all questions. a copy of the periodic table is printed on page 16.  at the end of the examination, fasten all your work securely together.  the number of marks is given in brackets [  ] at the end of each question or part  questions.   ",
+            "2": "2  \u00a9 ucles 2009 0620/31/o/n/09  for  examiner's  use 1 (a) the major gases in unpolluted air are 79  % nitrogen and 20  % oxygen.     (i) name another gaseous element in unpolluted air.   [1]     (ii) name two compounds in unpolluted air.   [2]      (b) two common pollutants in air are carbon monoxide and the oxides of nitrogen.    (i) name another pollutant in air.   [1]    (ii) describe how carbon monoxide is formed.       [2]     (iii) how are the oxides of nitrogen formed?       [2]     (iv) explain how a catalytic converter reduces the emission of these two gases.       [2]        [total: 10]  ",
+            "3": "3  \u00a9 ucles 2009 0620/31/o/n/09 [turn over  for  examiner's  use 2 oxides are classified as acidic, basic, neutral and amphoteric.     (a) complete the table.    type of oxide ph of solution of oxide example  acidic    basic    neutral        [6]     (b) (i) explain the term amphoteric .     [1]       (ii) name two reagents that are needed to show that an oxide is amphoteric.     [2]        [total: 9]   ",
+            "4": "4  \u00a9 ucles 2009 0620/31/o/n/09  for  examiner's  use 3 (a) an important ore of zinc is zinc blende, zns.     (i) how is zinc blende changed into zinc oxide?   [1]     (ii) write a balanced equation for the reduction of zinc oxide to zinc by carbon.   [2]     (b) a major use of zinc is galvanizing; steel objects are coated with a thin layer of zinc. this protects the steel from rusting even when the layer of zinc is broken.    thin layer of zincsteel exposed to oxygen and water steel    explain, by mentioning ions and electrons, why the exposed steel does not rust.             [3]   ",
+            "5": "5  \u00a9 ucles 2009 0620/31/o/n/09 [turn over  for  examiner's  use  (c)  zinc electrodes have been used in cells for many years, one of the first was the daniel  cell in 1831.    zinc electrode copper electrode zinc sulfate(aq) copper(ii) sulfate(aq) porous pot - stops solutions from mixingvvoltmeter      (i) give an explanation for the following in terms of atoms and ions.     observation at zinc electrode \u2013 the electrode becomes smaller   explanation    [1]      observation at copper electrode \u2013 the electrode becomes bigger   explanation    [1]     (ii) when a current flows, charged particles move around the circuit.     what type of particle moves through the electrolytes?   [1]     which particle moves through the wires and the voltmeter?   [1]     [total: 10] ",
+            "6": "6  \u00a9 ucles 2009 0620/31/o/n/09  for  examiner's  use 4 the distinctive smell of the seaside was thought to be caused by ozone, o 3.   ozone is a form of the element oxygen.     (a) a mixture of oxygen and ozone is formed by passing electric sparks through oxygen.    3o 2  2o 3     suggest a technique that might separate this mixture. explain why this method  separates the two forms of oxygen.  technique   explanation        [2]      (b) ozone is an oxidant. it can oxidise an iodide to iodine.    2i\u2013  +  o 3  +  2h+  \u2192  i2  + o 2  +  h 2o    (i) what would you see when ozone is bubbled through aqueous acidified potassium  iodide?         [2]     (ii) explain in terms of electron transfer why the change from iodide ions to iodine  molecules is oxidation.     [1]     (iii) explain, using your answer to b(ii), why ozone is the oxidant in this reaction.     [1]   ",
+            "7": "7  \u00a9 ucles 2009 0620/31/o/n/09 [turn over  for  examiner's  use  (c) it is now known that the smell of the seaside is due to the chemical dimethyl sulfide,  (ch 3)2s.    (i) draw a diagram that shows the arrangement of the valency electrons in one molecule of this covalent compound.   use x to represent an electron from a carbon atom.  use o to represent an electron from a hydrogen atom.  use \u25cf to represent an electron from a sulfur atom.                       [3]   (ii) name the three  compounds formed when dimethyl sulfide is burnt in excess  oxygen.       [2]        [total: 11] ",
+            "8": "8  \u00a9 ucles 2009 0620/31/o/n/09  for  examiner's  use 5 the first three elements in group iv are carbon, silicon and germanium.   the elements and their compounds have similar properties.    (a) the compound, silicon carbide, has a macromolecular structure similar to that of diamond.    (i) a major use of silicon carbide is to reinforce aluminium alloys which are used in the construction of spacecraft. suggest three  of its physical properties.       [3]     (ii) complete the following description of the structure of silicon carbide.  each carbon atom is bonded to four   atoms.  each silicon atom is bonded to   carbon atoms. [2]       (b) germanium( iv) oxide, geo 2, has the same macromolecular structure as silicon( iv)  oxide. draw the structural formula of germanium( iv) oxide.                     [3] ",
+            "9": "9  \u00a9 ucles 2009 0620/31/o/n/09 [turn over  for  examiner's  use  (c) germanium forms a series of hydrides comparable to the alkanes.     (i) draw the structural formula of the hydride which contains four germanium atoms per molecule.                        [1]   (ii) predict the products of the complete combustion of this hydride.    [2]        [total: 11]  ",
+            "10": "10  \u00a9 ucles 2009 0620/31/o/n/09  for  examiner's  use 6 (a) sulfuric acid is made by the contact process.    2so 2  +  o 2    2so 3      this is carried out in the presence of a catalyst at 450  \u00b0c and 2 atmospheres pressure.     (i) how is the sulfur dioxide made?     [1]      (ii) give another use of sulfur dioxide.   [1]       (iii) name the catalyst used.   [1]     (iv) if the temperature is decreased to 300  \u00b0c, the yield of sulfur trioxide increases.  explain why this lower temperature is not used.     [1]     (v) sulfur trioxide is dissolved in concentrated sulfuric acid. this is added to water to  make more sulfuric acid. why is sulfur trioxide not added directly to water?     [1]     ",
+            "11": "11  \u00a9 ucles 2009 0620/31/o/n/09 [turn over  for  examiner's  use  (b) sulfuric acid was first made in the middle east by heating the mineral, green vitriol,  feso 4.7h 2o. the gases formed were cooled.      feso 4.7h 2o(s)      \u2192      feso 4(s)      +     7h 2o(g)    green crystals yellow powder    2feso 4(s)    \u2192    fe 2o3(s)   +   so 2(g)  +  so 3(g)    on cooling   so 3  +   h 2o   \u2192  h2so 4   sulfuric acid    so 2  +   h 2o   \u2192  h2so 3   sulfurous acid     (i) how could you show that the first reaction is reversible?     [2]     (ii) sulfurous acid is a reductant. what would you see when acidified potassium  manganate( vii) is added to a solution containing this acid?     [2]     (iii) suggest an explanation why sulfurous acid in contact with air changes into sulfuric acid.   [1]     (c) 9.12  g of anhydrous iron( ii) sulfate was heated. calculate the mass of iron( iii) oxide  formed and the volume of sulfur trioxide, at r.t.p., formed.      2feso 4(s)  \u2192  fe 2o3(s)  +  so 2(g)  +  so 3(g)    mass of one mole of feso 4  =  152  g  number of moles of feso 4 used =    number of moles of fe 2o3  formed =    mass of one mole of fe 2o3 =  g  mass of iron( iii) oxide formed  =  g  number of moles of so 3 formed  =    volume of sulfur trioxide formed  =  dm3   [6]        [total: 16] ",
+            "12": "12  \u00a9 ucles 2009 0620/31/o/n/09  for  examiner's  use 7 butan-1-ol is used as a solvent for paints and varnishes, to make esters and as a fuel.  butan-1-ol can be manufactured from but-1-ene, which is made from petroleum.     biobutanol is a fuel of the future. it can be made by the fermentation of almost any form of biomass - grain, straw, leaves etc.    (a) but-1-ene can be obtained from alkanes such as decane, c 10h22, by cracking.    (i) give the reaction conditions.     [2]     (ii) complete an equation for the cracking of decane, c 10h22, to give but-1-ene.  c10h22    \u2192  [2]     (iii) name the reagent that reacts with but-1-ene to form butan-1-ol.   [1]       (b) (i)  balance the equation for the complete combustion of butan-1-ol.     c 4h9oh  +    o2  \u2192  co 2  +   h 2o [2]     (ii) write a word equation for the preparation of the ester butyl methanoate.   [2]    ",
+            "13": "13  \u00a9 ucles 2009 0620/31/o/n/09 [turn over  for  examiner's  use  (c) the fermentation of biomass by bacteria produces a mixture of products which include  biobutanol, propanol, hydrogen and propanoic acid.    (i) draw the structural formula of propanol and of propanoic acid. show all the bonds.     propanol               propanoic acid                  [2]    (ii) why is it important to develop these fuels, such as biobutanol, as alternatives to petroleum?   [1]    (d) how could you show that butanol made from petroleum and biobutanol are the same chemical?     [1]       [total: 13]  ",
+            "14": "14   0620/31/o/n/09   blank page",
+            "15": "15   0620/31/o/n/09  blank page",
+            "16": "16    permission to reproduce items where thir d-party owned material protected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holder s, 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.     0620/31/o/n/09   group 140 ce cerium 58141 pr praseodymium 59144 nd neodymium 60pm promethium 61150 sm samarium 62152 eu europium 63157 gd gadolinium 64159 tb terbium 65162 dy dysprosium 66165 ho holmium 67167 er erbium 68169 tm thulium 69173 yb ytterbium 70175 lu lutetium 71 232 th thorium 90pa protactinium 91238 u uranium 92np neptunium 93pu plutonium 94am americium 95cm curium 96bk berkelium 97cf californium 98es einsteinium 99fm fermium 100md mendelevium 101no nobelium 102lr lawrencium 1031 h hydrogen 1 7 li lithium 3 23 na sodium 1124 mg magnesium 12 40 ca calcium 2045 sc scandium 2148 ti titanium 2251 v vanadium 2352 cr chromium 2455 mn manganese 2556 fe iron 2659 co cobalt 2759 ni nickel 2864 cu copper 2965 zn zinc 3070 ga gallium 3127 al aluminium 1311 b boron 512 c carbon 614 n nitrogen 716 o oxygen 819 f fluorine 9 28 si silicon 1431 p phosphorus 1532 s sulfur 1635.5 cl chlorine 1740 ar argon 1820 ne neon 104 he helium 2 73 ge germanium 3275 as arsenic 3379 se selenium 3480 br bromine 3584 kr krypton 3639 k potassium 19 88 sr strontium 3889 y yttrium 3991 zr zirconium 4093 nb niobium 4196 mo molybdenum 42tc technetium 43101 ru ruthenium 44103 rh rhodium 45106 pd palladium 46108 ag silver 47112 cd cadmium 48115 in indium 49119 sn tin 50122 sb antimony 51128 te tellurium 52127 i iodine 53131 xe xenon 54 137 ba barium 56139 la lanthanum 57        *178 hf hafnium 72181 ta tantalum 73184 w tungsten 74186 re rhenium 75190 os osmium 76192 ir iridium 77195 pt platinum 78197 au gold 79201 hg mercury 80204 tl thallium 81207 pb lead 82209 bi bismuth 83po polonium 84at astatine 85rn radon 86 fr francium 87227 ac actinium 899 be beryllium 4ii i iii iv v vi vii 0 85 rb rubidium 37 133 cs caesium 55 226 ra radium 88 the volume of one mole of any gas is 24 dm3at room temperature and pressure (r.t.p.).a x ba = relative atomic mass x = atomic symbol b = proton (atomic) numberkey*58-71 lanthanoid series 90-103 actinoid seriesdata sheet the periodic table of the elements  "
+        },
+        "0620_w09_qp_32.pdf": {
+            "1": "    this document consists of 14 printed pages and 2 blank pages.  ib09 11_0620_32/7rp  \u00a9 ucles 2009  [turn over      *4230027975* for examiner's use  1   2   3   4   5   6   7   total   university of cambridge international examinations  international general certificate of secondary education       chemistry 0620/32     paper 3 (extended)  october/november 2009     1 hour 15 minutes    candidates answer on the question paper.    no additional materials are required.      read these instructions first    write your centre number, candidate number and name on all the work you hand in.  write in dark blue or black pen. you may use a pencil for any diagrams, graphs or rough working. do not use staples, paper clips, highlighters, glue or correction fluid. do not  write in any barcodes.   answer all questions. a copy of the periodic table is printed on page 16.  at the end of the examination, fasten all your work securely together.  the number of marks is given in brackets [  ] at the end of each question or part  questions.   ",
+            "2": "2  \u00a9 ucles 2009 0620/32/o/n/09  for  examiner's  use 1 (a) the major gases in unpolluted air are 79  % nitrogen and 20  % oxygen.     (i) name another gaseous element in unpolluted air.   [1]     (ii) name two compounds in unpolluted air.   [2]      (b) two common pollutants in air are sulfur dioxide and the oxides of nitrogen.    (i) name another pollutant in air.   [1]    (ii) describe how sulfur dioxide is formed.       [2]     (iii) how are the oxides of nitrogen formed?       [2]     (c) how is oxygen obtained from air?       [2]     [total: 10]    ",
+            "3": "3  \u00a9 ucles 2009 0620/32/o/n/09 [turn over  for  examiner's  use 2 oxides are classified as acidic, basic, neutral and amphoteric.     (a) complete the table.    type of oxide ph of solution of oxide example  acidic    basic    neutral     [6]     (b) (i) explain the term amphoteric .     [1]       (ii) how could you distinguish between an acidic oxide and an amphoteric oxide using  hydrochloric acid and aqueous sodium hydroxide?     [2]     [total: 9]     ",
+            "4": "4  \u00a9 ucles 2009 0620/32/o/n/09  for  examiner's  use 3 (a) an important ore of zinc is zinc blende, zns.     (i) how is zinc blende changed into zinc oxide?   [1]     (ii) write a balanced equation for the reduction of zinc oxide to zinc by carbon.   [2]      (b) a major use of zinc is galvanizing; steel objects are coated with a thin layer of zinc.  this protects the steel from rusting even when the layer of zinc is broken.    thin layer of zincsteel exposed to oxygen and water steel     explain, by mentioning ions and electrons, why the exposed steel does not rust.             [3]   ",
+            "5": "5  \u00a9 ucles 2009 0620/32/o/n/09 [turn over  for  examiner's  use  (c)  zinc electrodes have been used in cells for many years, one of the first was the daniel  cell in 1831.    zinc electrode copper electrode zinc sulfate(aq) copper(ii) sulfate(aq) porous pot - stops solutions from mixingvvoltmeter      (i) give an explanation for the following in terms of atoms and ions.     observation at zinc electrode \u2013 the electrode becomes smaller   explanation    [1]     observation at copper electrode \u2013 the electrode becomes bigger   explanation    [1]     (ii) when a current flows, charged particles move around the circuit.     what type of particle moves through the electrolytes?   [1]     which particle moves through the wires and the voltmeter?   [1]     [total: 10] ",
+            "6": "6  \u00a9 ucles 2009 0620/32/o/n/09  for  examiner's  use 4 the distinctive smell of the seaside was thought to be caused by ozone, o 3.   ozone is a form of the element oxygen.     (a) a mixture of oxygen and ozone is formed by passing electric sparks through oxygen.    3o 2  2o 3    suggest a technique that might separate this mixture. explain why this method  separates the two forms of oxygen.  technique   explanation        [2]     (b) ozone is an oxidant. it can oxidise an iodide to iodine.    2 i\u2013  +  o 3  +  2h+  \u2192  i2  +  o 2  +  h 2o     (i)  what would you see when ozone is bubbled through aqueous acidified potassium  iodide?         [2]     (ii) explain in terms of electron transfer why the change from iodide ions to iodine molecules is oxidation.       [1]     (iii) explain, using your answer to b(ii), why ozone is the oxidant in this reaction.     [1]     ",
+            "7": "7  \u00a9 ucles 2009 0620/32/o/n/09 [turn over  for  examiner's  use (c) it is now known that the smell of the seaside is due to the chemical dimethyl sulfide,  (ch 3)2s.    (i) draw a diagram that shows the arrangement of the valency electrons in one molecule of this covalent compound.   use x to represent an electron from a carbon atom.  use o to represent an electron from a hydrogen atom.  use \u25cf to represent an electron from a sulfur atom.                    [3]   (ii) name the three  compounds formed when dimethyl sulfide is burnt in excess  oxygen.       [2]     [total: 11] ",
+            "8": "8  \u00a9 ucles 2009 0620/32/o/n/09  for  examiner's  use 5 the first three elements in group iv are carbon, silicon and germanium.   the elements and their compounds have similar properties.     (a) the compound, silicon carbide, has a macromolecular structure similar to that of diamond.    (i) a major use of silicon carbide is to reinforce aluminium alloys which are used in  the construction of spacecraft. suggest three  of its physical properties.       [3]     (ii) draw a diagram to show the arrangement of silicon atoms around one carbon atom in silicon carbide. label this diagram 1.  draw a diagram to show the arrangement of carbon atoms around one silicon  atom in silicon carbide. label this diagram 2.              [3]      (b) germanium( iv) oxide, geo 2, has the same macromolecular structure as silicon( iv)  oxide. draw the structural formula of germanium( iv) oxide.                 [2]   ",
+            "9": "9  \u00a9 ucles 2009 0620/32/o/n/09 [turn over  for  examiner's  use (c) germanium forms a series of hydrides comparable to the alkanes.     (i) draw the structural formula of the hydride which contains three germanium atoms  per molecule.                     [1]   (ii) predict the products of the complete combustion of this hydride.   [2]     [total: 11] ",
+            "10": "10  \u00a9 ucles 2009 0620/32/o/n/09  for  examiner's  use 6 (a) sulfuric acid is made by the contact process.    2so 2  +  o 2    2so 3     this is carried out in the presence of a catalyst at 450  \u00b0c and 2 atmospheres pressure.     (i) sulfur dioxide is made by burning sulfur. name a source of sulfur.     [1]     (ii) give another use of sulfur dioxide.   [1]     (iii) name the catalyst used.   [1]     (iv) if the temperature is decreased to 300  \u00b0c, the yield of sulfur trioxide increases.  explain why this lower temperature is not used.     [1]     (v) sulfur trioxide is dissolved in concentrated sulfuric acid. this is added to water to make more sulfuric acid. why is sulfur trioxide not added directly to water?     [1]     ",
+            "11": "11  \u00a9 ucles 2009 0620/32/o/n/09 [turn over  for  examiner's  use  (b) sulfuric acid was first made in the middle east by heating the mineral, green vitriol,  feso 4.7h 2o. the gases formed were cooled.     feso 4.7h 2o(s)      \u2192      feso 4(s)      +     7h 2o(g)   green crystals yellow powder   2feso 4(s)    \u2192    fe2o 3(s)   +   so 2(g)  +  so 3(g)   on cooling   so 3  +   h 2o   \u2192  h2so 4   sulfuric acid   so 2  +   h 2o   \u2192  h2so 3  sulfurous acid     (i) how could you show that the first reaction is reversible?     [2]     (ii) sulfurous acid is a reductant. what would you see when acidified potassium  manganate( vii) is added to a solution containing this acid?     [2]     (iii) suggest an explanation why sulfurous acid in contact with air changes into sulfuric  acid.   [1]     (c) 12.16  g of anhydrous iron( ii) sulfate was heated. calculate the mass of iron( iii) oxide  formed and the volume of gases, at r.t.p., formed.     2feso 4 (s)    \u2192    fe 2o3(s)   +   so 2(g)  +  so 3(g)    mass of one mole of feso 4  =  152   g  number of moles of feso 4 used =    number of moles of fe 2o3 formed =    mass of one mole of fe 2o3 =  g  mass of iron( iii) oxide formed =  g  total number of moles of gases formed =    total volume of gases formed =  dm3   [6]     [total: 16] ",
+            "12": "12  \u00a9 ucles 2009 0620/32/o/n/09  for  examiner's  use 7 butan-1-ol is used as a solvent for paints and varnishes, to make esters and as a fuel.  butan-1-ol can be manufactured from but-1-ene, which is made from petroleum.     biobutanol is a fuel of the future. it can be made by the fermentation of almost any form of  biomass - grain, straw, leaves etc.    (a) but-1-ene can be obtained from alkanes such as nonane, c 9h20, by cracking.    (i) give the reaction conditions.     [2]     (ii) complete an equation for the cracking of nonane, c 9h20, to give but-1-ene.  c9h20    \u2192  [2]    (iii) name the reagent that reacts with but-1-ene to form butan-1-ol.   [1]      (b) (i)  balance the equation for the complete combustion of butan-1-ol.     c 4h9oh  +    o2  \u2192  co 2  +   h 2o [2]     (ii) write a word equation for the preparation of the ester butyl propanoate.   [2]    ",
+            "13": "13  \u00a9 ucles 2009 0620/32/o/n/09  for  examiner's  use  (c) the fermentation of biomass by bacteria produces a mixture of products which include  biobutanol, propanol, hydrogen and propanoic acid.    (i) draw the structural formula of propanol and of propanoic acid. show all the bonds.     propanol               propanoic acid                [2]    (ii) why is it important to develop these fuels, such as biobutanol, as alternatives to petroleum?   [1]     (d) how could you show that butanol made from petroleum and biobutanol are the same chemical?     [1]    [total: 13]   ",
+            "14": "14   0620/32/o/n/09  blank page",
+            "15": "15   0620/32/o/n/09  blank page",
+            "16": "16    permission to reproduce items where thir d-party owned material protected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holder s, 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.     0620/32/o/n/09  group 140 ce cerium 58141 pr praseodymium 59144 nd neodymium 60pm promethium 61150 sm samarium 62152 eu europium 63157 gd gadolinium 64159 tb terbium 65162 dy dysprosium 66165 ho holmium 67167 er erbium 68169 tm thulium 69173 yb ytterbium 70175 lu lutetium 71 232 th thorium 90pa protactinium 91238 u uranium 92np neptunium 93pu plutonium 94am americium 95cm curium 96bk berkelium 97cf californium 98es einsteinium 99fm fermium 100md mendelevium 101no nobelium 102lr lawrencium 1031 h hydrogen 1 7 li lithium 3 23 na sodium 1124 mg magnesium 12 40 ca calcium 2045 sc scandium 2148 ti titanium 2251 v vanadium 2352 cr chromium 2455 mn manganese 2556 fe iron 2659 co cobalt 2759 ni nickel 2864 cu copper 2965 zn zinc 3070 ga gallium 3127 al aluminium 1311 b boron 512 c carbon 614 n nitrogen 716 o oxygen 819 f fluorine 9 28 si silicon 1431 p phosphorus 1532 s sulfur 1635.5 cl chlorine 1740 ar argon 1820 ne neon 104 he helium 2 73 ge germanium 3275 as arsenic 3379 se selenium 3480 br bromine 3584 kr krypton 3639 k potassium 19 88 sr strontium 3889 y yttrium 3991 zr zirconium 4093 nb niobium 4196 mo molybdenum 42tc technetium 43101 ru ruthenium 44103 rh rhodium 45106 pd palladium 46108 ag silver 47112 cd cadmium 48115 in indium 49119 sn tin 50122 sb antimony 51128 te tellurium 52127 i iodine 53131 xe xenon 54 137 ba barium 56139 la lanthanum 57        *178 hf hafnium 72181 ta tantalum 73184 w tungsten 74186 re rhenium 75190 os osmium 76192 ir iridium 77195 pt platinum 78197 au gold 79201 hg mercury 80204 tl thallium 81207 pb lead 82209 bi bismuth 83po polonium 84at astatine 85rn radon 86 fr francium 87227 ac actinium 899 be beryllium 4ii i iii iv v vi vii 0 85 rb rubidium 37 133 cs caesium 55 226 ra radium 88 the volume of one mole of any gas is 24 dm3at room temperature and pressure (r.t.p.).a x ba = relative atomic mass x = atomic symbol b = proton (atomic) numberkey*58-71 lanthanoid series 90-103 actinoid seriesdata sheet the periodic table of the elements  "
+        },
+        "0620_w09_qp_5.pdf": {
+            "1": "    this document consists of 7 printed pages and 1 blank pages.  ib09 11_0620_05/4rp  \u00a9 ucles 2009  [turn over      *9223011686* for examiner's use  1   2   total   university of cambridge international examinations  international general certificate of secondary education       chemistry 0620/05     paper 5 practical test  october/november 2009     1 hour 15 minutes    candidates answer on the question paper .    additional materials: as listed in instructions to supervisors      read these instructions first    write your, centre number, candidate number and name on all the work you hand in.  write in dark blue or black pen. you may use a pencil for any diagrams, graphs or rough working. do not use staples, paper clips, highlighters, glue or correction fluid.  do not write in any barcodes  answer all questions.  practical notes are provided on page 8.   at the end of the examination, fasten all you work securely together.  the number of marks is given in brackets [  ] at the end of each question or part question.   ",
+            "2": "2  \u00a9 ucles 2009 0620/05/o/n/09  for  examiner's  use 1 you are going to investigate the temperature rise produced when equal lengths of  magnesium ribbon react with excess dilute sulfuric acid of different concentrations (labelled a, b, c, and d).    read all the instructions below carefully before  starting the experiments.     instructions     pour about 4  cm3 of solution a into a test-tube. add a piece of magnesium ribbon to the  tube. note your observations and test the gas.  observations    [1]   test for gas   result  [2]     experiment 1  by using a measuring cylinder, pour 20  cm3 of solution a into the beaker provided. measure  the initial temperature of the solution and record it in the table below. add one length of  magnesium ribbon to the solution in the beaker, and stir the mixture with the thermometer. record the highest temperature reached.   remove the thermometer and rinse out the beaker with water.     experiment 2   repeat experiment 1 using solution b instead of solution a. record the initial and final  temperatures in the table.    rinse out the beaker.   experiment 3   repeat experiment 1, using solution c. record the temperatures in the table.    experiment 4   repeat experiment 1 using solution d. record the temperatures in the table.      table of results    solution of  sulfuric acid initial temperature  / \u00b0c highest temperature  / \u00b0cchange in  temperature  / \u00b0c  a     b     c     d        [4] ",
+            "3": "3  \u00a9 ucles 2009 0620/05/o/n/09 [turn over  for  examiner's  use  (a) work out the temperature change for each experiment and record the value in the  table. [1]     (b) draw a labelled bar chart of the results to experiments 1, 2, 3 and 4 on the grid below.    16 141210 8642change in temperature /  \u00b0c      [4]    ",
+            "4": "4  \u00a9 ucles 2009 0620/05/o/n/09  for  examiner's  use  use your results and observations to answer the following questions.    (c) (i)  name the gas given off when magnesium reacts with dilute sulfuric acid.   [1]     (ii) what type of chemical reaction occurs when magnesium reacts with dilute sulfuric  acid?   [1]      (d) (i)  which experiment produced the largest temperature change?   [1]     (ii) suggest why this experiment produced the largest temperature change.     [1]      (e) predict the effect on the temperature changes that would happen if     (i) equal masses of magnesium powder were used in the experiments,   [1]     (ii) 40  cm3 of dilute sulfuric acid was used in experiment 1.   [1]    (iii) explain your answer to (e)(ii) .     [1]       (f) give one possible source of experimental error in this investigation.     [1]       [total: 20]   ",
+            "5": "5  \u00a9 ucles 2009 0620/05/o/n/09 [turn over  for  examiner's  use 2 you are provided with three solutions k, l and m.   carry out the following tests on the solutions, recording all of your observations in the table.  do not write any conclusions in the table.    tests observations  (a) describe the appearance  of the solutions.   solution k      solution l      solution m   [1]     (b) using universal indicator paper, test the ph of each solution.   solution k  ph     solution l  ph     solution m  ph  [2]       tests on solution k     (c) (i)  by using a teat pipette, add drops of  solution k to about   3  cm3 of copper sulfate  solution in a test-tube.           now add an excess of  solution k to the test  tube.  [2]          [2]  (ii)  repeat experiment  (c)(i)  using aqueous  aluminium sulfate  instead of aqueous copper sulfate.     (iii)  to about 3  cm3 of  solution k add a few  drops of nitric acid and  about 1  cm3 of silver  nitrate solution.    [1]      ",
+            "6": "6  \u00a9 ucles 2009 0620/05/o/n/09  for  examiner's  use tests observations  tests on solution l   (d) (i) repeat experiment  (c)(i)  using solution l    [1]               (ii)repeat experiment (c)(ii)  using solution l    [2]      [1]  (iii)repeat experiment  (c)(iii)  using  solution l            tests on solution m   (e) repeat experiment c(iii)  using solution m    [2]           (f) what conclusions can you make about solution k?     [2]      (g) what conclusions can you make about solution l?     [2]      (h) identify solution m.   [2]       [total: 20 marks]   ",
+            "7": "7    permission to reproduce items where t hird-party owned material protected by copyright  is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holder s, 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.    \u00a9 ucles 2009 0620/05/o/n/09  blank page   ",
+            "8": "8  \u00a9 ucles 2009 0620/05/o/n/09 notes for use in qualitative analysis     test for anions     anion test test result  carbonate (co 32\u2013) add dilute acid effervescence, carbon dioxide  produced  chloride (c l \u2013)  [in solution] acidify with dilute nitric acid, then  add aqueous silver nitrate white ppt.  iodide ( i\u2013)  [in solution] acidify with dilute nitric acid, then add aqueous silver nitrate yellow ppt.  nitrate (no 3\u2013)  [in solution] add aqueous sodium hydroxide then aluminium foil; warm carefully ammonia produced  sulfate (so 42\u2013)  [in solution] acidify, then add aqueous barium nitrate white ppt.    test for aqueous cations     cation effect of aqueous sodium hydroxide effect of aqueous ammonia  aluminium (a l 3+) white ppt., soluble in excess giving  a colourless solution white ppt., insoluble in excess  ammonium (nh 4+) ammonia produced on warming -  calcium (ca2+) white ppt., insoluble in excess no ppt., or very slight white ppt.  copper (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  iron( iii) (fe3+) red-brown ppt., insoluble in excess red-brown ppt., insoluble in excess  zinc (zn2+) white ppt., soluble in excess giving  a colourless solution white ppt., soluble in excess giving  a colourless solution    test for gases     gas test and test results  ammonia (nh 3) turns damp red litmus paper blue  carbon dioxide (co 2) turns limewater milky  chlorine (c l2) bleaches damp litmus paper  hydrogen (h 2) \u201cpops\u201d with a lighted splint  oxygen (o 2) relights a glowing splint   "
+        },
+        "0620_w09_qp_6.pdf": {
+            "1": "    this document consists of 12 printed pages.  ib09 11_0620_06/5rp  \u00a9 ucles 2009  [turn over      *3567155373* for examiner's use  1   2   3   4   5   6   7   total   university of cambridge international examinations  international general certificate of secondary education       chemistry 0620/06     paper 6 alternative to practical  october/november 2009     1 hour    candidates answer on the question paper.    no additional materials are required.      read these instructions first    write your centre number, candidate number and name on all the work you hand in.  write in dark blue or black pen. you may use a pencil for any diagrams, graphs or rough working. do not use staples, paper clips, highlighters, glue or correction fluid. do not  write in any barcodes.   answer all questions.  at the end of the examination, fasten all your work securely together.  the number of marks is given in brackets [  ] at the end of each question or part  question.   ",
+            "2": "2  \u00a9 ucles 2009 0620/06/o/n/09  for  examiner's  use 1 the apparatus below was used to make oxygen. the tube of manganese oxide was added  to the hydrogen peroxide solution by releasing the cotton.    40 20 60 100 cm3 80  hydrogen  peroxide cotton  tube containing  manganese oxide      (a) complete the boxes to identify the pieces of apparatus. [2]     (b) why was the tube of manganese oxide suspended in the flask?   [1]       (c) give a test for oxygen.  test   result  [2]     [total: 5]   ",
+            "3": "3  \u00a9 ucles 2009 0620/06/o/n/09 [turn over  for  examiner's  use 2 a steel spoon can be coated in silver usin g electrolysis. the spoon must be very clean and  free of grease.    metal electrode electrolytespoon      (a) suggest     (i) one  advantage of putting a thin layer of silver on the spoon,   [1]     (ii) one disadvantage if the spoon is used frequently,   [1]     (iii) why the spoon must be very clean and free of grease?   [1]     (b) which electrode should be the spoon?   [1]       (c) identify the metal from which the other electrode is made.   [1]     [total: 5] ",
+            "4": "4  \u00a9 ucles 2009 0620/06/o/n/09  for  examiner's  use 3 three unlabelled bottles of chemicals each contained one of the following liquids:    \u007f sodium nitrate dissolved in water;  \u007f pure water;  \u007f hexene.     (a) give a test by which you could identify sodium nitrate solution.  test   result  [2]       (b) give a test by which you could identify pure water.   test   result  [2]       (c) give a test by which you could identify hexene.  test   result  [2]          [total: 6]   ",
+            "5": "5  \u00a9 ucles 2009 0620/06/o/n/09 [turn over  for  examiner's  use 4 a student investigated the temperature change produced when equal lengths of  magnesium ribbon reacted with excess dilute sulfuric acid of different concentrations (labelled solutions a, b, c, d and e).   five experiments were carried out.     experiment 1     using a measuring cylinder, 20  cm3 of sulfuric acid solution a was poured into a beaker.  the initial temperature of the solution was measured. a length of magnesium ribbon was added to the solution and stirred. the highest temperature reached was measured.     experiment 2     experiment 1 was repeated using solution b instead of solution a. the initial and highest  temperatures were measured as before.      experiment 3     experiment 1 was repeated using solution c. the initial and highest temperatures were  measured.    experiment 4     experiment 1 was repeated using solution d. the initial and highest temperatures were  measured.    experiment 5     experiment 1 was repeated using solution e. the initial and highest temperatures were  measured.    use the thermometer diagrams in the table on page 6, to record the initial and highest  temperatures in each experiment. ",
+            "6": "6  \u00a9 ucles 2009 0620/06/o/n/09  for  examiner's  use   solution of sulfuric acid a b cd ethermometer diagraminitial temperature /  \u00b0cthermometer diagramhighest temperature / \u00b0cchange in temperature / \u00b0c 30 25 20 30 25 20 30 25 20 30 25 20 30 25 2040 35 30 40 35 30 40 35 30 35 30 25 30 25 20     [4]    (a) work out the temperature change for each experiment and record the values in the table. [1]    ",
+            "7": "7  \u00a9 ucles 2009 0620/06/o/n/09 [turn over  for  examiner's  use  (b) draw a labelled bar chart of the results for experiments 1, 2, 3, 4 and 5 on the grid  below. [4]    change in temperature/  \u00b0c         use the results and observations to answer the following questions.    (c) what type of chemical reaction occurs when magnesium reacts with dilute sulfuric acid?   [1]     (d) (i) which experiment produced the largest temperature change?   [1]    (ii) suggest why this experiment produced the largest temperature change.     [1]     ",
+            "8": "8  \u00a9 ucles 2009 0620/06/o/n/09  for  examiner's  use  (e) predict the effect on the temperature changes that would happen if     (i) equal masses of magnesium powder were used in the experiments.   [1]     (ii) 40  cm3 of dilute sulfuric acid was used in experiment 1.   [1]     (iii) explain your answer to (e)(ii) .     [1]      (f) give one  possible source of experimental error in this investigation.     [1]      [total: 16]   ",
+            "9": "9  \u00a9 ucles 2009 0620/06/o/n/09 [turn over  for  examiner's  use 5 three aqueous solutions k, l and m, were analysed. l was a solution of sodium hydroxide.    the tests on the solutions and some of the observations are in the table.    complete the observations in the table. do not write any conclusions in the table.    tests observations  (a) appearance of the solutions.    solution k    solution l    solution m       colourless liquid   colourless liquid   colourless liquid  (b) universal indicator paper was used to test the ph of each  solution.   solution k ph 10    solution l ph  [1]   solution m ph 2  (c)  (i) (ii)      (iii)tests on solution k   drops of solution k were  added to copper sulfate solution in a test-tube. excess of solution k was then  added to the test-tube.   experiment (c)(i)  was  repeated using aqueous  aluminium sulfate instead of  aqueous copper sulfate.    a few drops of nitric acid and  silver nitrate solution were  added to solution k.        pale blue precipitate formed    deep blue solution formed        white precipitate formed  insoluble in excess      no visible reaction  (d) tests on solution l      (i) experiment (c)(i)  was  repeated using solution l.   [1]   (ii) experiment (c)(ii)  was  repeated using solution l.         [3]  (e) test on solution m  experiment (c)(iii)  was  repeated using solution m.     white precipitate formed ",
+            "10": "10  \u00a9 ucles 2009 0620/06/o/n/09  for  examiner's  use  (f) what conclusions can you make about solution k?     [2]       (g) what conclusions can you make about solution m?     [2]       [total: 9]                 6 dilute hydrochloric acid was added to excess calcium carbonate in a beaker as shown.    cotton wool hydrochloric acid balancecalcium carbonate 184.0      the beaker was placed on a balance and the mass of the beaker and contents recorded  every minute.   the results are shown in the table.    mass of beaker and contents  / g 184.0 178.0 175.6 174.6 174.0 174.0  time  / min 0 1 2 3 4 5   ",
+            "11": "11  \u00a9 ucles 2009 0620/06/o/n/09 [turn over  for  examiner's  use  (a) plot the results on the grid and draw a smooth line graph.        [5]     (b) use your graph to determine the mass of the beaker and contents after 30 seconds.    show clearly on your graph how you worked out your answer.   [2]       (c) why does the mass of the beaker and contents decrease?   [1]      (d) suggest the purpose of the cotton wool.   [1]      (e) after how long did the reaction finish?   [1]      (f) a second experiment was carried out using hydrochloric acid at a lower temperature.   on the grid sketch a curve to show the expected results for this experiment.   label this curve c. [2]     [total: 12] ",
+            "12": "12    permission to reproduce items where thir d-party owned material protected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the p ublisher (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.    0620/06/o/n/09 for  examiner's  use 7 leaves from trees contain a mixture of coloured pigments which are not soluble in water. a  student was given these two instructions to investigate the pigments in the leaves.    1. crush some leaves to extract the coloured pigments.  2. use the liquid extract to find the number of coloured pigments in the leaves.    (a) what would the student need in order to effectively carry out instruction 1?         [3]      (b) describe an experiment to carry out instruction 2.    a space has been left below if you want to draw a diagram to help answer the question.                                      [4]     [total: 7] "
+        }
+    },
+    "2010": {
+        "0620_s10_qp_11.pdf": {
+            "1": "    this document consists of 15 printed pages and 1 blank page.  ib10 06_0620_11/rp  \u00a9 ucles 2010  [turn over       *9829839277* university of cambridge international examinations  international general certificate of secondary education       chemistry 0620/11     paper 1 multiple choice  may/june 2010       45 minutes  additional materials: multiple choice answer sheet   soft clean eraser   soft pencil (type b or hb is recommended)       read these instructions first    write in soft pencil. do not use staples, paper clips, highlighters, glue or correction fluid. write your name, centre number and candidate number on the answer sheet in the spaces provided unless  this has been done for you.   there are forty  questions on this paper. answer all questions. for each question there are four possible  answers a, b, c and d.   choose the one you consider correct and record your choice in soft pencil  on the separate answer sheet.   read the instructions on the answer sheet very carefully.  each correct answer will score one mark. a mark will not be deducted for a wrong answer. any rough working should be done in this booklet. a copy of the periodic table is printed on page 16. you may use a calculator.  ",
+            "2": "2  \u00a9 ucles 2010 0620/11/m/j/10  1 the diagram shows a cup of tea.        which row describes the water particles in the air above the cup compared with the water  particles in the cup?     moving faster closer together  a \u0013 \u0013  b \u0013 \u0017  c \u0017 \u0013  d \u0017 \u0017    2 a fruit drink coloured orange contains a dissolved mixture of red and yellow colouring agents.  one of these colouring agents is suspected of being illegal.    which method could be used to show the presence of this illegal colouring agent?  a chromatography  b distillation  c evaporation  d filtration     3 a student carries out an experiment to find how fast 3  cm pieces of magnesium ribbon dissolve in  10  cm3 samples of sulfuric acid at different temperatures.    which piece of apparatus does the student not need?  a balance  b measuring cylinder  c stop-clock  d thermometer     ",
+            "3": "3  \u00a9 ucles 2010 0620/11/m/j/10 [turn over  4 which row shows the change that takes place when element x gains the new particle shown?     particle gained change  a electron an isotope of element x is formed  b electron the element one place to the right of x in the periodic table is formed  c proton an isotope of element x is formed  d proton the element one place to the right of x in the periodic table is formed     5 the diagram shows an atom.    ee eeelectron nucleus containing nine particlesekey     what is the proton number and neutron number of the atom?     proton  number neutron  number  a 4 5  b 4 9  c 5 4  d 5 9    6 the symbols of two atoms may be written as shown.    x52 23 y52 24    which statement about these atoms is correct?  a they are different elements because they have different numbers of neutrons.  b they are different elements because they have different numbers of protons.  c they are isotopes of the same element because they have the same nucleon number.  d they are isotopes of the same element because they have the same proton number.     ",
+            "4": "4  \u00a9 ucles 2010 0620/11/m/j/10  7 which name is given to mixtures of metals?  a alloys  b compounds  c ores  d salts      8 element x has six electrons in its outer shell.    = electronkey e eee eee     how could the element react?  a by gaining two electrons to form a positive ion  b by losing six electrons to form a negative ion  c by sharing two electrons with two electrons from another element to form two covalent bonds  d by sharing two electrons with two electrons from another element to form four covalent bonds      9 in which compounds are pairs of electrons shared between atoms?    1 sodium chloride  2 methane  3 lead bromide    a 1 only b 2 only c 1 and 3 d 1, 2 and 3      10 hydrogen and chlorine react as shown.    1 molecule  of hydrogen + 1 molecule of chlorine \u2192 2 molecules  of hydrogen chloride   what is the equation for this reaction?  a 2h + 2c l \u2192 2hc l  b 2h + 2c l \u2192 h2cl 2  c h 2 + c l 2 \u2192 2hc l  d h 2 + c l 2 \u2192 h2cl 2     ",
+            "5": "5  \u00a9 ucles 2010 0620/11/m/j/10 [turn over  11 the diagram shows apparatus for plating a spoon with silver.    spoon metal electrode electrolyte    which statement is not correct?  a silver would stick to the spoon because it is a very reactive metal.  b the electrolyte would be a silver salt dissolved in water.  c the metal electrode would be made from silver.  d the spoon would be connected to the negative of the power supply.     12 aqueous copper( ii) sulfate solution is electrolysed using inert electrodes.    copper( ii) ions (cu 2+), hydrogen ions (h+), hydroxide ions (oh\u2013) and sulfate ions (\u22122 4so ) are  present in the solution.    to which electrodes are the ions attracted during this electrolysis?     attracted to anode attracted to cathode  a cu2+ and h+ oh\u2013 and \u22122 4so   b cu2+ and \u22122 4so  h+ and oh\u2013  c h+ and oh\u2013 cu2+ and \u22122 4so   d oh\u2013 and \u22122 4so  cu2+ and h+     13 three electrolysis cells are set up. each cell has inert electrodes.     the electrolytes are listed below.    cell 1 aqueous sodium chloride  cell 2 concentrated hydrochloric acid cell 3 molten lead( ii) bromide    in which cells is a gas formed at both  electrodes?  a 1 and 2 b 1 and 3 c 2 only d 3 only     ",
+            "6": "6  \u00a9 ucles 2010 0620/11/m/j/10  14 clouds are formed when water vapour evaporates from the sea.    clouds seawater vapou r     what is the energy change and what name is given to the type of change when water  evaporates?     energy change type of change  a energy given out endothermic  b energy given out exothermic  c energy taken in endothermic  d energy taken in exothermic      15 which process is not exothermic?  a burning a fossil fuel  b obtaining lime from limestone  c radioactive decay of 235u  d reacting hydrogen with oxygen     ",
+            "7": "7  \u00a9 ucles 2010 0620/11/m/j/10 [turn over  16 a student investigates the rate of reaction between marble chips and hydrochloric acid.    the loss in mass of the reaction flask is measured.     the graph shows the results of two experiments, p and q.    0mass of reaction flask timep q     which change explains the difference between p and q?  a a catalyst is added in p.  b a higher temperature is used in p.  c bigger marble chips are used in q.  d hydrochloric acid is more concentrated in q.      17 when pink cobalt( ii) sulfate crystals are heated, they form steam and a blue solid.    when water is added to the blue solid, it turns pink and becomes hot.    which terms describe the pink cobalt( ii) sulfate crystals and the reactions?     pink cobalt sulfate reactions  a aqueous irreversible  b aqueous reversible  c hydrated irreversible  d hydrated reversible     18 iron is extracted from iron oxide using carbon monoxide as shown in the equation.    iron oxide + carbon monoxide \u2192 iron + carbon dioxide    what does the equation show?  a carbon monoxide is oxidised to carbon dioxide.  b carbon monoxide is reduced to carbon dioxide.  c iron is oxidised to iron oxide.  d iron oxide is oxidised to iron.   ",
+            "8": "8  \u00a9 ucles 2010 0620/11/m/j/10  19 aqueous sodium hydroxide is added to a solid, x, and the mixture is heated.    a green precipitate is formed and an alkaline gas is given off.    which ions are present in x?  a + 4nh  and fe2+  b + 4nh  and fe3+  c oh\u2013 and fe2+  d oh\u2013 and fe3+     20 an aqueous solution of the organic compound methylamine has a ph greater than 7.    which statement about methylamine is correct?  a it neutralises an aqueous solution of sodium hydroxide.  b it reacts with copper( ii) carbonate to give carbon dioxide.  c it reacts with hydrochloric acid to form a salt.  d it turns blue litmus red.      21 the positions in the periodic table of four elements are shown.    which element is most  likely to form an acidic oxide?    a b c d      ",
+            "9": "9  \u00a9 ucles 2010 0620/11/m/j/10 [turn over  22 an excess of copper( ii) oxide is added to dilute sulfuric acid to make crystals of hydrated  copper( ii) sulfate.    the processes listed may be used to obtain crystals of hydrated copper( ii) sulfate.    1 concentrate the resulting solution  2 filter  3 heat the crystals  4 wash the crystals    which processes are needed and in which order?  a 1, 2, 3 and 4  b 1, 2, 4 and 3  c 2, 1, 2 and 3  d 2, 1, 2 and 4      23 which is not a property of group i metals?  a they are soft and can be cut with a knife.  b they corrode rapidly when exposed to oxygen in the air.  c they produce an acidic solution when they react with water.  d they react rapidly with water producing hydrogen gas.     24 an element melts at 1455  \u00b0c, has a density of 8.90  g / cm3 and forms a green chloride.    where in the periodic table is this element found?    cb da      ",
+            "10": "10  \u00a9 ucles 2010 0620/11/m/j/10  25 an element does not conduct electricity and exists as diatomic molecules.    in which area of the periodic table is the element to be found?    bac d      26 solutions of a halogen and a sodium halide are mixed.    which mixture darkens in colour because a reaction occurs?  a bromine and sodium chloride  b bromine and sodium fluoride  c chlorine and sodium fluoride  d chlorine and sodium iodide      27 copper, iron and zinc are all used as pure metals.    which of these three metals are also used in alloys?     copper iron zinc  a \u0013 \u0013 \u0013  b \u0013 \u0013 \u0017  c \u0017 \u0013 \u0013  d \u0017 \u0017 \u0013     28 some properties of four elements are shown in the table.    which element is a metal?     melting point  / \u00b0c electrical conductivity  when liquid electrical conductivity  when solid  a \u20137 low low  b 801 high low  c 1535 high high  d 3550 low low   ",
+            "11": "11  \u00a9 ucles 2010 0620/11/m/j/10 [turn over  29 a student added dilute hydrochloric acid to four metals and recorded the results.     not all of the results are correct.    results    metal gas given off  1 copper yes  2 iron yes  3 magnesium no  4 zinc yes    which two results are correct?  a 1 and 3 b 1 and 4 c 2 and 3 d 2 and 4     30 the diagram shows the manufacture of steel.    waste gasesgas x molten iron     what is gas x?  a carbon dioxide  b chlorine  c hydrogen  d oxygen     ",
+            "12": "12  \u00a9 ucles 2010 0620/11/m/j/10  31 aluminium is an important metal with many uses.    some of its properties are listed.    1 it is a good conductor of heat.  2 it is a reactive metal.  3 it has a low density.  4 it has an oxide layer that prevents corrosion.    which set of properties help to explain the use of aluminium for cooking and storing food?  a 1, 2 and 3 b 1, 2 and 4 c 1, 3 and 4 d 2, 3 and 4     32 which statements about water are correct?    1 water is treated with chlorine to kill bacteria.  2 household water may contain salts in solution. 3 water is used in industry for cooling. 4 water for household use is filtered to remove soluble impurities.    a 1, 2 and 3 b 1 and 4 c 2, 3 and 4 d 1, 2, 3 and 4     33 which compound in polluted air can damage stonework and kill trees?  a carbon dioxide  b carbon monoxide  c lead compounds  d sulfur dioxide     34 which statement about methane is not correct?  a it is a liquid produced by distilling petroleum.  b it is produced as vegetation decomposes.  c it is produced by animals such as cows.  d it is used as a fuel.    ",
+            "13": "13  \u00a9 ucles 2010 0620/11/m/j/10 [turn over  35 to grow roses, a fertiliser containing nitrogen, phosphorus and potassium is needed.    for the best flowers, the fertiliser should contain a high proportion of potassium.    which fertiliser is best for roses?    proportion by mass  fertiliser  n p k  a 9 0 25  b 13 13 20  c 29 5 0  d 29 15 5      36 the diagram shows three types of item.    cutlery cooking paninstruments used in hospitals    which method of rust prevention can be used for all three types of item?  a coating with plastic  b covering with grease  c galvanising  d using stainless steel     37 which structure is incorrect ?    hhh hhh ccca hhhhhh cc b hhoho cc hd hhhho cc hh      ",
+            "14": "14  \u00a9 ucles 2010 0620/11/m/j/10  38 which structure shows a compound that belongs to a different  homologous series to propane?    ab c d cch hhh hch hh hchhh c c chhhhhh hchhh c c ch hh hhh h h h     39 a macromolecule is a very large molecule.    macromolecules can be made by joining smaller molecules together. this is called polymerisation.    which row in the table describes the formation of a polymer?     monomer polymer  a ethane poly(ethane)  b ethene poly(ethene)  c ethane poly(ethene)  d ethene poly(ethane)     40 diesel, petrol and bitumen are all  a fuels.  b hydrocarbons.  c lubricants.  d waxes.   ",
+            "15": "15   0620/11/m/j/10  blank page     ",
+            "16": "16      permission to reproduce items where third-par ty owned material protected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the publis her (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.     0620/11/m/j/10   group  140  ce  cerium  58 141  pr  praseodymium  59 144  nd  neodymium  60 pm  promethium  61 150  sm  samarium  62 152  eu  europium  63 157  gd  gadolinium  64 159  tb  t erbiu m  65 162  dy  dysprosium  66 165  ho  holmium  67 167  er  erbium  68 169  tm  thulium  69 173  yb  ytterbium  70 175  lu  lutetium  71  232  th  thorium  90 pa  protactinium  91 238  u  uranium  92 np  neptunium  93 pu  plutonium  94 am  americium  95 cm  curium  96 bk  berkelium  97 cf  californium  98 es  einsteinium  99 fm  fermium  100 md  mendelevium  101 no  nobelium  102 lr  lawrencium  103 1  h  hydrogen  1  7  li  lithium  3  23  na  sodium  1 1 24  mg  magnesium  12  40  ca  calcium  20 45  sc  scandium  21 48  t i  t itaniu m  22 51  v  v anadiu m  23 52  cr  chromium  24 55  mn  manganese  25 56  fe  iron  26 59  co  cobalt  27 59  ni  nickel  28 64  cu  copper  29 65  zn  zinc  30 70  ga gallium  31 27  a l  aluminium  13 1 1  b  boron  5 12  c  carbon  6 14  n  nitrogen  7 16  o  oxygen  8 19  f  fluorine  9  28  si  silicon  14 31  p  phosphorus  15 32  s  sulfur  16 35.5  c l  chlorine  17 40  ar  argon  18 20  ne  neon  10 4  he  helium  2  73  ge  germanium  32 75  as  arsenic  33 79  se  selenium  34 80  br  bromine  35 84  kr  krypton  36 39  k  potassium  19  88  sr  strontium  38 89  y  yttrium  39 91  zr  zirconium  40 93  nb  niobium  41 96  mo  molybdenum  42 t c  t echnetiu m  43 101  ru  ruthenium  44 103  rh  rhodium  45 106  pd  palladium  46 108  ag  silver  47 1 1 2  cd  cadmium  48 1 1 5  in indium  49 1 1 9  sn  t i n  50 122  sb  antimony  51 128  t e  t elluriu m  52 127  i iodine  53 131  xe  xenon  54  137  ba  barium  56 139  la  lanthanum  57         * 178  hf  hafnium  72 181  t a  t antalu m  73 184  w  t ungste n  74 186  re  rhenium  75 190  os  osmium  76 192  ir  iridium  77 195  pt  platinum  78 197  au  gold  79 201  hg  mercury  80 204  t l  thallium  81 207  pb  lead  82 209  bi  bismuth  83 po  polonium  84 at  astatine  85 rn  radon  86  fr  francium  87 227  ac  actinium  89 9  be  beryllium  4 i ii iii iv v vi vii 0  85  rb  rubidium  37  133  cs  caesium  55  226  ra  radium  88  the volume of one mole of an y gas is 2 4 dm 3 at room temperature and pressure ( r .t.p.) . a  x  b a = relative atomic mass  x  = atomic symbol  b = proton (atomic) number key * 58-71 lanthanoid series  90-103 actinoid series d a t a  shee t  the periodic  t able of the element s   "
+        },
+        "0620_s10_qp_12.pdf": {
+            "1": "    this document consists of 15 printed pages and 1 blank page.  ib10 06_0620_12/rp  \u00a9 ucles 2010  [turn over       *8778752636* university of cambridge international examinations  international general certificate of secondary education       chemistry 0620/12     paper 1 multiple choice  may/june 2010       45 minutes  additional materials: multiple choice answer sheet   soft clean eraser   soft pencil (type b or hb is recommended)       read these instructions first    write in soft pencil. do not use staples, paper clips, highlighters, glue or correction fluid. write your name, centre number and candidate number on the answer sheet in the spaces provided unless  this has been done for you.   there are forty  questions on this paper. answer all questions. for each question there are four possible  answers a, b, c and d.   choose the one you consider correct and record your choice in soft pencil  on the separate answer sheet.   read the instructions on the answer sheet very carefully.  each correct answer will score one mark. a mark will not be deducted for a wrong answer. any rough working should be done in this booklet. a copy of the periodic table is printed on page 16. you may use a calculator.  ",
+            "2": "2  \u00a9 ucles 2010 0620/12/m/j/10  1 the diagram shows a cup of tea.        which row describes the water particles in the air above the cup compared with the water  particles in the cup?     moving faster closer together  a \u0013 \u0013  b \u0013 \u0017  c \u0017 \u0013  d \u0017 \u0017     2 which row shows the change that takes place when element x gains the new particle shown?     particle gained change  a electron an isotope of element x is formed  b electron the element one place to the right of x in the periodic table is formed  c proton an isotope of element x is formed  d proton the element one place to the right of x in the periodic table is formed     3 the symbols of two atoms may be written as shown.    x52 23 y52 24    which statement about these atoms is correct?  a they are different elements because they have different numbers of neutrons.  b they are different elements because they have different numbers of protons.  c they are isotopes of the same element because they have the same nucleon number.  d they are isotopes of the same element because they have the same proton number.     ",
+            "3": "3  \u00a9 ucles 2010 0620/12/m/j/10 [turn over  4 the diagram shows an atom.    ee eeelectron nucleus containing nine particlesekey     what is the proton number and neutron number of the atom?     proton  number neutron  number  a 4 5  b 4 9  c 5 4  d 5 9      5 a fruit drink coloured orange contains a dissolved mixture of red and yellow colouring agents.  one of these colouring agents is suspected of being illegal.    which method could be used to show the presence of this illegal colouring agent?  a chromatography  b distillation  c evaporation  d filtration     6 a student carries out an experiment to find how fast 3  cm pieces of magnesium ribbon dissolve in  10  cm3 samples of sulfuric acid at different temperatures.    which piece of apparatus does the student not need?  a balance  b measuring cylinder  c stop-clock  d thermometer    ",
+            "4": "4  \u00a9 ucles 2010 0620/12/m/j/10  7 three electrolysis cells are set up. each cell has inert electrodes.     the electrolytes are listed below.    cell 1 aqueous sodium chloride  cell 2 concentrated hydrochloric acid cell 3 molten lead( ii) bromide    in which cells is a gas formed at both  electrodes?  a 1 and 2 b 1 and 3 c 2 only d 3 only     8 the diagram shows apparatus for plating a spoon with silver.    spoon metal electrode electrolyte    which statement is not correct?  a silver would stick to the spoon because it is a very reactive metal.  b the electrolyte would be a silver salt dissolved in water.  c the metal electrode would be made from silver.  d the spoon would be connected to the negative of the power supply.      9 aqueous copper( ii) sulfate solution is electrolysed using inert electrodes.    copper( ii) ions (cu2+), hydrogen ions (h+), hydroxide ions (oh\u2013) and sulfate ions (\u22122 4so ) are  present in the solution.    to which electrodes are the ions attracted during this electrolysis?     attracted to anode attracted to cathode  a cu2+ and h+ oh\u2013 and \u22122 4so   b cu2+ and \u22122 4so  h+ and oh\u2013  c h+ and oh\u2013 cu2+ and \u22122 4so   d oh\u2013 and \u22122 4so  cu2+ and h+     ",
+            "5": "5  \u00a9 ucles 2010 0620/12/m/j/10 [turn over  10 in which compounds are pairs of electrons shared between atoms?    1 sodium chloride  2 methane 3 lead bromide    a 1 only b 2 only c 1 and 3 d 1, 2 and 3      11 element x has six electrons in its outer shell.    = electronkey e eee eee     how could the element react?  a by gaining two electrons to form a positive ion  b by losing six electrons to form a negative ion  c by sharing two electrons with two electrons from another element to form two covalent bonds  d by sharing two electrons with two electrons from another element to form four covalent bonds      12 hydrogen and chlorine react as shown.    1 molecule  of hydrogen + 1 molecule of chlorine \u2192 2 molecules  of hydrogen chloride   what is the equation for this reaction?  a 2h + 2c l \u2192 2hc l  b 2h + 2c l \u2192 h2cl 2  c h 2 + c l 2 \u2192 2hc l  d h 2 + c l 2 \u2192 h2cl 2      13 which name is given to mixtures of metals?  a alloys  b compounds  c ores  d salts    ",
+            "6": "6  \u00a9 ucles 2010 0620/12/m/j/10  14 iron is extracted from iron oxide using carbon monoxide as shown in the equation.    iron oxide + carbon monoxide \u2192 iron + carbon dioxide    what does the equation show?  a carbon monoxide is oxidised to carbon dioxide.  b carbon monoxide is reduced to carbon dioxide.  c iron is oxidised to iron oxide.  d iron oxide is oxidised to iron.      15 a student investigates the rate of reaction between marble chips and hydrochloric acid.    the loss in mass of the reaction flask is measured.     the graph shows the results of two experiments, p and q.    0mass of reaction flask timep q     which change explains the difference between p and q?  a a catalyst is added in p.  b a higher temperature is used in p.  c bigger marble chips are used in q.  d hydrochloric acid is more concentrated in q.     ",
+            "7": "7  \u00a9 ucles 2010 0620/12/m/j/10 [turn over  16 clouds are formed when water vapour evaporates from the sea.    clouds seawater vapou r     what is the energy change and what name is given to the type of change when water  evaporates?     energy change type of change  a energy given out endothermic  b energy given out exothermic  c energy taken in endothermic  d energy taken in exothermic      17 which process is not exothermic?  a burning a fossil fuel  b obtaining lime from limestone  c radioactive decay of 235u  d reacting hydrogen with oxygen     18 when pink cobalt( ii) sulfate crystals are heated, they form steam and a blue solid.    when water is added to the blue solid, it turns pink and becomes hot.    which terms describe the pink cobalt( ii) sulfate crystals and the reactions?     pink cobalt sulfate reactions  a aqueous irreversible  b aqueous reversible  c hydrated irreversible  d hydrated reversible    ",
+            "8": "8  \u00a9 ucles 2010 0620/12/m/j/10  19 an element melts at 1455  \u00b0c, has a density of 8.90  g / cm3 and forms a green chloride.    where in the periodic table is this element found?    cb da       20 an excess of copper( ii) oxide is added to dilute sulfuric acid to make crystals of hydrated  copper( ii) sulfate.    the processes listed may be used to obtain crystals of hydrated copper( ii) sulfate.    1 concentrate the resulting solution  2 filter  3 heat the crystals  4 wash the crystals    which processes are needed and in which order?  a 1, 2, 3 and 4  b 1, 2, 4 and 3  c 2, 1, 2 and 3  d 2, 1, 2 and 4     21 which is not a property of group i metals?  a they are soft and can be cut with a knife.  b they corrode rapidly when exposed to oxygen in the air.  c they produce an acidic solution when they react with water.  d they react rapidly with water producing hydrogen gas.    ",
+            "9": "9  \u00a9 ucles 2010 0620/12/m/j/10 [turn over  22 aqueous sodium hydroxide is added to a solid, x, and the mixture is heated.    a green precipitate is formed and an alkaline gas is given off.    which ions are present in x?  a + 4nh  and fe2+  b + 4nh  and fe3+  c oh\u2013 and fe2+  d oh\u2013 and fe3+     23 an aqueous solution of the organic compound methylamine has a ph greater than 7.    which statement about methylamine is correct?  a it neutralises an aqueous solution of sodium hydroxide.  b it reacts with copper( ii) carbonate to give carbon dioxide.  c it reacts with hydrochloric acid to form a salt.  d it turns blue litmus red.      24 the positions in the periodic table of four elements are shown.    which element is most  likely to form an acidic oxide?    a b c d      ",
+            "10": "10  \u00a9 ucles 2010 0620/12/m/j/10  25 the diagram shows the manufacture of steel.    waste gasesgas x molten iron     what is gas x?  a carbon dioxide  b chlorine  c hydrogen  d oxygen      26 a student added dilute hydrochloric acid to four metals and recorded the results.     not all of the results are correct.    results    metal gas given off  1 copper yes  2 iron yes  3 magnesium no  4 zinc yes    which two results are correct?  a 1 and 3 b 1 and 4 c 2 and 3 d 2 and 4     ",
+            "11": "11  \u00a9 ucles 2010 0620/12/m/j/10 [turn over  27 an element does not conduct electricity and exists as diatomic molecules.    in which area of the periodic table is the element to be found?    bac d      28 copper, iron and zinc are all used as pure metals.    which of these three metals are also used in alloys?     copper iron zinc  a \u0013 \u0013 \u0013  b \u0013 \u0013 \u0017  c \u0017 \u0013 \u0013  d \u0017 \u0017 \u0013      29 solutions of a halogen and a sodium halide are mixed.    which mixture darkens in colour because a reaction occurs?  a bromine and sodium chloride  b bromine and sodium fluoride  c chlorine and sodium fluoride  d chlorine and sodium iodide     30 some properties of four elements are shown in the table.    which element is a metal?     melting point  / \u00b0c electrical conductivity  when liquid electrical conductivity  when solid  a \u20137 low low  b 801 high low  c 1535 high high  d 3550 low low   ",
+            "12": "12  \u00a9 ucles 2010 0620/12/m/j/10  31 the diagram shows three types of item.    cutlery cooking paninstruments used in hospitals    which method of rust prevention can be used for all three types of item?  a coating with plastic  b covering with grease  c galvanising  d using stainless steel     32 aluminium is an important metal with many uses.    some of its properties are listed.    1 it is a good conductor of heat.  2 it is a reactive metal.  3 it has a low density.  4 it has an oxide layer that prevents corrosion.    which set of properties help to explain the use of aluminium for cooking and storing food?  a 1, 2 and 3 b 1, 2 and 4 c 1, 3 and 4 d 2, 3 and 4      33 to grow roses, a fertiliser containing nitrogen, phosphorus and potassium is needed.    for the best flowers, the fertiliser should contain a high proportion of potassium.    which fertiliser is best for roses?    proportion by mass  fertiliser  n p k  a 9 0 25  b 13 13 20  c 29 5 0  d 29 15 5    ",
+            "13": "13  \u00a9 ucles 2010 0620/12/m/j/10 [turn over  34 which statements about water are correct?    1 water is treated with chlorine to kill bacteria.  2 household water may contain salts in solution.  3 water is used in industry for cooling.  4 water for household use is filtered to remove soluble impurities.    a 1, 2 and 3 b 1 and 4 c 2, 3 and 4 d 1, 2, 3 and 4      35 which statement about methane is not correct?  a it is a liquid produced by distilling petroleum.  b it is produced as vegetation decomposes.  c it is produced by animals such as cows.  d it is used as a fuel.      36 which compound in polluted air can damage stonework and kill trees?  a carbon dioxide  b carbon monoxide  c lead compounds  d sulfur dioxide      37 diesel, petrol and bitumen are all  a fuels.  b hydrocarbons.  c lubricants.  d waxes.     ",
+            "14": "14  \u00a9 ucles 2010 0620/12/m/j/10  38 a macromolecule is a very large molecule.    macromolecules can be made by joining smaller molecules together. this is called  polymerisation.    which row in the table describes the formation of a polymer?     monomer polymer  a ethane poly(ethane)  b ethene poly(ethene)  c ethane poly(ethene)  d ethene poly(ethane)    39 which structure shows a compound that belongs to a different  homologous series to propane?    ab c d cch hhh hch hh hchhh c c chhhhhh hchhh c c ch hh hhh h h h      40 which structure is incorrect ?    hhh hhh ccca hhhhhh cc b hhoho cc hd hhhho cc hh    ",
+            "15": "15  \u00a9 ucles 2010 0620/12/m/j/10  blank page      ",
+            "16": "16      permission to reproduce items where third-par ty owned material protected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the publis her (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 t he 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.    \u00a9 ucles 2010 0620/12/m/j/10   group 140 ce cerium 58141 pr praseodymium 59144 nd neodymium 60pm promethium 61150 sm samarium 62152 eu europium 63157 gd gadolinium 64159 tb terbium 65162 dy dysprosium 66165 ho holmium 67167 er erbium 68169 tm thulium 69173 yb ytterbium 70175 lu lutetium 71 232 th thorium 90pa protactinium 91238 u uranium 92np neptunium 93pu plutonium 94am americium 95cm curium 96bk berkelium 97cf californium 98es einsteinium 99fm fermium 100md mendelevium 101no nobelium 102lr lawrencium 1031 h hydrogen 1 7 li lithium 3 23 na sodium 1124 mg magnesium 12 40 ca calcium 2045 sc scandium 2148 ti titanium 2251 v vanadium 2352 cr chromium 2455 mn manganese 2556 fe iron 2659 co cobalt 2759 ni nickel 2864 cu copper 2965 zn zinc 3070 ga gallium 3127 al aluminium 1311 b boron 512 c carbon 614 n nitrogen 716 o oxygen 819 f fluorine 9 28 si silicon 1431 p phosphorus 1532 s sulfur 1635.5 cl chlorine 1740 ar argon 1820 ne neon 104 he helium 2 73 ge germanium 3275 as arsenic 3379 se selenium 3480 br bromine 3584 kr krypton 3639 k potassium 19 88 sr strontium 3889 y yttrium 3991 zr zirconium 4093 nb niobium 4196 mo molybdenum 42tc technetium 43101 ru ruthenium 44103 rh rhodium 45106 pd palladium 46108 ag silver 47112 cd cadmium 48115 in indium 49119 sn tin 50122 sb antimony 51128 te tellurium 52127 i iodine 53131 xe xenon 54 137 ba barium 56139 la lanthanum 57        *178 hf hafnium 72181 ta tantalum 73184 w tungsten 74186 re rhenium 75190 os osmium 76192 ir iridium 77195 pt platinum 78197 au gold 79201 hg mercury 80204 tl thallium 81207 pb lead 82209 bi bismuth 83po polonium 84at astatine 85rn radon 86 fr francium 87227 ac actinium 899 be beryllium 4ii i iii iv v vi vii 0 85 rb rubidium 37 133 cs caesium 55 226 ra radium 88 the volume of one mole of any gas is 2 4dm3at room temperature and pressure (r .t.p.).a x ba = relative atomic mass x = atomic symbol b = proton (atomic) numberkey*58-71 lanthanoid series 90-103 actinoid seriesdata sheet the periodic t able of the elements  "
+        },
+        "0620_s10_qp_13.pdf": {
+            "1": "    this document consists of 15 printed pages and 1 blank page.  ib10 06_0620_13/rp  \u00a9 ucles 2010  [turn over       *1150134 897* university of cambridge international examinations  international general certificate of secondary education       chemistry 0620/13     paper 1 multiple choice  may/june 2010       45 minutes  additional materials: multiple choice answer sheet   soft clean eraser   soft pencil (type b or hb is recommended)       read these instructions first    write in soft pencil. do not use staples, paper clips, highlighters, glue or correction fluid. write your name, centre number and candidate number on the answer sheet in the spaces provided unless  this has been done for you.   there are forty  questions on this paper. answer all questions. for each question there are four possible  answers a, b, c and d.   choose the one you consider correct and record your choice in soft pencil  on the separate answer sheet.   read the instructions on the answer sheet very carefully.  each correct answer will score one mark. a mark will not be deducted for a wrong answer. any rough working should be done in this booklet. a copy of the periodic table is printed on page 16. you may use a calculator.  ",
+            "2": "2  \u00a9 ucles 2010 0620/13/m/j/10  1 the diagram shows a cup of tea.        which row describes the water particles in the air above the cup compared with the water  particles in the cup?     moving faster closer together  a \u0013 \u0013  b \u0013 \u0017  c \u0017 \u0013  d \u0017 \u0017     2 which row shows the change that takes place when element x gains the new particle shown?     particle gained change  a electron an isotope of element x is formed  b electron the element one place to the right of x in the periodic table is formed  c proton an isotope of element x is formed  d proton the element one place to the right of x in the periodic table is formed     3 the symbols of two atoms may be written as shown.    x52 23 y52 24    which statement about these atoms is correct?  a they are different elements because they have different numbers of neutrons.  b they are different elements because they have different numbers of protons.  c they are isotopes of the same element because they have the same nucleon number.  d they are isotopes of the same element because they have the same proton number.     ",
+            "3": "3  \u00a9 ucles 2010 0620/13/m/j/10 [turn over  4 the diagram shows an atom.    ee eeelectron nucleus containing nine particlesekey     what is the proton number and neutron number of the atom?     proton  number neutron  number  a 4 5  b 4 9  c 5 4  d 5 9      5 a fruit drink coloured orange contains a dissolved mixture of red and yellow colouring agents.  one of these colouring agents is suspected of being illegal.    which method could be used to show the presence of this illegal colouring agent?  a chromatography  b distillation  c evaporation  d filtration     6 a student carries out an experiment to find how fast 3  cm pieces of magnesium ribbon dissolve in  10  cm3 samples of sulfuric acid at different temperatures.    which piece of apparatus does the student not need?  a balance  b measuring cylinder  c stop-clock  d thermometer    ",
+            "4": "4  \u00a9 ucles 2010 0620/13/m/j/10  7 three electrolysis cells are set up. each cell has inert electrodes.     the electrolytes are listed below.    cell 1 aqueous sodium chloride  cell 2 concentrated hydrochloric acid cell 3 molten lead( ii) bromide    in which cells is a gas formed at both  electrodes?  a 1 and 2 b 1 and 3 c 2 only d 3 only     8 the diagram shows apparatus for plating a spoon with silver.    spoon metal electrode electrolyte    which statement is not correct?  a silver would stick to the spoon because it is a very reactive metal.  b the electrolyte would be a silver salt dissolved in water.  c the metal electrode would be made from silver.  d the spoon would be connected to the negative of the power supply.      9 aqueous copper( ii) sulfate solution is electrolysed using inert electrodes.    copper( ii) ions (cu2+), hydrogen ions (h+), hydroxide ions (oh\u2013) and sulfate ions (\u22122 4so ) are  present in the solution.    to which electrodes are the ions attracted during this electrolysis?     attracted to anode attracted to cathode  a cu2+ and h+ oh\u2013 and \u22122 4so   b cu2+ and \u22122 4so  h+ and oh\u2013  c h+ and oh\u2013 cu2+ and \u22122 4so   d oh\u2013 and \u22122 4so  cu2+ and h+     ",
+            "5": "5  \u00a9 ucles 2010 0620/13/m/j/10 [turn over  10 in which compounds are pairs of electrons shared between atoms?    1 sodium chloride  2 methane 3 lead bromide    a 1 only b 2 only c 1 and 3 d 1, 2 and 3      11 element x has six electrons in its outer shell.    = electronkey e eee eee     how could the element react?  a by gaining two electrons to form a positive ion  b by losing six electrons to form a negative ion  c by sharing two electrons with two electrons from another element to form two covalent bonds  d by sharing two electrons with two electrons from another element to form four covalent bonds      12 hydrogen and chlorine react as shown.    1 molecule  of hydrogen + 1 molecule of chlorine \u2192 2 molecules  of hydrogen chloride   what is the equation for this reaction?  a 2h + 2c l \u2192 2hc l  b 2h + 2c l \u2192 h2cl 2  c h 2 + c l 2 \u2192 2hc l  d h 2 + c l 2 \u2192 h2cl 2      13 which name is given to mixtures of metals?  a alloys  b compounds  c ores  d salts    ",
+            "6": "6  \u00a9 ucles 2010 0620/13/m/j/10  14 iron is extracted from iron oxide using carbon monoxide as shown in the equation.    iron oxide + carbon monoxide \u2192 iron + carbon dioxide    what does the equation show?  a carbon monoxide is oxidised to carbon dioxide.  b carbon monoxide is reduced to carbon dioxide.  c iron is oxidised to iron oxide.  d iron oxide is oxidised to iron.      15 a student investigates the rate of reaction between marble chips and hydrochloric acid.    the loss in mass of the reaction flask is measured.     the graph shows the results of two experiments, p and q.    0mass of reaction flask timep q     which change explains the difference between p and q?  a a catalyst is added in p.  b a higher temperature is used in p.  c bigger marble chips are used in q.  d hydrochloric acid is more concentrated in q.     ",
+            "7": "7  \u00a9 ucles 2010 0620/13/m/j/10 [turn over  16 clouds are formed when water vapour evaporates from the sea.    clouds seawater vapou r     what is the energy change and what name is given to the type of change when water  evaporates?     energy change type of change  a energy given out endothermic  b energy given out exothermic  c energy taken in endothermic  d energy taken in exothermic      17 which process is not exothermic?  a burning a fossil fuel  b obtaining lime from limestone  c radioactive decay of 235u  d reacting hydrogen with oxygen     18 when pink cobalt( ii) sulfate crystals are heated, they form steam and a blue solid.    when water is added to the blue solid, it turns pink and becomes hot.    which terms describe the pink cobalt( ii) sulfate crystals and the reactions?     pink cobalt sulfate reactions  a aqueous irreversible  b aqueous reversible  c hydrated irreversible  d hydrated reversible    ",
+            "8": "8  \u00a9 ucles 2010 0620/13/m/j/10  19 an element melts at 1455  \u00b0c, has a density of 8.90  g / cm3 and forms a green chloride.    where in the periodic table is this element found?    cb da       20 an excess of copper( ii) oxide is added to dilute sulfuric acid to make crystals of hydrated  copper( ii) sulfate.    the processes listed may be used to obtain crystals of hydrated copper( ii) sulfate.    1 concentrate the resulting solution  2 filter  3 heat the crystals  4 wash the crystals    which processes are needed and in which order?  a 1, 2, 3 and 4  b 1, 2, 4 and 3  c 2, 1, 2 and 3  d 2, 1, 2 and 4     21 which is not a property of group i metals?  a they are soft and can be cut with a knife.  b they corrode rapidly when exposed to oxygen in the air.  c they produce an acidic solution when they react with water.  d they react rapidly with water producing hydrogen gas.    ",
+            "9": "9  \u00a9 ucles 2010 0620/13/m/j/10 [turn over  22 aqueous sodium hydroxide is added to a solid, x, and the mixture is heated.    a green precipitate is formed and an alkaline gas is given off.    which ions are present in x?  a + 4nh  and fe2+  b + 4nh  and fe3+  c oh\u2013 and fe2+  d oh\u2013 and fe3+     23 an aqueous solution of the organic compound methylamine has a ph greater than 7.    which statement about methylamine is correct?  a it neutralises an aqueous solution of sodium hydroxide.  b it reacts with copper( ii) carbonate to give carbon dioxide.  c it reacts with hydrochloric acid to form a salt.  d it turns blue litmus red.      24 the positions in the periodic table of four elements are shown.    which element is most  likely to form an acidic oxide?    a b c d      ",
+            "10": "10  \u00a9 ucles 2010 0620/13/m/j/10  25 the diagram shows the manufacture of steel.    waste gasesgas x molten iron     what is gas x?  a carbon dioxide  b chlorine  c hydrogen  d oxygen      26 a student added dilute hydrochloric acid to four metals and recorded the results.     not all of the results are correct.    results    metal gas given off  1 copper yes  2 iron yes  3 magnesium no  4 zinc yes    which two results are correct?  a 1 and 3 b 1 and 4 c 2 and 3 d 2 and 4     ",
+            "11": "11  \u00a9 ucles 2010 0620/13/m/j/10 [turn over  27 an element does not conduct electricity and exists as diatomic molecules.    in which area of the periodic table is the element to be found?    bac d      28 copper, iron and zinc are all used as pure metals.    which of these three metals are also used in alloys?     copper iron zinc  a \u0013 \u0013 \u0013  b \u0013 \u0013 \u0017  c \u0017 \u0013 \u0013  d \u0017 \u0017 \u0013      29 solutions of a halogen and a sodium halide are mixed.    which mixture darkens in colour because a reaction occurs?  a bromine and sodium chloride  b bromine and sodium fluoride  c chlorine and sodium fluoride  d chlorine and sodium iodide     30 some properties of four elements are shown in the table.    which element is a metal?     melting point  / \u00b0c electrical conductivity  when liquid electrical conductivity  when solid  a \u20137 low low  b 801 high low  c 1535 high high  d 3550 low low   ",
+            "12": "12  \u00a9 ucles 2010 0620/13/m/j/10  31 the diagram shows three types of item.    cutlery cooking paninstruments used in hospitals    which method of rust prevention can be used for all three types of item?  a coating with plastic  b covering with grease  c galvanising  d using stainless steel     32 aluminium is an important metal with many uses.    some of its properties are listed.    1 it is a good conductor of heat.  2 it is a reactive metal.  3 it has a low density.  4 it has an oxide layer that prevents corrosion.    which set of properties help to explain the use of aluminium for cooking and storing food?  a 1, 2 and 3 b 1, 2 and 4 c 1, 3 and 4 d 2, 3 and 4      33 to grow roses, a fertiliser containing nitrogen, phosphorus and potassium is needed.    for the best flowers, the fertiliser should contain a high proportion of potassium.    which fertiliser is best for roses?    proportion by mass  fertiliser  n p k  a 9 0 25  b 13 13 20  c 29 5 0  d 29 15 5    ",
+            "13": "13  \u00a9 ucles 2010 0620/13/m/j/10 [turn over  34 which statements about water are correct?    1 water is treated with chlorine to kill bacteria.  2 household water may contain salts in solution.  3 water is used in industry for cooling.  4 water for household use is filtered to remove soluble impurities.    a 1, 2 and 3 b 1 and 4 c 2, 3 and 4 d 1, 2, 3 and 4      35 which statement about methane is not correct?  a it is a liquid produced by distilling petroleum.  b it is produced as vegetation decomposes.  c it is produced by animals such as cows.  d it is used as a fuel.      36 which compound in polluted air can damage stonework and kill trees?  a carbon dioxide  b carbon monoxide  c lead compounds  d sulfur dioxide      37 diesel, petrol and bitumen are all  a fuels.  b hydrocarbons.  c lubricants.  d waxes.     ",
+            "14": "14  \u00a9 ucles 2010 0620/13/m/j/10  38 a macromolecule is a very large molecule.    macromolecules can be made by joining smaller molecules together. this is called  polymerisation.    which row in the table describes the formation of a polymer?     monomer polymer  a ethane poly(ethane)  b ethene poly(ethene)  c ethane poly(ethene)  d ethene poly(ethane)    39 which structure shows a compound that belongs to a different  homologous series to propane?    ab c d cch hhh hch hh hchhh c c chhhhhh hchhh c c ch hh hhh h h h      40 which structure is incorrect ?    hhh hhh ccca hhhhhh cc b hhoho cc hd hhhho cc hh  ",
+            "15": "15  \u00a9 ucles 2010 0620/13/m/j/10  blank page      ",
+            "16": "16      permission to reproduce items where third-par ty owned material protected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the publis her (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.    \u00a9 ucles 2010 0620/13/m/j/10   group 140 ce cerium 58141 pr praseodymium 59144 nd neodymium 60pm promethium 61150 sm samarium 62152 eu europium 63157 gd gadolinium 64159 tb terbium 65162 dy dysprosium 66165 ho holmium 67167 er erbium 68169 tm thulium 69173 yb ytterbium 70175 lu lutetium 71 232 th thorium 90pa protactinium 91238 u uranium 92np neptunium 93pu plutonium 94am americium 95cm curium 96bk berkelium 97cf californium 98es einsteinium 99fm fermium 100md mendelevium 101no nobelium 102lr lawrencium 1031 h hydrogen 1 7 li lithium 3 23 na sodium 1124 mg magnesium 12 40 ca calcium 2045 sc scandium 2148 ti titanium 2251 v vanadium 2352 cr chromium 2455 mn manganese 2556 fe iron 2659 co cobalt 2759 ni nickel 2864 cu copper 2965 zn zinc 3070 ga gallium 3127 al aluminium 1311 b boron 512 c carbon 614 n nitrogen 716 o oxygen 819 f fluorine 9 28 si silicon 1431 p phosphorus 1532 s sulfur 1635.5 cl chlorine 1740 ar argon 1820 ne neon 104 he helium 2 73 ge germanium 3275 as arsenic 3379 se selenium 3480 br bromine 3584 kr krypton 3639 k potassium 19 88 sr strontium 3889 y yttrium 3991 zr zirconium 4093 nb niobium 4196 mo molybdenum 42tc technetium 43101 ru ruthenium 44103 rh rhodium 45106 pd palladium 46108 ag silver 47112 cd cadmium 48115 in indium 49119 sn tin 50122 sb antimony 51128 te tellurium 52127 i iodine 53131 xe xenon 54 137 ba barium 56139 la lanthanum 57        *178 hf hafnium 72181 ta tantalum 73184 w tungsten 74186 re rhenium 75190 os osmium 76192 ir iridium 77195 pt platinum 78197 au gold 79201 hg mercury 80204 tl thallium 81207 pb lead 82209 bi bismuth 83po polonium 84at astatine 85rn radon 86 fr francium 87227 ac actinium 899 be beryllium 4ii i iii iv v vi vii 0 85 rb rubidium 37 133 cs caesium 55 226 ra radium 88 the volume of one mole of any gas is 2 4dm3at room temperature and pressure (r .t.p.).a x ba = relative atomic mass x = atomic symbol b = proton (atomic) numberkey*58-71 lanthanoid series 90-103 actinoid seriesdata sheet the periodic t able of the elements  "
+        },
+        "0620_s10_qp_21.pdf": {
+            "1": "for examiner\u2019s use 1 2 3 total4 5 6 7 8read these instructions first write your centre number, candidate number and name in the spaces at the top of this page. write in dark blue or black pen.you may need to use a pencil for any diagrams, graphs or rough working.do not use staples, paper clips, highlighters, glue or correction \ufb02 uid. do not  write in any barcodes. answer all questions. a copy of the periodic table is printed on page 16. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question.chemistry  0620/21   paper 2 may/june 2010  1 hour 15 minutes candidates answer on the question paper. no additional materials are required.university of cambridge international examinations international general certi \ufb01 cate of secondary education this document consists of 16 printed pages. [turn overib10 06_0620_21/4rp\u00a9 ucles 2010 *6848373417*",
+            "2": "2 0620/21/m/j/10 \u00a9 ucles 2010for examiner\u2019s use1  choose from the following list of gases to answer the questions.  ammonia carbon monoxide chlorine ethene methane  nitrogen nitrogen dioxide oxygen propane   each gas can be used once, more than once or not at all.  which gas  (a)  is a greenhouse gas produced by the decomposition of vegetation,  .. ... [1]  (b)  is an alkane,  .. ... [1]  (c)  reacts with sulfuric acid to form a salt,  .. ... [1]  (d)  makes up about 20% of the air,  .. ... [1]  (e)  is a halogen,  .. ... [1]  (f) is a hydrocarbon which decolourizes aqueous bromine?  .. ... [1] [total: 6]",
+            "3": "3 0620/21/m/j/10 \u00a9 ucles 2010 [turn overfor examiner\u2019s use2  this question is about hydrogen and some compounds containing hydrogen.  (a) hydrogen is a gas at room temperature.   describe the arrangement and motion of the molecules in hydrogen gas.  arrangement .. ...  motion ... .. [2]  (b)  draw the electronic structure of a hydrogen molecule. [1]  (c)  the symbols for two isotopes of hydrogen are shown below. 1 1h31h  (i)  what do you understand by the term isotope ?  .. ..  ..  [1]  (ii)  complete the table to show the number of subatomic particles in these two isotopes of hydrogen. isotope 11h31h number of electrons number of neutrons number of protons [4]  (d)  when hydrogen burns, energy is given out.    state the name given to a reaction which gives out energy.  .. ... [1]",
+            "4": "4 0620/21/m/j/10 \u00a9 ucles 2010for examiner\u2019s use (e)  hydrochloric acid reacts both with metals and with metal carbonates.  (i)  a student observed the reaction of hydrochloric acid with four different metals.   the student used the same concentration of hydrochloric acid and the same mass  of metal in each experiment. metal observations cobalt dissolves very slowly and very few bubbles produced iron dissolves slowly and a few bubbles produced slowly magnesium dissolves very quickly and many bubbles produced very rapidly zinc dissolves quickly and many bubbles produced rapidly  use the information in the table to suggest the order of reactivity of these metals. most reactive least reactive [2]  (ii)  state the names of the three  products formed when hydrochloric acid reacts with  calcium carbonate.  .. ..  .. ..  ..  [3] [total: 14]",
+            "5": "5 0620/21/m/j/10 \u00a9 ucles 2010 [turn overfor examiner\u2019s use3  some pink cobalt chloride was heated gently in a test-tube.   the cobalt chloride turned blue.   a few drops of water were then added to the blue cobalt chloride.   the cobalt chloride turned pink. water blue cobalt chloride pink cobalt chloride  heat   (a) (i)  state the name of this type of reaction.  ..  [1]  (ii)  complete the following sentence. use words from the list below.  alkaline chloride dehydrated hydrated water   when  cobalt chloride is heated, it loses its  of crystallisation and changes colour. [2]  (b)  cobalt is a metal.  (i)  state two physical properties which are characteristic of metals.  .. ..  ..  [2]  (ii)  from its position in the periodic table predict two physical properties of cobalt in  addition to its general metallic properties.  .. ..  ..  [2]  (c)  cobalt( ii) oxide is a basic oxide.   predict one chemical property of cobalt( ii) oxide.  .. ... [1] [total: 8]",
+            "6": "6 0620/21/m/j/10 \u00a9 ucles 2010for examiner\u2019s use4  the table shows the mass of various compounds obtained when 500  cm3 of seawater is  evaporated. compound ions present mass of compound  / g sodium chloride na+ and c l \u201314.0 magnesium chloride mg2+ and c l \u20133.0 magnesium sulfate mg2+ and so42\u20132.0 calcium sulfate ca2+ and so42\u20130.5 potassium chloride k+ and c l \u2013 0.5potassium bromide calcium carbonate ca2+ and co32\u2013 sodium iodide na+ and i \u2013 total mass = 20.0  (a)  which negative ion is present in seawater in the highest concentration?  .. ... [1]  (b)  write the symbols for the two ions present in potassium bromide.  ... and ..  [1]  (c)  calculate the mass of sodium chloride present in 5  g of the solid left by evaporating the  seawater. [1]  (d)  describe a test for iodide ions.  test . ...  result ...  [2]",
+            "7": "7 0620/21/m/j/10 \u00a9 ucles 2010 [turn overfor examiner\u2019s use (e)   aqueous chlorine reacts with aqueous sodium iodide.  (i)  complete the equation for this reaction. cl 2    +    2na i    \u2192    ...    +    2nac l [1]  (ii)  what colour is the solution when the reaction is complete?  ..  [1]  (iii)  an aqueous solution of iodine does not react with aqueous potassium bromide.  explain why there is no reaction.  ..  [1]  (f)  calculate the relative formula mass of magnesium chloride, mgc l 2.  .. ... [1] [total: 9]",
+            "8": "8 0620/21/m/j/10 \u00a9 ucles 2010for examiner\u2019s use5  ammonium sulfate is used in fertilisers.  (a)  state the names of the three elements found in most fertilisers.  1.   2.  3.  [3] (b)  suggest why farmers use fertilisers.  .. .  .. ... [2]  (c)  ammonium sulfate is a salt which is soluble in water.  (i)  what do you understand by the term soluble ?  ..  [1]  (ii)  which of the following methods is used to make this salt in the laboratory?  tick one box.  adding an acid to a metal adding an acid to a metal oxide by a precipitation reaction by the titration of an acid with an alkali [1]  (d)  a mixture of ammonium sulfate and sodium hydroxide was warmed in a test-tube.   a gas was given off which turned red litmus paper blue.   state the name of this gas.  .. ... [1]",
+            "9": "9 0620/21/m/j/10 \u00a9 ucles 2010 [turn overfor examiner\u2019s use (e)   fertilisers containing ammonium salts are often slightly acidic.  (i)  state the name of a compound which farmers add to the soil to make it less acidic.  ..  [1]  (ii)  explain why it is important for farmers to control the acidity of the soil.  .. ..  ..  [2]  (f)  the formula of ammonium sulfate is (nh4)2so4.  in this formula state:  (i)  the number of different types of atoms present, ... [1]  (ii)  the total number of atoms present. ... [1] [total: 13]",
+            "10": "10 0620/21/m/j/10 \u00a9 ucles 2010for examiner\u2019s use6  many metals are extracted from their ores by reduction with carbon.  (a)  name the main ore of iron.  .. ... [1]  (b)  iron is extracted from its ore in a blast furnace.  (i)  other than iron ore, state the names of two other raw materials used in the extraction  of iron.  1. ... 2. ... [2] (ii)  one of the reactions taking place in the blast furnace is feo   +   c   \u2192   fe   +   co   write a word equation for this reaction.  ..  [2]  (iii)  the diagram shows a blast furnace.  label the diagram to show each of the following:  \u25cf the slag,  \u25cf where the molten iron collects,  \u25cf where air is blown into the furnace,  \u25cf where the iron ore is put into the furnace. mixture of iron ore and raw materials [4]",
+            "11": "11 0620/21/m/j/10 \u00a9 ucles 2010 [turn overfor examiner\u2019s use (c)  zinc is extracted from an ore containing zinc sul \ufb01 de.  part of a zinc sul \ufb01 de structure is shown below. zn2+zn2+zn2+zn2+ zn2+s2\u2013 zn2+s2\u2013 zn2+s2\u2013 zn2+s2\u2013 s2\u2013s2\u2013s2\u2013s2\u2013  suggest the simplest formula for zinc sul \ufb01 de.  .. ... [1] [total: 10]",
+            "12": "12 0620/21/m/j/10 \u00a9 ucles 2010for examiner\u2019s use7  petroleum is a mixture of hydrocarbons.   two of the processes carried out in an oil re \ufb01 nery are fractional distillation of petroleum and  cracking of hydrocarbon fractions.  (a)  which property of hydrocarbons is used to separate petroleum into fractions?  tick one box.  boiling point chemical reactivity electrical conductivity melting point [1]  (b)  match the fractions on the left with their uses on the right.   the \ufb01 rst one has been done for you. fuel for home heating making roads waxes and polishes making chemicals jet fuelbitumen fuel oil kerosene lubricating fraction naphtha [4]",
+            "13": "13 0620/21/m/j/10 \u00a9 ucles 2010 [turn overfor examiner\u2019s use (c)  cracking is used to break down long chained alkanes into shorter chained alkanes and  alkenes.  (i)  state two conditions needed for cracking.  1. ... .  2. .. [2]  (ii)  the hydrocarbon, c14h30, can be cracked to make ethene and one other  hydrocarbon.   complete the equation for this reaction. c14h30   \u2192   c2h4   +   ... [1]  (iii)  draw the full structure of ethene showing all atoms and bonds. [1]  (d)  state the name of the polymer formed from ethene.  .. ... [1]  (e)  ethene is used to make ethanol.  (i)  which substance is needed for this reaction?  put a ring around the correct answer.  ammonia hydrogen oxygen steam [1]  (ii)  phosphoric acid is a catalyst in this reaction.  what do you understand by the term catalyst ?  .. ..  ..  [1] [total: 12]",
+            "14": "14 0620/21/m/j/10 \u00a9 ucles 2010for examiner\u2019s use8  some substances conduct electricity, others do not.  (a)  which three of the following conduct electricity?   tick three  boxes.  aqueous sodium chloride  ceramics copper graphite sodium chloride crystals sulfur [3]  (b)  state the name given to a substance, such as plastic, which does not conduct  electricity.  .. ... [1]  (c)  molten zinc chloride was electrolysed using the apparatus shown below. + \u2013  positive  electrode negative  electrode  molten zincchloride  (i)  choose a word from the list below which describes the positive electrode.  put a ring around the correct answer.  anion anode cathode cation [1]",
+            "15": "15 0620/21/m/j/10 \u00a9 ucles 2010for examiner\u2019s use (ii)  state the name of the product formed during this electrolysis at  the negative electrode,  . .  the positive electrode.  . [2] (iii)  suggest the name of a non-metal which can be used for the electrodes in this  electrolysis.  ..  [1] [total: 8]",
+            "16": "16 permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here 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. 0620/21/m/j/10 \u00a9 ucles 2010 group 140 ce cerium 58141 pr praseodymium 59144 nd neodymium 60pm promethium 61150 sm samarium 62152 eu europium 63157 gd gadolinium 64159 tb terbium 65162 dy dysprosium 66165 ho holmium 67167 er erbium 68169 tm thulium 69173 yb ytterbium 70175 lu lutetium 71 232 th thorium 90pa protactinium 91238 u uranium 92np neptunium 93pu plutonium 94am americium 95cm curium 96bk berkelium 97cf californium 98es einsteinium 99fm fermium 100md mendelevium 101no nobelium 102lr lawrencium 1031 h hydrogen 1 7 li lithium 3 23 na sodium 1124 mg magnesium 12 40 ca calcium 2045 sc scandium 2148 ti titanium 2251 v vanadium 2352 cr chromium 2455 mn manganese 2556 fe iron 2659 co cobalt 2759 ni nickel 2864 cu copper 2965 zn zinc 3070 ga gallium 3127 al aluminium 1311 b boron 512 c carbon 614 n nitrogen 716 o oxygen 819 f fluorine 9 28 si silicon 1431 p phosphorus 1532 s sulfur 1635.5 cl chlorine 1740 ar argon 1820 ne neon 104 he helium 2 73 ge germanium 3275 as arsenic 3379 se selenium 3480 br bromine 3584 kr krypton 3639 k potassium 19 88 sr strontium 3889 y yttrium 3991 zr zirconium 4093 nb niobium 4196 mo molybdenum 42tc technetium 43101 ru ruthenium 44103 rh rhodium 45106 pd palladium 46108 ag silver 47112 cd cadmium 48115 in indium 49119 sn tin 50122 sb antimony 51128 te tellurium 52127 i iodine 53131 xe xenon 54 137 ba barium 56139 la lanthanum 57        *178 hf hafnium 72181 ta tantalum 73184 w tungsten 74186 re rhenium 75190 os osmium 76192 ir iridium 77195 pt platinum 78197 au gold 79201 hg mercury 80204 tl thallium 81207 pb lead 82209 bi bismuth 83po polonium 84at astatine 85rn radon 86 fr francium 87227 ac actinium 899 be beryllium 4ii i iii iv v vi vii 0 85 rb rubidium 37 133 cs caesium 55 226 ra radium 88 the volume of one mole of any gas is 24 dm3at room temperature and pressure (r.t.p.).a x ba = relative atomic mass x = atomic symbol b = proton (atomic) numberkey*58-71 lanthanoid series 90-103 actinoid seriesdata sheet the periodic table of the elements"
+        },
+        "0620_s10_qp_22.pdf": {
+            "1": "read these instructions first write your centre number, candidate number and name in the spaces at the top of this page. write in dark blue or black pen.you may need to use a pencil for any diagrams, graphs or rough working.do not use staples, paper clips, highlighters, glue or correction \ufb02 uid. do not  write in any barcodes. answer all questions. a copy of the periodic table is printed on page 16. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question.chemistry  0620/22   paper 2 may/june 2010  1 hour 15 minutes candidates answer on the question paper. no additional materials are required.university of cambridge international examinations international general certi \ufb01 cate of secondary education this document consists of 15 printed pages and 1 blank page. [turn overib10 06_0620_22/4rp\u00a9 ucles 2010 *7783817036* for examiner\u2019s use 1 2 3 total4 5 6 7 8",
+            "2": "2 0620/22/m/j/10 \u00a9 ucles 2010for examiner\u2019s use1  the diagram shows part of the periodic table.   only some of the elements are shown. li na kmg ca ti zrv nb  (a)  answer the following questions by choosing only from the elements shown in the  diagram.   you can use each element once, more than once or not at all.  (i)  state the names of two transition elements shown in the diagram.  ..  and  . [2] (ii)  state the name of an element which is in period 3 of the periodic table.  ..  [1]  (iii)  which element has the electronic structure 2,8,1?  ..  [1]  (iv)  which element has the fastest reaction with water?  ..  [1]  (v)  which element has 23 protons in its nucleus?  ..  [1]  (b)  sodium reacts with oxygen to form sodium peroxide, na 2o2.   complete the symbol equation for this reaction. ... na  +  ...   \u2192   na2o2 [2] [total: 8]",
+            "3": "3 0620/22/m/j/10 \u00a9 ucles 2010 [turn overfor examiner\u2019s use2  the list describes \ufb01 ve types of chemical structures.  giant covalent  giant ionic metallic simple atomic  simple molecular  (a)  the diagrams below show four types of chemical structures. i\u2013k+ i\u2013k+i\u2013 i\u2013k+ k+i\u2013k+ i\u2013k+i\u2013 i\u2013k+arar arclcl clcl clclcl clznznznznzn znznznznznznznznzn ar ark+abc d  (i)  use the list to match these structures with the diagrams.  structure a is  [1]  structure b is  [1]  structure c is  [1]  structure d is  [1]  (ii)  which two of the structures a, b, c or d have low melting points?  ..  and  . [1] (b)  sodium chloride is an ionic solid.   complete the following sentences using words from the list.  electrons ionic molecular molten solid  sodium chloride does not conduct electricity when it is a .  because the ions cannot move. when it is ... sodium chloride does  conduct electricity because the ions are free to move. [2] [total: 7]",
+            "4": "4 0620/22/m/j/10 \u00a9 ucles 2010for examiner\u2019s use3  water is an important raw material in industry.  (a)  state one use of water in industry.  .. ... [1]  (b)  describe a chemical test for water.  test . ...  result ...  [2]  (c)  a small piece of potassium was placed in a beaker of water.  the equation for the reaction is 2k(s)  +  2h2o(l)  \u2192  2koh(aq)  +  h2(g)  (i)  describe a test for the gas given off in this reaction.  test .   result  [2 ]  (ii)  what is the most likely ph of the solution in the beaker when the reaction is  complete?  put a ring around the correct answer.  ph2 ph6 ph7 ph8 ph12 [1]  (d)  water is formed when propane burns.  (i)  complete the equation for this reaction. c3h8  +  5o2  \u2192  ...co2  +  ... h2o [2]  (ii)  which of the following best describes this reaction?  put a ring around the correct answer.  carbonisation combustion dehydration hydrogenation [1]  (iii)   when 4.4  g of propane are burnt in excess oxygen, 7.2  g of water are formed.   calculate the mass of water formed when 22  g of propane are burnt. [1] [total: 10]",
+            "5": "5 0620/22/m/j/10 \u00a9 ucles 2010 [turn overfor examiner\u2019s use4  a student half- \ufb01 lled a syringe with water.   she then carefully drew up some blue ink into the syringe so that it formed a separate layer  below the water.   she then left the syringe in a clamp for twenty hours. water water ink inkwaterclamp   after twenty hours the blue colour of the ink had spread throughout the water.  (a)  use the kinetic particle theory to explain these observations.  .. .  .. .  .. ... [2]  (b)  ink is a mixture of many chemicals.  what do you understand by the term mixture ?  .. .  .. ... [1]  (c)  the list shows some of the substances present in ink.  carboxylic acids  cobalt( ii) ions  ethanol iron( ii) ions  nickel( ii) ions  tannins water  (i)  water is a good solvent.   from the list choose one other substance that is a good solvent.  ..  [1]",
+            "6": "6 0620/22/m/j/10 \u00a9 ucles 2010for examiner\u2019s use (ii)  what is the meaning of the symbol ( ii) in iron( ii)?  tick one box.  the number of outer shell electrons the difference between the  neutron and proton number  the oxidation state the type of isotope [1]  (iii)  tannins are polymers.  what do you understand by the term polymer ?  .. ..  ..  [2]  (d)  one of the carboxylic acids present in ink is gallic acid.  the structure of gallic acid is shown below. ho oh ohoh o c  (i)  on the structure above, put a ring around the carboxylic acid functional group. [1]  (ii)  gallic acid is a good reducing agent.  what do you understand by the term reduction ?  ..  [1] [total: 9]",
+            "7": "7 0620/22/m/j/10 \u00a9 ucles 2010 [turn overfor examiner\u2019s use5  a student wants to separate the coloured pigments in a plant leaf by chromatography.  he grinds the plant leaf and separates the solids from the green solution.  (a)  what method can he use to separate the solids from the solution?  .. ... [1]  (b)  the student takes a drop of the green solution and puts a spot of it onto a piece of  chromatography paper.   from the diagrams below choose the letter for the most suitable piece of apparatus for  this task. abcd  letter . [1]  (c)  the student sets up the chromatography apparatus as shown.  (i)  label the diagram to show:  \u25cf the solvent,  \u25cf the original position of the spot of green solution,  \u25cf the chromatography paper. [3]  (ii)  how many different pigments were present in the plant leaf?  ..  [1]",
+            "8": "8 0620/22/m/j/10 \u00a9 ucles 2010for examiner\u2019s use (d)  the structure of some organic compounds found in plant leaves are shown below. cch hhh cco h hh o hcch hh co ohh hab c cch hh oh hhd  (i)  which one of these compounds is an unsaturated hydrocarbon?  . [1]  (ii)  describe a chemical test for an unsaturated hydrocarbon.  test .   result  [2 ]  (iii)  what do you understand by the term hydrocarbon ?  ..  [1]  (iv)  state the name of compound b.  ..  [1]  (v)  to which homologous series does compound d belong?  . [1] [total: 12]",
+            "9": "9 0620/22/m/j/10 \u00a9 ucles 2010 [turn overfor examiner\u2019s use6  lead is a grey metal.  (a)  state two physical properties which are characteristic of metals.  .. .  .. ... [2]  (b)  to which group in the periodic table does lead belong?  .. ... [1]  (c)  an isotope of lead has the mass number 208.   complete the table to show the number of subatomic particles in an atom of this isotope  of lead.  use the periodic table to help you. type of particle number of particles electrons protons neutrons [3]  (d)  when lead is heated in oxygen, lead( ii) oxide is formed.  write a word equation for this reation.  .. ... [1]  (e)  when lead( ii) oxide is heated with carbon, lead and carbon monoxide are formed. pbo  +  c  \u2192  pb  +  co  (i)  which substance becomes oxidised during this reaction?  ..  [1]  (ii)   carbon monoxide is a covalent compound.  which one of these statements about carbon monoxide is correct? tick one box.  it is a solid with a high melting point. it conducts electricity when it is a liquid. it is a gas at room temperature. it forms about 1  % of the atmosphere. [1] [total: 9]",
+            "10": "10 0620/22/m/j/10blank page",
+            "11": "11 0620/22/m/j/10 \u00a9 ucles 2010 [turn overfor examiner\u2019s use7  three forms of carbon are diamond, graphite and buckminsterfullerene. diamond graphite buckminsterfullerenecarbon atom  (a)  (i)  state one difference in structure between buckminsterfullerene and diamond.  .. ..  ..  [1]  (ii)  state two differences in structure between graphite and diamond.  .. ..  .. ..  ..  [2]  (b)  state the type of bonding between the carbon atoms in diamond.  .. ... [1]  (c)  suggest why graphite is used as a lubricant.   refer to the layers in your answer.  .. .  .. ... [1]  (d)  state one use for diamond.  .. ... [1]",
+            "12": "12 0620/22/m/j/10 \u00a9 ucles 2010for examiner\u2019s use (e)  coal is a fuel containing carbon.    when coal is burnt, carbon dioxide is produced.   explain how the increase in carbon dioxide concentration in the atmopshere affects the  world\u2019s climate.  .. .  .. .  .. ... [2]  (f)  coal also contains small amounts of sulfur.   explain how burning coal leads to acid rain.  .. .  .. .  .. ... [2]  (g)  methane is a fuel.  (i)  which one of the following is a natural source of methane?  tick one box.  waste gases from respiration in plants waste gases from digestion in animals gases from photosynthesis in plants gases from forest \ufb01 res [1]",
+            "13": "13 0620/22/m/j/10 \u00a9 ucles 2010 [turn overfor examiner\u2019s use (ii)  draw a diagram to show the arrangement of the electrons in a molecule of methane,  ch4.  use  \u25cf for an electron from a carbon atom  \u00d7 for an electron from a hydrogen atom [1]  (iii)  methane belongs to the alkane homologous series.  name one other alkane.  ..  [1] [total: 13]",
+            "14": "14 0620/22/m/j/10 \u00a9 ucles 2010for examiner\u2019s use8  the diagram shows a rotary kiln used to make lime from limestone.   limestone is fed in at the top of the kiln and lime comes out at the bottom. hot airair out limestone limekiln moves round  (a)  what is the chemical name for lime?  .. ... [1]  (b)  state the name of the type of chemical reaction that takes place in the rotary lime kiln.  .. ... [1]  (c)  suggest why the air coming out of the rotary kiln has a greater percentage of carbon  dioxide than the air entering the kiln.  .. ... [1]  (d)  state one use for lime.  .. ... [1]  (e)  a student compared the speed of reaction of three metal carbonates.   she measured the volume of gas released using the apparatus shown. metal carbonate heatgas syringe   state one thing that must be kept constant if the speeds of these reactions are to be  compared in a fair way.  .. ... [1]",
+            "15": "15 0620/22/m/j/10 \u00a9 ucles 2010 [turn overfor examiner\u2019s use (f)  the graph shows the volume of carbon dioxide released when the three metal carbonates  are heated. 02468 1 0 1 250 40302010 0 volume of carbon dioxide / cm3 time  / minutescalcium carbonate strontium carbonate barium carbonate  (i)  which carbonate produced carbon dioxide the fastest?  ..  [1]  (ii)  what volume of carbon dioxide was produced by strontium carbonate in ten  minutes?  ..  [1]  (iii)  how does the speed of the reaction of these three metal carbonates relate to the  position of calcium, strontium and barium in the periodic table?  .. ..  ..  [2]  (g)   describe how hydrochloric acid and limewater can be used to show that carbonate ions  are present in calcium carbonate.  .. .  .. .  .. ... [3] [total: 12]",
+            "16": "16 permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here 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. 0620/22/m/j/10 \u00a9 ucles 2010 group 140 ce cerium 58141 pr praseodymium 59144 nd neodymium 60pm promethium 61150 sm samarium 62152 eu europium 63157 gd gadolinium 64159 tb terbium 65162 dy dysprosium 66165 ho holmium 67167 er erbium 68169 tm thulium 69173 yb ytterbium 70175 lu lutetium 71 232 th thorium 90pa protactinium 91238 u uranium 92np neptunium 93pu plutonium 94am americium 95cm curium 96bk berkelium 97cf californium 98es einsteinium 99fm fermium 100md mendelevium 101no nobelium 102lr lawrencium 1031 h hydrogen 1 7 li lithium 3 23 na sodium 1124 mg magnesium 12 40 ca calcium 2045 sc scandium 2148 ti titanium 2251 v vanadium 2352 cr chromium 2455 mn manganese 2556 fe iron 2659 co cobalt 2759 ni nickel 2864 cu copper 2965 zn zinc 3070 ga gallium 3127 al aluminium 1311 b boron 512 c carbon 614 n nitrogen 716 o oxygen 819 f fluorine 9 28 si silicon 1431 p phosphorus 1532 s sulfur 1635.5 cl chlorine 1740 ar argon 1820 ne neon 104 he helium 2 73 ge germanium 3275 as arsenic 3379 se selenium 3480 br bromine 3584 kr krypton 3639 k potassium 19 88 sr strontium 3889 y yttrium 3991 zr zirconium 4093 nb niobium 4196 mo molybdenum 42tc technetium 43101 ru ruthenium 44103 rh rhodium 45106 pd palladium 46108 ag silver 47112 cd cadmium 48115 in indium 49119 sn tin 50122 sb antimony 51128 te tellurium 52127 i iodine 53131 xe xenon 54 137 ba barium 56139 la lanthanum 57        *178 hf hafnium 72181 ta tantalum 73184 w tungsten 74186 re rhenium 75190 os osmium 76192 ir iridium 77195 pt platinum 78197 au gold 79201 hg mercury 80204 tl thallium 81207 pb lead 82209 bi bismuth 83po polonium 84at astatine 85rn radon 86 fr francium 87227 ac actinium 899 be beryllium 4ii i iii iv v vi vii 0 85 rb rubidium 37 133 cs caesium 55 226 ra radium 88 the volume of one mole of any gas is 24 dm3at room temperature and pressure (r.t.p.).a x ba = relative atomic mass x = atomic symbol b = proton (atomic) numberkey*58-71 lanthanoid series 90-103 actinoid seriesdata sheet the periodic table of the elements"
+        },
+        "0620_s10_qp_31.pdf": {
+            "1": "read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen.you may use a pencil for any diagrams, graphs or rough working.do not use staples, paper clips, highlighters, glue or correction \ufb02 uid. do not  write in any barcodes. answer all questions. a copy of the periodic table is printed on page 16. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question.chemistry  0620/31   paper 3 (extended) may/june 2010  1 hour 15 minutes candidates answer on the question paper. no additional materials are required.university of cambridge international examinations international general certi \ufb01 cate of secondary education this document consists of 13 printed pages and 3 blank pages. [turn overib10 06_0620_31/3rp\u00a9 ucles 2010 *3309238257* for examiner\u2019s use 3 4 5 total6 7 81 2",
+            "2": "2 0620/31/m/j/10 \u00a9 ucles 2010for examiner\u2019s use1  choose an element which \ufb01 ts each of the following descriptions.  (i)  it is a yellow solid which burns to form an acidic oxide.  ..  [1]  (ii)  this element is a black solid which, when heated, forms a purple vapour.  ..  [1]  (iii)  most of its soluble salts are blue.  ..  [1]  (iv)  it has a basic oxide of the type mo which is used to treat acidic soils.  ..  [1]  (v)  it is an unreactive gas used to \ufb01 ll balloons.  ..  [1] [total: 5] 2  ozone is a form of oxygen. ozone is present in the upper atmosphere and it prevents  dangerous solar radiation from reaching the earth\u2019s surface. some of the chemicals that  diffuse into the upper atmosphere decompose ozone. chemicals that have this effect are methane (ch 4), chloromethane (ch3cl ) and an oxide of nitrogen (no2).  (i)  which of these three chemicals diffuses the most slowly? give a reason for your  choice.  .. ..  .. ..  ..  [2]  (ii)  chloromethane is formed when seaweed decomposes. name the compounds in the  environment from which seaweed might have obtained the following elements:  carbon; .. .  hydrogen; ...  chlorine.  [3] (iii)  how can chloromethane be made from methane?  reagent .. .  condition ... [2]",
+            "3": "3 0620/31/m/j/10 \u00a9 ucles 2010 [turn overfor examiner\u2019s use (iv) the oxides of nitrogen are atmospheric pollutants. describe how they are formed.  .. ..  .. ..  ..  [2]  (v)   complete the equation for the decomposition of ozone. ... o3  \u2192  ... [2] [total: 11]",
+            "4": "4 0620/31/m/j/10 \u00a9 ucles 2010for examiner\u2019s use3  a diagram of the apparatus which could be used to investigate the rate of reaction between  magnesium and an excess of an acid is drawn below. 100  cm3 of acid 1.0  mol  / dm3 (excess)volume of hydrogen measured every 15 seconds small piece of magnesiumgraduated tubehydrogen collects  (a)  the magnesium kept rising to the surface. in one experiment, this was prevented by  twisting the magnesium around a piece of copper. in a second experiment, the magnesium was held down by a plastic net fastened to the beaker.  (i)  suggest a reason why magnesium, which is denser than water, \ufb02 oated to the  surface.  .. ..  ..  [1]  (ii)  iron, zinc and copper have similar densities. why was copper a better choice than  iron or zinc to weigh down the magnesium?  .. ..  ..  [1]  (b)  the only difference in the two experiments was the method used to hold down the  magnesium. the results are shown below. 00volume of h2 / cm3 time  / smagnesium held down by copper magnesium held down by plastic",
+            "5": "5 0620/31/m/j/10 \u00a9 ucles 2010 [turn overfor examiner\u2019s use (i)  in which experiment did the magnesium react faster?  ..  [1]  (ii)  suggest a reason why the experiment chosen in (i) had the faster rate.  ..  [1]  (c)  the experiment was repeated using 1.0  mol  / dm3 propanoic acid instead of 1.0  mol  / dm3  hydrochloric acid. propanoic acid is a weak acid.  (i)  how would the graph for propanoic acid differ  from the graph for hydrochloric  acid?  ..  [1]  (ii)  how would the graph for propanoic acid be the same  as the graph for hydrochloric  acid?  ..  [1]  (d)  give two factors which would alter the rate of this reaction.  for each factor explain why it alters the rate.  factor ... ..  explanation .. .  .. .  factor ... ..  explanation .. .  .. ... [4] [total: 10]",
+            "6": "6 0620/31/m/j/10 \u00a9 ucles 2010for examiner\u2019s use4  hydrolysis is used in chemistry to break down complex molecules into simpler ones.  (a)  compounds containing the group                                             are esters.  (i)  give the names and formulae of the two compounds formed when the ester ethyl  propanoate is hydrolysed. ch2co och3 ch2ch3  name .. name ..  formula formula [4]  (ii)  fats are naturally occurring esters. they can be hydrolysed by boiling with aqueous  sodium hydroxide. c17h35cooch2 c17h35cooch2c17h35cooch +  3naoh  \u2192  3c17h35coona  + chohch2oh fatch2oh   what type of compound has the formula c17h35coona and what is its main use?  type of compound  [1] use ... [1 ]  (iii)  name a synthetic polyester.  ..  [1]co ro ocoo",
+            "7": "7 0620/31/m/j/10 \u00a9 ucles 2010 [turn overfor examiner\u2019s use (b)  the structure of a typical protein is drawn below. n c o h hn c o hn c o o hn c  (i)  what is the name of the polymer linkage?  ..  [1]  (ii)  draw the structural formula of a man-made polymer with the same linkage. [3]  (iii)  a protein can be hydrolysed to a mixture of amino acids which are colourless.  individual amino acids can be identi \ufb01 ed by chromatography. the rf value of the  amino acid glycine is 0.5. describe how you could show that glycine was present on a chromatogram.  .. ..  .. ..  ..  [3] [total: 14] 5  carbon and silicon are elements in group iv. both elements have macromolecular  structures.  (a)  diamond and graphite are two forms of the element carbon.  (i)  explain why diamond is a very hard substance.  .. ..  .. ..  ..  [2]  (ii)  give one use of diamond.  ..  [1]",
+            "8": "8 0620/31/m/j/10 \u00a9 ucles 2010for examiner\u2019s use (iii)  explain why graphite is a soft material.  .. ..  ..  [2]  (iv)  give one use of graphite.  . [1]  (b)  two of the oxides of these elements are carbon dioxide, co2, and silicon( iv) oxide,  sio2.  (i)  draw a diagram showing the arrangement of the valency electrons in one molecule  of the covalent compound carbon dioxide.  use x to represent an electron from a carbon atom. use o to represent an electron from an oxygen atom. [3]  (ii)  a section of the macromolecular structure of silicon( iv) oxide is given below. si oo o o   use this diagram to explain why the formula is sio2 not sio4.  .. ..  ..  [2]  (iii)  predict two differences in the physical properties of these two oxides.  .. ..  ..  [2] [total: 13]",
+            "9": "9 0620/31/m/j/10 \u00a9 ucles 2010 [turn overfor examiner\u2019s use6  iodine reacts with chlorine to form dark brown iodine monochloride. i2  +  c l2  \u2192  2icl  this reacts with more chlorine to give yellow iodine trichloride.  there is an equilibrium between these iodine chlorides. icl (l)  +  c l2(g)    icl 3(s)  dark brown yellow  (a)  explain what is meant by equilibrium .  .. .  .. .  .. ... [2]  (b)  when the equilibrium mixture is heated it becomes a darker brown colour.  is the reverse reaction endothermic or exothermic? give a reason for your choice.  .. .  .. .  .. ... [2]  (c)  the pressure on the equilibrium mixture is decreased.  (i) how would this affect the position of equilibrium and why?  it would move to the . [1] reason ... .  ..  [1]  (ii)  describe what you would observe.  .. ..  ..  [1] [total: 7]",
+            "10": "10 0620/31/m/j/10 \u00a9 ucles 2010for examiner\u2019s use7  titanium is a transition element. it is isolated by the following reactions. titanium ore \u2192 titanium( iv) oxide \u2192 titanium( iv) chloride \u2192 titanium  tio2 tic l 4 ti  (a)  why is it usually necessary to include a number in the name of the compounds of  transition elements?  .. ... [1]  (b)  titanium( iv) chloride is made by heating the oxide with coke and chlorine. tio2 + 2c l 2  tic l 4 + o2 2c + o2  2co  explain why the presence of coke ensures the maximum yield of the metal chloride. .. .  .. .  .. ... [2]  (c)  explain why the change, titanium( iv) chloride to titanium, is reduction.  .. .  .. ... [1]  (d)  complete the table which shows some of the properties of titanium and its uses.  the \ufb01 rst line has been completed as an example. property related use soluble in molten steel making steel titanium alloys  making aircraft and space vehiclesresistant to corrosion, especially in sea water ... [2]",
+            "11": "11 0620/31/m/j/10 \u00a9 ucles 2010 [turn overfor examiner\u2019s use (e)  the titanium ore contains 36.8% iron, 31.6% titanium and the remainder is oxygen.  (i)  determine the percentage of oxygen in this titanium compound.  percentage of oxygen = ... % [1] (ii)  calculate the number of moles of atoms for each element.  the number of moles of fe is shown as an example. number of moles of fe = 36.8  / 56 = 0.66  number of moles of ti = ... number of moles of o = . [1] (iii)  what is the simplest ratio for the moles of atoms? fe         :         ti         :         o  . . . [1]  (iv)  what is the formula of this titanium compound?  ..  [1] [total: 10]",
+            "12": "12 0620/31/m/j/10 \u00a9 ucles 2010for examiner\u2019s use8  methanoic acid is the \ufb01 rst member of the homologous series of carboxylic acids.  (a)  give two general characteristics of a homologous series.  .. .  .. .  .. ... [2]  (b)  in some areas when water is boiled, the inside of kettles become coated with a layer of  calcium carbonate. this can be removed by adding methanoic acid.  (i)  complete the equation.  hcooh  +  caco3  \u2192  ca(hcoo)2  +  .  +  . [2]  (ii)  methanoic acid reacts with most metals above hydrogen in the reactivity series.  complete the word equation. zinc  +  methanoic acid  \u2192    +   [2]  (iii)  aluminium is also above hydrogen in the reactivity series.  why does methanoic acid not react with an aluminium kettle?  .. ..  ..  [1]  (c)  give the name, molecular formula and empirical formula of the fourth acid in this series.  name . .. [1]  molecular formula ... [1] empirical formula  [1] [total: 10]",
+            "13": "13 0620/31/m/j/10blank page \u00a9 ucles 2010",
+            "14": "14 0620/31/m/j/10blank page \u00a9 ucles 2010",
+            "15": "15 0620/31/m/j/10blank page \u00a9 ucles 2010",
+            "16": "16 permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here 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. 0620/31/m/j/10 \u00a9 ucles 2010 group 140 ce cerium 58141 pr praseodymium 59144 nd neodymium 60pm promethium 61150 sm samarium 62152 eu europium 63157 gd gadolinium 64159 tb terbium 65162 dy dysprosium 66165 ho holmium 67167 er erbium 68169 tm thulium 69173 yb ytterbium 70175 lu lutetium 71 232 th thorium 90pa protactinium 91238 u uranium 92np neptunium 93pu plutonium 94am americium 95cm curium 96bk berkelium 97cf californium 98es einsteinium 99fm fermium 100md mendelevium 101no nobelium 102lr lawrencium 1031 h hydrogen 1 7 li lithium 3 23 na sodium 1124 mg magnesium 12 40 ca calcium 2045 sc scandium 2148 ti titanium 2251 v vanadium 2352 cr chromium 2455 mn manganese 2556 fe iron 2659 co cobalt 2759 ni nickel 2864 cu copper 2965 zn zinc 3070 ga gallium 3127 al aluminium 1311 b boron 512 c carbon 614 n nitrogen 716 o oxygen 819 f fluorine 9 28 si silicon 1431 p phosphorus 1532 s sulfur 1635.5 cl chlorine 1740 ar argon 1820 ne neon 104 he helium 2 73 ge germanium 3275 as arsenic 3379 se selenium 3480 br bromine 3584 kr krypton 3639 k potassium 19 88 sr strontium 3889 y yttrium 3991 zr zirconium 4093 nb niobium 4196 mo molybdenum 42tc technetium 43101 ru ruthenium 44103 rh rhodium 45106 pd palladium 46108 ag silver 47112 cd cadmium 48115 in indium 49119 sn tin 50122 sb antimony 51128 te tellurium 52127 i iodine 53131 xe xenon 54 137 ba barium 56139 la lanthanum 57        *178 hf hafnium 72181 ta tantalum 73184 w tungsten 74186 re rhenium 75190 os osmium 76192 ir iridium 77195 pt platinum 78197 au gold 79201 hg mercury 80204 tl thallium 81207 pb lead 82209 bi bismuth 83po polonium 84at astatine 85rn radon 86 fr francium 87227 ac actinium 899 be beryllium 4ii i iii iv v vi vii 0 85 rb rubidium 37 133 cs caesium 55 226 ra radium 88 the volume of one mole of any gas is 24 dm3at room temperature and pressure (r.t.p.).a x ba = relative atomic mass x = atomic symbol b = proton (atomic) numberkey*58-71 lanthanoid series 90-103 actinoid seriesdata sheet the periodic table of the elements"
+        },
+        "0620_s10_qp_32.pdf": {
+            "1": "read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen.you may use a pencil for any diagrams, graphs or rough working.do not use staples, paper clips, highlighters, glue or correction \ufb02 uid. do not  write in any barcodes. answer all questions. a copy of the periodic table is printed on page 16. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question.chemistry  0620/32   paper 3 (extended) may/june 2010  1 hour 15 minutes candidates answer on the question paper. no additional materials are required.university of cambridge international examinations international general certi \ufb01 cate of secondary education this document consists of 13 printed pages and 3 blank pages. [turn overib10 06_0620_32/2rp\u00a9 ucles 2010 *7667729700* for examiner\u2019s use 3 4 5 total6 7 81 2",
+            "2": "2 0620/32/m/j/10 \u00a9 ucles 2010for examiner\u2019s use1  for each of the following unfamiliar elements predict one physical and one chemical  property.  (a) caesium (cs)  physical property  ... ...   chemical property  ... ..   ... ..  [2]  (b) vanadium (v)  physical property  ... ...   chemical property  ... ..   ... ..  [2]  (c) \ufb02 uorine (f)  physical property  ... ...   chemical property  ... ..   ... ..  [2] [total: 6] 2  the hydrolysis of complex carbohydrates to simple sugars is catalysed by enzymes called carbohydrases and also by dilute acids.  (a) (i)  they are both catalysts. how do enzymes differ from catalysts such as dilute acids?   . .  [1]  (ii)  explain why ethanol, c 2h6o, is not a carbohydrate but glucose, c6h12o6, is a  carbohydrate.   . ...   . .  [2]  (b)  draw the structure of a complex carbohydrate, such as starch. the formula of a simple  sugar can be represented by                              . [3]ho oh",
+            "3": "3 0620/32/m/j/10 \u00a9 ucles 2010 [turn overfor examiner\u2019s use (c)  iodine reacts with starch to form a deep blue colour.  (i)  in the experiment illustrated below, samples are removed at intervals and tested  with iodine in potassium iodide solution. pipette toremove samples hot water aqueous starch anda few drops of saliva(saliva contains enzymes)   typical results of this experiment are shown in the table. time  / mincolour of sample tested with iodine  in potassium iodide solution 0 deep blue 10 pale blue30 colourless   explain these results.   . ...   . ...   . .  [3]  (ii)  if the experiment was repeated at a higher temperature, 60  \u00b0c, all the samples stayed  blue. suggest an explanation.   . .  [1] [total: 10]",
+            "4": "4 0620/32/m/j/10 \u00a9 ucles 2010for examiner\u2019s use3  the following are examples of redox reactions.  (a)  bromine water was added to aqueous sodium sul \ufb01 de. br2(aq)  + s2\u2013(aq)  \u2192  2br  \u2013(aq)  +  s(s)  (i)  describe what you would observe when this reaction occurs.   . ...   . .  [2]  (ii)  write a symbol equation for this reaction.   . .  [1]  (iii)  explain, in terms of electron transfer, why bromine is the oxidant (oxidising agent) in  this reaction.   . ...   . .  [2]  (b)  iron and steel in the presence of water and oxygen form rust. fe2+ goes into solutionoxygen dissolvedin water electrons move in metalcolourlessgas forms  the reactions involved are:  reaction 1  fe  \u2192  fe2+  +  2e\u2013  the electrons move through the iron on to the surface where a colourless gas forms.  reaction 2  fe2+  +  2oh\u2013  \u2192  fe(oh)2  from water  reaction 3  ..fe(oh)2  +  o2  +  ..h2o  \u2192  ..fe(oh)3  the water evaporates to leave rust.",
+            "5": "5 0620/32/m/j/10 \u00a9 ucles 2010 [turn overfor examiner\u2019s use (i)   what type of reaction is reaction 1 ?  [1]  (ii)  deduce the name of the colourless gas mentioned in reaction 1 .   . .  [1]  (iii)  what is the name of the iron compound formed in reaction 2 ?   . .  [1]  (iv)  balance the equation for reaction 3 .  ..fe(oh)2  +  o2  +  ..h2o  \u2192  ..fe(oh)3 [1]  (v)  explain why the change fe(oh)2 to fe(oh)3 is oxidation.   . ...   . .  [1]  (vi)  explain why iron in electrical contact with a piece of zinc does not rust.   . ...   . ...   . .  [3] [total: 13] 4  but-1-ene is a typical alkene. it has the structural formula shown below. ch3ch2ch2ch  the structural formula of cyclobutane is given below. cc cch h h h hhhh  (a)  these two hydrocarbons are isomers.  (i)  de\ufb01 ne the term isomer .   . ...   . .  [2]",
+            "6": "6 0620/32/m/j/10 \u00a9 ucles 2010for examiner\u2019s use (ii)  draw the structural formula of another isomer of but-1-ene. [1]  (iii)  describe a test which would distinguish between but-1-ene and cyclobutane.  reagent  . .  result with but-1-ene  ..  . ...  result with cyclobutane  ..  . .  [3]  (b)  describe how alkenes, such as but-1-ene, can be made from alkanes.   ...    ... ..  [2]  (c)  name the product formed when but-1-ene reacts with:  bromine,  ..  [1]  hydrogen,    [1]  steam.  .. ...  [1] [total: 11]",
+            "7": "7 0620/32/m/j/10 \u00a9 ucles 2010 [turn overfor examiner\u2019s use5  fuel cells are used in spacecraft to produce electrical energy. hydrogen oxygenanode electrolyte cathode  (a)  how is oxygen obtained from liquid air?  .. .  .. ...  [2]  (b)  hydrogen and oxygen react to form water. 2h2  + o2  \u2192  2h2o  (i)  give an example of bond breaking in the above reaction.  ..   [1]  (ii)  give an example of bond forming in the above reaction.  ..   [1]  (iii)  is the change given in (i) exothermic or endothermic?  ..   [1]  (c) (i)  give two reasons why hydrogen may be considered to be the ideal fuel for the  future.  .. ..  .. ..  ..   [2]  (ii)  suggest a reason why hydrogen is not widely used at the moment.  .. ..  ..   [1] [total: 8]",
+            "8": "8 0620/32/m/j/10 \u00a9 ucles 2010for examiner\u2019s use6  thallium is a metal in group iii. it has oxidation states of +1 and +3.  (a)  give the formula for the following thallium compounds.  (i)  thallium( i) sul \ufb01 de .. [1]  (ii)  thallium( iii) chloride . [1]  (b)  thallium( i) chloride is insoluble in water. complete the description of the preparation of  a pure sample of this salt.  step 1   mix a solution of sodium chloride with thallium( i) sulfate solution. a white precipitate  forms.  step 2  .. ...  [1]  step 3  .. ...  [1]  step 4  .. ...  [1]  (c)  when thallium( i) chloride is exposed to light, a photochemical reaction occurs. it changes  from a white solid to a violet solid.  (i)  name another metal halide which changes colour when exposed to light. give the  major use of this metal halide.  name . .  use ...  [ 2]",
+            "9": "9 0620/32/m/j/10 \u00a9 ucles 2010 [turn overfor examiner\u2019s use (ii)  a piece of paper coated with thallium( i) chloride is exposed to a bright light. paper coated with thallium( i) chloride lamp  suggest two ways of increasing the time it takes for the violet colour to appear.  .. ..  .. ..  ..   [2]  (d)  thallium( i) hydroxide is an alkali. it has similar properties to sodium hydroxide.  (i)  complete the following word equation. thallium( i) hydroxideammonium sulfate..  ++ ..+ \u2192 [1]  (ii)  complete the equation.   t l oh  +  h2so4  \u2192  ..  +  .. [2]  (iii)  aqueous thallium( i) hydroxide was added to aqueous iron( ii) sulfate. describe what  you would see and complete the ionic equation for the reaction.  observation  ..   [1]  equation fe 2+  +  ... oh\u2013  \u2192   [1] [total: 14]",
+            "10": "10 0620/32/m/j/10 \u00a9 ucles 2010for examiner\u2019s use7  aluminium was \ufb01 rst isolated in 1827 using sodium. al cl 3  +  3na  \u2192  a l  +  3nac l   aluminium, obtained by this method, was more expensive than gold.  (a)  suggest an explanation why aluminium was so expensive.  .. .  .. ...  [1]  (b)  the modern method for extracting aluminium is the electrolysis of a molten electrolyte,  aluminium oxide dissolved in cryolite. the aluminium oxide decomposes. 2a l 2o3  \u2192  4a l  + 3o2  both electrodes are made of carbon.  (i)  give two reasons why the oxide is dissolved in cryolite.  .. ..  .. ..  ..   [2]  (ii)  complete the ionic equation for the reaction at the anode. .. o2\u2013  \u2192  o2  +  . e\u2013 [2]  (iii)  why do the carbon anodes need to be replaced frequently?  .. ..  ..   [1]  (c)  the electrolysis of a molten electrolyte is one method of extracting a metal from its ore.  other methods are the electrolysis of an aqueous solution and the reduction of the oxide by carbon. explain why these last two methods cannot be used to extract aluminium.  electrolysis of an aqueous solution ... .. .  using carbon .   .. ...  [2] [total: 8]",
+            "11": "11 0620/32/m/j/10 \u00a9 ucles 2010 [turn overfor examiner\u2019s use8  nitrogen dioxide is a brown gas. it can be made by heating certain metal nitrates. 2pb(no3)2  \u2192  2pbo  +  4no2  +  o2  (a) (i)   name another metal whose nitrate decomposes to give the metal oxide, nitrogen  dioxide and oxygen.  ..   [1]  (ii)  complete the word equation for a metal whose nitrate does not give nitrogen dioxide  on decomposition. metal nitrate  \u2192  .  +  oxygen [1]  (b)  at most temperatures, samples of nitrogen dioxide are equilibrium mixtures. 2no2(g)        n2o4(g)  dark brown pale yellow  (i)  at 25  \u00b0c, the mixture contains 20  % of nitrogen dioxide. at 100  \u00b0c this has risen to 90  %. is the forward reaction exothermic or endothermic?   give a reason for your choice.  .. ..  .. ..  ..   [2]  (ii)  explain why the colour of the equilibrium mixture becomes lighter when the pressure  on the mixture is increased.  .. ..  .. ..  ..   [2]",
+            "12": "12 0620/32/m/j/10 \u00a9 ucles 2010for examiner\u2019s use (c)  a 5.00  g sample of impure lead( ii) nitrate was heated. the volume of oxygen formed was  0.16  dm3 measured at r.t.p. the impurities did not decompose.   calculate the percentage of lead( ii) nitrate in the sample. 2pb(no3)2  \u2192  2pbo  +  4no2  + o2   number of moles of o2 formed = ...   number of moles of pb(no3)2 in the sample = ...  mass of one mole of pb(no3)2 = 331  g   mass of lead( ii) nitrate in the sample = ... g   percentage of lead( ii) nitrate in sample = . [4] [total: 10]",
+            "13": "13 0620/32/m/j/10blank page \u00a9 ucles 2010",
+            "14": "14 0620/32/m/j/10blank page \u00a9 ucles 2010",
+            "15": "15 0620/32/m/j/10blank page \u00a9 ucles 2010",
+            "16": "16 permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here 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. 0620/32/m/j/10 \u00a9 ucles 2010 group 140 ce cerium 58141 pr praseodymium 59144 nd neodymium 60pm promethium 61150 sm samarium 62152 eu europium 63157 gd gadolinium 64159 tb terbium 65162 dy dysprosium 66165 ho holmium 67167 er erbium 68169 tm thulium 69173 yb ytterbium 70175 lu lutetium 71 232 th thorium 90pa protactinium 91238 u uranium 92np neptunium 93pu plutonium 94am americium 95cm curium 96bk berkelium 97cf californium 98es einsteinium 99fm fermium 100md mendelevium 101no nobelium 102lr lawrencium 1031 h hydrogen 1 7 li lithium 3 23 na sodium 1124 mg magnesium 12 40 ca calcium 2045 sc scandium 2148 ti titanium 2251 v vanadium 2352 cr chromium 2455 mn manganese 2556 fe iron 2659 co cobalt 2759 ni nickel 2864 cu copper 2965 zn zinc 3070 ga gallium 3127 al aluminium 1311 b boron 512 c carbon 614 n nitrogen 716 o oxygen 819 f fluorine 9 28 si silicon 1431 p phosphorus 1532 s sulfur 1635.5 cl chlorine 1740 ar argon 1820 ne neon 104 he helium 2 73 ge germanium 3275 as arsenic 3379 se selenium 3480 br bromine 3584 kr krypton 3639 k potassium 19 88 sr strontium 3889 y yttrium 3991 zr zirconium 4093 nb niobium 4196 mo molybdenum 42tc technetium 43101 ru ruthenium 44103 rh rhodium 45106 pd palladium 46108 ag silver 47112 cd cadmium 48115 in indium 49119 sn tin 50122 sb antimony 51128 te tellurium 52127 i iodine 53131 xe xenon 54 137 ba barium 56139 la lanthanum 57        *178 hf hafnium 72181 ta tantalum 73184 w tungsten 74186 re rhenium 75190 os osmium 76192 ir iridium 77195 pt platinum 78197 au gold 79201 hg mercury 80204 tl thallium 81207 pb lead 82209 bi bismuth 83po polonium 84at astatine 85rn radon 86 fr francium 87227 ac actinium 899 be beryllium 4ii i iii iv v vi vii 0 85 rb rubidium 37 133 cs caesium 55 226 ra radium 88 the volume of one mole of any gas is 24 dm3at room temperature and pressure (r.t.p.).a x ba = relative atomic mass x = atomic symbol b = proton (atomic) numberkey*58-71 lanthanoid series 90-103 actinoid seriesdata sheet the periodic table of the elements"
+        },
+        "0620_s10_qp_33.pdf": {
+            "1": "read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen.you may use a pencil for any diagrams, graphs or rough working.do not use staples, paper clips, highlighters, glue or correction \ufb02 uid. do not  write in any barcodes. answer all questions. a copy of the periodic table is printed on page 16. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question.chemistry  0620/33   paper 3 (extended) may/june 2010  1 hour 15 minutes candidates answer on the question paper. no additional materials are required.university of cambridge international examinations international general certi \ufb01 cate of secondary education this document consists of 13 printed pages and 3 blank pages. [turn overib10 06_0620_33/fp\u00a9 ucles 2010 *4049475364* for examiner\u2019s use 3 4 5 total6 7 81 2",
+            "2": "2 0620/33/m/j/10 \u00a9 ucles 2010for examiner\u2019s use1  for each of the following unfamiliar elements predict one physical and one chemical  property.  (a) caesium (cs)  physical property  ... ...   chemical property  ... ..   ... ..  [2]  (b) vanadium (v)  physical property  ... ...   chemical property  ... ..   ... ..  [2]  (c) \ufb02 uorine (f)  physical property  ... ...   chemical property  ... ..   ... ..  [2] [total: 6] 2  the hydrolysis of complex carbohydrates to simple sugars is catalysed by enzymes called carbohydrases and also by dilute acids.  (a) (i)  they are both catalysts. how do enzymes differ from catalysts such as dilute acids?   . .  [1]  (ii)  explain why ethanol, c 2h6o, is not a carbohydrate but glucose, c6h12o6, is a  carbohydrate.   . ...   . .  [2]  (b)  draw the structure of a complex carbohydrate, such as starch. the formula of a simple  sugar can be represented by                              . [3]ho oh",
+            "3": "3 0620/33/m/j/10 \u00a9 ucles 2010 [turn overfor examiner\u2019s use (c)  iodine reacts with starch to form a deep blue colour.  (i)  in the experiment illustrated below, samples are removed at intervals and tested  with iodine in potassium iodide solution. pipette toremove samples hot water aqueous starch anda few drops of saliva(saliva contains enzymes)   typical results of this experiment are shown in the table. time  / mincolour of sample tested with iodine  in potassium iodide solution 0 deep blue 10 pale blue30 colourless   explain these results.   . ...   . ...   . .  [3]  (ii)  if the experiment was repeated at a higher temperature, 60  \u00b0c, all the samples stayed  blue. suggest an explanation.   . .  [1] [total: 10]",
+            "4": "4 0620/33/m/j/10 \u00a9 ucles 2010for examiner\u2019s use3  the following are examples of redox reactions.  (a)  bromine water was added to aqueous sodium sul \ufb01 de. br2(aq)  + s2\u2013(aq)  \u2192  2br  \u2013(aq)  +  s(s)  (i)  describe what you would observe when this reaction occurs.   . ...   . .  [2]  (ii)  write a symbol equation for this reaction.   . .  [1]  (iii)  explain, in terms of electron transfer, why bromine is the oxidant (oxidising agent) in  this reaction.   . ...   . .  [2]  (b)  iron and steel in the presence of water and oxygen form rust. fe2+ goes into solutionoxygen dissolvedin water electrons move in metalcolourlessgas forms  the reactions involved are:  reaction 1  fe  \u2192  fe2+  +  2e\u2013  the electrons move through the iron on to the surface where a colourless gas forms.  reaction 2  fe2+  +  2oh\u2013  \u2192  fe(oh)2  from water  reaction 3  ..fe(oh)2  +  o2  +  ..h2o  \u2192  ..fe(oh)3  the water evaporates to leave rust.",
+            "5": "5 0620/33/m/j/10 \u00a9 ucles 2010 [turn overfor examiner\u2019s use (i)   what type of reaction is reaction 1 ?  [1]  (ii)  deduce the name of the colourless gas mentioned in reaction 1 .   . .  [1]  (iii)  what is the name of the iron compound formed in reaction 2 ?   . .  [1]  (iv)  balance the equation for reaction 3 .  ..fe(oh)2  +  o2  +  ..h2o  \u2192  ..fe(oh)3 [1]  (v)  explain why the change fe(oh)2 to fe(oh)3 is oxidation.   . ...   . .  [1]  (vi)  explain why iron in electrical contact with a piece of zinc does not rust.   . ...   . ...   . .  [3] [total: 13] 4  but-1-ene is a typical alkene. it has the structural formula shown below. ch3ch2ch2ch  the structural formula of cyclobutane is given below. cc cch h h h hhhh  (a)  these two hydrocarbons are isomers.  (i)  de\ufb01 ne the term isomer .   . ...   . .  [2]",
+            "6": "6 0620/33/m/j/10 \u00a9 ucles 2010for examiner\u2019s use (ii)  draw the structural formula of another isomer of but-1-ene. [1]  (iii)  describe a test which would distinguish between but-1-ene and cyclobutane.  reagent  . .  result with but-1-ene  ..  . ...  result with cyclobutane  ..  . .  [3]  (b)  describe how alkenes, such as but-1-ene, can be made from alkanes.   ...    ... ..  [2]  (c)  name the product formed when but-1-ene reacts with:  bromine,  ..  [1]  hydrogen,    [1]  steam.  .. ...  [1] [total: 11]",
+            "7": "7 0620/33/m/j/10 \u00a9 ucles 2010 [turn overfor examiner\u2019s use5  fuel cells are used in spacecraft to produce electrical energy. hydrogen oxygenanode electrolyte cathode  (a)  how is oxygen obtained from liquid air?  .. .  .. ...  [2]  (b)  hydrogen and oxygen react to form water. 2h2  + o2  \u2192  2h2o  (i)  give an example of bond breaking in the above reaction.  ..   [1]  (ii)  give an example of bond forming in the above reaction.  ..   [1]  (iii)  is the change given in (i) exothermic or endothermic?  ..   [1]  (c) (i)  give two reasons why hydrogen may be considered to be the ideal fuel for the  future.  .. ..  .. ..  ..   [2]  (ii)  suggest a reason why hydrogen is not widely used at the moment.  .. ..  ..   [1] [total: 8]",
+            "8": "8 0620/33/m/j/10 \u00a9 ucles 2010for examiner\u2019s use6  thallium is a metal in group iii. it has oxidation states of +1 and +3.  (a)  give the formula for the following thallium compounds.  (i)  thallium( i) sul \ufb01 de .. [1]  (ii)  thallium( iii) chloride . [1]  (b)  thallium( i) chloride is insoluble in water. complete the description of the preparation of  a pure sample of this salt.  step 1   mix a solution of sodium chloride with thallium( i) sulfate solution. a white precipitate  forms.  step 2  .. ...  [1]  step 3  .. ...  [1]  step 4  .. ...  [1]  (c)  when thallium( i) chloride is exposed to light, a photochemical reaction occurs. it changes  from a white solid to a violet solid.  (i)  name another metal halide which changes colour when exposed to light. give the  major use of this metal halide.  name . .  use ...  [ 2]",
+            "9": "9 0620/33/m/j/10 \u00a9 ucles 2010 [turn overfor examiner\u2019s use (ii)  a piece of paper coated with thallium( i) chloride is exposed to a bright light. paper coated with thallium( i) chloride lamp  suggest two ways of increasing the time it takes for the violet colour to appear.  .. ..  .. ..  ..   [2]  (d)  thallium( i) hydroxide is an alkali. it has similar properties to sodium hydroxide.  (i)  complete the following word equation. thallium( i) hydroxideammonium sulfate..  ++ ..+ \u2192 [1]  (ii)  complete the equation.   t l oh  +  h2so4  \u2192  ..  +  .. [2]  (iii)  aqueous thallium( i) hydroxide was added to aqueous iron( ii) sulfate. describe what  you would see and complete the ionic equation for the reaction.  observation  ..   [1]  equation fe 2+  +  ... oh\u2013  \u2192   [1] [total: 14]",
+            "10": "10 0620/33/m/j/10 \u00a9 ucles 2010for examiner\u2019s use7  aluminium was \ufb01 rst isolated in 1827 using sodium. al cl 3  +  3na  \u2192  a l  +  3nac l   aluminium, obtained by this method, was more expensive than gold.  (a)  suggest an explanation why aluminium was so expensive.  .. .  .. ...  [1]  (b)  the modern method for extracting aluminium is the electrolysis of a molten electrolyte,  aluminium oxide dissolved in cryolite. the aluminium oxide decomposes. 2a l 2o3  \u2192  4a l  + 3o2  both electrodes are made of carbon.  (i)  give two reasons why the oxide is dissolved in cryolite.  .. ..  .. ..  ..   [2]  (ii)  complete the ionic equation for the reaction at the anode. .. o2\u2013  \u2192  o2  +  . e\u2013 [2]  (iii)  why do the carbon anodes need to be replaced frequently?  .. ..  ..   [1]  (c)  the electrolysis of a molten electrolyte is one method of extracting a metal from its ore.  other methods are the electrolysis of an aqueous solution and the reduction of the oxide by carbon. explain why these last two methods cannot be used to extract aluminium.  electrolysis of an aqueous solution ... .. .  using carbon .   .. ...  [2] [total: 8]",
+            "11": "11 0620/33/m/j/10 \u00a9 ucles 2010 [turn overfor examiner\u2019s use8  nitrogen dioxide is a brown gas. it can be made by heating certain metal nitrates. 2pb(no3)2  \u2192  2pbo  +  4no2  +  o2  (a) (i)   name another metal whose nitrate decomposes to give the metal oxide, nitrogen  dioxide and oxygen.  ..   [1]  (ii)  complete the word equation for a metal whose nitrate does not give nitrogen dioxide  on decomposition. metal nitrate  \u2192  .  +  oxygen [1]  (b)  at most temperatures, samples of nitrogen dioxide are equilibrium mixtures. 2no2(g)        n2o4(g)  dark brown pale yellow  (i)  at 25  \u00b0c, the mixture contains 20  % of nitrogen dioxide. at 100  \u00b0c this has risen to 90  %. is the forward reaction exothermic or endothermic?   give a reason for your choice.  .. ..  .. ..  ..   [2]  (ii)  explain why the colour of the equilibrium mixture becomes lighter when the pressure  on the mixture is increased.  .. ..  .. ..  ..   [2]",
+            "12": "12 0620/33/m/j/10 \u00a9 ucles 2010for examiner\u2019s use (c)  a 5.00  g sample of impure lead( ii) nitrate was heated. the volume of oxygen formed was  0.16  dm3 measured at r.t.p. the impurities did not decompose.   calculate the percentage of lead( ii) nitrate in the sample. 2pb(no3)2  \u2192  2pbo  +  4no2  + o2   number of moles of o2 formed = ...   number of moles of pb(no3)2 in the sample = ...  mass of one mole of pb(no3)2 = 331  g   mass of lead( ii) nitrate in the sample = ... g   percentage of lead( ii) nitrate in sample = . [4] [total: 10]",
+            "13": "13 0620/33/m/j/10blank page \u00a9 ucles 2010",
+            "14": "14 0620/33/m/j/10blank page \u00a9 ucles 2010",
+            "15": "15 0620/33/m/j/10blank page \u00a9 ucles 2010",
+            "16": "16 permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here 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. 0620/33/m/j/10 \u00a9 ucles 2010 group 140 ce cerium 58141 pr praseodymium 59144 nd neodymium 60pm promethium 61150 sm samarium 62152 eu europium 63157 gd gadolinium 64159 tb terbium 65162 dy dysprosium 66165 ho holmium 67167 er erbium 68169 tm thulium 69173 yb ytterbium 70175 lu lutetium 71 232 th thorium 90pa protactinium 91238 u uranium 92np neptunium 93pu plutonium 94am americium 95cm curium 96bk berkelium 97cf californium 98es einsteinium 99fm fermium 100md mendelevium 101no nobelium 102lr lawrencium 1031 h hydrogen 1 7 li lithium 3 23 na sodium 1124 mg magnesium 12 40 ca calcium 2045 sc scandium 2148 ti titanium 2251 v vanadium 2352 cr chromium 2455 mn manganese 2556 fe iron 2659 co cobalt 2759 ni nickel 2864 cu copper 2965 zn zinc 3070 ga gallium 3127 al aluminium 1311 b boron 512 c carbon 614 n nitrogen 716 o oxygen 819 f fluorine 9 28 si silicon 1431 p phosphorus 1532 s sulfur 1635.5 cl chlorine 1740 ar argon 1820 ne neon 104 he helium 2 73 ge germanium 3275 as arsenic 3379 se selenium 3480 br bromine 3584 kr krypton 3639 k potassium 19 88 sr strontium 3889 y yttrium 3991 zr zirconium 4093 nb niobium 4196 mo molybdenum 42tc technetium 43101 ru ruthenium 44103 rh rhodium 45106 pd palladium 46108 ag silver 47112 cd cadmium 48115 in indium 49119 sn tin 50122 sb antimony 51128 te tellurium 52127 i iodine 53131 xe xenon 54 137 ba barium 56139 la lanthanum 57        *178 hf hafnium 72181 ta tantalum 73184 w tungsten 74186 re rhenium 75190 os osmium 76192 ir iridium 77195 pt platinum 78197 au gold 79201 hg mercury 80204 tl thallium 81207 pb lead 82209 bi bismuth 83po polonium 84at astatine 85rn radon 86 fr francium 87227 ac actinium 899 be beryllium 4ii i iii iv v vi vii 0 85 rb rubidium 37 133 cs caesium 55 226 ra radium 88 the volume of one mole of any gas is 24 dm3at room temperature and pressure (r.t.p.).a x ba = relative atomic mass x = atomic symbol b = proton (atomic) numberkey*58-71 lanthanoid series 90-103 actinoid seriesdata sheet the periodic table of the elements"
+        },
+        "0620_s10_qp_51.pdf": {
+            "1": "read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen.you may use a pencil for any diagrams, graphs or rough working.do not use staples, paper clips, highlighters, glue or correction \ufb02 uid. do not  write in any barcodes. answer all questions. practical notes are provided on page 8. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question.chemistry  0620/51   paper 5 practical test may/june 2010  1 hour 15 minutes candidates answer on the question paper. additional materials: as listed in the con \ufb01 dential instructionsuniversity of cambridge international examinations international general certi \ufb01 cate of secondary education this document consists of 8 printed pages. [turn overib10 06_0620_51/5rp\u00a9 ucles 2010 *6086340837* for examiner\u2019s use total1 2",
+            "2": "2 0620/51/m/j/10 \u00a9 ucles 2010for examiner\u2019s use1  you are going to investigate what happens when aqueous sodium hydroxide reacts with two  different acids c and d.   read all the instructions below carefully before starting the experiments.  instructions   you are going to carry out two experiments.   experiment 1   using a measuring cylinder, pour 20  cm3 of aqueous sodium hydroxide into the conical \ufb02 ask.  measure the temperature of the solution and record it in the table below.   add 6 drops of the indicator phenolphthalein to the \ufb02 ask.  fill the burette with acid c to the 0.0  cm3 mark.   add 5  cm3 of acid c to the sodium hydroxide, stirring with the thermometer. measure the  temperature of the mixture and record your result in the table below.   continue to add 5  cm3 portions of acid c to the \ufb02 ask, stirring with the thermometer until a total  volume of 30  cm3 of acid c has been added. measure and record the temperatures after each  5 cm3 portion has been added.   record the volume of acid c added when the indicator changes colour.   volume of acid c added to change the indicator colour   cm3 [1]  table of results volume of acid c added  / cm3temperature  / \u00b0c 0 5 1015202530 [3]",
+            "3": "3 0620/51/m/j/10 \u00a9 ucles 2010 [turn overfor examiner\u2019s use  experiment 2   empty the burette and rinse it with water. add a small volume of acid d to the burette and use  it to rinse out the burette. fill the burette with acid d to the 0.0  cm3 mark.   using a measuring cylinder, pour 20  cm3 of aqueous sodium hydroxide into a clean conical  \ufb02 ask. measure the temperature of the solution and record it in the table.   add 6 drops of the indicator phenolphthalein to the \ufb02 ask.   add 5  cm3 of acid d to the sodium hydroxide, stirring with the thermometer. measure the  temperature of the mixture and record your result in the table below.   continue to add 5  cm3 portions of acid d to the \ufb02 ask, stirring with the thermometer until a total  volume of 30  cm3 of acid d has been added. measure and record the temperatures after each  5 cm3 portion has been added.   record the volume of acid d added when the indicator changes colour.   volume of acid d added to change the indicator colour   cm3 [1]  table of results volume of acid d added  / cm3temperature  / \u00b0c 0 5 1015202530 [3]",
+            "4": "4 0620/51/m/j/10 \u00a9 ucles 2010for examiner\u2019s use (a)  plot the results for experiments 1 and 2 on the grid and draw two smooth line graphs.  clearly label your graphs. 0 5 10 15 volume of acid added  / cm3temperature of mixture  / \u00b0c 20 25 3045 40353025 20 15 10 [6]  (b)  from your graph, deduce the temperature of the mixture when 3 cm3 of acid c reacts  with sodium hydroxide in experiment 1.   show clearly on the graph  how you worked out your answer.  ... \u00b0c [2]  (c)  when phenolphthalein indicator is used in these experiments, the colour changes from   to   . [1]",
+            "5": "5 0620/51/m/j/10 \u00a9 ucles 2010 [turn overfor examiner\u2019s use (d) (i)  in which experiment is the temperature change greater?  ..  [1]  (ii)  suggest why the temperature change is greater in this experiment.  .. ..  .. ..  ..  [2]  (e)  predict the temperature of the reaction mixture in experiment 2 after 1 hour. explain your  answer.  .. .  .. ... [2] [total: 22]",
+            "6": "6 0620/51/m/j/10 \u00a9 ucles 2010for examiner\u2019s use2  you are provided with solid e.   carry out the following tests on e, recording all of your observations in the table.   conclusions must not be written in the table. tests observations (a)  describe the appearance of solid e.   [1] (b)   place half of solid e in a test-tube.   heat the test-tube gently.   test any gas given off with damp ph  indicator paper. .   [2] (c)  add the rest of solid e to about 8  cm3 of  distilled water in a test-tube.   cork the test-tube and shake the contents  until dissolved.   divide the solution into 4 equal portions in  test-tubes and carry out the following.  (i)  add several drops of aqueous sodium  hydroxide to the \ufb01 rst portion of the  solution and shake the test-tube.   now add excess sodium hydroxide to  the test-tube.  (ii)  repeat test (i) using aqueous  ammonia solution instead of aqueous sodium hydroxide.  (iii)  test the ph of the third portion of  the solution with indicator paper. now add to the solution about 1  cm3 of dilute hydrochloric acid  followed by about 1  cm3 of barium  chloride solution.  (iv)  to the fourth portion of the solution add  an equal volume of aqueous sodium hydroxide. now add a small spatula measure of aluminium powder and warm the mixture carefully . test any  gases given off. .  .  [3] .  [2]  ph .. [1]   [1]  .   [2]",
+            "7": "7 0620/51/m/j/10 \u00a9 ucles 2010 [turn overfor examiner\u2019s use (d)  what does test (c)(iii)  tell you about e?  .. .  .. ... [2]  (e)  identify the gas given off in test (c)(iv) .  .. ... [1]  (f)  what conclusions can you draw about solid e?  .. .  .. .  .. ... [3] [total: 18]",
+            "8": "8 permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here 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. 0620/51/m/j/10notes for use in qualitative analysis test for anions anion test test result carbonate (co32\u2013) add dilute acid effervescence, carbon dioxide produced chloride (c l \u2013) [in solution]acidify with dilute nitric acid, then add aqueous silver nitratewhite ppt. iodide ( i\u2013) [in solution]acidify with dilute nitric acid, then add aqueous silver nitrateyellow ppt. nitrate (no3\u2013) [in solution]add aqueous sodium hydroxide then aluminium foil; warm carefullyammonia produced sulfate (so42\u2013) [in solution]acidify with dilute nitric acid, then aqueous barium nitratewhite ppt. test for aqueous cations cation effect of aqueous sodium hydroxide effect of aqueous ammonia aluminium (a l 3+)white ppt., soluble in excess giving a colourless solutionwhite ppt., insoluble in excess ammonium (nh4+) ammonia produced on warming \u2013 calcium (ca2+) white ppt., insoluble in excess no ppt., or very slight white ppt. copper (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 iron( iii) (fe3+) red-brown ppt., insoluble in excess red-brown ppt., insoluble in excess zinc (zn2+) white ppt., soluble in excess giving a colourless solutionwhite ppt., soluble in excess giving a colourless solution test for gases gas test and test results ammonia (nh3) turns damp red litmus paper blue carbon dioxide (co2) turns limewater milky chlorine (c l 2) bleaches damp litmus paper hydrogen (h2) \u2018pops\u2019 with a lighted splint oxygen (o2) relights a glowing splint \u00a9 ucles 2010"
+        },
+        "0620_s10_qp_52.pdf": {
+            "1": "read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen.you may use a pencil for any diagrams, graphs or rough working.do not use staples, paper clips, highlighters, glue or correction \ufb02 uid. do not  write in any barcodes. answer all questions. practical notes are provided on page 8. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question.chemistry  0620/52   paper 5 practical test may/june 2010  1 hour 15 minutes candidates answer on the question paper. additional materials: as listed in the con \ufb01 dential instructionsuniversity of cambridge international examinations international general certi \ufb01 cate of secondary education this document consists of 8 printed pages. [turn overib10 06_0620_52/5rp\u00a9 ucles 2010 *7898557078* for examiner\u2019s use total1 2",
+            "2": "2 0620/52/m/j/10 \u00a9 ucles 2010for examiner\u2019s use1  you are going to investigate the solubility of salt a in water at various temperatures.   read all the instructions below carefully before starting the experiments.  instructions  experiment 1   you are provided with a clean boiling tube containing 12  g of a.   fill the burette provided with distilled water and add 10.0  cm3 of water to the boiling tube.    heat the mixture of salt a and water carefully until all of the solid has dissolved.   you will have to boil the solution gently .   remove the boiling tube from the heat and allow the solution to cool.  stir the solution gently  with the thermometer.   note the temperature at which crystals \ufb01 rst appear  and record the temperature in the  table.   keep the boiling tube and its contents for the remaining experiments in this  question.  experiment 2   from the burette, add 2.0  cm3 more of the water into the boiling tube and contents from  experiment 1.   repeat the experiment exactly as before to \ufb01 nd the temperature at which crystals \ufb01 rst  appear .   it may help if the boiling tube is dipped for short  periods of time in a beaker of cold water to  speed up the cooling.   record, in the table, the total  volume of water in the boiling tube and the temperature at  which crystals \ufb01 rst appear.",
+            "3": "3 0620/52/m/j/10 \u00a9 ucles 2010 [turn overfor examiner\u2019s use experiment 3   from the burette, add 2.0  cm3 more of the water into the boiling tube and contents from  experiment 2.   repeat the experiment exactly as before and record, in the table, the total volume of water  used and the temperature at which crystals \ufb01 rst appear.   continue this procedure for experiment 4  with one more addition of 2.0  cm3 of water. note all  the results in the table.   at the end of experiment 4, the total volume of water in the boiling tube will be 16.0  cm3.  table of results experiment total volume of water  / cm3 temperature at which crystals \ufb01 rst appear  / \u00b0c 1 10.0 234 [5]",
+            "4": "4 0620/52/m/j/10 \u00a9 ucles 2010for examiner\u2019s use (a)  plot your results on the grid below and draw a straight line graph.temperature at which crystals first appear  / \u00b0c total volume of water  / cm39 1 01 11 21 31 41 51 6 [6]",
+            "5": "5 0620/52/m/j/10 \u00a9 ucles 2010 [turn overfor examiner\u2019s use (b)  how did you know when salt a was completely dissolved in the water?  .. ... [1]  (c)  from your graph , \ufb01 nd the temperature at which crystals of a would \ufb01 rst appear if the  total volume of water in the solution were 9.0  cm3.   show clearly on the graph  how you worked out your answer.  ... \u00b0c [2]  (d)  salt b is more soluble in water than salt a. sketch on the grid the graph you would  expect for b. label this graph. [2]  (e)  suggest, with a reason, how the results would be different if 6  g of salt a were used  instead of 12  g.  .. .  .. ... [2]  (f)  explain one improvement you could make to the experimental procedure to obtain more  accurate results in this investigation.  improvement .. ...  explanation . [2] [total: 20]",
+            "6": "6 0620/52/m/j/10 \u00a9 ucles 2010for examiner\u2019s use2  you are provided with solid w and two solutions, x and y.   carry out the following tests on the solid and the solutions, recording all of your observations  in the table.   conclusions must not be written in the table. tests observations tests on solid w (a)  dissolve half of the sample of solid w in  about 3  cm3 of distilled water.   add a few drops of dilute nitric acid and  then aqueous silver nitrate.   [2] tests on solution x (b) (i)  describe solution x.   test a little of solution x with universal  indicator paper. record the ph.  (ii)  to about 2  cm3 of solution x, add  aqueous sodium hydroxide.  (iii)  to about 2  cm3 of solution x, add  aqueous ammonia drop by drop and shake the test-tube.   now add excess aqueous ammonia  solution to the test-tube.  (iv)  add the rest of solid w to about 3  cm3  of solution x. stir and leave to stand  for 5 minutes.  [1]  ph ... [1]  [2]  [1]  ..  [2] .. ..  [3] tests on solution y (c) (i)  test a little of solution y with universal  indicator paper. record the ph.  (ii)  to about 3  cm3 of solution y, add a  few drops of dilute hydrochloric acid and then aqueous barium chloride. ph ... [1]  ..  [2]",
+            "7": "7 0620/52/m/j/10 \u00a9 ucles 2010for examiner\u2019s use (d)  what conclusion can you make about solid w?  .. ... [1]  (e)  what conclusions can you make about solution x?  .. .  .. ... [2]  (f)  identify solution y.  .. ... [2] [total: 20]",
+            "8": "8 permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here 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. 0620/52/m/j/10notes for use in qualitative analysis test for anions anion test test result carbonate (co32\u2013) add dilute acid effervescence, carbon dioxide produced chloride (c l \u2013) [in solution]acidify with dilute nitric acid, then add aqueous silver nitratewhite ppt. iodide ( i\u2013) [in solution]acidify with dilute nitric acid, then add aqueous silver nitrateyellow ppt. nitrate (no3\u2013) [in solution]add aqueous sodium hydroxide then aluminium foil; warm carefullyammonia produced sulfate (so42\u2013) [in solution]acidify with dilute nitric acid, then aqueous barium nitratewhite ppt. test for aqueous cations cation effect of aqueous sodium hydroxide effect of aqueous ammonia aluminium (a l 3+)white ppt., soluble in excess giving a colourless solutionwhite ppt., insoluble in excess ammonium (nh4+) ammonia produced on warming \u2013 calcium (ca2+) white ppt., insoluble in excess no ppt., or very slight white ppt. copper (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 iron( iii) (fe3+) red-brown ppt., insoluble in excess red-brown ppt., insoluble in excess zinc (zn2+) white ppt., soluble in excess giving a colourless solutionwhite ppt., soluble in excess giving a colourless solution test for gases gas test and test results ammonia (nh3) turns damp red litmus paper blue carbon dioxide (co2) turns limewater milky chlorine (c l 2) bleaches damp litmus paper hydrogen (h2) \u2018pops\u2019 with a lighted splint oxygen (o2) relights a glowing splint \u00a9 ucles 2010"
+        },
+        "0620_s10_qp_61.pdf": {
+            "1": "read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen.you may use a pencil for any diagrams, graphs or rough working.do not use staples, paper clips, highlighters, glue or correction \ufb02 uid. do not  write in any barcodes. answer all questions. at the end of the examination, fasten all your work securely together.the number of marks is given in brackets [  ] at the end of each question or part question.chemistry  0620/61   paper 6 alternative to practical may/june 2010  1 hour candidates answer on the question paper. no additional materials are required.university of cambridge international examinations international general certi \ufb01 cate of secondary education this document consists of 14 printed pages and 2 blank pages. [turn overib10 06_0620_61/4rp\u00a9 ucles 2010 *0444503908* for examiner\u2019s use 3 4 5 total6 71 2",
+            "2": "2 0620/61/m/j/10 \u00a9 ucles 2010for examiner\u2019s use1  the diagram shows the apparatus used to prepare a gas. the gas is more dense than air. concentrated sulfuric acid  (a)  complete the boxes to name the apparatus. [3]  (b)  identify one mistake in the diagram.  .. ... [1]  (c)  suggest a reason why the gas is passed through concentrated sulfuric acid.  .. ... [1] [total: 5]",
+            "3": "3 0620/61/m/j/10 \u00a9 ucles 2010 [turn overfor examiner\u2019s use2  three bottles of liquids have lost their labels.  the liquids are known to be:  aqueous sodium iodide, hexene, dilute nitric acid. outline chemical tests you could use to distinguish between the liquids in the three bottles. liquid test result aqueous sodium iodide. ... .. hexene. ... .. dilute nitric acid. ... .. [6] [total: 6]",
+            "4": "4 0620/61/m/j/10 \u00a9 ucles 2010for examiner\u2019s use3  the speed of reaction between excess copper carbonate and dilute nitric acid was investigated  using the apparatus below.  the temperature of the nitric acid was 20  \u00b0c. nitric acid copper carbonategas syringe    the volume of carbon dioxide produced was measured every minute for six minutes.  (a)  use the gas syringe diagrams to complete the table of results. time  / minutes gas syringe diagramtotal volume of carbon dioxide produced  / cm3 01 02 03 0 50 60 400 01 02 03 0 50 60 40 30 40 50 60 80 90 100 70 30 40 50 60 80 90 100 70 30 40 50 60 80 90 100 70 30 40 50 60 80 90 100 70 30 40 50 60 80 90 100 701 2 3 45 6 [4]",
+            "5": "5 0620/61/m/j/10 \u00a9 ucles 2010 [turn overfor examiner\u2019s use (b)  plot the results on the grid below and draw a smooth line graph. 120 100 80604020 0  0 1 2 3 4 5  6volume of carbon dioxide produced  / cm3 time  / minutes  [4]  (c)  which point appears to be inaccurate? explain why.  .. .  .. ... [2]  (d)  sketch on the grid, the graph you would expect if the experiment was repeated using  nitric acid at a temperature of 60  \u00b0c. [2] [total: 12]",
+            "6": "6 0620/61/m/j/10 \u00a9 ucles 2010for examiner\u2019s use4  a student investigated the reaction of aqueous sodium hydroxide with two different acids,  acid c and acid d.  two experiments were carried out. experiment 1   by using a measuring cylinder, 20  cm3 of aqueous sodium hydroxide was poured into a conical  \ufb02 ask and the initial temperature of the solution was measured.   a burette was \ufb01 lled with acid c up to the 0.0  cm3 mark.   5 cm3 of acid c was added to the sodium hydroxide in the \ufb02 ask. the temperature of the  mixture was measured.   further 5  cm3 portions of acid c were added to the mixture in the \ufb02 ask, stirring with the  thermometer until a total volume of 30  cm3 of acid c had been added. the temperatures after  each 5  cm3 portion had been added were measured.  (a) use the thermometer diagrams to record the temperatures in the table of results.",
+            "7": "7 0620/61/m/j/10 \u00a9 ucles 2010 [turn overfor examiner\u2019s usetable of results volume of acid c added  / cm3 0 5 101520thermometer diagrams temperature  / \u00b0c 25 3030 25 20 40 35 30 40 35 30 40 35 30 35 30 25 35 30 25 35 30 25 [2]",
+            "8": "8 0620/61/m/j/10 \u00a9 ucles 2010for examiner\u2019s use experiment 2   the burette was emptied and rinsed with water. experiment 1 was repeated using acid d.  (b)  use the thermometer diagrams to record the temperatures in the table of results. table of results volume of acid d added  / cm3 0 5 101520thermometer diagrams temperature  / \u00b0c 25 3030 25 20 30 25 20 30 25 20 30 25 20 30 25 20 30 25 20 30 25 20 [2]",
+            "9": "9 0620/61/m/j/10 \u00a9 ucles 2010 [turn overfor examiner\u2019s use (c)  plot the results for experiments 1 and 2 on the grid and draw two smooth line graphs.  clearly label your graphs. 3040 20 10 0 0 5 10 15 20 25 30temperature / \u00b0c volume of acid added  / cm3 [6]  (d)  from your graph, deduce the temperature of the mixture when 3  cm3 of acid c reacted  with sodium hydroxide in experiment 1.  show clearly on the graph  how you worked out your answer.  ... \u00b0c [2]",
+            "10": "10 0620/61/m/j/10 \u00a9 ucles 2010for examiner\u2019s use (e) (i)  which experiment produced the larger temperature change?  ..  [1]  (ii)  suggest why the temperature change is greater in this experiment.  .. ..  .. ..  ..  [2]  (f)  why was the burette rinsed with water in experiment 2?  .. .  .. ... [1]  (g)  predict the temperature of the reaction mixture in experiment 2 after 1 hour. explain your  answer.  .. .  .. .  .. ... [2] [total: 18]",
+            "11": "11 0620/61/m/j/10 \u00a9 ucles 2010 [turn overfor examiner\u2019s use5  solid e was analysed. e was an aluminium salt.  the tests on the solid and some of the observations are in the following table. complete the observations in the table. tests observations tests on solid e (a)  appearance of solid e. white crystalline solid (b)   a little of solid e was heated in a test-tube.colourless drops of liquid formed at the top  of the tube (c)  a little of solid e was dissolved in distilled  water.   the solution was divided into four test-tubes and the following tests were carried out.  (i)  to the \ufb01 rst test-tube of solution, drops  of aqueous sodium hydroxide were added.   excess sodium hydroxide was then  added to the test-tube.  (ii)  test (i) was repeated using aqueous  ammonia solution instead of aqueous sodium hydroxide.  (iii)  to the third test-tube of solution,  dilute hydrochloric acid was added, followed by barium chloride solution.  (iv)  to the fourth test-tube of solution,  aqueous sodium hydroxide and aluminium powder were added.  the mixture was heated. ..  ..  [3] ... ... [2] no reaction effervescence pungent gas given off turned damp litmus paper blue",
+            "12": "12 0620/61/m/j/10 \u00a9 ucles 2010for examiner\u2019s use (d)  what does test (b) tell you about solid e.  .. .  .. ... [1]  (e)  identify the gas given off in test (c)(iv) .  .. ... [1]  (f)  what conclusions can you draw about solid e?  .. .  .. ... [2] [total: 9]",
+            "13": "13 0620/61/m/j/10 \u00a9 ucles 2010 [turn overfor examiner\u2019s use6  hydrated cobalt chloride crystals, coc l 2.6h2o, were heated in the apparatus shown below. icew  (a)  indicate on the diagram, using an arrow, where heat is applied. [1]  (b)  the crystals change colour from .. to .. . [1]  (c)  what is the purpose of the ice?  .. .  .. .. [1]  (d)  why is the tube open at point w?  .. .. [1] [total: 4]",
+            "14": "14 0620/61/m/j/10 \u00a9 ucles 2010for examiner\u2019s use7  malachite is a naturally occurring form of copper carbonate. outline how a sample of copper  metal could be obtained from large lumps of malachite in the laboratory.  copper is one of the least reactive metals. your answer should include any chemicals used and conditions.  ..   ..   ..   ..   ..   ..   ..   ..   .. .. [6] [total: 6]",
+            "15": "15 0620/61/m/j/10blank page \u00a9 ucles 2010",
+            "16": "16 permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here 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. 0620/61/m/j/10blank page \u00a9 ucles 2010"
+        },
+        "0620_s10_qp_62.pdf": {
+            "1": "read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen.you may use a pencil for any diagrams, graphs or rough working.do not use staples, paper clips, highlighters, glue or correction \ufb02 uid. do not  write in any barcodes. answer all questions. at the end of the examination, fasten all your work securely together.the number of marks is given in brackets [  ] at the end of each question or part question.chemistry  0620/62   paper 6 alternative to practical may/june 2010  1 hour candidates answer on the question paper. no additional materials are required.university of cambridge international examinations international general certi \ufb01 cate of secondary education this document consists of 14 printed pages and 2 blank pages. [turn overib10 06_0620_62/4rp\u00a9 ucles 2010 *3839499632* for examiner\u2019s use 3 4 5 total6 71 2",
+            "2": "2 0620/62/m/j/10 \u00a9 ucles 2010for examiner\u2019s use1  the diagrams show three sets of apparatus, f, g and h, used to separate three different  mixtures. fg h  (a)  complete the boxes to name the apparatus used. [3]  (b) (i)  which apparatus is used to obtain crystals of a salt from a solution of the salt?  ..  [1]  (ii)  which apparatus is used to separate a mixture of coloured dyes?  ..  [1] [total: 5]",
+            "3": "3 0620/62/m/j/10 \u00a9 ucles 2010 [turn overfor examiner\u2019s use2  a student investigated the green colour in grass.  the student followed these instructions.  1  cut the grass into small pieces and crush the grass by grinding with sand and ethanol.  2 decant the liquid.  3  investigate which colours are present in the green solution.  (a)  name the apparatus used to crush the grass in instruction 1.  .. ... [1]  (b)  explain the term decant .  .. ... [1]  (c)  outline how the student could carry out instruction 3. you may draw a diagram to help  you answer this question.  .. .  .. .  .. .  .. .  .. .  .. ... [4] [total: 6]",
+            "4": "4 0620/62/m/j/10 \u00a9 ucles 2010for examiner\u2019s use3  two students investigated the speed of reaction between excess calcium carbonate and  dilute hydrochloric acid using the apparatus below. calcium carbonatewater dilute hydrochloric acid measuring  cylinder   large lumps of calcium carbonate were used.  the volume of carbon dioxide produced was measured every minute for \ufb01 ve minutes.  (a)  use the measuring cylinder diagrams to complete the table of results. time  / minutesmeasuring cylinder diagramtotal volume of carbon dioxide produced  / cm3 0 12 3450  5  10  15 20 25 25  30  35  35 40 45 40 45 50 40 45 50 [3]",
+            "5": "5 0620/62/m/j/10 \u00a9 ucles 2010 [turn overfor examiner\u2019s use (b)  plot the results on the grid below and draw a smooth line graph. 012345volume of carbon dioxide produced  / cm3 time  / minutes50 40302010 0 [4]  (c)  which point appears to be inaccurate? explain why.  .. .  .. ... [2]  (d)  sketch on the grid, the graph you would expect if the experiment was repeated using  small lumps of calcium carbonate. [2] [total: 11]",
+            "6": "6 0620/62/m/j/10 \u00a9 ucles 2010for examiner\u2019s use4  a student investigated the reaction of aqueous potassium hydroxide with two different acids,  acid c and acid d.  two experiments were carried out.  experiment 1   by using a measuring cylinder, 40  cm3 of aqueous potassium hydroxide was poured into a  conical \ufb02 ask and the initial temperature of the solution was measured.   a burette was \ufb01 lled with acid c up to the 0.0  cm3 mark.   10  cm3 of acid c was added to the potassium hydroxide in the \ufb02 ask. the temperature of the  mixture was measured.   further 10  cm3 portions of acid c were added to the mixture in the \ufb02 ask, stirring with the  thermometer until a total volume of 60  cm3 of acid c had been added. the temperatures after  each 10  cm3 portion had been added were measured.  (a) use the thermometer diagrams to record the temperatures in the table of results.",
+            "7": "7 0620/62/m/j/10 \u00a9 ucles 2010 [turn overfor examiner\u2019s usetable of results volume of acid c added  / cm3 0 10 203040thermometer diagrams temperature  / \u00b0c 506030 25 20 30 25 20 30 25 20 30 25 20 30 25 20 30 25 20 30 25 20 [2]",
+            "8": "8 0620/62/m/j/10 \u00a9 ucles 2010for examiner\u2019s use experiment 2   the burette was emptied and rinsed with water. experiment 1 was repeated using acid d.  (b)  use the thermometer diagrams to record the temperatures in the table of results. table of results volume of acid d added  / cm3 0 10 203040thermometer diagrams temperature  / \u00b0c 506030 25 20 40 35 30 40 35 30 40 35 30 35 30 25 35 30 25 35 30 25 [2]",
+            "9": "9 0620/62/m/j/10 \u00a9 ucles 2010 [turn overfor examiner\u2019s use (c)  plot the results for experiments 1 and 2 on the grid and draw two smooth line graphs.  clearly label your graphs. 3040 20 10 0 0 1 02 03 04 05 0 60temperature / \u00b0c volume of acid added  / cm3 [6]  (d)  from your graph, deduce the temperature of the mixture when 6  cm3 of acid c reacted  with potassium hydroxide in experiment 1.  show clearly on the graph  how you worked out your answer.  ... \u00b0c [2]",
+            "10": "10 0620/62/m/j/10 \u00a9 ucles 2010for examiner\u2019s use (e) (i)  which experiment produced the larger temperature change?  ..  [1]  (ii)  suggest why the temperature change is greater in this experiment.  .. ..  .. ..  ..  [2]  (f)  why was the burette rinsed with water in experiment 2?  .. .  .. ... [1]  (g)  predict the temperature of the reaction mixture in experiment 2 after 1 hour. explain your  answer.  .. .  .. .  .. ... [2] [total: 18]",
+            "11": "11 0620/62/m/j/10 \u00a9 ucles 2010 [turn overfor examiner\u2019s use5  solid e was analysed. e was a calcium salt.  the tests on the solid and some of the observations are in the following table. complete the observations in the table. tests observations tests on solid e (a)  appearance of solid e. white crystalline solid (b)   a little of solid e was heated in a test- tube.colourless drops of liquid formed at the top  of the tube (c)  a little of solid e was dissolved in distilled  water.   the solution was divided into four test-tubes and the following tests were carried out.  (i)  to the \ufb01 rst test-tube of solution, drops  of aqueous sodium hydroxide were added.   excess sodium hydroxide was then  added to the test-tube.  (ii)  test (i) was repeated using aqueous  ammonia solution instead of aqueous sodium hydroxide.  (iii)  to the third test-tube of solution,  dilute hydrochloric acid was added followed by barium chloride solution.  (iv)  to the fourth test-tube of solution,  aqueous sodium hydroxide and aluminium powder were added.  the mixture was heated. ..  ..  [3] ... ... [1] no reaction effervescence pungent gas given off turned damp litmus paper blue",
+            "12": "12 0620/62/m/j/10 \u00a9 ucles 2010for examiner\u2019s use (d)  what does test (b) tell you about solid e.  .. .  .. ... [1]  (e)  what does test (c)(iii)  tell you about solid e?  .. ... [1]  (f)  identify the gas given off in test (c)(iv) .  .. ... [1]  (g)  what conclusions can you draw about solid e?  .. .  .. ... [2] [total: 9]",
+            "13": "13 0620/62/m/j/10 \u00a9 ucles 2010 [turn overfor examiner\u2019s use6  concentrated hydrochloric acid was broken down by the passage of electricity using this  apparatus. gas a gas b concentrated hydrochloric acid electrodes + \u2013  (a)  what is the name of this process?  .. ... [1]  (b)  suggest a suitable material from which to make the electrodes.  .. ... [1]  (c)  gas a is chlorine. give a test for chlorine.  test . ...  result ...  [2]  (d)  gas b pops when tested with a lighted splint. what is gas b?  .. ... [1] [total: 5]",
+            "14": "14 0620/62/m/j/10 \u00a9 ucles 2010for examiner\u2019s use7  metal cooking containers, such as saucepans, can be made from copper or steel.   outline experiments that could be carried out to show which of these metals would be most  suitable for a saucepan.   you are provided with pieces of copper and steel foil.  common laboratory chemicals and apparatus are available.  ..   ..   ..   ..   ..   ..   ..   ..   ..   ..   .. .. [6] [total: 6]",
+            "15": "15 0620/62/m/j/10blank page \u00a9 ucles 2010",
+            "16": "16 permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here 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. 0620/62/m/j/10blank page \u00a9 ucles 2010"
+        },
+        "0620_s10_qp_63.pdf": {
+            "1": "read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen.you may use a pencil for any diagrams, graphs or rough working.do not use staples, paper clips, highlighters, glue or correction \ufb02 uid. do not  write in any barcodes. answer all questions. at the end of the examination, fasten all your work securely together.the number of marks is given in brackets [  ] at the end of each question or part question.chemistry  0620/63   paper 6 alternative to practical may/june 2010  1 hour candidates answer on the question paper. no additional materials are required.university of cambridge international examinations international general certi \ufb01 cate of secondary education this document consists of 14 printed pages and 2 blank pages. [turn overib10 06_0620_63/fp\u00a9 ucles 2010 *8990937183* for examiner\u2019s use 3 4 5 total6 71 2",
+            "2": "2 0620/63/m/j/10 \u00a9 ucles 2010for examiner\u2019s use1  the diagrams show three sets of apparatus, f, g and h, used to separate three different  mixtures. fg h  (a)  complete the boxes to name the apparatus used. [3]  (b) (i)  which apparatus is used to obtain crystals of a salt from a solution of the salt?  ..  [1]  (ii)  which apparatus is used to separate a mixture of coloured dyes?  ..  [1] [total: 5]",
+            "3": "3 0620/63/m/j/10 \u00a9 ucles 2010 [turn overfor examiner\u2019s use2  a student investigated the green colour in grass.  the student followed these instructions.  1  cut the grass into small pieces and crush the grass by grinding with sand and ethanol.  2 decant the liquid.  3  investigate which colours are present in the green solution.  (a)  name the apparatus used to crush the grass in instruction 1.  .. ... [1]  (b)  explain the term decant .  .. ... [1]  (c)  outline how the student could carry out instruction 3. you may draw a diagram to help  you answer this question.  .. .  .. .  .. .  .. .  .. .  .. ... [4] [total: 6]",
+            "4": "4 0620/63/m/j/10 \u00a9 ucles 2010for examiner\u2019s use3  two students investigated the speed of reaction between excess calcium carbonate and  dilute hydrochloric acid using the apparatus below. calcium carbonatewater dilute hydrochloric acid measuring  cylinder   large lumps of calcium carbonate were used.  the volume of carbon dioxide produced was measured every minute for \ufb01 ve minutes.  (a)  use the measuring cylinder diagrams to complete the table of results. time  / minutesmeasuring cylinder diagramtotal volume of carbon dioxide produced  / cm3 0 12 3450  5  10  15 20 25 25  30  35  35 40 45 40 45 50 40 45 50 [3]",
+            "5": "5 0620/63/m/j/10 \u00a9 ucles 2010 [turn overfor examiner\u2019s use (b)  plot the results on the grid below and draw a smooth line graph. 012345volume of carbon dioxide produced  / cm3 time  / minutes50 40302010 0 [4]  (c)  which point appears to be inaccurate? explain why.  .. .  .. ... [2]  (d)  sketch on the grid, the graph you would expect if the experiment was repeated using  small lumps of calcium carbonate. [2] [total: 11]",
+            "6": "6 0620/63/m/j/10 \u00a9 ucles 2010for examiner\u2019s use4  a student investigated the reaction of aqueous potassium hydroxide with two different acids,  acid c and acid d.  two experiments were carried out.  experiment 1   by using a measuring cylinder, 40  cm3 of aqueous potassium hydroxide was poured into a  conical \ufb02 ask and the initial temperature of the solution was measured.   a burette was \ufb01 lled with acid c up to the 0.0  cm3 mark.   10  cm3 of acid c was added to the potassium hydroxide in the \ufb02 ask. the temperature of the  mixture was measured.   further 10  cm3 portions of acid c were added to the mixture in the \ufb02 ask, stirring with the  thermometer until a total volume of 60  cm3 of acid c had been added. the temperatures after  each 10  cm3 portion had been added were measured.  (a) use the thermometer diagrams to record the temperatures in the table of results.",
+            "7": "7 0620/63/m/j/10 \u00a9 ucles 2010 [turn overfor examiner\u2019s usetable of results volume of acid c added  / cm3 0 10 203040thermometer diagrams temperature  / \u00b0c 506030 25 20 30 25 20 30 25 20 30 25 20 30 25 20 30 25 20 30 25 20 [2]",
+            "8": "8 0620/63/m/j/10 \u00a9 ucles 2010for examiner\u2019s use experiment 2   the burette was emptied and rinsed with water. experiment 1 was repeated using acid d.  (b)  use the thermometer diagrams to record the temperatures in the table of results. table of results volume of acid d added  / cm3 0 10 203040thermometer diagrams temperature  / \u00b0c 506030 25 20 40 35 30 40 35 30 40 35 30 35 30 25 35 30 25 35 30 25 [2]",
+            "9": "9 0620/63/m/j/10 \u00a9 ucles 2010 [turn overfor examiner\u2019s use (c)  plot the results for experiments 1 and 2 on the grid and draw two smooth line graphs.  clearly label your graphs. 3040 20 10 0 0 1 02 03 04 05 0 60temperature / \u00b0c volume of acid added  / cm3 [6]  (d)  from your graph, deduce the temperature of the mixture when 6  cm3 of acid c reacted  with potassium hydroxide in experiment 1.  show clearly on the graph  how you worked out your answer.  ... \u00b0c [2]",
+            "10": "10 0620/63/m/j/10 \u00a9 ucles 2010for examiner\u2019s use (e) (i)  which experiment produced the larger temperature change?  ..  [1]  (ii)  suggest why the temperature change is greater in this experiment.  .. ..  .. ..  ..  [2]  (f)  why was the burette rinsed with water in experiment 2?  .. .  .. ... [1]  (g)  predict the temperature of the reaction mixture in experiment 2 after 1 hour. explain your  answer.  .. .  .. .  .. ... [2] [total: 18]",
+            "11": "11 0620/63/m/j/10 \u00a9 ucles 2010 [turn overfor examiner\u2019s use5  solid e was analysed. e was a calcium salt.  the tests on the solid and some of the observations are in the following table. complete the observations in the table. tests observations tests on solid e (a)  appearance of solid e. white crystalline solid (b)   a little of solid e was heated in a test- tube.colourless drops of liquid formed at the top  of the tube (c)  a little of solid e was dissolved in distilled  water.   the solution was divided into four test-tubes and the following tests were carried out.  (i)  to the \ufb01 rst test-tube of solution, drops  of aqueous sodium hydroxide were added.   excess sodium hydroxide was then  added to the test-tube.  (ii)  test (i) was repeated using aqueous  ammonia solution instead of aqueous sodium hydroxide.  (iii)  to the third test-tube of solution,  dilute hydrochloric acid was added followed by barium chloride solution.  (iv)  to the fourth test-tube of solution,  aqueous sodium hydroxide and aluminium powder were added.  the mixture was heated. ..  ..  [3] ... ... [1] no reaction effervescence pungent gas given off turned damp litmus paper blue",
+            "12": "12 0620/63/m/j/10 \u00a9 ucles 2010for examiner\u2019s use (d)  what does test (b) tell you about solid e.  .. .  .. ... [1]  (e)  what does test (c)(iii)  tell you about solid e?  .. ... [1]  (f)  identify the gas given off in test (c)(iv) .  .. ... [1]  (g)  what conclusions can you draw about solid e?  .. .  .. ... [2] [total: 9]",
+            "13": "13 0620/63/m/j/10 \u00a9 ucles 2010 [turn overfor examiner\u2019s use6  concentrated hydrochloric acid was broken down by the passage of electricity using this  apparatus. gas a gas b concentrated hydrochloric acid electrodes + \u2013  (a)  what is the name of this process?  .. ... [1]  (b)  suggest a suitable material from which to make the electrodes.  .. ... [1]  (c)  gas a is chlorine. give a test for chlorine.  test . ...  result ...  [2]  (d)  gas b pops when tested with a lighted splint. what is gas b?  .. ... [1] [total: 5]",
+            "14": "14 0620/63/m/j/10 \u00a9 ucles 2010for examiner\u2019s use7  metal cooking containers, such as saucepans, can be made from copper or steel.   outline experiments that could be carried out to show which of these metals would be most  suitable for a saucepan.   you are provided with pieces of copper and steel foil.  common laboratory chemicals and apparatus are available.  ..   ..   ..   ..   ..   ..   ..   ..   ..   ..   .. .. [6] [total: 6]",
+            "15": "15 0620/63/m/j/10blank page \u00a9 ucles 2010",
+            "16": "16 permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here 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. 0620/63/m/j/10blank page \u00a9 ucles 2010"
+        },
+        "0620_w10_qp_11.pdf": {
+            "1": "    this document consists of 17 printed pages and 3 blank pages.  ib10 11_0620_11/3rp  \u00a9 ucles 2010  [turn over       *5060581 702* university of cambridge international examinations  international general certificate of secondary education       chemistry 0620/11     paper 1 multiple choice  october/november 2010       45 minutes  additional materials: multiple choice answer sheet   soft clean eraser   soft pencil (type b or hb is recommended)       read these instructions first    write in soft pencil. do not use staples, paper clips, highlighters, glue or correction fluid. write your name, centre number and candidate number on the answer sheet in the spaces provided unless  this has been done for you.   there are forty  questions on this paper. answer all questions. for each question there are four possible  answers a, b, c and d.   choose the one you consider correct and record your choice in soft pencil  on the separate answer sheet.   read the instructions on the answer sheet very carefully.  each correct answer will score one mark. a mark will not be deducted for a wrong answer. any rough working should be done in this booklet. a copy of the periodic table is printed on page 20. you may use a calculator.  ",
+            "2": "2  \u00a9 ucles 2010 0620/11/o/n/10  1 in which changes do the particles move further apart?     w x  gas      liquid      solid   y z    a w and x b w and z c x and y d y and z      2 chromatography is used to find out if a banned dye, p, is present in foodstuffs.    the results are shown in the diagram.    which foodstuff contains p?    a p bcd     3 a mixture of ethanol and methanol are separated by fractional distillation.    this method of separation depends on a difference in property x of these two alcohols.     what is property x?  a boiling point  b colour  c melting point  d solubility     4 element x has a nucleon (mass) number of 19 and a proton (atomic) number of 9.    to which group in the periodic table does it belong?  a i b iii c vii d 0     ",
+            "3": "3  \u00a9 ucles 2010 0620/11/o/n/10 [turn over  5 the table shows the structure of different atoms and ions.    particle proton  number nucleon  number number of  protons number of  neutrons number of  electrons  mg 12 24 12 w 12  mg2+ x 24 12 12 10  f 9 19 9 y 9  f\u2013 9 19 9 10 z    what are the values of w, x, y and z?     w x y z  a 10 10 9 9  b 10 12 10 9  c 12 10 9 10  d 12 12 10 10      6 two isotopes of hydrogen are h1 1 and h2 1.    which diagram shows the arrangement of particles in the two isotopes?    a  b c d1h 1 2h 1  e  n e  e  n e p p  e e npp e e p pp p np nekey  = an electron  = a proton = a neutron  = a nucleus       ",
+            "4": "4  \u00a9 ucles 2010 0620/11/o/n/10  7 element x is shiny and can be formed into a sheet by hammering.    which row correctly describes the properties of element x?     conducts electricity melts below 25  \u00b0c  a \u0013 \u0013  b \u0013 \u0017  c \u0017 \u0013  d \u0017 \u0017     8 the electronic structures of atoms x and y are shown.    x y     x and y form a covalent compound.    what is its formula?  a xy 5 b xy 3 c xy d x 3y     9 which diagram does not show the outer shell electrons in the molecule correctly?    h hab c d h cl cl cl hh h hc     ",
+            "5": "5  \u00a9 ucles 2010 0620/11/o/n/10 [turn over  10 the chemical compositions of two substances, w and x, are given.    w na(a l si3)o8  x ca(a l 2si2)o8    which statements are correct?    1 w and x contain the same amount of oxygen.  2 w contains three times as much silicon as x.  3 x contains twice as much aluminium as w.    a 1 and 2 b 1 and 3 c 2 and 3 d 1, 2 and 3      11 the diagram shows apparatus used in an attempt to electroplate a metal ring with copper.    +\u2013 aqueous copper( ii) sulfate (electrolyte)metal ring copper electrode bulb     the experiment did not work.    what change is needed in the experiment to make it work?  a add solid copper( ii) sulfate to the electrolyte.  b increase the temperature of the electrolyte.  c replace the copper electrode by a carbon electrode.  d reverse the connections to the battery.     ",
+            "6": "6  \u00a9 ucles 2010 0620/11/o/n/10  12 when concentrated sodium chloride solution is electrolysed, elements x and y are formed.    x \u2013+y concentrated sodium chloridesolution     what are x and y?     x y  a chlorine hydrogen  b hydrogen chlorine  c hydrogen oxygen  d oxygen hydrogen     13 substance x was electrolysed in an electrolytic cell.    a coloured gas was formed at the anode and a metal was formed at the cathode.    cathode substance xanodepower supply     what is substance x?  a aqueous sodium chloride  b molten lead bromide  c molten zinc oxide  d solid sodium chloride     ",
+            "7": "7  \u00a9 ucles 2010 0620/11/o/n/10 [turn over  14 which is an endothermic process?  a burning hydrogen  b distilling petroleum  c reacting potassium with water  d using petrol in a motor car engine      15 the diagrams show some pieces of laboratory equipment.    3 thermometer 60 3045 152 stop-clock1 balance     which equipment is needed to find out whether dissolving salt in water is an endothermic  process?  a 1 only b 1 and 3 c 2 and 3 d 3 only      16 calcium carbonate was reacted with hydrochloric acid in a conical flask. the flask was placed on  a balance and the mass of the flask and contents was recorded as the reaction proceeded.    during the reaction, carbon dioxide gas was given off.    the reaction was carried out at two different temperatures.    which row is correct?     change in mass temperature at which mass  changed more quickly  a decrease higher temperature  b decrease lower temperature  c increase higher temperature  d increase lower temperature    ",
+            "8": "8  \u00a9 ucles 2010 0620/11/o/n/10  17 when pink crystals of cobalt( ii) chloride are heated, steam is given off and the colour of the solid  changes to blue.    coc l2.6h 2o  coc l2 + 6h 2o    what happens when water is added to the blue solid?     colour temperature  a changes to pink decreases  b changes to pink increases   c remains blue decreases   d remains blue increases     18 the red colour in some pottery glazes may be formed as a result of the reactions shown.    cuco3 cuo + co2  cuo + sno cu + sno2 heat      these equations show that \u2026\u20261\u2026\u2026 is oxidised and \u2026\u20262\u2026\u2026 is reduced.    which substances correctly complete gaps 1 and 2 in the above sentence?     1 2  a co 2 sno 2  b cuco 3 cuo  c cuo sno  d sno cuo    ",
+            "9": "9  \u00a9 ucles 2010 0620/11/o/n/10 [turn over  19 some barium iodide is dissolved in water.    aqueous lead( ii) nitrate is added to the solution until no more precipitate forms.     this precipitate, x, is filtered off.    dilute sulfuric acid is added to the filtrate and another precipitate, y, forms.    what are the colours of precipitates x and y?     x y  a white white  b white yellow  c yellow white  d yellow yellow     20 which reaction will result in a decrease in ph?  a adding calcium hydroxide to acid soil  b adding citric acid to sodium hydrogen carbonate solution  c adding sodium chloride to silver nitrate solution  d adding sodium hydroxide to hydrochloric acid     ",
+            "10": "10  \u00a9 ucles 2010 0620/11/o/n/10  21 the oxide of element x was added to an acid. it reacted to form a salt and water.    acidoxide of element x     what is the ph of the acid before the reaction and what type of element is x?     ph type of element x  a greater than 7 metal  b greater than 7 non-metal  c less than 7 metal  d less than 7 non-metal      22 a salt is made by adding an excess of an insoluble metal oxide to an acid.    how can the excess metal oxide be removed?  a chromatography  b crystallisation  c distillation  d filtration     23 the table compares the properties of group i elements with those of transition elements.    which entry in the table is correct?     property group i elements transition elements  a catalytic activity low high  b density high low  c electrical conductivity low high  d melting point high low    ",
+            "11": "11  \u00a9 ucles 2010 0620/11/o/n/10 [turn over  24 which compound is likely to be coloured?  a kmno 4 b kno 3 c k2co 3 d k2so 4      25 the diagram shows the positions of elements p, q, r, s and t in the periodic table.    these letters are not the chemical symbols for the elements.    p qrst     which statement about the properties of these elements is correct?  a p reacts more vigorously with water than does q.  b p, q and r are all metals.  c t exists as diatomic molecules.  d t is more reactive than s.     26 the table shows some reactions of the halogens.    which reaction is the most likely to be explosive?    reaction chlorine gas bromine gas iodine gas  reaction with hydrogen a b c  reaction with iron very vigorous less vigorous d    ",
+            "12": "12  \u00a9 ucles 2010 0620/11/o/n/10  27 which diagram could represent the structure of an alloy?    \u2013  \u2013 \u2013 \u2013  \u2013  \u2013 + + + +  + + a b  c d       28 which property do all metals have?  a their boiling points are low.  b their densities are low.  c they conduct electricity.  d they react with water.     29 some metals react readily with dilute hydrochloric acid.    some metals can be extracted by heating their oxides with carbon.    for which metal are both statements correct?  a calcium  b copper  c iron  d magnesium     ",
+            "13": "13  \u00a9 ucles 2010 0620/11/o/n/10 [turn over  30 the diagram shows the materials used in the production of steel from impure iron.    impure ironsteel an oxide of element xoxygen     what could element x be?  a calcium  b carbon  c nitrogen  d sulfur     31 which diagram shows a common use of stainless steel?    d a b c       32 why is chlorination used in water treatment?    a to kill bacteria in the water  b to make the water neutral  c to make the water taste better  d to remove any salt in the water    33 which pollutant, found in car exhaust fumes, does not come from the fuel?  a carbon monoxide  b hydrocarbons  c lead compounds  d nitrogen oxides    ",
+            "14": "14  \u00a9 ucles 2010 0620/11/o/n/10  34 which information about carbon dioxide and methane is correct?      carbon dioxide methane  a formed when vegetation decomposes \u0013 \u0017  b greenhouse gas \u0013 \u0013  c present in unpolluted air \u0017 \u0017  d produced during respiration \u0017 \u0013     35 a bag of fertiliser \u2018watch it grow\u2019 contains ammonium sulfate and potassium sulfate.    which of the three elements n, p and k does \u2018watch it grow\u2019 contain?     n p k  a \u0013 \u0013 \u0017  b \u0013 \u0017 \u0013  c \u0017 \u0013 \u0017  d \u0017 \u0017 \u0013      36 a test-tube containing damp iron wool is inverted in water.    after three days, the water level inside the test-tube has risen.    waterdamp iron wool     which statement explains this rise?  a iron oxide has been formed.  b iron wool has been reduced.  c oxygen has been formed.  d the temperature of the water has risen.     ",
+            "15": "15  \u00a9 ucles 2010 0620/11/o/n/10 [turn over  37 the diagram shows the structure of a compound.    h ch c hh ch o hh ch     to which classes of compound does this molecule belong?     alkane alkene alcohol  a no no no  b no yes yes  c yes no yes  d yes yes yes     38 which structures show compounds that are members of the same homologous series?    o ch hch hch hh h1 h ch hch hco o h2 h ch hch hc hh hc3 h ch hch hch hch ho h4     a 1 and 2  b  1 and 4  c  2 and 3 d 3 and 4     39 ethene reacts with y to produce ethanol.    ethene + y \u2192 ethanol    what is y?  a hydrogen  b oxygen  c steam  d yeast   ",
+            "16": "16  \u00a9 ucles 2010 0620/11/o/n/10  40 in an oil refinery, crude oil is separated into useful fractions.     the diagram shows some of these fractions.    pre-heat 400  \u00b0crefinery gases gasolenexdieselyz     what are fractions x, y and z?     x y z  a fuel oil bitumen paraffin (kerosene)  b fuel oil paraffin (kerosene) bitumen  c paraffin (kerosene) bitumen fuel oil  d paraffin (kerosene) fuel oil bitumen     ",
+            "17": "17  \u00a9 ucles 2010 0620/11/o/n/10  blank page   ",
+            "18": "18  \u00a9 ucles 2010 0620/11/o/n/10  blank page   ",
+            "19": "19  \u00a9 ucles 2010 0620/11/o/n/10  blank page   ",
+            "20": "20      permission to reproduce items where third-par ty owned material protected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the publis her (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.    \u00a9 ucles 2010 0620/11/o/n/10   group  140  ce  cerium  58 141  pr  praseodymium  59 144  nd  neodymium  60 pm  promethium  61 150  sm  samarium  62 152  eu  europium  63 157  gd  gadolinium  64 159  tb  t erbiu m  65 162  dy  dysprosium  66 165  ho  holmium  67 167  er  erbium  68 169  tm  thulium  69 173  yb  ytterbium  70 175  lu  lutetium  71  232  th  thorium  90 pa  protactinium  91 238  u  uranium  92 np  neptunium  93 pu  plutonium  94 am  americium  95 cm  curium  96 bk  berkelium  97 cf  californium  98 es  einsteinium  99 fm  fermium  100 md  mendelevium  101 no  nobelium  102 lr  lawrencium  103 1  h  hydrogen  1  7  li  lithium  3  23  na  sodium  1 1 24  mg  magnesium  12  40  ca  calcium  20 45  sc  scandium  21 48  t i  t itaniu m  22 51  v  v anadiu m  23 52  cr  chromium  24 55  mn  manganese  25 56  fe  iron  26 59  co  cobalt  27 59  ni  nickel  28 64  cu  copper  29 65  zn  zinc  30 70  ga gallium  31 27  a l  aluminium  13 1 1  b  boron  5 12  c  carbon  6 14  n  nitrogen  7 16  o  oxygen  8 19  f  fluorine  9  28  si  silicon  14 31  p  phosphorus  15 32  s  sulfur  16 35.5  c l  chlorine  17 40  ar  argon  18 20  ne  neon  10 4  he  helium  2  73  ge  germanium  32 75  as  arsenic  33 79  se  selenium  34 80  br  bromine  35 84  kr  krypton  36 39  k  potassium  19  88  sr  strontium  38 89  y  yttrium  39 91  zr  zirconium  40 93  nb  niobium  41 96  mo  molybdenum  42 t c  t echnetiu m  43 101  ru  ruthenium  44 103  rh  rhodium  45 106  pd  palladium  46 108  ag  silver  47 1 1 2  cd  cadmium  48 1 1 5  in indium  49 1 1 9  sn  t i n  50 122  sb  antimony  51 128  t e  t elluriu m  52 127  i iodine  53 131  xe  xenon  54  137  ba  barium  56 139  la  lanthanum  57         * 178  hf  hafnium  72 181  t a  t antalu m  73 184  w  t ungste n  74 186  re  rhenium  75 190  os  osmium  76 192  ir  iridium  77 195  pt  platinum  78 197  au  gold  79 201  hg  mercury  80 204  t l  thallium  81 207  pb  lead  82 209  bi  bismuth  83 po  polonium  84 at  astatine  85 rn  radon  86  fr  francium  87 227  ac  actinium  89 9  be  beryllium  4 i ii iii iv v vi vii 0  85  rb  rubidium  37  133  cs  caesium  55  226  ra  radium  88  the volume of one mole of an y gas is 2 4 dm 3 at room temperature and pressure ( r .t.p.) . a  x  b a = relative atomic mass  x  = atomic symbol  b = proton (atomic) number key * 58-71 lanthanoid series  90-103 actinoid series d a t a  shee t  the periodic  t able of the element s   "
+        },
+        "0620_w10_qp_12.pdf": {
+            "1": "    this document consists of 16 printed pages.  ib10 11_0620_12/fp  \u00a9 ucles 2010  [turn over       *7210437430* university of cambridge international examinations  international general certificate of secondary education       chemistry 0620/12     paper 1 multiple choice  october/november 2010       45 minutes  additional materials: multiple choice answer sheet   soft clean eraser   soft pencil (type b or hb is recommended)       read these instructions first    write in soft pencil. do not use staples, paper clips, highlighters, glue or correction fluid. write your name, centre number and candidate number on the answer sheet in the spaces provided unless  this has been done for you.   there are forty  questions on this paper. answer all questions. for each question there are four possible  answers a, b, c and d.   choose the one you consider correct and record your choice in soft pencil  on the separate answer sheet.   read the instructions on the answer sheet very carefully.  each correct answer will score one mark. a mark will not be deducted for a wrong answer. any rough working should be done in this booklet. a copy of the periodic table is printed on page 16. you may use a calculator.      ",
+            "2": "2  \u00a9 ucles 2010 0620/12/o/n/10  1 in which changes do the particles move further apart?     w x  gas      liquid      solid   y z    a w and x b w and z c x and y d y and z      2 a mixture of ethanol and methanol are separated by fractional distillation.    this method of separation depends on a difference in property x of these two alcohols.     what is property x?  a boiling point  b colour  c melting point  d solubility      3 chromatography is used to find out if a banned dye, p, is present in foodstuffs.    the results are shown in the diagram.    which foodstuff contains p?    a p bcd     4 which diagram does not show the outer shell electrons in the molecule correctly?    h hab c d h cl cl cl hh h hc     ",
+            "3": "3  \u00a9 ucles 2010 0620/12/o/n/10 [turn over  5 the chemical compositions of two substances, w and x, are given.    w na(a l si3)o8  x ca(a l 2si2)o8    which statements are correct?    1 w and x contain the same amount of oxygen.  2 w contains three times as much silicon as x.  3 x contains twice as much aluminium as w.    a 1 and 2 b 1 and 3 c 2 and 3 d 1, 2 and 3      6 the electronic structures of atoms x and y are shown.    x y     x and y form a covalent compound.    what is its formula?  a xy 5 b xy 3 c xy d x 3y      7 element x is shiny and can be formed into a sheet by hammering.    which row correctly describes the properties of element x?     conducts electricity melts below 25  \u00b0c  a \u0013 \u0013  b \u0013 \u0017  c \u0017 \u0013  d \u0017 \u0017     ",
+            "4": "4  \u00a9 ucles 2010 0620/12/o/n/10  8 two isotopes of hydrogen are h1 1 and h2 1.    which diagram shows the arrangement of particles in the two isotopes?    a  b c d1h 1 2h 1  e  n e  e  n e p p  e e npp e e p pp p np nekey  = an electron  = a proton = a neutron  = a nucleus        9 the table shows the structure of different atoms and ions.    particle proton  number nucleon  number number of  protons number of  neutrons number of  electrons  mg 12 24 12 w 12  mg2+ x 24 12 12 10  f 9 19 9 y 9  f\u2013 9 19 9 10 z    what are the values of w, x, y and z?     w x y z  a 10 10 9 9  b 10 12 10 9  c 12 10 9 10  d 12 12 10 10    ",
+            "5": "5  \u00a9 ucles 2010 0620/12/o/n/10 [turn over  10 element x has a nucleon (mass) number of 19 and a proton (atomic) number of 9.    to which group in the periodic table does it belong?  a i b iii c vii d 0     11 substance x was electrolysed in an electrolytic cell.    a coloured gas was formed at the anode and a metal was formed at the cathode.    cathode substance xanodepower supply     what is substance x?  a aqueous sodium chloride  b molten lead bromide  c molten zinc oxide  d solid sodium chloride     ",
+            "6": "6  \u00a9 ucles 2010 0620/12/o/n/10  12 the diagram shows apparatus used in an attempt to electroplate a metal ring with copper.    +\u2013 aqueous copper( ii) sulfate (electrolyte)metal ring copper electrode bulb     the experiment did not work.    what change is needed in the experiment to make it work?  a add solid copper( ii) sulfate to the electrolyte.  b increase the temperature of the electrolyte.  c replace the copper electrode by a carbon electrode.  d reverse the connections to the battery.     13 when concentrated sodium chloride solution is electrolysed, elements x and y are formed.    x \u2013+y concentrated sodium chloridesolution     what are x and y?     x y  a chlorine hydrogen  b hydrogen chlorine  c hydrogen oxygen  d oxygen hydrogen     ",
+            "7": "7  \u00a9 ucles 2010 0620/12/o/n/10 [turn over  14 calcium carbonate was reacted with hydrochloric acid in a conical flask. the flask was placed on  a balance and the mass of the flask and contents was recorded as the reaction proceeded.    during the reaction, carbon dioxide gas was given off.    the reaction was carried out at two different temperatures.    which row is correct?     change in mass temperature at which mass  changed more quickly  a decrease higher temperature  b decrease lower temperature  c increase higher temperature  d increase lower temperature      15 some barium iodide is dissolved in water.    aqueous lead( ii) nitrate is added to the solution until no more precipitate forms.    this precipitate, x, is filtered off.    dilute sulfuric acid is added to the filtrate and another precipitate, y, forms.    what are the colours of precipitates x and y?     x y  a white white  b white yellow  c yellow white  d yellow yellow    ",
+            "8": "8  \u00a9 ucles 2010 0620/12/o/n/10  16 when pink crystals of cobalt( ii) chloride are heated, steam is given off and the colour of the solid  changes to blue.    coc l2.6h 2o  coc l2 + 6h 2o    what happens when water is added to the blue solid?     colour temperature  a changes to pink decreases  b changes to pink increases   c remains blue decreases   d remains blue increases     17 the diagrams show some pieces of laboratory equipment.    3 thermometer 60 3045 152 stop-clock1 balance     which equipment is needed to find out whether dissolving salt in water is an endothermic  process?  a 1 only b 1 and 3 c 2 and 3 d 3 only     18 which reaction will result in a decrease in ph?  a adding calcium hydroxide to acid soil  b adding citric acid to sodium hydrogen carbonate solution  c adding sodium chloride to silver nitrate solution  d adding sodium hydroxide to hydrochloric acid    19 which is an endothermic process?  a burning hydrogen  b distilling petroleum  c reacting potassium with water  d using petrol in a motor car engine    ",
+            "9": "9  \u00a9 ucles 2010 0620/12/o/n/10 [turn over  20 the red colour in some pottery glazes may be formed as a result of the reactions shown.    cuco3 cuo + co2  cuo + sno cu + sno2 heat      these equations show that \u2026\u20261\u2026\u2026 is oxidised and \u2026\u20262\u2026\u2026 is reduced.    which substances correctly complete gaps 1 and 2 in the above sentence?     1 2  a co 2 sno 2  b cuco 3 cuo  c cuo sno  d sno cuo      21 the table shows some reactions of the halogens.    which reaction is the most likely to be explosive?    reaction chlorine gas bromine gas iodine gas  reaction with hydrogen a b c  reaction with iron very vigorous less vigorous d      22 which compound is likely to be coloured?  a kmno 4 b kno 3 c k2co 3 d k2so 4      23 a salt is made by adding an excess of an insoluble metal oxide to an acid.    how can the excess metal oxide be removed?  a chromatography  b crystallisation  c distillation  d filtration     ",
+            "10": "10  \u00a9 ucles 2010 0620/12/o/n/10  24 the oxide of element x was added to an acid. it reacted to form a salt and water.    acidoxide of element x     what is the ph of the acid before the reaction and what type of element is x?     ph type of element x  a greater than 7 metal  b greater than 7 non-metal  c less than 7 metal  d less than 7 non-metal      25 the table compares the properties of group i elements with those of transition elements.    which entry in the table is correct?     property group i elements transition elements  a catalytic activity low high  b density high low  c electrical conductivity low high  d melting point high low     ",
+            "11": "11  \u00a9 ucles 2010 0620/12/o/n/10 [turn over  26 the diagram shows the positions of elements p, q, r, s and t in the periodic table.    these letters are not the chemical symbols for the elements.    p qrst     which statement about the properties of these elements is correct?  a p reacts more vigorously with water than does q.  b p, q and r are all metals.  c t exists as diatomic molecules.  d t is more reactive than s.     27 some metals react readily with dilute hydrochloric acid.    some metals can be extracted by heating their oxides with carbon.    for which metal are both statements correct?  a calcium  b copper  c iron  d magnesium    ",
+            "12": "12  \u00a9 ucles 2010 0620/12/o/n/10  28 which diagram could represent the structure of an alloy?    \u2013  \u2013 \u2013 \u2013  \u2013  \u2013 + + + +  + + a b  c d       29 the diagram shows the materials used in the production of steel from impure iron.    impure ironsteel an oxide of element xoxygen     what could element x be?  a calcium  b carbon  c nitrogen  d sulfur     30 which property do all metals have?  a their boiling points are low.  b their densities are low.  c they conduct electricity.  d they react with water.    ",
+            "13": "13  \u00a9 ucles 2010 0620/12/o/n/10 [turn over  31 which pollutant, found in car exhaust fumes, does not come from the fuel?  a carbon monoxide  b hydrocarbons  c lead compounds  d nitrogen oxides      32 which diagram shows a common use of stainless steel?    d a b c       33 why is chlorination used in water treatment?    a to kill bacteria in the water  b to make the water neutral  c to make the water taste better  d to remove any salt in the water     34 a test-tube containing damp iron wool is inverted in water.    after three days, the water level inside the test-tube has risen.    waterdamp iron wool     which statement explains this rise?  a iron oxide has been formed.  b iron wool has been reduced.  c oxygen has been formed.  d the temperature of the water has risen.     ",
+            "14": "14  \u00a9 ucles 2010 0620/12/o/n/10  35 which information about carbon dioxide and methane is correct?      carbon dioxide methane  a formed when vegetation decomposes \u0013 \u0017  b greenhouse gas \u0013 \u0013  c present in unpolluted air \u0017 \u0017  d produced during respiration \u0017 \u0013     36 a bag of fertiliser \u2018watch it grow\u2019 contains ammonium sulfate and potassium sulfate.    which of the three elements n, p and k does \u2018watch it grow\u2019 contain?     n p k  a \u0013 \u0013 \u0017  b \u0013 \u0017 \u0013  c \u0017 \u0013 \u0017  d \u0017 \u0017 \u0013      37 in an oil refinery, crude oil is separated into useful fractions.     the diagram shows some of these fractions.    pre-heat 400  \u00b0crefinery gases gasolenexdieselyz     what are fractions x, y and z?     x y z  a fuel oil bitumen paraffin (kerosene)  b fuel oil paraffin (kerosene) bitumen  c paraffin (kerosene) bitumen fuel oil  d paraffin (kerosene) fuel oil bitumen     ",
+            "15": "15  \u00a9 ucles 2010 0620/12/o/n/10  38 ethene reacts with y to produce ethanol.    ethene + y \u2192 ethanol    what is y?  a hydrogen  b oxygen  c steam  d yeast      39 the diagram shows the structure of a compound.    h ch c hh ch o hh ch     to which classes of compound does this molecule belong?     alkane alkene alcohol  a no no no  b no yes yes  c yes no yes  d yes yes yes      40 which structures show compounds that are members of the same homologous series?    o ch hch hch hh h1 h ch hch hco o h2 h ch hch hc hh hc3 h ch hch hch hch ho h4     a 1 and 2  b  1 and 4  c  2 and 3 d 3 and 4   ",
+            "16": "16      permission to reproduce items where third-par ty owned material protected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the p ublisher (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 t he 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.    \u00a9 ucles 2010 0620/12/o/n/10   group 140 ce cerium 58141 pr praseodymium 59144 nd neodymium 60pm promethium 61150 sm samarium 62152 eu europium 63157 gd gadolinium 64159 tb terbium 65162 dy dysprosium 66165 ho holmium 67167 er erbium 68169 tm thulium 69173 yb ytterbium 70175 lu lutetium 71 232 th thorium 90pa protactinium 91238 u uranium 92np neptunium 93pu plutonium 94am americium 95cm curium 96bk berkelium 97cf californium 98es einsteinium 99fm fermium 100md mendelevium 101no nobelium 102lr lawrencium 1031 h hydrogen 1 7 li lithium 3 23 na sodium 1124 mg magnesium 12 40 ca calcium 2045 sc scandium 2148 ti titanium 2251 v vanadium 2352 cr chromium 2455 mn manganese 2556 fe iron 2659 co cobalt 2759 ni nickel 2864 cu copper 2965 zn zinc 3070 ga gallium 3127 al aluminium 1311 b boron 512 c carbon 614 n nitrogen 716 o oxygen 819 f fluorine 9 28 si silicon 1431 p phosphorus 1532 s sulfur 1635.5 cl chlorine 1740 ar argon 1820 ne neon 104 he helium 2 73 ge germanium 3275 as arsenic 3379 se selenium 3480 br bromine 3584 kr krypton 3639 k potassium 19 88 sr strontium 3889 y yttrium 3991 zr zirconium 4093 nb niobium 4196 mo molybdenum 42tc technetium 43101 ru ruthenium 44103 rh rhodium 45106 pd palladium 46108 ag silver 47112 cd cadmium 48115 in indium 49119 sn tin 50122 sb antimony 51128 te tellurium 52127 i iodine 53131 xe xenon 54 137 ba barium 56139 la lanthanum 57        *178 hf hafnium 72181 ta tantalum 73184 w tungsten 74186 re rhenium 75190 os osmium 76192 ir iridium 77195 pt platinum 78197 au gold 79201 hg mercury 80204 tl thallium 81207 pb lead 82209 bi bismuth 83po polonium 84at astatine 85rn radon 86 fr francium 87227 ac actinium 899 be beryllium 4ii i iii iv v vi vii 0 85 rb rubidium 37 133 cs caesium 55 226 ra radium 88 the volume of one mole of any gas is 2 4dm3at room temperature and pressure (r .t.p.).a x ba = relative atomic mass x = atomic symbol b = proton (atomic) numberkey*58-71 lanthanoid series 90-103 actinoid seriesdata sheet the periodic t able of the elements  "
+        },
+        "0620_w10_qp_13.pdf": {
+            "1": "    this document consists of 16 printed pages.  ib10 11_0620_13/rp  \u00a9 ucles 2010  [turn over       *8947497 463* university of cambridge international examinations  international general certificate of secondary education       chemistry 0620/13     paper 1 multiple choice  october/november 2010       45 minutes  additional materials: multiple choice answer sheet   soft clean eraser   soft pencil (type b or hb is recommended)       read these instructions first    write in soft pencil. do not use staples, paper clips, highlighters, glue or correction fluid. write your name, centre number and candidate number on the answer sheet in the spaces provided unless  this has been done for you.   there are forty  questions on this paper. answer all questions. for each question there are four possible  answers a, b, c and d.   choose the one you consider correct and record your choice in soft pencil  on the separate answer sheet.   read the instructions on the answer sheet very carefully.  each correct answer will score one mark. a mark will not be deducted for a wrong answer. any rough working should be done in this booklet. a copy of the periodic table is printed on page 16. you may use a calculator.  ",
+            "2": "2  \u00a9 ucles 2010 0620/13/o/n/10  1 in which changes do the particles move further apart?     w x  gas      liquid      solid   y z    a w and x b w and z c x and y d y and z      2 the table shows the structure of different atoms and ions.    particle proton  number nucleon  number number of  protons number of  neutrons number of  electrons  mg 12 24 12 w 12  mg2+ x 24 12 12 10  f 9 19 9 y 9  f\u2013 9 19 9 10 z    what are the values of w, x, y and z?     w x y z  a 10 10 9 9  b 10 12 10 9  c 12 10 9 10  d 12 12 10 10     3 element x has a nucleon (mass) number of 19 and a proton (atomic) number of 9.    to which group in the periodic table does it belong?  a i b iii c vii d 0      4 a mixture of ethanol and methanol are separated by fractional distillation.    this method of separation depends on a difference in property x of these two alcohols.     what is property x?  a boiling point  b colour  c melting point  d solubility     ",
+            "3": "3  \u00a9 ucles 2010 0620/13/o/n/10 [turn over  5 chromatography is used to find out if a banned dye, p, is present in foodstuffs.    the results are shown in the diagram.    which foodstuff contains p?    a p bcd      6 which diagram does not show the outer shell electrons in the molecule correctly?    h hab c d h cl cl cl hh h hc     ",
+            "4": "4  \u00a9 ucles 2010 0620/13/o/n/10  7 two isotopes of hydrogen are h1 1 and h2 1.    which diagram shows the arrangement of particles in the two isotopes?    a  b c d1h 1 2h 1  e  n e  e  n e p p  e e npp e e p pp p np nekey  = an electron  = a proton = a neutron  = a nucleus        8 the chemical compositions of two substances, w and x, are given.    w na(a l si3)o8  x ca(a l 2si2)o8    which statements are correct?    1 w and x contain the same amount of oxygen.  2 w contains three times as much silicon as x.  3 x contains twice as much aluminium as w.    a 1 and 2 b 1 and 3 c 2 and 3 d 1, 2 and 3     ",
+            "5": "5  \u00a9 ucles 2010 0620/13/o/n/10 [turn over  9 the electronic structures of atoms x and y are shown.    x y     x and y form a covalent compound.    what is its formula?  a xy 5 b xy 3 c xy d x 3y      10 element x is shiny and can be formed into a sheet by hammering.    which row correctly describes the properties of element x?     conducts electricity melts below 25  \u00b0c  a \u0013 \u0013  b \u0013 \u0017  c \u0017 \u0013  d \u0017 \u0017      11 substance x was electrolysed in an electrolytic cell.    a coloured gas was formed at the anode and a metal was formed at the cathode.    cathode substance xanodepower supply     what is substance x?  a aqueous sodium chloride  b molten lead bromide  c molten zinc oxide  d solid sodium chloride ",
+            "6": "6  \u00a9 ucles 2010 0620/13/o/n/10  12 the diagram shows apparatus used in an attempt to electroplate a metal ring with copper.    +\u2013 aqueous copper( ii) sulfate (electrolyte)metal ring copper electrode bulb     the experiment did not work.    what change is needed in the experiment to make it work?  a add solid copper( ii) sulfate to the electrolyte.  b increase the temperature of the electrolyte.  c replace the copper electrode by a carbon electrode.  d reverse the connections to the battery.     13 when concentrated sodium chloride solution is electrolysed, elements x and y are formed.    x \u2013+y concentrated sodium chloridesolution     what are x and y?     x y  a chlorine hydrogen  b hydrogen chlorine  c hydrogen oxygen  d oxygen hydrogen     ",
+            "7": "7  \u00a9 ucles 2010 0620/13/o/n/10 [turn over  14 calcium carbonate was reacted with hydrochloric acid in a conical flask. the flask was placed on  a balance and the mass of the flask and contents was recorded as the reaction proceeded.    during the reaction, carbon dioxide gas was given off.    the reaction was carried out at two different temperatures.    which row is correct?     change in mass temperature at which mass  changed more quickly  a decrease higher temperature  b decrease lower temperature  c increase higher temperature  d increase lower temperature      15 which is an endothermic process?  a burning hydrogen  b distilling petroleum  c reacting potassium with water  d using petrol in a motor car engine      16 the diagrams show some pieces of laboratory equipment.    3 thermometer 60 3045 152 stop-clock1 balance     which equipment is needed to find out whether dissolving salt in water is an endothermic  process?  a 1 only b 1 and 3 c 2 and 3 d 3 only     ",
+            "8": "8  \u00a9 ucles 2010 0620/13/o/n/10  17 which reaction will result in a decrease in ph?  a adding calcium hydroxide to acid soil  b adding citric acid to sodium hydrogen carbonate solution  c adding sodium chloride to silver nitrate solution  d adding sodium hydroxide to hydrochloric acid     18 when pink crystals of cobalt( ii) chloride are heated, steam is given off and the colour of the solid  changes to blue.    coc l 2.6h 2o  coc l2 + 6h 2o    what happens when water is added to the blue solid?     colour temperature  a changes to pink decreases  b changes to pink increases   c remains blue decreases   d remains blue increases    19 the red colour in some pottery glazes may be formed as a result of the reactions shown.    cuco3 cuo + co2  cuo + sno cu + sno2 heat      these equations show that \u2026\u20261\u2026\u2026 is oxidised and \u2026\u20262\u2026\u2026 is reduced.    which substances correctly complete gaps 1 and 2 in the above sentence?     1 2  a co 2 sno 2  b cuco 3 cuo  c cuo sno  d sno cuo    ",
+            "9": "9  \u00a9 ucles 2010 0620/13/o/n/10 [turn over  20 some barium iodide is dissolved in water.    aqueous lead( ii) nitrate is added to the solution until no more precipitate forms.     this precipitate, x, is filtered off.    dilute sulfuric acid is added to the filtrate and another precipitate, y, forms.    what are the colours of precipitates x and y?     x y  a white white  b white yellow  c yellow white  d yellow yellow     21 the table shows some reactions of the halogens.    which reaction is the most likely to be explosive?    reaction chlorine gas bromine gas iodine gas  reaction with hydrogen a b c  reaction with iron very vigorous less vigorous d      22 which compound is likely to be coloured?  a kmno 4 b kno 3 c k2co 3 d k2so 4      23 a salt is made by adding an excess of an insoluble metal oxide to an acid.    how can the excess metal oxide be removed?  a chromatography  b crystallisation  c distillation  d filtration     ",
+            "10": "10  \u00a9 ucles 2010 0620/13/o/n/10  24 the oxide of element x was added to an acid. it reacted to form a salt and water.    acidoxide of element x     what is the ph of the acid before the reaction and what type of element is x?     ph type of element x  a greater than 7 metal  b greater than 7 non-metal  c less than 7 metal  d less than 7 non-metal      25 the diagram shows the positions of elements p, q, r, s and t in the periodic table.    these letters are not the chemical symbols for the elements.    p qrst     which statement about the properties of these elements is correct?  a p reacts more vigorously with water than does q.  b p, q and r are all metals.  c t exists as diatomic molecules.  d t is more reactive than s.     ",
+            "11": "11  \u00a9 ucles 2010 0620/13/o/n/10 [turn over  26 the table compares the properties of group i elements with those of transition elements.    which entry in the table is correct?     property group i elements transition elements  a catalytic activity low high  b density high low  c electrical conductivity low high  d melting point high low     27 which pollutant, found in car exhaust fumes, does not come from the fuel?  a carbon monoxide  b hydrocarbons  c lead compounds  d nitrogen oxides     28 the diagram shows the materials used in the production of steel from impure iron.    impure ironsteel an oxide of element xoxygen     what could element x be?  a calcium  b carbon  c nitrogen  d sulfur     29 which property do all metals have?  a their boiling points are low.  b their densities are low.  c they conduct electricity.  d they react with water.    ",
+            "12": "12  \u00a9 ucles 2010 0620/13/o/n/10  30 which diagram could represent the structure of an alloy?    \u2013  \u2013 \u2013 \u2013  \u2013  \u2013 + + + +  + + a b  c d       31 some metals react readily with dilute hydrochloric acid.    some metals can be extracted by heating their oxides with carbon.    for which metal are both statements correct?  a calcium  b copper  c iron  d magnesium     32 which diagram shows a common use of stainless steel?    d a b c      ",
+            "13": "13  \u00a9 ucles 2010 0620/13/o/n/10 [turn over  33 why is chlorination used in water treatment?    a to kill bacteria in the water  b to make the water neutral  c to make the water taste better  d to remove any salt in the water      34 a test-tube containing damp iron wool is inverted in water.    after three days, the water level inside the test-tube has risen.    waterdamp iron wool     which statement explains this rise?  a iron oxide has been formed.  b iron wool has been reduced.  c oxygen has been formed.  d the temperature of the water has risen.     35 a bag of fertiliser \u2018watch it grow\u2019 contains ammonium sulfate and potassium sulfate.    which of the three elements n, p and k does \u2018watch it grow\u2019 contain?     n p k  a \u0013 \u0013 \u0017  b \u0013 \u0017 \u0013  c \u0017 \u0013 \u0017  d \u0017 \u0017 \u0013    ",
+            "14": "14  \u00a9 ucles 2010 0620/13/o/n/10  36 which information about carbon dioxide and methane is correct?      carbon dioxide methane  a formed when vegetation decomposes \u0013 \u0017  b greenhouse gas \u0013 \u0013  c present in unpolluted air \u0017 \u0017  d produced during respiration \u0017 \u0013     37 ethene reacts with y to produce ethanol.    ethene + y \u2192 ethanol    what is y?  a hydrogen  b oxygen  c steam  d yeast     38 in an oil refinery, crude oil is separated into useful fractions.     the diagram shows some of these fractions.    pre-heat 400  \u00b0crefinery gases gasolenexdieselyz     what are fractions x, y and z?     x y z  a fuel oil bitumen paraffin (kerosene)  b fuel oil paraffin (kerosene) bitumen  c paraffin (kerosene) bitumen fuel oil  d paraffin (kerosene) fuel oil bitumen     ",
+            "15": "15  \u00a9 ucles 2010 0620/13/o/n/10  39 the diagram shows the structure of a compound.    h ch c hh ch o hh ch     to which classes of compound does this molecule belong?     alkane alkene alcohol  a no no no  b no yes yes  c yes no yes  d yes yes yes     40 which structures show compounds that are members of the same homologous series?    o ch hch hch hh h1 h ch hch hco o h2 h ch hch hc hh hc3 h ch hch hch hch ho h4     a 1 and 2  b  1 and 4  c  2 and 3 d 3 and 4     ",
+            "16": "16      permission to reproduce items where third-par ty owned material protected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the publis her (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 t he 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.    \u00a9 ucles 2010 0620/13/o/n/10   group 140 ce cerium 58141 pr praseodymium 59144 nd neodymium 60pm promethium 61150 sm samarium 62152 eu europium 63157 gd gadolinium 64159 tb terbium 65162 dy dysprosium 66165 ho holmium 67167 er erbium 68169 tm thulium 69173 yb ytterbium 70175 lu lutetium 71 232 th thorium 90pa protactinium 91238 u uranium 92np neptunium 93pu plutonium 94am americium 95cm curium 96bk berkelium 97cf californium 98es einsteinium 99fm fermium 100md mendelevium 101no nobelium 102lr lawrencium 1031 h hydrogen 1 7 li lithium 3 23 na sodium 1124 mg magnesium 12 40 ca calcium 2045 sc scandium 2148 ti titanium 2251 v vanadium 2352 cr chromium 2455 mn manganese 2556 fe iron 2659 co cobalt 2759 ni nickel 2864 cu copper 2965 zn zinc 3070 ga gallium 3127 al aluminium 1311 b boron 512 c carbon 614 n nitrogen 716 o oxygen 819 f fluorine 9 28 si silicon 1431 p phosphorus 1532 s sulfur 1635.5 cl chlorine 1740 ar argon 1820 ne neon 104 he helium 2 73 ge germanium 3275 as arsenic 3379 se selenium 3480 br bromine 3584 kr krypton 3639 k potassium 19 88 sr strontium 3889 y yttrium 3991 zr zirconium 4093 nb niobium 4196 mo molybdenum 42tc technetium 43101 ru ruthenium 44103 rh rhodium 45106 pd palladium 46108 ag silver 47112 cd cadmium 48115 in indium 49119 sn tin 50122 sb antimony 51128 te tellurium 52127 i iodine 53131 xe xenon 54 137 ba barium 56139 la lanthanum 57        *178 hf hafnium 72181 ta tantalum 73184 w tungsten 74186 re rhenium 75190 os osmium 76192 ir iridium 77195 pt platinum 78197 au gold 79201 hg mercury 80204 tl thallium 81207 pb lead 82209 bi bismuth 83po polonium 84at astatine 85rn radon 86 fr francium 87227 ac actinium 899 be beryllium 4ii i iii iv v vi vii 0 85 rb rubidium 37 133 cs caesium 55 226 ra radium 88 the volume of one mole of any gas is 2 4dm3at room temperature and pressure (r .t.p.).a x ba = relative atomic mass x = atomic symbol b = proton (atomic) numberkey*58-71 lanthanoid series 90-103 actinoid seriesdata sheet the periodic t able of the elements  "
+        },
+        "0620_w10_qp_21.pdf": {
+            "1": "for examiner\u2019s use 1 2 3 total4 5 6 7 8read these instructions first write your centre number, candidate number and name in the spaces at the top of this page. write in dark blue or black pen.you may need to use a pencil for any diagrams, graphs or rough working.do not use staples, paper clips, highlighters, glue or correction \ufb02 uid. do not  write in any barcodes. answer all questions. a copy of the periodic table is printed on page 20. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question.chemistry  0620/21   paper 2 october/november 2010  1 hour 15 minutes candidates answer on the question paper. no additional materials are required.university of cambridge international examinations international general certi \ufb01 cate of secondary education this document consists of 17 printed pages and 3 blank pages. [turn overib10 11_0620_21/4rp\u00a9 ucles 2010 *4308315385*",
+            "2": "2 0620/21/o/n/10 \u00a9 ucles 2010for examiner\u2019s use1  the diagram below shows the elements in a period of the periodic table. li be b c n o f ne  (a)  to which period of the periodic table do these elements belong?   ... ..  [1]  (b)  answer these questions using only the elements shown in the diagram.  each element can be used once, more than once or not at all.  write down the symbol for the element which (i)  has six electrons in its outer shell. ...  (ii)  is a halogen. ...  (iii) is a metal which reacts rapidly with cold water. ...  (iv)  has two forms, graphite and diamond. ...  (v)  is in group ii of the periodic table. ...  (vi)  makes up about 80  % of the air. .  [6]  (c)  complete the following sentence using words from the list below.  atoms electrons molecules neutrons protons   the  of the elements in the periodic table are arranged in order of  increasing number of  . [2] [total: 9]",
+            "3": "3 0620/21/o/n/10 \u00a9 ucles 2010 [turn overfor examiner\u2019s use2  calcium carbonate was heated strongly in a test-tube.  the gas given off was bubbled through limewater. heatcalcium carbonatelimewate r  (a)  what type of chemical reaction occurs when calcium carbonate is heated strongly?   put a ring around the correct answer. hydration neutralisation oxidation thermal decomposition [1]  (b) (i)   state the name of the gas given off when calcium carbonate is heated strongly.   . .  [1]  (ii)  state the colour change of the limewater.   . .  [1]  (c)  the product remaining in the test-tube is calcium oxide.  (i)  calcium oxide is used in steelmaking.  describe how and why calcium oxide is used in making steel.   . ...   . ...   . .  [2]  (ii)  steel is an alloy. what do you understand by the term alloy  ?   . ...   . .  [1]",
+            "4": "4 0620/21/o/n/10 \u00a9 ucles 2010for examiner\u2019s use (iii)  give one other use of calcium oxide.   . .  [1]  (iv)  complete the symbol equation for the reaction of calcium oxide with hydrochloric  acid.  cao  +  ...hc l  \u2192  cac l 2  +  ... [2]  (v)  state the chemical name of the compound cac l 2.   . .  [1] [total: 10]",
+            "5": "5 0620/21/o/n/10 \u00a9 ucles 2010 [turn overfor examiner\u2019s use3  helium and argon are noble gases.  (a)  state one use of helium.   ... ..  [1]  (b)  the atomic structures of helium and argon are shown below. x helium argon  (i)  state the name of the central part of the atom, labelled x.   . .  [1]  (ii)  which statement about helium and argon is correct?  tick one box.  argon has an incomplete inner shell of electrons. an atom of argon has 16 electrons. helium has a complete outer shell of electrons. helium has an incomplete outer shell of electrons. [1]  (iii)  how many protons are there in an atom of argon?   . .  [1]  (iv) the symbol for a particular isotope of helium is written as         .  write a similar symbol for the isotope of argon which has 16 neutrons. [1]he4 2",
+            "6": "6 0620/21/o/n/10 \u00a9 ucles 2010for examiner\u2019s use (c)  argon is a liquid at a temperature of \u2013188  \u00b0c.   complete the diagram below to show how the atoms of argon are arranged at \u2013188  \u00b0c.          represents one atom of argon. [2] [total: 7]",
+            "7": "7 0620/21/o/n/10 \u00a9 ucles 2010 [turn overfor examiner\u2019s use4  the table shows the mass of some ions present in a 500  cm3 bottle of mineral water. name of ion symbolmass of ion / mg calcium ca2+40.5 cl \u20138.1 magnesium mg2+11.6 nitrate no3\u20132.4 potassium k+0.9 so42\u20136.4  (a)  state the name of the following ions.  c l \u2013  . ...  so42\u2013  ...  [2]  (b)  calculate the mass of magnesium ions in 100  cm3 of this mineral water. [1]  (c) (i)  describe a test for nitrate ions.   . ...   . .  [2]  (ii)  the gas produced in this test turns damp red litmus paper blue.   state the name of this gas.   . .  [1]",
+            "8": "8 0620/21/o/n/10 \u00a9 ucles 2010for examiner\u2019s use (d)  the apparatus shown is used to get pure water from impure mineral water. heatmineral water  (i)  complete the diagram by putting the correct labels in the three boxes. [3]  (ii)  describe how this apparatus separates pure water from dissolved ionic solids.   . ...   . ...   . .  [2]  (iii)  water purity is important in everyday life.  describe one other area of everyday life where purity of substances is important.   . .  [1] [total: 12]",
+            "9": "9 0620/21/o/n/10 \u00a9 ucles 2010 [turn overfor examiner\u2019s use5  a solution of calcium hydroxide in water is alkaline.  (a)  which one of the ph values below is alkaline?  put a ring around the correct answer.  ph 3 ph 6 ph 7 ph 11  [1]  (b)  which of the following is the common name for calcium hydroxide?  tick one box.  cement limestone quicklime slaked lime [1]  (c)  some farmers use calcium hydroxide to control soil acidity.  (i)  why is it important to control soil acidity?   . .  [1]  (ii)  acid rain can cause soil to become acidic.  describe how acid rain is formed.   . ...   . ...   . ...   . .  [3]  (d)  calcium hydroxide reacts with hydrochloric acid. calcium hydroxide  +  hydrochloric acid  \u2192  calcium chloride  +  water  (i)  state the name of this type of chemical reaction.   . .  [1]",
+            "10": "10 0620/21/o/n/10 \u00a9 ucles 2010for examiner\u2019s use (ii)  a dilute solution of calcium hydroxide can be titrated with hydrochloric acid using the  apparatus shown. burette solution ofcalcium hydroxidehydrochloric acid flask  describe how you would carry out this titration.   . ...   . ...   . ...   . .  [3] [total: 10]",
+            "11": "11 0620/21/o/n/10 \u00a9 ucles 2010 [turn overfor examiner\u2019s use6  iron is extracted from its ore by reduction with carbon. aluminium is extracted from its ore by  electrolysis.  (a) (i)   state the name of an ore of aluminium.   . .  [1]  (ii)  what do you understand by the term reduction  ?   . .  [1]  (iii)  suggest why aluminium is not extracted from its ore by reduction with carbon.   . .  [1]  (b)  the table gives information about the reduction of four different metal oxides by heating  with carbon. metal oxide reduction conditions lead( ii) oxide reduced very easily using a bunsen burner magnesium oxide reduced with dif \ufb01 culty in a furnace above 2000  \u00b0c nickel( ii) oxide reduced very easily in a furnace above 680  \u00b0c zinc oxide reduced fairly easily in a furnace above 1200  \u00b0c   use the information in the table to suggest the order of reactivity of these metals. least reactive most reactive [2]  (c)  zinc powder reacts with hydrochloric acid.   the speed of reaction can be followed by measuring the volume of hydrogen gas  produced per minute.  what happens to the volume of gas produced per minute when (i)  large lumps of zinc are used instead of zinc powder?   . .  [1]  (ii)  the reaction is carried out at a higher temperature?   . .  [1]",
+            "12": "12 0620/21/o/n/10 \u00a9 ucles 2010for examiner\u2019s use (d)  match the metals on the left with their uses on the right.  the \ufb01 rst one has been done for you. nickel electrical wiring copper making coins aluminium chemical plant mild steel car bodies stainless steel aircraft bodies [4] [total: 11]",
+            "13": "13 0620/21/o/n/10 \u00a9 ucles 2010 [turn overfor examiner\u2019s use7  ethene, c2h4, is manufactured by cracking petroleum fractions.  (a) (i)   what do you understand by the term petroleum fraction  ?   . ...   . .  [1]  (ii)  complete the equation for the manufacture of ethene from dodecane, c12h26.  c12h26  \u2192  c2h4  +  ... [1]  (b)  two fractions obtained from the distillation of petroleum are re \ufb01 nery gas and gasoline.   state one use of each of these fractions.  re \ufb01 nery gas   ...  gasoline . ..  [2]  (c)  ethene is an unsaturated hydrocarbon.  what do you understand by the following terms?  unsaturated  ...  hydrocarbon    [2]  (d)  ethene is used to make ethanol.  (i)  which of these reactions is used to make ethanol from ethene?  tick one box.  catalytic addition of steam fermentation oxidation using oxygen reduction using hydrogen [1]",
+            "14": "14 0620/21/o/n/10 \u00a9 ucles 2010for examiner\u2019s use (ii)  draw the structure of ethanol showing all atoms and bonds. [2]  (e)  ethene is used to make poly(ethene).  complete the following sentences about this reaction. use words from the list below.  additions carbohydrates catalysts monomers polymers  the ethene molecules which join to form poly(ethene) are the ... . the poly(ethene) molecules formed are ... . [2] [total: 11]",
+            "15": "15 0620/21/o/n/10 \u00a9 ucles 2010 [turn overfor examiner\u2019s use8  lead( ii) bromide can be electrolysed using the apparatus shown below. heat+\u2013graphite rod ceramic crucible lead( ii) bromidegraphite rod  (a)  choose one word from the list below which describes the graphite rods.  put a ring around the correct answer.  cations electrodes electrons insulators metals  [1]  (b)  state the name of the products formed during this electrolysis at  the negative graphite rod.  . the positive graphite rod.    [2]  (c)  which of the following conduct electricity?  tick two boxes.  ceramic crucible graphite rod molten lead( ii) bromide  solid lead( ii) bromide [2]",
+            "16": "16 0620/21/o/n/10 \u00a9 ucles 2010for examiner\u2019s use (d)  the structure of lead( ii) bromide is shown below. br \u2013 br \u2013br \u2013 br \u2013pb2+ pb2+pb2+ pb2+br \u2013 br \u2013br \u2013 br \u2013 br \u2013br \u2013br \u2013br \u2013pb2+ pb2+  write the simplest formula for lead( ii) bromide.   ... ..  [1]  (e)  lead( ii) bromide is formed as a precipitate when aqueous solutions of lead( ii) nitrate  and potassium bromide are mixed.  (i)  what do you understand by the term precipitate  ?   . ...   . .  [1]  (ii)  the formula of lead( ii) nitrate is pb(no3)2.  state the number of different types of atom present in this formula.   . .  [1]  (iii)  state the total number of oxygen atoms present in this formula.   . .  [1]  (iv)  lead compounds are pollutants in the air.  state one harmful effect of lead compounds on health.   . .  [1] [total: 10]",
+            "17": "17 0620/21/o/n/10blank page \u00a9 ucles 2010",
+            "18": "18 0620/21/o/n/10blank page \u00a9 ucles 2010",
+            "19": "19 0620/21/o/n/10blank page \u00a9 ucles 2010",
+            "20": "20 permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here 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. 0620/21/o/n/10 \u00a9 ucles 2010 group 140 ce cerium 58141 pr praseodymium 59144 nd neodymium 60pm promethium 61150 sm samarium 62152 eu europium 63157 gd gadolinium 64159 tb terbium 65162 dy dysprosium 66165 ho holmium 67167 er erbium 68169 tm thulium 69173 yb ytterbium 70175 lu lutetium 71 232 th thorium 90pa protactinium 91238 u uranium 92np neptunium 93pu plutonium 94am americium 95cm curium 96bk berkelium 97cf californium 98es einsteinium 99fm fermium 100md mendelevium 101no nobelium 102lr lawrencium 1031 h hydrogen 1 7 li lithium 3 23 na sodium 1124 mg magnesium 12 40 ca calcium 2045 sc scandium 2148 ti titanium 2251 v vanadium 2352 cr chromium 2455 mn manganese 2556 fe iron 2659 co cobalt 2759 ni nickel 2864 cu copper 2965 zn zinc 3070 ga gallium 3127 al aluminium 1311 b boron 512 c carbon 614 n nitrogen 716 o oxygen 819 f fluorine 9 28 si silicon 1431 p phosphorus 1532 s sulfur 1635.5 cl chlorine 1740 ar argon 1820 ne neon 104 he helium 2 73 ge germanium 3275 as arsenic 3379 se selenium 3480 br bromine 3584 kr krypton 3639 k potassium 19 88 sr strontium 3889 y yttrium 3991 zr zirconium 4093 nb niobium 4196 mo molybdenum 42tc technetium 43101 ru ruthenium 44103 rh rhodium 45106 pd palladium 46108 ag silver 47112 cd cadmium 48115 in indium 49119 sn tin 50122 sb antimony 51128 te tellurium 52127 i iodine 53131 xe xenon 54 137 ba barium 56139 la lanthanum 57        *178 hf hafnium 72181 ta tantalum 73184 w tungsten 74186 re rhenium 75190 os osmium 76192 ir iridium 77195 pt platinum 78197 au gold 79201 hg mercury 80204 tl thallium 81207 pb lead 82209 bi bismuth 83po polonium 84at astatine 85rn radon 86 fr francium 87227 ac actinium 899 be beryllium 4ii i iii iv v vi vii 0 85 rb rubidium 37 133 cs caesium 55 226 ra radium 88 the volume of one mole of any gas is 24 dm3at room temperature and pressure (r.t.p.).a x ba = relative atomic mass x = atomic symbol b = proton (atomic) numberkey*58-71 lanthanoid series 90-103 actinoid seriesdata sheet the periodic table of the elements"
+        },
+        "0620_w10_qp_22.pdf": {
+            "1": "for examiner\u2019s use 1 2 3 total4 5 6 7read these instructions first write your centre number, candidate number and name in the spaces at the top of this page. write in dark blue or black pen.you may need to use a pencil for any diagrams, graphs or rough working.do not use staples, paper clips, highlighters, glue or correction \ufb02 uid. do not  write in any barcodes. answer all questions. a copy of the periodic table is printed on page 16. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question.chemistry  0620/22   paper 2 october/november 2010  1 hour 15 minutes candidates answer on the question paper. no additional materials are required.university of cambridge international examinations international general certi \ufb01 cate of secondary education this document consists of 15 printed pages and 1 blank page. [turn overib10 11_0620_22/4rp\u00a9 ucles 2010 *5310008024*",
+            "2": "2 0620/22/o/n/10 \u00a9 ucles 2010for examiner\u2019s use1  choose from the following list of oxides to answer the questions below.   you can use each oxide once, more than once or not at all. carbon dioxide carbon monoxide magnesium oxide nitrogen dioxide sulfur dioxide water  (a)  which one of these oxides is a basic oxide?   ... ..  [1]  (b)  which two oxides cause acid rain?  .  and  . [2]  (c)  which two oxides are formed when a hydrocarbon undergoes complete combustion?  .  and  . [2] (d)  which one of these oxides turns white copper( ii) sulfate blue?   ... ..  [1]  (e)  which oxide is formed when calcium carbonate undergoes thermal decomposition?   ... ..  [1] [total: 7]",
+            "3": "3 0620/22/o/n/10 \u00a9 ucles 2010 [turn overfor examiner\u2019s use2  the diagram shows the structure of some compounds containing iodine. cl cl clii\u2013 na+na+na+na+ na+na+ i\u2013i\u2013i\u2013 i\u2013i\u2013abc i hd iio oo oo  (a) (i)  what do you understand by the term compound  ?   . ...   . .  [1]  (ii) which one of these compounds, a, b, c or d, has a high melting point?  explain your answer.  compound  .. explanation  ..  [2] (iii)  which one of these compounds is similar in structure to hydrogen chloride?   . .  [1]  (b)  compound b is sodium iodide.  (i)  which statement about the electrical conductivity of sodium iodide is correct?  tick one box.  it conducts electricity when molten. it conducts electricity when solid. it does not conduct electricity when molten. it does not conduct electricity in aqueous solution. [1]  (ii)  describe a test for iodide ions.  test   .  result    [2]  (c)  compound d is iodine( v) oxide. it is an acidic oxide.  suggest why iodine( v) oxide is an acidic oxide.   ... ..  [1] [total: 8]",
+            "4": "4 0620/22/o/n/10 \u00a9 ucles 2010for examiner\u2019s use3  some properties of the group i elements are given in the table. elementmelting point / \u00b0cboiling point / \u00b0cdensity in g  / cm3 lithium 181 1342 0.53 sodium 98 883 0.97potassium 63 0.86rubidium 39 686 1.53caesium 29 669 1.88  (a) (i)   predict the boiling point of potassium.   . .  [1]  (ii)  which group i elements are liquids at 50  \u00b0c?   . .  [2]  (iii)  how, in general, does the density of the group i elements change down the group?   . .  [1]  (b)  complete the following sentences about the group i elements using words from the list  below.  crystallising decreases hard increases  melting similarity soft  the group i elements are relatively . metals which show a trend in . point and reaction with water.  the reactivity with water . down the group. [3]  (c)  the equation for the reaction of sodium with water is given below. 2na  + 2h 2o  \u2192  2naoh  +  h2  write a word equation for this reaction. [2]",
+            "5": "5 0620/22/o/n/10 \u00a9 ucles 2010 [turn overfor examiner\u2019s use (d)  chlorine reacts with sodium to form sodium chloride.  (i)  complete the equation for this reaction. ...na  +  c l 2  \u2192  ...nac l [2]  (ii)  chlorine is a diatomic gas.  what do you understand by the term diatomic  ?   . .  [1]  (iii)  describe the arrangement and motion of the molecules in chlorine gas.  arrangement  .. motion  ..  [2 ]  (iv)  draw a diagram to show the arrangement of the electrons in a molecule of  chlorine.   show only the outer electrons. [2] [total: 16]",
+            "6": "6 0620/22/o/n/10 \u00a9 ucles 2010for examiner\u2019s use4  the formulae of four organic compounds are shown below. abc d cc ch hh hhh c h oo h ch hc h hh hch hc o h hh h  (a) (i)   state the name of the type of bonding between the atoms in these four  compounds.   . .  [1]  (ii)  which one of these compounds, a, b, c or d, is a saturated hydrocarbon?   . .  [1]  (iii)  which one of these compounds is acidic?   . .  [1]  (iv)  state the name of compound d.   . .  [1]  (v)  compound a contains a c=c double bond.  describe a test for a c=c double bond.  test   .  result    [2]  (b)  compound c is a member of the alkane homologous series.  (i)  state  two features of an homologous series.  1.  .. ..  2.  .. ..[2]  (ii)  state the formula and name of another alkane in the same homologous series as  compound c.  formula  name    [2 ]",
+            "7": "7 0620/22/o/n/10 \u00a9 ucles 2010 [turn overfor examiner\u2019s use (c)  the alkanes present in petroleum can be separated by fractional distillation.  the diagram below shows a fractional distillation column.  (i)  on the diagram, label where the temperature in the column is the lowest.  mark this with the letter x. [1]  (ii)  on the diagram, label where the bitumen fraction is collected.  mark this with the letter y. [1] [total: 12]",
+            "8": "8 0620/22/o/n/10 \u00a9 ucles 2010for examiner\u2019s use5  a student used the apparatus shown below to investigate the speed of reaction when large  lumps of zinc reacted with excess sulfuric acid. zinc  +  sulfuric acid  \u2192  zinc sulfate  +  hydrogen sulfuric acid zincgas syringe  (a)  as the reaction proceeds, describe what happens to  (i)  the mass of the zinc lumps.   . .  [1]  (ii)  the concentration of zinc sulfate in the solution in the \ufb02 ask.   . .  [1]",
+            "9": "9 0620/22/o/n/10 \u00a9 ucles 2010 [turn overfor examiner\u2019s use (b)   the student\u2019s results are shown below. time  / minutes 0 10 20 30 40 50 60 volume of hydrogen  / cm30 2 43 94 85 35 55 5  (i)  plot a graph of volume of hydrogen against time. use the axes below. 60 5040302010 0 0 1 02 03 04 05 06 0 time  / minutesvolume of hydrogen / cm3 [3]  (ii)  use your graph to calculate the volume of hydrogen given off after 25 minutes.  volume of hydrogen  .  [1] (iii)  explain why no more hydrogen was given off after 50 minutes.   . .  [1]  (iv)  describe a test for hydrogen.  test   .  result    [2]",
+            "10": "10 0620/22/o/n/10 \u00a9 ucles 2010for examiner\u2019s use (c)  what happens to the speed of the reaction when  (i)  smaller pieces of zinc are used?   . .  [1]  (ii)  some water is added to the sulfuric acid?   . .  [1]  (d)  the reaction between zinc and sulfuric acid is catalysed by copper( ii) sulfate solution.  what do you understand by the term catalyst  ?   ... ..  [1] [total: 12]",
+            "11": "11 0620/22/o/n/10 \u00a9 ucles 2010 [turn overfor examiner\u2019s use6  iron is a transition element.  (a)  state three  properties of transition elements which are not shown by the group i  elements.  1.  ...   2.  ...   3.  ... ..  [3]  (b)  the symbols for two isotopes of iron are shown below.  (i)  how do these two isotopes differ in their atomic structure?   . .  [1]  (ii)  state the number of nucleons present in one atom of the isotope         .   . .  [1]  (iii)  how many electrons are there in one atom of the isotope         ?   . .  [1]  (c)  pure iron rusts very easily.  (i)  state the two conditions that are needed for rusting to take place.  1.  .. ..  2.  ..   [2]  (ii)  describe and explain one method of preventing rusting.  method  .. .  explain why this method works  ..  . .  [2]fe57 26 fe5726fe5426 fe5426",
+            "12": "12 0620/22/o/n/10 \u00a9 ucles 2010for examiner\u2019s use (d)  in the blast furnace, iron( iii) oxide reacts with carbon monoxide. fe2o3  +  3co  \u2192  2fe  +  3co2   which substance gets reduced in this reaction?  explain your answer.  substance  ... ..  explanation  . ..   ... ..  [2]  (e) (i)   carbon monoxide is a pollutant gas produced in motor car engines.   explain why carbon monoxide is formed.   . .  [1]  (ii)  state one harmful effect of carbon monoxide.   . .  [1] [total: 14]",
+            "13": "13 0620/22/o/n/10 \u00a9 ucles 2010 [turn overfor examiner\u2019s use7  boric acid is an acid. urea is a base. both compounds are crystalline.   a student placed some crystals of boric acid and urea in a large beaker of water. the ph  value of the water at the start of the experiment was ph 7. water boric acid ureaa b  (a)  after 15 minutes the ph at point a in the beaker was ph 6.2.  (i)  suggest why the ph at point a had decreased.   . .  [1]  (ii)  what was the most likely ph at point b in the beaker after 15 minutes?   put a ring around the correct answer.  ph 1 ph 6 ph 7 ph 8  [1]  (iii)  the particles of boric acid and urea diffuse throughout the solution.   what do you understand by the term diffusion  ?   . ...   . .  [1]  (iv)  after 24 hours the ph throughout the whole solution was ph 7.   use your knowledge of acids and alkalis to explain why the ph returned to ph 7.   . ...   . .  [1]  (b)  the structure of urea is shown below. h2nn h2c o  (i)  write the simplest formula for urea. [1]",
+            "14": "14 0620/22/o/n/10 \u00a9 ucles 2010for examiner\u2019s use (ii)  calculate the relative molecular mass of urea.   use your periodic table to help you. [1]  (c)  urea is used as a fertiliser.  (i)  which element present in urea is an essential part of most fertilisers?   . .  [1]  (ii)  explain why farmers put fertilisers on their \ufb01 elds.   . ...   . .  [2]  (d)  describe how you can obtain pure, dry crystals of urea from an aqueous solution of  urea.   ...    ...    ... ..  [2] [total: 11]",
+            "15": "15 0620/22/o/n/10blank page \u00a9 ucles 2010",
+            "16": "16 permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here 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. 0620/22/o/n/10 \u00a9 ucles 2010 group 140 ce cerium 58141 pr praseodymium 59144 nd neodymium 60pm promethium 61150 sm samarium 62152 eu europium 63157 gd gadolinium 64159 tb terbium 65162 dy dysprosium 66165 ho holmium 67167 er erbium 68169 tm thulium 69173 yb ytterbium 70175 lu lutetium 71 232 th thorium 90pa protactinium 91238 u uranium 92np neptunium 93pu plutonium 94am americium 95cm curium 96bk berkelium 97cf californium 98es einsteinium 99fm fermium 100md mendelevium 101no nobelium 102lr lawrencium 1031 h hydrogen 1 7 li lithium 3 23 na sodium 1124 mg magnesium 12 40 ca calcium 2045 sc scandium 2148 ti titanium 2251 v vanadium 2352 cr chromium 2455 mn manganese 2556 fe iron 2659 co cobalt 2759 ni nickel 2864 cu copper 2965 zn zinc 3070 ga gallium 3127 al aluminium 1311 b boron 512 c carbon 614 n nitrogen 716 o oxygen 819 f fluorine 9 28 si silicon 1431 p phosphorus 1532 s sulfur 1635.5 cl chlorine 1740 ar argon 1820 ne neon 104 he helium 2 73 ge germanium 3275 as arsenic 3379 se selenium 3480 br bromine 3584 kr krypton 3639 k potassium 19 88 sr strontium 3889 y yttrium 3991 zr zirconium 4093 nb niobium 4196 mo molybdenum 42tc technetium 43101 ru ruthenium 44103 rh rhodium 45106 pd palladium 46108 ag silver 47112 cd cadmium 48115 in indium 49119 sn tin 50122 sb antimony 51128 te tellurium 52127 i iodine 53131 xe xenon 54 137 ba barium 56139 la lanthanum 57        *178 hf hafnium 72181 ta tantalum 73184 w tungsten 74186 re rhenium 75190 os osmium 76192 ir iridium 77195 pt platinum 78197 au gold 79201 hg mercury 80204 tl thallium 81207 pb lead 82209 bi bismuth 83po polonium 84at astatine 85rn radon 86 fr francium 87227 ac actinium 899 be beryllium 4ii i iii iv v vi vii 0 85 rb rubidium 37 133 cs caesium 55 226 ra radium 88 the volume of one mole of any gas is 24 dm3at room temperature and pressure (r.t.p.).a x ba = relative atomic mass x = atomic symbol b = proton (atomic) numberkey*58-71 lanthanoid series 90-103 actinoid seriesdata sheet the periodic table of the elements"
+        },
+        "0620_w10_qp_23.pdf": {
+            "1": "for examiner\u2019s use 1 2 3 total4 5 6 7read these instructions first write your centre number, candidate number and name in the spaces at the top of this page. write in dark blue or black pen.you may need to use a pencil for any diagrams, graphs or rough working.do not use staples, paper clips, highlighters, glue or correction \ufb02 uid. do not  write in any barcodes. answer all questions. a copy of the periodic table is printed on page 16. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question.chemistry  0620/23   paper 2 october/november 2010  1 hour 15 minutes candidates answer on the question paper. no additional materials are required.university of cambridge international examinations international general certi \ufb01 cate of secondary education this document consists of 15 printed pages and 1 blank page. [turn overib10 11_0620_23/fp\u00a9 ucles 2010 *7888284667*",
+            "2": "2 0620/23/o/n/10 \u00a9 ucles 2010for examiner\u2019s use1  choose from the following list of oxides to answer the questions below.   you can use each oxide once, more than once or not at all. carbon dioxide carbon monoxide magnesium oxide nitrogen dioxide sulfur dioxide water  (a)  which one of these oxides is a basic oxide?   ... ..  [1]  (b)  which two oxides cause acid rain?  .  and  . [2]  (c)  which two oxides are formed when a hydrocarbon undergoes complete combustion?  .  and  . [2] (d)  which one of these oxides turns white copper( ii) sulfate blue?   ... ..  [1]  (e)  which oxide is formed when calcium carbonate undergoes thermal decomposition?   ... ..  [1] [total: 7]",
+            "3": "3 0620/23/o/n/10 \u00a9 ucles 2010 [turn overfor examiner\u2019s use2  the diagram shows the structure of some compounds containing iodine. cl cl clii\u2013 na+na+na+na+ na+na+ i\u2013i\u2013i\u2013 i\u2013i\u2013abc i hd iio oo oo  (a) (i)  what do you understand by the term compound  ?   . ...   . .  [1]  (ii) which one of these compounds, a, b, c or d, has a high melting point?  explain your answer.  compound  .. explanation  ..  [2] (iii)  which one of these compounds is similar in structure to hydrogen chloride?   . .  [1]  (b)  compound b is sodium iodide.  (i)  which statement about the electrical conductivity of sodium iodide is correct?  tick one box.  it conducts electricity when molten. it conducts electricity when solid. it does not conduct electricity when molten. it does not conduct electricity in aqueous solution. [1]  (ii)  describe a test for iodide ions.  test   .  result    [2]  (c)  compound d is iodine( v) oxide. it is an acidic oxide.  suggest why iodine( v) oxide is an acidic oxide.   ... ..  [1] [total: 8]",
+            "4": "4 0620/23/o/n/10 \u00a9 ucles 2010for examiner\u2019s use3  some properties of the group i elements are given in the table. elementmelting point / \u00b0cboiling point / \u00b0cdensity in g  / cm3 lithium 181 1342 0.53 sodium 98 883 0.97potassium 63 0.86rubidium 39 686 1.53caesium 29 669 1.88  (a) (i)   predict the boiling point of potassium.   . .  [1]  (ii)  which group i elements are liquids at 50  \u00b0c?   . .  [2]  (iii)  how, in general, does the density of the group i elements change down the group?   . .  [1]  (b)  complete the following sentences about the group i elements using words from the list  below.  crystallising decreases hard increases  melting similarity soft  the group i elements are relatively . metals which show a trend in . point and reaction with water.  the reactivity with water . down the group. [3]  (c)  the equation for the reaction of sodium with water is given below. 2na  + 2h 2o  \u2192  2naoh  +  h2  write a word equation for this reaction. [2]",
+            "5": "5 0620/23/o/n/10 \u00a9 ucles 2010 [turn overfor examiner\u2019s use (d)  chlorine reacts with sodium to form sodium chloride.  (i)  complete the equation for this reaction. ...na  +  c l 2  \u2192  ...nac l [2]  (ii)  chlorine is a diatomic gas.  what do you understand by the term diatomic  ?   . .  [1]  (iii)  describe the arrangement and motion of the molecules in chlorine gas.  arrangement  .. motion  ..  [2 ]  (iv)  draw a diagram to show the arrangement of the electrons in a molecule of  chlorine.   show only the outer electrons. [2] [total: 16]",
+            "6": "6 0620/23/o/n/10 \u00a9 ucles 2010for examiner\u2019s use4  the formulae of four organic compounds are shown below. abc d cc ch hh hhh c h oo h ch hc h hh hch hc o h hh h  (a) (i)   state the name of the type of bonding between the atoms in these four  compounds.   . .  [1]  (ii)  which one of these compounds, a, b, c or d, is a saturated hydrocarbon?   . .  [1]  (iii)  which one of these compounds is acidic?   . .  [1]  (iv)  state the name of compound d.   . .  [1]  (v)  compound a contains a c=c double bond.  describe a test for a c=c double bond.  test   .  result    [2]  (b)  compound c is a member of the alkane homologous series.  (i)  state  two features of an homologous series.  1.  .. ..  2.  .. ..[2]  (ii)  state the formula and name of another alkane in the same homologous series as  compound c.  formula  name    [2 ]",
+            "7": "7 0620/23/o/n/10 \u00a9 ucles 2010 [turn overfor examiner\u2019s use (c)  the alkanes present in petroleum can be separated by fractional distillation.  the diagram below shows a fractional distillation column.  (i)  on the diagram, label where the temperature in the column is the lowest.  mark this with the letter x. [1]  (ii)  on the diagram, label where the bitumen fraction is collected.  mark this with the letter y. [1] [total: 12]",
+            "8": "8 0620/23/o/n/10 \u00a9 ucles 2010for examiner\u2019s use5  a student used the apparatus shown below to investigate the speed of reaction when large  lumps of zinc reacted with excess sulfuric acid. zinc  +  sulfuric acid  \u2192  zinc sulfate  +  hydrogen sulfuric acid zincgas syringe  (a)  as the reaction proceeds, describe what happens to  (i)  the mass of the zinc lumps.   . .  [1]  (ii)  the concentration of zinc sulfate in the solution in the \ufb02 ask.   . .  [1]",
+            "9": "9 0620/23/o/n/10 \u00a9 ucles 2010 [turn overfor examiner\u2019s use (b)   the student\u2019s results are shown below. time  / minutes 0 10 20 30 40 50 60 volume of hydrogen  / cm30 2 43 94 85 35 55 5  (i)  plot a graph of volume of hydrogen against time. use the axes below. 60 5040302010 0 0 1 02 03 04 05 06 0 time  / minutesvolume of hydrogen / cm3 [3]  (ii)  use your graph to calculate the volume of hydrogen given off after 25 minutes.  volume of hydrogen  .  [1] (iii)  explain why no more hydrogen was given off after 50 minutes.   . .  [1]  (iv)  describe a test for hydrogen.  test   .  result    [2]",
+            "10": "10 0620/23/o/n/10 \u00a9 ucles 2010for examiner\u2019s use (c)  what happens to the speed of the reaction when  (i)  smaller pieces of zinc are used?   . .  [1]  (ii)  some water is added to the sulfuric acid?   . .  [1]  (d)  the reaction between zinc and sulfuric acid is catalysed by copper( ii) sulfate solution.  what do you understand by the term catalyst  ?   ... ..  [1] [total: 12]",
+            "11": "11 0620/23/o/n/10 \u00a9 ucles 2010 [turn overfor examiner\u2019s use6  iron is a transition element.  (a)  state three  properties of transition elements which are not shown by the group i  elements.  1.  ...   2.  ...   3.  ... ..  [3]  (b)  the symbols for two isotopes of iron are shown below.  (i)  how do these two isotopes differ in their atomic structure?   . .  [1]  (ii)  state the number of nucleons present in one atom of the isotope         .   . .  [1]  (iii)  how many electrons are there in one atom of the isotope         ?   . .  [1]  (c)  pure iron rusts very easily.  (i)  state the two conditions that are needed for rusting to take place.  1.  .. ..  2.  ..   [2]  (ii)  describe and explain one method of preventing rusting.  method  .. .  explain why this method works  ..  . .  [2]fe57 26 fe5726fe5426 fe5426",
+            "12": "12 0620/23/o/n/10 \u00a9 ucles 2010for examiner\u2019s use (d)  in the blast furnace, iron( iii) oxide reacts with carbon monoxide. fe2o3  +  3co  \u2192  2fe  +  3co2   which substance gets reduced in this reaction?  explain your answer.  substance  ... ..  explanation  . ..   ... ..  [2]  (e) (i)   carbon monoxide is a pollutant gas produced in motor car engines.   explain why carbon monoxide is formed.   . .  [1]  (ii)  state one harmful effect of carbon monoxide.   . .  [1] [total: 14]",
+            "13": "13 0620/23/o/n/10 \u00a9 ucles 2010 [turn overfor examiner\u2019s use7  boric acid is an acid. urea is a base. both compounds are crystalline.   a student placed some crystals of boric acid and urea in a large beaker of water. the ph  value of the water at the start of the experiment was ph 7. water boric acid ureaa b  (a)  after 15 minutes the ph at point a in the beaker was ph 6.2.  (i)  suggest why the ph at point a had decreased.   . .  [1]  (ii)  what was the most likely ph at point b in the beaker after 15 minutes?   put a ring around the correct answer.  ph 1 ph 6 ph 7 ph 8  [1]  (iii)  the particles of boric acid and urea diffuse throughout the solution.   what do you understand by the term diffusion  ?   . ...   . .  [1]  (iv)  after 24 hours the ph throughout the whole solution was ph 7.   use your knowledge of acids and alkalis to explain why the ph returned to ph 7.   . ...   . .  [1]  (b)  the structure of urea is shown below. h2nn h2c o  (i)  write the simplest formula for urea. [1]",
+            "14": "14 0620/23/o/n/10 \u00a9 ucles 2010for examiner\u2019s use (ii)  calculate the relative molecular mass of urea.   use your periodic table to help you. [1]  (c)  urea is used as a fertiliser.  (i)  which element present in urea is an essential part of most fertilisers?   . .  [1]  (ii)  explain why farmers put fertilisers on their \ufb01 elds.   . ...   . .  [2]  (d)  describe how you can obtain pure, dry crystals of urea from an aqueous solution of  urea.   ...    ...    ... ..  [2] [total: 11]",
+            "15": "15 0620/23/o/n/10blank page \u00a9 ucles 2010",
+            "16": "16 permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here 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. 0620/23/o/n/10 \u00a9 ucles 2010 group 140 ce cerium 58141 pr praseodymium 59144 nd neodymium 60pm promethium 61150 sm samarium 62152 eu europium 63157 gd gadolinium 64159 tb terbium 65162 dy dysprosium 66165 ho holmium 67167 er erbium 68169 tm thulium 69173 yb ytterbium 70175 lu lutetium 71 232 th thorium 90pa protactinium 91238 u uranium 92np neptunium 93pu plutonium 94am americium 95cm curium 96bk berkelium 97cf californium 98es einsteinium 99fm fermium 100md mendelevium 101no nobelium 102lr lawrencium 1031 h hydrogen 1 7 li lithium 3 23 na sodium 1124 mg magnesium 12 40 ca calcium 2045 sc scandium 2148 ti titanium 2251 v vanadium 2352 cr chromium 2455 mn manganese 2556 fe iron 2659 co cobalt 2759 ni nickel 2864 cu copper 2965 zn zinc 3070 ga gallium 3127 al aluminium 1311 b boron 512 c carbon 614 n nitrogen 716 o oxygen 819 f fluorine 9 28 si silicon 1431 p phosphorus 1532 s sulfur 1635.5 cl chlorine 1740 ar argon 1820 ne neon 104 he helium 2 73 ge germanium 3275 as arsenic 3379 se selenium 3480 br bromine 3584 kr krypton 3639 k potassium 19 88 sr strontium 3889 y yttrium 3991 zr zirconium 4093 nb niobium 4196 mo molybdenum 42tc technetium 43101 ru ruthenium 44103 rh rhodium 45106 pd palladium 46108 ag silver 47112 cd cadmium 48115 in indium 49119 sn tin 50122 sb antimony 51128 te tellurium 52127 i iodine 53131 xe xenon 54 137 ba barium 56139 la lanthanum 57        *178 hf hafnium 72181 ta tantalum 73184 w tungsten 74186 re rhenium 75190 os osmium 76192 ir iridium 77195 pt platinum 78197 au gold 79201 hg mercury 80204 tl thallium 81207 pb lead 82209 bi bismuth 83po polonium 84at astatine 85rn radon 86 fr francium 87227 ac actinium 899 be beryllium 4ii i iii iv v vi vii 0 85 rb rubidium 37 133 cs caesium 55 226 ra radium 88 the volume of one mole of any gas is 24 dm3at room temperature and pressure (r.t.p.).a x ba = relative atomic mass x = atomic symbol b = proton (atomic) numberkey*58-71 lanthanoid series 90-103 actinoid seriesdata sheet the periodic table of the elements"
+        },
+        "0620_w10_qp_31.pdf": {
+            "1": "read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen.you may use a pencil for any diagrams, graphs or rough working.do not use staples, paper clips, highlighters, glue or correction \ufb02 uid. do not  write in any barcodes. answer all questions. a copy of the periodic table is printed on page 16. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question.chemistry  0620/31   paper 3 (extended) october/november 2010  1 hour 15 minutes candidates answer on the question paper. no additional materials are required.university of cambridge international examinations international general certi \ufb01 cate of secondary education this document consists of 15 printed pages and 1 blank page. [turn overib10 11_0620_31/3rp\u00a9 ucles 2010 *5805031630* for examiner\u2019s use 3 4 5 total6 7 81 2",
+            "2": "2 0620/31/o/n/10 \u00a9 ucles 2010for examiner\u2019s use1  the table gives the composition of three particles. particlenumber of protonsnumber of electronsnumber of neutrons a 15 15 16 b 15 18 16 c 15 15 17  (a)  what is the evidence in the table for each of the following?  (i)  particle a is an atom.  .. ..  ..    [1]  (ii)  they are all particles of the same element.  .. ..  ..    [1]  (iii)  particle b is a negative ion.  .. ..  ..    [2]  (iv)  particles a and c are isotopes.  .. ..  ..    [2]  (b)  (i)  what is the electronic structure of particle a?  ..    [1]  (ii)  what is the valency of the element?  ..    [1]  (iii)  is the element a metal or a non-metal? give a reason for your choice.  .. ..  ..    [1] [total: 9]",
+            "3": "3 0620/31/o/n/10 \u00a9 ucles 2010 [turn overfor examiner\u2019s use2  about 4000 years ago the bronze age started in britain. bronze is an alloy of copper and  tin.  (a) (i)   suggest a reason why a bronze axe was better than a copper axe.  ..    [1]  (ii)  brass is another copper alloy. name the other metal in brass.  ..    [1]  (b)  the diagram below shows the arrangement of particles in a pure metal.  (i)  what is the name given to a regular arrangement of particles in a crystalline solid?  ..    [1]  (ii)  draw a diagram which shows the arrangement of particles in an alloy. [2]  (iii)  explain the term malleable .  ..    [1]  (iv)  why are metals malleable?  .. ..  ..    [2]",
+            "4": "4 0620/31/o/n/10 \u00a9 ucles 2010for examiner\u2019s use (c)   the common ore of tin is tin( iv) oxide and an ore of copper is malachite, cuco3.cu(oh)2.  (i)  write a word equation for the reduction of tin( iv) oxide by carbon.  ..   [1]  (ii)  malachite is heated to form copper oxide and two other chemicals.   name these chemicals.  ...  and  .  [ 2]  (iii)  copper oxide is reduced to copper which is then re \ufb01 ned by electrolysis.   label the diagram of the apparatus which could be used to re \ufb01 ne copper. \u2013 +power supply [3]  (iv)  give one use of copper, other than making alloys.   . .  [1] [total: 15]",
+            "5": "5 0620/31/o/n/10 \u00a9 ucles 2010 [turn overfor examiner\u2019s use3  the diagram shows a cell. this is a device which produces electrical energy. the reaction in  a cell is a redox reaction and involves electron transfer. filter paper soaked in sodium chloride solution to complete the circuitsolution of bromine br2(aq)solution of iron( ii) salt fe2+(aq)inert electrode inert electrodev+ \u2013  (i)  complete the sentence.   a cell will change  energy into electrical energy. [1]  (ii)  draw an arrow on the diagram to show the direction of the electron \ufb02 ow. [1]  (iii)  in the left hand beaker, the colour changes from brown to colourless.   complete the equation for the reaction. br2  +  ...  \u2192  ... [2]  (iv)  is the change in (iii) oxidation or reduction? give a reason for your choice.   . ...   . .  [1]  (v)  complete the following description of the reaction in the right hand beaker.  fe2+ changes into . . [1]  (vi)  when a solution of bromine is replaced by a solution of chlorine, the voltage  increases. when a solution of bromine is replaced by a solution of iodine, the voltage decreases.   suggest an explanation for this difference.   . ...   . .  [1] [total: 7]",
+            "6": "6 0620/31/o/n/10 \u00a9 ucles 2010for examiner\u2019s use4  ammonia is an important industrial chemical.  (a)  (i)  give the electron structure of an atom of nitrogen.   . .  [1]  (ii)  use this electronic structure, rather than the valency of nitrogen, to explain why the  formula of ammonia is nh3 not nh4.   . ...   . ...   . .  [2]  (b)  ammonia is made by the haber process.  n2(g)  + 3h2(g)    2nh3(g)   forward reaction is exothermic   the percentage of ammonia in the equilibrium mixture varies with conditions. pressure  / atmospheres 100 200 300 400 % ammonia at 300  \u00b0c 4 56 57 27 8 % ammonia at 500  \u00b0c 9 18 25 31   the conditions actually used are 200 atmospheres, 450  \u00b0c and an iron catalyst.  (i)  the original catalyst was platinum. suggest a reason why it was changed to iron.   . .  [1]  (ii)  explain why the highest pressure gives the highest percentage of ammonia in the  equilibrium mixture.   . ...   . .  [2]  (iii)  what happens to the unreacted nitrogen and hydrogen?   . ...   . .  [1]",
+            "7": "7 0620/31/o/n/10 \u00a9 ucles 2010 [turn overfor examiner\u2019s use (iv)  state one advantage and one disadvantage of using a lower temperature.  advantage   .  . .  [1]  disadvantage     . .  [1] [total: 9]",
+            "8": "8 0620/31/o/n/10 \u00a9 ucles 2010for examiner\u2019s use5  monomers polymerise to form polymers or macromolecules.  (a) (i)  explain the term polymerise .   . ...   . .  [1]  (ii)  there are two types of polymerisation - addition and condensation. what is the  difference between them?   . ...   . ...   . .  [2]  (b)  an important monomer is chloroethene which has the structural formula shown below. cch clh h  it is made by the following method. c2h4  +  c l 2  \u2192  c2h4 cl 2   dichloroethane  this is heated to make chloroethene. c2h4cl 2  \u2192  c2h3cl   +  hc l   (i)  ethene is made by cracking alkanes. complete the equation for cracking  dodecane. c12h26  \u2192    +  2c2h4 [1]  another method of making dichloroethane is from ethane. c2h6  +  2c l 2   \u2192  c2h4cl 2   +  2hc l  (ii)  suggest a reason why the method using ethene is preferred.   . ...   . .  [1]  (iii)  describe an industrial method of making chlorine.   . ...   . .  [2]",
+            "9": "9 0620/31/o/n/10 \u00a9 ucles 2010 [turn overfor examiner\u2019s use (iv)  draw the structural formula of poly(chloroethene).   include three monomer units. [2] [total: 9]",
+            "10": "10 0620/31/o/n/10 \u00a9 ucles 2010for examiner\u2019s use6  the table below shows the elements in the second period of the periodic table and some of  their oxidation states in their most common compounds. element li be b c n o f ne number of outer electrons 12345678 oxidation state +1 +2 +3 +4 \u20133 \u20132 \u20131 0  (a) (i)  what does it mean when the only oxidation state of an element is zero?   . ...   . .  [1]  (ii)  explain why some elements have positive oxidation states but others have negative  ones.   . ...   . .  [2]  (iii)  select two elements in the table which exist as diatomic molecules of the type x2.   . .  [1]  (b)  beryllium hydroxide, a white solid, is an amphoteric hydroxide.  (i)  name another metal which has an amphoteric hydroxide.   . .  [1]  (ii)   suggest what you would observe when an excess of aqueous sodium hydroxide is  added gradually to aqueous beryllium sulfate.   . ...   . .  [2]  (c) (i)  give the formulae of lithium \ufb02 uoride and nitrogen \ufb02 uoride.  lithium \ufb02 uoride   ..  nitrogen \ufb02 uoride   ..  [2]",
+            "11": "11 0620/31/o/n/10 \u00a9 ucles 2010 [turn overfor examiner\u2019s use (ii)  predict two differences in their properties.   . ...   . .  [2]  (iii)  explain why these two \ufb02 uorides have different properties.   . ...   . .  [2] [total: 13]",
+            "12": "12 0620/31/o/n/10 \u00a9 ucles 2010for examiner\u2019s use7  the diagram shows part of the carbon cycle. this includes some of the processes which  determine the percentage of carbon dioxide in the atmosphere. carbon dioxide in the atmosphere photosynthesiscombustion respiration  (i)  carbon dioxide is one greenhouse gas. name another one.   . .  [1]  (ii)  explain the term respiration  and how this process increases the percentage of  carbon dioxide in the atmosphere.   . ...   . ...   . .  [3]  (iii)  explain why the combustion of waste crop material should not alter the percentage  of carbon dioxide in the atmosphere.   . ...   . .  [2]  (iv)  in 1960 the percentage of carbon dioxide in the atmosphere was 0.032% and in  2008 it was 0.038%. suggest an explanation for this increase.   . ...   . .  [2] [total: 8]",
+            "13": "13 0620/31/o/n/10 \u00a9 ucles 2010 [turn overfor examiner\u2019s use8  soluble salts can be made using a base and an acid.  (a)  complete this method of preparing dry crystals of the soluble salt   cobalt( ii) chloride-6-water from the insoluble base cobalt( ii) carbonate.  step 1  add an excess of cobalt( ii) carbonate to hot dilute hydrochloric acid.  step 2   ...    ...   step 3   ...    ...   step 4   ...    ... ..  [4]",
+            "14": "14 0620/31/o/n/10 \u00a9 ucles 2010for examiner\u2019s use (b)  6.0  g of cobalt( ii) carbonate was added to 40  cm3 of hydrochloric acid, concentration 2.0  mol  / dm3. calculate the maximum yield of cobalt( ii) chloride-6-water and show that  the cobalt( ii) carbonate was in excess. coco3  + 2hc l  \u2192  coc l 2  +  co2  +  h2o coc l 2  +  6h2o  \u2192  coc l 2.6h2o  maximum yield  number of moles of hc l used = .  number of moles of coc l 2 formed = .  number of moles of coc l 2.6h2o formed = .  mass of one mole of coc l 2.6h2o = 238  g  maximum yield of coc l 2.6h2o = . g [4]  to show that cobalt( ii) carbonate is in excess  number of moles of hc l used = . (use value from above)  mass of one mole of coco3 = 119  g  number of moles of coco3 in 6.0  g of cobalt( ii) carbonate = . [1]  explain why cobalt( ii) carbonate is in excess   .   ... ..  [1] [total: 10]",
+            "15": "15 0620/31/o/n/10blank page",
+            "16": "16 permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here 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. 0620/31/o/n/10 \u00a9 ucles 2010 group 140 ce cerium 58141 pr praseodymium 59144 nd neodymium 60pm promethium 61150 sm samarium 62152 eu europium 63157 gd gadolinium 64159 tb terbium 65162 dy dysprosium 66165 ho holmium 67167 er erbium 68169 tm thulium 69173 yb ytterbium 70175 lu lutetium 71 232 th thorium 90pa protactinium 91238 u uranium 92np neptunium 93pu plutonium 94am americium 95cm curium 96bk berkelium 97cf californium 98es einsteinium 99fm fermium 100md mendelevium 101no nobelium 102lr lawrencium 1031 h hydrogen 1 7 li lithium 3 23 na sodium 1124 mg magnesium 12 40 ca calcium 2045 sc scandium 2148 ti titanium 2251 v vanadium 2352 cr chromium 2455 mn manganese 2556 fe iron 2659 co cobalt 2759 ni nickel 2864 cu copper 2965 zn zinc 3070 ga gallium 3127 al aluminium 1311 b boron 512 c carbon 614 n nitrogen 716 o oxygen 819 f fluorine 9 28 si silicon 1431 p phosphorus 1532 s sulfur 1635.5 cl chlorine 1740 ar argon 1820 ne neon 104 he helium 2 73 ge germanium 3275 as arsenic 3379 se selenium 3480 br bromine 3584 kr krypton 3639 k potassium 19 88 sr strontium 3889 y yttrium 3991 zr zirconium 4093 nb niobium 4196 mo molybdenum 42tc technetium 43101 ru ruthenium 44103 rh rhodium 45106 pd palladium 46108 ag silver 47112 cd cadmium 48115 in indium 49119 sn tin 50122 sb antimony 51128 te tellurium 52127 i iodine 53131 xe xenon 54 137 ba barium 56139 la lanthanum 57        *178 hf hafnium 72181 ta tantalum 73184 w tungsten 74186 re rhenium 75190 os osmium 76192 ir iridium 77195 pt platinum 78197 au gold 79201 hg mercury 80204 tl thallium 81207 pb lead 82209 bi bismuth 83po polonium 84at astatine 85rn radon 86 fr francium 87227 ac actinium 899 be beryllium 4ii i iii iv v vi vii 0 85 rb rubidium 37 133 cs caesium 55 226 ra radium 88 the volume of one mole of any gas is 24 dm3at room temperature and pressure (r.t.p.).a x ba = relative atomic mass x = atomic symbol b = proton (atomic) numberkey*58-71 lanthanoid series 90-103 actinoid seriesdata sheet the periodic table of the elements"
+        },
+        "0620_w10_qp_32.pdf": {
+            "1": "read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen.you may use a pencil for any diagrams, graphs or rough working.do not use staples, paper clips, highlighters, glue or correction \ufb02 uid. do not  write in any barcodes. answer all questions. a copy of the periodic table is printed on page 16. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question.chemistry  0620/32   paper 3 (extended) october/november 2010  1 hour 15 minutes candidates answer on the question paper. no additional materials are required.university of cambridge international examinations international general certi \ufb01 cate of secondary education this document consists of 14 printed pages and 2 blank pages. [turn overib10 11_0620_32/2rp\u00a9 ucles 2010 *7061419556* for examiner\u2019s use 3 4 5 total6 71 2",
+            "2": "2 0620/32/o/n/10 \u00a9 ucles 2010for examiner\u2019s use1  the following table gives information about six substances. substancemelting point / \u00b0cboiling point / \u00b0celectrical conductivity  as a solidelectrical conductivity  as a liquid a 839 1484 good good b \u2013210 \u2013196 poor poor c 776 1497 poor goodd \u2013117 78 poor poor e 1607 2227 poor poor f \u20135 102 poor good  (a)  which substance could have a macromolecular structure, similar to that of silicon( iv)  oxide?   ... ..  [1]  (b)  which substances are solids at room temperature?   ... ..  [1]  (c)  which substance could be a metal?   ... ..  [1]  (d)  which substance could be aqueous sodium chloride?   ... ..  [1]  (e)  which substance is an ionic compound?   ... ..  [1]  (f)  which substances are liquids at room temperature?   ... ..  [1] [total: 6]",
+            "3": "3 0620/32/o/n/10 \u00a9 ucles 2010 [turn overfor examiner\u2019s use2  an ore of the important metal zinc is zinc blende, zns. this is changed into zinc oxide which  is reduced to the impure metal by carbon reduction.  (a)  (i)  how is zinc oxide obtained from zinc sul \ufb01 de?   . ...   . .  [2]  (ii)  write a balanced equation for the reduction of zinc oxide by carbon.   . .  [1]  (iii)  the major impurity in the zinc is cadmium. the boiling point of zinc is 907  \u00b0c and that  of cadmium is 767  \u00b0c.   name a technique which could be used to separate these two metals.   . .  [2]  (b)  in common with most metals, zinc is a good conductor of electricity. it is used as an  electrode in cells.  (i)  give two other uses of zinc.   . ...   . .  [2]  (ii)  describe the metallic bonding in zinc and then explain why it is a good conductor of  electricity.   . ...   . ...   . ...   . .  [4] [total: 11]",
+            "4": "4 0620/32/o/n/10 \u00a9 ucles 2010for examiner\u2019s use3  the decomposition of hydrogen peroxide is catalysed by manganese( iv) oxide. 2h2o2(aq)  \u2192  2h2o(l)  +  o2(g)   to 50  cm3 of aqueous hydrogen peroxide, 0.50  g of manganese( iv) oxide was added. the  volume of oxygen formed was measured every 20 seconds. the average reaction rate was calculated for each 20 second interval. time  / s 0 20 40 60 80 100 volume of oxygen  / cm30 4 87 08 28 88 8 average reaction rate in cm3 / s 2.4 1.1 . 0.3 0.0 0.0  (a)  explain how the average reaction rate, 2.4  cm3 / s, was calculated for the \ufb01 rst 20  seconds.   ...    ... ..  [2]  (b)  complete the table. [1]  (c)  explain why the average reaction rate decreases with time.   ...    ... ..  [2]  (d)  the experiment was repeated but 1.0  g of manganese( iv) oxide was added.   what effect, if any, would this have on the reaction rate and on the \ufb01 nal volume of oxygen?  give a reason for each answer.  effect on rate  .. .  [1]  reason  ...   ... ..  [2]  effect on \ufb01 nal volume of oxygen  .  [1]  reason  ...   ... ..  [2] [total: 11]",
+            "5": "5 0620/32/o/n/10 \u00a9 ucles 2010 [turn overfor examiner\u2019s use4  chromium is a transition element.  (a) (i)   predict two differences in the physical properties of chromium and sodium.   . ...   . .  [2]  (ii)  predict two differences in the chemical properties of chromium and sodium.   . ...   . ...   . .  [2]  (b)  chromium is used to electroplate steel objects. the diagram shows how this could be  done. lead anode+\u2013 object to be plated chromium( iii) sulfate(aq)add more chromium( iii) sulfate(aq)  (i)  give two reasons why steel objects are plated with chromium.   . ...   . .  [2]  (ii)  the formula of the chromium( iii) ion is cr3+ and of the sulfate ion is so42\u2013. give the  formula of chromium( iii) sulfate.   . .  [1]  (iii)  write the equation for the reaction at the negative electrode (cathode).   . .  [2]  (iv)  a colourless gas, which relights a glowing splint, is formed at the positive electrode  (anode). name this gas.   . .  [1]",
+            "6": "6 0620/32/o/n/10 \u00a9 ucles 2010for examiner\u2019s use (v)  during electrolysis, it is necessary to add more chromium( iii) sulfate but during  copper-plating using a copper anode, it is not necessary to add more copper( ii)  sulfate. explain.   . ...   . ...   . .  [2] [total: 12]",
+            "7": "7 0620/32/o/n/10 \u00a9 ucles 2010 [turn overfor examiner\u2019s use5  in the absence of oxygen, certain bacteria decompose carbohydrates to biogas. this is a  mixture of gases mainly methane and carbon dioxide.   biogas is becoming an increasingly important fuel around the world.   a diagram of a simple biogas generator is given below. typically, it contains biomass - animal  manure, plant material etc. biogas biomass added waste material removed  (a) (i)  what is meant by the term carbohydrate ?   . ...   . .  [2]  (ii)  the reaction in the generator is an example of anaerobic respiration.   anaerobic means in the absence of oxygen. what does respiration  mean?   . ...   . .  [2]  (iii)  the generator must produce some carbon dioxide.   why is it impossible for it to produce only a hydrocarbon such as methane?   . .  [1]  (iv)  suggest a use for the nitrogen-rich solid removed from the generator.   . .  [1]",
+            "8": "8 0620/32/o/n/10 \u00a9 ucles 2010for examiner\u2019s use (b) (i)  in an experiment, a 60  cm3 sample of biogas required 80  cm3 of oxygen for the  complete combustion of the methane in the sample.   calculate the percentage of methane in the sample of biogas. assume that biogas  contains only methane and carbon dioxide. ch4  +  2o2  \u2192  co2  +  2h2o   . ...   . ...   . .  [2]  (ii)  carbon dioxide is acidic and methane is neutral.  suggest another way of measuring the volume of methane in the sample.   . ...   . .  [2] [total: 10]",
+            "9": "9 0620/32/o/n/10 \u00a9 ucles 2010 [turn overfor examiner\u2019s use6  the alcohols form an homologous series.  (a)  give three  characteristics of an homologous series.   ...    ...    ...    ... ..  [3]  (b)  the following two alcohols are members of the series and they are isomers. ch3 \u2014 ch2 \u2014 ch2 \u2014 ch2 \u2014 oh     and     (ch3)2ch  \u2014 ch2oh  (i)  explain why they are isomers.   . ...   . ...   . .  [2]  (ii)  give the structural formula of another alcohol which is also an isomer of these  alcohols. [1]",
+            "10": "10 0620/32/o/n/10 \u00a9 ucles 2010for examiner\u2019s use (c)  copper( ii) oxide can oxidise butan-1-ol to liquid x whose ph is 4. liquid x formed by oxidation of butan-1-ol.heatmineral wool soaked in butan-1-ol copper( ii) oxide  (i)  name another reagent which can oxidise butan-1-ol.   . .  [1]  (ii)  what type of compound is liquid x and what is its formula?  type of compound   ...  [1] formula of liquid x   [1]",
+            "11": "11 0620/32/o/n/10 \u00a9 ucles 2010 [turn overfor examiner\u2019s use (d)  the alcohol ethanol can be made by fermentation. yeast is added to aqueous glucose. c6h12o6(aq)  \u2192  2c2h5oh(aq)  +  2co2(g)   carbon dioxide is given off and the mixture becomes warm as the reaction is exothermic.  the graph shows how the rate of reaction varies over several days. rate ofreaction time  (i)  suggest a method of measuring the rate of this reaction.   . ...   . .  [2]  (ii)  why does the rate increase initially?   . ...   . .  [1]  (iii)  suggest two reasons why the rate eventually decreases.   . ...   . .  [2]  (iv)  why is fermentation carried out in the absence of air?   . ...   . .  [1] [total: 15]",
+            "12": "12 0620/32/o/n/10 \u00a9 ucles 2010for examiner\u2019s use7  the major use of sulfur dioxide is to manufacture sulfuric acid.  (a) (i)  another use of sulfur dioxide is as the food additive e220.  how does it preserve food?   . ...   . .  [1]  (ii)  why is sulfur dioxide used in the manufacture of wood pulp?   . .  [1]  (iii)  how is sulfur dioxide manufactured?   . .  [1]  (b)  complete the following description of the manufacture of sulfuric acid.  sulfur dioxide reacts with .. to form sulfur trioxide. the above reaction is catalysed by . . the optimum temperature for this reaction is .. \u00b0c. sulfur trioxide needs to react with .. to form sulfuric acid. [4]  (c) (i)  de\ufb01 ne the term acid.   . .  [1]  (ii)  sulfuric acid is a strong acid. ethanedioic acid is a weak acid.   given solutions of both acids, how could you show that sulfuric acid is a strong acid  and ethanedioic acid is a weak acid?  method   . .   . .  [1]  result for each acid   ...  . .  [1]",
+            "13": "13 0620/32/o/n/10 \u00a9 ucles 2010for examiner\u2019s use (d)  20.0  cm3 of sulfuric acid, concentration 0.30  mol  / dm3, was added to 40  cm3 of sodium  hydroxide, concentration 0.20  mol  / dm3. 2naoh  +  h2so4  \u2192  na2so4  +  2h2o  (i)  how many moles of h2so4 were added? ..   [1]  (ii)  how many moles of naoh were used? .. [1]  (iii)  which reagent is in excess? give a reason for your choice.  reagent in excess   ...  [1] reason   . ..   . .  [1]  (iv)  is the ph of the \ufb01 nal mixture less than 7, equal to 7 or more than 7?   . .  [1] [total: 15]",
+            "14": "14 0620/32/o/n/10blank page \u00a9 ucles 2010",
+            "15": "15 0620/32/o/n/10blank page \u00a9 ucles 2010",
+            "16": "16 permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here 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. 0620/32/o/n/10 \u00a9 ucles 2010 group 140 ce cerium 58141 pr praseodymium 59144 nd neodymium 60pm promethium 61150 sm samarium 62152 eu europium 63157 gd gadolinium 64159 tb terbium 65162 dy dysprosium 66165 ho holmium 67167 er erbium 68169 tm thulium 69173 yb ytterbium 70175 lu lutetium 71 232 th thorium 90pa protactinium 91238 u uranium 92np neptunium 93pu plutonium 94am americium 95cm curium 96bk berkelium 97cf californium 98es einsteinium 99fm fermium 100md mendelevium 101no nobelium 102lr lawrencium 1031 h hydrogen 1 7 li lithium 3 23 na sodium 1124 mg magnesium 12 40 ca calcium 2045 sc scandium 2148 ti titanium 2251 v vanadium 2352 cr chromium 2455 mn manganese 2556 fe iron 2659 co cobalt 2759 ni nickel 2864 cu copper 2965 zn zinc 3070 ga gallium 3127 al aluminium 1311 b boron 512 c carbon 614 n nitrogen 716 o oxygen 819 f fluorine 9 28 si silicon 1431 p phosphorus 1532 s sulfur 1635.5 cl chlorine 1740 ar argon 1820 ne neon 104 he helium 2 73 ge germanium 3275 as arsenic 3379 se selenium 3480 br bromine 3584 kr krypton 3639 k potassium 19 88 sr strontium 3889 y yttrium 3991 zr zirconium 4093 nb niobium 4196 mo molybdenum 42tc technetium 43101 ru ruthenium 44103 rh rhodium 45106 pd palladium 46108 ag silver 47112 cd cadmium 48115 in indium 49119 sn tin 50122 sb antimony 51128 te tellurium 52127 i iodine 53131 xe xenon 54 137 ba barium 56139 la lanthanum 57        *178 hf hafnium 72181 ta tantalum 73184 w tungsten 74186 re rhenium 75190 os osmium 76192 ir iridium 77195 pt platinum 78197 au gold 79201 hg mercury 80204 tl thallium 81207 pb lead 82209 bi bismuth 83po polonium 84at astatine 85rn radon 86 fr francium 87227 ac actinium 899 be beryllium 4ii i iii iv v vi vii 0 85 rb rubidium 37 133 cs caesium 55 226 ra radium 88 the volume of one mole of any gas is 24 dm3at room temperature and pressure (r.t.p.).a x ba = relative atomic mass x = atomic symbol b = proton (atomic) numberkey*58-71 lanthanoid series 90-103 actinoid seriesdata sheet the periodic table of the elements"
+        },
+        "0620_w10_qp_33.pdf": {
+            "1": "read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen.you may use a pencil for any diagrams, graphs or rough working.do not use staples, paper clips, highlighters, glue or correction \ufb02 uid. do not  write in any barcodes. answer all questions. a copy of the periodic table is printed on page 16. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question.chemistry  0620/33   paper 3 (extended) october/november 2010  1 hour 15 minutes candidates answer on the question paper. no additional materials are required.university of cambridge international examinations international general certi \ufb01 cate of secondary education this document consists of 14 printed pages and 2 blank pages. [turn overib10 11_0620_33/3rp\u00a9 ucles 2010 *2824794606* for examiner\u2019s use 3 4 5 total6 71 2",
+            "2": "2 0620/33/o/n/10 \u00a9 ucles 2010for examiner\u2019s use1  the diagrams below show the electron arrangement in two compounds. k+\u2013hho cl  (a)   in a water molecule, each hydrogen atom is bonded to the oxygen atom by sharing a pair  of electrons.   why does an oxygen atom share two pairs of electrons rather than just one pair?   ...    ... ..  [1]  (b) describe how a potassium atom becomes a potassium ion.   ... ..  [1]  (c)  why is there a bond between the ions in potassium chloride?   ...    ... ..  [1]  (d)  solid potassium chloride is a poor conductor of electricity. when dissolved in water it is a good conductor. explain.   ...    ... ..  [2] [total: 5]",
+            "3": "3 0620/33/o/n/10 \u00a9 ucles 2010 [turn overfor examiner\u2019s use2  vanadium is a transition element.  (a)  an atom of the most common isotope of vanadium can be represented as       .   complete the following table to show the number of protons, electrons and neutrons in  each particle. particlenumber of protonsnumber of electronsnumber of neutrons v51 23 v51 3+23 v5023 [3]  (b)  the major use of vanadium is to make vanadium steel alloys.  (i)  explain the phrase steel alloys .   . ...   . .  [2]  (ii)  state the name and use of another steel alloy.  name   ..  use  ...  [2]  (c)  two of the oxidation states of vanadium are +3 and +4.  (i)  write the formula of vanadium( iii) oxide and of vanadium( iv) oxide.  vanadium( iii) oxide  ...  vanadium( iv) oxide  .  [2]  (ii)  vanadium( iii) oxide is basic and vandium( iv) oxide is amphoteric.   describe how you would obtain a sample of vanadium( iii) oxide from a mixture of  these two oxides.   . ...   . ...   . .  [3] [total: 12]v5123",
+            "4": "4 0620/33/o/n/10 \u00a9 ucles 2010for examiner\u2019s use3  the reactions of a metal and the thermal stability of some of its compounds are determined  by the position of the metal in the reactivity series.  (a)  to \ufb01 nd the order of reactivity of the metals, cobalt, magnesium, silver and tin, the following  experiments were carried out. experiment result tin plus silver( i) nitrate solution silvery layer on tin magnesium plus tin( ii) nitrate solution grey deposit on magnesium tin plus cobalt nitrate solution no reaction  (i)  give as far as possible the order of reactivity of these metals.  write the least reactive \ufb01 rst.   . .  [2]  (ii)  what additional experiment needs to be done to put all four metals in order of  reactivity?   . .  [1]  (iii)  write an ionic equation for the reaction between tin atoms and silver( i) ions. indicate  on the equation the change which is oxidation.   . ...   . .  [3]  (b)  sodium is a more reactive metal than magnesium. sodium compounds are more stable  than magnesium compounds.   in an experiment, their hydroxides were heated. if the hydroxide did not decompose write  \u2018no reaction\u2019 otherwise complete the equation.  naoh  \u2192  .  mg(oh)2  \u2192  . [2]",
+            "5": "5 0620/33/o/n/10 \u00a9 ucles 2010 [turn overfor examiner\u2019s use (c)  a cell consists of two different metal electrodes in an electrolyte.  three possible cells are shown below. v zinc copper dilute acid1.1  v v tin dilute acid0.5  v v zinc tin dilute acid...  v + \u2013 + \u2013  (i)  why is the more reactive metal the negative electrode?   . ...   . .  [2]  (ii)  how can you deduce that zinc is more reactive than tin?   . .  [1]  (iii)  how could you change the zinc/copper cell to have a voltage greater than 1.1  v?   . .  [1]  (iv)  complete the labelling of the zinc/tin cell. [2] [total: 14]",
+            "6": "6 0620/33/o/n/10 \u00a9 ucles 2010for examiner\u2019s use4  the electrolysis of concentrated aqueous sodium chloride, between inert electrodes, is used  to make four important chemicals.  hydrogen  chlorine sodium hydroxide sodium chlorate( i)  (a)  the ions present in the electrolyte are na +, h+, c l \u2013 and oh  \u2013.  (i)  hydrogen ions are discharged at the negative electrode (cathode).   write an equation for this reaction.   . .  [2]  (ii)  the hydrogen ions are from the water. h2o    h+  +  oh  \u2013  suggest an explanation why the concentration of hydroxide ions increases.  . ...   . .  [2]  (iii)  when a dilute solution of sodium chloride is used, chlorine is not formed at the  positive electrode (anode), a different gas is produced. name this gas.   . .  [1]  (iv)  state an example of an inert electrode.   . .  [1]  (b) (i)   state a use of hydrogen.   . .  [1]  (ii)  why is chlorine used to treat the water supply?   . .  [1]",
+            "7": "7 0620/33/o/n/10 \u00a9 ucles 2010 [turn overfor examiner\u2019s use (c)  sodium chlorate( i) is made by the reaction between chlorine and sodium hydroxide. it is  used as bleach but over time it decomposes. 2nac l o(aq)  \u2192  2nac l (aq)  +  o2(g)   the rate of decomposition can be studied using the apparatus shown below. sodium chlorate( i) solution   (i)  how could you measure the rate of decomposition of sodium chlorate( i)?   . .  [1]  (ii)  describe how you could show that the rate of decomposition of sodium chlorate( i) is  a photochemical reaction.   . ...   . .  [2] [total: 11]",
+            "8": "8 0620/33/o/n/10 \u00a9 ucles 2010for examiner\u2019s use5  carboxylic acids contain the group o ohco r cooh.  (a)  ethanoic acid is a typical carboxylic acid. it forms ethanoates.  (i)  complete the following equations. mg  +  ...ch3cooh  \u2192    +   [2] ethanoic acidsodium hydroxide+ \u2192    +   [1]  (ii)  ethanoic acid reacts with ethanol to form an ester. give the name of the ester and  draw its structural formula. show all of the bonds.  name   ..  structural formula [2]  (b)  maleic acid is an unsaturated acid. 5.8  g of this acid contained 2.4  g of carbon, 0.2  g of  hydrogen and 3.2  g of oxygen.  (i)  how do you know that the acid contained only carbon, hydrogen and oxygen?   . ...   . .  [1]  (ii)  calculate the empirical formula of maleic acid.  number of moles of carbon atoms =   number of moles of hydrogen atoms =  number of moles of oxygen atoms =   the empirical formula is  ..  [3]",
+            "9": "9 0620/33/o/n/10 \u00a9 ucles 2010 [turn overfor examiner\u2019s use (iii)  the mass of one mole of maleic acid is 116  g. what is its molecular formula?   . .  [2]  (iv)  maleic acid is dibasic. one mole of acid produces two moles of h+. deduce its  structural formula. [2] [total: 13]",
+            "10": "10 0620/33/o/n/10 \u00a9 ucles 2010for examiner\u2019s use6  the kinetic theory explains the properties of matter in terms of the arrangement and  movement of particles.  (a)  nitrogen is a gas at room temperature. nitrogen molecules, n2, which are spread far  apart move in a random manner at high speed.  (i)  draw a diagram showing the arrangement of the valency electrons in a nitrogen  molecule.   use \u00d7 to represent an electron from a nitrogen atom. [2]  (ii)  how does the movement and arrangement of the molecules in a crystal of nitrogen  differ from those in gaseous nitrogen?   . ...   . ...   . .. [3]  (b)  use the ideas of the kinetic theory to explain the following.  (i)  a sealed container contains nitrogen gas. the pressure of a gas is due to the  molecules of the gas hitting the walls of the container.   explain why the pressure inside the container increases when the temperature is  increased.   . ...   . .  [2]",
+            "11": "11 0620/33/o/n/10 \u00a9 ucles 2010 [turn overfor examiner\u2019s use (ii)  the following apparatus can be used to measure the rate of diffusion of a gas. constant pressure applied gas syringe gasmetal foilgas escapesthrough smallhole in foil   the following results were obtained. gastemperature / \u00b0crate of diffusion in cm3 / min nitrogen 25 1.00 chlorine 25 0.63nitrogen 50 1.05  explain why nitrogen diffuses faster than chlorine.   . ...   . .  [2]  explain why the nitrogen diffuses faster at the higher temperature.  . .  [1] [total: 10]",
+            "12": "12 0620/33/o/n/10 \u00a9 ucles 2010for examiner\u2019s use7  synthetic polymers are widely used in the modern world.  (a)  their use has brought considerable advantages to modern life as well as some  disadvantages.  (i)  suggest two advantages of a plastic bucket compared to a steel bucket.   . ...   . .  [2]  (ii)  name two uses of man-made \ufb01 bres, such as nylon and terylene.   . ...   . .  [2]  (iii)  describe the pollution caused by synthetic polymers.   . ...   . ...   . .  [3]  (b)  one type of polymer is formed by addition polymerisation.  (i)  the structural formula of an addition polymer is given below. nch ch3ch2   give the name and structural formula of the monomer.  name of monomer  ...  [1] structural formula of monomer [1]",
+            "13": "13 0620/33/o/n/10 \u00a9 ucles 2010for examiner\u2019s use (ii)  draw the structural formula of the addition polymer formed by the polymerisation of  phenylethene. the structural formula of phenylethene is given below. cch hc6h5 h [2]   (c)  nylon is made by condensation polymerisation. it has the structural formula shown  below. c( c h2)8(ch2)6 o oc n hn h  (i)  name the linkage in this polymer.   . .  [1]  (ii)  name the natural macromolecules which have the same linkage.   . .  [1]  (iii)  deduce the formulae of the two monomers which reacted to form the nylon and  water.  monomer  ...  monomer  ... [2] [total: 15]",
+            "14": "14 0620/33/o/n/10blank page \u00a9 ucles 2010",
+            "15": "15 0620/33/o/n/10blank page \u00a9 ucles 2010",
+            "16": "16 permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here 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. 0620/33/o/n/10 \u00a9 ucles 2010 group 140 ce cerium 58141 pr praseodymium 59144 nd neodymium 60pm promethium 61150 sm samarium 62152 eu europium 63157 gd gadolinium 64159 tb terbium 65162 dy dysprosium 66165 ho holmium 67167 er erbium 68169 tm thulium 69173 yb ytterbium 70175 lu lutetium 71 232 th thorium 90pa protactinium 91238 u uranium 92np neptunium 93pu plutonium 94am americium 95cm curium 96bk berkelium 97cf californium 98es einsteinium 99fm fermium 100md mendelevium 101no nobelium 102lr lawrencium 1031 h hydrogen 1 7 li lithium 3 23 na sodium 1124 mg magnesium 12 40 ca calcium 2045 sc scandium 2148 ti titanium 2251 v vanadium 2352 cr chromium 2455 mn manganese 2556 fe iron 2659 co cobalt 2759 ni nickel 2864 cu copper 2965 zn zinc 3070 ga gallium 3127 al aluminium 1311 b boron 512 c carbon 614 n nitrogen 716 o oxygen 819 f fluorine 9 28 si silicon 1431 p phosphorus 1532 s sulfur 1635.5 cl chlorine 1740 ar argon 1820 ne neon 104 he helium 2 73 ge germanium 3275 as arsenic 3379 se selenium 3480 br bromine 3584 kr krypton 3639 k potassium 19 88 sr strontium 3889 y yttrium 3991 zr zirconium 4093 nb niobium 4196 mo molybdenum 42tc technetium 43101 ru ruthenium 44103 rh rhodium 45106 pd palladium 46108 ag silver 47112 cd cadmium 48115 in indium 49119 sn tin 50122 sb antimony 51128 te tellurium 52127 i iodine 53131 xe xenon 54 137 ba barium 56139 la lanthanum 57        *178 hf hafnium 72181 ta tantalum 73184 w tungsten 74186 re rhenium 75190 os osmium 76192 ir iridium 77195 pt platinum 78197 au gold 79201 hg mercury 80204 tl thallium 81207 pb lead 82209 bi bismuth 83po polonium 84at astatine 85rn radon 86 fr francium 87227 ac actinium 899 be beryllium 4ii i iii iv v vi vii 0 85 rb rubidium 37 133 cs caesium 55 226 ra radium 88 the volume of one mole of any gas is 24 dm3at room temperature and pressure (r.t.p.).a x ba = relative atomic mass x = atomic symbol b = proton (atomic) numberkey*58-71 lanthanoid series 90-103 actinoid seriesdata sheet the periodic table of the elements"
+        },
+        "0620_w10_qp_51.pdf": {
+            "1": "read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen.you may use a pencil for any diagrams, graphs or rough working.do not use staples, paper clips, highlighters, glue or correction \ufb02 uid. do not  write in any barcodes. answer all questions. practical notes are provided on page 8. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question.chemistry  0620/51   paper 5 practical test october/november 2010  1 hour 15 minutes candidates answer on the question paper. additional materials: as listed in the con \ufb01 dential instructionsuniversity of cambridge international examinations international general certi \ufb01 cate of secondary education this document consists of 8 printed pages. [turn overib10 11_0620_51/3rp\u00a9 ucles 2010 *5922988318* for examiner\u2019s use total1 2",
+            "2": "2 0620/51/o/n/10 \u00a9 ucles 2010for examiner\u2019s use1  you are going to investigate what happens when two different solids, a and b, dissolve in  water.   read all instructions below carefully before starting the experiments.   instructions   you are going to carry out two sets of experiments.  (a)  experiment 1    using a measuring cylinder, pour 20  cm3 of distilled water into the polystyrene cup  provided. put the cup into a 250  cm3 beaker for support. measure the temperature of the  water and record it in the table below.    add 2  g of solid a provided to the cup and stir the mixture with a thermometer. measure  and record the temperature of the solution after one minute. pour the solution away and rinse the polystyrene cup.    repeat the experiment using 3  g of the solid a provided. record your results in the table.    repeat the experiment using 4  g of the solid a provided. record your results in the table.    repeat the experiment using 6  g of the solid a provided. record your results in the table. mass of solid a / g initial temperature  / \u00b0c \ufb01 nal temperature  / \u00b0c 2 346 [3]  (b)  experiment 2    repeat experiment 1 using 2  g, 3  g and 4  g of solid b respectively.    record your results in the table below. mass of solid b / g initial temperature  / \u00b0c \ufb01 nal temperature  / \u00b0c 2 34 [2]",
+            "3": "3 0620/51/o/n/10 \u00a9 ucles 2010 [turn overfor examiner\u2019s use (c)  plot the results of the experiments on the grid below. draw two best- \ufb01 t straight line  graphs.  clearly label your graphs. 40 30 20 10 0 0123456final temperature/  \u00b0c mass of solid  / g [6]",
+            "4": "4 0620/51/o/n/10 \u00a9 ucles 2010for examiner\u2019s use (d) (i)   use your graph  to estimate the temperature of the reaction mixture if 6  g of solid b  was added to 20  cm3 of water.   show clearly on the grid  how you worked out your answer.   . .  [2]  (ii)  from your graph , work out the temperature of the reaction mixture if 5  g of solid a  was added to 20  cm3 of water.   show clearly on the graph  how you worked out your answer.   . .  [2]  (e)  what type of chemical reaction occurs when solid a dissolves in water?   ... ..  [1]  (f)  explain how the temperature changes would differ in the experiments if 40  cm3 of water  was used.   ...    ...    ... ..  [2]  (g)  predict the effect of using lumps of solid b in experiment 2. explain your answer.   ...    ... ..  [2]  (h)  suggest one change you could make to the apparatus  used in the experiments to obtain  more accurate results.   ...    ... ..  [1] [total: 21]",
+            "5": "5 0620/51/o/n/10 \u00a9 ucles 2010 [turn overfor examiner\u2019s use2  you are provided with a mixture of two solids, c and d. solid c is water-soluble and d is  insoluble. carry out the following tests on c and d, recording all of your observations in the  table.  conclusions must not be written in the table. tests observations add 15  cm3 of distilled water to the mixture in  the boiling tube. stopper and shake the boiling tube for two minutes. filter the contents of the tube, keeping the \ufb01 ltrate and the residue for  the following tests. test on the \ufb01 ltrate (a)  to about 1  cm3 of the solution, add a few  drops of dilute nitric acid and about 1  cm3  of aqueous potassium iodide.. ...  [2] (b)  to about 1  cm3 of the solution add about 1 cm3 of dilute hydrochloric acid. ...  [1] (c)  to about 1  cm3 of the solution add an equal  volume of aqueous sodium hydroxide.   now add a small spatula measure of  aluminium powder and warm the mixture carefully . test any gases given off.. ...  [2]",
+            "6": "6 0620/51/o/n/10 \u00a9 ucles 2010for examiner\u2019s usetests observations tests on the residue wash the residue in the \ufb01 lter paper with a little  distilled water. using a spatula, transfer some of the  solid residue from the \ufb01 lter paper into two test-tubes. (d)  heat the solid in the \ufb01 rst test-tube gently  and then strongly. leave the test-tube to cool.. ...  [2] (e)  add about 2  cm3 of dilute hydrochloric acid  to the second test-tube. test the gas given off with limewater.. ...  [2] (f)  after 2 minutes, add an equal volume of  distilled water and shake the test-tube. decant off the liquid and divide into two approximately equal portions.  (i)  to the \ufb01 rst portion add aqueous  sodium hydroxide a little at a time until in excess.  (ii)  to the second portion add aqueous  ammonia a little at a time until in excess.. ...  [2] . ...  [2]",
+            "7": "7 0620/51/o/n/10 \u00a9 ucles 2010for examiner\u2019s use (g)   identify the gas given off in test (c).   ... ..  [1]  (h)  identify solid c.   ... ..  [2]  (i)  what conclusions can you draw about solid d?   ...    ...    ... ..  [3] [total: 19]",
+            "8": "8 permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here 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. 0620/51/o/n/10notes for use in qualitative analysis test for anions anion test test result carbonate (co32\u2013) add dilute acid effervescence, carbon dioxide produced chloride (c l \u2013) [in solution]acidify with dilute nitric acid, then add aqueous silver nitratewhite ppt. iodide ( i\u2013) [in solution]acidify with dilute nitric acid, then add aqueous silver nitrateyellow ppt. nitrate (no3\u2013) [in solution]add aqueous sodium hydroxide then aluminium foil; warm carefullyammonia produced sulfate (so42\u2013) [in solution]acidify with dilute nitric acid, then aqueous barium nitratewhite ppt. test for aqueous cations cation effect of aqueous sodium hydroxide effect of aqueous ammonia aluminium (a l 3+)white ppt., soluble in excess giving a colourless solutionwhite ppt., insoluble in excess ammonium (nh4+) ammonia produced on warming \u2013 calcium (ca2+) white ppt., insoluble in excess no ppt., or very slight white ppt. copper (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 iron( iii) (fe3+) red-brown ppt., insoluble in excess red-brown ppt., insoluble in excess zinc (zn2+) white ppt., soluble in excess giving a colourless solutionwhite ppt., soluble in excess giving a colourless solution test for gases gas test and test results ammonia (nh3) turns damp red litmus paper blue carbon dioxide (co2) turns limewater milky chlorine (c l 2) bleaches damp litmus paper hydrogen (h2) \u2018pops\u2019 with a lighted splint oxygen (o2) relights a glowing splint \u00a9 ucles 2010"
+        },
+        "0620_w10_qp_52.pdf": {
+            "1": "read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen.you may use a pencil for any diagrams, graphs or rough working.do not use staples, paper clips, highlighters, glue or correction \ufb02 uid. do not  write in any barcodes. answer all questions. practical notes are provided on page 8. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question.chemistry  0620/52   paper 5 practical test october/november 2010  1 hour 15 minutes candidates answer on the question paper. additional materials: as listed in the con \ufb01 dential instructionsuniversity of cambridge international examinations international general certi \ufb01 cate of secondary education this document consists of 8 printed pages. [turn overib10 11_0620_52/fp\u00a9 ucles 2010 *2536379922* for examiner\u2019s use total1 2",
+            "2": "2 0620/52/o/n/10 \u00a9 ucles 2010for examiner\u2019s use1  you are going to investigate what happens when two different solids, a and b, dissolve in  water.   read all instructions below carefully before starting the experiments.   instructions   you are going to carry out two sets of experiments.  (a)  experiment 1    using a measuring cylinder, pour 20  cm3 of distilled water into the polystyrene cup  provided. put the cup into a 250  cm3 beaker for support. measure the temperature of the  water and record it in the table below.    add 2  g of solid a provided to the cup and stir the mixture with a thermometer. measure  and record the temperature of the solution after one minute. pour the solution away and rinse the polystyrene cup.    repeat the experiment using 3  g of the solid a provided. record your results in the table.    repeat the experiment using 4  g of the solid a provided. record your results in the table.    repeat the experiment using 6  g of the solid a provided. record your results in the table. mass of solid a / g initial temperature  / \u00b0c \ufb01 nal temperature  / \u00b0c 2 346 [3]  (b)  experiment 2    repeat experiment 1 using 2  g, 3  g and 4  g of solid b respectively.    record your results in the table below. mass of solid b / g initial temperature  / \u00b0c \ufb01 nal temperature  / \u00b0c 2 34 [2]",
+            "3": "3 0620/52/o/n/10 \u00a9 ucles 2010 [turn overfor examiner\u2019s use (c)  plot the results of the experiments on the grid below. draw two best- \ufb01 t straight line  graphs.  clearly label your graphs. 40 30 20 10 0 0123456final temperature/  \u00b0c mass of solid  / g [6]",
+            "4": "4 0620/52/o/n/10 \u00a9 ucles 2010for examiner\u2019s use (d) (i)   use your graph  to estimate the temperature of the reaction mixture if 6  g of solid b  was added to 20  cm3 of water.   show clearly on the grid  how you worked out your answer.   . .  [2]  (ii)  from your graph , work out the temperature of the reaction mixture if 5  g of solid a  was added to 20  cm3 of water.   show clearly on the graph  how you worked out your answer.   . .  [2]  (e)  what type of chemical reaction occurs when solid a dissolves in water?   ... ..  [1]  (f)  explain how the temperature changes would differ in the experiments if 40  cm3 of water  was used.   ...    ...    ... ..  [2]  (g)  predict the effect of using lumps of solid b in experiment 2. explain your answer.   ...    ... ..  [2]  (h)  suggest one change you could make to the apparatus  used in the experiments to obtain  more accurate results.   ...    ... ..  [1] [total: 21]",
+            "5": "5 0620/52/o/n/10 \u00a9 ucles 2010 [turn overfor examiner\u2019s use2  you are provided with a mixture of two solids, c and d. solid c is water-soluble and d is  insoluble. carry out the following tests on c and d, recording all of your observations in the  table.  conclusions must not be written in the table. tests observations add 15  cm3 of distilled water to the mixture in  the boiling tube. stopper and shake the boiling tube for two minutes. filter the contents of the tube, keeping the \ufb01 ltrate and the residue for  the following tests. test on the \ufb01 ltrate (a)  to about 1  cm3 of the solution, add a few  drops of dilute nitric acid and about 1  cm3  of aqueous potassium iodide.. ...  [2] (b)  to about 1  cm3 of the solution add about 1 cm3 of dilute hydrochloric acid. ...  [1] (c)  to about 1  cm3 of the solution add an equal  volume of aqueous sodium hydroxide.   now add a small spatula measure of  aluminium powder and warm the mixture carefully . test any gases given off.. ...  [2]",
+            "6": "6 0620/52/o/n/10 \u00a9 ucles 2010for examiner\u2019s usetests observations tests on the residue wash the residue in the \ufb01 lter paper with a little  distilled water. using a spatula, transfer some of the  solid residue from the \ufb01 lter paper into two test-tubes. (d)  heat the solid in the \ufb01 rst test-tube gently  and then strongly. leave the test-tube to cool.. ...  [2] (e)  add about 2  cm3 of dilute hydrochloric acid  to the second test-tube. test the gas given off with limewater.. ...  [2] (f)  after 2 minutes, add an equal volume of  distilled water and shake the test-tube. decant off the liquid and divide into two approximately equal portions.  (i)  to the \ufb01 rst portion add aqueous  sodium hydroxide a little at a time until in excess.  (ii)  to the second portion add aqueous  ammonia a little at a time until in excess.. ...  [2] . ...  [2]",
+            "7": "7 0620/52/o/n/10 \u00a9 ucles 2010for examiner\u2019s use (g)   identify the gas given off in test (c).   ... ..  [1]  (h)  identify solid c.   ... ..  [2]  (i)  what conclusions can you draw about solid d?   ...    ...    ... ..  [3] [total: 19]",
+            "8": "8 permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here 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. 0620/52/o/n/10notes for use in qualitative analysis test for anions anion test test result carbonate (co32\u2013) add dilute acid effervescence, carbon dioxide produced chloride (c l \u2013) [in solution]acidify with dilute nitric acid, then add aqueous silver nitratewhite ppt. iodide ( i\u2013) [in solution]acidify with dilute nitric acid, then add aqueous silver nitrateyellow ppt. nitrate (no3\u2013) [in solution]add aqueous sodium hydroxide then aluminium foil; warm carefullyammonia produced sulfate (so42\u2013) [in solution]acidify with dilute nitric acid, then aqueous barium nitratewhite ppt. test for aqueous cations cation effect of aqueous sodium hydroxide effect of aqueous ammonia aluminium (a l 3+)white ppt., soluble in excess giving a colourless solutionwhite ppt., insoluble in excess ammonium (nh4+) ammonia produced on warming \u2013 calcium (ca2+) white ppt., insoluble in excess no ppt., or very slight white ppt. copper (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 iron( iii) (fe3+) red-brown ppt., insoluble in excess red-brown ppt., insoluble in excess zinc (zn2+) white ppt., soluble in excess giving a colourless solutionwhite ppt., soluble in excess giving a colourless solution test for gases gas test and test results ammonia (nh3) turns damp red litmus paper blue carbon dioxide (co2) turns limewater milky chlorine (c l 2) bleaches damp litmus paper hydrogen (h2) \u2018pops\u2019 with a lighted splint oxygen (o2) relights a glowing splint \u00a9 ucles 2010"
+        },
+        "0620_w10_qp_53.pdf": {
+            "1": "read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen.you may use a pencil for any diagrams, graphs or rough working.do not use staples, paper clips, highlighters, glue or correction \ufb02 uid. do not  write in any barcodes. answer all questions. practical notes are provided on page 8. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question.chemistry  0620/53   paper 5 practical test october/november 2010  1 hour 15 minutes candidates answer on the question paper. additional materials: as listed in the con \ufb01 dential instructionsuniversity of cambridge international examinations international general certi \ufb01 cate of secondary education this document consists of 6 printed pages and 2 blank pages. [turn overib10 11_0620_53/3rp\u00a9 ucles 2010 *3216989122* for examiner\u2019s use total1 2",
+            "2": "2 0620/53/o/n/10 \u00a9 ucles 2010for examiner\u2019s use1  you are going to investigate what happens when dilute hydrochloric acid reacts with two  different alkaline solutions, f and g.   read all instructions below carefully before starting the experiments.   instructions   you are going to carry out two experiments.  (a)  experiment 1   fill the burette with the dilute hydrochloric acid provided to the 0.0  cm3 mark.    using a measuring cylinder, pour 25  cm3 of solution f into a conical \ufb02 ask. add 4 to 6  drops of phenolphthalein indicator to the conical \ufb02 ask.    add the hydrochloric acid from the burette 1  cm3 at a time while shaking the \ufb02 ask. when  the colour of the phenolphthalein changes, record in the table the volume of acid added.  (b)  experiment 2   fill the burette with dilute hydrochloric acid to the 0.0  cm3 mark.    empty the conical \ufb02 ask and rinse it with water. using a measuring cylinder, pour 25  cm3  of solution g into the conical \ufb02 ask. add 4 to 6 drops of phenolphthalein to the conical  \ufb02 ask.    add the hydrochloric acid from the burette 1 cm3 at a time while shaking the \ufb02 ask. when  the colour of the phenolphthalein changes, record in the table the volume of acid added. experiment solutionvolume of hydrochloric acid  added  / cm3 1 f 2 g [4]",
+            "3": "3 0620/53/o/n/10 \u00a9 ucles 2010 [turn overfor examiner\u2019s use (c)  what colour change was observed when hydrochloric acid was added to the conical  \ufb02 ask?  from ... to ... [2]  (d) (i)   which ion is present in all alkaline solutions?   . .  [1]  (ii)  what type of chemical reaction occurs when hydrochloric acid reacts with alkaline  solutions?   . .  [1]  (e) (i)   in which experiment was the greatest volume of hydrochloric acid used?   . .  [1]  (ii)  compare the volumes of hydrochloric acid used in experiments 1 and 2.   . .  [1]  (iii)  suggest an explanation for the difference in volumes.   . ...   . ...   . .  [2]  (f)  if experiment 2 were repeated using 12.5  cm3 of solution g, what volume of hydrochloric  acid would be used? explain your answer.   ...    ... ..  [2]  (g) (i)   state two sources of error in the experiments.  1  ... ..  2  ...   [2]  (ii)  suggest two improvements to reduce the sources of error in the experiments.  1  ... ..  2  ...   [2] [total: 18]",
+            "4": "4 0620/53/o/n/10 \u00a9 ucles 2010for examiner\u2019s use2  you are provided with two different salts, w and x.   carry out the following tests on each salt, recording all of your observations in the table.  conclusions must not be written in the table. tests observations tests on solid w (a)  describe the appearance of solid w. ...  [1] (b)  place half of solid w in a test-tube.  heat the test-tube gently . test any  gas given off with damp ph indicator  paper.. ...  [2] (c)  add the rest of solid w to about 6  cm3  of distilled water in a test-tube.   cork the test-tube and shake the contents until dissolved.   divide the solution into 3 equal portions in test-tubes and carry out the following tests.  (i)  add about 1  cm3 of dilute  hydrochloric acid to the \ufb01 rst  portion of the solution and then add aqueous barium chloride.  (ii)  add about 1  cm3 of dilute nitric  acid to the second portion of the solution and then add silver nitrate solution.  (iii)  to the third portion of the solution add about 1  cm3 of aqueous  sodium hydroxide. heat the mixture gently and test any gases given off with damp ph indicator paper.. ...  [2] ...  [1] . ...  [2]",
+            "5": "5 0620/53/o/n/10 \u00a9 ucles 2010for examiner\u2019s usetests observations tests on solid x (d)  repeat experiment (b) using about  half of the solid x. leave the test-tube  and contents to cool. this will be used  in test (f).. ...  [2] (e)  dissolve the rest of solid x in  about 4  cm3 of distilled water in a test-tube. divide the solution into 3 equal portions in test-tubes and carry out the following tests.  (i)  to the \ufb01 rst portion, add excess  aqueous sodium hydroxide.  (ii)  to the second portion, add a few drops of hydrochloric acid, followed by aqueous barium chloride.  (iii)  to the third portion, add aqueous potassium manganate( vii) drop  by drop.. ...  [2] ...  [1]...  [1] (f)  using a teat pipette, add drops of cold  water to the test-tube and contents from test (d).. ...  [2]  (g)  identify the gas given off in test (b).   ... ..  [1]  (h)  what conclusions can you draw about solid w?   ...    ... ..  [2]  (i)  identify solid x.   ...    ...    ... ..  [3] [total: 22]",
+            "6": "6 0620/53/o/n/10blank page \u00a9 ucles 2010",
+            "7": "7 0620/53/o/n/10blank page \u00a9 ucles 2010",
+            "8": "8 permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here 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. 0620/53/o/n/10notes for use in qualitative analysis test for anions anion test test result carbonate (co32\u2013) add dilute acid effervescence, carbon dioxide produced chloride (c l \u2013) [in solution]acidify with dilute nitric acid, then add aqueous silver nitratewhite ppt. iodide ( i\u2013) [in solution]acidify with dilute nitric acid, thenadd aqueous silver nitrateyellow ppt. nitrate (no 3\u2013) [in solution]add aqueous sodium hydroxidethen aluminium foil; warm carefullyammonia produced sulfate (so 42\u2013) [in solution]acidify with dilute nitric acid, thenaqueous barium nitratewhite ppt. test for aqueous cations cation effect of aqueous sodium hydroxide effect of aqueous ammonia aluminium (a l 3+)white ppt., soluble in excess giving a colourless solutionwhite ppt., insoluble in excess ammonium (nh4+) ammonia produced on warming \u2013 calcium (ca2+) white ppt., insoluble in excess no ppt., or very slight white ppt. copper (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 iron( iii) (fe3+) red-brown ppt., insoluble in excess red-brown ppt., insoluble in excess zinc (zn2+) white ppt., soluble in excess giving a colourless solutionwhite ppt., soluble in excess givinga colourless solution test for gases gas test and test results ammonia (nh3) turns damp red litmus paper blue carbon dioxide (co2) turns limewater milky chlorine (c l 2) bleaches damp litmus paper hydrogen (h2) \u2018pops\u2019 with a lighted splint oxygen (o2) relights a glowing splint \u00a9 ucles 2010"
+        },
+        "0620_w10_qp_61.pdf": {
+            "1": "read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen.you may use a pencil for any diagrams, graphs or rough working.do not use staples, paper clips, highlighters, glue or correction \ufb02 uid. do not  write in any barcodes. answer all questions. at the end of the examination, fasten all your work securely together.the number of marks is given in brackets [  ] at the end of each question or part question.chemistry  0620/61   paper 6 alternative to practical october/november 2010  1 hour candidates answer on the question paper. no additional materials are required.university of cambridge international examinations international general certi \ufb01 cate of secondary education this document consists of 13 printed pages and 3 blank pages. [turn overib10 11_0620_61/5rp\u00a9 ucles 2010 *8059844668* for examiner\u2019s use 3 4 5 total6 71 2",
+            "2": "2 0620/61/o/n/10 \u00a9 ucles 2010for examiner\u2019s use1  ethene can be prepared by passing ethanol vapour over hot aluminium oxide. waterethene mineral wool  (a)  complete the boxes to show the chemicals used. [1]  (b)  show on the diagram with two arrows where the heat is applied. [2]  (c)  why must the delivery tube be removed from the water before the heating is stopped?   ...    ...    ... ..  [2] [total: 5]",
+            "3": "3 0620/61/o/n/10 \u00a9 ucles 2010 [turn overfor examiner\u2019s use2  the following instructions were used to prepare magnesium sulfate crystals, mgso4.7h2o.  step 1   measure 50  cm3 of dilute sulfuric acid into a beaker and warm the solution.  step 2   using a spatula, add some magnesium oxide and stir the mixture. continue  adding the magnesium oxide until excess is present.  step 3   separate the excess magnesium oxide from the solution of magnesium sulfate.  step 4   heat the solution until crystals form. obtain the crystals and dry them.  (a)  why is the sulfuric acid warmed?   ... ..  [1]  (b)  how would you know when excess magnesium oxide is present in step 2 ?   ... ..  [1]  (c)  what method is used in step 3 ?   ... ..  [1]  (d)  why must care be taken when drying the crystals in step 4 ?   ... ..  [1]  (e)  explain how the method would differ if magnesium carbonate was used instead of magnesium oxide.   ...    ... ..  [2] [total: 6]",
+            "4": "4 0620/61/o/n/10 \u00a9 ucles 2010for examiner\u2019s use3  a student carried out an experiment to investigate the speed of reaction between sodium  thiosulfate solution and dilute nitric acid.   sulfur is formed during this reaction and the mixture turns cloudy.  experiment 1   using a measuring cylinder, 100  cm3 of sodium thiosulfate solution was poured into a 250  cm3 beaker. the beaker was placed on a cross drawn on a piece of paper. 20  cm3 of dilute  nitric acid was added to the beaker and the timer started. eye 20  cm3 of dilute nitric acid beaker aqueous sodium thiosulfate paper with cross marked on it   the time until the cross could not be seen was taken. the time was recorded in the table.   experiment 1 was repeated using different volumes of sodium thiosulfate as shown in the  table.   all experiments were carried out at 20  \u00b0c. table of results experimentvolume of sodium  thiosulfate solution  / cm3volume of water  / cm3 time for cross to disappear  / s 1 100 0 10 28 0 2 0 1 234 0 6 0 2 442 0 8 0 5 151 0 9 0 9 8  (a)  why was the total volume of solution kept constant?   ...    ... ..  [1]  (b)  in experiment 2, which is the last liquid to be added to the beaker?   ... ..  [1]",
+            "5": "5 0620/61/o/n/10 \u00a9 ucles 2010 [turn overfor examiner\u2019s use (c) (i)  plot the results on the grid below. draw a smooth line graph. 0 20 40 60 80 100time  / s volume of sodium thiosulfate solution  / cm3100 90807060 50 40 30 2010 0 [4]",
+            "6": "6 0620/61/o/n/10 \u00a9 ucles 2010for examiner\u2019s use (ii)  use your graph  to work out the time taken for the cross to disappear when 55  cm3  of sodium thiosulfate solution and 45  cm3 of water were used.   indicate on the graph  how you worked out your answer.   . .  [2]  (d)  the experiments were repeated at 40  \u00b0c. suggest how the results would differ. explain  your answer.   ...    ... ..  [2] [total: 10]",
+            "7": "7 0620/61/o/n/10 \u00a9 ucles 2010 [turn overfor examiner\u2019s use4  a student investigated the solubility of salt a in water at various temperatures.  five experiments were carried out.  experiment 1   the student was provided with a boiling tube containing 12  g of salt a.   a burette was \ufb01 lled with distilled water and 10.0  cm3 of water was added to the boiling tube.  the mixture of salt a and water was heated until all of the solid had dissolved.   the boiling tube was removed from the heat and the solution was stirred with a thermometer  and allowed to cool.   the temperature at which crystals \ufb01 rst appeared was measured.   use the thermometer diagram to record the temperature in the table of results. 70 65 60   the boiling tube and contents were kept for the next four experiments.  experiment 2   from the burette, 1.0  cm3 more of water was added into the boiling tube and contents from  experiment 1.   the experiment was repeated exactly as before to \ufb01 nd the temperature at which crystals \ufb01 rst  appeared.   the boiling tube was dipped for short periods of time in a beaker of cold water to speed up  the cooling.   record, in the table of results, the total volume of water in the boiling tube.   use the thermometer diagram to record the temperature at which crystals \ufb01 rst appeared. 70 65 60",
+            "8": "8 0620/61/o/n/10 \u00a9 ucles 2010for examiner\u2019s use  experiment 3   from the burette 1.0  cm3 more of water was added into the boiling tube and contents from  experiment 2. the experiment was repeated exactly as before.   record, in the table of results, the total volume of water used.   use the thermometer diagram to record the temperature at which crystals \ufb01 rst appeared. 60 55 50   this procedure was continued for experiments 4 and 5 with two more successive additions  of 1.0  cm3 of water. note all the results in the table. 60 55 5060 55 50 diagram for experiment 4 diagram for experiment 5 table of results experimenttotal volume of water  / cm3temperature at which crystals \ufb01 rst appeared  / \u00b0c 1 10.0 2345 [5]",
+            "9": "9 0620/61/o/n/10 \u00a9 ucles 2010 [turn overfor examiner\u2019s use (a)  plot the results on the grid below and draw a straight line graph. 840 10 12 14 total volume of water /  cm3temperature at which crystals first appeared  / \u00b0c [6]  (b)  how did the student know when salt a was completely dissolved in the water?   ... ..  [1]  (c)  from your graph , \ufb01 nd the temperature at which crystals of salt a would \ufb01 rst appear if  the total volume of water in the solution was 9.0  cm3.   show clearly on the grid  how you worked out your answer.   ... ..  [2]",
+            "10": "10 0620/61/o/n/10 \u00a9 ucles 2010for examiner\u2019s use (d)  suggest, with a reason, how the results would be different if 6  g of salt a were used  instead of 12  g of salt a.   ...    ... ..  [2]  (e) salt b is more soluble in water than salt a.   sketch on the grid the graph you would expect for salt b. label this graph. [2]  (f)  explain one improvement you could make to the experimental procedure to obtain more  accurate results in this investigation.  improvement  .   explanation  .   [2] [total: 20]",
+            "11": "11 0620/61/o/n/10 \u00a9 ucles 2010 [turn overfor examiner\u2019s use5  two different solutions, x and y, were analysed. x was copper sulfate solution.   the tests on the solutions, and some of the observations, are in the following table.   complete the observations in the table. tests observations tests on solution x (a) (i)  appearance of solution x.  (ii)  to a little of solution x, aqueous  sodium hydroxide was added.  (iii)  to a little of solution x, aqueous  ammonia was added drop by drop and shaken.   excess aqueous ammonia solution  was then added to the test-tube.  [1]   [2]  [1] ..   [2] tests on solution y (b) (i)  a little of solution y was tested with  universal indicator paper. the ph was recorded.  (ii)  to about 3  cm3 of solution y a few  drops of dilute hydrochloric acid and then aqueous barium chloride wasadded.ph1 white precipitate  (c)  identify solution y.   ... ..  [2] [total: 8]",
+            "12": "12 0620/61/o/n/10 \u00a9 ucles 2010for examiner\u2019s use6  a concentrated solution of sodium chloride was electrolysed using the apparatus below. + \u2013 positive  electrode negative  electrode  concentratedaqueous sodium chlorideand universal indicator   one observation noted was that the universal indicator turned purple at the negative  electrode.  (a)  what observation would be made at both  electrodes?   ... ..  [1]  (b)  why did the indicator turn purple at the negative electrode?   ... ..  [1]  (c) (i)  name the product formed at the positive electrode.   . .  [1]  (ii)  suggest the effect of this product on the universal indicator.   . .  [1] [total: 4]",
+            "13": "13 0620/61/o/n/10 \u00a9 ucles 2010for examiner\u2019s use7  e numbers identify chemicals which are added to foods.  (a)  e210 is benzoic acid. how could you show that a solution of benzoic acid is a weak  acid?  test     result  .. .  [2]  (b)  e211 is sodium benzoate. name a suitable substance that would react with a solution of  benzoic acid to form sodium benzoate.   ... ..  [1]  (c)  e110 is sunset yellow.   outline a method you could use to show the presence of e110 in a food colouring.   a space has been left if you want to draw a diagram to help you answer the question.   ...    ...    ...    ...    ... ..  [4] [total: 7]",
+            "14": "14 0620/61/o/n/10blank page \u00a9 ucles 2010",
+            "15": "15 0620/61/o/n/10blank page \u00a9 ucles 2010",
+            "16": "16 permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here 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. 0620/61/o/n/10blank page \u00a9 ucles 2010"
+        },
+        "0620_w10_qp_62.pdf": {
+            "1": "read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen.you may use a pencil for any diagrams, graphs or rough working.do not use staples, paper clips, highlighters, glue or correction \ufb02 uid. do not  write in any barcodes. answer all questions. at the end of the examination, fasten all your work securely together.the number of marks is given in brackets [  ] at the end of each question or part question.chemistry  0620/62   paper 6 alternative to practical october/november 2010  1 hour candidates answer on the question paper. no additional materials are required.university of cambridge international examinations international general certi \ufb01 cate of secondary education this document consists of 13 printed pages and 3 blank pages. [turn overib10 11_0620_62/5rp\u00a9 ucles 2010 *9445620254* for examiner\u2019s use 3 4 5 total6 71 2",
+            "2": "2 0620/62/o/n/10 \u00a9 ucles 2010for examiner\u2019s use1  the diagram shows the apparatus used by a student to \ufb01 nd the concentration of hydrochloric  acid.   sodium hydroxide solution was added to hydrochloric acid until the solution was neutral. hydrochloric acidsodium hydroxide  (a)  complete the boxes to name the apparatus used. [3]  (b)  how could the student tell when the solution was neutral?   ...    ... ..  [2] [total: 5]",
+            "3": "3 0620/62/o/n/10 \u00a9 ucles 2010 [turn overfor examiner\u2019s use2  three bottles of liquids have lost their labels.   the liquids are known to be:  aqueous potassium chloride,  ethanol, sodium hydroxide solution.   outline chemical tests you could use to distinguish between the liquids in the three bottles. liquid test result aqueous potassium chloride ethanol sodium hydroxide solution [total: 6]",
+            "4": "4 0620/62/o/n/10 \u00a9 ucles 2010for examiner\u2019s use3  dilute sulfuric acid was added to zinc carbonate in a conical \ufb02 ask as shown. cotton wool dilute sulfuric acid zinc carbonate balance129.8   two experiments were carried out.  experiment 1   the \ufb02 ask was placed on a balance and the mass of the \ufb02 ask and contents recorded every  \ufb01 ve minutes. the temperature of the sulfuric acid was 30  \u00b0c.   the results have been plotted on the grid.  experiment 2   experiment 1 was repeated but the temperature of the acid was different. the results are  shown in the table. table of results for experiment 2 time  / minutes 0 5 10 15 20 25 30 mass of \ufb02 ask and contents  / g 129.8 128.4 127.0 125.6 124.0 122.6 121.2",
+            "5": "5 0620/62/o/n/10 \u00a9 ucles 2010 [turn overfor examiner\u2019s use (a)  plot the results for experiment 2 on the grid and draw a straight line graph. 130 128126124122120 0 5 10 15 20 25 30 time  / minutesmass of flask and contents  / g [3]  (b)  why does the mass of the \ufb02 ask and contents decrease?   ... ..  [1]  (c)  suggest the purpose of the cotton wool.   ... ..  [1]  (d) (i)  in which experiment was the loss of mass of the \ufb02 ask and contents the fastest?   . .  [1]  (ii)  compare the temperature of the sulfuric acid in experiment 2 with experiment 1.   . .  [1]  (e)  use the graph for experiment 1 to \ufb01 nd the time taken for the mass of the \ufb02 ask and contents  to decrease to 120  g. indicate clearly on the grid  how you obtained your answer. [2]  (f)  on the grid, sketch the graph you would expect if experiment 1 was repeated using more  concentrated sulfuric acid. [1] [total: 10]",
+            "6": "6 0620/62/o/n/10 \u00a9 ucles 2010for examiner\u2019s use4  a student investigated the temperature changes when two different solids, a and b, dissolved   in water.  two sets of experiments were carried out. experiment 1   using a measuring cylinder, 20  cm3 of distilled water was poured into a polystyrene cup. the  temperature of the water was measured. 2  g of solid a was added to the cup and the mixture  was stirred with a thermometer. the temperature of the solution was measured after one minute. 25 20 1525 20 15 initial temperature final temperature   the experiment was repeated using 3  g of solid a. 25 20 1525 20 15 initial temperature final temperature   the experiment was repeated using 4  g of solid a. 25 20 1525 20 15 initial temperature final temperature",
+            "7": "7 0620/62/o/n/10 \u00a9 ucles 2010 [turn overfor examiner\u2019s use  the experiment was repeated using 6  g of solid a.   25 20 1525 20 15 initial temperature final temperature  (a)  use the thermometer diagrams for experiment 1 to record the initial and \ufb01 nal temperatures  in table 4.1. table 4.1 mass of solid a / g initial temperature  / \u00b0c \ufb01 nal temperature  / \u00b0c 2 346 [3]",
+            "8": "8 0620/62/o/n/10 \u00a9 ucles 2010for examiner\u2019s use  experiment 2   experiment 1 was repeated using 2  g, 3  g and 4  g of solid b respectively.  2  g of b 30 25 2030 25 20 initial temperature final temperature  3  g of b 30 25 2030 25 20 initial temperature final temperature  4  g of b 30 25 2030 25 20 initial temperature final temperature  (b)   use the thermometer diagrams for experiment 2 to record the initial and \ufb01 nal temperatures  in table 4.2. table 4.2 mass of solid b / g initial temperature  / \u00b0c \ufb01 nal temperature  / \u00b0c 2 34 [2]",
+            "9": "9 0620/62/o/n/10 \u00a9 ucles 2010 [turn overfor examiner\u2019s use (c)  plot the results of the experiments on the grid below. draw two best- \ufb01 t straight line  graphs. clearly label your graphs. 02 14 6 35 mass of solid added  / gfinal temperature of solution  / \u00b0c40 30 20 10 0 [6]  (d) (i)   use your graph  to estimate the temperature of the reaction mixture if 6  g of solid b  was added to 20  cm3 of water.  show clearly on the grid  how you worked out your answer.   . .  [2]",
+            "10": "10 0620/62/o/n/10 \u00a9 ucles 2010for examiner\u2019s use (ii)  from your graph  work out the temperature of the reaction mixture if 5  g of solid a  was added to 20  cm3 of water.   show clearly on the graph  how you worked out your answer.   . .  [2]  (e)  what type of chemical reaction occurred when solid a dissolved in water?   ... ..  [1]  (f)  explain how the temperature changes would differ in the experiments if 40  cm3 of water  was used.   ...    ...    ... ..  [2]  (g)  predict the effect of using lumps of solid b in experiment 2. explain your answer.   ...    ... ..  [2] [total: 20]",
+            "11": "11 0620/62/o/n/10 \u00a9 ucles 2010 [turn overfor examiner\u2019s use5  a mixture of two solids, c and d, was analysed. solid c was lead nitrate, which is water-soluble. solid d was insoluble.   the tests on c and d, and some of the observations, are in the following table.  complete the observations in the table. tests observations water was added to the mixture in a boiling  tube and shaken. the contents of the tube were \ufb01 ltered. tests on \ufb01 ltrate (a)  to about 1  cm3 of the solution, a few drops  of dilute nitric acid and about 1  cm3 of  aqueous potassium iodide was added. (b)  to about 1  cm3 of the solution, sodium  hydroxide solution and aluminium powder were added. the mixture was heated. any gases given off were tested with damp ph indicator paper.  [2]  ..  ..  [3] tests on residue (c)  dilute hydrochloric acid was added to the  residue. the gas given off was tested with limewater.   the solution was divided into two equal  portions.  (i)  to the \ufb01 rst portion, aqueous sodium  hydroxide was added a little at a time until in excess.  (ii)  to the second portion, aqueous  ammonia solution was added a little at a time until in excess.rapid effervescence, limewater turns milky white precipitate, soluble in excess aqueous sodium hydroxide white precipitate, soluble in excess aqueous ammonia solution  (d)  identify the gas given off in test (c).   ... ..  [1]  (e)  identify solid d.   ... ..  [2] [total: 8]",
+            "12": "12 0620/62/o/n/10 \u00a9 ucles 2010for examiner\u2019s use6  the apparatus below was used to deposit a thin layer of chromium on a steel knife.   the knife was cleaned carefully and all grease removed before the process started. metal a steel knife solution of salt b  (a)  what is the name of the process when metal objects are coated with other metals?   ... ..  [1]  (b) (i)  suggest the identity of metal a.   . .  [1]  (ii)  suggest the name of salt b.   . .  [1]  (c)  give two reasons why steel knives are coated with chromium.  1.  ...   2.  ... ..  [2] [total: 5]",
+            "13": "13 0620/62/o/n/10 \u00a9 ucles 2010for examiner\u2019s use7  iron rusts when in contact with air and water.   you are provided with iron nails and three different samples of water:  tap water,  sea water, distilled water.   plan an investigation to \ufb01 nd out which sample of water causes iron to rust the fastest.   ... ...   ... ...   ... ...   ... ...   ... ...   ... ...   ... ...[6] [total: 6]",
+            "14": "14 0620/62/o/n/10blank page \u00a9 ucles 2010",
+            "15": "15 0620/62/o/n/10blank page \u00a9 ucles 2010",
+            "16": "0620/62/o/n/10permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here 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.16 blank page \u00a9 ucles 2010"
+        },
+        "0620_w10_qp_63.pdf": {
+            "1": "read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen.you may use a pencil for any diagrams, graphs or rough working.do not use staples, paper clips, highlighters, glue or correction \ufb02 uid. do not  write in any barcodes. answer all questions. at the end of the examination, fasten all your work securely together.the number of marks is given in brackets [  ] at the end of each question or part question.chemistry  0620/63   paper 6 alternative to practical october/november 2010  1 hour candidates answer on the question paper. no additional materials are required.university of cambridge international examinations international general certi \ufb01 cate of secondary education this document consists of 11 printed pages and 1 blank page. [turn overib10 11_0620_63/3rp\u00a9 ucles 2010 *2908924238* for examiner\u2019s use 3 4 5 total6 71 2",
+            "2": "2 0620/63/o/n/10 \u00a9 ucles 2010for examiner\u2019s use1  a student separated a mixture of two alkanes, decane (b.p. 174  \u00b0c) and octane (b.p. 126  \u00b0c)  using the apparatus shown below. heatacb  (a) (i)  name this method of separation.   . .  [1]  (ii)  name the pieces of apparatus labelled  a  . ...  b  ..  [ 2]  (b)  why would an electric heater be used rather than a \ufb02 ame for heating this mixture?   ... ..  [1]  (c)  which of the two alkanes would be collected \ufb01 rst at c?   ... ..  [1]  (d)  how would the student know when the second alkane began to be collected?   ... ..  [1] [total: 6]",
+            "3": "3 0620/63/o/n/10 \u00a9 ucles 2010 [turn overfor examiner\u2019s use2  the notes below show the steps taken by a student to prepare crystals of hydrated nickel  nitrate, ni(no3)2.6h2o.  step 1   place 25  cm3 of dilute nitric acid in a beaker.  step 2   add nickel carbonate powder to the beaker until it is in excess.  step 3   separate the solution of nickel nitrate from the mixture.  step 4   heat the solution to obtain crystals of hydrated nickel nitrate.  (a) (i)  name the piece of apparatus used to measure the nitric acid in step 1 .   . .  [1]  (ii)  why is it not necessary to heat the dilute nitric acid before adding the nickel  carbonate?   . .  [1]  (b)  how would the student know when excess nickel carbonate was present in step 2 ?   ... ..  [1]  (c)  draw a diagram to show the separation method used in step 3 . [2]  (d)  how could the student make sure a good sample of crystals was obtained when carrying  out step 4 ? explain your answer.   ...    ...    ... ..  [2] [total: 7]",
+            "4": "4 0620/63/o/n/10 \u00a9 ucles 2010for examiner\u2019s use3  peter investigated the temperature change when 0.5  g of zinc powder was added to 50  cm3  of copper sulfate solution in a beaker.   the experiment was repeated three times using different masses of zinc powder. the initial  temperature of the copper sulfate solution was the same in each experiment. copper sulfate solutionthermometer zinc powder   the thermometer diagrams show the highest temperature reached. 35 30 25 0.5  g zinc35 30 25 1.0  g zinc35 30 25 1.5  g zinc35 30 25 2.0  g zinc  (a)  use the thermometer diagrams to complete the table of results. table of results mass of zinc  / ginitial temperature  / \u00b0chighest temperature  / \u00b0ctemperature rise  / \u00b0c 0.5 21 1.0 211.5 212.0 21 [2]",
+            "5": "5 0620/63/o/n/10 \u00a9 ucles 2010 [turn overfor examiner\u2019s use (b)  plot the results on the grid below and connect the points with straight lines. 12 10 86420 0 0.5 1.0 1.5 2.0 2.5temperature rise  / \u00b0c mass of zinc  / g [3]  (c) (i)   use your graph  to \ufb01 nd the mass of zinc required to produce a temperature rise of 6.0  \u00b0c. show clearly on the grid  how you obtained your answer.   . .  [2]  (ii)  suggest why the temperature rise was the same in the last two experiments.   . .  [1]  (d)  sketch on the grid the graph you would expect if the experiments were repeated using  the same masses of magnesium powder. [2] [total: 10]",
+            "6": "6 0620/63/o/n/10 \u00a9 ucles 2010for examiner\u2019s use4 (a)  a student investigated the reaction between dilute hydrochloric acid and two different  alkaline solutions, f and g.   two experiments were carried out.  experiment 1   a burette was \ufb01 lled up to the 0.0  cm3 mark with dilute hydrochloric acid.   using a measuring cylinder, 25  cm3 of solution f was placed into a conical \ufb02 ask with a  few drops of phenolphthalein indicator.   the hydrochloric acid was added to the \ufb02 ask until the colour of the phenolphthalein  changed. use the burette diagram to record the \ufb01 nal volume in the table of results. 12 1314  experiment 2   experiment 1 was repeated using solution g.   use the burette diagrams to record the volumes and complete the table of results. 7 89 initial333435 final table of results burette readings / cm3 experiment 1 experiment 2 \ufb01 nal reading initial reading difference [4]",
+            "7": "7 0620/63/o/n/10 \u00a9 ucles 2010 [turn overfor examiner\u2019s use (b)  which ion is present in all alkaline solutions?   ... ..  [1]  (c) (i)  in which experiment was the greatest volume of hydrochloric acid used?   . .  [1]  (ii)  compare the volumes of hydrochloric acid used in experiments 1 and 2.   . .  [1]  (iii)  suggest explanations for the difference in volumes.   . ...   . ...   . .  [2]  (d)  predict the volume of hydrochloric acid which would be needed to react completely with  12.5  cm3 of solution g. explain your answer.   ...    ... ..  [3]  (e) (i)  state two sources of error in the experimental procedure.  1.  .. ..  2.  ..   [2]  (ii)  suggest two improvements to reduce the sources of error in the experimental  procedure.  1.  .. ..  2.  ..   [2] [total: 16]",
+            "8": "8 0620/63/o/n/10 \u00a9 ucles 2010for examiner\u2019s use5  two salts, w and x, were analysed. x was iron( ii) chloride.  the tests on each salt, and some of their observations, are in the following table. complete the observations in the table. tests observations tests on salt w (a)  a little of w was heated in a test-tube. any  gas given off was tested with damp ph indicator paper.a white solid formed at the top of the test-tube pungent gas evolved, ph 8-10 (b)  w was dissolved in distilled water in a test-tube.   the solution was divided into three portions  in test-tubes and the following tests carried out.  (i)  to the \ufb01 rst portion, dilute hydrochloric  acid was added and then aqueous barium chloride.  (ii)  to the second portion, dilute nitric  acid was added and then aqueous silver nitrate.  (iii)  to the third portion, aqueous sodium  hydroxide was added. the mixture was heated and any gases given off were tested with damp ph indicator paper.white precipitate no visible reaction pungent gas evolved, ph 8-10 tests on salt x (c)  appearance of salt x. (d)  salt x was dissolved in distilled water in  a test-tube. the solution was divided into two portions.  (i)  to the \ufb01 rst portion, excess aqueous  sodium hydroxide was added.  (ii)  to the second portion, a few drops  of nitric acid was added followed by aqueous silver nitrate..  [1] ... .  [2] ... .  [2]",
+            "9": "9 0620/63/o/n/10 \u00a9 ucles 2010 [turn overfor examiner\u2019s use (e)  identify the gas given off in tests (a) and (b)(iii) .   ... ..  [1]  (f)  what conclusions can you draw about salt w?   ...    ...    ... ..  [3] [total: 9]",
+            "10": "10 0620/63/o/n/10 \u00a9 ucles 2010for examiner\u2019s use6  a student passed hydrogen over hot copper oxide using the apparatus below. copper was  formed. excess hydrogenburning in air hydrogenpowdered copper oxide ice colourless liquidheat  (a)  explain why powdered copper oxide was used and not lumps of copper oxide.   ...    ... ..  [2]  (b)  the copper oxide changed colour from black to  [1]  (c)  what caused the colourless liquid to form in the u-tube?   ... ..  [1]  (d)  give a chemical test that could be carried out on the colourless liquid to show the  presence of water.  test   ...   result   . .  [2] [total: 6]",
+            "11": "11 0620/63/o/n/10 \u00a9 ucles 2010for examiner\u2019s use7  the label shows the substances present in a bottle of orange fruit drink. orange fruit drink contains: orange juice, malic acid, citric acid and natural colours (carotenes) no artificial colours (e numbers)  (a)  a piece of ph indicator paper was dipped in the drink.  (i)  predict the ph value obtained.   . .  [1]  (ii)  why does the ph indicator paper give a more reliable result than adding universal  indicator solution to the drink?   . ...   . .  [1]  (b)  describe an experiment you could carry out to show that only natural colours were  present in the drink.  a space has been left if you want to draw a diagram to help you answer the question.   ...    ...    ...    ...    ... ..  [4] [total: 6]",
+            "12": "0620/63/o/n/10permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here 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.12 blank page \u00a9 ucles 2010"
+        }
+    },
+    "2011": {
+        "0620_s11_qp_11.pdf": {
+            "1": "    this document consists of 16 printed pages.  ib11 06_0620_11/2rp  \u00a9 ucles 2011  [turn over       *9373386046* university of cambridge international examinations  international general certificate of secondary education       chemistry 0620/11     paper 1 multiple choice  may/june 2011       45 minutes  additional materials: multiple choice answer sheet   soft clean eraser   soft pencil (type b or hb is recommended)       read these instructions first    write in soft pencil. do not use staples, paper clips, highlighters, glue or correction fluid. write your name, centre number and candidate number on the answer sheet in the spaces provided unless  this has been done for you.   there are forty  questions on this paper. answer all questions. for each question there are four possible  answers a, b, c and d.   choose the one you consider correct and record your choice in soft pencil  on the separate answer sheet.   read the instructions on the answer sheet very carefully.  each correct answer will score one mark. a mark will not be deducted for a wrong answer. any rough working should be done in this booklet. a copy of the periodic table is printed on page 16. you may use a calculator.  ",
+            "2": "2  \u00a9 ucles 2011 0620/11/m/j/11  1 the diagrams show the arrangement of particles in three different physical states of substance x.    state 1 state 2 state 3    which statement about the physical states of substance x is correct?  a particles in state 1 vibrate about fixed positions.  b state 1 changes to state 2 by diffusion.  c state 2 changes directly to state 3 by condensation.  d the substance in stage 3 has a fixed volume.     2 an aqueous solution is coloured.    which method of separation would show that the solution contains ions of different colours?  a chromatography  b crystallisation  c distillation  d filtration      3 the table gives the solubility of four substances in ethanol and in water.    a mixture containing all four substances is added to ethanol, stirred and filtered.    the solid residue is added to water, stirred and filtered.    the filtrate is evaporated to dryness, leaving a white solid.    which is the white solid?    solubility in    ethanol water  a insoluble insoluble  b insoluble soluble  c soluble insoluble  d soluble soluble    ",
+            "3": "3  \u00a9 ucles 2011 0620/11/m/j/11 [turn over  4 which two elements react together to form an ionic compound?    element electronic structure  w 2,4  x 2,8  y 2,8,1  z 2,8,7    a w and x b x and y c y and z d z and w     5 the diagram shows part of the periodic table.    a cb d     which element is correctly matched with its electronic structure?     electronic structure  a 2,8,1  b 2,4  c 2,8,2  d 2,8      6 in the diagrams, circles of different sizes represent atoms of different elements.    which diagram represents hydrogen chloride gas?    b ac d     ",
+            "4": "4  \u00a9 ucles 2011 0620/11/m/j/11  7 the nucleon number and proton number of the lithium atom are shown by the symbol li7 3.    what is the correct symbol for the lithium ion in lithium chloride?  a 6 2li\u2212 b 6 3li+ c 73li+ d 73li\u2212      8 what is the relative molecular mass ( mr) of hno 3?  a 5 b 31 c 32 d 63     9 electricity from a power station passes through overhead cables to a substation and then to a  school where it is used to electrolyse concentrated hydrochloric acid using inert electrodes.    which substances are used for the overhead cables and for the electrodes?     overhead cables electrodes  a aluminium copper  b aluminium platinum  c copper platinum  d platinum aluminium    10 which statement about the electrolysis of molten lead( ii) bromide is correct?  a a colourless gas is seen at the cathode.  b a grey metal is seen at the anode.  c a red  / brown gas is seen at the anode.  d a red  / brown metal is seen at the cathode.    ",
+            "5": "5  \u00a9 ucles 2011 0620/11/m/j/11 [turn over  11 electricity is passed through concentrated aqueous sodium chloride, as shown.    +\u2013positive electrodenegative electrode concentrated aqueous sodiumchloridecarbon rods     what is the test for the gas formed at the positive electrode?  a bleaches damp litmus paper  b \u2018pops\u2019 with a lighted splint  c relights a glowing splint  d turns damp red litmus paper blue      12 three processes are listed.    burning methane in air  radioactive decay of 235u  reacting hydrogen with oxygen.    which statements about these processes are correct?    1 hydrogen and methane are being used as fuels. 2 all the processes involve oxidation.  3 all the processes are used to produce energy.    a 1 and 2 only b 1 and 3 only c 2 and 3 only d 1, 2 and 3     ",
+            "6": "6  \u00a9 ucles 2011 0620/11/m/j/11  13 butane, ethanol and hydrogen are fuels.    which substances produce both carbon dioxide and water when used as a fuel?     butane ethanol hydrogen  a \u0013 \u0013 \u0013  b \u0013 \u0013 \u0017  c \u0013 \u0017 \u0013  d \u0017 \u0013 \u0017     14 the equation for the effect of heat on hydrated sodium carbonate is as shown.    na 2co 3.10h 2o(s)  na 2co 3(s) + 10h 2o(g)    statements made by four students about the reaction are given.    p anhydrous sodium carbonate is formed.  q steam is formed.  r there is a colour change from blue to white.  s the reaction is reversible.    which students\u2019 statements are correct?  a p, q and r only  b p, q and s only  c q, r and s only  d p, q, r and s     ",
+            "7": "7  \u00a9 ucles 2011 0620/11/m/j/11 [turn over  15 the apparatus shown can be used to measure the rate of some chemical reactions.    gas syringe     for which two reactions would the apparatus be suitable?    reaction 1 agno 3(aq) + hc l (aq) \u2192 agc l (s) + hno 3(aq)  reaction 2 2h 2o2(aq) \u2192 2h 2o(l) + o 2(g)  reaction 3 mgo(s) + 2hc l (aq) \u2192 mgc l 2(aq) + h 2o(l)  reaction 4 znco 3(s) + 2hc l (aq) \u2192 znc l 2(aq) + co 2(g) + h 2o(l)    a 1 and 2 b 1 and 3 c 2 and 4 d 3 and 4      16 a student investigates the rate of reaction between magnesium and excess sulfuric acid.     the volume of hydrogen given off in the reaction is measured over time.    the graph shows the results of two experiments, r and s.    r svolume of hydrogen given off time    which change in conditions would cause the difference between r and s?  a a catalyst is added in s.  b the acid is more concentrated in r than in s.  c the magnesium is less finely powdered in r than in s.  d the temperature in r is lower than in s.     ",
+            "8": "8  \u00a9 ucles 2011 0620/11/m/j/11  17 carbon dioxide is an acidic oxide that reacts with aqueous calcium hydroxide.    which type of reaction takes place?  a decomposition  b fermentation  c neutralisation  d oxidation     18 which is not a typical property of an acid?  a they react with alkalis producing water.  b they react with all metals producing hydrogen.  c they react with carbonates producing carbon dioxide.  d they turn litmus paper red.    19 a solution contains barium ions and silver ions.    what could the anion be?  a chloride only  b nitrate only  c sulfate only  d chloride or nitrate or sulfate      20 a mixture containing two anions was tested and the results are shown below.    test result  dilute nitric acid added   effervescence of a gas which turned limewater milky  dilute nitric acid added, followed by aqueous silver nitrate yellow precipitate formed     which anions were present?  a carbonate and chloride  b carbonate and iodide  c sulfate and chloride  d sulfate and iodide     ",
+            "9": "9  \u00a9 ucles 2011 0620/11/m/j/11 [turn over  21 x is a monatomic gas.    gas x     which statement about x is correct?  a x burns in air.  b x is coloured.  c x is unreactive.  d x will displace iodine from potassium iodide.      22 the diagram shows a section of the periodic table.    w vx z yi ii iii iv v vi vii 0     which elements will conduct electricity at room temperature?  a v, w and x b v, y and w c w, x and z d y and z      23 the equation shows the reaction bet ween a halogen and aqueous bromide ions.    x2 + 2br\u2013(aq) \u2192 2x\u2013(aq) + br 2  \u20261\u2026 \u20262\u2026 \u20263\u2026    which words correctly complete gaps 1, 2 and 3?     1 2 3  a chlorine brown colourless  b chlorine colourless brown  c iodine brown colourless  d iodine colourless brown     ",
+            "10": "10  \u00a9 ucles 2011 0620/11/m/j/11  24 which statement is correct for the element of proton number 19?  a it is a gas that dissolves in water.  b it is a hard metal that is not very reactive with water.  c it is a non-metal that burns quickly in air.  d it is a soft metal that is highly reactive with water.      25 brass is an alloy of copper and zinc.    which statement is correct?  a brass can be represented by a chemical formula.  b brass is formed by a chemical reaction between copper and zinc.  c the alloy will dissolve completely in dilute hydrochloric acid.  d the zinc in the alloy will dissolve in dilute hydrochloric acid.     26 which substance is a metal?     electrical conductivity  (solid) electrical conductivity  (molten)  a high high  b high low  c low high  d low low    27 the table shows the results of adding three metals, p, q and r, to dilute hydrochloric acid and to  water.    metal dilute hydrochloric acid water  p hydrogen produced hydrogen produced  q no reaction no reaction  r hydrogen produced no reaction    what is the order of reactivity of the metals?     most reactive  least reactive  a p r q  b p q r  c r q p  d r p q ",
+            "11": "11  \u00a9 ucles 2011 0620/11/m/j/11 [turn over  28 the properties of a metal are important in deciding its use.    which row lists a property that is not correct for the use given?     use of the metal metal property needed  a aluminium in aircraft wings low density  b aluminium in food containers resists corrosion  c mild steel in car bodies high density  d stainless steel in cutlery does not rust     29 which row describes the conditions used to make steel from the iron produced by a blast  furnace?     calcium oxide  (lime) oxygen heat  a \u0013 \u0013 \u0013  b \u0013 \u0013 \u0017  c \u0017 \u0013 \u0013  d \u0017 \u0013 \u0017    30 water from a reservoir flows to the water works where purification processes 1 takes place  followed by process 2.    what are purification processes 1 and 2?     purification  process 1 purification  process 2  a chlorination filtration  b filtration chlorination  c fractional distillation filtration  d filtration fractional distillation    ",
+            "12": "12  \u00a9 ucles 2011 0620/11/m/j/11  31 the diagram shows the composition by volume of air.    x    what is x?  a argon  b carbon dioxide  c nitrogen  d oxygen     32 the table gives the composition of the atmosphere of four newly discovered planets.    planet composition of atmosphere  w argon, carbon dioxide and oxygen  x argon, nitrogen and oxygen  y argon, carbon dioxide and methane  z methane, nitrogen and oxygen    on which planets is the greenhouse effect likely to occur?  a w only  b w, x and z  c w and y only  d w, y and z     ",
+            "13": "13  \u00a9 ucles 2011 0620/11/m/j/11 [turn over  33 statement 1: alloying iron with other materials to form stainless steel prevents iron from rusting    by excluding oxygen.    statement 2: painting, oiling and electroplating are all methods of preventing iron from rusting.    which is correct?  a both statements are correct and statement 2 explains statement 1.  b both statements are correct but statement 2 does not explain statement 1.  c statement 1 is correct but statement 2 is incorrect.  d statement 2 is correct but statement 1 is incorrect.      34 which two substances, when reacted together, would form a salt that contains two of the  essential elements provided by fertilisers?  a potassium hydroxide and nitric acid  b potassium hydroxide and sulfuric acid  c sodium hydroxide and nitric acid  d sodium hydroxide and sulfuric acid     35 greenhouse gases may contribute to climate change.     two of these gases are emitted into the atmosphere as a result of processes within animals.    gas \u2026\u20261\u2026\u2026 is produced by process \u2026\u20263\u2026\u2026 .  gas \u2026\u20262\u2026\u2026 is produced by process \u2026\u20264\u2026\u2026 .    which words correctly complete gaps 1, 2, 3 and 4?     1 2 3 4  a co c 2h6 digestion respiration  b co c 2h6 respiration digestion  c co 2 ch 4 digestion respiration  d co 2 ch 4 respiration digestion     ",
+            "14": "14  \u00a9 ucles 2011 0620/11/m/j/11  36 compounds containing five carbon atoms in a molecule may have names beginning with \u2018pent\u2026\u2019.    what is the name of the compound shown?    key = carbon = oxygen= hydrogen     a pentane  b pentanoic acid  c pentanol  d pentene      37 which industrial process is shown in the diagram?    crude oil vapour bitumenwaste gases petrol paraffin diesellubricating oils     a cracking  b fermentation  c fractional distillation  d polymerisation     ",
+            "15": "15  \u00a9 ucles 2011 0620/11/m/j/11  38 the diagram shows the structures of three compounds.    o c hho h c hh c hh hho c chh c h     why do these three compounds belong to the same homologous series?  a they all contain carbon, hydrogen and oxygen.  b they all contain the same functional group.  c they are all carbon based molecules.  d they are all flammable liquids.     39 what is the main constituent of natural gas?  a carbon dioxide  b ethane  c hydrogen  d methane    40 what is not essential for the formation of ethanol by fermentation?  a light  b sugar  c yeast  d water    ",
+            "16": "16    permission to reproduce items where thir d-party owned material protected by copyright  is included has been sought and cleared w here possible. every  reasonable effort has been made by the publis her (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.    \u00a9 ucles 2011 0620/11/m/j/11   group 140 ce cerium 58141 pr praseodymium 59144 nd neodymium 60pm promethium 61150 sm samarium 62152 eu europium 63157 gd gadolinium 64159 tb terbium 65162 dy dysprosium 66165 ho holmium 67167 er erbium 68169 tm thulium 69173 yb ytterbium 70175 lu lutetium 71 232 th thorium 90pa protactinium 91238 u uranium 92np neptunium 93pu plutonium 94am americium 95cm curium 96bk berkelium 97cf californium 98es einsteinium 99fm fermium 100md mendelevium 101no nobelium 102lr lawrencium 1031 h hydrogen 1 7 li lithium 3 23 na sodium 1124 mg magnesium 12 40 ca calcium 2045 sc scandium 2148 ti titanium 2251 v vanadium 2352 cr chromium 2455 mn manganese 2556 fe iron 2659 co cobalt 2759 ni nickel 2864 cu copper 2965 zn zinc 3070 ga gallium 3127 al aluminium 1311 b boron 512 c carbon 614 n nitrogen 716 o oxygen 819 f fluorine 9 28 si silicon 1431 p phosphorus 1532 s sulfur 1635.5 cl chlorine 1740 ar argon 1820 ne neon 104 he helium 2 73 ge germanium 3275 as arsenic 3379 se selenium 3480 br bromine 3584 kr krypton 3639 k potassium 19 88 sr strontium 3889 y yttrium 3991 zr zirconium 4093 nb niobium 4196 mo molybdenum 42tc technetium 43101 ru ruthenium 44103 rh rhodium 45106 pd palladium 46108 ag silver 47112 cd cadmium 48115 in indium 49119 sn tin 50122 sb antimony 51128 te tellurium 52127 i iodine 53131 xe xenon 54 137 ba barium 56139 la lanthanum 57        *178 hf hafnium 72181 ta tantalum 73184 w tungsten 74186 re rhenium 75190 os osmium 76192 ir iridium 77195 pt platinum 78197 au gold 79201 hg mercury 80204 tl thallium 81207 pb lead 82209 bi bismuth 83po polonium 84at astatine 85rn radon 86 fr francium 87227 ac actinium 899 be beryllium 4ii i iii iv v vi vii 0 85 rb rubidium 37 133 cs caesium 55 226 ra radium 88 the volume of one mole of any gas is 2 4dm3at room temperature and pressure (r .t.p.).a x ba = relative atomic mass x = atomic symbol b = proton (atomic) numberkey*58-71 lanthanoid series 90-103 actinoid seriesdata sheet the periodic t able of the elements  "
+        },
+        "0620_s11_qp_12.pdf": {
+            "1": "    this document consists of 16 printed pages.  ib11 06_0620_12/fp  \u00a9 ucles 2011  [turn over       *5571641406*        university of cambridge international examinations  international general certificate of secondary education       chemistry 0620/12     paper 1 multiple choice  may/june 2011       45 minutes  additional materials: multiple choice answer sheet   soft clean eraser  soft pencil (type b or hb is recommended)       read these instructions first   write in soft pencil. do not use staples, paper clips, highlighters, glue or correction fluid. write your name, centre number and candidate number on the answer sheet in the spaces provided unless  this has been done for you.    there are forty  questions on this paper. answer all questions. for each question there are four possible  answers a, b, c and d.   choose the one you consider correct and record your choice in soft pencil  on the separate answer sheet.   read the instructions on the answer sheet very carefully.  each correct answer will score one mark. a mark will not be deducted for a wrong answer. any rough working should be done in this booklet.  a copy of the periodic table is printed on page 16.  you may use a calculator.  ",
+            "2": "2  \u00a9 ucles 2011 0620/12/m/j/11  1 the diagrams show the arrangement of particles in three different physical states of substance x.    state 1 state 2 state 3    which statement about the physical states of substance x is correct?  a particles in state 1 vibrate about fixed positions.  b state 1 changes to state 2 by diffusion.  c state 2 changes directly to state 3 by condensation.  d the substance in stage 3 has a fixed volume.     2 in the diagrams, circles of different sizes represent atoms of different elements.    which diagram represents hydrogen chloride gas?    b ac d       3 the diagram shows part of the periodic table.    a cb d     which element is correctly matched with its electronic structure?     electronic structure  a 2,8,1  b 2,4  c 2,8,2  d 2,8   ",
+            "3": "3  \u00a9 ucles 2011 0620/12/m/j/11 [turn over  4 an aqueous solution is coloured.    which method of separation would show that the solution contains ions of different colours?  a chromatography  b crystallisation  c distillation  d filtration     5 the table gives the solubility of four substances in ethanol and in water.    a mixture containing all four substances is added to ethanol, stirred and filtered.    the solid residue is added to water, stirred and filtered.    the filtrate is evaporated to dryness, leaving a white solid.    which is the white solid?    solubility in    ethanol water  a insoluble insoluble  b insoluble soluble  c soluble insoluble  d soluble soluble    6 which two elements react together to form an ionic compound?    element electronic structure  w 2,4  x 2,8  y 2,8,1  z 2,8,7    a w and x b x and y c y and z d z and w    ",
+            "4": "4  \u00a9 ucles 2011 0620/12/m/j/11  7 electricity is passed through concentrated aqueous sodium chloride, as shown.    +\u2013positive electrodenegative electrode concentrated aqueous sodiumchloridecarbon rods     what is the test for the gas formed at the positive electrode?  a bleaches damp litmus paper  b \u2018pops\u2019 with a lighted splint  c relights a glowing splint  d turns damp red litmus paper blue      8 electricity from a power station passes through overhead cables to a substation and then to a  school where it is used to electrolyse concentrated hydrochloric acid using inert electrodes.    which substances are used for the overhead cables and for the electrodes?     overhead cables electrodes  a aluminium copper  b aluminium platinum  c copper platinum  d platinum aluminium      9 the nucleon number and proton number of the lithium atom are shown by the symbol li7 3.    what is the correct symbol for the lithium ion in lithium chloride?  a 6 2li\u2212 b 6 3li+ c 73li+ d 73li\u2212     ",
+            "5": "5  \u00a9 ucles 2011 0620/12/m/j/11 [turn over  10 three processes are listed.    burning methane in air  radioactive decay of 235u  reacting hydrogen with oxygen.    which statements about these processes are correct?    1 hydrogen and methane are being used as fuels. 2 all the processes involve oxidation.  3 all the processes are used to produce energy.    a 1 and 2 only b 1 and 3 only c 2 and 3 only d 1, 2 and 3      11 which statement about the electrolysis of molten lead( ii) bromide is correct?  a a colourless gas is seen at the cathode.  b a grey metal is seen at the anode.  c a red  / brown gas is seen at the anode.  d a red  / brown metal is seen at the cathode.      12 what is the relative molecular mass ( mr) of hno 3?  a 5 b 31 c 32 d 63      13 the equation for the effect of heat on hydrated sodium carbonate is as shown.    na2co 3.10h 2o(s)  na 2co 3(s) + 10h 2o(g)    statements made by four students about the reaction are given.    p anhydrous sodium carbonate is formed.  q steam is formed.  r there is a colour change from blue to white.  s the reaction is reversible.    which students\u2019 statements are correct?  a p, q and r only  b p, q and s only  c q, r and s only  d p, q, r and s    ",
+            "6": "6  \u00a9 ucles 2011 0620/12/m/j/11  14 the apparatus shown can be used to measure the rate of some chemical reactions.    gas syringe     for which two reactions would the apparatus be suitable?    reaction 1 agno 3(aq) + hc l (aq) \u2192 agc l (s) + hno 3(aq)  reaction 2 2h 2o2(aq) \u2192 2h 2o(l) + o 2(g)  reaction 3 mgo(s) + 2hc l (aq) \u2192 mgc l 2(aq) + h 2o(l)  reaction 4 znco 3(s) + 2hc l (aq) \u2192 znc l 2(aq) + co 2(g) + h 2o(l)    a 1 and 2 b 1 and 3 c 2 and 4 d 3 and 4      15 a student investigates the rate of reaction between magnesium and excess sulfuric acid.     the volume of hydrogen given off in the reaction is measured over time.    the graph shows the results of two experiments, r and s.    r svolume of hydrogen given off time    which change in conditions would cause the difference between r and s?  a a catalyst is added in s.  b the acid is more concentrated in r than in s.  c the magnesium is less finely powdered in r than in s.  d the temperature in r is lower than in s.     ",
+            "7": "7  \u00a9 ucles 2011 0620/12/m/j/11 [turn over  16 butane, ethanol and hydrogen are fuels.    which substances produce both carbon dioxide and water when used as a fuel?     butane ethanol hydrogen  a \u0013 \u0013 \u0013  b \u0013 \u0013 \u0017  c \u0013 \u0017 \u0013  d \u0017 \u0013 \u0017     17 x is a monatomic gas.    gas x     which statement about x is correct?  a x burns in air.  b x is coloured.  c x is unreactive.  d x will displace iodine from potassium iodide.      18 the equation shows the reaction between a halogen and aqueous bromide ions.    x2 + 2br\u2013(aq) \u2192 2x\u2013(aq) + br 2  \u20261\u2026 \u20262\u2026 \u20263\u2026    which words correctly complete gaps 1, 2 and 3?     1 2 3  a chlorine brown colourless  b chlorine colourless brown  c iodine brown colourless  d iodine colourless brown     ",
+            "8": "8  \u00a9 ucles 2011 0620/12/m/j/11  19 carbon dioxide is an acidic oxide that reacts with aqueous calcium hydroxide.    which type of reaction takes place?  a decomposition  b fermentation  c neutralisation  d oxidation     20 a solution contains barium ions and silver ions.    what could the anion be?  a chloride only  b nitrate only  c sulfate only  d chloride or nitrate or sulfate      21 a mixture containing two anions was tested and the results are shown below.    test result  dilute nitric acid added   effervescence of a gas which turned limewater milky  dilute nitric acid added, followed  by aqueous silver nitrate yellow precipitate formed     which anions were present?  a carbonate and chloride  b carbonate and iodide  c sulfate and chloride  d sulfate and iodide     22 which is not a typical property of an acid?  a they react with alkalis producing water.  b they react with all metals producing hydrogen.  c they react with carbonates producing carbon dioxide.  d they turn litmus paper red.    ",
+            "9": "9  \u00a9 ucles 2011 0620/12/m/j/11 [turn over  23 the diagram shows a section of the periodic table.    w vx z yi ii iii iv v vi vii 0     which elements will conduct electricity at room temperature?  a v, w and x b v, y and w c w, x and z d y and z     24 water from a reservoir flows to the water works where purification processes 1 takes place  followed by process 2.    what are purification processes 1 and 2?     purification  process 1 purification  process 2  a chlorination filtration  b filtration chlorination  c fractional distillation filtration  d filtration fractional distillation      25 the properties of a metal are important in deciding its use.    which row lists a property that is not correct for the use given?     use of the metal metal property needed  a aluminium in aircraft wings low density  b aluminium in food containers resists corrosion  c mild steel in car bodies high density  d stainless steel in cutlery does not rust    ",
+            "10": "10  \u00a9 ucles 2011 0620/12/m/j/11  26 brass is an alloy of copper and zinc.    which statement is correct?  a brass can be represented by a chemical formula.  b brass is formed by a chemical reaction between copper and zinc.  c the alloy will dissolve completely in dilute hydrochloric acid.  d the zinc in the alloy will dissolve in dilute hydrochloric acid.     27 which statement is correct for the element of proton number 19?  a it is a gas that dissolves in water.  b it is a hard metal that is not very reactive with water.  c it is a non-metal that burns quickly in air.  d it is a soft metal that is highly reactive with water.    28 which row describes the conditions used to make steel from the iron produced by a blast  furnace?     calcium oxide  (lime) oxygen heat  a \u0013 \u0013 \u0013  b \u0013 \u0013 \u0017  c \u0017 \u0013 \u0013  d \u0017 \u0013 \u0017    ",
+            "11": "11  \u00a9 ucles 2011 0620/12/m/j/11 [turn over  29 the table shows the results of adding three metals, p, q and r, to dilute hydrochloric acid and to  water.    metal dilute hydrochloric acid water  p hydrogen produced hydrogen produced  q no reaction no reaction  r hydrogen produced no reaction    what is the order of reactivity of the metals?     most reactive  least reactive  a p r q  b p q r  c r q p  d r p q      30 which substance is a metal?     electrical conductivity  (solid) electrical conductivity  (molten)  a high high  b high low  c low high  d low low      31 greenhouse gases may contribute to climate change.     two of these gases are emitted into the atmosphere as a result of processes within animals.    gas \u2026\u20261\u2026\u2026 is produced by process \u2026\u20263\u2026\u2026 .  gas \u2026\u20262\u2026\u2026 is produced by process \u2026\u20264\u2026\u2026 .    which words correctly complete gaps 1, 2, 3 and 4?     1 2 3 4  a co c 2h6 digestion respiration  b co c 2h6 respiration digestion  c co 2 ch 4 digestion respiration  d co 2 ch 4 respiration digestion     ",
+            "12": "12  \u00a9 ucles 2011 0620/12/m/j/11  32 the diagram shows the composition by volume of air.    x    what is x?  a argon  b carbon dioxide  c nitrogen  d oxygen     33 the table gives the composition of the atmosphere of four newly discovered planets.    planet composition of atmosphere  w argon, carbon dioxide and oxygen  x argon, nitrogen and oxygen  y argon, carbon dioxide and methane  z methane, nitrogen and oxygen    on which planets is the greenhouse effect likely to occur?  a w only  b w, x and z  c w and y only  d w, y and z     ",
+            "13": "13  \u00a9 ucles 2011 0620/12/m/j/11 [turn over  34 which two substances, when reacted together, would form a salt that contains two of the  essential elements provided by fertilisers?  a potassium hydroxide and nitric acid  b potassium hydroxide and sulfuric acid  c sodium hydroxide and nitric acid  d sodium hydroxide and sulfuric acid      35 statement 1: alloying iron with other materials to form stainless steel prevents iron from rusting   by excluding oxygen.    statement 2: painting, oiling and electroplating are all methods of preventing iron from rusting.    which is correct?  a both statements are correct and statement 2 explains statement 1.  b both statements are correct but statement 2 does not explain statement 1.  c statement 1 is correct but statement 2 is incorrect.  d statement 2 is correct but statement 1 is incorrect.     36 what is the main constituent of natural gas?  a carbon dioxide  b ethane  c hydrogen  d methane    37 what is not essential for the formation of ethanol by fermentation?  a light  b sugar  c yeast  d water    ",
+            "14": "14  \u00a9 ucles 2011 0620/12/m/j/11  38 which industrial process is shown in the diagram?    crude oil vapour bitumenwaste gases petrol paraffin diesellubricating oils     a cracking  b fermentation  c fractional distillation  d polymerisation      39 the diagram shows the structures of three compounds.    o c hho h c hh c hh hho c chh c h     why do these three compounds belong to the same homologous series?  a they all contain carbon, hydrogen and oxygen.  b they all contain the same functional group.  c they are all carbon based molecules.  d they are all flammable liquids.     ",
+            "15": "15  \u00a9 ucles 2011 0620/12/m/j/11  40 compounds containing five carbon atoms in a molecule may have names beginning with \u2018pent\u2026\u2019.    what is the name of the compound shown?    key = carbon = oxygen= hydrogen     a pentane  b pentanoic acid  c pentanol  d pentene     ",
+            "16": "16      permission to reproduce items where thir d-party owned material protected by copyright  is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to t race 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 t he 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.    \u00a9 ucles 2011 0620/12/m/j/11   group 140 ce cerium 58141 pr praseodymium 59144 nd neodymium 60pm promethium 61150 sm samarium 62152 eu europium 63157 gd gadolinium 64159 tb terbium 65162 dy dysprosium 66165 ho holmium 67167 er erbium 68169 tm thulium 69173 yb ytterbium 70175 lu lutetium 71 232 th thorium 90pa protactinium 91238 u uranium 92np neptunium 93pu plutonium 94am americium 95cm curium 96bk berkelium 97cf californium 98es einsteinium 99fm fermium 100md mendelevium 101no nobelium 102lr lawrencium 1031 h hydrogen 1 7 li lithium 3 23 na sodium 1124 mg magnesium 12 40 ca calcium 2045 sc scandium 2148 ti titanium 2251 v vanadium 2352 cr chromium 2455 mn manganese 2556 fe iron 2659 co cobalt 2759 ni nickel 2864 cu copper 2965 zn zinc 3070 ga gallium 3127 al aluminium 1311 b boron 512 c carbon 614 n nitrogen 716 o oxygen 819 f fluorine 9 28 si silicon 1431 p phosphorus 1532 s sulfur 1635.5 cl chlorine 1740 ar argon 1820 ne neon 104 he helium 2 73 ge germanium 3275 as arsenic 3379 se selenium 3480 br bromine 3584 kr krypton 3639 k potassium 19 88 sr strontium 3889 y yttrium 3991 zr zirconium 4093 nb niobium 4196 mo molybdenum 42tc technetium 43101 ru ruthenium 44103 rh rhodium 45106 pd palladium 46108 ag silver 47112 cd cadmium 48115 in indium 49119 sn tin 50122 sb antimony 51128 te tellurium 52127 i iodine 53131 xe xenon 54 137 ba barium 56139 la lanthanum 57        *178 hf hafnium 72181 ta tantalum 73184 w tungsten 74186 re rhenium 75190 os osmium 76192 ir iridium 77195 pt platinum 78197 au gold 79201 hg mercury 80204 tl thallium 81207 pb lead 82209 bi bismuth 83po polonium 84at astatine 85rn radon 86 fr francium 87227 ac actinium 899 be beryllium 4ii i iii iv v vi vii 0 85 rb rubidium 37 133 cs caesium 55 226 ra radium 88 the volume of one mole of any gas is 2 4dm3at room temperature and pressure (r .t.p.).a x ba = relative atomic mass x = atomic symbol b = proton (atomic) numberkey*58-71 lanthanoid series 90-103 actinoid seriesdata sheet the periodic t able of the elements  "
+        },
+        "0620_s11_qp_13.pdf": {
+            "1": "    this document consists of 16 printed pages.  ib11 06_0620_13/fp  \u00a9 ucles 2011  [turn over       *8339598569* university of cambridge international examinations  international general certificate of secondary education       chemistry 0620/13     paper 1 multiple choice  may/june 2011       45 minutes  additional materials: multiple choice answer sheet   soft clean eraser   soft pencil (type b or hb is recommended)       read these instructions first    write in soft pencil. do not use staples, paper clips, highlighters, glue or correction fluid. write your name, centre number and candidate number on the answer sheet in the spaces provided unless  this has been done for you.   there are forty  questions on this paper. answer all questions. for each question there are four possible  answers a, b, c and d.   choose the one you consider correct and record your choice in soft pencil  on the separate answer sheet.   read the instructions on the answer sheet very carefully.  each correct answer will score one mark. a mark will not be deducted for a wrong answer. any rough working should be done in this booklet. a copy of the periodic table is printed on page 16. you may use a calculator.  ",
+            "2": "2  \u00a9 ucles 2011 0620/13/m/j/11  1 the diagrams show the arrangement of particles in three different physical states of substance x.    state 1 state 2 state 3    which statement about the physical states of substance x is correct?  a particles in state 1 vibrate about fixed positions.  b state 1 changes to state 2 by diffusion.  c state 2 changes directly to state 3 by condensation.  d the substance in stage 3 has a fixed volume.    2 in the diagrams, circles of different sizes represent atoms of different elements.    which diagram represents hydrogen chloride gas?    b ac d       3 the diagram shows part of the periodic table.    a cb d     which element is correctly matched with its electronic structure?     electronic structure  a 2,8,1  b 2,4  c 2,8,2  d 2,8   ",
+            "3": "3  \u00a9 ucles 2011 0620/13/m/j/11 [turn over  4 an aqueous solution is coloured.    which method of separation would show that the solution contains ions of different colours?  a chromatography  b crystallisation  c distillation  d filtration     5 the table gives the solubility of four substances in ethanol and in water.    a mixture containing all four substances is added to ethanol, stirred and filtered.    the solid residue is added to water, stirred and filtered.    the filtrate is evaporated to dryness, leaving a white solid.    which is the white solid?    solubility in    ethanol water  a insoluble insoluble  b insoluble soluble  c soluble insoluble  d soluble soluble     6 which two elements react together to form an ionic compound?    element electronic structure  w 2,4  x 2,8  y 2,8,1  z 2,8,7    a w and x b x and y c y and z d z and w     ",
+            "4": "4  \u00a9 ucles 2011 0620/13/m/j/11  7 electricity is passed through concentrated aqueous sodium chloride, as shown.    +\u2013positive electrodenegative electrode concentrated aqueous sodiumchloridecarbon rods     what is the test for the gas formed at the positive electrode?  a bleaches damp litmus paper  b \u2018pops\u2019 with a lighted splint  c relights a glowing splint  d turns damp red litmus paper blue     8 electricity from a power station passes through overhead cables to a substation and then to a  school where it is used to electrolyse concentrated hydrochloric acid using inert electrodes.    which substances are used for the overhead cables and for the electrodes?     overhead cables electrodes  a aluminium copper  b aluminium platinum  c copper platinum  d platinum aluminium      9 the nucleon number and proton number of the lithium atom are shown by the symbol li7 3.    what is the correct symbol for the lithium ion in lithium chloride?  a 6 2li\u2212 b 6 3li+ c 7 3li+ d 7 3li\u2212     ",
+            "5": "5  \u00a9 ucles 2011 0620/13/m/j/11 [turn over  10 three processes are listed.    burning methane in air  radioactive decay of 235u  reacting hydrogen with oxygen.    which statements about these processes are correct?    1 hydrogen and methane are being used as fuels.  2 all the processes involve oxidation.  3 all the processes are used to produce energy.    a 1 and 2 only b 1 and 3 only c 2 and 3 only d 1, 2 and 3      11 which statement about the electrolysis of molten lead( ii) bromide is correct?  a a colourless gas is seen at the cathode.  b a grey metal is seen at the anode.  c a red  / brown gas is seen at the anode.  d a red  / brown metal is seen at the cathode.      12 what is the relative molecular mass ( mr) of hno 3?  a 5 b 31 c 32 d 63      13 the equation for the effect of heat on hydrated sodium carbonate is as shown.    na2co 3.10h 2o(s)  na 2co 3(s) + 10h 2o(g)    statements made by four students about the reaction are given.    p anhydrous sodium carbonate is formed.  q steam is formed.  r there is a colour change from blue to white.  s the reaction is reversible.    which students\u2019 statements are correct?  a p, q and r only  b p, q and s only  c q, r and s only  d p, q, r and s    ",
+            "6": "6  \u00a9 ucles 2011 0620/13/m/j/11  14 the apparatus shown can be used to measure the rate of some chemical reactions.    gas syringe     for which two reactions would the apparatus be suitable?    reaction 1 agno 3(aq) + hc l (aq) \u2192 agc l (s) + hno 3(aq)  reaction 2 2h 2o2(aq) \u2192 2h 2o(l) + o 2(g)  reaction 3 mgo(s) + 2hc l (aq) \u2192 mgc l 2(aq) + h 2o(l)  reaction 4 znco 3(s) + 2hc l (aq) \u2192 znc l 2(aq) + co 2(g) + h 2o(l)    a 1 and 2 b 1 and 3 c 2 and 4 d 3 and 4      15 a student investigates the rate of reaction between magnesium and excess sulfuric acid.     the volume of hydrogen given off in the reaction is measured over time.    the graph shows the results of two experiments, r and s.    r svolume of hydrogen given off time    which change in conditions would cause the difference between r and s?  a a catalyst is added in s.  b the acid is more concentrated in r than in s.  c the magnesium is less finely powdered in r than in s.  d the temperature in r is lower than in s.     ",
+            "7": "7  \u00a9 ucles 2011 0620/13/m/j/11 [turn over  16 butane, ethanol and hydrogen are fuels.    which substances produce both carbon dioxide and water when used as a fuel?     butane ethanol hydrogen  a \u0013 \u0013 \u0013  b \u0013 \u0013 \u0017  c \u0013 \u0017 \u0013  d \u0017 \u0013 \u0017     17 x is a monatomic gas.    gas x     which statement about x is correct?  a x burns in air.  b x is coloured.  c x is unreactive.  d x will displace iodine from potassium iodide.     18 the equation shows the reaction betw een a halogen and aqueous bromide ions.    x 2 + 2br\u2013(aq) \u2192 2x\u2013(aq) + br 2  \u20261\u2026 \u20262\u2026 \u20263\u2026    which words correctly complete gaps 1, 2 and 3?     1 2 3  a chlorine brown colourless  b chlorine colourless brown  c iodine brown colourless  d iodine colourless brown     ",
+            "8": "8  \u00a9 ucles 2011 0620/13/m/j/11  19 carbon dioxide is an acidic oxide that reacts with aqueous calcium hydroxide.    which type of reaction takes place?  a decomposition  b fermentation  c neutralisation  d oxidation     20 a solution contains barium ions and silver ions.    what could the anion be?  a chloride only  b nitrate only  c sulfate only  d chloride or nitrate or sulfate      21 a mixture containing two anions was tested and the results are shown below.    test result  dilute nitric acid added   effervescence of a gas which  turned limewater milky  dilute nitric acid added, followed  by aqueous silver nitrate yellow precipitate formed      which anions were present?  a carbonate and chloride  b carbonate and iodide  c sulfate and chloride  d sulfate and iodide    22 which is not a typical property of an acid?  a they react with alkalis producing water.  b they react with all metals producing hydrogen.  c they react with carbonates producing carbon dioxide.  d they turn litmus paper red.    ",
+            "9": "9  \u00a9 ucles 2011 0620/13/m/j/11 [turn over  23 the diagram shows a section of the periodic table.    w vx z yi ii iii iv v vi vii 0     which elements will conduct electricity at room temperature?  a v, w and x b v, y and w c w, x and z d y and z    24 water from a reservoir flows to the water works where purification processes 1 takes place  followed by process 2.    what are purification processes 1 and 2?     purification  process 1 purification  process 2  a chlorination filtration  b filtration chlorination  c fractional distillation filtration  d filtration fractional distillation      25 the properties of a metal are important in deciding its use.    which row lists a property that is not correct for the use given?     use of the metal metal property needed  a aluminium in aircraft wings low density  b aluminium in food containers resists corrosion  c mild steel in car bodies high density  d stainless steel in cutlery does not rust     ",
+            "10": "10  \u00a9 ucles 2011 0620/13/m/j/11  26 brass is an alloy of copper and zinc.    which statement is correct?  a brass can be represented by a chemical formula.  b brass is formed by a chemical reaction between copper and zinc.  c the alloy will dissolve completely in dilute hydrochloric acid.  d the zinc in the alloy will dissolve in dilute hydrochloric acid.     27 which statement is correct for the element of proton number 19?  a it is a gas that dissolves in water.  b it is a hard metal that is not very reactive with water.  c it is a non-metal that burns quickly in air.  d it is a soft metal that is highly reactive with water.    28 which row describes the conditions used to make steel from the iron produced by a blast  furnace?     calcium oxide  (lime) oxygen heat  a \u0013 \u0013 \u0013  b \u0013 \u0013 \u0017  c \u0017 \u0013 \u0013  d \u0017 \u0013 \u0017     ",
+            "11": "11  \u00a9 ucles 2011 0620/13/m/j/11 [turn over  29 the table shows the results of adding three metals, p, q and r, to dilute hydrochloric acid and to  water.    metal dilute hydrochloric acid water  p hydrogen produced hydrogen produced  q no reaction no reaction  r hydrogen produced no reaction    what is the order of reactivity of the metals?     most reactive  least reactive  a p r q  b p q r  c r q p  d r p q      30 which substance is a metal?     electrical conductivity  (solid) electrical conductivity  (molten)  a high high  b high low  c low high  d low low      31 greenhouse gases may contribute to climate change.     two of these gases are emitted into the atmosphere as a result of processes within animals.    gas \u2026\u20261\u2026\u2026 is produced by process \u2026\u20263\u2026\u2026 .  gas \u2026\u20262\u2026\u2026 is produced by process \u2026\u20264\u2026\u2026 .    which words correctly complete gaps 1, 2, 3 and 4?     1 2 3 4  a co c 2h6 digestion respiration  b co c 2h6 respiration digestion  c co 2 ch 4 digestion respiration  d co 2 ch 4 respiration digestion     ",
+            "12": "12  \u00a9 ucles 2011 0620/13/m/j/11  32 the diagram shows the composition by volume of air.    x    what is x?  a argon  b carbon dioxide  c nitrogen  d oxygen     33 the table gives the composition of the atmosphere of four newly discovered planets.    planet composition of atmosphere  w argon, carbon dioxide and oxygen  x argon, nitrogen and oxygen  y argon, carbon dioxide and methane  z methane, nitrogen and oxygen    on which planets is the greenhouse effect likely to occur?  a w only  b w, x and z  c w and y only  d w, y and z    ",
+            "13": "13  \u00a9 ucles 2011 0620/13/m/j/11 [turn over  34 which two substances, when reacted together, would form a salt that contains two of the  essential elements provided by fertilisers?  a potassium hydroxide and nitric acid  b potassium hydroxide and sulfuric acid  c sodium hydroxide and nitric acid  d sodium hydroxide and sulfuric acid      35 statement 1: alloying iron with other materials to form stainless steel prevents iron from rusting    by excluding oxygen.    statement 2: painting, oiling and electroplating are all methods of preventing iron from rusting.    which is correct?  a both statements are correct and statement 2 explains statement 1.  b both statements are correct but statement 2 does not explain statement 1.  c statement 1 is correct but statement 2 is incorrect.  d statement 2 is correct but statement 1 is incorrect.    36 what is the main constituent of natural gas?  a carbon dioxide  b ethane  c hydrogen  d methane    37 what is not essential for the formation of ethanol by fermentation?  a light  b sugar  c yeast  d water    ",
+            "14": "14  \u00a9 ucles 2011 0620/13/m/j/11  38 which industrial process is shown in the diagram?    crude oil vapour bitumenwaste gases petrol paraffin diesellubricating oils     a cracking  b fermentation  c fractional distillation  d polymerisation     39 the diagram shows the structures of three compounds.    o c hho h c hh c hh hho c chh c h     why do these three compounds belong to the same homologous series?  a they all contain carbon, hydrogen and oxygen.  b they all contain the same functional group.  c they are all carbon based molecules.  d they are all flammable liquids.     ",
+            "15": "15  \u00a9 ucles 2011 0620/13/m/j/11  40 compounds containing five carbon atoms in a molecule may have names beginning with \u2018pent\u2026\u2019.    what is the name of the compound shown?    key = carbon = oxygen= hydrogen     a pentane  b pentanoic acid  c pentanol  d pentene    ",
+            "16": "16      permission to reproduce items where thir d-party owned material protected by copyright  is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to t race 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 t he 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.   \u00a9 ucles 2011 0620/13/m/j/11   group 140 ce cerium 58141 pr praseodymium 59144 nd neodymium 60pm promethium 61150 sm samarium 62152 eu europium 63157 gd gadolinium 64159 tb terbium 65162 dy dysprosium 66165 ho holmium 67167 er erbium 68169 tm thulium 69173 yb ytterbium 70175 lu lutetium 71 232 th thorium 90pa protactinium 91238 u uranium 92np neptunium 93pu plutonium 94am americium 95cm curium 96bk berkelium 97cf californium 98es einsteinium 99fm fermium 100md mendelevium 101no nobelium 102lr lawrencium 1031 h hydrogen 1 7 li lithium 3 23 na sodium 1124 mg magnesium 12 40 ca calcium 2045 sc scandium 2148 ti titanium 2251 v vanadium 2352 cr chromium 2455 mn manganese 2556 fe iron 2659 co cobalt 2759 ni nickel 2864 cu copper 2965 zn zinc 3070 ga gallium 3127 al aluminium 1311 b boron 512 c carbon 614 n nitrogen 716 o oxygen 819 f fluorine 9 28 si silicon 1431 p phosphorus 1532 s sulfur 1635.5 cl chlorine 1740 ar argon 1820 ne neon 104 he helium 2 73 ge germanium 3275 as arsenic 3379 se selenium 3480 br bromine 3584 kr krypton 3639 k potassium 19 88 sr strontium 3889 y yttrium 3991 zr zirconium 4093 nb niobium 4196 mo molybdenum 42tc technetium 43101 ru ruthenium 44103 rh rhodium 45106 pd palladium 46108 ag silver 47112 cd cadmium 48115 in indium 49119 sn tin 50122 sb antimony 51128 te tellurium 52127 i iodine 53131 xe xenon 54 137 ba barium 56139 la lanthanum 57        *178 hf hafnium 72181 ta tantalum 73184 w tungsten 74186 re rhenium 75190 os osmium 76192 ir iridium 77195 pt platinum 78197 au gold 79201 hg mercury 80204 tl thallium 81207 pb lead 82209 bi bismuth 83po polonium 84at astatine 85rn radon 86 fr francium 87227 ac actinium 899 be beryllium 4ii i iii iv v vi vii 0 85 rb rubidium 37 133 cs caesium 55 226 ra radium 88 the volume of one mole of any gas is 24 dm3at room temperature and pressure (r.t.p.).a x ba = relative atomic mass x = atomic symbol b = proton (atomic) numberkey*58-71 lanthanoid series 90-103 actinoid seriesdata sheet the periodic table of the elements  "
+        },
+        "0620_s11_qp_21.pdf": {
+            "1": "for examiner\u2019s use 1 2 3 total4 5 6 7 8read these instructions first write your centre number, candidate number and name in the spaces at the top of this page. write in dark blue or black pen.you may need to use a pencil for any diagrams, graphs or rough working.do not use staples, paper clips, highlighters, glue or correction \ufb02 uid. do not  write in any barcodes. answer all questions. a copy of the periodic table is printed on page 16. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question.chemistry  0620/21   paper 2 may/june 2011  1 hour 15 minutes candidates answer on the question paper. no additional materials are required.university of cambridge international examinations international general certi \ufb01 cate of secondary education this document consists of 15 printed pages and 1 blank page. [turn overib11 06_0620_21/4rp\u00a9 ucles 2011 *4887369687*",
+            "2": "2 0620/21/m/j/11 \u00a9 ucles 2011for examiner\u2019s use1  the structures of some substances containing nitrogen are shown below. ab dec no3\u2013k+ k+no3\u2013k+ k+no3\u2013 no3\u2013k+ n cl clcln hh h n o on n   answer the following questions by choosing from the structures a, b, c, d or e.  you can use each structure once, more than once or not at all.   which structure represents  (a)  an acidic oxide,  (b)  an ionic giant structure,  (c)  a gas which turns moist litmus paper blue,  (d)  a compound which is formed under conditions  of high temperature and pressure in car engines, (e)  a molecule containing halogen atoms,  (f)  a salt? [total: 6]",
+            "3": "3 0620/21/m/j/11 \u00a9 ucles 2011 [turn overfor examiner\u2019s use2  vanadium has two isotopes. 50 23v5123v  (a)  de\ufb01 ne the term isotope .   ...    ... ..  [1]  (b)  an atom contains protons, electrons and neutrons.   complete the table to show the number of protons, electrons and neutrons in these two isotopes of vanadium. isotopenumber of protonsnumber of electronsnumber of neutrons 5023v 23 23 5123v 28 [3]  (c)  complete these sentences using words from the list.  cancer extra industry in \ufb02 uenza medicine non   two types of isotopes are radioactive and ..-radioactive. radioactive  isotopes are used in .. for treating patients with .. . [3]  (d) vanadium is a transition element.   which two of these statements about vanadium are correct?   tick two boxes.  vanadium is a non-metal  vanadium conducts electricity  vanadium has a low melting point  vanadium is less dense than sodium compounds of vanadium are coloured [2] [total: 9]",
+            "4": "4 0620/21/m/j/11 \u00a9 ucles 2011for examiner\u2019s use3  water is present in the atmosphere, the seas and in ice and snow.  (a)  describe a chemical test for water.  test     result  .. .  [2]  (b)  state one use of water in industry.   ... ..  [1]  (c)  water is a good solvent.   what do you understand by the term solvent  ?   ... ..  [1]  (d)  water vapour in the atmosphere reacts with sulfur dioxide, so2, to produce acid rain.  (i)  state one source of sulfur dioxide.   . .  [1]  (ii)  state two adverse effects of acid rain.  1.  .. ..  2.  ..   [2]  (iii)  calculate the relative molecular mass of sulfur dioxide. [1]  (e)  water from lakes and rivers can be treated to make the water safer to drink.   describe two of the steps in water puri \ufb01 cation.   for each of these steps, give an explanation of its purpose.  step 1  .. ..   ...   step 2  .. ..   ... ..  [4]",
+            "5": "5 0620/21/m/j/11 \u00a9 ucles 2011 [turn overfor examiner\u2019s use (f)   water is formed when hydrogen burns in air.  (i)  state the percentage of oxygen present in the air.   . .  [1]  (ii)  when 8  g of hydrogen is burned in excess air, 72  g of water is formed.   what mass of hydrogen needs to be burnt to produce 252  g of water? [1] [total: 14]",
+            "6": "6 0620/21/m/j/11 \u00a9 ucles 2011for examiner\u2019s use4  the structures of some organic compounds are shown below. nc hh c hhdc h hh cc hhh hha c h hh co h hhec h hbr br ch hc c hh cc hhhhb  (a)  which one of these structures represents  (i)  a polymer,  (ii)  an unsaturated hydrocarbon,  (iii)  the product of the catalytic addition of steam to ethene,  (iv)  a product of the addition of aqueous bromine to ethene? [4]  (b) (i)   balance the equation for the complete combustion of compound a, c3h8. c3h8  +  o2  \u2192  3co2  +  h2o [2]  (ii)  state the name of two substances formed when compound a undergoes incomplete  combustion.  .  and  . [2] (c)  complete the structure of ethanoic acid to show all atoms and bonds. c h hh [1] [total: 9]",
+            "7": "7 0620/21/m/j/11 \u00a9 ucles 2011 [turn overfor examiner\u2019s use5  concentrated hydrochloric acid can be electrolysed using the apparatus shown. concentrated hydrochloric acid \u2013 +negative electrode positive electrode  (a)  what do you understand by the term electrolysis  ?   ...    ... ..  [1]  (b)  what is the name given to the positive electrode?   put a ring around the correct answer.  anion anode cathode cation electrolyte [1]  (c)  state the name of the gas given off at the negative electrode.   ... ..  [1]  (d)  complete the following sentence about electrolysis using words from the list.  inert magnesium platinum reactive solid   electrodes made of graphite or .. are generally used in electrolysis  because they are .. . [2]",
+            "8": "8 0620/21/m/j/11 \u00a9 ucles 2011for examiner\u2019s use (e)   when concentrated hydrochloric acid is electrolysed, chlorine is released at the positive  electrode.  (i)  draw the arrangement of the electrons in an atom of chlorine. [1]  (ii)  draw the electronic structure of a chlorine molecule.   show only the outer electron shells. [2]  (iii)  describe a test for chlorine.  test   .  result    [2]  (f)  hydrochloric acid reacts with the base calcium hydroxide.  (i)  complete the word equation for this reaction. hydrochloric acid  +  calcium hydroxide  \u2192  .  +  .  . [2]  (ii)  hydrochloric acid also reacts with zinc.   complete the symbol equation for this reaction. zn  +  hc l  \u2192  znc l 2  +   [2] [total: 14]",
+            "9": "9 0620/21/m/j/11 \u00a9 ucles 2011 [turn overfor examiner\u2019s use6  a student observed the reaction of various metals with both cold water and steam. her results  are shown below. metal reaction with cold water reaction with steam calcium reacts rapidly reacts very rapidly copper no reaction no reaction magnesium reacts very slowly reacts rapidly zinc no reaction reacts  (a) (i)  put these metals in order of their reactivity. least reactive most reactive [1]  (ii)  iron is a metal between zinc and copper in the reactivity series.   predict the reactivity of iron with  cold water,  . steam.  ..  [2 ]  (b)  the equation for the reaction of zinc with steam is: zn  +  h 2o  \u2192  zno  +  h2   write a word equation for this reaction. [1]  (c)  state three  physical properties which are characteristic of most  metals.  1.  ...   2.  ...   3.  ... ..  [3]",
+            "10": "10 0620/21/m/j/11 \u00a9 ucles 2011for examiner\u2019s use (d)  some properties of the group i metals are shown in the table. metalmelting point / \u00b0chardnessdensity / g per cm3 lithium fairly hard 0.53 sodium 98 fairly soft potassium 63 soft rubidium 39 very soft 1.53 caesium 29 extremely soft 1.88  (i)  estimate the melting point of lithium.   . .  [1]  (ii)  how does the hardness of these metals change down the group?   . .  [1]  (iii)  estimate the density of potassium.   . .  [1] [total: 10]",
+            "11": "11 0620/21/m/j/11 \u00a9 ucles 2011 [turn overfor examiner\u2019s use7  the diagram shows a basic oxygen converter. this is used to convert impure iron from the  blast furnace into steel. during this process, some of the impurities in the iron are converted into a slag.  (a)  label the diagram to show each of the following:  \u25cf where the oxygen enters;  \u25cf the slag;  \u25cf the molten steel. [3]  (b)  in the converter, the oxygen oxidises sulfur, carbon and phosphorus to their oxides.  (i)  explain why sulfur dioxide and carbon dioxide are easily removed from the  converter.   . .  [1]  (ii)  explain how calcium oxide is used to remove phosphorus( v) oxide from the  converter.   . ...   . ...   . ...   . .  [3]",
+            "12": "12 0620/21/m/j/11 \u00a9 ucles 2011for examiner\u2019s use (c)  stainless steel is an alloy.  (i)  which one of the diagrams, a, b, c or d, best represents an alloy?  put a ring around the correct answer. a bcd [1]  (ii)  state one use of stainless steel.   . .  [1] [total: 9]",
+            "13": "13 0620/21/m/j/11 \u00a9 ucles 2011 [turn overfor examiner\u2019s use8  bromine is a red-brown liquid. when warmed, it forms an orange vapour.  (a)  describe what happens to the arrangement and motion of the particles when bromine  changes state from a liquid to a vapour.   ...    ...    ...    ... ..  [3]  (b)  bromine can be obtained from bromide ions in seawater.  (i)  the symbol equation for this reaction is: cl 2  +  2br  \u2013  \u2192  2c l \u2013  +  br2   complete the word equation for this reaction. ..  +  bromide ions  \u2192  ..  +  .. [1]  (ii)  bromine is very volatile, so it can be removed from solution by bubbling air through  the solution.   what do you understand by the term volatile  ?   . .  [1]  (c)  hydrogen reacts with bromine in the presence of a hot platinum catalyst to form hydrogen  bromide.  (i)  de\ufb01 ne the term catalyst .   . .  [1]  (ii)  hydrogen bromide reduces hydrogen peroxide, h2o2. 2hbr  +  h2o2  \u2192  br2  +  2h2o   explain how this equation shows that hydrogen peroxide is reduced.   . ...   . .  [1]",
+            "14": "14 0620/21/m/j/11 \u00a9 ucles 2011for examiner\u2019s use (iii)  a solution of hydrogen bromide in water is called hydrobromic acid.   hydrobromic acid has similar reactions to hydrochloric acid.   state the names of three  products formed when hydrobromic acid reacts with sodium  carbonate.   . .  [2] [total: 9]",
+            "15": "15 0620/21/m/j/11 \u00a9 ucles 2011blank page",
+            "16": "16 permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here 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. 0620/21/m/j/11 \u00a9 ucles 2011 group 140 ce cerium 58141 pr praseodymium 59144 nd neodymium 60pm promethium 61150 sm samarium 62152 eu europium 63157 gd gadolinium 64159 tb terbium 65162 dy dysprosium 66165 ho holmium 67167 er erbium 68169 tm thulium 69173 yb ytterbium 70175 lu lutetium 71 232 th thorium 90pa protactinium 91238 u uranium 92np neptunium 93pu plutonium 94am americium 95cm curium 96bk berkelium 97cf californium 98es einsteinium 99fm fermium 100md mendelevium 101no nobelium 102lr lawrencium 1031 h hydrogen 1 7 li lithium 3 23 na sodium 1124 mg magnesium 12 40 ca calcium 2045 sc scandium 2148 ti titanium 2251 v vanadium 2352 cr chromium 2455 mn manganese 2556 fe iron 2659 co cobalt 2759 ni nickel 2864 cu copper 2965 zn zinc 3070 ga gallium 3127 al aluminium 1311 b boron 512 c carbon 614 n nitrogen 716 o oxygen 819 f fluorine 9 28 si silicon 1431 p phosphorus 1532 s sulfur 1635.5 cl chlorine 1740 ar argon 1820 ne neon 104 he helium 2 73 ge germanium 3275 as arsenic 3379 se selenium 3480 br bromine 3584 kr krypton 3639 k potassium 19 88 sr strontium 3889 y yttrium 3991 zr zirconium 4093 nb niobium 4196 mo molybdenum 42tc technetium 43101 ru ruthenium 44103 rh rhodium 45106 pd palladium 46108 ag silver 47112 cd cadmium 48115 in indium 49119 sn tin 50122 sb antimony 51128 te tellurium 52127 i iodine 53131 xe xenon 54 137 ba barium 56139 la lanthanum 57        *178 hf hafnium 72181 ta tantalum 73184 w tungsten 74186 re rhenium 75190 os osmium 76192 ir iridium 77195 pt platinum 78197 au gold 79201 hg mercury 80204 tl thallium 81207 pb lead 82209 bi bismuth 83po polonium 84at astatine 85rn radon 86 fr francium 87227 ac actinium 899 be beryllium 4ii i iii iv v vi vii 0 85 rb rubidium 37 133 cs caesium 55 226 ra radium 88 the volume of one mole of any gas is 24 dm3at room temperature and pressure (r.t.p.).a x ba = relative atomic mass x = atomic symbol b = proton (atomic) numberkey*58-71 lanthanoid series 90-103 actinoid seriesdata sheet the periodic table of the elements"
+        },
+        "0620_s11_qp_22.pdf": {
+            "1": "read these instructions first write your centre number, candidate number and name in the spaces at the top of this page. write in dark blue or black pen.you may need to use a pencil for any diagrams, graphs or rough working.do not use staples, paper clips, highlighters, glue or correction \ufb02 uid. do not  write in any barcodes. answer all questions. a copy of the periodic table is printed on page 16. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question.for examiner\u2019s use 1 2 3 total4 5 6 7chemistry  0620/22   paper 2 may/june 2011  1 hour 15 minutes candidates answer on the question paper. no additional materials are required.university of cambridge international examinations international general certi \ufb01 cate of secondary education this document consists of 14 printed pages and 2 blank pages. [turn overib11 06_0620_22/4rp\u00a9 ucles 2011 *0710019578*",
+            "2": "2 0620/22/m/j/11 \u00a9 ucles 2011for examiner\u2019s use1  the diagram shows the electronic structures of six atoms. a b c d e f  (a)  answer the following questions by choosing from the structures a, b, c, d, e or f.  you can use each structure once, more than once or not at all.   which structure represents  (i)  an atom in period 3 of the periodic table,  (ii)  an atom containing six protons,  (iii)  an atom of a group i metal,  (iv)  an atom of phosphorus,  (v)  an atom with six electrons in its outer shell,  (vi)  an atom with a complete outer shell of electrons? [6]  (b)  atoms d and f can combine to form a covalent molecule.  (i)  complete the following sentence using words from the list.  atoms electrons ions neutrons solids   a covalent bond is formed when a pair of .. is shared between two .. . [2]  (ii)  which one of the following structures represents an ionic compound?  tick one box. \u2013+ \u2013+\u2013 + \u2013 +\u2013+ \u2013+\u2013 + \u2013 + [1] [total: 9]",
+            "3": "3 0620/22/m/j/11 \u00a9 ucles 2011 [turn overfor examiner\u2019s use2  many metal oxides can be reduced with carbon.   the table shows the temperatures required to produce different metals from their oxides by  heating with carbon. reaction temperature  / \u00b0c aluminium oxide  \u2192  aluminium 2100 iron oxide  \u2192  iron 425 nickel oxide  \u2192  nickel 475 zinc oxide  \u2192  zinc 925  (a) (i)   use the information in the table to arrange aluminium, iron, nickel and zinc in order  of their reactivity. least reactive most reactive [1]  (ii)  suggest why aluminium is extracted by electrolysis rather than by heating with  carbon.   . ...   . .  [1]  (iii)  state the name of the main ore of aluminium.   . .  [1]  (b)  iron is extracted by heating iron ore with carbon in a blast furnace.  (i)  apart from iron ore and carbon (coke), state the names of two other raw materials  used in the blast furnace for the extraction of iron.  .  and  . [2] (ii)  complete this equation for the reaction of iron( iii) oxide with carbon. fe 2o3  +  co  \u2192  fe  +  3co2 [2]  (iii)   in the blast furnace, carbon dioxide reacts with red hot carbon to form carbon  monoxide. co2  +  c  \u2192  2co  which substance gets reduced during this reaction? explain your answer.  . ...   . .  [2]",
+            "4": "4 0620/22/m/j/11 \u00a9 ucles 2011for examiner\u2019s use (iv)  state one adverse effect of carbon monoxide on health.   . .  [1]  (v)  the reaction between carbon dioxide and red hot carbon is endothermic.    what do you understand by the term endothermic  ?   . .  [1]  (c)  iron is usually made into steel alloys.  (i)  what do you understand by the term alloy  ?   . ...   . .  [1]  (ii)  mild steel is an alloy.   state one use of mild steel.   . .  [1] [total: 13]",
+            "5": "5 0620/22/m/j/11 \u00a9 ucles 2011 [turn overfor examiner\u2019s use3  the pie chart shows the composition of air. oxygennitrogen other gases  (a) (i)   what is the percentage of nitrogen in the air?   . .  [1]  (ii)  apart from nitrogen and oxygen, state the names of two gases present in unpolluted  air.  .  and  . [2] (b)  the percentage of oxygen in air can be found using the apparatus shown below. air air gas syringe heatcopper wire   air is passed backwards and forwards over the heated copper using the syringes. the  copper reacts with oxygen in the air. copper  +  oxygen  \u2192  copper( ii) oxide   as the experiment proceeds, suggest what happens to  (i)  the total volume of air in the gas syringes,   . .  [1]  (ii)  the mass of the wire in the tube.   . .  [1]  (c)  state one use of copper.   ... ..  [1]",
+            "6": "6 0620/22/m/j/11 \u00a9 ucles 2011for examiner\u2019s use (d)  a steel spoon can be electroplated using the apparatus shown. steel spoon to be electroplatedcopper electrode electrolyte+ \u2013  give a description of this electroplating.  in your answer, refer to:  \u25cf a suitable electrolyte that can be used;  \u25cf the anode and the cathode;  \u25cf changes to the spoon.   ...    ...    ...    ...    ...    ... ..  [3] [total: 9]",
+            "7": "7 0620/22/m/j/11 \u00a9 ucles 2011 [turn overfor examiner\u2019s use4  ethanol can be produced by fermentation or by the catalytic addition of steam to ethene.  (a) (i)   complete the word equation for fermentation. glucose  \u2192  ...  +  ethanol [1]  (ii)  state the conditions needed for fermentation.   . ...   . .  [2]  (b) (i)   complete the equation for the catalytic addition of steam to ethene by drawing the  structures of water and ethanol in the boxes. ch hch hc2h4c2h5oh h2o + \u2192 + \u2192 [2]  (ii)  ethene is an unsaturated hydrocarbon.   describe a test for an unsaturated hydrocarbon.  test   .  result    [2]  (c)  ethanol can be used as a fuel.   state the names of the products formed when ethanol undergoes complete  combustion.  .  and  . [2] (d)  complete these sentences using words from the list.  different      functional      homologous      similar      unreactive      unsaturated   ethanol is a member of the alcohol ... series.   all alcohols have .. chemical properties because they contain the same  .. group. [3] [total: 12]",
+            "8": "8 0620/22/m/j/11 \u00a9 ucles 2011for examiner\u2019s use5  the structures of diamond and chlorine are shown below. = carbon atom = chlorine atomdiamond chlorine  (a)  describe the structure of these two substances.   use the list of words to help you.  covalent       diatomic       giant       macromolecule       molecule       structure  diamond  . ...   ...    ...   chlorine   .   ...    ... ..  [4]  (b)  the structure of a compound containing carbon and chlorine is shown below. c ccc cc cl clcl cl cl clcl cl clcl clcl   what is the molecular formula of this compound?   ... ..  [1]",
+            "9": "9 0620/22/m/j/11 \u00a9 ucles 2011 [turn overfor examiner\u2019s use (c)   chlorine is a halogen.  (i)  state the colour of chlorine.   . .  [1]  the table shows some properties of the halogens. element boiling point  / \u00b0cdensity in liquid  state  / g per cm3 colour \ufb02 uorine \u2013188 1.51 yellow chlorine \u201335 1.56 bromine \u20137 red-brown iodine +114 4.93 grey-black   use the information in the table to answer the following questions.  (ii)  predict the density of liquid bromine.   . .  [1]  (iii)  describe the trend in boiling point of the halogens down the group.   . .  [1]  (d) (i)   complete the word equation for the reaction of bromine with aqueous potassium  iodide. bromine  +  potassium iodide  \u2192  .  +  .  . [2]  (ii)  explain why bromine does not react with aqueous potassium chloride.   . .  [1]  (e)  potassium chloride is an ionic substance but iodine is a molecular substance.  how do most ionic and molecular substances differ in their  solubility in water,   .   ...   electrical conductivity?  ..   ... ..  [2] [total: 13]",
+            "10": "10 0620/22/m/j/11 \u00a9 ucles 2011for examiner\u2019s use6  iron( ii) sulfate is a light green salt.  (a)  describe how you can prepare pure dry crystals of iron( ii) sulfate from iron powder and  dilute sulfuric acid.   ...    ...    ...    ...    ... ..  [3]  (b)  the formula for iron( ii) sulfate is feso4.7h2o.  (i)  what is the meaning of the symbol ( ii) in this formula?   . .  [1]  (ii)  describe a test for iron( ii) ions.  test   .  result    [3]  (iii)  a student warmed a sample of iron( ii) sulfate, feso4.7h2o, in a test-tube. drops  of a colourless liquid appeared at the mouth of the test-tube and the iron( ii) sulfate  turned white.   explain these observations.   . .  [1]  (iv)  the reaction in part (iii) can be reversed.   write down the symbol which shows that a reaction is reversible. [1]  (c)  many centuries ago, sulfuric acid was made from iron( ii) sulfate.   sulfuric acid is a typical acid.  (i)  describe what you would observe when sulfuric acid is added to  blue litmus paper,  .. iron powder.  .  [2]",
+            "11": "11 0620/22/m/j/11 \u00a9 ucles 2011 [turn overfor examiner\u2019s use (ii)  farmers can add a solution of dilute sulfuric acid to their \ufb01 elds if the soil is too  alkaline.   explain why farmers do not want their \ufb01 elds to become too alkaline.   . .  [1]  (iii)  which one of the following ph values best describes a solution which is slightly  alkaline?   put a ring around the correct answer.  ph 1 ph 6 ph 7 ph 8 ph 14 [1]  (iv)  give the name of a compound which farmers add to the soil to make it less acidic.   . .  [1] [total: 14]",
+            "12": "12 0620/22/m/j/11 \u00a9 ucles 2011for examiner\u2019s use7  smelling salts are sometimes used to \u2018wake up\u2019 people who feel faint.   the main chemical in smelling salts is ammonium carbonate. ammonium carbonate breaks  down slowly at room temperature to release ammonia gas. ammonium carbonate  \u2192  ammonia  +  carbon dioxide  +  water  (a)  a few crystals of ammonium carbonate were put on a bench at the front of a classroom. ammonium carbonate abc   the students in row a could smell the ammonia 10 seconds after the smelling salts  had been put on the bench. the students in row c could smell the ammonia after 40  seconds.  (i)  suggest how long it took the students in row b to smell the ammonia.   . .  [1]  (ii)  explain these results using ideas about moving particles.   . ...   . ...   . .  [3]  (b)  ammonium carbonate has the formula (nh4)2co3.   calculate the relative formula mass of ammonium carbonate. [1]  (c)  ammonia is used to make fertilisers such as ammonium sulfate.  (i)  state the names of the three  chemical elements, essential for plant growth, that are  present in fertilisers.   . .  [3]",
+            "13": "13 0620/22/m/j/11 \u00a9 ucles 2011for examiner\u2019s use (ii)  which one of the following statements about ammonium sulfate is correct?   tick one box.   when ammonium sulfate is heated with sodium hydroxide, carbon  dioxide is given off.   when ammonium sulfate is added to a solution of barium chloride,  a blue precipitate is formed.  ammonium sulfate can be made by adding sulfuric acid to ammonia. farmers add ammonium sulfate to the soil to make it alkaline. [1]  (d)  ammonium carbonate is made by heating ammonium sulfate with excess calcium  carbonate. ammonium sulfate  +  calcium carbonate  \u2192  ammonium carbonate  +  calcium sulfate   when 132  g of ammonium sulfate is reacted with calcium carbonate, 96  g of ammonium  carbonate is formed.   calculate the mass of ammonium sulfate needed to make 240  g of ammonium  carbonate. [1] [total: 10]",
+            "14": "14 0620/22/m/j/11 \u00a9 ucles 2011blank page",
+            "15": "15 0620/22/m/j/11 \u00a9 ucles 2011blank page",
+            "16": "16 permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here 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. 0620/22/m/j/11 \u00a9 ucles 2011 group 140 ce cerium 58141 pr praseodymium 59144 nd neodymium 60pm promethium 61150 sm samarium 62152 eu europium 63157 gd gadolinium 64159 tb terbium 65162 dy dysprosium 66165 ho holmium 67167 er erbium 68169 tm thulium 69173 yb ytterbium 70175 lu lutetium 71 232 th thorium 90pa protactinium 91238 u uranium 92np neptunium 93pu plutonium 94am americium 95cm curium 96bk berkelium 97cf californium 98es einsteinium 99fm fermium 100md mendelevium 101no nobelium 102lr lawrencium 1031 h hydrogen 1 7 li lithium 3 23 na sodium 1124 mg magnesium 12 40 ca calcium 2045 sc scandium 2148 ti titanium 2251 v vanadium 2352 cr chromium 2455 mn manganese 2556 fe iron 2659 co cobalt 2759 ni nickel 2864 cu copper 2965 zn zinc 3070 ga gallium 3127 al aluminium 1311 b boron 512 c carbon 614 n nitrogen 716 o oxygen 819 f fluorine 9 28 si silicon 1431 p phosphorus 1532 s sulfur 1635.5 cl chlorine 1740 ar argon 1820 ne neon 104 he helium 2 73 ge germanium 3275 as arsenic 3379 se selenium 3480 br bromine 3584 kr krypton 3639 k potassium 19 88 sr strontium 3889 y yttrium 3991 zr zirconium 4093 nb niobium 4196 mo molybdenum 42tc technetium 43101 ru ruthenium 44103 rh rhodium 45106 pd palladium 46108 ag silver 47112 cd cadmium 48115 in indium 49119 sn tin 50122 sb antimony 51128 te tellurium 52127 i iodine 53131 xe xenon 54 137 ba barium 56139 la lanthanum 57        *178 hf hafnium 72181 ta tantalum 73184 w tungsten 74186 re rhenium 75190 os osmium 76192 ir iridium 77195 pt platinum 78197 au gold 79201 hg mercury 80204 tl thallium 81207 pb lead 82209 bi bismuth 83po polonium 84at astatine 85rn radon 86 fr francium 87227 ac actinium 899 be beryllium 4ii i iii iv v vi vii 0 85 rb rubidium 37 133 cs caesium 55 226 ra radium 88 the volume of one mole of any gas is 24 dm3at room temperature and pressure (r.t.p.).a x ba = relative atomic mass x = atomic symbol b = proton (atomic) numberkey*58-71 lanthanoid series 90-103 actinoid seriesdata sheet the periodic table of the elements"
+        },
+        "0620_s11_qp_31.pdf": {
+            "1": "read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen.you may use a pencil for any diagrams, graphs or rough working.do not use staples, paper clips, highlighters, glue or correction \ufb02 uid. do not  write in any barcodes. answer all questions. a copy of the periodic table is printed on page 12. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question.chemistry  0620/31   paper 3 (extended) may/june 2011  1 hour 15 minutes candidates answer on the question paper. no additional materials are required.university of cambridge international examinations international general certi \ufb01 cate of secondary education this document consists of 11 printed pages and 1 blank page. [turn overib11 06_0620_31/4rp\u00a9 ucles 2011 *6145201818* for examiner\u2019s use 3 4 5 total6 7 81 2",
+            "2": "2 0620/31/m/j/11 \u00a9 ucles 2011for examiner\u2019s use1  the following techniques are used to separate mixtures.  a  simple distillation b  fractional distillation c  evaporation  d  chromatography e  \ufb01 ltration f  diffusion   from this list, choose the most suitable technique to separate the following.  (a)  methane from a mixture of the gases, methane and ethane .. [1]  (b)  water from aqueous magnesium sulfate .. [1]  (c)  glycine from a mixture of the amino acids, glycine and lysine ... [1]  (d)  iron \ufb01 lings from a mixture of iron \ufb01 lings and water .. [1]  (e)  zinc sulfate crystals from aqueous zinc sulfate .. [1]  (f)  hexane from a mixture of the liquids, hexane and octane .. [1] [total: 6] 2  selenium and sulfur are in group vi. they have similar properties.  (a)  one of the main uses of selenium is in photoelectric cells. these cells can change light  into electrical energy.  (i)  name a process which can change light into chemical energy.   . ...  (ii)  name a device which can change chemical energy into electrical energy.   . .  [2]  (b)  the electron distribution of a selenium atom is 2 + 8 + 18 + 6.  (i)  selenium forms an ionic compound with potassium. draw a diagram which shows the formula of this ionic compound, the charges on the ions and the arrangement of the valency  electrons around the negative ion.  use o to represent an electron from an atom of potassium. use x to represent an electron from an atom of selenium. [3]",
+            "3": "3 0620/31/m/j/11 \u00a9 ucles 2011 [turn overfor examiner\u2019s use (ii)  draw a diagram showing the arrangement of the valency electrons in one molecule  of the covalent compound selenium chloride.  use x to represent an electron from an atom of selenium. use o to represent an electron from an atom of chlorine. [3]  (iii)  predict two differences in the physical properties of these two compounds.   . ...   . .  [2]  (c)  the selenide ion reacts with water. se 2\u2013  +  h2o  \u2192  hse\u2013  +  oh\u2013  what type of reagent is the selenide ion in this reaction? give a reason for your choice.   ...    ... ..  [3] [total: 13] 3  iron from the blast furnace is impure. it contains about 4  % carbon and 0.5  % silicon. most  of this impure iron is used to make mild steel, an alloy of iron containing less then 0.25  %  carbon.  (a)  a jet of oxygen is blown through the molten iron in the presence of a base, usually  calcium oxide. explain how the percentage of carbon is reduced and how the silicon is removed.   ...    ...    ...    ... ..  [4]",
+            "4": "4 0620/31/m/j/11 \u00a9 ucles 2011for examiner\u2019s use (b) (i)   why are steel alloys used in preference to iron?   . .  [1]  (ii)  state a use of the following alloys.  mild steel  .. .    stainless steel  ..  [2] (c)  both iron and steel have typical metallic structures - a lattice of positive ions and a sea  of electrons.  (i)  suggest an explanation for why they have high melting points.   . ...   . ...   . .  [2]  (ii)  explain why, when a force is applied to a piece of steel, it does not break but just  changes its shape.   . ...   . .  [2] [total: 11] 4  a major ore of zinc is zinc blende, zns. a by-product of the extraction of zinc from this ore is  sulfur dioxide which is used to make sulfuric acid.  (a) (i)  zinc blende is heated in air. zinc oxide and sulfur dioxide are formed. write the  balanced equation for this reaction.   . .  [2]  (ii)  zinc oxide is reduced to zinc by heating with carbon. name two other reagents  which could reduce zinc oxide.   . .  [2]  (iii)  the zinc obtained is impure. it is a mixture of metals. explain how fractional distillation  could separate this mixture.  zinc bp = 908  \u00b0c, cadmium bp = 765  \u00b0c, lead bp = 1751  \u00b0c   . ...   . .  [2]",
+            "5": "5 0620/31/m/j/11 \u00a9 ucles 2011 [turn overfor examiner\u2019s use (b)  sulfur dioxide is used to make sulfur trioxide in the contact process. 2so2(g)  +  o2(g)    2so3(g)   the forward reaction is exothermic. the conditions used are:  temperature: 450  \u00b0c  pressure: 2 atmospheres catalyst: vanadium( v) oxide   explain, mentioning both position of equilibrium and rate, why these conditions give the  most economic yield.   ...    ...    ...    ... ..  [4] [total: 10] 5  hydriodic acid, h i(aq), is a strong acid. its salts are iodides.  (a)  it has the reactions of a typical strong acid. complete the following equations.  (i) li  +  h i  \u2192    +  ... [1]  (ii) zinc carbonate++ + \u2192hydriodic acid..  ... [1]  (iii) mgo  +  h i  \u2192 +... ... [1]  (b)  two of the reactions in (a) are acid  / base and one is redox. which one is redox? explain  your choice.   ...    ...    ... ..  [2]  (c)  describe how you could distinguish between hydriodic, h i(aq), and hydrobromic, hbr(aq)  acids, by bubbling chlorine through these two acids.  result with hydriodic acid  .. result with hydrobromic acid  ...  [2]",
+            "6": "6 0620/31/m/j/11 \u00a9 ucles 2011for examiner\u2019s use (d)  20.0  cm3 of aqueous sodium hydroxide, 2.00  mol  / dm3, was placed in a beaker. the  temperature of the alkali was measured and 1.0  cm3 portions of hydriodic acid were  added. after each addition, the temperature of the mixture was measured. typical results are shown on the graph. temperature volume of acid added18.0  cm3 naoh(aq)  +  h i(aq)  \u2192  nai(aq)  +  h2o(l)  (i)  explain why the temperature increases rapidly at \ufb01 rst then stops increasing.   . ...   . .  [2]  (ii)  suggest why the temperature drops after the addition of 18.0  cm3 of acid.   . .  [1]  (iii)  in another experiment, it was shown that 15.0  cm3 of the acid neutralised 20.0  cm3 of  aqueous sodium hydroxide, 1.00  mol  / dm3. calculate the concentration of the acid.   . ...   . .  [2] [total: 12] 6  the structural formula of a butanol is given below. ch3 \u2014 ch2 \u2014 ch2 \u2014 ch2 \u2014 oh  (a)  butanol can be made from petroleum and also by fermentation.  (i)  describe the chemistry of making butanol from petroleum by the following route. petroleum  \u2192  butene  \u2192  butanol   . ...   . ...   . .  [3]",
+            "7": "7 0620/31/m/j/11 \u00a9 ucles 2011 [turn overfor examiner\u2019s use (ii)  explain, in general terms, what is meant by fermentation .   . ...   . ...   . ...   . .  [3]  (b)  butanol can be oxidised to a carboxylic acid by heating with acidi \ufb01 ed potassium  manganate( vii). give the name and structural formula of the carboxylic acid.  name  ...  [1 ]  structural formula [1]  (c)  butanol reacts with ethanoic acid to form a liquid, x, which has the sweet smell of  bananas. its empirical formula is c3h6o and its mr is 116.  (i)  what type of compound is liquid x?   . .  [1]  (ii)  give the molecular formula of liquid x.   . .  [1]  (iii)  draw the structural formula of x. show all the individual bonds. [2] [total: 12]",
+            "8": "8 0620/31/m/j/11 \u00a9 ucles 2011for examiner\u2019s use7  excess hydrochloric acid was added to powdered zinc. the hydrogen evolved was collected  and its volume measured every 20 seconds.   the experiments were repeated at the same temperature using the same number of moles  of powdered magnesium and aluminium. volume of hydrogen timemetal cmetal b metal a  (a)  identify metals a, b and c by choosing from zinc, magnesium and aluminium. give a  reason for each choice.  metal a  .   ...   metal b  .   ...   metal c  .   ... ..  [5]  (b)  using \u2018moles\u2019, explain why two of the metals form the same volume of hydrogen but the  third metal forms a larger volume.   ...    ...    ... ..  [3] [total: 8]",
+            "9": "9 0620/31/m/j/11 \u00a9 ucles 2011 [turn overfor examiner\u2019s use8  there are two types of polymerisation - addition and condensation.  (a)  explain the difference between them.   ...    ...    ... ..  [2]  (b)  poly(dichloroethene) is used to package food. draw its structure. the structural formula  of dichloroethene is shown below. cccl clh h [2]  (c)  the polymer known as pva is used in paints and adhesives. its structural formula is  shown below. ch2ch oocch3oocch3ch2ch   deduce the structural formula of its monomer. [1]",
+            "10": "10 0620/31/m/j/11 \u00a9 ucles 2011for examiner\u2019s use (d)  a condensation polymer can be made from the following monomers. hooc(ch2)4cooh  and  h2n(ch2)6nh2  draw the structural formula of this polymer. [3] [total: 8]",
+            "11": "11 0620/31/m/j/11blank page \u00a9 ucles 2011",
+            "12": "12 permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here 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. 0620/31/m/j/11 \u00a9 ucles 2011 group 140 ce cerium 58141 pr praseodymium 59144 nd neodymium 60pm promethium 61150 sm samarium 62152 eu europium 63157 gd gadolinium 64159 tb terbium 65162 dy dysprosium 66165 ho holmium 67167 er erbium 68169 tm thulium 69173 yb ytterbium 70175 lu lutetium 71 232 th thorium 90pa protactinium 91238 u uranium 92np neptunium 93pu plutonium 94am americium 95cm curium 96bk berkelium 97cf californium 98es einsteinium 99fm fermium 100md mendelevium 101no nobelium 102lr lawrencium 1031 h hydrogen 1 7 li lithium 3 23 na sodium 1124 mg magnesium 12 40 ca calcium 2045 sc scandium 2148 ti titanium 2251 v vanadium 2352 cr chromium 2455 mn manganese 2556 fe iron 2659 co cobalt 2759 ni nickel 2864 cu copper 2965 zn zinc 3070 ga gallium 3127 al aluminium 1311 b boron 512 c carbon 614 n nitrogen 716 o oxygen 819 f fluorine 9 28 si silicon 1431 p phosphorus 1532 s sulfur 1635.5 cl chlorine 1740 ar argon 1820 ne neon 104 he helium 2 73 ge germanium 3275 as arsenic 3379 se selenium 3480 br bromine 3584 kr krypton 3639 k potassium 19 88 sr strontium 3889 y yttrium 3991 zr zirconium 4093 nb niobium 4196 mo molybdenum 42tc technetium 43101 ru ruthenium 44103 rh rhodium 45106 pd palladium 46108 ag silver 47112 cd cadmium 48115 in indium 49119 sn tin 50122 sb antimony 51128 te tellurium 52127 i iodine 53131 xe xenon 54 137 ba barium 56139 la lanthanum 57        *178 hf hafnium 72181 ta tantalum 73184 w tungsten 74186 re rhenium 75190 os osmium 76192 ir iridium 77195 pt platinum 78197 au gold 79201 hg mercury 80204 tl thallium 81207 pb lead 82209 bi bismuth 83po polonium 84at astatine 85rn radon 86 fr francium 87227 ac actinium 899 be beryllium 4ii i iii iv v vi vii 0 85 rb rubidium 37 133 cs caesium 55 226 ra radium 88 the volume of one mole of any gas is 24 dm3at room temperature and pressure (r.t.p.).a x ba = relative atomic mass x = atomic symbol b = proton (atomic) numberkey*58-71 lanthanoid series 90-103 actinoid seriesdata sheet the periodic table of the elements"
+        },
+        "0620_s11_qp_32.pdf": {
+            "1": "read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen.you may use a pencil for any diagrams, graphs or rough working.do not use staples, paper clips, highlighters, glue or correction \ufb02 uid. do not  write in any barcodes. answer all questions. a copy of the periodic table is printed on page 12. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question.chemistry  0620/32   paper 3 (extended) may/june 2011  1 hour 15 minutes candidates answer on the question paper. no additional materials are required.university of cambridge international examinations international general certi \ufb01 cate of secondary education this document consists of 12 printed pages. [turn overib11 06_0620_32/4rp\u00a9 ucles 2011 *8533856820* for examiner\u2019s use 3 4 5 total6 7 81 2",
+            "2": "2 0620/32/m/j/11 \u00a9 ucles 2011for examiner\u2019s use1  choose an element from the list below which best \ufb01 ts the description.  rb fe si i p sr  (a)  an element which reacts with cold water.  ... [1]  (b)  it is a solid at room temperature and exists as diatomic molecules, x2. ... [1]  (c)  it can form two oxides, xo and x2o3. ... [1]  (d)  this element has a hydride of the type xh3. ... [1]  (e)  it has a macromolecular structure similar to that of carbon. ... [1] [total: 5] 2  tin is an element in group iv.  (a)  the position of tin in the reactivity series is: zinc iron tin copper  (i)  for each of the following, decide if a reaction would occur. if there is a reaction,  complete the equation, otherwise write \u2018no reaction\u2019.  cu  +  sn2+  \u2192  ..  fe  +  sn2+  \u2192  ..  sn  +  zn2+  \u2192  .. [4]  (ii)  name the three  products formed when tin( ii) nitrate is heated.   . ...   . .  [2]  (b)  aqueous tin( ii) sulfate is electrolysed using carbon electrodes. this electrolysis is similar  to that of aqueous copper( ii) sulfate using carbon electrodes.  (i)  what is the product at the negative electrode (cathode)?   . .  [1]  (ii)  write the equation for the reaction at the positive electrode (anode).   . .  [2]  (iii)  name the acid formed in this electrolysis.   . .  [1]",
+            "3": "3 0620/32/m/j/11 \u00a9 ucles 2011 [turn overfor examiner\u2019s use (c)  steel articles can be plated with tin or zinc to prevent rusting.   when the zinc layer is damaged exposing the underlying steel, it does not rust, but when  the tin layer is broken the steel rusts. explain.   ...    ...    ... ..  [4] [total: 14]",
+            "4": "4 0620/32/m/j/11 \u00a9 ucles 2011for examiner\u2019s use3  the equation for the reaction between sodium thiosulfate and hydrochloric acid is given  below. na2s2o3(aq)  +  2hc l (aq)  \u2192  2nac l (aq)  +  s(s)  +  so2(g)  +  h2o(l)   the speed of this reaction was investigated using the following experiment. a beaker  containing 50  cm3 of 0.2  mol  / dm3 sodium thiosulfate was placed on a black cross. 5.0  cm3 of  2.0  mol  / dm3 hydrochloric acid was added and the clock was started. look down atcross on paper papersolution turns from colourless to cloudysodium thiosulfateand hydrochloric acid cross on paper view looking down   initially the cross was clearly visible. when the solution became cloudy and the cross could  no longer be seen, the clock was stopped and the time recorded.  (a)  the experiment was repeated with 25  cm3 of 0.2  mol  / dm3 sodium thiosulfate and 25  cm3  of water. typical results for this experiment and a further two experiments are given in the table. experiment 1234 volume of thiosulfate  / cm350 40 25 10 volume of water  / cm301 02 54 0 volume of acid  / cm35555 total volume  / cm355 55 55 55 time  / s 48 60 96 ..  (i)  explain why it is necessary to keep the total volume the same in all the  experiments.   . ...   . ...   . .  [2]  (ii)  complete the table. [1]",
+            "5": "5 0620/32/m/j/11 \u00a9 ucles 2011 [turn overfor examiner\u2019s use (iii)  how and why does the speed of the reaction vary from experiment 1 to 4?   . ...   . ...   . .  [3]  (b)  the idea of collisions between reacting particles is used to explain changes in the speed  of reactions. use this idea to explain the following results. volume of sodium thiosulfate  / cm325 25 volume of water  / cm325 25 volume of acid  / cm355 temperature  / \u00b0c2 0 4 2 time  / s9 6 4 0   ...    ...    ...    ... ..  [4] [total: 10]",
+            "6": "6 0620/32/m/j/11 \u00a9 ucles 2011for examiner\u2019s use4  iron is extracted from its ore, hematite, in the blast furnace. slag molten ironairfirebrick liningwaste gases raw materials coke, ciron ore, fe 2o3 limestone, caco3   describe the reactions involved in this extraction. include in your description an equation for  a redox reaction and one for an acid  / base reaction.   ... ...   ... ...   ... ...   ... ...   ... .  [5] [total: 5]",
+            "7": "7 0620/32/m/j/11 \u00a9 ucles 2011 [turn overfor examiner\u2019s use5  the diagram shows a simple cell. zinc electrode iron electrode bubbles of hydrogen dilute sulfuric acidvvoltmeter  (a)  write an equation for the overall reaction occurring in the cell.   ... ..  [2]  (b)  explain why all cell reactions are exothermic and redox.   ...    ...    ... ..  [3]  (c)  which electrode, zinc or iron, is the negative electrode? give a reason for your choice.   ...    ... ..  [2]  (d)  suggest two ways of increasing the voltage of this cell.   ...    ... ..  [2] [total: 9]",
+            "8": "8 0620/32/m/j/11 \u00a9 ucles 2011for examiner\u2019s use6 (a)  methanol can be made from a mixture of carbon monoxide and hydrogen. co(g)  +  2h2(g)    ch3oh(g)   the forward reaction is exothermic.  (i)  explain why the concentration of methanol at equilibrium does not change.   . ...   . .  [2]  (ii)  suggest conditions, in terms of temperature and pressure, which would give a high  yield of methanol.   . ...   . .  [2]  (iii)  how would the conditions used in practice compare with those given in (ii)? give an  explanation of any differences.   . ...   . ...   . .  [2]  (b)  biodiesel is made from a vegetable oil by the following reaction. ++3ch3oh\u2192 3c17h35cooch3ch2oh choh ch2ohc17h35co2ch2 c17h35co2ch c17h35co2ch2 vegetable oil methanol biodiesel glycerol  (i)  what type of compound are vegetable oil and biodiesel?   . .  [1]  (ii)  what other useful product is made from vegetable oil by heating it with aqueous  sodium hydroxide?   . .  [1]  (iii)  suggest an explanation why making and using biodiesel has a smaller effect on  the percentage of carbon dioxide in the atmosphere than using petroleum-based diesel.   . ...   . ...   . .  [2]",
+            "9": "9 0620/32/m/j/11 \u00a9 ucles 2011 [turn overfor examiner\u2019s use (c)  petroleum-based diesel is a mixture of hydrocarbons, such as octane and octene.  (i)  \u2018oct\u2019 means eight carbon atoms per molecule. draw a structural formula of an octene  molecule. [1]  (ii)  describe a test which would distinguish between octane and octene.  test   .  result with octane  ... result with octene  .  [3] [total: 14] 7  chlorine reacts with phosphorus to form phosphorus trichloride.  (a)  draw a diagram showing the arrangement of the valency  electrons in one molecule of  the covalent compound, phosphorus trichloride.  use x to represent an electron from a phosphorus atom. use o to represent an electron from a chlorine atom. [2]  (b)  phosphorus trichloride reacts with water to form two acids.  (i)  balance the equation for this reaction. pc l  3  +  ...h2o  \u2192  ...hc l  +  h3po3 [1]  (ii)  describe how you could show that phosphorus acid, h3po3, is a weaker acid than  hydrochloric acid.   . ...   . ...   . .  [3]",
+            "10": "10 0620/32/m/j/11 \u00a9 ucles 2011for examiner\u2019s use (iii)  two salts of phosphorus acid are its sodium salt, which is soluble in water, and its  calcium salt which is insoluble in water. suggest a method of preparation for each of these salts from aqueous phosphorus acid. specify any other reagent needed and brie\ufb02 y outline the method.  sodium salt    . ...   . ...   . .  [2]  calcium salt    . ...   . ...   . .  [2] [total: 10] 8  hydrocarbons are compounds which contain only carbon and hydrogen.  (a)  20  cm3 of a gaseous hydrocarbon was burned in 120  cm3 of oxygen, which is in excess.  after cooling, the volume of the gases remaining was 90  cm3. aqueous sodium hydroxide  was added to remove carbon dioxide, 30  cm3 of oxygen remained. all volumes were  measured at r.t.p..  (i)  explain why it is essential to use excess oxygen.   . ...   . .  [2]  (ii)  carbon dioxide is slightly soluble in water. why does it dissolve readily in the alkali,  sodium hydroxide?   . .  [1]  (iii)  complete the following.  volume of gaseous hydrocarbon = ...cm3  volume of oxygen used = .cm3  volume of carbon dioxide formed = .cm3 [2]  (iv)  use the above volume ratio to \ufb01 nd the mole ratio in the equation below and hence  \ufb01 nd the formula of the hydrocarbon.  cxhy(g)  +  o2(g)  \u2192  co2(g)  +  h2o(l) hydrocarbon formula =   [2]",
+            "11": "11 0620/32/m/j/11 \u00a9 ucles 2011for examiner\u2019s use (b)  alkanes are hydrocarbons and are generally unreactive. their reactions include  combustion, substitution and cracking.  (i)  chlorine reacts with butane in a substitution reaction. ch3 \u2014 ch2 \u2014 ch2 \u2014 ch3  +  c l 2  \u2192  ch3 \u2014 ch2 \u2014 ch2 \u2014 ch2 \u2014 cl  +  hc l   give the structural formula of another possible product of this reaction. [1]  (ii)  what is the essential condition for this reaction?   . .  [1]  (iii)  explain what is meant by cracking . give an example of a cracking reaction and  explain why the process is used.   . ...   . ...   . ...   . ...   . .  [4] [total: 13]",
+            "12": "12 permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here 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. 0620/32/m/j/11 \u00a9 ucles 2011 group 140 ce cerium 58141 pr praseodymium 59144 nd neodymium 60pm promethium 61150 sm samarium 62152 eu europium 63157 gd gadolinium 64159 tb terbium 65162 dy dysprosium 66165 ho holmium 67167 er erbium 68169 tm thulium 69173 yb ytterbium 70175 lu lutetium 71 232 th thorium 90pa protactinium 91238 u uranium 92np neptunium 93pu plutonium 94am americium 95cm curium 96bk berkelium 97cf californium 98es einsteinium 99fm fermium 100md mendelevium 101no nobelium 102lr lawrencium 1031 h hydrogen 1 7 li lithium 3 23 na sodium 1124 mg magnesium 12 40 ca calcium 2045 sc scandium 2148 ti titanium 2251 v vanadium 2352 cr chromium 2455 mn manganese 2556 fe iron 2659 co cobalt 2759 ni nickel 2864 cu copper 2965 zn zinc 3070 ga gallium 3127 al aluminium 1311 b boron 512 c carbon 614 n nitrogen 716 o oxygen 819 f fluorine 9 28 si silicon 1431 p phosphorus 1532 s sulfur 1635.5 cl chlorine 1740 ar argon 1820 ne neon 104 he helium 2 73 ge germanium 3275 as arsenic 3379 se selenium 3480 br bromine 3584 kr krypton 3639 k potassium 19 88 sr strontium 3889 y yttrium 3991 zr zirconium 4093 nb niobium 4196 mo molybdenum 42tc technetium 43101 ru ruthenium 44103 rh rhodium 45106 pd palladium 46108 ag silver 47112 cd cadmium 48115 in indium 49119 sn tin 50122 sb antimony 51128 te tellurium 52127 i iodine 53131 xe xenon 54 137 ba barium 56139 la lanthanum 57        *178 hf hafnium 72181 ta tantalum 73184 w tungsten 74186 re rhenium 75190 os osmium 76192 ir iridium 77195 pt platinum 78197 au gold 79201 hg mercury 80204 tl thallium 81207 pb lead 82209 bi bismuth 83po polonium 84at astatine 85rn radon 86 fr francium 87227 ac actinium 899 be beryllium 4ii i iii iv v vi vii 0 85 rb rubidium 37 133 cs caesium 55 226 ra radium 88 the volume of one mole of any gas is 24 dm3at room temperature and pressure (r.t.p.).a x ba = relative atomic mass x = atomic symbol b = proton (atomic) numberkey*58-71 lanthanoid series 90-103 actinoid seriesdata sheet the periodic table of the elements"
+        },
+        "0620_s11_qp_33.pdf": {
+            "1": "read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen.you may use a pencil for any diagrams, graphs or rough working.do not use staples, paper clips, highlighters, glue or correction \ufb02 uid. do not  write in any barcodes. answer all questions. a copy of the periodic table is printed on page 12. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question.chemistry  0620/33   paper 3 (extended) may/june 2011  1 hour 15 minutes candidates answer on the question paper. no additional materials are required.university of cambridge international examinations international general certi \ufb01 cate of secondary education this document consists of 12 printed pages. [turn overib11 06_0620_33/fp\u00a9 ucles 2011 *0026964373* for examiner\u2019s use 3 4 5 total6 7 81 2",
+            "2": "2 0620/33/m/j/11 \u00a9 ucles 2011for examiner\u2019s use1  choose an element from the list below which best \ufb01 ts the description.  rb fe si i p sr  (a)  an element which reacts with cold water.  ... [1]  (b)  it is a solid at room temperature and exists as diatomic molecules, x2. ... [1]  (c)  it can form two oxides, xo and x2o3. ... [1]  (d)  this element has a hydride of the type xh3. ... [1]  (e)  it has a macromolecular structure similar to that of carbon. ... [1] [total: 5] 2  tin is an element in group iv.  (a)  the position of tin in the reactivity series is: zinc iron tin copper  (i)  for each of the following, decide if a reaction would occur. if there is a reaction,  complete the equation, otherwise write \u2018no reaction\u2019.  cu  +  sn2+  \u2192  ..  fe  +  sn2+  \u2192  ..  sn  +  zn2+  \u2192  .. [4]  (ii)  name the three  products formed when tin( ii) nitrate is heated.   . ...   . .  [2]  (b)  aqueous tin( ii) sulfate is electrolysed using carbon electrodes. this electrolysis is similar  to that of aqueous copper( ii) sulfate using carbon electrodes.  (i)  what is the product at the negative electrode (cathode)?   . .  [1]  (ii)  write the equation for the reaction at the positive electrode (anode).   . .  [2]  (iii)  name the acid formed in this electrolysis.   . .  [1]",
+            "3": "3 0620/33/m/j/11 \u00a9 ucles 2011 [turn overfor examiner\u2019s use (c)  steel articles can be plated with tin or zinc to prevent rusting.   when the zinc layer is damaged exposing the underlying steel, it does not rust, but when  the tin layer is broken the steel rusts. explain.   ...    ...    ... ..  [4] [total: 14]",
+            "4": "4 0620/33/m/j/11 \u00a9 ucles 2011for examiner\u2019s use3  the equation for the reaction between sodium thiosulfate and hydrochloric acid is given  below. na2s2o3(aq)  +  2hc l (aq)  \u2192  2nac l (aq)  +  s(s)  +  so2(g)  +  h2o(l)   the speed of this reaction was investigated using the following experiment. a beaker  containing 50  cm3 of 0.2  mol  / dm3 sodium thiosulfate was placed on a black cross. 5.0  cm3 of  2.0  mol  / dm3 hydrochloric acid was added and the clock was started. look down atcross on paper papersolution turns from colourless to cloudysodium thiosulfateand hydrochloric acid cross on paper view looking down   initially the cross was clearly visible. when the solution became cloudy and the cross could  no longer be seen, the clock was stopped and the time recorded.  (a)  the experiment was repeated with 25  cm3 of 0.2  mol  / dm3 sodium thiosulfate and 25  cm3  of water. typical results for this experiment and a further two experiments are given in the table. experiment 1234 volume of thiosulfate  / cm350 40 25 10 volume of water  / cm301 02 54 0 volume of acid  / cm35555 total volume  / cm355 55 55 55 time  / s 48 60 96 ..  (i)  explain why it is necessary to keep the total volume the same in all the  experiments.   . ...   . ...   . .  [2]  (ii)  complete the table. [1]",
+            "5": "5 0620/33/m/j/11 \u00a9 ucles 2011 [turn overfor examiner\u2019s use (iii)  how and why does the speed of the reaction vary from experiment 1 to 4?   . ...   . ...   . .  [3]  (b)  the idea of collisions between reacting particles is used to explain changes in the speed  of reactions. use this idea to explain the following results. volume of sodium thiosulfate  / cm325 25 volume of water  / cm325 25 volume of acid  / cm355 temperature  / \u00b0c2 0 4 2 time  / s9 6 4 0   ...    ...    ...    ... ..  [4] [total: 10]",
+            "6": "6 0620/33/m/j/11 \u00a9 ucles 2011for examiner\u2019s use4  iron is extracted from its ore, hematite, in the blast furnace. slag molten ironairfirebrick liningwaste gases raw materials coke, ciron ore, fe 2o3 limestone, caco3   describe the reactions involved in this extraction. include in your description an equation for  a redox reaction and one for an acid  / base reaction.   ... ...   ... ...   ... ...   ... ...   ... .  [5] [total: 5]",
+            "7": "7 0620/33/m/j/11 \u00a9 ucles 2011 [turn overfor examiner\u2019s use5  the diagram shows a simple cell. zinc electrode iron electrode bubbles of hydrogen dilute sulfuric acidvvoltmeter  (a)  write an equation for the overall reaction occurring in the cell.   ... ..  [2]  (b)  explain why all cell reactions are exothermic and redox.   ...    ...    ... ..  [3]  (c)  which electrode, zinc or iron, is the negative electrode? give a reason for your choice.   ...    ... ..  [2]  (d)  suggest two ways of increasing the voltage of this cell.   ...    ... ..  [2] [total: 9]",
+            "8": "8 0620/33/m/j/11 \u00a9 ucles 2011for examiner\u2019s use6 (a)  methanol can be made from a mixture of carbon monoxide and hydrogen. co(g)  +  2h2(g)    ch3oh(g)   the forward reaction is exothermic.  (i)  explain why the concentration of methanol at equilibrium does not change.   . ...   . .  [2]  (ii)  suggest conditions, in terms of temperature and pressure, which would give a high  yield of methanol.   . ...   . .  [2]  (iii)  how would the conditions used in practice compare with those given in (ii)? give an  explanation of any differences.   . ...   . ...   . .  [2]  (b)  biodiesel is made from a vegetable oil by the following reaction. ++3ch3oh\u2192 3c17h35cooch3ch2oh choh ch2ohc17h35co2ch2 c17h35co2ch c17h35co2ch2 vegetable oil methanol biodiesel glycerol  (i)  what type of compound are vegetable oil and biodiesel?   . .  [1]  (ii)  what other useful product is made from vegetable oil by heating it with aqueous  sodium hydroxide?   . .  [1]  (iii)  suggest an explanation why making and using biodiesel has a smaller effect on  the percentage of carbon dioxide in the atmosphere than using petroleum-based diesel.   . ...   . ...   . .  [2]",
+            "9": "9 0620/33/m/j/11 \u00a9 ucles 2011 [turn overfor examiner\u2019s use (c)  petroleum-based diesel is a mixture of hydrocarbons, such as octane and octene.  (i)  \u2018oct\u2019 means eight carbon atoms per molecule. draw a structural formula of an octene  molecule. [1]  (ii)  describe a test which would distinguish between octane and octene.  test   .  result with octane  ... result with octene  .  [3] [total: 14] 7  chlorine reacts with phosphorus to form phosphorus trichloride.  (a)  draw a diagram showing the arrangement of the valency  electrons in one molecule of  the covalent compound, phosphorus trichloride.  use x to represent an electron from a phosphorus atom. use o to represent an electron from a chlorine atom. [2]  (b)  phosphorus trichloride reacts with water to form two acids.  (i)  balance the equation for this reaction. pc l  3  +  ...h2o  \u2192  ...hc l  +  h3po3 [1]  (ii)  describe how you could show that phosphorus acid, h3po3, is a weaker acid than  hydrochloric acid.   . ...   . ...   . .  [3]",
+            "10": "10 0620/33/m/j/11 \u00a9 ucles 2011for examiner\u2019s use (iii)  two salts of phosphorus acid are its sodium salt, which is soluble in water, and its  calcium salt which is insoluble in water. suggest a method of preparation for each of these salts from aqueous phosphorus acid. specify any other reagent needed and brie\ufb02 y outline the method.  sodium salt    . ...   . ...   . .  [2]  calcium salt    . ...   . ...   . .  [2] [total: 10] 8  hydrocarbons are compounds which contain only carbon and hydrogen.  (a)  20  cm3 of a gaseous hydrocarbon was burned in 120  cm3 of oxygen, which is in excess.  after cooling, the volume of the gases remaining was 90  cm3. aqueous sodium hydroxide  was added to remove carbon dioxide, 30  cm3 of oxygen remained. all volumes were  measured at r.t.p..  (i)  explain why it is essential to use excess oxygen.   . ...   . .  [2]  (ii)  carbon dioxide is slightly soluble in water. why does it dissolve readily in the alkali,  sodium hydroxide?   . .  [1]  (iii)  complete the following.  volume of gaseous hydrocarbon = ...cm3  volume of oxygen used = .cm3  volume of carbon dioxide formed = .cm3 [2]  (iv)  use the above volume ratio to \ufb01 nd the mole ratio in the equation below and hence  \ufb01 nd the formula of the hydrocarbon.  cxhy(g)  +  o2(g)  \u2192  co2(g)  +  h2o(l) hydrocarbon formula =   [2]",
+            "11": "11 0620/33/m/j/11 \u00a9 ucles 2011for examiner\u2019s use (b)  alkanes are hydrocarbons and are generally unreactive. their reactions include  combustion, substitution and cracking.  (i)  chlorine reacts with butane in a substitution reaction. ch3 \u2014 ch2 \u2014 ch2 \u2014 ch3  +  c l 2  \u2192  ch3 \u2014 ch2 \u2014 ch2 \u2014 ch2 \u2014 cl  +  hc l   give the structural formula of another possible product of this reaction. [1]  (ii)  what is the essential condition for this reaction?   . .  [1]  (iii)  explain what is meant by cracking . give an example of a cracking reaction and  explain why the process is used.   . ...   . ...   . ...   . ...   . .  [4] [total: 13]",
+            "12": "12 permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here 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. 0620/33/m/j/11 \u00a9 ucles 2011 group 140 ce cerium 58141 pr praseodymium 59144 nd neodymium 60pm promethium 61150 sm samarium 62152 eu europium 63157 gd gadolinium 64159 tb terbium 65162 dy dysprosium 66165 ho holmium 67167 er erbium 68169 tm thulium 69173 yb ytterbium 70175 lu lutetium 71 232 th thorium 90pa protactinium 91238 u uranium 92np neptunium 93pu plutonium 94am americium 95cm curium 96bk berkelium 97cf californium 98es einsteinium 99fm fermium 100md mendelevium 101no nobelium 102lr lawrencium 1031 h hydrogen 1 7 li lithium 3 23 na sodium 1124 mg magnesium 12 40 ca calcium 2045 sc scandium 2148 ti titanium 2251 v vanadium 2352 cr chromium 2455 mn manganese 2556 fe iron 2659 co cobalt 2759 ni nickel 2864 cu copper 2965 zn zinc 3070 ga gallium 3127 al aluminium 1311 b boron 512 c carbon 614 n nitrogen 716 o oxygen 819 f fluorine 9 28 si silicon 1431 p phosphorus 1532 s sulfur 1635.5 cl chlorine 1740 ar argon 1820 ne neon 104 he helium 2 73 ge germanium 3275 as arsenic 3379 se selenium 3480 br bromine 3584 kr krypton 3639 k potassium 19 88 sr strontium 3889 y yttrium 3991 zr zirconium 4093 nb niobium 4196 mo molybdenum 42tc technetium 43101 ru ruthenium 44103 rh rhodium 45106 pd palladium 46108 ag silver 47112 cd cadmium 48115 in indium 49119 sn tin 50122 sb antimony 51128 te tellurium 52127 i iodine 53131 xe xenon 54 137 ba barium 56139 la lanthanum 57        *178 hf hafnium 72181 ta tantalum 73184 w tungsten 74186 re rhenium 75190 os osmium 76192 ir iridium 77195 pt platinum 78197 au gold 79201 hg mercury 80204 tl thallium 81207 pb lead 82209 bi bismuth 83po polonium 84at astatine 85rn radon 86 fr francium 87227 ac actinium 899 be beryllium 4ii i iii iv v vi vii 0 85 rb rubidium 37 133 cs caesium 55 226 ra radium 88 the volume of one mole of any gas is 24 dm3at room temperature and pressure (r.t.p.).a x ba = relative atomic mass x = atomic symbol b = proton (atomic) numberkey*58-71 lanthanoid series 90-103 actinoid seriesdata sheet the periodic table of the elements"
+        },
+        "0620_s11_qp_51.pdf": {
+            "1": "read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen.you may use a pencil for any diagrams, graphs or rough working.do not use staples, paper clips, highlighters, glue or correction \ufb02 uid. do not  write in any barcodes. answer all questions. practical notes are provided on page 8. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question.chemistry  0620/51   paper 5 practical test may/june 2011  1 hour 15 minutes candidates answer on the question paper. additional materials: as listed in the con \ufb01 dential instructionsuniversity of cambridge international examinations international general certi \ufb01 cate of secondary education this document consists of 6 printed pages and 2 blank pages. [turn overib11 06_0620_51/4rp\u00a9 ucles 2011 *5258007914* for examiner\u2019s use total1 2",
+            "2": "2 0620/51/m/j/11 \u00a9 ucles 2011for examiner\u2019s use1  you are going to investigate the reaction between two different solutions of potassium  manganate( vii), a and b, and an acidic solution of substance c.   read all the instructions below carefully before starting the experiments.   instructions   you are going to carry out three experiments.  (a)  experiment 1   fill the burette with the solution a of potassium manganate( vii) to the 0.0  cm3 mark.  using a measuring cylinder, pour 25  cm3 of solution c into the conical \ufb02 ask.   add 1  cm3 of the solution a to the \ufb02 ask, with shaking. continue to add solution a to the  \ufb02 ask until the mixture just turns permanently pink. record the burette readings in the  table and complete the table.   pour away the contents of the conical \ufb02 ask and rinse the \ufb02 ask with distilled water. \ufb01 nal burette reading  / cm3 initial burette reading  / cm3 difference  / cm3 [3]   (b) experiment 2   empty the burette and rinse it \ufb01 rst with distilled water, and then with a little of solution b.  fill the burette with the solution b of potassium manganate( vii) solution to the 0.0  cm3  mark.   repeat experiment 1.   record the burette readings in the table and complete the table. \ufb01 nal burette reading  / cm3 initial burette reading  / cm3 difference  / cm3 [3]  (c) experiment 3   to about 2  cm3 of solution c in a test-tube, add one spatula measure of manganese( iv)  oxide. note any observations and test the gas given off.   ...    ...    ... ..  [3]",
+            "3": "3 0620/51/m/j/11 \u00a9 ucles 2011 [turn overfor examiner\u2019s use (d)  identify the gas given off in experiment 3.   ... ..  [1]  (e) (i)   what colour change was observed when potassium manganate( vii) solution was  added to the \ufb02 ask in experiment 1.  from ...  to  ... [1]  (ii)  why is an indicator not added to the \ufb02 ask?   . .  [1]  (f) (i)   in which experiment was the greatest volume of potassium manganate( vii) solution  used?   . .  [1]  (ii)  compare the volumes of potassium manganate( vii) used in experiments 1 and 2.   . .  [1]  (iii)  suggest an explanation for the difference in volumes.   . ...   . ...   . .  [2]  (g)  if experiment 2 was repeated using 12.5  cm3 of solution c, what volume of potassium  manganate( vii) solution would be used? explain your answer.   ...    ...    ... ..  [3]  (h)  give one advantage and one disadvantage of using a measuring cylinder for solution c.  advantage  ... ..  disadvantage  ..  [2] [total: 21]",
+            "4": "4 0620/51/m/j/11 \u00a9 ucles 2011for examiner\u2019s use2  you are provided with two different liquids, m and n.   carry out the following tests on each liquid, recording all of your observations in the table.   conclusions must not be written in the table. tests observations (a) (i)  place a little of liquid m in a test-tube  and describe its smell and colour.  (ii)  place a little of liquid n in a test-tube  and describe its smell and colour. ..   [2] ..  [1] (b) (i)   using a teat pipette, transfer a few  drops of m to a dry watch glass.    touch the liquid with a lighted splint.  (ii)  repeat (b)(i)  using liquid n. ..   [2]  [1] (c) (i)   using a teat pipette, add about 1  cm3 of liquid m to a crystal of iodine  provided in a test-tube.   stopper and shake the test-tube.  (ii)  add about 1  cm3 of n to the other  crystal of iodine provided.    stopper and shake the test-tube.  (iii)  add a few drops of liquid t to the  mixture.   stopper and shake the test-tube. .  [2] .  [1]   [2] (d) (i)   to about 1  cm3 of liquid m, add a few  drops of dilute nitric acid and then  aqueous silver nitrate.  (ii)  repeat (d)(i)  using liquid n.  [1]   [2] (e)  to about 2  cm3 of liquid n, add about 2 cm3 of aqueous copper sulfate.   shake and leave to stand for \ufb01 ve  minutes. .   [2]",
+            "5": "5 0620/51/m/j/11 \u00a9 ucles 2011for examiner\u2019s use (f)  what type of substance is liquid m?   ...    ... ..  [2]  (g)  identify one ion present in liquid n.   ... ..  [1] [total: 19]",
+            "6": "6 0620/51/m/j/11blank page \u00a9 ucles 2011",
+            "7": "7 0620/51/m/j/11blank page \u00a9 ucles 2011",
+            "8": "8 permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here 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. 0620/51/m/j/11notes for use in qualitative analysis test for anions anion test test result carbonate (co32\u2013) add dilute acid effervescence, carbon dioxide produced chloride (c l \u2013) [in solution]acidify with dilute nitric acid, then add aqueous silver nitratewhite ppt. iodide ( i\u2013) [in solution]acidify with dilute nitric acid, thenadd aqueous silver nitrateyellow ppt. nitrate (no 3\u2013) [in solution]add aqueous sodium hydroxidethen aluminium foil; warm carefullyammonia produced sulfate (so 42\u2013) [in solution]acidify with dilute nitric acid, thenaqueous barium nitratewhite ppt. test for aqueous cations cation effect of aqueous sodium hydroxide effect of aqueous ammonia aluminium (a l 3+)white ppt., soluble in excess giving a colourless solutionwhite ppt., insoluble in excess ammonium (nh4+) ammonia produced on warming \u2013 calcium (ca2+) white ppt., insoluble in excess no ppt., or very slight white ppt. copper (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 iron( iii) (fe3+) red-brown ppt., insoluble in excess red-brown ppt., insoluble in excess zinc (zn2+) white ppt., soluble in excess giving a colourless solutionwhite ppt., soluble in excess givinga colourless solution test for gases gas test and test results ammonia (nh3) turns damp red litmus paper blue carbon dioxide (co2) turns limewater milky chlorine (c l 2) bleaches damp litmus paper hydrogen (h2) \u2018pops\u2019 with a lighted splint oxygen (o2) relights a glowing splint \u00a9 ucles 2011"
+        },
+        "0620_s11_qp_52.pdf": {
+            "1": "read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen.you may use a pencil for any diagrams, graphs or rough working.do not use staples, paper clips, highlighters, glue or correction \ufb02 uid. do not  write in any barcodes. answer all questions. practical notes are provided on page 8. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question.chemistry  0620/52   paper 5 practical test may/june 2011  1 hour 15 minutes candidates answer on the question paper. additional materials: as listed in the con \ufb01 dential instructionsuniversity of cambridge international examinations international general certi \ufb01 cate of secondary education this document consists of 7 printed pages and 1 blank page. [turn overib11 06_0620_52/5rp\u00a9 ucles 2011 *3551390504* for examiner\u2019s use total1 2",
+            "2": "2 0620/52/m/j/11 \u00a9 ucles 2011for examiner\u2019s use1  you are going to investigate the reaction between excess magnesium and two different dilute  acids, x and y.   read all the instructions below carefully before starting the experiments.  instructions   you are going to carry out two experiments.   (a)  experiment 1   set up the apparatus as shown in the diagram below. troughinverted 50  cm3 measuring cylinder  waterrubber connector bung conical flaskstand and clamp   remove the bung from the conical \ufb02 ask and move the measuring cylinder away from  the delivery tube without letting any water run out. twist one of the strips of magnesium  provided to break it into four pieces and place all of them into the conical \ufb02 ask.   using a different measuring cylinder, add 50  cm3 of aqueous acid x into the conical \ufb02 ask  and replace the bung \ufb01 rmly. place the measuring cylinder back over the delivery tube  and start the timer. in the table, record the volume of gas collected in the measuring cylinder every thirty seconds for three minutes. time  / s 0 30 60 90 120 150 180 volume of gas  / cm3 [3]   (b) experiment 2   repeat the whole of experiment 1 using 50  cm3 of aqueous acid y.   in the table, record the volume of gas collected in the measuring cylinder every thirty seconds for three minutes. time  / s 0 30 60 90 120 150 180 volume of gas  / cm3 [3]",
+            "3": "3 0620/52/m/j/11 \u00a9 ucles 2011 [turn overfor examiner\u2019s use (c)  plot the results you have obtained for both experiments on the grid below. for each set  of results, draw a smooth line graph. indicate clearly which line represents experiment  1  and which line represents experiment 2. 60 5040302010 0 0 3 06 09 0 1 2 0 1 5 0 1 8 0 time  / svolume of gas  / cm3 [6]  (d) (i)   in which experiment was the speed of reaction fastest?   . .  [1]  (ii)  suggest why the speed was fastest in this experiment.   . ...   . .  [1]  (e)  why eventually will no more gas be produced?   ...    ... ..  [2]",
+            "4": "4 0620/52/m/j/11 \u00a9 ucles 2011for examiner\u2019s use (f)  from your graph , deduce the time required to collect 25  cm3 of gas in experiment 1.   show clearly on the graph  how you worked out your answer.   ... ..  [2]  (g)  why was the measuring cylinder moved away from the delivery tube while the acid  solution was added to the \ufb02 ask?   ...    ... ..  [2]  (h)  give one advantage and one disadvantage of using a measuring cylinder to add the  acids to the \ufb02 ask.  advantage  ... ..  disadvantage  ..  [2] [total: 22]",
+            "5": "5 0620/52/m/j/11 \u00a9 ucles 2011 [turn overfor examiner\u2019s use2  you are provided with mixture z.   z consists of two solids, w and v. solid w is water-soluble and solid v is insoluble.   carry out the following tests on z, recording all of your observations in the table.   conclusions must not be written in the table. tests observations tests on mixture z (a)  describe the appearance of the mixture.   [1] (b)  place a little of mixture z in a test-tube.   heat the mixture for about 1 minute.   after 1 minute, test the gas with damp ph  indicator paper. leave the test-tube to cool. ..  ..  [3]  add the rest of mixture z to about 10  cm3 of  distilled water in a boiling tube.  stopper the boiling tube and shake the  contents for about one minute. filter the contents of the test-tube. keep the residue and the \ufb01 ltrate for the  following tests. tests on the \ufb01 ltrate (c) (i)  to about 1  cm3 of the \ufb01 ltrate, add a few  drops of dilute nitric acid followed by  about 1  cm3 of silver nitrate solution  and shake the test-tube.  (ii)  to about 1  cm3 of the \ufb01 ltrate, add about  1 cm3 of aqueous sodium hydroxide.    gently heat the mixture. test the gas given off with damp ph indicator paper.  (iii)  to the third portion of the \ufb01 ltrate, add  about 1  cm3 of dilute hydrochloric acid  followed by about 1  cm3 of barium  chloride solution.  [2]  ..   [1]   [1]",
+            "6": "6 0620/52/m/j/11 \u00a9 ucles 2011for examiner\u2019s usetests observations tests on the residue (d)  using a spatula, transfer some of the  residue from the \ufb01 lter paper to a test-tube.   using a teat pipette, add about 2  cm3 of  dilute hydrochloric acid to the residue.   test the gas given off.  add to the solution in the test-tube an equal  volume of distilled water. shake the contents and divide into two  portions. (e) (i)  to the \ufb01 rst portion of the solution, add  excess aqueous sodium hydroxide.  (ii)  to the second portion, add excess  aqueous ammonia solution. ..   [3]   [2]   [1]  (f)  what conclusions can you draw about solid w?   ...    ... ..  [2]  (g)  what conclusions can you draw about solid v?   ...    ... ..  [2] [total: 18]",
+            "7": "7 0620/52/m/j/11blank page \u00a9 ucles 2011",
+            "8": "8 permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here 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. 0620/52/m/j/11notes for use in qualitative analysis test for anions anion test test result carbonate (co32\u2013) add dilute acid effervescence, carbon dioxide produced chloride (c l \u2013) [in solution]acidify with dilute nitric acid, then add aqueous silver nitratewhite ppt. iodide ( i\u2013) [in solution]acidify with dilute nitric acid, thenadd aqueous silver nitrateyellow ppt. nitrate (no 3\u2013) [in solution]add aqueous sodium hydroxidethen aluminium foil; warm carefullyammonia produced sulfate (so 42\u2013) [in solution]acidify with dilute nitric acid, thenaqueous barium nitratewhite ppt. test for aqueous cations cation effect of aqueous sodium hydroxide effect of aqueous ammonia aluminium (a l 3+)white ppt., soluble in excess giving a colourless solutionwhite ppt., insoluble in excess ammonium (nh4+) ammonia produced on warming \u2013 calcium (ca2+) white ppt., insoluble in excess no ppt., or very slight white ppt. copper (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 iron( iii) (fe3+) red-brown ppt., insoluble in excess red-brown ppt., insoluble in excess zinc (zn2+) white ppt., soluble in excess giving a colourless solutionwhite ppt., soluble in excess givinga colourless solution test for gases gas test and test results ammonia (nh3) turns damp red litmus paper blue carbon dioxide (co2) turns limewater milky chlorine (c l 2) bleaches damp litmus paper hydrogen (h2) \u2018pops\u2019 with a lighted splint oxygen (o2) relights a glowing splint \u00a9 ucles 2011"
+        },
+        "0620_s11_qp_61.pdf": {
+            "1": "read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen.you may use a pencil for any diagrams, graphs or rough working.do not use staples, paper clips, highlighters, glue or correction \ufb02 uid. do not  write in any barcodes. answer all questions. at the end of the examination, fasten all your work securely together.the number of marks is given in brackets [  ] at the end of each question or part question.chemistry  0620/61   paper 6 alternative to practical may/june 2011  1 hour candidates answer on the question paper. no additional materials are required.university of cambridge international examinations international general certi \ufb01 cate of secondary education this document consists of 11 printed pages and 1 blank page. [turn overib11 06_0620_61/5rp\u00a9 ucles 2011 *4839073064* for examiner\u2019s use 3 4 5 total6 71 2",
+            "2": "2 0620/61/m/j/11 \u00a9 ucles 2011for examiner\u2019s use1  a student heated hydrated zinc sulfate crystals, znso4.7h2o, using the apparatus below to  obtain a sample of water. ice cubes in water  (a)  complete the box to identify the piece of apparatus labelled. [1]  (b)  use labelled arrows to indicate:  (i)  where the heat is applied,  (ii)  where the sample of water would collect. [2]  (c)  state the purpose of the ice cubes.   ... ..  [1]  (d)  describe a physical test for pure water.  test     result  .. .  [2] [total: 6]",
+            "3": "3 0620/61/m/j/11 \u00a9 ucles 2011 [turn overfor examiner\u2019s use2  hydrochloric acid reacts with aqueous sodium thiosulfate to form a precipitate, which makes  the solution turn cloudy.   the formation of the precipitate can be used to show how fast the reaction proceeds, using the apparatus shown below. aqueous sodium thiosulfateeye 10  cm3 of hydrochloric acid conical flask printed sheet printed text   a student used this method to investigate the effect of changing the concentration of the sodium thiosulfate solution on the speed of the reaction.   the student used different concentrations of sodium thiosulfate solution.   all other variables were kept the same.  (a)  give two variables which were kept the same in the investigation.  1.  ...   2.  ... ..  [2]",
+            "4": "4 0620/61/m/j/11 \u00a9 ucles 2011for examiner\u2019s use the results of the experiments are shown plotted on the grid below. 0.20 0.160.120.080.040.00 0.0 0.1 0.2 0.3speed of reaction /  arbitrary units concentration of sodium thiosulfate in mol  / dm3  (b)  draw a line of best \ufb01 t on the grid. [1]  (c)  suggest two reasons why not all of the points lie on the line of best \ufb01 t.  1.  ...   2.  ... ..  [2]  (d)  from your graph, deduce the speed of reaction when the concentration of sodium  thiosulfate is 0.075  mol  / dm3. show clearly on the graph  how you worked out your  answer.   ... ..  [2]  (e)  explain why the speed of reaction increases when the concentration of sodium thiosulfate is increased.   ...    ... ..  [2]  (f)  sketch on the grid the line you would expect if the experiments were repeated at a higher temperature. [1] [total: 10]",
+            "5": "5 0620/61/m/j/11 \u00a9 ucles 2011 [turn overfor examiner\u2019s use3  the colours present in some fruit sweets can be separated using the apparatus below. the  colours are water-soluble dyes. solvent  (a)  name the process used to separate the colours.   ... ..  [1]  (b)  name the solvent used.   ... ..  [1]  the results obtained for the colours in two different sweets, c and d, are shown below. b sweet csweet d  (c)  what is the name for the line at position b?   ... ..  [1]  (d)  what conclusions can you draw about the colours present in sweets c and d?   ...    ...    ... ..  [3] [total: 6]",
+            "6": "6 0620/61/m/j/11 \u00a9 ucles 2011for examiner\u2019s use4  a student investigated the reaction between two different solutions of deep purple potassium  manganate( vii), a and b, and an acidic solution of hydrogen peroxide.   three experiments were carried out.  experiment 1   a burette was \ufb01 lled with the solution a of potassium manganate( vii) up to the 0.0  cm3 mark.  using a measuring cylinder, 25  cm3 of colourless hydrogen peroxide solution was poured into  the conical \ufb02 ask.   the potassium manganate( vii) solution a was added slowly to the \ufb02 ask, and shaken to mix  thoroughly. addition of potassium manganate( vii) solution was continued until there was a  permanent pink colour in the contents of the \ufb02 ask.  (a)  use the burette diagram to record the volume in the table of results and complete the column. [2] 31 32 33 final reading  experiment 2   experiment 1 was repeated using the solution b of potassium manganate( vii) instead of  solution a.   (b)  use the burette diagrams to record the volumes in the table of results and complete the  table. [2] 18 19 20 initial reading34 35 36 final reading experiment 1 experiment 2 \ufb01 nal reading  / cm3 initial reading  / cm3 difference  / cm3",
+            "7": "7 0620/61/m/j/11 \u00a9 ucles 2011 [turn overfor examiner\u2019s use experiment 3   to a little of the hydrogen peroxide solution in a test-tube, manganese( iv) oxide was added.   rapid effervescence was observed and a glowing splint relit.  (c)  identify the gas given off in experiment 3.   ... ..  [1]  (d) (i)   what colour change was observed when potassium manganate( vii) solution was  added to the \ufb02 ask?  from .  to . [1]  (ii)  why was an indicator not added to the \ufb02 ask?   . .  [1]  (e) (i)   in which experiment was the greatest volume of potassium manganate( vii) solution  used?   . .  [1]  (ii)  compare the volumes of potassium manganate( vii) used in experiments 1 and 2.   . .  [1]  (iii)  suggest an explanation for the difference in volumes.   . ...   . ...   . .  [2]  (f)  if experiment 2 was repeated using 12.5  cm3 of the hydrogen peroxide solution, what  volume of potassium manganate( vii) solution would be needed to react completely?  explain your answer.   ...    ... ..  [3]  (g)  give one advantage and one disadvantage of using a measuring cylinder for the  hydrogen peroxide solution.  advantage  ... ..  disadvantage  ..  [2] [total: 16]",
+            "8": "8 0620/61/m/j/11 \u00a9 ucles 2011for examiner\u2019s use5  two different liquids, m and n, were analysed. n was aqueous potassium iodide.  the tests on the liquids and some of the observations are in the following table.  complete the observations in the table. tests observations (a) (i)  appearance of liquid m.  (ii)  appearance of liquid n. colourless liquid with an antiseptic smell   [2] (b) (i)  a few drops of m were transferred  to a dry watch glass. the liquid was  touched with a lighted splint.  (ii)  test (b)(i)  was repeated using liquid n. (c)  a little of liquid m was added to a crystal  of iodine in a test-tube. the test-tube was shaken. (d)  to a little of liquid n, a few drops of dilute  nitric acid was added, followed by silver nitrate solution. burns with a yellow \ufb02 ame   [1]  orange-brown solution ... [2]  (e)  what type of substance is liquid m?   ...    ... ..  [2] [total: 7]",
+            "9": "9 0620/61/m/j/11blank page \u00a9 ucles 2011 [turn over",
+            "10": "10 0620/61/m/j/11 \u00a9 ucles 2011for examiner\u2019s use6  the reaction between aqueous barium chloride and aqueous sodium sulfate produces a  white precipitate.   six experiments were carried out to \ufb01 nd the mass of precipitate produced using solution p  and solution q.   solution p was aqueous barium chloride.   solution q was aqueous sodium sulfate.   both solutions were of the same concentration.   5 cm3 of solution p was put into each of six test-tubes. increasing volumes of solution q were  added to each test-tube. the mixtures were \ufb01 ltered to obtain the precipitates, which were  washed, dried and then weighed in a suitable container.  (a)  draw a labelled diagram to show how the mixture was \ufb01 ltered. [2]   the results are shown in the table below.  (b)  complete the table. volume of p / cm3volume of q / cm3mass of  container  / gmass of container  and precipitate  / gmass of  precipitate  / g 5 1 4.50 4.95 5 2 4.50 5.455 3 4.50 5.905 4 4.50 6.405 5 4.50 6.855 6 4.50 6.85 [2]",
+            "11": "11 0620/61/m/j/11 \u00a9 ucles 2011 [turn overfor examiner\u2019s use (c)  plot the points on the grid below. join the points with two intersecting straight lines. 2.5 2.01.51.00.50.0 0246 135mass of precipitate  / g volume of q / cm3 [3]  (d)  what is the minimum volume of q required to completely react with 5  cm3 of p?   ... ..  [1] [total: 8]",
+            "12": "12 permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here 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. 0620/61/m/j/11 \u00a9 ucles 2011for examiner\u2019s use7  the label shows some information on a bottle of liquid sink and drain cleaner. contains: sodium hydroxide, sodiumhypochloritecontact with acids liberateschlorinerinse container with waterbefore throwing out  (a)  give a chemical test for the presence of sodium hydroxide.  test     result  .. .  [2]  (b)  suggest why it could be dangerous to pour \ufb01 zzy drinks into a sink containing this liquid  cleaner.   ...    ... ..  [2]  (c)  why should the container be rinsed with water before throwing out?   ... ..  [1]  (d)  give a chemical test for chlorine.  test     result  .. .  [2] [total: 7]"
+        },
+        "0620_s11_qp_62.pdf": {
+            "1": "read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen.you may use a pencil for any diagrams, graphs or rough working.do not use staples, paper clips, highlighters, glue or correction \ufb02 uid. do not  write in any barcodes. answer all questions. at the end of the examination, fasten all your work securely together.the number of marks is given in brackets [  ] at the end of each question or part question.chemistry  0620/62   paper 6 alternative to practical may/june 2011  1 hour candidates answer on the question paper. no additional materials are required.university of cambridge international examinations international general certi \ufb01 cate of secondary education this document consists of 13 printed pages and 3 blank pages. [turn overib11 06_0620_62/4rp\u00a9 ucles 2011 *9988663665* for examiner\u2019s use 3 4 5 total612",
+            "2": "2 0620/62/m/j/11blank page \u00a9 ucles 2011",
+            "3": "3 0620/62/m/j/11 \u00a9 ucles 2011 [turn overfor examiner\u2019s use1  a student separated an aqueous solution of sodium chloride.   she measured out 70  cm3 of the solution and then obtained pure water from the solution.  (a)  which of these pieces of apparatus is most suitable to measure 70  cm3 of the solution?  tick one box. [1]  (b) (i)   complete the empty boxes to name the pieces of apparatus below. heat heat ab c [3]  (ii)  which method of separation, a, b or c, would be most suitable to obtain pure water  from the solution?  apparatus  [1]  (c)  describe how crystals of sodium chloride could be quickly obtained from the solution.   ...    ...    ... ..  [2] [total: 7]",
+            "4": "4 0620/62/m/j/11 \u00a9 ucles 2011for examiner\u2019s use2  a student investigated the temperature changes when increasing amounts of zinc powder  were added to 25  cm3 of aqueous copper( ii) sulfate in a beaker. the equation for the reaction  is shown below. zn(s)  +  cuso4(aq)  \u2192  cu(s)  +  znso4(aq)   five experiments were carried out. the initial temperature in each experiment was 22  \u00b0c.   the thermometer diagrams in the table show the highest temperature reached after each  addition of zinc.  (a)  use the thermometer diagrams to record the highest temperatures and complete the  table. mass of zinc added  / g 0.30 0.600.901.201.501 2345thermometer diagramexperimenthighest temperature  / \u00b0ctemperature rise  / \u00b0c 30 25 20 30 25 20 40 35 30 40 35 30 45 40 35 [4]",
+            "5": "5 0620/62/m/j/11 \u00a9 ucles 2011 [turn overfor examiner\u2019s use (b)  plot the results on the grid below and draw a straight line graph. 0.00 0.30 0.60 0.90 1.20 1.50 1.80temperature rise  / \u00b0c mass of zinc added  / g25 201510 50 [3]  (c)  which result appears to be inaccurate?   ... ..  [1]  (d)  use your graph to \ufb01 nd the temperature rise produced by 1.80  g of zinc. show clearly on  the grid  how you obtained your answer.   ... ..  [3]  (e)  state two observations, other than a rise in temperature, which would be made when  zinc reacted with the aqueous copper( ii) sulfate.  1.  ...   2.  ... ..  [2] [total: 13]",
+            "6": "6 0620/62/m/j/11 \u00a9 ucles 2011for examiner\u2019s use3  electricity was passed through a solution of concentrated hydrochloric acid using the  apparatus shown. electrode electrode concentratedhydrochloric acid  (a)  give two expected observations.  1.  ...   2.  ... ..  [2]  (b)  suggest a suitable material for the electrodes.   ... ..  [1]  (c)  a lighted splint placed in a test-tube of the gas collected at the negative electrode gave  a pop sound.  the identity of the gas was  .  [1] (d)  state two safety precautions that must be followed when carrying out this experiment.  1.  ...   2.  ... ..  [2] [total: 6]",
+            "7": "7 0620/62/m/j/11 \u00a9 ucles 2011 [turn overfor examiner\u2019s use4  a student investigated the speed of reaction between excess magnesium and two different  dilute acids, x and y.  two experiments were carried out.  experiment 1   the apparatus was set up as shown in the diagram. water trough50  cm3 of acid solutionbungrubber connector inverted100  cm3 measuringcylinder   using a measuring cylinder, 50  cm3 of acid x was poured into the conical \ufb02 ask.   0.5  g of magnesium ribbon was added to the conical \ufb02 ask and the bung replaced.   the timer was started and the volume of gas collected in the measuring cylinder was measured  every thirty seconds for three minutes.",
+            "8": "8 0620/62/m/j/11 \u00a9 ucles 2011for examiner\u2019s use (a)   use the measuring cylinder diagrams to record the volumes of gas collected in the table  of results. time  / smeasuring cylinder diagramtotal volume of gas collected  / cm3 0 3060 90 1201500 5 10 10 15 20 20 25 30 25 30 35 30 35 40 40 45 50 18045 50 55 [3]",
+            "9": "9 0620/62/m/j/11 \u00a9 ucles 2011 [turn overfor examiner\u2019s use experiment 2   experiment 1 was repeated using 50  cm3 of acid y.  (b)  use the measuring cylinder diagrams to record the volumes of gas collected in the table  of results. time  / smeasuring cylinder diagramtotal volume of gas collected  / cm3 0 3060 90 1201500 5 10 0 5 10 5 10 15 10 15 20 10 15 20 15 20 25 18015 20 25 [3]",
+            "10": "10 0620/62/m/j/11 \u00a9 ucles 2011for examiner\u2019s use (c)  plot the results for both experiments on the grid below. for each set of results, draw a  smooth line graph. indicate clearly which line represents experiment 1 and which line represents experiment 2. 0 30 60 90 120 150 180volume of gas  / cm3 time  / s60 5040302010 0 [6]  (d) (i)   in which experiment was the speed of reaction fastest?   . .  [1]  (ii)  suggest why the speed was fastest in this experiment.   . ...   . .  [1]  (e)   why, eventually, will no more gas be produced?   ...    ... ..  [2]",
+            "11": "11 0620/62/m/j/11 \u00a9 ucles 2011 [turn overfor examiner\u2019s use (f)  from your graph, deduce the time required to collect 25  cm3 of gas in experiment 1.    show clearly on the graph  how you worked out your answer.   ... ..  [2]  (g)  give one advantage and one disadvantage of using a measuring cylinder to add the  acids to the \ufb02 ask.  advantage  ... ..  disadvantage  ..  [2] [total: 20]",
+            "12": "12 0620/62/m/j/11 \u00a9 ucles 2011for examiner\u2019s use5  a mixture, z, of two different solids was analysed. z consisted of solid w, which was water-soluble ammonium chloride, and solid v, which was insoluble.   the tests on the solids, and some of the observations, are in the following table.   complete the observations in the table. tests observations tests on mixture z (a)  appearance of the mixture. white solid mixture z was added to distilled water in a  boiling tube. the boiling tube and contents were shaken and then \ufb01 ltered. tests on the \ufb01 ltrate the \ufb01 ltrate was divided into three test-tubes. (b) (i)  to the \ufb01 rst test-tube of the \ufb01 ltrate, a few  drops of dilute nitric acid was added followed by silver nitrate solution.  (ii)  to the second test-tube of the \ufb01 ltrate,  aqueous sodium hydroxide was added.   the mixture was heated. the gas given  off was tested with damp ph indicator paper.  (iii)  to the third test-tube of the \ufb01 ltrate,  dilute hydrochloric acid was added followed by barium chloride solution.  [2]  ...  ... [2]  ... [1]",
+            "13": "13 0620/62/m/j/11 \u00a9 ucles 2011 [turn overfor examiner\u2019s usetests observations tests on the residue (c)  by using a spatula, some of the residue  was transferred from the \ufb01 lter paper into  a test-tube. dilute hydrochloric acid was added to the residue.   the gas given off was tested.  the solution in the test-tube was divided into  two portions.rapid effervescence limewater turned milky (d) (i)  to the \ufb01 rst portion of the solution,  excess aqueous sodium hydroxide was added.  (ii)  to the second portion of the solution,  excess aqueous ammonia solution was added.white precipitate formed, insoluble in excess no precipitate formed  (e)  identify the gas given off in (c).   ... ..  [1]  (f)  what conclusions can you draw about solid v?   ...    ...    ... ..  [2] [total: 8]",
+            "14": "14 0620/62/m/j/11 \u00a9 ucles 2011for examiner\u2019s use6  petrol is a liquid fuel obtained from petroleum (crude oil).   bioethanol is a liquid fuel made by the fermentation of carbohydrates obtained from plants  such as sugar cane.   using the apparatus below, plan an experiment to investigate which of these two fuels  produces more energy.   you may use the space below to draw a diagram to help you answer the question. retort standspirit burner balancethermometer copper can water   ... ...   ... ...   ... ...   ... ...   ... ...   ... .  [6] [total: 6]",
+            "15": "15 0620/62/m/j/11blank page \u00a9 ucles 2011",
+            "16": "16 permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here 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. 0620/62/m/j/11blank page \u00a9 ucles 2011"
+        },
+        "0620_s11_qp_63.pdf": {
+            "1": "read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen.you may use a pencil for any diagrams, graphs or rough working.do not use staples, paper clips, highlighters, glue or correction \ufb02 uid. do not  write in any barcodes. answer all questions. at the end of the examination, fasten all your work securely together.the number of marks is given in brackets [  ] at the end of each question or part question.chemistry  0620/63   paper 6 alternative to practical may/june 2011  1 hour candidates answer on the question paper. no additional materials are required.university of cambridge international examinations international general certi \ufb01 cate of secondary education this document consists of 13 printed pages and 3 blank pages. [turn overib11 06_0620_63/fp\u00a9 ucles 2011 *4894356121* for examiner\u2019s use 3 4 5 total612",
+            "2": "2 0620/63/m/j/11blank page \u00a9 ucles 2011",
+            "3": "3 0620/63/m/j/11 \u00a9 ucles 2011 [turn overfor examiner\u2019s use1  a student separated an aqueous solution of sodium chloride.   she measured out 70  cm3 of the solution and then obtained pure water from the solution.  (a)  which of these pieces of apparatus is most suitable to measure 70  cm3 of the solution?  tick one box. [1]  (b) (i)   complete the empty boxes to name the pieces of apparatus below. heat heat ab c [3]  (ii)  which method of separation, a, b or c, would be most suitable to obtain pure water  from the solution?  apparatus  [1]  (c)  describe how crystals of sodium chloride could be quickly obtained from the solution.   ...    ...    ... ..  [2] [total: 7]",
+            "4": "4 0620/63/m/j/11 \u00a9 ucles 2011for examiner\u2019s use2  a student investigated the temperature changes when increasing amounts of zinc powder  were added to 25  cm3 of aqueous copper( ii) sulfate in a beaker. the equation for the reaction  is shown below. zn(s)  +  cuso4(aq)  \u2192  cu(s)  +  znso4(aq)   five experiments were carried out. the initial temperature in each experiment was 22  \u00b0c.   the thermometer diagrams in the table show the highest temperature reached after each  addition of zinc.  (a)  use the thermometer diagrams to record the highest temperatures and complete the  table. mass of zinc added  / g 0.30 0.600.901.201.501 2345thermometer diagramexperimenthighest temperature  / \u00b0ctemperature rise  / \u00b0c 30 25 20 30 25 20 40 35 30 40 35 30 45 40 35 [4]",
+            "5": "5 0620/63/m/j/11 \u00a9 ucles 2011 [turn overfor examiner\u2019s use (b)  plot the results on the grid below and draw a straight line graph. 0.00 0.30 0.60 0.90 1.20 1.50 1.80temperature rise  / \u00b0c mass of zinc added  / g25 201510 50 [3]  (c)  which result appears to be inaccurate?   ... ..  [1]  (d)  use your graph to \ufb01 nd the temperature rise produced by 1.80  g of zinc. show clearly on  the grid  how you obtained your answer.   ... ..  [3]  (e)  state two observations, other than a rise in temperature, which would be made when  zinc reacted with the aqueous copper( ii) sulfate.  1.  ...   2.  ... ..  [2] [total: 13]",
+            "6": "6 0620/63/m/j/11 \u00a9 ucles 2011for examiner\u2019s use3  electricity was passed through a solution of concentrated hydrochloric acid using the  apparatus shown. electrode electrode concentratedhydrochloric acid  (a)  give two expected observations.  1.  ...   2.  ... ..  [2]  (b)  suggest a suitable material for the electrodes.   ... ..  [1]  (c)  a lighted splint placed in a test-tube of the gas collected at the negative electrode gave  a pop sound.  the identity of the gas was  .  [1] (d)  state two safety precautions that must be followed when carrying out this experiment.  1.  ...   2.  ... ..  [2] [total: 6]",
+            "7": "7 0620/63/m/j/11 \u00a9 ucles 2011 [turn overfor examiner\u2019s use4  a student investigated the speed of reaction between excess magnesium and two different  dilute acids, x and y.  two experiments were carried out.  experiment 1   the apparatus was set up as shown in the diagram. water trough50  cm3 of acid solutionbungrubber connector inverted100  cm3 measuringcylinder   using a measuring cylinder, 50  cm3 of acid x was poured into the conical \ufb02 ask.   0.5  g of magnesium ribbon was added to the conical \ufb02 ask and the bung replaced.   the timer was started and the volume of gas collected in the measuring cylinder was measured  every thirty seconds for three minutes.",
+            "8": "8 0620/63/m/j/11 \u00a9 ucles 2011for examiner\u2019s use (a)   use the measuring cylinder diagrams to record the volumes of gas collected in the table  of results. time  / smeasuring cylinder diagramtotal volume of gas collected  / cm3 0 3060 90 1201500 5 10 10 15 20 20 25 30 25 30 35 30 35 40 40 45 50 18045 50 55 [3]",
+            "9": "9 0620/63/m/j/11 \u00a9 ucles 2011 [turn overfor examiner\u2019s use experiment 2   experiment 1 was repeated using 50  cm3 of acid y.  (b)  use the measuring cylinder diagrams to record the volumes of gas collected in the table  of results. time  / smeasuring cylinder diagramtotal volume of gas collected  / cm3 0 3060 90 1201500 5 10 0 5 10 5 10 15 10 15 20 10 15 20 15 20 25 18015 20 25 [3]",
+            "10": "10 0620/63/m/j/11 \u00a9 ucles 2011for examiner\u2019s use (c)  plot the results for both experiments on the grid below. for each set of results, draw a  smooth line graph. indicate clearly which line represents experiment 1 and which line represents experiment 2. 0 30 60 90 120 150 180volume of gas  / cm3 time  / s60 5040302010 0 [6]  (d) (i)   in which experiment was the speed of reaction fastest?   . .  [1]  (ii)  suggest why the speed was fastest in this experiment.   . ...   . .  [1]  (e)   why, eventually, will no more gas be produced?   ...    ... ..  [2]",
+            "11": "11 0620/63/m/j/11 \u00a9 ucles 2011 [turn overfor examiner\u2019s use (f)  from your graph, deduce the time required to collect 25  cm3 of gas in experiment 1.    show clearly on the graph  how you worked out your answer.   ... ..  [2]  (g)  give one advantage and one disadvantage of using a measuring cylinder to add the  acids to the \ufb02 ask.  advantage  ... ..  disadvantage  ..  [2] [total: 20]",
+            "12": "12 0620/63/m/j/11 \u00a9 ucles 2011for examiner\u2019s use5  a mixture, z, of two different solids was analysed. z consisted of solid w, which was water-soluble ammonium chloride, and solid v, which was insoluble.   the tests on the solids, and some of the observations, are in the following table.   complete the observations in the table. tests observations tests on mixture z (a)  appearance of the mixture. white solid mixture z was added to distilled water in a  boiling tube. the boiling tube and contents were shaken and then \ufb01 ltered. tests on the \ufb01 ltrate the \ufb01 ltrate was divided into three test-tubes. (b) (i)  to the \ufb01 rst test-tube of the \ufb01 ltrate, a few  drops of dilute nitric acid was added followed by silver nitrate solution.  (ii)  to the second test-tube of the \ufb01 ltrate,  aqueous sodium hydroxide was added.   the mixture was heated. the gas given  off was tested with damp ph indicator paper.  (iii)  to the third test-tube of the \ufb01 ltrate,  dilute hydrochloric acid was added followed by barium chloride solution.  [2]  ...  ... [2]  ... [1]",
+            "13": "13 0620/63/m/j/11 \u00a9 ucles 2011 [turn overfor examiner\u2019s usetests observations tests on the residue (c)  by using a spatula, some of the residue  was transferred from the \ufb01 lter paper into  a test-tube. dilute hydrochloric acid was added to the residue.   the gas given off was tested.  the solution in the test-tube was divided into  two portions.rapid effervescence limewater turned milky (d) (i)  to the \ufb01 rst portion of the solution,  excess aqueous sodium hydroxide was added.  (ii)  to the second portion of the solution,  excess aqueous ammonia solution was added.white precipitate formed, insoluble in excess no precipitate formed  (e)  identify the gas given off in (c).   ... ..  [1]  (f)  what conclusions can you draw about solid v?   ...    ...    ... ..  [2] [total: 8]",
+            "14": "14 0620/63/m/j/11 \u00a9 ucles 2011for examiner\u2019s use6  petrol is a liquid fuel obtained from petroleum (crude oil).   bioethanol is a liquid fuel made by the fermentation of carbohydrates obtained from plants  such as sugar cane.   using the apparatus below, plan an experiment to investigate which of these two fuels  produces more energy.   you may use the space below to draw a diagram to help you answer the question. retort standspirit burner balancethermometer copper can water   ... ...   ... ...   ... ...   ... ...   ... ...   ... .  [6] [total: 6]",
+            "15": "15 0620/63/m/j/11blank page \u00a9 ucles 2011",
+            "16": "16 permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here 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. 0620/63/m/j/11blank page \u00a9 ucles 2011"
+        },
+        "0620_w11_qp_11.pdf": {
+            "1": "    this document consists of 16 printed pages.  ib11 11_0620_11/2rp  \u00a9 ucles 2011  [turn over       *4524729851* university of cambridge international examinations  international general certificate of secondary education       chemistry 0620/11     paper 1 multiple choice  october/november 2011       45 minutes  additional materials: multiple choice answer sheet   soft clean eraser   soft pencil (type b or hb is recommended)       read these instructions first    write in soft pencil. do not use staples, paper clips, highlighters, glue or correction fluid. write your name, centre number and candidate number on the answer sheet in the spaces provided unless  this has been done for you.   there are forty  questions on this paper. answer all questions. for each question there are four possible  answers a, b, c and d.   choose the one you consider correct and record your choice in soft pencil  on the separate answer sheet.   read the instructions on the answer sheet very carefully.  each correct answer will score one mark. a mark will not be deducted for a wrong answer. any rough working should be done in this booklet. a copy of the periodic table is printed on page 16. you may use a calculator.  ",
+            "2": "2  \u00a9 ucles 2011 0620/11/o/n/11  1 in which substance are the particles close together and slowly moving past each other?  a air  b ice  c steam  d water      2 a student was provided with only a thermometer, a stopwatch and a beaker.    what could the student measure?  a 10.5  g solid and 24.8  cm3 liquid  b 10.5  g solid and 25  \u00b0c  c 24.8  cm3 liquid and 45 seconds  d 25  \u00b0c and 45 seconds      3 mixture 1 contains sand and water.    mixture 2 contains salt and water.    which method of separation could be used to obtain each of the required products from each  mixture?    mixture 1 mixture 2    to obtain sand to obtain water to obtain salt to obtain water  a crystallisation distillation filtration filtration  b crystallisation filtration filtration distillation  c filtration distillation crystallisation filtration  d filtration filtration crystallisation distillation    ",
+            "3": "3  \u00a9 ucles 2011 0620/11/o/n/11 [turn over  4 the diagram shows the electronic structures of atoms p and q.    key  = electron ee eeee e e eeeee ee epq= nucleus     p and q combine to form a molecule.    what is the formula of this molecule?  a pq 4 b pq c p 2q d p 4q      5 two isotopes of helium are he3 2and he.4 2     which two diagrams show the arrangement of particles in these two isotopes?    p n2 1ee ep n22ee p ne e ea np 21ee ep n2 2ee e eb p n21ee p n22ee c p3 p4ee ee dkey = electron = proton= neutron= nucleushe 3 242he  ",
+            "4": "4  \u00a9 ucles 2011 0620/11/o/n/11  6 two elements, represented by  and , form a compound.    which diagram shows molecules of the compound?    abc d       7 the table describes the structures of four particles.    particle number of  protons number of  neutrons number of  electrons  o 8 8 8  o2\u2013 8 8 x  na 11 y 11  na+ 11 12 z    what are the correct values of x, y and z?     x y z  a 9 11 10  b 9 11 11  c 10 12 10  d 10 12 11      8 the relative formula mass, mr, of copper( ii) sulfate, cuso 4, is 160.    which mass of sulfur is present in 160  g of copper( ii) sulfate?  a 16  g b 32  g c 64  g d 128  g     ",
+            "5": "5  \u00a9 ucles 2011 0620/11/o/n/11 [turn over  9 the diagram shows a section of an overhead power cable.    aluminiumsteel glazed porcelain     which statement explains why a particular substance is used?  a aluminium has a low density and is a good conductor of electricity.  b porcelain is a good conductor of electricity.  c steel can rust in damp air.  d steel is more dense than aluminium.      10 metals could be extracted from their molten chlorides using electrolysis.    which substances are formed at each electrode?     anode cathode  a chlorine hydrogen  b chlorine metal  c hydrogen metal  d metal chlorine      11 concentrated aqueous potassium bromide solution is electrolysed using inert electrodes.    the ions present in the solution are k+, br  \u2013, h+ and oh\u2013.    to which electrodes are the ions attracted during this electrolysis?     attracted to anode attracted to cathode  a br \u2013 and k+ h+ and oh\u2013  b br \u2013 and oh\u2013 h+ and k+  c h+ and k+ br  \u2013 and oh\u2013  d h+ and oh\u2013 br  \u2013 and k+    ",
+            "6": "6  \u00a9 ucles 2011 0620/11/o/n/11  12 which fuel needs oxygen in order to produce heat energy and which type of reaction produces  the energy?     fuel type of reaction  a a radioactive isotope endothermic  b a radioactive isotope exothermic  c hydrogen endothermic  d hydrogen exothermic     13 some reactions are listed.    methane + oxygen \u2192 carbon dioxide + water  sodium + water \u2192 sodium hydroxide + hydrogen  magnesium + hydrochloric acid \u2192 magnesium chloride + hydrogen    which word correctly describes all of these reactions?  a combustion  b endothermic  c exothermic  d neutralisation     14 the sign   is used in some equations to show that a reaction is reversible.    two incomplete equations are given.     reactants products  p coc l 2 + 2h 2o coc l 2.2h 2o   q c + o 2 co 2    for which of these reactions can a  sign be correctly used to complete the equation?     p q  a \u0013 \u0013  b \u0013 \u0017  c \u0017 \u0013  d \u0017 \u0017    ",
+            "7": "7  \u00a9 ucles 2011 0620/11/o/n/11 [turn over  15 an experiment to determine the rate of a chemical reaction could be carried out using the  apparatus shown.    reaction mixture     which reaction is being studied?  a c l 2 + 2kbr \u2192 2kc l + br 2  b mg + h 2so 4 \u2192 mgso 4 + h 2  c nac l + agno 3 \u2192 nano 3 + agc l  d naoh + hc l \u2192 nac l + h 2o      16 copper( ii) carbonate reacts with dilute sulfuric acid.    cuco 3(s) + h 2so 4(aq) \u2192 cuso 4(aq) + co 2(g) + h 2o(l)    the speed of the reaction can be changed by varying the conditions.    which conditions would always increase the speed of this chemical reaction?    1 increase the concentration of the reactants.  2 increase the size of the pieces of copper( ii) carbonate.  3 increase the temperature. 4 increase the volume of sulfuric acid.    a 1, 3 and 4 b 1 and 3 only c 2 and 3 d 3 and 4 only     17 which type of reaction always forms a salt and water?  a exothermic  b neutralisation  c oxidation  d polymerisation    ",
+            "8": "8  \u00a9 ucles 2011 0620/11/o/n/11  18 which property is not characteristic of a base?  a it reacts with a carbonate to form carbon dioxide.  b it reacts with an acid to form a salt.  c it reacts with an ammonium salt to form ammonia.  d it turns universal indicator paper blue.      19 an alloy contains copper and zinc.    some of the zinc has become oxidised to zinc oxide.    what is the result of adding an excess of dilute sulfuric acid to the alloy?  a a blue solution and a white solid remains.  b a colourless solution and a pink  / brown solid remains.  c the alloy dissolves completely to give a blue solution.  d the alloy dissolves completely to give a colourless solution.      20 the results of three tests on a solution of compound x are shown.    test result  aqueous sodium  hydroxide added white precipitate formed, soluble in excess  aqueous ammonia added white precipitate formed,  soluble in excess  dilute hydrochloric  acid added bubbles of gas    what is compound x?  a aluminium carbonate  b aluminium chloride  c zinc carbonate  d zinc chloride     ",
+            "9": "9  \u00a9 ucles 2011 0620/11/o/n/11 [turn over  21 statement 1:  helium is a reactive gas.    statement 2:  helium can be used to fill balloons.    which is correct?    a both statements are correct and statement 2 explains statement 1.  b both statements are correct but statement 2 does not explain statement 1.  c statement 1 is correct but statement 2 is incorrect.  d statement 2 is correct but statement 1 is incorrect.     22 an element has the following properties.    \u25cf it forms coloured compounds.  \u25cf it acts as a catalyst.  \u25cf it melts at 1539  \u00b0c.    in which part of the periodic table is the element found?  a group i  b group iv  c group vii  d transition elements     23 the table shows some properties of two elements in group vii of the periodic table.    element state at 20  \u00b0c density  / g per cm3 melting point  / \u00b0c  chlorine gas 0.0032 \u2013101   bromine liquid 3.1 000  \u20137     which properties is fluorine likely to have?     state at 20  \u00b0c density  / g per cm3 melting point  / \u00b0c  a gas 0.0017 \u2013220  b gas 0.17 00  \u2013188  c liquid 0.0017 \u2013220  d liquid 0.17 00  \u2013188     ",
+            "10": "10  \u00a9 ucles 2011 0620/11/o/n/11  24 when sodium reacts with water, a solution and a gas are produced.    watersodium     the solution is tested with litmus paper and the gas is tested with a splint.    what happens to the litmus paper and to the splint?     litmus paper splint  a blue to red glowing splint relights  b blue to red lighted splint \u2018pops\u2019  c red to blue glowing splint relights  d red to blue lighted splint \u2018pops\u2019     25 which statements are correct?    1 metals are often used in the form of alloys.  2 stainless steel is an alloy of iron. 3 alloys always contain more than two metals.    a 1 and 2 only b 1 and 3 only c 2 and 3 only d 1, 2 and 3     26 which statement is true about all metals?  a they are attracted to a magnet.  b they are weak and brittle.  c they may be used to form alloys.  d they react with water.     27 a chemical engineer plans to produce hydrochloric acid.    which metal is best for the reaction container?  a copper  b iron  c magnesium  d zinc     ",
+            "11": "11  \u00a9 ucles 2011 0620/11/o/n/11 [turn over  28 alloy x is strong and has a low density.    alloy y is heavy but is resistant to corrosion.    which could be uses of x and y?     bridge  supports aircraft overhead  cables  a x x y  b x y y  c y x x  d y y x     29 a metal is extracted from hematite, its oxide ore.    what is the metal and how is the oxide reduced?     metal method of reduction  a al electrolysis  b al heating with carbon  c fe electrolysis  d fe heating with carbon      30 a liquid turns white anhydrous copper sulfate blue and has a boiling point of 103 \u00b0c.     which could be the identity of the liquid?  a alcohol  b petrol  c salt solution  d pure water     ",
+            "12": "12  \u00a9 ucles 2011 0620/11/o/n/11  31 dry air is passed over hot copper until all the oxygen has reacted.    heatcopper dry air     the volume of gas at the end of the reaction is 120  cm3.    what is the starting volume of dry air?  a 132  cm3 b 150  cm3 c 180  cm3 d 600  cm3      32 in which row is the air pollutant not correctly matched with its source?     air pollutant source  a carbon monoxide incomplete combustion of fuels  b lead compounds burning petrol in cars  c nitrogen oxides decomposing vegetation  d sulfur dioxide burning coal and other fossil fuels    33 iron is a metal that rusts in the presence of oxygen and water.    mild steel is used for \u2026\u20261\u2026\u2026 and is prevented from rusting by \u2026\u20262\u2026\u2026 .    stainless steel is prevented from rusting by \u2026\u20263\u2026\u2026 it with another metal.    which words correctly complete gaps 1, 2 and 3?     1 2 3  a car bodies greasing covering  b car bodies painting mixing  c cutlery greasing covering  d cutlery painting mixing    ",
+            "13": "13  \u00a9 ucles 2011 0620/11/o/n/11 [turn over  34 which combination of chemical compounds could be used to produce the fertiliser shown?    supergrown     p     k 21 16 8::     a nh 4no 3, ca 3(po 4)2  b nh 4no 3, co(nh 2)2  c nh 4no 3, k2so 4, (nh 4)2so 4  d (nh 4)3po 4, kc l      35 which pollutant gas is produced by the decomposition of vegetation?  a carbon monoxide  b methane  c nitrogen oxide  d sulfur dioxide    36 the diagram represents the molecule of an organic compound.    key = carbon = oxygen= hydrogen     what is the name of the compound?  a ethane  b ethanoic acid   c ethanol  d ethene     ",
+            "14": "14  \u00a9 ucles 2011 0620/11/o/n/11  37 petroleum is a very important raw material that is separated into more useful products.    which terms describe petroleum and the method used to separate it?     petroleum is a method used to  separate petroleum  a compound cracking  b compound fractional distillation  c mixture cracking  d mixture fractional distillation      38 which pair of compounds are members of the same homologous series?    a cch hhh hc hh c hhhb hc hh ch hh hc hh ch ch hhh d hc hh ch ohh o ohhc hh cc cch hhh c hh ch nh      ",
+            "15": "15  \u00a9 ucles 2011 0620/11/o/n/11  39 the table shows the composition of four different types of petroleum (crude oil).    fraction arabian heavy  / % arabian light  / % iranian heavy  / % north sea  / %  gasoline 18 21 21 23  kerosene 11.5 13 13 15  diesel 18 20 20 24  fuel oil 52.5 46 46 38    which type of petroleum is best for the motor vehicle industry?  a arabian heavy  b arabian light  c iranian heavy  d north sea     40 when glucose is fermented, ethanol is formed together with  a carbon dioxide.  b ethene.  c methane.  d oxygen.    ",
+            "16": "16      permission to reproduce items where thir d-party owned material protected by copyright  is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to t race 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 t he 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.    \u00a9 ucles 2011 0620/11/o/n/11   group 140 ce cerium 58141 pr praseodymium 59144 nd neodymium 60pm promethium 61150 sm samarium 62152 eu europium 63157 gd gadolinium 64159 tb terbium 65162 dy dysprosium 66165 ho holmium 67167 er erbium 68169 tm thulium 69173 yb ytterbium 70175 lu lutetium 71 232 th thorium 90pa protactinium 91238 u uranium 92np neptunium 93pu plutonium 94am americium 95cm curium 96bk berkelium 97cf californium 98es einsteinium 99fm fermium 100md mendelevium 101no nobelium 102lr lawrencium 1031 h hydrogen 1 7 li lithium 3 23 na sodium 1124 mg magnesium 12 40 ca calcium 2045 sc scandium 2148 ti titanium 2251 v vanadium 2352 cr chromium 2455 mn manganese 2556 fe iron 2659 co cobalt 2759 ni nickel 2864 cu copper 2965 zn zinc 3070 ga gallium 3127 al aluminium 1311 b boron 512 c carbon 614 n nitrogen 716 o oxygen 819 f fluorine 9 28 si silicon 1431 p phosphorus 1532 s sulfur 1635.5 cl chlorine 1740 ar argon 1820 ne neon 104 he helium 2 73 ge germanium 3275 as arsenic 3379 se selenium 3480 br bromine 3584 kr krypton 3639 k potassium 19 88 sr strontium 3889 y yttrium 3991 zr zirconium 4093 nb niobium 4196 mo molybdenum 42tc technetium 43101 ru ruthenium 44103 rh rhodium 45106 pd palladium 46108 ag silver 47112 cd cadmium 48115 in indium 49119 sn tin 50122 sb antimony 51128 te tellurium 52127 i iodine 53131 xe xenon 54 137 ba barium 56139 la lanthanum 57        *178 hf hafnium 72181 ta tantalum 73184 w tungsten 74186 re rhenium 75190 os osmium 76192 ir iridium 77195 pt platinum 78197 au gold 79201 hg mercury 80204 tl thallium 81207 pb lead 82209 bi bismuth 83po polonium 84at astatine 85rn radon 86 fr francium 87227 ac actinium 899 be beryllium 4ii i iii iv v vi vii 0 85 rb rubidium 37 133 cs caesium 55 226 ra radium 88 the volume of one mole of any gas is 2 4dm3at room temperature and pressure (r .t.p.).a x ba = relative atomic mass x = atomic symbol b = proton (atomic) numberkey*58-71 lanthanoid series 90-103 actinoid seriesdata sheet the periodic t able of the elements  "
+        },
+        "0620_w11_qp_12.pdf": {
+            "1": "    this document consists of 16 printed pages.  ib11 11_0620_12/2rp  \u00a9 ucles 2011  [turn over       *6081136031* university of cambridge international examinations  international general certificate of secondary education       chemistry 0620/12     paper 1 multiple choice  october/november 2011       45 minutes  additional materials: multiple choice answer sheet   soft clean eraser   soft pencil (type b or hb is recommended)       read these instructions first    write in soft pencil. do not use staples, paper clips, highlighters, glue or correction fluid. write your name, centre number and candidate number on the answer sheet in the spaces provided unless  this has been done for you.   there are forty  questions on this paper. answer all questions. for each question there are four possible  answers a, b, c and d.   choose the one you consider correct and record your choice in soft pencil  on the separate answer sheet.   read the instructions on the answer sheet very carefully.  each correct answer will score one mark. a mark will not be deducted for a wrong answer. any rough working should be done in this booklet. a copy of the periodic table is printed on page 16. you may use a calculator.  ",
+            "2": "2  \u00a9 ucles 2011 0620/12/o/n/11  1 in which substance are the particles close together and slowly moving past each other?  a air  b ice  c steam  d water      2 the diagram shows the electronic structures of atoms p and q.    key  = electron ee eeee e e eeeee ee epq= nucleus     p and q combine to form a molecule.    what is the formula of this molecule?  a pq 4 b pq c p 2q d p 4q     3 a student was provided with only a thermometer, a stopwatch and a beaker.    what could the student measure?  a 10.5  g solid and 24.8  cm3 liquid  b 10.5  g solid and 25  \u00b0c  c 24.8  cm3 liquid and 45 seconds  d 25  \u00b0c and 45 seconds    ",
+            "3": "3  \u00a9 ucles 2011 0620/12/o/n/11 [turn over  4 two isotopes of helium are he3 2and he.4 2     which two diagrams show the arrangement of particles in these two isotopes?    p n2 1ee ep n22ee p ne e ea np 21ee ep n2 2ee e eb p n21ee p n22ee c p3 p4ee ee dkey = electron = proton= neutron= nucleushe 3 242he       5 mixture 1 contains sand and water.    mixture 2 contains salt and water.    which method of separation could be used to obtain each of the required products from each  mixture?    mixture 1 mixture 2    to obtain sand to obtain water to obtain salt to obtain water  a crystallisation distillation filtration filtration  b crystallisation filtration filtration distillation  c filtration distillation crystallisation filtration  d filtration filtration crystallisation distillation    ",
+            "4": "4  \u00a9 ucles 2011 0620/12/o/n/11  6 the relative formula mass, mr, of copper( ii) sulfate, cuso 4, is 160.    which mass of sulfur is present in 160  g of copper( ii) sulfate?  a 16  g b 32  g c 64  g d 128  g     7 two elements, represented by  and , form a compound.    which diagram shows molecules of the compound?    abc d     8 the table describes the structures of four particles.    particle number of  protons number of  neutrons number of  electrons  o 8 8 8  o2\u2013 8 8 x  na 11 y 11  na+ 11 12 z    what are the correct values of x, y and z?     x y z  a 9 11 10  b 9 11 11  c 10 12 10  d 10 12 11    ",
+            "5": "5  \u00a9 ucles 2011 0620/12/o/n/11 [turn over  9 metals could be extracted from their molten chlorides using electrolysis.    which substances are formed at each electrode?     anode cathode  a chlorine hydrogen  b chlorine metal  c hydrogen metal  d metal chlorine     10 the diagram shows a section of an overhead power cable.    aluminiumsteel glazed porcelain     which statement explains why a particular substance is used?  a aluminium has a low density and is a good conductor of electricity.  b porcelain is a good conductor of electricity.  c steel can rust in damp air.  d steel is more dense than aluminium.      11 concentrated aqueous potassium bromide solution is electrolysed using inert electrodes.    the ions present in the solution are k+, br  \u2013, h+ and oh\u2013.    to which electrodes are the ions attracted during this electrolysis?     attracted to anode attracted to cathode  a br \u2013 and k+ h+ and oh\u2013  b br \u2013 and oh\u2013 h+ and k+  c h+ and k+ br  \u2013 and oh\u2013  d h+ and oh\u2013 br  \u2013 and k+    ",
+            "6": "6  \u00a9 ucles 2011 0620/12/o/n/11  12 the sign  is used in some equations to show that a reaction is reversible.    two incomplete equations are given.     reactants products  p coc l 2 + 2h 2o coc l 2.2h 2o   q c + o 2 co 2    for which of these reactions can a  sign be correctly used to complete the equation?     p q  a \u0013 \u0013  b \u0013 \u0017  c \u0017 \u0013  d \u0017 \u0017     13 which fuel needs oxygen in order to produce heat energy and which type of reaction produces  the energy?     fuel type of reaction  a a radioactive isotope endothermic  b a radioactive isotope exothermic  c hydrogen endothermic  d hydrogen exothermic    14 some reactions are listed.    methane + oxygen \u2192 carbon dioxide + water  sodium + water \u2192 sodium hydroxide + hydrogen  magnesium + hydrochloric acid \u2192 magnesium chloride + hydrogen    which word correctly describes all of these reactions?  a combustion  b endothermic  c exothermic  d neutralisation     ",
+            "7": "7  \u00a9 ucles 2011 0620/12/o/n/11 [turn over  15 which type of reaction always forms a salt and water?  a exothermic  b neutralisation  c oxidation  d polymerisation      16 an experiment to determine the rate of a chemical reaction could be carried out using the  apparatus shown.    reaction mixture     which reaction is being studied?  a c l 2 + 2kbr \u2192 2kc l + br 2  b mg + h 2so 4 \u2192 mgso 4 + h 2  c nac l + agno 3 \u2192 nano 3 + agc l  d naoh + hc l \u2192 nac l + h 2o      17 copper( ii) carbonate reacts with dilute sulfuric acid.    cuco 3(s) + h 2so 4(aq) \u2192 cuso 4(aq) + co 2(g) + h 2o(l)    the speed of the reaction can be changed by varying the conditions.    which conditions would always increase the speed of this chemical reaction?    1 increase the concentration of the reactants.  2 increase the size of the pieces of copper( ii) carbonate.  3 increase the temperature.  4 increase the volume of sulfuric acid.    a 1, 3 and 4 b 1 and 3 only c 2 and 3 d 3 and 4 only     ",
+            "8": "8  \u00a9 ucles 2011 0620/12/o/n/11  18 the table shows some properties of two elements in group vii of the periodic table.    element state at 20  \u00b0c density  / g per cm3 melting point  / \u00b0c  chlorine gas 0.0032 \u2013101   bromine liquid 3.1 000  \u20137     which properties is fluorine likely to have?     state at 20  \u00b0c density  / g per cm3 melting point  / \u00b0c  a gas 0.0017 \u2013220  b gas 0.17 00  \u2013188  c liquid 0.0017 \u2013220  d liquid 0.17 00  \u2013188      19 statement 1:  helium is a reactive gas.    statement 2:  helium can be used to fill balloons.    which is correct?   a both statements are correct and statement 2 explains statement 1.  b both statements are correct but statement 2 does not explain statement 1.  c statement 1 is correct but statement 2 is incorrect.  d statement 2 is correct but statement 1 is incorrect.    20 an alloy contains copper and zinc.    some of the zinc has become oxidised to zinc oxide.    what is the result of adding an excess of dilute sulfuric acid to the alloy?  a a blue solution and a white solid remains.  b a colourless solution and a pink  / brown solid remains.  c the alloy dissolves completely to give a blue solution.  d the alloy dissolves completely to give a colourless solution.     ",
+            "9": "9  \u00a9 ucles 2011 0620/12/o/n/11 [turn over  21 an element has the following properties.    \u25cf it forms coloured compounds.  \u25cf it acts as a catalyst.  \u25cf it melts at 1539  \u00b0c.    in which part of the periodic table is the element found?  a group i  b group iv  c group vii  d transition elements     22 the results of three tests on a solution of compound x are shown.    test result  aqueous sodium  hydroxide added white precipitate formed, soluble in excess  aqueous ammonia added white precipitate formed,  soluble in excess  dilute hydrochloric acid added bubbles of gas    what is compound x?  a aluminium carbonate  b aluminium chloride  c zinc carbonate  d zinc chloride     23 which property is not characteristic of a base?  a it reacts with a carbonate to form carbon dioxide.  b it reacts with an acid to form a salt.  c it reacts with an ammonium salt to form ammonia.  d it turns universal indicator paper blue.    ",
+            "10": "10  \u00a9 ucles 2011 0620/12/o/n/11  24 a liquid turns white anhydrous copper sulfate blue and has a boiling point of 103 \u00b0c.     which could be the identity of the liquid?  a alcohol  b petrol  c salt solution  d pure water     25 alloy x is strong and has a low density.    alloy y is heavy but is resistant to corrosion.    which could be uses of x and y?     bridge  supports aircraft overhead  cables  a x x y  b x y y  c y x x  d y y x     26 which statements are correct?    1 metals are often used in the form of alloys.  2 stainless steel is an alloy of iron.  3 alloys always contain more than two metals.    a 1 and 2 only b 1 and 3 only c 2 and 3 only d 1, 2 and 3     27 which statement is true about all metals?  a they are attracted to a magnet.  b they are weak and brittle.  c they may be used to form alloys.  d they react with water.    ",
+            "11": "11  \u00a9 ucles 2011 0620/12/o/n/11 [turn over  28 a metal is extracted from hematite, its oxide ore.    what is the metal and how is the oxide reduced?     metal method of reduction  a al electrolysis  b al heating with carbon  c fe electrolysis  d fe heating with carbon     29 a chemical engineer plans to produce hydrochloric acid.    which metal is best for the reaction container?  a copper  b iron  c magnesium  d zinc     30 when sodium reacts with water, a solution and a gas are produced.    watersodium     the solution is tested with litmus paper and the gas is tested with a splint.    what happens to the litmus paper and to the splint?     litmus paper splint  a blue to red glowing splint relights  b blue to red lighted splint \u2018pops\u2019  c red to blue glowing splint relights  d red to blue lighted splint \u2018pops\u2019     ",
+            "12": "12  \u00a9 ucles 2011 0620/12/o/n/11  31 iron is a metal that rusts in the presence of oxygen and water.    mild steel is used for \u2026\u20261\u2026\u2026 and is prevented from rusting by \u2026\u20262\u2026\u2026 .    stainless steel is prevented from rusting by \u2026\u20263\u2026\u2026 it with another metal.    which words correctly complete gaps 1, 2 and 3?     1 2 3  a car bodies greasing covering  b car bodies painting mixing  c cutlery greasing covering  d cutlery painting mixing     32 dry air is passed over hot copper until all the oxygen has reacted.    heatcopper dry air     the volume of gas at the end of the reaction is 120  cm3.    what is the starting volume of dry air?  a 132  cm3 b 150  cm3 c 180  cm3 d 600  cm3     33 in which row is the air pollutant not correctly matched with its source?     air pollutant source  a carbon monoxide incomplete combustion of fuels  b lead compounds burning petrol in cars  c nitrogen oxides decomposing vegetation  d sulfur dioxide burning coal and other fossil fuels     ",
+            "13": "13  \u00a9 ucles 2011 0620/12/o/n/11 [turn over  34 which pollutant gas is produced by the decomposition of vegetation?  a carbon monoxide  b methane  c nitrogen oxide  d sulfur dioxide      35 which combination of chemical compounds could be used to produce the fertiliser shown?    supergrown     p     k 21 16 8::     a nh 4no 3, ca 3(po 4)2  b nh 4no 3, co(nh 2)2  c nh 4no 3, k2so 4, (nh 4)2so 4  d (nh 4)3po 4, kc l     36 the diagram represents the molecule of an organic compound.    key = carbon = oxygen= hydrogen     what is the name of the compound?  a ethane  b ethanoic acid   c ethanol  d ethene     ",
+            "14": "14  \u00a9 ucles 2011 0620/12/o/n/11  37 when glucose is fermented, ethanol is formed together with  a carbon dioxide.  b ethene.  c methane.  d oxygen.      38 the table shows the composition of four different types of petroleum (crude oil).    fraction arabian heavy  / % arabian light  / % iranian heavy  / % north sea  / %  gasoline 18 21 21 23  kerosene 11.5 13 13 15  diesel 18 20 20 24  fuel oil 52.5 46 46 38    which type of petroleum is best for the motor vehicle industry?  a arabian heavy  b arabian light  c iranian heavy  d north sea     39 which pair of compounds are members of the same homologous series?    a cch hhh hc hh c hhhb hc hh ch hh hc hh ch ch hhh d hc hh ch ohh o ohhc hh cc cch hhh c hh ch nh      ",
+            "15": "15  \u00a9 ucles 2011 0620/12/o/n/11  40 petroleum is a very important raw material that is separated into more useful products.    which terms describe petroleum and the method used to separate it?     petroleum is a method used to  separate petroleum  a compound cracking  b compound fractional distillation  c mixture cracking  d mixture fractional distillation     ",
+            "16": "16      permission to reproduce items where third-par ty owned material protected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the publis her (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 t he 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.    \u00a9 ucles 2011 0620/12/o/n/11   group 140 ce cerium 58141 pr praseodymium 59144 nd neodymium 60pm promethium 61150 sm samarium 62152 eu europium 63157 gd gadolinium 64159 tb terbium 65162 dy dysprosium 66165 ho holmium 67167 er erbium 68169 tm thulium 69173 yb ytterbium 70175 lu lutetium 71 232 th thorium 90pa protactinium 91238 u uranium 92np neptunium 93pu plutonium 94am americium 95cm curium 96bk berkelium 97cf californium 98es einsteinium 99fm fermium 100md mendelevium 101no nobelium 102lr lawrencium 1031 h hydrogen 1 7 li lithium 3 23 na sodium 1124 mg magnesium 12 40 ca calcium 2045 sc scandium 2148 ti titanium 2251 v vanadium 2352 cr chromium 2455 mn manganese 2556 fe iron 2659 co cobalt 2759 ni nickel 2864 cu copper 2965 zn zinc 3070 ga gallium 3127 al aluminium 1311 b boron 512 c carbon 614 n nitrogen 716 o oxygen 819 f fluorine 9 28 si silicon 1431 p phosphorus 1532 s sulfur 1635.5 cl chlorine 1740 ar argon 1820 ne neon 104 he helium 2 73 ge germanium 3275 as arsenic 3379 se selenium 3480 br bromine 3584 kr krypton 3639 k potassium 19 88 sr strontium 3889 y yttrium 3991 zr zirconium 4093 nb niobium 4196 mo molybdenum 42tc technetium 43101 ru ruthenium 44103 rh rhodium 45106 pd palladium 46108 ag silver 47112 cd cadmium 48115 in indium 49119 sn tin 50122 sb antimony 51128 te tellurium 52127 i iodine 53131 xe xenon 54 137 ba barium 56139 la lanthanum 57        *178 hf hafnium 72181 ta tantalum 73184 w tungsten 74186 re rhenium 75190 os osmium 76192 ir iridium 77195 pt platinum 78197 au gold 79201 hg mercury 80204 tl thallium 81207 pb lead 82209 bi bismuth 83po polonium 84at astatine 85rn radon 86 fr francium 87227 ac actinium 899 be beryllium 4ii i iii iv v vi vii 0 85 rb rubidium 37 133 cs caesium 55 226 ra radium 88 the volume of one mole of any gas is 2 4dm3at room temperature and pressure (r .t.p.).a x ba = relative atomic mass x = atomic symbol b = proton (atomic) numberkey*58-71 lanthanoid series 90-103 actinoid seriesdata sheet the periodic t able of the elements  "
+        },
+        "0620_w11_qp_13.pdf": {
+            "1": "    this document consists of 16 printed pages.  ib11 11_0620_13/rp  \u00a9 ucles 2011  [turn over       *9111606963* university of cambridge international examinations  international general certificate of secondary education       chemistry 0620/13     paper 1 multiple choice  october/november 2011       45 minutes  additional materials: multiple choice answer sheet   soft clean eraser   soft pencil (type b or hb is recommended)       read these instructions first    write in soft pencil. do not use staples, paper clips, highlighters, glue or correction fluid. write your name, centre number and candidate number on the answer sheet in the spaces provided unless  this has been done for you.   there are forty  questions on this paper. answer all questions. for each question there are four possible  answers a, b, c and d.   choose the one you consider correct and record your choice in soft pencil  on the separate answer sheet.   read the instructions on the answer sheet very carefully.  each correct answer will score one mark. a mark will not be deducted for a wrong answer. any rough working should be done in this booklet. a copy of the periodic table is printed on page 16. you may use a calculator.  ",
+            "2": "2  \u00a9 ucles 2011 0620/13/o/n/11  1 in which substance are the particles close together and slowly moving past each other?  a air  b ice  c steam  d water      2 two isotopes of helium are he3 2and he.4 2     which two diagrams show the arrangement of particles in these two isotopes?    p n2 1ee ep n22ee p ne e ea np 21ee ep n2 2ee e eb p n21ee p n22ee c p3 p4ee ee dkey = electron = proton= neutron= nucleushe 3 242he      ",
+            "3": "3  \u00a9 ucles 2011 0620/13/o/n/11 [turn over  3 the diagram shows the electronic structures of atoms p and q.    key  = electron ee eeee e e eeeee ee epq= nucleus     p and q combine to form a molecule.    what is the formula of this molecule?  a pq 4 b pq c p 2q d p 4q     4 a student was provided with only a thermometer, a stopwatch and a beaker.    what could the student measure?  a 10.5  g solid and 24.8  cm3 liquid  b 10.5  g solid and 25  \u00b0c  c 24.8  cm3 liquid and 45 seconds  d 25  \u00b0c and 45 seconds      5 mixture 1 contains sand and water.    mixture 2 contains salt and water.    which method of separation could be used to obtain each of the required products from each mixture?    mixture 1 mixture 2    to obtain sand to obtain water to obtain salt to obtain water  a crystallisation distillation filtration filtration  b crystallisation filtration filtration distillation  c filtration distillation crystallisation filtration  d filtration filtration crystallisation distillation    ",
+            "4": "4  \u00a9 ucles 2011 0620/13/o/n/11  6 concentrated aqueous potassium bromide solution is electrolysed using inert electrodes.    the ions present in the solution are k+, br  \u2013, h+ and oh\u2013.    to which electrodes are the ions attracted during this electrolysis?     attracted to anode attracted to cathode  a br \u2013 and k+ h+ and oh\u2013  b br \u2013 and oh\u2013 h+ and k+  c h+ and k+ br  \u2013 and oh\u2013  d h+ and oh\u2013 br  \u2013 and k+      7 metals could be extracted from their molten chlorides using electrolysis.    which substances are formed at each electrode?     anode cathode  a chlorine hydrogen  b chlorine metal  c hydrogen metal  d metal chlorine      8 the table describes the structures of four particles.    particle number of  protons number of  neutrons number of  electrons  o 8 8 8  o2\u2013 8 8 x  na 11 y 11  na+ 11 12 z    what are the correct values of x, y and z?     x y z  a 9 11 10  b 9 11 11  c 10 12 10  d 10 12 11    ",
+            "5": "5  \u00a9 ucles 2011 0620/13/o/n/11 [turn over  9 the diagram shows a section of an overhead power cable.    aluminiumsteel glazed porcelain     which statement explains why a particular substance is used?  a aluminium has a low density and is a good conductor of electricity.  b porcelain is a good conductor of electricity.  c steel can rust in damp air.  d steel is more dense than aluminium.      10 two elements, represented by  and , form a compound.    which diagram shows molecules of the compound?    abc d      11 the relative formula mass, m r, of copper( ii) sulfate, cuso 4, is 160.    which mass of sulfur is present in 160  g of copper( ii) sulfate?  a 16  g b 32  g c 64  g d 128  g     ",
+            "6": "6  \u00a9 ucles 2011 0620/13/o/n/11  12 the sign  is used in some equations to show that a reaction is reversible.    two incomplete equations are given.     reactants products  p coc l 2 + 2h 2o coc l 2.2h 2o   q c + o 2 co 2    for which of these reactions can a  sign be correctly used to complete the equation?     p q  a \u0013 \u0013  b \u0013 \u0017  c \u0017 \u0013  d \u0017 \u0017     13 which fuel needs oxygen in order to produce heat energy and which type of reaction produces  the energy?     fuel type of reaction  a a radioactive isotope endothermic  b a radioactive isotope exothermic  c hydrogen endothermic  d hydrogen exothermic    14 some reactions are listed.    methane + oxygen \u2192 carbon dioxide + water  sodium + water \u2192 sodium hydroxide + hydrogen  magnesium + hydrochloric acid \u2192 magnesium chloride + hydrogen    which word correctly describes all of these reactions?  a combustion  b endothermic  c exothermic  d neutralisation     ",
+            "7": "7  \u00a9 ucles 2011 0620/13/o/n/11 [turn over  15 which type of reaction always forms a salt and water?  a exothermic  b neutralisation  c oxidation  d polymerisation      16 an experiment to determine the rate of a chemical reaction could be carried out using the  apparatus shown.    reaction mixture     which reaction is being studied?  a c l 2 + 2kbr \u2192 2kc l + br 2  b mg + h 2so 4 \u2192 mgso 4 + h 2  c nac l + agno 3 \u2192 nano 3 + agc l  d naoh + hc l \u2192 nac l + h 2o      17 copper( ii) carbonate reacts with dilute sulfuric acid.    cuco 3(s) + h 2so 4(aq) \u2192 cuso 4(aq) + co 2(g) + h 2o(l)    the speed of the reaction can be changed by varying the conditions.    which conditions would always increase the speed of this chemical reaction?    1 increase the concentration of the reactants.  2 increase the size of the pieces of copper( ii) carbonate.  3 increase the temperature.  4 increase the volume of sulfuric acid.    a 1, 3 and 4 b 1 and 3 only c 2 and 3 d 3 and 4 only     ",
+            "8": "8  \u00a9 ucles 2011 0620/13/o/n/11  18 the table shows some properties of two elements in group vii of the periodic table.    element state at 20  \u00b0c density  / g per cm3 melting point  / \u00b0c  chlorine gas 0.0032 \u2013101   bromine liquid 3.1 000  \u20137     which properties is fluorine likely to have?     state at 20  \u00b0c density  / g per cm3 melting point  / \u00b0c  a gas 0.0017 \u2013220  b gas 0.17 00  \u2013188  c liquid 0.0017 \u2013220  d liquid 0.17 00  \u2013188      19 the results of three tests on a solution of compound x are shown.    test result  aqueous sodium  hydroxide added white precipitate formed, soluble in excess  aqueous ammonia added white precipitate formed, soluble in excess  dilute hydrochloric acid added bubbles of gas    what is compound x?  a aluminium carbonate  b aluminium chloride  c zinc carbonate  d zinc chloride     ",
+            "9": "9  \u00a9 ucles 2011 0620/13/o/n/11 [turn over  20 an element has the following properties.    \u25cf it forms coloured compounds.  \u25cf it acts as a catalyst.  \u25cf it melts at 1539  \u00b0c.    in which part of the periodic table is the element found?  a group i  b group iv  c group vii  d transition elements     21 an alloy contains copper and zinc.    some of the zinc has become oxidised to zinc oxide.    what is the result of adding an excess of dilute sulfuric acid to the alloy?  a a blue solution and a white solid remains.  b a colourless solution and a pink  / brown solid remains.  c the alloy dissolves completely to give a blue solution.  d the alloy dissolves completely to give a colourless solution.     22 which property is not characteristic of a base?  a it reacts with a carbonate to form carbon dioxide.  b it reacts with an acid to form a salt.  c it reacts with an ammonium salt to form ammonia.  d it turns universal indicator paper blue.    23 statement 1:  helium is a reactive gas.    statement 2:  helium can be used to fill balloons.    which is correct?    a both statements are correct and statement 2 explains statement 1.  b both statements are correct but statement 2 does not explain statement 1.  c statement 1 is correct but statement 2 is incorrect.  d statement 2 is correct but statement 1 is incorrect.     ",
+            "10": "10  \u00a9 ucles 2011 0620/13/o/n/11  24 a liquid turns white anhydrous copper sulfate blue and has a boiling point of 103 \u00b0c.     which could be the identity of the liquid?  a alcohol  b petrol  c salt solution  d pure water     25 alloy x is strong and has a low density.    alloy y is heavy but is resistant to corrosion.    which could be uses of x and y?     bridge  supports aircraft overhead  cables  a x x y  b x y y  c y x x  d y y x     26 when sodium reacts with water, a solution and a gas are produced.    watersodium     the solution is tested with litmus paper and the gas is tested with a splint.    what happens to the litmus paper and to the splint?     litmus paper splint  a blue to red glowing splint relights  b blue to red lighted splint \u2018pops\u2019  c red to blue glowing splint relights  d red to blue lighted splint \u2018pops\u2019     ",
+            "11": "11  \u00a9 ucles 2011 0620/13/o/n/11 [turn over  27 which statements are correct?    1 metals are often used in the form of alloys.  2 stainless steel is an alloy of iron. 3 alloys always contain more than two metals.    a 1 and 2 only b 1 and 3 only c 2 and 3 only d 1, 2 and 3      28 a chemical engineer plans to produce hydrochloric acid.    which metal is best for the reaction container?  a copper  b iron  c magnesium  d zinc     29 which statement is true about all metals?  a they are attracted to a magnet.  b they are weak and brittle.  c they may be used to form alloys.  d they react with water.    30 a metal is extracted from hematite, its oxide ore.    what is the metal and how is the oxide reduced?     metal method of reduction  a al electrolysis  b al heating with carbon  c fe electrolysis  d fe heating with carbon    ",
+            "12": "12  \u00a9 ucles 2011 0620/13/o/n/11  31 iron is a metal that rusts in the presence of oxygen and water.    mild steel is used for \u2026\u20261\u2026\u2026 and is prevented from rusting by \u2026\u20262\u2026\u2026 .    stainless steel is prevented from rusting by \u2026\u20263\u2026\u2026 it with another metal.    which words correctly complete gaps 1, 2 and 3?     1 2 3  a car bodies greasing covering  b car bodies painting mixing  c cutlery greasing covering  d cutlery painting mixing     32 in which row is the air pollutant not correctly matched with its source?     air pollutant source  a carbon monoxide incomplete combustion of fuels  b lead compounds burning petrol in cars  c nitrogen oxides decomposing vegetation  d sulfur dioxide burning coal and other fossil fuels      33 dry air is passed over hot copper until all the oxygen has reacted.    heatcopper dry air     the volume of gas at the end of the reaction is 120  cm3.    what is the starting volume of dry air?  a 132  cm3 b 150  cm3 c 180  cm3 d 600  cm3    ",
+            "13": "13  \u00a9 ucles 2011 0620/13/o/n/11 [turn over  34 which pollutant gas is produced by the decomposition of vegetation?  a carbon monoxide  b methane  c nitrogen oxide  d sulfur dioxide      35 which combination of chemical compounds could be used to produce the fertiliser shown?    supergrown     p     k 21 16 8::     a nh 4no 3, ca 3(po 4)2  b nh 4no 3, co(nh 2)2  c nh 4no 3, k2so 4, (nh 4)2so 4  d (nh 4)3po 4, kc l     36 the diagram represents the molecule of an organic compound.    key = carbon = oxygen= hydrogen     what is the name of the compound?  a ethane  b ethanoic acid   c ethanol  d ethene     ",
+            "14": "14  \u00a9 ucles 2011 0620/13/o/n/11  37 the table shows the composition of four different types of petroleum (crude oil).    fraction arabian heavy  / % arabian light  / % iranian heavy  / % north sea  / %  gasoline 18 21 21 23  kerosene 11.5 13 13 15  diesel 18 20 20 24  fuel oil 52.5 46 46 38    which type of petroleum is best for the motor vehicle industry?  a arabian heavy  b arabian light  c iranian heavy  d north sea     38 which pair of compounds are members of the same homologous series?    a cch hhh hc hh c hhhb hc hh ch hh hc hh ch ch hhh d hc hh ch ohh o ohhc hh cc cch hhh c hh ch nh      ",
+            "15": "15  \u00a9 ucles 2011 0620/13/o/n/11  39 petroleum is a very important raw material that is separated into more useful products.    which terms describe petroleum and the method used to separate it?     petroleum is a method used to  separate petroleum  a compound cracking  b compound fractional distillation  c mixture cracking  d mixture fractional distillation      40 when glucose is fermented, ethanol is formed together with  a carbon dioxide.  b ethene.  c methane.  d oxygen.    ",
+            "16": "16      permission to reproduce items where thir d-party owned material protected by copyright  is included has been sought and cleared w here possible. every  reasonable effort has been made by the publis her (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.    \u00a9 ucles 2011 0620/13/o/n/11   group 140 ce cerium 58141 pr praseodymium 59144 nd neodymium 60pm promethium 61150 sm samarium 62152 eu europium 63157 gd gadolinium 64159 tb terbium 65162 dy dysprosium 66165 ho holmium 67167 er erbium 68169 tm thulium 69173 yb ytterbium 70175 lu lutetium 71 232 th thorium 90pa protactinium 91238 u uranium 92np neptunium 93pu plutonium 94am americium 95cm curium 96bk berkelium 97cf californium 98es einsteinium 99fm fermium 100md mendelevium 101no nobelium 102lr lawrencium 1031 h hydrogen 1 7 li lithium 3 23 na sodium 1124 mg magnesium 12 40 ca calcium 2045 sc scandium 2148 ti titanium 2251 v vanadium 2352 cr chromium 2455 mn manganese 2556 fe iron 2659 co cobalt 2759 ni nickel 2864 cu copper 2965 zn zinc 3070 ga gallium 3127 al aluminium 1311 b boron 512 c carbon 614 n nitrogen 716 o oxygen 819 f fluorine 9 28 si silicon 1431 p phosphorus 1532 s sulfur 1635.5 cl chlorine 1740 ar argon 1820 ne neon 104 he helium 2 73 ge germanium 3275 as arsenic 3379 se selenium 3480 br bromine 3584 kr krypton 3639 k potassium 19 88 sr strontium 3889 y yttrium 3991 zr zirconium 4093 nb niobium 4196 mo molybdenum 42tc technetium 43101 ru ruthenium 44103 rh rhodium 45106 pd palladium 46108 ag silver 47112 cd cadmium 48115 in indium 49119 sn tin 50122 sb antimony 51128 te tellurium 52127 i iodine 53131 xe xenon 54 137 ba barium 56139 la lanthanum 57        *178 hf hafnium 72181 ta tantalum 73184 w tungsten 74186 re rhenium 75190 os osmium 76192 ir iridium 77195 pt platinum 78197 au gold 79201 hg mercury 80204 tl thallium 81207 pb lead 82209 bi bismuth 83po polonium 84at astatine 85rn radon 86 fr francium 87227 ac actinium 899 be beryllium 4ii i iii iv v vi vii 0 85 rb rubidium 37 133 cs caesium 55 226 ra radium 88 the volume of one mole of any gas is 2 4dm3at room temperature and pressure (r .t.p.).a x ba = relative atomic mass x = atomic symbol b = proton (atomic) numberkey*58-71 lanthanoid series 90-103 actinoid seriesdata sheet the periodic t able of the elements  "
+        },
+        "0620_w11_qp_21.pdf": {
+            "1": "for examiner\u2019s use 1 2 3 total4 5 6 7 8read these instructions first write your centre number, candidate number and name in the spaces at the top of this page. write in dark blue or black pen.you may need to use a pencil for any diagrams, graphs or rough working.do not use staples, paper clips, highlighters, glue or correction \ufb02 uid. do not  write in any barcodes. answer all questions. a copy of the periodic table is printed on page 20. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question.chemistry  0620/21   paper 2 october/november 2011  1 hour 15 minutes candidates answer on the question paper. no additional materials are required.university of cambridge international examinations international general certi \ufb01 cate of secondary education this document consists of 18 printed pages and 2 blank pages. [turn overib11 11_0620_21/4rp\u00a9 ucles 2011 *5524108358*",
+            "2": "2 0620/21/o/n/11 \u00a9 ucles 2011for examiner\u2019s use1  chromatography can be used to test for the purity of substances.  (a) (i)   describe one area in everyday life where purity of substances is important.   . .  [1]  (ii)  mineral water contains dissolved salts such as magnesium chloride.   which one of the following statements about mineral water is correct?   tick one box.  mineral water boils at slightly above 100  \u00b0c.  mineral water is pure water. mineral water boils at exactly 100  \u00b0c.  another name for mineral water is \ufb01 zzy water. [1]  (b)  the diagram shows the apparatus used to separate different dyes in food colourings. spot of food colouring placed here   label the diagram in the boxes provided using the words below.  chromatography paper origin line solvent solvent front  [2]",
+            "3": "3 0620/21/o/n/11 \u00a9 ucles 2011 [turn overfor examiner\u2019s use (c)  the diagram below shows the chromatography of four different food colourings, a, b, c  and d. abcd at the start of the experimentabcd the final chromatogram  (i)  which food colouring, a, b, c or d, contains only one dye?   [1]  (ii)  which three  food colourings have one dye in common?   [1]  (iii) which food colouring contains the greatest number of dyes?   [1] [total: 7]",
+            "4": "4 0620/21/o/n/11 \u00a9 ucles 2011for examiner\u2019s use2  a student set up an experiment to demonstrate rusting as shown below.    he made observations at the start of the experiment, after 2 weeks and after  4 weeks.  measuring cylinder air water10  cm38 cm3iron wool 8 cm3 start after 2 weeks after 4 weeks  (a)  what conditions are needed for the iron wool to rust?   ... ..  [2]  (b)  two weeks after the start of the experiment, the volume of air in the measuring cylinder  had decreased. after a further two weeks there was no change in the volume of air.   explain the results of this experiment.   ...    ...    ...    ... ..  [3]  (c)  what change would you observe in the iron wool as it rusted?  appearance at start  ...  appearance after 2 weeks  ..  [2] (d)  rust contains iron( iii) ions.   describe a test for iron( iii) ions.  test     result  .. .  [2]",
+            "5": "5 0620/21/o/n/11 \u00a9 ucles 2011 [turn overfor examiner\u2019s use (e)  clean iron reacts with dilute hydrochloric acid. fe  +  2hc l  \u2192  fec l 2  +  h2  write a word equation for this reaction.   ... ..  [2] [total: 11]",
+            "6": "6 0620/21/o/n/11 \u00a9 ucles 2011for examiner\u2019s use3  the diagram shows some of the elements in period 3 of the periodic table. na mg si p s c l ar  (a)  from the diagram, choose  (i)  one element which forms a basic oxide.   . .  [1]  (ii)  two elements which form acidic oxides.  ... and ... [2 ]  (b)  describe how metallic character of the elements changes across a period.   ... ..  [1]  (c)  what determines the order of the elements in the periodic table?   ... ..  [1]  (d)  the missing element in the table is aluminium.  (i)  describe the structure of an aluminium atom.   in your description write about  \u25cf the number and types of particles in the nucleus  \u25cf the electrons.   . ...   . ...   . ...   . ...   . ...   . .  [4]",
+            "7": "7 0620/21/o/n/11 \u00a9 ucles 2011 [turn overfor examiner\u2019s use (ii)  use the information in the table below to explain why aluminium is used in   preference to iron or titanium for overhead electricity cables.  give two reasons. metalelectrical conductivitydensity in g  / cm3melting point   / \u00b0cstrengthprice in \u00a3  / kg aluminium very good 2.7 660 fairly strong 24 iron good 7.9 1535 strong 3titanium good 4.5 1660 very strong 104   . ...   . ...   . .  [2]  (e)  chlorine is a green gas.   when chlorine is bubbled through an aqueous solution of potassium bromide, the solution  turns orange.   complete the symbol equation for this reaction.  c l  2  +  kbr  \u2192  ...  +  kc l [2]  (f)  argon is a noble gas which is denser than air.    which one of these statements about argon is correct?   tick one box.  argon reacts rapidly with chlorine. argon is used for \ufb01 lling balloons.  argon has a complete outer shell of valency electrons. argon has only two valency electrons in its outer shell. [1] [total: 14]",
+            "8": "8 0620/21/o/n/11 \u00a9 ucles 2011for examiner\u2019s use4  ethane is a saturated hydrocarbon. ethene is an unsaturated hydrocarbon.  (a)  describe how you can distinguish between ethane and ethene using aqueous bromine.   ...    ... ..  [2]  (b)  the diagram shows the apparatus used to crack long chain alkanes into alkenes and  shorter chained alkanes in the laboratory. long chain alkane absorbed into mineral woolhot aluminium oxide wateralkene  (i)  state two conditions needed for cracking.   . .  [2]  (ii)  what information in the diagram shows that alkenes are insoluble in water?   . .  [1]  (iii)  propene is an alkene.  the formula of propene is c3h6.  calculate the relative molecular mass of propene. [1]  (iv)  complete the equation for the cracking of the alkane tetradecane, c14h30.  c14h30  \u2192  ...  +  c10h22 [1]",
+            "9": "9 0620/21/o/n/11 \u00a9 ucles 2011 [turn overfor examiner\u2019s use (c)  poly(ethene) is formed from ethene monomers.   select two words from the list that describe this reaction.  addition condensation dehydration  fermentation neutralisation polymerisation ... and ... [2 ] [total: 9]",
+            "10": "10 0620/21/o/n/11 \u00a9 ucles 2011for examiner\u2019s use5  a pupil studied the effect of temperature on the speed of reaction of aqueous sodium  thiosulfate with dilute hydrochloric acid.   when he added hydrochloric acid to a solution of sodium thiosulfate, a precipitate of sulfur  gradually formed. he recorded the time taken for some writing placed under the \ufb02 ask to  disappear from view. experiment experimentsodium thiosulfate solution (colourless)precipitate of sulfuraddhydrochloricacid   he repeated the experiment at different temperatures.   the table shows his results. temperature / \u00b0ctime taken for the writing to disappear from view  / s 15 100 30 5645 3460 2075 12",
+            "11": "11 0620/21/o/n/11 \u00a9 ucles 2011 [turn overfor examiner\u2019s use (a) (i)   on the grid below, plot a graph of the time taken against temperature. 02 0 4 0 temperature  / \u00b0c60 80100 80604020 0time taken /  s [3]  (ii)  at which temperature was the reaction the fastest?   . .  [1]  (iii)  describe how the temperature affects the speed of reaction.   . ...   . .  [1]  (b)  suggest how the speed of this reaction at 30  \u00b0c will change when the concentration of  hydrochloric acid is increased.   ... ..  [1]",
+            "12": "12 0620/21/o/n/11 \u00a9 ucles 2011for examiner\u2019s use (c)  the equation for the reaction is  na2s2o3(aq)  +  2hc l (aq)  \u2192  2nac l (aq)  + so2(g)  +  s(s)  +  h2o(l)  (i)  state the name of the salt formed in this reaction.   . .  [1]  (ii)  to which group in the periodic table does sulfur belong?   . .  [1]  (iii)   sulfur dioxide is formed when coal is burnt in power stations.   state one harmful effect of sulfur dioxide on the environment.   . .  [1]  (iv)  sulfur dioxide can be removed in power stations by \ufb02 ue gas desulfurisation.    which one of these compounds is used to remove the sulfur dioxide in this process?   tick one box.  calcium chloride calcium oxide nitrogen dioxide potassium nitrate [1]  (v)  magnesium burns in sulfur dioxide. 2mg  +  so 2  \u2192  2mgo  +  s   refer to this equation to explain why this is a redox reaction.   . ...   . .  [2] [total: 12]",
+            "13": "13 0620/21/o/n/11 \u00a9 ucles 2011 [turn overfor examiner\u2019s use6  the diagram shows the \ufb02 ame from a bunsen burner when its air hole is open. outer zone middle zone inner cone  (a)  in the outer zone of the \ufb02 ame, methane undergoes complete combustion.   complete the equation for the complete combustion of methane.  ch4  +  ...  \u2192  co2  +  2h2o [2]  (b)  in the middle zone of the \ufb02 ame, less air is present and incomplete combustion occurs.   state the name of the poisonous gas formed during the incomplete combustion of  methane.   ... ..  [1]  (c)  the inner cone of the \ufb02 ame contains only unburnt methane.   a student put a match in the bunsen burner as shown in the diagram below.   he then lit the bunsen burner. match head pin   suggest why the match did not catch \ufb01 re.   ... ..  [1]",
+            "14": "14 0620/21/o/n/11 \u00a9 ucles 2011for examiner\u2019s use (d)  the products of the complete combustion of methane were drawn through the apparatus  shown below. abto suction pump anhydrous (white) copper sulfatesoda lime granules  (i)  state the name of the substance that turned the white copper sulfate in tube a, blue.   . .  [1]  (ii)  how could you change blue copper sulfate to white copper sulfate?   . .  [1]  (iii)  the soda lime in tube b absorbs carbon dioxide.    state and explain what happens to the mass of the soda lime as the experiment  proceeds.   . ...   . .  [1]  (e)  methane is a greenhouse gas.  (i)  state one source of the methane in the atmosphere.   . .  [1]  (ii)  state one effect of an increased concentration of methane in the atmosphere.   . .  [1] [total: 9]",
+            "15": "15 0620/21/o/n/11 \u00a9 ucles 2011 [turn overfor examiner\u2019s use7  a student studied the reaction of citric acid with sodium hydrogen carbonate. she put a  solution of citric acid in a plastic cup and measured its temperature.   she then added sodium hydrogen carbonate powder and measured the temperature again. thermometer plastic cupsodium hydrogen carbonate citric acid solutionlid  (a)  the temperature of the reaction mixture decreased.   which one of these statements about this reaction is correct?   tick one box.  the reaction released heat energy. the reaction is exothermic. the reaction is endothermic. the products have less energy than the reactants. [1]  (b)  the structure of citric acid is shown below. cooh ch2 c cooh ho ch2 cooh  (i)  on this structure, put a ring around the alcohol functional group. [1]  (ii)  write the simplest formula for citric acid.   . .  [1]",
+            "16": "16 0620/21/o/n/11 \u00a9 ucles 2011for examiner\u2019s use (c)  salts of citric acid can be prepared from lemon juice.  (i)  the lemon juice is \ufb01 rst boiled to remove various substances including enzymes.   what do you understand by the term enzyme ?   . ...   . .  [2]  (ii)  the lemon juice is then neutralised with calcium carbonate and solid calcium citrate  is formed.   suggest how the calcium citrate can be separated from the mixture.   . .  [1]  (iii)  carbon dioxide gas is released when citric acid solution reacts with calcium  carbonate.   describe a test for carbon dioxide.  test   .  result    [2]  (d)  the concentration of a citric acid solution can be found by carrying out a titration using  the apparatus shown below. sodium hydroxide solution citric acid solution   describe how to carry out this titration.   ...    ...    ...    ...    ... ..  [3] [total: 11]",
+            "17": "17 0620/21/o/n/11 \u00a9 ucles 2011for examiner\u2019s use8  the diagram shows an electrolysis cell for extracting sodium from molten sodium chloride. \u2013\u2013 + \u2013 +b c dasodium e molten sodium chloridesodium power supply  (a) (i)   which letter on the diagram represents  the electrolyte?  .. the cathode?    [2] (ii)  which one of the following substances is most likely to be used as the anode?   put a ring around the correct answer.  graphite sodium sulfur zinc  [1]  (b)  what information from the diagram suggests that sodium is less dense than molten  sodium chloride?   ... ..  [1]  (c)  predict the product formed at the anode during this electrolysis.   ... ..  [1]  (d)  name the gases formed at the anode and cathode when an aqueous  solution of sodium  chloride is electrolysed.  product at the anode  .  product at the cathode    [2] [total: 7]",
+            "18": "18 blank page 0620/21/o/n/11 \u00a9 ucles 2011",
+            "19": "19 blank page 0620/21/o/n/11 \u00a9 ucles 2011",
+            "20": "20 permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here 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. 0620/21/o/n/11 \u00a9 ucles 2011 group 140 ce cerium 58141 pr praseodymium 59144 nd neodymium 60pm promethium 61150 sm samarium 62152 eu europium 63157 gd gadolinium 64159 tb terbium 65162 dy dysprosium 66165 ho holmium 67167 er erbium 68169 tm thulium 69173 yb ytterbium 70175 lu lutetium 71 232 th thorium 90pa protactinium 91238 u uranium 92np neptunium 93pu plutonium 94am americium 95cm curium 96bk berkelium 97cf californium 98es einsteinium 99fm fermium 100md mendelevium 101no nobelium 102lr lawrencium 1031 h hydrogen 1 7 li lithium 3 23 na sodium 1124 mg magnesium 12 40 ca calcium 2045 sc scandium 2148 ti titanium 2251 v vanadium 2352 cr chromium 2455 mn manganese 2556 fe iron 2659 co cobalt 2759 ni nickel 2864 cu copper 2965 zn zinc 3070 ga gallium 3127 al aluminium 1311 b boron 512 c carbon 614 n nitrogen 716 o oxygen 819 f fluorine 9 28 si silicon 1431 p phosphorus 1532 s sulfur 1635.5 cl chlorine 1740 ar argon 1820 ne neon 104 he helium 2 73 ge germanium 3275 as arsenic 3379 se selenium 3480 br bromine 3584 kr krypton 3639 k potassium 19 88 sr strontium 3889 y yttrium 3991 zr zirconium 4093 nb niobium 4196 mo molybdenum 42tc technetium 43101 ru ruthenium 44103 rh rhodium 45106 pd palladium 46108 ag silver 47112 cd cadmium 48115 in indium 49119 sn tin 50122 sb antimony 51128 te tellurium 52127 i iodine 53131 xe xenon 54 137 ba barium 56139 la lanthanum 57        *178 hf hafnium 72181 ta tantalum 73184 w tungsten 74186 re rhenium 75190 os osmium 76192 ir iridium 77195 pt platinum 78197 au gold 79201 hg mercury 80204 tl thallium 81207 pb lead 82209 bi bismuth 83po polonium 84at astatine 85rn radon 86 fr francium 87227 ac actinium 899 be beryllium 4ii i iii iv v vi vii 0 85 rb rubidium 37 133 cs caesium 55 226 ra radium 88 the volume of one mole of any gas is 24 dm3at room temperature and pressure (r.t.p.).a x ba = relative atomic mass x = atomic symbol b = proton (atomic) numberkey*58-71 lanthanoid series 90-103 actinoid seriesdata sheet the periodic table of the elements"
+        },
+        "0620_w11_qp_22.pdf": {
+            "1": "for examiner\u2019s use 1 2 3 total4 5 6 7read these instructions first write your centre number, candidate number and name in the spaces at the top of this page. write in dark blue or black pen.you may need to use a pencil for any diagrams, graphs or rough working.do not use staples, paper clips, highlighters, glue or correction \ufb02 uid. do not  write in any barcodes. answer all questions. a copy of the periodic table is printed on page 20. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question.chemistry  0620/22   paper 2 october/november 2011  1 hour 15 minutes candidates answer on the question paper. no additional materials are required.university of cambridge international examinations international general certi \ufb01 cate of secondary education this document consists of 19 printed pages and 1 blank page. [turn overib11 11_0620_22/4rp\u00a9 ucles 2011 *6305238937*",
+            "2": "2 0620/22/o/n/11 \u00a9 ucles 2011for examiner\u2019s use1  the diagram shows \ufb01 ve different pieces of laboratory glassware, a, b, c, d and e. abc de  (a)  choose from a, b, c, d or e to answer the following questions.   each letter may be used once, more than once or not at all.   which piece of glassware is best used to  (i)  measure out a volume of liquid accurately,  (ii)  place a spot of liquid on chromatography paper,  (iii)  condense a liquid with a low boiling point,  (iv)  shake two solutions together to mix them,  (v)  deliver a variable volume of solution when performing a titration? [5]",
+            "3": "3 0620/22/o/n/11 \u00a9 ucles 2011 [turn overfor examiner\u2019s use (b)  the diagram shows the apparatus used to prepare carbon dioxide in the laboratory. pieces of calcium carbonatewaterconcentrated hydrochloric acid delivery tube gas ja r  (i)  state the name of a rock which is made up largely of calcium carbonate.   . .  [1]  (ii)  which one of these statements about carbon dioxide is correct?    tick one box.  carbon dioxide is lighter than air. carbon dioxide is a liquid at room temperature. carbon dioxide is heavier than air. carbon dioxide has the same density as air. [1]  (iii)  complete the equation for the reaction of calcium carbonate with hydrochloric acid.   caco 3  +  hc l  \u2192  cac l 2  +  co2  +  ... [2] [total: 9]",
+            "4": "4 0620/22/o/n/11 \u00a9 ucles 2011for examiner\u2019s use2  many of the elements in the periodic table are metals.  (a)  state one common use for each of the following metals.  (i) copper  ..  [1 ]  (ii)  platinum  ...  [1]  (iii)  aluminium    [1]  (b)  lead is a metal in group iv of the periodic table.  (i)  state one adverse effect of lead on health.   . .  [1]  (ii)  lead has several isotopes.   one isotope of lead is 207pb82   state the number of protons and neutrons in this isotope of lead.   number of protons  ...  [1]   number of neutrons  .  [1]  (c)  sodium is a very reactive metal.   (i)  a student added a few drops of litmus solution to a large beaker of water. she then  dropped a small piece of sodium into the beaker.   describe what the student would observe during the reaction.   . ...   . ...   . .  [3]  (ii)  complete the word equation for the reaction of sodium with water.  sodium  +  water  \u2192  ...  +  ...  ... [2]",
+            "5": "5 0620/22/o/n/11 \u00a9 ucles 2011 [turn overfor examiner\u2019s use (iii)  sodium chloride is formed when sodium burns in chlorine.    sodium chloride is an ionic compound.   complete the following sentences about this reaction using words from the list.  electron gains ion loses  molecule negative positive proton  when sodium burns in chlorine, each sodium atom loses an  and becomes a sodium   . each chlorine atom  an electron and becomes a  ion. [4] [total: 15]",
+            "6": "6 0620/22/o/n/11 \u00a9 ucles 2011for examiner\u2019s use3  hydrogen peroxide decomposes slowly at room temperature to form water and oxygen.   the reaction is catalysed by manganese( iv) oxide.  2h2o2  \u2192  2h2o  +  o2   a student used the apparatus shown below to study how changing the concentration of  hydrogen peroxide affects the speed of this reaction. hydrogen peroxide manganese( iv) oxidegas syringeoxygen collects here  (a)  apart from the volume of hydrogen peroxide, state two things that the student must keep  the same in each experiment.  1.  ...   2.  ... ..  [2]",
+            "7": "7 0620/22/o/n/11 \u00a9 ucles 2011 [turn overfor examiner\u2019s use (b)  the student measured the volume of oxygen produced using three different concentrations  of hydrogen peroxide.   the results are shown on the graph below. 100 80604020 0 0 1 02 03 0 time  / s40 50 60volume of oxygen/  cm3concentration of hydrogen peroxide in g  / dm3 a b c3 2 1  (i)  describe how the speed of the reaction varies with the concentration of hydrogen  peroxide.   . .  [1]  (ii)  explain why the \ufb01 nal volume of oxygen given off is less for graph b than for graph a.   . ...   . .  [1]  (iii)  from the graph, determine   the time taken for the reaction to be completed when 3  g / dm3 hydrogen peroxide  (line a) was used.   . .  [1]   the volume of oxygen produced by 2  g / dm3 hydrogen peroxide (line b) in the \ufb01 rst 15 seconds.   . .  [1]",
+            "8": "8 0620/22/o/n/11 \u00a9 ucles 2011for examiner\u2019s use (c)  the student then tested various compounds to see how well they catalysed the reaction.  he used the same concentration of hydrogen peroxide in each experiment.   the table shows the time taken to produce 20  cm3 of oxygen using each compound as  a catalyst. compoundtime taken to produce 20  cm3 of oxygen  / s copper( ii) oxide 130 lead( iv) oxide 15 magnesium oxide did not produce any oxygenmanganese( iv) oxide 18   put these compounds in order of their effectiveness as catalysts. worst catalyst best catalyst [1] [total: 7]",
+            "9": "9 0620/22/o/n/11 \u00a9 ucles 2011 [turn overfor examiner\u2019s use4  natural gas and the hydrocarbons obtained from the distillation of petroleum are important  fuels.  (a)  state the name of the main substance present in natural gas.   ... ..  [1]  (b)  petroleum is a thick liquid.   describe the liquid state in terms of  \u25cf how close the particles are to each other,  \u25cf the arrangement of the particles,  \u25cf the movement of the particles.   ...    ...    ...    ... ..  [3]  (c)  the diagram shows a distillation column used to separate petroleum into fractions. refinery gasfractions x kerosene y fuel oil lubricating oil bitumengasoline  (i)  on the diagram, draw an arrow to show where the petroleum vapour enters the  column. [1]  (ii)  what do you understand by the term fraction ?   . ...   . .  [2]",
+            "10": "10 0620/22/o/n/11 \u00a9 ucles 2011for examiner\u2019s use (iii)  in the diagram on page 9, two fractions have not been named.   state the name of  fraction x  ...  fraction y  .  [2]  (iv)  one of the re \ufb01 nery gases is ethane.   draw the structure of ethane showing all atoms and bonds. [1]  (v)  which one of these phrases describes ethane correctly?   tick one box.  ethane is an unsaturated hydrocarbon. ethane is a saturated hydrocarbon. ethane polymerises to form poly(ethene). ethane is an alkene. [1] [total: 11]",
+            "11": "11 0620/22/o/n/11 \u00a9 ucles 2011 [turn overfor examiner\u2019s use5 (a)   match the phrases on the left with the de \ufb01 nitions on the right.   the \ufb01 rst one has been done for you. relative formula massan atom that has become charged moleculethe smallest part of an element which can take part in a chemical change atomtwo or more atoms covalently bonded together ionthe sum of the relative atomic masses in a compound [3]  (b)  sodium hydroxide, naoh, is an ionic compound which dissolves in water to form a  strongly alkaline solution.  (i)  which one of the following best describes the ph of a concentrated aqueous solution  of sodium hydroxide?   put a ring around the correct answer.  ph 2 ph 5 ph 7 ph 8 ph 13  [1]  (ii)  calculate the relative formula mass of sodium hydroxide. [1]  (iii)  the equation describes how sodium hydroxide reacts with hydrochloric acid. naoh  +  hc l  \u2192  nac l  +  h2o   what type of chemical reaction is this?   . .  [1]",
+            "12": "12 0620/22/o/n/11 \u00a9 ucles 2011for examiner\u2019s use (iv)  a student used a syringe to add 1  cm3 portions of hydrochloric acid to an aqueous  solution of sodium hydroxide. hydrochloric acidsyringe sodium hydroxide solution   describe how the ph of the solution in the beaker changes as the hydrochloric acid  is added until the acid is in excess.   . ...   . ...   . .  [2]",
+            "13": "13 0620/22/o/n/11 \u00a9 ucles 2011 [turn overfor examiner\u2019s use (c)  the diagram shows the apparatus used to electrolyse concentrated aqueous sodium  chloride. anode cathodeconcentrated aqueous sodium chloridegases +\u2013   give a description of this electrolysis.   in your description include  \u25cf  what substance the electrodes are made from and the reason for using this  substance  \u25cf   what you would observe during the electrolysis  \u25cf   the names of the substances produced at each electrode.   ...    ...    ...    ...    ...    ...    ... ..  [6] [total: 14]",
+            "14": "14 0620/22/o/n/11 \u00a9 ucles 2011for examiner\u2019s use6  when coal is heated in the absence of air, coke is formed together with a gas called coal gas  and a liquid which contains ammonia.  (a)  coke is largely carbon.   state one use of coke in industry.   ... ..  [1]  (b)  two other forms of carbon are diamond and graphite.  (i)  use your knowledge of the structure of diamond and graphite to explain   why graphite is a good lubricant.   . ...   . .  [1]   why diamond is very hard.   . .  [1]  (ii)  give one use of diamond that depends on its hardness.   . .  [1]  (c)  the liquid which contains ammonia can be reacted with sulfuric acid.  (i)  complete the word equation for this reaction  ammonia  +  sulfuric acid  \u2192   [1]  (ii)  which one of the following elements do most fertilisers contain?   put a ring around the correct answer.  chlorine nitrogen sodium sulfur  [1]  (d)  coal gas contains methane.   complete the diagram to show how the electrons are arranged in a molecule of methane. h hhh c [1]",
+            "15": "15 0620/22/o/n/11 \u00a9 ucles 2011 [turn overfor examiner\u2019s use (e)  when coal is burnt, sulfur dioxide is given off.   which two of the following statements about sulfur dioxide are correct?   tick two boxes.  sulfur dioxide is an acidic oxide. about 20  % of the air is sulfur dioxide.  most of the sulfur dioxide in the air comes from car exhausts. sulfur dioxide contributes to acid rain. [2] [total: 9]",
+            "16": "16 0620/22/o/n/11 \u00a9 ucles 2011for examiner\u2019s use7  ethanol, c2h5oh, is a member of the alcohol homologous series.  (a) (i)   give two characteristics of a homologous series.  1.  .. ..  2.  ..   [2]  (ii)  draw the structure of ethanol showing all atoms and bonds. [1]  (b)  one use of ethanol is as a solvent.   a pupil studied the reaction of iodine with zinc.   she \ufb01 rst dissolved a few crystals of iodine in ethanol and recorded the temperature of the  solution.   the temperature was 18  \u00b0c.   she then added excess powdered zinc and recorded the temperature again.   the new temperature was 37  \u00b0c. temperature 18  \u00b0c iodine dissolved in ethanoltemperature 37  \u00b0c excess zinc  (i)  is this reaction endothermic or exothermic?   explain your answer.   . ...   . .  [1]  (ii)  what colour is solid iodine?   . .  [1]",
+            "17": "17 0620/22/o/n/11 \u00a9 ucles 2011 [turn overfor examiner\u2019s use (c)  the equation for the reaction is zinc  +  iodine  \u2192  zinc iodide   when the reaction is complete, the mixture contains zinc iodide dissolved in ethanol and  unreacted zinc powder.   suggest how you can get crystals of zinc iodide from the reaction mixture.   ...    ...    ... ..  [2]  (d)  the diagram shows the structure of zinc iodide. i \u2013 i \u2013i \u2013 i \u2013 i \u2013i \u2013 zn2+zn2+ zn2+zn2+zn2+i \u2013 i \u2013 i \u2013i \u2013  (i)  what is the simplest formula for zinc iodide?   . .  [1]  (ii)  the list below shows four different types of structure.   what type of structure is zinc iodide?   put a ring around the correct answer. giant covalent giant ionic metallic molecular [1]",
+            "18": "18 0620/22/o/n/11 \u00a9 ucles 2011for examiner\u2019s use (e)  the equation for the reaction of zinc with dilute nitric acid is 4zn  +  10hno3  \u2192  4zn(no3)2  +  nh4no3  +  3h2o  write a word equation for this reaction.  ... ..  [3]  (f)  describe a test for ammonium ions.  test     result  .. ...   ... ..  [3] [total: 15]",
+            "19": "19 blank page 0620/22/o/n/11 \u00a9 ucles 2011",
+            "20": "20 permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here 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. 0620/22/o/n/11 \u00a9 ucles 2011 group 140 ce cerium 58141 pr praseodymium 59144 nd neodymium 60pm promethium 61150 sm samarium 62152 eu europium 63157 gd gadolinium 64159 tb terbium 65162 dy dysprosium 66165 ho holmium 67167 er erbium 68169 tm thulium 69173 yb ytterbium 70175 lu lutetium 71 232 th thorium 90pa protactinium 91238 u uranium 92np neptunium 93pu plutonium 94am americium 95cm curium 96bk berkelium 97cf californium 98es einsteinium 99fm fermium 100md mendelevium 101no nobelium 102lr lawrencium 1031 h hydrogen 1 7 li lithium 3 23 na sodium 1124 mg magnesium 12 40 ca calcium 2045 sc scandium 2148 ti titanium 2251 v vanadium 2352 cr chromium 2455 mn manganese 2556 fe iron 2659 co cobalt 2759 ni nickel 2864 cu copper 2965 zn zinc 3070 ga gallium 3127 al aluminium 1311 b boron 512 c carbon 614 n nitrogen 716 o oxygen 819 f fluorine 9 28 si silicon 1431 p phosphorus 1532 s sulfur 1635.5 cl chlorine 1740 ar argon 1820 ne neon 104 he helium 2 73 ge germanium 3275 as arsenic 3379 se selenium 3480 br bromine 3584 kr krypton 3639 k potassium 19 88 sr strontium 3889 y yttrium 3991 zr zirconium 4093 nb niobium 4196 mo molybdenum 42tc technetium 43101 ru ruthenium 44103 rh rhodium 45106 pd palladium 46108 ag silver 47112 cd cadmium 48115 in indium 49119 sn tin 50122 sb antimony 51128 te tellurium 52127 i iodine 53131 xe xenon 54 137 ba barium 56139 la lanthanum 57        *178 hf hafnium 72181 ta tantalum 73184 w tungsten 74186 re rhenium 75190 os osmium 76192 ir iridium 77195 pt platinum 78197 au gold 79201 hg mercury 80204 tl thallium 81207 pb lead 82209 bi bismuth 83po polonium 84at astatine 85rn radon 86 fr francium 87227 ac actinium 899 be beryllium 4ii i iii iv v vi vii 0 85 rb rubidium 37 133 cs caesium 55 226 ra radium 88 the volume of one mole of any gas is 24 dm3at room temperature and pressure (r.t.p.).a x ba = relative atomic mass x = atomic symbol b = proton (atomic) numberkey*58-71 lanthanoid series 90-103 actinoid seriesdata sheet the periodic table of the elements"
+        },
+        "0620_w11_qp_23.pdf": {
+            "1": "for examiner\u2019s use 1 2 3 total4 5 6 7read these instructions first write your centre number, candidate number and name in the spaces at the top of this page. write in dark blue or black pen.you may need to use a pencil for any diagrams, graphs or rough working.do not use staples, paper clips, highlighters, glue or correction \ufb02 uid. do not  write in any barcodes. answer all questions. a copy of the periodic table is printed on page 20. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question.chemistry  0620/23   paper 2 october/november 2011  1 hour 15 minutes candidates answer on the question paper. no additional materials are required.university of cambridge international examinations international general certi \ufb01 cate of secondary education this document consists of 19 printed pages and 1 blank page. [turn overib11 11_0620_23/fp\u00a9 ucles 2011 *1913993284*",
+            "2": "2 0620/23/o/n/11 \u00a9 ucles 2011for examiner\u2019s use1  the diagram shows \ufb01 ve different pieces of laboratory glassware, a, b, c, d and e. abc de  (a)  choose from a, b, c, d or e to answer the following questions.   each letter may be used once, more than once or not at all.   which piece of glassware is best used to  (i)  measure out a volume of liquid accurately,  (ii)  place a spot of liquid on chromatography paper,  (iii)  condense a liquid with a low boiling point,  (iv)  shake two solutions together to mix them,  (v)  deliver a variable volume of solution when performing a titration? [5]",
+            "3": "3 0620/23/o/n/11 \u00a9 ucles 2011 [turn overfor examiner\u2019s use (b)  the diagram shows the apparatus used to prepare carbon dioxide in the laboratory. pieces of calcium carbonatewaterconcentrated hydrochloric acid delivery tube gas ja r  (i)  state the name of a rock which is made up largely of calcium carbonate.   . .  [1]  (ii)  which one of these statements about carbon dioxide is correct?    tick one box.  carbon dioxide is lighter than air. carbon dioxide is a liquid at room temperature. carbon dioxide is heavier than air. carbon dioxide has the same density as air. [1]  (iii)  complete the equation for the reaction of calcium carbonate with hydrochloric acid.   caco 3  +  hc l  \u2192  cac l 2  +  co2  +  ... [2] [total: 9]",
+            "4": "4 0620/23/o/n/11 \u00a9 ucles 2011for examiner\u2019s use2  many of the elements in the periodic table are metals.  (a)  state one common use for each of the following metals.  (i) copper  ..  [1 ]  (ii)  platinum  ...  [1]  (iii)  aluminium    [1]  (b)  lead is a metal in group iv of the periodic table.  (i)  state one adverse effect of lead on health.   . .  [1]  (ii)  lead has several isotopes.   one isotope of lead is 207pb82   state the number of protons and neutrons in this isotope of lead.   number of protons  ...  [1]   number of neutrons  .  [1]  (c)  sodium is a very reactive metal.   (i)  a student added a few drops of litmus solution to a large beaker of water. she then  dropped a small piece of sodium into the beaker.   describe what the student would observe during the reaction.   . ...   . ...   . .  [3]  (ii)  complete the word equation for the reaction of sodium with water.  sodium  +  water  \u2192  ...  +  ...  ... [2]",
+            "5": "5 0620/23/o/n/11 \u00a9 ucles 2011 [turn overfor examiner\u2019s use (iii)  sodium chloride is formed when sodium burns in chlorine.    sodium chloride is an ionic compound.   complete the following sentences about this reaction using words from the list.  electron gains ion loses  molecule negative positive proton  when sodium burns in chlorine, each sodium atom loses an  and becomes a sodium   . each chlorine atom  an electron and becomes a  ion. [4] [total: 15]",
+            "6": "6 0620/23/o/n/11 \u00a9 ucles 2011for examiner\u2019s use3  hydrogen peroxide decomposes slowly at room temperature to form water and oxygen.   the reaction is catalysed by manganese( iv) oxide.  2h2o2  \u2192  2h2o  +  o2   a student used the apparatus shown below to study how changing the concentration of  hydrogen peroxide affects the speed of this reaction. hydrogen peroxide manganese( iv) oxidegas syringeoxygen collects here  (a)  apart from the volume of hydrogen peroxide, state two things that the student must keep  the same in each experiment.  1.  ...   2.  ... ..  [2]",
+            "7": "7 0620/23/o/n/11 \u00a9 ucles 2011 [turn overfor examiner\u2019s use (b)  the student measured the volume of oxygen produced using three different concentrations  of hydrogen peroxide.   the results are shown on the graph below. 100 80604020 0 0 1 02 03 0 time  / s40 50 60volume of oxygen/  cm3concentration of hydrogen peroxide in g  / dm3 a b c3 2 1  (i)  describe how the speed of the reaction varies with the concentration of hydrogen  peroxide.   . .  [1]  (ii)  explain why the \ufb01 nal volume of oxygen given off is less for graph b than for graph a.   . ...   . .  [1]  (iii)  from the graph, determine   the time taken for the reaction to be completed when 3  g / dm3 hydrogen peroxide  (line a) was used.   . .  [1]   the volume of oxygen produced by 2  g / dm3 hydrogen peroxide (line b) in the \ufb01 rst 15 seconds.   . .  [1]",
+            "8": "8 0620/23/o/n/11 \u00a9 ucles 2011for examiner\u2019s use (c)  the student then tested various compounds to see how well they catalysed the reaction.  he used the same concentration of hydrogen peroxide in each experiment.   the table shows the time taken to produce 20  cm3 of oxygen using each compound as  a catalyst. compoundtime taken to produce 20  cm3 of oxygen  / s copper( ii) oxide 130 lead( iv) oxide 15 magnesium oxide did not produce any oxygenmanganese( iv) oxide 18   put these compounds in order of their effectiveness as catalysts. worst catalyst best catalyst [1] [total: 7]",
+            "9": "9 0620/23/o/n/11 \u00a9 ucles 2011 [turn overfor examiner\u2019s use4  natural gas and the hydrocarbons obtained from the distillation of petroleum are important  fuels.  (a)  state the name of the main substance present in natural gas.   ... ..  [1]  (b)  petroleum is a thick liquid.   describe the liquid state in terms of  \u25cf how close the particles are to each other,  \u25cf the arrangement of the particles,  \u25cf the movement of the particles.   ...    ...    ...    ... ..  [3]  (c)  the diagram shows a distillation column used to separate petroleum into fractions. refinery gasfractions x kerosene y fuel oil lubricating oil bitumengasoline  (i)  on the diagram, draw an arrow to show where the petroleum vapour enters the  column. [1]  (ii)  what do you understand by the term fraction ?   . ...   . .  [2]",
+            "10": "10 0620/23/o/n/11 \u00a9 ucles 2011for examiner\u2019s use (iii)  in the diagram on page 9, two fractions have not been named.   state the name of  fraction x  ...  fraction y  .  [2]  (iv)  one of the re \ufb01 nery gases is ethane.   draw the structure of ethane showing all atoms and bonds. [1]  (v)  which one of these phrases describes ethane correctly?   tick one box.  ethane is an unsaturated hydrocarbon. ethane is a saturated hydrocarbon. ethane polymerises to form poly(ethene). ethane is an alkene. [1] [total: 11]",
+            "11": "11 0620/23/o/n/11 \u00a9 ucles 2011 [turn overfor examiner\u2019s use5 (a)   match the phrases on the left with the de \ufb01 nitions on the right.   the \ufb01 rst one has been done for you. relative formula massan atom that has become charged moleculethe smallest part of an element which can take part in a chemical change atomtwo or more atoms covalently bonded together ionthe sum of the relative atomic masses in a compound [3]  (b)  sodium hydroxide, naoh, is an ionic compound which dissolves in water to form a  strongly alkaline solution.  (i)  which one of the following best describes the ph of a concentrated aqueous solution  of sodium hydroxide?   put a ring around the correct answer.  ph 2 ph 5 ph 7 ph 8 ph 13  [1]  (ii)  calculate the relative formula mass of sodium hydroxide. [1]  (iii)  the equation describes how sodium hydroxide reacts with hydrochloric acid. naoh  +  hc l  \u2192  nac l  +  h2o   what type of chemical reaction is this?   . .  [1]",
+            "12": "12 0620/23/o/n/11 \u00a9 ucles 2011for examiner\u2019s use (iv)  a student used a syringe to add 1  cm3 portions of hydrochloric acid to an aqueous  solution of sodium hydroxide. hydrochloric acidsyringe sodium hydroxide solution   describe how the ph of the solution in the beaker changes as the hydrochloric acid  is added until the acid is in excess.   . ...   . ...   . .  [2]",
+            "13": "13 0620/23/o/n/11 \u00a9 ucles 2011 [turn overfor examiner\u2019s use (c)  the diagram shows the apparatus used to electrolyse concentrated aqueous sodium  chloride. anode cathodeconcentrated aqueous sodium chloridegases +\u2013   give a description of this electrolysis.   in your description include  \u25cf  what substance the electrodes are made from and the reason for using this  substance  \u25cf   what you would observe during the electrolysis  \u25cf   the names of the substances produced at each electrode.   ...    ...    ...    ...    ...    ...    ... ..  [6] [total: 14]",
+            "14": "14 0620/23/o/n/11 \u00a9 ucles 2011for examiner\u2019s use6  when coal is heated in the absence of air, coke is formed together with a gas called coal gas  and a liquid which contains ammonia.  (a)  coke is largely carbon.   state one use of coke in industry.   ... ..  [1]  (b)  two other forms of carbon are diamond and graphite.  (i)  use your knowledge of the structure of diamond and graphite to explain   why graphite is a good lubricant.   . ...   . .  [1]   why diamond is very hard.   . .  [1]  (ii)  give one use of diamond that depends on its hardness.   . .  [1]  (c)  the liquid which contains ammonia can be reacted with sulfuric acid.  (i)  complete the word equation for this reaction  ammonia  +  sulfuric acid  \u2192   [1]  (ii)  which one of the following elements do most fertilisers contain?   put a ring around the correct answer.  chlorine nitrogen sodium sulfur  [1]  (d)  coal gas contains methane.   complete the diagram to show how the electrons are arranged in a molecule of methane. h hhh c [1]",
+            "15": "15 0620/23/o/n/11 \u00a9 ucles 2011 [turn overfor examiner\u2019s use (e)  when coal is burnt, sulfur dioxide is given off.   which two of the following statements about sulfur dioxide are correct?   tick two boxes.  sulfur dioxide is an acidic oxide. about 20  % of the air is sulfur dioxide.  most of the sulfur dioxide in the air comes from car exhausts. sulfur dioxide contributes to acid rain. [2] [total: 9]",
+            "16": "16 0620/23/o/n/11 \u00a9 ucles 2011for examiner\u2019s use7  ethanol, c2h5oh, is a member of the alcohol homologous series.  (a) (i)   give two characteristics of a homologous series.  1.  .. ..  2.  ..   [2]  (ii)  draw the structure of ethanol showing all atoms and bonds. [1]  (b)  one use of ethanol is as a solvent.   a pupil studied the reaction of iodine with zinc.   she \ufb01 rst dissolved a few crystals of iodine in ethanol and recorded the temperature of the  solution.   the temperature was 18  \u00b0c.   she then added excess powdered zinc and recorded the temperature again.   the new temperature was 37  \u00b0c. temperature 18  \u00b0c iodine dissolved in ethanoltemperature 37  \u00b0c excess zinc  (i)  is this reaction endothermic or exothermic?   explain your answer.   . ...   . .  [1]  (ii)  what colour is solid iodine?   . .  [1]",
+            "17": "17 0620/23/o/n/11 \u00a9 ucles 2011 [turn overfor examiner\u2019s use (c)  the equation for the reaction is zinc  +  iodine  \u2192  zinc iodide   when the reaction is complete, the mixture contains zinc iodide dissolved in ethanol and  unreacted zinc powder.   suggest how you can get crystals of zinc iodide from the reaction mixture.   ...    ...    ... ..  [2]  (d)  the diagram shows the structure of zinc iodide. i \u2013 i \u2013i \u2013 i \u2013 i \u2013i \u2013 zn2+zn2+ zn2+zn2+zn2+i \u2013 i \u2013 i \u2013i \u2013  (i)  what is the simplest formula for zinc iodide?   . .  [1]  (ii)  the list below shows four different types of structure.   what type of structure is zinc iodide?   put a ring around the correct answer. giant covalent giant ionic metallic molecular [1]",
+            "18": "18 0620/23/o/n/11 \u00a9 ucles 2011for examiner\u2019s use (e)  the equation for the reaction of zinc with dilute nitric acid is 4zn  +  10hno3  \u2192  4zn(no3)2  +  nh4no3  +  3h2o  write a word equation for this reaction.  ... ..  [3]  (f)  describe a test for ammonium ions.  test     result  .. ...   ... ..  [3] [total: 15]",
+            "19": "19 blank page 0620/23/o/n/11 \u00a9 ucles 2011",
+            "20": "20 permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here 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. 0620/23/o/n/11 \u00a9 ucles 2011 group 140 ce cerium 58141 pr praseodymium 59144 nd neodymium 60pm promethium 61150 sm samarium 62152 eu europium 63157 gd gadolinium 64159 tb terbium 65162 dy dysprosium 66165 ho holmium 67167 er erbium 68169 tm thulium 69173 yb ytterbium 70175 lu lutetium 71 232 th thorium 90pa protactinium 91238 u uranium 92np neptunium 93pu plutonium 94am americium 95cm curium 96bk berkelium 97cf californium 98es einsteinium 99fm fermium 100md mendelevium 101no nobelium 102lr lawrencium 1031 h hydrogen 1 7 li lithium 3 23 na sodium 1124 mg magnesium 12 40 ca calcium 2045 sc scandium 2148 ti titanium 2251 v vanadium 2352 cr chromium 2455 mn manganese 2556 fe iron 2659 co cobalt 2759 ni nickel 2864 cu copper 2965 zn zinc 3070 ga gallium 3127 al aluminium 1311 b boron 512 c carbon 614 n nitrogen 716 o oxygen 819 f fluorine 9 28 si silicon 1431 p phosphorus 1532 s sulfur 1635.5 cl chlorine 1740 ar argon 1820 ne neon 104 he helium 2 73 ge germanium 3275 as arsenic 3379 se selenium 3480 br bromine 3584 kr krypton 3639 k potassium 19 88 sr strontium 3889 y yttrium 3991 zr zirconium 4093 nb niobium 4196 mo molybdenum 42tc technetium 43101 ru ruthenium 44103 rh rhodium 45106 pd palladium 46108 ag silver 47112 cd cadmium 48115 in indium 49119 sn tin 50122 sb antimony 51128 te tellurium 52127 i iodine 53131 xe xenon 54 137 ba barium 56139 la lanthanum 57        *178 hf hafnium 72181 ta tantalum 73184 w tungsten 74186 re rhenium 75190 os osmium 76192 ir iridium 77195 pt platinum 78197 au gold 79201 hg mercury 80204 tl thallium 81207 pb lead 82209 bi bismuth 83po polonium 84at astatine 85rn radon 86 fr francium 87227 ac actinium 899 be beryllium 4ii i iii iv v vi vii 0 85 rb rubidium 37 133 cs caesium 55 226 ra radium 88 the volume of one mole of any gas is 24 dm3at room temperature and pressure (r.t.p.).a x ba = relative atomic mass x = atomic symbol b = proton (atomic) numberkey*58-71 lanthanoid series 90-103 actinoid seriesdata sheet the periodic table of the elements"
+        },
+        "0620_w11_qp_31.pdf": {
+            "1": "read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen.you may use a pencil for any diagrams, graphs or rough working.do not use staples, paper clips, highlighters, glue or correction \ufb02 uid. do not  write in any barcodes. answer all questions. a copy of the periodic table is printed on page 16. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question.chemistry  0620/31   paper 3 (extended) october/november 2011  1 hour 15 minutes candidates answer on the question paper. no additional materials are required.university of cambridge international examinations international general certi \ufb01 cate of secondary education this document consists of 15 printed pages and 1 blank page. [turn overib11 11_0620_31/2rp\u00a9 ucles 2011 *0279941738* for examiner\u2019s use 3 4 5 total6 71 2",
+            "2": "2 0620/31/o/n/11blank page \u00a9 ucles 2011",
+            "3": "3 0620/31/o/n/11 \u00a9 ucles 2011 [turn overfor examiner\u2019s use1  this question is concerned with the following oxides.  sulfur dioxide  carbon monoxide lithium oxide aluminium oxide nitrogen dioxide strontium oxide  (a) (i)   which of the above oxides will react with hydrochloric acid but not with aqueous  sodium hydroxide?   . .  [1]  (ii)  which of the above oxides will react with aqueous sodium hydroxide but not with hydrochloric acid?   . .  [1]  (iii)  which of the above oxides will react with both hydrochloric acid and aqueous sodium  hydroxide?   . .  [1]  (iv)  which of the above oxides will not react with hydrochloric acid or with aqueous sodium hydroxide?   . .  [1]  (b)  two of the oxides are responsible for acid rain.   identify the two oxides and explain their presence in the atmosphere.   ...    ...    ...    ...    ... ..  [5]",
+            "4": "4 0620/31/o/n/11 \u00a9 ucles 2011for examiner\u2019s use (c)   lithium oxide is an ionic compound.  (i)  identify another ionic oxide in the list on page 3.   . .  [1]  (ii)  draw a diagram which shows the formula of lithium oxide, the charges on the ions  and the arrangement of the valency electrons around the negative ion.   use x to represent an electron from an atom of oxygen.   use o to represent an electron from an atom of lithium. [2] [total: 12]",
+            "5": "5 0620/31/o/n/11 \u00a9 ucles 2011 [turn overfor examiner\u2019s use2  two important greenhouse gases are methane and carbon dioxide.  (a)  methane is twenty times more effective as a greenhouse gas than carbon dioxide. the  methane in the atmosphere comes from both natural and industrial sources.  (i)  describe two natural sources of methane.   . ...   . .  [2]  (ii)  although methane can persist in the atmosphere for up to 15 years, it is eventually removed by oxidation.   what are the products of this oxidation?   . .  [2]  (b)  how do the processes of respiration, combustion and photosynthesis determine the percentage of carbon dioxide in the atmosphere?   ...    ...    ...    ... ..  [4] [total: 8]",
+            "6": "6 0620/31/o/n/11 \u00a9 ucles 2011for examiner\u2019s use3  aluminium is extracted by the electrolysis of a molten mixture of alumina, which is aluminium  oxide, and cryolite. carbon cathode (\u2013)carbon anode (+) mixture of aluminiumoxide and cryolite aluminium at cathode900  \u00b0cwaste gases, oxygen and carbon dioxide, from anode  (a) (i)   alumina is obtained from the main ore of aluminium.   name this ore.   . .  [1]  (ii)  explain why it is necessary to use a mixture, alumina and cryolite, rather than just alumina.   . ...   . .  [2]  (iii)  copper can be extracted by the electrolysis of an aqueous solution.   suggest why the electrolysis of an aqueous solution cannot be used to extract aluminium.   . ...   . ...   . .  [2]  (b)  the ions which are involved in the electrolysis are a l  3+ and o2\u2013. the products of this  electrolysis are given on the diagram.   explain how they are formed. use equations where appropriate.   ...    ...    ...    ... ..  [4]",
+            "7": "7 0620/31/o/n/11 \u00a9 ucles 2011 [turn overfor examiner\u2019s use (c)  the uses of a metal are determined by its properties.  (i)  foods which are acidic can be supplied in aluminium containers. chicken inlemon saucefood that is acidic aluminium containe r   explain why the acid in the food does not react with the aluminium.   . ...   . .  [1]  (ii)  explain why overhead electrical power cables are made from aluminium with a steel  core. aluminium steel core   . ...   . ...   . .  [3] [total: 13]",
+            "8": "8 0620/31/o/n/11 \u00a9 ucles 2011for examiner\u2019s use4  reversible reactions can come to equilibrium. the following are three examples of types of  gaseous equilibria.  a2(g)  +  b2(g)    2ab(g) reaction 1  a2(g)  +  3b2(g)    2ab3(g) reaction 2  2ab2(g)    2ab(g)  +  b2(g) reaction 3  (a)  explain the term equilibrium .   ...    ... ..  [2]  (b)  the following graphs show how the percentage of products of a reversible reaction at equilibrium could vary with pressure.   for each graph, decide whether the percentage of products decreases, increases or stays the same when the pressure is increased , then match each graph to one of the  above reactions and give a reason for your choice.  (i) % product at equilibrium pressure00  effect on percentage of products  ...  reaction   ..  reason  .. ..   . .  [3]  (ii) % product at equilibrium pressure00  effect on percentage of products  ... reaction   ..  reason  .. ..   . .  [3]",
+            "9": "9 0620/31/o/n/11 \u00a9 ucles 2011 [turn overfor examiner\u2019s use (iii) % product at equilibrium pressure00  effect on percentage of products  ...  reaction   ..  reason  .. ..   . .  [3] [total: 11]",
+            "10": "10 0620/31/o/n/11 \u00a9 ucles 2011for examiner\u2019s use5  the rate of the reaction between iron and aqueous bromine can be investigated using the  apparatus shown below. piece of metal (iron) solution of bromineattached to stirrer piece of metal rotates  (a)  a piece of iron was weighed and placed in the apparatus. it was removed at regular intervals and the clock was paused. the piece of iron was washed, dried, weighed and replaced. the clock was restarted.   this was continued until the solution was colourless.   the mass of iron was plotted against time. the graph shows the results obtained. mass of iron time (iron was in solution of bromine)00  (i)  suggest an explanation for the shape of the graph.   . ...   . ...   . .  [3]  (ii)  predict the shape of the graph if a similar piece of iron with a much rougher surface had been used.   explain your answer.   . ...   . .  [2]",
+            "11": "11 0620/31/o/n/11 \u00a9 ucles 2011 [turn overfor examiner\u2019s use (iii)  describe how you could \ufb01 nd out if the rate of this reaction depended on the speed  of stirring.   . ...   . ...   . .  [2]  (b)  iron has two oxidation states +2 and +3. there are two possible equations for the redox  reaction between iron and bromine.  fe  +  br2  \u2192  fe2+  +  2br  \u2013  2fe  +  3br2  \u2192  2fe3+  +  6br  \u2013  (i)  indicate, on the \ufb01 rst equation, the change which is oxidation. give a reason for your  choice.   . ...   . .  [2]  (ii)  which substance in the \ufb01 rst equation is the reductant (reducing agent)?   . .  [1]  (c)  describe how you could test the solution to \ufb01 nd out which ion, fe2+ or fe3+, is present.   ...    ...    ... ..  [3] [total: 13]",
+            "12": "12 0620/31/o/n/11 \u00a9 ucles 2011for examiner\u2019s use6  structural formulae are an essential part of organic chemistry.  (a)  draw the structural formula of each of the following. show all the bonds in the structure.  (i)  ethanoic acid [1]  (ii)  ethanol [1]  (b) (i)   ethanoic acid and ethanol react to form an ester.   what is the name of this ester?   . .  [1]  (ii)  the same linkage is found in polyesters. draw the structure of the polyester which  can be formed from the monomers shown below. hooc  \u2014 c6h4 \u2014 cooh  and  ho  \u2014 ch2 \u2014 ch2 \u2014 oh [3]  (iii)  describe the pollution problems caused by non-biodegradable polymers.    . ...   . ...   . .  [2]",
+            "13": "13 0620/31/o/n/11 \u00a9 ucles 2011 [turn overfor examiner\u2019s use (c)  two macromolecules have the same amide linkage.    nylon, a synthetic polymer, has the following structure. co hn hn hn co co hn co co   protein, a natural macromolecule, has the following structure. n c o h hn c o hn c o o hn c   how are they different?   ...    ...    ... ..  [2] [total: 10]",
+            "14": "14 0620/31/o/n/11 \u00a9 ucles 2011for examiner\u2019s use7  some hydroxides, nitrates and carbonates decompose when heated.  (a) (i)   name a metal hydroxide which does not decompose when heated.   . .  [1]  (ii)  write the equation for the thermal decomposition of copper( ii) hydroxide.   . .  [2]  (iii)  suggest why these two hydroxides behave differently.   . .  [1]  (b) (i)   metal nitrates, except those of the group 1 metals, form three products when heated.  name the products formed when zinc nitrate is heated.   . ...   . .  [2]  (ii)  write the equation for the thermal decomposition of potassium nitrate.   . .  [2]  (c)  there are three possible equations for the thermal decomposition of sodium  hydrogencarbonate.  2nahco3(s)  \u2192  na2o(s)  +  2co2(g)  +  h2o(g) equation 1  nahco3(s)  \u2192  naoh(s)  +  co2(g) equation 2  2nahco3(s)  \u2192  na2co3(s)  +  co2(g)  +  h2o(g) equation 3   the following experiment was carried out to determine which one of the above is the  correct equation.   a known mass of sodium hydrogencarbonate was heated for ten minutes. it was then  allowed to cool and weighed.  results   mass of sodium hydrogencarbonate = 3.36  g   mass of the residue = 2.12  g  calculation   mr for nahco3 = 84  g; mr for na2o = 62  g; mr for naoh = 40  g   mr for na2co3 = 106  g  (i)  number of moles of nahco3 used = ... [1]",
+            "15": "15 0620/31/o/n/11 \u00a9 ucles 2011for examiner\u2019s use (ii)  if residue is na2o, number of moles of na2o = ...   if residue is naoh, number of moles of naoh = ...   if residue is na2co3, number of moles of na2co3 = ... [2]  (iii)  use the number of moles calculated in (i) and (ii) to decide which one of the three  equations is correct. explain your choice.   . ...   . ...   . .  [2] [total: 13]",
+            "16": "16 permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here 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. 0620/31/o/n/11 \u00a9 ucles 2011 group 140 ce cerium 58141 pr praseodymium 59144 nd neodymium 60pm promethium 61150 sm samarium 62152 eu europium 63157 gd gadolinium 64159 tb terbium 65162 dy dysprosium 66165 ho holmium 67167 er erbium 68169 tm thulium 69173 yb ytterbium 70175 lu lutetium 71 232 th thorium 90pa protactinium 91238 u uranium 92np neptunium 93pu plutonium 94am americium 95cm curium 96bk berkelium 97cf californium 98es einsteinium 99fm fermium 100md mendelevium 101no nobelium 102lr lawrencium 1031 h hydrogen 1 7 li lithium 3 23 na sodium 1124 mg magnesium 12 40 ca calcium 2045 sc scandium 2148 ti titanium 2251 v vanadium 2352 cr chromium 2455 mn manganese 2556 fe iron 2659 co cobalt 2759 ni nickel 2864 cu copper 2965 zn zinc 3070 ga gallium 3127 al aluminium 1311 b boron 512 c carbon 614 n nitrogen 716 o oxygen 819 f fluorine 9 28 si silicon 1431 p phosphorus 1532 s sulfur 1635.5 cl chlorine 1740 ar argon 1820 ne neon 104 he helium 2 73 ge germanium 3275 as arsenic 3379 se selenium 3480 br bromine 3584 kr krypton 3639 k potassium 19 88 sr strontium 3889 y yttrium 3991 zr zirconium 4093 nb niobium 4196 mo molybdenum 42tc technetium 43101 ru ruthenium 44103 rh rhodium 45106 pd palladium 46108 ag silver 47112 cd cadmium 48115 in indium 49119 sn tin 50122 sb antimony 51128 te tellurium 52127 i iodine 53131 xe xenon 54 137 ba barium 56139 la lanthanum 57        *178 hf hafnium 72181 ta tantalum 73184 w tungsten 74186 re rhenium 75190 os osmium 76192 ir iridium 77195 pt platinum 78197 au gold 79201 hg mercury 80204 tl thallium 81207 pb lead 82209 bi bismuth 83po polonium 84at astatine 85rn radon 86 fr francium 87227 ac actinium 899 be beryllium 4ii i iii iv v vi vii 0 85 rb rubidium 37 133 cs caesium 55 226 ra radium 88 the volume of one mole of any gas is 24 dm3at room temperature and pressure (r.t.p.).a x ba = relative atomic mass x = atomic symbol b = proton (atomic) numberkey*58-71 lanthanoid series 90-103 actinoid seriesdata sheet the periodic table of the elements"
+        },
+        "0620_w11_qp_32.pdf": {
+            "1": "read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen.you may use a pencil for any diagrams, graphs or rough working.do not use staples, paper clips, highlighters, glue or correction \ufb02 uid. do not  write in any barcodes. answer all questions. a copy of the periodic table is printed on page 12. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question.chemistry  0620/32   paper 3 (extended) october/november 2011  1 hour 15 minutes candidates answer on the question paper. no additional materials are required.university of cambridge international examinations international general certi \ufb01 cate of secondary education this document consists of 12 printed pages. [turn overib11 11_0620_32/2rp\u00a9 ucles 2011 *4888728650* for examiner\u2019s use 3 4 5 total6 71 2",
+            "2": "2 0620/32/o/n/11 \u00a9 ucles 2011for examiner\u2019s use1  cobalt is an element in period 4 of the periodic table.  (a)  use your copy of the periodic table to help you complete the table below. particlenumber of protonsnumber of neutronsnumber of electrons co co2+ [2]  (b)  60co is a cobalt isotope.  (i)  explain the term isotope .   . ...   . ...   . .  [2]  (ii)  explain why two isotopes of the same element have identical chemical properties.   . .  [1]  (iii)  state one industrial use and one medical use of radioactive isotopes.  industrial use  ...  [1]  medical use  .  [1] [total: 7]",
+            "3": "3 0620/32/o/n/11 \u00a9 ucles 2011 [turn overfor examiner\u2019s use2  sulfur is needed for the production of sulfuric acid. two of the major sources of sulfur are  \u25cf underground deposits of the element sulfur,  \u25cf sulfur compounds from natural gas and petroleum.  (a)  explain why sulfur and its compounds are removed from these fuels before they are  burned.   ...    ... ..  [2]  (b)  sulfur dioxide is made by spraying molten sulfur into air. the sulfur ignites and sulfur  dioxide is formed.  (i)  suggest why molten sulfur is used in the form of a \ufb01 ne spray.   . ...   . .  [2]  (ii)  explain why traces of sulfur dioxide act as a preservative in fruit juices.   . .  [1]  (iii)  state another use of sulfur dioxide.   . .  [1]  (c)  describe how sulfur dioxide is changed into sulfur trioxide. give the reaction conditions  and an equation.   ...    ...    ...    ... ..  [4]  (d)  complete the following equations for the formation of sulfuric acid from sulfur trioxide.  so3  +  ...  \u2192  h2s2o7  h2s2o7  +  \u2026\u2026\u2026.  \u2192  ..h2so4 [2] [total: 12]",
+            "4": "4 0620/32/o/n/11 \u00a9 ucles 2011for examiner\u2019s use3  antimony, sb, is an element in group v.  (a)  the main ore of antimony is its sul \ufb01 de. the extraction of antimony is similar to that of  zinc.   describe how each of these changes in the extraction of antimony is carried out.  (i)  antimony sul \ufb01 de to antimony oxide    . .  [1]  (ii)  antimony oxide to antimony   . .  [1]  (b)  antimony oxide is a white powder which is insoluble in water.   describe how you would \ufb01 nd out if it is a basic, an acidic or an amphoteric oxide.   ...    ...    ...    ... ..  [4]  (c)  when antimony chloride is added to water, a faint white precipitate forms and the mixture  slowly goes cloudy.  forward sbc l 3(aq)  +  h2o(l)    2hc l (aq)  +  sboc l (s)  colourless backward white  (i) explain why after some time the appearance of the mixture remains unchanged.   . ...   . .  [2]  (ii)  when a few drops of concentrated hydrochloric acid are added to the mixture, it  changes to a colourless solution. suggest an explanation.   . ...   . .  [1]  (iii)  suggest how you could make the colourless solution go cloudy.   . .  [1] [total: 10]",
+            "5": "5 0620/32/o/n/11 \u00a9 ucles 2011 [turn overfor examiner\u2019s use4  the structure of an element or compound determines its physical properties.   scandium \ufb02 uoride and silicon( iv) oxide have giant structures.  (a)  scandium \ufb02 uoride is an ionic compound.  (i)  the valency of scandium is three. draw a diagram which shows the formula of the  compound, the charges on the ions and the arrangement of the valency electrons around the negative ion.  use x to represent an electron from a scandium atom. use o to represent an electron from a \ufb02 uorine atom. [3]  (ii)  the melting point of scandium \ufb02 uoride is 1552  \u00b0c. explain why scandium \ufb02 uoride  has a high melting point.   . ...   . .  [1]  (b)  silicon( iv) oxide has a macromolecular structure.  (i)  describe the structure of silicon( iv) oxide. you may use a diagram. [3]  (ii)  how does the electrical conductivity of these two compounds differ?   . ...   . .  [1]  (iii) explain the difference in conductivity.   . ...   . .  [2] [total: 10]",
+            "6": "6 0620/32/o/n/11 \u00a9 ucles 2011for examiner\u2019s use5  the alcohols form a homologous series. two characteristics of a homologous series are  that the physical properties of the members vary in a predictable way and they have similar chemical properties.  (a)  complete the table. name formulamass of one mole  / gboiling point / \u00b0c methanol ch3 \u2013 oh 32 64 ethanol ch3 \u2013 ch2 \u2013 oh 46 78 propan-1-ol ch3 \u2013 ch2 \u2013 ch2 \u2013 oh 60 98 butan-1-ol ch3 \u2013 ch2 \u2013 ch2 \u2013 ch2 \u2013 oh 74 118 pentan-1-ol 138hexan-1-ol ch 3 \u2013 ch2 \u2013 ch2 \u2013 ch2 \u2013 ch2 \u2013 ch2 \u2013 oh 102 [3]  (b)  give two other characteristics of a homologous series.   ...    ... ..  [2]  (c)  draw a diagram showing the arrangement of the valency electrons in one molecule of  the covalent compound methanol.  use x to represent an electron from a carbon atom. use o to represent an electron from an oxygen atom. use \u25cf to represent an electron from a hydrogen atom. [3]",
+            "7": "7 0620/32/o/n/11 \u00a9 ucles 2011 [turn overfor examiner\u2019s use (d)   alcohols can be oxidised to carboxylic acids by heating with acidic potassium  manganate( vii).  (i)  draw the structural formula of the carboxylic acid formed by the oxidation of propan-1-ol. show all the bonds. [1]  (ii)  describe how ethanol could be oxidised to ethanoic acid by fermentation.   . ...   . .  [2]  (e)  propan-1-ol and ethanoic acid react together to form an ester. give its name and structural  formula.  name  ...  [1 ]  formula [1] [total: 13]",
+            "8": "8 0620/32/o/n/11 \u00a9 ucles 2011for examiner\u2019s use6  soluble salts can be made by the neutralisation of an acid by a base. insoluble salts can be  made by precipitation.  (a)  the following is a brief description of the preparation of the soluble salt, nickel( ii) chloride-6-water, from the insoluble base nickel( ii) carbonate.   nickel( ii) carbonate is added in small amounts to hot dilute hydrochloric acid until it is  in excess. the mixture is \ufb01 ltered. the \ufb01 ltrate is partially evaporated and then allowed to  cool until crystals of nickel( ii) chloride-6-water form.  (i)  why is it necessary to use excess carbonate?   . ...   . .  [1]  (ii)  explain why it is necessary to \ufb01 lter.   . .  [1]  (iii)  why partially evaporate rather than evaporate to dryness?   . ...   . .  [1]  (iv)  what additional steps are needed to obtain dry crystals?   . ...   . .  [2]  (b)  potassium chloride can be made from hydrochloric acid and potassium carbonate.  (i)  why must a different experimental method be used for this preparation?   . ...   . .  [1]  (ii)  give a description of the different method used for this salt preparation.   . ...   . ...   . ...   . .  [4]",
+            "9": "9 0620/32/o/n/11 \u00a9 ucles 2011 [turn overfor examiner\u2019s use (c)  insoluble salts are made by precipitation. an equation for the preparation of barium  sulfate is given below. bac l 2(aq)  +  mgso4(aq)  \u2192  baso4(s)  +  mgc l 2(aq)   this reaction can be used to \ufb01 nd x in the formula for hydrated magnesium sulfate mgso4.xh2o.   a known mass of hydrated magnesium sulfate, mgso4.xh2o, was dissolved in water.  excess aqueous barium chloride was added. the precipitate of barium sulfate was \ufb01 ltered, washed and dried. finally it was weighed.  mass of hydrated magnesium sulfate = 1.476  g  mass of barium sulfate formed = 1.398  g  the mass of one mole of baso4 = 233  g  the number of moles of baso4 formed = ... [1]  the number of moles of mgso4.xh2o = ... [1]  the mass of one mole of mgso4.xh2o = ...  g [1]  the mass of one mole of mgso4 = 120  g  the mass of xh2o in one mole of mgso4.xh2o = ... [1]  x = ... [1] [total: 15]",
+            "10": "10 0620/32/o/n/11 \u00a9 ucles 2011for examiner\u2019s use7  petrol is  a mixture of hydrocarbons and additives. the combustion of petrol in car engines is  a major source of air pollution. this is reduced by catalytic converters.  (a)  petrol is obtained from the gasoline fraction, boiling point range 40  \u00b0c to 100  \u00b0c, from the  distillation of petroleum. explain the term fraction .   ...    ... ..  [2]  (b)  in many countries, a lead compound of the type pb(c2h5)n used to be added to petrol to  improve its combustion. after combustion, lead oxide was formed. leaded 98 octane  (i)  octane is a constituent of petrol. write the equation for the complete combustion of  octane.  c8h18  +  ...o2  \u2192  ...  +  ... [2]  (ii)  dibromoethane was added to petrol to remove the lead oxide from inside the engine.   lead bromide was formed which escaped into the environment through the exhaust.   leaded petrol cannot be used with a catalytic converter. give another reason why leaded petrol is no longer used.   . .  [1]  (iii)  what does each of the following tell you about the structure of dibromoethane?  dibromo   ..  eth  . .  ane  ...  [2]  (iv)  what additional information is needed to draw the structural formula of dibromoethane?   . .  [1]",
+            "11": "11 0620/32/o/n/11 \u00a9 ucles 2011for examiner\u2019s use (c)  an analysis of the compound, pb(c2h5)n , showed that 0.026 moles of pb was combined  with 0.104 moles of c2h5 groups.   what is the value of n? show how you arrived at your answer.   ...    ... ..  [2]  (d)  some of the pollutants emitted by vehicle exhausts are carbon monoxide, oxides of  nitrogen and unburnt hydrocarbons. explain how the emission of these gases is reduced by a catalytic converter.   ...    ...    ... ..  [3] [total: 13]",
+            "12": "12 permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here 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. 0620/32/o/n/11 \u00a9 ucles 2011 group 140 ce cerium 58141 pr praseodymium 59144 nd neodymium 60pm promethium 61150 sm samarium 62152 eu europium 63157 gd gadolinium 64159 tb terbium 65162 dy dysprosium 66165 ho holmium 67167 er erbium 68169 tm thulium 69173 yb ytterbium 70175 lu lutetium 71 232 th thorium 90pa protactinium 91238 u uranium 92np neptunium 93pu plutonium 94am americium 95cm curium 96bk berkelium 97cf californium 98es einsteinium 99fm fermium 100md mendelevium 101no nobelium 102lr lawrencium 1031 h hydrogen 1 7 li lithium 3 23 na sodium 1124 mg magnesium 12 40 ca calcium 2045 sc scandium 2148 ti titanium 2251 v vanadium 2352 cr chromium 2455 mn manganese 2556 fe iron 2659 co cobalt 2759 ni nickel 2864 cu copper 2965 zn zinc 3070 ga gallium 3127 al aluminium 1311 b boron 512 c carbon 614 n nitrogen 716 o oxygen 819 f fluorine 9 28 si silicon 1431 p phosphorus 1532 s sulfur 1635.5 cl chlorine 1740 ar argon 1820 ne neon 104 he helium 2 73 ge germanium 3275 as arsenic 3379 se selenium 3480 br bromine 3584 kr krypton 3639 k potassium 19 88 sr strontium 3889 y yttrium 3991 zr zirconium 4093 nb niobium 4196 mo molybdenum 42tc technetium 43101 ru ruthenium 44103 rh rhodium 45106 pd palladium 46108 ag silver 47112 cd cadmium 48115 in indium 49119 sn tin 50122 sb antimony 51128 te tellurium 52127 i iodine 53131 xe xenon 54 137 ba barium 56139 la lanthanum 57        *178 hf hafnium 72181 ta tantalum 73184 w tungsten 74186 re rhenium 75190 os osmium 76192 ir iridium 77195 pt platinum 78197 au gold 79201 hg mercury 80204 tl thallium 81207 pb lead 82209 bi bismuth 83po polonium 84at astatine 85rn radon 86 fr francium 87227 ac actinium 899 be beryllium 4ii i iii iv v vi vii 0 85 rb rubidium 37 133 cs caesium 55 226 ra radium 88 the volume of one mole of any gas is 24 dm3at room temperature and pressure (r.t.p.).a x ba = relative atomic mass x = atomic symbol b = proton (atomic) numberkey*58-71 lanthanoid series 90-103 actinoid seriesdata sheet the periodic table of the elements"
+        },
+        "0620_w11_qp_33.pdf": {
+            "1": "read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen.you may use a pencil for any diagrams, graphs or rough working.do not use staples, paper clips, highlighters, glue or correction \ufb02 uid. do not  write in any barcodes. answer all questions. a copy of the periodic table is printed on page 12. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question.chemistry  0620/33   paper 3 (extended) october/november 2011  1 hour 15 minutes candidates answer on the question paper. no additional materials are required.university of cambridge international examinations international general certi \ufb01 cate of secondary education this document consists of 11 printed pages and 1 blank page. [turn overib11 11_0620_33/2rp\u00a9 ucles 2011 *1895357616* for examiner\u2019s use 3 4 5 total6 71 2",
+            "2": "2 0620/33/o/n/11 \u00a9 ucles 2011for examiner\u2019s use1  use your copy of the periodic table to answer these questions.  (a)  choose an element from the periodic table to match each description.   you may give either the name or the symbol.  (i) it is the most reactive metal.    [1]  (ii)  it is the only non-metal which is a liquid at r.t.p..  .  [1]  (iii)  an isotope of this element is used as a fuel in nuclear reactors.  .  [1]  (iv)  this group vii element is a solid at r.t.p..    [1]  (v)  this element is in group v and period 4.    [1]  (vi)  this unreactive gas is used to \ufb01 ll lamps.  .  [1]  (b)  predict the formula of each of the following compounds.  (i)  germanium oxide  ...  (ii)  tellurium bromide  .  [2]  (c)  give the formula of each of the following ions.  (i) strontium  ... .  (ii)  \ufb02 uoride  .  [2] [total: 10]",
+            "3": "3 0620/33/o/n/11 \u00a9 ucles 2011 [turn overfor examiner\u2019s use2  starch, a complex carbohydrate, is a natural macromolecule or polymer.   it can be formed from its monomer by condensation polymerisation.  (a) (i)   explain the terms:  monomer   ...   . ...  condensation polymerisation  ..   . .  [2]  (ii)  draw the structural formula of starch to include three monomer units.   glucose, the monomer, can be represented as                                . [3]  (b)  starch can be hydrolysed to simple sugars by heating with dilute sulfuric acid or by  warming with a dilute solution of saliva. the reaction can be catalysed by h+ ions from  the acid or by the enzymes in saliva.  (i)  what is an enzyme?   . .  [1]  (ii)  explain why, if the saliva  / starch mixture is heated above 70  \u00b0c, the hydrolysis stops.   . .  [1]  (iii)  the complete acid-catalysed hydrolysis of starch forms only glucose.   the partial acid-catalysed hydrolysis of starch forms a mixture of sugars which includes glucose. describe how you could identify the different sugars in this mixture.   . ...   . ...   . .  [3] [total: 10]ho oh",
+            "4": "4 0620/33/o/n/11 \u00a9 ucles 2011for examiner\u2019s use3  fertilisers are used to promote plant growth.   two fertilisers are ammonium phosphate, (nh4)3po4, and calcium dihydrogenphosphate,  ca(h2po4)2.  (a)  describe a test to distinguish between these two fertilisers.  test      ... ..  [2]  result  .. ...   ... ..  [1]  (b)  many fertilisers are manufactured from ammonia. describe how ammonia is made in the  haber process. give the essential conditions and an equation for the process.   ...    ...    ...    ... ..  [4]  (c)  state the essential plant nutrient not supplied by ammonium phosphate.   ... ..  [1]  (d)  the soluble compound, calcium dihydrogenphosphate is made by heating the insoluble  mineral rock phosphate, ca3(po4)2, with sulfuric acid.  (i)  why would rock phosphate not be effective as a fertiliser?   . .  [1]  (ii)  the phosphate ion, po43\u2013, from the rock phosphate is changed into the dihydrogenphosphate ion, h2po4\u2013. po43\u2013  +  2h2so4  \u2192  h2po4\u2013  +  2hso4\u2013   what type of reagent is the phosphate ion? give a reason for your choice.   . ...   . .  [2]  (e)  the extensive use of fertilisers and possibly the effect of acid rain tend to increase the  acidity of the soil. state why it is necessary to control soil acidity and explain how this can be done.   ...    ... ..  [2] [total: 13]",
+            "5": "5 0620/33/o/n/11 \u00a9 ucles 2011 [turn overfor examiner\u2019s use4 (a)  steel rusting is an example of an oxidation reaction.  (i)  de\ufb01 ne the term steel .   . ...   . .  [2]  (ii)  de\ufb01 ne oxidation in terms of electron transfer.   . .  [1]  (b)  a method of preventing steel rusting is sacri \ufb01 cial protection. block of magnesiumconnected electrically to steel pipesteel pipe   give an explanation, in terms of electron transfer, why the steel does not rust.   ...    ... ..  [2]  (c)  another method of preventing steel rusting is cathodic protection. \u2013 +power inert anode titanium rodsteel girder cathode bubbles of hydrogen gassea water  (i)  write an equation for the formation of the gas given off at the steel cathode during  cathodic protection.   . .  [2]  (ii)  give one difference between the two methods.   . ...   . .  [2] [total: 9]",
+            "6": "6 0620/33/o/n/11 \u00a9 ucles 2011for examiner\u2019s use5 the reactions in this question are all examples of photochemical reactions.  (a)  explain the phrase photochemical reaction .   ...    ... ..  [2]  (b)  many millions of years ago, the earth\u2019s atmosphere was rich in carbon dioxide and  contained negligible amounts of oxygen. after the appearance of green plant-like bacteria, the proportions of these two gases in the atmosphere changed.  (i)  what are the approximate percentages of these two gases in the atmosphere now?  carbon dioxide =  ..  [1] oxygen =  ..  [1] (ii)  explain how the green plant-like bacteria changed the composition of the atmosphere.   . ...   . ...   . ...   . .  [4]  (c)  the reduction of silver( i) bromide to silver is the basis of \ufb01 lm photography. 2agbr  \u2192  2ag  +  br 2  white black   an opaque object is placed on a piece of paper coated with silver( i) bromide which is  then exposed to a bright light. the light is switched off and the opaque object removed. before exposed to light after exposed to light cardboard removedopaque e.g. thick cardboardpaper coated with silver( i) bromidewhite black   explain how the image is formed.   ...    ...    ... ..  [4] [total: 12]",
+            "7": "7 0620/33/o/n/11 \u00a9 ucles 2011 [turn overfor examiner\u2019s use6  nickel is a transition element.  (a)  predict three  differences in the chemical properties of nickel and barium.   ...    ...    ... ..  [3]  (b)  nickel ores are converted into nickel( ii) oxide. this can be reduced to impure nickel by  heating with carbon.  the nickel is puri \ufb01 ed by the following reversible reaction. ni(s)  +  4co(g)    ni(co)4(g)  nickel carbonyl  (i)  impure nickel is heated at 60  \u00b0c. the forward reaction occurs. ni(s)  +  4co(g)  \u2192  ni(co)4(g)  impure   the nickel carbonyl, a gas, moves into a hotter chamber at 200  \u00b0c. the backward  reaction occurs and the nickel carbonyl decomposes. ni(co)4(g)  \u2192  ni(s)  +  4co(g)  pure  is the forward reaction exothermic or endothermic? give a reason for your answer.  . ...   . ...   . .  [2]  (ii)  explain why the forward reaction is favoured by an increase in pressure.   . ...   . .  [2]  (iii)  suggest what happens to the impurities.   . .  [1]",
+            "8": "8 0620/33/o/n/11 \u00a9 ucles 2011for examiner\u2019s use (iv)  suggest another method of re \ufb01 ning nickel. give a brief description of the method  which you have suggested. a labelled diagram is acceptable. [4] [total: 12]",
+            "9": "9 0620/33/o/n/11 \u00a9 ucles 2011 [turn overfor examiner\u2019s use7  the alkenes are a series of unsaturated hydrocarbons. they have the general molecular  formula cnh2n.  (a)  deduce the molecular formula of an alkene which has a relative molecular mass of 126.   show your working.   ...    ... ..  [2]  (b)  the structural formula of propene is drawn below. c h hh ch c hh  (i)  draw a diagram showing the arrangement of the valency electrons in one molecule  of this covalent compound.   use x to represent an electron from an atom of carbon.   use o to represent an electron from an atom of hydrogen. [3]  (ii)  draw the structure of the polymer formed from propene [2]",
+            "10": "10 0620/33/o/n/11 \u00a9 ucles 2011for examiner\u2019s use (iii)  bond energy is the amount of energy, in kj, which must be supplied to break one  mole of the bond. bondbond energy in kj  / mol h \u2014 h +436 c  c +610 c \u2014 c +346 c \u2014 h +415   use the data in the table to show that the following reaction is exothermic. c h h h hh ch c+ \u2192 hh c hh hh c hhc hh   . ...   . ...   . .  [3]  (c)  this question is concerned with some of the addition reactions of but-1-ene.  (i)  name the product formed when but-1-ene reacts with water.   . .  [1]  (ii)  complete the equation.  ch3 \u2014 ch2 \u2014 ch   ch2  +  br2  \u2192   .  [2]  (iii)  deduce the formula of the compound which reacts with but-1-ene to form  1-iodobutane.   . .  [1] [total: 14]",
+            "11": "11 0620/33/o/n/11blank page \u00a9 ucles 2011",
+            "12": "12 permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here 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. 0620/33/o/n/11 \u00a9 ucles 2011 group 140 ce cerium 58141 pr praseodymium 59144 nd neodymium 60pm promethium 61150 sm samarium 62152 eu europium 63157 gd gadolinium 64159 tb terbium 65162 dy dysprosium 66165 ho holmium 67167 er erbium 68169 tm thulium 69173 yb ytterbium 70175 lu lutetium 71 232 th thorium 90pa protactinium 91238 u uranium 92np neptunium 93pu plutonium 94am americium 95cm curium 96bk berkelium 97cf californium 98es einsteinium 99fm fermium 100md mendelevium 101no nobelium 102lr lawrencium 1031 h hydrogen 1 7 li lithium 3 23 na sodium 1124 mg magnesium 12 40 ca calcium 2045 sc scandium 2148 ti titanium 2251 v vanadium 2352 cr chromium 2455 mn manganese 2556 fe iron 2659 co cobalt 2759 ni nickel 2864 cu copper 2965 zn zinc 3070 ga gallium 3127 al aluminium 1311 b boron 512 c carbon 614 n nitrogen 716 o oxygen 819 f fluorine 9 28 si silicon 1431 p phosphorus 1532 s sulfur 1635.5 cl chlorine 1740 ar argon 1820 ne neon 104 he helium 2 73 ge germanium 3275 as arsenic 3379 se selenium 3480 br bromine 3584 kr krypton 3639 k potassium 19 88 sr strontium 3889 y yttrium 3991 zr zirconium 4093 nb niobium 4196 mo molybdenum 42tc technetium 43101 ru ruthenium 44103 rh rhodium 45106 pd palladium 46108 ag silver 47112 cd cadmium 48115 in indium 49119 sn tin 50122 sb antimony 51128 te tellurium 52127 i iodine 53131 xe xenon 54 137 ba barium 56139 la lanthanum 57        *178 hf hafnium 72181 ta tantalum 73184 w tungsten 74186 re rhenium 75190 os osmium 76192 ir iridium 77195 pt platinum 78197 au gold 79201 hg mercury 80204 tl thallium 81207 pb lead 82209 bi bismuth 83po polonium 84at astatine 85rn radon 86 fr francium 87227 ac actinium 899 be beryllium 4ii i iii iv v vi vii 0 85 rb rubidium 37 133 cs caesium 55 226 ra radium 88 the volume of one mole of any gas is 24 dm3at room temperature and pressure (r.t.p.).a x ba = relative atomic mass x = atomic symbol b = proton (atomic) numberkey*58-71 lanthanoid series 90-103 actinoid seriesdata sheet the periodic table of the elements"
+        },
+        "0620_w11_qp_51.pdf": {
+            "1": "read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen.you may use a pencil for any diagrams, graphs or rough working.do not use staples, paper clips, highlighters, glue or correction \ufb02 uid. do not  write in any barcodes. answer all questions. practical notes are provided on page 8. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question.chemistry  0620/51   paper 5 practical test october/november 2011  1 hour 15 minutes candidates answer on the question paper. additional materials: as listed in the con \ufb01 dential instructionsuniversity of cambridge international examinations international general certi \ufb01 cate of secondary education this document consists of 7 printed pages and 1 blank page. [turn overib11 11_0620_51/2rp\u00a9 ucles 2011 *5913063841* for examiner\u2019s use total1 2",
+            "2": "2 0620/51/o/n/11 \u00a9 ucles 2011for examiner\u2019s use1  you are going to investigate what happens when aqueous copper( ii) sulfate reacts with two  different metals, zinc and iron.   read all the instructions below carefully before starting the experiments.  instructions  you are going to carry out two experiments.  (a) experiment 1    use a measuring cylinder to pour 25  cm3 of the aqueous copper( ii) sulfate provided  into the polystyrene cup. put the cup into a 250  cm3 beaker for support. measure the  temperature of the solution and record it in the table below. start the timer and record the temperature every half a minute for one minute.    at exactly 1 minute, add the 5  g of zinc powder provided to the cup and stir the mixture  with the thermometer. measure and record the temperature of the mixture every half minute for an additional three minutes. pour the solution away and rinse the polystyrene cup. time  / min 0.0 0.5 1.0 1.5 2.0 2.5 temperature  / \u00b0c time  / min 3.0 3.5 4.0 temperature  / \u00b0c [3]  (b) experiment 2    repeat experiment 1 using 5  g of the iron powder provided instead of the zinc powder.  record your results in the table below. time  / min 0.0 0.5 1.0 1.5 2.0 2.5 temperature  / \u00b0c time  / min 3.0 3.5 4.0 temperature  / \u00b0c [3]",
+            "3": "3 0620/51/o/n/11 \u00a9 ucles 2011 [turn overfor examiner\u2019s use (c)  plot the results of both experiments on the grid below. draw two smooth line graphs.  clearly label your graphs. 0 0.5 1.0 1.5 2.0 time  / min2.5 3.0 3.5 4.080 70605040 30 20 10 0temperature  / \u00b0c [5]  (d)  from your graph, work out the temperature of the reaction mixture in experiment 1 after  1 minute 15 seconds.    show clearly on the graph  how you worked out your answer.   ... ..  [3]  (e)  what type of chemical reaction occurs when zinc and iron react with aqueous copper( ii)  sulfate?   ... ..  [1]",
+            "4": "4 0620/51/o/n/11 \u00a9 ucles 2011for examiner\u2019s use (f) (i)   compare the temperature changes in experiments 1 and 2.   . .  [1]  (ii) suggest an explanation for the difference in temperature changes.   . ...   . .  [1]  (g)  explain how the temperature changes would differ in the experiments if 12.5  cm3 of  copper( ii) sulfate solution were used.   ...    ...    ... ..  [2]  (h)  predict the effect of using lumps of zinc in experiment 1. explain your answer.   ...    ... ..  [2] [total: 21]",
+            "5": "5 0620/51/o/n/11 \u00a9 ucles 2011 [turn overfor examiner\u2019s use2 you are provided with three different liquids p, q and r.  p and r are aqueous solutions and q is a pure liquid.  carry out the following tests on p, q and r, recording all of your observations in the table.  conclusions must not be written in the table.  tests observations (a) (i)   add about 1  cm3 of each liquid to  separate test-tubes.  describe the  colour and smell of each liquid.  (ii)   using a teat pipette, add a few drops  of each liquid to separate pieces of universal indicator paper. describe the colour and the ph.p . q . r ... [2] p . q . r ... [2] (b)   to about 2  cm3 of each liquid, add a piece  of magnesium ribbon.  test the gas given off by liquid p.p .   [3]q ...  [1] r ... [1] (c)  to about 2  cm3 of each liquid, add a  marble chip.  p ...  [1] q ...  [1] r ...  [1] (d)  to about 5  cm3 of liquid p add a spatula  measure of copper oxide. heat the mixture to boiling. leave to settle for 1 minute.   decant off the liquid and add 1  cm3 of  dilute nitric acid and 1  cm3 of aqueous  barium nitrate to this liquid  [1] ...  [1] (e)  add about 2  cm3 of liquid q to a boiling  tube. heat the liquid to boiling and use a thermometer to record the constant temperature of the vapour  produced just  above the surface of the liquid. temperature .. \u00b0c [1]",
+            "6": "6 0620/51/o/n/11 \u00a9 ucles 2011for examiner\u2019s use (f)  identify liquid p.   ... ..  [2]  (g)  identify liquid q.   ... ..  [1]  (h)  what conclusion can you draw about liquid r?   ... ..  [1] [total: 19]",
+            "7": "7 0620/51/o/n/11blank page \u00a9 ucles 2011",
+            "8": "8 permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here 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. 0620/51/o/n/11notes for use in qualitative analysis test for anions anion test test result carbonate (co32\u2013) add dilute acid effervescence, carbon dioxide produced chloride (c l \u2013) [in solution]acidify with dilute nitric acid, then add aqueous silver nitratewhite ppt. iodide ( i\u2013) [in solution]acidify with dilute nitric acid, then add aqueous silver nitrateyellow ppt. nitrate (no3\u2013) [in solution]add aqueous sodium hydroxide then aluminium foil; warm carefullyammonia produced sulfate (so42\u2013) [in solution]acidify with dilute nitric acid, then aqueous barium nitratewhite ppt. test for aqueous cations cation effect of aqueous sodium hydroxide effect of aqueous ammonia aluminium (a l 3+)white ppt., soluble in excess giving a colourless solutionwhite ppt., insoluble in excess ammonium (nh4+) ammonia produced on warming \u2013 calcium (ca2+) white ppt., insoluble in excess no ppt., or very slight white ppt. copper (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 iron( iii) (fe3+) red-brown ppt., insoluble in excess red-brown ppt., insoluble in excess zinc (zn2+) white ppt., soluble in excess giving a colourless solutionwhite ppt., soluble in excess giving a colourless solution test for gases gas test and test results ammonia (nh3) turns damp red litmus paper blue carbon dioxide (co2) turns limewater milky chlorine (c l 2) bleaches damp litmus paper hydrogen (h2) \u2018pops\u2019 with a lighted splint oxygen (o2) relights a glowing splint \u00a9 ucles 2011"
+        },
+        "0620_w11_qp_52.pdf": {
+            "1": "read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen.you may use a pencil for any diagrams, graphs or rough working.do not use staples, paper clips, highlighters, glue or correction \ufb02 uid. do not  write in any barcodes. answer all questions. practical notes are provided on page 8. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question.chemistry  0620/52   paper 5 practical test october/november 2011  1 hour 15 minutes candidates answer on the question paper. additional materials: as listed in the con \ufb01 dential instructionsuniversity of cambridge international examinations international general certi \ufb01 cate of secondary education this document consists of 6 printed pages and 2 blank pages. [turn overib11 11_0620_52/2rp\u00a9 ucles 2011 *4238227109* for examiner\u2019s use total1 2",
+            "2": "2 0620/52/o/n/11 \u00a9 ucles 2011for examiner\u2019s use1  you are going to investigate what happens when iodine reacts with two different solutions of  sodium thiosulfate, f and g.  read all the instructions below carefully before starting the experiments.  instructions  you are going to carry out two experiments.  (a) experiment 1   fill the burette with the aqueous sodium thiosulfate f provided to the 0.0  cm3 mark.    using a measuring cylinder, pour 20  cm3 of the aqueous potassium iodate into a conical  \ufb02 ask. add 1  g of potassium iodide (an excess) and 5  cm3 of the dilute sulfuric acid provided  to the \ufb02 ask and shake the mixture. these chemicals react to form iodine.    add the sodium thiosulfate from the burette 1  cm3 at a time while shaking the \ufb02 ask. when  the colour of the mixture is pale yellow add 2  cm3 of starch solution to the \ufb02 ask. continue  to add sodium thiosulfate solution until the colour changes. record, in the table, the  volume of sodium thiosulfate solution added. \ufb01 nal volume  / cm3 initial volume  / cm3 difference  / cm3 [3]  (b) experiment 2    empty the burette and rinse with the solution g of sodium thiosulfate.    fill the burette with the aqueous sodium thiosulfate g to the 0.0  cm3 mark.    empty the conical \ufb02 ask and rinse it with distilled water.    repeat experiment 1 using solution g instead of solution f.    record, in the table, the volume of sodium thiosulfate solution added. \ufb01 nal volume  / cm3 initial volume  / cm3 difference  / cm3 [3]  (c)  what was the colour of the mixture in the \ufb02 ask before the sodium thiosulfate solution  was added?   ... ..  [1]  (d)  the \ufb01 nal volume reading was taken when the colour of the mixture in the \ufb02 ask changed   from \u2026\u2026\u2026\u2026\u2026.\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026  to \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026..\u2026 [2]",
+            "3": "3 0620/52/o/n/11 \u00a9 ucles 2011 [turn overfor examiner\u2019s use (e)  suggest the purpose of the starch in the experiments.   ... ..  [1]  (f) (i)   in which experiment was the greater volume of sodium thiosulfate solution used?   . .  [1]  (ii)  compare the volumes of sodium thiosulfate solution used in experiments 1 and 2.   . .  [1]  (iii)  suggest an explanation for the difference in volumes.   . ...   . ...   . .  [2]  (g)  if experiment 1 was repeated using 10  cm3 of aqueous potassium iodate, what volume of  solution f would be used? explain your answer.   ...    ... ..  [2]  (h) (i)  state two sources of error in the experiments.  1.  .. ..  2.  ..   [2]  (ii) suggest two improvements to reduce the sources of error in the experiments.  1.  .. ..  2.  ..   [2] [total: 20]",
+            "4": "4 0620/52/o/n/11 \u00a9 ucles 2011for examiner\u2019s use2 you are provided with two different liquids, h and j.   carry out the following tests on each liquid, recording all of your observations in the table.   conclusions must not be written in the table. tests observations (a) (i)   pour 1  cm3 of liquid h into a test-tube.  describe the appearance and smell of  liquid h.   test the ph of liquid h.  (ii)   pour 1  cm3 of liquid j into a test-tube.  describe the colour and smell ofliquid j.    add 1  cm3 of distilled water to the test-tube and shake the contents. insert a piece of ph indicator paper so that it touches the bottom of thetest-tube.  [1]   [1]   [2] . ...  [2] (b)   to about 1  cm3 of liquid h add about 1 cm3 of dilute hydrochloric acid and then  aqueous barium chloride.   [1] (c) (i)   to about 1  cm3 of liquid h, add about 1 cm3 of aqueous sodium hydroxide.    heat the mixture gently until no further  change is observed.  (ii)   to about 1  cm3 of liquid h, add about 1 cm3 of aqueous ammonia solution.    now add excess aqueous ammonia solution.  [2]   [1] . ...  [3] (d) (i)   using a teat pipette, transfer a few  drops of liquid h to a dry watch glass.   touch the liquid with a lighted splint.  (ii)   repeat test (d)(i)  using liquid j.  [1]   [2]",
+            "5": "5 0620/52/o/n/11 \u00a9 ucles 2011for examiner\u2019s use (e) what conclusions can you draw about liquid h?   ...    ... ..  [2]  (f) what conclusions can you draw about liquid j?   ...    ...    ... ..  [2] [total: 20]",
+            "6": "6 0620/52/o/n/11blank page \u00a9 ucles 2011",
+            "7": "7 0620/52/o/n/11blank page \u00a9 ucles 2011",
+            "8": "8 permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here 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. 0620/52/o/n/11notes for use in qualitative analysis test for anions anion test test result carbonate (co32\u2013) add dilute acid effervescence, carbon dioxide produced chloride (c l \u2013) [in solution]acidify with dilute nitric acid, then add aqueous silver nitratewhite ppt. iodide ( i\u2013) [in solution]acidify with dilute nitric acid, thenadd aqueous silver nitrateyellow ppt. nitrate (no 3\u2013) [in solution]add aqueous sodium hydroxidethen aluminium foil; warm carefullyammonia produced sulfate (so 42\u2013) [in solution]acidify with dilute nitric acid, thenaqueous barium nitratewhite ppt. test for aqueous cations cation effect of aqueous sodium hydroxide effect of aqueous ammonia aluminium (a l 3+)white ppt., soluble in excess giving a colourless solutionwhite ppt., insoluble in excess ammonium (nh4+) ammonia produced on warming \u2013 calcium (ca2+) white ppt., insoluble in excess no ppt., or very slight white ppt. copper (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 iron( iii) (fe3+) red-brown ppt., insoluble in excess red-brown ppt., insoluble in excess zinc (zn2+) white ppt., soluble in excess giving a colourless solutionwhite ppt., soluble in excess givinga colourless solution test for gases gas test and test results ammonia (nh3) turns damp red litmus paper blue carbon dioxide (co2) turns limewater milky chlorine (c l 2) bleaches damp litmus paper hydrogen (h2) \u2018pops\u2019 with a lighted splint oxygen (o2) relights a glowing splint \u00a9 ucles 2011"
+        },
+        "0620_w11_qp_53.pdf": {
+            "1": "read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen.you may use a pencil for any diagrams, graphs or rough working.do not use staples, paper clips, highlighters, glue or correction \ufb02 uid. do not  write in any barcodes. answer all questions. practical notes are provided on page 8. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question.chemistry  0620/53   paper 5 practical test october/november 2011  1 hour 15 minutes candidates answer on the question paper. additional materials: as listed in the con \ufb01 dential instructionsuniversity of cambridge international examinations international general certi \ufb01 cate of secondary education this document consists of 6 printed pages and 2 blank pages. [turn overib11 11_0620_53/2rp\u00a9 ucles 2011 *0637573378* for examiner\u2019s use total1 2",
+            "2": "2 0620/53/o/n/11 \u00a9 ucles 2011for examiner\u2019s use1  you are going to investigate the reaction between dilute sulfuric acid and three aqueous  solutions of sodium hydroxide of different concentrations, labelled a, b and c.  read all the instructions below carefully before starting the experiments.  instructions  you are going to carry out three experiments.  (a) experiment 1     fill the burette with the dilute sulfuric acid provided to the 0.0  cm3 mark.   use a measuring cylinder to pour 20  cm3 of solution a into a conical \ufb02 ask. add a few  drops of phenolphthalein indicator to the \ufb02 ask.   add the sulfuric acid from the burette 1  cm3 at a time, while shaking the \ufb02 ask, until the  colour of the phenolphthalein changes. record the burette readings in the table.  (b) experiment 2   fill the burette with dilute sulfuric acid to the 0.0  cm3 mark.   empty the conical \ufb02 ask and rinse it with water. use a measuring cylinder to pour 20  cm3  of solution b into the conical \ufb02 ask. add a few drops of phenolphthalein to the \ufb02 ask.   add the sulfuric acid from the burette 1  cm3 at a time, while shaking the \ufb02 ask, until the  colour of the phenolphthalein changes. record the burette readings in the table.  (c) experiment 3    repeat experiment 2, using solution c instead of solution b. record your burette  readings in the table and complete the table. experiment 1 experiment 2 experiment 3 \ufb01 nal reading  / cm3 initial reading  / cm3 difference  / cm3 [6]  (d) what colour change was observed after the sulfuric acid was added to the \ufb02 ask?  from  to . ... [2]  (e)  what type of chemical reaction occurs when sulfuric acid reacts with sodium  hydroxide?   ... ..  [1]",
+            "3": "3 0620/53/o/n/11 \u00a9 ucles 2011 [turn overfor examiner\u2019s use (f) (i)   complete the sentences below.   aqueous sodium hydroxide labelled .. needed the smallest volume of  sulfuric acid to change the colour of the phenolphthalein.   aqueous sodium hydroxide labelled .. needed the largest volume of  sulfuric acid to change the colour of the phenolphthalein. [1]  (ii)  the order of concentration of the solutions of sodium hydroxide is  least concentrated . \u2193 .  most concentrated . [2]  (g)  compare the volumes of sulfuric acid used in experiments 1 and 2.   ... ..  [1]  (h)  if experiment 3 was repeated using 40  cm3 of solution c, what volume of sulfuric acid  would be used?    ... ..  [2]  (i)  what would be a more accurate method of measuring the volume of the aqueous sodium  hydroxide?   ... ..  [1]  (j)  what would be the effect on the results if the solutions of sodium hydroxide were warmed  before adding the sulfuric acid? give a reason for your answer.  effect on results  ... .  reason  .  [2]  (k)  suggest a different method of \ufb01 nding the order of concentrations of the solutions of  sodium hydroxide.    ...    ...    ...    ...    ... ..  [3] [total: 21]",
+            "4": "4 0620/53/o/n/11 \u00a9 ucles 2011for examiner\u2019s use2  you are provided with two different salts, d and e.  d is an aqueous solution of the salt and e is a solid.   carry out the following tests on each salt, recording all of your observations in the table.   conclusions must not be written in the table. tests observations (a) describe the appearance of  (i)   solution d,  (ii) solid e.  [1]   [1] tests on solution d (b)   divide the solution into \ufb01 ve equal portions  in test-tubes, and carry out the following tests.  (i)  add about 1  cm3 of dilute nitric acid  to the \ufb01 rst portion of the solution and  then aqueous barium nitrate.  (ii)   to the second portion of the solution,  add about 1  cm3  of dilute nitric acid  and aqueous silver nitrate.  (iii)   to the third portion of the solution,  add an excess of aqueous sodium hydroxide.  (iv)  add an excess of aqueous ammonia  solution to the fourth portion.    keep the remaining portion of the  solution for use in test (c)(ii) .  [1]   [2]   [2]   [1] tests on solid e (c) (i)   place about half of solid e in a test-tube. heat the test-tube gently, then strongly. test any gas given off.    leave the test-tube to cool for \ufb01 ve  minutes. then add about 1  cm3 of  dilute nitric acid to the test-tube.  (ii)   add the rest of solid e to the remaining  portion of solution d in a test-tube.. ...  [3] ...  [1] ...  [1]",
+            "5": "5 0620/53/o/n/11 \u00a9 ucles 2011for examiner\u2019s use (d)  identify salt d.   ... ..  [3]  (e)  identify the gas given off in test (c)(i) .   ... ..  [1]  (f)  what conclusions can you draw about solid e?   ...    ... ..  [2] [total: 19]",
+            "6": "6 0620/53/o/n/11blank page \u00a9 ucles 2011",
+            "7": "7 0620/53/o/n/11blank page \u00a9 ucles 2011",
+            "8": "8 permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here 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. 0620/53/o/n/11notes for use in qualitative analysis test for anions anion test test result carbonate (co32\u2013) add dilute acid effervescence, carbon dioxide produced chloride (c l \u2013) [in solution]acidify with dilute nitric acid, then add aqueous silver nitratewhite ppt. iodide ( i\u2013) [in solution]acidify with dilute nitric acid, then add aqueous silver nitrateyellow ppt. nitrate (no3\u2013) [in solution]add aqueous sodium hydroxide then aluminium foil; warm carefullyammonia produced sulfate (so42\u2013) [in solution]acidify with dilute nitric acid, then aqueous barium nitratewhite ppt. test for aqueous cations cation effect of aqueous sodium hydroxide effect of aqueous ammonia aluminium (a l 3+)white ppt., soluble in excess giving a colourless solutionwhite ppt., insoluble in excess ammonium (nh4+) ammonia produced on warming \u2013 calcium (ca2+) white ppt., insoluble in excess no ppt., or very slight white ppt. copper (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 iron( iii) (fe3+) red-brown ppt., insoluble in excess red-brown ppt., insoluble in excess zinc (zn2+) white ppt., soluble in excess giving a colourless solutionwhite ppt., soluble in excess giving a colourless solution test for gases gas test and test results ammonia (nh3) turns damp red litmus paper blue carbon dioxide (co2) turns limewater milky chlorine (c l 2) bleaches damp litmus paper hydrogen (h2) \u2018pops\u2019 with a lighted splint oxygen (o2) relights a glowing splint \u00a9 ucles 2011"
+        },
+        "0620_w11_qp_61.pdf": {
+            "1": "read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen.you may use a pencil for any diagrams, graphs or rough working.do not use staples, paper clips, highlighters, glue or correction \ufb02 uid. do not  write in any barcodes. answer all questions. at the end of the examination, fasten all your work securely together.the number of marks is given in brackets [  ] at the end of each question or part question.chemistry  0620/61   paper 6 alternative to practical october/november 2011  1 hour candidates answer on the question paper. no additional materials are required.university of cambridge international examinations international general certi \ufb01 cate of secondary education this document consists of 13 printed pages and 3 blank pages. [turn overib11 11_0620_61/3rp\u00a9 ucles 2011 *2666903188* for examiner\u2019s use 3 4 5 total612",
+            "2": "2 0620/61/o/n/11blank page \u00a9 ucles 2011",
+            "3": "3 0620/61/o/n/11 \u00a9 ucles 2011 [turn overfor examiner\u2019s use1  a student investigated the reaction of air with copper. 100  cm3 of air was passed continuously  over heated copper using the apparatus below. when the volume remained constant, the  apparatus was left to cool and the volume of gas was measured. copper air  (a) (i)   complete the box to show the apparatus labelled. [1]  (ii)  indicate on the diagram, with an arrow, where heat is applied. [1]  (b)  what should be used to transfer the copper from a bottle to the apparatus?   ... ..  [1]  (c)  the copper changed colour from brown to . [1]  (d)  why was the apparatus left to cool before measuring the \ufb01 nal volume of gas?   ...    ... ..  [2] [total: 6]",
+            "4": "4 0620/61/o/n/11 \u00a9 ucles 2011for examiner\u2019s use2  a student prepared a sample of potassium nitrate by neutralising nitric acid using potassium  hydroxide solution.   25.0  cm3 of nitric acid was poured into a conical \ufb02 ask. potassium hydroxide was added a little  at a time from a burette as shown below. potassium hydroxide solution nitric acid   after each addition of potassium hydroxide solution the ph was measured with a ph meter and the values recorded in the table of results. volume of potassium hydroxide solution added  / cm3 ph value 5.0 1.2 10.0 1.4 15.0 2.620.0 2.024.0 2.724.5 3.025.5 11.026.0 11.330.0 12.040.0 13.2   you are going to draw a graph to \ufb01 nd the volume of potassium hydroxide solution required to  neutralise the 25.0  cm3 of nitric acid.",
+            "5": "5 0620/61/o/n/11 \u00a9 ucles 2011 [turn overfor examiner\u2019s use (a)  plot the results on the grid below and draw a smooth line graph. 14 1210 86420 0 5 10 15 20 volume of potassium hydroxide solution added  / cm325 30 35 40ph [3]  (b)  which point appears to be inaccurate?   ... ..  [1]  (c) (i)   use your graph  to \ufb01 nd the ph of the solution when 35.0  cm3 of potassium hydroxide  was added.   . .  [1]  (ii)  use your graph  to \ufb01 nd the ph of 25.0  cm3 of nitric acid.   show clearly on the grid  how you obtained your answer.   . .  [2]",
+            "6": "6 0620/61/o/n/11 \u00a9 ucles 2011for examiner\u2019s use (d) (i)   what is the ph of the solution when all of the nitric acid has just been neutralised?   . .  [1]  (ii)  what volume of potassium hydroxide was required to neutralise 25.0  cm3 of nitric  acid?   . .  [1]  (e)  describe how the student should modify the experiment to obtain pure crystals of  potassium nitrate.   ...    ...    ...    ...    ... ..  [3] [total: 12]",
+            "7": "7 0620/61/o/n/11 \u00a9 ucles 2011 [turn overfor examiner\u2019s use3  the diagram shows the results of an experiment to separate and identify the colours present  in two coloured mixtures, a and b.   substances c, d, e and f are single colours. a b c d e fsolvent front origin  (a) name this method of separation.   ... ..  [1]  (b)  draw a line on the diagram  to show the level of the solvent at the beginning of the  experiment. [1]  (c)  why should a pencil be used instead of a pen to draw the origin line?   ...    ... ..  [1]  (d)  state one difference and one similarity between the coloured mixtures, a and b.  difference  ..    ...   similarity     ... ..  [2]  (e)  which substances are present in mixture a?   ... ... [1] [total: 6]",
+            "8": "8 0620/61/o/n/11 \u00a9 ucles 2011for examiner\u2019s use4  a student investigated the reaction between aqueous copper( ii) sulfate and two different  metals, zinc and iron.   two experiments were carried out.   experiment 1   using a measuring cylinder, 25  cm3 of aqueous copper( ii) sulfate was poured into a  polystyrene cup. the temperature of the solution was measured. the timer was started and  the temperature was measured every half a minute for one minute.   at 1 minute, 5  g of zinc powder was added to the cup and the mixture stirred with the  thermometer. the temperature of the mixture was measured every half minute for an additional three minutes. ",
+            "9": "9 0620/61/o/n/11 \u00a9 ucles 2011 [turn overfor examiner\u2019s use (a)   use the thermometer diagrams in the table to record the temperatures. time  / min 0.0 0.51.01.52.0thermometer diagrams temperature  / \u00b0c 2.53.03.54.025 20 15 25 20 15 25 20 15 35 30 25 45 40 35 45 40 35 45 40 35 50 45 40 50 45 40 [3]",
+            "10": "10 0620/61/o/n/11 \u00a9 ucles 2011for examiner\u2019s use experiment 2   experiment 1 was repeated using 5  g of iron powder instead of the zinc powder.  (b)  use the thermometer diagrams in the table to record the temperatures. time  / min 0.0 0.51.01.52.0thermometer diagrams temperature  / \u00b0c 2.53.03.54.025 20 15 25 20 15 25 20 15 30 25 20 35 30 25 40 35 30 40 35 30 40 35 30 40 35 30 [3]",
+            "11": "11 0620/61/o/n/11 \u00a9 ucles 2011 [turn overfor examiner\u2019s use (c)  plot the results of both experiments on the grid below. draw two smooth line graphs.   clearly label your graphs. 60 5040302010 0 0.0 0.5 1.0 1.5 2.0 time  / min2.5 3.0 3.5 4.0temperature  / \u00b0c [5]  (d)  from your graph , work out the temperature of the reaction mixture in experiment 1 after  1 minute 15 seconds. show clearly on the graph  how you worked out your answer.   ... ..  [3]  (e)  what type of chemical process occurs when zinc and iron react with aqueous copper( ii)  sulfate?   ... ..  [1]",
+            "12": "12 0620/61/o/n/11 \u00a9 ucles 2011for examiner\u2019s use (f) (i)   compare the temperature changes in experiments 1 and 2.   . .  [1]  (ii)  suggest an explanation for the difference in temperature changes.   . ...   . .  [1]  (g)  explain how the temperature changes would differ in the experiments if 12.5  cm3 of  copper( ii) sulfate solution were used.   ...    ...    ... ..  [2]  (h) predict the effect of using lumps of zinc in experiment 1. explain your answer.   ...    ... ..  [2] [total: 21]",
+            "13": "13 0620/61/o/n/11 \u00a9 ucles 2011 [turn overfor examiner\u2019s use5 three different liquids p, q and r were analysed.  p was an aqueous solution of sulfuric acid.  the tests on the liquids and some of the observations are in the following table. complete the observations in the table.  tests observations (a) (i)   appearance of the liquids.  (ii)   the ph of the liquids was tested using  universal indicator paper.p ... [1] q colourless, smell of vinegar r colourless, no smell p ... [1] q ph  5 r ph  7 (b)   a piece of magnesium ribbon was added  to a little of each liquid.  the gas given off by liquid p was tested.p . ... [2]q slow effervescence r no reaction (c)  to a little of liquid p, hydrochloric acid and  aqueous barium chloride were added. ...  [2] (d)  liquid r was heated to boiling in a test-tube. a thermometer was used to record the constant temperature of the vapour produced. temperature = 100  \u00b0c  (e)  what conclusions can you draw about liquid q?   ... ..  [2]  (f)  identify liquid r.   ... ..  [1] [total: 9]",
+            "14": "14 0620/61/o/n/11 \u00a9 ucles 2011for examiner\u2019s use6  seawater contains sodium chloride and other salts.   plan an experiment to \ufb01 nd the mass of salts in 1  dm3 of seawater.   you will be provided with a small bottle of seawater.   you should include details of the method and any apparatus used.   (1 dm3 = 1000  cm3)   ... ...   ... ...   ... ...   ... ...   ... ...   ... ...   ... ...   ... .  [6] [total: 6]",
+            "15": "15 0620/61/o/n/11blank page \u00a9 ucles 2011",
+            "16": "16 permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here 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. 0620/61/o/n/11blank page \u00a9 ucles 2011"
+        },
+        "0620_w11_qp_62.pdf": {
+            "1": "read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen.you may use a pencil for any diagrams, graphs or rough working.do not use staples, paper clips, highlighters, glue or correction \ufb02 uid. do not  write in any barcodes. answer all questions. at the end of the examination, fasten all your work securely together.the number of marks is given in brackets [  ] at the end of each question or part question.chemistry  0620/62   paper 6 alternative to practical october/november 2011  1 hour candidates answer on the question paper. no additional materials are required.university of cambridge international examinations international general certi \ufb01 cate of secondary education this document consists of 10 printed pages and 2 blank pages. [turn overib11 11_0620_62/3rp\u00a9 ucles 2011 *8480914510* for examiner\u2019s use 3 4 5 total612",
+            "2": "2 0620/62/o/n/11blank page \u00a9 ucles 2011",
+            "3": "3 0620/62/o/n/11 \u00a9 ucles 2011 [turn overfor examiner\u2019s use1  a student reacted steam with heated magnesium ribbon using the apparatus below.   a white solid was left in the boiling tube and hydrogen gas was collected. waterwet mineral woolmagnesium hydrogen gas  (a) (i)   complete the box to show the chemical used. [1]  (ii)  indicate on the diagram, with two arrows, where heat is applied. [1]  (b)  suggest the name of the white solid.   ... ..  [1]  (c)  state a test for hydrogen.  test     result  .. .  [2]  (d)  suggest why the boiling tube containing the magnesium often cracks on cooling.   ... ..  [1] [total: 6]",
+            "4": "4 0620/62/o/n/11 \u00a9 ucles 2011for examiner\u2019s use2  a student carried out an experiment to investigate the speed of reaction between 50  cm3 of  dilute hydrochloric acid and excess zinc powder using the apparatus shown below.   the reaction was carried out at a room temperature of 25  \u00b0c. dilute hydrochloric acid zinc powdergas syringe   (a)  the volume of gas produced was measured every minute for six minutes.   use the syringe diagrams to complete the table of results. time  / minutes gas syringe diagram volume of gas collected  / cm3 01 02 03 0 50 60 400 01 02 03 0 50 60 40 01 02 03 0 50 60 40 01 02 03 0 50 60 40 01 02 03 0 50 60 40 01 02 03 0 50 60 40 01 02 03 0 50 60 401 2 3 45 6 [3]",
+            "5": "5 0620/62/o/n/11 \u00a9 ucles 2011 [turn overfor examiner\u2019s use (b)  plot the results on the grid below and draw a smooth line graph. 60 5040302010 0 0 1 2 3 4 5  6 volume of gas  / cm3 time  / minutes  [4]  (c) (i)   at which time does the result appear to be inaccurate?   . .  [1]  (ii)  use your graph  to work out the volume of gas that should have been recorded at  this time. show clearly on the grid  how you obtained your answer.   . .  [2]  (d) (i)   how does the speed of the reaction change over six minutes?   . .  [1]  (ii) explain why this change in speed takes place.   . ...   . .  [1]",
+            "6": "6 0620/62/o/n/11 \u00a9 ucles 2011for examiner\u2019s use (e)  sketch, on the grid , the graph you would expect if the experiment was repeated   (i) at 50  \u00b0c,  (ii) using excess lumps of zinc.   clearly label your sketches. [2] [total: 14]",
+            "7": "7 0620/62/o/n/11 \u00a9 ucles 2011 [turn overfor examiner\u2019s use3  the following account is from a student\u2019s notebook on how she made a sample of hydrated  cobalt( ii) chloride crystals, coc l 2.6h2o.  (a)  why was the acid warmed?   ... ..  [1]  (b)  why did it not matter if the volume of hydrochloric acid was not exactly 40  cm3?   ... ..  [1]  (c)  why was the mixture stirred with a glass rod and not a metal spatula?   ... ..  [1]  (d)  how would the student have known when no more cobalt carbonate reacted?   ... ..  [1]  (e)  how would the student know when the crystallisation point had been reached?   ... ..  [1]  (f)  suggest the effect of heat on hydrated cobalt( ii) chloride crystals.   ...    ... ..  [2] [total: 7]",
+            "8": "8 0620/62/o/n/11 \u00a9 ucles 2011for examiner\u2019s use4  a student investigated the reaction of iodine with two different aqueous solutions of sodium  thiosulfate, f and g.  two experiments were carried out. experiment 1  a burette was \ufb01 lled with the aqueous solution of sodium thiosulfate, f, to the 0.0  cm3 mark.   using a measuring cylinder, 20  cm3 of aqueous potassium iodate was poured into a conical  \ufb02 ask. excess potassium iodide and dilute sulfuric acid were added to the \ufb02 ask and the mixture  shaken. these chemicals reacted to form iodine.   the sodium thiosulfate solution was added from the burette 1  cm3 at a time. when the colour  of the mixture was pale yellow, starch solution was added to the \ufb02 ask. sodium thiosulfate  solution was then added until the solution became colourless.   (a)  use the burette diagram to record the volume in the table and complete the column. 22 2324 final reading  experiment 2   the burette was emptied and rinsed with the aqueous solution of sodium thiosulfate, g.   experiment 1 was repeated using the solution g of sodium thiosulfate instead of solution f.  (b)  use the burette diagrams to record the volumes in the table and complete the table. 1 23 initial reading474849 final reading burette readings  / cm3 experiment 1 experiment 2 \ufb01 nal reading initial reading difference [4]",
+            "9": "9 0620/62/o/n/11 \u00a9 ucles 2011 [turn overfor examiner\u2019s use (c)  why was the burette rinsed with solution g before carrying out experiment 2?   ... ..  [1]  (d)  suggest the purpose of the starch in the experiments.   ... ..  [1]  (e) (i)   in which experiment was the greater volume of sodium thiosulfate solution used?   . .  [1]  (ii)  compare the volumes of sodium thiosulfate solution used in experiments 1 and 2.   . .  [1]  (iii)  suggest an explanation for the difference in volumes.   . ...   . ...   . .  [2]  (f)  if experiment 1 was repeated using 10  cm3 of aqueous potassium iodate, what volume of  solution f would be used? explain your answer.   ...    ... ..  [2]  (g) (i)  state two sources of error in the experiments.  1.  .. ..  2.  ..   [2]  (ii)  suggest two improvements to reduce the sources of error in the experiments.  1.  .. ..  2.  ..   [2] [total: 16]",
+            "10": "10 0620/62/o/n/11 \u00a9 ucles 2011for examiner\u2019s use5 two different liquids, h and j, were analysed.  h was an aqueous solution of copper( ii) sulfate.  the tests on the liquids and some of the observations are in the following table. complete the observations in the table. tests observations (a) (i)   appearance of liquid h.  (ii)   appearance and smell of liquid j.  (iii)   distilled water was added to liquid j in  a test-tube and the contents shaken [1]  distinctive smell  two layers of liquid visible (b)   to liquid h was added dilute hydrochloric  acid and then aqueous barium chloride. ... [2] (c) (i)   to a little of liquid h, excess aqueous  sodium hydroxide was added.  (ii)   to a little of liquid h, about 1  cm3 of  aqueous ammonia solution was added.    excess aqueous ammonia solution  was then added  [2] ...  [3] (d)  a few drops of liquid j were put on a dry  watch glass.   the liquid was touched with a lighted  splint. liquid burns with a sooty \ufb02 ame  (e)  what conclusions can you draw about liquid j?   ...    ... ..  [2] [total: 10]",
+            "11": "11 0620/62/o/n/11 \u00a9 ucles 2011for examiner\u2019s use6  kleen up is a colourless liquid used to clean work surfaces and glass windows.   kleen up contains ammonia solution, which is a weak alkali. contains ammoniakleenkleen upupkleenkleen upupkleen up  (a)  state a chemical test to show the presence of ammonia in kleen up.  test     result  .. .  [2]  (b)  plan an experiment to determine the concentration of ammonia in kleen up.   you are provided with aqueous nitric acid of known concentration and common laboratory  apparatus.   ...    ...    ...    ...    ...    ... ..  [5] [total: 7]",
+            "12": "12 permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here 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. 0620/62/o/n/11blank page \u00a9 ucles 2011"
+        },
+        "0620_w11_qp_63.pdf": {
+            "1": "read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen.you may use a pencil for any diagrams, graphs or rough working.do not use staples, paper clips, highlighters, glue or correction \ufb02 uid. do not  write in any barcodes. answer all questions. at the end of the examination, fasten all your work securely together.the number of marks is given in brackets [  ] at the end of each question or part question.chemistry  0620/63   paper 6 alternative to practical october/november 2011  1 hour candidates answer on the question paper. no additional materials are required.university of cambridge international examinations international general certi \ufb01 cate of secondary education this document consists of 10 printed pages and 2 blank pages. [turn overib11 11_0620_63/2rp\u00a9 ucles 2011 *4271923629* for examiner\u2019s use 3 4 5 total61 2",
+            "2": "2 0620/63/o/n/11blank page \u00a9 ucles 2011",
+            "3": "3 0620/63/o/n/11 \u00a9 ucles 2011 [turn overfor examiner\u2019s use1  three sets of apparatus, a, b and c, are shown below. ab c  (a)  complete the empty boxes to name the pieces of apparatus. [3]  (b)  what name is given to the separation method in a?   ... ..  [1]  (c)  which apparatus would be most suitable to obtain crystals from an aqueous solution of  copper sulfate?   ... ..  [1] [total: 5]",
+            "4": "4 0620/63/o/n/11 \u00a9 ucles 2011for examiner\u2019s use2  a student investigated the temperature changes when metals are added to excess dilute  hydrochloric acid using the apparatus shown.  dilute hydrochloric acidmetal   the \ufb01 ve metals used were copper, magnesium, calcium, iron and zinc.   0.5  g of each metal was added to 25  cm3 of hydrochloric acid and the highest temperature  reached was measured.   in each experiment the initial temperature of the acid was 25  \u00b0c.  (a)  use the thermometer diagrams to record the highest temperatures in the table.   complete the table by calculating the temperature rises. metals copper magnesium calcium iron zincthermometer diagrams highest temperature  / \u00b0c temperature rise  / \u00b0c 30 25 20 45 40 35 50 45 40 35 30 25 35 30 25 [4]",
+            "5": "5 0620/63/o/n/11 \u00a9 ucles 2011 [turn overfor examiner\u2019s use (b)  draw a labelled bar chart to show the results of the experiments. temperature rise  / \u00b0c [4]  (c) (i)   which metal reacted with the hydrochloric acid to produce the largest temperature  rise?   . .  [1]  (ii)  state and explain the result obtained for copper.   . ...   . .  [2]  (d)  use the results to place the metals in order of increasing reactivity. least reactive metal most reactive metal [2]  (e)  predict the effect on the temperature changes if the experiments were repeated using  50  cm3 of the dilute hydrochloric acid. explain your answer.   ...    ... ..  [2] [total: 15]",
+            "6": "6 0620/63/o/n/11 \u00a9 ucles 2011for examiner\u2019s use3  the solubility of carbon dioxide gas in water varies with temperature.   a student used a data book to plot the solubility of carbon dioxide in water at different  temperatures on the grid below. solubility of carbon dioxide 02 0 4 0 6 0 temperature  / \u00b0c  (a)  draw a smooth curve through the points. [1]  (b)  which point appears to have been incorrectly plotted?   ... ..  [1]  (c)  what is the effect of increasing the temperature on the solubility of carbon dioxide in  water?   ... ..  [1]  (d)  nitrogen is less soluble in water than carbon dioxide. on the grid, sketch a graph to  represent the solubility of nitrogen. [1] [total: 4]",
+            "7": "7 0620/63/o/n/11 \u00a9 ucles 2011question 4 starts on the next page.",
+            "8": "8 0620/63/o/n/11 \u00a9 ucles 2011for examiner\u2019s use4  a student investigated the reaction between dilute sulfuric acid and three aqueous solutions  of sodium hydroxide of different concentrations, labelled a, b and c.  three experiments were carried out. experiment 1  a burette was \ufb01 lled up to the 0.0  cm3 mark with dilute sulfuric acid.   using a measuring cylinder, 20  cm3 of solution a was poured into a conical \ufb02 ask with a few  drops of phenolphthalein indicator.   the sulfuric acid was added to the \ufb02 ask, until the colour of the phenolphthalein changed.  (a)  use the burette diagram to record the \ufb01 nal volume in the table. 9 1011 final reading  experiment 2   experiment 1 was repeated using solution b.   (b)  use the burette diagrams to record the volumes in the table. 1 23 initial reading222324 final reading  experiment 3   experiment 2 was repeated using solution c instead of solution b.   (c)  use the burette diagrams to record the volumes in the table and complete the table. 10 1112 initial reading151617 final reading",
+            "9": "9 0620/63/o/n/11 \u00a9 ucles 2011 [turn overfor examiner\u2019s useburette readings  / cm3 experiment 1 experiment 2 experiment 3 \ufb01 nal reading initial reading difference [4]  (d)  what permanent colour change was observed after the sulfuric acid was added to the  \ufb02 ask?  from .. to .. [2]  (e)  what type of chemical reaction occurs when sulfuric acid reacts with sodium hydroxide?   ... ..  [1]  (f) (i)  complete the sentences below.   aqueous sodium hydroxide labelled .. needed the smallest volume  of sulfuric acid to change the colour of the phenolphthalein.   aqueous sodium hydroxide labelled .. needed the largest volume  of sulfuric acid to change the colour of the phenolphthalein. [1]  (ii)  the order of concentration of the solutions of sodium hydroxide is least concentrated most concentrated [2]  (g)  compare the volumes of sulfuric acid used in experiments 1 and 2.   ... ..  [1]  (h)  if experiment 3 was repeated using 40  cm3 of solution c, what volume of sulfuric acid  would be used?    ... ..  [2]  (i)  what would be a more accurate method of measuring the volume of the aqueous sodium  hydroxide?   ... ..  [1]",
+            "10": "10 0620/63/o/n/11 \u00a9 ucles 2011for examiner\u2019s use (j)  what would be the effect on the results if the solutions of sodium hydroxide were warmed  before adding the sulfuric acid? give a reason for your answer.  effect on results  ... .  reason  .  [2]  (k)  suggest a different  method of \ufb01 nding the order of concentrations of the solutions of  sodium hydroxide.    ...    ...    ...    ...    ... ..  [3] [total: 19]",
+            "11": "11 0620/63/o/n/11 \u00a9 ucles 2011 [turn overfor examiner\u2019s use5 two different salts, d and e, were analysed.  d was an aqueous solution of iron( iii) chloride and e was a solid.  the tests on the salts and some of the observations are in the following table. complete the observations in the table. tests observations (a) (i)   appearance of solution d.  (ii)   appearance of solid e [1]  white crystals tests on solution d (b)  the solution was divided into four equal  portions in test-tubes, and the following tests carried out.  (i)   dilute hydrochloric acid was added  to the \ufb01 rst portion of the solution and  then aqueous barium chloride.  (ii)   dilute nitric acid was added to the  second portion and then aqueous silver nitrate.  (iii)   an excess of aqueous sodium  hydroxide was added to the third portion of the solution.  (iv)   an excess of aqueous ammonia was  added to the fourth portion [1] ... [2]... [2] ... [1] tests on solid e (c) (i)   solid e was heated in a test-tube.    the gas given off was tested.  (ii)   dilute nitric acid was added to solid e  in a test-tube. limewater turned milky  rapid effervescence,  limewater turned milky  (d)  identify the gas given off in tests (c)(i)  and (c)(ii) .   ... ..  [1]  (e)  what conclusions can you draw about solid e?   ...    ... ..  [2] [total: 10]",
+            "12": "12 permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here 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. 0620/63/o/n/11 \u00a9 ucles 2011for examiner\u2019s use6 the label on an aerosol can of kleen air air freshener is shown. kleenkleen airairkleenkleen airairkleen aircontains: solventsethanolpropanone lemon oil  (a)  what is meant by the term solvent  ?   ... ..  [1]  (b)  what does the hazard sign indicate?   ... ..  [1]  (c)  what method could be used to obtain ethanol (boiling point 78  \u00b0c) from a mixture of  ethanol and propanone (boiling point 56  \u00b0c)?   ... ..  [1]  (d)  describe an experiment to investigate the number of coloured substances present in a  sample of the lemon oil obtained from kleen air.   ...    ...    ...    ...    ...    ... ..  [4] [total: 7]"
+        }
+    },
+    "2012": {
+        "0620_s12_qp_11.pdf": {
+            "1": "    this document consists of 16 printed pages.  ib12 06_0620_11/3rp  \u00a9 ucles 2012  [turn over       *3111298563* university of cambridge international examinations  international general certificate of secondary education       chemistry 0620/11     paper 1 multiple choice  may/june 2012       45 minutes  additional materials: multiple choice answer sheet   soft clean eraser   soft pencil (type b or hb is recommended)       read these instructions first    write in soft pencil. do not use staples, paper clips, highlighters, glue or correction fluid. write your name, centre number and candidate number on the answer sheet in the spaces provided unless  this has been done for you.   there are forty  questions on this paper. answer all questions. for each question there are four possible  answers a, b, c and d.   choose the one you consider correct and record your choice in soft pencil  on the separate answer sheet.   read the instructions on the answer sheet very carefully.  each correct answer will score one mark. a mark will not be deducted for a wrong answer. any rough working should be done in this booklet. a copy of the periodic table is printed on page 16. you may use a calculator.  ",
+            "2": "2  \u00a9 ucles 2012 0620/11/m/j/12  1 which diagram shows the process of diffusion?    a b c ddifferent atomskey       2 which method is most suitable to obtain zinc carbonate from a suspension of zinc carbonate in  water?  a crystallisation  b distillation  c evaporation  d filtration      3 a student investigates how the concentration of an acid affects the speed of reaction with a 0.5  g  mass of magnesium at 30  \u00b0c.    the student has a beaker, concentrated acid, water and the apparatus below.    p a balance  q a clock r a measuring cylinder s a thermometer    which pieces of apparatus does the student use?  a p, q and r only  b p, q and s only  c q, r and s only  d p, q, r and s     ",
+            "3": "3  \u00a9 ucles 2012 0620/11/m/j/12 [turn over  4 an element y has the proton number 18.    the next element in the periodic table is an element z.    which statement is correct?  a element z has one more electron in its outer shell than element y.  b element z has one more electron shell than element y.  c element z is in the same group of the periodic table as element y.  d element z is in the same period of the periodic table as element y.     5 which atom has twice as many neutrons as protons?  a  h1 1 b h2 1 c h3 1 d he4 2     6 which is a simple covalent molecule?    conducts electricity    when solid when molten volatile  a \u0013 \u0013 \u0017  b \u0013 \u0017 \u0013  c \u0017 \u0013 \u0017  d \u0017 \u0017 \u0013    7 the electronic structures of atoms p and q are shown.    q p= electron key      p and q react to form an ionic compound.    what is the formula of this compound?  a pq 2 b p2q c p2q6 d p6q2    ",
+            "4": "4  \u00a9 ucles 2012 0620/11/m/j/12  8 the diagrams show the structures of two forms, p and q, of a solid element.    pq     what are suitable uses of p and q, based on their structures?     use of solid p use of solid q  a drilling drilling  b lubricating drilling  c drilling lubricating  d lubricating lubricating     9 the equation for the reaction between magnesium and dilute sulfuric acid is shown.    mg  +  h 2so 4  \u2192  mgso 4  +  h 2   m r of mgso 4 is 120    which mass of magnesium sulfate will be formed if 12  g of magnesium are reacted with sulfuric  acid?  a 5  g b 10  g c 60  g d 120  g    ",
+            "5": "5  \u00a9 ucles 2012 0620/11/m/j/12 [turn over  10 winston churchill, a british prime minister, had his false teeth electroplated with gold.    the teeth were coated with a thin layer of car bon and were then placed in the apparatus shown.    false teethswitch gold aqueous solution of a gold saltxy     which row is correct?     terminal x is the carbon powder  could be  a negative diamond  b negative graphite  c positive diamond  d positive graphite     ",
+            "6": "6  \u00a9 ucles 2012 0620/11/m/j/12  11 the diagram shows that two gases are formed when concentrated hydrochloric acid is  electrolysed using inert electrodes.    +ve \u2013ve concentrated hydrochloric acid     which row correctly describes the colours of the gases at the electrodes?     anode (+ve) cathode (\u2013ve)  a colourless colourless  b colourless yellow-green  c yellow-green colourless  d yellow-green yellow-green      12 the diagram shows the reaction between zinc oxide and dilute hydrochloric acid.    dilute hydrochloric acid 20  \u00b0c ph  1aqueous zinc chloride22  \u00b0c ph  7 before afterzinc oxide powder     which terms describe the reaction?     endothermic neutralisation  a \u0013 \u0013  b \u0013 \u0017  c \u0017 \u0013  d \u0017 \u0017   ",
+            "7": "7  \u00a9 ucles 2012 0620/11/m/j/12 [turn over  13 the apparatus shown is used to measure the speed of a reaction.    gas syringe reactants     which equation represents a reaction where the speed can be measured using this apparatus?  a mg(s)  +  2hc l (aq)  \u2192  mgc l 2(aq)  +  h 2(g)  b hc l (aq)  +  naoh(aq)  \u2192  nac l (aq)  +  h 2o(l)  c fe(s)  +  cuso 4(aq)  \u2192  cu(s)  +  feso 4(aq)  d 2na(s)  +  br 2(l)  \u2192  2nabr(s)     14 the element vanadium, v, forms several oxides.    in which change is oxidation taking place?  a vo 2 \u2192 v 2o3  b v2o5 \u2192 vo 2  c v2o3 \u2192 vo  d v2o3 \u2192 v 2o5      15 a gas is escaping from a pipe in a chemical plant.    a chemist tests this gas and finds that it is alkaline.    what is this gas?  a ammonia  b chlorine  c hydrogen  d sulfur dioxide      ",
+            "8": "8  \u00a9 ucles 2012 0620/11/m/j/12  16 the results of three tests on a solution of compound x are shown in the table.    test result  aqueous sodium hydroxide added white precipitate formed, soluble in excess  aqueous ammonia added white precipitate formed, insoluble in excess  acidified silver nitrate added white precipitate formed    what is compound x?  a aluminium bromide  b aluminium chloride  c zinc bromide  d zinc chloride     17 the graph shows how the ph changes as an acid is added to an alkali.    acid  +  alkali  \u2192  salt  +  water    which letter represents the area of the graph where both acid and salt are present?    pha b c d14 7 0      18 dilute hydrochloric acid is added to a solid, s.    a flammable gas, g, is formed. gas g is less dense than air.    what are s and g?     solid s gas g  a copper hydrogen  b copper carbonate carbon dioxide  c zinc hydrogen  d zinc carbonate carbon dioxide     ",
+            "9": "9  \u00a9 ucles 2012 0620/11/m/j/12 [turn over  19 the diagram shows a section of the periodic table.    which element is described below?    \u2018a colourless, unreactive gas that is denser than air.\u2019    a b c d      20 element x is below iodine in the periodic table.    which row correctly shows the physical state of element x at room temperature and its reactivity compared with that of iodine?     physical state  of element x at  room temperature reactivity compared  with that of iodine  a gas less reactive  b solid less reactive  c gas more reactive  d solid more reactive    21 which properties of the element titanium, ti, can be predicted from its position in the periodic  table?     can be used  as a catalyst conducts electricity  when solid has low density forms coloured  compounds  a \u0013 \u0013 \u0017 \u0013  b \u0013 \u0013 \u0013 \u0017  c \u0013 \u0017 \u0013 \u0013  d \u0017 \u0013 \u0013 \u0013    ",
+            "10": "10  \u00a9 ucles 2012 0620/11/m/j/12  22 five elements have proton numbers 10, 12, 14, 16 and 18.    what are the proton numbers of the three elements that form oxides?  a 10, 12 and 14  b 10, 14 and 18  c 12, 14 and 16  d 14, 16 and 18     23 which statement about the uses of metals is correct?  a aluminium is used in the manufacture of aircraft as it has a high density.  b aluminium is used to make food containers as it conducts electricity.  c stainless steel for cutlery is made by adding other elements to iron.  d stainless steel is used to make chemical reactors as it corrodes readily.    24 which statement about the extraction of iron from its ore is correct?  a iron is more difficult to extract than zinc.  b iron is more difficult to extract than copper.  c iron is easy to extract because it is a transition metal.  d iron cannot be extracted by reduction with carbon.    25 metal x reacts violently with water.    metal y reacts slowly with steam.    metal z does not react with dilute hydrochloric acid.    what is the correct order of reactivity of these metals, most reactive first?  a x \u2192 y \u2192 z  b x \u2192 z \u2192 y  c z \u2192 x \u2192 y  d z \u2192 y \u2192 x      26 which property is shown by all metals?  a they are extracted from their ores by heating with carbon.  b they conduct electricity.  c they form acidic oxides.  d they react with hydrochloric acid to form hydrogen. ",
+            "11": "11  \u00a9 ucles 2012 0620/11/m/j/12 [turn over  27 some uses of water are listed.    1 for drinking  2 in chemical reactions  3 in swimming pools  4 in washing    for which uses is it necessary to chlorinate the water?  a 1 and 2 b 1 and 3 c 2 and 4 d 3 and 4      28 coal is a fossil fuel.    which gas is not formed when coal burns?  a carbon dioxide  b carbon monoxide  c methane  d sulfur dioxide     29 which is a use of oxygen?  a filling balloons  b filling light bulbs  c food preservation  d making steel    30 fertilisers need to supply crops with three main elements.    which compound contains all three of these elements?  a h 3po 4 b kno 3 c nh 4k2po 4 d nh 4no 3     ",
+            "12": "12  \u00a9 ucles 2012 0620/11/m/j/12  31 a new planet has been discovered a nd its atmosphere has been analysed.    atmosphere planet     the table shows the composition of the atmosphere.    gas percentage by volume  carbon dioxide 4  nitrogen 72  oxygen 24    which gases are present in the atmosphere of the planet in a higher percentage than they are in  the earth\u2019s atmosphere?  a carbon dioxide and oxygen  b carbon dioxide only  c nitrogen and oxygen  d nitrogen only     32 gas x is a waste gas from digestion in animals.    gas y is formed when gas x is burnt with a small amount of oxygen.    gas z is formed when gas x is burnt with an excess of oxygen.    what are x, y and z?     x y z  a carbon dioxide methane carbon monoxide  b carbon monoxide methane carbon dioxide  c methane carbon dioxide carbon monoxide  d methane carbon monoxide carbon dioxide    ",
+            "13": "13  \u00a9 ucles 2012 0620/11/m/j/12 [turn over  33 air containing an acidic impurity was neutralised by passing it through a column containing  substance x.    acidic air neutralised ai rsubstance x     what is substance x?  a calcium oxide  b sand  c sodium chloride  d concentrated sulfuric acid     34 the structure of a compound is shown.    ch co ohh h hc c h     which functional groups are present in this compound?     alcohol alkene carboxylic acid  a \u0013 \u0013 \u0013  b \u0013 \u0017 \u0017  c \u0017 \u0013 \u0013  d \u0017 \u0017 \u0013     35 which fraction from the fractional distillation of petroleum does not match its correct use?     fraction use  a fuel oil domestic heating  b kerosene jet fuel  c naphtha making roads  d refinery gas for heating and cooking    ",
+            "14": "14  \u00a9 ucles 2012 0620/11/m/j/12  36 the diagram shows apparatus used to separate petroleum into four fractions.    petroleum on rock wool heatthermometer water fraction    which fraction contains the smallest hydrocarbon molecules?    fraction boiling point range  / \u00b0c  a up to 70  b 70 to 120  c 120 to 170  d over 170      37 when a long chain hydrocarbon is cracked, the following products are produced.    1 c 3h8  2 c 2h4  3 c 3h6  4 c 2h6    which products would decolourise bromine water?  a 1 and 4 b 2 and 3 c 2 only d 3 only     ",
+            "15": "15  \u00a9 ucles 2012 0620/11/m/j/12  38 pva is a polymer. the monomer has the structure shown.    c coh hh h    to which homologous series does this compound belong?     alcohols alkenes  a \u0013 \u0013  b \u0013 \u0017  c \u0017 \u0013  d \u0017 \u0017     39 which equation represents incomplete combustion of ethane?  a c 2h6  +  o 2  \u2192  2co  +  3h 2  b c 2h6  +  2o 2  \u2192  2co 2  +  3h 2  c 2c 2h6  +  5o 2  \u2192  4co  +  6h 2o  d 2c 2h6  +  7o 2  \u2192  4co 2  +  6h 2o    40 ethanol is an important chemical produced by the  \u2026\u20261\u2026\u2026  of  \u2026\u20262\u2026\u2026 .    which words correctly complete gaps 1 and 2?     1 2  a combustion ethane  b combustion glucose  c fermentation ethane  d fermentation glucose    ",
+            "16": "16      permission to reproduce items where third-par ty owned material protected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the publis her (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 t he 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.    \u00a9 ucles 2012 0620/11/m/j/12   group 140 ce cerium 58141 pr praseodymium 59144 nd neodymium 60pm promethium 61150 sm samarium 62152 eu europium 63157 gd gadolinium 64159 tb terbium 65162 dy dysprosium 66165 ho holmium 67167 er erbium 68169 tm thulium 69173 yb ytterbium 70175 lu lutetium 71 232 th thorium 90pa protactinium 91238 u uranium 92np neptunium 93pu plutonium 94am americium 95cm curium 96bk berkelium 97cf californium 98es einsteinium 99fm fermium 100md mendelevium 101no nobelium 102lr lawrencium 1031 h hydrogen 1 7 li lithium 3 23 na sodium 1124 mg magnesium 12 40 ca calcium 2045 sc scandium 2148 ti titanium 2251 v vanadium 2352 cr chromium 2455 mn manganese 2556 fe iron 2659 co cobalt 2759 ni nickel 2864 cu copper 2965 zn zinc 3070 ga gallium 3127 al aluminium 1311 b boron 512 c carbon 614 n nitrogen 716 o oxygen 819 f fluorine 9 28 si silicon 1431 p phosphorus 1532 s sulfur 1635.5 cl chlorine 1740 ar argon 1820 ne neon 104 he helium 2 73 ge germanium 3275 as arsenic 3379 se selenium 3480 br bromine 3584 kr krypton 3639 k potassium 19 88 sr strontium 3889 y yttrium 3991 zr zirconium 4093 nb niobium 4196 mo molybdenum 42tc technetium 43101 ru ruthenium 44103 rh rhodium 45106 pd palladium 46108 ag silver 47112 cd cadmium 48115 in indium 49119 sn tin 50122 sb antimony 51128 te tellurium 52127 i iodine 53131 xe xenon 54 137 ba barium 56139 la lanthanum 57        *178 hf hafnium 72181 ta tantalum 73184 w tungsten 74186 re rhenium 75190 os osmium 76192 ir iridium 77195 pt platinum 78197 au gold 79201 hg mercury 80204 tl thallium 81207 pb lead 82209 bi bismuth 83po polonium 84at astatine 85rn radon 86 fr francium 87227 ac actinium 899 be beryllium 4ii i iii iv v vi vii 0 85 rb rubidium 37 133 cs caesium 55 226 ra radium 88 the volume of one mole of any gas is 2 4dm3at room temperature and pressure (r .t.p.).a x ba = relative atomic mass x = atomic symbol b = proton (atomic) numberkey*58-71 lanthanoid series 90-103 actinoid seriesdata sheet the periodic t able of the elements  "
+        },
+        "0620_s12_qp_12.pdf": {
+            "1": "    this document consists of 16 printed pages.  ib12 06_0620_12/3rp  \u00a9 ucles 2012  [turn over       *7216958504* university of cambridge international examinations  international general certificate of secondary education       chemistry 0620/12     paper 1 multiple choice  may/june 2012       45 minutes  additional materials: multiple choice answer sheet   soft clean eraser   soft pencil (type b or hb is recommended)       read these instructions first    write in soft pencil. do not use staples, paper clips, highlighters, glue or correction fluid. write your name, centre number and candidate number on the answer sheet in the spaces provided unless  this has been done for you.   there are forty  questions on this paper. answer all questions. for each question there are four possible  answers a, b, c and d.   choose the one you consider correct and record your choice in soft pencil  on the separate answer sheet.   read the instructions on the answer sheet very carefully.  each correct answer will score one mark. a mark will not be deducted for a wrong answer. any rough working should be done in this booklet. a copy of the periodic table is printed on page 16. you may use a calculator.  ",
+            "2": "2  \u00a9 ucles 2012 0620/12/m/j/12  1 which diagram shows the process of diffusion?    a b c ddifferent atomskey       2 which method would be most suitable for the separation of a mixture of sand and water to obtain  the sand?  a chromatography  b crystallisation  c distillation  d filtration      3 a student investigates how the concentration of an acid affects the speed of reaction with a 0.5  g  mass of magnesium at 30  \u00b0c.    the student has a beaker, concentrated acid, water and the apparatus below.    p a balance  q a clock r a measuring cylinder s a thermometer    which pieces of apparatus does the student use?  a p, q and r only  b p, q and s only  c q, r and s only  d p, q, r and s     ",
+            "3": "3  \u00a9 ucles 2012 0620/12/m/j/12 [turn over  4 an element y has the proton number 18.    the next element in the periodic table is an element z.    which statement is correct?  a element z has one more electron in its outer shell than element y.  b element z has one more electron shell than element y.  c element z is in the same group of the periodic table as element y.  d element z is in the same period of the periodic table as element y.     5 which atom has twice as many neutrons as protons?  a  h1 1 b h2 1 c h3 1 d he4 2     6 the table contains information about four substances.    which substance is potassium chloride?    conduction of electricity   melting point  / \u00b0c when molten in aqueous solution  a 11 no yes  b 98 yes yes  c 772 yes yes  d 1410 no insoluble      7 the electronic structures of atoms p and q are shown.    q p= electron key      p and q react to form an ionic compound.    what is the formula of this compound?  a pq 2 b p2q c p2q6 d p6q2     ",
+            "4": "4  \u00a9 ucles 2012 0620/12/m/j/12  8 the diagrams show the structures of two forms, p and q, of a solid element.    pq     what are suitable uses of p and q, based on their structures?     use of solid p use of solid q  a drilling drilling  b lubricating drilling  c drilling lubricating  d lubricating lubricating     9 methane, ch 4, burns in the air to form carbon dioxide and water.    what is the balanced equation for this reaction?  a ch 4(g)  +  o 2(g)  \u2192  co 2(g)  +  2h 2o(g)  b ch 4(g)  +  2o 2(g)  \u2192  co 2(g)  +  2h 2o(g)  c ch 4(g)  +  2o 2(g)  \u2192  co 2(g)  +  h 2o(g)  d ch 4(g)  +  3o 2(g)  \u2192  co 2(g)  +  2h 2o(g)      10 in which reaction is lead( ii) oxide, pbo, oxidised?  a pbo  +  c  \u2192  pb  +  co  b pbo  +  co  \u2192  pb  +  co 2  c pbo  +  h 2  \u2192  pb  +  h 2o  d 2pbo  +  o 2  \u2192  2pbo 2     ",
+            "5": "5  \u00a9 ucles 2012 0620/12/m/j/12 [turn over  11 the diagram shows an unsuccessful experiment to nickel plate a pan.    pan nickel sulfate solutionnickel cathode\u2013ve +ve     which change is necessary to plate the pan with nickel?  a add more nickel sulfate to the solution.  b heat the solution to 100  \u00b0c.  c increase the current in the circuit.  d make the pan the negative electrode.     12 the rates of some chemical reactions can be measured by using the apparatus shown.    94.72  g reactants  balance      for which reaction is this apparatus suitable?  a mgco 3  +  2hc l  \u2192  mgc l 2  +  co 2  +  h 2o  b mg  +  znc l 2  \u2192  mgc l 2  +  zn  c mgc l 2  +  2naoh  \u2192  mg(oh) 2  +  2nac l  d mgo  +  2hc l  \u2192  mgc l 2  +  h 2o     ",
+            "6": "6  \u00a9 ucles 2012 0620/12/m/j/12  13 the diagram shows that two gases are formed when concentrated hydrochloric acid is  electrolysed using inert electrodes.    +ve \u2013ve concentrated hydrochloric acid     which row correctly describes the colours of the gases at the electrodes?     anode (+ve) cathode (\u2013ve)  a colourless colourless  b colourless yellow-green  c yellow-green colourless  d yellow-green yellow-green      14 the diagram shows the reaction between zinc oxide and dilute hydrochloric acid.    dilute hydrochloric acid 20  \u00b0c ph  1aqueous zinc chloride22  \u00b0c ph  7 before afterzinc oxide powder     which terms describe the reaction?     endothermic neutralisation  a \u0013 \u0013  b \u0013 \u0017  c \u0017 \u0013  d \u0017 \u0017   ",
+            "7": "7  \u00a9 ucles 2012 0620/12/m/j/12 [turn over  15 four different gases are passed through the apparatus shown.    gas in gas out damp red litmus paperdamp blue litmus paper    which gas has no effect on either piece of litmus paper?  a ammonia  b carbon dioxide  c chlorine  d hydrogen      16 an aqueous solution of copper( ii) sulfate was made by adding excess copper( ii) oxide to dilute  sulfuric acid. the mixture was heated, stirred and then filtered.    dilute sulfuric acid copper( ii) oxide heatcopper( ii) sulfate solution     what was the ph of the acid before adding the copper( ii) oxide and of the solution after filtration?     ph of acid before adding  copper( ii) oxide ph of solution  after filtration  a greater than 7 7  b greater than 7 less than 7  c less than 7 7  d less than 7 greater than 7     ",
+            "8": "8  \u00a9 ucles 2012 0620/12/m/j/12  17 aqueous potassium iodide is added to aqueous silver nitrate.    what are the colours of the final precipitate and solution?     precipitate solution  a brown colourless  b white yellow  c yellow colourless  d yellow white     18 three gas jars contain carbon dioxide, hydrogen and oxygen, as shown.    carbon dioxide hydrogen oxygen    which one of the following tests could be used to discover which gas is in each jar?  a a glowing splint  b a lighted splint  c damp blue litmus paper  d limewater      19 the diagram shows an outline of part of the periodic table.    x yz     which statement about elements x, y and z is not correct?  a all are metals.  b all conduct electricity.  c all form coloured compounds.  d all react with oxygen.   ",
+            "9": "9  \u00a9 ucles 2012 0620/12/m/j/12 [turn over  20 elements x, y and z are in group vii of the periodic table.    x is a gas.    y is less reactive than z    z is a red liquid.    when x, y and z are put in order of increasing proton number, which order is correct?  a x \u2192 y \u2192 z b x \u2192 z \u2192 y c y \u2192 x \u2192 z d y \u2192 z \u2192 x      21 which properties of the element titanium, ti, can be predicted from its position in the periodic  table?     can be used  as a catalyst conducts electricity  when solid has low density forms coloured  compounds  a \u0013 \u0013 \u0017 \u0013  b \u0013 \u0013 \u0013 \u0017  c \u0013 \u0017 \u0013 \u0013  d \u0017 \u0013 \u0013 \u0013     22 five elements have proton numbers 10, 12, 14, 16 and 18.    what are the proton numbers of the three elements that form oxides?  a 10, 12 and 14  b 10, 14 and 18  c 12, 14 and 16  d 14, 16 and 18      23 which statement about aluminium is not correct?  a it is resistant to corrosion.  b it is strong and has a high density.  c it is used in food containers.  d it is used in the manufacture of aircraft.    ",
+            "10": "10  \u00a9 ucles 2012 0620/12/m/j/12  24 many metals are extracted from their ores by heating the metal oxide with carbon.    which metal cannot  be extracted using this method?  a aluminium  b copper  c iron  d zinc     25 a metal has the following properties.    \u25cf it does not react with cold water.  \u25cf it reacts with dilute hydrochloric acid.  \u25cf it cannot be extracted from its oxide using carbon.    between which two metals in the reactivity series should it be placed?  a calcium and magnesium  b iron and copper  c magnesium and zinc  d zinc and iron      26 which statements about the general properties of metals are correct?    1 conduct electricity when solid  2 form acidic oxides  3 high melting point    a 1 and 3 b 1 only c 2 and 3 d 2 only      27 water for human use is treated by filtration then chlorination.    which uses do not need water of this quality?    1 water for cooling in industry  2 water for flushing toilets in the home  3 water for drinking    a 1, 2 and 3 b 1 and 2 only c 1 and 3 only d 2 and 3 only     ",
+            "11": "11  \u00a9 ucles 2012 0620/12/m/j/12 [turn over  28 carbon monoxide is an air pollutant produced when petrol is burned in a car engine.    why is carbon monoxide considered to be an air pollutant?  a it causes global warming.  b it causes the corrosion of buildings.  c it is a greenhouse gas.  d it is poisonous.     29 a new planet has been discovered a nd its atmosphere has been analysed.    atmosphere planet     the table shows the composition of the atmosphere.    gas percentage by volume  carbon dioxide 4  nitrogen 72  oxygen 24    which gases are present in the atmosphere of the planet in a higher percentage than they are in  the earth\u2019s atmosphere?  a carbon dioxide and oxygen  b carbon dioxide only  c nitrogen and oxygen  d nitrogen only    30 acetylene, c 2h2, is a hydrocarbon. when acetylene and oxygen react, the hot flame produced  can be used to weld steel.    which statement is correct?  a acetylene and oxygen react exothermically.  b acetylene is saturated.  c oxygen and steel react endothermically.  d oxygen is a gaseous fuel.     ",
+            "12": "12  \u00a9 ucles 2012 0620/12/m/j/12  31 fertilisers are used to provide three elements needed to increase the yield of crops.    which two compounds, when used together, would provide all three of these elements?  a ammonium nitrate and calcium phosphate  b ammonium nitrate and potassium sulfate  c potassium nitrate and calcium phosphate  d potassium nitrate and potassium sulfate     32 carbon dioxide and methane are \u2018greenhouse gases\u2019 which contribute to global warming.    which process does not increase global warming?  a burning fossil fuels  b decay of organic waste  c farming cattle for beef  d growing crops such as sugar cane      33 when coal and oil burn in power stations, the acidic gas sulfur dioxide is formed. sulfur dioxide is  removed by absorbing it in a liquid sprayed down a tower.    towe r waste gases (including sulfur dioxide)liquid x spray      what is liquid x?  a calcium hydroxide solution  b sodium chloride solution  c dilute  hydrochloric acid  d water     ",
+            "13": "13  \u00a9 ucles 2012 0620/12/m/j/12 [turn over  34 the table shows bonds that are present a nd bonds that are not present in compound x.    bond   c\u2013c \u0013  c=c \u0017  c\u2013h \u0013  c\u2013o \u0013  c=o \u0013  o\u2013h \u0013    what type of compound is x?  a a carboxylic acid  b an alcohol  c an alkane  d an alkene      35 the diagram shows different fuels from which electricity can be generated.    electricity coaluranium diesel oil     which box completes the diagram?    ammoniaa bitumenb natural gasc steamd      ",
+            "14": "14  \u00a9 ucles 2012 0620/12/m/j/12  36 the diagram shows apparatus used to separate petroleum into four fractions.    petroleum on rock wool heatthermometer water fraction    which fraction contains the smallest hydrocarbon molecules?    fraction boiling point range  / \u00b0c  a up to 70  b 70 to 120  c 120 to 170  d over 170      37 ethanol is a fuel used in cars. it can be made from petroleum.     c 4h10  \u2192  c2h4  +  c 2h6 cracking   c 2h4  +  h 2o  \u2192  c2h5oh producing ethanol   c 2h5oh  +  3o 2  \u2192  2co 2  +  3h 2o burning    compounds of how many homologous series appear in these equations?  a 1 b 2 c 3 d 4     ",
+            "15": "15  \u00a9 ucles 2012 0620/12/m/j/12  38 butene is an alkene which is manufactured by cracking hydrocarbons.    h ch hhhh h hc c c     which hydrocarbon can be cracked to make butene?  a ethane, c 2h6  b decane, c 10h22  c methane, ch 4  d propane, c 3h8      39 which substance does not produce carbon dioxide when it burns in oxygen?  a butane  b ethanol  c ethene  d hydrogen     40 ethanol is an important chemical produced by the  \u2026\u20261\u2026\u2026  of  \u2026\u20262\u2026\u2026 .    which words correctly complete gaps 1 and 2?     1 2  a combustion ethane  b combustion glucose  c fermentation ethane  d fermentation glucose    ",
+            "16": "16      permission to reproduce items where thir d-party owned material protected by copyright  is included has been sought and cleared w here possible. every  reasonable effort has been made by the publis her (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 t he 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.    \u00a9 ucles 2012 0620/12/m/j/12   group 140 ce cerium 58141 pr praseodymium 59144 nd neodymium 60pm promethium 61150 sm samarium 62152 eu europium 63157 gd gadolinium 64159 tb terbium 65162 dy dysprosium 66165 ho holmium 67167 er erbium 68169 tm thulium 69173 yb ytterbium 70175 lu lutetium 71 232 th thorium 90pa protactinium 91238 u uranium 92np neptunium 93pu plutonium 94am americium 95cm curium 96bk berkelium 97cf californium 98es einsteinium 99fm fermium 100md mendelevium 101no nobelium 102lr lawrencium 1031 h hydrogen 1 7 li lithium 3 23 na sodium 1124 mg magnesium 12 40 ca calcium 2045 sc scandium 2148 ti titanium 2251 v vanadium 2352 cr chromium 2455 mn manganese 2556 fe iron 2659 co cobalt 2759 ni nickel 2864 cu copper 2965 zn zinc 3070 ga gallium 3127 al aluminium 1311 b boron 512 c carbon 614 n nitrogen 716 o oxygen 819 f fluorine 9 28 si silicon 1431 p phosphorus 1532 s sulfur 1635.5 cl chlorine 1740 ar argon 1820 ne neon 104 he helium 2 73 ge germanium 3275 as arsenic 3379 se selenium 3480 br bromine 3584 kr krypton 3639 k potassium 19 88 sr strontium 3889 y yttrium 3991 zr zirconium 4093 nb niobium 4196 mo molybdenum 42tc technetium 43101 ru ruthenium 44103 rh rhodium 45106 pd palladium 46108 ag silver 47112 cd cadmium 48115 in indium 49119 sn tin 50122 sb antimony 51128 te tellurium 52127 i iodine 53131 xe xenon 54 137 ba barium 56139 la lanthanum 57        *178 hf hafnium 72181 ta tantalum 73184 w tungsten 74186 re rhenium 75190 os osmium 76192 ir iridium 77195 pt platinum 78197 au gold 79201 hg mercury 80204 tl thallium 81207 pb lead 82209 bi bismuth 83po polonium 84at astatine 85rn radon 86 fr francium 87227 ac actinium 899 be beryllium 4ii i iii iv v vi vii 0 85 rb rubidium 37 133 cs caesium 55 226 ra radium 88 the volume of one mole of any gas is 2 4dm3at room temperature and pressure (r .t.p.).a x ba = relative atomic mass x = atomic symbol b = proton (atomic) numberkey*58-71 lanthanoid series 90-103 actinoid seriesdata sheet the periodic t able of the elements  "
+        },
+        "0620_s12_qp_13.pdf": {
+            "1": "    this document consists of 16 printed pages.  ib12 06_0620_13/fp  \u00a9 ucles 2012  [turn over       *7094438313* university of cambridge international examinations  international general certificate of secondary education       chemistry 0620/13     paper 1 multiple choice  may/june 2012       45 minutes  additional materials: multiple choice answer sheet   soft clean eraser   soft pencil (type b or hb is recommended)       read these instructions first    write in soft pencil. do not use staples, paper clips, highlighters, glue or correction fluid. write your name, centre number and candidate number on the answer sheet in the spaces provided unless  this has been done for you.   there are forty  questions on this paper. answer all questions. for each question there are four possible  answers a, b, c and d.   choose the one you consider correct and record your choice in soft pencil  on the separate answer sheet.   read the instructions on the answer sheet very carefully.  each correct answer will score one mark. a mark will not be deducted for a wrong answer. any rough working should be done in this booklet. a copy of the periodic table is printed on page 16. you may use a calculator.  ",
+            "2": "2  \u00a9 ucles 2012 0620/13/m/j/12  1 which diagram shows the process of diffusion?    a b c ddifferent atomskey       2 a student investigates how the concentration of an acid affects the speed of reaction with a 0.5  g  mass of magnesium at 30  \u00b0c.    the student has a beaker, concentrated acid, water and the apparatus below.    p a balance  q a clock  r a measuring cylinder  s a thermometer    which pieces of apparatus does the student use?  a p, q and r only  b p, q and s only  c q, r and s only  d p, q, r and s      3 which method is most suitable to obtain zinc carbonate from a suspension of zinc carbonate in  water?  a crystallisation  b distillation  c evaporation  d filtration     ",
+            "3": "3  \u00a9 ucles 2012 0620/13/m/j/12 [turn over  4 the electronic structures of atoms p and q are shown.    q p= electron key      p and q react to form an ionic compound.    what is the formula of this compound?  a pq 2 b p2q c p2q6 d p6q2      5 an element y has the proton number 18.    the next element in the periodic table is an element z.    which statement is correct?  a element z has one more electron in its outer shell than element y.  b element z has one more electron shell than element y.  c element z is in the same group of the periodic table as element y.  d element z is in the same period of the periodic table as element y.      6 which atom has twice as many neutrons as protons?  a h1 1 b h2 1 c h3 1 d he4 2     7 which is a simple covalent molecule?    conducts electricity    when solid when molten volatile  a \u0013 \u0013 \u0017  b \u0013 \u0017 \u0013  c \u0017 \u0013 \u0017  d \u0017 \u0017 \u0013    ",
+            "4": "4  \u00a9 ucles 2012 0620/13/m/j/12  8 the equation for the reaction between magnesium and dilute sulfuric acid is shown.    mg  +  h 2so 4  \u2192  mgso 4  +  h 2   m r of mgso 4 is 120    which mass of magnesium sulfate will be formed if 12  g of magnesium are reacted with sulfuric  acid?  a 5  g b 10  g c 60  g d 120  g      9 the diagrams show the structures of two forms, p and q, of a solid element.    pq     what are suitable uses of p and q, based on their structures?     use of solid p use of solid q  a drilling drilling  b lubricating drilling  c drilling lubricating  d lubricating lubricating     ",
+            "5": "5  \u00a9 ucles 2012 0620/13/m/j/12 [turn over  10 winston churchill, a british prime minister, had his false teeth electroplated with gold.    the teeth were coated with a thin layer of car bon and were then placed in the apparatus shown.    false teethswitch gold aqueous solution of a gold saltxy     which row is correct?     terminal x is the carbon powder  could be  a negative diamond  b negative graphite  c positive diamond  d positive graphite     ",
+            "6": "6  \u00a9 ucles 2012 0620/13/m/j/12  11 the apparatus shown is used to measure the speed of a reaction.    gas syringe reactants     which equation represents a reaction where the speed can be measured using this apparatus?  a mg(s)  +  2hc l (aq)  \u2192  mgc l 2(aq)  +  h 2(g)  b hc l (aq)  +  naoh(aq)  \u2192  nac l (aq)  +  h 2o(l)  c fe(s)  +  cuso 4(aq)  \u2192  cu(s)  +  feso 4(aq)  d 2na(s)  +  br 2(l)  \u2192  2nabr(s)     12 the diagram shows the reaction between zinc oxide and dilute hydrochloric acid.    dilute hydrochloric acid 20  \u00b0c ph  1aqueous zinc chloride22  \u00b0c ph  7 before afterzinc oxide powder     which terms describe the reaction?     endothermic neutralisation  a \u0013 \u0013  b \u0013 \u0017  c \u0017 \u0013  d \u0017 \u0017     ",
+            "7": "7  \u00a9 ucles 2012 0620/13/m/j/12 [turn over  13 the diagram shows that two gases are formed when concentrated hydrochloric acid is  electrolysed using inert electrodes.    +ve \u2013ve concentrated hydrochloric acid     which row correctly describes the colours of the gases at the electrodes?     anode (+ve) cathode (\u2013ve)  a colourless colourless  b colourless yellow-green  c yellow-green colourless  d yellow-green yellow-green      14 a gas is escaping from a pipe in a chemical plant.    a chemist tests this gas and finds that it is alkaline.    what is this gas?  a ammonia  b chlorine  c hydrogen  d sulfur dioxide       15 the element vanadium, v, forms several oxides.    in which change is oxidation taking place?  a vo 2 \u2192 v 2o3  b v2o5 \u2192 vo 2  c v2o3 \u2192 vo  d v2o3 \u2192 v 2o5     ",
+            "8": "8  \u00a9 ucles 2012 0620/13/m/j/12  16 dilute hydrochloric acid is added to a solid, s.    a flammable gas, g, is formed. gas g is less dense than air.    what are s and g?     solid s gas g  a copper hydrogen  b copper carbonate carbon dioxide  c zinc hydrogen  d zinc carbonate carbon dioxide      17 the results of three tests on a solution of compound x are shown in the table.    test result  aqueous sodium hydroxide added white precipitate formed, soluble in excess  aqueous ammonia added white precipitate formed, insoluble in excess  acidified silver nitrate added white precipitate formed    what is compound x?  a aluminium bromide  b aluminium chloride  c zinc bromide  d zinc chloride     18 the graph shows how the ph changes as an acid is added to an alkali.    acid  +  alkali  \u2192  salt  +  water    which letter represents the area of the graph where both acid and salt are present?    pha b c d14 7 0     ",
+            "9": "9  \u00a9 ucles 2012 0620/13/m/j/12 [turn over  19 which properties of the element titanium, ti, can be predicted from its position in the periodic  table?     can be used  as a catalyst conducts electricity  when solid has low density forms coloured  compounds  a \u0013 \u0013 \u0017 \u0013  b \u0013 \u0013 \u0013 \u0017  c \u0013 \u0017 \u0013 \u0013  d \u0017 \u0013 \u0013 \u0013     20 the diagram shows a section of the periodic table.    which element is described below?    \u2018a colourless, unreactive gas that is denser than air.\u2019    a b c d       21 element x is below iodine in the periodic table.    which row correctly shows the physical state of element x at room temperature and its reactivity  compared with that of iodine?     physical state  of element x at  room temperature reactivity compared  with that of iodine  a gas less reactive  b solid less reactive  c gas more reactive  d solid more reactive     ",
+            "10": "10  \u00a9 ucles 2012 0620/13/m/j/12  22 which property is shown by all metals?  a they are extracted from their ores by heating with carbon.  b they conduct electricity.  c they form acidic oxides.  d they react with hydrochloric acid to form hydrogen.      23 five elements have proton numbers 10, 12, 14, 16 and 18.    what are the proton numbers of the three elements that form oxides?  a 10, 12 and 14  b 10, 14 and 18  c 12, 14 and 16  d 14, 16 and 18     24 metal x reacts violently with water.    metal y reacts slowly with steam.    metal z does not react with dilute hydrochloric acid.    what is the correct order of reactivity of these metals, most reactive first?  a x \u2192 y \u2192 z  b x \u2192 z \u2192 y  c z \u2192 x \u2192 y  d z \u2192 y \u2192 x      25 which statement about the extraction of iron from its ore is correct?  a iron is more difficult to extract than zinc.  b iron is more difficult to extract than copper.  c iron is easy to extract because it is a transition metal.  d iron cannot be extracted by reduction with carbon.      26 which statement about the uses of metals is correct?  a aluminium is used in the manufacture of aircraft as it has a high density.  b aluminium is used to make food containers as it conducts electricity.  c stainless steel for cutlery is made by adding other elements to iron.  d stainless steel is used to make chemical reactors as it corrodes readily. ",
+            "11": "11  \u00a9 ucles 2012 0620/13/m/j/12 [turn over  27 fertilisers need to supply crops with three main elements.    which compound contains all three of these elements?  a h 3po 4 b kno 3 c nh 4k2po 4 d nh 4no 3     28 some uses of water are listed.    1 for drinking  2 in chemical reactions 3 in swimming pools  4 in washing    for which uses is it necessary to chlorinate the water?  a 1 and 2 b 1 and 3 c 2 and 4 d 3 and 4     29 which is a use of oxygen?  a filling balloons  b filling light bulbs  c food preservation  d making steel    30 coal is a fossil fuel.    which gas is not formed when coal burns?  a carbon dioxide  b carbon monoxide  c methane  d sulfur dioxide     ",
+            "12": "12  \u00a9 ucles 2012 0620/13/m/j/12  31 air containing an acidic impurity was neutralised by passing it through a column containing  substance x.    acidic air neutralised ai rsubstance x     what is substance x?  a calcium oxide  b sand  c sodium chloride  d concentrated sulfuric acid     32 a new planet has been discovered a nd its atmosphere has been analysed.    atmosphere planet     the table shows the composition of the atmosphere.    gas percentage by volume  carbon dioxide 4  nitrogen 72  oxygen 24    which gases are present in the atmosphere of the planet in a higher percentage than they are in  the earth\u2019s atmosphere?  a carbon dioxide and oxygen  b carbon dioxide only  c nitrogen and oxygen  d nitrogen only    ",
+            "13": "13  \u00a9 ucles 2012 0620/13/m/j/12 [turn over  33 the structure of a compound is shown.    ch co ohh h hc c h     which functional groups are present in this compound?     alcohol alkene carboxylic acid  a \u0013 \u0013 \u0013  b \u0013 \u0017 \u0017  c \u0017 \u0013 \u0013  d \u0017 \u0017 \u0013      34 gas x is a waste gas from digestion in animals.    gas y is formed when gas x is burnt with a small amount of oxygen.    gas z is formed when gas x is burnt with an excess of oxygen.    what are x, y and z?     x y z  a carbon dioxide methane carbon monoxide  b carbon monoxide methane carbon dioxide  c methane carbon dioxide carbon monoxide  d methane carbon monoxide carbon dioxide     35 which fraction from the fractional distillation of petroleum does not match its correct use?     fraction use  a fuel oil domestic heating  b kerosene jet fuel  c naphtha making roads  d refinery gas for heating and cooking    ",
+            "14": "14  \u00a9 ucles 2012 0620/13/m/j/12  36 when a long chain hydrocarbon is cracked, the following products are produced.    1 c 3h8  2 c 2h4  3 c 3h6  4 c 2h6    which products would decolourise bromine water?  a 1 and 4 b 2 and 3 c 2 only d 3 only      37 the diagram shows apparatus used to separate petroleum into four fractions.    petroleum on rock wool heatthermometer water fraction    which fraction contains the smallest hydrocarbon molecules?    fraction boiling point range  / \u00b0c  a up to 70  b 70 to 120  c 120 to 170  d over 170     ",
+            "15": "15  \u00a9 ucles 2012 0620/13/m/j/12  38 pva is a polymer. the monomer has the structure shown.    c coh hh h    to which homologous series does this compound belong?     alcohols alkenes  a \u0013 \u0013  b \u0013 \u0017  c \u0017 \u0013  d \u0017 \u0017     39 ethanol is an important chemical produced by the  \u2026\u20261\u2026\u2026  of  \u2026\u20262\u2026\u2026 .    which words correctly complete gaps 1 and 2?     1 2  a combustion ethane  b combustion glucose  c fermentation ethane  d fermentation glucose    40 which equation represents incomplete combustion of ethane?  a c 2h6  +  o 2  \u2192  2co  +  3h 2  b c 2h6  +  2o 2  \u2192  2co 2  +  3h 2  c 2c 2h6  +  5o 2  \u2192  4co  +  6h 2o  d 2c 2h6  +  7o 2  \u2192  4co 2  +  6h 2o    ",
+            "16": "16      permission to reproduce items where third-par ty owned material protected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the publis her (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 t he 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.    \u00a9 ucles 2012 0620/13/m/j/12   group 140 ce cerium 58141 pr praseodymium 59144 nd neodymium 60pm promethium 61150 sm samarium 62152 eu europium 63157 gd gadolinium 64159 tb terbium 65162 dy dysprosium 66165 ho holmium 67167 er erbium 68169 tm thulium 69173 yb ytterbium 70175 lu lutetium 71 232 th thorium 90pa protactinium 91238 u uranium 92np neptunium 93pu plutonium 94am americium 95cm curium 96bk berkelium 97cf californium 98es einsteinium 99fm fermium 100md mendelevium 101no nobelium 102lr lawrencium 1031 h hydrogen 1 7 li lithium 3 23 na sodium 1124 mg magnesium 12 40 ca calcium 2045 sc scandium 2148 ti titanium 2251 v vanadium 2352 cr chromium 2455 mn manganese 2556 fe iron 2659 co cobalt 2759 ni nickel 2864 cu copper 2965 zn zinc 3070 ga gallium 3127 al aluminium 1311 b boron 512 c carbon 614 n nitrogen 716 o oxygen 819 f fluorine 9 28 si silicon 1431 p phosphorus 1532 s sulfur 1635.5 cl chlorine 1740 ar argon 1820 ne neon 104 he helium 2 73 ge germanium 3275 as arsenic 3379 se selenium 3480 br bromine 3584 kr krypton 3639 k potassium 19 88 sr strontium 3889 y yttrium 3991 zr zirconium 4093 nb niobium 4196 mo molybdenum 42tc technetium 43101 ru ruthenium 44103 rh rhodium 45106 pd palladium 46108 ag silver 47112 cd cadmium 48115 in indium 49119 sn tin 50122 sb antimony 51128 te tellurium 52127 i iodine 53131 xe xenon 54 137 ba barium 56139 la lanthanum 57        *178 hf hafnium 72181 ta tantalum 73184 w tungsten 74186 re rhenium 75190 os osmium 76192 ir iridium 77195 pt platinum 78197 au gold 79201 hg mercury 80204 tl thallium 81207 pb lead 82209 bi bismuth 83po polonium 84at astatine 85rn radon 86 fr francium 87227 ac actinium 899 be beryllium 4ii i iii iv v vi vii 0 85 rb rubidium 37 133 cs caesium 55 226 ra radium 88 the volume of one mole of any gas is 2 4dm3at room temperature and pressure (r .t.p.).a x ba = relative atomic mass x = atomic symbol b = proton (atomic) numberkey*58-71 lanthanoid series 90-103 actinoid seriesdata sheet the periodic t able of the elements  "
+        },
+        "0620_s12_qp_21.pdf": {
+            "1": "read these instructions first write your centre number, candidate number and name in the spaces at the top of this page. write in dark blue or black pen.you may need to use a pencil for any diagrams, graphs or rough working.do not use staples, paper clips, highlighters, glue or correction \ufb02 uid. do not  write in any barcodes. answer all questions. a copy of the periodic table is printed on page 16. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question.chemistry  0620/21   paper 2 may/june 2012  1 hour 15 minutes candidates answer on the question paper. no additional materials are required.university of cambridge international examinations international general certi \ufb01 cate of secondary education this document consists of 15 printed pages and 1 blank page. [turn overib12 06_0620_21/3rp\u00a9 ucles 2012 *3940916627* for examiner\u2019s use 1 234567 total",
+            "2": "2 0620/21/m/j/12 \u00a9 ucles 2012for examiner\u2019s use1  stearic acid is a solid at room temperature.   the diagram below shows the apparatus used for \ufb01 nding the melting point of stearic acid.  the apparatus was heated at a steady rate and the temperature recorded every minute. stearic acidstirrer heatwate rba  (a)  state the name of the piece of apparatus labelled  a,  ..   b.  .. ..  [2]  (b) (i)   suggest why the water needs to be kept stirred during this experiment.   . ...   . .  [1]  (ii)  describe a chemical test for water.  test   .  result    [2]",
+            "3": "3 0620/21/m/j/12 \u00a9 ucles 2012 [turn overfor examiner\u2019s use (c)  a graph of temperature of stearic acid against time of heating is shown below. 100 80 604020 0 02468 1 0 1 2 time  / minutestemperature  / \u00b0c  (i)  what was the temperature of the stearic acid after 3 minutes heating?   . .  [1]  (ii)  use the information on the graph to determine the melting point of stearic acid.   . .  [1]  (d)  describe the arrangement and motion of the particles in liquid stearic acid.  arrangement  .   motion  .. ...  [2]",
+            "4": "4 0620/21/m/j/12 \u00a9 ucles 2012for examiner\u2019s use (e)   a sample of stearic acid contained 1  % of another compound with a higher relative  molecular mass.  (i)  which one of the following statements about this sample of stearic acid is correct?  tick one box.  its density is exactly the same as that of pure stearic acid.  its boiling point is the same as that of pure stearic acid. its melting point is different from pure stearic acid. its melting point is the same as that of pure stearic acid. [1]  (ii)  describe one area of everyday life where the purity of substances is important.   . .  [1] [total: 11]",
+            "5": "5 0620/21/m/j/12 \u00a9 ucles 2012 [turn overfor examiner\u2019s use2  the diagram below shows the structure of some substances, a, b, c, d and e. c hhh cs h hh hs ha os oebc ds ss ss ss s na+ s2\u2013na+ na+ s2\u2013na+na+ s2\u2013na+ na+ s2\u2013na+  (a) (i)   which one of these substances, a, b, c, d or e, is an element?   . .  [1]  (ii)  what do you understand by the term element  ?   . .  [1]  (b)  calculate the relative molecular mass of e. [1]  (c)  write the simplest formula for d.   ... ..  [1]  (d)  which substance, a, b, c, d or e, conducts electricity when it is molten?  explain your answer.   ...    ... ..  [2]  (e)  the equation for the combustion of substance a is shown below. 2h2s  +  3o2  \u2192  2h2o  +  2so2  what type of chemical reaction is this?  put a ring around the correct answer.  decomposition neutralisation oxidation reversible [1] [total: 7]",
+            "6": "6 0620/21/m/j/12 \u00a9 ucles 2012for examiner\u2019s use3  hydrochloric acid and ethanoic acid are both acidic in nature.  (a)  which one of the following is a ph value for an acidic solution.   put a ring around the correct answer.  ph  3 ph  7 ph  9 ph  13 [1]  (b)  describe how you would use litmus to test if a solution is acidic.   ...    ...    ... ..  [3]  (c)  acids react with metal carbonates.  (i)  write a word equation for the reaction of calcium carbonate with hydrochloric acid. [3]  (ii)  calcium carbonate can be used to treat acidic soil.   state one other use of calcium carbonate.   . .  [1]  (iii)  name one other compound that can be used to treat acidic soil.   . .  [1]  (d)  hydrochloric acid reacts with iron to form iron( ii) chloride and hydrogen.   complete the equation for this reaction. fe  +  hc l  \u2192  fec l 2  +   [2]",
+            "7": "7 0620/21/m/j/12 \u00a9 ucles 2012 [turn overfor examiner\u2019s use (e) (i)   complete the table below to show:  \u25cf the molecular formula for ethanoic acid  \u25cf the full structural formula for ethanol. ethanoic acid ethanol full structural formula ch hco ohh molecular formula c2h6o [2]  (ii)  ethanol can be manufactured by the catalytic addition of steam to ethene. complete  the equation for this reaction.   +  ..  \u2192  c2h5oh [1] [total: 14]",
+            "8": "8 0620/21/m/j/12 \u00a9 ucles 2012for examiner\u2019s use4  fractional distillation is used to separate petroleum into different fractions.  each fraction has a particular use.  (a)  match the fractions on the left with their uses on the right.   the \ufb01 rst one has been done for you. heating fuel for ships surfacing roads waxes and polishes making chemicalsgas oil bitumen lubricating fraction refinery gases naphtha  [4]  (b)  petroleum fractions contain hydrocarbons.   what do you understand by the term hydrocarbon  ?   ... ..  [1]  (c)  methane, ch4, is a hydrocarbon.  (i)  draw the structure of methane, showing all atoms and bonds. [1]  (ii)  complete the following equation for the burning of methane in excess oxygen. ch4  +  .o2  \u2192  ..  +  2h2o [2]",
+            "9": "9 0620/21/m/j/12 \u00a9 ucles 2012 [turn overfor examiner\u2019s use (iii)  methane belongs to a homologous series called the alkanes.   what do you understand by the term homologous series  ?   . ...   . .  [2]  (iv)  name the second member of the alkane homologous series.   . .  [1] [total: 11]",
+            "10": "10 0620/21/m/j/12 \u00a9 ucles 2012for examiner\u2019s use5  a student investigated the reaction between zinc and hydrochloric acid using the apparatus  shown below.  the zinc was in excess. zinc  +  hydrochloric acid  \u2192  zinc chloride  +  hydrogen hydrochloric acidsmall test-tube held by a piece of cotton zinc powdermeasuring cylinde r water  (a)  what should the student do to start the reaction?   ... ..  [1]  (b)  the student measured the volume of gas in the measuring cylinder at minute intervals.   the results are shown in the table. time  / minutes 0 1234567 volume of gas  / cm30 1 52 33 03 33 53 53 5  (i)  plot the results on the grid below and draw the best curve through the points. 1 02 3 4 time  / minutesvolume of gas  / cm3 56740 302010 0 [3]",
+            "11": "11 0620/21/m/j/12 \u00a9 ucles 2012 [turn overfor examiner\u2019s use (ii)  explain why the volume of gas stays the same after 5 minutes.   . ...   . .  [2]  (c)  complete the following sentences about this reaction using words or phrases from the  list below.  concentration decreases increases speed stays the same volume  when the . of hydrochloric acid is increased, the volume of gas given  off in the \ufb01 rst two minutes . . decreasing the temperature of the reaction  mixture . the . of the reaction. [4]  (d)  when the reaction is complete, the \ufb02 ask contains a mixture of zinc and aqueous zinc  chloride.   describe how you can obtain pure dry crystals of zinc chloride from this reaction mixture.   ...    ...    ...    ... ..  [3] [total: 13]",
+            "12": "12 0620/21/m/j/12 \u00a9 ucles 2012for examiner\u2019s use6  lithium, sodium and potassium are in group i of the periodic table.  (a)  the equation for the reaction of lithium with water is 2li  +  2h2o  \u2192  2lioh  +  h2  (i)  write a word equation for this reaction.   . .  [2]  (ii)  sodium reacts with water in a similar way to lithium.   write a symbol equation for the reaction of sodium with water. [1]  (b)  describe the reactions of lithium, sodium and potassium with water.  in your description, write about:  \u25cf the difference in the reactivity of the metals  \u25cf the observations you would make when these metals react with water.   ...    ...    ...    ...    ...    ...    ... ..  [5]",
+            "13": "13 0620/21/m/j/12 \u00a9 ucles 2012 [turn overfor examiner\u2019s use (c)  the diagram below shows an electrolysis cell used to manufacture sodium from molten  sodium chloride. \u2013 \u2013 +abc d e  (i)  which letter in the diagram above represents  the anode? .. the electrolyte? .. [2] (ii)  state the name of the product formed  at the positive electrode,   at the negative electrode.    [2] (iii)  which one of the following substances is most likely to be used for the anode?  put a ring around the correct answer.  graphite iodine magnesium sodium [1]  (d)  lithium, sodium and potassium are metals with a low density.   state two other physical properties of these metals.  1.  ...   2.  ... ..  [2] [total: 15]",
+            "14": "14 0620/21/m/j/12 \u00a9 ucles 2012for examiner\u2019s use7 (a)   the equations a and b below show two reactions which lead to the formation of acid  rain.  a s  +  o2  \u2192  so2  b so2  +  o3  \u2192  so3  +  o2  (i)  write a word equation for reaction a.   . .  [2]  (ii)  which two of the following statements about reaction b are correct?  tick two boxes.  so2 is oxidised to so3  so2 is reduced to so3  o3 is reduced to o2  o3 is oxidised to o2   [2]  (iii)  complete the equation to show how an aqueous solution of sulfuric acid, h2so4, is  formed from so3. so3  +    \u2192  h2so4 [1]  (b)  describe and explain the effect of sulfuric acid on buildings made from limestone (calcium  carbonate).   ...    ...    ...    ... ..  [3]  (c)  state one effect of acid rain other than on buildings.   ... ..  [1] [total: 9]",
+            "15": "15 0620/21/m/j/12blank page \u00a9 ucles 2012",
+            "16": "16 permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here 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. 0620/21/m/j/12 \u00a9 ucles 2012 group 140 ce cerium 58141 pr praseodymium 59144 nd neodymium 60pm promethium 61150 sm samarium 62152 eu europium 63157 gd gadolinium 64159 tb terbium 65162 dy dysprosium 66165 ho holmium 67167 er erbium 68169 tm thulium 69173 yb ytterbium 70175 lu lutetium 71 232 th thorium 90pa protactinium 91238 u uranium 92np neptunium 93pu plutonium 94am americium 95cm curium 96bk berkelium 97cf californium 98es einsteinium 99fm fermium 100md mendelevium 101no nobelium 102lr lawrencium 1031 h hydrogen 1 7 li lithium 3 23 na sodium 1124 mg magnesium 12 40 ca calcium 2045 sc scandium 2148 ti titanium 2251 v vanadium 2352 cr chromium 2455 mn manganese 2556 fe iron 2659 co cobalt 2759 ni nickel 2864 cu copper 2965 zn zinc 3070 ga gallium 3127 al aluminium 1311 b boron 512 c carbon 614 n nitrogen 716 o oxygen 819 f fluorine 9 28 si silicon 1431 p phosphorus 1532 s sulfur 1635.5 cl chlorine 1740 ar argon 1820 ne neon 104 he helium 2 73 ge germanium 3275 as arsenic 3379 se selenium 3480 br bromine 3584 kr krypton 3639 k potassium 19 88 sr strontium 3889 y yttrium 3991 zr zirconium 4093 nb niobium 4196 mo molybdenum 42tc technetium 43101 ru ruthenium 44103 rh rhodium 45106 pd palladium 46108 ag silver 47112 cd cadmium 48115 in indium 49119 sn tin 50122 sb antimony 51128 te tellurium 52127 i iodine 53131 xe xenon 54 137 ba barium 56139 la lanthanum 57        *178 hf hafnium 72181 ta tantalum 73184 w tungsten 74186 re rhenium 75190 os osmium 76192 ir iridium 77195 pt platinum 78197 au gold 79201 hg mercury 80204 tl thallium 81207 pb lead 82209 bi bismuth 83po polonium 84at astatine 85rn radon 86 fr francium 87227 ac actinium 899 be beryllium 4ii i iii iv v vi vii 0 85 rb rubidium 37 133 cs caesium 55 226 ra radium 88 the volume of one mole of any gas is 24 dm3at room temperature and pressure (r.t.p.).a x ba = relative atomic mass x = atomic symbol b = proton (atomic) numberkey*58-71 lanthanoid series 90-103 actinoid seriesdata sheet the periodic table of the elements"
+        },
+        "0620_s12_qp_22.pdf": {
+            "1": "read these instructions first write your centre number, candidate number and name in the spaces at the top of this page. write in dark blue or black pen.you may need to use a pencil for any diagrams, graphs or rough working.do not use staples, paper clips, highlighters, glue or correction \ufb02 uid. do not  write in any barcodes. answer all questions. a copy of the periodic table is printed on page 16. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question.chemistry  0620/22   paper 2 may/june 2012  1 hour 15 minutes candidates answer on the question paper. no additional materials are required.university of cambridge international examinations international general certi \ufb01 cate of secondary education this document consists of 14 printed pages and 2 blank pages. [turn overib12 06_0620_22/3rp\u00a9 ucles 2012 *7086809263* for examiner\u2019s use 1 234567 total",
+            "2": "2 0620/22/m/j/12 \u00a9 ucles 2012for examiner\u2019s use1 (a)  gases can be identi \ufb01 ed by carrying out particular tests.   some gases and tests to identify them are shown below.   match the gases on the left with the tests on the right.   the \ufb01 rst one has been done for you. turns limewater milky turns potassium dichromate green \u2018pops\u2019 with a lighted splint relights a glowing splint bleaches damp litmus papersulfur dioxide carbon dioxide chlorine oxygen hydrogen [4]  (b)  chlorine can be prepared by heating hydrochloric acid with manganese( iv) oxide. mno2  +  4hc l  \u2192  mnc l 2  +  c l 2  +  2h2o  (i)  write a word equation for this reaction. [3]",
+            "3": "3 0620/22/m/j/12 \u00a9 ucles 2012 [turn overfor examiner\u2019s use (ii)  chlorine is  \u25cf denser than air  \u25cf soluble in water.   which one of the following diagrams, a, b or c, best describes how chlorine gas is  collected? abc water answer = .  [1]  (c)  hydrogen reacts with oxygen to form water.  (i)  complete the equation for this reaction. 2h2  +  ...  \u2192  .h2o [2]  (ii)  state one use of  hydrogen,  ... water.  ...  [ 2] [total: 12]",
+            "4": "4 0620/22/m/j/12 \u00a9 ucles 2012for examiner\u2019s use2  alkalis are soluble bases.  (a)  which one of the following is alkaline?   put a ring around the correct answer.  distilled water hydrochloric acid sodium chloride solution sodium hydroxide solution [1]  (b)  suggest a ph value for a solution which is alkaline.   ... ..  [1]  (c)  describe how you would \ufb01 nd the ph of a solution.   ...    ...    ... ..  [2]  (d)  when excess fertilisers are put on the soil, the soil may become acidic.  (i)  why is it important to farmers that the soil does not become too acidic?   . .  [1]  (ii)  calcium carbonate is used to decrease the acidity of the soil. explain how calcium  carbonate decreases soil acidity.   . ...   . .  [2] [total: 7]",
+            "5": "5 0620/22/m/j/12 \u00a9 ucles 2012 [turn overfor examiner\u2019s use3  the table below shows some properties of the halogens. halogen melting point  / \u00b0c boiling point  / \u00b0c colour chlorine \u2013101 \u201335 bromine \u20137 +59 iodine +114 +184 greyish-black  (a) (i)   complete the spaces in the table to show the colours of chlorine and bromine. [2]  (ii)  room temperature is about 20  \u00b0c.   use the information in the table to explain why  chlorine is a gas at room temperature,  ..  . ...  bromine is a liquid at room temperature.  ...  . .  [2]  (iii)  astatine is the halogen below iodine in the periodic table.   suggest a value for the melting point of astatine.   . .  [1]  (b)  chlorine reacts with an aqueous solution of potassium iodide.  (i)  complete the balanced equation for this reaction. cl  2  +  .k i  \u2192  2kc l  +  ... [2]  (ii)  state the names of the products of this reaction.   . .  [2]  (iii)  to which period in the periodic table does chlorine belong?   . .  [1]  (c)  complete the following sentences about the test for iodide ions using words from the list  below.  hydrochloric nitric potassium precipitate  silver solution white yellow  a small volume of solution containing aqueous iodide ions is put into a test-tube. dilute   acid is added followed by a few drops of  nitrate solution. a  coloured  is formed if iodide ions are present. [4] [total: 14]",
+            "6": "6 0620/22/m/j/12 \u00a9 ucles 2012for examiner\u2019s use4  the diagram below shows the structure of some substances containing nitrogen. ch2h2n coohhnn n hha ebc dnh4+no3\u2013nh4+no3\u2013 nh4+no3\u2013nh4+no3\u2013nh4+no3\u2013nh4+no3\u2013 cln clcl  (a) (i)   which one of these substances, a, b, c, d or e, is an alkaline gas?  (ii)  which one of these substances is an ionic salt?  (iii)  which one of these substances contains a carboxylic acid functional group? [3]  (b)  oxides of nitrogen such as nitrogen dioxide, no2, are atmospheric pollutants.   give one source of nitrogen oxides in the air.   ... ..  [1]  (c)  state one harmful effect of nitrogen dioxide.   ... ..  [1]  (d)  calculate the relative formula mass of nitrogen dioxide, no2. [1]  (e)  in the presence of a catalyst, nitrogen dioxide reacts with carbon monoxide. 2no2  +  4co  \u2192  n2  +  4co2  (i)  which substance gets oxidised during this reaction? explain your answer.   . ...   . .  [2]",
+            "7": "7 0620/22/m/j/12 \u00a9 ucles 2012 [turn overfor examiner\u2019s use (ii)  what is the meaning of the term catalyst  ?   . .  [1]  (iii)  carbon monoxide is formed when some of the air holes in a water heater get blocked.   the diagram shows a water heater. cold water inhot water out gas burning in air air holescombustion products   explain why carbon monoxide is formed when some of the air holes in a water  heater get blocked.   . ...   . .  [2]  (iv)  explain why carbon monoxide is dangerous.   . .  [1] [total: 12]",
+            "8": "8 0620/22/m/j/12 \u00a9 ucles 2012for examiner\u2019s use5  iron is a shiny metallic solid. iron is a transition element.  (a)  state three  other physical properties of a transition element.   ...    ...    ... ..  [3]  (b)  iron reacts with sulfuric acid. fe  +  h2so4  \u2192  feso4  +  h2  (i)  write a word equation for this reaction.   . .  [2]  (ii)  describe, with the aid of a diagram, how you could measure the speed of this  reaction.   in your answer describe:  \u25cf the apparatus you would use  \u25cf the measurements you would take.   . ...   . ...   . ...   . .  [4]  (c)  when iron reacts with sulfur, energy is released.  (i)  what is the name given to a reaction which releases energy?   . .  [1]",
+            "9": "9 0620/22/m/j/12 \u00a9 ucles 2012 [turn overfor examiner\u2019s use (ii)  the compound formed in this reaction is iron( ii) sul \ufb01 de.   what do you understand by the term compound  ?   . ...   . .  [1]  (iii)  the diagram below shows the structure of iron( ii) sul \ufb01 de. fe atoms s atoms  what is the simplest formula for iron( ii) sul \ufb01 de?   . .  [1] [total: 12]",
+            "10": "10 0620/22/m/j/12 \u00a9 ucles 2012for examiner\u2019s use6  the diagram shows a fractionating column used to separate different hydrocarbon fractions  in an oil re \ufb01 nery. petroleumrefinery gasfractions gasoline a kerosene diesel oil fuel oil lubricating oil bitumen  (a)  on the diagram, draw an x to show the place in the column where the temperature is the  highest. [1]  (b)  state the name of the fraction labelled a.   ... ..  [1]  (c)  state a use for  the kerosene fraction,  .. .  the diesel oil fraction.  ..  [2]",
+            "11": "11 0620/22/m/j/12 \u00a9 ucles 2012 [turn overfor examiner\u2019s use (d)  complete the following sentences about fractional distillation using words from the list  below.  boiling condenses cooled heated higher  lower melting mixture pressure vaporises  petroleum is a  of hydrocarbons. this mixture is   and the hydrocarbons vaporise. the temperature in the fractionating column is    at the top than at the bottom. as the vapours move up the column, each hydrocarbon fraction  when the temperature in the column falls below the  point of the hydrocarbon fraction. [5]  (e) the structures of four hydrocarbons, a, b, c and d, are shown below. a c h hh cc hhh hhb c h hh cc hh ch h hhhcd c hh cc hhc hhhhch cc hh hh hc hh  (i)  which two of these structures a, b, c or d have the same relative molecular mass?  ..  and  .. [1 ]  (ii)  which two of these structures a, b, c or d will decolourise aqueous bromine?  ..  and  .. [2 ] [total: 12]",
+            "12": "12 0620/22/m/j/12 \u00a9 ucles 2012for examiner\u2019s use7  a student placed some crystals of salt at the bottom of a beaker of distilled water. she left the  contents of the beaker to stand for one hour.   the diagram below shows her observations. distilled water at start after 15 minutes after 1 hourxx salt crystals   after one hour, all the salt had disappeared but the solution at point x tasted salty.  (a)  use the kinetic particle theory to explain these observations.   ...    ...    ...    ...    ... ..  [4]  (b)  salt is sodium chloride, nac l.  (i)  which one of the following statements about bond formation in sodium chloride is  true?   tick one box.   a sodium atom shares one electron with a chlorine atom.   a sodium atom loses its outermost electron and a chlorine  atom gains an electron.   a sodium atom shares two electrons with a chlorine atom.   a sodium atom gains an electron and a chlorine atom  loses its outermost electrons. [1]",
+            "13": "13 0620/22/m/j/12 \u00a9 ucles 2012 [turn overfor examiner\u2019s use (ii)  explain why solid sodium chloride does not conduct electricity but molten sodium  chloride does conduct.   . ...   . ...   . .  [2]  (iii)  state the name of the product formed at each electrode when a concentrated  aqueous solution of sodium chloride is electrolysed using graphite electrodes.  at the positive electrode  . at the negative electrode  .  [2] (iv)  what is the name of the negative electrode?   put a ring around the correct answer.  anion anode cation cathode electrolyte [1]  (v)  suggest why graphite is a suitable material for an electrode.   . .  [1] [total: 11]",
+            "14": "14 0620/22/m/j/12blank page \u00a9 ucles 2012",
+            "15": "15 0620/22/m/j/12blank page \u00a9 ucles 2012",
+            "16": "16 permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here 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. 0620/22/m/j/12 \u00a9 ucles 2012 group 140 ce cerium 58141 pr praseodymium 59144 nd neodymium 60pm promethium 61150 sm samarium 62152 eu europium 63157 gd gadolinium 64159 tb terbium 65162 dy dysprosium 66165 ho holmium 67167 er erbium 68169 tm thulium 69173 yb ytterbium 70175 lu lutetium 71 232 th thorium 90pa protactinium 91238 u uranium 92np neptunium 93pu plutonium 94am americium 95cm curium 96bk berkelium 97cf californium 98es einsteinium 99fm fermium 100md mendelevium 101no nobelium 102lr lawrencium 1031 h hydrogen 1 7 li lithium 3 23 na sodium 1124 mg magnesium 12 40 ca calcium 2045 sc scandium 2148 ti titanium 2251 v vanadium 2352 cr chromium 2455 mn manganese 2556 fe iron 2659 co cobalt 2759 ni nickel 2864 cu copper 2965 zn zinc 3070 ga gallium 3127 al aluminium 1311 b boron 512 c carbon 614 n nitrogen 716 o oxygen 819 f fluorine 9 28 si silicon 1431 p phosphorus 1532 s sulfur 1635.5 cl chlorine 1740 ar argon 1820 ne neon 104 he helium 2 73 ge germanium 3275 as arsenic 3379 se selenium 3480 br bromine 3584 kr krypton 3639 k potassium 19 88 sr strontium 3889 y yttrium 3991 zr zirconium 4093 nb niobium 4196 mo molybdenum 42tc technetium 43101 ru ruthenium 44103 rh rhodium 45106 pd palladium 46108 ag silver 47112 cd cadmium 48115 in indium 49119 sn tin 50122 sb antimony 51128 te tellurium 52127 i iodine 53131 xe xenon 54 137 ba barium 56139 la lanthanum 57        *178 hf hafnium 72181 ta tantalum 73184 w tungsten 74186 re rhenium 75190 os osmium 76192 ir iridium 77195 pt platinum 78197 au gold 79201 hg mercury 80204 tl thallium 81207 pb lead 82209 bi bismuth 83po polonium 84at astatine 85rn radon 86 fr francium 87227 ac actinium 899 be beryllium 4ii i iii iv v vi vii 0 85 rb rubidium 37 133 cs caesium 55 226 ra radium 88 the volume of one mole of any gas is 24 dm3at room temperature and pressure (r.t.p.).a x ba = relative atomic mass x = atomic symbol b = proton (atomic) numberkey*58-71 lanthanoid series 90-103 actinoid seriesdata sheet the periodic table of the elements"
+        },
+        "0620_s12_qp_23.pdf": {
+            "1": "read these instructions first write your centre number, candidate number and name in the spaces at the top of this page. write in dark blue or black pen.you may need to use a pencil for any diagrams, graphs or rough working.do not use staples, paper clips, highlighters, glue or correction \ufb02 uid. do not  write in any barcodes. answer all questions. a copy of the periodic table is printed on page 16. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question.chemistry  0620/23   paper 2 may/june 2012  1 hour 15 minutes candidates answer on the question paper. no additional materials are required.university of cambridge international examinations international general certi \ufb01 cate of secondary education this document consists of 14 printed pages and 2 blank pages. [turn overib12 06_0620_23/fp\u00a9 ucles 2012 *5356166968* for examiner\u2019s use 1 234567 total",
+            "2": "2 0620/23/m/j/12 \u00a9 ucles 2012for examiner\u2019s use1 (a)  gases can be identi \ufb01 ed by carrying out particular tests.   some gases and tests to identify them are shown below.   match the gases on the left with the tests on the right.   the \ufb01 rst one has been done for you. turns limewater milky turns potassium dichromate green \u2018pops\u2019 with a lighted splint relights a glowing splint bleaches damp litmus papersulfur dioxide carbon dioxide chlorine oxygen hydrogen [4]  (b)  chlorine can be prepared by heating hydrochloric acid with manganese( iv) oxide. mno2  +  4hc l  \u2192  mnc l 2  +  c l 2  +  2h2o  (i)  write a word equation for this reaction. [3]",
+            "3": "3 0620/23/m/j/12 \u00a9 ucles 2012 [turn overfor examiner\u2019s use (ii)  chlorine is  \u25cf denser than air  \u25cf soluble in water.   which one of the following diagrams, a, b or c, best describes how chlorine gas is  collected? abc water answer = .  [1]  (c)  hydrogen reacts with oxygen to form water.  (i)  complete the equation for this reaction. 2h2  +  ...  \u2192  .h2o [2]  (ii)  state one use of  hydrogen,  ... water.  ...  [ 2] [total: 12]",
+            "4": "4 0620/23/m/j/12 \u00a9 ucles 2012for examiner\u2019s use2  alkalis are soluble bases.  (a)  which one of the following is alkaline?   put a ring around the correct answer.  distilled water hydrochloric acid sodium chloride solution sodium hydroxide solution [1]  (b)  suggest a ph value for a solution which is alkaline.   ... ..  [1]  (c)  describe how you would \ufb01 nd the ph of a solution.   ...    ...    ... ..  [2]  (d)  when excess fertilisers are put on the soil, the soil may become acidic.  (i)  why is it important to farmers that the soil does not become too acidic?   . .  [1]  (ii)  calcium carbonate is used to decrease the acidity of the soil. explain how calcium  carbonate decreases soil acidity.   . ...   . .  [2] [total: 7]",
+            "5": "5 0620/23/m/j/12 \u00a9 ucles 2012 [turn overfor examiner\u2019s use3  the table below shows some properties of the halogens. halogen melting point  / \u00b0c boiling point  / \u00b0c colour chlorine \u2013101 \u201335 bromine \u20137 +59 iodine +114 +184 greyish-black  (a) (i)   complete the spaces in the table to show the colours of chlorine and bromine. [2]  (ii)  room temperature is about 20  \u00b0c.   use the information in the table to explain why  chlorine is a gas at room temperature,  ..  . ...  bromine is a liquid at room temperature.  ...  . .  [2]  (iii)  astatine is the halogen below iodine in the periodic table.   suggest a value for the melting point of astatine.   . .  [1]  (b)  chlorine reacts with an aqueous solution of potassium iodide.  (i)  complete the balanced equation for this reaction. cl  2  +  .k i  \u2192  2kc l  +  ... [2]  (ii)  state the names of the products of this reaction.   . .  [2]  (iii)  to which period in the periodic table does chlorine belong?   . .  [1]  (c)  complete the following sentences about the test for iodide ions using words from the list  below.  hydrochloric nitric potassium precipitate  silver solution white yellow  a small volume of solution containing aqueous iodide ions is put into a test-tube. dilute   acid is added followed by a few drops of  nitrate solution. a  coloured  is formed if iodide ions are present. [4] [total: 14]",
+            "6": "6 0620/23/m/j/12 \u00a9 ucles 2012for examiner\u2019s use4  the diagram below shows the structure of some substances containing nitrogen. ch2h2n coohhnn n hha ebc dnh4+no3\u2013nh4+no3\u2013 nh4+no3\u2013nh4+no3\u2013nh4+no3\u2013nh4+no3\u2013 cln clcl  (a) (i)   which one of these substances, a, b, c, d or e, is an alkaline gas?  (ii)  which one of these substances is an ionic salt?  (iii)  which one of these substances contains a carboxylic acid functional group? [3]  (b)  oxides of nitrogen such as nitrogen dioxide, no2, are atmospheric pollutants.   give one source of nitrogen oxides in the air.   ... ..  [1]  (c)  state one harmful effect of nitrogen dioxide.   ... ..  [1]  (d)  calculate the relative formula mass of nitrogen dioxide, no2. [1]  (e)  in the presence of a catalyst, nitrogen dioxide reacts with carbon monoxide. 2no2  +  4co  \u2192  n2  +  4co2  (i)  which substance gets oxidised during this reaction? explain your answer.   . ...   . .  [2]",
+            "7": "7 0620/23/m/j/12 \u00a9 ucles 2012 [turn overfor examiner\u2019s use (ii)  what is the meaning of the term catalyst  ?   . .  [1]  (iii)  carbon monoxide is formed when some of the air holes in a water heater get blocked.   the diagram shows a water heater. cold water inhot water out gas burning in air air holescombustion products   explain why carbon monoxide is formed when some of the air holes in a water  heater get blocked.   . ...   . .  [2]  (iv)  explain why carbon monoxide is dangerous.   . .  [1] [total: 12]",
+            "8": "8 0620/23/m/j/12 \u00a9 ucles 2012for examiner\u2019s use5  iron is a shiny metallic solid. iron is a transition element.  (a)  state three  other physical properties of a transition element.   ...    ...    ... ..  [3]  (b)  iron reacts with sulfuric acid. fe  +  h2so4  \u2192  feso4  +  h2  (i)  write a word equation for this reaction.   . .  [2]  (ii)  describe, with the aid of a diagram, how you could measure the speed of this  reaction.   in your answer describe:  \u25cf the apparatus you would use  \u25cf the measurements you would take.   . ...   . ...   . ...   . .  [4]  (c)  when iron reacts with sulfur, energy is released.  (i)  what is the name given to a reaction which releases energy?   . .  [1]",
+            "9": "9 0620/23/m/j/12 \u00a9 ucles 2012 [turn overfor examiner\u2019s use (ii)  the compound formed in this reaction is iron( ii) sul \ufb01 de.   what do you understand by the term compound  ?   . ...   . .  [1]  (iii)  the diagram below shows the structure of iron( ii) sul \ufb01 de. fe atoms s atoms  what is the simplest formula for iron( ii) sul \ufb01 de?   . .  [1] [total: 12]",
+            "10": "10 0620/23/m/j/12 \u00a9 ucles 2012for examiner\u2019s use6  the diagram shows a fractionating column used to separate different hydrocarbon fractions  in an oil re \ufb01 nery. petroleumrefinery gasfractions gasoline a kerosene diesel oil fuel oil lubricating oil bitumen  (a)  on the diagram, draw an x to show the place in the column where the temperature is the  highest. [1]  (b)  state the name of the fraction labelled a.   ... ..  [1]  (c)  state a use for  the kerosene fraction,  .. .  the diesel oil fraction.  ..  [2]",
+            "11": "11 0620/23/m/j/12 \u00a9 ucles 2012 [turn overfor examiner\u2019s use (d)  complete the following sentences about fractional distillation using words from the list  below.  boiling condenses cooled heated higher  lower melting mixture pressure vaporises  petroleum is a  of hydrocarbons. this mixture is   and the hydrocarbons vaporise. the temperature in the fractionating column is    at the top than at the bottom. as the vapours move up the column, each hydrocarbon fraction  when the temperature in the column falls below the  point of the hydrocarbon fraction. [5]  (e) the structures of four hydrocarbons, a, b, c and d, are shown below. a c h hh cc hhh hhb c h hh cc hh ch h hhhcd c hh cc hhc hhhhch cc hh hh hc hh  (i)  which two of these structures a, b, c or d have the same relative molecular mass?  ..  and  .. [1 ]  (ii)  which two of these structures a, b, c or d will decolourise aqueous bromine?  ..  and  .. [2 ] [total: 12]",
+            "12": "12 0620/23/m/j/12 \u00a9 ucles 2012for examiner\u2019s use7  a student placed some crystals of salt at the bottom of a beaker of distilled water. she left the  contents of the beaker to stand for one hour.   the diagram below shows her observations. distilled water at start after 15 minutes after 1 hourxx salt crystals   after one hour, all the salt had disappeared but the solution at point x tasted salty.  (a)  use the kinetic particle theory to explain these observations.   ...    ...    ...    ...    ... ..  [4]  (b)  salt is sodium chloride, nac l.  (i)  which one of the following statements about bond formation in sodium chloride is  true?   tick one box.   a sodium atom shares one electron with a chlorine atom.   a sodium atom loses its outermost electron and a chlorine  atom gains an electron.   a sodium atom shares two electrons with a chlorine atom.   a sodium atom gains an electron and a chlorine atom  loses its outermost electrons. [1]",
+            "13": "13 0620/23/m/j/12 \u00a9 ucles 2012 [turn overfor examiner\u2019s use (ii)  explain why solid sodium chloride does not conduct electricity but molten sodium  chloride does conduct.   . ...   . ...   . .  [2]  (iii)  state the name of the product formed at each electrode when a concentrated  aqueous solution of sodium chloride is electrolysed using graphite electrodes.  at the positive electrode  . at the negative electrode  .  [2] (iv)  what is the name of the negative electrode?   put a ring around the correct answer.  anion anode cation cathode electrolyte [1]  (v)  suggest why graphite is a suitable material for an electrode.   . .  [1] [total: 11]",
+            "14": "14 0620/23/m/j/12blank page \u00a9 ucles 2012",
+            "15": "15 0620/23/m/j/12blank page \u00a9 ucles 2012",
+            "16": "16 permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here 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. 0620/23/m/j/12 \u00a9 ucles 2012 group 140 ce cerium 58141 pr praseodymium 59144 nd neodymium 60pm promethium 61150 sm samarium 62152 eu europium 63157 gd gadolinium 64159 tb terbium 65162 dy dysprosium 66165 ho holmium 67167 er erbium 68169 tm thulium 69173 yb ytterbium 70175 lu lutetium 71 232 th thorium 90pa protactinium 91238 u uranium 92np neptunium 93pu plutonium 94am americium 95cm curium 96bk berkelium 97cf californium 98es einsteinium 99fm fermium 100md mendelevium 101no nobelium 102lr lawrencium 1031 h hydrogen 1 7 li lithium 3 23 na sodium 1124 mg magnesium 12 40 ca calcium 2045 sc scandium 2148 ti titanium 2251 v vanadium 2352 cr chromium 2455 mn manganese 2556 fe iron 2659 co cobalt 2759 ni nickel 2864 cu copper 2965 zn zinc 3070 ga gallium 3127 al aluminium 1311 b boron 512 c carbon 614 n nitrogen 716 o oxygen 819 f fluorine 9 28 si silicon 1431 p phosphorus 1532 s sulfur 1635.5 cl chlorine 1740 ar argon 1820 ne neon 104 he helium 2 73 ge germanium 3275 as arsenic 3379 se selenium 3480 br bromine 3584 kr krypton 3639 k potassium 19 88 sr strontium 3889 y yttrium 3991 zr zirconium 4093 nb niobium 4196 mo molybdenum 42tc technetium 43101 ru ruthenium 44103 rh rhodium 45106 pd palladium 46108 ag silver 47112 cd cadmium 48115 in indium 49119 sn tin 50122 sb antimony 51128 te tellurium 52127 i iodine 53131 xe xenon 54 137 ba barium 56139 la lanthanum 57        *178 hf hafnium 72181 ta tantalum 73184 w tungsten 74186 re rhenium 75190 os osmium 76192 ir iridium 77195 pt platinum 78197 au gold 79201 hg mercury 80204 tl thallium 81207 pb lead 82209 bi bismuth 83po polonium 84at astatine 85rn radon 86 fr francium 87227 ac actinium 899 be beryllium 4ii i iii iv v vi vii 0 85 rb rubidium 37 133 cs caesium 55 226 ra radium 88 the volume of one mole of any gas is 24 dm3at room temperature and pressure (r.t.p.).a x ba = relative atomic mass x = atomic symbol b = proton (atomic) numberkey*58-71 lanthanoid series 90-103 actinoid seriesdata sheet the periodic table of the elements"
+        },
+        "0620_s12_qp_31.pdf": {
+            "1": "read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen.you may use a pencil for any diagrams, graphs or rough working.do not use staples, paper clips, highlighters, glue or correction \ufb02 uid. do not  write in any barcodes. answer all questions. a copy of the periodic table is printed on page 12. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question.chemistry  0620/31   paper 3 (extended) may/june 2012  1 hour 15 minutes candidates answer on the question paper. no additional materials are required.university of cambridge international examinations international general certi \ufb01 cate of secondary education this document consists of 11 printed pages and 1 blank page. [turn overib12 06_0620_31/4rp\u00a9 ucles 2012 *0978813545* for examiner\u2019s use 1 2345678 total",
+            "2": "2 0620/31/m/j/12 \u00a9 ucles 2012for examiner\u2019s use1  the diagram below shows part of the water cycle. seah2o(g) h2o(l)suncloud h2o(l) landrain  (a) (i)   state the name of each of the following changes of state. h2o(l)  \u2192  h2o(g)  name   .. h2o(g)  \u2192  h2o(l)  name   .. [2]  (ii) which one of the above changes of state is exothermic? explain your choice.   . ...   . .  [1]  (b)  the rain drains into rivers and then into reservoirs. describe how water is treated before  it enters the water supply.   ...    ... ..  [2]  (c) (i)  explain how acid rain is formed.   . ...   . ...   . ...   . .  [4]",
+            "3": "3 0620/31/m/j/12 \u00a9 ucles 2012 [turn overfor examiner\u2019s use (ii)  fish live in water which is neutral (neither acidic nor alkaline). acid rain decreases  the ph of water in lakes and rivers. both of the bases, calcium oxide and calcium carbonate, can neutralise this acid and increase the ph. explain why calcium carbonate is a better choice.   . ...   . .  [2] [total: 11] 2  three ways of making salts are  \u25cf titration using a soluble base or carbonate  \u25cf neutralisation using an insoluble base or carbonate  \u25cf precipitation.  (a) complete the following table of salt preparations. method reagent 1 reagent 2 salt titration ... .. ...sodium nitrate neutralisation nitric acid ... ...copper( ii) nitrate precipitation ... .. ...silver( i) chloride neutralisation sulfuric acid zinc( ii) carbonate ... ... [6]  (b) (i)   write an ionic equation with state symbols for the preparation of silver( i) chloride.   . .  [2]  (ii) complete the following equation. znco3  +  h2so4  \u2192  ...  +  ...  +  ... [2] [total: 10]",
+            "4": "4 0620/31/m/j/12 \u00a9 ucles 2012for examiner\u2019s use3  the group i metals show trends in both their physical and chemical properties.  (a) (i)   how do their melting points vary down the group?   . .  [1]  (ii)  which element in the group has the highest density?   . .  [1]  (iii)  all group i metals react with cold water. complete the following equation. rb  +  h2o  \u2192    +   [2]  (b)  lithium reacts with nitrogen to form the ionic compound, lithium nitride.  (i)  state the formula of the lithium ion. .\u2026\u2026.. [1]  (ii)  deduce the formula of the nitride ion. .\u2026\u2026.. [1]  (iii)  in all solid ionic compounds, the ions are held together in a lattice.  explain the term lattice .   . ...   . .  [1]  (iv)  what is the ratio of lithium ions to nitride ions in the lattice of lithium nitride?  give a reason for your answer.   lithium ions :  nitride ions   . ...   . .  [2] [total: 9] 4  vanadium is a transition element. it has more than one oxidation state.   the element and its compounds are often used as catalysts.  (a)  complete the electron distribution of vanadium by inserting one number. 2  +  8  +  ..  +  2 [1]  (b) predict three  physical properties of vanadium which are typical of transition elements.  1.  ...   2.  ...   3.  ... ..  [2]",
+            "5": "5 0620/31/m/j/12 \u00a9 ucles 2012 [turn overfor examiner\u2019s use (c)  vanadium(v) oxide is used to catalyse the exothermic reaction between sulfur dioxide  and oxygen in the contact process. 2so2  +  o2    2so3   the rate of this reaction can be increased either by using a catalyst or by increasing the  temperature. explain why a catalyst is used and not a higher temperature.   ...    ...    ... ..  [2]  (d)  the oxidation states of vanadium in its compounds are v(+5), v(+4), v(+3) and v(+2).   the vanadium( iii) ion can behave as a reductant or an oxidant.  (i)  indicate on the following equation which reactant is the oxidant. 2v3+  +  zn  \u2192  2v2+  +  zn2+ [1]  (ii)  which change in the following equation is oxidation?   explain your choice. v3+  +  fe3+  \u2192  v4+  +  fe2+   . ...   . .  [2] [total: 8] 5  reactive metals tend to have unreactive compounds. the following is part of the reactivity  series.  sodium most reactive  calcium zinc copper silver least reactive  (a)  sodium hydroxide and sodium carbonate do not decompose when heated.   the corresponding calcium compounds do decompose when heated.   complete the following equations. calcium carbonate  \u2192 +   ca(oh) 2  \u2192    +   [2]",
+            "6": "6 0620/31/m/j/12 \u00a9 ucles 2012for examiner\u2019s use (b)  all nitrates decompose when heated.  (i)  the equation for the thermal decomposition of silver( i) nitrate is given below. 2agno3  \u2192  2ag   +   2no2  +  o2  what are the products formed when copper( ii) nitrate is heated?   . .  [1]  (ii)  complete the equation for the action of heat on sodium nitrate. ..nano3  \u2192    +   [2]  (c)  which of the metals in the list on page 5 have oxides which are not reduced by carbon?   ... ..  [1]  (d)  choose from the list on page 5, metals whose ions would react with zinc.   ... ..  [2] [total: 8] 6  butane is an alkane. it has the following structural formula. c hh hh c hhc hhc hh  (a)  the equation for the complete combustion of butane is given below. insert the two  missing volumes. 2c4h10(g)  +  13o2(g)  \u2192  8co2(g)  +  10h2o(g)  .. .. 40 volume of gas  / cm3 [2]  (b)  butane reacts with chlorine to form two isomers of chlorobutane.  (i)  what type of reaction is this?   . .  [1]  (ii) explain the term isomer .   . ...   . .  [2]",
+            "7": "7 0620/31/m/j/12 \u00a9 ucles 2012 [turn overfor examiner\u2019s use (iii)  draw the structural formulae of these two chlorobutanes. [2]  (c)  one of the chlorobutanes reacts with sodium hydroxide to form butan-1-ol. butan-1-ol  can be oxidised to a carboxylic acid.  (i)  state a reagent, other than oxygen, which will oxidise butan-1-ol to a carboxylic acid.   . .  [1]  (ii)  name the carboxylic acid formed.   . .  [1]  (iii)  butan-1-ol reacts with ethanoic acid to form an ester. name this ester and give its  structural formula showing all the individual bonds.  name   ...  [1 ]  structural formula [2] [total: 12]",
+            "8": "8 0620/31/m/j/12 \u00a9 ucles 2012for examiner\u2019s use7  plastics are polymers. they are formed from their monomers by polymerisation.  (a)  two methods for the disposal of waste plastics are  \u25cf burning  \u25cf recycling.  describe one advantage and one disadvantage of each method.  burning  ..   ...    ...   recycling  ...    ...    ... ..  [4]  (b) (i)   there are two types of polymerisation reaction. give their names and explain the  differences between them.   . ...   . ...   . ...   . .  [4]  (ii)  give the structural formula of a polymer which is formed from two different monomers. [2] [total: 10]",
+            "9": "9 0620/31/m/j/12 \u00a9 ucles 2012 [turn overfor examiner\u2019s use8  iron and steel rust when exposed to water and oxygen. rust is hydrated iron( iii) oxide.  (a)  the following cell can be used to investigate rusting. \u2013 +v oxygen bubbled on to electrode iron electrode b iron electrode awater iron( iii) oxide (rust)electron flow  (i)  what is a cell?   . ...   . .  [2]  (ii)  which electrode will be oxidised and become smaller? explain your choice.   . ...   . ...   . .  [3]  (iii)  what measurements would you need make to \ufb01 nd the rate of rusting of the electrode  you have chosen in (ii)?   . ...   . .  [2]  (iv)  suggest an explanation why the addition of salt to the water increases the rate of  rusting.   . .  [1]",
+            "10": "10 0620/31/m/j/12 \u00a9 ucles 2012for examiner\u2019s use (b)  a sample of rust had the following composition:  51.85  g of iron 22.22  g of oxygen 16.67  g of water.  calculate the following and then write the formula for this sample of rust. number of moles of iron atoms, fe =  ... [1] number of moles of oxygen atoms, o =  ... [1] number of moles of water molecules, h 2o =  ... [1]  simplest mole ratio fe  : o : h2o is  .. : .. : ..  formula for this sample of rust is ... [1] [total: 12]",
+            "11": "11 0620/31/m/j/12blank page \u00a9 ucles 2012",
+            "12": "12 permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here 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. 0620/31/m/j/12 \u00a9 ucles 2012 group 140 ce cerium 58141 pr praseodymium 59144 nd neodymium 60pm promethium 61150 sm samarium 62152 eu europium 63157 gd gadolinium 64159 tb terbium 65162 dy dysprosium 66165 ho holmium 67167 er erbium 68169 tm thulium 69173 yb ytterbium 70175 lu lutetium 71 232 th thorium 90pa protactinium 91238 u uranium 92np neptunium 93pu plutonium 94am americium 95cm curium 96bk berkelium 97cf californium 98es einsteinium 99fm fermium 100md mendelevium 101no nobelium 102lr lawrencium 1031 h hydrogen 1 7 li lithium 3 23 na sodium 1124 mg magnesium 12 40 ca calcium 2045 sc scandium 2148 ti titanium 2251 v vanadium 2352 cr chromium 2455 mn manganese 2556 fe iron 2659 co cobalt 2759 ni nickel 2864 cu copper 2965 zn zinc 3070 ga gallium 3127 al aluminium 1311 b boron 512 c carbon 614 n nitrogen 716 o oxygen 819 f fluorine 9 28 si silicon 1431 p phosphorus 1532 s sulfur 1635.5 cl chlorine 1740 ar argon 1820 ne neon 104 he helium 2 73 ge germanium 3275 as arsenic 3379 se selenium 3480 br bromine 3584 kr krypton 3639 k potassium 19 88 sr strontium 3889 y yttrium 3991 zr zirconium 4093 nb niobium 4196 mo molybdenum 42tc technetium 43101 ru ruthenium 44103 rh rhodium 45106 pd palladium 46108 ag silver 47112 cd cadmium 48115 in indium 49119 sn tin 50122 sb antimony 51128 te tellurium 52127 i iodine 53131 xe xenon 54 137 ba barium 56139 la lanthanum 57        *178 hf hafnium 72181 ta tantalum 73184 w tungsten 74186 re rhenium 75190 os osmium 76192 ir iridium 77195 pt platinum 78197 au gold 79201 hg mercury 80204 tl thallium 81207 pb lead 82209 bi bismuth 83po polonium 84at astatine 85rn radon 86 fr francium 87227 ac actinium 899 be beryllium 4ii i iii iv v vi vii 0 85 rb rubidium 37 133 cs caesium 55 226 ra radium 88 the volume of one mole of any gas is 24 dm3at room temperature and pressure (r.t.p.).a x ba = relative atomic mass x = atomic symbol b = proton (atomic) numberkey*58-71 lanthanoid series 90-103 actinoid seriesdata sheet the periodic table of the elements"
+        },
+        "0620_s12_qp_32.pdf": {
+            "1": "read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen.you may use a pencil for any diagrams, graphs or rough working.do not use staples, paper clips, highlighters, glue or correction \ufb02 uid. do not  write in any barcodes. answer all questions. a copy of the periodic table is printed on page 12. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question.chemistry  0620/32   paper 3 (extended) may/june 2012  1 hour 15 minutes candidates answer on the question paper. no additional materials are required.university of cambridge international examinations international general certi \ufb01 cate of secondary education this document consists of 11 printed pages and 1 blank page. [turn overib12 06_0620_32/3rp\u00a9 ucles 2012 *7023052942* for examiner\u2019s use 1 2 3 4 5 678 total",
+            "2": "2 0620/32/m/j/12 \u00a9 ucles 2012for examiner\u2019s use1  the table below includes information about some of the elements in period 2. element carbon nitrogen \ufb02 uorine neon symbol c n f ne structure macromolecular simple molecules n2simple molecules f2single atoms ne boiling point  / \u00b0c 4200 \u2013196 \u2013188 \u2013246  (a) why does neon exist as single atoms but \ufb02 uorine exists as molecules?   ...    ... ..  [2]  (b)  what determines the order of the elements in a period?   ... ..  [1]  (c)  when liquid nitrogen boils the following change occurs. n2(l) \u2192 n2(g)   the boiling point of nitrogen is very low even though the bond between the atoms in a  nitrogen molecule is very strong. suggest an explanation.   ...    ... ..  [2]  (d)  draw a diagram showing the arrangement of the outer shell (valency) electrons in a  molecule of nitrogen. [2] [total: 7]",
+            "3": "3 0620/32/m/j/12 \u00a9 ucles 2012 [turn overfor examiner\u2019s use2  diamond and graphite are different forms of the same element, carbon.   explain the following in terms of their structure.  (a)  graphite is a soft material which is used as a lubricant.   ...    ... ..  [2]  (b)  diamond is a very hard material which is used for drilling and cutting.   ...    ... ..  [2]  (c)  graphite is a good conductor of electricity and diamond is a poor conductor.   ...    ...    ... ..  [2] [total: 6] 3  the uses of a substance are determined by its properties.  (a)  plastics are poor conductors of electricity. they are used as insulation for electric cables.   which other two properties of plastics make them suitable for this purpose?   ...    ... ..  [2]  (b)  chromium is a hard, shiny metal. suggest two reasons why chromium is used to  electroplate steel.   ...    ... ..  [2]  (c)  why is aluminium used extensively in the manufacture of aeroplanes?   ...    ... ..  [2]",
+            "4": "4 0620/32/m/j/12 \u00a9 ucles 2012for examiner\u2019s use (d)  why is copper a suitable material from which to make cooking utensils? heatcopper cookingutensil food   ...    ... ..  [2]  (e)  describe the bonding in a typical metal.   ...    ...    ... ..  [2] [total: 10] 4  the ore of aluminium is bauxite which is impure aluminium oxide. alumina, pure aluminium  oxide, is obtained from bauxite.   aluminium is formed at the cathode when a molten mixture of alumina and cryolite, na3al f6,  is electrolysed.  (a) (i)  name two products formed at the anode in this electrolysis.   . .  [2]  (ii)  all the aluminium formed comes from the alumina not the cryolite.  suggest two reasons why the electrolyte must contain cryolite.   . ...   . .  [2]  (iii)  the major impurity in bauxite is iron( iii) oxide. iron( iii) oxide is basic, aluminium  oxide is amphoteric. explain how aqueous sodium hydroxide can be used to separate them.   . ...   . ...   . .  [2]",
+            "5": "5 0620/32/m/j/12 \u00a9 ucles 2012 [turn overfor examiner\u2019s use (b)  the puri \ufb01 cation of bauxite uses large amounts of sodium hydroxide.  (i)  describe the chemistry of how sodium hydroxide is made from concentrated aqueous  sodium chloride. the description must include at least one ionic equation.   . ...   . ...   . ...   . ...   . .  [5]  (ii)  making sodium hydroxide from sodium chloride produces two other chemicals.  name these two chemicals and state one use of each chemical.  chemical   use  .   chemical   use  ...  [2] [total: 13] 5  islay is an island off the west coast of scotland. the main industry on the island is making  ethanol from barley.   barley contains the complex carbohydrate, starch. enzymes catalyse the hydrolysis of starch  to a solution of glucose.  (a) (i)  draw the structure of the starch.   glucose can be represented by                              [2]ho oh",
+            "6": "6 0620/32/m/j/12 \u00a9 ucles 2012for examiner\u2019s use (ii)  enzymes can catalyse the hydrolysis of starch. name another catalyst for this  reaction.   . .  [1]  (iii)  both starch and glucose are carbohydrates. name the elements found in all  carbohydrates.   . ...   . .  [1]  (b)  yeast cells are added to the aqueous glucose. fermentation produces a solution  containing up to 10  % of ethanol.  (i)  complete the word equation for the fermentation of glucose. glucose  \u2192  ..  +  .. [1]  (ii)  explain why is it necessary to add yeast and suggest why the amount of yeast in the  mixture increases.   . ...   . ...   . .  [2]  (iii)  fermentation is carried out at 35  \u00b0c. for many reactions a higher temperature would  give a faster reaction. why is a higher temperature not used in this process?   . ...   . .  [2]  (c)  the organic waste, the residue of the barley and yeast, is disposed of through a pipeline  into the sea. in the future this waste will be converted into biogas by the anaerobic respiration of bacteria. biogas, which is mainly methane, will supply most of the island\u2019s energy.  (i)  anaerobic means in the absence of oxygen. suggest an explanation why oxygen  must be absent.   . .  [1]  (ii)  the obvious advantage of converting the waste into methane is economic.   suggest two other advantages.   . ...   . .  [2] [total: 12]",
+            "7": "7 0620/32/m/j/12 \u00a9 ucles 2012 [turn overfor examiner\u2019s use6  a length of magnesium ribbon was added to 50  cm3 of sulfuric acid, concentration 1.0  mol  / dm3. the time taken for the magnesium to react was measured. the experiment was  repeated with the same volume of different acids. in all these experiments, the acid was in excess and the same length of magnesium ribbon was used.  (a) experiment acidconcentration in mol  / dm3 time  / s a sulfuric acid 1.0 20 b propanoic acid 0.5 230 c hydrochloric acid 1.0 40d hydrochloric acid 0.5 80  (i)  write these experiments in order of reaction speed. give the experiment with the  fastest speed \ufb01 rst.   . .  [1]  (ii)  give reasons for the order you have given in (i).   . ...   . ...   . ...   . ...   . ...   . .  [5]  (b)  suggest two changes to experiment c which would increase the speed of the reaction  and explain why the speed would increase. the volume of the acid, the concentration of the acid and the mass of magnesium used were kept the same.  change 1   ...  explanation  . ..   ...   change 2   ...  explanation  . ..   ... ..  [5] [total: 11]",
+            "8": "8 0620/32/m/j/12 \u00a9 ucles 2012for examiner\u2019s use7  the alkenes are unsaturated hydrocarbons. they form a homologous series, the members of  which have similar chemical properties:  \u25cf easily oxidised  \u25cf addition reactions  \u25cf polymerisation  \u25cf combustion.  (a)  all the alkenes have the same empirical formula.  (i) state their empirical formula.     ..  [1]  (ii) why is the empirical formula the same for all alkenes?     ..  [1]  (b)  alkenes can be oxidised to carboxylic acids by boiling with aqueous potassium  manganate(v ii).  (i)  pent-2-ene, ch3\u2013ch2\u2013ch=ch\u2013ch3, oxidises to ch3\u2013ch2\u2013cooh and ch3cooh.   name these two acids.  ch3\u2013ch2\u2013cooh  ...  ch3cooh   [2]  (ii)  most alkenes oxidise to two carboxylic acids. deduce the formula of an alkene which  forms only one carboxylic acid. [1]  (c)  complete the following equations for the addition reactions of propene.  (i)  ch3\u2013ch=ch2  +  br2   \u2192   [1]  (ii)  ch3\u2013ch=ch2  +  h2o  \u2192   [1]  (d)  draw the structural formula of poly(propene) [2]",
+            "9": "9 0620/32/m/j/12 \u00a9 ucles 2012 [turn overfor examiner\u2019s use (e)  0.01 moles of an alkene needed 2.4  g of oxygen for complete combustion. 2.2  g of carbon  dioxide were formed. determine the following mole ratio.  moles of alkene : moles of o2 : moles of co2   from this ratio determine the formula of the alkene.   ... ..  [3]  write an equation for the complete combustion of this alkene.  ... ..  [1] [total: 13] 8  ethylamine, ch 3\u2013ch2\u2013nh2, is a base which has similar properties to ammonia.  (a)  in aqueous ethylamine, there is the following equilibrium. ch3\u2013ch2\u2013nh2  +  h2o    ch3\u2013ch2\u2013nh3+  +  oh\u2013   explain why water is behaving as an acid in this reaction.   ... ..  [1]  (b)  given aqueous solutions of ethylamine and sodium hydroxide, describe how you could  show that ethylamine is a weak base like ammonia and not a strong base like sodium hydroxide.   ...    ...    ... ..  [3]  (c)   ethylamine, like ammonia, reacts with acids to form salts. ch 3\u2013ch2\u2013nh2  +   hc l  \u2192  ch3\u2013ch2\u2013nh3cl  ethylammonium chloride   suggest how you could displace ethylamine from the salt, ethylammonium chloride.   ...    ... ..  [2]",
+            "10": "10 0620/32/m/j/12 \u00a9 ucles 2012for examiner\u2019s use (d)  explain the chemistry of the following reaction:   when aqueous ethylamine is added to aqueous iron( iii) chloride, a brown precipitate is  formed.   ...    ... ..  [2] [total: 8]",
+            "11": "11 0620/32/m/j/12blank page \u00a9 ucles 2012",
+            "12": "12 permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here 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. 0620/32/m/j/12 \u00a9 ucles 2012 group 140 ce cerium 58141 pr praseodymium 59144 nd neodymium 60pm promethium 61150 sm samarium 62152 eu europium 63157 gd gadolinium 64159 tb terbium 65162 dy dysprosium 66165 ho holmium 67167 er erbium 68169 tm thulium 69173 yb ytterbium 70175 lu lutetium 71 232 th thorium 90pa protactinium 91238 u uranium 92np neptunium 93pu plutonium 94am americium 95cm curium 96bk berkelium 97cf californium 98es einsteinium 99fm fermium 100md mendelevium 101no nobelium 102lr lawrencium 1031 h hydrogen 1 7 li lithium 3 23 na sodium 1124 mg magnesium 12 40 ca calcium 2045 sc scandium 2148 ti titanium 2251 v vanadium 2352 cr chromium 2455 mn manganese 2556 fe iron 2659 co cobalt 2759 ni nickel 2864 cu copper 2965 zn zinc 3070 ga gallium 3127 al aluminium 1311 b boron 512 c carbon 614 n nitrogen 716 o oxygen 819 f fluorine 9 28 si silicon 1431 p phosphorus 1532 s sulfur 1635.5 cl chlorine 1740 ar argon 1820 ne neon 104 he helium 2 73 ge germanium 3275 as arsenic 3379 se selenium 3480 br bromine 3584 kr krypton 3639 k potassium 19 88 sr strontium 3889 y yttrium 3991 zr zirconium 4093 nb niobium 4196 mo molybdenum 42tc technetium 43101 ru ruthenium 44103 rh rhodium 45106 pd palladium 46108 ag silver 47112 cd cadmium 48115 in indium 49119 sn tin 50122 sb antimony 51128 te tellurium 52127 i iodine 53131 xe xenon 54 137 ba barium 56139 la lanthanum 57        *178 hf hafnium 72181 ta tantalum 73184 w tungsten 74186 re rhenium 75190 os osmium 76192 ir iridium 77195 pt platinum 78197 au gold 79201 hg mercury 80204 tl thallium 81207 pb lead 82209 bi bismuth 83po polonium 84at astatine 85rn radon 86 fr francium 87227 ac actinium 899 be beryllium 4ii i iii iv v vi vii 0 85 rb rubidium 37 133 cs caesium 55 226 ra radium 88 the volume of one mole of any gas is 24 dm3at room temperature and pressure (r.t.p.).a x ba = relative atomic mass x = atomic symbol b = proton (atomic) numberkey*58-71 lanthanoid series 90-103 actinoid seriesdata sheet the periodic table of the elements"
+        },
+        "0620_s12_qp_33.pdf": {
+            "1": "read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen.you may use a pencil for any diagrams, graphs or rough working.do not use staples, paper clips, highlighters, glue or correction \ufb02 uid. do not  write in any barcodes. answer all questions. a copy of the periodic table is printed on page 12. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question.chemistry  0620/33   paper 3 (extended) may/june 2012  1 hour 15 minutes candidates answer on the question paper. no additional materials are required.university of cambridge international examinations international general certi \ufb01 cate of secondary education this document consists of 11 printed pages and 1 blank page. [turn overib12 06_0620_33/fp\u00a9 ucles 2012 *2925136620* for examiner\u2019s use 1 2 3 4 5 678 total",
+            "2": "2 0620/33/m/j/12 \u00a9 ucles 2012for examiner\u2019s use1  the table below includes information about some of the elements in period 2. element carbon nitrogen \ufb02 uorine neon symbol c n f ne structure macromolecular simple molecules n2simple molecules f2single atoms ne boiling point  / \u00b0c 4200 \u2013196 \u2013188 \u2013246  (a) why does neon exist as single atoms but \ufb02 uorine exists as molecules?   ...    ... ..  [2]  (b)  what determines the order of the elements in a period?   ... ..  [1]  (c)  when liquid nitrogen boils the following change occurs. n2(l) \u2192 n2(g)   the boiling point of nitrogen is very low even though the bond between the atoms in a  nitrogen molecule is very strong. suggest an explanation.   ...    ... ..  [2]  (d)  draw a diagram showing the arrangement of the outer shell (valency) electrons in a  molecule of nitrogen. [2] [total: 7]",
+            "3": "3 0620/33/m/j/12 \u00a9 ucles 2012 [turn overfor examiner\u2019s use2  diamond and graphite are different forms of the same element, carbon.   explain the following in terms of their structure.  (a)  graphite is a soft material which is used as a lubricant.   ...    ... ..  [2]  (b)  diamond is a very hard material which is used for drilling and cutting.   ...    ... ..  [2]  (c)  graphite is a good conductor of electricity and diamond is a poor conductor.   ...    ...    ... ..  [2] [total: 6] 3  the uses of a substance are determined by its properties.  (a)  plastics are poor conductors of electricity. they are used as insulation for electric cables.   which other two properties of plastics make them suitable for this purpose?   ...    ... ..  [2]  (b)  chromium is a hard, shiny metal. suggest two reasons why chromium is used to  electroplate steel.   ...    ... ..  [2]  (c)  why is aluminium used extensively in the manufacture of aeroplanes?   ...    ... ..  [2]",
+            "4": "4 0620/33/m/j/12 \u00a9 ucles 2012for examiner\u2019s use (d)  why is copper a suitable material from which to make cooking utensils? heatcopper cookingutensil food   ...    ... ..  [2]  (e)  describe the bonding in a typical metal.   ...    ...    ... ..  [2] [total: 10] 4  the ore of aluminium is bauxite which is impure aluminium oxide. alumina, pure aluminium  oxide, is obtained from bauxite.   aluminium is formed at the cathode when a molten mixture of alumina and cryolite, na3al f6,  is electrolysed.  (a) (i)  name two products formed at the anode in this electrolysis.   . .  [2]  (ii)  all the aluminium formed comes from the alumina not the cryolite.  suggest two reasons why the electrolyte must contain cryolite.   . ...   . .  [2]  (iii)  the major impurity in bauxite is iron( iii) oxide. iron( iii) oxide is basic, aluminium  oxide is amphoteric. explain how aqueous sodium hydroxide can be used to separate them.   . ...   . ...   . .  [2]",
+            "5": "5 0620/33/m/j/12 \u00a9 ucles 2012 [turn overfor examiner\u2019s use (b)  the puri \ufb01 cation of bauxite uses large amounts of sodium hydroxide.  (i)  describe the chemistry of how sodium hydroxide is made from concentrated aqueous  sodium chloride. the description must include at least one ionic equation.   . ...   . ...   . ...   . ...   . .  [5]  (ii)  making sodium hydroxide from sodium chloride produces two other chemicals.  name these two chemicals and state one use of each chemical.  chemical   use  .   chemical   use  ...  [2] [total: 13] 5  islay is an island off the west coast of scotland. the main industry on the island is making  ethanol from barley.   barley contains the complex carbohydrate, starch. enzymes catalyse the hydrolysis of starch  to a solution of glucose.  (a) (i)  draw the structure of the starch.   glucose can be represented by                              [2]ho oh",
+            "6": "6 0620/33/m/j/12 \u00a9 ucles 2012for examiner\u2019s use (ii)  enzymes can catalyse the hydrolysis of starch. name another catalyst for this  reaction.   . .  [1]  (iii)  both starch and glucose are carbohydrates. name the elements found in all  carbohydrates.   . ...   . .  [1]  (b)  yeast cells are added to the aqueous glucose. fermentation produces a solution  containing up to 10  % of ethanol.  (i)  complete the word equation for the fermentation of glucose. glucose  \u2192  ..  +  .. [1]  (ii)  explain why is it necessary to add yeast and suggest why the amount of yeast in the  mixture increases.   . ...   . ...   . .  [2]  (iii)  fermentation is carried out at 35  \u00b0c. for many reactions a higher temperature would  give a faster reaction. why is a higher temperature not used in this process?   . ...   . .  [2]  (c)  the organic waste, the residue of the barley and yeast, is disposed of through a pipeline  into the sea. in the future this waste will be converted into biogas by the anaerobic respiration of bacteria. biogas, which is mainly methane, will supply most of the island\u2019s energy.  (i)  anaerobic means in the absence of oxygen. suggest an explanation why oxygen  must be absent.   . .  [1]  (ii)  the obvious advantage of converting the waste into methane is economic.   suggest two other advantages.   . ...   . .  [2] [total: 12]",
+            "7": "7 0620/33/m/j/12 \u00a9 ucles 2012 [turn overfor examiner\u2019s use6  a length of magnesium ribbon was added to 50  cm3 of sulfuric acid, concentration 1.0  mol  / dm3. the time taken for the magnesium to react was measured. the experiment was  repeated with the same volume of different acids. in all these experiments, the acid was in excess and the same length of magnesium ribbon was used.  (a) experiment acidconcentration in mol  / dm3 time  / s a sulfuric acid 1.0 20 b propanoic acid 0.5 230 c hydrochloric acid 1.0 40d hydrochloric acid 0.5 80  (i)  write these experiments in order of reaction speed. give the experiment with the  fastest speed \ufb01 rst.   . .  [1]  (ii)  give reasons for the order you have given in (i).   . ...   . ...   . ...   . ...   . ...   . .  [5]  (b)  suggest two changes to experiment c which would increase the speed of the reaction  and explain why the speed would increase. the volume of the acid, the concentration of the acid and the mass of magnesium used were kept the same.  change 1   ...  explanation  . ..   ...   change 2   ...  explanation  . ..   ... ..  [5] [total: 11]",
+            "8": "8 0620/33/m/j/12 \u00a9 ucles 2012for examiner\u2019s use7  the alkenes are unsaturated hydrocarbons. they form a homologous series, the members of  which have similar chemical properties:  \u25cf easily oxidised  \u25cf addition reactions  \u25cf polymerisation  \u25cf combustion.  (a)  all the alkenes have the same empirical formula.  (i) state their empirical formula.     ..  [1]  (ii) why is the empirical formula the same for all alkenes?     ..  [1]  (b)  alkenes can be oxidised to carboxylic acids by boiling with aqueous potassium  manganate(v ii).  (i)  pent-2-ene, ch3\u2013ch2\u2013ch=ch\u2013ch3, oxidises to ch3\u2013ch2\u2013cooh and ch3cooh.   name these two acids.  ch3\u2013ch2\u2013cooh  ...  ch3cooh   [2]  (ii)  most alkenes oxidise to two carboxylic acids. deduce the formula of an alkene which  forms only one carboxylic acid. [1]  (c)  complete the following equations for the addition reactions of propene.  (i)  ch3\u2013ch=ch2  +  br2   \u2192   [1]  (ii)  ch3\u2013ch=ch2  +  h2o  \u2192   [1]  (d)  draw the structural formula of poly(propene) [2]",
+            "9": "9 0620/33/m/j/12 \u00a9 ucles 2012 [turn overfor examiner\u2019s use (e)  0.01 moles of an alkene needed 2.4  g of oxygen for complete combustion. 2.2  g of carbon  dioxide were formed. determine the following mole ratio.  moles of alkene : moles of o2 : moles of co2   from this ratio determine the formula of the alkene.   ... ..  [3]  write an equation for the complete combustion of this alkene.  ... ..  [1] [total: 13] 8  ethylamine, ch 3\u2013ch2\u2013nh2, is a base which has similar properties to ammonia.  (a)  in aqueous ethylamine, there is the following equilibrium. ch3\u2013ch2\u2013nh2  +  h2o    ch3\u2013ch2\u2013nh3+  +  oh\u2013   explain why water is behaving as an acid in this reaction.   ... ..  [1]  (b)  given aqueous solutions of ethylamine and sodium hydroxide, describe how you could  show that ethylamine is a weak base like ammonia and not a strong base like sodium hydroxide.   ...    ...    ... ..  [3]  (c)   ethylamine, like ammonia, reacts with acids to form salts. ch 3\u2013ch2\u2013nh2  +   hc l  \u2192  ch3\u2013ch2\u2013nh3cl  ethylammonium chloride   suggest how you could displace ethylamine from the salt, ethylammonium chloride.   ...    ... ..  [2]",
+            "10": "10 0620/33/m/j/12 \u00a9 ucles 2012for examiner\u2019s use (d)  explain the chemistry of the following reaction:   when aqueous ethylamine is added to aqueous iron( iii) chloride, a brown precipitate is  formed.   ...    ... ..  [2] [total: 8]",
+            "11": "11 0620/33/m/j/12blank page \u00a9 ucles 2012",
+            "12": "12 permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here 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. 0620/33/m/j/12 \u00a9 ucles 2012 group 140 ce cerium 58141 pr praseodymium 59144 nd neodymium 60pm promethium 61150 sm samarium 62152 eu europium 63157 gd gadolinium 64159 tb terbium 65162 dy dysprosium 66165 ho holmium 67167 er erbium 68169 tm thulium 69173 yb ytterbium 70175 lu lutetium 71 232 th thorium 90pa protactinium 91238 u uranium 92np neptunium 93pu plutonium 94am americium 95cm curium 96bk berkelium 97cf californium 98es einsteinium 99fm fermium 100md mendelevium 101no nobelium 102lr lawrencium 1031 h hydrogen 1 7 li lithium 3 23 na sodium 1124 mg magnesium 12 40 ca calcium 2045 sc scandium 2148 ti titanium 2251 v vanadium 2352 cr chromium 2455 mn manganese 2556 fe iron 2659 co cobalt 2759 ni nickel 2864 cu copper 2965 zn zinc 3070 ga gallium 3127 al aluminium 1311 b boron 512 c carbon 614 n nitrogen 716 o oxygen 819 f fluorine 9 28 si silicon 1431 p phosphorus 1532 s sulfur 1635.5 cl chlorine 1740 ar argon 1820 ne neon 104 he helium 2 73 ge germanium 3275 as arsenic 3379 se selenium 3480 br bromine 3584 kr krypton 3639 k potassium 19 88 sr strontium 3889 y yttrium 3991 zr zirconium 4093 nb niobium 4196 mo molybdenum 42tc technetium 43101 ru ruthenium 44103 rh rhodium 45106 pd palladium 46108 ag silver 47112 cd cadmium 48115 in indium 49119 sn tin 50122 sb antimony 51128 te tellurium 52127 i iodine 53131 xe xenon 54 137 ba barium 56139 la lanthanum 57        *178 hf hafnium 72181 ta tantalum 73184 w tungsten 74186 re rhenium 75190 os osmium 76192 ir iridium 77195 pt platinum 78197 au gold 79201 hg mercury 80204 tl thallium 81207 pb lead 82209 bi bismuth 83po polonium 84at astatine 85rn radon 86 fr francium 87227 ac actinium 899 be beryllium 4ii i iii iv v vi vii 0 85 rb rubidium 37 133 cs caesium 55 226 ra radium 88 the volume of one mole of any gas is 24 dm3at room temperature and pressure (r.t.p.).a x ba = relative atomic mass x = atomic symbol b = proton (atomic) numberkey*58-71 lanthanoid series 90-103 actinoid seriesdata sheet the periodic table of the elements"
+        },
+        "0620_s12_qp_51.pdf": {
+            "1": "read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen.you may use a pencil for any diagrams, graphs or rough working.do not use staples, paper clips, highlighters, glue or correction \ufb02 uid. do not  write in any barcodes. answer all questions. practical notes are provided on page 8. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question.chemistry  0620/51   paper 5 practical test may/june 2012  1 hour 15 minutes candidates answer on the question paper. additional materials: as listed in the con \ufb01 dential instructionsuniversity of cambridge international examinations international general certi \ufb01 cate of secondary education this document consists of 7 printed pages and 1 blank page. [turn overib12 06_0620_51/3rp\u00a9 ucles 2012 *4263914068* for examiner\u2019s use total",
+            "2": "2 0620/51/m/j/12 \u00a9 ucles 2012for examiner\u2019s use1  you are going to investigate the reaction between aqueous lead nitrate and aqueous  potassium chloride.  read all the instructions below carefully before starting the experiment.  instructions   you are going to carry out one experiment.  (a) experiment   using the measuring cylinder, pour 3  cm3 of the aqueous lead nitrate provided into  each of the six test-tubes in the test-tube rack. label the test-tubes 1, 2, 3, 4, 5 and 6 respectively.   fill the burette with the aqueous potassium chloride provided to the 0.0  cm3 mark.  from the burette add 1.0  cm3 of aqueous potassium chloride to test-tube 1.  add 2.0  cm3 of aqueous potassium chloride to test-tube 2.   add 4.0  cm3, 5.0  cm3, 6.0  cm3 and 7.0  cm3 of aqueous potassium chloride to test-tubes 3,  4, 5 and 6 respectively.   using a glass rod carefully stir the contents of each of the test-tubes. leave the contents of the test-tubes to stand for 10 minutes.   you should start question 2 while waiting for the solid in the test-tubes to settle.   after 10 minutes, use a ruler to measure the height of the solid in each test-tube. record your results in the table. test-tube numbervolume of aqueous potassium chloride  / cm3 height of solid  / mm 1 23456 [4]",
+            "3": "3 0620/51/m/j/12 \u00a9 ucles 2012 [turn overfor examiner\u2019s use (b)  plot your results on the grid below. draw a line graph. 01234 volume of aqueous potassium chloride  / cm3height of solid  / mm 5678 [4]",
+            "4": "4 0620/51/m/j/12 \u00a9 ucles 2012for examiner\u2019s use (c)  from your graph , \ufb01 nd the height of the solid formed when 3.5  cm3 of aqueous potassium  chloride is added to 3  cm3 of aqueous lead nitrate.   show clearly on the graph  how you obtained your answer.   ... ..  [3]  (d)  what type of chemical reaction occurs when aqueous potassium chloride reacts with  aqueous lead nitrate?   ... ..  [1]  (e) describe the trend in the heights of the solids in test-tubes 1 to 6.   ...    ...    ... ..  [2]  (f)  predict what would happen if the experiment were continued using three furthertest-tubes with 8  cm3, 9  cm3 and 10  cm3 of aqueous potassium chloride. explain your  answer.   ...    ...    ... ..  [2]  (g)  what difference would be observed if the experiment was repeated using aqueous silver nitrate and aqueous potassium iodide?   ...    ... ..  [1]  (h)  explain one improvement you could make to the experiment to obtain more accurate  results.  improvement  .   explanation  . ..   ... ..  [2] [total: 19]",
+            "5": "5 0620/51/m/j/12 \u00a9 ucles 2012 [turn overfor examiner\u2019s use2  you are provided with solid w.   carry out the following tests on w, recording all of your observations in the table.   conclusions must not be written in the table. tests observations tests on solid w (a)  describe the appearance of solid w.   [1]  use a spatula to place about one spatula  measure of w into each of four test-tubes to  carry out the tests in (b). (b) (i)   heat solid w gently and then strongly.    leave the mixture to cool for \ufb01 ve  minutes. add about 2  cm3 of dilute  hydrochloric acid. test the gas given off with a lighted splint.  (ii)  add about 2  cm3 of dilute hydrochloric  acid to solid w.    test the gas given off.  (iii)  to solid w, add about 5  cm3 of  aqueous copper sulfate.    heat the mixture gently.  (iv)  to solid w, add one spatula measure  of ammonium chloride and shake the test-tube. heat the mixture gently. test the gas given off with damp ph indicator paper. .   [2] .  [2]  .   [3]  .   [2]  .   [2] tests on aqueous w (c)  pour 10  cm3 of distilled water into a boiling  tube. measure and record the temperature  of the water.   add the rest of solid w to the water and  stir with the thermometer. measure and record the temperature of the solution after one minute.   use ph indicator paper to record the ph of the solution.  [2]   [1]   [1]",
+            "6": "6 0620/51/m/j/12 \u00a9 ucles 2012for examiner\u2019s use (d)  identify the gas given off in test (b)(ii) .   ... ..  [1]  (e)  identify the gas given off in test (b)(iv) .   ... ..  [1]  (f)  what type of change occurs when solid w dissolves in water in test (c)?   ... ..  [1]  (g)  what conclusions can you draw about solid w?   ...    ... ..  [2] [total: 21]",
+            "7": "7 0620/51/m/j/12blank page \u00a9 ucles 2012",
+            "8": "8 permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here 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. 0620/51/m/j/12notes for use in qualitative analysis test for anions anion test test result carbonate (co32\u2013) add dilute acid effervescence, carbon dioxide produced chloride (c l \u2013) [in solution]acidify with dilute nitric acid, then add aqueous silver nitratewhite ppt. iodide ( i\u2013) [in solution]acidify with dilute nitric acid, thenadd aqueous silver nitrateyellow ppt. nitrate (no 3\u2013) [in solution]add aqueous sodium hydroxidethen aluminium foil; warm carefullyammonia produced sulfate (so 42\u2013) [in solution]acidify with dilute nitric acid, thenaqueous barium nitratewhite ppt. test for aqueous cations cation effect of aqueous sodium hydroxide effect of aqueous ammonia aluminium (a l 3+)white ppt., soluble in excess giving a colourless solutionwhite ppt., insoluble in excess ammonium (nh4+) ammonia produced on warming \u2013 calcium (ca2+) white ppt., insoluble in excess no ppt., or very slight white ppt. copper (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 iron( iii) (fe3+) red-brown ppt., insoluble in excess red-brown ppt., insoluble in excess zinc (zn2+) white ppt., soluble in excess giving a colourless solutionwhite ppt., soluble in excess givinga colourless solution test for gases gas test and test results ammonia (nh3) turns damp red litmus paper blue carbon dioxide (co2) turns limewater milky chlorine (c l 2) bleaches damp litmus paper hydrogen (h2) \u2018pops\u2019 with a lighted splint oxygen (o2) relights a glowing splint \u00a9 ucles 2012"
+        },
+        "0620_s12_qp_52.pdf": {
+            "1": "read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen.you may use a pencil for any diagrams, graphs or rough working.do not use staples, paper clips, highlighters, glue or correction \ufb02 uid. do not  write in any barcodes. answer all questions. practical notes are provided on page 8. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question.chemistry  0620/52   paper 5 practical test may/june 2012  1 hour 15 minutes candidates answer on the question paper. additional materials: as listed in the con \ufb01 dential instructionsuniversity of cambridge international examinations international general certi \ufb01 cate of secondary education this document consists of 7 printed pages and 1 blank page. [turn overib12 06_0620_52/rp\u00a9 ucles 2012 *1869046502* for examiner\u2019s use total",
+            "2": "2 0620/52/m/j/12 \u00a9 ucles 2012for examiner\u2019s use1  you are going to investigate what happens when two different solids, c and d, dissolve in  water.   read all the instructions below carefully before starting the experiments.   instructions   you are going to carry out two experiments.  (a)  experiment 1   place the polystyrene cup in the 250  cm3 beaker for support.   use a measuring cylinder to pour 25  cm3 of distilled water into the polystyrene cup.  measure the temperature of the water and record it in the table below.   add all of solid c to the water, start the timer and stir the mixture with the thermometer.   measure the temperature of the solution every 30 seconds for three minutes. record  your results in the table. time  / s 0 30 60 90 120 150 180 temperature of solution  / \u00b0c [2]  (b)  experiment 2   empty the polystyrene cup and rinse it with water.   use a measuring cylinder to pour 25  cm3 of distilled water into the polystyrene cup.  measure the temperature of the water and record it in the table below.   add all of solid d to the water, start the timer and stir the mixture with the thermometer.   measure the temperature of the solution every 30 seconds for three minutes. record  your results in the table. time  / s 0 30 60 90 120 150 180 temperature of solution  / \u00b0c [2]",
+            "3": "3 0620/52/m/j/12 \u00a9 ucles 2012 [turn overfor examiner\u2019s use (c)  plot the results for experiments 1 and 2 on the grid and draw two smooth line graphs.   clearly label your graphs. 0 30 60 90 120 150 180 time  / stemperature of solution  / \u00b0c [6]  (d) (i)   from your graph , deduce the temperature of the solution in experiment 1 after 45 seconds.   show clearly on the graph  how you worked out your answer.  .. \u00b0c [2]  (ii)  from your graph , deduce how long it takes for the initial  temperature of the solution  in experiment 2 to change by 1  \u00b0c.   show clearly on the graph  how you worked out your answer.  .. s [2]",
+            "4": "4 0620/52/m/j/12 \u00a9 ucles 2012for examiner\u2019s use (e)  what type of change occurs when substance d dissolves in water?   ... ..  [1]  (f)  suggest and explain the effect on the results if experiment 1 was repeated using 50  cm3  of distilled water.   ...    ... ..  [2]  (g)  predict the temperature of the solution in experiment 2 after 1 hour. explain your answer.   ...    ... ..  [2]  (h)  when carrying out the experiments, what would be the advantage of taking the  temperature readings every 15 seconds?   ...    ... ..  [2] [total: 21]",
+            "5": "5 0620/52/m/j/12 \u00a9 ucles 2012 [turn overfor examiner\u2019s use2  you are provided with solid e and liquid f.   carry out the following tests on e and f, recording all of your observations in the table.   conclusions must not be written in the table. tests observations tests on solid e (a)  describe the appearance of solid e.   [1] (b)  place half of solid e in a test-tube. heat  the test-tube gently.   test any gas given off. ..   [3] (c) (i)   add half of the remaining solid e to  about 5  cm3 of dilute sulfuric acid in a  test-tube.    allow the mixture to settle. decant off  the liquid into a test-tube.    divide the solution into two equal  portions in test-tubes. add 1  cm  depth of distilled water to eachtest-tube and shake. carry out the following tests.  (ii)   add several drops of aqueous sodium  hydroxide to the \ufb01 rst portion of the  solution and shake the test-tube.    now add excess sodium hydroxide to  the test-tube.  (iii)   add several drops of aqueous  ammonia to the second portion of the solution and shake the test-tube.    now add excess aqueous ammonia  to the test-tube. ..   [2]  ..   [2]  ..  ..  [3]",
+            "6": "6 0620/52/m/j/12 \u00a9 ucles 2012for examiner\u2019s usetests observations tests on liquid f (d)  describe the appearance and smell of  liquid f.  appearance  [1]  smell ... [1] (e)  use ph indicator paper to measure the ph  of liquid f.  ph .. [1] (f)  add about 3  cm3 of liquid f to the rest of  solid e in a test-tube. leave to stand for  \ufb01 ve minutes. ..   [2]  (g)  identify solid e.   ... ..  [2]  (h)  draw one conclusion about liquid f.   ... ..  [1] [total: 19]",
+            "7": "7 0620/52/m/j/12blank page \u00a9 ucles 2012",
+            "8": "8 permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here 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. 0620/52/m/j/12notes for use in qualitative analysis test for anions anion test test result carbonate (co32\u2013) add dilute acid effervescence, carbon dioxide produced chloride (c l \u2013) [in solution]acidify with dilute nitric acid, then add aqueous silver nitratewhite ppt. iodide ( i\u2013) [in solution]acidify with dilute nitric acid, then add aqueous silver nitrateyellow ppt. nitrate (no3\u2013) [in solution]add aqueous sodium hydroxide then aluminium foil; warm carefullyammonia produced sulfate (so42\u2013) [in solution]acidify with dilute nitric acid, then aqueous barium nitratewhite ppt. test for aqueous cations cation effect of aqueous sodium hydroxide effect of aqueous ammonia aluminium (a l 3+)white ppt., soluble in excess giving a colourless solutionwhite ppt., insoluble in excess ammonium (nh4+) ammonia produced on warming \u2013 calcium (ca2+) white ppt., insoluble in excess no ppt., or very slight white ppt. copper (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 iron( iii) (fe3+) red-brown ppt., insoluble in excess red-brown ppt., insoluble in excess zinc (zn2+) white ppt., soluble in excess giving a colourless solutionwhite ppt., soluble in excess giving a colourless solution test for gases gas test and test results ammonia (nh3) turns damp red litmus paper blue carbon dioxide (co2) turns limewater milky chlorine (c l 2) bleaches damp litmus paper hydrogen (h2) \u2018pops\u2019 with a lighted splint oxygen (o2) relights a glowing splint \u00a9 ucles 2012"
+        },
+        "0620_s12_qp_53.pdf": {
+            "1": "read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen.you may use a pencil for any diagrams, graphs or rough working.do not use staples, paper clips, highlighters, glue or correction \ufb02 uid. do not  write in any barcodes. answer all questions. practical notes are provided on page 8. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question.chemistry  0620/53   paper 5 practical test may/june 2012  1 hour 15 minutes candidates answer on the question paper. additional materials: as listed in the con \ufb01 dential instructionsuniversity of cambridge international examinations international general certi \ufb01 cate of secondary education this document consists of 7 printed pages and 1 blank page. [turn overib12 06_0620_53/fp\u00a9 ucles 2012 *7620311346* for examiner\u2019s use total",
+            "2": "2 0620/53/m/j/12 \u00a9 ucles 2012for examiner\u2019s use1  you are going to investigate what happens when two different solids, c and d, dissolve in  water.   read all the instructions below carefully before starting the experiments.   instructions   you are going to carry out two experiments.  (a)  experiment 1   place the polystyrene cup in the 250  cm3 beaker for support.   use a measuring cylinder to pour 25  cm3 of distilled water into the polystyrene cup.  measure the temperature of the water and record it in the table below.   add all of solid c to the water, start the timer and stir the mixture with the thermometer.   measure the temperature of the solution every 30 seconds for three minutes. record  your results in the table. time  / s 0 30 60 90 120 150 180 temperature of solution  / \u00b0c [2]  (b)  experiment 2   empty the polystyrene cup and rinse it with water.   use a measuring cylinder to pour 25  cm3 of distilled water into the polystyrene cup.  measure the temperature of the water and record it in the table below.   add all of solid d to the water, start the timer and stir the mixture with the thermometer.   measure the temperature of the solution every 30 seconds for three minutes. record  your results in the table. time  / s 0 30 60 90 120 150 180 temperature of solution  / \u00b0c [2]",
+            "3": "3 0620/53/m/j/12 \u00a9 ucles 2012 [turn overfor examiner\u2019s use (c)  plot the results for experiments 1 and 2 on the grid and draw two smooth line graphs.   clearly label your graphs. 0 30 60 90 120 150 180 time  / stemperature of solution  / \u00b0c [6]  (d) (i)   from your graph , deduce the temperature of the solution in experiment 1 after 45 seconds.   show clearly on the graph  how you worked out your answer.  .. \u00b0c [2]  (ii)  from your graph , deduce how long it takes for the initial  temperature of the solution  in experiment 2 to change by 1  \u00b0c.   show clearly on the graph  how you worked out your answer.  .. s [2]",
+            "4": "4 0620/53/m/j/12 \u00a9 ucles 2012for examiner\u2019s use (e)  what type of change occurs when substance d dissolves in water?   ... ..  [1]  (f)  suggest and explain the effect on the results if experiment 1 was repeated using 50  cm3  of distilled water.   ...    ... ..  [2]  (g)  predict the temperature of the solution in experiment 2 after 1 hour. explain your answer.   ...    ... ..  [2]  (h)  when carrying out the experiments, what would be the advantage of taking the  temperature readings every 15 seconds?   ...    ... ..  [2] [total: 21]",
+            "5": "5 0620/53/m/j/12 \u00a9 ucles 2012 [turn overfor examiner\u2019s use2  you are provided with solid e and liquid f.   carry out the following tests on e and f, recording all of your observations in the table.   conclusions must not be written in the table. tests observations tests on solid e (a)  describe the appearance of solid e.   [1] (b)  place half of solid e in a test-tube. heat  the test-tube gently.   test any gas given off. ..   [3] (c) (i)   add half of the remaining solid e to  about 5  cm3 of dilute sulfuric acid in a  test-tube.    allow the mixture to settle. decant off  the liquid into a test-tube.    divide the solution into two equal  portions in test-tubes. add 1  cm  depth of distilled water to eachtest-tube and shake. carry out the following tests.  (ii)   add several drops of aqueous sodium  hydroxide to the \ufb01 rst portion of the  solution and shake the test-tube.    now add excess sodium hydroxide to  the test-tube.  (iii)   add several drops of aqueous  ammonia to the second portion of the solution and shake the test-tube.    now add excess aqueous ammonia  to the test-tube. ..   [2]  ..   [2]  ..  ..  [3]",
+            "6": "6 0620/53/m/j/12 \u00a9 ucles 2012for examiner\u2019s usetests observations tests on liquid f (d)  describe the appearance and smell of  liquid f.  appearance  [1]  smell ... [1] (e)  use ph indicator paper to measure the ph  of liquid f.  ph .. [1] (f)  add about 3  cm3 of liquid f to the rest of  solid e in a test-tube. leave to stand for  \ufb01 ve minutes. ..   [2]  (g)  identify solid e.   ... ..  [2]  (h)  draw one conclusion about liquid f.   ... ..  [1] [total: 19]",
+            "7": "7 0620/53/m/j/12blank page \u00a9 ucles 2012",
+            "8": "8 permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here 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. 0620/53/m/j/12notes for use in qualitative analysis test for anions anion test test result carbonate (co32\u2013) add dilute acid effervescence, carbon dioxide produced chloride (c l \u2013) [in solution]acidify with dilute nitric acid, then add aqueous silver nitratewhite ppt. iodide ( i\u2013) [in solution]acidify with dilute nitric acid, then add aqueous silver nitrateyellow ppt. nitrate (no3\u2013) [in solution]add aqueous sodium hydroxide then aluminium foil; warm carefullyammonia produced sulfate (so42\u2013) [in solution]acidify with dilute nitric acid, then aqueous barium nitratewhite ppt. test for aqueous cations cation effect of aqueous sodium hydroxide effect of aqueous ammonia aluminium (a l 3+)white ppt., soluble in excess giving a colourless solutionwhite ppt., insoluble in excess ammonium (nh4+) ammonia produced on warming \u2013 calcium (ca2+) white ppt., insoluble in excess no ppt., or very slight white ppt. copper (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 iron( iii) (fe3+) red-brown ppt., insoluble in excess red-brown ppt., insoluble in excess zinc (zn2+) white ppt., soluble in excess giving a colourless solutionwhite ppt., soluble in excess giving a colourless solution test for gases gas test and test results ammonia (nh3) turns damp red litmus paper blue carbon dioxide (co2) turns limewater milky chlorine (c l 2) bleaches damp litmus paper hydrogen (h2) \u2018pops\u2019 with a lighted splint oxygen (o2) relights a glowing splint \u00a9 ucles 2012"
+        },
+        "0620_s12_qp_61.pdf": {
+            "1": "read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen.you may use a pencil for any diagrams, graphs or rough working.do not use staples, paper clips, highlighters, glue or correction \ufb02 uid. do not  write in any barcodes. answer all questions. at the end of the examination, fasten all your work securely together.the number of marks is given in brackets [  ] at the end of each question or part question.chemistry  0620/61   paper 6 alternative to practical may/june 2012  1 hour candidates answer on the question paper. no additional materials are required.university of cambridge international examinations international general certi \ufb01 cate of secondary education this document consists of 11 printed pages and 1 blank page. [turn overib12 06_0620_61/4rp\u00a9 ucles 2012 *0367948514* for examiner\u2019s use 1 23456 total",
+            "2": "2 0620/61/m/j/12 \u00a9 ucles 2012for examiner\u2019s use1  a student reacted excess iron powder with sulfuric acid to prepare a solution of iron( ii)  sulfate.   the diagram shows the procedure followed in three stages. 50  cm3 of dilute sulfuric acid was measured and added to a beaker heat1iron powder was addeduntil all the sulfuric acidhad reacted the mixture wasallowed to cool2 solution ofiron( ii) sulfate3  (a)  complete the boxes to identify the pieces of apparatus labelled. [2]  (b)  how would the student know when all of the sulfuric acid had reacted? give two reasons.  1  ... .  2  ... ...  [2]  (c)  describe the effect of boiling the solution of iron( ii) sulfate for several minutes.   ...    ...    ... ..  [3] [total: 7]",
+            "3": "3 0620/61/m/j/12 \u00a9 ucles 2012 [turn overfor examiner\u2019s use2  heat is given out when alcohols are burned.   a student used the apparatus below to \ufb01 nd the amount of heat produced when four different  alcohols, methanol, ethanol, propanol and butanol, were burned. 25  cm3 water spirit burnerboiling tubethermometer  (a)  some methanol was put into the burner. the initial temperature of the water was measured.  the burner was lit and allowed to burn for one minute. the \ufb02 ame was extinguished and  the \ufb01 nal temperature of the water was measured. the experiment was repeated with  ethanol, propanol and butanol.   use the thermometer diagrams to record the temperatures in the table on page 4. complete the table by recording the temperature rise for each alcohol.",
+            "4": "4 0620/61/m/j/12 \u00a9 ucles 2012for examiner\u2019s use ch3oh c2h5oh c3h7oh c4h9ohmethanol ethanol propanol butanolthermometer diagramthermometer diagramalcohol formula temperature  / \u00b0c temperature  / \u00b0ctemperature rise  / \u00b0c 30 25 20 30 25 20 30 25 20 30 25 2030 25 20 40 35 30 50 45 40 60 55 50initial final [4]",
+            "5": "5 0620/61/m/j/12 \u00a9 ucles 2012 [turn overfor examiner\u2019s use (b)  plot the results obtained on the grid and draw a straight line graph. 50 40302010 0 012345 number of carbon atoms in the alcohol formulatemperature rise  / \u00b0c [4]  (c)  from your graph , work out the temperature rise expected if the experiment was repeated  using pentanol, c5h11oh.   show clearly on the grid  how you obtained your answer.   ... ..  [3]  (d)  suggest the effect of using a copper can to contain the water instead of a boiling tube. explain your answer.   ...    ... ..  [2] [total: 13]",
+            "6": "6 0620/61/m/j/12 \u00a9 ucles 2012for examiner\u2019s use3  coffee beans contain caffeine and other compounds. caffeine is soluble in water and in  trichloromethane, an organic solvent.   a student obtained crystals of caffeine by the following method.  stage 1 some coffee beans were crushed into small pieces.  stage 2  hot water was added to the crushed beans to dissolve the soluble substances.  stage 3  the crushed beans were separated from the liquid solution.  stage 4  the liquid was allowed to cool and shaken with trichloromethane to extract the  caffeine from the water.  stage 5  the caffeine was crystallised from the trichloromethane solution.  stage 6  the caffeine crystals were checked for purity.  (a)  what apparatus should be used to crush the beans in stage 1?   ... ..  [2]  (b)  how could the dissolving process in stage 2 be speeded up?   ... ..  [1]  (c)  draw a diagram of the apparatus used in stage 3. [2]  (d)  how should stage 5 be carried out?   ...    ... ..  [2]  (e)  what method could be used to check the purity of the crystals in stage 6?   ... ..  [1] [total: 8]",
+            "7": "7 0620/61/m/j/12blank page \u00a9 ucles 2012 [turn over",
+            "8": "8 0620/61/m/j/12 \u00a9 ucles 2012for examiner\u2019s use4  a student investigated the reaction between aqueous lead nitrate and aqueous potassium  chloride.  (a)  one experiment was carried out.   using a measuring cylinder, 3  cm3 of aqueous lead nitrate was poured into each of six test-tubes in a test-tube rack. the test-tubes were labelled a, b, c, d, e and f respectively.   a burette was \ufb01 lled with aqueous potassium chloride. a 1.0  cm3 sample of the aqueous  potassium chloride was added to test-tube a.   a 2.0  cm3 sample of aqueous potassium chloride was added to test-tube b.   a 4.0  cm3, 5.0  cm3, 6.0  cm3 and 7.0  cm3 sample of aqueous potassium chloride was added  to test-tubes c, d, e and f respectively.   using a glass rod, the contents of the test-tubes were stirred. the contents of thetest-tubes were left to stand for 10 minutes.   after 10 minutes, a ruler was used to measure the height of the solid in each test-tube. the diagrams show the six test-tubes in a rack. use a ruler to measure the height of the solid in each test-tube in the diagram. record the heights of the solid in the table. test-tube a solidbcdef test-tube numbervolume of aqueous potassium chloride  / cm3 height of solid  / mm a b c d e f [4]",
+            "9": "9 0620/61/m/j/12 \u00a9 ucles 2012 [turn overfor examiner\u2019s use (b)  plot your results on the grid below. draw two intersecting straight line graphs. 25 201510 5 0 01234567 volume of aqueous potassium chloride  / cm3height of solid  / mm [4]  (c)  from your graph , \ufb01 nd the height of the solid formed when 3.5  cm3 of aqueous potassium  chloride was added to 3  cm3 of aqueous lead nitrate.    show clearly on the graph  how you obtained your answer.   ... ..  [3]  (d)  what type of chemical reaction occurs when aqueous potassium chloride reacts with aqueous lead nitrate?   ... ..  [1]  (e) (i)   compare the heights of the solids in test-tubes e and f.   . .  [1]  (ii)  suggest an explanation for the heights of the solids in (e)(i) .   . ...   . .  [1]",
+            "10": "10 0620/61/m/j/12 \u00a9 ucles 2012for examiner\u2019s use (f)  predict what would happen if the experiment were continued using three further test- tubes with 8  cm3, 9  cm3 and 10  cm3 of aqueous potassium chloride. explain your answer.   ...    ...    ... ..  [2]  (g)  what difference would be observed if the experiment was repeated using aqueous silver nitrate and aqueous potassium iodide?   ...    ... ..  [1]  (h)  explain one improvement the student could make to the experiment to obtain more  accurate results.  improvement  .   explanation  . ..   ... ..  [2] [total: 19]",
+            "11": "11 0620/61/m/j/12 \u00a9 ucles 2012 [turn overfor examiner\u2019s use5  solid w was analysed. w was a carbonate salt.   the tests on solid w, and some of the observations, are in the following table. complete the  observations in the table.   do not write any conclusions in the table. tests observations tests on solid w (a)  appearance of solid w. white solid (b)  solid w was heated.   the gas given off was tested with damp  red litmus paper.gas evolved formed a white solid at the top  of the test-tube litmus paper turned blue (c)  dilute hydrochloric acid was added to solid w.   the gas given off was tested. ..  .. ... [3] (d)  dilute sodium hydroxide was added to  solid w and the mixture heated.   the gas given off was tested with damp ph indicator paper. pungent gas given off ph of gas = 10  (e)  identify the gas given off in test (d).   ... ..  [1]  (f)  what conclusions can you draw about solid w?   ... ..  [2] [total: 6]",
+            "12": "12 permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here 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. 0620/61/m/j/12 \u00a9 ucles 2012for examiner\u2019s use6 stop rust!   solutions of chemicals known as corrosion inhibitors are added to the water in steel radiators  to reduce rust.   you are provided with three different bottles of liquid corrosion inhibitors, r, s and t, and  some steel nails.   plan an experiment to test if these inhibitors prevent the corrosion of steel and which of these inhibitors is the most effective.   ... ...   ... ...   ... ...   ... ...   ... ...   ... ...   ... .  [7] [total: 7]"
+        },
+        "0620_s12_qp_62.pdf": {
+            "1": "read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen.you may use a pencil for any diagrams, graphs or rough working.do not use staples, paper clips, highlighters, glue or correction \ufb02 uid. do not  write in any barcodes. answer all questions. at the end of the examination, fasten all your work securely together.the number of marks is given in brackets [  ] at the end of each question or part question.chemistry  0620/62   paper 6 alternative to practical may/june 2012  1 hour candidates answer on the question paper. no additional materials are required.university of cambridge international examinations international general certi \ufb01 cate of secondary education this document consists of 12 printed pages. [turn overib12 06_0620_62/4rp\u00a9 ucles 2012 *8566192908* for examiner\u2019s use 1 2345 6 7 total",
+            "2": "2 0620/62/m/j/12 \u00a9 ucles 2012for examiner\u2019s use1  a student heated red crystals of hydrated cobalt( ii) chloride, coc l 2.6h2o, to obtain a sample  of water. he used two different sets of apparatus, a and b. heat heatcobalt chloride crystals cobalt chloride crystalscold water cold waterwater watera bboiling tubeboiling tube  (a)  complete the box to identify the piece of apparatus labelled. [1]  (b)  the steam could have been condensed more ef \ufb01 ciently using a condenser.   draw a labelled diagram of a condenser. [2]",
+            "3": "3 0620/62/m/j/12 \u00a9 ucles 2012 [turn overfor examiner\u2019s use (c)  the colour of the solid remaining in the boiling tube after heating was blue.   predict the effect of adding water to this solid. explain your answer.  effect  .. ...  explanation  .   [2]  (d)  suggest why the boiling tube cracked using set of apparatus b but not set a.   ...    ... ..  [2] [total: 7]",
+            "4": "4 0620/62/m/j/12 \u00a9 ucles 2012for examiner\u2019s use2  an experiment was carried out to measure the speed (rate) of reaction between magnesium  carbonate and excess dilute nitric acid.   50  cm3 of dilute nitric acid was poured into a conical \ufb02 ask and placed on a balance. 1.0  g of  powdered magnesium carbonate was added to the \ufb02 ask. the mass of the \ufb02 ask and contents  decreased as a gas was given off. the loss in mass was recorded every half minute for six minutes.   the results of the experiment are shown plotted on the grid below. 0.5 0.40.30.20.10.0 012345 6 time  / minutesloss in mass  / g  (a)  draw a smooth line graph through the points. [1]  (b)  which point appears to be inaccurate?   ... ..  [1]  (c)  why does the curve level out? explain your answer.   ...    ... ..  [2]  (d)  on the grid, sketch the graph you would expect if the reaction was repeated using 0.5  g  of lumps of magnesium carbonate. [2] [total: 6]",
+            "5": "5 0620/62/m/j/12 \u00a9 ucles 2012 [turn overfor examiner\u2019s use3  electricity was passed through a solution of concentrated hydrochloric acid as shown below. concentrated hydrochloric acid   bubbles were observed at both electrodes.  (a)  give one other expected observation.   ... ..  [1]  (b)  label the electrodes. [1]  (c) (i)   name the gas given off at the cathode (negative electrode).   . .  [1]  (ii)  give a test for this gas.  test   .  result    [2]  (d)  suggest why, at the beginning of the electrolysis, no gas was collected at the anode (positive electrode).   ...    ... ..  [2] [total: 7]",
+            "6": "6 0620/62/m/j/12 \u00a9 ucles 2012for examiner\u2019s use4  a student investigated a reaction between a solid and a liquid. the reaction produced a gas.   she wanted to know if any of the substances w, x and y were catalysts for the reaction.   firstly she carried out the reaction without any w, x or y.   then she repeated the reaction three times adding a small amount of w, x or y. in each case  she timed how long the reaction took to \ufb01 nish. the results are in the table. substance added time of reaction  / s none 277 w 266 x 279 y 78  (a)  how would the student know when the reaction had \ufb01 nished?   ... ..  [1]  (b) (i)  state the effect of each substance on the speed (rate) of the reaction.  w  . ..  x  . ...  y  ..  [ 3]  (ii)  which substance, w, x or y, is the best catalyst for this reaction?   . .  [1]  (c)  how could the student check the reliability of her results?   ...    ... ..  [2] [total: 7]",
+            "7": "7 0620/62/m/j/12 \u00a9 ucles 2012 [turn overfor examiner\u2019s use5  a student investigated the temperature changes when two different solids, c and d, dissolved  in water.  two experiments were carried out.   experiment 1   using a measuring cylinder, 25  cm3 of distilled water was poured into a polystyrene cup. the  initial temperature of the water was measured.    solid c was added to the water, the timer started and the mixture stirred with a thermometer.    the temperature of the solution was measured every 30 seconds for three minutes.   (a)  use the thermometer diagrams in the table to record the temperatures. 0 30 6090 120thermometer diagramtime  / s temperature  / \u00b0c 30 25 20 30 25 20 30 25 20 30 25 20 30 25 20 15030 25 20 18030 25 20 [2]",
+            "8": "8 0620/62/m/j/12 \u00a9 ucles 2012for examiner\u2019s use experiment 2   the polystyrene cup was emptied and rinsed with water. experiment 1 was repeated using  solid d instead of solid c. the temperature of the solution was measured every 30 seconds  for three minutes as before.  (b)  use the thermometer diagrams in the table to record the temperatures. 0 30 6090 120thermometer diagramtime  / s temperature  / \u00b0c 25 20 15 25 20 15 25 20 15 25 20 15 25 20 15 25 20 15 25 20 15150 180 [2]",
+            "9": "9 0620/62/m/j/12 \u00a9 ucles 2012 [turn overfor examiner\u2019s use (c)  plot the results for experiments 1 and 2 on the grid and draw two smooth line graphs.   clearly label your graphs. 28 262422201816 14 0 30 60 90 120 150 180temperature of solution  / \u00b0c time  / s [6]  (d) (i)   from your graph , deduce the temperature of the solution in experiment 1 after 15 seconds.   show clearly on the graph  how you worked out your answer.  . \u00b0c [2]  (ii)  from your graph , deduce how long it takes for the initial  temperature of the solution  in experiment 2 to change by 1.5  \u00b0c.   show clearly on the graph  how you worked out your answer.  .s [2]",
+            "10": "10 0620/62/m/j/12 \u00a9 ucles 2012for examiner\u2019s use (e)  what type of change occurs when substance d dissolves in water?   ... ..  [1]  (f)  suggest the effect on the results if experiment 1 was repeated using 50  cm3 of distilled  water.   ...    ... ..  [1]  (g)  predict the temperature of the solution in experiment 2 after 1 hour. explain your answer.   ...    ... ..  [2]  (h)  when carrying out the experiments what would be the advantage of taking the temperature  readings every 15 seconds?   ...    ... ..  [2] [total: 20]",
+            "11": "11 0620/62/m/j/12 \u00a9 ucles 2012 [turn overfor examiner\u2019s use6  two substances, e and f, were analysed. e was a solid compound and f was a solution of  ethanoic acid.   the tests on e and f, and some of the observations, are in the table. complete the observations  in the table.   do not write any conclusions in the table. tests observations tests on solid e (a)  appearance of solid e. green powder (b)  solid e was heated in a test-tube.   the gas given off was tested.black solid formed limewater turned milky (c) (i)  solid e was added to dilute sulfuric  acid.    the solution was divided into two  equal portions in test-tubes.  (ii)  excess aqueous sodium hydroxide  was added to the \ufb01 rst portion of the  solution.  (iii)  drops of aqueous ammonia were  added to the second portion of the solution.    excess aqueous ammonia was then  added to the mixture.effervescence and blue solution formed pale blue precipitate formed pale blue precipitate formed precipitate dissolved to form a dark blue solution tests on liquid f (d)  appearance and smell of liquid f. (e)  ph indicator paper was used to measure  the ph of liquid f. appearance ...  smell   [2]  ph   [1]  (f)  identify the gas given off in test (c)(i) .   ... ..  [1]  (g)   identify solid e.   ... ..  [2] [total: 6]",
+            "12": "12 permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here 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. 0620/62/m/j/12 \u00a9 ucles 2012for examiner\u2019s use7 fizzy drinks   the bubbles in \ufb01 zzy drinks are bubbles of carbon dioxide. the carbon dioxide is dissolved in  the drink under pressure.   when a bottle of \ufb01 zzy drink is opened the gas escapes and eventually the drink goes \ufb02 at.   the gas is lost more quickly if the \ufb01 zzy drink is heated.  (a) how could the acidity of the \ufb01 zzy drink be checked?   ... ..  [1]  (b)  plan an experiment to \ufb01 nd the volume of gas in a bottle of \ufb01 zzy drink.   you may use common laboratory apparatus.   ...    ...    ...    ...    ...    ...    ... ..  [6] [total: 7]"
+        },
+        "0620_s12_qp_63.pdf": {
+            "1": "read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen.you may use a pencil for any diagrams, graphs or rough working.do not use staples, paper clips, highlighters, glue or correction \ufb02 uid. do not  write in any barcodes. answer all questions. at the end of the examination, fasten all your work securely together.the number of marks is given in brackets [  ] at the end of each question or part question.chemistry  0620/63   paper 6 alternative to practical may/june 2012  1 hour candidates answer on the question paper. no additional materials are required.university of cambridge international examinations international general certi \ufb01 cate of secondary education this document consists of 10 printed pages and 2 blank pages. [turn overib12 06_0620_63/3rp\u00a9 ucles 2012 *1874433085* for examiner\u2019s use 1 234567 total",
+            "2": "2 0620/63/m/j/12 \u00a9 ucles 2012for examiner\u2019s use1  zinc blende is an ore of zinc containing zinc sul \ufb01 de, zns.   a student attempted to obtain a sample of zinc metal from this ore. the diagram shows the  procedure followed in four stages. zincsulfatesolution dilute acidstage 1 a lump of zinc blende was heated to form zinc oxide.stage 2 the zinc oxide was crushed.stage 3 dilute acid was added.stage 4 the mixture was separated to give a solution of zinc sulfate. zincblende tripodcrucible bunsenburner  (a)  complete the box to name the apparatus used. [1]  (b)  explain why the student should have carried out stage 2 before stage 1.   ...    ... ..  [2]  (c)  identify the dilute acid used in stage 3.   ... ..  [1]  (d)  name the process used in stage 4.   ... ..  [1]  (e)  suggest how the student could have obtained a sample of zinc from the zinc sulfate solution.   ... ..  [1] [total: 6]",
+            "3": "3 0620/63/m/j/12 \u00a9 ucles 2012 [turn overfor examiner\u2019s use2  three bottles of liquids have lost their labels.   the liquids are known to be:  pentene;  aqueous sodium iodide;  aqueous ammonia.  outline chemical tests you would do to identify and distinguish the liquid in each bottle. liquid chemical test result pentene.. .. aqueous sodium iodide aqueous ammonia [6] [total: 6]",
+            "4": "4 0620/63/m/j/12 \u00a9 ucles 2012for examiner\u2019s use3  hydrogen peroxide decomposes to form oxygen. manganese( iv) oxide is a catalyst for this  reaction.   two students investigated the speed of reaction using the apparatus below.   2 g of manganese( iv) oxide powder was added to 50  cm3 of aqueous hydrogen peroxide at  20  \u00b0c. gas syringe manganese( iv) oxideaqueous hydrogen peroxide   the volume of oxygen released was measured every 20 seconds.  (a)  use the gas syringe diagrams to record the volumes in the table. time  / s gas syringe diagram volume of oxygen  / cm3 001 02 03 0 50 60 40 2001 02 03 0 50 60 40 4001 02 03 0 50 60 40 6001 02 03 0 50 60 40 8001 02 03 0 50 60 40 10001 02 03 0 50 60 40 12001 02 03 0 50 60 40 14001 02 03 0 50 60 40 [3]",
+            "5": "5 0620/63/m/j/12 \u00a9 ucles 2012 [turn overfor examiner\u2019s use (b)  plot the results on the grid below. draw a smooth line graph. 70 605040302010 0 0 20 40 60 80 100 120 140volume of oxygen  / cm3 time  / s [4]  (c)  which point appears to be inaccurate? explain why.   ...    ... ..  [2]  (d)  use your graph  to \ufb01 nd the volume of oxygen produced after 12 seconds. show clearly  how you used the graph.   ... ..  [2]  (e)  why did the volume of oxygen level out after 120 seconds?   ... ..  [1]",
+            "6": "6 0620/63/m/j/12 \u00a9 ucles 2012for examiner\u2019s use (f)  the experiment was repeated but the hydrogen peroxide was cooled to 10  \u00b0c before  starting.  (i)  how could the hydrogen peroxide be cooled?   . .  [1]  (ii)  sketch on the grid, on page 5, the graph you would expect for the results at 10  \u00b0c. [2] [total: 15]",
+            "7": "7 0620/63/m/j/12 \u00a9 ucles 2012 [turn overfor examiner\u2019s use4  a student prepared some crystals of sodium nitrate. the following extract was taken from her  notes. preparing sodium nitrate crystalspreparing sodium nitrate crystals into a conical flask was placed 25.0into a conical flask was placed 25.0 cmcm3 of aqueous sodium hydroxide  of aqueous sodium hydroxide  and 5 drops of indicator. dilute nitric acid was added to the flask until and 5 drops of indicator. dilute nitric acid was added to the flask until  the indicator changed colour. the volume of nitric acid used was 29.0the indicator changed colour. the volume of nitric acid used was 29.0 cmcm3. .  crystals of sodium nitrate were obtained from the mixture in the flask.crystals of sodium nitrate were obtained from the mixture in the flask.  (a)  what piece of apparatus should be used to measure the aqueous sodium hydroxide?   ... ..  [1]  (b) (i)   name a suitable indicator that could be used.   . .  [1]  (ii)  this indicator would change colour from ... to ... . [1]  (c)  which solution was less concentrated? explain your answer.  solution of  .  explanation  . ..   ... ..  [2]  (d)  how could the student obtain pure crystals of sodium nitrate using this method?   ...    ...    ...    ... ..  [3] [total: 8]",
+            "8": "8 0620/63/m/j/12 \u00a9 ucles 2012for examiner\u2019s use5  a mixture of two solids, g and h, was analysed. g was water-soluble and h was copper  carbonate.   the tests on the mixture and some of the observations are in the following table.   complete the observations in the table. tests observations the mixture was added to water in a boiling  tube. the mixture was shaken and \ufb01 ltered.  the \ufb01 ltrate and the residue were tested. tests on the \ufb01 ltrate (a)  to the \ufb01 ltrate, dilute nitric acid was added  followed by aqueous silver nitrate. white precipitate (b)  to the \ufb01 ltrate, dilute sulfuric acid was  added. white precipitate tests on the residue (c)  a little of the residue was put into a test-tube and dilute nitric acid added.  the gas was tested.  the contents of the test-tube were kept  for test (d)  [1] ...  [2] (d)  the contents of the test-tube were divided  into two portions.  (i)  to the \ufb01 rst portion, an excess of  aqueous sodium hydroxide was added.  (ii)  to the second portion, a few drops of  aqueous ammonia were added.    excess aqueous ammonia was then  added  [2] ...  [1] . ...  [2]  (e)  what conclusions can you draw about solid g?   ... ..  [2] [total: 10]",
+            "9": "9 0620/63/m/j/12 \u00a9 ucles 2012 [turn overfor examiner\u2019s use6  electricity was passed through molten lead iodide as shown below. lead iodide toxic molten lead iodide   a purple gas was observed coming from the positive electrode (anode).  (a)  what piece of apparatus is missing from the diagram?   ... ..  [1]  (b)  clearly label the electrodes on the diagram. [1]  (c)  give one other expected observation  (i)  during the electrolysis,  ...  (ii)  when the molten lead iodide cools and solidi \ufb01 es.   . .  [2]  (d)  suggest why a stopper is not used in the top of the boiling tube.   ... ..  [1]  (e)  explain the observation at the positive electrode.   ...    ... ..  [2]  (f)  give one safety precaution necessary when carrying out this experiment.   ...    ... ..  [1] [total: 8]",
+            "10": "10 0620/63/m/j/12 \u00a9 ucles 2012for examiner\u2019s use7 fertilisers   growwell and plantstrong are two different granular fertilisers.   fertilisers improve the growth of plants.   a farmer decides to buy one of these fertilisers to improve the soil on his land.   plan an investigation to \ufb01 nd out which of these fertilisers would be best for the farmer to buy,  and use, to grow beans on his land.   ... ...   ... ...   ... ...   ... ...   ... ...   ... ...   ... ...   ... ...   ... .  [7] [total: 7]",
+            "11": "11 0620/63/m/j/12blank page \u00a9 ucles 2012",
+            "12": "12 permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here 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. 0620/63/m/j/12blank page \u00a9 ucles 2012"
+        },
+        "0620_w12_qp_11.pdf": {
+            "1": "    this document consists of 15 printed pages and 1 blank page.  ib12 11_0620_11/3rp  \u00a9 ucles 2012  [turn over       *9334910042* university of cambridge international examinations  international general certificate of secondary education       chemistry 0620/11     paper 1 multiple choice  october/november 2012       45 minutes  additional materials: multiple choice answer sheet   soft clean eraser   soft pencil (type b or hb is recommended)       read these instructions first    write in soft pencil. do not use staples, paper clips, highlighters, glue or correction fluid. write your name, centre number and candidate number on the answer sheet in the spaces provided unless  this has been done for you.   there are forty  questions on this paper. answer all questions. for each question there are four possible  answers a, b, c and d.   choose the one you consider correct and record your choice in soft pencil  on the separate answer sheet.   read the instructions on the answer sheet very carefully.  each correct answer will score one mark. a mark will not be deducted for a wrong answer. any rough working should be done in this booklet. a copy of the periodic table is printed on page 16. you may use a calculator.  ",
+            "2": "2  \u00a9 ucles 2012 0620/11/o/n/12  1 what are the processes w, x, y and z in the following diagram?     w x  solid    liquid    gas   y z    w x y z  a condensing boiling freezing melting  b condensing freezing melting boiling  c melting boiling freezing condensing  d melting freezing condensing boiling    2 a mixture of sulfur and iron filings needs to be separated. the solubilities of sulfur and iron filings  in water and carbon disulfide are shown in the table below.     solubility  in water solubility in  carbon disulfide sulfur \u0017 \u0013  iron filings \u0017 \u0017    what are possible methods of separating the sulfur and iron filings?     using  water using  carbon disulfide using  a magnet  a \u0013 \u0013 \u0017  b \u0017 \u0013 \u0013  c \u0013 \u0017 \u0013  d \u0017 \u0013 \u0017     3 part of the instructions in an experiment reads as follows.    quickly add 50  cm3 of acid.    what is the best piece of apparatus to use?  a a burette  b a conical flask  c a measuring cylinder  d a pipette     ",
+            "3": "3  \u00a9 ucles 2012 0620/11/o/n/12 [turn over  4 which statements comparing the properties of electrons, neutrons and protons are correct?     neutrons and protons are  both heavier than electrons only electrons and  neutrons are charged  a \u0013 \u0013  b \u0013 \u0017  c \u0017 \u0013  d \u0017 \u0017     5 which row gives the number of electrons in the outer electron shell of fluorine and of neon?      f19 9 ne20 10  a 7 8  b 7 10  c 9 8  d 9 10      6 in the molecules ch 4, hcl and h 2o, which atoms use all of their outer shell electrons in bonding?  a c and c l b c and h c cl and h d h and o     7 the table shows the electronic structures of four atoms.    atom electronic structure  w 2,1  x 2,7  y 2,8,4  z 2,8,8    which two atoms combine to form an ionic compound?  a w and x b w and y c x and y d x and z    ",
+            "4": "4  \u00a9 ucles 2012 0620/11/o/n/12  8 a compound has the formula ch 3co 2h.    how should the relative molecular mass, mr, of this compound be calculated?  a 12 + 1 + 16  b 3(12 + 1) + 2(12 + 16) + 1  c (4 \u00d7 12) + (2 \u00d7 1) + 16  d (2 \u00d7 12) + (4 \u00d7 1) + (2 \u00d7 16)      9 the diagram shows the electrolysis of concentrated aqueous sodium chloride.    +\u2013positive electrodenegative electrode concentrated aqueous sodiumchloridecarbon rods     what is produced at each of the electrodes?     product at cathode product at anode  a hydrogen chlorine  b hydrogen oxygen  c sodium chlorine  d sodium oxygen     ",
+            "5": "5  \u00a9 ucles 2012 0620/11/o/n/12 [turn over  10 the diagram shows an electrolysis experiment using metals x and y as electrodes.    aqueous solution xy+\u2013     one of the metals becomes coated with copper.    which metal becomes coated and which aqueous solution is used?     metal aqueous  solution  a x crc l 3  b x cuc l 2  c y crc l 3  d y cuc l 2     11 the diagrams show the difference in energies  of the reactants and products in two types of  reaction.    energydiagram 1 heat taken in products reactantsenergydiagram 2 heat given out reactants products     which diagram and which type of energy change apply to a fuel burning in air?     diagram type of energy change  a 1 endothermic  b 1 exothermic  c 2 endothermic  d 2 exothermic   ",
+            "6": "6  \u00a9 ucles 2012 0620/11/o/n/12  12 the diagram shows a match.        by striking the match, a chemical reaction takes place.    which statements about the chemical reaction are correct?     type of reaction reason  a endothermic because energy is used to strike the match  b endothermic because energy is given out as the match burns  c exothermic because energy is used to strike the match  d exothermic because energy is given out as the match burns      13 separate samples of anhydrous and hydrated copper( ii) sulfate are heated.    heatanhydrous copper( ii) sulfate heathydrated copper( ii) sulfate     which shows the correct colour changes?     anhydrous copper( ii) sulfate hydrated copper( ii) sulfate  a blue to white white to blue  b no change blue to white  c white to blue blue to white  d white to blue no change     14 which change is an oxidation?  a feo to fe 2o3  b fe2o3 to feo  c h2o2 to h 2o  d h2o to h 2    ",
+            "7": "7  \u00a9 ucles 2012 0620/11/o/n/12 [turn over  15 which change does not increase the speed of reaction between zinc and hydrochloric acid?  a adding a catalyst  b decreasing the particle size of the zinc  c decreasing the temperature  d using more concentrated acid      16 which of these pairs of aqueous ions both  react with dilute sulfuric acid to give a visible result?  a ba2+ and c l \u2212  b ba2+ and co 32\u2212  c nh 4+ and c l \u2212  d nh 4+ and co 32\u2212     17 element x forms an acidic, covalent oxide.    which row shows how many electrons there could be in the outer shell of an atom of x?     1 2 6 7  a \u0013 \u0013 \u0017 \u0017  b \u0013 \u0017 \u0013 \u0017  c \u0017 \u0017 \u0013 \u0013  d \u0017 \u0013 \u0017 \u0013      18 barium hydroxide is an alkali. it reacts with hydrochloric acid.    how does the ph of the hydrochloric acid change as an excess of aqueous barium hydroxide is  added?  a the ph decreases from 14 and becomes constant at 7.  b the ph decreases from 14 to about 1.  c the ph increases from 1 and becomes constant at 7.  d the ph increases from 1 to about 14.      19 a compound is a salt if it  a can neutralise an acid.  b contains more than one element.  c dissolves in water.  d is formed when an acid reacts with a base.   ",
+            "8": "8  \u00a9 ucles 2012 0620/11/o/n/12  20 the diagram shows an outline of the periodic table.    x wy uv     which of the elements u, v, w, x and y would react together in the ratio of 1  : 1?  a u and x b u and y c v and y d w and x      21 the element rubidium, rb, is immediately below potassium in the periodic table.    it reacts with bromine to form the compound rubidium bromide.    which descriptions of this compound are correct?     type of bond formula colour  a covalent rbbr brown  b covalent rbbr 2 white  c ionic rbbr white  d ionic rbbr 2 brown    22 the table gives information about four elements.    which element is a transition metal?     colour  of element electrical  conductivity  of element colour  of oxide  a black high colourless  b colourless low white  c grey high red  d yellow low colourless ",
+            "9": "9  \u00a9 ucles 2012 0620/11/o/n/12 [turn over  23 why are weather balloons filled with helium rather than hydrogen?  a helium is found in air.  b helium is less dense than hydrogen.  c helium is more dense than hydrogen.  d helium is unreactive.      24 some properties of aluminium are listed.    1 it has mechanical strength.  2 it conducts heat. 3 it is resistant to corrosion. 4 it has a low density.    which properties make aluminium useful for making the bodies of aircraft?  a 1, 2 and 3 b 1, 2 and 4 c 1, 3 and 4 d 2, 3 and 4      25 brass is used in electrical equipment.    it contains two \u2026\u20261\u2026\u2026 elements. together they form \u2026\u20262\u2026\u2026 .    which words correctly complete gaps 1 and 2?     1 2  a metallic a covalent compound  b metallic an alloy  c non-metallic a covalent compound  d non-metallic an alloy    ",
+            "10": "10  \u00a9 ucles 2012 0620/11/o/n/12  26 the basic oxygen process converts iron into steel.    in step 1, oxygen is blown into impure molten iron.    in step 2, oxides are removed by reaction with calcium oxide.    waste  gases oxygen molten iron  and  calcium oxide     which chemical reaction takes place in step 1 and which type of oxides are removed in step 2?     chemical reaction  in step 1 type of oxides removed  in step 2  a carbon is converted to carbon dioxide acidic  b carbon is converted to carbon dioxide basic  c iron is converted to iron( iii) oxide acidic  d iron is converted to iron( iii) oxide basic     27 pieces of copper, iron, magnesium and zinc ar e added to separate test-tubes containing dilute  hydrochloric acid.    which test-tube contains iron and dilute hydrochloric acid?    a b c d      ",
+            "11": "11  \u00a9 ucles 2012 0620/11/o/n/12 [turn over  28 which processes are used in the treatment of water?  a filtration and chlorination  b filtration and reduction  c neutralisation and chlorination  d neutralisation and reduction      29 a factory burns coal with a high sulfur content.    which pollutant is most  likely to lead to the death of trees?  a carbon dioxide  b carbon monoxide  c lead compounds  d sulfur dioxide     30 what is the correct order of abundance of the gases in the air?  a nitrogen \u2192 oxygen \u2192 argon \u2192 carbon dioxide  b nitrogen \u2192 oxygen \u2192 carbon dioxide \u2192 argon  c oxygen \u2192 nitrogen \u2192 argon \u2192 carbon dioxide  d oxygen \u2192 nitrogen \u2192 carbon dioxide \u2192 argon    31 the diagram shows an experiment to investigate how paint affects the rusting of iron.    airpq wate riron painted iron     what happens to the water level in tubes p and q?     tube p tube q  a falls rises  b no change rises  c rises falls  d rises no change ",
+            "12": "12  \u00a9 ucles 2012 0620/11/o/n/12  32 the diagram shows two substances, x and y, being heated together.    damp universal indicato r paper substances x and y heat    the universal indicator paper turns blue during the experiment.    what are substances x and y?  a ammonium nitrate and hydrochloric acid  b ammonium nitrate and sodium hydroxide  c sodium carbonate and hydrochloric acid  d sodium carbonate and sodium hydroxide     33 carbon dioxide is produced when dilute hydrochloric acid reacts with  a calcium sulfate.  b carbon.  c copper( ii) carbonate.  d limewater.     ",
+            "13": "13  \u00a9 ucles 2012 0620/11/o/n/12 [turn over  34 a student is asked to draw a diagram showing the uses of limestone.    limestone making  cement making lime added, with hematite,  to a blast furnace 1 2  3      which numbered lines show a correct use of limestone?  a 1 and 2 only  b 1 and 3 only  c 2 and 3 only  d 1, 2 and 3     35 which structure is correctly named?    cc ch hhhha ethanoic acidoo h hc chh hhb etheneh hc chh hhc ethanolo h cchh hhhd propanec h      36 which properties of the different compounds in petroleum enable its separation into fractions?    1 boiling point  2 chain length 3 chemical reactivity  4 solubility in water    a 1 and 2 b 1 and 3 c 2 and 4 d 3 and 4      37 alkenes have the general formula c nh2n.    which of the following is an alkene?  a ch 2 b ch 4 c c 3h6 d c 6h6     ",
+            "14": "14  \u00a9 ucles 2012 0620/11/o/n/12  38 bitumen is a substance obtained from the fractional distillation of petroleum.    which row describes its boiling point and the size of its molecules?     boiling point size of molecules  a high large  b high small  c low large  d low small     39 a hydrocarbon x is cracked to make y and hydrogen.    compound z is formed by the addition polymerisation of y.    to which homologous series do x, y and z belong?     alkane alkene  a x, y and z \u2013  b x and y z  c x and z y  d y and z x      40 which row is correct for ethanol?     burns made by  fermentation  a \u0013 \u0013  b \u0013 \u0017  c \u0017 \u0013  d \u0017 \u0017    ",
+            "15": "15  \u00a9 ucles 2012 0620/11/o/n/12  blank page   ",
+            "16": "16      permission to reproduce items where thir d-party owned material protected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the publis her (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 t he 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.    \u00a9 ucles 2012 0620/11/o/n/12   group 140 ce cerium 58141 pr praseodymium 59144 nd neodymium 60pm promethium 61150 sm samarium 62152 eu europium 63157 gd gadolinium 64159 tb terbium 65162 dy dysprosium 66165 ho holmium 67167 er erbium 68169 tm thulium 69173 yb ytterbium 70175 lu lutetium 71 232 th thorium 90pa protactinium 91238 u uranium 92np neptunium 93pu plutonium 94am americium 95cm curium 96bk berkelium 97cf californium 98es einsteinium 99fm fermium 100md mendelevium 101no nobelium 102lr lawrencium 1031 h hydrogen 1 7 li lithium 3 23 na sodium 1124 mg magnesium 12 40 ca calcium 2045 sc scandium 2148 ti titanium 2251 v vanadium 2352 cr chromium 2455 mn manganese 2556 fe iron 2659 co cobalt 2759 ni nickel 2864 cu copper 2965 zn zinc 3070 ga gallium 3127 al aluminium 1311 b boron 512 c carbon 614 n nitrogen 716 o oxygen 819 f fluorine 9 28 si silicon 1431 p phosphorus 1532 s sulfur 1635.5 cl chlorine 1740 ar argon 1820 ne neon 104 he helium 2 73 ge germanium 3275 as arsenic 3379 se selenium 3480 br bromine 3584 kr krypton 3639 k potassium 19 88 sr strontium 3889 y yttrium 3991 zr zirconium 4093 nb niobium 4196 mo molybdenum 42tc technetium 43101 ru ruthenium 44103 rh rhodium 45106 pd palladium 46108 ag silver 47112 cd cadmium 48115 in indium 49119 sn tin 50122 sb antimony 51128 te tellurium 52127 i iodine 53131 xe xenon 54 137 ba barium 56139 la lanthanum 57        *178 hf hafnium 72181 ta tantalum 73184 w tungsten 74186 re rhenium 75190 os osmium 76192 ir iridium 77195 pt platinum 78197 au gold 79201 hg mercury 80204 tl thallium 81207 pb lead 82209 bi bismuth 83po polonium 84at astatine 85rn radon 86 fr francium 87227 ac actinium 899 be beryllium 4ii i iii iv v vi vii 0 85 rb rubidium 37 133 cs caesium 55 226 ra radium 88 the volume of one mole of any gas is 2 4dm3at room temperature and pressure (r .t.p.).a x ba = relative atomic mass x = atomic symbol b = proton (atomic) numberkey*58-71 lanthanoid series 90-103 actinoid seriesdata sheet the periodic t able of the elements  "
+        },
+        "0620_w12_qp_12.pdf": {
+            "1": "    this document consists of 15 printed pages and 1 blank page.  ib12 11_0620_12/fp  \u00a9 ucles 2012  [turn over       *5992676139* university of cambridge international examinations  international general certificate of secondary education       chemistry 0620/12     paper 1 multiple choice  october/november 2012       45 minutes  additional materials: multiple choice answer sheet   soft clean eraser   soft pencil (type b or hb is recommended)       read these instructions first    write in soft pencil. do not use staples, paper clips, highlighters, glue or correction fluid. write your name, centre number and candidate number on the answer sheet in the spaces provided unless  this has been done for you.   there are forty  questions on this paper. answer all questions. for each question there are four possible  answers a, b, c and d.   choose the one you consider correct and record your choice in soft pencil  on the separate answer sheet.   read the instructions on the answer sheet very carefully.  each correct answer will score one mark. a mark will not be deducted for a wrong answer. any rough working should be done in this booklet. a copy of the periodic table is printed on page 16. you may use a calculator.  ",
+            "2": "2  \u00a9 ucles 2012 0620/12/o/n/12  1 what are the processes w, x, y and z in the following diagram?     w x  solid    liquid    gas   y z    w x y z  a condensing boiling freezing melting  b condensing freezing melting boiling  c melting boiling freezing condensing  d melting freezing condensing boiling    2 part of the instructions in an experiment reads as follows.    quickly add 50  cm3 of acid.    what is the best piece of apparatus to use?  a a burette  b a conical flask  c a measuring cylinder  d a pipette     3 a mixture of sulfur and iron filings needs to be separated. the solubilities of sulfur and iron filings  in water and carbon disulfide are shown in the table below.     solubility  in water solubility in  carbon disulfide sulfur \u0017 \u0013  iron filings \u0017 \u0017    what are possible methods of separating the sulfur and iron filings?     using  water using  carbon disulfide using  a magnet  a \u0013 \u0013 \u0017  b \u0017 \u0013 \u0013  c \u0013 \u0017 \u0013  d \u0017 \u0013 \u0017    ",
+            "3": "3  \u00a9 ucles 2012 0620/12/o/n/12 [turn over  4 which row gives the number of electrons in the outer electron shell of fluorine and of neon?     f19 9 ne20 10  a 7 8  b 7 10  c 9 8  d 9 10     5 which statements comparing the properties of electrons, neutrons and protons are correct?     neutrons and protons are  both heavier than electrons only electrons and  neutrons are charged  a \u0013 \u0013  b \u0013 \u0017  c \u0017 \u0013  d \u0017 \u0017     6 the table shows the electronic structures of four atoms.    atom electronic structure  w 2,1  x 2,7  y 2,8,4  z 2,8,8    which two atoms combine to form an ionic compound?  a w and x b w and y c x and y d x and z    7 in the molecules ch 4, hcl and h 2o, which atoms use all of their outer shell electrons in bonding?  a c and c l b c and h c cl and h d h and o     ",
+            "4": "4  \u00a9 ucles 2012 0620/12/o/n/12  8 a compound has the formula ch 3co 2h.    how should the relative molecular mass, mr, of this compound be calculated?  a 12 + 1 + 16  b 3(12 + 1) + 2(12 + 16) + 1  c (4 \u00d7 12) + (2 \u00d7 1) + 16  d (2 \u00d7 12) + (4 \u00d7 1) + (2 \u00d7 16)      9 the diagram shows an electrolysis experiment using metals x and y as electrodes.    aqueous solution xy+\u2013     one of the metals becomes coated with copper.    which metal becomes coated and which aqueous solution is used?     metal aqueous  solution  a x crc l 3  b x cuc l 2  c y crc l 3  d y cuc l 2     ",
+            "5": "5  \u00a9 ucles 2012 0620/12/o/n/12 [turn over  10 the diagram shows the electrolysis of concentrated aqueous sodium chloride.    +\u2013positive electrodenegative electrode concentrated aqueous sodiumchloridecarbon rods     what is produced at each of the electrodes?     product at cathode product at anode  a hydrogen chlorine  b hydrogen oxygen  c sodium chlorine  d sodium oxygen      11 the diagrams show the difference in energies  of the reactants and products in two types of  reaction.    energydiagram 1 heat taken in products reactantsenergydiagram 2 heat given out reactants products     which diagram and which type of energy change apply to a fuel burning in air?     diagram type of energy change  a 1 endothermic  b 1 exothermic  c 2 endothermic  d 2 exothermic    ",
+            "6": "6  \u00a9 ucles 2012 0620/12/o/n/12  12 which change is an oxidation?  a feo to fe 2o3  b fe2o3 to feo  c h2o2 to h 2o  d h2o to h 2      13 the diagram shows a match.        by striking the match, a chemical reaction takes place.    which statements about the chemical reaction are correct?     type of reaction reason  a endothermic because energy is used to strike the match  b endothermic because energy is given out as the match burns  c exothermic because energy is used to strike the match  d exothermic because energy is given out as the match burns      14 separate samples of anhydrous and hydrated copper( ii) sulfate are heated.    heatanhydrous copper( ii) sulfate heathydrated copper( ii) sulfate     which shows the correct colour changes?     anhydrous copper( ii) sulfate hydrated copper( ii) sulfate  a blue to white white to blue  b no change blue to white  c white to blue blue to white  d white to blue no change     ",
+            "7": "7  \u00a9 ucles 2012 0620/12/o/n/12 [turn over  15 element x forms an acidic, covalent oxide.    which row shows how many electrons there could be in the outer shell of an atom of x?     1 2 6 7  a \u0013 \u0013 \u0017 \u0017  b \u0013 \u0017 \u0013 \u0017  c \u0017 \u0017 \u0013 \u0013  d \u0017 \u0013 \u0017 \u0013     16 which change does not increase the speed of reaction between zinc and hydrochloric acid?  a adding a catalyst  b decreasing the particle size of the zinc  c decreasing the temperature  d using more concentrated acid     17 barium hydroxide is an alkali. it reacts with hydrochloric acid.    how does the ph of the hydrochloric acid change as an excess of aqueous barium hydroxide is  added?  a the ph decreases from 14 and becomes constant at 7.  b the ph decreases from 14 to about 1.  c the ph increases from 1 and becomes constant at 7.  d the ph increases from 1 to about 14.     18 which of these pairs of aqueous ions both  react with dilute sulfuric acid to give a visible result?  a ba 2+ and c l \u2212  b ba2+ and co 32\u2212  c nh 4+ and c l \u2212  d nh 4+ and co 32\u2212      19 a compound is a salt if it  a can neutralise an acid.  b contains more than one element.  c dissolves in water.  d is formed when an acid reacts with a base.   ",
+            "8": "8  \u00a9 ucles 2012 0620/12/o/n/12  20 the table gives information about four elements.    which element is a transition metal?     colour  of element electrical  conductivity  of element colour  of oxide  a black high colourless  b colourless low white  c grey high red  d yellow low colourless     21 the diagram shows an outline of the periodic table.    x wy uv     which of the elements u, v, w, x and y would react together in the ratio of 1  : 1?  a u and x b u and y c v and y d w and x    22 the element rubidium, rb, is immediately below potassium in the periodic table.    it reacts with bromine to form the compound rubidium bromide.    which descriptions of this compound are correct?     type of bond formula colour  a covalent rbbr brown  b covalent rbbr 2 white  c ionic rbbr white  d ionic rbbr 2 brown    ",
+            "9": "9  \u00a9 ucles 2012 0620/12/o/n/12 [turn over  23 brass is used in electrical equipment.    it contains two \u2026\u20261\u2026\u2026 elements. together they form \u2026\u20262\u2026\u2026 .    which words correctly complete gaps 1 and 2?     1 2  a metallic a covalent compound  b metallic an alloy  c non-metallic a covalent compound  d non-metallic an alloy      24 why are weather balloons filled with helium rather than hydrogen?  a helium is found in air.  b helium is less dense than hydrogen.  c helium is more dense than hydrogen.  d helium is unreactive.    25 some properties of aluminium are listed.    1 it has mechanical strength.  2 it conducts heat. 3 it is resistant to corrosion.  4 it has a low density.    which properties make aluminium useful for making the bodies of aircraft?  a 1, 2 and 3 b 1, 2 and 4 c 1, 3 and 4 d 2, 3 and 4     ",
+            "10": "10  \u00a9 ucles 2012 0620/12/o/n/12  26 pieces of copper, iron, magnesium and zinc ar e added to separate test-tubes containing dilute  hydrochloric acid.    which test-tube contains iron and dilute hydrochloric acid?    a b c d      27 the basic oxygen process converts iron into steel.    in step 1, oxygen is blown into impure molten iron.    in step 2, oxides are removed by reaction with calcium oxide.    waste  gases oxygen molten iron  and  calcium oxide     which chemical reaction takes place in step 1 and which type of oxides are removed in step 2?     chemical reaction  in step 1 type of oxides removed  in step 2  a carbon is converted to carbon dioxide acidic  b carbon is converted to carbon dioxide basic  c iron is converted to iron( iii) oxide acidic  d iron is converted to iron( iii) oxide basic     ",
+            "11": "11  \u00a9 ucles 2012 0620/12/o/n/12 [turn over  28 what is the correct order of abundance of the gases in the air?  a nitrogen \u2192 oxygen \u2192 argon \u2192 carbon dioxide  b nitrogen \u2192 oxygen \u2192 carbon dioxide \u2192 argon  c oxygen \u2192 nitrogen \u2192 argon \u2192 carbon dioxide  d oxygen \u2192 nitrogen \u2192 carbon dioxide \u2192 argon     29 which processes are used in the treatment of water?  a filtration and chlorination  b filtration and reduction  c neutralisation and chlorination  d neutralisation and reduction     30 a factory burns coal with a high sulfur content.    which pollutant is most  likely to lead to the death of trees?  a carbon dioxide  b carbon monoxide  c lead compounds  d sulfur dioxide     31 the diagram shows an experiment to investigate how paint affects the rusting of iron.    airpq wate riron painted iron     what happens to the water level in tubes p and q?     tube p tube q  a falls rises  b no change rises  c rises falls  d rises no change ",
+            "12": "12  \u00a9 ucles 2012 0620/12/o/n/12  32 carbon dioxide is produced when dilute hydrochloric acid reacts with  a calcium sulfate.  b carbon.  c copper( ii) carbonate.  d limewater.     33 the diagram shows two substances, x and y, being heated together.    damp universal indicato r paper substances x and y heat    the universal indicator paper turns blue during the experiment.    what are substances x and y?  a ammonium nitrate and hydrochloric acid  b ammonium nitrate and sodium hydroxide  c sodium carbonate and hydrochloric acid  d sodium carbonate and sodium hydroxide     ",
+            "13": "13  \u00a9 ucles 2012 0620/12/o/n/12 [turn over  34 a student is asked to draw a diagram showing the uses of limestone.    limestone making  cement making lime added, with hematite,  to a blast furnace 1 2  3      which numbered lines show a correct use of limestone?  a 1 and 2 only  b 1 and 3 only  c 2 and 3 only  d 1, 2 and 3     35 which properties of the different compounds in petroleum enable its separation into fractions?    1 boiling point  2 chain length  3 chemical reactivity  4 solubility in water    a 1 and 2 b 1 and 3 c 2 and 4 d 3 and 4      36 which structure is correctly named?    cc ch hhhha ethanoic acidoo h hc chh hhb etheneh hc chh hhc ethanolo h cchh hhhd propanec h       37 alkenes have the general formula c nh2n.    which of the following is an alkene?  a ch 2 b ch 4 c c 3h6 d c 6h6     ",
+            "14": "14  \u00a9 ucles 2012 0620/12/o/n/12  38 a hydrocarbon x is cracked to make y and hydrogen.    compound z is formed by the addition polymerisation of y.    to which homologous series do x, y and z belong?     alkane alkene  a x, y and z \u2013  b x and y z  c x and z y  d y and z x      39 bitumen is a substance obtained from the fractional distillation of petroleum.    which row describes its boiling point and the size of its molecules?     boiling point size of molecules  a high large  b high small  c low large  d low small      40 which row is correct for ethanol?     burns made by  fermentation  a \u0013 \u0013  b \u0013 \u0017  c \u0017 \u0013  d \u0017 \u0017    ",
+            "15": "15  \u00a9 ucles 2012 0620/12/o/n/12  blank page     ",
+            "16": "16      permission to reproduce items where thir d-party owned material protected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holder s, 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.    \u00a9 ucles 2012 0620/12/o/n/12   group 140 ce cerium 58141 pr praseodymium 59144 nd neodymium 60pm promethium 61150 sm samarium 62152 eu europium 63157 gd gadolinium 64159 tb terbium 65162 dy dysprosium 66165 ho holmium 67167 er erbium 68169 tm thulium 69173 yb ytterbium 70175 lu lutetium 71 232 th thorium 90pa protactinium 91238 u uranium 92np neptunium 93pu plutonium 94am americium 95cm curium 96bk berkelium 97cf californium 98es einsteinium 99fm fermium 100md mendelevium 101no nobelium 102lr lawrencium 1031 h hydrogen 1 7 li lithium 3 23 na sodium 1124 mg magnesium 12 40 ca calcium 2045 sc scandium 2148 ti titanium 2251 v vanadium 2352 cr chromium 2455 mn manganese 2556 fe iron 2659 co cobalt 2759 ni nickel 2864 cu copper 2965 zn zinc 3070 ga gallium 3127 al aluminium 1311 b boron 512 c carbon 614 n nitrogen 716 o oxygen 819 f fluorine 9 28 si silicon 1431 p phosphorus 1532 s sulfur 1635.5 cl chlorine 1740 ar argon 1820 ne neon 104 he helium 2 73 ge germanium 3275 as arsenic 3379 se selenium 3480 br bromine 3584 kr krypton 3639 k potassium 19 88 sr strontium 3889 y yttrium 3991 zr zirconium 4093 nb niobium 4196 mo molybdenum 42tc technetium 43101 ru ruthenium 44103 rh rhodium 45106 pd palladium 46108 ag silver 47112 cd cadmium 48115 in indium 49119 sn tin 50122 sb antimony 51128 te tellurium 52127 i iodine 53131 xe xenon 54 137 ba barium 56139 la lanthanum 57        *178 hf hafnium 72181 ta tantalum 73184 w tungsten 74186 re rhenium 75190 os osmium 76192 ir iridium 77195 pt platinum 78197 au gold 79201 hg mercury 80204 tl thallium 81207 pb lead 82209 bi bismuth 83po polonium 84at astatine 85rn radon 86 fr francium 87227 ac actinium 899 be beryllium 4ii i iii iv v vi vii 0 85 rb rubidium 37 133 cs caesium 55 226 ra radium 88 the volume of one mole of any gas is 2 4dm3at room temperature and pressure (r .t.p.).a x ba = relative atomic mass x = atomic symbol b = proton (atomic) numberkey*58-71 lanthanoid series 90-103 actinoid seriesdata sheet the periodic t able of the elements  "
+        },
+        "0620_w12_qp_13.pdf": {
+            "1": "    this document consists of 14 printed pages and 2 blank pages.  ib12 11_0620_13/3rp  \u00a9 ucles 2012  [turn over       *1773725021* university of cambridge international examinations  international general certificate of secondary education       chemistry 0620/13     paper 1 multiple choice  october/november 2012       45 minutes  additional materials: multiple choice answer sheet   soft clean eraser   soft pencil (type b or hb is recommended)       read these instructions first    write in soft pencil. do not use staples, paper clips, highlighters, glue or correction fluid. write your name, centre number and candidate number on the answer sheet in the spaces provided unless  this has been done for you.   there are forty  questions on this paper. answer all questions. for each question there are four possible  answers a, b, c and d.   choose the one you consider correct and record your choice in soft pencil  on the separate answer sheet.   read the instructions on the answer sheet very carefully.  each correct answer will score one mark. a mark will not be deducted for a wrong answer. any rough working should be done in this booklet. a copy of the periodic table is printed on page 16. you may use a calculator.  ",
+            "2": "2  \u00a9 ucles 2012 0620/13/o/n/12  1 \u2018particles moving very slowly  from an area of high concentration to an area of low  concentration.\u2019    which process is being described above?  a a liquid being frozen  b a solid melting  c a substance diffusing through a liquid  d a substance diffusing through the air      2 solid w melts at exactly 54  \u00b0c and boils at exactly 302  \u00b0c.    solid x, when dissolved in water and examined using paper chromatography, shows a blue  colour and a red colour.    which row is correct?     contains only  one substance contains more  than one substance  a w and x \u2013  b w x  c x w  d \u2013 w and x    3 part of the instructions in an experiment reads as follows.    quickly add 50  cm3 of acid.    what is the best piece of apparatus to use?  a a burette  b a conical flask  c a measuring cylinder  d a pipette     ",
+            "3": "3  \u00a9 ucles 2012 0620/13/o/n/12 [turn over  4 the nucleon number of an isotope of rubidium is 85.    how many protons, neutrons and electrons are present in an atom of this isotope?     protons neutrons electrons  a 37 48 37  b 37 48 39  c 39 46 37  d 39 46 39     5 which row gives the number of electrons in the outer electron shell of fluorine and of neon?      f19 9 ne20 10  a 7 8  b 7 10  c 9 8  d 9 10     6 in the molecules ch 4, hcl and h 2o, which atoms use all of their outer shell electrons in bonding?  a c and c l b c and h c cl and h d h and o     7 the table shows the electronic structures of four atoms.    atom electronic structure  w 2,1  x 2,7  y 2,8,4  z 2,8,8    which two atoms combine to form an ionic compound?  a w and x b w and y c x and y d x and z    ",
+            "4": "4  \u00a9 ucles 2012 0620/13/o/n/12  8 a compound has the formula ch 3co 2h.    how should the relative molecular mass, mr, of this compound be calculated?  a 12 + 1 + 16  b 3(12 + 1) + 2(12 + 16) + 1  c (4 \u00d7 12) + (2 \u00d7 1) + 16  d (2 \u00d7 12) + (4 \u00d7 1) + (2 \u00d7 16)      9 in separate experiments, electricity was passed through concentrated aqueous sodium chloride  and molten lead bromide.    what would happen in both  experiments?  a a halogen would be formed at the anode.  b a metal would be formed at the cathode.  c hydrogen would be formed at the anode.  d hydrogen would be formed at the cathode.     10 the diagram shows an electrolysis experiment using metals x and y as electrodes.    aqueous solution xy+\u2013     one of the metals becomes coated with copper.    which metal becomes coated and which aqueous solution is used?     metal aqueous  solution  a x crc l 3  b x cuc l 2  c y crc l 3  d y cuc l 2   ",
+            "5": "5  \u00a9 ucles 2012 0620/13/o/n/12 [turn over  11 a diagram for the energy change during an exothermic reaction is shown.    energy reactants products     for which reactions would this be an appropriate diagram?    1 ch 4  +  2o 2  \u2192  co 2  +  2h 2o  2 2h 2  +  o 2  \u2192  2h 2o  3 c  +  o 2  \u2192  co 2    a none of them  b 1 and 2 only  c 2 and 3 only  d all of them      12 the diagram shows a match.        by striking the match, a chemical reaction takes place.    which statements about the chemical reaction are correct?     type of reaction reason  a endothermic because energy is used to strike the match  b endothermic because energy is given out as the match burns  c exothermic because energy is used to strike the match  d exothermic because energy is given out as the match burns     ",
+            "6": "6  \u00a9 ucles 2012 0620/13/o/n/12  13 solid copper( ii) sulfate can exist in two different forms, anhydrous and hydrated.    one of these forms is blue and the other is white.    the change between these two forms is reversible.    blue form  white form    which is the blue form and how is the change from the blue form to the white form brought  about?     blue form change to  white form  a anhydrous add water  b anhydrous heat  c hydrated add water  d hydrated heat      14 which statement describes what happens in the reaction shown?    2mg  +  co 2  \u2192  2mgo  +  c    a carbon and magnesium are both oxidised.  b carbon is oxidised and magnesium oxide is reduced.  c magnesium is oxidised and carbon dioxide is reduced.  d magnesium oxide and carbon dioxide are both reduced.     15 which change does not increase the speed of reaction between zinc and hydrochloric acid?  a adding a catalyst  b decreasing the particle size of the zinc  c decreasing the temperature  d using more concentrated acid    ",
+            "7": "7  \u00a9 ucles 2012 0620/13/o/n/12 [turn over  16 salts x and y are separately dissolved in water.    samples of the solutions obtained are separately tested with dilute hydrochloric acid and with  aqueous sodium hydroxide.    in two of the tests, a gaseous product is formed. no precipitate is formed in any of the tests.    what are salts x and y?     x y  a agno 3 baso 4  b baso 4 na 2co 3  c na2co 3 nh 4cl  d nh 4cl agno 3     17 some reactions involving sodium are shown.    which reaction does not involve the formation of a base?    sodiumsodium oxide sodium chloridesodium hydroxidea b cd       18 barium hydroxide is an alkali. it reacts with hydrochloric acid.    how does the ph of the hydrochloric acid change as an excess of aqueous barium hydroxide is  added?  a the ph decreases from 14 and becomes constant at 7.  b the ph decreases from 14 to about 1.  c the ph increases from 1 and becomes constant at 7.  d the ph increases from 1 to about 14.     ",
+            "8": "8  \u00a9 ucles 2012 0620/13/o/n/12  19 a compound is a salt if it  a can neutralise an acid.  b contains more than one element.  c dissolves in water.  d is formed when an acid reacts with a base.      20 the diagram shows an outline of the periodic table.    wx y z     which ionic compound could be formed?  a w+y\u2013 b w+z\u2013 c x+y\u2013 d x+z\u2013      21 element x  is in group vii of the periodic table.    it reacts with aqueous potassium bromide as shown.    x2  +  2kbr  \u2192  2kx  +  br 2    which statements about x  are correct?     relative atomic mass reactivity  a greater than that of bromine less reactive than bromine  b greater than that of bromine more reactive than bromine  c less than that of bromine less reactive than bromine  d less than that of bromine more reactive than bromine     ",
+            "9": "9  \u00a9 ucles 2012 0620/13/o/n/12 [turn over  22 the table gives information about four elements.    which element is a transition metal?     colour  of element electrical  conductivity  of element colour  of oxide  a black high colourless  b colourless low white  c grey high red  d yellow low colourless     23 why are weather balloons filled with helium rather than hydrogen?  a helium is found in air.  b helium is less dense than hydrogen.  c helium is more dense than hydrogen.  d helium is unreactive.    24 the three statements below about aluminium are all correct.    1 aluminium has an oxide ore.  2 aluminium is extracted from its ore by electrolysis.  3 aluminium is used to make cooking utensils.    in which of these statements can \u2018 aluminium \u2019 be replaced by \u2018 iron\u2019 and still be correct?     1 2 3  a \u0013 \u0013 \u0013  b \u0013 \u0013 \u0017  c \u0013 \u0017 \u0013  d \u0017 \u0013 \u0013     ",
+            "10": "10  \u00a9 ucles 2012 0620/13/o/n/12  25 statement 1: an aluminium alloy containing a small amount of copper is stronger than pure  aluminium.    statement 2: alloys are made by mixing molten metals together and allowing them to cool.    which of the following is true?  a both statements are correct and statement 2 explains statement 1.  b both statements are correct but statement 2 does not explain statement 1.  c statement 1 is correct but statement 2 is not correct.  d statement 2 is correct but statement 1 is not correct.      26 iron is extracted from its ore in a blast furnace.    hematite, coke, limestone and hot air are added to the furnace.    which explanation is not correct?  a coke burns and produces a high temperature.  b hematite is the ore containing the iron as iron oxide.  c hot air provides the oxygen for the burning.  d limestone reduces the iron oxide to iron.      27 how does the reactivity of potassium compare with that of sodium and how does the reactivity of  calcium compare with that of magnesium?     reactivity of  potassium and sodium reactivity of  calcium and magnesium  a k greater than na ca greater than mg  b k greater than na mg greater than ca  c na greater than k ca greater than mg  d na greater than k mg greater than ca     28 untreated water can spread diseases such as cholera.    what can be added to drinking water to reduce the spread of such diseases?  a carbon monoxide  b chlorine  c nitrogen monoxide  d sulfur     ",
+            "11": "11  \u00a9 ucles 2012 0620/13/o/n/12 [turn over  29 statement 1: the burning of fossil fuels containing sulfur is a cause of \u2018acid rain\u2019.    statement 2: acid rain contains sulfur dioxide which is formed when sulfur compounds burn in the  air.    which of the following is true?  a both statements are correct and statement 2 explains statement 1.  b both statements are correct, but statement 2 does not explain statement 1.  c statement 1 is correct but statement 2 is incorrect.  d statement 2 is correct but statement 1 is incorrect.      30 argon is a noble gas used to fill light bulbs.    what is the approximate percentage of argon in air?  a 1  % b 20  % c 79  % d 99  %    31 the experiment shown was set up to investigate the rusting of iron.    wate riron nails     rusting occurs in this experiment because of the presence of  a hydrogen and oxygen.  b nitrogen and oxygen.  c nitrogen and water.  d oxygen and water.      32 what are x and y in the reaction shown?    ammonium chloride  +  solution x  \u2192  alkaline gas y     x y  a hydrochloric acid ammonia  b hydrochloric acid chlorine  c sodium hydroxide ammonia  d sodium hydroxide chlorine ",
+            "12": "12  \u00a9 ucles 2012 0620/13/o/n/12  33 which process does not produce carbon dioxide?  a combustion of petrol  b reaction between an acid and a metal hydroxide  c reaction between an acid and a carbonate  d respiration      34 two industrial processes that involve heating are    \u2022 extracting iron from its ore using a blast furnace,  \u2022 making lime.    in which of these processes is calcium carbonate used?     extracting iron making lime  a \u0013 \u0013  b \u0013 \u0017  c \u0017 \u0013  d \u0017 \u0017     35 which structure shows a carboxylic acid?    a h ch hhh c hd ch hhh cb h ch hhh c o hc h ch ho c o h      36 which method is used to obtain petrol from petroleum?  a crystallisation  b diffusion  c filtration  d fractional distillation    ",
+            "13": "13   ucles 2012 0620/13/o/n/12  37 which group of compounds is part of a homologous series?  a ch 4, c2h4, c3h8  b c 3h6, c3h8, c3h7oh  c ch 3oh, c 2h5oh, c 3h7oh  d ch 3co 2h, ch 3ch 2oh, hco 2h      38 bitumen is a substance obtained from the fractional distillation of petroleum.    which row describes its boiling point and the size of its molecules?     boiling point size of molecules  a high large  b high small  c low large  d low small      39 a hydrocarbon a is cracked to make b and hydrogen.    compound c is formed by the addition polymerisation of b.    to which homologous series do a, b and c belong?     alkene alkane  a a b and c  b b a and c  c c a and b  d \u2013 a and c     40 which statement about ethanol is not correct?  a it can be used as a fuel.  b it can be used as a solvent.  c it is formed by reaction between steam and ethane.  d its functional group is \u2013oh.    ",
+            "14": "14  \u00a9 ucles 2012 0620/13/o/n/12  blank page ",
+            "15": "15   ucles 2012 0620/13/o/n/12  blank page   ",
+            "16": "16      permission to reproduce items where third-par ty owned material protected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the publis her (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 t he 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.    \u00a9 ucles 2012 0620/13/o/n/12   group 140 ce cerium 58141 pr praseodymium 59144 nd neodymium 60pm promethium 61150 sm samarium 62152 eu europium 63157 gd gadolinium 64159 tb terbium 65162 dy dysprosium 66165 ho holmium 67167 er erbium 68169 tm thulium 69173 yb ytterbium 70175 lu lutetium 71 232 th thorium 90pa protactinium 91238 u uranium 92np neptunium 93pu plutonium 94am americium 95cm curium 96bk berkelium 97cf californium 98es einsteinium 99fm fermium 100md mendelevium 101no nobelium 102lr lawrencium 1031 h hydrogen 1 7 li lithium 3 23 na sodium 1124 mg magnesium 12 40 ca calcium 2045 sc scandium 2148 ti titanium 2251 v vanadium 2352 cr chromium 2455 mn manganese 2556 fe iron 2659 co cobalt 2759 ni nickel 2864 cu copper 2965 zn zinc 3070 ga gallium 3127 al aluminium 1311 b boron 512 c carbon 614 n nitrogen 716 o oxygen 819 f fluorine 9 28 si silicon 1431 p phosphorus 1532 s sulfur 1635.5 cl chlorine 1740 ar argon 1820 ne neon 104 he helium 2 73 ge germanium 3275 as arsenic 3379 se selenium 3480 br bromine 3584 kr krypton 3639 k potassium 19 88 sr strontium 3889 y yttrium 3991 zr zirconium 4093 nb niobium 4196 mo molybdenum 42tc technetium 43101 ru ruthenium 44103 rh rhodium 45106 pd palladium 46108 ag silver 47112 cd cadmium 48115 in indium 49119 sn tin 50122 sb antimony 51128 te tellurium 52127 i iodine 53131 xe xenon 54 137 ba barium 56139 la lanthanum 57        *178 hf hafnium 72181 ta tantalum 73184 w tungsten 74186 re rhenium 75190 os osmium 76192 ir iridium 77195 pt platinum 78197 au gold 79201 hg mercury 80204 tl thallium 81207 pb lead 82209 bi bismuth 83po polonium 84at astatine 85rn radon 86 fr francium 87227 ac actinium 899 be beryllium 4ii i iii iv v vi vii 0 85 rb rubidium 37 133 cs caesium 55 226 ra radium 88 the volume of one mole of any gas is 2 4dm3at room temperature and pressure (r .t.p.).a x ba = relative atomic mass x = atomic symbol b = proton (atomic) numberkey*58-71 lanthanoid series 90-103 actinoid seriesdata sheet the periodic t able of the elements  "
+        },
+        "0620_w12_qp_21.pdf": {
+            "1": "read these instructions first write your centre number, candidate number and name in the spaces at the top of this page. write in dark blue or black pen.you may need to use a pencil for any diagrams, graphs or rough working.do not use staples, paper clips, highlighters, glue or correction \ufb02 uid. do not  write in any barcodes. answer all questions. a copy of the periodic table is printed on page 16. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question.chemistry  0620/21   paper 2 october/november 2012  1 hour 15 minutes candidates answer on the question paper. no additional materials are required.university of cambridge international examinations international general certi \ufb01 cate of secondary education this document consists of 13 printed pages and 3 blank pages. [turn overib12 11_0620_21/3rp\u00a9 ucles 2012 *3776834834* for examiner\u2019s use 1 234567 total",
+            "2": "2 0620/21/o/n/12 \u00a9 ucles 2012for examiner\u2019s use1  the diagram shows the structures of \ufb01 ve compounds, a, b, c, d and e, containing carbon. cch hhh ch hc o h hhh cocab c o cl cl clcl cde hh hh  (a)  answer these questions using the letters a, b, c, d or e.   each compound can be used once, more than once or not at all.   which one of these compounds  (i)  is an unsaturated hydrocarbon,  ...  [1]  (ii)  is a product of the complete combustion of a hydrocarbon,    [1]  (iii)  belongs to the alcohol homologous series,  .  [1]  (iv)  is an alkane,    [1]  (v)  is a product of respiration,  ...  [1]  (vi)  is a product of fermentation?  ...  [1]  (b)  write the molecular formula of compound c.  .  [1]  (c)  compound b is inert to most chemical reagents.   it is made by reacting chlorine with carbon disul \ufb01 de in the presence of an aluminium  chloride catalyst.   what do you understand by the following terms?  compound   .   ... ..  [1]  inert  .  [1]  catalyst   ...  [1] [total: 10]",
+            "3": "3 0620/21/o/n/12 \u00a9 ucles 2012 [turn overfor examiner\u2019s use2  hydrogen chloride, hc l, is an acidic gas.  (a)  draw a dot and cross diagram of a molecule of hydrogen chloride.   show only the outer electrons. [2]  (b)  hydrogen chloride dissolves in water to form a solution of hydrochloric acid.   a student titrated aqueous ammonia with hydrochloric acid using the apparatus shown  below. bhydrochloric acid aqueous ammoniaa  (i)  state the name of the pieces of apparatus labelled a and b.  a is a  ...  [1]  b is a  ...  [1]  (ii)  describe how the ph value of the solution in b changes as hydrochloric acid is  added until the acid is in excess.   . ...   . ...   . .  [3]",
+            "4": "4 0620/21/o/n/12 \u00a9 ucles 2012for examiner\u2019s use (iii)  complete the word and symbol equations for this reaction. ammonia  +  hydrochloric acid  \u2192  ...  ... + hc l \u2192 nh4cl [2]  (c)  aqueous ammonia is used to test for copper( ii) ions.   describe what happens when you add aqueous ammonia to a solution of copper( ii)  sulfate until the aqueous ammonia is in excess.   ...    ...    ...    ... ..  [4] [total: 13]",
+            "5": "5 0620/21/o/n/12 \u00a9 ucles 2012 [turn overfor examiner\u2019s use3  the reactivity of different metal oxides was compared by heating them with metals in a  crucible. heatmixture of metaloxide and metal   the results are shown in the table below. mixture observations iron oxide + zinc reacts lead oxide + iron reacts magnesium oxide + zinc no reaction  (a) (i)   use the results in the table to suggest the order of reactivity of the metals iron, lead,  magnesium and zinc. most reactive least reactive [2]  (ii)  predict whether iron will react with zinc oxide.   explain your answer.   . ...   . .  [1]  (b)  which two of the following statements about metals are correct?   tick two boxes.  metals conduct electricity and heat. all group iv elements show metallic properties. magnesium is extracted by heating its oxide with carbon. all metals have high densities. iron is a transition element. [2]",
+            "6": "6 0620/21/o/n/12 \u00a9 ucles 2012for examiner\u2019s use (c)  sand and salt (sodium chloride) are both solids.  (i)  describe the arrangement and movement of the particles in a solid.  arrangement  .. movement    [2]  (ii)  describe how you could separate the sand from a mixture of sand and salt.  give full details of how this is carried out.   . ...   . ...   . ...   . .  [3]  (d)  the diagram below shows the apparatus used to separate ethanol and water from a  mixture of ethanol and water. heatethanol and waterfractionating columnwater out water in   complete the following sentences about this separation using words from the list below.  condenser crystallisation distillation \ufb02 ask heavy  higher lower solid volatile vapour  fractional ... is used to separate a mixture of water and ethanol. the  temperature at the top of the fractionating column is ... than the temperature at the bottom. the more ... liquid evaporates and moves further up the column. it eventually reaches the ... where the ... changes to a liquid. [5] [total: 15]",
+            "7": "7 0620/21/o/n/12 \u00a9 ucles 2012 [turn overfor examiner\u2019s use4  lithium has two naturally-occurring isotopes, li6 3 and li7 3.  (a)  what do you understand by the term isotope ?   ...    ... ..  [1]  (b)  draw a labelled  diagram to show the atomic structure of an atom of li7 3.   show the particles in the nucleus as well as the electrons. [5]  (c)  lithium reacts with oxygen to form lithium oxide, li2o.   complete the equation for this reaction. ..li   +   .   \u2192   ..li2o [3]",
+            "8": "8 0620/21/o/n/12 \u00a9 ucles 2012for examiner\u2019s use(d)  aqueous lithium chloride is electrolysed using the apparatus shown below. + \u2013  (i)  on the diagram above, label:  \u25cf the electrolyte  \u25cf the anode. [2]  (ii)  what do you understand by the term aqueous ?   . .  [1]  (iii)  explain why aqueous lithium chloride is able to conduct electricity.   . .  [1] [total: 13]",
+            "9": "9 0620/21/o/n/12 \u00a9 ucles 2012 [turn overfor examiner\u2019s use5 (a)   match the fuel on the left with the information on the right.   the \ufb01 rst one has been done for you. uranium-236a fuel with a relative molecular mass of 2 hydrogenthe main constituent of natural gas methane a nuclear \u2018fuel\u2019 fuel oil fuel for aircraft kerosene fuel for ships [4]  (b)  two students investigated some fuels to \ufb01 nd which gave off the most energy.   they tested four liquid fuels using the apparatus shown below. thermometer spirit burnercopper can liquid fuel100  g of wate r  (i)  in each experiment, the amount of fuel burnt was the same.   suggest one other factor that should be kept the same in each experiment.   . .  [1]  (ii)  the students used the thermometer to stir the water.   suggest why it is important to keep the water stirred.   . .  [1]",
+            "10": "10 0620/21/o/n/12 \u00a9 ucles 2012for examiner\u2019s use (iii)  the results are shown in the table below. fuelinitial temperature  of the water  / \u00b0c\ufb01 nal temperature  of the water  / \u00b0c ethanol 24 40 propanol 24 42 paraf \ufb01 n2 2 3 3 petroleum spirit 20 40   which fuel transfers the most energy to the water?   explain your answer.   . ...   . .  [2]  (c)  air is needed for fuels to burn.   the pie chart below shows the composition of the air. mainly argonab  state the name of  gas a,  ... .  gas b.  .. ...  [2]  (d) argon is a noble gas.  (i)  state one use for argon.   . .  [1]  (ii)  to which period in the periodic table does argon belong?   . .  [1]  (iii)  describe the chemical properties of argon.   . .  [1] [total: 13]",
+            "11": "11 0620/21/o/n/12 \u00a9 ucles 2012 [turn overfor examiner\u2019s use6  a student placed a crystal of silver nitrate and a crystal of potassium iodide in a dish of water.  after an hour she observed that  \u25cf the crystals had disappeared,  \u25cf a yellow precipitate had appeared near the middle of the dish. at the start after an hourcrystal of silver nitratecrystal of potassiumiodidedish of water yellowprecipitate  (a)  use your knowledge of the kinetic particle theory and reactions between ions to explain  these observations.   ...    ...    ...    ...    ... ..  [4]  (b)  potassium iodide reacts with aqueous chlorine.   complete the equation for this reaction. 2ki  +    \u2192  ..kc l  +  i2 [2] [total: 6]",
+            "12": "12 0620/21/o/n/12 \u00a9 ucles 2012for examiner\u2019s use7  the diagram shows one molecule of sulfur. s s sss s ss  (a)  how many atoms are there in three  molecules of sulfur?   ... ..  [1]  (b)  calculate the relative molecular mass of sulfur. [1]  (c)  explain how acid rain is formed when fossil fuels containing sulfur are burnt.   in your answer, include  \u25cf the name of a fossil fuel which contains sulfur,  \u25cf the gas formed when sulfur burns,  \u25cf the reactions which lead to the formation of acid rain.   ...    ...    ...    ...    ... ..  [4]  (d)  potassium sulfate can be used as a fertiliser.   the potassium in this fertiliser is an important element for plant growth.   name two other elements , important for plant growth, which are present in most  fertilisers.  .  and  .. ... [2]  (e)  describe a test for sulfate ions.  test     result  .. .  [2] [total: 10]",
+            "13": "13 0620/21/o/n/12blank page \u00a9 ucles 2012",
+            "14": "14 0620/21/o/n/12blank page \u00a9 ucles 2012",
+            "15": "15 0620/21/o/n/12blank page \u00a9 ucles 2012",
+            "16": "16 permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here 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. 0620/21/o/n/12 \u00a9 ucles 2012 group 140 ce cerium 58141 pr praseodymium 59144 nd neodymium 60pm promethium 61150 sm samarium 62152 eu europium 63157 gd gadolinium 64159 tb terbium 65162 dy dysprosium 66165 ho holmium 67167 er erbium 68169 tm thulium 69173 yb ytterbium 70175 lu lutetium 71 232 th thorium 90pa protactinium 91238 u uranium 92np neptunium 93pu plutonium 94am americium 95cm curium 96bk berkelium 97cf californium 98es einsteinium 99fm fermium 100md mendelevium 101no nobelium 102lr lawrencium 1031 h hydrogen 1 7 li lithium 3 23 na sodium 1124 mg magnesium 12 40 ca calcium 2045 sc scandium 2148 ti titanium 2251 v vanadium 2352 cr chromium 2455 mn manganese 2556 fe iron 2659 co cobalt 2759 ni nickel 2864 cu copper 2965 zn zinc 3070 ga gallium 3127 al aluminium 1311 b boron 512 c carbon 614 n nitrogen 716 o oxygen 819 f fluorine 9 28 si silicon 1431 p phosphorus 1532 s sulfur 1635.5 cl chlorine 1740 ar argon 1820 ne neon 104 he helium 2 73 ge germanium 3275 as arsenic 3379 se selenium 3480 br bromine 3584 kr krypton 3639 k potassium 19 88 sr strontium 3889 y yttrium 3991 zr zirconium 4093 nb niobium 4196 mo molybdenum 42tc technetium 43101 ru ruthenium 44103 rh rhodium 45106 pd palladium 46108 ag silver 47112 cd cadmium 48115 in indium 49119 sn tin 50122 sb antimony 51128 te tellurium 52127 i iodine 53131 xe xenon 54 137 ba barium 56139 la lanthanum 57        *178 hf hafnium 72181 ta tantalum 73184 w tungsten 74186 re rhenium 75190 os osmium 76192 ir iridium 77195 pt platinum 78197 au gold 79201 hg mercury 80204 tl thallium 81207 pb lead 82209 bi bismuth 83po polonium 84at astatine 85rn radon 86 fr francium 87227 ac actinium 899 be beryllium 4ii i iii iv v vi vii 0 85 rb rubidium 37 133 cs caesium 55 226 ra radium 88 the volume of one mole of any gas is 24 dm3at room temperature and pressure (r.t.p.).a x ba = relative atomic mass x = atomic symbol b = proton (atomic) numberkey*58-71 lanthanoid series 90-103 actinoid seriesdata sheet the periodic table of the elements"
+        },
+        "0620_w12_qp_22.pdf": {
+            "1": "read these instructions first write your centre number, candidate number and name in the spaces at the top of this page. write in dark blue or black pen.you may need to use a pencil for any diagrams, graphs or rough working.do not use staples, paper clips, highlighters, glue or correction \ufb02 uid. do not  write in any barcodes. answer all questions. a copy of the periodic table is printed on page 16. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question.chemistry  0620/22   paper 2 october/november 2012  1 hour 15 minutes candidates answer on the question paper. no additional materials are required.university of cambridge international examinations international general certi \ufb01 cate of secondary education this document consists of 14 printed pages and 2 blank pages. [turn overib12 11_0620_22/2rp\u00a9 ucles 2012 *2998687209* for examiner\u2019s use 1 234567 total",
+            "2": "2 0620/22/o/n/12 \u00a9 ucles 2012for examiner\u2019s use1  the diagram shows the structures of \ufb01 ve elements, a, b, c, d and e. c cc cc cc cc c c cccc c ccc ccc c ccccc cccucucucu cucucucu cucucucuab c d e cl cl clclcl clp p ppp p pp p p pphehe he he hehe  (a)  answer these questions using the letters a, b, c, d or e.  each element can be used once, more than once or not at all.   which one of these elements  (i)  is in group v of the periodic table,  .  [1]  (ii)  is used to \ufb01 ll weather balloons,    [1]  (iii)  is a diatomic gas at room temperature,  ...  [1]  (iv)  conducts electricity, ..  [1]  (v)  is a transition element?    [1]  (b)  which two of the elements a, b, c, d or e are simple molecules?  .  and  .. ... [2]  (c)  which two of the words or phrases in the list below describe the structure of element b?  covalent giant ionic  metallic simple atomic simple molecular .  and  .. ... [2]  (d)  what do you understand by the term element  ?   ... ..  [1] [total: 10]",
+            "3": "3 0620/22/o/n/12 \u00a9 ucles 2012 [turn overfor examiner\u2019s use2  ammonia, nh3, is an alkaline gas.  (a)  describe a test for ammonia.  test     result  .. .  [2]  (b)  what is the ph of an aqueous solution of ammonia?   put a ring around the correct answer.  ph  1 ph  3 ph  5 ph  7 ph  9 [1]  (c)  ammonia reacts with hydrochloric acid.  (i)  complete the symbol equation for this reaction. nh3  +  hc l  \u2192  .. [1]  (ii)  hydrochloric acid can be made by dissolving hydrogen chloride, hc l, in water.   draw a diagram to show the arrangement of electrons in hydrogen chloride.   show only the outer electrons.   show a hydrogen electron as \u25cf   show a chlorine electron as x [2]",
+            "4": "4 0620/22/o/n/12 \u00a9 ucles 2012for examiner\u2019s use (d)   aqueous ammonia reacts with sulfuric acid to form a solution of ammonium sulfate. 2nh3(aq)  +  h2so4 (aq)  \u2192  (nh4)2so4 (aq)  (i)  ammonium sulfate is a colourless salt. describe how you could use a titration method  to make a colourless solution of ammonium sulfate.   . ...   . ...   . ...   . ...   . ...   . .  [4]  (ii)  how can crystals of ammonium sulfate be obtained from a solution of ammonium  sulfate?   . ...   . .  [1] [total: 11]",
+            "5": "5 0620/22/o/n/12 \u00a9 ucles 2012 [turn overfor examiner\u2019s use3  the table below shows the properties of some halogens. halogen colourstate at room temperaturemelting point / \u00b0c \ufb02 uorine yellow \u2013220 chlorine light green gas bromine brownish-red liquid \u20137 iodine grey-black solid +114  (a) (i)   what is the trend in the colour of the halogens down the group?   . .  [1]  (ii)  predict the state of \ufb02 uorine at room temperature.   . .  [1]  (iii)  predict the melting point of chlorine.   . .  [1]  (b)  the reactivity of three different halogens was compared by reacting them with solutions  of sodium halides.   the results are shown in the table below. reaction mixture observations astatine + sodium iodide colour of reaction mixture remains unchanged bromine + sodium iodide mixture turns dark brown chlorine + sodium bromide mixture turns brownish-red  (i)  use the results in the table to suggest the order of reactivity of astatine, bromine,  chlorine and iodine. most reactive least reactive [2]  (ii)  predict whether bromine will react with sodium chloride solution.   explain your answer.   . ...   . .  [1]",
+            "6": "6 0620/22/o/n/12 \u00a9 ucles 2012for examiner\u2019s use (c)  chlorine reacts with excess cold dilute sodium hydroxide. the products of the reaction  are sodium chloride, sodium chlorate( i) and water.   the formula of sodium chlorate( i) is nac l o.   complete the equation for this reaction. cl 2  +  ..naoh  \u2192  nac l  +  nac l o  +  .. [2]  (d) (i)   explain why chlorine is used in water puri \ufb01 cation.   . .  [1]  (ii)  impure water contains particles of minerals and remains of dead plants and animals.   one stage in water puri \ufb01 cation is the removal of these particles by \ufb01 ltration.   the diagram below shows a water \ufb01 lter. water insmall particles of sand  explain how this water \ufb01 lter works.   . ...   . ...   . .  [2] [total: 11]",
+            "7": "7 0620/22/o/n/12 \u00a9 ucles 2012 [turn overfor examiner\u2019s use4  the process of distillation is used in an oil re \ufb01 nery to separate petroleum into different  fractions.  (a)  what do you understand by the term petroleum fraction  ?   ...    ... ..  [2]  (b)  some petroleum fractions are more useful than others. there is a greater demand for  these fractions.   the diagram shows the demand from customers and the ability of an oil re \ufb01 nery to  supply these fractions by fractional distillation alone. 50 40302010 0percentage refinery gas gasoline kerosene diesel fuel oil lubricating oil and bitumensupply from refinery demand  (i)  state the name of two fractions for which demand is greater than supply.   . .  [2]  (ii)  state one use for each of the following fractions.  re \ufb01 nery gas    bitumen    [2]  (c)  more gasoline can be made by cracking long-chain hydrocarbons.   state the conditions needed for cracking.   ...    ... ..  [2]",
+            "8": "8 0620/22/o/n/12 \u00a9 ucles 2012for examiner\u2019s use (d)  dodecane, c12h26, can be cracked to form smaller hydrocarbons.  (i)  what do you understand by the term hydrocarbon  ?   . .  [1]  (ii)  complete the equation for the cracking of dodecane. c12h26  \u2192  c8h18  +  . [1]  (e)  ethene, c2h4, can be formed by cracking.  (i)  draw the full structure of ethene showing all atoms and bonds. [1]  (ii)  poly(ethene) can be made from ethene.   complete the following sentences using words from the list below.  addition atoms condensation dimers  monomers polymers subtraction  the small ethene molecules which join together to form poly(ethene) are called  ethene  . the process of joining the ethene molecules together is an example of an  reaction. the long-chain molecules which are formed are called  . [3] [total: 14]",
+            "9": "9 0620/22/o/n/12 \u00a9 ucles 2012 [turn overfor examiner\u2019s use5  aluminium is in group iii of the periodic table. iron is a transition element.  (a)  both aluminium and iron have high melting points and boiling points.   state two differences in the physical properties of aluminium and iron.   ...    ... ..  [2]  (b)  state one use of aluminium.   ... ..  [1]  (c)  sodium hydroxide is used to test for aluminium ions.   describe what happens when you add a solution of sodium hydroxide to a solution of  aluminium ions until the sodium hydroxide is in excess.   ...    ...    ... ..  [3] [total: 6]",
+            "10": "10 0620/22/o/n/12 \u00a9 ucles 2012for examiner\u2019s use6  the diagram below shows a kiln used for manufacturing lime. air blown inwaste gases mixture of calcium carbonateand coke lime removed   the reaction taking place in the kiln is calcium carbonate  \u2192  calcium oxide  +  carbon dioxide  (lime)  (a) (i)   state the name of a rock which is largely calcium carbonate.   . .  [1]  (ii)  explain why, at the end of the reaction, there is only lime left in the lime kiln.   . .  [1]  (b) (i)   coke is mainly carbon.   combustion of coke provides the heat for the reaction in the lime kiln.   write a symbol equation for the complete combustion of carbon in oxygen.   . .  [2]  (ii)  complete these sentences using words from the list below.  air dioxide harmless hydrogenated  limited monoxide poisonous water  when carbon burns in a .. supply of .., carbon  .. is formed. this is a colourless gas which has no smell and is .. . [4]",
+            "11": "11 0620/22/o/n/12 \u00a9 ucles 2012 [turn overfor examiner\u2019s use (c)  calcium carbonate reacts with hydrochloric acid to form carbon dioxide.   complete the word equation for this reaction. calcium carbonatecarbon dioxide++ + \u2192hydrochloric acid. .. [2]  (d)  the speed of reaction of calcium carbonate with hydrochloric acid can be found using the  apparatus shown below. cotton wool top pan balancehydrochloric acidsmall pieces of calcium carbonate  (i)  suggest how this apparatus can be used to \ufb01 nd the speed of this reaction.   . ...   . ...   . .  [2]  (ii)  state how the speed of this reaction changes when  the concentration of acid is increased,  .. larger pieces of calcium carbonate are used,   the temperature is increased.  ..  [3] [total: 15]",
+            "12": "12 0620/22/o/n/12 \u00a9 ucles 2012for examiner\u2019s use7  the structures of iodine and potassium iodide are shown below. i\u2013k+ i\u2013k+i\u2013 i\u2013k+ k+i\u2013k+ i\u2013k+i\u2013 i\u2013k+i ii ii ii i i ii ii ii ii ii ii ii i k+ iodine potassium iodide  (a)  iodine is a solid at room temperature. its melting point is +114  \u00b0c.  (i)  describe what happens to the arrangement and movement of iodine molecules  when iodine is gradually heated from 20  \u00b0c to 120  \u00b0c.   . ...   . ...   . ...   . ...   . .  [4]  (ii)  calculate the relative molecular mass of iodine.   . .  [1]  (b) (i)   what type of bonding is present in potassium iodide?   . .  [1]  (ii)  write the simplest formula for potassium iodide.   . .  [1]",
+            "13": "13 0620/22/o/n/12 \u00a9 ucles 2012 [turn overfor examiner\u2019s use (c)  complete the table below to show the solubility in water and electrical conductivity of  solid iodine and solid potassium iodide. substance solubility in waterelectrical conductivity of solid iodine potassium iodide [4]  (d)  predict the product formed at each electrode when molten potassium iodide is  electrolysed.  at the positive electrode    at the negative electrode    [2] [total: 13]",
+            "14": "14 0620/22/o/n/12blank page \u00a9 ucles 2012",
+            "15": "15 0620/22/o/n/12blank page \u00a9 ucles 2012",
+            "16": "16 permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here 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. 0620/22/o/n/12 \u00a9 ucles 2012 group 140 ce cerium 58141 pr praseodymium 59144 nd neodymium 60pm promethium 61150 sm samarium 62152 eu europium 63157 gd gadolinium 64159 tb terbium 65162 dy dysprosium 66165 ho holmium 67167 er erbium 68169 tm thulium 69173 yb ytterbium 70175 lu lutetium 71 232 th thorium 90pa protactinium 91238 u uranium 92np neptunium 93pu plutonium 94am americium 95cm curium 96bk berkelium 97cf californium 98es einsteinium 99fm fermium 100md mendelevium 101no nobelium 102lr lawrencium 1031 h hydrogen 1 7 li lithium 3 23 na sodium 1124 mg magnesium 12 40 ca calcium 2045 sc scandium 2148 ti titanium 2251 v vanadium 2352 cr chromium 2455 mn manganese 2556 fe iron 2659 co cobalt 2759 ni nickel 2864 cu copper 2965 zn zinc 3070 ga gallium 3127 al aluminium 1311 b boron 512 c carbon 614 n nitrogen 716 o oxygen 819 f fluorine 9 28 si silicon 1431 p phosphorus 1532 s sulfur 1635.5 cl chlorine 1740 ar argon 1820 ne neon 104 he helium 2 73 ge germanium 3275 as arsenic 3379 se selenium 3480 br bromine 3584 kr krypton 3639 k potassium 19 88 sr strontium 3889 y yttrium 3991 zr zirconium 4093 nb niobium 4196 mo molybdenum 42tc technetium 43101 ru ruthenium 44103 rh rhodium 45106 pd palladium 46108 ag silver 47112 cd cadmium 48115 in indium 49119 sn tin 50122 sb antimony 51128 te tellurium 52127 i iodine 53131 xe xenon 54 137 ba barium 56139 la lanthanum 57        *178 hf hafnium 72181 ta tantalum 73184 w tungsten 74186 re rhenium 75190 os osmium 76192 ir iridium 77195 pt platinum 78197 au gold 79201 hg mercury 80204 tl thallium 81207 pb lead 82209 bi bismuth 83po polonium 84at astatine 85rn radon 86 fr francium 87227 ac actinium 899 be beryllium 4ii i iii iv v vi vii 0 85 rb rubidium 37 133 cs caesium 55 226 ra radium 88 the volume of one mole of any gas is 24 dm3at room temperature and pressure (r.t.p.).a x ba = relative atomic mass x = atomic symbol b = proton (atomic) numberkey*58-71 lanthanoid series 90-103 actinoid seriesdata sheet the periodic table of the elements"
+        },
+        "0620_w12_qp_23.pdf": {
+            "1": "read these instructions first write your centre number, candidate number and name in the spaces at the top of this page. write in dark blue or black pen.you may need to use a pencil for any diagrams, graphs or rough working.do not use staples, paper clips, highlighters, glue or correction \ufb02 uid. do not  write in any barcodes. answer all questions. a copy of the periodic table is printed on page 16. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question.chemistry  0620/23   paper 2 october/november 2012  1 hour 15 minutes candidates answer on the question paper. no additional materials are required.university of cambridge international examinations international general certi \ufb01 cate of secondary education this document consists of 15 printed pages and 1 blank page. [turn overib12 11_0620_23/3rp\u00a9 ucles 2012 *3659885698* for examiner\u2019s use 1 2345678 total",
+            "2": "2 0620/23/o/n/12 \u00a9 ucles 2012for examiner\u2019s use1  part of the periodic table of elements is shown below. hh e nof n e ps c lar br i  (a)  answer the following questions using only the elements shown in the table above.   write the symbol for an element which  (i)  is used to \ufb01 ll light bulbs,  ...  [1]  (ii)  is in group vi and period 3 of the periodic table,  ...  [1]  (iii)  is a greyish-black solid,  ...  [1]  (iv)  forms about 79  % of the air,  .  [1]  (v)  consists of single atoms with a full outer shell of electrons,    [1]  (vi)  is liberated at the cathode when concentrated hydrochloric acid is electrolysed. .  [1]  (b)  hydrogen reacts with chlorine to form hydrogen chloride.  (i)  complete the equation for this reaction. h2  +  .  \u2192  ..hc l [2]  (ii)  draw the electronic structure of a chlorine molecule.   show only the outer shell electrons. [2] [total: 10]",
+            "3": "3 0620/23/o/n/12 \u00a9 ucles 2012 [turn overfor examiner\u2019s use2  vinegar contains ethanoic acid. the formula of ethanoic acid is shown below. c hh hco oh  (a) (i)   on the formula above, put a ring around the carboxylic acid functional group. [1]  (ii)  write the simplest formula for a molecule of ethanoic acid. [1]  (b)  ethanoic acid reacts with sodium hydroxide to form the salt sodium ethanoate. ethanoic acid  +  sodium hydroxide  \u2192  sodium ethanoate  +  water  what type of chemical reaction is this?  ... ..  [1]  (c)  sodium ethanoate is soluble in water.   what do you understand by the term soluble  ?   ... ..  [1]  (d)  which one of the following is the most likely ph value of ethanoic acid?   put a ring around the correct answer.  ph 3 ph 7 ph 9 ph 13 [1]  (e)  all acids react with carbonates.   complete the general equation for this reaction. acid  + carbonate  \u2192  salt  +    +     [2]",
+            "4": "4 0620/23/o/n/12 \u00a9 ucles 2012for examiner\u2019s use (f)  the structure of sodium carbonate is shown below. co32\u2013 na+na+ co32\u2013 na+na+co32\u2013 na+na+ co32\u2013 na+na+  write the simplest formula for sodium carbonate.   ... ..  [1] [total: 8]",
+            "5": "5 0620/23/o/n/12 \u00a9 ucles 2012 [turn overfor examiner\u2019s use3  a student used the apparatus shown below to separate a mixture of coloured dyes. the  solvent is not shown. filter paperbeaker mixture of dyes  (a)  on the diagram above, draw and label the position of the solvent at the start of the  experiment. [1]  (b)  the student let the solvent move up the \ufb01 lter paper to separate the dyes.  (i)  state the name of this method of separation.   . .  [1]  (ii)  the student found that four different dyes had been separated by this method.  on the diagram below draw  \u25cf the position of four separated dyes (show as spots)  \u25cf the solvent front (show as a line). original position of dye mixture [3]  (c)  part of the structure of a dye called indigo is shown below. cc nno och hc   is this a saturated or unsaturated compound?   give a reason for your answer.   ... ..  [1] [total: 6]",
+            "6": "6 0620/23/o/n/12 \u00a9 ucles 2012for examiner\u2019s use4  hydrogen can be manufactured by heating methane with steam. ch4  +  h2o co  +  3h2400  \u00b0c + catalyst  (a) (i)   draw the structure of methane showing all atoms and bonds. [1]  (ii)  methane is a greenhouse gas.   what do you understand by the term greenhouse gas ?   . .  [1]  (iii)  state one source of the methane in the atmosphere.   . .  [1]  (iv)  when 16  g of methane reacts completely with an excess of steam, 6  g of hydrogen  are produced.   calculate the mass of methane required to produce 300  g of hydrogen.  answer = ... [1]  (b)  more hydrogen can be formed by reacting the carbon monoxide with more steam at 500  \u00b0c. co  +  h2o    co2  +  h2   this reaction is reversible.  (i)  how do you know from this equation that the reaction is reversible?   . .  [1]  (ii)  what do you understand by the term reversible reaction ?   . .  [1]",
+            "7": "7 0620/23/o/n/12 \u00a9 ucles 2012 [turn overfor examiner\u2019s use (iii)  carbon monoxide is a common atmospheric pollutant.   state a source of the carbon monoxide in the atmosphere other than from the manufacture of hydrogen.   . .  [1]  (iv)  carbon dioxide is a product of the reaction between carbon monoxide and steam.   is carbon dioxide an acidic or a basic oxide?   give a reason for your answer.   . .  [1] [total: 8]",
+            "8": "8 0620/23/o/n/12 \u00a9 ucles 2012for examiner\u2019s use5  ethanol can be made by  \u25cf an addition reaction with ethene or  \u25cf by fermentation.  (a) (i)   state the name of the substance that needs to be added to ethene to make ethanol.   . .  [1]  (ii)  what conditions are needed to make ethanol from ethene?   . ...   . .  [2]  (b) (i)   complete the word equation for fermentation in the presence of yeast. ..  \u2192  ethanol  +  ..  .. [2]  (ii)  the yeast contains enzymes.   what do you understand by the term enzyme ?   . ...   . .  [2]  (c)  the speed of ethanol formation during fermentation depends on the temperature.  (i)  use the information in the table below to describe how the speed of this reaction  changes with temperature. temperature / \u00b0cspeed of reaction / g ethanol formed  per hr 10 1 20 330 740 1150 660 270 0   . ...   . ...   . .  [3]",
+            "9": "9 0620/23/o/n/12 \u00a9 ucles 2012 [turn overfor examiner\u2019s use (ii)  state two factors which should be kept constant during this experiment.   . ...   . .  [2]  (d)  ethanol belongs to the alcohol homologous series.   the boiling points of some alcohols are given in the table below. alcoholnumber of carbon atoms in the alcoholboiling point / \u00b0c methanol 1 65 ethanol 2 79 propanol 3 98 butanol 4 117  (i)  on the grid below, plot a graph of boiling point against the number of carbon atoms.  join the points with a smooth line. 160 140120100 806040 012345 number of carbon atoms in the alcoholboiling point  / \u00b0c [3]  (ii)  use your graph to estimate the boiling point of the alcohol having \ufb01 ve carbon atoms.  boiling point =  \u00b0c [1] [total: 16]",
+            "10": "10 0620/23/o/n/12 \u00a9 ucles 2012for examiner\u2019s use6  lead and lead compounds are common pollutants of the air.  (a) (i)  state one source of lead in the air.   . .  [1]  (ii)  state one effect of lead on human health.   . .  [1]  (b)  lead( ii) oxide can be reduced by heating with carbon. heat pbo  +  c   \u2192   pb  +  co  (i)  write a word equation for this reaction.   . .  [1]  (ii)  explain how you know that lead( ii) oxide is reduced in this reaction.   . ...   . .  [1]  (iii)  explain why this reaction is described as endothermic.   . .  [1]  (c)  lead nitrate solution reacts with sodium iodide solution. lead nitrate  +  sodium iodide  \u2192  lead iodide  + sodium nitrate   lead iodide is insoluble in water but the reactants and sodium nitrate are soluble.   draw a labelled diagram to explain how you can separate lead iodide from the rest of the  reaction mixture. [2]  (d)  complete the table below to show the number of protons, electrons and neutrons in the  isotope of lead          . number of protons number of electronsnumber of neutrons [2] [total: 9]204pb82",
+            "11": "11 0620/23/o/n/12 \u00a9 ucles 2012 [turn overfor examiner\u2019s use7  the diagram below shows the apparatus used to electroplate a spoon with silver. rod of pure silveriron spoon aqueous silver nitrate+\u2013battery  (a)  which is the anode?   put a ring around the correct answer in the list below. aqueous silver nitrate battery iron spoon rod of pure silver [1]  (b)  describe what happens to the silver rod and the iron spoon during electroplating.  silver rod  .. .  iron spoon  .. .  [2]  (c)  why are metal objects electroplated?   ... ..  [1]  (d)  during the electroplating, silver atoms are converted to silver ions.   which one of the following statements about this reaction is correct?   tick one box.  silver atoms gain electrons. silver atoms lose neutrons. silver atoms lose electrons. silver atoms gain protons. [1]",
+            "12": "12 0620/23/o/n/12 \u00a9 ucles 2012for examiner\u2019s use (e)  a student is given a slightly alkaline solution which contains chloride ions.   describe how the student could use aqueous silver nitrate to show that chloride ions are  present in the solution.   ...    ...    ... ..  [3]  (f)  silver is a shiny metallic solid with a high melting point and boiling point.   describe two other  physical properties of silver.  1  ... .  2  ... ...  [2] [total: 10]",
+            "13": "13 0620/23/o/n/12 \u00a9 ucles 2012 [turn overfor examiner\u2019s use8  the diagram shows a type of blast furnace built about 230 years ago. it was used to extract  iron from iron ore. ba cde  (a)  which letter on the diagram shows  (i)  where the solid raw materials are put into the furnace,  ...  [1]  (ii)  where air is blown into the furnace,  .  [1]  (iii)  where iron is removed from the furnace?    [1]  (b)  describe the main reactions occurring in a blast furnace for extracting iron from iron ore.   in your answer, include  \u25cf the names of the raw materials used  \u25cf the main chemical reactions which occur  \u25cf relevant word equations.   ...    ...    ...    ...    ...    ...    ... ..  [5]",
+            "14": "14 0620/23/o/n/12 \u00a9 ucles 2012for examiner\u2019s use (c)  iron reacts with hydrochloric acid.  (i)  complete the word equation for this reaction. iron  +  hydrochloric acid  \u2192  ..  +  ..  .. [2]  (ii)  iron( ii) ions are formed in this reaction.   describe a test for iron( ii) ions.  test   .  result    [2]  (d)  steel is an alloy of iron.   which one of the following statements about steel is correct?   tick one box.  steel is a mixture of iron with sulfur atoms. stainless steel is commonly used to make car bodies. the physical properties of steel are exactly the same  as those of iron.   steel is made by blowing oxygen through the molten  iron obtained from the blast furnace. [1] [total: 13]",
+            "15": "15 0620/23/o/n/12blank page \u00a9 ucles 2012",
+            "16": "16 permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here 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. 0620/23/o/n/12 \u00a9 ucles 2012 group 140 ce cerium 58141 pr praseodymium 59144 nd neodymium 60pm promethium 61150 sm samarium 62152 eu europium 63157 gd gadolinium 64159 tb terbium 65162 dy dysprosium 66165 ho holmium 67167 er erbium 68169 tm thulium 69173 yb ytterbium 70175 lu lutetium 71 232 th thorium 90pa protactinium 91238 u uranium 92np neptunium 93pu plutonium 94am americium 95cm curium 96bk berkelium 97cf californium 98es einsteinium 99fm fermium 100md mendelevium 101no nobelium 102lr lawrencium 1031 h hydrogen 1 7 li lithium 3 23 na sodium 1124 mg magnesium 12 40 ca calcium 2045 sc scandium 2148 ti titanium 2251 v vanadium 2352 cr chromium 2455 mn manganese 2556 fe iron 2659 co cobalt 2759 ni nickel 2864 cu copper 2965 zn zinc 3070 ga gallium 3127 al aluminium 1311 b boron 512 c carbon 614 n nitrogen 716 o oxygen 819 f fluorine 9 28 si silicon 1431 p phosphorus 1532 s sulfur 1635.5 cl chlorine 1740 ar argon 1820 ne neon 104 he helium 2 73 ge germanium 3275 as arsenic 3379 se selenium 3480 br bromine 3584 kr krypton 3639 k potassium 19 88 sr strontium 3889 y yttrium 3991 zr zirconium 4093 nb niobium 4196 mo molybdenum 42tc technetium 43101 ru ruthenium 44103 rh rhodium 45106 pd palladium 46108 ag silver 47112 cd cadmium 48115 in indium 49119 sn tin 50122 sb antimony 51128 te tellurium 52127 i iodine 53131 xe xenon 54 137 ba barium 56139 la lanthanum 57        *178 hf hafnium 72181 ta tantalum 73184 w tungsten 74186 re rhenium 75190 os osmium 76192 ir iridium 77195 pt platinum 78197 au gold 79201 hg mercury 80204 tl thallium 81207 pb lead 82209 bi bismuth 83po polonium 84at astatine 85rn radon 86 fr francium 87227 ac actinium 899 be beryllium 4ii i iii iv v vi vii 0 85 rb rubidium 37 133 cs caesium 55 226 ra radium 88 the volume of one mole of any gas is 24 dm3at room temperature and pressure (r.t.p.).a x ba = relative atomic mass x = atomic symbol b = proton (atomic) numberkey*58-71 lanthanoid series 90-103 actinoid seriesdata sheet the periodic table of the elements"
+        },
+        "0620_w12_qp_31.pdf": {
+            "1": "read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen.you may use a pencil for any diagrams, graphs or rough working.do not use staples, paper clips, highlighters, glue or correction \ufb02 uid. do not  write in any barcodes. answer all questions. a copy of the periodic table is printed on page 12. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question.chemistry  0620/31   paper 3 (extended) october/november 2012  1 hour 15 minutes candidates answer on the question paper. no additional materials are required.university of cambridge international examinations international general certi \ufb01 cate of secondary education this document consists of 12 printed pages. [turn overib12 11_0620_31/2rp\u00a9 ucles 2012 *1129003385* for examiner\u2019s use 1 234 5 67 total",
+            "2": "2 0620/31/o/n/12 \u00a9 ucles 2012for examiner\u2019s use1  a list of techniques used to separate mixtures is given below. \ufb01 ltration diffusion fractional distillation simple distillation crystallisation chromatography   from this list, choose the most suitable technique to separate the following mixtures.   a technique may be used once, more than once or not at all.  (a)  butane from a mixture of propane and butane  ...  [1]  (b)  oxygen from liquid air  .  [1]  (c)  water from aqueous magnesium sulfate  .  [1]  (d)  potassium chloride from aqueous potassium chloride    [1]  (e)  silver chloride from a mixture of silver chloride and water  ..  [1]  (f)  glucose from a mixture of glucose and maltose  .  [1] [total: 6]",
+            "3": "3 0620/31/o/n/12 \u00a9 ucles 2012 [turn overfor examiner\u2019s use2  three of the halogens in group vii are listed below. chlorine bromine iodine  (a) (i)   how does their colour change down the group?   . .  [1]  (ii)  how do their melting points and boiling points change down the group?   . .  [1]  (iii)  predict the colour and physical state (solid, liquid or gas) of astatine, at.  colour  .. ...  physical state  ...  [2]  (b)  a radioactive isotope of iodine, i53131, is used to treat cancer.   (i)  de\ufb01 ne the term isotope .   . ...   . .  [2]  (ii)  how many protons, electrons and neutrons are there in one atom of i53131?  number of protons  ..  number of electrons   number of neutrons    [2]  (iii)  when this isotope,  i53131, emits radiation, a different element with a proton number of  54 is formed.   what is the name of this element?   . .  [1]  (c)  fluorine, the most reactive halogen, forms compounds with the other halogens. it forms  two compounds with bromine.   deduce their formulae from the following information.  compound 1   the mass of one mole of this compound is 137  g.  its formula is . [1]  compound 2   0.02 moles of this compound contain 0.02 moles of bromine atoms and 0.1 moles of \ufb02 uorine atoms.  its formula is . [1] [total: 11]",
+            "4": "4 0620/31/o/n/12 \u00a9 ucles 2012for examiner\u2019s use3  the speed (rate) of a chemical reaction depends on a number of factors which include  temperature and the presence of a catalyst.  (a)  reaction speed increases as the temperature increases.  (i)  explain why reaction speed increases with temperature.   . ...   . ...   . .  [3]  (ii)  reactions involving enzymes do not follow the above pattern.   the following graph shows how the speed of such a reaction varies with temperature. speed temperature   suggest an explanation why initially the reaction speed increases then above a  certain temperature the speed decreases.   . ...   . .  [2]  (b)  an organic compound decomposes to give off nitrogen. c6h5n2cl (aq)  \u2192  c6h5cl (l)  +  n2(g)   the speed of this reaction can be determined by measuring the volume of nitrogen  formed at regular intervals. typical results are shown in the graph below. timevolume of nitrogen 00  (i)  the reaction is catalysed by copper.   sketch the graph for the catalysed reaction on the diagram above. [2]",
+            "5": "5 0620/31/o/n/12 \u00a9 ucles 2012 [turn overfor examiner\u2019s use (ii)  how does the speed of this reaction vary with time?   . .  [1]  (iii)   why does the speed of reaction vary with time?   . ...   . .  [2]  (c)  catalytic converters reduce the pollution from motor vehicles. oxides of nitrogen and carbon monoxideless harmful gases to atmosphere catalysts: rhodium, platinum, palladium  (i)  describe how carbon monoxide and the oxides of nitrogen are formed in car engines.   . ...   . ...   . ...   . .  [4]  (ii)  describe the reaction(s) inside the catalytic converter which change these pollutants  into less harmful gases. include at least one equation in your description.   . ...   . ...   . .  [3] [total: 17]",
+            "6": "6 0620/31/o/n/12 \u00a9 ucles 2012for examiner\u2019s use4  silicon( iv) oxide, sio2, and zirconium( iv) oxide, zro2, are both macromolecules.   they have similar physical properties but silicon( iv) oxide is acidic and zirconium( iv) oxide  is amphoteric.  (a)  de\ufb01 ne the term macromolecule .   ...    ... ..  [1]  (b) (i)  predict three  physical properties of these two oxides.   . ...   . ...   . .  [3]  (ii)  name an element which has the same physical properties as these two oxides.   . .  [1]  (c) (i)  name a reagent that reacts with the oxides of both elements.   . .  [1]  (ii)  name a reagent that reacts with only one of the oxides.  reagent  . .  oxide which reacts  ...  [2] [total: 8]",
+            "7": "7 0620/31/o/n/12 \u00a9 ucles 2012 [turn overfor examiner\u2019s use5  carbonyl chloride, coc l 2, is widely used in industry to make polymers, dyes and  pharmaceuticals.  (a)  carbonyl chloride was \ufb01 rst made in 1812 by exposing a mixture of carbon monoxide and  chlorine to bright sunlight. this is a photochemical reaction. co(g)  +  c l 2(g)  \u2192  coc l 2(g)  (i)  explain the phrase photochemical reaction .   . ...   . .  [2]  (ii)  give another example of a photochemical reaction and explain why it is important  either to the environment or in industry.   . ...   . ...   . .  [3]  (b)  carbonyl chloride is now made by the reversible reaction given below. co(g)  +  c l 2(g)    coc l 2(g)   the forward reaction is exothermic.   the reaction is catalysed by carbon within a temperature range of 50 to 150  \u00b0c.  (i)  predict the effect on the yield of carbonyl chloride of increasing the pressure.   explain your answer.   . ...   . .  [2]  (ii)  if the temperature is allowed to increase to above 200  \u00b0c, very little carbonyl chloride  is formed. explain why.   . ...   . .  [2]  (iii)  explain why a catalyst is used.   . .  [1]",
+            "8": "8 0620/31/o/n/12 \u00a9 ucles 2012for examiner\u2019s use (c)  the structural formula of carbonyl chloride is given below. cocl cl   draw a diagram showing the arrangement of the outer (valency) electrons in one molecule  of this covalent compound.   use o to represent an electron from a carbon atom.   use x to represent an electron from a chlorine atom.   use \u25cf to represent an electron from an oxygen atom. [3] [total: 13]",
+            "9": "9 0620/31/o/n/12 \u00a9 ucles 2012 [turn overfor examiner\u2019s use6  a sandwich contains three of the main constituents of food. bread contains complex carbohydrates butter contains fat meat contains protein  (a) (i)   these constituents of food can be hydrolysed by boiling with acid or alkali.   complete the table. constituent of food product of hydrolysis protein fat complex carbohydrate [3]  (ii)  what type of synthetic polymer contains the same linkage as  fats,  .. proteins?  ..  [2] (b)  an incomplete structural formula of a protein is given below.   complete this diagram by inserting the linkages. insert linkageinsert linkage [2]  (c)  butter contains mainly saturated fats. fats based on vegetable oils, such as olive oil,  contain mainly unsaturated fats.   a small amount of fat was dissolved in an organic solvent.   describe how you could determine if the fat was saturated or unsaturated.   ...    ...    ... ..  [3] [total: 10]",
+            "10": "10 0620/31/o/n/12 \u00a9 ucles 2012for examiner\u2019s use7  both strontium and sulfur have chlorides of the type xc l 2. the table below compares some  of their properties. strontium chloride sulfur chloride appearance white crystals red liquid formula src l 2 sc l 2 melting point  / \u00b0c 874 \u2013120 boiling point  / \u00b0c 1250 59 conductivity of liquid good poor solubility in waterdissolves to form a neutral solutionreacts to form a solution of ph  1  (a) (i)   use the data in the table to explain why sulfur chloride is a liquid at room temperature,  25  \u00b0c.   . ...   . .  [2]  (ii)  strontium is a metal and sulfur is a non-metal. explain why both have chlorides of  the type xc l 2.   the electron distribution of a strontium atom is 2 + 8 + 18 + 8 + 2.   . ...   . ...   . .  [2]  (iii)  deduce the name of the acidic compound formed when sulfur chloride reacts with  water.   . .  [1]  (iv)  explain the difference in the electrical conductivity of liquid strontium chloride and  liquid sulfur chloride.   . ...   . ...   . .  [3]",
+            "11": "11 0620/31/o/n/12 \u00a9 ucles 2012 [turn overfor examiner\u2019s use (b)  strontium chloride-6-water can be made from the insoluble compound, strontium  carbonate, by the following reactions.  srco3(s)  +  2hc l (aq)  \u2192  src l 2(aq)  +  co2(g)  +  h2o(l)  src l 2 (aq)  +  6h2o(l)  \u2192  src l 2.6h2o(s)   the following method was used to prepare the crystals.  1  add excess strontium carbonate to hot hydrochloric acid.  2  filter the resulting mixture.  3  partially evaporate the filtrate and allow to cool.  4  filter off the crystals of src l 2.6h2o.  5  dry the crystals between filter papers.  (i)  how would you know when excess strontium carbonate had been added in step 1?   . ...   . .  [1]  (ii)  why is it necessary to \ufb01 lter the mixture in step 2?   . .  [1]  (iii)  in step 3, why partially evaporate the \ufb01 ltrate rather than evaporate to dryness?   . .  [1]  (c)  in the above experiment, 50.0  cm3 of hydrochloric acid of concentration 2.0  mol  / dm3 was  used. 6.4  g of src l 2.6h2o was made.  calculate the percentage yield.  number of moles of hc l used =   number of moles of src l 2.6h2o which could be formed =   mass of one mole of src l 2.6h2o is 267  g  theoretical yield of src l 2.6h2o = g  percentage yield = % [4] [total: 15]",
+            "12": "12 permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here 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. 0620/31/o/n/12 \u00a9 ucles 2012 group 140 ce cerium 58141 pr praseodymium 59144 nd neodymium 60pm promethium 61150 sm samarium 62152 eu europium 63157 gd gadolinium 64159 tb terbium 65162 dy dysprosium 66165 ho holmium 67167 er erbium 68169 tm thulium 69173 yb ytterbium 70175 lu lutetium 71 232 th thorium 90pa protactinium 91238 u uranium 92np neptunium 93pu plutonium 94am americium 95cm curium 96bk berkelium 97cf californium 98es einsteinium 99fm fermium 100md mendelevium 101no nobelium 102lr lawrencium 1031 h hydrogen 1 7 li lithium 3 23 na sodium 1124 mg magnesium 12 40 ca calcium 2045 sc scandium 2148 ti titanium 2251 v vanadium 2352 cr chromium 2455 mn manganese 2556 fe iron 2659 co cobalt 2759 ni nickel 2864 cu copper 2965 zn zinc 3070 ga gallium 3127 al aluminium 1311 b boron 512 c carbon 614 n nitrogen 716 o oxygen 819 f fluorine 9 28 si silicon 1431 p phosphorus 1532 s sulfur 1635.5 cl chlorine 1740 ar argon 1820 ne neon 104 he helium 2 73 ge germanium 3275 as arsenic 3379 se selenium 3480 br bromine 3584 kr krypton 3639 k potassium 19 88 sr strontium 3889 y yttrium 3991 zr zirconium 4093 nb niobium 4196 mo molybdenum 42tc technetium 43101 ru ruthenium 44103 rh rhodium 45106 pd palladium 46108 ag silver 47112 cd cadmium 48115 in indium 49119 sn tin 50122 sb antimony 51128 te tellurium 52127 i iodine 53131 xe xenon 54 137 ba barium 56139 la lanthanum 57        *178 hf hafnium 72181 ta tantalum 73184 w tungsten 74186 re rhenium 75190 os osmium 76192 ir iridium 77195 pt platinum 78197 au gold 79201 hg mercury 80204 tl thallium 81207 pb lead 82209 bi bismuth 83po polonium 84at astatine 85rn radon 86 fr francium 87227 ac actinium 899 be beryllium 4ii i iii iv v vi vii 0 85 rb rubidium 37 133 cs caesium 55 226 ra radium 88 the volume of one mole of any gas is 24 dm3at room temperature and pressure (r.t.p.).a x ba = relative atomic mass x = atomic symbol b = proton (atomic) numberkey*58-71 lanthanoid series 90-103 actinoid seriesdata sheet the periodic table of the elements"
+        },
+        "0620_w12_qp_32.pdf": {
+            "1": "read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen.you may use a pencil for any diagrams, graphs or rough working.do not use staples, paper clips, highlighters, glue or correction \ufb02 uid. do not  write in any barcodes. answer all questions. a copy of the periodic table is printed on page 16. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question.chemistry  0620/32   paper 3 (extended) october/november 2012  1 hour 15 minutes candidates answer on the question paper. no additional materials are required.university of cambridge international examinations international general certi \ufb01 cate of secondary education this document consists of 13 printed pages and 3 blank pages. [turn overib12 11_0620_32/2rp\u00a9 ucles 2012 *1580108680* for examiner\u2019s use 1 234567 total",
+            "2": "2 0620/32/o/n/12 \u00a9 ucles 2012for examiner\u2019s use1  this question is concerned with the elements in period 5, rb to xe.  (a)  the electron distributions of some of these elements are given in the following list.  element a 2 + 8 + 18 + 8 + 2  element b 2 + 8 + 18 + 18 + 8  element c 2 + 8 + 18 + 18 + 5  element d 2 + 8 + 18 + 18 + 6  element e 2 + 8 + 18 + 18 + 4  element f 2 + 8 + 18 + 18 + 7  (i)  identify element c.  ...  [1]  (ii)  which element in the list does not form any compounds?   . .  [1]  (iii)  which element in the list forms a chloride of the type xc l 2?   . .  [1]  (iv)  which two elements would react together to form a compound of the type xy4?   . .  [1]  (v)  which element in the list would react with cold water to form an alkaline solution and  hydrogen?   . .  [1]  (b)  predict two differences in physical properties and two differences in chemical properties  between rubidium and the transition metal niobium.  physical  .   ...    ...    chemical   ...   ...    ... ..  [4] [total: 9]",
+            "3": "3 0620/32/o/n/12 \u00a9 ucles 2012 [turn overfor examiner\u2019s use2  the diagram shows a heating curve for a sample of compound x. temperature  / \u00b0c time80 15 ab cd ef  (a)  is x a solid, a liquid or a gas at room temperature, 20  \u00b0c?   ... ..  [1]  (b)  write an equation for the equilibrium which exists in region bc.   ... ..  [2]  (c)  name the change of state which occurs in region de.   ... ..  [1]  (d)  explain how the curve shows that a pure sample of compound x was used.   ...    ... ..  [2] [total: 6]",
+            "4": "4 0620/32/o/n/12 \u00a9 ucles 2012for examiner\u2019s use3  many organic compounds which contain a halogen have chloro, bromo or iodo in their name.  (a)  the following diagram shows the structure of 1-chloropropane. c h hh cc hhcl hh  (i)  draw the structure of an isomer of this compound. [1]  (ii)  describe how 1-chloropropane could be made from propane.   . ...   . .  [2]  (iii)  suggest an explanation why the method you have described in (ii) does not produce  a pure sample of 1-chloropropane.   . ...   . .  [2]  (b)  organic halides react with water to form an alcohol and a halide ion. ch3\u2013ch2\u2013i  +  h2o  \u2192  ch3\u2013ch2\u2013oh  +  i \u2013  (i)  describe how you could show that the reaction mixture contained an iodide ion.   . ...   . .  [2]  (ii)  name the alcohol formed when 1-chloropropane reacts with water.   . .  [1]",
+            "5": "5 0620/32/o/n/12 \u00a9 ucles 2012 [turn overfor examiner\u2019s use (c)  the speed (rate) of reaction between an organic halide and water can be measured by  the following method.   a mixture of 10  cm3 of aqueous silver nitrate and 10  cm3 of ethanol is warmed to 60  \u00b0c.  drops of the organic halide are added and the time taken for a precipitate to form is measured.   silver ions react with the halide ions to form a precipitate of the silver halide. ag +(aq)  +  x\u2013(aq)  \u2192  agx(s)   typical results for four experiments, a, b, c and d, are given in the table. experiment organic halide number of drops time  / min a bromobutane 4 6 b bromobutane 8 3 c chlorobutane 4 80 d iodobutane 4 0.1  (i)  explain why it takes longer to produce a precipitate in experiment a than in b.   . ...   . .  [2]  (ii)  how does the order of reactivity of the organic halides compare with the order of  reactivity of the halogens?   . ...   . .  [2]  (iii)  explain why the time taken to produce a precipitate would increase if the experiments  were repeated at 50  \u00b0c.   . ...   . ...   . .  [3] [total: 15]",
+            "6": "6 0620/32/o/n/12 \u00a9 ucles 2012for examiner\u2019s use4  iron is extracted from its ore, hematite, in the blast furnace. slag molten ironairfirebrick liningwaste gases raw materials: coke, climestone, caco 3 hematite, fe2o3  (a)  the temperature inside the blast furnace can rise to 2000  \u00b0c.   write an equation for the exothermic reaction which causes this high temperature.   ... ..  [1]  (b)  carbon monoxide is formed in the blast furnace. this reduces the ore hematite, fe2o3,  to iron.  (i)  explain how carbon monoxide is formed in the blast furnace.   . ...   . .  [2]  (ii)  write an equation for the reduction of hematite by carbon monoxide.   . .  [2]  (c)  explain why it is necessary to add limestone, calcium carbonate, to the blast furnace.  include an equation in your explanation.   ...    ...    ... ..  [3]",
+            "7": "7 0620/32/o/n/12 \u00a9 ucles 2012 [turn overfor examiner\u2019s use (d)  most of the iron from the blast furnace is converted into mild steel. a method of preventing  the steel from rusting is coating it with zinc.  (i)  what is the name of this method of rust prevention?   . .  [1]  (ii)  explain, using the idea of electron transfer, why zinc-coated steel does not rust even  when the coating is scratched and the steel is in contact with oxygen and water.   . ...   . ...   . ...   . .  [3] [total: 12]",
+            "8": "8 0620/32/o/n/12 \u00a9 ucles 2012for examiner\u2019s use5  the food additive e220 is sulfur dioxide. it is a preservative for a variety of foods and drinks.  (a)  state two other uses of sulfur dioxide.   ...    ... ..  [2]  (b)  how is sulfur dioxide manufactured?   ...    ... ..  [2]  (c)  sulfur dioxide is a reductant (reducing agent). describe what you would see when  aqueous sulfur dioxide is added to acidi \ufb01 ed potassium manganate( vii).   ...    ... ..  [2]  (d)  sulfur dioxide can also be made by the reaction between a sul \ufb01 te and an acid. na2so3  +  2hc l  \u2192  2nac l  +  so2  +  h2o   excess hydrochloric acid was added to 3.15  g of sodium sul \ufb01 te. calculate the maximum  volume, measured at r.t.p., of sulfur dioxide which could be formed.  the mass of one mole of na2so3 is 126  g.   ...    ...    ... ..  [3] [total: 9]",
+            "9": "9 0620/32/o/n/12 \u00a9 ucles 2012 [turn overfor examiner\u2019s use6  during electrolysis, ions move in the electrolyte and electrons move in the external circuit.  reactions occur at the electrodes.  (a)  the diagram shows the electrolysis of molten lithium iodide. molten lithium iodideelectrode electrode+\u2013 external circuit heat  (i)  draw an arrow on the diagram to show the direction of the electron \ufb02 ow in the  external circuit. [1]  (ii)  electrons are supplied to the external circuit. how and where is this done?   . ...   . .  [2]  (iii)  explain why solid lithium iodide does not conduct electricity but when molten it is a  good conductor.   . ...   . .  [1]  (b)  the results of experiments on electrolysis are shown in the following table. complete the  table. the \ufb01 rst line has been done as an example. electrolyte electrodesproduct at cathodeproduct at anodechange to electrolyte molten lithium iodide carbon lithium iodine used up aqueous copper( ii) sulfate platinum oxygen concentrated aqueous potassium chloridecarbon chlorine [4]",
+            "10": "10 0620/32/o/n/12 \u00a9 ucles 2012for examiner\u2019s use (c)  the diagram below shows the electrolysis of dilute sulfuric acid. hydrogen is formed at  the negative electrode (cathode) and oxygen at the positive electrode (anode) and the concentration of sulfuric acid increases. carbon cathode dilute sulfuric acid bubbles of hydrogen gasbubbles of oxygen gascarbon anode+\u2013   the ions present in the dilute acid are h+(aq), oh\u2013(aq) and so42\u2013(aq).  (i)  write an equation for the reaction at the negative electrode (cathode).   . .  [2]  (ii)  complete the equation for the reaction at the positive electrode (anode).  4oh\u2013(aq)  \u2192  o2(g)  +  .h2o(l)  +  ... [1]  (iii)  suggest an explanation of why the concentration of the sulfuric acid increases.   . .  [1]  (d)  in the apparatus used in (c), the power supply is removed and immediately replaced by  a voltmeter. carbon cathode dilute sulfuric acid bubbles of hydrogen gasbubbles of oxygen gascarbon anodevvoltmeter   a reading on the voltmeter shows that electrical energy is being produced. suggest an  explanation for how this energy is produced.   ...    ...    ... ..  [3] [total: 15]",
+            "11": "11 0620/32/o/n/12 \u00a9 ucles 2012 [turn overfor examiner\u2019s use7  the alcohols form a homologous series. the \ufb01 rst member of this series is methanol, ch3oh.  (a) (i)   give the general formula of the alcohols.   . .  [1]  (ii)  the mass of one mole of an alcohol is 116  g. what is its formula?   show your reasoning.   . ...   . .  [2]  (iii)  draw a diagram showing the arrangement of the outer (valency) electrons in one  molecule of methanol.  use x to represent an electron from a carbon atom.  use o to represent an electron from a hydrogen atom. use \u25cf to represent an electron from an oxygen atom. [3]  (b)  methanol is manufactured using the following method.  ch 4(g)  +  h2o(g)  \u2192  co(g)  +  3h2(g) reaction 1  co(g)  +  2h2(g)    ch3oh(g) reaction 2  the conditions for reaction 2 are: pressure 100 atmospheres  catalyst a mixture of copper, zinc oxide and aluminium oxide temperature 250  \u00b0c   the forward reaction is exothermic.  (i)  why is high pressure used in reaction 2?   . ...   . .  [2]",
+            "12": "12 0620/32/o/n/12 \u00a9 ucles 2012for examiner\u2019s use (ii)  explain why using a catalyst at 250  \u00b0c is preferred to using a higher temperature of  350  \u00b0c and no catalyst.   . ...   . ...   . .  [3]  (c)  methanol is oxidised by atmospheric oxygen. this reaction is catalysed by platinum.  (i)  the products of this reaction include a carboxylic acid. give its name and structural  formula.  name  ...  structural formula showing all bonds [2]  (ii)  deduce the name of the ester formed by the reaction of methanol with the carboxylic  acid named in (i).   . .  [1] [total: 14]",
+            "13": "13 0620/32/o/n/12blank page \u00a9 ucles 2012",
+            "14": "14 0620/32/o/n/12blank page \u00a9 ucles 2012",
+            "15": "15 0620/32/o/n/12blank page \u00a9 ucles 2012",
+            "16": "16 permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here 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. 0620/32/o/n/12 \u00a9 ucles 2012 group 140 ce cerium 58141 pr praseodymium 59144 nd neodymium 60pm promethium 61150 sm samarium 62152 eu europium 63157 gd gadolinium 64159 tb terbium 65162 dy dysprosium 66165 ho holmium 67167 er erbium 68169 tm thulium 69173 yb ytterbium 70175 lu lutetium 71 232 th thorium 90pa protactinium 91238 u uranium 92np neptunium 93pu plutonium 94am americium 95cm curium 96bk berkelium 97cf californium 98es einsteinium 99fm fermium 100md mendelevium 101no nobelium 102lr lawrencium 1031 h hydrogen 1 7 li lithium 3 23 na sodium 1124 mg magnesium 12 40 ca calcium 2045 sc scandium 2148 ti titanium 2251 v vanadium 2352 cr chromium 2455 mn manganese 2556 fe iron 2659 co cobalt 2759 ni nickel 2864 cu copper 2965 zn zinc 3070 ga gallium 3127 al aluminium 1311 b boron 512 c carbon 614 n nitrogen 716 o oxygen 819 f fluorine 9 28 si silicon 1431 p phosphorus 1532 s sulfur 1635.5 cl chlorine 1740 ar argon 1820 ne neon 104 he helium 2 73 ge germanium 3275 as arsenic 3379 se selenium 3480 br bromine 3584 kr krypton 3639 k potassium 19 88 sr strontium 3889 y yttrium 3991 zr zirconium 4093 nb niobium 4196 mo molybdenum 42tc technetium 43101 ru ruthenium 44103 rh rhodium 45106 pd palladium 46108 ag silver 47112 cd cadmium 48115 in indium 49119 sn tin 50122 sb antimony 51128 te tellurium 52127 i iodine 53131 xe xenon 54 137 ba barium 56139 la lanthanum 57        *178 hf hafnium 72181 ta tantalum 73184 w tungsten 74186 re rhenium 75190 os osmium 76192 ir iridium 77195 pt platinum 78197 au gold 79201 hg mercury 80204 tl thallium 81207 pb lead 82209 bi bismuth 83po polonium 84at astatine 85rn radon 86 fr francium 87227 ac actinium 899 be beryllium 4ii i iii iv v vi vii 0 85 rb rubidium 37 133 cs caesium 55 226 ra radium 88 the volume of one mole of any gas is 24 dm3at room temperature and pressure (r.t.p.).a x ba = relative atomic mass x = atomic symbol b = proton (atomic) numberkey*58-71 lanthanoid series 90-103 actinoid seriesdata sheet the periodic table of the elements"
+        },
+        "0620_w12_qp_33.pdf": {
+            "1": "read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen.you may use a pencil for any diagrams, graphs or rough working.do not use staples, paper clips, highlighters, glue or correction \ufb02 uid. do not  write in any barcodes. answer all questions. a copy of the periodic table is printed on page 16. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question.chemistry  0620/33   paper 3 (extended) october/november 2012  1 hour 15 minutes candidates answer on the question paper. no additional materials are required.university of cambridge international examinations international general certi \ufb01 cate of secondary education this document consists of 14 printed pages and 2 blank pages. [turn overib12 11_0620_33/3rp\u00a9 ucles 2012 *8141362656* for examiner\u2019s use 1 234567 total",
+            "2": "2 0620/33/o/n/12blank page \u00a9 ucles 2012",
+            "3": "3 0620/33/o/n/12 \u00a9 ucles 2012 [turn overfor examiner\u2019s use1  for each of the following, select an element from period 4, potassium to krypton, which  matches the description.  (a)  a metal that reacts rapidly with cold water to form a compound of the type m(oh)2 and  hydrogen.   ... ..  [1]  (b)  its only oxidation state is 0.    [1]  (c)  it has a macromolecular oxide, xo2, which has similar physical properties to those of  diamond.   ... ..  [1]  (d)  this is one of the metals alloyed with iron in stainless steel.  .  [1]  (e)  it can be reduced to an ion of the type x\u2013.  ..  [1]  (f)  it can form a covalent hydride having the formula h2x.  ..  [1]  (g)  its soluble salts are blue and its oxide is black.  ..  [1]  (h)  it is a liquid at room temperature.  ...  [1] [total: 8] 2 (a)  state a use for each of the following gases.  (i)  chlorine    [1]  (ii)  argon  ...  [1]  (iii)  ethene  ..  [1]  (iv)  oxygen  .  [1]  (b)  describe how oxygen is obtained from air.   ...    ... ..  [2] [total: 6]",
+            "4": "4 0620/33/o/n/12 \u00a9 ucles 2012for examiner\u2019s use3 (a)  a small amount of liquid bromine is added to a container which is then sealed. br2(l)  \u2192  br2(g)   use the ideas of the kinetic theory to explain why, after about an hour, the bromine  molecules have spread uniformly to occupy the whole container.   ...    ...    ... ..  [3]  (b)  the diagrams below show simple experiments on the speed of diffusion of gases. diagram 1 diagram 2porous pot allows gasmoleculesto diffuse airporous pot airairhydrogen large beaker large beakercarbon dioxidesame level colouredliquidhigher level diagram 3higherlevel air",
+            "5": "5 0620/33/o/n/12 \u00a9 ucles 2012 [turn overfor examiner\u2019s use  complete the following explanations. diagram 1 has been done for you.  diagram 1   there is air inside and outside the porous pot so the rate of diffusion of air into the pot is  the same as the rate of diffusion of air out of the pot. the pressure inside and outside the pot is the same so the coloured liquid is at the same level on each side of the tube.  diagram 2   ...    ...    ...    ... ..  [3]  diagram 3   ...    ...    ...    ... ..  [3] [total: 9]",
+            "6": "6 0620/33/o/n/12 \u00a9 ucles 2012for examiner\u2019s use4  zinc alloys have been used for over 2500 years.  (a) (i)   explain the phrase zinc alloy .   . ...   . .  [1]  (ii)  making alloys is still a major use of zinc. state one other large scale use of zinc.   . .  [1]  (iii)  describe the bonding in a typical metal, such as zinc, and then explain why it is  malleable. you may use a diagram to illustrate your answer.   . ...   . ...   . .  [3]  (iv)  suggest why the introduction of a different atom into the structure makes the alloy  less malleable than the pure metal.   . ...   . .  [2]  (b)  zinc metal is made by the reduction of zinc oxide. the major ore of zinc is zinc blende,  zns. zinc blende contains silver and lead compounds as well as zinc sul \ufb01 de.   zinc blende is converted into impure zinc oxide by heating it in air. 2zns  +  3o2  \u2192  2zno  +  2so2  (i)  describe how zinc oxide is reduced to zinc.   . .  [1]  (ii)  some of the zinc oxide is dissolved in sulfuric acid to make aqueous zinc sulfate.  write a balanced symbol equation for this reaction.   . .  [2]",
+            "7": "7 0620/33/o/n/12 \u00a9 ucles 2012 [turn overfor examiner\u2019s use (iii)  this impure solution of zinc sulfate contains zinc ions, silver( i) ions and lead ions.  explain why the addition of zinc powder produces pure zinc sulfate solution.  include at least one ionic equation in your explanation.   . ...   . ...   . ...   . ...   . .  [4]  (iv)  describe how zinc metal can be obtained from zinc sulfate solution by electrolysis.  a labelled diagram is acceptable. include all the products of this electrolysis. the  electrolysis is similar to that of copper( ii) sulfate solution with inert electrodes. [4] [total: 18]",
+            "8": "8 0620/33/o/n/12 \u00a9 ucles 2012for examiner\u2019s use5  propenoic acid is an unsaturated carboxylic acid. the structural formula of propenoic acid is  given below. cch hcooh h  (a) (i)   describe how you could show that propenoic acid is an unsaturated compound.  test   .  result  ..    . .  [2]  (ii)  without using an indicator, describe how you could show that a compound is an  acid.  test   .  result  ..    . .  [2]  (b)  propenoic acid reacts with ethanol to form an ester. deduce the name of this ester. draw  its structural formula.  name of ester    structural formula showing all bonds [3]  (c)  an organic compound has a molecular formula c6h8o4. it is an unsaturated carboxylic  acid. one mole of the compound reacts with two moles of sodium hydroxide.  (i)  explain the phrase molecular formula .   . ...   . .  [2]",
+            "9": "9 0620/33/o/n/12 \u00a9 ucles 2012 [turn overfor examiner\u2019s use (ii)  one mole of this carboxylic acid reacts with two moles of sodium hydroxide.   how many moles of \u2013cooh groups are there in one mole of this compound?   . .  [1]  (iii)  what is the formula of another functional group in this compound?   . .  [1]  (iv)  deduce a structural formula of this compound. [1] [total: 12]",
+            "10": "10 0620/33/o/n/12 \u00a9 ucles 2012for examiner\u2019s use6  until recently, arsenic poisoning, either deliberate or accidental, has been a frequent cause  of death. the symptoms of arsenic poisoning are identical with those of a common illness, cholera. a reliable test was needed to prove the presence of arsenic in a body.  (a)  in 1840, marsh devised a reliable test for arsenic. hydrochloric acid h2 and arsine burning pieces of zinc and arsenic compoundblack stainshows presenceof arseniccold surface   hydrogen is formed in this reaction. any arsenic compound reacts with this hydrogen to  form arsine which is arsenic hydride, ash3.   the mixture of hydrogen and arsine is burnt at the jet and arsenic forms as a black stain  on the glass.  (i)  write an equation for the reaction which forms hydrogen.   . .  [2]  (ii)  draw a diagram which shows the arrangement of the outer (valency) electrons in  one molecule of the covalent compound arsine.  the electron distribution of arsenic is 2 + 8 + 18 + 5.   use x to represent an electron from an arsenic atom.   use o to represent an electron from a hydrogen atom. [2]",
+            "11": "11 0620/33/o/n/12 \u00a9 ucles 2012 [turn overfor examiner\u2019s use (b)  another hydride of arsenic has the composition below.  arsenic    97.4  % hydrogen    2.6  %  (i)  calculate the empirical formula of this hydride from the above data .  show your working.   . ...   . ...[2]  (ii)  the mass of one mole of this hydride is 154  g. what is its molecular formula?   . .  [1]  (iii)  deduce the structural formula of this hydride. [1]  (c)  hair is a natural protein. hair absorbs arsenic from the body. analysis of the hair provides  a measurement of a person\u2019s exposure to arsenic. to release the absorbed arsenic for analysis, the protein has to be hydrolysed.  (i)  what is the name of the linkage in proteins?   . .  [1]  (ii)  name a reagent which can be used to hydrolyse proteins.   . .  [1]  (iii)  what type of compound is formed by the hydrolysis of proteins?   . .  [1]",
+            "12": "12 0620/33/o/n/12 \u00a9 ucles 2012for examiner\u2019s use (d)  in the 19th century, a bright green pigment, copper( ii) arsenate( v) was used to kill rats  and insects. in damp conditions, micro-organisms can act on this compound to produce the very poisonous gas, arsine.  (i)  suggest a reason why it is necessary to include the oxidation states in the name of  the compound.   . ...   . .  [1]  (ii)  the formula for the arsenate( v) ion is aso43\u2013. complete the ionic equation for the  formation of copper( ii) arsenate( v). ..cu2+  +  ..aso43\u2013  \u2192  .. [2] [total: 14]",
+            "13": "13 0620/33/o/n/12 \u00a9 ucles 2012 [turn overfor examiner\u2019s use7  ammonia is made by the haber process. n2(g)  +  3h2(g)    2nh3(g)  (a)  state one major use of ammonia.   ... ..  [1]  (b)  describe how hydrogen is obtained for the haber process.   ...    ...    ... ..  [3]  (c)  this reaction is carried out at a high pressure, 200 atmospheres.   state, with an explanation for each, two advantages of using a high pressure.   ...    ...    ...    ...    ... ..  [5]  (d) (i)   what is the difference between an endothermic and an exothermic reaction?   . ...   . .  [1]",
+            "14": "14 0620/33/o/n/12 \u00a9 ucles 2012for examiner\u2019s use (ii)  bond breaking is an endothermic process. bond energy is the amount of energy  needed to break or form one mole of the bond. complete the table and explain why the forward reaction is exothermic. n n  +  3 h h 2 h n h h bondbond energy kj / molenergy change kjexothermic or endothermic n  n 944 +944 endothermic h \u2014  h 436 3 \u00d7 436 = +1308 n \u2014  h 388   ...    ... ..  [3] [total: 13]",
+            "15": "15 0620/33/o/n/12blank page \u00a9 ucles 2012",
+            "16": "16 permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here 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. 0620/33/o/n/12 \u00a9 ucles 2012 group 140 ce cerium 58141 pr praseodymium 59144 nd neodymium 60pm promethium 61150 sm samarium 62152 eu europium 63157 gd gadolinium 64159 tb terbium 65162 dy dysprosium 66165 ho holmium 67167 er erbium 68169 tm thulium 69173 yb ytterbium 70175 lu lutetium 71 232 th thorium 90pa protactinium 91238 u uranium 92np neptunium 93pu plutonium 94am americium 95cm curium 96bk berkelium 97cf californium 98es einsteinium 99fm fermium 100md mendelevium 101no nobelium 102lr lawrencium 1031 h hydrogen 1 7 li lithium 3 23 na sodium 1124 mg magnesium 12 40 ca calcium 2045 sc scandium 2148 ti titanium 2251 v vanadium 2352 cr chromium 2455 mn manganese 2556 fe iron 2659 co cobalt 2759 ni nickel 2864 cu copper 2965 zn zinc 3070 ga gallium 3127 al aluminium 1311 b boron 512 c carbon 614 n nitrogen 716 o oxygen 819 f fluorine 9 28 si silicon 1431 p phosphorus 1532 s sulfur 1635.5 cl chlorine 1740 ar argon 1820 ne neon 104 he helium 2 73 ge germanium 3275 as arsenic 3379 se selenium 3480 br bromine 3584 kr krypton 3639 k potassium 19 88 sr strontium 3889 y yttrium 3991 zr zirconium 4093 nb niobium 4196 mo molybdenum 42tc technetium 43101 ru ruthenium 44103 rh rhodium 45106 pd palladium 46108 ag silver 47112 cd cadmium 48115 in indium 49119 sn tin 50122 sb antimony 51128 te tellurium 52127 i iodine 53131 xe xenon 54 137 ba barium 56139 la lanthanum 57        *178 hf hafnium 72181 ta tantalum 73184 w tungsten 74186 re rhenium 75190 os osmium 76192 ir iridium 77195 pt platinum 78197 au gold 79201 hg mercury 80204 tl thallium 81207 pb lead 82209 bi bismuth 83po polonium 84at astatine 85rn radon 86 fr francium 87227 ac actinium 899 be beryllium 4ii i iii iv v vi vii 0 85 rb rubidium 37 133 cs caesium 55 226 ra radium 88 the volume of one mole of any gas is 24 dm3at room temperature and pressure (r.t.p.).a x ba = relative atomic mass x = atomic symbol b = proton (atomic) numberkey*58-71 lanthanoid series 90-103 actinoid seriesdata sheet the periodic table of the elements"
+        },
+        "0620_w12_qp_51.pdf": {
+            "1": "read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen.you may use a pencil for any diagrams, graphs or rough working.do not use staples, paper clips, highlighters, glue or correction \ufb02 uid. do not  write in any barcodes. answer all questions. practical notes are provided on page 8. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question.chemistry  0620/51   paper 5 practical test october/november 2012  1 hour 15 minutes candidates answer on the question paper. additional materials: as listed in the con \ufb01 dential instructionsuniversity of cambridge international examinations international general certi \ufb01 cate of secondary education this document consists of 7 printed pages and 1 blank page. [turn overib12 11_0620_51/3rp\u00a9 ucles 2012 *7579196361* for examiner\u2019s use total",
+            "2": "2 0620/51/o/n/12 \u00a9 ucles 2012for examiner\u2019s use1  you are going to investigate the speed of reaction when iodine is produced by the reaction                      of solution l with potassium iodide at different temperatures.   read all the instructions below carefully before starting the experiments.  instructions   you are going to carry out \ufb01 ve experiments.  (a)  experiment 1   fill the burette with the aqueous solution l provided to the 0.0  cm3 mark.   add 10  cm3 of solution l from the burette into a boiling tube. record the initial temperature  of the solution in the table.   use a measuring cylinder to pour 5  cm3 of the aqueous potassium iodide and 3  cm3 of  aqueous sodium thiosulfate provided into a second boiling tube. add 2  cm3 of the starch  solution provided to this boiling tube and shake the mixture.    add the mixture in the second boiling tube to the solution l in the \ufb01 rst boiling tube, shake  the mixture and start the clock. these chemicals react to form iodine which reacts with starch. when a blue colour \ufb01 rst appears stop the clock and record the time in the table.  measure and record the \ufb01 nal temperature of the mixture in the table.  (b)  experiment 2   discard the contents of the boiling tube and rinse both boiling tubes with distilled water.    use a measuring cylinder to pour 5  cm3 of aqueous potassium iodide and 3  cm3 of  aqueous sodium thiosulfate into the \ufb01 rst boiling tube. add 2  cm3 of the starch solution  and shake the mixture.   add 10  cm3 of solution l from the burette into the second boiling tube. heat solution l  to about 40  \u00b0c stirring with a thermometer. record the temperature of solution l in the  table.   add the mixture in the \ufb01 rst boiling tube to the solution l, shake the mixture and start the  clock. when a blue colour \ufb01 rst appears, stop the clock and record the time in the table.  measure and record the \ufb01 nal temperature of the mixture in the table.  (c) experiment 3   repeat experiment 2, heating solution l to about 50  \u00b0c.  (d)  experiment 4   repeat experiment 2, heating solution l to about 60  \u00b0c.  (e)  experiment 5   repeat experiment 2, heating solution l to about 70  \u00b0c.",
+            "3": "3 0620/51/o/n/12 \u00a9 ucles 2012 [turn overfor examiner\u2019s use (f)  complete the table of results. experimenttemperature of  solution l / \u00b0c\ufb01 nal temperature  of mixture  / \u00b0caverage  temperature  / \u00b0ctime for blue colour  to appear  / s 1 2345 [5]  (g)  plot the results on the grid below and draw a smooth line graph. 300 250200150100 50 0 0 1 02 03 04 05 06 07 08 0time  / s average temperature  / \u00b0c [5]",
+            "4": "4 0620/51/o/n/12 \u00a9 ucles 2012for examiner\u2019s use (h)  from your graph , work out the time taken for the blue colour to \ufb01 rst appear if solution l  was heated to 80  \u00b0c. the \ufb01 nal temperature of the reaction mixture was 64  \u00b0c.   show on the grid  how you obtained your answer.   ... ..  [3]  (i)  suggest the purpose of the starch solution in the experiments.   ... ..  [1]  (j) (i)  in which experiment was the reaction speed fastest?   . .  [1]  (ii)  explain, using ideas about particles, why this experiment was the fastest.   . ...   . .  [2]  (k)  predict the effect on the time and speed of the reaction in experiment 5 if it was repeated  using a less concentrated solution of l.  time   ...  speed  ... ...  [2]  (l)  why was a burette used to measure solution l instead of a measuring cylinder?   ...    ... ..  [1] [total: 20]",
+            "5": "5 0620/51/o/n/12 \u00a9 ucles 2012 [turn overfor examiner\u2019s use2  you are provided with a mixture of two solids, m and n.   solid m is water-soluble and solid n is insoluble.   carry out the following tests on the mixture, recording all of your observations in the table.   conclusions must not be written in the table. tests observations add about 15  cm3 of distilled water to the  mixture in a boiling tube.stopper and shake the boiling tube for one minute. filter the contents of the boiling tube, keeping the \ufb01 ltrate and residue for the following  tests. tests on the \ufb01 ltrate  divide the \ufb01 ltrate into \ufb01 ve portions in \ufb01 ve test-tubes. (a)  use ph indicator paper to test the ph of  the \ufb01 ltrate.   [1] (b) (i)   to the second portion of the \ufb01 ltrate,  add drops of aqueous sodium hydroxide and shake the mixture.    now add excess aqueous sodium  hydroxide to the test-tube.  (ii)   to the third portion of the \ufb01 ltrate,  add drops of aqueous ammonia and shake the mixture.    now add excess aqueous ammonia  to the test-tube. ..   [3]  ..   [3] (c)  to the fourth portion of the \ufb01 ltrate, add  about 1  cm3 of dilute nitric acid followed by  silver nitrate solution.   [1] (d)  to the \ufb01 fth portion of the \ufb01 ltrate, add  about 1  cm3 of dilute nitric acid followed by  barium nitrate solution.   [2]",
+            "6": "6 0620/51/o/n/12 \u00a9 ucles 2012for examiner\u2019s usetests observations tests on the residue  use a spatula to transfer some of the residue  into two test-tubes. (e)  to the \ufb01 rst sample of the residue, add  about 3  cm3 of dilute hydrochloric acid. boil  the mixture for about two minutes and test the gas given off with damp blue litmus paper. ..   [2] (f)  to the second sample of the residue,  add about 3  cm3 of aqueous hydrogen  peroxide.   test the gas given off. ..   [3]  (g)  what conclusions can you draw about solid m?   ...    ... ..  [2]  (h)  identify the gas given off in test (f).   ... ..  [1]  (i)  what conclusions can you draw about solid n?   ...    ...    ... ..  [2] [total: 20]",
+            "7": "7 0620/51/o/n/12blank page \u00a9 ucles 2012",
+            "8": "8 permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here 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. 0620/51/o/n/12notes for use in qualitative analysis test for anions anion test test result carbonate (co32\u2013) add dilute acid effervescence, carbon dioxide produced chloride (c l \u2013) [in solution]acidify with dilute nitric acid, then add aqueous silver nitratewhite ppt. iodide ( i\u2013) [in solution]acidify with dilute nitric acid, then add aqueous silver nitrateyellow ppt. nitrate (no3\u2013) [in solution]add aqueous sodium hydroxide then aluminium foil; warm carefullyammonia produced sulfate (so42\u2013) [in solution]acidify with dilute nitric acid, then aqueous barium nitratewhite ppt. test for aqueous cations cation effect of aqueous sodium hydroxide effect of aqueous ammonia aluminium (a l 3+)white ppt., soluble in excess giving a colourless solutionwhite ppt., insoluble in excess ammonium (nh4+) ammonia produced on warming \u2013 calcium (ca2+) white ppt., insoluble in excess no ppt., or very slight white ppt. copper (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 iron( iii) (fe3+) red-brown ppt., insoluble in excess red-brown ppt., insoluble in excess zinc (zn2+) white ppt., soluble in excess giving a colourless solutionwhite ppt., soluble in excess giving a colourless solution test for gases gas test and test results ammonia (nh3) turns damp red litmus paper blue carbon dioxide (co2) turns limewater milky chlorine (c l 2) bleaches damp litmus paper hydrogen (h2) \u2018pops\u2019 with a lighted splint oxygen (o2) relights a glowing splint \u00a9 ucles 2012"
+        },
+        "0620_w12_qp_52.pdf": {
+            "1": "read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen.you may use a pencil for any diagrams, graphs or rough working.do not use staples, paper clips, highlighters, glue or correction \ufb02 uid. do not  write in any barcodes. answer all questions. practical notes are provided on page 8. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question.chemistry  0620/52   paper 5 practical test october/november 2012  1 hour 15 minutes candidates answer on the question paper. additional materials: as listed in the con \ufb01 dential instructionsuniversity of cambridge international examinations international general certi \ufb01 cate of secondary education this document consists of 7 printed pages and 1 blank page. [turn overib12 11_0620_52/fp\u00a9 ucles 2012 *9139900259* for examiner\u2019s use total",
+            "2": "2 0620/52/o/n/12 \u00a9 ucles 2012for examiner\u2019s use1  you are going to investigate the speed of reaction when iodine is produced by the reaction                      of solution l with potassium iodide at different temperatures.   read all the instructions below carefully before starting the experiments.  instructions   you are going to carry out \ufb01 ve experiments.  (a)  experiment 1   fill the burette with the aqueous solution l provided to the 0.0  cm3 mark.   add 10  cm3 of solution l from the burette into a boiling tube. record the initial temperature  of the solution in the table.   use a measuring cylinder to pour 5  cm3 of the aqueous potassium iodide and 3  cm3 of  aqueous sodium thiosulfate provided into a second boiling tube. add 2  cm3 of the starch  solution provided to this boiling tube and shake the mixture.    add the mixture in the second boiling tube to the solution l in the \ufb01 rst boiling tube, shake  the mixture and start the clock. these chemicals react to form iodine which reacts with starch. when a blue colour \ufb01 rst appears stop the clock and record the time in the table.  measure and record the \ufb01 nal temperature of the mixture in the table.  (b)  experiment 2   discard the contents of the boiling tube and rinse both boiling tubes with distilled water.    use a measuring cylinder to pour 5  cm3 of aqueous potassium iodide and 3  cm3 of  aqueous sodium thiosulfate into the \ufb01 rst boiling tube. add 2  cm3 of the starch solution  and shake the mixture.   add 10  cm3 of solution l from the burette into the second boiling tube. heat solution l  to about 40  \u00b0c stirring with a thermometer. record the temperature of solution l in the  table.   add the mixture in the \ufb01 rst boiling tube to the solution l, shake the mixture and start the  clock. when a blue colour \ufb01 rst appears, stop the clock and record the time in the table.  measure and record the \ufb01 nal temperature of the mixture in the table.  (c) experiment 3   repeat experiment 2, heating solution l to about 50  \u00b0c.  (d)  experiment 4   repeat experiment 2, heating solution l to about 60  \u00b0c.  (e)  experiment 5   repeat experiment 2, heating solution l to about 70  \u00b0c.",
+            "3": "3 0620/52/o/n/12 \u00a9 ucles 2012 [turn overfor examiner\u2019s use (f)  complete the table of results. experimenttemperature of  solution l / \u00b0c\ufb01 nal temperature  of mixture  / \u00b0caverage  temperature  / \u00b0ctime for blue colour  to appear  / s 1 2345 [5]  (g)  plot the results on the grid below and draw a smooth line graph. 300 250200150100 50 0 0 1 02 03 04 05 06 07 08 0time  / s average temperature  / \u00b0c [5]",
+            "4": "4 0620/52/o/n/12 \u00a9 ucles 2012for examiner\u2019s use (h)  from your graph , work out the time taken for the blue colour to \ufb01 rst appear if solution l  was heated to 80  \u00b0c. the \ufb01 nal temperature of the reaction mixture was 64  \u00b0c.   show on the grid  how you obtained your answer.   ... ..  [3]  (i)  suggest the purpose of the starch solution in the experiments.   ... ..  [1]  (j) (i)  in which experiment was the reaction speed fastest?   . .  [1]  (ii)  explain, using ideas about particles, why this experiment was the fastest.   . ...   . .  [2]  (k)  predict the effect on the time and speed of the reaction in experiment 5 if it was repeated  using a less concentrated solution of l.  time   ...  speed  ... ...  [2]  (l)  why was a burette used to measure solution l instead of a measuring cylinder?   ...    ... ..  [1] [total: 20]",
+            "5": "5 0620/52/o/n/12 \u00a9 ucles 2012 [turn overfor examiner\u2019s use2  you are provided with a mixture of two solids, m and n.   solid m is water-soluble and solid n is insoluble.   carry out the following tests on the mixture, recording all of your observations in the table.   conclusions must not be written in the table. tests observations add about 15  cm3 of distilled water to the  mixture in a boiling tube.stopper and shake the boiling tube for one minute. filter the contents of the boiling tube, keeping the \ufb01 ltrate and residue for the following  tests. tests on the \ufb01 ltrate  divide the \ufb01 ltrate into \ufb01 ve portions in \ufb01 ve test-tubes. (a)  use ph indicator paper to test the ph of  the \ufb01 ltrate.   [1] (b) (i)   to the second portion of the \ufb01 ltrate,  add drops of aqueous sodium hydroxide and shake the mixture.    now add excess aqueous sodium  hydroxide to the test-tube.  (ii)   to the third portion of the \ufb01 ltrate,  add drops of aqueous ammonia and shake the mixture.    now add excess aqueous ammonia  to the test-tube. ..   [3]  ..   [3] (c)  to the fourth portion of the \ufb01 ltrate, add  about 1  cm3 of dilute nitric acid followed by  silver nitrate solution.   [1] (d)  to the \ufb01 fth portion of the \ufb01 ltrate, add  about 1  cm3 of dilute nitric acid followed by  barium nitrate solution.   [2]",
+            "6": "6 0620/52/o/n/12 \u00a9 ucles 2012for examiner\u2019s usetests observations tests on the residue  use a spatula to transfer some of the residue  into two test-tubes. (e)  to the \ufb01 rst sample of the residue, add  about 3  cm3 of dilute hydrochloric acid. boil  the mixture for about two minutes and test the gas given off with damp blue litmus paper. ..   [2] (f)  to the second sample of the residue,  add about 3  cm3 of aqueous hydrogen  peroxide.   test the gas given off. ..   [3]  (g)  what conclusions can you draw about solid m?   ...    ... ..  [2]  (h)  identify the gas given off in test (f).   ... ..  [1]  (i)  what conclusions can you draw about solid n?   ...    ...    ... ..  [2] [total: 20]",
+            "7": "7 0620/52/o/n/12blank page \u00a9 ucles 2012",
+            "8": "8 permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here 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. 0620/52/o/n/12notes for use in qualitative analysis test for anions anion test test result carbonate (co32\u2013) add dilute acid effervescence, carbon dioxide produced chloride (c l \u2013) [in solution]acidify with dilute nitric acid, then add aqueous silver nitratewhite ppt. iodide ( i\u2013) [in solution]acidify with dilute nitric acid, then add aqueous silver nitrateyellow ppt. nitrate (no3\u2013) [in solution]add aqueous sodium hydroxide then aluminium foil; warm carefullyammonia produced sulfate (so42\u2013) [in solution]acidify with dilute nitric acid, then aqueous barium nitratewhite ppt. test for aqueous cations cation effect of aqueous sodium hydroxide effect of aqueous ammonia aluminium (a l 3+)white ppt., soluble in excess giving a colourless solutionwhite ppt., insoluble in excess ammonium (nh4+) ammonia produced on warming \u2013 calcium (ca2+) white ppt., insoluble in excess no ppt., or very slight white ppt. copper (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 iron( iii) (fe3+) red-brown ppt., insoluble in excess red-brown ppt., insoluble in excess zinc (zn2+) white ppt., soluble in excess giving a colourless solutionwhite ppt., soluble in excess giving a colourless solution test for gases gas test and test results ammonia (nh3) turns damp red litmus paper blue carbon dioxide (co2) turns limewater milky chlorine (c l 2) bleaches damp litmus paper hydrogen (h2) \u2018pops\u2019 with a lighted splint oxygen (o2) relights a glowing splint \u00a9 ucles 2012"
+        },
+        "0620_w12_qp_53.pdf": {
+            "1": "read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen.you may use a pencil for any diagrams, graphs or rough working.do not use staples, paper clips, highlighters, glue or correction \ufb02 uid. do not  write in any barcodes. answer all questions. practical notes are provided on page 8. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question.chemistry  0620/53   paper 5 practical test october/november 2012  1 hour 15 minutes candidates answer on the question paper. additional materials: as listed in the con \ufb01 dential instructionsuniversity of cambridge international examinations international general certi \ufb01 cate of secondary education this document consists of 8 printed pages. [turn overib12 11_0620_53/4rp\u00a9 ucles 2012 *3666446597* for examiner\u2019s use total",
+            "2": "2 0620/53/o/n/12 \u00a9 ucles 2012for examiner\u2019s use1  you are going to investigate what happens when aqueous sodium hydroxide reacts with two  different acids, g and h.   read all the instructions below carefully before starting the experiments.   instructions   you are going to carry out two experiments.  (a) experiment 1   use a measuring cylinder to pour 20  cm3 of solution g into the polystyrene cup provided.  put the cup into a 250  cm3 beaker for support. measure the initial temperature of the  solution and record it in the table below.   fill the burette with the aqueous sodium hydroxide provided to the 0.0  cm3 mark.   add 5.0  cm3 of aqueous sodium hydroxide to the solution of g in the cup and stir the  mixture.   measure and record the maximum temperature of the solution in the table below. add  a further 5.0  cm3 of aqueous sodium hydroxide to the cup and stir the mixture. measure  and record the maximum temperature of the mixture in the table below.   continue to add 5.0  cm3 portions of aqueous sodium hydroxide to the cup, until a total  volume of 40  cm3 of aqueous sodium hydroxide has been added. stir after each addition  and measure and record the maximum temperatures in the table.   pour the solution away and rinse the polystyrene cup. volume of aqueous sodium hydroxide added  / cm3maximum temperature of solution in polystyrene cup  / \u00b0c 0.0 5.0 10.015.020.025.030.035.040.0 [3]",
+            "3": "3 0620/53/o/n/12 \u00a9 ucles 2012 [turn overfor examiner\u2019s use (b)  experiment 2   repeat experiment 1 using 20  cm3 of solution h instead of 20  cm3 of solution g.   record your results in the table below. volume of aqueous sodium hydroxide added  / cm3maximum temperature of solution in polystyrene cup  / \u00b0c 0.0 5.0 10.015.020.025.030.035.040.0 [3]",
+            "4": "4 0620/53/o/n/12 \u00a9 ucles 2012for examiner\u2019s use (c)  plot the results for experiments 1 and 2 on the grid and draw two smooth line graphs.  clearly label your graphs. 50 40 30 20 10 0 5 10 15 20 25 30 35 40 volume of aqueous sodium hydroxide  / cm3maximum temperature of solution  / \u00b0c [6]  (d)  use your graph  to estimate the maximum temperature of the reaction mixture when 8 cm3 of aqueous sodium hydroxide were added to 20  cm3 of the solution of acid g.   show clearly on the graph  how you worked out your answer.   ... ..  [2]  (e)  what type of chemical reaction, other than neutralisation, occurs when acid h reacts with  aqueous sodium hydroxide?   ... ..  [1]",
+            "5": "5 0620/53/o/n/12 \u00a9 ucles 2012 [turn overfor examiner\u2019s use (f) (i)   in which experiment is the temperature change greater?   . .  [1]  (ii)  suggest why the temperature change is greater in this experiment.   . ...   . .  [1]  (g)  predict the temperature of the mixture in experiment 2 after two hours. explain your  answer.   ...    ... ..  [2] [total: 19]",
+            "6": "6 0620/53/o/n/12 \u00a9 ucles 2012for examiner\u2019s use2  you are provided with two salt solutions, j and k.   carry out the following tests on j and k, recording all of your observations in the table.   conclusions must not be written in the table. tests observations tests on solution j (a)  describe the appearance of j.   [1] (b)  to about 1  cm3 of the solution, add an equal  volume of aqueous sodium hydroxide.   leave to stand for \ufb01 ve minutes. note any  changes. ..  ..  [2] (c)  to about 1  cm3 of the solution, add an  equal volume of hydrogen peroxide.   test the gas given off. ..  ..  [3] (d)  to about 1  cm3 of the solution, add about 1 cm3 of aqueous ammonia.   [1] (e)  to about 1  cm3 of the solution, add a  few drops of dilute nitric acid followed by aqueous silver nitrate.   [1] (f)  to about 1  cm3 of the solution, add a  few drops of dilute nitric acid followed by barium nitrate solution.   [2]",
+            "7": "7 0620/53/o/n/12 \u00a9 ucles 2012 [turn overfor examiner\u2019s usetests observations tests on solution k (g)  describe the appearance of k.   [1] (h)  to about 1  cm3 of the solution, add 5 drops  of aqueous sodium hydroxide.   now add excess aqueous sodium  hydroxide. .  .  [3] (i)  to about 1  cm3 of the solution, add about 2 cm3 of aqueous sodium hydroxide  and one spatula measure of aluminium powder. heat the mixture gently.   test the gas given off. ..   [2]  (j)  what conclusions can you draw about solution j?   ...    ... ..  [3]  (k)  what conclusions can you draw about solution k?   ...    ... ..  [2] [total: 21]",
+            "8": "8 permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here 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. 0620/53/o/n/12notes for use in qualitative analysis test for anions anion test test result carbonate (co32\u2013) add dilute acid effervescence, carbon dioxide produced chloride (c l \u2013) [in solution]acidify with dilute nitric acid, then add aqueous silver nitratewhite ppt. iodide ( i\u2013) [in solution]acidify with dilute nitric acid, then add aqueous silver nitrateyellow ppt. nitrate (no3\u2013) [in solution]add aqueous sodium hydroxide then aluminium foil; warm carefullyammonia produced sulfate (so42\u2013) [in solution]acidify with dilute nitric acid, then aqueous barium nitratewhite ppt. test for aqueous cations cation effect of aqueous sodium hydroxide effect of aqueous ammonia aluminium (a l 3+)white ppt., soluble in excess giving a colourless solutionwhite ppt., insoluble in excess ammonium (nh4+) ammonia produced on warming \u2013 calcium (ca2+) white ppt., insoluble in excess no ppt., or very slight white ppt. copper (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 iron( iii) (fe3+) red-brown ppt., insoluble in excess red-brown ppt., insoluble in excess zinc (zn2+) white ppt., soluble in excess giving a colourless solutionwhite ppt., soluble in excess giving a colourless solution test for gases gas test and test results ammonia (nh3) turns damp red litmus paper blue carbon dioxide (co2) turns limewater milky chlorine (c l 2) bleaches damp litmus paper hydrogen (h2) \u2018pops\u2019 with a lighted splint oxygen (o2) relights a glowing splint \u00a9 ucles 2012"
+        },
+        "0620_w12_qp_61.pdf": {
+            "1": "read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen.you may use a pencil for any diagrams, graphs or rough working.do not use staples, paper clips, highlighters, glue or correction \ufb02 uid. do not  write in any barcodes. answer all questions. at the end of the examination, fasten all your work securely together.the number of marks is given in brackets [  ] at the end of each question or part question.chemistry  0620/61   paper 6 alternative to practical october/november 2012  1 hour candidates answer on the question paper. no additional materials are required.university of cambridge international examinations international general certi \ufb01 cate of secondary education this document consists of 13 printed pages and 3 blank pages. [turn overib12 11_0620_61/2rp\u00a9 ucles 2012 *5673438807* for examiner\u2019s use 1 23456 total",
+            "2": "2 0620/61/o/n/12 \u00a9 ucles 2012for examiner\u2019s use1  a student reacted dry ammonia gas with hot copper( ii) oxide.   the apparatus used is shown below.   the equation for the reaction is 2nh3  +  3cuo  \u2192  3cu  +  n2  +  3h2o dry ammonia gasnitrogen and water vapourcopper( ii) oxide  (a)  indicate with an arrow where the heat is applied. [1]  (b)  the colour of the copper( ii) oxide would change  from ...  to  ... [2] (c)  draw a labelled diagram to show how liquid water could be obtained from the water  vapour produced. [2]  (d)  suggest the effect of nitrogen on a lighted splint.   ... ... [1] [total: 6]",
+            "3": "3 0620/61/o/n/12 \u00a9 ucles 2012 [turn overfor examiner\u2019s use2  electricity was passed through aqueous copper( ii) sulfate using inert electrodes as shown in  the diagram below.   copper was deposited at one of the electrodes. aqueous copper( ii) sulfate  (a)  name a suitable material for the electrodes.   ... ..  [1]  (b)  at which electrode was copper deposited?   ... ..  [1]  (c)  give one other observation seen during the electrolysis.   ... ..  [1]   the electrode at which copper was deposited was removed at intervals, washed, dried and  weighed.   the results are shown in the table on page 4.  (d) (i)   suggest how the electrode was washed?   . .  [1]  (ii)  how could the electrode be dried quickly?   . .  [1]",
+            "4": "4 0620/61/o/n/12 \u00a9 ucles 2012for examiner\u2019s use table of results time  / minmass of electrode  / gtotal increase in mass  / g 0 3.75 0.00 10 4.00 0.2520 4.25 0.5030 4.5040 4.7550 4.9060 4.9070 4.90  (e)  complete the table by calculating the total increase in mass for the remaining time  intervals. [1]  (f)  plot the points on the grid below. draw a graph with two intersecting straight lines. 1.20 1.000.800.600.40 0.20 0.00 0 1 02 03 04 05 06 07 0 time  / mintotal increasein mass  / g [3]",
+            "5": "5 0620/61/o/n/12 \u00a9 ucles 2012 [turn overfor examiner\u2019s use (g)  suggest why the last three readings were the same.   ...    ... ..  [1] [total: 10]",
+            "6": "6 0620/61/o/n/12 \u00a9 ucles 2012for examiner\u2019s use3  a student carried out an experiment to \ufb01 nd the mass of magnesium oxide formed when  magnesium burns in air.   a strip of magnesium ribbon was loosely coiled and placed in a weighed crucible, which was  then reweighed.   the crucible was heated strongly for several minutes. during the heating, the crucible lid was  lifted and replaced several times as in the diagram below. heatcrucible   the magnesium was converted into magnesium oxide. after cooling, the crucible and contents  were reweighed.  (a)  describe the appearance of the  (i) magnesium  ..  [1]  (ii) magnesium oxide.  ...  [1]  (b)  name the element that reacted with the magnesium.   ... ..  [1]  (c)  why was the lid lifted during heating?   ... ..  [1]  (d)  suggest why the mass of the magnesium oxide was found to be lower  than expected.   ...    ... ..  [2] [total: 6]",
+            "7": "7 0620/61/o/n/12 \u00a9 ucles 2012 [turn overfor examiner\u2019s use4  a student investigated the speed of reaction when iodine was produced by the reaction of  solution l with potassium iodide at different temperatures.   five experiments were carried out.  experiment 1   a burette was \ufb01 lled with the aqueous solution l to the 0.0  cm3 mark.   10.0  cm3 of solution l was added from the burette into a boiling tube and the initial temperature  of the solution was measured.   using a measuring cylinder, 5  cm3 of aqueous potassium iodide and 3  cm3 of aqueous sodium  thiosulfate were poured into a second boiling tube. starch solution was added to this boiling tube and the mixture shaken.   the mixture in the second boiling tube was added to the solution l, shaken and the clock  started. these chemicals reacted to form iodine which reacted with the starch. when a blue colour appeared, the clock was stopped and the time measured and recorded in the table. the \ufb01 nal temperature of the mixture was measured.  experiment 2   experiment 1 was repeated but solution l was heated to about 40  \u00b0c. the temperature of the  solution was measured before adding the mixture in the second boiling tube.   when a blue colour appeared, the clock was stopped and the time measured and recorded  in the table. the \ufb01 nal temperature of the mixture was measured.   experiment 3   experiment 2 was repeated, heating solution l to about 50  \u00b0c.  experiment 4  experiment 2 was repeated, heating solution l to about 60  \u00b0c.  experiment 5   experiment 2 was repeated, heating solution l to about 70  \u00b0c.",
+            "8": "8 0620/61/o/n/12 \u00a9 ucles 2012for examiner\u2019s use (a)   use the thermometer diagrams in the table to record the temperatures and complete the  table. 1 234thermometer diagramthermometer diagramexperiment time  / sfinal temperature / \u00b0caverage temperature / \u00b0cinitial temperature / \u00b0c 30 25 20 45 40 35 50 45 40 65 60 5530 25 20 30 25 20 45 40 35 45 40 35 5215 105 604035 75 70 6550 45 40 [5]",
+            "9": "9 0620/61/o/n/12 \u00a9 ucles 2012 [turn overfor examiner\u2019s use (b)  plot the results on the grid below and draw a smooth line graph. 250 200150100 50 0 0 1 02 03 04 05 06 07 08 0 average temperature  / \u00b0ctime  / s [5]  (c)  from your graph , work out the time taken for the blue colour to appear if solution l was  heated to 80  \u00b0c. the \ufb01 nal temperature of the reaction mixture was 64  \u00b0c.   show clearly on the grid  how you obtained your answer.   ... ..  [2]  (d)  suggest the purpose of the starch solution in the experiments.   ... ..  [1]  (e) (i)  in which experiment was the reaction speed fastest?   . .  [1]  (ii)  explain, using ideas about particles, why this experiment was the fastest.   . ...   . .  [2]",
+            "10": "10 0620/61/o/n/12 \u00a9 ucles 2012for examiner\u2019s use (f)  predict the effect on the time and speed of the reaction in experiment 5 if it was repeated  using a less concentrated solution of l.  time   ...  speed  ... ...  [2]  (g)  why was a burette used to measure solution l instead of a measuring cylinder?   ...    ... ..  [1] [total: 19]",
+            "11": "11 0620/61/o/n/12 \u00a9 ucles 2012 [turn overfor examiner\u2019s use5  a mixture of two solids, m and n, was analysed.   solid m was zinc sulfate which is water-soluble and solid n was insoluble.   the tests on the mixture, and some of the observations, are in the table.   complete the observations in the table. tests observations distilled water was added to the mixture in a  boiling tube and shaken. the contents of the tube were \ufb01 ltered and the \ufb01 ltrate and residue  kept for the following tests. tests on the \ufb01 ltrate the \ufb01 ltrate was divided into four portions. (a) (i)  drops of aqueous sodium hydroxide  were added to the \ufb01 rst portion of the  \ufb01 ltrate.    excess aqueous sodium hydroxide  was then added.  (ii)  drops of aqueous ammonia were  added to the second portion of the \ufb01 ltrate.    excess aqueous ammonia was then  added. ...  .  [3]  ...  .  [2] (b)  about 1  cm3 of dilute nitric acid followed  by silver nitrate solution was added to the third portion of the \ufb01 ltrate.  .  [1] (c)  about 1  cm3 of dilute nitric acid followed by  barium nitrate solution was added to the fourth portion of the \ufb01 ltrate.  .  [2]",
+            "12": "12 0620/61/o/n/12 \u00a9 ucles 2012for examiner\u2019s usetests observations tests on the residue (d)  appearance of the residue. black solid (e)  dilute hydrochloric acid was added to  a little of the residue. the mixture was heated and the gas given off was tested with damp blue litmus paper.effervescence pungent gas, bleached litmus paper (f)  aqueous hydrogen peroxide was added  to a little of the residue. the gas given off was tested.effervescence glowing splint relit  (g)  identify the gas given off in test (e).   ... ..  [1]  (h)  identify the gas given off in test (f).   ... ..  [1]  (i)  what conclusions can you draw about solid n?   ...    ... ..  [2] [total: 12]",
+            "13": "13 0620/61/o/n/12 \u00a9 ucles 2012 [turn overfor examiner\u2019s use6 which is the more pure - limestone or marble?   calcium carbonate is found in limestone and in marble. all carbonates react with hydrochloric  acid to form chlorides. calcium carbonate is insoluble in water but calcium chloride is water soluble.   most impurities in limestone and marble are insoluble.   plan an experiment to \ufb01 nd out which of limestone and marble contain most insoluble impurities.   you are provided with common laboratory apparatus.   ... ...   ... ...   ... ...   ... ...   ... ...   ... ...   ... ...   ... .  [7] [total: 7]",
+            "14": "14 0620/61/o/n/12blank page \u00a9 ucles 2012",
+            "15": "15 0620/61/o/n/12blank page \u00a9 ucles 2012",
+            "16": "16 permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here 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. 0620/61/o/n/12 \u00a9 ucles 2012blank page"
+        },
+        "0620_w12_qp_62.pdf": {
+            "1": "read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen.you may use a pencil for any diagrams, graphs or rough working.do not use staples, paper clips, highlighters, glue or correction \ufb02 uid. do not  write in any barcodes. answer all questions. at the end of the examination, fasten all your work securely together.the number of marks is given in brackets [  ] at the end of each question or part question.chemistry  0620/62   paper 6 alternative to practical october/november 2012  1 hour candidates answer on the question paper. no additional materials are required.university of cambridge international examinations international general certi \ufb01 cate of secondary education this document consists of 12 printed pages. [turn overib12 11_0620_62/2rp\u00a9 ucles 2012 *6376664364* for examiner\u2019s use 1 234 5 6 total",
+            "2": "2 0620/62/o/n/12 \u00a9 ucles 2012for examiner\u2019s use1  the apparatus below was used to prepare hydrogen and measure the volume of gas  produced. water metaldilutehydrochloricacid  (a)  complete the boxes to identify the pieces of apparatus labelled. [2]  (b) (i)   why would copper metal not be used in this preparation?   . ...  (ii)  name a suitable metal that could be used in this preparation.   . .  [2]  (c)  draw a labelled diagram to show a different  method of collecting and measuring the  hydrogen. [2]  (d)  state a test for hydrogen.  test     result  .. .  [2] [total: 8]",
+            "3": "3 0620/62/o/n/12 \u00a9 ucles 2012 [turn overfor examiner\u2019s use2  hydrogen peroxide breaks down to form oxygen. a student investigated the speed of the  breakdown of aqueous solutions of hydrogen peroxide of different concentrations, using 1  g  of powdered manganese( iv) oxide. the temperature was kept constant at 25  \u00b0c. she plotted  her results on the grid below. 0.6 0.50.40.30.20.10.0 0.0 0.1 0.2 0.3 concentration of hydrogen peroxide in  mol  / dm30.4 0.5speed of reactionin cm 3 / s  (a)  draw a straight line graph on the grid. [2]  (b)  from your graph , work out the speed of the reaction when the concentration of hydrogen  peroxide is 0.5  mol  / dm3. show clearly on the grid  how you obtained your answer.   ... ..  [2]  (c)  sketch on the grid the graph you would expect if the experiments were repeated at 10  \u00b0c. [1]  (d) (i)   what is the function of the manganese( iv) oxide?   . .  [1]  (ii)  suggest the effect of repeating the investigation using 1  g of lumps of manganese( iv)  oxide. explain your answer.  effect  ..   explanation  ..  [2] [total: 8]",
+            "4": "4 0620/62/o/n/12 \u00a9 ucles 2012for examiner\u2019s use3  a student prepared zinc nitrate from zinc oxide.   the zinc nitrate was then heated to change it back into zinc oxide.   the procedure followed was in three steps.  step 1  some zinc oxide was put into a weighed evaporating dish and the mass noted. the  zinc oxide was transferred into a beaker.  step 2  a dilute acid was slowly added to the beaker until all the zinc oxide had reacted. zinc  nitrate solution was produced.  step 3  the solution was evaporated to dryness in the evaporating dish. the resulting solid  was heated in a fume cupboard. after cooling, the dish was weighed. the dish was then heated again, cooled and reweighed.   the mass of zinc oxide produced was not the same as the amount used at the start.  (a)  what could be used to transfer the zinc oxide in step 1?   ... ..  [1]  (b)  name the acid used in step 2.   ... ..  [1]  (c) (i)   suggest why the heating in step 3 was carried out in a fume cupboard.   . .  [1]  (ii)  why was the dish reweighed in step 3?   . ...   . .  [2]  (d)  suggest two reasons why the amount of zinc oxide produced in step 3 was not the same  as the mass of zinc oxide used in step 1.  1  ... .  2  ... ...  [2] [total: 7]",
+            "5": "5 0620/62/o/n/12 \u00a9 ucles 2012 [turn overfor examiner\u2019s use4  a student investigated the reaction of aqueous sodium hydroxide with two different acids, g  and h.   two experiments were carried out.  experiment 1   using a measuring cylinder, 20  cm3 of the solution of acid g was poured into a polystyrene  cup. the initial temperature of the solution was measured.   a burette was \ufb01 lled with aqueous sodium hydroxide to the 0.0  cm3 mark.   5.0  cm3 of aqueous sodium hydroxide was added to the solution of g in the cup and the  mixture stirred. the maximum temperature of the solution was measured.   a further 5.0  cm3 of aqueous sodium hydroxide was added to the cup and the mixture stirred.  the maximum temperature of the mixture was measured.   further 5.0  cm3 portions of aqueous sodium hydroxide were added to the cup, until a total  volume of 40.0  cm3 of sodium hydroxide had been added. after each addition, the mixture  was stirred and the maximum temperatures measured.",
+            "6": "6 0620/62/o/n/12 \u00a9 ucles 2012for examiner\u2019s use (a)  use the thermometer diagrams in the table to record the temperatures. 0.0 5.0 10.015.020.0thermometer diagramvolume of aqueous sodium hydroxide added  / cm3maximum temperature of solution in polystyrene cup  / \u00b0c 30 25 20 30 25 20 35 30 25 40 35 30 40 35 30 25.040 35 30 30.040 35 30 35.040 35 30 40.040 35 30 [3]",
+            "7": "7 0620/62/o/n/12 \u00a9 ucles 2012 [turn overfor examiner\u2019s use experiment 2   experiment 1 was repeated using 20  cm3 of the solution of acid h instead of the solution of  acid g.  (b)  use the thermometer diagrams in the table to record the temperatures. 0.0 5.0 10.015.020.0thermometer diagramvolume of aqueous sodium hydroxide added  / cm3maximum temperature of solution in polystyrene cup  / \u00b0c 30 25 20 30 25 20 35 30 25 40 35 30 40 35 30 25.040 35 30 30.040 35 30 35.040 35 30 40.040 35 30 [3]",
+            "8": "8 0620/62/o/n/12 \u00a9 ucles 2012for examiner\u2019s use (c)  plot the results for experiments 1 and 2 on the grid and draw two smooth line graphs.   clearly label your graphs. 40 35 30 25 20 0.0 5.0 10.0 15.0 20.0 volume of aqueous sodium hydroxide added  / cm3maximum temperature of solution  / \u00b0c 25.0 30.0 35.0 40.0 [6]  (d)  use your graph  to estimate the maximum temperature of the reaction mixture when 8.0  cm3 of aqueous sodium hydroxide was added to 20  cm3 of the solution of acid g.  show clearly on the graph  how you worked out your answer.   ... ..  [2]  (e)  what type of chemical reaction, other than neutralisation, occurs when acid h reacts with  aqueous sodium hydroxide?   ... ..  [1]",
+            "9": "9 0620/62/o/n/12 \u00a9 ucles 2012 [turn overfor examiner\u2019s use (f) (i)   in which experiment was the temperature change greater?   . .  [1]  (ii)  suggest why the temperature change was greater in this experiment.   . ...   . .  [1]  (g)  predict the temperature of the mixture in experiment 2 after two hours.   explain your answer.   ...    ... ..  [2] [total: 19]",
+            "10": "10 0620/62/o/n/12 \u00a9 ucles 2012for examiner\u2019s use5  two salt solutions, j and k, were analysed. j was aqueous iron( ii) sulfate.   the tests on the solutions, and some of the observations, are in the table.   complete the observations in the table. tests observations tests on solution j (a)  appearance of solution j.  .  [1] (b)  to about 1  cm3 of solution j, an equal  volume of aqueous sodium hydroxide was added.  .  [2] (c)  to about 1  cm3 of solution j, an equal  volume of aqueous ammonia was added.  .  [1] (d)  to about 1  cm3 of solution j, dilute nitric  acid and aqueous silver nitrate were added.  .  [1] (e)  to about 1  cm3 of solution j, dilute nitric  acid and barium nitrate solution were added.  .  [2] tests on solution k (f)  appearance of solution k. dark pink liquid (g)  to about 1  cm3 of solution k, an equal  volume of aqueous sodium hydroxide was added.blue precipitate formed (h)  to solution k, aqueous sodium hydroxide  and aluminium powder were added. the mixture was heated.   the gas given off was tested.effervescence, pungent gas evolved damp red litmus turned blue",
+            "11": "11 0620/62/o/n/12 \u00a9 ucles 2012 [turn overfor examiner\u2019s use (i)  identify the gas given off in test (h).   ... ..  [1]  (j)  what conclusions can you draw about solution k?   ...    ... ..  [2] [total: 10]",
+            "12": "12 permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here 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. 0620/62/o/n/12 \u00a9 ucles 2012for examiner\u2019s use6 (a)  ethanoic acid can be prepared by heating ethanol with acidi \ufb01 ed potassium  manganate( vii).   give a test to distinguish between ethanoic acid and ethanol.  test     result  .. .  [2]  (b)  coal is a fossil fuel. when heated strongly, sulfur dioxide gas is one of the products  formed.   sulfur dioxide changes the colour of acidi \ufb01 ed potassium manganate( vii) from purple to  colourless.   plan an investigation to show which of the two different types of coal produces the most  sulfur dioxide when heated. you are provided with one lump of each type of coal.   ...    ...    ...    ...    ...    ...    ...    ... ..  [6] [total: 8]"
+        },
+        "0620_w12_qp_63.pdf": {
+            "1": "read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen.you may use a pencil for any diagrams, graphs or rough working.do not use staples, paper clips, highlighters, glue or correction \ufb02 uid. do not  write in any barcodes. answer all questions. at the end of the examination, fasten all your work securely together.the number of marks is given in brackets [  ] at the end of each question or part question.chemistry  0620/63   paper 6 alternative to practical october/november 2012  1 hour candidates answer on the question paper. no additional materials are required.university of cambridge international examinations international general certi \ufb01 cate of secondary education this document consists of 12 printed pages. [turn overib12 11_0620_63/2rp\u00a9 ucles 2012 *1741889902* for examiner\u2019s use 1 23456 total",
+            "2": "2 0620/63/o/n/12 \u00a9 ucles 2012for examiner\u2019s use1  the diagrams show four sets of apparatus, a, b, c and d. aliquidthermometer bcdliquidthermometer liquidthermometer liquidthermometer side arm side arm  (a) (i)   which set of apparatus would be most suitable to determine the boiling point of a  liquid?  .. [1]  (ii)  indicate with an arrow on this diagram where heat should be applied. [1]  (b)  what would be the effect if the liquid in a was heated strongly? explain your answer.  effect  .. ...  explanation  .   [2]  (c)  the apparatus below can be used to prepare and collect a gas which is insoluble in  water. complete the diagram to show how this gas could be collected over water. label the diagram. [2] [total: 6]",
+            "3": "3 0620/63/o/n/12 \u00a9 ucles 2012 [turn overfor examiner\u2019s use2  a student carried out two experiments to investigate the speed of reaction between magnesium  and excess dilute sulfuric acid.    the apparatus shown below was used to measure the volume of gas produced. dilute sulfuric acidgas syringe magnesium ribbon  (a)  name the gas produced during the reaction.   ... ..  [1]  two experiments were carried out.  experiment 1   dilute sulfuric acid was added to magnesium ribbon and the volume of gas produced was  measured every minute for seven minutes.",
+            "4": "4 0620/63/o/n/12 \u00a9 ucles 2012for examiner\u2019s use (b)  use the gas syringe diagrams to complete the table of results. time  / min gas syringe diagram volume of gas produced  / cm3 01 02 03 0 50 60 400 01 02 03 0 50 60 40 01 02 03 0 50 60 40 01 02 03 0 50 60 40 01 02 03 0 50 60 40 01 02 03 0 50 60 40 01 02 03 0 50 60 401 2 3 45 6 01 02 03 0 50 60 407 [3]  experiment 2   the results for experiment 2 have been plotted on the grid opposite and a graph drawn.  (c)  plot the results for experiment 1 on the grid. draw a smooth line graph. [4]",
+            "5": "5 0620/63/o/n/12 \u00a9 ucles 2012 [turn overfor examiner\u2019s use70 605040302010 0 0123 time  / min4567volume of gas  / cm3experiment 2  (d) (i)   at which time interval does the volume reading appear to be inaccurate? explain the reason for your choice.   . ...   . .  [2]  (ii)  what was the total volume of gas that should have been produced at that time? indicate on the grid  how you arrived at your answer.  .. [2]  (e)  suggest and explain how the conditions had changed in experiment 2 compared to  experiment 1.   ...    ... ..  [2] [total: 14]",
+            "6": "6 0620/63/o/n/12 \u00a9 ucles 2012for examiner\u2019s use3  the formula of any acid can be written as h ya.   a student investigated an acid, s, by titrating its aqueous solution with aqueous sodium  hydroxide.   a burette was \ufb01 lled with a solution of acid s up to the 0.0  cm3 mark. a 25.0  cm3 portion of  aqueous sodium hydroxide was added to a conical \ufb02 ask. a few drops of litmus indicator  were added to the \ufb02 ask. the acid was added from the burette until the colour of the indicator  changed. three titrations were carried out.   the burette diagrams in the table below show the initial and \ufb01 nal readings in the three  titrations.  (a)  use the burette diagrams to record the volumes in the table. complete the table. 1 2 3burette diagramburette diagramtitrationinitial reading /  cm3final reading / cm3difference / cm3 0 12 161718 8910232425 404142 313233 [3]  (b)  which of these are the best two titration results? use these results to work out the  average volume of solution s added.  best results   ...  average volume = .cm3 [2]",
+            "7": "7 0620/63/o/n/12 \u00a9 ucles 2012 [turn overfor examiner\u2019s use (c)  which piece of apparatus was used to measure the sodium hydroxide solution?   ... ..  [1]  (d)  the litmus indicator changed colour  from  ...  to  ... [1]   the experiment was repeated using hydrochloric acid of the same concentration as acid s.  46.6  cm3 of hydrochloric acid was needed to neutralise 25.0  cm3 of the aqueous sodium  hydroxide.  (e) (i)  compare the volume of acid s used to neutralise 25.0  cm3 of the aqueous sodium  hydroxide with the volume of hydrochloric acid used.   . .  [1]  (ii)  suggest the value of y in the formula h ya for acid s.   . .  [1] [total: 9]",
+            "8": "8 0620/63/o/n/12 \u00a9 ucles 2012for examiner\u2019s use4  a mixture of solids, y and z, was analysed. y was calcium chloride, which is water-soluble  and z is an insoluble salt.   the tests on the mixture, and some of the observations, are in the following table.   complete the observations in the table. tests observations distilled water was added to the mixture in  a boiling tube. the mixture was shaken and \ufb01 ltered. the residue was saved and tests  carried out on the \ufb01 ltrate. tests on the \ufb01 ltrate (a)  the solution was divided into threetest-tubes and the following tests were carried out.  (i)   to the \ufb01 rst test-tube of solution, drops  of aqueous sodium hydroxide were added.    excess aqueous sodium hydroxide was then added to the test-tube.  (ii)   test (i) was repeated using aqueous  ammonia instead of aqueous sodium hydroxide.  (iii)   to the third test-tube of the solution, dilute nitric acid was added followed by silver nitrate solution.. ... [3] ... [1]... [2] tests on the residue (b)  dilute nitric acid was added to the residue.   the gas given off was tested with  limewater.   distilled water was added to the solution followed by aqueous potassium iodide.rapid effervescence limewater turned milky yellow precipitate formed  (c)  identify the gas given off in test (b).   ... ..  [1]  (d)  what conclusions can you draw about solid z?   ... ..  [2] [total: 9]",
+            "9": "9 0620/63/o/n/12 \u00a9 ucles 2012 [turn overfor examiner\u2019s use5  a student investigated the temperature changes when zinc and magnesium react with  aqueous iron( ii) sulfate solution.   two experiments were carried out.  experiment 1   using a measuring cylinder, 40  cm3 of aqueous iron( ii) sulfate was poured into a beaker and  the initial temperature of the solution was measured. the initial temperature of the solution was 25  \u00b0c in each experiment.   0.2  g of zinc powder was added to the beaker and the maximum temperature of the mixture  measured and recorded.   the experiment was repeated using increasing masses of zinc powder. the results are in the  table below. mass of zinc added  / gmaximum temperature  / \u00b0ctemperature rise  / \u00b0c 0.0 25.0 0.0 0.2 30.0 5.00.4 34.5 9.50.6 39.0 14.00.8 44.0 19.01.0 44.0 19.01.2 44.0 19.0",
+            "10": "10 0620/63/o/n/12 \u00a9 ucles 2012for examiner\u2019s use experiment 2   experiment 1 was repeated using magnesium powder.  (a)  use the thermometer diagrams in the table to record the maximum temperatures reached  and complete the table. 0.0 0.20.40.60.8thermometer diagrammass of magnesium added  / gmaximum temperature reached  / \u00b0ctemperature rise  / \u00b0c 30 25 20 35 30 25 40 35 30 45 40 35 50 45 40 50 45 40 50 45 401.0 1.2 [3]",
+            "11": "11 0620/63/o/n/12 \u00a9 ucles 2012 [turn overfor examiner\u2019s use (b)  plot the results for both experiments on the grid below. for each experiment draw a  graph with two intersecting straight lines. label the graphs. 0.0 0.2 0.4 0.6 mass of metal added  / g0.8 1.0 1.225 201510 5 0temperature rise  / \u00b0c [5]  (c)  use your graphs  to \ufb01 nd  (i)  the mass of zinc required to produce a temperature rise of 12  \u00b0c.   . .  [1]  (ii)  the temperature rise produced by 0.3  g of magnesium.   . .  [1]  (d)  what is the minimum mass of magnesium required to produce the maximum temperature?   ... ..  [1]  (e)  which reagent is in excess in experiment 1? explain your answer.   ...    ... ..  [2]  (f)  experiment 2 was repeated using copper powder. suggest how the results of this  experiment would compare with those using zinc and magnesium.   ...    ... ..  [2] [total: 15]",
+            "12": "12 permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here 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. 0620/63/o/n/12 \u00a9 ucles 2012for examiner\u2019s use6 fats and oils   unsaturated fats and oils contain at least one carbon to carbon double bond.   these double bonds react with bromine water which changes colour from orange to colourless.    plan an experiment that could be carried out to compare samples of sun \ufb02 ower oil, olive oil  and butter to \ufb01 nd out which of these contains the largest number of carbon to carbon double  bonds.   you are provided with common laboratory apparatus and an organic solvent to dissolve the  fats and oils.   ... ...   ... ...   ... ...   ... ...   ... ...   ... ...   ... ...   ... ...   ... .  [7] [total: 7]"
+        }
+    },
+    "2013": {
+        "0620_s13_qp_11.pdf": {
+            "1": "    this document consists of 15 printed pages and 1 blank page.  ib13 06_0620_11/rp  \u00a9 ucles 2013  [turn over       *9639789716* university of cambridge international examinations  international general certificate of secondary education       chemistry 0620/11     paper 1 multiple choice  may/june 2013       45 minutes  additional materials: multiple choice answer sheet   soft clean eraser   soft pencil (type b or hb is recommended)       read these instructions first    write in soft pencil. do not use staples, paper clips, highlighters, glue or correction fluid. write your name, centre number and candidate number on the answer sheet in the spaces provided unless  this has been done for you.  do not  write in any barcodes.   there are forty  questions on this paper. answer all questions. for each question there are four possible  answers a, b, c and d.   choose the one you consider correct and record your choice in soft pencil  on the separate answer sheet.   read the instructions on the answer sheet very carefully.  each correct answer will score one mark. a mark will not be deducted for a wrong answer. any rough working should be done in this booklet. a copy of the periodic table is printed on page 16. electronic calculators may be used.  ",
+            "2": "2  \u00a9 ucles 2013 0620/11/m/j/13  1 the diagram shows a cup of tea.        which row describes the water particles in the air above the cup compared with the water  particles in the cup?     moving faster closer together  a \u0013 \u0013  b \u0013 \u0017  c \u0017 \u0013  d \u0017 \u0017     2 crystals of sodium chloride were prepared by the following method.    1 25.0  cm3 of dilute hydrochloric acid was accurately measured into a conical flask.  2 aqueous sodium hydroxide was added until the solution was neutral. the volume of  sodium hydroxide added was measured.  3 the solution was evaporated and the crystals washed with approximately 15  cm3 of  water.    which row shows the pieces of apparatus used to measure the 25.0  cm3 of hydrochloric acid, the  volume of aqueous sodium hydroxide and the 15  cm3 of water?     25.0  cm3 of hydrochloric  acid accurately the volume of aqueous  sodium hydroxide added 15  cm3 of water  approximately  a burette pipette measuring cylinder  b measuring cylinder burette pipette  c pipette burette measuring cylinder  d pipette measuring cylinder burette     ",
+            "3": "3  \u00a9 ucles 2013 0620/11/m/j/13 [turn over  3 lead iodide is insoluble in water.    lead iodide is made by adding aqueous lead nitrate to aqueous potassium iodide.    which pieces of apparatus are needed to obtain solid lead iodide from 20  cm3 of aqueous lead  nitrate?    12345    a 1, 2 and 4 b 1, 3 and 5 c 1, 4 and 5 d 2, 4 and 5      4 element x is represented by x27 13.    which statement about element x is correct?  a an atom of x contains 13 protons and 13 neutrons.  b an atom of x contains 27 protons and 13 electrons.  c x forms an ion by gaining electrons.  d x is placed in group iii of the periodic table.      5 the positions of four elements are shown on the outline of the periodic table.    which element forms a coloured oxide?    a b c d      ",
+            "4": "4  \u00a9 ucles 2013 0620/11/m/j/13  6 for which substance is the type of bonding not correct?    type of bonding   substance  ionic covalent metallic  a chlorine  \u0013   b potassium bromide \u0013    c sodium   \u0013  d sodium chloride  \u0013       7 element x has six electrons in its outer shell.    = electronkey e eee eee     how could the element react?  a by gaining two electrons to form a positive ion  b by losing six electrons to form a negative ion  c by sharing two electrons with two electrons from another element to form two covalent bonds  d by sharing two electrons with two electrons from another element to form four covalent bonds     8 the diagram shows an incomplete circuit.    glass tubelamp     which substance causes the lamp to  light when added to the glass tube?  a aqueous sodium chloride  b aqueous sugar  c solid sodium chloride  d solid sugar     ",
+            "5": "5  \u00a9 ucles 2013 0620/11/m/j/13 [turn over  9 a compound with the formula xf 2 has a relative formula mass of 78.    what is element x?  a argon  b calcium  c neon  d zirconium     10 what is the balanced chemical equation for the reaction between calcium and water?  a ca  +  h 2o \u2192 caoh + h 2  b ca  +  h 2o \u2192 ca(oh) 2 + h 2  c ca  +  2h 2o \u2192 caoh + h 2  d ca  +  2h 2o \u2192 ca(oh) 2 + h 2    11 the diagram shows an electrical cable.    metal coreplastic coating     which statement about the substances used is correct?  a the coating is plastic because it conducts electricity well.  b the core is copper because it conducts electricity well.  c the core is copper because it is cheap and strong.  d the core is iron because it is cheap and strong.     ",
+            "6": "6  \u00a9 ucles 2013 0620/11/m/j/13  12 the diagram shows an electrolysis circuit.    at which electrode is hydrogen formed?    +\u2013 +\u2013 ab cd aqueous sodium chloridemolten sodiumchloride       13 some white anhydrous copper( ii) sulfate powder is put into a beaker of water and stirred.    what would show that the process was exothermic?  a a blue solution is formed.  b the beaker feels cooler.  c the beaker feels warmer.  d the powder dissolves in the water.      14 which substance does not require oxygen in order to produce energy?  a coal  b hydrogen  c natural gas  d 235u     ",
+            "7": "7  \u00a9 ucles 2013 0620/11/m/j/13 [turn over  15 the equation shows the formation of anhydrous copper( ii) sulfate from hydrated copper( ii)  sulfate.    cuso 4.5h 2o    cuso 4  +  5h 2o    statements 1, 2 and 3 refer to this reaction.    1 hydrated copper( ii) sulfate is reduced to anhydrous copper( ii) sulfate.  2 the ( ii) in the name copper( ii) sulfate refers to the oxidation state of the metal.  3 the reaction is reversible.    which statements are correct?  a 1 only b 1 and 2 c 2 and 3 d 3 only      16 calcium carbonate reacts with hydrochloric acid to form carbon dioxide.    which changes would slow this reaction down?    1 decreasing the concentration of hydrochloric acid  2 decreasing the particle size of calcium carbonate  3 decreasing the temperature    a 1 and 2 only b 1 and 3 only c 2 and 3 only d 1, 2 and 3     17 the equations represent redox reactions.    in which equation is the underlined substance acting as a reducing agent?  a 3co   +  fe 2o3  \u2192  2fe  +  3co 2  b co 2  +  c  \u2192  2co  c cuo  +  h 2  \u2192  cu  +  h 2o  d cao  +  h 2o  \u2192  ca(oh) 2      18 ant stings hurt because of the methanoic acid produced by the ant.    which substance could, most safely , be used to neutralise the acid?     substance ph  a baking soda 8  b car battery acid 1  c lemon juice 3  d oven cleaner 14     ",
+            "8": "8  \u00a9 ucles 2013 0620/11/m/j/13  19 the diagram shows one period of the periodic table.    li be b c n o f ne    which two elements form acidic oxides?  a carbon and lithium  b carbon and neon  c carbon and nitrogen  d nitrogen and neon     20 the diagram shows an experiment.    red litmus paperblue litmus paper aqueous ammonium chloride + aqueous sodium hydroxide heat    what happens to the pieces of litmus paper?     blue litmus paper red litmus paper  a changes colour changes colour  b changes colour no colour change  c no colour change changes colour  d no colour change no colour change     ",
+            "9": "9  \u00a9 ucles 2013 0620/11/m/j/13 [turn over  21 two indicators, bromophenol blue and congo red, show the following colours in acidic solutions  and in alkaline solutions.    indicator acid alkali  bromophenol blue yellow blue  congo red violet red    a few drops of each indicator are added to separate samples of a solution of ph 2.    what are the colours of the indicators in this solution?    in a solution of ph 2    bromophenol blue is congo red is  a blue red  b blue violet  c yellow red  d yellow violet     22 which property of elements increases across a period of the periodic table?  a metallic character  b number of electron shells  c number of outer shell electrons  d tendency to form positive ions    23 which element is a transition metal?     colour of  chloride melting point of  element  / \u00b0c  a white 113  b white 1495  c yellow 113  d yellow 1495    ",
+            "10": "10  \u00a9 ucles 2013 0620/11/m/j/13  24 fluorine is at the top of group vii in the periodic table.    which row shows the properties of fluorine?     colour state at room  temperature reaction with aqueous  potassium iodide  a brown gas no reaction  b brown liquid iodine displaced  c yellow gas iodine displaced  d yellow liquid no reaction      25 group i metals are also known as the alkali metals.    which statement about the metals in group i is not correct?  a in their reactions they lose electrons.  b their atoms all have one electron in their outer shell.  c they form +1 ions in their reactions with non-metals.  d they form covalent compounds by sharing electrons.     26 which element is a metal?     charge on  element ion electrical  conductivity  a negative low  b positive high  c negative high  d positive low      27 which property makes aluminium ideal for making food containers?  a conducts electricity  b conducts heat  c mechanical strength  d resistance to corrosion     ",
+            "11": "11  \u00a9 ucles 2013 0620/11/m/j/13 [turn over  28 which substance is not involved in the extraction of iron from hematite?  a carbon  b carbon monoxide  c calcium carbonate  d nitrogen      29 pure metals conduct electricity and can be hammered into different shapes.    why are metals sometimes used as alloys?  a alloys are cheaper than the metals they are made from.  b alloys are easier to hammer into different shapes.  c alloys are harder and keep their shape better.  d alloys conduct electricity better.     30 below are some metals in decreasing order of reactivity.    magnesium  zinc  iron  copper    titanium reacts with acid and cannot be extracted from its ore by heating with carbon.    where should titanium be placed in this list?  a below copper  b between iron and copper  c between magnesium and zinc  d between zinc and iron     31 water has been contaminated with sea-water.    which substances can be removed by chlorination and filtration?  a bacteria, sand and sodium chloride  b bacteria and sand only  c bacteria and sodium chloride only  d sand and sodium chloride only     ",
+            "12": "12  \u00a9 ucles 2013 0620/11/m/j/13  32 iron rusts when it reacts with \u2026\u20261\u2026\u2026    rusting can be prevented by covering the iron with a more reactive metal, such as \u2026\u20262\u2026\u2026    which words correctly complete gaps 1 and 2?     1 2  a oxygen copper  b oxygen magnesium  c oxygen and water copper  d oxygen and water magnesium      33 nitrogen, phosphorus and potassium are essential elements for plant growth.    which mixture provides all three essential elements?     mixture formula  a ammonium phosphate  +  potassium chloride (nh 4)3po 4  +  kc l  b ammonium phosphate  +  ammonium nitrate (nh 4)3po 4  +  nh 4no 3  c ammonium phosphate  +  ammonium chloride (nh 4)3po 4  +  nh 4cl  d ammonium nitrate  +  potassium chloride nh 4no 3  +  kc l    34 which information about carbon dioxide and methane is correct?      carbon dioxide methane   a formed when vegetation decomposes \u0013 \u0017 key  b greenhouse gas \u0013 \u0013 \u0013 = true  c present in unpolluted air \u0017 \u0017 \u0017 = false  d produced during respiration \u0017 \u0013     ",
+            "13": "13  \u00a9 ucles 2013 0620/11/m/j/13 [turn over  35 the list shows four methods that were suggested for the formation of carbon dioxide.    1 action of an alkali on a carbonate  2 action of heat on a carbonate  3 complete combustion of methane  4 reaction of a carbonate with oxygen    which methods would result in the production of carbon dioxide?  a 1 and 2 b 1 and 4 c 2 and 3 d 3 and 4      36 organic compounds may have names ending in -ane, -ene, -ol or -oic acid.    how many of these endings indicate the com pounds contain double bonds in their molecules?  a 1 b 2 c 3 d 4     37 the table shows the boiling points of four members of the homologous series of alcohols.    compound  name formula boiling point  / \u00b0c  methanol ch 3oh 65  ethanol c 2h5oh 78  propanol c 3h7oh x  butanol c 4h9oh 117    what is the value of x?  a 55  \u00b0c b 82  \u00b0c c 98  \u00b0c d 115  \u00b0c    ",
+            "14": "14  \u00a9 ucles 2013 0620/11/m/j/13  38 the table shows some fractions that are obtained from petroleum by fractional distillation,  together with some of their uses.    fraction use  refinery gas cooking  gasoline fuel for cars  1 making chemicals  2 jet fuel  3 fuel for ships  bitumen making roads    which row correctly identifies fractions 1, 2 and 3?     1 2 3  a diesel oil fuel oil lubricating fraction  b fuel oil diesel oil kerosene  c kerosene naphtha diesel oil  d naphtha kerosene fuel oil     39 which columns describe the hydrocarbons ethane and ethene?     1 2 3 4  state at room temperature gas gas liquid liquid  reaction with oxygen burns burns burns burns  reaction with aqueous  bromine no reaction decolourises  bromine no reaction decolourises  bromine    a 1 (ethane) and 2 (ethene)  b 1 (ethane) and 4 (ethene)  c 2 (ethene) and 3 (ethane)  d 3 (ethane) and 4 (ethene)      40 which of the statements about ethanol are correct?    1 ethanol can be formed by an addition reaction.  2 ethanol can be formed by fermentation.  3 when ethanol burns in air, it forms carbon dioxide and water.    a 1, 2 and 3 b 1 and 2 c 1 and 3 d 2 and 3   ",
+            "15": "15  \u00a9 ucles 2013 0620/11/m/j/13  blank page       ",
+            "16": "16      permission to reproduce items where thir d-party owned material protected by copyright  is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to t race 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 t he 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.    \u00a9 ucles 2013 0620/11/m/j/13   group 140 ce cerium 58141 pr praseodymium 59144 nd neodymium 60pm promethium 61150 sm samarium 62152 eu europium 63157 gd gadolinium 64159 tb terbium 65162 dy dysprosium 66165 ho holmium 67167 er erbium 68169 tm thulium 69173 yb ytterbium 70175 lu lutetium 71 232 th thorium 90pa protactinium 91238 u uranium 92np neptunium 93pu plutonium 94am americium 95cm curium 96bk berkelium 97cf californium 98es einsteinium 99fm fermium 100md mendelevium 101no nobelium 102lr lawrencium 1031 h hydrogen 1 7 li lithium 3 23 na sodium 1124 mg magnesium 12 40 ca calcium 2045 sc scandium 2148 ti titanium 2251 v vanadium 2352 cr chromium 2455 mn manganese 2556 fe iron 2659 co cobalt 2759 ni nickel 2864 cu copper 2965 zn zinc 3070 ga gallium 3127 al aluminium 1311 b boron 512 c carbon 614 n nitrogen 716 o oxygen 819 f fluorine 9 28 si silicon 1431 p phosphorus 1532 s sulfur 1635.5 cl chlorine 1740 ar argon 1820 ne neon 104 he helium 2 73 ge germanium 3275 as arsenic 3379 se selenium 3480 br bromine 3584 kr krypton 3639 k potassium 19 88 sr strontium 3889 y yttrium 3991 zr zirconium 4093 nb niobium 4196 mo molybdenum 42tc technetium 43101 ru ruthenium 44103 rh rhodium 45106 pd palladium 46108 ag silver 47112 cd cadmium 48115 in indium 49119 sn tin 50122 sb antimony 51128 te tellurium 52127 i iodine 53131 xe xenon 54 137 ba barium 56139 la lanthanum 57        *178 hf hafnium 72181 ta tantalum 73184 w tungsten 74186 re rhenium 75190 os osmium 76192 ir iridium 77195 pt platinum 78197 au gold 79201 hg mercury 80204 tl thallium 81207 pb lead 82209 bi bismuth 83po polonium 84at astatine 85rn radon 86 fr francium 87227 ac actinium 899 be beryllium 4ii i iii iv v vi vii 0 85 rb rubidium 37 133 cs caesium 55 226 ra radium 88 the volume of one mole of any gas is 2 4dm3at room temperature and pressure (r .t.p.).a x ba = relative atomic mass x = atomic symbol b = proton (atomic) numberkey*58-71 lanthanoid series 90-103 actinoid seriesdata sheet the periodic t able of the elements  "
+        },
+        "0620_s13_qp_12.pdf": {
+            "1": "    this document consists of 16 printed pages.  ib13 06_0620_12/3rp  \u00a9 ucles 2013  [turn over       *5414314673* university of cambridge international examinations  international general certificate of secondary education       chemistry 0620/12     paper 1 multiple choice  may/june 2013       45 minutes  additional materials: multiple choice answer sheet   soft clean eraser   soft pencil (type b or hb is recommended)       read these instructions first    write in soft pencil. do not use staples, paper clips, highlighters, glue or correction fluid. write your name, centre number and candidate number on the answer sheet in the spaces provided unless  this has been done for you.  do not  write in any barcodes.   there are forty  questions on this paper. answer all questions. for each question there are four possible  answers a, b, c and d.   choose the one you consider correct and record your choice in soft pencil  on the separate answer sheet.   read the instructions on the answer sheet very carefully.  each correct answer will score one mark. a mark will not be deducted for a wrong answer. any rough working should be done in this booklet. a copy of the periodic table is printed on page 16. electronic calculators may be used.  ",
+            "2": "2  \u00a9 ucles 2013 0620/12/m/j/13  1 the diagram shows a cup of tea.        which row describes the water particles in the air above the cup compared with the water  particles in the cup?     moving faster closer together  a \u0013 \u0013  b \u0013 \u0017  c \u0017 \u0013  d \u0017 \u0017     2 the diagram shows an experiment to find the formula of magnesium oxide.    heatcrucible magnesium ribbon     which piece of apparatus would be needed in addition to those shown?  a a balance  b a measuring cylinder  c a spatula  d a thermometer     ",
+            "3": "3  \u00a9 ucles 2013 0620/12/m/j/13 [turn over  3 methanol, ch 3oh, and ethanol, c 2h5oh, are miscible liquids.    which diagram shows apparatus that is used to obtain methanol from a mixture of ethanol and  methanol?    a b  c d  heat heat  heat     4 the positions of four elements are shown on the outline of the periodic table.    which element forms a coloured oxide?    a b c d     ",
+            "4": "4  \u00a9 ucles 2013 0620/12/m/j/13  5 the diagram shows an atom of an element.    e e ee eekey = electron = nucleus containing    eleven particles     how many protons and neutrons are in the nucleus of the atom and in which group and period of  the periodic table is the element found?     number of  protons number of  neutrons group  number period  number  a 5 6 3 2  b 5 11 2 3  c 6 5 3 2  d 6 11 2 3     6 electrons from each element are shared by both of the elements in a compound.    which compound matches this description?  a lead bromide  b sodium chloride  c water  d zinc oxide      7 the equation shows the reaction between magnesium and sulfuric acid.    mg  +  h 2so 4  \u2192  mgso 4  +  h 2    (mg = 24, h = 1, s = 32, o = 16)    in this reaction, what mass of magnesium sulfate will be formed when 6  g of magnesium reacts  with excess sulfuric acid?  a 8 b 24 c 30 d 60     ",
+            "5": "5  \u00a9 ucles 2013 0620/12/m/j/13 [turn over  8 element x has six electrons in its outer shell.    = electronkey e eee eee     how could the element react?  a by gaining two electrons to form a positive ion  b by losing six electrons to form a negative ion  c by sharing two electrons with two electrons from another element to form two covalent bonds  d by sharing two electrons with two electrons from another element to form four covalent bonds      9 the diagram shows an incomplete circuit.    glass tubelamp     which substance causes the lamp to  light when added to the glass tube?  a aqueous sodium chloride  b aqueous sugar  c solid sodium chloride  d solid sugar    10 what is the balanced chemical equation for the reaction between calcium and water?  a ca  +  h 2o \u2192 caoh + h 2  b ca  +  h 2o \u2192 ca(oh) 2 + h 2  c ca  +  2h 2o \u2192 caoh + h 2  d ca  +  2h 2o \u2192 ca(oh) 2 + h 2    ",
+            "6": "6  \u00a9 ucles 2013 0620/12/m/j/13  11 the diagram shows an electrical cable.    metal coreplastic coating     which statement about the substances used is correct?  a the coating is plastic because it conducts electricity well.  b the core is copper because it conducts electricity well.  c the core is copper because it is cheap and strong.  d the core is iron because it is cheap and strong.     12 statement 1 hydrogen is used as a fuel.    statement 2 when hydrogen burns in the air to form water, heat energy is produced.    which is correct?  a both statements are correct and statement 2 explains statement 1.  b both statements are correct but statement 2 does not explain statement 1.  c statement 1 is correct but statement 2 is incorrect.  d statement 2 is correct but statement 1 is incorrect.     13 which substance does not require oxygen in order to produce energy?  a coal  b hydrogen  c natural gas  d  235u     14 in which equation is the underlined substance acting as a reducing agent?    a 3co   +  fe 2o3  \u2192  2fe  +  3co 2  b co 2  +  c  \u2192  2co  c cuo  +  h 2  \u2192  cu  +  h 2o  d cao  +  h 2o  \u2192  ca(oh) 2     ",
+            "7": "7  \u00a9 ucles 2013 0620/12/m/j/13 [turn over  15 the diagram shows an experiment to compare the rate of reaction when a metal is added to  hydrochloric acid.    in which test-tube is the reaction fastest?   concentrated  hydrochloric aciddilute  hydrochloric acidabcd zinc copper zinc copper    16 two oxides, x and y, are added separately to dilute sulfuric acid and dilute sodium hydroxide.    x reacts with dilute sulfuric acid but y does not react.    y reacts with aqueous sodium hydroxide but x does not react.    which type of oxide are x and y?     acidic oxide basic oxide metallic oxide  a x y x  b x y y  c y x x  d y x y     17 heating pink cobalt( ii) chloride crystals forms a blue solid and steam.    the blue solid turns pink when water is added.    which terms describe the pink cobalt( ii) chloride and the reaction?     pink cobalt( ii)  chloride is the reaction is  reversible  a anhydrous yes  b anhydrous no  c hydrated yes  d hydrated no     ",
+            "8": "8  \u00a9 ucles 2013 0620/12/m/j/13  18 concentrated aqueous sodium chloride, concentrated hydrochloric acid and molten lead bromide  were separately electrolysed in experiments 1, 2 and 3.    platinum electrodesconcentrated aqueous sodium chlorideexperiment 1 experiment 3platinumelectrodesconcentrated hydrochloric acidexperiment 2 d.c. power supply lamp lead bromide toxic heat    which statement about the electrode products is correct?  a gases were given off at the anode in experiments 2 and 3 only.  b gases were given off at the cathode in experiments 1 and 2 only.  c metals were formed at the anode in experiments 1 and 3 only.  d metals were formed at the cathode in experiments 1 and 3 only.     19 which statement about the reaction of acids is correct?  a they react with ammonium salts to form a salt and ammonia only.  b they react with metal carbonates to give a salt and carbon dioxide only.  c they react with metal hydroxides to give a salt and water only.  d they react with metals to give a salt, hydrogen and water only. ",
+            "9": "9  \u00a9 ucles 2013 0620/12/m/j/13 [turn over  20 the diagram shows an experiment.    red litmus paperblue litmus paper aqueous ammonium chloride + aqueous sodium hydroxide heat    what happens to the pieces of litmus paper?     blue litmus paper red litmus paper  a changes colour changes colour  b changes colour no colour change  c no colour change changes colour  d no colour change no colour change      21 two indicators, bromophenol blue and congo red, show the following colours in acidic solutions  and in alkaline solutions.    indicator acid alkali  bromophenol blue yellow blue  congo red violet red    a few drops of each indicator are added to separate samples of a solution of ph 2.    what are the colours of the indicators in this solution?    in a solution of ph 2    bromophenol blue is congo red is  a blue red  b blue violet  c yellow red  d yellow violet     ",
+            "10": "10  \u00a9 ucles 2013 0620/12/m/j/13  22 w, x, y and z are elements in the same period in the periodic table.    w and y are metals. x and z are non-metals.    which shows the correct order of these elements across the period?  a w  x  y  z     b x z    w  y    c y     w x z    d w  y    x z      23 platinum is a transition metal.    which statement about platinum is correct?  a it does not catalyse reactions.  b it forms coloured compounds.  c it has a low density.  d it has a low melting point.     24 which element will be less reactive than the other members of its group in the periodic table?  a astatine  b caesium  c fluorine  d rubidium     25 bromine is in group vii on the periodic table.    which describes the appearance of bromine at room temperature?  a grey solid  b purple fumes  c red-brown liquid  d yellow gas     ",
+            "11": "11  \u00a9 ucles 2013 0620/12/m/j/13 [turn over  26 a substance, x, has the following properties.    1 it has a high melting point.  2 it conducts electricity in the solid and liquid states.  3 it is malleable.  4 it had a high density.    what is x?  a a ceramic  b copper  c graphite  d sodium chloride      27 why is aluminium used to make food containers?  a it has a low density.  b it is strong.  c it keeps the food hot.  d it resists corrosion.      28 which statement is incorrect?  a carbon dioxide is a waste product in the extraction of iron.  b carbon monoxide is a reducing agent.  c the extraction of iron from hematite involves reduction.  d when iron is converted into steel, oxygen is used to oxidise the iron.    29 the diagram represents the structure of substance s.        what is s?  a an alloy  b an ionic solid  c a macromolecule  d a pure metal   ",
+            "12": "12  \u00a9 ucles 2013 0620/12/m/j/13  30 q, r, s and t are four metals.    q is found naturally as the metal.  r reacts with steam but not with cold water.  s reacts violently with cold water.  the oxide of t is reduced to t by heating with carbon.    what is the order of reactivity of the four metals, starting with the most reactive first?  a q \u2192 r \u2192 t \u2192 s  b q \u2192 t \u2192 r \u2192 s  c s \u2192 r \u2192 q \u2192 t  d s \u2192 r \u2192 t \u2192 q      31 the diagram shows a stage in the purification of dirty water.    coarse gravelfine gravelsanddirty water pot with holes in bottom     which process does this apparatus show?  a chlorination  b condensation  c distillation  d filtration     ",
+            "13": "13  \u00a9 ucles 2013 0620/12/m/j/13 [turn over  32 the diagrams show two processes.    iron  irontorch rust before after  rusting  welding     for which processes is oxygen involved?     rusting welding  a \u0013 \u0013  b \u0013 \u0017  c \u0017 \u0013  d \u0017 \u0017      33 which substance would make the best general fertiliser?    relative amount    p k n solubility in water  a 5 0 5 soluble  b 5 5 20 insoluble  c 5 10 15 soluble  d 10 5 10 insoluble     34 which information about carbon dioxide and methane is correct?      carbon dioxide methane   a formed when vegetation decomposes \u0013 \u0017 key  b greenhouse gas \u0013 \u0013 \u0013 = true  c present in unpolluted air \u0017 \u0017 \u0017 = false  d produced during respiration \u0017 \u0013     ",
+            "14": "14  \u00a9 ucles 2013 0620/12/m/j/13  35 which process does not produce carbon dioxide?  a fermentation  b respiration  c the production of lime from limestone  d the treatment of acidic soil with lime      36 organic compounds may have names ending in -ane, -ene, -ol or -oic acid.    how many of these endings indicate the com pounds contain double bonds in their molecules?  a 1 b 2 c 3 d 4     37 in the flow chart, which fuel could be gasoline?    is it obtained from petroleum? is it used as fuel for cars?is it used as fuel for cars?no yes no yes ab cdno yes     38 the structures of four molecules are shown.    s rc hh oh h pqcoh ch o hhcoh ho c hhc hh     which two molecules belong to the same homologous series?  a p and q b p and s c q and r d r and s     ",
+            "15": "15  \u00a9 ucles 2013 0620/12/m/j/13  39 which columns describe the hydrocarbons ethane and ethene?     1 2 3 4  state at room temperature gas gas liquid liquid  reaction with oxygen burns burns burns burns  reaction with aqueous  bromine no reaction decolourises  bromine no reaction decolourises  bromine    a 1 (ethane) and 2 (ethene)  b 1 (ethane) and 4 (ethene)  c 2 (ethene) and 3 (ethane)  d 3 (ethane) and 4 (ethene)      40 which process is not used during the production of ethanol?  a addition of steam to ethene  b fermentation  c fractional distillation  d reacting ethane with oxygen    ",
+            "16": "16      permission to reproduce items where thir d-party owned material protected by copyright  is included has been sought and cleared w here possible. every  reasonable effort has been made by the publis her (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.    \u00a9 ucles 2013 0620/12/m/j/13   group 140 ce cerium 58141 pr praseodymium 59144 nd neodymium 60pm promethium 61150 sm samarium 62152 eu europium 63157 gd gadolinium 64159 tb terbium 65162 dy dysprosium 66165 ho holmium 67167 er erbium 68169 tm thulium 69173 yb ytterbium 70175 lu lutetium 71 232 th thorium 90pa protactinium 91238 u uranium 92np neptunium 93pu plutonium 94am americium 95cm curium 96bk berkelium 97cf californium 98es einsteinium 99fm fermium 100md mendelevium 101no nobelium 102lr lawrencium 1031 h hydrogen 1 7 li lithium 3 23 na sodium 1124 mg magnesium 12 40 ca calcium 2045 sc scandium 2148 ti titanium 2251 v vanadium 2352 cr chromium 2455 mn manganese 2556 fe iron 2659 co cobalt 2759 ni nickel 2864 cu copper 2965 zn zinc 3070 ga gallium 3127 al aluminium 1311 b boron 512 c carbon 614 n nitrogen 716 o oxygen 819 f fluorine 9 28 si silicon 1431 p phosphorus 1532 s sulfur 1635.5 cl chlorine 1740 ar argon 1820 ne neon 104 he helium 2 73 ge germanium 3275 as arsenic 3379 se selenium 3480 br bromine 3584 kr krypton 3639 k potassium 19 88 sr strontium 3889 y yttrium 3991 zr zirconium 4093 nb niobium 4196 mo molybdenum 42tc technetium 43101 ru ruthenium 44103 rh rhodium 45106 pd palladium 46108 ag silver 47112 cd cadmium 48115 in indium 49119 sn tin 50122 sb antimony 51128 te tellurium 52127 i iodine 53131 xe xenon 54 137 ba barium 56139 la lanthanum 57        *178 hf hafnium 72181 ta tantalum 73184 w tungsten 74186 re rhenium 75190 os osmium 76192 ir iridium 77195 pt platinum 78197 au gold 79201 hg mercury 80204 tl thallium 81207 pb lead 82209 bi bismuth 83po polonium 84at astatine 85rn radon 86 fr francium 87227 ac actinium 899 be beryllium 4ii i iii iv v vi vii 0 85 rb rubidium 37 133 cs caesium 55 226 ra radium 88 the volume of one mole of any gas is 2 4dm3at room temperature and pressure (r .t.p.).a x ba = relative atomic mass x = atomic symbol b = proton (atomic) numberkey*58-71 lanthanoid series 90-103 actinoid seriesdata sheet the periodic t able of the elements  "
+        },
+        "0620_s13_qp_13.pdf": {
+            "1": "    this document consists of 15 printed pages and 1 blank page.  ib13 06_0620_13/fp  \u00a9 ucles 2013  [turn over       *3600035500* university of cambridge international examinations  international general certificate of secondary education       chemistry 0620/13     paper 1 multiple choice  may/june 2013       45 minutes  additional materials: multiple choice answer sheet   soft clean eraser   soft pencil (type b or hb is recommended)       read these instructions first    write in soft pencil. do not use staples, paper clips, highlighters, glue or correction fluid. write your name, centre number and candidate number on the answer sheet in the spaces provided unless  this has been done for you.  do not  write in any barcodes.   there are forty  questions on this paper. answer all questions. for each question there are four possible  answers a, b, c and d.   choose the one you consider correct and record your choice in soft pencil  on the separate answer sheet.   read the instructions on the answer sheet very carefully.  each correct answer will score one mark. a mark will not be deducted for a wrong answer. any rough working should be done in this booklet. a copy of the periodic table is printed on page 16. electronic calculators may be used.  ",
+            "2": "2  \u00a9 ucles 2013 0620/13/m/j/13  1 the diagram shows a cup of tea.        which row describes the water particles in the air above the cup compared with the water  particles in the cup?     moving faster closer together  a \u0013 \u0013  b \u0013 \u0017  c \u0017 \u0013  d \u0017 \u0017    2 crystals of sodium chloride were prepared by the following method.    1 25.0  cm3 of dilute hydrochloric acid was accurately measured into a conical flask.  2 aqueous sodium hydroxide was added until the solution was neutral. the volume of  sodium hydroxide added was measured.  3 the solution was evaporated and the crystals washed with approximately 15  cm3 of  water.    which row shows the pieces of apparatus used to measure the 25.0  cm3 of hydrochloric acid, the  volume of aqueous sodium hydroxide and the 15  cm3 of water?     25.0  cm3 of hydrochloric  acid accurately the volume of aqueous  sodium hydroxide added 15  cm3 of water  approximately  a burette pipette measuring cylinder  b measuring cylinder burette pipette  c pipette burette measuring cylinder  d pipette measuring cylinder burette     ",
+            "3": "3  \u00a9 ucles 2013 0620/13/m/j/13 [turn over  3 the positions of four elements are shown on the outline of the periodic table.    which element forms a coloured oxide?    a b c d      4 lead iodide is insoluble in water.    lead iodide is made by adding aqueous lead nitrate to aqueous potassium iodide.    which pieces of apparatus are needed to obtain solid lead iodide from 20  cm3 of aqueous lead  nitrate?    12345    a 1, 2 and 4 b 1, 3 and 5 c 1, 4 and 5 d 2, 4 and 5     5 element x is represented by  x27 13.    which statement about element x is correct?  a an atom of x contains 13 protons and 13 neutrons.  b an atom of x contains 27 protons and 13 electrons.  c x forms an ion by gaining electrons.  d x is placed in group iii of the periodic table.     ",
+            "4": "4  \u00a9 ucles 2013 0620/13/m/j/13  6 element x has six electrons in its outer shell.    = electronkey e eee eee     how could the element react?  a by gaining two electrons to form a positive ion  b by losing six electrons to form a negative ion  c by sharing two electrons with two electrons from another element to form two covalent bonds  d by sharing two electrons with two electrons from another element to form four covalent bonds      7 for which substance is the type of bonding not correct?    type of bonding   substance  ionic covalent metallic  a chlorine  \u0013   b potassium bromide \u0013    c sodium   \u0013  d sodium chloride  \u0013     8 a compound with the formula xf 2 has a relative formula mass of 78.    what is element x?  a argon  b calcium  c neon  d zirconium     ",
+            "5": "5  \u00a9 ucles 2013 0620/13/m/j/13 [turn over  9 the diagram shows an incomplete circuit.    glass tubelamp     which substance causes the lamp to  light when added to the glass tube?  a aqueous sodium chloride  b aqueous sugar  c solid sodium chloride  d solid sugar     10 the diagram shows an electrical cable.    metal coreplastic coating     which statement about the substances used is correct?  a the coating is plastic because it conducts electricity well.  b the core is copper because it conducts electricity well.  c the core is copper because it is cheap and strong.  d the core is iron because it is cheap and strong.     11 what is the balanced chemical equation for the reaction between calcium and water?  a ca  +  h 2o \u2192 caoh + h 2  b ca  +  h 2o \u2192 ca(oh) 2 + h 2  c ca  +  2h 2o \u2192 caoh + h 2  d ca  +  2h 2o \u2192 ca(oh) 2 + h 2     ",
+            "6": "6  \u00a9 ucles 2013 0620/13/m/j/13  12 some white anhydrous copper( ii) sulfate powder is put into a beaker of water and stirred.    what would show that the process was exothermic?  a a blue solution is formed.  b the beaker feels cooler.  c the beaker feels warmer.  d the powder dissolves in the water.      13 the diagram shows an electrolysis circuit.    at which electrode is hydrogen formed?    +\u2013 +\u2013 ab cd aqueous sodium chloridemolten sodiumchloride       14 which substance does not require oxygen in order to produce energy?  a coal  b hydrogen  c natural gas  d 235u      15 calcium carbonate reacts with hydrochloric acid to form carbon dioxide.    which changes would slow this reaction down?    1 decreasing the concentration of hydrochloric acid  2 decreasing the particle size of calcium carbonate 3 decreasing the temperature    a 1 and 2 only b 1 and 3 only c 2 and 3 only d 1, 2 and 3     ",
+            "7": "7  \u00a9 ucles 2013 0620/13/m/j/13 [turn over  16 the equation shows the formation of anhydrous copper( ii) sulfate from hydrated copper( ii)  sulfate.    cuso 4.5h 2o    cuso 4  +  5h 2o    statements 1, 2 and 3 refer to this reaction.    1 hydrated copper( ii) sulfate is reduced to anhydrous copper( ii) sulfate.  2 the ( ii) in the name copper( ii) sulfate refers to the oxidation state of the metal.  3 the reaction is reversible.    which statements are correct?  a 1 only b 1 and 2 c 2 and 3 d 3 only      17 ant stings hurt because of the methanoic acid produced by the ant.    which substance could, most safely , be used to neutralise the acid?     substance ph  a baking soda 8  b car battery acid 1  c lemon juice 3  d oven cleaner 14      18 in which equation is the underlined substance acting as a reducing agent?    a 3co  +  fe 2o3  \u2192  2fe  +  3co 2  b co 2  +  c  \u2192  2co  c cuo  +  h 2  \u2192  cu  +  h 2o  d cao  +  h 2o  \u2192  ca(oh) 2     ",
+            "8": "8  \u00a9 ucles 2013 0620/13/m/j/13  19 two indicators, bromophenol blue and congo red, show the following colours in acidic solutions  and in alkaline solutions.    indicator acid alkali  bromophenol blue yellow blue  congo red violet red    a few drops of each indicator are added to separate samples of a solution of ph 2.    what are the colours of the indicators in this solution?    in a solution of ph 2    bromophenol blue is congo red is  a blue red  b blue violet  c yellow red  d yellow violet     20 the diagram shows an experiment.    red litmus paperblue litmus paper aqueous ammonium chloride + aqueous sodium hydroxide heat    what happens to the pieces of litmus paper?     blue litmus paper red litmus paper  a changes colour changes colour  b changes colour no colour change  c no colour change changes colour  d no colour change no colour change     ",
+            "9": "9  \u00a9 ucles 2013 0620/13/m/j/13 [turn over  21 the diagram shows one period of the periodic table.    li be b c n o f ne    which two elements form acidic oxides?  a carbon and lithium  b carbon and neon  c carbon and nitrogen  d nitrogen and neon     22 which element is a transition metal?     colour of  chloride melting point of  element  / \u00b0c  a white 113  b white 1495  c yellow 113  d yellow 1495    23 which property of elements increases across a period of the periodic table?  a metallic character  b number of electron shells  c number of outer shell electrons  d tendency to form positive ions    24 which property makes aluminium ideal for making food containers?  a conducts electricity  b conducts heat  c mechanical strength  d resistance to corrosion    ",
+            "10": "10  \u00a9 ucles 2013 0620/13/m/j/13  25 fluorine is at the top of group vii in the periodic table.    which row shows the properties of fluorine?     colour state at room  temperature reaction with aqueous  potassium iodide  a brown gas no reaction  b brown liquid iodine displaced  c yellow gas iodine displaced  d yellow liquid no reaction      26 which element is a metal?     charge on  element ion electrical  conductivity  a negative low  b positive high  c negative high  d positive low     27 group i metals are also known as the alkali metals.    which statement about the metals in group i is not correct?  a in their reactions they lose electrons.  b their atoms all have one electron in their outer shell.  c they form +1 ions in their reactions with non-metals.  d they form covalent compounds by sharing electrons.     ",
+            "11": "11  \u00a9 ucles 2013 0620/13/m/j/13 [turn over  28 below are some metals in decreasing order of reactivity.    magnesium  zinc  iron  copper    titanium reacts with acid and cannot be extracted from its ore by heating with carbon.    where should titanium be placed in this list?  a below copper  b between iron and copper  c between magnesium and zinc  d between zinc and iron     29 which substance is not involved in the extraction of iron from hematite?  a carbon  b carbon monoxide  c calcium carbonate  d nitrogen    30 pure metals conduct electricity and can be hammered into different shapes.    why are metals sometimes used as alloys?  a alloys are cheaper than the metals they are made from.  b alloys are easier to hammer into different shapes.  c alloys are harder and keep their shape better.  d alloys conduct electricity better.     31 water has been contaminated with sea-water.    which substances can be removed by chlorination and filtration?  a bacteria, sand and sodium chloride  b bacteria and sand only  c bacteria and sodium chloride only  d sand and sodium chloride only     ",
+            "12": "12  \u00a9 ucles 2013 0620/13/m/j/13  32 which information about carbon dioxide and methane is correct?      carbon dioxide methane   a formed when vegetation decomposes \u0013 \u0017 key  b greenhouse gas \u0013 \u0013 \u0013 = true  c present in unpolluted air \u0017 \u0017 \u0017 = false  d produced during respiration \u0017 \u0013      33 iron rusts when it reacts with \u2026\u20261\u2026\u2026    rusting can be prevented by covering the iron with a more reactive metal, such as \u2026\u20262\u2026\u2026    which words correctly complete gaps 1 and 2?     1 2  a oxygen copper  b oxygen magnesium  c oxygen and water copper  d oxygen and water magnesium    34 nitrogen, phosphorus and potassium are essential elements for plant growth.    which mixture provides all three essential elements?     mixture formula  a ammonium phosphate  +  potassium chloride (nh 4)3po 4  +  kc l  b ammonium phosphate  +  ammonium nitrate (nh 4)3po 4  +  nh 4no 3  c ammonium phosphate  +  ammonium chloride (nh 4)3po 4  +  nh 4cl  d ammonium nitrate  +  potassium chloride nh 4no 3  +  kc l    ",
+            "13": "13  \u00a9 ucles 2013 0620/13/m/j/13 [turn over  35 organic compounds may have names ending in -ane, -ene, -ol or -oic acid.    how many of these endings indicate the com pounds contain double bonds in their molecules?  a 1 b 2 c 3 d 4     36 the list shows four methods that were suggested for the formation of carbon dioxide.    1 action of an alkali on a carbonate  2 action of heat on a carbonate 3 complete combustion of methane  4 reaction of a carbonate with oxygen    which methods would result in the production of carbon dioxide?  a 1 and 2 b 1 and 4 c 2 and 3 d 3 and 4     37 the table shows the boiling points of four members of the homologous series of alcohols.    compound  name formula boiling point  / \u00b0c  methanol ch 3oh 65  ethanol c 2h5oh 78  propanol c 3h7oh x  butanol c 4h9oh 117    what is the value of x?  a 55  \u00b0c b 82  \u00b0c c 98  \u00b0c d 115  \u00b0c    38 which columns describe the hydrocarbons ethane and ethene?     1 2 3 4  state at room temperature gas gas liquid liquid  reaction with oxygen burns burns burns burns  reaction with aqueous  bromine no reaction decolourises  bromine no reaction decolourises  bromine    a 1 (ethane) and 2 (ethene)  b 1 (ethane) and 4 (ethene)  c 2 (ethene) and 3 (ethane)  d 3 (ethane) and 4 (ethene) ",
+            "14": "14  \u00a9 ucles 2013 0620/13/m/j/13  39 the table shows some fractions that are obtained from petroleum by fractional distillation,  together with some of their uses.    fraction use  refinery gas cooking  gasoline fuel for cars  1 making chemicals  2 jet fuel  3 fuel for ships  bitumen making roads    which row correctly identifies fractions 1, 2 and 3?     1 2 3  a diesel oil fuel oil lubricating fraction  b fuel oil diesel oil kerosene  c kerosene naphtha diesel oil  d naphtha kerosene fuel oil     40 which of the statements about ethanol are correct?    1 ethanol can be formed by an addition reaction.  2 ethanol can be formed by fermentation. 3 when ethanol burns in air, it forms carbon dioxide and water.    a 1, 2 and 3 b 1 and 2 c 1 and 3 d 2 and 3     ",
+            "15": "15  \u00a9 ucles 2013 0620/13/m/j/13  blank page",
+            "16": "16      permission to reproduce items where thir d-party owned material protected by copyright  is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to t race 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.    \u00a9 ucles 2013 0620/13/m/j/13   group 140 ce cerium 58141 pr praseodymium 59144 nd neodymium 60pm promethium 61150 sm samarium 62152 eu europium 63157 gd gadolinium 64159 tb terbium 65162 dy dysprosium 66165 ho holmium 67167 er erbium 68169 tm thulium 69173 yb ytterbium 70175 lu lutetium 71 232 th thorium 90pa protactinium 91238 u uranium 92np neptunium 93pu plutonium 94am americium 95cm curium 96bk berkelium 97cf californium 98es einsteinium 99fm fermium 100md mendelevium 101no nobelium 102lr lawrencium 1031 h hydrogen 1 7 li lithium 3 23 na sodium 1124 mg magnesium 12 40 ca calcium 2045 sc scandium 2148 ti titanium 2251 v vanadium 2352 cr chromium 2455 mn manganese 2556 fe iron 2659 co cobalt 2759 ni nickel 2864 cu copper 2965 zn zinc 3070 ga gallium 3127 al aluminium 1311 b boron 512 c carbon 614 n nitrogen 716 o oxygen 819 f fluorine 9 28 si silicon 1431 p phosphorus 1532 s sulfur 1635.5 cl chlorine 1740 ar argon 1820 ne neon 104 he helium 2 73 ge germanium 3275 as arsenic 3379 se selenium 3480 br bromine 3584 kr krypton 3639 k potassium 19 88 sr strontium 3889 y yttrium 3991 zr zirconium 4093 nb niobium 4196 mo molybdenum 42tc technetium 43101 ru ruthenium 44103 rh rhodium 45106 pd palladium 46108 ag silver 47112 cd cadmium 48115 in indium 49119 sn tin 50122 sb antimony 51128 te tellurium 52127 i iodine 53131 xe xenon 54 137 ba barium 56139 la lanthanum 57        *178 hf hafnium 72181 ta tantalum 73184 w tungsten 74186 re rhenium 75190 os osmium 76192 ir iridium 77195 pt platinum 78197 au gold 79201 hg mercury 80204 tl thallium 81207 pb lead 82209 bi bismuth 83po polonium 84at astatine 85rn radon 86 fr francium 87227 ac actinium 899 be beryllium 4ii i iii iv v vi vii 0 85 rb rubidium 37 133 cs caesium 55 226 ra radium 88 the volume of one mole of any gas is 2 4dm3at room temperature and pressure (r .t.p.).a x ba = relative atomic mass x = atomic symbol b = proton (atomic) numberkey*58-71 lanthanoid series 90-103 actinoid seriesdata sheet the periodic t able of the elements  "
+        },
+        "0620_s13_qp_21.pdf": {
+            "1": "read these instructions first write your centre number, candidate number and name in the spaces at the top of this page. write in dark blue or black pen.you may need to use a pencil for any diagrams, graphs or rough working.do not use staples, paper clips, highlighters, glue or correction \ufb02 uid. do not  write in any barcodes. answer all questions. electronic calculators may be used.a copy of the periodic table is printed on page 16.you may lose marks if you do not show your working or if you do not use appropriate units. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question.chemistry  0620/21   paper 2 may/june 2013  1 hour 15 minutes candidates answer on the question paper. no additional materials are required.university of cambridge international examinations international general certi \ufb01 cate of secondary education this document consists of 15 printed pages and 1 blank page. [turn overib13 06_0620_21/2rp\u00a9 ucles 2013 *0286058287*",
+            "2": "2 0620/21/m/j/13 \u00a9 ucles 2013for examiner\u2019s use1  the electronic structures of \ufb01 ve atoms of different elements, a, b, c, d and e, are shown  below. a b c d e   answer the following questions about these structures. each structure may be used once,  more than once or not at all.  (a)  which structure  (i)  is in period 4 of the periodic table,  (ii)  is a noble gas,  (iii)  is in group ii of the periodic table,  (iv)  has \ufb01 ve electrons in its outer shell,  (v)  has a proton (atomic) number of 7,  (vi)  represents a \ufb02 uorine atom? [6]  (b)  complete the following sentences about elements using words from the list below. alkali       atom       covalent       ion monatomic       three       transition       two   an element is a substance containing only one type of .. .   the group vii elements exist as molecules containing .. atoms.   carbon has a giant .. structure with many strong bonds.   elements such as iron and copper, which form coloured compounds, are called  .. elements. [4] [total: 10]",
+            "3": "3 0620/21/m/j/13 \u00a9 ucles 2013 [turn overfor examiner\u2019s use2  the table below shows some properties of the group i elements. metal density in g  / cm3melting point  / \u00b0c boiling point  / \u00b0c lithium 0.53 181 1342 sodium 0.97 98 883potassium 0.86 63rubidium 1.53 39 686caesium 1.88 29 669  (a)  use the information in the table to explain why caesium is a liquid when the temperature  is 34  \u00b0c.   ...    ... ..  [1]  (b)  suggest a value for the boiling point of potassium. .. \u00b0c  [1]  (c) (i)   describe the general  trend in density down the group.   . .  [1]  (ii)  which element does not follow this trend?   . .  [1]  (d)  state three  physical properties of potassium, other than density, melting point and boiling  point.   ...    ...    ... ..  [3]  (e)  potassium reacts with water. the products are potassium hydroxide and hydrogen.  (i)  describe two observations when potassium reacts with water.   . ...   . ...   . .  [2]  (ii)  complete the symbol equation for this reaction.  2k  +  ..h2o  \u2192  2koh  +  . [2] [total: 11]",
+            "4": "4 0620/21/m/j/13 \u00a9 ucles 2013for examiner\u2019s use3 (a)   match the name of the homologous series on the left with its formula on the right.   the \ufb01 rst one has been done for you.  halogenoalkane alkanealkene alcohol carboxylic acidc 2h6 c2h4c2h5oh c2h5clch3cooh [4]  (b)  draw the full structural formula of the compound, c2h6, showing all atoms and bonds. [1]  (c)  the compound with the formula c2h4 is an unsaturated hydrocarbon.   describe the difference between a saturated and an unsaturated hydrocarbon in terms  of the bonds they contain.   ...    ... ..  [2]  (d)  describe a test to distinguish between a saturated and unsaturated hydrocarbon.  test     result with saturated hydrocarbon    ...   result with unsaturated hydrocarbon    ... ..  [3] [total: 10]",
+            "5": "5 0620/21/m/j/13 \u00a9 ucles 2013 [turn overfor examiner\u2019s use4  farmers spread fertilisers on the soil where crops are to be grown.  (a)  why do farmers use fertilisers? in your answer, include  \u25cf  the names of the essential elements present in most fertilisers,  \u25cf  the reasons why farmers use fertilisers.   ...    ...    ...    ...    ... ..  [4]  (b)  urea can be used as a fertiliser.   the structure of urea is shown below. c onhh n hh  (i)  deduce the molecular formula of urea.   . .  [1]  (ii)  calculate the relative molecular mass of urea. you must show all your working. [2]",
+            "6": "6 0620/21/m/j/13 \u00a9 ucles 2013for examiner\u2019s use (c)  urea is a solid at room temperature. complete the diagram below to show the arrangement  of the molecules in solid urea.   show a molecule of urea as  [2]  (d)  when urea is heated with an alkali, ammonia is given off.   describe a test for ammonia.  test     result  .. .  [2] [total: 11]",
+            "7": "7 0620/21/m/j/13 \u00a9 ucles 2013 [turn overfor examiner\u2019s use5  the table shows some properties of four substances, a, b, c and d. substance melting point  / \u00b0cdoes the solid  conduct electricity?does a solution of  the solid conduct  electricity? a 962 yes does not dissolve b 747 no dissolves and conducts c 113 no does not dissolve d 3550 no does not dissolve  (a)  which one of these substances has  (i)  a giant covalent structure,  (ii) a simple molecular structure,  (iii) a metallic structure? [3]  (b)  a student carried out an experiment to determine the rate of reaction of calcium carbonate  with excess hydrochloric acid. caco3(s)  +  2hc l (aq)  \u2192  cac l 2(aq)  +  co2(g)  +  h2o(l)   he recorded the loss of mass of the reaction mixture over a period of time. 362.05cotton wool small pieces of calcium carbonate balancehydrochloric acid  (i)  explain why the reaction mixture decreases in mass.   . .  [1]",
+            "8": "8 0620/21/m/j/13 \u00a9 ucles 2013for examiner\u2019s use  he carried out the reaction at constant temperature using 2  g of calcium carbonate in  small pieces. the hydrochloric acid was in excess.   he plotted his results on a grid. this is shown below. 1.0 0.80.60.40.2 0 0 100 200 300 400 500 600 time  / secondsloss in mass  / g  (ii)  at what time has the reaction just \ufb01 nished? ... s  [1]  (iii)  from the graph, deduce the loss in mass in the \ufb01 rst 100 seconds. ... g  [1]  (iv)  the student repeated the experiment keeping everything the same except for the  size of the pieces of calcium carbonate. he used smaller pieces of calcium carbonate but the mass used was the same.   on the grid above, draw a line to show how the loss of mass changes with time when  smaller pieces of calcium carbonate are used. [2]  (v)   state the effect of increasing the concentration of hydrochloric acid on the rate  (speed) of this reaction when all other factors remain constant.   . .  [1] [total: 9]",
+            "9": "9 0620/21/m/j/13 \u00a9 ucles 2013 [turn overfor examiner\u2019s use6 (a)  propanol is a solvent.   sugar is soluble in propanol. salt (sodium chloride) is insoluble in propanol.   a student wants to separate a mixture of solid salt and solid sugar.  (i)  describe how she could separate the salt from the sugar.   you may draw a labelled diagram to help you answer this question.   . ...   . ...   . .  [3]  (ii)  describe how the student could obtain solid sodium chloride from a solution of  sodium chloride in water.   . .  [1]  (b)  the diagram shows the structure of sodium chloride. na+ cl \u2013 na+ cl \u2013na+ na+cl \u2013cl \u2013na+ cl \u2013 na+ cl \u2013na+ na+cl \u2013cl \u2013  (i)  deduce the simplest formula for sodium chloride.   . .  [1]  (ii)  what type of bonding is present in sodium chloride?   put a ring around the correct answer.  covalent          ionic          metallic          weak  [1]",
+            "10": "10 0620/21/m/j/13 \u00a9 ucles 2013for examiner\u2019s use (c)  the diagram shows the apparatus used to electrolyse a concentrated aqueous solution  of sodium chloride. +\u2013a c db  (i)  which letter on the diagram, a, b, c or d, represents the electrolyte?   . .  [1]  (ii)  name the product formed at  the positive electrode,    the negative electrode.    [2] [total: 9]",
+            "11": "11 0620/21/m/j/13 \u00a9 ucles 2013 [turn overfor examiner\u2019s use7 (a)  a student set up the apparatus shown below.   the concentrated hydrochloric acid gives off hydrogen chloride gas.   after 15 seconds, the damp blue litmus paper begins to turn red.   after 25 seconds, the litmus paper has turned completely red. damp blue litmus paper cotton wool soaked in concentrated hydrochloric acidlong glass tube at the startslightly red after 15 secondsall red after 25 seconds   use ideas about moving particles to explain these observations.   ...    ...    ...    ...    ... ..  [4]  (b)  hydrogen chloride reacts with ammonia to form a salt which has the formula nh4cl.   state the name of this salt.    ... ..  [1]  (c) (i)   hydrochloric acid reacts with iron to form iron( ii) chloride and hydrogen.   write a word equation for this reaction.   . .  [1]  (ii)  describe a test for iron( ii) ions.  test   .  result    [2]",
+            "12": "12 0620/21/m/j/13 \u00a9 ucles 2013for examiner\u2019s use (d)  a student investigates various methods of protecting iron from rusting. she sets up four  tubes as shown in the diagram below. tube 1 iron nail water irontube 2 tube 3 tube 4 oil ironwater iron completelycoated withplasticwater iron incompletelycoated withplastic  (i)  tube 1 contains unprotected iron. what is the purpose of this experiment?   . .  [1]  (ii)  state the names of the two substances needed for iron to rust.  ..  and  .. [2 ]  (iii)  explain why the iron in tube 4 does not rust.   . ...   . .  [1]  (iv)  explain why the iron in tube 3 eventually rusts.   . ...   . .  [1] [total: 13]",
+            "13": "13 0620/21/m/j/13 \u00a9 ucles 2013 [turn overfor examiner\u2019s use8  the diagram shows a silvered light bulb. thin coil of tungsten wire  plastic copper wiresbrass lamp holderthin layer of silver alloy   some properties of metals used in the light bulb are shown in the table below. metal hardnesselectrical  conductivitymelting point / \u00b0cprice / $ per tonne brass hard good about 1000 7 000 copper fairly soft very good 1083 9 600silver fairly soft very good 962 1 300 000tungsten hard good 3410 450  (a) (i)   suggest why copper rather than tungsten is used for electrical wiring?   . .  [1]  (ii)  suggest why silver is not used for electrical wiring.   . .  [1]  (iii)  suggest two reasons why tungsten rather than copper is used to make the bulb  \ufb01 lament.   reason 1   .  reason 2  ...  [2] (iv)  explain why the copper wires are covered with plastic.   . ...   . .  [2]",
+            "14": "14 0620/21/m/j/13 \u00a9 ucles 2013for examiner\u2019s use (b)  brass is an alloy.   which one of the following diagrams, a, b, c or d, best represents an alloy? a b c d   ... ..  [1] [total: 7]",
+            "15": "15 0620/21/m/j/13blank page \u00a9 ucles 2013",
+            "16": "16 permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here 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. 0620/21/m/j/13 \u00a9 ucles 2013 group 140 ce cerium 58141 pr praseodymium 59144 nd neodymium 60pm promethium 61150 sm samarium 62152 eu europium 63157 gd gadolinium 64159 tb terbium 65162 dy dysprosium 66165 ho holmium 67167 er erbium 68169 tm thulium 69173 yb ytterbium 70175 lu lutetium 71 232 th thorium 90pa protactinium 91238 u uranium 92np neptunium 93pu plutonium 94am americium 95cm curium 96bk berkelium 97cf californium 98es einsteinium 99fm fermium 100md mendelevium 101no nobelium 102lr lawrencium 1031 h hydrogen 1 7 li lithium 3 23 na sodium 1124 mg magnesium 12 40 ca calcium 2045 sc scandium 2148 ti titanium 2251 v vanadium 2352 cr chromium 2455 mn manganese 2556 fe iron 2659 co cobalt 2759 ni nickel 2864 cu copper 2965 zn zinc 3070 ga gallium 3127 al aluminium 1311 b boron 512 c carbon 614 n nitrogen 716 o oxygen 819 f fluorine 9 28 si silicon 1431 p phosphorus 1532 s sulfur 1635.5 cl chlorine 1740 ar argon 1820 ne neon 104 he helium 2 73 ge germanium 3275 as arsenic 3379 se selenium 3480 br bromine 3584 kr krypton 3639 k potassium 19 88 sr strontium 3889 y yttrium 3991 zr zirconium 4093 nb niobium 4196 mo molybdenum 42tc technetium 43101 ru ruthenium 44103 rh rhodium 45106 pd palladium 46108 ag silver 47112 cd cadmium 48115 in indium 49119 sn tin 50122 sb antimony 51128 te tellurium 52127 i iodine 53131 xe xenon 54 137 ba barium 56139 la lanthanum 57        *178 hf hafnium 72181 ta tantalum 73184 w tungsten 74186 re rhenium 75190 os osmium 76192 ir iridium 77195 pt platinum 78197 au gold 79201 hg mercury 80204 tl thallium 81207 pb lead 82209 bi bismuth 83po polonium 84at astatine 85rn radon 86 fr francium 87227 ac actinium 899 be beryllium 4ii i iii iv v vi vii 0 85 rb rubidium 37 133 cs caesium 55 226 ra radium 88 the volume of one mole of any gas is 24 dm3at room temperature and pressure (r.t.p.).a x ba = relative atomic mass x = atomic symbol b = proton (atomic) numberkey*58-71 lanthanoid series 90-103 actinoid seriesdata sheet the periodic table of the elements"
+        },
+        "0620_s13_qp_22.pdf": {
+            "1": "read these instructions first write your centre number, candidate number and name in the spaces at the top of this page. write in dark blue or black pen.you may need to use a pencil for any diagrams, graphs or rough working.do not use staples, paper clips, highlighters, glue or correction \ufb02 uid. do not  write in any barcodes. answer all questions. electronic calculators may be used.a copy of the periodic table is printed on page 16.you may lose marks if you do not show your working or if you do not use appropriate units. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question.chemistry  0620/22   paper 2 may/june 2013  1 hour 15 minutes candidates answer on the question paper. no additional materials are required.university of cambridge international examinations international general certi \ufb01 cate of secondary education this document consists of 14 printed pages and 2 blank pages. [turn overib13 06_0620_22/3rp\u00a9 ucles 2013 *2056544724*",
+            "2": "2 0620/22/m/j/13 \u00a9 ucles 2013for examiner\u2019s use1  the structures of \ufb01 ve substances, a, b, c, d and e, are shown below. na+ cl \u2013 na+ cl \u2013 clclna+ na+cl \u2013cl \u2013na+ cl \u2013 na+ cl \u2013na+ na+cl \u2013cl \u2013 n hh h hch c hh ho ha db ec cc cccc ccccccc ccc cc cccc cc c ccc cc ccccc ccc  (a)  answer the following questions about these substances. each substance may be used  once, more than once or not at all.  (i) which two substances are elements? .  and  .  (ii)  which substance has a giant covalent structure? .  (iii)  which substance turns damp red litmus blue? .  (iv)  which substance is a product of fermentation? .  (v)  which substance is used as a lubricant? . [6]  (b)  complete the following sentences about compounds using words from the list below.  atom combined copper covalent  ionic metals molecules separated  a compound is a substance containing two or more types of  chemically   .   compounds such as water and sulfur dioxide exist as simple  .   others, such as sodium chloride, are giant  structures. [4] [total: 10]",
+            "3": "3 0620/22/m/j/13 \u00a9 ucles 2013 [turn overfor examiner\u2019s use2  the table shows how the density of the transition elements varies across period 4. element ti v cr mn fe co ni cu density in g per cm34.50 7.20 7.20 7.86 8.90 8.90 8.92  (a)  describe the general  trend in density of the transition elements across period 4.   ... ..  [1]  (b)  suggest a value for the density of vanadium, v.   ... ..  [1]  (c)  many transition elements and their compounds are catalysts.   what is the meaning of the term catalyst  ?   ... ..  [1]  (d)  describe three  properties of transition metals, apart from catalytic activity, which make  them different from group i metals.  1.  ...   2.  ...   3.  ... ..  [3]  (e)  iron reacts with steam to form an oxide with the formula fe3o4.   complete the symbol equation for this reaction.  ...fe(s)  +  ...h2o(g)  \u2192  fe3o4(s)  +  4h2(g) [2]  (f)  iron reacts with sulfuric acid.   complete the word equation for this reaction. iron  +  sulfuric acid  \u2192    +     [2] [total: 10]",
+            "4": "4 0620/22/m/j/13 \u00a9 ucles 2013for examiner\u2019s use3  the concentration of alkali in a solution can be determined from the results of a titration.   the apparatus used is shown below. abcd  (a)  state the name of each of these pieces of apparatus.  a .  b .  c .  d . [4]",
+            "5": "5 0620/22/m/j/13 \u00a9 ucles 2013 [turn overfor examiner\u2019s use (b)  the graph below shows how the ph changes when an alkali is neutralised by an acid. 0 5 10 15 20 2514 1210 86420ph volume of acid added  / cm3  (i)  what is the ph of the alkali at the start of the experiment? ph = ...  [1]  (ii)  what volume of acid has been added when the ph is 12? ... cm3  [1]  (iii)  what is the value of the ph when the solution is neutral?   put a ring around the correct answer. ph 0        ph 5        ph 7        ph 9        ph 14 [1]",
+            "6": "6 0620/22/m/j/13 \u00a9 ucles 2013for examiner\u2019s use (c) (i)   which two of the following compounds could a farmer use to control the ph of soils  which are too acidic?   tick two boxes.  aluminium chloride calcium carbonate calcium oxide copper sulfate potassium chloride [2]  (ii)  explain why farmers need to control the ph of soils which are too acidic.   . ...   . .  [1] [total: 10]",
+            "7": "7 0620/22/m/j/13 \u00a9 ucles 2013 [turn overfor examiner\u2019s use4  methane belongs to the alkane homologous series.  (a) (i)   draw the structure of methane showing all atoms and bonds. [1]  (ii)  state the name of one other member of the alkane homologous series.   . .  [1]  (iii)  methane is an atmospheric pollutant.   give one natural source of methane in the atmosphere.   . .  [1]  (iv)  methane burns in excess oxygen to form carbon dioxide and water.   complete the symbol equation for this reaction.  ch4  +  o2  \u2192    +  2h2o [2]  (b) (i)   in an oil re \ufb01 nery, hydrocarbons are separated into different fractions. on what  physical property does this fractionation depend?   . .  [1]  (ii)  match the fraction on the left with the use of the fraction on the right. the \ufb01 rst one  has been done for you. gasoline diesel fuel oil kerosene naphthafuel for lorries fuel for cars fuel for ships making chemicals fuel for jet aircraft [4] [total: 10]",
+            "8": "8 0620/22/m/j/13 \u00a9 ucles 2013for examiner\u2019s use5  clean air is a mixture of gases.  (a)  state the composition of clean air and describe how it gets polluted by gases such as  sulfur dioxide, carbon monoxide and oxides of nitrogen.   in your answer, include  \u25cf the names and percentages of the two main gases present in clean air,  \u25cf the source of each of the pollutant gases named above.   ...    ...    ...    ...    ...    ... ..  [5]  (b)  lead is an atmospheric pollutant. it is extracted by heating ores containing lead sul \ufb01 de.  (i)  the structure of lead sul \ufb01 de is shown below. pb2+s2\u2013 pb2+s2\u2013 pb2+s2\u2013 pb2+s2\u2013 pb2+s2\u2013 pb2+s2\u2013   deduce the simplest formula for lead sul \ufb01 de.   . .  [1]  (ii)  the last stage in extracting lead involves reducing lead( ii) oxide with carbon. pbo  +  c  \u2192  pb  +  co   how does this equation show that lead oxide gets reduced?   . .  [1]",
+            "9": "9 0620/22/m/j/13 \u00a9 ucles 2013 [turn overfor examiner\u2019s use (c)  dichloroethane used to be added to petrol to prevent the build-up of lead deposits in car  engines.   the structure of dichloroethane is shown below. c hh cc l cl hh  (i)  dichloroethane is a liquid.   describe the arrangement and closeness of the particles in a liquid.  arrangement  .. closeness  .  [2] (ii)  deduce the molecular formula for dichloroethane.   . .  [1]  (iii)  calculate the relative molecular mass of dichloroethane. you must show all your  working. [2] [total: 12]",
+            "10": "10 0620/22/m/j/13 \u00a9 ucles 2013for examiner\u2019s use6 (a)   the table below describes the reaction of some metals with water. metal reaction calciumreacts rapidly with cold water producing many  bubbles of gas magnesiumreacts very slowly with cold water but reacts  rapidly with steam rubidiumreacts very rapidly with cold water producing  many bubbles of gas and will explode zinconly reacts with steam when in powdered form  and heated very strongly  put these metals in order of their reactivity. least reactive most reactive [2]  (b)  the list below shows part of the reactivity series. potassium sodium aluminium carbon zinc ironincreasing reactivity   give the names of two metals from this list that can be extracted from their oxide ores by  heating with carbon.  ..  and  .  [1]  (c)  a magnesium atom has 12 electrons.  (i)  complete the diagram below to show the electronic structure of an atom of  magnesium. mg [2]  (ii)  an isotope of magnesium has a nucleon number (mass number) of 26.   deduce the number of neutrons in one atom of this isotope of magnesium.   . .  [1] [total: 6]",
+            "11": "11 0620/22/m/j/13 \u00a9 ucles 2013 [turn overfor examiner\u2019s use7  the table shows some properties of sulfur, sucrose (sugar) and zinc chloride. property sulfur sucrose zinc chloride state at room  temperaturesolid solid solid solubility in water insoluble soluble soluble electrical conductivity  of aqueous solutiondoes not conduct conducts structure molecular molecular ionic  (a)  suggest why an aqueous solution of zinc chloride conducts electricity.   ... ..  [1]  (b)  suggest why an aqueous solution of sucrose does not conduct electricity.   ... ..  [1]  (c)  suggest how you could separate a mixture of solid sucrose and solid sulfur.   ...    ...    ... ..  [2]  (d)  molten zinc chloride can be electrolysed using the apparatus shown below. +\u2013 a c db  (i)  which one of the letters, a, b, c or d, represents the cathode?   . .  [1]  (ii)  which one of the following substances is the most suitable for use as an electrode  in this electrolysis?   put a ring around the correct answer. copper            graphite            sodium            sulfur [1]",
+            "12": "12 0620/22/m/j/13 \u00a9 ucles 2013for examiner\u2019s use (iii)  predict the products of the electrolysis of molten zinc chloride at   the negative electrode,  ..   the positive electrode.  ..  [2]  (iv)  describe a test for chloride ions.  test   .  result    [3] [total: 11] 8  a student placed a spoonful of sugar in the bottom of a glass of cold tea and left it undisturbed  for several minutes.   after 2 minutes, she used a straw to taste some of the tea from the top of the glass. it did not  taste sweet.   after 10 minutes, the sugar had disappeared and the solution at the top of the glass tasted  sweet. cold tea sugar at the start after 2 minutes after 10 minutes  (a)  use the kinetic particle theory to explain these observations.   ...    ...    ...    ...    ... ..  [4]",
+            "13": "13 0620/22/m/j/13 \u00a9 ucles 2013 [turn overfor examiner\u2019s use (b)  glucose is a sugar. the structure of a glucose molecule is shown below. co cch h hh h occ co h hh h h o o ho h  (i)  how many different types of atom are there in one molecule of glucose?   . .  [1]  (ii)  how many hydrogen atoms are there in one molecule of glucose?   . .  [1]  (iii)  on the diagram of the glucose molecule above, put a ring around an alcohol  functional group. [1]  (iv)  glucose is oxidised in the body by a process called respiration.   complete the word equation for respiration. glucose  +  oxygen  \u2192  .  +  water  . [1]  (v)  when glucose solution is fermented, ethanol is produced.   describe how you would carry out fermentation in the laboratory.   . ...   . ...   . .  [2]  (vi)  state one use of ethanol other than in alcoholic drinks.   . .  [1] [total: 11]",
+            "14": "14 0620/22/m/j/13blank page \u00a9 ucles 2013",
+            "15": "15 0620/22/m/j/13blank page \u00a9 ucles 2013",
+            "16": "16 permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here 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. 0620/22/m/j/13 \u00a9 ucles 2013 group 140 ce cerium 58141 pr praseodymium 59144 nd neodymium 60pm promethium 61150 sm samarium 62152 eu europium 63157 gd gadolinium 64159 tb terbium 65162 dy dysprosium 66165 ho holmium 67167 er erbium 68169 tm thulium 69173 yb ytterbium 70175 lu lutetium 71 232 th thorium 90pa protactinium 91238 u uranium 92np neptunium 93pu plutonium 94am americium 95cm curium 96bk berkelium 97cf californium 98es einsteinium 99fm fermium 100md mendelevium 101no nobelium 102lr lawrencium 1031 h hydrogen 1 7 li lithium 3 23 na sodium 1124 mg magnesium 12 40 ca calcium 2045 sc scandium 2148 ti titanium 2251 v vanadium 2352 cr chromium 2455 mn manganese 2556 fe iron 2659 co cobalt 2759 ni nickel 2864 cu copper 2965 zn zinc 3070 ga gallium 3127 al aluminium 1311 b boron 512 c carbon 614 n nitrogen 716 o oxygen 819 f fluorine 9 28 si silicon 1431 p phosphorus 1532 s sulfur 1635.5 cl chlorine 1740 ar argon 1820 ne neon 104 he helium 2 73 ge germanium 3275 as arsenic 3379 se selenium 3480 br bromine 3584 kr krypton 3639 k potassium 19 88 sr strontium 3889 y yttrium 3991 zr zirconium 4093 nb niobium 4196 mo molybdenum 42tc technetium 43101 ru ruthenium 44103 rh rhodium 45106 pd palladium 46108 ag silver 47112 cd cadmium 48115 in indium 49119 sn tin 50122 sb antimony 51128 te tellurium 52127 i iodine 53131 xe xenon 54 137 ba barium 56139 la lanthanum 57        *178 hf hafnium 72181 ta tantalum 73184 w tungsten 74186 re rhenium 75190 os osmium 76192 ir iridium 77195 pt platinum 78197 au gold 79201 hg mercury 80204 tl thallium 81207 pb lead 82209 bi bismuth 83po polonium 84at astatine 85rn radon 86 fr francium 87227 ac actinium 899 be beryllium 4ii i iii iv v vi vii 0 85 rb rubidium 37 133 cs caesium 55 226 ra radium 88 the volume of one mole of any gas is 24 dm3at room temperature and pressure (r.t.p.).a x ba = relative atomic mass x = atomic symbol b = proton (atomic) numberkey*58-71 lanthanoid series 90-103 actinoid seriesdata sheet the periodic table of the elements"
+        },
+        "0620_s13_qp_23.pdf": {
+            "1": "read these instructions first write your centre number, candidate number and name in the spaces at the top of this page. write in dark blue or black pen.you may need to use a pencil for any diagrams, graphs or rough working.do not use staples, paper clips, highlighters, glue or correction \ufb02 uid. do not  write in any barcodes. answer all questions. electronic calculators may be used.a copy of the periodic table is printed on page 16.you may lose marks if you do not show your working or if you do not use appropriate units. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question.chemistry  0620/23   paper 2 may/june 2013  1 hour 15 minutes candidates answer on the question paper. no additional materials are required.university of cambridge international examinations international general certi \ufb01 cate of secondary education this document consists of 14 printed pages and 2 blank pages. [turn overib13 06_0620_23/3rp\u00a9 ucles 2013 *4714033593*",
+            "2": "2 0620/23/m/j/13 \u00a9 ucles 2013for examiner\u2019s use1  the structures of \ufb01 ve atoms, a, b, c, d and e, are shown below. a b c d en ++ n ++n+ nn+ n+ n++proton neutronelectron  (a)  answer the following questions about these structures. each structure can be used once,  more than once or not at all.  (i)  which two structures are hydrogen atoms? .  and  .  (ii)  which structure represents an atom of a metal? .  (iii)  which structure has a proton (atomic) number of 3? .  (iv)  which structure has two neutrons in its nucleus? . [5]  (b)  the structure of carbon-12 can be written c612.   write the structure of atom d in a similar way. [1]  (c)  complete the following sentences about isotopes using words from the list below.  atoms energy iron molecules  neutrons protons radioactive stable   isotopes are atoms of the same element with the same number of ...  and different numbers of ... . some isotopes such as uranium-235 are  . uranium-235 can be used as a source of ... . [4] [total: 10]",
+            "3": "3 0620/23/m/j/13 \u00a9 ucles 2013 [turn overfor examiner\u2019s use2  the table shows some physical properties of the group vii elements. halogenmelting point / \u00b0cboiling point / \u00b0catomic radius / nanometrescolour \ufb02 uorine \u2013220 \u2013188 pale yellow chlorine \u2013101 \u201335 0.099bromine \u20137 +59 0.114 red-browniodine +114 +184 0.133 grey-black  (a)  use the information in the table to explain why  (i)  chlorine is a gas at room temperature,  ..   . .  [1]  (ii)  bromine is a liquid at room temperature.  ...   . .  [1]  (b)  describe the trend in atomic radius going down the group from chlorine to iodine.   ... ..  [1]  (c)  suggest a value for the atomic radius of \ufb02 uorine.   ... ..  [1]  (d)  describe the colour of chlorine.   ... ..  [1]  (e)  a chlorine atom has 17 electrons.   complete the following structure to show how the electrons are arranged. cl [2]  (f)  chlorine reacts with potassium bromide to form potassium chloride and bromine.  (i)  complete the symbol equation for this reaction.  c l 2  +  ...kbr  \u2192  2kc l  +  ... [2]  (ii)  explain why iodine does not react with potassium bromide.   . .  [1] [total: 10]",
+            "4": "4 0620/23/m/j/13 \u00a9 ucles 2013for examiner\u2019s use3  aluminium and gallium are in group iii of the periodic table.  (a)  the heat from your hand is suf \ufb01 cient to melt gallium.   describe the change in state from solid to liquid in terms of the kinetic particle theory.   in your answer include  \u25cf  the difference in arrangement and closeness of the particles in a solid and a liquid,  \u25cf  the difference in the motion of the particles in a solid and a liquid.   ...    ...    ...    ...    ... ..  [5]  (b)  gallium is a metal. describe three  physical properties of gallium which are typical of  most metals.  1.  ...   2.  ...   3.  ... ..  [3]  (c)  when it is a gas, gallium( iii) chloride has the structure shown below. gacl clcl clgacl cl   write the molecular formula for gallium( iii) chloride.   ... ..  [1]",
+            "5": "5 0620/23/m/j/13 \u00a9 ucles 2013 [turn overfor examiner\u2019s use (d)  aluminium is used to make high voltage electricity cables. electricity cables electricity pylon   the table shows some properties of four metals which could be used for overhead power  cables. metalrelative strengthdensity in g / cm3relative electrical  conductivityprice $ per tonne aluminium 9 2.70 0.4 2120 copper 30 8.92 0.7 9600tungsten 100 19.35 0.2 450steel 50 7.86 0.1 700  (i)  suggest why aluminium, rather than tungsten, is used in overhead power cables?   . .  [1]  (ii)  suggest why steel, rather than copper, is used as a core for overhead power cables.   . .  [1]  (iii)  give two reasons why aluminium is used for overhead power cables rather than  copper.  1.  .. ..  2.  ..   [2]  (e)  state one use of aluminium other than as an electrical conductor.   ... ..  [1] [total: 14]",
+            "6": "6 0620/23/m/j/13 \u00a9 ucles 2013for examiner\u2019s use4  impure water needs to be treated if it is to be used in the home.  (a) (i)   explain why \ufb01 ltration and chlorination are used in the water treatment process.   . ...   . ...   . .  [2]  (ii)  state one use of water in the home.   . .  [1]  (b)  describe a chemical test for water.  test     result  .. .  [2]  (c) (i)   complete the diagram below to show the electron arrangement in a water molecule. o hh [1]  (ii)  is the bonding in water covalent or ionic?   give a reason for your answer.   . .  [1]  (d)  pure water is neutral. which one of these ph values is neutral?   put a ring around the correct answer. ph 0          ph 6          ph 7          ph 9          ph 13 [1]  (e)  water reacts with sodium. the products are sodium hydroxide and hydrogen.   write a word equation for this reaction. [1] [total: 9]",
+            "7": "7 0620/23/m/j/13 \u00a9 ucles 2013 [turn overfor examiner\u2019s use5  energy is given out when fuels burn.  (a)  state the name given to a chemical reaction which releases energy.   ... ..  [1]  (b)  hydrogen can be used as a fuel.   complete the symbol equation for the burning of hydrogen in oxygen.  ...h2  +  ...  \u2192  2h2o [2]  (c)  gasoline is a mixture of hydrocarbons containing between 5 and 10 carbon atoms.   four of these hydrocarbons are shown below. c h hh c hhc hha c hh c hhhc h hh c hhc hhbc hh c hhc hhc hhc hhh c h hh c hhc hhcc hh c hhc hhhc h hh c hhc hhdc hh c hhc hhc hhh  (i)  which one of these structures, a, b, c or d, has the highest relative molecular  mass?   you are not expected to do any calculations.   . .  [1]  (ii)  give one use of gasoline.   . .  [1]",
+            "8": "8 0620/23/m/j/13 \u00a9 ucles 2013for examiner\u2019s use (d)  the table shows the boiling points of the straight-chain hydrocarbons in the gasoline  fraction. number of carbon atoms 5 6789 1 0 boiling point  / \u00b0c 36 69 126 151 174  (i)  on the grid below, plot a graph to show how the boiling point changes with the  number of carbon atoms in these hydrocarbons. draw a smooth curve through the points. 5 6 7 8 9 10180 160140120100 80604020boiling point /  \u00b0c number of carbon atoms [3]  (ii)  use your graph to deduce the boiling point of the hydrocarbon with 7 carbon atoms.  boiling point  ... \u00b0c  [1]",
+            "9": "9 0620/23/m/j/13 \u00a9 ucles 2013 [turn overfor examiner\u2019s use (e)  the alkanes are a homologous series of hydrocarbons.  (i)  what is meant by the term homologous series  ?   . ...   . .  [2]  (ii)  alkanes can be cracked to form alkenes and smaller alkanes.   state the conditions needed for cracking.   . ...   . .  [2] [total: 13]",
+            "10": "10 0620/23/m/j/13 \u00a9 ucles 2013for examiner\u2019s use6  inks are mixtures of different dyes.  (a)  a student used paper chromatography to separate the dyes in a particular ink.   describe how paper chromatography is carried out. you may draw a diagram to help  explain your answer.   in your description include  \u25cf the apparatus you would use,  \u25cf how chromatography is carried out.   ...    ...    ...    ... ..  [4]  (b) the chromatogram below shows the results of a chromatography experiment.   x, y and z are pure dyes containing only one compound.   the dyes present in four different inks, d, e, f and g are also shown. xyzdefg  (i)  which ink, d, e, f or g, contains all the dyes x, y and z?   . .  [1]  (ii)  which ink, d, e, f or g, does not contain any of the dyes x, y and z?   . .  [1]  (iii)  which ink contains the greatest number of different dyes?   . .  [1]",
+            "11": "11 0620/23/m/j/13 \u00a9 ucles 2013 [turn overfor examiner\u2019s use (c)  some inks contain ethanoic acid.   complete the structure of ethanoic acid. c h hh [1]  (d)  ethanoic acid can be used as a solvent.   what is the meaning of the term solvent  ?   ... ..  [1]  (e)  the structure of a dye called gambine r is shown below. cho cc hhhnoh cc cc cc hc h  (i)  how many different types of atom are there in one molecule of gambine r?   . .  [1]  (ii)  how many carbon atoms are there in one molecule of gambine r?   . .  [1] [total: 11]",
+            "12": "12 0620/23/m/j/13 \u00a9 ucles 2013for examiner\u2019s use7  hydrogen peroxide, h2o2, decomposes in the presence of an enzyme called peroxidase. the  products of this reaction are water and oxygen.  (a) (i)   what is meant by the term enzyme ?   . ...   . .  [2]  (ii)  complete the symbol equation for this reaction.  ...h2o2  \u2192  2h2o  +  o2 [1]  (b)  a student followed the course of this reaction by measuring the volume of oxygen  released over a period of time.   the diagram below shows some results that he obtained using hydrogen peroxide at  three different concentrations. 0 20 40 60 80 10040 302010 0volume of oxygen  / cm3 time  / secondsconcentration of h2o2 0.4 mol  / dm3 0.2 mol  / dm3 0.1 mol  / dm3  (i)  describe how the concentration of hydrogen peroxide affects the rate of this reaction.   . .  [1]  (ii)  on the graph above, draw a line to show the course of the reaction when the starting  concentration of hydrogen peroxide is 0.3  mol  / dm3. [2]  (iii)  for the concentration of hydrogen peroxide of 0.4  mol  / dm3, deduce  \u25cf the volume of oxygen given off when the reaction is complete,  cm3  \u25cf the time it takes to produce 14  cm3 of oxygen.  seconds  [2]",
+            "13": "13 0620/23/m/j/13 \u00a9 ucles 2013 [turn overfor examiner\u2019s use (c)  in the presence of sulfuric acid, hydrogen peroxide reacts with iodide ions to form iodine  and water. this involves the reduction of hydrogen peroxide.  (i)  what is the meaning of the term reduction  ?   . .  [1]  (ii)  complete the word equation for the reaction of sulfuric acid with calcium hydroxide.  sulfuric acid  +  calcium hydroxide  \u2192    +     [2] (iii)  describe a test for iodide ions.  test   .  result    [2] [total: 13]",
+            "14": "14 0620/23/m/j/13blank page \u00a9 ucles 2013",
+            "15": "15 0620/23/m/j/13blank page \u00a9 ucles 2013",
+            "16": "16 permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here 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. 0620/23/m/j/13 \u00a9 ucles 2013 group 140 ce cerium 58141 pr praseodymium 59144 nd neodymium 60pm promethium 61150 sm samarium 62152 eu europium 63157 gd gadolinium 64159 tb terbium 65162 dy dysprosium 66165 ho holmium 67167 er erbium 68169 tm thulium 69173 yb ytterbium 70175 lu lutetium 71 232 th thorium 90pa protactinium 91238 u uranium 92np neptunium 93pu plutonium 94am americium 95cm curium 96bk berkelium 97cf californium 98es einsteinium 99fm fermium 100md mendelevium 101no nobelium 102lr lawrencium 1031 h hydrogen 1 7 li lithium 3 23 na sodium 1124 mg magnesium 12 40 ca calcium 2045 sc scandium 2148 ti titanium 2251 v vanadium 2352 cr chromium 2455 mn manganese 2556 fe iron 2659 co cobalt 2759 ni nickel 2864 cu copper 2965 zn zinc 3070 ga gallium 3127 al aluminium 1311 b boron 512 c carbon 614 n nitrogen 716 o oxygen 819 f fluorine 9 28 si silicon 1431 p phosphorus 1532 s sulfur 1635.5 cl chlorine 1740 ar argon 1820 ne neon 104 he helium 2 73 ge germanium 3275 as arsenic 3379 se selenium 3480 br bromine 3584 kr krypton 3639 k potassium 19 88 sr strontium 3889 y yttrium 3991 zr zirconium 4093 nb niobium 4196 mo molybdenum 42tc technetium 43101 ru ruthenium 44103 rh rhodium 45106 pd palladium 46108 ag silver 47112 cd cadmium 48115 in indium 49119 sn tin 50122 sb antimony 51128 te tellurium 52127 i iodine 53131 xe xenon 54 137 ba barium 56139 la lanthanum 57        *178 hf hafnium 72181 ta tantalum 73184 w tungsten 74186 re rhenium 75190 os osmium 76192 ir iridium 77195 pt platinum 78197 au gold 79201 hg mercury 80204 tl thallium 81207 pb lead 82209 bi bismuth 83po polonium 84at astatine 85rn radon 86 fr francium 87227 ac actinium 899 be beryllium 4ii i iii iv v vi vii 0 85 rb rubidium 37 133 cs caesium 55 226 ra radium 88 the volume of one mole of any gas is 24 dm3at room temperature and pressure (r.t.p.).a x ba = relative atomic mass x = atomic symbol b = proton (atomic) numberkey*58-71 lanthanoid series 90-103 actinoid seriesdata sheet the periodic table of the elements"
+        },
+        "0620_s13_qp_31.pdf": {
+            "1": "read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen.you may use a pencil for any diagrams, graphs or rough working.do not use staples, paper clips, highlighters, glue or correction \ufb02 uid. do not  write in any barcodes. answer all questions. electronic calculators may be used.a copy of the periodic table is printed on page 12.you may lose marks if you do not show your working or if you do not use appropriate units. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question.chemistry  0620/31   paper 3 (extended) may/june 2013  1 hour 15 minutes candidates answer on the question paper. no additional materials are required.university of cambridge international examinations international general certi \ufb01 cate of secondary education this document consists of 12 printed pages. [turn overib13 06_0620_31/2rp\u00a9 ucles 2013 *2845008432*",
+            "2": "2 0620/31/m/j/13 \u00a9 ucles 2013for examiner\u2019s use1  petroleum contains hydrocarbons which are separated by fractional distillation.  (a) (i)  complete the following de \ufb01 nition of a hydrocarbon.   a hydrocarbon is a compound which  .   . .  [2]  (ii)  explain what is meant by the term fractional distillation .   . ...   . ...   . .  [2]  (b)  some of the fractions obtained from petroleum are given below.   state a use for each fraction.  bitumen    lubricating fraction  ... paraf \ufb01 n fraction    gasoline fraction  .. [4] [total: 8] 2  an element, m, has the electron distribution 2 + 8 + 18 + 3.  (a)  which group in the periodic table is element m likely to be in?   ... ..  [1]  (b)   predict whether element m is a poor or a good conductor of electricity.   give a reason for your answer.   ... ..  [1]  (c)  binary compounds contain two atoms per molecule, for example hc l.   identify an element which could form a binary compound with element m.   ... ..  [1]  (d)  predict the formula of the sulfate of m. the formula of the sulfate ion is so 42\u2013.   ... ..  [1]",
+            "3": "3 0620/31/m/j/13 \u00a9 ucles 2013 [turn overfor examiner\u2019s use (e)  the hydroxide of m is a white powder which is insoluble in water.  describe how you could show that this hydroxide is amphoteric.   ...    ...    ... ..  [2] [total: 6] 3  a small piece of marble, caco3, was added to 5.0  cm3 of hydrochloric acid, concentration  1.0  mol  / dm3, at 25  \u00b0c. the time taken for the reaction to stop was measured. the experiment  was repeated using 5.0  cm3 of different solutions of acids. the acid was in excess in all of the  experiments.   typical results are given in the table. experiment temperature  / \u00b0c acid solution time  / min 1 25 hydrochloric acid 1.0  mol  / dm33 2 25 hydrochloric acid 0.5  mol  / dm37 3 25 ethanoic acid 1.0  mol  / dm310 4 15 hydrochloric acid 1.0  mol  / dm38  (a) (i)  explain why it is important that the pieces of marble are the same size and the same  shape.   . ...   . ...   . .  [2]  (ii)  how would you know when the reaction had stopped?   . .  [1]  (b)  the equation for the reaction in experiment 1 is: caco3(s)  +  2hc l (aq)  \u2192  cac l 2(aq)  +  co2(g)  +  h2o(l)   complete the following ionic equation. caco3(s)  +  2h+(aq)  \u2192     +    +   [1]",
+            "4": "4 0620/31/m/j/13 \u00a9 ucles 2013for examiner\u2019s use (c) (i)  explain why the reaction in experiment 1 is faster than the reaction in experiment 2.   . ...   . .  [1]  (ii)  the acids used for experiment 1 and experiment 3 have the same concentration.   explain why experiment 3 is slower than experiment 1.   . ...   . ...   . .  [2]  (iii)  explain in terms of collisions between reacting particles why experiment 4 is slower  than experiment 1.   . ...   . ...   . .  [3] [total: 10] 4  the structural formula of cyclohexane is drawn below. ch2 ch2 ch2 h2ch2c ch2  (a)  the name gives information about the structure of the compound.   hex because there are six carbon atoms and cyclo  because they are joined in a ring.   what information about the structure of this compound is given by the ending ane?   ...    ... ..  [2]  (b)  what are the molecular and empirical formulae of cyclohexane?   molecular formula .   empirical formula .. [2]",
+            "5": "5 0620/31/m/j/13 \u00a9 ucles 2013 [turn overfor examiner\u2019s use (c)  draw the structural formula of cyclobutane. [1]  (d) (i)  deduce the molecular formula of hexene.   . .  [1]  (ii)  explain why cyclohexane and the alkene, hexene, are isomers.   . ...   . ...   . .  [2]  (e)  describe a test which would distinguish between cyclohexane and the unsaturated  hydrocarbon hexene.  test     result of test with cyclohexane  ..   ...    result of test with hexene  ..  ... ..  [3] [total: 11]",
+            "6": "6 0620/31/m/j/13 \u00a9 ucles 2013for examiner\u2019s use5  the reactivity series shows the metals in order of reactivity.  (a)  the reactivity series can be established using displacement reactions. a piece of zinc is  added to aqueous lead nitrate. the zinc becomes coated with a black deposit of lead. zn  +  pb2+  \u2192  zn2+  +  pb   zinc is more reactive than lead.   the reactivity series can be written as a list of ionic equations.  .. \u2192 .. + .. most reactive metal  : the best reductant (reducing agent)  zn \u2192 zn2+ + 2e\u2013  fe \u2192 fe2+ + 2e\u2013  pb \u2192 pb2+ + 2e\u2013  cu \u2192 cu2+ + 2e\u2013  ag \u2192 ag+ + e\u2013  (i)  in the space at the top of the list, write an ionic equation for a metal which is more  reactive than zinc. [1]  (ii)   write an ionic equation for the reaction between aqueous silver( i) nitrate and zinc.   . .  [2]  (iii)  explain why the positive ions are likely to be oxidants (oxidising agents).   . .  [1]  (iv)  deduce which ion is the best oxidant (oxidising agent).   . .  [1]  (v)  which ion(s) in the list can oxidise lead metal?   . .  [1]",
+            "7": "7 0620/31/m/j/13 \u00a9 ucles 2013 [turn overfor examiner\u2019s use (b)  a reactivity series can also be established by measuring the voltage of simple cells. the  diagram shows a simple cell. vvoltmeter copperelectrode sulfuric acidcadmium electrode   results from cells using the metals tin, cadmium, zinc and copper are given in the table  below. cellelectrode 1 positive electrodeelectrode 2 negative electrodevoltage  / volts 1 copper cadmium 0.74 2 copper tin 0.483 copper zinc 1.10   write the four metals in order of increasing reactivity and explain how you used the data  in the table to determine this order.   ...    ...    ... ..  [3] [total: 9] 6  ammonia is a compound which only contains the elements nitrogen and hydrogen. it is a  weak base.  (a) (i)  de\ufb01 ne the term base .   . .  [1]  (ii)  given aqueous solutions of ammonia and sodium hydroxide, both having a  concentration of 0.1  mol  / dm3, how could you show that ammonia is the weaker  base?   . ...   . ...   . .  [2]",
+            "8": "8 0620/31/m/j/13 \u00a9 ucles 2013for examiner\u2019s use (b)  ammonia is manufactured by the haber process. the economics of this process require  that as much ammonia as possible is made as quickly as possible.   explain how this can be done using the following information.   the conditions for the following reversible reaction are:  \u25cf 450  \u00b0c  \u25cf 200 atmospheres pressure  \u25cf iron catalyst n2(g)  +  3h2(g)    2nh3(g)       the reaction is exothermic   ...    ...    ...    ...    ...    ... ..  [5]  (c)  another compound which contains only nitrogen and hydrogen is hydrazine, n2h4.   complete the equation for the preparation of hydrazine from ammonia.  .nh3  +  nac l o  \u2192  n2h4  +    +  h2o [2]  (d)  the structural formula of hydrazine is given below. nnh hhh   draw a diagram showing the arrangement of the valency electrons in one molecule of  the covalent compound hydrazine.   use x to represent an electron from a nitrogen atom.   use o to represent an electron from a hydrogen atom. [3]",
+            "9": "9 0620/31/m/j/13 \u00a9 ucles 2013 [turn overfor examiner\u2019s use (e)  hydrazine is a weak base and it removes dissolved oxygen from water. it is added to  water in steel boilers to prevent rusting.  (i)  one way it reduces the rate of rusting is by changing the ph of water.   what effect would hydrazine have on the ph of water?   . .  [1]  (ii)  give a reason, other than ph, why hydrazine reduces the rate of rusting.   . .  [1] [total: 15] 7  the hydroxides of the group i metals are soluble in water. most other metal hydroxides are  insoluble in water.  (a) (i)  crystals of lithium chloride can be prepared from lithium hydroxide by titration. conical flaskburette filled with hydrochloric acid ofconcentration 2.20  mol  / dm3 25.0  cm3 of aqueous lithium hydroxide and indicator   25.0  cm3 of aqueous lithium hydroxide is pipetted into the conical \ufb02 ask.   a few drops of an indicator are added. dilute hydrochloric acid is added slowly to the  alkali until the indicator just changes colour. the volume of acid needed to neutralise the lithium hydroxide is noted.   a neutral solution of lithium chloride, which still contains the indicator, is left. describe  how you could obtain a neutral solution of lithium chloride which does not contain an  indicator.   . ...   . .  [2]",
+            "10": "10 0620/31/m/j/13 \u00a9 ucles 2013for examiner\u2019s use (ii)  you cannot prepare a neutral solution of magnesium chloride by the same method.  describe how you could prepare a neutral solution of magnesium chloride.   . ...   . ...   . .  [3]  (b)  the concentration of the hydrochloric acid was 2.20  mol  / dm3. the volume of acid needed  to neutralise the 25.0  cm3 of lithium hydroxide was 20.0  cm3. calculate the concentration  of the aqueous lithium hydroxide. lioh  +  hc l  \u2192  lic l  +  h2o   ...    ...    ... ..  [2]  (c)  lithium chloride forms three hydrates. they are lic l.h2o, lic l.2h2o and lic l.3h2o.   which one of these three hydrates contains 45.9  % of water?  show how you arrived at your answer.   ...    ...    ... ..  [3] [total: 10] 8  there are three types of giant structure - ionic, metallic and giant covalent.  (a)  in an ionic compound, the ions are held in a lattice by strong forces.  (i)  explain the term lattice .   . ...   . .  [2]  (ii)  explain how the ions are held together by strong forces.   . ...   . .  [1]",
+            "11": "11 0620/31/m/j/13 \u00a9 ucles 2013 [turn overfor examiner\u2019s use (b)  describe the bonding in a typical metal.   ...    ...    ... ..  [3]  (c)  the electrical conductivities of the three types of giant structure are given in the following  table. type of structure conductivity of solid conductivity of liquid ionic poor good metallic good good giant covalent poor poor   explain the differences in electrical conductivity between the three types of giant structure  and the difference, if any, between the solid and liquid states of the same structure.   ...    ...    ...    ...    ... ..  [5] [total: 11]",
+            "12": "12 permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here 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. 0620/31/m/j/13 \u00a9 ucles 2013 group 140 ce cerium 58141 pr praseodymium 59144 nd neodymium 60pm promethium 61150 sm samarium 62152 eu europium 63157 gd gadolinium 64159 tb terbium 65162 dy dysprosium 66165 ho holmium 67167 er erbium 68169 tm thulium 69173 yb ytterbium 70175 lu lutetium 71 232 th thorium 90pa protactinium 91238 u uranium 92np neptunium 93pu plutonium 94am americium 95cm curium 96bk berkelium 97cf californium 98es einsteinium 99fm fermium 100md mendelevium 101no nobelium 102lr lawrencium 1031 h hydrogen 1 7 li lithium 3 23 na sodium 1124 mg magnesium 12 40 ca calcium 2045 sc scandium 2148 ti titanium 2251 v vanadium 2352 cr chromium 2455 mn manganese 2556 fe iron 2659 co cobalt 2759 ni nickel 2864 cu copper 2965 zn zinc 3070 ga gallium 3127 al aluminium 1311 b boron 512 c carbon 614 n nitrogen 716 o oxygen 819 f fluorine 9 28 si silicon 1431 p phosphorus 1532 s sulfur 1635.5 cl chlorine 1740 ar argon 1820 ne neon 104 he helium 2 73 ge germanium 3275 as arsenic 3379 se selenium 3480 br bromine 3584 kr krypton 3639 k potassium 19 88 sr strontium 3889 y yttrium 3991 zr zirconium 4093 nb niobium 4196 mo molybdenum 42tc technetium 43101 ru ruthenium 44103 rh rhodium 45106 pd palladium 46108 ag silver 47112 cd cadmium 48115 in indium 49119 sn tin 50122 sb antimony 51128 te tellurium 52127 i iodine 53131 xe xenon 54 137 ba barium 56139 la lanthanum 57        *178 hf hafnium 72181 ta tantalum 73184 w tungsten 74186 re rhenium 75190 os osmium 76192 ir iridium 77195 pt platinum 78197 au gold 79201 hg mercury 80204 tl thallium 81207 pb lead 82209 bi bismuth 83po polonium 84at astatine 85rn radon 86 fr francium 87227 ac actinium 899 be beryllium 4ii i iii iv v vi vii 0 85 rb rubidium 37 133 cs caesium 55 226 ra radium 88 the volume of one mole of any gas is 24 dm3at room temperature and pressure (r.t.p.).a x ba = relative atomic mass x = atomic symbol b = proton (atomic) numberkey*58-71 lanthanoid series 90-103 actinoid seriesdata sheet the periodic table of the elements"
+        },
+        "0620_s13_qp_32.pdf": {
+            "1": "read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen.you may use a pencil for any diagrams, graphs or rough working.do not use staples, paper clips, highlighters, glue or correction \ufb02 uid. do not  write in any barcodes. answer all questions. electronic calculators may be used.a copy of the periodic table is printed on page 16.you may lose marks if you do not show your working or if you do not use appropriate units. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question.chemistry  0620/32   paper 3 (extended) may/june 2013  1 hour 15 minutes candidates answer on the question paper. no additional materials are required.university of cambridge international examinations international general certi \ufb01 cate of secondary education this document consists of 14 printed pages and 2 blank pages. [turn overib13 06_0620_32/2rp\u00a9 ucles 2013 *0737818166*",
+            "2": "2 0620/32/m/j/13 \u00a9 ucles 2013for examiner\u2019s use1  air is a mixture of gases. the main constituents are the elements oxygen and nitrogen.  (a) (i)  name another element in air.   . .  [1]  (ii)  give the formula of a compound in unpolluted air.   . .  [1]  (b)  common pollutants present in air are the oxides of nitrogen and sulfur dioxide.  (i)  how are the oxides of nitrogen formed?   . ...   . ...   . .  [2]  (ii) how is sulfur dioxide formed?   . ...   . ...   . .  [2]  (iii)  these oxides are largely responsible for acid rain.   state two harmful effects of acid rain.   . ...   . .  [2]",
+            "3": "3 0620/32/m/j/13 \u00a9 ucles 2013 [turn overfor examiner\u2019s use (c)  the percentage of oxygen in air can be determined by the following experiment. heatgas syringe containing 50 cm3 of airgas syringelarge pile of coppersmall pile of copper   the gas syringe contains 50  cm3 of air. the large pile of copper is heated and the air is  passed from one gas syringe to the other over the hot copper. the large pile of copper turns black. the gas is allowed to cool and its volume measured.   the small pile of copper is heated and the remaining gas passed over the hot copper. the copper does not turn black. the \ufb01 nal volume of gas left in the apparatus is less than 50  cm3.  (i)  explain why the copper in the large pile turns black.   . ...   . .  [2]  (ii)  why must the gas be allowed to cool before its volume is measured?   . .  [1]  (iii)  explain why the copper in the small pile did not turn black.   . .  [1]  (iv)  what is the approximate volume of the gas left in the apparatus?   . .  [1] [total: 13]",
+            "4": "4 0620/32/m/j/13 \u00a9 ucles 2013for examiner\u2019s use2 (a)  the table below gives the number of protons, neutrons and electrons in atoms or ions.   complete the table.  the \ufb01 rst line is given as an example.   you will need to use the periodic table. particlenumber of protonsnumber of electronsnumber of neutronssymbol or formula a4 4 5 be49 b1 9 1 8 2 0 c3 0 3 0 3 5 d 8 10 8 e3 1 3 1 3 9 [6]  (b)  using the data in the table, explain how you can determine whether a particle is an atom,  a negative ion or a positive ion.   ...    ...    ... ..  [3] [total: 9] 3  the diagram shows some of the processes which determine the percentage of carbon dioxide in the atmosphere. carbon dioxide in atmosphere combustion photosynthesis respiration  (a)  explain how the following two processes alter the percentage of carbon dioxide in the atmosphere.  (i)  combustion   . ...   . ...   . .  [3]",
+            "5": "5 0620/32/m/j/13 \u00a9 ucles 2013 [turn overfor examiner\u2019s use (ii)  respiration   . ...   . ...   . .  [3]  (b)  photosynthesis reduces the percentage of carbon dioxide in the atmosphere.  (i)  complete the word equation for photosynthesis.  carbon dioxide  +  water  \u2192    +   [2]  (ii)  state two essential conditions for the above reaction to occur.   . ...   . .  [2] [total: 10] 4  at present the most important method of manufacturing hydrogen is steam reforming of  methane.  (a)  in the \ufb01 rst stage of the process, methane reacts with steam at 800  \u00b0c. ch4(g)  +  h2o(g)    3h2(g)  +  co(g)   in the second stage of the process, carbon monoxide reacts with steam at 200  \u00b0c. co(g)  +  h2o(g)    co2(g)  +  h2(g)  (i)  explain why the position of equilibrium in the \ufb01 rst reaction is affected by pressure but  the position of equilibrium in the second reaction is not.   . ...   . ...   . .  [2]  (ii)  suggest why a high temperature is needed in the \ufb01 rst reaction to get a high yield of  products but in the second reaction a high yield is obtained at a low temperature.   . ...   . .  [2]",
+            "6": "6 0620/32/m/j/13 \u00a9 ucles 2013for examiner\u2019s use (b)  two other ways of producing hydrogen are cracking and electrolysis.  (i)  hydrogen can be a product of the cracking of long chain alkanes.   complete the equation for the cracking of c8h18.  c8h18  \u2192  2  +  h2 [1]  (ii)  there are three products of the electrolysis of concentrated aqueous sodium  chloride. hydrogen is one of them.   write an equation for the electrode reaction which forms hydrogen.   . .  [2]  (iii)  name the other two products of the electrolysis of concentrated aqueous sodium  chloride and give a use of each one.  product  use  product  use  [4] [total: 11] 5  many monomer molecules react together to form one molecule of a polymer. this reaction is  called polymerisation.  (a)  the structural formula of the polymer, poly(chloroethene), is given below. this polymer  is also known as pvc. nc hh c clh  (i)  a major use of pvc is insulation of electric cables. pvc is a poor conductor of  electricity.   suggest another property which makes it suitable for this use.   . .  [1]  (ii)  one way of disposing of waste pvc is by burning it. this method has the disadvantage  that poisonous gases are formed.   suggest two poisonous gases which could be formed by the combustion of pvc.   . .  [2]",
+            "7": "7 0620/32/m/j/13 \u00a9 ucles 2013 [turn overfor examiner\u2019s use (b) (i)  deduce the structural formula of the monomer from that of the polymer. nc hhh cch3   structural formula of monomer [1]  (ii)  deduce the structural formula of the polymer, poly(phenylethene), from the formula  of its monomer, phenylethene. cch hc6h5 h   structural formula of polymer [2]",
+            "8": "8 0620/32/m/j/13 \u00a9 ucles 2013for examiner\u2019s use (c)  the carbohydrate, glucose, polymerises to form the more complex carbohydrate starch.    if glucose is represented by ho oh  then the structural formula of starch is as drawn below. o o   how does the polymerisation of glucose differ from that of an alkene such as phenylethene?   ...    ...    ... ..  [2] [total: 8] 6  aluminium is an important metal with a wide range of uses.  (a)  aluminium is obtained by the electrolysis of aluminium oxide dissolved in molten cryolite. carbon cathode (\u2013)oxygen given off at carbon anode (+) molten mixture of aluminium oxide and cryolite aluminiumwaste gases  (i)  solid aluminium oxide is a poor conductor of electricity. it conducts either when  molten or when dissolved in molten cryolite. explain why.   . ...   . ...   . .  [2]  (ii)  why is a solution of aluminium oxide in molten cryolite used rather than molten  aluminium oxide?   . .  [1]",
+            "9": "9 0620/32/m/j/13 \u00a9 ucles 2013 [turn overfor examiner\u2019s use (iii)  explain why the carbon anodes need to be replaced periodically.   . .  [1]  (iv)  one reason why graphite is used for the electrodes is that it is a good conductor of  electricity. give another reason.   . .  [1]  (b)  aluminium is used to make food containers because it resists corrosion.   explain why it is not attacked by the acids in food.   ...    ... ..  [2]  (c)  aluminium is used for overhead power (electricity) cables which usually have a steel  core. aluminium steel core  (i)  give two properties of aluminium which make it suitable for this use.   . ...   . .  [2]  (ii)   explain why the cables have a steel core.   . ...   . .  [1] [total: 10]",
+            "10": "10 0620/32/m/j/13 \u00a9 ucles 2013for examiner\u2019s use7  the ester linkage showing all the bonds is drawn as co o   or more simply it can be written as \u2013coo\u2013.  (a) (i)  give the structural formula of the ester ethyl ethanoate. [1]  (ii)  deduce the name of the ester formed from methanoic acid and butanol.   . .  [1]  (b) (i)  which group of naturally occurring compounds contains the ester linkage?   . .  [1]  (ii)  draw the structural formula of the polyester formed from the following monomers. hoocc6h4cooh  and  hoch2ch2oh   you are advised to use the simpler form of the ester linkage. [3]",
+            "11": "11 0620/32/m/j/13 \u00a9 ucles 2013 [turn overfor examiner\u2019s use (c)  esters can be used as solvents in chromatography. the following shows a chromatogram  of plant acids. solvent front baseline sample 1 sample 2the cross representsthe centre of the spot   an ester was used as the solvent and the chromatogram was sprayed with bromothymol  blue.  (i)  suggest why it was necessary to spray the chromatogram.   . ...   . .  [2]  (ii)  explain what is meant by the rf value of a sample.   . ...   . .  [1]",
+            "12": "12 0620/32/m/j/13 \u00a9 ucles 2013for examiner\u2019s use (iii)  calculate the rf values of the two samples and use the data in the table to identify  the plant acids. plant acid rf value tartaric acid 0.22 citric acid 0.30oxalic acid 0.36malic acid 0.46succinic acid 0.60  sample 1 r f  =   it is . acid.  sample 2 rf  =   it is . acid. [2] [total: 11] 8 (a)  de\ufb01 ne the following  (i)  the mole   . ...   . .  [1]  (ii)  the avogadro constant   . ...   . .  [1]  (b)  which two of the following contain the same number of molecules?   show how you arrived at your answer.  2.0  g of methane, ch4  8.0  g of oxygen, o2  2.0  g of ozone, o3  8.0  g of sulfur dioxide, so2   ...    ...    ... ..  [2]",
+            "13": "13 0620/32/m/j/13 \u00a9 ucles 2013 [turn overfor examiner\u2019s use (c) 4.8  g of calcium is added to 3.6  g of water. the following reaction occurs. ca  +  2h2o  \u2192  ca(oh)2  +  h2  (i)  the number of moles of ca =    the number of moles of h2o =  [1]  (ii)  which reagent is in excess? explain your choice.   . ...   . .  [2]  (iii)  calculate the mass of the reagent named in (ii) which remained at the end of the  experiment.   . ...   . .  [1] [total: 8]",
+            "14": "14 0620/32/m/j/13blank page \u00a9 ucles 2013",
+            "15": "15 0620/32/m/j/13blank page \u00a9 ucles 2013",
+            "16": "16 permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here 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. 0620/32/m/j/13 \u00a9 ucles 2013 group 140 ce cerium 58141 pr praseodymium 59144 nd neodymium 60pm promethium 61150 sm samarium 62152 eu europium 63157 gd gadolinium 64159 tb terbium 65162 dy dysprosium 66165 ho holmium 67167 er erbium 68169 tm thulium 69173 yb ytterbium 70175 lu lutetium 71 232 th thorium 90pa protactinium 91238 u uranium 92np neptunium 93pu plutonium 94am americium 95cm curium 96bk berkelium 97cf californium 98es einsteinium 99fm fermium 100md mendelevium 101no nobelium 102lr lawrencium 1031 h hydrogen 1 7 li lithium 3 23 na sodium 1124 mg magnesium 12 40 ca calcium 2045 sc scandium 2148 ti titanium 2251 v vanadium 2352 cr chromium 2455 mn manganese 2556 fe iron 2659 co cobalt 2759 ni nickel 2864 cu copper 2965 zn zinc 3070 ga gallium 3127 al aluminium 1311 b boron 512 c carbon 614 n nitrogen 716 o oxygen 819 f fluorine 9 28 si silicon 1431 p phosphorus 1532 s sulfur 1635.5 cl chlorine 1740 ar argon 1820 ne neon 104 he helium 2 73 ge germanium 3275 as arsenic 3379 se selenium 3480 br bromine 3584 kr krypton 3639 k potassium 19 88 sr strontium 3889 y yttrium 3991 zr zirconium 4093 nb niobium 4196 mo molybdenum 42tc technetium 43101 ru ruthenium 44103 rh rhodium 45106 pd palladium 46108 ag silver 47112 cd cadmium 48115 in indium 49119 sn tin 50122 sb antimony 51128 te tellurium 52127 i iodine 53131 xe xenon 54 137 ba barium 56139 la lanthanum 57        *178 hf hafnium 72181 ta tantalum 73184 w tungsten 74186 re rhenium 75190 os osmium 76192 ir iridium 77195 pt platinum 78197 au gold 79201 hg mercury 80204 tl thallium 81207 pb lead 82209 bi bismuth 83po polonium 84at astatine 85rn radon 86 fr francium 87227 ac actinium 899 be beryllium 4ii i iii iv v vi vii 0 85 rb rubidium 37 133 cs caesium 55 226 ra radium 88 the volume of one mole of any gas is 24 dm3at room temperature and pressure (r.t.p.).a x ba = relative atomic mass x = atomic symbol b = proton (atomic) numberkey*58-71 lanthanoid series 90-103 actinoid seriesdata sheet the periodic table of the elements"
+        },
+        "0620_s13_qp_33.pdf": {
+            "1": "read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen.you may use a pencil for any diagrams, graphs or rough working.do not use staples, paper clips, highlighters, glue or correction \ufb02 uid. do not  write in any barcodes. answer all questions. electronic calculators may be used.a copy of the periodic table is printed on page 12.you may lose marks if you do not show your working or if you do not use appropriate units. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question.chemistry  0620/33   paper 3 (extended) may/june 2013  1 hour 15 minutes candidates answer on the question paper. no additional materials are required.university of cambridge international examinations international general certi \ufb01 cate of secondary education this document consists of 11 printed pages and 1 blank page. [turn overib13 06_0620_33/2rp\u00a9 ucles 2013 *6258911381*",
+            "2": "2 0620/33/m/j/13 \u00a9 ucles 2013for examiner\u2019s use1  substances can be classi \ufb01 ed as: elements        mixtures        compounds   elements can be divided into: metals        non-metals  (a)  de\ufb01 ne each of the following terms.  (i)  element   . ...   . .  [2]  (ii)  compound   . ...   . .  [2]  (iii)  mixture   . ...   . .  [1]  (b)  classify each of the following as either an element, compound or mixture.  (i)  brass    [1 ]  (ii)  carbon dioxide  .  [1]  (iii)  copper  ..  [1]  (c)  which physical property is used to distinguish between metals and non-metals?   it is possessed by all metals but by only one non-metal.   ... ..  [1] [total: 9]",
+            "3": "3 0620/33/m/j/13 \u00a9 ucles 2013 [turn overfor examiner\u2019s use2  one of the factors which determine the reaction rate of solids is particle size.  (a)  a mixture of \ufb01 nely powdered aluminium and air may explode when ignited.   an explosion is a very fast exothermic reaction. this causes a large and sudden increase  in temperature.   explain each of the following in terms of collisions between reacting particles.  (i)  why is the reaction between \ufb01 nely powdered aluminium and air very fast?   . ...   . .  [2]  (ii)  explain why for most reactions the rate of reaction decreases with time.   . ...   . .  [2]  (iii)  suggest an explanation why the rate of reaction in an explosion could increase rather than decrease with time.   . ...   . ...   . .  [3]  (b) (i)  give another example of a substance other than a metal which, when \ufb01 nely  powdered, might explode when ignited in air.   . .  [1]  (ii)  describe a simple test-tube reaction which shows the effect of particle size on the rate at which a solid reacts with a solution.   . ...   . ...   . .  [3] [total: 11]",
+            "4": "4 0620/33/m/j/13 \u00a9 ucles 2013for examiner\u2019s use3  iron from the blast furnace is impure. it contains 5% of impurities, mainly carbon, sulfur,  silicon and phosphorus. almost all of this impure iron is converted into the alloy, mild steel.  (a) (i)  state a use of mild steel.   . .  [1]  (ii)  name and give a use of another iron-containing alloy.  name   ..  use  ...  [2]  (b)  the oxides of carbon and sulfur are gases. the oxides of silicon and phosphorus are not.   explain how these impurities are removed from the impure iron when it is converted into mild steel.   ...    ...    ...    ...    ... ..  [5] [total: 8] 4  germanium is an element in group iv. the electron distribution of a germanium atom is2 + 8 + 18 + 4. it has oxidation states of +2 and +4.  (a)  germanium forms a series of saturated hydrides similar to the alkanes.  (i)  draw the structural formula of the hydride which contains three germanium atoms per molecule. [1]  (ii)  predict the general formula of the germanium hydrides.   . .  [1]",
+            "5": "5 0620/33/m/j/13 \u00a9 ucles 2013 [turn overfor examiner\u2019s use (b)  draw a diagram showing the arrangement of the valency electrons in one molecule of  the covalent compound germanium( iv) chloride, gec l 4.  use o to represent an electron from a chlorine atom.  use x to represent an electron from a germanium atom. [2]  (c)  describe the structure of the giant covalent compound germanium( iv) oxide, geo2.   it has a similar structure to that of silicon( iv) oxide.   ...    ...    ... ..  [3]  (d)  is the change gec l 2 to gec l 4 reduction, oxidation or neither? give a reason for your  choice.   ...    ... ..  [2] [total: 9] 5  all metal nitrates decompose when heated. a few form a nitrite and oxygen. most form the  metal oxide, oxygen and a brown gas called nitrogen dioxide.  (a) (i)  name a metal whose nitrate decomposes to form the metal nitrite and oxygen.   . .  [1]  (ii)  complete the equation for the action of heat on lead( ii) nitrate.  ..pb(no3)2  \u2192  .  +  ..no2  +  o2 [2]  (iii)  suggest why the nitrate of the metal, named in (a)(i) , decomposes less readily than  lead( ii) nitrate.   . ...   . .  [2]",
+            "6": "6 0620/33/m/j/13 \u00a9 ucles 2013for examiner\u2019s use (b)  almost all samples of nitrogen dioxide are an equilibrium mixture of nitrogen dioxide,  no2, and dinitrogen tetroxide, n2o4. forward reaction reverse reactionn2o4(g) colourless2no2(g) dark brown   in the forward reaction, a bond forms between the two nitrogen dioxide molecules. no2  +  no2  \u2192  o2n \u2013 no2  (i)  explain the term equilibrium mixture .   . ...   . .  [1]  (ii)  the syringe contains a sample of the equilibrium mixture. the plunger was pulled  back reducing the pressure.   how would the colour of the gas inside the syringe change? give an explanation for  your answer. equilibrium mixture sealed end gas syringe   . ...   . ...   . .  [3]  (iii)  a sealed tube containing an equilibrium mixture of nitrogen dioxide and dinitrogen  tetroxide was placed in a beaker of ice cold water.   the colour of the mixture changed from brown to pale yellow.   is the forward reaction exothermic or endothermic? give an explanation for your  choice.   . ...   . .  [2]  (iv)  what other piece of information given in the equation supports your answer to (iii)? no2  +  no2  \u2192  o2n\u2013no2   . .  [1] [total: 12]",
+            "7": "7 0620/33/m/j/13 \u00a9 ucles 2013 [turn overfor examiner\u2019s use6  sulfuric acid and malonic acid are both dibasic acids. one mole of a dibasic acid can form  two moles of hydrogen ions. h2so4  \u2192  2h+  +  so42\u2013   dibasic acids can form salts of the type na2x and cax.  (a)  malonic acid is a white crystalline solid which is soluble in water. it melts at 135  \u00b0c.   the structural formula of malonic acid is given below. it forms salts called malonates. ch2(cooh)2  or  hooc  \u2013 ch2 \u2013 cooh  (i)  how could you determine if a sample of malonic acid is pure?  technique used  .. result if pure  .  [2] (ii)  what is the molecular formula of malonic acid?   . .  [1]  (iii)  when malonic acid is heated there are two products, carbon dioxide and a simpler  carboxylic acid. deduce the name and molecular formula of this acid.   . ...   . .  [2]  (iv)  malonic acid reacts with ethanol to form a colourless liquid which has a \u2018fruity\u2019 smell.   its structural formula is given below. cco oo och2 ch2ch3 ch2 ch3   what type of compound contains the group which is circled?   . .  [1]",
+            "8": "8 0620/33/m/j/13 \u00a9 ucles 2013for examiner\u2019s use (b) (i)  suggest why a solution of malonic acid, concentration 0.2  mol  / dm3, has a higher ph  than one of sulfuric acid of the same concentration.   . .  [1]  (ii)  describe a test, other than measuring ph, which can be carried out on both acid  solutions to con \ufb01 rm the explanation given in (b)(i)  for the different ph values of the  two acids.   . ...   . .  [2]  (c)  complete the following equations for reactions of these two acids.  (i) sodium hydroxide  +  malonic acid  \u2192    +   [1]   (ii) cuo  +  h 2so4  \u2192    +    [2]  (iii) mg  +  ch2(cooh)2  \u2192    +   [2]  (iv) k2co3  +  h2so4  \u2192    +    +   [2] [total: 16] 7  alkanes and alkenes are both series of hydrocarbons.  (a) (i)  explain the term hydrocarbon .   . ...   . .  [1]  (ii)  what is the difference between these two series of hydrocarbons?   . ...   . .  [2]  (b)  alkenes and simpler alkanes are made from long-chain alkanes by cracking.   complete the following equation for the cracking of the alkane c20h42.  c20h42  \u2192  2c4h8  +  2c2h4  +  ... [1]",
+            "9": "9 0620/33/m/j/13 \u00a9 ucles 2013 [turn overfor examiner\u2019s use (c) alkenes such as butene and ethene are more reactive than alkanes.   alkenes are used in the petrochemical industry to make a range of products, which  includes polymers and alcohols.  (i)  dibromoethane is used as a pesticide. complete the equation for its preparation  from ethene. c c +    br2    \u2192h hhh [1]  (ii)  the structural formula of a poly(alkene) is given below. ncch3 cch3 hh   deduce the structural formula of its monomer. [2]  (iii)  how is butanol made from butene, ch3 \u2013 ch2 \u2013 ch  = ch2? include an equation in  your answer.   . ...   . .  [2]  (iv)  cracking changes alkanes into alkenes. how could an alkene be converted into an  alkane? include an equation in your answer.   . ...   . .  [2]",
+            "10": "10 0620/33/m/j/13 \u00a9 ucles 2013for examiner\u2019s use (d)  20  cm3 of a hydrocarbon was burnt in 175  cm3 of oxygen. after cooling, the volume of  the remaining gases was 125  cm3. the addition of aqueous sodium hydroxide removed  carbon dioxide leaving 25  cm3 of unreacted oxygen.  (i)  volume of oxygen used = .. cm3 [1]  (ii)  volume of carbon dioxide formed = .. cm3 [1]  (iii)  deduce the formula of the hydrocarbon and the balanced equation for the reaction.   . ...   . ...   . ...   . .  [2] [total: 15]",
+            "11": "11 0620/33/m/j/13blank page \u00a9 ucles 2013",
+            "12": "12 permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here 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. 0620/33/m/j/13 \u00a9 ucles 2013 group 140 ce cerium 58141 pr praseodymium 59144 nd neodymium 60pm promethium 61150 sm samarium 62152 eu europium 63157 gd gadolinium 64159 tb terbium 65162 dy dysprosium 66165 ho holmium 67167 er erbium 68169 tm thulium 69173 yb ytterbium 70175 lu lutetium 71 232 th thorium 90pa protactinium 91238 u uranium 92np neptunium 93pu plutonium 94am americium 95cm curium 96bk berkelium 97cf californium 98es einsteinium 99fm fermium 100md mendelevium 101no nobelium 102lr lawrencium 1031 h hydrogen 1 7 li lithium 3 23 na sodium 1124 mg magnesium 12 40 ca calcium 2045 sc scandium 2148 ti titanium 2251 v vanadium 2352 cr chromium 2455 mn manganese 2556 fe iron 2659 co cobalt 2759 ni nickel 2864 cu copper 2965 zn zinc 3070 ga gallium 3127 al aluminium 1311 b boron 512 c carbon 614 n nitrogen 716 o oxygen 819 f fluorine 9 28 si silicon 1431 p phosphorus 1532 s sulfur 1635.5 cl chlorine 1740 ar argon 1820 ne neon 104 he helium 2 73 ge germanium 3275 as arsenic 3379 se selenium 3480 br bromine 3584 kr krypton 3639 k potassium 19 88 sr strontium 3889 y yttrium 3991 zr zirconium 4093 nb niobium 4196 mo molybdenum 42tc technetium 43101 ru ruthenium 44103 rh rhodium 45106 pd palladium 46108 ag silver 47112 cd cadmium 48115 in indium 49119 sn tin 50122 sb antimony 51128 te tellurium 52127 i iodine 53131 xe xenon 54 137 ba barium 56139 la lanthanum 57        *178 hf hafnium 72181 ta tantalum 73184 w tungsten 74186 re rhenium 75190 os osmium 76192 ir iridium 77195 pt platinum 78197 au gold 79201 hg mercury 80204 tl thallium 81207 pb lead 82209 bi bismuth 83po polonium 84at astatine 85rn radon 86 fr francium 87227 ac actinium 899 be beryllium 4ii i iii iv v vi vii 0 85 rb rubidium 37 133 cs caesium 55 226 ra radium 88 the volume of one mole of any gas is 24 dm3at room temperature and pressure (r.t.p.).a x ba = relative atomic mass x = atomic symbol b = proton (atomic) numberkey*58-71 lanthanoid series 90-103 actinoid seriesdata sheet the periodic table of the elements"
+        },
+        "0620_s13_qp_51.pdf": {
+            "1": "read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen.you may use a pencil for any diagrams, graphs or rough working.do not use staples, paper clips, highlighters, glue or correction \ufb02 uid. do not  write in any barcodes. answer all questions. electronic calculators may be used.you may lose marks if you do not show your working or if you do not use appropriate units.practical notes are provided on page 8. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question.chemistry  0620/51   paper 5 practical test may/june 2013  1 hour 15 minutes candidates answer on the question paper. additional materials: as listed in the con \ufb01 dential instructionsuniversity of cambridge international examinations international general certi \ufb01 cate of secondary education this document consists of 7 printed pages and 1 blank page. [turn overib13 06_0620_51/3rp\u00a9 ucles 2013 *8601854076* for examiner\u2019s use total",
+            "2": "2 0620/51/m/j/13 \u00a9 ucles 2013for examiner\u2019s use1  you are going to investigate what happens when two different solids, c and d, react with  excess dilute hydrochloric acid.   read all the instructions below carefully before starting the experiments.   instructions   you are going to carry out \ufb01 ve experiments.  (a)  experiment 1   use a measuring cylinder to pour 30  cm3 of dilute hydrochloric acid into the polystyrene  cup supported in the beaker provided. measure the temperature of the dilute hydrochloric acid and record it in the table below. add 1  g of solid c to the dilute hydrochloric acid and  stir the mixture with the thermometer.   measure the maximum temperature reached by the liquid mixture. record your result in  the table.  (b)  experiment 2   empty the polystyrene cup and rinse it with water.    repeat experiment 1 using 2  g of solid c.   record your results in the table.  (c)  experiments 3 and 4   repeat experiment 2 using 3  g and then 5  g of solid c.   record your results in the table.  complete the \ufb01 nal column in the table. experimentmass of solid c / ginitial temperature of acid  / \u00b0cmaximum temperature reached  / \u00b0ctemperature change  / \u00b0c 1 234 [4]",
+            "3": "3 0620/51/m/j/13 \u00a9 ucles 2013 [turn overfor examiner\u2019s use (d)   experiment 5   repeat experiment 1 using all of the solid d provided. measure the minimum temperature  reached by the liquid mixture. record your results in the spaces below.  initial temperature of dilute hydrochloric acid =  . \u00b0c  final temperature of liquid mixture =  . \u00b0c  temperature change =  . \u00b0c [2]  (e) plot the results for experiments 1, 2, 3 and 4 on the grid and draw a straight line graph. 0123 mass of solid c added  / g456temperature change  / \u00b0c [4]  (f) (i)  from your graph , deduce the temperature change of the solution when 6  g of solid  c is added to 30  cm3 of dilute hydrochloric acid.   show clearly on the grid  how you worked out your answer.    \u00b0c [2]  (ii)  from your graph , deduce the mass of solid c that would give a temperature rise of  9 \u00b0c when added to 30  cm3 of dilute hydrochloric acid.   show clearly on the grid  how you worked out your answer.   . ...   . .  [2]",
+            "4": "4 0620/51/m/j/13 \u00a9 ucles 2013for examiner\u2019s use (g)  what type of chemical process occurs when solid d reacts with dilute hydrochloric acid?   ... ..  [1]  (h)  suggest the effect on the results if experiment 3 was repeated using 60  cm3 of dilute  hydrochloric acid.   ...    ... ..  [2]  (i)  predict the temperature of the solution in experiment 4 after 1 hour. explain your answer.   ...    ... ..  [2]  (j)  when carrying out the experiments, what would be one advantage and one disadvantage  of taking the temperature readings after exactly one minute?  advantage  ... ..   ...   disadvantage      ... ..  [2] [total: 21]",
+            "5": "5 0620/51/m/j/13 \u00a9 ucles 2013 [turn overfor examiner\u2019s use2  you are provided with two different liquids, a and b.   a is an aqueous solution and b is a pure liquid.   carry out the following tests on a and b, recording all of your observations in the table.   conclusions must not be written in the table. tests observations tests on liquid a divide liquid a into four equal portions in  separate test-tubes. (a)  describe the colour and smell of liquid a.   using a teat pipette, add a few drops of  the liquid to universal indicator paper. describe the colour and state the ph.  [1]   [2] (b)  to the second portion of liquid a, add a  piece of magnesium ribbon.   after two minutes, test the gas given off  with a splint. ...  ...  [3] (c)  to the third portion of liquid a, add a  marble chip.   [2] (d)  to the fourth portion of liquid a, add a  spatula measure of copper oxide.   heat the solution gently and leave to  settle.   [1]",
+            "6": "6 0620/51/m/j/13 \u00a9 ucles 2013for examiner\u2019s usetests observations tests on liquid b (e) (i)   to about 1  cm3 of liquid b, add a  few drops of dilute sulfuric acid followed by aqueous potassium  dichromate( vi). heat the mixture to  boiling.  (ii)  repeat (e)(i)  using aqueous  potassium manganate( vii) instead  of potassium dichromate( vi). ..   [2]  ..   [2] (f)  place a few drops of liquid b on a dry  watch glass. touch the surface of the liquid with a lighted splint.   [2]  (g)  identify liquid a.   ... ..  [2]  (h)  what conclusions can you draw about liquid b?   ... ..  [2] [total: 19]",
+            "7": "7 0620/51/m/j/13blank page \u00a9 ucles 2013",
+            "8": "8 permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here 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. 0620/51/m/j/13notes for use in qualitative analysis test for anions anion test test result carbonate (co32\u2013) add dilute acid effervescence, carbon dioxide produced chloride (c l \u2013) [in solution]acidify with dilute nitric acid, then add aqueous silver nitratewhite ppt. iodide ( i\u2013) [in solution]acidify with dilute nitric acid, then add aqueous silver nitrateyellow ppt. nitrate (no3\u2013) [in solution]add aqueous sodium hydroxide then aluminium foil; warm carefullyammonia produced sulfate (so42\u2013) [in solution]acidify with dilute nitric acid, then aqueous barium nitratewhite ppt. test for aqueous cations cation effect of aqueous sodium hydroxide effect of aqueous ammonia aluminium (a l 3+)white ppt., soluble in excess giving a colourless solutionwhite ppt., insoluble in excess ammonium (nh4+) ammonia produced on warming \u2013 calcium (ca2+) white ppt., insoluble in excess no ppt., or very slight white ppt. copper (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 iron(iii) (fe3+) red-brown ppt., insoluble in excess red-brown ppt., insoluble in excess zinc (zn2+) white ppt., soluble in excess giving a colourless solutionwhite ppt., soluble in excess giving a colourless solution test for gases gas test and test results ammonia (nh3) turns damp red litmus paper blue carbon dioxide (co2) turns limewater milky chlorine (c l 2) bleaches damp litmus paper hydrogen (h2) \u2018pops\u2019 with a lighted splint oxygen (o2) relights a glowing splint \u00a9 ucles 2013"
+        },
+        "0620_s13_qp_52.pdf": {
+            "1": "read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen.you may use a pencil for any diagrams, graphs or rough working.do not use staples, paper clips, highlighters, glue or correction \ufb02 uid. do not  write in any barcodes. answer all questions. electronic calculators may be used.you may lose marks if you do not show your working or if you do not use appropriate units.practical notes are provided on page 8. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question.chemistry  0620/52   paper 5 practical test may/june 2013  1 hour 15 minutes candidates answer on the question paper. additional materials: as listed in the con \ufb01 dential instructionsuniversity of cambridge international examinations international general certi \ufb01 cate of secondary education this document consists of 6 printed pages and 2 blank pages. [turn overib13 06_0620_52/2rp\u00a9 ucles 2013 *7326112403* for examiner\u2019s use total",
+            "2": "2 0620/52/m/j/13 \u00a9 ucles 2013for examiner\u2019s use1  you are going to investigate the reaction between solution a, aqueous potassium  manganate( vii), and two different solutions, b and c, of an acidic solution of a sodium salt.   read all the instructions below carefully before starting the experiments.   instructions   you are going to carry out two experiments.  (a)  experiment 1   fill the burette with the solution a of potassium manganate( vii) to the 0.0  cm3 mark.    using a measuring cylinder, pour 25  cm3 of solution b into the conical \ufb02 ask.   place the \ufb02 ask on a tripod and gauze and heat the mixture in the \ufb02 ask to about 80  \u00b0c.   remove the \ufb02 ask from the tripod and place it on the white tile under the burette. slowly  add 1  cm3 of the solution a to the \ufb02 ask, with shaking. continue to add solution a to the  \ufb02 ask until the mixture just turns permanently pink. record the burette reading in the table  and complete the table.   pour away the contents of the conical \ufb02 ask and rinse the \ufb02 ask with distilled water. \ufb01 nal burette reading  / cm3 initial burette reading  / cm3 difference  / cm3 [3]  (b)  experiment 2   re\ufb01 ll the burette with the solution a of potassium manganate( vii).   using a measuring cylinder, pour 25  cm3 of solution c into the conical \ufb02 ask. heat the  mixture in the \ufb02 ask to about 80  \u00b0c.   remove the \ufb02 ask from the tripod and place it on the white tile under the burette. slowly  add 1  cm3 of the solution a to the \ufb02 ask, with shaking. continue to add solution a to the  \ufb02 ask until the mixture just turns permanently pink. record the burette readings in the  table and complete the table. \ufb01 nal burette reading  / cm3 initial burette reading  / cm3 difference  / cm3 [3]",
+            "3": "3 0620/52/m/j/13 \u00a9 ucles 2013 [turn overfor examiner\u2019s use (c) (i)  suggest why the mixture in the \ufb02 ask is heated before adding the potassium  manganate( vii) solution.   . .  [1]  (ii)  what colour change was observed when potassium manganate( vii) solution was  added to the \ufb02 ask in experiment 1?  from  to  [2] (iii)  why is an indicator not added to the \ufb02 ask?   . .  [1]  (d) (i)  in which experiment was the greater volume of potassium manganate( vii) solution  used?   . .  [1]  (ii)  compare the volumes of potassium manganate( vii) used in experiments 1 and 2.   . .  [1]  (iii)  suggest an explanation for the difference in volumes.   . ...   . ...   . .  [2]  (e)  if experiment 2 was repeated using 12.5  cm3 of solution c, what volume of potassium  manganate( vii) solution would be used? explain your answer.   ...    ... ..  [3]  (f)  a redox reaction occurs when potassium manganate( vii) reacts with solutions b and c.  explain the term redox reaction .   ...    ... ..  [2]  (g)  give one advantage and one disadvantage of using a measuring cylinder for solution c.  advantage  ... ..  disadvantage  ..  [2] [total: 21]",
+            "4": "4 0620/52/m/j/13 \u00a9 ucles 2013for examiner\u2019s use2  you are provided with a mixture of two solids, r and s.   solid r is water-soluble and solid s is insoluble.   carry out the following tests on the mixture, recording all of your observations in the table.   conclusions must not be written in the table. tests observations add about 15  cm3 of distilled water to the  mixture in a boiling tube.shake the boiling tube for one minute. filter the contents of the boiling tube, keeping  the \ufb01 ltrate and residue for the following tests.  divide the \ufb01 ltrate into \ufb01 ve test-tubes.  [1] tests on the \ufb01 ltrate (a)  use ph indicator paper to measure the  ph of the \ufb01 rst portion of the \ufb01 ltrate.   [1] (b) (i)   add several drops of aqueous sodium  hydroxide to the second portion of the solution and shake the test-tube.    now add a large excess of aqueous  sodium hydroxide.  (ii)   using the third portion of solution,  repeat test (b)(i)  using aqueous  ammonia instead of aqueous sodium hydroxide. ..   [2]  ..   [2] (c)  add about 1  cm3 of dilute nitric acid to the  fourth portion of the solution followed by aqueous silver nitrate.   [1] (d)  to the \ufb01 fth portion of the solution add  about 1  cm3 of dilute nitric acid followed  by aqueous barium nitrate.   [2]",
+            "5": "5 0620/52/m/j/13 \u00a9 ucles 2013 [turn overfor examiner\u2019s usetests observations tests on the residue use a spatula to transfer some of the residue  into the bottom of a test-tube. (e)  to the residue, add about 2  cm3 of dilute  hydrochloric acid.   test the gas given off.   now add a large excess of aqueous  sodium hydroxide to the mixture. ..  ..  [3]   [2]  (f)  what conclusions can you draw about solid r?   ...    ... ..  [2]  (g)  name the gas given off in test (e).   ... ..  [1]  (h)  identify solid s.   ... ..  [2] [total: 19]",
+            "6": "6 0620/52/m/j/13blank page \u00a9 ucles 2013",
+            "7": "7 0620/52/m/j/13blank page \u00a9 ucles 2013",
+            "8": "8 permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here 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. 0620/52/m/j/13notes for use in qualitative analysis test for anions anion test test result carbonate (co32\u2013) add dilute acid effervescence, carbon dioxide produced chloride (c l \u2013) [in solution]acidify with dilute nitric acid, then add aqueous silver nitratewhite ppt. iodide ( i\u2013) [in solution]acidify with dilute nitric acid, then add aqueous silver nitrateyellow ppt. nitrate (no3\u2013) [in solution]add aqueous sodium hydroxide then aluminium foil; warm carefullyammonia produced sulfate (so42\u2013) [in solution]acidify with dilute nitric acid, then aqueous barium nitratewhite ppt. test for aqueous cations cation effect of aqueous sodium hydroxide effect of aqueous ammonia aluminium (a l 3+)white ppt., soluble in excess giving a colourless solutionwhite ppt., insoluble in excess ammonium (nh4+) ammonia produced on warming \u2013 calcium (ca2+) white ppt., insoluble in excess no ppt., or very slight white ppt. copper (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 iron(iii) (fe3+) red-brown ppt., insoluble in excess red-brown ppt., insoluble in excess zinc (zn2+) white ppt., soluble in excess giving a colourless solutionwhite ppt., soluble in excess giving a colourless solution test for gases gas test and test results ammonia (nh3) turns damp red litmus paper blue carbon dioxide (co2) turns limewater milky chlorine (c l 2) bleaches damp litmus paper hydrogen (h2) \u2018pops\u2019 with a lighted splint oxygen (o2) relights a glowing splint \u00a9 ucles 2013"
+        },
+        "0620_s13_qp_53.pdf": {
+            "1": "read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen.you may use a pencil for any diagrams, graphs or rough working.do not use staples, paper clips, highlighters, glue or correction \ufb02 uid. do not  write in any barcodes. answer all questions. electronic calculators may be used.you may lose marks if you do not show your working or if you do not use appropriate units.practical notes are provided on page 8. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question.chemistry  0620/53   paper 5 practical test may/june 2013  1 hour 15 minutes candidates answer on the question paper. additional materials: as listed in the con \ufb01 dential instructionsuniversity of cambridge international examinations international general certi \ufb01 cate of secondary education this document consists of 6 printed pages and 2 blank pages. [turn overib13 06_0620_53/rp\u00a9 ucles 2013 *8508882337* for examiner\u2019s use total",
+            "2": "2 0620/53/m/j/13 \u00a9 ucles 2013for examiner\u2019s use1  you are going to investigate the reaction between potassium hydrogen carbonate and two  aqueous solutions of dilute hydrochloric acid of different concentrations, labelled f and g.   read all the instructions below carefully before starting the experiments.   instructions   you are going to carry out two experiments.  (a)  experiment 1   use a measuring cylinder to pour 20  cm3 of distilled water into a conical \ufb02 ask. add a  0.3  g sample of potassium hydrogen carbonate to the conical \ufb02 ask and shake the \ufb02 ask  to dissolve the solid.   add \ufb01 ve drops of methyl orange indicator to the conical \ufb02 ask.   fill the burette provided up to the 0.0  cm3 mark with the solution f of dilute hydrochloric  acid. add acid f from the burette 1  cm3 at a time, while shaking the \ufb02 ask, until the solution  just changes colour. record the burette readings in the table below and complete the  table.  (b)  experiment 2   empty the conical \ufb02 ask and rinse it with distilled water.   pour away the contents of the burette and rinse the burette with the solution g of dilute  hydrochloric acid.   repeat experiment 1, using solution g instead of solution f.   record the burette readings in the table below and complete the table. experiment 1 experiment 2 \ufb01 nal reading  / cm3 initial reading  / cm3 difference  / cm3 [6]",
+            "3": "3 0620/53/m/j/13 \u00a9 ucles 2013 [turn overfor examiner\u2019s use (c)  what colour change was observed in the contents of the \ufb02 ask after the hydrochloric acid  was added to the \ufb02 ask?  from  to . ... [2]  (d)  what type of chemical reaction occurs when hydrochloric acid reacts with potassium hydrogen carbonate?   ... ..  [1]  (e)  complete the sentence below.   experiment  needed the smallest volume of hydrochloric acid to change the colour of the methyl orange. [1]  (f) (i)   compare the volumes of hydrochloric acid used in experiments 1 and 2.   . .  [1]  (ii)  the most concentrated solution of hydrochloric acid is solution .. . [1]  (g)   if experiment 2 was repeated using 0.6  g of potassium hydrogen carbonate, what volume  of hydrochloric acid would be needed?   ... ..  [2]  (h)  what would be a more accurate method of measuring the volume of the distilled water?   ... ..  [1]  (i)  what would be the effect on the results if the solutions of potassiumhydrogen carbonate were warmed before adding the hydrochloric acid? give a reason for your answer.  effect on results  ... .  reason ..  [2]  (j)  describe a different  method of \ufb01 nding out which of the solutions of hydrochloric acid, f  or g, is the more concentrated.   ...    ...    ...    ...    ... ..  [3] [total: 20]",
+            "4": "4 0620/53/m/j/13 \u00a9 ucles 2013for examiner\u2019s use2  you are provided with two solids, h and i, which are both salts.   carry out the following tests on each solid, recording all of your observations in the table.   conclusions must not be written in the table. tests observations tests on solid h add all of h to about 10  cm3 of distilled water  in a test-tube and shake to dissolve. divide the solution into three equal portions in  test-tubes, and carry out the following tests. (a)  describe the appearance of the solution.   add about 1  cm3 of dilute hydrochloric  acid to the \ufb01 rst portion of the solution.  [1]   [1] (b)  to the second portion of the solution, add  drops of aqueous sodium hydroxide until a change is seen.   heat the mixture gently  for two minutes  and stir the mixture. allow the mixture to settle.   remove the liquid with a teat pipette.add about 2  cm3 of dilute nitric acid to the  solid and heat the mixture gently .  [2]  ..   [2]   [1] (c)  to the third portion of the solution, add  drops of aqueous ammonia until a change is seen.   now add an excess of aqueous ammonia to the mixture.  [2]  ..   [2]",
+            "5": "5 0620/53/m/j/13 \u00a9 ucles 2013 [turn overfor examiner\u2019s usetests observations tests on solid i (d)  place about half of solid i into a dry  test-tube. heat the test-tube gently, then  strongly. test the gas given off with a lighted splint.   leave the test-tube to cool for \ufb01 ve  minutes and then add about 1  cm3 of dilute  hydrochloric acid to the test-tube. test the gas with a lighted splint. ..   [2]  ..   [2] (e)  add the rest of solid i to about 2  cm3 of  dilute nitric acid in a test-tube. warm the  solution and smell the mixture.   [1]  (f)  what conclusions can you draw about solid h?   ...    ... ..  [2]  (g)  what conclusions can you draw about solid i?   ...    ... ..  [2] [total: 20]",
+            "6": "6 0620/53/m/j/13blank page \u00a9 ucles 2013",
+            "7": "7 0620/53/m/j/13blank page \u00a9 ucles 2013",
+            "8": "8 permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here 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. 0620/53/m/j/13notes for use in qualitative analysis test for anions anion test test result carbonate (co32\u2013) add dilute acid effervescence, carbon dioxide produced chloride (c l \u2013) [in solution]acidify with dilute nitric acid, then add aqueous silver nitratewhite ppt. iodide ( i\u2013) [in solution]acidify with dilute nitric acid, thenadd aqueous silver nitrateyellow ppt. nitrate (no 3\u2013) [in solution]add aqueous sodium hydroxidethen aluminium foil; warm carefullyammonia produced sulfate (so 42\u2013) [in solution]acidify with dilute nitric acid, thenaqueous barium nitratewhite ppt. test for aqueous cations cation effect of aqueous sodium hydroxide effect of aqueous ammonia aluminium (a l 3+)white ppt., soluble in excess giving a colourless solutionwhite ppt., insoluble in excess ammonium (nh4+) ammonia produced on warming \u2013 calcium (ca2+) white ppt., insoluble in excess no ppt., or very slight white ppt. copper (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 iron( iii) (fe3+) red-brown ppt., insoluble in excess red-brown ppt., insoluble in excess zinc (zn2+) white ppt., soluble in excess giving a colourless solutionwhite ppt., soluble in excess givinga colourless solution test for gases gas test and test results ammonia (nh3) turns damp red litmus paper blue carbon dioxide (co2) turns limewater milky chlorine (c l 2) bleaches damp litmus paper hydrogen (h2) \u2018pops\u2019 with a lighted splint oxygen (o2) relights a glowing splint \u00a9 ucles 2013"
+        },
+        "0620_s13_qp_61.pdf": {
+            "1": "read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen.you may use a pencil for any diagrams, graphs or rough working.do not use staples, paper clips, highlighters, glue or correction \ufb02 uid. do not  write in any barcodes. answer all questions. electronic calculators may be used.you may lose marks if you do not show your working or if you do not use appropriate units. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question.chemistry  0620/61   paper 6 alternative to practical may/june 2013  1 hour candidates answer on the question paper. no additional materials are required.university of cambridge international examinations international general certi \ufb01 cate of secondary education this document consists of 11 printed pages and 1 blank page. [turn overib13 06_0620_61/2rp\u00a9 ucles 2013 *0139348906*",
+            "2": "2 0620/61/m/j/13 \u00a9 ucles 2013for examiner\u2019s use1  electricity was passed through a solution of concentrated hydrochloric acid using the  apparatus shown. hydrogen concentrated hydrochloric acid + \u2013  (a)  complete the boxes to identify the parts of the apparatus labelled. [2]  (b)  describe the test for hydrogen.  test     result  .. .  [2]  (c)  describe how a sample of the gas given off at the positive electrode could be collected and its volume measured.   ...    ...    ... ..  [2]  (d)  the experiment was repeated using a concentrated aqueous solution of sodium chloride instead of hydrochloric acid.  (i)  state the name of the solution formed.   . .  [1]  (ii)  give a test to show the presence of this product.   . .  [1] [total: 8]",
+            "3": "3 0620/61/m/j/13 \u00a9 ucles 2013 [turn overfor examiner\u2019s use2  a student found a recipe for making elderberry wine by fermentation.  1  kg elderberries  0.5  kg sugar  10  g yeast granules  3  dm3 water   the student decided to make some elderberry wine using the apparatus below. airlock water fermenting mixture   the student carried out the following method.   step 1 the elderberries were crushed.  step 2  the crushed elderberries and sugar were added to the water and the mixture was  boiled for ten minutes. the crushed elderberries were then separated from the mixture.  step 3  yeast was added to the liquid when it had cooled to room temperature.  (a)  suggest the purpose of the airlock in the apparatus.   ... ..  [1]  (b)  what apparatus could be used in step 1?   ... ..  [1]  (c)  draw a labelled diagram of the apparatus used to separate the crushed elderberries from the mixture in step 2. [2]  (d)  why was the yeast in step 3 not added until the liquid was at room temperature?   ... ..  [1]",
+            "4": "4 0620/61/m/j/13 \u00a9 ucles 2013for examiner\u2019s use (e) (i)   state one observation during the fermentation.   . .  [1]  (ii)  suggest how the rate of the fermentation reaction could be measured.   . ...   . .  [2]  (f)  name the method that could be used to separate ethanol from the fermented mixture.   ... ..  [1] [total: 9]",
+            "5": "5 0620/61/m/j/13 \u00a9 ucles 2013 [turn overfor examiner\u2019s use3  a student investigated the reaction between two different solids, c and d, and excess dilute  hydrochloric acid.   five experiments were carried out.  (a) experiment 1   a measuring cylinder was used to pour 30  cm3 of dilute hydrochloric acid into a polystyrene  cup. the temperature of the dilute hydrochloric acid was measured. 1  g of solid c was  added to the dilute hydrochloric acid and the mixture stirred with a thermometer.   the maximum temperature reached by the liquid mixture was measured.  (b) experiment 2   the polystyrene cup was emptied and rinsed with water.   experiment 1 was repeated using 2  g of solid c.  (c) experiments 3 and 4   experiment 2 was repeated using 3  g and then 5  g of solid c.   use the thermometer diagrams to record the results in the table below.   complete the \ufb01 nal column in the table. experimentmass of  solid c / gthermometer diagraminitial  temperature  of acid  / \u00b0cthermometer diagrammaximum  temperature  reached  / \u00b0ctemperature difference / \u00b0c 130 25 2030 25 20 230 25 2035 30 25 330 25 2035 30 25 430 25 2035 30 25 [3]",
+            "6": "6 0620/61/m/j/13 \u00a9 ucles 2013for examiner\u2019s use (d)  experiment 5   experiment 1 was repeated using solid d. use the thermometer diagrams to record the  results in the spaces below. 25 20 15 initial temperature of acid20 15 10 final temperature of liquid mixture   initial temperature of dilute hydrochloric acid =  ... \u00b0c   \ufb01 nal temperature of liquid mixture =   \u00b0c   temperature change =  . \u00b0c [2]  (e)  plot the results for experiments 1, 2, 3 and 4 on the grid and draw a straight line graph. 0 1 2 3 4 5 615 10 5 0temperature difference  / \u00b0c mass of solid c / g [4]",
+            "7": "7 0620/61/m/j/13 \u00a9 ucles 2013 [turn overfor examiner\u2019s use (f) (i)   from your graph , deduce the temperature of the solution when 6  g of solid c is  added to 30  cm3 of dilute hydrochloric acid.   show clearly on the grid  how you worked out your answer.  ... \u00b0c [2]  (ii)  from your graph , deduce the mass of solid c that would give a temperature rise of  9 \u00b0c when added to 30  cm3 of dilute hydrochloric acid.   . ...   . .  [2]  (g)  what type of chemical process occurs when solid d reacts with dilute hydrochloric acid?   ... ..  [1]  (h)  suggest the effect on the results if experiment 3 was repeated using 60  cm3 of dilute  hydrochloric acid.   ...    ... ..  [2]  (i)  predict the temperature of the solution in experiment 4 after 1 hour. explain your answer.   ...    ... ..  [2]  (j)   when carrying out the experiments, what would be one advantage and one disadvantage  of taking the temperature readings after exactly one minute?   advantage   .   ...    disadvantage  . ...   ... ..  [2] [total: 20]",
+            "8": "8 0620/61/m/j/13 \u00a9 ucles 2013for examiner\u2019s use4  a mixture of two solids, e and f, was analysed.   solid e was the water-soluble salt aluminium chloride, a l cl 3, and solid f was an insoluble  salt.   the tests on the mixture and some of the observations are in the following table.   complete the observations in the table. tests observations distilled water was added to the mixture in a  boiling tube.the contents of the boiling tube were shaken and \ufb01 ltered, keeping the \ufb01 ltrate and residue for  the following tests. tests on the \ufb01 ltrate the \ufb01 ltrate was divided into \ufb01 ve portions in  \ufb01 ve test-tubes. (a)  the \ufb01 rst portion was used to describe the  appearance of the \ufb01 ltrate.  appearance  [1] (b)  several drops of aqueous sodium  hydroxide were added to the second portion of the solution.   excess aqueous sodium hydroxide was  then added to the test-tube. ...   [3] (c)  aqueous ammonia was added to the third  portion, dropwise and then in excess. ...   [2] (d)  to the fourth portion of the solution, dilute  nitric acid and aqueous silver nitrate were added.   [2] (e)  to the \ufb01 fth portion of the solution, about  1  cm3 of dilute nitric acid and barium  nitrate solution were added.   [1]",
+            "9": "9 0620/61/m/j/13 \u00a9 ucles 2013 [turn overfor examiner\u2019s usetests observations tests on the residue (f) (i)  to a little of the residue, dilute hydrochloric acid was added.    the gas given off was tested.  (ii)  the residue was heated, gently then  strongly.rapid effervescence gas turned limewater milky solid changed colour from green to black  (g)  what conclusions can you draw about solid f?   ...    ... ..  [2] [total: 11]",
+            "10": "10 0620/61/m/j/13 \u00a9 ucles 2013for examiner\u2019s use5  identical pieces of steel were placed in two different boiling liquids for 12 hours.   the graphs show how the mass of each piece of steel changed. 0 2 4 6 8 10 12200 150100 50 0mass loss  / mggraph a steel in boiling acid solution time  / hours0 2 4 6 8 10 120.20 0.150.100.05 0mass loss  / mggraph b steel in boiling alkali solution time  / hours  (a)  give one similarity in the change in mass of the steel in both liquids.   ... ..  [1]  (b)  describe two ways in which the mass loss shown in graph a is different from that shown  in graph b.  1.  ...    ...   2.  ...    ... ..  [3]  (c)  state two different safety precautions that would need to be taken when carrying out this  investigation.  1.  ...   2.  ... ..  [2] [total: 6]",
+            "11": "11 0620/61/m/j/13 \u00a9 ucles 2013 [turn overfor examiner\u2019s use6  copper( ii) oxide and carbon are both black solids. copper( ii) oxide reacts with dilute sulfuric  acid to form aqueous copper( ii) sulfate. carbon does not react with dilute sulfuric acid.   you are given a mixture of copper( ii) oxide and carbon and access to dilute sulfuric acid.   plan an experiment to investigate the percentage of copper( ii) oxide in the mixture.   ... ...   ... ...   ... ...   ... ...   ... ...   ... ...   ... .  [6] [total: 6]",
+            "12": "12 permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here 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. 0620/61/m/j/13blank page \u00a9 ucles 2013"
+        },
+        "0620_s13_qp_62.pdf": {
+            "1": "read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen.you may use a pencil for any diagrams, graphs or rough working.do not use staples, paper clips, highlighters, glue or correction \ufb02 uid. do not  write in any barcodes. answer all questions. electronic calculators may be used.you may lose marks if you do not show your working or if you do not use appropriate units. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question.chemistry  0620/62   paper 6 alternative to practical may/june 2013  1 hour candidates answer on the question paper. no additional materials are required.university of cambridge international examinations international general certi \ufb01 cate of secondary education this document consists of 11 printed pages and 1 blank page. [turn overib13 06_0620_62/rp\u00a9 ucles 2013 *2436679162*",
+            "2": "2 0620/62/m/j/13 \u00a9 ucles 2013for examiner\u2019s use1  a student extracted the colours present in some leaves using the apparatus below.  (a)  complete the boxes to identify the pieces of apparatus used. [2]  (b)  use labelled arrows to indicate  (i)  the solvent,  (ii)  the solution of colours. [2]  (c)  chromatography was used to separate the colours. the chromatogram obtained is  shown.  (i)  on the diagram, label the solvent front. [1]  (ii)  how many colours were present?   . .  [1] [total: 6]",
+            "3": "3 0620/62/m/j/13 \u00a9 ucles 2013 [turn overfor examiner\u2019s use2  a student investigated the reaction of methane, ch4, and copper( ii) oxide. she passed  methane gas over hot copper( ii) oxide using the apparatus shown. excess methane burning methane heatcopper( ii) oxide   the solid changed colour to red-brown and drops of liquid condensed in the cold part of the tube.  (a)  what was the original colour of the solid?   ... ..  [1]  (b)  suggest the identity of  (i)  the red-brown solid,  ...  (ii)  the drops of liquid.  ...  [2]  (c)  suggest a physical test to identify the liquid.  test     result  .. .  [2] [total: 5]",
+            "4": "4 0620/62/m/j/13 \u00a9 ucles 2013for examiner\u2019s use3  a student investigated the reaction between a solution of deep purple aqueous potassium  manganate( vii), and two different colourless solutions, b and c, of an acidic solution of a  sodium salt.  two experiments were carried out.  experiment 1   a burette was \ufb01 lled with the solution of potassium manganate( vii) to the 0.0  cm3 mark.   using a measuring cylinder, 25  cm3 of solution b was poured into the conical \ufb02 ask.   the potassium manganate( vii) solution was added slowly to the \ufb02 ask and shaken to mix  thoroughly. addition of the solution was continued until there was a permanent pink colour in  the contents of the \ufb02 ask.  (a)  use the burette diagram to record the volume in the table of results and complete the table. 25 26 27 final reading \ufb01 nal reading  / cm3 initial reading  / cm3 difference  / cm3 [2]  experiment 2   experiment 1 was repeated using solution c instead of solution b.  (b)  use the burette diagrams to record the volumes in the table and complete the table. 31 32 33 initial reading18 19 20 final reading \ufb01 nal reading  / cm3 initial reading  / cm3 difference  / cm3 [2]",
+            "5": "5 0620/62/m/j/13 \u00a9 ucles 2013 [turn overfor examiner\u2019s use (c) (i)  what colour change was observed in the contents of the \ufb02 ask when potassium  manganate( vii) solution was added to the \ufb02 ask in experiment 1?  from ...  to   [1]  (ii)  why was an indicator not added to the \ufb02 ask?   . .  [1]  (d) (i)  in which experiment was the greater volume of potassium manganate( vii) solution  used?   . .  [1]  (ii)  compare the volumes of potassium manganate( vii) solution used in experiments 1  and 2.   . .  [1]  (iii)  suggest an explanation for the difference in volumes in (d)(ii) .   . ...   . ...   . .  [2]  (e)  if experiment 2 was repeated using 12.5  cm3 of solution c, what volume of potassium  manganate( vii) solution would be used? explain your answer.   ...    ...    ... ..  [3]  (f)  a redox reaction occurs when potassium manganate( vii) reacts with solutions b and c.  explain the term redox reaction .   ...    ... ..  [2]  (g)  give one advantage and one disadvantage of using a measuring cylinder for solution c.  advantage  ... ..  disadvantage  ..  [2] [total: 17]",
+            "6": "6 0620/62/m/j/13 \u00a9 ucles 2013for examiner\u2019s use4  a mixture of two solids, r and s, was analysed.   solid r was the water-soluble salt aluminium sulfate, a l 2(so4)3, and solid s was an insoluble  salt.   the tests on the mixture and some of the observations are in the following table.   complete the observations in the table. tests observations distilled water was added to the mixture in a  boiling tube.the boiling tube was shaken and the contents of the boiling tube \ufb01 ltered, keeping the \ufb01 ltrate  and residue for the following tests. the \ufb01 ltrate  was divided into \ufb01 ve test-tubes. tests on the \ufb01 ltrate (a)  appearance of the \ufb01 rst portion of the  \ufb01 ltrate.   [1] (b)  drops of aqueous sodium hydroxide were added to the second portion of the solution and the test-tube shaken.   excess aqueous sodium hydroxide was then added to the test-tube. ...   [3] (c)  aqueous ammonia was added to the third  portion, dropwise and then in excess. ...   [2] (d)  dilute nitric acid was added to the fourth  portion of the solution followed by aqueous silver nitrate.   [1] (e)  dilute nitric acid was added to the \ufb01 fth  portion of the solution and then aqueous barium nitrate.   [2]",
+            "7": "7 0620/62/m/j/13 \u00a9 ucles 2013 [turn overfor examiner\u2019s usetests observations tests on the residue (f)  dilute hydrochloric acid was added to the  residue.   the gas given off was tested.   excess aqueous sodium hydroxide was added to the mixture in the test-tube.rapid effervescence limewater turned milky white precipitate, insoluble in excess  (g)  name the gas given off in test (f).   ... ..  [1]  (h)  what conclusions can you draw about solid s?   ... ..  [2] [total: 12]",
+            "8": "8 0620/62/m/j/13 \u00a9 ucles 2013for examiner\u2019s use5  a student investigated the temperature changes when dilute nitric acid neutralised aqueous  potassium hydroxide. the instructions followed are listed below.  step 1 the solutions were left at room temperature for one hour. step 2  using a measuring cylinder, 20  cm3 of aqueous potassium hydroxide solution was  poured into a polystyrene cup and its temperature measured.  step 3  from a burette, 5.0  cm3 of nitric acid was added to the cup. the highest temperature  reached by the mixture was measured. a further 5.0  cm3 of nitric acid was added to  the mixture and the highest temperature measured. further 5.0  cm3 additions were  made until a total of 30.0  cm3 of nitric acid had been added.  (a)  use the thermometer diagrams to complete the temperatures in the table. volume of nitric acid added  / cm3thermometer diagramhighest temperature  reached  / \u00b0c 0.030 25 5.03025 10.04035 15.04540 20.04540 25.04035 30.04035 [3]",
+            "9": "9 0620/62/m/j/13 \u00a9 ucles 2013 [turn overfor examiner\u2019s use (b)   plot the results on the grid. draw two intersecting straight lines through the points. 0 5 10 15 20 25 3050 40 30 20 10highest temperature reached  / \u00b0c total volume of nitric acid  / cm3 [4]  (c)  from your graph , work out the volume of nitric acid needed to completely neutralise the  20  cm3 of aqueous potassium hydroxide. using an arrow, show clearly on the grid  this  neutralisation point.   ... ..  [2]  (d)  what was the room temperature?   ... ..  [1]  (e)  why was a polystyrene cup used instead of a glass beaker?   ... ..  [1]",
+            "10": "10 0620/62/m/j/13 \u00a9 ucles 2013for examiner\u2019s use (f)  why does the temperature:  increase      ...   then decrease?  .. ...   ... ..  [2]  (g)  what type of chemical reaction is this neutralisation?   ... ..  [1] [total: 14]",
+            "11": "11 0620/62/m/j/13 \u00a9 ucles 2013 [turn overfor examiner\u2019s use6  two metals, a and b, each react with dilute sulfuric acid to produce hydrogen.   plan an investigation to show which metal, a or b, is the more reactive metal. you may  include a diagram in your answer.   you are provided with:  \u25cf  standard laboratory equipment  \u25cf  powdered metals a and b  \u25cf  dilute sulfuric acid.   ... ...   ... ...   ... ...   ... ...   ... ...   ... ...   ... ...   ... ...   ... ...   ... ...   ... .  [6] [total: 6]",
+            "12": "12 permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here 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. 0620/62/m/j/13blank page \u00a9 ucles 2013"
+        },
+        "0620_s13_qp_63.pdf": {
+            "1": "read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen.you may use a pencil for any diagrams, graphs or rough working.do not use staples, paper clips, highlighters, glue or correction \ufb02 uid. do not  write in any barcodes. answer all questions. electronic calculators may be used.you may lose marks if you do not show your working or if you do not use appropriate units. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question.chemistry  0620/63   paper 6 alternative to practical may/june 2013  1 hour candidates answer on the question paper. no additional materials are required.university of cambridge international examinations international general certi \ufb01 cate of secondary education this document consists of 11 printed pages and 1 blank page. [turn overib13 06_0620_63/2rp\u00a9 ucles 2013 *9962014292*",
+            "2": "2 0620/63/m/j/13 \u00a9 ucles 2013for examiner\u2019s use1  a student passed dry hydrogen gas over heated copper( ii) oxide using the apparatus below.   he wanted to collect and measure the water formed in the reaction. icedry hydrogen  (a)  use labelled arrows to indicate where  (i)  the heat is applied,  (ii)  the water collects. [2]  (b)  the colour of the copper( ii) oxide changes from black to  ..  [1]  (c)  suggest why the hydrogen gas that was used had to be dry.   ... ..  [1]  (d)  describe a chemical test for water.  test     result  .. .  [2] [total: 6]",
+            "3": "3 0620/63/m/j/13 \u00a9 ucles 2013 [turn overfor examiner\u2019s use2  electricity was passed through a solution of concentrated sodium chloride containing  universal indicator using the apparatus shown. solution of concentratedsodium chloridecontaininguniversal indicator   the bulb lit up. the solution near the negative electrode changed colour from green to purple.  (a)  give one other expected observation.   ... ..  [1]  (b)  name a suitable non-metallic element for the electrodes.   ... ..  [1]  (c)  name the process which uses electricity to break down solutions.   ... ..  [1]  (d) (i)   explain why the universal indicator changed colour.   . ...   . .  [2]  (ii)  predict the colour of the indicator near the positive electrode. explain your prediction.  colour  .. ...  explanation  ..  [2] [total: 7]",
+            "4": "4 0620/63/m/j/13 \u00a9 ucles 2013for examiner\u2019s use3  a student investigated the reaction between potassium hydrogen carbonate, khco3, and two  aqueous solutions of dilute hydrochloric acid of different concentrations, labelled f and g.   two experiments were carried out.  (a)  experiment 1   using a measuring cylinder, 20  cm3 of distilled water was poured into a conical \ufb02 ask. a 0.3  g sample of potassium hydrogen carbonate was added to the \ufb02 ask and shaken to  dissolve the solid.   methyl orange indicator was added to the alkaline solution in the conical \ufb02 ask.   a burette was \ufb01 lled up to the 0.0  cm3 mark with the solution f of dilute hydrochloric acid.  acid f was added from the burette until the solution in the \ufb02 ask just changed colour.   use the burette diagram to record the \ufb01 nal reading in the table below and complete the  table for this experiment. 38 39 40 final reading  (b)  experiment 2   the conical \ufb02 ask was emptied and rinsed with distilled water.   the contents of the burette were poured away and the burette rinsed with distilled water  and then the solution g of dilute hydrochloric acid. experiment 1 was repeated using  solution g instead of solution f.   use the burette diagrams to record the readings in the table below and complete the table. 8 9 10 initial reading21 22 23 final reading burette readings  / cm3 experiment 1 experiment 2 \ufb01 nal reading initial reading difference [4]",
+            "5": "5 0620/63/m/j/13 \u00a9 ucles 2013 [turn overfor examiner\u2019s use (c)   what colour change was observed in the contents of the \ufb02 ask after the hydrochloric acid  was added to the \ufb02 ask?  from ...  to   ... [2]  (d)  what type of chemical reaction occurred when hydrochloric acid reacted with potassium hydrogen carbonate?   ... ..  [1]  (e)  complete the sentence below.   experiment  needed the smallest volume of hydrochloric acid to change the colour of the methyl orange. [1]  (f) (i)   compare the volumes of hydrochloric acid used in experiments 1 and 2.   . .  [1]  (ii)  the most concentrated solution of hydrochloric acid was solution  .  [1]  (g)  if experiment 2 was repeated using 0.6  g of potassium hydrogen carbonate, what volume  of hydrochloric acid would be needed?   ... ..  [2]  (h)  what would be a more accurate method of measuring the volume of the distilled water?   ... ..  [1]  (i)  why was the burette rinsed with distilled water and then the solution g of dilute  hydrochloric acid before starting experiment 2?   ...    ... ..  [2]  (j)  what would be the effect on the results if the solutions of potassium hydrogen carbonate were warmed before adding the hydrochloric acid? give a reason for your answer.  effect on results  ... .  reason  .  [2]",
+            "6": "6 0620/63/m/j/13 \u00a9 ucles 2013for examiner\u2019s use (k)   describe a different  method of \ufb01 nding out which of the solutions of hydrochloric acid, f  or g, is the more concentrated.   ...    ...    ...    ...    ... ..  [3] [total: 20]",
+            "7": "7 0620/63/m/j/13 \u00a9 ucles 2013 [turn overfor examiner\u2019s use4  two solids, h and i, were analysed. h was the salt copper ethanoate, (ch3coo)2cu.   the tests on the solids and some of the observations are in the following table.  complete the observations in the table. tests observations tests on solid h solid h was added to distilled water in a test-tube and shaken to dissolve. the solution  was divided into three equal portions intest-tubes, and the following tests carried out. (a)  appearance of the solution. ...  [1] (b)  aqueous sodium hydroxide was added to  the second portion of the solution. ...  [2] (c)  drops of aqueous ammonia were added to the third portion of the solution.   excess aqueous ammonia was then added to the mixture  [2]  ...  [2] tests on solid i (d) (i)   solid i was heated in a dry test-tube.  the gas given off was tested with a  lighted splint.   the test-tube was left to cool.    dilute hydrochloric acid was then added to the test-tube. the gas given off was tested.  (ii)   solid i was added to dilute nitric acid in  a test-tube. the solution was warmed and the mixture smelled.solid turned black and charred the gas ignited effervescence limewater turned milky smell of vinegar  (e)  what conclusions can you draw about solid i?   ...    ... ..  [2] [total: 9]",
+            "8": "8 0620/63/m/j/13 \u00a9 ucles 2013for examiner\u2019s use5  a student investigated the rate of reaction between magnesium and excess dilute hydrochloric  acid at room temperature. the apparatus was set up as shown in the diagram. watermeasuring cylinde rdilute hydrochloric acid magnesium   using a tap funnel, 20  cm3 of hydrochloric acid was added to 4  cm of magnesium ribbon. the  volume of hydrogen produced was measured every minute for six minutes.  (a)  use the measuring cylinder diagrams to record the volumes of gas collected in the table of results. time  / minmeasuring cylinder diagramtotal volume of gas collected  / cm3 0 12 3450 5 10 30 35 40 55 60 65 65 70 75 70 75 80 70 75 80 70 75 806 [2]",
+            "9": "9 0620/63/m/j/13 \u00a9 ucles 2013 [turn overfor examiner\u2019s use (b)  plot the points on the grid and draw a smooth line graph. 0 1 2 3 4 5 6 time  / minutesvolume of hydrogen  / cm3 [4]  (c)  from your graph , \ufb01 nd the time at which 50  cm3 of gas was produced. show clearly on  the graph  how you obtained your answer.   ... ..  [2]  (d)  sketch on the grid  the graph you would expect if the experiment was repeated using  2 cm of magnesium ribbon. [2]",
+            "10": "10 0620/63/m/j/13 \u00a9 ucles 2013for examiner\u2019s use (e)  explain why the rate of reaction would be lower if the hydrochloric acid was cooled to  5 \u00b0c before the reaction.   ...    ...    ... ..  [2] [total: 12]",
+            "11": "11 0620/63/m/j/13 \u00a9 ucles 2013 [turn overfor examiner\u2019s use6  the table gives information about the solubility of three different solids, w, x and y, in two  different solvents. substancesolubility in cold watersolubility in hot watersolubility in  cyclohexane w insoluble insoluble very soluble x insoluble very soluble insoluble y very soluble very soluble insoluble   you are provided with a mixture of the three substances, w, x and y. plan a method which  could be used to separate pure dry samples of w, x and y from the mixture.   ... ...   ... ...   ... ...   ... ...   ... ...   ... ...   ... .  [6] [total: 6]",
+            "12": "12 permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here 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. 0620/63/m/j/13blank page \u00a9 ucles 2013"
+        },
+        "0620_w13_qp_11.pdf": {
+            "1": "    this document consists of 18 printed pages and 2 blank pages.  ib13 11_0620_11/2rp  \u00a9 ucles 2013  [turn over       *6047676049* university of cambridge international examinations  international general certificate of secondary education       chemistry 0620/11     paper 1 multiple choice  october/november 2013       45 minutes  additional materials: multiple choice answer sheet   soft clean eraser   soft pencil (type b or hb is recommended)       read these instructions first    write in soft pencil. do not use staples, paper clips, highlighters, glue or correction fluid. write your name, centre number and candidate number on the answer sheet in the spaces provided unless  this has been done for you.  do not  write in any barcodes.   there are forty  questions on this paper. answer all questions. for each question there are four possible  answers a, b, c and d.   choose the one you consider correct and record your choice in soft pencil  on the separate answer sheet.   read the instructions on the answer sheet very carefully.  each correct answer will score one mark. a mark will not be deducted for a wrong answer. any rough working should be done in this booklet. a copy of the periodic table is printed on page 20. electronic calculators may be used.  ",
+            "2": "2  \u00a9 ucles 2013 0620/11/o/n/13  1 an attempt was made to compress a gas and a solid using the apparatus shown.    piston gas solid     which substance would be compressed and what is the reason for this?     substance reason  a gas the gas particles are close together  b gas the gas particles are far apart  c solid the solid particles are close together  d solid the solid particles are far apart      2 a student measures the rate of two reactions.    in one reaction, there is a change in ma ss of the reactants during the reaction.    in the second reaction, there is a change in temperature during the reaction.    which piece of apparatus would be essential in both  experiments?  a balance  b clock  c pipette  d thermometer     ",
+            "3": "3  \u00a9 ucles 2013 0620/11/o/n/13 [turn over  3 diagram 1 shows the paper chromatogram of substance x.    r y x  diagram 1     diagram 2 shows the cooling curve for substance y.    0 147  0 temperature  / \u00b0c time  diagram 2     which statement about x and y is correct?  a x is a mixture and y is a pure substance.  b x is a pure substance and y is a mixture.  c x and y are mixtures.  d x and y are pure substances.     ",
+            "4": "4  \u00a9 ucles 2013 0620/11/o/n/13  4 element x has 7 protons.    element y has 8 more protons than x.    which statement about element y is correct?  a y has more electron shells than x.  b y has more electrons in its outer shell than x.  c y is in a different group of the periodic table from x.  d y is in the same period of the periodic table as x      5 which statements about a sodium atom, na,23 11  are correct?    1 the number of protons and neutrons is the same.  2 the number of protons and electrons is the same. 3 the number of outer electrons is one.    a 1, 2 and 3 b 1 and 2 only c 1 and 3 only d 2 and 3 only     6 rubidium is in group i of the periodic table and bromine is in group vii.    rubidium reacts with bromine to form an ionic compound.    which row shows the electron change taking place for rubidium and the correct formula of the  rubidium ion?     electron change formula of ion formed  a electron gained rb+  b electron gained rb\u2013  c electron lost rb+  d electron lost rb\u2013    7 the diagrams show the electron arrangements in the atoms of four elements.    which element does not form a covalent bond?    e e e e e e e  e e e e  e e e  e  e e e e key  electron  nucleus a b c d  e e e e  e e  e e      ",
+            "5": "5  \u00a9 ucles 2013 0620/11/o/n/13 [turn over  8 a solid mixture contains an ionic salt, x, and a covalent organic compound, y.    two students suggest methods of separating the mixture as shown.    method 1 method 2shake with water x + y shake with ethanol x + y    which methods of separation are likely to work?     1 2  a \u0013 \u0013  b \u0013 \u0017  c \u0017 \u0013  d \u0017 \u0017     9 the formulae of compounds w, x and y are shown.    w cuso 4.5h 2o  x mgso 4.7h 2o  y cu(no 3)2.6h 2o    which statement is correct?  a w contains twice as many hydrogen atoms as oxygen atoms.  b x contains the most oxygen atoms.  c y contains the most hydrogen atoms.  d y contains the same number of hydrogen and oxygen atoms.     ",
+            "6": "6  \u00a9 ucles 2013 0620/11/o/n/13  10 which relative molecular mass, mr, is not correct for the molecule given?     molecule mr  a ammonia, nh 3 17  b carbon dioxide, co 2 44  c methane, ch 4 16  d oxygen, o 2 16      11 the diagram shows the circuit for electrolysing lead( ii) bromide and sodium chloride to liberate  the metal.    a container for lead(ii) bromidecontainer for sodium chloride    in what form are these salts electrolysed for liberating the metal?     lead( ii) bromide sodium chloride  a concentrated solution concentrated solution  b concentrated solution molten  c molten concentrated solution  d molten molten     ",
+            "7": "7  \u00a9 ucles 2013 0620/11/o/n/13 [turn over  12 the diagram shows the electrolysis of concentrated aqueous sodium chloride.    +\u2013anode cathode concentrated aqueous sodiumchloride and litmuscarbon rods     what is the colour of the litmus at each electrode after five minutes?     colour at anode colour at cathode  a blue red  b red blue  c red colourless  d colourless blue      13 when anhydrous copper( ii) sulfate is added to water a solution is formed and heat is given out.    wateranhydrous copper( ii) sulfatethermometer     which row correctly shows the temperature change and the type of reaction taking place?     temperature change type of reaction  a decreases endothermic  b decreases exothermic  c increases endothermic  d increases exothermic   ",
+            "8": "8  \u00a9 ucles 2013 0620/11/o/n/13  14 which fuel does not produce carbon dioxide when it burns?  a coal  b hydrogen  c methane  d petrol      15 a student investigates the rate of reaction between zinc and an excess of sulfuric acid.    the graph shows the results of two experiments, x and y.    0xy time0volume of hydrogen     which change explains the difference between x and y?  a a catalyst is added in y.  b a lower temperature is used in y.  c larger pieces of zinc are used in y.  d less concentrated acid is used in y.      16 anhydrous copper( ii) sulfate can be made by heating hydrated copper( ii) sulfate.    cuso 4.5h 2o  \u2192  cuso 4  +  5h 2o    what can be added to anhydrous copper( ii) sulfate to turn it into hydrated copper( ii) sulfate?  a concentrated sulfuric acid  b sodium hydroxide powder  c sulfur dioxide  d water     ",
+            "9": "9  \u00a9 ucles 2013 0620/11/o/n/13 [turn over  17 the reactions shown may occur in the air during a thunder storm.    n2  +  o 2  \u2192  2no  2no  +  o 2  \u2192  2no 2  no  +  o 3  \u2192  no 2  +  o 2    which row shows what happens to the reactant molecules in each of these reactions?     n2 no o 3  a oxidised oxidised oxidised  b oxidised oxidised reduced  c reduced reduced oxidised  d reduced reduced reduced      18 which are properties of an acid?    1 reacts with ammonium sulfate to form ammonia  2 turns red litmus blue     1 2  a \u0013 \u0013  b \u0013 \u0017  c \u0017 \u0013  d \u0017 \u0017     19 which of the following are properties of the oxides of non-metals?     property 1 property 2  a acidic covalent  b acidic ionic  c basic covalent  d basic ionic     ",
+            "10": "10  \u00a9 ucles 2013 0620/11/o/n/13  20 compound x is tested and the results are shown in the table.    test result  aqueous sodium hydroxide is  added, then heated gently gas given off which turns damp  red litmus paper blue  dilute hydrochloric acid is added effervescence, gas given off  which turns limewater milky    which ions are present in compound x?  a ammonium ions and carbonate ions  b ammonium ions and chloride ions  c calcium ions and carbonate ions  d calcium ions and chloride ions     21 calcium, on the left of period 4 of the periodic table, is more metallic than bromine on the right of  this period.    why is this?    calcium has  a fewer electrons.  b fewer protons.  c fewer full shells of electrons.  d fewer outer shell electrons.      22 the diagrams show the labels of four bottles.    which label is not correct?    a  b  c  d  bromine  br 2    harmful liquid.  do not spill.  iodine  i2    danger  avoid breathing vapour  from the solid.  potassium  k    danger  store under water.  sodium  na    danger  store under oil.     ",
+            "11": "11  \u00a9 ucles 2013 0620/11/o/n/13 [turn over  23 an element has a melting point of 1084  \u00b0c and a density of 8.93  g / cm3. it\u2019s oxide can be used as  a catalyst.    in which position in the periodic table is the element found?    a bc d     24 the diagram shows a light bulb.    filament argon     why is argon used instead of air in the light bulb?  a argon is a good conductor of electricity.  b argon is more reactive than air.  c the filament glows more brightly.  d the filament does not react with the argon.     25 some properties of four elements w, x, y and z are listed.    1 w melts at 1410  \u00b0c and forms an acidic oxide.  2 x has a high density and is easily drawn into wires.  3 y acts as a catalyst and its oxide reacts with acids. 4 z is a red-brown solid used to make alloys.    which of the elements are metals?  a 1 and 3 b 2, 3 and 4 c 2 and 3 only d 2 and 4 only     ",
+            "12": "12  \u00a9 ucles 2013 0620/11/o/n/13  26 m is a shiny silver metal. it has a melting point of 1455  \u00b0c. many of its compounds are green.    what is metal m?  a aluminium  b copper  c mercury  d nickel     27 reactions of three metals and their oxides are listed in the table.    metal reacts with   cold water metal oxide reacts  with carbon  w no no  x no yes  y yes no    what is the order of reactivity of the metals?     least reactive  most reactive  a w x y  b x w y  c x y w  d y w x    28 equations p and q represent two reactions which occur inside a blast furnace.    p fe 2o3  +  3co  \u2192  2fe  +  3co 2  q caco 3  \u2192  cao  +  co 2    which type of reactions are p and q?     p q  a redox redox  b redox thermal decomposition  c thermal decomposition redox  d thermal decomposition thermal decomposition     ",
+            "13": "13  \u00a9 ucles 2013 0620/11/o/n/13 [turn over  29 which row describes the uses of mild steel and stainless steel?     mild steel stainless steel  a car bodies, cutlery chemical plant, machinery  b car bodies, machinery chemical plant, cutlery  c chemical plant, cutlery car bodies, machinery  d chemical plant, machinery car bodies, cutlery     30 in which process is carbon dioxide not formed?  a burning of natural gas  b fermentation  c heating lime  d respiration    31 farmers add calcium oxide (lime) and ammonium salts to their fields.    the compounds are not added at the same time because they react with each other.    which gas is produced in this reaction?  a ammonia  b carbon dioxide  c hydrogen  d nitrogen     32 the diagrams show four uses of iron.    in which of these uses is the iron most likely to rust?    iron bucket electroplated with zinca iron cored aluminium electricity cablesb iron hinges on a gatec painted iron fenced      ",
+            "14": "14  \u00a9 ucles 2013 0620/11/o/n/13  33 which air pollutant is not made when coal burns in a power station?  a carbon monoxide  b lead compounds  c nitrogen oxides  d sulfur dioxide      34 in many countries river water is used for the washing of clothes.    the same water is not considered to be safe for drinking.    why is it not safe for drinking?  a because river water contains dissolved salts  b because river water may contain harmful bacteria  c because river water may contain small particles of sand  d because river water may contain soap from washing clothes     35 the diagram shows a kiln used to heat limestone.    gas burners productairwaste gaseslimestone     what is the product and what waste gas is formed?     product waste gas  a lime, cao carbon monoxide  b lime, cao carbon dioxide  c slaked lime, ca(oh) 2 carbon monoxide  d slaked lime, ca(oh) 2 carbon dioxide ",
+            "15": "15  \u00a9 ucles 2013 0620/11/o/n/13 [turn over  36 three types of organic compound are alkanes, alkenes and alcohols.    which structure does not belong to any of these three types of compound?    hch hchh c oo hh chh chh chh ohhchh h cchhh h ch hab cdch hch h      37 the diagram shows some properties of two organic compounds x and y.    reacts with bromine polymerisesxused as a fuel used as a solventysteam and a catalyst     what are x and y?     x y  a ethane ethanoic acid  b ethane ethanol  c ethene ethanoic acid  d ethene ethanol    ",
+            "16": "16  \u00a9 ucles 2013 0620/11/o/n/13  38 petroleum is a mixture of hydrocarbons which can be separated into fractions using fractional  distillation.    which fraction is used as fuel in jet engines?  a bitumen  b gasoline  c kerosene  d naphtha     39 the diagram represents ethene.    c ch hhh     which compound has chemical properties similar to those of ethene?    c c h hh hha hc c h hhhhb hchh c c hhhhd chh c c h hhhc ohh      ",
+            "17": "17  \u00a9 ucles 2013 0620/11/o/n/13  40 a chemist carried out a cracking reaction on a hydrocarbon, x, and obtained two products, y   and z.    h c hh c hhc hhc hhhh c hhch c hh+ x yz     the chemist then wrote the following statements in his notebook.    1 a molecule of x has 7 carbon atoms.  2 y is unsaturated.  3 z will decolourise bromine water.    which statements are correct?  a 3 only b 1 and 2 c 1 and 3 d 1, 2 and 3     ",
+            "18": "18  \u00a9 ucles 2013 0620/11/o/n/13  blank page ",
+            "19": "19  \u00a9 ucles 2013 0620/11/o/n/13  blank page",
+            "20": "20      permission to reproduce items where thir d-party owned material protected by copyright  is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to t race copyright holders, but if any items requiring clearance have unwittingly been included, the  publisher will be pleased to make amends at the earliest possible opportunity.    cambridge international examinations is part of the cambridge asse ssment group. cambridge assessment is the brand name of unive rsity of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge.    \u00a9 ucles 2013 0620/11/o/n/13   group 140 ce cerium 58141 pr praseodymium 59144 nd neodymium 60pm promethium 61150 sm samarium 62152 eu europium 63157 gd gadolinium 64159 tb terbium 65162 dy dysprosium 66165 ho holmium 67167 er erbium 68169 tm thulium 69173 yb ytterbium 70175 lu lutetium 71 232 th thorium 90pa protactinium 91238 u uranium 92np neptunium 93pu plutonium 94am americium 95cm curium 96bk berkelium 97cf californium 98es einsteinium 99fm fermium 100md mendelevium 101no nobelium 102lr lawrencium 1031 h hydrogen 1 7 li lithium 3 23 na sodium 1124 mg magnesium 12 40 ca calcium 2045 sc scandium 2148 ti titanium 2251 v vanadium 2352 cr chromium 2455 mn manganese 2556 fe iron 2659 co cobalt 2759 ni nickel 2864 cu copper 2965 zn zinc 3070 ga gallium 3127 al aluminium 1311 b boron 512 c carbon 614 n nitrogen 716 o oxygen 819 f fluorine 9 28 si silicon 1431 p phosphorus 1532 s sulfur 1635.5 cl chlorine 1740 ar argon 1820 ne neon 104 he helium 2 73 ge germanium 3275 as arsenic 3379 se selenium 3480 br bromine 3584 kr krypton 3639 k potassium 19 88 sr strontium 3889 y yttrium 3991 zr zirconium 4093 nb niobium 4196 mo molybdenum 42tc technetium 43101 ru ruthenium 44103 rh rhodium 45106 pd palladium 46108 ag silver 47112 cd cadmium 48115 in indium 49119 sn tin 50122 sb antimony 51128 te tellurium 52127 i iodine 53131 xe xenon 54 137 ba barium 56139 la lanthanum 57        *178 hf hafnium 72181 ta tantalum 73184 w tungsten 74186 re rhenium 75190 os osmium 76192 ir iridium 77195 pt platinum 78197 au gold 79201 hg mercury 80204 tl thallium 81207 pb lead 82209 bi bismuth 83po polonium 84at astatine 85rn radon 86 fr francium 87227 ac actinium 899 be beryllium 4ii i iii iv v vi vii 0 85 rb rubidium 37 133 cs caesium 55 226 ra radium 88 the volume of one mole of any gas is 2 4dm3at room temperature and pressure (r .t.p.).a x ba = relative atomic mass x = atomic symbol b = proton (atomic) numberkey*58-71 lanthanoid series 90-103 actinoid seriesdata sheet the periodic t able of the elements  "
+        },
+        "0620_w13_qp_12.pdf": {
+            "1": "    this document consists of 18 printed pages and 2 blank pages.  ib13 11_0620_12/fp  \u00a9 ucles 2013  [turn over       *9656669434* university of cambridge international examinations  international general certificate of secondary education       chemistry 0620/12     paper 1 multiple choice  october/november 2013       45 minutes  additional materials: multiple choice answer sheet   soft clean eraser   soft pencil (type b or hb is recommended)       read these instructions first    write in soft pencil. do not use staples, paper clips, highlighters, glue or correction fluid. write your name, centre number and candidate number on the answer sheet in the spaces provided unless  this has been done for you.  do not  write in any barcodes.   there are forty  questions on this paper. answer all questions. for each question there are four possible  answers a, b, c and d.   choose the one you consider correct and record your choice in soft pencil  on the separate answer sheet.   read the instructions on the answer sheet very carefully.  each correct answer will score one mark. a mark will not be deducted for a wrong answer. any rough working should be done in this booklet. a copy of the periodic table is printed on page 20. electronic calculators may be used.  ",
+            "2": "2  \u00a9 ucles 2013 0620/12/o/n/13  1 an attempt was made to compress a gas and a solid using the apparatus shown.    piston gas solid     which substance would be compressed and what is the reason for this?     substance reason  a gas the gas particles are close together  b gas the gas particles are far apart  c solid the solid particles are close together  d solid the solid particles are far apart      2 a student measures the rate of two reactions.    in one reaction, there is a change in ma ss of the reactants during the reaction.    in the second reaction, there is a change in temperature during the reaction.    which piece of apparatus would be essential in both  experiments?  a balance  b clock  c pipette  d thermometer     ",
+            "3": "3  \u00a9 ucles 2013 0620/12/o/n/13 [turn over  3 diagram 1 shows the paper chromatogram of substance x.    r y x  diagram 1     diagram 2 shows the cooling curve for substance y.    0 147  0 temperature  / \u00b0c time  diagram 2     which statement about x and y is correct?  a x is a mixture and y is a pure substance.  b x is a pure substance and y is a mixture.  c x and y are mixtures.  d x and y are pure substances.      4 which statements about a sodium atom, na,23 11  are correct?    1 the number of protons and neutrons is the same.  2 the number of protons and electrons is the same.  3 the number of outer electrons is one.    a 1, 2 and 3 b 1 and 2 only c 1 and 3 only d 2 and 3 only     ",
+            "4": "4  \u00a9 ucles 2013 0620/12/o/n/13  5 the diagrams show the electron arrangements in the atoms of four elements.    which element does not form a covalent bond?    e e e e e e e  e e e e  e e e  e  e e e e key  electron  nucleus a b c d  e e e e  e e  e e      6 rubidium is in group i of the periodic table and bromine is in group vii.    rubidium reacts with bromine to form an ionic compound.    which row shows the electron change taking place for rubidium and the correct formula of the  rubidium ion?     electron change formula of ion formed  a electron gained rb+  b electron gained rb\u2013  c electron lost rb+  d electron lost rb\u2013    7 element x has 7 protons.    element y has 8 more protons than x.    which statement about element y is correct?  a y has more electron shells than x.  b y has more electrons in its outer shell than x.  c y is in a different group of the periodic table from x.  d y is in the same period of the periodic table as x    ",
+            "5": "5  \u00a9 ucles 2013 0620/12/o/n/13 [turn over  8 the formulae of compounds w, x and y are shown.    w cuso 4.5h 2o  x mgso 4.7h 2o  y cu(no 3)2.6h 2o    which statement is correct?  a w contains twice as many hydrogen atoms as oxygen atoms.  b x contains the most oxygen atoms.  c y contains the most hydrogen atoms.  d y contains the same number of hydrogen and oxygen atoms.     9 a solid mixture contains an ionic salt, x, and a covalent organic compound, y.    two students suggest methods of separating the mixture as shown.    method 1 method 2shake with water x + y shake with ethanol x + y    which methods of separation are likely to work?     1 2  a \u0013 \u0013  b \u0013 \u0017  c \u0017 \u0013  d \u0017 \u0017     ",
+            "6": "6  \u00a9 ucles 2013 0620/12/o/n/13  10 the diagram shows the circuit for electrolysing lead( ii) bromide and sodium chloride to liberate  the metal.    a container for lead(ii) bromidecontainer for sodium chloride    in what form are these salts electrolysed for liberating the metal?     lead( ii) bromide sodium chloride  a concentrated solution concentrated solution  b concentrated solution molten  c molten concentrated solution  d molten molten      11 which relative molecular mass, mr, is not correct for the molecule given?     molecule mr  a ammonia, nh 3 17  b carbon dioxide, co 2 44  c methane, ch 4 16  d oxygen, o 2 16     ",
+            "7": "7  \u00a9 ucles 2013 0620/12/o/n/13 [turn over  12 when anhydrous copper( ii) sulfate is added to water a solution is formed and heat is given out.    wateranhydrous copper( ii) sulfatethermometer     which row correctly shows the temperature change and the type of reaction taking place?     temperature change type of reaction  a decreases endothermic  b decreases exothermic  c increases endothermic  d increases exothermic     13 the diagram shows the electrolysis of concentrated aqueous sodium chloride.    +\u2013anode cathode concentrated aqueous sodiumchloride and litmuscarbon rods     what is the colour of the litmus at each electrode after five minutes?     colour at anode colour at cathode  a blue red  b red blue  c red colourless  d colourless blue   ",
+            "8": "8  \u00a9 ucles 2013 0620/12/o/n/13  14 anhydrous copper( ii) sulfate can be made by heating hydrated copper( ii) sulfate.    cuso 4.5h 2o  \u2192  cuso 4  +  5h 2o    what can be added to anhydrous copper( ii) sulfate to turn it into hydrated copper( ii) sulfate?  a concentrated sulfuric acid  b sodium hydroxide powder  c sulfur dioxide  d water      15 which fuel does not produce carbon dioxide when it burns?  a coal  b hydrogen  c methane  d petrol    16 a student investigates the rate of reaction between zinc and an excess of sulfuric acid.    the graph shows the results of two experiments, x and y.    0xy time0volume of hydrogen     which change explains the difference between x and y?  a a catalyst is added in y.  b a lower temperature is used in y.  c larger pieces of zinc are used in y.  d less concentrated acid is used in y.     ",
+            "9": "9  \u00a9 ucles 2013 0620/12/o/n/13 [turn over  17 which are properties of an acid?    1 reacts with ammonium sulfate to form ammonia  2 turns red litmus blue     1 2  a \u0013 \u0013  b \u0013 \u0017  c \u0017 \u0013  d \u0017 \u0017     18 which of the following are properties of the oxides of non-metals?     property 1 property 2  a acidic covalent  b acidic ionic  c basic covalent  d basic ionic     19 the reactions shown may occur in the air during a thunder storm.    n 2  +  o 2  \u2192  2no  2no  +  o 2  \u2192  2no 2  no  +  o 3  \u2192  no 2  +  o 2    which row shows what happens to the reactant molecules in each of these reactions?     n2 no o 3  a oxidised oxidised oxidised  b oxidised oxidised reduced  c reduced reduced oxidised  d reduced reduced reduced    ",
+            "10": "10  \u00a9 ucles 2013 0620/12/o/n/13  20 calcium, on the left of period 4 of the periodic table, is more metallic than bromine on the right of  this period.    why is this?    calcium has  a fewer electrons.  b fewer protons.  c fewer full shells of electrons.  d fewer outer shell electrons.      21 compound x is tested and the results are shown in the table.    test result  aqueous sodium hydroxide is  added, then heated gently gas given off which turns damp  red litmus paper blue  dilute hydrochloric acid is added effervescence, gas given off  which turns limewater milky    which ions are present in compound x?  a ammonium ions and carbonate ions  b ammonium ions and chloride ions  c calcium ions and carbonate ions  d calcium ions and chloride ions      22 some properties of four elements w, x, y and z are listed.    1 w melts at 1410  \u00b0c and forms an acidic oxide.  2 x has a high density and is easily drawn into wires.  3 y acts as a catalyst and its oxide reacts with acids. 4 z is a red-brown solid used to make alloys.    which of the elements are metals?  a 1 and 3 b 2, 3 and 4 c 2 and 3 only d 2 and 4 only     ",
+            "11": "11  \u00a9 ucles 2013 0620/12/o/n/13 [turn over  23 the diagram shows a light bulb.    filament argon     why is argon used instead of air in the light bulb?  a argon is a good conductor of electricity.  b argon is more reactive than air.  c the filament glows more brightly.  d the filament does not react with the argon.      24 an element has a melting point of 1084  \u00b0c and a density of 8.93  g / cm3. it\u2019s oxide can be used as  a catalyst.    in which position in the periodic table is the element found?    a bc d     25 the diagrams show the labels of four bottles.    which label is not correct?    a  b  c  d  bromine  br 2    harmful liquid.  do not spill.  iodine  i2    danger  avoid breathing vapour  from the solid.  potassium  k    danger  store under water.  sodium  na    danger  store under oil.     ",
+            "12": "12  \u00a9 ucles 2013 0620/12/o/n/13  26 equations p and q represent two reactions which occur inside a blast furnace.    p fe 2o3  +  3co  \u2192  2fe  +  3co 2  q caco 3  \u2192  cao  +  co 2    which type of reactions are p and q?     p q  a redox redox  b redox thermal decomposition  c thermal decomposition redox  d thermal decomposition thermal decomposition     27 farmers add calcium oxide (lime) and ammonium salts to their fields.    the compounds are not added at the same time because they react with each other.    which gas is produced in this reaction?  a ammonia  b carbon dioxide  c hydrogen  d nitrogen    28 which row describes the uses of mild steel and stainless steel?     mild steel stainless steel  a car bodies, cutlery chemical plant, machinery  b car bodies, machinery chemical plant, cutlery  c chemical plant, cutlery car bodies, machinery  d chemical plant, machinery car bodies, cutlery    ",
+            "13": "13  \u00a9 ucles 2013 0620/12/o/n/13 [turn over  29 reactions of three metals and their oxides are listed in the table.    metal reacts with   cold water metal oxide reacts  with carbon  w no no  x no yes  y yes no    what is the order of reactivity of the metals?     least reactive  most reactive  a w x y  b x w y  c x y w  d y w x     30 the diagrams show four uses of iron.    in which of these uses is the iron most likely to rust?    iron bucket electroplated with zinca iron cored aluminium electricity cablesb iron hinges on a gatec painted iron fenced      31 in which process is carbon dioxide not formed?  a burning of natural gas  b fermentation  c heating lime  d respiration    ",
+            "14": "14  \u00a9 ucles 2013 0620/12/o/n/13  32 m is a shiny silver metal. it has a melting point of 1455  \u00b0c. many of its compounds are green.    what is metal m?  a aluminium  b copper  c mercury  d nickel     33 in many countries river water is used for the washing of clothes.    the same water is not considered to be safe for drinking.    why is it not safe for drinking?  a because river water contains dissolved salts  b because river water may contain harmful bacteria  c because river water may contain small particles of sand  d because river water may contain soap from washing clothes    ",
+            "15": "15  \u00a9 ucles 2013 0620/12/o/n/13 [turn over  34 the diagram shows a kiln used to heat limestone.    gas burners productairwaste gaseslimestone     what is the product and what waste gas is formed?     product waste gas  a lime, cao carbon monoxide  b lime, cao carbon dioxide  c slaked lime, ca(oh) 2 carbon monoxide  d slaked lime, ca(oh) 2 carbon dioxide     35 which air pollutant is not made when coal burns in a power station?  a carbon monoxide  b lead compounds  c nitrogen oxides  d sulfur dioxide    ",
+            "16": "16  \u00a9 ucles 2013 0620/12/o/n/13  36 the diagram shows some properties of two organic compounds x and y.    reacts with bromine polymerisesxused as a fuel used as a solventysteam and a catalyst     what are x and y?     x y  a ethane ethanoic acid  b ethane ethanol  c ethene ethanoic acid  d ethene ethanol      37 three types of organic compound are alkanes, alkenes and alcohols.    which structure does not belong to any of these three types of compound?    hch hchh c oo hh chh chh chh ohhchh h cchhh h ch hab cdch hch h      ",
+            "17": "17  \u00a9 ucles 2013 0620/12/o/n/13  38 the diagram represents ethene.    c ch hhh     which compound has chemical properties similar to those of ethene?    c c h hh hha hc c h hhhhb hchh c c hhhhd chh c c h hhhc ohh       39 petroleum is a mixture of hydrocarbons which can be separated into fractions using fractional  distillation.    which fraction is used as fuel in jet engines?  a bitumen  b gasoline  c kerosene  d naphtha     40 a chemist carried out a cracking reaction on a hydrocarbon, x, and obtained two products, y   and z.    h c hh c hhc hhc hhhh c hhch c hh+ x yz     the chemist then wrote the following statements in his notebook.    1 a molecule of x has 7 carbon atoms.  2 y is unsaturated.  3 z will decolourise bromine water.    which statements are correct?  a 3 only b 1 and 2 c 1 and 3 d 1, 2 and 3     ",
+            "18": "18  \u00a9 ucles 2013 0620/12/o/n/13  blank page ",
+            "19": "19  \u00a9 ucles 2013 0620/12/o/n/13  blank page",
+            "20": "20      permission to reproduce items where thir d-party owned material protected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to t race copyright holders, but if any items requiring clearance have unwittingly been included, the  publisher will be pleased to make amends at the earliest possible opportunity.    cambridge international examinations is part of the cambridge asse ssment group. cambridge assessment is the brand name of unive rsity of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge.    \u00a9 ucles 2013 0620/12/o/n/13   group 140 ce cerium 58141 pr praseodymium 59144 nd neodymium 60pm promethium 61150 sm samarium 62152 eu europium 63157 gd gadolinium 64159 tb terbium 65162 dy dysprosium 66165 ho holmium 67167 er erbium 68169 tm thulium 69173 yb ytterbium 70175 lu lutetium 71 232 th thorium 90pa protactinium 91238 u uranium 92np neptunium 93pu plutonium 94am americium 95cm curium 96bk berkelium 97cf californium 98es einsteinium 99fm fermium 100md mendelevium 101no nobelium 102lr lawrencium 1031 h hydrogen 1 7 li lithium 3 23 na sodium 1124 mg magnesium 12 40 ca calcium 2045 sc scandium 2148 ti titanium 2251 v vanadium 2352 cr chromium 2455 mn manganese 2556 fe iron 2659 co cobalt 2759 ni nickel 2864 cu copper 2965 zn zinc 3070 ga gallium 3127 al aluminium 1311 b boron 512 c carbon 614 n nitrogen 716 o oxygen 819 f fluorine 9 28 si silicon 1431 p phosphorus 1532 s sulfur 1635.5 cl chlorine 1740 ar argon 1820 ne neon 104 he helium 2 73 ge germanium 3275 as arsenic 3379 se selenium 3480 br bromine 3584 kr krypton 3639 k potassium 19 88 sr strontium 3889 y yttrium 3991 zr zirconium 4093 nb niobium 4196 mo molybdenum 42tc technetium 43101 ru ruthenium 44103 rh rhodium 45106 pd palladium 46108 ag silver 47112 cd cadmium 48115 in indium 49119 sn tin 50122 sb antimony 51128 te tellurium 52127 i iodine 53131 xe xenon 54 137 ba barium 56139 la lanthanum 57        *178 hf hafnium 72181 ta tantalum 73184 w tungsten 74186 re rhenium 75190 os osmium 76192 ir iridium 77195 pt platinum 78197 au gold 79201 hg mercury 80204 tl thallium 81207 pb lead 82209 bi bismuth 83po polonium 84at astatine 85rn radon 86 fr francium 87227 ac actinium 899 be beryllium 4ii i iii iv v vi vii 0 85 rb rubidium 37 133 cs caesium 55 226 ra radium 88 the volume of one mole of any gas is 2 4dm3at room temperature and pressure (r .t.p.).a x ba = relative atomic mass x = atomic symbol b = proton (atomic) numberkey*58-71 lanthanoid series 90-103 actinoid seriesdata sheet the periodic t able of the elements  "
+        },
+        "0620_w13_qp_13.pdf": {
+            "1": "    this document consists of 19 printed pages and 1 blank page.  ib13 11_0620_13/rp  \u00a9 ucles 2013  [turn over       *5450428188* university of cambridge international examinations  international general certificate of secondary education       chemistry 0620/13     paper 1 multiple choice  october/november 2013       45 minutes  additional materials: multiple choice answer sheet   soft clean eraser   soft pencil (type b or hb is recommended)       read these instructions first    write in soft pencil. do not use staples, paper clips, highlighters, glue or correction fluid. write your name, centre number and candidate number on the answer sheet in the spaces provided unless  this has been done for you.  do not  write in any barcodes.   there are forty  questions on this paper. answer all questions. for each question there are four possible  answers a, b, c and d.   choose the one you consider correct and record your choice in soft pencil  on the separate answer sheet.   read the instructions on the answer sheet very carefully.  each correct answer will score one mark. a mark will not be deducted for a wrong answer. any rough working should be done in this booklet. a copy of the periodic table is printed on page 20. electronic calculators may be used.  ",
+            "2": "2  \u00a9 ucles 2013 0620/13/o/n/13  1 a gas jar of bromine vapour and a gas jar of air are set up as shown in diagram 1.    the glass slide is removed. diagram 2 shows the appearance of the gas jars after one hour.    diagram 1 diagram 2bromine vapourmixture of ai r and bromineair glass slide     which statement explains why the bromine and air mix together?  a bromine is denser than air.  b bromine is lighter than air.  c bromine molecules moved upwards and molecules in air moved downwards.  d molecules in bromine and air moved randomly.     2 the diagram shows a method for separating a substance that contains x and y.    filter paper x y     which types of substance can be separated as shown?  a compounds  b elements  c mixtures  d molecules     ",
+            "3": "3  \u00a9 ucles 2013 0620/13/o/n/13 [turn over  3 diagram 1 shows the paper chromatogram of substance x.    r y x  diagram 1     diagram 2 shows the cooling curve for substance y.    0 147  0 temperature  / \u00b0c time  diagram 2     which statement about x and y is correct?  a x is a mixture and y is a pure substance.  b x is a pure substance and y is a mixture.  c x and y are mixtures.  d x and y are pure substances.     ",
+            "4": "4  \u00a9 ucles 2013 0620/13/o/n/13  4 the atomic structures of four atoms are shown.    atom number of  neutrons number of  protons number of  electrons  w 6 6 6  x 7 7 7  y 8 6 6  z 8 8 8    which pair of atoms are isotopes?  a w and x b w and y c x and y d y and z     5 the diagram shows the structure of three particles, r, s and t.    3 p 3 nkey = electron = neutron= proton = nucleuseee e n p r3 p 3 nee s3 p4 neee t    which row describes these particles?     ions isotopes  a r s and t  b r and s t  c s r and t  d t r and s      6 which statement about the bonding in a molecule of water is not correct?  a both hydrogen and oxygen have a noble gas configuration of electrons.  b each hydrogen shares its one electron with oxygen.  c oxygen shares one of its own electrons with each hydrogen.  d oxygen shares two of its own electrons with each hydrogen.    ",
+            "5": "5  \u00a9 ucles 2013 0620/13/o/n/13 [turn over  7 the electronic structures of atoms p and q are shown.    pq     p and q react to form an ionic compound.    what is the formula of the compound?  a q7p b qp c qp 3 d qp 7      8 a solid mixture contains an ionic salt, x, and a covalent organic compound, y.    two students suggest methods of separating the mixture as shown.    method 1 method 2shake with water x + y shake with ethanol x + y    which methods of separation are likely to work?     1 2  a \u0013 \u0013  b \u0013 \u0017  c \u0017 \u0013  d \u0017 \u0017     ",
+            "6": "6  \u00a9 ucles 2013 0620/13/o/n/13  9 which relative molecular mass, mr, is not correct for the molecule given?     molecule mr  a ammonia, nh 3 17  b carbon dioxide, co 2 44  c methane, ch 4 16  d oxygen, o 2 16     10 two electrolysis experiments were carried out as shown in the diagram below.    the graphite electrodes are labelled 1-4.    molten  sodium chloride12 34 concentrated aqueous sodium chloride++ \u2013\u2013     which row describes the products at the electrodes in these experiments?     electrode 1 electrode 2 electrode 3 electrode 4  a chlorine hydrogen chlorine hydrogen  b chlorine sodium chlorine hydrogen  c chlorine sodium hydrogen chlorine  d sodium chlorine sodium chlorine     ",
+            "7": "7  \u00a9 ucles 2013 0620/13/o/n/13 [turn over  11 one molten compound and two aqueous solutions were electrolysed.    the table gives the compounds electrolysed and the electrodes used.     substance electrolysed electrodes  1 concentrated hydrochloric acid carbon  2 concentrated sodium chloride platinum  3 molten lead bromide platinum    in which experiments is a gas evolved at the cathode?  a 1, 2 and 3 b 1 and 2 only c 1 only d 3 only      12 when ammonium nitrate is added to water the temperature of the water decreases.    the ammonium nitrate can be recovered by evaporating the water added.    which explains these observations?  a the ammonium nitrate dissolves in the water and the process is endothermic.  b the ammonium nitrate reacts with the water and the process is endothermic.  c the ammonium nitrate dissolves in the water and the process is exothermic.  d the ammonium nitrate reacts with the water and the process is exothermic.     13 which substance could not be used as a fuel to heat water in a boiler?  a ethanol  b hydrogen  c methane  d oxygen      14 which substance is not a fossil fuel?  a coal b kerosene c gasoline d wood    ",
+            "8": "8  \u00a9 ucles 2013 0620/13/o/n/13  15 a student investigates the rate of reaction between zinc and an excess of sulfuric acid.    the graph shows the results of two experiments, x and y.    0xy time0volume of hydrogen     which change explains the difference between x and y?  a a catalyst is added in y.  b a lower temperature is used in y.  c larger pieces of zinc are used in y.  d less concentrated acid is used in y.      16 when green iron( ii) sulfate is heated, it turns white and a colourless liquid is produced.    when the liquid is put back into the white solid it changes back to green.    what type of reaction takes place and what is the name of the liquid?   type of reaction name of liquid  a redox sulfuric acid  b redox water  c reversible sulfuric acid  d reversible water     ",
+            "9": "9  \u00a9 ucles 2013 0620/13/o/n/13 [turn over  17 the reactions shown may occur in the air during a thunder storm.    n2  +  o 2  \u2192  2no  2no  +  o 2  \u2192  2no 2  no  +  o 3  \u2192  no 2  +  o 2    which row shows what happens to the reactant molecules in each of these reactions?     n2 no o 3  a oxidised oxidised oxidised  b oxidised oxidised reduced  c reduced reduced oxidised  d reduced reduced reduced      18 which are properties of an acid?    1 reacts with ammonium sulfate to form ammonia  2 turns red litmus blue     1 2  a \u0013 \u0013  b \u0013 \u0017  c \u0017 \u0013  d \u0017 \u0017     19 which of the following are properties of the oxides of non-metals?     property 1 property 2  a acidic covalent  b acidic ionic  c basic covalent  d basic ionic     ",
+            "10": "10  \u00a9 ucles 2013 0620/13/o/n/13  20 the cations shown are identified by the colour of the precipitates formed when an excess of an  aqueous solution of x is added.    cations present effect of adding an excess of  aqueous x  iron( ii) (fe2+) green precipitate  copper( ii) (cu2+) light blue precipitate  iron( iii) (fe3+) red-brown precipitate    what is x?  a ammonia  b limewater  c silver nitrate  d sodium hydroxide      21 calcium, on the left of period 4 of the periodic table, is more metallic than bromine on the right of  this period.    why is this?    calcium has  a fewer electrons.  b fewer protons.  c fewer full shells of electrons.  d fewer outer shell electrons.     22 the diagrams show the labels of four bottles.    which label is not correct?    a  b  c  d  bromine  br 2    harmful liquid.  do not spill.  iodine  i2    danger  avoid breathing vapour  from the solid.  potassium  k    danger  store under water.  sodium  na    danger  store under oil.     ",
+            "11": "11  \u00a9 ucles 2013 0620/13/o/n/13 [turn over  23 an element has a melting point of 1084  \u00b0c and a density of 8.93  g / cm3. it\u2019s oxide can be used as  a catalyst.    in which position in the periodic table is the element found?    a bc d     24 the diagram shows a light bulb.    filament argon     why is argon used instead of air in the light bulb?  a argon is a good conductor of electricity.  b argon is more reactive than air.  c the filament glows more brightly.  d the filament does not react with the argon.     25 duralumin is an alloy. it contains aluminium, copper and magnesium.    it has many uses including the manufacture of cooking utensils and ships.    which statement about duralumin and its properties is correct?  a it is a good conductor of electricity.  b it is brittle.  c it is soluble in water.  d the aluminium, copper and magnesium are chemically combined.    ",
+            "12": "12  \u00a9 ucles 2013 0620/13/o/n/13  26 the list gives the order of some metals (and hydrogen) in the reactivity series.    metal x is also included:    most reactive k   mg   zn  (h)   x  least reactive cu    which row correctly shows the properties of metal x?     reacts with  dilute acids oxide reduced  by carbon  a no no  b no yes  c yes no  d yes yes      27 a new bicycle is being developed.   two different materials are used in its construction, both of which must be corrosion resistant.        which two metals could be used?  a aluminium and mild steel  b aluminium and stainless steel  c mild steel and pure iron  d pure iron and stainless steel     ",
+            "13": "13  \u00a9 ucles 2013 0620/13/o/n/13 [turn over  28 iron is extracted from hematite in the blast furnace.    waste gases  raw materials firebrick lining  air  slag  molten iron     the hematite contains silica as an impurity.    what reacts with this impurity to remove it?  a calcium oxide  b carbon  c carbon dioxide  d oxygen     29 in which process is carbon dioxide not formed?  a burning of natural gas  b fermentation  c heating lime  d respiration    ",
+            "14": "14  \u00a9 ucles 2013 0620/13/o/n/13  30 carbon dioxide is produced when    x reacts with ethanol.   y reacts with sodium carbonate.    what are x and y?     x y  a h2 hc l  b h2 naoh  c o2 hc l  d o2 naoh      31 a sample of fertiliser is tested by warming it with aqueous sodium hydroxide.    a colourless gas is produced which turns red litmus paper blue.    which element, essential for plant growth, must be present?  a nitrogen  b phosphorus  c potassium  d sulfur      32 iron rusts. this process involves the \u2026\u20261\u2026\u2026 of iron. rusting can be prevented by covering the  iron with grease or paint which stops \u2026\u20262\u2026\u2026 from reaching the surface of the iron.    which words correctly complete gaps 1 and 2?     1 2  a oxidation nitrogen  b oxidation oxygen  c reduction nitrogen  d reduction oxygen    ",
+            "15": "15  \u00a9 ucles 2013 0620/13/o/n/13 [turn over  33 oxides of nitrogen are given out from car exhausts.    which row best shows why oxides of nitrogen are unwanted?     acidic toxic  a no no  b no yes  c yes no  d yes yes      34 water is treated at a water works to make it fit to drink.    what is present in the water when it leaves the waterworks?  a bacteria only  b bacteria and insoluble substances  c chlorine only  d chlorine and soluble substances    ",
+            "16": "16  \u00a9 ucles 2013 0620/13/o/n/13  35 the diagram shows a kiln used to heat limestone.    gas burners productairwaste gaseslimestone     what is the product and what waste gas is formed?     product waste gas  a lime, cao carbon monoxide  b lime, cao carbon dioxide  c slaked lime, ca(oh) 2 carbon monoxide  d slaked lime, ca(oh) 2 carbon dioxide     36 molecule x is both an alkene and a carboxylic acid.    which row describes x?     saturated \u2013cooh present  a no no  b no yes  c yes no  d yes yes     37 which hydrocarbon reacts with steam to produce ethanol?  a c 2h4 b c2h6 c c3h6 d c3h8     ",
+            "17": "17  \u00a9 ucles 2013 0620/13/o/n/13 [turn over  38 petroleum is a mixture of different hydrocarbons.    which process is used to separate the petroleum into groups of similar hydrocarbons?  a combustion  b cracking  c fractional distillation  d reduction     39 which row represents compounds in the same homologous series?    h c hh c hhc hhh h c hhc hhc hhc hhh h c hhc hhc hhh h c hhc hho hh c hhc ohh c hhh c ch hhc hhc hhh h c hhc hhh h c hho hhc hh c hhc brh c hhh h ch ch hch c hhh h c hhc oo ha bcdc ch hh c hhc hhh hh      ",
+            "18": "18  \u00a9 ucles 2013 0620/13/o/n/13  40 the diagram shows a flow diagram.    petroleumsubstance x \u25cf  burns with a     yellow flame \u25cf  does not     decolourise    bromine watersubstance y \u25cf  decolourises    bromine water \u25cf  undergoes     addition    polymerisation     which type of organic compounds are x and y?     substance x substance y  a alcohol alkane  b alkane alkene  c alkene alkane  d alkane alcohol     ",
+            "19": "19  \u00a9 ucles 2013 0620/13/o/n/13  blank page",
+            "20": "20      permission to reproduce items where thir d-party owned material protected by copyright  is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to t race copyright holders, but if any items requiring clearance have unwittingly been included, the  publisher will be pleased to make amends at the earliest possible opportunity.    cambridge international examinations is part of the cambridge asse ssment group. cambridge assessment is the brand name of unive rsity of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge.    \u00a9 ucles 2013 0620/13/o/n/13   group 140 ce cerium 58141 pr praseodymium 59144 nd neodymium 60pm promethium 61150 sm samarium 62152 eu europium 63157 gd gadolinium 64159 tb terbium 65162 dy dysprosium 66165 ho holmium 67167 er erbium 68169 tm thulium 69173 yb ytterbium 70175 lu lutetium 71 232 th thorium 90pa protactinium 91238 u uranium 92np neptunium 93pu plutonium 94am americium 95cm curium 96bk berkelium 97cf californium 98es einsteinium 99fm fermium 100md mendelevium 101no nobelium 102lr lawrencium 1031 h hydrogen 1 7 li lithium 3 23 na sodium 1124 mg magnesium 12 40 ca calcium 2045 sc scandium 2148 ti titanium 2251 v vanadium 2352 cr chromium 2455 mn manganese 2556 fe iron 2659 co cobalt 2759 ni nickel 2864 cu copper 2965 zn zinc 3070 ga gallium 3127 al aluminium 1311 b boron 512 c carbon 614 n nitrogen 716 o oxygen 819 f fluorine 9 28 si silicon 1431 p phosphorus 1532 s sulfur 1635.5 cl chlorine 1740 ar argon 1820 ne neon 104 he helium 2 73 ge germanium 3275 as arsenic 3379 se selenium 3480 br bromine 3584 kr krypton 3639 k potassium 19 88 sr strontium 3889 y yttrium 3991 zr zirconium 4093 nb niobium 4196 mo molybdenum 42tc technetium 43101 ru ruthenium 44103 rh rhodium 45106 pd palladium 46108 ag silver 47112 cd cadmium 48115 in indium 49119 sn tin 50122 sb antimony 51128 te tellurium 52127 i iodine 53131 xe xenon 54 137 ba barium 56139 la lanthanum 57        *178 hf hafnium 72181 ta tantalum 73184 w tungsten 74186 re rhenium 75190 os osmium 76192 ir iridium 77195 pt platinum 78197 au gold 79201 hg mercury 80204 tl thallium 81207 pb lead 82209 bi bismuth 83po polonium 84at astatine 85rn radon 86 fr francium 87227 ac actinium 899 be beryllium 4ii i iii iv v vi vii 0 85 rb rubidium 37 133 cs caesium 55 226 ra radium 88 the volume of one mole of any gas is 2 4dm3at room temperature and pressure (r .t.p.).a x ba = relative atomic mass x = atomic symbol b = proton (atomic) numberkey*58-71 lanthanoid series 90-103 actinoid seriesdata sheet the periodic t able of the elements  "
+        },
+        "0620_w13_qp_21.pdf": {
+            "1": "read these instructions first write your centre number, candidate number and name in the spaces at the top of this page. write in dark blue or black pen.you may need to use a pencil for any diagrams, graphs or rough working.do not use staples, paper clips, highlighters, glue or correction \ufb02 uid. do not  write in any barcodes. answer all questions. electronic calculators may be used.a copy of the periodic table is printed on page 16.you may lose marks if you do not show your working or if you do not use appropriate units. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question.chemistry  0620/21   paper 2 october/november 2013  1 hour 15 minutes candidates answer on the question paper. no additional materials are required.university of cambridge international examinations international general certi \ufb01 cate of secondary education this document consists of 14 printed pages and 2 blank pages. [turn overib13 11_0620_21/3rp\u00a9 ucles 2013 *7249373810*",
+            "2": "2 0620/21/o/n/13 \u00a9 ucles 2013for examiner\u2019s use1 (a)   choose from the list of elements below to answer the following questions. calcium helium iodine nickel nitrogen sodium sulfur   each element can be used once, more than once or not at all.   which element:  (i)  is an element present in most fertilisers,    [1]  (ii)  is in group vi of the periodic table,  ...  [1]  (iii)  is in period 5 of the periodic table,    [1]  (iv)  has a single electron shell containing two electrons,  ..  [1]  (v)  is a transition element,    [1]  (vi)  forms ions with a single negative charge?  ..  [1]  (b)  what is the meaning of the term element  ?   ...    ... ..  [1]  (c)  many of the elements in the periodic table have metallic properties.   describe three  physical properties which are typical of most metals.  1.  ...   2.  ...   3.  ... ..  [3] [total: 10]",
+            "3": "3 0620/21/o/n/13 \u00a9 ucles 2013 [turn overfor examiner\u2019s use2  hydrogen chloride is an acidic gas.  (a) (i)   complete the dot and cross diagram to show the electronic structure of hydrogen  chloride. h cl [2]  (ii)  is hydrogen chloride a covalent or an ionic compound?   give a reason for your answer.   . .  [1]  (b)  hydrogen chloride reacts with water to form hydrochloric acid.   which one of the following is the most likely ph of hydrochloric acid?   put a ring around the correct answer. ph  2          ph  7          ph  9          ph  14 [1]  (c)  hydrochloric acid reacts with both metal oxides and carbonates.  (i)  complete the word equation for the reaction of hydrochloric acid with calcium  carbonate. hydrochloric  +  calcium    \u2192   ..  +  ..  +  ..  acid carbonate .. .. [3]  (ii)  complete the symbol equation for the reaction of magnesium oxide with hydrochloric  acid. name the salt which is formed. mgo  +  ..hc l  \u2192  mgc l  2  +  h2o  name of salt  .  [2]",
+            "4": "4 0620/21/o/n/13 \u00a9 ucles 2013for examiner\u2019s use (d)  a student reacted magnesium with hydrochloric acid to \ufb01 nd out how concentration  affects the rate of reaction. the magnesium was in excess. he measured the volume of hydrogen produced at various time intervals.   the graph shows his results. 0 50 100 150 200 250 300 35050 40302010 0volume of hydrogen  / cm3 time  / seconds  (i)  at what time had the reaction just \ufb01 nished?   . .  [1]  (ii)  what volume of hydrogen gas is given off during the \ufb01 rst 50 seconds of the reaction?  volume of hydrogen ... cm3 [1]  (iii) the student repeated the experiment.   state two factors, apart from the concentration of hydrochloric acid, that should be  kept constant when repeating the experiment.  1.  .. ..  2.  ..   [2] [total: 13]",
+            "5": "5 0620/21/o/n/13 \u00a9 ucles 2013 [turn overfor examiner\u2019s use3  organic compounds can be put into groups called homologous series.  (a)  complete the following sentences about organic compounds and homologous series.  use words from the list below.  carbon chlorine different elements functional  hydrocarbon hydrogen oxide similar sulfur   organic compounds usually contain atoms of ... and ... .    each homologous series contains compounds with . chemical  properties due to the presence of the same . group. [4]  (b)  ethanol belongs to the alcohol homologous series.  (i)  draw the structure of ethanol, showing all atoms and bonds. [2]  (ii)  state the name of the two compounds formed when ethanol burns in excess air.  ..  and  .. [2 ]",
+            "6": "6 0620/21/o/n/13 \u00a9 ucles 2013for examiner\u2019s use (c)  salicylic acid is used to make aspirin.   the structure of salicylic acid is shown below. c ccc ccoh h hhoo c hh  (i)  on this structure, put a ring around the carboxylic acid functional group. [1]  (ii)  how many carbon atoms are there in one molecule of salicylic acid?   . .  [1]  (iii)  when making drugs and medicines, it is important that the chemicals used are pure.   state one other area of everyday life where purity is important.   . .  [1] [total: 11]",
+            "7": "7 0620/21/o/n/13 \u00a9 ucles 2013 [turn overfor examiner\u2019s use4  the structures of diamond and graphite are shown below.  diamond graphite= carbon atom  (a)  describe the similarities and differences between these structures.   ...    ...    ...    ...    ...    ... ..  [4]  (b)  graphite burns in excess air to form carbon dioxide.   describe a test for carbon dioxide.  test     result  .. .  [2]  (c)  when graphite is burnt in a limited supply of air, carbon monoxide is formed.   state one adverse effect of carbon monoxide on health.   ... ..  [1]  (d)  in the blast furnace for the production of iron, carbon monoxide reduces  iron( iii) oxide. fe2o3  +  3co  \u2192  2fe  +  3co2   how does this equation show that carbon monoxide is acting as a reducing agent?   ... ..  [1]  (e)  iron( iii) oxide and coke (carbon) are raw materials used in the production of iron.   state the names of two other raw materials used in the blast furnace for the production  of iron.  1.  ...   2.  ... ..  [2] [total: 10]",
+            "8": "8 0620/21/o/n/13 \u00a9 ucles 2013for examiner\u2019s use5  many plants contain coloured pigments.   a student crushes some plant leaves in alcohol to extract the pigments.   she then separates the pigments using the apparatus shown below.  (a)  write the correct labels in the boxes in the diagram above. [2]  (b)  draw an x on the diagram above to show where a drop of the pigment solution is placed  at the start of the experiment. [1]  (c)  after leaving the apparatus for half an hour, the pigments separated from each other.   state the name given to this method of separating pigments.   ... ..  [1]  (d)  some plants can absorb nickel from the ground. the nickel can then be extracted from  the plants and puri \ufb01 ed by electrolysis. + \u2013 rod of pure nickel electrolyterod of impure nickelpower supply  (i)  which one of the following is the most suitable electrolyte for this electrolysis.   tick one box.  aqueous copper( ii) sulfate  aqueous nickel( ii) sulfate  solid nickel( ii) sulfate  water [1]",
+            "9": "9 0620/21/o/n/13 \u00a9 ucles 2013 [turn overfor examiner\u2019s use (ii)  which one of the following elements is most likely to be formed at the negative  electrode during this electrolysis?   put a ring around the correct answer. chlorine            nickel            sulfur            oxygen [1]  (iii)  the positive electrode is called the anode.   state the name of the negative electrode.   . .  [1]  (e)  electroplating is used to put a thin layer of one metal on top of another by electrolysis.   give two reasons for electroplating metals.  1.  ...   2.  ... ..  [2]  (f) (i)   hydrated nickel( ii) chloride is green in colour.   when hydrated nickel( ii) chloride is heated gently, it changes colour from green to  white.   complete the symbol equation for this reaction. nic l 2.6h2o(s)          nic l 2(s)  +    hydrated nickel( ii) chloride [1]  (ii)  what does the sign  mean?   . .  [1]  (iii)  how can you obtain a sample of green nickel( ii) chloride starting with white nickel( ii)  chloride?   . .  [1] [total: 12]",
+            "10": "10 0620/21/o/n/13 \u00a9 ucles 2013for examiner\u2019s use6  the diagram shows a kettle of boiling water. kettlewater vapourwater droplets   as the water vapour cools it turns back to water droplets.  (a)  describe this change of state in terms of the kinetic particle theory.   in your answer, include  \u25cf  the difference in the closeness of the water molecules as the water vapour changes  to water,  \u25cf  the difference in the motion of the water molecules as the water vapour changes to  water.   ...    ...    ...    ...    ... ..  [4]  (b)  water is a common solvent in the laboratory.  (i)  what is meant by the term solvent  ?   . .  [1]  (ii)  state the name of the solvent whose formula is c2h5oh.   . .  [1]  (c)  when ammonium chloride dissolves in water the temperature of the solution falls.   state the name of the energy change which results in the temperature falling.   ... ..  [1]",
+            "11": "11 0620/21/o/n/13 \u00a9 ucles 2013 [turn overfor examiner\u2019s use (d)  which one of the following conducts electricity.   tick one box.  aqueous ammonium chloride solid ammonium chloride ammonia gas chlorine gas [1]  (e) (i)   complete the symbol equation for the reaction of lithium with water to form lithium  hydroxide and hydrogen. 2li  +  .h 2o  \u2192  2..  +  h2 [2]  (ii)  when 14  g of lithium react with water, 4  g of hydrogen are formed.   calculate the mass of hydrogen formed when 70  g of lithium react with water. [1] [total: 11]",
+            "12": "12 0620/21/o/n/13 \u00a9 ucles 2013for examiner\u2019s use7  the table shows some properties of seven different substances. substancedensity / g per cm3relative  strengthrelative electrical  conductivityrelative  thermal  conductivity aluminium 2.7 15 42 200.0 ceramic 2.5 15 does not conduct 1.6copper 8.9 20 63 385.0iron 7.9 25 11 80.0lead 11.4 15 5 38.0poly(ethene) 0.9 1 does not conduct 0.3steel 7.8 90 2 25.0  (a)  use the information in this table to answer the following questions.  (i)  which substance is the best conductor of heat?   . .  [1]  (ii)  suggest why copper is preferred to iron for electrical wiring in houses.   . .  [1]  (iii)  what property of ceramic makes it a good electrical insulator?   . .  [1]  (iv)  which pure metal in the table conducts electricity least well?   . .  [1]  (v)  suggest why steel rather than iron is used in making machinery.   . .  [1]  (vi)  which metal in the table is the most dense?   . .  [1]  (b)  a solution of a metal salt reacts with aqueous sodium hydroxide to form a white precipitate.  the white precipitate is soluble in excess aqueous sodium hydroxide.  (i)  which one of the following ions is most likely to be present in the salt?   put a ring around the correct answer. calcium            copper( ii)            iron( ii)            zinc [1]  (ii)  state the name of the white precipitate.   . .  [1]",
+            "13": "13 0620/21/o/n/13 \u00a9 ucles 2013 [turn overfor examiner\u2019s use (c)  copper( ii) chloride can be made by the action of hydrochloric acid on copper( ii) oxide.   put the statements, a, b, c and d, about this preparation in the correct order.  a leave the saturated solution to crystallise.  b filter the solution to remove excess copper( ii) oxide.  c add excess copper( ii) oxide to hydrochloric acid and warm.  d evaporate the \ufb01 ltrate to the crystallisation point.   ... ..  [1]  (d)  the structure of copper( ii) chloride is shown below. cu2+ cu2+cu2+cu2+cl \u2013cl \u2013 cl \u2013cl \u2013 cl \u2013cl \u2013cu2+ cu2+cl \u2013cl \u2013 cl \u2013cl \u2013 cl \u2013cl \u2013  write the simplest formula for copper( ii) chloride.   ... ..  [1]  (e)  suggest the product formed at each electrode when molten copper( ii) chloride is  electrolysed.  at the positive electrode    at the negative electrode    [2]  (f)  when copper( ii) chloride is heated strongly, a gas is given off.   the gas is green in colour and bleaches litmus paper.   state the name of this gas.   ... ..  [1] [total: 13]",
+            "14": "14 0620/21/o/n/13blank page \u00a9 ucles 2013",
+            "15": "15 0620/21/o/n/13blank page \u00a9 ucles 2013",
+            "16": "16 permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here 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. 0620/21/o/n/13 \u00a9 ucles 2013 group 140 ce cerium 58141 pr praseodymium 59144 nd neodymium 60pm promethium 61150 sm samarium 62152 eu europium 63157 gd gadolinium 64159 tb terbium 65162 dy dysprosium 66165 ho holmium 67167 er erbium 68169 tm thulium 69173 yb ytterbium 70175 lu lutetium 71 232 th thorium 90pa protactinium 91238 u uranium 92np neptunium 93pu plutonium 94am americium 95cm curium 96bk berkelium 97cf californium 98es einsteinium 99fm fermium 100md mendelevium 101no nobelium 102lr lawrencium 1031 h hydrogen 1 7 li lithium 3 23 na sodium 1124 mg magnesium 12 40 ca calcium 2045 sc scandium 2148 ti titanium 2251 v vanadium 2352 cr chromium 2455 mn manganese 2556 fe iron 2659 co cobalt 2759 ni nickel 2864 cu copper 2965 zn zinc 3070 ga gallium 3127 al aluminium 1311 b boron 512 c carbon 614 n nitrogen 716 o oxygen 819 f fluorine 9 28 si silicon 1431 p phosphorus 1532 s sulfur 1635.5 cl chlorine 1740 ar argon 1820 ne neon 104 he helium 2 73 ge germanium 3275 as arsenic 3379 se selenium 3480 br bromine 3584 kr krypton 3639 k potassium 19 88 sr strontium 3889 y yttrium 3991 zr zirconium 4093 nb niobium 4196 mo molybdenum 42tc technetium 43101 ru ruthenium 44103 rh rhodium 45106 pd palladium 46108 ag silver 47112 cd cadmium 48115 in indium 49119 sn tin 50122 sb antimony 51128 te tellurium 52127 i iodine 53131 xe xenon 54 137 ba barium 56139 la lanthanum 57        *178 hf hafnium 72181 ta tantalum 73184 w tungsten 74186 re rhenium 75190 os osmium 76192 ir iridium 77195 pt platinum 78197 au gold 79201 hg mercury 80204 tl thallium 81207 pb lead 82209 bi bismuth 83po polonium 84at astatine 85rn radon 86 fr francium 87227 ac actinium 899 be beryllium 4ii i iii iv v vi vii 0 85 rb rubidium 37 133 cs caesium 55 226 ra radium 88 the volume of one mole of any gas is 24 dm3at room temperature and pressure (r.t.p.).a x ba = relative atomic mass x = atomic symbol b = proton (atomic) numberkey*58-71 lanthanoid series 90-103 actinoid seriesdata sheet the periodic table of the elements"
+        },
+        "0620_w13_qp_22.pdf": {
+            "1": "read these instructions first write your centre number, candidate number and name in the spaces at the top of this page. write in dark blue or black pen.you may need to use a pencil for any diagrams, graphs or rough working.do not use staples, paper clips, highlighters, glue or correction \ufb02 uid. do not  write in any barcodes. answer all questions. electronic calculators may be used.a copy of the periodic table is printed on page 16.you may lose marks if you do not show your working or if you do not use appropriate units. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question.chemistry  0620/22   paper 2 october/november 2013  1 hour 15 minutes candidates answer on the question paper. no additional materials are required.university of cambridge international examinations international general certi \ufb01 cate of secondary education this document consists of 15 printed pages and 1 blank page. [turn overib13 11_0620_22/2rp\u00a9 ucles 2013 *5048513202*",
+            "2": "2 0620/22/o/n/13blank page \u00a9 ucles 2013",
+            "3": "3 0620/22/o/n/13 \u00a9 ucles 2013 [turn overfor examiner\u2019s use1 (a)   choose from the list of compounds below to answer the following questions. ammonia ammonium chloride calcium carbonate calcium oxide copper( ii) sulfate ethane iron( ii) chloride methane water   each compound can be used once, more than once or not at all.   which compound:  (i)  is an alkaline gas,  ... [1]  (ii)  is a gas contributing to climate change,  . [1]  (iii)  is a salt containing only non-metals,  ... [1]  (iv)  turns blue cobalt chloride paper pink,  . [1]  (v)  reacts with an acid to release carbon dioxide,   [1]  (vi)  gives a light blue precipitate when aqueous sodium hydroxide is added to a solution  of its aqueous ions?   [1]  (b) what is the meaning of the term compound  ?   ...    ... ..  [1]  (c)  complete the following symbol equation for the complete combustion of methane in  oxygen. ch4  +  ...o2  \u2192  ..  +  2h2o [2] [total: 9]",
+            "4": "4 0620/22/o/n/13 \u00a9 ucles 2013for examiner\u2019s use2 (a)   the table describes the reactivity of some metals with hydrochloric acid. metal observations calcium many bubbles produced. reaction mixture may boil. magnesium steady stream of bubbles produced. reaction mixture gets hot. sodium many bubbles produced. may explode. zinc slow stream of bubbles produced. reaction mixture rises  slightly in temperature.   put these metals in order of their reactivity. least reactive most reactive [2]  (b)  complete the word equation for the reaction of magnesium with hydrochloric acid. magnesium  +  hydrochloric acid  \u2192    +     [2]  (c)  when magnesium reacts with hydrochloric acid, magnesium atoms lose electrons.   what type of magnesium particle is formed?   put a ring around the correct answer. covalent          ion           molecule          proton [1]  (d)  complete the diagram to show the electronic structure of a sodium atom. na [2]",
+            "5": "5 0620/22/o/n/13 \u00a9 ucles 2013 [turn overfor examiner\u2019s use (e)  a student added large lumps of zinc to 20  cm3 of 2  mol  / dm3 hydrochloric acid.   she carried out the reaction at 15  \u00b0c.   she measured the volume of gas given off at various time intervals.  (i)  draw a labelled diagram of the apparatus she could use for this experiment. [3]  (ii)  describe three  different things she could do to increase the rate of this reaction.  1.  .. ..  2.  .. ..  3.  ..   [3] [total: 13]",
+            "6": "6 0620/22/o/n/13 \u00a9 ucles 2013for examiner\u2019s use3  the diagram below shows the apparatus which can be used to obtain pure water from sea-water. heatsea-water pure water  (a)  state the name of this process.   ... ..  [1]  (b)  label the boxes on the diagram above with the correct names of the pieces of apparatus  shown. [3]  (c)  complete the following sentences using words from the list below.  boils condenses cools freezes  higher lower melts  water has a . boiling point than salt. when a solution of salt is heated   strongly, the water . and escapes as steam. when the steam cools, it . back to liquid water. [3]",
+            "7": "7 0620/22/o/n/13 \u00a9 ucles 2013 [turn overfor examiner\u2019s use (d)  the table shows the concentration of the seven most abundant compounds in sea-water.  compound ions presentconcentration in g  / m3 calcium carbonate ca2+  and  co32\u2013100 calcium sulfate ca2+  and  so42\u20131 800 magnesium chloride mg2+  and  c l \u20136 800 magnesium sulfate 5 700potassium bromide k +  and  br  \u2013100 potassium chloride k+  and  c l \u2013800 sodium chloride na+  and  c l \u201328 000  (i)  which negative ion is present in the greatest concentration in sea-water?   . .  [1]  (ii)  which positive ion is present in the lowest concentration in sea-water?    . .  [1]  (iii)  write the formulae of the two ions present in magnesium sulfate.   . .  [2] [total: 11]",
+            "8": "8 0620/22/o/n/13 \u00a9 ucles 2013for examiner\u2019s use4 (a)   match the compounds on the left with the statements on the right.   the \ufb01 rst one has been done for you. butane poly(ethene) ethene methane ethanoic acida hydrocarbon containing four carbon atoms it decolourises bromine water it is the main constituent of natural gas it contains a \u2013cooh functional group it has a very long chain of carbon atoms [4]  (b)  methane and ethene are hydrocarbons.  (i)  what is meant by the term hydrocarbon  ?   . .  [1]  (ii)  the structure of ethene is shown below. cch hhh   use this structure to explain why ethene is an unsaturated hydrocarbon.   . .  [1]  (c)  molecules of ethene react together at high temperature and pressure to form poly(ethene).    which one of the following words best describes the molecules of ethene in this reaction?   put a ring around the correct answer. acids          alkanes          monomers          polymers [1]",
+            "9": "9 0620/22/o/n/13 \u00a9 ucles 2013 [turn overfor examiner\u2019s use (d)  ethanoic acid can be made by the oxidation of ethanol.  (i)  what is meant by the term oxidation  ?   . .  [1]  (ii)  ethanol can be made by fermentation.   complete the word equation for fermentation.  yeast ..      \u2192      ..    +    ethanol  .. [2] [total: 10]",
+            "10": "10 0620/22/o/n/13 \u00a9 ucles 2013for examiner\u2019s use5 (a)   explain why metals are often used in the form of alloys.   in your answer, write about  \u25cf  the structure of an alloy,  \u25cf why alloys are often more useful than pure metals.   ...    ...    ...    ...    ... ..  [3]  (b)  iron is a transition element.  (i)  which two of the following statements about iron are correct?   tick two boxes.  a freshly-cut surface of iron is green in colour. iron exists in only one oxidation state in its compounds. iron has a high density. iron has a giant covalent structure. iron has a high melting point. [2]  (ii)  describe one method of rust prevention and explain how it works.  method  .. .  how this works  ...  . .  [2]  (c)  iron is used as a catalyst in the haber process for making ammonia.  (i)  what does the term catalyst  mean?   . .  [1]  (ii)  describe a test for ammonia.  test   .  result    [2]",
+            "11": "11 0620/22/o/n/13 \u00a9 ucles 2013 [turn overfor examiner\u2019s use (iii)  ammonia is used to make fertilisers.   explain why farmers need to add fertilisers to the soil.   . ...   . ...   . .  [2] [total: 12]",
+            "12": "12 0620/22/o/n/13 \u00a9 ucles 2013for examiner\u2019s use6 (a)   garlic is a vegetable that is often used in cooking. it has a strong smell.   a student is cutting up garlic in the kitchen.   after a time, the smell of the garlic travels all over the house even though there are no  currents of air.   use the kinetic particle theory to explain why the smell of garlic travels all over the house.   ...    ...    ...    ... ..  [3]  (b)  the smell of garlic is due to a compound containing sulfur.   the structure of this compound (compound a) is shown below. ch2  ch  \u2014 ch2 \u2014 s \u2014 s \u2014 ch2 \u2014 ch   ch2 compound a  (i)  write the molecular formula for this compound.   . .  [1]  (ii)  another organic sulfur compound (compound b) is shown below. ch2 h2cc2h5 sch c compound b   by comparing the formulae of compound a and compound b, how can you tell that  compound a has the higher relative molecular mass?   you are not required to do any mathematical calculations.   . ...   . .  [2]",
+            "13": "13 0620/22/o/n/13 \u00a9 ucles 2013 [turn overfor examiner\u2019s use (c)  an isotope of sulfur has a nucleon number of 34 and an atomic number of 16.  (i)  how many neutrons are there in one atom of this isotope of sulfur?   . .  [1]  (ii)  what is meant by the terms  isotope ,  ..   . .  [1]  nucleon number  ?    [1]  (iii)  some fuels contain sulfur as a contaminating substance.   complete the following sentences using words from the list below.  coal dioxide hydrogen monoxide  nitrogen oxidised reduced water  fuels such as ... contain sulfur.   when these fuels burn, the sulfur is ... to sulfur ... .    this reacts with ... in the atmosphere to form an acidic solution. [4]  (iv)  describe and explain the effect of acid rain on buildings made of limestone.   . ...   . ...   . .  [2] [total: 15]",
+            "14": "14 0620/22/o/n/13 \u00a9 ucles 2013for examiner\u2019s use7  the diagram shows a kiln for making lime (calcium oxide) from limestone (calcium carbonate). a b d cbrick lime kiln  (a) (i)   which letter on the diagram above shows   where the limestone is added,  ...   where the waste gases exit from the kiln?  ...  [2]  (ii)  complete the symbol equation for the decomposition of limestone. caco3  \u2192  cao  +  . [1]  (iii)  when 50  g of calcium carbonate is decomposed, 28  g of calcium oxide is formed.   calculate the minimum mass of calcium carbonate needed to produce 8.4  g of  calcium oxide. [1]  (b)  the table below shows the temperatures at which some group ii carbonates decompose. group ii carbonatetemperature at which group ii carbonates decompose  / \u00b0c beryllium carbonate 100 magnesium carbonate 350 calcium carbonate 900  (i)  describe the pattern in the ease of decomposition of group ii carbonates.   . .  [1]",
+            "15": "15 0620/22/o/n/13 \u00a9 ucles 2013 [turn overfor examiner\u2019s use (ii)  predict the decomposition temperature of barium carbonate. . \u00b0c  [1]  (c)  lime is calcium oxide.  (i)  state one use of lime.   . .  [1]  (ii)  what type of oxide is calcium oxide?   . .  [1]  (iii)  calculate the relative formula mass of calcium oxide.   use your periodic table to help you. [1]  (d)  calcium is extracted from its compounds by electrolysis.   suggest why calcium is extracted by electrolysis rather than by reduction with carbon.   ... ..  [1] [total: 10]",
+            "16": "16 permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here 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. 0620/22/o/n/13 \u00a9 ucles 2013 group 140 ce cerium 58141 pr praseodymium 59144 nd neodymium 60pm promethium 61150 sm samarium 62152 eu europium 63157 gd gadolinium 64159 tb terbium 65162 dy dysprosium 66165 ho holmium 67167 er erbium 68169 tm thulium 69173 yb ytterbium 70175 lu lutetium 71 232 th thorium 90pa protactinium 91238 u uranium 92np neptunium 93pu plutonium 94am americium 95cm curium 96bk berkelium 97cf californium 98es einsteinium 99fm fermium 100md mendelevium 101no nobelium 102lr lawrencium 1031 h hydrogen 1 7 li lithium 3 23 na sodium 1124 mg magnesium 12 40 ca calcium 2045 sc scandium 2148 ti titanium 2251 v vanadium 2352 cr chromium 2455 mn manganese 2556 fe iron 2659 co cobalt 2759 ni nickel 2864 cu copper 2965 zn zinc 3070 ga gallium 3127 al aluminium 1311 b boron 512 c carbon 614 n nitrogen 716 o oxygen 819 f fluorine 9 28 si silicon 1431 p phosphorus 1532 s sulfur 1635.5 cl chlorine 1740 ar argon 1820 ne neon 104 he helium 2 73 ge germanium 3275 as arsenic 3379 se selenium 3480 br bromine 3584 kr krypton 3639 k potassium 19 88 sr strontium 3889 y yttrium 3991 zr zirconium 4093 nb niobium 4196 mo molybdenum 42tc technetium 43101 ru ruthenium 44103 rh rhodium 45106 pd palladium 46108 ag silver 47112 cd cadmium 48115 in indium 49119 sn tin 50122 sb antimony 51128 te tellurium 52127 i iodine 53131 xe xenon 54 137 ba barium 56139 la lanthanum 57        *178 hf hafnium 72181 ta tantalum 73184 w tungsten 74186 re rhenium 75190 os osmium 76192 ir iridium 77195 pt platinum 78197 au gold 79201 hg mercury 80204 tl thallium 81207 pb lead 82209 bi bismuth 83po polonium 84at astatine 85rn radon 86 fr francium 87227 ac actinium 899 be beryllium 4ii i iii iv v vi vii 0 85 rb rubidium 37 133 cs caesium 55 226 ra radium 88 the volume of one mole of any gas is 24 dm3at room temperature and pressure (r.t.p.).a x ba = relative atomic mass x = atomic symbol b = proton (atomic) numberkey*58-71 lanthanoid series 90-103 actinoid seriesdata sheet the periodic table of the elements"
+        },
+        "0620_w13_qp_23.pdf": {
+            "1": "read these instructions first write your centre number, candidate number and name in the spaces at the top of this page. write in dark blue or black pen.you may need to use a pencil for any diagrams, graphs or rough working.do not use staples, paper clips, highlighters, glue or correction \ufb02 uid. do not  write in any barcodes. answer all questions. electronic calculators may be used.a copy of the periodic table is printed on page 16.you may lose marks if you do not show your working or if you do not use appropriate units. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question.chemistry  0620/23   paper 2 october/november 2013  1 hour 15 minutes candidates answer on the question paper. no additional materials are required.university of cambridge international examinations international general certi \ufb01 cate of secondary education this document consists of 15 printed pages and 1 blank page. [turn overib13 11_0620_23/2rp\u00a9 ucles 2013 *3407475716*",
+            "2": "2 0620/23/o/n/13 \u00a9 ucles 2013for examiner\u2019s use1 (a)   choose from the list of metals below to answer the following questions. aluminium bariumcalcium iron lithiumsilver   each metal can be used once, more than once or not at all.  (i)  which metal has an atom with three electrons in its outer electron shell?   . .  [1]  (ii)  which two metals are in the same period of the periodic table?  ..  and  .. [1 ]  (iii)  which metal has an atom with three protons in its nucleus?   . .  [1]  (iv)  which metal has a nitrate which is used to test for halide ions?   . .  [1]  (v)  which metal is used in food containers because of its resistance to corrosion?   . .  [1]  (b)  describe two chemical properties of iron.  1.  ...   2.  ... ..  [2]  (c)  describe brie \ufb02 y how iron from the blast furnace is made into steel.   ...    ...    ... ..  [2] [total: 9]",
+            "3": "3 0620/23/o/n/13 \u00a9 ucles 2013 [turn overfor examiner\u2019s use2  helium is in group 0 of the periodic table.  (a)  describe the structure of a helium atom. use your periodic table to help you.   in your answer, include  \u25cf the type and number of subatomic particles present,  \u25cf the position of these particles in the atom,  \u25cf the relative charges on the particles.   ...    ...    ...    ...    ...    ... ..  [5]  (b)  give one use of helium.   ... ..  [1]  (c)  some elements in group 0 can form compounds with \ufb02 uorine and oxygen.   the structure of one of these compounds is shown below. xe f ffo f   calculate the relative molecular mass of this compound.   use your periodic table to help you.   you must show all your working. [2]  (d)  fluorine is a diatomic molecule. it melts at \u2013220  \u00b0c and boils at \u2013188  \u00b0c.  (i)  what is the physical state of \ufb02 uorine   at room temperature,  .  at \u2013200  \u00b0c?  ..  [2]  (ii)  what is meant by the term diatomic  ?   . .  [1] [total: 11]",
+            "4": "4 0620/23/o/n/13 \u00a9 ucles 2013for examiner\u2019s use3  this question is about calcium and some calcium compounds.  (a)  calcium is in group ii of the periodic table.   complete the diagram below to show the electronic structure of calcium. ca [2]  (b)  calcium reacts with hydrochloric acid to form a salt with the formula cac l 2.   state the name of this salt.   ... ..  [1]  (c)  calcium carbonate reacts with hydrochloric acid.   the course of this reaction can be followed by measuring the volume of carbon dioxide  given off at various time intervals.   the graph below shows the results obtained from an experiment using 0.15  g of calcium  carbonate in small pieces. 0 50 100 150 200 time  / seconds250 300 350 400volume of carbon dioxide  / cm350 40302010 0",
+            "5": "5 0620/23/o/n/13 \u00a9 ucles 2013 [turn overfor examiner\u2019s use (i)  what volume of gas is given off in the \ufb01 rst 75 seconds of the reaction?   . .  [1]  (ii)  on the grid opposite, sketch the line you would expect for the same reaction using  large pieces of calcium carbonate. assume that the mass of the calcium carbonate and all other conditions remain the same. [2]  (iii)  what would happen to the rate of this reaction if:   the temperature is increased,   . ...   the concentration of hydrochloric acid is decreased?   . .  [2]  (d)  when calcium carbonate is heated at high temperatures, calcium oxide and carbon  dioxide are formed.  (i)  which one of the following words best describes this reaction?   put a ring around the correct answer. combustion          decomposition          exothermic          reduction [1]  (ii)  describe a test for carbon dioxide.   test  .    result    [ 2]  (e)  calcium oxide can be used to neutralise acidic industrial waste.  (i)  complete the word equation for the reaction of calcium oxide with nitric acid. calcium oxide  +  nitric acid  \u2192    +     [2] (ii)  state one other use of calcium oxide.   . .  [1]  (iii)  when calcium oxide reacts with water, heat is given off.   state the name given to a chemical reaction which gives off heat.   . .  [1] [total: 15]",
+            "6": "6 0620/23/o/n/13 \u00a9 ucles 2013for examiner\u2019s use4  the diagram shows how a liquid alkane can be cracked in a school laboratory to form a  mixture of gaseous and liquid hydrocarbons. watercatalyst (aluminium oxide granules) liquid alkane (absorbed in mineral wool)  (a)  what piece of apparatus is missing from the diagram?   ... ..  [1]  (b)  on the diagram above, put an x to show where the gas is collected. [1]  (c)  what is the purpose of the catalyst?   ... ..  [1]  (d)  complete the equation to show the cracking of dodecane, c12h26, to form octane and  one other substance. c12h26  \u2192  c8h18  +  . [1]  (e)  cracking produces a mixture of shorter-chain alkanes and alkenes.  (i)  describe what you would observe when a few drops of bromine water are added to  an alkene.   . .  [1]",
+            "7": "7 0620/23/o/n/13 \u00a9 ucles 2013 [turn overfor examiner\u2019s use (ii)  which one of the following compounds, a, b, c or d, is formed when bromine water  reacts with ethene? ch h ca br brc h h hc hb br br c h c hoh oh oh ohc c cd br brbr brbr br   . .  [1]  (iii)  poly(ethene) is made by combining ethene monomers.   which one of the following describes this reaction?   tick one box.  decomposition neutralisation oxidation polymerisation [1]  (f)  many alkanes found in petrol are branched hydrocarbons.   one example is shown below. c cc hh h hchh c chh h h hhhhh h c  (i)  write the molecular formula for this hydrocarbon.   . .  [1]  (ii)  what is meant by the term hydrocarbon  ?   . .  [1]  (g)  state the name of the two products formed when a hydrocarbon burns in excess air.  .  and  ..  [2] [total: 11]",
+            "8": "8 0620/23/o/n/13 \u00a9 ucles 2013for examiner\u2019s use5  ethanol can be made by fermentation. fermentation mixtureu-shaped tubecontaining wate r  (a)  apart from yeast, what other substances are present in the reaction mixture?   tick two boxes.  copper sulfate ethene sugar methane water [2]  (b)  what method is used to separate ethanol from the rest of the reaction mixture?   ... ..  [1]  (c)  complete the structure of ethanol.   c c hh h hh [1]  (d)  ethanol belongs to the alcohol homologous series.   which one of the following compounds also belongs to the alcohol homologous series?   put a ring around the correct answer. butene          hexane          ethanoic acid          octanol [1]  (e)  describe one other way, apart from fermentation, by which ethanol can be made on an  industrial scale. include the necessary reaction conditions in your answer.   ...    ...    ... ..  [3] [total: 8]",
+            "9": "9 0620/23/o/n/13 \u00a9 ucles 2013 [turn overfor examiner\u2019s use6 (a)   when hydrated copper( ii) sulfate is heated, the following reaction occurs: cuso4.5h2o(s)                      cuso4(s)           +           5h2o(l)  hydrated copper( ii) sulfate anhydrous copper( ii) sulfate  (i)  what does the sign  mean?   . .  [1]  (ii)  explain how this reaction is used as a chemical test for water.   . ...   . .  [2]  (iii)  copper( ii) sulfate is a salt.   sodium chloride is also a salt. solid sodium chloride does not conduct electricity.   suggest two things you could do to make solid sodium chloride conduct electricity.  1.  .. ..  2.  ..   [2]  (b)  copper ore contains copper, iron and sulfur.   copper is extracted by heating copper ore with sand and oxygen.  (i)  in the \ufb01 rst stage of this process, the copper ore is heated in a furnace.   a liquid mixture containing copper sul \ufb01 de and iron sul \ufb01 de is formed. the sand reacts  with the impurities to form a slag. waste gases oxygen slag out mixture outslag mixture of copper sulfide + iron sulfide   what information in the diagram above suggests that the slag is less dense than the  mixture of copper and iron sul \ufb01 des.   . .  [1]",
+            "10": "10 0620/23/o/n/13 \u00a9 ucles 2013for examiner\u2019s use (ii)  in a later stage, copper sul \ufb01 de is reacted with more oxygen. cu2s  +  o2  \u2192  2cu  +  so2   how does this equation show that the sulfur in copper sul \ufb01 de gets oxidised?   . .  [1]  (iii)  copper is puri \ufb01 ed by electrolysis using copper electrodes. +\u2013a c db   which letter, a, b, c or d, in the diagram above represents   the cathode,  ...   the electrolyte?    [2] [total: 9]",
+            "11": "11 0620/23/o/n/13 \u00a9 ucles 2013 [turn overfor examiner\u2019s use7  the graph below shows how the temperature rises with time when a solid, p, is heated  steadily and changes to a liquid and then to a gas. 0 20 40 60200 180160140120100 80604020 0temperature  / \u00b0c time  / seconds  (a)  use the information on the graph to deduce  the melting point of p,  ...  the state of p at 160  \u00b0c.  ..  [2]  (b)  explain what happens to the arrangement and motion of the particles when a solid  changes to a liquid.  arrangement  .   motion  .. ...  [2]",
+            "12": "12 0620/23/o/n/13 \u00a9 ucles 2013for examiner\u2019s use (c)  a student placed a purple crystal in a \ufb02 ask of organic solvent.   after 10 minutes, the crystal had completely disappeared and a dense purple colour was  observed at the bottom of the \ufb02 ask.   after 2 hours, the purple colour had spread throughout the solvent. organic solvent crystal  at startafter 10 minutes after 2 hours   use the kinetic particle theory to explain these observations.   ...    ...    ...    ... ..  [3] [total: 7]",
+            "13": "13 0620/23/o/n/13 \u00a9 ucles 2013 [turn overfor examiner\u2019s use8 (a)  state two differences between a mixture and a compound.   ...    ...    ... ..  [2]  (b)  plant ash is a mixture of large insoluble particles and salts which are soluble in water.   in parts of africa, salts are traditionally obtained from plant ash.   water is added to the plant ash.   the apparatus shown below is then used to remove the insoluble particles. clay potclay bowl holes in clay bowlplant ash and water strips of banana leafwith holes in them   explain how this apparatus separates the salts from the insoluble particles.   ...    ...    ...    ... ..  [2]",
+            "14": "14 0620/23/o/n/13 \u00a9 ucles 2013for examiner\u2019s use (c)  the composition and solubility of some salts found in the ash from the papyrus plant are  shown in the table below. saltion present in the saltmass of salt per 100  g of ash  / gsolubility of salt in g  / dm3 magnesium sulfate mg2+  and  so42\u20135 220 potassium carbonate k+  and  co32\u201310 1120 potassium chloride k+  and  c l \u201318 359 potassium sulfate 4 122sodium carbonate na +  and  co32\u201312 70 sodium chloride na+  and  c l \u201340 359  (i)  which salt in the table has the lowest solubility in g  / dm3?   . .  [1]  (ii)  which negatively-charged ion is present in the highest amount in the ash?   . .  [1]  (iii)  write the symbols for the two ions present in potassium sulfate.   . .  [2]  (d)  sodium chloride reacts with lead( ii) nitrate to form sodium nitrate and lead( ii) chloride.   complete the symbol equation for this reaction. ...nac l  +  pb(no3)2  \u2192  2nano3  +  pbc l 2 [1]  (e)  complete the following sentence about the formation of chloride ions.   chloride ions are formed when chlorine atoms gain  . [1] [total: 10]",
+            "15": "15 0620/23/o/n/13blank page \u00a9 ucles 2013",
+            "16": "16 permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here 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. 0620/23/o/n/13 \u00a9 ucles 2013 group 140 ce cerium 58141 pr praseodymium 59144 nd neodymium 60pm promethium 61150 sm samarium 62152 eu europium 63157 gd gadolinium 64159 tb terbium 65162 dy dysprosium 66165 ho holmium 67167 er erbium 68169 tm thulium 69173 yb ytterbium 70175 lu lutetium 71 232 th thorium 90pa protactinium 91238 u uranium 92np neptunium 93pu plutonium 94am americium 95cm curium 96bk berkelium 97cf californium 98es einsteinium 99fm fermium 100md mendelevium 101no nobelium 102lr lawrencium 1031 h hydrogen 1 7 li lithium 3 23 na sodium 1124 mg magnesium 12 40 ca calcium 2045 sc scandium 2148 ti titanium 2251 v vanadium 2352 cr chromium 2455 mn manganese 2556 fe iron 2659 co cobalt 2759 ni nickel 2864 cu copper 2965 zn zinc 3070 ga gallium 3127 al aluminium 1311 b boron 512 c carbon 614 n nitrogen 716 o oxygen 819 f fluorine 9 28 si silicon 1431 p phosphorus 1532 s sulfur 1635.5 cl chlorine 1740 ar argon 1820 ne neon 104 he helium 2 73 ge germanium 3275 as arsenic 3379 se selenium 3480 br bromine 3584 kr krypton 3639 k potassium 19 88 sr strontium 3889 y yttrium 3991 zr zirconium 4093 nb niobium 4196 mo molybdenum 42tc technetium 43101 ru ruthenium 44103 rh rhodium 45106 pd palladium 46108 ag silver 47112 cd cadmium 48115 in indium 49119 sn tin 50122 sb antimony 51128 te tellurium 52127 i iodine 53131 xe xenon 54 137 ba barium 56139 la lanthanum 57        *178 hf hafnium 72181 ta tantalum 73184 w tungsten 74186 re rhenium 75190 os osmium 76192 ir iridium 77195 pt platinum 78197 au gold 79201 hg mercury 80204 tl thallium 81207 pb lead 82209 bi bismuth 83po polonium 84at astatine 85rn radon 86 fr francium 87227 ac actinium 899 be beryllium 4ii i iii iv v vi vii 0 85 rb rubidium 37 133 cs caesium 55 226 ra radium 88 the volume of one mole of any gas is 24 dm3at room temperature and pressure (r.t.p.).a x ba = relative atomic mass x = atomic symbol b = proton (atomic) numberkey*58-71 lanthanoid series 90-103 actinoid seriesdata sheet the periodic table of the elements"
+        },
+        "0620_w13_qp_31.pdf": {
+            "1": "read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen.you may use a pencil for any diagrams, graphs or rough working.do not use staples, paper clips, highlighters, glue or correction \ufb02 uid. do not  write in any barcodes. answer all questions. electronic calculators may be used.a copy of the periodic table is printed on page 16.you may lose marks if you do not show your working or if you do not use appropriate units. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question.chemistry  0620/31   paper 3 (extended) october/november 2013  1 hour 15 minutes candidates answer on the question paper. no additional materials are required.university of cambridge international examinations international general certi \ufb01 cate of secondary education this document consists of 14 printed pages and 2 blank pages. [turn overib13 11_0620_31/3rp r \u00a9 ucles 2013 \uf02a\uf038\uf037\uf037\uf032\uf030\uf037\uf038\uf030\uf032\uf031\uf02a",
+            "2": "2 0620/31/o/n/13 \u00a9 ucles 2013for examiner\u2019s use1  for each of the following, name an element which matches the description.  (a)  it is used as a fuel in nuclear reactors.   ... ..  [1]  (b)  it is the only non-metal which is a good conductor of electricity.   ... ..  [1]  (c)  inert electrodes are made from this metal.   ... ..  [1]  (d)  this gaseous element is used to \ufb01 ll balloons in preference to hydrogen.   ... ..  [1]  (e)  an element which can form an ion of the type x3\u2013.   ... ..  [1]  (f)  it has the same electron distribution as the calcium ion, ca2+.   ... ..  [1]  (g)  the element is in period 5 and group vi.   ... ..  [1] [total: 7]",
+            "3": "3 0620/31/o/n/13 \u00a9 ucles 2013 [turn overfor examiner\u2019s use2 (a)  give three  differences in physical properties between the group i metal, potassium, and  the transition element, iron.  1.  ...   2.  ...   3.  ... ..  [3]  (b)  the following metals are in order of reactivity.  potassium  zinc copper   for those metals which react with water or steam, name the products of the reaction,  otherwise write \u2018no reaction\u2019.  potassium  ... ..   ...   zinc   ...   ...   copper  ...   ... ..  [5] [total: 8]",
+            "4": "4 0620/31/o/n/13 \u00a9 ucles 2013for examiner\u2019s use3  ammonia is manufactured by the haber process. n2(g)  +  3h2(g)    2nh3(g)   the forward reaction is exothermic.  (a)  describe how the reactants are obtained.  (i)  nitrogen   . ...   . .  [2]  (ii) hydrogen   . ...   . ...   . .  [3]  (b)  the percentage of ammonia in the equilibrium mixture varies with temperature and  pressure.  (i)  which pair of graphs, a, b or c, shows correctly how the percentage of ammonia at  equilibrium varies with temperature and pressure? percentagenh 3 at equilibrium temperaturepercentage nh3 at equilibrium pressurepair a percentage nh3 at equilibrium temperaturepercentage nh3 at equilibrium pressurepair b percentage nh3 at equilibrium temperaturepercentage nh3 at equilibrium pressurepair c  the pair with both graphs correct  is  .  [1]",
+            "5": "5 0620/31/o/n/13 \u00a9 ucles 2013 [turn overfor examiner\u2019s use (ii)  give a full explanation of why the pair of graphs you have chosen in (i) is correct.   . ...   . ...   . ...   . ...   . ...   . ...   . .  [6]  (iii)  catalysts do not alter the position of equilibrium. explain why a catalyst is used in  this process.   . ...   . ...   . ...   . .  [2] [total: 14]",
+            "6": "6 0620/31/o/n/13 \u00a9 ucles 2013for examiner\u2019s use4  20.0  g of small lumps of calcium carbonate and 40  cm3 of hydrochloric acid, concentration  2.0  mol  / dm3, were placed in a \ufb02 ask on a top pan balance. the mass of the \ufb02 ask and contents  was recorded every minute. cotton wool to preventdrops of acid spray escaping flask 40  cm3 of hydrochloric acid, 2.0  mol  / dm3 20.0  g of small lumps of calcium carbonate balance  the mass of carbon dioxide given off was plotted against time. 00timemass of carbon dioxide caco3(s)  +  2hc l (aq)  \uf0ae  cac l 2(aq)  +  h2o(l)  +  co2(g)   in all the experiments mentioned in this question, the calcium carbonate was in excess.  (a) (i)   explain how you could determine the mass of carbon dioxide given off in the \ufb01 rst \ufb01 ve  minutes.   . .  [1]  (ii)  label the graph f where the reaction rate is the fastest, s where it is slowing down  and 0 where the rate is zero. [2]  (iii)  explain how the shape of the graph shows where the rate is fastest, where it is  slowing down and where the rate is zero.   . ...   . ...   . .  [2]  (b)  sketch on the same graph, the line which would have been obtained if 20.0  g of small  lumps of calcium carbonate and 80  cm3 of hydrochloric acid, concentration 1.0  mol  / dm3,  had been used. [2]",
+            "7": "7 0620/31/o/n/13 \u00a9 ucles 2013 [turn overfor examiner\u2019s use (c)  explain in terms of collisions between reacting particles each of the following.  (i)  the reaction rate would be slower if 20.0  g of larger lumps of calcium carbonate and  40  cm3 of hydrochloric acid, concentration 2.0  mol  / dm3, were used.   . ...   . ...   . .  [2]  (ii)  the reaction rate would be faster if the experiment was carried out at a higher  temperature.   . ...   . ...   . .  [2]  (d)  calculate the maximum mass of carbon dioxide given off when 20.0  g of small lumps of  calcium carbonate react with 40  cm3 of hydrochloric acid, concentration 2.0  mol  / dm3. caco3(s)  +  2hc l (aq)  \uf0ae  cac l 2(aq)  +  h2o(l)  +  co2(g)  number of moles of hc l used = mass of carbon dioxide = . g  [4] [total: 15]",
+            "8": "8 0620/31/o/n/13 \u00a9 ucles 2013for examiner\u2019s use5  the alkenes are unsaturated hydrocarbons. they form a homologous series, the members of  which have the same chemical properties.   they undergo addition reactions and are easily oxidised.  (a)  the following hydrocarbons are isomers. ch3 ch3ch2 ch ch ch3 ch2 ch2 ch2 ch  (i)  explain why these two hydrocarbons are isomers.   . ...   . .  [2]  (ii)  give the structural formula of another hydrocarbon which is isomeric with the above. [1]  (b)  give the structural formula and name of each of the products of the following addition  reactions.  (i)  ethene and bromine  structural formula of product   name of product  ...  [2]  (ii) propene and hydrogen  structural formula of product  name of product  ...  [2]  (iii)  but-1-ene and water  structural formula of product  name of product  ...  [2]",
+            "9": "9 0620/31/o/n/13 \u00a9 ucles 2013 [turn overfor examiner\u2019s use (c)  alkenes can be oxidised to carboxylic acids.  (i)  for example, propene, ch3 \u2013 ch  = ch2, would produce ethanoic acid, ch3 \u2013 cooh,  and methanoic acid, h  \u2013 cooh. deduce the formulae of the alkenes which would  form the following carboxylic acids when oxidised.   ethanoic acid and propanoic acid  only ethanoic acid [2]  (ii)  describe the colour change you would observe when an alkene is oxidised with  acidi \ufb01 ed potassium manganate( vii).   . .  [2]  (d)  alkenes polymerise to form addition polymers.   draw the structural formula of poly(cyanoethene), include at least two monomer units.  the structural formula of the monomer, cyanoethene, is given below. cch cnhh [3] [total: 16]",
+            "10": "10 0620/31/o/n/13 \u00a9 ucles 2013for examiner\u2019s use6  lead is an excellent roo \ufb01 ng material. it is malleable and resistant to corrosion. lead rapidly  becomes coated with basic lead carbonate which protects it from further corrosion.  (a)  lead has a typical metallic structure which is a lattice of lead ions surrounded by a \u2018sea\u2019  of mobile electrons. this structure is held together by attractive forces called a metallic bond.  (i) explain why there are attractive forces in a metallic structure.   . ...   . .  [2]  (ii)  explain why a metal, such as lead, is malleable.   . ...   . .  [2]  (b)  basic lead( ii) carbonate is heated in the apparatus shown below. water and carbon  dioxide are produced. soda lime,carbon dioxidereacts herebasic lead carbonate heat u-tube filled with silica gel to absorb water  (i)  silica gel absorbs water. silica gel often contains anhydrous cobalt( ii) chloride.  when this absorbs water it changes from blue to pink.   suggest a reason.   . .  [1]  (ii)  soda lime is a mixture of sodium hydroxide and calcium oxide. why do these two  substances react with carbon dioxide?   . ...   . .  [2]  (iii)  name two substances formed when soda lime reacts with carbon dioxide.   . .  [2]",
+            "11": "11 0620/31/o/n/13 \u00a9 ucles 2013 [turn overfor examiner\u2019s use (c)  basic lead( ii) carbonate has a formula of the type xpbco3.ypb(oh)2 where x and y are  whole numbers.   determine x and y from the following information. pbco3  \uf0ae  pbo  +  co2 pb(oh)2  \uf0ae\uf020 pbo  +  h2o   when heated, the basic lead( ii) carbonate gave 2.112  g of carbon dioxide and 0.432  g of  water.  mass of one mole of co2 = 44  g  mass of one mole of h2o = 18  g  number of moles of co2 formed = . [1]  number of moles of h2o formed = . [1]  x = .  and  y = .   formula of basic lead( ii) carbonate is    [1] [total: 12]",
+            "12": "12 0620/31/o/n/13 \u00a9 ucles 2013for examiner\u2019s use7 (a)  the following are two examples of substitution reactions. only the reaction involving  chlorine is a photochemical reaction. ch4  +  c l 2  \uf0ae  ch3cl  +  hc l ch4  +  br2  \uf0ae\uf020 ch3br  +  hbr  (i)  explain the phrase substitution reaction .   . ...   . .  [1]  (ii)  how do photochemical reactions differ from other reactions?   . ...   . .  [1]  (b)  bond forming is exothermic, bond breaking is endothermic. explain the difference  between an exothermic reaction and an endothermic reaction.   ...    ... ..  [2]",
+            "13": "13 0620/31/o/n/13 \u00a9 ucles 2013 [turn overfor examiner\u2019s use (c)  use the bond energies to show that the following reaction is exothermic.   bond energy is the amount of energy (kj  / mol) which must be supplied to break one mole  of the bond. h ch hhh ch hclcl cl h cl ++ \u2192  bond energies in kj  / mol  c l \u2013cl +242   c\u2013c l +338  c\u2013h +412 h\u2013c l +431  bonds broken energy in kj  / mol  .. . .. . total energy = .  bonds formed energy in kj  / mol  .. . .. . total energy = .   ...    ... ..  [4] [total: 8]",
+            "14": "14 0620/31/o/n/13blank page \u00a9 ucles 2013",
+            "15": "15 0620/31/o/n/13blank page \u00a9 ucles 2013",
+            "16": "16 permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here 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. 0620/31/o/n/13 \u00a9 ucles 2013 group 140 ce cerium 58141 pr praseodymium 59144 nd neodymium 60pm promethium 61150 sm samarium 62152 eu europium 63157 gd gadolinium 64159 tb terbium 65162 dy dysprosium 66165 ho holmium 67167 er erbium 68169 tm thulium 69173 yb ytterbium 70175 lu lutetium 71 232 th thorium 90pa protactinium 91238 u uranium 92np neptunium 93pu plutonium 94am americium 95cm curium 96bk berkelium 97cf californium 98es einsteinium 99fm fermium 100md mendelevium 101no nobelium 102lr lawrencium 1031 h hydrogen 1 7 li lithium 3 23 na sodium 1124 mg magnesium 12 40 ca calcium 2045 sc scandium 2148 ti titanium 2251 v vanadium 2352 cr chromium 2455 mn manganese 2556 fe iron 2659 co cobalt 2759 ni nickel 2864 cu copper 2965 zn zinc 3070 ga gallium 3127 al aluminium 1311 b boron 512 c carbon 614 n nitrogen 716 o oxygen 819 f fluorine 9 28 si silicon 1431 p phosphorus 1532 s sulfur 1635.5 cl chlorine 1740 ar argon 1820 ne neon 104 he helium 2 73 ge germanium 3275 as arsenic 3379 se selenium 3480 br bromine 3584 kr krypton 3639 k potassium 19 88 sr strontium 3889 y yttrium 3991 zr zirconium 4093 nb niobium 4196 mo molybdenum 42tc technetium 43101 ru ruthenium 44103 rh rhodium 45106 pd palladium 46108 ag silver 47112 cd cadmium 48115 in indium 49119 sn tin 50122 sb antimony 51128 te tellurium 52127 i iodine 53131 xe xenon 54 137 ba barium 56139 la lanthanum 57        *178 hf hafnium 72181 ta tantalum 73184 w tungsten 74186 re rhenium 75190 os osmium 76192 ir iridium 77195 pt platinum 78197 au gold 79201 hg mercury 80204 tl thallium 81207 pb lead 82209 bi bismuth 83po polonium 84at astatine 85rn radon 86 fr francium 87227 ac actinium 899 be beryllium 4ii i iii iv v vi vii 0 85 rb rubidium 37 133 cs caesium 55 226 ra radium 88 the volume of one mole of any gas is 24 dm3at room temperature and pressure (r.t.p.).a x ba = relative atomic mass x = atomic symbol b = proton (atomic) numberkey*58-71 lanthanoid series 90-103 actinoid seriesdata sheet the periodic table of the elements"
+        },
+        "0620_w13_qp_32.pdf": {
+            "1": "read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen.you may use a pencil for any diagrams, graphs or rough working.do not use staples, paper clips, highlighters, glue or correction \ufb02 uid. do not  write in any barcodes. answer all questions. electronic calculators may be used.a copy of the periodic table is printed on page 16.you may lose marks if you do not show your working or if you do not use appropriate units. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question.chemistry  0620/32   paper 3 (extended) october/november 2013  1 hour 15 minutes candidates answer on the question paper. no additional materials are required.university of cambridge international examinations international general certi \ufb01 cate of secondary education this document consists of 14 printed pages and 2 blank pages. [turn overib13 11_0620_32/2rp\u00a9 ucles 2013 *3900490383*",
+            "2": "2 0620/32/o/n/13 \u00a9 ucles 2013for examiner\u2019s use1  the table gives the melting points, the boiling points and the electrical properties of six  substances a to f. substancemelting point / \u00b0cboiling point / \u00b0celectrical conductivity as a solidelectrical conductivity as a liquid a \u2013210 \u2013196 does not conduct does not conduct b 777 1627 does not conduct good conductor c 962 2212 good conductor good conductord \u201394 63 does not conduct does not conduct e 1410 2355 does not conduct does not conduct f 1064 2807 good conductor good conductor  (a) which two substances could be metals?  ...  [1]  (b) which substance could be nitrogen?  ..  [1]  (c) which substance is an ionic solid?  .  [1]  (d) which substance is a liquid at room temperature?  .  [1]  (e) which substance has a giant covalent structure similar to that of diamond? ..  [1]  (f) which two substances could exist as simple covalent molecules?  ...  [1] [total: 6]",
+            "3": "3 0620/32/o/n/13 \u00a9 ucles 2013 [turn overfor examiner\u2019s use2  the halogens are a collection of diatomic non-metals in group vii.  (a) (i)   de\ufb01 ne the term diatomic .   . .  [1]  (ii)  what do the electron distributions of the halogens have in common?   . .  [1]  (iii)  how do their electron distributions differ?   . .  [1]  (iv)  complete the table. halogensolid, liquid or gas at room temperaturecolour chlorine . . bromine . . iodine . . [2]  (b)  the halogens react with other non-metals to form covalent compounds.   draw a diagram which shows the arrangement of the valency electrons in one molecule  of the covalent compound arsenic tri \ufb02 uoride.   the electron distribution of an arsenic atom is  2 + 8 + 18 + 5.   use x to represent an electron from an arsenic atom.   use o to represent an electron from a \ufb02 uorine atom. [3]",
+            "4": "4 0620/32/o/n/13 \u00a9 ucles 2013for examiner\u2019s use (c)  photochromic glass is used in sunglasses. in bright light, the glass darkens reducing  the amount of light reaching the eye. when the light is less bright, the glass becomes colourless increasing the amount of light reaching the eye.   photochromic glass contains very small amounts of the halides silver( i) chloride and  copper( i) chloride.   the reaction between these two chlorides is photochemical. agc l   +   cuc l      ag   +   cuc l 2  colourless colourless black colourless  how does photochromic glass work?   ...    ...    ... ..  [3] [total: 11]",
+            "5": "5 0620/32/o/n/13 \u00a9 ucles 2013 [turn overfor examiner\u2019s use3 (a)  nitric acid is now made by the oxidation of ammonia. it used to be made from air and  water. this process used very large amounts of electricity.   air was blown through an electric arc and heated to 3000  \u00b0c.  n2(g)  +  o2(g)    2no(g) equilibrium 1  nitric oxide    the equilibrium mixture leaving the arc contained 5  % of nitric oxide. this mixture was  cooled rapidly. at lower temperatures, nitric oxide will react with oxygen to form nitrogen dioxide.  2no(g)  +  o 2(g)    2no2 equilibrium 2   nitrogen dioxide reacts with oxygen and water to form nitric acid.  (i)  suggest a reason why the yield of nitric oxide in equilibrium 1  increases with  temperature.   . .  [1]  (ii)  what effect, if any, would increasing the pressure have on the percentage of nitric  oxide in equilibrium 1 ? explain your answer.   . ...   . .  [2]  (iii)  deduce why equilibrium 2 is only carried out at lower temperatures.   . ...   . .  [2]  (iv)  complete the equation for the reaction between nitrogen dioxide, water and oxygen  to form nitric acid.  no2  +  o2  +    \u2192  hno3 [2]  (v)  ammonia is more expensive than water and air. suggest a reason why the ammonia-based process is preferred to the electric arc process.   . .  [1]",
+            "6": "6 0620/32/o/n/13 \u00a9 ucles 2013for examiner\u2019s use (b) (i)   nitric acid is used to make the fertiliser ammonium nitrate, nh4no3.   what advantage has this fertiliser over another common fertiliser, ammonium sulfate,  (nh4)2so4?   . .  [1]  (ii)  plants need nitrogen to make chlorophyll. explain why chlorophyll is essential for  plant growth.   . ...   . ...   . ...   . ...   . .  [4] [total: 13]",
+            "7": "7 0620/32/o/n/13 \u00a9 ucles 2013 [turn overfor examiner\u2019s use4  for centuries, iron has been extracted from its ore in the blast furnace. the world production  of pig iron is measured in hundreds of million tonnes annually.  (a)  the following raw materials are supplied to a modern blast furnace.  iron ore which is hematite, fe2o3  limestone which is calcium carbonate  carbon in the form of coke air   describe the essential reactions in the blast furnace. each of the four raw materials must  be mentioned at least once. give the equation for the reduction of hematite.   ...    ...    ...    ...    ...    ...    ...    ...    ... ..  [6]  (b)  each year, blast furnaces discharge millions of tonnes of carbon dioxide into the  atmosphere. this will increase the percentage of atmospheric carbon dioxide.  (i)  explain why this increased percentage of carbon dioxide may cause problems in the  future.   . ...   . .  [2]  (ii)  until the early eighteenth century, charcoal, not coke, was used in the blast furnace.   charcoal is made from wood but coke is made from coal. explain why the use of charcoal would have a smaller effect on the level of atmospheric carbon dioxide.   . ...   . ...   . .  [2]",
+            "8": "8 0620/32/o/n/13 \u00a9 ucles 2013for examiner\u2019s use (iii)  a method being developed to produce iron with lower emissions of carbon dioxide  is by electrolysis. hematite, fe2o3, is dissolved in molten lithium carbonate and  electrolysed. the ore is spilt into its constituent elements.   write an equation for the reaction at the negative electrode (cathode).   . ...   complete the equation for the reaction at the positive electrode (anode).  o2\u2013  \u2192  ...  +  ... [3] [total: 13]",
+            "9": "9 0620/32/o/n/13 \u00a9 ucles 2013 [turn overfor examiner\u2019s use5  silver( i) chromate( vi) is an insoluble salt. it is prepared by precipitation.   20  cm3 of aqueous silver( i) nitrate, concentration 0.2  mol  / dm3, was mixed with 20  cm3 of  aqueous potassium chromate( vi), concentration 0.1  mol  / dm3. after stirring, the mixture was  \ufb01 ltered. the precipitate was washed several times with distilled water. the precipitate was  then left in a warm oven for several hours. 2agno3(aq)  +  k2cro4(aq)  \u2192  ag2cro4(s)  +  2kno3(aq)  (a)  what dif \ufb01 culty arises if the name of a compound of a transition element does not include  its oxidation state, for example iron oxide?   ...    ... ..  [2]  (b)  these questions refer to the preparation of the salt.  (i)  why is it necessary to \ufb01 lter the mixture after mixing and stirring?   . .  [1]  (ii)  what is the purpose of washing the precipitate?   . .  [1]  (iii)  why leave the precipitate in a warm oven?   . .  [1]  (c) (i)   explain why the concentrations of silver( i) nitrate and potassium chromate( vi) are  different.   . .  [1]  (ii)  what mass of silver( i) nitrate is needed to prepare 100  cm3 of silver( i) nitrate solution,  concentration 0.2  mol  / dm3?   the mass of one mole of agno3 is 170  g.   . ...   . .  [2]  (iii)  what is the maximum mass of silver( i) chromate( vi) which could be obtained from  20  cm3 of aqueous silver( i) nitrate, concentration 0.2  mol  / dm3?  number of moles of agno3 used = . [1]  number of moles of ag2cro4 formed = . [1]  mass of one mole of ag2cro4 = 332  g  mass of ag2cro4 formed = . g [1] [total: 11]",
+            "10": "10 0620/32/o/n/13 \u00a9 ucles 2013for examiner\u2019s use6  the following reactivity series shows both familiar and unfamiliar elements in order of  decreasing reactivity. each element is represented by a redox equation.  rb   rb+  +  e\u2013  mg   mg2+  +  2e\u2013  mn   mn2+  +  2e\u2013  zn   zn2+  +  2e\u2013  h2   2h+  +  2e\u2013  cu   cu2+  + 2e\u2013  hg   hg2+  + 2e\u2013   two of the uses of the series are to predict the thermal stability of compounds of the metals  and to explain their redox reactions.  (a)  most metal hydroxides decompose when heated.  (i)  complete the equation for the thermal decomposition of copper( ii) hydroxide.  cu(oh)2  \u2192  ...  +  ... [1]  (ii)  choose a metal from the above series whose hydroxide does not decompose when  heated.   . .  [1]  (b) (i)   de\ufb01 ne in terms of electron transfer the term oxidation .   . .  [1]  (ii)  explain why the positive ions in the above equations are oxidising agents.   . ...   . .  [1]  (c) (i)   which metals in the series above do not react with dilute acids to form hydrogen?   . .  [1]  (ii)  describe an experiment which would con \ufb01 rm the prediction made in (c)(i) .   . ...   . .  [1]  (d) (i)   which metal in the series above can form a negative ion which gives a pink  / purple  solution in water?   . .  [1]  (ii)  describe what you would observe when zinc, a reducing agent, is added to this  pink  / purple solution.   . .  [1] [total: 8]",
+            "11": "11 0620/32/o/n/13 \u00a9 ucles 2013 [turn overfor examiner\u2019s use7  plants can make complex molecules from simple starting materials, such as water, carbon  dioxide and nitrates. substances produced by plants include sugars, more complex carbohydrates, esters, proteins, vegetable oils and fats.  (a) (i)   describe how you could decide from its molecular formula whether a compound is a  carbohydrate.   . ...   . .  [2]  (ii)  plants can change the sugar, glucose, into starch which is a more complex  carbohydrate.  what type of reaction is this?   . .  [2]  (b)  the fermentation of glucose can be carried out in the apparatus shown below. after a few  days the reaction stops. a 12% aqueous solution of ethanol has been produced. water allows carbondioxide to escape butprevents air from entering aqueous glucose and yeast  (i)  the enzyme, zymase, catalyses the anaerobic respiration of the yeast.  explain the term respiration .   . ...   . .  [2]  (ii)  complete the equation.  c6h12o6   \u2192   .  +  ... [2]  glucose ethanol carbon dioxide  (iii)  why must air be kept out of the \ufb02 ask?   . .  [1]",
+            "12": "12 0620/32/o/n/13 \u00a9 ucles 2013for examiner\u2019s use (c)  the ester methyl butanoate is found in apples. it can be made from butanoic acid and  methanol. their structural formulae are given below. ch hco o hch hch hh h o ch hh butanoic acid methanol   use the information given above to deduce the structural formula of methyl butanoate  showing all the bonds. [2]  (d)  the equation represents the hydrolysis of a naturally occurring ester. c17h35 co2ch2 c17h35 co2 3c17h35coona choh ch 3naoh ++ \u2192 c17h35 co2ch2ch2oh ch2oh  (i)  which substance in the equation is an alcohol? put a ring around this substance in  the equation above. [1]  (ii)  is the alkyl group, c17h35, in this ester saturated or unsaturated? give a reason for  your choice.   . .  [1]  (iii)  what type of compound is represented by the formula c17h35coona?  what is the major use for compounds of this type?  type of compound  .. use  ...  [2]",
+            "13": "13 0620/32/o/n/13 \u00a9 ucles 2013 [turn overfor examiner\u2019s use (e)  proteins are natural macromolecules. draw the structural formula of a typical protein.   include three monomer units. you may represent amino acids by formulae of the type drawn below. h2n cooh h2n cooh [3] [total: 18]",
+            "14": "14 0620/32/o/n/13blank page \u00a9 ucles 2013",
+            "15": "15 0620/32/o/n/13blank page \u00a9 ucles 2013",
+            "16": "16 permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here 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. 0620/32/o/n/13 \u00a9 ucles 2013 group 140 ce cerium 58141 pr praseodymium 59144 nd neodymium 60pm promethium 61150 sm samarium 62152 eu europium 63157 gd gadolinium 64159 tb terbium 65162 dy dysprosium 66165 ho holmium 67167 er erbium 68169 tm thulium 69173 yb ytterbium 70175 lu lutetium 71 232 th thorium 90pa protactinium 91238 u uranium 92np neptunium 93pu plutonium 94am americium 95cm curium 96bk berkelium 97cf californium 98es einsteinium 99fm fermium 100md mendelevium 101no nobelium 102lr lawrencium 1031 h hydrogen 1 7 li lithium 3 23 na sodium 1124 mg magnesium 12 40 ca calcium 2045 sc scandium 2148 ti titanium 2251 v vanadium 2352 cr chromium 2455 mn manganese 2556 fe iron 2659 co cobalt 2759 ni nickel 2864 cu copper 2965 zn zinc 3070 ga gallium 3127 al aluminium 1311 b boron 512 c carbon 614 n nitrogen 716 o oxygen 819 f fluorine 9 28 si silicon 1431 p phosphorus 1532 s sulfur 1635.5 cl chlorine 1740 ar argon 1820 ne neon 104 he helium 2 73 ge germanium 3275 as arsenic 3379 se selenium 3480 br bromine 3584 kr krypton 3639 k potassium 19 88 sr strontium 3889 y yttrium 3991 zr zirconium 4093 nb niobium 4196 mo molybdenum 42tc technetium 43101 ru ruthenium 44103 rh rhodium 45106 pd palladium 46108 ag silver 47112 cd cadmium 48115 in indium 49119 sn tin 50122 sb antimony 51128 te tellurium 52127 i iodine 53131 xe xenon 54 137 ba barium 56139 la lanthanum 57        *178 hf hafnium 72181 ta tantalum 73184 w tungsten 74186 re rhenium 75190 os osmium 76192 ir iridium 77195 pt platinum 78197 au gold 79201 hg mercury 80204 tl thallium 81207 pb lead 82209 bi bismuth 83po polonium 84at astatine 85rn radon 86 fr francium 87227 ac actinium 899 be beryllium 4ii i iii iv v vi vii 0 85 rb rubidium 37 133 cs caesium 55 226 ra radium 88 the volume of one mole of any gas is 24 dm3at room temperature and pressure (r.t.p.).a x ba = relative atomic mass x = atomic symbol b = proton (atomic) numberkey*58-71 lanthanoid series 90-103 actinoid seriesdata sheet the periodic table of the elements"
+        },
+        "0620_w13_qp_33.pdf": {
+            "1": "read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen.you may use a pencil for any diagrams, graphs or rough working.do not use staples, paper clips, highlighters, glue or correction \ufb02 uid. do not  write in any barcodes. answer all questions. electronic calculators may be used.a copy of the periodic table is printed on page 12.you may lose marks if you do not show your working or if you do not use appropriate units. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question.chemistry  0620/33   paper 3 (extended) october/november 2013  1 hour 15 minutes candidates answer on the question paper. no additional materials are required.university of cambridge international examinations international general certi \ufb01 cate of secondary education this document consists of 12 printed pages. [turn overib13 11_0620_33/3rp\u00a9 ucles 2013 *1277729958*",
+            "2": "2 0620/33/o/n/13 \u00a9 ucles 2013for examiner\u2019s use1  zirconium (zr) is a metal in period 5. its main oxidation state is +4.  (a)  the following are all zirconium atoms: 90zr40, 91zr40 and 92zr40.   in terms of numbers of electrons, neutrons and protons, how are these three atoms the  same and how are they different?   they are the same because  .   ...    they are different because  ...   ... ..  [3]  (b)  containers for fuel rods in nuclear reactors are made of zirconium.   nuclear reactors are used to produce energy and to make radioactive isotopes.  (i)  which isotope of a different element is used as a fuel in nuclear reactors?   . .  [1]  (ii)  state one medical and one industrial use of radioactive isotopes.   . ...   . .  [2]  (iii)  above 900  \u00b0c, zirconium reacts with water to form zirconium( iv) oxide, zro2, and  hydrogen.  write an equation for this reaction.   . .  [2]  (iv)  in a nuclear accident, water may come in contact with very hot zirconium.   explain why the presence of hydrogen inside the reactor greatly increases the  danger of the accident.   . .  [1]  (c)  it is possible to determine whether zirconium( iv) oxide is acidic, neutral, basic or  amphoteric using an acid and an alkali. complete the table of possible results. if the oxide is predicted to react write \u2018r\u2019, if it is predicted not to react write \u2018nr\u2019. if the oxide ispredicted result with hydrochloric acidpredicted result with aqueous sodium hydroxide acidic neutral basic amphoteric [4] [total: 13]",
+            "3": "3 0620/33/o/n/13 \u00a9 ucles 2013 [turn overfor examiner\u2019s use2 (a)  the diagram shows the lattice of a typical ionic compound. \u2013 + \u2013+ \u2013\u2013 + \u2013 ++ \u2013 +\u2013 + \u2013 + +\u2013 \u2013\u2013 + ++ \u2013  (i)  explain the term ionic lattice .   . ...   . .  [2]  (ii)  in this lattice, the ratio of positive ions to negative ions is 1:1.   in the lattice of a different ionic compound, the ratio of positive ions to negative ions  is 1:2.   suggest why this ratio varies in different ionic compounds.   . .  [1]  (iii)  give three  physical properties of ionic compounds.   . ...   . ...   . .  [3]  (b)  strontium oxide is an ionic compound. draw a diagram which shows its formula, the  charges on the ions and the arrangement of the valency  electrons around the negative  ion.   the electron distribution of a strontium atom is 2 + 8 + 18 + 8 + 2.   use o to represent an electron from a strontium atom.   use x to represent an electron from an oxygen atom. [3] [total: 9]",
+            "4": "4 0620/33/o/n/13 \u00a9 ucles 2013for examiner\u2019s use3  the main uses of zinc are preventing steel from rusting and making alloys.  (a)  the main ore of zinc is zinc blende. zinc blende consists mainly of zinc sul \ufb01 de, zns.  there are two major methods of extracting zinc from its ore. they are the direct reduction of zinc oxide to zinc and by electrolysis. in both methods, zinc oxide is made from the zinc sul \ufb01 de in the ore.  (i)  how is zinc oxide made from zinc sul \ufb01 de?   . ...   . .  [1]  (ii)  write an equation for the reaction used to reduce zinc oxide to zinc.   . .  [1]  (b)  in the electrolytic method, zinc oxide reacts with sulfuric acid to form impure aqueous  zinc sulfate. this solution contains ni 2+, co2+ and cu2+ ions as impurities.  (i)  write the equation for the reaction between zinc oxide and sulfuric acid.   . .  [1]  (ii)  nickel, cobalt and copper are all less reactive than zinc. explain why the addition of  zinc powder removes these ions from the solution.   . ...   . .  [2]  (c)  the solution of zinc sulfate is electrolysed using inert electrodes.   this electrolysis is similar to that of copper( ii) sulfate with inert electrodes.  (i)  write the equation for the reaction at the negative electrode (cathode).   . .  [1]  (ii)  complete the equation for the reaction at the positive electrode (anode).  .oh\u2013  \u2192  2h2o  +  .  +  .e\u2013 [2]  (iii)  the electrolyte changes from zinc sulfate to   . .  [1]",
+            "5": "5 0620/33/o/n/13 \u00a9 ucles 2013 [turn overfor examiner\u2019s use (d) (i)   brass is an alloy of copper and zinc. suggest two reasons why brass is often used  in preference to copper.   . ...   . .  [2]  (ii)  sacri \ufb01 cial protection is a method of rust prevention. explain in terms of electron  transfer why steel, which is in electrical contact with zinc, does not rust.   . ...   . ...   . ...   . .  [4] [total: 15]",
+            "6": "6 0620/33/o/n/13 \u00a9 ucles 2013for examiner\u2019s use4  sulfuric acid is a strong acid. hexanesulfonic acid is also a strong acid. it has similar properties  to sulfuric acid.  (a)  sulfonic acids are made from alkanes and oleum, h2s2o7. c6h14  +  h2s2o7  \u2192  c6h13so3h  +  h2so4  (i)  describe how oleum is made from sulfur by the contact process. give equations  and reaction conditions.   . ...   . ...   . ...   . ...   . ...   . ...   . .  [6]  (ii)  how is concentrated sulfuric acid made from oleum?   . .  [1]  (b)  the formula of the hexanesulfonate ion is c6h13so3\u2013.   the formula of the barium ion is ba2+. what is the formula of barium hexanesulfonate?   ... ..  [1]  (c)  complete the following equations.  (i)  magnesium  +  hexanesulfonic  \u2192  .  +  .  acid . [1]  (ii) calcium  +  hexanesulfonic  \u2192  .  +  .  oxide acid . [1]  (iii) .c6h13so3h  +  na2co3  \u2192  .  +    +   [2]",
+            "7": "7 0620/33/o/n/13 \u00a9 ucles 2013 [turn overfor examiner\u2019s use (d) (i)  sulfuric acid is a strong acid.   you are given aqueous sulfuric acid, concentration 0.1  mol  / dm3, and aqueous  hexanesulfonic acid, concentration 0.2  mol  / dm3. describe how you could show that  hexanesulfonic acid is also a strong acid.   . ...   . .  [2]  (ii)  deduce why, for a fair comparison, the two acid solutions must have different  concentrations.   . ...   . .  [1]  (iii)  explain the terms strong acid  and weak acid .   . ...   . ...   . .  [2] [total: 17]",
+            "8": "8 0620/33/o/n/13 \u00a9 ucles 2013for examiner\u2019s use5  domestic rubbish is disposed of in land \ufb01 ll sites. rubbish could include the following items. item of rubbishapproximate time for item to break down newspaper one month cotton rag six months woollen glove one year aluminium container up to 500 years styrofoam cup 1000 years  (a)  explain why aluminium, a reactive metal, takes so long to corrode.   ... ..  [1]  (b)  both paper and cotton are complex carbohydrates. they can be hydrolysed to simple  sugars such as glucose.   the formula of glucose can be represented as: ho oh   draw the structural formula of a complex carbohydrate, such as cotton.   include at least two glucose units. [2]",
+            "9": "9 0620/33/o/n/13 \u00a9 ucles 2013 [turn overfor examiner\u2019s use (c)  wool is a protein. it can be hydrolysed to a mixture of monomers by enzymes.  (i)  what are enzymes?   . ...   . .  [2]  (ii)  name another substance which can hydrolyse proteins.   . .  [1]  (iii)  what type of compound are the monomers formed by the hydrolysis of proteins?   . .  [1]  (iv)  which technique could be used to identify the individual monomers in the mixture?   . .  [1]  (v)  proteins contain the amide linkage. name a synthetic macromolecule which contains  the same linkage.   . .  [1]  (d) (i)   what is the scienti \ufb01 c term used to describe polymers which do not break down in  land \ufb01 ll sites?   . .  [1]  (ii)  styrofoam is poly(phenylethene). it is an addition polymer. its structural formula is  given below. deduce the structural formula of the monomer, phenylethene. nch2ch c6h5 [1] [total: 11]",
+            "10": "10 0620/33/o/n/13 \u00a9 ucles 2013for examiner\u2019s use6  the alcohols form a homologous series. the \ufb01 rst \ufb01 ve members are given in the table below.  (a) alcohol formulaheat of combustion in kj  / mol methanol ch3oh 730 ethanol ch3\u2013ch2\u2013oh 1380 propan-1-ol butan-1-ol ch3\u2013ch2\u2013ch2\u2013ch2\u2013oh 2680 pentan-1-ol ch3\u2013ch2\u2013ch2\u2013ch2\u2013ch2\u2013oh 3350  (i)  complete the table. [2]  (ii)  complete the equation for the combustion of pentan-1-ol in excess oxygen.  c5h11oh  +  ...o2  \u2192  .  +  . [1]  (b)  state three  characteristics of a homologous series other than the variation of physical  properties down the series.   ...    ...    ... ..  [3]  (c)  the following alcohols are isomers. ch3\u2013ch2\u2013ch2\u2013ch2\u2013oh   and   (ch3)2ch\u2013ch2\u2013oh  (i)  explain why they are isomers.   . ...   . ...   . .  [2]  (ii)  draw the structural formula of another isomer of the above alcohols. [1]",
+            "11": "11 0620/33/o/n/13 \u00a9 ucles 2013 [turn overfor examiner\u2019s use (d)  alcohols can be made by fermentation and from petroleum.  (i)  ethanol is made from sugars by fermentation. c6h12o6  \u2192  2c2h5oh  +  2co2   the mass of one mole of glucose, c6h12o6, is 180  g.   calculate the maximum mass of ethanol which could be obtained from 72  g of  glucose.   . ...   . ...   . ...   . .  [3]  (ii)  describe how ethanol is made from petroleum. petroleum (alkanes)  \u2192  ethene  \u2192  ethanol   . ...   . ...   . ...   . .  [3] [total: 15]",
+            "12": "12 permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here 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. 0620/33/o/n/13 \u00a9 ucles 2013 group 140 ce cerium 58141 pr praseodymium 59144 nd neodymium 60pm promethium 61150 sm samarium 62152 eu europium 63157 gd gadolinium 64159 tb terbium 65162 dy dysprosium 66165 ho holmium 67167 er erbium 68169 tm thulium 69173 yb ytterbium 70175 lu lutetium 71 232 th thorium 90pa protactinium 91238 u uranium 92np neptunium 93pu plutonium 94am americium 95cm curium 96bk berkelium 97cf californium 98es einsteinium 99fm fermium 100md mendelevium 101no nobelium 102lr lawrencium 1031 h hydrogen 1 7 li lithium 3 23 na sodium 1124 mg magnesium 12 40 ca calcium 2045 sc scandium 2148 ti titanium 2251 v vanadium 2352 cr chromium 2455 mn manganese 2556 fe iron 2659 co cobalt 2759 ni nickel 2864 cu copper 2965 zn zinc 3070 ga gallium 3127 al aluminium 1311 b boron 512 c carbon 614 n nitrogen 716 o oxygen 819 f fluorine 9 28 si silicon 1431 p phosphorus 1532 s sulfur 1635.5 cl chlorine 1740 ar argon 1820 ne neon 104 he helium 2 73 ge germanium 3275 as arsenic 3379 se selenium 3480 br bromine 3584 kr krypton 3639 k potassium 19 88 sr strontium 3889 y yttrium 3991 zr zirconium 4093 nb niobium 4196 mo molybdenum 42tc technetium 43101 ru ruthenium 44103 rh rhodium 45106 pd palladium 46108 ag silver 47112 cd cadmium 48115 in indium 49119 sn tin 50122 sb antimony 51128 te tellurium 52127 i iodine 53131 xe xenon 54 137 ba barium 56139 la lanthanum 57        *178 hf hafnium 72181 ta tantalum 73184 w tungsten 74186 re rhenium 75190 os osmium 76192 ir iridium 77195 pt platinum 78197 au gold 79201 hg mercury 80204 tl thallium 81207 pb lead 82209 bi bismuth 83po polonium 84at astatine 85rn radon 86 fr francium 87227 ac actinium 899 be beryllium 4ii i iii iv v vi vii 0 85 rb rubidium 37 133 cs caesium 55 226 ra radium 88 the volume of one mole of any gas is 24 dm3at room temperature and pressure (r.t.p.).a x ba = relative atomic mass x = atomic symbol b = proton (atomic) numberkey*58-71 lanthanoid series 90-103 actinoid seriesdata sheet the periodic table of the elements"
+        },
+        "0620_w13_qp_51.pdf": {
+            "1": "read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen.you may use a pencil for any diagrams, graphs or rough working.do not use staples, paper clips, highlighters, glue or correction \ufb02 uid. do not  write in any barcodes. answer all questions. electronic calculators may be used.practical notes are provided on page 8.you may lose marks if you do not show your working or if you do not use appropriate units. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question.chemistry  0620/51   paper 5 practical test october/november 2013  1 hour 15 minutes candidates answer on the question paper. additional materials: as listed in the con \ufb01 dential instructionsuniversity of cambridge international examinations international general certi \ufb01 cate of secondary education this document consists of 7 printed pages and 1 blank page. [turn overib13 11_0620_51/2rp\u00a9 ucles 2013 *1146292889* for examiner\u2019s use total",
+            "2": "2 0620/51/o/n/13 \u00a9 ucles 2013for examiner\u2019s use1  you are going to investigate what happens when aqueous sodium hydroxide reacts with acid k.   read all the instructions below carefully before starting the experiments.   instructions   you are going to carry out two experiments.  (a)  experiment 1   use a measuring cylinder to pour 25  cm3 of acid k into a conical \ufb02 ask. add \ufb01 ve drops of  phenolphthalein to the \ufb02 ask.   fill the burette with the aqueous sodium hydroxide to the 0.0  cm3 mark.   slowly add the aqueous sodium hydroxide to acid k in the \ufb02 ask and shake the mixture.   continue to add aqueous sodium hydroxide to the \ufb02 ask until the solution shows a  permanent colour change.   measure and record the volume in the table. complete the table.   pour the solution away and rinse the conical \ufb02 ask. burette reading \ufb01 nal volume  / cm3 initial volume  / cm3 difference  / cm3 [3]  (b)  experiment 2   use a measuring cylinder to pour 50  cm3 of acid k into a conical \ufb02 ask. add the 0.3  g of  powdered calcium carbonate to the \ufb02 ask and shake the \ufb02 ask until no further reaction is  observed.   add \ufb01 ve drops of phenolphthalein to the mixture in the \ufb02 ask.   fill the burette with aqueous sodium hydroxide and record the burette reading. slowly add  aqueous sodium hydroxide from the burette to the \ufb02 ask and shake the mixture. continue  to add aqueous sodium hydroxide to the \ufb02 ask until the solution shows a permanent  colour change.   measure and record the volume in the table. complete the table. burette reading \ufb01 nal volume  / cm3 initial volume  / cm3 difference  / cm3 [3]",
+            "3": "3 0620/51/o/n/13 \u00a9 ucles 2013 [turn overfor examiner\u2019s use (c)  what colour change was observed after the sodium hydroxide solution was added to the  \ufb02 ask?  from  to . ... [2]  (d)  what type of chemical reaction occurs when acid k reacts with sodium hydroxide?   ... ..  [1]  (e)  if experiment 1 was repeated using 50  cm3 of acid k, what volume of sodium hydroxide  would be required to change the colour of the indicator?   ... ..  [2]  (f) (i)   what is the effect of adding 0.3  g of powdered calcium carbonate to acid k?   . ...   . .  [2]  (ii)  use your answers from (b) and (e) to work out the difference in the volume of sodium  hydroxide added when 0.3  g of calcium carbonate is mixed with 50  cm3 of acid k in  experiment 2.   . ...   . .  [2]  (iii)  estimate the mass of calcium carbonate that would need to be added to 50  cm3 of  acid k to require 0.0  cm3 of sodium hydroxide. [1]  (g)  what would be the effect on the results if the solutions of acid k were warmed before  adding the sodium hydroxide? give a reason for your answer.   effect on results     reason  .  [2]",
+            "4": "4 0620/51/o/n/13 \u00a9 ucles 2013for examiner\u2019s use (h)  suggest the advantage, if any, of  (i)  using a pipette to measure the volume of acid k.   . ...   . .  [2]  (ii)  using a polystyrene cup instead of a \ufb02 ask.   . ...   . .  [2] [total: 22]",
+            "5": "5 0620/51/o/n/13 \u00a9 ucles 2013 [turn overfor examiner\u2019s use2  you are provided with two liquids, l and m.   carry out the following tests on l and m, recording all of your observations in the table.   conclusions must not be written in the table. tests observations tests on liquid l (a)  describe the appearance of liquid l.   [1] divide liquid l into \ufb01 ve equal portions in  separate test-tubes. (b) (i)   add the \ufb01 rst portion of liquid l to  the test-tube containing the iodine  crystal. stopper the test-tube and shake the contents.    now add an equal volume of liquid m  to the test-tube, stopper and shake  the contents. leave to stand for \ufb01 ve  minutes and continue to part (c).  (ii)   after \ufb01 ve minutes, remove most of  the top layer using a teat pipette and  add ethanol to the liquid which you have removed. stopper the test-tube and shake the contents. leave to stand for \ufb01 ve minutes.  [1]  ..   [2]  ..   [2] (c)  to the second portion of liquid l, add a  few drops of dilute nitric acid and about  1  cm3 of barium nitrate solution.   [1] (d)  to the third portion of liquid l, add a few  drops of dilute nitric acid and about 1  cm3  of silver nitrate solution.   [2] (e)  to the fourth portion of liquid l, add about  1 cm3 of aqueous copper sulfate, shake  and leave to stand for \ufb01 ve minutes. ..   [2] (f)  to the \ufb01 fth portion of liquid l, add about  2 cm3 of aqueous hydrogen peroxide.   now add about 1  cm3 of starch solution. ..  [3]",
+            "6": "6 0620/51/o/n/13 \u00a9 ucles 2013for examiner\u2019s use (g)  why does the colour of liquid l change in test (b)(i) ?   ...    ... ..  [1]  (h)  what conclusions can you draw about liquid m from test (b)(i) ?   ...    ... ..  [2]  (i)  what conclusions can you draw about liquid l?   ...    ...    ... ..  [1] [total: 18]",
+            "7": "7 0620/51/o/n/13blank page \u00a9 ucles 2013",
+            "8": "8 permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here 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. 0620/51/o/n/13notes for use in qualitative analysis test for anions anion test test result carbonate (co32\u2013) add dilute acid effervescence, carbon dioxide produced chloride (c l \u2013) [in solution]acidify with dilute nitric acid, then add aqueous silver nitratewhite ppt. iodide ( i\u2013) [in solution]acidify with dilute nitric acid, thenadd aqueous silver nitrateyellow ppt. nitrate (no 3\u2013) [in solution]add aqueous sodium hydroxidethen aluminium foil; warm carefullyammonia produced sulfate (so 42\u2013) [in solution]acidify with dilute nitric acid, thenaqueous barium nitratewhite ppt. test for aqueous cations cation effect of aqueous sodium hydroxide effect of aqueous ammonia aluminium (a l 3+)white ppt., soluble in excess giving a colourless solutionwhite ppt., insoluble in excess ammonium (nh4+) ammonia produced on warming \u2013 calcium (ca2+) white ppt., insoluble in excess no ppt., or very slight white ppt. copper (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 iron( iii) (fe3+) red-brown ppt., insoluble in excess red-brown ppt., insoluble in excess zinc (zn2+) white ppt., soluble in excess giving a colourless solutionwhite ppt., soluble in excess givinga colourless solution test for gases gas test and test results ammonia (nh3) turns damp red litmus paper blue carbon dioxide (co2) turns limewater milky chlorine (c l 2) bleaches damp litmus paper hydrogen (h2) \u2018pops\u2019 with a lighted splint oxygen (o2) relights a glowing splint \u00a9 ucles 2013"
+        },
+        "0620_w13_qp_52.pdf": {
+            "1": "read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen.you may use a pencil for any diagrams, graphs or rough working.do not use staples, paper clips, highlighters, glue or correction \ufb02 uid. do not  write in any barcodes. answer all questions. electronic calculators may be used.practical notes are provided on page 8.you may lose marks if you do not show your working or if you do not use appropriate units. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question.chemistry  0620/52   paper 5 practical test october/november 2013  1 hour 15 minutes candidates answer on the question paper. additional materials: as listed in the con \ufb01 dential instructionsuniversity of cambridge international examinations international general certi \ufb01 cate of secondary education this document consists of 7 printed pages and 1 blank page. [turn overib13 11_0620_52/fp\u00a9 ucles 2013 *6686368564* for examiner\u2019s use total",
+            "2": "2 0620/52/o/n/13 \u00a9 ucles 2013for examiner\u2019s use1  you are going to investigate what happens when aqueous sodium hydroxide reacts with acid k.   read all the instructions below carefully before starting the experiments.   instructions   you are going to carry out two experiments.  (a)  experiment 1   use a measuring cylinder to pour 25  cm3 of acid k into a conical \ufb02 ask. add \ufb01 ve drops of  phenolphthalein to the \ufb02 ask.   fill the burette with the aqueous sodium hydroxide to the 0.0  cm3 mark.   slowly add the aqueous sodium hydroxide to acid k in the \ufb02 ask and shake the mixture.   continue to add aqueous sodium hydroxide to the \ufb02 ask until the solution shows a  permanent colour change.   measure and record the volume in the table. complete the table.   pour the solution away and rinse the conical \ufb02 ask. burette reading \ufb01 nal volume  / cm3 initial volume  / cm3 difference  / cm3 [3]  (b)  experiment 2   use a measuring cylinder to pour 50  cm3 of acid k into a conical \ufb02 ask. add the 0.3  g of  powdered calcium carbonate to the \ufb02 ask and shake the \ufb02 ask until no further reaction is  observed.   add \ufb01 ve drops of phenolphthalein to the mixture in the \ufb02 ask.   fill the burette with aqueous sodium hydroxide and record the burette reading. slowly add  aqueous sodium hydroxide from the burette to the \ufb02 ask and shake the mixture. continue  to add aqueous sodium hydroxide to the \ufb02 ask until the solution shows a permanent  colour change.   measure and record the volume in the table. complete the table. burette reading \ufb01 nal volume  / cm3 initial volume  / cm3 difference  / cm3 [3]",
+            "3": "3 0620/52/o/n/13 \u00a9 ucles 2013 [turn overfor examiner\u2019s use (c)  what colour change was observed after the sodium hydroxide solution was added to the  \ufb02 ask?  from  to . ... [2]  (d)  what type of chemical reaction occurs when acid k reacts with sodium hydroxide?   ... ..  [1]  (e)  if experiment 1 was repeated using 50  cm3 of acid k, what volume of sodium hydroxide  would be required to change the colour of the indicator?   ... ..  [2]  (f) (i)   what is the effect of adding 0.3  g of powdered calcium carbonate to acid k?   . ...   . .  [2]  (ii)  use your answers from (b) and (e) to work out the difference in the volume of sodium  hydroxide added when 0.3  g of calcium carbonate is mixed with 50  cm3 of acid k in  experiment 2.   . ...   . .  [2]  (iii)  estimate the mass of calcium carbonate that would need to be added to 50  cm3 of  acid k to require 0.0  cm3 of sodium hydroxide. [1]  (g)  what would be the effect on the results if the solutions of acid k were warmed before  adding the sodium hydroxide? give a reason for your answer.   effect on results     reason  .  [2]",
+            "4": "4 0620/52/o/n/13 \u00a9 ucles 2013for examiner\u2019s use (h)  suggest the advantage, if any, of  (i)  using a pipette to measure the volume of acid k.   . ...   . .  [2]  (ii)  using a polystyrene cup instead of a \ufb02 ask.   . ...   . .  [2] [total: 22]",
+            "5": "5 0620/52/o/n/13 \u00a9 ucles 2013 [turn overfor examiner\u2019s use2  you are provided with two liquids, l and m.   carry out the following tests on l and m, recording all of your observations in the table.   conclusions must not be written in the table. tests observations tests on liquid l (a)  describe the appearance of liquid l.   [1] divide liquid l into \ufb01 ve equal portions in  separate test-tubes. (b) (i)   add the \ufb01 rst portion of liquid l to  the test-tube containing the iodine  crystal. stopper the test-tube and shake the contents.    now add an equal volume of liquid m  to the test-tube, stopper and shake  the contents. leave to stand for \ufb01 ve  minutes and continue to part (c).  (ii)   after \ufb01 ve minutes, remove most of  the top layer using a teat pipette and  add ethanol to the liquid which you have removed. stopper the test-tube and shake the contents. leave to stand for \ufb01 ve minutes.  [1]  ..   [2]  ..   [2] (c)  to the second portion of liquid l, add a  few drops of dilute nitric acid and about  1  cm3 of barium nitrate solution.   [1] (d)  to the third portion of liquid l, add a few  drops of dilute nitric acid and about 1  cm3  of silver nitrate solution.   [2] (e)  to the fourth portion of liquid l, add about  1 cm3 of aqueous copper sulfate, shake  and leave to stand for \ufb01 ve minutes. ..   [2] (f)  to the \ufb01 fth portion of liquid l, add about  2 cm3 of aqueous hydrogen peroxide.   now add about 1  cm3 of starch solution. ..  [3]",
+            "6": "6 0620/52/o/n/13 \u00a9 ucles 2013for examiner\u2019s use (g)  why does the colour of liquid l change in test (b)(i) ?   ...    ... ..  [1]  (h)  what conclusions can you draw about liquid m from test (b)(i) ?   ...    ... ..  [2]  (i)  what conclusions can you draw about liquid l?   ...    ...    ... ..  [1] [total: 18]",
+            "7": "7 0620/52/o/n/13blank page \u00a9 ucles 2013",
+            "8": "8 permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here 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. 0620/52/o/n/13notes for use in qualitative analysis test for anions anion test test result carbonate (co32\u2013) add dilute acid effervescence, carbon dioxide produced chloride (c l \u2013) [in solution]acidify with dilute nitric acid, then add aqueous silver nitratewhite ppt. iodide ( i\u2013) [in solution]acidify with dilute nitric acid, thenadd aqueous silver nitrateyellow ppt. nitrate (no 3\u2013) [in solution]add aqueous sodium hydroxidethen aluminium foil; warm carefullyammonia produced sulfate (so 42\u2013) [in solution]acidify with dilute nitric acid, thenaqueous barium nitratewhite ppt. test for aqueous cations cation effect of aqueous sodium hydroxide effect of aqueous ammonia aluminium (a l 3+)white ppt., soluble in excess giving a colourless solutionwhite ppt., insoluble in excess ammonium (nh4+) ammonia produced on warming \u2013 calcium (ca2+) white ppt., insoluble in excess no ppt., or very slight white ppt. copper (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 iron( iii) (fe3+) red-brown ppt., insoluble in excess red-brown ppt., insoluble in excess zinc (zn2+) white ppt., soluble in excess giving a colourless solutionwhite ppt., soluble in excess givinga colourless solution test for gases gas test and test results ammonia (nh3) turns damp red litmus paper blue carbon dioxide (co2) turns limewater milky chlorine (c l 2) bleaches damp litmus paper hydrogen (h2) \u2018pops\u2019 with a lighted splint oxygen (o2) relights a glowing splint \u00a9 ucles 2013"
+        },
+        "0620_w13_qp_53.pdf": {
+            "1": "read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen.you may use a pencil for any diagrams, graphs or rough working.do not use staples, paper clips, highlighters, glue or correction \ufb02 uid. do not  write in any barcodes. answer all questions. electronic calculators may be used.practical notes are provided on page 8.you may lose marks if you do not show your working or if you do not use appropriate units. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question.chemistry  0620/53   paper 5 practical test october/november 2013  1 hour 15 minutes candidates answer on the question paper. additional materials: as listed in the con \ufb01 dential instructionsuniversity of cambridge international examinations international general certi \ufb01 cate of secondary education this document consists of 6 printed pages and 2 blank pages. [turn overib13 11_0620_53/2rp\u00a9 ucles 2013 *7606081731* for examiner\u2019s use total",
+            "2": "2 0620/53/o/n/13 \u00a9 ucles 2013for examiner\u2019s use1  you are going to investigate the reaction between aqueous potassium manganate( vii),  solution c, and two different acidic solutions, d and e.   read all the instructions below carefully before starting the experiments.  instructions   you are going to carry out three experiments.  (a)  experiment 1   fill the burette with the solution c of potassium manganate( vii) to the 0.0  cm3 mark.  using a measuring cylinder, pour 25  cm3 of solution d into the conical \ufb02 ask.   add 1.0  cm3 of the solution c to the \ufb02 ask, with shaking. continue to add solution c to the  \ufb02 ask until the mixture just turns permanently pink. record the burette reading in the table  and complete the table.   pour away the contents of the conical \ufb02 ask and rinse the \ufb02 ask with distilled water. burette reading \ufb01 nal burette reading  / cm3 initial burette reading  / cm3 difference  / cm3 [3]  (b)  experiment 2   repeat experiment 1 using 25  cm3 of solution e instead of solution d.   record the burette readings in the table and complete the table. burette reading \ufb01 nal burette reading  / cm3 initial burette reading  / cm3 difference  / cm3 [3]  (c)  experiment 3   to about 2  cm3 of solution e in a test-tube, add an equal volume of aqueous ammonia.  shake the test-tube and note any observations. leave the mixture to stand for 5 minutes  and note any changes.   ...    ... ..  [2]",
+            "3": "3 0620/53/o/n/13 \u00a9 ucles 2013 [turn overfor examiner\u2019s use (d) (i)   what colour change was observed as potassium manganate( vii) solution was  added to the \ufb02 ask in experiment 1?   . ...[1]  (ii)  why is an indicator not added to the \ufb02 ask?   . .  [1]  (e) (i)   in which experiment was the greatest volume of potassium manganate( vii) solution  used?   . .  [1]  (ii)  compare the volumes of potassium manganate( vii) used in experiments 1 and 2.   . .  [1]  (iii)  suggest an explanation for the difference in volumes.   . ...   . ...   . .  [2]  (f)  if experiment 2 was repeated using 12.5  cm3 of solution e, what volume of potassium  manganate( vii) solution would be used? explain your answer.   ...    ... ..  [2]  (g)   give one advantage and one disadvantage of using a measuring cylinder for solutions  d and e.  advantage  ... ..  disadvantage ...  [2]  (h)  explain your observations in experiment 3.   ...    ... ..  [3] [total: 21]",
+            "4": "4 0620/53/o/n/13 \u00a9 ucles 2013for examiner\u2019s use2  you are provided with liquid f.   carry out the following tests on the liquid, recording all of your observations in the table.   conclusions must not be written in the table. tests observations divide liquid f into \ufb01 ve equal portions in  separate test-tubes. (a)  describe the appearance of liquid f.   test the ph of the liquid.   to the \ufb01 rst portion of liquid f, add an  equal volume of dilute sulfuric acid.   now add excess aqueous sodium  hydroxide and shake the mixture.  [1]   [1]  ..   [2] (b)  to the second portion of liquid f, add  an equal volume of dilute sulfuric acid  followed by about 2  cm3 of hydrogen  peroxide.   shake the mixture and test the gas given off with a splint. ..   [1]   [2] (c)  to the third portion of liquid f, add  aqueous silver nitrate followed by excess  dilute nitric acid. shake the mixture. ..   [3] (d)  to the fourth portion of liquid f, add  aqueous barium nitrate followed by  excess dilute nitric acid. shake the mixture. ..   [3] (e)  to the \ufb01 fth portion of liquid f, add an  equal volume of sulfuric acid and one  spatula measure of iron \ufb01 lings. ..   [2]",
+            "5": "5 0620/53/o/n/13 \u00a9 ucles 2013 [turn overfor examiner\u2019s use (f)  what type of reaction happened in test (a)? explain your answer.  type of reaction   .  explanation  . ..   ... ..  [2]  (g)  identify the gas given off in test (b).   ... ..  [1]  (h)  draw one conclusion about liquid f.   ... ..  [1] [total: 19]",
+            "6": "6 0620/53/o/n/13blank page \u00a9 ucles 2013",
+            "7": "7 0620/53/o/n/13blank page \u00a9 ucles 2013",
+            "8": "8 permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here 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. 0620/53/o/n/13notes for use in qualitative analysis test for anions anion test test result carbonate (co32\u2013) add dilute acid effervescence, carbon dioxide produced chloride (c l \u2013) [in solution]acidify with dilute nitric acid, then add aqueous silver nitratewhite ppt. iodide ( i\u2013) [in solution]acidify with dilute nitric acid, thenadd aqueous silver nitrateyellow ppt. nitrate (no 3\u2013) [in solution]add aqueous sodium hydroxidethen aluminium foil; warm carefullyammonia produced sulfate (so 42\u2013) [in solution]acidify with dilute nitric acid, thenaqueous barium nitratewhite ppt. test for aqueous cations cation effect of aqueous sodium hydroxide effect of aqueous ammonia aluminium (a l 3+)white ppt., soluble in excess giving a colourless solutionwhite ppt., insoluble in excess ammonium (nh4+) ammonia produced on warming \u2013 calcium (ca2+) white ppt., insoluble in excess no ppt., or very slight white ppt. copper (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 iron(iii) (fe3+) red-brown ppt., insoluble in excess red-brown ppt., insoluble in excess zinc (zn2+) white ppt., soluble in excess giving a colourless solutionwhite ppt., soluble in excess givinga colourless solution test for gases gas test and test results ammonia (nh3) turns damp red litmus paper blue carbon dioxide (co2) turns limewater milky chlorine (c l 2) bleaches damp litmus paper hydrogen (h2) \u2018pops\u2019 with a lighted splint oxygen (o2) relights a glowing splint \u00a9 ucles 2013"
+        },
+        "0620_w13_qp_61.pdf": {
+            "1": "read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen.you may use a pencil for any diagrams, graphs or rough working.do not use staples, paper clips, highlighters, glue or correction \ufb02 uid. do not  write in any barcodes. answer all questions. electronic calculators may be used.you may lose marks if you do not show your working or if you do not use appropriate units. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question.chemistry  0620/61   paper 6 alternative to practical october/november 2013  1 hour candidates answer on the question paper. no additional materials are required.university of cambridge international examinations international general certi \ufb01 cate of secondary education this document consists of 10 printed pages and 2 blank pages. [turn overib13 11_0620_61/2rp\u00a9 ucles 2013 *8106479956*",
+            "2": "2 0620/61/o/n/13 \u00a9 ucles 2013for examiner\u2019s use1  a student investigated the products formed when ethanol was burned using the apparatus  shown. suctionpump liquid f  (a)  complete the box to identify the piece of apparatus. [1]  (b)  why is a suction pump used?   ... ..  [1]  (c) (i)  suggest the purpose and identity of liquid f.  identity   ...  purpose    [2]  (ii)  why is the end of the delivery tube below the surface of liquid f?   . ...   . .  [1]  (d)  give one expected observation in the horizontal part of the delivery tube.   explain your answer.   ...    ... ..  [2] [total: 7]",
+            "3": "3 0620/61/o/n/13 \u00a9 ucles 2013 [turn overfor examiner\u2019s use2  eight steel rods of the same size were placed in solutions of different ph for one week.   the percentage corrosion of the rods was measured and the results plotted on the grid below. 30 20 10 0percentage corrosion of steel rod 01234 ph of solution5678  (a)  draw a best \ufb01 t straight line through the points. [1]  (b)  why were the steel rods the same size?   ... ..  [1]  (c)  state one other variable which should have been kept constant.   ... ..  [1]  (d)  state one conclusion that could be drawn from the results.   ... ..  [1]  (e)  determine the percentage corrosion of a steel rod in a solution of ph 6.5.   ... ..  [1] [total: 5]",
+            "4": "4 0620/61/o/n/13 \u00a9 ucles 2013for examiner\u2019s use3  a student investigated the reaction between aqueous sodium hydroxide and acid k.   two experiments were carried out.  (a)   experiment 1   using a measuring cylinder, 25  cm3 of acid k was poured into a conical \ufb02 ask.  phenolphthalein indicator was added to the \ufb02 ask. a burette was \ufb01 lled with aqueous  sodium hydroxide to the 0.0  cm3 mark. aqueous sodium hydroxide was added from the  burette to the \ufb02 ask and the mixture shaken until the solution showed a permanent colour  change.   the \ufb01 nal volume was measured. use the burette diagram to record the \ufb01 nal volume in  the table and complete the table. 37 38 39 final volume burette reading final volume  / cm3 initial volume  / cm3 difference  / cm3 [2]  (b)  experiment 2   the solution was poured away and the conical \ufb02 ask rinsed.   using a measuring cylinder, 50  cm3 of acid k was poured into the conical \ufb02 ask. 0.3  g of  powdered calcium carbonate was added to the \ufb02 ask and the \ufb02 ask shaken until no further  reaction was observed.   phenolphthalein was added to the mixture in the \ufb02 ask.   a burette was \ufb01 lled with the same aqueous sodium hydroxide and the initial volume  measured. aqueous sodium hydroxide was added from the burette to the \ufb02 ask and the  mixture shaken until the solution showed a permanent colour change.   use the burette diagrams to record the initial and \ufb01 nal volumes in the table and complete  the table. initial volume final volume28 29 309 10 11 burette reading final volume  / cm3 initial volume  / cm3 difference  / cm3 [2]",
+            "5": "5 0620/61/o/n/13 \u00a9 ucles 2013 [turn overfor examiner\u2019s use (c)  what colour change was observed after the sodium hydroxide solution was added to the  \ufb02 ask?   from   to . ...  [2]  (d)  what type of chemical reaction occurred when acid k reacted with sodium hydroxide?   ... ..  [1]  (e)  if experiment 1 were repeated using 50  cm3 of acid k, what volume of sodium hydroxide  would be required to change the colour of the indicator?   ... ..  [2]  (f) (i)   what were the effects of adding 0.3  g of powdered calcium carbonate to acid k?   . ...   . .  [2]  (ii)  use your answer in (e) to work out the difference between the volume of sodium  hydroxide needed to completely react with 50  cm3 of acid k and the volume of  sodium hydroxide used in experiment 2.   . ...   . .  [2]  (iii)  estimate the mass of calcium carbonate that would be needed to be added to 50  cm3  of acid k to require 0.0  cm3 of sodium hydroxide.   . .  [1]  (g)  what would be the effect on the results if the solutions of acid k were warmed before  adding the sodium hydroxide? give a reason for your answer.  effect on results  ... .  reason  .  [2]",
+            "6": "6 0620/61/o/n/13 \u00a9 ucles 2013for examiner\u2019s use (h)  suggest the advantage, if any, of  (i)  using a pipette to measure the volume of acid k.   . ...   . .  [2]  (ii)  using a polystyrene cup instead of a \ufb02 ask.   . ...   . .  [2] [total: 20]",
+            "7": "7 0620/61/o/n/13 \u00a9 ucles 2013 [turn overfor examiner\u2019s use4  two liquids, l and m, were analysed. l was aqueous potassium iodide. m was a colourless  liquid.   the tests on the liquids and some of the observations are in the following table.   complete the observations in the table. tests observations tests on liquid l (a) appearance of liquid l.   [1] liquid l was divided into three equal portions  in separate test-tubes. (b) (i)  an iodine crystal was added to the \ufb01 rst  portion of liquid l. the test-tube was  stoppered and the contents shaken.  (ii)  an equal volume of liquid m was added  to the test-tube, the contents shaken  and left to stand for \ufb01 ve minutes.liquid turned orange two layers were formed, pink top layer and orange lower layer (c)  to the second portion of liquid l, dilute  nitric acid and barium nitrate solution were added.   [1] (d)  to the third portion of liquid l, dilute nitric  acid and silver nitrate solution were added.   [2]  (e)  why does the colour of liquid l change in test (b)(i) ?   ...    ... ..  [1]  (f)  what conclusions can you draw about liquid m from test (b)(ii) ?   ...    ... ..  [2] [total: 7]",
+            "8": "8 0620/61/o/n/13 \u00a9 ucles 2013for examiner\u2019s use5  two experiments using catalysts were carried out. catalysts r and s were used to break  down 50  cm3 of aqueous hydrogen peroxide at a temperature of 20  \u00b0c. the volume of oxygen  given off was measured using the apparatus shown. aqueoushydrogen peroxide catalystgas syringe   the gas syringe diagrams show the volume of oxygen formed every 30 seconds in each  experiment.  (a)  use the syringe diagrams to complete the volumes in the table. time  / s syringe diagramusing catalyst r using catalyst s volume  / cm3syringe diagram volume  / cm3 01 00 20 30 40 30 40 50 50 60 70 60 70 80 60 70 80 60 70 8001 0 10 20 30 30 40 50 50 60 70 60 70 80 60 70 80 60 70 8030 60 90 120150 180 [4]",
+            "9": "9 0620/61/o/n/13 \u00a9 ucles 2013 [turn overfor examiner\u2019s use (b)  plot a graph to show each set of results. clearly label the graphs r and s. 80 70605040302010 0volume of oxygen  / cm3 0 3 06 09 0 1 2 0 time  / s150 180 [6]  (c)  which result using catalyst r was inaccurate?   ... ..  [1]  (d)  which is the better catalyst in this reaction? explain your answer.   ...    ... ..  [2]  (e)  sketch a line on the grid to show the graph you would expect if the reaction with catalyst  r was repeated at 50  \u00b0c. [2] [total: 15]",
+            "10": "10 0620/61/o/n/13 \u00a9 ucles 2013for examiner\u2019s use6 old documents   some documents are stored in containers with packets of silica gel crystals. these crystals  absorb water from air that enters the container. water could damage the documents.   anhydrous cobalt( ii) chloride is added to the silica gel. as the crystals absorb water they  change colour from blue to pink. heating the silica gel in an oven removes the water from the crystals so that the crystals can be reused.   plan an experiment to \ufb01 nd the mass of water absorbed by a packet of silica gel crystals.   ... ...   ... ...   ... ...   ... ...   ... ...   ... ...   ... .  [6] [total: 6]",
+            "11": "11 0620/61/o/n/13blank page \u00a9 ucles 2013",
+            "12": "12 permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here 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. 0620/61/o/n/13blank page \u00a9 ucles 2013"
+        },
+        "0620_w13_qp_62.pdf": {
+            "1": "read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen.you may use a pencil for any diagrams, graphs or rough working.do not use staples, paper clips, highlighters, glue or correction \ufb02 uid. do not  write in any barcodes. answer all questions. electronic calculators may be used.you may lose marks if you do not show your working or if you do not use appropriate units. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question.chemistry  0620/62   paper 6 alternative to practical october/november 2013  1 hour candidates answer on the question paper. no additional materials are required.university of cambridge international examinations international general certi \ufb01 cate of secondary education this document consists of 12 printed pages. [turn overib13 11_0620_62/2rp\u00a9 ucles 2013 *4045280680*",
+            "2": "2 0620/62/o/n/13 \u00a9 ucles 2013for examiner\u2019s use1  alkenes can be made by cracking long chain alkanes. a student used the apparatus below to  demonstrate cracking. broken tileliquid alkane on mineral wool very strong heat water  (a)  complete the box to show the apparatus used. [1]  (b)  indicate with an arrow where the alkenes are collected. [1]  (c)  suggest the purpose of the mineral wool.   ... ..  [1]  (d)  why are small  pieces of broken tile used?   ...    ... ..  [1]  (e)  describe a test to show that alkenes have been made.  test     result  .. .  [2] [total: 6]",
+            "3": "3 0620/62/o/n/13 \u00a9 ucles 2013 [turn overfor examiner\u2019s use2  substance m is a mixture of four dyes. three of the dyes have different solubilities in  propanone. the fourth dye is insoluble in propanone.  (a)  name the process that could be used to separate these dyes.   ... ..  [1]  (b)  sketch on the right hand diagram the results you would expect if m was analysed as  shown. base-line propanone at the beginning at the endm [2]  (c)  why is the base-line not drawn in ink?   ...    ... ..  [1]  (d)  why must the level of the propanone be below the base-line?   ... ..  [1] [total: 5]",
+            "4": "4 0620/62/o/n/13 \u00a9 ucles 2013for examiner\u2019s use3  a student investigated the formation of calcium oxide by heating calcium in air, using the  apparatus shown. heatcrucible   she weighed an empty crucible and its lid. she then added some calcium to the crucible and reweighed it.  (a)  use the balance diagrams to record the masses in the table. balance diagram mass  / g mass of crucible and lid32 31 mass of crucible, lid and calcium3231 [1]   the student then heated the calcium in the crucible for ten minutes. the lid was raised  occasionally using a pair of tongs. after ten minutes, the crucible was allowed to cool and reweighed. this procedure was repeated twice.  (b)  use the balance diagrams to complete the table of results. time  / min 10 20 30 balance diagram32 3133323332 mass of crucible, lid  and calcium oxide  / g [2]",
+            "5": "5 0620/62/o/n/13 \u00a9 ucles 2013 [turn overfor examiner\u2019s use (c)  why was the lid of the crucible raised occasionally?   ... ..  [1]  (d)  explain why the crucible was heated three times.   ...    ... ..  [2]   the table shows the results of experiments using different masses of calcium. experimentmass of calcium  / gmass of calcium oxide  / gmass of oxygen reacted  / g 1 0.12 0.20 0.08 2 0.20 0.32 0.123 0.30 0.49 0.194 0.40 0.615 0.44 0.726 0.48 0.797 0.56 0.92  (e)  complete the table of results. [1]  (f)  plot the results on the grid and draw a straight line graph. 0.5 0.40.30.20.10.0 0.0 0.1 0.2 0.3 0.4 mass of calcium  / g0.5 0.6 0.7mass of oxygen reacted  / g [5]",
+            "6": "6 0620/62/o/n/13 \u00a9 ucles 2013for examiner\u2019s use (g)  which result is inaccurate?   ... ..  [1]  (h)  use your graph  to work out the mass of calcium oxide formed when 0.7  g of calcium is  heated in air. show clearly on the grid how you used your graph. [3] [total: 16]",
+            "7": "7 0620/62/o/n/13 \u00a9 ucles 2013 [turn overfor examiner\u2019s use4  a student investigated what happened when dilute hydrochloric acid and aqueous copper( ii)  sulfate solution reacted with different metals.   five experiments were carried out.  (a)  experiment 1   using a measuring cylinder 10  cm3 of dilute hydrochloric acid was poured into a boiling  tube. the temperature of the solution was measured.   1 g of zinc powder was added to the boiling tube and the mixture stirred with the  thermometer. the maximum temperature of the mixture was measured.   (b)  experiment 2   experiment 1 was repeated using 1  g of iron powder instead of zinc. the initial and  maximum temperatures were measured.  (c)  experiment 3   experiment 1 was repeated using 1  g of magnesium powder instead of zinc. the initial  and maximum temperatures were measured.   use the thermometer diagrams to record the temperatures in the table. complete the  table. experimentthermometer  diagraminitial temperature  / \u00b0cthermometer  diagrammaximum temperature  / \u00b0ctemperature rise  / \u00b0c 130 25 2030 25 20 230 25 2030 25 20 330 25 2080 75 70 [3]  (d)  experiment 4   using a measuring cylinder, 10  cm3 of aqueous copper sulfate was poured into a boiling  tube. the temperature of the solution was measured.   1 g of magnesium powder was added to the boiling tube and the mixture stirred with the  thermometer.   the gas was tested with a lighted splint and a loud pop was observed. the maximum  temperature of the mixture was measured.",
+            "8": "8 0620/62/o/n/13 \u00a9 ucles 2013for examiner\u2019s use (e)  experiment 5   experiment 4 was repeated using 1  g of iron powder instead of magnesium. a red-brown  solid was formed.   use the thermometer diagrams to record the temperatures in the table. complete the  table. experimentthermometer  diagraminitial temperature  / \u00b0cthermometer  diagrammaximum temperature  / \u00b0ctemperature rise  / \u00b0c 4 5 [3]  (f)  draw a labelled bar chart for the results of experiments 1, 2, 3, 4 and 5 on the grid below. temperature rise  / \u00b0c [5]",
+            "9": "9 0620/62/o/n/13 \u00a9 ucles 2013 [turn overfor examiner\u2019s use  use the results and observations to answer the following questions.  (g) (i)   which experiment produced the largest temperature rise?   . .  [1]  (ii)  suggest why this experiment produced the largest temperature rise.   . .  [1]  (h)  name the gas given off in experiment 4.   ... ..  [1]  (i) (i)  identify the red-brown solid formed in experiment 5.   . .  [1]  (ii)  what type of chemical reaction occurs when iron reacts with aqueous copper( ii)  sulfate in experiment 5?   . .  [1]  (j)  predict the effect on the temperature change if 1  g of magnesium ribbon was used in  experiment 3. explain your answer.  effect  .. ...  explanation  . ..   ... ..  [2]  (k)  suggest why potassium was not used as one of the metals in these experiments.   ...    ... ..  [1] [total: 19]",
+            "10": "10 0620/62/o/n/13 \u00a9 ucles 2013for examiner\u2019s use5  two different liquids, a and b, were analysed.   a was an aqueous solution of ethanoic acid and b was a pure liquid.   the tests on the liquids and some of the observations are in the following table.   complete the observations in the table. tests observations tests on liquid a liquid a was divided into three equal portions  in separate test-tubes. (a)  colour and smell of liquid a.   the liquid was added to universal  indicator.    [1]  colour changed from green to  .. ph  ..  [2] (b)  a piece of magnesium ribbon was added  to the second portion of liquid a.  the gas given off was tested with a splint.  ..   ..    [3] (c)  calcium carbonate was added to the third  portion of liquid a.     [1]",
+            "11": "11 0620/62/o/n/13 \u00a9 ucles 2013 [turn overfor examiner\u2019s usetests observations tests on liquid b (d)  dilute sulfuric acid was added to liquid  b followed by aqueous potassium  manganate( vii). the mixture was  heated.changed colour from purple to colourless (e)  liquid b was poured onto a dry watch  glass. the surface of the liquid was touched with a lighted splint.liquid burned with a yellow  / blue \ufb02 ame  (f)  what conclusions can you draw about liquid b?   ...    ... ..  [2] [total: 9]",
+            "12": "12 permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here 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. 0620/62/o/n/13 \u00a9 ucles 2013for examiner\u2019s use6 hair bleach   a solution of hydrogen peroxide can be used to bleach hair. hairdressers buy \u201820 volume\u2019  hydrogen peroxide. one volume of this solution breaks down to form 20 volumes of oxygen. for example 10  cm3 of 20 volume hydrogen peroxide will break down to produce 200  cm3 of  oxygen.   old solutions of hydrogen peroxide will produce less oxygen than expected.   plan an experiment to \ufb01 nd out which of two solutions of hydrogen peroxide, h and j, is  new and which is old. you are provided with common laboratory apparatus and the catalyst  manganese( iv) oxide which speeds up the break down of hydrogen peroxide.   ... ...   ... ...   ... ...   ... ...   ... ...   ... ...   ... ...   ... ...   ... .  [5] [total: 5]"
+        },
+        "0620_w13_qp_63.pdf": {
+            "1": "read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen.you may use a pencil for any diagrams, graphs or rough working.do not use staples, paper clips, highlighters, glue or correction \ufb02 uid. do not  write in any barcodes. answer all questions. electronic calculators may be used.you may lose marks if you do not show your working or if you do not use appropriate units. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question.chemistry  0620/63   paper 6 alternative to practical october/november 2013  1 hour candidates answer on the question paper. no additional materials are required.university of cambridge international examinations international general certi \ufb01 cate of secondary education this document consists of 9 printed pages and 3 blank pages. [turn overib13 11_0620_63/rp\u00a9 ucles 2013 *8630438523*",
+            "2": "2 0620/63/o/n/13 \u00a9 ucles 2013for examiner\u2019s use1  a student tried to separate a mixture of salt and sand. salt, sodium chloride, is soluble in  water. sand, silicon( iv) oxide, is insoluble in water. he added the mixture to water. three  sets of apparatus are shown. a bc  (a)  complete the boxes to identify the pieces of apparatus. [2]  (b)  fill in the blanks in the following sentences.   liquids that dissolve substances are called  .   the clear liquid formed is a . . [2]  (c)  which set of apparatus should be used to obtain   the sand, ...    salt crystals? .   [2]  (d)  what happened to the water used in the experiment?   ... ..  [1] [total: 7]",
+            "3": "3 0620/63/o/n/13 \u00a9 ucles 2013 [turn overfor examiner\u2019s use2  sulfur dioxide is a poisonous gas which is denser than air and soluble in water.   sulfur dioxide can be prepared by adding dilute hydrochloric acid to sodium sul \ufb01 te and  warming the mixture.   study the diagram of the apparatus used. hydrochloric acid sodium sulfitewater heat  (a)  identify and explain three  mistakes in the diagram.  1   mistake  . ...       reason    [2]  2   mistake  . ...       reason    [2]  3   mistake  . ...       reason    [2]  (b)  state one precaution that should be taken when carrying out this experiment.   ... ..  [1] [total: 7]",
+            "4": "4 0620/63/o/n/13 \u00a9 ucles 2013for examiner\u2019s use3  a scientist measured the boiling point of water at different pressures.  (a)  use the thermometer diagrams in the table to complete the boiling point temperatures. pressure / atmospheresthermometer diagramboiling point / \u00b0c 1105 100 95 2125 120 115 3140 135 130 4140 135 130 5155 150 145 6160 155 150 7170 165 160 [3]",
+            "5": "5 0620/63/o/n/13 \u00a9 ucles 2013 [turn overfor examiner\u2019s use (b)  plot the points on the grid and draw a smooth line graph. 170 160150140130120 110 100 01234 pressure  / atmospheres5678boiling point  / \u00b0c [4]  (c)  state which point is inaccurate. why have you chosen this point?   ...    ... ..  [2]  (d)  use your graph  to \ufb01 nd the boiling point of water at a pressure of 7.5 atmospheres.   show clearly on the grid  how you obtained your answer.   ... ..  [3]  (e)  state a chemical test for water.  test     result  .. .  [2] [total: 14]",
+            "6": "6 0620/63/o/n/13 \u00a9 ucles 2013for examiner\u2019s use4  a student investigated the reaction between aqueous potassium manganate( vii), which is  purple, and two different colourless acidic solutions, d and e.   three experiments were carried out.  (a)  experiment 1   a burette was \ufb01 lled with the solution of potassium manganate( vii) to the 0.0  cm3 mark.  using a measuring cylinder, 25  cm3 of solution d was poured into a conical \ufb02 ask.    potassium manganate( vii) solution was added to the \ufb02 ask until the mixture just turned  permanently pink.   use the burette diagram to record the \ufb01 nal volume in the table and complete the table. 14 15 16 final reading burette reading \ufb01 nal burette reading  / cm3 initial burette reading  / cm3 difference  / cm3 [2]  (b)  experiment 2   experiment 1 was repeated using 25  cm3 of solution e instead of solution d.   use the burette diagrams to record the readings in the table and complete the table. 15 16 27 initial reading46 47 48 final reading burette reading \ufb01 nal burette reading  / cm3 initial burette reading  / cm3 difference  / cm3 [2]",
+            "7": "7 0620/63/o/n/13 \u00a9 ucles 2013 [turn overfor examiner\u2019s use (c)  experiment 3   aqueous ammonia was added to solution e in a test-tube. a green precipitate was  observed.   the mixture was left to stand for 5 minutes. the surface of the precipitate turned brown.  what conclusions can you draw from these observations?  ...    ... ..  [3]  (d) (i)  what colour change was observed as potassium manganate( vii) solution was  added to the \ufb02 ask in experiment 1?   . .  [1]  (ii)  why was an indicator not added to the \ufb02 ask?   . .  [1]  (e) (i)  in which experiment was the greatest volume of potassium manganate( vii) solution  used?   . .  [1]  (ii)  compare the volumes of potassium manganate( vii) used in experiments 1 and 2.   . .  [1]  (iii)  suggest an explanation for the difference in volumes.   . ...   . ...   . .  [2]  (f)  if experiment 2 was repeated using 12.5  cm3 of solution e, what volume of potassium  manganate( vii) solution would be used? explain your answer.   ...    ... ..  [2]  (g)  give one advantage and one disadvantage of using a measuring cylinder for solutions d  and e.  advantage  ... ..  disadvantage  ..  [2] [total: 17]",
+            "8": "8 0620/63/o/n/13 \u00a9 ucles 2013for examiner\u2019s use5  two liquids, f and g, were analysed. g was an aqueous solution of potassium chloride.   the tests on the liquids and some of the observations are in the following table.   complete the observations in the table. tests observations tests on liquid f (a) (i)   appearance of liquid f.   the ph of the liquid was tested.  (ii)   an equal volume of dilute sulfuric acid  was added to liquid f.    excess aqueous sodium hydroxide  was then added to the mixture.yellow solution ph = 7 solution turned orange solution turned from orange to yellow (b)  dilute sulfuric acid was added to liquid f  followed by hydrogen peroxide.   the mixture was shaken and the gas  given off tested with a splint.rapid effervescence glowing splint relit tests on liquid g (c)  dilute nitric acid was added to liquid g  followed by aqueous barium nitrate.    [1] (d)  dilute nitric acid was added to liquid g  followed by aqueous silver nitrate.     [2]  (e)  what does test (a)(i)  tell you about liquid f?   ...    ... ..  [2]  (f)  what type of reaction happened in test (a)(ii) ? explain your answer.  type of reaction   .  explanation  . ..   ... ..  [2]  (g)  identify the gas given off in test (b).   ... ..  [1] [total: 8]",
+            "9": "9 0620/63/o/n/13 \u00a9 ucles 2013 [turn overfor examiner\u2019s use6 indigestion tablets   indigestion pain is caused by too much acid in your stomach. the acid is hydrochloric acid.   indigestion tablets contain a base which neutralises the acid.   you are provided with two different brands of indigestion tablets, painremuve and indcure.   plan an investigation to compare which of these brands of tablet is the most effective. you are  provided with dilute hydrochloric acid and common laboratory apparatus.   ... ...   ... ...   ... ...   ... ...   ... ...   ... ...   ... ...   ... ...   ... ...   ... .  [7] [total: 7]",
+            "10": "10 0620/63/o/n/13blank page \u00a9 ucles 2013",
+            "11": "11 0620/63/o/n/13blank page \u00a9 ucles 2013",
+            "12": "12 permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here 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. 0620/63/o/n/13blank page \u00a9 ucles 2013"
+        }
+    },
+    "2014": {
+        "0620_s14_qp_11.pdf": {
+            "1": "  the syllabus is approved for use in england, wales and northern irela nd as a cambridge international level1/level 2 certificate .  this document consists of 15 printed pages and 1 blank page.  ib14 06_0620_11/2rp  \u00a9 ucles 2014 [turn over       *8079009177* cambridge international examinations  cambridge international general certificate of secondary education       chemistry 0620/11     paper 1 multiple choice  may/june 2014       45 minutes  additional materials: multiple choice answer sheet   soft clean eraser   soft pencil (type b or hb is recommended)       read these instructions first    write in soft pencil. do not use staples, paper clips, glue or correction fluid. write your name, centre number and candidate number on the answer sheet in the spaces provided unless  this has been done for you.  do not  write in any barcodes.   there are forty  questions on this paper. answer all questions. for each question there are four possible  answers a, b, c and d.   choose the one you consider correct and record your choice in soft pencil  on the separate answer sheet.   read the instructions on the answer sheet very carefully.  each correct answer will score one mark. a mark will not be deducted for a wrong answer. any rough working should be done in this booklet. a copy of the periodic table is printed on page 16. electronic calculators may be used.  ",
+            "2": "2  \u00a9 ucles 2014 0620/11/m/j/14  1 the diagram shows the result of dropping a purple crystal into water.    water purple crystalafter five hourspurple solution     which processes take place in this experiment?     chemical  reaction diffusing dissolving  a \u0013 \u0013 \u0013  b \u0013 \u0017 \u0013  c \u0017 \u0017 \u0013  d \u0017 \u0013 \u0013     2 the four pieces of apparatus shown below are used in chemical experiments.    burette measuring cylinderpipette thermometer     which statement about the apparatus is correct?  a the burette measures the volume of liquid added in a titration.  b the measuring cylinder measures the mass of a substance used in an experiment.  c the pipette measures the volume of gas given off in a reaction.  d the thermometer measures the density of a solution.     ",
+            "3": "3  \u00a9 ucles 2014 0620/11/m/j/14 [turn over  3 alcohol and water are completely miscible. this means when mixed together they form only one  liquid layer.    which method is used to separate alcohol from water?  a crystallisation  b filtration  c fractional distillation  d precipitation     4 the diagram shows the structure of an atom of element x.    5p 6n eeeeekey e  = electronn  = neutronp  = proton    = nucleus     what is x?  a boron  b carbon  c sodium  d sulfur     ",
+            "4": "4  \u00a9 ucles 2014 0620/11/m/j/14  5 the diagrams show four particles.    1 key = an electron = a neutron = a proton2p 2n = nucleuse e e2 3p3ne e e 3 3p3ne e e e4 3p4ne e ee n p     which two diagrams show atoms  that are isotopes of each other?  a 1 and 2 b 1 and 3 c 2 and 3 d 2 and 4     6 the \u2018lead\u2019 in a pencil is made of a mixture of graphite and clay.    \u2018lead\u2019     when the percentage of graphite is increased, the pencil slides across the paper more easily.    which statement explains this observation?  a graphite has a high melting point.  b graphite is a form of carbon.  c graphite is a lubricant.  d graphite is a non-metal.     ",
+            "5": "5  \u00a9 ucles 2014 0620/11/m/j/14 [turn over  7 element x is in group i of the periodic table. x reacts with element y to form an ionic compound.    which equation shows the process that takes place when x forms ions?  a x  +  e\u2013  \u2192  x+  b x  \u2013  e\u2013  \u2192  x\u2013  c x  +  e\u2013  \u2192  x\u2013  d x  \u2013  e\u2013  \u2192  x+      8 solid f is an element.    solid g is a compound.  neither solid conducts electricity but g conducts electricity when dissolved in water.    these properties suggest that f is \u2026\u20261\u2026\u2026 and that g is \u2026\u20262\u2026\u2026 with \u2026\u20263\u2026\u2026 bonds.    which words correctly complete gaps 1, 2 and 3?     1 2 3  a diamond agc l covalent  b diamond nac l ionic  c graphite agc l ionic  d graphite nac l covalent      9 a compound contains one atom of calcium, two atoms of hydrogen and two atoms of oxygen.    what is the correct chemical formula of the compound?  a cao 2h2 b hocaoh c h 2cao 2 d ca(oh) 2     10 in athletics, banned drugs such as nandrolone have been taken illegally to improve performance. nandrolone has the molecular formula c 18h26o2.    what is the relative molecular mass, mr, of nandrolone?    (relative atomic mass:  h = 1;  c = 12;  o = 16)  a 46 b 150 c 274 d 306     11 which substance will not conduct electricity?  a aluminium  b copper  c plastic  d steel   ",
+            "6": "6  \u00a9 ucles 2014 0620/11/m/j/14  12 which products are formed at the anode and cathode when electricity is passed through molten  lead( ii) bromide?     anode (+) cathode (\u2013)  a bromide ions lead ions  b bromine molecules lead atoms  c lead atoms bromine molecules  d lead ions bromide ions      13 some reactions are endothermic.    how does the temperature and energy change in an endothermic reaction?     temperature change energy change  a decreases energy taken in  b decreases energy given out  c increases energy taken in  d increases energy given out     14 two chemical processes are described below.    \u25cf in the combustion of methane, energy is ..1.. .  \u25cf in the electrolysis of molten lead( ii) bromide, energy is ..2.. .    which words correctly complete gaps 1 and 2?     1 2  a given out given out  b given out taken in  c taken in given out  d taken in taken in     15 which equation shows an oxidation reaction?  a c  +  o 2  \u2192  co 2  b caco 3  \u2192  cao  +  co 2  c cao  +  2hc l  \u2192  cac l 2  +  h 2o  d n2o4  \u2192  2no 2     ",
+            "7": "7  \u00a9 ucles 2014 0620/11/m/j/14 [turn over  16 in separate experiments, a catalyst is added to a reaction mixture and the temperature of the  mixture is decreased.    what are the effects of these cha nges on the rate of the reaction?     catalyst  added temperature  decreased  a faster faster  b faster slower  c slower faster  d slower slower      17 an experiment is carried out to investigate the rate of reaction when calcium carbonate is reacted  with hydrochloric acid.    the volume of carbon dioxide gas given off is measured at different intervals of time.    the diagram shows pieces of apparatus used to collect gases.    1 downward delivery2 gas measuring syringe3 over water in graduated tube     which apparatus is suitable to collect and measure the volume of the carbon dioxide?  a 1, 2 and 3 b 2 and 3 only c 1 only d 3 only     ",
+            "8": "8  \u00a9 ucles 2014 0620/11/m/j/14  18 the equation shows a reaction that is reversed by changing the conditions.       forward reaction  cuso 4.5h 2o    cuso 4  +  5h 2o    how can the forward reaction be reversed?     by adding water by heating  a \u0013 \u0013  b \u0013 \u0017  c \u0017 \u0013  d \u0017 \u0017      19 which statements about alkalis are correct?    1 when reacted with an acid, the ph of the alkali increases.  2 when tested with litmus, the litmus turns blue.  3 when warmed with an ammonium salt, ammonia gas is given off.    a 1, 2 and 3 b 1 and 2 only c 1 and 3 only d 2 and 3 only      20 only two elements are liquid at 20  \u00b0c. one of these elements is shiny and conducts electricity.    this suggests that this element is a ..1 .. and therefore its oxide is ..2.. .    which words correctly complete gaps 1 and 2?     1 2  a metal acidic  b metal basic  c non-metal acidic  d non-metal basic     21 which acid reacts with ammonia to produce the salt ammonium sulfate?  a hydrochloric  b nitric  c phosphoric  d sulfuric     ",
+            "9": "9  \u00a9 ucles 2014 0620/11/m/j/14 [turn over  22 aqueous sodium hydroxide is added to solid x and the mixture is heated.    a green precipitate is formed and an alkaline gas is given off.    which ions are present in x?  a nh 4+ and fe2+  b nh 4+ and fe3+  c oh\u2013 and fe2+  d oh\u2013 and fe3+      23 which statement about the periodic table is correct?  a elements in the same period have the same number of outer electrons.  b the elements on the left are usually gases.  c the most metallic elements are on the left.  d the relative atomic mass of the elements increases from right to left.      24 why is argon gas used to fill electric lamps?  a it conducts electricity.  b it glows when heated.  c it is less dense than air.  d it is not reactive.      25 an element melts at 1455  \u00b0c, has a density of 8.90  g / cm3 and forms a green chloride.    where in the periodic table is this element found?    cb da      ",
+            "10": "10  \u00a9 ucles 2014 0620/11/m/j/14  26 the diagrams show two items that may be found in the home. each item contains zinc.    zinc plated bucket brass door-knocker    in which is zinc used as an alloy?     bucket door-knocker  a \u0013 \u0013  b \u0013 \u0017  c \u0017 \u0013  d \u0017 \u0017     27 in an experiment, three test-tubes labelled x, y and z were half-filled with dilute hydrochloric  acid. a different metal was added to each test-tube. after a few minutes the following observations were made.    in tube x, bubbles slowly rose to the surface.  in tube y, there was a rapid release of bubbles.  in tube z, no bubbles were produced.    which three metals match the observations?     tube x tube y tube z  a copper zinc iron  b magnesium iron copper  c zinc magnesium copper  d zinc magnesium iron     ",
+            "11": "11  \u00a9 ucles 2014 0620/11/m/j/14 [turn over  28 the table shows properties of four metals.    which metal is the most suitable for aircraft construction?     density strength resistance to  corrosion  a high high low  b high low low  c low high high  d low low high      29 the diagram shows a blast furnace.    in which part is iron ore changed to iron?    a b c d     30 the diagram shows some uses of water in the home.    1 2 3    for which uses is it important for the water to have been treated?  a 1 only b 2 only c 3 only d 1, 2 and 3     ",
+            "12": "12  \u00a9 ucles 2014 0620/11/m/j/14  31 four steel paper clips are treated as described before being placed in a beaker of water.    which paper clip rusts most quickly?  a coated with grease  b dipped in paint and allowed to dry  c electroplated with zinc  d washed with soap and rinsed     32 which compound contains two of the three essential elements needed for a complete fertiliser?  a ammonium chloride  b ammonium nitrate  c ammonium phosphate  d ammonium sulfate    33 when compound x is heated, it changes colour from green to black. compound y is formed and  a gas is given off which turns limewater milky.    what are x and y?     x y  a calcium carbonate calcium oxide  b copper carbonate carbon  c copper carbonate copper oxide  d copper sulfate copper oxide    34 acid rain is formed when sulfur dioxide and oxides of nitrogen dissolve in rain water.    which problem is not caused by acid rain?  a breathing difficulties  b dying trees  c erosion of statues  d lowered ph of lakes    ",
+            "13": "13  \u00a9 ucles 2014 0620/11/m/j/14 [turn over  35 which pollutant gas is produced by the decomposition of vegetation?   a carbon monoxide  b methane  c nitrogen oxide  d sulfur dioxide      36 which type of compound is shown?    h c hh hh c hh c oh     a alcohol  b alkane  c alkene  d carboxylic acid      37 the table shows the composition of four different types of petroleum (crude oil).    fraction arabian heavy  / % arabian light  / % iranian heavy  / % north sea  / %  gasoline 18 21 21 23  kerosene 11.5 13 13 15  diesel oil 18 20 20 24  fuel oil 52.5 46 46 38    which type of petroleum is best for the motor vehicle industry?  a arabian heavy  b arabian light  c iranian heavy  d north sea     ",
+            "14": "14  \u00a9 ucles 2014 0620/11/m/j/14  38 alkenes are manufactured by cracking hydrocarbons obtained from petroleum.    alkane x obtained from petroleumalkene ycracking     which row describes the process of cracking?     size of x  molecules size of y  molecules catalyst  required temperature  required  a large small no low  b large small yes high  c small large no low  d small large yes high     39 x, y and z are three hydrocarbons.    x ch 2=ch 2 y ch 3\u2013ch=ch 2 z ch 3\u2013ch 2\u2013ch=ch 2    what do compounds x, y and z have in common?    1 they are all alkenes.  2 they are all part of the same homologous series.  3 they all have the same boiling point.    a 1, 2 and 3 b 1 and 2 only c 1 and 3 only d 2 and 3 only     40 which statements about ethanol are correct?    1 it can be made by fermentation.  2 it is an unsaturated compound.  3 it burns in air and can be used as a fuel.    a 1, 2 and 3 b 1 and 2 only c 1 and 3 only d 2 and 3 only     ",
+            "15": "15  \u00a9 ucles 2014 0620/11/m/j/14  blank page",
+            "16": "16      permission to reproduce items where thir d-party owned material protected by copyright  is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to t race copyright holders, but if any items requiring clearance have unwittingly been included, the  publisher will be pleased to make amends at the earliest possible opportunity.    cambridge international examinations is part of the cambridge asse ssment group. cambridge assessment is the brand name of unive rsity of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge.    \u00a9 ucles 2014 0620/11/m/j/14   group 140 ce cerium 58141 pr praseodymium 59144 nd neodymium 60pm promethium 61150 sm samarium 62152 eu europium 63157 gd gadolinium 64159 tb terbium 65162 dy dysprosium 66165 ho holmium 67167 er erbium 68169 tm thulium 69173 yb ytterbium 70175 lu lutetium 71 232 th thorium 90pa protactinium 91238 u uranium 92np neptunium 93pu plutonium 94am americium 95cm curium 96bk berkelium 97cf californium 98es einsteinium 99fm fermium 100md mendelevium 101no nobelium 102lr lawrencium 1031 h hydrogen 1 7 li lithium 3 23 na sodium 1124 mg magnesium 12 40 ca calcium 2045 sc scandium 2148 ti titanium 2251 v vanadium 2352 cr chromium 2455 mn manganese 2556 fe iron 2659 co cobalt 2759 ni nickel 2864 cu copper 2965 zn zinc 3070 ga gallium 3127 al aluminium 1311 b boron 512 c carbon 614 n nitrogen 716 o oxygen 819 f fluorine 9 28 si silicon 1431 p phosphorus 1532 s sulfur 1635.5 cl chlorine 1740 ar argon 1820 ne neon 104 he helium 2 73 ge germanium 3275 as arsenic 3379 se selenium 3480 br bromine 3584 kr krypton 3639 k potassium 19 88 sr strontium 3889 y yttrium 3991 zr zirconium 4093 nb niobium 4196 mo molybdenum 42tc technetium 43101 ru ruthenium 44103 rh rhodium 45106 pd palladium 46108 ag silver 47112 cd cadmium 48115 in indium 49119 sn tin 50122 sb antimony 51128 te tellurium 52127 i iodine 53131 xe xenon 54 137 ba barium 56139 la lanthanum 57        *178 hf hafnium 72181 ta tantalum 73184 w tungsten 74186 re rhenium 75190 os osmium 76192 ir iridium 77195 pt platinum 78197 au gold 79201 hg mercury 80204 tl thallium 81207 pb lead 82209 bi bismuth 83po polonium 84at astatine 85rn radon 86 fr francium 87227 ac actinium 899 be beryllium 4ii i iii iv v vi vii 0 85 rb rubidium 37 133 cs caesium 55 226 ra radium 88 the volume of one mole of any gas is 2 4dm3at room temperature and pressure (r .t.p.).a x ba = relative atomic mass x = atomic symbol b = proton (atomic) numberkey*58-71 lanthanoid series 90-103 actinoid seriesdata sheet the periodic t able of the elements  "
+        },
+        "0620_s14_qp_12.pdf": {
+            "1": "  the syllabus is approved for use in england, wales and northern irela nd as a cambridge international level1/level 2 certificate .  this document consists of 16 printed pages.  ib14 06_0620_12/2rp  \u00a9 ucles 2014 [turn over       *3542456426* cambridge international examinations  cambridge international general certificate of secondary education       chemistry 0620/12     paper 1 multiple choice  may/june 2014       45 minutes  additional materials: multiple choice answer sheet   soft clean eraser   soft pencil (type b or hb is recommended)       read these instructions first    write in soft pencil. do not use staples, paper clips, glue or correction fluid. write your name, centre number and candidate number on the answer sheet in the spaces provided unless  this has been done for you.  do not  write in any barcodes.   there are forty  questions on this paper. answer all questions. for each question there are four possible  answers a, b, c and d.   choose the one you consider correct and record your choice in soft pencil  on the separate answer sheet.   read the instructions on the answer sheet very carefully.  each correct answer will score one mark. a mark will not be deducted for a wrong answer. any rough working should be done in this booklet. a copy of the periodic table is printed on page 16. electronic calculators may be used.  ",
+            "2": "2  \u00a9 ucles 2014 0620/12/m/j/14  1 two gas jars each contain a different gas. the gas jars are connected and the cover slips are  removed.    the diagram shows what happens to the particles of the gases.    cover slips     which process has occurred?  a chemical reaction  b condensation   c diffusion  d evaporation      2 a liquid is heated until it boils.    thermomete r test-tube 25 cm3 liquid ethanolspirit burner     which result shows that the liquid in the test-tube is pure water?  a condensation forms at the top of the test-tube.  b steam is produced.  c the thermometer reads 100  \u00b0c.  d there is nothing left behind in the test-tube.     ",
+            "3": "3  \u00a9 ucles 2014 0620/12/m/j/14 [turn over  3 which two methods can be used to separate a salt from its solution in water?    1 crystallisation  2 decanting  3 distillation  4 filtration    a 1 and 2 b 1 and 3 c 2 and 3 d 3 and 4      4 which statements about a phosphorus atom, p31 15, are correct?    1 the nucleon number is 16.  2 the number of outer electrons is 5.  3 the proton number is 15.    a 1, 2 and 3 b 1 and 2 only c 1 and 3 only d 2 and 3 only     5 the diagrams show four particles.    1 key = an electron = a neutron = a proton2p 2n = nucleuse e e2 3p3ne e e 3 3p3ne e e e4 3p4ne e ee n p     which two diagrams show atoms  that are isotopes of each other?  a 1 and 2 b 1 and 3 c 2 and 3 d 2 and 4   ",
+            "4": "4  \u00a9 ucles 2014 0620/12/m/j/14  6 the \u2018lead\u2019 in a pencil is made of a mixture of graphite and clay.    \u2018lead\u2019     when the percentage of graphite is increased, the pencil slides across the paper more easily.    which statement explains this observation?  a graphite has a high melting point.  b graphite is a form of carbon.  c graphite is a lubricant.  d graphite is a non-metal.      7 the electronic structures of two atoms, x and y, are shown.    x y     x and y combine together to form a compound.    what is the type of bonding in the compound and what is the formula of the compound?     type of bonding formula  a covalent x 2y  b covalent xy 2  c ionic xy 2  d ionic x 2y    ",
+            "5": "5  \u00a9 ucles 2014 0620/12/m/j/14 [turn over  8 the structure of an organic compound, x, is shown.    c c  c c c c c h h h hh h h  h  h  h h h      what is the molecular formula of x?  a c 6h9 b c 6h12 c c 7h12 d c 7h14      9 what is the relative molecular mass, m r, of nitrogen dioxide?  a 15 b 23 c 30 d 46     10 electrical cables are made from either \u2026\u20261\u2026\u2026, because it is a very good conductor of  electricity, or from\u2026\u20262\u2026\u2026, because it has a low density.   overhead cables have a \u2026\u20263\u2026\u2026 core in order to give the cable strength.    which words correctly complete gaps 1, 2 and 3?     1 2 3  a aluminium copper magnesium  b copper aluminium magnesium  c copper aluminium steel  d magnesium copper steel    11 what will be produced at the anode and at t he cathode, if molten potassium chloride is  electrolysed?     anode (+) cathode (-)  a chlorine hydrogen  b chlorine potassium  c hydrogen chlorine  d potassium chlorine    ",
+            "6": "6  \u00a9 ucles 2014 0620/12/m/j/14  12 solutions of two chemicals are mixed.    a reaction occurs and the temperature change is measured.    which statement is correct?  a if the reaction is endothermic, the temperature decreases and energy is taken in.  b if the reaction is endothermic, the temperature increases and energy is given out.  c if the reaction is exothermic, the temperature decreases and energy is given out.  d if the reaction is exothermic, the temperature increases and energy is taken in.      13 power stations produce electrical energy from different fuels.    which fuel causes least pollution to the atmosphere?  a coal  b fuel oil  c natural gas  d radioactive isotopes     14 a student was investigating the reaction between marble chips and dilute hydrochloric acid.    bung marble chips25 cm3 dilute hydrochloric acidgas syringe     which changes would reduce the rate of reaction?     temperature  of acid concentration  of acid surface area  of marble chips  a decrease decrease decrease  b decrease decrease increase  c increase decrease decrease  d increase increase increase    ",
+            "7": "7  \u00a9 ucles 2014 0620/12/m/j/14 [turn over  15 which equation shows an oxidation reaction?  a c  +  o 2  \u2192  co 2  b caco 3  \u2192  cao  +  co 2  c cao  +  2hc l  \u2192  cac l 2  +  h 2o  d n2o4  \u2192  2no 2     16 in separate experiments, a catalyst is added to a reaction mixture and the temperature of the  mixture is decreased.    what are the effects of these cha nges on the rate of the reaction?     catalyst  added temperature  decreased  a faster faster  b faster slower  c slower faster  d slower slower    17 different plants grow best under different ph conditions.    which plant grows best in alkaline soil?     plant grows best in soil at  ph  a cabbage 6-8  b potato 4-7  c strawberry 5-7  d wheat 6-7    ",
+            "8": "8  \u00a9 ucles 2014 0620/12/m/j/14  18 the equation shows a reaction that is reversed by changing the conditions.       forward reaction  cuso 4.5h 2o    cuso 4  +  5h 2o    how can the forward reaction be reversed?     by adding water by heating  a \u0013 \u0013  b \u0013 \u0017  c \u0017 \u0013  d \u0017 \u0017      19 element x forms an oxide, xo, that neutralises sulfuric acid.    which row describes x and xo?     element x nature of oxide, xo  a metal acidic  b metal basic  c non-metal acidic  d non-metal basic     20 copper carbonate reacts with dilute sulfuric acid to make copper sulfate.    cuco 3(s)  +  h 2so 4(aq)  \u2192  cuso 4(aq)  +  co 2(g)  +  h 2o(l)    which row gives the correct order of steps for making copper sulfate crystals?     step 1 step 2 step 3 step 4  a   add excess acid to  the copper carbonate filter   evaporate filtrate to  point of crystallisation leave to cool    b   add excess acid to  the copper carbonate filter   evaporate to  dryness leave to cool    c   add excess copper  carbonate to the acid evaporate to point  of crystallisation leave to cool   filter    d   add excess copper  carbonate to the acid filter   evaporate filtrate to  point of crystallisation leave to cool       ",
+            "9": "9  \u00a9 ucles 2014 0620/12/m/j/14 [turn over  21 element x is a non-metal.    in which position of the periodic table could element x be found?  a at the bottom of group i  b at the top of group 0  c at the top of group i  d in the transition elements     22 aqueous sodium hydroxide is added to solid x and the mixture is heated.    a green precipitate is formed and an alkaline gas is given off.    which ions are present in x?  a nh 4+ and fe2+  b nh 4+ and fe3+  c oh\u2013 and fe2+  d oh\u2013 and fe3+    23 a student carried out an experiment to find the order of reactivity of five metals.    they were tested with cold water, hot water and steam and the results recorded in a table.    metal cold water hot water steam  v no reaction reacts slowly vigorous reaction  w no reaction no reaction slow reaction  x reacts slowly vigorous reaction not attempted  y no reaction no reaction no reaction  z vigorous reaction explosive reaction not attempted    what is the order of reactivity of these metals?     most reactive  least reactive  a v w y x z  b w x z v y  c z x v w y  d z x y w v     ",
+            "10": "10  \u00a9 ucles 2014 0620/12/m/j/14  24 why is argon gas used to fill electric lamps?  a it conducts electricity.  b it glows when heated.  c it is less dense than air.  d it is not reactive.      25 an element melts at 1455  \u00b0c, has a density of 8.90  g / cm3 and forms a green chloride.    where in the periodic table is this element found?    cb da       26 the diagrams show two items that may be found in the home. each item contains zinc.    zinc plated bucket brass door-knocker    in which is zinc used as an alloy?     bucket door-knocker  a \u0013 \u0013  b \u0013 \u0017  c \u0017 \u0013  d \u0017 \u0017     ",
+            "11": "11  \u00a9 ucles 2014 0620/12/m/j/14 [turn over  27 which object is likely to be made from stainless steel?    bicycle chaina car bodyb can of beansc teaspoond      28 four reactions that take place in the blast furnace to produce iron are shown.    which reaction is used to keep the furnace hot?  a c  +  o 2  \u2192  co 2  b co 2  +  c  \u2192  2co  c fe 2o3  +  3c  \u2192  2fe  +  3co  d fe 2o3  +  3co  \u2192  2fe  +  3co 2     ",
+            "12": "12  \u00a9 ucles 2014 0620/12/m/j/14  29 the diagram shows a blast furnace.    in which part is iron ore changed to iron?    a b c d     30 the diagram shows some uses of water in the home.    1 2 3    for which uses is it important for the water to have been treated?  a 1 only b 2 only c 3 only d 1, 2 and 3      31 a piece of uncoated iron and three pieces of iron with various coatings were left exposed to the  air.    which piece of iron would rust?  a the painted piece  b the tin-coated piece  c the uncoated piece  d the zinc-coated piece     ",
+            "13": "13  \u00a9 ucles 2014 0620/12/m/j/14 [turn over  32 which compound would not be an effective fertiliser?  a ammonium nitrate, nh 4no 3  b calcium oxide, cao  c calcium phosphate, ca 3(po 4)2  d potassium nitrate, kno 3      33 sulfur dioxide, so 2, nitrogen dioxide, no 2, and carbon monoxide, co, are air pollutants.   which row correctly shows their major source?   motor car engines power stations a co no 2, so 2  b no 2, co so 2  c so 2, no 2 co  d so 2 no 2, co     34 which process does not produce carbon dioxide?  a combustion of methane  b fermentation of sugar  c polymerisation of ethene  d respiration    35 which pollutant gas is produced by the decomposition of vegetation?  a carbon monoxide  b methane  c nitrogen oxide  d sulfur dioxide    ",
+            "14": "14  \u00a9 ucles 2014 0620/12/m/j/14  36 which diagram shows the structure of pentanoic acid?    h ch hhhhhhhhh c c c c o ha hhho hhhhh c c c c chh ob h chhhhhh hhh c c c cc h chhhhhhhho c c c c h odh h      37 the table shows the composition of four different types of petroleum (crude oil).    fraction arabian heavy  /  % arabian light  / % iranian heavy  / % north sea  / %  gasoline 18 21 21 23  kerosene 11.5 13 13 15  diesel oil 18 20 20 24  fuel oil 52.5 46 46 38    which type of petroleum is best for the motor vehicle industry?  a arabian heavy  b arabian light  c iranian heavy  d north sea     ",
+            "15": "15  \u00a9 ucles 2014 0620/12/m/j/14  38 the diagram shows the cracking of substance x.    y watercotton wool soaked in xcatalyst heat     which type of organic compound is found in y, which is not present in x?  a acid  b alcohol  c alkane  d alkene     39 in which reaction could one of the products bel ong to the same homologous series as the organic  reactant?  a addition of steam to ethene  b combustion of an alkane  c cracking of an alkane  d polymerisation of ethene      40 ethanol is produced from either ethene or sugar.    which type of chemical reaction is used in each case?     ethene \u2192 ethanol sugar \u2192 ethanol  a addition fermentation  b addition fractional distillation  c distillation fermentation  d distillation fractional distillation     ",
+            "16": "16      permission to reproduce items where thir d-party owned material protected by copyright  is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to t race copyright holders, but if any items requiring clearance have unwittingly been included, the  publisher will be pleased to make amends at the earliest possible opportunity.    cambridge international examinations is part of the cambridge asse ssment group. cambridge assessment is the brand name of unive rsity of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge.    \u00a9 ucles 2014 0620/12/m/j/14   group 140 ce cerium 58141 pr praseodymium 59144 nd neodymium 60pm promethium 61150 sm samarium 62152 eu europium 63157 gd gadolinium 64159 tb terbium 65162 dy dysprosium 66165 ho holmium 67167 er erbium 68169 tm thulium 69173 yb ytterbium 70175 lu lutetium 71 232 th thorium 90pa protactinium 91238 u uranium 92np neptunium 93pu plutonium 94am americium 95cm curium 96bk berkelium 97cf californium 98es einsteinium 99fm fermium 100md mendelevium 101no nobelium 102lr lawrencium 1031 h hydrogen 1 7 li lithium 3 23 na sodium 1124 mg magnesium 12 40 ca calcium 2045 sc scandium 2148 ti titanium 2251 v vanadium 2352 cr chromium 2455 mn manganese 2556 fe iron 2659 co cobalt 2759 ni nickel 2864 cu copper 2965 zn zinc 3070 ga gallium 3127 al aluminium 1311 b boron 512 c carbon 614 n nitrogen 716 o oxygen 819 f fluorine 9 28 si silicon 1431 p phosphorus 1532 s sulfur 1635.5 cl chlorine 1740 ar argon 1820 ne neon 104 he helium 2 73 ge germanium 3275 as arsenic 3379 se selenium 3480 br bromine 3584 kr krypton 3639 k potassium 19 88 sr strontium 3889 y yttrium 3991 zr zirconium 4093 nb niobium 4196 mo molybdenum 42tc technetium 43101 ru ruthenium 44103 rh rhodium 45106 pd palladium 46108 ag silver 47112 cd cadmium 48115 in indium 49119 sn tin 50122 sb antimony 51128 te tellurium 52127 i iodine 53131 xe xenon 54 137 ba barium 56139 la lanthanum 57        *178 hf hafnium 72181 ta tantalum 73184 w tungsten 74186 re rhenium 75190 os osmium 76192 ir iridium 77195 pt platinum 78197 au gold 79201 hg mercury 80204 tl thallium 81207 pb lead 82209 bi bismuth 83po polonium 84at astatine 85rn radon 86 fr francium 87227 ac actinium 899 be beryllium 4ii i iii iv v vi vii 0 85 rb rubidium 37 133 cs caesium 55 226 ra radium 88 the volume of one mole of any gas is 2 4dm3at room temperature and pressure (r .t.p.).a x ba = relative atomic mass x = atomic symbol b = proton (atomic) numberkey*58-71 lanthanoid series 90-103 actinoid seriesdata sheet the periodic t able of the elements  "
+        },
+        "0620_s14_qp_13.pdf": {
+            "1": "  the syllabus is approved for use in england, wales and northern irela nd as a cambridge international level1/level 2 certificate .  this document consists of 15 printed pages and 1 blank page.  ib14 06_0620_13/fp  \u00a9 ucles 2014 [turn over       *8978722695* cambridge international examinations  cambridge international general certificate of secondary education       chemistry 0620/13     paper 1 multiple choice  may/june 2014       45 minutes  additional materials: multiple choice answer sheet   soft clean eraser   soft pencil (type b or hb is recommended)       read these instructions first    write in soft pencil. do not use staples, paper clips, glue or correction fluid. write your name, centre number and candidate number on the answer sheet in the spaces provided unless  this has been done for you.  do not  write in any barcodes.   there are forty  questions on this paper. answer all questions. for each question there are four possible  answers a, b, c and d.   choose the one you consider correct and record your choice in soft pencil  on the separate answer sheet.   read the instructions on the answer sheet very carefully.  each correct answer will score one mark. a mark will not be deducted for a wrong answer. any rough working should be done in this booklet. a copy of the periodic table is printed on page 16. electronic calculators may be used.  ",
+            "2": "2  \u00a9 ucles 2014 0620/13/m/j/14  1 the diagram shows the result of dropping a purple crystal into water.    water purple crystalafter five hourspurple solution     which processes take place in this experiment?     chemical  reaction diffusing dissolving  a \u0013 \u0013 \u0013  b \u0013 \u0017 \u0013  c \u0017 \u0017 \u0013  d \u0017 \u0013 \u0013     2 alcohol and water are completely miscible. this means when mixed together they form only one liquid layer.    which method is used to separate alcohol from water?  a crystallisation  b filtration  c fractional distillation  d precipitation     ",
+            "3": "3  \u00a9 ucles 2014 0620/13/m/j/14 [turn over  3 the four pieces of apparatus shown below are used in chemical experiments.    burette measuring cylinderpipette thermometer     which statement about the apparatus is correct?  a the burette measures the volume of liquid added in a titration.  b the measuring cylinder measures the mass of a substance used in an experiment.  c the pipette measures the volume of gas given off in a reaction.  d the thermometer measures the density of a solution.      4 the diagram shows the structure of an atom of element x.    5p 6n eeeeekey e  = electronn  = neutronp  = proton    = nucleus     what is x?  a boron  b carbon  c sodium  d sulfur     ",
+            "4": "4  \u00a9 ucles 2014 0620/13/m/j/14  5 the \u2018lead\u2019 in a pencil is made of a mixture of graphite and clay.    \u2018lead\u2019     when the percentage of graphite is increased, the pencil slides across the paper more easily.    which statement explains this observation?  a graphite has a high melting point.  b graphite is a form of carbon.  c graphite is a lubricant.  d graphite is a non-metal.      6 the diagrams show four particles.    1 key = an electron = a neutron = a proton2p 2n = nucleuse e e2 3p3ne e e 3 3p3ne e e e4 3p4ne e ee n p     which two diagrams show atoms  that are isotopes of each other?  a 1 and 2 b 1 and 3 c 2 and 3 d 2 and 4     ",
+            "5": "5  \u00a9 ucles 2014 0620/13/m/j/14 [turn over  7 solid f is an element.    solid g is a compound.   neither solid conducts electricity but g conducts electricity when dissolved in water.   these properties suggest that f is \u2026\u20261\u2026\u2026 and that g is \u2026\u20262\u2026\u2026 with \u2026\u20263\u2026\u2026 bonds.    which words correctly complete gaps 1, 2 and 3?     1 2 3  a diamond agc l covalent  b diamond nac l ionic  c graphite agc l ionic  d graphite nac l covalent    8 in athletics, banned drugs such as nandrolone have been taken illegally to improve performance.  nandrolone has the molecular formula c 18h26o2.    what is the relative molecular mass, mr, of nandrolone?    (relative atomic mass:  h = 1;  c = 12;  o = 16)  a 46 b 150 c 274 d 306     9 a compound contains one atom of calcium, two atoms of hydrogen and two atoms of oxygen.    what is the correct chemical formula of the compound?  a cao 2h2 b hocaoh c h 2cao 2 d ca(oh) 2      10 element x is in group i of the periodic table. x reacts with element y to form an ionic compound.    which equation shows the process that takes place when x forms ions?  a x  +  e\u2013  \u2192  x+  b x  \u2013  e\u2013  \u2192  x\u2013  c x  +  e\u2013  \u2192  x\u2013  d x  \u2013  e\u2013  \u2192  x+     11 which substance will not conduct electricity?  a aluminium  b copper  c plastic  d steel   ",
+            "6": "6  \u00a9 ucles 2014 0620/13/m/j/14  12 two chemical processes are described below.    \u25cf in the combustion of methane, energy is ..1.. .  \u25cf in the electrolysis of molten lead( ii) bromide, energy is ..2.. .    which words correctly complete gaps 1 and 2?     1 2  a given out given out  b given out taken in  c taken in given out  d taken in taken in     13 which equation shows an oxidation reaction?  a c  +  o 2  \u2192  co 2  b caco 3  \u2192  cao  +  co 2  c cao  +  2hc l  \u2192  cac l 2  +  h 2o  d n2o4  \u2192  2no 2      14 some reactions are endothermic.    how does the temperature and energy change in an endothermic reaction?     temperature change energy change  a decreases energy taken in  b decreases energy given out  c increases energy taken in  d increases energy given out     15 which products are formed at the anode and cathode when electricity is passed through molten  lead( ii) bromide?     anode (+) cathode (\u2013)  a bromide ions lead ions  b bromine molecules lead atoms  c lead atoms bromine molecules  d lead ions bromide ions     ",
+            "7": "7  \u00a9 ucles 2014 0620/13/m/j/14 [turn over  16 an experiment is carried out to investigate the rate of reaction when calcium carbonate is reacted  with hydrochloric acid.    the volume of carbon dioxide gas given off is measured at different intervals of time.    the diagram shows pieces of apparatus used to collect gases.    1 downward delivery2 gas measuring syringe3 over water in graduated tube     which apparatus is suitable to collect and measure the volume of the carbon dioxide?  a 1, 2 and 3 b 2 and 3 only c 1 only d 3 only      17 in separate experiments, a catalyst is added to a reaction mixture and the temperature of the  mixture is decreased.    what are the effects of these cha nges on the rate of the reaction?     catalyst  added temperature  decreased  a faster faster  b faster slower  c slower faster  d slower slower     18 which statements about alkalis are correct?    1 when reacted with an acid, the ph of the alkali increases.  2 when tested with litmus, the litmus turns blue.  3 when warmed with an ammonium salt, ammonia gas is given off.    a 1, 2 and 3 b 1 and 2 only c 1 and 3 only d 2 and 3 only     ",
+            "8": "8  \u00a9 ucles 2014 0620/13/m/j/14  19 which acid reacts with ammonia to produce the salt ammonium sulfate?  a hydrochloric  b nitric  c phosphoric  d sulfuric      20 the equation shows a reaction that is reversed by changing the conditions.       forward reaction  cuso 4.5h 2o    cuso 4  +  5h 2o    how can the forward reaction be reversed?     by adding water by heating  a \u0013 \u0013  b \u0013 \u0017  c \u0017 \u0013  d \u0017 \u0017     21 only two elements are liquid at 20  \u00b0c. one of these elements is shiny and conducts electricity.    this suggests that this element is a ..1 .. and therefore its oxide is ..2.. .    which words correctly complete gaps 1 and 2?     1 2  a metal acidic  b metal basic  c non-metal acidic  d non-metal basic     ",
+            "9": "9  \u00a9 ucles 2014 0620/13/m/j/14 [turn over  22 an element melts at 1455  \u00b0c, has a density of 8.90  g / cm3 and forms a green chloride.    where in the periodic table is this element found?    cb da      23 why is argon gas used to fill electric lamps?  a it conducts electricity.  b it glows when heated.  c it is less dense than air.  d it is not reactive.     24 which statement about the periodic table is correct?  a elements in the same period have the same number of outer electrons.  b the elements on the left are usually gases.  c the most metallic elements are on the left.  d the relative atomic mass of the elements increases from right to left.      25 aqueous sodium hydroxide is added to solid x and the mixture is heated.    a green precipitate is formed and an alkaline gas is given off.    which ions are present in x?  a nh 4+ and fe2+  b nh 4+ and fe3+  c oh\u2013 and fe2+  d oh\u2013 and fe3+    ",
+            "10": "10  \u00a9 ucles 2014 0620/13/m/j/14  26 in an experiment, three test-tubes labelled x, y and z were half-filled with dilute hydrochloric  acid. a different metal was added to each test-tube. after a few minutes the following  observations were made.    in tube x, bubbles slowly rose to the surface.  in tube y, there was a rapid release of bubbles.  in tube z, no bubbles were produced.    which three metals match the observations?     tube x tube y tube z  a copper zinc iron  b magnesium iron copper  c zinc magnesium copper  d zinc magnesium iron     27 the diagrams show two items that may be found in the home. each item contains zinc.    zinc plated bucket brass door-knocker    in which is zinc used as an alloy?     bucket door-knocker  a \u0013 \u0013  b \u0013 \u0017  c \u0017 \u0013  d \u0017 \u0017    ",
+            "11": "11  \u00a9 ucles 2014 0620/13/m/j/14 [turn over  28 the diagram shows some uses of water in the home.    1 2 3    for which uses is it important for the water to have been treated?  a 1 only b 2 only c 3 only d 1, 2 and 3     29 the table shows properties of four metals.    which metal is the most suitable for aircraft construction?     density strength resistance to  corrosion  a high high low  b high low low  c low high high  d low low high    30 the diagram shows a blast furnace.    in which part is iron ore changed to iron?    a b c d     ",
+            "12": "12  \u00a9 ucles 2014 0620/13/m/j/14  31 acid rain is formed when sulfur dioxide and oxides of nitrogen dissolve in rain water.    which problem is not caused by acid rain?  a breathing difficulties  b dying trees  c erosion of statues  d lowered ph of lakes     32 which compound contains two of the three essential elements needed for a complete fertiliser?  a ammonium chloride  b ammonium nitrate  c ammonium phosphate  d ammonium sulfate    33 four steel paper clips are treated as described before being placed in a beaker of water.    which paper clip rusts most quickly?  a coated with grease  b dipped in paint and allowed to dry  c electroplated with zinc  d washed with soap and rinsed      34 when compound x is heated, it changes colour from green to black. compound y is formed and  a gas is given off which turns limewater milky.    what are x and y?     x y  a calcium carbonate calcium oxide  b copper carbonate carbon  c copper carbonate copper oxide  d copper sulfate copper oxide    ",
+            "13": "13  \u00a9 ucles 2014 0620/13/m/j/14 [turn over  35 which type of compound is shown?    h c hh hh c hh c oh     a alcohol  b alkane  c alkene  d carboxylic acid     36 the table shows the composition of four different types of petroleum (crude oil).    fraction arabian heavy  /  % arabian light  / % iranian heavy  / % north sea  / %  gasoline 18 21 21 23  kerosene 11.5 13 13 15  diesel oil 18 20 20 24  fuel oil 52.5 46 46 38    which type of petroleum is best for the motor vehicle industry?  a arabian heavy  b arabian light  c iranian heavy  d north sea      37 which pollutant gas is produced by the decomposition of vegetation?  a carbon monoxide  b methane  c nitrogen oxide  d sulfur dioxide    ",
+            "14": "14  \u00a9 ucles 2014 0620/13/m/j/14  38 x, y and z are three hydrocarbons.    x ch 2=ch 2 y ch 3\u2013ch=ch 2 z ch 3\u2013ch 2\u2013ch=ch 2    what do compounds x, y and z have in common?    1 they are all alkenes.  2 they are all part of the same homologous series. 3 they all have the same boiling point.    a 1, 2 and 3 b 1 and 2 only c 1 and 3 only d 2 and 3 only      39 alkenes are manufactured by cracking hydrocarbons obtained from petroleum.    alkane x obtained from petroleumalkene ycracking     which row describes the process of cracking?     size of x  molecules size of y  molecules catalyst  required temperature  required  a large small no low  b large small yes high  c small large no low  d small large yes high     40 which statements about ethanol are correct?    1 it can be made by fermentation.  2 it is an unsaturated compound.  3 it burns in air and can be used as a fuel.    a 1, 2 and 3 b 1 and 2 only c 1 and 3 only d 2 and 3 only     ",
+            "15": "15  \u00a9 ucles 2014 0620/13/m/j/14  blank page",
+            "16": "16      permission to reproduce items where thir d-party owned material protected by copyright  is included has been sought and cleared w here possible. every  reasonable effort has been made by the publis her (ucles) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the  publisher will be pleased to make amends at the earliest possible opportunity.    cambridge international examinations is part of the cambridge asse ssment group. cambridge assessment is the brand name of unive rsity of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge.    \u00a9 ucles 2014 0620/13/m/j/14   group 140 ce cerium 58141 pr praseodymium 59144 nd neodymium 60pm promethium 61150 sm samarium 62152 eu europium 63157 gd gadolinium 64159 tb terbium 65162 dy dysprosium 66165 ho holmium 67167 er erbium 68169 tm thulium 69173 yb ytterbium 70175 lu lutetium 71 232 th thorium 90pa protactinium 91238 u uranium 92np neptunium 93pu plutonium 94am americium 95cm curium 96bk berkelium 97cf californium 98es einsteinium 99fm fermium 100md mendelevium 101no nobelium 102lr lawrencium 1031 h hydrogen 1 7 li lithium 3 23 na sodium 1124 mg magnesium 12 40 ca calcium 2045 sc scandium 2148 ti titanium 2251 v vanadium 2352 cr chromium 2455 mn manganese 2556 fe iron 2659 co cobalt 2759 ni nickel 2864 cu copper 2965 zn zinc 3070 ga gallium 3127 al aluminium 1311 b boron 512 c carbon 614 n nitrogen 716 o oxygen 819 f fluorine 9 28 si silicon 1431 p phosphorus 1532 s sulfur 1635.5 cl chlorine 1740 ar argon 1820 ne neon 104 he helium 2 73 ge germanium 3275 as arsenic 3379 se selenium 3480 br bromine 3584 kr krypton 3639 k potassium 19 88 sr strontium 3889 y yttrium 3991 zr zirconium 4093 nb niobium 4196 mo molybdenum 42tc technetium 43101 ru ruthenium 44103 rh rhodium 45106 pd palladium 46108 ag silver 47112 cd cadmium 48115 in indium 49119 sn tin 50122 sb antimony 51128 te tellurium 52127 i iodine 53131 xe xenon 54 137 ba barium 56139 la lanthanum 57        *178 hf hafnium 72181 ta tantalum 73184 w tungsten 74186 re rhenium 75190 os osmium 76192 ir iridium 77195 pt platinum 78197 au gold 79201 hg mercury 80204 tl thallium 81207 pb lead 82209 bi bismuth 83po polonium 84at astatine 85rn radon 86 fr francium 87227 ac actinium 899 be beryllium 4ii i iii iv v vi vii 0 85 rb rubidium 37 133 cs caesium 55 226 ra radium 88 the volume of one mole of any gas is 2 4dm3at room temperature and pressure (r .t.p.).a x ba = relative atomic mass x = atomic symbol b = proton (atomic) numberkey*58-71 lanthanoid series 90-103 actinoid seriesdata sheet the periodic t able of the elements  "
+        },
+        "0620_s14_qp_21.pdf": {
+            "1": "this document consists o f 17 printed pages and 3 blank pages . [turn overib14 06_0620_21/2rp \u00a9 ucles 2014 *1339612500* read these instructions first write your centre number, candidate number and name in the spaces at the top of this page. write in dark blue or black pen.you may use an hb pencil for any diagrams or graphs.do not use staples, paper clips, glue or correction \ufb02 uid. do not  write in any barcodes. answer all questions. electronic calculators may be used.a copy of the periodic table is printed on pa ge 20. you may lose marks if you do not show your working or if you do not use appropriate units. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question.chemistry  0620/21   paper 2 may/june 2014  1 hour 15 minutes candidates answer on the question paper. no additional materials are required.cambridge international examinations cambridge international general certi \ufb01 cate of secondary education the syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certi \ufb01 cate.",
+            "2": "2 0620/21/m/j/14 \u00a9 ucles 20141 (a)   choose from the list of substances below to answer the following questions. calcium oxide carbon dioxide carbon monoxide copper hydrogen magnesium methane oxygen water   each substance may be used once, more than once or not at all.   which substance:  (i)  releases hydrogen when it reacts with steam,   . ..  [1]  (ii)  is produced at the cathode when concentrated aqueous sodium chloride is electrolysed,   . ..  [1]  (iii)  is a product of the incomplete combustion of carbon,   . ..  [1]  (iv)  is used in electrical wiring,   . ..  [1]  (v)  is manufactured by heating limestone?   . ..  [1]  (b)  complete the following sentences about the periodic table of elements using words from the  list below.  argon colour density sodium  one similarity  trend  seven   chlorine, bromine and iodine are elements in group . of the periodic table.   these elements show a . in . down the group.   they all react rapidly with . to form ionic compounds. [4] [total: 9]",
+            "3": "3 0620/21/m/j/14 \u00a9 ucles 2014 [turn over2  in 1904, j. j. thomson suggested a model of the atom. he called this the \u2018plum pudding\u2019 model.  this model of an atom, containing 14 electrons, is shown below. sphere of positive charge which is spread out electrons  (a)  describe how thomson\u2019s model of the atom differs from our present ideas of the structure of  an atom.   ... .   ... .   ... .   ... ...  [3]  (b)  lithium has two naturally-occurring isotopes. these can be written as: 6 3li73li and  (i) describe the difference between these isotopes.   . ..  [1]  (ii)  isotopes can be radioactive or non-radioactive.   state one industrial use of radioactive isotopes.   . ..  [1]  (c)  lithium is in group i of the periodic table.   the table shows some properties of the group i elements. metal melting point  / \u00b0c atomic radius  / nm lithium 0.157 sodium 98 0.191potassium 63rubidium 39 0.250caesium 29 0.272  deduce:   the melting point of lithium,  ... \u00b0c   the atomic radius of potassium   nm [2]",
+            "4": "4 0620/21/m/j/14 \u00a9 ucles 2014 (d)   lithium reacts with water. an alkaline solution and a colourless gas are formed.  (i)  complete the word equation for this reaction. lithium   +   water   \u2192   ..   ..   +   .. [2]  (ii)  what is the most likely ph of the alkaline solution?   put a ring around the correct answer. ph 2                ph 5                ph 7                ph 13 [1]  (e)  draw the electronic structure of a potassium atom. [2] [total: 12]",
+            "5": "5 0620/21/m/j/14 \u00a9 ucles 2014 [turn over3  the table shows some fractions obtained from the distillation of petroleum. fractionnumber of carbon atomsboiling point of the fraction  / \u00b0c re\ufb01 nery gas 1  \u2013 4 under 40 gasoline 5  \u2013 10 40  \u2013 160 kerosene 10  \u2013 16 160  \u2013 250 diesel 16  \u2013 20 250  \u2013 300 fuel oil 20  \u2013 30 300  \u2013 350  (a)  what is the relationship between the number of carbon atoms and the boiling points of the  fractions?   ... ...  [1]  (b)  state the names of two petroleum fractions not given in the table.  ... and .. . [2]  (c) two of the compounds present in re \ufb01 nery gas are methane and ethane.  (i)  draw the structure of ethane. show all atoms and bonds. [1]  (ii)  complete the dot and cross diagram of methane to show all the electrons. h h h c h [2]",
+            "6": "6 0620/21/m/j/14 \u00a9 ucles 2014 (d)  re\ufb01 nery gas also contains propane.   propane can be cracked in the presence of a catalyst to form hydrogen.  (i)  complete the symbol equation for this reaction. c3h8   \u2192   ...   +   h2 [1]  (ii)  a catalyst is one condition needed to crack an alkane.   state one other condition needed to crack an alkane.   . ..  [1] [total: 8]",
+            "7": "7 0620/21/m/j/14 \u00a9 ucles 2014 [turn over4  the diagram shows the changes of state when tin vapour is cooled slowly to room temperature. tin vapourliquid tinsolid tincondensation solidification (freezing)  (a)  explain what happens to the arrangement and motion of the atoms during these changes.   ... .   ... .   ... .   ... .   ... ...  [4]  (b)  tin is a metal in group iv of the periodic table.   how many electrons does tin have in its outer shell?   ... ...  [1]  (c)  state one physical property of tin.   ... ...  [1]  (d)  the table below describes the reaction of some metals with dilute hydrochloric acid. ironbubbles of gas produced and temperature  of the mixture rises slowly magnesiummany bubbles of gas produced rapidly and  temperature of the mixture rises rapidly silverno bubbles of gas given off and no  temperature change tina few bubbles of gas given off slowly and  temperature of the mixture rises very slowly   put these metals in order of their reactivity. least reactive most reactive [2]",
+            "8": "8 0620/21/m/j/14 \u00a9 ucles 2014 (e)  tin is extracted by heating tin( iv) oxide with carbon.  (i)  complete the symbol equation for this reaction. sno2   +   ...c   \u2192   sn   +   ...co [2]  (ii)  state one adverse effect of carbon monoxide on health.   . ..  [1] [total: 11]",
+            "9": "9 0620/21/m/j/14 \u00a9 ucles 2014 [turn over5  the diagram shows a blast furnace for extracting iron. mixture of iron ore and coke  (a)  on the diagram above, write:  \u25cf  the letter a to show where the air blast enters the furnace,  \u25cf  the letter w to show where the waste gases exit the furnace. [2]  (b)  which one of the following is an ore of iron?   put a ring around the correct answer. calcite             \ufb02 uorite             hematite             halite [1]  (c)   in the furnace, the coke burns to form carbon dioxide. this reaction is exothermic.  (i)  what is meant by the term exothermic  ?   . ..  [1]  (ii)  describe a test for carbon dioxide.  test   ..  result  .. ...  [2]  (d)  in the blast furnace, carbon dioxide reacts with more coke to form carbon monoxide.   the carbon monoxide reduces iron( iii) oxide to iron. fe2o3  +  3co  \u2192  2fe  +  3co2   how does this equation show that iron( iii) oxide is being reduced?   ... ...  [1] [total: 7]",
+            "10": "10 0620/21/m/j/14 \u00a9 ucles 20146  the structure of ethanol is shown below. hc c hh o hhh  (a)  on the structure above, put a ring around the alcohol functional group. [1]  (b)   ethanol can be made by fermentation.  (i)  complete the word equation for fermentation.    \u2192   ethanol   +       [2]  (ii)  what type of catalysts are used in fermentation?   put a ring around the correct answer. acids                carbonates                enzymes                metals [1]  (c)  ethanol can also be made by hydration.   complete the symbol equation for this reaction.    +   h2o   \u2192   c2h5oh [1]  (d)  the diagram below shows how the rate of fermentation changes with temperature. 0 1 02 03 0 temperature  / \u00b0c40 50 60rate   describe how the rate of fermentation changes with temperature.   ... .   ... .   ... ...  [2]",
+            "11": "11 0620/21/m/j/14 \u00a9 ucles 2014 [turn over (e)  the table shows some properties of different alcohols. alcohol formulamelting point / \u00b0cboiling point / \u00b0cdensity in g  / cm3 methanol ch4o\u2013  94 65 ethanol c2h6o \u2013117 79 0.789 propanol c3h8o \u2013126 98 0.804 butanol c4h10o\u2013  89 117 0.810 pentanol c5h12o\u2013  79 138 0.815  (i)  describe how density changes with the number of carbon atoms in the alcohol.   . ..  [1]  (ii)  which one of these alcohols has the lowest melting point?   . ..  [1]  (iii)  is pentanol a solid, liquid or gas at room temperature?   explain your answer.   .    .    . ..  [1] [total: 10]",
+            "12": "12 0620/21/m/j/14 \u00a9 ucles 20147  a student used chromatography to separate the dyes in the blue ink from a ball-point pen.   she used the equipment shown in the diagrams below. solvent large watchglass chromatography tank chromatography paper  (a)  complete the diagram below to show how she set up the apparatus. [3]  (b)  describe how chromatography could be used by the student to separate the dyes.   ... .   ... .   ... ...  [3]  (c)  the student used water as a solvent. suggest a different solvent that she could use.   ... ...  [1]",
+            "13": "13 0620/21/m/j/14 \u00a9 ucles 2014 [turn over (d)  the diagram below shows the results of the chromatography using the blue ink, b, and several  pure dyes, w, x, y and z. bwxyz  (i)  which of the dyes, w, x, y and z, were in the blue ink?   . ..  [1]  (ii)  how many dyes in the ink had been separated by this chromatography?   . ..  [1]  (e)  the diagram shows the ball-point pen used in the experiment. alloy tippoly(ethene) cap ink  (i)  the cap of the pen is made of poly(ethene).   describe the formation of poly(ethene) from ethene. in your answer, include the words:  \u25cf monomer,  \u25cf polymer.   .    .    . ..  [2]  (ii)  the tip of the pen is made from an alloy.   what is meant by the term alloy  ?   .    . ..  [1]",
+            "14": "14 0620/21/m/j/14 \u00a9 ucles 2014 (f)  the table shows some properties of four alloys. alloystrength / gpadensity in g  / cm3thermal conductivity in w  / m / k low strength steel 250 7.70 60 high strength steel 300 7.90 56low strength aluminium 70 2.72 170high strength aluminium 220 2.80 100  (i)  how does the strength of the steel and aluminium alloys vary with their thermal  conductivity?   . ..  [1]  (ii)  which one of these alloys is the best one to use to make the body of an aircraft?   give two reasons for your answer.   .    .    . ..  [3] [total: 16]",
+            "15": "15 0620/21/m/j/14 \u00a9 ucles 2014 [turn over8  zinc can be extracted from zinc sul \ufb01 de ore in three steps.  (a)  in the \ufb01 rst step, zinc sul \ufb01 de is heated in air to produce zinc oxide.  (i)  complete the symbol equation for this reaction. 2zns   +   o2   \u2192   2zno   +   .so2 [2]  (ii)  the product sulfur dioxide, so2, is harmful to the environment.   explain why it is harmful to the environment and state one effect it has on buildings.   .    . ..  [2]  (b) in the second step, zinc oxide reacts with sulfuric acid to form zinc sulfate. zinc oxide  +  sulfuric acid  \u2192  zinc sulfate  +  water   zinc sulfate is soluble in water.   some insoluble impurities in the zinc oxide do not react with the sulfuric acid.   suggest how these insoluble impurities are removed from the zinc sulfate solution.   ... ...  [1]  (c)  in the third step, zinc is extracted from zinc sulfate by electrolysis using the cell shown below. +\u2013lead rod aluminium rod aqueous zinc sulfate  (i)  which word best describes the aluminium rod?   put a ring around the correct answer. anion          anode          cathode          cation          electrolyte          product [1]",
+            "16": "16 0620/21/m/j/14 \u00a9 ucles 2014 (ii)  suggest which statement about this electrolysis is completely correct.   tick one box.  zinc is formed at the positive electrode and  hydrogen at the negative electrode.  zinc is formed at the positive electrode and  oxygen at the negative electrode.  zinc is formed at the negative electrode and  hydrogen at the positive electrode.  zinc is formed at the negative electrode and  oxygen at the positive electrode. [1] [total: 7]",
+            "17": "17 0620/21/m/j/14 \u00a9 ucles 2014blank page",
+            "18": "18 0620/21/m/j/14 \u00a9 ucles 2014blank page",
+            "19": "19 0620/21/m/j/14 \u00a9 ucles 2014blank page",
+            "20": "20 0620/21/m/j/14 \u00a9 ucles 2014permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here possible. every reasonable effort has been made by the publisher (ucles) to trace copyright holders, but if any items requiring clearance have unwittingly been included the  publisher will be pleased to make amends at the earliest possible opportunity. cambridge international examinations is part of the cambridge assessment group. cambridge assessment is the brand name of unive rsity of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge. group 140 ce cerium 58141 pr praseodymium 59144 nd neodymium 60pm promethium 61150 sm samarium 62152 eu europium 63157 gd gadolinium 64159 tb terbium 65162 dy dysprosium 66165 ho holmium 67167 er erbium 68169 tm thulium 69173 yb ytterbium 70175 lu lutetium 71 232 th thorium 90pa protactinium 91238 u uranium 92np neptunium 93pu plutonium 94am americium 95cm curium 96bk berkelium 97cf californium 98es einsteinium 99fm fermium 100md mendelevium 101no nobelium 102lr lawrencium 1031 h hydrogen 1 7 li lithium 3 23 na sodium 1124 mg magnesium 12 40 ca calcium 2045 sc scandium 2148 ti titanium 2251 v vanadium 2352 cr chromium 2455 mn manganese 2556 fe iron 2659 co cobalt 2759 ni nickel 2864 cu copper 2965 zn zinc 3070 ga gallium 3127 al aluminium 1311 b boron 512 c carbon 614 n nitrogen 716 o oxygen 819 f fluorine 9 28 si silicon 1431 p phosphorus 1532 s sulfur 1635.5 cl chlorine 1740 ar argon 1820 ne neon 104 he helium 2 73 ge germanium 3275 as arsenic 3379 se selenium 3480 br bromine 3584 kr krypton 3639 k potassium 19 88 sr strontium 3889 y yttrium 3991 zr zirconium 4093 nb niobium 4196 mo molybdenum 42tc technetium 43101 ru ruthenium 44103 rh rhodium 45106 pd palladium 46108 ag silver 47112 cd cadmium 48115 in indium 49119 sn tin 50122 sb antimony 51128 te tellurium 52127 i iodine 53131 xe xenon 54 137 ba barium 56139 la lanthanum 57        *178 hf hafnium 72181 ta tantalum 73184 w tungsten 74186 re rhenium 75190 os osmium 76192 ir iridium 77195 pt platinum 78197 au gold 79201 hg mercury 80204 tl thallium 81207 pb lead 82209 bi bismuth 83po polonium 84at astatine 85rn radon 86 fr francium 87227 ac actinium 899 be beryllium 4ii i iii iv v vi vii 0 85 rb rubidium 37 133 cs caesium 55 226 ra radium 88 the volume of one mole of any gas is 24 dm3at room temperature and pressure (r.t.p.).a x ba = relative atomic mass x = atomic symbol b = proton (atomic) numberkey*58-71 lanthanoid series 90-103 actinoid seriesdata sheet the periodic table of the elements"
+        },
+        "0620_s14_qp_22.pdf": {
+            "1": "this document consists of 15 printed pages and 1 bla nk page. [turn overib14 06_0620_22/3rp \u00a9 ucles 2014 *6390889396* read these instructions first write your centre number, candidate number and name in the spaces at the top of this page. write in dark blue or black pen.you may use an hb pencil for any diagrams or graphs.do not use staples, paper clips, glue or correction \ufb02 uid. do not  write in any barcodes. answer all questions. electronic calculators may be used.a copy of the periodic table is printed on pa ge 16. you may lose marks if you do not show your working or if you do not use appropriate units. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question.chemistry  0620/22   paper 2 may/june 2014  1 hour 15 minutes candidates answer on the question paper. no additional materials are required.cambridge international examinations cambridge international general certi \ufb01 cate of secondary education the syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certi \ufb01 cate.",
+            "2": "2 0620/22/m/j/14 \u00a9 ucles 2014blank page",
+            "3": "3 0620/22/m/j/14 \u00a9 ucles 2014 [turn over1  the diagram shows part of the periodic table. only some of the elements are shown. h li c n o na a l k f ec on ic uz n rb cs pb  (a)  answer the following questions using only the elements shown in the diagram.   each element may be used once, more than once or not at all.  (i)  which element has a giant covalent structure?    [1]  (ii)  which element has the highest relative atomic mass?  .  [1]  (iii)  which two elements are formed when molten aluminium oxide is electrolysed? ..  and  ..  [1]  (iv)  which element in group i reacts most rapidly with water?  ...  [1]  (v)  which element oxidises in the presence of water to form rust?  ...  [1]  (vi)  which element burns in oxygen to form water?  ...  [1]  (b)  rubidium reacts with oxygen to form rubidium oxide, rb2o.   complete the symbol equation for this reaction. rb   +   ..   \u2192   2rb2o [2]  (c)  lead compounds are atmospheric pollutants.   state one adverse effect of lead compounds on health.   ... ...  [1] [total: 9]",
+            "4": "4 0620/22/m/j/14 \u00a9 ucles 20142  carbon dioxide can be prepared in the laboratory using the apparatus shown below. hydrochloric acidacarbon dioxideb marble chips(calcium carbonate)  (a)  state the names of the pieces of apparatus labelled a and b.  a  . ...  b  . ... [2]  (b)  complete the word equation for this reaction. calcium carbonate+hydrochloric acid\u2192. .+carbon dioxide+ . [2]  (c)  carbon dioxide is slightly soluble in water.   what effect will this have on the volume of carbon dioxide collected?   tick one box.  the volume is lower than expected. the volume is higher than expected. the volume is the same as expected. no carbon dioxide is collected. [1]",
+            "5": "5 0620/22/m/j/14 \u00a9 ucles 2014 [turn over (d)  a burning candle is lowered into a beaker of carbon dioxide. beake r candle  (i)  the \ufb02 ame goes out.   explain why the \ufb02 ame goes out.   . ..  [1]  (ii)  after 20 seconds, the candle is removed and relit.   it is then lowered into the same beaker again.   the \ufb02 ame goes out again.   what does this tell you about the density of carbon dioxide compared to air?   . ..  [1]  (iii)  after 40 minutes, the candle is removed and relit.   it is then lowered into the same beaker again.   the candle stays alight.   explain why the candle stays alight.   .    .    . ..  [2] [total: 9]",
+            "6": "6 0620/22/m/j/14 \u00a9 ucles 20143  river water contains a variety of ions and gases, and insoluble materials such as soil particles.  (a)  describe how you could remove the insoluble materials from a sample of river water.   include a labelled diagram.   ... .   ... .   ... .   ... ...  [4]  (b) the table shows the ions present in a sample of river water.  name of ion formula of ionconcentration  in mg  / dm3 calcium ca2+0.6 chloride c l \u201314.0 hydrogen carbonate hco3\u20131.5 iron(iii)f e3+0.5 magnesium mg2+1.0 potassium k+3.0 sodium na+11.0 so42\u20130.4  (i)  which ion with a charge of 2+ is present in the highest concentration?   . ..  [1]  (ii)  state the name of the ion with the formula so42\u2013.   . ..  [1]",
+            "7": "7 0620/22/m/j/14 \u00a9 ucles 2014 [turn over (iii)  calculate the total mass of ions present in 1  dm3 of river water. .. mg  [1]  (iv)  use your answer to part (iii) to calculate the total mass of ions in 50  cm3 of river water. .. mg  [1]  (v)  a student evaporated the sample of river water to leave a solid containing a number of  different compounds.   use the information in the table to suggest the name of the compound present in the  greatest amount.   . ..  [1]",
+            "8": "8 0620/22/m/j/14 \u00a9 ucles 2014 (c)  the table shows the solubility of oxygen in river water at different temperatures. temperature  / \u00b0c 0 10 20 30 40 50 60 solubility in mg  / dm311.0 8.8 7.2 6.0 4.9 4.2 3.6  (i)  on the axes below, plot a graph to show how the solubility of oxygen changes with  temperature. draw a curve of best \ufb01 t through the points. 12 10 864 2 0 0 1 02 03 0 temperature  / \u00b0csolubility in mg  / dm3 40 50 60 [3]  (ii)  deduce the solubility of oxygen in river water at 25  \u00b0c.   . ..  [1]  (iii)  state the approximate percentage of oxygen in the air .   . ..  [1] [total: 14]",
+            "9": "9 0620/22/m/j/14 \u00a9 ucles 2014 [turn over4  the alkanes are a homologous series of hydrocarbons.  (a)  name another homologous series of hydrocarbons.   ... ...  [1]  (b)  the graph below shows how the melting points of the \ufb01 rst eight alkanes vary with the number  of carbon atoms. 12345 number of carbon atoms6789 1 00 \u201350 \u2013100\u2013150\u2013200melting point  / \u00b0c  (i)  describe how the melting points of these alkanes vary with the number of carbon atoms.   .    .    . ..  [2]  (ii)  on the graph above , continue the line to show the melting points of the hydrocarbons  having 9 and 10 carbon atoms. [2]  (c)  the \ufb01 rst member of the alkane homologous series is methane.  (i)  state one source of the methane in the atmosphere.   . ..  [1]  (ii)  state one adverse effect of methane in the atmosphere.   . ..  [1]  (d)  complete the symbol equation to show the complete combustion of methane. ch4   +   o2   \u2192      +   2h2o [2] [total: 9]",
+            "10": "10 0620/22/m/j/14 \u00a9 ucles 20145  iron from a blast furnace contains carbon, sulfur, silicon and phosphorus as impurities.  (a)  iron is converted into steel in a basic oxygen converter.   the impurities undergo oxidation.   what is meant by the term oxidation ?   ... ...  [1]  (b)  carbon is oxidised to carbon dioxide. sulfur is oxidised to sulfur dioxide.   explain why these oxides are easily removed from the molten iron.   ... ...  [1]  (c)  phosphorus is converted to phosphorus( v) oxide.  (i)  complete the symbol equation for this reaction. .p   +   5o2   \u2192   2p2o5 [1]  (ii)  is phosphorus( v) oxide an acidic or basic oxide?   give a reason for your answer.   .    . ..  [1]  (d)  phosphorus( v) oxide is a solid.   explain how this oxide is removed from the molten iron.   ... .   ... .   ... ...  [3]  (e)  steel is an alloy.  (i)  state one use of:  mild steel,  . ..  stainless steel.    [2]",
+            "11": "11 0620/22/m/j/14 \u00a9 ucles 2014 [turn over (ii)  which diagram, a, b, c or d, best represents an alloy?   put a ring around the correct answer. a b c d [1]  (f)  the table shows the composition of some different brasses. composition of the brassstrength / 108 pa% zinc % copper 10 90 2.6 20 80 3.030 70 3.340 60 3.6   how does the composition of brass affect its strength?   ... ...  [1]  (g)  a student dissolved a sample of brass in concentrated nitric acid.   nitrogen dioxide, no 2, was released. cu  +  4hno3  \u2192  cu(no3)2  +  2no2  +  2h2o  (i)  write a word equation for this reaction. [2]  (ii)  the student added aqueous ammonia to the solution formed until the ammonia was in  excess.   describe what the student would observe.   .    .    . ..  [3]  (iii)  state one source of the nitrogen dioxide in the atmosphere.   . ..  [1] [total: 17]",
+            "12": "12 0620/22/m/j/14 \u00a9 ucles 20146  in the 1860s, john newlands listed the elements in order of increasing atomic mass. part of his  table is shown. h 1li 2be 3b 4c 5n 6o 7 f 8na 9mg 10al 11si 12p 13s 14 cl 15k 16ca 17cr 18ti 19mn 20fe 21  (a) (i)   describe the differences between newlands\u2019 table and the periodic table we use today.   .    .    .    .    . ..  [3]  (ii)  what evidence is there, from newlands\u2019 table, that some elements with similar properties  are grouped together?   .    . ..  [1]  (b)  the table below shows some properties of some of the halogens. halogenmelting point / \u00b0cboiling point / \u00b0ccolour chlorine \u2013101 \u20137 yellow-green bromine \u20137 red-browniodine +114 +184 grey-blackastatine +302 +337   deduce:  the colour of astatine,  . ...  the boiling point of bromine,  ... ...  the state of iodine at 190  \u00b0c.  .. [3]",
+            "13": "13 0620/22/m/j/14 \u00a9 ucles 2014 [turn over (c)  aqueous chlorine reacts with aqueous potassium bromide. cl 2  +  2kbr  \u2192  br2  +  2kc l  (i)  describe the colour change you would observe in this reaction.   . ..  [1]  (ii)  state the name of the salt formed in this reaction.   . ..  [1]  (iii)  explain why aqueous bromine does not react with aqueous potassium chloride.   .    . ..  [1]  (iv)  the halogens exist as diatomic molecules.   what is meant by the term diatomic ?   . ..  [1] [total: 11]",
+            "14": "14 0620/22/m/j/14 \u00a9 ucles 20147  ethanol is an alcohol.  (a)  complete the structure of ethanol showing all atoms and bonds. \u2013 c \u2013 o \u2013 h [1]  (b)  state the name of the products formed when ethanol undergoes incomplete  combustion.  ... and .. . [2]  (c)  ethanol can be manufactured by fermentation or by the hydration of ethene.  (i)  complete the word equation for the manufacture of ethanol from ethene. ethene   +      \u2192   ethanol [1]  (ii)  what conditions are needed for the manufacture of ethanol from ethene?   tick two boxes.  temperature above 100  \u00b0c  room temperature presence of inorganic catalyst presence of yeast presence of hydrogen [2]",
+            "15": "15 0620/22/m/j/14 \u00a9 ucles 2014 [turn over (iii)   when ethanol is prepared by fermentation, the fermentation mixture produced contains  ethanol and water.   the boiling point of ethanol is 78  \u00b0c.   describe how fractional distillation can be used to separate ethanol from water.   in your answer, refer to:  \u25cf the apparatus used,  \u25cf changes in state,  \u25cf differences in boiling points.   you may use a diagram.   .    .    .    .    .    .    . ..  [5] [total: 11]",
+            "16": "16 0620/22/m/j/14 \u00a9 ucles 2014permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here possible. every reasonable effort has been made by the publisher (ucles) to trace copyright holders, but if any items requiring clearance have unwittingly been included the  publisher will be pleased to make amends at the earliest possible opportunity. cambridge international examinations is part of the cambridge assessment group. cambridge assessment is the brand name of unive rsity of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge. group 140 ce cerium 58141 pr praseodymium 59144 nd neodymium 60pm promethium 61150 sm samarium 62152 eu europium 63157 gd gadolinium 64159 tb terbium 65162 dy dysprosium 66165 ho holmium 67167 er erbium 68169 tm thulium 69173 yb ytterbium 70175 lu lutetium 71 232 th thorium 90pa protactinium 91238 u uranium 92np neptunium 93pu plutonium 94am americium 95cm curium 96bk berkelium 97cf californium 98es einsteinium 99fm fermium 100md mendelevium 101no nobelium 102lr lawrencium 1031 h hydrogen 1 7 li lithium 3 23 na sodium 1124 mg magnesium 12 40 ca calcium 2045 sc scandium 2148 ti titanium 2251 v vanadium 2352 cr chromium 2455 mn manganese 2556 fe iron 2659 co cobalt 2759 ni nickel 2864 cu copper 2965 zn zinc 3070 ga gallium 3127 al aluminium 1311 b boron 512 c carbon 614 n nitrogen 716 o oxygen 819 f fluorine 9 28 si silicon 1431 p phosphorus 1532 s sulfur 1635.5 cl chlorine 1740 ar argon 1820 ne neon 104 he helium 2 73 ge germanium 3275 as arsenic 3379 se selenium 3480 br bromine 3584 kr krypton 3639 k potassium 19 88 sr strontium 3889 y yttrium 3991 zr zirconium 4093 nb niobium 4196 mo molybdenum 42tc technetium 43101 ru ruthenium 44103 rh rhodium 45106 pd palladium 46108 ag silver 47112 cd cadmium 48115 in indium 49119 sn tin 50122 sb antimony 51128 te tellurium 52127 i iodine 53131 xe xenon 54 137 ba barium 56139 la lanthanum 57        *178 hf hafnium 72181 ta tantalum 73184 w tungsten 74186 re rhenium 75190 os osmium 76192 ir iridium 77195 pt platinum 78197 au gold 79201 hg mercury 80204 tl thallium 81207 pb lead 82209 bi bismuth 83po polonium 84at astatine 85rn radon 86 fr francium 87227 ac actinium 899 be beryllium 4ii i iii iv v vi vii 0 85 rb rubidium 37 133 cs caesium 55 226 ra radium 88 the volume of one mole of any gas is 24 dm3at room temperature and pressure (r.t.p.).a x ba = relative atomic mass x = atomic symbol b = proton (atomic) numberkey*58-71 lanthanoid series 90-103 actinoid seriesdata sheet the periodic table of the elements"
+        },
+        "0620_s14_qp_23.pdf": {
+            "1": "this document consists of 17 printed pages and 3 blank pages. [turn overib14 06_0620_23/3rp \u00a9 ucles 2014 *1126807358* read these instructions first write your centre number, candidate number and name in the spaces at the top of this page. write in dark blue or black pen.you may use an hb pencil for any diagrams or graphs.do not use staples, paper clips, glue or correction \ufb02 uid. do not  write in any barcodes. answer all questions. electronic calculators may be used.a copy of the periodic table is printed on pa ge 20. you may lose marks if you do not show your working or if you do not use appropriate units. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question.chemistry  0620/23   paper 2 may/june 2014  1 hour 15 minutes candidates answer on the question paper. no additional materials are required.cambridge international examinations cambridge international general certi \ufb01 cate of secondary education the syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certi \ufb01 cate.",
+            "2": "2 0620/23/m/j/14 \u00a9 ucles 20141 (a)   choose from the list of compounds below to answer the following questions. aluminium oxide calcium carbonate calcium oxide copper( ii) sulfate hydrogen chloride potassium bromide sodium chloride sodium hydroxide   each compound can be used once, more than once or not at all.   which compound:  (i)  reacts with aqueous ammonia to form a light blue precipitate,   . ..  [1]  (ii)  is formed by the decomposition of limestone,   . ..  [1]  (iii)  forms an acidic solution when dissolved in water,   . ..  [1]  (iv)  when electrolysed, gives a red-brown vapour at the anode,   . ..  [1]  (v)  is an oxide of a metal in group iii of the periodic table,   . ..  [1]  (vi)  is a transition element compound?   . ..  [1]  (b) complete the following sentences about compounds using words from the list below.  chemically different \ufb01 xed  mixed physically similar   a compound is a substance which consists of two or more different elements   combined together.   the properties of a compound are  from those of the elements from which it is formed.   in a compound, the elements are combined in  proportions. [3] [total: 9]",
+            "3": "3 0620/23/m/j/14 \u00a9 ucles 2014 [turn over2 (a)   calcium chloride, cac l 2, is a salt.   suggest the name of an acid and a base that would react together to make calcium chloride.  acid     base   ... [2]  (b)  calcium chloride absorbs water vapour.   when calcium chloride is heated, it loses its water of crystallisation.   complete the symbol equation for this reaction. include the sign for a reversible reaction. cac l 2.6h2o                   cac l 2   +   . [2]  (c)  a student put some clean iron nails in two test-tubes, as shown in the diagram. she then left  the test-tubes for several weeks. a banhydrous calcium chloride cac l 2cotton wool cotton wool  explain why the nails in tube a did not rust but the nails in tube b rusted.   ... .   ... .   ... ...  [2]  (d)  rust is hydrated iron( iii) oxide.   what does the ( iii) in iron( iii) oxide refer to?   tick one box.  the oxidation state of the oxygen  the oxidation state of the iron the number of atoms of oxygen in a  formula unit of iron( iii) oxide  the number of water molecules in the hydrated iron oxide [1]",
+            "4": "4 0620/23/m/j/14 \u00a9 ucles 2014 (e) (i)   the table describes the ease of reduction of some metal oxides with carbon monoxide. lead oxide moderate heating to about 200  \u00b0c needed iron oxide high temperature furnace at 750  \u00b0c needed magnesium oxide temperatures above 1000  \u00b0c needed zinc oxide very high temperature furnace at 900  \u00b0c needed   put these metals in order of their reactivity with carbon monoxide. least reactive most reactive [2]  (ii)  some metal oxides can be reduced by heating with hydrogen gas. cuo   +   h2   \u2192   cu   +   h2o   explain how this equation shows that copper oxide is being reduced.   . ..  [1] [total: 10]",
+            "5": "5 0620/23/m/j/14 \u00a9 ucles 2014 [turn over3  the diagram shows the best ph ranges for growing different plants. 4 ph 5 6 7 8 beans carrotscloverpotatoestomatoes  (a) (i)   which two plants grow best in acidic conditions only?   and . .. [1]  (ii)  which ph shown in the diagram above represents a neutral ph?   . ..  [1]  (b) (i)   explain why lime is added to acidic soils.   .    . ..  [2]  (ii)  farmers fertilise soil by adding compounds containing ammonium salts.   explain why adding lime to fertilised soil may cause a loss of nitrogen from the soil.   .    .    . ..  [3]",
+            "6": "6 0620/23/m/j/14 \u00a9 ucles 2014 (c)  the graphs below show the rate of uptake of potassium and phosphate ions by plant roots at  different ph values. 34567 ph89 1 0rate of uptake of potassium 34567 ph89 1 0 1 1rate of uptake of phosphorus  (i)  describe the effect of ph on the rate of uptake of potassium by plant roots.   .    . ..  [2]  (ii)  at which ph value is the rate of uptake of phosphorus by plant roots the highest?   . ..  [1] [total: 10]",
+            "7": "7 0620/23/m/j/14 \u00a9 ucles 2014 [turn over4  chromatography is used to separate a mixture of coloured dyes.  (a)  three different dye mixtures, a, b and c, were spotted onto a piece of chromatography paper.  two pure dyes, x and y, were also spotted onto the same piece of paper.   the diagram below shows the results of the chromatography. abc xysolvent front base line  (i)  state the name of a piece of apparatus that could be used to spot the dyes onto the paper.   . ..  [1]  (ii)  suggest why the base line was drawn in pencil and not in ink.   . ..  [1]  (iii)  which dye mixture contains both  dye x and dye y?   . ..  [1]  (iv)  which dye mixture does not contain dye x or dye y?   . ..  [1]  (v)  in which mixture, a, b or c, has the greatest number of dyes been separated?   . ..  [1]",
+            "8": "8 0620/23/m/j/14 \u00a9 ucles 2014 (b)  the structure of the dye chrysoidine g is shown below. cc cccc c n n n hh h h hcc ccch h hhh n h h  (i)  how many nitrogen atoms are there in a molecule of chrysoidine g?   . ..  [1]  (ii)  complete the table below to calculate the relative molecular mass of chrysoidine g. type of atom number of atoms atomic mass carbon 12 12 12 \u00d7 12 = 144 hydrogennitrogen relative molecular mass =  [2]  (c)  the \ufb01 bres in the chromatography paper are polymers.  (i)  what is meant by the term polymer ?   .    . ..  [1]  (ii)  state the chemical name of the polymer formed from ethene.   . ..  [1] [total: 10]",
+            "9": "9 0620/23/m/j/14 \u00a9 ucles 2014 [turn over5  the table shows some properties of the \ufb01 rst four carboxylic acids. acidmolecular formulamelting point / \u00b0cboiling point / \u00b0cdensity in g  / cm3 methanoic acid ch2o2 +10 +101 1.22 ethanoic acid c2h4o2 +17 +118 1.05 propanoic acid c3h6o2 \u201321 0.99 butanoic acid c4h8o2 \u2013 4 +166  (a) (i)   how does the boiling point of these carboxylic acids vary with the number of carbon atoms?   . ..  [1]  (ii)  suggest a value for:  the boiling point of propanoic acid,   \u00b0c   the density of butanoic acid.   g / cm3 [2]  (iii)  is butanoic acid a solid, liquid or gas at room temperature?   use the data in the table to explain your answer.   .    . ..  [1]  (b)   complete the diagram below to show the structure of ethanoic acid.   show all atoms and bonds. h ch hc [1]",
+            "10": "10 0620/23/m/j/14 \u00a9 ucles 2014 (c)   the concentration of ethanoic acid can be determined by titration using the apparatus shown  below. a b ethanoic acid  (i)  state the name of the piece of glassware labelled a.    . ..  [1]  (ii)  liquid b is an alkali.   which one of the following compounds is also an alkali?   put a ring around the correct answer.  calcium carbonate  calcium sulfate sodium chloride sodium hydroxide [1]  (iii) describe how you would carry out this titration.   .    .    .    . ..  [2] [total: 9]",
+            "11": "11 0620/23/m/j/14 \u00a9 ucles 2014 [turn over6  lead( ii) bromide is a white solid.   part of the structure of lead( ii) bromide is shown below. br \u2013 br \u2013br \u2013 br \u2013pb2+br \u2013 br \u2013br \u2013 br \u2013pb2+ br \u2013br \u2013 pb2+br \u2013br \u2013 pb2+pb2+pb2+  (a)  deduce the simplest formula for lead( ii) bromide.   ... ...  [1]  (b)  a student electrolysed lead( ii) bromide in a fume cupboard using the apparatus shown below. anode cathode lead( ii) bromide  (i)  why is heat needed for this electrolysis?   . ..  [1]  (ii)  suggest the name of a substance that could be used for the electrodes.   . ..  [1]  (iii)  state the name of the products of electrolysis at:  the anode,  .. .  the cathode.   ..  [1] ",
+            "12": "12 0620/23/m/j/14 \u00a9 ucles 2014 (c)  items can be electroplated with silver using the apparatus shown below. b c a drod of silve r alloy rod electrolyte+ \u2013  (i)  on the diagram, which letter, a, b, c or d, is the cathode?   . ..  [1]  (ii)  what would you observe during the experiment at the:  positive electrode,  .    negative electrode?   .  [2]  (iii)  the electrolyte used is aqueous silver cyanide, agcn.   calculate the relative formula mass of silver cyanide.   you must show all your working. [2] [total: 9]",
+            "13": "13 0620/23/m/j/14 \u00a9 ucles 2014 [turn over7  dmitri mendeleev published his \ufb01 rst periodic table in 1869.   part of this table is shown below.     ti = 50     v  = 51    cr = 52    mn = 55    fe = 56    co = 59 h = 1   cu = 63.4  be = 9.4 mg = 24 zn = 65.2  b = 11 a l = 27.4 ?   c = 12 si = 28 ?  n = 14 p = 31 as = 75  o = 16 s = 32 se = 79.4  f = 19 c l = 35.5 br = 80  li = 7 na = 23 k = 39 rb = 85.4  (a) (i)   what differences are there between mendeleev\u2019s table and the periodic table we use  today?   .    .    .    .    . ..  [4]  (ii)  state the names of any two elements in the table above which exist as diatomic molecules.   and . .. [1]  (b)  titanium is a transition element. sodium is a metal in group i of the periodic table.   state three  differences in the physical properties of titanium and sodium.  1  ... ..  2  ... ..  3  ... .. [3]",
+            "14": "14 0620/23/m/j/14 \u00a9 ucles 2014 (c)   titanium( iv) oxide reacts with a mixture of chlorine and carbon.   the products are titanium( iv) chloride, tic l 4, and a gas which turns limewater milky.   complete the symbol equation for this reaction. tio2   +   .c l 2   +   c   \u2192   tic l 4   +   ... [2]  (d)  titanium is extracted from titanium( iv) chloride by reduction with molten sodium in the presence  of argon.   suggest why this reaction is carried out in the presence of argon.   ... .   ... ...  [2] [total: 12]",
+            "15": "15 0620/23/m/j/14 \u00a9 ucles 2014 [turn over8  sodium sulfate is a solid with a high melting point.   sodium sulfate conducts electricity when molten but not when solid.  (a)  what type of structure is sodium sulfate?  tick one box.  structure of separated atoms simple molecular structure giant ionic structure giant covalent structure [1]  (b)  describe a test for sulfate ions.  test   .  result  ..  [2]  (c)  describe how simple distillation is used to separate water from an aqueous solution of sodium  sulfate.   in your answer, refer to:  \u25cf the apparatus used,  \u25cf changes in state,  \u25cf differences in boiling points.   you may use a diagram.   ... .   ... .   ... .   ... .   ... .   ... .   ... ...  [5]",
+            "16": "16 0620/23/m/j/14 \u00a9 ucles 2014 (d)  what would you observe when a piece of blue cobalt chloride paper is dipped into water?   ... ...  [1]  (e)  describe how impure water is treated so that it can be used for drinking.   ... .   ... ...  [2] [total: 11]",
+            "17": "17 0620/23/m/j/14 \u00a9 ucles 2014blank page",
+            "18": "18 0620/23/m/j/14 \u00a9 ucles 2014blank page",
+            "19": "19 0620/23/m/j/14 \u00a9 ucles 2014blank page",
+            "20": "20 0620/23/m/j/14 \u00a9 ucles 2014permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here possible. every reasonable effort has been made by the publisher (ucles) to trace copyright holders, but if any items requiring clearance have unwittingly been included the  publisher will be pleased to make amends at the earliest possible opportunity. cambridge international examinations is part of the cambridge assessment group. cambridge assessment is the brand name of unive rsity of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge. group 140 ce cerium 58141 pr praseodymium 59144 nd neodymium 60pm promethium 61150 sm samarium 62152 eu europium 63157 gd gadolinium 64159 tb terbium 65162 dy dysprosium 66165 ho holmium 67167 er erbium 68169 tm thulium 69173 yb ytterbium 70175 lu lutetium 71 232 th thorium 90pa protactinium 91238 u uranium 92np neptunium 93pu plutonium 94am americium 95cm curium 96bk berkelium 97cf californium 98es einsteinium 99fm fermium 100md mendelevium 101no nobelium 102lr lawrencium 1031 h hydrogen 1 7 li lithium 3 23 na sodium 1124 mg magnesium 12 40 ca calcium 2045 sc scandium 2148 ti titanium 2251 v vanadium 2352 cr chromium 2455 mn manganese 2556 fe iron 2659 co cobalt 2759 ni nickel 2864 cu copper 2965 zn zinc 3070 ga gallium 3127 al aluminium 1311 b boron 512 c carbon 614 n nitrogen 716 o oxygen 819 f fluorine 9 28 si silicon 1431 p phosphorus 1532 s sulfur 1635.5 cl chlorine 1740 ar argon 1820 ne neon 104 he helium 2 73 ge germanium 3275 as arsenic 3379 se selenium 3480 br bromine 3584 kr krypton 3639 k potassium 19 88 sr strontium 3889 y yttrium 3991 zr zirconium 4093 nb niobium 4196 mo molybdenum 42tc technetium 43101 ru ruthenium 44103 rh rhodium 45106 pd palladium 46108 ag silver 47112 cd cadmium 48115 in indium 49119 sn tin 50122 sb antimony 51128 te tellurium 52127 i iodine 53131 xe xenon 54 137 ba barium 56139 la lanthanum 57        *178 hf hafnium 72181 ta tantalum 73184 w tungsten 74186 re rhenium 75190 os osmium 76192 ir iridium 77195 pt platinum 78197 au gold 79201 hg mercury 80204 tl thallium 81207 pb lead 82209 bi bismuth 83po polonium 84at astatine 85rn radon 86 fr francium 87227 ac actinium 899 be beryllium 4ii i iii iv v vi vii 0 85 rb rubidium 37 133 cs caesium 55 226 ra radium 88 the volume of one mole of any gas is 24 dm3at room temperature and pressure (r.t.p.).a x ba = relative atomic mass x = atomic symbol b = proton (atomic) numberkey*58-71 lanthanoid series 90-103 actinoid seriesdata sheet the periodic table of the elements"
+        },
+        "0620_s14_qp_31.pdf": {
+            "1": "this document consists of 13 printed pages and 3 blank pages. [turn overib14 06_0620_31/2rp \u00a9 ucles 2014 *3226538232* read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen.you may use an hb pencil for any diagrams or graphs.do not use staples, paper clips, glue or correction \ufb02 uid. do not  write in any barcodes. answer all questions. electronic calculators may be used.a copy of the periodic table is printed on page 16.you may lose marks if you do not show your working or if you do not use appropriate units. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question.chemistry  0620/31   paper 3 (extended) may/june 2014  1 hour 15 minutes candidates answer on the question paper. no additional materials are required.cambridge international examinations cambridge international general certi \ufb01 cate of secondary education the syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certi \ufb01 cate.",
+            "2": "2 0620/31/m/j/14 \u00a9 ucles 20141  the table below gives the composition of six particles which are either atoms or ions. particle number of protons number of neutrons number of electrons a 33 40 33 b 19 20 18 c 34 45 36 d 33 42 33 e 13 14 13 f 24 28 21  (a)  which particles are atoms? explain your choice.   ... .   ... ...  [2]  (b)  which particle is a negative ion and why has this particle got a negative charge?   ... .   ... ...  [2]  (c)  which particles are positive ions?   ... ...  [1]  (d)  explain why particle a and particle d are isotopes.   ... .   ... ...  [2] [total: 7]",
+            "3": "3 0620/31/m/j/14 \u00a9 ucles 2014 [turn over2 (a)  water is needed for industry and in the home.  (i)  rain water is collected in reservoirs. how is it treated before entering the water supply?   .    . ..  [2]  (ii)  state two industrial uses of water.   .    . ..  [2]  (iii) state two uses of water in the home.   .    . ..  [1]  (b)  in many regions, drinking water is obtained by the distillation of sea-water. explain how  distillation separates the water from sea-water.   ... .   ... .   ... ...  [2] [total: 7]",
+            "4": "4 0620/31/m/j/14 \u00a9 ucles 20143 (a)  different gases diffuse at different speeds.  (i)  what is meant by the term diffusion ?   .    . ..  [1]  (ii)  what property of a gas molecule affects the speed at which it diffuses?   . ..  [1]  (b)  helium is a gas used to \ufb01 ll balloons. it is present in the air in very small quantities. diffusion can  be used to separate it from the air.   air at 1000  \u00b0c is on one side of a porous barrier. the air which passes through the barrier has  a larger amount of helium in it.  (i)  why does the air on the other side of the barrier contain more helium?   . ..  [1]  (ii)  why is it an advantage to have the air at a high temperature?   .    . ..  [1]  (c)  most helium is obtained from natural gas found in the usa. natural gas contains methane and  7% helium. one possible way to obtain the helium would be to burn the methane.  (i)  write an equation for the complete combustion of methane.   . ..  [1]  (ii)  suggest why this would not be a suitable method to obtain the helium.   .    . ..  [1]  (iii)  suggest another method, other than diffusion, by which helium could be separated from  the mixture of gases in natural gas.   . ..  [1] [total: 7]",
+            "5": "5 0620/31/m/j/14 \u00a9 ucles 2014 [turn over4  in the periodic table, the elements are arranged in columns called groups and in rows called  periods.  (a) (i)   complete the table for some of the elements in period 3. group number i ii iii iv v vi vii symbol na mg a l si p s c l number of  valency electrons valency [2]  (ii)  what is the relationship between the group number and the number of valency electrons?   .    . ..  [1]  (iii)  explain the relationship between the number of valency electrons and the valency  for the elements na to a l,   .    .    .   for the elements p to c l.   .    .    .  [4]  (b)  across a period, the elements change from metallic to non-metallic.  (i)  describe how the type of oxide changes across this period.   .    . ..  [2]  (ii)  describe how the type of bonding in the chlorides formed by these elements changes  across this period.   .    . ..  [2] [total: 11]",
+            "6": "6 0620/31/m/j/14 \u00a9 ucles 2014blank page",
+            "7": "7 0620/31/m/j/14 \u00a9 ucles 2014 [turn over5  zinc is obtained from the ore, zinc blende, zns.  (a)  describe the extraction of zinc from its ore, zinc blende. include at least one balanced equation  in your description.   ... .   ... .   ... .   ... .   ... ...  [5]  (b)  state two major uses of zinc.   ... .   ... ...  [2] [total: 7]",
+            "8": "8 0620/31/m/j/14 \u00a9 ucles 20146  hydrogen peroxide decomposes to form water and oxygen. this reaction is catalysed by  manganese( iv) oxide. 2h2o2(aq)  \u2192  2h2o(l)  +  o2(g)   the rate of this reaction can be investigated using the following apparatus. aqueous hydrogen peroxide and manganese( iv) oxideoxygen gas   40  cm3 of aqueous hydrogen peroxide was put in the \ufb02 ask and 0.1  g of small lumps of manganese( iv)  oxide was added. the volume of oxygen collected was measured every 30 seconds. the results were plotted to give the graph shown below. volume of oxygen time00 t1 t2 t3  (a) (i)   how do the rates at times t1, t2 and t3 differ?   .    . ..  [2]  (ii)  explain the trend in reaction rate that you described in (a)(i) .   .    .    . ..  [2]",
+            "9": "9 0620/31/m/j/14 \u00a9 ucles 2014 [turn over (b)  the experiment was repeated using 0.1  g of \ufb01 nely powdered manganese( iv) oxide. all the  other variables were kept the same.  (i)  on the axes opposite, sketch the graph that would be expected. [2]  (ii)  explain the shape of this graph. ..   .    .    . ..  [2]  (c)  describe how you could show that the catalyst, manganese( iv) oxide, was not used up in the  reaction. manganese( iv) oxide is insoluble in water.   ... .   ... .   ... .   ... .   ... ...  [4]  (d)  in the \ufb01 rst experiment, the maximum volume of oxygen produced was 96  cm3 measured at  r.t.p. calculate the concentration of the aqueous hydrogen peroxide in mol  / dm3. 2h2o2(aq)  \u2192  2h2o(l)  +  o2(g)   number of moles of o2 formed =  ..  [1]   number of moles of h2o2 in 40  cm3 of solution =  .  [1]   concentration of the aqueous hydrogen peroxide in mol  / dm3 =  ..  [1] [total: 15]",
+            "10": "10 0620/31/m/j/14 \u00a9 ucles 20147  one way of establishing a reactivity series is by displacement reactions.  (a)  a series of experiments was carried out using the metals lead, magnesium, zinc and silver.  each metal was added in turn to aqueous solutions of the metal nitrates.   the order of reactivity was found to be: magnesium most reactive zinc\u2193lead silver least reactive  (i)  complete the table.  \u0016= reacts  \u001a= does not react metal aqueous  solutionlead pbmagnesium mgzinc znsilver ag lead( ii) nitrate\u0016\u0016\u001a magnesium nitrate zinc nitrate silver nitrate [3]  (ii)  displacement reactions are redox reactions.   on the following equation, draw a ring around the reducing agent and an arrow  to show  the change which is oxidation. zn   +   pb2+   \u2192   zn2+   +   pb [2]  (iii)  complete the following ionic equation. zn  +  2ag+  \u2192  ...  +  ... [1]",
+            "11": "11 0620/31/m/j/14 \u00a9 ucles 2014 [turn over (b)  another way of determining the order of reactivity of metals is by measuring the voltage and  polarity of simple cells. the polarity of a cell is shown by which metal is the positive electrode and which metal is the negative electrode. an example of a simple cell is shown below. zinc electrode lead electrode electrolyte of dilute acidvoltmeter + \u2013v  (i)  mark on the above diagram the direction of the electron \ufb02 ow. [1]  (ii)  explain, in terms of electron transfer, why the more reactive metal is always the negative  electrode.   .    .    . ..  [2]  (iii)  the following table gives the polarity of cells using the metals zinc, lead, copper and  manganese. cell electrode 1 polarity electrode 2 polarity a zinc \u2013 lead + b manganese \u2013 lead + c copper + lead \u2013   what information about the order of reactivity of these four metals can be deduced from  the table?   .    .    . ..  [2]  (iv)  what additional information is needed to establish the order of reactivity of these four  metals using cells?   . ..  [1] [total: 12]",
+            "12": "12 0620/31/m/j/14 \u00a9 ucles 20148  polymers are made by the polymerisation of simple molecules called monomers.  (a) (i)   the structural formula of a polymer is given below.  nch ch3ch ch3   this polymer is made by addition polymerisation. draw the structural formula of its  monomer. [1]  (ii)  the two monomers shown below form a nylon which is a condensation polymer.  nh2 h2n cooh hooc   draw its structural formula showing one repeat unit of the polymer. [3]  (iii)  name the natural macromolecule which contains the same linkage as nylon.   . ..  [1]  (iv)  explain the difference between addition polymerisation and condensation polymerisation.   .    .    . ..  [2]",
+            "13": "13 0620/31/m/j/14 \u00a9 ucles 2014 [turn over (b)  many polymers are non-biodegradable.  (i)  explain the term non-biodegradable .   .    . ..  [2]  (ii)  state three  problems caused by the disposal of non-biodegradable polymers.   .    .    . ..  [3]  (c)  storage tanks for cold water are now made from polymers because they are cheaper than  metal tanks. suggest two other advantages of making cold water tanks from polymers.   ... .   ... ...  [2] [total: 14]",
+            "14": "14 0620/31/m/j/14 \u00a9 ucles 2014blank page",
+            "15": "15 0620/31/m/j/14 \u00a9 ucles 2014blank page",
+            "16": "16 0620/31/m/j/14 \u00a9 ucles 2014permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here possible. every reasonable effort has been made by the publisher (ucles) to trace copyright holders, but if any items requiring clearance have unwittingly been included the  publisher will be pleased to make amends at the earliest possible opportunity. cambridge international examinations is part of the cambridge assessment group. cambridge assessment is the brand name of unive rsity of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge. group 140 ce cerium 58141 pr praseodymium 59144 nd neodymium 60pm promethium 61150 sm samarium 62152 eu europium 63157 gd gadolinium 64159 tb terbium 65162 dy dysprosium 66165 ho holmium 67167 er erbium 68169 tm thulium 69173 yb ytterbium 70175 lu lutetium 71 232 th thorium 90pa protactinium 91238 u uranium 92np neptunium 93pu plutonium 94am americium 95cm curium 96bk berkelium 97cf californium 98es einsteinium 99fm fermium 100md mendelevium 101no nobelium 102lr lawrencium 1031 h hydrogen 1 7 li lithium 3 23 na sodium 1124 mg magnesium 12 40 ca calcium 2045 sc scandium 2148 ti titanium 2251 v vanadium 2352 cr chromium 2455 mn manganese 2556 fe iron 2659 co cobalt 2759 ni nickel 2864 cu copper 2965 zn zinc 3070 ga gallium 3127 al aluminium 1311 b boron 512 c carbon 614 n nitrogen 716 o oxygen 819 f fluorine 9 28 si silicon 1431 p phosphorus 1532 s sulfur 1635.5 cl chlorine 1740 ar argon 1820 ne neon 104 he helium 2 73 ge germanium 3275 as arsenic 3379 se selenium 3480 br bromine 3584 kr krypton 3639 k potassium 19 88 sr strontium 3889 y yttrium 3991 zr zirconium 4093 nb niobium 4196 mo molybdenum 42tc technetium 43101 ru ruthenium 44103 rh rhodium 45106 pd palladium 46108 ag silver 47112 cd cadmium 48115 in indium 49119 sn tin 50122 sb antimony 51128 te tellurium 52127 i iodine 53131 xe xenon 54 137 ba barium 56139 la lanthanum 57        *178 hf hafnium 72181 ta tantalum 73184 w tungsten 74186 re rhenium 75190 os osmium 76192 ir iridium 77195 pt platinum 78197 au gold 79201 hg mercury 80204 tl thallium 81207 pb lead 82209 bi bismuth 83po polonium 84at astatine 85rn radon 86 fr francium 87227 ac actinium 899 be beryllium 4ii i iii iv v vi vii 0 85 rb rubidium 37 133 cs caesium 55 226 ra radium 88 the volume of one mole of any gas is 24 dm3at room temperature and pressure (r.t.p.).a x ba = relative atomic mass x = atomic symbol b = proton (atomic) numberkey*58-71 lanthanoid series 90-103 actinoid seriesdata sheet the periodic table of the elements"
+        },
+        "0620_s14_qp_32.pdf": {
+            "1": "this document consists of 12 printed pages. [turn overib14 06_0620_32/4rp \u00a9 ucles 2014 *5879467154* read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen.you may use an hb pencil for any diagrams or graphs.do not use staples, paper clips, glue or correction \ufb02 uid. do not  write in any barcodes. answer all questions. electronic calculators may be used.a copy of the periodic table is printed on page 12.you may lose marks if you do not show your working or if you do not use appropriate units. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question.chemistry  0620/32   paper 3 (extended) may/june 2014  1 hour 15 minutes candidates answer on the question paper. no additional materials are required.cambridge international examinations cambridge international general certi \ufb01 cate of secondary education the syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certi \ufb01 cate.",
+            "2": "2 0620/32/m/j/14 \u00a9 ucles 20141  the table below gives the electron distributions of atoms of different elements. element electron distribution a 2 + 7 b 2 + 8 + 4 c 2 + 8 + 8 + 1 d 2 + 8 + 18 + 5 e 2 + 8 + 18 + 7 f 2 + 8 + 18 + 18 + 8   for each of the following, select an element or elements from the table that matches the description.  each element may be selected once, more than once or not at all.  (a)  these two elements are in the same group.   ... ...  [1]  (b)  this element forms a \ufb02 uoride with a formula of the type xf3.   ... ...  [1]  (c)  this element reacts violently with cold water.   ... ...  [1]  (d)  this element has a macromolecular structure similar to that of diamond.   ... ...  [1]  (e)  the only oxidation state of this element is 0.   ... ...  [1]  (f)  this element is bromine.   ... ...  [1]  (g)  this element is a good conductor of electricity.   ... ...  [1] [total: 7]",
+            "3": "3 0620/32/m/j/14 \u00a9 ucles 2014 [turn over2 (a)  natural gas, which is mainly methane, is a fossil fuel.  (i)  what is meant by the term fuel  ?   .    . ..  [1]  (ii)  name two other fossil fuels.   . ..  [2]  (iii)  name a solid  fuel which is not a fossil fuel.   . ..  [1]  (b)  fossil fuels are formed by the anaerobic decomposition of organic matter. anaerobic means in  the absence of oxygen.  (i)  the organic matter contains hydrogen and carbon. suggest the products that would be formed if the decomposition occurred in the presence of oxygen.   . ..  [2]  (ii)  what are the two main disadvantages in the widespread use of fossil fuels?   .    .    . ..  [2] [total: 8]",
+            "4": "4 0620/32/m/j/14 \u00a9 ucles 20143  plant growth is improved by the availability of essential elements, such as nitrogen, and by the soil  having a suitable ph.  (a)  nitrogen-based fertilisers are made from ammonia. ammonia is manufactured by the haber process.  (i)  describe the haber process giving reaction conditions and a balanced equation.   (do not discuss reaction rate and yield.)   .    .    .    .    . ..  [5]  (ii)  fertilisers contain nitrogen.   name the other two elements essential for plant growth commonly found in fertilisers.   . ..  [2]  (b)  crops do not grow well if the soil is too acidic.  (i)  one cause of acidity in soil is acid rain. explain how acid rain is formed.   .    .    .    . ..  [3]  (ii)  name two bases which are used to increase the ph of acidic soils.   . ..  [2] [total: 12]",
+            "5": "5 0620/32/m/j/14 \u00a9 ucles 2014 [turn over4  propanoic acid is a carboxylic acid. its formula is ch3\u2013ch2\u2013cooh.  (a)  propanoic acid is the third member of the homologous series of carboxylic acids.  (i)  give the name and structural formula of the fourth member of this series.  name   ...  formula  . .  [2]    (ii)  members of a homologous series have very similar chemical properties.   state three  other characteristics of a homologous series.   .    .    .    . ..  [3]  (b)  carboxylic acids can be made by the oxidation of alcohols.  (i)  draw the structural formula of the alcohol which can be oxidised to propanoic acid.   show all atoms and bonds. [1]  (ii)  name a reagent, other than oxygen, which can oxidise alcohols to carboxylic acids.   . ..  [2]",
+            "6": "6 0620/32/m/j/14 \u00a9 ucles 2014 (c)  complete the following equations for some of the reactions of propanoic acid.   the salts of this acid are called propanoates.  (i)  zinc  +  propanoic acid  \u2192  ...  ...  +  hydrogen [1]  (ii) calcium  +  propanoic  \u2192  ...  ...  +  ...  oxide acid [1]  (iii) lioh  +  ch3ch2cooh  \u2192  ...  +  ... [1]  (d)  a piece of magnesium was added to 100  cm3 of an aqueous acid. the time taken for the metal  to react completely was measured. this experiment was repeated using different aqueous acids. the same volume of acid was used in each experiment and the pieces of magnesium used were identical. in one experiment the reaction was carried out at a different temperature.  experiment acidconcentration in mol  / dm3temperature / \u00b0ctime / minutes a propanoic 1.0 20 5 b propanoic 1.0 30 3 c propanoic 0.5 20 8 d hydrochloric 1.0 20 1   explain the following in terms of collision rate between reacting particles.  (i)  why is the rate in experiment c slower than the rate in experiment a?   .    .    . ..  [2]  (ii)  why is the rate in experiment b faster than the rate in experiment a?   .    .    . ..  [2]  (iii)  why is the rate in experiment d faster than the rate in experiment a?   .    .    . ..  [3] [total: 18]",
+            "7": "7 0620/32/m/j/14 \u00a9 ucles 2014 [turn over5  carbonyl chloride is made from carbon monoxide and chlorine. co(g)  +  c l 2(g)    coc l 2(g)  (a)  two methods of preparing carbon monoxide are from methane and oxygen, and from methane  and steam.  (i)  the reaction between methane and oxygen can also form carbon dioxide. how can carbon  monoxide be made instead of carbon dioxide?   . ..  [1]  (ii)  the following reaction is used to make carbon monoxide and hydrogen.   the reaction is carried out at 1100  \u00b0c and normal pressure. ch4(g)  +  h2o(g)    co(g)  +  3h2(g)   the reaction is reversible and comes to equilibrium. suggest why a high temperature is  used.   .    .    . ..  [2]  (iii)  what is the disadvantage of using a high pressure for the reaction given in (a)(ii) ?   .    . ..  [2]  (b)  chlorine is made by the electrolysis of concentrated aqueous sodium chloride.   describe this electrolysis. write ionic equations for the reactions at the electrodes and name  the sodium compound formed.   ... .   ... .   ... .   ... .   ... .   ... ...  [5]",
+            "8": "8 0620/32/m/j/14 \u00a9 ucles 2014 (c)  the structural formula of carbonyl chloride is given below. cocl cl   draw a diagram showing the arrangement of the valency electrons around the atoms in one  molecule of this covalent compound.   use \u25cb to represent an electron from an oxygen atom.   use \u00d7 to represent an electron from a chlorine atom.   use \u25cf to represent an electron from a carbon atom. [3] [total: 13] 6  scandium, proton number 21, is not a typical transition element.  (a)  scandium is a low density metal which has only one oxidation state in its compounds. scandium  compounds are white solids which form colourless solutions. titanium, the next metal in the period, is a far more typical transition element. how would the properties of titanium differ from those of scandium?   ... .   ... .   ... .   ... ...  [3]",
+            "9": "9 0620/32/m/j/14 \u00a9 ucles 2014 [turn over (b)  scandium \ufb02 uoride is an ionic compound. the valency of scandium in scandium \ufb02 uoride is  three.   draw a diagram which shows the formula of this compound, the charges on the ions and the  arrangement of the valency electrons around the negative ions.   use \u00d7 to represent an electron from a \ufb02 uorine atom.   use \u25cb to represent an electron from a scandium atom. [3]  (c)  scandium oxide is insoluble in water. describe how you could show that it is an amphoteric  oxide.   ... .   ... .   ... .   ... ...  [3] [total: 9]",
+            "10": "10 0620/32/m/j/14 \u00a9 ucles 20147  the soluble salt hydrated lithium sulfate is made by titration from the soluble base lithium hydroxide. burette filled with sulfuric acid aqueous lithium hydroxideand a few drops of a ph indicatorconical flask  (a)  the sulfuric acid is added slowly from the burette until the indicator just changes colour. the  volume of sulfuric acid needed to just neutralise the lithium hydroxide is noted.   describe how you would continue the experiment to obtain pure dry crystals of hydrated lithium  sulfate.   ... .   ... .   ... .   ... .   ... .   ... ...  [5]  (b)  using 25.0  cm3 of aqueous lithium hydroxide, concentration 2.48  mol  / dm3, 2.20  g of hydrated  lithium sulfate was obtained.   calculate the percentage yield, giving your answer to one decimal place. 2lioh  +  h2so4  \u2192  li2so4  +  2h2o li2so4  +  h2o  \u2192  li2so4.h2o   number of moles of lioh used = ...   number of moles of li2so4.h2o which could be formed = ...   mass of one mole of li2so4.h2o = 128  g   maximum yield of li2so4.h2o = ... g  percentage yield = ...% [4]",
+            "11": "11 0620/32/m/j/14 \u00a9 ucles 2014 [turn over (c)  an experiment was carried out to show that the formula of the hydrated salt is li2so4.h2o.  a sample of the hydrated salt was weighed and its mass recorded. it was then heated and the anhydrous salt was weighed. this procedure was repeated until two consecutive masses were the same. this procedure is called \u2018heating to constant mass\u2019.  (i)  what is the reason for heating to constant mass?   . ..  [1]  (ii)  the mass of the hydrated salt is m 1 and the mass of the anhydrous salt is m2. explain how  you could show that the hydrated salt has one mole of water of crystallisation per mole of  the anhydrous salt.   .    .    . ..  [3] [total: 13]",
+            "12": "12 0620/32/m/j/14 \u00a9 ucles 2014permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here possible. every reasonable effort has been made by the publisher (ucles) to trace copyright holders, but if any items requiring clearance have unwittingly been included the  publisher will be pleased to make amends at the earliest possible opportunity. cambridge international examinations is part of the cambridge assessment group. cambridge assessment is the brand name of unive rsity of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge. group 140 ce cerium 58141 pr praseodymium 59144 nd neodymium 60pm promethium 61150 sm samarium 62152 eu europium 63157 gd gadolinium 64159 tb terbium 65162 dy dysprosium 66165 ho holmium 67167 er erbium 68169 tm thulium 69173 yb ytterbium 70175 lu lutetium 71 232 th thorium 90pa protactinium 91238 u uranium 92np neptunium 93pu plutonium 94am americium 95cm curium 96bk berkelium 97cf californium 98es einsteinium 99fm fermium 100md mendelevium 101no nobelium 102lr lawrencium 1031 h hydrogen 1 7 li lithium 3 23 na sodium 1124 mg magnesium 12 40 ca calcium 2045 sc scandium 2148 ti titanium 2251 v vanadium 2352 cr chromium 2455 mn manganese 2556 fe iron 2659 co cobalt 2759 ni nickel 2864 cu copper 2965 zn zinc 3070 ga gallium 3127 al aluminium 1311 b boron 512 c carbon 614 n nitrogen 716 o oxygen 819 f fluorine 9 28 si silicon 1431 p phosphorus 1532 s sulfur 1635.5 cl chlorine 1740 ar argon 1820 ne neon 104 he helium 2 73 ge germanium 3275 as arsenic 3379 se selenium 3480 br bromine 3584 kr krypton 3639 k potassium 19 88 sr strontium 3889 y yttrium 3991 zr zirconium 4093 nb niobium 4196 mo molybdenum 42tc technetium 43101 ru ruthenium 44103 rh rhodium 45106 pd palladium 46108 ag silver 47112 cd cadmium 48115 in indium 49119 sn tin 50122 sb antimony 51128 te tellurium 52127 i iodine 53131 xe xenon 54 137 ba barium 56139 la lanthanum 57        *178 hf hafnium 72181 ta tantalum 73184 w tungsten 74186 re rhenium 75190 os osmium 76192 ir iridium 77195 pt platinum 78197 au gold 79201 hg mercury 80204 tl thallium 81207 pb lead 82209 bi bismuth 83po polonium 84at astatine 85rn radon 86 fr francium 87227 ac actinium 899 be beryllium 4ii i iii iv v vi vii 0 85 rb rubidium 37 133 cs caesium 55 226 ra radium 88 the volume of one mole of any gas is 24 dm3at room temperature and pressure (r.t.p.).a x ba = relative atomic mass x = atomic symbol b = proton (atomic) numberkey*58-71 lanthanoid series 90-103 actinoid seriesdata sheet the periodic table of the elements"
+        },
+        "0620_s14_qp_33.pdf": {
+            "1": "this document consists of 12 printed pages. [turn overib14 06_0620_33/2rp \u00a9 ucles 2014 *4182021420* read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen.you may use an hb pencil for any diagrams or graphs.do not use staples, paper clips, glue or correction \ufb02 uid. do not  write in any barcodes. answer all questions. electronic calculators may be used.a copy of the periodic table is printed on page 12.you may lose marks if you do not show your working or if you do not use appropriate units. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question.chemistry  0620/33   paper 3 (extended) may/june 2014  1 hour 15 minutes candidates answer on the question paper. no additional materials are required.cambridge international examinations cambridge international general certi \ufb01 cate of secondary education the syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certi \ufb01 cate.",
+            "2": "2 0620/33/m/j/14 \u00a9 ucles 20141  choose a gas from the following list to answer the questions below. each gas may be used once,  more than once or not at all. ammonia       carbon dioxide       carbon monoxide       \ufb02 uorine hydrogen       krypton       nitrogen       propene       sulfur dioxide  (a)  it is a product of respiration.  .. ..  [1]  (b)  it polymerises to form a poly(alkene).  ..  [1]  (c)  it is a noble gas.  ... ...  [1]  (d)  it is the main component of air.    [1]  (e)  it is a very reactive non-metal.  .  [1]  (f)  it is used to kill micro-organisms in fruit juice.  .  [1]  (g)  it burns to form water as the only product.  ..  [1] [total: 7]",
+            "3": "3 0620/33/m/j/14 \u00a9 ucles 2014 [turn over2  explain each of the following in terms of the kinetic particle theory.  (a)  the rate of most reactions increases at higher temperatures.   ... .   ... .   ... .   ... ...  [3]  (b)  a liquid has a \ufb01 xed volume but takes up the shape of the container. a gas takes up the shape  of the container but it does not have a \ufb01 xed volume. liquid gas   ... .   ... .   ... .   ... .   ... ...  [3] [total: 6]",
+            "4": "4 0620/33/m/j/14 \u00a9 ucles 20143 (a)  biological catalysts produced by microbes cause food to deteriorate and decay.  (i)  what is the name of these biological catalysts?   . ..  [1]  (ii)  freezing does not kill the microbes.   suggest why freezing is still a very effective way of preserving food.   .    . ..  [2]  (b)  pea seeds grow in pods on pea plants.   freshly picked pea seeds contain a sugar. the sugar can form a polymer.   give the structural formula of the polymer and name the other product of this polymerisation  reaction.   you may represent the sugar by the formula: oh ho   structural formula of the polymer   other product   ...  [3]",
+            "5": "5 0620/33/m/j/14 \u00a9 ucles 2014 [turn over (c)  describe how the pea plant makes a sugar such as glucose.   ... .   ... .   ... .   ... .   ... ...  [3] [total: 9] 4  iron from a blast furnace contains about 5% of the impurities \u2013 carbon, silicon, phosphorus and sulfur.  most of this impure iron is used to make steels, such as mild steel, and a very small percentage is used to make pure iron.  (a)  calcium oxide and oxygen are used to remove the impurities from the iron produced in the blast furnace.  (i)  state how these chemicals are manufactured.  calcium oxide  ... ...   .   oxygen  .. ..   .  [3]  (ii)  describe how these two chemicals remove the four impurities. include at least one equation in your answer.   .    .    .    .    .    .    . ..  [5]",
+            "6": "6 0620/33/m/j/14 \u00a9 ucles 2014 (b) (i)   describe the structure of a typical metal such as iron. you may include a diagram.   .    .   [2]  (ii)  explain why pure iron is malleable.   .    . ..  [2]  (iii)  mild steel is an alloy of iron and carbon.   suggest why mild steel is harder than pure iron.   .    .    . ..  [2] [total: 14]",
+            "7": "7 0620/33/m/j/14 \u00a9 ucles 2014 [turn over5  ammonia is made by the haber process. n2(g)  +  3h2(g)    2nh3(g)   the forward reaction is exothermic.   the conditions in the reaction chamber are:  \u25cf a pressure of 200 atmospheres,  \u25cf a catalyst of finely divided iron,  \u25cf a temperature of 400 to 450  \u00b0c.  (a)  what are the two advantages of using a high pressure? give a reason for both.  advantage 1  . ..  reason  ... .   ... .  advantage 2  . ..  reason  ... .   ... . [4]  (b)  a higher temperature would give a faster reaction rate.   why is a higher temperature not used?   ... .   ... .   ... ...  [3]  (c) (i)   why is the iron catalyst used as a \ufb01 ne powder?   .    . ..  [1]  (ii)  give two reasons why a catalyst is used.   .    .    .    . ..  [2]",
+            "8": "8 0620/33/m/j/14 \u00a9 ucles 2014 (d)  the equilibrium mixture leaving the reaction chamber contains 15% ammonia. suggest how  the ammonia could be separated from the mixture.  boiling point  / \u00b0c hydrogen \u2013253nitrogen \u2013196ammonia \u201333   ... .   ... ...  [2]  (e)  ammonia is used to make nitrogen tri \ufb02 uoride, nf 3.   nitrogen tri \ufb02 uoride is essential to the electronics industry. it is made by the following reaction. hn hh+ +ff \u2192 ff ffhf hf hfn f f f   determine if the above reaction is exothermic or endothermic using the following bond energies  and by completing the following table. the \ufb01 rst line has been done as an example.   bond energy is the amount of energy, in kj  / mole, needed to break or make one mole of the  bond. bond bond energy in kj  / mole n \u2013 h 390 f \u2013 f 155 n \u2013 f 280 h \u2013 f 565 bond energy change  / kj n \u2013 h (3 \u00d7 390) = 1170 f \u2013 f n \u2013 f h \u2013 f   ... .   ... ...  [4] [total: 16]",
+            "9": "9 0620/33/m/j/14 \u00a9 ucles 2014 [turn over6  the alkanes are a family of saturated hydrocarbons. their reactions include combustion, cracking  and substitution.  (a) (i)   what is meant by the term hydrocarbon ?   . ..  [1]  (ii)  what is meant by the term saturated  ?   . ..  [1]  (b) (i)   what is the general formula for the homologous series of alkanes?   . ..  [1]  (ii)  calculate the mass of one mole of an alkane with 14 carbon atoms.   .    . ..  [2]  (c)  the complete combustion of hydrocarbons produces carbon dioxide and water only.  (i)  write the equation for the complete combustion of nonane, c9h20.   . ..  [2]  (ii)  20  cm3 of a gaseous hydrocarbon was mixed with an excess of oxygen, 200  cm3. the  mixture was ignited. after cooling, 40  cm3 of oxygen and 100  cm3 of carbon dioxide  remained. deduce the formula of the hydrocarbon and the equation for its combustion. all volumes were measured at r.t.p..   .    .    .    .    . ..  [3]",
+            "10": "10 0620/33/m/j/14 \u00a9 ucles 2014 (d)  cracking is used to obtain short-chain alkanes, alkenes and hydrogen from long-chain alkanes.  (i)  give a use for each of the three products listed above.  short-chain alkanes  . ...  alkenes  . ..  hydrogen   ...  [3]  (ii)  write an equation for the cracking of decane, c10h22, which produces two different alkenes  and hydrogen as the only products.   . ..  [1]  (e)  chlorine reacts with propane in a substitution reaction to form 1-chloropropane. ch3 \u2013 ch2 \u2013 ch3  +  c l 2  \u2192  ch3 \u2013 ch2 \u2013 ch2 \u2013 cl  +  hc l  (i)  what is the essential condition for the above reaction?   . ..  [1]  (ii)  there is more than one possible substitution reaction between chlorine and propane.  suggest the structural formula of a different product.   . ..  [1] [total: 16]",
+            "11": "11 0620/33/m/j/14 \u00a9 ucles 2014 [turn over7  aluminium is obtained from puri \ufb01 ed alumina, a l 2o3, by electrolysis.  (a)  alumina is obtained from the main ore of aluminium.   state the name of this ore.   ... ...  [1]  (b)  describe the extraction of aluminium from alumina. include the electrolyte, the electrodes and  the reactions at the electrodes.   ... .   ... .   ... .   ... .   ... .   ... .   ... ...  [6]  (c) aluminium is resistant to corrosion. it is protected by an oxide layer on its surface.   the thickness of this oxide layer can be increased by anodising.  (i)  state a use of aluminium due to its resistance to corrosion.   . ..  [1]  (ii)  anodising is an electrolytic process. dilute sulfuric acid is electrolysed with an aluminium  object as the anode. the thickness of the oxide layer is increased. complete the equations for the reactions at the aluminium anode.  ...oh \u2013  \u2192  o2  +  2h2o  +  ..e\u2013  a l  +  .  \u2192  . a l 2o3 [4] [total: 12]",
+            "12": "12 0620/33/m/j/14 \u00a9 ucles 2014permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here possible. every reasonable effort has been made by the publisher (ucles) to trace copyright holders, but if any items requiring clearance have unwittingly been included the  publisher will be pleased to make amends at the earliest possible opportunity. cambridge international examinations is part of the cambridge assessment group. cambridge assessment is the brand name of unive rsity of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge. group 140 ce cerium 58141 pr praseodymium 59144 nd neodymium 60pm promethium 61150 sm samarium 62152 eu europium 63157 gd gadolinium 64159 tb terbium 65162 dy dysprosium 66165 ho holmium 67167 er erbium 68169 tm thulium 69173 yb ytterbium 70175 lu lutetium 71 232 th thorium 90pa protactinium 91238 u uranium 92np neptunium 93pu plutonium 94am americium 95cm curium 96bk berkelium 97cf californium 98es einsteinium 99fm fermium 100md mendelevium 101no nobelium 102lr lawrencium 1031 h hydrogen 1 7 li lithium 3 23 na sodium 1124 mg magnesium 12 40 ca calcium 2045 sc scandium 2148 ti titanium 2251 v vanadium 2352 cr chromium 2455 mn manganese 2556 fe iron 2659 co cobalt 2759 ni nickel 2864 cu copper 2965 zn zinc 3070 ga gallium 3127 al aluminium 1311 b boron 512 c carbon 614 n nitrogen 716 o oxygen 819 f fluorine 9 28 si silicon 1431 p phosphorus 1532 s sulfur 1635.5 cl chlorine 1740 ar argon 1820 ne neon 104 he helium 2 73 ge germanium 3275 as arsenic 3379 se selenium 3480 br bromine 3584 kr krypton 3639 k potassium 19 88 sr strontium 3889 y yttrium 3991 zr zirconium 4093 nb niobium 4196 mo molybdenum 42tc technetium 43101 ru ruthenium 44103 rh rhodium 45106 pd palladium 46108 ag silver 47112 cd cadmium 48115 in indium 49119 sn tin 50122 sb antimony 51128 te tellurium 52127 i iodine 53131 xe xenon 54 137 ba barium 56139 la lanthanum 57        *178 hf hafnium 72181 ta tantalum 73184 w tungsten 74186 re rhenium 75190 os osmium 76192 ir iridium 77195 pt platinum 78197 au gold 79201 hg mercury 80204 tl thallium 81207 pb lead 82209 bi bismuth 83po polonium 84at astatine 85rn radon 86 fr francium 87227 ac actinium 899 be beryllium 4ii i iii iv v vi vii 0 85 rb rubidium 37 133 cs caesium 55 226 ra radium 88 the volume of one mole of any gas is 24 dm3at room temperature and pressure (r.t.p.).a x ba = relative atomic mass x = atomic symbol b = proton (atomic) numberkey*58-71 lanthanoid series 90-103 actinoid seriesdata sheet the periodic table of the elements"
+        },
+        "0620_s14_qp_51.pdf": {
+            "1": "this document consists of 6 printed pages and 2 blank pages. [turn overib14 06_0620_51/4rp \u00a9 ucles 2014 *5760352473* read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen.you may use an hb pencil for any diagrams or graphs.do not use staples, paper clips, glue or correction \ufb02 uid. do not  write in any barcodes. answer all questions. electronic calculators may be used.you may lose marks if you do not show your working or if you do not use appropriate units.practical notes are provided on page 8. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question.chemistry  0620/51   paper 5 practical test may/june 2014  1 hour 15 minutes candidates answer on the question paper.additional materials: as listed in the con \ufb01 dential instructionscambridge international examinations cambridge international general certi \ufb01 cate of secondary education the syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certi \ufb01 cate.for examiner\u2019s use total",
+            "2": "2 0620/51/m/j/14 \u00a9 ucles 20141  you are going to investigate what happens when dilute hydrochloric acid reacts with an aqueous solution r, containing two different substances s and t.   read all the instructions below carefully before starting the experiments.   instructions   you are going to carry out three experiments.  (a)  experiment 1   using a measuring cylinder, pour 25  cm3 of solution r into the conical \ufb02 ask. add \ufb01 ve drops of  the phenolphthalein indicator to the \ufb02 ask.   fill the burette with hydrochloric acid to the 0.0  cm3 mark. using the burette, add hydrochloric  acid to solution r and shake the \ufb02 ask. continue to add hydrochloric acid to the \ufb02 ask until the  colour just disappears.   record the volume of hydrochloric acid added when the indicator changes colour.   keep the mixture  in the \ufb02 ask for experiment 2. burette readings \ufb01 nal volume  / cm3 initial volume  / cm3 difference  / cm3 [3]  (b)  experiment 2   add four drops of methyl orange indicator to the mixture in the \ufb02 ask from experiment 1.   check that the burette reading is the same as your \ufb01 nal reading in experiment 1. this is the  initial volume reading for experiment 2.   using the burette, add hydrochloric acid to the mixture in the \ufb02 ask and shake the mixture.   record the volume of hydrochloric acid added when the indicator just changes colour. burette readings \ufb01 nal volume  / cm3 initial volume  / cm3 difference  / cm3 [4]  (c)  experiment 3   pour about 5  cm3 of solution r into a test-tube. using a teat pipette, add hydrochloric acid to  the solution. note any observations.   ... ...  [1]",
+            "3": "3 0620/51/m/j/14 \u00a9 ucles 2014 [turn over (d) (i)   when phenolphthalein indicator was used in experiment 1 the colour changed  from   to  . [2]  (ii)  what was the colour of the indicator at the end-point in experiment 2?   . ..  [1]  (e) (i)  what type of substances are s and t?   . ..  [1]  (ii)  what conclusion can you draw from experiment 3?   . ..  [1]  (f)  the volume of hydrochloric acid added in experiment 1 reacted with all of substance s and half  of substance t.   the volume of hydrochloric acid in experiment 2 reacted with half of substance t.  (i)  work out the volume of hydrochloric acid which reacted with substance s.   . ..  [2]  (ii)  work out the volume of hydrochloric acid which reacted with substance t.   . ..  [1]  (iii)  compare the volumes of hydrochloric acid which reacted with substances s and t.   .    . ..  [1]  (g) (i)   predict the volume of hydrochloric acid which would be added in experiments 1 and 2 if  the experiments were repeated using 100  cm3 of solution r. explain your answer.  experiment 1   ..  experiment 2   ..  explanation  . ..  [3]  (ii)  suggest a practical problem that would occur when carrying out these repeat experiments  and how you could solve this problem.   .    . ..  [2] [total: 22]",
+            "4": "4 0620/51/m/j/14 \u00a9 ucles 20142  you are provided with solid u, which is a metal salt.  carry out the following tests on u, recording all of your observations in the table.   conclusions must not be written in the table. tests observations tests on solid u (a)  describe the appearance of solid u.   [2] (b)  place half of solid u in a test-tube.   heat the test-tube gently at \ufb01 rst and then  more strongly. ..   [2] (c)  add the rest of solid u to about 8  cm3 of  distilled water in a test-tube.   stopper the test-tube and shake the  contents until dissolved.   divide the solution into four equal portions  in separate test-tubes and carry out the following tests.   add several drops of aqueous  sodium hydroxide to the \ufb01 rst portion of the  solution and shake the test-tube.   then add about 1  cm3 of hydrogen peroxide  solution to the mixture.    test the gas given off. ..  ..   [5] (d)  add excess aqueous ammonia to the  second portion of the solution.   [1] (e)  add about 1  cm3 of dilute nitric acid to the  third portion of the solution followed by about 1  cm3 of barium nitrate solution.   [2] (f)  add about 1  cm3 of dilute nitric acid to the  fourth portion of the solution followed by about 1  cm3 of silver nitrate solution.   [1]",
+            "5": "5 0620/51/m/j/14 \u00a9 ucles 2014 [turn over (g)  what does test (f) tell you about solid u?   ... ...  [1]  (h)  name the gas given off in test (c).   ... ...  [1]  (i)  what conclusions can you draw about solid u?   ... .   ... ...  [3] [total: 18]",
+            "6": "6 0620/51/m/j/14blank page \u00a9 ucles 2014",
+            "7": "7 0620/51/m/j/14blank page \u00a9 ucles 2014",
+            "8": "8 permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here possible. every reasonable effort has been made by the publisher (ucles) to trace copyright holders, but if any items requiring clearance have unwittingly been included the  publisher will be pleased to make amends at the earliest possible opportunity. cambridge international examinations is part of the cambridge assessment group. cambridge assessment is the brand name of unive rsity of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge. 0620/51/m/j/14notes for use in qualitative analysis test for anions anion test test result carbonate (co32\u2013) add dilute acid effervescence, carbon dioxide produced chloride (c l \u2013) [in solution]acidify with dilute nitric acid, then add aqueous silver nitratewhite ppt. iodide ( i\u2013) [in solution]acidify with dilute nitric acid, then add aqueous silver nitrateyellow ppt. nitrate (no3\u2013) [in solution]add aqueous sodium hydroxide then aluminium foil; warm carefullyammonia produced sulfate (so42\u2013) [in solution]acidify with dilute nitric acid, then aqueous barium nitratewhite ppt. test for aqueous cations cation effect of aqueous sodium hydroxide effect of aqueous ammonia aluminium (a l 3+)white ppt., soluble in excess giving a colourless solutionwhite ppt., insoluble in excess ammonium (nh4+) ammonia produced on warming \u2013 calcium (ca2+) white ppt., insoluble in excess no ppt., or very slight white ppt. copper (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 iron( iii) (fe3+) red-brown ppt., insoluble in excess red-brown ppt., insoluble in excess zinc (zn2+) white ppt., soluble in excess giving a colourless solutionwhite ppt., soluble in excess giving a colourless solution test for gases gas test and test results ammonia (nh3) turns damp red litmus paper blue carbon dioxide (co2) turns limewater milky chlorine (c l 2) bleaches damp litmus paper hydrogen (h2) \u2018pops\u2019 with a lighted splint oxygen (o2) relights a glowing splint \u00a9 ucles 2014"
+        },
+        "0620_s14_qp_52.pdf": {
+            "1": "this document consists of 7 printed pages and 1 blank page. [turn overib14 06_0620_52/3rp \u00a9 ucles 2014 *1093878163* read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen.you may use an hb pencil for any diagrams or graphs.do not use staples, paper clips, glue or correction \ufb02 uid. do not  write in any barcodes. answer all questions. electronic calculators may be used.you may lose marks if you do not show your working or if you do not use appropriate units.practical notes are provided on page 8. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question.chemistry  0620/52   paper 5 practical test may/june 2014  1 hour 15 minutes candidates answer on the question paper. additional materials: as listed in the con \ufb01 dential instructionscambridge international examinations cambridge international general certi \ufb01 cate of secondary education the syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certi \ufb01 cate.for examiner\u2019s use total",
+            "2": "2 0620/52/m/j/14 \u00a9 ucles 20141  you are going to investigate the temperature rise produced when different lengths of magnesium  ribbon react with excess dilute sulfuric acid.   read all the instructions below carefully before starting the experiments.   instructions   you are going to carry out \ufb01 ve experiments.  (a)  experiment 1   using a measuring cylinder, pour 20  cm3 of dilute sulfuric acid into the beaker. measure the  initial temperature of the acid and record it in the table below. add the 2  cm length of magnesium  ribbon to the acid in the beaker, and stir the mixture with the thermometer.   measure the highest temperature reached and record it in the table.   remove the thermometer and rinse out the beaker with water.  (b)  experiment 2   repeat experiment 1, using the 3  cm length of magnesium ribbon. record the initial and  highest temperatures in the table.  (c)  experiment 3   repeat experiment 1, using the 4  cm length of magnesium ribbon. record the temperatures in  the table.  (d)  experiment 4   repeat experiment 1, using the 6  cm length of magnesium ribbon. record the temperatures in  the table.  (e)  experiment 5   repeat experiment 1, using the 7  cm length of magnesium ribbon. record the temperatures in  the table.   complete the table. experimentinitial temperature / \u00b0chighest temperature / \u00b0cchange in temperature / \u00b0c 1 2345 [5]",
+            "3": "3 0620/52/m/j/14 \u00a9 ucles 2014 [turn over (f)  plot the results you have obtained on the grid below. draw a straight line of best \ufb01 t through the  points. 30 20 10 0 length of magnesium ribbon  / cmchange in temperature  / \u00b0c [4]  (g)  from your graph , deduce the expected change in temperature if experiment 1 was repeated  using a 5  cm length of magnesium ribbon.   show clearly on the graph  how you worked out your answer.   ... ...  [2]  (h)  give two observations when magnesium reacts with dilute sulfuric acid.  1  ... ..  2  ...   [2]",
+            "4": "4 0620/52/m/j/14 \u00a9 ucles 2014 (i) (i)   which experiment gave the greatest change in temperature?   . ..  [1]  (ii)  suggest why the change in temperature was greatest in this experiment.   .    . ..  [1]  (j)  what difference would be observed if experiment 1 was repeated using an equal mass of  magnesium powder? explain your answer.   ... .   ... ...  [2]  (k)  draw a diagram of apparatus you could use to collect and measure the volume of gas given off  in the reaction. [2]  (l)  state one source of error in the results obtained in experiments 1-5. give one improvement to  reduce this source of error.  error  ...   improvement  . ...  [2] [total: 21]",
+            "5": "5 0620/52/m/j/14 \u00a9 ucles 2014 [turn over2  you are provided with mixture e. e consists of two solids, f and g. solid f is water-soluble and  solid g is insoluble.   carry out the following tests on e, recording all of your observations in the table.   conclusions must not be written in the table. tests observations tests on the mixture e (a)  describe the appearance of the mixture.   [1] (b)  place a little of mixture e in a test-tube.   heat the mixture gently at \ufb01 rst then more  strongly for about 1 minute. after 1 minute, test the gas given off with damp ph indicator paper. leave the test-tube to cool. ..  ..  [3]   add the rest of mixture e to about 10  cm3  of distilled water in a boiling tube. stopper the boiling tube and shake the contents for about a minute. filter the contents of the boiling tube.   keep the residue and the \ufb01 ltrate for the  following tests. tests on the \ufb01 ltrate (c) (i)   to about 1  cm3 of the \ufb01 ltrate, add about  1 cm3 of aqueous sodium hydroxide.    gently heat the mixture. test the gas  given off with damp ph indicator paper.  (ii)  add about 1  cm3 of silver nitrate  solution to the second portion of the \ufb01 ltrate followed by about 1  cm3 of dilute  nitric acid. ..   [1]  ..   [1]",
+            "6": "6 0620/52/m/j/14 \u00a9 ucles 2014tests observations tests on the residue (d)  using a spatula, transfer a little of the  residue from the \ufb01 lter paper to a test-tube.  using a teat pipette, add about 2  cm3 of  dilute hydrochloric acid to the residue. test the gas given off.   add an equal volume of distilled water to  the solution in the test-tube.   shake the contents and divide into two  portions. ..  ..  [2] (e) (i)   add several drops of aqueous sodium  hydroxide to the \ufb01 rst portion of the  solution. now add excess aqueous sodium hydroxide.  (ii)  add several drops of aqueous  ammonia to the second portion. now add excess aqueous ammonia. ..   [3]  ..   [2]  (f)  explain your observations in test (b).   ... .   ... ...  [2]  (g)  what conclusions can you draw about solid f?   ... .   ... ...  [2]  (h)  what conclusions can you draw about solid g?   ... .   ... ...  [2] [total: 19]",
+            "7": "7 0620/52/m/j/14blank page \u00a9 ucles 2014",
+            "8": "8 permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here possible. every reasonable effort has been made by the publisher (ucles) to trace copyright holders, but if any items requiring clearance have unwittingly been included the  publisher will be pleased to make amends at the earliest possible opportunity. cambridge international examinations is part of the cambridge assessment group. cambridge assessment is the brand name of unive rsity of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge. 0620/52/m/j/14notes for use in qualitative analysis test for anions anion test test result carbonate (co32\u2013) add dilute acid effervescence, carbon dioxide produced chloride (c l \u2013) [in solution]acidify with dilute nitric acid, then add aqueous silver nitratewhite ppt. iodide ( i\u2013) [in solution]acidify with dilute nitric acid, then add aqueous silver nitrateyellow ppt. nitrate (no3\u2013) [in solution]add aqueous sodium hydroxide then aluminium foil; warm carefullyammonia produced sulfate (so42\u2013) [in solution]acidify with dilute nitric acid, then aqueous barium nitratewhite ppt. test for aqueous cations cation effect of aqueous sodium hydroxide effect of aqueous ammonia aluminium (a l 3+)white ppt., soluble in excess giving a colourless solutionwhite ppt., insoluble in excess ammonium (nh4+) ammonia produced on warming \u2013 calcium (ca2+) white ppt., insoluble in excess no ppt., or very slight white ppt. copper (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 iron( iii) (fe3+) red-brown ppt., insoluble in excess red-brown ppt., insoluble in excess zinc (zn2+) white ppt., soluble in excess giving a colourless solutionwhite ppt., soluble in excess giving a colourless solution test for gases gas test and test results ammonia (nh3) turns damp red litmus paper blue carbon dioxide (co2) turns limewater milky chlorine (c l 2) bleaches damp litmus paper hydrogen (h2) \u2018pops\u2019 with a lighted splint oxygen (o2) relights a glowing splint \u00a9 ucles 2014"
+        },
+        "0620_s14_qp_53.pdf": {
+            "1": "this document consists of 7 printed pages and 1 blank page. [turn overib14 06_0620_53/3rp \u00a9 ucles 2014 *7887217677* read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen.you may use an hb pencil for any diagrams or graphs.do not use staples, paper clips, glue or correction \ufb02 uid. do not  write in any barcodes. answer all questions. electronic calculators may be used.you may lose marks if you do not show your working or if you do not use appropriate units.practical notes are provided on page 8. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question.chemistry  0620/53   paper 5 practical test may/june 2014  1 hour 15 minutes candidates answer on the question paper. additional materials: as listed in the con \ufb01 dential instructionscambridge international examinations cambridge international general certi \ufb01 cate of secondary education the syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certi \ufb01 cate.for examiner\u2019s use total",
+            "2": "2 0620/53/m/j/14 \u00a9 ucles 20141  you are going to investigate what happens when two different solids, m and n, dissolve in water.   read all the instructions below carefully before starting the experiments.   instructions   you are going to carry out three experiments.  (a) experiment 1   use a measuring cylinder to pour 25  cm3 of distilled water into the polystyrene cup. support the  cup by putting it into the 250  cm3 beaker. measure the temperature of the water and record it  in the table below.   add all of solid m to the water, start the timer and stir the solution with the thermometer.   measure the temperature of the solution every 30 seconds for three minutes. record your  results in the table. at the end of the experiment, pour about 4  cm3 of the solution into a test- tube for experiment 3. time  / s 0 30 60 90 120 150 180 temperature of solution  / \u00b0c [2]  (b) experiment 2   empty the polystyrene cup and rinse it with water.   use a measuring cylinder to pour 25  cm3 of distilled water into the polystyrene cup.   measure the temperature of the water and record it in the table below.   add all of solid n to the water, start the timer and stir the solution with the thermometer.   measure the temperature of the solution every 30 seconds for three minutes. record your  results in the table. time  / s 0 30 60 90 120 150 180 temperature of solution  / \u00b0c [2]  (c) experiment 3   to about 4  cm3 of the solution from experiment 1, add about 1  cm3 of dilute sulfuric acid.   record your observation.   ... ...  [1]",
+            "3": "3 0620/53/m/j/14 \u00a9 ucles 2014 [turn over (d)  plot the results for experiments 1 and 2 on the grid and draw two smooth line graphs.   clearly label your graphs. 60 5040302010 0 time  / stemperature of solution  / \u00b0c 0 30 60 90 120 150 180 [6]  (e) (i)   from your graph , deduce the temperature of the solution in experiment 1 after 45 seconds.   show clearly on the graph  how you worked out your answer.  ..  \u00b0c [2]  (ii)  from your graph , deduce how long it takes for the initial temperature of the solution in  experiment 2 to change by 2  \u00b0c.   show clearly on the graph  how you worked out your answer.  ..  s [2]",
+            "4": "4 0620/53/m/j/14 \u00a9 ucles 2014 (f)  from your results in experiment 2, what type of chemical process occurs when substance n  dissolves in water?   ... ...  [1]  (g)  what conclusion can you draw from experiment 3?   ... ...  [1]  (h)  suggest the effect on the results if experiment 1 was repeated using 50  cm3 of distilled water.   ... .   ... ...  [2]  (i)  predict the temperature of the solution in experiment 2 after one hour. explain your answer.   ... .   ... ...  [2]  (j)  when carrying out the experiments, what would be the advantage of taking the temperature  readings every 10 seconds?   ... .   ... ...  [1] [total: 22]",
+            "5": "5 0620/53/m/j/14 \u00a9 ucles 2014 [turn over2  you are provided with two solids p and q.   carry out the following tests on p and q, recording all of your observations in the table.   conclusions must not be written in the table. tests observations tests on solid p use a spatula to divide solid p into two separate  boiling tubes. (a)  describe the appearance of solid p.  .. (b) (i)   add about 3  cm3 of dilute sulfuric acid  to the \ufb01 rst boiling tube of p and warm  the mixture for two minutes.    allow the mixture to settle.     decant the solution into two equal  portions in separate test-tubes. add an equal volume of distilled water to each test-tube. carry out the following tests.  (ii)  add several drops of aqueous sodium  hydroxide to the \ufb01 rst portion of the  solution and shake the test-tube.    now add excess sodium hydroxide to  the test-tube.  (iii)  add aqueous potassium iodide to the  second portion of the solution, shake and leave to stand for ten minutes.  [1]  ..   [2]  ..   [2] (c)  to the second boiling tube of p add about  2  cm3 of dilute hydrochloric acid and warm  the mixture for two minutes. allow the mixture to settle.   decant off 1  cm3 of the liquid into a test-tube. add aqueous ammonia to the solution until no further change is seen.  [1]  ..  ..  [3]",
+            "6": "6 0620/53/m/j/14 \u00a9 ucles 2014tests observations tests on solid q (d)  describe the appearance of solid q.   [1] (e) (i)   add about 3  cm3 of dilute sulfuric acid  to solid q in the boiling tube and warm  the mixture for two minutes.    allow the mixture to settle.    decant the solution into two equal  portions in separate test-tubes.  (ii)  add aqueous sodium hydroxide to the  \ufb01 rst portion until there is no further  change.  (iii)  add aqueous ammonia to the second  portion until there is no further change. ..   [2]  ..   [1]  ..   [2]  (f)  identify solid p.   ... ...  [2]  (g)  draw a conclusion about q.   ... ...  [1] [total: 18]",
+            "7": "7 0620/53/m/j/14blank page \u00a9 ucles 2014",
+            "8": "8 permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here possible. every reasonable effort has been made by the publisher (ucles) to trace copyright holders, but if any items requiring clearance have unwittingly been included the  publisher will be pleased to make amends at the earliest possible opportunity. cambridge international examinations is part of the cambridge assessment group. cambridge assessment is the brand name of unive rsity of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge. 0620/53/m/j/14notes for use in qualitative analysis test for anions anion test test result carbonate (co32\u2013) add dilute acid effervescence, carbon dioxide produced chloride (c l \u2013) [in solution]acidify with dilute nitric acid, then add aqueous silver nitratewhite ppt. iodide ( i\u2013) [in solution]acidify with dilute nitric acid, then add aqueous silver nitrateyellow ppt. nitrate (no3\u2013) [in solution]add aqueous sodium hydroxide then aluminium foil; warm carefullyammonia produced sulfate (so42\u2013) [in solution]acidify with dilute nitric acid, then aqueous barium nitratewhite ppt. test for aqueous cations cation effect of aqueous sodium hydroxide effect of aqueous ammonia aluminium (a l 3+)white ppt., soluble in excess giving a colourless solutionwhite ppt., insoluble in excess ammonium (nh4+) ammonia produced on warming \u2013 calcium (ca2+) white ppt., insoluble in excess no ppt., or very slight white ppt. copper (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 iron( iii) (fe3+) red-brown ppt., insoluble in excess red-brown ppt., insoluble in excess zinc (zn2+) white ppt., soluble in excess giving a colourless solutionwhite ppt., soluble in excess giving a colourless solution test for gases gas test and test results ammonia (nh3) turns damp red litmus paper blue carbon dioxide (co2) turns limewater milky chlorine (c l 2) bleaches damp litmus paper hydrogen (h2) \u2018pops\u2019 with a lighted splint oxygen (o2) relights a glowing splint \u00a9 ucles 2014"
+        },
+        "0620_s14_qp_61.pdf": {
+            "1": "this document consists of 10 printed pages and 2 blank pages. [turn overib14 06_0620_61/2rp \u00a9 ucles 2014 \uf02a\uf035\uf037\uf035\uf035\uf037\uf031\uf037\uf036\uf036\uf037\uf02a read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen.you may use an hb pencil for any diagrams or graphs.do not use staples, paper clips, glue or correction \ufb02 uid. do not  write in any barcodes. answer all questions. electronic calculators may be used.you may lose marks if you do not show your working or if you do not use appropriate units. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question.chemistry  0620/61   paper 6 alternative to practical may/june 2014  1 hour candidates answer on the question paper. no additional materials are required.cambridge international examinations cambridge international general certi \ufb01 cate of secondary education the syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certi \ufb01 cate.",
+            "2": "2 0620/61/m/j/14 \u00a9 ucles 20141  a student separated a mixture of two alcohols, ethanol (boiling point 78 \uf0b0c) and butanol (boiling point 118 \uf0b0c).   the apparatus used is shown below. heatmixture of alcohols  (a)  complete the boxes to identify the pieces of apparatus labelled. [2]  (b)  label the arrows. [1]  (c)  state the name of this separation process.   ... ...  [2]  (d) (i)   which liquid is \ufb01 rst to collect in the beaker?   . ..  [1]  (ii)  how would the student know when all of this liquid had collected?   .    . ..  [1]",
+            "3": "3 0620/61/m/j/14 \u00a9 ucles 2014 [turn over (e)  identify and explain a possible hazard in this experiment.   ... .   ... ...  [2] [total: 9] 2  the following paragraph was taken from a student\u2019s notebook. preparation of lead chloride 10 cm3 of aqueous lead nitrate was placed in a beaker and 10  cm3 of aqueous potassium  chloride added. lead chloride, a white solid, was formed. the solid was separated from the mixture.water was then added to the solid and the mixture boiled. a clear liquid was formed. on cooling, white crystals were deposited.  (a)  what type of chemical reaction resulted in the formation of the lead chloride?   ... ...  [1]  (b)  what is the solubility of lead chloride in  (i)  cold water,  ..   (ii)  hot water?  ... ..  [2]  (c)  what method should be used to separate the crystals from the mixture?   ... ...  [1] [total: 4]",
+            "4": "4 0620/61/m/j/14 \u00a9 ucles 20143  a student investigated the reaction of zinc powder with dilute hydrochloric acid using the apparatus  below. hydrochloric acid zincgas syringe   the same mass of zinc was added to different volumes of hydrochloric acid at room temperature,  20 \uf0b0c. the total volume of hydrogen gas given off in each experiment was measured.  (a)  use the gas syringe diagrams to record the volumes of hydrogen gas in the table. volume of hydrochloric acid / cm3gas syringe diagramvolume of hydrogen gas / cm3 001 02 03 0 50 60 40 501 02 03 0 50 60 40 1001 02 03 0 50 60 40 1501 02 03 0 50 60 40 2001 02 03 0 50 60 40 3001 02 03 0 50 60 40 4001 02 03 0 50 60 40 [3]",
+            "5": "5 0620/61/m/j/14 \u00a9 ucles 2014 [turn over (b)  on the grid, plot the points and draw a smooth line graph. 60 40 20 0 01 0 2 0 volume of hydrochloric acid  / cm330 40volume of hydrogengas  / cm3 [4]  (c) (i)   which point is inaccurate?   . ..  [1]  (ii)  suggest a possible reason for this inaccurate measurement.   . ..  [1]  (iii)  use your graph  to work out the volume that would be expected to be formed.   show clearly on the grid  how you got your answer.   . ..  [2]  (d)  explain why the volume of hydrogen gas does not increase after 30 cm3 of hydrochloric acid.   ... .   ... ...  [2]  (e)  sketch on the grid the graph you would expect if the experiments were repeated using the  same mass of zinc granules. [2] [total: 15]",
+            "6": "6 0620/61/m/j/14 \u00a9 ucles 20144  a student investigated the reaction between dilute hydrochloric acid and an aqueous alkaline  solution r, containing two different substances, s and t.   three experiments were carried out.   experiment 1   using a measuring cylinder, 25 cm3 of solution r was poured into a conical \ufb02 ask and \ufb01 ve drops of  phenolphthalein were added to the \ufb02 ask.   a burette was \ufb01 lled with hydrochloric acid up to the 0.0 cm3 mark. hydrochloric acid was added to  the solution r and the \ufb02 ask shaken. addition of hydrochloric acid was continued until the colour just  disappeared.   the mixture in the \ufb02 ask was kept for experiment 2.  (a)  use the burette diagram to record the \ufb01 nal volume in the table of results and complete the  table. 16 1718 final burette reading burette readings \ufb01 nal volume / cm3 initial volume / cm3 difference / cm3 [3]   experiment 2   five drops of methyl orange indicator were added to the mixture in the \ufb02 ask from experiment 1. the  mixture turned yellow. the initial volume reading of the burette was the same as the \ufb01 nal reading  in experiment 1. hydrochloric acid was added from the burette to the mixture in the \ufb02 ask and the  mixture shaken.   the volume of hydrochloric acid added was recorded when the indicator just changed colour.  (b)  use the burette diagram to record the \ufb01 nal volume in the table of results and complete the  table. 24 2526 final burette reading burette readings \ufb01 nal volume / cm3 initial volume / cm3 difference / cm3 [3]",
+            "7": "7 0620/61/m/j/14 \u00a9 ucles 2014 [turn over (c)   experiment 3   hydrochloric acid was added to about 5 cm3 of solution r in a test-tube.  rapid effervescence was observed. (d)  when phenolphthalein indicator was used in experiment 1 the colour changed   from pink to  . .  [1]  (e)  in a similar experiment, methyl orange indicator was used in experiment 1 followed by  phenolphthalein in experiment 2.   suggest why this experiment would not work.   ... .   ... ...  [1]  (f)  what conclusion can you draw from experiment 3?   ... ...  [1]  (g)  the volume of hydrochloric acid added in experiment 1 reacted with all of substance s and half  of substance t.   the volume of hydrochloric acid in experiment 2 reacted with half of substance t.  (i)  work out the volume of hydrochloric acid which reacted with substance s.   . ..  [2]  (ii)  work out the volume of hydrochloric acid which reacted with substance t.   . ..  [1]  (iii)  compare the volumes of hydrochloric acid which reacted with substances s and t.   . ..  [1]  (h) (i)   the experiments were repeated using 100 cm 3 of solution r.   predict the volume of hydrochloric acid which would be added in experiments 1 and 2.  explain your answer.  experiment 1   ..  experiment 2   ..  explanation  . ..  [3]  (ii)  suggest a practical problem that would occur when carrying out these repeat experiments  and how you could solve this problem.   .    . ..  [2] [total: 18]",
+            "8": "8 0620/61/m/j/14 \u00a9 ucles 20145  a solid u was analysed. u was a soluble metal sulfate.   the tests on u, and some of the observations are in the following table.   complete the observations. tests observations tests on solid u (a)  appearance of solid u. pink crystals (b)  solid u was heated gently and then  strongly in a test-tube. condensation droplets formed on the sides of the test-tube (c)  solid u was added to distilled  water in a test-tube and shaken until dissolved.   the solution was divided into  three equal portions in separate test-tubes and the following tests carried out.   several drops of aqueous sodium  hydroxide were added to the \ufb01 rst  portion of the solution and thetest-tube shaken.   then hydrogen peroxide solution  was added to the mixture and the gas given off tested.pale brown precipitate effervescence glowing splint relit (d)  dilute nitric acid was added to  the second portion of the solution followed by barium nitrate solution. ..   [2] (e)  dilute nitric acid was added to the  third portion of the solution followed by silver nitrate solution. ..   [1]",
+            "9": "9 0620/61/m/j/14 \u00a9 ucles 2014 [turn over (f)   what does test (e) tell you about solid u?   ... ...  [1]  (g)  name the gas given off in test (c).   ... ...  [1]  (h)  what conclusions can you draw about solid u?   ... .   ... ...  [2] [total: 7]",
+            "10": "10 0620/61/m/j/14 \u00a9 ucles 20146  nuts contain oil. nuts can be burned to produce energy. the apparatus shown can be used to  compare the energy produced by burning different nuts. thermometer water nut   plan an investigation to show which of three different types of nut produce the most energy. you are  provided with peanuts, brazil nuts and hazelnuts.   ...    ...    ...    ...    ...    ...    ...    ...    ... ..  [7] [total: 7]",
+            "11": "11 0620/61/m/j/14 \u00a9 ucles 2014blank page",
+            "12": "12 0620/61/m/j/14 \u00a9 ucles 2014permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here possible. every reasonable effort has been made by the publisher (ucles) to trace copyright holders, but if any items requiring clearance have unwittingly been included the  publisher will be pleased to make amends at the earliest possible opportunity. cambridge international examinations is part of the cambridge assessment group. cambridge assessment is the brand name of unive rsity of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge.blank page"
+        },
+        "0620_s14_qp_62.pdf": {
+            "1": "this document consists of 12 printed pages. [turn overib14 06_0620_62/4rp \u00a9 ucles 2014 *9115508770* read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen.you may use an hb pencil for any diagrams or graphs.do not use staples, paper clips, glue or correction \ufb02 uid. do not  write in any barcodes. answer all questions. electronic calculators may be used.you may lose marks if you do not show your working or if you do not use appropriate units. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question.chemistry  0620/62   paper 6 alternative to practical may/june 2014  1 hour candidates answer on the question paper. no additional materials are required.cambridge international examinations cambridge international general certi \ufb01 cate of secondary education the syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certi \ufb01 cate.",
+            "2": "2 0620/62/m/j/14 \u00a9 ucles 20141  a student investigated the effect of using electricity to break down a solution of concentrated  hydrochloric acid using the apparatus shown. concentrated hydrochloric acidcarbon rods   during the experiment, bubbles were observed at both carbon rods.  (a)  complete the box to identify the piece of apparatus used. [1]  (b) (i)   name the process that occurs when electricity is passed through concentrated hydrochloric  acid.   . ..  [1]  (ii)  what is the purpose of the carbon rods?   . ..  [1]  (c)   name one of the gases formed and state a test for this gas.  name  ... ...  test   .  result  .. ..  [2]  (d)  draw a diagram of different apparatus that could be used to collect the gases formed at the carbon rods. [2] [total: 7]",
+            "3": "3 0620/62/m/j/14 \u00a9 ucles 2014 [turn over2  the graph shows the change in the ph when aqueous potassium hydroxide is added to 25.0 cm3 of  dilute nitric acid to form a solution of potassium nitrate. a ph meter was used. 14 1210 86420 0 5 10 15 volume of potassium hydroxide  / cm320 25phpoint x  (a)  name a suitable piece of apparatus to measure 25.0 cm3 of dilute nitric acid.   ... ...  [1]  (b)  what could be used instead of a ph meter in this experiment?   ... ...  [1]  (c)  describe how the ph of the mixture changes as the potassium hydroxide is added.   ... .   ... .   ... ...  [2]",
+            "4": "4 0620/62/m/j/14 \u00a9 ucles 2014 (d) (i)  what has happened at point x?   . ..  [1]  (ii)  what volume of aqueous potassium hydroxide had been added to the mixture at point x?   . ..  [2]  (iii)  what conclusion can you draw about the concentrations of the dilute nitric acid and the  aqueous potassium hydroxide? explain your answer.   .    .    . ..  [3]  (e)  suggest the effect of heating the solution of potassium nitrate to boiling point and then heating for a further ten minutes.   ... .   ... ...  [2] [total: 12]",
+            "5": "5 0620/62/m/j/14 \u00a9 ucles 2014 [turn over3  long-chain alkanes can be cracked to form short-chain alkenes. the apparatus below was used to  produce ethene. waterethenealuminium oxideliquid alkane on mineral fibre  (a)  which piece of apparatus is missing from the diagram?   ... ...  [1]  (b)  suggest why the \ufb01 rst tube of gas that is collected should be discarded.   ... .   ... ...  [2]  (c)  what is the function of the aluminium oxide?   ... ...  [1]  (d)  describe a chemical test to distinguish an alkane from an alkene.   ... .   ... ...  [2] [total: 6]",
+            "6": "6 0620/62/m/j/14 \u00a9 ucles 20144  a student investigated the temperature rises produced when different lengths of magnesium ribbon  reacted with excess dilute sulfuric acid.   five experiments were carried out.  (a) experiment 1   using a measuring cylinder, 20 cm3 of dilute sulfuric acid was added to a beaker. the initial  temperature of the solution was measured. a 2 cm length of magnesium ribbon was added to the acid in the beaker and the mixture stirred with a thermometer. the highest temperature reached was measured.   use the thermometer diagrams to record the initial and highest temperatures in the table on page 7. 40 35 3030 25 20 initial temperature highest temperature  (b) experiment 2   experiment 1 was repeated, using a 3 cm length of magnesium ribbon. use the thermometer  diagrams to record the initial and highest temperatures in the table.",
+            "7": "7 0620/62/m/j/14 \u00a9 ucles 2014 [turn over (c) experiments 3, 4 and 5   experiment 1 was repeated, using a 4 cm length, a 6 cm length and a 7 cm length of magnesium  ribbon. use the thermometer diagrams to record the temperatures in the table.   complete the table of results. 1 40 35 30230 25 20 50 45 40335 30 25 50 45 40430 25 20 55 50 45535 30 25experimentinitial temperature / \u00b0cthermometer diagramthermometer diagramhighest temperature / \u00b0cchange in temperature / \u00b0c [5]",
+            "8": "8 0620/62/m/j/14 \u00a9 ucles 2014 (d)   plot the results on the grid below. draw a best \ufb01 t straight line graph. 30 20 10 0 0123 length of magnesium ribbon  / cm45 6 7 8change in temperature / \u00b0c [4]  (e)  from your graph , deduce the temperature change expected if experiment 1 was repeated  using an 8 cm length of magnesium ribbon.   show clearly on the grid  how you worked out your answer.   ... ...  [3]  (f)  give one expected observation, other than temperature rise, when magnesium reacts with  dilute sulfuric acid.   ... ...  [1]",
+            "9": "9 0620/62/m/j/14 \u00a9 ucles 2014 [turn over (g) (i)   which experiment gave the greatest change in temperature?   . ..  [1]  (ii)  suggest why the change in temperature was greatest in this experiment.   .    . ..  [1]  (h)  what difference would be observed if experiment 1 was repeated using an equal mass of  magnesium powder? explain your answer.   ... .   ... ...  [2]  (i)  suggest the temperature change expected if experiment 1 was repeated using 40 cm3 of dilute  sulfuric acid.   ... ...  [1]  (j)  draw a diagram of apparatus you could use to collect and measure the volume of gas given off in the reaction. [2]  (k)  state one source of error in the results obtained in the experiments. give one improvement to  reduce this source of error.  error  ...   improvement  . ...  [2] [total: 22]",
+            "10": "10 0620/62/m/j/14 \u00a9 ucles 20145  a mixture e was analysed. e consisted of two solids, f and g. solid f was ammonium chloride  which is water-soluble and solid g was insoluble.   the tests on e and some of the observations are in the following table.   complete the observations in the table.  tests observations tests on mixture e (a)  appearance of mixture e. white solid (b)  mixture e was heated gently then  strongly.   the gas was tested with damp ph  indicator paper and the test-tube left to cool. ..   [1] mixture e was added to distilled water in  a boiling tube and shaken. the contents  of the boiling tube were \ufb01 ltered. tests on the \ufb01 ltrate (c) (i)  aqueous sodium hydroxide  was added to the \ufb01 ltrate.    the mixture was heated. the gas given off was tested with damp ph indicator paper.  (ii)  silver nitrate solution was added to the \ufb01 ltrate followed  by about 1 cm 3 of dilute nitric  acid. ..   [2] ..   [2]",
+            "11": "11 0620/62/m/j/14 \u00a9 ucles 2014 [turn overtests observations tests on the residue (d)  the residue was transferred from  the \ufb01 lter paper into a test-tube.  dilute hydrochloric acid was added to the residue.   the gas given off was tested.rapid effervescence limewater turned milky the solution in the test-tube was divided  into two portions. (e) (i)  several drops of aqueous  sodium hydroxide were added to the \ufb01 rst portion of the  solution.    excess aqueous sodium hydroxide was then added to the mixture.  (ii)  several drops of aqueous ammonia were added to the second portion of the solution.     excess aqueous ammonia was then added to the mixture.white precipitate precipitate dissolved white precipitate precipitate dissolved  (f)  what conclusions can you draw about solid g?   ... .   ... ...  [2] [total: 7]",
+            "12": "12 0620/62/m/j/14 \u00a9 ucles 2014permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here possible. every reasonable effort has been made by the publisher (ucles) to trace copyright holders, but if any items requiring clearance have unwittingly been included the  publisher will be pleased to make amends at the earliest possible opportunity. cambridge international examinations is part of the cambridge assessment group. cambridge assessment is the brand name of unive rsity of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge.6  cerussite is an ore of lead. cerussite is lead carbonate, pbco3.   in the reactivity series, lead is between iron and copper.   plan an investigation to obtain a sample of lead from a large lump of cerussite.   you are provided with common laboratory apparatus and chemicals.   ...    ...    ...    ...    ...    ...    ...    ... ..  [6] [total: 6]"
+        },
+        "0620_s14_qp_63.pdf": {
+            "1": "this document consists of 11 printed pages and 1 blank page. [turn overib14 06_0620_63/2rp \u00a9 ucles 2014 \uf02a\uf033\uf035\uf032\uf038\uf035\uf037\uf034\uf037\uf033\uf035\uf02a read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen.you may use an hb pencil for any diagrams or graphs.do not use staples, paper clips, glue or correction \ufb02 uid. do not  write in any barcodes. answer all questions. electronic calculators may be used.you may lose marks if you do not show your working or if you do not use appropriate units. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question.chemistry  0620/63   paper 6 alternative to practical may/june 2014  1 hour candidates answer on the question paper. no additional materials are required.cambridge international examinations cambridge international general certi \ufb01 cate of secondary education the syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certi \ufb01 cate.",
+            "2": "2 0620/63/m/j/14 \u00a9 ucles 20141  steam was passed over heated magnesium ribbon using the apparatus below. ceramic woolmagnesium ribbon y  (a) (i)   complete the box to show the substance absorbed by the ceramic wool. [1]  (ii)  indicate on the diagram, with two arrows, where the heat is applied. [1]  (b) (i)  describe the change in the appearance of the magnesium.   . ..  [2]  (ii)  predict the effect of adding water and a few drops of universal indicator to the solid product  of the reaction.   .    . ..  [2]  (c)   suggest the effect of a lighted splint at point y. explain your suggestion.   ... .   ... ...  [2] [total: 8]",
+            "3": "3 0620/63/m/j/14 \u00a9 ucles 2014 [turn over2  a student carried out three experiments to investigate the rate of reaction between dilute hydrochloric acid and zinc powder.  experiment 1   50 cm3 of dilute hydrochloric acid were reacted with excess zinc powder. the volume of gas  produced was measured every minute for ten minutes.  experiment 2   experiment 1 was then repeated using 100 cm3 of the dilute hydrochloric acid.   the results for these two experiments are shown below. 60 5040302010 0 012345 time  / mins6789 1 0volume of gas  / cm3  (a)  label the two lines to identify each experiment. [1]",
+            "4": "4 0620/63/m/j/14 \u00a9 ucles 2014 experiment 3   experiment 1 was repeated using 50 cm3 of dilute hydrochloric acid which was half as concentrated  as in experiment 1.  (b) (i)   how could the student prepare a solution of dilute hydrochloric acid which was half as  concentrated as the acid in experiment 1?   .    . ..  [2]  (ii)  sketch, on the grid on page 3, the result that would be expected in experiment 3. [2]  (c)  complete the diagram to show how the gas could be collected and measured. [2]  (d)  explain how the rate of reaction could be increased in experiment 3 without changing the  concentration of the dilute hydrochloric acid.   ... .   ... .   ... ...  [3] [total: 10]",
+            "5": "5 0620/63/m/j/14 \u00a9 ucles 2014 [turn over3  a student carried out an investigation to coat a copper key with nickel. he followed these instructions.  1  rub the copper key with sandpaper.  2  set up the circuit as shown. copper key nickel electrode electrolyte  3  switch on the circuit for ten minutes.  4  remove the key, wash it and dry.  (a)  name the process used to coat the copper key with nickel.   ... ...  [1]  (b)  why was the key rubbed with sandpaper?   ... .   ... ...  [2]  (c)  name a possible electrolyte that could be used.   ... ...  [2]  (d)  give one expected observation during the ten minutes that the circuit was switched on.   ... ...  [1]  (e)   describe how the key would be washed and dried.   ... .   ... ...  [1] [total: 7]",
+            "6": "6 0620/63/m/j/14 \u00a9 ucles 20144  a student investigated what happened when two different solids, m and n, dissolved in water.   three experiments were carried out.  (a) experiment 1   using a measuring cylinder, 25 cm3 of distilled water were poured into a polystyrene cup. the  temperature of the water was measured. solid m was added to the water, the timer started and  the mixture stirred with a thermometer. the temperature of the solution was measured every 30 seconds for three minutes.    use the thermometer diagrams to record the results in the table.   a little of the solution was poured into a test-tube for experiment 3. 30 25 20time  / s temperature / \u00b0cthermometer diagram0 40 35 3030 40 35 3060 40 35 3090 40 35 30120 40 35 30150 40 35 30180 [2]  (b)  experiment 2   experiment 1 was repeated using solid n.   the temperature of the solution was measured every 30 seconds for three minutes.   use the thermometer diagrams to record the results in the table. 30 25 20time  / s temperature / \u00b0cthermometer diagram0 20 15 1030 20 15 1060 20 15 1090 20 15 10120 20 15 10150 20 15 10180 [2]  (c)  experiment 3   dilute sulfuric acid was added to the solution from experiment 1.   rapid effervescence was observed.",
+            "7": "7 0620/63/m/j/14 \u00a9 ucles 2014 [turn over (d)   plot the results for experiments 1 and 2 on the grid and draw two smooth line graphs.   clearly label your graphs. 40 30 20 10 0 03 0 6 0 9 0 time  / s120 150 180temperature / \u00b0c [6]  (e) (i)   from your graph , deduce the temperature of the solution in experiment 1 after 45 seconds.   show clearly on the graph  how you worked out your answer.  . \uf0b0c [2]  (ii)  from your graph , deduce how long it takes for the initial temperature of the solution in  experiment 2 to change by 2 \uf0b0c.   show clearly on the graph  how you worked out your answer.  . s [2]",
+            "8": "8 0620/63/m/j/14 \u00a9 ucles 2014 (f)  from the results in experiment 2, what type of chemical process occurs when substance n  dissolves in water?   . ..  [1]  (g)  what conclusion can you draw from experiment 3?   . ..  [1]  (h)  suggest the effect on the results if experiment 1 was repeated using 50 cm3 of water.   ... .   ... ...  [2]  (i)  predict the temperature of the solution in experiment 2 after 1 hour. explain your answer.   ... .   ... ...  [2]  (j)  when carrying out the experiments, what would be the advantage of taking the temperature  readings every 10 seconds?   ... .   ... ...  [1] [total: 21]",
+            "9": "9 0620/63/m/j/14 \u00a9 ucles 2014 [turn over5  two solids, p and q, were analysed. p was a metal compound and q was calcium iodide.   tests were carried out on p and q and some of the observations are in the following table.   complete the observations for solid q. tests observations tests on solid p (a)  appearance of solid p. black solid (b) (i)  dilute sulfuric acid was added to  solid p and the mixture warmed.    the solution was divided into  two equal portions in test-tubes.    the following tests were carried  out.  (ii)  drops of aqueous sodium  hydroxide were added to the \ufb01 rst portion of the solution.     excess sodium hydroxide was  then added to the mixture in the test-tube.  (iii)  aqueous ammonia was added  to the second portion of the solution until no further change was seen.the solid reacted and a blue solution was formed blue precipitate formed blue precipitate insoluble blue precipitate formed which dissolved to form a deep blue solution",
+            "10": "10 0620/63/m/j/14 \u00a9 ucles 2014tests observations tests on solid q (c)  distilled water was added to solid q  and the mixture shaken to dissolve solid q.   the solution was divided into three  equal portions in separate test-tubes.  (i)  aqueous sodium hydroxide was  added to the \ufb01 rst portion until no  further change was seen.  (ii)  aqueous ammonia was added  to the second portion until no further change was seen.  (iii)  dilute nitric acid and aqueous  silver nitrate were added to the third portion... .   [3] .. .   [1] .   [1]  (d)  identify solid p.   ... ...  [2] [total: 7]",
+            "11": "11 0620/63/m/j/14 \u00a9 ucles 2014 [turn over6  vinegar contains ethanoic acid. different brands of vinegar contain different concentrations of  ethanoic acid. the concentration of ethanoic acid in the vinegar can be determined by reaction with aqueous sodium hydroxide.   plan an experiment to show which of two different brands of colourless vinegar, c and d, contain  the highest concentration of ethanoic acid.   you are provided with common laboratory apparatus.   you may use the space below to draw a diagram.   ...    ...    ...    ...    ...    ...    ...    ... ..  [7] [total: 7]",
+            "12": "12 0620/63/m/j/14 \u00a9 ucles 2014permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here possible. every reasonable effort has been made by the publisher (ucles) to trace copyright holders, but if any items requiring clearance have unwittingly been included the  publisher will be pleased to make amends at the earliest possible opportunity. cambridge international examinations is part of the cambridge assessment group. cambridge assessment is the brand name of unive rsity of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge.blank page"
+        },
+        "0620_w14_qp_11.pdf": {
+            "1": "  the syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificat e.  this document consists of 13 printed pages and 3 blank pages.  ib14 11_0620_11/2rp  \u00a9 ucles 2014 [turn over       *4174905704* cambridge international examinations  cambridge international general certificate of secondary education       chemistry 0620/11     paper 1 multiple choice  october/november 2014       45 minutes  additional materials: multiple choice answer sheet   soft clean eraser   soft pencil (type b or hb is recommended)       read these instructions first    write in soft pencil. do not use staples, paper clips, glue or correction fluid. write your name, centre number and candidate number on the answer sheet in the spaces provided unless  this has been done for you.  do not  write in any barcodes.   there are forty  questions on this paper. answer all questions. for each question there are four possible  answers a, b, c and d.   choose the one you consider correct and record your choice in soft pencil  on the separate answer sheet.   read the instructions on the answer sheet very carefully.  each correct answer will score one mark. a mark will not be deducted for a wrong answer. any rough working should be done in this booklet. a copy of the periodic table is printed on page 16. electronic calculators may be used.  ",
+            "2": "2  \u00a9 ucles 2014 0620/11/o/n/14  1 which statement is an example of diffusion?  a a kitchen towel soaks up some spilt milk.  b ice cream melts in a warm room.  c pollen from flowers is blown by the wind.  d the smell of cooking spreads through a house.      2 a mixture is separated using the apparatus shown.    mixture funnel filter paper     what is the mixture?  a aqueous copper chloride and copper  b aqueous copper chloride and sodium chloride  c ethane and methane  d ethanol and water     3 ethanol is made by fermentation.    how is ethanol obtained from the fermentation mixture?  a chromatography  b crystallisation  c electrolysis  d fractional distillation      4 what is different for isotopes of the same element?  a nucleon number  b number of electron shells  c number of electrons in the outer shell  d proton number   ",
+            "3": "3  \u00a9 ucles 2014 0620/11/o/n/14 [turn over  5 which element has the atomic structure shown?    ekey electron nucleus16nnneutron eeeee ee ee ee ee ee     a a l b  p c  s d  si      6 slate has a layered structure and can easily be split into thin sheets.    which diagram shows a structure most like that of slate?    b a cd       7 sodium chloride is an ionic solid.    which statement is not correct?  a ions are formed when atoms lose or gain electrons.  b ions in sodium chloride are strongly held together.  c ions with the same charge attract each other.  d sodium chloride solution can conduct electricity.     ",
+            "4": "4  \u00a9 ucles 2014 0620/11/o/n/14  8 caesium chloride and rubidium bromide are halide compounds of group i elements.    caesium chloride has the formula \u2026\u20261\u2026\u2026, a relative formula mass \u2026\u20262\u2026\u2026 that of rubidium  bromide and bonds that are \u2026\u20263\u2026\u2026 .    which words correctly complete gaps 1, 2 and 3?     1 2 3  a cac l different from ionic  b cac l the same as covalent  c csc l different from ionic  d csc l the same as covalent    9 how many atoms of hydrogen are there in a molecule of ethanol, c 2h5oh?  a 1 b 2 c 5 d 6    10 iron forms an oxide with the formula fe 2o3.    what is the relative formula mass of this compound?  a 76 b 100 c 136 d 160      11 which metal could not be used for electroplating by using an aqueous solution?  a chromium  b copper  c silver  d sodium    12 which products are formed at the electrodes when a concentrated solution of sodium chloride is  electrolysed?     cathode (\u2013) anode (+)  a hydrogen chlorine  b hydrogen oxygen  c sodium chlorine  d sodium oxygen    ",
+            "5": "5  \u00a9 ucles 2014 0620/11/o/n/14 [turn over  13 which statements about exothermic and endothermic reactions are correct?    1 during an exothermic reaction, heat is given out.  2 the temperature of an endothermic reaction goes up because heat is taken in. 3 burning methane in the air is an exothermic reaction.    a 1, 2 and 3 b 1 and 2 only c 1 and 3 only d 2 and 3 only      14 a power station was designed to burn gaseous fuels only.    which two substances could be used?  a carbon dioxide and hydrogen  b carbon dioxide and  235u  c hydrogen and methane  d methane and 235u     15 the rate of a reaction depends on temperature, concentration, particle size and catalysts.    which statement is not correct?  a catalysts can be used to increase the rate of reaction.  b higher concentration decreases the rate of reaction.  c higher temperature increases the rate of reaction.  d larger particle size decreases the rate of reaction.      16 the diagram shows the change from an anhydrous salt to its hydrated form.    hydrated salt anhydrous saltforward reverse    which statement is correct?    a forward reaction requires heat and water  b forward reaction requires water only  c reverse reaction requires heat and water  d reverse reaction requires water only   ",
+            "6": "6  \u00a9 ucles 2014 0620/11/o/n/14  17 the equations for two reactions p and q are given.    p 2nano 2  +  o 2  \u2192  2nano 3  q 2hgo  \u2192  2hg  +  o 2    in which of these reactions does oxidation of the underlined substance occur?     p q  a \u0013 \u0013  b \u0013 \u0017  c \u0017 \u0013  d \u0017 \u0017     18 which changes decrease the rate of reaction between magnesium and air?    1 heating the magnesium to a higher temperature  2 using a higher proportion of oxygen in the air  3 using magnesium ribbon instead of powdered magnesium    a 1, 2 and 3 b 1 only c 2 only d 3 only     19 which substance is the most acidic?     substance ph  a calcium hydroxide 12  b lemon juice 4  c milk 6  d washing up liquid 8    20 the positions of elements w, x, y and z in the periodic table are shown.    w xy z    which elements form basic oxides?  a w, x and y b w and x only c y only d z only     ",
+            "7": "7  \u00a9 ucles 2014 0620/11/o/n/14 [turn over  21 how many different salts could be made from a supply of dilute sulfuric acid, dilute hydrochloric  acid, copper, magnesium oxide and zinc carbonate?  a 3 b 4 c 5 d 6      22 the graph shows how the ph of soil in a field changes over time.    at which point was the soil neutral?    11 9 753ph of soil timea b cd      23 elements in group i of the periodic table react with water.    which row describes the products made in t he reaction and the trend in reactivity of the  elements?     products trend in reactivity  a metal hydroxide and hydrogen less reactive down the group  b metal hydroxide and hydrogen more reactive down the group  c metal oxide and hydrogen less reactive down the group  d metal oxide and hydrogen more reactive down the group    ",
+            "8": "8  \u00a9 ucles 2014 0620/11/o/n/14  24 an element x has the two properties listed.    1 it acts as a catalyst.  2 it forms colourless ions.    which of these properties suggest that x is a transition element?     property 1 property 2  a \u0013 \u0013  b \u0013 \u0017  c \u0017 \u0013  d \u0017 \u0017      25 an inert gas x is used to fill weather balloons.    which descriptions of x are correct?     number of outer  electrons in atoms of x structure of gas x  a 2 single atoms  b 2 diatomic molecules  c 8 single atoms  d 8 diatomic molecules      26 the table shows the reactions of four different metals with water.    metal reaction  w reacts vigorously with cold water  x no reaction with water  y reacts very slowly with water, more vigorously with steam  z reacts violently with cold water    what is the correct order of reactivity, from most reactive to least reactive?  a w \u2192 x \u2192 y \u2192 z  b w \u2192 z \u2192 y \u2192 x  c z \u2192 w \u2192 x \u2192 y  d z \u2192 w \u2192 y \u2192 x     ",
+            "9": "9  \u00a9 ucles 2014 0620/11/o/n/14 [turn over  27 which information about an element can be used to predict its chemical properties?  a boiling point  b density  c melting point  d position in the periodic table      28 aluminium is the most common metal in the earth\u2019s crust.    which is not a property of aluminium?    a low density  b resistance to corrosion  c good conductor of electricity  d poor conductor of heat    29 the oxide of element x is reduced by heating with carbon.    element x does not react with cold water, steam or dilute hydrochloric acid.    what is x?  a copper  b iron  c magnesium  d zinc      30 which object is least  likely to contain aluminium?  a a bicycle frame  b a hammer  c a saucepan  d an aeroplane body      31 which reaction involves oxidation?  a heating hydrated copper( ii) sulfate in the air  b polymerisation of ethene  c rusting of iron  d thermal decomposition of calcium carbonate     ",
+            "10": "10  \u00a9 ucles 2014 0620/11/o/n/14  32 which method can be used to obtain ammonia from ammonium sulfate?  a heat it with an acid.  b heat it with an alkali.  c heat it with an oxidising agent.  d heat it with a reducing agent.      33 which method of purification would produce water most  suitable for drinking?    muddy river waterpurified waterfiltration filtration filtrationsettlementchlorination chlorinationa b cd       34 which statement about methane is not correct?  a it is a liquid produced by distilling petroleum.  b it is produced as vegetation decomposes.  c it is produced by animals, such as cows.  d it is used as a fuel.    35 which is an air pollutant that affects a part of the body other than the lungs and blood system?  a lead compounds  b nitrogen  c oxides of nitrogen  d sulfur dioxide    ",
+            "11": "11  \u00a9 ucles 2014 0620/11/o/n/14 [turn over  36 increasing the number of atoms in one molecule of a hydrocarbon increases the amount of  energy released when it burns.    what is the correct order?     less energy  released  more energy  released  a ethene ethane methane  b ethene methane ethane  c methane ethane ethene  d methane ethene ethane      37 which molecular structure shows hexene?    h ch hhhhhhh h hh c c c c ca h ch hhhhhh h h hoho c c c ccdh ch hhhhhhh c c chh chh h cb h ch hhhhhhh c c chh chh o h cc      38 the diagram shows three repeat units in the structure of an addition polymer.    ch hccl hcchhchclhhccl h     which alkene monomer is used to make this polymer?    cc hh clh cc hcl clh hhcl ch hc hhhcl cl chchabcd    ",
+            "12": "12  \u00a9 ucles 2014 0620/11/o/n/14  39 which statement about alkenes is not correct?  a the functional group is c=c.  b the structural difference between one member and the next is \u2013  ch 3 \u2013.  c they form a homologous series.  d they turn aqueous bromine from brown to colourless.      40 ethanol can be manufactured from substance x.    substance x  +  steam ethanolcatalyst     what is substance x?  a carbon dioxide  b ethene  c hydrogen  d oxygen     ",
+            "13": "13  \u00a9 ucles 2014 0620/11/o/n/14  blank page ",
+            "14": "14  \u00a9 ucles 2014 0620/11/o/n/14  blank page ",
+            "15": "15  \u00a9 ucles 2014 0620/11/o/n/14  blank page",
+            "16": "16    permission to reproduce items where third -party owned material protected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to t race copyright holders, but if any items requiring clearance have unwittingly been included, the  publisher will be pleased to make amends at the earliest possible opportunity.    cambridge international examinations is part of the cambridge asse ssment group. cambridge assessment is the brand name of unive rsity of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge.    \u00a9 ucles 2014 0620/11/o/n/14   group 140 ce cerium 58141 pr praseodymium 59144 nd neodymium 60pm promethium 61150 sm samarium 62152 eu europium 63157 gd gadolinium 64159 tb terbium 65162 dy dysprosium 66165 ho holmium 67167 er erbium 68169 tm thulium 69173 yb ytterbium 70175 lu lutetium 71 232 th thorium 90pa protactinium 91238 u uranium 92np neptunium 93pu plutonium 94am americium 95cm curium 96bk berkelium 97cf californium 98es einsteinium 99fm fermium 100md mendelevium 101no nobelium 102lr lawrencium 1031 h hydrogen 1 7 li lithium 3 23 na sodium 1124 mg magnesium 12 40 ca calcium 2045 sc scandium 2148 ti titanium 2251 v vanadium 2352 cr chromium 2455 mn manganese 2556 fe iron 2659 co cobalt 2759 ni nickel 2864 cu copper 2965 zn zinc 3070 ga gallium 3127 al aluminium 1311 b boron 512 c carbon 614 n nitrogen 716 o oxygen 819 f fluorine 9 28 si silicon 1431 p phosphorus 1532 s sulfur 1635.5 cl chlorine 1740 ar argon 1820 ne neon 104 he helium 2 73 ge germanium 3275 as arsenic 3379 se selenium 3480 br bromine 3584 kr krypton 3639 k potassium 19 88 sr strontium 3889 y yttrium 3991 zr zirconium 4093 nb niobium 4196 mo molybdenum 42tc technetium 43101 ru ruthenium 44103 rh rhodium 45106 pd palladium 46108 ag silver 47112 cd cadmium 48115 in indium 49119 sn tin 50122 sb antimony 51128 te tellurium 52127 i iodine 53131 xe xenon 54 137 ba barium 56139 la lanthanum 57        *178 hf hafnium 72181 ta tantalum 73184 w tungsten 74186 re rhenium 75190 os osmium 76192 ir iridium 77195 pt platinum 78197 au gold 79201 hg mercury 80204 tl thallium 81207 pb lead 82209 bi bismuth 83po polonium 84at astatine 85rn radon 86 fr francium 87227 ac actinium 899 be beryllium 4ii i iii iv v vi vii 0 85 rb rubidium 37 133 cs caesium 55 226 ra radium 88 the volume of one mole of any gas is 2 4dm3at room temperature and pressure (r .t.p.).a x ba = relative atomic mass x = atomic symbol b = proton (atomic) numberkey*58-71 lanthanoid series 90-103 actinoid seriesdata sheet the periodic t able of the elements  "
+        },
+        "0620_w14_qp_12.pdf": {
+            "1": "  the syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificat e.  this document consists of 13 printed pages and 3 blank pages.  ib14 11_0620_12/fp  \u00a9 ucles 2014 [turn over       *7952590132* cambridge international examinations  cambridge international general certificate of secondary education       chemistry 0620/12     paper 1 multiple choice  october/november 2014       45 minutes  additional materials: multiple choice answer sheet   soft clean eraser   soft pencil (type b or hb is recommended)       read these instructions first    write in soft pencil. do not use staples, paper clips, glue or correction fluid. write your name, centre number and candidate number on the answer sheet in the spaces provided unless  this has been done for you.  do not  write in any barcodes.   there are forty  questions on this paper. answer all questions. for each question there are four possible  answers a, b, c and d.   choose the one you consider correct and record your choice in soft pencil  on the separate answer sheet.   read the instructions on the answer sheet very carefully.  each correct answer will score one mark. a mark will not be deducted for a wrong answer. any rough working should be done in this booklet. a copy of the periodic table is printed on page 16. electronic calculators may be used.  ",
+            "2": "2  \u00a9 ucles 2014 0620/12/o/n/14  1 ethanol is made by fermentation.    how is ethanol obtained from the fermentation mixture?  a chromatography  b crystallisation  c electrolysis  d fractional distillation     2 which statement is an example of diffusion?  a a kitchen towel soaks up some spilt milk.  b ice cream melts in a warm room.  c pollen from flowers is blown by the wind.  d the smell of cooking spreads through a house.    3 a mixture is separated using the apparatus shown.    mixture funnel filter paper     what is the mixture?  a aqueous copper chloride and copper  b aqueous copper chloride and sodium chloride  c ethane and methane  d ethanol and water      4 what is different for isotopes of the same element?  a nucleon number  b number of electron shells  c number of electrons in the outer shell  d proton number   ",
+            "3": "3  \u00a9 ucles 2014 0620/12/o/n/14 [turn over  5 slate has a layered structure and can easily be split into thin sheets.    which diagram shows a structure most like that of slate?    b a cd       6 sodium chloride is an ionic solid.    which statement is not correct?  a ions are formed when atoms lose or gain electrons.  b ions in sodium chloride are strongly held together.  c ions with the same charge attract each other.  d sodium chloride solution can conduct electricity.     7 caesium chloride and rubidium bromide are halide compounds of group i elements.    caesium chloride has the formula \u2026\u20261\u2026\u2026, a relative formula mass \u2026\u20262\u2026\u2026 that of rubidium bromide and bonds that are \u2026\u20263\u2026\u2026 .    which words correctly complete gaps 1, 2 and 3?     1 2 3  a cac l different from ionic  b cac l the same as covalent  c csc l different from ionic  d csc l the same as covalent    ",
+            "4": "4  \u00a9 ucles 2014 0620/12/o/n/14  8 which element has the atomic structure shown?    ekey electron nucleus16nnneutron eeeee ee ee ee ee ee     a a l b  p c  s d  si      9 how many atoms of hydrogen are there in a molecule of ethanol, c 2h5oh?  a 1 b 2 c 5 d 6      10 which metal could not be used for electroplating by using an aqueous solution?  a chromium  b copper  c silver  d sodium      11 which products are formed at the electrodes when a concentrated solution of sodium chloride is  electrolysed?     cathode (\u2013) anode (+)  a hydrogen chlorine  b hydrogen oxygen  c sodium chlorine  d sodium oxygen     12 iron forms an oxide with the formula fe 2o3.    what is the relative formula mass of this compound?  a 76 b 100 c 136 d 160     ",
+            "5": "5  \u00a9 ucles 2014 0620/12/o/n/14 [turn over  13 which statements about exothermic and endothermic reactions are correct?    1 during an exothermic reaction, heat is given out.  2 the temperature of an endothermic reaction goes up because heat is taken in. 3 burning methane in the air is an exothermic reaction.    a 1, 2 and 3 b 1 and 2 only c 1 and 3 only d 2 and 3 only      14 a power station was designed to burn gaseous fuels only.    which two substances could be used?  a carbon dioxide and hydrogen  b carbon dioxide and  235u  c hydrogen and methane  d methane and 235u     15 the diagram shows the change from an anhydrous salt to its hydrated form.    hydrated salt anhydrous saltforward reverse    which statement is correct?    a forward reaction requires heat and water  b forward reaction requires water only  c reverse reaction requires heat and water  d reverse reaction requires water only    16 the rate of a reaction depends on temperature, concentration, particle size and catalysts.    which statement is not correct?  a catalysts can be used to increase the rate of reaction.  b higher concentration decreases the rate of reaction.  c higher temperature increases the rate of reaction.  d larger particle size decreases the rate of reaction.    ",
+            "6": "6  \u00a9 ucles 2014 0620/12/o/n/14  17 which changes decrease the rate of reaction between magnesium and air?    1 heating the magnesium to a higher temperature  2 using a higher proportion of oxygen in the air 3 using magnesium ribbon instead of powdered magnesium    a 1, 2 and 3 b 1 only c 2 only d 3 only      18 which substance is the most acidic?     substance ph  a calcium hydroxide 12  b lemon juice 4  c milk 6  d washing up liquid 8     19 the equations for two reactions p and q are given.    p 2nano 2  +  o 2  \u2192  2nano 3  q 2hgo  \u2192  2hg  +  o 2    in which of these reactions does oxidation of the underlined substance occur?     p q  a \u0013 \u0013  b \u0013 \u0017  c \u0017 \u0013  d \u0017 \u0017    20 the positions of elements w, x, y and z in the periodic table are shown.    w xy z    which elements form basic oxides?  a w, x and y b w and x only c y only d z only     ",
+            "7": "7  \u00a9 ucles 2014 0620/12/o/n/14 [turn over  21 how many different salts could be made from a supply of dilute sulfuric acid, dilute hydrochloric  acid, copper, magnesium oxide and zinc carbonate?  a 3 b 4 c 5 d 6      22 elements in group i of the periodic table react with water.    which row describes the products made in the reaction and the trend in reactivity of the elements?     products trend in reactivity  a metal hydroxide and hydrogen less reactive down the group  b metal hydroxide and hydrogen more reactive down the group  c metal oxide and hydrogen less reactive down the group  d metal oxide and hydrogen more reactive down the group      23 the graph shows how the ph of soil in a field changes over time.    at which point was the soil neutral?    11 9 753ph of soil timea b cd      ",
+            "8": "8  \u00a9 ucles 2014 0620/12/o/n/14  24 the table shows the reactions of four different metals with water.    metal reaction  w reacts vigorously with cold water  x no reaction with water  y reacts very slowly with water, more vigorously with steam  z reacts violently with cold water    what is the correct order of reactivity, from most reactive to least reactive?  a w \u2192 x \u2192 y \u2192 z  b w \u2192 z \u2192 y \u2192 x  c z \u2192 w \u2192 x \u2192 y  d z \u2192 w \u2192 y \u2192 x      25 an inert gas x is used to fill weather balloons.    which descriptions of x are correct?     number of outer  electrons in atoms of x structure of gas x  a 2 single atoms  b 2 diatomic molecules  c 8 single atoms  d 8 diatomic molecules      26 an element x has the two properties listed.    1 it acts as a catalyst.  2 it forms colourless ions.    which of these properties suggest that x is a transition element?     property 1 property 2  a \u0013 \u0013  b \u0013 \u0017  c \u0017 \u0013  d \u0017 \u0017     ",
+            "9": "9  \u00a9 ucles 2014 0620/12/o/n/14 [turn over  27 the oxide of element x is reduced by heating with carbon.    element x does not react with cold water, steam or dilute hydrochloric acid.    what is x?  a copper  b iron  c magnesium  d zinc      28 which information about an element can be used to predict its chemical properties?  a boiling point  b density  c melting point  d position in the periodic table      29 aluminium is the most common metal in the earth\u2019s crust.    which is not a property of aluminium?   a low density  b resistance to corrosion  c good conductor of electricity  d poor conductor of heat     30 which reaction involves oxidation?  a heating hydrated copper( ii) sulfate in the air  b polymerisation of ethene  c rusting of iron  d thermal decomposition of calcium carbonate     31 which object is least  likely to contain aluminium?  a a bicycle frame  b a hammer  c a saucepan  d an aeroplane body    ",
+            "10": "10  \u00a9 ucles 2014 0620/12/o/n/14  32 which method can be used to obtain ammonia from ammonium sulfate?  a heat it with an acid.  b heat it with an alkali.  c heat it with an oxidising agent.  d heat it with a reducing agent.      33 which is an air pollutant that affects a part of the body other than the lungs and blood system?  a lead compounds  b nitrogen  c oxides of nitrogen  d sulfur dioxide     34 which statement about methane is not correct?  a it is a liquid produced by distilling petroleum.  b it is produced as vegetation decomposes.  c it is produced by animals, such as cows.  d it is used as a fuel.    35 which method of purification would produce water most  suitable for drinking?    muddy river waterpurified waterfiltration filtration filtrationsettlementchlorination chlorinationa b cd      ",
+            "11": "11  \u00a9 ucles 2014 0620/12/o/n/14 [turn over  36 which molecular structure shows hexene?    h ch hhhhhhh h hh c c c c ca h ch hhhhhh h h hoho c c c ccdh ch hhhhhhh c c chh chh h cb h ch hhhhhhh c c chh chh o h cc      37 increasing the number of atoms in one molecule of a hydrocarbon increases the amount of  energy released when it burns.    what is the correct order?     less energy  released  more energy  released  a ethene ethane methane  b ethene methane ethane  c methane ethane ethene  d methane ethene ethane    38 which statement about alkenes is not correct?  a the functional group is c=c.  b the structural difference between one member and the next is \u2013  ch 3 \u2013.  c they form a homologous series.  d they turn aqueous bromine from brown to colourless.    ",
+            "12": "12  \u00a9 ucles 2014 0620/12/o/n/14  39 the diagram shows three repeat units in the structure of an addition polymer.    ch hccl hcchhchclhhccl h     which alkene monomer is used to make this polymer?    cc hh clh cc hcl clh hhcl ch hc hhhcl cl chchabcd       40 ethanol can be manufactured from substance x.    substance x  +  steam ethanolcatalyst     what is substance x?  a carbon dioxide  b ethene  c hydrogen  d oxygen     ",
+            "13": "13  \u00a9 ucles 2014 0620/12/o/n/14  blank page ",
+            "14": "14  \u00a9 ucles 2014 0620/12/o/n/14  blank page ",
+            "15": "15  \u00a9 ucles 2014 0620/12/o/n/14  blank page",
+            "16": "16      permission to reproduce items where thir d-party owned material protected by copyright  is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to t race copyright holders, but if any items requiring clearance have unwittingly been included, the  publisher will be pleased to make amends at the earliest possible opportunity.    cambridge international examinations is part of the cambridge asse ssment group. cambridge assessment is the brand name of unive rsity of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge.    \u00a9 ucles 2014 0620/12/o/n/14   group 140 ce cerium 58141 pr praseodymium 59144 nd neodymium 60pm promethium 61150 sm samarium 62152 eu europium 63157 gd gadolinium 64159 tb terbium 65162 dy dysprosium 66165 ho holmium 67167 er erbium 68169 tm thulium 69173 yb ytterbium 70175 lu lutetium 71 232 th thorium 90pa protactinium 91238 u uranium 92np neptunium 93pu plutonium 94am americium 95cm curium 96bk berkelium 97cf californium 98es einsteinium 99fm fermium 100md mendelevium 101no nobelium 102lr lawrencium 1031 h hydrogen 1 7 li lithium 3 23 na sodium 1124 mg magnesium 12 40 ca calcium 2045 sc scandium 2148 ti titanium 2251 v vanadium 2352 cr chromium 2455 mn manganese 2556 fe iron 2659 co cobalt 2759 ni nickel 2864 cu copper 2965 zn zinc 3070 ga gallium 3127 al aluminium 1311 b boron 512 c carbon 614 n nitrogen 716 o oxygen 819 f fluorine 9 28 si silicon 1431 p phosphorus 1532 s sulfur 1635.5 cl chlorine 1740 ar argon 1820 ne neon 104 he helium 2 73 ge germanium 3275 as arsenic 3379 se selenium 3480 br bromine 3584 kr krypton 3639 k potassium 19 88 sr strontium 3889 y yttrium 3991 zr zirconium 4093 nb niobium 4196 mo molybdenum 42tc technetium 43101 ru ruthenium 44103 rh rhodium 45106 pd palladium 46108 ag silver 47112 cd cadmium 48115 in indium 49119 sn tin 50122 sb antimony 51128 te tellurium 52127 i iodine 53131 xe xenon 54 137 ba barium 56139 la lanthanum 57        *178 hf hafnium 72181 ta tantalum 73184 w tungsten 74186 re rhenium 75190 os osmium 76192 ir iridium 77195 pt platinum 78197 au gold 79201 hg mercury 80204 tl thallium 81207 pb lead 82209 bi bismuth 83po polonium 84at astatine 85rn radon 86 fr francium 87227 ac actinium 899 be beryllium 4ii i iii iv v vi vii 0 85 rb rubidium 37 133 cs caesium 55 226 ra radium 88 the volume of one mole of any gas is 2 4dm3at room temperature and pressure (r .t.p.).a x ba = relative atomic mass x = atomic symbol b = proton (atomic) numberkey*58-71 lanthanoid series 90-103 actinoid seriesdata sheet the periodic t able of the elements  "
+        },
+        "0620_w14_qp_13.pdf": {
+            "1": "  the syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificat e.  this document consists of 14 printed pages and 2 blank pages.  ib14 11_0620_13/3rp  \u00a9 ucles 2014 [turn over       *0100096687* cambridge international examinations  cambridge international general certificate of secondary education       chemistry 0620/13     paper 1 multiple choice  october/november 2014       45 minutes  additional materials: multiple choice answer sheet   soft clean eraser   soft pencil (type b or hb is recommended)       read these instructions first    write in soft pencil. do not use staples, paper clips, glue or correction fluid. write your name, centre number and candidate number on the answer sheet in the spaces provided unless  this has been done for you.  do not  write in any barcodes.   there are forty  questions on this paper. answer all questions. for each question there are four possible  answers a, b, c and d.   choose the one you consider correct and record your choice in soft pencil  on the separate answer sheet.   read the instructions on the answer sheet very carefully.  each correct answer will score one mark. a mark will not be deducted for a wrong answer. any rough working should be done in this booklet. a copy of the periodic table is printed on page 16. electronic calculators may be used.  ",
+            "2": "2  \u00a9 ucles 2014 0620/13/o/n/14  1 a few drops of perfume were spilt on the floor. a few minutes later the perfume could be smelt a  few metres away.    which two processes had taken place?  a distillation and condensation  b distillation and diffusion  c evaporation and condensation  d evaporation and diffusion     2 the diagram shows three pieces of apparatus that are used for measuring the volume of a liquid.    123    what are these pieces of apparatus?     1 2 3  a burette measuring cylinder pipette  b burette pipette measuring cylinder c measuring cylinder burette pipette  d measuring cylinder pipette burette    ",
+            "3": "3  \u00a9 ucles 2014 0620/13/o/n/14 [turn over  3 a student is investigating a coloured mixture using chromatography.    paper pencil line solvent    where should he place the coloured mixture?  a in the solvent  b just above the pencil line  c just below the pencil line  d on the pencil line     4 which statement about a neutron is not correct?  a it can be present in different numbers in atoms of the same element.  b it has no electrical charge.  c it is always found in the nucleus of an atom.  d it weighs much less than a proton.    5 which element has the atomic structure shown?    ekey electron nucleus16nnneutron eeeee ee ee ee ee ee     a a l b  p c  s d  si    ",
+            "4": "4  \u00a9 ucles 2014 0620/13/o/n/14  6 slate has a layered structure and can easily be split into thin sheets.    which diagram shows a structure most like that of slate?    b a cd       7 element x, x19 9, forms a compound with element y, y39 19.    which statement describes the bonding in the compound formed?  a x and y share electrons.  b x gives away one electron to y.  c y gives away one electron to x.  d y gives away two electrons to x.      8 which substance is methane?     volatility electrical conductivity  at room temperature solubility in water  a high good soluble  b high poor insoluble  c low good soluble  d low poor insoluble     9 the table shows the numbers of atoms present in the formula of some compounds.    which row is not correct?     numbers of atoms formula  a 1 \u00d7 calcium, 1 \u00d7 carbon, 3 \u00d7 oxygen caco 3  b 1 \u00d7 carbon, 5 \u00d7 hydrogen, 1 \u00d7 oxygen c 2h5oh  c 1 \u00d7 hydrogen, 1 \u00d7 oxygen, 1 \u00d7 sodium naoh  d 2 \u00d7 hydrogen, 4 \u00d7 oxygen, 1 \u00d7 sulfur h 2so 4    ",
+            "5": "5  \u00a9 ucles 2014 0620/13/o/n/14 [turn over  10 an element, x, can be represented as xa b.    which statement is correct?  a the number of protons in an atom of x is a.  b the exact position of x in the periodic table can be found from a.  c the relative atomic mass of x is b.  d the total number of electrons in one atom of x is b.      11 a student wishes to electroplate an object with copper.    which row is correct?     object is made  the a suitable  electrolyte is  a anode cuo(s)  b anode cuso 4(aq)  c cathode cuo(s)  d cathode cuso 4(aq)    12 in the electrolysis shown, chlorine is produced at w and sodium at x.    +\u2013wx y     which labels are correct?     w x y  a anode cathode nac l (l)  b anode cathode nac l (aq)  c cathode anode nac l (l)  d cathode anode nac l (aq)    ",
+            "6": "6  \u00a9 ucles 2014 0620/13/o/n/14  13 what occurs when a fuel burns?      fuel reacts  with oxygen energy  change  a no endothermic  b no exothermic  c yes endothermic  d yes exothermic     14 which fuel does not produce air pollution when it burns?  a coal  b diesel oil  c hydrogen  d gasoline (petrol)    15 which graph shows the effect of increasing temperature on the rate of reaction of calcium  carbonate with dilute hydrochloric acid?    rate temperaturea 00rate temperatureb 00 rate temperaturec 00rate temperatured 00      ",
+            "7": "7  \u00a9 ucles 2014 0620/13/o/n/14 [turn over  16 the diagram shows the change from an anhydrous salt to its hydrated form.    hydrated salt anhydrous saltforward reverse    which statement is correct?    a forward reaction requires heat and water  b forward reaction requires water only  c reverse reaction requires heat and water  d reverse reaction requires water only      17 the equations for two reactions p and q are given.    p 2nano 2  +  o 2  \u2192  2nano 3  q 2hgo  \u2192  2hg  +  o 2    in which of these reactions does oxidation of the underlined substance occur?     p q  a \u0013 \u0013  b \u0013 \u0017  c \u0017 \u0013  d \u0017 \u0017     18 which changes decrease the rate of reaction between magnesium and air?    1 heating the magnesium to a higher temperature  2 using a higher proportion of oxygen in the air  3 using magnesium ribbon instead of powdered magnesium    a 1, 2 and 3 b 1 only c 2 only d 3 only     19 a colourless solution is tested by the following reactions.    which reaction is not characteristic of an acid?  a a piece of magnesium ribbon is added. bubbles are seen and the magnesium disappears.  b a pungent smelling gas is produced when ammonium carbonate is added.  c copper oxide powder is added and the mixed is warmed. the solution turns blue.  d the solution turns blue litmus red.   ",
+            "8": "8  \u00a9 ucles 2014 0620/13/o/n/14  20 which statement about oxides is correct?  a a solution of magnesium oxide will have a ph less than 7.  b a solution of sulfur dioxide will have a ph greater than 7.  c magnesium oxide will react with nitric acid to make a salt.  d sulfur dioxide will react with hydrochloric acid to make a salt.      21 which salt preparation uses a burette and a pipette?  a calcium nitrate from calcium carbonate and nitric acid  b copper( ii) sulfate from copper( ii) hydroxide and sulfuric acid  c potassium chloride from potassium hydroxide and hydrochloric acid  d zinc chloride from zinc and hydrochloric acid     22 the graph shows how the ph of soil in a field changes over time.    at which point was the soil neutral?    11 9 753ph of soil timea b cd       23 which statement about the elements of group i is correct?  a lithium is more dense than sodium.  b potassium has a higher density than lithium.  c potassium is less reactive than sodium.  d sodium has a higher melting point than lithium.     ",
+            "9": "9  \u00a9 ucles 2014 0620/13/o/n/14 [turn over  24 an element x has the two properties listed.    1 it acts as a catalyst.  2 it forms colourless ions.    which of these properties suggest that x is a transition element?     property 1 property 2  a \u0013 \u0013  b \u0013 \u0017  c \u0017 \u0013  d \u0017 \u0017      25 an inert gas x is used to fill weather balloons.    which descriptions of x are correct?     number of outer  electrons in atoms of x structure of gas x  a 2 single atoms  b 2 diatomic molecules  c 8 single atoms  d 8 diatomic molecules      26 the metal beryllium does not react with cold water.    it reacts with hydrochloric acid but cannot be extracted from its ore by using carbon.    where should it be placed in the reactivity series?  magnesium  a  zinc  b  iron  c  copper  d     ",
+            "10": "10  \u00a9 ucles 2014 0620/13/o/n/14  27 which information about an element can be used to predict its chemical properties?  a boiling point  b density  c melting point  d position in the periodic table      28 a list of properties of aluminium is shown.    1 it conducts heat.  2 it has a low density. 3 it is resistant to corrosion.    which properties make aluminium useful for making food storage containers?  a 1, 2 and 3 b 1 and 3 only c 1 only d 3 only      29 which metal is commonly used to form alloys with a non-metallic element?    a copper  b iron  c magnesium  d zinc     30 which object is least  likely to contain aluminium?  a a bicycle frame  b a hammer  c a saucepan  d an aeroplane body    31 which process does not involve oxidation?  a burning a fossil fuel  b conversion of iron from the blast furnace into steel  c distillation of crude oil  d rusting of iron    ",
+            "11": "11  \u00a9 ucles 2014 0620/13/o/n/14 [turn over  32 which pair of compounds would make a n, p, k fertiliser?  a ammonium sulfate and potassium phosphate  b calcium hydroxide and ammonium nitrate  c calcium phosphate and potassium chloride  d potassium nitrate and ammonium sulfate.      33 which method of purification would produce water most  suitable for drinking?    muddy river waterpurified waterfiltration filtration filtrationsettlementchlorination chlorinationa b cd       34 which statement about methane is not correct?  a it is a liquid produced by distilling petroleum.  b it is produced as vegetation decomposes.  c it is produced by animals, such as cows.  d it is used as a fuel.    35 a man blows up a balloon.    what is the approximate composition of his exhaled air in the balloon?     % composition  carbon dioxide oxygen nitrogen  a 0.03 20 79  b 0.03 79 20  c 4 16 79  d 4 20 75     ",
+            "12": "12  \u00a9 ucles 2014 0620/13/o/n/14  36 increasing the number of atoms in one molecule of a hydrocarbon increases the amount of  energy released when it burns.    what is the correct order?     less energy  released  more energy  released  a ethene ethane methane  b ethene methane ethane  c methane ethane ethene  d methane ethene ethane      37 the list gives the names of four organic compounds.    ethane  ethanoic acid ethanol  ethene    which bond do all four compounds contain?  a c\u2013c b c=c c c\u2013h d c\u2013o      38 the diagram shows a reaction sequence.    butane ethene ethanolcarbon dioxide and waterxyz     which row names the processes x, y and z?    x y z  a cracking fermentation respiration  b cracking hydration combustion  c distillation fermentation respiration  d distillation hydration combustion    ",
+            "13": "13  \u00a9 ucles 2014 0620/13/o/n/14  39 the main constituent of natural gas is hydrocarbon x.    to which homologous series does x belong and how many atoms  are in one molecule of x?     homologous series number of atoms  in one molecule  a alkane 1  b alkane 5  c alkene 1  d alkene 5      40 the equation shows an industrial process.     catalyst  h2o  +  c 2h4    compound x    what is the name of compound x?  a ethane  b ethanoic acid  c ethanol  d methanol     ",
+            "14": "14  \u00a9 ucles 2014 0620/13/o/n/14  blank page ",
+            "15": "15  \u00a9 ucles 2014 0620/13/o/n/14  blank page",
+            "16": "16      permission to reproduce items where thir d-party owned material protected by copyright  is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to t race copyright holders, but if any items requiring clearance have unwittingly been included, the  publisher will be pleased to make amends at the earliest possible opportunity.    cambridge international examinations is part of the cambridge asse ssment group. cambridge assessment is the brand name of unive rsity of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge.    \u00a9 ucles 2014 0620/13/o/n/14   group 140 ce cerium 58141 pr praseodymium 59144 nd neodymium 60pm promethium 61150 sm samarium 62152 eu europium 63157 gd gadolinium 64159 tb terbium 65162 dy dysprosium 66165 ho holmium 67167 er erbium 68169 tm thulium 69173 yb ytterbium 70175 lu lutetium 71 232 th thorium 90pa protactinium 91238 u uranium 92np neptunium 93pu plutonium 94am americium 95cm curium 96bk berkelium 97cf californium 98es einsteinium 99fm fermium 100md mendelevium 101no nobelium 102lr lawrencium 1031 h hydrogen 1 7 li lithium 3 23 na sodium 1124 mg magnesium 12 40 ca calcium 2045 sc scandium 2148 ti titanium 2251 v vanadium 2352 cr chromium 2455 mn manganese 2556 fe iron 2659 co cobalt 2759 ni nickel 2864 cu copper 2965 zn zinc 3070 ga gallium 3127 al aluminium 1311 b boron 512 c carbon 614 n nitrogen 716 o oxygen 819 f fluorine 9 28 si silicon 1431 p phosphorus 1532 s sulfur 1635.5 cl chlorine 1740 ar argon 1820 ne neon 104 he helium 2 73 ge germanium 3275 as arsenic 3379 se selenium 3480 br bromine 3584 kr krypton 3639 k potassium 19 88 sr strontium 3889 y yttrium 3991 zr zirconium 4093 nb niobium 4196 mo molybdenum 42tc technetium 43101 ru ruthenium 44103 rh rhodium 45106 pd palladium 46108 ag silver 47112 cd cadmium 48115 in indium 49119 sn tin 50122 sb antimony 51128 te tellurium 52127 i iodine 53131 xe xenon 54 137 ba barium 56139 la lanthanum 57        *178 hf hafnium 72181 ta tantalum 73184 w tungsten 74186 re rhenium 75190 os osmium 76192 ir iridium 77195 pt platinum 78197 au gold 79201 hg mercury 80204 tl thallium 81207 pb lead 82209 bi bismuth 83po polonium 84at astatine 85rn radon 86 fr francium 87227 ac actinium 899 be beryllium 4ii i iii iv v vi vii 0 85 rb rubidium 37 133 cs caesium 55 226 ra radium 88 the volume of one mole of any gas is 2 4dm3at room temperature and pressure (r .t.p.).a x ba = relative atomic mass x = atomic symbol b = proton (atomic) numberkey*58-71 lanthanoid series 90-103 actinoid seriesdata sheet the periodic t able of the elements  "
+        },
+        "0620_w14_qp_21.pdf": {
+            "1": "this document consists of 16 printed pages. [turn overib14 11_0620_21/3rp \u00a9 ucles 2014 *4095387716* read these instructions first write your centre number, candidate number and name in the spaces at the top of this page. write in dark blue or black pen.you may use an hb pencil for any diagrams or graphs.do not use staples, paper clips, glue or correction \ufb02 uid. do not  write in any barcodes. answer all questions. electronic calculators may be used.a copy of the periodic table is printed on pa ge 16. you may lose marks if you do not show your working or if you do not use appropriate units. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question.chemistry  0620/21   paper 2 october/november 2014  1 hour 15 minutes candidates answer on the question paper. no additional materials are required.cambridge international examinations cambridge international general certi \ufb01 cate of secondary education the syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certi \ufb01 cate.",
+            "2": "2 0620/21/o/n/14 \u00a9 ucles 20141  the structures of \ufb01 ve carbon compounds are shown below. cco ohh hhhhhh ccbr hbr hcc h h hab dec hhh cc h hhhc hh hc h  (a)  answer the following questions about these compounds. each compound may be used once,  more than once or not at all.  (i)  which compound, a, b, c, d or e, is ethanoic acid?  ...  [1]  (ii)  which two compounds are saturated hydrocarbons? . and  .  [1]  (iii)  which compound is the main constituent of natural gas?    [1]  (iv)  which compound reacts with steam to form ethanol?  ..  [1]  (v)  which compound is causing concern as a greenhouse gas?  ..  [1]  (vi)  which two compounds are in the same homologous series?  and  ..  [1]  (b)  deduce the molecular formula for compound c.   ... ...  [1]  (c)  complete the symbol equation for the complete combustion of compound a.  c3h8   +   .o2    \u2192    3co2    +    .h2o [2] [total: 9]",
+            "3": "3 0620/21/o/n/14 \u00a9 ucles 2014 [turn over2  the diagram shows a bottle of mineral water. the concentration of the ions present in the water is  shown on the label. the ph of the water is also shown. poly(ethene) bottleions present ph = 6.6chloride, c l \u2013 x, f\u2013 magnesium, mg2+ manganese, mn2+ y, no3\u2013 potassium, k+ sodium, na+concentration in mg  / 1000  cm3 0.71 0.310.020.010.700.441.22  (a) (i)   which positively charged ion is present in the highest concentration?   . ..  [1]  (ii)  state the name of:  ion x  . ..  ion y  . .. [2]  (iii)  calculate the mass, in mg, of sodium ions in 200  cm3 of mineral water. . mg  [1]  (iv)  which one of the following phrases best describes the ph of this mineral water?   tick one box.  neutral strongly acidic strongly alkaline weakly acidic weakly alkaline [1]  (b)  describe a test for chloride ions.  test   .  result  ..  [2]",
+            "4": "4 0620/21/o/n/14 \u00a9 ucles 2014 (c)  the mineral water bottle is made of poly(ethene).   complete the following sentence about poly(ethene) using words from the list below. atom      ionic      monomer      polymer      reactant      saturated   poly(ethene) is a . made by the addition of . units. [2] [total: 9] 3  rose oil contains 2-phenylethanol.   the structure of 2-phenylethanol is shown below. cc cch cch hh h hc h ch ho h  (a)  on the structure above, draw a ring around the alcohol functional group. [1]  (b)  when heated with an alkali, 2-phenylethanol forms styrene.   styrene is an unsaturated compound.   describe a test for an unsaturated compound.  test   .  result  ..  [2]  (c)  rose petals contain a variety of different coloured pigments.   a student wants to identify these pigments.  (i)  she grinds up rose petals with a solvent.   explain why.   .    .    . ..  [2]  (ii)  she then \ufb01 lters the solution through some glass wool.   suggest why she does not use \ufb01 lter paper.   . ..  [1]",
+            "5": "5 0620/21/o/n/14 \u00a9 ucles 2014 [turn over (d)   the student uses the apparatus shown below to identify the different pigments in the mixture. glass cover filter paper pure solvent  (i)  state the name of this method of separating the pigments.   . ..  [1]  (ii)  on the diagram above, draw a spot, \u25cf, to show where the mixture of pigments is placed at  the start of the experiment. [1]  (iii)  what is the purpose of the glass cover?   . ..  [1]  (iv)  the student also puts four spots of pure pigments, a, b, c and d, onto the \ufb01 lter paper.   the diagram below shows the results of her experiment. pigments from rose petalabcd   which of the pigments, a, b, c and d, are present in the rose petals?   . ..  [1]",
+            "6": "6 0620/21/o/n/14 \u00a9 ucles 2014 (e)  the solvent used in the experiment is ethanol.   draw the structure of a molecule of ethanol showing all atoms and bonds. [2] [total: 12]",
+            "7": "7 0620/21/o/n/14 \u00a9 ucles 2014 [turn over4  a student wants to compare the energy released when different fuels are burned.   he measures the increase in temperature of the water in a metal can when the fuels are burned. clamp water metal can glass spirit burner fuel top-pan balance  (a)  what piece of apparatus is missing from the diagram above?   ... ...  [1]  (b)  state two things the student should keep the same when burning each fuel.   ... .   ... .   ... ...  [2]  (c)  suggest why the water in the can should be stirred.   ... .   ... ...  [1]  (d)  what happens to the reading on the top-pan balance as the fuel burns?   give a reason for your answer.   ... .   ... ...  [2]",
+            "8": "8 0620/21/o/n/14 \u00a9 ucles 2014 (e)  the results of burning four fuels, d, e, f and g, are shown in the table below. fueltemperature of water at start of experiment  / \u00b0ctemperature of water at end of experiment  / \u00b0c d 20 45 e 19 43 f 16 44 g 21 46   which fuel produced the greatest temperature rise in the water?   ... ...  [1]  (f)  the metal can is made of mild steel coated with tin.  (i)  steel is an alloy.  what is meant by the term alloy?   .    . ..  [1]  (ii) why does the tin prevent the steel can from rusting?   .    . ..  [2]  (g)  glass is made from silicon( iv) oxide.   part of the structure of silicon dioxide is shown below. oxygen atom silicon atom   which one of the following best describes the structure of silicon dioxide?   tick one box.  giant covalent giant ionic simple atomic simple molecular [1] [total: 11]",
+            "9": "9 0620/21/o/n/14 \u00a9 ucles 2014 [turn over5 (a)   describe how acids react with metals and with metal oxides.   in your answer:  \u25cf refer to a particular metal and metal oxide,  \u25cf illustrate your answer with at least one word equation.   ... .   ... .   ... .   ... .   ... ...  [4]  (b)  when metals react with hydrochloric acid, the temperature of the reaction mixture increases.   which one of the following words best describes this reaction?   draw a ring around the correct answer. endothermic       exothermic       isotopic       radioactive [1]  (c)  uranium is a metal which has several radioactive isotopes. some of these are used as sources  of energy.   state one other use of radioactive isotopes.   ... ...  [1]  (d)  complete the table below to show the number of protons, neutrons and electrons in two  isotopes of uranium. isotope235u92238u92 protons neutronselectrons [3] [total: 9]",
+            "10": "10 0620/21/o/n/14 \u00a9 ucles 20146  the organic compound 1-bromobutane reacts with excess sodium hydroxide to form butan-1-ol.   a scientist studied the rate of this reaction by \ufb01 nding out how the concentration of sodium hydroxide  changed with time.   the graph below shows the results. 0.25 0.200.150.100.050.00 0246 time  / hoursconcentration of sodium hydroxidein mol  / dm3 81 0 1 2  (a) (i)   describe how the concentration of sodium hydroxide changes with time.   .    . ..  [2]  (ii)  determine the time it took for the concentration of sodium hydroxide to fall to 0.15  mol  / dm3.   . ..  [1]  (iii)  at what time was the reaction complete?   . ..  [1]  (iv)  on the grid above, draw a line to show how the concentration of sodium hydroxide changes  when the concentration of 1-bromobutane in the reaction mixture is increased.   all other conditions remain the same. [2]  (v)  increasing the concentration of 1-bromobutane increases the rate of this reaction.   suggest one other way of increasing the rate of this reaction.   . ..  [1]",
+            "11": "11 0620/21/o/n/14 \u00a9 ucles 2014 [turn over (b)  the concentration of aqueous sodium hydroxide can be found by titrating samples of the  reaction mixture with hydrochloric acid.   describe how you would carry out this titration.   in your answer, refer to:  \u25cf a burette,  \u25cf a volumetric pipette,  \u25cf an acid-base indicator solution.   ... .   ... .   ... .   ... .   ... ...  [4]  (c)  hydrochloric acid is made by dissolving hydrogen chloride gas, hc l, in water.   draw a dot-and-cross diagram to show a molecule of hydrogen chloride.   show hydrogen electrons as x.   show chlorine electrons as \u25cf. [2] [total: 13]",
+            "12": "12 0620/21/o/n/14 \u00a9 ucles 20147  fertilisers usually contain compounds of nitrogen, phosphorus and potassium.  (a)  why do farmers use fertilisers?   ... ...  [1]  (b)  many fertilisers contain ammonium sulfate.   ammonium sulfate is made by reacting aqueous ammonia with sulfuric acid.   what type of chemical reaction is this?   ... ...  [1]  (c)  aqueous ammonia reacts with nitric acid to make another compound often found in fertilisers.   state the name of this compound.   ... ...  [1]  (d)  the structure of ammonium sulfate is shown below. so42\u2013nh4+ nh4+nh4+ so42\u2013so42\u2013nh4+ nh4+nh4+nh4+ so42\u2013nh4+ so42\u2013nh4+ so42\u2013nh4+nh4+nh4+   deduce the simplest ratio of ammonium and sulfate ions in ammonium sulfate.   ... ...  [1]  (e)  ammonium salts react with alkalis. for example: ammonium sulfate+sodium hydroxide\u2192sodium sulfate +    ammonia    +    water   use this information to explain why adding slaked lime to \ufb01 elds which have fertilisers spread  on them may result in loss of nitrogen.   ... .   ... .   ... ...  [2]",
+            "13": "13 0620/21/o/n/14 \u00a9 ucles 2014 [turn over (f)  many fertilisers contain potassium chloride.   when molten potassium chloride is electrolysed, two products are formed.   complete the table below to show the name of the electrodes and the products formed. charge on the electrodename of the electrodeproduct formed at the electrode positive negative [3] [total: 9]",
+            "14": "14 0620/21/o/n/14 \u00a9 ucles 20148 (a)   a student placed a crystal of iodine in a test tube of solvent.   after two minutes, a dense violet colour was observed at the bottom of the test-tube. after  three hours, the violet colour had spread throughout the solvent. at the startafter 2 minutesafter 3 hourssolvent   use the kinetic particle theory to explain these observations.   in your answer, refer to:  \u25cf  the arrangement and motion of the molecules in the iodine crystal,  \u25cf  the arrangement and motion of the molecules in the solution,  \u25cf  the names of the processes which are occurring.   ... .   ... .   ... .   ... .   ... ...  [4]  (b)  astatine, at, is below iodine in group vii of the periodic table.  (i)  the table shows the states of the group vii elements at room temperature. element state \ufb02 uorine gas chlorine gas bromine liquid iodine solid   use this information to deduce the state of astatine at room temperature.   . ..  [1]",
+            "15": "15 0620/21/o/n/14 \u00a9 ucles 2014 [turn over (ii)  astatine is radioactive. a lot of heat is given off due to this radioactivity.   the small samples of astatine that have been isolated are often liquid.   suggest why they are often liquid.   . ..  [1]  (iii)  although few compounds of astatine have been made, scientists think that sodium astatide  will react with iodine.   complete the equation for this reaction. i2   +   .naat   \u2192   2na i   +    [2] [total: 8]",
+            "16": "16 0620/21/o/n/14 \u00a9 ucles 2014permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here possible. every reasonable effort has been made by the publisher (ucles) to trace copyright holders, but if any items requiring clearance have unwittingly been included the  publisher will be pleased to make amends at the earliest possible opportunity. cambridge international examinations is part of the cambridge assessment group. cambridge assessment is the brand name of unive rsity of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge. group 140 ce cerium 58141 pr praseodymium 59144 nd neodymium 60pm promethium 61150 sm samarium 62152 eu europium 63157 gd gadolinium 64159 tb terbium 65162 dy dysprosium 66165 ho holmium 67167 er erbium 68169 tm thulium 69173 yb ytterbium 70175 lu lutetium 71 232 th thorium 90pa protactinium 91238 u uranium 92np neptunium 93pu plutonium 94am americium 95cm curium 96bk berkelium 97cf californium 98es einsteinium 99fm fermium 100md mendelevium 101no nobelium 102lr lawrencium 1031 h hydrogen 1 7 li lithium 3 23 na sodium 1124 mg magnesium 12 40 ca calcium 2045 sc scandium 2148 ti titanium 2251 v vanadium 2352 cr chromium 2455 mn manganese 2556 fe iron 2659 co cobalt 2759 ni nickel 2864 cu copper 2965 zn zinc 3070 ga gallium 3127 al aluminium 1311 b boron 512 c carbon 614 n nitrogen 716 o oxygen 819 f fluorine 9 28 si silicon 1431 p phosphorus 1532 s sulfur 1635.5 cl chlorine 1740 ar argon 1820 ne neon 104 he helium 2 73 ge germanium 3275 as arsenic 3379 se selenium 3480 br bromine 3584 kr krypton 3639 k potassium 19 88 sr strontium 3889 y yttrium 3991 zr zirconium 4093 nb niobium 4196 mo molybdenum 42tc technetium 43101 ru ruthenium 44103 rh rhodium 45106 pd palladium 46108 ag silver 47112 cd cadmium 48115 in indium 49119 sn tin 50122 sb antimony 51128 te tellurium 52127 i iodine 53131 xe xenon 54 137 ba barium 56139 la lanthanum 57        *178 hf hafnium 72181 ta tantalum 73184 w tungsten 74186 re rhenium 75190 os osmium 76192 ir iridium 77195 pt platinum 78197 au gold 79201 hg mercury 80204 tl thallium 81207 pb lead 82209 bi bismuth 83po polonium 84at astatine 85rn radon 86 fr francium 87227 ac actinium 899 be beryllium 4ii i iii iv v vi vii 0 85 rb rubidium 37 133 cs caesium 55 226 ra radium 88 the volume of one mole of any gas is 24 dm3at room temperature and pressure (r.t.p.).a x ba = relative atomic mass x = atomic symbol b = proton (atomic) numberkey*58-71 lanthanoid series 90-103 actinoid seriesdata sheet the periodic table of the elements"
+        },
+        "0620_w14_qp_22.pdf": {
+            "1": "this document consists of 17 printed pages and 3 blank pages. [turn overib14 11_0620_22/2rp \u00a9 ucles 2014 *4078903609* read these instructions first write your centre number, candidate number and name in the spaces at the top of this page. write in dark blue or black pen.you may use an hb pencil for any diagrams or graphs.do not use staples, paper clips, glue or correction \ufb02 uid. do not  write in any barcodes. answer all questions. electronic calculators may be used.a copy of the periodic table is printed on pa ge 20. you may lose marks if you do not show your working or if you do not use appropriate units. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question.chemistry  0620/22   paper 2 october/november 2014  1 hour 15 minutes candidates answer on the question paper. no additional materials are required.cambridge international examinations cambridge international general certi \ufb01 cate of secondary education the syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certi \ufb01 cate.",
+            "2": "2 0620/22/o/n/14 \u00a9 ucles 20141 (a)   the electronic structure of \ufb01 ve atoms, a, b, c, d and e, are shown below. e d c b a   answer the following questions about these structures.   each structure can be used once, more than once or not at all.   which structure:  (i)  represents an atom of an element in group v of the periodic table,  ...  [1]  (ii)  has a complete outer shell of electrons,  ...  [1]  (iii)  represents an oxygen atom,  .  [1]  (iv)  has a proton number of 20,  ..  [1]  (v)  is an atom of an element in period 4 of the periodic table,  .  [1]  (vi)  has a single valency electron?  .  [1]  (b)  complete the following sentences about isotopes using words from the list below. atoms        ions        molecules        neutrons        nuclei        protons   isotopes are .. of the same element with the same number of ..   but different numbers of .. . [3] [total: 9]",
+            "3": "3 0620/22/o/n/14 \u00a9 ucles 2014 [turn over2  the table below shows some nutritional information on a bottle of apple juice. contentsmass present in g  / 100  cm3 protein 0.10 sugars 10.40unsaturated fat 0.10saturated fat 0.06chloride ions, c l  \u20130.04 magnesium ions, mg2+0.01 nitrate ions, no3\u20130.01 potassium ions, k+0.02 sodium ions, na+0.05 x, so42\u20130.01  (a)  answer these questions using information from the table.  (i)  which negatively charged ion is present in the highest concentration?   . ..  [1]  (ii)  state the name of the ion, x, whose formula is so42\u2013.   . ..  [1]  (iii)  the formulae for some chlorides are shown below.  aluminium chloride, a l cl 3  calcium chloride, cac l 2  lead( iv) chloride, pbc l 4  potassium chloride, kc l  deduce the formula for magnesium chloride.   . ..  [1]  (iv)  calculate the mass of sugars in 250  cm3 of this apple juice. ... g  [1]",
+            "4": "4 0620/22/o/n/14 \u00a9 ucles 2014 (b)  the fats in the apple juice are both saturated and unsaturated.   describe a test to distinguish between saturated and unsaturated compounds.  test   .  result with saturated compound  .  result with unsaturated compound  . [3]  (c)  apple juice is slightly acidic.  (i)  which one of the following ph values is slightly acidic?   put a ring around the correct answer. ph 1            ph 5            ph 7            ph 9            ph 14 [1]  (ii)  one of the acids found in apple juice is malic acid.   the structure of malic acid is shown below. o oooh c co h h c c hh h   on the structure of malic acid above, put a ring around a carboxylic acid functional  group. [1] [total: 9]",
+            "5": "5 0620/22/o/n/14 \u00a9 ucles 2014 [turn over3  hydrogen chloride gas can be prepared by the action of concentrated sulfuric acid on sodium  chloride. h2so4  +  2nac l  \u2192  na2so4  +  2hc l  (a)  write the word equation for this reaction.   ... ...  [1]  (b)  hydrogen chloride dissolves in water to form hydrochloric acid.  (i)  complete the dot-and-cross diagram to show the arrangement of the outer shell electrons  in water. o h h [2]  (ii)  describe what you would observe when a few drops of silver nitrate solution are added to  hydrochloric acid.   . ..  [2]",
+            "6": "6 0620/22/o/n/14 \u00a9 ucles 2014 (c)  the graph below shows how ph changes when aqueous ammonia is neutralised by hydrochloric  acid. 14 1210 86420 0 5 10 15 volume of hydrochloric acid added  / cm320 25 30ph  (i)  what is the ph of the aqueous ammonia at the start of the experiment?   . ..  [1]  (ii)  what volume of hydrochloric acid has been added when the ph is 10?   . ..  [1]  (iii)  what volume of hydrochloric acid has been added when the ph is changing most quickly?   . ..  [1]",
+            "7": "7 0620/22/o/n/14 \u00a9 ucles 2014 [turn over (d)  concentrated hydrochloric acid reduces manganese( iv) oxide, mno2, to manganese( ii)  chloride. 4hc l  +  mno2  \u2192  mnc l 2  +  c l 2  +  2h2o   how does this equation show that manganese( iv) oxide gets reduced?   ... ...  [1]  (e)  the table shows some properties of four metals, a, b, c and d, and their oxides. metaldensity in g  / cm3boiling point / \u00b0ccolour of oxidecharge on the metal ion a 2.99 2831 white 3+ b 0.53 1342 white 1+ c 7.86 2750 black or red-brown 2+ or 3+ d 7.14 907 white 2+   which one of these metals is a transition metal?   use the information in the table to explain your answer.   ... .   ... .   ... ...  [2] [total: 11]",
+            "8": "8 0620/22/o/n/14 \u00a9 ucles 20144  calcium carbonate reacts with dilute hydrochloric acid.  (a)  complete the symbol equation for this reaction. caco3   +   ..hc l   \u2192   cac l 2   +   co2   +    [2]  (b)  the rate of this reaction can be followed using the apparatus shown below. a bhydrochloric acidcotton wool calcium carbonate  (i)  state the names of the pieces of apparatus labelled a and b.  a  .   b  .  [2]  (ii)  explain why the mass of the reaction mixture decreases with time.   . ..  [1]",
+            "9": "9 0620/22/o/n/14 \u00a9 ucles 2014 [turn over (c)  the graph below shows how the mass of the reaction mixture changes with time.   the calcium carbonate was in excess and large pieces of calcium carbonate were used. 100.25 100.20100.15100.10100.05 100.00 0 100 200 300 time  / s400 500 600 700mass of reactionmixture  / g  (i)  at what time was the reaction just complete?   . ..  [1]  (ii)  calculate the total loss in mass of the reaction mixture in this experiment.   . ..  [1]  (iii)  how does the rate of reaction change when:   smaller pieces of calcium carbonate are used,   .    the temperature is decreased,   .    the concentration of hydrochloric acid is decreased?   .  [3]",
+            "10": "10 0620/22/o/n/14 \u00a9 ucles 2014 (d)  when heated, calcium carbonate breaks down to form calcium oxide and carbon dioxide.   which two words from the list below describe this reaction?   tick two boxes.  combustion decomposition endothermic exothermic oxidation [2]  (e)  calcium oxide is used in \ufb02 ue-gas desulfurisation.  (i)  explain how \ufb02 ue-gas desulfurisation works.   .    .    . ..  [2]  (ii)  give one other use of calcium oxide.   . ..  [1] [total: 15]",
+            "11": "11 0620/22/o/n/14 \u00a9 ucles 2014 [turn over5  the structures of graphite and sodium chloride are shown below. ccc ccc cc ccc ccc cc cc ccc ccc cccc cc ccc ccc cc cc graphite sodium chloridena+cl \u2013 cl \u2013na+ na+cl \u2013na+cl \u2013 cl \u2013na+ na+cl \u2013  (a)  describe the similarity and differences in these structures.   ... .   ... .   ... .   ... .   ... .   ... ...  [4]  (b)  graphite is a form of carbon.   carbon is an element.  (i)  what is meant by the term element  ?   .    . ..  [1]  (ii)  write a symbol equation for the complete combustion of carbon. [2]",
+            "12": "12 0620/22/o/n/14 \u00a9 ucles 2014 (c)  the table shows some properties of four substances, a, b, c and d. substancemelting point / \u00b0cboiling point / \u00b0celectrical conductivity a \u20137 +59 does not conduct b \u2013157 \u2013152 does not conduct c +769 +1930 conducts when molten but not when solid d +1410 +2355 does not conduct   which one of these substances, a, b, c or d,  (i)  is a liquid at room temperature,    [1]  (ii)  is a giant ionic structure,  ...  [ 1]  (iii)  is a noble gas,  ..   [1]  (iv)  is a giant covalent structure?    [1] [total: 11]",
+            "13": "13 0620/22/o/n/14 \u00a9 ucles 2014 [turn over6  the table below shows some properties of the \ufb01 rst \ufb01 ve members of the alkane homologous series. alkanemolecular formulaboiling point / \u00b0cdensity of the liquid alkane in g  / cm3 methane ch4 \u2013164 0.47 ethane c2h6 \u201388 propane c3h8 \u201342 0.59 butane c4h10 0 0.60 pentane +36 0.63  (a) (i)   what do you understand by the term homologous series  ?   .    . ..  [2]  (ii)  deduce the molecular formula for pentane.   . ..  [1]  (iii)  describe how the boiling points of these alkanes change as the number of carbon atoms  increases.   . ..  [1]  (iv)  deduce the density of liquid ethane.   . ..  [1]  (b)  methane is a fuel which is a gas at room temperature.   state the name of a fuel which is:  a solid at room temperature,  ..  a liquid at room temperature.  . [2]",
+            "14": "14 0620/22/o/n/14 \u00a9 ucles 2014 (c)  the diagram below shows a distillation column used to separate petroleum into different  fractions.  (i)  on the diagram above:  \u25cf  put a letter x to show where the temperature in the column is lowest,  \u25cf  put a letter f to show where the fraction containing the largest molecules is collected,  \u25cf  put a letter m to show where petroleum enters the distillation column. [3]  (ii)  the re \ufb01 nery gas fraction contains ethane.   hydrogen is one of the products formed when ethane is cracked.   complete the symbol equation for the cracking of ethane. c2h6   \u2192      +    [2]  (iii)  state the conditions needed for cracking.   . ..  [2] [total: 14]",
+            "15": "15 0620/22/o/n/14 \u00a9 ucles 2014 [turn over7  gallium and aluminium are in group iii of the periodic table.  (a)  the melting point of gallium is 30  \u00b0c.   use the kinetic particle theory to explain what happens when a spoon made of gallium is put  into a cup of tea at 40  \u00b0c.   in your answer, refer to:  \u25cf  the change of state which occurs,  \u25cf  the change in the arrangement of the particles,  \u25cf  the change in the motion of the particles.   ... .   ... .   ... .   ... .   ... ...  [4]  (b)  gallium burns in air at a high temperature to form gallium( iii) oxide.   complete the symbol equation for this reaction. ..ga   +   3o2   \u2192   ..ga2o3 [2]  (c)  explain why aluminium is often used in containers for food and drinks.   ... .   ... ...  [2]",
+            "16": "16 0620/22/o/n/14 \u00a9 ucles 2014 (d)   aluminium chloride can be made by heating aluminium foil in a stream of chlorine. chlorinealuminium foil aluminium chloride  (i)  on the diagram above, draw an arrow to show where heat should be applied. [1]  (ii)  at temperatures between 178 \u00b0c and 400  \u00b0c, aluminium chloride has the structure shown  below. clalcl clcl clalcl   deduce the molecular formula of this structure.   . ..  [1]  (iii)  some properties of aluminium and silver are shown in the table below. costdensity in g  / cm3electrical conductivitymelting point / \u00b0c aluminium high 2.7 good 660 silver very high 10.5 very good 962   use the information in the table to suggest why aluminium rather than silver is used in  overhead power cables.   . ..  [1] [total: 11]",
+            "17": "17 0620/22/o/n/14 \u00a9 ucles 2014blank page",
+            "18": "18 0620/22/o/n/14 \u00a9 ucles 2014blank page",
+            "19": "19 0620/22/o/n/14 \u00a9 ucles 2014blank page",
+            "20": "20 0620/22/o/n/14 \u00a9 ucles 2014permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here possible. every reasonable effort has been made by the publisher (ucles) to trace copyright holders, but if any items requiring clearance have unwittingly been included the  publisher will be pleased to make amends at the earliest possible opportunity. cambridge international examinations is part of the cambridge assessment group. cambridge assessment is the brand name of unive rsity of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge. group 140 ce cerium 58141 pr praseodymium 59144 nd neodymium 60pm promethium 61150 sm samarium 62152 eu europium 63157 gd gadolinium 64159 tb terbium 65162 dy dysprosium 66165 ho holmium 67167 er erbium 68169 tm thulium 69173 yb ytterbium 70175 lu lutetium 71 232 th thorium 90pa protactinium 91238 u uranium 92np neptunium 93pu plutonium 94am americium 95cm curium 96bk berkelium 97cf californium 98es einsteinium 99fm fermium 100md mendelevium 101no nobelium 102lr lawrencium 1031 h hydrogen 1 7 li lithium 3 23 na sodium 1124 mg magnesium 12 40 ca calcium 2045 sc scandium 2148 ti titanium 2251 v vanadium 2352 cr chromium 2455 mn manganese 2556 fe iron 2659 co cobalt 2759 ni nickel 2864 cu copper 2965 zn zinc 3070 ga gallium 3127 al aluminium 1311 b boron 512 c carbon 614 n nitrogen 716 o oxygen 819 f fluorine 9 28 si silicon 1431 p phosphorus 1532 s sulfur 1635.5 cl chlorine 1740 ar argon 1820 ne neon 104 he helium 2 73 ge germanium 3275 as arsenic 3379 se selenium 3480 br bromine 3584 kr krypton 3639 k potassium 19 88 sr strontium 3889 y yttrium 3991 zr zirconium 4093 nb niobium 4196 mo molybdenum 42tc technetium 43101 ru ruthenium 44103 rh rhodium 45106 pd palladium 46108 ag silver 47112 cd cadmium 48115 in indium 49119 sn tin 50122 sb antimony 51128 te tellurium 52127 i iodine 53131 xe xenon 54 137 ba barium 56139 la lanthanum 57        *178 hf hafnium 72181 ta tantalum 73184 w tungsten 74186 re rhenium 75190 os osmium 76192 ir iridium 77195 pt platinum 78197 au gold 79201 hg mercury 80204 tl thallium 81207 pb lead 82209 bi bismuth 83po polonium 84at astatine 85rn radon 86 fr francium 87227 ac actinium 899 be beryllium 4ii i iii iv v vi vii 0 85 rb rubidium 37 133 cs caesium 55 226 ra radium 88 the volume of one mole of any gas is 24 dm3at room temperature and pressure (r.t.p.).a x ba = relative atomic mass x = atomic symbol b = proton (atomic) numberkey*58-71 lanthanoid series 90-103 actinoid seriesdata sheet the periodic table of the elements"
+        },
+        "0620_w14_qp_23.pdf": {
+            "1": "this document consis ts of 16 printed pages . [turn overib14 11_0620_23/3rp \u00a9 ucles 2014 *3304301344* read these instructions first write your centre number, candidate number and name in the spaces at the top of this page. write in dark blue or black pen.you may use an hb pencil for any diagrams or graphs.do not use staples, paper clips, glue or correction \ufb02 uid. do not  write in any barcodes. answer all questions. electronic calculators may be used.a copy of the periodic table is printed on pa ge 16. you may lose marks if you do not show your working or if you do not use appropriate units. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question.chemistry  0620/23   paper 2 october/november 2014  1 hour 15 minutes candidates answer on the question paper. no additional materials are required.cambridge international examinations cambridge international general certi \ufb01 cate of secondary education the syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certi \ufb01 cate.",
+            "2": "2 0620/23/o/n/14 \u00a9 ucles 20141 (a)   the structures of \ufb01 ve substances, a, b, c, d and e, are shown below. br \u2013br \u2013k+ br \u2013k+ k+br \u2013br \u2013k+ br \u2013k+ k+abc des sss ss ssoc o ccc c ccc cccc ccc cc cc ccc ccc cccc cc ccc ccc cc ccf f fff fs   answer the following questions about these substances.   each substance may be used once, more than once or not at all.  (i)  which two substances are elements?    and    [2]  (ii)  which substance has a giant ionic structure?    [1]  (iii)  which substance is a product formed when a hydrocarbon is completely burnt in air?   [1]  (iv)  which substance, when molten, produces a brown vapour at the anode when electrolysed?   [1]  (v)  which substance is used as a lubricant?   [1]  (b) deduce the simplest formula of substance a.   ... ...  [1]  (c)  calculate the relative molecular mass of substance e.   you must show your working. [2] [total: 9]",
+            "3": "3 0620/23/o/n/14 \u00a9 ucles 2014 [turn over2 (a)   use ideas about the movement and arrangement of particles to explain why:  \u25cf  solids have a definite volume and shape,  \u25cf  liquids have a definite volume but no definite shape,  \u25cf  gases have no definite volume or shape.   ... .   ... .   ... .   ... .   ... .   ... ...  [4]  (b)  the table shows some properties of six substances, a to f, which are either solids or liquids  at room temperature. substancemelting point / \u00b0celectrical conductivitysolubility in water a +3550 does not conduct in any state insoluble b +44 does not conduct in any state insoluble c +1660 conducts when solid or liquid insoluble d +681 only conducts when in aqueous solution or liquid soluble e \u201339 conducts when solid or liquid insoluble f \u201311 does not conduct in any state insoluble  (i)  which substance has a giant covalent structure?   . ..  [1]  (ii)  which two substances are liquids at room temperature?   . ..  [2]  (iii)  which two substances are metals?   . ..  [2]  (iv)  which two substances are simple molecules?   . ..  [2]",
+            "4": "4 0620/23/o/n/14 \u00a9 ucles 2014 (c)  dry air contains mainly nitrogen, noble gases and oxygen.  (i)  which one of the following shows the correct composition of dry air?   tick one box.  nitrogen 21%, oxygen 78%, noble gases 1% nitrogen 1%, oxygen 78%, noble gases 21% nitrogen 69%, oxygen 21%, noble gases 10% nitrogen 78%, oxygen 21%, noble gases 1% [1]  (ii)  metals can be joined together by high temperature welding.   this process is sometimes carried out in the presence of argon.   suggest why welding is carried out in the presence of argon.   .    . ..  [2] [total: 14]",
+            "5": "5 0620/23/o/n/14 \u00a9 ucles 2014 [turn over3  rhubarb is a plant which has a red stem.  (a)  a student separated the pigments in the rhubarb stem by chromatography.   he used the apparatus shown below to extract the pigments. solvent a pieces of rhubarb  (i)  state the name of the piece of apparatus labelled a.   . ..  [1]  (ii)  suggest a suitable solvent, other than water, that he could use to extract the pigments.   . ..  [1]  (iii)  the solution of pigments was not concentrated enough to use for chromatography.   suggest how the student could make the solution more concentrated.   . ..  [1]  (b)  the student carried out chromatography using the apparatus shown below. chromatography paper chromatography jarlid for chromatography ja r solventy z  (i)  a spot of the pigment mixture was placed at y.   explain why a spot of the mixture was not placed at z.   . ..  [1]  (ii)  describe how the rest of the procedure was carried out.   .    .    . ..  [2]",
+            "6": "6 0620/23/o/n/14 \u00a9 ucles 2014 (c)  rhubarb leaves contain ethanedioic acid.   the structure of ethanedioic acid is shown below. c c oo ooh h  (i)  on the structure above, put a ring around a carboxylic acid group. [1]  (ii)  deduce the molecular formula of ethanedioic acid.   . ..  [1]  (d)  a teacher heated ethanedioic acid with concentrated sulfuric acid.   the equation for the reaction is: cooh cooh(s)h2so4co(g)  +  co2(g)  +  x  (i)  deduce the formula of compound x.   . ..  [1]  (ii)  at the end of the reaction, the contents of the test-tube contained diluted sulfuric acid only.   explain why.   . ..  [1]  (iii)  carbon dioxide is a product of this reaction.   state one common source of the carbon dioxide in the atmosphere.   . ..  [1]  (iv)  explain why an increase in the concentration of carbon dioxide in the atmosphere is  harmful to the environment.   .    . ..  [2] [total: 13]",
+            "7": "7 0620/23/o/n/14 \u00a9 ucles 2014 [turn over4  a mixture of soil and water was shaken and then \ufb01 ltered.  (a)  draw a labelled diagram of the apparatus you would use for separating the insoluble particles  of soil from the solution. [2]  (b)  the \ufb01 ltrate was then evaporated.   the table shows the composition and mass of each compound obtained by evaporating the  \ufb01 ltrate. compoundions present in the compoundmass of compound  / g calcium carbonate  ca2+ and co32\u20134.0 calcium sulfate  ca2+ and so42\u20135.0 magnesium sulfate  mg2+ and so42\u20132.8  k+ and no3\u20131.2 potassium sulfate  k+ and so42\u20132.4 sodium carbonate 3.0sodium chloride  na + and c l \u20131.6  (i)  state the name of the compound which contains k+ and no3\u2013 ions.   . ..  [1]  (ii)  write the symbols for the ions present in sodium carbonate.   . ..  [1]  (iii)  which compound with a singly charged negative ion has the highest mass in the mixture?   . ..  [1]",
+            "8": "8 0620/23/o/n/14 \u00a9 ucles 2014  the table from page 7 is repeated below: compoundions present in the compoundmass of compound  / g calcium carbonate  ca2+ and co32\u20134.0 calcium sulfate  ca2+ and so42\u20135.0 magnesium sulfate  mg2+ and so42\u20132.8  k+ and no3\u20131.2 potassium sulfate  k+ and so42\u20132.4 sodium carbonate 3.0sodium chloride  na + and c l \u20131.6  (iv)  calculate:  the total mass of all the compounds present in the mixture,  . ..  [1]  the percentage of magnesium sulfate by mass in the mixture. [1]  (c)  calcium carbonate decomposes when heated.  (i)  complete the symbol equation for this reaction. caco 3  \u2192  cao  +  .. [1]  (ii)  calcium oxide, cao, reacts with water to form a strongly alkaline solution.   which one of the following ph values is strongly alkaline?   put a ring around the correct answer. ph  3                    ph  7                    ph  8                    ph  12 [1] [total: 9]",
+            "9": "9 0620/23/o/n/14 \u00a9 ucles 2014 [turn over5  methanol reacts with excess hydrochloric acid to form chloromethane and water. methanol  +  hydrochloric acid  \u2192  chloromethane  +  water  (a)  to which homologous series does methanol belong?   ... ...  [1]  (b)  complete the structure of methanol below to show its functional group. c h hh [1]  (c)  methanol can be made from synthesis gas which contains carbon monoxide and hydrogen.   synthesis gas is made from methane.  (i)  complete the symbol equation for this reaction. ch4  +  h2o  \u2192  co  +  .h2 [1]  (ii)  suggest two hazards associated with the products of this reaction.   .    . ..  [2]",
+            "10": "10 0620/23/o/n/14 \u00a9 ucles 2014 (d)  a student investigated the rate of reaction of methanol with hydrochloric acid.   the graph below shows how the concentration of hydrochloric acid changes with time. 1.0 0.80.60.40.2 0.0 0 1 02 03 0 time  / hours40 50 60 70concentration of hc l (aq) in mol  / dm3  (i)  describe how the concentration of hydrochloric acid changes with time.   .    . ..  [2]  (ii)  deduce the concentration of hydrochloric acid when the reaction had proceeded for 15 hours.   . ..  [1]  (iii)  at what time was the reaction just complete?   . ..  [1]  (iv)  on the grid above, draw a line to show how the concentration of hydrochloric acid changes  with time when the reaction takes place at a higher temperature. [2]",
+            "11": "11 0620/23/o/n/14 \u00a9 ucles 2014 [turn over (e)  hydrochloric acid is formed when hydrogen chloride gas is dissolved in water.   draw a dot-and-cross diagram to show the electron arrangement in a molecule of hydrogen  chloride.   show only the outer electron shells.   show hydrogen electrons as x.   show chlorine electrons as \u25cf. [2] [total: 13]",
+            "12": "12 0620/23/o/n/14 \u00a9 ucles 20146  sulfur burns in air to form sulfur dioxide.  (a) (i)   is sulfur dioxide an acidic or basic oxide?   give a reason for your answer.   .    . ..  [1]  (ii)  sulfur dioxide is an atmospheric pollutant.   explain why sulfur dioxide in the atmosphere can erode buildings made of limestone.   .    .    . ..  [3]  (b)  sulfur dioxide reacts with oxygen to form sulfur trioxide.   sulfur trioxide can be made in the laboratory using the apparatus shown below.   sulfur trioxide has a melting point of 17  \u00b0c and a boiling point of 45  \u00b0c. ice sulfur trioxide crystalssulfur dioxide oxygenplatinum catalyst concentrated sulfuric acid  (i)  suggest one safety precaution when carrying out this experiment.   . ..  [1]  (ii)  what is the purpose of the platinum catalyst?   . ..  [1]  (iii)  complete the symbol equation for the reaction. 2so2  +  ...  \u2192  .so3 [2]  (iv)  suggest why the sulfur trioxide is collected in a \ufb02 ask surrounded by ice.   . ..  [1]",
+            "13": "13 0620/23/o/n/14 \u00a9 ucles 2014 [turn over (v)  when 64  g of sulfur dioxide react with excess oxygen, 80  g of sulfur trioxide is formed.   calculate the mass of sulfur trioxide formed from 160  g of sulfur dioxide. mass = . g  [1]  (c)  sulfur trioxide reacts with water to form sulfuric acid.   a student used the apparatus shown below to determine the concentration of a solution of  sodium hydroxide. sulfuric acid sodium hydroxide + indicator  (i)  which one of these pieces of apparatus should the student use to put 25.0  cm3 of sodium  hydroxide into the \ufb02 ask.   tick one box.  beaker measuring cylinder test-tube volumetric pipette [1]  (ii) how would the student know when the sulfuric acid had neutralised the sodium hydroxide?   . ..  [1]",
+            "14": "14 0620/23/o/n/14 \u00a9 ucles 2014 (d)  clean air contains mainly nitrogen, noble gases, oxygen and water vapour.   a teacher left a beaker of concentrated sulfuric acid open to the air for a week.   after a week, the concentration of sulfuric acid in the beaker had decreased. at the start after one weekconcentrated sulfuric acid   explain these results by referring to one or more of the substances present in the air.   ... .   ... ...  [1] [total: 13]",
+            "15": "15 0620/23/o/n/14 \u00a9 ucles 2014 [turn over7 (a)  describe the properties of chlorine, bromine and iodine.   in your answer, include the trends in:  \u25cf their state,  \u25cf their colour,  \u25cf their reactivity.   ... .   ... .   ... .   ... .   ... ...  [4]  (b)  a molecule of chlorine can be written as c l \u2013 cl.   which one of the following words describes this molecule?   put a ring around the correct answer. diatomic           giant           ionic           monatomic [1]  (c)  draw the electronic structure of a \ufb02 uorine atom. [2]  (d)  the equation below describes the reaction of a halogen with a halide. br2  +  2k i  \u2192  i2  +  2kbr   write a word equation for this reaction. [2] [total: 9]",
+            "16": "16 0620/23/o/n/14 \u00a9 ucles 2014permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here possible. every reasonable effort has been made by the publisher (ucles) to trace copyright holders, but if any items requiring clearance have unwittingly been included the  publisher will be pleased to make amends at the earliest possible opportunity. cambridge international examinations is part of the cambridge assessment group. cambridge assessment is the brand name of unive rsity of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge. group 140 ce cerium 58141 pr praseodymium 59144 nd neodymium 60pm promethium 61150 sm samarium 62152 eu europium 63157 gd gadolinium 64159 tb terbium 65162 dy dysprosium 66165 ho holmium 67167 er erbium 68169 tm thulium 69173 yb ytterbium 70175 lu lutetium 71 232 th thorium 90pa protactinium 91238 u uranium 92np neptunium 93pu plutonium 94am americium 95cm curium 96bk berkelium 97cf californium 98es einsteinium 99fm fermium 100md mendelevium 101no nobelium 102lr lawrencium 1031 h hydrogen 1 7 li lithium 3 23 na sodium 1124 mg magnesium 12 40 ca calcium 2045 sc scandium 2148 ti titanium 2251 v vanadium 2352 cr chromium 2455 mn manganese 2556 fe iron 2659 co cobalt 2759 ni nickel 2864 cu copper 2965 zn zinc 3070 ga gallium 3127 al aluminium 1311 b boron 512 c carbon 614 n nitrogen 716 o oxygen 819 f fluorine 9 28 si silicon 1431 p phosphorus 1532 s sulfur 1635.5 cl chlorine 1740 ar argon 1820 ne neon 104 he helium 2 73 ge germanium 3275 as arsenic 3379 se selenium 3480 br bromine 3584 kr krypton 3639 k potassium 19 88 sr strontium 3889 y yttrium 3991 zr zirconium 4093 nb niobium 4196 mo molybdenum 42tc technetium 43101 ru ruthenium 44103 rh rhodium 45106 pd palladium 46108 ag silver 47112 cd cadmium 48115 in indium 49119 sn tin 50122 sb antimony 51128 te tellurium 52127 i iodine 53131 xe xenon 54 137 ba barium 56139 la lanthanum 57        *178 hf hafnium 72181 ta tantalum 73184 w tungsten 74186 re rhenium 75190 os osmium 76192 ir iridium 77195 pt platinum 78197 au gold 79201 hg mercury 80204 tl thallium 81207 pb lead 82209 bi bismuth 83po polonium 84at astatine 85rn radon 86 fr francium 87227 ac actinium 899 be beryllium 4ii i iii iv v vi vii 0 85 rb rubidium 37 133 cs caesium 55 226 ra radium 88 the volume of one mole of any gas is 24 dm3at room temperature and pressure (r.t.p.).a x ba = relative atomic mass x = atomic symbol b = proton (atomic) numberkey*58-71 lanthanoid series 90-103 actinoid seriesdata sheet the periodic table of the elements"
+        },
+        "0620_w14_qp_31.pdf": {
+            "1": "this document consists of 12 printed pages. [turn overib14 11_0620_31/2rp \u00a9 ucles 2014 *5421214333* read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen.you may use an hb pencil for any diagrams or graphs.do not use staples, paper clips, glue or correction \ufb02 uid. do not  write in any barcodes. answer all questions. electronic calculators may be used.a copy of the periodic table is printed on page 12.you may lose marks if you do not show your working or if you do not use appropriate units. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question.chemistry  0620/31   paper 3 (extended) october/november 2014  1 hour 15 minutes candidates answer on the question paper. no additional materials are required.cambridge international examinations cambridge international general certi \ufb01 cate of secondary education the syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certi \ufb01 cate.",
+            "2": "2 0620/31/o/n/14 \u00a9 ucles 20141 (a)  match the following ph values to the solutions given below. 1        3        7        10        13   the solutions all have the same concentration.  solution ph  aqueous ammonia, a weak base   dilute hydrochloric acid, a strong acid  aqueous sodium hydroxide, a strong base  aqueous sodium chloride, a salt  dilute ethanoic acid, a weak acid  [5]  (b)  explain why solutions of hydrochloric acid and ethanoic acid with the same concentration, in  mol  / dm3, have a different ph.   ... .   ... .   ... ...  [2]  (c)  measuring ph is one way of distinguishing between a strong acid and a weak acid.   describe another method.  method  ...    ... .  results  . ...   ... . [2] [total: 9]",
+            "3": "3 0620/31/o/n/14 \u00a9 ucles 2014 [turn over2  two macromolecular forms of carbon are graphite and diamond. the structures of graphite and  diamond are given below. diamond graphite  (a)  explain in terms of its structure why graphite is soft and is a good conductor of electricity.   ... .   ... .   ... .   ... .   ... ...  [3]  (b)  state two uses of graphite which depend on the above properties.  it is soft  ..    ... .  it is a good conductor of electricity  ... .   ... . [2]  (c)  silicon( iv) oxide also has a macromolecular structure.  (i)  describe the macromolecular structure of silicon( iv) oxide.   .    . ..  [1]  (ii)  predict two physical properties which diamond and silicon( iv) oxide have in common.   .    . ..  [2] [total: 8]",
+            "4": "4 0620/31/o/n/14 \u00a9 ucles 20143  the main use of sulfur dioxide is the manufacture of sulfuric acid.  (a)  state two other uses of sulfur dioxide.   ... .   ... ...  [2]  (b)  one source of sulfur dioxide is burning sulfur in air.   describe how sulfur dioxide can be made from the ore zinc sul \ufb01 de.   ... .   ... ...  [2]  (c)  the contact process changes sulfur dioxide into sulfur trioxide.  2so2(g)  +  o2(g)    2so3(g)  the forward reaction is exothermic temperature 400 to 450  \u00b0c  low pressure 1 to 10 atmospheres catalyst vanadium( v) oxide  (i)  what is the formula of vanadium( v) oxide?   . ..  [1]  (ii)  vanadium( v) oxide is an ef \ufb01 cient catalyst at any temperature in the range 400 to 450  \u00b0c.  scientists are looking for an alternative catalyst which is ef \ufb01 cient at 300  \u00b0c.   what would be the advantage of using a lower temperature?   .    .    . ..  [2]  (iii)  the process does not use a high pressure because of the extra expense.   suggest two advantages of using a high pressure?   explain your suggestions.   .    .    .    .    . ..  [4]",
+            "5": "5 0620/31/o/n/14 \u00a9 ucles 2014 [turn over (d)  sulfuric acid is made by dissolving sulfur trioxide in concentrated sulfuric acid to form oleum.   water is reacted with oleum to form more sulfuric acid.   why is sulfur trioxide not reacted directly with water?   ... ...  [1] [total: 12]",
+            "6": "6 0620/31/o/n/14 \u00a9 ucles 20144  iron is extracted from the ore hematite in the blast furnace. slag molten ironairfirebrick lining co forms co2 formswaste gases raw materials: coke, ciron ore, fe 2o3 limestone, caco3  (a)  the coke reacts with the oxygen in the air to form carbon dioxide. c  +  o2  \u2192  co2  (i)  explain why carbon monoxide is formed higher in the blast furnace.   .    . ..  [2]  (ii)  write an equation for the reduction of hematite, fe2o3, by carbon monoxide.   . ..  [2]  (b) (i)   limestone decomposes to form two products, one of which is calcium oxide.   name the other product.   . ..  [1]  (ii)  calcium oxide reacts with silicon( iv) oxide, an acidic impurity in the iron ore, to form slag.     write an equation for this reaction.   . ..  [2]  (iii)  explain why the molten iron and the molten slag form two layers and why molten iron is  the lower layer.   .    . ..  [2]  (iv)  suggest why the molten iron does not react with the air.   . ..  [1]",
+            "7": "7 0620/31/o/n/14 \u00a9 ucles 2014 [turn over (c) iron and steel rust. iron is oxidised to hydrated iron( iii) oxide, fe2o3.2h2o, which is rust.  (i)  name the two substances which cause iron to rust.   . ..  [1]  (ii)  explain why an aluminium article coated with aluminium oxide is protected from further  corrosion but a steel article coated with rust continues to corrode.   .    . ..  [1]  (d) there are two electrochemical methods of rust prevention.  (i)  the \ufb01 rst method is sacri \ufb01 cial protection.   explain why the steel article does not rust. block of zincconnected electrically to steel pipesteel pipe   .    .    .    . ..  [4]   the second method is to make the steel article the cathode in a circuit for electrolysis. \u2013 +power inert anodesteel girder bubbles of hydrogen gassea-water  (ii)   mark on the diagram the direction of the electron \ufb02 ow. [1]  (iii)  the steel girder does not rust because it is the cathode. reduction takes place at the  cathode. give the equation for the reduction of hydrogen ions.   . ..  [2] [total: 19]",
+            "8": "8 0620/31/o/n/14 \u00a9 ucles 20145  three common pollutants in the air are carbon monoxide, the oxides of nitrogen, no and no2, and  unburnt hydrocarbons. they are all emitted by motor vehicles.  (a)  describe how the oxides of nitrogen are formed.   ... .   ... ...  [2]  (b)  describe how a catalytic converter reduces the emission of these three pollutants.   ... .   ... .   ... .   ... .   ... ...  [4]  (c)  other atmospheric pollutants are lead compounds from leaded petrol.   explain why lead compounds are harmful.   ... .   ... ...  [1] [total: 7]",
+            "9": "9 0620/31/o/n/14 \u00a9 ucles 2014 [turn over6  esters, polyesters and fats all contain the ester linkage.  (a)  esters can be made from alcohols and carboxylic acids. for example, the ester ethyl ethanoate  can be made by the following reaction. ch3cooh  +  ch3ch2oh  \u2192  ch3cooch2ch3  +  h2o  (i)  name the carboxylic acid and the alcohol from which the following ester could be made. ch2co och2 ch3ch3  name of carboxylic acid  . .  name of alcohol  . . [2]  (ii) 6.0  g of ethanoic acid, mr = 60, was reacted with 5.5  g of ethanol, mr = 46.   determine which is the limiting reagent and the maximum yield of ethyl ethanoate, mr = 88.  number of moles of ethanoic acid =  ..  [1]  number of moles of ethanol =  ...  [1] the limiting reagent is    [1]  number of moles of ethyl ethanoate formed =  ..  [1] maximum yield of ethyl ethanoate =  .  [1]  (b)  the following two monomers can form a polyester. hooc cooh ho oh   draw the structural formula of this polyester. include two ester linkages. [3]",
+            "10": "10 0620/31/o/n/14 \u00a9 ucles 2014 (c)  fats and vegetable oils are esters. the formulae of two examples of natural esters are given  below. c17h33co2ch2 c17h33co2ch c17h33co2ch2 ester 1c17h35co2ch2 c17h35co2ch c17h35co2ch2 ester 2  (i)  one ester is saturated, the other is unsaturated.   describe a test to distinguish between them.  test   ..  result with unsaturated ester  ..  .   result with saturated ester  . .   .  [3]  (ii)  deduce which one of the above esters is unsaturated. give a reason for your choice.   .    .    . ..  [2]  (iii)  both esters are hydrolysed by boiling with aqueous sodium hydroxide.   what types of compound are formed?  ...  and   .. [2] [total: 17]",
+            "11": "11 0620/31/o/n/14 \u00a9 ucles 2014 [turn over7  nitrogen can form ionic compounds with reactive metals and covalent compounds with non-metals.  (a)  nitrogen reacts with lithium to form the ionic compound lithium nitride, li3n.  (i)  write the equation for the reaction between lithium and nitrogen.   . ..  [2]  (ii)  lithium nitride is an ionic compound. draw a diagram which shows its formula, the charges  on the ions and the arrangement of the valency electrons around the negative ion.  use x for an electron from a lithium atom.  use o for an electron from a nitrogen atom. [2]  (b)  nitrogen \ufb02 uoride is a covalent compound.  (i)  draw a diagram showing the arrangement of the valency electrons in one molecule of the  covalent compound nitrogen tri \ufb02 uoride, nf3.  use x for an electron from a nitrogen atom.  use o for an electron from a \ufb02 uorine atom. [2]  (ii)  lithium nitride has a high melting point, 813  \u00b0c. nitrogen tri \ufb02 uoride has a low melting point,  \u2013207  \u00b0c.   explain why the melting points are different.   .    .    . ..  [2] [total: 8]",
+            "12": "12 0620/31/o/n/14 \u00a9 ucles 2014permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here possible. every reasonable effort has been made by the publisher (ucles) to trace copyright holders, but if any items requiring clearance have unwittingly been included the  publisher will be pleased to make amends at the earliest possible opportunity. cambridge international examinations is part of the cambridge assessment group. cambridge assessment is the brand name of unive rsity of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge. group 140 ce cerium 58141 pr praseodymium 59144 nd neodymium 60pm promethium 61150 sm samarium 62152 eu europium 63157 gd gadolinium 64159 tb terbium 65162 dy dysprosium 66165 ho holmium 67167 er erbium 68169 tm thulium 69173 yb ytterbium 70175 lu lutetium 71 232 th thorium 90pa protactinium 91238 u uranium 92np neptunium 93pu plutonium 94am americium 95cm curium 96bk berkelium 97cf californium 98es einsteinium 99fm fermium 100md mendelevium 101no nobelium 102lr lawrencium 1031 h hydrogen 1 7 li lithium 3 23 na sodium 1124 mg magnesium 12 40 ca calcium 2045 sc scandium 2148 ti titanium 2251 v vanadium 2352 cr chromium 2455 mn manganese 2556 fe iron 2659 co cobalt 2759 ni nickel 2864 cu copper 2965 zn zinc 3070 ga gallium 3127 al aluminium 1311 b boron 512 c carbon 614 n nitrogen 716 o oxygen 819 f fluorine 9 28 si silicon 1431 p phosphorus 1532 s sulfur 1635.5 cl chlorine 1740 ar argon 1820 ne neon 104 he helium 2 73 ge germanium 3275 as arsenic 3379 se selenium 3480 br bromine 3584 kr krypton 3639 k potassium 19 88 sr strontium 3889 y yttrium 3991 zr zirconium 4093 nb niobium 4196 mo molybdenum 42tc technetium 43101 ru ruthenium 44103 rh rhodium 45106 pd palladium 46108 ag silver 47112 cd cadmium 48115 in indium 49119 sn tin 50122 sb antimony 51128 te tellurium 52127 i iodine 53131 xe xenon 54 137 ba barium 56139 la lanthanum 57        *178 hf hafnium 72181 ta tantalum 73184 w tungsten 74186 re rhenium 75190 os osmium 76192 ir iridium 77195 pt platinum 78197 au gold 79201 hg mercury 80204 tl thallium 81207 pb lead 82209 bi bismuth 83po polonium 84at astatine 85rn radon 86 fr francium 87227 ac actinium 899 be beryllium 4ii i iii iv v vi vii 0 85 rb rubidium 37 133 cs caesium 55 226 ra radium 88 the volume of one mole of any gas is 24 dm3at room temperature and pressure (r.t.p.).a x ba = relative atomic mass x = atomic symbol b = proton (atomic) numberkey*58-71 lanthanoid series 90-103 actinoid seriesdata sheet the periodic table of the elements"
+        },
+        "0620_w14_qp_32.pdf": {
+            "1": "this document consists of 13 printed pages and 3 blank pages. [turn overib14 11_0620_32/2rp \u00a9 ucles 2014 *1845295131* read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen.you may use an hb pencil for any diagrams or graphs.do not use staples, paper clips, glue or correction \ufb02 uid. do not  write in any barcodes. answer all questions. electronic calculators may be used.a copy of the periodic table is printed on page 16.you may lose marks if you do not show your working or if you do not use appropriate units. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question.chemistry  0620/32   paper 3 (extended) october/november 2014  1 hour 15 minutes candidates answer on the question paper. no additional materials are required.cambridge international examinations cambridge international general certi \ufb01 cate of secondary education the syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certi \ufb01 cate.",
+            "2": "2 0620/32/o/n/14 \u00a9 ucles 20141  an important aspect of chemistry is purity and methods of puri \ufb01 cation.  (a)  give an example of substances used in everyday life which must be pure.   ... ...  [1]  (b)  a list of techniques used to separate mixtures is given below. chromatography       crystallisation       diffusion       dissolving evaporation       \ufb01 ltration       fractional distillation       simple distillation  (i)  from the list, choose the most suitable technique to separate the following.  water from sea-water   ..  helium from a mixture of helium and methane  ...  ethanol from a mixture of ethanol and propanol  . iron \ufb01 lings from a mixture of iron \ufb01 lings and water  .  a mixture of two amino acids, glycine and alanine  . [5]  (ii)  describe how you would obtain a pure sample of copper( ii) sulfate-5-water crystals from  a mixture of copper( ii) sulfate-5-water with copper( ii) oxide using some of the techniques  listed above.   .    .    .    .    . ..  [4] [total: 10]",
+            "3": "3 0620/32/o/n/14 \u00a9 ucles 2014 [turn over2  aluminium is obtained by the reduction of aluminium ions to aluminium atoms.  (a)  write an ionic equation for the reduction of an aluminium ion to an aluminium atom.   ... ...  [2]  (b)  the original method of extracting aluminium involved the reduction of aluminium chloride using  the reactive metal sodium. aluminium obtained by this method was very expensive due to the high cost of extracting sodium from sodium chloride.  (i)  complete the equation for this reduction. al  cl 3  +  ...na  \u2192  ...  +  ... [2]  (ii)  how can sodium metal be obtained from sodium chloride?   .    . ..  [2]  (c)  in the modern method, aluminium is obtained by the electrolysis of aluminium oxide (alumina)  dissolved in molten cryolite, na3al f6. carbon cathode (\u2013)carbon anode (+) mixture of aluminium oxide and cryolite molten aluminiumwaste gases, o2, co2, co, f2  (i)  the major ore of aluminium is impure aluminium oxide.   what is the name of this ore?   . ..  [1]  (ii)  this ore is a mixture of aluminium oxide, which is amphoteric, and iron( iii) oxide which is  basic.   explain how these two oxides can be separated by the addition of aqueous sodium  hydroxide.   .    .    . ..  [2]",
+            "4": "4 0620/32/o/n/14 \u00a9 ucles 2014 (iii)  give two reasons why the electrolyte contains cryolite.   .    .    . ..  [2]  (iv) the mixture of gases evolved at the positive electrode includes:  carbon dioxide  carbon monoxide \ufb02 uorine  oxygen   explain the presence of these gases in the gaseous mixture formed at the positive  electrode. include at least one equation in your explanation.   .    .    .    .    . ..  [5]  (d)  a major use of aluminium is the manufacture of pots and pans. one reason for this is its  resistance to corrosion.  (i)  explain why aluminium, a reactive metal, is resistant to corrosion.   .    . ..  [1]  (ii)  suggest two other reasons why aluminium is suitable for making pots and pans.   .    . ..  [2] [total: 19]",
+            "5": "5 0620/32/o/n/14 \u00a9 ucles 2014 [turn over3 (a)   a hydrocarbon has the following structural formula. cc cc hhhh hhhh  (i)  state the molecular formula and the empirical formula of this hydrocarbon.  molecular formula  ...   empirical formula  ... . [2]  (ii) draw the structural formula of an isomer of the above hydrocarbon. [1]  (iii) explain why these two hydrocarbons are isomers.   .    . ..  [2]  (iv)  are these two hydrocarbons members of the same homologous series?   give a reason for your choice.   .    . ..  [1]  (b)  alkenes can be made from alkanes by cracking.  (i)  explain the term cracking .   .    . ..  [2]  (ii)  one mole of an alkane, when cracked, produced one mole of hexane, c6h14, and two  moles of ethene.   what is the molecular formula of the original alkane?   . ..  [1]",
+            "6": "6 0620/32/o/n/14 \u00a9 ucles 2014 (c)  alkenes are used in polymerisation reactions and addition reactions.  (i)  draw the structural formula of the product formed by the addition polymerisation of  but-2-ene. its formula is given below. cch ch3 h3ch [3]  (ii)  give the name and structural formula of the addition product formed from ethene and  bromine.  name   ...  structural formula [2] [total: 14]",
+            "7": "7 0620/32/o/n/14 \u00a9 ucles 2014 [turn over4  zinc is an important metal. its uses include making alloys and the construction of dry cells (batteries).  (a)  name an alloy which contains zinc. what is the other metal in this alloy?  name of alloy  ... ..  other metal in alloy    [2]  (b)  the main ore of zinc is zinc blende, zns.  (i)  the ore is heated in the presence of air to form zinc oxide and sulfur dioxide.   write the equation for this reaction.   . ..  [2]  (ii)  give a major use of sulfur dioxide.   . ..  [1]  (c)  zinc can be obtained from zinc oxide in a two step process. aqueous zinc sulfate is made from  zinc oxide and then this solution is electrolysed with inert electrodes. the electrolysis is similar to that of copper( ii) sulfate with inert electrodes.  (i)  name the reagent which will react with zinc oxide to form zinc sulfate.   . ..  [1]  (ii)  complete the following for the electrolysis of aqueous zinc sulfate.   write the equation for the reaction at the negative electrode.   .    name the product at the positive electrode.   .    the electrolyte changes from zinc sulfate to   . [3]",
+            "8": "8 0620/32/o/n/14 \u00a9 ucles 2014 (d)  a dry cell (battery) has a central rod, usually made of graphite. this is the positive electrode which  is surrounded by the electrolyte, typically a paste of ammonium chloride and manganese( iv)  oxide, all of which are in a zinc container which is the negative electrode. electrons flow when cell produces energywire graphite electrode zinc electrode electrolyte which is a paste of ammonium chloride and manganese( iv) oxide  (i)  draw an arrow on the diagram to indicate the direction of electron \ufb02 ow. [1]  (ii)  suggest why the electrolyte is a paste.    . ..  [1]  (iii)  the following changes occur in a dry cell.   for each change, decide if it is oxidation or reduction and give a reason for your choice.   zn to zn2+   .   manganese( iv) oxide to manganese( iii) oxide   .  [2] [total: 13]",
+            "9": "9 0620/32/o/n/14 \u00a9 ucles 2014 [turn over5 (a)  glucose, sucrose and starch are all carbohydrates. their formulae are:  glucose, c6h12o6,  sucrose, c12h22o11,  starch, (c6h10o5)n.  (i)  identify two common features in the formulae of these carbohydrates.   .    . ..  [2]  (ii)  draw the structure of a complex carbohydrate, such as starch. the formula of glucose,  can be represented by ho oh   include three  glucose units in the structure. [2]  (b)  starch hydrolyses to glucose in the presence of the enzyme, amylase.   what is meant by the term enzyme ?   ... ...  [2]",
+            "10": "10 0620/32/o/n/14 \u00a9 ucles 2014 (c)  the effect of temperature on this reaction can be studied by the experiment shown below.   starch and iodine form a blue-black colour.   glucose and iodine do not form a blue-black colour. teat pipette to add a few drops of iodine water at differenttemperatures aqueous starch andamylase (enzyme)   the experiment is set up as in the diagram and the time measured for the mixture to change  from blue-black to colourless. the experiment is repeated at different temperatures.   typical results of this experiment are given in the table below. experimenttemperature / \u00b0ctime  for blue-black colour to disappear / min a2 0 3 0 b4 0 1 5 c 70 remained blue-black  (i)  put the experiments in order of reaction rate \u2013 slowest \ufb01 rst and fastest last.   . ..  [2]  (ii)  explain why the reaction rates in experiments a and b are different.   .    .    .    . ..  [3]  (iii)  suggest why the colour remains blue-black in experiment c.   . ..  [1] [total: 12]",
+            "11": "11 0620/32/o/n/14 \u00a9 ucles 2014 [turn over6  sulfuric acid is an important acid, both in the laboratory and in industry.   sulfuric acid is manufactured in the contact process. originally, it was made by heating metal  sulfates and by burning a mixture of sulfur and potassium nitrate.  (a)  give a major use of sulfuric acid.   ... ...  [1]  (b)  a group of naturally occurring minerals have the formula of the type feso4.xh2o where x is 1,  4, 5, 6 or 7. the most common of these minerals is iron( ii) sulfate-7-water.  (i)  when this mineral is heated gently it dehydrates. feso4.7h2o        feso4    +    7h2o  green pale yellow   describe how you could show that this reaction is reversible.   .    .    . ..  [2]  (ii) when the iron( ii) sulfate is heated strongly, further decomposition occurs. 2feso4(s)  \u2192  fe2o3(s)  +  so2(g)  +  so3(g)   the gases formed in this reaction react with water and oxygen to form sulfuric acid.   explain how the sulfuric acid is formed.   .    . ..  [2]  (iii)  a mineral of the type feso4.xh2o contains 37.2% of water.   complete the calculation to determine x.  mass of one mole of h2o = 18  g  mass of water in 100  g of feso4.xh2o = 37.2  g  number of moles of h2o in 100  g of feso4.xh2o = .  mass of feso4 in 100  g of feso4.xh2o = .  g  mass of one mole of feso4 = 152  g  number of moles of feso4 in 100  g of feso4.xh2o = .  x = . [4]",
+            "12": "12 0620/32/o/n/14 \u00a9 ucles 2014 (c)  when a mixture of sulfur and potassium nitrate is burned and the products are dissolved in  water, sulfuric acid is formed.  (i)  the sulfuric acid formed by this method is not pure. it contains another acid.   deduce the identity of this acid.   . ..  [1]  (ii)  the heat causes some of the potassium nitrate to decompose.   write the equation for the action of heat on potassium nitrate.   . ..  [2] [total: 12]",
+            "13": "13 0620/32/o/n/14 \u00a9 ucles 2014blank page",
+            "14": "14 0620/32/o/n/14 \u00a9 ucles 2014blank page",
+            "15": "15 0620/32/o/n/14 \u00a9 ucles 2014blank page",
+            "16": "16 0620/32/o/n/14 \u00a9 ucles 2014permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here possible. every reasonable effort has been made by the publisher (ucles) to trace copyright holders, but if any items requiring clearance have unwittingly been included the  publisher will be pleased to make amends at the earliest possible opportunity. cambridge international examinations is part of the cambridge assessment group. cambridge assessment is the brand name of unive rsity of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge. group 140 ce cerium 58141 pr praseodymium 59144 nd neodymium 60pm promethium 61150 sm samarium 62152 eu europium 63157 gd gadolinium 64159 tb terbium 65162 dy dysprosium 66165 ho holmium 67167 er erbium 68169 tm thulium 69173 yb ytterbium 70175 lu lutetium 71 232 th thorium 90pa protactinium 91238 u uranium 92np neptunium 93pu plutonium 94am americium 95cm curium 96bk berkelium 97cf californium 98es einsteinium 99fm fermium 100md mendelevium 101no nobelium 102lr lawrencium 1031 h hydrogen 1 7 li lithium 3 23 na sodium 1124 mg magnesium 12 40 ca calcium 2045 sc scandium 2148 ti titanium 2251 v vanadium 2352 cr chromium 2455 mn manganese 2556 fe iron 2659 co cobalt 2759 ni nickel 2864 cu copper 2965 zn zinc 3070 ga gallium 3127 al aluminium 1311 b boron 512 c carbon 614 n nitrogen 716 o oxygen 819 f fluorine 9 28 si silicon 1431 p phosphorus 1532 s sulfur 1635.5 cl chlorine 1740 ar argon 1820 ne neon 104 he helium 2 73 ge germanium 3275 as arsenic 3379 se selenium 3480 br bromine 3584 kr krypton 3639 k potassium 19 88 sr strontium 3889 y yttrium 3991 zr zirconium 4093 nb niobium 4196 mo molybdenum 42tc technetium 43101 ru ruthenium 44103 rh rhodium 45106 pd palladium 46108 ag silver 47112 cd cadmium 48115 in indium 49119 sn tin 50122 sb antimony 51128 te tellurium 52127 i iodine 53131 xe xenon 54 137 ba barium 56139 la lanthanum 57        *178 hf hafnium 72181 ta tantalum 73184 w tungsten 74186 re rhenium 75190 os osmium 76192 ir iridium 77195 pt platinum 78197 au gold 79201 hg mercury 80204 tl thallium 81207 pb lead 82209 bi bismuth 83po polonium 84at astatine 85rn radon 86 fr francium 87227 ac actinium 899 be beryllium 4ii i iii iv v vi vii 0 85 rb rubidium 37 133 cs caesium 55 226 ra radium 88 the volume of one mole of any gas is 24 dm3at room temperature and pressure (r.t.p.).a x ba = relative atomic mass x = atomic symbol b = proton (atomic) numberkey*58-71 lanthanoid series 90-103 actinoid seriesdata sheet the periodic table of the elements"
+        },
+        "0620_w14_qp_33.pdf": {
+            "1": "this document consists of 12 printed pages. [turn overib14 11_0620_33/rp \u00a9 ucles 2014 *8916450001* read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen.you may use an hb pencil for any diagrams or graphs.do not use staples, paper clips, glue or correction \ufb02 uid. do not  write in any barcodes. answer all questions. electronic calculators may be used.a copy of the periodic table is printed on page 12.you may lose marks if you do not show your working or if you do not use appropriate units. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question.chemistry  0620/33   paper 3 (extended) october/november 2014  1 hour 15 minutes candidates answer on the question paper. no additional materials are required.cambridge international examinations cambridge international general certi \ufb01 cate of secondary education the syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certi \ufb01 cate.",
+            "2": "2 0620/33/o/n/14 \u00a9 ucles 20141  for each of the following elements give one physical property and one chemical property.  (a)  bromine (br2)  physical property  ...   chemical property  ... ... [2]  (b)  carbongraphite (c)  physical property  ...   chemical property  ... ... [2]  (c)  manganese (mn)  physical property  ...   chemical property  ... ... [2] [total: 6]",
+            "3": "3 0620/33/o/n/14 \u00a9 ucles 2014 [turn over2  compound x is a colourless liquid at room temperature.  (a)  a sample of pure x was slowly heated from \u20135.0  \u00b0c, which is below its melting point, to 90  \u00b0c,  which is above its boiling point. its temperature is measured every minute and the results are represented on the graph. temperature timeab cd ef t \u00b0c90 \u00b0c \u20135 \u00b0c  (i)  complete the equation for the equilibrium present in the region bc.  x(s)       [1]  (ii)  what is the signi \ufb01 cance of temperature t  \u00b0c?   . ..  [1]  (iii)  what is the physical state of compound x in the region ef?   . ..  [1]  (iv)  what would be the difference in the region bc if an impure sample of x had been used?   . ..  [1]  (b)  compound x is a hydrocarbon. it contains 85.7% of carbon. the mass of one mole of x is 84  g.  (i)  what is the percentage of hydrogen in the compound ?   . ..  [1]  (ii)  calculate the empirical formula of x. show your working. empirical formula =   [3]  (iii)  what is the molecular formula of compound x?   . ..  [1] [total: 9]",
+            "4": "4 0620/33/o/n/14 \u00a9 ucles 20143  in 1985 the fullerenes were discovered. they are solid forms of the element carbon. the structure  of the c60 fullerene is given below.  (a) (i)  in the c60 fullerene, how many other carbon atoms is each carbon atom bonded to?   . ..  [1]  (ii)   another fullerene has a relative molecular mass of 840.   how many carbon atoms are there in one molecule of this fullerene?   . ..  [1]  (b)  fullerenes are soluble in liquid hydrocarbons such as octane. the other solid forms of carbon  are insoluble.    describe how you could obtain crystals of fullerenes from soot which is a mixture of fullerenes  and other solid forms of carbon.   ... .   ... .   ... .   ... ...  [3]  (c)  a mixture of a fullerene and potassium is an excellent conductor of electricity.  (i)  which other form of solid carbon is a good conductor of electricity?   . ..  [1]  (ii)  explain why metals, such as potassium, are good conductors of electricity.   .    . ..  [2]  (iii)  the mixture of fullerene and potassium has to be stored out of contact with air. there are  substances in unpolluted air which will react with potassium.   name two potassium compounds which could be formed when potassium is exposed to  air.   . ..  [2] [total: 10]",
+            "5": "5 0620/33/o/n/14 \u00a9 ucles 2014 [turn over4  a fuel cell produces electrical energy by the oxidation of a fuel by oxygen.   the fuel is usually hydrogen but methane and methanol are two other fuels which may be used.   a diagram of a hydrogen fuel cell is given below. cathodeanode ve\u2013 e\u2013h2 h2o o2  (a)  when the fuel is hydrogen, the only product is water.   what additional product would be formed if methane was used?   ... ...  [1]  (b)  write the equation for the chemical reaction that takes place in a hydrogen fuel cell.   ... ...  [1]  (c) (i)  at which electrode does oxidation occur? explain your choice.   . ..  [1]  (ii)  write an ionic equation for the reaction at this electrode.   . ..  [2]  (d)  fuel cells are used to propel cars.   give two advantages of a fuel cell over a gasoline-fuelled engine.   ... .   ... ...  [2] [total: 7]",
+            "6": "6 0620/33/o/n/14 \u00a9 ucles 20145 (a)  sodium chlorate( i) decomposes to form sodium chloride and oxygen. the rate of this reaction  is very slow at room temperature provided the sodium chlorate( i) is stored in a dark bottle to  prevent exposure to light. 2nac l o  \u2192  2nac l  +  o2   the rate of this decomposition can be studied using the following experiment. sodium chlorate( i) solutionoxygen collects in syringe20 40 60 80 100   sodium chlorate( i) is placed in the \ufb02 ask and 0.2  g of copper( ii) oxide is added. this catalyses  the decomposition of the sodium chlorate( i) and the volume of oxygen collected is measured  every minute. the results are plotted to give a graph of the type shown below. volume of oxygen time00  (i)  explain why the gradient (slope) of this graph decreases with time.   .    . ..  [2]  (ii)  cobalt( ii) oxide is a more ef \ufb01 cient catalyst for this reaction than copper( ii) oxide.   sketch, on the grid, the graph for the reaction catalysed by cobalt( ii) oxide.   all other conditions were kept constant. [2]",
+            "7": "7 0620/33/o/n/14 \u00a9 ucles 2014 [turn over (iii)  what can you deduce from the comment that sodium chlorate( i) has to be shielded from  light?   .    . ..  [1]  (iv)  explain, in terms of collisions between particles, why the initial gradient would be steeper  if the experiment was repeated at a higher temperature.   .    .    .    . ..  [3]  (b)  the ions present in aqueous sodium chloride are na+(aq), c l \u2013(aq), h+(aq) and oh\u2013(aq).   the electrolysis of concentrated aqueous sodium chloride forms three products. they are  hydrogen, chlorine and sodium hydroxide.  (i)  explain how these three  products are formed. give ionic equations for the reactions at the  electrodes.   .    .    .    .    . ..  [4]  (ii)  if the solution of the electrolyte is stirred, chlorine reacts with sodium hydroxide to form  sodium chlorate( i), sodium chloride and water.   write an equation for this reaction. cl 2  +  ...naoh  \u2192  .  +  .  +  . [2] [total: 14]",
+            "8": "8 0620/33/o/n/14 \u00a9 ucles 20146  rubidium and strontium are very reactive metals at the top of the reactivity series. because their  ions have different charges, their compounds behave differently when heated.  (a)  the formulae of the ions of these two elements are rb+ and sr2+.   explain why these metals, which are in different groups, form ions which have different charges.   ... .   ... ...  [2]  (b)  strontium carbonate is similar to calcium carbonate. it is insoluble in water and it decomposes  when heated. rubidium carbonate is soluble in water and does not decompose when heated.  (i)  describe a method to prepare a pure sample of the insoluble salt, strontium carbonate, by  precipitation.   .    .    .    .    . ..  [4]  (ii)  complete the equation for the decomposition of strontium carbonate. srco3  \u2192    +   [1]  (c) metal nitrates decompose when heated.  (i)  rubidium nitrate decomposes as follows: 2rbno3  \u2192  2rbno2  +  o2   what is the name of the compound rbno2?   . ..  [1]  (ii)  the nitrates of most other metals decompose in a different way.   complete the equation for the decomposition of strontium nitrate. ...sr(no3)2  \u2192    +  4no2  +   [2] [total: 10]",
+            "9": "9 0620/33/o/n/14 \u00a9 ucles 2014 [turn over7  butane is oxidised to a mixture of carboxylic acids by oxygen in the presence of a catalyst.   the acids formed are methanoic acid, ethanoic acid and propanoic acid \u2013 the \ufb01 rst three members  of the carboxylic acid homologous series.  (a) (i)   give the name and structural formula of the fourth member of this series.  name   ...  structural formula showing all the atoms and bonds [3]  (ii) state three  characteristics of a homologous series.   .    .    . ..  [3]  (iii)  all members of this series are weak acids.   what is meant by the term weak acid ?   .    .    . ..  [3]  (b)  carboxylic acids react with alcohols to form esters. ethanol reacts with ethanoic acid to form  the ester ethyl ethanoate, ch3cooch2ch3.  (i)  give the name and formula of the ester which is formed from methanol and propanoic  acid.  name   ...  formula  . ... [2]  (ii)  what is the name of the ester which has the formula ch3cooch3?   . ..  [1]",
+            "10": "10 0620/33/o/n/14 \u00a9 ucles 2014 (c) (i)   complete the equation for the oxidation of butane to propanoic acid. 3c4h10  +  .o2  \u2192  4c2h5cooh  +  ...h2o [1]  (ii)  name another  compound which can be oxidised to propanoic acid.   . ..  [1] [total: 14]",
+            "11": "11 0620/33/o/n/14 \u00a9 ucles 2014 [turn over8 (a)   describe how cobalt chloride paper can be used to test for the presence of water.   ... .   ... ...  [2]  (b)  complete the description of the preparation of crystals of the soluble salt, cobalt( ii) chloride-6-water, coc l 2.6h2o, from the insoluble base, cobalt( ii) carbonate. coco3(s)  +  2hc l (aq)  \u2192  coc l 2(aq)  +  co2(g)  +  h2o(l)   50  cm3 of dilute hydrochloric acid, concentration 2.2  mol  / dm3, was heated and cobalt( ii)  carbonate was added in small amounts until  .   ... .   ... .   ... .   ... .   ... ...  [4]  (c)  6.31  g of cobalt( ii) chloride-6-water crystals were obtained. calculate the percentage yield to  1 decimal place.  number of moles of hc l in 50  cm3 of acid, concentration 2.2  mol  / dm3 = ..  maximum number of moles of coc l 2.6h2o which could be formed = ..  mass of 1 mole of coc l 2.6h2o = 238  g  maximum yield of coc l 2.6h2o = ..  g  percentage yield = ..% [4] [total: 10]",
+            "12": "12 0620/33/o/n/14 \u00a9 ucles 2014permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here possible. every reasonable effort has been made by the publisher (ucles) to trace copyright holders, but if any items requiring clearance have unwittingly been included the  publisher will be pleased to make amends at the earliest possible opportunity. cambridge international examinations is part of the cambridge assessment group. cambridge assessment is the brand name of unive rsity of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge. group 140 ce cerium 58141 pr praseodymium 59144 nd neodymium 60pm promethium 61150 sm samarium 62152 eu europium 63157 gd gadolinium 64159 tb terbium 65162 dy dysprosium 66165 ho holmium 67167 er erbium 68169 tm thulium 69173 yb ytterbium 70175 lu lutetium 71 232 th thorium 90pa protactinium 91238 u uranium 92np neptunium 93pu plutonium 94am americium 95cm curium 96bk berkelium 97cf californium 98es einsteinium 99fm fermium 100md mendelevium 101no nobelium 102lr lawrencium 1031 h hydrogen 1 7 li lithium 3 23 na sodium 1124 mg magnesium 12 40 ca calcium 2045 sc scandium 2148 ti titanium 2251 v vanadium 2352 cr chromium 2455 mn manganese 2556 fe iron 2659 co cobalt 2759 ni nickel 2864 cu copper 2965 zn zinc 3070 ga gallium 3127 al aluminium 1311 b boron 512 c carbon 614 n nitrogen 716 o oxygen 819 f fluorine 9 28 si silicon 1431 p phosphorus 1532 s sulfur 1635.5 cl chlorine 1740 ar argon 1820 ne neon 104 he helium 2 73 ge germanium 3275 as arsenic 3379 se selenium 3480 br bromine 3584 kr krypton 3639 k potassium 19 88 sr strontium 3889 y yttrium 3991 zr zirconium 4093 nb niobium 4196 mo molybdenum 42tc technetium 43101 ru ruthenium 44103 rh rhodium 45106 pd palladium 46108 ag silver 47112 cd cadmium 48115 in indium 49119 sn tin 50122 sb antimony 51128 te tellurium 52127 i iodine 53131 xe xenon 54 137 ba barium 56139 la lanthanum 57        *178 hf hafnium 72181 ta tantalum 73184 w tungsten 74186 re rhenium 75190 os osmium 76192 ir iridium 77195 pt platinum 78197 au gold 79201 hg mercury 80204 tl thallium 81207 pb lead 82209 bi bismuth 83po polonium 84at astatine 85rn radon 86 fr francium 87227 ac actinium 899 be beryllium 4ii i iii iv v vi vii 0 85 rb rubidium 37 133 cs caesium 55 226 ra radium 88 the volume of one mole of any gas is 24 dm3at room temperature and pressure (r.t.p.).a x ba = relative atomic mass x = atomic symbol b = proton (atomic) numberkey*58-71 lanthanoid series 90-103 actinoid seriesdata sheet the periodic table of the elements"
+        },
+        "0620_w14_qp_51.pdf": {
+            "1": "this document consists of 7 printed pages and 1 blank page. [turn overib14 11_0620_51/2rp \u00a9 ucles 2014 *3364232586* read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen.you may use an hb pencil for any diagrams or graphs.do not use staples, paper clips, glue or correction \ufb02 uid. do not  write in any barcodes. answer all questions. electronic calculators may be used.you may lose marks if you do not show your working or if you do not use appropriate units.practical notes are provided on page 8. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question.chemistry  0620/51   paper 5 practical test october/november 2014  1 hour 15 minutes candidates answer on the question paper. additional materials: as listed in the con \ufb01 dential instructionscambridge international examinations cambridge international general certi \ufb01 cate of secondary education the syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certi \ufb01 cate.for examiner\u2019s use total",
+            "2": "2 0620/51/o/n/14 \u00a9 ucles 20141  you are going to investigate the reaction between two different solutions of dilute hydrochloric acid,  a and b, and a solution of substance c which is an alkali.   read all the instructions below carefully before starting the experiments.   instructions   you are going to carry out two experiments.  (a)  experiment 1   fill the burette with the solution a of dilute hydrochloric acid to the 0.0  cm3 mark. using a  measuring cylinder, pour 20  cm3 of solution c into the conical \ufb02 ask. add a few drops of methyl  orange to the \ufb02 ask.   add solution a to the \ufb02 ask, with shaking. continue to add solution a to the \ufb02 ask until the  mixture just changes colour. record the burette reading in the table and complete the table.   pour away the contents of the conical \ufb02 ask and rinse the \ufb02 ask with distilled water. \ufb01 nal burette reading  / cm3 initial burette reading  / cm3 difference  / cm3 [3]  (b)  experiment 2   empty the burette and rinse it \ufb01 rst with distilled water, and then with a little of solution b. fill the  burette with the solution b of dilute hydrochloric acid to the 0.0  cm3 mark.   repeat experiment 1 using solution b.   record the burette readings in the table and complete the table. \ufb01 nal burette reading  / cm3 initial burette reading  / cm3 difference  / cm3 [3]",
+            "3": "3 0620/51/o/n/14 \u00a9 ucles 2014 [turn over (c) (i)   what colour change was observed when dilute hydrochloric acid was added to solution c?  from   to  . [1]  (ii)  why is methyl orange added to the \ufb02 ask?   . ..  [1]  (iii)  what type of chemical reaction takes place when hydrochloric acid reacts with alkaline  solutions?   . ..  [1]  (d) (i)   in which experiment was the greater volume of dilute hydrochloric acid used?   . ..  [1]  (ii)  compare the volumes of dilute hydrochloric acid used in experiments 1 and 2.   . ..  [1]  (iii)  suggest, in terms of the concentration of solutions a and b, an explanation for the  difference in volumes used.   .    .    . ..  [2]  (e)  if experiment 2 was repeated using 10 cm3 of solution c, what volume of dilute hydrochloric  acid would be used? explain your answer.   ... .   ... ...  [2]  (f)  give one advantage and one disadvantage of using a measuring cylinder for solution c.  advantage  ... ...  disadvantage   . [2]",
+            "4": "4 0620/51/o/n/14 \u00a9 ucles 2014 (g)  describe a method other than titration, using a different  reactant, that could be used to  compare the concentrations of the two solutions of dilute hydrochloric acid, a and b.   ... .   ... .   ... .   ... .   ... .   ... ...  [4] [total: 21]",
+            "5": "5 0620/51/o/n/14 \u00a9 ucles 2014 [turn over2  you are provided with solid d which is a salt.   carry out the following tests on solid d, recording all of your observations in the table.   conclusions must not be written in the table. tests observations tests on the solid (a) (i)   describe the appearance of solid d.  (ii)   place about half of solid d into a test-tube.  heat the test-tube gently and then strongly.  leave to stand for two minutes .  [2] ... ... .  [2] tests on the aqueous solutionadd the rest of solid d to about 10 cm 3 of distilled  water in a boiling tube and shake to dissolve. divide  the solution into \ufb01 ve equal portions in separate test-tubes. (b) (i)   using a teat pipette, add several drops  of aqueous sodium hydroxide to the \ufb01 rst  portion of the solution.    now add excess aqueous sodium hydroxide to the mixture.  (ii)  using a teat pipette, add several drops of aqueous ammonia to the second portion of the solution. now add excess aqueous ammonia to the mixture..  [2] .  [1] ... .  [2]",
+            "6": "6 0620/51/o/n/14 \u00a9 ucles 2014tests observations (c)  to the third portion of the solution, add about  1 cm3 of hydrogen peroxide solution. heat  the mixture to boiling. leave to stand for one minute. test any gases given off with a splint ... .  [3] (d)  to the fourth portion of the solution, add about  1  cm3 of dilute nitric acid and aqueous silver  nitrate. .  [1] (e)  to the \ufb01 fth portion of solution, add about 1 cm3  of dilute nitric acid and aqueous barium nitrate.  shake and leave to stand for one minute .  [2]  (f)  what does test (a)(ii)  tell you about solid d?   ... ...  [1]  (g)  what conclusions can you draw about the identity of solid d?   ... .   ... .   ... ...  [3] [total: 19]",
+            "7": "7 0620/51/o/n/14 \u00a9 ucles 2014blank page",
+            "8": "8 0620/51/o/n/14 \u00a9 ucles 2014permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here possible. every reasonable effort has been made by the publisher (ucles) to trace copyright holders, but if any items requiring clearance have unwittingly been included the  publisher will be pleased to make amends at the earliest possible opportunity. cambridge international examinations is part of the cambridge assessment group. cambridge assessment is the brand name of unive rsity of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge.notes for use in qualitative analysis test for anions anion test test result carbonate (co32\u2013) add dilute acid effervescence, carbon dioxide produced chloride (c l \u2013) [in solution]acidify with dilute nitric acid, then add aqueous silver nitratewhite ppt. iodide ( i\u2013) [in solution]acidify with dilute nitric acid, thenadd aqueous silver nitrateyellow ppt. nitrate (no 3\u2013) [in solution]add aqueous sodium hydroxidethen aluminium foil; warm carefullyammonia produced sulfate (so 42\u2013) [in solution]acidify with dilute nitric acid, thenaqueous barium nitratewhite ppt. test for aqueous cations cation effect of aqueous sodium hydroxide effect of aqueous ammonia aluminium (a l 3+)white ppt., soluble in excess giving a colourless solutionwhite ppt., insoluble in excess ammonium (nh4+) ammonia produced on warming \u2013 calcium (ca2+) white ppt., insoluble in excess no ppt., or very slight white ppt. copper (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 iron( iii) (fe3+) red-brown ppt., insoluble in excess red-brown ppt., insoluble in excess zinc (zn2+) white ppt., soluble in excess giving a colourless solutionwhite ppt., soluble in excess givinga colourless solution test for gases gas test and test results ammonia (nh3) turns damp red litmus paper blue carbon dioxide (co2) turns limewater milky chlorine (c l 2) bleaches damp litmus paper hydrogen (h2) \u2018pops\u2019 with a lighted splint oxygen (o2) relights a glowing splint"
+        },
+        "0620_w14_qp_52.pdf": {
+            "1": "this document consists of 7 printed pages and 1 blank page. [turn overib14 11_0620_52/fp \u00a9 ucles 2014 *1244230503* read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen.you may use an hb pencil for any diagrams or graphs.do not use staples, paper clips, glue or correction \ufb02 uid. do not  write in any barcodes. answer all questions. electronic calculators may be used.you may lose marks if you do not show your working or if you do not use appropriate units.practical notes are provided on page 8. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question.chemistry  0620/52   paper 5 practical test october/november 2014  1 hour 15 minutes candidates answer on the question paper. additional materials: as listed in the con \ufb01 dential instructionscambridge international examinations cambridge international general certi \ufb01 cate of secondary education the syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certi \ufb01 cate.for examiner\u2019s use total",
+            "2": "2 0620/52/o/n/14 \u00a9 ucles 20141  you are going to investigate the reaction between two different solutions of dilute hydrochloric acid,  a and b, and a solution of substance c which is an alkali.   read all the instructions below carefully before starting the experiments.   instructions   you are going to carry out two experiments.  (a)  experiment 1   fill the burette with the solution a of dilute hydrochloric acid to the 0.0  cm3 mark. using a  measuring cylinder, pour 20  cm3 of solution c into the conical \ufb02 ask. add a few drops of methyl  orange to the \ufb02 ask.   add solution a to the \ufb02 ask, with shaking. continue to add solution a to the \ufb02 ask until the  mixture just changes colour. record the burette reading in the table and complete the table.   pour away the contents of the conical \ufb02 ask and rinse the \ufb02 ask with distilled water. \ufb01 nal burette reading  / cm3 initial burette reading  / cm3 difference  / cm3 [3]  (b)  experiment 2   empty the burette and rinse it \ufb01 rst with distilled water, and then with a little of solution b. fill the  burette with the solution b of dilute hydrochloric acid to the 0.0  cm3 mark.   repeat experiment 1 using solution b.   record the burette readings in the table and complete the table. \ufb01 nal burette reading  / cm3 initial burette reading  / cm3 difference  / cm3 [3]",
+            "3": "3 0620/52/o/n/14 \u00a9 ucles 2014 [turn over (c) (i)   what colour change was observed when dilute hydrochloric acid was added to solution c?  from   to  . [1]  (ii)  why is methyl orange added to the \ufb02 ask?   . ..  [1]  (iii)  what type of chemical reaction takes place when hydrochloric acid reacts with alkaline  solutions?   . ..  [1]  (d) (i)   in which experiment was the greater volume of dilute hydrochloric acid used?   . ..  [1]  (ii)  compare the volumes of dilute hydrochloric acid used in experiments 1 and 2.   . ..  [1]  (iii)  suggest, in terms of the concentration of solutions a and b, an explanation for the  difference in volumes used.   .    .    . ..  [2]  (e)  if experiment 2 was repeated using 10 cm3 of solution c, what volume of dilute hydrochloric  acid would be used? explain your answer.   ... .   ... ...  [2]  (f)  give one advantage and one disadvantage of using a measuring cylinder for solution c.  advantage  ... ...  disadvantage   . [2]",
+            "4": "4 0620/52/o/n/14 \u00a9 ucles 2014 (g)  describe a method other than titration, using a different  reactant, that could be used to  compare the concentrations of the two solutions of dilute hydrochloric acid, a and b.   ... .   ... .   ... .   ... .   ... .   ... ...  [4] [total: 21]",
+            "5": "5 0620/52/o/n/14 \u00a9 ucles 2014 [turn over2  you are provided with solid d which is a salt.   carry out the following tests on solid d, recording all of your observations in the table.   conclusions must not be written in the table. tests observations tests on the solid (a) (i)   describe the appearance of solid d.  (ii)   place about half of solid d into a test-tube.  heat the test-tube gently and then strongly.  leave to stand for two minutes .  [2] ... ... .  [2] tests on the aqueous solutionadd the rest of solid d to about 10 cm 3 of distilled  water in a boiling tube and shake to dissolve. divide  the solution into \ufb01 ve equal portions in separate test-tubes. (b) (i)   using a teat pipette, add several drops  of aqueous sodium hydroxide to the \ufb01 rst  portion of the solution.    now add excess aqueous sodium hydroxide to the mixture.  (ii)  using a teat pipette, add several drops of aqueous ammonia to the second portion of the solution. now add excess aqueous ammonia to the mixture..  [2] .  [1] ... .  [2]",
+            "6": "6 0620/52/o/n/14 \u00a9 ucles 2014tests observations (c)  to the third portion of the solution, add about  1 cm3 of hydrogen peroxide solution. heat  the mixture to boiling. leave to stand for one minute. test any gases given off with a splint ... .  [3] (d)  to the fourth portion of the solution, add about  1  cm3 of dilute nitric acid and aqueous silver  nitrate. .  [1] (e)  to the \ufb01 fth portion of solution, add about 1 cm3  of dilute nitric acid and aqueous barium nitrate.  shake and leave to stand for one minute .  [2]  (f)  what does test (a)(ii)  tell you about solid d?   ... ...  [1]  (g)  what conclusions can you draw about the identity of solid d?   ... .   ... .   ... ...  [3] [total: 19]",
+            "7": "7 0620/52/o/n/14 \u00a9 ucles 2014blank page",
+            "8": "8 0620/52/o/n/14 \u00a9 ucles 2014permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here possible. every reasonable effort has been made by the publisher (ucles) to trace copyright holders, but if any items requiring clearance have unwittingly been included the  publisher will be pleased to make amends at the earliest possible opportunity. cambridge international examinations is part of the cambridge assessment group. cambridge assessment is the brand name of unive rsity of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge.notes for use in qualitative analysis test for anions anion test test result carbonate (co32\u2013) add dilute acid effervescence, carbon dioxide produced chloride (c l \u2013) [in solution]acidify with dilute nitric acid, then add aqueous silver nitratewhite ppt. iodide ( i\u2013) [in solution]acidify with dilute nitric acid, thenadd aqueous silver nitrateyellow ppt. nitrate (no 3\u2013) [in solution]add aqueous sodium hydroxidethen aluminium foil; warm carefullyammonia produced sulfate (so 42\u2013) [in solution]acidify with dilute nitric acid, thenaqueous barium nitratewhite ppt. test for aqueous cations cation effect of aqueous sodium hydroxide effect of aqueous ammonia aluminium (a l 3+)white ppt., soluble in excess giving a colourless solutionwhite ppt., insoluble in excess ammonium (nh4+) ammonia produced on warming \u2013 calcium (ca2+) white ppt., insoluble in excess no ppt., or very slight white ppt. copper (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 iron( iii) (fe3+) red-brown ppt., insoluble in excess red-brown ppt., insoluble in excess zinc (zn2+) white ppt., soluble in excess giving a colourless solutionwhite ppt., soluble in excess givinga colourless solution test for gases gas test and test results ammonia (nh3) turns damp red litmus paper blue carbon dioxide (co2) turns limewater milky chlorine (c l 2) bleaches damp litmus paper hydrogen (h2) \u2018pops\u2019 with a lighted splint oxygen (o2) relights a glowing splint"
+        },
+        "0620_w14_qp_53.pdf": {
+            "1": "this document consists of 7 printed pages and 1 blank page. [turn overib14 11_0620_53/2rp \u00a9 ucles 2014 *8578699418* read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen.you may use an hb pencil for any diagrams or graphs.do not use staples, paper clips, glue or correction \ufb02 uid. do not  write in any barcodes. answer all questions. electronic calculators may be used.you may lose marks if you do not show your working or if you do not use appropriate units.practical notes are provided on page 8. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question.chemistry  0620/53   paper 5 practical test october/november 2014  1 hour 15 minutes candidates answer on the question paper. additional materials: as listed in the con \ufb01 dential instructionscambridge international examinations cambridge international general certi \ufb01 cate of secondary education the syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certi \ufb01 cate.for examiner\u2019s use total",
+            "2": "2 0620/53/o/n/14 \u00a9 ucles 20141  you are going to investigate the addition of four different solids, h, j, k and l, to water.   the same mass of solid, 4  g, will be used in each experiment.   read all the instructions below carefully before starting the experiments.   instructions   you are going to carry out \ufb01 ve experiments.  (a)  experiment 1   use a measuring cylinder to pour 25  cm3 of distilled water into the polystyrene cup provided.  support the polystyrene cup in the 250 cm3 beaker. measure the initial temperature of the  water and record it in the table below.   add all of solid h to the water in the cup and stir the mixture with the thermometer.   measure the temperature of the liquid mixture after 90 seconds. record your result in the table.   remove the thermometer and rinse the thermometer and the cup with water.  (b)  experiment 2   repeat experiment 1, using solid j instead of solid h.   measure and record the initial and \ufb01 nal temperatures in the table below.   keep  some of this solution in a test-tube for experiment 5.  (c)  experiment 3   repeat experiment 1, using solid k. record the temperatures in the table.  (d)  experiment 4   repeat experiment 1 using solid l. record the temperatures in the table and complete the  table. keep  this solution for experiment 5. experiment solidinitial temperature / \u00b0c\ufb01 nal temperature / \u00b0ctemperature difference  / \u00b0c 1 h 2 j 3 k 4 l [4]  (e)  experiment 5   pour about 3  cm3 of the solution from experiment 2 into a test-tube. use a teat pipette to add  about 3  cm3 of the solution from experiment 4 to the test-tube. record your observations.   ... .   ... ...  [2]",
+            "3": "3 0620/53/o/n/14 \u00a9 ucles 2014 [turn over (f)   draw a labelled bar chart of the results for experiments 1, 2, 3 and 4 on the grid below. 0temperature difference  / \u00b0c experiment [4]   use your results and observations to answer the following questions.  (g) (i)  which experiment produced the smallest temperature change?   . ..  [1]  (ii)  which solids dissolve in water to produce an endothermic change? explain your choice.   .    . ..  [2]",
+            "4": "4 0620/53/o/n/14 \u00a9 ucles 2014 (h)  suggest the temperature change that would occur if  (i)  experiment 3 was repeated using 50  cm3 of distilled water,   .    . ..  [1]  (ii)  2 g of solid l were used in experiment 4.   . ..  [1]  (iii)  explain your answer to (h)(ii) .   . ..  [1]  (i)  predict the temperature of the solution in experiment 2 after one hour. explain your answer.   ... .   ... ...  [2]  (j)  suggest an explanation for the observations in experiment 5.   ... .   ... .   ... ...  [2] [total: 20]",
+            "5": "5 0620/53/o/n/14 \u00a9 ucles 2014 [turn over2  you are provided with two aqueous solutions, m and n.   carry out the following tests on m and n, recording all of your observations in the table.   conclusions must not be written in the table. tests observations tests on solution m divide solution m into four equal portions in separate  test-tubes. (a)  describe the appearance of solution m.   test the ph of the \ufb01 rst portion of m .  [1] (b)  add a spatula measure of calcium carbonate to  the second portion of m.   test the gas given off with a splint .  [2] (c)  to the third portion of m, add magnesium ribbon.   test the gas given off with a splint ... .  [3] (d)  to the fourth portion of m, add a few drops of  dilute nitric acid and about 1  cm3 of aqueous  silver nitrate .  [2]",
+            "6": "6 0620/53/o/n/14 \u00a9 ucles 2014tests observations tests on solution n divide solution n into three equal portions in  separate test-tubes. (e)  describe the appearance of solution n.   test the ph of the \ufb01 rst portion of solution n..  [1] .  [1] (f)  use a teat pipette to add three to four drops of  aqueous zinc sulfate to the second portion of n. shake the mixture.   now add excess aqueous zinc sulfate to the  mixture and shake .  [3] (g)  to the third portion of n, add a spatula measure  of ammonium chloride. warm the mixture and test the gas given off with damp litmus paper .  [2]  (h) (i)  identify the gas given off in test (c).   . ..  [1]  (ii)  identify the gas given off in test (g).   . ..  [1]  (i)  identify solution m.   ... ...  [2]  (j)  what conclusion can you draw about solution n?   ... ...  [1] [total: 20]",
+            "7": "7 0620/53/o/n/14 \u00a9 ucles 2014blank page",
+            "8": "8 0620/53/o/n/14 \u00a9 ucles 2014permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here possible. every reasonable effort has been made by the publisher (ucles) to trace copyright holders, but if any items requiring clearance have unwittingly been included the  publisher will be pleased to make amends at the earliest possible opportunity. cambridge international examinations is part of the cambridge assessment group. cambridge assessment is the brand name of unive rsity of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge.notes for use in qualitative analysis test for anions anion test test result carbonate (co32\u2013) add dilute acid effervescence, carbon dioxide produced chloride (c l \u2013) [in solution]acidify with dilute nitric acid, then add aqueous silver nitratewhite ppt. iodide ( i\u2013) [in solution]acidify with dilute nitric acid, then add aqueous silver nitrateyellow ppt. nitrate (no3\u2013) [in solution]add aqueous sodium hydroxide then aluminium foil; warm carefullyammonia produced sulfate (so42\u2013) [in solution]acidify with dilute nitric acid, then aqueous barium nitratewhite ppt. test for aqueous cations cation effect of aqueous sodium hydroxide effect of aqueous ammonia aluminium (a l 3+)white ppt., soluble in excess giving a colourless solutionwhite ppt., insoluble in excess ammonium (nh4+) ammonia produced on warming \u2013 calcium (ca2+) white ppt., insoluble in excess no ppt., or very slight white ppt. copper (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 iron( iii) (fe3+) red-brown ppt., insoluble in excess red-brown ppt., insoluble in excess zinc (zn2+) white ppt., soluble in excess giving a colourless solutionwhite ppt., soluble in excess giving a colourless solution test for gases gas test and test results ammonia (nh3) turns damp red litmus paper blue carbon dioxide (co2) turns limewater milky chlorine (c l 2) bleaches damp litmus paper hydrogen (h2) \u2018pops\u2019 with a lighted splint oxygen (o2) relights a glowing splint"
+        },
+        "0620_w14_qp_61.pdf": {
+            "1": "this document consists of 12 printed pages. [turn overib14 11_0620_61/3rp \u00a9 ucles 2014 *9261581316* read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen.you may use an hb pencil for any diagrams or graphs.do not use staples, paper clips, glue or correction \ufb02 uid. do not  write in any barcodes. answer all questions. electronic calculators may be used.you may lose marks if you do not show your working or if you do not use appropriate units. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question.chemistry  0620/61   paper 6 alternative to practical october/november 2014  1 hour candidates answer on the question paper. no additional materials are required.cambridge international examinations cambridge international general certi \ufb01 cate of secondary education the syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certi \ufb01 cate.",
+            "2": "2 0620/61/o/n/14 \u00a9 ucles 20141  a student reacted dilute nitric acid with lead( ii) oxide to prepare lead( ii) nitrate. the diagram shows  the stages in the method used. dilute nitric acid15 0  cm3 of dilute nitric acid was measured into a beaker2 lead( ii) oxide was added untilall the nitric acidhad reacted 3 the mixture was separated4 the solution was allowed to coolheat solution oflead( ii) nitrate  (a)  complete the boxes to identify the pieces of apparatus. [2]  (b)  why is the dilute nitric acid heated?   ... ...  [1]  (c)  the lead( ii) oxide was weighed before and after the additions. 16171819 g before12131415 g after  use the balance diagrams to work out the mass of lead( ii) oxide added to the dilute nitric acid.   ... ...  [2]",
+            "3": "3 0620/61/o/n/14 \u00a9 ucles 2014 [turn over (d) (i)   how would the student know when all of the dilute nitric acid had reacted in stage 2?   . ..  [1]  (ii)  what method is used to separate the mixture in stage 3?   . ..  [1]  (iii)  what term is used to describe the unreacted lead( ii) oxide?   . ..  [1]  (e)  describe the effect of heating the solution of lead( ii) nitrate until it boils and then heating for a  further ten minutes.   ... .   ... .   ... ...  [2] [total: 10]",
+            "4": "4 0620/61/o/n/14 \u00a9 ucles 20142  two experiments were carried out to show what factors affect the rate of decomposition of hydrogen  peroxide, h2o2.   in each experiment the volume of gas produced was measured every minute for ten minutes.  experiment 1  the student used a mixture of 50  cm3 of hydrogen peroxide, 50  cm3 of water and 1 g of manganese( iv) oxide at a room temperature of 20  \u00b0c.  the results were plotted to obtain the graph shown.  experiment 2  the student repeated experiment 1 but did not record how much of each substance was used. the  points were plotted on the grid. 80 7060504030 20 10 0 012345 time  / minutes6789 1 0volume of gas  / cm3experiment 2 experiment 1",
+            "5": "5 0620/61/o/n/14 \u00a9 ucles 2014 [turn over (a)   complete the graph for experiment 2. [1]  (b)  suggest the composition of the mixture used in experiment 2. explain your suggestion.  composition  . ..   ... .  explanation  . ...   ... ...  [4]  (c)  what is the function of the manganese( iv) oxide?   ... ...  [1]  (d)  sketch on the grid the curve that you would expect if experiment 1 was repeated at 10  \u00b0c. [2] [total: 8] 3  a student investigated the colours present in a fruit drink. the fruit drink was tested to check that  no arti \ufb01 cial colours had been added. the apparatus below was used. beakerglass cover solventpaper  (a) (i)   name the method used.   . ..  [1]  (ii)  why is there a glass cover on the beaker?   . ..  [1]  (b)  when should the paper be removed from the beaker?   ... ...  [1]",
+            "6": "6 0620/61/o/n/14 \u00a9 ucles 2014 (c)  the diagram shows the results of the experiment. artificial colourscolours from fruit drinksolvent front  (i)  how many different coloured compounds were present in the fruit drink?   . ..  [1]  (ii)  are there any of the arti \ufb01 cial colours present in the fruit drink? explain your answer.   .    .    . ..  [2] [total: 6]",
+            "7": "7 0620/61/o/n/14 \u00a9 ucles 2014 [turn over4  a student investigated the reaction between two different solutions of dilute hydrochloric acid, a  and b, and solution c which is alkaline.   two experiments were carried out.  (a)  experiment 1   a burette was \ufb01 lled with solution a of dilute hydrochloric acid to the 0.0  cm3 mark. using a  measuring cylinder, 20  cm3 of solution c was poured into a conical \ufb02 ask. a few drops of methyl  orange were added to the \ufb02 ask.   solution a was added to the \ufb02 ask, with shaking, until the mixture just changed colour.   use the burette diagram to record the burette reading in the table and complete the table. 24 2526 initial reading \ufb01 nal burette reading  / cm3 initial burette reading  / cm3 difference  / cm3 [2]  (b)  experiment 2   the burette was emptied and rinsed, \ufb01 rst with distilled water, and then with a little of solution b. the burette was \ufb01 lled with solution b of dilute hydrochloric acid to the 0.0  cm3 mark.   experiment 1 was repeated using solution b.   use the burette diagram to record the burette reading in the table and complete the table. 5 67 final reading \ufb01 nal burette reading  / cm3 initial burette reading  / cm3 difference  / cm3 [2]",
+            "8": "8 0620/61/o/n/14 \u00a9 ucles 2014 (c) (i)   what type of chemical reaction takes place when hydrochloric acid reacts with alkaline  solutions?   . ..  [1]  (ii)  why is methyl orange added to the \ufb02 ask?   . ..  [1]  (d)  why was the burette rinsed, \ufb01 rst with distilled water and then with solution b, before starting  experiment 2?   ... .   ... .   ... ...  [2]  (e) (i)   in which experiment was the greater volume of dilute hydrochloric acid used?   . ..  [1]  (ii)  compare the volumes of dilute hydrochloric acid used in experiments 1 and 2.   . ..  [1]  (iii)  suggest, in terms of the concentration of solutions a and b, an explanation for the  difference in volumes used.   .    .    . ..  [2]  (f)  if experiment 2 was repeated using 10  cm3 of solution c, what volume of dilute hydrochloric  acid would be used? explain your answer.   ... .   ... ...  [2]  (g)  give one advantage and one disadvantage of using a measuring cylinder for solution c.  advantage  ... ...  disadvantage   ...  [2]",
+            "9": "9 0620/61/o/n/14 \u00a9 ucles 2014 [turn over (h)  describe a method other than titration, using a different  reactant, that could be used to  compare the concentrations of the two solutions of dilute hydrochloric acid, a and b.   ... .   ... .   ... .   ... .   ... .   ... ...  [4] [total: 20]",
+            "10": "10 0620/61/o/n/14 \u00a9 ucles 20145  a solid d, which is a soluble metal sulfate, was analysed.   the tests on d, and some of the observations, are in the following table.   complete the observations in the table. tests observations tests on solid d (a) (i)   appearance of solid d.  (ii)  solid d was heated in a  test-tube gently and then strongly.pale green crystals condensation formed at the top of the test-tube tests on the aqueous solution solid d was added to distilled water  and shaken to dissolve. the solution was divided into four equal portions in separate test-tubes. (b) (i)  several drops of aqueous  sodium hydroxide were added to the \ufb01 rst portion of the solution.    excess aqueous sodium  hydroxide was added to the mixture.  (ii)  excess aqueous ammonia was  added to the second portion of the solution.green precipitate green precipitate remained green precipitate (c)  aqueous silver nitrate and dilute  nitric acid were added to the third portion of the solution. ..   [1] (d)  aqueous barium nitrate and dilute  nitric acid were added to the fourth portion of the solution. ..   [2]",
+            "11": "11 0620/61/o/n/14 \u00a9 ucles 2014 [turn over (e)   what does test (a) tell you about solid d?   ... ...  [2]  (f)  what conclusions can you draw about the identity of solid d?   ... .   ... ...  [3] [total: 8] 6 fizzy water   fizzy water contains carbon dioxide dissolved under pressure. when the water is heated, the gas  is given off.  (a) (i)   complete the labelled diagram to show how you could collect and measure the volume of  gas given off when \ufb01 zzy water is heated. heatfizzy water [2]  (ii)  state a test for carbon dioxide.   .    . ..  [2]",
+            "12": "12 0620/61/o/n/14 \u00a9 ucles 2014permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here possible. every reasonable effort has been made by the publisher (ucles) to trace copyright holders, but if any items requiring clearance have unwittingly been included the  publisher will be pleased to make amends at the earliest possible opportunity. cambridge international examinations is part of the cambridge assessment group. cambridge assessment is the brand name of unive rsity of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge. (b)  a label on a bottle of \ufb01 zzy water stated that \u2018when evaporated completely the mass of solid  residue remaining is 200  mg  / dm3 of water\u2019.   plan an experiment to check the mass of solid formed when the \ufb01 zzy water is completely  evaporated. you are provided with a 500  cm3 bottle of \ufb01 zzy water. you can use the space below  to draw a diagram of the apparatus used if you wish.   ... .   ... .   ... .   ... .   ... ...  [4] [total: 8]"
+        },
+        "0620_w14_qp_62.pdf": {
+            "1": "this document consists of 10 printed pages and 2 blank pages. [turn overib14 11_0620_62/2rp \u00a9 ucles 2014 *2703862241* read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen.you may use an hb pencil for any diagrams or graphs.do not use staples, paper clips, glue or correction \ufb02 uid. do not  write in any barcodes. answer all questions. electronic calculators may be used.you may lose marks if you do not show your working or if you do not use appropriate units. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question.chemistry  0620/62   paper 6 alternative to practical october/november 2014  1 hour candidates answer on the question paper. no additional materials are required.cambridge international examinations cambridge international general certi \ufb01 cate of secondary education the syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certi \ufb01 cate.",
+            "2": "2 0620/62/o/n/14 \u00a9 ucles 20141  ammonia gas can be prepared using the apparatus below. a mixture of two solids, ammonium  sulfate and calcium hydroxide, is heated. ammonium sulfate and calcium hydroxideammonia silica gel  (a) (i)   complete the boxes to identify the pieces of apparatus. [2]  (ii) show, by using an arrow, where heat is applied. [1]  (b)  why is the ammonia collected by upward delivery as shown, and not over water?   ... .   ... ...  [2]  (c)  a stopper from a bottle of concentrated hydrochloric acid was placed near the ammonia gas.   clouds of white smoke were seen. explain this observation.   ... .   ... .   ... ...  [3]  (d)  give a different test for ammonia gas.  test   .  result  ..  [2] [total: 10]",
+            "3": "3 0620/62/o/n/14 \u00a9 ucles 2014 [turn over2  four bottles of liquids have lost their labels.   the liquids are known to be:  a solution of chlorine in water  dilute sulfuric acid hexene limewater   outline the chemical tests you could do to identify and distinguish between the liquids in each  bottle. liquid chemical test result a solution of chlorine in water dilute sulfuric acid hexene limewater [8] [total: 8]",
+            "4": "4 0620/62/o/n/14 \u00a9 ucles 20143  a student prepared crystals of magnesium sulfate, mgso4.7h2o, from magnesium carbonate.   the procedure followed was in three steps.  step 1  some solid magnesium carbonate was transferred from a bottle into a beaker.  step 2  a dilute acid was slowly added to the beaker until all the magnesium carbonate had  reacted. magnesium sulfate solution was produced.  step 3  the solution was evaporated to crystallising point in an evaporating dish.  (a)  what should be used to transfer the magnesium carbonate in step 1?   ... ...  [1]  (b) (i)   name the acid used in step 2.   . ..  [1]  (ii)  why was the acid not heated in step 2?   . ..  [1]  (c) (i)   which reactant was in excess?   . ..  [1]  (ii)  suggest why this reactant should not have been in excess.   .    . ..  [1]  (d) (i)  how would the student know when the crystallisation point had been reached in step 3?   .    . ..  [1]  (ii)  suggest the effect of heating the magnesium sulfate crystals.   . ..  [1] [total: 7]",
+            "5": "5 0620/62/o/n/14 \u00a9 ucles 2014 [turn over4  a student carried out an experiment to measure the temperature changes when aqueous sodium  hydroxide reacted with dilute hydrochloric acid.   one experiment was carried out.   using a measuring cylinder, 25  cm3 of the aqueous solution of sodium hydroxide was poured into a  polystyrene cup. the initial temperature of the solution was measured.   a burette was \ufb01 lled with dilute hydrochloric acid to the 0.0  cm3 mark.   10.0  cm3 of dilute hydrochloric acid was added to the aqueous sodium hydroxide in the cup and  the mixture stirred. the maximum temperature of the solution was measured. a further 10.0  cm3 of  dilute hydrochloric acid was added to the cup and the mixture stirred. the highest temperature of the mixture was measured.   further 10.0  cm3 portions of dilute hydrochloric acid were added to the cup, until a total volume of  60  cm3 of hydrochloric acid had been added. after each addition the mixture was stirred and the  highest temperature measured.  (a)  use the thermometer diagrams to record the temperatures measured in the table. 30 25 20volume of dilute hydrochloric acid added  / cm3thermometer diagramstemperature of solution in polystyrene cup  / \u00b0c 0.0 40 35 3010.0 50 45 4020.0 60 55 5030.0 60 55 5040.0 60 55 5050.0 55 50 4560.0  [3]",
+            "6": "6 0620/62/o/n/14 \u00a9 ucles 2014 (b)  plot the results for the experiment on the grid. draw two straight lines through the points and  extend them until they cross. 60 5040302010 0 0.0 10.0 20.0 30.0 volume of dilute hydrochloric acid added  / cm3highest temperaturereached  / \u00b0c 40.0 50.0 60.0 [4]  (c) (i)   use your graph  to estimate the temperature of the reaction mixture when 25.0  cm3 of  dilute hydrochloric acid were added to 25  cm3 of aqueous sodium hydroxide.   show clearly on the grid  how you worked out your answer.   . ..  [2]  (ii)  what volume of dilute hydrochloric acid was needed to completely neutralise 25  cm3 of  aqueous sodium hydroxide?   show clearly on the grid  how you worked out your answer.   . ..  [3]",
+            "7": "7 0620/62/o/n/14 \u00a9 ucles 2014 [turn over (d)  which reactant had the highest concentration? explain your answer.   ... .   ... ...  [2]  (e)  what type of chemical reaction, other than neutralisation, occurs when dilute hydrochloric acid  reacts with aqueous sodium hydroxide?   ... ...  [1]  (f)  predict the temperature of the mixture after two hours. explain your answer.   ... .   ... ...  [2]  (g)  suggest how the reliability of the results could be checked.   ... .   ... ...  [2] [total: 19]",
+            "8": "8 0620/62/o/n/14 \u00a9 ucles 20145  two metallic salt solutions, a and b, were analysed. a was aqueous iron( iii) chloride.   the tests on the solutions and some of the observations are in the table.   complete the observations in the table. tests observations tests on solution a (a)  appearance of solution a. ..   [1] (b)  aqueous sodium hydroxide was  added to about 1  cm3 of solution a...   [2] (c)  aqueous ammonia was added to about 1  cm3 of solution a. ..   [1] (d)  dilute nitric acid and aqueous silver nitrate were added to about 1  cm3 of solution a. ..   [1] tests on solution b (e)  appearance of solution b. colourless liquid (f)  drops of aqueous sodium  hydroxide were added to solution b.   excess sodium hydroxide was then added to the mixture.white precipitate formed precipitate dissolved (g)  drops of aqueous ammonia were added to solution b.   excess ammonia was then added.white precipitate formed precipitate remained (h)  dilute nitric acid and aqueous barium nitrate were added to about 1 cm 3 of solution b.white precipitate formed",
+            "9": "9 0620/62/o/n/14 \u00a9 ucles 2014 [turn over (i)  identify solution b?   ... .   ... ...  [2] [total: 7]",
+            "10": "10 0620/62/o/n/14 \u00a9 ucles 20146 oven cleaners  (a)  some liquid oven cleaners contain particles of an insoluble solid, bentonite, suspended in an  aqueous solution.   outline an experiment to obtain a pure  sample of bentonite from the oven cleaner.   ... .   ... .   ... .   ... .   ... ...  [3]  (b)  oven cleaners contain an aqueous solution of sodium hydroxide.   plan an investigation to show which of two different oven cleaners, c and d, contains the  more concentrated solution of sodium hydroxide.   you are provided with common laboratory apparatus and chemicals.   ... .   ... .   ... .   ... .   ... .   ... .   ... .   ... .   ... .   ... ...  [6] [total: 9]",
+            "11": "11 0620/62/o/n/14 \u00a9 ucles 2014blank page",
+            "12": "12 0620/62/o/n/14 \u00a9 ucles 2014permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here possible. every reasonable effort has been made by the publisher (ucles) to trace copyright holders, but if any items requiring clearance have unwittingly been included the  publisher will be pleased to make amends at the earliest possible opportunity. cambridge international examinations is part of the cambridge assessment group. cambridge assessment is the brand name of unive rsity of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge.blank page"
+        },
+        "0620_w14_qp_63.pdf": {
+            "1": "this document consists of 12 printed pages. [turn overib14 11_0620_63/rp \u00a9 ucles 2014 *9232692217* read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen.you may use an hb pencil for any diagrams or graphs.do not use staples, paper clips, glue or correction \ufb02 uid. do not  write in any barcodes. answer all questions. electronic calculators may be used.you may lose marks if you do not show your working or if you do not use appropriate units. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question.chemistry  0620/63   paper 6 alternative to practical october/november 2014  1 hour candidates answer on the question paper. no additional materials are required.cambridge international examinations cambridge international general certi \ufb01 cate of secondary education the syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certi \ufb01 cate.",
+            "2": "2 0620/63/o/n/14 \u00a9 ucles 20141  sulfuric acid was added to sodium carbonate to prepare and collect a sample of carbon dioxide. sodium carbonatedilute sulfuric acid  (a)  complete and label the diagram to show how a sample of carbon dioxide should be collected. [2]  (b)  complete the box to identify the piece of apparatus used. [1]  (c)  suggest why it is not necessary to heat the reactants.   ... ...  [1]  (d)  give a test to identify carbon dioxide.  test   .  result  .. ..  [2] [total: 6]",
+            "3": "3 0620/63/o/n/14 \u00a9 ucles 2014 [turn over2  a student investigated the rate of reaction between dilute nitric acid and marble chips (calcium  carbonate). the apparatus below was used. dilute nitric acidmarble chips   50  cm3 of dilute nitric acid, an excess, was poured into a beaker. the beaker was placed on a  balance and the marble chips added to the beaker. the apparatus was weighed immediately and a timer started. the mass of the beaker and contents was measured every minute for ten minutes.",
+            "4": "4 0620/63/o/n/14 \u00a9 ucles 2014 (a)   use the balance diagrams to record the mass of the beaker and contents in the table.   complete the table to work out the total loss in mass of the beaker and contents. time  / minutes balance diagrammass of beaker and contents  / gtotal loss in mass  / g 0 93949596 g95.0 0.0 1 92939495 g 2 91929394 g 3 90919293 g 4 90919293 g 5 89909192 g 6 89909192 g 7 89909192 g 8 89909192 g 9 89909192 g 10 89909192 g [3]",
+            "5": "5 0620/63/o/n/14 \u00a9 ucles 2014 [turn over (b)   plot the results on the grid and draw a smooth line graph. 5.0 4.03.02.01.00.0 0246 time  / minutestotal loss in mass  / g 81 0 [3]  (c)  why does the mass of the beaker and contents decrease?   ... ...  [1]  (d) (i)   which result appears to be inaccurate?   . ..  [1]  (ii)  use your graph to work out the loss in mass expected at that time.   . ..  [1]  (e)  sketch on the grid the graph you would expect if the experiment was repeated using the same  mass of smaller marble chips. [2] [total: 11]",
+            "6": "6 0620/63/o/n/14 \u00a9 ucles 20143  electricity was used to break down an aqueous solution of copper chromate, cucro4, which is  green.   the apparatus used is shown. + \u2013aqueous copper chromateelectrodes   a brown deposit was seen forming at one electrode and oxygen was evolved at the other electrode.  (a)  suggest a suitable non-metal for the electrodes.   ... ...  [1]  (b)  give one other observation expected during this experiment.   ... ...  [1]  (c) name the brown deposit and identify at which electrode it is formed.   ... ...  [2]  (d)  name the process when electricity breaks down aqueous solutions.   ... ...  [1] [total: 5]",
+            "7": "7 0620/63/o/n/14 \u00a9 ucles 2014 [turn over4  a student investigated the addition of four different solids, h, j, k and l, to water.   the same mass of solid, 4  g, was used in each experiment.   five experiments were carried out.  (a)  experiment 1   using a measuring cylinder, 25  cm3 of distilled water was poured into a polystyrene cup. the  initial temperature of the water was measured.   4 g of solid h was added to the water in the cup and the mixture stirred with a thermometer.   the temperature of the liquid mixture was measured after 90 seconds.   use the thermometer diagrams to record the results in the table below.   the thermometer and the cup were rinsed with water.  (b)  experiment 2   experiment 1 was repeated, using solid j instead of solid h.   use the thermometer diagrams to record the initial and \ufb01 nal temperatures in the table.   some of this solution was kept in a test-tube for experiment 5.  (c)  experiment 3  and experiment 4   experiment 1 was repeated, using solid k and then solid l.   use the thermometer diagrams to record the temperatures in the table. complete the table.   a little of the solution from experiment 4 was kept for experiment 5. experiment 1 2 325 20 15 25 20 15 25 20 15 25 20 1545 40 35 20 15 10 15 10 5 35 30 254thermometer diagraminitial temperature  / \u00b0cthermometer diagramfinal temperature  / \u00b0ctemperature difference  / \u00b0c [3]",
+            "8": "8 0620/63/o/n/14 \u00a9 ucles 2014 (d)   experiment 5   a little of the solution from experiment 2 was poured into a test-tube. the solution from  experiment 4 was added to the test-tube. observations were noted. observation rapid effervescence  (e)  draw a labelled bar chart of the results for experiments 1, 2, 3 and 4 on the grid below. 0temperature difference  / \u00b0c [4]   use your results and observations to answer the following questions.  (f)  why were the thermometer and polystyrene cup rinsed after each experiment?   ... .   ... ...  [1]",
+            "9": "9 0620/63/o/n/14 \u00a9 ucles 2014 [turn over (g) (i)   which experiment produced the smallest temperature change?   . ..  [1]  (ii)  which solids dissolve in water to produce an endothermic change? explain your choice.   .    . ..  [2]  (h)  suggest the temperature change that would occur if  (i) experiment 3 was repeated using 50  cm3 of distilled water,   .    . ..  [1]  (ii)  2 g of solid l were used in experiment 4.   . ..  [1]  (iii)  explain your answer to (h)(ii) .   . ..  [1]  (i)  predict the temperature of the solution in experiment 2 after one hour. explain your answer.   ... .   ... ...  [2]  (j)  suggest an explanation for the observations in experiment 5.   ... .   ... ...  [2]  (k)  suggest how the reliability of the results could be checked.   ... .   ... ...  [2] [total: 20]",
+            "10": "10 0620/63/o/n/14 \u00a9 ucles 20145  two aqueous solutions, m and n, were analysed. solution n was aqueous sodium hydroxide.   the tests on m and n, and some of the observations are in the following table.   complete the observations in the table.  tests observations tests on solution m solution m was divided into four equal  portions in separate test-tubes. (a)  appearance of solution m.   the ph of the \ufb01 rst portion of m was  tested.colourless liquid ph 1 (b)  calcium carbonate was added to  the second portion of m.   the gas given off was tested with a splint.effervescence lighted splint extinguished (c)  magnesium ribbon was added to the third portion of m.   the gas given off was tested with a splint.effervescence lighted splint popped (d)  a few drops of dilute nitric acid and aqueous silver nitrate were added to the fourth portion of m. white precipitate",
+            "11": "11 0620/63/o/n/14 \u00a9 ucles 2014 [turn overtests observations tests on solution n solution n was divided into three equal  portions in separate test-tubes. (e)  appearance of solution n.   the ph of the \ufb01 rst portion of  solution n was tested...   [1]  ph = [1] (f)  drops of aqueous zinc sulfate were  added to the second portion of n  and the mixture was shaken.   excess aqueous zinc sulfate was then added to the mixture and the mixture was shaken...  [1] ..   [2] (g)  ammonium chloride was added to  the third portion of n. the mixture  was warmed and the gas tested with damp red litmus paper. ..   [2]  (h) (i)  identify the gas given off in test (c).   . ..  [1]  (ii)  identify the gas given off in test (g).   . ..  [1]  (i)  identify solution m.   ... ...  [2] [total: 11]",
+            "12": "12 0620/63/o/n/14 \u00a9 ucles 2014permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here possible. every reasonable effort has been made by the publisher (ucles) to trace copyright holders, but if any items requiring clearance have unwittingly been included the  publisher will be pleased to make amends at the earliest possible opportunity. cambridge international examinations is part of the cambridge assessment group. cambridge assessment is the brand name of unive rsity of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge.6 indicators   indicators turn different colours in acidic and alkaline solutions. many plants contain substances  which are indicators. these coloured substances can be extracted from the plant material using water and these substances can then be used to test whether a solution is an acid or an alkali.   you are provided with two plant materials, blueberries and red cabbage leaves, and common laboratory apparatus and chemicals.  (a)  plan an investigation to extract the coloured substances from these plant materials.   ... .   ... .   ... .   ... .   ... ...  [4]  (b)  plan an experiment to show if the coloured substances obtained in (a) are suitable to use as  indicators.   ... .   ... .   ... .   ... .   ... ...  [3] [total: 7]"
+        }
+    },
+    "2015": {
+        "0620_m15_qp_12.pdf": {
+            "1": "  the syllabus is approved for use in england, wales and northern irela nd as a cambridge international level1/level 2 certificate .  this document consists of 15 printed pages and 1 blank page.  ib15 03_0620_12/2rp  \u00a9 ucles 2015 [turn over       *8505533334* cambridge international examinations  cambridge international general certificate of secondary education       chemistry 0620/12     paper 1 multiple choice  february/march 2015       45 minutes  additional materials: multiple choice answer sheet   soft clean eraser   soft pencil (type b or hb is recommended)       read these instructions first    write in soft pencil. do not use staples, paper clips, glue or correction fluid. write your name, centre number and candidate number on the answer sheet in the spaces provided unless  this has been done for you.  do not  write in any barcodes.   there are forty  questions on this paper. answer all questions. for each question there are four possible  answers a, b, c and d.   choose the one you consider correct and record your choice in soft pencil  on the separate answer sheet.   read the instructions on the answer sheet very carefully.  each correct answer will score one mark. a mark will not be deducted for a wrong answer. any rough working should be done in this booklet. a copy of the periodic table is printed on page 16. electronic calculators may be used.  ",
+            "2": "2  \u00a9 ucles 2015 0620/12/f/m/15  1 a crystal of purple potassium manganate( vii) was added to each of the beakers shown in the  diagram.    hot water cold wate r crystal of potassium manganate( vii)    one beaker contained hot water and t he other beaker contained cold water.    in both beakers the purple colour of the potassium manganate( vii) spreads out.    which result and explanation are correct?     result explanation  a colour spreads faster in cold water particles move faster at a higher temperature  b colour spreads faster in cold water particles move slower at a higher temperature  c colour spreads faster in hot water particles move faster at a higher temperature  d colour spreads faster in hot water particles move slower at a higher temperature      2 during a reaction, the following changes take place.  1 the temperature rises.  2 a gas is given off.  which apparatus is required to measure the rate of this reaction?  a balance and burette  b balance and gas syringe  c gas syringe and burette  d gas syringe and stopclock     3 which statement about bonding is not correct?  a carbon can form four single covalent bonds.  b chlorine atoms react to gain a noble gas electronic structure.  c covalent bonding involves losing and gaining electrons.  d hydrogen molecules have the formula h 2.   ",
+            "3": "3  \u00a9 ucles 2015 0620/12/f/m/15 [turn over  4 the table shows the numbers of particles present in the nuclei of four atoms or ions.     protons neutrons electronic structure  1 18 22 2,8,8  2 19 20 2,8,8  3 19 21 2,8,8,1  4 20 20 2,8,8,2    which two particles belong to the same element?  a 1 and 2 b 1 and 4 c 2 and 3 d 2 and 4      5 which substance is an ionic compound?     volatility electrical conductivity  when molten solubility in water  a high good soluble  b high poor insoluble  c low good soluble  d low poor insoluble    6 covalent bonds are formed when electrons are \u2026\u20261\u2026\u2026 .    most covalent compounds have \u2026\u20262\u2026\u2026 electrical conductivity.   which words correctly complete gaps 1 and 2?     1 2  a shared high  b shared low  c transferred high  d transferred low     7 which equation for the reaction between sodium carbonate and dilute hydrochloric acid is  correct?  a na 2co 3(s)  +  hc l (aq)  \u2192  nac l (aq)  +  co 2(g)  +  h 2o(i)  b na2co 3(s)  +  hc l (aq)  \u2192  na 2cl (aq)  +  co 2(g)  +  h 2o(i)  c na2co 3(s)  +  2hc l (aq)  \u2192  nac l (aq)  +  co 2(g)  +  h 2o(i)  d na2co 3(s)  +  2hc l (aq)  \u2192  2nac l (aq)  +  co 2(g)  +  h 2o(i)   ",
+            "4": "4  \u00a9 ucles 2015 0620/12/f/m/15  8 the diagram shows an electrolysis experiment.    electrode p xelectrode q     during the electrolysis, sodium was formed at electrode p and chlorine at electrode q.    which row correctly identifies p, q and x?     p q x  a   anode   cathode   concentrated solution of  sodium chloride in water  b anode cathode molten sodium chloride  c   cathode   anode   concentrated solution of  sodium chloride in water  d cathode anode molten sodium chloride     9 the diagram shows apparatus for plating a spoon with silver.    spoon metal electrode electrolyte    which statement is not correct?  a silver would stick to the spoon because it is a very reactive metal.  b the electrolyte would be a silver salt dissolved in water.  c the metal electrode would be made from silver.  d the spoon would be connected to the negative terminal of the power supply.     ",
+            "5": "5  \u00a9 ucles 2015 0620/12/f/m/15 [turn over  10 limestone can be changed into slaked lime in two chemical reactions.    1 when limestone, caco 3, is heated it decomposes into lime, cao.  2 water is slowly dripped onto the cooled lime. the lime appears to expand and  steam is produced. slaked lime, ca(oh) 2, is formed.    which row shows the correct description of each of the chemical reactions?     reaction 1 reaction 2  a endothermic endothermic  b endothermic exothermic  c exothermic endothermic  d exothermic exothermic      11 a student investigates the rate of reaction between marble chips and hydrochloric acid.    the mass of the reaction flask is measured.     the graph shows the results of two experiments, p and q.    0mass of reaction flask timep q     which change explains the difference between p and q?  a a catalyst is added in p.  b a higher temperature is used in p.  c bigger marble chips are used in q.  d hydrochloric acid is more concentrated in q.     ",
+            "6": "6  \u00a9 ucles 2015 0620/12/f/m/15  12 hydrated cobalt( ii) chloride decomposes on heating.    the equation for the reaction is    coc l 2.6h 2o    coc l 2  +  6h 2o    the reaction is reversed by adding water.    which row describes the colour change and the type of reaction for the reverse  reaction?     colour change type of reaction  a blue to pink endothermic  b blue to pink exothermic  c pink to blue endothermic  d pink to blue exothermic      13 when copper is heated in air a black coating forms on the copper.   what happens to the copper in this reaction?  a the copper catches fire.  b the copper decomposes.  c the copper gains oxygen.  d the copper loses oxygen.     14 three chemicals, p, q and r, were each dissolved in water. the table shows some of the reactions of these solutions.    solution reaction when solid sodium  carbonate is added reaction when heated with  solid ammonium chloride  p gas evolved no reaction  q no reaction gas evolved  r no reaction no reaction    the ph of the three solutions was also measured.    what are the correct ph values of these solutions?     p q r  a 2 7 13  b 2 13 7  c 7 2 13  d 13 7 2 ",
+            "7": "7  \u00a9 ucles 2015 0620/12/f/m/15 [turn over  15 the oxide of element x forms a solution with ph  4.    the oxide of element y forms a solution that turns universal indicator blue.    which row correctly classifies elements x and y?     element x element y  a metal metal  b metal non-metal  c non-metal metal  d non-metal non-metal      16 which two processes are involved in the preparation of magnesium sulfate from dilute sulfuric  acid and an excess of magnesium oxide?  a neutralisation and filtration  b neutralisation and oxidation  c thermal decomposition and filtration  d thermal decomposition and oxidation      17 which statement about aqueous sodium hydroxide is correct?  a when it is added to a solution containing sulfate ions, a white precipitate is formed.  b when it is added to a solution of copper( ii) ions, a blue precipitate is formed which dissolves  in excess to give deep blue solution.  c when it is added to a solution of iron( ii) ions, a green precipitate is formed which does not  dissolve in excess.  d when it is added to ammonium chloride, a gas is produced which turns blue litmus red.     18 which pair of elements will react together most violently?  a chlorine and lithium  b chlorine and potassium  c iodine and lithium  d iodine and potassium     ",
+            "8": "8  \u00a9 ucles 2015 0620/12/f/m/15  19 the table shows some information about elements in group vii of the periodic table.    name state at room  temperature colour  chlorine gas yellow-green  bromine liquid brown  iodine ? ?  astatine solid black    which information about iodine completes the table?     state colour  a liquid black  b liquid green  c solid grey  d solid yellow     20 the diagram shows a section of the periodic table.    which element is described below?    \u2018a colourless, unreactive gas that is denser than air.\u2019    a b c d       21 which is not a characteristic property of transition metals?  a act as catalysts  b form coloured compounds  c high melting point  d low density     ",
+            "9": "9  \u00a9 ucles 2015 0620/12/f/m/15 [turn over  22 which statement is correct for all metals?  a conduct electricity when molten  b gain electrons when they form ions  c have a low density  d have a low melting point      23 metal x lies between zinc and iron in the reactivity series.    which statements about metal x are correct?    1 it reacts with steam to produce hydrogen gas.  2 it does not react with steam but will produce hydrogen with dilute acid.  3 the metal can be obtained from its oxide by heating strongly with charcoal.  4 the metal oxide cannot be reduced using carbon.    a 1 and 3 b 1 and 4 c 2 and 3 d 2 and 4      24 which of these gases is an atmospheric pollutant?    1 carbon monoxide  2 nitrogen dioxide  3 sulfur dioxide    a 1 only b 2 only c 3 only d 1, 2 and 3     25 molten iron from the blast furnace contains impurities.   the process of turning the impure iron into steel involves blowing oxygen into the molten iron and  adding calcium oxide.   what are the reasons for blowing in oxygen and adding calcium oxide?   blowing in oxygen adding calcium oxide  a carbon is removed by reacting with oxygen reacts with acidic impurities making slag  b carbon is removed by reacting with oxygen reacts with slag and so removes it  c iron reacts with the oxygen reacts with acidic impurities making slag  d iron reacts with the oxygen reacts with slag and so removes it     ",
+            "10": "10  \u00a9 ucles 2015 0620/12/f/m/15  26 some properties of aluminium are listed.    1 it has mechanical strength.  2 it is resistant to corrosion.  3 it has a low density.  4 it conducts heat.    which three  properties make aluminium useful for making the bodies of aircraft?  a 1, 2 and 3 b 1, 2 and 4 c 1, 3 and 4 d 2, 3 and 4      27 the table describes three types of water.    water  type source of  water appearance before  treatment treatment appearance after  treatment  p river muddy none muddy  q river muddy filtration and chlorination clear  r well clear chlorination only clear    which statement is correct?  a only q and r are suitable for drinking, while p could be used for irrigation.  b only q and r are suitable for drinking, while p is unsuitable for any purpose.  c only q is suitable for drinking. r could be used for washing cars and p for irrigation.  d p, q and r are suitable for irrigation and washing cars, but are not suitable for drinking.      28 a sample of air from a town centre was analysed and found to contain mainly nitrogen and  oxygen, but also traces of the four gases below.    which of these gases is a pollutant?  a argon  b carbon dioxide  c sulfur dioxide  d water vapour     29 which elements does an npk fertiliser contain?  a nickel, phosphorus, potassium  b nickel, potassium, calcium  c nitrogen, phosphorus, potassium  d nitrogen, potassium, calcium   ",
+            "11": "11  \u00a9 ucles 2015 0620/12/f/m/15 [turn over  30 the diagram shows experiments involving the rusting of iron.    water boiled to remove airwater anhydrous calciumchloride to dry the airoil iron nailstube q tube r tube p      the following results were suggested.  1 in tube p, the iron nails rust.  2 in tube q, the iron nails do not rust. 3 in tube r, the iron nails do not rust.   which results are correct?  a 1 and 2 only  b 1 and 3 only  c 2 and 3 only  d 1, 2 and 3      31 gas x is a waste gas from digestion in animals.    gas y is formed when gas x is burnt with a small amount of oxygen.    gas z is formed when gas x is burnt with an excess of oxygen.    what are x, y and z?     x y z  a carbon dioxide methane carbon monoxide  b carbon monoxide methane carbon dioxide  c methane carbon dioxide carbon monoxide  d methane carbon monoxide carbon dioxide    ",
+            "12": "12  \u00a9 ucles 2015 0620/12/f/m/15  32 the list gives four experiments carried out with calcium carbonate.  1 acid added  2 alkali added  3 heated strongly  4 water added  which experiments produce carbon dioxide?  a 1 and 2 b 1 and 3 c 2 and 3 d 2 and 4      33 the diagram shows the soil ph range over which a vegetable grows well.    the ph of the soil to be used is 5.5.    5.0 6.0 7.0 8.0 9.0 ph vegetable grows well    why is lime added to the soil before planting the vegetable?  a the lime acts as a catalyst.  b the lime changes the soil acidity.  c the lime is an indicator.  d the lime supplies nitrogen.      34 the diagram shows the structure of a compound.    h ch c hh ch o hh ch     which functional groups does this molecule contain?     carboxylic  acid alkene alcohol  a no no no  b no yes yes  c yes no yes  d yes yes yes     ",
+            "13": "13  \u00a9 ucles 2015 0620/12/f/m/15 [turn over  35 petroleum is separated into useful fractions by fractional distillation.   separation occurs in a fractionating column.   some properties of three of these fractions are shown.  fraction boiling point  range  / \u00b0c number of  carbon atoms in  the molecules  1  5\u201310  2 320\u2013350 16\u201324  3 120\u2013210      which statement is correct?  a fraction 1 has a higher boiling point range than fraction 2.  b fraction 2 is removed from a higher point in the fractioning tower than fraction 1.  c molecules in fraction 3 have shorter chains than those in fraction 2.  d none of the fractions is liquid at room temperature.      36 the structures of four molecules are shown.    c hh c hh4 c hh c h oh hh2 c hh c h h hh3 c hh c h c hhh ohh1      which molecules belong to the same homologous series?  a 1 and 2 b 1 and 3 c 2 and 4 d 3 and 4    37 which statement about alkanes is correct?  a ethane has one more carbon atom and one more hydrogen atom than methane.  b they are converted to alcohols by reaction with steam.  c they contain carbon-carbon double bonds.  d they form carbon dioxide and water on combustion.    ",
+            "14": "14  \u00a9 ucles 2015 0620/12/f/m/15  38 which statement about alkenes is not correct?  a they are hydrocarbons.  b they are saturated.  c they contain a c=c bond.  d they form polymers.      39 ethene reacts with y to produce ethanol.    ethene + y \u2192 ethanol    what is y?  a hydrogen  b oxygen  c steam  d yeast      40 which description of ethanoic acid is correct?  a a clear, colourless and odourless liquid  b a colourless liquid with a distinctive odour  c a soft white solid with a distinctive odour  d a transparent solid with a low melting point    ",
+            "15": "15  \u00a9 ucles 2015 0620/12/f/m/15  blank page",
+            "16": "16    to avoid the issue of disclosure of answer-related information to candidates, all copyright acknowledgements are reproduced onl ine in the cambridge  international examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely a vailable to download at  www.cie.org.uk after the live examination series.    \u00a9 ucles 2015 0620/12/f/m/15   group 140 ce cerium 58141 pr praseodymium 59144 nd neodymium 60pm promethium 61150 sm samarium 62152 eu europium 63157 gd gadolinium 64159 tb terbium 65162 dy dysprosium 66165 ho holmium 67167 er erbium 68169 tm thulium 69173 yb ytterbium 70175 lu lutetium 71 232 th thorium 90pa protactinium 91238 u uranium 92np neptunium 93pu plutonium 94am americium 95cm curium 96bk berkelium 97cf californium 98es einsteinium 99fm fermium 100md mendelevium 101no nobelium 102lr lawrencium 1031 h hydrogen 1 7 li lithium 3 23 na sodium 1124 mg magnesium 12 40 ca calcium 2045 sc scandium 2148 ti titanium 2251 v vanadium 2352 cr chromium 2455 mn manganese 2556 fe iron 2659 co cobalt 2759 ni nickel 2864 cu copper 2965 zn zinc 3070 ga gallium 3127 al aluminium 1311 b boron 512 c carbon 614 n nitrogen 716 o oxygen 819 f fluorine 9 28 si silicon 1431 p phosphorus 1532 s sulfur 1635.5 cl chlorine 1740 ar argon 1820 ne neon 104 he helium 2 73 ge germanium 3275 as arsenic 3379 se selenium 3480 br bromine 3584 kr krypton 3639 k potassium 19 88 sr strontium 3889 y yttrium 3991 zr zirconium 4093 nb niobium 4196 mo molybdenum 42tc technetium 43101 ru ruthenium 44103 rh rhodium 45106 pd palladium 46108 ag silver 47112 cd cadmium 48115 in indium 49119 sn tin 50122 sb antimony 51128 te tellurium 52127 i iodine 53131 xe xenon 54 137 ba barium 56139 la lanthanum 57        *178 hf hafnium 72181 ta tantalum 73184 w tungsten 74186 re rhenium 75190 os osmium 76192 ir iridium 77195 pt platinum 78197 au gold 79201 hg mercury 80204 tl thallium 81207 pb lead 82209 bi bismuth 83po polonium 84at astatine 85rn radon 86 fr francium 87227 ac actinium 899 be beryllium 4ii i iii iv v vi vii 0 85 rb rubidium 37 133 cs caesium 55 226 ra radium 88 the volume of one mole of any gas is 2 4dm3at room temperature and pressure (r .t.p.).a x ba = relative atomic mass x = atomic symbol b = proton (atomic) numberkey*58-71 lanthanoid series 90-103 actinoid seriesdata sheet the periodic t able of the elements  "
+        },
+        "0620_m15_qp_22.pdf": {
+            "1": "read these instructions first write your centre number, candidate number and name in the spaces at the top of this page. write in dark blue or black pen.you may use an hb pencil for any diagrams or graphs.do not use staples, paper clips, glue or correction \ufb02 uid. do not  write in any barcodes. answer all questions. electronic calculators may be used.a copy of the periodic table is printed on pa ge 16. you may lose marks if you do not show your working or if you do not use appropriate units. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question.chemistry  0620/22   paper 2 february/march 2015  1 hour 15 minutes candidates answer on the question paper. no additional materials are required.cambridge international examinations cambridge international general certi \ufb01 cate of secondary education this document consists of 14 printed pages and 2 bla nk pages. [turn overib15 03_0620_22/3rp\u00a9 ucles 2015 *6533820761* the syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certi \ufb01 cate.",
+            "2": "2 0620/22/f/m/15 \u00a9 ucles 20151  the diagram shows the structures of some substances containing carbon. abc defo c oh ch hhh c h ca2+co32\u2013co32\u2013co32\u2013co32\u2013co32\u2013 co32\u2013co32\u2013co32\u2013 ca2+ca2+ca2+ca2+ca2+ca2+ca2+ ccl clcl clc c hh hc hh h   answer the following questions about these substances.   each substance may be used once, more than once or not at all.  (a)  which substance, a, b, c, d, e or f  (i)  is a saturated hydrocarbon,    (ii)  has an ionic structure,  .. ..  (iii)  is a product of respiration,  . .  (iv)  is in the same homologous series as methane,  .  (v)  is used for cutting?  .  [5]  (b)  substance d is an element.   explain why substance d is an element.   ... ...  [1] [total: 6]",
+            "3": "3 0620/22/f/m/15 \u00a9 ucles 2015 [turn over2  some properties of the halogens are shown in the table. halogenboiling point / \u00b0cstate at room temperature and pressure \ufb02 uorine \u2013188 chlorine \u201335 gasbromine +59 liquidiodine +184 solidastatine solid  (a)  use the information in the table to deduce  (i)  the boiling point of astatine,   . ..  [1]  (ii)  the state of \ufb02 uorine at room temperature and pressure.   . ..  [1]  (b)  when chlorine reacts with aqueous potassium iodide, the solution turns brown.  (i)  write a word equation for this reaction.   . ..  [2]  (ii)  explain why iodine does not react with aqueous potassium chloride.   .    . ..  [1]  (c)  when sodium reacts with iodine, energy is released.  (i)  what is the name given to a reaction which releases energy?   . ..  [1]  (ii)  explain what happens in terms of electron transfer when a sodium atom reacts with an  iodine atom.   .    . ..  [2] [total: 8]",
+            "4": "4 0620/22/f/m/15 \u00a9 ucles 20153  the diagram shows a limestone column in an industrial town. limestone is largely calcium  carbonate. column when first built the same column after 40 yearsiron pins  (a)  describe and explain the changes to the column over 40 years.   in your answer refer to  \u2022  the change to the limestone,  \u2022  the name of a pollutant causing this change,  \u2022  the chemistry involved in this change.   ... .   ... .   ... .   ... .   ... .   ... .   ... ...  [4]  (b)  the sections of the column are joined with iron pins which rust when exposed to the atmosphere.   describe two methods of rust prevention and explain how they prevent rusting.   ... .   ... .   ... .   ... ...  [3]",
+            "5": "5 0620/22/f/m/15 \u00a9 ucles 2015 [turn over (c)  iron is a transition element.   give two properties of transition elements that make them different from non-transition metals  such as magnesium.   ... .   ... ...  [2]  (d)  an isotope of iron has 58 nucleons.  complete the table to show \u2022  the number of electrons and neutrons in this isotope of iron,  \u2022  the relative charges on each particle. particlenumber of each particle presentrelative charge on the particle electron neutron no chargeproton 26 [4]  (e)  iron reacts with hydrochloric acid to form iron( ii) chloride and a gas which \u2018pops\u2019 with a lighted  splint.   complete the symbol equation for this reaction. fe  +  ... hc l  \u2192  fec l 2  +   [2] [total: 15]",
+            "6": "6 0620/22/f/m/15 \u00a9 ucles 20154  ammonium phosphate, (nh4)3po4, is a fertiliser.  (a)  which two elements in ammonium phosphate are important for plant growth?  . and  .  [1]   (b)  aqueous ammonium phosphate can be made in the laboratory by reacting aqueous ammonia  with aqueous phosphoric acid. aqueous phosphoric acid flaska aqueous ammonia  (i)  state the name of the piece of apparatus labelled a.   . ..  [1]  (ii)  suggest the ph value of aqueous phosphoric acid.   . ..  [1]  (iii)  describe how the ph of the mixture in the \ufb02 ask changes as the acid is added.   . ..  [1]  (iv)  which one of the following best describes the reaction of aqueous ammonia with aqueous  phosphoric acid?   put a ring around the correct answer. combustion           decomposition           neutralisation           reduction [1]  (c)  when sodium hydroxide is added to ammonium phosphate, ammonia is released.   complete the symbol equation for this reaction. (nh4)3po4  +  3naoh  \u2192  na3po4  +  ...nh3  +  3 ... [2] [total: 7]",
+            "7": "7 0620/22/f/m/15 \u00a9 ucles 2015 [turn over5  the table shows the concentration of some ions present in a sample of seawater. name of ion formula of ionconcentration in g / dm3 bromide br \u20130.06 calcium ca2+0.30 chloride c l \u201320.00 i\u20130.04 magnesium mg2+1.00 potassium k+0.50 sodium na+11.00 sulfate so42\u20130.80  (a) (i)   which positive ion in the table has the lowest concentration?   . ..  [1]  (ii)  give the name of the ion with the formula i\u2013.   . ..  [1]  (iii)  which two ions in the table are formed from elements in group ii of the periodic table?   and   ...  [1]   (iv)  give the names of two ions in the table which move towards the anode (positive electrode)  when a sample of this seawater is electrolysed.   and   ...  [2] ",
+            "8": "8 0620/22/f/m/15 \u00a9 ucles 2015 (b)  sodium chloride can be extracted from seawater.   concentrated aqueous sodium chloride is electrolysed using the apparatus shown. +\u2013 graphite anode concentrated aqueoussodium chloridegraphite cathodebattery  (i)  suggest why the anode and cathode are made of graphite.   . ..  [1]  (ii)  give the name of the product formed at the cathode (negative electrode).   . ..  [1]  (iii)  chlorine is formed at the anode.   complete the electronic structure of a chlorine molecule. show only the outer shell  electrons. cl cl [2]  (c)  molten magnesium bromide is electrolysed.   predict the products at the anode (positive electrode) and cathode (negative electrode).  anode  ... ..  cathode  . . [2] [total: 11]",
+            "9": "9 0620/22/f/m/15 \u00a9 ucles 2015 [turn over6  zinc oxide is used for making baby soap and cream for treating sunburn.  (a)  suggest why the zinc oxide used for these purposes needs to be pure.   ... ...  [1]  (b)  zinc oxide can be reduced by carbon. carbon monoxide is one of the products.  (i)  what is the meaning of the term reduction ?   . ..  [1]  (ii)  write a word equation for the reaction of zinc oxide with carbon.   . ..  [1]  (iii)  explain why, in the laboratory, the reaction should be carried out in a fume cupboard.   . ..  [1]  (c)  the table shows how easy it is to reduce various metal oxides by heating with carbon. metal oxide ease of reduction with carbon lead oxide easily reduced at 300 \u00b0c magnesium oxide not reduced at 900 \u00b0c nickel oxide easily reduced at 500 \u00b0c zinc oxide fairly easily reduced at 900 \u00b0c   use the information in the table to put the metals in order of their reactivity. least reactive most reactive [2]  (d)  zinc oxide reacts with sulfuric acid.   complete the word equation for this reaction. zinc oxide  +  sulfuric acid  \u2192  zinc sulfate  +   [1]",
+            "10": "10 0620/22/f/m/15 \u00a9 ucles 2015 (e)   pure dry crystals of zinc sulfate can be made by the reaction of dilute sulfuric acid with excess  zinc.  (i)  how is excess zinc removed from the reaction mixture?   . ..  [1]  (ii)  describe how you would obtain pure dry crystals of zinc sulfate from an aqueous solution  of zinc sulfate.   .    .    .    . ..  [3]  (iii)  zinc sulfate can be made from the reaction of sulfuric acid with zinc oxide or zinc.   give the name of another compound that reacts with sulfuric acid to produce zinc sulfate.   . ..  [1]  (f)  a student reacts zinc with excess sulfuric acid.   she obtains 16.1 g of zinc sulfate from 6.5 g of zinc.  (i)  calculate the mass of zinc sulfate she would obtain from 26.0 g of zinc. [1]  (ii)  calculate the relative formula mass of zinc sulfate, znso4. [2] [total: 15]",
+            "11": "11 0620/22/f/m/15 \u00a9 ucles 2015 [turn over7  petroleum is separated into useful fractions by fractional distillation. kerosene fractiontgasoline fractionrefinery gasfractions fuel oil lubricating fraction petroleum bitumendiesel oil  (a) (i)   put an x on the diagram to show where the temperature in the column is the highest. [1]  (ii)  give the name of the fraction labelled t.   . ..  [1]  (iii)  the lubricating fraction is used to make lubricants.   give one other use of this fraction.   . ..  [1]  (b)  each fraction contains alkanes.   which two of the following statements are correct?   tick two boxes.   alkanes burn to form carbon dioxide and hydrogen.   ethene is an alkane with two carbon atoms.   alkanes polymerise to form poly(alkanes).   alkanes are generally unreactive apart from burning.   methane is an alkane present in natural gas. [2]",
+            "12": "12 0620/22/f/m/15 \u00a9 ucles 2015 (c)  hydrogen can be made by cracking.  (i)  what is meant by the term cracking ?   .    . ..  [2]  (ii)  complete the equation for the cracking of propane. c3h8  \u2192    +  h2 [1]  (d)  ethanol is formed by the catalytic addition of steam to ethene.  (i)  complete the structures of ethene and ethanol in the equation below, showing all atoms  and bonds. + etheneh hc ethanolh hc ho hh [2]  (ii)  what does the symbol  mean?   . ..  [1] [total: 11]",
+            "13": "13 0620/22/f/m/15 \u00a9 ucles 2015 [turn over8  a student placed a crystal of purple potassium manganate( vii) on a \ufb01 lter paper which had been  soaked in water.   after 5 minutes, a purple colour had spread out from the crystal.   after 30 minutes, the purple colour had spread further out. crystal of potassium manganate( vii) at the start after 5 minutes after 30 minuteswet filter paper  (a)  use the kinetic particle theory to explain these observations.   ... .   ... .   ... .   ... .   ... ...  [3]  (b)  describe the closeness and motion of the particles in a crystal of potassium manganate( vii).  closeness  ...   motion  .. .. [2]  (c)  mixtures of dyes can be separated by paper chromatography using the apparatus shown  below. base line   on the diagram above  \u2022  draw a line to show the solvent level at the beginning of the experiment,  \u2022  put a cross to show where the spot of dye mixture is placed at the beginning of the  experiment. [2] [total: 7]",
+            "14": "14 0620/22/f/m/15 \u00a9 ucles 2015blank page",
+            "15": "15 0620/22/f/m/15 \u00a9 ucles 2015blank page",
+            "16": "16 0620/22/f/m/15 \u00a9 ucles 2015to avoid the issue of disclosure of answer-related information to candidates, all copyright acknowledgements are reproduced onl ine in the cambridge international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to do wnload at www.cie.org.uk after  the live examination series. group 140 ce cerium 58141 pr praseodymium 59144 nd neodymium 60pm promethium 61150 sm samarium 62152 eu europium 63157 gd gadolinium 64159 tb terbium 65162 dy dysprosium 66165 ho holmium 67167 er erbium 68169 tm thulium 69173 yb ytterbium 70175 lu lutetium 71 232 th thorium 90pa protactinium 91238 u uranium 92np neptunium 93pu plutonium 94am americium 95cm curium 96bk berkelium 97cf californium 98es einsteinium 99fm fermium 100md mendelevium 101no nobelium 102lr lawrencium 1031 h hydrogen 1 7 li lithium 3 23 na sodium 1124 mg magnesium 12 40 ca calcium 2045 sc scandium 2148 ti titanium 2251 v vanadium 2352 cr chromium 2455 mn manganese 2556 fe iron 2659 co cobalt 2759 ni nickel 2864 cu copper 2965 zn zinc 3070 ga gallium 3127 al aluminium 1311 b boron 512 c carbon 614 n nitrogen 716 o oxygen 819 f fluorine 9 28 si silicon 1431 p phosphorus 1532 s sulfur 1635.5 cl chlorine 1740 ar argon 1820 ne neon 104 he helium 2 73 ge germanium 3275 as arsenic 3379 se selenium 3480 br bromine 3584 kr krypton 3639 k potassium 19 88 sr strontium 3889 y yttrium 3991 zr zirconium 4093 nb niobium 4196 mo molybdenum 42tc technetium 43101 ru ruthenium 44103 rh rhodium 45106 pd palladium 46108 ag silver 47112 cd cadmium 48115 in indium 49119 sn tin 50122 sb antimony 51128 te tellurium 52127 i iodine 53131 xe xenon 54 137 ba barium 56139 la lanthanum 57        *178 hf hafnium 72181 ta tantalum 73184 w tungsten 74186 re rhenium 75190 os osmium 76192 ir iridium 77195 pt platinum 78197 au gold 79201 hg mercury 80204 tl thallium 81207 pb lead 82209 bi bismuth 83po polonium 84at astatine 85rn radon 86 fr francium 87227 ac actinium 899 be beryllium 4ii i iii iv v vi vii 0 85 rb rubidium 37 133 cs caesium 55 226 ra radium 88 the volume of one mole of any gas is 24 dm3at room temperature and pressure (r.t.p.).a x ba = relative atomic mass x = atomic symbol b = proton (atomic) numberkey*58-71 lanthanoid series 90-103 actinoid seriesdata sheet the periodic table of the elements"
+        },
+        "0620_m15_qp_32.pdf": {
+            "1": "read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen.you may use an hb pencil for any diagrams or graphs.do not use staples, paper clips, glue or correction \ufb02 uid. do not  write in any barcodes. answer all questions. electronic calculators may be used.a copy of the periodic table is printed on page 12.you may lose marks if you do not show your working or if you do not use appropriate units. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question.chemistry  0620/32   paper 3 (extended) february/march 2015  1 hour 15 minutes candidates answer on the question paper. no additional materials are required.cambridge international examinations cambridge international general certi \ufb01 cate of secondary education this document consists of 11 printed pages and 1 blank page. [turn overib15 03_0620_32/3rp\u00a9 ucles 2015 *3584316295* the syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certi \ufb01 cate.",
+            "2": "2 0620/32/f/m/15 \u00a9 ucles 20151  for each of the following, give the name of an element from period 3 (sodium to argon), which  matches the description.  (a)  an element which is gaseous at room temperature and pressure   ... ...  [1]  (b)  an element that is added to water to kill bacteria   ... ...  [1]  (c)  an element that forms a basic oxide of the type xo   ... ...  [1]  (d)  an element used as an inert atmosphere in lamps   ... ...  [1]  (e)  an element that forms an amphoteric oxide   ... ...  [1]  (f)  an element that reacts vigorously with cold water to produce hydrogen   ... ...  [1] [total: 6] 2 (a)   de\ufb01 ne the term isotope .   ... .   ... ...  [2]  (b)  the table gives information about four particles, a, b, c and d.   complete the table.   the \ufb01 rst line has been done for you. particlenumber of protonsnumber of electronsnumber of neutronsnucleon numbersymbol or formula a 666 1 2 c b 11 10 12 c 88 o2\u2013 d 10 28 a l 3+ [7] [total: 9]",
+            "3": "3 0620/32/f/m/15 \u00a9 ucles 2015 [turn over3  ammonia is manufactured by the haber process. nitrogen and hydrogen are passed over a catalyst  at a temperature of 450 \u00b0c and a pressure of 200 atmospheres.   the equation for the reaction is as follows. n2  +  3h2    2nh3   the forward reaction is exothermic.  (a)  state one use of ammonia.   ... ...  [1]  (b)  what is the meaning of the symbol ?   ... ...  [1]  (c)  what are the sources of nitrogen and hydrogen used in the haber process?  nitrogen  ... ...  hydrogen  ... . [2]  (d)  name the catalyst in the haber process.   ... ...  [1]  (e) (i)   if a temperature higher than 450 \u00b0c was used in the haber process, what would happen to  the rate of the reaction? give a reason for your answer.   .    .    . ..  [2]  (ii)  if a temperature higher than 450 \u00b0c was used in the haber process, what would happen to  the yield  of ammonia? give a reason for your answer.   .    .    . ..  [2]",
+            "4": "4 0620/32/f/m/15 \u00a9 ucles 2015 (f) (i)   if a pressure higher than 200 atmospheres was used in the haber process, what would  happen to the yield  of ammonia? give a reason for your answer.   .    .    . ..  [2]  (ii)  explain why the rate of reaction would be faster if the pressure was greater than  200 atmospheres.   .    . ..  [1]  (iii)  suggest one reason why a pressure higher than 200 atmospheres is not used in the  haber process.   .    . ..  [1]  (g)  draw a dot-and-cross diagram to show the arrangement of the outer (valency) electrons in one  molecule of ammonia. [2]  (h)  ammonia acts as a base when it reacts with sulfuric acid.  (i)  what is a base?   . ..  [1]  (ii)  write a balanced equation for the reaction between ammonia and sulfuric acid.   . ..  [2] [total: 18]",
+            "5": "5 0620/32/f/m/15 \u00a9 ucles 2015 [turn over4 (a)  a compound x contains 82.76% of carbon by mass and 17.24% of hydrogen by mass.  (i)  calculate the empirical formula of compound x. [2]  (ii)  compound x has a relative molecular mass of 58.   deduce the molecular formula of compound x. [2]  (b)  alkenes are unsaturated hydrocarbons.  (i)  state the general formula of alkenes.   . ..  [1]  (ii)  state the empirical formula of alkenes.   . ..  [1]  (c)  what is meant by the term unsaturated hydrocarbon ?  unsaturated   ... .   ... .  hydrocarbon   ...   ... . [2]",
+            "6": "6 0620/32/f/m/15 \u00a9 ucles 2015 (d)  describe a test that would distinguish between saturated and unsaturated hydrocarbons.  reagent  . .  observation (saturated hydrocarbon)  .  observation (unsaturated hydrocarbon)  . [3]  (e)  addition polymers can be made from alkenes. the diagram shows part of an addition polymer. c hc2h5h c2h5h h h hc c c  (i)  draw a circle on the diagram to show one repeat unit in this polymer. [1]  (ii)  give the structure and the name of the monomer used to make this polymer.   structure   name  .   [2]  (iii)  give the structure of an isomer of the alkene in (e)(ii) . [1] [total: 15]",
+            "7": "7 0620/32/f/m/15 \u00a9 ucles 2015 [turn over5  aluminium and iron are extracted from their ores by different methods.   aluminium is extracted from its puri \ufb01 ed oxide ore by electrolysis. cathode (negative electrode)oxygen given off at anode (positive electrode) aluminium oxide dissolved in molten cryolite aluminiumwaste gases  (a)  what is the name of the ore of aluminium which consists mainly of aluminium oxide?   ... ...  [1]  (b)  the electrodes are both made of the same substance.   name this substance.   ... ...  [1]  (c)  aluminium oxide is dissolved in molten cryolite before it is electrolysed.   give two reasons why aluminium oxide dissolved in molten cryolite is electrolysed rather than  molten aluminium oxide alone.   ... .   ... ...  [2]  (d)  write the ionic  equations for the reactions at the electrodes in this electrolysis.   anode (positive electrode)  ... ..  cathode (negative electrode)   . [2]",
+            "8": "8 0620/32/f/m/15 \u00a9 ucles 2015 (e)  iron is extracted from its oxide ore by reduction using carbon in a blast furnace. slag molten ironair airwaste gases raw materials: coke,iron ore,limestone.  (i)  place the elements aluminium, carbon and iron in order of reactivity with the least  reactive  element \ufb01 rst.   . ..  [1]  (ii)  use your answer to (e)(i)  to explain why iron is extracted by reduction using carbon but  aluminium is not.   .    . ..  [1]  (f)  what is the name of the ore of iron which consists mainly of iron( iii) oxide?   ... ...  [1]  (g)  write balanced equations for the reactions occurring in the blast furnace which involve  (i)  the complete combustion of coke (carbon),   . ..  [1]  (ii)  the production of carbon monoxide from carbon dioxide,   . ..  [1]  (iii)  the reduction of iron( iii) oxide,   . ..  [1]  (iv)  the formation of slag.   . ..  [1] [total: 13]",
+            "9": "9 0620/32/f/m/15 \u00a9 ucles 2015 [turn over6  a student is told to produce the maximum amount of copper from a mixture of copper and  copper( ii) carbonate.   the student adds the mixture to an excess of dilute sulfuric acid in a beaker and stirs the mixture  with a glass rod. the copper( ii) carbonate reacts with the sulfuric acid, forming a solution of  copper( ii) sulfate but the copper does not react with the sulfuric acid.   the student then  \u2022  removes the unreacted copper from the mixture,  \u2022  converts the solution of copper( ii) sulfate into copper by a series of reactions.  (a)  describe two things that the student would observe when the mixture is added to the dilute  sulfuric acid.   ... .   ... ...  [2]  (b)  describe how the student can produce pure dry copper from the mixture of copper and  copper( ii) sulfate solution.   ... .   ... .   ... .   ... ...  [3]  (c)  the student then adds sodium hydroxide solution to the copper( ii) sulfate solution to produce  copper( ii) hydroxide.  (i)  describe what the student would observe.   . ..  [1]  (ii)  write an ionic  equation for this reaction.   . ..  [1]  (d)  after separating the copper( ii) hydroxide from the mixture, the copper( ii) hydroxide is heated  strongly. the copper( ii) hydroxide decomposes into copper( ii) oxide and steam.  (i)  write an equation for the decomposition of copper( ii) hydroxide. include state symbols.   . ..  [2]  (ii)  name a non-metallic element that can be used to convert copper( ii) oxide into copper.   . ..  [1] [total: 10]",
+            "10": "10 0620/32/f/m/15 \u00a9 ucles 20157  ethanol is manufactured from glucose, c6h12o6, by fermentation according to the following equation. c6h12o6  \u2192  2c2h5oh  +  2co2  (a)  state the conditions required for this reaction.   ... .   ... ...  [2]  (b)  in an experiment, 30.0 g of glucose was fermented.  (i)  calculate the number of moles of glucose in 30.0 g. . mol  [2]  (ii)  calculate the maximum mass of ethanol that could be obtained from 30.0 g of glucose. . g  [2]  (iii)  calculate the volume of carbon dioxide at room temperature and pressure that can be  obtained from 30.0 g of glucose. . dm3  [1]  (c)  ethanol can also be manufactured from ethene.  (i)  name the raw material which is the source of ethene.   . ..  [1]  (ii)  write a balanced equation for the manufacture of ethanol from ethene.   . ..  [1] [total: 9]",
+            "11": "11 0620/32/f/m/15 \u00a9 ucles 2015blank page",
+            "12": "12 0620/32/f/m/15 \u00a9 ucles 2015to avoid the issue of disclosure of answer-related information to candidates, all copyright acknowledgements are reproduced onl ine in the cambridge international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to do wnload at www.cie.org.uk after  the live examination series. group 140 ce cerium 58141 pr praseodymium 59144 nd neodymium 60pm promethium 61150 sm samarium 62152 eu europium 63157 gd gadolinium 64159 tb terbium 65162 dy dysprosium 66165 ho holmium 67167 er erbium 68169 tm thulium 69173 yb ytterbium 70175 lu lutetium 71 232 th thorium 90pa protactinium 91238 u uranium 92np neptunium 93pu plutonium 94am americium 95cm curium 96bk berkelium 97cf californium 98es einsteinium 99fm fermium 100md mendelevium 101no nobelium 102lr lawrencium 1031 h hydrogen 1 7 li lithium 3 23 na sodium 1124 mg magnesium 12 40 ca calcium 2045 sc scandium 2148 ti titanium 2251 v vanadium 2352 cr chromium 2455 mn manganese 2556 fe iron 2659 co cobalt 2759 ni nickel 2864 cu copper 2965 zn zinc 3070 ga gallium 3127 al aluminium 1311 b boron 512 c carbon 614 n nitrogen 716 o oxygen 819 f fluorine 9 28 si silicon 1431 p phosphorus 1532 s sulfur 1635.5 cl chlorine 1740 ar argon 1820 ne neon 104 he helium 2 73 ge germanium 3275 as arsenic 3379 se selenium 3480 br bromine 3584 kr krypton 3639 k potassium 19 88 sr strontium 3889 y yttrium 3991 zr zirconium 4093 nb niobium 4196 mo molybdenum 42tc technetium 43101 ru ruthenium 44103 rh rhodium 45106 pd palladium 46108 ag silver 47112 cd cadmium 48115 in indium 49119 sn tin 50122 sb antimony 51128 te tellurium 52127 i iodine 53131 xe xenon 54 137 ba barium 56139 la lanthanum 57        *178 hf hafnium 72181 ta tantalum 73184 w tungsten 74186 re rhenium 75190 os osmium 76192 ir iridium 77195 pt platinum 78197 au gold 79201 hg mercury 80204 tl thallium 81207 pb lead 82209 bi bismuth 83po polonium 84at astatine 85rn radon 86 fr francium 87227 ac actinium 899 be beryllium 4ii i iii iv v vi vii 0 85 rb rubidium 37 133 cs caesium 55 226 ra radium 88 the volume of one mole of any gas is 24 dm3at room temperature and pressure (r.t.p.).a x ba = relative atomic mass x = atomic symbol b = proton (atomic) numberkey*58-71 lanthanoid series 90-103 actinoid seriesdata sheet the periodic table of the elements"
+        },
+        "0620_m15_qp_52.pdf": {
+            "1": "read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen.you may use an hb pencil for any diagrams or graphs.do not use staples, paper clips, glue or correction \ufb02 uid. do not  write in any barcodes. answer all questions. electronic calculators may be used.you may lose marks if you do not show your working or if you do not use appropriate units.practical notes are provided on page 8. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question.chemistry  0620/52   paper 5 practical test february/march 2015  1 hour 15 minutes candidates answer on the question paper. additional materials: as listed in the con \ufb01 dential instructionscambridge international examinations cambridge international general certi \ufb01 cate of secondary education this document consists of 7 printed pages and 1 blank page. [turn overib15 03_0620_52/3rp\u00a9 ucles 2015 *7312444178* for examiner\u2019s use total the syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certi \ufb01 cate.",
+            "2": "2 0620/52/f/m/15 \u00a9 ucles 2015blank page",
+            "3": "3 0620/52/f/m/15 \u00a9 ucles 2015 [turn over1  you are going to investigate the solubility of salt d in water at various temperatures.   read all the instructions below carefully before starting the experiments.   instructions   you are going to carry out four experiments.  (a)  experiment 1   you are provided with a clean boiling tube containing 4 g of salt d.   fill the burette provided with distilled water and add 10.0 cm3 of water to the boiling tube. heat  the mixture of salt d and water carefully  until all of the solid has dissolved.   remove the boiling tube from the heat and allow the solution to cool. stir the solution gently  with the thermometer.   note the temperature at which crystals \ufb01 rst appear  and record the temperature in the table at  the top of page 4 .   keep the boiling tube and its contents for the remaining three experiments in this  question.  (b)  experiment 2   from the burette, add a further 2.0 cm3 of water to the boiling tube and contents from  experiment 1.   heat the mixture to dissolve the crystals as before. find the temperature at which crystals \ufb01 rst  appear.   it will help if the boiling tube is dipped for short  periods of time in a beaker of cold water to  speed up the rate of cooling.   record, in the table, the total volume of water in the boiling tube and the temperature at which crystals \ufb01 rst appear.  (c)  experiment 3   from the burette, add a further 2.0 cm 3 of water to the boiling tube and contents from  experiment 2. repeat the experiment exactly as before.   record, in the table, the total volume of water in the boiling tube and the temperature at which crystals \ufb01 rst appear.",
+            "4": "4 0620/52/f/m/15 \u00a9 ucles 2015 (d)  experiment 4   from the burette, add a further 4.0 cm3 of water to the boiling tube and contents from  experiment 3. repeat the experiment exactly as before.   note all the results in the table.   at the end of experiment 4, the total volume of water in the boiling tube will be 18.0 cm3. experiment numbertotal volume of water / cm3temperature at which crystals \ufb01 rst appear / \u00b0c 1 10.0 234 [5]    (e)  plot the results on the grid below and draw a smooth line graph. 8 10 12 14 16 total volume of water  / cm318 20 22temperature at which crystalsfirst appear  / \u00b0c [5]",
+            "5": "5 0620/52/f/m/15 \u00a9 ucles 2015 [turn over (f)  from your graph , \ufb01 nd the temperature at which crystals of d would \ufb01 rst appear if the total  volume of water in the solution was 20.0 cm3.   show clearly on the grid  how you worked out your answer. .. \u00b0c  [2]  (g)   how did you know when salt d was completely dissolved in the water?   ... ...  [1]  (h)  the solubility of salt d at 100 \u00b0c is 57 g in 100 cm3 of water.   suggest, with a reason, the effect of using 8 g of salt d instead of 4 g in these experiments.   ... .   ... ...  [2]  (i)  salt c is less soluble in water than salt d.   sketch on the grid the graph you would expect for salt c. label this graph. [2]  (j)  describe and explain one improvement that could be made to the experimental method to  obtain more reliable results in this investigation.   improvement  ..    explanation  .. ..   ... .   ... ...  [2] [total: 19]   before moving on to question 2 , carefully place your solution of salt d, boiling tube, stopper  and thermometer into the container labelled waste for question 1 .",
+            "6": "6 0620/52/f/m/15 \u00a9 ucles 20152  you are provided with two metal salt solutions, e and f.   carry out the following tests on e and f, recording all of your observations in the table.   conclusions must not be written in the table. tests observations tests on solution e (a)  describe the appearance of solution e.   [1] divide the solution into three equal portions in  separate test-tubes. (b)  to the \ufb01 rst portion of the solution, add a  few drops of dilute nitric acid and about 1 cm 3 of aqueous barium nitrate.   [2] (c)  to the second portion of the solution, add  excess aqueous sodium hydroxide and shake the mixture.   filter the mixture. gently warm the \ufb01 ltrate  and test the gas given off.   note how the residue on the \ufb01 lter paper  changes after \ufb01 ve minutes.  [1]  ..  [2]   [1] (d)  to the third portion of the solution, add  about 1 cm 3 of aqueous potassium  manganate( vii).   now add aqueous sodium hydroxide to the  mixture.  [1]   [2] tests on solution f (e) (i)  describe the appearance of solution f.  (ii) test the ph of solution f.  [1]   [1] (f)  add a few zinc granules to the solution f  provided in the boiling tube. shake the tube every minute.   note how the colour of the solution changes  over the next \ufb01 ve minutes. ..   [3]",
+            "7": "7 0620/52/f/m/15 \u00a9 ucles 2015 [turn over (g)  what conclusions can you draw about solution e?   ... .   ... ...  [4]  (h)  what conclusions can you draw about solution f?   ... .   ... ...  [2] [total: 21]",
+            "8": "8 0620/52/f/m/15 \u00a9 ucles 2015permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here 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 onl ine in the cambridge international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to do wnload at www.cie.org.uk after  the live examination series. cambridge international examinations is part of the cambridge assessment group. cambridge assessment is the brand name of unive rsity of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge.notes for use in qualitative analysis test for anions anion test test result carbonate (co32\u2013) add dilute acid effervescence, carbon dioxide produced chloride (c l \u2013) [in solution]acidify with dilute nitric acid, then add aqueous silver nitratewhite ppt. iodide ( i\u2013) [in solution]acidify with dilute nitric acid, then add aqueous silver nitrateyellow ppt. nitrate (no3\u2013) [in solution]add aqueous sodium hydroxide then aluminium foil; warm carefullyammonia produced sulfate (so42\u2013) [in solution]acidify with dilute nitric acid, then aqueous barium nitratewhite ppt. test for aqueous cations cation effect of aqueous sodium hydroxide effect of aqueous ammonia aluminium (a l 3+)white ppt., soluble in excess giving a colourless solutionwhite ppt., insoluble in excess ammonium (nh4+) ammonia produced on warming \u2013 calcium (ca2+) white ppt., insoluble in excess no ppt., or very slight white ppt. copper (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 iron(iii) (fe3+) red-brown ppt., insoluble in excess red-brown ppt., insoluble in excess zinc (zn2+) white ppt., soluble in excess giving a colourless solutionwhite ppt., soluble in excess giving a colourless solution test for gases gas test and test results ammonia (nh3) turns damp red litmus paper blue carbon dioxide (co2) turns limewater milky chlorine (c l 2) bleaches damp litmus paper hydrogen (h2) \u2018pops\u2019 with a lighted splint oxygen (o2) relights a glowing splint"
+        },
+        "0620_m15_qp_62.pdf": {
+            "1": "this document consists of 12 printed pages. [turn overib15 03_0620_62/3rp \u00a9 ucles 2015 *7492298954* read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen.you may use an hb pencil for any diagrams or graphs.do not use staples, paper clips, glue or correction \ufb02 uid. do not  write in any barcodes. answer all questions. electronic calculators may be used.you may lose marks if you do not show your working or if you do not use appropriate units. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question.chemistry  0620/62   paper 6 alternative to practical february/march 2015  1 hour candidates answer on the question paper. no additional materials are required.cambridge international examinations cambridge international general certi \ufb01 cate of secondary education the syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certi \ufb01 cate.",
+            "2": "2 0620/62/f/m/15 \u00a9 ucles 20151  a teacher separated a mixture of two liquids using the apparatus shown. the liquids were:  \u2022  ethanoic acid, boiling point 118 \u00b0c,  \u2022  chloroethanoic acid, boiling point 190 \u00b0c. heatcold water out cold water insmall glass beadsfractionating column mixture of liquids  (a)  complete the boxes to label the pieces of apparatus used. [2]  (b) (i)   which liquid would be collected \ufb01 rst? explain why.   .    . ..  [2]  (ii)  how would the teacher know when all of this liquid had been collected?   . ..  [1]  (c)  suggest why small glass beads are used in the fractionating column instead of large glass  beads.   ... .   ... ...  [1]  (d)  give a test to show that the liquids are acidic.  test   .  result  .. ..  [2] [total: 8]",
+            "3": "3 0620/62/f/m/15 \u00a9 ucles 2015 [turn over2  the rate of reaction between excess calcium carbonate and dilute hydrochloric acid was investigated  using the apparatus shown below. the temperature of the hydrochloric acid was 25 \u00b0c. hydrochloric acid excess calcium carbonategas syringe   the volume of carbon dioxide evolved was measured every minute for six minutes.  (a)  use the gas syringe diagrams to complete the table of results. 01 02 03 0 50 60 40 01 02 03 0 50 60 40 01 02 03 0 50 60 40 30 40 50 60 80 90 7030 40 50 60 80 90 70 30 40 50 60 80 90 70 30 40 50 60 80 90 70time / minutes 0 123456gas syringe diagramtotal volume of carbon dioxide evolved  / cm3 [3]",
+            "4": "4 0620/62/f/m/15 \u00a9 ucles 2015 (b)  plot the results on the grid below and draw a smooth line graph. 0 1 2 3 4 time  / minutes5 6volume of carbon dioxideevolved  / cm3100 80604020 0 [4]  (c) (i)   which point appears to be inaccurate? explain why.   .    . ..  [2]  (ii)  use your graph  to work out the volume of gas expected at that time. show clearly on the  grid how you worked out your answer.   . ..  [2]  (d)  sketch, on the grid , the graph you would expect if the experiment was repeated using  hydrochloric acid at a temperature of 50 \u00b0c. [2] [total: 13]",
+            "5": "5 0620/62/f/m/15 \u00a9 ucles 2015 [turn over3  electricity was passed through concentrated hydrochloric acid using the apparatus shown. concentrated hydrochloric acid anduniversal indicator+\u2013battery negative electrodepositive electrode   effervescence was observed at both electrodes.  (a)  name this process used to break down concentrated hydrochloric acid.   ... ...  [1]  (b)  suggest why the electrodes are made of platinum and not aluminium.   ... ...  [1]  (c) (i)   name the gas given off at the positive electrode.   .   (ii)  what would be the colour of the universal indicator around the positive electrode at the  end of the experiment?   .  [2] [total: 4]",
+            "6": "6 0620/62/f/m/15 \u00a9 ucles 20154  a student investigated the solubility of salt d in water at various temperatures.   four experiments were carried out.  (a)  experiment 1   4 g of salt d was added to a boiling tube. a burette was \ufb01 lled with distilled water and 10.0 cm3 of  water added to the boiling tube. the mixture of salt d and water was heated carefully until all of  the solid had dissolved. the boiling tube was removed from the heat and the solution allowed to cool. the solution was stirred gently with a thermometer.   the temperature at which crystals \ufb01 rst appeared was noted.   the boiling tube and its contents were kept for the remaining three experiments.  (b)  experiment 2   from the burette another 2.0 cm 3 of water was added to the boiling tube and contents from  experiment 1.   the mixture was heated to dissolve the crystals and allowed to cool as in experiment 1. the  temperature at which crystals \ufb01 rst appeared was noted.   record, in the table, the total volume of water in the boiling tube.  (c)  experiment 3   from the burette another 2.0 cm3 of water was added to the boiling tube and contents from  experiment 2. the experiment was repeated exactly as before.   record, in the table, the total volume of water in the boiling tube.",
+            "7": "7 0620/62/f/m/15 \u00a9 ucles 2015 [turn over (d)  experiment 4   from the burette another 4.0 cm3 of water was added to the boiling tube and contents from  experiment 3. the experiment was repeated exactly as before.   record in the table the total volume of water in the boiling tube.   use the thermometer diagrams in the table to record the temperatures at which crystals \ufb01 rst  appeared in the four experiments. experiment numbertotal volume of water / cm3 thermometer diagramtemperature at which crystals \ufb01 rst appeared / \u00b0c 1 10.095 90 85 280 75 70 370 65 60 460 55 50 [3]",
+            "8": "8 0620/62/f/m/15 \u00a9 ucles 2015 (e)   plot the results on the grid below and draw a smooth line graph. 8.0 10.0 12.0 14.0 16.0 total volume of water  / cm318.0 20.0temperature at which crystalsfirst appeared  / \u00b0c [5]  (f)  from your graph , \ufb01 nd the temperature at which crystals of d would \ufb01 rst appear if the total  volume of water in the solution was 20.0 cm3.   show clearly on the grid  how you worked out your answer.  ... [3]  (g)   how would the student know when salt d was completely dissolved in the water?   ... ...  [1]",
+            "9": "9 0620/62/f/m/15 \u00a9 ucles 2015 [turn over (h)  the solubility of salt d at 100 \u00b0c is 57 g in 100 cm3 of water.   suggest, with a reason, the effect of using 8 g of salt d instead of 4 g in these experiments.   ... .   ... ...  [2]  (i)  salt c is less soluble in water than salt d.   sketch on the grid the graph you would expect for salt c. label this graph. [2]  (j)  describe and explain one improvement that could be made to the experimental method to  obtain more reliable results in this investigation.  improvement  . .  explanation  . ...   ... .   ... ...  [2] [total: 18]",
+            "10": "10 0620/62/f/m/15 \u00a9 ucles 20155  two metal salt solutions, e and f, were analysed.   e was a mixture of iron( ii) sulfate and ammonium sulfate.   the tests on the solutions and some of the observations are in the following table.   complete the observations in the table. tests observations tests on solution e (a)  appearance of solution e.   [1] the solution was divided into three equal  portions in separate test-tubes. (b)  dilute nitric acid and aqueous barium  nitrate were added to the \ufb01 rst portion of the  solution.   [1] (c) (i)  excess aqueous sodium hydroxide  was added to the second portion of the solution.  (ii)  the mixture was \ufb01 ltered and the \ufb01 ltrate  heated.    the gas given off was tested with  damp litmus paper.  [2]  ..   [2] (d)  dilute sulfuric acid and aqueous potassium  manganate( vii), an oxidising agent, were  added to the third portion of the solution.   aqueous sodium hydroxide was then  added to the mixture.   [1] tests on solution f (e)  appearance of solution f. yellow liquid (f)  zinc powder was added to solution f.   the solution was observed for \ufb01 ve minutes.   the gas given off was tested with a splint.rapid effervescence turned blue, then green and \ufb01 nally light purple lighted splint popped",
+            "11": "11 0620/62/f/m/15 \u00a9 ucles 2015 [turn over (g)  identify the gas given off in test (f).   ... ...  [1]  (h)  what conclusions can you draw about solution f?   ... .   ... ...  [2] [total: 10]",
+            "12": "12 0620/62/f/m/15 \u00a9 ucles 2015permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here 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 onl ine in the cambridge international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to do wnload at www.cie.org.uk after  the live examination series. cambridge international examinations is part of the cambridge assessment group. cambridge assessment is the brand name of unive rsity of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge.6 rhubarb leaves   ethanedioic acid dihydrate, h2c2o4.2h2o, is a white crystalline solid. this acid is water-soluble and  is found in rhubarb leaves.   plan an investigation to obtain crystals of ethanedioic acid dihydrate from some rhubarb leaves.   you are provided with common laboratory apparatus, water and sand.   ...    ...    ...    ...    ...    ...    ...    ...    ... ..  [7] [total: 7]"
+        },
+        "0620_s15_qp_11.pdf": {
+            "1": "  the syllabus is approved for use in england, wales and northern irela nd as a cambridge international level1/level 2 certificate .  this document consists of 16 printed pages.  ib15 06_0620_11/3rp  \u00a9 ucles 2015 [turn over       *4319041575* cambridge international examinations  cambridge international general certificate of secondary education       chemistry 0620/11     paper 1 multiple choice  may/june 2015       45 minutes  additional materials: multiple choice answer sheet   soft clean eraser   soft pencil (type b or hb is recommended)       read these instructions first    write in soft pencil. do not use staples, paper clips, glue or correction fluid. write your name, centre number and candidate number on the answer sheet in the spaces provided unless  this has been done for you.  do not  write in any barcodes.   there are forty  questions on this paper. answer all questions. for each question there are four possible  answers a, b, c and d.   choose the one you consider correct and record your choice in soft pencil  on the separate answer sheet.   read the instructions on the answer sheet very carefully.  each correct answer will score one mark. a mark will not be deducted for a wrong answer. any rough working should be done in this booklet. a copy of the periodic table is printed on page 16. electronic calculators may be used.  ",
+            "2": "2  \u00a9 ucles 2015 0620/11/m/j/15  1 the changes that occur when a substance changes state are shown below.     w x  solid    liquid    gas   z y    which process, w, x, y or z, is occurring in the following four situations?    1 butter melts on a warm day.  2 water condenses on a cold surface. 3 the volume of liquid ethanol in an open beaker reduces.  4 ice forms inside a freezer.     1 2 3 4  a w x y z  b w y x z  c x y z w  d x z y w     2 a student uses the apparatus shown in the diagram below to measure the volume of carbon  dioxide gas made when different masses of marble chips are added to 25  cm3 of dilute  hydrochloric acid.    marble chipsbunggas syringe 25 cm3 dilute hydrochloric acid     which other items of apparatus are needed?   a funnel and balance  b funnel and stopwatch  c measuring cylinder and balance  d measuring cylinder and stopwatch    ",
+            "3": "3  \u00a9 ucles 2015 0620/11/m/j/15 [turn over  3 atoms contain electrons, neutrons and protons.   what is the definition of nucleon number?  a the number of neutrons in the nucleus of an atom  b the number of protons in the nucleus of an atom  c the total number of neutrons and protons in the nucleus of an atom  d the total number of particles in an atom     4 the diagram shows the atomic structure of an element x.    pp p ppn n nnnee eeprotonkey eelectron nneutron     what is x?  a aluminium  b beryllium  c boron  d fluorine     5 which statements comparing the properties of electrons, neutrons and protons are correct?     neutrons and protons are  both heavier than electrons only electrons and  neutrons are charged  a \u0013 \u0013  b \u0013 \u0017  c \u0017 \u0013  d \u0017 \u0017    ",
+            "4": "4  \u00a9 ucles 2015 0620/11/m/j/15  6 rescuers are drilling through fallen rock in order to rescue some men trapped in a cave. the drill  needs lubricating from time to time.    the following statements were made about the materials used for the drill tip and the lubricant  and the reasons for their use.    1 diamond was used for the drill tip as it does not conduct electricity.  2 diamond was used for the drill tip as it is very hard.  3 graphite was used as the lubricant as it conducts electricity.  4 graphite was used as the lubricant as it is soft and flaky.    which statements are correct?  a 1 and 3 b 1 and 4 c 2 and 3 d 2 and 4      7 in which compounds are pairs of electrons shared between atoms?    1 methane  2 lead bromide 3 sodium chloride    a 1 only b 2 only c 1 and 3 d 1, 2 and 3      8 what is the relative formula mass, m r, of caco 3?  a 50 b 68 c 100 d 204      9 copper and hydrogen can each be formed by electrolysis.    at which electrodes are these elements formed?     copper hydrogen  a anode anode  b anode cathode  c cathode anode  d cathode cathode     ",
+            "5": "5  \u00a9 ucles 2015 0620/11/m/j/15 [turn over  10 the diagram shows a failed attempt to copper-plate a pan.    pan copper sulfate solutioncopper cathode3 v + \u2013     which action will plate the pan with copper?  a cooling the copper sulfate solution in an ice bath  b heating the copper sulfate solution to boiling point  c increasing the voltage from 3  v to 6  v  d making the pan the cathode and the copper the anode     ",
+            "6": "6  \u00a9 ucles 2015 0620/11/m/j/15  11 the diagrams show four chemical reactions.    which reaction is endothermic?    ab cdaddition of water to calcium oxide combustion of natural gas thermal decomposition of limestone reaction of acid with alkaliwatersteam calcium oxidenatural gasflame final temperature initial temperature acidalkali heat      ",
+            "7": "7  \u00a9 ucles 2015 0620/11/m/j/15 [turn over  12 powdered marble reacts with hydrochloric acid using the apparatus shown.    the gas syringe fills in 36 seconds.    powdered marblegas syringe gas hydrochloric acid     the experiment is repeated using marble chips in place of powdered marble.    how long does it take to fill the gas syringe in this experiment?  a 9 seconds  b 18 seconds  c 36 seconds  d 72 seconds      13 when pink crystals of cobalt( ii) chloride are heated, steam is given off and the colour of the solid  changes to blue.    coc l 2.6h 2o  coc l 2 + 6h 2o    what happens when water is added to the blue solid?     colour temperature  a changes to pink decreases  b changes to pink increases   c remains blue decreases   d remains blue increases     ",
+            "8": "8  \u00a9 ucles 2015 0620/11/m/j/15  14 in which change is chromium( ii) oxide, cro, reduced?    crocro3 cr2o3cro2 crb da c      15 the table shows the ph of four aqueous solutions, w, x, y and z.    substance ph  w 7  x 9  y 2  z 5    universal indicator is added to each solution.    which row shows the colour of each solution after the indicator is added?     w x y z  a blue green orange red  b green blue red orange  c orange red blue green  d red orange green blue    16 hydrochloric acid is used to clean metals.    the acid reacts with the oxide layer on the surface of the metal, forming a salt and water.    which word describes the metal oxide?  a alloy  b base  c element  d indicator     ",
+            "9": "9  \u00a9 ucles 2015 0620/11/m/j/15 [turn over  17 four steps to prepare a salt from an excess of a solid base and an acid are listed.  1 crystallisation  2 evaporation  3 filtration  4 neutralisation  in which order are the steps carried out?  a 2 \u2192 3 \u2192 4 \u2192 1  b 3 \u2192 1 \u2192 2 \u2192 4  c 4 \u2192 2 \u2192 1 \u2192 3  d 4 \u2192 3 \u2192 2 \u2192 1     18 which two compounds give a white precipitate when their aqueous solutions are mixed?  a silver nitrate and sodium chloride  b silver nitrate and sodium iodide  c sodium hydroxide and copper( ii) sulfate  d sodium hydroxide and iron( ii) chloride     19 which element is in the same group of the periodic table as lithium?   electrical conductivity density in g  / cm3  a high 0.97  b high 8.93  c low 0.07  d low 3.12     20 which properties of the element titanium, ti, can be predicted from its position in the periodic  table?     can be used  as a catalyst conducts electricity  when solid has low density forms coloured  compounds  a \u0013 \u0013 \u0013 \u0017  b \u0013 \u0013 \u0017 \u0013  c \u0013 \u0017 \u0013 \u0013  d \u0017 \u0013 \u0013 \u0013     ",
+            "10": "10  \u00a9 ucles 2015 0620/11/m/j/15  21 the following statements are about elements in the periodic table.  1 their atoms have a full outer shell of electrons.  2 they form basic oxides.  3 they are found in group 0.  4 they are present in small quantities in the air.  which statements are correct for the noble gases?  a 1, 2 and 3 b 1, 2 and 4 c 1, 3 and 4 d 2, 3 and 4     22 in the outline of the periodic table below, some elements are shown as numbers.    651 72 4 3     which two numbers are  metals  in the same period?  a 1 and 2 b 1 and 7 c 3 and 5 d 5 and 6      23 solder is an alloy of lead and tin. it is used for joining pieces of metal.    metalheated solder molten solder     which statement about solder is correct?  a it can be represented by a chemical formula.  b it contains a mixture of lead and tin.  c it contains lead and tin chemically combined.  d it has a higher melting point than lead or tin.    ",
+            "11": "11  \u00a9 ucles 2015 0620/11/m/j/15 [turn over  24 what is a major use of aluminium?  a making brass  b making cutlery  c making electrical wiring  d making food containers      25 which row describes the conditions used to make steel from the iron produced by a blast  furnace?     calcium oxide  (lime) oxygen heat  a \u0013 \u0013 \u0013  b \u0013 \u0013 \u0017  c \u0017 \u0013 \u0013  d \u0017 \u0013 \u0017      26 w, x, y and z are four metals.    some properties of these metals are listed below.    1 only w and z can be extracted by reduction of their oxides with carbon.  2 only x will react with cold water.  3 only z can be found \u2018native\u2019 (not combined with any other element).    what is the correct order of these metals in the reactivity series (most reactive first)?  a x, w, y, z b x, y, w, z c z, w, y, x d z, y, w, x     27 the diagram shows stages in producing drinking water.    in which tank is chlorine added to the water?    reservoirsedimentation tankfiltration tankmains supplystorage tankanti-bacterial treatment tankab d c     28 which gas is not found in clean air?  a carbon dioxide  b carbon monoxide  c nitrogen  d oxygen ",
+            "12": "12  \u00a9 ucles 2015 0620/11/m/j/15  29 which combination of chemical compounds could be used to produce the fertiliser shown?    supergrown     p     k 21 16 8::     a (nh 4)3po 4, kc l   b nh 4no 3, ca 3(po 4)2  c nh 4no 3, co(nh 2)2  d nh 4no 3, k 2so 4, (nh 4)2so 4      30 the pollutants released into the air from car exhausts and some power stations include oxides of  the type xo and yo 2.  what are x and y?   x y  a carbon only nitrogen only  b carbon only nitrogen and sulfur only  c carbon and nitrogen carbon and nitrogen only  d carbon and nitrogen carbon, nitrogen and sulfur     31 which statement about rusting is not correct?  a only oxygen is needed for rusting.  b painting can stop iron gates rusting.  c rust is hydrated iron( iii) oxide.  d water and oxygen are both needed for rusting.     32 carbon dioxide and methane are \u2018greenhouse gases\u2019 which contribute to global warming.    which process does not increase global warming?  a burning fossil fuels  b decay of organic waste  c farming cattle for beef  d growing crops such as sugar cane   ",
+            "13": "13  \u00a9 ucles 2015 0620/11/m/j/15 [turn over  33 these statements are about a gas.    1 it is produced by thermal decomposition of a carbonate.  2 it is produced by the fermentation of glucose.  3 it makes up 1% of unpolluted air.  4 it is produced during the production of steel from iron.    which statements are correct for carbon dioxide?  a 1 and 2 only b 1, 2 and 3 c 1, 2 and 4 d 1, 3 and 4      34 the diagram represents a lime kiln.    air infuel in fuel in air in xwaste gases limestonelime kiln     what leaves the furnace at x?  a calcium carbonate  b calcium hydroxide  c calcium oxide  d calcium sulfate     ",
+            "14": "14  \u00a9 ucles 2015 0620/11/m/j/15  35 the structures of four organic compounds are shown.    ch h hh ch c hh h hh ch hhhc ch c hh o h hh      which statement is not correct?  a only one of the compounds is an alcohol.  b only one of the compounds is an alkane.  c only one of the compounds is unsaturated.  d only three of the compounds are hydrocarbons.      36 which statement about petroleum is not correct?  a it can be separated into useful substances by fractional distillation.  b it consists mainly of hydrocarbons.  c it is found underground in many parts of the world.  d its main use is for making lubricants and polishes.    37 which statement about alkane molecules is correct?  a they burn in oxygen.  b they contain carbon, hydrogen and oxygen atoms.  c they contain double bonds.  d they contain ionic bonds.    38 which statements are correct for ethanoic acid?  1 it contains a carbon-oxygen double bond.  2 it contains two carbon atoms. 3 it decolourises bromine water.  4 it contains an \u2013oh group.  a 1 and 2 only  b 1 and 3  c 1, 2 and 4  d 2, 3 and 4     ",
+            "15": "15  \u00a9 ucles 2015 0620/11/m/j/15  39 a hydrocarbon a is cracked to make b and hydrogen.    compound c is formed by the addition polymerisation of b.    to which homologous series do a, b and c belong?     alkene alkane  a a b and c  b b a and c  c c a and b  d \u2013 a and c      40 by which of the following methods is ethanol formed?  1 fractional distillation of petroleum  2 fermentation  3 catalytic addition of steam to ethene  a 1 and 2 only  b 1 and 3 only  c 2 and 3 only  d 1, 2 and 3     ",
+            "16": "16    to avoid the issue of disclosure of answer-related information to candidates, all copyright acknowledgements are reproduced onl ine in the cambridge  international examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely a vailable to download at  www.cie.org.uk after the live examination series.    \u00a9 ucles 2015 0620/11/m/j/15   group 140 ce cerium 58141 pr praseodymium 59144 nd neodymium 60pm promethium 61150 sm samarium 62152 eu europium 63157 gd gadolinium 64159 tb terbium 65162 dy dysprosium 66165 ho holmium 67167 er erbium 68169 tm thulium 69173 yb ytterbium 70175 lu lutetium 71 232 th thorium 90pa protactinium 91238 u uranium 92np neptunium 93pu plutonium 94am americium 95cm curium 96bk berkelium 97cf californium 98es einsteinium 99fm fermium 100md mendelevium 101no nobelium 102lr lawrencium 1031 h hydrogen 1 7 li lithium 3 23 na sodium 1124 mg magnesium 12 40 ca calcium 2045 sc scandium 2148 ti titanium 2251 v vanadium 2352 cr chromium 2455 mn manganese 2556 fe iron 2659 co cobalt 2759 ni nickel 2864 cu copper 2965 zn zinc 3070 ga gallium 3127 al aluminium 1311 b boron 512 c carbon 614 n nitrogen 716 o oxygen 819 f fluorine 9 28 si silicon 1431 p phosphorus 1532 s sulfur 1635.5 cl chlorine 1740 ar argon 1820 ne neon 104 he helium 2 73 ge germanium 3275 as arsenic 3379 se selenium 3480 br bromine 3584 kr krypton 3639 k potassium 19 88 sr strontium 3889 y yttrium 3991 zr zirconium 4093 nb niobium 4196 mo molybdenum 42tc technetium 43101 ru ruthenium 44103 rh rhodium 45106 pd palladium 46108 ag silver 47112 cd cadmium 48115 in indium 49119 sn tin 50122 sb antimony 51128 te tellurium 52127 i iodine 53131 xe xenon 54 137 ba barium 56139 la lanthanum 57        *178 hf hafnium 72181 ta tantalum 73184 w tungsten 74186 re rhenium 75190 os osmium 76192 ir iridium 77195 pt platinum 78197 au gold 79201 hg mercury 80204 tl thallium 81207 pb lead 82209 bi bismuth 83po polonium 84at astatine 85rn radon 86 fr francium 87227 ac actinium 899 be beryllium 4ii i iii iv v vi vii 0 85 rb rubidium 37 133 cs caesium 55 226 ra radium 88 the volume of one mole of any gas is 2 4dm3at room temperature and pressure (r .t.p.).a x ba = relative atomic mass x = atomic symbol b = proton (atomic) numberkey*58-71 lanthanoid series 90-103 actinoid seriesdata sheet the periodic t able of the elements  "
+        },
+        "0620_s15_qp_12.pdf": {
+            "1": "  the syllabus is approved for use in england, wales and northern irela nd as a cambridge international level1/level 2 certificate .  this document consists of 15 printed pages and 1 blank page.  ib15 06_0620_12/2rp  \u00a9 ucles 2015 [turn over       *8071151377* cambridge international examinations  cambridge international general certificate of secondary education       chemistry 0620/12     paper 1 multiple choice  may/june 2015       45 minutes  additional materials: multiple choice answer sheet   soft clean eraser   soft pencil (type b or hb is recommended)       read these instructions first    write in soft pencil. do not use staples, paper clips, glue or correction fluid. write your name, centre number and candidate number on the answer sheet in the spaces provided unless  this has been done for you.  do not  write in any barcodes.   there are forty  questions on this paper. answer all questions. for each question there are four possible  answers a, b, c and d.   choose the one you consider correct and record your choice in soft pencil  on the separate answer sheet.   read the instructions on the answer sheet very carefully.  each correct answer will score one mark. a mark will not be deducted for a wrong answer. any rough working should be done in this booklet. a copy of the periodic table is printed on page 16. electronic calculators may be used.  ",
+            "2": "2  \u00a9 ucles 2015 0620/12/m/j/15  1 the diagram shows a sugar lump in a cup of tea.        which two processes must happen to spread the sugar evenly in the tea?     first process second process  a diffusion dissolving  b dissolving diffusion  c dissolving melting  d melting diffusion     2 the results of some tests on a colourless liquid x are shown.    \u007f boiling point = 102  \u00b0c  \u007f universal indicator turns green  what is x?  a ethanol  b hydrochloric acid  c pure water  d sodium chloride (salt) solution    3 the atomic structures of four particles are shown.    particle electrons neutrons protons  w 8  9 8  x 7  9 7  y 8 10 8  z 9 10 9    which two particles are isotopes?  a w and x b w and y c x and z d y and z     ",
+            "3": "3  \u00a9 ucles 2015 0620/12/m/j/15 [turn over  4 q+ is an ion of element q.    what has the highest value in the ion?  a the nucleon number  b the number of electrons  c the number of neutrons  d the proton number     5 which statements comparing the properties of electrons, neutrons and protons are correct?     neutrons and protons are  both heavier than electrons only electrons and  neutrons are charged  a \u0013 \u0013  b \u0013 \u0017  c \u0017 \u0013  d \u0017 \u0017      6 graphite is a form of carbon.   why can graphite be used as a lubricant?  a graphite contains delocalised electrons which move throughout the structure.  b graphite contains weak covalent bonds so the atoms move easily.  c graphite has a low melting point so it easily turns into a liquid.  d graphite has weak forces of attraction between layers so they can move.    7 in which compounds are pairs of electrons shared between atoms?    1 methane  2 lead bromide  3 sodium chloride    a 1 only b 2 only c 1 and 3 d 1, 2 and 3     ",
+            "4": "4  \u00a9 ucles 2015 0620/12/m/j/15  8 a molecule, z, contains two atoms of oxygen, six atoms of hydrogen and three atoms of carbon.    what is the formula of z?  a ch 3ch 2cho  b ch 3coch 3  c c 2h5co 2h  d c 3h6co 2h     9 copper and hydrogen can each be formed by electrolysis.    at which electrodes are these elements formed?     copper hydrogen  a anode anode  b anode cathode  c cathode anode  d cathode cathode    10 the diagram shows the electroplating of a steel object.    steel objectcopper copper( ii) sulfate solution+\u2013     a student made the following statements.    1 the object turns a reddish-brown colour.  2 the copper sulfate solution changes to a paler blue colour.  3 the copper electrode becomes smaller.    which statements are correct?    a 1, 2 and 3 b 1 and 2 only c 1 and 3 only d 2 and 3 only     ",
+            "5": "5  \u00a9 ucles 2015 0620/12/m/j/15 [turn over  11 the elements hydrogen and uranium are used as fuels.   the compound ethanol is also used as a fuel.  which fuels require oxygen in order to produce heat energy?     hydrogen uranium ethanol  a \u0013 \u0013  \u0013  b \u0013 \u0013 \u0017  c \u0013 \u0017 \u0013  d \u0017 \u0013 \u0013      12 in which equation does the oxidation of the underlined compound occur?  a 2cuo   +  c  \u2192  co 2  +  cu  b fe2o3  +  3co  \u2192  2fe  +  3co 2  c 2mg  +  o 2  \u2192  2mgo  d mno 2  +  4hc l  \u2192  mnc l 2  +  2h 2o  +  c l 2      13 when pink crystals of cobalt( ii) chloride are heated, steam is given off and the colour of the solid  changes to blue.    coc l 2.6h 2o  coc l 2 + 6h 2o    what happens when water is added to the blue solid?     colour temperature  a changes to pink decreases  b changes to pink increases   c remains blue decreases   d remains blue increases     ",
+            "6": "6  \u00a9 ucles 2015 0620/12/m/j/15  14 a simple way of making bread includes    1 mixing flour with a small amount of yeast and some water to make a \u2018dough\u2019.  2 leaving the dough in a warm place for the yeast to act on the dough to form carbon  dioxide which increases the volume of the dough.    which factors affecting a reaction rate are involved in bread making?     temperature use of an enzyme  a \u0013 \u0013  b \u0013 \u0017  c \u0017 \u0013  d \u0017 \u0017     15 which statement is not correct?  a when a base reacts with an ammonium salt, ammonia is given off.  b when an acid reacts with a base, neutralisation takes place.  c when an acid reacts with a carbonate, carbon dioxide is given off.  d when the acidity of a solution increases, the ph increases.    16 hydrochloric acid is used to clean metals.    the acid reacts with the oxide layer on the surface of the metal, forming a salt and water.    which word describes the metal oxide?  a alloy  b base  c element  d indicator     17 which method is used to make the salt copper sulfate?  a dilute acid  +  alkali  b dilute acid  +  carbonate  c dilute acid  +  metal  d dilute acid  +  non-metal oxide    ",
+            "7": "7  \u00a9 ucles 2015 0620/12/m/j/15 [turn over  18 two tests are carried out to identify an aqueous solution of x.    test 1 aqueous sodium hydroxide is added and a blue precipitate is produced.  test 2 dilute nitric acid is added followed by aqueous silver nitrate and a white  precipitate is produced.    what is x?  a copper carbonate  b copper chloride  c iron( iii) carbonate  d iron( iii) chloride      19 the positions of four elements in the periodic table are shown.    which element does not form a compound with chlorine?    a bc d      20 which properties of the element titanium, ti, can be predicted from its position in the periodic  table?     can be used  as a catalyst conducts electricity  when solid has low density forms coloured  compounds  a \u0013 \u0013 \u0013 \u0017  b \u0013 \u0013 \u0017 \u0013  c \u0013 \u0017 \u0013 \u0013  d \u0017 \u0013 \u0013 \u0013    ",
+            "8": "8  \u00a9 ucles 2015 0620/12/m/j/15  21 the table shows some properties of the group i metals.    metal melting point  / \u00b0c hardness reaction with water  lithium 181 moderately soft steady effervescence  sodium 98 soft vigorous effervescence  potassium 63 very soft very vigorous effervescence  rubidium ? ? ?    what are the properties of rubidium?  a melts below 63  \u00b0c, very soft, reacts explosively with water  b melts below 63  \u00b0c, very soft, reacts slowly with water  c melts above 181  \u00b0c, very soft, reacts explosively with water  d melts above 181  \u00b0c, very soft, reacts slowly with water      22 in the outline of the periodic table below, some elements are shown as numbers.    651 72 4 3     which two numbers are  metals  in the same period?  a 1 and 2 b 1 and 7 c 3 and 5 d 5 and 6     ",
+            "9": "9  \u00a9 ucles 2015 0620/12/m/j/15 [turn over  23 which diagram represents an alloy?    a cb d      24 which statement is not correct?  a aluminium is used in food containers because of its resistance to corrosion.  b aluminium is used in the manufacture of aircraft because of its strength and low density.  c mild steel is used in car bodies because of its strength and low density.  d stainless steel is used in chemical plant because of its strength and resistance to corrosion.    25 which row describes the conditions used to make steel from the iron produced by a blast  furnace?     calcium oxide  (lime) oxygen heat  a \u0013 \u0013 \u0013  b \u0013 \u0013 \u0017  c \u0017 \u0013 \u0013  d \u0017 \u0013 \u0017    ",
+            "10": "10  \u00a9 ucles 2015 0620/12/m/j/15  26 samples of five different metals, e, f, g, h and j were reacted with dilute sulfuric acid using the  apparatus shown.    metalbunggas syringe dilute sulfuric acid     the volume of hydrogen gas collected after one minute was measured.  the results are shown on the bar chart.    efg metalhj25 201510 50volume of gas collected  / cm3     what is the order of reactivity of the metals (most reactive first)?  a e, f, g, h, j  b g, e, h, f, j  c j, f, h, e, g  d j, h, g, f, e     27 the diagram shows stages in producing drinking water.    in which tank is chlorine added to the water?    reservoirsedimentation tankfiltration tankmains supplystorage tankanti-bacterial treatment tankab d c    ",
+            "11": "11  \u00a9 ucles 2015 0620/12/m/j/15 [turn over  28 which gas is not present in a sample of clean air?  a carbon dioxide  b chlorine  c oxygen  d water vapour      29 which combination of chemical compounds could be used to produce the fertiliser shown?    supergrown     p     k 21 16 8::     a (nh 4)3po 4, kc l   b nh 4no 3, ca 3(po 4)2  c nh 4no 3, co(nh 2)2  d nh 4no 3, k2so 4, (nh 4)2so 4     30 carbon monoxide is given out from the exhaust of vehicles that burn fossil fuels.   which row shows why carbon monoxide is a pollutant?   acidic toxic  a no no  b no yes  c yes no  d yes yes     31 a steel bicycle which had been left outdoors for several months was starting to rust.   what would not reduce the rate of corrosion?  a remove the rust and paint the bicycle.  b remove the rust and store the bicycle in a dry shed.  c remove the rust and wipe the bicycle with a clean damp cloth.  d remove the rust and wipe the bicycle with an oily cloth.     ",
+            "12": "12  \u00a9 ucles 2015 0620/12/m/j/15  32 carbon dioxide and methane are \u2018greenhouse gases\u2019 which contribute to global warming.    which process does not increase global warming?  a burning fossil fuels  b decay of organic waste  c farming cattle for beef  d growing crops such as sugar cane     33 a zinc compound forms carbon dioxide in two different reactions.  1 it is heated strongly.  2 it is added to hydrochloric acid.   which type of reaction occurs in 1 and 2?   1 2  a combustion neutralisation  b combustion oxidation  c thermal decomposition neutralisation  d thermal decomposition oxidation      34 substance x is used to treat industrial waste.    industrial waste ph 4treated waste ph 7x      what is x and which type of reaction occurs during the treatment?   x type of reaction  a calcium oxide (lime) neutralisation  b calcium oxide (lime) redox  c carbon neutralisation  d carbon redox    ",
+            "13": "13  \u00a9 ucles 2015 0620/12/m/j/15 [turn over  35 an organic compound has the molecular structure shown.    hc hh c hhhhhhc c o h     which type of organic compound is this?  a alcohol  b alkane  c alkene  d carboxylic acid      36 which statement about petroleum is not correct?  a it can be separated into useful substances by fractional distillation.  b it consists mainly of hydrocarbons.  c it is found underground in many parts of the world.  d its main use is for making lubricants and polishes.     37 the structures of four different organic compounds are shown.    h ch hhh ch h hoh co hh h co o h h      how many different homologous series are represented by these compounds?  a 1 b 2 c 3 d 4     ",
+            "14": "14  \u00a9 ucles 2015 0620/12/m/j/15  38 the structure of a compound, y, is shown.    h ch ho co h     which row describes some of the physical properties of y?   colourless characteristic smell dissolves in water  a no no no  b no no yes  c yes yes no  d yes yes yes     39 a hydrocarbon a is cracked to make b and hydrogen.    compound c is formed by the addition polymerisation of b.    to which homologous series do a, b and c belong?     alkene alkane  a a b and c  b b a and c  c c a and b  d \u2013 a and c    40 which row correctly describes the production of ethanol and its properties?   can be made  from glucose can be made  from ethene is used as a  fuel is used as a  solvent  a \u0013 \u0013 \u0013 \u0013  b \u0013 \u0017 \u0013 \u0013  c \u0017 \u0013 \u0013 \u0017  d \u0017 \u0013 \u0017 \u0013   ",
+            "15": "15  \u00a9 ucles 2015 0620/12/m/j/15  blank page            ",
+            "16": "16    to avoid the issue of disclosure of answer-related information to candidates, all copyright acknowledgements are reproduced onl ine in the cambridge  international examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely a vailable to download at  www.cie.org.uk after the live examination series.    \u00a9 ucles 2015 0620/12/m/j/15   group 140 ce cerium 58141 pr praseodymium 59144 nd neodymium 60pm promethium 61150 sm samarium 62152 eu europium 63157 gd gadolinium 64159 tb terbium 65162 dy dysprosium 66165 ho holmium 67167 er erbium 68169 tm thulium 69173 yb ytterbium 70175 lu lutetium 71 232 th thorium 90pa protactinium 91238 u uranium 92np neptunium 93pu plutonium 94am americium 95cm curium 96bk berkelium 97cf californium 98es einsteinium 99fm fermium 100md mendelevium 101no nobelium 102lr lawrencium 1031 h hydrogen 1 7 li lithium 3 23 na sodium 1124 mg magnesium 12 40 ca calcium 2045 sc scandium 2148 ti titanium 2251 v vanadium 2352 cr chromium 2455 mn manganese 2556 fe iron 2659 co cobalt 2759 ni nickel 2864 cu copper 2965 zn zinc 3070 ga gallium 3127 al aluminium 1311 b boron 512 c carbon 614 n nitrogen 716 o oxygen 819 f fluorine 9 28 si silicon 1431 p phosphorus 1532 s sulfur 1635.5 cl chlorine 1740 ar argon 1820 ne neon 104 he helium 2 73 ge germanium 3275 as arsenic 3379 se selenium 3480 br bromine 3584 kr krypton 3639 k potassium 19 88 sr strontium 3889 y yttrium 3991 zr zirconium 4093 nb niobium 4196 mo molybdenum 42tc technetium 43101 ru ruthenium 44103 rh rhodium 45106 pd palladium 46108 ag silver 47112 cd cadmium 48115 in indium 49119 sn tin 50122 sb antimony 51128 te tellurium 52127 i iodine 53131 xe xenon 54 137 ba barium 56139 la lanthanum 57        *178 hf hafnium 72181 ta tantalum 73184 w tungsten 74186 re rhenium 75190 os osmium 76192 ir iridium 77195 pt platinum 78197 au gold 79201 hg mercury 80204 tl thallium 81207 pb lead 82209 bi bismuth 83po polonium 84at astatine 85rn radon 86 fr francium 87227 ac actinium 899 be beryllium 4ii i iii iv v vi vii 0 85 rb rubidium 37 133 cs caesium 55 226 ra radium 88 the volume of one mole of any gas is 2 4dm3at room temperature and pressure (r .t.p.).a x ba = relative atomic mass x = atomic symbol b = proton (atomic) numberkey*58-71 lanthanoid series 90-103 actinoid seriesdata sheet the periodic t able of the elements    "
+        },
+        "0620_s15_qp_13.pdf": {
+            "1": "  the syllabus is approved for use in england, wales and northern irela nd as a cambridge international level1/level 2 certificate .  this document consists of 14 printed pages and 2 blank pages.  ib15 06_0620_13/4rp  \u00a9 ucles 2015 [turn over       *8479982220* cambridge international examinations  cambridge international general certificate of secondary education       chemistry 0620/13     paper 1 multiple choice  may/june 2015       45 minutes  additional materials: multiple choice answer sheet   soft clean eraser   soft pencil (type b or hb is recommended)       read these instructions first    write in soft pencil. do not use staples, paper clips, glue or correction fluid. write your name, centre number and candidate number on the answer sheet in the spaces provided unless  this has been done for you.  do not  write in any barcodes.   there are forty  questions on this paper. answer all questions. for each question there are four possible  answers a, b, c and d.   choose the one you consider correct and record your choice in soft pencil  on the separate answer sheet.   read the instructions on the answer sheet very carefully.  each correct answer will score one mark. a mark will not be deducted for a wrong answer. any rough working should be done in this booklet. a copy of the periodic table is printed on page 16. electronic calculators may be used.  ",
+            "2": "2  \u00a9 ucles 2015 0620/13/m/j/15  1 a sugar cube is dropped into a hot cup of tea.    the tea is not stirred.    which statement explains why the tea becomes sweet?  a the heated water molecules penetrate the sugar cube.  b the hot tea causes the sugar to melt.  c the sugar cube dissolves and its molecules diffuse.  d the sugar molecules get hot and evaporate.      2 a blue solid, x, is soluble in water.    which method is used to obtain pure solid x from an aqueous solution?  a chromatography  b crystallisation  c filtration  d neutralisation     3 two atoms, x and y, can be represented as shown.    x41 20               y45 20    which statement is not correct?  a x and y are atoms of different elements.  b x and y are isotopes.  c x and y have different mass numbers.  d x and y have the same number of electrons.    4 two atoms have the same relative atomic mass but different chemical properties.    which row about the proton and neutron numbers of these atoms is correct?     proton numbers neutron numbers  a different different  b different same  c same different  d same same     ",
+            "3": "3  \u00a9 ucles 2015 0620/13/m/j/15 [turn over  5 which statements comparing the properties of electrons, neutrons and protons are correct?     neutrons and protons are  both heavier than electrons only electrons and  neutrons are charged  a \u0013 \u0013  b \u0013 \u0017  c \u0017 \u0013  d \u0017 \u0017     6 diamond and graphite are both macromolecules.    which statement is not correct?  a diamond and graphite contain carbon atoms only.  b diamond and graphite contain charged ions.  c diamond and graphite have high melting points.  d the atoms in diamond and graphite are held together by covalent bonds.      7 in which compounds are pairs of electrons shared between atoms?    1 methane  2 lead bromide  3 sodium chloride    a 1 only b 2 only c 1 and 3 d 1, 2 and 3     8 aluminium oxide has the formula a l  2o3.     which statement about aluminium oxide is correct?  a 2 g of aluminium atoms are combined with 3  g of oxygen atoms.  b 2 g of aluminium atoms are combined with 3  g of oxygen molecules.  c aluminium oxide has a relative molecular mass of 102.  d pure aluminium oxide contains a higher mass of oxygen than of aluminium.     ",
+            "4": "4  \u00a9 ucles 2015 0620/13/m/j/15  9 copper and hydrogen can each be formed by electrolysis.    at which electrodes are these elements formed?     copper hydrogen  a anode anode  b anode cathode  c cathode anode  d cathode cathode     10 an object is electroplated with silver using an aqueous silver salt as the electrolyte.    which set of conditions is used?     the object to be  electroplated is the the other electrode   is made from  a anode carbon  b anode silver  c cathode carbon  d cathode silver    11 which substance does not use oxygen to produce energy?  a coal  b hydrogen  c natural gas  d uranium     12 in which change is n 2o3 oxidised?    n2o3 n2o n2o4n2 nob dca      ",
+            "5": "5  \u00a9 ucles 2015 0620/13/m/j/15 [turn over  13 when pink crystals of cobalt( ii) chloride are heated, steam is given off and the colour of the solid  changes to blue.    coc l 2.6h 2o  coc l 2 + 6h 2o    what happens when water is added to the blue solid?     colour temperature  a changes to pink decreases  b changes to pink increases   c remains blue decreases   d remains blue increases     14 the diagram shows an experiment to measure the rate of a chemical reaction.    dilute hydrochloric acid metalwatermeasuring cylinder      which change decreases the rate of reaction?  a adding water to the flask  b heating the flask during the reaction  c using more concentrated acid  d using powdered metal      15 which reaction is not characteristic of an acid?  a it dissolves magnesium oxide.  b it produces ammonia from ammonium compounds.  c it produces carbon dioxide from a carbonate.  d it produces hydrogen from zinc metal.    ",
+            "6": "6  \u00a9 ucles 2015 0620/13/m/j/15  16 hydrochloric acid is used to clean metals.    the acid reacts with the oxide layer on the surface of the metal, forming a salt and water.    which word describes the metal oxide?  a alloy  b base  c element  d indicator      17 which of the following methods are suitable for preparing both zinc sulfate and copper sulfate?  1 reacting the metal oxide with warm dilute aqueous sulfuric acid.  2 reacting the metal with dilute aqueous sulfuric acid. 3 reacting the metal carbonate with dilute aqueous sulfuric acid.  a 1 and 2 only  b 1 and 3 only  c 2 and 3 only  d 1, 2 and 3      18 which gas relights a glowing splint?  a ammonia  b carbon dioxide  c hydrogen  d oxygen      19 the noble gases, which are in group 0 of the periodic table, are all very ...  1... .    ...  2..., one of these gases, is used to provide an inert atmosphere in lamps.    another, ...  3..., is used for filling balloons because it is less dense than air.    which words complete the sentences about noble gases?     1 2 3  a reactive argon helium  b reactive helium argon  c unreactive argon helium  d unreactive helium argon ",
+            "7": "7  \u00a9 ucles 2015 0620/13/m/j/15 [turn over  20 which properties of the element titanium, ti, can be predicted from its position in the periodic  table?     can be used  as a catalyst conducts electricity  when solid has low density forms coloured  compounds  a \u0013 \u0013 \u0013 \u0017  b \u0013 \u0013 \u0017 \u0013  c \u0013 \u0017 \u0013 \u0013  d \u0017 \u0013 \u0013 \u0013     21 x is a group i metal.    y and z are group vii elements.    when x reacts with y a salt is formed. a solution of this salt reacts with z to form a different salt.    what are x, y and z?     x y z  a k cl 2 i2  b li cl 2 br2  c mg br 2 cl 2  d na i2 cl 2      22 in the outline of the periodic table below, some elements are shown as numbers.    651 72 4 3     which two numbers are  metals  in the same period?  a 1 and 2 b 1 and 7 c 3 and 5 d 5 and 6     ",
+            "8": "8  \u00a9 ucles 2015 0620/13/m/j/15  23 the diagrams show the structure of two substances used to make electrical conductors.    xy     which statement correctly describes x and y?  a x is a pure metal and y is a compound.  b x is a pure metal and y is an alloy.  c x is a solid and y is a liquid.  d x is harder and stronger than y.     24 which statement about the uses of aluminium, mild steel and stainless steel is correct?  a aluminium is used for food containers as it has a high density.  b mild steel is used for car bodies as it is resistant to corrosion.  c stainless steel is used for aircraft bodies as it is strong.  d stainless steel is used for cutlery as it is resistant to corrosion.    25 which row describes the conditions used to make steel from the iron produced by a blast  furnace?     calcium oxide  (lime) oxygen heat  a \u0013 \u0013 \u0013  b \u0013 \u0013 \u0017  c \u0017 \u0013 \u0013  d \u0017 \u0013 \u0017    ",
+            "9": "9  \u00a9 ucles 2015 0620/13/m/j/15 [turn over  26 the statements describe how different metals react with cold water.    \u25cf calcium sinks, fizzing and releasing a steady stream of hydrogen.  \u25cf copper does not react.  \u25cf sodium floats, fizzing and rapidly releasing hydrogen.  \u25cf zinc does not react but does react with steam, releasing hydrogen.    using the information, where should hydrogen be placed in the reactivity series?  a below copper  b between sodium and calcium  c between calcium and zinc  d between zinc and copper      27 the diagram shows stages in producing drinking water.    in which tank is chlorine added to the water?    reservoirsedimentation tankfiltration tankmains supplystorage tankanti-bacterial treatment tankab d c       28 oxygen is a reactive element.   which row shows which of oxygen\u2019s reactions are useful?   fuel  combustion rusting steel  manufacture  a no no yes  b no yes no  c yes no yes  d yes yes no   ",
+            "10": "10  \u00a9 ucles 2015 0620/13/m/j/15  29 which combination of chemical compounds could be used to produce the fertiliser shown?    supergrown     p     k 21 16 8::     a (nh 4)3po 4, kc l   b nh 4no 3, ca 3(po 4)2  c nh 4no 3, co(nh 2)2  d nh 4no 3, k2so 4, (nh 4)2so 4      30 below are two statements about sulfur dioxide.  1 sulfur dioxide is formed when fossil fuels burn and it is an acidic oxide.  2 sulfur dioxide is one of the gases in the air which is responsible for \u2018acid rain\u2019.   which is correct?  a both statements are correct and statement 1 explains statement 2.  b both statements are correct but statement 1 does not explain statement 2.  c statement 1 is correct but statement 2 is incorrect.  d statement 2 is correct but statement 1 is incorrect.      31 which method is not used for rust prevention?  a coating working parts of industrial machinery with oil  b covering wire for gardening use with plastic  c immersing gardening tools in water for storage  d painting car bodies    32 carbon dioxide and methane are \u2018greenhouse gases\u2019 which contribute to global warming.    which process does not increase global warming?  a burning fossil fuels  b decay of organic waste  c farming cattle for beef  d growing crops such as sugar cane ",
+            "11": "11  \u00a9 ucles 2015 0620/13/m/j/15 [turn over  33 four reactions produce carbon dioxide.    1 respiration  2 fermentation  3 combustion of methane  4 manufacture of lime    which reactions do not use oxygen from the air?  a 1 and 2 b 1 and 3 c 2 and 4 d 3 and 4      34 the diagram shows a kiln used to manufacture lime.    gas burners productair yx     which row identifies x and y?   x y  a lime carbon dioxide  b lime steam  c limestone carbon dioxide  d limestone steam     35 which statement about the names of organic compounds is correct?  a compounds containing c=c double bonds are alkanes.  b the compound of formula ch 3co 2h is methanoic acid.  c the compound of formula c 2h4 is ethane.  d the compound of formula c 2h5oh is an alcohol. ",
+            "12": "12  \u00a9 ucles 2015 0620/13/m/j/15  36 which statement about petroleum is not correct?  a it can be separated into useful substances by fractional distillation.  b it consists mainly of hydrocarbons.  c it is found underground in many parts of the world.  d its main use is for making lubricants and polishes.      37 ethene, propene and butene are all members of the same homologous series.   which statement explains why ethene, propene and butene have similar chemical properties?  a they all have the same functional group.  b they are all gases at room temperature.  c they are all hydrocarbons.  d they are all organic.     38 which statement describes the compound shown below?    h cco oh h h    a it is a colourless flammable gas.  b it is a liquid which decolourises bromine water.  c it is a liquid with a characteristic smell.  d it is formed when ethane reacts with steam.      39 a hydrocarbon a is cracked to make b and hydrogen.    compound c is formed by the addition polymerisation of b.    to which homologous series do a, b and c belong?     alkene alkane  a a b and c  b b a and c  c c a and b  d \u2013 a and c    ",
+            "13": "13  \u00a9 ucles 2015 0620/13/m/j/15  40 ethanol is manufactured from petroleum by reacting ethene with steam.    which statements about this process are correct?  1 ethene is obtained from the cracking of alkanes.  2 the process is carried out in the presence of yeast. 3 the reaction is an addition reaction. 4 the rate of reaction is increased by a catalyst.  a 1 and 3 only b 1 and 4 only c 1, 2 and 3 d 1, 3 and 4     ",
+            "14": "14  \u00a9 ucles 2015 0620/13/m/j/15  blank page ",
+            "15": "15  \u00a9 ucles 2015 0620/13/m/j/15  blank page",
+            "16": "16    to avoid the issue of disclosure of answer-related information to candidates, all copyright acknowledgements are reproduced onl ine in the cambridge  international examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely a vailable to download at  www.cie.org.uk after the live examination series.    \u00a9 ucles 2015 0620/13/m/j/15   group 140 ce cerium 58141 pr praseodymium 59144 nd neodymium 60pm promethium 61150 sm samarium 62152 eu europium 63157 gd gadolinium 64159 tb terbium 65162 dy dysprosium 66165 ho holmium 67167 er erbium 68169 tm thulium 69173 yb ytterbium 70175 lu lutetium 71 232 th thorium 90pa protactinium 91238 u uranium 92np neptunium 93pu plutonium 94am americium 95cm curium 96bk berkelium 97cf californium 98es einsteinium 99fm fermium 100md mendelevium 101no nobelium 102lr lawrencium 1031 h hydrogen 1 7 li lithium 3 23 na sodium 1124 mg magnesium 12 40 ca calcium 2045 sc scandium 2148 ti titanium 2251 v vanadium 2352 cr chromium 2455 mn manganese 2556 fe iron 2659 co cobalt 2759 ni nickel 2864 cu copper 2965 zn zinc 3070 ga gallium 3127 al aluminium 1311 b boron 512 c carbon 614 n nitrogen 716 o oxygen 819 f fluorine 9 28 si silicon 1431 p phosphorus 1532 s sulfur 1635.5 cl chlorine 1740 ar argon 1820 ne neon 104 he helium 2 73 ge germanium 3275 as arsenic 3379 se selenium 3480 br bromine 3584 kr krypton 3639 k potassium 19 88 sr strontium 3889 y yttrium 3991 zr zirconium 4093 nb niobium 4196 mo molybdenum 42tc technetium 43101 ru ruthenium 44103 rh rhodium 45106 pd palladium 46108 ag silver 47112 cd cadmium 48115 in indium 49119 sn tin 50122 sb antimony 51128 te tellurium 52127 i iodine 53131 xe xenon 54 137 ba barium 56139 la lanthanum 57        *178 hf hafnium 72181 ta tantalum 73184 w tungsten 74186 re rhenium 75190 os osmium 76192 ir iridium 77195 pt platinum 78197 au gold 79201 hg mercury 80204 tl thallium 81207 pb lead 82209 bi bismuth 83po polonium 84at astatine 85rn radon 86 fr francium 87227 ac actinium 899 be beryllium 4ii i iii iv v vi vii 0 85 rb rubidium 37 133 cs caesium 55 226 ra radium 88 the volume of one mole of any gas is 2 4dm3at room temperature and pressure (r .t.p.).a x ba = relative atomic mass x = atomic symbol b = proton (atomic) numberkey*58-71 lanthanoid series 90-103 actinoid seriesdata sheet the periodic t able of the elements  "
+        },
+        "0620_s15_qp_21.pdf": {
+            "1": "read these instructions first write your centre number, candidate number and name in the spaces at the top of this page. write in dark blue or black pen.you may use an hb pencil for any diagrams or graphs.do not use staples, paper clips, glue or correction \ufb02 uid. do not  write in any barcodes. answer all questions. electronic calculators may be used.a copy of the periodic table is printed on pa ge 16. you may lose marks if you do not show your working or if you do not use appropriate units. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question.chemistry  0620/21   paper 2 may/june 2015  1 hour 15 minutes candidates answer on the question paper. no additional materials are required.cambridge international examinations cambridge international general certi \ufb01 cate of secondary education this document consists of 16 printed pages . [turn overib15 06_0620_21/2rp\u00a9 ucles 2015 *1564763095* the syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certi \ufb01 cate.",
+            "2": "2 0620/21/m/j/15 \u00a9 ucles 20151  the structures of six substances containing carbon are shown below. o cabc defo c ch hhhh ch hhh c h cc cccc c c ccccccc ccc cc cccc cc c ccc cc ccccc cccca2+co32\u2013co32\u2013co32\u2013co32\u2013co32\u2013 co32\u2013co32\u2013co32\u2013 ca2+ca2+ca2+ca2+ca2+ca2+ca2+ zn2+co32\u2013co32\u2013co32\u2013co32\u2013co32\u2013co32\u2013co32\u2013co32\u2013 zn2+zn2+zn2+zn2+zn2+zn2+zn2+   answer the following questions about these substances.   each substance may be used once, more than once or not at all.  (a)  which substance, a, b, c, d, e or f,  (i)  is an element, ..  [1]  (ii)  is a saturated hydrocarbon, ..  [1]  (iii)  is added to the blast furnace to help in the extraction of iron, ..  [1]  (iv)  has a giant covalent structure, ..  [1]  (v)  is a product of respiration, ..  [1]  (vi)  contains a metal ion with 20 protons? ..  [1]  (b)  complete the word equation for the thermal decomposition of substance b. ...heat calcium oxide + ... [2]  (c)  describe a test for substance a.  test   .  result  ..  [2] [total: 10]",
+            "3": "3 0620/21/m/j/15 \u00a9 ucles 2015 [turn over2  a small piece of sodium is added to some ethanol. the temperature was measured before and after  the sodium was added. ethanol19 \u00b0c 29 \u00b0c sodium  (a)  explain how this experiment shows that the reaction is exothermic.   ... ...  [1]  (b)  complete the structure of ethanol to show all atoms and bonds. h ch h [1]",
+            "4": "4 0620/21/m/j/15 \u00a9 ucles 2015 (c)  ethanol can be made by the reaction of steam with ethene.  (i)  write the word equation for this reaction.   . ..  [1]  (ii)  what conditions are needed for this reaction?  tick two boxes.  enzyme catalyst high temperature (300 \u00b0c)  low temperature (10 \u00b0c)  phosphoric acid catalyst presence of light [2]  (iii)  what will be observed when ethene is bubbled through aqueous bromine?   . ..  [1]  (d)  ethanol can also be made by fermentation.   the fermentation mixture contains solids as well as an aqueous solution of ethanol.   suggest how the ethanol can be puri \ufb01 ed from this fermentation mixture.   ... .   ... .   ... .   ... ...  [3] [total: 9]",
+            "5": "5 0620/21/m/j/15 \u00a9 ucles 2015 [turn over3  the diagram shows the apparatus used for the electrolysis of molten sodium bromide. +\u2013r su t  (a) (i)   what does the term electrolysis  mean?   .    . ..  [1]  (ii)  which letter, r, s, t or u, in the diagram above represents the cathode?  ..   [1] (b)  complete the word equation for the electrolysis of molten sodium bromide. sodium bromide  \u2192  ..  +  .. [2]  (c)  a solution of sodium bromide in water is neutral.   which one of the following ph values is neutral?   put a ring around the correct answer. ph 0               ph 6               ph 7               ph 10               ph 14 [1]",
+            "6": "6 0620/21/m/j/15 \u00a9 ucles 2015 (d)  the diagram below shows the arrangement of the particles in sodium bromide at room  temperature. na+br \u2013na+ na+br \u2013br \u2013na+br \u2013 na+br \u2013na+br \u2013p  (i)  give the name of the type of particles, p, present in sodium bromide.   . ..  [1]  (ii)  what is the state of sodium bromide at room temperature?   use the information in the diagram to explain your answer.   .    .    . ..  [2]  (e)  sodium bromide can be made by heating sodium in bromine vapour.   complete the balanced symbol equation for this reaction. ... na  +  ...  \u2192  2nabr [2]  (f)  bromine has two naturally-occurring isotopes.   what is the meaning of the term isotope ?   ... .   ... ...  [1] [total: 11]",
+            "7": "7 0620/21/m/j/15 \u00a9 ucles 2015 [turn over4  a student investigated the reaction of magnesium with dilute hydrochloric acid. mg(s)  +  2hc l (aq)  \u2192  mgc l 2(aq)  +  h2(g)   she measured the volume of gas given off at various times during the reaction.  (a)  complete the diagram of the apparatus she would use to measure the volume of the gas given  off.   label the apparatus. flask hydrochloric acid magnesium ribbon [3]",
+            "8": "8 0620/21/m/j/15 \u00a9 ucles 2015 (b)  the student carried out the reaction at 25 \u00b0c using magnesium ribbon.   her results are shown below. 60 5040302010 0 02 0 4 0 6 0 time  / seconds80 100 120 140volume of gas  / cm3  (i)  how long does it take for the reaction to stop? . seconds  [1]  (ii)  what is the volume of hydrogen made after 20 seconds? . cm3  [1]  (iii)  on the grid above, draw a line to show how the volume of gas changes when the experiment  is carried out at 15 \u00b0c and all other conditions remain the same. [2]  (iv)  the student repeated the experiment using magnesium powder. all other conditions  remain the same.   how does the rate of reaction with magnesium powder compare with the rate of reaction  with magnesium ribbon?   . ..  [1]",
+            "9": "9 0620/21/m/j/15 \u00a9 ucles 2015 [turn over (c) (i)   draw a diagram to show the electron arrangement in a molecule of hydrogen. [1]  (ii)  what type of bonding is present in a hydrogen molecule?   . ..  [1]  (d)  magnesium chloride is a salt.   magnesium sulfate is also a salt.   give the name of two compounds  which react together to form magnesium sulfate.  ..  and  . ..  [2] [total: 12]",
+            "10": "10 0620/21/m/j/15 \u00a9 ucles 20155  the structure of glycolic acid is shown below. ch co o hh ho  (a)  on the structure above, put a ring around the carboxylic acid functional group. [1]  (b)  glycolic acid is prepared by heating a mixture of methanal, carbon monoxide and water with a  sulfuric acid catalyst.  (i)  the formula of methanal is hcho.   calculate the relative molecular mass of methanal. [1]  (ii)  what is the function of the catalyst?   . ..  [1]  (iii)  state one adverse effect of carbon monoxide on humans.   . ..  [1]  (c)  glycolic acid can also be prepared by the reduction of oxalic acid.  (i)  what does the term reduction  mean?   . ..  [1]  (ii)  give the name of the reducing agent in the following reaction.  heat 2cuo(s)  +  c(s)  \u2192  2cu(s)  +  co2(g)  name of reducing agent    [1]",
+            "11": "11 0620/21/m/j/15 \u00a9 ucles 2015 [turn over (d)  glycolic acid is found in unripe grapes.   grape skins contain a number of different coloured pigments.   describe how you could obtain a solution of these pigments from grape skins.   ... .   ... .   ... .   ... ...  [3]  (e)  glycolic acid can undergo polymerisation.   ethene can also undergo polymerisation.   the equation for the polymerisation of ethene is shown below.  catalyst ethene        poly(ethene)  high temperature   give the name of the monomer in this equation.   ... ...  [1]  (f)  long chain alkanes can be cracked to produce shorter chain alkanes and alkenes.  (i)  what conditions are needed for cracking?   .    . ..  [2]  (ii)  complete the equation for the cracking of hexadecane, c16h34, to form octane, c8h18, and  ethene only. c16h34  \u2192  c8h18  +  .. c2h4 [1] [total: 13]",
+            "12": "12 0620/21/m/j/15 \u00a9 ucles 20156  the table shows some physical properties of the metals, a, b, c and d. metalelectrical conductivitydensity in g / cm3boiling point / \u00b0chardness a fairly good 8.64 765 hard b good 0.97 883 soft c good 7.14 907 hard d good 0.86 760 soft  (a) (i)   which two metals in the table are group i metals?   give a reason for your answer.   .    . ..  [2]  (ii)  none of the metals a, b, c or d are transition elements.   give two properties of transition elements or their compounds that make them different  from metals a, b, c and d.   .    . ..  [2]  (iii)  cobalt is a transition element.   when it is heated very strongly in steam, hydrogen is given off.   complete the symbol equation for this reaction. .. co(s)  +  4h2o(g)  \u2192  co3o4(s)  +  .. h2(g) [2]  (iv)  iron is also a transition element.   describe how iron is converted to steel.   in your answer, refer to basic oxides and oxygen.   .    .    .    . ..  [3]",
+            "13": "13 0620/21/m/j/15 \u00a9 ucles 2015 [turn over (b)  when lithium reacts with water it moves about on the surface of the water, bubbles are seen  and the lithium disappears slowly.   predict how the reaction of potassium with water compares with the reaction of lithium with  water.   in your answer, include  \u2022  any differences in observations,  \u2022  the names of the products formed when lithium and potassium react with water.   ... .   ... .   ... .   ... .   ... .   ... .   ... ...  [5] [total: 14]",
+            "14": "14 0620/21/m/j/15 \u00a9 ucles 20157 (a)   a student took two identical syringes.   he \ufb01 lled one with water and the other with helium gas and sealed the end of both syringes.   he then pushed the syringe plungers with equal force.   the diagram shows what happened. syringesyringe plunger water helium   describe and explain these results using ideas about particles in liquids and gases.   ... .   ... .   ... .   ... .   ... .   ... .   ... ...  [4]",
+            "15": "15 0620/21/m/j/15 \u00a9 ucles 2015 [turn over (b)  the table shows some properties of the group 0 elements helium, neon, argon and krypton. elementelectron arrangementdensity of the lique \ufb01 ed gas in g / cm3melting point / \u00b0cboiling point / \u00b0c helium 2 0.15 \u2013272 \u2013269 neon 1.20 \u2013248 \u2013245 argon 2,8,8 1.40 \u2013189 \u2013186 krypton 2,8,18,8 2.15 \u2013157 \u2013152  (i)  describe how the density of the lique \ufb01 ed noble gases changes down group 0.   . ..  [1]  (ii)  deduce the electron arrangement of neon.   . ..  [1]  (iii)  what is the state of argon at \u2013188 \u00b0c?   . ..  [1]  (iv)  which element in the table has the highest melting point?   . ..  [1]  (c)  the table below shows the number of electrons, protons and neutrons in some isotopes of  helium, argon and neon.   complete the table. elementnumber of electronsnumber of protonsnumber of neutrons 3he2 22. 38ar18.18 20 .10 10 11 [3] [total: 11]",
+            "16": "16 0620/21/m/j/15 \u00a9 ucles 2015to avoid the issue of disclosure of answer-related information to candidates, all copyright acknowledgements are reproduced onl ine in the cambridge international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to do wnload at www.cie.org.uk after  the live examination series. group 140 ce cerium 58141 pr praseodymium 59144 nd neodymium 60pm promethium 61150 sm samarium 62152 eu europium 63157 gd gadolinium 64159 tb terbium 65162 dy dysprosium 66165 ho holmium 67167 er erbium 68169 tm thulium 69173 yb ytterbium 70175 lu lutetium 71 232 th thorium 90pa protactinium 91238 u uranium 92np neptunium 93pu plutonium 94am americium 95cm curium 96bk berkelium 97cf californium 98es einsteinium 99fm fermium 100md mendelevium 101no nobelium 102lr lawrencium 1031 h hydrogen 1 7 li lithium 3 23 na sodium 1124 mg magnesium 12 40 ca calcium 2045 sc scandium 2148 ti titanium 2251 v vanadium 2352 cr chromium 2455 mn manganese 2556 fe iron 2659 co cobalt 2759 ni nickel 2864 cu copper 2965 zn zinc 3070 ga gallium 3127 al aluminium 1311 b boron 512 c carbon 614 n nitrogen 716 o oxygen 819 f fluorine 9 28 si silicon 1431 p phosphorus 1532 s sulfur 1635.5 cl chlorine 1740 ar argon 1820 ne neon 104 he helium 2 73 ge germanium 3275 as arsenic 3379 se selenium 3480 br bromine 3584 kr krypton 3639 k potassium 19 88 sr strontium 3889 y yttrium 3991 zr zirconium 4093 nb niobium 4196 mo molybdenum 42tc technetium 43101 ru ruthenium 44103 rh rhodium 45106 pd palladium 46108 ag silver 47112 cd cadmium 48115 in indium 49119 sn tin 50122 sb antimony 51128 te tellurium 52127 i iodine 53131 xe xenon 54 137 ba barium 56139 la lanthanum 57        *178 hf hafnium 72181 ta tantalum 73184 w tungsten 74186 re rhenium 75190 os osmium 76192 ir iridium 77195 pt platinum 78197 au gold 79201 hg mercury 80204 tl thallium 81207 pb lead 82209 bi bismuth 83po polonium 84at astatine 85rn radon 86 fr francium 87227 ac actinium 899 be beryllium 4ii i iii iv v vi vii 0 85 rb rubidium 37 133 cs caesium 55 226 ra radium 88 the volume of one mole of any gas is 24 dm3at room temperature and pressure (r.t.p.).a x ba = relative atomic mass x = atomic symbol b = proton (atomic) numberkey*58-71 lanthanoid series 90-103 actinoid seriesdata sheet the periodic table of the elements"
+        },
+        "0620_s15_qp_22.pdf": {
+            "1": "this document consists of 16 printed pages. dc (cw) 105195/3 \u00a9 ucles 2015 [turn overcambridge international examinations cambridge international general certificate of secondary education *1585350247* chemistry  0620/22 paper 2 may/june 2015  1 hour 15 minutes candidates answer on the question paper. no additional materials are required. read these instructions first write your centre number, candidate number and name in the spaces at the top of this page. write in dark blue or black pen. y ou may use an hb pencil for any diagrams or graphs. do not use staples, paper clips, glue or correction fluid. do not write in any barcodes. answer all questions. electronic calculators may be used. a copy of the periodic table is printed on pa ge 16. y ou may lose marks if you do not show your working or if you do not use appropriate units. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [ ] at the end of each question or part question. the syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificat e.",
+            "2": "2 0620/22/m/j/15 \u00a9 ucles 20151 the structures of six compounds containing oxygen are shown below. o2\u2212ca2+o2\u2212ca2+ ca2+o2\u2212ca2+o2\u2212 o2\u2212ca2+o2\u2212ca2+no3\u2212 nh4+nh4+nh4+nh4+ no3\u2212 nh4+no3\u2212 no3\u2212no3\u2212no3\u2212nh4+a efbc d o c o xe oo o o hoho osoo o osisi si sisioo o osisi oo si sio o  (a) answer the following questions about these compounds. each compound, a, b, c, d, e or f,  may be used once, more than once or not at all.   (i) which compound is a compound of a noble gas? [1]   (ii) which compound can be used as a fertiliser? [1]   (iii) which compound can be used to neutralise acidic soil? [1]   (iv) which compound is a greenhouse gas? [1]   (v) which two compounds are ionic?  and [1]   (vi) which two compounds react to form calcium sulfate?  and [1]",
+            "3": "3 0620/22/m/j/15 \u00a9 ucles 2015 [turn over (b) complete the symbol equation for the reaction of compound a with hydrochloric acid.  cao  +  ..hc l    cac l2  +  . [2]  (c) complete the following sentence about compounds using words from the list below. atoms            combined            mixtures molecules            separated            unreactive   a compound is a substance containing two or more different .. which are  chemically .. . [2] [total: 10]",
+            "4": "4 0620/22/m/j/15 \u00a9 ucles 20152 an aqueous solution of sodium hydrogen carbonate is added to an aqueous solution of citric acid.  the mixture is stirred. the temperature is measured before and after the addition. citric acidsodium hydrogen carbonate20 \u00b0c 11 \u00b0c20 \u00b0c  (a) explain how this experiment shows that the reaction is endothermic.  .. .[1]  (b) citric acid reacts with sodium hydroxide to form the soluble salt sodium citrate.   describe how you could prepare pure dry crystals of sodium citrate from citric acid and  sodium hydroxide.  .. .  .. .  .. .  .. .  .. .  .. .[3]  (c) citric acid can be made by fermentation.   ethanol can also be made by fermentation.   which of the following are required to make ethanol by fermentation?   tick two boxes.    enzymes from yeast     temperature above 100 \u00b0c     high pressure     concentrated sulfuric acid     glucose   [2]",
+            "5": "5 0620/22/m/j/15 \u00a9 ucles 2015 [turn over (d) complete the structure of ethanol to show all atoms and all bonds. oh  [1]  (e) ethanol can be made from ethene.   complete the following sentence about the formation of ethanol from ethene using words  from the list below. carbonate            catalyst hydrogen            proton            steam   ethanol can be made by reacting ethene with .. in the presence of  a .. . [2]   [total: 9]",
+            "6": "6 0620/22/m/j/15 \u00a9 ucles 20153 when sodium hydrogen carbonate is heated at 60 \u00b0c, carbon dioxide is given off.  (a) (i) complete the equation for this reaction.  ..nahco3    na2co3  +  co2  +  .  [2]   (ii) what type of chemical reaction is this?    tick one box.     addition      neutralisation      oxidation      thermal decomposition   [1]  (b) an aqueous solution of sodium hydrogen carbonate is slightly alkaline.   which one of the following ph values is slightly alkaline?   put a ring around the correct answer.  ph 2            ph 7            ph 8            ph 13 [1]  (c) baking powder contains sodium hydrogen carbonate and crystals of a weak acid.    when water is added, the acid reacts with the sodium hydrogen carbonate.   (i) complete the general equation for the reaction of an acid with a carbonate.  acid + carbonate  carbon dioxide + ... + ... [2]   (ii) the diagram below shows bread baked with and without the addition of baking powder.  all other conditions were kept the same. bread baked without baking powderbread baked with baking powder    why is the bread baked with baking powder bigger?  .. .  .. .[1]   (iii) explain why the sodium hydrogen carbonate used in breadmaking must be pure.  .. .[1]",
+            "7": "7 0620/22/m/j/15 \u00a9 ucles 2015 [turn over (d) the diagram shows the arrangement of carbon dioxide molecules at \u201325 \u00b0c and  100 atmospheres pressure. represents a molecule of carbon dioxide   what is the state of carbon dioxide under these conditions?   use the kinetic particle theory and the information in the diagram to explain your answer.  .. .  .. .  .. .[3]  [total: 11] 4 a student investigated the rate of reaction of zinc with dilute hydrochloric acid. zn(s)  +  2hc l(aq)    znc l2(aq)  +  h2(g)  (a) complete the labelling of the apparatus by filling in the two boxes. dilute hydrochloric acid zincthermometer water bath at 20  \u00b0c  [2]",
+            "8": "8 0620/22/m/j/15 \u00a9 ucles 2015 (b) the student carried out the reaction at 20 \u00b0c using small pieces of zinc. she measured the  volume of hydrogen given off as the reaction proceeded. 60 50 40 30 20 10 0 01234 time  / min567volume of hydrogen  / cm3   (i) describe how the volume of hydrogen changes with time.  .. .  .. .[2]   (ii) at what time did the reaction stop?  .. .[1]   (iii) what volume of gas was produced over the first two minutes of the reaction?  .. .[1]   (iv) on the graph above draw a line to show how the volume of hydrogen changes when the  reaction was carried out at 30 \u00b0c. all other conditions remain the same. [2]",
+            "9": "9 0620/22/m/j/15 \u00a9 ucles 2015 [turn over (c) how does the rate of reaction change when larger pieces of zinc are used?   all other conditions remain the same.  .. .[1]  (d) molten zinc chloride can be electrolysed using graphite electrodes.   (i) state the names of the product formed at: the anode   .. the cathode.  . .. [2]   (ii) graphite conducts electricity. give one other reason why graphite electrodes are used.  .. .[1]  [total: 12]",
+            "10": "10 0620/22/m/j/15 \u00a9 ucles 20155 cinnamic acid is found in plants called balsams.  the structure of cinnamic acid is shown below. cc cch cchh h hc h ch co o h  (a) on the structure of cinnamic acid above, put a ring around the carboxylic acid functional  group. [1]  (b) cinnamic acid is an unsaturated compound.   (i) what is the meaning of the term unsaturated  ?  .. .  .. .[1]   (ii) describe a test for an unsaturated compound.  .. .  .. .  .. .[2]  (c) cinnamic acid reacts with sodium hydroxide to form styrene. c6h5ch=chcooh  +  2naoh    c6h5ch=ch2  +  na2co3  +  h2o   complete the word equation for this reaction.   cinnamic  sodium    .    +   styrene +  +    .  acid  hydroxide    .  [2]",
+            "11": "11 0620/22/m/j/15 \u00a9 ucles 2015 [turn over (d) styrene is used to make the polymer poly(styrene).   poly(ethene) is also a polymer.   describe how poly(ethene) is made.   in your answer include the words:   \u0081 addition   \u0081 ethene   \u0081 monomer   \u0081 polymerisation  .. .  .. .  .. .[3]  (e) balsam flowers contain a mixture of pigments.   (i) describe how you could obtain a solution of this mixture of pigments from balsam flowers.  .. .  .. .  .. .[3]   (ii) a student uses chromatography to separate the pigments in balsam flowers. he puts the  pigment mixture on a sheet of chromatography paper as well as 5 spots of pure pigments  a, b, c, d and e.    the diagram below shows the results after chromatography. pigments from balsam flowersabcde    which of the pigments a, b, c, d and e are present in balsam flowers?  .. .[1]  [total: 13]",
+            "12": "12 0620/22/m/j/15 \u00a9 ucles 20156 the table shows some properties of aluminium, copper, iron and sodium. metal electrical  conductivitydensity in  g / cm3melting  point / \u00b0cstrength colour aluminium very good 2.70  660 fairly strong silver copper very good 8.92 1083 very strong pink-brown iron good 7.86 1535 very strong silver sodium good 0.97   98 weak silver  (a) which two metals in the table are transition elements? explain your answer by referring to a  specific property of transition elements given in the table.  .. .  .. .  .. .[2]  (b) use the information in the table to suggest   (i) why overhead electricity cables are made from aluminium with a steel core,  .. .  .. .[2]   (ii) one reason why sodium is not used for electricity cables.  .. .  .. .[1]  (c) cobalt chloride is a transition element compound.   calcium chloride is a compound of a group ii metal.   describe one difference between cobalt chloride and calcium chloride.  .. .  .. .[1]",
+            "13": "13 0620/22/m/j/15 \u00a9 ucles 2015 [turn over (d) the table below shows some observations about the reaction of four metals with water or  steam. metal observations aluminium reacts with steam when strongly heated lithium reacts rapidly with cold water magnesium reacts very slowly with cold water but rapidly with steam silver does not react with steam   place these metals in order of their reactivity. least reactive most reactive  [1]  (e) when iron is heated with steam, hydrogen is given off. 3fe + 4h2o  fe3o4 + 4h2   (i) what does the sign  mean?  .. .[1]   (ii) describe a test for hydrogen. test  . ... result  ... ..  [2]  (f) steel is an alloy of iron. write about alloys of iron.   in your answer refer to:   \u0081 the meaning of the term alloy,   \u0081 why alloys are used instead of pure iron,   \u0081 an example of the use of an alloy of iron.  .. .  .. .  .. .  .. .  .. .  .. .[4]  [total: 14]",
+            "14": "14 0620/22/m/j/15 \u00a9 ucles 20157 a teacher placed a few drops of liquid bromine in the bottom of a test-tube containing a solvent.  after 10 minutes, the brown colour of the bromine had spread a little way through the solvent.   after 2 hours, the brown colour had spread throughout the solvent. at the startafter 10 minutesafter 2 hourssolvent liquid bromine    (a) use the kinetic particle theory to explain these observations.  .. .  .. .  .. .  .. .  .. .  .. .[3]  (b) bromine is a halogen in group vii.   the properties of some halogens are given in the table below. halogen melting  point / \u00b0cboiling point / \u00b0c density at  boiling point in  g / cm3electron  arrangement of  halogen atom fluorine \u2013220 \u2013188 1.51 2,7 chlorine \u2013101  \u201335 1.56 2,8,7 bromine   \u20137  +59 2,8,18,7 iodine +114 +184 4.93 2,8,18,18,7   use the information in the table to:   (i) deduce the state of fluorine at \u2013200 \u00b0c.  .. .[1]",
+            "15": "15 0620/22/m/j/15 \u00a9 ucles 2015  (ii) describe how the melting point changes down group vii.  .. .[1]   (iii) estimate the density of bromine.  .. .[1]   (iv) deduce the number of completely filled electron shells in an atom of chlorine.  .. .[1]  (c) aqueous bromine reacts with aqueous potassium iodide to form iodine and potassium  bromide.   (i) complete the equation for this reaction. br2 + 2k i  . + 2kbr  [1]   (ii) explain why aqueous bromine does not react with an aqueous solution of potassium  chloride.  .. .[1]  (d) bromine reacts with fluorine to form bromine trifluoride, brf3.   calculate the relative molecular mass of bromine trifluoride.   show all your working.  [2]  [total: 11]",
+            "16": "16 0620/22/m/j/15 \u00a9 ucles 2015 groupthe periodic table of the elements 140 ce cerium 58141 pr praseodymium 59144 nd neodymium 60pm promethium 61150 sm samarium 62152 eu europium 63157 gd gadolinium 64159 tb terbium 65162 dy dysprosium 66165 ho holmium 67167 er erbium 68169 tm thulium 69173 yb ytterbium 70175 lu lutetium 71 232 th thorium 90pa protactinium 91238 231147 237 244 243 247 247 251 252 257 258 259 260 u uranium 92np neptunium 93pu plutonium 94am americium 95cm curium 96bk berkelium 97cf californium 98es einsteinium 99fm fermium 100md mendelevium 101no nobelium 102lr lawrencium 1031 h hydrogen 1 7 li lithium 3 23 na sodium 1124 mg magnesium 12 40 ca calcium 2045 sc scandium 2148 ti titanium 2251 v vanadium 2352 cr chromium 2455 mn manganese 2556 fe iron 2659 co cobalt 2759 ni nickel 2864 cu copper 2965 zn zinc 3070 ga gallium 3127 al aluminium 1311 b boron 512 c carbon 614 n nitrogen 716 o oxygen 819 f fluorine 9 28 si silicon 1431 p phosphorus 1532 s sulfur 1635.5 cl chlorine 1740 ar argon 1820 ne neon 104 he helium 2 73 ge germanium 3275 as arsenic 3379 se selenium 3480 br bromine 3584 kr krypton 3639 k potassium 19 88 sr strontium 3889 y yttrium 3991 zr zirconium 4093 nb niobium 4196 mo molybdenum 42tc technetium 43101 ru ruthenium 44103 rh rhodium 45106 pd palladium 46108 ag silver 47112 cd cadmium 48115 in indium 49119 sn tin 50122 sb antimony 51128 te tellurium 52127 i iodine 53131 xe xenon 54 137 ba barium 56139 la lanthanum 57        *178 hf hafnium 72181 ta tantalum 73184 w tungsten 74186 re rhenium 75190 os osmium 76192 ir iridium 77195 pt platinum 78197 au gold 79201 hg mercury 80204 tl thallium 81207 pb lead 82209 209 210 222 bi bismuth 83po polonium 84at astatine 85rn radon 86 fr francium 87227 ac actinium 89 \u20209 be beryllium 4ii i iii iv v vi vii 0 85 rb rubidium 37 133 cs caesium 55 226 223 ra radium 88 a x ba = relative atomic mass x = atomic symbol b = atomic (proton) numberkeydata sheet * 58\u201371 lanthanoid series \u2020 90\u2013103 actinoid series the volume of one mole of any gas is 24dm3 at room temperature and pressure (r.t.p.). to avoid the issue of disclosure of answer-related information to candidates, all copyright acknowledgements are reproduced onl ine in the cambridge international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to do wnload at www.cie.org.uk after  the live examination series."
+        },
+        "0620_s15_qp_23.pdf": {
+            "1": "read these instructions first write your centre number, candidate number and name in the spaces at the top of this page. write in dark blue or black pen.you may use an hb pencil for any diagrams or graphs.do not use staples, paper clips, glue or correction \ufb02 uid. do not  write in any barcodes. answer all questions. electronic calculators may be used.a copy of the periodic table is printed on pa ge 16. you may lose marks if you do not show your working or if you do not use appropriate units. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question.chemistry  0620/23   paper 2 may/june 2015  1 hour 15 minutes candidates answer on the question paper. no additional materials are required.cambridge international examinations cambridge international general certi \ufb01 cate of secondary education this document consists of 16 printed pages . [turn overib15 06_0620_23/2rp\u00a9 ucles 2015 *7915342864* the syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certi \ufb01 cate.",
+            "2": "2 0620/23/m/j/15 \u00a9 ucles 20151  the structures of \ufb01 ve substances are shown below. nn n hh habc dena+no3\u2013no3\u2013no3\u2013no3\u2013no3\u2013no3\u2013no3\u2013no3\u2013 k+i\u2013i\u2013 k+i\u2013i\u2013k+i\u2013k+na+cl \u2013cl \u2013 na+cl \u2013cl \u2013na+cl \u2013na+na+na+na+na+na+na+na+   answer the following questions about these substances.   each substance may be used once, more than once or not at all.  (a)  which substance, a, b, c, d or e,  (i)  is an element, ..  [1]  (ii)  turns damp red litmus paper blue, ..  [1]  (iii)  is a salt which contains atoms of three different elements, ..  [1]  (iv)  is a compound, whose aqueous solution gives a white precipitate on   addition of aqueous silver nitrate, ..  [1]  (v)  is an ionic compound, whose aqueous solution gives off ammonia when   warmed with aluminium powder and aqueous sodium hydroxide? ..  [1]  (b) (i)   give the name of compound b.   . ..  [1]  (ii)  complete the following sentences about compounds a and e using words from the list  below. atoms       gas       giant       ions       liquid       molecular       polymer       solid  compound a is a .. at room temperature. it does not conduct electricity    because it has a simple .. structure. compound e does not conduct    electricity when it is .. because its .. cannot move. [4] [total: 10]",
+            "3": "3 0620/23/m/j/15 \u00a9 ucles 2015 [turn over2  a student adds an aqueous solution of sodium hydroxide to an aqueous solution of ethanoic acid.  she measures the temperature before and after the addition of sodium hydroxide. ethanoic acid solution18 \u00b0c 22 \u00b0csodium hydroxide solution at 18  \u00b0c  (a) (i)   explain how this experiment shows that the reaction is exothermic.   . ..  [1]  (ii)  complete the formula of ethanoic acid showing all atoms and bonds. h cch h [1]  (iii)  the product of the reaction is a salt called sodium ethanoate.   describe how you would prepare pure, dry crystals of sodium ethanoate from a solution of  sodium ethanoate in water.   .    .    .    . ..  [3]  (b)  ethanoic acid belongs to the carboxylic acid homologous series.   which two of the following statements describes the members of the same homologous  series?   tick two boxes.  they have the same physical properties.  they have different functional groups. they have similar chemical properties. they are all inorganic chemicals. they have the same functional group. [2]",
+            "4": "4 0620/23/m/j/15 \u00a9 ucles 2015 (c)  ethanoic acid has similar properties to hydrochloric acid.   what would be observed when a small piece of magnesium is added to aqueous ethanoic  acid?   ... .   ... ...  [2] [total: 9]",
+            "5": "5 0620/23/m/j/15 \u00a9 ucles 2015 [turn over3  copper( ii) sulfate is heated strongly. the products are copper( ii) oxide and sulfur trioxide.  heat cuso4  \u2192  cuo  +  so3  (a) (i)   what type of reaction is this?   tick one box.  addition neutralisation  oxidation  thermal decomposition [1]  (ii)  sulfur trioxide is an acidic gas.   what precautions must be taken when heating copper( ii) sulfate in the laboratory?   . ..  [1]  (iii)  the diagram below shows the arrangement of sulfur trioxide molecules at 30 \u00b0c. so3 moleculeskey   what is the state of sulfur trioxide at 30 \u00b0c?   use the information in the diagram to explain your answer.   .    .    . ..  [3]  (b)  sulfur trioxide dissolves in water to form sulfuric acid.  (i)  complete the symbol equation for this reaction. so3  +  h2o  \u2192  . [1]  (ii)  sulfuric acid is strongly acidic.   which one of the following ph values is strongly acidic?   put a ring around the correct answer. ph 1            ph 6            ph 7            ph 9            ph 13 [1]",
+            "6": "6 0620/23/m/j/15 \u00a9 ucles 2015 (c)  copper( ii) oxide is a solid.   an aqueous solution of copper( ii) sulfate can be made by heating excess copper( ii) oxide with  dilute sulfuric acid.   draw a labelled diagram of the apparatus you would use to separate the excess copper( ii)  oxide from the solution. [2]  (d)  anhydrous copper( ii) sulfate can be used to test for water. cuso4(s)  +  5h2o(l)    cuso4.5h2o(s)  (i)  what is the meaning of the symbol  ?   . ..  [1]  (ii)  give the colour change when water is added to anhydrous copper( ii) sulfate.   from   to   ...   [2] [total: 12]",
+            "7": "7 0620/23/m/j/15 \u00a9 ucles 2015 [turn over4  a student investigated the reaction of zinc carbonate with hydrochloric acid. znco3(s)  +  2hc l (aq)  \u2192  znc l 2(aq)  +  co2(g)  +  h2o(l)   she measured the decrease in mass of the reaction mixture with time. cotton wool hydrochloric acid top pan balancepieces of zinc carbonate 200.00g  (a)  explain why the mass of the reaction mixture decreased with time.   ... ...  [1]",
+            "8": "8 0620/23/m/j/15 \u00a9 ucles 2015 (b)  the student carried out the reaction at 20 \u00b0c using small pieces of zinc carbonate. the graph  below shows the results. 200 199198197196195194 02 0 4 0 time  / sbalance reading/  g 60  (i)  describe how the mass of the reaction mixture changes with time.   .    . ..  [2]  (ii)  how long did it take for the reaction to stop? ... s  [1]  (iii)  calculate the decrease in mass of the reaction mixture in the \ufb01 rst 20 seconds of the  reaction. ... g  [1]  (iv)  on the grid above, draw a line to show how the mass of the reaction mixture changes  when the experiment is carried out at 30 \u00b0c and all other conditions remain the same. [2]",
+            "9": "9 0620/23/m/j/15 \u00a9 ucles 2015 [turn over (v)   how does the rate of this reaction change when larger pieces of zinc carbonate are used?   . ..  [1]  (c)  the zinc chloride formed in this reaction is a salt.  (i)  give the name of another compound of zinc which, when reacted with hydrochloric acid,  makes zinc chloride.   . ..  [1]  (ii)  molten zinc chloride can be electrolysed using graphite electrodes.   give the name of the products formed at  the anode,  .. .  the cathode.    [2] [total: 11]",
+            "10": "10 0620/23/m/j/15 \u00a9 ucles 20155  linalool is a compound found in the seeds of the coriander plant.   the formula of linalool is shown below. ch3ch3 ch3 cch ch hch h h h hc oh cc  (a) (i)   on the formula above, put a ring around an alcohol functional group. [1]  (ii)  how many different elements are there in one molecule of linalool?   . ..  [1]  (iii)  how many carbon atoms are there in one molecule of linalool?   . ..  [1]  (iv)  linalool is an unsaturated compound.   what feature in the formula of linalool shows that it is an unsaturated compound?   . ..  [1]  (b)  linalool can be extracted from coriander seeds.   the following statements are about the procedure for extracting linalool from coriander seeds.  a  distil the solution.  b  add a solvent to the ground up seeds.  c  grind the coriander seeds.  d  filter off the solid from the solution.  e  stir the mixture, then it leave for 24 hours.  (i)  put the statements a, b, c, d and e in the correct order.   the \ufb01 rst one has been done for you. c [2]  (ii)  on what physical property does distillation depend?   . ..  [1]",
+            "11": "11 0620/23/m/j/15 \u00a9 ucles 2015 [turn over (c)   petroleum is a mixture of hydrocarbons which can be separated into useful fractions by  fractional distillation.   the diagram below shows a fractional distillation column. kerosenenaphthagasolinefuel gasfractions diesel oil fuel oil petroleum lubricating oil and bitumen  (i)  on the diagram above, put  \u2022  a letter x to show where the temperature in the column is lowest, [1]  \u2022  a letter h to show where the fraction containing molecules with the highest relative  molecular mass exits the column. [1]  (ii)  give one use of the naphtha fraction.   . ..  [1]  (d) methane is a hydrocarbon present in natural gas.  (i)  give one other source of methane.   . ..  [1]  (ii)  give one reason why scientists are concerned about the increasing amount of methane in  the atmosphere.   . ..  [1]  (iii)  to which homologous series does methane belong?   . ..  [1] [total: 13]",
+            "12": "12 0620/23/m/j/15 \u00a9 ucles 20156  the table below shows the properties of some non-metallic elements, a, b, c and d. elementstate at room temperaturecolourmelting point / \u00bacelectrical conductivity a solid black 3317 good b solid grey 1410 poor c gas green \u2013101 does not conduct d solid yellow 119 does not conduct  (a) (i)   which two elements are giant covalent structures?   give a reason for your answer.   .    . ..  [2]  (ii)  which element is carbon in the form of graphite?   give a reason for your answer.   .    . ..  [2]  (iii)  which element is chlorine?   . ..  [1]  (b)  when aqueous chlorine is added to aqueous potassium bromide, the solution turns orange.   an aqueous solution of bromine and potassium chloride is formed.   describe and explain what happens when aqueous bromine is added to separate solutions of  aqueous potassium chloride and aqueous potassium iodide.   ... .   ... .   ... .   ... .   ... .   ... ...  [4]",
+            "13": "13 0620/23/m/j/15 \u00a9 ucles 2015 [turn over (c)   chlorine is used in water treatment.   explain why.   ... ...  [1]  (d)  complete the diagram below to show the arrangement of electrons in a molecule of chlorine. cl cl [2]  (e)  chlorine reacts with indium, in, to form a chloride with the formula shown below. cl clcl clincl clin  (i)  give the molecular formula for this chloride.   . ..  [1]  (ii)  how many protons does indium have in its nucleus?   use the periodic table to help you.   . ..  [1] [total: 14]",
+            "14": "14 0620/23/m/j/15 \u00a9 ucles 20157  many \ufb02 owers produce volatile oils. these oils are responsible for the sweet scent (perfume) of  many \ufb02 owers.  (a)  what does the term volatile  mean?    ... ...  [1]  (b)  a teacher placed some highly-scented \ufb02 owers at the front of the class.   at \ufb01 rst, the students at the back of the class could not smell the scent. after two minutes they  could smell the scent.   use the kinetic particle theory to explain these observations.   ... .   ... .   ... .   ... .   ... ...  [3]  (c)  many plant oils are unsaturated hydrocarbons.   alkenes are also unsaturated hydrocarbons.   the table shows some properties of four alkenes. alkenemolecular formularelative molecular  massmelting point / \u00bacboiling point / \u00bac ethene c2h4 28 \u2013161 \u2013103 propene c3h6 42 \u2013185 \u2013 47 butene c4h8 56 \u2013 6 pentene c5h10 70 \u2013165 +30  (i)  how does the boiling point of these alkenes change as the number of carbon atoms in the  alkene increases?   . ..  [1]  (ii)  why is it dif \ufb01 cult to predict the melting point of butene?   . ..  [1]",
+            "15": "15 0620/23/m/j/15 \u00a9 ucles 2015 [turn over (iii)  the relative molecular mass of each alkene differs from the next by 14.  which group of atoms is responsible for this difference.  tick one box.  ch4  ch3  ch2  ch [1]  (iv)  complete the word equation for the complete combustion of ethene. ethene  +  ...  \u2192  carbon dioxide  +  ... [2]  (d)  a radioactive isotope of carbon called carbon-14 can be used to date old pieces of cloth.  (i)  what is meant by the term isotope ?   .    . ..  [1]  (ii)  carbon-14 contains 8 neutrons and 6 protons.   the symbol for carbon-14 can be written 14c6.   write the symbol for carbon-12 in a similar way. [1] [total: 11]",
+            "16": "16 0620/23/m/j/15 \u00a9 ucles 2015to avoid the issue of disclosure of answer-related information to candidates, all copyright acknowledgements are reproduced onl ine in the cambridge international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to do wnload at www.cie.org.uk after  the live examination series. group 140 ce cerium 58141 pr praseodymium 59144 nd neodymium 60pm promethium 61150 sm samarium 62152 eu europium 63157 gd gadolinium 64159 tb terbium 65162 dy dysprosium 66165 ho holmium 67167 er erbium 68169 tm thulium 69173 yb ytterbium 70175 lu lutetium 71 232 th thorium 90pa protactinium 91238 u uranium 92np neptunium 93pu plutonium 94am americium 95cm curium 96bk berkelium 97cf californium 98es einsteinium 99fm fermium 100md mendelevium 101no nobelium 102lr lawrencium 1031 h hydrogen 1 7 li lithium 3 23 na sodium 1124 mg magnesium 12 40 ca calcium 2045 sc scandium 2148 ti titanium 2251 v vanadium 2352 cr chromium 2455 mn manganese 2556 fe iron 2659 co cobalt 2759 ni nickel 2864 cu copper 2965 zn zinc 3070 ga gallium 3127 al aluminium 1311 b boron 512 c carbon 614 n nitrogen 716 o oxygen 819 f fluorine 9 28 si silicon 1431 p phosphorus 1532 s sulfur 1635.5 cl chlorine 1740 ar argon 1820 ne neon 104 he helium 2 73 ge germanium 3275 as arsenic 3379 se selenium 3480 br bromine 3584 kr krypton 3639 k potassium 19 88 sr strontium 3889 y yttrium 3991 zr zirconium 4093 nb niobium 4196 mo molybdenum 42tc technetium 43101 ru ruthenium 44103 rh rhodium 45106 pd palladium 46108 ag silver 47112 cd cadmium 48115 in indium 49119 sn tin 50122 sb antimony 51128 te tellurium 52127 i iodine 53131 xe xenon 54 137 ba barium 56139 la lanthanum 57        *178 hf hafnium 72181 ta tantalum 73184 w tungsten 74186 re rhenium 75190 os osmium 76192 ir iridium 77195 pt platinum 78197 au gold 79201 hg mercury 80204 tl thallium 81207 pb lead 82209 bi bismuth 83po polonium 84at astatine 85rn radon 86 fr francium 87227 ac actinium 899 be beryllium 4ii i iii iv v vi vii 0 85 rb rubidium 37 133 cs caesium 55 226 ra radium 88 the volume of one mole of any gas is 24 dm3at room temperature and pressure (r.t.p.).a x ba = relative atomic mass x = atomic symbol b = proton (atomic) numberkey*58-71 lanthanoid series 90-103 actinoid seriesdata sheet the periodic table of the elements"
+        },
+        "0620_s15_qp_31.pdf": {
+            "1": "read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen.you may use an hb pencil for any diagrams or graphs.do not use staples, paper clips, glue or correction \ufb02 uid. do not  write in any barcodes. answer all questions. electronic calculators may be used.a copy of the periodic table is printed on page 12.you may lose marks if you do not show your working or if you do not use appropriate units. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question.chemistry  0620/31   paper 3 (extended) may/june 2015  1 hour 15 minutes candidates answer on the question paper. no additional materials are required.cambridge international examinations cambridge international general certi \ufb01 cate of secondary education this document consists of 12 printed pages. [turn overib15 06_0620_31/fp\u00a9 ucles 2015 *1045436086* the syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certi \ufb01 cate.",
+            "2": "2 0620/31/m/j/15 \u00a9 ucles 20151 (a)  coal is a solid fossil fuel.   name two other fossil fuels.   ... ...  [2]  (b)  two of the elements present in a sample of coal are carbon and sulfur.   a sample of coal was heated in the absence of air and the products included water, ammonia  and hydrocarbons.   name three  other elements present in this sample of coal.   ... ...  [2]  (c)  sulfur, present in coal, is one major cause of acid rain. sulfur burns to form sulfur dioxide which  reacts with rain water to form sulfuric acid.  (i)  describe how the high temperatures in vehicle engines are another cause of acid rain.   .    .    . ..  [3]  (ii)  give two harmful effects of acid rain.   .    . ..  [2]  (d)  in 2010, a large coal-burning power station in the uk was converted to burn both coal and wood.   explain why the combustion of wood rather than coal can reduce the effect of the emissions from this power station on the level of carbon dioxide in the atmosphere.   ... .   ... .   ... .   ... ...  [3] [total: 12]",
+            "3": "3 0620/31/m/j/15 \u00a9 ucles 2015 [turn over2  iron from the blast furnace is impure. it contains about 5% of impurities, mainly carbon, sulfur,  silicon and phosphorus, which have to be removed when this iron is converted into steel.  (a)  explain how the addition of oxygen and calcium oxide removes these impurities. include an equation for a reaction of oxygen and a word equation for a reaction of calcium oxide in this process.   ... .   ... .   ... .   ... .   ... .   ... . [5]  (b)  mild steel is the most common form of steel. mild steel contains a maximum of 0.3% of carbon.    high carbon steel contains 2% of carbon. it is less malleable and much harder than mild steel.  (i)  give a use of mild steel.   . ..  [1]  (ii)  suggest a use of high carbon steel.   . ..  [1]  (iii)  explain why metals are malleable.   .    .    .    . ..  [3]  (iv)  suggest an explanation why high carbon steel is less malleable and harder than mild steel.   .    .    . ..  [2] [total: 12]",
+            "4": "4 0620/31/m/j/15 \u00a9 ucles 20153 (a)   the reactions between metals and acids are redox reactions. zn  +  2h+  \u2192  zn2+  +  h2  (i)  which change in the above reaction is oxidation, zn to zn2+ or 2h+ to h2? give a reason  for your choice.   .    . ..  [2]  (ii)  which reactant in the above reaction is the oxidising agent? give a reason for your choice.   .    . ..  [2]  (b)  the rate of reaction between a metal and an acid can be investigated using the apparatus  shown below. hydrochloric acidgas syringe20 40 60 80 100 zinc foil   a piece of zinc foil was added to 50 cm3 of hydrochloric acid, of concentration 2.0 mol / dm3. the  acid was in excess. the hydrogen evolved was collected in the gas syringe and its volume measured every minute. the results were plotted and labelled as graph 1. volume time00graph 2 (with copper) graph 1   the experiment was repeated to show that the reaction between zinc metal and hydrochloric  acid is catalysed by copper. a small volume of aqueous copper( ii) chloride was added to the  acid before the zinc was added. the results of this experiment were plotted on the same grid and labelled as graph 2.",
+            "5": "5 0620/31/m/j/15 \u00a9 ucles 2015 [turn over (i)  explain why the reaction mixture in the second experiment contains copper metal. include  an equation in your explanation.   .    . ..  [2]  (ii)  explain how graph 2 shows that copper catalyses the reaction.   .    .    . ..  [3]  (c)  if the \ufb01 rst experiment was repeated using ethanoic acid, ch3cooh, instead of hydrochloric  acid, how and why would the graph be different from graph 1?   ... .   ... .   ... .   ... ...  [4]  (d)  calculate the maximum mass of zinc which will react with 50 cm3 of hydrochloric acid, of  concentration 2.0 mol / dm3. zn  +  2hc l  \u2192  znc l 2  +  h2   show your working. [3] [total: 16]",
+            "6": "6 0620/31/m/j/15 \u00a9 ucles 20154  the alcohols form a homologous series.  (a) (i)   give three  characteristics which all members of a homologous series share.   .    .    .    . ..  [3]  (ii)  give the name of the third member of this series.  name . [1] (iii)  deduce the molecular formula of the alcohol whose m r = 158. show your working.   .    .    . ..  [2]  (b)  explain why the following two alcohols are isomers. ch3ch3 ch3oh oh c ch3ch2ch2ch2   ... .   ... ...  [2]",
+            "7": "7 0620/31/m/j/15 \u00a9 ucles 2015 [turn over (c)  this question is based on typical reactions of butan-1-ol.  (i)  when butan-1-ol, ch3\u2013ch2\u2013ch2\u2013ch2\u2013oh, is passed over the catalyst silicon( iv) oxide,  water is lost.   deduce the name and the structural formula of the organic product in this reaction.  name . structural formula [2]  (ii)  suggest the name of the ester formed from butanol and ethanoic acid.   . ..  [1]  (iii)  butan-1-ol is oxidised by acidi \ufb01 ed potassium manganate( vii).   deduce the name and the structural formula of the organic product in this reaction.  name . structural formula [2] [total: 13]",
+            "8": "8 0620/31/m/j/15 \u00a9 ucles 20155  the halogens are a group of non-metals in group vii of the periodic table.  (a)  the reactivity of the halogens decreases down the group.   describe an experiment which shows that chlorine is more reactive than iodine. include an  equation in your answer.   ... .   ... .   ... .   ... ...  [3]  (b)  the halogens form interhalogen compounds. these are compounds which contain two different  halogens.   deduce the formula of the compound which has the composition 0.013 moles of iodine atoms  and 0.065 moles of \ufb02 uorine atoms.   ... .   ... ...  [2]  (c)  iodine reacts with chlorine to form a dark brown liquid, iodine monochloride. chlorine supplied crystalsof iodine i2(s)  +  c l 2(g)  \u2192  2icl (l)  dark brown   when more chlorine is added and the tube is sealed, a reversible reaction occurs and the  reaction comes to equilibrium. icl (l)  +  c l 2(g)    icl 3(s)  dark brown yellow  (i)  give another example of a reversible reaction.   . ..  [1]  (ii)  explain the term equilibrium .   .    . ..  [2]",
+            "9": "9 0620/31/m/j/15 \u00a9 ucles 2015 [turn over (d)  chlorine is removed from the tube and a new equilibrium is formed.   explain why there is less of the yellow solid and more dark brown liquid in the new equilibrium  mixture.   ... .   ... .   ... ...  [2]  (e)  a sealed tube containing the equilibrium mixture is placed in ice-cold water. there is an increase  in the amount of yellow solid in the equilibrium mixture.   what can you deduce about the forward reaction in this equilibrium? icl (l)  +  c l 2(g)    icl 3(s)   explain your deduction.   ... .   ... .   ... .   ... ...  [3] [total: 13]",
+            "10": "10 0620/31/m/j/15 \u00a9 ucles 20156  acid-base reactions are examples of proton transfer.  (a)  ethylamine is a weak base and sodium hydroxide is a strong base.  (i)  in terms of proton transfer, explain what is meant by the term weak base .   .    . ..  [2]  (ii)  given aqueous solutions of both bases, describe how you could show that sodium  hydroxide is the stronger base. how could you ensure a \u2018fair\u2019 comparison between the two solutions?   .    .    .    . ..  [3]  (b)  ethylamine reacts with acids to form salts. ch 3ch2nh2  +  hc l  \u2192  ch3ch2nh3cl  ethylammonium chloride  (i)  complete the equation for the reaction between sulfuric acid and ethylamine. name the  salt formed. ..ch3ch2nh2  +    \u2192  .  name of salt . [3] (ii)  amines and their salts have similar chemical properties to ammonia and ammonium salts.     suggest a reagent that could be used to displace the weak base, ethylamine, from its salt  ethylammonium chloride.   . ..  [1]",
+            "11": "11 0620/31/m/j/15 \u00a9 ucles 2015 [turn over (c)  gases diffuse, which means that they move to occupy the total available volume.  (i)  explain, using kinetic particle theory, why gases diffuse.   .    .    . ..  [2]  (ii)  when the colourless gases hydrogen bromide and ethylamine come into contact, a white  solid is formed. ch3ch2nh2(g)  +  hbr(g)  \u2192  ch3ch2nh3br(s)  white solid   the following apparatus can be used to compare the rates of diffusion of the two gases  ethylamine and hydrogen bromide. gives off ch3ch2nh2(g)gives off hbr(g) cotton wool soaked in ethylamine(aq)cotton wool soaked in conc. hydrobromic acidabc   predict at which position, a, b or c, the white solid will form. explain your choice.   .    .    . ..  [3] [total: 14]",
+            "12": "12 0620/31/m/j/15 \u00a9 ucles 2015 group 140 ce cerium 58141 pr praseodymium 59144 nd neodymium 60pm promethium 61150 sm samarium 62152 eu europium 63157 gd gadolinium 64159 tb terbium 65162 dy dysprosium 66165 ho holmium 67167 er erbium 68169 tm thulium 69173 yb ytterbium 70175 lu lutetium 71 232 th thorium 90pa protactinium 91238 u uranium 92np neptunium 93pu plutonium 94am americium 95cm curium 96bk berkelium 97cf californium 98es einsteinium 99fm fermium 100md mendelevium 101no nobelium 102lr lawrencium 1031 h hydrogen 1 7 li lithium 3 23 na sodium 1124 mg magnesium 12 40 ca calcium 2045 sc scandium 2148 ti titanium 2251 v vanadium 2352 cr chromium 2455 mn manganese 2556 fe iron 2659 co cobalt 2759 ni nickel 2864 cu copper 2965 zn zinc 3070 ga gallium 3127 al aluminium 1311 b boron 512 c carbon 614 n nitrogen 716 o oxygen 819 f fluorine 9 28 si silicon 1431 p phosphorus 1532 s sulfur 1635.5 cl chlorine 1740 ar argon 1820 ne neon 104 he helium 2 73 ge germanium 3275 as arsenic 3379 se selenium 3480 br bromine 3584 kr krypton 3639 k potassium 19 88 sr strontium 3889 y yttrium 3991 zr zirconium 4093 nb niobium 4196 mo molybdenum 42tc technetium 43101 ru ruthenium 44103 rh rhodium 45106 pd palladium 46108 ag silver 47112 cd cadmium 48115 in indium 49119 sn tin 50122 sb antimony 51128 te tellurium 52127 i iodine 53131 xe xenon 54 137 ba barium 56139 la lanthanum 57        *178 hf hafnium 72181 ta tantalum 73184 w tungsten 74186 re rhenium 75190 os osmium 76192 ir iridium 77195 pt platinum 78197 au gold 79201 hg mercury 80204 tl thallium 81207 pb lead 82209 bi bismuth 83po polonium 84at astatine 85rn radon 86 fr francium 87227 ac actinium 899 be beryllium 4ii i iii iv v vi vii 0 85 rb rubidium 37 133 cs caesium 55 226 ra radium 88 the volume of one mole of any gas is 24 dm3at room temperature and pressure (r.t.p.).a x ba = relative atomic mass x = atomic symbol b = proton (atomic) numberkey*58-71 lanthanoid series 90-103 actinoid seriesdata sheet the periodic table of the elements to avoid the issue of disclosure of answer-related information to candidates, all copyright acknowledgements are reproduced onl ine in the cambridge international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to do wnload at www.cie.org.uk after  the live examination series."
+        },
+        "0620_s15_qp_32.pdf": {
+            "1": "read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen.you may use an hb pencil for any diagrams or graphs.do not use staples, paper clips, glue or correction \ufb02 uid. do not  write in any barcodes. answer all questions. electronic calculators may be used.a copy of the periodic table is printed on page 12.you may lose marks if you do not show your working or if you do not use appropriate units. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question.chemistry  0620/32   paper 3 (extended) may/june 2015  1 hour 15 minutes candidates answer on the question paper. no additional materials are required. modified languagecambridge international examinations cambridge international general certi \ufb01 cate of secondary education this document consists of 11 printed pages and 1 blank page. [turn overib15 06_0620_32/fp\u00a9 ucles 2015 *9449031324* the syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certi \ufb01 cate.",
+            "2": "2 0620/32/m/j/15 \u00a9 ucles 20151  complete the following table which gives the number of protons, electrons and neutrons in each  of the \ufb01 ve particles. particlenumber of protonsnumber of electronsnumber of neutrons ..19 19 20 56fe26.. .. .. ..324 +3 70ga31.. .. .. ..34 36 45 [total: 8]",
+            "3": "3 0620/32/m/j/15 \u00a9 ucles 2015 [turn over2  the table shows the melting points, boiling points and electrical properties of \ufb01 ve substances,  a to e. substancemelting point / \u00b0cboiling point / \u00b0celectrical conductivity of solidelectrical conductivity of liquid a \u20137 59 poor poor b 1083 2567 good good c 755 1387 poor good d 43 181 poor poor e 1607 2227 poor poor   choose a substance from the table above to match each of the following descriptions. a  substance may be used once, more than once or not at all. justify each choice with evidence from the table.   one has been completed as an example.    this substance is covalent and is a solid at room temperature (25 \u00b0c).  ..   evidence  . ...   ... .  (a) this substance has a giant covalent structure.  ..   evidence  . ...   ... ...  [3]  (b)  this substance is a metal.  ..  evidence      ... ...  [2]  (c)  this substance is a liquid at room temperature (25 \u00b0c).  ..  evidence      ... ...  [3]  (d)  this substance is an ionic solid.  ..  evidence      ... ...  [3] [total: 11]not conduct as a liquid, so it is covalent .its melting point is above room temperature. it has a low melting point and it doesd",
+            "4": "4 0620/32/m/j/15 \u00a9 ucles 20153  calcium reacts with nitrogen to form the ionic compound calcium nitride, ca3n2.  (a)  draw a diagram, based on the correct formula, which shows the charges on the ions and the  arrangement of the electrons around the negative ion.   use o to represent an electron from a calcium atom.   use x to represent an electron from a nitrogen atom. [3]  (b)  in the lattice of calcium nitride, the ratio of calcium ions to nitride ions is 3 : 2.  (i)  what is meant by the term lattice ?   .    . ..  [2]  (ii)  in terms of ionic charges, explain why the ratio of ions is 3 : 2.   .    . ..  [2]  (c)  the reaction between calcium and nitrogen to form calcium nitride is a redox reaction.  in terms of electron transfer, explain why calcium is the reducing agent.  ... .   ... .   ... .   ... ...  [3] [total: 10]",
+            "5": "5 0620/32/m/j/15 \u00a9 ucles 2015 [turn over4  ammonia is made by the haber process. n2(g)  +  3h2(g)    2nh3(g)   the forward reaction is exothermic.   typical reaction conditions are:  \u2022  finely divided iron catalyst,  \u2022  temperature 450 \u00b0c,  \u2022  pressure 200 atmospheres.  (a)  explain why the catalyst is used as a very \ufb01 ne powder and larger pieces of iron are not used.   ... .   ... .   ... ...  [2]  (b)  using the above conditions, the equilibrium mixture contains about 15% ammonia.   state two changes to the reaction conditions which would increase the percentage of  ammonia at equilibrium.   ... .   ... .   ... ...  [2]  (c)  suggest why the changes you have described in (b) are not used in practice.   ... .   ... .   ... ...  [2] [total: 6]",
+            "6": "6 0620/32/m/j/15 \u00a9 ucles 20155  three common methods of preparing salts are shown below.  method a  adding an excess of an insoluble base or carbonate or metal to a dilute acid and  removing excess by \ufb01 ltration  method b using a burette and indicator  method c mixing two solutions to obtain the salt by precipitation   for each of the following salt preparations, choose a method, a, b or c. name any additional  reagent which is needed and complete the equation.  (a) the soluble salt, nickel chloride, from the insoluble compound nickel carbonate  method  ...   reagent  . .  word equation  ... . [3]  (b) the insoluble salt, lead( ii) bromide, from aqueous lead( ii) nitrate  method  ...   reagent  . .  ionic equation    +    \u2192  pbbr2 [3]  (c)  the soluble salt, lithium sulfate, from the soluble base lithium hydroxide  method  ...   reagent  . .  equation   . [4] [total: 10]",
+            "7": "7 0620/32/m/j/15 \u00a9 ucles 2015 [turn over6  the atacama desert in chile has deposits of the salt sodium nitrate. very large amounts of this  salt were exported to europe for use as a fertiliser. after the introduction of the haber process in 1913, this trade rapidly diminished.  (a) (i)   explain why the introduction of the haber process reduced the demand for  sodium nitrate.   .    . ..  [2]  (ii)  suggest why surface deposits of sodium nitrate only occur in areas with very low rainfall  such as desert areas.   . ..  [1]  (iii)  the desert has smaller surface deposits of potassium nitrate.   suggest why potassium nitrate is a better fertiliser than the sodium salt.   . ..  [1]  (b)  all nitrates decompose when heated. the extent to which a nitrate decomposes is  determined by the metal in the salt.  (i)  sodium nitrate decomposes to form sodium nitrite, nano 2.   write the equation for decomposition of sodium nitrate.   . ..  [2]  (ii)  sodium nitrite is a reducing agent.   what would be observed if an excess of sodium nitrite solution was added to a solution  of acidi \ufb01 ed potassium manganate( vii)?   . ..  [2]  (iii)  copper( ii) nitrate decomposes to form copper( ii) oxide, nitrogen dioxide and oxygen.   what is the relationship between the extent of decomposition and the reactivity of the  metal in the nitrate?   .    . ..  [1]",
+            "8": "8 0620/32/m/j/15 \u00a9 ucles 2015 (c)  the equation for the decomposition of copper( ii) nitrate is given below. 2cu(no3)2  \u2192  2cuo  +  4no2  +  o2  (i)  predict what you would observe when copper( ii) nitrate is heated.   .    .    . ..  [3]  (ii)  copper( ii) nitrate forms a series of hydrates with the formula cu(no3)2.xh2o.   all these hydrates decompose to form copper( ii) oxide.   1 mole of cu(no3)2.xh2o forms 1 mole of cuo.   what is meant by 1 mole of a substance?   .    . ..  [2]  (iii)  7.26 g of a hydrate, cu(no3)2.xh2o, formed 2.4 g copper( ii) oxide.   number of moles of cuo formed = ..   number of moles of cu(no3)2.xh2o in 7.26 g = ..   mass of 1 mole of cu(no3)2.xh2o = .. g   mass of 1 mole of cu(no3)2 is 188 g   the value of x in this hydrate = .. [4] [total: 18]",
+            "9": "9 0620/32/m/j/15 \u00a9 ucles 2015 [turn over7  alcohols can be made by fermentation or from petroleum.  (a)  ethanol can be made by the fermentation of glucose.  yeast  c6h12o6(aq)    2c2h5oh(aq)  +  2co2(g) exothermic reaction   yeast are living single-cell fungi which ferment glucose by anaerobic respiration. this  reaction is catalysed by enzymes from the yeast.  (i)  what is meant by the term respiration ?   .    .    . ..  [3]  (ii)  anaerobic  means in the absence of oxygen.   name the products formed from respiration in the presence  of oxygen.   . ..  [1]  (iii)  what are enzymes?   . ..  [1]  (iv)  suggest a method of measuring the rate of this reaction.   .    . ..  [1]  (b)  the following observations were noted.  \u2022  when a small amount of yeast was added to the aqueous glucose the reaction started  and the solution went slightly cloudy.  \u2022   the reaction rate increased and the solution became cloudier and warmer.  \u2022   after a while, the reaction rate decreased and eventually stopped, leaving a 14%  solution of ethanol in water.  (i)  why did the reaction rate increase?   . ..  [1]  (ii)  suggest an explanation for the increase in cloudiness of the solution.   . ..  [1]  (iii)  give two reasons why the fermentation stopped.   .    . ..  [2]",
+            "10": "10 0620/32/m/j/15 \u00a9 ucles 2015 (c)  one use of ethanol is in alcoholic drinks.   give two other uses of ethanol.   ... ...  [2]  (d)  alcohols can be made from petroleum by the following sequence of reactions. alkanes from petroleum  \u2192  alkene  \u2192  alcohol   describe the manufacture of ethanol from hexane, c6h14. include in your description an  equation and type of reaction for each step.   ... .   ... .   ... .   ... ...  [5] [total: 17]",
+            "11": "11 0620/32/m/j/15 \u00a9 ucles 2015blank page",
+            "12": "12 0620/32/m/j/15 \u00a9 ucles 2015 group 140 ce cerium 58141 pr praseodymium 59144 nd neodymium 60pm promethium 61150 sm samarium 62152 eu europium 63157 gd gadolinium 64159 tb terbium 65162 dy dysprosium 66165 ho holmium 67167 er erbium 68169 tm thulium 69173 yb ytterbium 70175 lu lutetium 71 232 th thorium 90pa protactinium 91238 u uranium 92np neptunium 93pu plutonium 94am americium 95cm curium 96bk berkelium 97cf californium 98es einsteinium 99fm fermium 100md mendelevium 101no nobelium 102lr lawrencium 1031 h hydrogen 1 7 li lithium 3 23 na sodium 1124 mg magnesium 12 40 ca calcium 2045 sc scandium 2148 ti titanium 2251 v vanadium 2352 cr chromium 2455 mn manganese 2556 fe iron 2659 co cobalt 2759 ni nickel 2864 cu copper 2965 zn zinc 3070 ga gallium 3127 al aluminium 1311 b boron 512 c carbon 614 n nitrogen 716 o oxygen 819 f fluorine 9 28 si silicon 1431 p phosphorus 1532 s sulfur 1635.5 cl chlorine 1740 ar argon 1820 ne neon 104 he helium 2 73 ge germanium 3275 as arsenic 3379 se selenium 3480 br bromine 3584 kr krypton 3639 k potassium 19 88 sr strontium 3889 y yttrium 3991 zr zirconium 4093 nb niobium 4196 mo molybdenum 42tc technetium 43101 ru ruthenium 44103 rh rhodium 45106 pd palladium 46108 ag silver 47112 cd cadmium 48115 in indium 49119 sn tin 50122 sb antimony 51128 te tellurium 52127 i iodine 53131 xe xenon 54 137 ba barium 56139 la lanthanum 57        *178 hf hafnium 72181 ta tantalum 73184 w tungsten 74186 re rhenium 75190 os osmium 76192 ir iridium 77195 pt platinum 78197 au gold 79201 hg mercury 80204 tl thallium 81207 pb lead 82209 bi bismuth 83po polonium 84at astatine 85rn radon 86 fr francium 87227 ac actinium 899 be beryllium 4ii i iii iv v vi vii 0 85 rb rubidium 37 133 cs caesium 55 226 ra radium 88 the volume of one mole of any gas is 24 dm3at room temperature and pressure (r.t.p.).a x ba = relative atomic mass x = atomic symbol b = proton (atomic) numberkey*58-71 lanthanoid series 90-103 actinoid seriesdata sheet the periodic table of the elements to avoid the issue of disclosure of answer-related information to candidates, all copyright acknowledgements are reproduced onl ine in the cambridge international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to do wnload at www.cie.org.uk after  the live examination series."
+        },
+        "0620_s15_qp_33.pdf": {
+            "1": "read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen.you may use an hb pencil for any diagrams or graphs.do not use staples, paper clips, glue or correction \ufb02 uid. do not  write in any barcodes. answer all questions. electronic calculators may be used.a copy of the periodic table is printed on page 12.you may lose marks if you do not show your working or if you do not use appropriate units. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question.chemistry  0620/33   paper 3 (extended) may/june 2015  1 hour 15 minutes candidates answer on the question paper. no additional materials are required.cambridge international examinations cambridge international general certi \ufb01 cate of secondary education this document consists of 12 printed pages. [turn overib15 06_0620_33/fp \u00a9 ucles 2015 *5054745155* the syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certi \ufb01 cate.",
+            "2": "2 0620/33/m/j/15 \u00a9 ucles 20151  use your copy of the periodic table to help you answer these questions.  (a)  predict the formula of each of the following compounds.  (i) aluminium \ufb02 uoride    [1]  (ii) arsenic oxide  ... .  [1]  (iii) silicon bromide  . .  [1]  (b)  deduce the formula of each of the following ions.  (i) phosphide  ... ..  [1]  (ii) barium  .. .  [1]  (iii) francium     [1]  (c)  draw a diagram showing the arrangement of the valency electrons in one molecule of the  covalent compound carbon dioxide.   use x to represent an electron from a carbon atom.   use o to represent an electron from an oxygen atom. [3] [total: 9]",
+            "3": "3 0620/33/m/j/15 \u00a9 ucles 2015 [turn over2  this question is concerned with the following oxides.  aluminium oxide  carbon monoxide copper( ii) oxide  silicon( iv) oxide  sodium oxide sulfur dioxide zinc oxide   choose one oxide from the above list to match each of the following descriptions. an oxide may be  used once, more than once or not at all.  (a)  this oxide does not react with acid or alkali.  ...  [1]  (b)  this oxide reacts with water to give a strong alkali solution.  ...  [1]  (c)  this oxide is used as a bleach.  ...  [ 1]  (d)  this oxide is amphoteric.   .  [1]  (e)  this oxide has a giant covalent structure.  ...  [1]  (f)  this oxide is soluble in water and it is acidic.  ..  [1] [total: 6]",
+            "4": "4 0620/33/m/j/15 \u00a9 ucles 20153  quicklime, which is calcium oxide, is made by heating limestone in a furnace. caco3(s)    cao(s)  +  co2(g)   the reaction does not come to equilibrium.  (a)  suggest why the conversion to calcium oxide is complete.   ... ...  [1]  (b)  calcium hydroxide, slaked lime, is made from calcium oxide.   write an equation for this reaction.   ... ...  [2]  (c)  calculate the maximum mass of calcium oxide which could be made from 12.5 tonnes of  calcium carbonate. 1 tonne = 1 \u00d7 106 g.   ... .   ... .   ... ...  [2]  (d)  limestone is used in agriculture to reduce the acidity of soil and for the desulfurisation of \ufb02 ue  gases in power stations.  (i)  most crops thrive in soils whose ph is close to 7. calcium carbonate, which is insoluble  in water, and calcium oxide, which is slightly soluble in water, are both used to reduce the acidity of soils.     suggest two advantages of using calcium carbonate for this purpose.  1.  .. ...  2.  .. .  [2]  (ii)  explain the chemistry of desulfurisation of \ufb02 ue gases.   .    .    .    . ..  [3]  (iii)  give one other use of calcium carbonate.   . ..  [1] [total: 11]",
+            "5": "5 0620/33/m/j/15 \u00a9 ucles 2015 [turn over4 (a) (i)   coal is a solid fossil fuel.   name another fossil fuel.   . ..  [1]  (ii)  explain what is meant by the term fossil fuel .   .    . ..  [2]  (b)  the burning of fossil fuels is largely responsible for the formation of acid rain. two of the acids  in acid rain are sulfuric acid and nitric acid.  (i)  explain how the combustion of coal can form sulfuric acid.   .    .    . ..  [3]  (ii)  high temperatures generated by the combustion of fossil fuels can lead to the formation  of nitric acid. explain.   .    .    . ..  [3]  (iii)  nitric acid contains nitrate ions.   describe a test for nitrate ions.   .    . ..  [2]  (iv)  explain how you could determine which one of two samples of acid rain had the higher  concentration of hydrogen ions.   .    . ..  [2] [total: 13]",
+            "6": "6 0620/33/m/j/15 \u00a9 ucles 20155  the law of constant composition states that all pure samples of a compound contain the same  elements in the same proportion by weight.   a typical experiment to test this law is to prepare the same compound by different methods and  then show that the samples have the same composition.   methods of making copper( ii) oxide include:  \u2022 heating copper carbonate,  \u2022 heating copper hydroxide,  \u2022 heating copper nitrate,  \u2022 heating copper foil in air.  (a)  complete the following equations.  (i) cuco3  \u2192  .  +  . [1]  (ii) cu(oh)2  \u2192  .  +  . [1]  (iii) 2cu(no3)2  \u2192  .  +  4no2  +  . [2]  (b)  copper oxide can be reduced to copper by heating in hydrogen.  (i)  what colour change would you observe during the reduction?   . ..  [1]  (ii)  explain why the copper must be allowed to cool in hydrogen before it is exposed to air.   . ..  [2]  (iii)  name another gas which can reduce copper( ii) oxide to copper.   . ..  [1]  (iv)  name a solid which can reduce copper( ii) oxide to copper.   . ..  [1]",
+            "7": "7 0620/33/m/j/15 \u00a9 ucles 2015 [turn over (c)  the table below shows the results obtained by reducing the copper( ii) oxide produced by  different methods to copper.  (i) complete the table. source of copper( ii) oxidemass of copper( ii) oxide / gmass of copper / gpercentage copper / % cuco3 2.37 1.89 79.7 cu(oh)2 2.51 1.99 cu(no3)2 2.11 1.68 cu and o2 2.29 1.94 [2]  (ii)  one of the samples of copper( ii) oxide is impure.   identify this sample and suggest an explanation why the percentage of copper in this  sample is bigger than in the other three samples.   .    . ..  [2] [total: 13]",
+            "8": "8 0620/33/m/j/15 \u00a9 ucles 20156  chemical reactions are always accompanied by an energy change.  (a)  aluminium is extracted by the electrolysis of a molten mixture which contains aluminium oxide,  al 2o3. this decomposes to form aluminium at the negative electrode and oxygen at the positive  electrode.  (i)  write an ionic equation for the reaction at the negative electrode.   . ..  [2]  (ii)  complete the ionic equation for the reaction at the positive electrode. 2o2\u2013  \u2192  ...  +  ... [2]  (iii)  is the reaction exothermic or endothermic? explain your answer.   .    . ..  [1]  (b)  the cell shown below can be used to determine the order of reactivity of metals. v copper electrodemagnesium electrode mgso4(aq) cuso4(aq) porous barrier  (i)  is the reaction in the cell exothermic or endothermic? explain your answer.   .    . ..  [1]",
+            "9": "9 0620/33/m/j/15 \u00a9 ucles 2015 [turn over (ii)  explain why the mass of the magnesium electrode decreases and the mass of the copper  electrode increases.   .    . ..  [2]  (iii)  how could you use this cell to determine which is the more reactive metal, magnesium or  manganese?   .    . ..  [2]  (c)  the combustion of propane, c3h8, is exothermic.   give an equation for the complete combustion of propane.   ... ...  [2]  (d)  photosynthesis is an unusual endothermic reaction.  (i)  where does the energy for photosynthesis come from?   . ..  [1]  (ii)  give the word equation for photosynthesis.   . ..  [1] [total: 14]",
+            "10": "10 0620/33/m/j/15 \u00a9 ucles 20157 (a)  alkanes and alkenes are both hydrocarbons.  (i)  how does the structure of alkenes differ from the structure of alkanes?   . ..  [1]  (ii)  is the straight-chain hydrocarbon c22h44 an alkane or an alkene? explain your choice.   .    . ..  [2]  (iii)  describe how you could distinguish between pentane and pentene.  test   ..  result with pentane  .   result with pentene  .  [3]  (b)  alkenes polymerise to form poly(alkenes).  (i)  the alkene 1,1-dichloroethene has the structural formula given below. cl c clh c h   draw the structural formula of the polymer formed by the polymerisation of  1,1-dichloroethene. [3]",
+            "11": "11 0620/33/m/j/15 \u00a9 ucles 2015 [turn over (ii)  the structural formula of a different polymer is given below. c ch3cch 3cch 3ch h h h ch3   deduce the structural formula of the monomer used to form this polymer. [2]  (iii)  there are two types of polymerisation - addition and condensation.   explain the difference between them.   .    .    . ..  [2]  (iv)  there are two types of condensation polymer.   give the name of one type of condensation polymer.   .    . ..  [1] [total: 14]",
+            "12": "12 0620/33/m/j/15 \u00a9 ucles 2015 group 140 ce cerium 58141 pr praseodymium 59144 nd neodymium 60pm promethium 61150 sm samarium 62152 eu europium 63157 gd gadolinium 64159 tb terbium 65162 dy dysprosium 66165 ho holmium 67167 er erbium 68169 tm thulium 69173 yb ytterbium 70175 lu lutetium 71 232 th thorium 90pa protactinium 91238 u uranium 92np neptunium 93pu plutonium 94am americium 95cm curium 96bk berkelium 97cf californium 98es einsteinium 99fm fermium 100md mendelevium 101no nobelium 102lr lawrencium 1031 h hydrogen 1 7 li lithium 3 23 na sodium 1124 mg magnesium 12 40 ca calcium 2045 sc scandium 2148 ti titanium 2251 v vanadium 2352 cr chromium 2455 mn manganese 2556 fe iron 2659 co cobalt 2759 ni nickel 2864 cu copper 2965 zn zinc 3070 ga gallium 3127 al aluminium 1311 b boron 512 c carbon 614 n nitrogen 716 o oxygen 819 f fluorine 9 28 si silicon 1431 p phosphorus 1532 s sulfur 1635.5 cl chlorine 1740 ar argon 1820 ne neon 104 he helium 2 73 ge germanium 3275 as arsenic 3379 se selenium 3480 br bromine 3584 kr krypton 3639 k potassium 19 88 sr strontium 3889 y yttrium 3991 zr zirconium 4093 nb niobium 4196 mo molybdenum 42tc technetium 43101 ru ruthenium 44103 rh rhodium 45106 pd palladium 46108 ag silver 47112 cd cadmium 48115 in indium 49119 sn tin 50122 sb antimony 51128 te tellurium 52127 i iodine 53131 xe xenon 54 137 ba barium 56139 la lanthanum 57        *178 hf hafnium 72181 ta tantalum 73184 w tungsten 74186 re rhenium 75190 os osmium 76192 ir iridium 77195 pt platinum 78197 au gold 79201 hg mercury 80204 tl thallium 81207 pb lead 82209 bi bismuth 83po polonium 84at astatine 85rn radon 86 fr francium 87227 ac actinium 899 be beryllium 4ii i iii iv v vi vii 0 85 rb rubidium 37 133 cs caesium 55 226 ra radium 88 the volume of one mole of any gas is 24 dm3at room temperature and pressure (r.t.p.).a x ba = relative atomic mass x = atomic symbol b = proton (atomic) numberkey*58-71 lanthanoid series 90-103 actinoid seriesdata sheet the periodic table of the elements to avoid the issue of disclosure of answer-related information to candidates, all copyright acknowledgements are reproduced onl ine in the cambridge international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to do wnload at www.cie.org.uk after  the live examination series."
+        },
+        "0620_s15_qp_51.pdf": {
+            "1": "read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen.you may use an hb pencil for any diagrams or graphs.do not use staples, paper clips, glue or correction \ufb02 uid. do not  write in any barcodes. answer all questions. electronic calculators may be used.you may lose marks if you do not show your working or if you do not use appropriate units.practical notes are provided on page 8. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question.chemistry  0620/51   paper 5 practical test may/june 2015  1 hour 15 minutes candidates answer on the question paper. additional materials: as listed in the con \ufb01 dential instructionscambridge international examinations cambridge international general certi \ufb01 cate of secondary education this document consists of 8 printed pages. [turn overib15 06_0620_51/3rp\u00a9 ucles 2015 *7727926786* the syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certi \ufb01 cate.for examiner\u2019s use total",
+            "2": "2 0620/51/m/j/15 \u00a9 ucles 20151  you are going to investigate what happens when aqueous sodium hydroxide reacts with aqueous  solutions of two different acids, a and b.   read all the instructions below carefully before starting the experiments.   instructions   you are going to carry out two experiments.  (a)  experiment 1   use a measuring cylinder to pour 50 cm3 of aqueous sodium hydroxide into the polystyrene  cup provided. put the cup into a 250 cm3 beaker for support. measure the initial temperature of  the solution and record it in the table below.   fill the burette with the solution of acid a provided to the 0.0 cm3 mark.   add 5.0 cm3 of acid a to the aqueous sodium hydroxide in the cup and stir the mixture.   measure and record the maximum temperature of the solution in the table below. add a further  5.0 cm3 of acid a to the cup and stir the mixture. measure and record the temperature of the  mixture in the table below.   continue to add 5.0 cm3 portions of acid a to the cup, until a total volume of 40 cm3 of acid has  been added. stir after each addition and measure and record the temperatures in the table.   at the end of this experiment, pour the solution away and rinse the polystyrene cup. volume of acid a added / cm3 temperature of solution in polystyrene cup / \u00b0c 0.0 5.0 10.015.020.025.030.035.040.0 [3]",
+            "3": "3 0620/51/m/j/15 \u00a9 ucles 2015 [turn over (b)  experiment 2   empty the burette and rinse it with distilled water. half \ufb01 ll the burette with the solution of acid b  and swirl the contents. discard this acid.   now \ufb01 ll the burette to the 0.0 cm3 mark with the solution of acid b.   repeat experiment 1 using acid b instead of acid a.   record your results in the table below. volume of acid b added / cm3 temperature of solution in polystyrene cup / \u00b0c 0.0 5.0 10.015.020.025.030.035.040.0 [3]",
+            "4": "4 0620/51/m/j/15 \u00a9 ucles 2015 (c)  plot the results for experiments 1 and 2 on the grid and draw a smooth line graph for each  experiment.   clearly label your graphs. 5 01 0 1 5 volume of acid added  / cm320 25 30 35 4050 40 30 20 10temperature of solution/  \u00b0c [5]  (d)  use your graph  to estimate the temperature of the reaction mixture when 8 cm3 of acid b were  added to 50 cm3 of aqueous sodium hydroxide.   show clearly on the graph  how you worked out your answer.   ... ...  [2]",
+            "5": "5 0620/51/m/j/15 \u00a9 ucles 2015 [turn over (e)  what type of chemical reaction, other than neutralisation, occurs when acid a reacts with  sodium hydroxide?   ... ...  [1]  (f)  why was the burette rinsed \ufb01 rstly with distilled water and then with acid b before starting  experiment 2?   ... .   ... ...  [2]  (g)  the solutions of acids a and b are the same concentration.  (i)  in which experiment is the maximum temperature change greater?   . ..  [1]  (ii)  suggest why the maximum temperature change is greater in this experiment.   .    . ..  [1]  (h)  describe one source of error in experiment 2. suggest an improvement to reduce this source  of error.  source of error  . ..  improvement  . ...  [2] [total: 20]",
+            "6": "6 0620/51/m/j/15 \u00a9 ucles 20152  you are provided with solid c, which is a salt containing two cations and one anion.   carry out the following tests on solid c recording all of your observations in the table.   conclusions must not be written in the table. tests observations tests on solid c (a)  describe the appearance of solid c.   [1] (b)  use a spatula to put a little of solid c into a  hard-glass test-tube. heat the solid gently and then strongly.   test any gases given off with damp ph  indicator paper. ..  ..  [3] tests on a solution of c add about 10 cm3 of distilled water to the rest of  solid c, stopper and shake to dissolve. divide the solution into four equal portions in four test-tubes. carry out the following tests. (c)  to the \ufb01 rst portion of the solution, add  aqueous sodium hydroxide using a teat pipette.   now add excess aqueous sodium  hydroxide to the mixture.   heat the mixture gently and test any gases  given off.  [2]   [1]  ..  [2] (d)  to the second portion of the solution, add  excess aqueous ammonia. ..   [2] (e)  to the third portion of the solution, add a  few drops of dilute nitric acid and about 1 cm 3 of aqueous silver nitrate.   [1] (f)  to the fourth portion of the solution, add  a few drops of dilute nitric acid and about 1 cm 3 of barium nitrate solution. ..   [2]",
+            "7": "7 0620/51/m/j/15 \u00a9 ucles 2015 [turn over (g)  what does test (b) tell you about the nature of solid c?   ... .   ... .   ... ...  [2]  (h)  what does test (e) tell you about the nature of solid c?   ... ...  [1]  (i)  what conclusions can you draw about the identity of solid c?   ... .   ... ...  [3] [total: 20]",
+            "8": "8 0620/51/m/j/15 \u00a9 ucles 2015permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here 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 onl ine in the cambridge international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to do wnload at www.cie.org.uk after  the live examination series. cambridge international examinations is part of the cambridge assessment group. cambridge assessment is the brand name of unive rsity of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge.notes for use in qualitative analysis test for anions anion test test result carbonate (co32\u2013) add dilute acid effervescence, carbon dioxide produced chloride (c l \u2013) [in solution]acidify with dilute nitric acid, then add aqueous silver nitratewhite ppt. iodide ( i\u2013) [in solution]acidify with dilute nitric acid, then add aqueous silver nitrateyellow ppt. nitrate (no3\u2013) [in solution]add aqueous sodium hydroxide then aluminium foil; warm carefullyammonia produced sulfate (so42\u2013) [in solution]acidify with dilute nitric acid, then aqueous barium nitratewhite ppt. test for aqueous cations cation effect of aqueous sodium hydroxide effect of aqueous ammonia aluminium (a l 3+)white ppt., soluble in excess giving a colourless solutionwhite ppt., insoluble in excess ammonium (nh4+) ammonia produced on warming \u2013 calcium (ca2+) white ppt., insoluble in excess no ppt., or very slight white ppt. copper (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 iron( iii) (fe3+) red-brown ppt., insoluble in excess red-brown ppt., insoluble in excess zinc (zn2+) white ppt., soluble in excess giving a colourless solutionwhite ppt., soluble in excess giving a colourless solution test for gases gas test and test results ammonia (nh3) turns damp red litmus paper blue carbon dioxide (co2) turns limewater milky chlorine (c l 2) bleaches damp litmus paper hydrogen (h2) \u2018pops\u2019 with a lighted splint oxygen (o2) relights a glowing splint"
+        },
+        "0620_s15_qp_52.pdf": {
+            "1": "read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen.you may use an hb pencil for any diagrams or graphs.do not use staples, paper clips, glue or correction \ufb02 uid. do not  write in any barcodes. answer all questions. electronic calculators may be used.you may lose marks if you do not show your working or if you do not use appropriate units.practical notes are provided on page 8. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question.chemistry  0620/52   paper 5 practical test may/june 2015  1 hour 15 minutes candidates answer on the question paper. additional materials: as listed in the con \ufb01 dential instructionscambridge international examinations cambridge international general certi \ufb01 cate of secondary education this document consists of 8 printed pages and 1 insert. [turn overib15 06_0620_52/3rp\u00a9 ucles 2015 *6194711301* the syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certi \ufb01 cate.for examiner\u2019s use total",
+            "2": "2 0620/52/m/j/15 \u00a9 ucles 20151  you are going to investigate the rate of reaction between hydrochloric acid and aqueous sodium  thiosulfate. when these chemicals react they form a precipitate which makes the solution go cloudy. the formation of this precipitate can be used to show how fast the reaction proceeds.   read all the instructions below carefully before starting the experiments.   instructions   you are going to carry out \ufb01 ve experiments using the apparatus shown below. aqueous sodium thiosulfateeye 10 cm3 of hydrochloric acid 250  cm3 conical flask printed insert printed text  (a)  experiment 1   use the large measuring cylinder to pour 50 cm3 of aqueous sodium thiosulfate into a conical  \ufb02 ask. place the conical \ufb02 ask on the printed insert provided.   fill the small measuring cylinder with 10 cm3 of the hydrochloric acid provided.   add the acid to the solution in the conical \ufb02 ask and immediately start your timer and swirl the  mixture.   measure the time taken for the printed text to disappear from view. record the time in the table.    pour the solution away and rinse the conical \ufb02 ask with distilled water.  (b)  experiment 2   use the large measuring cylinder to pour 40 cm3 of aqueous sodium thiosulfate into the conical  \ufb02 ask, followed by 10 cm3 of distilled water. place the conical \ufb02 ask on the printed insert.   fill the small measuring cylinder with 10 cm3 of the hydrochloric acid provided.   add the acid to the solution in the \ufb02 ask, start your timer and swirl the mixture.   measure the time taken for the printed text to disappear from view. record the time in the table.",
+            "3": "3 0620/52/m/j/15 \u00a9 ucles 2015 [turn over (c)  experiment 3   repeat experiment 2 using 35 cm3 of aqueous sodium thiosulfate and 15 cm3 of distilled water.   record the time in the table.  (d)  experiment 4   repeat experiment 2 using 30 cm3 of aqueous sodium thiosulfate and 20 cm3 of distilled water.   record the time in the table.  (e)  experiment 5   repeat experiment 2 using 20 cm3 of aqueous sodium thiosulfate and 30 cm3 of distilled water.   record the time in the table.  (f)  complete the table. experimentvolume of aqueous sodium thiosulfate / cm3volume of distilled water / cm3time for printed text to disappear / s 1 2345 [4]",
+            "4": "4 0620/52/m/j/15 \u00a9 ucles 2015 (g)  plot the results you have obtained on the grid and draw a smooth line graph. 00 10 20 30 volume of aqueous sodium thiosulfate  / cm3time for printed text to disappear  / s 40 50 60 [4]",
+            "5": "5 0620/52/m/j/15 \u00a9 ucles 2015 [turn over (h)   describe the appearance of the solution in the conical \ufb02 ask at the end of each experiment.   ... ...  [1]  (i) (i)   from your graph , deduce the time for the printed text to disappear if the experiment  was  repeated using 25 cm3 of aqueous sodium thiosulfate and 25 cm3 of distilled water.   show clearly on the grid  how you worked out your answer.   . ..  [3]  (ii)  sketch on the grid  the curve you would expect if the experiments were repeated at a  lower temperature. label this curve. [1]  (j) (i)   in which experiment was the rate of reaction greatest?   . ..  [1]  (ii)  explain why the rate of reaction was greatest in this experiment.   .    .    . ..  [1]  (k)  a student carried out a sixth experiment using 60 cm3 of aqueous sodium thiosulfate.   why would this not be an appropriate volume to use in this series of experiments?   ... .   ... ...  [2]  (l)  suggest and explain the effect of  (i)  using a burette to measure the volume of the hydrochloric acid,   .    . ..  [2]  (ii)  using a 100 cm3 conical \ufb02 ask.   .    . ..  [2] [total: 21]",
+            "6": "6 0620/52/m/j/15 \u00a9 ucles 20152  you are provided with a mixture of two solids, j and k, which are both salts. j is water soluble and  k is insoluble.   carry out the following tests on the mixture, recording all of your observations in the table.   conclusions must not be written in the table. tests observations (a)  describe the appearance of the mixture.   [1] add 10 cm3 of distilled water to the mixture.  stopper the boiling tube and shake the mixture  for a minute. filter the mixture and keep the residue for tests later. tests on the \ufb01 ltrate divide the solution into three equal portions in  three test-tubes. (b)  to the \ufb01 rst portion of the solution, add  about 1 cm 3 of aqueous sodium hydroxide.  heat the mixture gently and test any gas  evolved with damp ph indicator paper. ..   [3] (c)  to the second portion of the solution, add  a few drops of dilute nitric acid and about 1 cm 3 of aqueous silver nitrate solution.   [2] (d)  to the third portion of the solution, add about 1 cm 3 of hydrogen peroxide solution.   add a spatula measure of starch to the mixture.   test the gas given off with a splint. ..  ..   [5] tests on the residueuse a spatula to transfer some of the residue  into a test-tube. (e)  add about 3 cm 3 of dilute hydrochloric acid  to the test-tube. test the gas given off.   to the solution add about 1 cm3 of dilute  sulfuric acid. ..  [3]   [1]",
+            "7": "7 0620/52/m/j/15 \u00a9 ucles 2015 [turn over (f)   what conclusions can you draw about solid j?   ... .   ... ...  [2]  (g)  what conclusions can you draw about solid k?   ... .   ... .   ... ...  [2] [total: 19]",
+            "8": "8 0620/52/m/j/15 \u00a9 ucles 2015permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here 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 onl ine in the cambridge international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to do wnload at www.cie.org.uk after  the live examination series.cambridge international examinations is part of the cambridge assessment group. cambridge assessment is the brand name of unive rsity of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge.notes for use in qualitative analysis test for anions anion test test result carbonate (co32\u2013) add dilute acid effervescence, carbon dioxide produced chloride (c l \u2013) [in solution]acidify with dilute nitric acid, then add aqueous silver nitratewhite ppt. iodide ( i\u2013) [in solution]acidify with dilute nitric acid, thenadd aqueous silver nitrateyellow ppt. nitrate (no 3\u2013) [in solution]add aqueous sodium hydroxidethen aluminium foil; warm carefullyammonia produced sulfate (so 42\u2013) [in solution]acidify with dilute nitric acid, thenaqueous barium nitratewhite ppt. test for aqueous cations cation effect of aqueous sodium hydroxide effect of aqueous ammonia aluminium (a l 3+)white ppt., soluble in excess giving a colourless solutionwhite ppt., insoluble in excess ammonium (nh4+) ammonia produced on warming \u2013 calcium (ca2+) white ppt., insoluble in excess no ppt., or very slight white ppt. copper (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 iron( iii) (fe3+) red-brown ppt., insoluble in excess red-brown ppt., insoluble in excess zinc (zn2+) white ppt., soluble in excess giving a colourless solutionwhite ppt., soluble in excess givinga colourless solution test for gases gas test and test results ammonia (nh3) turns damp red litmus paper blue carbon dioxide (co2) turns limewater milky chlorine (c l 2) bleaches damp litmus paper hydrogen (h2) \u2018pops\u2019 with a lighted splint oxygen (o2) relights a glowing splint"
+        },
+        "0620_s15_qp_53.pdf": {
+            "1": "read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen.you may use an hb pencil for any diagrams or graphs.do not use staples, paper clips, glue or correction \ufb02 uid. do not  write in any barcodes. answer all questions. electronic calculators may be used.you may lose marks if you do not show your working or if you do not use appropriate units.practical notes are provided on page 8. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question.chemistry  0620/53   paper 5 practical test may/june 2015  1 hour 15 minutes candidates answer on the question paper. additional materials: as listed in the con \ufb01 dential instructionscambridge international examinations cambridge international general certi \ufb01 cate of secondary education this document consists of 7 printed pages and 1 blank page. [turn overib15 06_0620_53/fp \u00a9 ucles 2015 *0106732732* the syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certi \ufb01 cate.for examiner\u2019s use total",
+            "2": "2 0620/53/m/j/15 \u00a9 ucles 20151  you are going to investigate what happens when four different solids, d, e, f and g, react with  excess dilute hydrochloric acid. the solids are all calcium compounds.   read all the instructions below carefully before starting the experiments.   instructions   you are going to carry out four experiments.  (a) experiment 1   use a measuring cylinder to pour 30 cm3 of hydrochloric acid into the polystyrene cup supported  in the beaker provided. measure the temperature of the hydrochloric acid and record it in the table below.   add all of solid d to the hydrochloric acid and stir the mixture with the thermometer.   measure the temperature reached by the liquid mixture. record your result in the table. record  any observations.  observations   ..   ... ...  [1]   empty the polystyrene cup and rinse it with water.  (b) experiment 2   repeat experiment 1 using solid e.   record your results in the table.  (c) experiment 3   repeat experiment 1 using solid f.   record your results in the table.  (d) experiment 4   repeat experiment 1 using solid g but add 3-4 drops of universal indicator solution to the  hydrochloric acid before adding the solid. record your results in the table and note any observations below.  observations   ..   ... ...  [2]  (e)  complete the \ufb01 nal column in the table. experiment solid addedinitial temperature of acid / \u00b0ctemperature reached / \u00b0ctemperature difference / \u00b0c 1 d 2 e 3 f 4 g [4]",
+            "3": "3 0620/53/m/j/15 \u00a9 ucles 2015 [turn over (f)  draw a labelled bar chart to show the results for experiments 1, 2, 3 and 4 on the grid below. 0temperature difference  / \u00b0c [4]   use the results and observations to answer the following questions.  (g) (i)   what type of chemical process occurs when solid d reacts with hydrochloric acid?   . ..  [1]  (ii)  what conclusion can you draw about solid d from your observations in experiment 1?   . ..  [1]",
+            "4": "4 0620/53/m/j/15 \u00a9 ucles 2015 (h)  which experiment produced the largest temperature difference?   ... ...  [1]  (i)  explain your observations in experiment 4.   ... .   ... ...  [2]  (j)  predict the temperature of the solution in experiment 2 after 1 hour. explain your prediction.   ... .   ... ...  [2]  (k)  suggest and explain the effect on the results if experiment 2 was repeated using 60 cm3 of  hydrochloric acid.   ... .   ... ...  [2] [total: 20]",
+            "5": "5 0620/53/m/j/15 \u00a9 ucles 2015 [turn over2  you are provided with solid h. solid h is a salt containing two cations and one anion.   carry out the following tests on solid h, recording all of your observations in the table.   conclusions must not be written in the table. tests observations tests on solid h (a)  describe the appearance of solid h.   [1] (b)  use a spatula to put half of solid h into a  hard-glass test-tube. heat the solid gently and then strongly.   test any gases given off with damp ph  indicator paper. ..  ..  [3] tests on a solution of h (c)  add about 10 cm3 of distilled water to  the rest of solid h, stopper and shake to  dissolve. describe the appearance of the solution.   [1] divide the solution into four equal portions in  four test-tubes. carry out the following tests.(d)  to the \ufb01 rst portion of the solution, add  aqueous sodium hydroxide using a teat pipette and shake the test-tube.   now add excess sodium hydroxide to the  test-tube.   heat the mixture gently and test any gases  given off.  [2]   [1]  ..  [2] (e)  to the second portion of the solution, add  excess aqueous ammonia solution.   [1]",
+            "6": "6 0620/53/m/j/15 \u00a9 ucles 2015tests observations (f)  to the third portion of the solution, add a  few drops of dilute nitric acid and about 1 cm 3 of aqueous silver nitrate.   [1] (g)  to the fourth portion of the solution, add a  few drops of dilute nitric acid followed by about 1 cm 3 of barium nitrate solution. ..   [2]  (h)  what does test (b) tell you about the nature of solid h?   ... .   ... ...  [2]  (i)  what does test (f) tell you about the nature of solid h?   ... ...  [1]  (j)  what conclusions can you draw about the identity of solid h?   ... .   ... ...  [3] [total: 20]",
+            "7": "7 0620/53/m/j/15 \u00a9 ucles 2015blank page",
+            "8": "8 0620/53/m/j/15 \u00a9 ucles 2015permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here 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 onl ine in the cambridge international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to do wnload at www.cie.org.uk after  the live examination series. cambridge international examinations is part of the cambridge assessment group. cambridge assessment is the brand name of unive rsity of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge.notes for use in qualitative analysis test for anions anion test test result carbonate (co32\u2013) add dilute acid effervescence, carbon dioxide produced chloride (c l \u2013) [in solution]acidify with dilute nitric acid, then add aqueous silver nitratewhite ppt. iodide ( i\u2013) [in solution]acidify with dilute nitric acid, then add aqueous silver nitrateyellow ppt. nitrate (no3\u2013) [in solution]add aqueous sodium hydroxide then aluminium foil; warm carefullyammonia produced sulfate (so42\u2013) [in solution]acidify with dilute nitric acid, then aqueous barium nitratewhite ppt. test for aqueous cations cation effect of aqueous sodium hydroxide effect of aqueous ammonia aluminium (a l 3+)white ppt., soluble in excess giving a colourless solutionwhite ppt., insoluble in excess ammonium (nh4+) ammonia produced on warming \u2013 calcium (ca2+) white ppt., insoluble in excess no ppt., or very slight white ppt. copper (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 iron( iii) (fe3+) red-brown ppt., insoluble in excess red-brown ppt., insoluble in excess zinc (zn2+) white ppt., soluble in excess giving a colourless solutionwhite ppt., soluble in excess giving a colourless solution test for gases gas test and test results ammonia (nh3) turns damp red litmus paper blue carbon dioxide (co2) turns limewater milky chlorine (c l 2) bleaches damp litmus paper hydrogen (h2) \u2018pops\u2019 with a lighted splint oxygen (o2) relights a glowing splint"
+        },
+        "0620_s15_qp_61.pdf": {
+            "1": "this document consists of 12 printed pages. [turn overib15 06_0620_61/rp \u00a9 ucles 2015 *9821411450* read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen.you may use an hb pencil for any diagrams or graphs.do not use staples, paper clips, glue or correction \ufb02 uid. do not  write in any barcodes. answer all questions. electronic calculators may be used.you may lose marks if you do not show your working or if you do not use appropriate units. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question.chemistry  0620/61   paper 6 alternative to practical may/june 2015  1 hour candidates answer on the question paper. no additional materials are required. modified languagecambridge international examinations cambridge international general certi \ufb01 cate of secondary education the syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certi \ufb01 cate.",
+            "2": "2 0620/61/m/j/15 \u00a9 ucles 20151  ethanol was reacted with hot acidi \ufb01 ed potassium manganate( vii) solution using the apparatus  below. ethanoic acid was formed. electric heaterethanol + acidified potassium manganate( vii)condenser  (a) (i)   complete the box to identify the piece of apparatus labelled. [1]  (ii)  label the arrows. [1]  (b) (i)   suggest and explain why an electric heater is used to heat this reaction and not a  bunsen burner.   .    . ..  [2]  (ii)  suggest why a condenser is necessary.   . ..  [1]  (c)  complete the table to show the difference in smell between ethanol and ethanoic acid. smell ethanol ethanoic acid [2] [total: 7]",
+            "3": "3 0620/61/m/j/15 \u00a9 ucles 2015 [turn over2  electricity was passed through molten lead( ii) bromide using the apparatus shown. molten lead( ii) bromideelectrodeslight bulb   the formation of a brown gas was observed at the positive electrode.  (a)  give one other expected observation.   ... ...  [1]  (b) (i)  name a non-metal that could be used for the electrodes.   . ..  [1]  (ii)  suggest why iron is not used for the electrodes.   . ..  [1]  (c) (i)   name the brown gas formed.   . ..  [1]  (ii)  suggest the result of testing this gas with damp blue litmus paper.   . ..  [1]  (d)  name the product formed at the negative electrode.   ... ...  [1]  (e)  state one safety precaution that should be used when doing this experiment.   ... ...  [1] [total: 7]",
+            "4": "4 0620/61/m/j/15 \u00a9 ucles 20153  a mixture of coloured dyes, m, was separated by chromatography. the dyes were insoluble in  water.   the chromatogram below shows the result of separating the mixture and the chromatography of  three known dyes 1, 2 and 3. 12 known dyes3m  (a)  on the diagram, label the base line (origin). [1]  (b)  name a solvent that could be used in this separation.   ... ...  [1]  (c)  how many dyes were there in the mixture, m?   ... ...  [1]  (d)  what are your conclusions about the identity of the dyes in the mixture, m?   ... .   ... .   ... ...  [3]  (e)  how could the reliability of the results be checked?   ... ...  [1] [total: 7]",
+            "5": "5 0620/61/m/j/15 \u00a9 ucles 2015 [turn over4  a student investigated the reaction of aqueous sodium hydroxide with aqueous solutions of two  different acids, a and b.   two experiments were done.  (a) experiment 1   using a measuring cylinder, 50 cm3 of aqueous sodium hydroxide solution was poured into a  polystyrene cup. the initial temperature of the solution was measured.   a burette was \ufb01 lled with the solution of acid a to the 0.0 cm3 mark.   5.0 cm3 of acid a was added to the aqueous sodium hydroxide in the cup and the mixture  stirred.   the temperature of the solution was measured. another 5.0 cm3 of acid a was added to the  cup and the mixture stirred. the temperature of the mixture was measured.   more 5.0 cm3 portions of acid a were added to the cup until a total volume of 40.0 cm3 of acid  had been added. after each addition, the mixture was stirred and the temperature measured.",
+            "6": "6 0620/61/m/j/15 \u00a9 ucles 2015 use the thermometer diagrams in the table to record the temperatures. 0.030 25 20 30 25 20 35 30 25 35 30 25 35 30 25 40 35 30 40 35 30 40 35 30 40 35 305.0 10.0 15.0 20.0 25.0 30.0 35.0 40.0thermometer diagramvolume of acid a added  / cm3temperature of solution in polystyrene cup  / \u00b0c [3]",
+            "7": "7 0620/61/m/j/15 \u00a9 ucles 2015 [turn over  the burette was emptied and rinsed with distilled water, and then with acid b. this acid was  discarded. the burette was then \ufb01 lled up to the 0.0 cm3 mark with acid b.  (b) experiment 2   experiment 1 was repeated using acid b instead of acid a.   use the thermometer diagrams in the table to record the temperatures. 0.030 25 20 40 35 30 45 40 35 45 40 35 40 35 3040 35 30 40 35 30 40 35 30 40 35 305.0 10.0 15.0 20.0 25.0 30.0 35.0 40.0thermometer diagramvolume of acid b added  / cm3temperature of solution in polystyrene cup  / \u00b0c [3]",
+            "8": "8 0620/61/m/j/15 \u00a9 ucles 2015 (c)  plot the results for experiments 1 and 2 on the grid and draw a smooth line graph for each  experiment.   clearly label your graphs. 01 0 2 0 volume of acid added  / cm330 4050 40 30 20temperature of solution  / \u00b0c [5]  (d)  use your graph  to estimate the temperature of the reaction mixture when 8.0 cm3 of acid b  were added to 50 cm3 of aqueous sodium hydroxide.   show clearly on the grid  how you worked out your answer.   ... ...  [2]  (e)  what type of chemical reaction, other than neutralisation, occurred when acid a reacted with  sodium hydroxide?   ... ...  [1]",
+            "9": "9 0620/61/m/j/15 \u00a9 ucles 2015 [turn over (f)  why was the burette rinsed \ufb01 rstly with distilled water and then with acid b before starting  experiment 2?   ... .   ... ...  [2]  (g)  the solutions of acids a and b are the same concentration.  (i)  in which experiment was the maximum temperature change greater?   . ..  [1]  (ii)  suggest why the maximum temperature change was greater in this experiment.   .    . ..  [1]  (h)  describe one source of error in experiment 2. suggest one improvement to reduce this  source of error.  source of error  . ..  improvement  . . [2] [total: 20]",
+            "10": "10 0620/61/m/j/15 \u00a9 ucles 20155  solid c was analysed. solid c was a mixture of salts containing aluminium ions, sulfate ions and  another cation (positive ion).   tests on solid c, and some of the observations, are in the table.   complete the observations in the table. tests observations tests on solid c (a)  appearance of solid c. white solid (b)  a little of solid c was heated gently  and then strongly.   the gas given off was tested with  damp ph indicator paper.condensation was formed at the top of the test-tube pungent gas, ph = 10 tests on a solution of c water was added to solid c to produce  an aqueous solution, solution c. (c)  drops of aqueous sodium hydroxide were added to solution c  using a teat pipette.   excess aqueous sodium hydroxide was then added to the mixture.   the mixture was boiled gently and any gases given off were tested. ..   [3] pungent gas, ph = 10 (d)  excess aqueous ammonia was  added to solution c. ..   [1] (e)  a few drops of dilute nitric acid and aqueous silver nitrate were added to solution c. ..   [1] (f)  a few drops of dilute nitric acid and barium nitrate solution were added to solution c. ..   [2]",
+            "11": "11 0620/61/m/j/15 \u00a9 ucles 2015 [turn over (g)  what does the formation of condensation in test (b) tell you about the nature of solid c?   ... ...  [1]  (h)  what does test (e) tell you about the nature of solid c?   ... ...  [1]  (i) (i)  name the gas given off in test (b).   . ..  [1]  (ii)  what is your conclusion about the identity of the other cation in solid c?   . ..  [1] [total: 11]",
+            "12": "12 0620/61/m/j/15 \u00a9 ucles 2015permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here 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 onl ine in the cambridge international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to do wnload at www.cie.org.uk after  the live examination series.cambridge international examinations is part of the cambridge assessment group. cambridge assessment is the brand name of unive rsity of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge.6  a catalyst is a substance that speeds up the rate of a chemical reaction and remains unchanged  at the end of the reaction.   hydrogen peroxide solution, h2o2, breaks down to form oxygen. this decomposition is very slow  if a catalyst is not used.   plan an investigation to show that copper( ii) oxide is a suitable catalyst for this reaction.   you can use aqueous hydrogen peroxide and common laboratory apparatus.  step 1  show that copper( ii) oxide catalyses the decomposition of hydrogen peroxide and  measure the rate of the reaction.   ...    ...    ...    ...    ...    ...    ...    ...   step 2  show that the copper( ii) oxide is unchanged at the end of the decomposition.   ...    ...    ...    ...    ...    ...    ...  [total: 8]"
+        },
+        "0620_s15_qp_62.pdf": {
+            "1": "this document consists of 11 printed pages and 1 blank page. [turn overib15 06_0620_62/rp \u00a9 ucles 2015 *0859698315* read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen.you may use an hb pencil for any diagrams or graphs.do not use staples, paper clips, glue or correction fluid.do not write in any barcodes. answer all questions. electronic calculators may be used.you may lose marks if you do not show your working or if you do not use appropriate units. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question.chemistry 0620/62   paper 6 alternative to practical may/june 2015  1 hour candidates answer on the question paper. no additional materials are required. modified language cambridge international examinations cambridge international general certificate of secondary education the syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificate.",
+            "2": "2 0620/62/m/j/15 \u00a9 ucles 20151  a student did an experiment to measure the energy produced by burning ethanol.   the apparatus used is shown. boiling tube 20 cm3 water spirit burner ethano l   the ethanol was burned for one minute. the temperature of the water was then measured and  recorded.  (a)  complete the boxes to name the pieces of apparatus. [2]  (b)  give three other measurements the student should have taken.  1  .  2  .  3  . [3]  (c)  the experiment was repeated using 40 cm3 of water. what effect would this have on the  results?   ..   [1]  (d)  another student did this experiment using a copper can instead of a boiling tube.   give one advantage of this change to the apparatus.   ..   [1] [total: 7]",
+            "3": "3 0620/62/m/j/15 \u00a9 ucles 2015 [turn over2  a student prepared some crystals of chromium( iii) nitrate, cr(no3)3.6h2o.   the following extract was taken from his practical notes. making chromium( iii) nitrate crystals step 1    i poured 50 cm3 of acid into a beaker. solid chromium( iii) oxide was  then added a little at a time and the mixture stirred. step 2    when no more chromium( iii) oxide reacted i separated the mixture  and collected the solution in an evaporating dish. step 3    i boiled the solution strongly for ten minutes.  (a)  name the acid used in this preparation.   ..   [1]  (b)  what would be used in step 1 to  (i)  add the chromium( iii) oxide to the acid,   ...   [1]  (ii)  stir the mixture?   ...   [1]  (c)  name the separation method used in step 2.   ..   [1]  (d) (i)  suggest what was left in the evaporating dish at the end of step 3.   ...   [1]  (ii)  how should the student have changed the method in step 3 to obtain pure, dry crystals  of chromium( iii) nitrate?   .   .   .   ...   [3] [total: 8]",
+            "4": "4 0620/62/m/j/15 \u00a9 ucles 20153  three bottles of liquid have lost their labels. the liquids are known to be:  \u2022 aqueous potassium hydroxide,  \u2022 octane,  \u2022 pure water.   outline tests you would do to identify and distinguish the liquid in each bottle. liquid test result aqueous potassium hydroxide octane pure water [6] [total: 6]",
+            "5": "5 0620/62/m/j/15 \u00a9 ucles 2015 [turn over4  a student investigated the rate of reaction between hydrochloric acid and aqueous sodium  thiosulfate. when these chemicals react they form a precipitate which makes the solution go cloudy. the formation of this precipitate can be used to show how fast the reaction proceeds.   five experiments were done using the apparatus shown below. aqueous sodium thiosulfat eeye 10 cm3 of hydrochloric acid 250  cm3 conical flas k printed shee t  (a) experiment 1   using a measuring cylinder, 50 cm3 of aqueous sodium thiosulfate was poured into a conical  flask. the conical flask was placed on a printed sheet of paper.   10 cm3 of the hydrochloric acid was added to the solution in the conical flask and the stop  clock started.   the time taken for the printed words to disappear from view was measured.  (b) experiment 2   using a measuring cylinder, 40 cm3 of aqueous sodium thiosulfate was poured into a conical  flask, followed by 10 cm3 of distilled water. the conical flask was placed on the printed sheet.   10 cm3 of the hydrochloric acid was added to the solution in the conical flask and the stop  clock started.   the time taken for the printed words to disappear from view was measured.  (c) experiment 3   experiment 2 was repeated using 35 cm3 of aqueous sodium thiosulfate and 15 cm3 of  distilled water.  (d) experiment 4   experiment 2 was repeated using 30 cm3 of aqueous sodium thiosulfate and 20 cm3 of  distilled water.  (e) experiment 5   experiment 2 was repeated using 20 cm3 of aqueous sodium thiosulfate and 30 cm3 of  distilled water.",
+            "6": "6 0620/62/m/j/15 \u00a9 ucles 2015 (f)  use the stop clock diagrams to record the times in the table.   complete the table. 0 0 10 3015 1545 5 0 0 10 3015 1545 5 0 0 10 3015 1545 5 0 0 10 3015 1545 5 0 0 10 3015 1545 5seconds minutesexperiment number 1stop clock diagramtime for printed words to disappear  / svolume of aqueous sodium thiosulfate  / cm3volume of distilled water  / cm3 2 3 4 5 [4]",
+            "7": "7 0620/62/m/j/15 \u00a9 ucles 2015 [turn over (g)  plot the results on the grid and draw a smooth line graph. 180 160 140120 100 80 60 40 20 0 0 10 20 30 volume of aqueous sodium thiosulfate  / cm340 50 60time for printed wordsto disappear  / s [3]  (h) (i)  from your graph, deduce the time for the printed words to disappear if experiment 2  was repeated using 25 cm3 of aqueous sodium thiosulfate and 25 cm3 of distilled water.   show clearly on the grid  how you worked out your answer.   ...   [3]  (ii)  sketch on the grid  the curve you would expect if the experiments were repeated at a  lower temperature. label this curve \u2018lower temperature\u2019. [1]",
+            "8": "8 0620/62/m/j/15 \u00a9 ucles 2015 (i) (i)  in which experiment was the rate of reaction greatest?   ...   [1]  (ii)  explain why the rate of reaction was greatest in this experiment.   .   ...   [1]  (j)  a student did a sixth experiment using 60 cm3 of aqueous sodium thiosulfate.   why would this not be an appropriate volume to use in this series of experiments?      ..   [2]  (k)  suggest and explain the effect of  (i)  using a burette to measure the volume of the hydrochloric acid,   .   ...   [2]  (ii)  using a 100  cm3 conical flask.   .   ...   [2] [total: 19]",
+            "9": "9 0620/62/m/j/15 \u00a9 ucles 2015 [turn over5  a mixture of two salts, j and k, was analysed. j was ammonium iodide which is water soluble  and k is insoluble.   the tests on the mixture, and some of the observations are in the following table.   complete the observations in the table. tests observations (a)  appearance of the mixture. white solid distilled  water  was added  to the mixture.   the mixture was shaken and filtered. tests on the filtratethe solution was divided into two  equal portions in two test-tubes. (b)  to the first portion of the solution,  aqueous sodium hydroxide was  added. the mixture was heated  gently and the gas evolved was tested with ph indicator paper. ..   [2] (c)  to the second portion of the  solution, dilute nitric acid and aqueous silver nitrate solution were added. ..   [2] tests on the residue (d)  dilute  hydrochloric  acid was added  to the residue in a test-tube. the  gas given off was tested.   dilute sulfuric acid was added to the solution formed.rapid effervescence limewater turned milky white precipitate formed  (e)  what is the ph value of the gas given off in test (b)?   ..   [1]  (f)  identify the gas given off in test (d).   ..   [1]  (g)  what are your conclusions about solid k?      ..   [2] [total: 8]",
+            "10": "10 0620/62/m/j/15 \u00a9 ucles 20156  concentrated hydrochloric acid was electrolysed. hydrogen electrodesconcentrate d hydrochloric acid + \u2013   hydrogen gas formed at the cathode (negative electrode).  (a)  name a suitable metal to use for the electrodes.   ..   [1]  (b)  why does hydrogen form at the negative electrode?   ..   [1]  (c) (i)  identify the gas given off at the anode (positive electrode).   ...   [1]  (ii)  give a test for this gas.  test  ..    result  ... [2]  (d)  suggest why the volume of gas formed at the positive electrode is less than the volume of  hydrogen.   ..   [1] [total: 6]",
+            "11": "11 0620/62/m/j/15 \u00a9 ucles 2015 [turn over7 tonic water   tonic water is a solution containing citric acid. the concentration of the acid can be determined  by reaction with aqueous potassium hydroxide solution.   plan an investigation to show which of two different brands of colourless tonic water, tastyton and  slimton, contains the highest concentration of citric acid.   you can use common laboratory apparatus and chemicals.   ...   ...   ...   ...   ...   ...   ...   ...   ...   ...   .   [6] [total: 6]",
+            "12": "12 0620/62/m/j/15 \u00a9 ucles 2015blank page permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. every reasonable  effort has been made by the publisher (ucles) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the publisher will be pleased to make amends at the earliest possible opportunity. to avoid the issue of disclosure of answer-related information to candidates, all copyright acknowledgements are reproduced online in the cambridge international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download at www.cie.org.uk after the live examination series. 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. "
+        },
+        "0620_s15_qp_63.pdf": {
+            "1": "this document consists of 11 printed pages and 1 blank page. [turn overib15 06_0620_63/3rp \u00a9 ucles 2015 *0474927560* read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen.you may use an hb pencil for any diagrams or graphs.do not use staples, paper clips, glue or correction \ufb02 uid. do not  write in any barcodes. answer all questions. electronic calculators may be used.you may lose marks if you do not show your working or if you do not use appropriate units. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question.chemistry  0620/63   paper 6 alternative to practical may/june 2015  1 hour candidates answer on the question paper. no additional materials are required.cambridge international examinations cambridge international general certi \ufb01 cate of secondary education the syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certi \ufb01 cate.",
+            "2": "2 0620/63/m/j/15 \u00a9 ucles 20151  liquid paraf \ufb01 n oil was heated using the apparatus shown. the vapour was broken down by being  passed over very hot small pieces of broken tile. the gas collected was a mixture of alkenes and  hydrogen. broken tile mixture of gasesliquid paraffin on mineral wool water  (a)  complete the box to name the apparatus used. [1]  (b)  indicate with two arrows where heat was applied. [2]  (c) (i)   why were small  pieces of broken tile used?   . ..  [1]  (ii)  what was the purpose of the mineral wool?   . ..  [1]  (d)  name the process where long-chain hydrocarbons are broken down by heat.   ... ...  [1]  (e)  suggest the effect of passing the mixture of hydrogen and alkenes through bromine water.   ... .   ... ...  [1] [total: 7]",
+            "3": "3 0620/63/m/j/15 \u00a9 ucles 2015 [turn over2  a student investigated the rate of reaction between zinc and excess hydrochloric acid, at 20 \u00b0c.   2 g of zinc powder was added to 50 cm3 of dilute hydrochloric acid. dilute hydrochloric acidzincgas syringe   the volume of hydrogen released was measured every 30 seconds.  (a)  use the gas syringe diagrams to record the volumes in the table. 01 02 03 0 50 60 40 01 02 03 0 50 60 40 01 02 03 0 50 60 40 01 02 03 0 50 60 40 01 02 03 0 50 60 40 01 02 03 0 50 60 40 01 02 03 0 50 60 40 01 02 03 0 50 60 40time  / s 0 306090 120150180210gas syringe diagram volume of hydrogen  / cm3 [3]",
+            "4": "4 0620/63/m/j/15 \u00a9 ucles 2015 (b)   plot the points on the grid. draw a smooth line graph. 70 60504030 20 10 0 0 3 06 09 0 1 2 0 time  / svolume of hydrogen/  cm3 150 180 210 [4]  (c) (i)   at which time interval does the point appear to be inaccurate?   . ..  [1]  (ii)  use your graph  to \ufb01 nd the volume of gas that would be expected at this time.   . ..  [2]  (d)  the experiment was repeated but the hydrochloric acid was cooled to 5 \u00b0c before adding the  zinc.  (i)  how could the hydrochloric acid be cooled?   . ..  [1]  (ii)  sketch on the grid  the graph you would expect for the results at 5 \u00b0c. label your graph  \u2018lower temperature\u2019. [2] [total: 13]",
+            "5": "5 0620/63/m/j/15 \u00a9 ucles 2015 [turn over3  an investigation into the rusting of iron \ufb01 lings was carried out using damp iron \ufb01 lings in an inverted  boiling tube. 150  mmair before rustingdampiron filings tap water125  mmair afterrustingdampiron filings tap wate r  (a)  after one week the colour of the iron \ufb01 lings changed from grey to . [1]  (b) (i)   why did the water rise up the boiling tube?   . ..  [1]  (ii)  use the information on the diagram to work out the percentage decrease in the volume of  the air in the boiling tube after one week.   .    . ..  [2]  (c)  what would be the effect if this experiment were repeated using boiled distilled water instead  of tap water?   ... ...  [1] [total: 5]",
+            "6": "6 0620/63/m/j/15 \u00a9 ucles 20154  a student investigated the temperature changes when four different solids, d, e, f and g, reacted  with excess dilute hydrochloric acid. the solids were all calcium compounds.   four experiments were carried out.  (a) experiment 1   using a measuring cylinder, 30 cm3 of hydrochloric acid was poured into a polystyrene cup.  the temperature of the hydrochloric acid was measured.   2 g of solid d was added to the hydrochloric acid and the mixture stirred with a thermometer.   the temperature reached by the liquid mixture was measured.   observations were recorded.  observation:  rapid effervescence.   the polystyrene cup was emptied and rinsed with distilled water.  (b) experiment 2   experiment 1 was repeated using solid e.  (c) experiment 3   experiment 1 was repeated using solid f.  (d) experiment 4   experiment 1 was repeated using solid g but universal indicator solution was added to the  hydrochloric acid before adding the solid. observations were recorded.  observation:   the red colour of the liquid, ph 1, changed colour to orange then yellow, ph 6.  (e)  use the thermometer diagrams to record all of the temperatures in the table. complete the \ufb01 nal  column in the table. 1 2 3 4experimentinitial temperature of acid  / \u00b0cthermometer diagramthermometer diagramtemperature reached  / \u00b0ctemperature change  / \u00b0c 30 25 2030 25 20 30 25 2060 55 50 30 25 2025 20 15 30 25 2050 45 40 [3]",
+            "7": "7 0620/63/m/j/15 \u00a9 ucles 2015 [turn over (f)  draw a labelled bar chart to show the results of the experiments 1, 2, 3 and 4. 0temperature change  / \u00b0c [4]  (g)  use the results and observations to answer the following questions.  (i)  what type of chemical process occurred when solid d reacted with hydrochloric acid?   . ..  [1]  (ii)  what conclusion can you draw about solid d from the observations in experiment 1?   . ..  [1]  (h)  which experiment produced the largest temperature change?   ... ...  [1]",
+            "8": "8 0620/63/m/j/15 \u00a9 ucles 2015 (i)  explain the observations in experiment 4.   ... .   ... ...  [2]  (j)  predict the temperature of the solution in experiment 2 after 1 hour. explain your prediction.   ... .   ... ...  [2]  (k)  suggest and explain the effect on the results if experiment 2 was repeated using 60 cm3 of  hydrochloric acid.   ... .   ... ...  [2]  (l)  suggest a possible source of error in this experiment. identify a change in apparatus which  would reduce this error.  source of error  . ..  change to apparatus  . . [2] [total: 18]",
+            "9": "9 0620/63/m/j/15 \u00a9 ucles 2015 [turn over5  solid h was analysed. solid h was a salt containing iron( iii) ions, sulfate ions and one other cation  (positive ion).   the tests on solid h, and some of the observations are in the following table.   complete the observations in the table. tests observations tests on solid h (a)  appearance of solid h. pale yellow solid (b)  solid h was heated gently and then  strongly.   the gas given off was tested with  ph indicator paper.condensation formed at the top of the test-tube pungent gas ph paper turned blue-green, ph 10 tests on a solution of h water was added to solid h to produce  an aqueous solution, solution h. (c)  drops of aqueous sodium  hydroxide were added to 1 cm3  of solution h and the test-tube  shaken.   excess sodium hydroxide was then  added to the test-tube.   the mixture was heated gently and  the gas given off was tested...   [2] ..   [1] pungent gas, red litmus paper turned blue (d)  excess aqueous ammonia solution  was added to solution h. ..   [1] (e)  dilute nitric acid and aqueous silver  nitrate were added to solution h. ..   [1] (f)  dilute nitric acid and barium nitrate  solution were added to solution h...   [2]",
+            "10": "10 0620/63/m/j/15 \u00a9 ucles 2015 (g)  what does the formation of condensation in test (b) tell you about the nature of solid h?   ... .   ... ...  [1]  (h)  what does test (e) tell you about the nature of solid h?   ... ...  [1]  (i) (i)  name the gas given off in test (c).   . ..  [1]  (ii)   what conclusions can you draw about the identity of the other cation in solid h?   . ..  [1] [total: 11]",
+            "11": "11 0620/63/m/j/15 \u00a9 ucles 2015 [turn over6 burnable ice (methane hydrate)   methane hydrate is ice which contains trapped methane gas. methane is released when the ice  melts and is a useful fuel.   plan an investigation to \ufb01 nd the volume of methane gas trapped in 1 kg of this ice.   you are provided with a lump of the ice weighing between 100 g and 200 g and common laboratory  apparatus.   you may include a diagram in your answer.   ...    ...    ...    ...    ...    ...    ...    ... ..  [6] [total: 6]",
+            "12": "12 0620/63/m/j/15 \u00a9 ucles 2015blank page permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here 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 onl ine in the cambridge international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to do wnload at www.cie.org.uk after  the live examination series. cambridge international examinations is part of the cambridge assessment group. cambridge assessment is the brand name of unive rsity of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge."
+        },
+        "0620_w15_qp_11.pdf": {
+            "1": "  the syllabus is approved for use in england, wales and northern i reland as a cambridge international level 1/level 2 certificat e.  this document consists of 17 printed pages and 3 blank pages.  ib15 11_0620_11/5rp  \u00a9 ucles 2015 [turn over       *0290816641* cambridge international examinations  cambridge international general certificate of secondary education       chemistry 0620/11     paper 1 multiple choice  october/november 2015       45 minutes  additional materials: multiple choice answer sheet   soft clean eraser   soft pencil (type b or hb is recommended)       read these instructions first    write in soft pencil. do not use staples, paper clips, glue or correction fluid. write your name, centre number and candidate number on the answer sheet in the spaces provided unless  this has been done for you.  do not  write in any barcodes.   there are forty  questions on this paper. answer all questions. for each question there are four possible  answers a, b, c and d.   choose the one you consider correct and record your choice in soft pencil  on the separate answer sheet.   read the instructions on the answer sheet very carefully.  each correct answer will score one mark. a mark will not be deducted for a wrong answer. any rough working should be done in this booklet. a copy of the periodic table is printed on page 20. electronic calculators may be used.  ",
+            "2": "2  \u00a9 ucles 2015 0620/11/o/n/15  1 diagrams x, y and z represent the three states of matter.    x y z      which change occurs during boiling?  a x to y b y to z c z to x d z to y    2 p, q, r and s are pieces of apparatus.    pq r s 50 cm3 50 cm325 cm3 100  cm3     which row describes the correct apparatus for the measurement made?    apparatus measurement made  a p the volume of acid added to alkali in a titration  b q 1  cm3 of acid to add to calcium carbonate in a rate-determining experiment  c r 75  cm3 of a gas given off in a rate-determining experiment  d s 20  cm3 of alkali for use in a titration    3 which statement about atoms is correct?  a atoms contain protons and electrons in the nucleus.  b neutrons are negatively charged.  c protons are positively charged.  d the nucleon number is the number of neutrons.     ",
+            "3": "3  \u00a9 ucles 2015 0620/11/o/n/15 [turn over  4 which diagram correctly shows the ions present in the compound potassium fluoride?    e ee ee eeee e e ee ee ee ee ee eee e ee ee ee ee eeee e e ee ee ee ee ee eee e ee eea k+ b k\u2013 c k+ d k\u2013f\u2013 f+key = nucleus = electronee ee eeee e e ee ee ee ee f\u2013 ee eee e ee ee+\u2013 ee ee eeee e e ee ee ee ee f+ ee eee e ee ee\u2013+ +\u2013 +\u2013      ",
+            "4": "4  \u00a9 ucles 2015 0620/11/o/n/15  5 what do the nuclei of h1 1 hydrogen atoms contain?  a electrons and neutrons  b electrons and protons  c neutrons only  d protons only     6 the electronic structures of atoms x and y are shown.    x y     x and y form a covalent compound.    what is its formula?  a xy 5 b xy 3 c xy d x 3y     7 two atoms of magnesium, mg, react with one molecule of oxygen, o 2.    what is the formula of the product?  a mgo b mgo 2 c mg 2o d mg 2o2     8 which row describes the electrolysis of molten potassium bromide?     product at anode product at cathode  a bromine hydrogen  b bromine potassium  c hydrogen bromine  d potassium bromine    ",
+            "5": "5  \u00a9 ucles 2015 0620/11/o/n/15 [turn over  9 the diagram shows a section of an overhead power cable.    aluminiumsteel ceramic     which statement explains why a particular substance is used?  a aluminium has a low density and is a good conductor of electricity.  b ceramic is a good conductor of electricity.  c steel can rust in damp air.  d steel is more dense than aluminium.      10 which reaction is endothermic?  a acid neutralising alkali causing a temperature increase  b adding magnesium to hydrochloric acid  c calcium carbonate decomposing when heated  d combustion of fossil fuels     ",
+            "6": "6  \u00a9 ucles 2015 0620/11/o/n/15  11 solid hydrated sodium carbonate was added to solid citric acid.    the mixture was stirred and the temperature recorded every 10 seconds.    the results are shown on the graph:    25 201510 50temperature /  \u00b0c 0 2 04 06 0 time  / s80 100     which row describes the reaction?     reaction type energy change  a neutralisation endothermic  b neutralisation exothermic  c thermal decomposition endothermic  d thermal decomposition exothermic     12 the effect of temperature on the rate of the r eaction between marble chips and hydrochloric acid  can be investigated by measuring the production of carbon dioxide.    which item of equipment is not required for the investigation?  a condenser  b gas syringe  c stopclock  d thermometer    ",
+            "7": "7  \u00a9 ucles 2015 0620/11/o/n/15 [turn over  13 the element vanadium, v, forms several oxides.    in which change is oxidation taking place?  a vo 2 \u2192 v 2o3  b v2o5 \u2192 vo 2  c v2o3 \u2192 vo  d v2o3 \u2192 v 2o5      14 some crystals of hydrated cobalt( ii) chloride are heated in a test-tube until no further change is  observed.     the test-tube is allowed to cool and a few drops of water are then added to the contents.    which colours are observed?     before  heating after  heating after adding  water  a blue pink blue  b blue white blue  c pink blue pink  d white blue white     15 the diagram shows a simplified form of the periodic table:    wx y z     which elements will form an acidic oxide?  a w and z b w only c x and y only d y only     ",
+            "8": "8  \u00a9 ucles 2015 0620/11/o/n/15  16 a white solid is insoluble in water.     when it is added to hydrochloric acid, bubbles of gas are formed.    adding aqueous ammonia to the solution formed gives a white precipitate. adding excess  aqueous ammonia causes the precipitate to re-dissolve.    what is the white solid?  a aluminium nitrate  b ammonium nitrate  c calcium carbonate  d zinc carbonate     17 which property is not characteristic of a base?  a it reacts with a carbonate to form carbon dioxide.  b it reacts with an acid to form a salt.  c it reacts with an ammonium salt to form ammonia.  d it turns universal indicator paper blue.    18 four stages in the preparation of a salt from an acid and a solid metal oxide are listed.    1 add excess solid.  2 evaporate half the solution and leave to cool.  3 filter to remove unwanted solid.  4 heat the acid.    in which order should the stages be carried out?  a 1 \u2192 3 \u2192 4 \u2192 2  b 2 \u2192 1 \u2192 3 \u2192 4  c 4 \u2192 1 \u2192 3 \u2192 2  d 4 \u2192 2 \u2192 1 \u2192 3     ",
+            "9": "9  \u00a9 ucles 2015 0620/11/o/n/15 [turn over  19 which statements about group i and group vii elements are correct?    1 in group i, lithium is more reactive than potassium.  2 in group vii, chlorine is more reactive than fluorine.     statement 1 statement 2  a \u0013 \u0013  b \u0013 \u0017  c \u0017 \u0013  d \u0017 \u0017     20 the periodic table lists all the known elements.    elements are arranged in order of ...  1 ... number.    the melting points of group i elements ...  2 ... down the group.    the melting points of group vii elements ...  3 ... down the group.    which words correctly complete the gaps 1, 2 and 3?     1 2 3  a nucleon decrease increase  b nucleon increase decrease  c proton decrease increase  d proton increase decrease    21 the table gives information about four elements.    which element is a transition metal?     electrical  conductivity density in  g  / cm3 melting point  in \u00b0c  a good 0.97 98  b good 7.86 1535  c poor 2.33 1410  d poor 3.12 \u20137    ",
+            "10": "10  \u00a9 ucles 2015 0620/11/o/n/15  22 the group 0 elements are unreactive.    the gas used to fill balloons is ...  x... .    this gas is unreactive because it has ...  y... electrons in its outermost shell.    which words correctly complete gaps x and y?     x y  a argon eight  b argon two  c helium eight  d helium two     23 which diagram shows the structure of an alloy?    \u2013\u2013 \u2013\u2013 \u2013\u2013 \u2013\u2013\u2013\u2013 \u2013 \u2013\u2013\u2013+++++++++++ + +a cb d      ",
+            "11": "11  \u00a9 ucles 2015 0620/11/o/n/15 [turn over  24 the diagrams show what happens when three different metals are added to water.    x y zbubbles of gasflame     what are x, y and z?     x y z  a calcium copper potassium  b copper calcium potassium  c potassium calcium copper  d potassium copper calcium     25 which metal would be suitable for all of the following uses?  \u007f making aircraft bodies  \u007f making food containers  \u007f making overhead power cables  a aluminium  b brass  c mild steel  d pure iron    26 iron is extracted from its ore (hematite) in the blast furnace.    which gas is produced as a waste product?  a carbon dioxide  b hydrogen  c nitrogen  d oxygen     ",
+            "12": "12  \u00a9 ucles 2015 0620/11/o/n/15  27 which statements about water are correct?    1 household water may contain salts in solution.  2 water for household use is filtered to remove soluble impurities.  3 water is treated with chlorine to kill bacteria.  4 water is used in industry for cooling.    a 1, 2, 3 and 4   b 1, 2 and 3 only  c 1, 3 and 4 only  d 2, 3 and 4 only      28 which is a use of oxygen?  a as the gas in a lamp  b to react with ethene to form ethanol  c to react with methane in a bunsen burner  d to react with hematite to form iron      29 carbon monoxide is an air pollutant produced when petrol is burned in a car engine.    why is carbon monoxide considered to be an air pollutant?  a it causes climate change.  b it causes the corrosion of buildings.  c it is a significant greenhouse gas.  d it is poisonous.     30 fertilisers are mixtures of different compounds used to increase the growth of crops.   which pair of substances contains the three essential elements for plant growth?  a ammonium nitrate and calcium phosphate  b ammonium nitrate and potassium chloride  c ammonium phosphate and potassium chloride  d potassium nitrate and calcium carbonate     ",
+            "13": "13  \u00a9 ucles 2015 0620/11/o/n/15 [turn over  31 which process does not produce carbon dioxide?  a complete combustion of a fossil fuel  b fermentation  c reaction of an alkali with a carbonate  d respiration      32 the apparatus shown is set up and left for a week.    damp iron wool air water     which diagram shows the level of the water at the end of the week?    a b c d      33 carbon dioxide and methane both contribute to climate change.   which process produces both gases?  a complete combustion of natural gas  b farming cattle  c heating calcium carbonate  d respiration    ",
+            "14": "14  \u00a9 ucles 2015 0620/11/o/n/15  34 a student is asked to draw a diagram showing the uses of limestone.    limestone making  cement making lime added, with hematite,  to a blast furnace 1 2  3      which numbered lines show a correct use of limestone?  a 1, 2 and 3  b 1 and 2 only  c 1 and 3 only  d 2 and 3 only     35 the diagram shows the structure of a simple hydrocarbon and the products of two of its  reactions.    br br ch hc cchhh hhh   dibromoethane ethanol ethane13 2 hch hcohh hbromine steam     which structures are named correctly?     structure   1 2 3  a \u0013 \u0013 \u0017  b \u0013 \u0017 \u0013  c \u0017 \u0013 \u0013  d \u0017 \u0013 \u0017    ",
+            "15": "15  \u00a9 ucles 2015 0620/11/o/n/15 [turn over  36 which row describes the formation of a polymer?     monomer polymer  a ethane poly(ethane)  b ethane poly(ethene)  c ethene poly(ethane)  d ethene poly(ethene)     37 what is not the correct use for the fraction named?   name of fraction use  a fuel oil making waxes  b gas oil diesel engines  c kerosene jet fuel  d naphtha fraction making chemicals    38 ethanol can be formed by    1 fermentation  2 reaction between steam and ethene    which of these processes uses a catalyst?     1 2  a \u0013 \u0013  b \u0013 \u0017  c \u0017 \u0013  d \u0017 \u0017     ",
+            "16": "16  \u00a9 ucles 2015 0620/11/o/n/15  39 which homologous series is not represented in the compounds shown below?    h ch hhhhh c c h h ch h hh oc c o hh ch hh ohhh c c h h ch hhc hhhh h c c h     a alcohols  b alkanes  c alkenes  d carboxylic acids     40 alkenes are manufactured by cracking hydrocarbons obtained from petroleum.    hydrocarbon p obtained from petroleumhydrocarbon qcracking     which row describes the size of the molecules in hydrocarbons p and q and the effect of q on  aqueous bromine?   size of p  molecules size of q  molecules effect of q  on aqueous bromine  a large small decolourises  b large small no effect  c small large decolourises  d small large no effect     ",
+            "17": "17  \u00a9 ucles 2015 0620/11/o/n/15  blank page ",
+            "18": "18  \u00a9 ucles 2015 0620/11/o/n/15  blank page ",
+            "19": "19  \u00a9 ucles 2015 0620/11/o/n/15  blank page",
+            "20": "20    to avoid the issue of disclosure of answer-related information to candidates, all copyright acknowledgements are reproduced onl ine in the cambridge  international examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely a vailable to download at  www.cie.org.uk after the live examination series.    \u00a9 ucles 2015 0620/11/o/n/15   group 140 ce cerium 58141 pr praseodymium 59144 nd neodymium 60pm promethium 61150 sm samarium 62152 eu europium 63157 gd gadolinium 64159 tb terbium 65162 dy dysprosium 66165 ho holmium 67167 er erbium 68169 tm thulium 69173 yb ytterbium 70175 lu lutetium 71 232 th thorium 90pa protactinium 91238 u uranium 92np neptunium 93pu plutonium 94am americium 95cm curium 96bk berkelium 97cf californium 98es einsteinium 99fm fermium 100md mendelevium 101no nobelium 102lr lawrencium 1031 h hydrogen 1 7 li lithium 3 23 na sodium 1124 mg magnesium 12 40 ca calcium 2045 sc scandium 2148 ti titanium 2251 v vanadium 2352 cr chromium 2455 mn manganese 2556 fe iron 2659 co cobalt 2759 ni nickel 2864 cu copper 2965 zn zinc 3070 ga gallium 3127 al aluminium 1311 b boron 512 c carbon 614 n nitrogen 716 o oxygen 819 f fluorine 9 28 si silicon 1431 p phosphorus 1532 s sulfur 1635.5 cl chlorine 1740 ar argon 1820 ne neon 104 he helium 2 73 ge germanium 3275 as arsenic 3379 se selenium 3480 br bromine 3584 kr krypton 3639 k potassium 19 88 sr strontium 3889 y yttrium 3991 zr zirconium 4093 nb niobium 4196 mo molybdenum 42tc technetium 43101 ru ruthenium 44103 rh rhodium 45106 pd palladium 46108 ag silver 47112 cd cadmium 48115 in indium 49119 sn tin 50122 sb antimony 51128 te tellurium 52127 i iodine 53131 xe xenon 54 137 ba barium 56139 la lanthanum 57        *178 hf hafnium 72181 ta tantalum 73184 w tungsten 74186 re rhenium 75190 os osmium 76192 ir iridium 77195 pt platinum 78197 au gold 79201 hg mercury 80204 tl thallium 81207 pb lead 82209 bi bismuth 83po polonium 84at astatine 85rn radon 86 fr francium 87227 ac actinium 899 be beryllium 4ii i iii iv v vi vii 0 85 rb rubidium 37 133 cs caesium 55 226 ra radium 88 the volume of one mole of any gas is 2 4dm3at room temperature and pressure (r .t.p.).a x ba = relative atomic mass x = atomic symbol b = proton (atomic) numberkey*58-71 lanthanoid series 90-103 actinoid seriesdata sheet the periodic t able of the elements  "
+        },
+        "0620_w15_qp_12.pdf": {
+            "1": "  the syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificat e.  this document consists of 15 printed pages and 1 blank page.  ib15 11_0620_12/3rp  \u00a9 ucles 2015 [turn over       *1006769290* cambridge international examinations  cambridge international general certificate of secondary education       chemistry 0620/12     paper 1 multiple choice  october/november 2015       45 minutes  additional materials: multiple choice answer sheet   soft clean eraser   soft pencil (type b or hb is recommended)       read these instructions first    write in soft pencil. do not use staples, paper clips, glue or correction fluid. write your name, centre number and candidate number on the answer sheet in the spaces provided unless  this has been done for you.  do not  write in any barcodes.   there are forty  questions on this paper. answer all questions. for each question there are four possible  answers a, b, c and d.   choose the one you consider correct and record your choice in soft pencil  on the separate answer sheet.   read the instructions on the answer sheet very carefully.  each correct answer will score one mark. a mark will not be deducted for a wrong answer. any rough working should be done in this booklet. a copy of the periodic table is printed on page 16. electronic calculators may be used.  ",
+            "2": "2  \u00a9 ucles 2015 0620/12/o/n/15  1 which change of state takes place during evaporation?  a gas to liquid  b liquid to gas  c liquid to solid  d solid to gas      2 the diagram shows apparatus being used to demonstrate how the rate of a chemical reaction  changes with temperature.    reaction mixturemeasuring cylinder tank     which statement must be correct?  a the reaction is endothermic.  b the reaction is exothermic.  c the reaction produces a gas.  d the reaction produces an acid.     ",
+            "3": "3  \u00a9 ucles 2015 0620/12/o/n/15 [turn over  3 the table shows the nucleon number and the number of neutrons in one atom of isotopes w, x,  y and z.    isotope nucleon  number number of  neutrons  w 35 18  x 37 20  y 39 20  z 40 22    which statement about w, x, y and z is correct?  a w and x are isotopes of the same element.  b x and y are isotopes of elements in the same group of the periodic table.  c y and z are isotopes of elements in the same period of the periodic table.  d z has a higher proton number than y.      4 compound x melts at 801  \u00b0c and is a good electrical conductor when dissolved in water.    compound y boils at 77  \u00b0c, is insoluble in water and is a non-conductor of electricity.    which type of bonding is present in x and in y?     x y  a covalent covalent  b covalent ionic  c ionic covalent  d ionic ionic      5 what do the nuclei of h1 1 hydrogen atoms contain?  a electrons and neutrons  b electrons and protons  c neutrons only  d protons only     ",
+            "4": "4  \u00a9 ucles 2015 0620/12/o/n/15  6 the electronic structures of atoms x and y are shown.    x y     x and y form a covalent compound.    what is its formula?  a xy 5 b xy 3 c xy d x 3y      7 the relative atomic mass of chlorine is 35.5.    when calculating relative atomic mass, which particle is the mass of a chlorine atom compared  to?  a a neutron  b a proton  c an atom of carbon-12  d an atom of hydrogen-1     8 the diagram shows the electrolysis of concentrated hydrochloric acid and concentrated aqueous  sodium chloride using carbon electrodes.    +\u2013 +\u2013 electrode 2 electrode 1 concentrated hydrochloric acidelectrode 4 electrode 3 concentrated aqueous sodium chloride    at which electrode(s) is hydrogen produced?  a electrode 1 only  b electrodes 1 and 3  c electrode 2 only  d electrodes 2 and 4 ",
+            "5": "5  \u00a9 ucles 2015 0620/12/o/n/15 [turn over  9 the diagram shows a section of an overhead power cable.    aluminiumsteel ceramic     which statement explains why a particular substance is used?  a aluminium has a low density and is a good conductor of electricity.  b ceramic is a good conductor of electricity.  c steel can rust in damp air.  d steel is more dense than aluminium.      10 hydrogen can be used as a fuel.    which properties of hydrogen would be advantages and which would be disadvantages?    1 hydrogen is expensive to produce.  2 hydrogen reacts exothermically with oxygen. 3 when hydrogen burns, a greenhouse gas is not formed.   advantages disadvantages  a 1 2 and 3  b 1 and 2 3  c 1 and 3 2  d 2 and 3 1     11 which row correctly describes whether the reaction is exothermic or endothermic?     reaction exothermic endothermic  a calcium carbonate \u2192 calcium oxide + carbon dioxide \u0013 \u0017  b carbon + oxygen \u2192 carbon dioxide \u0013 \u0017  c methane + oxygen \u2192 carbon dioxide + water \u0017 \u0013  d sodium + water \u2192 sodium hydroxide + hydrogen \u0017 \u0013   ",
+            "6": "6  \u00a9 ucles 2015 0620/12/o/n/15  12 the diagram shows four experiments in which equal volumes of aqueous acid (all in an excess)  are added to equal masses of metal. both acids have the same concentration.    in which experiment has the metal completely reacted in the shortest time?    hc l copper granulesa hno3 copper powderb hc l zinc granulesc hno3 zinc powderd       13 the element vanadium, v, forms several oxides.    in which change is oxidation taking place?  a vo 2 \u2192 v 2o3  b v2o5 \u2192 vo 2  c v2o3 \u2192 vo  d v2o3 \u2192 v 2o5     14 which reaction is not a reversible reaction?  a combustion of alkanes  b hydration of anhydrous copper( ii) sulfate  c melting lead( ii) bromide  d thermal decomposition of hydrated cobalt( ii) chloride      15 the reaction between magnesium and carbon dioxide is represented by the following equation.    2mg  +  co 2  \u2192  2mgo  +  c    which statement describes what happens in this reaction?  a carbon is oxidised.  b magnesium is reduced.  c neither oxidation nor reduction happens.  d the carbon in carbon dioxide is reduced.     ",
+            "7": "7  \u00a9 ucles 2015 0620/12/o/n/15 [turn over  16 which element forms an acidic oxide?    a bc d      17 which property is not characteristic of a base?  a it reacts with a carbonate to form carbon dioxide.  b it reacts with an acid to form a salt.  c it reacts with an ammonium salt to form ammonia.  d it turns universal indicator paper blue.    18 a sting from insect x has a ph of 6 and a sting from insect y has a ph of 8.    the table shows the ph of four substances.    substance ph  hydrochloric acid   1  sodium hydrogen carbonate   8  sodium hydroxide 14  vinegar   5    which substances are used to treat the two stings?     x y  a hydrochloric acid sodium hydroxide  b sodium hydrogen carbonate vinegar  c sodium hydroxide hydrochloric acid  d vinegar sodium hydrogen carbonate    ",
+            "8": "8  \u00a9 ucles 2015 0620/12/o/n/15  19 a salt is produced in each of the following reactions.    p magnesium + dilute hydrochloric acid  q zinc oxide + dilute sulfuric acid  r sodium hydroxide + dilute hydrochloric acid  s copper carbonate + dilute sulfuric acid    which statements about the products of the reactions are correct?    1 a flammable gas is produced in reaction p.  2 water is formed in all reactions.  3 all the salts formed are soluble in water.    a 1, 2 and 3 b 1 and 2 only c 1 and 3 only d 2 and 3 only      20 the table shows the symbols of three metals with names that begin with the letter c.    which row correctly shows the melting point of the metals?     co cr cs  a high high high  b high high low  c low low high  d low low low      21 the table gives information about four elements.    which element is a transition metal?     electrical  conductivity density in  g / cm3 melting point  in \u00b0c  a good 0.97 98  b good 7.86 1535  c poor 2.33 1410  d poor 3.12 \u20137     ",
+            "9": "9  \u00a9 ucles 2015 0620/12/o/n/15 [turn over  22 the diagram shows elements w, x, y and z in a section of the periodic table.    x yzw     which statement about the reactivity of the elements is correct?  a x is more reactive than y, and w is more reactive than z.  b x is more reactive than y, and z is more reactive than w.  c y is more reactive than x, and w is more reactive than z.  d y is more reactive than x, and z is more reactive than w.     23 which two elements make up mild steel?  a aluminium and magnesium  b copper and zinc  c iron and carbon   d tin and lead    24 the diagrams show what happens when three different metals are added to water.    x y zbubbles of gasflame     what are x, y and z?     x y z  a calcium copper potassium  b copper calcium potassium  c potassium calcium copper  d potassium copper calcium   ",
+            "10": "10  \u00a9 ucles 2015 0620/12/o/n/15  25 which substances do not react together?  a calcium  +  water  b copper  +  dilute hydrochloric acid  c sodium  +  water  d zinc  +  dilute hydrochloric acid      26 iron is extracted from hematite in a blast furnace.    which reaction increases the temperature in the blast furnace to over 1500  \u00b0c?  a calcium carbonate \u2192 calcium oxide + carbon dioxide  b calcium oxide + silicon dioxide \u2192 calcium silicate  c carbon + oxygen \u2192 carbon dioxide  d carbon dioxide + carbon \u2192 carbon monoxide     27 which statements about water are correct?    1 household water may contain salts in solution.  2 water for household use is filtered to remove soluble impurities. 3 water is treated with chlorine to kill bacteria. 4 water is used in industry for cooling.    a 1, 2, 3 and 4   b 1, 2 and 3 only  c 1, 3 and 4 only  d 2, 3 and 4 only     28 which gas is a pollutant of the air?  a argon  b carbon dioxide  c nitrogen  d sulfur dioxide    ",
+            "11": "11  \u00a9 ucles 2015 0620/12/o/n/15 [turn over  29 carbon monoxide is an air pollutant produced when petrol is burned in a car engine.    why is carbon monoxide considered to be an air pollutant?  a it causes climate change.  b it causes the corrosion of buildings.  c it is a significant greenhouse gas.  d it is poisonous.     30 metals are welded by using the heat produced by burning a gas in oxygen.        which gas could not be used for this purpose?  a ethene  b hydrogen  c helium  d methane     31 which elements are present in npk fertilisers?  a nitrogen, phosphorus, potassium  b nitrogen, potassium, calcium  c sodium, phosphorus, potassium  d sodium, potassium, calcium    ",
+            "12": "12  \u00a9 ucles 2015 0620/12/o/n/15  32 the apparatus shown is set up and left for a week.    damp iron wool air water     which diagram shows the level of the water at the end of the week?    a b c d       33 a farmer moves his cows into a concrete shelter for protection.   there is little access for fresh air once the door is closed.    which gases would increase in amount in the shelter?  a carbon dioxide and carbon monoxide  b carbon dioxide and methane  c carbon monoxide and oxygen  d methane and oxygen     ",
+            "13": "13  \u00a9 ucles 2015 0620/12/o/n/15 [turn over  34 a student is asked to draw a diagram showing the uses of limestone.    limestone making  cement making lime added, with hematite,  to a blast furnace 1 2  3      which numbered lines show a correct use of limestone?  a 1, 2 and 3  b 1 and 2 only  c 1 and 3 only  d 2 and 3 only     35 which formula is that of an alkene?  a c 2h6 b c 3h6 c c 3h8 d c 4h10    36 which row describes the formation of a polymer?     monomer polymer  a ethane poly(ethane)  b ethane poly(ethene)  c ethene poly(ethane)  d ethene poly(ethene)    37 hydrocarbons obtained by fractional distillation of petroleum can be cracked to make useful  products.    which substance could not be obtained by cracking propane, m r 44?  a c2h4 b c3h6 c c4h8 d h2    ",
+            "14": "14  \u00a9 ucles 2015 0620/12/o/n/15  38 ethanol can be formed by    1 fermentation  2 reaction between steam and ethene    which of these processes uses a catalyst?     1 2  a \u0013 \u0013  b \u0013 \u0017  c \u0017 \u0013  d \u0017 \u0017      39 the flow chart shows the preparation of ethanol and some important chemistry of ethanol.    ethanol carbon dioxide + substance z substance xprocess y fermentation     what are x, y and z?     x y z  a ethane combustion yeast  b glucose combustion steam  c water polymerisation water  d yeast fermentation glucose     40 what are the properties of a dilute solution of ethanoic acid?     smell appearance  a odourless colourless  b odourless red  c pungent smell colourless  d pungent smell red    ",
+            "15": "15  \u00a9 ucles 2015 0620/12/o/n/15  blank page",
+            "16": "16    to avoid the issue of disclosure of answer-related information to candidates, all copyright acknowledgements are reproduced onl ine in the cambridge  international examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely a vailable to download at  www.cie.org.uk after the live examination series.    \u00a9 ucles 2015 0620/12/o/n/15   group 140 ce cerium 58141 pr praseodymium 59144 nd neodymium 60pm promethium 61150 sm samarium 62152 eu europium 63157 gd gadolinium 64159 tb terbium 65162 dy dysprosium 66165 ho holmium 67167 er erbium 68169 tm thulium 69173 yb ytterbium 70175 lu lutetium 71 232 th thorium 90pa protactinium 91238 u uranium 92np neptunium 93pu plutonium 94am americium 95cm curium 96bk berkelium 97cf californium 98es einsteinium 99fm fermium 100md mendelevium 101no nobelium 102lr lawrencium 1031 h hydrogen 1 7 li lithium 3 23 na sodium 1124 mg magnesium 12 40 ca calcium 2045 sc scandium 2148 ti titanium 2251 v vanadium 2352 cr chromium 2455 mn manganese 2556 fe iron 2659 co cobalt 2759 ni nickel 2864 cu copper 2965 zn zinc 3070 ga gallium 3127 al aluminium 1311 b boron 512 c carbon 614 n nitrogen 716 o oxygen 819 f fluorine 9 28 si silicon 1431 p phosphorus 1532 s sulfur 1635.5 cl chlorine 1740 ar argon 1820 ne neon 104 he helium 2 73 ge germanium 3275 as arsenic 3379 se selenium 3480 br bromine 3584 kr krypton 3639 k potassium 19 88 sr strontium 3889 y yttrium 3991 zr zirconium 4093 nb niobium 4196 mo molybdenum 42tc technetium 43101 ru ruthenium 44103 rh rhodium 45106 pd palladium 46108 ag silver 47112 cd cadmium 48115 in indium 49119 sn tin 50122 sb antimony 51128 te tellurium 52127 i iodine 53131 xe xenon 54 137 ba barium 56139 la lanthanum 57        *178 hf hafnium 72181 ta tantalum 73184 w tungsten 74186 re rhenium 75190 os osmium 76192 ir iridium 77195 pt platinum 78197 au gold 79201 hg mercury 80204 tl thallium 81207 pb lead 82209 bi bismuth 83po polonium 84at astatine 85rn radon 86 fr francium 87227 ac actinium 899 be beryllium 4ii i iii iv v vi vii 0 85 rb rubidium 37 133 cs caesium 55 226 ra radium 88 the volume of one mole of any gas is 2 4dm3at room temperature and pressure (r .t.p.).a x ba = relative atomic mass x = atomic symbol b = proton (atomic) numberkey*58-71 lanthanoid series 90-103 actinoid seriesdata sheet the periodic t able of the elements  "
+        },
+        "0620_w15_qp_13.pdf": {
+            "1": "  the syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificat e.  this document consists of 16 printed pages.  ib15 11_0620_13/4rp  \u00a9 ucles 2015 [turn over       *0977517416* cambridge international examinations  cambridge international general certificate of secondary education       chemistry 0620/13     paper 1 multiple choice  october/november 2015       45 minutes  additional materials: multiple choice answer sheet   soft clean eraser   soft pencil (type b or hb is recommended)       read these instructions first    write in soft pencil. do not use staples, paper clips, glue or correction fluid. write your name, centre number and candidate number on the answer sheet in the spaces provided unless  this has been done for you.  do not  write in any barcodes.   there are forty  questions on this paper. answer all questions. for each question there are four possible  answers a, b, c and d.   choose the one you consider correct and record your choice in soft pencil  on the separate answer sheet.   read the instructions on the answer sheet very carefully.  each correct answer will score one mark. a mark will not be deducted for a wrong answer. any rough working should be done in this booklet. a copy of the periodic table is printed on page 16. electronic calculators may be used.  ",
+            "2": "2  \u00a9 ucles 2015 0620/13/o/n/15  1 in which process do particles move closer together but remain in motion?  a condensation  b diffusion  c evaporation  d freezing      2 a student was asked to measure the rate of reaction between dilute hydrochloric acid and marble  chips at different temperatures.    some of the apparatus used is shown.        which two other pieces of apparatus would be needed?  a balance and pipette  b balance and stopclock  c beaker and stopclock  d burette and pipette     3 argon, ar, has a higher relative atomic mass than potassium, k, but appears before it in the  periodic table.    kar     why is argon listed before potassium in the periodic table?  a argon has fewer neutrons than potassium.  b argon has fewer protons than potassium.  c argon has more neutrons than potassium.  d argon has more protons than potassium. ",
+            "3": "3  \u00a9 ucles 2015 0620/13/o/n/15 [turn over  4 in the following diagrams, x and y are atoms of different elements.   which diagram correctly shows the arrangement of outer electrons in a molecule of methane?    xyy ya xy yb xy yyyc xy yyyd       5 what do the nuclei of h1 1 hydrogen atoms contain?  a electrons and neutrons  b electrons and protons  c neutrons only  d protons only      6 the electronic structures of atoms x and y are shown.    x y     x and y form a covalent compound.    what is its formula?  a xy 5 b xy 3 c xy d x 3y     7 copper( ii) oxide reacts with ammonia.   the left hand side of the balanced equation for this reaction is:  3cuo  +  2nh 3 \u2192   what completes the equation?  a 3cu  +  2hno 3  b 3cu  +  2n  +  3h 2o  c 3cu  +  n 2  + 3h 2o  d 3cu  +  2no  +  3h 2o     ",
+            "4": "4  \u00a9 ucles 2015 0620/13/o/n/15  8 what are the electrode products when molten silver iodide is electrolysed between inert  electrodes?   cathode anode  a hydrogen iodine  b iodine silver  c silver iodine  d silver oxygen      9 the diagram shows a section of an overhead power cable.    aluminiumsteel ceramic     which statement explains why a particular substance is used?  a aluminium has a low density and is a good conductor of electricity.  b ceramic is a good conductor of electricity.  c steel can rust in damp air.  d steel is more dense than aluminium.      10 which reaction is endothermic?  a the burning of magnesium ribbon  b the combustion of methane  c the decomposition of calcium carbonate  d the reaction of water with anhydrous copper( ii) sulfate     ",
+            "5": "5  \u00a9 ucles 2015 0620/13/o/n/15 [turn over  11 a metal reacts with an aqueous solution.    the graph shows the temperature before, during and after the reaction.    time temperature      which row describes the reaction?     reaction energy change  a combustion endothermic  b combustion exothermic  c thermal decomposition endothermic  d thermal decomposition exothermic      12 which of the following changes decreases the rate of the reaction between magnesium and dilute  hydrochloric acid?  1 diluting the acid  2 using larger pieces of magnesium  3 cooling the mixture  a 1, 2 and 3  b 1 and 2 only  c 1 and 3 only  d 2 and 3 only      13 the element vanadium, v, forms several oxides.    in which change is oxidation taking place?  a vo 2 \u2192 v 2o3  b v2o5 \u2192 vo 2  c v2o3 \u2192 vo  d v2o3 \u2192 v 2o5     ",
+            "6": "6  \u00a9 ucles 2015 0620/13/o/n/15  14 if anhydrous copper( ii) sulfate is added to water, which colour change is observed?  a blue to pink  b blue to white  c pink to blue  d white to blue     15 element x is in group i of the periodic table.    which row shows the type of oxide and whether element x is metallic or non-metallic?   type of oxide metallic or  non-metallic  a acidic metallic  b acidic non-metallic  c basic metallic  d basic non-metallic    16 three liquids, p, q and r, are added to a mixture of hydrochloric acid and universal indicator  solution.    the following observations are made.    p the colour of the indicator turns purple.  q the colour of the indicator does not change.  r there is effervescence and the indicator turns blue.  what are p, q and r?     p q r  a sodium carbonate  solution water sodium hydroxide  solution  b sodium hydroxide  solution water sodium carbonate  solution  c water sodium carbonate  solution sodium hydroxide  solution  d water sodium hydroxide  solution sodium carbonate  solution     ",
+            "7": "7  \u00a9 ucles 2015 0620/13/o/n/15 [turn over  17 which property is not characteristic of a base?  a it reacts with a carbonate to form carbon dioxide.  b it reacts with an acid to form a salt.  c it reacts with an ammonium salt to form ammonia.  d it turns universal indicator paper blue.      18 zinc sulfate is a soluble salt and can be prepared by reacting excess zinc carbonate with dilute  sulfuric acid.    which piece of equipment would not be required in the preparation of zinc sulfate crystals?  a beaker  b condenser  c evaporating dish  d filter funnel      19 an element, x, is a dark grey crystalline solid at room temperature.    it has a melting point of 114  \u00b0c and a density of 4.9  g / cm3.    when heated gently it forms a purple vapour.    where in the periodic table is x found?    a b c d     ",
+            "8": "8  \u00a9 ucles 2015 0620/13/o/n/15  20 j and k are two elements from the same period in the periodic table.    the table gives some properties of j and k.     j k  appearance shiny grey dull yellow  electrical conductivity when solid good poor  malleability malleable brittle    which statement about j and k is correct?  a j forms an acidic oxide.  b j is found to the left of k in the periodic table.  c k forms positive ions when it reacts.  d k is more metallic than j.     21 the table gives information about four elements.    which element is a transition metal?     electrical  conductivity density in  g  / cm3 melting point  in \u00b0c  a good 0.97 98  b good 7.86 1535  c poor 2.33 1410  d poor 3.12 \u20137    22 hydrogen and helium have both been used to fill balloons.    which property of helium makes it the preferred choice to hydrogen?  a easily compressed into a gas cylinder  b forms monatomic molecules  c lower density  d unreactive     ",
+            "9": "9  \u00a9 ucles 2015 0620/13/o/n/15 [turn over  23 which statement is true for all metals?  a their atoms lose one or more electrons when they react.  b they are brittle.  c they do not conduct electricity when solid.  d they melt at low temperatures when they are heated.      24 the diagrams show what happens when three different metals are added to water.    x y zbubbles of gasflame     what are x, y and z?     x y z  a calcium copper potassium  b copper calcium potassium  c potassium calcium copper  d potassium copper calcium     25 the table show three uses of aluminium and a reason why aluminium is used for that purpose.   use reason  1 aircraft manufacture high tensile strength  2 overhead electricity cables low density  3 food containers resistance to corrosion    which reasons explain the use?  a 1, 2 and 3  b 1 and 2 only  c 1 and 3 only  d 2 and 3 only    ",
+            "10": "10  \u00a9 ucles 2015 0620/13/o/n/15  26 which conditions are necessary to make mild steel from iron?  a add calcium oxide and blow oxygen through it  b heat with calcium oxide  c heat with carbon and limestone  d heat with nickel and chromium      27 which statements about water are correct?    1 household water may contain salts in solution.  2 water for household use is filtered to remove soluble impurities.  3 water is treated with chlorine to kill bacteria.  4 water is used in industry for cooling.    a 1, 2, 3 and 4   b 1, 2 and 3 only  c 1, 3 and 4 only  d 2, 3 and 4 only      28 the diagram shows the flame produced from burning a hydrocarbon, acetylene, in a welding  torch.    x acetylene     which gas is x?  a hydrogen  b methane  c nitrogen  d oxygen     ",
+            "11": "11  \u00a9 ucles 2015 0620/13/o/n/15 [turn over  29 carbon monoxide is an air pollutant produced when petrol is burned in a car engine.    why is carbon monoxide considered to be an air pollutant?  a it causes climate change.  b it causes the corrosion of buildings.  c it is a significant greenhouse gas.  d it is poisonous.     30 which compound is not a fertiliser?  a ammonium sulfate, (nh 4)2so 4  b calcium hydroxide, ca(oh) 2  c potassium chloride, kc l  d urea, co(nh 2)2     31 in which reaction is carbon dioxide not produced?  a complete combustion of petrol  b hydrochloric acid reacting with magnesium  c respiration  d thermal decomposition of limestone     ",
+            "12": "12  \u00a9 ucles 2015 0620/13/o/n/15  32 the apparatus shown is set up and left for a week.    damp iron wool air water     which diagram shows the level of the water at the end of the week?    a b c d       33 unwanted vegetation is sometimes placed in a bin where it decays to form compost. this  compost can be used to fertilise soils.    which gas is likely to be present in a higher percentage inside the bin than in the air outside the bin?  a carbon monoxide  b methane  c oxygen  d sulfur dioxide     ",
+            "13": "13  \u00a9 ucles 2015 0620/13/o/n/15 [turn over  34 a student is asked to draw a diagram showing the uses of limestone.    limestone making  cement making lime added, with hematite,  to a blast furnace 1 2  3      which numbered lines show a correct use of limestone?  a 1, 2 and 3  b 1 and 2 only  c 1 and 3 only  d 2 and 3 only     35 what are the names of the compounds shown in the reaction scheme below?    h ch hhhhh butanehh c c c hh ch hhh wxcchhhh c h h ch hh oh yc h h ch ho zc oh+cracking oxygensteam      w x y z  a ethane ethene ethanol ethanoic acid  b ethane ethene ethanoic acid ethanol  c ethene ethane ethanol ethanoic acid  d ethene ethane ethanoic acid ethanol     ",
+            "14": "14  \u00a9 ucles 2015 0620/13/o/n/15  36 which row describes the formation of a polymer?     monomer polymer  a ethane poly(ethane)  b ethane poly(ethene)  c ethene poly(ethane)  d ethene poly(ethene)     37 which row shows the correct use of a fraction obtained by the fractional distillation of petroleum?   fraction use  a bitumen making waxes and polishes  b fuel oil aircraft fuel  c kerosene fuel for ships  d naphtha making chemicals    38 ethanol can be formed by    1 fermentation  2 reaction between steam and ethene    which of these processes uses a catalyst?     1 2  a \u0013 \u0013  b \u0013 \u0017  c \u0017 \u0013  d \u0017 \u0017     ",
+            "15": "15  \u00a9 ucles 2015 0620/13/o/n/15  39 the structures of four compounds are shown.    h ch hhw hhh c c hchhx hhh c c h h ch hhy hhh c c chh hhh h c chh hz       which are members of the same homologous series?  a w, x, y and z  b w and x only  c w, y and z only  d x and z only     40 during the process of cracking hydrocarbons, an ... 1 ... is converted into an ... 2 ... .    the presence of an ... 3 ... can be shown by a visible reaction with ... 4 ... .    which words complete gaps 1, 2, 3 and 4?     1 2 3 4  a alkane alkene alkene bromine  b alkane alkene alkene steam  c alkene alkane alkane bromine  d alkene alkane alkane steam    ",
+            "16": "16    to avoid the issue of disclosure of answer-related information to candidates, all copyright acknowledgements are reproduced onl ine in the cambridge  international examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely a vailable to download at  www.cie.org.uk after the live examination series.    \u00a9 ucles 2015 0620/13/o/n/15   group 140 ce cerium 58141 pr praseodymium 59144 nd neodymium 60pm promethium 61150 sm samarium 62152 eu europium 63157 gd gadolinium 64159 tb terbium 65162 dy dysprosium 66165 ho holmium 67167 er erbium 68169 tm thulium 69173 yb ytterbium 70175 lu lutetium 71 232 th thorium 90pa protactinium 91238 u uranium 92np neptunium 93pu plutonium 94am americium 95cm curium 96bk berkelium 97cf californium 98es einsteinium 99fm fermium 100md mendelevium 101no nobelium 102lr lawrencium 1031 h hydrogen 1 7 li lithium 3 23 na sodium 1124 mg magnesium 12 40 ca calcium 2045 sc scandium 2148 ti titanium 2251 v vanadium 2352 cr chromium 2455 mn manganese 2556 fe iron 2659 co cobalt 2759 ni nickel 2864 cu copper 2965 zn zinc 3070 ga gallium 3127 al aluminium 1311 b boron 512 c carbon 614 n nitrogen 716 o oxygen 819 f fluorine 9 28 si silicon 1431 p phosphorus 1532 s sulfur 1635.5 cl chlorine 1740 ar argon 1820 ne neon 104 he helium 2 73 ge germanium 3275 as arsenic 3379 se selenium 3480 br bromine 3584 kr krypton 3639 k potassium 19 88 sr strontium 3889 y yttrium 3991 zr zirconium 4093 nb niobium 4196 mo molybdenum 42tc technetium 43101 ru ruthenium 44103 rh rhodium 45106 pd palladium 46108 ag silver 47112 cd cadmium 48115 in indium 49119 sn tin 50122 sb antimony 51128 te tellurium 52127 i iodine 53131 xe xenon 54 137 ba barium 56139 la lanthanum 57        *178 hf hafnium 72181 ta tantalum 73184 w tungsten 74186 re rhenium 75190 os osmium 76192 ir iridium 77195 pt platinum 78197 au gold 79201 hg mercury 80204 tl thallium 81207 pb lead 82209 bi bismuth 83po polonium 84at astatine 85rn radon 86 fr francium 87227 ac actinium 899 be beryllium 4ii i iii iv v vi vii 0 85 rb rubidium 37 133 cs caesium 55 226 ra radium 88 the volume of one mole of any gas is 2 4dm3at room temperature and pressure (r .t.p.).a x ba = relative atomic mass x = atomic symbol b = proton (atomic) numberkey*58-71 lanthanoid series 90-103 actinoid seriesdata sheet the periodic t able of the elements    "
+        },
+        "0620_w15_qp_21.pdf": {
+            "1": "read these instructions first write your centre number, candidate number and name in the spaces at the top of this page. write in dark blue or black pen.you may use an hb pencil for any diagrams or graphs.do not use staples, paper clips, glue or correction fluid.do not write in any barcodes. answer all questions. electronic calculators may be used.a copy of the periodic table is printed on pa ge 16. you may lose marks if you do not show your working or if you do not use appropriate units. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question.chemistry 0620/21   paper 2 october/november 2015  1 hour 15 minutes candidates answer on the question paper. no additional materials are required. cambridge international examinations cambridge international general certificate of secondary education this document consists of 16 printed pages . [turn overib15 11_0620_21/3rp\u00a9 ucles 2015 *9575812330* the syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificate.",
+            "2": "2 0620/21/o/n/15 \u00a9 ucles 20151  the structures of six compounds are shown below. alcl clclcl alclcl cla c c hh h h so42\u2013b d f eo h h ba2+nh4+nh4+ nh4+nh4+ so42\u2013 nh4+nh4+so42\u2013nh4+ nh4+ so42\u2013 nh4+so42\u2013nh4+ nh4+ so42\u2013 nh4+hcl \u2013 cl \u2013cl \u2013 cl \u2013 ba2+ cl \u2013cl \u2013ba2+cl \u2013 cl \u2013 ba2+ cl \u2013ba2+cl \u2013 cl \u2013 ba2+ cl \u2013   answer the following questions about these substances.   each compound may be used once, more than once or not at all.  (a)  which substance, a, b, c, d, e or f,  (i)  gives a white precipitate on addition of an aqueous solution of   sodium sulfate, ..  [1]  (ii)  is a component of many fertilisers, ..  [1]  (iii)  contains a group iii element, ..  [1]  (iv)  is an acidic gas at room temperature, ..  [1]  (v)  turns anhydrous cobalt chloride pink, ..  [1]  (vi)  is the main component of natural gas? ..  [1]",
+            "3": "3 0620/21/o/n/15 \u00a9 ucles 2015 [turn over (b)  compound a can be made by direct combination of chlorine and aluminium using the apparatus  shown below. chlorine excess chlorinealuminium foilcompound a al 2cl 6  (i)  on the diagram above, draw an arrow to show where heat is applied. [1]  (ii)  suggest one safety precaution that should be taken when carrying out this experiment.   ...   [1]  (iii)  complete the symbol equation for this reaction. 2al  +  c l 2  \u2192  al 2cl 6 [1] [total: 9]",
+            "4": "4 0620/21/o/n/15 \u00a9 ucles 20152  a student measures the maximum temperature changes when five different solids, p, q, r, s and t,  are dissolved separately in water. she uses the apparatus shown below. solid thermometer stirrer  (a)  the student stirs the mixture as each solid is added.   suggest why she does this.      ..   [1]  (b)  suggest two factors which should be kept the same to make the experiment a fair test.  1.    2.  ..   [2]  (c)  the table of results is shown below. solid addedinitial temperature of the water / \u00b0chighest temperature of the solution / \u00b0c p 20 24 q 18 23 r 19 16 s 22 23 t 20 18  (i)  which solid gave the greatest temperature change when dissolved in water?   ...   [1]  (ii)  which solids gave an endothermic energy change when dissolved in water?  ... and     [2]",
+            "5": "5 0620/21/o/n/15 \u00a9 ucles 2015 [turn over (d)  radioactive isotopes can be used as a source of energy.  (i)  which one of the following isotopes is a radioactive isotope?   put a ring around the correct answer. c12 6               u235 92               h1 1               zn65 30 [1]  (ii)  an isotope of radium, ra, has 226 nucleons in its nucleus.   how many neutrons does this isotope contain?   use your periodic table.   ...   [1]  (iii)  give one use of radioactive isotopes in medicine.   ...   [1]  (e)  fractions obtained from the distillation of petroleum are also sources of energy.  (i)  which one of the following fractions is used as a fuel for jet aircraft?   put a ring around the correct answer. bitumen         gasoline         kerosene         naphtha [1]  (ii)  heptadecane, c17h36, is present in the fuel oil fraction.   complete the equation for the cracking of heptadecane to form two hydrocarbons. c17h36  \u2192  c12h26  +   [1] [total: 11]",
+            "6": "6 0620/21/o/n/15 \u00a9 ucles 20153 (a)  nickel is extracted from nickel( ii) oxide, nio, by heating with carbon.   complete the symbol equation for this reaction. .nio  +  c  \u2192  2ni  +  ... [2]  (b)  nickel is refined by electrolysis.  (i)  complete the boxes to label the diagram below to show  \u2022  the negative electrode (cathode),  \u2022  the positive electrode (anode),  \u2022  the electrolyte. + \u2013 [2]  (ii)  at which electrode is the pure nickel formed?   ...   [1]  (c)  molten nickel( ii) chloride can be electrolysed using graphite electrodes.  (i)  predict the products of this electrolysis at  the positive electrode (anode),  ...  the negative electrode (cathode).  ... [2]  (ii)  give two reasons why graphite is used for electrodes.  1.  .  2.  . [2]",
+            "7": "7 0620/21/o/n/15 \u00a9 ucles 2015 [turn over (d)  the structures of diamond and graphite are shown below. diamond graphite  (i)  explain how the structure of diamond relates to its use in cutting hard materials.   .   .   ...   [2]  (ii)  explain how the structure of graphite relates to its use as a lubricant.   .   .   ...   [2] [total: 13]",
+            "8": "8 0620/21/o/n/15 \u00a9 ucles 20154  a teacher demonstrated the reactivity of calcium with water. he used the apparatus shown below. water calciumgas syringe  (a)  the teacher measured the volume of gas given off at various times during the reaction. he  then repeated the experiment using strontium but keeping all the conditions the same.   the graph obtained from the results is shown below. 60 50 40 30 20 10 0 0 20 40 time  / s60 80 100volume of gas  / cm3calciu mstrontium  (i)  explain how the graph shows that strontium is more reactive than calcium.   .   ...   [1]  (ii)  for the reaction between calcium and water, deduce the volume of gas produced in the  first 50 seconds. . cm3  [1]",
+            "9": "9 0620/21/o/n/15 \u00a9 ucles 2015 [turn over (iii)  at what time was the reaction between strontium and water complete? . s  [1]  (iv)  how do you know from the graph that the reaction between calcium and water was not  complete 100 seconds after the reaction started?   ...   [1]  (v)  suggest how the rate of reaction changes when the same mass of calcium is used but in  smaller pieces.   ...   [1]  (b)  the solution formed at the end of the reaction between strontium and water is alkaline. it is a solution of strontium hydroxide.   the teacher titrated this solution with hydrochloric acid using the apparatus shown below. hydrochloric acid 25 cm3 strontium hydroxide solutionburette  (i)  what piece of apparatus should be used to put exactly 25.0 cm3 of the strontium hydroxide  solution into the flask?   ...   [1]  (ii)  a few drops of litmus solution was added to the flask.   explain why litmus is added to the flask and describe what happens to the litmus as the  titration proceeds.   .   .   ...   [2]",
+            "10": "10 0620/21/o/n/15 \u00a9 ucles 2015 (c)  the graph below shows how the ph of the solution in the flask changes as the acid is added. 12 10 8 6 4 2 0 0 10 20 volume of hydrochloric acid  / cm330 40 50ph  (i)  describe how the ph of the solution changes as the titration proceeds.   .   .   ...   [3]  (ii)  what volume of acid had been added when the solution had a neutral ph?   ...   [1]  (iii)  the symbol equation for the reaction is sr(oh)2  +  2hcl  \u2192  srcl 2  +  2h2o   give the name of the salt formed in this reaction.   ...   [1] [total: 13]",
+            "11": "11 0620/21/o/n/15 \u00a9 ucles 2015 [turn over5  a student left a cube of ice on a plate in a warm room. the diagrams below show what happened  to the ice. at the start after 10 minutes after 30 minutes  (a)  describe and explain what happened to the ice. in your answer,  \u2022  describe and explain the change of state which occurs,  \u2022  explain this change using the kinetic particle theory.                  ..   [5]  (b)  water is used in industry and in the home.  (i)  give one use of water in industry.   ...   [1]  (ii)  give one use of water in the home.   ...   [1]  (c)  the symbol equation for the reaction of lithium with water is shown below. 2li(s)  +  2h2o(l)  \u2192  2lioh(aq)  +  h2(g)  (i)  write the word equation for this reaction.   ...   [1]  (ii)  describe two observations which can be made when lithium reacts with water.   .   ...   [2]  (iii)  describe how the reactivity of potassium with water compares with the reactivity of lithium with water.   ...   [1]",
+            "12": "12 0620/21/o/n/15 \u00a9 ucles 2015 (d)  ethanol can be made by the reaction of steam with ethene.  (i)  draw the structure of ethene showing all atoms and all bonds. [1]  (ii)  describe the conditions required for this reaction.   ...   [2]  (e)  the table below describes the reaction of water or steam with different metals. metal observations calcium reacts rapidly with cold water cerium reacts slowly with hot water and very rapidly with steam cobalt reacts with steam when cobalt powder is very hot iron reacts very slowly with hot water and readily with steam   put these metals in order of their reactivity. least reactive most reactive [2] [total: 16]",
+            "13": "13 0620/21/o/n/15 \u00a9 ucles 2015 [turn over6  when rubber is distilled, a chemical called isoprene is formed.   the structure of isoprene is shown below. c cch hh hhh hh cc  (a)  deduce the molecular formula of isoprene.   ..   [1]  (b)  isoprene is an unsaturated compound.   describe a test for an unsaturated compound.  test  .  result     [2]  (c)  isoprene forms an addition polymer.  (i)  what feature of the isoprene molecule is responsible for it forming an addition polymer?   ...   [1]  (ii)  give the name of another addition polymer.   ...   [1]  (d) isoprene does not conduct electricity.   explain why.   ..   [1]  (e)  state the names of two substances formed when isoprene undergoes incomplete combustion.  ... and  ...   [2]",
+            "14": "14 0620/21/o/n/15 \u00a9 ucles 2015 (f)  isoprene can be prepared from 3-methylbutan-1-ol.   to which group of compounds does 3-methylbutan-1-ol belong?   tick one box.  alcohols  alkanes  alkenes  carboxylic acids [1] [total: 9]",
+            "15": "15 0620/21/o/n/15 \u00a9 ucles 2015 [turn over7 (a)  sodium is in group i of the periodic table.   describe the structure of a sodium atom.  in your answer refer to,  \u2022  the type and number of each subatomic particle present,  \u2022  the charges on each type of subatomic particle,  \u2022  the position of each type of subatomic particle in the atom.                     ..   [5]  (b)  sodium carbide, na2c2, reacts with water to form ethyne, c2h2.  (i)  complete the symbol equation for this reaction. na2c2  +  ...h2o  \u2192  ...naoh  +  c2h2 [2]  (ii)  ethyne is a hydrocarbon.   what is the meaning of the term hydrocarbon?   ...   [1]  (iii)  calculate the relative formula mass of sodium carbide. [1] [total: 9]",
+            "16": "16 0620/21/o/n/15 \u00a9 ucles 2015to avoid the issue of disclosure of answer-related information to candidates, all copyright acknowledgements are reproduced online in the cambridge international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download at www.cie.org.uk after the live examination series. group 140 ce ceriu m 58141 pr praseodymium 59144 nd neodymium 60pm promethiu m 61150 sm samarium 62152 eu europium 63157 gd gadolinium 64159 tb terbium 65162 dy dysprosium 66165 ho holmium 67167 er erbium 68169 tm thulium 69173 yb ytterbium 70175 lu lutetium 71 232 th thorium 90pa protactiniu m 91238 u uraniu m 92np neptunium 93pu plutonium 94am americium 95cm curium 96bk berkelium 97cf californiu m 98es einsteinium 99fm fermium 100md mendelevium 101no nobelium 102lr lawrencium 1031 h hydrogen 1 7 li lithiu m 3 23 na sodium 1124 mg magnesiu m 12 40 ca calcium 2045 sc scandium 2148 ti titanium 2251 v vanadium 2352 cr chromiu m 2455 mn manganes e 2556 fe iron 2659 co cobalt 2759 ni nickel 2864 cu copper 2965 zn zinc 3070 ga galliu m 3127 al aluminium 1311 b boron 512 c carbo n 614 n nitroge n 716 o oxygen 819 f fluorine 9 28 si silicon 1431 p phosphoru s 1532 s sulfur 1635.5 cl chlorine 1740 ar argon 1820 ne neon 104 he helium 2 73 ge germanium 3275 as arsenic 3379 se selenium 3480 br bromine 3584 kr krypton 3639 k potassium 19 88 sr strontium 3889 y yttrium 3991 zr zirconium 4093 nb niobium 4196 mo molybdenum 42tc technetium 43101 ru ruthenium 44103 rh rhodium 45106 pd palladium 46108 ag silver 47112 cd cadmiu m 48115 in indium 49119 sn tin 50122 sb antimony 51128 te telluriu m 52127 i iodine 53131 xe xenon 54 137 ba barium 56139 la lanthanu m 57        *178 hf hafnium 72181 ta tantalum 73184 w tungsten 74186 re rheniu m 75190 os osmium 76192 ir iridium 77195 pt platinum 78197 au gold 79201 hg mercury 80204 tl thallium 81207 pb lead 82209 bi bismuth 83po polonium 84at astatine 85rn radon 86 fr francium 87227 ac actinium 899 be beryllium 4i ii iii iv v vi vii 0 85 rb rubidium 37 133 cs caesium 55 226 ra radium 88 the volume of one mole of any gas is 24 dm3at room temperature and pressure (r .t.p.).a x ba = relative atomic mass x = atomic symbol b = proton (atomic) numbe rkey*58-71 lanthanoid series 90-103 actinoid seriesdata sheet the periodic table of the element s"
+        },
+        "0620_w15_qp_22.pdf": {
+            "1": "read these instructions first write your centre number, candidate number and name in the spaces at the top of this page. write in dark blue or black pen.you may use an hb pencil for any diagrams or graphs.do not use staples, paper clips, glue or correction \ufb02 uid. do not  write in any barcodes. answer all questions. electronic calculators may be used.a copy of the periodic table is printed on pa ge 16. you may lose marks if you do not show your working or if you do not use appropriate units. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question.chemistry  0620/22   paper 2 october/november 2015  1 hour 15 minutes candidates answer on the question paper. no additional materials are required.cambridge international examinations cambridge international general certi \ufb01 cate of secondary education this document consists of 14 printed pages and 2 bla nk pages. [turn overib15 11_0620_22/2rp\u00a9 ucles 2015 *7994315301* the syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certi \ufb01 cate.",
+            "2": "2 0620/22/o/n/15 \u00a9 ucles 20151  the structures of six substances are shown below. agagagag agagagagagagaga fefefe fe fefe ninini fefefe xe xexe xexeb na+i\u2013na+ i\u2013na+i\u2013na+i\u2013 na+i\u2013na+i\u2013c def n oon oo n ooff f ff fff   answer the following questions about these substances.   each substance may be used once, more than once or not at all.  (a)  which substance, a, b, c, d, e or f,  (i)  is a simple molecular compound, ..  [1]  (ii)  is an alloy, ..  [1]  (iii)  is a compound, whose aqueous solution gives a yellow   precipitate on addition of aqueous silver nitrate, ..  [1]  (iv)  is an atmospheric pollutant arising from reactions taking  place in car engines, ..  [1]  (v)  is a diatomic molecule, ..  [1]  (vi)  conducts electricity when molten but not when solid? ..  [1]  (b)  substance a is an element.   what is meant by the term element ?   ... .   ... ...  [1]  (c)  substance d oxidises water to oxygen.   complete the symbol equation for this reaction. 2f2  +  2h2o  \u2192  ...hf  +  ... [2] [total: 9]",
+            "3": "3 0620/22/o/n/15 \u00a9 ucles 2015 [turn over2  a student measured the highest temperature reached when four different fuels were burned. he  used the apparatus shown below. thermomete r copper can fuelclamp water spirit burner  (a)  the same amount of each fuel was burned.   suggest two other things which the student should keep constant to make the experiment a  fair test.  1.  ... .  2.  ... . [2]  (b)  is burning an exothermic or an endothermic reaction?   give a reason for your answer.   ... ...  [1]  (c)  the table below shows the results. fuelmolecular formulainitial temperature / \u00b0c\ufb01 nal temperature / \u00b0c ethanol c2h6o2 3 4 4 hexane c6h14 17 46 pentane c5h12 22 48 propanol c3h8o2 1 4 5  (i)  which fuel gave the highest temperature change?   . ..  [1]  (ii)  which fuel has the highest relative molecular mass?   you are not expected to do any calculations.   . ..  [1]",
+            "4": "4 0620/22/o/n/15 \u00a9 ucles 2015 (d)  methane is a fuel.  (i)  draw the structure of methane showing all atoms and all bonds. [1]  (ii)  which one of the following fuels is largely methane?   tick one box.  coal fuel oil gasoline natural gas [1]  (e)  pentane and hexane belong to the same homologous series.  (i)  how can you tell this from their names?   . ..  [1]  (ii)  complete the following sentence about a homologous series using words from the list  below.  acidic alcohol compounds density different  elements functional masses properties solid  a homologous series is a family of similar ... with similar ...    due to the presence of the same ... group. [3] [total: 11]",
+            "5": "5 0620/22/o/n/15 \u00a9 ucles 2015 [turn over3  the order of reactivity of zinc, magnesium, calcium and barium is shown below. zinc  \u2192  magnesium  \u2192  calcium  \u2192  barium least reactive    most reactive  (a)  equal-sized pieces of zinc, magnesium, calcium and barium are placed in water.   some observations from these reactions are shown in the table.  (i)  complete the box for barium. metal observations zinc no reaction with cold watermagnesium gives a few bubbles with hot water, does not disappearcalcium gives off bubbles steadily with cold water, gets smaller slowlybarium [2]  (ii)  give the name of a metal in the above table which is extracted by heating with carbon.   . ..  [1]  (iii)  suggest why barium cannot be extracted using carbon.   . ..  [1]  (b)  barium can be extracted by heating barium oxide with aluminium. 4bao  +  2a l  \u2192  3ba  +  baa l  2o4   how does this equation show that barium oxide gets reduced?   ... ...  [1]  (c)  a solution of barium hydroxide is alkaline.  (i)  describe how you would show that barium hydroxide solution is alkaline.   . ..  [1]  (ii)  complete the word equation for the reaction of barium hydroxide with hydrochloric acid. barium hydroxide+hydrochloric acid\u2192. .+ . [2]",
+            "6": "6 0620/22/o/n/15 \u00a9 ucles 2015 (d)  a student used the apparatus shown below to calculate the concentration of barium hydroxide  solution. hydrochloric acid barium hydroxide solutiona  (i)  give the name of the piece of apparatus labelled a.   . ..  [1]  (ii)  the hydrochloric acid is added to the barium hydroxide solution in the \ufb02 ask until the acid  is in excess.   describe how the ph of the solution changes as the acid is added.   .    . ..  [2]  (e)  complete the diagram below for the electrolysis of molten zinc chloride.   label the electrodes and the power source. molten zinc chloride [3] [total: 14]",
+            "7": "7 0620/22/o/n/15 \u00a9 ucles 2015 [turn over4  a student investigated the reaction of lumps of iron with sulfuric acid. fe(s)  +  h2so4(aq)  \u2192  feso4(aq)  +  h2(g)   she used the apparatus shown below. sulfuric acid lumps of ironwate r  (a) (i)   describe how this apparatus can be used to investigate the rate of this reaction.   .    .    . ..  [3]  (ii)  describe how the rate of reaction would differ if smaller lumps of iron were used.   all other conditions remain the same.   . ..  [1]  (b)  the student investigated the effect of temperature on the reaction rate.  (i)  state three  factors which the student should keep the same in each experiment.  1.  .. ...  2.  .. ...  3.  .. ... [3]",
+            "8": "8 0620/22/o/n/15 \u00a9 ucles 2015 (ii)  the table shows how the rate of reaction changed with temperature. temperature / \u00b0crate of reaction in cm3 / s 20 2.2 30 4.440 8.850 17.6   use the information in the table to describe how the rate of reaction changed with  temperature.   .    . ..  [2]  (c)  iron( ii) sulfate can be prepared by adding excess iron to sulfuric acid.   describe how you could obtain pure dry crystals of iron( ii) sulfate from the reaction mixture in  the conical \ufb02 ask.   ... .   ... .   ... .   ... ...  [3] [total: 12]",
+            "9": "9 0620/22/o/n/15 \u00a9 ucles 2015 [turn over5  a crystal of sulfur melts when heated.  (a)  explain, using the kinetic particle theory, the differences between the arrangement and motion  of the particles in sulfur crystals and liquid sulfur.   ... .   ... .   ... .   ... .   ... ...  [4]  (b)  sulfur dioxide is an atmospheric pollutant.  (i)  describe how sulfur dioxide is formed and how it gets into the atmosphere.   .    .    . ..  [2]  (ii)  what type of oxide is sulfur dioxide?   . ..  [1]  (iii)  flue gas desulfurisation removes sulfur dioxide from exhaust gases in factories.   describe the process of \ufb02 ue gas desulfurisation.   .    . ..  [2]  (iv)  sulfur dioxide is also formed when copper is reduced by hot concentrated sulfuric acid.   complete the symbol equation for this reaction. cu  +  ..h2so4  \u2192  cuso4  +  so2  +  ..h2o [2]  (c)  copper is a metal.   give two physical properties which are characteristic of all metals.  1.  ... .  2.  ... . [2]",
+            "10": "10 0620/22/o/n/15 \u00a9 ucles 2015 (d)   the table below gives some properties of some metals that are used to make electrical cables  and wires. metal strengthelectrical conductivitymelting point / \u00b0cprice $ / kg aluminium comparatively weak good 660 1.5 copper strong very good 1093 29 steel strong fairly good 1535 2.1 silver fairly strong very good 962 635  (i)  suggest why aluminium with a steel core is used for overhead power cables.   .    . ..  [2]  (ii)  copper is used in electrical wiring in the home rather than silver.   suggest why.   . ..  [1] [total: 16]",
+            "11": "11 0620/22/o/n/15 \u00a9 ucles 2015 [turn over6  geraniol is a chemical found in rose petals.   the structure of geraniol is shown below. cch ch3ch3 ch3ch2ch2 c hch2oh c  (a) (i)   on the structure above, put a ring around the alcohol functional group. [1]  (ii)  is geraniol a saturated or an unsaturated compound?   give a reason for your answer.   . ..  [1]  (b)  geraniol can be extracted from rose petals by steam distillation using the apparatus shown  below. the geraniol is carried off in small droplets with the steam. a geraniol water heatx rose petals and water  (i)  give the name of the piece of apparatus labelled a.   . ..  [1]  (ii)  the vapour at point x is a mixture of geraniol and steam.   give one property of a mixture which distinguishes it from a compound.   .    . ..  [1]  (iii)  the geraniol and water are collected in the beaker.   what information in the diagram above shows that geraniol is less dense than water?   . ..  [1]",
+            "12": "12 0620/22/o/n/15 \u00a9 ucles 2015 (c)  geraniol can also be extracted from rose petals by grinding the petals in ethanol.  (i)  draw the structure of ethanol showing all atoms and all bonds. [1]  (ii)  complete the word equation for the complete combustion of ethanol. ethanol  +  oxygen  \u2192  ..  +   [2]  (d)  what is the percentage by volume of oxygen in the air?   ... ...  [1] [total: 9]",
+            "13": "13 0620/22/o/n/15 \u00a9 ucles 2015 [turn over7  beryllium is in group ii and period 2 of the periodic table.  (a)  describe the structure of a beryllium atom.   in your answer, refer to  \u2022  the type and number of each subatomic particle present,  \u2022  the charges on each type of subatomic particle,  \u2022  the position of each type of subatomic particle in the atom.   ... .   ... .   ... .   ... .   ... .   ... .   ... ...  [5]  (b)  part of the structure of beryllium chloride is shown below. cl clcl be clcl becl be   deduce the simplest formula for beryllium chloride.   ... ...  [1]  (c)  beryllium carbide, be2c, reacts with water. beryllium hydroxide and methane are formed. be2c  +   4h2o  \u2192  2be(oh)2  +  ch4  (i)  calculate the relative formula mass of beryllium hydroxide. [2]  (ii)  describe one adverse effect of methane on the environment.   . ..  [1] [total: 9]",
+            "14": "14 0620/22/o/n/15 \u00a9 ucles 2015blank page",
+            "15": "15 0620/22/o/n/15 \u00a9 ucles 2015blank page",
+            "16": "16 0620/22/o/n/15 \u00a9 ucles 2015to avoid the issue of disclosure of answer-related information to candidates, all copyright acknowledgements are reproduced onl ine in the cambridge international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to do wnload at www.cie.org.uk after  the live examination series. group 140 ce cerium 58141 pr praseodymium 59144 nd neodymium 60pm promethium 61150 sm samarium 62152 eu europium 63157 gd gadolinium 64159 tb terbium 65162 dy dysprosium 66165 ho holmium 67167 er erbium 68169 tm thulium 69173 yb ytterbium 70175 lu lutetium 71 232 th thorium 90pa protactinium 91238 u uranium 92np neptunium 93pu plutonium 94am americium 95cm curium 96bk berkelium 97cf californium 98es einsteinium 99fm fermium 100md mendelevium 101no nobelium 102lr lawrencium 1031 h hydrogen 1 7 li lithium 3 23 na sodium 1124 mg magnesium 12 40 ca calcium 2045 sc scandium 2148 ti titanium 2251 v vanadium 2352 cr chromium 2455 mn manganese 2556 fe iron 2659 co cobalt 2759 ni nickel 2864 cu copper 2965 zn zinc 3070 ga gallium 3127 al aluminium 1311 b boron 512 c carbon 614 n nitrogen 716 o oxygen 819 f fluorine 9 28 si silicon 1431 p phosphorus 1532 s sulfur 1635.5 cl chlorine 1740 ar argon 1820 ne neon 104 he helium 2 73 ge germanium 3275 as arsenic 3379 se selenium 3480 br bromine 3584 kr krypton 3639 k potassium 19 88 sr strontium 3889 y yttrium 3991 zr zirconium 4093 nb niobium 4196 mo molybdenum 42tc technetium 43101 ru ruthenium 44103 rh rhodium 45106 pd palladium 46108 ag silver 47112 cd cadmium 48115 in indium 49119 sn tin 50122 sb antimony 51128 te tellurium 52127 i iodine 53131 xe xenon 54 137 ba barium 56139 la lanthanum 57        *178 hf hafnium 72181 ta tantalum 73184 w tungsten 74186 re rhenium 75190 os osmium 76192 ir iridium 77195 pt platinum 78197 au gold 79201 hg mercury 80204 tl thallium 81207 pb lead 82209 bi bismuth 83po polonium 84at astatine 85rn radon 86 fr francium 87227 ac actinium 899 be beryllium 4ii i iii iv v vi vii 0 85 rb rubidium 37 133 cs caesium 55 226 ra radium 88 the volume of one mole of any gas is 24 dm3at room temperature and pressure (r.t.p.).a x ba = relative atomic mass x = atomic symbol b = proton (atomic) numberkey*58-71 lanthanoid series 90-103 actinoid seriesdata sheet the periodic table of the elements"
+        },
+        "0620_w15_qp_23.pdf": {
+            "1": "read these instructions first write your centre number, candidate number and name in the spaces at the top of this page. write in dark blue or black pen.you may use an hb pencil for any diagrams or graphs.do not use staples, paper clips, glue or correction fluid.do not write in any barcodes. answer all questions. electronic calculators may be used.a copy of the periodic table is printed on pa ge 16. you may lose marks if you do not show your working or if you do not use appropriate units. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question.chemistry 0620/23   paper 2 october/november 2015  1 hour 15 minutes candidates answer on the question paper. no additional materials are required. cambridge international examinations cambridge international general certificate of secondary education this document consists of 16 printed pages. [turn overib15 11_0620_23/3rp\u00a9 ucles 2015 *7225024004* the syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificate.",
+            "2": "2 0620/23/o/n/15 \u00a9 ucles 20151  the structures of six gases are shown below. a ar o o o c o n n c hh hh cb c d e f cl cl   answer the following questions about these gases.   each gas may be used once, more than once or not at all.  (a)  which gas, a, b, c, d, e or f  (i)  bleaches damp litmus paper, ..  [1]  (ii)  forms 79% of the air, ..  [1]  (iii)  is a noble gas, ..  [1]  (iv)  can undergo polymerisation, ..  [1]  (v)  decolourises aqueous bromine, ..  [1]  (vi)  is a product of respiration? ..  [1]  (b)  gas f is a compound.   define the term compound .      ..   [1]  (c)  give a use for gas e.   ..   [1]  (d)  when magnesium is heated in gas c magnesium nitride, mg3n2, is formed.   complete the symbol equation for this reaction. ..mg  +  ..  \u2192  mg3n2 [1] [total: 9]",
+            "3": "3 0620/23/o/n/15 \u00a9 ucles 2015 [turn over2  household waste can be burned to produce energy.   the table shows the energy released by different materials when the waste is burned. material burnedmass burned / kgenergy released / kj metals 1.0 1 000 organic matter 0.5 8 000 paper 2.0 40 000 plastics 1.0 30 000 cloth 1.0 15 000  (a)  which material releases the most energy per kilogram when burned?   ..   [1]  (b)  which one of the following words best describes the energy change when a substance is  burned?   tick one box.  endothermic  neutralisation  exothermic  reduction [1]  (c)  the structure of part of a plastic is shown below. ch2 ch2ch3 ch chcn oo c   how many different types of atom are present in this plastic?   ..   [1]",
+            "4": "4 0620/23/o/n/15 \u00a9 ucles 2015 (d)  waste paper can be converted into an \u2018oil\u2019 by heating it at 350 \u00b0c under pressure in the presence  of a catalyst.  (i)  what is the purpose of the catalyst?   ...   [1]  (ii)  the \u2018oil\u2019 has the formula, c22h22o2.   complete the word equation for the complete combustion of this oil. \u2018oil\u2019  +  oxygen  \u2192  ..  +  . [2]  (e)  some plastics contain sulfur.   explain why plastics containing sulfur are harmful to the environment when burned.      ..   [2]  (f)  when organic matter decomposes, methane and carboxylic acids are formed.  (i)  to which homologous series does methane belong?   ...   [1]  (ii)  ethanoic acid is a carboxylic acid.   state one physical property of ethanoic acid.   ...   [1]  (iii)  complete the formula for ethanoic acid showing all atoms and all bonds. chh h [1] [total: 11]",
+            "5": "5 0620/23/o/n/15 \u00a9 ucles 2015 [turn over3  hydrogen chloride can be prepared in the laboratory by heating sodium chloride with concentrated  sulfuric acid using the apparatus shown below. sodium chlorideconcentrated sulfuric acid  (a)  complete the diagram by adding the labels in the boxes. [2]  (b)  the equation for the reaction is shown below. 2nac l  +  h2so4  \u2192  na2so4  +  2hcl   state the name of the salt formed as a product in this reaction.   ..   [1]",
+            "6": "6 0620/23/o/n/15 \u00a9 ucles 2015 (c)  hydrogen chloride gas dissolves in water to form hydrochloric acid.  (i)  the diagram below shows the apparatus used to electrolyse concentrated hydrochloric  acid. x y + \u2013   label the diagram to show  \u2022 the anode,  \u2022 the cathode,  \u2022 the electrolyte. [2]  (ii)  give the names of the gases collected at  x,    y.  . [2]  (iii)  complete the word equation for the reaction of hydrochloric acid with calcium carbonate. hydrochloric acid+calcium carbonate\u2192. .+..+. [3]",
+            "7": "7 0620/23/o/n/15 \u00a9 ucles 2015 [turn over (d)  aqueous ammonia is added slowly to a beaker containing hydrochloric acid.   the graph below shows how the ph of the solution in the flask changes as the aqueous  ammonia is added. 10 8 6 4 2 0ph 0 10 20 30 volume of aqueous ammonia  / cm340  (i)  what was the ph of the hydrochloric acid at the start of the experiment?   ...   [1]  (ii)  describe how the ph of the solution changes as the titration proceeds.   .   .   ...   [3] [total: 14]",
+            "8": "8 0620/23/o/n/15 \u00a9 ucles 20154  ethanol can be made by fermenting glucose.  yeast glucose    ethanol  +  carbon dioxide   a student investigated the fermentation of glucose at 30 \u00b0c. she used the apparatus shown below. fermentation mixturewater  (a)  describe how this apparatus can be used to investigate the rate of this reaction.         ..   [3]",
+            "9": "9 0620/23/o/n/15 \u00a9 ucles 2015 [turn over (b)  the graph below shows how the rate of fermentation changes with time. 0.4 0.3 0.20.10.0rate of reaction /  cm3 co2 per hour 0 20 40 60 time  / hours80 100  (i)  describe how the rate of fermentation changes with time.   .   ...   [2]  (ii)  what is the rate of reaction 40 hrs after the start of the experiment? . cm3 co2 per hour  [1]  (iii)  suggest two ways to increase the rate of this reaction.  1  ..  2  .. [2]  (c)  if air is introduced into the fermentation mixture, some of the ethanol is converted to ethanoic acid.   ethanoic acid has properties which are typical of most acids.   suggest how you could distinguish between ethanoic acid and ethanol.      ..   [2] [total: 10]",
+            "10": "10 0620/23/o/n/15 \u00a9 ucles 20155 (a)  mercury is a liquid at room temperature. when heated, it changes to mercury vapour.   explain, using the kinetic particle theory, the differences in the arrangement and motion of the  particles in liquid mercury and mercury vapour.               ..   [4]  (b)  the table below compares the properties of some metals. metalmelting point / \u00b0cboiling point / \u00b0ccorrosion resistance aluminium 660 2467resistant to corrosion because of oxide layer copper 1083 2567 fairly resistant to corrosion iron 1535 2750 corrodes easily potassium 63 760 corrodes very easily   use the information in the table to answer the following questions.  (i)  what is the state of potassium at 100 \u00b0c?   explain your answer.   .   ...   [2]  (ii)  which two metals in the table are transition elements?   explain your answer.   .   ...   [2]  (iii)  why is aluminium used for food containers?   ...   [1]",
+            "11": "11 0620/23/o/n/15 \u00a9 ucles 2015 [turn over (c)  iron undergoes a form of corrosion called rusting.  (i)  state the conditions needed for rusting?   and  ...   [2]  (ii)  explain why painting a clean iron object prevents it from rusting.   ...   [1]  (d)  iron reacts with hydrochloric acid. a salt with the formula fecl 2 is formed as well as a gas  which pops with a lighted splint.  (i)  complete the word equation for this reaction. iron  +  hydrochloric acid  \u2192  ..  +  . [2]  (ii)  describe a test for iron( ii) ions.  test  ..  result  ... [2]  (e)  stainless steel is an alloy of iron.   give one use of stainless steel.   ..   [1] [total: 17]",
+            "12": "12 0620/23/o/n/15 \u00a9 ucles 20156  petroleum is a mixture of hydrocarbons. hydrocarbon fractions are separated in an oil refinery. the  diagram shows the chemical plant used. xnaphthagasolinerefinery ga sfractions diesel lubricating fraction petroleum bitumenhighlow temperature  (a)  name the process by which hydrocarbon fractions are separated and state the physical property which allows this process to be carried out.      ..   [2]  (b)  use the information in the diagram above to answer these questions.  (i)  which fraction contains hydrocarbons with the lowest relative molecular masses?   ...   [1]  (ii)  state the name of the fraction labelled x.   ...   [1]",
+            "13": "13 0620/23/o/n/15 \u00a9 ucles 2015 [turn over (c)  in some oil refineries, naphtha is heated with steam at 800 \u00b0c.   a mixture of hydrocarbons is formed.   some of these hydrocarbons are shown below. ch hh hca hh ch ch hcd hh hhhch hcb hh ch ch hce hh chh chh hhhc ch h hcc h hh  (i)  which two of these hydrocarbons are unsaturated?   and  ...   [1]  (ii)  compound d can be cracked to make hydrogen.   complete the symbol equation for this reaction. c3h8  \u2192    +   [2]  (d)  bitumen is a mixture of hydrocarbons.   bitumen is heated with copper( ii) oxide. w heatbitumen + copper( ii) oxide  (i)  a pinkish-brown solid appears at the bottom of the test-tube. this solid conducts electricity.   suggest the name of this pinkish-brown solid.   ...   [1]  (ii)  water collects on the walls of the test-tube at w.   suggest why water collects at this point?   ...   [1] [total: 9]",
+            "14": "14 0620/23/o/n/15 \u00a9 ucles 20157 (a)  chlorine is in group vii of the periodic table.   one isotope of a chlorine atom has a nucleon number of 35.   describe the structure of an atom of this isotope of chlorine.   in your answer refer to  \u2022  the type and number of each subatomic particle present,  \u2022  the charges on each type of subatomic particle,  \u2022  the position of each type of subatomic particle in the atom.                     ..   [5]  (b)  chlorine reacts with sodium to form sodium chloride.   sodium chloride contains na+ ions and c l \u2013 ions.   explain why sodium ions are positively charged and chloride ions are negatively charged.         ..   [2]  (c)  when chlorine reacts with aqueous potassium iodide, the solution turns brown.  (i)  suggest why the solution turns brown.   ...   [1]  (ii)  explain why aqueous potassium chloride does not react with iodine.   ...   [1]",
+            "15": "15 0620/23/o/n/15 \u00a9 ucles 2015 [turn over (d)  the structure of a chlorofluorocarbon is shown below. cf f f fcl fc   deduce the molecular formula of this compound.   ..   [1] [total: 10]",
+            "16": "16 0620/23/o/n/15 \u00a9 ucles 2015to avoid the issue of disclosure of answer-related information to candidates, all copyright acknowledgements are reproduced online in the cambridge international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download at www.cie.org.uk after the live examination series. group 140 ce ceriu m 58141 pr praseodymium 59144 nd neodymium 60pm promethiu m 61150 sm samarium 62152 eu europium 63157 gd gadolinium 64159 tb terbium 65162 dy dysprosium 66165 ho holmium 67167 er erbium 68169 tm thulium 69173 yb ytterbium 70175 lu lutetium 71 232 th thorium 90pa protactiniu m 91238 u uraniu m 92np neptunium 93pu plutonium 94am americium 95cm curium 96bk berkelium 97cf californiu m 98es einsteinium 99fm fermium 100md mendelevium 101no nobelium 102lr lawrencium 1031 h hydrogen 1 7 li lithiu m 3 23 na sodium 1124 mg magnesiu m 12 40 ca calcium 2045 sc scandium 2148 ti titanium 2251 v vanadium 2352 cr chromiu m 2455 mn manganes e 2556 fe iron 2659 co cobalt 2759 ni nickel 2864 cu copper 2965 zn zinc 3070 ga galliu m 3127 al aluminium 1311 b boron 512 c carbo n 614 n nitroge n 716 o oxygen 819 f fluorine 9 28 si silicon 1431 p phosphoru s 1532 s sulfur 1635.5 cl chlorine 1740 ar argon 1820 ne neon 104 he helium 2 73 ge germanium 3275 as arsenic 3379 se selenium 3480 br bromine 3584 kr krypton 3639 k potassium 19 88 sr strontium 3889 y yttrium 3991 zr zirconium 4093 nb niobium 4196 mo molybdenum 42tc technetium 43101 ru ruthenium 44103 rh rhodium 45106 pd palladium 46108 ag silver 47112 cd cadmiu m 48115 in indium 49119 sn tin 50122 sb antimony 51128 te telluriu m 52127 i iodine 53131 xe xenon 54 137 ba barium 56139 la lanthanu m 57        *178 hf hafnium 72181 ta tantalum 73184 w tungsten 74186 re rheniu m 75190 os osmium 76192 ir iridium 77195 pt platinum 78197 au gold 79201 hg mercury 80204 tl thallium 81207 pb lead 82209 bi bismuth 83po polonium 84at astatine 85rn radon 86 fr francium 87227 ac actinium 899 be beryllium 4i ii iii iv v vi vii 0 85 rb rubidium 37 133 cs caesium 55 226 ra radium 88 the volume of one mole of any gas is 24 dm3at room temperature and pressure (r .t.p.).a x ba = relative atomic mass x = atomic symbol b = proton (atomic) numbe rkey*58-71 lanthanoid series 90-103 actinoid seriesdata sheet the periodic table of the element s"
+        },
+        "0620_w15_qp_31.pdf": {
+            "1": "read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen.you may use an hb pencil for any diagrams or graphs.do not use staples, paper clips, glue or correction fluid.do not write in any barcodes. answer all questions. electronic calculators may be used.a copy of the periodic table is printed on page 12.you may lose marks if you do not show your working or if you do not use appropriate units. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question.chemistry 0620/31   paper 3 (extended) october/november 2015  1 hour 15 minutes candidates answer on the question paper. no additional materials are required. cambridge international examinations cambridge international general certificate of secondary education this document consists of 12 printed pages. [turn overib15 11_0620_31/3rp\u00a9 ucles 2015 *7761599169* the syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificate.",
+            "2": "2 0620/31/o/n/15 \u00a9 ucles 20151 (a)  the symbols of six particles are shown below. na+      ca2+      kr      p      si      o2\u2013   select from the list of particles to answer the following questions. a particle may be selected  once, more than once or not at all.  (i)  which two ions have the same electronic structure?  ...   [1]  (ii)  which ion has the same electronic structure as an atom of argon?  .   [1]  (iii)  which atom can form an ion of the type x3\u2013?  ...   [1]  (iv)  which atom can form a hydride which has a formula of the type xh4?     [1]  (b) (i) how many protons, neutrons and electrons are there in one copper( ii) ion cu2964 2+?  number of protons .  number of neutrons  .  number of electrons  . [2]  (ii)  sc2145 represents an atom of scandium.    how many nucleons and how many charged particles are there in one atom of scandium?  number of nucleons .  number of charged particles . [2]  (c)  two different atoms of sodium are na1123 and na1124.  (i)  explain why these two atoms are isotopes.   .   ...   [2]  (ii)  na1124 is radioactive. it changes into an atom of a different element which has one more  proton.   identify this element.   ...   [1]  (iii)  state two uses of radioactive isotopes.   .   ...   [2] [total: 13]",
+            "3": "3 0620/31/o/n/15 \u00a9 ucles 2015 [turn over2  describe how to separate the following. in each example, give a description of the procedure used  and explain why this method works.  (a)  copper powder from a mixture containing copper and zinc powders.  procedure  ..     explanation      [3]  (b)  nitrogen from a mixture of nitrogen and oxygen.  procedure  ..     explanation      [3]  (c)  glycine from a mixture of the two amino acids glycine and alanine. glycine has the lower rf  value.  procedure  ..     explanation      [2]  (d)  magnesium hydroxide from a mixture of magnesium hydroxide and zinc hydroxide.  procedure  ..     explanation      [3] [total: 11]",
+            "4": "4 0620/31/o/n/15 \u00a9 ucles 20153  sulfuric acid is made by the contact process.  (a)  sulfur is burned by spraying droplets of molten sulfur into air.   suggest and explain an advantage of using this method.      ..   [2]  (b)  the following equation represents the equilibrium in the contact process. 2so2(g)  +  o2(g)    2so3(g)   oxygen is supplied from the air.   the composition of the reaction mixture is 1 volume of sulfur dioxide to 1 volume of oxygen.   what volume of air contains 1 dm3 of oxygen?   ...  dm3  [1]  (c)  sulfur dioxide is more expensive than air.   what is the advantage of using an excess of air?      ..   [2]  (d)  the forward reaction is exothermic. the reaction is usually carried out at a temperature between  400 and 450 \u00b0c.  (i)  what is the effect on the position of equilibrium of using a temperature above 450 \u00b0c?   explain your answer.   .   .   ...   [2]  (ii)  what is the effect on the rate of using a temperature below 400 \u00b0c?   explain your answer.   .   .   ...   [3]",
+            "5": "5 0620/31/o/n/15 \u00a9 ucles 2015 [turn over (e)  a low pressure, 2 atmospheres, is used. at equilibrium, about 98% so3 is present.  (i)  what is the effect on the position of equilibrium of using a higher pressure?   ...   [1]  (ii)  explain why a higher pressure is not used.   ...   [1]  (f)  name the catalyst used in the contact process.   ..   [1]  (g)  describe how concentrated sulfuric acid is made from sulfur trioxide.            ..   [2] [total: 15]",
+            "6": "6 0620/31/o/n/15 \u00a9 ucles 20154 (a)  synthetic polymers are disposed of in landfill sites and by burning.  (i)  describe two problems caused by the disposal of synthetic polymers in landfill sites.   .   ...   [2]  (ii)  describe one problem caused by burning synthetic polymers.   ...   [1]  (b)  state two uses of synthetic polymers.      ..   [1]  (c)  the structural formulae of two synthetic polymers are given below. polymer a polymer b co co c co o o o o och2 ch3 ch3ch ch2ch  (i)  draw the structural formula of the monomer of polymer a. [2]  (ii)  identify the functional group circled in polymer b.   ...   [1]  (iii)  deduce the two types of organic compound which have reacted to form polymer b.   ...   [2]",
+            "7": "7 0620/31/o/n/15 \u00a9 ucles 2015 [turn over (d)  explain the difference between addition and condensation polymers. classify a and b as  either addition or condensation polymers.            ..   [3] [total: 12]",
+            "8": "8 0620/31/o/n/15 \u00a9 ucles 20155 (a)  a compound, x, contains 55.85% carbon, 6.97% hydrogen and 37.18% oxygen.  (i)  how does this prove that compound x contains only carbon, hydrogen and oxygen?   ...   [1]  (ii)  use the above percentages to calculate the empirical formula of compound x.   ...   [2]  (iii)  the mr of x is 86.   what is its molecular formula?   ...   [2]  (b) (i)  bromine water changes from brown to colourless when added to x.   what does this tell you about the structure of x?   ...   [1]  (ii)  magnesium powder reacts with an aqueous solution of x. hydrogen is evolved.   what does this tell you about the structure of x?   ...   [1]  (iii)  x contains two different functional groups.   draw a structural formula of x. [1] [total: 8]",
+            "9": "9 0620/31/o/n/15 \u00a9 ucles 2015 [turn over6  carbon and silicon are elements in group iv. they both form oxides of the type xo2.  (a)  silicon( iv) oxide, sio2, has a macromolecular structure.  (i)  describe the structure of silicon( iv) oxide.   .   .   .   .   ...   [3]  (ii)  state three properties which silicon( iv) oxide and diamond have in common.   .   .   ...   [3]  (iii)  how could you show that silicon( iv) oxide is acidic and not basic or amphoteric?   .   .   ...   [2]  (b)  explain why the physical properties of carbon dioxide are different from those of diamond and  silicon( iv) oxide.      ..   [1] [total: 9]",
+            "10": "10 0620/31/o/n/15 \u00a9 ucles 20157  the rate of a photochemical reaction is affected by light.  (a)  the decomposition of silver bromide is the basis of film photography. this is a redox reaction. 2agbr  \u2192  2ag  +  br2  cream black  step 1 2br \u2013  \u2192  br2  +  2e\u2013  step 2 ag+  +  e\u2013  \u2192  ag  (i)  which step is reduction? explain your answer.   ...   [1]  (ii)  which ion is the oxidising agent? explain your answer.   ...   [1]  (b)  a piece of white paper was coated with silver bromide and exposed to the light. sections of the  paper were covered as shown in the diagram. not covered covered with thin paper covered with thick cardpaper coated wit h silver bromid e   predict the appearance of the different sections of the paper after exposure to the light and the  removal of the card. explain your predictions.                  ..   [4]",
+            "11": "11 0620/31/o/n/15 \u00a9 ucles 2015 [turn over (c)  photosynthesis is another example of a photochemical reaction. green plants can make simple  carbohydrates, such as glucose. these can polymerise to make more complex carbohydrates, such as starch.  (i)  write a word equation for photosynthesis.   ...   [2]  (ii)  name the substance which is responsible for the colour in green plants and is essential for  photosynthesis.   ...   [1]  (iii)  the structural formula of glucose can be represented by   h h o o  .   draw part of the structural formula of starch which contains two glucose units. [2]  (iv)  living organisms need carbohydrates for respiration.   what is meant by respiration ?   ...   [1] [total: 12]",
+            "12": "12 0620/31/o/n/15 \u00a9 ucles 2015to avoid the issue of disclosure of answer-related information to candidates, all copyright acknowledgements are reproduced online in the cambridge international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download at www.cie.org.uk after the live examination series. group 140 ce ceriu m 58141 pr praseodymium 59144 nd neodymium 60pm promethiu m 61150 sm samarium 62152 eu europium 63157 gd gadolinium 64159 tb terbium 65162 dy dysprosium 66165 ho holmium 67167 er erbium 68169 tm thulium 69173 yb ytterbium 70175 lu lutetium 71 232 th thorium 90pa protactiniu m 91238 u uraniu m 92np neptunium 93pu plutonium 94am americium 95cm curium 96bk berkelium 97cf californiu m 98es einsteinium 99fm fermium 100md mendelevium 101no nobelium 102lr lawrencium 1031 h hydrogen 1 7 li lithiu m 3 23 na sodium 1124 mg magnesiu m 12 40 ca calcium 2045 sc scandium 2148 ti titanium 2251 v vanadium 2352 cr chromiu m 2455 mn manganes e 2556 fe iron 2659 co cobalt 2759 ni nickel 2864 cu copper 2965 zn zinc 3070 ga galliu m 3127 al aluminium 1311 b boron 512 c carbo n 614 n nitroge n 716 o oxygen 819 f fluorine 9 28 si silicon 1431 p phosphoru s 1532 s sulfur 1635.5 cl chlorine 1740 ar argon 1820 ne neon 104 he helium 2 73 ge germanium 3275 as arsenic 3379 se selenium 3480 br bromine 3584 kr krypton 3639 k potassium 19 88 sr strontium 3889 y yttrium 3991 zr zirconium 4093 nb niobium 4196 mo molybdenum 42tc technetium 43101 ru ruthenium 44103 rh rhodium 45106 pd palladium 46108 ag silver 47112 cd cadmiu m 48115 in indium 49119 sn tin 50122 sb antimony 51128 te telluriu m 52127 i iodine 53131 xe xenon 54 137 ba barium 56139 la lanthanu m 57        *178 hf hafnium 72181 ta tantalum 73184 w tungsten 74186 re rheniu m 75190 os osmium 76192 ir iridium 77195 pt platinum 78197 au gold 79201 hg mercury 80204 tl thallium 81207 pb lead 82209 bi bismuth 83po polonium 84at astatine 85rn radon 86 fr francium 87227 ac actinium 899 be beryllium 4i ii iii iv v vi vii 0 85 rb rubidium 37 133 cs caesium 55 226 ra radium 88 the volume of one mole of any gas is 24 dm3at room temperature and pressure (r .t.p.).a x ba = relative atomic mass x = atomic symbol b = proton (atomic) numbe rkey*58-71 lanthanoid series 90-103 actinoid seriesdata sheet the periodic table of the element s"
+        },
+        "0620_w15_qp_32.pdf": {
+            "1": "read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen.you may use an hb pencil for any diagrams or graphs.do not use staples, paper clips, glue or correction \ufb02 uid. do not  write in any barcodes. answer all questions. electronic calculators may be used.a copy of the periodic table is printed on page 12.you may lose marks if you do not show your working or if you do not use appropriate units. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question.chemistry  0620/32   paper 3 (extended) october/november 2015  1 hour 15 minutes candidates answer on the question paper. no additional materials are required.cambridge international examinations cambridge international general certi \ufb01 cate of secondary education this document consists of 12 printed pages. [turn overib15 11_0620_32/fp \u00a9 ucles 2015 *7234333226* the syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certi \ufb01 cate.",
+            "2": "2 0620/32/o/n/15 \u00a9 ucles 20151  use your copy of the periodic table to help you answer some of these questions.  (a)  predict the formulae of the following compounds.  (i)  nitrogen \ufb02 uoride  ..  (ii)  phosphorus sul \ufb01 de  . [2]  (b)  deduce the formulae of the following ions.  (i)  selenide  . .  (ii)  gallium  .. .. [2]  (c)  use the following ions to determine the formulae of the compounds.  ions oh\u2013      cr3+      ba2+      so42\u2013  compounds  (i)  chromium( iii) sulfate  ..  (ii)  barium hydroxide  . ... [2] [total: 6]",
+            "3": "3 0620/32/o/n/15 \u00a9 ucles 2015 [turn over2 (a)  polluted air contains two oxides of carbon and two oxides of nitrogen. a major source of these  pollutants is motor vehicles.  (i)  describe how carbon dioxide and carbon monoxide are formed in motor vehicle engines.   .    .    .    . ..  [3]  (ii)  state one adverse effect of each of these gases.   .    . ..  [2]  (iii)  nitrogen monoxide, no, is released by motor vehicle exhausts.   explain how nitrogen monoxide is formed in motor vehicle engines.   .    . ..  [2]  (iv)  when nitrogen monoxide is released into the atmosphere, nitrogen dioxide, no2, is formed.   suggest an explanation why this happens.   . ..  [1]  (b)  predict the possible adverse effect on the environment when this non-metal oxide, no2, reacts  with water and oxygen.   ... .   ... ...  [2]  (c)  how are the amounts of carbon monoxide and nitrogen monoxide emitted by modern motor vehicles reduced? include an equation in your answer.   ... .   ... .   ... ...  [3] [total: 13]",
+            "4": "4 0620/32/o/n/15 \u00a9 ucles 20153  two of the main uses of zinc are for galvanising and for making alloys.   one of the main ores of zinc is zinc blende, zns. there are two stages in the extraction of zinc from  this ore.  (a)  stage 1   zinc oxide is made from zinc blende.   describe how this is done and write a word equation for the reaction.   ... .   ... .   ... ...  [2]  (b)  stage 2   zinc oxide is reduced to zinc.   write a word equation for the reduction of zinc oxide by coke.   ... ...  [1]  (c)  the zinc produced by this process is impure. it can be puri \ufb01 ed by electrolysis using a method  which is similar to the puri \ufb01 cation of copper. under the conditions used in the process, zinc is  the product at the negative electrode (cathode).   complete the following description of this puri \ufb01 cation.   the electrolyte is aqueous  . .  [1]   the negative electrode (cathode) is made of   .  [1]   the positive electrode (anode) is impure zinc.   the equation for the reaction at the cathode is  . .  [1]   the equation for the reaction at the anode is   .  [1]  explain why the concentration of the electrolyte does not change.   ... .   ... ...  [2]",
+            "5": "5 0620/32/o/n/15 \u00a9 ucles 2015 [turn over (d)  brass is an alloy which contains zinc.  (i)  name the other metal in brass.   . ..  [1]  (ii)  suggest two reasons why an alloy such as brass is preferred to either of its constituent  metals.   .    . ..  [2]  (e)  in an experiment to investigate the rate of rusting of steel, three pieces of steel were used. one  piece of steel was completely coated with copper, one piece completely coated with zinc and the third piece was left uncoated. all three pieces were left exposed to the atmosphere.  (i)  explain why the uncoated piece started to rust.   .    . ..  [1]  (ii)  the coating on both of the other two pieces was scratched, exposing the steel. exposed steel does not rustthin layer of zinc steel   the piece of steel coated with zinc still did not rust but the copper-coated piece of steel  rusted very rapidly.   explain these observations in terms of the formation of ions and the transfer of electrons.   .    .    .    .    . ..  [4] [total: 17]",
+            "6": "6 0620/32/o/n/15 \u00a9 ucles 20154 (a)  propane reacts with chlorine to form a mixture of chloropropanes. this is a photochemical  reaction.  (i)  what is meant by the phrase photochemical reaction ?   .    . ..  [1]  (ii)  the products of this reaction include two isomers, one of which has the following structural formula. ch hh ch hch hcl   draw the structural formula of the other isomer. [1]  (iii)  explain why these two different compounds are isomers.   .    . ..  [2]",
+            "7": "7 0620/32/o/n/15 \u00a9 ucles 2015 [turn over (b)  bond breaking is an endothermic change and bond forming is an exothermic change.   bond energy is the amount of energy in kj / mol needed to break one mole of the speci \ufb01 ed  bond. ch hh ch hcc lcl clhh h+ + \u2192 ch hhh ch hch hcl   use the following bond energies to determine whether this reaction is exothermic or endothermic. you must show your reasoning. bondbond energies in kj / mol c\u2013c l 338 c\u2013h 412 cl \u2013c l 242 h\u2013c l 431 c\u2013c 348   ... .   ... .   ... .   ... ...  [3]",
+            "8": "8 0620/32/o/n/15 \u00a9 ucles 2015 (c) (i)   chloropropane can be hydrolysed to propanol, ch3ch2ch2oh, by sodium hydroxide.   write the equation for this reaction.   . ..  [2]  (ii)  propanol can be dehydrated. it loses a water molecule to form a hydrocarbon.   give the name and structural formula of this hydrocarbon.  name . structural formula [2]  (iii)  propanol is oxidised to a carboxylic acid by acidi \ufb01 ed potassium manganate( vii).   deduce the name of this acid.   . ..  [1]  (d)  propanol reacts with methanoic acid to form the ester propyl methanoate. ch3ch2ch2oh  +  hcooh  \u2192  hcooch2ch2ch3  +  h2o   4.0 g of methanoic acid was reacted with 6.0 g of propanol.  (i)  calculate the mr of methanoic acid =  [1]  (ii)  calculate the mr of propanol =  [1]  (iii)  determine which one is the limiting reagent. show your reasoning.   .    .    . ..  [2]  (iv)  calculate the maximum yield in grams of propyl methanoate, mr = 88.   . ..  [1] [total: 17]",
+            "9": "9 0620/32/o/n/15 \u00a9 ucles 2015 [turn over5  iron is extracted from its ore, hematite, in a blast furnace.  substances added to the furnace are:  \u2022  iron ore, hematite, containing impurities such as silica, sio2  \u2022  air  \u2022  coke, c  \u2022  limestone, caco3   substances formed in the blast furnace are:  \u2022  molten iron  \u2022  molten slag  \u2022  waste gases such as carbon dioxide  (a)  state the two functions of the coke used in the blast furnace.   ... .   ... ...  [2]  (b)  write an equation for the conversion of hematite, fe2o3, to iron.   ... ...  [2]  (c)  explain how the silica impurity is removed and separated from the molten iron.   ... .   ... .   ... .   ... ...  [3]  (d)  the molten iron from the furnace is impure.   it contains impurities which include the element carbon.  explain how the carbon is removed. include an equation in your answer.  ... .   ... .   ... ...  [3] [total: 10]",
+            "10": "10 0620/32/o/n/15 \u00a9 ucles 20156  the table below shows the elements in the third period of the periodic table, the number of  electrons in their outer energy level, their oxidation state in their common compounds and their melting points. element na mg a l si p s c l ar number of outer electrons 12345678 oxidation state +1 +2 +3 +4 / \u20134 \u20133 \u20132 \u20131 0melting point / \u00b0c 98 650 660 1414 317 115 \u2013101 \u2013189  (a)  describe and explain the variation in oxidation state across the period.   ... .   ... .   ... ...  [3]  (b)  the \ufb01 rst three elements, na, mg and a l, are metals.   describe the structure of a typical metal.   ... .   ... .   ... ...  [3]  (c)  explain why na, mg and a l are good conductors of electricity.   ... ...  [1]  (d)  which element exists as diatomic molecules of the type x 2?   ... ...  [1]  (e)  silicon has a similar structure to diamond.   explain why silicon has the highest melting point in the period.   ... .   ... ...  [2]",
+            "11": "11 0620/32/o/n/15 \u00a9 ucles 2015 [turn over (f)  sodium chloride is a crystalline solid with a high melting point. it dissolves in water to give a  neutral solution. phosphorus trichloride is a liquid at room temperature. it reacts with water to form an acidic solution.   suggest an explanation for these differences in properties.   ... .   ... .   ... ...  [2]  (g)  describe how you could show that magnesium oxide is a basic oxide and not an amphoteric  oxide.   ... .   ... ...  [2]  (h)  draw a dot-and-cross diagram showing the bonding in magnesium oxide. show outer electrons  only. [3] [total: 17]",
+            "12": "12 0620/32/o/n/15 \u00a9 ucles 2015to avoid the issue of disclosure of answer-related information to candidates, all copyright acknowledgements are reproduced onl ine in the cambridge international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to do wnload at www.cie.org.uk after  the live examination series. group 140 ce cerium 58141 pr praseodymium 59144 nd neodymium 60pm promethium 61150 sm samarium 62152 eu europium 63157 gd gadolinium 64159 tb terbium 65162 dy dysprosium 66165 ho holmium 67167 er erbium 68169 tm thulium 69173 yb ytterbium 70175 lu lutetium 71 232 th thorium 90pa protactinium 91238 u uranium 92np neptunium 93pu plutonium 94am americium 95cm curium 96bk berkelium 97cf californium 98es einsteinium 99fm fermium 100md mendelevium 101no nobelium 102lr lawrencium 1031 h hydrogen 1 7 li lithium 3 23 na sodium 1124 mg magnesium 12 40 ca calcium 2045 sc scandium 2148 ti titanium 2251 v vanadium 2352 cr chromium 2455 mn manganese 2556 fe iron 2659 co cobalt 2759 ni nickel 2864 cu copper 2965 zn zinc 3070 ga gallium 3127 al aluminium 1311 b boron 512 c carbon 614 n nitrogen 716 o oxygen 819 f fluorine 9 28 si silicon 1431 p phosphorus 1532 s sulfur 1635.5 cl chlorine 1740 ar argon 1820 ne neon 104 he helium 2 73 ge germanium 3275 as arsenic 3379 se selenium 3480 br bromine 3584 kr krypton 3639 k potassium 19 88 sr strontium 3889 y yttrium 3991 zr zirconium 4093 nb niobium 4196 mo molybdenum 42tc technetium 43101 ru ruthenium 44103 rh rhodium 45106 pd palladium 46108 ag silver 47112 cd cadmium 48115 in indium 49119 sn tin 50122 sb antimony 51128 te tellurium 52127 i iodine 53131 xe xenon 54 137 ba barium 56139 la lanthanum 57        *178 hf hafnium 72181 ta tantalum 73184 w tungsten 74186 re rhenium 75190 os osmium 76192 ir iridium 77195 pt platinum 78197 au gold 79201 hg mercury 80204 tl thallium 81207 pb lead 82209 bi bismuth 83po polonium 84at astatine 85rn radon 86 fr francium 87227 ac actinium 899 be beryllium 4ii i iii iv v vi vii 0 85 rb rubidium 37 133 cs caesium 55 226 ra radium 88 the volume of one mole of any gas is 24 dm3at room temperature and pressure (r.t.p.).a x ba = relative atomic mass x = atomic symbol b = proton (atomic) numberkey*58-71 lanthanoid series 90-103 actinoid seriesdata sheet the periodic table of the elements"
+        },
+        "0620_w15_qp_33.pdf": {
+            "1": "read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen.you may use an hb pencil for any diagrams or graphs./g39/g82/g3/g81/g82/g87/g3/g88/g86/g72/g3/g86/g87/g68/g83/g79/g72/g86/g15/g3/g83/g68/g83/g72/g85/g3/g70/g79/g76/g83/g86/g15/g3/g74/g79/g88/g72/g3/g82/g85/g3/g70/g82/g85/g85/g72/g70/g87/g76/g82/g81/g3/g192/g88/g76/g71/g17do not  write in any barcodes. answer all questions. electronic calculators may be used.a copy of the periodic table is printed on page 12.you may lose marks if you do not show your working or if you do not use appropriate units. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question.chemistry  0620/33   paper 3 (extended) october/november 2015  1 hour 15 minutes candidates answer on the question paper. no additional materials are required.cambridge international examinations /g38/g68/g80/g69/g85/g76/g71/g74/g72/g3/g44/g81/g87/g72/g85/g81/g68/g87/g76/g82/g81/g68/g79/g3/g42/g72/g81/g72/g85/g68/g79/g3/g38/g72/g85/g87/g76/g191/g70/g68/g87/g72/g3/g82/g73/g3/g54/g72/g70/g82/g81/g71/g68/g85/g92/g3/g40/g71/g88/g70/g68/g87/g76/g82/g81 this document consists of 12 printed pages. [turn overib15 11_0620_33/fp \u00a9 ucles 2015 /;#23#23#23#23#23#23/;#23#23#23#23#23#23#23#23#23#23#23#23#23#23#23#23#23#23#23#23#23/;#23#23#23#23#23#23#23#23#23#23#23#23#23#23#23#23/;#23#23#23#23#23#23#23#23#23#23#23#23#23#23#23#23#23#23#23#23/;#23#23#23#23#23#23#23#23#23#23#23#23/;#23#23#23#23#23#23#23#23#23#23#23#23#23#23#23#23#23#23#23#23#23/;#23#23#23#23#23#23#23#23#23#23#23#23#23#23#23#23/;#23#23#23#23#23#23#23#23#23#23#23#23#23#23#23#23#23/;#23#23#23#23#23#23#23#23#23#23#23#23#23#23#23/;#23#23#23#23#23#23#23#23#23#23#23#23#23#23#23#23#23/;#23#23#23#23#23#23#23#23#23#23#23#23/;#23#23#23#23#23#23 /g55/g75/g72/g3/g86/g92/g79/g79/g68/g69/g88/g86/g3/g76/g86/g3/g68/g83/g83/g85/g82/g89/g72/g71/g3/g73/g82/g85/g3/g88/g86/g72/g3/g76/g81/g3/g40/g81/g74/g79/g68/g81/g71/g15/g3/g58/g68/g79/g72/g86/g3/g68/g81/g71/g3/g49/g82/g85/g87/g75/g72/g85/g81/g3/g44/g85/g72/g79/g68/g81/g71/g3/g68/g86/g3/g68/g3/g38/g68/g80/g69/g85/g76/g71/g74/g72/g3/g44/g81/g87/g72/g85/g81/g68/g87/g76/g82/g81/g68/g79/g3/g47/g72/g89/g72/g79/g3/g20/g18/g47/g72/g89/g72/g79/g3/g21/g3/g38/g72/g85/g87/g76/g191/g70/g68/g87/g72 /g17",
+            "2": "2 0620/33/o/n/15 \u00a9 ucles 20151 (a)   describe a chemical test which shows the presence of water.   test  .    colour change if water is present   ...   ... . [3]  (b)  how could you show that a sample of water is pure?   ... ...  [1]  (c)  describe how water is treated before it is supplied to homes and industry.   ... .   ... ...  [2]  (d)  state two industrial uses of water.   ... .   ... ...  [2] [total: 8] 2  choose from the following list of gases. a gas may be chosen once, more than once or not at all.  sulfur dioxide hydrogen methane carbon monoxide  argon ethene butane (a)  it is used to bleach wood pulp.    [1]  (b)  when burned in oxygen, the only product is water.  .  [1]  (c)  it can polymerise.  ... .  [1]  (d)  it is used to provide an inert atmosphere for welding.  .  [1]  (e)  when reacted with oxygen, the only product is carbon dioxide.  ..  [1]  (f)  it is produced by the decay of vegetation in the absence of oxygen.  ..  [1] [total: 6]",
+            "3": "3 0620/33/o/n/15 \u00a9 ucles 2015 [turn over3  lithium bromide is an ionic compound. it can be electrolysed when it is molten or in aqueous  solution. it cannot be electrolysed as a solid.  (a)  solid lithium bromide is a poor conductor of electricity. the ions cannot move to the electrodes,  they are held in an ionic lattice by strong forces.  (i)  describe the motion of the ions in the solid state.   . ..  [1]  (ii)/g3/g3/g39/g72/g191/g81/g72/g3/g87/g75/g72/g3/g87/g72/g85/g80/g3 ionic bonding .   .    . ..  [2]  (iii)  what is meant by the term ionic lattice ?   .    . ..  [2]  (b) the diagram shows the electrolysis of molten lithium bromide. + \u2013 carbon electrodespower pack molten lithium bromide heat  (i)/g3/g3/g48/g68/g85/g78/g3/g82/g81/g3/g87/g75/g72/g3/g71/g76/g68/g74/g85/g68/g80/g3/g87/g75/g72/g3/g71/g76/g85/g72/g70/g87/g76/g82/g81/g3/g82/g73/g3/g87/g75/g72/g3/g72/g79/g72/g70/g87/g85/g82/g81/g3/g192/g82/g90/g17/g3 /g62/g20/g64  (ii)  write an ionic equation for the reaction at the negative electrode (cathode).   . ..  [1]  (iii)  write an ionic equation for the reaction at the positive electrode (anode).   . ..  [2]  (iv)  which ion is oxidised? explain your answer.   .    . ..  [2]",
+            "4": "4 0620/33/o/n/15 \u00a9 ucles 2015 (c)  when aqueous lithium bromide is electrolysed, a colourless gas is formed at the negative  electrode and the solution becomes alkaline.   explain these observations and include an equation in your explanation.   ... .   ... .   ... .   ... ...  [3] [total: 14] 4  two homologous series of hydrocarbons are the alkanes and the alkenes.  (a) (i)   one general characteristic of a homologous series is that the physical properties vary in a  predictable way.   state three  other general characteristics of a homologous series.   .    .    . ..  [3]  (ii)  how can the molecular formula of a hydrocarbon show whether it is an alkane or an  alkene?   .    . ..  [2]  (iii)  how do alkanes and alkenes differ in their molecular structures?   .    . ..  [2]",
+            "5": "5 0620/33/o/n/15 \u00a9 ucles 2015 [turn over (b)  cracking is the thermal decomposition of alkanes into smaller hydrocarbons and possibly  hydrogen.  (i)  state two conditions required for the cracking of an alkane.   . ..  [2]  (ii)  one type of cracking produces an alkane and an alkene.   complete an equation for the cracking of heptane into an alkane and an alkene.  c7h16  /g111    +   [1]  (iii)  complete an equation for the cracking of heptane into hydrogen and two other products.  c7h16  /g111    +    +  h2 [1]  (iv) suggest one reason why cracking is important.   . ..  [1]  (c)  hydrocarbons burn in excess oxygen to form carbon dioxide and water. 20 cm3 of a gaseous  hydrocarbon burned in an excess of oxygen, 200 cm3. after cooling, the volume of the residual  gas at r.t.p. was 150 cm3, 50 cm3 of which was oxygen.  (i)  determine the volume of the oxygen used.   . ..  [1]  (ii)  determine the volume of the carbon dioxide formed.   . ..  [1]  (iii)  the hydrocarbon was an alkane.   determine the formula of the hydrocarbon. [1] [total: 15]",
+            "6": "6 0620/33/o/n/15 \u00a9 ucles 20155  sulfuric acid is a strong acid. in aqueous solution, it ionises as shown below. h2so4  /g111  2h+  +  so42\u2013  (a) (i)   what is meant by the term acid ?   . ..  [1]  (ii)  sulfurous acid, h2so3, is a weak acid.   state the difference between a weak acid and a strong acid.   .    . ..  [2]  (b)/g3/g3/g54/g88/g79/g73/g88/g85/g82/g88/g86/g3/g68/g70/g76/g71/g3/g73/g82/g85/g80/g86/g3/g86/g68/g79/g87/g86/g3/g70/g68/g79/g79/g72/g71/g3/g86/g88/g79/g191/g87/g72/g86/g15/g3/g90/g75/g76/g70/g75/g3/g70/g82/g81/g87/g68/g76/g81/g3/g87/g75/g72/g3/g76/g82/g81/g3/g54/g5032\u2013.   when barium nitrate solution is added to aqueous sulfurous acid, a white precipitate, a, forms.   bromine water changes from brown to colourless when added to aqueous sulfurous acid. /g3/g3 /g37/g85/g82/g80/g76/g81/g72/g3 /g82/g91/g76/g71/g76/g86/g72/g86/g3 /g86/g88/g79/g73/g88/g85/g82/g88/g86/g3 /g68/g70/g76/g71/g17/g3 /g58/g75/g72/g81/g3 /g87/g75/g76/g86/g3 /g86/g82/g79/g88/g87/g76/g82/g81/g3 /g76/g86/g3 /g87/g72/g86/g87/g72/g71/g3 /g90/g76/g87/g75/g3 /g68/g70/g76/g71/g76/g191/g72/g71/g3 /g69/g68/g85/g76/g88/g80/g3 /g81/g76/g87/g85/g68/g87/g72/g3 solution, a different white precipitate, b, is formed.  (i)  identify the white precipitate, a.   . ..  [1]  (ii)  identify the white precipitate, b.   . ..  [1]  (iii)  write an ionic equation for the reduction of the bromine molecule.   . ..  [1]  (iv)  name the product formed by the oxidation of sulfurous acid.   . ..  [1]",
+            "7": "7 0620/33/o/n/15 \u00a9 ucles 2015 [turn over (c)  complete the following word equations.  (i)  magnesium hydroxide + dilute sulfuric acid   . ..  [1]  (ii)  zinc + dilute sulfuric acid   . ..  [1]  (iii)  copper carbonate + dilute sulfuric acid   . ..  [1]  (d)  write equations for the reaction of dilute sulfuric acid with each of the following.  (i)  ammonia   . ..  [2]  (ii) sodium hydroxide   . ..  [2]  (iii)  iron   . ..  [2] [total: 16]",
+            "8": "8 0620/33/o/n/15 \u00a9 ucles 20156  a reactivity series of metals is given below. metal name symbol most reactive least reactivesodium na lithium li magnesium mg zinc zn manganese mn iron fe copper cu rhodium rh  (a)  which two metals will react most vigorously with cold water?   ... ...  [1]  (b)  which two metals will not react with dilute hydrochloric acid?   ... ...  [1]  (c)  deduce the formula of iron( iii) sulfate.   ... ...  [1]  (d)  what is the formula of a magnesium ion?   ... ...  [1]  (e)  describe a test-tube experiment which will show that manganese is more reactive than copper.   ... .   ... .   ... ...  [3]",
+            "9": "9 0620/33/o/n/15 \u00a9 ucles 2015 [turn over (f)  manganese is a typical transition metal.  predict three physical and two chemical properties of this metal.  physical properties  ... .   ... .   ... .  chemical properties  ... .   ... . [5] [total: 12]",
+            "10": "10 0620/33/o/n/15 \u00a9 ucles 20157  two salts can be made from potassium hydroxide and sulfuric acid. they are potassium sulfate,  k2so4, and the acid salt potassium hydrogen sulfate, khso4. they are both made by titration. conical flaskburette filled with sulfuric acid 25.0  cm3 of potassium hydroxide solution  (a)  25.0 cm3 of potassium hydroxide, concentration 2.53 mol / dm3, was neutralised by 28.2 cm3 of  dilute sulfuric acid. 2koh(aq)  +  h2so4(aq)  /g111  k2so4(aq)  +  2h2o(l)   calculate the concentration of the sulfuric acid.   number of moles of koh used =    number of moles of h2so4 needed to neutralise the koh =    concentration of dilute sulfuric acid =  mol / dm3 [3]  (b)/g3/g3/g44/g81/g3 /g87/g75/g72/g3 /g70/g82/g81/g76/g70/g68/g79/g3 /g192/g68/g86/g78/g3 /g87/g75/g72/g85/g72/g3 /g76/g86/g3 /g68/g3 /g81/g72/g88/g87/g85/g68/g79/g3 /g86/g82/g79/g88/g87/g76/g82/g81/g3 /g82/g73/g3 /g83/g82/g87/g68/g86/g86/g76/g88/g80/g3 /g86/g88/g79/g73/g68/g87/g72/g3 /g90/g75/g76/g70/g75/g3 /g86/g87/g76/g79/g79/g3 /g70/g82/g81/g87/g68/g76/g81/g86/g3 /g87/g75/g72/g3 indicator used in the titration.  (i)  describe how you could obtain a solution of potassium sulfate without the indicator.   .    . ..  [2]  (ii)  potassium hydrogen sulfate can be made by the following reaction. koh(aq)  +  h2so4(aq)  /g111  khso4(aq)  +  h2o(l)   suggest how you could make a solution of potassium hydrogen sulfate without using an  indicator.   .    .    . ..  [2]",
+            "11": "11 0620/33/o/n/15 \u00a9 ucles 2015 [turn over (c)  describe a test which would distinguish between aqueous solutions of potassium sulfate and  sulfuric acid.  test   .  result  ..  [2] [total: 9]",
+            "12": "12 0620/33/o/n/15 \u00a9 ucles 2015to avoid the issue of disclosure of answer-related information to candidates, all copyright acknowledgements are reproduced onl ine in the cambridge international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to do wnload at www.cie.org.uk after  the live examination series. group 140 ce cerium 58141 pr praseodymium 59144 nd neodymium 60pm promethium 61150 sm samarium 62152 eu europium 63157 gd gadolinium 64159 tb terbium 65162 dy dysprosium 66165 ho holmium 67167 er erbium 68169 tm thulium 69173 yb ytterbium 70175 lu lutetium 71 232 th thorium 90pa protactinium 91238 u uranium 92np neptunium 93pu plutonium 94am americium 95cm curium 96bk berkelium 97cf californium 98es einsteinium 99fm fermium 100md mendelevium 101no nobelium 102lr lawrencium 1031 h hydrogen 1 7 li lithium 3 23 na sodium 1124 mg magnesium 12 40 ca calcium 2045 sc scandium 2148 ti titanium 2251 v vanadium 2352 cr chromium 2455 mn manganese 2556 fe iron 2659 co cobalt 2759 ni nickel 2864 cu copper 2965 zn zinc 3070 ga gallium 3127 al aluminium 1311 b boron 512 c carbon 614 n nitrogen 716 o oxygen 819 f fluorine 9 28 si silicon 1431 p phosphorus 1532 s sulfur 1635.5 cl chlorine 1740 ar argon 1820 ne neon 104 he helium 2 73 ge germanium 3275 as arsenic 3379 se selenium 3480 br bromine 3584 kr krypton 3639 k potassium 19 88 sr strontium 3889 y yttrium 3991 zr zirconium 4093 nb niobium 4196 mo molybdenum 42tc technetium 43101 ru ruthenium 44103 rh rhodium 45106 pd palladium 46108 ag silver 47112 cd cadmium 48115 in indium 49119 sn tin 50122 sb antimony 51128 te tellurium 52127 i iodine 53131 xe xenon 54 137 ba barium 56139 la lanthanum 57        *178 hf hafnium 72181 ta tantalum 73184 w tungsten 74186 re rhenium 75190 os osmium 76192 ir iridium 77195 pt platinum 78197 au gold 79201 hg mercury 80204 tl thallium 81207 pb lead 82209 bi bismuth 83po polonium 84at astatine 85rn radon 86 fr francium 87227 ac actinium 899 be beryllium 4ii i iii iv v vi vii 0 85 rb rubidium 37 133 cs caesium 55 226 ra radium 88 the volume of one mole of any gas is 24 dm3at room temperature and pressure (r.t.p.).a x ba = relative atomic mass x = atomic symbol b = proton (atomic) numberkey*58-71 lanthanoid series 90-103 actinoid seriesdata sheet the periodic table of the elements"
+        },
+        "0620_w15_qp_51.pdf": {
+            "1": "read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen.you may use an hb pencil for any diagrams or graphs.do not use staples, paper clips, glue or correction \ufb02 uid. do not  write in any barcodes. answer all questions. electronic calculators may be used.you may lose marks if you do not show your working or if you do not use appropriate units.practical notes are provided on page 8. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question.chemistry  0620/51   paper 5 practical test october/november 2015  1 hour 15 minutes candidates answer on the question paper. additional materials: as listed in the con \ufb01 dential instructionscambridge international examinations cambridge international general certi \ufb01 cate of secondary education this document consists of 7 printed pages and 1 blank page. [turn overib15 11_0620_51/3rp\u00a9 ucles 2015 *3376642215* the syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certi \ufb01 cate.for examiner\u2019s use total",
+            "2": "2 0620/51/o/n/15 \u00a9 ucles 20151  you are going to investigate the rate of reaction when magnesium ribbon reacts with four solutions  of dilute sulfuric acid, of different concentrations, labelled solutions a, b, c and d. the sulfuric acid  is in excess in all experiments.   read all the instructions below carefully before starting the experiments.   instructions   you are going to carry out \ufb01 ve experiments.  (a) experiment 1   using a measuring cylinder, pour 30 cm3 of dilute sulfuric acid a into the beaker.   start the timer and add the 4 cm length of magnesium to the sulfuric acid in the beaker.   stir the mixture constantly.   measure the time taken for all of the magnesium to react and disappear.   record the time in the table below.   rinse out the beaker with distilled water.  (b) experiment 2   repeat experiment 1, using the solution b of sulfuric acid. record the time in the table.  (c) experiment 3   repeat experiment 1, using the solution c of sulfuric acid. record the time in the table.  (d) experiment 4   repeat experiment 1, using the solution d of sulfuric acid. record the time in the table. experiment numbersolution of sulfuric acidconcentration of sulfuric acid in mol / dm3time for magnesium to completely disappear in seconds 1 a 1.0 2 b 0.8 3 c 0.6 4 d 0.5 [4]  (e)  experiment 5   pour about 3 cm3 of the solution c of sulfuric acid into a test-tube and record its temperature.  add a 4 cm length of magnesium.   record all of your observations and test the gas given off with a splint.   ... .   ... .   ... ...  [2]",
+            "3": "3 0620/51/o/n/15 \u00a9 ucles 2015 [turn over (f)  plot the results for experiments 1, 2, 3 and 4 on the grid and draw a smooth line graph. 0 0.2 0.4 0.6 concentration of sulfuric acid in mol  / dm3time in seconds 0.8 1.0 1.2180 160140120100 80604020 0 [3]  (g) (i)   from your graph , deduce the concentration of the sulfuric acid if the time for the reaction  was 80 s.   show clearly on the graph  how you worked out your answer.   mol / dm3  [2]",
+            "4": "4 0620/51/o/n/15 \u00a9 ucles 2015 (ii)  from your graph , deduce how long the reaction would take if a solution of sulfuric acid of  concentration 1.2 mol / dm3 was used.   show clearly on the graph  how you worked out your answer.  s  [2]  (h)  why was the same amount of magnesium used in experiments 1, 2, 3 and 4?   ... ...  [1]  (i)  use your observations in experiment 5 to answer these questions.  (i)  what type of chemical reaction occurs when magnesium reacts with sulfuric acid?   . ..  [1]  (ii)  identify the gas given off.   . ..  [1]  (iii)  suggest the effect on the temperature change if this experiment was repeated using 2 cm  of magnesium ribbon.   .    . ..  [1]  (j)  suggest a different method which could be used to investigate the rate of the reaction between magnesium and sulfuric acid. state the difference in the apparatus used and measurements to be taken.  apparatus  ...   measurements   ...   ... .   ... ...  [3] [total: 20]",
+            "5": "5 0620/51/o/n/15 \u00a9 ucles 2015 [turn over2  you are provided with two metal salt solutions, x and y.   carry out the following tests on x and y, recording all of your observations in the tables.   conclusions must not be written in the tables. tests observations tests on solution x (a)  describe the appearance of solution x.   [1] divide the solution into four equal portions in  separate test-tubes. (b)  to the \ufb01 rst portion of solution add about  1 cm3 of dilute nitric acid followed by  aqueous silver nitrate.   [2] (c)  to the second portion of solution add about  1 cm3 of aqueous sodium hydroxide and  shake the mixture and leave to stand.   note how the mixture changes after \ufb01 ve  minutes.  [1]   [1] (d)  to the third portion of solution add excess  aqueous ammonia.   [1] (e)  to the fourth portion of solution add a few drops of dilute sulfuric acid followed by about 1 cm 3 of aqueous potassium  manganate( vii).   now add aqueous sodium hydroxide to the  mixture.  [1]   [2]",
+            "6": "6 0620/51/o/n/15 \u00a9 ucles 2015tests observations tests on solution y divide the solution into three equal portions in  separate test-tubes. (f)  to the \ufb01 rst portion of the solution add about  1 cm3 of dilute hydrochloric acid.   [1] (g)  tip the second portion of the solution into  a boiling tube. add about 1 cm3 of aqueous  sodium hydroxide and shake the mixture.   add one small piece of aluminium foil to the mixture and warm gently. test the gas given off with red litmus paper. ..   [3] (h)  to the third portion of the solution add  aqueous potassium iodide.   [2]  (i)  what conclusions can you draw about solution x?   ... .   ... ...  [3]  (j)  what conclusions can you draw about solution y?   ... .   ... ...  [2] [total: 20]",
+            "7": "7 0620/51/o/n/15 \u00a9 ucles 2015blank page",
+            "8": "8 0620/51/o/n/15 \u00a9 ucles 2015permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here 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 onl ine in the cambridge international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to do wnload at www.cie.org.uk after  the live examination series.cambridge international examinations is part of the cambridge assessment group. cambridge assessment is the brand name of unive rsity of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge.notes for use in qualitative analysis test for anions anion test test result carbonate (co32\u2013) add dilute acid effervescence, carbon dioxide produced chloride (c l \u2013) [in solution]acidify with dilute nitric acid, then add aqueous silver nitratewhite ppt. iodide ( i\u2013) [in solution]acidify with dilute nitric acid, thenadd aqueous silver nitrateyellow ppt. nitrate (no 3\u2013) [in solution]add aqueous sodium hydroxidethen aluminium foil; warm carefullyammonia produced sulfate (so 42\u2013) [in solution]acidify with dilute nitric acid, thenaqueous barium nitratewhite ppt. test for aqueous cations cation effect of aqueous sodium hydroxide effect of aqueous ammonia aluminium (a l 3+)white ppt., soluble in excess giving a colourless solutionwhite ppt., insoluble in excess ammonium (nh4+) ammonia produced on warming \u2013 calcium (ca2+) white ppt., insoluble in excess no ppt., or very slight white ppt. copper (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 iron(iii) (fe3+) red-brown ppt., insoluble in excess red-brown ppt., insoluble in excess zinc (zn2+) white ppt., soluble in excess giving a colourless solutionwhite ppt., soluble in excess givinga colourless solution test for gases gas test and test results ammonia (nh3) turns damp red litmus paper blue carbon dioxide (co2) turns limewater milky chlorine (c l 2) bleaches damp litmus paper hydrogen (h2) \u2018pops\u2019 with a lighted splint oxygen (o2) relights a glowing splint"
+        },
+        "0620_w15_qp_52.pdf": {
+            "1": "read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen.you may use an hb pencil for any diagrams or graphs.do not use staples, paper clips, glue or correction fluid.do not write in any barcodes. answer all questions. electronic calculators may be used.you may lose marks if you do not show your working or if you do not use appropriate units.practical notes are provided on page 8. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question.chemistry 0620/52   paper 5 practical test october/november 2015  1 hour 15 minutes candidates answer on the question paper. additional materials: as listed in the confidential instructions cambridge international examinations cambridge international general certificate of secondary education this document consists of 7 printed pages and 1 blank page. [turn overib15 11_0620_52/fp\u00a9 ucles 2015 *6783073891* the syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificate.for examiner\u2019s use total",
+            "2": "2 0620/52/o/n/15 \u00a9 ucles 20151  you are going to investigate the rate of reaction when magnesium ribbon reacts with four solutions  of dilute sulfuric acid, of different concentrations, labelled solutions a, b, c and d. the sulfuric acid  is in excess in all experiments.   read all the instructions below carefully before starting the experiments.   instructions   you are going to carry out five experiments.  (a) experiment 1   using a measuring cylinder, pour 30 cm3 of dilute sulfuric acid a into the beaker.   start the timer and add the 4 cm length of magnesium to the sulfuric acid in the beaker.   stir the mixture constantly.   measure the time taken for all of the magnesium to react and disappear.   record the time in the table below.   rinse out the beaker with distilled water.  (b) experiment 2   repeat experiment 1, using the solution b of sulfuric acid. record the time in the table.  (c) experiment 3   repeat experiment 1, using the solution c of sulfuric acid. record the time in the table.  (d) experiment 4   repeat experiment 1, using the solution d of sulfuric acid. record the time in the table. experiment numbersolution of sulfuric acidconcentration of sulfuric acid in mol / dm3time for magnesium to completely disappear in seconds 1 a 1.0 2 b 0.8 3 c 0.6 4 d 0.5 [4]  (e)  experiment 5   pour about 3 cm3 of the solution c of sulfuric acid into a test-tube and record its temperature.  add a 4 cm length of magnesium.   record all of your observations and test the gas given off with a splint.         ..   [2]",
+            "3": "3 0620/52/o/n/15 \u00a9 ucles 2015 [turn over (f)  plot the results for experiments 1, 2, 3 and 4 on the grid and draw a smooth line graph. 0 0.2 0.4 0.6 concentration of sulfuric acid in mo l / dm3time in seconds 0.8 1.0 1.2180 160 140 120 100 80 60 40 20 0 [3]  (g) (i)  from your graph, deduce the concentration of the sulfuric acid if the time for the reaction  was 80 s.   show clearly on the graph  how you worked out your answer.   mol / dm3  [2]",
+            "4": "4 0620/52/o/n/15 \u00a9 ucles 2015 (ii)  from your graph, deduce how long the reaction would take if a solution of sulfuric acid of  concentration 1.2 mol / dm3 was used.   show clearly on the graph  how you worked out your answer.  s  [2]  (h)  why was the same amount of magnesium used in experiments 1, 2, 3 and 4?   ..   [1]  (i)  use your observations in experiment 5 to answer these questions.  (i)  what type of chemical reaction occurs when magnesium reacts with sulfuric acid?   ...   [1]  (ii)  identify the gas given off.   ...   [1]  (iii)  suggest the effect on the temperature change if this experiment was repeated using 2 cm  of magnesium ribbon.   .   ...   [1]  (j)  suggest a different method which could be used to investigate the rate of the reaction between  magnesium and sulfuric acid. state the difference in the apparatus used and measurements to be taken.  apparatus  ...  measurements  ...      ..   [3] [total: 20]",
+            "5": "5 0620/52/o/n/15 \u00a9 ucles 2015 [turn over2  you are provided with two metal salt solutions, x and y.   carry out the following tests on x and y, recording all of your observations in the tables.   conclusions must not be written in the tables. tests observations tests on solution x (a)  describe the appearance of solution x.   [1] divide the solution into four equal portions in  separate test-tubes. (b)  to the first portion of solution add about  1 cm3 of dilute nitric acid followed by  aqueous silver nitrate.   [2] (c)  to the second portion of solution add about  1 cm3 of aqueous sodium hydroxide and  shake the mixture and leave to stand.   note how the mixture changes after five minutes.  [1]   [1] (d)  to the third portion of solution add excess  aqueous ammonia.   [1] (e)  to the fourth portion of solution add a few drops of dilute sulfuric acid followed  by about 1 cm 3 of aqueous potassium  manganate( vii).   now add aqueous sodium hydroxide to the  mixture.  [1]   [2]",
+            "6": "6 0620/52/o/n/15 \u00a9 ucles 2015tests observations tests on solution y divide the solution into three equal portions in  separate test-tubes. (f)  to the first portion of the solution add about  1 cm3 of dilute hydrochloric acid.   [1] (g)  tip the second portion of the solution into a boiling tube. add about 1 cm 3 of aqueous  sodium hydroxide and shake the mixture.   add one small piece of aluminium foil to the mixture and warm gently. test the gas given off with red litmus paper. ..   [3] (h)  to the third portion of the solution add  aqueous potassium iodide.   [2]  (i)  what conclusions can you draw about solution x?      ..   [3]  (j)  what conclusions can you draw about solution y?      ..   [2] [total: 20]",
+            "7": "7 0620/52/o/n/15 \u00a9 ucles 2015blank page",
+            "8": "8 0620/52/o/n/15 \u00a9 ucles 2015permission 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 international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download at www.cie.org.uk after the live examination series. 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. notes for use in qualitative analysis test for anions anion test test result carbonate (co32\u2013) add dilute acid effervescence, carbon dioxideproduced chloride (c l  \u2013) [in solution]acidify with dilute nitric acid, thenadd aqueous silver nitratewhite ppt. iodide ( i \u2013) [in solution]acidify with dilute nitric acid, thenadd aqueous silver nitrateyellow ppt. nitrate (no 3\u2013) [in solution]add aqueous sodium hydroxidethen aluminium foil; warm carefullyammonia produced sulfate (so 42\u2013) [in solution]acidify with dilute nitric acid, thenaqueous barium nitratewhite ppt. test for aqueous cations cation effect of aqueous sodium hydroxide effect of aqueous ammonia aluminium (a l 3+)white ppt., soluble in excess givinga colourless solutionwhite ppt., insoluble in excess ammonium (nh 4+) ammonia produced on warming \u2013 calcium (ca2+) white ppt., insoluble in excess no ppt., or very slight white ppt. copper (cu2+) light blue ppt., insoluble in excess light blue ppt., soluble in excessgiving a dark blue solution iron( ii) (fe2+) green ppt., insoluble in excess green ppt., insoluble in excess iron(iii) (fe3+) red-brown ppt., insoluble in excess red-brown ppt., insoluble in excess zinc (zn2+) white ppt., soluble in excess givinga colourless solutionwhite ppt., soluble in excess givinga colourless solution test for gases gas test and test results ammonia (nh3) turns damp red litmus paper blue carbon dioxide (co2) turns limewater milky chlorine (c l 2) bleaches damp litmus paper hydrogen (h2) \u2018pops\u2019 with a lighted splint oxygen (o2) relights a glowing splint"
+        },
+        "0620_w15_qp_53.pdf": {
+            "1": "read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen.you may use an hb pencil for any diagrams or graphs.do not use staples, paper clips, glue or correction \ufb02 uid. do not  write in any barcodes. answer all questions. electronic calculators may be used.you may lose marks if you do not show your working or if you do not use appropriate units.practical notes are provided on page 8. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question.chemistry  0620/53   paper 5 practical test october/november 2015  1 hour 15 minutes candidates answer on the question paper. additional materials: as listed in the con \ufb01 dential instructionscambridge international examinations cambridge international general certi \ufb01 cate of secondary education this document consists of 6 printed pages and 2 blank pages. [turn overib15 11_0620_53/2rp\u00a9 ucles 2015 *3872978216* the syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certi \ufb01 cate.for examiner\u2019s use total",
+            "2": "2 0620/53/o/n/15 \u00a9 ucles 20151  you are going to investigate the reaction between an acidic solution of iron( ii) sulfate, solution l,  and two different solutions of aqueous potassium manganate( vii), solutions m and n.   read all the instructions below carefully before starting the experiments.   instructions   you are going to carry out two experiments.  (a)  experiment 1   fill the burette with the solution m of potassium manganate( vii) to the 0.0 cm3 mark. using a  measuring cylinder pour 25 cm3 of solution l into the conical \ufb02 ask.   add 1 cm3 of the solution m to the \ufb02 ask, with swirling. continue to add solution m to the \ufb02 ask  until the mixture just turns permanently pink. record the burette readings in the table and  complete the table.   pour away the contents of the conical \ufb02 ask and rinse the \ufb02 ask with distilled water. \ufb01 nal burette reading / cm3 initial burette reading / cm3 difference / cm3 [3]  (b)  experiment 2   empty the burette and rinse thoroughly with distilled water. add a small volume of the solution n of aqueous potassium manganate( vii) to the burette and swirl. discard this solution.   now \ufb01 ll the burette with the solution n of potassium manganate( vii) to the 0.0 cm3 mark.   repeat experiment 1 using solution n instead of solution m.   record the burette readings in the table and complete the table. \ufb01 nal burette reading / cm3 initial burette reading / cm3 difference / cm3 [3]  (c)  why is the burette washed with  (i)  distilled water,   .   (ii)  solution n, before starting experiment 2?   .  [2]",
+            "3": "3 0620/53/o/n/15 \u00a9 ucles 2015 [turn over (d) (i)   what colour change was observed in the \ufb02 ask during the addition of potassium  manganate( vii) solution to solution l in both experiments?  from .  to  .. .  [1]  (ii)  explain why an indicator is not needed.   . ..  [1]  (e) (i)   in which experiment was the greatest volume of potassium manganate( vii) solution  used?   . ..  [1]  (ii)  compare the volumes of potassium manganate( vii) solution used in experiments 1 and 2.   . ..  [1]  (iii)  suggest an explanation for the difference in volumes.   .    .    . ..  [2]  (f)  if experiment 2 was repeated using 12.5 cm3 of solution l, what volume of potassium  manganate( vii) solution would be used? explain your answer.   ... .   ... .   ... ...  [2]  (g)  give one advantage and one disadvantage of using a measuring cylinder for solution l.  advantage  ... ...  disadvantage   . [2] [total: 18]",
+            "4": "4 0620/53/o/n/15 \u00a9 ucles 20152  you are provided with two solids, p and q.   carry out the following tests on the solids, recording all of your observations in the tables.   conclusions must not be written in the tables. tests observations tests on solid p (a)  describe the appearance of solid p.  .. (b)  use a spatula to place a little of solid p in  to a dry test-tube. heat the solid gently. ..   [2] add about 10 cm3 of distilled water to the rest of  solid p and shake to dissolve. divide the solution into four equal portions in test-tubes. carry out the following tests. (c)  test the ph of the \ufb01 rst portion of the  solution.   [1] (d)  use a thermometer to measure the  temperature of the second portion of solution p and record the temperature.   now add a spatula measure of sodium  hydrogen carbonate to the solution and stir with the thermometer.    measure and record the temperature of the  mixture after one minute.initial temperature =  ... \u00b0c \ufb01 nal temperature =   \u00b0c other observations =  .. ..  [3] (e)  pour the third portion of the solution into  a boiling tube. add a spatula measure  of copper( ii) oxide. heat the mixture to  boiling. leave the mixture to stand for one minute. ..   [1] (f)  to the fourth portion of the solution add  a small measure of magnesium powder. shake the mixture and test the gas evolved. ..   [3]",
+            "5": "5 0620/53/o/n/15 \u00a9 ucles 2015 [turn overtests observations tests on solid q (g)  describe the appearance of solid q.   [1] (h)  add about 5 cm3 of distilled water into a  test-tube. measure and record the initial temperature of the water.   now add all of solid q to the water and stir  with the thermometer. measure and record the temperature of the mixture after one minute.   describe the mixture.initial temperature =  ... \u00b0c \ufb01 nal temperature =   \u00b0c  ..  [3] decant the solution and divide into two equal  portions in test-tubes. (i)  to the \ufb01 rst portion of the solution add  an equal volume of aqueous sodium hydroxide.   [2] (j)  to the second portion of the solution add  drops of aqueous ammonia with shaking.   now add excess aqueous ammonia. ..  ..  [3]  (k)  what conclusions can you draw about solid p?   ... .   ... ...  [2]  (l)  what conclusion can you draw about solid q?   ... ...  [1] [total: 22]",
+            "6": "6 0620/53/o/n/15 \u00a9 ucles 2015blank page",
+            "7": "7 0620/53/o/n/15 \u00a9 ucles 2015blank page",
+            "8": "8 0620/53/o/n/15 \u00a9 ucles 2015permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here 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 onl ine in the cambridge international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to do wnload at www.cie.org.uk after  the live examination series. cambridge international examinations is part of the cambridge assessment group. cambridge assessment is the brand name of unive rsity of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge.notes for use in qualitative analysis test for anions anion test test result carbonate (co32\u2013) add dilute acid effervescence, carbon dioxide produced chloride (c l \u2013) [in solution]acidify with dilute nitric acid, then add aqueous silver nitratewhite ppt. iodide ( i\u2013) [in solution]acidify with dilute nitric acid, then add aqueous silver nitrateyellow ppt. nitrate (no3\u2013) [in solution]add aqueous sodium hydroxide then aluminium foil; warm carefullyammonia produced sulfate (so42\u2013) [in solution]acidify with dilute nitric acid, then aqueous barium nitratewhite ppt. test for aqueous cations cation effect of aqueous sodium hydroxide effect of aqueous ammonia aluminium (a l 3+)white ppt., soluble in excess giving a colourless solutionwhite ppt., insoluble in excess ammonium (nh4+) ammonia produced on warming \u2013 calcium (ca2+) white ppt., insoluble in excess no ppt., or very slight white ppt. copper (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 iron(iii) (fe3+) red-brown ppt., insoluble in excess red-brown ppt., insoluble in excess zinc (zn2+) white ppt., soluble in excess giving a colourless solutionwhite ppt., soluble in excess giving a colourless solution test for gases gas test and test results ammonia (nh3) turns damp red litmus paper blue carbon dioxide (co2) turns limewater milky chlorine (c l 2) bleaches damp litmus paper hydrogen (h2) \u2018pops\u2019 with a lighted splint oxygen (o2) relights a glowing splint"
+        },
+        "0620_w15_qp_61.pdf": {
+            "1": "this document consists of 12 printed pages and 4 blank pages. [turn overib15 11_0620_61/2rp \u00a9 ucles 2015 *7046780444* read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen.you may use an hb pencil for any diagrams or graphs.do not use staples, paper clips, glue or correction \ufb02 uid. do not  write in any barcodes. answer all questions. electronic calculators may be used.you may lose marks if you do not show your working or if you do not use appropriate units. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question.chemistry  0620/61   paper 6 alternative to practical october/november 2015  1 hour candidates answer on the question paper. no additional materials are required.cambridge international examinations cambridge international general certi \ufb01 cate of secondary education the syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certi \ufb01 cate.",
+            "2": "2 0620/61/o/n/15 \u00a9 ucles 20151  a piece of limestone was heated strongly for ten minutes. the solid was then left to cool.   cold water was added to the solid. the solid reacted with the water to form a solution, a. waterlimestone lime (calcium oxide)  (a)  complete the boxes to label the pieces of apparatus. [2]  (b) (i)   suggest what could be used to hang the piece of limestone from the stand over the heat.  explain your answer.   .    .    . ..  [2]  (ii)  in what position should the air hole of the bunsen burner be?   . ..  [1]  (c)  predict the effect of  (i)  solution a on ph indicator paper,   . ..  [1]  (ii)  carbon dioxide on solution a.   . ..  [1] [total: 7]",
+            "3": "3 0620/61/o/n/15 \u00a9 ucles 2015 [turn over2  the alkanes are a homologous series of hydrocarbons which are used as fuels. their general  formula is cnh2n+2.   the energy released when equal amounts of the \ufb01 rst \ufb01 ve alkanes were burned was measured. the  results are shown plotted on the grid below. 123 value of n in general formula4564000 3000 2000 1000 500energy releasedin kj  / mol  (a)  draw a line of best \ufb01 t on the grid. [1]  (b)  suggest two reasons why not all of the points lie on the line of best \ufb01 t.  1  ... ..  2  ... .. [2]",
+            "4": "4 0620/61/o/n/15 \u00a9 ucles 2015 (c)  use your graph  to work out the amount of energy released when the same amount of hexane,  c6h14, is burned. show clearly how you worked out your answer.   ... ...  [2]  (d)   a student predicted that the energy released by burning butane would be two times the energy   produced by burning ethane.   suggest why she made this prediction and compare the values obtained for these two alkanes.   ... .   ... .   ... .   ... .   ... ...  [3] [total: 8]",
+            "5": "5 0620/61/o/n/15 \u00a9 ucles 2015 [turn over3  electricity was used to break down dilute sulfuric acid using the apparatus shown. dilute sulfuric acidinert metal electrodeshydrogen oxygen +\u2013 light bulb  (a)  what name is given to this process?   ... ...  [1]  (b)  give one observation which could be made during this experiment.   ... ...  [1]  (c)  suggest a suitable metal for the inert metal electrodes.   ... ...  [1]  (d)  give a test for oxygen gas.  test   .  result  ..  [2]  (e)  why does hydrogen form at the negative electrode?   ... ...  [1]  (f)  the experiment was repeated using concentrated hydrochloric acid.   explain why this experiment was carried out in a fume cupboard.   ... .   ... ...  [2] [total: 8]",
+            "6": "6 0620/61/o/n/15 \u00a9 ucles 2015blank page",
+            "7": "7 0620/61/o/n/15 \u00a9 ucles 2015 [turn over4  a student investigated the rate of reaction between magnesium ribbon and four different solutions  of dilute sulfuric acid, a, b, c and d. the sulfuric acid was in excess in all experiments.   four experiments were carried out.  (a) experiment 1   using a measuring cylinder, 30 cm3 of aqueous sulfuric acid a was poured into a beaker. the  stop clock was started and a 4 cm length of magnesium was added to the sulfuric acid in the beaker. the mixture was stirred constantly. the time taken for all of the magnesium to react and disappear was measured.   the beaker was rinsed out with distilled water.  (b) experiment 2   experiment 1 was repeated using the solution b of sulfuric acid.  (c) experiments 3 and 4   experiment 1 was repeated, using the solutions c and d of sulfuric acid.",
+            "8": "8 0620/61/o/n/15 \u00a9 ucles 2015 (d)  use the stop clock diagrams to record the times in the table. experiment numberconcentration of sulfuric  acid in mol / dm3 stop clock diagramtime for magnesium to completely disappear in seconds 1 1.00 0 10 3015 1545 5seconds minutes 2 0.80 0 10 3015 1545 5 3 0.60 0 10 3015 1545 5 4 0.50 0 10 3015 1545 5 [4]",
+            "9": "9 0620/61/o/n/15 \u00a9 ucles 2015 [turn over (e)   plot the results for experiments 1, 2, 3 and 4 on the grid and draw a smooth line graph. 0 0.2 0.4 0.6 concentration of sulfuric acid in mol  / dm30.8 1.0 1.2140 120100 80604020 0time in seconds [3]  (f) (i)   from your graph , deduce the concentration of the sulfuric acid if the time for the reaction  was 80 s.   show clearly on the graph  how you worked out your answer. .. mol / dm3  [2]  (ii)  from your graph , deduce how long the reaction would take if a solution of sulfuric acid of  concentration 1.2 mol / dm3 was used.   show clearly on the graph  how you worked out your answer. .. s  [2]",
+            "10": "10 0620/61/o/n/15 \u00a9 ucles 2015 (g)  why was the same amount of magnesium used in experiments 1, 2, 3 and 4?   ... ...  [1]  (h)  another experiment was carried out.   a 4 cm length of magnesium ribbon was added to dilute sulfuric acid. the temperature of the  solution was measured before and after the reaction. the observations were recorded and the gas given off tested.   observations:   rapid effervescence and the tube felt hot. a lighted splint popped.  use the thermometer diagrams to record the temperatures. 50 45 4030 25 20before addition of magnesiumtemperature / \u00b0ctemperature / \u00b0cafter addition of magnesium [2]  (i) (i)  what type of chemical reaction occurred when magnesium reacted with sulfuric acid?   . ..  [1]  (ii)  identify the gas given off.   . ..  [1]  (iii)  suggest the effect on the temperature change if this experiment was repeated using 2 cm  of magnesium ribbon.   .    . ..  [2]  (j)  suggest a different method which could be used to investigate the rate of the reaction between magnesium and sulfuric acid. state the difference in the apparatus used and measurements to be taken.  apparatus  ...   measurements   ...   ... .   ... ...  [3] [total: 21]",
+            "11": "11 0620/61/o/n/15 \u00a9 ucles 2015 [turn over5  two metal salt solutions, x and y, were analysed. solution x was iron( ii) chloride.   the tests on x and y, and some of the observations, are given in the following tables.   complete the observations in the table. tests observations tests on solution x (a)  appearance of solution x. ..   [1] the solution was divided into four equal  portions. (b)  dilute nitric acid and aqueous  silver nitrate were added to the \ufb01 rst  portion of solution. ..   [1] (c)  aqueous sodium hydroxide was added to the second portion of solution and the mixture shaken. ..   [2] (d)  excess aqueous ammonia was added to the third portion of solution. ..   [1] (e)  an oxidising agent was added to  the fourth portion of the solution.   aqueous sodium hydroxide was then added to the mixture. ..   [2]",
+            "12": "12 0620/61/o/n/15 \u00a9 ucles 2015tests observations tests on solution y the solution was divided into three  equal portions. (f)  dilute hydrochloric acid was added  to the \ufb01 rst portion of the solution. white precipitate formed (g)  aqueous sodium hydroxide was added to the second portion of the solution and the mixture shaken.   aluminium powder was added to the mixture and it was warmed gently. the gas given off was tested with damp red litmus paper.effervescence pungent gas evolved, litmus paper turned blue (h)  aqueous potassium iodide was added to the third portion of the solution. pale yellow precipitate  (i)  what conclusions can you draw about solution y?   ... .   ... ...  [2] [total: 9]",
+            "13": "13 0620/61/o/n/15 \u00a9 ucles 2015 [turn over6  toothbright toothbright contains fluoride   toothbright toothpaste contains three compounds, sodium \ufb02 uoride, calcium carbonate and water.   calcium carbonate is insoluble in water and sodium \ufb02 uoride is soluble in water.   plan an investigation to \ufb01 nd out the percentage of calcium carbonate present in this toothpaste.   you are provided with common laboratory apparatus.   ...    ...    ...    ...    ...    ...    ...    ... ..  [7] [total: 7]",
+            "14": "14 0620/61/o/n/15 \u00a9 ucles 2015blank page",
+            "15": "15 0620/61/o/n/15 \u00a9 ucles 2015blank page",
+            "16": "16 0620/61/o/n/15 \u00a9 ucles 2015blank page permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here 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 onl ine in the cambridge international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to do wnload at www.cie.org.uk after  the live examination series.cambridge international examinations is part of the cambridge assessment group. cambridge assessment is the brand name of unive rsity of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge."
+        },
+        "0620_w15_qp_62.pdf": {
+            "1": "this document consists of 12 printed pages. [turn overib15 11_0620_62/fp \u00a9 ucles 2015 *7362226526* read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen.you may use an hb pencil for any diagrams or graphs.do not use staples, paper clips, glue or correction \ufb02 uid. do not  write in any barcodes. answer all questions. electronic calculators may be used.you may lose marks if you do not show your working or if you do not use appropriate units. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question.chemistry  0620/62   paper 6 alternative to practical october/november 2015  1 hour candidates answer on the question paper. no additional materials are required.cambridge international examinations cambridge international general certi \ufb01 cate of secondary education the syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certi \ufb01 cate.",
+            "2": "2 0620/62/o/n/15 \u00a9 ucles 20151  the volume of hydrochloric acid that reacts with 25.0 cm3 of aqueous sodium hydroxide can be  found using the apparatus below. 25.0  cm3 of aqueous sodium hydroxide + indicatorhydrochloric acid  (a)  complete the boxes to identify the pieces of apparatus labelled. [2]  (b)  name a suitable indicator that could be used.   ... ...  [1]",
+            "3": "3 0620/62/o/n/15 \u00a9 ucles 2015 [turn over (c)  a student did the experiment four times and the volume of hydrochloric acid added each time  was measured.   use the burette diagrams in the table to record the volumes of hydrochloric acid added. experiment burette diagramvolume of acid added / cm3 116 1718 2161718 3161718 4161718 [2]  (d) (i)   what type of chemical reaction occurs when hydrochloric acid reacts with sodium  hydroxide?   . ..  [1]  (ii)  how did the student know when all of the sodium hydroxide had reacted?   . ..  [1]",
+            "4": "4 0620/62/o/n/15 \u00a9 ucles 2015 (e) (i)   which one of the results is anomalous?   . ..  [1]  (ii)  suggest what may have caused this result to be anomalous.   . ..  [1]  (iii)  use the other results to calculate the average amount of hydrochloric acid that reacted  with the sodium hydroxide solution.   .    . ..  [2]  (f)  which of the solutions was more concentrated? explain your answer.   ... .   ... ...  [2] [total: 13]",
+            "5": "5 0620/62/o/n/15 \u00a9 ucles 2015 [turn over2  a mixture of three compounds, p, q and r, was separated using a piece of paper. solvent front baselinepr q  (a)  name this method of separation.   ... ...  [1]  (b)  what could have been used to apply the mixture onto the paper?   ... ...  [1]  (c)  suggest a possible solvent that could be used for this separation.   ... ...  [1]  (d)  suggest why compound q remained on the baseline.   ... .   ... ...  [1]  (e) rf values are used to identify compounds. rf = distance travelled by the solventdistance travelled by compound   use the diagram to work out the rf value of compound r.   ... .   ... ...  [2] [total: 6]",
+            "6": "6 0620/62/o/n/15 \u00a9 ucles 20153  a teacher demonstrated the rate of reaction of dilute nitric acid with powdered calcium carbonate  at different temperatures.   50 cm3 of dilute nitric acid was heated to a known temperature and placed on a balance. cotton wool 50 cm3 of dilute nitric acid balancepowdered calcium carbonate   excess powdered calcium carbonate was added to the nitric acid and the mass of the beaker and  contents recorded. the time taken for the mass to decrease by 1 g was measured. the experiment was repeated at different temperatures.  (a)  using the thermometer diagrams, record the temperatures in the table. thermometer diagramtemperature of nitric acid / \u00b0ctime for mass to decrease by 1 g in seconds 30 25 20139 40 35 30102 50 45 4099 60 55 5060 75 70 6545 85 80 7538 [3]",
+            "7": "7 0620/62/o/n/15 \u00a9 ucles 2015 [turn over (b)  plot the results on the grid and draw a smooth line graph. 0 10 20 30 40 temperature of acid  / \u00b0c50 60 70 80160 140120100 8060 40 20 0time /  s [3]  (c)  which point is inaccurate? explain why you chose this point.   ... .   ... ...  [2]  (d)  use your graph  to \ufb01 nd out the time of reaction at a temperature of 30 \u00b0c. show clearly on the  grid how you obtained your answer.   ... ...  [3]",
+            "8": "8 0620/62/o/n/15 \u00a9 ucles 2015 (e) (i)   how does the rate of this reaction vary with the change in temperature?   . ..  [1]  (ii)  explain why.   .    .    . ..  [2]  (f) (i)   what would be the effect of repeating the experiments using lumps of calcium carbonate  instead of powdered calcium carbonate? explain your answer.   .    . ..  [2]  (ii)  sketch on the grid the curve you would expect.  [1]  (g)  explain why cotton wool was used in the neck of the conical \ufb02 ask.   ... .   ... ...  [2] [total: 19]",
+            "9": "9 0620/62/o/n/15 \u00a9 ucles 2015 [turn over4  three jars of gas have lost their labels. the gases are known to be  \u2022 ethene,  \u2022 ammonia,  \u2022 oxygen.   complete the table to show the chemical tests that could be used to identify each of these gases. gas chemical test result of test ethene  ..  [2] ammonia  ..  [2] oxygen  ..  [2] [total: 6]",
+            "10": "10 0620/62/o/n/15 \u00a9 ucles 20155  two aqueous solutions, k and l, were analysed. solution l was aqueous calcium iodide.   tests on the solutions and some of the observations are in the following tables.   complete the observations in the second table. tests observations tests on solution k (a)  colour of solution k. green / blue (b)  the solution was divided into four  equal portions.  (i)  aqueous sodium hydroxide  was added to the \ufb01 rst portion  drop by drop and shaken.    an excess of aqueous sodium  hydroxide was then added to the mixture.  (ii)  aqueous ammonia was added  to the second portion drop by drop and shaken.    an excess of aqueous  ammonia was then added to the mixture.  (iii)  dilute nitric acid and barium  nitrate solution were added to the third portion.  (iv)  dilute nitric acid and silver  nitrate solution were added to the fourth portion.pale blue precipitate the precipitate was insoluble blue precipitate the precipitate dissolved to form a deep blue solution no visible change white precipitate formed  (c)  identify solution k.   ... ...  [2]",
+            "11": "11 0620/62/o/n/15 \u00a9 ucles 2015 [turn overtests observations tests on solution l (d)  colour of solution l. ..  [1] (e)  the solution was divided into three  equal portions.  (i)  aqueous sodium hydroxide  was added to the \ufb01 rst portion  of the solution drop by drop and shaken.    an excess of aqueous sodium  hydroxide was then added to the mixture.  (ii)  aqueous ammonia was added  to the second portion of the solution drop by drop and shaken.    an excess of aqueous  ammonia was then added to the mixture and shaken.  (iii)  dilute nitric acid and silver  nitrate solution were added to the third portion of the solution...  [2] ..  [1] ..  [1] ..  [1]..  [2] [total: 10]",
+            "12": "12 0620/62/o/n/15 \u00a9 ucles 2015permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here 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 onl ine in the cambridge international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to do wnload at www.cie.org.uk after  the live examination series. cambridge international examinations is part of the cambridge assessment group. cambridge assessment is the brand name of unive rsity of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge.6  you are provided with samples of three metals, tin, zinc and silver.   plan an investigation to show the order of reactivity of these three metals.   you are provided with common laboratory apparatus and dilute acids.   ...    ...    ...    ...    ...    ...    ...    ...    ...    ...    ...    ... ..  [6] [total: 6]"
+        },
+        "0620_w15_qp_63.pdf": {
+            "1": "this document consists of 11 printed pages and 1 blank page. [turn overib15 11_0620_63/2rp \u00a9 ucles 2015 *7700325994* read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen.you may use an hb pencil for any diagrams or graphs.do not use staples, paper clips, glue or correction \ufb02 uid. do not  write in any barcodes. answer all questions. electronic calculators may be used.you may lose marks if you do not show your working or if you do not use appropriate units. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question.chemistry  0620/63   paper 6 alternative to practical october/november 2015  1 hour candidates answer on the question paper. no additional materials are required.cambridge international examinations cambridge international general certi \ufb01 cate of secondary education the syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certi \ufb01 cate.",
+            "2": "2 0620/63/o/n/15 \u00a9 ucles 20151  the diagrams show the stages in the preparation of zinc nitrate crystals from lumps of zinc  carbonate. dilute nitric acidzinc carbonate bubblesof gas unreactedzinccarbonatestage 2 stage 1 stage 3 stage 5 stage 4 stage 6heatzinc nitrate solutionzinc carbonate  (a)  complete the boxes to show the apparatus used. [2]  (b)  use the diagrams to write a list of instructions for the stages of this preparation.  (i)  stages 1, 2, 3 and 4   .    .    . ..  [3]  (ii)  stage 5   . ..  [1]  (iii)  stage 6   .    . ..  [2] [total: 8]",
+            "3": "3 0620/63/o/n/15 \u00a9 ucles 2015 [turn over2  a steel spoon can be coated in chromium using electrolysis. the spoon has to be very clean and  free of grease. spoon aqueous electrolytechromium electrodepower supply  (a)  name this process of coating a metal object with another metal.   ... ...  [1]  (b)  suggest one advantage of putting a layer of chromium on the spoon.   ... ...  [1]  (c)  which electrode should be the spoon?   ... ...  [1]  (d)  suggest the name of a compound that could dissolve in water to form the electrolyte.   ... ...  [2]  (e)  why must the spoon be very clean and free of grease?   ... ...  [1]  (f)  suggest one mistake in the apparatus set up.   ... ...  [1] [total: 7]",
+            "4": "4 0620/63/o/n/15 \u00a9 ucles 20153  a student investigated the temperature changes when dilute nitric acid reacted with aqueous  potassium hydroxide.   solution c was nitric acid and solution d was aqueous potassium hydroxide.   she mixed together different volumes of c and d in four experiments. the maximum temperature  reached was measured in each experiment.   the initial temperature of the solutions was 25 \u00b0c.  (a)  use the thermometer diagrams in the table to record the maximum temperatures. work out the  rise in temperature in each experiment. experimentvolume of c / cm3volume of d / cm3thermometer diagrammaximum temperature / \u00b0ctemperature rise / \u00b0c 14 0 1 035 3025 23 0 2 0403530 32 0 3 0353025 41 0 4 0353025 [3]  (b)  why was the total volume of solution always 50 cm3?   ... ...  [1]",
+            "5": "5 0620/63/o/n/15 \u00a9 ucles 2015 [turn over (c)   plot the results on the grid and draw two intersecting straight line graphs. 12 10 86420 50 40 30 20 10 0 volume of c  / cm3 volume of d / cm3temperature rise  / \u00b0c 0 1 02 03 04 05 0 [3]  (d) (i)   from your graph , deduce the greatest temperature rise that could occur.   show this point clearly on the grid , with an arrow.   . . \u00b0c  [1]  (ii)  from your graph , deduce the volumes of c and d that would produce this temperature  rise.  c  .   d  .  [2]  (e)  the experiment was repeated using solutions of c and d that were twice as concentrated as  used in the original experiment. the initial temperature of the solutions was still 25 \u00b0c.   suggest the greatest temperature rise that could occur.   ... ...  [1] [total: 11]",
+            "6": "6 0620/63/o/n/15 \u00a9 ucles 20154  a student investigated the reaction between an acidic solution of iron( ii) sulfate, solution l, and two  different solutions of aqueous potassium manganate( vii), solutions m and n.   three experiments were carried out.  (a)  experiment 1   excess aqueous sodium hydroxide was added to about 3 cm3 of solution l in a test-tube.   what observations would be expected in experiment 1?   ... ...  [2]  (b)  experiment 2   a burette was \ufb01 lled with the solution m of potassium manganate( vii) to the 0.0 cm3 mark.  using a measuring cylinder, 25 cm3 of solution l was poured into a conical \ufb02 ask.   solution m was added to the \ufb02 ask until the mixture just turned permanently pink.   use the burette diagram to record the readings in the table and complete the table. 10 1112 final reading \ufb01 nal burette reading / cm3 initial burette reading / cm3 difference / cm3 [2]",
+            "7": "7 0620/63/o/n/15 \u00a9 ucles 2015 [turn over (c)  experiment 3   the burette was emptied and rinsed thoroughly with distilled water. a small volume of the  solution n of aqueous potassium manganate( vii) was added to the burette and shaken.   this solution was discarded.   solution n of potassium manganate( vii) was then poured into the burette.   experiment 1 was repeated using solution n instead of solution m.   use the burette diagrams to record readings in the table and complete the table. 11 1213 final reading678 initial reading \ufb01 nal burette reading / cm3 initial burette reading / cm3 difference / cm3 [2]  (d)   why was the burette washed before starting experiment 3  (i)  with distilled water,   .   (ii)  then with solution n?   .  [2]  (e)  explain why an indicator was not needed.   ... ...  [1]",
+            "8": "8 0620/63/o/n/15 \u00a9 ucles 2015 (f) (i)  in which experiment was the greater volume of potassium manganate( vii) solution used?   . ..  [1]  (ii)  compare the volumes of potassium manganate( vii) solution used in experiments 2 and 3.   . ..  [1]  (iii)  suggest an explanation for the difference in volumes.   .    .    . ..  [2]  (g)  if experiment 3 was repeated using 12.5 cm3 of solution l, what volume of potassium  manganate( vii) solution would be used? explain your answer.   ... .   ... ...  [2]  (h)  give one advantage and one disadvantage of using a measuring cylinder for solution l.  advantage  ... ...  disadvantage   . [2] [total: 17]",
+            "9": "9 0620/63/o/n/15 \u00a9 ucles 2015 [turn over5  two solids, p and q, were analysed. q was anhydrous copper( ii) sulfate.   tests on the solids and some of the observations are in the following tables.   complete the observations in the table. tests observations tests on solid p (a)  appearance of solid p. white crystals (b)  solid p was heated gently in a dry  test-tube. condensation formed at the top of the test-tube tests on aqueous solution of p an aqueous solution of p was divided  into three equal portions.the following tests were carried out. (c)  the ph of the \ufb01 rst portion of the  solution was tested. ph 5 (d)  copper( ii) oxide was added to the  second portion of the solution. the mixture was boiled and the mixture left to stand for one minute. blue solution formed (e)  magnesium powder was added  to the third portion of the solution. the mixture was shaken and the gas evolved tested. effervescence, lighted splint popped  (f)  identify the gas in test (e).   ... ...  [1]  (g)  what conclusions can you draw about solid p?   ... .   ... ...  [2]",
+            "10": "10 0620/63/o/n/15 \u00a9 ucles 2015tests observations tests on solid q (h)  appearance of solid q. ..  [1] (i)  solid q was added to distilled water  and stirred with a thermometer. the temperature of the mixture was measured and recorded after one minute.temperature change ... other observations .. ..  [2] the solution formed was divided into  two equal portions. (j)  an equal volume of aqueous  sodium hydroxide was added to the \ufb01 rst portion of the solution. ..  [2] (k)  drops of aqueous ammonia were  added to the second portion of the solution and shaken.   excess ammonia solution was then  added.  ..  [3] [total: 11]",
+            "11": "11 0620/63/o/n/15 \u00a9 ucles 2015 [turn over6  dilute sulfuric acid reacts rapidly with magnesium ribbon. the magnesium ribbon gets smaller and  eventually disappears.   plan an investigation to show how the rate of this reaction changes using different concentrations  of sulfuric acid.   you are provided with common laboratory apparatus, sulfuric acid, water and magnesium ribbon.   ...    ...    ...    ...    ...    ...    ...    ...    ...    ...    ...    ... ..  [6] [total: 6]",
+            "12": "12 0620/63/o/n/15 \u00a9 ucles 2015blank page permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here 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 onl ine in the cambridge international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to do wnload at www.cie.org.uk after  the live examination series. cambridge international examinations is part of the cambridge assessment group. cambridge assessment is the brand name of unive rsity of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge."
+        }
+    },
+    "2016": {
+        "0620_m16_qp_12.pdf": {
+            "1": "  the syllabus is approved for use in england, wales and northern irela nd as a cambridge international level1/level 2 certificate .  this document consists of 14 printed pages and 2 blank pages.  ib16 03_0620_12/3rp  \u00a9 ucles arch [turn over       *0403093803* cambridge international examinations  cambridge international general certificate of secondary education       chemistry 0620/12     paper 1 multiple choice (core)  february/march 2016       45 minutes  additional materials: multiple choice answer sheet   soft clean eraser   soft pencil (type b or hb is recommended)       read these instructions first    write in soft pencil. do not use staples, paper clips, glue or correction fluid. write your name, centre number and candidate number on the answer sheet in the spaces provided unless  this has been done for you.  do not  write in any barcodes.   there are forty  questions on this paper. answer all questions. for each question there are four possible  answers a, b, c and d.   choose the one you consider correct and record your choice in soft pencil  on the separate answer sheet.   read the instructions on the answer sheet very carefully.  each correct answer will score one mark. a mark will not be deducted for a wrong answer. any rough working should be done in this booklet. a copy of the periodic table is printed on page 16. electronic calculators may be used.  ",
+            "2": "2  \u00a9 ucles 2016 0620/12/f/m/16  1 two gas jars are set up as shown.    before afterjar 2jar 1 jar 2jar 1 lidair brown gas     the lid is removed and the gas jars are left to stand.  after some time the contents of both gas jars  are brown.    which process causes this to happen?  a condensation  b diffusion  c evaporation  d filtration     2 which piece of apparatus is used to measure variable quantities of liquid in a titration?    abcd      3 which method separates a mixture of sugar and glass?  a dissolve, filter and evaporate  b distil and filter  c fractionally distil  d use chromatography     ",
+            "3": "3  \u00a9 ucles 2016 0620/12/f/m/16 [turn over  4 in which row are the substances correctly classified?     element compound mixture  a brass sulfur water  b sulfur brass water  c sulfur water brass  d water sulfur brass     5 element q has 4 electrons in its outer shell and has 69 neutrons. q conducts electricity.    what is q?  a carbon (c)  b lead (pb)  c thulium (tm)  d tin (sn)      6 which statement describes positive ions?  a positive ions have more electrons than neutrons.  b positive ions have more protons than neutrons.  c positive ions have more electrons than protons.  d positive ions have more protons than electrons.      7 the electronic structures of atoms x and y are shown.    x y     x and y form a covalent compound.   what is its formula?  a x 2 y b xy c xy 2 d xy 6      8 the compound magnesium nitrate has the formula mg(no 3)2.    what is the relative formula mass of magnesium nitrate?    a 86 b 134 c 148 d 172   ",
+            "4": "4  \u00a9 ucles 2016 0620/12/f/m/16  9 the diagram shows, in cross-section, the arrangement of aluminium and steel wires in an electric  power cable.    key = aluminium = steel    which metal wire is the better conductor and which metal wire has the greater mechanical  strength?     better conductor greater  mechanical strength  a aluminium aluminium  b aluminium steel  c steel aluminium  d steel steel     10 when concentrated hydrochloric acid is electrolysed, gases p and q are formed.    pq + \u2013concentrated hydrochloric acid platinumelectrodes     what are p and q?   p q  a chlorine hydrogen  b chlorine oxygen  c hydrogen chlorine  d hydrogen oxygen     ",
+            "5": "5  \u00a9 ucles 2016 0620/12/f/m/16 [turn over  11 which substance could not be used as a fuel to heat water in a boiler?  a ethanol  b hydrogen  c methane  d oxygen      12 which statement about reactions that produce heat is not correct?  a burning magnesium produces heat energy.  b the overall reaction is exothermic.  c the products have more energy than the reactants.  d the temperature of the surroundings increases.     13 which changes increase the rate of reaction?    1 increasing the concentration of the reactants  2 increasing the particle size of a solid reactant  3 increasing the temperature    a 1, 2 and 3 b 1 and 2 only c 1 and 3 only d 2 and 3 only      14 two reactions involving water are shown.    x anhydrous cobalt( ii) chloride  +  water  \u2192  hydrated cobalt( ii) chloride  y iron  +  oxygen  +  water  \u2192  rust    which reactions are reversible by heating?     x y  a \u0013 \u0013  b \u0013 \u0017  c \u0017 \u0013  d \u0017 \u0017    ",
+            "6": "6  \u00a9 ucles 2016 0620/12/f/m/16  15 iron is extracted from iron oxide using carbon monoxide as shown.    iron oxide  +  carbon monoxide  \u2192  iron  +  carbon dioxide    which statement is correct?  a carbon monoxide is oxidised to carbon dioxide.  b carbon monoxide is reduced to carbon dioxide.  c iron is oxidised to iron oxide.  d iron oxide is oxidised to iron.      16 four different solutions, w, x, y and z, are tested with universal indicator.    solution w x y z  colour with  universal indicator green red purple orange    which solutions are acidic?  a w and z b x and z c x only d y only     17 methyl orange turns red in the solution formed when substance r reacts with water.    what is r?  a calcium oxide  b potassium oxide  c sodium oxide  d sulfur dioxide      18 a salt is made by adding an excess of an insoluble metal oxide to an acid.    how is the excess metal oxide removed from the mixture?  a chromatography  b crystallisation  c distillation  d filtration     ",
+            "7": "7  \u00a9 ucles 2016 0620/12/f/m/16 [turn over  19 a substance is heated with aluminium foil in aqueous sodium hydroxide. a gas is produced which  turns damp, red litmus paper blue.    which anion is present in the substance?  a carbonate  b iodide  c nitrate  d sulfate     20 an element does not conduct electricity and exists as diatomic molecules.    where in the periodic table is the element found?    bac d       21 in the periodic table, how does the metallic character of the elements vary from left to right  across a period?  a it decreases.  b it increases.  c it increases then decreases.  d it stays the same.    22 the elements in a group of the periodic table show the following trends.    1 the element with the lowest proton number has the lowest reactivity.  2 all the elements in the group form basic oxides.  3 the density of the elements increases down the group.  4 the melting point of the elements decreases down the group.    in which group are the elements found?  a i b iv c vi d vii     ",
+            "8": "8  \u00a9 ucles 2016 0620/12/f/m/16  23 which element is a transition metal?     melting point in  \u00b0c density in g  / cm3 colour of oxide  a 98 1.0 white  b 328 11.3 yellow  c 651 1.7 white  d 1240 7.4 black      24 uranium is a radioactive element but it is also a typical metal.    what is not a property of uranium?  a it can be hammered into shape.  b it conducts heat.  c it is used as a source of energy.  d it forms covalent compounds.     25 which metal reacts with steam but not with cold water?  a calcium  b copper  c sodium  d zinc      26 iron is extracted from hematite in the blast furnace.    the hematite contains silicon( iv) oxide (sand) as an impurity.    what reacts with this impurity to remove it?  a calcium oxide  b carbon  c carbon dioxide  d slag     ",
+            "9": "9  \u00a9 ucles 2016 0620/12/f/m/16 [turn over  27 the bodies of aircraft are often made using aluminium.    which two properties of aluminium make it suitable for this use?     property 1 property 2  a good conductor of electricity good conductor of heat  b good conductor of electricity strong  c good conductor of heat low density  d strong low density     28 the diagram shows how water is treated to make it suitable for drinking.    reservoirstage 1 stage 2 chlorinationstage 3 drinking waterstage 4     what happens in stage 2?  a condensation  b distillation  c evaporation  d filtration      29 pure air contains nitrogen, oxygen and small amounts of other gases. the noble gases have  been left out of the table.    which row shows the composition of dry, unpolluted air?     nitrogen  / % oxygen  / % other gases  a 21 78 small amount of carbon dioxide  b 21 78 small amount of carbon monoxide  c 78 21 small amount of carbon dioxide  d 78 21 small amount of carbon monoxide    30 which pollutant gas can be produced as a result of incomplete combustion of octane, c 8h18?  a carbon  b carbon dioxide  c carbon monoxide  d methane   ",
+            "10": "10  \u00a9 ucles 2016 0620/12/f/m/16  31 fertilisers are used to provide three elements needed to increase the yield of crops.    which two compounds would provide all three of these elements?  a ammonium nitrate and calcium phosphate  b ammonium nitrate and potassium sulfate  c potassium nitrate and calcium phosphate  d potassium nitrate and potassium sulfate     32 which statement describes a disadvantage of sulfur dioxide?  a it can be used as a bleach in making wood pulp.  b it can be used to kill bacteria in food.  c it can be used to manufacture sulfuric acid.  d it can dissolve the limestone in statues.    33 why does a farmer put lime (calcium oxide) on the soil?  a to act as a fertiliser  b to kill pests  c to make the soil less acidic  d to make the soil less alkaline    ",
+            "11": "11  \u00a9 ucles 2016 0620/12/f/m/16 [turn over  34 what is the name of fraction x?    kerosenexgasolinerefinery gasfractions diesel oil lubricating fraction petroleum bitumen    a alcohol  b fuel oil  c naphtha  d paraffin      35 which pair of molecules are hydrocarbons?  a ethane and ethanol  b ethane and ethene  c ethanoic acid and ethene  d ethanol and ethanoic acid      36 which bond is not present in the structure of ethanol, ch 3ch 2oh?  a c\u2013c b h\u2013h c h\u2013o d o\u2013c     ",
+            "12": "12  \u00a9 ucles 2016 0620/12/f/m/16  37 which change on the diagram involves combustion?    some of the reaction products are not shown on the diagram.    sugar + yeast in waterethanolcarbon dioxide ethene poly(ethene)change achange b change cchange d      38 the structures of three molecules are shown.    co ohhch hch hchh h hchh ch hhchh ch ohch hh     which homologous series is not represented?  a alcohols  b alkanes  c alkenes  d carboxylic acids      39 information about four hydrocarbons is shown.  hydrocarbon number of carbon atoms   in the molecule reaction with  bromine water  w 1 no reaction  x 2 no reaction  y 3 decolourises it  z 4 decolourises it     which statement is correct?  a hydrocarbon w has the formula ch 4 and can be polymerised.  b hydrocarbon x has the formula c 2h4 and can be polymerised.  c hydrocarbon y has the formula c 3h6 and can be polymerised.  d hydrocarbon z has the formula c 4h10 and can be polymerised.    ",
+            "13": "13  \u00a9 ucles 2016 0620/12/f/m/16  40 which structure represents a compound that dissolves in water to form an acidic solution?    a hh hchhc hhc h c hhhc hhc hhc hhc o hdb hh hch chhc hhhc hhc c oo h     ",
+            "14": "14  \u00a9 ucles 2016 0620/12/f/m/16  blank page      ",
+            "15": "15    permission to reproduce items where third-par ty owned material protected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to t race 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 onl ine in the cambridge  international examinations copyright acknowledgements booklet. this is  produced for each series of examinations and is freely a vailable to download at  www.cie.org.uk after the live examination series.    cambridge international examinations is part of the cambridge asse ssment group. cambridge assessment is the brand name of unive rsity of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge.    \u00a9 ucles 2016 0620/12/f/m/16  blank page      ",
+            "16": "16  \u00a9 ucles 2016 0620/12/f/m/16   groupthe periodic t able of elements 1 h hydrogen 12 he helium 4ii i iii iv v vi vii viii 3 li lithium 74 be beryllium 9atomic number atomic symbolkey name relative atomic mass 11 na sodium 2312 mg magnesium 24 19 k potassium 3920 ca calcium 40 37 rb rubidium 8538 sr strontium 88 55 cs caesium 13356 ba barium 137 87 fr francium \u201388 ra radium \u20135 b boron 11 13 al aluminium 27 31 ga gallium 70 49 in indium 115 81 tl thallium 2046 c carbon 12 14 si silicon 28 32 ge germanium 73 50 sn tin 119 82 pb lead 20722 ti titanium 48 40 zr zirconium 91 72 hf hafnium 178 104 rf rutherfordium \u201323 v vanadium 51 41 nb niobium 93 73 ta tantalum 181 105 db dubnium \u201324 cr chromium 52 42 mo molybdenum 96 74 w tungsten 184 106 sg seaborgium \u201325 mn manganese 55 43 tc technetium \u2013 75 re rhenium 186 107 bh bohrium \u201326 fe iron 56 44 ru ruthenium 101 76 os osmium 190 108 hs hassium \u201327 co cobalt 59 45 rh rhodium 103 77 ir iridium 192 109 mt meitnerium \u201328 ni nickel 59 46 pd palladium 106 78 pt platinum 195 110 ds darmstadtium \u201329 cu copper 64 47 ag silver 108 79 au gold 197 111 rg roentgenium \u201330 zn zinc 65 48 cd cadmium 112 80 hg mercury 201 112 cn copernicium \u2013114 fl flerovium \u2013116 lv livermorium \u20137 n nitrogen 14 15 p phosphorus 31 33 as arsenic 75 51 sb antimony 122 83 bi bismuth 2098 o oxygen 16 16 s sulfur 32 34 se selenium 79 52 te tellurium 128 84 po polonium \u20139 f fluorine 19 17 cl chlorine 35.5 35 br bromine 80 53 i iodine 127 85 at astatine \u201310 ne neon 20 18 ar argon 40 36 kr krypton 84 54 xe xenon 131 86 rn radon \u201321 sc scandium 45 39 y yttrium 89 57\u201371 lanthanoids 89\u2013103 actinoids 57 la lanthanum 139 89 aclanthanoids actinoids the volume of one mole of any gas is 24  dm3 at room temperature and pressure (r .t.p.)actinium \u201358 ce cerium 140 90 th thorium 23259 pr praseodymium 141 91 pa protactinium 23160 nd neodymium 144 92 u uranium 23861 pm promethium \u2013 93 np neptunium \u201362 sm samarium 150 94 pu plutonium \u201363 eu europium 152 95 am americium \u201364 gd gadolinium 157 96 cm curium \u201365 tb terbium 159 97 bk berkelium \u201366 dy dysprosium 163 98 cf californium \u201367 ho holmium 165 99 es einsteinium \u201368 er erbium 167 100 fm fermium \u201369 tm thulium 169 101 md mendelevium \u201370 yb ytterbium 173 102 no nobelium \u201371 lu lutetium 175 103 lr lawrencium \u2013  "
+        },
+        "0620_m16_qp_22.pdf": {
+            "1": "  the syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificat e.  this document consists of 15 printed pages and 1 blank page.  ib16 03_0620_22/3rp  \u00a9 ucles 2016 [turn over       *6492011221* cambridge international examinations  cambridge international general certificate of secondary education       chemistry 0620/22     paper 2 multiple choice (extended)  february/march 2016       45 minutes  additional materials: multiple choice answer sheet   soft clean eraser   soft pencil (type b or hb is recommended)       read these instructions first    write in soft pencil. do not use staples, paper clips, glue or correction fluid. write your name, centre number and candidate number on the answer sheet in the spaces provided unless  this has been done for you.  do not  write in any barcodes.   there are forty  questions on this paper. answer all questions. for each question there are four possible  answers a, b, c and d.   choose the one you consider correct and record your choice in soft pencil  on the separate answer sheet.   read the instructions on the answer sheet very carefully.  each correct answer will score one mark. a mark will not be deducted for a wrong answer. any rough working should be done in this booklet. a copy of the periodic table is printed on page 16. electronic calculators may be used.  ",
+            "2": "2  \u00a9 ucles 2016 0620/22/f/m/16  1 two gas jars are set up as shown.    before afterjar 2jar 1 jar 2jar 1 lidair brown gas     the lid is removed and the gas jars are left to stand.  after some time the contents of both gas jars  are brown.    which process causes this to happen?  a condensation  b diffusion  c evaporation  d filtration     2 which piece of apparatus is used to measure variable quantities of liquid in a titration?    abcd     ",
+            "3": "3  \u00a9 ucles 2016 0620/22/f/m/16 [turn over  3 a sample of a green food colouring was se parated into its component colours using paper  chromatography.     the results obtained are shown.    baselineblue spotyellow spotsolvent front     what is the rf value of the blue spot?  a 0.45 b 0.90 c 1.10 d 2.20      4 in which row are the substances correctly classified?     element compound mixture  a brass sulfur water  b sulfur brass water  c sulfur water brass  d water sulfur brass    5 which molecule contains only single covalent bonds?  a cl  2 b co 2 c n2 d o2    ",
+            "4": "4  \u00a9 ucles 2016 0620/22/f/m/16  6 which structure represents the sodium chloride lattice?    na\u2013cl + na\u2013cl +na\u2013cl +na\u2013cl + na\u2013cl + na\u2013cl +na\u2013cl +na\u2013cl +a + \u2013 + \u2013 + \u2013+ \u2013 + \u2013 + \u2013 + \u2013+ \u2013b \u2013 + \u2013 + \u2013 +\u2013 + \u2013 + \u2013 + \u2013 +\u2013 +c + + + + + + + + + + +++ ++ +\u2013d \u2013 \u2013 \u2013 \u2013 \u2013 \u2013\u2013\u2013 \u2013\u2013\u2013\u2013\u2013 \u2013\u2013 \u2013 \u2013 \u2013 \u2013 \u2013 \u2013\u2013\u2013 \u2013      7 x and y are isotopes of the same element.    which statement is correct?  a x and y have atoms with different numbers of electron shells.  b x and y have atoms with the same nucleon number.  c x and y have atoms with the same number of outer shell electrons.  d x and y have different chemical properties.      8 which quantities of chemicals will react exactly with no reactants left over?  a 12  g of carbon and 12  g of oxygen  b 12 g of carbon and 48  g of oxygen  c 12 g of magnesium and 16  g of oxygen  d 24 g of magnesium and 16  g of oxygen   ",
+            "5": "5  \u00a9 ucles 2016 0620/22/f/m/16 [turn over  9 magnesium nitride is formed when magnesium burns in air. magnesium nitride is an ionic  compound.    what is the formula of magnesium nitride?  a mgn 2 b mg 2n2 c mg 2n3 d mg 3n2     10 the electrolysis of concentrated hydrochloric acid is shown.    chlorine hydrogen concentrated hydrochloric acid \u2013 +platinumelectrodes     which statement describes what happens to the electrons during the electrolysis?  a they are added to chloride ions.  b they are added to hydrogen ions.  c they move through the circuit from positive to negative.  d they move through the solution from negative to positive.     11 which reaction does not occur in the extraction of aluminium?  a a l  3+  +  3e\u2013  \u2192  a l  b 2a l 2o3  +  3c  \u2192  4a l  +  3co 2  c 2o2\u2013  \u2192  o 2  +  4e\u2013  d c  +  o 2  \u2192  co 2     12 which substance could not be used as a fuel to heat water in a boiler?  a ethanol  b hydrogen  c methane  d oxygen     ",
+            "6": "6  \u00a9 ucles 2016 0620/22/f/m/16  13 which row describes an endothermic reaction?     energy needed to  break bonds  / kj energy released by  forming bonds  / kj temperature  a 400 200 decreases  b 400 800 decreases  c 600 200 increases  d 600 800 increases     14 a reversible reaction is shown.     2no 2(g)    n2o4(g) \u2206 h = \u201358  kj / mol    which statement about an equilibrium mixture of no 2 and n 2o4 is correct?  a if the pressure is decreased the amount of n 2o4 increases.  b if the temperature is increased the amount of n 2o4 increases.  c the rates of formation and decomposition of n 2o4 are not the same.  d the decomposition of n 2o4 is an endothermic reaction.     15 which statement about catalysts in chemical reactions is not correct?  a catalysts are not used up in the reaction.  b catalysts increase the energy of the reacting particles.  c catalysts increase the rate of the reaction.  d catalysts lower the activation energy.    16 zinc is extracted from zinc blende by roasting it in air to form zinc oxide.    the zinc oxide is then heated with carbon to form zinc.    the equations for the reactions are shown.    1 2zns  +  3o 2  \u2192  2zno  +  2so 2    2 zno  +  c  \u2192  zn  +  co    which statement about reactions 1 and 2 is not correct?  a in reaction 1 the oxidation state of sulfur increases and it is oxidised.  b in reaction 1 the oxidation state of zinc increases and it is oxidised.  c in reaction 2 the carbon acts as a reducing agent and it is oxidised.  d in reaction 2 the oxidation state of zinc decreases and it is reduced.   ",
+            "7": "7  \u00a9 ucles 2016 0620/22/f/m/16 [turn over  17 the diagram shows an energy level diagram for a reaction.    ea energy     the diagram shows that the reaction is ..1.. .    increasing the temperature increases the rate of reaction. a reason for this is that the ..2... .    which words correctly complete gaps 1 and 2?     1 2  a endothermic activation energy decreases  b endothermic collision rate increases  c exothermic activation energy decreases  d exothermic collision rate increases     18 concentrated hydrochloric acid is a strong acid .    what is meant by the terms \u2018strong\u2019 and \u2018acid\u2019?     strong acid  a contains a low proportion of water accepts protons  b contains a low proportion of water donates protons  c fully ionised accepts protons  d fully ionised donates protons    19 which oxide is amphoteric?  a aluminium oxide  b calcium oxide  c carbon monoxide  d sodium oxide    ",
+            "8": "8  \u00a9 ucles 2016 0620/22/f/m/16  20 a salt is made by adding an excess of an insoluble metal oxide to an acid.    how is the excess metal oxide removed from the mixture?  a chromatography  b crystallisation  c distillation  d filtration     21 a substance is heated with aluminium foil in aqueous sodium hydroxide. a gas is produced which turns damp, red litmus paper blue.    which anion is present in the substance?  a carbonate  b iodide  c nitrate  d sulfate     22 an element does not conduct electricity and exists as diatomic molecules.    where in the periodic table is the element found?    bac d     23 in the periodic table, how does the metallic character of the elements vary from left to right  across a period?  a it decreases.  b it increases.  c it increases then decreases.  d it stays the same.     ",
+            "9": "9  \u00a9 ucles 2016 0620/22/f/m/16 [turn over  24 the elements in a group of the periodic table show the following trends.    1 the element with the lowest proton number has the lowest reactivity.  2 all the elements in the group form basic oxides.  3 the density of the elements increases down the group.  4 the melting point of the elements decreases down the group.    in which group are the elements found?  a i b iv c vi d vii      25 brass is an alloy of two metals.    which row gives a correct use for the two metals from which brass is made?     metal 1 metal 2  a used for electrical wiring used for galvanising steel  b used for galvanising steel used for making aircraft  c used for making aircraft used for making cutlery  d used for making cooking pans used for electrical wiring     26 iron is extracted from hematite in the blast furnace.    the hematite contains silicon( iv) oxide (sand) as an impurity.    what reacts with this impurity to remove it?  a calcium oxide  b carbon  c carbon dioxide  d slag     27 the reaction below is called the \u2018thermite reaction\u2019.    2a l  +  fe 2o3  \u2192  2fe  +  a l 2o3      which pair of substances reacts in a similar way?  a fe and mgo  b fe and zno  c mg and cuo  d zn and a l 2o3     ",
+            "10": "10  \u00a9 ucles 2016 0620/22/f/m/16  28 one method of preventing the rusting of iron is to keep oxygen away from the surface of the  metal.    which way of rust prevention does not use this method?  a coating the iron with grease  b connecting the iron to a more reactive metal  c covering the iron with plastic  d painting the iron     29 the diagram shows how water is treated to make it suitable for drinking.    reservoirstage 1 stage 2 chlorinationstage 3 drinking waterstage 4     what happens in stage 2?  a condensation  b distillation  c evaporation  d filtration      30 nitrogen monoxide is produced in a car engine when petrol is burnt.    the gases from the car engine are passed through a catalytic converter.    in the catalytic converter the nitrogen monoxide reacts with carbon monoxide to form nitrogen and carbon dioxide.    which statement is not correct?  a carbon monoxide is oxidised in the catalytic converter.  b carbon monoxide is produced by the complete combustion of petrol.  c nitrogen monoxide is formed by the reaction of nitrogen and oxygen.  d nitrogen monoxide is reduced in the catalytic converter.     31 which pollutant gas can be produced as a result of incomplete combustion of octane, c 8h18?  a carbon  b carbon dioxide  c carbon monoxide  d methane ",
+            "11": "11  \u00a9 ucles 2016 0620/22/f/m/16 [turn over  32 fertilisers are used to provide three elements needed to increase the yield of crops.    which two compounds would provide all three of these elements?  a ammonium nitrate and calcium phosphate  b ammonium nitrate and potassium sulfate  c potassium nitrate and calcium phosphate  d potassium nitrate and potassium sulfate     33 what is a property of concentrated sulfuric acid but not of dilute sulfuric acid?  a it is a dehydrating agent.  b it neutralises alkalis.  c it produces a white precipitate with barium nitrate.  d it reacts with metals to give a salt and hydrogen.    34 why does a farmer put lime (calcium oxide) on the soil?  a to act as a fertiliser  b to kill pests  c to make the soil less acidic  d to make the soil less alkaline    ",
+            "12": "12  \u00a9 ucles 2016 0620/22/f/m/16  35 what is the name of fraction x?    kerosenexgasolinerefinery gasfractions diesel oil lubricating fraction petroleum bitumen    a alcohol  b fuel oil  c naphtha  d paraffin      36 which compounds are alkanes?    compound w x y z  formula c 4h10 c 5h10 c 6h12 c 6h14    a w and x b w and z c x and y d y and z     ",
+            "13": "13  \u00a9 ucles 2016 0620/22/f/m/16 [turn over  37 the statements below are about the alcohol homologous series.    the alcohols have the same ..1.. formula.    the alcohols have ..2.. chemical properties bec ause they have the same ..3.. .    the melting points of the alcohols ..4.. as the number of carbon atoms increases.    which words correctly complete gaps 1\u20134?     1 2 3 4  a general different functional group decrease  b general similar electronic structure increase  c general similar functional group increase  d molecular similar functional group increase      38 which structure represents a compound that dissolves in water to form an acidic solution?    a hh hchhc hhc h c hhhc hhc hhc hhc o hdb hh hch chhc hhhc hhc c oo h     ",
+            "14": "14  \u00a9 ucles 2016 0620/22/f/m/16  39 the partial structure of an addition polymer is shown.    ch hccl clcl hch hch ch hc h    what is the structure of the monomer used to make this polymer?    ch ccl clhc hccl cl ch hha ch ch hccl ch hh ccl h hbc d      40 which statement about polymers is correct?  a addition polymers are all biodegradable.  b condensation polymers can all be hydrolysed to give amino acids.  c condensation polymers only exist in nature.  d forming addition polymers produces only one product.    ",
+            "15": "15    permission to reproduce items where third-par ty owned material protected by copyright is  included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holder s, 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 onl ine in the cambridge  international examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely a vailable to download at  www.cie.org.uk after the live examination series.    cambridge international examinations is part of the cambridge asse ssment group. cambridge assessment is the brand name of unive rsity of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge.    \u00a9 ucles 2016 0620/22/f/m/16  blank page     ",
+            "16": "16  \u00a9 ucles 2016 0620/22/f/m/16   groupthe periodic t able of elements 1 h hydrogen 12 he helium 4ii i iii iv v vi vii viii 3 li lithium 74 be beryllium 9atomic number atomic symbolkey name relative atomic mass 11 na sodium 2312 mg magnesium 24 19 k potassium 3920 ca calcium 40 37 rb rubidium 8538 sr strontium 88 55 cs caesium 13356 ba barium 137 87 fr francium \u201388 ra radium \u20135 b boron 11 13 al aluminium 27 31 ga gallium 70 49 in indium 115 81 tl thallium 2046 c carbon 12 14 si silicon 28 32 ge germanium 73 50 sn tin 119 82 pb lead 20722 ti titanium 48 40 zr zirconium 91 72 hf hafnium 178 104 rf rutherfordium \u201323 v vanadium 51 41 nb niobium 93 73 ta tantalum 181 105 db dubnium \u201324 cr chromium 52 42 mo molybdenum 96 74 w tungsten 184 106 sg seaborgium \u201325 mn manganese 55 43 tc technetium \u2013 75 re rhenium 186 107 bh bohrium \u201326 fe iron 56 44 ru ruthenium 101 76 os osmium 190 108 hs hassium \u201327 co cobalt 59 45 rh rhodium 103 77 ir iridium 192 109 mt meitnerium \u201328 ni nickel 59 46 pd palladium 106 78 pt platinum 195 110 ds darmstadtium \u201329 cu copper 64 47 ag silver 108 79 au gold 197 111 rg roentgenium \u201330 zn zinc 65 48 cd cadmium 112 80 hg mercury 201 112 cn copernicium \u2013114 fl flerovium \u2013116 lv livermorium \u20137 n nitrogen 14 15 p phosphorus 31 33 as arsenic 75 51 sb antimony 122 83 bi bismuth 2098 o oxygen 16 16 s sulfur 32 34 se selenium 79 52 te tellurium 128 84 po polonium \u20139 f fluorine 19 17 cl chlorine 35.5 35 br bromine 80 53 i iodine 127 85 at astatine \u201310 ne neon 20 18 ar argon 40 36 kr krypton 84 54 xe xenon 131 86 rn radon \u201321 sc scandium 45 39 y yttrium 89 57\u201371 lanthanoids 89\u2013103 actinoids 57 la lanthanum 139 89 aclanthanoids actinoids the volume of one mole of any gas is 24  dm3 at room temperature and pressure (r .t.p.)actinium \u201358 ce cerium 140 90 th thorium 23259 pr praseodymium 141 91 pa protactinium 23160 nd neodymium 144 92 u uranium 23861 pm promethium \u2013 93 np neptunium \u201362 sm samarium 150 94 pu plutonium \u201363 eu europium 152 95 am americium \u201364 gd gadolinium 157 96 cm curium \u201365 tb terbium 159 97 bk berkelium \u201366 dy dysprosium 163 98 cf californium \u201367 ho holmium 165 99 es einsteinium \u201368 er erbium 167 100 fm fermium \u201369 tm thulium 169 101 md mendelevium \u201370 yb ytterbium 173 102 no nobelium \u201371 lu lutetium 175 103 lr lawrencium \u2013  "
+        },
+        "0620_m16_qp_32.pdf": {
+            "1": "read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen.you may use an hb pencil for any diagrams or graphs.do not use staples, paper clips, glue or correction fluid.do not write in any barcodes. answer all questions. electronic calculators may be used.a copy of the periodic table is printed on page 16.you may lose marks if you do not show your working or if you do not use appropriate units. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question.chemistry 0620/32   paper 3 theory (core) february/march 2016  1 hour 15 minutes candidates answer on the question paper. no additional materials are required. cambridge international examinations cambridge international general certificate of secondary education this document consists of 15 printed pages and 1 blank page. [turn overib16 03_0620_32/6rp\u00a9 ucles 2016 *1609274387* the syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificate.",
+            "2": "2 0620/32/f/m/16 \u00a9 ucles 20161  the diagram shows part of the periodic table. i li ti cr fe cuznc n o f ne ar kr xebr isi ge sn pbal clii iiiivv vi viiviii   answer the following questions using only the elements in the diagram.   each element may be used once, more than once or not at all.  (a)  which element  (i)  forms 78% of the air,   ...   [1]  (ii)  has an oxide which is a product of respiration,   ...   [1]  (iii)  is used to make food containers because of its resistance to corrosion,   ...   [1]  (iv)  forms an ion of type x3+,   ...   [1]  (v)  forms an ion whose aqueous solution forms a light blue precipitate on addition of a few  drops of aqueous ammonia?   ...   [1]",
+            "3": "3 0620/32/f/m/16 \u00a9 ucles 2016 [turn over (b)  calcium is an element with several naturally-occurring isotopes.  (i)  what is the meaning of the term element ?   ...   [1]  (ii)  two of the isotopes of calcium are ca43 20  and ca48 20 .   complete the table to show the number of protons, neutrons and electrons in one atom of  each of these isotopes. ca43 20 ca48 20 number of protons number of neutronsnumber of electrons [3]  (iii)  determine the number of electrons in one calcium ion, ca 2+.   ...   [1] [total: 10]",
+            "4": "4 0620/32/f/m/16 \u00a9 ucles 20162  molten potassium bromide can be electrolysed using the apparatus shown. + \u2013 graphite electrodes molten potassium bromid e  (a)  predict the products of this electrolysis at the  positive electrode (anode),    negative electrode (cathode).   [2]  (b) (i)  explain why graphite electrodes are used in this electrolysis.   ...   [1]  (ii)  give one other use of graphite.   ...   [1]  (c)  when chlorine is bubbled through an aqueous solution of potassium bromide, the solution turns red-brown in colour.   which substance causes the red-brown colour?   ..   [1]  (d)  describe what you would observe when an aqueous solution of potassium bromide is added  to an acidified aqueous solution of silver nitrate.   ..   [1]  (e)  silver nitrate decomposes when heated. one of the products is nitrogen dioxide.   state one adverse effect of nitrogen dioxide on health.   ..   [1] [total: 7]",
+            "5": "5 0620/32/f/m/16 \u00a9 ucles 2016 [turn over3  many metals react with either cold water or steam.  (a)  describe the reaction of sodium with cold water, and iron with steam.   in your answer describe  \u2022 the products formed,  \u2022 any observations that can be made.               ..   [4]  (b)  iron reacts with hydrochloric acid. fe(s)  +  2hcl (aq)  \u2192  fecl 2(aq)  +  h2(g)   describe a practical method to investigate the rate of this reaction.   you may draw a labelled diagram.         ..   [3]  (c)  the experiment in (b) was repeated using different sized pieces of iron.   all other conditions remained the same.   the sizes of the pieces of iron were  \u2022 large pieces,  \u2022 small pieces,  \u2022 iron powder.   complete the table below by writing the sizes of the pieces in the first column. sizes of the pieces of ironrate of reaction in cm3 hydrogen / min 25 3 10 [1]",
+            "6": "6 0620/32/f/m/16 \u00a9 ucles 2016 (d)  the graph shows the effect of temperature on the rate of the reaction of hydrochloric acid with  iron. 25 20 15 10 5 0 0 10 20 30 40 temperature  / \u00b0c50 60 70rate of reaction in cm3 hydrogen / min  (i)  describe the effect of temperature on the rate of this reaction.   .   ...   [2]  (ii)  determine the rate of reaction at 60 \u00b0c. . cm3 hydrogen / min  [1]  (e)  describe how the concentration of hydrochloric acid affects the rate of its reaction with iron.      ..   [1] [total: 12]",
+            "7": "7 0620/32/f/m/16 \u00a9 ucles 2016 [turn over4  the structures of sodium chloride and nitrogen are shown below. na+cl \u2013na+ na+cl \u2013cl \u2013na+ na+cl \u2013cl \u2013na+cl \u2013 na+cl \u2013na+cl \u2013 sodium chloride nitrogennn nnnn n n  (a)  describe the structure and bonding of these two substances and the differences in  \u2022  their volatility,  \u2022  their electrical conductivity.                  ..   [5]  (b)  ammonia is manufactured by reacting nitrogen with hydrogen using a catalyst.  (i)  what is the purpose of the catalyst?   ...   [1]  (ii)  complete the chemical equation for this reaction.  n2  +  .h2  \u2192  .nh3 [2]  (iii)  complete the electronic structure of a molecule of ammonia.   show only the outer electrons. n h hh [2]",
+            "8": "8 0620/32/f/m/16 \u00a9 ucles 2016 (iv)  ammonia reacts with copper( ii) oxide. 2nh3  +  3cuo  \u2192  3cu  +  3h2o  +  n2   which compound is reduced in this reaction?   explain your answer.   .   ...   [2] [total: 12]",
+            "9": "9 0620/32/f/m/16 \u00a9 ucles 2016 [turn over5 (a)  the table shows some properties of cobalt, copper, magnesium and tin. metalrelative heat conductiondensity in g / cm3melting point / \u00b0crelative strength cobalt 1.00 8.90 1495 55.0 copper 3.85 8.92 1083 32.0 magnesium 1.50 1.74 649 1.5 tin 0.64 7.28 232 1.0   answer the questions using the information shown in the table.  (i)  which metal is the best to use for the base of a pan for cooking food?   use information in the table to give reasons for your answer.   .   ...   [2]  (ii)  which two metals in the table are transition elements?   use information in the table to give reasons for your answer.   .   ...   [2]  (iii)  which metal in the table is most likely to be used in an alloy for aircraft bodies?   use information in the table to give reasons for your answer.   .   ...   [2]  (b)  some observations about the reactions of the four metals with hydrochloric acid are shown in  the table. metal observations cobalt bubbles formed very slowly. copper no bubbles formed. magnesium many bubbles formed very rapidly. tin a steady stream of bubbles formed.   use the information in the table to put these metals in order of their reactivity with hydrochloric acid. least reactive most reactive [2]",
+            "10": "10 0620/32/f/m/16 \u00a9 ucles 2016 (c)  crystals of hydrated cobalt( ii) sulfate, coso4.7h2o, can be made by reacting dilute  sulfuric acid with insoluble cobalt carbonate.   describe how you could prepare a pure dry sample of cobalt( ii) sulfate crystals from dilute  sulfuric acid and cobalt( ii) carbonate.               ..   [4]  (d)  when heated, hydrated cobalt( ii) sulfate forms an anhydrous salt in a reversible reaction.  (i)  complete the equation for this reaction by inserting the sign for a reversible reaction in the  box. coso4.7h2o hydrated cobalt( ii) sulfate pale redcoso4 anhydrous cobalt( ii) sulfate dark blue+   7h2o [1]  (ii)  suggest how you could use this reaction to test for the presence of water.   .   ...   [2] [total: 15]",
+            "11": "11 0620/32/f/m/16 \u00a9 ucles 2016 [turn over6  citric acid is found in lemon juice. citric acid shows typical acidic properties.  (a)  describe how you could determine the ph of a solution of lemon juice using universal indicator.         ..   [2]  (b)  the structure of citric acid is shown below. c c c c hh c o o ho o o oh hh h o c h  (i)  on the diagram, draw a ring around a carboxylic acid functional group. [1]  (ii)  state the name of one other carboxylic acid.   ...   [1]  (c)  calcium citrate can be prepared by neutralising aqueous citric acid with excess calcium  carbonate.  (i)  complete the word equation for this reaction. citric acid+calcium carbonate\u2192calcium citrate+ + [2]  (ii)  suggest how you could separate the excess calcium carbonate from the rest of the solution.   ...   [1]",
+            "12": "12 0620/32/f/m/16 \u00a9 ucles 2016 (d)  the energy level diagram for the reaction of citric acid with sodium hydrogen carbonate is  shown below. energy reactantsproducts   is this reaction exothermic or endothermic?   give a reason for your answer.      ..   [1]  (e)  both citric acid and ethanol can be manufactured by fermentation.  (i)  complete the chemical equation for the fermentation of glucose to form ethanol.  c6h12o6  \u2192  .c2h5oh  +  .co2 [2]  (ii)  state two conditions needed for fermentation.   .   ...   [2]  (iii)  complete the table below and calculate the relative molecular mass of glucose. type of atom number of atoms relative atomic mass carbon 6 12 6 \u00d7 12 = 72 hydrogen oxygen relative molecular mass =   [2] [total: 14]",
+            "13": "13 0620/32/f/m/16 \u00a9 ucles 2016 [turn over7  rhenium is a metal.  (a)  describe three physical properties of rhenium.         ..   [3]  (b)  the structure of a rhenium chloride molecule is shown. cl clcl clre re re clclcl clcl   determine the simplest formula for this chloride of rhenium.   ..   [1]  (c)  rhenium oxide is a yellow solid which undergoes sublimation at a low temperature.   what is the meaning of the term sublimation ?   ..   [1]  (d)  rhenium oxide reacts with water to form perrhenic acid.   perrhenic acid is strongly acidic.  (i)  which one of the following ph values represents an acidic solution?   draw a ring around the correct answer. ph 2          ph 7          ph 9          ph 14 [1]",
+            "14": "14 0620/32/f/m/16 \u00a9 ucles 2016 (ii)  perrhenic acid reacts with potassium hydroxide.   complete the word equation for this reaction. perrhenic acid+potassium hydroxide\u2192potassium perrhenate+ [1]  (iii)  which one of the following compounds will react with perrhenic acid?   tick one box.  ethane  hydrochloric acid  potassium carbonate  sodium chloride [1]  (e)  potassium perrhenate has a similar formula to potassium manganate( vii).   potassium manganate( vii) decomposes to give off oxygen.   describe a test for oxygen.  test  .  result  .. [2] [total: 10]",
+            "15": "15 0620/32/f/m/16 \u00a9 ucles 2016permission 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 international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download at www.cie.org.uk after the live examination series. 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. blank page",
+            "16": "16 0620/32/f/m/16 \u00a9 ucles 2016 groupthe periodic table of elements 1 h hydrogen 12 he helium 4i ii iii iv v vi v ii viii 3 li lithium 74 be berylliu m 9atomic number atomic symbolkey name relative atomic mas s 11 na sodium 2312 mg magnesium 24 19 k potassium 3920 ca calcium 40 37 rb rubidium 8538 sr strontium 88 55 cs caesium 13356 ba barium 137 87 fr francium \u201388 ra radium \u20135 b boron 11 13 al aluminium 27 31 ga gallium 70 49 in indium 115 81 tl thallium 2046 c carbon 12 14 si silico n 28 32 ge germanium 73 50 sn tin 119 82 pb lead 20722 ti titanium 4840 zr zirconium 91 72 hf hafnium 178 104 rf rutherfordiu m \u201323 v vanadium 51 41 nb niobium 93 73 ta tantalum 181 105 db dubnium \u201324 cr chromium 52 42 mo molybdenum 96 74 w tungsten 184 106 sg seaborgium \u201325 mn manganes e 55 43 tc technetium \u2013 75 re rhenium 186 107 bh bohrium \u201326 fe iron 56 44 ru ruthenium 101 76 os osmium 190 108 hs hassium \u201327 co cobalt 59 45 rh rhodium 103 77 ir iridium 192 109 mt meitnerium \u201328 ni nicke l 59 46 pd palladium 106 78 pt platinum 195 110 ds darmstadtiu m \u201329 cu copper 6447 ag silver 108 79 au gold 197 111 rg roentgenium \u201330 zn zinc 65 48 cd cadmium 112 80 hg mercury 201 112 cn coperniciu m \u2013114 fl flerovium \u2013116 lv livermorium \u20137 n nitrogen 14 15 p phosphorus 31 33 as arseni c 75 51 sb antimony 122 83 bi bismuth 2098 o oxygen 16 16 s sulfur 32 34 se selenium 79 52 te tellurium 128 84 po polonium \u20139 f fluorine 19 17 cl chlorin e 35.5 35 br bromine 80 53 i iodine 127 85 at astatine \u201310 ne neon 20 18 ar argon 40 36 kr krypton 84 54 xe xenon 131 86 rn radon \u201321 sc scandium 4539 y yttrium 89 57\u201371 lanthanoids 89\u2013103 actinoids 57 la lanthanum 139 89 aclanthanoids actinoids the volume of one mole of any gas is 24  dm3 at room temperature and pressure (r .t.p.)actinium \u201358 ce cerium 140 90 th thorium 23259 pr praseodymium 141 91 pa protactinium 23160 nd neodymium 144 92 u uranium 23861 pm promethium \u2013 93 np neptunium \u201362 sm samariu m 150 94 pu plutonium \u201363 eu europium 152 95 am americiu m \u201364 gd gadolinium 157 96 cm curium \u201365 tb terbium 159 97 bk berkelium \u201366 dy dysprosium 163 98 cf californium \u201367 ho holmium 165 99 es einsteinium \u201368 er erbium 167 100 fm fermium \u201369 tm thulium 169 101 md mendelevium \u201370 yb ytterbium 173102 no nobelium \u201371 lu lutetium 175103 lr lawrencium \u2013"
+        },
+        "0620_m16_qp_42.pdf": {
+            "1": "read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen.you may use an hb pencil for any diagrams or graphs.do not use staples, paper clips, glue or correction fluid.do not write in any barcodes. answer all questions. electronic calculators may be used.a copy of the periodic table is printed on page 16.you may lose marks if you do not show your working or if you do not use appropriate units. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question.chemistry 0620/42   paper 4 theory (extended) february/march 2016  1 hour 15 minutes candidates answer on the question paper. no additional materials are required. cambridge international examinations cambridge international general certificate of secondary education this document consists of 14 printed pages and 2 blank pages. [turn overib15 03_0620_42/7rp\u00a9 ucles 2016 *9003309678* the syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificate.",
+            "2": "2 0620/42/f/m/16 \u00a9 ucles 20161 (a)  the table below gives information about particles.   complete the table. the first line has been done for you. particlenumber of protonsnumber of electronselectronic configurationcharge on particle a 12 10 2,8 2+ b 18 2,8,8 1\u2013 c 18 2,8,8 0 d 8 10 [4]  (b)  gallium is a group iii element.   define the term element .         ..   [1]  (c)  the following are gallium atoms. ga69 31             ga71 31   complete the following table. atomnumber of protonsnumber of neutronsnumber of electrons ga6931 ga71 31 [3] [total: 8]",
+            "3": "3 0620/42/f/m/16 \u00a9 ucles 2016 [turn over2  rubidium, rb, is a group i element. it has similar physical and chemical properties to the other  elements in group i.  (a)  predict how many electrons there are in the outer shell of a rubidium atom.   ..   [1]  (b)  predict one physical property of rubidium which is the same as that of a transition element  such as iron.   ..   [1]  (c)  predict two physical properties of rubidium which are different to those of a transition element  such as iron.      ..   [2]  (d)  when rubidium is added to cold water a reaction occurs.  (i)  suggest two observations that would be made when rubidium is added to cold water.   .   ...   [2]  (ii)  what would be the colour of the solution if methyl orange was added to it after the reaction?   ...   [1]  (iii)  write a chemical equation for the reaction between rubidium and water.   ...   [2]  (iv)  put the group i elements, caesium, lithium, potassium, rubidium and sodium in their order  of reactivity with water. put the most reactive element first. most reactive least reactive [1]  (v)  suggest one safety measure that should be used when rubidium is added to cold water.   ...   [1]  (e)  the phosphate ion has the formula po43\u2013.  deduce the formula of rubidium phosphate.   ..   [1] [total: 12]",
+            "4": "4 0620/42/f/m/16 \u00a9 ucles 20163  carbon dioxide and silicon( iv) oxide are oxides of group iv elements.  (a)  complete the following table. carbon dioxide silicon( iv) oxide formula sio2 melting point / \u00b0c \u201356 1610 physical state at 25 \u00b0c gas conduction of electricity non-conductor structure macromolecular [4]  (b) (i) name the type of bonds that exist between the atoms in silicon( iv) oxide.   ...   [1]  (ii)  explain why silicon( iv) oxide has a very high melting point.   .   ...   [1]  (iii)  explain, in terms of attractive forces between particles, why carbon dioxide has a very low  melting point.   .   ...   [1]  (iv)  explain, in terms of particles, why carbon dioxide is a non-conductor of electricity.   .   ...   [1]  (c)  suggest a chemical equation for the reaction between sodium hydroxide solution and carbon dioxide.   ..   [2]",
+            "5": "5 0620/42/f/m/16 \u00a9 ucles 2016 [turn over (d) (i)  name the type of chemical reaction in which carbon dioxide is produced from fossil fuels.   ...   [1]  (ii)  name the chemical process in which green plants convert carbon dioxide into carbohydrates.   ...   [1]  (iii)  name the chemical process in which living things produce carbon dioxide.   ...   [1] [total: 13]",
+            "6": "6 0620/42/f/m/16 \u00a9 ucles 20164  hydrogen peroxide, h2o2, decomposes into water and oxygen in the presence of a catalyst,  manganese( iv) oxide. 2h2o2(aq)  \u2192  2h2o(l)  +  o2(g)  (a)  what is meant by the term catalyst?      ..   [2]  (b)  a student studies the rate of decomposition of hydrogen peroxide using the apparatus shown.  the student uses 20 cm3 of 0.1 mol / dm3 hydrogen peroxide and 1.0 g of manganese( iv) oxide.    the student measures the volume of oxygen given off at regular time intervals until the reaction  stops. a graph of the results is shown. hydrogen peroxidecatalystgas syringe volume of oxygenproduced  / cm3 time  / s00  (i)  when is the rate of reaction highest?   ...   [1]  (ii)  suggest one method of increasing the rate of reaction using the same amounts of hydrogen  peroxide and manganese( iv) oxide.   ...   [1]",
+            "7": "7 0620/42/f/m/16 \u00a9 ucles 2016 [turn over (c) (i)  calculate the number of moles of hydrogen peroxide used in this experiment. . mol  [1]  (ii)  use your answer to (c)(i) and the equation to calculate the number of moles of oxygen  produced in the reaction. 2h2o2(aq)  \u2192  2h2o(l)  +  o2(g) . mol  [1]  (iii)  calculate the volume (at r.t.p.) of oxygen produced. . dm3  [1]  (iv)  what would be the effect on the volume of oxygen produced if the mass of catalyst was  increased?   ...   [1]  (v)  deduce the volume of oxygen that would be produced if 20 cm3 of 0.2 mol / dm3 hydrogen  peroxide was used instead of 20 cm3 of 0.1 mol / dm3 hydrogen peroxide. . dm3  [1]",
+            "8": "8 0620/42/f/m/16 \u00a9 ucles 2016 (d)  the student carries out a second experiment to investigate whether another substance,  copper( ii) oxide, is a better catalyst than manganese( iv) oxide.   describe how the second experiment is carried out. you should state clearly how you would  make sure that the catalyst is the only variable.                  ..   [3] [total: 12]",
+            "9": "9 0620/42/f/m/16 \u00a9 ucles 2016 [turn over5  this question is about compounds of nitrogen.  (a) (i)  describe the haber process giving reaction conditions and a chemical equation.   reference to rate and yield is not required.   .   .   .   .   ...   [5]  (ii)  give one use of ammonia.   ...   [1]  (b)  the diagram shows the structure of a hydrazine molecule. n hh n hh   draw the electron arrangement of a hydrazine molecule. show the outer shell electrons only. [2]  (c)  hydrazine is a base.  (i)  define the term base.   ...   [1]  (ii)  complete the chemical equation to show that hydrazine acts as a base when added to  water.  n2h4  +  h2o  \u2192  ..  +  .. [1]",
+            "10": "10 0620/42/f/m/16 \u00a9 ucles 2016 (d)  nitrogen dioxide is an atmospheric pollutant.  (i)  state one environmental problem caused by nitrogen dioxide.   ...   [1]  (ii)  explain how oxides of nitrogen, such as nitrogen dioxide, are formed in car engines.   .   ...   [2] [total: 13]",
+            "11": "11 0620/42/f/m/16 \u00a9 ucles 2016 [turn over6  iron pyrite, fes2, is known as fool\u2019s gold because it is a shiny yellow solid which is similar in  appearance to gold. iron pyrite is an ionic compound. gold is a metallic element.  (a)  iron pyrite, fes2, contains positive and negative ions. the positive ion is fe2+.   deduce the formula of the negative ion.   ..   [1]  (b)  a student is provided with a sample of iron pyrite and a sample of gold.   suggest how the student could distinguish between the two substances.      ..   [2]  (c)  sulfur dioxide is produced on a large scale by heating iron pyrite strongly in air. the iron pyrite  reacts with oxygen in the air producing iron( iii) oxide, fe2o3, and sulfur dioxide.  (i)  construct a chemical equation for the reaction between iron pyrite and oxygen.   ...   [2]  (ii)  give one use of sulfur dioxide.   ...   [1] [total: 6]",
+            "12": "12 0620/42/f/m/16 \u00a9 ucles 20167 (a)  alkanes and alkenes are examples of hydrocarbons.  (i)  what is meant by the term hydrocarbon ?   .   ...   [1]  (ii)  give the general formula of straight-chain  alkanes,  ..  alkenes.  .. [2]  (b)  a compound x contains carbon, hydrogen and oxygen only.   x contains 54.54% of carbon by mass, 9.09% of hydrogen by mass and 36.37% of oxygen by  mass.  (i)  calculate the empirical formula of compound x. [2]  (ii)  compound x has a relative molecular mass of 88.   deduce the molecular formula of compound x. [2]",
+            "13": "13 0620/42/f/m/16 \u00a9 ucles 2016 [turn over (c)  an ester has the molecular formula c3h6o2.   name and give the structural formulae of two esters with the molecular formula c3h6o2. name of ester structural formula [4]  (d)  name the ester produced from the reaction of propanoic acid and methanol.   ..   [1]  (e)  a polyester is represented by the structure shown. co co o o  (i)  what type of polymerisation is used for the production of polyesters?   ...   [1]  (ii)  which simple molecule is removed when the polyester is formed?   ...   [1]  (iii)  complete the diagrams below to show the structures of the monomers used to produce  the polyester. show all atoms and bonds. c c o o [2] [total: 16]",
+            "14": "14 0620/42/f/m/16 \u00a9 ucles 2016blank page",
+            "15": "15 0620/42/f/m/16 \u00a9 ucles 2016permission 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 international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download at www.cie.org.uk after the live examination series. 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. blank page",
+            "16": "16 0620/42/f/m/16 \u00a9 ucles 2016 groupthe periodic table of elements 1 h hydrogen 12 he helium 4i ii iii iv v vi v ii viii 3 li lithium 74 be berylliu m 9atomic number atomic symbolkey name relative atomic mas s 11 na sodium 2312 mg magnesium 24 19 k potassium 3920 ca calcium 40 37 rb rubidium 8538 sr strontium 88 55 cs caesium 13356 ba barium 137 87 fr francium \u201388 ra radium \u20135 b boron 11 13 al aluminium 27 31 ga gallium 70 49 in indium 115 81 tl thallium 2046 c carbon 12 14 si silico n 28 32 ge germanium 73 50 sn tin 119 82 pb lead 20722 ti titanium 4840 zr zirconium 91 72 hf hafnium 178 104 rf rutherfordiu m \u201323 v vanadium 51 41 nb niobium 93 73 ta tantalum 181 105 db dubnium \u201324 cr chromium 52 42 mo molybdenum 96 74 w tungsten 184 106 sg seaborgium \u201325 mn manganes e 55 43 tc technetium \u2013 75 re rhenium 186 107 bh bohrium \u201326 fe iron 56 44 ru ruthenium 101 76 os osmium 190 108 hs hassium \u201327 co cobalt 59 45 rh rhodium 103 77 ir iridium 192 109 mt meitnerium \u201328 ni nicke l 59 46 pd palladium 106 78 pt platinum 195 110 ds darmstadtiu m \u201329 cu copper 6447 ag silver 108 79 au gold 197 111 rg roentgenium \u201330 zn zinc 65 48 cd cadmium 112 80 hg mercury 201 112 cn coperniciu m \u2013114 fl flerovium \u2013116 lv livermorium \u20137 n nitrogen 14 15 p phosphorus 31 33 as arseni c 75 51 sb antimony 122 83 bi bismuth 2098 o oxygen 16 16 s sulfur 32 34 se selenium 79 52 te tellurium 128 84 po polonium \u20139 f fluorine 19 17 cl chlorin e 35.5 35 br bromine 80 53 i iodine 127 85 at astatine \u201310 ne neon 20 18 ar argon 40 36 kr krypton 84 54 xe xenon 131 86 rn radon \u201321 sc scandium 4539 y yttrium 89 57\u201371 lanthanoids 89\u2013103 actinoids 57 la lanthanum 139 89 aclanthanoids actinoids the volume of one mole of any gas is 24  dm3 at room temperature and pressure (r .t.p.)actinium \u201358 ce cerium 140 90 th thorium 23259 pr praseodymium 141 91 pa protactinium 23160 nd neodymium 144 92 u uranium 23861 pm promethium \u2013 93 np neptunium \u201362 sm samariu m 150 94 pu plutonium \u201363 eu europium 152 95 am americiu m \u201364 gd gadolinium 157 96 cm curium \u201365 tb terbium 159 97 bk berkelium \u201366 dy dysprosium 163 98 cf californium \u201367 ho holmium 165 99 es einsteinium \u201368 er erbium 167 100 fm fermium \u201369 tm thulium 169 101 md mendelevium \u201370 yb ytterbium 173102 no nobelium \u201371 lu lutetium 175103 lr lawrencium \u2013"
+        },
+        "0620_m16_qp_52.pdf": {
+            "1": "read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen.you may use an hb pencil for any diagrams or graphs.do not use staples, paper clips, glue or correction fluid.do not write in any barcodes. answer all questions. electronic calculators may be used.you may lose marks if you do not show your working or if you do not use appropriate units.practical notes are provided on pages 11 and 12. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question.chemistry 0620/52   paper 5 practical test february/march 2016  1 hour 15 minutes candidates answer on the question paper. additional materials: as listed in the confidential instructions cambridge international examinations cambridge international general certificate of secondary education this document consists of 9 printed pages and 3 blank pages. [turn overib16 03_0620_52/5rp\u00a9 ucles 2016 *1793569024* for examiner\u2019s use total the syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificate.",
+            "2": "2 0620/52/f/m/16 \u00a9 ucles 20161  you are going to investigate the rate of a reaction between two solutions, j and k, and sulfuric acid  at different temperatures.   read all the instructions below carefully before starting the experiments.   instructions   you are going to carry out four experiments.  (a) experiment 1   use the large measuring cylinder to pour 50 cm3 of distilled water and 40 cm3 of sulfuric acid  into the 250 cm3 conical flask.   use the small measuring cylinder to add 2 cm3 of methyl orange and 5 cm3 of solution j to the  mixture in the conical flask. measure the temperature of the mixture and record it in the table.   use the small measuring cylinder to now start the reaction by adding 5 cm3 of solution k to the  conical flask and immediately start your timer and swirl the mixture.   measure the time taken for the mixture to turn very pale yellow and record the time in the table.  measure and record the final temperature of the mixture.   experiment 2   repeat experiment 1 but heat the mixture in the conical flask to about 30 \u00b0c before adding the  solution k. measure and record the temperature of the mixture.   now add 5 cm3 of solution k to the conical flask and immediately start your timer and swirl the  mixture.   measure the time taken for the mixture to turn very pale yellow and record the time in the table.    measure and record the final temperature of the mixture.   experiment 3   repeat experiment 1 but heat the mixture in the conical flask to about 40 \u00b0c before adding  the solution k to the conical flask. take the same measurements and record the values in the  table.   experiment 4   repeat experiment 1 but heat the mixture in the conical flask to about 50 \u00b0c before adding  the solution k to the conical flask. take the same measurements and record the values in the  table.   work out the average temperatures to complete the table. experimenttime taken for mixture to  turn very pale yellow / sinitial temperature / \u00b0cfinal  temperature / \u00b0caverage temperature / \u00b0c 1 2 34 [4]",
+            "3": "3 0620/52/f/m/16 \u00a9 ucles 2016 [turn over (b)  plot the results you have obtained on the grid and draw a smooth line graph. 0 10 20 30 average temperature  / \u00b0ctime  / s 40 50 60 [4]  (c)  from your graph, deduce the time taken for the mixture to turn very pale yellow  if experiment 1  was repeated at an average temperature of 60 \u00b0c.   show clearly on the grid  how you worked out your answer.   ..   [2]",
+            "4": "4 0620/52/f/m/16 \u00a9 ucles 2016 (d) (i)  in which experiment was the rate of reaction greatest?   ...   [1]  (ii)  explain why the rate of reaction was greatest in this experiment.   .   .   ...   [2]  (e) (i)  suggest and explain the effect on the results of using a burette to measure the volume of  solution j.   .   ...   [2]  (ii)  suggest and explain one other improvement to these experiments.   .   ...   [2] [total: 17]",
+            "5": "5 0620/52/f/m/16 \u00a9 ucles 2016 [turn over2  you are provided with two solids, l and m, which are both salts.   carry out the following tests on the solids, recording all of your observations at each stage.  tests on solid l  (a)  describe the appearance of solid l.   ..   [1]  (b)  add about 10 cm3 of distilled water to solid l and shake the mixture for about one minute to  dissolve.   divide the solution into four equal portions in four test-tubes and carry out the following tests.  (i)  add several drops of aqueous ammonia to the first portion of the solution.   now add excess ammonia solution to the mixture and shake.  observation  .   .   .   ...   [4]  (ii)  add excess aqueous sodium hydroxide to the second portion of the solution.  observation  .   ...   [1]  (iii)  add about 1 cm3 of dilute nitric acid to the third portion of the solution followed by aqueous  silver nitrate.  observation  ...   [1]  (iv)  add about 1 cm3 of dilute nitric acid to the fourth portion of the solution followed by aqueous  barium nitrate.  observation  ...   [1]  (c)  identify solid l.      ..   [2]",
+            "6": "6 0620/52/f/m/16 \u00a9 ucles 2016 tests on solid m  (d)  use a spatula to divide solid m into two portions in two test-tubes.  heat the first portion of the solid, gently.   test the gas given off with damp red litmus paper.  observation        ..   [3]  (e)  dissolve the second portion of the solid in about 6 cm3 of water. pour half of the solution into a  boiling tube.  (i)  add about 1 cm3 of aqueous sodium hydroxide to the solution in the boiling tube and heat  the mixture gently. test the gas given off.  observation  ...   [1]  (ii)  add about 1 cm3 of dilute nitric acid to the remaining solution in the test-tube followed by  aqueous silver nitrate.  observation  ...   [1]  (f)  identify solid m.      ..   [2] [total: 17]",
+            "7": "7 0620/52/f/m/16 \u00a9 ucles 2016 [turn over3  the label on a bottle of orange drink stated \u2018contains no artificial colours\u2019. a scientist thought that  the orange colour in the drink was a mixture of two artificial colours:  \u2022 sunset yellow e110  \u2022 allura red e129   plan an investigation to show that the orange colour in the drink did not contain these two artificial  colours.   you are provided with samples of e110, e129 and the orange colouring from the drink. you are also provided with common laboratory apparatus.   you may draw a diagram to help answer the question.   ...   ...   ...   ...   ...   ...   ...   .   [6] [total: 6]",
+            "8": "8 0620/52/f/m/16 \u00a9 ucles 2016blank page",
+            "9": "9 0620/52/f/m/16 \u00a9 ucles 2016blank page",
+            "10": "10 0620/52/f/m/16 \u00a9 ucles 2016blank page",
+            "11": "11 0620/52/f/m/16 \u00a9 ucles 2016notes for use in qualitative analysis test for anions anion test test result carbonate (co32\u2013) add dilute acid effervescence, carbon dioxide produced chloride (c l  \u2013) [in solution]acidify with dilute nitric acid, then add aqueous silver nitratewhite ppt. bromide (br  \u2013) [in solution]acidify with dilute nitric acid, then add aqueous silver nitratecream ppt. iodide ( i \u2013) [in solution]acidify with dilute nitric acid, then add aqueous silver nitrateyellow ppt. nitrate (no 3\u2013) [in solution]add aqueous sodium hydroxide then aluminium foil; warm carefullyammonia produced sulfate (so 42\u2013) [in solution]acidify, then add aqueous barium nitratewhite ppt. sulfite (so 32\u2013) add dilute hydrochloric acid, warm gently and test for the presence ofsulfur dioxidesulfur dioxide produced will turn acidified aqueous potassium  manganate( vii) from purple to  colourless test for aqueous cations cation effect of aqueous sodium hydroxide effect of aqueous ammonia aluminium (a l 3+) white ppt., soluble in excess giving a  colourless solutionwhite ppt., insoluble in excess ammonium (nh4+)ammonia produced on warming \u2013 calcium (ca2+) white ppt., insoluble in excess no ppt., or very slight white ppt. chromium( iii) (cr3+)green ppt., soluble in excess grey-green ppt., insoluble in excess copper (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 iron(iii) (fe3+) red-brown ppt., insoluble in excess red-brown ppt., insoluble in excess zinc (zn2+) white ppt., soluble in excess, giving a colourless solutionwhite ppt., soluble in excess, giving a colourless solution",
+            "12": "12 0620/52/f/m/16 \u00a9 ucles 2016permission 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 international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download at www.cie.org.uk after the live examination series. 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. test for gases flame tests for metal ions gas test and test results metal ion flame colour ammonia (nh3) turns damp, red litmus paper blue lithium (li+) red carbon dioxide (co2)turns limewater milky sodium (na+) yellow chlorine (c l 2) bleaches damp litmus paper potassium (k+) lilac hydrogen (h2) \u2018pops\u2019 with a lighted splint copper( ii) (cu2+)blue-green oxygen (o2) relights a glowing splint sulfur dioxide (so2)turns acidifed aqueous potassium  manganate( vii) from purple to  colourless"
+        },
+        "0620_m16_qp_62.pdf": {
+            "1": "this document consists of 9 printed pages and 3 blank pages. [turn overib16 03_0620_62/5rp \u00a9 ucles 2016 *8977051001* read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen.you may use an hb pencil for any diagrams or graphs.do not use staples, paper clips, glue or correction fluid.do not write in any barcodes. answer all questions. electronic calculators may be used.you may lose marks if you do not show your working or if you do not use appropriate units. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question.chemistry 0620/62   paper 6 alternative to practical february/march 2016  1 hour candidates answer on the question paper. no additional materials are required. cambridge international examinations cambridge international general certificate of secondary education the syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificate.",
+            "2": "2 0620/62/f/m/16 \u00a9 ucles 20161  the diagrams show the apparatus used to obtain crystals of calcium chloride from a mixture of solid  calcium chloride and solid calcium carbonate.   calcium chloride is soluble in water and calcium carbonate is insoluble in water. a b cdish solid  (a)  complete the boxes to name the apparatus. [2]  (b) (i)  write down the order in which the apparatus should be used in this experiment.   ...   [1]  (ii)  name the separation process in c.   ...   [1]  (c) (i) what has been added to the mixture in b?   ...   [1]  (ii)  what is the general name given to the liquid in the dish in c?   ...   [1]  (d)  how would you know when to stop heating the dish in a?      ..   [1] [total: 7]",
+            "3": "3 0620/62/f/m/16 \u00a9 ucles 2016 [turn over2  a teacher investigated the rate of a reaction between two solutions, j and k, and sulfuric acid at  different temperatures.   four experiments were carried out.  (a) experiment 1   a large measuring cylinder was used to pour 50 cm3 of distilled water and 40 cm3 of sulfuric acid  into a 250 cm3 conical flask.   a small measuring cylinder was used to add 2 cm3 of methyl orange and 5 cm3 of solution j to  the mixture in the conical flask. the temperature of the mixture was measured.   the reaction was started by adding 5 cm3 of solution k to the conical flask, immediately starting  the timer and swirling the mixture.   the time taken for the mixture to turn pale yellow was measured. the final temperature of the  mixture was measured.   experiment 2   experiment 1 was repeated but the mixture in the conical flask was heated to about 30 \u00b0c  before adding the solution k. the temperature of the mixture was measured.   5 cm3 of solution k was added to the conical flask. the timer was started and the mixture  swirled.   the time taken for the mixture to turn pale yellow was measured. the final temperature of the mixture was measured.   experiment 3   experiment 1 was repeated but the mixture in the conical flask was heated to about 40 \u00b0c  before adding the solution k to the flask. the same measurements were taken.   experiment 4   experiment 1 was repeated but the mixture in the conical flask was heated to about 50 \u00b0c  before adding the solution k to the flask. the same measurements were taken.   stop-clock diagrams for these experiments are on page 4.",
+            "4": "4 0620/62/f/m/16 \u00a9 ucles 2016  use the stop-clock diagrams to record the times in the table.   work out the average temperatures to complete the table. 0 0 10 3015 1545 1 17 15 5 0 0 10 3015 1545 5 0 0 10 3015 1545 5 0 0 10 3015 1545 5experimentstop-clock diagramtime taken for mixture to turn pale yellow / sinitial temperature / \u00b0cfinal temperature / \u00b0caverage temperature / \u00b0c 2 28 26 3 42 40 4 51 49second s minutes [4]",
+            "5": "5 0620/62/f/m/16 \u00a9 ucles 2016 [turn over (b)  plot the results on the grid and draw a smooth line graph. 160 140 120 100 80 60 40 20 0 0 10 20 30 average temperature  / \u00b0c40 50 60time  / s   [4]  (c)  from your graph deduce the time taken for the mixture to turn pale yellow if experiment 1 was  repeated at an average temperature of 60 \u00b0c.   show clearly on the grid  how you worked out your answer.   ..   [2]",
+            "6": "6 0620/62/f/m/16 \u00a9 ucles 2016 (d) (i)  in which experiment was the rate of reaction greatest?   ...   [1]  (ii)  explain why the rate of reaction was greatest in this experiment.   .   .   ...   [2]  (e) (i)  suggest and explain the effect on the results of using a burette to measure the volume of  solution j.   .   ...   [2]  (ii)  suggest and explain one other improvement to these experiments.   .   ...   [2] [total: 17]",
+            "7": "7 0620/62/f/m/16 \u00a9 ucles 2016 [turn over3  two solids, l and m, were analysed. solid l was copper( ii) chloride and solid m was a different  salt.   the tests on the solids, and some of the observations, are shown.  tests on solid l  (a)  describe the appearance of solid l.  observation  ..   [1]  (b) distilled water was added to solid l and shaken to dissolve.   the solution was divided into four equal portions in four test-tubes and the following tests  carried out.  (i)  drops of aqueous ammonia were added to the first portion of the solution.   excess ammonia solution was then added to the mixture and shaken.  observation  .   .   .   ...   [4]  (ii)  excess aqueous sodium hydroxide was added to the second portion of the solution.  observation  .   ...   [1]  (iii)  dilute nitric acid was added to the third portion of the solution followed by aqueous silver  nitrate.  observation  ...   [1]  (iv)  dilute nitric acid was added to the fourth portion of the solution followed by aqueous barium nitrate.  observation  ...   [1]",
+            "8": "8 0620/62/f/m/16 \u00a9 ucles 2016 tests on solid m   tests are carried out and the following observations made. tests on solid m observations appearance of the solid. white crystals the solid was heated and the gas given off was  tested with damp red litmus paper.a sublimate formed on the sides of the test-tube litmus paper turned blue solid m was dissolved in water to form a  solution. aqueous sodium hydroxide was added to the  solution and the mixture heated. the gas given  off was tested.pungent gas evolved ph paper showed ph 10 dilute nitric acid was added to the solution followed by aqueous silver nitrate. yellow precipitate  (c)  identify solid m.      ..   [2] [total: 10]",
+            "9": "9 0620/62/f/m/16 \u00a9 ucles 2016 [turn over4  the label on a bottle of orange drink stated \u2018contains no artificial colours\u2019. a scientist thought that  the orange colour in the drink was a mixture of two artificial colours:  \u2022  sunset yellow e110  \u2022  allura red e129   plan an investigation to show that the orange colour in the drink did not contain these two artificial  colours.   you are provided with samples of e110, e129 and the orange colouring from the drink. you are also  provided with common laboratory apparatus.   you may draw a diagram to help answer the question.   ...   ...   ...   ...   ...   ...   ...   .   [6] [total: 6]",
+            "10": "10 0620/62/f/m/16 \u00a9 ucles 2016blank page",
+            "11": "11 0620/62/f/m/16 \u00a9 ucles 2016blank page",
+            "12": "12 0620/62/f/m/16 \u00a9 ucles 2016blank page permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. every reasonable  effort has been made by the publisher (ucles) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the publisher will be pleased to make amends at the earliest possible opportunity. to avoid the issue of disclosure of answer-related information to candidates, all copyright acknowledgements are reproduced online in the cambridge international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download at www.cie.org.uk after the live examination series. 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. "
+        },
+        "0620_s16_qp_11.pdf": {
+            "1": "  the syllabus is approved for use in england, wales and northern i reland as a cambridge international level1/level 2 certificate .  this document consists of 16 printed pages.  ib16 06_0620_11/4rp  \u00a9 ucles 2016 [turn over       *0022143872* cambridge international examinations  cambridge international general certificate of secondary education       chemistry 0620/11     paper 1 multiple choice (core)  may/june 2016       45 minutes  additional materials: multiple choice answer sheet   soft clean eraser   soft pencil (type b or hb is recommended)       read these instructions first    write in soft pencil. do not use staples, paper clips, glue or correction fluid. write your name, centre number and candidate number on the answer sheet in the spaces provided unless  this has been done for you.  do not  write in any barcodes.   there are forty  questions on this paper. answer all questions. for each question there are four possible  answers a, b, c and d.   choose the one you consider correct and record your choice in soft pencil  on the separate answer sheet.   read the instructions on the answer sheet very carefully.  each correct answer will score one mark. a mark will not be deducted for a wrong answer. any rough working should be done in this booklet. a copy of the periodic table is printed on page 16. electronic calculators may be used.  ",
+            "2": "2  \u00a9 ucles 2016 0620/11/m/j/16  1 in which changes do the particles move further apart?     w x  gas      liquid      solid   y z    a w and x b w and z c x and y d y and z      2 a sample of a dye is investigated by chromatography.    a line is drawn across a piece of chromatography paper and a spot of the dye is placed on it.    the paper is placed in water.    waterchromatography paper line spot of dye     which row is correct?     what is used to   draw the line position of spot  a ink above the level of the water  b ink below the level of the water  c pencil above the level of the water  d pencil below the level of the water     3 one of the instructions for an experiment reads as follows.    quickly add 50  cm3 of acid.    what is the best piece of apparatus to use?  a a burette  b a conical flask  c a measuring cylinder  d a pipette     ",
+            "3": "3  \u00a9 ucles 2016 0620/11/m/j/16 [turn over  4 diamond and graphite are macromolecules.    which statement about diamond and graphite is not correct?  a they are giant structures with high melting points.  b they are non-conductors of electricity.  c they contain only atoms of a non-metal.  d they have covalent bonds between the atoms.     5 the table shows the electronic structure of four atoms.    atom electronic structure  w 2,8,1  x 2,8,4  y 2,8,7  z 2,8,8    which two atoms combine to form a covalent compound?  a w and x b w and y c x and y d x and z    6 an aluminium atom has a nucleon number of 27 and a proton number of 13.    how many neutrons does this aluminium atom contain?  a 13 b 14 c 27 d 40      7 what happens when a bond is formed between a green gaseous element and a soft metallic element?  a the gas atoms gain an electron.  b the gas atoms lose an electron.  c the metal atoms gain an electron.  d the two elements share a pair of electrons.     8 the equation shows the reaction between magnesium and sulfuric acid.  [a r: h, 1; o, 16; mg, 24; s, 32]    mg  +  h 2so 4  \u2192  mgso 4  +  h 2    in this reaction, which mass of magnesium sulfate is formed when 6  g of magnesium react with  excess sulfuric acid?  a 8 b 24 c 30 d 60   ",
+            "4": "4  \u00a9 ucles 2016 0620/11/m/j/16  9 the diagram shows an electrical cable.    metal coreplastic coating     which statement about the substances used is correct?  a the coating is plastic because it conducts electricity well.  b the core is copper because it conducts electricity well.  c the core is copper because it is cheap and strong.  d the core is iron because it is cheap and strong.     10 when substance x is electrolysed, the amount of gases p and q formed is shown.    pq + \u2013substance x     what is substance x?  a concentrated aqueous sodium chloride  b concentrated hydrochloric acid  c dilute sulfuric acid  d molten lead( ii) bromide     ",
+            "5": "5  \u00a9 ucles 2016 0620/11/m/j/16 [turn over  11 the energy level diagram for the reaction between sodium hydrogen carbonate and dilute  hydrochloric acid is shown.    sodium chloride + water + carbon dioxide sodium hydrogen carbonate + dilute hydrochloric acidenergy     which row correctly describes the type of reaction an d the energy of the reactants and products?     type of reaction energy of the reactants  and products  a   endothermic   the products have more  energy than the reactants  b   endothermic   the reactants have more  energy than the products  c   exothermic   the products have more  energy than the reactants  d   exothermic   the reactants have more  energy than the products      12 the diagram shows some properties that substances may have.    to which labelled part of the diagram does 235u belong?    compoundused as  an energy  source  radioactive a  b d c       ",
+            "6": "6  \u00a9 ucles 2016 0620/11/m/j/16  13 a liquid x reacts with solid y to form a gas.    which two diagrams show suitable methods for investigating the rate (speed) of the reaction?    x yxcotton wool cotton wool12 34y x yx ystopperbalance balancestopper     a 1 and 3 b 1 and 4 c 2 and 3 d 2 and 4     ",
+            "7": "7  \u00a9 ucles 2016 0620/11/m/j/16 [turn over  14 an experiment, s, is carried out to measure the volume of hydrogen produced when excess dilute  sulfuric acid is added to zinc.    a second experiment, t, is carried out using the same mass of zinc but under different  conditions.    the results of the two experiments are shown.    00 timetotal volume of hydrogens t     which changes in the conditions between experiments s and t give curve t?     addition of  a catalyst the zinc is in large  pieces not powdered  a \u0013 \u0013  b \u0013 \u0017  c \u0017 \u0013  d \u0017 \u0017      15 aluminium reacts with iron( iii) oxide as shown.    iron( iii) oxide  +  aluminium  \u2192  iron  +  aluminium oxide    which statement about this reaction is correct?  a aluminium is oxidised.  b aluminium oxide is reduced.  c iron( iii) oxide is oxidised.  d iron is oxidised.      16 which reaction is reversible?  a cu  +  znso 4  \u2192  cuso 4  +  zn  b cuo  +  h 2so 4  \u2192  cuso 4  +  h 2o  c cuo  +  h 2  \u2192  cu  +  h 2o  d cuso 4.5h 2o  \u2192  cuso 4  +  5h 2o ",
+            "8": "8  \u00a9 ucles 2016 0620/11/m/j/16  17 which statements are properties of an acid?    1 reacts with ammonium sulfate to form ammonia  2 turns red litmus blue     1 2  a \u0013 \u0013  b \u0013 \u0017  c \u0017 \u0013  d \u0017 \u0017     18 part of the periodic table is shown.    which element forms an acidic oxide?    ab c d      19 a method used to make copper( ii) sulfate crystals is shown.    1 place dilute sulfuric acid in a beaker.  2 warm the acid.  3 add copper( ii) oxide until it is in excess.  4 filter the mixture.  5 evaporate the filtrate until crystals start to form. 6 leave the filtrate to cool.    what are the purposes of step 3 and step 4?     step 3 step 4  a to ensure all of the acid has reacted to obtain solid copper( ii) sulfate  b to ensure all of the acid has reacted to remove excess copper( ii) oxide  c to speed up the reaction to obtain solid copper( ii) sulfate  d to speed up the reaction to remove excess copper( ii) oxide     ",
+            "9": "9  \u00a9 ucles 2016 0620/11/m/j/16 [turn over  20 the results of two tests on solid x are shown.    test observation  aqueous sodium hydroxide added green precipitate formed  acidified silver nitrate added yellow precipitate formed    what is x?  a copper( ii) chloride  b copper( ii) iodide  c iron( ii) chloride  d iron( ii) iodide      21 where in the periodic table is the metallic character of the elements greatest?     left or right  side of a period at the top or bottom  of a group  a left bottom  b left top  c right bottom  d right top     22 some properties of four elements, p, q, r and s, are shown in the table.    two of these elements are in group i of the periodic table and two are in group vii.    element reaction with water physical state at  room temperature  p reacts vigorously solid  q does not react with water solid  r reacts explosively solid  s dissolves giving a coloured solution liquid    which statement is correct?  a p is below r in group i.  b q is above r in group i.  c q is below s in group vii.  d r is below s in group vii.     ",
+            "10": "10  \u00a9 ucles 2016 0620/11/m/j/16  23 which of the following could be a transition element?     melting point  in \u00b0c density in  g / cm3 colour electrical  conductor  a 114 4.9 purple no  b 659 2.7 grey yes  c 1677 4.5 grey yes  d 3727 2.3 black yes      24 two statements about argon are given.     1 argon has a full outer shell of electrons.     2 argon is very reactive and is used in lamps.    which is correct?  a both statements are correct and statement 2 explains statement 1.  b both statements are correct but statement 2 does not explain statement 1.  c statement 1 is correct but statement 2 is incorrect.  d statement 2 is correct but statement 1 is incorrect.      25 three students, x, y and z, were told that solid p reacts with dilute acids and also conducts  electricity.    the table shows the students\u2019 suggestions about the identity of p.    x y z  copper iron graphite    which of the students are correct?  a x, y and z b x only c y only d z only     ",
+            "11": "11  \u00a9 ucles 2016 0620/11/m/j/16 [turn over  26 w, x and y are metals, one of which is copper and one of which is iron.    \u2022 w has a coloured oxide which can be reduced by carbon.  \u2022 x has a black oxide and is also found in nature as a pure metal.  \u2022 y has an oxide which cannot be reduced by carbon.    which metal is the most reactive and what is the possible identity of w?     most reactive  metal possible identity  of w  a x cu  b x fe  c y cu  d y fe     27 tin is a metal that is less reactive than iron and is extracted from its ore cassiterite, sno 2.    which statements about tin are correct?    1 tin can be extracted from cassiterite using carbon.  2 tin does not conduct electricity. 3 tin is hard and shiny.    a 1, 2 and 3 b 1 and 2 only c 1 and 3 only d 2 and 3 only     28 which statement about the uses of metals is correct?  a aluminium is used in the manufacture of aircraft because of its strength and high density.  b copper is used in electrical wiring because of its strength and high density.  c mild steel is used in the manufacture of car bodies because of its strength and resistance to  corrosion.  d stainless steel is used in the construction of chemical plant because of its strength and  resistance to corrosion.    ",
+            "12": "12  \u00a9 ucles 2016 0620/11/m/j/16  29 the diagram shows an experiment to investigate how paint affects the rusting of iron.    airpq wate riron painted iron     what happens to the water level in tubes p and q?     tube p tube q  a falls rises  b no change rises  c rises falls  d rises no change     30 a new planet has been discovered a nd its atmosphere has been analysed.    atmosphere planet     the table shows the composition of its atmosphere.    gas percentage by volume  carbon dioxide 4  nitrogen 72  oxygen 24    which gases are present in the atmosphere of the planet in a higher percentage than they are in  the earth\u2019s atmosphere?  a carbon dioxide and oxygen  b carbon dioxide only  c nitrogen and oxygen  d nitrogen only   ",
+            "13": "13  \u00a9 ucles 2016 0620/11/m/j/16 [turn over  31 water was added to separate samples of anhydrous cobalt( ii) chloride and anhydrous  copper( ii) sulfate.    which row describes the colour changes that take place in these reactions?     cobalt( ii) chloride copper( ii) sulfate  a blue to pink blue to white  b blue to pink white to blue  c pink to blue blue to white  d pink to blue white to blue      32 which pollutant found in air does not have an effect on respiration?  a carbon monoxide  b lead compounds  c oxides of nitrogen  d sulfur dioxide      33 a farmer\u2019s soil is very low in both nitrogen (n) and phosphorus (p).    which fertiliser would improve the quality of this soil most effectively?     percentage  nitrogen (n) phosphorus (p) potassium (k)  a 11 11 27  b 12 37 10  c 28 10 10  d 31 29 9     34 when limestone is heated it forms lime (calcium oxide) and carbon dioxide.    caco 3(s)  \u2192  cao(s)  +  co 2(g)    which statement is not correct?  a carbon dioxide is a greenhouse gas which may contribute to climate change.  b slaked lime is used to neutralise industrial waste.  c the lime can be used to treat alkaline soil.  d this reaction is an example of thermal decomposition.    ",
+            "14": "14  \u00a9 ucles 2016 0620/11/m/j/16  35 the diagram shows the separation of petroleum into fractions.    gasoline x y z bitumenpetroleum     what could x, y and z represent?     x y z  a diesel oil lubricating fraction paraffin  b lubricating fraction diesel oil paraffin  c paraffin lubricating fraction diesel oil  d paraffin diesel oil lubricating fraction     36 which of the compounds shown are in the same homologous series?    1 ch 3oh  2 ch 3ch 2oh  3 ch 3cooh  4 ch 3ch 2ch 2oh    a 1, 2 and 3 b 1, 2 and 4 c 1, 3 and 4 d 2, 3 and 4      37 compound q decolourises bromine water.    compound q has two carbon atoms in each molecule.    which statement about compound q is correct?  a it contains carbon-hydrogen double bonds.  b it has six hydrogen atoms per molecule.  c it has two carbon-carbon double bonds.  d it is produced by cracking alkanes.     ",
+            "15": "15    permission to reproduce items where third-par ty owned material protected by copyright is  included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holder s, 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 onl ine in the cambridge  international examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely a vailable to download at  www.cie.org.uk after the live examination series.    cambridge international examinations is part of the cambridge asse ssment group. cambridge assessment is the brand name of unive rsity of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge.    \u00a9 ucles 2016 0620/11/m/j/16  38 what is used in the production of ethanol from ethene?  a hydrogen and oxygen  b oxygen only  c steam  d yeast      39 ethene forms an addition polymer as shown.    h c .. + hh c+ hh chh c + .. .. .. hh chh c hh c hh c h    which terms describe this polymer?  a a saturated compound called poly(ethane)  b a saturated compound called poly(ethene)  c an unsaturated compound called poly(ethane)  d an unsaturated compound called poly(ethene)     40 the diagram shows a molecule of an organic compound w.    h c hh c oho     which statement is not correct?  a a solution of w in water has a ph greater than ph 7.  b a solution of w in water reacts with sodium hydroxide solution.  c when copper( ii) carbonate is added to a solution of w in water, a gas is produced.  d when magnesium is added to a solution of w in water, a gas is produced.     ",
+            "16": "16  \u00a9 ucles 2016 0620/11/m/j/16   groupthe periodic t able of elements 1 h hydrogen 12 he helium 4ii i iii iv v vi vii viii 3 li lithium 74 be beryllium 9atomic number atomic symbolkey name relative atomic mass 11 na sodium 2312 mg magnesium 24 19 k potassium 3920 ca calcium 40 37 rb rubidium 8538 sr strontium 88 55 cs caesium 13356 ba barium 137 87 fr francium \u201388 ra radium \u20135 b boron 11 13 al aluminium 27 31 ga gallium 70 49 in indium 115 81 tl thallium 2046 c carbon 12 14 si silicon 28 32 ge germanium 73 50 sn tin 119 82 pb lead 20722 ti titanium 48 40 zr zirconium 91 72 hf hafnium 178 104 rf rutherfordium \u201323 v vanadium 51 41 nb niobium 93 73 ta tantalum 181 105 db dubnium \u201324 cr chromium 52 42 mo molybdenum 96 74 w tungsten 184 106 sg seaborgium \u201325 mn manganese 55 43 tc technetium \u2013 75 re rhenium 186 107 bh bohrium \u201326 fe iron 56 44 ru ruthenium 101 76 os osmium 190 108 hs hassium \u201327 co cobalt 59 45 rh rhodium 103 77 ir iridium 192 109 mt meitnerium \u201328 ni nickel 59 46 pd palladium 106 78 pt platinum 195 110 ds darmstadtium \u201329 cu copper 64 47 ag silver 108 79 au gold 197 111 rg roentgenium \u201330 zn zinc 65 48 cd cadmium 112 80 hg mercury 201 112 cn copernicium \u2013114 fl flerovium \u2013116 lv livermorium \u20137 n nitrogen 14 15 p phosphorus 31 33 as arsenic 75 51 sb antimony 122 83 bi bismuth 2098 o oxygen 16 16 s sulfur 32 34 se selenium 79 52 te tellurium 128 84 po polonium \u20139 f fluorine 19 17 cl chlorine 35.5 35 br bromine 80 53 i iodine 127 85 at astatine \u201310 ne neon 20 18 ar argon 40 36 kr krypton 84 54 xe xenon 131 86 rn radon \u201321 sc scandium 45 39 y yttrium 89 57\u201371 lanthanoids 89\u2013103 actinoids 57 la lanthanum 139 89 aclanthanoids actinoids the volume of one mole of any gas is 24  dm3 at room temperature and pressure (r .t.p.)actinium \u201358 ce cerium 140 90 th thorium 23259 pr praseodymium 141 91 pa protactinium 23160 nd neodymium 144 92 u uranium 23861 pm promethium \u2013 93 np neptunium \u201362 sm samarium 150 94 pu plutonium \u201363 eu europium 152 95 am americium \u201364 gd gadolinium 157 96 cm curium \u201365 tb terbium 159 97 bk berkelium \u201366 dy dysprosium 163 98 cf californium \u201367 ho holmium 165 99 es einsteinium \u201368 er erbium 167 100 fm fermium \u201369 tm thulium 169 101 md mendelevium \u201370 yb ytterbium 173 102 no nobelium \u201371 lu lutetium 175 103 lr lawrencium \u2013  "
+        },
+        "0620_s16_qp_12.pdf": {
+            "1": "  the syllabus is approved for use in england, wales and northern irela nd as a cambridge international level1/level 2 certificate .  this document consists of 17 printed pages and 3 blank pages.  ib16 06_0620_12/3rp  \u00a9 ucles 2016 [turn over       *2847144730* cambridge international examinations  cambridge international general certificate of secondary education       chemistry 0620/12     paper 1 multiple choice (core)  may/june 2016       45 minutes  additional materials: multiple choice answer sheet   soft clean eraser   soft pencil (type b or hb is recommended)       read these instructions first    write in soft pencil. do not use staples, paper clips, glue or correction fluid. write your name, centre number and candidate number on the answer sheet in the spaces provided unless  this has been done for you.  do not  write in any barcodes.   there are forty  questions on this paper. answer all questions. for each question there are four possible  answers a, b, c and d.   choose the one you consider correct and record your choice in soft pencil  on the separate answer sheet.   read the instructions on the answer sheet very carefully.  each correct answer will score one mark. a mark will not be deducted for a wrong answer. any rough working should be done in this booklet. a copy of the periodic table is printed on page 20. electronic calculators may be used.  ",
+            "2": "2  \u00a9 ucles 2016 0620/12/m/j/16  1 in which changes do the particles move further apart?     w x  gas      liquid      solid   y z    a w and x b w and z c x and y d y and z      2 in the chromatography experiment shown, which label represents the solvent front?    cdba      3 one of the instructions for an experiment reads as follows.    quickly add 50  cm3 of acid.    what is the best piece of apparatus to use?  a a burette  b a conical flask  c a measuring cylinder  d a pipette      4 two statements about diamond are given.    1 diamond has a giant three-dimensional covalent structure of carbon atoms.  2 diamond is one of the hardest substances known.    which is correct?  a both statements are correct and statement 1 explains statement 2.  b both statements are correct but statement 2 does not explain statement 1.  c statement 1 is correct but statement 2 is incorrect.  d statement 2 is correct but statement 1 is incorrect.     ",
+            "3": "3  \u00a9 ucles 2016 0620/12/m/j/16 [turn over  5 the table shows the electronic structure of four atoms.    atom electronic structure  w 2,8,1  x 2,8,4  y 2,8,7  z 2,8,8    which two atoms combine to form a covalent compound?  a w and x b w and y c x and y d x and z      6 an atom of element q contains 19 electrons, 19 protons and 20 neutrons.    what is q?  a calcium  b potassium  c strontium  d yttrium     7 lithium is in group i of the periodic table. nitrogen is in group v of the periodic table.    lithium reacts with nitrogen to form the ionic compound lithium nitride.    what happens to the electrons when lithium atoms and nitrogen atoms form ions?     lithium atoms nitrogen atoms  a   each lithium atom loses one  electron to form a li+ ion each nitrogen atom gains three  electrons to form an n3\u2013 ion  b   each lithium atom loses one  electron to form a li+ ion each nitrogen atom gains five  electrons to form an n5\u2013 ion  c   each lithium atom gains one  electron to form a li\u2013 ion each nitrogen atom loses three  electrons to form an n3+ ion  d   each lithium atom gains one  electron to form a li\u2013 ion each nitrogen atom loses five  electrons to form an n5+ ion    ",
+            "4": "4  \u00a9 ucles 2016 0620/12/m/j/16  8 the equation shows the reaction between magnesium and sulfuric acid.  [ar: h, 1; o, 16; mg, 24; s, 32]    mg  +  h 2so 4  \u2192  mgso 4  +  h 2    in this reaction, which mass of magnesium sulfate is formed when 6  g of magnesium react with  excess sulfuric acid?  a 8 b 24 c 30 d 60     9 the diagram shows an electrical cable.    metal coreplastic coating     which statement about the substances used is correct?  a the coating is plastic because it conducts electricity well.  b the core is copper because it conducts electricity well.  c the core is copper because it is cheap and strong.  d the core is iron because it is cheap and strong.      10 what are the products at the electrodes when dilute sulfuric acid is electrolysed using inert  electrodes?     anode cathode  a hydrogen oxygen  b oxygen hydrogen  c sulfur oxygen  d sulfur dioxide hydrogen    ",
+            "5": "5  \u00a9 ucles 2016 0620/12/m/j/16 [turn over  11 the energy level diagram for the reaction between magnesium and hydrochloric acid is shown.    mg  +  2hc l mgc l 2  +  h2energy     which statement about the reaction is not correct?  a energy is given out during the reaction.  b the products are at a lower energy level than the reactants.  c the reaction is endothermic.  d the temperature increases during the reaction.     12 the diagram shows some properties that substances may have.    to which labelled part of the diagram does  235u belong?    compoundused as  an energy  source  radioactive a  b d c      ",
+            "6": "6  \u00a9 ucles 2016 0620/12/m/j/16  13 a liquid x reacts with solid y to form a gas.    which two diagrams show suitable methods for investigating the rate (speed) of the reaction?    x yxcotton wool cotton wool12 34y x yx ystopperbalance balancestopper     a 1 and 3 b 1 and 4 c 2 and 3 d 2 and 4     ",
+            "7": "7  \u00a9 ucles 2016 0620/12/m/j/16 [turn over  14 the results of two separate reactions between excess calcium carbonate and hydrochloric acid  are shown.    volume of gas collected timefirst reactionsecond reaction 00    which statement explains the differences between the reactions?  a more calcium carbonate was used in the second reaction.  b the same volume of more concentrated acid was used in the second reaction.  c the second reaction was allowed to react for longer.  d the temperature was higher in the second reaction.     15 the equations below all show redox reactions.    fe 2o3  +  3co  \u2192  2fe  +  3co 2  2zno  +  c  \u2192  2zn  +  co 2  fe2o3  +  2a l  \u2192  a l 2o3  +  2fe  2co  +  2no  \u2192  2co 2  +  n 2    which oxide is oxidised in these reactions?  a fe2o3 b co c zno d no     16 in which reaction is the colour change from blue to white?    a heating hydrated cobalt( ii) chloride  b heating hydrated copper( ii) sulfate  c adding water to anhydrous cobalt( ii) chloride  d adding water to anhydrous copper( ii) sulfate     ",
+            "8": "8  \u00a9 ucles 2016 0620/12/m/j/16  17 which statements are properties of an acid?    1 reacts with ammonium sulfate to form ammonia  2 turns red litmus blue     1 2  a \u0013 \u0013  b \u0013 \u0017  c \u0017 \u0013  d \u0017 \u0017     18 part of the periodic table is shown.    which element forms an acidic oxide?    a bc d      19 what is the correct sequence of steps for the preparation of a pure sample of copper( ii) sulfate  crystals from copper( ii) oxide and sulfuric acid?  a dissolving \u2192 crystallisation \u2192 evaporation \u2192 filtration  b dissolving \u2192 evaporation \u2192 filtration \u2192 crystallisation  c dissolving \u2192 filtration \u2192 crystallisation \u2192 evaporation  d dissolving \u2192 filtration \u2192 evaporation \u2192 crystallisation     ",
+            "9": "9  \u00a9 ucles 2016 0620/12/m/j/16 [turn over  20 the following tests are carried out on an aqueous solution of salt x.    test observation  sodium hydroxide solution is added   a green precipitate is formed  which dissolves in excess  a small piece of aluminium foil is then  added to the mixture and the mixture is heateda gas is given off which turns  damp, red litmus paper blue    what is x?  a aluminium nitrate  b ammonium sulfate  c chromium( iii) nitrate  d iron( ii) nitrate      21 where in the periodic table is the metallic character of the elements greatest?     left or right  side of a period at the top or bottom  of a group  a left bottom  b left top  c right bottom  d right top     22 rubidium is a group i metal.    which statement about rubidium is not correct?  a it has a higher melting point than lithium.  b it has one electron in its outer shell.  c it reacts vigorously with water.  d it reacts with chlorine to form rubidium chloride, rbc l  .    ",
+            "10": "10  \u00a9 ucles 2016 0620/12/m/j/16  23 the table gives information about four elements, p, q, r and s.     melting point  in \u00b0c electrical conductivity  of element when solid density in g  / cm3 colour of iodide  of element  p 98 good 0.97 white  q \u201339 good 13.53 red  r 1410 poor 2.33 colourless  s 1535 good 7.87 green    which elements could be transition elements?  a p, q and s b q and s only c r and s only d s only      24 part of the periodic table is shown.    which element is a gas that does not form a compound with potassium?    a b cd       25 which property is not considered a typical metallic property?  a good conductor of heat  b low melting point  c malleable (can be hammered into shape)  d strong    ",
+            "11": "11  \u00a9 ucles 2016 0620/12/m/j/16 [turn over  26 some chemical properties of three metals w, x and y and their oxides are shown.    metal reaction with steam reaction with dilute  hydrochloric acid reaction of metal  oxide with carbon  w reacts reacts reacts  x no reaction no reaction reacts  y reacts reacts no reaction    what is the order of reactivity of these metals, most reactive first?  a w \u2192 y \u2192 x  b x \u2192 y \u2192 w  c y \u2192 w \u2192 x  d y \u2192 x \u2192 w     27 iron from a blast furnace is treated with oxygen and with calcium oxide to make steel.   which substances in the iron are removed?   oxygen removes calcium oxide  removes  a carbon acidic oxides  b carbon basic oxides  c iron acidic oxides  d iron basic oxides      28 copper is sometimes used to make cooking utensils.    saucepan gas ring    three properties of copper are given.    1 corrosion resistant  2 good conductor of electricity  3 good conductor of heat    which properties make copper a suitable metal for making cooking utensils?  a 1 and 3 b 1 only c 2 and 3 d 2 only   ",
+            "12": "12  \u00a9 ucles 2016 0620/12/m/j/16  29 the diagram shows an experiment to investigate how paint affects the rusting of iron.    airpq wate riron painted iron     what happens to the water level in tubes p and q?     tube p tube q  a falls rises  b no change rises  c rises falls  d rises no change     30 a new planet has been discovered a nd its atmosphere has been analysed.    atmosphere planet     the table shows the composition of its atmosphere.    gas percentage by volume  carbon dioxide 4  nitrogen 72  oxygen 24    which gases are present in the atmosphere of the planet in a higher percentage than they are in  the earth\u2019s atmosphere?  a carbon dioxide and oxygen  b carbon dioxide only  c nitrogen and oxygen  d nitrogen only   ",
+            "13": "13  \u00a9 ucles 2016 0620/12/m/j/16 [turn over  31 which of the following are tests for water?    1 it turns anhydrous copper( ii) sulfate blue.  2 it boils at 100  \u00b0c.  3 it turns anhydrous cobalt( ii) chloride paper blue.    a 1, 2 and 3 b 1 and 2 only c 1 and 3 only d 2 and 3 only     32 sulfur dioxide, carbon monoxide and oxides of nitrogen are common gaseous pollutants found in  the air.    which pollutants contribute to acid rain?  a carbon monoxide and sulfur dioxide  b oxides of nitrogen and sulfur dioxide  c oxides of nitrogen only  d sulfur dioxide only      33 which compound is not used as a fertiliser?  a ammonium phosphate  b ammonium sulfate  c calcium carbonate  d potassium nitrate    34 lime (calcium oxide) is used to treat waste water from a factory.    which substance is removed by the lime?  a ammonia  b sodium chloride  c sodium hydroxide  d sulfuric acid     ",
+            "14": "14  \u00a9 ucles 2016 0620/12/m/j/16  35 the diagram shows the separation of petroleum into fractions.    gasoline x y z bitumenpetroleum     what could x, y and z represent?     x y z  a diesel oil lubricating fraction paraffin  b lubricating fraction diesel oil paraffin  c paraffin lubricating fraction diesel oil  d paraffin diesel oil lubricating fraction     36 which compound is not an alkane, c nh2n+2?  a ch 3ch 2ch 2ch 3  b (ch 3)2chch 3  c ch 3chchch 3  d (ch 3)3ch    ",
+            "15": "15  \u00a9 ucles 2016 0620/12/m/j/16 [turn over  37 a hydrocarbon w burns to form carbon dioxide and water.    w decolourises bromine water.    what is the name of w and what is its structure?     name of w structure of w  a ethane ch hhh c h h  b ethane c c hh hh  c ethene ch hhh c h h  d ethene c c hh hh     38 which term describes the formation of ethanol from glucose?  a cracking  b distillation  c fermentation  d polymerisation    ",
+            "16": "16  \u00a9 ucles 2016 0620/12/m/j/16  39 ethene forms an addition polymer as shown.    h c .. + hh c+ hh chh c + .. .. .. hh chh c hh c hh c h    which terms describe this polymer?  a a saturated compound called poly(ethane)  b a saturated compound called poly(ethene)  c an unsaturated compound called poly(ethane)  d an unsaturated compound called poly(ethene)     40 which statement about carboxylic acids is not correct?  a aqueous ethanoic acid has a ph below ph 7.  b they contain the functional group \u2013cooh.  c they produce carbon dioxide when reacted with a metal carbonate.  d methyl orange turns yellow in aqueous ethanoic acid.    ",
+            "17": "17  \u00a9 ucles 2016 0620/12/m/j/16  blank page     ",
+            "18": "18  \u00a9 ucles 2016 0620/12/m/j/16  blank page     ",
+            "19": "19    permission to reproduce items where third-par ty owned material protected by copyright is  included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holder s, 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 onl ine in the cambridge  international examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely a vailable to download at  www.cie.org.uk after the live examination series.    cambridge international examinations is part of the cambridge asse ssment group. cambridge assessment is the brand name of unive rsity of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge.    \u00a9 ucles 2016 0620/12/m/j/16  blank page      ",
+            "20": "20  \u00a9 ucles 2016 0620/12/m/j/16   groupthe periodic t able of elements 1 h hydrogen 12 he helium 4ii i iii iv v vi vii viii 3 li lithium 74 be beryllium 9atomic number atomic symbolkey name relative atomic mass 11 na sodium 2312 mg magnesium 24 19 k potassium 3920 ca calcium 40 37 rb rubidium 8538 sr strontium 88 55 cs caesium 13356 ba barium 137 87 fr francium \u201388 ra radium \u20135 b boron 11 13 al aluminium 27 31 ga gallium 70 49 in indium 115 81 tl thallium 2046 c carbon 12 14 si silicon 28 32 ge germanium 73 50 sn tin 119 82 pb lead 20722 ti titanium 48 40 zr zirconium 91 72 hf hafnium 178 104 rf rutherfordium \u201323 v vanadium 51 41 nb niobium 93 73 ta tantalum 181 105 db dubnium \u201324 cr chromium 52 42 mo molybdenum 96 74 w tungsten 184 106 sg seaborgium \u201325 mn manganese 55 43 tc technetium \u2013 75 re rhenium 186 107 bh bohrium \u201326 fe iron 56 44 ru ruthenium 101 76 os osmium 190 108 hs hassium \u201327 co cobalt 59 45 rh rhodium 103 77 ir iridium 192 109 mt meitnerium \u201328 ni nickel 59 46 pd palladium 106 78 pt platinum 195 110 ds darmstadtium \u201329 cu copper 64 47 ag silver 108 79 au gold 197 111 rg roentgenium \u201330 zn zinc 65 48 cd cadmium 112 80 hg mercury 201 112 cn copernicium \u2013114 fl flerovium \u2013116 lv livermorium \u20137 n nitrogen 14 15 p phosphorus 31 33 as arsenic 75 51 sb antimony 122 83 bi bismuth 2098 o oxygen 16 16 s sulfur 32 34 se selenium 79 52 te tellurium 128 84 po polonium \u20139 f fluorine 19 17 cl chlorine 35.5 35 br bromine 80 53 i iodine 127 85 at astatine \u201310 ne neon 20 18 ar argon 40 36 kr krypton 84 54 xe xenon 131 86 rn radon \u201321 sc scandium 45 39 y yttrium 89 57\u201371 lanthanoids 89\u2013103 actinoids 57 la lanthanum 139 89 aclanthanoids actinoids the volume of one mole of any gas is 24  dm3 at room temperature and pressure (r .t.p.)actinium \u201358 ce cerium 140 90 th thorium 23259 pr praseodymium 141 91 pa protactinium 23160 nd neodymium 144 92 u uranium 23861 pm promethium \u2013 93 np neptunium \u201362 sm samarium 150 94 pu plutonium \u201363 eu europium 152 95 am americium \u201364 gd gadolinium 157 96 cm curium \u201365 tb terbium 159 97 bk berkelium \u201366 dy dysprosium 163 98 cf californium \u201367 ho holmium 165 99 es einsteinium \u201368 er erbium 167 100 fm fermium \u201369 tm thulium 169 101 md mendelevium \u201370 yb ytterbium 173 102 no nobelium \u201371 lu lutetium 175 103 lr lawrencium \u2013  "
+        },
+        "0620_s16_qp_13.pdf": {
+            "1": "  the syllabus is approved for use in england, wales and northern irela nd as a cambridge international level1/level 2 certificate .  this document consists of 16 printed pages.  ib16 06_0620_13/3rp  \u00a9 ucles 2016 [turn over       *8830351027* cambridge international examinations  cambridge international general certificate of secondary education       chemistry 0620/13     paper 1 multiple choice (core)  may/june 2016       45 minutes  additional materials: multiple choice answer sheet   soft clean eraser   soft pencil (type b or hb is recommended)       read these instructions first    write in soft pencil. do not use staples, paper clips, glue or correction fluid. write your name, centre number and candidate number on the answer sheet in the spaces provided unless  this has been done for you.  do not  write in any barcodes.   there are forty  questions on this paper. answer all questions. for each question there are four possible  answers a, b, c and d.   choose the one you consider correct and record your choice in soft pencil  on the separate answer sheet.   read the instructions on the answer sheet very carefully.  each correct answer will score one mark. a mark will not be deducted for a wrong answer. any rough working should be done in this booklet. a copy of the periodic table is printed on page 16. electronic calculators may be used.  ",
+            "2": "2  \u00a9 ucles 2016 0620/13/m/j/16  1 in which changes do the particles move further apart?     w x  gas      liquid      solid   y z    a w and x b w and z c x and y d y and z      2 chromatography experiments are carried out on four substances, p, q, r and s.    the same solvent is used in each experiment.     the resulting chromatograms are shown below.    p q r sbaseline     which statement is not correct?  a p and q are pure substances.  b p and r are different substances.  c r and s are pure substances.  d s is a mixture of substances.     3 one of the instructions for an experiment reads as follows.    quickly add 50  cm3 of acid.    what is the best piece of apparatus to use?  a a burette  b a conical flask  c a measuring cylinder  d a pipette     ",
+            "3": "3  \u00a9 ucles 2016 0620/13/m/j/16 [turn over  4 the structures of diamond and graphite are shown.    diamond graphite    which statement about diamond and graphite is not correct?  a diamond is used in cutting tools because the strong covalent bonds make it very hard.  b graphite acts a lubricant because of the weak bonds between the layers.  c graphite conducts electricity because the electrons between the layers are free to move.  d graphite has a low melting point because of the weak bonds between the layers.      5 the table shows the electronic structure of four atoms.    atom electronic structure  w 2,8,1  x 2,8,4  y 2,8,7  z 2,8,8    which two atoms combine to form a covalent compound?  a w and x b w and y c x and y d x and z     6 the table shows the atomic structure of four atoms.    which atom is not a metal?     electrons neutrons protons  a 18 22 18  b 19 20 19  c 19 21 19  d 20 20 20    ",
+            "4": "4  \u00a9 ucles 2016 0620/13/m/j/16  7 potassium, k, forms a compound with fluorine, f.    which statements about this compound are correct?    1 the compound is ionic.  2 the formula of the compound is kf.  3 the compound is soluble in water.    a 1, 2 and 3 b 1 and 2 only c 1 and 3 only d 2 and 3 only     8 the equation shows the reaction between magnesium and sulfuric acid.  [a r: h, 1; o, 16; mg, 24; s, 32]    mg  +  h 2so 4  \u2192  mgso 4  +  h 2    in this reaction, which mass of magnesium sulfate is formed when 6  g of magnesium react with  excess sulfuric acid?  a 8 b 24 c 30 d 60      9 the diagram shows an electrical cable.    metal coreplastic coating     which statement about the substances used is correct?  a the coating is plastic because it conducts electricity well.  b the core is copper because it conducts electricity well.  c the core is copper because it is cheap and strong.  d the core is iron because it is cheap and strong.     ",
+            "5": "5  \u00a9 ucles 2016 0620/13/m/j/16 [turn over  10 electricity is passed separately through concentrated hydrochloric acid, concentrated aqueous  sodium chloride and dilute sulfuric acid.    in which rows are the electrolysis products correctly named?      cathode product anode product  1   concentrated  hydrochloric acid hydrogen   chlorine    2   concentrated  aqueous sodium chloride sodium   chlorine    3 dilute sulfuric acid hydrogen oxygen    a 1, 2 and 3 b 1 and 2 only c 1 and 3 only d 2 and 3 only      11 the energy level diagram shows the energy of the reactants and products in a chemical reaction.    reactants productsenergy     which row correctly describes the energy change and the type of reaction shown?     energy change type of reaction  a energy is given out  to the surroundings endothermic    b energy is given out  to the surroundings exothermic    c energy is taken in from  the surroundings endothermic    d energy is taken in from  the surroundings exothermic      ",
+            "6": "6  \u00a9 ucles 2016 0620/13/m/j/16  12 the diagram shows some properties that substances may have.    to which labelled part of the diagram does 235u belong?    compoundused as  an energy  source  radioactive a  b d c       13 a liquid x reacts with solid y to form a gas.    which two diagrams show suitable methods for investigating the rate (speed) of the reaction?    x yxcotton wool cotton wool12 34y x yx ystopperbalance balancestopper     a 1 and 3 b 1 and 4 c 2 and 3 d 2 and 4     ",
+            "7": "7  \u00a9 ucles 2016 0620/13/m/j/16 [turn over  14 magnesium is reacted with a dilute acid.     the hydrogen gas is collected and its volume measured.    the results are shown on the graph.    40 302010 0 01234 time  / minutesvolume of hydrogen  / cm3 5678     between which times was the reaction fastest?  a 0 and 1 minute  b 1 and 2 minutes  c 2 and 3 minutes  d 7 and 8 minutes      15 a violent reaction occurs when a mixture of chromium( iii) oxide and aluminium is ignited with a  magnesium fuse as shown.    cruciblemagnesium fuse mixture of chromium( iii) oxide and aluminium sand    the equation for the reaction is shown.    cr2o3  +  2a l  \u2192  2cr  +  a l 2o3    which substance is oxidised in the reaction?  a aluminium  b aluminium oxide  c chromium  d chromium( iii) oxide   ",
+            "8": "8  \u00a9 ucles 2016 0620/13/m/j/16  16 equations for the effect of water on anhydrous cobalt( ii) chloride and anhydrous  copper( ii) sulfate are shown.    coc l 2(s)  +  6h 2o(l)  \u2192  coc l 2.6h 2o(s)  cuso 4(s)  +  5h 2o(l)  \u2192  cuso 4.5h 2o(s)    which statement is not correct?  a both reactions can be reversed by changing the conditions.  b both reactions can be used as a test for water.  c the colour change observed when hydrated copper( ii) sulfate is heated is from blue to white.  d the colour change observed when water is added to anhydrous cobalt( ii) chloride is from  pink to blue.     17 which statements are properties of an acid?    1 reacts with ammonium sulfate to form ammonia  2 turns red litmus blue     1 2  a \u0013 \u0013  b \u0013 \u0017  c \u0017 \u0013  d \u0017 \u0017      18 part of the periodic table is shown.    which element forms an acidic oxide?    a bc d     ",
+            "9": "9  \u00a9 ucles 2016 0620/13/m/j/16 [turn over  19 salts can be made by adding different substances to dilute hydrochloric acid.    for which substance could any excess not be removed by filtration?  a copper( ii) oxide  b magnesium  c sodium hydroxide  d zinc hydroxide      20 a solution containing substance x was tested. the table shows the results.    test result  flame test lilac colour  acidified silver nitrate solution added yellow precipitate    what is x?  a lithium bromide  b lithium iodide  c potassium bromide  d potassium iodide     21 where in the periodic table is the metallic character of the elements greatest?     left or right  side of a period at the top or bottom  of a group  a left bottom  b left top  c right bottom  d right top      22 which statement about the elements in group i is correct?  a hydrogen is evolved when they react with water.  b ions of group i elements have a \u20131 charge.  c sodium is more reactive than potassium.  d solid sodium is a poor electrical conductor.    ",
+            "10": "10  \u00a9 ucles 2016 0620/13/m/j/16  23 osmium is a transition element.    which row gives the expected properties of osmium?     melting point density compounds  formed  a high high coloured  b high high white  c high low white  d low high coloured      24 two statements about noble gases are given.      1 noble gases are reactive, monatomic gases.    2 noble gases all have full outer shells of electrons.    which is correct?  a both statements are correct and statement 2 explains statement 1.  b both statements are correct but statement 2 does not explain statement 1.  c statement 1 is correct but statement 2 is incorrect.  d statement 2 is correct but statement 1 is incorrect.     25 some properties of substance x are listed.    \u25cf it conducts electricity when molten.  \u25cf it has a high melting point.  \u25cf it burns in oxygen and the product dissolves in water to give a solution with ph 11.    what is x?  a a covalent compound  b a macromolecule  c a metal  d an ionic compound     ",
+            "11": "11  \u00a9 ucles 2016 0620/13/m/j/16 [turn over  26 the list shows the order of reactivity of some elements.    k         na         ca         mg         zn         fe         (h)         cu    which statement about the reactivity of these metals is correct?  a copper reacts with steam to form hydrogen gas.  b magnesium is more reactive than calcium.  c potassium reacts with water to form hydrogen gas.  d sodium oxide is reduced by carbon to sodium.      27 iron is obtained from its ore in a blast furnace and is used to make steel.    iron obtained from the blast furnace is contaminated with ..1.. .    in order to remove this substance, ..2.. is passed through the molten iron.    ..3.. is also added to remove oxides of phosphorus and silicon which are ..4.. .    which words complete the sentences about the conversion of iron to steel?     1 2 3 4  a carbon nitrogen calcium carbonate acidic  b carbon oxygen calcium oxide acidic  c carbon oxygen calcium oxide basic  d sand oxygen calcium oxide basic     28 copper is a transition element used to make saucepans.    which property is not correct for copper?  a good conductor of heat  b insoluble in water  c low melting point  d malleable (can be hammered into shape)    ",
+            "12": "12  \u00a9 ucles 2016 0620/13/m/j/16  29 the diagram shows an experiment to investigate how paint affects the rusting of iron.    airpq wate riron painted iron     what happens to the water level in tubes p and q?     tube p tube q  a falls rises  b no change rises  c rises falls  d rises no change     30 a new planet has been discovered a nd its atmosphere has been analysed.    atmosphere planet     the table shows the composition of its atmosphere.    gas percentage by volume  carbon dioxide 4  nitrogen 72  oxygen 24    which gases are present in the atmosphere of the planet in a higher percentage than they are in  the earth\u2019s atmosphere?  a carbon dioxide and oxygen  b carbon dioxide only  c nitrogen and oxygen  d nitrogen only   ",
+            "13": "13  \u00a9 ucles 2016 0620/13/m/j/16 [turn over  31 the following substances can be formed when petrol is burnt in a car engine.    which substance is the main cause of acid rain?  a carbon  b carbon monoxide  c nitrogen dioxide  d water     32 which statement about methane is not correct?  a it is a greenhouse gas.  b it is an alkene.  c it is formed by decomposition of vegetation.  d it is used as a fuel.    33 the formulae of four compounds, w, x y and z, are given.  compound formula  w feso 4  x (nh 4)3po 4  y kno 3  z nac l    which mixture of compounds makes a complete fertiliser?  a w and x b w and z c x and y d y and z    34 which process is used to make lime (calcium oxide) from limestone (calcium carbonate)?  a chromatography  b electrolysis  c fractional distillation  d thermal decomposition    ",
+            "14": "14  \u00a9 ucles 2016 0620/13/m/j/16  35 the diagram shows the separation of petroleum into fractions.    gasoline x y z bitumenpetroleum     what could x, y and z represent?     x y z  a diesel oil lubricating fraction paraffin  b lubricating fraction diesel oil paraffin  c paraffin lubricating fraction diesel oil  d paraffin diesel oil lubricating fraction     36 which compound does not belong to the same homologous series as the other three  compounds?  a ch 3oh b c 2h5cooh c c 2h5oh d c 7h15oh    37 which reaction is used as a test for alkenes?  a alkenes burn in air to give carbon dioxide and water.  b alkenes decolourise aqueous bromine.  c alkenes form polymers when heated in the presence of a catalyst.  d alkenes react with steam to form alcohols.    38 which statement about ethanol is correct?  a it burns in air to form ethene and water.  b it is prepared from ethene by fermentation.  c it is prepared from glucose in an addition reaction.  d it is the only product when ethene reacts with steam.    ",
+            "15": "15    permission to reproduce items where third-par ty owned material protected by copyright is  included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holder s, 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 onl ine in the cambridge  international examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely a vailable to download at  www.cie.org.uk after the live examination series.    cambridge international examinations is part of the cambridge asse ssment group. cambridge assessment is the brand name of unive rsity of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge.    \u00a9 ucles 2016 0620/13/m/j/16  39 ethene forms an addition polymer as shown.    h c .. + hh c+ hh chh c + .. .. .. hh chh c hh c hh c h    which terms describe this polymer?  a a saturated compound called poly(ethane)  b a saturated compound called poly(ethene)  c an unsaturated compound called poly(ethane)  d an unsaturated compound called poly(ethene)     40 liquid w burns completely to give carbon dioxide and water.    liquid w is a compound containing carbon, hydrogen and oxygen.    a solution of liquid w in water is ph  7.    what is liquid w?  a ethanoic acid  b ethanol  c gasoline  d methane     ",
+            "16": "16  \u00a9 ucles 2016 0620/13/m/j/16   groupthe periodic t able of elements 1 h hydrogen 12 he helium 4ii i iii iv v vi vii viii 3 li lithium 74 be beryllium 9atomic number atomic symbolkey name relative atomic mass 11 na sodium 2312 mg magnesium 24 19 k potassium 3920 ca calcium 40 37 rb rubidium 8538 sr strontium 88 55 cs caesium 13356 ba barium 137 87 fr francium \u201388 ra radium \u20135 b boron 11 13 al aluminium 27 31 ga gallium 70 49 in indium 115 81 tl thallium 2046 c carbon 12 14 si silicon 28 32 ge germanium 73 50 sn tin 119 82 pb lead 20722 ti titanium 48 40 zr zirconium 91 72 hf hafnium 178 104 rf rutherfordium \u201323 v vanadium 51 41 nb niobium 93 73 ta tantalum 181 105 db dubnium \u201324 cr chromium 52 42 mo molybdenum 96 74 w tungsten 184 106 sg seaborgium \u201325 mn manganese 55 43 tc technetium \u2013 75 re rhenium 186 107 bh bohrium \u201326 fe iron 56 44 ru ruthenium 101 76 os osmium 190 108 hs hassium \u201327 co cobalt 59 45 rh rhodium 103 77 ir iridium 192 109 mt meitnerium \u201328 ni nickel 59 46 pd palladium 106 78 pt platinum 195 110 ds darmstadtium \u201329 cu copper 64 47 ag silver 108 79 au gold 197 111 rg roentgenium \u201330 zn zinc 65 48 cd cadmium 112 80 hg mercury 201 112 cn copernicium \u2013114 fl flerovium \u2013116 lv livermorium \u20137 n nitrogen 14 15 p phosphorus 31 33 as arsenic 75 51 sb antimony 122 83 bi bismuth 2098 o oxygen 16 16 s sulfur 32 34 se selenium 79 52 te tellurium 128 84 po polonium \u20139 f fluorine 19 17 cl chlorine 35.5 35 br bromine 80 53 i iodine 127 85 at astatine \u201310 ne neon 20 18 ar argon 40 36 kr krypton 84 54 xe xenon 131 86 rn radon \u201321 sc scandium 45 39 y yttrium 89 57\u201371 lanthanoids 89\u2013103 actinoids 57 la lanthanum 139 89 aclanthanoids actinoids the volume of one mole of any gas is 24  dm3 at room temperature and pressure (r .t.p.)actinium \u201358 ce cerium 140 90 th thorium 23259 pr praseodymium 141 91 pa protactinium 23160 nd neodymium 144 92 u uranium 23861 pm promethium \u2013 93 np neptunium \u201362 sm samarium 150 94 pu plutonium \u201363 eu europium 152 95 am americium \u201364 gd gadolinium 157 96 cm curium \u201365 tb terbium 159 97 bk berkelium \u201366 dy dysprosium 163 98 cf californium \u201367 ho holmium 165 99 es einsteinium \u201368 er erbium 167 100 fm fermium \u201369 tm thulium 169 101 md mendelevium \u201370 yb ytterbium 173 102 no nobelium \u201371 lu lutetium 175 103 lr lawrencium \u2013  "
+        },
+        "0620_s16_qp_21.pdf": {
+            "1": "  the syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificat e.  this document consists of 17 printed pages and 3 blank pages.  ib16 06_0620_21/4rp  \u00a9 ucles 2016 [turn over       *6622954837* cambridge international examinations  cambridge international general certificate of secondary education       chemistry 0620/21     paper 2 multiple choice (extended)  may/june 2016       45 minutes  additional materials: multiple choice answer sheet   soft clean eraser   soft pencil (type b or hb is recommended)       read these instructions first    write in soft pencil. do not use staples, paper clips, glue or correction fluid. write your name, centre number and candidate number on the answer sheet in the spaces provided unless  this has been done for you.  do not  write in any barcodes.   there are forty  questions on this paper. answer all questions. for each question there are four possible  answers a, b, c and d.   choose the one you consider correct and record your choice in soft pencil  on the separate answer sheet.   read the instructions on the answer sheet very carefully.  each correct answer will score one mark. a mark will not be deducted for a wrong answer. any rough working should be done in this booklet. a copy of the periodic table is printed on page 20. electronic calculators may be used.  ",
+            "2": "2  \u00a9 ucles 2016 0620/21/m/j/16  1 the rate of diffusion of two gases, methane, ch 4, and ethene, c 2h4, is measured using the  apparatus shown.    constant pressureapplied gas syringe gasmetal foil \u2013 gasescapes throughsmall hole in the foil     which gas diffuses faster and why?     gas that  diffuses faster reason  a   ethene   ethene molecules are heavier and so move faster.    b   ethene   ethene molecules have a double bond which makes them more reactive.  c methane methane molecules are lighter and so move faster.  d   methane   methane molecules are smaller so they can get out of the small hole more easily.      2 a sample of a dye is investigated by chromatography.    a line is drawn across a piece of chromatography paper and a spot of the dye is placed on it.    the paper is placed in water.    waterchromatography paper line spot of dye     which row is correct?     what is used to   draw the line position of spot  a ink above the level of the water  b ink below the level of the water  c pencil above the level of the water  d pencil below the level of the water     ",
+            "3": "3  \u00a9 ucles 2016 0620/21/m/j/16 [turn over  3 the paper chromatogram below was obtained from four different dyes.    which dye has an rf value of 0.7?    abcdsolvent front baseline       4 which statements about isotopes of the same element are correct?    1 they are atoms which have the same chemical properties because they have the  same number of electrons in their outer shell.  2 they are atoms which have the same number of electrons and neutrons but  different numbers of protons.  3 they are atoms which have the same number of electrons and protons but different  numbers of neutrons.    a 1 and 2 b 1 and 3 c 2 only d 3 only     5 the table shows the electronic structure of four atoms.    atom electronic structure  w 2,8,1  x 2,8,4  y 2,8,7  z 2,8,8    which two atoms combine to form a covalent compound?  a w and x b w and y c x and y d x and z    ",
+            "4": "4  \u00a9 ucles 2016 0620/21/m/j/16  6 which statement describes the attractive forces between molecules (intermolecular forces)?  a they are strong covalent bonds which hold molecules together.  b they are strong ionic bonds which hold molecules together.  c they are weak forces formed between covalently-bonded molecules.  d they are weak forces which hold ions together in a lattice.      7 the diagram represents the general structure of a solid z.    + + + + + ++ + +\u2013\u2013 \u2013\u2013 \u2013 \u2013 \u2013\u2013 \u2013     what is z?  a aluminium  b iodine  c silicon dioxide  d sulfur     8 a compound, x, contains 40.0% carbon, 6.7% hydrogen and 53.3% oxygen by mass.     the relative molecular mass, m r, of x is 60.    what is the molecular formula of x?  a ch 2o b ch 4o c c2h4o d c2h4o2      9 25  cm3 of 0.1  mol  / dm3 hydrochloric acid exactly neutralise 20  cm3 of aqueous sodium hydroxide.    the equation for this reaction is:    naoh  +  hc l  \u2192  nac l  +  h 2o    what is the concentration of the sodium hydroxide solution?  a 0.080  mol  / dm3  b 0.800  mol  / dm3  c 0.125  mol  / dm3  d 1.25  mol  / dm3     ",
+            "5": "5  \u00a9 ucles 2016 0620/21/m/j/16 [turn over  10 which reactions could take place at the anode during electrolysis?    1 4oh\u2013(aq)  \u2192  2h 2o(i)  +  o 2(g)  +  4e\u2013  2 2c l \u2013(aq)  \u2192  c l 2(g)  +  2e\u2013  3 cu2+(aq)  +  2e\u2013  \u2192  cu(s)  4 2h+(aq)  +  2e\u2013  \u2192  h2(g)    a 1 and 2 b 1 and 4 c 2 and 4 d 3 and 4      11 the diagram shows some properties that substances may have.    to which labelled part of the diagram does 235u belong?    compoundused as  an energy  source  radioactive a  b d c       12 the diagram shows a simple cell.    voltmeter copper electrode zinc electrode electrolytev     which statement about the process occurring when the cell is in operation is correct?  a cu2+ ions are formed in solution.  b electrons travel through the solution.  c the reaction zn  \u2192  zn2+  +  2e\u2013 occurs.  d the zinc electrode increases in mass.   ",
+            "6": "6  \u00a9 ucles 2016 0620/21/m/j/16  13 hydrogen burns exothermically in oxygen.    the equation for the reaction is:    2h2  +  o 2  \u2192  2h 2o    the table shows the bond energies involved.    bond bond energy in kj  / mol  h\u2013h 436  o=o 498  o\u2013h 464    what is the energy given out during the reaction?  a \u20133226  kj  / mol   b \u2013884  kj  / mol  c \u2013486  kj  / mol  d \u2013442  kj  / mol     ",
+            "7": "7  \u00a9 ucles 2016 0620/21/m/j/16 [turn over  14 a liquid x reacts with solid y to form a gas.    which two diagrams show suitable methods for investigating the rate (speed) of the reaction?    x yxcotton wool cotton wool12 34y x yx ystopperbalance balancestopper     a 1 and 3 b 1 and 4 c 2 and 3 d 2 and 4     15 which statements explain why increasing temperature increases the rate of a chemical reaction?    1 heat makes the molecules move faster and collide more often.  2 heat makes the molecules collide with more energy so they are more likely to react.  3 increasing temperature lowers the activation energy for the reaction.    a 1 and 2 b 1 and 3 c 1 only d 2 only    ",
+            "8": "8  \u00a9 ucles 2016 0620/21/m/j/16  16 steam reacts with carbon in an endothermic reaction.    c(s)  +  h 2o(g)    co(g)  +  h 2(g)    which conditions of temperature and pressure would give the largest yield of hydrogen?     temperature pressure  a high high  b high low  c low high  d low low      17 which equation represents a reduction reaction?  a fe2+  +  e\u2013  \u2192  fe3+  b fe2+  \u2192  fe3+  +  e\u2013  c fe3+  +  e\u2013  \u2192  fe2+  d fe3+  \u2192  fe2+  +  e\u2013      18 which statements are properties of an acid?    1 reacts with ammonium sulfate to form ammonia  2 turns red litmus blue     1 2  a \u0013 \u0013  b \u0013 \u0017  c \u0017 \u0013  d \u0017 \u0017     19 which row describes whether an amphoteric oxide reacts with acids and bases?     reacts with acids reacts with bases  a no no  b no yes  c yes no  d yes yes     ",
+            "9": "9  \u00a9 ucles 2016 0620/21/m/j/16 [turn over  20 which substance reacts with dilute sulfuric acid to form a salt that can be removed from the  resulting mixture by filtration?  a aqueous barium chloride  b aqueous sodium hydroxide  c copper  d copper( ii) carbonate      21 where in the periodic table is the metallic character of the elements greatest?     left or right  side of a period at the top or bottom  of a group  a left bottom  b left top  c right bottom  d right top     22 some properties of four elements, p, q, r and s, are shown in the table.    two of these elements are in group i of the periodic table and two are in group vii.    element reaction with water physical state at  room temperature  p reacts vigorously solid  q does not react with water solid  r reacts explosively solid  s dissolves giving a coloured solution liquid    which statement is correct?  a p is below r in group i.  b q is above r in group i.  c q is below s in group vii.  d r is below s in group vii.     ",
+            "10": "10  \u00a9 ucles 2016 0620/21/m/j/16  23 which of the following could be a transition element?     melting point  in \u00b0c density in  g / cm3 colour electrical  conductor  a 114 4.9 purple no  b 659 2.7 grey yes  c 1677 4.5 grey yes  d 3727 2.3 black yes      24 two statements about argon are given.     1 argon has a full outer shell of electrons.     2 argon is very reactive and is used in lamps.    which is correct?  a both statements are correct and statement 2 explains statement 1.  b both statements are correct but statement 2 does not explain statement 1.  c statement 1 is correct but statement 2 is incorrect.  d statement 2 is correct but statement 1 is incorrect.      25 a student investigated the reactions of four metals, r, s, t and u, with solutions of their salts.    the results are given in the table.    metal metal salt result  r  r  s s nitrate  t nitrate  u nitrate reacts reacts  no reaction  t u nitrate reacts  u r nitrate no reaction    what is the order of reactivity of the metals, most reactive first?  a r \u2192 s \u2192 u \u2192 t  b r \u2192 t \u2192 u \u2192 s  c s \u2192 u \u2192 t\u2192 r  d u \u2192 r \u2192 t \u2192 s     ",
+            "11": "11  \u00a9 ucles 2016 0620/21/m/j/16 [turn over  26 three students, x, y and z, were told that solid p reacts with dilute acids and also conducts  electricity.    the table shows the students\u2019 suggestions about the identity of p.    x y z  copper iron graphite    which of the students are correct?  a x, y and z b x only c y only d z only      27 which statement about the uses of metals is correct?  a aluminium is used in the manufacture of aircraft because of its strength and high density.  b copper is used in electrical wiring because of its strength and high density.  c mild steel is used in the manufacture of car bodies because of its strength and resistance to  corrosion.  d stainless steel is used in the construction of chemical plant because of its strength and  resistance to corrosion.    28 aluminium is manufactured by electrolysis of aluminium oxide.    the diagram shows the electrolysis cell.    molten aluminiumaluminium oxide in molten cryolite cathodeanode ++     which statement about the process is not correct?  a aluminium ions gain electrons during the electrolysis and are reduced.  b cryolite is added to reduce the melting point of the aluminium oxide.  c the anode and cathode are made of graphite.  d the cathode has to be replaced regularly because it is burnt away.     ",
+            "12": "12  \u00a9 ucles 2016 0620/21/m/j/16  29 the diagram shows an experiment to investigate how paint affects the rusting of iron.    airpq wate riron painted iron     what happens to the water level in tubes p and q?     tube p tube q  a falls rises  b no change rises  c rises falls  d rises no change     30 a new planet has been discovered a nd its atmosphere has been analysed.    atmosphere planet     the table shows the composition of its atmosphere.    gas percentage by volume  carbon dioxide 4  nitrogen 72  oxygen 24    which gases are present in the atmosphere of the planet in a higher percentage than they are in  the earth\u2019s atmosphere?  a carbon dioxide and oxygen  b carbon dioxide only  c nitrogen and oxygen  d nitrogen only   ",
+            "13": "13  \u00a9 ucles 2016 0620/21/m/j/16 [turn over  31 many car exhaust systems contain a catalytic converter.    which change does not occur in a catalytic converter?  a carbon dioxide \u2192 carbon  b carbon monoxide \u2192 carbon dioxide  c nitrogen oxides \u2192 nitrogen  d unburnt hydrocarbons \u2192 carbon dioxide and water      32 ammonia is formed by a reversible reaction.    n2(g)  +  3h 2(g)    2nh 3(g)    the forward reaction is exothermic.  which changes in conditions would increase the yield of ammonia?     increase in  pressure increase in  temperature  a \u0013 \u0013  b \u0013 \u0017  c \u0017 \u0013  d \u0017 \u0017      33 the equation for an exothermic reaction in the contact process is shown.    2so 2(g)  +  o 2(g)  \u2192  2so 3(g)    which effects do increasing the temperature and using a catalyst have on the rate of formation of sulfur trioxide, so 3?     increasing the  temperature using a  catalyst  a rate decreases rate decreases  b rate decreases rate increases  c rate increases rate decreases  d rate increases rate increases     ",
+            "14": "14  \u00a9 ucles 2016 0620/21/m/j/16  34 a farmer\u2019s soil is very low in both nitrogen (n) and phosphorus (p).    which fertiliser would improve the quality of this soil most effectively?     percentage  nitrogen (n) phosphorus (p) potassium (k)  a 11 11 27  b 12 37 10  c 28 10 10  d 31 29 9     35 the diagram shows the separation of petroleum into fractions.    gasoline x y z bitumenpetroleum     what could x, y and z represent?     x y z  a diesel oil lubricating fraction paraffin  b lubricating fraction diesel oil paraffin  c paraffin lubricating fraction diesel oil  d paraffin diesel oil lubricating fraction     ",
+            "15": "15  \u00a9 ucles 2016 0620/21/m/j/16 [turn over  36 which of the compounds shown are in the same homologous series?    1 ch 3oh  2 ch 3ch 2oh  3 ch 3cooh  4 ch 3ch 2ch 2oh    a 1, 2 and 3 b 1, 2 and 4 c 1, 3 and 4 d 2, 3 and 4     37 which compounds contain the same number of carbon, hydrogen and oxygen atoms?    w x y z  ethyl methanoate methyl ethanoate methyl methanoate ethyl ethanoate    a w and x b w and y c x and z d y and z     38 what is an advantage of producing ethanol by fermentation of sugar compared to the catalytic  addition of steam to ethene?  a the alcohol produced is purer.  b the process is faster.  c the process uses high temperature.  d the process uses renewable raw materials.     ",
+            "16": "16  \u00a9 ucles 2016 0620/21/m/j/16  39 the structure of a monomer is shown.    ccl hc hf     which polymer can be made from this monomer?    clcl clcl cc clcl c clcl ca hcl hf cc hcl c hf cb clcl ff cc clcl c ff cc clf clf cc clf c clf cd     40 which formula represents a polyester?    c do co c co o n hn hn hn hcon bh nh co co on hc c co co c co o o oo oa o o o o     ",
+            "17": "17  \u00a9 ucles 2016 0620/21/m/j/16  blank page     ",
+            "18": "18  \u00a9 ucles 2016 0620/21/m/j/16  blank page     ",
+            "19": "19    permission to reproduce items where third-par ty owned material protected by copyright is  included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holder s, 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 onl ine in the cambridge  international examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely a vailable to download at  www.cie.org.uk after the live examination series.    cambridge international examinations is part of the cambridge asse ssment group. cambridge assessment is the brand name of unive rsity of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge.    \u00a9 ucles 2016 0620/21/m/j/16  blank page      ",
+            "20": "20  \u00a9 ucles 2016 0620/21/m/j/16   groupthe periodic t able of elements 1 h hydrogen 12 he helium 4ii i iii iv v vi vii viii 3 li lithium 74 be beryllium 9atomic number atomic symbolkey name relative atomic mass 11 na sodium 2312 mg magnesium 24 19 k potassium 3920 ca calcium 40 37 rb rubidium 8538 sr strontium 88 55 cs caesium 13356 ba barium 137 87 fr francium \u201388 ra radium \u20135 b boron 11 13 al aluminium 27 31 ga gallium 70 49 in indium 115 81 tl thallium 2046 c carbon 12 14 si silicon 28 32 ge germanium 73 50 sn tin 119 82 pb lead 20722 ti titanium 48 40 zr zirconium 91 72 hf hafnium 178 104 rf rutherfordium \u201323 v vanadium 51 41 nb niobium 93 73 ta tantalum 181 105 db dubnium \u201324 cr chromium 52 42 mo molybdenum 96 74 w tungsten 184 106 sg seaborgium \u201325 mn manganese 55 43 tc technetium \u2013 75 re rhenium 186 107 bh bohrium \u201326 fe iron 56 44 ru ruthenium 101 76 os osmium 190 108 hs hassium \u201327 co cobalt 59 45 rh rhodium 103 77 ir iridium 192 109 mt meitnerium \u201328 ni nickel 59 46 pd palladium 106 78 pt platinum 195 110 ds darmstadtium \u201329 cu copper 64 47 ag silver 108 79 au gold 197 111 rg roentgenium \u201330 zn zinc 65 48 cd cadmium 112 80 hg mercury 201 112 cn copernicium \u2013114 fl flerovium \u2013116 lv livermorium \u20137 n nitrogen 14 15 p phosphorus 31 33 as arsenic 75 51 sb antimony 122 83 bi bismuth 2098 o oxygen 16 16 s sulfur 32 34 se selenium 79 52 te tellurium 128 84 po polonium \u20139 f fluorine 19 17 cl chlorine 35.5 35 br bromine 80 53 i iodine 127 85 at astatine \u201310 ne neon 20 18 ar argon 40 36 kr krypton 84 54 xe xenon 131 86 rn radon \u201321 sc scandium 45 39 y yttrium 89 57\u201371 lanthanoids 89\u2013103 actinoids 57 la lanthanum 139 89 aclanthanoids actinoids the volume of one mole of any gas is 24  dm3 at room temperature and pressure (r .t.p.)actinium \u201358 ce cerium 140 90 th thorium 23259 pr praseodymium 141 91 pa protactinium 23160 nd neodymium 144 92 u uranium 23861 pm promethium \u2013 93 np neptunium \u201362 sm samarium 150 94 pu plutonium \u201363 eu europium 152 95 am americium \u201364 gd gadolinium 157 96 cm curium \u201365 tb terbium 159 97 bk berkelium \u201366 dy dysprosium 163 98 cf californium \u201367 ho holmium 165 99 es einsteinium \u201368 er erbium 167 100 fm fermium \u201369 tm thulium 169 101 md mendelevium \u201370 yb ytterbium 173 102 no nobelium \u201371 lu lutetium 175 103 lr lawrencium \u2013  "
+        },
+        "0620_s16_qp_22.pdf": {
+            "1": "  the syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificat e.  this document consists of 16 printed pages.  ib16 06_0620_22/4rp  \u00a9 ucles 2016 [turn over       *1301766353* cambridge international examinations  cambridge international general certificate of secondary education       chemistry 0620/22     paper 2 multiple choice (extended)  may/june 2016       45 minutes  additional materials: multiple choice answer sheet   soft clean eraser   soft pencil (type b or hb is recommended)       read these instructions first    write in soft pencil. do not use staples, paper clips, glue or correction fluid. write your name, centre number and candidate number on the answer sheet in the spaces provided unless  this has been done for you.  do not  write in any barcodes.   there are forty  questions on this paper. answer all questions. for each question there are four possible  answers a, b, c and d.   choose the one you consider correct and record your choice in soft pencil  on the separate answer sheet.   read the instructions on the answer sheet very carefully.  each correct answer will score one mark. a mark will not be deducted for a wrong answer. any rough working should be done in this booklet. a copy of the periodic table is printed on page 16. electronic calculators may be used.  ",
+            "2": "2  \u00a9 ucles 2016 0620/22/m/j/16  1 the particles of a substance gain energy and change from a regular ordered structure to a  disordered structure with large distances between the particles.    which change of state is described?  a boiling  b evaporation  c melting  d sublimation     2 in the chromatography experiment shown, which label represents the solvent front?    cdba      3 x is a mixture of colourless compounds. the diagram shows a chromatogram of x and of three  pure compounds, p, q and r.    xpqr    which statement is not correct?  a a locating agent was used to develop the chromatogram of x.  b p and r could be present in x.  c p and r have different solubilities in the solvent.  d q has a greater rf value than r.     ",
+            "3": "3  \u00a9 ucles 2016 0620/22/m/j/16 [turn over  4 which statements about isotopes of the same element are correct?    1 they are atoms which have the same chemical properties because they have the  same number of electrons in their outer shell.  2 they are atoms which have the same number of electrons and neutrons but  different numbers of protons.  3 they are atoms which have the same number of electrons and protons but different  numbers of neutrons.    a 1 and 2 b 1 and 3 c 2 only d 3 only     5 the table shows the electronic structure of four atoms.    atom electronic structure  w 2,8,1  x 2,8,4  y 2,8,7  z 2,8,8    which two atoms combine to form a covalent compound?  a w and x b w and y c x and y d x and z    6 which statement describes the attractive forces between molecules (intermolecular forces)?  a they are strong covalent bonds which hold molecules together.  b they are strong ionic bonds which hold molecules together.  c they are weak forces formed between covalently-bonded molecules.  d they are weak forces which hold ions together in a lattice.     7 metals consist of a lattice of positive ions in a \u2018sea of electrons\u2019.    why is aluminium malleable?  a its ions are attracted to the \u2018sea of electrons\u2019.  b its ions are tightly packed together.  c its ions repel each other.  d its layers of ions can slide over each other.     ",
+            "4": "4  \u00a9 ucles 2016 0620/22/m/j/16  8 a sample of 16.0  g of a metal oxide, mo, is reduced to 12.8  g of the metal, m.    what is the relative atomic mass, ar, of m?  a 32 b 64 c 80 d 128     9 the equation for the reaction between calcium carbonate and hydrochloric acid is shown.    caco 3(s)  +  2hc l (aq)  \u2192  cac l 2(aq)  +  h 2o(l)  +  co 2(g)    how many moles of calcium carbonate will give 24  cm3 of carbon dioxide when reacted with an  excess of the acid?    a 1  mol b 0.1  mol c 0.01  mol d 0.001  mol     10 the diagram shows the electrolysis of molten zinc chloride, znc l  2.    electrode yelectrode x molten zinc chloride+\u2013     which statement is correct?  a oxidation occurs at electrode x and the equation is: 2c l \u2013  \u2192  c l 2  +  2e\u2013.  b oxidation occurs at electrode y and the equation is: zn2+  +  2e\u2013  \u2192  zn.  c reduction occurs at electrode x and the equation is: zn2+  +  2e\u2013  \u2192  zn.  d reduction occurs at electrode y and the equation is: 2c l \u2013  \u2192  c l 2  +  2e\u2013.     ",
+            "5": "5  \u00a9 ucles 2016 0620/22/m/j/16 [turn over  11 the diagram shows some properties that substances may have.    to which labelled part of the diagram does 235u belong?    compoundused as  an energy  source  radioactive a  b d c       12 the diagram shows a simple cell.    dilute sulfuric acidmetal y metal xflow of electrons wire     for which pair of metals would electrons flow from metal x to metal y?     x y  a copper iron  b copper zinc  c iron zinc  d zinc iron     ",
+            "6": "6  \u00a9 ucles 2016 0620/22/m/j/16  13 the energy level diagram for the combustion of methane is shown.    ch4(g)  +  2o2(g) co2(g)  +  2h2o(g)energy energy change     which row gives the equation and energy change for this reaction?   equation energy change in kj  / mol  a ch 4(g)  +  2o 2(g)  \u2192  co 2(g)  +  2h 2o(g) +891  b ch 4(g)  +  2o 2(g)  \u2192  co 2(g)  +  2h 2o(g) \u2013891  c ch 4(g)  +  2o 2(g)  \u2192  co 2(g)  +  2h 2o(i) +891  d ch 4(g)  +  2o 2(g)  \u2192  co 2(g)  +  2h 2o(i) \u2013891     ",
+            "7": "7  \u00a9 ucles 2016 0620/22/m/j/16 [turn over  14 a liquid x reacts with solid y to form a gas.    which two diagrams show suitable methods for investigating the rate (speed) of the reaction?    x yxcotton wool cotton wool12 34y x yx ystopperbalance balancestopper     a 1 and 3 b 1 and 4 c 2 and 3 d 2 and 4     15 which row describes how the energy of collision between particles changes when concentration  and temperature are increased?     concentration temperature  a increases increases  b increases no change  c no change increases  d no change no change     ",
+            "8": "8  \u00a9 ucles 2016 0620/22/m/j/16  16 methanol is made by reacting carbon monoxide with hydrogen.    the reaction is exothermic and is a chemical equilibrium.    the equation for the reaction is shown.    co(g)  +  2h 2(g)    ch 3oh(g)    which changes in temperature and pressure increase the yield of methanol?     temperature pressure  a decrease decrease  b decrease increase  c increase decrease  d increase increase      17 which equation represents a reduction reaction?  a fe2+  +  e\u2013  \u2192  fe3+  b fe2+  \u2192  fe3+  +  e\u2013  c fe3+  +  e\u2013  \u2192  fe2+  d fe3+  \u2192  fe2+  +  e\u2013     18 which statements are properties of an acid?    1 reacts with ammonium sulfate to form ammonia  2 turns red litmus blue     1 2  a \u0013 \u0013  b \u0013 \u0017  c \u0017 \u0013  d \u0017 \u0017     ",
+            "9": "9  \u00a9 ucles 2016 0620/22/m/j/16 [turn over  19 which row describes whether an amphoteric oxide reacts with acids and bases?     reacts with acids reacts with bases  a no no  b no yes  c yes no  d yes yes     20 silver chloride is insoluble in water and is prepared by precipitation.    which two substances can be used to make silver chloride?  a barium chloride and silver nitrate  b hydrochloric acid and silver  c hydrochloric acid and silver bromide  d sodium chloride and silver iodide      21 where in the periodic table is the metallic character of the elements greatest?     left or right  side of a period at the top or bottom  of a group  a left bottom  b left top  c right bottom  d right top     22 rubidium is a group i metal.    which statement about rubidium is not correct?  a it has a higher melting point than lithium.  b it has one electron in its outer shell.  c it reacts vigorously with water.  d it reacts with chlorine to form rubidium chloride, rbc l  .    ",
+            "10": "10  \u00a9 ucles 2016 0620/22/m/j/16  23 the table gives information about four elements, p, q, r and s.     melting point  in \u00b0c electrical conductivity  of element when solid density in g  / cm3 colour of iodide  of element  p 98 good 0.97 white  q \u201339 good 13.53 red  r 1410 poor 2.33 colourless  s 1535 good 7.87 green    which elements could be transition elements?  a p, q and s b q and s only c r and s only d s only      24 part of the periodic table is shown.    which element is a gas that does not form a compound with potassium?    a b cd       25 some magnesium compounds undergo thermal decomposition.    what are the products of thermal decomposition of magnesium nitrate, mg(no 3)2, and  magnesium hydroxide, mg(oh) 2?     mg(no 3)2 mg(oh) 2  a mgo, no 2 and o 2 mgo and h 2o  b mgo, no 2 and o 2 mgo and h 2  c mg(no 2)2 and o 2 mgo and h 2o  d mg(no 2)2 and o 2 mgo and h 2      26 which property is not considered a typical metallic property?  a good conductor of heat  b low melting point  c malleable (can be hammered into shape)  d strong    ",
+            "11": "11  \u00a9 ucles 2016 0620/22/m/j/16 [turn over  27 iron from a blast furnace is treated with oxygen and with calcium oxide to make steel.   which substances in the iron are removed?   oxygen removes calcium oxide  removes  a carbon acidic oxides  b carbon basic oxides  c iron acidic oxides  d iron basic oxides     28 why is cryolite used during the extraction of aluminium by electrolysis?  a it is a catalyst for the reaction.  b it lowers the melting point of the electrolyte.  c it protects the anodes.  d it separates the aluminium from the electrolyte.    29 the diagram shows an experiment to investigate how paint affects the rusting of iron.    airpq wate riron painted iron     what happens to the water level in tubes p and q?     tube p tube q  a falls rises  b no change rises  c rises falls  d rises no change    ",
+            "12": "12  \u00a9 ucles 2016 0620/22/m/j/16  30 a new planet has been discovered a nd its atmosphere has been analysed.    atmosphere planet     the table shows the composition of its atmosphere.    gas percentage by volume  carbon dioxide 4  nitrogen 72  oxygen 24    which gases are present in the atmosphere of the planet in a higher percentage than they are in  the earth\u2019s atmosphere?  a carbon dioxide and oxygen  b carbon dioxide only  c nitrogen and oxygen  d nitrogen only     31 the gases coming from a car\u2019s engine contain oxides of nitrogen.    how are these oxides formed?  a nitrogen reacts with carbon dioxide.  b nitrogen reacts with carbon monoxide.  c nitrogen reacts with oxygen.  d nitrogen reacts with petrol.     ",
+            "13": "13  \u00a9 ucles 2016 0620/22/m/j/16 [turn over  32 ammonia is manufactured by a reversible reaction.    n2(g)  +  3h 2(g)    2nh 3(g)    the forward reaction is exothermic.    what is the effect of increasing the pressure on the percentage yield and rate of formation of  ammonia?     percentage yield rate of  formation  a decreases decreases  b decreases increases  c increases decreases  d increases increases      33 the contact process is used for the manufacture of sulfuric acid.    which statement about this process is not correct?  a a catalyst of iron is used.  b oxygen from the air is used to react with sulfur dioxide.  c sulfur trioxide dissolves in sulfuric acid to form oleum.  d the temperature used is around 450  \u00b0c.     34 lime (calcium oxide) is used to treat waste water from a factory.    which substance is removed by the lime?  a ammonia  b sodium chloride  c sodium hydroxide  d sulfuric acid     ",
+            "14": "14  \u00a9 ucles 2016 0620/22/m/j/16  35 the diagram shows the separation of petroleum into fractions.    gasoline x y z bitumenpetroleum     what could x, y and z represent?     x y z  a diesel oil lubricating fraction paraffin  b lubricating fraction diesel oil paraffin  c paraffin lubricating fraction diesel oil  d paraffin diesel oil lubricating fraction     36 which compound is not an alkane, c nh2n+2?  a ch 3ch 2ch 2ch 3  b (ch 3)2chch 3  c ch 3chchch 3  d (ch 3)3ch    37 an ester is formed when a carboxylic acid reacts with an alcohol.    which ester is formed when propanoic acid and ethanol react?  a ch 3co 2ch 2ch 3  b ch 3co 2ch 2ch 2ch 3  c ch 3ch 2co 2ch 3  d ch 3ch 2co 2ch 2ch 3     ",
+            "15": "15    permission to reproduce items where third-par ty owned material protected by copyright is  included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holder s, 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 onl ine in the cambridge  international examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely a vailable to download at  www.cie.org.uk after the live examination series.    cambridge international examinations is part of the cambridge asse ssment group. cambridge assessment is the brand name of unive rsity of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge.    \u00a9 ucles 2016 0620/22/m/j/16  38 what is an advantage of producing ethanol by fermentation of sugar compared to the catalytic  addition of steam to ethene?  a the alcohol produced is purer.  b the process is faster.  c the process uses high temperature.  d the process uses renewable raw materials.      39 in which row are the monomer and polymer chain correctly matched?     monomer part of the polymer chain  a ch 3ch=chch 3 \u2013ch(ch 3)\u2013ch(ch 3)\u2013ch(ch 3)\u2013ch(ch 3)\u2013  b ch 2=chc l \u2013chc l \u2013chc l \u2013chc l \u2013chc l \u2013  c ch 3ch=ch 2 \u2013ch 3\u2013ch\u2013ch 2\u2013ch 3\u2013ch\u2013ch 2\u2013  d ch 2=chch 2ch 3 \u2013ch 2\u2013ch 2\u2013ch 2\u2013ch(ch 2ch 3)\u2013    40 which two polymers have the same linkages bonding the monomers together?  a nylon and complex carbohydrate  b nylon and protein  c terylene  and complex carbohydrate  d terylene  and protein    ",
+            "16": "16  \u00a9 ucles 2016 0620/22/m/j/16   groupthe periodic t able of elements 1 h hydrogen 12 he helium 4ii i iii iv v vi vii viii 3 li lithium 74 be beryllium 9atomic number atomic symbolkey name relative atomic mass 11 na sodium 2312 mg magnesium 24 19 k potassium 3920 ca calcium 40 37 rb rubidium 8538 sr strontium 88 55 cs caesium 13356 ba barium 137 87 fr francium \u201388 ra radium \u20135 b boron 11 13 al aluminium 27 31 ga gallium 70 49 in indium 115 81 tl thallium 2046 c carbon 12 14 si silicon 28 32 ge germanium 73 50 sn tin 119 82 pb lead 20722 ti titanium 48 40 zr zirconium 91 72 hf hafnium 178 104 rf rutherfordium \u201323 v vanadium 51 41 nb niobium 93 73 ta tantalum 181 105 db dubnium \u201324 cr chromium 52 42 mo molybdenum 96 74 w tungsten 184 106 sg seaborgium \u201325 mn manganese 55 43 tc technetium \u2013 75 re rhenium 186 107 bh bohrium \u201326 fe iron 56 44 ru ruthenium 101 76 os osmium 190 108 hs hassium \u201327 co cobalt 59 45 rh rhodium 103 77 ir iridium 192 109 mt meitnerium \u201328 ni nickel 59 46 pd palladium 106 78 pt platinum 195 110 ds darmstadtium \u201329 cu copper 64 47 ag silver 108 79 au gold 197 111 rg roentgenium \u201330 zn zinc 65 48 cd cadmium 112 80 hg mercury 201 112 cn copernicium \u2013114 fl flerovium \u2013116 lv livermorium \u20137 n nitrogen 14 15 p phosphorus 31 33 as arsenic 75 51 sb antimony 122 83 bi bismuth 2098 o oxygen 16 16 s sulfur 32 34 se selenium 79 52 te tellurium 128 84 po polonium \u20139 f fluorine 19 17 cl chlorine 35.5 35 br bromine 80 53 i iodine 127 85 at astatine \u201310 ne neon 20 18 ar argon 40 36 kr krypton 84 54 xe xenon 131 86 rn radon \u201321 sc scandium 45 39 y yttrium 89 57\u201371 lanthanoids 89\u2013103 actinoids 57 la lanthanum 139 89 aclanthanoids actinoids the volume of one mole of any gas is 24  dm3 at room temperature and pressure (r .t.p.)actinium \u201358 ce cerium 140 90 th thorium 23259 pr praseodymium 141 91 pa protactinium 23160 nd neodymium 144 92 u uranium 23861 pm promethium \u2013 93 np neptunium \u201362 sm samarium 150 94 pu plutonium \u201363 eu europium 152 95 am americium \u201364 gd gadolinium 157 96 cm curium \u201365 tb terbium 159 97 bk berkelium \u201366 dy dysprosium 163 98 cf californium \u201367 ho holmium 165 99 es einsteinium \u201368 er erbium 167 100 fm fermium \u201369 tm thulium 169 101 md mendelevium \u201370 yb ytterbium 173 102 no nobelium \u201371 lu lutetium 175 103 lr lawrencium \u2013  "
+        },
+        "0620_s16_qp_23.pdf": {
+            "1": "  the syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificat e.  this document consists of 17 printed pages and 3 blank pages.  ib16 06_0620_23/3rp  \u00a9 ucles 2016 [turn over       *0872645576* cambridge international examinations  cambridge international general certificate of secondary education       chemistry 0620/23     paper 2 multiple choice (extended)  may/june 2016       45 minutes  additional materials: multiple choice answer sheet   soft clean eraser   soft pencil (type b or hb is recommended)       read these instructions first    write in soft pencil. do not use staples, paper clips, glue or correction fluid. write your name, centre number and candidate number on the answer sheet in the spaces provided unless  this has been done for you.  do not  write in any barcodes.   there are forty  questions on this paper. answer all questions. for each question there are four possible  answers a, b, c and d.   choose the one you consider correct and record your choice in soft pencil  on the separate answer sheet.   read the instructions on the answer sheet very carefully.  each correct answer will score one mark. a mark will not be deducted for a wrong answer. any rough working should be done in this booklet. a copy of the periodic table is printed on page 20. electronic calculators may be used.  ",
+            "2": "2  \u00a9 ucles 2016 0620/23/m/j/16  1 the diagram shows an experiment to demonstrate diffusion.    cotton wool soaked in hydrochloric acidcotton wool soaked in ammonia solutionammonium chloride    which statement explains why the ring of ammonium chloride appears as shown?  a ammonia solution only produces a gas which moves until it meets the hydrochloric acid.  b both solutions produce a gas, but ammonia moves quicker than hydrogen chloride because  it is lighter.  c hydrochloric acid produces hydrogen chloride which stays at one end of the tube until the  ammonia reaches it.  d the two solutions run along the tube until they meet.      2 chromatography experiments are carried out on four substances, p, q, r and s.    the same solvent is used in each experiment.     the resulting chromatograms are shown below.    p q r sbaseline     which statement is not correct?  a p and q are pure substances.  b p and r are different substances.  c r and s are pure substances.  d s is a mixture of substances.    ",
+            "3": "3  \u00a9 ucles 2016 0620/23/m/j/16 [turn over  3 the diagram shows the apparatus used to separate the different components of a mixture by  chromatography.    baseline solventspotsolvent frontchromatography pape r     which statement about this experiment is correct?  a a locating agent is used to find the position of the solvent front.  b the components to be separated must be soluble in the solvent.  c the baseline on which the spot of the mixture is placed is drawn in ink.  d the rf value is calculated by component theby  travelled distance thefront solvent theby  travelled distance the      4 which statements about isotopes of the same element are correct?    1 they are atoms which have the same chemical properties because they have the  same number of electrons in their outer shell.  2 they are atoms which have the same number of electrons and neutrons but  different numbers of protons.  3 they are atoms which have the same number of electrons and protons but different  numbers of neutrons.    a 1 and 2 b 1 and 3 c 2 only d 3 only     ",
+            "4": "4  \u00a9 ucles 2016 0620/23/m/j/16  5 the table shows the electronic structure of four atoms.    atom electronic structure  w 2,8,1  x 2,8,4  y 2,8,7  z 2,8,8    which two atoms combine to form a covalent compound?  a w and x b w and y c x and y d x and z      6 which statement describes the attractive forces between molecules (intermolecular forces)?  a they are strong covalent bonds which hold molecules together.  b they are strong ionic bonds which hold molecules together.  c they are weak forces formed between covalently-bonded molecules.  d they are weak forces which hold ions together in a lattice.      7 which substance exists as a lattice of positive ions in a \u2018sea of electrons\u2019?  a liquid potassium chloride  b solid graphite  c solid magnesium  d solid silicon( iv) oxide    8 analysis of a compound formed between magnesium and nitrogen showed it contained 14.4  g of  magnesium and 5.6  g of nitrogen.    what is the empirical formula of the compound?  a mg 2n3 b mg 3n2 c mg 4n6 d mg 6n4      9 an excess of zinc is added to 100  cm3 of 1.0  mol  / dm3 hydrochloric acid.    the equation for the reaction is:    zn  +  2hc l  \u2192  znc l  2  +  h 2    what is the maximum volume of hydrogen evolved at room temperature and pressure?   a 1.2  dm3 b 2.0  dm3 c 2.4  dm3 d 24  dm3     ",
+            "5": "5  \u00a9 ucles 2016 0620/23/m/j/16 [turn over  10 the diagram shows a method used to copper-plate a pan    pan copper( ii) sulfate solutioncopper+\u2013     which equation represents the reaction at the cathode?  a cu2+  +  2e\u2013  \u2192  cu  b 2h+  +  2e\u2013  \u2192  h2  c 4oh\u2013  \u2192  o 2  +  2h 2o  +  4e\u2013  d 2o2\u2013  \u2192  o 2  +  4e\u2013      11 the diagram shows some properties that substances may have.    to which labelled part of the diagram does 235u belong?    compoundused as  an energy  source  radioactive a  b d c       ",
+            "6": "6  \u00a9 ucles 2016 0620/23/m/j/16  12 the diagram shows a simple cell.    dilute sulfuric acidmetal q metal pwirev     which pair of metals produces the largest voltage?     metal p metal q  a iron copper  b magnesium copper  c magnesium zinc  d zinc copper     13 hydrazine, n 2h4, decomposes as shown.    nh hnn nh 2 + hhh     the energy change for this reaction is \u201395  kj / mol.    the table shows some bond energies involved.    bond bond energy in kj  / mol  nn 945  n\u2013h 391  h\u2013h 436    what is the bond energy of the n \u2013n bond?  a 158  kj / mol b 315  kj / mol c 348  kj / mol d 895  kj / mol     ",
+            "7": "7  \u00a9 ucles 2016 0620/23/m/j/16 [turn over  14 a liquid x reacts with solid y to form a gas.    which two diagrams show suitable methods for investigating the rate (speed) of the reaction?    x yxcotton wool cotton wool12 34y x yx ystopperbalance balancestopper     a 1 and 3 b 1 and 4 c 2 and 3 d 2 and 4     15 which row explains why increasing temperature increases the rate of reaction?     particles collide  more often particles collide  with more energy  a \u0013 \u0013  b \u0013 \u0017  c \u0017 \u0013  d \u0017 \u0017    ",
+            "8": "8  \u00a9 ucles 2016 0620/23/m/j/16  16 methanol is manufactured by reacting carbon monoxide and hydrogen together in the presence  of an aluminium oxide catalyst.    the equation for the reaction is shown.    co(g)  +  2h 2(g)    ch 3oh(g)    the reaction is a reversible reaction.    the forward reaction is exothermic.    which change in conditions increases the yield of methanol?  a decreasing the concentration of the carbon monoxide  b increasing the pressure  c increasing the rate of the reaction  d increasing the temperature     17 which equation represents a reduction reaction?  a fe 2+  +  e\u2013  \u2192  fe3+  b fe2+  \u2192  fe3+  +  e\u2013  c fe3+  +  e\u2013  \u2192  fe2+  d fe3+  \u2192  fe2+  +  e\u2013    18 which statements are properties of an acid?    1 reacts with ammonium sulfate to form ammonia  2 turns red litmus blue     1 2  a \u0013 \u0013  b \u0013 \u0017  c \u0017 \u0013  d \u0017 \u0017     ",
+            "9": "9  \u00a9 ucles 2016 0620/23/m/j/16 [turn over  19 which row describes whether an amphoteric oxide reacts with acids and bases?     reacts with acids reacts with bases  a no no  b no yes  c yes no  d yes yes     20 barium sulfate is an insoluble salt.    it can be made by reacting copper( ii) sulfate solution with barium nitrate solution.    cuso 4(aq)  +  ba(no 3)2(aq)  \u2192  cu(no 3)2(aq)  +  baso 4(s)    what is the correct order of steps to obtain a pure, dry sample of barium sulfate from the reaction mixture?     step 1 step 2 step 3  a   filter   evaporate the filtrate  to dryness leave the solid formed  to cool  b   filter   evaporate the filtrate to the  point of crystallisation leave the filtrate to cool    c   filter   leave the residue in a  warm place to dry wash the residue  with water  d   filter   wash the residue  with water leave the residue in a  warm place to dry    21 where in the periodic table is the metallic character of the elements greatest?     left or right  side of a period at the top or bottom  of a group  a left bottom  b left top  c right bottom  d right top    ",
+            "10": "10  \u00a9 ucles 2016 0620/23/m/j/16  22 which statement about the elements in group i is correct?  a hydrogen is evolved when they react with water.  b ions of group i elements have a \u20131 charge.  c sodium is more reactive than potassium.  d solid sodium is a poor electrical conductor.      23 osmium is a transition element.    which row gives the expected properties of osmium?     melting point density compounds  formed  a high high coloured  b high high white  c high low white  d low high coloured     24 two statements about noble gases are given.     1 noble gases are reactive, monatomic gases.    2 noble gases all have full outer shells of electrons.    which is correct?  a both statements are correct and statement 2 explains statement 1.  b both statements are correct but statement 2 does not explain statement 1.  c statement 1 is correct but statement 2 is incorrect.  d statement 2 is correct but statement 1 is incorrect.     ",
+            "11": "11  \u00a9 ucles 2016 0620/23/m/j/16 [turn over  25 some properties of substance x are listed.    \u25cf it conducts electricity when molten.  \u25cf it has a high melting point. \u25cf it burns in oxygen and the product dissolves in water to give a solution with ph 11.    what is x?  a a covalent compound  b a macromolecule  c a metal  d an ionic compound     26 four metals p, q, r and s are added to separate aqueous solutions of their ions.    the results are shown.    metal p 2+ q2+ r2+ s2+   p \u0017 \u0017 \u0013 \u0013 key  q \u0013 \u0017 \u0013 \u0013 \u0013= reaction occurs  r \u0017 \u0017 \u0017 \u0017 \u0017= reaction does not occur  s \u0017 \u0017 \u0013 \u0017     what is the order of reactivity of the metals, most reactive first?  a q \u2192 p \u2192 s \u2192 r  b q \u2192 s \u2192 p \u2192 r  c r \u2192 p \u2192 s \u2192 q  d r \u2192 s \u2192 p \u2192 q      27 copper is a transition element used to make saucepans.    which property is not correct for copper?  a good conductor of heat  b insoluble in water  c low melting point  d malleable (can be hammered into shape)     ",
+            "12": "12  \u00a9 ucles 2016 0620/23/m/j/16  28 aluminium is extracted by electrolysis of a mixture of aluminium oxide and cryolite.    which statement is not correct?  a the electrodes are made from graphite.  b the formula for aluminium oxide is a l 2o3.  c the purpose of the cryolite is to lower the melting point of the mixture.  d the reaction taking place at the anode is a l 3+  +  3e\u2013  \u2192  a l .     29 the diagram shows an experiment to investigate how paint affects the rusting of iron.    airpq wate riron painted iron     what happens to the water level in tubes p and q?     tube p tube q  a falls rises  b no change rises  c rises falls  d rises no change    ",
+            "13": "13  \u00a9 ucles 2016 0620/23/m/j/16 [turn over  30 a new planet has been discovered a nd its atmosphere has been analysed.    atmosphere planet     the table shows the composition of its atmosphere.    gas percentage by volume  carbon dioxide 4  nitrogen 72  oxygen 24    which gases are present in the atmosphere of the planet in a higher percentage than they are in  the earth\u2019s atmosphere?  a carbon dioxide and oxygen  b carbon dioxide only  c nitrogen and oxygen  d nitrogen only     31 catalytic converters are used to remove some gaseous pollutants from car exhaust fumes.    which gas is removed from the fumes by oxidation?   a carbon dioxide  b carbon monoxide  c nitrogen  d nitrogen oxide     32 ammonia is produced by the haber process.    n 2(g)  +  3h 2(g)  \u2192  2nh 3(g).    which statement about the haber process is not correct?  a an iron catalyst is used to increase the rate of reaction.  b the reaction is carried out at high temperature to increase the rate of reaction.  c the reaction is carried out at low pressure to increase the yield of ammonia.  d the reaction is reversible.   ",
+            "14": "14  \u00a9 ucles 2016 0620/23/m/j/16  33 one step in the manufacture of sulfuric acid is the oxidation of sulfur dioxide to sulfur trioxide.    which conditions are used for this step?     temperature  / \u00b0c pressure  / atmospheres catalyst  a 450 1.5 iron  b 450 1.5 vanadium( v) oxide  c 450 200 iron  d 450 200 vanadium( v) oxide      34 which process is used to make lime (calcium oxide) from limestone (calcium carbonate)?  a chromatography  b electrolysis  c fractional distillation  d thermal decomposition     35 the diagram shows the separation of petroleum into fractions.    gasoline x y z bitumenpetroleum     what could x, y and z represent?     x y z  a diesel oil lubricating fraction paraffin  b lubricating fraction diesel oil paraffin  c paraffin lubricating fraction diesel oil  d paraffin diesel oil lubricating fraction    ",
+            "15": "15  \u00a9 ucles 2016 0620/23/m/j/16 [turn over  36 which compound does not belong to the same homologous series as the other three  compounds?  a ch 3oh b c 2h5cooh c c 2h5oh d c 7h15oh      37 the structure of an alkene and the structure of an ester are shown.    c hh c hhh chh c hhh c ch c hhh cch c hh h oopq     what are the names of p and q?     p q  a but-1-ene ethyl propanoate  b but-1-ene propyl ethanoate  c but-2-ene ethyl propanoate  d but-2-ene propyl ethanoate     38 what is an advantage of producing ethanol by fermentation of sugar compared to the catalytic  addition of steam to ethene?  a the alcohol produced is purer.  b the process is faster.  c the process uses high temperature.  d the process uses renewable raw materials.     ",
+            "16": "16  \u00a9 ucles 2016 0620/23/m/j/16  39 a polymer has the formula shown.    ncch3 coohc hh     from which monomers can it be formed?    ch hc coohch3r ch hc coohch3s c hh ccooh ch3t ch hccooh ch3u     a r and s b r and t c s and u d t and u     40 which row shows a natural polymer with the same linkages as a synthetic polymer?     natural polymer synthetic polymer  a complex carbohydrate nylon  b complex carbohydrate terylene  c protein nylon  d protein terylene     ",
+            "17": "17  \u00a9 ucles 2016 0620/23/m/j/16  blank page      ",
+            "18": "18  \u00a9 ucles 2016 0620/23/m/j/16  blank page     ",
+            "19": "19    permission to reproduce items where third-par ty owned material protected by copyright is  included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holder s, 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 onl ine in the cambridge  international examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely a vailable to download at  www.cie.org.uk after the live examination series.    cambridge international examinations is part of the cambridge asse ssment group. cambridge assessment is the brand name of unive rsity of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge.    \u00a9 ucles 2016 0620/23/m/j/16  blank page     ",
+            "20": "20  \u00a9 ucles 2016 0620/23/m/j/16   groupthe periodic t able of elements 1 h hydrogen 12 he helium 4ii i iii iv v vi vii viii 3 li lithium 74 be beryllium 9atomic number atomic symbolkey name relative atomic mass 11 na sodium 2312 mg magnesium 24 19 k potassium 3920 ca calcium 40 37 rb rubidium 8538 sr strontium 88 55 cs caesium 13356 ba barium 137 87 fr francium \u201388 ra radium \u20135 b boron 11 13 al aluminium 27 31 ga gallium 70 49 in indium 115 81 tl thallium 2046 c carbon 12 14 si silicon 28 32 ge germanium 73 50 sn tin 119 82 pb lead 20722 ti titanium 48 40 zr zirconium 91 72 hf hafnium 178 104 rf rutherfordium \u201323 v vanadium 51 41 nb niobium 93 73 ta tantalum 181 105 db dubnium \u201324 cr chromium 52 42 mo molybdenum 96 74 w tungsten 184 106 sg seaborgium \u201325 mn manganese 55 43 tc technetium \u2013 75 re rhenium 186 107 bh bohrium \u201326 fe iron 56 44 ru ruthenium 101 76 os osmium 190 108 hs hassium \u201327 co cobalt 59 45 rh rhodium 103 77 ir iridium 192 109 mt meitnerium \u201328 ni nickel 59 46 pd palladium 106 78 pt platinum 195 110 ds darmstadtium \u201329 cu copper 64 47 ag silver 108 79 au gold 197 111 rg roentgenium \u201330 zn zinc 65 48 cd cadmium 112 80 hg mercury 201 112 cn copernicium \u2013114 fl flerovium \u2013116 lv livermorium \u20137 n nitrogen 14 15 p phosphorus 31 33 as arsenic 75 51 sb antimony 122 83 bi bismuth 2098 o oxygen 16 16 s sulfur 32 34 se selenium 79 52 te tellurium 128 84 po polonium \u20139 f fluorine 19 17 cl chlorine 35.5 35 br bromine 80 53 i iodine 127 85 at astatine \u201310 ne neon 20 18 ar argon 40 36 kr krypton 84 54 xe xenon 131 86 rn radon \u201321 sc scandium 45 39 y yttrium 89 57\u201371 lanthanoids 89\u2013103 actinoids 57 la lanthanum 139 89 aclanthanoids actinoids the volume of one mole of any gas is 24  dm3 at room temperature and pressure (r .t.p.)actinium \u201358 ce cerium 140 90 th thorium 23259 pr praseodymium 141 91 pa protactinium 23160 nd neodymium 144 92 u uranium 23861 pm promethium \u2013 93 np neptunium \u201362 sm samarium 150 94 pu plutonium \u201363 eu europium 152 95 am americium \u201364 gd gadolinium 157 96 cm curium \u201365 tb terbium 159 97 bk berkelium \u201366 dy dysprosium 163 98 cf californium \u201367 ho holmium 165 99 es einsteinium \u201368 er erbium 167 100 fm fermium \u201369 tm thulium 169 101 md mendelevium \u201370 yb ytterbium 173 102 no nobelium \u201371 lu lutetium 175 103 lr lawrencium \u2013  "
+        },
+        "0620_s16_qp_31.pdf": {
+            "1": "cambridge international examinations cambridge international general certificate of secondary education 0620/31 may/june 2016 1 hour 15 minuteschemistry paper 3 theory (core) candidates answer on the question paper. additional materials: no additional materials are required. read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen.you may use an hb pencil for any diagrams or graphs.do not use staples, paper clips, glue or correction fluid.donot write in any barcodes. answer allquestions. electronic calculators may be used.a copy of the periodic table is printed on page 20.you may lose marks if you do not show your working or if you do not use appropriate units. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [ ] at the end of each question or part question. the syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificate. this document consists of 18printed pages and 2blank pages. [turn over 06_0620_31_2016_1.11 \u00a9 ucles 2016 *3293960889*",
+            "2": "the structures of some substances containing chlorine are shown.1 cl \u2212k+cl \u2212k+ k+cl \u2212k+cl \u2212 cl \u2212k+cl \u2212k+clcl cab dec cl clclcl clclclcl clalcl clalcl c h h fhf c cf answer the following questions about these substances.(a) which substance is a diatomic molecule?(i) ... . [1] which substance represents part of an ionic structure?(ii) ... . [1] which substance is an element? explain your answer.(iii) ... . ... . [2] determine the simplest formula for substance d. (iv) ... . [1] 06_0620_31_2016_1.11 \u00a9 ucles 20162",
+            "3": "the symbols for two isotopes of chlorine are shown.(b) cl  cl how do these two isotopes differ in their atomic structure?(i) ... . [1] determine the number of neutrons present in one atom of the isotope  cl. (ii) ... . [1] draw the electronic structure of a chlorine atom. show all shells and all electrons.(iii) [2] [total: 9] [turn over06_0620_31_2016_1.11 \u00a9 ucles 20163",
+            "4": "a bicycle maker wants to choose a suitable material to make bicycle frames. the table shows the properties of some materials that could be used.2 cost per tonne in $ / tonneresistance to corrosiondensity in g / cm3relative strengthmaterial 1500 very good 2.7 8 aluminium 450 poor 7.9 21 iron 600 very good 7.9 24 stainless steel 15000 very good 4.5 27 titanium 1300 good 7.1 14 zinc which material is the most suitable for making the bicycle frame? explain your answer using information from the table.(a) ...  ...  ...  ...  [3] aluminium is extracted from aluminium oxide by electrolysis.(b) state the name of the main ore of aluminium.(i) ... . [1] suggest why aluminium is extracted by electrolysis and notby reduction with carbon. (ii) ... . [1] molten aluminium oxide is electrolysed using graphite electrodes. predict the products of this electrolysis at(iii) the positive electrode (anode), .. the negative electrode (cathode).  [2] 06_0620_31_2016_1.11 \u00a9 ucles 20164",
+            "5": "the diagram shows the changes of state when zinc vapour is cooled slowly to room temperature.(c) zinc vapourmolten zincsolid zinccondensation freezing (solidification) explain what happens during these changes in terms of \u2022the distance between the particles, \u2022the type of motion shown by the particles. ...  ...  ...  ...  ...  [4] [total: 11] [turn over06_0620_31_2016_1.11 \u00a9 ucles 20165",
+            "6": "the table shows some properties of the group i metals.3 boiling point /\u00ba cmelting point /\u00ba cdensity in g / cm3metal 1342 181 0.53 lithium 883 98 sodium 760 63 0.86 potassium 686 39 1.53 rubidium 669 29 caesium describe the trend in boiling points of the group i metals.(i) (a) ... . [1] predict the density of caesium.(ii) ... . [1] deduce the state of caesium at 20 \u00bac. explain your answer.(iii) ... . ... . [2] complete the word equation for the reaction of rubidium with water.(b) [2]rubidium + water \u2192. + . 06_0620_31_2016_1.11 \u00a9 ucles 20166",
+            "7": "the dye, indigotin, is formed when compound fis exposed to air. the structure of compound fis shown below.(c) cnc ccc cc c ho\u2013 na+ hhh h h complete the table and calculate the relative molecular mass of compound f. atomic mass number of atoms type of atom 8 12 96 12 8 carbon hydrogen 1 14 14 14 1 nitrogen 1 16 16 16 1 oxygen sodium relative molecular mass =.. [2] [turn over06_0620_31_2016_1.11 \u00a9 ucles 20167",
+            "8": "three dye mixtures, j,kandl, were spotted onto a piece of chromatography paper. three pure dyes, x,yandz, were also spotted onto the same piece of paper.(d) the diagram shows the results of this chromatography. jklxyz suggest why the base line was drawn in pencil and notin ink. (i) ... . [1] which dye mixture, j,korl, contains a dye which did notmove during this chromatography?(ii) ... . [1] which dye mixture, j,korl, contains both dye xand dye y? (iii) ... . [1] which dye mixture, j,korl, does notcontain dye z? (iv) ... . [1] [total: 12] 06_0620_31_2016_1.11 \u00a9 ucles 20168",
+            "9": "the structures of some organic compounds are shown.4 ccp hh hhhhhh hh cc ccc hh hcq h h hch c hh hcr h h hc h s c hh hct h h hc hh hch h hch o hc hh hch h hch o hch hu which twoof these compounds are alcohols? explain your answer.(i) (a) ... . ... . [2] which twoof these compounds are saturated hydrocarbons? (ii) ... . [1] methanol and ethanol are alcohols in the same homologous series. complete the following sentence about a homologous series using words from the list.(b) elements compounds chemical alcohols physical mixtures functional [3]a homologous series is a family of similar .. with similar .. properties due to the same .. group. [turn over06_0620_31_2016_1.11 \u00a9 ucles 20169",
+            "10": "ethene is an alkene.(c) draw the structure of ethene showing all atoms and all bonds.(i) [1] describe how aqueous bromine is used to show that ethene is an unsaturated compound.(ii) ... . ... . [2] ethene is manufactured by cracking. state the conditions needed for cracking.(iii) ... . [1] complete the chemical equation for the cracking of hexadecane, c16h34, to form propene and one other hydrocarbon.(iv) [1]c16h34\u2192c3h6+ . [total: 11] 06_0620_31_2016_1.11 \u00a9 ucles 201610",
+            "11": "the group vii elements are called the halogens.5 describe the trends in\u2022 the physical properties of the halogens,\u2022 the reactivity of halogens with other halide ions.include a relevant word equation in your answer.(a) ...  ...  ...  ...  ...  ...  ...  [5] iodine reacts with hot concentrated nitric acid.(b) i 2  10hno3  2hio3  4h2o  10no2 explain why this reaction could have an adverse effect on health if not carried out in a fume cupboard.(i) ... . ... . [2] nitric acid is strongly acidic. which one of the following ph values represents a strongly acidic solution?put a ring around the correct answer.(ii) ph 13d ph 9c ph 7b ph 1a [1] [turn over 06_0620_31_2016_1.11 \u00a9 ucles 201611",
+            "12": "nitric acid reacts with zinc oxide. state the names of the products of this reaction.(iii) [2] and  [total: 10] ammonia is manufactured by the reaction of nitrogen with hydrogen in the presence of a catalyst.6 what is the purpose of a catalyst?(a) ...  [1] the reaction is reversible. complete the equation below by adding the sign for a reversible reaction.(b) 2nh3 n2+3 h2 [1] the energy level diagram for this reaction is shown. is this reaction exothermic or endothermic?give a reason for your answer.(c) energyn2 + 3h2 2nh3 ...  ...  [1] 06_0620_31_2016_1.11 \u00a9 ucles 201612",
+            "13": "the graph shows how the percentage yield of ammonia changes with temperature when the pressure is kept constant.(d) 100 80604020 0 0 100 200 300 400 temperature  / \u00b0c500 600 700% yield of ammonia describe how the percentage yield of ammonia changes with temperature.(i) ... . [1] determine the percentage yield of ammonia at 350 \u00bac.(ii) ... . [1] describe a test for ammonia.(e) test... .. result ... ... [2] [turn over06_0620_31_2016_1.11 \u00a9 ucles 201613",
+            "14": "ammonia is a weak base. describe how you would measure the ph of an aqueous solution of a weak base using universal indicator.(f) ...  ...  [2] complete the chemical equation for the reaction of ammonia with chlorine.(g) [2]nh3+3 c l2\u2192n2+ ..hc l [total: 11] calcium carbonate reacts with dilute hydrochloric acid.7 caco3(s) + 2hc l(aq)\u2192cac l2(aq) + co2(g) + h2o(i) a student investigated this reaction by measuring the volume of carbon dioxide released every minute at constant temperature. draw a diagram of the apparatus that the student could use to investigate this reaction.(a) [2] 06_0620_31_2016_1.11 \u00a9 ucles 201614",
+            "15": "the graph shows the results of this reaction using three samples of calcium carbonate of the same mass: large pieces, medium-sized pieces and small pieces.(b) 50 40302010 0 0 50 100 150 200 time  / s250 300 350volume of carbon dioxide/  cm3small medium large which sample, large, medium or small pieces, gave the fastest initial rate of reaction? use the graph to explain your answer.(i) ... . ... . [2] the experiment was repeated using powdered calcium carbonate of the same mass. draw a line on the grid above to show how the volume of carbon dioxide changes with time for this experiment. [2](ii) at what time was the reaction just complete when small pieces of calcium carbonate were used?(iii) ... . [1] [turn over06_0620_31_2016_1.11 \u00a9 ucles 201615",
+            "16": "when calcium carbonate is heated strongly, calcium oxide is formed.(c) give one use of calcium oxide. (i) ... . [1] what type of oxide is calcium oxide? explain your answer.(ii) ... . ... . [2] [total: 10] a teacher passed hydrogen gas over hot copper (ii)oxide. 8 cuo(s) + h2(g)\u2192cu(s) + h2o(g) which substance is reduced in this reaction?explain your answer.(a) ...  ...  [2] 06_0620_31_2016_1.11 \u00a9 ucles 201616",
+            "17": "the diagram shows the apparatus used.(b) dry hydrogen gas copper( ii) oxide wate rice bath the hydrogen was passed over the hot copper (ii)oxide until the reaction was complete. as the experiment proceeds, suggest what happens to the mass of copper (ii)oxide. (i) ... . [1] suggest why electrical heating is used in this experiment and nota bunsen burner. (ii) ... . [1] describe the chemical test for the presence of water.(iii) test.. result ... [2] [total: 6] [turn over06_0620_31_2016_1.11 \u00a9 ucles 201617",
+            "18": "blank page 06_0620_31_2016_1.11 \u00a9 ucles 201618",
+            "19": "blank page 06_0620_31_2016_1.11 \u00a9 ucles 201619",
+            "20": "groupthe periodic table of elements 1 h hydrogen 12 he helium 4ii i iii iv v vi vii viii 3 li lithium 74 be beryllium 9atomic number atomic symbolkey name relative atomic mass 11 na sodium 2312 mg magnesium 24 19 k potassium 3920 ca calcium 40 37 rb rubidium 8538 sr strontium 88 55 cs caesium 13356 ba barium 137 87 fr francium \u201388 ra radium \u20135 b boron 11 13 al aluminium 27 31 ga gallium 70 49 in indium 115 81 tl thallium 2046 c carbon 12 14 si silicon 28 32 ge germanium 73 50 sn tin 119 82 pb lead 20722 ti titanium 48 40 zr zirconium 91 72 hf hafnium 178 104 rf rutherfordium \u201323 v vanadium 51 41 nb niobium 93 73 ta tantalum 181 105 db dubnium \u201324 cr chromium 52 42 mo molybdenum 96 74 w tungsten 184 106 sg seaborgium \u201325 mn manganese 55 43 tc technetium \u2013 75 re rhenium 186 107 bh bohrium \u201326 fe iron 56 44 ru ruthenium 101 76 os osmium 190 108 hs hassium \u201327 co cobalt 59 45 rh rhodium 103 77 ir iridium 192 109 mt meitnerium \u201328 ni nickel 59 46 pd palladium 106 78 pt platinum 195 110 ds darmstadtium \u201329 cu copper 64 47 ag silver 108 79 au gold 197 111 rg roentgenium \u201330 zn zinc 65 48 cd cadmium 112 80 hg mercury 201 112 cn copernicium \u2013114 fl flerovium \u2013116 lv livermorium \u20137 n nitrogen 14 15 p phosphorus 31 33 as arsenic 75 51 sb antimony 122 83 bi bismuth 2098 o oxygen 16 16 s sulfur 32 34 se selenium 79 52 te tellurium 128 84 po polonium \u20139 f fluorine 19 17 cl chlorine 35.5 35 br bromine 80 53 i iodine 127 85 at astatine \u201310 ne neon 20 18 ar argon 40 36 kr krypton 84 54 xe xenon 131 86 rn radon \u201321 sc scandium 45 39 y yttrium 89 57\u201371 lanthanoids 89\u2013103 actinoids 57 la lanthanum 139 89 aclanthanoids actinoids the volume of one mole of any gas is 24  dm3 at room temperature and pressure (r.t.p.)actinium \u201358 ce cerium 140 90 th thorium 23259 pr praseodymium 141 91 pa protactinium 23160 nd neodymium 144 92 u uranium 23861 pm promethium \u2013 93 np neptunium \u201362 sm samarium 150 94 pu plutonium \u201363 eu europium 152 95 am americium \u201364 gd gadolinium 157 96 cm curium \u201365 tb terbium 159 97 bk berkelium \u201366 dy dysprosium 163 98 cf californium \u201367 ho holmium 165 99 es einsteinium \u201368 er erbium 167 100 fm fermium \u201369 tm thulium 169 101 md mendelevium \u201370 yb ytterbium 173 102 no nobelium \u201371 lu lutetium 175 103 lr lawrencium \u2013 to avoid the issue of disclosure of answer-related information to candidates, all copyright acknowledgements are reproduced online in the cambridg e international examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download at www .cie.org.uk after the live examination series. 06_0620_31_2016_1.11 \u00a9 ucles 201620"
+        },
+        "0620_s16_qp_32.pdf": {
+            "1": "cambridge international examinations cambridge international general certificate of secondary education 0620/32 may/june 2016 1 hour 15 minuteschemistry paper 3 theory (core) candidates answer on the question paper. additional materials: no additional materials are required. read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen.you may use an hb pencil for any diagrams or graphs.do not use staples, paper clips, glue or correction fluid.donot write in any barcodes. answer allquestions. electronic calculators may be used.a copy of the periodic table is printed on page 20.you may lose marks if you do not show your working or if you do not use appropriate units. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [ ] at the end of each question or part question. the syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificate. this document consists of 19printed pages and 1blank page. [turn over 06_0620_32_2016_1.12 \u00a9 ucles 2016 *0963380272*",
+            "2": "the structures of some substances containing phosphorus are shown.1 p h hhac b deph4+i\u2013ph4+i\u2013 ph4+i\u2013 na+na+ na+p3\u2013na+na+ na+p3\u2013 na+na+na+ p3\u2013ph4+i\u2013i\u2013ph4+i\u2013ph4+p pp p o oo o oop ppp answer the following questions about these substances.(a) which twoof these substances are ionic? (i) [1] ... and ... which one of these substances is an element? explain your answer.(ii) ... . ... . [2] determine the simplest formula for substance d. (iii) ... . [1] 06_0620_32_2016_1.12 \u00a9 ucles 20162",
+            "3": "phosphorus has one naturally occurring isotope.(b) determine the number of neutrons present in one atom of the isotope  p. (i) ... . [1] how many electrons are there in the outer shell of one phosphorus atom?(ii) ... . [1] determine the total number of electrons present in a phosphorus molecule, p4. (iii) ... . [1] what type of oxide is phosphorus (v)oxide? explain your answer.(c) ...  ...  [2] [total: 9] [turn over06_0620_32_2016_1.12 \u00a9 ucles 20163",
+            "4": "the table describes the ease of reduction of some metal oxides with carbon.(a)2 ease of reduction on heating metal oxide moderate heating at 200 \u00b0c needed lead oxide high temperature at 750 \u00b0c needed nickel oxide very high temperatures above 1700 \u00b0c needed titanium oxide very high temperature at 900 \u00b0c needed zinc oxide put the metals in order of their reactivity. put the least reactive metal first. least reactive most reactive [2] aluminium is extracted by the electrolysis of molten aluminium oxide. predict the products of this electrolysis at the(b) positive electrode (anode), negative electrode (cathode). [2] when iron reacts with dilute hydrochloric acid, an aqueous solution containing iron (ii)ions is formed. describe a test for iron (ii)ions.(c) test... .. result ... ... [2] iron rusts very easily.(d) complete the following sentence.(i) iron rusts in the presence of . and . . [2] 06_0620_32_2016_1.12 \u00a9 ucles 20164",
+            "5": "describe one method of rust prevention and explain how it works. (ii) ... . ... . ... . [2] [total: 10] [turn over06_0620_32_2016_1.12 \u00a9 ucles 20165",
+            "6": "sulfur dioxide reacts with excess oxygen to form sulfur trioxide.3 2so3(g) \u21cc o2(g) + 2so2(g) what is the meaning of the symbol \u21cc? (a) ...  [1] the energy level diagram for the reaction is shown.(b) energy2so2(g) + o2(g) 2so3(g) is this reaction exothermic or endothermic? give a reason for your answer  ...  [1] 06_0620_32_2016_1.12 \u00a9 ucles 20166",
+            "7": "the graph shows how the percentage yield of sulfur trioxide changes with temperature when the pressure is kept constant.(c) 100 9590858075 100 200 300 400 temperature  / \u00b0c% yield of sulfur trioxide 500 600 describe how the percentage yield of sulfur trioxide changes with temperature.(i) ... . [1] determine the percentage yield of sulfur trioxide when the temperature is 500 \u00bac.(ii) ... . [1] describe a test for sulfur dioxide.(d) test... . result ... .. [2] give one useof sulfur dioxide. (e) ...  [1] [turn over06_0620_32_2016_1.12 \u00a9 ucles 20167",
+            "8": "sulfur dioxide reacts with magnesium. 2mg + so2\u21922mgo + s which substance is reduced in this reaction?explain your answer.(f) ...  ...  [2] sulfur dioxide reacts with water to form sulfurous acid, h 2so3. sulfurous acid reacts with hydrogen sulfide to form water and sulfur. complete the chemical equation for this reaction.(g) h2so3+2 h2s\u2192.h2o+3 s [1] [total: 10] 06_0620_32_2016_1.12 \u00a9 ucles 20168",
+            "9": "alkanes, alkenes and alcohols are three different homologous series of organic compounds.4 what is meant by the term homologous series ? (a) ...  ...  [2] the structures of some alkanes, alkenes and alcohols are shown below.(b) chf h h h ch o h h hchg h h hch h ch o hh hch hch hch h hh cch hh ij k cch c ch hhh h hh which twoof these compounds, f,g,h,i,jandk, are saturated hydrocarbons? explain your answer.(i) ... . ... . [3] which one of these compounds is the main constituent of natural gas? (ii) ... . [1] which twoof these compounds are alkenes? (iii) [2] .and ... why are two compounds, iandk, not hydrocarbons? (iv) ... . [1] [turn over06_0620_32_2016_1.12 \u00a9 ucles 20169",
+            "10": "the table gives some information about four alcohols.(c) boiling point /\u00ba cdensity in g / cm3molecular formulaalcohol 0.793 ch4o methanol 79 0.789 c2h6o 98 0.804 c3h8o propanol 117 0.810 c4h10o butanol give the name of the alcohol with the formula c2h6o. (i) ... . [1] a student predicts that the density of the alcohols increases as the number of carbon atoms increases.does the data in the table support this prediction? explain your answer.(ii) ... . ... . ... . [1] suggest a value for the boiling point of methanol.(iii) ... . [1] 06_0620_32_2016_1.12 \u00a9 ucles 201610",
+            "11": "the alcohol with the formula c2h6o burns in a limited supply of air to form carbon monoxide and water.(d) complete the chemical equation for this reaction.(i) c2h6o+2 o2\u2192.co + .h2o [2] state an adverse effect of carbon monoxide on health.(ii) ... . [1] [total: 15] [turn over06_0620_32_2016_1.12 \u00a9 ucles 201611",
+            "12": "chlorine, bromine and iodine are halogens.5 the melting point of bromine is \u20137 \u00bac. the boiling point of bromine is +59 \u00bac.deduce the state of bromine at +6 \u00bac. explain your answer.(a) ...  ...  [2] complete the word equation for the reaction of chlorine with potassium iodide. chlorine + potassium iodide \u2192... + .. [2](i) (b) suggest why iodine does notreact with aqueous potassium bromide. (ii) ... . ... . [1] the structure of the dye lithol fast yellow is shown.(c) cc ccoo cc cl clh h n h hhc hh nhn hoo n cc cc cc h complete the table and calculate the relative molecular mass of lithol fast yellow. atomic mass number of atoms type of atom 13 \u00d7 12 = 156 12 13 carbon 1 0\u00d71=1 0 1 10 hydrogen 4 \u00d7 14 = 56 14 4 nitrogen oxygen chlorine relative molecular mass = ... [2] 06_0620_32_2016_1.12 \u00a9 ucles 201612",
+            "13": "chromatography is used to separate a mixture of dyes.(d) draw a cross on the diagram to show where the mixture of dyes is placed at the start of the chromatography.(i) solvent [1] suggest a suitable solvent that could be used.(ii) ... . [1] describe what you would observe as the experiment proceeds.(iii) ... . ... . [1] [total: 10] [turn over06_0620_32_2016_1.12 \u00a9 ucles 201613",
+            "14": "sodium is a metal in group i of the periodic table.6 describe some physical and chemical properties of sodium. in your answer include(a) \u2022any observations about the reactions of sodium, \u2022at least one word equation. ...  ...  ...  ...  ...  ...  ...  [5] the presence of sodium in compounds can be confirmed using a flame test. describe how a flame test is carried out and give the result of the test for sodium.(b) test... . ...  result ... .. [2] aqueous sodium hydroxide is strongly alkaline.(c) which one of the following values is the ph of a strongly alkaline solution?put a ring around the correct answer.(i) ph 13d ph 7c ph 2b ph 1a [1] describe how you could use litmus to show that aqueous sodium hydroxide is alkaline.(ii) ... . ... . [2] 06_0620_32_2016_1.12 \u00a9 ucles 201614",
+            "15": "sodium sulfite, na2so3, reacts with hydrochloric acid. na2so3(s) + 2hc l(aq)\u21922nac l(aq) + so2(g) + h2o(l) explain why this reaction could have an adverse effect on health if not carried out in a fume cupboard.(d) ...  ...  [2] [total: 12] [turn over06_0620_32_2016_1.12 \u00a9 ucles 201615",
+            "16": "when magnesium reacts with hydrochloric acid, the products are aqueous magnesium chloride and hydrogen.7 mg(s) + 2hc l(aq)\u2192mgc l2(aq) + h2(g) a student used the apparatus shown to follow the progress of this reaction. dilute hydrochloric acid magnesium complete the diagram by putting the correct labels in the boxes. [2](a) the student conducted two experiments using the same mass of magnesium in each experiment and two different concentrations of hydrochloric acid. the hydrochloric acid was in excess. allother conditions were kept constant.the student measured the volume of hydrogen produced over a period of time. the graphshows the results.(b) 50 4540353025201510 50 0 60 120 180 240 time  / s300 360 420 480volume of hydrogen/  cm3 0.5 mol  / dm3 hc l1.0 mol  / dm3 hc l 06_0620_32_2016_1.12 \u00a9 ucles 201616",
+            "17": "which concentration of hydrochloric acid gave the faster initial rate of reaction? use the graph to explain your answer.(i) ... . ... . [1] draw a curve on the graph on page 16 to show how the volume of hydrogen would change if a third experiment was carried out using 1.5 mol / dm3hydrochloric acid and the same mass of magnesium. [2](ii) give one use of hydrogen. (c) ...  [1] explosions have occasionally been reported where tiny particles of metal dust escape into the air. explain why metal dust can form an explosive mixture with air.(d) ...  ...  [1] [total: 7] [turn over06_0620_32_2016_1.12 \u00a9 ucles 201617",
+            "18": "solder is an alloy of lead and tin.8 what is the meaning of the term alloy ? (a) ...  [1] state the name of another alloy.(b) ...  [1] a student heated a piece of solder carefully. the diagram shows what happens to the solder.(c) at the start after 2 minutessolder solder iron plate use the kinetic particle theory to describe and explain what happens to the solder as it changes state. ...  ...  ...  ...  ...  [4] when heated above 1744 \u00b0c, lead forms a vapour. describe a general property of a vapour (gas) which is not shown by a solid.(d) ...  [1] [total: 7] 06_0620_32_2016_1.12 \u00a9 ucles 201618",
+            "19": "blank page [turn over06_0620_32_2016_1.12 \u00a9 ucles 201619",
+            "20": "groupthe periodic table of elements 1 h hydrogen 12 he helium 4ii i iii iv v vi vii viii 3 li lithium 74 be beryllium 9atomic number atomic symbolkey name relative atomic mass 11 na sodium 2312 mg magnesium 24 19 k potassium 3920 ca calcium 40 37 rb rubidium 8538 sr strontium 88 55 cs caesium 13356 ba barium 137 87 fr francium \u201388 ra radium \u20135 b boron 11 13 al aluminium 27 31 ga gallium 70 49 in indium 115 81 tl thallium 2046 c carbon 12 14 si silicon 28 32 ge germanium 73 50 sn tin 119 82 pb lead 20722 ti titanium 48 40 zr zirconium 91 72 hf hafnium 178 104 rf rutherfordium \u201323 v vanadium 51 41 nb niobium 93 73 ta tantalum 181 105 db dubnium \u201324 cr chromium 52 42 mo molybdenum 96 74 w tungsten 184 106 sg seaborgium \u201325 mn manganese 55 43 tc technetium \u2013 75 re rhenium 186 107 bh bohrium \u201326 fe iron 56 44 ru ruthenium 101 76 os osmium 190 108 hs hassium \u201327 co cobalt 59 45 rh rhodium 103 77 ir iridium 192 109 mt meitnerium \u201328 ni nickel 59 46 pd palladium 106 78 pt platinum 195 110 ds darmstadtium \u201329 cu copper 64 47 ag silver 108 79 au gold 197 111 rg roentgenium \u201330 zn zinc 65 48 cd cadmium 112 80 hg mercury 201 112 cn copernicium \u2013114 fl flerovium \u2013116 lv livermorium \u20137 n nitrogen 14 15 p phosphorus 31 33 as arsenic 75 51 sb antimony 122 83 bi bismuth 2098 o oxygen 16 16 s sulfur 32 34 se selenium 79 52 te tellurium 128 84 po polonium \u20139 f fluorine 19 17 cl chlorine 35.5 35 br bromine 80 53 i iodine 127 85 at astatine \u201310 ne neon 20 18 ar argon 40 36 kr krypton 84 54 xe xenon 131 86 rn radon \u201321 sc scandium 45 39 y yttrium 89 57\u201371 lanthanoids 89\u2013103 actinoids 57 la lanthanum 139 89 aclanthanoids actinoids the volume of one mole of any gas is 24  dm3 at room temperature and pressure (r.t.p.)actinium \u201358 ce cerium 140 90 th thorium 23259 pr praseodymium 141 91 pa protactinium 23160 nd neodymium 144 92 u uranium 23861 pm promethium \u2013 93 np neptunium \u201362 sm samarium 150 94 pu plutonium \u201363 eu europium 152 95 am americium \u201364 gd gadolinium 157 96 cm curium \u201365 tb terbium 159 97 bk berkelium \u201366 dy dysprosium 163 98 cf californium \u201367 ho holmium 165 99 es einsteinium \u201368 er erbium 167 100 fm fermium \u201369 tm thulium 169 101 md mendelevium \u201370 yb ytterbium 173 102 no nobelium \u201371 lu lutetium 175 103 lr lawrencium \u2013 to avoid the issue of disclosure of answer-related information to candidates, all copyright acknowledgements are reproduced online in the cambridg e international examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download at www .cie.org.uk after the live examination series. 06_0620_32_2016_1.12 \u00a9 ucles 201620"
+        },
+        "0620_s16_qp_33.pdf": {
+            "1": "cambridge international examinations cambridge international general certificate of secondary education 0620/33 may/june 2016 1 hour 15 minuteschemistry paper 3 theory (core) candidates answer on the question paper. additional materials: no additional materials are required. read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen.you may use an hb pencil for any diagrams or graphs.do not use staples, paper clips, glue or correction fluid.donot write in any barcodes. answer allquestions. electronic calculators may be used.a copy of the periodic table is printed on page 20.you may lose marks if you do not show your working or if you do not use appropriate units. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [ ] at the end of each question or part question. the syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificate. this document consists of 19printed pages and 1blank page. [turn over 06_0620_33_2016_1.10 \u00a9 ucles 2016 *6622432628*",
+            "2": "the structures of some substances containing carbon are shown.1 c ch hh h ca2+c22\u2013c22\u2013c22\u2013 c22\u2013c22\u2013c22\u2013 ca2+ca2+ca2+ca2+ca2+ c ccc cc c cc cc ccccc ccc c c cc ccc cc c cc cc ccccc ccc c c c c cc cc c cc cc cc cc c cc cc cc c cccc cc ccccc c cccc ccc cccccab dec cccch h h hhclcl cl clclc answer the following questions about these substances. which twosubstances have giant covalent structures? (i) (a) [1] ... and. which substance decolourises aqueous bromine?(ii) ... . [1] which substance is most likely to be a gas at room temperature and pressure?(iii) ... . [1] which substance is a hydrocarbon?(iv) ... . [1] determine the simplest formula for substance d. (v) ... . [1] 06_0620_33_2016_1.10 \u00a9 ucles 20162",
+            "3": "two isotopes of carbon are  c and  c. (b) how do these two isotopes differ in their atomic structure?(i) ... . [1] determine the number of neutrons present in one atom of the isotope  c. (ii) ... . [1] [total: 7] [turn over06_0620_33_2016_1.10 \u00a9 ucles 20163",
+            "4": "this question is about metals.2 the table shows some properties of the metals, r,s,tandu. (a) melting point /\u00b0 cdensity in g/c m3relative heat conductivityrelative electrical conductivitymetal 660 2.7 11.8 4.3 r 1535 7.9 4.2 1.2 s 1083 8.9 22.3 6.2 t 420 7.1 12.4 4.1 u which metal would be best to make the base of a pan for cooking food? use the information in the table to explain your answer  ...  ...  ...  [3] zinc chloride can be made by reacting excess zinc with hydrochloric acid. suggest how the excess zinc can be removed from the reaction mixture.(b) ...  [1] zinc can be obtained from molten zinc chloride by electrolysis.(c) what is meant by the term electrolysis ? (i) ... . ... . [2] 06_0620_33_2016_1.10 \u00a9 ucles 20164",
+            "5": "draw a labelled diagram of the apparatus that could be used to electrolyse molten zinc chloride.(ii) [3] give one advantage of recycling metals. (d) ...  [1] [total: 10] [turn over06_0620_33_2016_1.10 \u00a9 ucles 20165",
+            "6": "the table gives some information about the halogens.3 boiling point / \u00b0c melting point / \u00b0c colour element \u201335 \u2013101 light green chlorine +59 \u20137 red-brown bromine +184 +114 grey-black iodine +337 +302 astatine predict the colour of astatine.(i) (a) ... . [1] describe the trend in the boiling points of the halogens.(ii) ... . [1] deduce the state of chlorine at \u201350 \u00b0c. explain your answer.(iii) ... . ... . [2] complete the word equation for the reaction of bromine with aqueous potassium astatide.(i) (b) bromine + potassium astatide \u2192.. + . [2] suggest why bromine does notreact with aqueous potassium chloride. (ii) ... . ... . [1] 06_0620_33_2016_1.10 \u00a9 ucles 20166",
+            "7": "compound xis used to prepare the dye methyl orange. the structure of compound xis shown.(c) cc cccn+nc l \u2013c so o hh hh o h complete the table and calculate the relative molecular mass of compound x. atomic mass number of atoms type of atom 6 \u00d7 12 = 72 12 6 carbon 5\u00d71=5 1 5 hydrogen 2 \u00d7 14 = 28 14 2 nitrogen 1 \u00d7 32 = 32 32 1 sulfur oxygen chlorine relative molecular mass = ... [2] describe how you could use methyl orange to distinguish between solutions of hydrochloric acid and sodium hydroxide.(d) ...  ...  [2] [turn over06_0620_33_2016_1.10 \u00a9 ucles 20167",
+            "8": "methyl orange and congo red are dyes. a mixture of methyl orange and congo red can be separated by chromatography. draw a labelled diagram to show how the apparatus is arranged to carry out chromatography.(e) [3] [total: 14] 06_0620_33_2016_1.10 \u00a9 ucles 20168",
+            "9": "blank page turn over to continue [turn over06_0620_33_2016_1.10 \u00a9 ucles 20169",
+            "10": "petroleum is a mixture of hydrocarbons.4 what is the meaning of the term hydrocarbon ? (a) ...  [1] petroleum can be separated into different fractions by fractional distillation. the diagram shows a fractionating column. the fractions are shown by letters.(b) petroleuma b c d e ffurnace describe how fractional distillation is used to separate the petroleum into fractions. in your answer refer to\u2022 changes of state,\u2022 differences in boiling points  ...  ...  ...  ...  ...  ...  [5] 06_0620_33_2016_1.10 \u00a9 ucles 201610",
+            "11": "the properties of the fractions are shown in the table.(c) boiling range /\u00b0 cpercentage by mass of the fractionnumber of carbon atomsfraction less than 40 3 1\u20134 a 40 \u2013 160 14 4\u20131 0 b 160 \u2013 250 13 10 \u2013 16 c 250 \u2013 300 9 16 \u2013 20 d 300 \u2013 350 9 20 \u2013 25 e more than 350 more than 25 f total = 100 describe how the number of carbon atoms affects the boiling range.(i) ... . ... . [1] determine the percentage by mass of fraction fin this sample of petroleum. (ii) ... . [1] which one of the fractions is mainly gaseous at 25 \u00b0c? (iii) ... . [1] fraction fis the residue. it contains bitumen. give one use of bitumen.(iv) ... . [1] fraction ccan be cracked to form alkenes. (d) describe one condition required for cracking. (i) ... . [1] [turn over06_0620_33_2016_1.10 \u00a9 ucles 201611",
+            "12": "complete the chemical equation for the cracking of dodecane, c12h26, to form heptane, c7h16, and one other hydrocarbon. c12h26\u2192c7h16+ . [1](ii) [total: 12] iron is a transition element.5 describe the physical and chemical properties of iron.(a) ...  ...  ...  ...  ...  [5] iron carbonyl, fe(co)5, is a covalent liquid. (b) suggest twophysical properties of iron carbonyl. (i) ... . ... . [2] when heated above 200 \u00b0c, iron carbonyl undergoes thermal decomposition. fe(co)5(i)\u2192fe(s) + 5co(g) explain why this reaction could have an adverse effect on health if not carried out in a fume cupboard.(ii) ... . ... . [2] [total: 9] 06_0620_33_2016_1.10 \u00a9 ucles 201612",
+            "13": "ethanol can be manufactured by reacting ethene with steam.6 c2h4(g) + h2o(g)\u21ccc2h5oh(g) what is the meaning of the symbol \u21cc? (a) ...  [1] state twoconditions needed for this reaction. (b) ...  ...  [2] the energy level diagram for this reaction is shown.(c) energyc2h4(g) + h2o(g) c2h5oh(g) is this reaction exothermic or endothermic? give a reason for your answer  ...  [2] [turn over 06_0620_33_2016_1.10 \u00a9 ucles 201613",
+            "14": "the graph below shows how the percentage yield of ethanol changes with temperature when the pressure is kept constant.(d) 50 40302010 100 200 300 temperature  / \u00b0c% yield of ethanol 400 describe how the percentage yield changes with temperature.(i) ... . ... . [1] determine the percentage yield when the temperature is 350 \u00b0c.(ii) ... . [1] complete the structure of ethanol, c2h5oh, to show all atoms and all bonds. (i) (e) h hc h [1] give one use of ethanol. (ii) ... . [1] 06_0620_33_2016_1.10 \u00a9 ucles 201614",
+            "15": "complete the chemical equation for the complete combustion of ethanol. c2h5o h+3 o2\u2192co2+ h2o [2](iii) [total: 11] [turn over06_0620_33_2016_1.10 \u00a9 ucles 201615",
+            "16": "a student investigated the reaction between zinc and sulfuric acid at 20 \u00b0c using the apparatus shown. the zinc was in excess.7 zincgas syringesulfuric acid what should the student do to start the reaction?(a) ...  [1] the graph shows the volume of hydrogen released as the reaction proceeds.(b) 50 40302010 0 0246 time  / minutes8 1 01 21 4volume of hydrogen/  cm3 06_0620_33_2016_1.10 \u00a9 ucles 201616",
+            "17": "explain why the volume of gas stays the same after 10 minutes.(i) ... . [1] how long did it take for the first 20 cm3of gas to be collected? (ii) ... . [1] the student repeated the experiment at 30 \u00b0c. all other conditions remained the same. draw the shape of the line on the grid on page 16 when the reaction was carried out at 30 \u00b0c. [2](iii) the student repeated the experiment using zinc powder instead of small pieces of zinc. describe and explain how the rate of reaction differs when zinc powder is used.(c) ...  ...  [2] sulfuric acid is a compound.(d) what is the meaning of the term compound ? (i) ... . ... . [1] sulfur is used to make sulfuric acid. give one source of sulfur.(ii) ... . [1] sulfur is oxidised by air to form sulfur dioxide. give one use of sulfur dioxide.(iii) ... . [1] [total: 10] [turn over06_0620_33_2016_1.10 \u00a9 ucles 201617",
+            "18": "the graph shows how increasing the pressure at constant temperature changes the volume of a fixed mass of carbon dioxide gas.8 volume pressure describe how the volume of gas changes with pressure.(a) ...  ...  ...  [2] what happens to the average distance of the molecules from each other when the pressure is decreased?(b) ...  [1] carbon dioxide can be reduced by magnesium.(c) 2mg(s) + co2(g)\u21922mgo(s) + c(s) use the information in the equation to show that carbon dioxide gets reduced.(i) ... . [1] which one of these processes does notproduce carbon dioxide? tickone box.(ii) respiration reaction of an acid with a metal oxide reaction of an acid with a carbonate thermal decomposition of limestone [1] 06_0620_33_2016_1.10 \u00a9 ucles 201618",
+            "19": "give twoproblems caused by increasing the amount of carbon dioxide in the atmosphere.(iii) ... . ... . ... . [2] [total: 7] [turn over06_0620_33_2016_1.10 \u00a9 ucles 201619",
+            "20": "groupthe periodic table of elements 1 h hydrogen 12 he helium 4ii i iii iv v vi vii viii 3 li lithium 74 be beryllium 9atomic number atomic symbolkey name relative atomic mass 11 na sodium 2312 mg magnesium 24 19 k potassium 3920 ca calcium 40 37 rb rubidium 8538 sr strontium 88 55 cs caesium 13356 ba barium 137 87 fr francium \u201388 ra radium \u20135 b boron 11 13 al aluminium 27 31 ga gallium 70 49 in indium 115 81 tl thallium 2046 c carbon 12 14 si silicon 28 32 ge germanium 73 50 sn tin 119 82 pb lead 20722 ti titanium 48 40 zr zirconium 91 72 hf hafnium 178 104 rf rutherfordium \u201323 v vanadium 51 41 nb niobium 93 73 ta tantalum 181 105 db dubnium \u201324 cr chromium 52 42 mo molybdenum 96 74 w tungsten 184 106 sg seaborgium \u201325 mn manganese 55 43 tc technetium \u2013 75 re rhenium 186 107 bh bohrium \u201326 fe iron 56 44 ru ruthenium 101 76 os osmium 190 108 hs hassium \u201327 co cobalt 59 45 rh rhodium 103 77 ir iridium 192 109 mt meitnerium \u201328 ni nickel 59 46 pd palladium 106 78 pt platinum 195 110 ds darmstadtium \u201329 cu copper 64 47 ag silver 108 79 au gold 197 111 rg roentgenium \u201330 zn zinc 65 48 cd cadmium 112 80 hg mercury 201 112 cn copernicium \u2013114 fl flerovium \u2013116 lv livermorium \u20137 n nitrogen 14 15 p phosphorus 31 33 as arsenic 75 51 sb antimony 122 83 bi bismuth 2098 o oxygen 16 16 s sulfur 32 34 se selenium 79 52 te tellurium 128 84 po polonium \u20139 f fluorine 19 17 cl chlorine 35.5 35 br bromine 80 53 i iodine 127 85 at astatine \u201310 ne neon 20 18 ar argon 40 36 kr krypton 84 54 xe xenon 131 86 rn radon \u201321 sc scandium 45 39 y yttrium 89 57\u201371 lanthanoids 89\u2013103 actinoids 57 la lanthanum 139 89 aclanthanoids actinoids the volume of one mole of any gas is 24  dm3 at room temperature and pressure (r.t.p.)actinium \u201358 ce cerium 140 90 th thorium 23259 pr praseodymium 141 91 pa protactinium 23160 nd neodymium 144 92 u uranium 23861 pm promethium \u2013 93 np neptunium \u201362 sm samarium 150 94 pu plutonium \u201363 eu europium 152 95 am americium \u201364 gd gadolinium 157 96 cm curium \u201365 tb terbium 159 97 bk berkelium \u201366 dy dysprosium 163 98 cf californium \u201367 ho holmium 165 99 es einsteinium \u201368 er erbium 167 100 fm fermium \u201369 tm thulium 169 101 md mendelevium \u201370 yb ytterbium 173 102 no nobelium \u201371 lu lutetium 175 103 lr lawrencium \u2013 to avoid the issue of disclosure of answer-related information to candidates, all copyright acknowledgements are reproduced online in the cambridg e international examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download at www .cie.org.uk after the live examination series. 06_0620_33_2016_1.10 \u00a9 ucles 201620"
+        },
+        "0620_s16_qp_41.pdf": {
+            "1": "read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen.you may use an hb pencil for any diagrams or graphs.do not use staples, paper clips, glue or correction fluid.do not write in any barcodes. answer all questions. electronic calculators may be used.a copy of the periodic table is printed on page 16.you may lose marks if you do not show your working or if you do not use appropriate units. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question.chemistry 0620/41   paper 4 theory (extended) may/june 2016  1 hour 15 minutes candidates answer on the question paper. no additional materials are required. cambridge international examinations cambridge international general certificate of secondary education this document consists of 16 printed pages. [turn overib16 06_0620_41/4rp\u00a9 ucles 2016 *4054381962* the syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificate.",
+            "2": "2 0620/41/m/j/16 \u00a9 ucles 20161  protons, neutrons and electrons are subatomic particles.  (a)  complete the table to show the relative mass and relative charge of a proton, a neutron and an  electron. particle relative mass relative charge proton neutron electron18401 [3]  (b)  bromine has two isotopes.  (i)  define the term isotope .   .   ...   [2]  (ii)  explain why the two isotopes of bromine have the same chemical properties.   .   ...   [2]  (c)  the table shows the number of protons, neutrons and electrons in some atoms and ions.   complete the table. particlenumber of protonsnumber of neutronsnumber of electrons 7li3 - 34 2s16 19 22 18 [5] [total: 12]",
+            "3": "3 0620/41/m/j/16 \u00a9 ucles 2016 [turn over2  period 3 contains the elements sodium to argon. this question asks about the chemistry of each of  the period 3 elements or their compounds.  (a)  sodium nitrate is a white crystalline solid. when heated it melts and the following reaction occurs. 2nano 3(l)  \u2192  2nano2(l)  +  o2(g)   a 3.40 g sample of sodium nitrate is heated.   calculate the  \u2022  number of moles of nano3 used, .. mol  \u2022  number of moles of o2 formed, .. mol  \u2022  volume of o2 formed, in dm3 (measured at r.t.p.). .. dm3 [3]  (b)  magnesium reacts slowly with warm water to form a base, magnesium hydroxide.  (i)  explain what is meant by the term base.   ...   [1]  (ii)  write a chemical equation for the reaction between magnesium and warm water.   ...   [2]",
+            "4": "4 0620/41/m/j/16 \u00a9 ucles 2016 (c)  aluminium oxide is amphoteric. it is insoluble in water.   describe experiments to show that aluminium oxide is amphoteric.            ..   [3]  (d)  silicon( iv) oxide has a giant structure.  (i)  name the type of bonding in silicon( iv) oxide.   ...   [1]  (ii)  give two physical properties of silicon( iv) oxide.   .   ...   [2]  (e)  calcium phosphate is used in fertilisers. the bonding in calcium phosphate is ionic.  calcium phosphate contains the phosphate ion, po43\u2013.  (i)  what is ionic bonding?   .   ...   [2]  (ii)  deduce the formula of calcium phosphate.   ...   [1]",
+            "5": "5 0620/41/m/j/16 \u00a9 ucles 2016 [turn over (f)  sulfur tetrafluoride, sf4, can be made by combining gaseous sulfur with fluorine. s(g)  +  2f2(g)  \u2192  sf4(g)   the reaction is exothermic.  (i)  complete the energy level diagram for this reaction. include an arrow which clearly shows  the energy change during the reaction. energys(g)  +  2f2(g) [3]  (ii)  during the reaction the amount of energy given out is 780 kj / mol.   the f\u2013f bond energy is 160 kj / mol.   use this information to determine the bond energy, in kj / mol, of one s\u2013f bond in sf4. s  + f\u2192f f f fs ff f .. kj / mol  [3] ",
+            "6": "6 0620/41/m/j/16 \u00a9 ucles 2016 (g)  chlorine and compounds of chlorine are important in water treatment and in laboratory testing  for water.  (i)  chlorine is added to water to make the water safe to drink.   explain why adding chlorine makes water safe to drink.   ...   [1]  (ii)  a compound of chlorine is used in the laboratory to test for the presence of water.   name the compound of chlorine used in this test and describe the colour change seen in  a positive result of this test.   name of compound  .   colour change from ...  to   .. . [3]  (h)  argon is an unreactive noble gas.  (i)  explain why argon is unreactive.   ...   [1]  (ii)  give one use of argon.   ...   [1] [total: 27]",
+            "7": "7 0620/41/m/j/16 \u00a9 ucles 2016 [turn overquestion 3 starts on the next page.",
+            "8": "8 0620/41/m/j/16 \u00a9 ucles 20163  when aqueous sodium thiosulfate and dilute hydrochloric acid are mixed, a precipitate of insoluble  sulfur is produced. this makes the mixture difficult to see through. na2s2o3(aq)  +  2hcl (aq)  \u2192  s(s)  +  2nacl (aq)  +  h2o(l)  +  so2(g)   the time taken for the cross to disappear from view is measured.   a student adds the following volumes of aqueous sodium thiosulfate, dilute hydrochloric acid and distilled water to the conical flask.   the time taken for the formation of the precipitate of sulfur to make the cross disappear from view is recorded. experiment numbervolume of sodium thiosulfate / cm3volume of  hydrochloric acid / cm3volume of distilled water / cm3time taken for  cross to disappear  from view / s 1 10 10 40 56 2 20 10 30 28 3  (a)  state the order in which the aqueous sodium thiosulfate, hydrochloric acid and distilled water should be added to the flask.      ..   [1]",
+            "9": "9 0620/41/m/j/16 \u00a9 ucles 2016 [turn over (b)  in experiment 3 the student wanted the sodium thiosulfate to be double the concentration used  in experiment 2.  (i)  complete the table to show the volumes which should be used and the expected time  taken for the cross to disappear from view in experiment 3. [2]  (ii)  use collision theory to explain why increasing the concentration of sodium thiosulfate would change the rate of reaction.   .   .   .   ...   [2]  (c)  the student repeated experiment 1 at a higher temperature.   use collision theory to explain why the rate of reaction would increase.            ..   [3] [total: 8]",
+            "10": "10 0620/41/m/j/16 \u00a9 ucles 20164  electroplating steel objects with silver involves a three-step process.  step 1   a coating of copper is applied to the object.  step 2   a coating of nickel is applied to the object.  step 3   the coating of silver is applied to the object.  (a)  a diagram of the apparatus used for step 1 is shown. + \u2013 copper (anode) steel object (cathode) aqueous copper( ii) sulfate electrolyte  (i)  the chemical process taking place on the surface of the object is cu2+(aq)  +  2e\u2013  \u2192  cu(s)   explain whether this process is oxidation or reduction.   .   ...   [1]  (ii)  explain why the concentration of copper ions in the electrolyte remains constant throughout  step 1.   .   .   ...   [2]",
+            "11": "11 0620/41/m/j/16 \u00a9 ucles 2016 [turn over (b)  give two changes which would be needed in order to coat nickel onto the object in step 2.            ..   [2]  (c)  copper, nickel and silver are transition elements.   typical physical properties of transition elements are a high density and a high melting point.   give three different properties of transition metals which are not typical of other metals.         ..   [3] [total: 8]",
+            "12": "12 0620/41/m/j/16 \u00a9 ucles 20165  sulfuric acid is produced by the contact process. the steps of the contact process are shown. starting materialstep 1sulfur dioxidesulfur trioxidesulfuric acidoleumstep 2 step 3 step 4  (a)  sulfur is a common starting material for the contact process.   name a source of sulfur.   ..   [1]  (b)  describe step 2, giving reaction conditions and a chemical equation. reference to reaction  rate and yield is not required.                     ..   [5]  (c)  step 3 involves adding sulfur trioxide to concentrated sulfuric acid to form oleum.   complete the chemical equation for this reaction. h2so4  +  so3  \u2192   [1]",
+            "13": "13 0620/41/m/j/16 \u00a9 ucles 2016 [turn over (d)  dilute sulfuric acid is a typical acid.   a student adds excess dilute sulfuric acid to a sample of solid copper( ii) carbonate in a  test-tube.  (i)  give three observations the student would make.   .   .   ...   [2]  (ii)  give the names of all products formed.   .   ...   [1]  (e)  concentrated sulfuric acid has different properties to dilute sulfuric acid.   when concentrated sulfuric acid is added to glucose, c6h12o6, steam is given off and a black  solid is formed.  (i)  name the black solid.   ...   [1]  (ii)  what type of reaction has occurred?   ...   [1] [total: 12]",
+            "14": "14 0620/41/m/j/16 \u00a9 ucles 20166  petroleum is a source of many important chemicals.  (a)  name two industrial processes which must take place to produce alkenes from petroleum.      ..   [2]  (b)  ethene, ch2=ch2, and propene, ch2=chch3, can both be converted into polymers.  (i)  what type of polymerisation takes place when ethene forms a polymer?   ...   [1]  (ii)  what is the empirical formula of the polymer formed from ethene?   ...   [1]  (iii)  propene has the structural formula ch2=chch3.   draw two repeat units of the polymer made from propene. [2]  (c)  ethene will react with steam to form ethanol.   propene will react with steam to form two isomers, both of which are alcohols.   suggest the structures of these alcohols. [2]",
+            "15": "15 0620/41/m/j/16 \u00a9 ucles 2016permission 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 international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download at www.cie.org.uk after the live examination series. 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.  (d)  esters are organic chemicals noted for their characteristic smells. ethanoic acid and methanol  will react to form an ester.  (i)  name the catalyst needed to form an ester from ethanoic acid and methanol.   ...   [1]  (ii)  name the ester formed when ethanoic acid reacts with methanol.   ...   [1]  (iii)  draw the structure of the ester formed when ethanoic acid reacts with methanol. show all bonds. [2]  (iv)  give the name of a polyester.   ...   [1] [total: 13]",
+            "16": "16 0620/41/m/j/16 \u00a9 ucles 2016 groupthe periodic table of elements 1 h hydrogen 12 he helium 4i ii iii iv v vi vii viii 3 li lithium 74 be berylliu m 9atomic number atomic symbolkey name relative atomic mas s 11 na sodium 2312 mg magnesium 24 19 k potassium 3920 ca calcium 40 37 rb rubidium 8538 sr strontium 88 55 cs caesium 13356 ba barium 137 87 fr francium \u201388 ra radium \u20135 b boron 11 13 al aluminium 27 31 ga gallium 70 49 in indium 115 81 tl thallium 2046 c carbon 12 14 si silico n 28 32 ge germanium 73 50 sn tin 119 82 pb lead 20722 ti titanium 4840 zr zirconium 91 72 hf hafnium 178 104 rf rutherfordiu m \u201323 v vanadium 51 41 nb niobium 93 73 ta tantalum 181 105 db dubnium \u201324 cr chromium 52 42 mo molybdenum 96 74 w tungsten 184 106 sg seaborgium \u201325 mn manganes e 55 43 tc technetium \u2013 75 re rhenium 186 107 bh bohrium \u201326 fe iron 56 44 ru ruthenium 101 76 os osmium 190 108 hs hassium \u201327 co cobalt 59 45 rh rhodium 103 77 ir iridium 192 109 mt meitnerium \u201328 ni nicke l 59 46 pd palladium 106 78 pt platinum 195 110 ds darmstadtiu m \u201329 cu copper 6447 ag silver 108 79 au gold 197 111 rg roentgenium \u201330 zn zinc 65 48 cd cadmium 112 80 hg mercury 201 112 cn coperniciu m \u2013114 fl flerovium \u2013116 lv livermorium \u20137 n nitrogen 14 15 p phosphorus 31 33 as arseni c 75 51 sb antimony 122 83 bi bismuth 2098 o oxygen 16 16 s sulfur 32 34 se selenium 79 52 te tellurium 128 84 po polonium \u20139 f fluorine 19 17 cl chlorin e 35.5 35 br bromine 80 53 i iodine 127 85 at astatine \u201310 ne neon 20 18 ar argon 40 36 kr krypton 84 54 xe xenon 131 86 rn radon \u201321 sc scandium 4539 y yttrium 89 57\u201371 lanthanoids 89\u2013103 actinoids 57 la lanthanum 139 89 aclanthanoids actinoids the volume of one mole of any gas is 24  dm3 at room temperature and pressure (r .t.p.)actinium \u201358 ce cerium 140 90 th thorium 23259 pr praseodymium 141 91 pa protactinium 23160 nd neodymium 144 92 u uranium 23861 pm promethium \u2013 93 np neptunium \u201362 sm samariu m 150 94 pu plutonium \u201363 eu europium 152 95 am americiu m \u201364 gd gadolinium 157 96 cm curium \u201365 tb terbium 159 97 bk berkelium \u201366 dy dysprosium 163 98 cf californium \u201367 ho holmium 165 99 es einsteinium \u201368 er erbium 167 100 fm fermium \u201369 tm thulium 169 101 md mendelevium \u201370 yb ytterbium 173102 no nobelium \u201371 lu lutetium 175103 lr lawrencium \u2013"
+        },
+        "0620_s16_qp_42.pdf": {
+            "1": "read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen.you may use an hb pencil for any diagrams or graphs.do not use staples, paper clips, glue or correction fluid.do not write in any barcodes. answer all questions. electronic calculators may be used.a copy of the periodic table is printed on page 12.you may lose marks if you do not show your working or if you do not use appropriate units. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question.chemistry 0620/42   paper 4 theory (extended) may/june 2016  1 hour 15 minutes candidates answer on the question paper. no additional materials are required. cambridge international examinations cambridge international general certificate of secondary education this document consists of 12 printed pages. [turn overib16 06_0620_42/3rp\u00a9 ucles 2016 *3291778503* the syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificate.",
+            "2": "2 0620/42/m/j/16 \u00a9 ucles 20161 (a)  for each of the following, give the name of an element from period 2 (lithium to neon), which  matches the description.   elements may be used once, more than once or not at all.  (i)  an element which is gaseous at room temperature and pressure   ...   [1]  (ii)  an element which forms an oxide that is a reactant in photosynthesis   ...   [1]  (iii)  an element that is a product of photosynthesis   ...   [1]  (iv)  an element that makes up approximately 78% by volume of the air   ...   [1]  (v)  an element which has atoms with a full outer shell of electrons   ...   [1]  (vi)  an element which exists as both diamond and graphite   ...   [1]  (vii)  an element that reacts vigorously with cold water   ...   [1]  (viii)  a soft metallic element which is stored in oil   ...   [1]  (b)  give the formula of a compound that contains  (i)  only boron and oxygen,     [1]  (ii)  only lithium and nitrogen.  ..   [1] [total: 10]",
+            "3": "3 0620/42/m/j/16 \u00a9 ucles 2016 [turn over2 (a) (i)  define the term atomic number .   ...   [1]  (ii)  define the term nucleon number .   .   ...   [2]  (b)  the table shows the number of protons, neutrons and electrons in some atoms or ions.   complete the table. the first line is given as an example. particlenumber of protonsnumber of electronsnumber of neutronssymbol or formula a 6 6 6 c12 6 b 12 12 12 c 8-2o16 8 d 11 10 13 [6] [total: 9]",
+            "4": "4 0620/42/m/j/16 \u00a9 ucles 20163  gallium is a metallic element in group iii. it has similar properties to aluminium.  (a) (i)  describe the structure and bonding in a metallic element.   you should include a labelled diagram in your answer.   .   ...   [3]  (ii)  explain why metallic elements such as gallium are good conductors of electricity.   ...   [1]  (b)  give the formula of   gallium( iii) chloride,  ..   gallium( iii) sulfate.   [2]  (c)  gallium( iii) oxide, ga2o3, is amphoteric.  (i)  write the chemical equation for the reaction between gallium( iii) oxide and dilute nitric  acid to form a salt and water only.   ...   [2]  (ii)  the reaction between gallium( iii) oxide and sodium hydroxide solution forms only water  and a salt containing the negative ion ga2o42\u2013.   write the chemical equation for this reaction.   ...   [2]  (d)  alloys of gallium and other elements are often more useful than the metallic element itself.   suggest two reasons why alloys of gallium are more useful than the metallic element.      ..   [2] [total: 12]",
+            "5": "5 0620/42/m/j/16 \u00a9 ucles 2016 [turn over4  hydrogen can be manufactured from methane by steam reforming. ch4(g)  +  h2o(g)    co(g)  +  3h2(g)   the reaction is carried out using a nickel catalyst at temperatures between 700 \u00b0c and 1100 \u00b0c and  using a pressure of one atmosphere.   the forward reaction is endothermic.  (a)  what is meant by the term catalyst?      ..   [2]  (b)  suggest two reasons why a temperature lower than 700 \u00b0c is not used.      ..   [2]  (c)  suggest one advantage of using a pressure greater than one atmosphere.   ..   [1]  (d)  suggest one disadvantage of using a pressure greater than one atmosphere.   ..   [1]  (e)  hydrogen can also be manufactured by electrolysis. the electrolyte is concentrated aqueous  sodium chloride. the electrodes are inert.   the products of electrolysis are hydrogen, chlorine and sodium hydroxide.  (i)  define the term electrolysis .   .   ...   [2]  (ii)  name a substance that can be used as the inert electrodes.   ...   [1]  (iii)  write an ionic half-equation for the reaction in which hydrogen is produced.   ...   [1]  (iv)  where is hydrogen produced in the electrolytic cell?   ...   [1]",
+            "6": "6 0620/42/m/j/16 \u00a9 ucles 2016 (v)  describe a test for chlorine.   test  ..     result  ... [2]  (f)  the electrolysis of concentrated aqueous sodium chloride can be represented by the following  word equation. sodium chloride  +  water  \u2192  sodium hydroxide  +  hydrogen  +  chlorine   construct a chemical equation to represent this reaction. do not include state symbols.   ..   [2]  (g)  state one use of  chlorine,  .   sodium hydroxide,  .  hydrogen.  ... [3] [total: 18]",
+            "7": "7 0620/42/m/j/16 \u00a9 ucles 2016 [turn over5 (a)  hydrocarbons are compounds which contain hydrogen and carbon only.  \u2022  10 cm3 of a gaseous hydrocarbon, cxhy, are burned in 100 cm3 of oxygen, which is an  excess of oxygen.  \u2022  after cooling to room temperature and pressure, there is 25 cm3 of unreacted oxygen,  50 cm3 of carbon dioxide and some liquid water.   all volumes are measured under the same conditions of temperature and pressure.  (i)  what is meant by an excess of oxygen?   ...   [1]  (ii)  what was the volume of oxygen that reacted with the hydrocarbon?   ...   [1]  (iii)  complete the table below to express the smallest whole number ratio of volume of hydrocarbon reacted:volume of oxygen reacted:volume of carbon dioxide produced volume of hydrocarbon reactedvolume of oxygen reactedvolume of carbon dioxide produced smallest whole number ratio ofvolumes [1]  (iv)  use your answer to (a)(iii) to find the mole ratio in the equation below. complete the  equation and deduce the formula of the hydrocarbon. .c xhy(g)  +  .o2(g)  \u2192  .co2(g)  +  .h2o(l) formula of hydrocarbon = ... [2]",
+            "8": "8 0620/42/m/j/16 \u00a9 ucles 2016 (b)  cracking is used to convert long chain alkanes into shorter chain alkanes and alkenes. alkenes  are unsaturated compounds.   decane, c10h22, can be cracked to give propene and one other product.  (i)  complete the chemical equation.  c10h22  \u2192  c3h6  +  ... [1]  (ii)  what is meant by the term unsaturated ?   ...   [1]  (iii)  describe a test to show that propene is an unsaturated compound.   test  ..  result  ... [2]  (c)  propene can be polymerised. the only product is polypropene. the equation for the  polymerisation is: nc hch3 c hh nc3h6  (i)  name the type of polymerisation that occurs.   ...   [1]  (ii)  deduce the maximum mass of polypropene that could be produced from 1 kg of propene. ... kg  [1]  (iii)  give the empirical formula of    propene,  .   polypropene.  ... [2] [total: 13]",
+            "9": "9 0620/42/m/j/16 \u00a9 ucles 2016 [turn over6  zinc is extracted from an ore called zinc blende, which consists mainly of zinc sulfide, zns.  (a) (i)  the zinc sulfide in the ore is first converted into zinc oxide.   describe how zinc oxide is made from zinc sulfide.   .   ...   [1]  (ii)  write a chemical equation for the reaction in (a)(i).   ...   [2]  (b)  zinc oxide is converted into zinc. zinc oxide and coke are fed into a furnace. hot air is blown  into the bottom of the furnace.   zinc has a melting point of 420 \u00b0c and a boiling point of 907 \u00b0c. the temperature inside the  furnace is over 1000 \u00b0c.  (i)  explain how zinc oxide is converted into zinc. your answer should include details of how the heat is produced and equations for all the reactions you describe.   .   .   .   .   ...   [3]  (ii)  explain why the zinc produced inside the furnace is a gas.   ...   [1]  (iii)  state the name of the physical change for conversion of gaseous zinc into molten zinc.   ...   [1]",
+            "10": "10 0620/42/m/j/16 \u00a9 ucles 2016 (c)  rusting of steel can be prevented by coating the steel with a layer of zinc.   explain, in terms of electron transfer, why steel does not rust even if the layer of zinc is  scratched so that the steel is exposed to air and water.               ..   [4]  (d)  when a sample of steel is added to dilute hydrochloric acid, an aqueous solution of  iron(ii) chloride, fec l 2, is formed.   when a sample of rust is added to dilute hydrochloric acid, an aqueous solution of   iron(iii) chloride, fec l 3, is formed.  (i)  aqueous sodium hydroxide is added to the solutions of iron( ii) chloride and  iron(iii) chloride.   complete the table below, showing the observations you would expect to make. iron(ii) chloride solution iron(iii) chloride solution aqueous sodium hydroxide [2]",
+            "11": "11 0620/42/m/j/16 \u00a9 ucles 2016permission 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 international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download at www.cie.org.uk after the live examination series. 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.   solutions of iron( ii) chloride and iron( iii) chloride were added to solutions of potassium iodide  and acidified potassium manganate( vii). the results are shown in the table. iron(ii) chloride  solutioniron(iii) chloride  solution potassium iodide solutionno changesolution turns from colourless to brown acidified potassium manganate( vii) solutionsolution turns from purple to colourlessno change  (ii)  what types of substance cause potassium iodide solution to turn from colourless to  brown?   ...   [1]  (iii)  what types of substance cause acidified potassium manganate( vii) solution to turn from  purple to colourless?   ...   [1]  (iv)  which ion in iron( iii) chloride solution causes potassium iodide solution to turn from  colourless to brown?   ...   [1]  (v)  which ion in iron( ii) chloride solution causes acidified potassium manganate( vii) solution  to turn from purple to colourless?   ...   [1] [total: 18]",
+            "12": "12 0620/42/m/j/16 \u00a9 ucles 2016 groupthe periodic table of elements 1 h hydrogen 12 he helium 4i ii iii iv v vi vii viii 3 li lithium 74 be berylliu m 9atomic number atomic symbolkey name relative atomic mas s 11 na sodium 2312 mg magnesium 24 19 k potassium 3920 ca calcium 40 37 rb rubidium 8538 sr strontium 88 55 cs caesium 13356 ba barium 137 87 fr francium \u201388 ra radium \u20135 b boron 11 13 al aluminium 27 31 ga gallium 70 49 in indium 115 81 tl thallium 2046 c carbon 12 14 si silico n 28 32 ge germanium 73 50 sn tin 119 82 pb lead 20722 ti titanium 4840 zr zirconium 91 72 hf hafnium 178 104 rf rutherfordiu m \u201323 v vanadium 51 41 nb niobium 93 73 ta tantalum 181 105 db dubnium \u201324 cr chromium 52 42 mo molybdenum 96 74 w tungsten 184 106 sg seaborgium \u201325 mn manganes e 55 43 tc technetium \u2013 75 re rhenium 186 107 bh bohrium \u201326 fe iron 56 44 ru ruthenium 101 76 os osmium 190 108 hs hassium \u201327 co cobalt 59 45 rh rhodium 103 77 ir iridium 192 109 mt meitnerium \u201328 ni nicke l 59 46 pd palladium 106 78 pt platinum 195 110 ds darmstadtiu m \u201329 cu copper 6447 ag silver 108 79 au gold 197 111 rg roentgenium \u201330 zn zinc 65 48 cd cadmium 112 80 hg mercury 201 112 cn coperniciu m \u2013114 fl flerovium \u2013116 lv livermorium \u20137 n nitrogen 14 15 p phosphorus 31 33 as arseni c 75 51 sb antimony 122 83 bi bismuth 2098 o oxygen 16 16 s sulfur 32 34 se selenium 79 52 te tellurium 128 84 po polonium \u20139 f fluorine 19 17 cl chlorin e 35.5 35 br bromine 80 53 i iodine 127 85 at astatine \u201310 ne neon 20 18 ar argon 40 36 kr krypton 84 54 xe xenon 131 86 rn radon \u201321 sc scandium 4539 y yttrium 89 57\u201371 lanthanoids 89\u2013103 actinoids 57 la lanthanum 139 89 aclanthanoids actinoids the volume of one mole of any gas is 24  dm3 at room temperature and pressure (r .t.p.)actinium \u201358 ce cerium 140 90 th thorium 23259 pr praseodymium 141 91 pa protactinium 23160 nd neodymium 144 92 u uranium 23861 pm promethium \u2013 93 np neptunium \u201362 sm samariu m 150 94 pu plutonium \u201363 eu europium 152 95 am americiu m \u201364 gd gadolinium 157 96 cm curium \u201365 tb terbium 159 97 bk berkelium \u201366 dy dysprosium 163 98 cf californium \u201367 ho holmium 165 99 es einsteinium \u201368 er erbium 167 100 fm fermium \u201369 tm thulium 169 101 md mendelevium \u201370 yb ytterbium 173102 no nobelium \u201371 lu lutetium 175103 lr lawrencium \u2013"
+        },
+        "0620_s16_qp_43.pdf": {
+            "1": "read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen.you may use an hb pencil for any diagrams or graphs.do not use staples, paper clips, glue or correction fluid.do not write in any barcodes. answer all questions. electronic calculators may be used.a copy of the periodic table is printe d on page 16. you may lose marks if you do not show your working or if you do not use appropriate units. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question.chemistry 0620/43   paper 4 theory (extended) may/june 2016  1 hour 15 minutes candidates answer on the question paper. no additional materials are required. cambridge international examinations cambridge international general certificate of secondary education this document consists of 14 printed pages and 2 blank pages. [turn overib16 06_0620_43/3rp\u00a9 ucles 2016 *2399434482* the syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificate.",
+            "2": "2 0620/43/m/j/16 \u00a9 ucles 20161  the diagram shows a blast furnace. waste gases raw materials : coke, c iron ore, fe2o3 limestone, caco3 x y  (a)  the following equations represent reactions which take place in the blast furnace.  a c  +  o2  \u2192  co2  b caco3  \u2192  cao  +  co2  c cao  +  sio2  \u2192  casio3  d co2  +  c  \u2192  2co  e fe2o3  +  3co  \u2192  2fe  +  3co2  (i)  which reaction is used to increase the temperature inside the blast furnace? ...  [1]  (ii)  which reaction is an example of thermal decomposition? ...  [1]  (iii)  in which reaction is carbon both oxidised and reduced? ...  [1]  (iv)  which equation shows the removal of an impurity from the iron? ...  [1]  (v)  which equation shows the reaction of an acidic substance with a basic substance? ...  [1]  (b) use the diagram of the blast furnace to help you answer these questions.  (i)  what enters the blast furnace at x?   ...   [1]  (ii)  what leaves the blast furnace at y?   ...   [1]",
+            "3": "3 0620/43/m/j/16 \u00a9 ucles 2016 [turn over (iii)  name two waste gases that leave the blast furnace.  1.  .  2.  . [2]  (c)  the graph shows how the malleability of iron changes as the percentage of carbon in the iron  changes. increasing percentage of carbonmalleabilityhigh low  (i)  describe how the malleability of iron changes as the percentage of carbon changes.   .   ...   [1]  (ii)  iron obtained from the blast furnace contains high levels of carbon.   explain how the amount of carbon in the iron can be decreased.   .   .   ...   [2] [total: 12]",
+            "4": "4 0620/43/m/j/16 \u00a9 ucles 20162  the structures of six organic compounds are shown. h chha h hc ch hb c ch h hh ch h chch hhhch ch h hh chc d e fh ohco h chh ho hc h h h chh hhc chh hhc  (a)  give the name of f.   ..   [1]  (b)  identify two of the compounds that are members of the same homologous series.   give the general formula of this homologous series.  compounds    general formula  .. [2]  (c)  which two compounds are isomers of each other?   explain why they are isomers.  compounds    explanation      [3]  (d)  explain why b is an unsaturated hydrocarbon.         ..   [2]",
+            "5": "5 0620/43/m/j/16 \u00a9 ucles 2016 [turn over (e)  describe how d is manufactured from b. give a chemical equation for the reaction.         ..   [3]  (f)  compound a forms an addition polymer.   draw two repeat units of the addition polymer formed from a. [2] [total: 13]",
+            "6": "6 0620/43/m/j/16 \u00a9 ucles 20163  clean dry air contains mainly nitrogen and oxygen.  (a)  name two other gases that are in clean dry air.      ..   [2]  (b)  air often contains pollutants.   identify three common gaseous pollutants in air and state how each of these pollutants are  produced.  pollutant gas 1  ...  how it is produced  ..     pollutant gas 2  ...  how it is produced  ..     pollutant gas 3  ...  how it is produced  ..    [6] [total: 8]",
+            "7": "7 0620/43/m/j/16 \u00a9 ucles 2016 [turn over4 (a)  potassium iodide is an ionic compound.  (i)  describe what happens, in terms of electron loss and gain, when a potassium atom reacts  with an iodine atom.   .   .   .   ...   [2]  (ii)  describe the structure of solid potassium iodide. you may draw a diagram.   .   .   ...   [2]  (iii)  explain why potassium iodide has a high melting point.   .   .   ...   [2]",
+            "8": "8 0620/43/m/j/16 \u00a9 ucles 2016 (b)  potassium iodide and lead nitrate are both soluble. lead iodide is insoluble.  (i)  describe how a pure dry sample of lead iodide could be made from solid potassium iodide  and solid lead nitrate.   .   .   .   .   .   ...   [4]  (ii)  write an ionic equation for the formation of lead iodide, pbi2, when potassium iodide and  lead nitrate react with each other.   state symbols are not required.   ...   [2]  (c)  when chlorine gas is bubbled through an aqueous solution of potassium iodide, a redox  reaction takes place. 2i \u2013  +  c l 2  \u2192  i2  +  2cl \u2013  (i)  state the colour change expected in this reaction.   start colour  ..   end colour  ... [2]  (ii)  identify the reducing agent in this reaction. explain your answer.   .   .   ...   [2] [total: 16]",
+            "9": "9 0620/43/m/j/16 \u00a9 ucles 2016 [turn over5  dilute hydrochloric acid reacts with sodium carbonate solution. 2hcl (aq)  +  na2co3(aq)  \u2192  2nacl (aq)  +  h2o(l)  +  co2(g)  (a)  explain why effervescence is seen during the reaction.      ..   [1]  (b)  dilute hydrochloric acid was titrated with sodium carbonate solution.  \u2022  10.0 cm3 of 0.100 mol / dm3 hydrochloric acid were placed in a conical flask. \t \u2022  a few drops of methyl orange indicator were added to the dilute hydrochloric acid. \t \u2022  the mixture was titrated with sodium carbonate solution. \t \u2022  16.2 cm3 of sodium carbonate solution were required to react completely with the acid.  (i)  what colour would the methyl orange indicator be in the hydrochloric acid?   ...   [1]  (ii)  calculate how many moles of hydrochloric acid were used.  mol  [1]  (iii)  use your answer to (b)(ii)  and the equation for the reaction to calculate the number of  moles of sodium carbonate that reacted.  mol  [1]  (iv)  use your answer to (b)(iii)  to calculate the concentration of the sodium carbonate solution  in mol / dm3.  mol / dm3  [2]  (c)  in another experiment, 0.020 mol of sodium carbonate were reacted with excess hydrochloric  acid.   calculate the maximum volume (at r.t.p.) of carbon dioxide gas that could be made in this  reaction.  dm3  [3] [total: 9]",
+            "10": "10 0620/43/m/j/16 \u00a9 ucles 20166  concentrated ammonia solution gives off ammonia gas. concentrated hydrochloric acid gives off  hydrogen chloride gas. ammonia, nh3, and hydrogen chloride, hc l, are both colourless gases.   ammonia reacts with hydrogen chloride to make the white solid ammonium chloride.   apparatus is set up as shown. cotton wool soaked in concentrated hydrochloric acidcotton wool soaked in concentrated ammonia solution glass tubea b c d   after ten minutes a white solid forms in the tube where the gases meet.  (a) (i)  write the chemical equation for the reaction of ammonia with hydrogen chloride.   ...   [1]  (ii)  name the process by which the ammonia and hydrogen chloride gases move in the tube.   ...   [1]  (iii)  at which point, a, b, c or d, does the white solid form? explain why the white solid forms  at that point.  the solid forms at ..  explanation  .   . [3]  (iv)  the experiment was repeated at a higher temperature.   predict how the results of the experiment would be different. explain your answer.   .   .   ...   [3]",
+            "11": "11 0620/43/m/j/16 \u00a9 ucles 2016 [turn over (b)  some of the white solid is removed from the tube and dissolved in water.   describe how the white solid could be tested to show it contains,  (i) ammonium ions,  test  ..   .  result  ...   . [3]  (ii) chloride ions.  test  ..   .  result  ...   . [3]  (c)  the diagram shows the electron arrangement in a molecule of ammonia, showing only outer  shell electrons. n hh h  (i)  state the type of bonding in ammonia.   ...   [1]",
+            "12": "12 0620/43/m/j/16 \u00a9 ucles 2016 (ii)  hydrazine, n2h4, is another compound of nitrogen and hydrogen.   complete the diagram to show the electron arrangement in a molecule of hydrazine,  showing only outer shell electrons. n n hh hh [3]  (d)  nylon and proteins are both polymers containing nitrogen.  (i)  name the linkages found in the polymers of nylon and protein.   ...   [1]  (ii)  describe one difference in the structures of nylon and protein.   ...   [1]  (iii)  what is the general name given to the products of hydrolysis of proteins?   ...   [1]",
+            "13": "13 0620/43/m/j/16 \u00a9 ucles 2016 [turn over (e)  suggest the structure of the monomer used to make the polymer shown. nh co n [1] [total: 22]",
+            "14": "14 0620/43/m/j/16 \u00a9 ucles 2016blank page",
+            "15": "15 0620/43/m/j/16 \u00a9 ucles 2016permission 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 international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download at www.cie.org.uk after the live examination series. 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. blank page",
+            "16": "16 0620/43/m/j/16 \u00a9 ucles 2016 groupthe periodic table of elements 1 h hydrogen 12 he helium 4i ii iii iv v vi vii viii 3 li lithium 74 be berylliu m 9atomic number atomic symbolkey name relative atomic mas s 11 na sodium 2312 mg magnesium 24 19 k potassium 3920 ca calcium 40 37 rb rubidium 8538 sr strontium 88 55 cs caesium 13356 ba barium 137 87 fr francium \u201388 ra radium \u20135 b boron 11 13 al aluminium 27 31 ga gallium 70 49 in indium 115 81 tl thallium 2046 c carbon 12 14 si silico n 28 32 ge germanium 73 50 sn tin 119 82 pb lead 20722 ti titanium 4840 zr zirconium 91 72 hf hafnium 178 104 rf rutherfordiu m \u201323 v vanadium 51 41 nb niobium 93 73 ta tantalum 181 105 db dubnium \u201324 cr chromium 52 42 mo molybdenum 96 74 w tungsten 184 106 sg seaborgium \u201325 mn manganes e 55 43 tc technetium \u2013 75 re rhenium 186 107 bh bohrium \u201326 fe iron 56 44 ru ruthenium 101 76 os osmium 190 108 hs hassium \u201327 co cobalt 59 45 rh rhodium 103 77 ir iridium 192 109 mt meitnerium \u201328 ni nicke l 59 46 pd palladium 106 78 pt platinum 195 110 ds darmstadtiu m \u201329 cu copper 6447 ag silver 108 79 au gold 197 111 rg roentgenium \u201330 zn zinc 65 48 cd cadmium 112 80 hg mercury 201 112 cn coperniciu m \u2013114 fl flerovium \u2013116 lv livermorium \u20137 n nitrogen 14 15 p phosphorus 31 33 as arseni c 75 51 sb antimony 122 83 bi bismuth 2098 o oxygen 16 16 s sulfur 32 34 se selenium 79 52 te tellurium 128 84 po polonium \u20139 f fluorine 19 17 cl chlorin e 35.5 35 br bromine 80 53 i iodine 127 85 at astatine \u201310 ne neon 20 18 ar argon 40 36 kr krypton 84 54 xe xenon 131 86 rn radon \u201321 sc scandium 4539 y yttrium 89 57\u201371 lanthanoids 89\u2013103 actinoids 57 la lanthanum 139 89 aclanthanoids actinoids the volume of one mole of any gas is 24  dm3 at room temperature and pressure (r .t.p.)actinium \u201358 ce cerium 140 90 th thorium 23259 pr praseodymium 141 91 pa protactinium 23160 nd neodymium 144 92 u uranium 23861 pm promethium \u2013 93 np neptunium \u201362 sm samariu m 150 94 pu plutonium \u201363 eu europium 152 95 am americiu m \u201364 gd gadolinium 157 96 cm curium \u201365 tb terbium 159 97 bk berkelium \u201366 dy dysprosium 163 98 cf californium \u201367 ho holmium 165 99 es einsteinium \u201368 er erbium 167 100 fm fermium \u201369 tm thulium 169 101 md mendelevium \u201370 yb ytterbium 173102 no nobelium \u201371 lu lutetium 175103 lr lawrencium \u2013"
+        },
+        "0620_s16_qp_51.pdf": {
+            "1": "read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen.you may use an hb pencil for any diagrams or graphs.do not use staples, paper clips, glue or correction fluid.do not write in any barcodes. answer all questions. electronic calculators may be used.you may lose marks if you do not show your working or if you do not use appropriate units.practical notes are provided on pages 7 and 8. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question.chemistry 0620/51   paper 5 practical test may/june 2016  1 hour 15 minutes candidates answer on the question paper. additional materials: as listed in the confidential instructions cambridge international examinations cambridge international general certificate of secondary education this document consists of 8 printed pages. [turn overib16 06_0620_51/7rp\u00a9 ucles 2016 *8113146472* the syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificate.for examiner\u2019s use total",
+            "2": "2 0620/51/m/j/16 \u00a9 ucles 20161  you are going to investigate the reaction between aqueous sodium carbonate and two different  solutions of dilute hydrochloric acid labelled a and b.   read all the instructions carefully before starting the experiments.   instructions   you are going to carry out three experiments.  (a)  experiment 1   use a measuring cylinder to pour 25 cm3 of aqueous sodium carbonate into a conical flask.   add ten drops of thymolphthalein indicator to the conical flask.   fill the burette provided up to the 0.0 cm3 mark with solution a of dilute hydrochloric acid.  add solution a from the burette while swirling the flask, until the solution just changes colour.  record the burette readings in the table below.   experiment 2   empty the conical flask and rinse it with distilled water.   repeat experiment 1 using methyl orange indicator instead of thymolphthalein.   record the burette readings in the table below and complete the table. experiment 1 experiment 2 final burette reading / cm3 initial burette reading / cm3 difference / cm3 [4]  (b)  experiment 3   empty the conical flask and rinse it with distilled water.   pour away the contents of the burette and rinse the burette with solution b of dilute  hydrochloric acid.  repeat experiment 1 using solution b instead of solution a.   record the burette readings in the table below and complete the table. experiment 3 final burette reading / cm3 initial burette reading / cm3 difference / cm3 [2]  (c)  what colour change was observed in the flask in experiment 1?  from .. to  ..   [1]",
+            "3": "3 0620/51/m/j/16 \u00a9 ucles 2016 [turn over (d)  state one observation, other than colour change, when hydrochloric acid was added to sodium  carbonate.   ..   [1]  (e)  complete the sentence below.   experiment ... needed the largest volume of hydrochloric acid to change the colour of the  indicator. [1]  (f)  what would be a more accurate method of measuring the volume of the aqueous  sodium carbonate?   ..   [1]  (g)  what would be the effect on the results, if any, if the solutions of sodium carbonate were warmed before adding the hydrochloric acid? give a reason for your answer .   effect on results  .   reason   [2]  (h) (i)  determine the ratio of volumes of dilute hydrochloric acid used in experiments 1 and 3.   ...   [1]  (ii)  use your answer to (h)(i) to deduce how the concentration of solution a differs from that  of solution b.   ...   [1]  (i)  suggest a different method, using standard laboratory chemicals, to determine which of the  solutions of dilute hydrochloric acid, a or b, is more concentrated.               ..   [3]  (j)  hydrochloric acid is hazardous.   suggest one safety precaution to follow when using hydrochloric acid.   ..   [1] [total: 18]",
+            "4": "4 0620/51/m/j/16 \u00a9 ucles 20162  you are provided with two substances. solid c is a salt and solution d is an aqueous solution of a  different salt.   carry out the following tests on each substance, recording all of your observations at each stage.  tests on solid c   add about half of solid c to about 10 cm3 of distilled water in a test-tube and shake to dissolve.   divide the solution into two equal portions in two test-tubes, and carry out the following tests.  (a) (i)  test the ph of the first portion of the solution.  ph  .   [1]  (ii)  to the second portion of the solution, add about 1 cm3 of dilute nitric acid followed by  aqueous silver nitrate.   record your observations.   ...   [2]  (b)  carry out a flame test on the rest of solid c.   record your observations.   ..   [1]  (c)  identify solid c.   ..   [2]  tests on solution d   divide the solution d into three equal portions in three test-tubes and carry out the following tests.  (d) (i)  describe the appearance of the solution.   ...   [1]  (ii)  to the first portion of the solution, add drops of aqueous sodium hydroxide until a change  is seen.   now add an excess of aqueous sodium hydroxide to the mixture.   record your observations.   .   ...   [3]",
+            "5": "5 0620/51/m/j/16 \u00a9 ucles 2016 [turn over (iii)  to the second portion of the solution, add drops of aqueous ammonia until a change is  seen.   now add an excess of aqueous ammonia to the mixture.   record your observations.   .   ...   [2]  (iv)  to the third portion of the solution, add about 1 cm3 of dilute nitric acid followed by aqueous  silver nitrate.   record your observations.   .   ...   [2]  (e)  what conclusions can you draw about solution d?      ..   [2] [total: 16]",
+            "6": "6 0620/51/m/j/16 \u00a9 ucles 20163  calcium burns in air to form calcium oxide. the reaction is vigorous and some of the calcium oxide  can be lost as smoke.   plan an investigation to determine the maximum mass of oxygen that combines to form calcium oxide when 2 g of calcium granules are burnt in air.   you are provided with common laboratory apparatus and calcium granules.   ...   ...   ...   ...   ...   ...   ...   .   [6] [total: 6]",
+            "7": "7 0620/51/m/j/16 \u00a9 ucles 2016notes for use in qualitative analysis test for anions anion test test result carbonate (co32\u2013) add dilute acid effervescence, carbon dioxide produced chloride (c l  \u2013) [in solution]acidify with dilute nitric acid, then add aqueous silver nitratewhite ppt. bromide (br  \u2013) [in solution]acidify with dilute nitric acid, then add aqueous silver nitratecream ppt. iodide ( i \u2013) [in solution]acidify with dilute nitric acid, then add aqueous silver nitrateyellow ppt. nitrate (no 3\u2013) [in solution]add aqueous sodium hydroxide, then aluminium foil; warm carefullyammonia produced sulfate (so 42\u2013) [in solution]acidify, then add aqueous barium nitratewhite ppt. sulfite (so 32\u2013) add dilute hydrochloric acid, warm gently and test for the presence ofsulfur dioxidesulfur dioxide produced will turn acidified aqueous potassium  manganate( vii) from purple to  colourless test for aqueous cations cation effect of aqueous sodium hydroxide effect of aqueous ammonia aluminium (a l 3+) white ppt., soluble in excess giving a  colourless solutionwhite ppt., insoluble in excess ammonium (nh4+)ammonia produced on warming \u2013 calcium (ca2+) white ppt., insoluble in excess no ppt. or very slight white ppt. chromium( iii) (cr3+)green ppt., soluble in excess grey-green ppt., insoluble in excess copper (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 iron(iii) (fe3+) red-brown ppt., insoluble in excess red-brown ppt., insoluble in excess zinc (zn2+) white ppt., soluble in excess, giving a colourless solutionwhite ppt., soluble in excess, giving a colourless solution",
+            "8": "8 0620/51/m/j/16 \u00a9 ucles 2016permission 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 international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download at www.cie.org.uk after the live examination series. 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. test for gases flame tests for metal ions gas test and test results metal ion flame colour ammonia (nh3) turns damp, red litmus paper blue lithium (li+) red carbon dioxide (co2)turns limewater milky sodium (na+) yellow chlorine (c l 2) bleaches damp litmus paper potassium (k+) lilac hydrogen (h2) \u2018pops\u2019 with a lighted splint copper( ii) (cu2+)blue-green oxygen (o2) relights a glowing splint sulfur dioxide (so2)turns acidifed aqueous potassium  manganate( vii) from purple to  colourless"
+        },
+        "0620_s16_qp_52.pdf": {
+            "1": "read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen.you may use an hb pencil for any diagrams or graphs.do not use staples, paper clips, glue or correction fluid.do not write in any barcodes. answer all questions. electronic calculators may be used.you may lose marks if you do not show your working or if you do not use appropriate units.practical notes are provided on pages 11 and 12. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question.chemistry 0620/52   paper 5 practical test may/june 2016  1 hour 15 minutes candidates answer on the question paper. additional materials: as listed in the confidential instructions cambridge international examinations cambridge international general certificate of secondary education this document consists of 9 printed pages and 3 blank pages. [turn overib16 06_0620_52/6rp\u00a9 ucles 2016 *3068860685* the syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificate.for examiner\u2019s use total",
+            "2": "2 0620/52/m/j/16 \u00a9 ucles 20161  you are going to investigate the rate of reaction between hydrogen peroxide and aqueous  potassium iodide. when these chemicals react they form iodine. sodium thiosulfate solution reacts  with iodine and can be used to show how fast the reaction proceeds.  read all the instructions carefully before starting the experiment.  instructions  (a)  fill the burette up to the 40.0 cm3 mark with sodium thiosulfate solution.   use the large measuring cylinder to pour 100 cm3 of distilled water into the conical flask.   use the small measuring cylinder to add 6 cm3 of sulfuric acid, 1 cm3 of starch solution and  4 cm3 of aqueous potassium iodide to the flask.   add 1.0 cm3 of sodium thiosulfate solution from the burette to the mixture in the flask and swirl  to mix.   several measurements will be taken during this experiment. once the timer has been started leave it running until the experiment is complete.   use the small measuring cylinder to start the reaction by adding 3 cm 3 of hydrogen peroxide  solution to the flask. immediately start your timer and swirl the mixture.   note the time taken for a blue colour to appear and record the time in the table.   add a further 0.5 cm3 of sodium thiosulfate solution to the mixture in the conical flask and swirl  until the blue colour disappears.   note the time when the blue colour reappears and record the time in the table below.   continue the experiment adding a further 0.5 cm3 of sodium thiosulfate solution at a time until  a total of 4.0 cm3 of sodium thiosulfate solution has been added, noting the times for the blue  colour to appear after each addition and recording the times in the table.   complete the table. total volume of sodium thiosulfate solution  added / cm3time at which blue colour appears / s 1.0 1.5 4.0 [4]",
+            "3": "3 0620/52/m/j/16 \u00a9 ucles 2016 [turn over (b)  plot the results you have obtained on the grid and draw a best-fit straight-line graph. 0.0 0.5 1.0 1.5 2.0 volume of sodium thiosulfate solution  / cm32.5 3.0 3.5 4.0 4.5time / s [5]  (c) (i)  from your graph deduce the time for the blue colour to appear if only 0.5 cm3 of  sodium thiosulfate solution had been added to the mixture in the conical flask.   show clearly on the grid  how you worked out your answer.   ...   [3]  (ii)  sketch on the grid the graph you would expect if the experiment was repeated at a higher  temperature. [1]",
+            "4": "4 0620/52/m/j/16 \u00a9 ucles 2016 (d)  suggest the purpose of the starch solution.   ..   [1]  (e) (i)  suggest one advantage of using a pipette to measure the volume of the hydrogen peroxide.   ...   [1]  (ii)  suggest and explain one disadvantage of using a pipette to measure the volume of the  hydrogen peroxide.   .   ...   [2]  (f)  explain one disadvantage of using a beaker instead of a conical flask.      ..   [1] [total: 18]",
+            "5": "5 0620/52/m/j/16 \u00a9 ucles 2016 [turn over2  you are provided with two solids, e and f, which are both water soluble.   carry out the following tests on the solids, recording all of your observations at each stage.  tests on solid e  (a)  use a spatula to place half of solid e into a test-tube.   add about 10 cm3 of distilled water to the solid and shake the mixture to dissolve.   divide the solution into three equal portions in three test-tubes and carry out the following  tests.  (i)  add about 1 cm3 of aqueous sodium hydroxide to the first portion of the solution.   record your observations.   ...   [1]  (ii)  add about 1 cm3 of aqueous barium nitrate to the second portion of the solution.   now add excess dilute nitric acid to the mixture.   record your observations.   .   ...   [2]  (iii)  pour the third portion of the solution into a boiling tube and add about 1 cm3 of dilute  hydrochloric acid. warm the mixture gently. test the gas given off with a piece of filter  paper soaked in aqueous potassium manganate( vii) solution.   record your observations.   .   ...   [2]  (b)  carry out a flame test on the rest of solid e.   record your observations.   ..   [1]  (c)  what conclusions can you draw about solid e?      ..   [2]",
+            "6": "6 0620/52/m/j/16 \u00a9 ucles 2016 tests on solid f  use a spatula to divide solid f into two portions in two test-tubes.  (d)  describe the appearance of solid f.   ..   [1]  (e) (i)  heat the first portion of solid f, gently then strongly.   test the gas given off with damp red litmus paper.   record your observations.   .   ...   [3]  (ii)  let the solid residue cool down for a few minutes. to the residue add a few drops of  copper( ii) sulfate solution followed by a few drops of aqueous sodium hydroxide and   shake the mixture.   record your observations.   ...   [1]  (f)  tip the second portion of solid f into a boiling tube.   add about 3 cm3 of aqueous sodium hydroxide to the boiling tube and heat the mixture gently.  test the gas given off.   record your observations.      ..   [2]  (g)  identify one of the ions in solid f.   ..   [1] [total: 16]",
+            "7": "7 0620/52/m/j/16 \u00a9 ucles 2016 [turn over3  potassium sulfate is the salt made when sulfuric acid is neutralised by potassium hydroxide solution.   the correct amount of potassium hydroxide solution must be added to neutralise all of the sulfuric  acid.   plan an experiment to obtain pure crystals of potassium sulfate from sulfuric acid and potassium hydroxide solution.   you are provided with common laboratory apparatus.   ...   ...   ...   ...   ...   ...   ...   ...   .   [6] [total: 6]",
+            "8": "8 0620/52/m/j/16 \u00a9 ucles 2016blank page",
+            "9": "9 0620/52/m/j/16 \u00a9 ucles 2016blank page",
+            "10": "10 0620/52/m/j/16 \u00a9 ucles 2016blank page",
+            "11": "11 0620/52/m/j/16 \u00a9 ucles 2016notes for use in qualitative analysis test for anions anion test test result carbonate (co32\u2013) add dilute acid effervescence, carbon dioxide produced chloride (c l  \u2013) [in solution]acidify with dilute nitric acid, then add aqueous silver nitratewhite ppt. bromide (br  \u2013) [in solution]acidify with dilute nitric acid, then add aqueous silver nitratecream ppt. iodide ( i \u2013) [in solution]acidify with dilute nitric acid, then add aqueous silver nitrateyellow ppt. nitrate (no 3\u2013) [in solution]add aqueous sodium hydroxide, then aluminium foil; warm carefullyammonia produced sulfate (so 42\u2013) [in solution]acidify, then add aqueous barium nitratewhite ppt. sulfite (so 32\u2013) add dilute hydrochloric acid, warm gently and test for the presence ofsulfur dioxidesulfur dioxide produced will turn acidified aqueous potassium  manganate( vii) from purple to  colourless test for aqueous cations cation effect of aqueous sodium hydroxide effect of aqueous ammonia aluminium (a l 3+) white ppt., soluble in excess giving a  colourless solutionwhite ppt., insoluble in excess ammonium (nh4+)ammonia produced on warming \u2013 calcium (ca2+) white ppt., insoluble in excess no ppt. or very slight white ppt. chromium( iii) (cr3+)green ppt., soluble in excess grey-green ppt., insoluble in excess copper (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 iron(iii) (fe3+) red-brown ppt., insoluble in excess red-brown ppt., insoluble in excess zinc (zn2+) white ppt., soluble in excess, giving a colourless solutionwhite ppt., soluble in excess, giving a colourless solution",
+            "12": "12 0620/52/m/j/16 \u00a9 ucles 2016permission 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 international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download at www.cie.org.uk after the live examination series. 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. test for gases flame tests for metal ions gas test and test results metal ion flame colour ammonia (nh3) turns damp, red litmus paper blue lithium (li+) red carbon dioxide (co2)turns limewater milky sodium (na+) yellow chlorine (c l 2) bleaches damp litmus paper potassium (k+) lilac hydrogen (h2) \u2018pops\u2019 with a lighted splint copper( ii) (cu2+)blue-green oxygen (o2) relights a glowing splint sulfur dioxide (so2)turns acidifed aqueous potassium  manganate( vii) from purple to  colourless"
+        },
+        "0620_s16_qp_53.pdf": {
+            "1": "read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen.you may use an hb pencil for any diagrams or graphs.do not use staples, paper clips, glue or correction fluid.do not write in any barcodes. answer all questions. electronic calculators may be used.you may lose marks if you do not show your working or if you do not use appropriate units.practical notes are provided on pages 11 and 12. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question.chemistry 0620/53   paper 5 practical test may/june 2016  1 hour 15 minutes candidates answer on the question paper. additional materials: as listed in the confidential instructions cambridge international examinations cambridge international general certificate of secondary education this document consists of 9 printed pages and 3 blank pages. [turn overib16 06_0620_53/6rp\u00a9 ucles 2016 *9424482312* the syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificate.for examiner\u2019s use total",
+            "2": "2 0620/53/m/j/16 \u00a9 ucles 20161  you are going to investigate what happens when dilute hydrochloric acid and copper( ii) sulfate  solution react with different metals.   read all the instructions carefully before starting the experiments.   instructions   you are going to carry out five experiments.  (a)  experiment 1   use a measuring cylinder to pour 10 cm3 of dilute hydrochloric acid into a boiling tube. put the  boiling tube into a rack for support.   measure the temperature of the hydrochloric acid and record it in the table below.   add 1 g of zinc to the boiling tube and stir the mixture with the thermometer.   measure and record the maximum temperature reached by the mixture. pour the mixture away  and rinse the boiling tube.   experiment 2   repeat experiment 1 using 1 g of iron instead of zinc.   record your results in the table.   experiment 3   repeat experiment 1 using 1 g of magnesium instead of zinc.   record your results in the table. complete the final column in the table. experimentinitial temperature of acid / \u00b0cmaximum temperature reached / \u00b0ctemperature rise / \u00b0c 1 23 [3]  (b)  experiment 4   use a measuring cylinder to pour 10 cm 3 of copper( ii) sulfate solution into a boiling tube.  measure the temperature of the solution and record it in the table on page 3.   add 1 g of magnesium to the boiling tube and stir the mixture with the thermometer.   test the gas given off with a splint and record your result in the space below. measure the  maximum temperature reached by the mixture and record it in the table. pour the mixture away  and rinse the boiling tube.  test  .  result  .. [1]",
+            "3": "3 0620/53/m/j/16 \u00a9 ucles 2016 [turn over (c)  experiment 5   repeat experiment 4 using 1 g of iron instead of magnesium. you do not need to test the gas.   record your observations in the space below and record your temperatures in the table.   complete the final column in the table. experiment initial temperature / \u00b0cmaximum temperature / \u00b0ctemperature rise / \u00b0c 4 5  observation   [3]  (d)  draw a labelled bar chart for the results of experiments 1, 2, 3, 4 and 5 on the grid. temperature rise  / \u00b0c [3]",
+            "4": "4 0620/53/m/j/16 \u00a9 ucles 2016  use your results and observations for experiments 1, 2 and 3 to answer the following questions.  (e) (i)  which experiment, 1, 2 or 3, produced the largest temperature rise?   ...   [1]  (ii)  suggest why this experiment produced the largest temperature rise.   .   ...   [1]  (f)  name the gas given off in experiment 4.   ..   [1]  (g)  suggest why potassium was not used as one of the metals in these experiments.   ..   [1]  (h)  give one advantage of using a measuring cylinder to add the hydrochloric acid to the boiling  tube.   ..   [1]  (i)  suggest and explain one change to improve the accuracy of these experiments.         ..   [2] [total: 17]",
+            "5": "5 0620/53/m/j/16 \u00a9 ucles 2016 [turn over2  you are provided with a mixture of two solids, g and h.   solid g is water soluble and solid h is insoluble in water.   carry out the following tests on the mixture, recording all of your observations at each stage.   add about 15 cm3 of distilled water to the mixture in a boiling tube.   shake the boiling tube for one minute. filter the contents of the tube, keeping the filtrate and the  residue. divide the filtrate into four equal portions in four test-tubes and carry out the following  tests.  tests on filtrate  (a) (i)  add several drops of aqueous sodium hydroxide to the first portion of the solution and  shake the test-tube.   now add excess aqueous sodium hydroxide to the test-tube.   record your observations.   .   .   ...   [3]  (ii)  using the second portion of the solution, repeat the test in (a)(i) using aqueous ammonia  instead of aqueous sodium hydroxide.   record your observations.   .   ...   [2]  (iii)  add a few drops of dilute nitric acid to the third portion of the solution followed by about  1 cm3 of aqueous silver nitrate.   record your observations.   ...   [1]  (iv)  pour the fourth portion of the solution into a boiling tube.   add about 1 cm3 of aqueous sodium hydroxide and a small piece of aluminium foil.   warm the mixture carefully and test the gas given off.   record your observations.   .   .   ...   [3]  (b)  identify solid g.      ..   [2]",
+            "6": "6 0620/53/m/j/16 \u00a9 ucles 2016 tests on the residue  (c)  use a spatula to transfer some of the residue into a test-tube.   to the residue, add about 2 cm3 of dilute hydrochloric acid. test any gases given off.   record your observations.         ..   [3]  (d)  carry out a flame test on the residue.   record your observations.   ..   [1]  (e)  identify solid h.      ..   [2] [total: 17]",
+            "7": "7 0620/53/m/j/16 \u00a9 ucles 2016 [turn over3  nickel sulfate-6-water, niso4.6h2o, is a blue crystalline salt.   plan an experiment to obtain a sample of pure water from this salt. your answer should include  a diagram of the apparatus, any expected observations and a test to show the presence of pure  water.   you are provided with common laboratory apparatus.   ...   ...   ...   ...   ...   ...   .   [6] [total: 6]",
+            "8": "8 0620/53/m/j/16 \u00a9 ucles 2016blank page",
+            "9": "9 0620/53/m/j/16 \u00a9 ucles 2016blank page",
+            "10": "10 0620/53/m/j/16 \u00a9 ucles 2016blank page",
+            "11": "11 0620/53/m/j/16 \u00a9 ucles 2016notes for use in qualitative analysis test for anions anion test test result carbonate (co32\u2013) add dilute acid effervescence, carbon dioxide produced chloride (c l  \u2013) [in solution]acidify with dilute nitric acid, then add aqueous silver nitratewhite ppt. bromide (br  \u2013) [in solution]acidify with dilute nitric acid, then add aqueous silver nitratecream ppt. iodide ( i \u2013) [in solution]acidify with dilute nitric acid, then add aqueous silver nitrateyellow ppt. nitrate (no 3\u2013) [in solution]add aqueous sodium hydroxide, then aluminium foil; warm carefullyammonia produced sulfate (so 42\u2013) [in solution]acidify, then add aqueous barium nitratewhite ppt. sulfite (so 32\u2013) add dilute hydrochloric acid, warm gently and test for the presence ofsulfur dioxidesulfur dioxide produced will turn acidified aqueous potassium  manganate( vii) from purple to  colourless test for aqueous cations cation effect of aqueous sodium hydroxide effect of aqueous ammonia aluminium (a l 3+) white ppt., soluble in excess giving a  colourless solutionwhite ppt., insoluble in excess ammonium (nh4+)ammonia produced on warming \u2013 calcium (ca2+) white ppt., insoluble in excess no ppt. or very slight white ppt. chromium( iii) (cr3+)green ppt., soluble in excess grey-green ppt., insoluble in excess copper (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 iron(iii) (fe3+) red-brown ppt., insoluble in excess red-brown ppt., insoluble in excess zinc (zn2+) white ppt., soluble in excess, giving a colourless solutionwhite ppt., soluble in excess, giving a colourless solution",
+            "12": "12 0620/53/m/j/16 \u00a9 ucles 2016permission 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 international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download at www.cie.org.uk after the live examination series. 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. test for gases flame tests for metal ions gas test and test results metal ion flame colour ammonia (nh3) turns damp, red litmus paper blue lithium (li+) red carbon dioxide (co2)turns limewater milky sodium (na+) yellow chlorine (c l 2) bleaches damp litmus paper potassium (k+) lilac hydrogen (h2) \u2018pops\u2019 with a lighted splint copper( ii) (cu2+)blue-green oxygen (o2) relights a glowing splint sulfur dioxide (so2)turns acidifed aqueous potassium  manganate( vii) from purple to  colourless"
+        },
+        "0620_s16_qp_61.pdf": {
+            "1": "this document consists of 8 printed pages. [turn overib16 06_0620_61/3rp \u00a9 ucles 2016 *3845366912* read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen.you may use an hb pencil for any diagrams or graphs.do not use staples, paper clips, glue or correction fluid.do not write in any barcodes. answer all questions. electronic calculators may be used.you may lose marks if you do not show your working or if you do not use appropriate units. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question.chemistry 0620/61   paper 6 alternative to practical may/june 2016  1 hour candidates answer on the question paper. no additional materials are required. cambridge international examinations cambridge international general certificate of secondary education the syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificate.",
+            "2": "2 0620/61/m/j/16 \u00a9 ucles 20161  the diagram shows the apparatus used to separate a mixture of water, boiling point 100 \u00b0c, and  ethanol, boiling point 78 \u00b0c. heat heatwater and ethanol mixturecondenser  (a)  complete the boxes to name the apparatus. [2]  (b)  label the arrows on the condenser. [1]  (c)  identify one mistake in the apparatus.   ..   [1]  (d)  which liquid would collect first? explain your answer.      ..   [2]  (e)  why would it be better to use an electrical heater instead of a bunsen burner to heat the water  and ethanol mixture?   ..   [1] [total: 7]",
+            "3": "3 0620/61/m/j/16 \u00a9 ucles 2016 [turn over2  a student investigated the reaction between aqueous sodium carbonate and two different solutions  of dilute hydrochloric acid, a and b.   the reaction is: na2co3(aq)  +  2hcl (aq)  \u2192  2nacl (aq)  +  h2o(l)  +  co2(g)   three experiments were carried out.  (a)  experiment 1   using a measuring cylinder, 25 cm3 of aqueous sodium carbonate were poured into a conical  flask.    thymolphthalein indicator was added to the conical flask.   a burette was filled up to the 0.0 cm3 mark with solution a of dilute hydrochloric acid. a was  added to the flask, until the solution just changed colour.   use the burette diagram to record the reading in the table. 12 13 14 final readin g   experiment 2   experiment 1 was repeated using methyl orange indicator instead of thymolphthalein.   methyl orange is red-orange in acidic solutions and yellow in alkaline solutions.   use the burette diagrams to record the readings in the table and complete the table. 38 39 40 final readin g12 13 14 initial reading experiment 1 experiment 2 final burette reading / cm3 initial burette reading / cm3 difference / cm3 [4]",
+            "4": "4 0620/61/m/j/16 \u00a9 ucles 2016 (b)  what colour change was observed in the flask in experiment 2?   from  to     [1]  (c)  experiment 3   experiment 1 was repeated using solution b of acid instead of solution a.   use the burette diagrams to record the readings in the table and complete the table. 15 16 17 final readin g8 9 10 initial reading experiment 3 final burette reading / cm3 initial burette reading / cm3 difference / cm3 [2]  (d)  suggest one observation, other than colour change, that is made when hydrochloric acid is  added to sodium carbonate.   ..   [1]  (e)  complete the sentence below.   experiment .. needed the largest volume of hydrochloric acid to change the colour of the  indicator. [1]  (f)  what would be a more accurate method of measuring the volume of the aqueous sodium carbonate?   ..   [1]",
+            "5": "5 0620/61/m/j/16 \u00a9 ucles 2016 [turn over (g)  what would be the effect on the results, if any, if the solutions of sodium carbonate were  warmed before adding the hydrochloric acid? give a reason for your answer .   effect on results  .   reason   [2]  (h) (i)  determine the ratio of volumes of dilute hydrochloric acid used in experiments 1 and 3.   ...   [1]  (ii)  use your answer to (h)(i) to deduce how the concentration of solution a differs from that  of solution b.   ...   [1]  (i)  suggest a different method, using standard laboratory chemicals, to determine which of the  solutions of dilute hydrochloric acid, a or b, is more concentrated.               ..   [3] [total: 17]",
+            "6": "6 0620/61/m/j/16 \u00a9 ucles 20163  two substances, c and d, were analysed. solid c was a salt and solution d was an aqueous  solution of chromium( iii) chloride.   the tests on solid c, and some of the observations, are in the following table. tests observations tests on solid c solid c was added to distilled water in a  test-tube and shaken to dissolve.the solution was divided into two portions in  test-tubes, and the following tests carried out.  appearance of the solution.  the ph of the first portion of the solution was  tested.colourless liquid ph = 7  dilute nitric acid was added to the second  portion of the solution followed by aqueous silver nitrate.cream precipitate  a flame test was carried out on solid c. yellow flame colour  (a)  identify solid c.   ..   [2]  (b)  describe the appearance of solution d.   ..   [1]  (c)  tests were carried out on solution d.   complete the observations for tests 1, 2 and 3.  (i)  test 1   drops of aqueous sodium hydroxide were added to solution d.   excess aqueous sodium hydroxide was then added to the mixture.  observations  ...   ...   [3]",
+            "7": "7 0620/61/m/j/16 \u00a9 ucles 2016 [turn over (ii)  test 2   excess aqueous ammonia was added to solution d.  observations  .   [2]  (iii) test 3   dilute nitric acid was added to solution d followed by aqueous silver nitrate.  observations  .   [1]  (d)  chromium( iii) can be converted to chromium( vi). chromium( vi) is hazardous.   suggest one safety precaution when using chromium( vi).   ..   [1] [total: 10]",
+            "8": "8 0620/61/m/j/16 \u00a9 ucles 2016permission 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 international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download at www.cie.org.uk after the live examination series. 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. 4  calcium burns in air to form calcium oxide. the reaction is vigorous and some of the calcium oxide  can be lost as smoke.   plan an investigation to determine the maximum mass of oxygen that combines to form calcium  oxide when 2 g of calcium granules are burnt in air.   you are provided with common laboratory apparatus and calcium granules.   ...   ...   ...   ...   ...   ...   ...   .   [6] [total: 6]"
+        },
+        "0620_s16_qp_62.pdf": {
+            "1": "this document consists of 8 printed pages. [turn overib16 06_0620_62/4rp \u00a9 ucles 2016 *2553361951* read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen.you may use an hb pencil for any diagrams or graphs.do not use staples, paper clips, glue or correction fluid.do not write in any barcodes. answer all questions. electronic calculators may be used.you may lose marks if you do not show your working or if you do not use appropriate units. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question.chemistry 0620/62   paper 6 alternative to practical may/june 2016  1 hour candidates answer on the question paper. no additional materials are required. cambridge international examinations cambridge international general certificate of secondary education the syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificate.",
+            "2": "2 0620/62/m/j/16 \u00a9 ucles 20161  the diagram shows the apparatus used to reduce copper( ii) oxide with hydrogen. hydrogencopper( ii) oxideexcess hydrogen burning in air ice colourless liqui d  (a)  complete the boxes to name the apparatus. [2]  (b)  use an arrow to indicate where heat is applied. [1]  (c)  the colour of the copper( ii) oxide changes from . to  . [2]  (d)  suggest a reason why the u-tube is surrounded by ice.   ..   [1]  (e) (i)  identify the colourless liquid formed.   ...   [1]  (ii)  give a chemical test for this liquid.  test  ..  result  ... [2]  (iii)  how could you show that this liquid is pure?   ...   [1] [total: 10]",
+            "3": "3 0620/62/m/j/16 \u00a9 ucles 2016 [turn over2  a student investigated the rate of reaction between hydrogen peroxide and aqueous potassium iodide. when these chemicals react they form iodine. sodium thiosulfate solution reacts with iodine and can be used to show how fast the reaction proceeds.  (a)  a burette was filled up to the 0.0 cm 3 mark with sodium thiosulfate solution.   using a large measuring cylinder, 100 cm3 of distilled water were poured into a conical flask.   using a small measuring cylinder, 6 cm3 of sulfuric acid, 1 cm3 of starch solution and 4 cm3 of  aqueous potassium iodide were added to the flask.   0.5 cm3 of sodium thiosulfate solution was added from the burette to the mixture in the flask  and swirled to mix.   the reaction was then started by adding 3 cm3 of hydrogen peroxide solution to the mixture,  and the timer started.   the time taken for a blue colour to appear was noted.   a further 0.5 cm3 of sodium thiosulfate solution was added to the mixture in the conical flask,  swirled and the blue colour disappeared. the time when the blue colour reappeared was noted.   the experiment continued by adding further 0.5 cm3 portions of sodium thiosulfate solution  until a total of 3.0 cm3 of sodium thiosulfate solution had been added, noting the times at which  the blue colour reappeared.   use the timer diagrams on page 4 to record the times in seconds in the table.",
+            "4": "4 0620/62/m/j/16 \u00a9 ucles 20160.5total volume of sodium thiosulfate solution added  / cm3timer diagramtime at which blue colour appeared  / s 1.0 1.5 2.0 2.5 3.0second s minutes0 0 10 3015 1545 5 0 0 10 3015 1545 5 0 0 10 3015 1545 5 0 0 10 3015 1545 5 0 0 10 3015 1545 5 0 0 10 3015 1545 5 [3]",
+            "5": "5 0620/62/m/j/16 \u00a9 ucles 2016 [turn over (b)  plot the results you have obtained on the grid and draw a best-fit straight-line graph. 0.0 0.5 1.0 1.5 2.0 volume of sodium thiosulfate solution  / cm32.5 3.0 3.5 4.0time  / s [5]  (c) (i)  from your graph deduce the time at which the blue colour would appear if a total of  4.0 cm3 of sodium thiosulfate solution were added to the mixture in the conical flask.   show clearly on the grid  how you worked out your answer.   ...   [3]  (ii)  sketch on the grid the graph you would expect if the experiment was repeated at a higher  temperature. [1]",
+            "6": "6 0620/62/m/j/16 \u00a9 ucles 2016 (d)  suggest the purpose of the starch solution.   ..   [1]  (e) (i)  suggest one advantage of using a pipette to measure the volume of the hydrogen peroxide.   ...   [1]  (ii)  suggest and explain one disadvantage of using a pipette to measure the volume of the  hydrogen peroxide.   .   ...   [2]  (f)  explain one disadvantage of using a beaker instead of a conical flask.      ..   [1] [total: 17]",
+            "7": "7 0620/62/m/j/16 \u00a9 ucles 2016 [turn over3  two solids, e and f, were analysed. solid e was sodium sulfite. both solids were found to be water  soluble.   the tests on the solids, and some of the observations, are shown below.  tests on solid e  (a)  describe the appearance of the solid.   ..   [1]  (b)  distilled water was added to solid e in a test-tube and shaken to dissolve.   the solution was divided into two portions in two test-tubes and the following tests carried out.  (i)  aqueous sodium hydroxide was added to the first portion of the solution.  observations  .   [1]  (ii)  dilute hydrochloric acid was added to the second portion of the solution. the mixture  was warmed. the gas given off was tested with a piece of filter paper soaked in aqueous acidified potassium manganate( vii) solution.  observations  ...   ...   [2]  (c)  a flame test was carried out on solid e.  observations     [1]   tests on solid f tests observations the solid was heated. the gas given off was  tested with damp, red litmus paper.pungent gas evolved red litmus paper turned blue aqueous sodium hydroxide was added to solid f and the mixture heated. the gas given  off was tested.pungent gas evolved universal indicator paper showed ph 10  (d)  identify the gas given off in the tests on solid f.   ..   [1]  (e)  identify one of the ions in solid f.   ..   [1] [total: 7]",
+            "8": "8 0620/62/m/j/16 \u00a9 ucles 2016permission 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 international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download at www.cie.org.uk after the live examination series. 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. 4  potassium sulfate is the salt produced when sulfuric acid is neutralised by potassium hydroxide  solution.   the correct amount of potassium hydroxide solution must be added to neutralise all of the  sulfuric acid.   plan an experiment to obtain pure crystals of potassium sulfate from sulfuric acid and  potassium hydroxide solution.   you are provided with common laboratory apparatus.   ...   ...   ...   ...   ...   ...   ...   ...   .   [6] [total: 6]"
+        },
+        "0620_s16_qp_63.pdf": {
+            "1": "this document consists of 9 printed pages and 3 blank pages. [turn overib16 06_0620_63/4rp \u00a9 ucles 2016 *9448353441* read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen.you may use an hb pencil for any diagrams or graphs.do not use staples, paper clips, glue or correction fluid.do not write in any barcodes. answer all questions. electronic calculators may be used.you may lose marks if you do not show your working or if you do not use appropriate units. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question.chemistry 0620/63   paper 6 alternative to practical may/june 2016  1 hour candidates answer on the question paper. no additional materials are required. cambridge international examinations cambridge international general certificate of secondary education the syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificate.",
+            "2": "2 0620/63/m/j/16 \u00a9 ucles 20161  air is a mixture of gases. the diagram shows the apparatus used to find the percentage of oxygen  in air.   50 cm3 of air were passed backwards and forwards over excess heated copper until there was no  further change. the apparatus was left to cool and the volume of gas remaining was 40 cm3. 20406080100 20406080 100copper  (a)  complete the box to name the apparatus. [1]  (b)  use an arrow to indicate where heat is applied. [1]  (c)  the colour of the copper changed from ... to ... . [2]  (d)  from the results, work out the percentage of oxygen in the air.  %  [2] [total: 6]",
+            "3": "3 0620/63/m/j/16 \u00a9 ucles 2016 [turn over2  a student investigated what happens when dilute hydrochloric acid and copper( ii) sulfate solution  react with different metals.   five experiments were carried out.  (a)  experiment 1   a measuring cylinder was used to pour 10 cm3 of dilute hydrochloric acid into a boiling tube.   the temperature of the hydrochloric acid was measured.   1 g of zinc was added to the boiling tube and the mixture stirred with a thermometer.   the maximum temperature reached by the mixture was measured.   experiment 2   experiment 1 was repeated using 1 g of iron instead of zinc.   experiment 3   experiment 1 was repeated using 1 g of magnesium instead of zinc.   use the thermometer diagrams to record the results in the table. complete the final column in  the table. experimentthermometer diagraminitial temperature of acid  / \u00b0cthermometer diagrammaximum temperature reached  / \u00b0ctemperature rise  / \u00b0c 130 25 2030 25 20 230 25 2030 25 20 330 25 2065 60 55 [3]  (b)  the gas produced in experiment 3 was tested with a lighted splint and the result recorded  below.  test    result     name the gas given off in experiment 3.   ..   [1]lighted splint popped",
+            "4": "4 0620/63/m/j/16 \u00a9 ucles 2016 (c)  experiment 4   a measuring cylinder was used to pour 10 cm3 of copper( ii) sulfate solution into a boiling tube.  the temperature of the solution was measured.   1 g of magnesium was added to the boiling tube and the mixture stirred with a thermometer.  the maximum temperature reached by the mixture was measured.   experiment 5   experiment 4 was repeated using 1 g of iron instead of magnesium.   the observation was recorded below. ..   use the thermometer diagrams to record the results in the table. complete the final column in  the table. experimentthermometer diagraminitial temperature of acid  / \u00b0cthermometer diagrammaximum temperature reached  / \u00b0ctemperature rise  / \u00b0c 430 25 2050 45 40 530 25 2030 25 20 [2]the solution turned colourless and a brown deposit formed.",
+            "5": "5 0620/63/m/j/16 \u00a9 ucles 2016 [turn over (d)  draw a labelled bar chart for the results of experiments 1, 2, 3, 4 and 5 on the grid below. temperature rise  / \u00b0c [3]  (e)  use the results for experiments 1, 2 and 3 to answer the following questions.  (i)  which experiment, 1, 2 or 3, produced the largest temperature rise?   ...   [1]  (ii)  suggest why this experiment produced the largest temperature rise.   .   ...   [1]",
+            "6": "6 0620/63/m/j/16 \u00a9 ucles 2016 (f)  explain the observations in experiment 5.         ..   [2]  (g)  suggest why potassium was not used as one of the metals in these experiments.   ..   [1]  (h)  give one advantage of using a measuring cylinder to add the hydrochloric acid to the boiling  tube.   ..   [1]  (i)  suggest and explain one improvement to increase the accuracy of these experiments.         ..   [2] [total: 17]",
+            "7": "7 0620/63/m/j/16 \u00a9 ucles 2016 [turn over3  a mixture of two solids, g and h, was analysed. solid g was zinc nitrate, which is water soluble,  and solid h is insoluble in water.   the tests on the mixture, and some of the observations, are shown.   distilled water was added to the mixture in a boiling tube and shaken. the contents of the boiling  tube were filtered keeping the filtrate and the residue.  tests on filtrate  (a)  the filtrate was divided into four test-tubes and the following tests carried out.  (i)  drops of aqueous sodium hydroxide were added to the first portion of the solution.   excess aqueous sodium hydroxide was then added to the test-tube.  observations  ...   .   ...   [3]  (ii)  using the second portion of the solution, the test in (a)(i) was repeated using aqueous  ammonia instead of aqueous sodium hydroxide.  observations  ...   ...   [2]  (iii)  dilute nitric acid was added to the third portion of the solution followed by aqueous silver  nitrate.  observations  .   [1]  (iv)  aqueous sodium hydroxide and aluminium foil were added to the fourth portion of the solution.   the mixture was warmed and the gas given off was tested.  observations  ...   .   ...   [3]",
+            "8": "8 0620/63/m/j/16 \u00a9 ucles 2016  tests on residue   two tests are carried out and the following observations made. tests observations a spatula was used to transfer some of the  residue into a test-tube. dilute hydrochloric acid was added to the  residue. the gas given off was tested.rapid effervescence, limewater turned milky a flame test was carried out on the residue. red flame colour  (b)  identify solid h.      ..   [2] [total: 11]",
+            "9": "9 0620/63/m/j/16 \u00a9 ucles 2016 [turn over4  nickel sulfate-6-water, niso4.6h2o, is a blue crystalline salt.   plan an experiment to obtain a sample of pure water from this salt. your answer should include  a diagram of the apparatus, any expected observations and a test to show the presence of pure  water.   you are provided with common laboratory apparatus.   ...   ...   ...   ...   ...   ...   .   [6] [total: 6]",
+            "10": "10 0620/63/m/j/16 \u00a9 ucles 2016blank page",
+            "11": "11 0620/63/m/j/16 \u00a9 ucles 2016blank page",
+            "12": "12 0620/63/m/j/16 \u00a9 ucles 2016blank page permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. every reasonable  effort has been made by the publisher (ucles) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the publisher will be pleased to make amends at the earliest possible opportunity. to avoid the issue of disclosure of answer-related information to candidates, all copyright acknowledgements are reproduced online in the cambridge international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download at www.cie.org.uk after the live examination series. 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. "
+        },
+        "0620_w16_qp_11.pdf": {
+            "1": "  the syllabus is approved for use in england, wales and northern ir eland as a cambridge international level 1/level 2 certificat e.  this document consists of 17 printed pages and 3 blank pages.  ib16 11_0620_11/6rp  \u00a9 ucles 2016 [turn over     *6275559010* cambridge international examinations  cambridge international general certificate of secondary education       chemistry 0620/11     paper 1 multiple choice (core)  october/november 2016       45 minutes  additional materials: multiple choice answer sheet   soft clean eraser   soft pencil (type b or hb is recommended)       read these instructions first   write in soft pencil.  do not use staples, paper clips, glue or correction fluid.  write your name, centre number and candidate number on the answer sheet in the spaces provided unless  this has been done for you.  do not  write in any barcodes.   there are forty  questions on this paper. answer all questions. for each question there are four possible  answers a, b, c and d.   choose the one you consider correct and record your choice in soft pencil  on the separate answer sheet.   read the instructions on the answer sheet very carefully.   each correct answer will score one mark. a ma rk will not be deducted for a wrong answer.  any rough working should be done in this booklet.  a copy of the periodic table is printed on page 20.  electronic calculators may be used.          ",
+            "2": "2  \u00a9 ucles 2016 0620/11/o/n/16  1 \u2018particles moving very slowly  from an area of higher concentration to an area of lower  concentration.\u2019    which process is being described?  a a liquid being frozen  b a solid melting  c a substance diffusing through a liquid  d a substance diffusing through the air     2 a student mixes 25  cm3 samples of dilute hydrochloric acid with different volumes of aqueous  sodium hydroxide.     in each case, the student measures the change in temperature to test if the reaction is exothermic.    which piece of apparatus is not needed?    burette clock pipette thermometerab c d     ",
+            "3": "3  \u00a9 ucles 2016 0620/11/o/n/16 [turn over  3 information about the solubility of four solids, p, q, r and s, is given in the table.     p q r s  solubility in water dissolves insoluble insoluble dissolves    a student attempted to separate mixtures of these solids using the following method.    1 add the mixture to a beaker of water and stir.  2 filter the mixture. 3 crystallise one of the solids from the filtrate.    which of the following mixtures could not be separated by this method?  a a mixture of p and r  b a mixture of q and p  c a mixture of q and r  d a mixture of r and s      4 the table shows information about atoms of three different elements.    element proton  number nucleon  number number of  protons number of  neutrons number of  electrons  chlorine 17 35 17 w 17  chlorine 17 x 17 19 17  argon y 40 18 22 18  potassium 19 39 19 20 z    what are the values of w, x, y and z?     w x y z  a 18 35 18 19  b 18 36 18 19  c 19 35 19 18  d 19 36 19 18     ",
+            "4": "4  \u00a9 ucles 2016 0620/11/o/n/16  5 the diagrams show the structures of two forms of the same element.    tu    what are the reasons for using t in cutting tools and u as a lubricant?     t u  a   it is very hard because each atom is  held in place by strong covalent bonds. the layers can slide over each other  because the covalent bonds are weak.  b   it is very hard because each atom is  held in place by strong covalent bonds. the layers can slide over each other  due to weak forces between the layers.  c   it is very hard because there are  no electrons able to move. the layers can slide over each other  because the covalent bonds are weak.  d   it is very hard because there are  no electrons able to move. the layers can slide over each other  due to weak forces between the layers.      6 ions are formed by elements losing or gaining electrons.    which statement is correct?  a metal atoms gain electrons to form positive ions.  b non-metal atoms lose electrons to form positive ions.  c the charge on an ion is always either +1 or \u20131.  d group i ions have the same electronic structure as noble gases.      7 a molecule of x contains two carbon atoms, four hydrogen atoms and two oxygen atoms.    what is the formula of x?  a ch 2co 2h b ch 3coh c ch 3cooh d c2h3cooh    ",
+            "5": "5  \u00a9 ucles 2016 0620/11/o/n/16 [turn over  8 concentrated aqueous potassium chloride is electrolysed using platinum electrodes.    the solution contains the ions k+, c l \u2013, h+ and oh\u2013.    which electrodes are the ions attracted to during this electrolysis?     anode cathode  a cl \u2013 and k+ h+ and oh\u2013  b cl \u2013 and oh\u2013 h+ and k+  c h+ and k+ cl \u2013 and oh\u2013  d h+ and oh\u2013 cl \u2013 and k+     9 which apparatus could be used to electroplate an iron nail with copper?    +\u2013a +\u2013b +\u2013cdaqueous copper( ii) sulfate aqueous iron( ii) sulfate+\u2013key = copper sheet = iron nail      ",
+            "6": "6  \u00a9 ucles 2016 0620/11/o/n/16  10 when anhydrous copper( ii) sulfate is added to water a solution is formed and heat is given out.    wateranhydrous copper( ii) sulfatethermometer     which row shows the temperature change and the type of reaction taking place?     temperature change type of reaction  a decrease endothermic  b decrease exothermic  c increase endothermic  d increase exothermic      11 the combustion of element x releases large amounts of energy.   what is x?  a ethanol  b hydrogen  c methane  d uranium     ",
+            "7": "7  \u00a9 ucles 2016 0620/11/o/n/16 [turn over  12 the rate of reaction between magnesium and excess dilute hydrochloric acid was followed by  measuring the mass of magnesium present at regular time intervals.    two experiments were performed.    both experiments used 0.1  g of magnesium ribbon. the acid in experiment 1 was less  concentrated than in experiment 2.    which graph shows the results of the experiments?    a mass of magnesium time c mass of magnesium time1 2 2 1b mass of magnesium time d0 00 00 00 0mass of magnesium time2 1 1 2       13 which reaction is reversible?  a cuco 3  +  2hc l  \u2192  cuc l 2  +  co 2  +  h 2o  b cuso 4.5h 2o  \u2192  cuso 4  +  5h 2o  c 2na  +  2h 2o  \u2192  2naoh  +  h 2  d naoh  +  hc l  \u2192  nac l  +  h 2o      14 tin is formed when tin( ii) oxide is heated with carbon.    what happens to the tin in the tin( ii) oxide in this reaction?  a it is burnt.  b it is electrolysed.  c it is oxidised.  d it is reduced. ",
+            "8": "8  \u00a9 ucles 2016 0620/11/o/n/16  15 part of the periodic table is shown.    which element forms an acidic oxide?    a dcb       16 four substances, p, q, r and s, are tested as shown.    test substance  p q r s  dilute hydrochloric  acid added gas given off  which \u2018pops\u2019 with  a lighted splint gas given off  which turns  limewater milky no reaction no reaction  dilute aqueous  sodium hydroxide  added and  warmed gently no reaction no reaction gas given off  which turns  damp, red litmus  paper blue no reaction    what are p, q, r and s?     p q r s  a mg na 2co 3 nh 4cl nac l  b mg nh 4cl na 2co 3 nac l  c mg na 2co 3 nac l nh 4cl  d na2co 3 mg nac l nh 4cl     17 acids can react with metal oxides, carbonates and metals.    which reactions produce a gas?     acid with  metal oxide acid with  carbonate acid with  metal   a \u0016 \u0016 \u0016 key  b \u0016 \u001a \u001a \u0016= gas is produced  c \u001a \u0016 \u0016 \u001a= no gas is produced  d \u001a \u0016 \u001a      ",
+            "9": "9  \u00a9 ucles 2016 0620/11/o/n/16 [turn over  18 the apparatus shown is used to prepare aqueous copper( ii) sulfate.    ystirrer solid x aqueous copper( ii) sulfateexcess of solid xfilter paper heat    what are x and y?     x y  a copper aqueous iron( ii) sulfate  b copper( ii) chloride sulfuric acid  c copper( ii) oxide sulfuric acid  d sulfur aqueous copper( ii) chloride      19 which statement about trends in the periodic table is not correct?  a elements in the same period have the same number of electron shells.  b the elements change from metals to non-metals from left to right.  c the number of protons in an atom of an element increases from left to right.  d the oxides of the elements change from acidic to basic from left to right.      20 what is not a property of group i metals?  a they are soft and can be cut with a knife.  b they react when exposed to oxygen in the air.  c they produce an acidic solution when they react with water.  d they react rapidly with water producing hydrogen gas.      21 which statement about the element with proton number 54 is correct?  a it burns in the air to form an oxide.  b it could be used in balloons because it has a very low density.  c it is a gas at room temperature.  d it is reactive because it has a full outer shell of electrons.   ",
+            "10": "10  \u00a9 ucles 2016 0620/11/o/n/16  22 which element is a transition element?     colour of  chloride melting point of  element  / \u00b0c  a orange 113  b orange 1535  c white 113  d white  1535     23 which row describes the trends in the properties of the group vii elements as the group is  descended?     colour density reactivity with  halide ions  a darkens decreases increases  b darkens increases decreases  c lightens decreases increases  d lightens increases decreases     24 four metals are listed in decreasing order of reactivity.    magnesium  zinc iron copper    titanium reacts with acid and cannot be extr acted from its ore by heating with carbon.    where should titanium be placed in the list?  a below copper  b between iron and copper  c between magnesium and zinc  d between zinc and iron    ",
+            "11": "11  \u00a9 ucles 2016 0620/11/o/n/16 [turn over  25 impure iron from the blast furnace is converted to steel as shown.    oxygen impure molten iron     which statement about the process is correct?  a acidic oxides are added to remove alkaline impurities.  b coke is added as a reducing agent.  c oxygen is blown in to oxidise the impure iron.  d the steel produced contains less carbon than the impure iron.     26 a student added dilute hydrochloric acid to four metals and recorded the results.     some of the results are not correct.     results  metal gas given off  1 copper yes  2 iron yes  3 magnesium no  4 zinc yes    which two results are correct?  a 1 and 3 b 1 and 4 c 2 and 3 d 2 and 4     ",
+            "12": "12  \u00a9 ucles 2016 0620/11/o/n/16  27 some properties of three metals, p, q and r, are shown.    metal density resistance to corrosion electrical conductivity  p low high very good  q high high very good  r low low good    which metals would be suitable for use in electrical wiring and aircraft manufacture?     electrical wiring aircraft manufacture  a p q  b q p  c q r  d r p     28 one sample of sea-water is distilled while another sample of sea-water is filtered.    which statement about the samples is correct?  a the distilled sample boils at exactly 100  \u00b0c and contains dissolved salts.  b the distilled sample boils at 103  \u00b0c and does not contain dissolved salts.  c the filtered sample boils at 103  \u00b0c and contains dissolved salts.  d the filtered sample boils at exactly 100  \u00b0c and does not contain dissolved salts.     29 air is a mixture of gases.    which gas is present in the largest amount?  a argon  b carbon dioxide  c nitrogen  d oxygen     ",
+            "13": "13  \u00a9 ucles 2016 0620/11/o/n/16 [turn over  30 which information about carbon dioxide and methane is correct?      carbon dioxide methane   a formed when vegetation decomposes \u0016 \u001a key  b greenhouse gas \u0016 \u0016 \u0016 = true  c present in unpolluted air \u001a \u001a \u001a = false  d produced during respiration \u001a \u0016       31 a mixture of two substances, x and y, is heated.    the damp, red litmus paper turns blue.    damp, red litmus paper x and y gentle heat    what are x and y?     x y  a aluminium nitrate hydrochloric acid  b aluminium nitrate sodium hydroxide solution  c ammonium chloride hydrochloric acid  d ammonium chloride sodium hydroxide solution     ",
+            "14": "14  \u00a9 ucles 2016 0620/11/o/n/16  32 in the experiment shown, a white precipitate forms in the limewater.    x ylimewate r     what are x and y?     x y  a aqueous sodium hydroxide zinc  b aqueous sodium hydroxide zinc carbonate  c dilute sulfuric acid zinc  d dilute sulfuric acid zinc carbonate     33 which box corresponds to limestone?    does limestone contain carbon? yes no yes nodoes limestone burn? does limestone burn? abyes no cd     ",
+            "15": "15  \u00a9 ucles 2016 0620/11/o/n/16 [turn over  34 petroleum is an important fossil fuel.    which row correctly describes petroleum?     type of substance composition  a compound mainly hydrocarbons  b compound only hydrogen and carbon  c mixture mainly hydrocarbons  d mixture only hydrogen and carbon      35 butane reacts as shown.    butane butene  +  hydrogencatalyst  and heat     what is this type of reaction?  a combustion  b cracking  c polymerisation  d reduction    36 which substance is in the same homologous series as methanol?    a cco ohb cc h ohh hhh cc c hhhhh hhh hhhc cch hhhd      37 which statement could not be correct for an alkane?  a it burns readily in a plentiful supply of air to form only carbon dioxide and water.  b it decolourises aqueous bromine.  c it has a boiling point of \u2013  42  \u00b0c.  d the carbon and hydrogen atoms in the molecule are joined by sharing pairs of electrons.     ",
+            "16": "16  \u00a9 ucles 2016 0620/11/o/n/16  38 in which conical flask will ethanol be produced?    abcd water and sugarsugar and yeastwater, sugar and yeastwater and yeast     39 which molecule can be polymerised?    h ca h hhh cb h hchh hc hch hh hcd h ch o oc h     40 which row describes what happens when ethanol burns in air?     a white powder is left heat energy  is given out carbon dioxide  is formed water  is formed  a \u0016 \u001a \u0016 \u0016  b \u001a \u0016 \u0016 \u0016  c \u001a \u0016 \u0016 \u001a  d \u001a \u0016 \u001a \u0016     ",
+            "17": "17    blank page   \u00a9 ucles 2016 0620/11/o/n/16  ",
+            "18": "18    blank page   \u00a9 ucles 2016 0620/11/o/n/16  ",
+            "19": "19    blank page     permission to reproduce items where third-party owned material pr otected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to trac e 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 ans wer-related information to candidates, all copyright acknowledgements are reproduced onl ine in the cambridge  international examinations copyright acknow ledgements booklet. this is produced for each  series of examinations and is freely a vailable to download at  www.cie.org.uk after the live examination series.  cambridge international examinations is part of the cambridge as sessment group. cambridge assessment is the brand name of unive rsity of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge.    \u00a9 ucles 2016 0620/11/o/n/16  ",
+            "20": "20  \u00a9 ucles 2016 0620/11/o/n/16   groupthe periodic table of elements 1 h hydrogen 12 he helium 4ii i iii iv v vi vii viii 3 li lithium 74 be beryllium 9atomic number atomic symbolkey name relative atomic mass 11 na sodium 2312 mg magnesium 24 19 k potassium 3920 ca calcium 40 37 rb rubidium 8538 sr strontium 88 55 cs caesium 13356 ba barium 137 87 fr francium \u201388 ra radium \u20135 b boron 11 13 al aluminium 27 31 ga gallium 70 49 in indium 115 81 tl thallium 2046 c carbon 12 14 si silicon 28 32 ge germanium 73 50 sn tin 119 82 pb lead 20722 ti titanium 48 40 zr zirconium 91 72 hf hafnium 178 104 rf rutherfordium \u201323 v vanadium 51 41 nb niobium 93 73 ta tantalum 181 105 db dubnium \u201324 cr chromium 52 42 mo molybdenum 96 74 w tungsten 184 106 sg seaborgium \u201325 mn manganese 55 43 tc technetium \u2013 75 re rhenium 186 107 bh bohrium \u201326 fe iron 56 44 ru ruthenium 101 76 os osmium 190 108 hs hassium \u201327 co cobalt 59 45 rh rhodium 103 77 ir iridium 192 109 mt meitnerium \u201328 ni nickel 59 46 pd palladium 106 78 pt platinum 195 110 ds darmstadtium \u201329 cu copper 64 47 ag silver 108 79 au gold 197 111 rg roentgenium \u201330 zn zinc 65 48 cd cadmium 112 80 hg mercury 201 112 cn copernicium \u2013114 fl flerovium \u2013116 lv livermorium \u20137 n nitrogen 14 15 p phosphorus 31 33 as arsenic 75 51 sb antimony 122 83 bi bismuth 2098 o oxygen 16 16 s sulfur 32 34 se selenium 79 52 te tellurium 128 84 po polonium \u20139 f fluorine 19 17 cl chlorine 35.5 35 br bromine 80 53 i iodine 127 85 at astatine \u201310 ne neon 20 18 ar argon 40 36 kr krypton 84 54 xe xenon 131 86 rn radon \u201321 sc scandium 45 39 y yttrium 89 57\u201371 lanthanoids 89\u2013103 actinoids 57 la lanthanum 139 89 aclanthanoids actinoids the volume of one mole of any gas is 24  dm3 at room temperature and pressure (r.t.p.)actinium \u201358 ce cerium 140 90 th thorium 23259 pr praseodymium 141 91 pa protactinium 23160 nd neodymium 144 92 u uranium 23861 pm promethium \u2013 93 np neptunium \u201362 sm samarium 150 94 pu plutonium \u201363 eu europium 152 95 am americium \u201364 gd gadolinium 157 96 cm curium \u201365 tb terbium 159 97 bk berkelium \u201366 dy dysprosium 163 98 cf californium \u201367 ho holmium 165 99 es einsteinium \u201368 er erbium 167 100 fm fermium \u201369 tm thulium 169 101 md mendelevium \u201370 yb ytterbium 173 102 no nobelium \u201371 lu lutetium 175 103 lr lawrencium \u2013  "
+        },
+        "0620_w16_qp_12.pdf": {
+            "1": "  the syllabus is approved for use in england, wales and northern ir eland as a cambridge international level 1/level 2 certificat e.  this document consists of 15 printed pages and 1 blank page.  ib16 11_0620_12/7rp  \u00a9 ucles 2016 [turn over     *5967809337* cambridge international examinations  cambridge international general certificate of secondary education       chemistry 0620/12     paper 1 multiple choice (core)  october/november 2016       45 minutes  additional materials: multiple choice answer sheet   soft clean eraser   soft pencil (type b or hb is recommended)       read these instructions first   write in soft pencil.  do not use staples, paper clips, glue or correction fluid.  write your name, centre number and candidate number on the answer sheet in the spaces provided unless  this has been done for you.  do not  write in any barcodes.   there are forty  questions on this paper. answer all questions. for each question there are four possible  answers a, b, c and d.   choose the one you consider correct and record your choice in soft pencil  on the separate answer sheet.   read the instructions on the answer sheet very carefully.   each correct answer will score one mark. a ma rk will not be deducted for a wrong answer.  any rough working should be done in this booklet.  a copy of the periodic table is printed on page 16.  electronic calculators may be used.          ",
+            "2": "2  \u00a9 ucles 2016 0620/12/o/n/16  1 \u2018particles moving very slowly  from an area of higher concentration to an area of lower  concentration.\u2019    which process is being described?  a a liquid being frozen  b a solid melting  c a substance diffusing through a liquid  d a substance diffusing through the air     2 a student mixes 25  cm3 samples of dilute hydrochloric acid with different volumes of aqueous  sodium hydroxide.     in each case, the student measures the change in temperature to test if the reaction is exothermic.    which piece of apparatus is not needed?    burette clock pipette thermometerab c d     3 a sample contains a mixture of powdered limestone (calcium carbonate), sugar and wax.    what is the correct way to obtain a pure sample of sugar?  a dissolve the mixture in dilute hydrochl oric acid, filter and wash the residue.  b dissolve the mixture in hexane, filter and evaporate the filtrate.  c dissolve the mixture in water, filter and evaporate the filtrate.  d dissolve the mixture in water, filter and wash the residue.     ",
+            "3": "3  \u00a9 ucles 2016 0620/12/o/n/16 [turn over  4 the table shows information about four different particles.    particle proton  number nucleon  number number  of protons number  of neutrons number  of electrons na 11 23 11 w 11  na+ 11 23 11 12 x  o 8 16 8 y 8  o2\u2013 8 16 8 8 z    what are the values of w, x, y and z?     w x y z  a 11 10 10 8  b 11 11 8 10  c 12 10 8 10  d 12 11 10 8      5 which pair of statements about diamond and graphite is correct?    diamond graphite    a diamond and graphite are both pure carbon. they are both macromolecules.  b diamond and graphite can both be used as electrodes. graphite is also used as a lubricant.  c diamond has covalent bonds. graphite has ionic bonds.  d diamond is hard with a high melting point. graphite is soft with a low melting point.     ",
+            "4": "4  \u00a9 ucles 2016 0620/12/o/n/16  6 which row shows the electronic structure of the sodium ion and the chloride ion in sodium  chloride?     sodium ion chloride ion  a 2,8 2,8,7  b 2,8 2,8,8  c 2,8,1 2,8,7  d 2,8,1 2,8,8     7 a molecule of x contains two bromine atoms,  three carbon atoms, six hydrogen atoms and one  oxygen atom.    what is the formula of x?  a chbro b c 3h6b2o c c3h6br2o d c3h6br2o     8 the diagram shows the electrolysis of conc entrated aqueous sodium chloride using inert  electrodes.    concentrated aqueous sodium chloride+ \u2013     which substances are produced at the electrodes?     anode cathode  a colourless gas colourless gas  b colourless gas green gas  c green gas colourless gas  d green gas green gas     ",
+            "5": "5  \u00a9 ucles 2016 0620/12/o/n/16 [turn over  9 which apparatus could be used to electroplate an iron nail with copper?    +\u2013a +\u2013b +\u2013cdaqueous copper( ii) sulfate aqueous iron( ii) sulfate+\u2013key = copper sheet = iron nail      10 which experiment is the most exothermic?     initial  temperature  / \u00b0c final  temperature  / \u00b0c  a 20 5  b 20 32  c 25 12  d 25 34     11 which substance is not used as a fuel?  a bitumen  b diesel  c gasoline  d hydrogen     ",
+            "6": "6  \u00a9 ucles 2016 0620/12/o/n/16  12 zinc granules are reacted with excess dilute hydrochloric acid.    the volume of hydrogen given off is measured at different times.    the results are shown on the graph, labelled experiment 1.    the results for a second experiment are also shown on the graph, labelled experiment 2.    00 timevolume of hydrogenexperiment 1 experiment 2     which change to the conditions was made in experiment 2?  a the concentration of the hydrochloric acid was decreased.  b the size of the zinc granules was decreased.  c the surface area of the zinc granules was increased.  d the temperature was increased.      13 when green crystals of nickel( ii) sulfate are heated, water is given off and a yellow solid remains.  when water is added to the yellow solid, the green colour returns.     which process describes these changes?   a combustion  b corrosion  c neutralisation   d reversible reaction     14 in which reaction is the copper compound reduced?  a cuco 3  \u2192  cuo  +  co 2  b cuo  +  h 2so 4  \u2192  cuso 4  +  h 2o  c cuso 4  +  2naoh  \u2192  cu(oh) 2  +  na 2so 4  d 2cuo  +  c  \u2192  2cu  +  co 2     ",
+            "7": "7  \u00a9 ucles 2016 0620/12/o/n/16 [turn over  15 the element selenium forms the oxide seo 2. this oxide dissolves in concentrated aqueous  sodium hydroxide.    the element zirconium forms the oxide zro 2. this oxide dissolves in concentrated sulfuric acid.    how are the elements selenium and zirconium classified?     selenium zirconium  a metal metal  b metal non-metal  c non-metal metal  d non-metal non-metal      16 aqueous sodium hydroxide was added slowly, un til in excess, to separate solutions of  w, x, y and z.    the results are shown.    solution initial observation with   aqueous sodium hydroxide final observation with excess  aqueous sodium hydroxide  w white precipitate formed precipitate dissolves  x white precipitate formed no change  y pale blue precipitate formed no change  z green precipitate formed no change    which row identifies the metal ions in the solutions?     metal ion in  solution w metal ion in  solution x metal ion in  solution y metal ion in  solution z  a aluminium calcium copper( ii) iron( ii)  b aluminium calcium iron( ii) copper( ii)  c aluminium iron( ii) calcium copper( ii)  d calcium aluminium copper( ii) iron( ii)     ",
+            "8": "8  \u00a9 ucles 2016 0620/12/o/n/16  17 acids can react with metal oxides, carbonates and metals.    which reactions produce a gas?     acid with  metal oxide acid with  carbonate acid with  metal   a \u0016 \u0016 \u0016 key  b \u0016 \u001a \u001a \u0016= gas is produced  c \u001a \u0016 \u0016 \u001a= no gas is produced  d \u001a \u0016 \u001a       18 the apparatus shown is used to prepare aqueous copper( ii) sulfate.    ystirrer solid x aqueous copper( ii) sulfateexcess of solid xfilter paper heat    what are x and y?     x y  a copper aqueous iron( ii) sulfate  b copper( ii) chloride sulfuric acid  c copper( ii) oxide sulfuric acid  d sulfur aqueous copper( ii) chloride     ",
+            "9": "9  \u00a9 ucles 2016 0620/12/o/n/16 [turn over  19 part of the periodic table is shown.    v xw yz     which statement about the elements is correct?  a v has a higher melting point than x.  b x is less reactive than v.  c y has less metallic character than z.  d z is more reactive than w.      20 what is not a property of group i metals?  a they are soft and can be cut with a knife.  b they react when exposed to oxygen in the air.  c they produce an acidic solution when they react with water.  d they react rapidly with water producing hydrogen gas.      21 which gas is not a noble gas?  a fluorine  b helium  c radon  d xenon     22 which element is a transition element?     colour of  chloride melting point of  element  / \u00b0c  a orange 113  b orange 1535  c white 113  d white  1535     ",
+            "10": "10  \u00a9 ucles 2016 0620/12/o/n/16  23 which statement about the elements in group vii is not correct?  a br2 is less reactive than i2.  b cl 2 is used for water treatment.  c f2 is a covalent molecule.  d i2 forms a purple vapour when warmed.     24 four metals are listed in decreasing order of reactivity.    magnesium  zinc iron  copper    titanium reacts with acid and cannot be extr acted from its ore by heating with carbon.    where should titanium be placed in the list?  a below copper  b between iron and copper  c between magnesium and zinc  d between zinc and iron    25 impurities in iron obtained from the blast furnace include carbon, phosphorus and silicon.    which impurities are removed from the molten iron as gases when it is made into steel?  a carbon and phosphorus  b carbon and silicon  c carbon only  d phosphorus and silicon    ",
+            "11": "11  \u00a9 ucles 2016 0620/12/o/n/16 [turn over  26 a student added dilute hydrochloric acid to four metals and recorded the results.     some of the results are not correct.     results  metal gas given off  1 copper yes  2 iron yes  3 magnesium no  4 zinc yes    which two results are correct?  a 1 and 3 b 1 and 4 c 2 and 3 d 2 and 4     27 what is a common use of mild steel?  a aircraft manufacture  b electrical wiring  c making car bodies  d making cutlery    28 river water contains soluble impurities, insoluble impurities and bacteria.    river water is made safe to drink by filtration and chlorination.    which statement is correct?  a filtration removes bacteria and insoluble impurities, and chlorination removes soluble  impurities.  b filtration removes insoluble impurities, and chlorination kills the bacteria.  c filtration removes soluble and insoluble impurities, and chlorination kills the bacteria.  d filtration removes soluble impurities and bacteria, and chlorination removes insoluble  impurities.    29 air is a mixture of gases.    which gas is present in the largest amount?  a argon  b carbon dioxide  c nitrogen  d oxygen ",
+            "12": "12  \u00a9 ucles 2016 0620/12/o/n/16  30 which information about carbon dioxide and methane is correct?      carbon dioxide methane   a formed when vegetation decomposes \u0016 \u001a key  b greenhouse gas \u0016 \u0016 \u0016 = true  c present in unpolluted air \u001a \u001a \u001a = false  d produced during respiration \u001a \u0016       31 aqueous sodium hydroxide is added to a sample of a fertiliser and the mixture warmed.    ammonia gas is given off.    which ion does the fertiliser contain?  a ammonium  b nitrate  c phosphate  d potassium     32 which reaction would not result in the production of carbon dioxide?  a combustion of methane  b fermentation  c reaction between an acid and a metal  d respiration     33 which substance gives off carbon dioxide on heating?  a lime  b limestone  c limewater  d slaked lime    34 petroleum is separated into fractions.    which statement is not correct?  a each fraction contains a mixture of hydrocarbon molecules.  b fuel oil burns easily and is used as fuel in cars.  c refinery gas is the fraction containing the smallest molecules.  d the fractions are separated depending on their boiling point range. ",
+            "13": "13  \u00a9 ucles 2016 0620/12/o/n/16 [turn over  35 butane reacts as shown.    butane butene  +  hydrogencatalyst  and heat     what is this type of reaction?  a combustion  b cracking  c polymerisation  d reduction     36 which compound is not a member of the alkene homologous series?  a ch 3chch 2  b ch 3ch 2chch 2  c ch 3chchch 3  d ch 3ch 2ch 2ch 2ch 3     37 which compound decolourises aqueous bromine?  a 2-methylpropane  b butane  c cyclohexane  d hexene    38 the equation represents the fermentation of x.    x   yeast  ethanol  +  carbon dioxide    what is x?  a ethanoic acid  b ethene  c glucose  d methanol     ",
+            "14": "14  \u00a9 ucles 2016 0620/12/o/n/16  39 which molecule can be polymerised?    h ca h hhh cb h hchh hc hch hh hcd h ch o oc h      40 which equation for the complete combustion of ethanol is correct?  a c2h5oh  +  3o 2  \u2192  2co 2  +  3h 2o  b 2c2h5oh  +  7o 2  \u2192  4co 2  +  6h 2o  c 2c2h5oh  +  5o 2  \u2192  2co 2  +  6h 2o  d 4c2h5oh  +  7o 2  \u2192  4co 2  +  10h 2o     ",
+            "15": "15    blank page     permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to trac e 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 ans wer-related information to candidates, all copyright acknowledgements are reproduced onl ine in the cambridge  international examinations copyright acknow ledgements booklet. this is produced for each  series of examinations and is freely a vailable to download at  www.cie.org.uk after the live examination series.  cambridge international examinations is part of the cambridge as sessment group. cambridge assessment is the brand name of unive rsity of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge.    \u00a9 ucles 2016 0620/12/o/n/16  ",
+            "16": "16  \u00a9 ucles 2016 0620/12/o/n/16   groupthe periodic table of elements 1 h hydrogen 12 he helium 4ii i iii iv v vi vii viii 3 li lithium 74 be beryllium 9atomic number atomic symbolkey name relative atomic mass 11 na sodium 2312 mg magnesium 24 19 k potassium 3920 ca calcium 40 37 rb rubidium 8538 sr strontium 88 55 cs caesium 13356 ba barium 137 87 fr francium \u201388 ra radium \u20135 b boron 11 13 al aluminium 27 31 ga gallium 70 49 in indium 115 81 tl thallium 2046 c carbon 12 14 si silicon 28 32 ge germanium 73 50 sn tin 119 82 pb lead 20722 ti titanium 48 40 zr zirconium 91 72 hf hafnium 178 104 rf rutherfordium \u201323 v vanadium 51 41 nb niobium 93 73 ta tantalum 181 105 db dubnium \u201324 cr chromium 52 42 mo molybdenum 96 74 w tungsten 184 106 sg seaborgium \u201325 mn manganese 55 43 tc technetium \u2013 75 re rhenium 186 107 bh bohrium \u201326 fe iron 56 44 ru ruthenium 101 76 os osmium 190 108 hs hassium \u201327 co cobalt 59 45 rh rhodium 103 77 ir iridium 192 109 mt meitnerium \u201328 ni nickel 59 46 pd palladium 106 78 pt platinum 195 110 ds darmstadtium \u201329 cu copper 64 47 ag silver 108 79 au gold 197 111 rg roentgenium \u201330 zn zinc 65 48 cd cadmium 112 80 hg mercury 201 112 cn copernicium \u2013114 fl flerovium \u2013116 lv livermorium \u20137 n nitrogen 14 15 p phosphorus 31 33 as arsenic 75 51 sb antimony 122 83 bi bismuth 2098 o oxygen 16 16 s sulfur 32 34 se selenium 79 52 te tellurium 128 84 po polonium \u20139 f fluorine 19 17 cl chlorine 35.5 35 br bromine 80 53 i iodine 127 85 at astatine \u201310 ne neon 20 18 ar argon 40 36 kr krypton 84 54 xe xenon 131 86 rn radon \u201321 sc scandium 45 39 y yttrium 89 57\u201371 lanthanoids 89\u2013103 actinoids 57 la lanthanum 139 89 aclanthanoids actinoids the volume of one mole of any gas is 24  dm3 at room temperature and pressure (r.t.p.)actinium \u201358 ce cerium 140 90 th thorium 23259 pr praseodymium 141 91 pa protactinium 23160 nd neodymium 144 92 u uranium 23861 pm promethium \u2013 93 np neptunium \u201362 sm samarium 150 94 pu plutonium \u201363 eu europium 152 95 am americium \u201364 gd gadolinium 157 96 cm curium \u201365 tb terbium 159 97 bk berkelium \u201366 dy dysprosium 163 98 cf californium \u201367 ho holmium 165 99 es einsteinium \u201368 er erbium 167 100 fm fermium \u201369 tm thulium 169 101 md mendelevium \u201370 yb ytterbium 173 102 no nobelium \u201371 lu lutetium 175 103 lr lawrencium \u2013  "
+        },
+        "0620_w16_qp_13.pdf": {
+            "1": "  the syllabus is approved for use in england, wales and northern ir eland as a cambridge international level 1/level 2 certificat e.  this document consists of 17 printed pages and 3 blank pages.  ib16 11_0620_13/6rp  \u00a9 ucles 2016 [turn over     *3471311180* cambridge international examinations  cambridge international general certificate of secondary education       chemistry 0620/13     paper 1 multiple choice (core)  october/november 2016       45 minutes  additional materials: multiple choice answer sheet   soft clean eraser   soft pencil (type b or hb is recommended)       read these instructions first   write in soft pencil.  do not use staples, paper clips, glue or correction fluid.  write your name, centre number and candidate number on the answer sheet in the spaces provided unless  this has been done for you.  do not  write in any barcodes.   there are forty  questions on this paper. answer all questions. for each question there are four possible  answers a, b, c and d.   choose the one you consider correct and record your choice in soft pencil  on the separate answer sheet.   read the instructions on the answer sheet very carefully.   each correct answer will score one mark. a ma rk will not be deducted for a wrong answer.  any rough working should be done in this booklet.  a copy of the periodic table is printed on page 20.  electronic calculators may be used.          ",
+            "2": "2  \u00a9 ucles 2016 0620/13/o/n/16  1 \u2018particles moving very slowly  from an area of higher concentration to an area of lower  concentration.\u2019    which process is being described?  a a liquid being frozen  b a solid melting  c a substance diffusing through a liquid  d a substance diffusing through the air     2 a student mixes 25  cm3 samples of dilute hydrochloric acid with different volumes of aqueous  sodium hydroxide.     in each case, the student measures the change in temperature to test if the reaction is exothermic.    which piece of apparatus is not needed?    burette clock pipette thermometerab c d     ",
+            "3": "3  \u00a9 ucles 2016 0620/13/o/n/16 [turn over  3 a solid x is purified in five steps.    the first four steps of the purification are shown in the diagram.    step 1 step 2 step 3 step 4heatsolid xmixture y     in step 5 , how is a pure sample of solid x obtained from mixture y?  a dissolving  b distillation  c evaporating  d filtering     4 an atom has three electron shells. there are three electrons in the outer shell.    how many protons and how many neutrons are in this atom?     protons neutrons  a 13 14  b 13 27  c 14 13  d 21 24    5 boron nitride is a compound of the elements boron and nitrogen.    it has a similar structure to diamond.    what is likely to be a property of boron nitride?  a it conducts electricity.  b it is soluble in water.  c it is used as a lubricant.  d it is very hard.     ",
+            "4": "4  \u00a9 ucles 2016 0620/13/o/n/16  6 which row describes the formation of single covalent bonds in methane?    a   atoms share a pair of electrons   both atoms gain a  noble gas electronic structure  b   atoms share a pair of electrons   both atoms have the same number  of electrons in their outer shell  c   electrons are transferred from one  atom to another both atoms gain a  noble gas electronic structure  d   electrons are transferred from one  atom to another both atoms have the same number  of electrons in their outer shell     7 which elements are in the compound baco 3?  a barium and cobalt  b boron, actinium and oxygen  c carbon, oxygen and barium  d oxygen, calcium and boron     8 concentrated aqueous sodium iodide is electrolysed using platinum electrodes.    the solution contains the ions na +, i\u2013, h+ and oh\u2013.    which electrodes are the ions attracted to during this electrolysis?     cathode anode  a h+ and na+ i\u2013 and oh\u2013  b h+ and oh\u2013 i\u2013 and na+  c i\u2013 and na+ h+ and oh\u2013  d i\u2013 and oh\u2013 h+ and na+     ",
+            "5": "5  \u00a9 ucles 2016 0620/13/o/n/16 [turn over  9 which apparatus could be used to electroplate an iron nail with copper?    +\u2013a +\u2013b +\u2013cdaqueous copper( ii) sulfate aqueous iron( ii) sulfate+\u2013key = copper sheet = iron nail       10 10  g of ammonium nitrate are added to water at 25  \u00b0c and the mixture stirred. the  ammonium nitrate dissolves and, after one minute, the temperature of the solution is 10  \u00b0c.    which word describes this change?  a endothermic  b exothermic  c neutralisation  d reduction      11 what is always  produced when a fuel is burnt?  a carbon dioxide  b carbon monoxide  c heat energy  d oxides of nitrogen     ",
+            "6": "6  \u00a9 ucles 2016 0620/13/o/n/16  12 an experiment x is carried out between a solid and a solution using the apparatus shown.    gas syringe     the volume of gas given off is measured at different times and the results plotted on a graph.    in a second experiment y, the surface area of the solid is increased but all other factors remain  the same.    which graph shows the results of experiments x and y?    a volume of gas time00y xb volume of gas time00y x c volume of gas time00yxd volume of gas time00yx      ",
+            "7": "7  \u00a9 ucles 2016 0620/13/o/n/16 [turn over  13 hydrated cobalt( ii) chloride crystals are pink.    when they are heated, they lose water and form blue anhydrous cobalt( ii) chloride.    hydrated cobalt( ii) chloride    anhydrous cobalt( ii) chloride  +  water    a few drops of vinegar were added to anhydrous cobalt( ii) chloride.    there was a colour change from blue to pink.    what does this colour change show about vinegar?  a it contains an acid.  b it contains water.  c it is an alkali.  d it is anhydrous.     14 the equations for three reactions are shown.    1 cuo  +  h 2  \u2192  cu  +  h 2o  2 fe 2o3  +  3co  \u2192  2fe  +  3co 2  3 2h 2  +  o 2  \u2192  2h 2o    which statement about the reactions is not correct?  a in reaction 1, copper( ii) oxide is reduced to copper.  b in reaction 2, carbon monoxide is oxidised to carbon dioxide.  c in reactions 1 and 3, hydrogen is oxidised to water.  d in reaction 2, iron( iii) oxide is oxidised to iron.     ",
+            "8": "8  \u00a9 ucles 2016 0620/13/o/n/16  15 part of the periodic table is shown.    xy     which type of oxides do x and y form?     x y  a acidic acidic  b acidic basic  c basic acidic  d basic basic     16 compound t is added to dilute hydrochloric acid and warmed gently.    the mixture gives off a gas which turns acidified aqueous potassium manganate( vii) from purple  to colourless.    a flame test on compound t gives a lilac flame.    what is compound t?  a sodium sulfate  b sodium sulfite  c potassium sulfate  d potassium sulfite     17 acids can react with metal oxides, carbonates and metals.    which reactions produce a gas?     acid with  metal oxide acid with  carbonate acid with  metal   a \u0016 \u0016 \u0016 key  b \u0016 \u001a \u001a \u0016= gas is produced  c \u001a \u0016 \u0016 \u001a= no gas is produced  d \u001a \u0016 \u001a      ",
+            "9": "9  \u00a9 ucles 2016 0620/13/o/n/16 [turn over  18 the apparatus shown is used to prepare aqueous copper( ii) sulfate.    ystirrer solid x aqueous copper( ii) sulfateexcess of solid xfilter paper heat    what are x and y?     x y  a copper aqueous iron( ii) sulfate  b copper( ii) chloride sulfuric acid  c copper( ii) oxide sulfuric acid  d sulfur aqueous copper( ii) chloride      19 elements p and q are in the same period of the periodic table.   p is a metal and q is a non-metal.   which statement is correct?  a p has a greater nucleon number than q.  b p is to the right of q in the period.  c q has more electron shells than p.  d q has more protons than p.     20 what is not a property of group i metals?  a they are soft and can be cut with a knife.  b they react when exposed to oxygen in the air.  c they produce an acidic solution when they react with water.  d they react rapidly with water producing hydrogen gas.    ",
+            "10": "10  \u00a9 ucles 2016 0620/13/o/n/16  21 a flammable gas needs to be removed from a tank at an industrial plant.    for safety reasons, an inert gas is used.    which gas is suitable?  a argon  b hydrogen  c methane  d oxygen     22 which element is a transition element?     colour of  chloride melting point of  element  / \u00b0c  a orange 113  b orange 1535  c white 113  d white  1535      23 which statement about the element bromine is correct?  a it displaces chlorine from aqueous potassium chloride.  b it has a higher density than chlorine.  c it is a diatomic metal.  d it is a green gas at room temperature.     24 four metals are listed in decreasing order of reactivity.    magnesium  zinc  iron  copper    titanium reacts with acid and cannot be extr acted from its ore by heating with carbon.    where should titanium be placed in the list?  a below copper  b between iron and copper  c between magnesium and zinc  d between zinc and iron ",
+            "11": "11  \u00a9 ucles 2016 0620/13/o/n/16 [turn over  25 basic oxides and oxygen are used to convert iron into steel.   which statement is not correct?  a carbon is converted into carbon dioxide.  b silicon is converted into silicon (iv) oxide.  c the basic oxides react with acidic impurities to form slag.  d the oxygen reacts with the iron to produce hematite.    26 a student added dilute hydrochloric acid to four metals and recorded the results.     some of the results are not correct.     results  metal gas given off  1 copper yes  2 iron yes  3 magnesium no  4 zinc yes    which two results are correct?  a 1 and 3 b 1 and 4 c 2 and 3 d 2 and 4      27 some properties of aluminium are listed.    1 it conducts heat.  2 it has a low density.  3 it is mechanically strong.  4 it is resistant to corrosion.    which properties make aluminium suitable for making food containers for chilled food products?  a 1, 2 and 4 b 1, 3 and 4 c 1 only d 4 only    ",
+            "12": "12  \u00a9 ucles 2016 0620/13/o/n/16  28 the diagram represents the water cycle.    at which stage during the cycle are soluble impurities removed from the water?    seaad rain cevaporatecondense lake riversun b      29 air is a mixture of gases.    which gas is present in the largest amount?  a argon  b carbon dioxide  c nitrogen  d oxygen    30 which information about carbon dioxide and methane is correct?      carbon dioxide methane   a formed when vegetation decomposes \u0016 \u001a key  b greenhouse gas \u0016 \u0016 \u0016 = true  c present in unpolluted air \u001a \u001a \u001a = false  d produced during respiration \u001a \u0016      ",
+            "13": "13  \u00a9 ucles 2016 0620/13/o/n/16 [turn over  31 calcium oxide and ammonium salts ar e used by farmers to treat soils.    why are these two substances added at different times?  a they are both acidic.  b they are both basic.  c they react with each other to produce ammonia.  d they react with each other to produce hydrogen.    32 the chart shows how a gas, g, is formed in four reactions, from glucose or from a solid, s.    gas g solid sglucose heat dilute acidrespirationcombustion     what are the formulae of gas g and solid s?     gas g solid s  a ch 4 ca  b ch 4 caco 3  c co 2 ca  d co 2 caco 3     33 slaked lime is used to neutralise an acidic soil.    how does the ph of the soil change?     from to  a 6 7  b 7 8  c 8 7  d 8 6     ",
+            "14": "14  \u00a9 ucles 2016 0620/13/o/n/16  34 which list shows the fractions obtained from distilling petroleum, in order of increasing boiling  point?  a bitumen \u2192 diesel oil \u2192 fuel oil \u2192 lubricating oil  b diesel oil \u2192 gasoline \u2192 naphtha \u2192 kerosene  c gasoline \u2192 naphtha \u2192 kerosene \u2192 diesel oil  d kerosene \u2192 lubricating oil \u2192 naphtha \u2192 refinery gas      35 butane reacts as shown.    butane butene  +  hydrogencatalyst  and heat     what is this type of reaction?  a combustion  b cracking  c polymerisation  d reduction    36 the structure of a compound, x, is shown.    h ch hhhhhch hh hc c c c hh h     to which homologous series does x belong?  a alcohols  b alkanes  c alkenes  d carboxylic acids     ",
+            "15": "15  \u00a9 ucles 2016 0620/13/o/n/16 [turn over  37 an organic compound has the following properties.    colour effect on  universal  indicator flammability effect on  aqueous bromine state at room  temperature  colourless none highly flammable decolourises gas    to which homologous series does this organic compound belong?  a alcohols  b alkanes  c alkenes  d carboxylic acids     38 the diagram shows some apparatus.    waterair lock yeast, sugar and wate r     what is made using this apparatus?  a ethane  b ethanoic acid  c ethanol  d ethene      39 which molecule can be polymerised?    h ca h hhh cb h hchh hc hch hh hcd h ch o oc h   ",
+            "16": "16  \u00a9 ucles 2016 0620/13/o/n/16  40 ethanol is used as a biofuel.    which equation shows the complete combustion of ethanol?  a c 2h5oh  +  3o 2  \u2192  2co 2  +  2h 2o  b c 2h5oh  +  3o 2  \u2192  2co 2  +  3h 2o  c 2c 2h5oh  +  6o 2  \u2192  4co 2  +  4h 2o  d 2c 2h5oh  +  7o 2  \u2192  4co 2  +  6h 2o     ",
+            "17": "17    blank page   \u00a9 ucles 2016 0620/13/o/n/16  ",
+            "18": "18    blank page   \u00a9 ucles 2016 0620/13/o/n/16  ",
+            "19": "19    blank page     permission to reproduce items where third-party owned material pr otected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to trac e 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 ans wer-related information to candidates, all copyright acknowledgements are reproduced onl ine in the cambridge  international examinations copyright acknow ledgements booklet. this is produced for each  series of examinations and is freely a vailable to download at  www.cie.org.uk after the live examination series.   cambridge international examinations is part of the cambridge as sessment group. cambridge assessment is the brand name of unive rsity of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge.    \u00a9 ucles 2016 0620/13/o/n/16  ",
+            "20": "20  \u00a9 ucles 2016 0620/13/o/n/16   groupthe periodic table of elements 1 h hydrogen 12 he helium 4ii i iii iv v vi vii viii 3 li lithium 74 be beryllium 9atomic number atomic symbolkey name relative atomic mass 11 na sodium 2312 mg magnesium 24 19 k potassium 3920 ca calcium 40 37 rb rubidium 8538 sr strontium 88 55 cs caesium 13356 ba barium 137 87 fr francium \u201388 ra radium \u20135 b boron 11 13 al aluminium 27 31 ga gallium 70 49 in indium 115 81 tl thallium 2046 c carbon 12 14 si silicon 28 32 ge germanium 73 50 sn tin 119 82 pb lead 20722 ti titanium 48 40 zr zirconium 91 72 hf hafnium 178 104 rf rutherfordium \u201323 v vanadium 51 41 nb niobium 93 73 ta tantalum 181 105 db dubnium \u201324 cr chromium 52 42 mo molybdenum 96 74 w tungsten 184 106 sg seaborgium \u201325 mn manganese 55 43 tc technetium \u2013 75 re rhenium 186 107 bh bohrium \u201326 fe iron 56 44 ru ruthenium 101 76 os osmium 190 108 hs hassium \u201327 co cobalt 59 45 rh rhodium 103 77 ir iridium 192 109 mt meitnerium \u201328 ni nickel 59 46 pd palladium 106 78 pt platinum 195 110 ds darmstadtium \u201329 cu copper 64 47 ag silver 108 79 au gold 197 111 rg roentgenium \u201330 zn zinc 65 48 cd cadmium 112 80 hg mercury 201 112 cn copernicium \u2013114 fl flerovium \u2013116 lv livermorium \u20137 n nitrogen 14 15 p phosphorus 31 33 as arsenic 75 51 sb antimony 122 83 bi bismuth 2098 o oxygen 16 16 s sulfur 32 34 se selenium 79 52 te tellurium 128 84 po polonium \u20139 f fluorine 19 17 cl chlorine 35.5 35 br bromine 80 53 i iodine 127 85 at astatine \u201310 ne neon 20 18 ar argon 40 36 kr krypton 84 54 xe xenon 131 86 rn radon \u201321 sc scandium 45 39 y yttrium 89 57\u201371 lanthanoids 89\u2013103 actinoids 57 la lanthanum 139 89 aclanthanoids actinoids the volume of one mole of any gas is 24  dm3 at room temperature and pressure (r.t.p.)actinium \u201358 ce cerium 140 90 th thorium 23259 pr praseodymium 141 91 pa protactinium 23160 nd neodymium 144 92 u uranium 23861 pm promethium \u2013 93 np neptunium \u201362 sm samarium 150 94 pu plutonium \u201363 eu europium 152 95 am americium \u201364 gd gadolinium 157 96 cm curium \u201365 tb terbium 159 97 bk berkelium \u201366 dy dysprosium 163 98 cf californium \u201367 ho holmium 165 99 es einsteinium \u201368 er erbium 167 100 fm fermium \u201369 tm thulium 169 101 md mendelevium \u201370 yb ytterbium 173 102 no nobelium \u201371 lu lutetium 175 103 lr lawrencium \u2013  "
+        },
+        "0620_w16_qp_21.pdf": {
+            "1": "  the syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificat e.  this document consists of 20 printed pages.  ib16 11_0620_21/6rp  \u00a9 ucles 2016 [turn over       *6942475041* cambridge international examinations  cambridge international general certificate of secondary education       chemistry 0620/21     paper 2 multiple choice (extended)  october/november 2016       45 minutes  additional materials: multiple choice answer sheet   soft clean eraser   soft pencil (type b or hb is recommended)       read these instructions first    write in soft pencil. do not use staples, paper clips, glue or correction fluid. write your name, centre number and candidate number on the answer sheet in the spaces provided unless  this has been done for you.  do not  write in any barcodes.   there are forty  questions on this paper. answer all questions. for each question there are four possible  answers a, b, c and d.   choose the one you consider correct and record your choice in soft pencil  on the separate answer sheet.   read the instructions on the answer sheet very carefully.  each correct answer will score one mark. a mark will not be deducted for a wrong answer. any rough working should be done in this booklet. a copy of the periodic table is printed on page 20. electronic calculators may be used.   ",
+            "2": "2  \u00a9 ucles 2016 0620/21/o/n/16  1 \u2018particles moving very slowly  from an area of higher concentration to an area of lower  concentration.\u2019    which process is being described?  a a liquid being frozen  b a solid melting  c a substance diffusing through a liquid  d a substance diffusing through the air     2 a student mixes 25  cm3 samples of dilute hydrochloric acid with different volumes of aqueous  sodium hydroxide.     in each case, the student measures the change in temperature to test if the reaction is exothermic.    which piece of apparatus is not needed?    burette clock pipette thermometerab c d      ",
+            "3": "3  \u00a9 ucles 2016 0620/21/o/n/16 [turn over  3 information about the solubility of four solids, p, q, r and s, is given in the table.     p q r s  solubility in water dissolves insoluble insoluble dissolves    a student attempted to separate mixtures of these solids using the following method.    1 add the mixture to a beaker of water and stir.  2 filter the mixture.  3 crystallise one of the solids from the filtrate.    which of the following mixtures could not be separated by this method?  a a mixture of p and r  b a mixture of q and p  c a mixture of q and r  d a mixture of r and s      4 the table shows information about atoms of three different elements.    element proton  number nucleon  number number of  protons number of  neutrons number of  electrons  chlorine 17 35 17 w 17  chlorine 17 x 17 19 17  argon y 40 18 22 18  potassium 19 39 19 20 z    what are the values of w, x, y and z?     w x y z  a 18 35 18 19  b 18 36 18 19  c 19 35 19 18  d 19 36 19 18    ",
+            "4": "4  \u00a9 ucles 2016 0620/21/o/n/16  5 metal p reacts with non-metal q to form a compound.    which process takes place and which type of compound is formed?     process type of compound  a electrons are transferred from p to q covalent  b electrons are transferred from p to q ionic  c electrons are transferred from q to p covalent  d electrons are transferred from q to p ionic     6 the structure of ethanoic acid is shown.    co ohhch h    which diagram shows the arrangement of outer shell electrons in a molecule of ethanoic acid?    c hh ho ohca c hh ho ohcb c hh ho ohcc c hh ho ohcd      ",
+            "5": "5  \u00a9 ucles 2016 0620/21/o/n/16 [turn over  7 x is a solid at room temperature.    x has a high melting point.    solid x conducts electricity.    which diagram shows how the particles are arranged in solid x?    + + + ++ + + +\u2013 + \u2013+ \u2013 +\u2013 + \u2013+ \u2013 +\u2013 + \u2013+ \u2013 +b a d c \u2013 \u2013\u2013 \u2013\u2013 \u2013\u2013 \u2013\u2013      8 benzene is a liquid with molecular formula c 6h6.    ethene is a gas with molecular formula c 2h4.    which statement is correct?  a 1 mole of benzene and 1 mole of ethene contain the same number of atoms.  b 1 mole of benzene and 1 mole of ethene both have a volume of 24  dm3 at room temperature  and pressure.  c both benzene and ethene have the same empirical formula.  d the number of carbon atoms in 0.5 moles of ethene is equal to the avogadro constant.     9 sodium hydrogencarbonate undergoes thermal decomposition as shown.    2nahco 3  \u2192  na 2co 3  +  co 2  +  h 2o    what is the maximum mass of sodium carbonate that can be made from 0.100 moles of sodium hydrogencarbonate?  a 4.15  g b 5.30  g c 10.6  g d 21.2  g     ",
+            "6": "6  \u00a9 ucles 2016 0620/21/o/n/16  10 which apparatus could be used to electroplate an iron nail with copper?    +\u2013a +\u2013b +\u2013cdaqueous copper( ii) sulfate aqueous iron( ii) sulfate+\u2013key = copper sheet = iron nail      ",
+            "7": "7  \u00a9 ucles 2016 0620/21/o/n/16 [turn over  11 the diagram shows a simple cell.     electrolytemetal y metal xvoltmeter v     which two metals produce the highest reading on the voltmeter?     x y  a magnesium copper  b magnesium iron  c zinc copper  d zinc iron      12 when anhydrous copper( ii) sulfate is added to water a solution is formed and heat is given out.    wateranhydrous copper( ii) sulfatethermometer     which row shows the temperature change and the type of reaction taking place?     temperature change type of reaction  a decrease endothermic  b decrease exothermic  c increase endothermic  d increase exothermic     ",
+            "8": "8  \u00a9 ucles 2016 0620/21/o/n/16  13 the energy level diagram for a reaction is shown.    energyproducts reactantsea \u03b4h     which statement is not correct for this energy level diagram?  a it could be the energy level diagram for the reaction when petrol is burnt.  b less energy is released in bond forming than is needed for bond breaking.  c the activation energy, ea, has a positive value.  d the energy change, \u2206h, for the reaction is positive.     ",
+            "9": "9  \u00a9 ucles 2016 0620/21/o/n/16 [turn over  14 the rate of reaction between magnesium and excess dilute hydrochloric acid was followed by  measuring the mass of magnesium present at regular time intervals.    two experiments were performed.    both experiments used 0.1  g of magnesium ribbon. the acid in experiment 1 was less  concentrated than in experiment 2.    which graph shows the results of the experiments?    a mass of magnesium time c mass ofmagnesium time1 2 2 1b mass of magnesium time d0 00 00 00 0mass of magnesium time 2 1 1 2       15 which statement explains why coal dust forms an explosive mixture with air?  a coal dust catalyses the explosion.  b coal dust has a large surface area.  c crushing coal increases the concentration of the coal.  d crushing coal increases the temperature of the coal.    ",
+            "10": "10  \u00a9 ucles 2016 0620/21/o/n/16  16 the following reversible reaction takes place in a closed vessel at constant temperature.    p(g)  +  q(g)  +  r(g)    s(g)  +  t(g)    when the system has reached equilibrium, more t is added.    after the addition of t, which substances increase in concentration?  a p, q, r and s  b p and q only  c p, q and r only  d s only     17 four ionic half-equations are shown.    1 cu 2+(aq)  +  2e\u2013  \u2192  cu(s)  2 2 i\u2013(aq)  \u2192  i2(aq)  +  2e\u2013  3 fe2+(aq)  \u2192  fe3+(aq)  +  e\u2013  4 c l 2(g)  +  2e\u2013  \u2192  2c l \u2013(aq)    which statement is correct?  a in equation 1, copper( ii) ions are oxidised to copper.  b in equation 2, iodide ions are reduced to iodine.  c in equation 3, iron( ii) ions are oxidised to iron( iii) ions.  d in equation 4, chlorine is oxidised to chloride ions.      18 germanium oxide is a white powder.    germanium oxide reacts with concentrated hydrochloric acid.    germanium oxide reacts with concentrated aqueous sodium hydroxide.    germanium oxide does not dissolve when added to water.    which type of oxide is germanium oxide?  a acidic  b amphoteric  c basic  d neutral     ",
+            "11": "11  \u00a9 ucles 2016 0620/21/o/n/16 [turn over  19 hydrogen chloride gas reacts with water to produce an acidic solution. the equation for the  reaction is shown.    hc l  +  h 2o  \u2192  c l \u2013  +  h 3o+    which statement describes what happens during the reaction?  a the chloride ion is formed by accepting an electron from the water.  b the hydrogen chloride loses an electron to form the chloride ion.  c the water accepts a proton from the hydrogen chloride.  d the water donates a proton to the hydrogen chloride.      20 the apparatus shown is used to prepare aqueous copper( ii) sulfate.    ystirrer solid x aqueous copper( ii) sulfateexcess of solid xfilter paper heat    what are x and y?     x y  a copper aqueous iron( ii) sulfate  b copper( ii) chloride sulfuric acid  c copper( ii) oxide sulfuric acid  d sulfur aqueous copper( ii) chloride     ",
+            "12": "12  \u00a9 ucles 2016 0620/21/o/n/16  21 information about some silver compounds is shown in the table.    compound formula solubility in water  silver carbonate ag 2co 3 insoluble  silver chloride agc l  insoluble  silver nitrate agno 3 soluble  silver oxide ag 2o insoluble    which equation shows a reaction which cannot  be used to make a silver salt?  a agno 3(aq)  +  hc l (aq)  \u2192  agc l (s)  +  hno 3(aq)  b ag2o(s)  +  2hno 3(aq)  \u2192  2agno 3(aq)  +  h 2o(l)  c ag2co 3(s)  +  2hno 3(aq)  \u2192  2agno 3(aq)  +  h 2o(l)  +  co 2(g)  d 2ag(s)  +  2hc l (aq)  \u2192  2agc l (s)  +  h 2(g)     22 what is not a property of group i metals?  a they are soft and can be cut with a knife.  b they react when exposed to oxygen in the air.  c they produce an acidic solution when they react with water.  d they react rapidly with water producing hydrogen gas.    ",
+            "13": "13  \u00a9 ucles 2016 0620/21/o/n/16 [turn over  23 four substances, p, q, r and s, are tested as shown.    test substance  p q r s  dilute hydrochloric  acid added gas given off  which \u2018pops\u2019 with  a lighted splint gas given off  which turns  limewater milky no reaction no reaction  dilute aqueous  sodium hydroxide  added and  warmed gently no reaction no reaction gas given off  which turns  damp, red litmus  paper blue no reaction    what are p, q, r and s?     p q r s  a mg na 2co 3 nh 4cl nac l  b mg nh 4cl na 2co 3 nac l  c mg na 2co 3 nac l nh 4cl  d na2co 3 mg nac l nh 4cl     24 which statement about transition elements and their compounds is correct?  a all the transition elements have an oxidation state of +2 only.  b aqueous solutions of the salts of transition elements are generally coloured.  c transition elements change from metal to non-metal across the period.  d transition elements can act as catalysts but their compounds cannot.    ",
+            "14": "14  \u00a9 ucles 2016 0620/21/o/n/16  25 impure iron from the blast furnace is converted to steel as shown.    oxygen impure molten iron     which statement about the process is correct?  a acidic oxides are added to remove alkaline impurities.  b coke is added as a reducing agent.  c oxygen is blown in to oxidise the impure iron.  d the steel produced contains less carbon than the impure iron.      26 the ionic equations represent the reactions between four metals, p, q, r and s, and solutions of  the salts of the same metals.     p  +  q2+ \u2192  no reaction   r  +  p2+ \u2192  r2+  +  p   q  +  s2+ \u2192  q2+  +  s   s  +  p2+ \u2192  s2+  +  p   s  +  r2+ \u2192  s2+  +  r   s  +  q2+ \u2192  no reaction    what is the correct order of reactivity of the metals?     most  least  a p r s q  b q r s p  c q s r p  d s q p r     ",
+            "15": "15  \u00a9 ucles 2016 0620/21/o/n/16 [turn over  27 aluminium is extracted by electrolysis.    from which ore is aluminium extracted and at which electrode is aluminium deposited during  electrolysis?     ore electrode  a bauxite negative  b bauxite positive  c cryolite negative  d cryolite positive     28 zinc oxide can be reacted with carbon to produce zinc metal.    which equation for this reaction is correct?  a 2zno  +  c  \u2192  2zn  +  co  b 2zno  +  2c  \u2192  2zn  +  2co 2  c zno  +  c  \u2192  zn  +  co  d zno  +  2c  \u2192  zn  +  2co 2     29 air is a mixture of gases.    which gas is present in the largest amount?  a argon  b carbon dioxide  c nitrogen  d oxygen      30 which information about carbon dioxide and methane is correct?      carbon dioxide methane   a formed when vegetation decomposes \u0013 \u0017 key  b greenhouse gas \u0013 \u0013 \u0013 = true  c present in unpolluted air \u0017 \u0017 \u0017 = false  d produced during respiration \u0017 \u0013      ",
+            "16": "16  \u00a9 ucles 2016 0620/21/o/n/16  31 underwater steel pipes can be protected from corrosion by attaching magnesium blocks to them.    which equation represents the reaction that prevents corrosion?  a fe  \u2192  fe2+  +  2e\u2013  b fe2+  \u2192  fe3+  +  e\u2013  c mg  \u2192  mg2+  +  2e\u2013  d mg2+  +  2e\u2013  \u2192  mg      32 ammonia is manufactured by the haber process. the reaction is exothermic.    n 2(g)  +  3h 2(g)    2nh 3(g) \u2206 h = \u201392  kj / mol    which statement about the haber process is correct?  a the reaction is irreversible and produces only one product.  b the reaction is reversible and produces less ammonia at high pressure.  c the reaction is reversible and produces less ammonia at high temperature.  d the reaction is slow because a catalyst is not used in the haber process.      33 sulfuric acid is manufactured by the contact process.    the most important reaction takes place in the presence of a catalyst.    what are the reactants and the catalyst for this reaction?     reactants catalyst  a sulfur and oxygen vanadium( v) oxide  b sulfur dioxide and oxygen vanadium( v) oxide  c sulfur dioxide and steam iron  d sulfur trioxide and water platinum    ",
+            "17": "17  \u00a9 ucles 2016 0620/21/o/n/16 [turn over  34 which box corresponds to limestone?    does limestone contain carbon? yes no yes nodoes limestone burn? does limestone burn? abyes no cd      35 petroleum is an important fossil fuel.    which row correctly describes petroleum?     type of substance composition  a compound mainly hydrocarbons  b compound only hydrogen and carbon  c mixture mainly hydrocarbons  d mixture only hydrogen and carbon    36 butane reacts as shown.    butane butene  +  hydrogencatalyst  and heat     what is this type of reaction?  a combustion  b cracking  c polymerisation  d reduction     ",
+            "18": "18  \u00a9 ucles 2016 0620/21/o/n/16  37 substance z has the following characteristics.    1 it burns in an excess of oxygen to form carbon dioxide and water.  2 it is oxidised by air to form a liquid smelling of vinegar. 3 it reacts with carboxylic acids to form esters.    what is substance z?  a ethane  b ethanoic acid  c ethanol  d ethyl ethanoate     38 ethanol is manufactured by the catalytic addition of steam to ethene and by fermentation.    which row shows an advantage and a disadvantage of using the catalytic addition of steam to ethene compared to fermentation?     advantage disadvantage  a fast the product is impure  b fast uses non-renewable materials  c the product is pure slow  d uses renewable materials slow    39 the partial structure of addition polymer x is shown.    cch3 hch ch3cch3 hchch 3    which monomer is used to form polymer x?  a ch 2=ch 2  b ch 3ch=ch 2  c ch 3ch=chch 3  d ch 3ch 2ch=ch 2     ",
+            "19": "19    permission to reproduce items where third-par ty owned material protected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to t race 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 onl ine in the cambridge  international examinations copyright acknowledgements booklet. this is  produced for each series of examinations and is freely a vailable to download at  www.cie.org.uk after the live examination series.    cambridge international examinations is part of the cambridge asse ssment group. cambridge assessment is the brand name of unive rsity of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge.    \u00a9 ucles 2016 0620/21/o/n/16 40 the diagram shows the partial structure of terylene .    co c co o o oo    from which pair of compounds is it made?    co co ho oh ho oh+ co co ho oh co co ho oh co co ho ohho oh a co ho oh + co ho oh b + c + d     ",
+            "20": "20  \u00a9 ucles 2016 0620/21/o/n/16   groupthe periodic t able of elements 1 h hydrogen 12 he helium 4ii i iii iv v vi vii viii 3 li lithium 74 be beryllium 9atomic number atomic symbolkey name relative atomic mass 11 na sodium 2312 mg magnesium 24 19 k potassium 3920 ca calcium 40 37 rb rubidium 8538 sr strontium 88 55 cs caesium 13356 ba barium 137 87 fr francium \u201388 ra radium \u20135 b boron 11 13 al aluminium 27 31 ga gallium 70 49 in indium 115 81 tl thallium 2046 c carbon 12 14 si silicon 28 32 ge germanium 73 50 sn tin 119 82 pb lead 20722 ti titanium 48 40 zr zirconium 91 72 hf hafnium 178 104 rf rutherfordium \u201323 v vanadium 51 41 nb niobium 93 73 ta tantalum 181 105 db dubnium \u201324 cr chromium 52 42 mo molybdenum 96 74 w tungsten 184 106 sg seaborgium \u201325 mn manganese 55 43 tc technetium \u2013 75 re rhenium 186 107 bh bohrium \u201326 fe iron 56 44 ru ruthenium 101 76 os osmium 190 108 hs hassium \u201327 co cobalt 59 45 rh rhodium 103 77 ir iridium 192 109 mt meitnerium \u201328 ni nickel 59 46 pd palladium 106 78 pt platinum 195 110 ds darmstadtium \u201329 cu copper 64 47 ag silver 108 79 au gold 197 111 rg roentgenium \u201330 zn zinc 65 48 cd cadmium 112 80 hg mercury 201 112 cn copernicium \u2013114 fl flerovium \u2013116 lv livermorium \u20137 n nitrogen 14 15 p phosphorus 31 33 as arsenic 75 51 sb antimony 122 83 bi bismuth 2098 o oxygen 16 16 s sulfur 32 34 se selenium 79 52 te tellurium 128 84 po polonium \u20139 f fluorine 19 17 cl chlorine 35.5 35 br bromine 80 53 i iodine 127 85 at astatine \u201310 ne neon 20 18 ar argon 40 36 kr krypton 84 54 xe xenon 131 86 rn radon \u201321 sc scandium 45 39 y yttrium 89 57\u201371 lanthanoids 89\u2013103 actinoids 57 la lanthanum 139 89 aclanthanoids actinoids the volume of one mole of any gas is 24  dm3 at room temperature and pressure (r .t.p.)actinium \u201358 ce cerium 140 90 th thorium 23259 pr praseodymium 141 91 pa protactinium 23160 nd neodymium 144 92 u uranium 23861 pm promethium \u2013 93 np neptunium \u201362 sm samarium 150 94 pu plutonium \u201363 eu europium 152 95 am americium \u201364 gd gadolinium 157 96 cm curium \u201365 tb terbium 159 97 bk berkelium \u201366 dy dysprosium 163 98 cf californium \u201367 ho holmium 165 99 es einsteinium \u201368 er erbium 167 100 fm fermium \u201369 tm thulium 169 101 md mendelevium \u201370 yb ytterbium 173 102 no nobelium \u201371 lu lutetium 175 103 lr lawrencium \u2013  "
+        },
+        "0620_w16_qp_22.pdf": {
+            "1": "  the syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificat e.  this document consists of 17 printed pages and 3 blank pages.  ib16 11_0620_22/6rp  \u00a9 ucles 2016 [turn over       *3303892045* cambridge international examinations  cambridge international general certificate of secondary education       chemistry 0620/22     paper 2 multiple choice (extended)  october/november 2016       45 minutes  additional materials: multiple choice answer sheet   soft clean eraser   soft pencil (type b or hb is recommended)       read these instructions first    write in soft pencil. do not use staples, paper clips, glue or correction fluid. write your name, centre number and candidate number on the answer sheet in the spaces provided unless  this has been done for you.  do not  write in any barcodes.   there are forty  questions on this paper. answer all questions. for each question there are four possible  answers a, b, c and d.   choose the one you consider correct and record your choice in soft pencil  on the separate answer sheet.   read the instructions on the answer sheet very carefully.  each correct answer will score one mark. a mark will not be deducted for a wrong answer. any rough working should be done in this booklet. a copy of the periodic table is printed on page 20. electronic calculators may be used.   ",
+            "2": "2  \u00a9 ucles 2016 0620/22/o/n/16  1 \u2018particles moving very slowly  from an area of higher concentration to an area of lower  concentration.\u2019    which process is being described?  a a liquid being frozen  b a solid melting  c a substance diffusing through a liquid  d a substance diffusing through the air     2 a student mixes 25  cm3 samples of dilute hydrochloric acid with different volumes of aqueous  sodium hydroxide.     in each case, the student measures the change in temperature to test if the reaction is exothermic.    which piece of apparatus is not needed?    burette clock pipette thermometerab c d       3 a sample contains a mixture of powdered limestone (calcium carbonate), sugar and wax.    what is the correct way to obtain a pure sample of sugar?  a dissolve the mixture in dilute hydrochloric acid, filter and wash the residue.  b dissolve the mixture in hexane, filter and evaporate the filtrate.  c dissolve the mixture in water, filter and evaporate the filtrate.  d dissolve the mixture in water, filter and wash the residue.     ",
+            "3": "3  \u00a9 ucles 2016 0620/22/o/n/16 [turn over  4 the table shows information about four different particles.    particle proton  number nucleon  number number  of protons number  of neutrons number  of electrons na 11 23 11 w 11  na+ 11 23 11 12 x  o 8 16 8 y 8  o2\u2013 8 16 8 8 z    what are the values of w, x, y and z?     w x y z  a 11 10 10 8  b 11 11 8 10  c 12 10 8 10  d 12 11 10 8     5 in which ionic compound do the metal ion and the non-metal ion have the same electronic  structure?  a cao b kbr c mgo d nac l     ",
+            "4": "4  \u00a9 ucles 2016 0620/22/o/n/16  6 the structure of methanal is shown.    coh h    which diagram shows the arrangement of outer shell electrons in a molecule of methanal?    co hha co hhb co hhc co hhd       7 iron is a metal. its structure consists of a giant lattice of positive ions in a \u2018sea of electrons\u2019.    which statements about solid iron are correct?    1 iron conducts electricity because the electrons are free to move.  2 iron conducts heat because the positive ions are free to move.  3 iron has a high melting point due to the strong covalent bonds.  4 iron is malleable because the layers of ions can slide over one another.    a 1 and 3 b 1 and 4 c 1 only d 2, 3 and 4     ",
+            "5": "5  \u00a9 ucles 2016 0620/22/o/n/16 [turn over  8 which sample contains the greatest number of molecules?  a 4 g of hydrogen  b 18  g of water  c 24  dm3 of oxygen  d 66  g of carbon dioxide      9 sodium carbonate solution reacts with dilute hydrochloric acid. the equation for the reaction is  shown.    na2co 3(aq)  +  2hc l (aq)  \u2192  2nac l (aq)  +  co 2(g)  +  h 2o(l)    excess sodium carbonate is added to 10.0  cm3 of 0.10  mol  / dm3 hydrochloric acid.    which volume of carbon dioxide gas is made?  a 12  cm3 b 24  cm3 c 12  000  cm3 d 24  000  cm3     10 which apparatus could be used to electroplate an iron nail with copper?    +\u2013a +\u2013b +\u2013cdaqueous copper( ii) sulfate aqueous iron( ii) sulfate+\u2013key = copper sheet = iron nail      ",
+            "6": "6  \u00a9 ucles 2016 0620/22/o/n/16  11 a student sets up a number of simple cells by putting strips of two different metals into dilute  sulfuric acid.    which cell produces the highest voltage?  a copper and magnesium  b copper and zinc  c iron and copper  d magnesium and zinc     12 which experiment is the most exothermic?     initial  temperature  / \u00b0c final  temperature  / \u00b0c  a 20 5  b 20 32  c 25 12  d 25 34    13 the energy level diagram for a reaction is shown.    reactants products\u03b4hea energy     which row is correct?     sign of \u2206h overall energy change sign of ea  a \u2013 exothermic \u2013  b + endothermic +  c + endothermic \u2013  d \u2013 exothermic +    ",
+            "7": "7  \u00a9 ucles 2016 0620/22/o/n/16 [turn over  14 zinc granules are reacted with excess dilute hydrochloric acid.    the volume of hydrogen given off is measured at different times.    the results are shown on the graph, labelled experiment 1.    the results for a second experiment are also shown on the graph, labelled experiment 2.    00 timevolume of hydrogenexperiment 1 experiment 2     which change to the conditions was made in experiment 2?  a the concentration of the hydrochloric acid was decreased.  b the size of the zinc granules was decreased.  c the surface area of the zinc granules was increased.  d the temperature was increased.      15 in an experiment nitric acid is added to excess marble chips and the volume of carbon dioxide  formed is measured.    the experiment is repeated using smaller marble chips. all other conditions remain the same.     which statement about the second experiment is correct?  a the collisions are more frequent and higher energy.  b the collisions are more frequent and the same energy.  c the collisions are the same frequency and the same energy.  d the collisions are the same frequency and higher energy.     ",
+            "8": "8  \u00a9 ucles 2016 0620/22/o/n/16  16 at 400  \u00b0c the reaction between hydrogen and iodine reaches an equilibrium. the reaction is  exothermic.     h 2(g)  +  i2(g)    2h i(g) \u2206h = \u201313  kj / mol    which change in conditions would increase the percentage of hydrogen iodide in the equilibrium  mixture?  a a decrease in pressure  b a decrease in temperature  c an increase in pressure  d an increase in temperature      17 chromium forms the compound chromium( iii) sulfate.    what does the ( iii) represent?  a the charge on a sulfate ion  b the number of chromium ions combined with one sulfate ion  c the number of sulfate ions combined with one chromium ion  d the oxidation state of chromium     18 germanium oxide is a white powder.    germanium oxide reacts with concentrated hydrochloric acid.    germanium oxide reacts with concentrated aqueous sodium hydroxide.    germanium oxide does not dissolve when added to water.    which type of oxide is germanium oxide?  a acidic  b amphoteric  c basic  d neutral     ",
+            "9": "9  \u00a9 ucles 2016 0620/22/o/n/16 [turn over  19 hydrogen chloride gas reacts with water to produce an acidic solution. the equation for the  reaction is shown.    hc l  +  h 2o  \u2192  c l \u2013  +  h 3o+    which statement describes what happens during the reaction?  a the chloride ion is formed by accepting an electron from the water.  b the hydrogen chloride loses an electron to form the chloride ion.  c the water accepts a proton from the hydrogen chloride.  d the water donates a proton to the hydrogen chloride.      20 the apparatus shown is used to prepare aqueous copper( ii) sulfate.    ystirrer solid x aqueous copper( ii) sulfateexcess of solid xfilter paper heat    what are x and y?     x y  a copper aqueous iron( ii) sulfate  b copper( ii) chloride sulfuric acid  c copper( ii) oxide sulfuric acid  d sulfur aqueous copper( ii) chloride     ",
+            "10": "10  \u00a9 ucles 2016 0620/22/o/n/16  21 information about some silver compounds is shown in the table.    compound formula solubility in water  silver carbonate ag 2co 3 insoluble  silver chloride agc l  insoluble  silver nitrate agno 3 soluble  silver oxide ag 2o insoluble    which equation shows a reaction which cannot  be used to make a silver salt?  a agno 3(aq)  +  hc l (aq)  \u2192  agc l (s)  +  hno 3(aq)  b ag2o(s)  +  2hno 3(aq)  \u2192  2agno 3(aq)  +  h 2o(l)  c ag2co 3(s)  +  2hno 3(aq)  \u2192  2agno 3(aq)  +  h 2o(l)  +  co 2(g)  d 2ag(s)  +  2hc l (aq)  \u2192  2agc l (s)  +  h 2(g)     22 what is not a property of group i metals?  a they are soft and can be cut with a knife.  b they react when exposed to oxygen in the air.  c they produce an acidic solution when they react with water.  d they react rapidly with water producing hydrogen gas.    ",
+            "11": "11  \u00a9 ucles 2016 0620/22/o/n/16 [turn over  23 aqueous sodium hydroxide was added slowly, until in excess, to separate solutions of  w, x, y and z.    the results are shown.    solution initial observation with   aqueous sodium hydroxide final observation with excess  aqueous sodium hydroxide  w white precipitate formed precipitate dissolves  x white precipitate formed no change  y pale blue precipitate formed no change  z green precipitate formed no change    which row identifies the metal ions in the solutions?     metal ion in  solution w metal ion in  solution x metal ion in  solution y metal ion in  solution z  a aluminium calcium copper( ii) iron( ii)  b aluminium calcium iron( ii) copper( ii)  c aluminium iron( ii) calcium copper( ii)  d calcium aluminium copper( ii) iron( ii)     24 part of the periodic table is shown.    which element has two electrons in its outer shell and three electron shells?    ab c d     25 impurities in iron obtained from the blast furnace include carbon, phosphorus and silicon.    which impurities are removed from the molten iron as gases when it is made into steel?  a carbon and phosphorus  b carbon and silicon  c carbon only  d phosphorus and silicon     ",
+            "12": "12  \u00a9 ucles 2016 0620/22/o/n/16  26 y displaces x from its aqueous sulfate.     x does not displace w from its aqueous sulfate.    x displaces z from its aqueous sulfate.    what is the order of reactivity of elements w, x, y and z?     most  reactive  least  reactive  a w x y z  b w y x z  c z x y w  d z w y x      27 which statement about the industrial extraction of aluminium from aluminium oxide is correct?  a aluminium is extracted by heating its oxide with carbon.  b aluminium is extracted using electrolysis and is collected at the anode.  c aluminium is extracted using platinum electrodes and direct current.  d molten cryolite is used as a solvent for aluminium oxide.      28 the alloy brass is a mixture of copper and another metal.    brass is used to make the pins of electrical plugs.    copper is used to make electrical wiring.     which row about brass is correct?     hardness electrical  conductivity other metal  a harder than copper better than copper tin  b harder than copper worse than copper zinc  c softer than copper better than copper tin  d softer than copper worse than copper zinc     ",
+            "13": "13  \u00a9 ucles 2016 0620/22/o/n/16 [turn over  29 air is a mixture of gases.    which gas is present in the largest amount?  a argon  b carbon dioxide  c nitrogen  d oxygen     30 which information about carbon dioxide and methane is correct?      carbon dioxide methane   a formed when vegetation decomposes \u0013 \u0017 key  b greenhouse gas \u0013 \u0013 \u0013 = true  c present in unpolluted air \u0017 \u0017 \u0017 = false  d produced during respiration \u0017 \u0013      31 boats made from steel can be protected from rusting by attaching blocks of a more reactive metal  to the hull of the boat.    hullblock of a more reactive metal     which statement is correct?  a copper is used for the blocks because it does not react with water.  b magnesium is not used for the blocks because it reacts with steel.  c the metal used for the blocks loses electrons more easily than steel.  d this form of protection from rusting is called galvanising.     ",
+            "14": "14  \u00a9 ucles 2016 0620/22/o/n/16  32 ammonia is manufactured by the haber process, using an iron catalyst.    n2  +  3h 2    2nh 3    it is not possible to obtain 100% yield.    what is the reason for this?  a a high pressure is used.  b ammonia decomposes at high temperature.  c some of the ammonia is recycled.  d the ammonia reacts with the catalyst.     33 sulfuric acid is manufactured by a series of chemical reactions, one of which is catalysed by  vanadium( v) oxide.    what is the equation for the reaction catalysed by vanadium( v) oxide?  a s  +  o 2  \u2192  so 2  b 2s  +  3o 2  \u2192  2so 3  c 2so 2  +  o 2  \u2192  2so 3  d so 3  +  h 2o  \u2192  h2so 4      34 which substance gives off carbon dioxide on heating?  a lime  b limestone  c limewater  d slaked lime      35 petroleum is separated into fractions.    which statement is not correct?  a each fraction contains a mixture of hydrocarbon molecules.  b fuel oil burns easily and is used as fuel in cars.  c refinery gas is the fraction containing the smallest molecules.  d the fractions are separated depending on their boiling point range.    ",
+            "15": "15  \u00a9 ucles 2016 0620/22/o/n/16 [turn over  36 butane reacts as shown.    butane butene  +  hydrogencatalyst  and heat     what is this type of reaction?  a combustion  b cracking  c polymerisation  d reduction      37 substance z has the following characteristics.    1 it burns in an excess of oxygen to form carbon dioxide and water.  2 it is oxidised by air to form a liquid smelling of vinegar.  3 it reacts with carboxylic acids to form esters.    what is substance z?  a ethane  b ethanoic acid  c ethanol  d ethyl ethanoate     38 ethanol is manufactured by the catalytic addition of steam to ethene and by fermentation.    which row shows an advantage and a disadvantage of using the catalytic addition of steam to ethene compared to fermentation?     advantage disadvantage  a fast the product is impure  b fast uses non-renewable materials  c the product is pure slow  d uses renewable materials slow    ",
+            "16": "16  \u00a9 ucles 2016 0620/22/o/n/16  39 chloroethene, ch 2=chc l , can be polymerised.    which diagram represents a section of the polymer?    c hh c hc hhc hc hcl cl cl c hc hc hc hc hcl cl cl clcl c hhc hc hhc hhc hcl cl chh c hch c hc hcl cl clcl clc hh c hcl c hhc clab cd       40 terylene  is a synthetic polymer.    which statement about terylene  is not correct?  a it contains amide linkages.  b it contains carbon and oxygen atoms.  c it is made from small units called monomers.  d it is formed by condensation polymerisation.    ",
+            "17": "17    blank page   \u00a9 ucles 2016 0620/22/o/n/16 ",
+            "18": "18    blank page   \u00a9 ucles 2016 0620/22/o/n/16  ",
+            "19": "19    blank page     permission to reproduce items where third-par ty owned material protected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to t race 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 onl ine in the cambridge  international examinations copyright acknowledgements booklet. this is  produced for each series of examinations and is freely a vailable to download at  www.cie.org.uk after the live examination series.    cambridge international examinations is part of the cambridge asse ssment group. cambridge assessment is the brand name of unive rsity of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge.    \u00a9 ucles 2016 0620/22/o/n/16  ",
+            "20": "20  \u00a9 ucles 2016 0620/22/o/n/16   groupthe periodic t able of elements 1 h hydrogen 12 he helium 4ii i iii iv v vi vii viii 3 li lithium 74 be beryllium 9atomic number atomic symbolkey name relative atomic mass 11 na sodium 2312 mg magnesium 24 19 k potassium 3920 ca calcium 40 37 rb rubidium 8538 sr strontium 88 55 cs caesium 13356 ba barium 137 87 fr francium \u201388 ra radium \u20135 b boron 11 13 al aluminium 27 31 ga gallium 70 49 in indium 115 81 tl thallium 2046 c carbon 12 14 si silicon 28 32 ge germanium 73 50 sn tin 119 82 pb lead 20722 ti titanium 48 40 zr zirconium 91 72 hf hafnium 178 104 rf rutherfordium \u201323 v vanadium 51 41 nb niobium 93 73 ta tantalum 181 105 db dubnium \u201324 cr chromium 52 42 mo molybdenum 96 74 w tungsten 184 106 sg seaborgium \u201325 mn manganese 55 43 tc technetium \u2013 75 re rhenium 186 107 bh bohrium \u201326 fe iron 56 44 ru ruthenium 101 76 os osmium 190 108 hs hassium \u201327 co cobalt 59 45 rh rhodium 103 77 ir iridium 192 109 mt meitnerium \u201328 ni nickel 59 46 pd palladium 106 78 pt platinum 195 110 ds darmstadtium \u201329 cu copper 64 47 ag silver 108 79 au gold 197 111 rg roentgenium \u201330 zn zinc 65 48 cd cadmium 112 80 hg mercury 201 112 cn copernicium \u2013114 fl flerovium \u2013116 lv livermorium \u20137 n nitrogen 14 15 p phosphorus 31 33 as arsenic 75 51 sb antimony 122 83 bi bismuth 2098 o oxygen 16 16 s sulfur 32 34 se selenium 79 52 te tellurium 128 84 po polonium \u20139 f fluorine 19 17 cl chlorine 35.5 35 br bromine 80 53 i iodine 127 85 at astatine \u201310 ne neon 20 18 ar argon 40 36 kr krypton 84 54 xe xenon 131 86 rn radon \u201321 sc scandium 45 39 y yttrium 89 57\u201371 lanthanoids 89\u2013103 actinoids 57 la lanthanum 139 89 aclanthanoids actinoids the volume of one mole of any gas is 24  dm3 at room temperature and pressure (r .t.p.)actinium \u201358 ce cerium 140 90 th thorium 23259 pr praseodymium 141 91 pa protactinium 23160 nd neodymium 144 92 u uranium 23861 pm promethium \u2013 93 np neptunium \u201362 sm samarium 150 94 pu plutonium \u201363 eu europium 152 95 am americium \u201364 gd gadolinium 157 96 cm curium \u201365 tb terbium 159 97 bk berkelium \u201366 dy dysprosium 163 98 cf californium \u201367 ho holmium 165 99 es einsteinium \u201368 er erbium 167 100 fm fermium \u201369 tm thulium 169 101 md mendelevium \u201370 yb ytterbium 173 102 no nobelium \u201371 lu lutetium 175 103 lr lawrencium \u2013  "
+        },
+        "0620_w16_qp_23.pdf": {
+            "1": "  the syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificat e.  this document consists of 16 printed pages.  ib16 11_0620_23/6rp  \u00a9 ucles 2016 [turn over       *0838065749* cambridge international examinations  cambridge international general certificate of secondary education       chemistry 0620/23     paper 2 multiple choice (extended)  october/november 2016       45 minutes  additional materials: multiple choice answer sheet   soft clean eraser   soft pencil (type b or hb is recommended)       read these instructions first    write in soft pencil. do not use staples, paper clips, glue or correction fluid. write your name, centre number and candidate number on the answer sheet in the spaces provided unless  this has been done for you.  do not  write in any barcodes.   there are forty  questions on this paper. answer all questions. for each question there are four possible  answers a, b, c and d.   choose the one you consider correct and record your choice in soft pencil  on the separate answer sheet.   read the instructions on the answer sheet very carefully.  each correct answer will score one mark. a mark will not be deducted for a wrong answer. any rough working should be done in this booklet. a copy of the periodic table is printed on page 16. electronic calculators may be used.   ",
+            "2": "2  \u00a9 ucles 2016 0620/23/o/n/16  1 \u2018particles moving very slowly  from an area of higher concentration to an area of lower  concentration.\u2019    which process is being described?  a a liquid being frozen  b a solid melting  c a substance diffusing through a liquid  d a substance diffusing through the air     2 a student mixes 25  cm3 samples of dilute hydrochloric acid with different volumes of aqueous  sodium hydroxide.     in each case, the student measures the change in temperature to test if the reaction is exothermic.    which piece of apparatus is not needed?    burette clock pipette thermometerab c d      ",
+            "3": "3  \u00a9 ucles 2016 0620/23/o/n/16 [turn over  3 a solid x is purified in five steps.    the first four steps of the purification are shown in the diagram.    step 1 step 2 step 3 step 4heatsolid xmixture y     in step 5 , how is a pure sample of solid x obtained from mixture y?  a dissolving  b distillation  c evaporating  d filtering     4 an atom has three electron shells. there are three electrons in the outer shell.    how many protons and how many neutrons are in this atom?     protons neutrons  a 13 14  b 13 27  c 14 13  d 21 24     5 ethanol is a liquid at room temperature and boils at 78  \u00b0c.    sodium chloride is a solid at room temperature.    which statement about the bonding in ethanol and sodium chloride is not correct?  a each ethanol molecule is held together by weak covalent bonds.  b the ethanol molecules are held together by weak attractive forces.  c the sodium ions and chloride ions are held together by strong attractive forces.  d the sodium ions and chloride ions are held together in a giant lattice.     ",
+            "4": "4  \u00a9 ucles 2016 0620/23/o/n/16  6 the molecules n 2, c2h4, co 2 and ch 3oh all have covalent bonds.    these bonds consist of shared pairs of electrons.    which row gives the total number of shared pairs of electrons in the molecules shown?     molecule total number of shared  pairs of electrons  a n2 2  b c2h4 6  c co 2 2  d ch 3oh 4     7 metals are malleable.    which statement explains why metals are malleable?  a metallic bonding is very strong.  b metals are good conductors of electricity.  c positive metal ions are arranged in a regular lattice structure.  d the layers of positive metal ions can slide over each other.      8 the equation shows the complete combustion of propane.    c 3h8(g)  +  5o 2(g)  \u2192  3co 2(g)  +  4h 2o(l)    which statement is correct?  a 10  cm3 of propane cannot burn if less than 50  cm3 of oxygen is present.  b 10  cm3 of propane would produce 40  cm3 of liquid water.  c 100  cm3 of oxygen would be sufficient to react completely with 20  cm3 of propane.  d this reaction would result in an increase in the volume of gas.      9 sodium hydroxide reacts with sulfuric acid.    the equation for the reaction is shown.    2naoh  +  h 2so 4  \u2192  na 2so 4  +  2h 2o    which volume of 0.4  mol  / dm3 sodium hydroxide reacts with 50.0  cm3 of 0.1  mol  / dm3  sulfuric acid?  a 12.5  cm3 b 25.0  cm3 c 50.0  cm3 d 100.0  cm3    ",
+            "5": "5  \u00a9 ucles 2016 0620/23/o/n/16 [turn over  10 which apparatus could be used to electroplate an iron nail with copper?    +\u2013a +\u2013b +\u2013cdaqueous copper( ii) sulfate aqueous iron( ii) sulfate+\u2013key = copper sheet = iron nail       11 the diagram shows two different metal strips dipped into an electrolyte.    v metal strips electrolyte     which pair of metals produces the highest voltage?  a copper and iron  b copper and magnesium  c copper and zinc  d magnesium and iron ",
+            "6": "6  \u00a9 ucles 2016 0620/23/o/n/16  12 10  g of ammonium nitrate are added to water at 25  \u00b0c and the mixture stirred. the  ammonium nitrate dissolves and, after one minute, the temperature of the solution is 10  \u00b0c.    which word describes this change?  a endothermic  b exothermic  c neutralisation  d reduction      13 the energy level diagram for a reaction is shown.    energy reactantsproducts e a h      which row is correct?     sign of \u2206 h overall energy change sign of ea  a \u2013 exothermic \u2013  b + endothermic +  c + endothermic \u2013  d + exothermic +    ",
+            "7": "7  \u00a9 ucles 2016 0620/23/o/n/16 [turn over  14 an experiment x is carried out between a solid and a solution using the apparatus shown.    gas syringe     the volume of gas given off is measured at different times and the results plotted on a graph.    in a second experiment y, the surface area of the solid is increased but all other factors remain  the same.    which graph shows the results of experiments x and y?    a volume of gas time00y xb volume of gas time00y x c volume of gas time00yxd volume of gas time00yx       15 which change in conditions increases the energy of the particles in a reaction?  a addition of a catalyst  b increase in concentration  c increase in surface area  d increase in temperature    ",
+            "8": "8  \u00a9 ucles 2016 0620/23/o/n/16  16 chlorine can be manufactured by the following reaction. the reaction is exothermic.     4hc l (g)  +  o 2(g)    2h 2o(g)  +  2c l 2(g)    which change increases the yield of chlorine at equilibrium?  a adding more hc l (g)  b adding more h 2o(g)  c decreasing the pressure  d increasing the temperature     17 which change represents an oxidation reaction?  a chlorine changes to chlorate( i) ions  b chlorine changes to chloride ions  c copper( ii) ions change to copper  d potassium manganate( vii) ions change to potassium manganate( vi) ions    18 germanium oxide is a white powder.    germanium oxide reacts with concentrated hydrochloric acid.    germanium oxide reacts with concentrated aqueous sodium hydroxide.    germanium oxide does not dissolve when added to water.    which type of oxide is germanium oxide?  a acidic  b amphoteric  c basic  d neutral     19 hydrogen chloride gas reacts with water to produce an acidic solution. the equation for the  reaction is shown.    hc l  +  h 2o  \u2192  c l \u2013  +  h 3o+    which statement describes what happens during the reaction?  a the chloride ion is formed by accepting an electron from the water.  b the hydrogen chloride loses an electron to form the chloride ion.  c the water accepts a proton from the hydrogen chloride.  d the water donates a proton to the hydrogen chloride.   ",
+            "9": "9  \u00a9 ucles 2016 0620/23/o/n/16 [turn over  20 the apparatus shown is used to prepare aqueous copper( ii) sulfate.    ystirrer solid x aqueous copper( ii) sulfateexcess of solid xfilter paper heat    what are x and y?     x y  a copper aqueous iron( ii) sulfate  b copper( ii) chloride sulfuric acid  c copper( ii) oxide sulfuric acid  d sulfur aqueous copper( ii) chloride     21 information about some silver compounds is shown in the table.    compound formula solubility in water  silver carbonate ag 2co 3 insoluble  silver chloride agc l  insoluble  silver nitrate agno 3 soluble  silver oxide ag 2o insoluble    which equation shows a reaction which cannot  be used to make a silver salt?  a agno 3(aq)  +  hc l (aq)  \u2192  agc l (s)  +  hno 3(aq)  b ag2o(s)  +  2hno 3(aq)  \u2192  2agno 3(aq)  +  h 2o(l)  c ag2co 3(s)  +  2hno 3(aq)  \u2192  2agno 3(aq)  +  h 2o(l)  +  co 2(g)  d 2ag(s)  +  2hc l (aq)  \u2192  2agc l (s)  +  h 2(g)    ",
+            "10": "10  \u00a9 ucles 2016 0620/23/o/n/16  22 what is not a property of group i metals?  a they are soft and can be cut with a knife.  b they react when exposed to oxygen in the air.  c they produce an acidic solution when they react with water.  d they react rapidly with water producing hydrogen gas.      23 compound t is added to dilute hydrochloric acid and warmed gently.    the mixture gives off a gas which turns acidified aqueous potassium manganate( vii) from purple  to colourless.    a flame test on compound t gives a lilac flame.    what is compound t?  a sodium sulfate  b sodium sulfite  c potassium sulfate  d potassium sulfite     24 part of the periodic table is shown.    w zxy     which row correctly describes the properties of elements w, x, y and z?     has variable  oxidation states reacts with  cold water very  unreactive has four  outer shell  electrons  a w y z x  b x w y z  c z w y x  d z y x w     ",
+            "11": "11  \u00a9 ucles 2016 0620/23/o/n/16 [turn over  25 basic oxides and oxygen are used to convert iron into steel.   which statement is not correct?  a carbon is converted into carbon dioxide.  b silicon is converted into silicon (iv) oxide.  c the basic oxides react with acidic impurities to form slag.  d the oxygen reacts with the iron to produce hematite.      26 the results of two experiments are given.    1 cobalt displaces manganese from an aqueous solution of a manganese salt.  2 manganese displaces silver from an aqueous solution of a silver salt.    three more experiments are carried out.    3 cobalt is added to an aqueous solution of a silver salt.  4 manganese is added to an aqueous solution of a cobalt salt.  5 silver is added to an aqueous solution of a cobalt salt.    in which experiments does a reaction take place?  a 3 only b 3 and 4 c 4 and 5 d 5 only      27 cryolite, na 3al f6, is added to aluminium oxide in the electrolytic extraction of aluminium.    what is the reason for this?  a to decrease the melting point of the electrolyte  b to protect the anodes  c to produce more aluminium  d to stop the aluminium reacting with air     28 different forms of steel contain different proportions of carbon.    steel p contains a high proportion of carbon.    steel q contains a low proportion of carbon.    which statement is correct?  a p is stronger and more brittle than q.  b p is stronger and less brittle than q.  c p is less strong and more brittle than q.  d p is less strong and less brittle than q. ",
+            "12": "12  \u00a9 ucles 2016 0620/23/o/n/16  29 air is a mixture of gases.    which gas is present in the largest amount?  a argon  b carbon dioxide  c nitrogen  d oxygen     30 which information about carbon dioxide and methane is correct?      carbon dioxide methane   a formed when vegetation decomposes \u0013 \u0017 key  b greenhouse gas \u0013 \u0013 \u0013 = true  c present in unpolluted air \u0017 \u0017 \u0017 = false  d produced during respiration \u0017 \u0013      31 a metal, x, is used to make oil pipelines.    x corrodes in air and water.    x can be protected from corrosion by attaching blocks of element y.    which statement is correct?  a this process is known as galvanising.  b y forms positive ions more readily than x.  c y is an unreactive metal.  d y is an unreactive non-metal.      32 the haber process for the manufacture of ammonia occurs at 450  \u00b0c and 250 atmospheres. the  nitrogen and hydrogen are supplied in a 1:3 ratio by volume. the reaction is exothermic.     n 2(g)  +  3h 2(g)    2nh 3(g) \u2206 h = \u201392  kj / mol    which change causes an increase in the yield of ammonia?  a decreasing the concentration of nitrogen  b decreasing the pressure  c decreasing the temperature  d using equal amounts of the two reactants     ",
+            "13": "13  \u00a9 ucles 2016 0620/23/o/n/16 [turn over  33 the following scheme shows four stages in the conversion of sulfur to sulfuric acid.    in which stage is a catalyst used?    oleumair air watersulfursulfur dioxidesulfur trioxide concentrated sulfuricacid concentrated sulfuric acidstage b stage dstage cstage a       34 slaked lime is used to neutralise an acidic soil.    how does the ph of the soil change?     from to  a 6 7  b 7 8  c 8 7  d 8 6      35 which list shows the fractions obtained from distilling petroleum, in order of increasing boiling  point?  a bitumen \u2192 diesel oil \u2192 fuel oil \u2192 lubricating oil  b diesel oil \u2192 gasoline \u2192 naphtha \u2192 kerosene  c gasoline \u2192 naphtha \u2192 kerosene \u2192 diesel oil  d kerosene \u2192 lubricating oil \u2192 naphtha \u2192 refinery gas     ",
+            "14": "14  \u00a9 ucles 2016 0620/23/o/n/16  36 butane reacts as shown.    butane butene  +  hydrogencatalyst  and heat     what is this type of reaction?  a combustion  b cracking  c polymerisation  d reduction      37 substance z has the following characteristics.    1 it burns in an excess of oxygen to form carbon dioxide and water.  2 it is oxidised by air to form a liquid smelling of vinegar.  3 it reacts with carboxylic acids to form esters.    what is substance z?  a ethane  b ethanoic acid  c ethanol  d ethyl ethanoate     38 ethanol is manufactured by the catalytic addition of steam to ethene and by fermentation.    which row shows an advantage and a disadvantage of using the catalytic addition of steam to ethene compared to fermentation?     advantage disadvantage  a fast the product is impure  b fast uses non-renewable materials  c the product is pure slow  d uses renewable materials slow    ",
+            "15": "15    permission to reproduce items where third-par ty owned material protected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to t race 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 onl ine in the cambridge  international examinations copyright acknowledgements booklet. this is  produced for each series of examinations and is freely a vailable to download at  www.cie.org.uk after the live examination series.    cambridge international examinations is part of the cambridge asse ssment group. cambridge assessment is the brand name of unive rsity of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge.    \u00a9 ucles 2016 0620/23/o/n/16 39 the organic compound shown can be polymerised.    c ch3cl chf     which diagram represents a section of the polymer?    ffch3 c c ccch3hc l cl ha cl fcl c c c chf c h3 ch3 hb hhf c c c cclfc l ch3 ch3c fc h3h c c ccclhc l ch3 fd      40 the partial structure of a polymer is shown.    co c co o n hnh n h    which type of polymer is represented?  a a carbohydrate  b a polyamide  c a polyester  d an addition polymer     ",
+            "16": "16  \u00a9 ucles 2016 0620/23/o/n/16   groupthe periodic t able of elements 1 h hydrogen 12 he helium 4ii i iii iv v vi vii viii 3 li lithium 74 be beryllium 9atomic number atomic symbolkey name relative atomic mass 11 na sodium 2312 mg magnesium 24 19 k potassium 3920 ca calcium 40 37 rb rubidium 8538 sr strontium 88 55 cs caesium 13356 ba barium 137 87 fr francium \u201388 ra radium \u20135 b boron 11 13 al aluminium 27 31 ga gallium 70 49 in indium 115 81 tl thallium 2046 c carbon 12 14 si silicon 28 32 ge germanium 73 50 sn tin 119 82 pb lead 20722 ti titanium 48 40 zr zirconium 91 72 hf hafnium 178 104 rf rutherfordium \u201323 v vanadium 51 41 nb niobium 93 73 ta tantalum 181 105 db dubnium \u201324 cr chromium 52 42 mo molybdenum 96 74 w tungsten 184 106 sg seaborgium \u201325 mn manganese 55 43 tc technetium \u2013 75 re rhenium 186 107 bh bohrium \u201326 fe iron 56 44 ru ruthenium 101 76 os osmium 190 108 hs hassium \u201327 co cobalt 59 45 rh rhodium 103 77 ir iridium 192 109 mt meitnerium \u201328 ni nickel 59 46 pd palladium 106 78 pt platinum 195 110 ds darmstadtium \u201329 cu copper 64 47 ag silver 108 79 au gold 197 111 rg roentgenium \u201330 zn zinc 65 48 cd cadmium 112 80 hg mercury 201 112 cn copernicium \u2013114 fl flerovium \u2013116 lv livermorium \u20137 n nitrogen 14 15 p phosphorus 31 33 as arsenic 75 51 sb antimony 122 83 bi bismuth 2098 o oxygen 16 16 s sulfur 32 34 se selenium 79 52 te tellurium 128 84 po polonium \u20139 f fluorine 19 17 cl chlorine 35.5 35 br bromine 80 53 i iodine 127 85 at astatine \u201310 ne neon 20 18 ar argon 40 36 kr krypton 84 54 xe xenon 131 86 rn radon \u201321 sc scandium 45 39 y yttrium 89 57\u201371 lanthanoids 89\u2013103 actinoids 57 la lanthanum 139 89 aclanthanoids actinoids the volume of one mole of any gas is 24  dm3 at room temperature and pressure (r .t.p.)actinium \u201358 ce cerium 140 90 th thorium 23259 pr praseodymium 141 91 pa protactinium 23160 nd neodymium 144 92 u uranium 23861 pm promethium \u2013 93 np neptunium \u201362 sm samarium 150 94 pu plutonium \u201363 eu europium 152 95 am americium \u201364 gd gadolinium 157 96 cm curium \u201365 tb terbium 159 97 bk berkelium \u201366 dy dysprosium 163 98 cf californium \u201367 ho holmium 165 99 es einsteinium \u201368 er erbium 167 100 fm fermium \u201369 tm thulium 169 101 md mendelevium \u201370 yb ytterbium 173 102 no nobelium \u201371 lu lutetium 175 103 lr lawrencium \u2013  "
+        },
+        "0620_w16_qp_31.pdf": {
+            "1": "read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen.you may use an hb pencil for any diagrams or graphs.do not use staples, paper clips, glue or correction fluid.do not write in any barcodes. answer all questions. electronic calculators may be used.a copy of the periodic table is printed on page 16.you may lose marks if you do not show your working or if you do not use appropriate units. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question.chemistry 0620/31   paper 3 theory (core) october/november 2016  1 hour 15 minutes candidates answer on the question paper. no additional materials are required. cambridge international examinations cambridge international general certificate of secondary education this document consists of 16 printed pages. [turn overib16 11_0620_31/3rp\u00a9 ucles 2016 *3756670404* the syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificate.",
+            "2": "2 0620/31/o/n/16 \u00a9 ucles 20161  the diagram shows part of the periodic table. li b alc n o f ne na sip s clar k cah brkr cuzn   answer the following questions using only the elements in the diagram.   each element may be used once, more than once or not at all.  (a)  which element  (i)  has a smaller proton number than lithium,   ...   [1]  (ii)  is formed at the cathode when a dilute solution of sulfuric acid is electrolysed,   ...   [1]  (iii)  has an oxide of the type xo2 which is used to bleach wood pulp,   ...   [1]  (iv)  forms ions which when tested with excess aqueous sodium hydroxide produce a white  precipitate,   ...   [1]  (v)  is extracted from bauxite?   ...   [1]",
+            "3": "3 0620/31/o/n/16 \u00a9 ucles 2016 [turn over (b)  mercury has several naturally-occurring isotopes. one of these is shown. hg80204  (i)  what is the meaning of the term isotope ?   .   ...   [2]  (ii)  how many neutrons are there in one atom of the isotope hg80204?   ...   [1]  (iii)  how many protons are there in one atom of the isotope hg80204?   ...   [1]  (iv)  determine the number of electrons in the mercury( ii) ion, hg2+.   ...   [1] [total: 10]",
+            "4": "4 0620/31/o/n/16 \u00a9 ucles 20162  the bar charts compare the concentrations of the main ions in two samples of seawater, sample a  and sample b. 20 15 10 50 na+ca2+k+mg2+sio32\u2013cl \u2013hco3\u2013concentration in mg  / dm320 15 10 50 na+ca2+k+mg2+sio32\u2013cl \u2013hco3\u2013sample bconcentration in mg  / dm3sample a  (a)  use the information in the bar charts to answer the following questions.  (i)  describe two differences in the composition of the seawater in sample a and sample b.   .   .   ...   [2]  (ii)  which positive ion has the lowest concentration in sample a?   ...   [1]  (iii)  calculate the mass of sodium ions in 200 cm3 of sample b.   show all your working. [1 dm3 = 1000 cm3] mass = .. mg  [2]  (b)  describe a test for sodium ions.  test  .  result  .. [2]",
+            "5": "5 0620/31/o/n/16 \u00a9 ucles 2016 [turn over (c)  river water contains small particles of clay. when these particles are viewed under a microscope  they show a random, jumpy motion even when the water is still.   what name is given to this type of movement?   ..   [1]  (d)  carbon dioxide dissolves in water to form a mixture which contains hydrogencarbonate ions and hydrogen ions. co 2(g)  +  h2o(l)    hco3\u2013(aq)  +  h+(aq)  (i)  what is the meaning of the symbol ?   ...   [1]  (ii)  the solution formed is slightly acidic.   describe how you would use universal indicator paper to determine the ph of this solution.   .   ...   [2]  (iii)  carbon dioxide is a greenhouse gas which causes climate change.   explain how carbon dioxide contributes to climate change.   ...   [1]  (iv)  state the name of one other greenhouse gas and give one source of this gas.  gas  ..  source  . [2] [total: 14]",
+            "6": "6 0620/31/o/n/16 \u00a9 ucles 20163  calcium is in group ii of the periodic table.  (a)  draw a diagram to show the electronic structure of an atom of calcium. [2]  (b)  calcium is manufactured by the electrolysis of molten calcium chloride.   complete the boxes in the diagram to show the  \u2022 anode,  \u2022 cathode,  \u2022 electrolyte. +\u2212 calciu m forming [2]  (c)  calcium reacts with water to form calcium hydroxide and a gas which \u2018pops\u2019 with a lighted  splint.   complete the chemical equation for this reaction. ca  +  ...h2o  \u2192  ca(oh)2  +  ... [2]",
+            "7": "7 0620/31/o/n/16 \u00a9 ucles 2016 [turn over (d)  describe the manufacture and uses of lime (calcium oxide).   include at least one relevant word equation relating to the manufacture or use of lime.                  ..   [4] [total: 10]",
+            "8": "8 0620/31/o/n/16 \u00a9 ucles 20164  a porous pot has tiny holes in its walls which allow gases to move in or out of the pot.   a teacher filled a porous pot with green chlorine gas. the teacher then placed the pot in a large jar  of air. after 10 minutes, a green colour was seen outside the porous pot. chlorine gasair porous pot at the start after 10 minutes  (a)  use the kinetic particle model of matter to explain this observation.               ..   [3]  (b)  a porous barrier can be used to separate uranium fluoride molecules containing different isotopes of uranium.  (i)  state the main use of the radioactive isotope  235u.   ...   [1]  (ii)  give one medical use of radioactive isotopes.   ...   [1]  (iii)  the accurate relative atomic mass of uranium is 238.03.   define the term relative atomic mass .   .   ...   [2]",
+            "9": "9 0620/31/o/n/16 \u00a9 ucles 2016 [turn over (c)  chlorine reacts with potassium bromide to form bromine and potassium chloride.  (i)  complete the chemical equation for this reaction. ...  +  2kbr  \u2192  br2  +  ...kc l [2]  (ii)  give one use of chlorine.   ...   [1]  (iii)  chlorine forms an oxide with the formula cl 2o7.   is this oxide an acidic or a basic oxide?   explain your answer.   .   ...   [1]  (iv)  a teacher heated a test-tube containing anhydrous copper( ii) chloride. a piece of damp  litmus paper was placed at the top of the test-tube. heatlitmus paper anhydrous copper( ii) chloride   the anhydrous copper( ii) chloride decomposed and chlorine was formed.   describe the colour change of the litmus paper.   ...   [1] [total: 12]",
+            "10": "10 0620/31/o/n/16 \u00a9 ucles 20165  the table shows the properties of some steels. steelpercentage of carbon in the steelrelative strengthmelting point range / \u00b0cease of corrosion a 1.0 8.0 1430\u20131460 corrodes easily b 0.50 6.5 1430\u20131450 corrodes fairly easily c 0.25 5.0 1410\u20131430 corrodes fairly easily d 0.10 4.0 1440\u20131450 resistant to corrosion  (a)  use the information in the table to answer the following questions.  (i)  what is the relationship between the percentage of carbon in the steel and its strength?   ...   [1]  (ii)  state whether there is a relationship between the percentage of carbon in the steel and its  melting point range.   explain your answer.   .   ...   [1]  (iii)  which steel would be best to use for making a bicycle chain?   explain your answer.   .   ...   [1]  (b)  steel is an alloy.   which one of the diagrams best represents an alloy?   draw a ring around the correct answer. crfefefe fefe crfeni fefefefe fe nife crni afefefefe ninininife crcrcrcr fefefefecr bfefefefe fefefefefe fefefefe fefefefefe cninininini dninininininininini nininini [1]",
+            "11": "11 0620/31/o/n/16 \u00a9 ucles 2016 [turn over (c)  high voltage electricity cables are made from aluminium with a steel core.  (i)  apart from conducting electricity, what is the purpose of the steel core?   ...   [1]  (ii)  aluminium is a good electrical conductor.   give one other use of aluminium and state a property of aluminium which makes it suitable  for this use.  use  ..  property  .. [2]  (d)  aluminium powder reacts with powdered iron( iii) oxide. the equation for this reaction is shown. 2al  +  fe2o3  \u2192  al 2o3  +  2fe  (i)  which substance is oxidised in this reaction?   explain your answer.   .   ...   [2]  (ii)  the energy level diagram for this reaction is shown. energy2al  +  fe2o3 al 2o3  +  2f e   is this reaction exothermic or endothermic?   explain your answer.   .   ...   [1] [total: 10]",
+            "12": "12 0620/31/o/n/16 \u00a9 ucles 20166 (a)  describe the characteristic properties of acids.   in your answer you should refer to the reactions of acids with metals, bases, carbonates and  indicators.                        ..   [5]  (b)  the table shows some properties of the first five members of the carboxylic acid homologous series. acidmolecular formulamelting point / \u00b0cboiling point / \u00b0cdensity in g / cm3 methanoic acid ch2o2 8 101 1.22 ethanoic acid c2h4o2 17 118 1.05 propanoic acid c3h6o2 \u201321 141 0.99 butanoic acid c4h8o2 \u20135 164 0.96 pentanoic acid c5h10o2 \u201334 0.93  (i)  how does the density of the carboxylic acids vary with the number of carbon atoms in the molecule?   ...   [1]  (ii)  suggest a value for the boiling point of pentanoic acid.   ...   [1]  (iii)  determine the state of ethanoic acid at 15 \u00b0c.   explain your answer.   .   ...   [2]",
+            "13": "13 0620/31/o/n/16 \u00a9 ucles 2016 [turn over (iv)  draw the structure of the functional group present in carboxylic acids.   show all of the atoms and all of the bonds. [1]  (v)  calculate the relative molecular mass of butanoic acid.   show all your working. [2]  (c)  identify the following as either physical changes or chemical changes by writing either \u2018physical\u2019  or \u2018chemical\u2019 in the spaces provided.   the condensation of ethanoic acid vapour to liquid ethanoic acid is a . change.  the reaction of sodium with ethanoic acid is a . change.  the dissolving of a salt in water is a . change. [2] [total: 14]",
+            "14": "14 0620/31/o/n/16 \u00a9 ucles 20167  the diagram shows the changes of state when sulfur is heated. solid sulfuraliquid sulfursulfur vapourb  (a)  give the names of the changes of state labelled a and b.  a    b   [2]  (b)  describe the arrangement and motion of the particles in sulfur vapour.  arrangement  ..  motion   [2]  (c)  give one use of sulfur.   ..   [1]  (d)  some compounds of sulfur are found in coal.   explain why the presence of sulfur in coal has an adverse effect on human health when the  coal is burnt.      ..   [2]",
+            "15": "15 0620/31/o/n/16 \u00a9 ucles 2016permission 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 international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download at www.cie.org.uk after the live examination series. 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.  (e)  one of the compounds of sulfur in coal is thiophene.   the structure of thiophene is shown. c c c c sh hh h  (i)  determine the formula of thiophene.   ...   [1]  (ii)  thiophene can be made in the laboratory by heating ethyne, c2h2, with hydrogen sulfide,  h2s, in the presence of a catalyst.   what is the purpose of the catalyst?   ...   [1]  (iii)  when 2.6 g of ethyne react with excess hydrogen sulfide, 4.2 g of thiophene are formed.   calculate the mass of thiophene formed when 15.6 g of ethyne react with excess hydrogen  sulfide. [1] [total: 10]",
+            "16": "16 0620/31/o/n/16 \u00a9 ucles 2016 groupthe periodic table of elements 1 h hydrogen 12 he helium 4i ii iii iv v vi v ii viii 3 li lithium 74 be beryllium 9atomic number atomic symbolkey name relative atomic mas s 11 na sodium 2312 mg magnesium 24 19 k potassium 3920 ca calcium 40 37 rb rubidium 8538 sr strontium 88 55 cs caesium 13356 ba barium 137 87 fr francium \u201388 ra radium \u20135 b boron 11 13 al aluminium 27 31 ga gallium 70 49 in indium 115 81 tl thallium 2046 c carbon 12 14 si silicon 2832 ge germanium 73 50 sn tin 119 82 pb lead 20722 ti titanium 4840 zr zirconium 91 72 hf hafnium 178 104 rf rutherfordium \u201323 v vanadium 51 41 nb niobium 93 73 ta tantalum 181 105 db dubnium \u201324 cr chromium 52 42 mo molybdenum 96 74 w tungsten 184 106 sg seaborgium \u201325 mn manganes e 55 43 tc technetium \u2013 75 re rhenium 186 107 bh bohrium \u201326 fe iron 56 44 ru ruthenium 101 76 os osmium 190 108 hs hassium \u201327 co cobalt 59 45 rh rhodium 103 77 ir iridium 192 109 mt meitneriu m \u201328 ni nicke l 59 46 pd palladium 106 78 pt platinum 195 110 ds darmstadtium \u201329 cu copper 6447 ag silver 108 79 au gold 197 111 rg roentgenium \u201330 zn zinc 65 48 cd cadmiu m 112 80 hg mercury 201 112 cn copernicium \u2013114 fl flerovium \u2013116 lv livermorium \u20137 n nitrogen 14 15 p phosphorus 3133 as arsenic 75 51 sb antimony 122 83 bi bismuth 2098 o oxygen 16 16 s sulfur 3234 se selenium 79 52 te tellurium 128 84 po polonium \u20139 f fluorine 19 17 cl chlorine 35.5 35 br bromine 80 53 i iodine 127 85 at astatine \u201310 ne neon 20 18 ar argon 4036 kr krypton 84 54 xe xenon 131 86 rn radon \u201321 sc scandium 4539 y yttrium 89 57\u201371 lanthanoids 89\u2013103 actinoids 57 la lanthanum 139 89 aclanthanoids actinoids the volume of one mole of any gas is 24  dm3 at room temperature and pressure (r .t.p.).actinium \u201358 ce cerium 140 90 th thorium 23259 pr praseodymium 141 91 pa protactinium 23160 nd neodymium 144 92 u uranium 23861 pm promethium \u2013 93 np neptunium \u201362 sm samarium 150 94 pu plutonium \u201363 eu europium 152 95 am americiu m \u201364 gd gadolinium 157 96 cm curium \u201365 tb terbiu m 159 97 bk berkelium \u201366 dy dysprosium 163 98 cf californium \u201367 ho holmium 165 99 es einsteinium \u201368 er erbium 167 100 fm fermium \u201369 tm thulium 169101 md mendelevium \u201370 yb ytterbium 173102 no nobelium \u201371 lu lutetium 175103 lr lawrenciu m \u2013"
+        },
+        "0620_w16_qp_32.pdf": {
+            "1": "read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen.you may use an hb pencil for any diagrams or graphs.do not use staples, paper clips, glue or correction fluid.do not write in any barcodes. answer all questions. electronic calculators may be used.a copy of the periodic table is printed on page 20.you may lose marks if you do not show your working or if you do not use appropriate units. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question.chemistry 0620/32   paper 3 theory (core) october/november 2016  1 hour 15 minutes candidates answer on the question paper. no additional materials are required. cambridge international examinations cambridge international general certificate of secondary education this document consists of 17 printed pages and 3 blank pages. [turn overib16 11_0620_32/3rp\u00a9 ucles 2016 *6390893468* the syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificate.",
+            "2": "2 0620/32/o/n/16 \u00a9 ucles 20161  the diagram shows part of the periodic table. li c n o f nehe na ar k ca cuni fe agznalh   answer the following questions using only the elements in the diagram.   each element may be used once, more than once or not at all.  (a)  which element  (i)  gives a lilac colour in a flame test,   ...   [1]  (ii)  is a pinkish-brown metal,   ...   [1]  (iii)  can exist in at least two different solid forms,   ...   [1]  (iv)  has a full outer electron shell containing two electrons,   ...   [1]  (v)  is extracted from hematite?   ...   [1]",
+            "3": "3 0620/32/o/n/16 \u00a9 ucles 2016 [turn over (b)  silver has two naturally occurring isotopes. ag47107     and     ag47109   complete the table to show the number of protons, electrons and neutrons in these two  isotopes. ag47107ag47109 number of protons number of electrons number of neutrons [3] [total: 8]",
+            "4": "4 0620/32/o/n/16 \u00a9 ucles 20162  the bar charts compare the concentrations of ions in two samples of water, sample a and sample b. 20 15 10 50 na+ca2+k+mg2+sio32\u2013cl \u2013hco3\u2013sample aconcentration in mg  / dm320 15 10 50 na+ca2+k+mg2+sio32\u2013cl \u2013hco3\u2013sample bconcentration in mg  / dm3  (a)  use the information in the bar charts to answer the following questions.  (i)  describe two differences in the composition of sample a and sample b.   .   .   ...   [2]  (ii)  which positive ion has the lowest concentration in sample b?   ...   [1]  (iii)  calculate the mass of chloride ions present in 100 cm3 of sample b.   show all your working. [1 dm3 = 1000 cm3] mass = .. mg  [2]  (b)  describe a test for chloride ions.  test  .  result  .. [2]",
+            "5": "5 0620/32/o/n/16 \u00a9 ucles 2016 [turn over (c)  river water contains small particles of clay.   these particles show brownian motion.   which one of these statements best describes brownian motion?   tick one box.  the diffusion of gases  the random movement of particles in a suspension  the downward movement of particles in a suspension [1]  (d)  silicon in river water comes from silicate rocks. some of these contain silicon( iv) oxide.   explain why silicon( iv) oxide is an acidic oxide.   ..   [1]",
+            "6": "6 0620/32/o/n/16 \u00a9 ucles 2016 (e)  river water contains dissolved oxygen.   the graph shows how the concentration of dissolved oxygen changes with temperature. 15 10 5 0 0 5 10 15 temperature  / \u00b0c20 25 30concentration of dissolvedoxygen in mg  / dm3  (i)  describe how the concentration of dissolved oxygen changes with temperature.   ...   [1]  (ii)  determine the concentration of oxygen present in the water at 10 \u00b0c.   ...   [1]  (iii)  suggest how the rate of corrosion of iron water pipes changes with temperature.   explain your answer.   .   ...   [1]  (f)  describe how water is treated to make it suitable to drink.      ..   [2]  (g)  oxides of nitrogen are common pollutants in the air.  (i)  state one source of oxides of nitrogen in the air.   ...   [1]  (ii)  state one adverse effect of oxides of nitrogen on health.   ...   [1] [total: 16]",
+            "7": "7 0620/32/o/n/16 \u00a9 ucles 2016 [turn over3  iron is a metal.  (a)  the equation for the reaction of iron with steam is shown. 3fe  +  4h2o  \u2192  fe3o4  +  4h2   which substance is reduced in this reaction?   explain your answer.      ..   [2]  (b)  iron is extracted by heating iron ore with carbon in a blast furnace.  (i)  what is the meaning of the term ore?   ...   [1]  (ii)  air is blown into the blast furnace.   what is the purpose of this air?   ...   [1]  (iii)  the impurities in the iron ore are removed as slag.   which one of the following is slag?   tick one box.  iron(ii) oxide  calcium silicate  calcium carbonate  coke [1]",
+            "8": "8 0620/32/o/n/16 \u00a9 ucles 2016 (iv)  slag is less dense than iron.   the diagram shows a blast furnace used to extract iron.   on the diagram, write the letter s to show where the slag is removed. mixture including iron ore [1]  (c)  iron from the blast furnace contains impurities.   the diagram shows a converter used to make steel from iron. molten iron from blast furnace   describe how iron is converted into steel.   in your answer  \u2022  describe the impurities present,  \u2022  describe how the impurities are removed,  \u2022  include a relevant word equation.                  ..   [4] [total: 10]",
+            "9": "9 0620/32/o/n/16 \u00a9 ucles 2016 [turn over4  methyl orange and methyl red are both dyes which can be used as indicators.  (a)  the actual value for the melting point of methyl red is 180 \u00b0c.   a chemist prepares a sample of methyl red and finds that it melts over the range 173 \u00b0c to  177 \u00b0c.   suggest why the melting point of this sample was different from the actual value.   ..   [1]  (b)  a concentrated solution of methyl orange was placed at the bottom of a beaker containing an  organic solvent.   after 5 hours, the orange colour had spread throughout the solvent. at the start after 5 hoursmethyl orangeorganic solvent   use the kinetic particle model of matter to explain this observation.            ..   [3]  (c)  methyl orange is used as an indicator.   what colour is methyl orange when placed in dilute sulfuric acid?   ..   [1]",
+            "10": "10 0620/32/o/n/16 \u00a9 ucles 2016 (d)  sulfuric acid can be used to prepare copper( ii) sulfate from copper( ii) oxide.  (i)  complete the general word equation for this reaction. metal oxide  +  acid  \u2192  ..  +  .. [2]  (ii)  sulfuric acid is added to excess copper( ii) oxide. the mixture is heated and the unreacted  copper( ii) oxide is removed.   suggest how the unreacted copper( ii) oxide is removed.   ...   [1]  (iii)  put statements a to e about the preparation of pure dry crystals of copper( ii) sulfate from  copper( ii) sulfate solution in the correct order.  a  the crystals are filtered off.  b  the heating is stopped when the point of crystallisation is reached.  c  the mixture is left to form crystals.  d  the crystals are dried with filter paper.  e  the solution is heated gently. correct order [2] [total: 10]",
+            "11": "11 0620/32/o/n/16 \u00a9 ucles 2016 [turn over5  cement is made by heating clay with limestone. some of the limestone (calcium carbonate) breaks  down to form calcium oxide and a gas which turns limewater milky.  (a) (i)  complete the chemical equation for this reaction. caco3  \u2192  ...  +  ... [2]  (ii)  what type of chemical reaction is this?   ...   [1]  (iii)  determine the relative formula mass of calcium carbonate. show all your working. [2]  (b)  concrete is a mixture of cement, sand, water and small stones.   calcium carbonate is a compound, but concrete is a mixture.   state two differences between a compound and a mixture.            ..   [2]",
+            "12": "12 0620/32/o/n/16 \u00a9 ucles 2016 (c)  reinforced concrete contains steel bars within the concrete. concrete steel bars   some properties of concrete and steel are shown in the table. relative strengthrelative expansion when heatedrelative heat conductivitycost concrete 60 12 1.5 low steel 250 12 60.0 high   use the information in the table to suggest why concrete must be reinforced with steel when it  is used to make bridges.      ..   [1]  (d)  if reinforced concrete becomes cracked, liquids and gases can reach the steel bars. the steel bars rust.   which two substances are needed for steel to rust?  ...  and   .   [2] [total: 10]",
+            "13": "13 0620/32/o/n/16 \u00a9 ucles 2016 [turn over6  petroleum can be separated into useful hydrocarbon fractions by fractional distillation.  (a) (i)  explain the term hydrocarbon fraction .  hydrocarbon    fraction     . [2]  (ii)  state one use for each of the following hydrocarbon fractions.  naphtha  ...  kerosene  . [2]  (b)  organic compounds can be grouped into different homologous series.   explain the term homologous series  by referring to alkenes.                  ..   [4]",
+            "14": "14 0620/32/o/n/16 \u00a9 ucles 2016 (c)  the table shows some information about alkenes. alkene formuladensity of liquid alkene in g / cm3melting point / \u00b0cboiling point / \u00b0c ethene c2h4 0.568 \u2013169 \u2013104 propene c3h6 0.610 \u2013185 \u201347 butene c4h8 0.626 \u2013185 \u20136 pentene c5h10 0.640 \u2013165 +30 hexene c6h12 0.673 \u2013140  (i)  a student predicts that the density of the liquid alkenes increases as the number of carbon  atoms increases.   describe whether the data in the table support this prediction.   .   ...   [1]  (ii)  predict the boiling point of hexene.   ...   [1]  (iii)  deduce the state of pentene at \u2013 60 \u00b0c.   explain your answer.   .   ...   [2]  (d)  draw the structure of ethene. show all of the atoms and all of the bonds. [1]  (e)  alkenes are manufactured by cracking.   when tetradecane, c14h30, is cracked the products are ethene, an alkene with four carbon  atoms and an alkane.   complete the chemical equation for this reaction. c14h30  \u2192  c2h4  +  ...  +  ... [2] [total: 15]",
+            "15": "15 0620/32/o/n/16 \u00a9 ucles 2016 [turn over7  the graph shows how the temperature of sodium changes when it is heated at a constant rate in  an atmosphere of argon. temperature timeabcde  (a)  suggest why the sodium is heated in argon and not in air.   ..   [1]  (b)  which part of the graph above represents the boiling point of sodium?   tick one box.  a\u2013b  b\u2013c  c\u2013d  d\u2013e [1]  (c) (i)  describe two differences in the general properties of a liquid and a gas.   .   .   ...   [2]  (ii)  describe the arrangement and motion of the particles in a liquid.  arrangement  ...  motion  . [2]",
+            "16": "16 0620/32/o/n/16 \u00a9 ucles 2016 (d)  niobium is a transition element. sodium is an element in group i of the periodic table.  (i)  describe two properties of niobium which are different from sodium.   .   ...   [2]  (ii)  the structure of niobium chloride is shown. nb nb cl cl cl clcl clcl cl cl cl   determine the formula of niobium chloride.   ...   [1]  (iii)  niobium chloride is a covalent molecule.   predict two physical properties of niobium chloride.   .   ...   [2] [total: 11]",
+            "17": "17 0620/32/o/n/16 \u00a9 ucles 2016blank page",
+            "18": "18 0620/32/o/n/16 \u00a9 ucles 2016blank page",
+            "19": "19 0620/32/o/n/16 \u00a9 ucles 2016blank page permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. every reasonable  effort has been made by the publisher (ucles) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the publisher will be pleased to make amends at the earliest possible opportunity. to avoid the issue of disclosure of answer-related information to candidates, all copyright acknowledgements are reproduced online in the cambridge international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download at www.cie.org.uk after the live examination series. 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. ",
+            "20": "20 0620/32/o/n/16 \u00a9 ucles 2016 groupthe periodic table of elements 1 h hydrogen 12 he helium 4i ii iii iv v vi v ii viii 3 li lithium 74 be beryllium 9atomic number atomic symbolkey name relative atomic mas s 11 na sodium 2312 mg magnesium 24 19 k potassium 3920 ca calcium 40 37 rb rubidium 8538 sr strontium 88 55 cs caesium 13356 ba barium 137 87 fr francium \u201388 ra radium \u20135 b boron 11 13 al aluminium 27 31 ga gallium 70 49 in indium 115 81 tl thallium 2046 c carbon 12 14 si silicon 2832 ge germanium 73 50 sn tin 119 82 pb lead 20722 ti titanium 4840 zr zirconium 91 72 hf hafnium 178 104 rf rutherfordium \u201323 v vanadium 51 41 nb niobium 93 73 ta tantalum 181 105 db dubnium \u201324 cr chromium 52 42 mo molybdenum 96 74 w tungsten 184 106 sg seaborgium \u201325 mn manganes e 55 43 tc technetium \u2013 75 re rhenium 186 107 bh bohrium \u201326 fe iron 56 44 ru ruthenium 101 76 os osmium 190 108 hs hassium \u201327 co cobalt 59 45 rh rhodium 103 77 ir iridium 192 109 mt meitneriu m \u201328 ni nicke l 59 46 pd palladium 106 78 pt platinum 195 110 ds darmstadtium \u201329 cu copper 6447 ag silver 108 79 au gold 197 111 rg roentgenium \u201330 zn zinc 65 48 cd cadmiu m 112 80 hg mercury 201 112 cn copernicium \u2013114 fl flerovium \u2013116 lv livermorium \u20137 n nitrogen 14 15 p phosphorus 3133 as arsenic 75 51 sb antimony 122 83 bi bismuth 2098 o oxygen 16 16 s sulfur 3234 se selenium 79 52 te tellurium 128 84 po polonium \u20139 f fluorine 19 17 cl chlorine 35.5 35 br bromine 80 53 i iodine 127 85 at astatine \u201310 ne neon 20 18 ar argon 4036 kr krypton 84 54 xe xenon 131 86 rn radon \u201321 sc scandium 4539 y yttrium 89 57\u201371 lanthanoids 89\u2013103 actinoids 57 la lanthanum 139 89 aclanthanoids actinoids the volume of one mole of any gas is 24  dm3 at room temperature and pressure (r .t.p.).actinium \u201358 ce cerium 140 90 th thorium 23259 pr praseodymium 141 91 pa protactinium 23160 nd neodymium 144 92 u uranium 23861 pm promethium \u2013 93 np neptunium \u201362 sm samarium 150 94 pu plutonium \u201363 eu europium 152 95 am americiu m \u201364 gd gadolinium 157 96 cm curium \u201365 tb terbiu m 159 97 bk berkelium \u201366 dy dysprosium 163 98 cf californium \u201367 ho holmium 165 99 es einsteinium \u201368 er erbium 167 100 fm fermium \u201369 tm thulium 169101 md mendelevium \u201370 yb ytterbium 173102 no nobelium \u201371 lu lutetium 175103 lr lawrenciu m \u2013"
+        },
+        "0620_w16_qp_33.pdf": {
+            "1": "read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen.you may use an hb pencil for any diagrams or graphs.do not use staples, paper clips, glue or correction fluid.do not write in any barcodes. answer all questions. electronic calculators may be used.a copy of the periodic table is printed on page 16.you may lose marks if you do not show your working or if you do not use appropriate units. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question.chemistry 0620/33   paper 3 theory (core) october/november 2016  1 hour 15 minutes candidates answer on the question paper. no additional materials are required. cambridge international examinations cambridge international general certificate of secondary education this document consists of 16 printed pages. [turn overib16 11_0620_33/2rp\u00a9 ucles 2016 *5104803745* the syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificate.",
+            "2": "2 0620/33/o/n/16 \u00a9 ucles 20161  the diagram shows part of the periodic table. li c n o f ne si geclar ti cr brkr sn ixecuznh   answer the following questions using only the elements in the diagram.   each element may be used once, more than once or not at all.  (a)  which element  (i)  forms 21% of the air,   ...   [1]  (ii)  reacts with water to form a solution which turns litmus paper from red to blue,   ...   [1]  (iii)  forms ions of type x3+ which when tested with aqueous sodium hydroxide produce a green  precipitate,   ...   [1]  (iv)  is a red-brown liquid at room temperature and pressure,   ...   [1]  (v)  is a noble gas with only three complete electron shells?   ...   [1]",
+            "3": "3 0620/33/o/n/16 \u00a9 ucles 2016 [turn over (b)  the table gives some information about the properties of four metals. metaldensity in g / cm3relative strengthresistance to corrosionrelative electrical conductivitymelting point / \u00b0c chromium 7.2 8 very good 8 1857 copper 8.9 30 good 60 1283 iron 7.9 21 poor 10 1535 titanium 4.5 23 very good 2 1660   which one of these metals is most suitable for making the frame of an aircraft?   explain your answer using information from the table.            ..   [3] [total: 8]",
+            "4": "4 0620/33/o/n/16 \u00a9 ucles 20162  a scientist analysed the substances present in a 1 dm3 sample of river water in an agricultural area.   the table shows the mass of each ion dissolved in the 1 dm3 sample. name of ion formula of ion mass / g calcium ca2+1.2 chloride cl \u20130.1 hydrogencarbonate hco3\u20131.0 magnesium mg2+0.5 nitrate no3\u20131.0 sodium na+ so42\u20130.5 phosphate po43\u20131.2 total 6.0  (a) (i)  which negative ion has the highest concentration, in g / dm3, in this sample of water?   ...   [1]  (ii)  give the name of the ion with the formula so42\u2013.   ...   [1]  (iii)  calculate the mass of sodium ions in 1 dm3 of this river water.   ...   [1]  (b)  describe a test for nitrate ions.  test  .     result  .. [3]",
+            "5": "5 0620/33/o/n/16 \u00a9 ucles 2016 [turn over (c)  the sample of river water also contains insoluble materials such as clay and the remains of  dead animals and plants.  (i)  what method could be used to separate insoluble materials from river water?   ...   [1]  (ii)  some of the remains of dead animals and plants contain food materials.   which two of the following substances are constituents of food?   tick two boxes.  alkane  carbohydrate  graphite  protein [1]  (iii)  particles of clay suspended in river water show brownian motion.   describe the movement of these particles.   ...   [1]  (d)  most of the nitrate ions in river water come from fertilisers.  (i)  explain why farmers use fertilisers.   .   ...   [2]  (ii)  ammonium nitrate is a fertiliser.   ammonium nitrate reacts with calcium hydroxide.  ammonium nitrate  +  calcium hydroxide  \u2192  calcium nitrate  +  ammonia  +  water   explain why adding calcium hydroxide to the soil at the same time as nitrate fertilisers  results in loss of nitrogen from the soil.   .   ...   [2] [total: 13]",
+            "6": "6 0620/33/o/n/16 \u00a9 ucles 20163  ethanol can be manufactured by fermentation and from ethene.  (a)  describe the manufacture of ethanol by fermentation and from ethene.   in your answer include  \u2022  the essential conditions required for each reaction,  \u2022  one or more relevant word equations.                  ..   [5]  (b)  the table shows some properties of different alcohols. alcohol formulamelting point / \u00b0cboiling point / \u00b0crelative viscosity methanol ch4o \u201394 65 0.54 ethanol c2h6o \u2013117 79 1.08 propanol c3h8o \u2013126 98 1.94 butanol c4h10o \u201389 117 2.54 pentanol c5h12o \u201379 3.47  (i)  deduce the state of methanol at room temperature.   explain your answer.   .   ...   [2]  (ii)  predict the boiling point of pentanol.   ...   [1]  (iii)  describe how the relative viscosity changes with the number of carbon atoms in the  alcohol.   ...   [1]",
+            "7": "7 0620/33/o/n/16 \u00a9 ucles 2016 [turn over (c) (i)  draw the structure of ethanol. show all of the atoms and all of the bonds. [2]  (ii)  give one major use of ethanol.   ...   [1] [total: 12]",
+            "8": "8 0620/33/o/n/16 \u00a9 ucles 20164 jelly is a mixture of water and protein chains. water protein chains  (a)  a crystal of blue dye was placed on top of some jelly.   after 30 minutes some of the blue colour could be seen in the jelly.   after 1 day the blue colour had spread out further into the jelly. at the start after 30 minutes after 1 daydishcrystal of blue dye jelly   use the kinetic particle model of matter to explain these observations.            ..   [3]  (b)  the diagram shows the colour changes of the indicator bromocresol green at different ph  values. green increasing phblue yellowph 3.8 ph 1.0 ph 5.4 ph 8.0   predict the colour of bromocresol green  in pure water,  .  in a strongly acidic solution.  ... [2]",
+            "9": "9 0620/33/o/n/16 \u00a9 ucles 2016 [turn over (c)  the concentration of an alkali can be found by titrating it with an acid using the apparatus  shown. acid ab alkali  (i)  state the names of the pieces of glassware labelled a and b.  a  .  b  . [2]  (ii)  describe how you would carry out a titration using the apparatus shown. acid alkali   .   .   .   .   .   ...   [3] [total: 10]",
+            "10": "10 0620/33/o/n/16 \u00a9 ucles 20165  lime (calcium oxide) is made by heating limestone (calcium carbonate). caco3(s)    cao(s)  +  co2(g)  (a) (i)  is this reaction exothermic or endothermic?   explain your answer.   .   ...   [1]  (ii)  the reaction is reversible.   what information in the equation shows that this reaction is reversible?   ...   [1]  (b)  the diagram shows a furnace for making lime. mixture of limeston e and coke  (i)  on the diagram, write  \u2022  the letter c to show where the waste gases exit the furnace,  \u2022 the letter l to show where the lime is removed from the furnace. [2]  (ii)  suggest a reason for adding coke (carbon) to the furnace.   ...   [1]  (c)  explain why farmers use lime to treat acidic soils.      ..   [2]",
+            "11": "11 0620/33/o/n/16 \u00a9 ucles 2016 [turn over (d)  limestone is used to manufacture cement. the limestone is mixed with clay and heated to  1500 \u00b0c. it is then mixed with calcium sulfate and crushed.  (i)  describe the test for sulfate ions.  test  ..  result  ... [2]  (ii)  concrete is a mixture of cement, silicates and water. part of the structure of a silicate is shown. = silicon atom = oxygen atomkey   deduce the formula for this silicate.   ...   [1]",
+            "12": "12 0620/33/o/n/16 \u00a9 ucles 2016 (e)  concrete contains small amounts of calcium oxide.   this can react with rainwater to form calcium hydroxide.  (i)  calcium hydroxide is strongly alkaline.   what is the most likely ph of a strongly alkaline solution?   draw a ring around the correct answer. ph 2               ph 6               ph 7               ph 12 [1]  (ii)  the calcium hydroxide on the surface of a piece of concrete reacts with carbon dioxide in  the air.   complete the chemical equation for this reaction. ca(oh)2  +  co2  \u2192  caco3  +  ... [1]  (iii)  limewater is an aqueous solution of calcium hydroxide. a teacher left an open beaker of  limewater in the laboratory.   after a week, the solution in the beaker was ph 7 and a white precipitate was observed.   use the information in (e)(i) and (e)(ii) to help you explain these observations.   .   .   .   .   .   ...   [3] [total: 15]",
+            "13": "13 0620/33/o/n/16 \u00a9 ucles 2016 [turn over6  the periodic table is a method of classifying elements.  (a) (i)  in what order are the elements arranged in the periodic table?   ...   [1]  (ii)  how does the character of the elements change from left to right across a period?   ...   [1]  (iii)  describe two trends in the properties of the elements going down group i.   .   .   ...   [2]  (b)  the halogens are a group of elements with diatomic molecules.  (i)  chlorine reacts with an aqueous solution of sodium iodide. cl 2  +  2nai  \u2192  i2  +  2nacl   what colour change would be observed in the solution?  from .  to     [2]  (ii)  astatine, at2, is a halogen.   suggest why astatine does not react with aqueous potassium iodide.   ...   [1]  (c)  chlorine reacts with hydrogen to form hydrogen chloride.  (i)  complete the chemical equation for this reaction. cl 2  +  ...  \u2192  ..hc l [2]  (ii)  draw a diagram to show the electronic structure of a molecule of hydrogen chloride.   show only the outer shell electrons. [2]",
+            "14": "14 0620/33/o/n/16 \u00a9 ucles 2016 (iii)  hydrochloric acid reacts with lithium hydroxide.   complete the word equation for this reaction. hydrochloric acid+lithium hydroxide\u2192 + [2] [total: 13]",
+            "15": "15 0620/33/o/n/16 \u00a9 ucles 2016permission 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 international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download at www.cie.org.uk after the live examination series. 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. 7  the diagram shows the changes of state when phosphorus is cooled slowly to room temperature. phosphorus vapouraliquid phosphorussolid phosphorusb  (a)  give the names of the changes of state labelled a and b.  a    b   [2]  (b)  describe the arrangement and motion of the particles in solid phosphorus.  arrangement  ..  motion   [2]  (c)  is phosphorus( v) oxide an acidic oxide or basic oxide?   explain your answer.   ..   [1]  (d)  phosphorus sulfide is a covalent molecule. p p pss sp   predict two properties of phosphorus sulfide.      ..   [2]  (e)  many metal ores contain sulfides.   when zinc sulfide is heated in air the following reaction takes place. zinc sulfide  +  oxygen  \u2192  zinc oxide  +  sulfur dioxide   explain why this reaction may be harmful to the environment.      ..   [2] [total: 9]",
+            "16": "16 0620/33/o/n/16 \u00a9 ucles 2016 groupthe periodic table of elements 1 h hydrogen 12 he helium 4i ii iii iv v vi v ii viii 3 li lithium 74 be beryllium 9atomic number atomic symbolkey name relative atomic mas s 11 na sodium 2312 mg magnesium 24 19 k potassium 3920 ca calcium 40 37 rb rubidium 8538 sr strontium 88 55 cs caesium 13356 ba barium 137 87 fr francium \u201388 ra radium \u20135 b boron 11 13 al aluminium 27 31 ga gallium 70 49 in indium 115 81 tl thallium 2046 c carbon 12 14 si silicon 2832 ge germanium 73 50 sn tin 119 82 pb lead 20722 ti titanium 4840 zr zirconium 91 72 hf hafnium 178 104 rf rutherfordium \u201323 v vanadium 51 41 nb niobium 93 73 ta tantalum 181 105 db dubnium \u201324 cr chromium 52 42 mo molybdenum 96 74 w tungsten 184 106 sg seaborgium \u201325 mn manganes e 55 43 tc technetium \u2013 75 re rhenium 186 107 bh bohrium \u201326 fe iron 56 44 ru ruthenium 101 76 os osmium 190 108 hs hassium \u201327 co cobalt 59 45 rh rhodium 103 77 ir iridium 192 109 mt meitneriu m \u201328 ni nicke l 59 46 pd palladium 106 78 pt platinum 195 110 ds darmstadtium \u201329 cu copper 6447 ag silver 108 79 au gold 197 111 rg roentgenium \u201330 zn zinc 65 48 cd cadmiu m 112 80 hg mercury 201 112 cn copernicium \u2013114 fl flerovium \u2013116 lv livermorium \u20137 n nitrogen 14 15 p phosphorus 3133 as arsenic 75 51 sb antimony 122 83 bi bismuth 2098 o oxygen 16 16 s sulfur 3234 se selenium 79 52 te tellurium 128 84 po polonium \u20139 f fluorine 19 17 cl chlorine 35.5 35 br bromine 80 53 i iodine 127 85 at astatine \u201310 ne neon 20 18 ar argon 4036 kr krypton 84 54 xe xenon 131 86 rn radon \u201321 sc scandium 4539 y yttrium 89 57\u201371 lanthanoids 89\u2013103 actinoids 57 la lanthanum 139 89 aclanthanoids actinoids the volume of one mole of any gas is 24  dm3 at room temperature and pressure (r .t.p.).actinium \u201358 ce cerium 140 90 th thorium 23259 pr praseodymium 141 91 pa protactinium 23160 nd neodymium 144 92 u uranium 23861 pm promethium \u2013 93 np neptunium \u201362 sm samarium 150 94 pu plutonium \u201363 eu europium 152 95 am americiu m \u201364 gd gadolinium 157 96 cm curium \u201365 tb terbiu m 159 97 bk berkelium \u201366 dy dysprosium 163 98 cf californium \u201367 ho holmium 165 99 es einsteinium \u201368 er erbium 167 100 fm fermium \u201369 tm thulium 169101 md mendelevium \u201370 yb ytterbium 173102 no nobelium \u201371 lu lutetium 175103 lr lawrenciu m \u2013"
+        },
+        "0620_w16_qp_41.pdf": {
+            "1": "read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen.you may use an hb pencil for any diagrams or graphs.do not use staples, paper clips, glue or correction fluid.do not write in any barcodes. answer all questions. electronic calculators may be used.a copy of the periodic table is printed on page 16.you may lose marks if you do not show your working or if you do not use appropriate units. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question.chemistry 0620/41   paper 4 theory (extended) october/november 2016  1 hour 15 minutes candidates answer on the question paper. no additional materials are required. cambridge international examinations cambridge international general certificate of secondary education this document consists of 16 printed pages. [turn overib16 11_0620_41/3rp\u00a9 ucles 2016 *6396621448* the syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificate.",
+            "2": "2 0620/41/o/n/16 \u00a9 ucles 20161  the table gives some information about five substances. substancemelting point / \u00b0cboiling point / \u00b0csolubility in waterelectrical conductivity when moltenelectrical conductivity when solid f \u201397 65 very soluble does not conduct does not conduct g 1600 2230 insoluble does not conduct does not conduct h 801 1413 soluble conducts does not conduct i \u201357 126 insoluble does not conduct does not conduct j 1085 2562 insoluble conducts conducts  (a)  which substance in the table has ionic bonding?   ..   [1]  (b)  which substance in the table has a giant covalent structure?   ..   [1]  (c)  name a method you could use to separate a mixture of substance j and water.   ..   [1]  (d)  name a method you could use to obtain substance f from a mixture of substance f and water.   ..   [2]  (e)  describe how you could obtain a solid sample of substance h from a mixture of substance h  and substance g.                  ..   [3]  (f)  substance j is a metal.   describe how substance j is able to conduct electricity when it is a solid.         ..   [2] [total: 10]",
+            "3": "3 0620/41/o/n/16 \u00a9 ucles 2016 [turn over2  matter can exist as solid, liquid or gas. the arrows show some changes of state. solid liquid gasb a c  (a)  name the changes of state represented on the diagram.  (i) a  ...   [1]  (ii) b  ...   [1]  (iii) c  ...   [1]  (b)  explain why energy has to be supplied to turn a liquid into a gas.      ..   [1]  (c)  the diagrams represent the same number of particles of a gas in two containers, d and e,  which have different volumes. the two containers are at the same temperature. d e   in which container will the pressure be higher? explain your answer.         ..   [1] [total: 5]",
+            "4": "4 0620/41/o/n/16 \u00a9 ucles 20163 (a)  petroleum is a mixture of hydrocarbons. it is separated into useful fractions by fractional  distillation. this can be done using the fractionating column shown. petroleumk l m n o px  (i)  what happens to the petroleum at point x, before it enters the fractionating column?   .   ...   [1]  (ii)  state two ways in which fraction o differs from fraction l.   .   .   ...   [2]  (b)  most of the hydrocarbons obtained from petroleum are alkanes. the alkanes are an homologous series of saturated hydrocarbons with the general formula c nh2n+2.   give two characteristics, other than having the same general formula, of members of an  homologous series.         ..   [2]",
+            "5": "5 0620/41/o/n/16 \u00a9 ucles 2016 [turn over (c)  the alkane with the molecular formula c5h12 can exist as a number of structural isomers.   draw the structures of two isomers with the formula c5h12. [2]  (d)  the alkane ethane has the structure shown. h ch hh hch   when a mixture of ethane and chlorine is exposed to ultraviolet light a substitution reaction  takes place.   draw the structure of one organic product from this substitution reaction. [1]",
+            "6": "6 0620/41/o/n/16 \u00a9 ucles 2016 (e)  isoprene is a naturally occurring hydrocarbon.  (i)  explain how the name of isoprene suggests that it contains a c=c double bond.   ...   [1]  (ii)  a sample of isoprene had the following composition by mass: c, 88.24%;  h, 11.76%.   calculate the empirical formula of isoprene. show all your working. empirical formula = ..   [3]  (iii)  what additional information would be required to calculate the molecular formula of  isoprene?   ...   [1] [total: 13] 4 (a)  ammonia, nh3, is made by reacting nitrogen with hydrogen in the haber process.  (i)  write a chemical equation for the formation of ammonia in the haber process.   ...   [2]  (ii)  name the raw materials from which nitrogen and hydrogen are obtained.  nitrogen  ...  hydrogen  . [2]  (iii)  state the temperature and pressure used in the haber process. include the units.  temperature    pressure  .. [2]",
+            "7": "7 0620/41/o/n/16 \u00a9 ucles 2016 [turn over (b)  ammonia is also made when ammonium carbonate decomposes. (nh4)2co3(s)    2nh3(g)  +  h2o(g)  +  co2(g)   the reaction is reversible and can reach a position of equilibrium.   the graph shows how the yield of ammonia at equilibrium changes with temperature and  pressure. yield of ammonia pressure300  \u00b0c 100  \u00b0c  (i)  what is meant by the term equilibrium  for a reversible reaction?   .   .   ...   [2]  (ii)  using information from the graph, explain whether the reaction is endothermic or  exothermic.   .   ...   [1]  (iii)  state and explain the effect of increasing the pressure on the yield of ammonia in this reaction.   .   .   .   .   ...   [3] [total: 12]",
+            "8": "8 0620/41/o/n/16 \u00a9 ucles 20165  copper( ii) sulfate solution was electrolysed using the apparatus shown. copper wir e carbon cathod e copper( ii) sulfate solutio ncarbon anode bubbles of ga s+ \u2013  (a)  a gas was formed at the anode.   identify this gas and give the test for this gas.  gas  .  test  .  result of test  ... [3]  (b)  during electrolysis, electricity passes through the copper( ii) sulfate solution.   solid copper( ii) sulfate does not conduct electricity.   explain both  of these statements.               ..   [3]",
+            "9": "9 0620/41/o/n/16 \u00a9 ucles 2016 [turn over (c)  the electrolysis was repeated using copper electrodes in place of carbon electrodes. the ionic  half-equations for the reactions at the two electrodes are shown.  anode cu(s)  \u2192  cu2+(aq)  +  2e\u2013  cathode cu2+(aq)  +  2e\u2013  \u2192  cu(s)  (i)  which species is reduced during the electrolysis? explain your answer.   .   .   ...   [2]  (ii)  the masses of the copper electrodes changed during the electrolysis.   state how and explain why the masses of the two copper electrodes changed.   use the ionic half-equations to help you.   .   .   .   .   .   .   ...   [3]  (iii)  explain why, during the electrolysis, the colour of the copper( ii) sulfate solution does not  change.   .   .   ...   [1] [total: 12]",
+            "10": "10 0620/41/o/n/16 \u00a9 ucles 20166  nylon, terylene  and proteins are all polymers.  (a)  what is a polymer?         ..   [2]  (b)  proteins are natural polymers. proteins are biodegradable.  (i)  name the type of linkage in proteins.   ...   [1]  (ii)  what is meant by the term biodegradable?   .   .   ...   [2]  (iii)  name another natural polymer.   ...   [1]",
+            "11": "11 0620/41/o/n/16 \u00a9 ucles 2016 [turn over (c)  nylon and terylene  are synthetic polymers.   the repeat unit of nylon can be shown as co co n hn h   terylene  can be made from the monomers shown. ho o h co co o h ho   draw a diagram to show the repeat unit of terylene . [3] [total: 9]",
+            "12": "12 0620/41/o/n/16 \u00a9 ucles 20167  calcium chloride can be made by reacting calcium carbonate with hydrochloric acid. caco3(s)  +  2hcl (aq)  \u2192  cacl 2(aq)  +  h2o(l)  +  co2(g)   an excess of calcium carbonate was added to 50.0 cm3 of 0.500 mol / dm3 hydrochloric acid. the  solution was filtered to remove the excess calcium carbonate.  (a)  how many moles of hc l were used in this reaction? . mol  [2]  (b)  deduce the number of moles of carbon dioxide gas made in this reaction. . mol  [1]  (c)  calculate the mass of carbon dioxide made in this reaction.  g  [2]  (d)  calculate the volume, in dm3, of carbon dioxide made in this reaction at room temperature and  pressure (r.t.p.).  dm3  [1] [total: 6]",
+            "13": "13 0620/41/o/n/16 \u00a9 ucles 2016 [turn overquestion 8 starts on the next page.",
+            "14": "14 0620/41/o/n/16 \u00a9 ucles 20168  magnesium carbonate reacts with dilute hydrochloric acid. mgco3(s)  +  2hcl (aq)  \u2192  mgcl 2(aq)  +  h2o(l)  +  co2(g)   an excess of magnesium carbonate pieces was added to dilute hydrochloric acid. the apparatus in  the diagram was used to measure the volume of gas produced. the total volume of gas collected was recorded every 20 seconds. water troughmagnesium carbonate piecesinverted measuring cylinde r dilute hydrochlori c acidbung conical flask  (a)  the results obtained are shown on the graph. 120 100 80 604020 0 0 100 200 300 time  / s400 500total volume of gas collected / cm3  (i)  describe how the rate of this reaction changed during the reaction. explain why the rate  changed in this way.   .   .   .   .   ...   [4]",
+            "15": "15 0620/41/o/n/16 \u00a9 ucles 2016permission 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 international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download at www.cie.org.uk after the live examination series. 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.  (ii)  the experiment was repeated using the same mass of powdered magnesium carbonate  with the same volume and concentration of dilute hydrochloric acid.   explain how the initial rate of reaction and total volume of gas collected would compare to  the first experiment.  initial rate of reaction  ..   .   .  total volume of gas  .   .   . [4]  (b)  a piece of magnesium ribbon was cleaned. the experiment was repeated using this clean magnesium ribbon instead of magnesium carbonate. mg(s)  +  2hcl (aq)  \u2192  mgcl  2(aq)  +  h2(g)   this reaction is exothermic.   the rate of the reaction gradually increased over the first 2 minutes.   explain why the rate of the reaction increased.                     ..   [5] [total: 13]",
+            "16": "16 0620/41/o/n/16 \u00a9 ucles 2016 groupthe periodic table of elements 1 h hydrogen 12 he helium 4i ii iii iv v vi v ii viii 3 li lithium 74 be beryllium 9atomic number atomic symbolkey name relative atomic mas s 11 na sodium 2312 mg magnesium 24 19 k potassium 3920 ca calcium 40 37 rb rubidium 8538 sr strontium 88 55 cs caesium 13356 ba barium 137 87 fr francium \u201388 ra radium \u20135 b boron 11 13 al aluminium 27 31 ga gallium 70 49 in indium 115 81 tl thallium 2046 c carbon 12 14 si silicon 2832 ge germanium 73 50 sn tin 119 82 pb lead 20722 ti titanium 4840 zr zirconium 91 72 hf hafnium 178 104 rf rutherfordium \u201323 v vanadium 51 41 nb niobium 93 73 ta tantalum 181 105 db dubnium \u201324 cr chromium 52 42 mo molybdenum 96 74 w tungsten 184 106 sg seaborgium \u201325 mn manganes e 55 43 tc technetium \u2013 75 re rhenium 186 107 bh bohrium \u201326 fe iron 56 44 ru ruthenium 101 76 os osmium 190 108 hs hassium \u201327 co cobalt 59 45 rh rhodium 103 77 ir iridium 192 109 mt meitneriu m \u201328 ni nicke l 59 46 pd palladium 106 78 pt platinum 195 110 ds darmstadtium \u201329 cu copper 6447 ag silver 108 79 au gold 197 111 rg roentgenium \u201330 zn zinc 65 48 cd cadmiu m 112 80 hg mercury 201 112 cn copernicium \u2013114 fl flerovium \u2013116 lv livermorium \u20137 n nitrogen 14 15 p phosphorus 3133 as arsenic 75 51 sb antimony 122 83 bi bismuth 2098 o oxygen 16 16 s sulfur 3234 se selenium 79 52 te tellurium 128 84 po polonium \u20139 f fluorine 19 17 cl chlorine 35.5 35 br bromine 80 53 i iodine 127 85 at astatine \u201310 ne neon 20 18 ar argon 4036 kr krypton 84 54 xe xenon 131 86 rn radon \u201321 sc scandium 4539 y yttrium 89 57\u201371 lanthanoids 89\u2013103 actinoids 57 la lanthanum 139 89 aclanthanoids actinoids the volume of one mole of any gas is 24  dm3 at room temperature and pressure (r .t.p.).actinium \u201358 ce cerium 140 90 th thorium 23259 pr praseodymium 141 91 pa protactinium 23160 nd neodymium 144 92 u uranium 23861 pm promethium \u2013 93 np neptunium \u201362 sm samarium 150 94 pu plutonium \u201363 eu europium 152 95 am americiu m \u201364 gd gadolinium 157 96 cm curium \u201365 tb terbiu m 159 97 bk berkelium \u201366 dy dysprosium 163 98 cf californium \u201367 ho holmium 165 99 es einsteinium \u201368 er erbium 167 100 fm fermium \u201369 tm thulium 169101 md mendelevium \u201370 yb ytterbium 173102 no nobelium \u201371 lu lutetium 175103 lr lawrenciu m \u2013"
+        },
+        "0620_w16_qp_42.pdf": {
+            "1": "read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen.you may use an hb pencil for any diagrams or graphs.do not use staples, paper clips, glue or correction fluid.do not write in any barcodes. answer all questions. electronic calculators may be used.a copy of the periodic table is printed on page 16.you may lose marks if you do not show your working or if you do not use appropriate units. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question.chemistry 0620/42   paper 4 theory (extended) october/november 2016  1 hour 15 minutes candidates answer on the question paper. no additional materials are required. cambridge international examinations cambridge international general certificate of secondary education this document consists of 15 printed pages and 1 blank page. [turn overib16 11_0620_42/4rp\u00a9 ucles 2016 *5182765417* the syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificate.",
+            "2": "2 0620/42/o/n/16 \u00a9 ucles 20161  particles behave differently when in different physical states.  (a)  solids have a fixed volume and a definite shape.   gases have no fixed volume and take the shape of the container.   describe the volume and shape of liquids.      ..   [1]  (b)  complete the table to show the separation, arrangement and movement of particles in each  physical state. state separation of particles arrangement of particles movement of particles solid liquid touching one another randomly arranged move over one another gas [6]  (c)  name the following changes of state.  (i)  ice turning into water.   ...   [1]  (ii)  solid carbon dioxide turning directly into gaseous carbon dioxide at room temperature.   ...   [1] [total: 9]",
+            "3": "3 0620/42/o/n/16 \u00a9 ucles 2016 [turn over2  this question is about atoms, ions and isotopes.  (a)  define the term nucleon number .      ..   [2]  (b)  give the electronic structure of the following atom and ion.  na  ..  p3\u2013  .. [2]  (c)  state one medical use of radioactive isotopes.   ..   [1]  (d)  what is meant by the term relative atomic mass ?         ..   [2]  (e)  suggest why the relative atomic mass of chlorine is not a whole number.         ..   [2]",
+            "4": "4 0620/42/o/n/16 \u00a9 ucles 2016 (f)  aluminium is a metal in group iii.   describe the bonding in aluminium.   include a labelled diagram and any appropriate charges in your answer. [3] [total: 12]",
+            "5": "5 0620/42/o/n/16 \u00a9 ucles 2016 [turn over3  clean, dry air contains a small amount of carbon dioxide.  (a)  the percentages of the other gases present in clean, dry air are  shown in the table.   complete the table by inserting the names of these gases. name of gas percentage present 78 21 1 [2]  (b)  oxides of nitrogen are atmospheric pollutants which can cause acid rain.   describe the formation of oxides of nitrogen and suggest how they can cause acid rain.            ..   [3]  (c)  methane contributes to the greenhouse effect.   state two sources of methane.  1  .  2  . [2]  (d)  combustion and respiration add carbon dioxide to the atmosphere.   name one natural process which removes carbon dioxide from the atmosphere.   ..   [1] [total: 8]",
+            "6": "6 0620/42/o/n/16 \u00a9 ucles 20164  dilute nitric acid behaves as a typical acid in some reactions but not in other reactions.  (a)  dilute nitric acid behaves as a typical acid when reacted with copper( ii) oxide and with  copper( ii) carbonate.   describe what you would see if excess dilute nitric acid is added separately to solid samples  of copper( ii) carbonate and copper( ii) oxide followed by warming the mixtures.  copper( ii) carbonate        copper( ii) oxide       [4]  (b)  when dilute nitric acid is added to pieces of copper and heated, a reaction takes place and  copper( ii) nitrate is formed.  (i)  part of the chemical equation for the reaction between copper and dilute nitric acid is  shown.   complete the chemical equation by inserting the formula of copper( ii) nitrate and balancing  the equation. ..cu(s)  +  8hno3(aq)  \u2192  .(aq)  +  4h2o(l)  +  2no(g) [2]  (ii)  how is the reaction of dilute nitric acid with copper different from that of a typical metal with  a typical acid?   .   ...   [1] [total: 7]",
+            "7": "7 0620/42/o/n/16 \u00a9 ucles 2016 [turn over5  chlorine, bromine and iodine are halogens.  (a)  chlorine can be made in the laboratory by heating manganese( iv) oxide with concentrated  hydrochloric acid. mno2(s)  +  4hcl (aq)  \u2192  mncl 2(aq)  +  2h2o(l)  +  c l 2(g)   calculate the volume of 8.00 mol / dm3 hcl (aq) needed to react with 3.48 g of mno2.  \u2022 moles of mno2 used  mol  \u2022 moles of hcl needed   mol  \u2022 volume of hc l needed   cm3 [4]  (b)  a student bubbled chlorine gas into a test-tube containing aqueous potassium bromide.  (i)  describe the colour change seen in the test-tube.  from ...  to  ... [2]  (ii)  complete the ionic  equation for this reaction.   include state symbols. cl 2(g)  +  ..br \u2013(aq)  \u2192    +   [3]",
+            "8": "8 0620/42/o/n/16 \u00a9 ucles 2016 (c)  when one mole of bromine, br2, reacts with one mole of propene, one organic product is  formed.  (i)  which part of the propene molecule reacts with bromine?   ...   [1]  (ii)  what is the name of the type of reaction which takes place between bromine and propene?   ...   [1]  (d)  when one mole of chlorine, cl 2, reacts with one mole of propane, a mixture of two structural  isomers is formed.  (i)  what is the name of the type of reaction which takes place between chlorine and propane?   ...   [1]  (ii)  explain what is meant by the term structural isomers .   .   ...   [2]  (iii)  draw the structure of two structural isomers formed when one mole of chlorine reacts with  one mole of propane. [2]",
+            "9": "9 0620/42/o/n/16 \u00a9 ucles 2016 [turn over (e)  iodine forms an oxide which has the composition by mass: i, 76.0%;  o, 24.0%.  (i)  use this information to determine the empirical formula of this oxide of iodine. empirical formula .  [3]  (ii)  the oxide of iodine in (e)(i) dissolves in water.   predict and explain the effect of adding universal indicator to an aqueous solution of this  oxide of iodine.  effect on universal indicator   ...  explanation  . [2] [total: 21]",
+            "10": "10 0620/42/o/n/16 \u00a9 ucles 20166  aluminium is a very important metal.   aluminium is extracted from its ore, bauxite, by electrolysis. bauxite is an impure form of aluminium  oxide, al 2o3.  (a)  describe how aluminium is extracted from bauxite. include an ionic half-equation for the  reaction at each electrode.  description  .                       ionic half-equation for the anode reaction  .  ionic half-equation for the cathode reaction   [5]  (b)  explain why the anodes have to be replaced regularly.      ..   [2]  (c)  give two uses of aluminium and give a reason why aluminium is suitable for each use.  use 1  ..  reason    use 2  ..  reason   [4] [total: 11]",
+            "11": "11 0620/42/o/n/16 \u00a9 ucles 2016 [turn overquestion 7 starts on the next page.",
+            "12": "12 0620/42/o/n/16 \u00a9 ucles 20167  proteins are a major constituent of food.   proteins are polymers.  (a)  what is a polymer?         ..   [2]  (b)  proteins can be converted into amino acids.  (i)  name the type of chemical reaction which occurs when proteins are converted into amino  acids.   ...   [1]  (ii)  suggest a condition needed to convert proteins into amino acids.   ...   [1]  (c)  a colourless mixture of amino acids was separated by chromatography.   amino acid x has an rf value of 0.8.   the chromatogram of the mixture after treatment with a locating agent is shown. solvent front baseline  (i)  how is an rf value calculated?  rf = [1]  (ii)  on the diagram put a ring around the spot caused by amino acid x. [1]",
+            "13": "13 0620/42/o/n/16 \u00a9 ucles 2016 [turn over (iii)  describe how you would perform a chromatography experiment to produce the  chromatogram shown in (c). assume you have been given the mixture of amino acids and  a suitable locating agent. you are provided with common laboratory apparatus.   .   .   .   .   .   ...   [3]",
+            "14": "14 0620/42/o/n/16 \u00a9 ucles 2016 (d)  when one molecule of an amino acid a combines with one molecule of another amino acid b,  two different dipeptide molecules could be formed.   draw the structures of the two different dipeptide molecules.   show all of the atoms and all of the bonds in the linkages. amino acid a amino acid b n hh co o ho o hn hh c [3] [total: 12]",
+            "15": "15 0620/42/o/n/16 \u00a9 ucles 2016permission 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 international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download at www.cie.org.uk after the live examination series. 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. blank page",
+            "16": "16 0620/42/o/n/16 \u00a9 ucles 2016 groupthe periodic table of elements 1 h hydrogen 12 he helium 4i ii iii iv v vi v ii viii 3 li lithium 74 be beryllium 9atomic number atomic symbolkey name relative atomic mas s 11 na sodium 2312 mg magnesium 24 19 k potassium 3920 ca calcium 40 37 rb rubidium 8538 sr strontium 88 55 cs caesium 13356 ba barium 137 87 fr francium \u201388 ra radium \u20135 b boron 11 13 al aluminium 27 31 ga gallium 70 49 in indium 115 81 tl thallium 2046 c carbon 12 14 si silicon 2832 ge germanium 73 50 sn tin 119 82 pb lead 20722 ti titanium 4840 zr zirconium 91 72 hf hafnium 178 104 rf rutherfordium \u201323 v vanadium 51 41 nb niobium 93 73 ta tantalum 181 105 db dubnium \u201324 cr chromium 52 42 mo molybdenum 96 74 w tungsten 184 106 sg seaborgium \u201325 mn manganes e 55 43 tc technetium \u2013 75 re rhenium 186 107 bh bohrium \u201326 fe iron 56 44 ru ruthenium 101 76 os osmium 190 108 hs hassium \u201327 co cobalt 59 45 rh rhodium 103 77 ir iridium 192 109 mt meitneriu m \u201328 ni nicke l 59 46 pd palladium 106 78 pt platinum 195 110 ds darmstadtium \u201329 cu copper 6447 ag silver 108 79 au gold 197 111 rg roentgenium \u201330 zn zinc 65 48 cd cadmiu m 112 80 hg mercury 201 112 cn copernicium \u2013114 fl flerovium \u2013116 lv livermorium \u20137 n nitrogen 14 15 p phosphorus 3133 as arsenic 75 51 sb antimony 122 83 bi bismuth 2098 o oxygen 16 16 s sulfur 3234 se selenium 79 52 te tellurium 128 84 po polonium \u20139 f fluorine 19 17 cl chlorine 35.5 35 br bromine 80 53 i iodine 127 85 at astatine \u201310 ne neon 20 18 ar argon 4036 kr krypton 84 54 xe xenon 131 86 rn radon \u201321 sc scandium 4539 y yttrium 89 57\u201371 lanthanoids 89\u2013103 actinoids 57 la lanthanum 139 89 aclanthanoids actinoids the volume of one mole of any gas is 24  dm3 at room temperature and pressure (r .t.p.).actinium \u201358 ce cerium 140 90 th thorium 23259 pr praseodymium 141 91 pa protactinium 23160 nd neodymium 144 92 u uranium 23861 pm promethium \u2013 93 np neptunium \u201362 sm samarium 150 94 pu plutonium \u201363 eu europium 152 95 am americiu m \u201364 gd gadolinium 157 96 cm curium \u201365 tb terbiu m 159 97 bk berkelium \u201366 dy dysprosium 163 98 cf californium \u201367 ho holmium 165 99 es einsteinium \u201368 er erbium 167 100 fm fermium \u201369 tm thulium 169101 md mendelevium \u201370 yb ytterbium 173102 no nobelium \u201371 lu lutetium 175103 lr lawrenciu m \u2013"
+        },
+        "0620_w16_qp_43.pdf": {
+            "1": "read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen.you may use an hb pencil for any diagrams or graphs.do not use staples, paper clips, glue or correction fluid.do not write in any barcodes. answer all questions. electronic calculators may be used.a copy of the periodic table is printed on page 12.you may lose marks if you do not show your working or if you do not use appropriate units. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question.chemistry 0620/43   paper 4 theory (extended) october/november 2016  1 hour 15 minutes candidates answer on the question paper. no additional materials are required. cambridge international examinations cambridge international general certificate of secondary education this document consists of 12 printed pages. [turn overib16 11_0620_43/4rp\u00a9 ucles 2016 *0906632911* the syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificate.",
+            "2": "2 0620/43/o/n/16 \u00a9 ucles 20161 (a)  complete the table. particle charge relative mass proton +1 neutron 1 electron [2]  (b)  the following are isotopes of carbon. c12 6          c13 6          c14 6  (i)  in terms of numbers of protons, neutrons and electrons, how are these three isotopes the  same and how are they different?   they are the same because  ...   .   they are different because  .   . [3]  (ii)  why do all isotopes of carbon have the same chemical properties?   ...   [1]  (c)  name two forms of the element carbon which have giant covalent structures.  .. and     [1]  (d)  complete the diagram to show the electron arrangement in a carbon dioxide molecule.   show the outer shell electrons only. o cc o [2] [total: 9]",
+            "3": "3 0620/43/o/n/16 \u00a9 ucles 2016 [turn over2  beryllium is a metallic element in group ii.  (a)  give the electronic structure of a beryllium atom.   ..   [1]  (b)  give the formula of beryllium oxide.   ..   [1]  (c) (i)  describe the bonding in a metallic element such as beryllium.   include a labelled diagram and any appropriate charges in your answer.   .   .   ...   [3]  (ii)  explain why metallic elements, such as beryllium, are good conductors of electricity.   .   ...   [1]  (d)  beryllium hydroxide is amphoteric.   beryllium hydroxide reacts with acids. the salts formed contain positive beryllium ions.  (i)  give the formula of the positive beryllium ion.   ...   [1]  (ii)  write a chemical equation for the reaction between beryllium hydroxide and  hydrochloric acid.   ...   [2]  (iii)  beryllium hydroxide also reacts with alkalis. the salts formed contain beryllate ions,  beo22\u2013.   suggest a chemical equation for the reaction between beryllium hydroxide and  sodium hydroxide solution.   ...   [2] [total: 11]",
+            "4": "4 0620/43/o/n/16 \u00a9 ucles 20163  when lead( ii) nitrate is heated, two gases are given off and solid lead( ii) oxide remains.    the equation for the reaction is shown. 2pb(no3)2(s)  \u2192  2pbo(s)  +  4no2(g)  +  o2(g)  (a)  calculate the mr of lead( ii) nitrate.   ..   [1]  (b)  6.62 g of lead( ii) nitrate are heated until there is no further change in mass.  (i)  calculate the mass of lead( ii) oxide produced. ... g  [2]  (ii)  calculate the volume of oxygen, o2, produced at room temperature and pressure (r.t.p.). ... dm3  [2]  (c)  describe a test for oxygen.   test  .   result  .. [2]",
+            "5": "5 0620/43/o/n/16 \u00a9 ucles 2016 [turn over (d)  lead( ii) oxide is insoluble. a student adds solid lead( ii) oxide to dilute nitric acid until the  lead( ii) oxide is in excess. aqueous lead( ii) nitrate and water are produced.  (i)  what is meant by the term excess?   ...   [1]  (ii)  how would the student know when the lead( ii) oxide is in excess?   ...   [1]  (iii)  write a chemical equation for the reaction.   ...   [1] [total: 10]",
+            "6": "6 0620/43/o/n/16 \u00a9 ucles 20164  silicon( iv) oxide and sodium chloride have different types of bonding and structure.  (a)  name the type of bonding present in   silicon( iv) oxide,  ...   sodium chloride.   [2]  (b)  name the type of structure present in silicon( iv) oxide.   ..   [1]  (c) (i)  silicon( iv) oxide has a high melting point. explain why.   .   ...   [2]  (ii)  silicon( iv) oxide is a poor conductor of electricity. explain why.   ...   [1]  (d)  solid sodium chloride does not conduct electricity. however, it conducts electricity when molten.   explain why solid sodium chloride does not conduct electricity, whereas molten sodium chloride  does conduct electricity.            ..   [3]  (e)  a concentrated aqueous solution of sodium chloride is electrolysed using carbon electrodes.   (i)  name the products formed at the electrodes.   product at the positive electrode (anode)  ...   product at the negative electrode (cathode)  ... [2]  (ii)  write an ionic half-equation for the reaction occurring at the negative electrode.   ...   [1]",
+            "7": "7 0620/43/o/n/16 \u00a9 ucles 2016 [turn over (f)  a dilute  aqueous solution of sodium chloride is electrolysed using carbon electrodes.   name the main product formed at the positive electrode.   ..   [1]  (g)  molten sodium chloride is electrolysed using carbon electrodes.   (i)  name the product formed at the negative electrode.   ...   [1]  (ii) write an ionic half-equation for the reaction occurring at the negative electrode.   ...   [1]  (iii)  chlorine is produced at the positive electrode.   give the test for chlorine.  test  ..  result  ... [2] [total: 17]",
+            "8": "8 0620/43/o/n/16 \u00a9 ucles 20165  sulfuric acid can be manufactured from the raw materials sulfur, air and water. the process can be  divided into four stages.   stage 1 converting sulfur into sulfur dioxide   stage 2 converting sulfur dioxide into sulfur trioxide   stage 3 converting sulfur trioxide into oleum, h2s2o7   stage 4 converting oleum into sulfuric acid  stage 1  (a) (i)  describe how sulfur is converted into sulfur dioxide.   ...   [1]  (ii)  write a chemical equation for the conversion of sulfur into sulfur dioxide.   ...   [1]  stage 2  (b)  sulfur dioxide is converted into sulfur trioxide according to the following equation. 2so2  +  o2    2so3   the reaction is carried out at a temperature of 450 \u00b0c and a pressure of 1\u20132 atmospheres  using a catalyst. the energy change, \u2206 h, for the reaction is \u2013196 kj / mol.  (i)  what is the meaning of the symbol ?   ...   [1]  (ii)  name the catalyst used in this reaction.   ...   [1]  (iii)  why is a catalyst used?   ...   [1]  (iv)  if a temperature higher than 450 \u00b0c were used, what would happen to the amount of  sulfur trioxide produced? give a reason for your answer.   .   ...   [2]  (v)  suggest a reason why a temperature lower than 450 \u00b0c is not used.   .   ...   [1]",
+            "9": "9 0620/43/o/n/16 \u00a9 ucles 2016 [turn over (vi)  if a pressure higher than 1\u20132 atmospheres were used, what would happen to the amount  of sulfur trioxide produced? give a reason for your answer.   .   ...   [2]  stage 3  (c) (i)  what is added to sulfur trioxide to convert it into oleum?   ...   [1]  (ii)  write a chemical equation for the conversion of sulfur trioxide into oleum.   ...   [1]  stage 4  (d) (i)  what is added to oleum to convert it into sulfuric acid?   ...   [1]  (ii)  write a chemical equation for the conversion of oleum into sulfuric acid.   ...   [1]  (e)  give one use of sulfuric acid.   ..   [1]  (f)  sulfuric acid reacts with a hydrocarbon called benzene to produce benzenesulfonic acid,  c6h5so3h. benzenesulfonic acid is a strong acid which ionises to produce hydrogen ions, h+,  and benzenesulfonate ions, c6h5so3\u2013.  (i)  what is meant by the term strong acid ?   ...   [1]  (ii)  describe how to show that a 1 mol / dm3 solution of benzenesulfonic acid is a strong acid.   .   ...   [2]  (iii)  write a chemical equation for the reaction between benzenesulfonic acid and  sodium carbonate, na2co3.   ...   [2] [total: 20]",
+            "10": "10 0620/43/o/n/16 \u00a9 ucles 20166  synthetic polyamides are made by condensation polymerisation.  (a) (i)  what is meant by the term condensation polymerisation ?   .   .   ...   [3]  (ii) name another type of polymerisation.   ...   [1]  (b)  one repeat unit of a synthetic polyamide is represented by the following structure. co co n hn h  (i)  draw a ring around the amide link. [1]  (ii)  complete the diagrams to show the structures of the monomers used to produce the  synthetic polyamide. show all the missing atoms and bonds. c c n n [2]  (iii)  name an example of a synthetic polyamide.   ...   [1]  (c)  proteins and synthetic polyamides have similarities and differences.  (i)  name the type of compounds that are the monomers used to make up proteins.   ...   [1]",
+            "11": "11 0620/43/o/n/16 \u00a9 ucles 2016permission 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 international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download at www.cie.org.uk after the live examination series. 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.  (ii)  starting with a sample of protein, describe how to produce, separate, detect and identify  the monomers which make it up.   your answer should include  \u2022  the name of the process used to break down the protein into its monomers,  \u2022  the name of the process used to separate the monomers,  \u2022  the method used to detect the monomers after they have been separated,  \u2022  the method used to identify the monomers after they have been separated.   .   .   .   .   ...   [4] [total: 13]",
+            "12": "12 0620/43/o/n/16 \u00a9 ucles 2016 groupthe periodic table of elements 1 h hydrogen 12 he helium 4i ii iii iv v vi v ii viii 3 li lithium 74 be beryllium 9atomic number atomic symbolkey name relative atomic mas s 11 na sodium 2312 mg magnesium 24 19 k potassium 3920 ca calcium 40 37 rb rubidium 8538 sr strontium 88 55 cs caesium 13356 ba barium 137 87 fr francium \u201388 ra radium \u20135 b boron 11 13 al aluminium 27 31 ga gallium 70 49 in indium 115 81 tl thallium 2046 c carbon 12 14 si silicon 2832 ge germanium 73 50 sn tin 119 82 pb lead 20722 ti titanium 4840 zr zirconium 91 72 hf hafnium 178 104 rf rutherfordium \u201323 v vanadium 51 41 nb niobium 93 73 ta tantalum 181 105 db dubnium \u201324 cr chromium 52 42 mo molybdenum 96 74 w tungsten 184 106 sg seaborgium \u201325 mn manganes e 55 43 tc technetium \u2013 75 re rhenium 186 107 bh bohrium \u201326 fe iron 56 44 ru ruthenium 101 76 os osmium 190 108 hs hassium \u201327 co cobalt 59 45 rh rhodium 103 77 ir iridium 192 109 mt meitneriu m \u201328 ni nicke l 59 46 pd palladium 106 78 pt platinum 195 110 ds darmstadtium \u201329 cu copper 6447 ag silver 108 79 au gold 197 111 rg roentgenium \u201330 zn zinc 65 48 cd cadmiu m 112 80 hg mercury 201 112 cn copernicium \u2013114 fl flerovium \u2013116 lv livermorium \u20137 n nitrogen 14 15 p phosphorus 3133 as arsenic 75 51 sb antimony 122 83 bi bismuth 2098 o oxygen 16 16 s sulfur 3234 se selenium 79 52 te tellurium 128 84 po polonium \u20139 f fluorine 19 17 cl chlorine 35.5 35 br bromine 80 53 i iodine 127 85 at astatine \u201310 ne neon 20 18 ar argon 4036 kr krypton 84 54 xe xenon 131 86 rn radon \u201321 sc scandium 4539 y yttrium 89 57\u201371 lanthanoids 89\u2013103 actinoids 57 la lanthanum 139 89 aclanthanoids actinoids the volume of one mole of any gas is 24  dm3 at room temperature and pressure (r .t.p.).actinium \u201358 ce cerium 140 90 th thorium 23259 pr praseodymium 141 91 pa protactinium 23160 nd neodymium 144 92 u uranium 23861 pm promethium \u2013 93 np neptunium \u201362 sm samarium 150 94 pu plutonium \u201363 eu europium 152 95 am americiu m \u201364 gd gadolinium 157 96 cm curium \u201365 tb terbiu m 159 97 bk berkelium \u201366 dy dysprosium 163 98 cf californium \u201367 ho holmium 165 99 es einsteinium \u201368 er erbium 167 100 fm fermium \u201369 tm thulium 169101 md mendelevium \u201370 yb ytterbium 173102 no nobelium \u201371 lu lutetium 175103 lr lawrenciu m \u2013"
+        },
+        "0620_w16_qp_51.pdf": {
+            "1": "read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen.you may use an hb pencil for any diagrams or graphs.do not use staples, paper clips, glue or correction fluid.do not write in any barcodes. answer all questions. electronic calculators may be used.you may lose marks if you do not show your working or if you do not use appropriate units.practical notes are provided on pages 11 and 12. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question.chemistry 0620/51   paper 5 practical test october/november 2016  1 hour 15 minutes candidates answer on the question paper. additional materials: as listed in the confidential instructions cambridge international examinations cambridge international general certificate of secondary education this document consists of 10 printed pages and 2 blank pages. [turn overib16 11_0620_51/3rp\u00a9 ucles 2016 *4268017354* the syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificate.for examiner\u2019s use total",
+            "2": "2 0620/51/o/n/16 \u00a9 ucles 20161  you are going to investigate what happens when nitric acid reacts with aqueous solutions of two  different alkalis, solution n and solution o.   read all the instructions carefully before starting the experiments.   instructions   you are going to carry out two experiments.  (a) experiment 1   use a measuring cylinder to pour 50 cm3 of solution n into the polystyrene cup provided. put  the polystyrene cup into a 250 cm3 beaker for support. measure the initial temperature of the  solution and record it in the first row of the table.   fill the burette with nitric acid to the 0.0 cm3 mark.   add 5.0 cm3 of nitric acid to solution n in the polystyrene cup and stir the solution.   measure and record the maximum temperature of the solution in the table.   add a further 5.0 cm3 of nitric acid to the polystyrene cup and stir the solution. measure and  record the maximum temperature of the solution in the table.   continue to add 5.0 cm3 portions of nitric acid to the polystyrene cup, until a total volume of  40 cm3 of nitric acid has been added. stir after each addition and measure and record the  maximum temperatures in the table.   pour the solution away and rinse the polystyrene cup. volume of nitric acid added / cm3maximum temperature of the solution in the polystyrene cup / \u00b0c 0.0 5.0 10.015.020.025.030.035.040.0 [2]",
+            "3": "3 0620/51/o/n/16 \u00a9 ucles 2016 [turn over (b) experiment 2   refill the burette with nitric acid.   repeat experiment 1 using solution o instead of solution n.   record your results in the table. volume of nitric acid added / cm3maximum temperature of the solution in the polystyrene cup / \u00b0c 0.0 5.0 10.015.020.025.030.035.040.0 [2]",
+            "4": "4 0620/51/o/n/16 \u00a9 ucles 2016 (c)  plot the results for experiments 1 and 2 on the grid and draw two smooth line graphs.   clearly label your graphs. 0 10 20 volume of nitric acid added  / cm3maximum temperature of solution / \u00b0c 30 4040 30 20 10 [4]  (d)  use your graph to estimate the maximum temperature of the solution when 13 cm3 of nitric acid  were added to 50 cm3 of solution n in experiment 1.   show clearly on the grid  how you worked out your answer. .. \u00b0c  [2]",
+            "5": "5 0620/51/o/n/16 \u00a9 ucles 2016 [turn over (e)  name a suitable indicator that could be used in experiment 1.   ..   [1]  (f)  solution n and solution o are the same concentration.   in which experiment is the temperature change greater? suggest why the temperature change  is greater in this experiment.      ..   [2]  (g)  how would the results differ in experiment 1 if 100 cm3 of solution n were used?      ..   [1]  (h)  suggest why a polystyrene cup is used in these experiments and not a copper can.   ..   [1]  (i)  state one source of error in the experiments. suggest an improvement to reduce this source  of error.   source of error  ...   improvement  .. [2] [total: 17]",
+            "6": "6 0620/51/o/n/16 \u00a9 ucles 20162  you are provided with solid p, which is a metallic salt.   carry out the following tests on solid p, recording all of your observations at each stage.  tests on solid p  (a)  describe the appearance of solid p.   ..   [1]  (b)  use a spatula to divide solid p into three portions.  (i)  test 1   heat the first portion of solid p in a hard-glass test-tube.   test any gases given off with cobalt( ii) chloride paper.   record your observations.   .   .   ...   [3]  (ii) test 2   carry out a flame test on the second portion of solid p.   record your observations.   ...   [1]  tests on a solution of p   add about 10 cm3 of distilled water to the third portion of solid p in a test-tube. stopper the test-tube  and shake it to dissolve solid p.  (c)  divide the solution into four equal portions in four test-tubes. carry out the following tests.  (i)  to the first portion of the solution, add several drops of aqueous sodium hydroxide.   then add excess aqueous sodium hydroxide to the mixture.   record your observations.   .   .   ...   [3]  (ii) to the second portion of the solution, add excess aqueous ammonia.   record your observations.       ...   [1]",
+            "7": "7 0620/51/o/n/16 \u00a9 ucles 2016 [turn over (iii)  to the third portion of the solution, add a few drops of dilute nitric acid and about 1 cm3 of  aqueous silver nitrate.   record your observations.   ...   [1]  (iv)  to the fourth portion of the solution, add a few drops of dilute nitric acid and about 1 cm3 of  aqueous barium nitrate.   record your observations.   .   ...   [2]  (d)  solid p contains a metal ion.   suggest what the appearance of solid p in (a) tells you about the identity of the metal ion.   ..   [1]  (e)  what does test 1 tell you about solid p?   ..   [1]  (f)  what does test 2 tell you about solid p?   ..   [1]  (g)  identify solid p.      ..   [2] [total: 17]",
+            "8": "8 0620/51/o/n/16 \u00a9 ucles 20163  agri limes are mixtures of calcium carbonate and calcium oxide. farmers use agri limes on fields  to neutralise acidity.   plan an investigation to find out which of two different agri limes, q or r, will neutralise more acid.  you are provided with common laboratory apparatus and chemicals, including dilute nitric acid.   ...   ...   ...   ...   ...   ...   ...   .   [6] [total: 6]",
+            "9": "9 0620/51/o/n/16 \u00a9 ucles 2016blank page",
+            "10": "10 0620/51/o/n/16 \u00a9 ucles 2016blank page",
+            "11": "11 0620/51/o/n/16 \u00a9 ucles 2016notes for use in qualitative analysis test for anions anion test test result carbonate (co32\u2013) add dilute acid effervescence, carbon dioxide produced chloride (c l  \u2013) [in solution]acidify with dilute nitric acid, then add aqueous silver nitratewhite ppt. bromide (br  \u2013) [in solution]acidify with dilute nitric acid, then add aqueous silver nitratecream ppt. iodide ( i \u2013) [in solution]acidify with dilute nitric acid, then add aqueous silver nitrateyellow ppt. nitrate (no 3\u2013) [in solution]add aqueous sodium hydroxide then aluminium foil; warm carefullyammonia produced sulfate (so 42\u2013) [in solution]acidify, then add aqueous barium nitratewhite ppt. sulfite (so 32\u2013) add dilute hydrochloric acid, warm gently and test for the presence ofsulfur dioxidesulfur dioxide produced will turn acidified aqueous potassium  manganate( vii) from purple to  colourless test for aqueous cations cation effect of aqueous sodium hydroxide effect of aqueous ammonia aluminium (a l 3+) white ppt., soluble in excess giving a  colourless solutionwhite ppt., insoluble in excess ammonium (nh4+)ammonia produced on warming \u2013 calcium (ca2+) white ppt., insoluble in excess no ppt. or very slight white ppt. chromium( iii) (cr3+)green ppt., soluble in excess grey-green ppt., insoluble in excess copper (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 iron(iii) (fe3+) red-brown ppt., insoluble in excess red-brown ppt., insoluble in excess zinc (zn2+) white ppt., soluble in excess giving a colourless solutionwhite ppt., soluble in excess, giving a colourless solution",
+            "12": "12 0620/51/o/n/16 \u00a9 ucles 2016permission 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 international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download at www.cie.org.uk after the live examination series. 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. test for gases flame tests for metal ions gas test and test results metal ion flame colour ammonia (nh3) turns damp, red litmus paper blue lithium (li+) red carbon dioxide (co2)turns limewater milky sodium (na+) yellow chlorine (c l 2) bleaches damp litmus paper potassium (k+) lilac hydrogen (h2) \u2018pops\u2019 with a lighted splint copper( ii) (cu2+)blue-green oxygen (o2) relights a glowing splint sulfur dioxide (so2)turns acidified aqueous  potassium manganate( vii) from  purple to colourless"
+        },
+        "0620_w16_qp_52.pdf": {
+            "1": "read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen.you may use an hb pencil for any diagrams or graphs.do not use staples, paper clips, glue or correction fluid.do not write in any barcodes. answer all questions. electronic calculators may be used.you may lose marks if you do not show your working or if you do not use appropriate units.practical notes are provided on pages 11 and 12. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question.chemistry 0620/52   paper 5 practical test october/november 2016  1 hour 15 minutes candidates answer on the question paper. additional materials: as listed in the confidential instructions cambridge international examinations cambridge international general certificate of secondary education this document consists of 10 printed pages and 2 blank pages. [turn overib16 11_0620_52/fp\u00a9 ucles 2016 *6860639257* the syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificate.for examiner\u2019s use total",
+            "2": "2 0620/52/o/n/16 \u00a9 ucles 20161  you are going to investigate what happens when nitric acid reacts with aqueous solutions of two  different alkalis, solution n and solution o.   read all the instructions carefully before starting the experiments.   instructions   you are going to carry out two experiments.  (a) experiment 1   use a measuring cylinder to pour 50 cm3 of solution n into the polystyrene cup provided. put  the polystyrene cup into a 250 cm3 beaker for support. measure the initial temperature of the  solution and record it in the first row of the table.   fill the burette with nitric acid to the 0.0 cm3 mark.   add 5.0 cm3 of nitric acid to solution n in the polystyrene cup and stir the solution.   measure and record the maximum temperature of the solution in the table.   add a further 5.0 cm3 of nitric acid to the polystyrene cup and stir the solution. measure and  record the maximum temperature of the solution in the table.   continue to add 5.0 cm3 portions of nitric acid to the polystyrene cup, until a total volume of  40 cm3 of nitric acid has been added. stir after each addition and measure and record the  maximum temperatures in the table.   pour the solution away and rinse the polystyrene cup. volume of nitric acid added / cm3maximum temperature of the solution in the polystyrene cup / \u00b0c 0.0 5.0 10.015.020.025.030.035.040.0 [2]",
+            "3": "3 0620/52/o/n/16 \u00a9 ucles 2016 [turn over (b) experiment 2   refill the burette with nitric acid.   repeat experiment 1 using solution o instead of solution n.   record your results in the table. volume of nitric acid added / cm3maximum temperature of the solution in the polystyrene cup / \u00b0c 0.0 5.0 10.015.020.025.030.035.040.0 [2]",
+            "4": "4 0620/52/o/n/16 \u00a9 ucles 2016 (c)  plot the results for experiments 1 and 2 on the grid and draw two smooth line graphs.   clearly label your graphs. 0 10 20 volume of nitric acid added  / cm3maximum temperature of solution / \u00b0c 30 4040 30 20 10 [4]  (d)  use your graph to estimate the maximum temperature of the solution when 13 cm3 of nitric acid  were added to 50 cm3 of solution n in experiment 1.   show clearly on the grid  how you worked out your answer. .. \u00b0c  [2]",
+            "5": "5 0620/52/o/n/16 \u00a9 ucles 2016 [turn over (e)  name a suitable indicator that could be used in experiment 1.   ..   [1]  (f)  solution n and solution o are the same concentration.   in which experiment is the temperature change greater? suggest why the temperature change  is greater in this experiment.      ..   [2]  (g)  how would the results differ in experiment 1 if 100 cm3 of solution n were used?      ..   [1]  (h)  suggest why a polystyrene cup is used in these experiments and not a copper can.   ..   [1]  (i)  state one source of error in the experiments. suggest an improvement to reduce this source  of error.   source of error  ...   improvement  .. [2] [total: 17]",
+            "6": "6 0620/52/o/n/16 \u00a9 ucles 20162  you are provided with solid p, which is a metallic salt.   carry out the following tests on solid p, recording all of your observations at each stage.  tests on solid p  (a)  describe the appearance of solid p.   ..   [1]  (b)  use a spatula to divide solid p into three portions.  (i)  test 1   heat the first portion of solid p in a hard-glass test-tube.   test any gases given off with cobalt( ii) chloride paper.   record your observations.   .   .   ...   [3]  (ii) test 2   carry out a flame test on the second portion of solid p.   record your observations.   ...   [1]  tests on a solution of p   add about 10 cm3 of distilled water to the third portion of solid p in a test-tube. stopper the test-tube  and shake it to dissolve solid p.  (c)  divide the solution into four equal portions in four test-tubes. carry out the following tests.  (i)  to the first portion of the solution, add several drops of aqueous sodium hydroxide.   then add excess aqueous sodium hydroxide to the mixture.   record your observations.   .   .   ...   [3]  (ii) to the second portion of the solution, add excess aqueous ammonia.   record your observations.       ...   [1]",
+            "7": "7 0620/52/o/n/16 \u00a9 ucles 2016 [turn over (iii)  to the third portion of the solution, add a few drops of dilute nitric acid and about 1 cm3 of  aqueous silver nitrate.   record your observations.   ...   [1]  (iv)  to the fourth portion of the solution, add a few drops of dilute nitric acid and about 1 cm3 of  aqueous barium nitrate.   record your observations.   .   ...   [2]  (d)  solid p contains a metal ion.   suggest what the appearance of solid p in (a) tells you about the identity of the metal ion.   ..   [1]  (e)  what does test 1 tell you about solid p?   ..   [1]  (f)  what does test 2 tell you about solid p?   ..   [1]  (g)  identify solid p.      ..   [2] [total: 17]",
+            "8": "8 0620/52/o/n/16 \u00a9 ucles 20163  agri limes are mixtures of calcium carbonate and calcium oxide. farmers use agri limes on fields  to neutralise acidity.   plan an investigation to find out which of two different agri limes, q or r, will neutralise more acid.  you are provided with common laboratory apparatus and chemicals, including dilute nitric acid.   ...   ...   ...   ...   ...   ...   ...   .   [6] [total: 6]",
+            "9": "9 0620/52/o/n/16 \u00a9 ucles 2016blank page",
+            "10": "10 0620/52/o/n/16 \u00a9 ucles 2016blank page",
+            "11": "11 0620/52/o/n/16 \u00a9 ucles 2016notes for use in qualitative analysis test for anions anion test test result carbonate (co32\u2013) add dilute acid effervescence, carbon dioxide produced chloride (c l  \u2013) [in solution]acidify with dilute nitric acid, then add aqueous silver nitratewhite ppt. bromide (br  \u2013) [in solution]acidify with dilute nitric acid, then add aqueous silver nitratecream ppt. iodide ( i \u2013) [in solution]acidify with dilute nitric acid, then add aqueous silver nitrateyellow ppt. nitrate (no 3\u2013) [in solution]add aqueous sodium hydroxide then aluminium foil; warm carefullyammonia produced sulfate (so 42\u2013) [in solution]acidify, then add aqueous barium nitratewhite ppt. sulfite (so 32\u2013) add dilute hydrochloric acid, warm gently and test for the presence ofsulfur dioxidesulfur dioxide produced will turn acidified aqueous potassium  manganate( vii) from purple to  colourless test for aqueous cations cation effect of aqueous sodium hydroxide effect of aqueous ammonia aluminium (a l 3+) white ppt., soluble in excess giving a  colourless solutionwhite ppt., insoluble in excess ammonium (nh4+)ammonia produced on warming \u2013 calcium (ca2+) white ppt., insoluble in excess no ppt. or very slight white ppt. chromium( iii) (cr3+)green ppt., soluble in excess grey-green ppt., insoluble in excess copper (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 iron(iii) (fe3+) red-brown ppt., insoluble in excess red-brown ppt., insoluble in excess zinc (zn2+) white ppt., soluble in excess giving a colourless solutionwhite ppt., soluble in excess, giving a colourless solution",
+            "12": "12 0620/52/o/n/16 \u00a9 ucles 2016permission 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 international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download at www.cie.org.uk after the live examination series. 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. test for gases flame tests for metal ions gas test and test results metal ion flame colour ammonia (nh3) turns damp, red litmus paper blue lithium (li+) red carbon dioxide (co2)turns limewater milky sodium (na+) yellow chlorine (c l 2) bleaches damp litmus paper potassium (k+) lilac hydrogen (h2) \u2018pops\u2019 with a lighted splint copper( ii) (cu2+)blue-green oxygen (o2) relights a glowing splint sulfur dioxide (so2)turns acidified aqueous  potassium manganate( vii) from  purple to colourless"
+        },
+        "0620_w16_qp_53.pdf": {
+            "1": "read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen.you may use an hb pencil for any diagrams or graphs.do not use staples, paper clips, glue or correction fluid.do not write in any barcodes. answer all questions. electronic calculators may be used.you may lose marks if you do not show your working or if you do not use appropriate units.practical notes are provided on pages 11 and 12. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question.chemistry 0620/53   paper 5 practical test october/november 2016  1 hour 15 minutes candidates answer on the question paper. additional materials: as listed in the confidential instructions cambridge international examinations cambridge international general certificate of secondary education this document consists of 9 printed pages and 3 blank pages. [turn overib16 11_0620_53/2rp\u00a9 ucles 2016 *6748383641* the syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificate.for examiner\u2019s use total",
+            "2": "2 0620/53/o/n/16 \u00a9 ucles 20161  you are going to investigate what happens when two different metals, iron and magnesium, react  with aqueous copper( ii) sulfate.   read all the instructions carefully before starting the experiments.   instructions   you are going to carry out two experiments.  (a) experiment 1   use a measuring cylinder to pour 25 cm3 of aqueous copper( ii) sulfate into the polystyrene  cup provided. put the polystyrene cup into a 250 cm3 beaker for support. measure the initial  temperature of the solution and then the temperature after 30 seconds and 60 seconds. record  your results in the table.   at 60 seconds add all of the iron to the aqueous copper( ii) sulfate and stir the mixture  continuously with the thermometer.   measure the temperature of the mixture every 30 seconds for 300 seconds (5 minutes). record  your results in the table. time / s 0 30 60 90 120 150 180 210 240 270 300 temperature / \u00b0c [2]  (b) experiment 2   empty the polystyrene cup and rinse it with water.   use a measuring cylinder to pour 25 cm3 of aqueous copper( ii) sulfate into the polystyrene  cup. put the polystyrene cup into a 250 cm3 beaker for support. measure the initial temperature  of the solution and then the temperature after 30 seconds and 60 seconds. record your results in the table.   at 60 seconds add all of the magnesium to the aqueous copper( ii) sulfate and stir the mixture   continuously with the thermometer.   measure the temperature of the mixture every 30 seconds for 300 seconds (5 minutes). record  your results in the table. time / s 0 30 60 90 120 150 180 210 240 270 300 temperature / \u00b0c [2]",
+            "3": "3 0620/53/o/n/16 \u00a9 ucles 2016 [turn over (c)  plot the results for experiments 1 and 2 on the grid and draw two smooth line graphs.   clearly label the graphs. 90 80 70 60 50 4030 20 10 0 60 120 180 time  / stemperature / \u00b0c 240 300 360 [4]  (d) (i)  from your graph, deduce the temperature of the mixture in experiment 1 after  135 seconds.   show clearly on the grid  how you worked out your answer. ... \u00b0c  [2]  (ii)  from your graph, deduce the time taken for the temperature of the mixture in experiment 2  to change by 30 \u00b0c after the magnesium was added.   show clearly on the grid  how you worked out your answer. . s  [2]",
+            "4": "4 0620/53/o/n/16 \u00a9 ucles 2016 (e)  predict the temperature of the mixture in experiment 2 after one hour. explain your answer.      ..   [2]  (f)  suggest an advantage of taking the temperature readings every 15 seconds.      ..   [2]  (g)  explain why a polystyrene cup is used in the experiments and not a copper can.      ..   [2] [total: 18]",
+            "5": "5 0620/53/o/n/16 \u00a9 ucles 2016 [turn over2  you are provided with two solutions, solution q and solution r.   carry out the following tests on solution q and solution r, recording all of your observations at each  stage.  tests on solution q  (a)  divide solution q into four equal portions in four test-tubes. carry out the following tests.  (i)  use ph indicator paper to measure the ph of the first portion of solution q.  ph  .   [1]  (ii)  add a 2 cm strip of magnesium ribbon to the second portion of solution q. test the gas  given off.   record your observations.   .   ...   [2]  (iii)  add a spatula measure of sodium carbonate to the third portion of solution q. test the gas  given off.   record your observations.   .   ...   [2]  (iv)  add a few drops of dilute nitric acid and about 1 cm3 of aqueous barium nitrate to the fourth  portion of solution q.   record your observations.   ...   [1]  tests on solution r  (b) divide solution r into four equal portions in four test-tubes. carry out the following tests.  (i)  measure the ph of the first portion of solution r.  ph  .   [1]  (ii)  add several drops of aqueous sodium hydroxide to the second portion of solution r and  shake the test-tube.   then add excess aqueous sodium hydroxide to the test-tube.   record your observations.   .   ...   [2]",
+            "6": "6 0620/53/o/n/16 \u00a9 ucles 2016 (iii)  add aqueous silver nitrate to the third portion of solution r and leave to stand for about  5 minutes.   record your observations.   .   ...   [2]  (iv)  add a spatula measure of iron( ii) sulfate crystals to the fourth portion of solution r and  shake the mixture.   record your observations.   ...   [1]  (c)  identify solution q.   ..   [2]  (d)  identify solution r.   ..   [2] [total: 16]",
+            "7": "7 0620/53/o/n/16 \u00a9 ucles 2016 [turn over3  a liquid cleaner is a mixture of three substances. these substances are shown in the table. name of substance properties of substance water liquid, boiling point 100 \u00b0c sodium carbonate solid, soluble in water silica solid, insoluble in water   plan experiments to obtain separate pure samples of each substance from the mixture in the liquid  cleaner. you are provided with common laboratory apparatus.   ...   ...   ...   ...   ...   ...   ...   ...   ...   .   [6] [total: 6]",
+            "8": "8 0620/53/o/n/16 \u00a9 ucles 2016blank page",
+            "9": "9 0620/53/o/n/16 \u00a9 ucles 2016blank page",
+            "10": "10 0620/53/o/n/16 \u00a9 ucles 2016blank page",
+            "11": "11 0620/53/o/n/16 \u00a9 ucles 2016notes for use in qualitative analysis test for anions anion test test result carbonate (co32\u2013) add dilute acid effervescence, carbon dioxide produced chloride (c l  \u2013) [in solution]acidify with dilute nitric acid, then add aqueous silver nitratewhite ppt. bromide (br  \u2013) [in solution]acidify with dilute nitric acid, then add aqueous silver nitratecream ppt. iodide ( i \u2013) [in solution]acidify with dilute nitric acid, then add aqueous silver nitrateyellow ppt. nitrate (no 3\u2013) [in solution]add aqueous sodium hydroxide then aluminium foil; warm carefullyammonia produced sulfate (so 42\u2013) [in solution]acidify, then add aqueous barium nitratewhite ppt. sulfite (so 32\u2013) add dilute hydrochloric acid, warm gently and test for the presence ofsulfur dioxidesulfur dioxide produced will turn acidified aqueous potassium  manganate( vii) from purple to  colourless test for aqueous cations cation effect of aqueous sodium hydroxide effect of aqueous ammonia aluminium (a l 3+) white ppt., soluble in excess giving a  colourless solutionwhite ppt., insoluble in excess ammonium (nh4+)ammonia produced on warming \u2013 calcium (ca2+) white ppt., insoluble in excess no ppt. or very slight white ppt. chromium( iii) (cr3+)green ppt., soluble in excess grey-green ppt., insoluble in excess copper (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 iron(iii) (fe3+) red-brown ppt., insoluble in excess red-brown ppt., insoluble in excess zinc (zn2+) white ppt., soluble in excess giving a colourless solutionwhite ppt., soluble in excess, giving a colourless solution",
+            "12": "12 0620/53/o/n/16 \u00a9 ucles 2016permission 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 international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download at www.cie.org.uk after the live examination series. 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. test for gases flame tests for metal ions gas test and test results metal ion flame colour ammonia (nh3) turns damp, red litmus paper blue lithium (li+) red carbon dioxide (co2)turns limewater milky sodium (na+) yellow chlorine (c l 2) bleaches damp litmus paper potassium (k+) lilac hydrogen (h2) \u2018pops\u2019 with a lighted splint copper( ii) (cu2+)blue-green oxygen (o2) relights a glowing splint sulfur dioxide (so2)turns acidified aqueous  potassium manganate( vii) from  purple to colourless"
+        },
+        "0620_w16_qp_61.pdf": {
+            "1": "this document consists of 9 printed pages and 3 blank pages. [turn overib16 11_0620_61/3rp \u00a9 ucles 2016 *0345891151* read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen.you may use an hb pencil for any diagrams or graphs.do not use staples, paper clips, glue or correction fluid.do not write in any barcodes. answer all questions. electronic calculators may be used.you may lose marks if you do not show your working or if you do not use appropriate units. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question.chemistry 0620/61   paper 6 alternative to practical october/november 2016  1 hour candidates answer on the question paper. no additional materials are required. cambridge international examinations cambridge international general certificate of secondary education the syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificate.",
+            "2": "2 0620/61/o/n/16 \u00a9 ucles 20161  the diagram shows the apparatus used to electrolyse dilute sulfuric acid. dilute sulfuric acidhydrogen oxygen + \u2013platinum   (a)  complete the box to show the role of the platinum. [1]  (b)  give one observation made during this electrolysis.   ..   [1]  (c) (i)  compare the volumes of oxygen and hydrogen produced.   .   ...   [2]  (ii)  which substance breaks down to form these gases?   ...   [1]  (d)  give one test to distinguish between oxygen and hydrogen.  test  .  result with oxygen  ..  result with hydrogen  .. [2] [total: 7]",
+            "3": "3 0620/61/o/n/16 \u00a9 ucles 2016 [turn over2  a student investigated what happened when dilute nitric acid reacted with aqueous solutions of two  different alkalis, solution n and solution o.   two experiments were carried out.  (a) experiment 1   a measuring cylinder was used to pour 50 cm3 of solution n into a polystyrene cup. the initial  temperature of the solution was measured.   a burette was filled with nitric acid to the 0.0 cm3 mark.   5.0 cm3 of nitric acid were added to solution n in the polystyrene cup and the solution stirred.   the maximum temperature of the solution was measured.   a further 5.0 cm3 of nitric acid were added to the polystyrene cup and the solution stirred. the  maximum temperature of the solution was measured.   the student continued to add 5.0 cm3 portions of nitric acid to the polystyrene cup, until a total  volume of 40 cm3 of nitric acid had been added. after each addition, the solution was stirred  and the maximum temperature measured.",
+            "4": "4 0620/61/o/n/16 \u00a9 ucles 2016  use the thermometer diagrams to record the maximum temperatures in the table. 30 25 2030 25 2035 30 2535 30 2535 30 2540 35 3035 30 2535 30 2535 30 25thermometer diagramvolume of nitric acid added  / cm3 0.0 5.0 10.0 15.0 20.0 25.0 30.0 35.0 40.0 maximum temperature of the solution in the polystyrene cup  / \u00b0c [2]  (b) experiment 2   experiment 1 was repeated using solution o instead of solution n.   use the thermometer diagrams to record the maximum temperatures in the table. 30 25 2030 25 2030 25 2030 25 2030 25 2030 25 2030 25 2030 25 2030 25 20thermometer diagramvolume of nitric acid added  / cm3 0.0 5.0 10.0 15.0 20.0 25.0 30.0 35.0 40.0 maximum temperature of the solution in the polystyrene cup  / \u00b0c [2]",
+            "5": "5 0620/61/o/n/16 \u00a9 ucles 2016 [turn over (c)  plot the results for experiments 1 and 2 on the grid and draw two smooth line graphs.   clearly label your graphs. maximum temperature of solution / \u00b0c35 30 25 20 15 0 10 20 volume of nitric acid added  / cm330 40 [4]  (d)  use your graph to estimate the maximum temperature of the solution when 13 cm3 of nitric acid  were added to 50 cm3 of solution n in experiment 1.   show clearly on the grid  how you worked out your answer. .. \u00b0c  [2]  (e)  name a suitable indicator that could be used in experiment 1.   ..   [1]",
+            "6": "6 0620/61/o/n/16 \u00a9 ucles 2016 (f)  solution n and solution o were the same concentration.   in which experiment is the temperature change greater? suggest why the temperature change  is greater in this experiment.      ..   [2]  (g)  how would the results differ in experiment 1 if 100 cm3 of solution n were used?      ..   [1]  (h)  suggest why a polystyrene cup was used in these experiments and not a copper can.   ..   [1]  (i)  state one source of error in the experiments. suggest an improvement to reduce this source  of error.  source of error  ...  improvement  .. [2] [total: 17]",
+            "7": "7 0620/61/o/n/16 \u00a9 ucles 2016 [turn over3  solid p, which is an aluminium salt, was analysed.   the tests on solid p, and some of the observations, are shown.  tests on solid p  (a)  test 1  solid p was divided into three portions. the first portion of solid p was heated.  observations   ...   any gases given off were tested with cobalt( ii) chloride paper.  observations   ...   what does test 1 tell you about solid p?   ..   [1]  (b) test 2   a flame test was carried out on the second portion of solid p.  observations     [1]  tests on a solution of p   distilled water was added to the rest of solid p in a test-tube and shaken to dissolve.  (c)  the solution was divided into four equal portions in four test-tubes. the following tests were  carried out.  (i) test 3   several drops of aqueous sodium hydroxide were added to the first portion of the solution.   excess aqueous sodium hydroxide was then added to the mixture.  observations  ...   .   ...   [3]cobalt( ii) chloride paper turned from blue to pinkcondensation formed on the sides of the test-tube",
+            "8": "8 0620/61/o/n/16 \u00a9 ucles 2016 (ii) test 4   several drops of aqueous ammonia were added to the second portion of the solution.    excess aqueous ammonia was then added to the mixture.  observations  ...   ...   [2]  two further tests were carried out and the following observations made. tests on a solution of p observations test 5 dilute nitric acid and aqueous silver nitrate were  added to the third portion of the solution.no visible reaction test 6 dilute nitric acid and aqueous barium nitrate  were added to the fourth portion of the solution.white precipitate formed  (d)  what does test 5 tell you about solid p?   ..   [1]  (e)  identify solid p.   ..   [1]  (f)  describe the appearance of solid p.   ..   [1] [total: 10]",
+            "9": "9 0620/61/o/n/16 \u00a9 ucles 2016 [turn over4  agri limes are mixtures of calcium carbonate and calcium oxide. farmers use agri limes on fields  to neutralise acidity.   plan an investigation to find out which of two different agri limes, q or r, will neutralise more acid.  you are provided with common laboratory apparatus and chemicals, including dilute nitric acid.   ...   ...   ...   ...   ...   ...   ...   .   [6] [total: 6]",
+            "10": "10 0620/61/o/n/16 \u00a9 ucles 2016blank page",
+            "11": "11 0620/61/o/n/16 \u00a9 ucles 2016blank page",
+            "12": "12 0620/61/o/n/16 \u00a9 ucles 2016blank page permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. every reasonable  effort has been made by the publisher (ucles) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the publisher will be pleased to make amends at the earliest possible opportunity. to avoid the issue of disclosure of answer-related information to candidates, all copyright acknowledgements are reproduced online in the cambridge international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download at www.cie.org.uk after the live examination series. 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. "
+        },
+        "0620_w16_qp_62.pdf": {
+            "1": "this document consists of 9 printed pages and 3 blank pages. [turn overib16 11_0620_62/2rp \u00a9 ucles 2016 *0804599590* read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen.you may use an hb pencil for any diagrams or graphs.do not use staples, paper clips, glue or correction fluid.do not write in any barcodes. answer all questions. electronic calculators may be used.you may lose marks if you do not show your working or if you do not use appropriate units. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question.chemistry 0620/62   paper 6 alternative to practical october/november 2016  1 hour candidates answer on the question paper. no additional materials are required. cambridge international examinations cambridge international general certificate of secondary education the syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificate.",
+            "2": "2 0620/62/o/n/16 \u00a9 ucles 20161  this question is about the separation of mixtures.   the diagram shows four sets of apparatus that can be used to separate mixtures. heatheatd c b a  (a)  complete the boxes to name the apparatus. [2]  (b)  the table shows four different mixtures.   complete the table to show which set of apparatus should be used to obtain the substance  listed. the first one has been completed for you. each set of apparatus can be used once, more than once or not at all. mixture to obtain use apparatus petroleum and water petroleum b sodium chloride dissolved in watersodium chloride crystals sodium chloride dissolved in waterwater insoluble silver chloride and watersilver chloride [3]  (c)  put a ring around the separation method that should be used to separate a mixture of coloured dyes. centrifugation          chromatography          condensation          evaporation [1] [total: 6]",
+            "3": "3 0620/62/o/n/16 \u00a9 ucles 2016 [turn over2  a student investigated the rate of reaction between dilute hydrochloric acid and excess magnesium  at room temperature.   the apparatus was set up as shown in the diagram. watermagnesium ribbonmeasurin g cylinderdilute hydrochloric acid   30 cm3 of dilute hydrochloric acid were added to the conical flask containing magnesium ribbon. the  timer was then started and the volume of gas collected in the measuring cylinder was measured every 20 seconds for 180 seconds (3 minutes).",
+            "4": "4 0620/62/o/n/16 \u00a9 ucles 2016 (a)  use the measuring cylinder diagrams to record the total volume of gas collected in the table. 0 30time  / smeasuring cylinder diagramtotal volume of gas collected  / cm3 2050 45 40 40 35 30 4060 55 50 606560 55 80807570 1009085 80 12095 90 85 14095 9085 1609590 85 18095 90 85 [2]",
+            "5": "5 0620/62/o/n/16 \u00a9 ucles 2016 [turn over (b)  plot the results on the grid and draw a smooth line graph. 100 90 80 70 60 50 40 30 0 40 80 time  / stotal volume of gas collected / cm3 120 160 200 [3]  (c) (i)  which result is anomalous?   ...   [1]  (ii)  suggest a possible reason for this anomalous result.   ...   [1]  (iii)  use your graph to deduce the total volume of gas that you would have expected to   collect instead of this anomalous volume.   show clearly on the grid  how you worked out your answer. . cm3  [2]",
+            "6": "6 0620/62/o/n/16 \u00a9 ucles 2016 (d)  explain why the total volume of gas collected does not increase after 160 seconds.      ..   [2]  (e)  the average rate of the reaction can be calculated using the equation shown. average rate of reaction =volume of gas collected / cm3 time / s  (i)  calculate the volume of gas collected between 20 seconds and 40 seconds.   ...   [1]  (ii)  calculate the average rate of reaction between 20 seconds and 40 seconds.   include the unit. average rate of reaction = ...  [2]  (f)  room temperature was 20 \u00b0c.   sketch on the grid  the graph you would expect if the experiment were repeated at 30 \u00b0c. [2]  (g)  suggest why the reading on the measuring cylinder was 30 cm3 after the acid had been added  and before the timer had been started.      ..   [1]  (h)  suggest and explain one improvement to this experiment.         ..   [2] [total: 19]",
+            "7": "7 0620/62/o/n/16 \u00a9 ucles 2016 [turn over3  two solutions, solution s and solution t, were analysed. solution s was dilute hydrochloric acid.   the tests on solution s and solution t, and some of the observations, are shown.  tests on solution s  (a)  solution s was divided into four equal portions in four test-tubes. the following tests were  carried out.   complete the observations for tests 1\u20134 .  (i) test 1   the ph of the first portion of solution s was tested.  ph  .   [1]  (ii) test 2   copper( ii) oxide was added to the second portion of the solution. the mixture was heated.  observations  ...   .   ...   [2]  (iii) test 3   solid sodium carbonate was added to the third portion of the solution. the gas given off  was tested.  observations  ...   ...   [3]  (iv) test 4   dilute nitric acid and aqueous silver nitrate were added to the fourth portion of the solution.  observations  .   [1]",
+            "8": "8 0620/62/o/n/16 \u00a9 ucles 2016  tests on solution t  (b)  tests were carried out on solution t and the following observations made. tests observations solution t was divided into three equal  portions in three test-tubes. appearance of the solution. yellow solution drops of aqueous sodium hydroxide were  added to the second portion of the solution  and the test-tube shaken. excess aqueous sodium hydroxide was then  added to the test-tube.red-brown precipitate no visible change aqueous sodium hydroxide and aluminium foil were added to the third portion of the solution and the mixture heated.the gas given off was tested with ph indicator paper. pungent gas formed, ph 10   identify solution t.      ..   [2] [total: 9]",
+            "9": "9 0620/62/o/n/16 \u00a9 ucles 2016 [turn over4  metal rings can be coated with a layer of copper using electricity.   plan an experiment to electroplate a small metal ring with copper.   you are provided with common laboratory apparatus, a copper rod, copper( ii) sulfate crystals,  water and a small metal ring.   include a labelled diagram in your answer.   ...   ...   ...   ...   ...   ...   ...   ...   ...   .   [6] [total: 6]",
+            "10": "10 0620/62/o/n/16 \u00a9 ucles 2016blank page",
+            "11": "11 0620/62/o/n/16 \u00a9 ucles 2016blank page",
+            "12": "12 0620/62/o/n/16 \u00a9 ucles 2016blank page permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. every reasonable  effort has been made by the publisher (ucles) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the publisher will be pleased to make amends at the earliest possible opportunity. to avoid the issue of disclosure of answer-related information to candidates, all copyright acknowledgements are reproduced online in the cambridge international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download at www.cie.org.uk after the live examination series. 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. "
+        },
+        "0620_w16_qp_63.pdf": {
+            "1": "this document consists of 8 printed pages and 4 blank pages. [turn overib16 11_0620_63/3rp \u00a9 ucles 2016 *3013059835* read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen.you may use an hb pencil for any diagrams or graphs.do not use staples, paper clips, glue or correction fluid.do not write in any barcodes. answer all questions. electronic calculators may be used.you may lose marks if you do not show your working or if you do not use appropriate units. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question.chemistry 0620/63   paper 6 alternative to practical october/november 2016  1 hour candidates answer on the question paper. no additional materials are required. cambridge international examinations cambridge international general certificate of secondary education the syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificate.",
+            "2": "2 0620/63/o/n/16 \u00a9 ucles 20161  the diagram shows the apparatus used to crack paraffin oil. paraffin oil vapour is passed over  heated aluminium oxide to produce a mixture of hydrocarbons containing alkenes. very strong heatliquid paraf fin oil on mineral woolaluminium oxide mixture of hydrocarbonscontaining alkenes water  (a)  complete the boxes to name the apparatus. [2]  (b)  what is the purpose of the mineral wool?      ..   [1]  (c)  give a test to show the presence of alkenes.  test  .  result  .. [2]  (d)  why must the delivery tube be removed from the water when the heating is stopped?   ..   [1] [total: 6]",
+            "3": "3 0620/63/o/n/16 \u00a9 ucles 2016blank page [turn over",
+            "4": "4 0620/63/o/n/16 \u00a9 ucles 20162  a student investigated what happened when two different metals, iron and magnesium, reacted  with aqueous copper( ii) sulfate.   two experiments were carried out.  (a) experiment 1   a measuring cylinder was used to pour 25 cm3 of aqueous copper( ii) sulfate into a polystyrene  cup. the initial temperature of the solution was measured, then again at 30 seconds and at  60 seconds.   at 60 seconds, the iron was added to the aqueous copper( ii) sulfate and the mixture stirred  continuously with a thermometer.   the temperature of the mixture was measured every 30 seconds for 300 seconds (5 minutes).   use the thermometer diagrams to record the results in the table. thermometer diagramtime  / s 0 30 60 90 120 150 180 210 240 270 300 temperature / \u00b0c25 20 1525 20 1525 20 1530 25 2030 25 2040 35 3040 35 3040 35 3040 35 3040 35 3040 35 30 [2]  (b)  experiment 2   experiment 1 was repeated using magnesium instead of iron.   use the thermometer diagrams to record the results in the table. thermometer diagramtime  / s 0 30 60 90 120 150 180 210 240 270 300 temperature / \u00b0c25 20 1525 20 1525 20 1575 70 6580 75 7080 75 7080 75 7075 70 6575 70 6570 65 6070 65 60 [2]",
+            "5": "5 0620/63/o/n/16 \u00a9 ucles 2016 [turn over (c)  plot the results for experiments 1 and 2 on the grid and draw two smooth line graphs.   clearly label the graphs. 80 70 60 50 40 3020 10 0 60 120 180 time  / stemperature / \u00b0c 240 300 360 [4]  (d) (i)  from your graph, deduce the temperature of the mixture in experiment 1 after  135 seconds.   show clearly on the grid  how you worked out your answer. \u2026\u2026\u2026\u2026.\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026 \u00b0c  [2]  (ii)  from your graph, deduce the time taken for the temperature of the mixture in experiment 2  to change by 30 \u00b0c after the magnesium was added.   show clearly on the grid  how you worked out your answer. ..\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026. s  [2]",
+            "6": "6 0620/63/o/n/16 \u00a9 ucles 2016 (e)  predict the temperature of the mixture in experiment 2 after one hour. explain your answer.      ..   [2]  (f)  suggest an advantage of taking the temperature readings every 15 seconds.      ..   [2]  (g)  explain why a polystyrene cup is used in the experiments and not a copper can.      ..   [2] [total: 18]",
+            "7": "7 0620/63/o/n/16 \u00a9 ucles 2016 [turn over3  two solutions, solution q and solution r, were analysed. solution q was aqueous sulfuric acid.  tests on solution q  (a)  solution q was divided into four equal portions in four test-tubes. the following tests were  carried out.   complete the observations for tests 1\u2013 4.  (i) test 1   the ph of the first portion of solution q was measured.  ph  .   [1]  (ii)  test 2   magnesium ribbon was added to the second portion of solution q. the gas given off was  tested.  observations  ...   ...   [3]  (iii) test 3   sodium carbonate was added to the third portion of solution q. the gas given off was  tested.  observations  ...   ...   [3]  (iv) test 4   dilute nitric acid and aqueous barium nitrate were added to the fourth portion of solution q.  observations  .   [1]",
+            "8": "8 0620/63/o/n/16 \u00a9 ucles 2016 tests on solution r   solution r was divided into three equal portions in three test-tubes.   the following tests were carried out. tests observations test 5 the ph of the first portion of solution r was  measured. ph = 10 test 6 drops of aqueous sodium hydroxide were  added to the second portion of solution r and  the test-tube shaken. excess aqueous sodium hydroxide was then  added to the test-tube.white precipitate no visible change test 7  aqueous iron( ii) sulfate was added to the third  portion of solution r and the mixture shaken. green precipitate formed  (b)  identify solution r.      ..   [2] [total: 10]",
+            "9": "9 0620/63/o/n/16 \u00a9 ucles 2016 [turn over4  a liquid cleaner is a mixture of three substances. these substances are shown in the table. name of substance properties of substance water liquid, boiling point 100 \u00b0c sodium carbonate solid, soluble in water silica solid, insoluble in water   plan an experiment to obtain separate pure samples of each substance from the mixture in the  liquid cleaner. you are provided with common laboratory apparatus.   ...   ...   ...   ...   ...   ...   ...   ...   ...   .   [6] [total: 6]",
+            "10": "10 0620/63/o/n/16 \u00a9 ucles 2016blank page",
+            "11": "11 0620/63/o/n/16 \u00a9 ucles 2016blank page",
+            "12": "12 0620/63/o/n/16 \u00a9 ucles 2016blank page permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. every reasonable  effort has been made by the publisher (ucles) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the publisher will be pleased to make amends at the earliest possible opportunity. to avoid the issue of disclosure of answer-related information to candidates, all copyright acknowledgements are reproduced online in the cambridge international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download at www.cie.org.uk after the live examination series. 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. "
+        }
+    },
+    "2017": {
+        "0620_m17_qp_12.pdf": {
+            "1": "  the syllabus is approved for use in england, wales and northern irela nd as a cambridge international level1/level 2 certificate .  this document consists of 16 printed pages.  ib17 03_0620_12/3rp  \u00a9 ucles 2017 [turn over       *7306980568* cambridge international examinations  cambridge international general certificate of secondary education       chemistry 0620/12     paper 1 multiple choice (core)  february/march 2017       45 minutes  additional materials: multiple choice answer sheet   soft clean eraser   soft pencil (type b or hb is recommended)       read these instructions first    write in soft pencil. do not use staples, paper clips, glue or correction fluid. write your name, centre number and candidate number on the answer sheet in the spaces provided unless  this has been done for you.  do not  write in any barcodes.   there are forty  questions on this paper. answer all questions. for each question there are four possible  answers a, b, c and d.   choose the one you consider correct and record your choice in soft pencil  on the separate answer sheet.   read the instructions on the answer sheet very carefully.  each correct answer will score one mark. a mark will not be deducted for a wrong answer. any rough working should be done in this booklet. a copy of the periodic table is printed on page 16. electronic calculators may be used.  ",
+            "2": "2  \u00a9 ucles 2017 0620/12/f/m/17  1 a bottle of aqueous ammonia is placed on a table in a corner of the laboratory.    the stopper is removed and after a few minutes all the students in the room can smell the  ammonia.    which process occurs?  a brownian motion  b diffusion  c dissolving  d distillation      2 a student is investigating a coloured mixture using chromatography.    paper pencil line solvent    where should the student place the coloured mixture?  a in the solvent  b just above the pencil line  c just below the pencil line  d on the pencil line     ",
+            "3": "3  \u00a9 ucles 2017 0620/12/f/m/17 [turn over  3 the diagrams show liquids in a burette and a measuring cylinder.    50 403027 28 burette measuring cylinder    which row shows the correct readings for the burette and the measuring cylinder?     burette measuring  cylinder  a 27.8 42  b 27.8 44  c 28.2 42  d 28.2 44      4 the diagram shows how muddy water can be purified.    muddy water clean waterfine sand gravel small pebbles     which process for purifying the muddy water is shown?  a crystallisation  b distillation  c filtration  d solvent extraction     ",
+            "4": "4  \u00a9 ucles 2017 0620/12/f/m/17  5 the aluminium ion, a l 3+, has the same electronic structure as an atom of which noble gas?  a argon  b helium  c krypton  d neon     6 a covalent molecule m contains a total of four shared electrons.    what is m?  a ammonia, nh 3  b hydrogen chloride, hc l  c methane, ch 4  d water, h 2o      7 three substances have the properties shown.    \u25cf x conducts electricity when solid and when molten.  \u25cf y is soluble in water and the solution conducts electricity.  \u25cf z only conducts electricity when molten.    what are x, y and z?     x y z  a ca mgo naoh  b ca naoh mgo  c mgo ca naoh  d mgo naoh ca     ",
+            "5": "5  \u00a9 ucles 2017 0620/12/f/m/17 [turn over  8 caffeine is a stimulant found in coffee.    n occ cchcn nnh3cch3 ch3o caffeine    which formula represents caffeine?  a c7h10n4o2 b c8h10n3o2 c c8h10n4o2 d c8h11n4o2     9 four substances are electrolysed.    the substances are concentrated aqueous sodium chloride, concentrated hydrochloric acid,  molten lead( ii) bromide and molten sodium oxide.    which statement about these electrolysis reactions is correct?  a a colourless gas is formed at the anode when molten sodium oxide is electrolysed.  b a green gas is formed at the cathode when concentrated hydrochloric acid is electrolysed.   c a metal is formed at the anode when molten lead( ii) bromide is electrolysed.  d a metal is formed at the cathode when concentrated aqueous sodium chloride is  electrolysed.      10 ammonium chloride is added to 100  cm3 of water. the temperature changes from 25  \u00b0c to 20  \u00b0c.    which type of reaction occurs?  a endothermic  b exothermic  c freezing   d neutralisation     ",
+            "6": "6  \u00a9 ucles 2017 0620/12/f/m/17  11 a diagram for the energy change during an exothermic reaction is shown.    energyreactants products     for which reactions would this be an appropriate diagram?    1 ch 4  +  2o 2  \u2192  co 2  +  2h 2o  2 2h 2  +  o 2  \u2192  2h 2o  3 c  +  o 2  \u2192  co 2    a none of them  b 1 and 2 only  c 2 and 3 only  d all of them      12 the diagram shows the apparatus used to measure the rate of a chemical reaction.    52.73greactants balance     for which reaction can the rate be measured using this apparatus?  a 2na  +  c l 2  \u2192  2nac l  b naoh  +  hc l  \u2192  nac l  +  h 2o  c na2o  +  2hc l  \u2192  2nac l  +  h 2o  d na2co 3  +  2hc l  \u2192  2nac l  +  h 2o  +  co 2     ",
+            "7": "7  \u00a9 ucles 2017 0620/12/f/m/17 [turn over  13 copper( ii) carbonate reacts with dilute sulfuric acid.    cuco 3(s)  +  h 2so 4(aq)  \u2192  cuso 4(aq)  +  co 2(g)  +  h 2o(l)    the rate of the reaction can be changed by varying the conditions.    which changes always increase the rate of this chemical reaction?    1 increasing the concentration of sulfuric acid  2 increasing the size of the pieces of copper( ii) carbonate  3 increasing the temperature  4 increasing the volume of sulfuric acid    a 1, 3 and 4 b 1 and 3 only c 2 and 3 d 3 and 4 only     14 in which reaction is the first substance in the equation oxidised?  a cao  +  h 2o  \u2192  ca(oh) 2  b 4feo  +  o 2  \u2192  2fe 2o3  c sno 2  +  2h 2  \u2192  sn  +  2h 2o  d znco 3  \u2192  zno  +  co 2      15 the equation for the effect of heat on hydrated sodium carbonate is as shown.    na2co 3.10h 2o(s)    na 2co 3(s)  +  10h 2o(g)    statements made by four students about the reaction are given.    p anhydrous sodium carbonate is formed.  q steam is formed.  r there is a colour change from blue to white.  s the reaction is reversible.    which students\u2019 statements are correct?  a p, q and r only  b p, q and s only  c q, r and s only  d p, q, r and s    ",
+            "8": "8  \u00a9 ucles 2017 0620/12/f/m/17  16 which reaction is a neutralisation reaction?  a agno 3  +  hc l  \u2192  agc l  +  hno 3  b caco 3  \u2192  cao  +  co 2  c 4na  +  o 2  \u2192  2na 2o  d 2naoh  +  h 2so 4  \u2192  na 2so 4  +  2h 2o     17 elements w and x are metals.    elements y and z are non-metals.    the oxides of w, x, y and z all form solutions when added to water.    which statement is correct?  a the solution of the oxide of element w turns blue litmus red.  b the solution of the oxide of element x fizzes when sodium carbonate is added.  c the solution of the oxide of element y has a ph greater than ph 7.  d the solution of the oxide of element z fizzes when powdered magnesium is added.      18 a student is given an unknown solution.    which two tests provide evidence that the solution is copper( ii) sulfate?    1 adding dilute hydrochloric acid  2 adding aqueous sodium hydroxide 3 adding dilute nitric acid, then silver nitrate solution 4 adding dilute nitric acid, then barium nitrate solution    a 1 and 3 b 1 and 4 c 2 and 3 d 2 and 4     ",
+            "9": "9  \u00a9 ucles 2017 0620/12/f/m/17 [turn over  19 the diagram shows the steps in the preparation of a salt.    step 1 step 2 step 3 step 4    which salt is prepared by this method?  a barium sulfate  b copper( ii) sulfate  c potassium sulfate  d sodium sulfate     20 which property of elements increases across a period of the periodic table?  a metallic character  b number of electron shells  c number of outer shell electrons  d tendency to form positive ions     21 the noble gases are in group viii of the periodic table.    which statement explains why noble gases are unreactive?  a they all have eight electrons in their outer shells.  b they all have full outer shells.  c they are all gases.  d they are all monoatomic.     22 which compound is made from elements which are all in the same period?  a al  2(so 4)3 b c2h5oh  c lino 3 d na3al f6    ",
+            "10": "10  \u00a9 ucles 2017 0620/12/f/m/17  23 part of the periodic table is shown.    which element is used as a catalyst?    a c db      24 which statement about all metals is correct?  a they are attracted to a magnet.  b they are weak and brittle.  c they may be used to form alloys.  d they react with water.     25 two experiments are carried out.    in experiment 1, copper is heated with steam.     in experiment 2, copper( ii) oxide is heated with carbon.    steam copper experiment 1 experiment 2heatcopper( ii) oxide and carbon     which row describes what happens in experiments 1 and 2?     experiment 1 experiment 2  a no reaction no reaction  b no reaction reaction  c reaction no reaction  d reaction reaction     ",
+            "11": "11  \u00a9 ucles 2017 0620/12/f/m/17 [turn over  26 which metal is commonly used to form alloys with a non-metallic element?    a copper  b iron  c magnesium  d zinc      27 steel is made by adding ...  1 ... to molten iron to remove ...  2 ... from the iron.   stainless steel is ...  3 ... resistant to corrosion than mild steel.   which words complete the gaps 1, 2 and 3?   1 2 3  a basic oxides acidic impurities less  b basic oxides carbon more  c oxygen acidic impurities less  d oxygen carbon more     28 water is added to hydrated copper( ii) sulfate.    water hydrated copper( ii) sulfate    which colour change takes place?  a blue to pink  b blue to white  c no change  d white to blue     ",
+            "12": "12  \u00a9 ucles 2017 0620/12/f/m/17  29 two reactions, x and y, produce carbon dioxide.     x y  ch 4    co 2    caco 3    which types of reaction are x and y?     x y  a combustion combustion  b combustion thermal decomposition  c thermal decomposition combustion  d thermal decomposition thermal decomposition    30 an experiment to find the percentage of oxygen in 150  cm3 of polluted air is shown.    waterdamp iron woolmeasuring cylinde r 150  cm3 of polluted air     the apparatus is left for one week.    after this time, the volume of gas in the measuring cylinder is 122  cm3.    what is the percentage of oxygen, to the nearest whole number, in the polluted air?  a 19% b 21% c 28% d 81%    31 ammonia is produced when a mixture of ammonium chloride and substance x is heated.    what is substance x?  a ammonium sulfate  b barium chloride  c calcium hydroxide  d silver nitrate     ",
+            "13": "13  \u00a9 ucles 2017 0620/12/f/m/17 [turn over  32 which row is correct for both carbon dioxide and methane?     causes  climate change produced by  burning fuels produced by  living organisms  a \u0013 \u0013 \u0013  b \u0013 \u0013 \u0017  c \u0013 \u0017 \u0013  d \u0017 \u0013 \u0013     33 which statements about sulfur dioxide are correct?    1 it dissolves in water to produce a solution with a ph less than ph 7.  2 it is used as a food preservative.  3 it changes potassium manganate( vii) from colourless to purple.  4 it is produced by the combustion of sulfur-containing fossil fuels.    a 1, 2 and 3 b 1, 2 and 4 c 1, 3 and 4 d 2, 3 and 4     34 a student carried out two experiments.    experiment 1 the student heated a sample of limestone very strongly. a white powder formed.    experiment 2 the white powder from experiment 1 was cooled. the student then added a small  quantity of cold water to the powder. large quantities of steam were produced.    which statement is not correct?  a an endothermic reaction occurred in experiment 1.  b an exothermic reaction occurred in experiment 2.  c thermal decomposition occurred in experiment 1.  d thermal decomposition occurred in experiment 2.    35 which substance has a main constituent that contains only one carbon atom per molecule?  a bitumen  b gasoline  c natural gas  d petroleum    ",
+            "14": "14  \u00a9 ucles 2017 0620/12/f/m/17  36 the table shows the composition of four different types of petroleum.    fraction arabian heavy  / % arabian light  / % iranian heavy  / % north sea  / %  gasoline 18 21 21 23  kerosene 11 15 13 15  diesel oil 18 21 20 24  fuel oil 53 43 46 38    which type of petroleum is best for the motor vehicle industry?  a arabian heavy  b arabian light  c iranian heavy  d north sea     37 ethanol is a fuel used in cars. it can be made from petroleum.     c 4h10  \u2192  c2h4  +  c 2h6 cracking   c 2h4  +  h 2o  \u2192  c2h5oh producing ethanol   c 2h5oh  +  3o 2  \u2192  2co 2  +  3h 2o burning    compounds of how many homologous series appear in these equations?  a 1 b 2 c 3 d 4      38 ethanol is produced from either ethene or sugar.    which type of chemical reaction is used in each case?     ethene \u2192 ethanol sugar \u2192 ethanol  a addition fermentation  b addition fractional distillation  c distillation fermentation  d distillation fractional distillation     ",
+            "15": "15    permission to reproduce items where third-par ty owned material protected by copyright is  included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holder s, 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 onl ine in the cambridge  international examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely a vailable to download at  www.cie.org.uk after the live examination series.    cambridge international examinations is part of the cambridge asse ssment group. cambridge assessment is the brand name of unive rsity of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge.    \u00a9 ucles 2017 0620/12/f/m/17  39 which type of hydrocarbon reacts rapidly with aqueous bromine and what is the colour change of  the aqueous bromine?     type of hydrocarbon colour change of the   aqueous bromine  a alkane brown to colourless  b alkane colourless to brown  c alkene brown to colourless  d alkene colourless to brown     40 the diagram shows the structure of an important product.    ch hchh chh chh chh chh c     this product is formed by \u2026...  1 .\u2026.. of an .\u2026..  2 \u2026\u2026 .    which words complete gaps 1 and 2?     1 2  a addition polymerisation alkane  b addition polymerisation alkene  c cracking alkane  d cracking alkene     ",
+            "16": "16  \u00a9 ucles 2017 0620/12/f/m/17   groupthe periodic t able of elements 1 h hydrogen 12 he helium 4ii i iii iv v vi vii viii 3 li lithium 74 be beryllium 9atomic number atomic symbolkey name relative atomic mass 11 na sodium 2312 mg magnesium 24 19 k potassium 3920 ca calcium 40 37 rb rubidium 8538 sr strontium 88 55 cs caesium 13356 ba barium 137 87 fr francium \u201388 ra radium \u20135 b boron 11 13 al aluminium 27 31 ga gallium 70 49 in indium 115 81 tl thallium 2046 c carbon 12 14 si silicon 28 32 ge germanium 73 50 sn tin 119 82 pb lead 20722 ti titanium 48 40 zr zirconium 91 72 hf hafnium 178 104 rf rutherfordium \u201323 v vanadium 51 41 nb niobium 93 73 ta tantalum 181 105 db dubnium \u201324 cr chromium 52 42 mo molybdenum 96 74 w tungsten 184 106 sg seaborgium \u201325 mn manganese 55 43 tc technetium \u2013 75 re rhenium 186 107 bh bohrium \u201326 fe iron 56 44 ru ruthenium 101 76 os osmium 190 108 hs hassium \u201327 co cobalt 59 45 rh rhodium 103 77 ir iridium 192 109 mt meitnerium \u201328 ni nickel 59 46 pd palladium 106 78 pt platinum 195 110 ds darmstadtium \u201329 cu copper 64 47 ag silver 108 79 au gold 197 111 rg roentgenium \u201330 zn zinc 65 48 cd cadmium 112 80 hg mercury 201 112 cn copernicium \u2013114 fl flerovium \u2013116 lv livermorium \u20137 n nitrogen 14 15 p phosphorus 31 33 as arsenic 75 51 sb antimony 122 83 bi bismuth 2098 o oxygen 16 16 s sulfur 32 34 se selenium 79 52 te tellurium 128 84 po polonium \u20139 f fluorine 19 17 cl chlorine 35.5 35 br bromine 80 53 i iodine 127 85 at astatine \u201310 ne neon 20 18 ar argon 40 36 kr krypton 84 54 xe xenon 131 86 rn radon \u201321 sc scandium 45 39 y yttrium 89 57\u201371 lanthanoids 89\u2013103 actinoids 57 la lanthanum 139 89 aclanthanoids actinoids the volume of one mole of any gas is 24  dm3 at room temperature and pressure (r .t.p.).actinium \u201358 ce cerium 140 90 th thorium 23259 pr praseodymium 141 91 pa protactinium 23160 nd neodymium 144 92 u uranium 23861 pm promethium \u2013 93 np neptunium \u201362 sm samarium 150 94 pu plutonium \u201363 eu europium 152 95 am americium \u201364 gd gadolinium 157 96 cm curium \u201365 tb terbium 159 97 bk berkelium \u201366 dy dysprosium 163 98 cf californium \u201367 ho holmium 165 99 es einsteinium \u201368 er erbium 167 100 fm fermium \u201369 tm thulium 169 101 md mendelevium \u201370 yb ytterbium 173 102 no nobelium \u201371 lu lutetium 175 103 lr lawrencium \u2013  "
+        },
+        "0620_m17_qp_22.pdf": {
+            "1": "  the syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificat e.  this document consists of 16 printed pages.  ib17 03_0620_22/5rp  \u00a9 ucles 2017 [turn over       *2721741017* cambridge international examinations  cambridge international general certificate of secondary education       chemistry 0620/22     paper 2 multiple choice (extended)  february/march 2017       45 minutes  additional materials: multiple choice answer sheet   soft clean eraser   soft pencil (type b or hb is recommended)       read these instructions first    write in soft pencil. do not use staples, paper clips, glue or correction fluid. write your name, centre number and candidate number on the answer sheet in the spaces provided unless  this has been done for you.  do not  write in any barcodes.   there are forty  questions on this paper. answer all questions. for each question there are four possible  answers a, b, c and d.   choose the one you consider correct and record your choice in soft pencil  on the separate answer sheet.   read the instructions on the answer sheet very carefully.  each correct answer will score one mark. a mark will not be deducted for a wrong answer. any rough working should be done in this booklet. a copy of the periodic table is printed on page 16. electronic calculators may be used.  ",
+            "2": "2  \u00a9 ucles 2017 0620/22/f/m/17  1 a gas is released at point q in the apparatus shown.    damp universal indicator paperpoint q     which gas changes the colour of the damp universal indicator paper most quickly?     gas relative  molecular mass  a ammonia 17  b carbon dioxide 44  c chlorine 71  d hydrogen 2      2 the diagrams show liquids in a burette and a measuring cylinder.    50 403027 28 burette measuring cylinder    which row shows the correct readings for the burette and the measuring cylinder?     burette measuring  cylinder  a 27.8 42  b 27.8 44  c 28.2 42  d 28.2 44     ",
+            "3": "3  \u00a9 ucles 2017 0620/22/f/m/17 [turn over  3 the diagram shows how muddy water can be purified.    muddy water clean waterfine sand gravel small pebbles     which process for purifying the muddy water is shown?  a crystallisation  b distillation  c filtration  d solvent extraction     4 which statement explains why isotopes of an element have the same chemical properties?  a they have different numbers of neutrons.  b they have the same number of electrons as protons.  c they have the same number of electrons in the outer shell.  d they have the same number of protons in the nucleus.    ",
+            "4": "4  \u00a9 ucles 2017 0620/22/f/m/17  5 the formulae of some ions are shown.    positive ions negative ions  al 3+ br  \u2013  ca2+ co 32\u2013  cu2+ no 3\u2013  fe3+ s2\u2013  k+ so 42\u2013    in which row is the formula not correct?     compound formula  a aluminium sulfate a l 2(so 4)3  b calcium nitrate ca(no 3)2  c iron(iii) bromide fe 3br  d potassium sulfide k 2s      6 diamond and silicon( iv) oxide both have giant structures.    which statements are correct?    1 both substances are compounds.  2 there are strong covalent bonds in diamond.  3 silicon( iv) oxide is bonded ionically.  4 both substances have very high melting points.  a 1 and 2 b 2 and 3 c 2 and 4 d 3 and 4     7 which statement about metals is correct?  a layers of positive ions can slide over each other making metals malleable.  b metallic bonding consists of a lattice of negative ions in a sea of delocalised electrons.  c metallic bonding consists of a lattice of positive ions in a sea of delocalised negative ions.  d metals conduct electricity because positive ions are free to move.    ",
+            "5": "5  \u00a9 ucles 2017 0620/22/f/m/17 [turn over  8 the gas hydrazine has the molecular formula n 2h4.    hydrazine burns in air to form nitrogen gas and steam.    n2h4(g)  +  o 2(g)  \u2192  n2(g)  +  2h 2o(g)    which statements are correct?    1 1 mole of hydrazine gives 72  dm3 of gaseous products when it reacts with oxygen at  room temperature and pressure.  2 the empirical formula of hydrazine is nh 2.  3 the total number of atoms in 1 mole of hydrazine is 6 \u00d7 the avogadro constant.  4 the volume of 1 mole of hydrazine at room temperature and pressure is 6 \u00d7 24  dm3.    a 1, 2 and 3 b 1 and 2 only c 2, 3 and 4 d 3 and 4 only      9 copper( ii) carbonate is broken down by heating to form copper( ii) oxide and carbon dioxide gas.    the equation for the reaction is shown.    cuco 3  \u2192  cuo  +  co 2    31.0  g of copper( ii) carbonate are heated until all of the contents of the test-tube have turned  from green to black.    the yield of copper( ii) oxide formed is 17.5  g.    what is the percentage yield?  a 19.02% b 21.88% c 56.50% d 87.50%      10 the diagram shows the electrolysis of aqueous copper( ii) sulfate.    + \u2013 aqueous copper( ii) sulfatecarbon electrodes     which statement is correct?  a copper metal is deposited at the positive electrode.  b in the external circuit the electrons move from positive to negative.  c in the solution the electrons move from negative to positive.  d oxygen gas is produced at the positive electrode. ",
+            "6": "6  \u00a9 ucles 2017 0620/22/f/m/17  11 four solutions are separately electrolysed.    experiment solution electrodes  1 dilute aqueous sodium chloride carbon  2 aqueous copper( ii) sulfate copper  3 concentrated hydrochloric acid carbon  4 dilute sulfuric acid carbon    in which two experiments is a colourless gas evolved at the anode?  a 1 and 2 b 1 and 4 c 2 and 3 d 3 and 4      12 ammonia is made by reacting nitrogen with hydrogen in the presence of an iron catalyst.    the reaction is exothermic.    the equation for the reaction is shown.    n2  +  3h 2  \u2192  2nh 3    the bond energies are shown in the table.    bond bond energy in kj  / mol  h\u2013h 436  n\u2013h 390  n\u2261n 945    what is the energy given out during this reaction?  a \u20134593  kj / mol b \u20131083  kj / mol c \u2013959  kj / mol d \u201387  kj / mol    ",
+            "7": "7  \u00a9 ucles 2017 0620/22/f/m/17 [turn over  13 the energy level diagram for the reaction between p and q to form r and s is shown.    energyp + q r + s     which row describes the energy changes involved and the type of reaction?     energy changes involved type of reaction  a   more energy is given out when the bonds in the products  are formed than is needed to break the bonds in the reactants endothermic    b   more energy is given out when the bonds in the products  are formed than is needed to break the bonds in the reactants exothermic    c   more energy is needed to break the bonds in the reactants  than is given out when the bonds in the products are formed endothermic    d   more energy is needed to break the bonds in the reactants  than is given out when the bonds in the products are formed exothermic        14 copper( ii) carbonate reacts with dilute sulfuric acid.    cuco 3(s)  +  h 2so 4(aq)  \u2192  cuso 4(aq)  +  co 2(g)  +  h 2o(l)    the rate of the reaction can be changed by varying the conditions.    which changes always increase the rate of this chemical reaction?    1 increasing the concentration of sulfuric acid  2 increasing the size of the pieces of copper( ii) carbonate  3 increasing the temperature  4 increasing the volume of sulfuric acid    a 1, 3 and 4 b 1 and 3 only c 2 and 3 d 3 and 4 only     15 which reaction is not affected by the presence of light?  a a candle burning  b methane reacting with chlorine  c photosynthesis  d silver bromide decomposing to form silver    ",
+            "8": "8  \u00a9 ucles 2017 0620/22/f/m/17  16 the equation for the reversible reaction between hydrogen and iodine to form hydrogen iodide is  shown.     the colours of the reactants and products are shown.    h2(g)  +  i2(g)    2h i(g)   colourless purple colourless    the forward reaction is exothermic.    which statement is correct?  a an increase in pressure has no effect on the equilibrium position.  b the purple colour fades when the reaction mixture is heated.  c when equilibrium is reached, both forward and reverse reactions stop.  d when more hydrogen gas is added, the purple colour increases.      17 chlorine displaces bromine from a solution of potassium bromide.    cl 2  +  2kbr  \u2192  2kc l  +  br 2    what is the oxidising agent in this reaction?  a bromide ions  b bromine  c chloride ions  d chlorine      18 beryllium oxide  reacts with both sulfuric acid and aqueous sodium hydroxide.    which type of oxide is beryllium oxide?  a acidic   b amphoteric   c basic   d neutral     ",
+            "9": "9  \u00a9 ucles 2017 0620/22/f/m/17 [turn over  19 a student investigates two acids w and x.    the same volumes of w and x are reacted separately with excess magnesium.    the student makes the following observations.    1 hydrogen gas is produced at a faster rate with w than with x.  2 the total volume of hydrogen gas produced is the same for both acids.    which statement explains these observations?  a the ph of w is higher than the ph of x.  b w is an organic acid.  c w is a stronger acid than x.  d w is more concentrated than x.     20 a student is given an unknown solution.    which two tests provide evidence that the solution is copper( ii) sulfate?    1 adding dilute hydrochloric acid  2 adding aqueous sodium hydroxide  3 adding dilute nitric acid, then silver nitrate solution  4 adding dilute nitric acid, then barium nitrate solution    a 1 and 3 b 1 and 4 c 2 and 3 d 2 and 4     ",
+            "10": "10  \u00a9 ucles 2017 0620/22/f/m/17  21 the diagram shows the steps in the preparation of a salt.    step 1 step 2 step 3 step 4    which salt is prepared by this method?  a barium sulfate  b copper( ii) sulfate  c potassium sulfate  d sodium sulfate     22 which property of elements increases across a period of the periodic table?  a metallic character  b number of electron shells  c number of outer shell electrons  d tendency to form positive ions     23 magnesium, calcium, strontium and barium are group ii elements.    group ii elements follow the same trends as group i elements.    which statements about group ii elements are correct?    1 calcium reacts faster than magnesium with water.  2 barium reacts less vigorously than magnesium with dilute acid. 3 strontium oxidises in air more slowly than barium.    a 1, 2 and 3 b 1 and 2 only c 1 and 3 only d 2 and 3 only     ",
+            "11": "11  \u00a9 ucles 2017 0620/22/f/m/17 [turn over  24 the noble gases are in group viii of the periodic table.    which statement explains why noble gases are unreactive?  a they all have eight electrons in their outer shells.  b they all have full outer shells.  c they are all gases.  d they are all monoatomic.     25 part of the periodic table is shown.    which element is used as a catalyst?    a c db     26 which statement about all metals is correct?  a they are attracted to a magnet.  b they are weak and brittle.  c they may be used to form alloys.  d they react with water.    27 which substance produces sulfur dioxide when roasted in air?  a bauxite  b cryolite  c hematite  d zinc blende    28 which metal carbonate does not produce carbon dioxide when it is heated with a bunsen  burner?  a copper( ii) carbonate  b magnesium carbonate  c sodium carbonate  d zinc carbonate ",
+            "12": "12  \u00a9 ucles 2017 0620/22/f/m/17  29 two experiments are carried out.    in experiment 1, copper is heated with steam.     in experiment 2, copper( ii) oxide is heated with carbon.    steam copper experiment 1 experiment 2heatcopper( ii) oxide and carbon     which row describes what happens in experiments 1 and 2?     experiment 1 experiment 2  a no reaction no reaction  b no reaction reaction  c reaction no reaction  d reaction reaction     30 which two gases are obtained from liquid air by fractional distillation?  a carbon dioxide and oxygen  b carbon dioxide and water vapour  c nitrogen and oxygen   d nitrogen and water vapour     31 an experiment to find the percentage of oxygen in 150  cm3 of polluted air is shown.    waterdamp iron woolmeasuring cylinde r 150  cm3 of polluted air     the apparatus is left for one week.    after this time, the volume of gas in the measuring cylinder is 122  cm3.    what is the percentage of oxygen, to the nearest whole number, in the polluted air?  a 19% b 21% c 28% d 81% ",
+            "13": "13  \u00a9 ucles 2017 0620/22/f/m/17 [turn over  32 two reactions, x and y, produce carbon dioxide.     x y  ch 4    co 2    caco 3    which types of reaction are x and y?     x y  a combustion combustion  b combustion thermal decomposition  c thermal decomposition combustion  d thermal decomposition thermal decomposition    33 the ions present in ammonium sulfate are formed from the products of the contact and haber  processes.    both of these processes involve the use of a catalyst.    which row is correct?     ion formed from process catalyst  a ammonium ammonia contact iron  b ammonium ammonia haber vanadium( v) oxide  c sulfate sulfuric acid contact vanadium( v) oxide  d sulfate sulfuric acid haber iron     34 the table shows the composition of four different types of petroleum.    fraction arabian heavy  /  % arabian light  / % iranian heavy  / % north sea  / %  gasoline 18 21 21 23  kerosene 11 15 13 15  diesel oil 18 21 20 24  fuel oil 53 43 46 38    which type of petroleum is best for the motor vehicle industry?  a arabian heavy  b arabian light  c iranian heavy  d north sea   ",
+            "14": "14  \u00a9 ucles 2017 0620/22/f/m/17  35 which reaction of ethene is not an addition reaction?  a reaction with bromine  b reaction with hydrogen  c reaction with oxygen  d reaction with steam      36 ethanol is a fuel used in cars. it can be made from petroleum.     c 4h10  \u2192  c2h4  +  c 2h6 cracking   c 2h4  +  h 2o  \u2192  c2h5oh producing ethanol   c 2h5oh  +  3o 2  \u2192  2co 2  +  3h 2o burning    compounds of how many homologous series appear in these equations?  a 1 b 2 c 3 d 4      37 ethanol is produced from either ethene or sugar.    which type of chemical reaction is used in each case?     ethene \u2192 ethanol sugar \u2192 ethanol  a addition fermentation  b addition fractional distillation  c distillation fermentation  d distillation fractional distillation     38 the structural formula of an organic compound is shown.    ch 3ch 2cooch 3    what is the name of this compound?  a butanoic acid  b ethyl ethanoate  c methyl propanoate  d propyl methanoate     ",
+            "15": "15    permission to reproduce items where third-par ty owned material protected by copyright is  included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holder s, 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 onl ine in the cambridge  international examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely a vailable to download at  www.cie.org.uk after the live examination series.    cambridge international examinations is part of the cambridge asse ssment group. cambridge assessment is the brand name of unive rsity of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge.    \u00a9 ucles 2017 0620/22/f/m/17  39 the diagram shows the structure of an important product.    ch hchh chh chh chh chh c     this product is formed by \u2026...  1 .\u2026.. of an .\u2026..  2 \u2026\u2026 .    which words complete gaps 1 and 2?     1 2  a addition polymerisation alkane  b addition polymerisation alkene  c cracking alkane  d cracking alkene      40 which pair of compounds reacts to form a condensation polymer?  a ch 3cooh and c 2h5nh 2  b hcooh and hoc 2h4oh  c hoc 6h12oh and hoocc 3h6cooh  d h 2nc 2h4nh 2 and hoc 3h6oh     ",
+            "16": "16  \u00a9 ucles 2017 0620/22/f/m/17   groupthe periodic t able of elements 1 h hydrogen 12 he helium 4ii i iii iv v vi vii viii 3 li lithium 74 be beryllium 9atomic number atomic symbolkey name relative atomic mass 11 na sodium 2312 mg magnesium 24 19 k potassium 3920 ca calcium 40 37 rb rubidium 8538 sr strontium 88 55 cs caesium 13356 ba barium 137 87 fr francium \u201388 ra radium \u20135 b boron 11 13 al aluminium 27 31 ga gallium 70 49 in indium 115 81 tl thallium 2046 c carbon 12 14 si silicon 28 32 ge germanium 73 50 sn tin 119 82 pb lead 20722 ti titanium 48 40 zr zirconium 91 72 hf hafnium 178 104 rf rutherfordium \u201323 v vanadium 51 41 nb niobium 93 73 ta tantalum 181 105 db dubnium \u201324 cr chromium 52 42 mo molybdenum 96 74 w tungsten 184 106 sg seaborgium \u201325 mn manganese 55 43 tc technetium \u2013 75 re rhenium 186 107 bh bohrium \u201326 fe iron 56 44 ru ruthenium 101 76 os osmium 190 108 hs hassium \u201327 co cobalt 59 45 rh rhodium 103 77 ir iridium 192 109 mt meitnerium \u201328 ni nickel 59 46 pd palladium 106 78 pt platinum 195 110 ds darmstadtium \u201329 cu copper 64 47 ag silver 108 79 au gold 197 111 rg roentgenium \u201330 zn zinc 65 48 cd cadmium 112 80 hg mercury 201 112 cn copernicium \u2013114 fl flerovium \u2013116 lv livermorium \u20137 n nitrogen 14 15 p phosphorus 31 33 as arsenic 75 51 sb antimony 122 83 bi bismuth 2098 o oxygen 16 16 s sulfur 32 34 se selenium 79 52 te tellurium 128 84 po polonium \u20139 f fluorine 19 17 cl chlorine 35.5 35 br bromine 80 53 i iodine 127 85 at astatine \u201310 ne neon 20 18 ar argon 40 36 kr krypton 84 54 xe xenon 131 86 rn radon \u201321 sc scandium 45 39 y yttrium 89 57\u201371 lanthanoids 89\u2013103 actinoids 57 la lanthanum 139 89 aclanthanoids actinoids the volume of one mole of any gas is 24  dm3 at room temperature and pressure (r .t.p.).actinium \u201358 ce cerium 140 90 th thorium 23259 pr praseodymium 141 91 pa protactinium 23160 nd neodymium 144 92 u uranium 23861 pm promethium \u2013 93 np neptunium \u201362 sm samarium 150 94 pu plutonium \u201363 eu europium 152 95 am americium \u201364 gd gadolinium 157 96 cm curium \u201365 tb terbium 159 97 bk berkelium \u201366 dy dysprosium 163 98 cf californium \u201367 ho holmium 165 99 es einsteinium \u201368 er erbium 167 100 fm fermium \u201369 tm thulium 169 101 md mendelevium \u201370 yb ytterbium 173 102 no nobelium \u201371 lu lutetium 175 103 lr lawrencium \u2013  "
+        },
+        "0620_m17_qp_32.pdf": {
+            "1": "read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen.you may use an hb pencil for any diagrams or graphs.do not use staples, paper clips, glue or correction fluid.do not write in any barcodes. answer all questions. electronic calculators may be used.a copy of the periodic table is printed on page 16.you may lose marks if you do not show your working or if you do not use appropriate units. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question.chemistry  0620/32   paper 3 theory (core) february/march 2017  1 hour 15 minutes candidates answer on the question paper. no additional materials are required.cambridge international examinations cambridge international general certificate of secondary education this document consists of 14 printed pages and 2 blank pages. [turn overib17 03_0620_32/4rp\u00a9 ucles 2017 *1726310751* the syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificate.",
+            "2": "2 0620/32/f/m/17 \u00a9 ucles 2017 1 (a)  choose from the list of elements to answer the following questions. aluminium argon carbon lithium magnesium nickel nitrogen oxygen sulfur   each element can be used once, more than once or not at all.   which element  (i)  forms 21% of dry air,   ...   [1]  (ii)  reacts rapidly with cold water to produce hydrogen,   ...   [1]  (iii)  is in group iii of the periodic table,   ...   [1]  (iv)  has atoms which have a complete outer shell of electrons,   ...   [1]  (v)  is a transition element,   ...   [1]  (vi)  forms stable ions with a single positive charge?   ...   [1]  (b)  complete the table to show the number of electrons, neutrons and protons in the nickel atom  and oxide ion shown. number of electronsnumber of neutronsnumber of protons 62ni28 28 18o82\u2013 [4] [total: 10]",
+            "3": "3 0620/32/f/m/17 \u00a9 ucles 2017 [turn over 2  the diagram shows a blast furnace for extracting iron. mixture of iron ore, coke and limestone (calcium carbonate ) slag molten iron  (a) (i)  on the diagram write \t \u25cf\t\tthe\tletter\ta to show where air is blown into the furnace, \t \u25cf\t\tthe\tletter\tw to show where waste gases exit the furnace. [2]  (ii)  how do you know from the information in the diagram that slag is less dense than molten  iron?   ...   [1]  (b)  limestone (calcium carbonate) is one of the raw materials added to the blast furnace.   calcium carbonate undergoes thermal decomposition in the blast furnace.  (i)  what is meant by the term thermal decomposition ?   .   ...   [2]  (ii)  complete the chemical equation for this reaction.  caco3    cao  +  ... [1]  (iii)  a further reaction in the blast furnace involves calcium oxide, cao.   describe this reaction and explain its importance.   .   ...   [2]",
+            "4": "4 0620/32/f/m/17 \u00a9 ucles 2017  (c)  pure iron can be prepared by electrolysis of an aqueous solution of a suitable iron( ii) salt.   draw a labelled diagram of an electrolysis cell that could be used to carry out this reaction.  in your diagram include \t \u25cf\t the\telectrodes, \t \u25cf\t the\telectrolyte,\t \u25cf\t the\tpower\tsupply. [3]  (d) (i)  state the name of an element that could be used for the electrodes.   ...   [1]  (ii)  state one property that an electrode should have.   ...   [1]  (e)  pure iron can also be prepared by the thermal decomposition of iron pentacarbonyl.   the structure of iron pentacarbonyl is shown. fe cc cc co ooo o  (i)  write the formula for iron pentacarbonyl.   ...   [1]  (ii)  the word equation for the reaction is shown. iron pentacarbonyl    iron  +  carbon monoxide   explain why the gaseous product is hazardous.   ...   [1]",
+            "5": "5 0620/32/f/m/17 \u00a9 ucles 2017 [turn over  (f)  the rate of rusting of iron varies with ph and temperature.  (i)  what two substances must be in contact with iron for it to rust?   ...   [2]  (ii)  the graph shows the rate of rusting at different ph values and temperatures. mass of rust  / g time  / hoursph 4, 30  \u00b0c ph 4, 20  \u00b0c ph 7, 30  \u00b0c ph 8, 30  \u00b0cph 7, 20  \u00b0c ph 8, 20  \u00b0c   how do ph and temperature affect the rate of rusting?  ph  ...  temperature   [2] [total: 19]",
+            "6": "6 0620/32/f/m/17 \u00a9 ucles 2017 3  the hydrocarbons burnt in car engines react with air to form a mixture of gases.   the table shows the composition of the mixture of all the gases coming from a car exhaust. gas% of gas in the exhaust gases carbon dioxide 15 carbon monoxide 3 hydrocarbons 2 hydrogen 1 nitrogen oxides 1 oxygen 1 water vapour 18 gas x 59  (a)  identify gas x.   ..   [1]  (b)  carbon dioxide is formed when hydrocarbons such as octane are burnt in car engines.  (i)  what is meant by the term hydrocarbon ?   .   ...   [2]  (ii)  complete the word equation for this reaction.  octane  +  .    carbon dioxide  +  . [2]  (iii)  the concentration of carbon dioxide in the atmosphere is increasing.   explain why this is a global concern.   .   .   ...   [2]  (iv)  explain why carbon monoxide is present in the exhaust gases.   ...   [1]",
+            "7": "7 0620/32/f/m/17 \u00a9 ucles 2017 [turn over  (v)  complete the table to calculate the relative molecular mass of octane, c8h18. number of atoms relative atomic massrelative mass in octane hydrogen 18 1 18 \u00d7 1 = 18 carbon relative molecular mass = ..  [2]  (c)  octane is an alkane.   the table shows some properties of different alkanes. alkane formulamelting point / \u00b0cboiling point / \u00b0c methane ch4 \u2013182 \u2013164 ethane c2h6 \u2013183 \u201388 propane c3h8 \u2013190 \u201342 butane c4h10 \u2013138 0 pentane c5h12 \u2013130 36  (i)  how does the boiling point of the alkanes change with the number of carbon atoms?   ...   [1]  (ii)  which alkane in the table is liquid at room temperature (20 \u00b0c)?   explain your answer.   .   ...   [2]  (iii)  draw the structure of methane showing all of the atoms and all of the bonds. [1] [total: 14]",
+            "8": "8 0620/32/f/m/17 \u00a9 ucles 2017 4  ammonia is manufactured by combining nitrogen and hydrogen at high temperature and pressure. n2  +  3h2    2nh3  (a)  what does the symbol  mean?   ..   [1]  (b)  ammonia is used to make fertilisers.   explain why farmers spread fertilisers on the soil where they are going to grow crops.      ..   [1]  (c)  some fertilisers are salts made by adding acids to ammonia.   give the name of the compound formed when ammonia reacts with nitric acid.   ..   [1]  (d)  farmers use calcium oxide to treat acidic soils.  (i)  explain how calcium oxide helps treat acidic soils.   .   ...   [1]  (ii)  suggest why farmers need to treat soils which are too acidic.   .   ...   [1] [total: 5]",
+            "9": "9 0620/32/f/m/17 \u00a9 ucles 2017 [turn over 5\t\tlavandulol\tis\ta\tcompound\tfound\tin\tlavender\tflowers.   the structure of lavandulol is shown. cch ch3 ch3ch2ch2 ch2ch3coh ch  (a)  on the diagram, draw a circle around the alcohol functional group. [1]  (b)  how many carbon atoms are there in one molecule of lavandulol?   ..   [1]  (c) (i)  what feature of the lavandulol structure shows that it is unsaturated?   ...   [1]  (ii)  describe a test to show that lavandulol is unsaturated.   test  ..   result  ... [2]  (d)\t\tlavandulol\tcan\tbe\textracted\tfrom\tlavender\tflowers.   the following statements are about the procedure for extracting lavandulol.  a  stir the mixture and leave it for a few hours.  b  filter off the solid from the solution.  c  distil the solution.  d  add solvent to the ground up lavender flowers.  e  grind up the lavender flowers.   put the statements a, b, c, d and e in the correct order. \t \tthe\tfirst\tone\thas\tbeen\tdone\tfor\tyou. e [2]",
+            "10": "10 0620/32/f/m/17 \u00a9 ucles 2017  (e)  chromatography can be used to separate the coloured pigments extracted from lavender  flowers.\tthe\tapparatus\tused\tis\tshown. solventchromatography ja rcover chromatography paper baseline \t \tafter\ta\tfew\tminutes\tthe\tsolvent\tvapour\tfills\tthe\twhole\tchromatography\tjar.   use the kinetic particle model to explain this.               ..   [3]  (f)  three different dye mixtures, p, q and r, were placed on a sheet of chromatography paper.   two pure dyes, x and y, were also placed on the same piece of chromatography paper.  the experiment was carried out and the results are shown. pqrx y  (i)  where were the dyes placed on the chromatography paper at the start of the experiment?   ...   [1]  (ii)  which dye mixture contained the greatest number of dyes?   ...   [1]  (iii)  which dye mixture contained both dye x and dye y?   ...   [1] [total: 13]",
+            "11": "11 0620/32/f/m/17 \u00a9 ucles 2017 [turn over 6  chlorine and sodium hydroxide are manufactured by the electrolysis of concentrated aqueous  sodium chloride.  (a)  chlorine is produced at the positive electrode (anode).   name the substance produced at the negative electrode (cathode) during the electrolysis.   ..   [1]  (b)  state the name of the particle that is removed from a chloride ion to make a chlorine atom.   ..   [1]  (c)  complete the electronic structure of a chlorine molecule. cl cl [2]  (d)  describe a test for chlorine.  test  .  result  .. [2]  (e)  if chlorine reacts with sodium hydroxide, sodium chlorate( i), naocl, is formed. another  compound of sodium is also produced. this forms a white precipitate on addition of aqueous silver nitrate.   complete the chemical equation for this reaction. cl  2  +  ..naoh    naocl  +    +  h2o [2]",
+            "12": "12 0620/32/f/m/17 \u00a9 ucles 2017  (f)  1000 g of a solution produced by the electrolysis of concentrated aqueous sodium chloride  contains the following masses of compounds. compoundmass of substance present / g sodium chlorate( i) 300 sodium chloride 6 sodium hydroxide 9 water 685 total 1000  (i)  calculate the mass of sodium hydroxide present in 200 g of this solution. [1]  (ii)  all the water from the 1000 g of solution is evaporated.   deduce the mass of the remaining mixture. [1] [total: 10]",
+            "13": "13 0620/32/f/m/17 \u00a9 ucles 2017 [turn over 7  metals have characteristic properties.  (a)  write about the properties of metals.   in your answer \t \u25cf\t \trefer\tto\tthe\tphysical\tproperties\twhich\tare \tcharacteristic\tof\tmetals, \t \u25cf\t \trefer\tto\tthe\tchemical\tproperties\twhich\tare\tcharacteristic\tof\tmetals, \t \u25cf\t \tinclude\ta\tword\tequation\tto\tshow\ta\tchemical\treaction\tof\ta\tmetal.                     ..   [5]  (b)  the table shows how easy it is to reduce four metal oxides. metal oxide ease of reduction calcium oxide not reduced by carbon at 1600 \u00b0c magnesium oxide reduced by carbon at 1600 \u00b0c nickel( ii) oxide reduced by carbon at 350 \u00b0c zinc oxide reduced by carbon at 850 \u00b0c   use this information to put the metals in order of their reactivity. put the least reactive metal  first. least reactive most reactive [2]  (c)  uranium is a radioactive metal which has several isotopes.  (i)  what is the meaning of the term isotopes?   .   ...   [1]  (ii)  give the main use of the isotope 235u.   ...   [1] [total: 9]",
+            "14": "14 0620/32/f/m/17 \u00a9 ucles 2017blank page",
+            "15": "15 0620/32/f/m/17 \u00a9 ucles 2017blank page permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. every reasonable  effort has been made by the publisher (ucles) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the publisher will be pleased to make amends at the earliest possible opportunity. to avoid the issue of disclosure of answer-related information to candidates, all copyright acknowledgements are reproduced online in the cambridge international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download at www.cie.org.uk after the live examination series. 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.",
+            "16": "16 0620/32/f/m/17 \u00a9 ucles 2017 groupthe periodic table of elements 1 h hydrogen 12 he helium 4ii i iii iv vv iv ii viii 3 li lithium 74 be beryllium 9atomic number atomic symbolkey name relative atomic mas s 11 na sodium 2312 mg magnesium 24 19 k potassium 3920 ca calcium 40 37 rb rubidium 8538 sr strontium 88 55 cs caesium 13356 ba barium 137 87 fr francium \u201388 ra radium \u20135 b boron 11 13 al aluminium 27 31 ga gallium 70 49 in indium 115 81 tl thallium 2046 c carbon 12 14 si silicon 28 32 ge germanium 73 50 sn tin 119 82 pb lead 20722 ti titanium 4840 zr zirconium 91 72 hf hafnium 178 104 rf rutherfordium \u201323 v vanadium 51 41 nb niobium 93 73 ta tantalum 181 105 db dubnium \u201324 cr chromium 52 42 mo molybdenum 96 74 w tungsten 184 106 sg seaborgium \u201325 mn manganes e 55 43 tc technetium \u2013 75 re rhenium 186 107 bh bohrium \u201326 fe iron 56 44 ru ruthenium 101 76 os osmium 190 108 hs hassium \u201327 co cobalt 59 45 rh rhodium 103 77 ir iridium 192 109 mt meitneriu m \u201328 ni nicke l 59 46 pd palladium 106 78 pt platinum 195 110 ds darmstadtium \u201329 cu copper 6447 ag silver 108 79 au gold 197 111 rg roentgenium \u201330 zn zinc 65 48 cd cadmiu m 112 80 hg mercury 201 112 cn copernicium \u2013114 fl flerovium \u2013116 lv livermorium \u20137 n nitrogen 14 15 p phosphorus 31 33 as arsenic 75 51 sb antimony 122 83 bi bismuth 2098 o oxygen 16 16 s sulfur 32 34 se selenium 79 52 te tellurium 128 84 po polonium \u20139 f fluorine 19 17 cl chlorine 35.5 35 br bromine 80 53 i iodine 127 85 at astatine \u201310 ne neon 20 18 ar argon 40 36 kr krypton 84 54 xe xenon 131 86 rn radon \u201321 sc scandium 4539 y yttrium 89 57\u201371 lanthanoids 89\u2013103 actinoids 57 la lanthanum 139 89 aclanthanoids actinoids the volume of one mole of any gas is 24  dm3 at room temperature and pressure (r .t.p.).actinium \u201358 ce cerium 140 90 th thorium 23259 pr praseodymium 141 91 pa protactinium 23160 nd neodymium 144 92 u uranium 23861 pm promethium \u2013 93 np neptunium \u201362 sm samarium 150 94 pu plutonium \u201363 eu europium 152 95 am americiu m \u201364 gd gadolinium 157 96 cm curium \u201365 tb terbiu m 159 97 bk berkelium \u201366 dy dysprosium 163 98 cf californium \u201367 ho holmium 165 99 es einsteinium \u201368 er erbium 167 100 fm fermium \u201369 tm thulium 169101 md mendelevium \u201370 yb ytterbium 173102 no nobelium \u201371 lu lutetium 175103 lr lawrenciu m \u2013"
+        },
+        "0620_m17_qp_42.pdf": {
+            "1": "read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen.you may use an hb pencil for any diagrams or graphs.do not use staples, paper clips, glue or correction fluid.do not write in any barcodes. answer all questions. electronic calculators may be used.a copy of the periodic table is printed on page 16.you may lose marks if you do not show your working or if you do not use appropriate units. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question.chemistry 0620/42   paper 4 theory (extended) february/march 2017  1 hour 15 minutes candidates answer on the question paper. no additional materials are required.cambridge international examinations cambridge international general certificate of secondary education this document consists of 14 printed pages and 2 blank pages. [turn overib17 03_0620_42/3rp\u00a9 ucles 2017 *6232664619* the syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificate.",
+            "2": "2 0620/42/f/m/17 \u00a9 ucles 2017 1 (a)  five organic compounds have the following structures. hc ch hhha hhhh cch hc chhhb hhh cch br cch hh hd br br cch hhe h hhcbrcchhhc hhhh cch  (i)  which compound is butane?   ...   [1]  (ii)  which two compounds are structural isomers of each other?   ...   [1]  (iii)  which compound can be made by reacting an alkene with bromine?   ...   [1]  (iv)  which compound is a saturated hydrocarbon?   ...   [1]  (v)  which compound has the empirical formula c2h5?   ...   [1]  (vi)  name the two products made during the complete combustion of compound c.   ...   [1]",
+            "3": "3 0620/42/f/m/17 \u00a9 ucles 2017 [turn over  (b)  petroleum can be separated into useful substances using the apparatus shown. x ynaphtha fractiongasoline fractionrefinery gas diesel oil fraction fuel oil fraction petroleum lubricating fraction and bitumen  (i)  name the fraction which is the most viscous.   ...   [1]  (ii)  name the fraction with the smallest molecules.   ...   [1]  (iii)  name the fraction which has the weakest attractive forces between molecules.   ...   [1]  (iv)  fraction x is used as jet fuel.  name fraction x.   ...   [1]  (v)  what happens at point y on the diagram?   ...   [1] [total: 11]",
+            "4": "4 0620/42/f/m/17 \u00a9 ucles 2017 2  silver dichromate, ag2cr2o7, is a red insoluble salt.   silver dichromate can be made by reacting silver nitrate solution with ammonium dichromate  solution. the chemical equation for the reaction is shown. 2agno3(aq)  +  (nh4)2cr2o7(aq)    2nh4no3(aq)  +  ag2cr2o7(s)  (a)  describe how you could obtain pure dry solid silver dichromate after mixing silver nitrate solution and ammonium dichromate solution.            ..   [3]  (b) (i)  the charge on a silver ion is +1.   deduce the charge on the dichromate ion in ag 2cr2o7.   ...   [1]  (ii)  write the ionic equation for the formation of silver dichromate in this reaction.   state symbols are not required.   ...   [1]  (c)  dilute aqueous sodium hydroxide was added to the ammonium nitrate solution made in the  reaction. the mixture was then warmed and damp universal indicator paper was held above the mixture.   state and explain what would happen to the universal indicator paper.         ..   [2]",
+            "5": "5 0620/42/f/m/17 \u00a9 ucles 2017 [turn over  (d)  the apparatus shown was set up. solid silver nitrate solid ammonium dichromateplastic troug h waters \t \tafter\tfive\tminutes,\ta\tred\tsolid\tappeared\talong\tthe\tline\tmarked\t s on the diagram.  (i)  explain why a red solid appeared along the line marked s.   .   .   .   ...   [3]  (ii)  the experiment was repeated at a higher temperature.   what effect, if any, would this have on the time taken for the red solid to appear? explain  your answer.   .   ...   [2]  (e)  ammonium dichromate, (nh4)2cr2o7, undergoes thermal decomposition.   the products are chromium( iii) oxide, nitrogen and water.  (i)  what is meant by thermal decomposition?   .   ...   [2]  (ii)  write a chemical equation for the thermal decomposition of ammonium dichromate.   ...   [2] [total: 16]",
+            "6": "6 0620/42/f/m/17 \u00a9 ucles 2017 3  nitryl chloride, no2cl, reacts with nitric oxide, no. the forward reaction is exothermic. no2cl (g)  +  no(g)    no2(g)  +  nocl (g)   the reaction can reach equilibrium.  (a)  what is meant by the term equilibrium  for a reversible reaction?         ..   [2]  (b)  explain why increasing the temperature increases the rate of reaction.         ..   [3]  (c) state and explain the effect, if any, of increasing the temperature on the position of equilibrium.         ..   [2]  (d)  state and explain the effect, if any, of decreasing the pressure on the position of equilibrium.         ..   [2]",
+            "7": "7 0620/42/f/m/17 \u00a9 ucles 2017 [turn over  (e)  nitrosyl chloride, noc l, is a gas at room temperature. it has the structure shown. on cl  (i)  complete the dot-and-cross diagram to show the arrangement of the outer shell electrons  in nitrosyl chloride. cl n o [2]  (ii)  nitrosyl chloride has a boiling point of \u20136  \u00b0c.   explain why nitrosyl chloride has a low boiling point.   .   .   ...   [2] [total: 13]",
+            "8": "8 0620/42/f/m/17 \u00a9 ucles 2017 4  copper( ii) sulfate solution was electrolysed using the apparatus shown. +\u2013 carbon cathode carbon anode copper( ii) sulfate solution  (a) (i)  draw an arrow on the diagram to show the direction of movement of electrons in the wire.   label the arrow a. [1]  (ii)  draw an arrow on the diagram to show the direction of movement of positive ions in the  copper( ii) sulfate solution.   label the arrow b. [1]  (b)  oxygen was formed at the anode and copper was formed at the cathode.  (i)  the ionic half-equation for the formation of oxygen is shown. 4oh\u2013    o2  +  2h2o  +  4e\u2013   explain why this reaction is oxidation.   ...   [1]  (ii)  write the ionic half-equation for the formation of copper at the cathode.   ...   [2]  (c)  the electrolysis was repeated using copper electrodes in place of carbon electrodes.   state and explain what happens to the masses of the anode and the cathode during this  electrolysis.               ..   [4] [total: 9]",
+            "9": "9 0620/42/f/m/17 \u00a9 ucles 2017 [turn over 5  iron is extracted from its ore using a blast furnace.  (a)  in the blast furnace, coke burns in oxygen to produce heat energy and carbon dioxide.   how is this carbon dioxide converted into carbon monoxide in the blast furnace?   ..   [1]  (b)  calcium carbonate added to the blast furnace decomposes to form calcium oxide.   calcium oxide removes silicon( iv) oxide impurities from the iron in a neutralisation reaction.   write a chemical equation for the reaction of calcium oxide with silicon( iv) oxide. suggest why  it is a neutralisation reaction.         ..   [3]  (c)  the main impurity in iron obtained from the blast furnace is carbon.  (i)  why must the high levels of carbon be lowered before the iron becomes a useful material?   ...   [1]  (ii)  how is the carbon removed from the iron?   .   ...   [1]  (d)\t\tzinc\tis\textracted\t from\tits\tore.\tthe\tore\tcontains\t zinc\tsulfide.\tthe\tzinc\tsulfide\tis\troasted\tin\tair\tto\t produce zinc oxide and sulfur dioxide.   zinc is then obtained from the zinc oxide using a blast furnace.  (i)\t\tgive\tthe\tname\tof\tthe\tore\tof\tzinc\tthat\tcontains\tzinc\tsulfide.   ...   [1]  (ii)\t\twrite\ta\tchemical\t equation\t for\tthe\treaction\t that\ttakes\tplace\twhen\tzinc\tsulfide\tis\troasted\tin\t air.   ...   [1]  (iii)  suggest why the sulfur dioxide should not be released into the atmosphere.   .   ...   [2]",
+            "10": "10 0620/42/f/m/17 \u00a9 ucles 2017  (iv)  the temperature inside the blast furnace in which zinc is extracted is about 1000 \u00b0c.   the table gives some information about substances in the blast furnace in which zinc is  extracted. substance melting point / \u00b0c boiling point / \u00b0c carbon sublimes at 4330 \u00b0c silicon( iv) oxide 1610 2230 zinc 420 907   use the data in the table to explain why the zinc obtained does not contain high levels of  impurities such as silicon( iv) oxide and carbon.   .   .   ...   [2] [total: 12]",
+            "11": "11 0620/42/f/m/17 \u00a9 ucles 2017 [turn over 6  barium carbonate decomposes when heated. baco3(s)    bao(s)  +  co2(g)  (a)  a student heated a 10.0 g sample of barium carbonate until it was fully decomposed.  (i)  calculate the number of moles of barium carbonate the student used. moles of barium carbonate = . mol  [2]  (ii)  calculate the volume of carbon dioxide gas produced at room temperature and pressure.  give your answer in dm3. volume of carbon dioxide = . dm3  [1]  (b)  the student added 2.00 g of the barium oxide produced to water. bao  +  h2o    ba(oh)2   calculate the mass of barium hydroxide that can be made from 2.00 g of barium oxide. the mr  of ba(oh)2 is 171. mass of barium hydroxide = . g  [1]  (c)  a 1.50 g sample of barium hydroxide was dissolved in water. the total volume of the solution  was 100 cm3.   a 25.0 cm3 portion of the barium hydroxide solution was titrated against hydrochloric acid. the  volume of hydrochloric acid required was 18.75 cm3. ba(oh)2  +  2hcl    bacl 2  +  2h2o  (i)  calculate how many moles of barium hydroxide were in the 25.0 cm3 portion used in the  titration. moles of barium hydroxide = . mol  [1]  (ii)  calculate the concentration of the hydrochloric acid used. concentration of hydrochloric acid = . mol / dm3  [2] [total: 7]",
+            "12": "12 0620/42/f/m/17 \u00a9 ucles 2017 7 (a)  the diagram shows part of the structure of an addition polymer. ch hccl hch hccl hch hccl h  (i)  draw a circle around one repeat unit of the polymer. [1]  (ii)  draw the structure of the monomer from which this addition polymer is made. [1]  (iii)  aqueous bromine is added to both the polymer and the monomer.   describe what would be seen in each case.  with the polymer  .  with the monomer  ... [2]  (b)  the diagram shows part of the structure of a condensation polymer. co co c co o n hn hn hn h  (i)  what type of condensation polymer is this?   ...   [1]  (ii)  on the diagram, draw a circle around one repeat unit of the polymer. [1]  (iii)  draw the structures of the two monomers from which the condensation polymer is made. [2]",
+            "13": "13 0620/42/f/m/17 \u00a9 ucles 2017 [turn over  (c)  hydrolysis of a polymer gave a compound with the following composition by mass:  c, 34.61%;   h, 3.85%;  o, 61.54%.  (i)  calculate the empirical formula of the compound. empirical formula =   [3]  (ii)  what additional information is needed to calculate the molecular formula of the compound?   .   ...   [1] [total: 12]",
+            "14": "14 0620/42/f/m/17 \u00a9 ucles 2017blank page",
+            "15": "15 0620/42/f/m/17 \u00a9 ucles 2017permission 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 international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download at www.cie.org.uk after the live examination series. 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.blank page",
+            "16": "16 0620/42/f/m/17 \u00a9 ucles 2017 groupthe periodic table of elements 1 h hydrogen 12 he helium 4ii i iii iv vv iv ii viii 3 li lithium 74 be beryllium 9atomic number atomic symbolkey name relative atomic mas s 11 na sodium 2312 mg magnesium 24 19 k potassium 3920 ca calcium 40 37 rb rubidium 8538 sr strontium 88 55 cs caesium 13356 ba barium 137 87 fr francium \u201388 ra radium \u20135 b boron 11 13 al aluminium 27 31 ga gallium 70 49 in indium 115 81 tl thallium 2046 c carbon 12 14 si silicon 2832 ge germanium 73 50 sn tin 119 82 pb lead 20722 ti titanium 4840 zr zirconium 91 72 hf hafnium 178 104 rf rutherfordium \u201323 v vanadium 51 41 nb niobium 93 73 ta tantalum 181 105 db dubnium \u201324 cr chromium 52 42 mo molybdenum 96 74 w tungsten 184 106 sg seaborgium \u201325 mn manganes e 55 43 tc technetium \u2013 75 re rhenium 186 107 bh bohrium \u201326 fe iron 56 44 ru ruthenium 101 76 os osmium 190 108 hs hassium \u201327 co cobalt 59 45 rh rhodium 103 77 ir iridium 192 109 mt meitneriu m \u201328 ni nicke l 59 46 pd palladium 106 78 pt platinum 195 110 ds darmstadtium \u201329 cu copper 6447 ag silver 108 79 au gold 197 111 rg roentgenium \u201330 zn zinc 65 48 cd cadmiu m 112 80 hg mercury 201 112 cn copernicium \u2013114 fl flerovium \u2013116 lv livermorium \u20137 n nitrogen 14 15 p phosphorus 3133 as arsenic 75 51 sb antimony 122 83 bi bismuth 2098 o oxygen 16 16 s sulfur 3234 se selenium 79 52 te tellurium 128 84 po polonium \u20139 f fluorine 19 17 cl chlorine 35.5 35 br bromine 80 53 i iodine 127 85 at astatine \u201310 ne neon 20 18 ar argon 4036 kr krypton 84 54 xe xenon 131 86 rn radon \u201321 sc scandium 4539 y yttrium 89 57\u201371 lanthanoids 89\u2013103 actinoids 57 la lanthanum 139 89 aclanthanoids actinoids the volume of one mole of any gas is 24  dm3 at room temperature and pressure (r .t.p.).actinium \u201358 ce cerium 140 90 th thorium 23259 pr praseodymium 141 91 pa protactinium 23160 nd neodymium 144 92 u uranium 23861 pm promethium \u2013 93 np neptunium \u201362 sm samarium 150 94 pu plutonium \u201363 eu europium 152 95 am americiu m \u201364 gd gadolinium 157 96 cm curium \u201365 tb terbiu m 159 97 bk berkelium \u201366 dy dysprosium 163 98 cf californium \u201367 ho holmium 165 99 es einsteinium \u201368 er erbium 167 100 fm fermium \u201369 tm thulium 169101 md mendelevium \u201370 yb ytterbium 173102 no nobelium \u201371 lu lutetium 175103 lr lawrenciu m \u2013"
+        },
+        "0620_m17_qp_52.pdf": {
+            "1": "read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen.you may use an hb pencil for any diagrams or graphs.do not use staples, paper clips, glue or correction fluid.do not write in any barcodes. answer all questions. electronic calculators may be used.you may lose marks if you do not show your working or if you do not use appropriate units.notes for use in qualitative analysis are provided on pages 7 and 8. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question.chemistry  0620/52   paper 5 practical test february/march 2017  1 hour 15 minutes candidates answer on the question paper. additional materials: as listed in the confidential instructionscambridge international examinations cambridge international general certificate of secondary education this document consists of 8 printed pages. [turn overib17 03_0620_52/5rp\u00a9 ucles 2017 *5444126075* the syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificate.for examiner\u2019s use total",
+            "2": "2 0620/52/f/m/17 \u00a9 ucles 2017 1  you are going to investigate the reaction between dilute hydrochloric acid and two different aqueous  solutions of sodium hydroxide labelled solution o and solution p.   read all the instructions carefully before starting the experiments.   instructions   you are going to carry out two experiments.  (a)  experiment 1 \t \u25cf\t \tfill\tthe\tburette\tup\tto\tthe\t0.0\t cm3 mark with dilute hydrochloric acid. \t \u25cf\t \tuse\tthe\tmeasuring\tcylinder\tto\tpour\t20\t cm3 of solution o into the conical flask. \t \u25cf\t \tadd\t10\tdrops\tof\tthymolphthalein\tindicator\tto\tthe\tconical\tflask. \t \u25cf\t \tadd\tthe\tdilute\thydrochloric\t acid\tfrom\tthe\tburette\t1\tcm3 at a time, while swirling the flask,  until the solution just changes colour. \t \u25cf\t \trecord\tthe\tburette\treadings\tin\tthe\ttable.  (b)  experiment 2 \t \u25cf\t \tfill\tthe\tburette\tup\tto\tthe\t0.0\t cm3 mark with dilute hydrochloric acid. \t \u25cf\t \tempty\tthe\tconical\tflask\tand\trinse\tit\twith\t distilled\twater. \t \u25cf\t \tuse\tthe\tmeasuring\tcylinder\tto\tpour\t20\t cm3 of solution p into the conical flask. \t \u25cf\t \tadd\t10\tdrops\tof\tthymolphthalein\tindicator\tto\tthe\tconical\tflask. \t \u25cf\t \tadd\tthe\tdilute\thydrochloric\t acid\tfrom\tthe\tburette\t1\tcm3 at a time, while swirling the flask,  until the solution just changes colour. \t \u25cf\t \trecord\tthe\tburette\treadings\tin\tthe\ttable \tand\tcomplete\tthe\ttable. experiment\t1 experiment\t2 final\tburette\treading\t /\tcm3 initial\tburette\treading\t /\tcm3 difference\t /\tcm3 [4]  (c)\t\twhat\tcolour\tchange\twas\tobserved\tin\tthe\tconical\tflask\tin\texperiment\t1?  from  to   \t\t[1]  (d)  what type of chemical reaction occurs when dilute hydrochloric acid reacts with  sodium\thydroxide\tsolution?   .. \t\t[1]",
+            "3": "3 0620/52/f/m/17 \u00a9 ucles 2017 [turn over  (e) (i)  which solution of sodium hydroxide, solution o or solution p,\t is\tthe\tmore\tconcentrated?\t explain\tyour\tanswer.   .   ... \t\t[2]  (ii)  how many times more concentrated is this solution of sodium hydroxide than the other  solution\tof\tsodium\thydroxide?   ... \t\t[1]  (f)\t\tif\texperiment\t 2\twere\trepeated\t using\t10\tcm3 of solution p, what volume of dilute hydrochloric acid  would\tbe\tneeded?   .. \t\t[2]  (g)\t\twhat\twould\tbe\tthe\teffect,\tif\tany,\ton\tthe\tvolume\tof\tdilute\thydrochloric\t acid\tused\tin\texperiment\t 1\t if the solution of sodium hydroxide were warmed\t before\tadding\tthe\tdilute\thydrochloric\t acid?\t give a reason for your answer.  effect on volume    reason   [2]  (h) (i)  what would be a more accurate method of measuring the volume of the sodium hydroxide  solution?   ... \t\t[1]  (ii)  suggest how the reliability of the results could be checked.   ... \t\t[1]  (i)\t\taqueous\t sodium\thydroxide\t reacts\twith\taqueous\t calcium\t chloride\t to\tform\ta\tprecipitate\t of\t calcium hydroxide. \t \tuse\tthis\tinformation\t to\tsuggest\t a\tdifferent\t method\tof\tfinding\tout\twhich\tof\tthe\tsolutions\t of\t sodium hydroxide is the more concentrated.            ..   [3] [total:\t18]",
+            "4": "4 0620/52/f/m/17 \u00a9 ucles 2017 2  you are provided with two solids q and r which are both salts.   carry out the following tests on each solid, recording all of your observations at each stage.  tests on solid q  (a)  describe the appearance of solid q.   .. \t\t[1] \t\tadd\tabout\t10\t cm3 of distilled water to all of solid q in the test-tube and shake to dissolve the solid.   divide the solution into three equal portions in three test-tubes and carry out the following tests.  (b) (i)\t \tto\tthe\tfirst\t portion\tof\t the\tsolution,\tadd\tdrops\tof\t aqueous\tsodium\thydroxide\tuntil\ta\tchange\t is seen. \t \trecord\tyour\tobservations.   ... \t\t[2]  (ii)  now add an excess of aqueous sodium hydroxide to the mixture. \t \trecord\tyour\tobservations.   ... \t\t[1]  (c) (i)  to the second portion of the solution, add drops of aqueous ammonia until a change is  seen. \t \trecord\tyour\tobservations.   ... \t\t[2]  (ii)  now add an excess of aqueous ammonia to the mixture. \t \trecord\tyour\tobservations.   ... \t\t[1]  (d)\t\tto\tthe\tthird\tportion\tof\tthe\tsolution,\t add\ta\tfew\tdrops\tof\tdilute\tnitric\tacid\tand\tabout\t1\tcm3 of  aqueous silver nitrate. \t \trecord\tyour\tobservations.   .. \t\t[1]   keep your mixture from test (d) to compare the result with test (h).  (e)  identify solid q.   .. \t\t[2]",
+            "5": "5 0620/52/f/m/17 \u00a9 ucles 2017 [turn over  tests on solid r  (f)\t\tcarry\tout\ta\tflame\ttest\ton\tsolid\tr. \t \trecord\tyour\tobservations.   .. \t\t[1]   dissolve the rest of solid r in about 5 cm3 of distilled water in a test-tube. shake the mixture to  dissolve the solid. divide the solution into two equal portions in two test-tubes.  (g)\t\tto\tthe\tfirst\tportion\tof\tthe\tsolution,\t add\ta\tfew\tdrops\tof\tdilute\tnitric\tacid\tand\tabout\t1\tcm3 of  aqueous barium nitrate. \t \trecord\tyour\tobservations.   .. \t\t[1]  (h)\t\tto\tthe\tsecond\tportion\tof\tthe\tsolution,\t add\ta\tfew\tdrops\tof\tdilute\tnitric\tacid\tand\tabout\t1\tcm3 of  aqueous silver nitrate.   compare the result with test (d).\trecord\tyour\tobservations\tfor\ttest\t(h).   .. \t\t[2]  (i)  identify solid r.   .. \t\t[2] [total:\t16]",
+            "6": "6 0620/52/f/m/17 \u00a9 ucles 2017 3  when solid barium hydroxide is added to solid ammonium chloride a reaction takes place.  (a)  describe an experiment to show that this reaction is endothermic.                  ..   [4]  (b)\t\thow\tcould\tyou\tshow\twhether\tor\tnot\tthe\tfinal\tmixture\tcontains\tammonium\tions?            .. \t\t[2] [total:\t6]",
+            "7": "7 0620/52/f/m/17 \u00a9 ucles 2017notes for use in qualitative analysis tests for anions anion test test result carbonate (co32\u2013) add dilute acid effervescence, carbon dioxide produced chloride (c l  \u2013) [in solution]acidify with dilute nitric acid, then add aqueous silver nitratewhite ppt. bromide (br  \u2013) [in solution]acidify with dilute nitric acid, then add aqueous silver nitratecream ppt. iodide ( i \u2013) [in solution]acidify with dilute nitric acid, then add aqueous silver nitrateyellow ppt. nitrate (no 3\u2013) [in solution]add aqueous sodium hydroxide, then aluminium foil; warm carefullyammonia produced sulfate (so 42\u2013) [in solution]acidify, then add aqueous barium nitratewhite ppt. sulfite (so 32\u2013) add dilute hydrochloric acid, warm gently and test for the presence ofsulfur dioxidesulfur dioxide produced will turn acidified aqueous potassium  manganate( vii) from purple to  colourless tests for aqueous cations cation effect of aqueous sodium hydroxide effect of aqueous ammonia aluminium (a l 3+) white ppt., soluble in excess giving a  colourless solutionwhite ppt., insoluble in excess ammonium (nh4+)ammonia produced on warming \u2013 calcium (ca2+) white ppt., insoluble in excess no ppt., or very slight white ppt. chromium( iii) (cr3+)green ppt., soluble in excess grey-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 iron(iii) (fe3+) red-brown ppt., insoluble in excess red-brown ppt., insoluble in excess zinc (zn2+) white ppt., soluble in excess, giving a colourless solutionwhite ppt., soluble in excess, giving a colourless solution",
+            "8": "8 0620/52/f/m/17 \u00a9 ucles 2017permission 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 international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download at www.cie.org.uk after the live examination series. 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.tests for gases flame tests for metal ions gas test and test results metal ion flame colour ammonia (nh3) turns damp, red litmus paper blue lithium (li+) red carbon dioxide (co2)turns limewater milky sodium (na+) yellow chlorine (c l 2) bleaches damp litmus paper potassium (k+) lilac hydrogen (h2) \u2018pops\u2019 with a lighted splint copper( ii) (cu2+)blue-green oxygen (o2) relights a glowing splint sulfur dioxide (so2)turns acidified aqueous  potassium manganate( vii) from  purple to colourless"
+        },
+        "0620_m17_qp_62.pdf": {
+            "1": "this document consists of 8 printed pages. [turn overib17 03_0620_62/6rp \u00a9 ucles 2017 *6948987238* read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen.you may use an hb pencil for any diagrams or graphs.do not use staples, paper clips, glue or correction fluid.do not write in any barcodes. answer all questions. electronic calculators may be used.you may lose marks if you do not show your working or if you do not use appropriate units. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question.chemistry 0620/62   paper 6 alternative to practical february/march 2017  1 hour candidates answer on the question paper. no additional materials are required.cambridge international examinations cambridge international general certificate of secondary education the syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificate.",
+            "2": "2 0620/62/f/m/17 \u00a9 ucles 2017 1  a student investigated the gases formed during the electrolysis of dilute sulfuric acid using the  apparatus shown.   hydrogen and oxygen were produced. dilute sulfuric acidcarbon  +\u2013  (a)  complete the box to name the apparatus used. [1]  (b)  on the diagram, sketch how a sample of one of the gases could be collected.  [2]  (c)  give a test for oxygen.  test  .  result  .. [1]  (d)  the gas collected at the positive side turned limewater milky.  (i)  based on this observation, what gas was present?   ...   [1]  (ii)  suggest how this gas was formed.   ...   [1]  (e)  a solution of dilute sulfuric acid was electrolysed for 1 hour.   suggest why the ph of the solution decreased  during the electrolysis.      ..   [2] [total: 8]",
+            "3": "3 0620/62/f/m/17 \u00a9 ucles 2017 [turn over question 2 starts on the next page.",
+            "4": "4 0620/62/f/m/17 \u00a9 ucles 2017 2  a student investigated the reaction between dilute hydrochloric acid and two different aqueous  solutions of sodium hydroxide labelled solution o and solution p.   two experiments were carried out.   experiment 1 \t \u25cf\t \ta\tburette\twas\tfilled\twith\tdilute\thydrochloric\tacid.\t the\tinitial\tburette\treading\twas\trecorded. \t \u25cf\t \tusing\ta\tmeasuring\tcylinder,\t20\t cm3 of solution o\twere\tpoured\tinto\ta\tconical\tflask. \t \u25cf\t \tthymolphthalein\tindicator\twas\tadded\tto\tthe\tconical\tflask. \t \u25cf\t \tthe\tdilute\thydrochloric\t acid\twas\tadded\tfrom\tthe\tburette,\t while\tswirling\t the\tflask,\tuntil\tthe\t solution\tjust\tchanged\tcolour.\t the\tfinal\tburette\treading\twas\trecorded.  (a)\t use\tthe\tburette\tdiagrams\tto\trecord\tthe\treadings\tin\t the\ttable\tand\tcomplete\tthe\ttable. 3 4 5 initial reading29 30 31 final reading final\tburette\treading\t /\tcm3 initial\tburette\treading\t /\tcm3 difference\t /\tcm3 [2]   experiment 2 \t \u25cf\t \tthe\tconical\tflask\twas\temptied\tand\trinsed\twith\tdistilled\twater. \t \u25cf\t \texperiment\t1\twas\trepeated\tusing\tsolution\t p instead of solution o.  (b)\t\tuse\tthe\tburette\tdiagrams\tto\trecord\tthe\treadings\tin\tthe\ttable\tand\tcomplete\tthe\ttable. 23 24 25 initial reading29 30 31 final reading final\tburette\treading\t /\tcm3 initial\tburette\treading\t /\tcm3 difference\t /\tcm3 [2]",
+            "5": "5 0620/62/f/m/17 \u00a9 ucles 2017 [turn over  (c)  what type of chemical reaction occurs when dilute hydrochloric acid reacts with  sodium hydroxide solution?   ..   [1]  (d) (i)  which solution of sodium hydroxide, solution o or solution p, is the more concentrated? explain\tyour\tanswer.   .   ...   [2]  (ii)  how many times more concentrated is this solution of sodium hydroxide than the other solution of sodium hydroxide?   ...   [1]  (e)\t\tif\texperiment\t 2\twere\trepeated\t using\t10\tcm 3 of solution p, what volume of dilute hydrochloric acid  would be needed?   ..   [2]  (f)\t\twhat\twould\tbe\tthe\teffect,\tif\tany,\ton\tthe\tvolume\tof\tdilute\thydrochloric\t acid\tused\tin\texperiment\t 1\t if the solution of sodium hydroxide were warmed before adding the dilute hydrochloric acid?  give a reason for your answer.  effect on volume    reason   [2]  (g) (i)  what would be a more accurate method of measuring the volume of the aqueous sodium  hydroxide solution?   ...   [1]  (ii)  suggest how the reliability of the results could be checked.   ...   [1]  (h)  aqueous sodium hydroxide reacts with aqueous calcium chloride to form a precipitate of  calcium hydroxide. \t \tuse\tthis\tinformation\t to\tsuggest\t a\tdifferent\t method\tof\tfinding\tout\twhich\tof\tthe\tsolutions\t of\t sodium hydroxide is the more concentrated.            ..   [3] [total: 17]",
+            "6": "6 0620/62/f/m/17 \u00a9 ucles 2017 3  two solids, q and r, which are both salts, were analysed. solid q was zinc bromide.   tests were carried out on each solid.  tests on solid q   solid q was dissolved in distilled water.   the solution was divided into three equal portions in three test-tubes, and the following tests were  carried out.   complete the expected observations.  (a) (i)\t \tdrops\tof\taqueous\t sodium\thydroxide\t were\tadded\tto\tthe\tfirst\tportion\tof\tthe\tsolution\tuntil\ta\t change was seen.  observations  .   [2]  (ii)\t\texcess\taqueous\tsodium\thydroxide\twas \tthen\tadded\tto\tthe\tmixture.  observations  .   [1]  (b) (i)  drops of aqueous ammonia were added to the second portion of the solution until a change  was seen.  observations  .   [1]  (ii)\t\texcess\taqueous\tammonia\twas\tthen\tadded\tto\tthe\tmixture.  observations  .   [1]  (c)  dilute nitric acid and aqueous silver nitrate were added to the third portion of the solution.  observations     [2]",
+            "7": "7 0620/62/f/m/17 \u00a9 ucles 2017 [turn over   tests on solid r  tests were carried out and the following observations made. tests on solid r observations test 1 a\tflame\ttest\twas\tcarried\tout\ton\tsolid\t r. yellow colour solid r was dissolved in distilled water. the  solution was divided into two equal portions in two test-tubes. test 2 dilute nitric acid and aqueous barium nitrate  were\tadded\tto\tthe\tfirst\tportion\tof\tthe\tsolution.no change test 3 dilute nitric acid and aqueous silver nitrate  were added to the second portion of the solution.yellow precipitate formed  (d)  identify solid r.   ..   [2] [total: 9]",
+            "8": "8 0620/62/f/m/17 \u00a9 ucles 2017permission 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 international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download at www.cie.org.uk after the live examination series. 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. 4  when solid barium hydroxide is added to solid ammonium chloride a reaction takes place.    (a)  describe an experiment to show that this reaction is endothermic.                  ..   [4]  (b)\t\thow\tcould\tyou\tshow\twhether\tor\tnot\tthe\tfinal\tmixture\tcontains\tammonium\tions?            ..   [2] [total: 6]"
+        },
+        "0620_s17_qp_11.pdf": {
+            "1": "  the syllabus is approved for use in england, wales and northern ireland as a cambridge international level1/level 2 certificate .  this document consists of 14 printed pages and 2 blank pages.  ib17 06_0620_11/fp  \u00a9 ucles 2017 [turn over     *2950887077* cambridge international examinations  cambridge international general certificate of secondary education       chemistry 0620/11     paper 1 multiple choice (core)  may/june 2017       45 minutes  additional materials: multiple choice answer sheet   soft clean eraser   soft pencil (type b or hb is recommended)       read these instructions first   write in soft pencil.  do not use staples, paper clips, glue or correction fluid.  write your name, centre number and candidate number on the answer sheet in the spaces provided unless  this has been done for you.  do not  write in any barcodes.   there are forty  questions on this paper. answer all questions. for each question there are four possible  answers a, b, c and d.   choose the one you consider correct and record your choice in soft pencil  on the separate answer sheet.   read the instructions on the answer sheet very carefully.   each correct answer will score one mark. a mark will not be deducted for a wrong answer. any rough working should be done in this booklet.  a copy of the periodic table is printed on page 16.  electronic calculators may be used.  ",
+            "2": "2  \u00a9 ucles 2017 0620/11/m/j/17  1 the diagram shows some changes of state.    solid liquid gasp q rs    which words describe the changes of state, p, q, r and s?     p q r s  a freezing boiling melting evaporation  b melting evaporation freezing condensation  c melting sublimation freezing evaporation  d sublimation evaporation melting condensation     2 the diagram shows part of a thermometer.    31 30    what is the reading on the thermometer?  a 30.2 b 30.3 c 31.7 d 31.8      3 pure water has a boiling point of 100  \u00b0c and a freezing point of 0  \u00b0c.    what is the boiling point and freezing point of a sample of aqueous sodium chloride?     boiling point  / \u00b0c freezing point  / \u00b0c  a 98 \u20132  b 98 2  c 102 \u20132  d 102 2     ",
+            "3": "3  \u00a9 ucles 2017 0620/11/m/j/17 [turn over  4 pure copper( ii) sulfate crystals can be made by adding copper( ii) oxide to hot dilute sulfuric acid.    the copper( ii) oxide is added until it ..1.. .    the solution is ..2.. and then ..3.. to obtain the pure crystals.    which words complete gaps 1, 2 and 3?     1 2 3  a is in excess cooled filtered  b is in excess filtered cooled  c changes colour cooled filtered  d changes colour filtered cooled     5 which part of an atom has a relative mass of 1 and a relative charge of 0?  a electron  b neutron  c nucleus  d proton      6 which molecule contains exactly two single covalent bonds?  a c l  2 b ch 4 c h 2o d hc l     7 sodium reacts with chlorine to form sodium chloride.    which statements describe what happens to the sodium atoms in this reaction?    1 sodium atoms form positive ions.  2 sodium atoms form negative ions.  3 sodium atoms gain electrons.  4 sodium atoms lose electrons.    a 1 and 3 b 1 and 4 c 2 and 3 d 2 and 4     ",
+            "4": "4  \u00a9 ucles 2017 0620/11/m/j/17  8 diamond is extremely hard and does not conduct electricity.    which statement explains these properties?  a it has a lattice of positive carbon ions in a \u2018sea of electrons\u2019.  b it has delocalised electrons and each carbon atom forms three covalent bonds with other  carbon atoms.  c it has no delocalised electrons and each carbon atom forms four covalent bonds with other  carbon atoms.  d it has strong ionic bonds between each carbon atom.     9 what is the relative formula mass of ammonium nitrate, nh 4no 3?  a 80 b 108 c 122 d 150     10 concentrated aqueous sodium chloride is electrolysed.   what is the main product formed at the positive electrode (anode)?  a chlorine  b hydrogen  c oxygen  d sodium      11 some properties of four fuels are shown in the table.    which fuel is a gas at room temperature and makes two products when it burns in a plentiful supply of air?     fuel formula melting point  /  \u00b0c boiling point  / \u00b0c  a hydrogen h 2 \u2013259 \u2013253  b methane ch 4 \u2013182 \u2013164  c octane c 8h18 \u201357 126  d wax c 31h64 60 400    ",
+            "5": "5  \u00a9 ucles 2017 0620/11/m/j/17 [turn over  12 which statements about exothermic and endothermic reactions are correct?    1 during an exothermic reaction, heat is given out.  2 the temperature of an endothermic reaction goes up because heat is taken in.  3 burning methane in the air is an exothermic reaction.    a 1, 2 and 3 b 1 and 2 only c 1 and 3 only d 2 and 3 only     13 when sulfur is heated it undergoes a ..1.. change as it melts.    further heating causes the sulfur to undergo a ..2.. change and form sulfur dioxide.    which words complete gaps 1 and 2?     1 2  a chemical chemical  b chemical physical  c physical chemical  d physical physical    14 which row correctly matches the experiment and observations to the identity of the underlined  substance?     experiment and observations identity of the underlined substance  a   blue crystals are heated. the crystals  turn white and steam is given off. hydrated cobalt( ii) chloride    b   pink crystals are heated. the crystals  turn blue and steam is given off. anhydrous cobalt( ii) chloride    c   water is added to a blue solid.  the blue solid turns pink. hydrated copper( ii) sulfate    d   water is added to a white solid.  the white solid turns blue. anhydrous copper( ii) sulfate      ",
+            "6": "6  \u00a9 ucles 2017 0620/11/m/j/17  15 a student was investigating the reaction between marble chips and dilute hydrochloric acid.    bung marble chips 25 cm3 of dilute hydrochloric acidgas syringe     which changes slow down the rate of reaction?     temperature  of acid concentration  of acid surface area  of marble chips  a decrease decrease decrease  b decrease decrease increase  c increase decrease decrease  d increase increase increase     16 the reactions shown may occur in the air during a thunder-storm.    n 2  +  o 2  o  2no  2no  +  o 2  o  2no 2  no  +  o 3  o  no 2  +  o 2    which row shows what happens to the reactant molecules in each of these reactions?     n2 no o 3  a oxidised oxidised oxidised  b oxidised oxidised reduced  c reduced reduced oxidised  d reduced reduced reduced     ",
+            "7": "7  \u00a9 ucles 2017 0620/11/m/j/17 [turn over  17 hydrochloric acid is added to magnesium metal and to sodium carbonate in separate tests.    which row shows the observations?     magnesium metal sodium carbonate  a effervescence effervescence  b effervescence no reaction  c no reaction effervescence  d no reaction no reaction      18 which oxide dissolves in water to form a basic solution?  a carbon dioxide  b nitrogen dioxide  c sodium oxide  d sulfur dioxide     19 which salt preparation uses a burette and a pipette?  a calcium nitrate from calcium carbonate and nitric acid  b copper( ii) sulfate from copper( ii) hydroxide and sulfuric acid  c potassium chloride from potassium hydroxide and hydrochloric acid  d zinc chloride from zinc and hydrochloric acid      20 substance x reacts with warm dilute hydrochloric acid to produce a gas which decolourises  acidified aqueous potassium manganate( vii).    substance x gives a yellow flame in a flame test.    what is x?  a potassium chloride  b potassium sulfite  c sodium chloride  d sodium sulfite    ",
+            "8": "8  \u00a9 ucles 2017 0620/11/m/j/17  21 part of the periodic table is shown.    which element is a soft solid that reacts violently with cold water?    dca b       22 which element is less reactive than the other members of its group in the periodic table?  a astatine  b caesium  c fluorine  d rubidium     23 an element has the following properties.    \u0263 it forms coloured compounds.  \u0263 it acts as a catalyst.  \u0263 it melts at 1539  \u00b0c.    in which part of the periodic table is the element found?  a group i  b group vii  c group viii  d transition elements     24 why are weather balloons sometimes filled with helium rather than hydrogen?  a helium is found in air.  b helium is less dense than hydrogen.  c helium is more dense than hydrogen.  d helium is unreactive.     ",
+            "9": "9  \u00a9 ucles 2017 0620/11/m/j/17 [turn over  25 element e:    \u2022 forms an alloy  \u2022 has a basic oxide  \u2022 is below hydrogen in the reactivity series.    what is e?  a carbon  b copper  c sulfur  d zinc     26 some reactions of three metals and their oxides are shown.    metal metal reacts with dilute  hydrochloric acid metal oxide  reacts with carbon  s no yes  t yes no  u yes yes    what is the order of reactivity of the metals?     least  reactive  most  reactive  a s t u  b s u t  c t s u  d u t s      27 which statement about the extraction of iron in a blast furnace is not correct?  a calcium oxide reacts with acidic impurities.  b iron( iii) oxide is reduced to iron by carbon dioxide.  c molten iron is formed at the base of the blast furnace.  d the raw materials are hematite, limestone and coke.     ",
+            "10": "10  \u00a9 ucles 2017 0620/11/m/j/17  28 stainless steel is an alloy of iron and other metals. it is strong and does not rust but it costs much  more than normal steel.    what is not made from stainless steel?  a cutlery  b pipes in a chemical factory  c railway lines  d saucepans    29 the diagram shows some uses of water in the home.    1 2 3    for which uses is it important for the water to have been treated?  a 1 only b 2 only c 3 only d 1, 2 and 3      30 which gas is colourless and poisonous?  a carbon monoxide  b chlorine  c hydrogen  d nitrogen     ",
+            "11": "11  \u00a9 ucles 2017 0620/11/m/j/17 [turn over  31 two experiments involving water are described.    1 water turns purple when potassium manganate( vii) is added to it.  2 adding water to sodium causes the temperature to increase.    which row describes the role of water in 1 and 2?     1 2  a as a chemical reagent as a chemical reagent  b as a chemical reagent as a solvent  c as a solvent as a chemical reagent  d as a solvent as a solvent      32 in which process is carbon dioxide not formed?  a burning of natural gas  b fermentation  c heating lime  d respiration     33 which statement is not correct?  a converting limestone into lime is a thermal decomposition reaction.   b flue gas desulfurisation is a neutralisation reaction.  c in the extraction of iron, calcium carbonate is converted into calcium oxide.   d slaked lime is added to soil as a fertiliser.    34 the structures of three substances are shown.    h c hh o hh chh chh o hh chh chh chh o h     why do these substances all belong to the same homologous series?  a they are all compounds.  b they are all saturated.  c they all contain oxygen.  d they all contain the same functional group.     ",
+            "12": "12  \u00a9 ucles 2017 0620/11/m/j/17  35 which fraction of petroleum is not matched to its correct use?     fraction use  a bitumen making roads  b gasoline fuel for cars  c kerosene fuel for ships  d naphtha chemical industry      36 cracking is an important process in the petroleum industry.    the products of cracking include ..1.. and an ..2.. of ..3.. relative molecular mass than the ..4.. that was cracked.    which words complete gaps 1, 2, 3 and 4?     1 2 3 4  a hydrogen alkane greater alkene  b hydrogen alkene smaller alkane  c steam alkane greater alkene  d steam alkene smaller alkane     37 which compound rapidly decolourises aqueous bromine?  a ethane  b ethanoic acid  c ethanol  d ethene     38 there are two methods for producing ethanol.    method 1 catalytic addition of steam to ethene  method 2 fermentation    which statement is not correct?  a method 1 produces carbon dioxide.  b method 1 requires high temperature and pressure.  c method 2 produces carbon dioxide.  d method 2 requires a source of sugar.    ",
+            "13": "13  \u00a9 ucles 2017 0620/11/m/j/17  39 which statement about aqueous ethanoic acid is not correct?  a it produces carbon dioxide when it reacts with magnesium carbonate.  b it produces hydrogen when it reacts with magnesium.  c it neutralises magnesium oxide.  d it turns red litmus paper blue.      40 the diagram shows part of the molecule of a polymer.    hh c hh c hh c hh c hh c hh c hh c hh c hh c     which diagram shows the monomer from which this polymer could be manufactured?    abcd hh hh c hc hh c h hh hc hh c o hh h cc hh hh      ",
+            "14": "14  \u00a9 ucles 2017 0620/11/m/j/17  blank page",
+            "15": "15    permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here 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 onl ine in the cambridge  international examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely a vailable to download at  www.cie.org.uk after the live examination series.    cambridge international examinations is part of the cambridge assessment group. cambridge assessment is the brand name of unive rsity of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge.    \u00a9 ucles 2017 0620/11/m/j/17  blank page",
+            "16": "16  \u00a9 ucles 2017 0620/11/m/j/17   groupthe periodic table of elements 1 h hydrogen 12 he helium 4ii i iii iv v vi vii viii 3 li lithium 74 be beryllium 9atomic number atomic symbolkey name relative atomic mass 11 na sodium 2312 mg magnesium 24 19 k potassium 3920 ca calcium 40 37 rb rubidium 8538 sr strontium 88 55 cs caesium 13356 ba barium 137 87 fr francium \u201388 ra radium \u20135 b boron 11 13 al aluminium 27 31 ga gallium 70 49 in indium 115 81 tl thallium 2046 c carbon 12 14 si silicon 2832 ge germanium 73 50 sn tin 119 82 pb lead 20722 ti titanium 48 40 zr zirconium 91 72 hf hafnium 178 104 rf rutherfordium \u201323 v vanadium 51 41 nb niobium 93 73 ta tantalum 181 105 db dubnium \u201324 cr chromium 52 42 mo molybdenum 96 74 w tungsten 184 106 sg seaborgium \u201325 mn manganese 55 43 tc technetium \u2013 75 re rhenium 186 107 bh bohrium \u201326 fe iron 56 44 ru ruthenium 101 76 os osmium 190 108 hs hassium \u201327 co cobalt 59 45 rh rhodium 103 77 ir iridium 192 109 mt meitnerium \u201328 ni nickel 59 46 pd palladium 106 78 pt platinum 195 110 ds darmstadtium \u201329 cu copper 64 47 ag silver 108 79 au gold 197 111 rg roentgenium \u201330 zn zinc 65 48 cd cadmium 112 80 hg mercury 201 112 cn copernicium \u2013114 fl flerovium \u2013116 lv livermorium \u20137 n nitrogen 14 15 p phosphorus 3133 as arsenic 75 51 sb antimony 122 83 bi bismuth 2098 o oxygen 16 16 s sulfur 3234 se selenium 79 52 te tellurium 128 84 po polonium \u20139 f fluorine 19 17 cl chlorine 35.5 35 br bromine 80 53 i iodine 127 85 at astatine \u201310 ne neon 20 18 ar argon 4036 kr krypton 84 54 xe xenon 131 86 rn radon \u201321 sc scandium 45 39 y yttrium 89 57\u201371 lanthanoids 89\u2013103 actinoids 57 la lanthanum 139 89 aclanthanoids actinoids the volume of one mole of any gas is 24  dm3 at room temperature and pressure (r.t.p.).actinium \u201358 ce cerium 140 90 th thorium 23259 pr praseodymium 141 91 pa protactinium 23160 nd neodymium 144 92 u uranium 23861 pm promethium \u2013 93 np neptunium \u201362 sm samarium 150 94 pu plutonium \u201363 eu europium 152 95 am americium \u201364 gd gadolinium 157 96 cm curium \u201365 tb terbium 159 97 bk berkelium \u201366 dy dysprosium 163 98 cf californium \u201367 ho holmium 165 99 es einsteinium \u201368 er erbium 167 100 fm fermium \u201369 tm thulium 169 101 md mendelevium \u201370 yb ytterbium 173 102 no nobelium \u201371 lu lutetium 175 103 lr lawrencium \u2013  "
+        },
+        "0620_s17_qp_12.pdf": {
+            "1": "  the syllabus is approved for use in england, wales and northern ir eland as a cambridge international level1/level 2 certificate .  this document consists of 14 printed pages and 2 blank pages.  ib17 06_0620_12/4rp  \u00a9 ucles 2017 [turn over     *3788235166* cambridge international examinations  cambridge international general certificate of secondary education       chemistry 0620/12     paper 1 multiple choice (core)  may/june 2017       45 minutes  additional materials: multiple choice answer sheet   soft clean eraser   soft pencil (type b or hb is recommended)       read these instructions first   write in soft pencil.  do not use staples, paper clips, glue or correction fluid.  write your name, centre number and candidate number on the answer sheet in the spaces provided unless  this has been done for you.  do not  write in any barcodes.   there are forty  questions on this paper. answer all questions. for each question there are four possible  answers a, b, c and d.   choose the one you consider correct and record your choice in soft pencil  on the separate answer sheet.   read the instructions on the answer sheet very carefully.   each correct answer will score one mark. a ma rk will not be deducted for a wrong answer.  any rough working should be done in this booklet.  a copy of the periodic table is printed on page 16.  electronic calculators may be used.  ",
+            "2": "2  \u00a9 ucles 2017 0620/12/m/j/17  1 four statements about the arrangement of particles are given.    1 particles are packed in a regular arrangement.  2 particles are randomly arranged.  3 particles move over each other.  4 particles vibrate about fixed points.    which statements describe the particles in a solid?  a 1 and 3 b 1 and 4 c 2 and 3 d 2 and 4      2 a student needs to measure four different volumes of a solution accurately. the volumes are  10  cm3, 25  cm3, 50  cm3 and 60  cm3.    the apparatus available includes a 25  cm3 pipette.    which volumes could be measured using this pipette?  a 10  cm3 and 25  cm3  b 25  cm3 and 50  cm3  c 25  cm3 only  d 50  cm3 and 60  cm3      3 impurities change the melting and boiling points of substances.   sodium chloride is added to a sample of pure water.   how does the addition of sodium chloride affect the melting point and boiling point of the water?     melting point boiling point  a increases increases  b increases decreases  c decreases increases  d decreases decreases    ",
+            "3": "3  \u00a9 ucles 2017 0620/12/m/j/17 [turn over  4 the table shows the solubility of four substances, w, x, y and z, in ethanol and in water.    substance solubility in  ethanol solubility in  water  w insoluble insoluble  x insoluble soluble  y soluble insoluble  z soluble soluble    two methods of separation are given.    \u25cf method 1: add the substance to ethanol and then filter  \u25cf method 2: add the substance to water and then filter    which substances can be separated from each other by both method 1 and method 2?  a w and x b x and y c x and z d y and z     5 q and r are elements in the same period of the periodic table.    q has 7 electrons in its outer shell and r has 2 electrons in its outer shell.    which statement about q and r is correct?  a q is a metal and r is a non-metal.  b q and r have different numbers of electron shells.  c r is found to the right of q in the periodic table.  d the proton number of r is less than the proton number of q.      6 which electron arrangement for the outer shell electrons in a covalent compound is correct?    hc la hc lbcd nh hhn h hh       7 which element does not form a stable ion with the same electronic structure as argon?  a aluminium  b chlorine  c phosphorus  d potassium     ",
+            "4": "4  \u00a9 ucles 2017 0620/12/m/j/17  8 graphite and diamond are both forms of the element carbon.    which row shows the number of other carbon atoms that each carbon atom is covalently bonded to in graphite and diamond?     graphite diamond  a 3 3  b 3 4  c 4 3  d 4 4     9 when chlorine reacts with hot concentrated aq ueous sodium hydroxide one of the products  formed is sodium chlorate( v).    the formula of sodium chlorate( v) is nac l o3.    what is the relative formula mass of sodium chlorate( v), nac l o3?  a 52.0 b 74.5 c 106.5 d 223.5    10 concentrated aqueous sodium chloride can be electrolysed.    which statement is correct?  a hydrogen gas is formed at the anode, and chlorine gas is formed at the cathode.  b hydrogen gas is formed at the cathode, and chlorine gas is formed at the anode.  c sodium metal is formed at the anode, and chlorine gas is formed at the cathode.  d sodium metal is formed at the cathode, and chlorine gas is formed at the anode.     11 which statement about fuels is correct?  a heat energy can only be produced by burning fuels.  b hydrogen is used as a fuel although it is difficult to store.  c methane is a good fuel because it produces only water when burned.  d uranium is burned in air to produce energy.    ",
+            "5": "5  \u00a9 ucles 2017 0620/12/m/j/17 [turn over  12 which statements about exothermic and endothermic reactions are correct?    1 during an exothermic reaction, heat is given out.  2 the temperature of an endothermic reaction goes up because heat is taken in.  3 burning methane in the air is an exothermic reaction.    a 1, 2 and 3 b 1 and 2 only c 1 and 3 only d 2 and 3 only    13 a gas is produced when calcium carbonate is heated.    which type of change is this?  a chemical  b exothermic  c physical  d separation      14 x is a white solid which dissolves in water to give a blue solution.    what is x?  a anhydrous cobalt( ii) chloride  b anhydrous copper( ii) sulfate  c hydrated cobalt( ii) chloride  d hydrated copper( ii) sulfate     ",
+            "6": "6  \u00a9 ucles 2017 0620/12/m/j/17  15 a student was investigating the reaction between marble chips and dilute hydrochloric acid.    bung marble chips 25 cm3 of dilute hydrochloric acidgas syringe     which changes slow down the rate of reaction?     temperature  of acid concentration  of acid surface area  of marble chips  a decrease decrease decrease  b decrease decrease increase  c increase decrease decrease  d increase increase increase     16 the reactions shown may occur in the air during a thunder-storm.    n 2  +  o 2  \u2192  2no  2no  +  o 2  \u2192  2no 2  no  +  o 3  \u2192  no 2  +  o 2    which row shows what happens to the reactant molecules in each of these reactions?     n2 no o 3  a oxidised oxidised oxidised  b oxidised oxidised reduced  c reduced reduced oxidised  d reduced reduced reduced     ",
+            "7": "7  \u00a9 ucles 2017 0620/12/m/j/17 [turn over  17 when compound p is added to sodium carbonate, carbon dioxide is produced.    when compound q is added to ammonium chloride, ammonia is produced.    what are p and q?     p q  a a base a base  b a base an acid  c an acid a base  d an acid an acid      18 which oxide is suitable for treating acidic soil?  a calcium oxide  b carbon dioxide  c phosphorus oxide  d silicon( iv) oxide       19 which salt preparation uses a burette and a pipette?  a calcium nitrate from calcium carbonate and nitric acid  b copper( ii) sulfate from copper( ii) hydroxide and sulfuric acid  c potassium chloride from potassium  hydroxide and hydrochloric acid  d zinc chloride from zinc and hydrochloric acid    20 dilute sulfuric acid is added to two separate aqueous solutions, x and y. the observations are  shown.    solution x white precipitate  solution y bubbles of a colourless gas    which row shows the ions present in the solutions?     solution x solution y  a ba2+ co 32\u2013  b ca2+ c l \u2013  c cu2+ co 32\u2013  d fe2+ no 3\u2013     ",
+            "8": "8  \u00a9 ucles 2017 0620/12/m/j/17  21 part of the periodic table is shown.    which element is a metal?    a b c d       22 which element is less reactive than the other members of its group in the periodic table?  a astatine  b caesium  c fluorine  d rubidium     23 an element has the following properties.    \u25cf it forms coloured compounds.  \u25cf it acts as a catalyst.  \u25cf it melts at 1539  \u00b0c.    in which part of the periodic table is the element found?  a group i  b group vii  c group viii  d transition elements     24 why are weather balloons sometimes filled with helium rather than hydrogen?  a helium is found in air.  b helium is less dense than hydrogen.  c helium is more dense than hydrogen.  d helium is unreactive.    ",
+            "9": "9  \u00a9 ucles 2017 0620/12/m/j/17 [turn over  25 element e:    \u2022 forms an alloy  \u2022 has a basic oxide  \u2022 is below hydrogen in the reactivity series.    what is e?  a carbon  b copper  c sulfur  d zinc     26 calcium, copper, iron and magnesium are metals. they can be placed in order of reactivity.    which statement is correct?  a copper reacts with dilute hydrochloric acid to form copper( ii) chloride.  b iron reacts with steam but magnesium does not.  c iron( ii) oxide cannot be reduced by heating strongly with carbon.  d magnesium and calcium both react with hot water.     27 steel is manufactured from the iron produced in a blast furnace.    which statement about the manufacture of iron and steel is not correct?  a in a blast furnace, acidic impurities are removed by adding a basic oxide.  b in a blast furnace, calcium oxide is added to remove basic impurities.  c oxygen is passed into the molten iron from a blast furnace to remove carbon impurities.  d the molten iron from a blast furnace contains traces of other elements such as phosphorus.      28 stainless steel is an alloy of iron and other metals. it is strong and does not rust but it costs much  more than normal steel.    what is not made from stainless steel?  a cutlery  b pipes in a chemical factory  c railway lines  d saucepans    ",
+            "10": "10  \u00a9 ucles 2017 0620/12/m/j/17  29 the diagram shows some uses of water in the home.    1 2 3    for which uses is it important for the water to have been treated?  a 1 only b 2 only c 3 only d 1, 2 and 3     30 which gas in the air is needed for iron to rust?  a argon  b carbon dioxide  c nitrogen  d oxygen    31 a solid fertiliser contains ammonium sulfate.    a sample of the fertiliser is shaken with water.    to show the presence of ammonium ions in the solution, ..1.. is added and the gas  produced is tested with damp ..2.. litmus paper.    which words complete gaps 1 and 2?     1 2  a aqueous sodium hydroxide blue  b aqueous sodium hydroxide red  c dilute hydrochloric acid blue  d dilute hydrochloric acid red     ",
+            "11": "11  \u00a9 ucles 2017 0620/12/m/j/17 [turn over  32 in which process is carbon dioxide not formed?  a burning of natural gas  b fermentation  c heating lime  d respiration      33 statements about methods of manufacture and uses of calcium oxide are shown.    1 it is manufactured by reacting acids with calcium carbonate.  2 it is manufactured by heating calcium carbonate.  3 it is used to desulfurise flue gases.  4 it is used to treat alkaline soil.    which statements are correct?  a 1 and 2 b 1 and 4 c 2 and 3 d 3 and 4    34 the structures of three substances are shown.    h c hh o hh chh chh o hh chh chh chh o h     why do these substances all belong to the same homologous series?  a they are all compounds.  b they are all saturated.  c they all contain oxygen.  d they all contain the same functional group.     ",
+            "12": "12  \u00a9 ucles 2017 0620/12/m/j/17  35 the industrial fractional distillation of petroleum is shown.    kerosene fractionnaphtha fractiongasoline fractionrefinery gas diesel oil fuel oil fraction petroleum lubricating fraction and bitumeny     which process happens at y?  a burning  b condensation  c cracking  d evaporation     36 two reactions are shown.    1 butane \u2192 ethene  2 ethene \u2192 ethanol    which terms describe reactions 1 and 2?     1 2  a cracking addition  b cracking combustion  c distillation addition  d distillation combustion     ",
+            "13": "13  \u00a9 ucles 2017 0620/12/m/j/17  37 ethene is a hydrocarbon.    which row shows the type of bond between the carbon atoms in ethene, and the effect of ethene on aqueous bromine?     type of bond effect of ethene on aqueous bromine  a single bond colour changes from brown to colourless  b single bond colour changes from colourless to brown  c double bond colour changes from brown to colourless  d double bond colour changes from colourless to brown     38 poly(ethene), nylon and terylene  are all polymers.    from which small units are all polymers made?  a alkenes  b monomers  c plastics  d proteins    39 which property is a property of aqueous ethanoic acid?  a it rapidly decolourises aqueous bromine.  b it has a sweet smell.  c it reacts with magnesium ribbon.  d it turns red litmus blue.     40 the diagram shows part of the molecule of a polymer.    hh c hh c hh c hh c hh c hh c hh c hh c hh c     which diagram shows the monomer from which this polymer could be manufactured?    abcd hh hh c hc hh c h hh hc hh c o hh h cc hh hh      ",
+            "14": "14  \u00a9 ucles 2017 0620/12/m/j/17  blank page",
+            "15": "15    permission to reproduce items where third-party owned material pr otected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to trac e 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 ans wer-related information to candidates, all copyright acknowledgements are reproduced onl ine in the cambridge  international examinations copyright acknow ledgements booklet. this is produced for each  series of examinations and is freely a vailable to download at  www.cie.org.uk after the live examination series.    cambridge international examinations is part of the cambridge as sessment group. cambridge assessment is the brand name of unive rsity of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge.    \u00a9 ucles 2017 0620/12/m/j/17  blank page",
+            "16": "16  \u00a9 ucles 2017 0620/12/m/j/17   groupthe periodic table of elements 1 h hydrogen 12 he helium 4ii i iii iv v vi vii viii 3 li lithium 74 be beryllium 9atomic number atomic symbolkey name relative atomic mass 11 na sodium 2312 mg magnesium 24 19 k potassium 3920 ca calcium 40 37 rb rubidium 8538 sr strontium 88 55 cs caesium 13356 ba barium 137 87 fr francium \u201388 ra radium \u20135 b boron 11 13 al aluminium 27 31 ga gallium 70 49 in indium 115 81 tl thallium 2046 c carbon 12 14 si silicon 2832 ge germanium 73 50 sn tin 119 82 pb lead 20722 ti titanium 48 40 zr zirconium 91 72 hf hafnium 178 104 rf rutherfordium \u201323 v vanadium 51 41 nb niobium 93 73 ta tantalum 181 105 db dubnium \u201324 cr chromium 52 42 mo molybdenum 96 74 w tungsten 184 106 sg seaborgium \u201325 mn manganese 55 43 tc technetium \u2013 75 re rhenium 186 107 bh bohrium \u201326 fe iron 56 44 ru ruthenium 101 76 os osmium 190 108 hs hassium \u201327 co cobalt 59 45 rh rhodium 103 77 ir iridium 192 109 mt meitnerium \u201328 ni nickel 59 46 pd palladium 106 78 pt platinum 195 110 ds darmstadtium \u201329 cu copper 64 47 ag silver 108 79 au gold 197 111 rg roentgenium \u201330 zn zinc 65 48 cd cadmium 112 80 hg mercury 201 112 cn copernicium \u2013114 fl flerovium \u2013116 lv livermorium \u20137 n nitrogen 14 15 p phosphorus 3133 as arsenic 75 51 sb antimony 122 83 bi bismuth 2098 o oxygen 16 16 s sulfur 3234 se selenium 79 52 te tellurium 128 84 po polonium \u20139 f fluorine 19 17 cl chlorine 35.5 35 br bromine 80 53 i iodine 127 85 at astatine \u201310 ne neon 20 18 ar argon 4036 kr krypton 84 54 xe xenon 131 86 rn radon \u201321 sc scandium 45 39 y yttrium 89 57\u201371 lanthanoids 89\u2013103 actinoids 57 la lanthanum 139 89 aclanthanoids actinoids the volume of one mole of any gas is 24  dm3 at room temperature and pressure (r.t.p.).actinium \u201358 ce cerium 140 90 th thorium 23259 pr praseodymium 141 91 pa protactinium 23160 nd neodymium 144 92 u uranium 23861 pm promethium \u2013 93 np neptunium \u201362 sm samarium 150 94 pu plutonium \u201363 eu europium 152 95 am americium \u201364 gd gadolinium 157 96 cm curium \u201365 tb terbium 159 97 bk berkelium \u201366 dy dysprosium 163 98 cf californium \u201367 ho holmium 165 99 es einsteinium \u201368 er erbium 167 100 fm fermium \u201369 tm thulium 169 101 md mendelevium \u201370 yb ytterbium 173 102 no nobelium \u201371 lu lutetium 175 103 lr lawrencium \u2013  "
+        },
+        "0620_s17_qp_13.pdf": {
+            "1": "  the syllabus is approved for use in england, wales and northern ir eland as a cambridge international level1/level 2 certificate .  this document consists of 13 printed pages and 3 blank pages.  ib17 06_0620_13/3rp  \u00a9 ucles 2017 [turn over     *9908340552 * cambridge international examinations  cambridge international general certificate of secondary education       chemistry 0620/13     paper 1 multiple choice (core)  may/june 2017       45 minutes  additional materials: multiple choice answer sheet   soft clean eraser   soft pencil (type b or hb is recommended)       read these instructions first   write in soft pencil.  do not use staples, paper clips, glue or correction fluid.  write your name, centre number and candidate number on the answer sheet in the spaces provided unless  this has been done for you.  do not  write in any barcodes.   there are forty  questions on this paper. answer all questions. for each question there are four possible  answers a, b, c and d.   choose the one you consider correct and record your choice in soft pencil  on the separate answer sheet.   read the instructions on the answer sheet very carefully.   each correct answer will score one mark. a ma rk will not be deducted for a wrong answer.  any rough working should be done in this booklet.  a copy of the periodic table is printed on page 16.  electronic calculators may be used.  ",
+            "2": "2  \u00a9 ucles 2017 0620/13/m/j/17  1 diagrams r, s and t represent the three states of matter.    t s r    which change occurs during freezing?  a r \u2192 s b s \u2192 t c t \u2192 r d t \u2192 s     2 a student needs to measure 22  cm3 of water at 40  \u00b0c.    which apparatus is required?  a beaker and stopwatch  b beaker and thermometer  c measuring cylinder and stopwatch  d measuring cylinder and thermometer      3 a compound, x, has a melting point of 71  \u00b0c and a boiling point of 375  \u00b0c.    which statement about x is correct?  a it is a liquid at 52  \u00b0c and a gas at 175  \u00b0c.  b it is a liquid at 69  \u00b0c and a gas at 380  \u00b0c.  c it is a liquid at 75  \u00b0c and a gas at 350  \u00b0c.  d it is a liquid at 80  \u00b0c and a gas at 400  \u00b0c.    4 which method is used to obtain a concentrated solution of ethanol from a dilute solution of  ethanol dissolved in water?    a crystallisation  b distillation  c filtration  d paper chromatography     ",
+            "3": "3  \u00a9 ucles 2017 0620/13/m/j/17 [turn over  5 which definition of isotopes is correct?  a atoms of the same element that have the same number of electrons and nucleons  b atoms of the same element that have the same number of neutrons and protons  c atoms of the same element that have the same number of protons but a different number of  electrons  d atoms of the same element that have the same number of protons but a different number of  nucleons     6 which statement about a molecule of ammonia, nh 3, is correct?  a each hydrogen atom donates a pair of electrons to a nitrogen atom.  b there are double covalent bonds between the nitrogen atom and the hydrogen atoms.  c there are single covalent bonds between its hydrogen atoms.  d there are three shared pairs of electrons in the molecule.    7 the electronic structures of atoms q and r are shown.    q r     q and r form an ionic compound.    what is the formula of the compound?  a qr 7 b q 2r4 c qr d q 7r      8 which substance is a macromolecule?  a ammonia  b carbon dioxide  c diamond  d water      9 what is the relative formula mass of aluminium oxide, a l 2o3?  a 43 b 70 c 102 d 113     ",
+            "4": "4  \u00a9 ucles 2017 0620/13/m/j/17  10 which products are initially obtained at each electrode during the electrolysis of concentrated  aqueous sodium chloride?     cathode anode  a hydrogen chlorine  b hydrogen oxygen  c sodium chlorine  d sodium oxygen     11 heat energy is produced when hydrocarbons burn in air.    which equations represent this statement?    1 c 2h5oh  +  3o 2  \u2192  2co 2  +  3h 2o  2 c 2h4  +  3o 2  \u2192  2co 2  +  2h 2o  3 ch 4  +  2o 2  \u2192  co 2  +  2h 2o    a 1, 2 and 3 b 1 and 2 only c 1 and 3 only d 2 and 3 only     12 which statements about exothermic and endothermic reactions are correct?    1 during an exothermic reaction, heat is given out.  2 the temperature of an endothermic reaction goes up because heat is taken in. 3 burning methane in the air is an exothermic reaction.    a 1, 2 and 3 b 1 and 2 only c 1 and 3 only d 2 and 3 only    13 which changes are physical changes?    1 melting ice to form water  2 burning hydrogen to form water 3 adding sodium to water 4 boiling water to form steam    a 1 and 2 b 1 and 4 c 2 and 3 d 3 and 4    ",
+            "5": "5  \u00a9 ucles 2017 0620/13/m/j/17 [turn over  14 which colour change is seen when hydrated cobalt( ii) chloride is heated so that it becomes  anhydrous cobalt( ii) chloride?  a blue to pink  b blue to white  c pink to blue  d white to blue     15 a student was investigating the reaction between marble chips and dilute hydrochloric acid.    bung marble chips 25 cm3 of dilute hydrochloric acidgas syringe     which changes slow down the rate of reaction?     temperature  of acid concentration  of acid surface area  of marble chips  a decrease decrease decrease  b decrease decrease increase  c increase decrease decrease  d increase increase increase     ",
+            "6": "6  \u00a9 ucles 2017 0620/13/m/j/17  16 the reactions shown may occur in the air during a thunder-storm.    n2  +  o 2  \u2192  2no  2no  +  o 2  \u2192  2no 2  no  +  o 3  \u2192  no 2  +  o 2    which row shows what happens to the reactant molecules in each of these reactions?     n2 no o 3  a oxidised oxidised oxidised  b oxidised oxidised reduced  c reduced reduced oxidised  d reduced reduced reduced     17 three separate experiments are carried out on a solution of substance x.    1 a gas is produced when x is heated with ammonium chloride.  2 methyl orange is yellow when added to x.  3 there is no reaction between x and sodium carbonate.    which type of substance is x?  a acid  b base  c indicator  d salt     18 farmers spread slaked lime (calcium hydroxide) on  their fields to neutralise soils that are too  acidic for crops to grow well.    which ion in slaked lime neutralises the acid in the soil?  a ca 2+ b h+ c o2\u2013 d oh\u2013      19 which salt preparation uses a burette and a pipette?  a calcium nitrate from calcium carbonate and nitric acid  b copper( ii) sulfate from copper( ii) hydroxide and sulfuric acid  c potassium chloride from potassium  hydroxide and hydrochloric acid  d zinc chloride from zinc and hydrochloric acid    ",
+            "7": "7  \u00a9 ucles 2017 0620/13/m/j/17 [turn over  20 aqueous sodium hydroxide reacts with an aqueous solution of compound y to give a green  precipitate.    aqueous ammonia also reacts with an aqueous solution of compound y to give a green  precipitate.    in each case the precipitate is insoluble when an excess of reagent is added.    which ion is present in y?  a chromium( iii)  b copper( ii)  c iron( ii)  d iron( iii)      21 period 3 of the periodic table is shown.    na mg al si p s cl ar    what increases from left to right across period 3?  a density  b melting point  c non-metallic character  d the number of electron shells      22 which element is less reactive than the other members of its group in the periodic table?  a astatine  b caesium  c fluorine  d rubidium     ",
+            "8": "8  \u00a9 ucles 2017 0620/13/m/j/17  23 an element has the following properties.    \u25cf it forms coloured compounds.  \u25cf it acts as a catalyst.  \u25cf it melts at 1539  \u00b0c.    in which part of the periodic table is the element found?  a group i  b group vii  c group viii  d transition elements     24 why are weather balloons sometimes filled with helium rather than hydrogen?  a helium is found in air.  b helium is less dense than hydrogen.  c helium is more dense than hydrogen.  d helium is unreactive.    25 element e:    \u2022 forms an alloy  \u2022 has a basic oxide  \u2022 is below hydrogen in the reactivity series.    what is e?  a carbon  b copper  c sulfur  d zinc     ",
+            "9": "9  \u00a9 ucles 2017 0620/13/m/j/17 [turn over  26 which row shows how the metal reacts?     metal reacts with  dilute acid reacts rapidly with  cold water reacts with  steam  a calcium \u001a \u0016 \u0016  b copper \u0016 \u001a \u001a  c magnesium \u0016 \u001a \u0016  d zinc \u0016 \u001a \u001a      27 which statement about the extraction of iron from hematite is correct?  a air is blown into the blast furnace to oxidise the molten iron.  b carbon dioxide is reduced by coke to carbon monoxide.  c hematite is oxidised by carbon to molten iron.  d the slag produced is denser than molten iron.    28 stainless steel is an alloy of iron and other metals. it is strong and does not rust but it costs much  more than normal steel.    what is not made from stainless steel?  a cutlery  b pipes in a chemical factory  c railway lines  d saucepans      29 the diagram shows some uses of water in the home.    1 2 3    for which uses is it important for the water to have been treated?  a 1 only b 2 only c 3 only d 1, 2 and 3    ",
+            "10": "10  \u00a9 ucles 2017 0620/13/m/j/17  30 which pollutant gas cannot  be produced by the combustion of fossil fuels (coal, petroleum and  natural gas)?  a carbon monoxide  b methane  c nitrogen dioxide  d sulfur dioxide     31 a farmer wrongly adds two substances to the soil at the same time.    they react together to form a gas which turns damp red litmus blue.    what are the two substances?  a a basic oxide and a potassium salt  b a basic oxide and an ammonium salt  c an acidic oxide and a potassium salt  d an acidic oxide and an ammonium salt    32 in which process is carbon dioxide not formed?  a burning of natural gas  b fermentation  c heating lime  d respiration     33 two equations are shown.    reaction 1 caco 3  \u2192  cao  +  co 2  reaction 2 cao  +  h 2o  \u2192  ca(oh) 2    which terms describe reactions 1 and 2?     reaction 1 reaction 2  a reduction hydration  b reduction hydrolysis  c thermal decomposition hydration  d thermal decomposition hydrolysis     ",
+            "11": "11  \u00a9 ucles 2017 0620/13/m/j/17 [turn over  34 the structures of three substances are shown.    h c hh o hh chh chh o hh chh chh chh o h     why do these substances all belong to the same homologous series?  a they are all compounds.  b they are all saturated.  c they all contain oxygen.  d they all contain the same functional group.    35 fuel oil, gasoline, kerosene and naphtha are four fractions obtained from the fractional distillation  of petroleum.    what is the order of the boiling points of these fractions?     highest boiling point \u2192 lowest boiling point  a fuel oil \u2192 kerosene \u2192 gasoline \u2192 naphtha  b fuel oil \u2192 kerosene \u2192 naphtha \u2192 gasoline  c gasoline \u2192 naphtha \u2192 kerosene \u2192 fuel oil  d naphtha \u2192 gasoline \u2192 kerosene \u2192 fuel oil      36 which process produces alkenes from alkanes?  a combustion  b cracking  c fermentation  d polymerisation     ",
+            "12": "12  \u00a9 ucles 2017 0620/13/m/j/17  37 poly(ethene) is made from ethene.    ethene is ..1.. hydrocarbon because it contains a carbon to carbon ..2.. bond.    the general name given to small molecules that undergo polymerisation is ..3.. .    which words complete gaps 1, 2 and 3?     1 2 3  a an unsaturated double monomers  b an unsaturated single alkenes  c a saturated double alkenes  d a saturated single monomers      38 which reaction is used to manufacture ethanol?  a reacting ethane with oxygen in the presence of a catalyst  b reacting ethane with steam in the presence of a catalyst  c reacting ethene with steam in the presence of a catalyst  d reacting glucose with steam in the presence of a catalyst      39 which statement about aqueous ethanoic acid is not correct?  a it effervesces with sodium carbonate.  b it neutralises aqueous sodium hydroxide.  c it turns blue litmus from blue to red.  d it turns methyl orange from orange to yellow.      40 the diagram shows part of the molecule of a polymer.    hh c hh c hh c hh c hh c hh c hh c hh c hh c     which diagram shows the monomer from which this polymer could be manufactured?    abcd hh hh c hc hh c h hh hc hh c o hh h cc hh hh    ",
+            "13": "13  \u00a9 ucles 2017 0620/13/m/j/17  blank page",
+            "14": "14  \u00a9 ucles 2017 0620/13/m/j/17  blank page",
+            "15": "15    permission to reproduce items where third-party owned material pr otected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to trac e 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 ans wer-related information to candidates, all copyright acknowledgements are reproduced onl ine in the cambridge  international examinations copyright acknow ledgements booklet. this is produced for each  series of examinations and is freely a vailable to download at  www.cie.org.uk after the live examination series.    cambridge international examinations is part of the cambridge as sessment group. cambridge assessment is the brand name of unive rsity of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge.    \u00a9 ucles 2017 0620/13/m/j/17  blank page",
+            "16": "16  \u00a9 ucles 2017 0620/13/m/j/17   groupthe periodic table of elements 1 h hydrogen 12 he helium 4ii i iii iv v vi vii viii 3 li lithium 74 be beryllium 9atomic number atomic symbolkey name relative atomic mass 11 na sodium 2312 mg magnesium 24 19 k potassium 3920 ca calcium 40 37 rb rubidium 8538 sr strontium 88 55 cs caesium 13356 ba barium 137 87 fr francium \u201388 ra radium \u20135 b boron 11 13 al aluminium 27 31 ga gallium 70 49 in indium 115 81 tl thallium 2046 c carbon 12 14 si silicon 2832 ge germanium 73 50 sn tin 119 82 pb lead 20722 ti titanium 48 40 zr zirconium 91 72 hf hafnium 178 104 rf rutherfordium \u201323 v vanadium 51 41 nb niobium 93 73 ta tantalum 181 105 db dubnium \u201324 cr chromium 52 42 mo molybdenum 96 74 w tungsten 184 106 sg seaborgium \u201325 mn manganese 55 43 tc technetium \u2013 75 re rhenium 186 107 bh bohrium \u201326 fe iron 56 44 ru ruthenium 101 76 os osmium 190 108 hs hassium \u201327 co cobalt 59 45 rh rhodium 103 77 ir iridium 192 109 mt meitnerium \u201328 ni nickel 59 46 pd palladium 106 78 pt platinum 195 110 ds darmstadtium \u201329 cu copper 64 47 ag silver 108 79 au gold 197 111 rg roentgenium \u201330 zn zinc 65 48 cd cadmium 112 80 hg mercury 201 112 cn copernicium \u2013114 fl flerovium \u2013116 lv livermorium \u20137 n nitrogen 14 15 p phosphorus 3133 as arsenic 75 51 sb antimony 122 83 bi bismuth 2098 o oxygen 16 16 s sulfur 3234 se selenium 79 52 te tellurium 128 84 po polonium \u20139 f fluorine 19 17 cl chlorine 35.5 35 br bromine 80 53 i iodine 127 85 at astatine \u201310 ne neon 20 18 ar argon 4036 kr krypton 84 54 xe xenon 131 86 rn radon \u201321 sc scandium 45 39 y yttrium 89 57\u201371 lanthanoids 89\u2013103 actinoids 57 la lanthanum 139 89 aclanthanoids actinoids the volume of one mole of any gas is 24  dm3 at room temperature and pressure (r.t.p.).actinium \u201358 ce cerium 140 90 th thorium 23259 pr praseodymium 141 91 pa protactinium 23160 nd neodymium 144 92 u uranium 23861 pm promethium \u2013 93 np neptunium \u201362 sm samarium 150 94 pu plutonium \u201363 eu europium 152 95 am americium \u201364 gd gadolinium 157 96 cm curium \u201365 tb terbium 159 97 bk berkelium \u201366 dy dysprosium 163 98 cf californium \u201367 ho holmium 165 99 es einsteinium \u201368 er erbium 167 100 fm fermium \u201369 tm thulium 169 101 md mendelevium \u201370 yb ytterbium 173 102 no nobelium \u201371 lu lutetium 175 103 lr lawrencium \u2013  "
+        },
+        "0620_s17_qp_21.pdf": {
+            "1": "  the syllabus is approved for use in england, wales and northern ir eland as a cambridge international level 1/level 2 certificat e.  this document consists of 16 printed pages.  ib17 o6_0620_21_vi_lil/fp  \u00a9 ucles 2017 [turn over     *8889844006* cambridge international examinations  cambridge international general certificate of secondary education       chemistry 0620/21     paper 2 multiple choice (extended)  may/june 2017       45 minutes  additional materials: multiple choice answer sheet   soft clean eraser   soft pencil (type b or hb is recommended)       read these instructions first   write in soft pencil.  do not use staples, paper clips, glue or correction fluid.  write your name, centre number and candidate number on the answer sheet in the spaces provided unless  this has been done for you.  do not  write in any barcodes.   there are forty  questions on this paper. answer all questions. for each question there are four possible  answers a, b, c and d.   choose the one you consider correct and record your choice in soft pencil  on the separate answer sheet.   read the instructions on the answer sheet very carefully.   each correct answer will score one mark. a ma rk will not be deducted for a wrong answer.  any rough working should be done in this booklet.  a copy of the periodic table is printed on page 16.  electronic calculators may be used.  ",
+            "2": "2  \u00a9 ucles 2017 0620/21/m/j/17  1 small crystals of purple kmno 4 (mr = 158) and orange k 2cr2o7 (mr = 294) were placed at the  centres of separate petri dishes filled with agar jelly. they were left to stand under the same  physical conditions.    after some time, the colour of each substance had spread out as shown.    dish 1 kmno4dish 2 k2cr2o7    the lengths of the arrows indicate the relative distances travelled by particles of each substance.    which statement is correct?  a diffusion is faster in dish 1 because the mass of the particles is greater.  b diffusion is faster in dish 2 because the mass of the particles is greater.  c diffusion is slower in dish 1 because the mass of the particles is smaller.  d diffusion is slower in dish 2 because the mass of the particles is greater.      2 pure water has a boiling point of 100  \u00b0c and a freezing point of 0  \u00b0c.    what is the boiling point and freezing point of a sample of aqueous sodium chloride?     boiling point  / \u00b0c freezing point  / \u00b0c  a 98 \u20132  b 98 2  c 102 \u20132  d 102 2     ",
+            "3": "3  \u00a9 ucles 2017 0620/21/m/j/17 [turn over  3 a chromatogram obtained from the chromatography of four substances is shown.    which substance has an rf value of 0.6?    solvent front baseline a b c d5.5 cm 5.2 cm5.8 cm6.3 cm10.5  cm      4 sodium reacts with chlorine to form sodium chloride.    which statements describe what happens to the sodium atoms in this reaction?    1 sodium atoms form positive ions.  2 sodium atoms form negative ions. 3 sodium atoms gain electrons.  4 sodium atoms lose electrons.    a 1 and 3 b 1 and 4 c 2 and 3 d 2 and 4     5 diamond is extremely hard and does not conduct electricity.    which statement explains these properties?  a it has a lattice of positive carbon ions in a \u2018sea of electrons\u2019.  b it has delocalised electrons and each carbon atom forms three covalent bonds with other  carbon atoms.  c it has no delocalised electrons and each carbon atom forms four covalent bonds with other  carbon atoms.  d it has strong ionic bonds between each carbon atom.      6 which statement about metals is not correct?  a metals are malleable because the metal ions can slide over one another.  b metals conduct electricity because electrons can move through the lattice.  c metals consist of a giant lattice of metal ions in a \u2018sea of electrons\u2019.  d metals have high melting points because of the strong attraction between the metal ions.   ",
+            "4": "4  \u00a9 ucles 2017 0620/21/m/j/17  7 aluminium reacts with fluorine.    xal (s)  +  y f2(g)  \u2192  zal f3(s)    which values of x, y and z balance the equation?     x y z  a 1 2 1  b 2 3 2  c 3 2 3  d 4 3 4     8 carbon monoxide burns in oxygen to produce carbon dioxide.    2co(g)  +  o 2(g)  \u2192  2co 2(g)    which mass of carbon dioxide is produced from 14  g of carbon monoxide?  a 22  g b 28  g c 44  g d 88  g      9 which statement about electrolysis is correct?  a electrons move through the electrolyte from the cathode to the anode.  b electrons move towards the cathode in the external circuit.  c negative ions move towards the anode in the external circuit.  d positive ions move through the electrolyte towards the anode during electrolysis.     ",
+            "5": "5  \u00a9 ucles 2017 0620/21/m/j/17 [turn over  10 the reactivity series for a number of different metals is shown.    most reactive  least reactive  magnesium zinc iron copper silver platinum    the diagram shows different metal strips dipped into an electrolyte.    v metal strip metal strip electrolyte    which pair of metals produces the highest voltage?  a copper and magnesium  b magnesium and platinum  c magnesium and zinc  d silver and platinum    11 some properties of four fuels are shown in the table.    which fuel is a gas at room temperature and makes two products when it burns in a plentiful  supply of air?     fuel formula melting point  /  \u00b0c boiling point  / \u00b0c  a hydrogen h 2 \u2013259 \u2013253  b methane ch 4 \u2013182 \u2013164  c octane c 8h18 \u201357 126  d wax c 31h64 60 400     ",
+            "6": "6  \u00a9 ucles 2017 0620/21/m/j/17  12 which statements about exothermic and endothermic reactions are correct?    1 during an exothermic reaction, heat is given out.  2 the temperature of an endothermic reaction goes up because heat is taken in.  3 burning methane in the air is an exothermic reaction.    a 1, 2 and 3 b 1 and 2 only c 1 and 3 only d 2 and 3 only    13 chlorine reacts with ethane to produce chloroethane and hydrogen chloride.    ch hhh c hc lcl cl cl ++ h ch hhh c hh     the reaction is exothermic.    the bond energies are shown in the table.    bond bond energy  in kj  / mol  c\u2013c l +340  c\u2013c +350  c\u2013h +410  cl \u2013c l +240  h\u2013c l +430    what is the energy change for the reaction?  a \u20131420  kj / mol  b \u2013120  kj / mol  c +120  kj / mol  d +1420  kj / mol    ",
+            "7": "7  \u00a9 ucles 2017 0620/21/m/j/17 [turn over  14 when sulfur is heated it undergoes a ..1.. change as it melts.    further heating causes the sulfur to undergo a ..2.. change and form sulfur dioxide.    which words complete gaps 1 and 2?     1 2  a chemical chemical  b chemical physical  c physical chemical  d physical physical     15 a student was investigating the reaction between marble chips and dilute hydrochloric acid.    bung marble chips 25 cm3 of dilute hydrochloric acidgas syringe     which changes slow down the rate of reaction?     temperature  of acid concentration  of acid surface area  of marble chips  a decrease decrease decrease  b decrease decrease increase  c increase decrease decrease  d increase increase increase     ",
+            "8": "8  \u00a9 ucles 2017 0620/21/m/j/17  16 nitrogen, hydrogen and ammonia gases are placed inside a container. the container is then  sealed. after some time, an equilibrium forms.    n2(g)  +  3h 2(g)    2nh 3(g)    which statement describes the equilibrium in this container?  a the amount of ammonia remains constant from the moment the container is sealed.  b the amounts of ammonia, nitrogen and hydrogen in the container are always equal.  c the rate of formation of ammonia is equal to the rate of decomposition of ammonia.  d the rate of formation of ammonia is faster than the rate of decomposition of ammonia.      17 an example of a redox reaction is shown.    zn  +  cu2+  \u2192  zn2+  +  cu    which statement about the reaction is correct?  a zn is the oxidising agent and it oxidises cu2+.  b zn is the oxidising agent and it reduces cu2+.  c zn is the reducing agent and it oxidises cu2+.  d zn is the reducing agent and it reduces cu2+.     18 zinc oxide is amphoteric.    which row describes the reactions of zinc oxide?     reaction with  hydrochloric acid reaction with  aqueous  sodium hydroxide   a \u0016 \u0016 key  b \u0016 \u001a \u0016= reaction occurs  c \u001a \u0016 \u001a= reaction does not occur  d \u001a \u001a      ",
+            "9": "9  \u00a9 ucles 2017 0620/21/m/j/17 [turn over  19 which row shows how the hydrogen ion concentratio n and ph of ethanoic acid compare to those  of hydrochloric acid of the same concentration?     ethanoic acid compared to  hydrochloric acid   hydrogen ion  concentration ph  a higher higher  b higher lower  c lower higher  d lower lower     20 a pure sample of the insoluble salt barium carbonate can be made using the method given.    step 1 dissolve barium chloride in water.  step 2 separately dissolve sodium carbonate in water. step 3 mix the two solutions together. step 4 filter the mixture.  step 5   step 6 dry the residue between two sheets of filter paper.    which instruction is missing from step 5?  a heat the residue to dryness.  b heat the residue to the point of crystallisation.  c place the filtrate in an evaporating basin.  d wash the residue with water.     21 substance x reacts with warm dilute hydroc hloric acid to produce a gas which decolourises  acidified aqueous potassium manganate( vii).    substance x gives a yellow flame in a flame test.    what is x?  a potassium chloride  b potassium sulfite  c sodium chloride  d sodium sulfite     ",
+            "10": "10  \u00a9 ucles 2017 0620/21/m/j/17  22 which element is less reactive than the other members of its group in the periodic table?  a astatine  b caesium  c fluorine  d rubidium      23 the elements in  group iv of the periodic table are shown.    carbon  silicon  germanium  tin  lead  flerovium    what does not occur in group iv as it is descended?  a the proton number of the elements increases.  b the elements become more metallic.  c the elements have more electrons in their outer shells.  d the elements have more electron shells.     24 why are weather balloons sometimes filled with helium rather than hydrogen?  a helium is found in air.  b helium is less dense than hydrogen.  c helium is more dense than hydrogen.  d helium is unreactive.    ",
+            "11": "11  \u00a9 ucles 2017 0620/21/m/j/17 [turn over  25 metal x is added to a colourless aqueous solution of the sulfate of metal y.    a coloured solution is formed and metal y is deposited at the bottom of the beaker.    which row describes elements x and y and their relative reactivity?     type of element relative reactivity  a x is a transition element x is more reactive than y  b x is a transition element y is more reactive than x  c y is a transition element x is more reactive than y  d y is a transition element y is more reactive than x     26 element e:    \u2022 forms an alloy  \u2022 has a basic oxide  \u2022 is below hydrogen in the reactivity series.    what is e?  a carbon  b copper  c sulfur  d zinc    27 zinc metal is extracted from its ore zinc blende in a similar method to that used to extract iron  from hematite.    in which way is zinc extraction different from iron extraction?  a carbon and carbon monoxide are the main reducing agents.  b hot air at the base of the furnace reacts with coke to keep the furnace hot.  c the metal is removed as a vapour at the top of the furnace.  d the metal oxide is added into the top of the furnace.     ",
+            "12": "12  \u00a9 ucles 2017 0620/21/m/j/17  28 stainless steel is an alloy of iron and other metals. it is strong and does not rust but it costs much  more than normal steel.    what is not made from stainless steel?  a cutlery  b pipes in a chemical factory  c railway lines  d saucepans    29 the diagram shows some uses of water in the home.    1 2 3    for which uses is it important for the water to have been treated?  a 1 only b 2 only c 3 only d 1, 2 and 3     30 oxides of nitrogen are found in polluted air.    which statement about oxides of nitrogen is correct?  a oxides of nitrogen are formed by the reaction of nitrogen with oxygen during the fractional  distillation of liquid air.  b oxides of nitrogen are formed in a car engine by the reaction of petrol with nitrogen from the  air.  c oxides of nitrogen are removed from exhaust gases by reaction with carbon dioxide in a  catalytic converter.  d oxides of nitrogen are removed from exhaus t gases by reduction in a catalytic converter.     ",
+            "13": "13  \u00a9 ucles 2017 0620/21/m/j/17 [turn over  31 photosynthesis and respiration are important natural processes.  which statement is correct?  a carbon dioxide is formed by the reaction of glucose with water during photosynthesis.  b carbon dioxide is removed from the air by respiration.  c glucose reacts with water to form oxygen during respiration.  d photosynthesis produces glucose and oxygen.     32 which row gives the conditions for the haber process?     temperature  / \u00b0c pressure  / atm catalyst  a 200 2 v 2o5  b 200 450 fe  c 450 200 fe  d 500 250 v 2o5      33 which statement about sulfuric acid is correct?  a it is made by the haber process.  b it is made in the atmosphere by the action of lightning.  c it reacts with ammonia to produce a fertiliser.  d it reacts with copper metal to produce hydrogen gas.    34 which statement is not correct?  a converting limestone into lime is a thermal decomposition reaction.   b flue gas desulfurisation is a neutralisation reaction.  c in the extraction of iron, calcium carbonate is converted into calcium oxide.   d slaked lime is added to soil as a fertiliser.    ",
+            "14": "14  \u00a9 ucles 2017 0620/21/m/j/17  35 which fraction of petroleum is not matched to its correct use?     fraction use  a bitumen making roads  b gasoline fuel for cars  c kerosene fuel for ships  d naphtha chemical industry      36 the diagram shows the structures of two organic molecules.    hch hch ho h hch hch hcoh hch hh     which statement about these molecules is not correct?  a they are both alcohols.  b they both produce carbon dioxide and water when they burn in oxygen.  c they contain different functional groups.  d they have the same general formula.     37 the diagram shows part of the molecule of a polymer.    hh c hh c hh c hh c hh c hh c hh c hh c hh c     which diagram shows the monomer from which this polymer could be manufactured?    abcd hh hh c hc hh c h hh hc hh c o hh h cc hh hh      ",
+            "15": "15    permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to trac e 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 ans wer-related information to candidates, all copyright acknowledgements are reproduced onl ine in the cambridge  international examinations copyright acknow ledgements booklet. this is produced for each  series of examinations and is freely a vailable to download at  www.cie.org.uk after the live examination series.    cambridge international examinations is part of the cambridge as sessment group. cambridge assessment is the brand name of unive rsity of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge.    \u00a9 ucles 2017 0620/21/m/j/17  38 ethanol is manufactured by fermentation or by the catalytic addition of steam to ethene.    which statement is correct?  a fermentation uses a higher temperature than the catalytic addition of steam to ethene.  b fermentation uses a non-renewable resource.  c the catalytic addition of steam to ethene produces purer ethanol than fermentation.  d the catalytic addition of steam to ethene uses a biological catalyst.    39 the structure of an ester is shown.    h c h hhch c hhhc oo     which row is correct?     name of ester names of the carboxylic acid and  the alcohol used to form the ester  a methyl propanoate methanoic acid and propanol  b methyl propanoate methanol and propanoic acid  c propyl methanoate methanoic acid and propanol  d propyl methanoate methanol and propanoic acid     40 keratin is a protein that is found in human hair.     keratin is chemically broken down to produce amino acids.    what is the name of this chemical process?  a catalysis  b hydration  c hydrolysis  d polymerisation    ",
+            "16": "16  \u00a9 ucles 2017 0620/21/m/j/17   groupthe periodic table of elements 1 h hydrogen 12 he helium 4ii i iii iv v vi vii viii 3 li lithium 74 be beryllium 9atomic number atomic symbolkey name relative atomic mass 11 na sodium 2312 mg magnesium 24 19 k potassium 3920 ca calcium 40 37 rb rubidium 8538 sr strontium 88 55 cs caesium 13356 ba barium 137 87 fr francium \u201388 ra radium \u20135 b boron 11 13 al aluminium 27 31 ga gallium 70 49 in indium 115 81 tl thallium 2046 c carbon 12 14 si silicon 2832 ge germanium 73 50 sn tin 119 82 pb lead 20722 ti titanium 48 40 zr zirconium 91 72 hf hafnium 178 104 rf rutherfordium \u201323 v vanadium 51 41 nb niobium 93 73 ta tantalum 181 105 db dubnium \u201324 cr chromium 52 42 mo molybdenum 96 74 w tungsten 184 106 sg seaborgium \u201325 mn manganese 55 43 tc technetium \u2013 75 re rhenium 186 107 bh bohrium \u201326 fe iron 56 44 ru ruthenium 101 76 os osmium 190 108 hs hassium \u201327 co cobalt 59 45 rh rhodium 103 77 ir iridium 192 109 mt meitnerium \u201328 ni nickel 59 46 pd palladium 106 78 pt platinum 195 110 ds darmstadtium \u201329 cu copper 64 47 ag silver 108 79 au gold 197 111 rg roentgenium \u201330 zn zinc 65 48 cd cadmium 112 80 hg mercury 201 112 cn copernicium \u2013114 fl flerovium \u2013116 lv livermorium \u20137 n nitrogen 14 15 p phosphorus 3133 as arsenic 75 51 sb antimony 122 83 bi bismuth 2098 o oxygen 16 16 s sulfur 3234 se selenium 79 52 te tellurium 128 84 po polonium \u20139 f fluorine 19 17 cl chlorine 35.5 35 br bromine 80 53 i iodine 127 85 at astatine \u201310 ne neon 20 18 ar argon 4036 kr krypton 84 54 xe xenon 131 86 rn radon \u201321 sc scandium 45 39 y yttrium 89 57\u201371 lanthanoids 89\u2013103 actinoids 57 la lanthanum 139 89 aclanthanoids actinoids the volume of one mole of any gas is 24  dm3 at room temperature and pressure (r.t.p.).actinium \u201358 ce cerium 140 90 th thorium 23259 pr praseodymium 141 91 pa protactinium 23160 nd neodymium 144 92 u uranium 23861 pm promethium \u2013 93 np neptunium \u201362 sm samarium 150 94 pu plutonium \u201363 eu europium 152 95 am americium \u201364 gd gadolinium 157 96 cm curium \u201365 tb terbium 159 97 bk berkelium \u201366 dy dysprosium 163 98 cf californium \u201367 ho holmium 165 99 es einsteinium \u201368 er erbium 167 100 fm fermium \u201369 tm thulium 169 101 md mendelevium \u201370 yb ytterbium 173 102 no nobelium \u201371 lu lutetium 175 103 lr lawrencium \u2013  "
+        },
+        "0620_s17_qp_22.pdf": {
+            "1": "  the syllabus is approved for use in england, wales and northern ir eland as a cambridge international level 1/level 2 certificat e.  this document consists of 15 printed pages and 1 blank page.  ib17 06_0620_22/2rp  \u00a9 ucles 2017 [turn over     *6632393932* cambridge international examinations  cambridge international general certificate of secondary education       chemistry 0620/22     paper 2 multiple choice (extended)  may/june 2017       45 minutes  additional materials: multiple choice answer sheet   soft clean eraser   soft pencil (type b or hb is recommended)       read these instructions first   write in soft pencil.  do not use staples, paper clips, glue or correction fluid.  write your name, centre number and candidate number on the answer sheet in the spaces provided unless  this has been done for you.  do not  write in any barcodes.   there are forty  questions on this paper. answer all questions. for each question there are four possible  answers a, b, c and d.   choose the one you consider correct and record your choice in soft pencil  on the separate answer sheet.   read the instructions on the answer sheet very carefully.   each correct answer will score one mark. a ma rk will not be deducted for a wrong answer.  any rough working should be done in this booklet.  a copy of the periodic table is printed on page 16.  electronic calculators may be used.  ",
+            "2": "2  \u00a9 ucles 2017 0620/22/m/j/17  1 small crystals of purple kmno 4 (mr = 158) and orange k 2cr2o7 (mr = 294) were placed at the  centres of separate petri dishes filled with agar jelly. they were left to stand under the same  physical conditions.    after some time, the colour of each substance had spread out as shown.    dish 1 kmno4dish 2 k2cr2o7    the lengths of the arrows indicate the relative distances travelled by particles of each substance.    which statement is correct?  a diffusion is faster in dish 1 because the mass of the particles is greater.  b diffusion is faster in dish 2 because the mass of the particles is greater.  c diffusion is slower in dish 1 because the mass of the particles is smaller.  d diffusion is slower in dish 2 because the mass of the particles is greater.      2 impurities change the melting and boiling points of substances.   sodium chloride is added to a sample of pure water.   how does the addition of sodium chloride affect the melting point and boiling point of the water?     melting point boiling point  a increases increases  b increases decreases  c decreases increases  d decreases decreases    ",
+            "3": "3  \u00a9 ucles 2017 0620/22/m/j/17 [turn over  3 the diagram shows a chromatogram of four substances.    which substance has an rf value of approximately 0.32?    a b c dsolvent front baseline4 cm6 cm12 cm14 cm19 cm 0 cm      4 which element does not form a stable ion with the same electronic structure as argon?  a aluminium  b chlorine  c phosphorus  d potassium     5 graphite and diamond are both forms of the element carbon.    which row shows the number of other carbon atoms that each carbon atom is covalently bonded  to in graphite and diamond?     graphite diamond  a 3 3  b 3 4  c 4 3  d 4 4    ",
+            "4": "4  \u00a9 ucles 2017 0620/22/m/j/17  6 which statement describes metallic bonding?  a the attraction between a lattice of negative ions and delocalised protons.  b the attraction between a lattice of positive ions and delocalised electrons.  c the attraction between delocalised protons and electrons.  d the attraction between oppositely charged ions.      7 which equations are balanced?    1 fe 2o3  +  3co  \u2192  2fe  +  3co 2  2 znco 3  +  2hc l  \u2192  znc l 2  +  co 2  +  2h 2o  3 mg(no 3)2  +  naoh  \u2192  mg(oh) 2  +  2nano 3  4 caco 3  +  h 2so 4  \u2192  caso 4  +  h 2o  +  co 2    a 1 and 2 b 1 and 4 c 2 and 3 d 3 and 4    8 calcium carbide, cac 2, reacts with water to form ethyne, c 2h2, and calcium hydroxide.    the equation for the reaction is shown.    cac 2(s)  +  2h 2o(l)  \u2192  c2h2(g)  +  ca(oh) 2(s)    which volume of ethyne is produced when 6  g of water react completely with calcium carbide?  a 4 dm3 b 8 dm3 c 36  dm3 d 72  dm3      9 which statement about electrolysis is correct?  a electrons move through the electrolyte from the cathode to the anode.  b electrons move towards the cathode in the external circuit.  c negative ions move towards the anode in the external circuit.  d positive ions move through the electrolyte towards the anode during electrolysis.     ",
+            "5": "5  \u00a9 ucles 2017 0620/22/m/j/17 [turn over  10 the reactivity series for a number of different metals is shown.    most reactive  least reactive  magnesium zinc iron copper silver platinum    the diagram shows different metal strips dipped into an electrolyte.    v metal strip metal strip electrolyte    which pair of metals produces the highest voltage?  a copper and magnesium  b magnesium and platinum  c magnesium and zinc  d silver and platinum     11 which statement about fuels is correct?  a heat energy can only be produced by burning fuels.  b hydrogen is used as a fuel although it is difficult to store.  c methane is a good fuel because it produces only water when burned.  d uranium is burned in air to produce energy.    12 which statements about exothermic and endothermic reactions are correct?    1 during an exothermic reaction, heat is given out.  2 the temperature of an endothermic reaction goes up because heat is taken in. 3 burning methane in the air is an exothermic reaction.    a 1, 2 and 3 b 1 and 2 only c 1 and 3 only d 2 and 3 only     ",
+            "6": "6  \u00a9 ucles 2017 0620/22/m/j/17  13 the equation for the reaction between hydrogen and chlorine is shown.    h2(g)  +  c l 2(g)  \u2192  2hc l (g)    the reaction is exothermic.    the bond energies are shown in the table.    bond bond energy  in kj  / mol  cl \u2013c l +240  h\u2013c l +430  h\u2013h +436    what is the energy change for the reaction?  a \u20131536  kj / mol  b \u2013184  kj / mol  c +184  kj / mol  d +246  kj / mol      14 a gas is produced when calcium carbonate is heated.    which type of change is this?  a chemical  b exothermic  c physical  d separation    ",
+            "7": "7  \u00a9 ucles 2017 0620/22/m/j/17 [turn over  15 a student was investigating the reaction between marble chips and dilute hydrochloric acid.    bung marble chips 25 cm3 of dilute hydrochloric acidgas syringe     which changes slow down the rate of reaction?     temperature  of acid concentration  of acid surface area  of marble chips  a decrease decrease decrease  b decrease decrease increase  c increase decrease decrease  d increase increase increase     16 the reaction used to manufacture ammonia from nitrogen and hydrogen is reversible.    an equilibrium can be established between ammonia, nitrogen and hydrogen.    which statement describes the equilibrium?  a both the forward reaction and the backward reaction have the same rate.  b the rate of the backward reaction is greater than the rate of the forward reaction.  c the rate of the forward reaction is greater than the rate of the backward reaction.  d the forward and backward reactions have both stopped.      17 an example of a redox reaction is shown.    zn  +  cu 2+  \u2192  zn2+  +  cu    which statement about the reaction is correct?  a zn is the oxidising agent and it oxidises cu2+.  b zn is the oxidising agent and it reduces cu2+.  c zn is the reducing agent and it oxidises cu2+.  d zn is the reducing agent and it reduces cu2+.     ",
+            "8": "8  \u00a9 ucles 2017 0620/22/m/j/17  18 which type of oxide is aluminium oxide?  a acidic  b amphoteric  c basic  d neutral      19 which statements about a weak acid, such as ethanoic acid, are correct?    1 it reacts with a carbonate.  2 it does not neutralise aqueous sodium hydroxide solution.  3 it turns red litmus blue.  4 it is only partially ionised in aqueous solution.    a 1 and 2 b 1 and 4 c 2 and 3 d 3 and 4     20 silver chloride is a white solid which is insoluble in water.    which statement describes how a sample of pure silver chloride can be made?  a add aqueous silver nitrate to aqueous sodium chloride and then filter.  b add aqueous silver nitrate to dilute hydrochloric acid, evaporate and then crystallise.  c add silver carbonate to dilute hydrochloric acid, evaporate and then crystallise.  d add silver to dilute hydrochloric acid, filter and then wash the residue.     21 dilute sulfuric acid is added to two separate aqueous solutions, x and y. the observations are  shown.    solution x white precipitate  solution y bubbles of a colourless gas    which row shows the ions present in the solutions?     solution x solution y  a ba2+ co 32\u2013  b ca2+ c l \u2013  c cu2+ co 32\u2013  d fe2+ no 3\u2013     ",
+            "9": "9  \u00a9 ucles 2017 0620/22/m/j/17 [turn over  22 which element is less reactive than the other members of its group in the periodic table?  a astatine  b caesium  c fluorine  d rubidium      23 the elements oxygen and sulfur are in the same group of the periodic table.    which statement about oxygen and sulfur is not correct?  a they are non-metals.  b they have giant covalent structures.  c they have six electrons in their outer shells.  d they react together to form an acidic oxide.     24 why are weather balloons sometimes filled with helium rather than hydrogen?  a helium is found in air.  b helium is less dense than hydrogen.  c helium is more dense than hydrogen.  d helium is unreactive.     25 which process is involved in the extraction of zinc from zinc blende?  a cryolite is added to lower the melting point of zinc blende.  b molten zinc blende is electrolysed.  c zinc blende is heated with carbon.  d zinc blende is roasted in air.     ",
+            "10": "10  \u00a9 ucles 2017 0620/22/m/j/17  26 element e:    \u2022 forms an alloy  \u2022 has a basic oxide  \u2022 is below hydrogen in the reactivity series.    what is e?  a carbon  b copper  c sulfur  d zinc     27 a list of metals is shown.    aluminium  copper  iron  magnesium  silver  zinc    which metal will displace all of the other metals from aqueous solutions of their salts?  a aluminium  b iron  c magnesium  d zinc    28 stainless steel is an alloy of iron and other metals. it is strong and does not rust but it costs much  more than normal steel.    what is not made from stainless steel?  a cutlery  b pipes in a chemical factory  c railway lines  d saucepans    ",
+            "11": "11  \u00a9 ucles 2017 0620/22/m/j/17 [turn over  29 the diagram shows some uses of water in the home.    1 2 3    for which uses is it important for the water to have been treated?  a 1 only b 2 only c 3 only d 1, 2 and 3    30 the carbon cycle includes the processes combustion, photosynthesis and respiration.    which row shows how each process changes the amount of carbon dioxide in the atmosphere?     combustion photosynthesis respiration  a decreases decreases increases  b decreases increases decreases  c increases decreases increases  d increases increases decreases      31 which statement about the conditions used in the haber process is not correct?  a a high temperature is used because the forward reaction is exothermic.  b a high pressure is used because there are fewer moles of gas in the products than in the  reactants.  c an iron catalyst is used to increase the rate of the forward reaction.  d the unreacted hydrogen and nitrogen are recycled to increase the amount of ammonia  produced.     32 which chemical reaction decreases pollution in the air?  a s  +  o 2  \u2192  so 2  b n 2  +  o 2  \u2192  2no  c 2ch 4  +  3o 2  \u2192  2co  +  4h 2o  d 2no  +  2co  \u2192  2co 2  +  n 2     ",
+            "12": "12  \u00a9 ucles 2017 0620/22/m/j/17  33 which statement about sulfuric acid is correct?  a it is made by the haber process.  b it is made in the atmosphere by the action of lightning.  c it reacts with ammonia to produce a fertiliser.  d it reacts with copper metal to produce hydrogen gas.      34 statements about methods of manufacture and uses of calcium oxide are shown.    1 it is manufactured by reacting acids with calcium carbonate.  2 it is manufactured by heating calcium carbonate.  3 it is used to desulfurise flue gases.  4 it is used to treat alkaline soil.    which statements are correct?  a 1 and 2 b 1 and 4 c 2 and 3 d 3 and 4    35 the industrial fractional distillation of petroleum is shown.    kerosene fractionnaphtha fractiongasoline fractionrefinery gas diesel oil fuel oil fraction petroleum lubricating fraction and bitumeny     which process happens at y?  a burning  b condensation  c cracking  d evaporation    ",
+            "13": "13  \u00a9 ucles 2017 0620/22/m/j/17 [turn over  36 which statement about homologous series is not correct?  a alkenes have the same general formula, c nh2n+2.  b each member of the homologous series of alkanes differs from the next by ch 2.  c the members of a homologous series all have similar chemical properties.  d the members of a homologous series all have the same functional group.      37 the diagram shows part of the molecule of a polymer.    hh c hh c hh c hh c hh c hh c hh c hh c hh c     which diagram shows the monomer from which this polymer could be manufactured?    abcd hh hh c hc hh c h hh hc hh c o hh h cc hh hh      38 ethanol is manufactured by fermentation or by the catalytic addition of steam to ethene.    what is an advantage of ethanol manufacture by ferm entation instead of by the catalytic addition  of steam to ethene?  a ethanol manufactured by fermentation is purified by distillation.  b ethanol manufacture by fermentation produces purer ethanol.  c ethanol manufacture by fermentation uses large areas of land.  d ethanol manufacture by fermentation uses renewable resources.     39 the formula of an ester is ch 3ch 2ch 2cooch 2ch 2ch 3.    which acid and alcohol react together to make the ester?     acid alcohol  a butanoic acid butanol  b butanoic acid propanol  c propanoic acid butanol  d propanoic acid propanol     ",
+            "14": "14  \u00a9 ucles 2017 0620/22/m/j/17  40 polyesters and polyamides are types of synthetic polymer.    which statements are correct?    1 they are made by addition polymerisation.  2 they are made by condensation polymerisation. 3 the monomers from which they are made are unsaturated hydrocarbons. 4 the monomers from which they are made contain reactive functional groups at their  ends.    a 1 and 3 b 1 and 4 c 2 and 3 d 2 and 4    ",
+            "15": "15    permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to trac e 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 ans wer-related information to candidates, all copyright acknowledgements are reproduced onl ine in the cambridge  international examinations copyright acknow ledgements booklet. this is produced for each  series of examinations and is freely a vailable to download at  www.cie.org.uk after the live examination series.    cambridge international examinations is part of the cambridge as sessment group. cambridge assessment is the brand name of unive rsity of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge.    \u00a9 ucles 2017 0620/22/m/j/17  blank page",
+            "16": "16  \u00a9 ucles 2017 0620/22/m/j/17   groupthe periodic table of elements 1 h hydrogen 12 he helium 4ii i iii iv v vi vii viii 3 li lithium 74 be beryllium 9atomic number atomic symbolkey name relative atomic mass 11 na sodium 2312 mg magnesium 24 19 k potassium 3920 ca calcium 40 37 rb rubidium 8538 sr strontium 88 55 cs caesium 13356 ba barium 137 87 fr francium \u201388 ra radium \u20135 b boron 11 13 al aluminium 27 31 ga gallium 70 49 in indium 115 81 tl thallium 2046 c carbon 12 14 si silicon 2832 ge germanium 73 50 sn tin 119 82 pb lead 20722 ti titanium 48 40 zr zirconium 91 72 hf hafnium 178 104 rf rutherfordium \u201323 v vanadium 51 41 nb niobium 93 73 ta tantalum 181 105 db dubnium \u201324 cr chromium 52 42 mo molybdenum 96 74 w tungsten 184 106 sg seaborgium \u201325 mn manganese 55 43 tc technetium \u2013 75 re rhenium 186 107 bh bohrium \u201326 fe iron 56 44 ru ruthenium 101 76 os osmium 190 108 hs hassium \u201327 co cobalt 59 45 rh rhodium 103 77 ir iridium 192 109 mt meitnerium \u201328 ni nickel 59 46 pd palladium 106 78 pt platinum 195 110 ds darmstadtium \u201329 cu copper 64 47 ag silver 108 79 au gold 197 111 rg roentgenium \u201330 zn zinc 65 48 cd cadmium 112 80 hg mercury 201 112 cn copernicium \u2013114 fl flerovium \u2013116 lv livermorium \u20137 n nitrogen 14 15 p phosphorus 3133 as arsenic 75 51 sb antimony 122 83 bi bismuth 2098 o oxygen 16 16 s sulfur 3234 se selenium 79 52 te tellurium 128 84 po polonium \u20139 f fluorine 19 17 cl chlorine 35.5 35 br bromine 80 53 i iodine 127 85 at astatine \u201310 ne neon 20 18 ar argon 4036 kr krypton 84 54 xe xenon 131 86 rn radon \u201321 sc scandium 45 39 y yttrium 89 57\u201371 lanthanoids 89\u2013103 actinoids 57 la lanthanum 139 89 aclanthanoids actinoids the volume of one mole of any gas is 24  dm3 at room temperature and pressure (r.t.p.).actinium \u201358 ce cerium 140 90 th thorium 23259 pr praseodymium 141 91 pa protactinium 23160 nd neodymium 144 92 u uranium 23861 pm promethium \u2013 93 np neptunium \u201362 sm samarium 150 94 pu plutonium \u201363 eu europium 152 95 am americium \u201364 gd gadolinium 157 96 cm curium \u201365 tb terbium 159 97 bk berkelium \u201366 dy dysprosium 163 98 cf californium \u201367 ho holmium 165 99 es einsteinium \u201368 er erbium 167 100 fm fermium \u201369 tm thulium 169 101 md mendelevium \u201370 yb ytterbium 173 102 no nobelium \u201371 lu lutetium 175 103 lr lawrencium \u2013  "
+        },
+        "0620_s17_qp_23.pdf": {
+            "1": "  the syllabus is approved for use in england, wales and northern ir eland as a cambridge international level 1/level 2 certificat e.  this document consists of 15 printed pages and 1 blank page.  ib17 06_0620_23/3rp  \u00a9 ucles 2017 [turn over     *0971587250* cambridge international examinations  cambridge international general certificate of secondary education       chemistry 0620/23     paper 2 multiple choice (extended)  may/june 2017       45 minutes  additional materials: multiple choice answer sheet   soft clean eraser   soft pencil (type b or hb is recommended)       read these instructions first   write in soft pencil.  do not use staples, paper clips, glue or correction fluid.  write your name, centre number and candidate number on the answer sheet in the spaces provided unless  this has been done for you.  do not  write in any barcodes.    there are forty  questions on this paper. answer all questions. for each question there are four possible  answers a, b, c and d.   choose the one you consider correct and record your choice in soft pencil  on the separate answer sheet.    read the instructions on the answer sheet very carefully.   each correct answer will score one mark. a ma rk will not be deducted for a wrong answer.  any rough working should be done in this booklet.  a copy of the periodic table is printed on page 16.  electronic calculators may be used.  ",
+            "2": "2  \u00a9 ucles 2017 0620/23/m/j/17  1 small crystals of purple kmno 4 (mr = 158) and orange k 2cr2o7 (mr = 294) were placed at the  centres of separate petri dishes filled with agar jelly. they were left to stand under the same physical conditions.    after some time, the colour of each substance had spread out as shown.    dish 1 kmno4dish 2 k2cr2o7    the lengths of the arrows indicate the relative distances travelled by particles of each substance.    which statement is correct?  a diffusion is faster in dish 1 because the mass of the particles is greater.  b diffusion is faster in dish 2 because the mass of the particles is greater.  c diffusion is slower in dish 1 because the mass of the particles is smaller.  d diffusion is slower in dish 2 because the mass of the particles is greater.     2 a compound, x, has a melting point of 71  \u00b0c and a boiling point of 375  \u00b0c.    which statement about x is correct?  a it is a liquid at 52  \u00b0c and a gas at 175  \u00b0c.  b it is a liquid at 69  \u00b0c and a gas at 380  \u00b0c.  c it is a liquid at 75  \u00b0c and a gas at 350  \u00b0c.  d it is a liquid at 80  \u00b0c and a gas at 400  \u00b0c.     ",
+            "3": "3  \u00a9 ucles 2017 0620/23/m/j/17 [turn over  3 a student used chromatography to analyse a green food colouring.    the chromatogram obtained is shown.    solvent front baselineblue spot yellow spot     the table lists some yellow food dyes and their rf values.    which yellow food dye does the green food colouring contain?     yellow food dye rf value  a quinolene yellow 0.48  b sunset yellow 0.32  c tartrazine 0.69  d yellow 2g 0.82     4 the electronic structures of atoms q and r are shown.    q r     q and r form an ionic compound.    what is the formula of the compound?  a qr 7 b q 2r4 c qr d q 7r     ",
+            "4": "4  \u00a9 ucles 2017 0620/23/m/j/17  5 which substance is a macromolecule?  a ammonia  b carbon dioxide  c diamond  d water      6 the diagram shows metallic bonding.    x y     which labels are correct?     x y  a atomic nucleus outer electron  b metal atom mobile electron  c metal ion mobile electron  d positive ion negative ion      7 aqueous iron( iii) sulfate and aqueous sodium hydroxide react to give a precipitate of  iron(iii) hydroxide and a solution of sodium sulfate.    what is the balanced equation for this reaction?  a fe 2(so 4)3(aq)  +  2naoh(aq)  \u2192  fe(oh) 3(s)  +  na 2so 4(aq)  b fe 2(so 4)3(aq)  +  3naoh(aq)  \u2192  fe(oh) 3(s)  +  3na 2so 4(aq)  c fe 2(so 4)3(aq)  +  6naoh(aq)  \u2192  2fe(oh) 3(s)  +  3na 2so 4(aq)  d 2fe 2(so 4)3(aq)  +  6naoh(aq)  \u2192  4fe(oh) 3(s)  +  6na 2so 4(aq)     8 the equation for the reaction between sodium carbonate and dilute hydrochloric acid is shown.    na 2co 3  +  2hc l  \u2192  2nac l  +  h 2o  +  co 2    what is the maximum volume of carbon dioxide produced when 26.5  g of sodium carbonate react  with dilute hydrochloric acid?  a 6 dm3 b 12  dm3 c 18  dm3 d 24  dm3     ",
+            "5": "5  \u00a9 ucles 2017 0620/23/m/j/17 [turn over  9 which statement about electrolysis is correct?  a electrons move through the electrolyte from the cathode to the anode.  b electrons move towards the cathode in the external circuit.  c negative ions move towards the anode in the external circuit.  d positive ions move through the electrolyte towards the anode during electrolysis.      10 the reactivity series for a number of different metals is shown.    most reactive  least reactive  magnesium zinc iron copper silver platinum    the diagram shows different metal strips dipped into an electrolyte.    v metal strip metal strip electrolyte    which pair of metals produces the highest voltage?  a copper and magnesium  b magnesium and platinum  c magnesium and zinc  d silver and platinum    11 heat energy is produced when hydrocarbons burn in air.    which equations represent this statement?    1 c 2h5oh  +  3o 2  \u2192  2co 2  +  3h 2o  2 c 2h4  +  3o 2  \u2192  2co 2  +  2h 2o  3 ch 4  +  2o 2  \u2192  co 2  +  2h 2o    a 1, 2 and 3 b 1 and 2 only c 1 and 3 only d 2 and 3 only     ",
+            "6": "6  \u00a9 ucles 2017 0620/23/m/j/17  12 which statements about exothermic and endothermic reactions are correct?    1 during an exothermic reaction, heat is given out.  2 the temperature of an endothermic reaction goes up because heat is taken in.  3 burning methane in the air is an exothermic reaction.    a 1, 2 and 3 b 1 and 2 only c 1 and 3 only d 2 and 3 only    13 hydrogen and chlorine react to form hydrogen chloride.     the reaction is exothermic.   h 2(g)  +  c l 2(g)  \u2192  2hc l (g)    the overall energy change for this reaction is \u2013184  kj / mol.    the table gives some of the bond energies involved.    bond bond energy in  kj / mol  h\u2013c l +430  h\u2013h +436    what is the energy of the c l\u2013cl bond?  a \u2013240  kj / mol  b \u2013190  kj / mol  c +190  kj / mol  d +240  kj / mol    14 which changes are physical changes?    1 melting ice to form water  2 burning hydrogen to form water 3 adding sodium to water 4 boiling water to form steam    a 1 and 2 b 1 and 4 c 2 and 3 d 3 and 4    ",
+            "7": "7  \u00a9 ucles 2017 0620/23/m/j/17 [turn over  15 a student was investigating the reaction between marble chips and dilute hydrochloric acid.    bung marble chips 25 cm3 of dilute hydrochloric acidgas syringe     which changes slow down the rate of reaction?     temperature  of acid concentration  of acid surface area  of marble chips  a decrease decrease decrease  b decrease decrease increase  c increase decrease decrease  d increase increase increase     16 hydrogen is produced when methane reacts with steam.    the equation for the reaction is shown.    ch 4(g)  +  h 2o(g)    co(g)  +  3h 2(g)    the forward reaction is endothermic.    which conditions produce the highest yield of hydrogen?     pressure temperature  a high high  b high low  c low high  d low low     ",
+            "8": "8  \u00a9 ucles 2017 0620/23/m/j/17  17 an example of a redox reaction is shown.    zn  +  cu2+  \u2192  zn2+  +  cu    which statement about the reaction is correct?  a zn is the oxidising agent and it oxidises cu2+.  b zn is the oxidising agent and it reduces cu2+.  c zn is the reducing agent and it oxidises cu2+.  d zn is the reducing agent and it reduces cu2+.      18 which oxide is amphoteric?  a al 2o3 b cao  c na2o d so 2      19 chloric( i) acid, hc l o, is formed when chlorine dissolves in water. it is a weak acid.    what is meant by the term  weak acid  ?  a it contains fewer hydrogen atoms than a strong acid.  b it is easily neutralised by a strong alkali.  c it is less concentrated than a strong acid.  d it is only partially ionised in solution.     20 silver nitrate reacts with sodium chloride to produce silver chloride and sodium nitrate. the  equation for the reaction is shown.    agno 3(aq)  +  nac l (aq)  \u2192  agc l (s)  +  nano 3(aq)    how is silver chloride separated from the reaction mixture?  a crystallisation  b distillation  c evaporation  d filtration     ",
+            "9": "9  \u00a9 ucles 2017 0620/23/m/j/17 [turn over  21 aqueous sodium hydroxide reacts with an aqueous solution of compound y to give a green  precipitate.    aqueous ammonia also reacts with an aqueous solution of compound y to give a green  precipitate.    in each case the precipitate is insoluble when an excess of reagent is added.    which ion is present in y?  a chromium( iii)  b copper( ii)  c iron( ii)  d iron( iii)     22 which element is less reactive than the other members of its group in the periodic table?  a astatine  b caesium  c fluorine  d rubidium     23 ununseptium (atomic number 117) is a man-made element that is below astatine in group vii of  the periodic table.    what is the expected state of ununseptium at room temperature?  a a diatomic gas  b a liquid  c a monatomic gas  d a solid     24 why are weather balloons sometimes filled with helium rather than hydrogen?  a helium is found in air.  b helium is less dense than hydrogen.  c helium is more dense than hydrogen.  d helium is unreactive.     ",
+            "10": "10  \u00a9 ucles 2017 0620/23/m/j/17  25 which equation from the zinc extraction proce ss shows the metal being produced by reduction?  a zno  +  c  \u2192  zn  +  co  b 2zns  +  3o 2  \u2192  2zno  +  2so 2  c zn(g)  \u2192  zn(l)  d zn(l)  \u2192  zn(s)     26 element e:    \u2022 forms an alloy  \u2022 has a basic oxide  \u2022 is below hydrogen in the reactivity series.    what is e?  a carbon  b copper  c sulfur  d zinc    27 the section of the reactivity series shown in cludes a newly discovered element, symbol x.    the only oxide of x has the formula xo.    ca  mg  fe  x  h  cu    which equation shows a reaction which occurs?  a cu(s)  +  x 2+(aq)  \u2192  cu2+(aq)  +  x(s)  b 2x(s)  +  cu2+(aq)  \u2192  2x+(aq)  +  cu(s)  c x(s)  +  fe 2o3(s)  \u2192  2fe(s)  +  3xo(s)  d x(s)  +  2hc l (aq)  \u2192  xc l 2(aq)  +  h 2(g)     ",
+            "11": "11  \u00a9 ucles 2017 0620/23/m/j/17 [turn over  28 stainless steel is an alloy of iron and other metals. it is strong and does not rust but it costs much  more than normal steel.    what is not made from stainless steel?  a cutlery  b pipes in a chemical factory  c railway lines  d saucepans    29 the diagram shows some uses of water in the home.    1 2 3    for which uses is it important for the water to have been treated?  a 1 only b 2 only c 3 only d 1, 2 and 3     30 the carbon cycle describes how carbon dioxide gas is added to or removed from the  atmosphere.    which row describes the movement of carbon dioxide during each process?     photosynthesis combustion respiration  a   added to the  atmosphere added to the  atmosphere removed from  the atmosphere  b   added to the  atmosphere removed from  the atmosphere added to the  atmosphere  c   removed from  the atmosphere added to the  atmosphere added to the  atmosphere  d   removed from  the atmosphere added to the  atmosphere removed from  the atmosphere     ",
+            "12": "12  \u00a9 ucles 2017 0620/23/m/j/17  31 which row gives the catalyst for the haber process and the sources of the raw materials?     catalyst source of  hydrogen source of  nitrogen  a iron electrolysis fertiliser  b iron methane air  c vanadium pentoxide methane air  d vanadium pentoxide methane fertiliser     32 petrol burns in a car engine to produce waste gases which leave through the car exhaust.     one of these waste gases is an oxide of nitrogen.    which statement describes how this oxide of nitrogen is formed?  a carbon dioxide reacts with nitrogen in the catalytic converter.  b nitrogen reacts with oxygen in the car engine.  c nitrogen reacts with oxygen in the catalytic converter.  d petrol combines with nitrogen in the car engine.    33 which statement about sulfuric acid is correct?  a it is made by the haber process.  b it is made in the atmosphere by the action of lightning.  c it reacts with ammonia to produce a fertiliser.  d it reacts with copper metal to produce hydrogen gas.     34 two equations are shown.    reaction 1 caco 3  \u2192  cao  +  co 2  reaction 2 cao  +  h 2o  \u2192  ca(oh) 2    which terms describe reactions 1 and 2?     reaction 1 reaction 2  a reduction hydration  b reduction hydrolysis  c thermal decomposition hydration  d thermal decomposition hydrolysis     ",
+            "13": "13  \u00a9 ucles 2017 0620/23/m/j/17 [turn over  35 fuel oil, gasoline, kerosene and naphtha are four fractions obtained from the fractional distillation  of petroleum.    what is the order of the boiling points of these fractions?     highest boiling point \u2192 lowest boiling point  a fuel oil \u2192 kerosene \u2192 gasoline \u2192 naphtha  b fuel oil \u2192 kerosene \u2192 naphtha \u2192 gasoline  c gasoline \u2192 naphtha \u2192 kerosene \u2192 fuel oil  d naphtha \u2192 gasoline \u2192 kerosene \u2192 fuel oil     36 butane and methylpropane are isomers with molecular formula c 4h10.    which statements are correct?    1 they have similar chemical properties.  2 they have the same general formula. 3 they have the same structural formula.    a 1, 2 and 3 b 1 and 2 only c 1 and 3 only d 2 and 3 only    37 the diagram shows part of the molecule of a polymer.    hh c hh c hh c hh c hh c hh c hh c hh c hh c     which diagram shows the monomer from which this polymer could be manufactured?    abcd hh hh c hc hh c h hh hc hh c o hh h cc hh hh      ",
+            "14": "14  \u00a9 ucles 2017 0620/23/m/j/17  38 ethanol can be produced by fermentation or by the catalytic addition of steam to ethene.    which row shows an advantage and a disadvantage for each process?     fermentation catalytic addition  of steam to ethene  advantage disadvantage advantage disadvantage  a   batch  process slow   reaction continuous  process fast  reaction  b   fast  reaction continuous  process pure ethanol  formed renewable  raw material  c   renewable  raw material batch   process pure ethanol  formed slow  reaction  d   renewable  raw material impure ethanol  formed fast   reaction finite raw  material    39 the structure of an ester is shown.    h c h hh cco o hh c hh ch h    which alcohol and carboxylic acid produce this ester?     alcohol carboxylic acid  a ethanol ethanoic acid  b ethanol propanoic acid  c propanol ethanoic acid  d propanol propanoic acid     40 how can the amino acids in a protein be separated and identified?  a add a locating agent to the protein.  b hydrolyse the protein and then use chromatography.  c polymerise the protein and then add a locating agent.  d use chromatography on a solution of the protein.    ",
+            "15": "15    permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to trac e 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 ans wer-related information to candidates, all copyright acknowledgements are reproduced onl ine in the cambridge  international examinations copyright acknow ledgements booklet. this is produced for each  series of examinations and is freely a vailable to download at  www.cie.org.uk after the live examination series.    cambridge international examinations is part of the cambridge as sessment group. cambridge assessment is the brand name of unive rsity of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge.    \u00a9 ucles 2017 0620/23/m/j/17  blank page",
+            "16": "16  \u00a9 ucles 2017 0620/23/m/j/17   groupthe periodic table of elements 1 h hydrogen 12 he helium 4ii i iii iv v vi vii viii 3 li lithium 74 be beryllium 9atomic number atomic symbolkey name relative atomic mass 11 na sodium 2312 mg magnesium 24 19 k potassium 3920 ca calcium 40 37 rb rubidium 8538 sr strontium 88 55 cs caesium 13356 ba barium 137 87 fr francium \u201388 ra radium \u20135 b boron 11 13 al aluminium 27 31 ga gallium 70 49 in indium 115 81 tl thallium 2046 c carbon 12 14 si silicon 2832 ge germanium 73 50 sn tin 119 82 pb lead 20722 ti titanium 48 40 zr zirconium 91 72 hf hafnium 178 104 rf rutherfordium \u201323 v vanadium 51 41 nb niobium 93 73 ta tantalum 181 105 db dubnium \u201324 cr chromium 52 42 mo molybdenum 96 74 w tungsten 184 106 sg seaborgium \u201325 mn manganese 55 43 tc technetium \u2013 75 re rhenium 186 107 bh bohrium \u201326 fe iron 56 44 ru ruthenium 101 76 os osmium 190 108 hs hassium \u201327 co cobalt 59 45 rh rhodium 103 77 ir iridium 192 109 mt meitnerium \u201328 ni nickel 59 46 pd palladium 106 78 pt platinum 195 110 ds darmstadtium \u201329 cu copper 64 47 ag silver 108 79 au gold 197 111 rg roentgenium \u201330 zn zinc 65 48 cd cadmium 112 80 hg mercury 201 112 cn copernicium \u2013114 fl flerovium \u2013116 lv livermorium \u20137 n nitrogen 14 15 p phosphorus 3133 as arsenic 75 51 sb antimony 122 83 bi bismuth 2098 o oxygen 16 16 s sulfur 3234 se selenium 79 52 te tellurium 128 84 po polonium \u20139 f fluorine 19 17 cl chlorine 35.5 35 br bromine 80 53 i iodine 127 85 at astatine \u201310 ne neon 20 18 ar argon 4036 kr krypton 84 54 xe xenon 131 86 rn radon \u201321 sc scandium 45 39 y yttrium 89 57\u201371 lanthanoids 89\u2013103 actinoids 57 la lanthanum 139 89 aclanthanoids actinoids the volume of one mole of any gas is 24  dm3 at room temperature and pressure (r.t.p.).actinium \u201358 ce cerium 140 90 th thorium 23259 pr praseodymium 141 91 pa protactinium 23160 nd neodymium 144 92 u uranium 23861 pm promethium \u2013 93 np neptunium \u201362 sm samarium 150 94 pu plutonium \u201363 eu europium 152 95 am americium \u201364 gd gadolinium 157 96 cm curium \u201365 tb terbium 159 97 bk berkelium \u201366 dy dysprosium 163 98 cf californium \u201367 ho holmium 165 99 es einsteinium \u201368 er erbium 167 100 fm fermium \u201369 tm thulium 169 101 md mendelevium \u201370 yb ytterbium 173 102 no nobelium \u201371 lu lutetium 175 103 lr lawrencium \u2013  "
+        },
+        "0620_s17_qp_31.pdf": {
+            "1": "read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen.you may use an hb pencil for any diagrams or graphs.do not use staples, paper clips, glue or correction \ufb02 uid. do not  write in any barcodes. answer all questions. electronic calculators may be used.a copy of the periodic table is printed on page 16.you may lose marks if you do not show your working or if you do not use appropriate units. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question.chemistry   0620/31   paper 3 theory (core) may/june 2017  1 hour 15 minutes candidates answer on the question paper. no additional materials are required.cambridge international examinations cambridge international general certi \ufb01 cate of secondary education this document consists of 16 printed pages. [turn overib17 06_0620_31/fp \u00a9 ucles 2017 \uf02a\uf032\uf033\uf038\uf034\uf034\uf034\uf034\uf030\uf030\uf038\uf02a the syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certi \ufb01 cate.",
+            "2": "2 0620/31/m/j/17 \u00a9 ucles 20171 (a)   the electronic structures of \ufb01 ve atoms, a, b, c, d and e, are shown. a b c d e   answer the following questions about these atoms.   each atom may be used once, more than once or not at all.   which atom, a, b, c, d or e,  (i)  has a complete outer shell of electrons,  ..  [1]  (ii)  has a proton number of 15,  ..  [1]  (iii)  has 4 shells containing electrons,  ..  [1]  (iv)  is a \ufb02 uorine atom,  ..  [1]  (v)  is an atom of a metallic element?  ..  [1]  (b)  complete the table to show the number of electrons, neutrons and protons in the chlorine atom  and bromide ion shown. number of electrons number of neutrons number of protons 35cl17 17 79br \u2013 35 44 [3] [total: 8]",
+            "3": "3 0620/31/m/j/17 \u00a9 ucles 2017 [turn over2 (a)   the table shows the ions present in a 1000 cm3 sample of polluted river water. ion present formula of ionmass present in mg / 1000 cm3 calcium ca2+2.0 chloride c l \u20131.3 hydrogencarbonate hco3\u20132.0 magnesium mg2+1.0 potassium k+4.0 silicate sio32\u201312.0 sodium na+11.0 so32\u20133.0   answer these questions using the information from the table.  (i)  which positive ion is present in the highest concentration?   . ..  [1]  (ii)  state the name of the ion so32\u2013.   . ..  [1]  (iii)  calculate the mass of silicate ions present in 250 cm3 of this sample. mass of silicate ions = .. mg  [1]  (iv)  calculate the mass of solid formed when all the water is evaporated from the 1000 cm3  sample. mass of solid formed = .. mg  [1]  (v)  name the compound containing ca2+ ions and hco3\u2013 ions.   . ..  [1]",
+            "4": "4 0620/31/m/j/17 \u00a9 ucles 2017 (b)  describe a test for sodium ions.  test   .  result  ..  [2]  (c)  the formulae of some chlorides are given.   aluminium chloride, a l cl 3   calcium chloride, cac l 2   sodium chloride, nac l   deduce the formula for magnesium chloride.   ... ...  [1]  (d)  molten calcium chloride can be electrolysed using inert electrodes.   predict the products of this electrolysis at  the negative electrode (cathode),  ... ...  the positive electrode (anode).  . . [2] [total: 10]",
+            "5": "5 0620/31/m/j/17 \u00a9 ucles 2017 [turn over3  the diagram shows part of the structures of three substances, x, y and z, at room temperature and  pressure. oco ocoo c ooco o c ona+cl \u2013na+cl \u2013 na+cl \u2013na+cl \u2013cl \u2013na+cl \u2013na+ xyz  (a)  describe substances x, y and z in terms of  \u25cf  their bonding,  \u25cf  the arrangement of their particles,  \u25cf  the motion of their particles.   ... .   ... .   ... .   ... .   ... .   ... .   ... .   ... .   ... ...  [5]",
+            "6": "6 0620/31/m/j/17 \u00a9 ucles 2017 (b)  a closed gas syringe contains substance x. x end blocked gas syringe   describe what happens to the volume of substance x in the syringe when the pressure is  increased. the temperature remains constant. explain your answer in terms of particles.   ... .   ... ...  [2]  (c)  substance z is diamond. diamond is used in jewellery.   give one other use of diamond.   ... ...  [1]  (d)  substance y undergoes physical and chemical changes.  which two of the following are physical changes? explain your answer.  a  substance y dissolves easily in water.  b  an aqueous solution of substance y gives a white precipitate with acidified aqueous  silver nitrate.  c  substance y melts at 801 \uf0b0c.  d  substance y reacts with concentrated sulfuric acid.   ... .   ... .   ... ...  [3] [total: 11]",
+            "7": "7 0620/31/m/j/17 \u00a9 ucles 2017 [turn over4  chlorine is an element in group vii of the periodic table.  (a)  chlorine is a diatomic molecule.   explain what is meant by the term diatomic .   ... ...  [1]  (b)  aqueous chlorine reacts with aqueous potassium bromide. cl 2  +  2kbr    br2  +  2kc l  (i)  how does this equation show that chlorine is more reactive than bromine?   . ..  [1]  (ii)  aqueous potassium bromide and aqueous potassium chloride are both colourless.   predict the colour change when aqueous chlorine reacts with aqueous potassium bromide.   . ..  [1]  (iii)  complete the chemical equation for the reaction of aqueous bromine with aqueous  potassium iodide. br2  +  2k i    ...  +  ... [2]  (c)  describe a test for iodide ions.  test   .  result  ..  [2]",
+            "8": "8 0620/31/m/j/17 \u00a9 ucles 2017 (d)  chlorine is used to make the polymer pvc.  (i)  give one other use of chlorine.   . ..  [1]  (ii)  the monomer used to make pvc is made by the thermal decomposition of dichloroethane. ch2cl \u2013ch2cl    ch2=chc l  +  hc l   explain what is meant by the term thermal decomposition .   .    . ..  [2]  (iii)   pvc is a non-biodegradable plastic.   describe two pollution problems caused by non-biodegradable plastics.  1  ... ...  2  ... ... [2] [total: 12]",
+            "9": "9 0620/31/m/j/17 \u00a9 ucles 2017 [turn over5  citronellol is found in rose oil.   the structure of citronellol is shown. ch2ch2 ch2 ch2 ccc h hch3 ch3 ch3oh  (a)  on the structure shown draw a circle around the alcohol functional group. [1]  (b)  how many hydrogen atoms are there in one molecule of citronellol?   ... ...  [1]  (c)  what feature of the citronellol structure shows that it is unsaturated?   ... ...  [1]",
+            "10": "10 0620/31/m/j/17 \u00a9 ucles 2017 (d)  the table shows the properties of some alkanes. alkanenumber of carbon atoms in one moleculemelting point in \uf0b0cboiling point in \uf0b0cdensity of liquid alkane in g / cm3 methane 1 \u2013182 \u2013162 0.466 ethane 2 \u2013183 \u201388 0.572 propane 3 \u2013188 0.585 butane 4 0 0.601 pentane 5 \u2013130 36 0.626  (i)  describe how the density of the liquid alkanes varies with the number of carbon atoms in  one molecule.   . ..  [1]  (ii)  predict the boiling point of propane.   . ..  [1]  (iii)  why would it be dif \ufb01 cult to predict the melting point of butane from the information in the  table?   . ..  [1]  (iv)  what is the state of pentane at 30 \uf0b0c? explain your answer.   .    . ..  [2]  (v)  alkanes are hydrocarbons.   what is the meaning of the term hydrocarbon ?   .    . ..  [2]  (vi)  draw the structure of ethane. show all of the atoms and all of the bonds. [1]  (vii)  complete the chemical equation for the combustion of propane. c3h8  +  ...o2    ...co2  +  4h2o [2] [total: 13]",
+            "11": "11 0620/31/m/j/17 \u00a9 ucles 2017 [turn over6 (a)   the table shows the properties of some metals. metaldensity in g / cm3melting point in \uf0b0crelative strengthrelative electrical conductivitycost aluminium 2.7 660 7.0 4.0 expensive iron 7.9 1535 21.0 1.1 cheap lead 11.3 328 1.5 0.5 expensive silver 10.5 962 2.0 6.7 very expensive tungsten 19.4 3420 12.0 2.0 expensive   use the information in the table to answer the questions.  (i)  which metal would be most useful for making overhead power cables?   give two reasons for your answer.  metal  reason 1   ..  reason 2   .. [2]  (ii)  why is iron and not tungsten used to reinforce concrete?   . ..  [1]  (iii)  the front part of a space rocket is called a nose cone. the nose cone gets very hot as the  space rocket moves through the air.   which metal is best to make a space rocket nose cone? explain your answer.   . ..  [1]  (b)  tungsten is a transition element.   state two physical properties of transition elements which are not shown by group i elements.  1  ... ..  2  ... .. [2]",
+            "12": "12 0620/31/m/j/17 \u00a9 ucles 2017 (c)  when extremely hot tungsten reacts with oxygen, tungsten( vi) oxide is formed.   balance the chemical equation for this reaction. ..w  +  ..o2    2wo3 [2]  (d)  some information about the reaction of four metals with oxygen is given.  cobalt:  reacts slowly at high temperatures  iron: thin wire burns when heated strongly magnesium:  burns when heated  tungsten:  reacts very slowly at extremely high temperatures   list these metals in order of their reactivity. put the least reactive metal \ufb01 rst. least  reactive most  reactive [2]  (e)  the table compares the time taken for reaction of an alloy with ethanoic acid, nitric acid and  phosphoric acid, each at three different concentrations. the time taken for the alloy to decrease in mass by 1.0 g was measured. all other conditions were kept the same. acidtime taken for reaction / hours concentration of acid 0.04 mol / dm3concentration of acid 0.02 mol / dm3concentration of acid 0.01 mol / dm3 ethanoic acid 92 190 410 nitric acid 2 6 18 phosphoric acid 19 39 80  (i)  how does the concentration of acid affect the rate of reaction?   .    . ..  [1]  (ii)  which acid reacts most rapidly with the alloy?   . ..  [1]",
+            "13": "13 0620/31/m/j/17 \u00a9 ucles 2017 [turn over (iii)  predict how long it would take for the alloy to decrease in mass by 1.0 g using phosphoric  acid of concentration 0.03 mol / dm3. time taken = .. hours  [1]  (iv)  suggest which one of these ph values is the ph of concentrated aqueous ethanoic acid.  draw a circle around the correct answer. ph 4                    ph 7                    ph 10                    ph 13 [1] [total: 14]",
+            "14": "14 0620/31/m/j/17 \u00a9 ucles 20177  carbon is an element in group iv of the periodic table. it reacts with oxygen to form carbon dioxide.  (a)  the energy level diagram for this reaction is shown. energyc + o2 co2   explain how this diagram shows that the reaction is exothermic.   ... .   ... ...  [1]  (b)  carbon monoxide, carbon dioxide and methane are all atmospheric pollutants.  \u25cf  give the sources of these gases.  \u25cf  describe the effects that both carbon dioxide and methane have on the environment.  \u25cf  state an adverse effect of carbon monoxide on health.   ... .   ... .   ... .   ... .   ... .   ... .   ... .   ... .   ... .   ... ...  [5]",
+            "15": "15 0620/31/m/j/17 \u00a9 ucles 2017permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here 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 onl ine in the cambridge international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to do wnload at www.cie.org.uk after  the live examination series. cambridge international examinations is part of the cambridge assessment group. cambridge assessment is the brand name of unive rsity of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge. (c)  calcium carbonate decomposes to form calcium oxide (lime) and carbon dioxide.  (i)  state one use of calcium oxide.   . ..  [1]  (ii)  calculate the relative formula mass of calcium carbonate, caco3.   show all your working.   use your periodic table to help you. relative formula mass = ..  [2]  (d)  carbon and magnesium are both insoluble in water.   carbon does not react with hydrochloric acid but magnesium reacts to form a soluble salt and  a gas which escapes into the air.   suggest how you could prepare a pure dry sample of carbon from a mixture of carbon powder  and magnesium powder.   ... .   ... .   ... .   ... .   ... .   ... ...  [3] [total: 12]",
+            "16": "16 0620/31/m/j/17 \u00a9 ucles 2017 groupthe periodic table of elements 1 h hydrogen 12 he helium 4ii i iii iv v vi vii viii 3 li lithium 74 be beryllium 9atomic number atomic symbolkey name relative atomic mass 11 na sodium 2312 mg magnesium 24 19 k potassium 3920 ca calcium 40 37 rb rubidium 8538 sr strontium 88 55 cs caesium 13356 ba barium 137 87 fr francium \u201388 ra radium \u20135 b boron 11 13 al aluminium 27 31 ga gallium 70 49 in indium 115 81 tl thallium 2046 c carbon 12 14 si silicon 2832 ge germanium 73 50 sn tin 119 82 pb lead 20722 ti titanium 48 40 zr zirconium 91 72 hf hafnium 178 104 rf rutherfordium \u201323 v vanadium 51 41 nb niobium 93 73 ta tantalum 181 105 db dubnium \u201324 cr chromium 52 42 mo molybdenum 96 74 w tungsten 184 106 sg seaborgium \u201325 mn manganese 55 43 tc technetium \u2013 75 re rhenium 186 107 bh bohrium \u201326 fe iron 56 44 ru ruthenium 101 76 os osmium 190 108 hs hassium \u201327 co cobalt 59 45 rh rhodium 103 77 ir iridium 192 109 mt meitnerium \u201328 ni nickel 59 46 pd palladium 106 78 pt platinum 195 110 ds darmstadtium \u201329 cu copper 64 47 ag silver 108 79 au gold 197 111 rg roentgenium \u201330 zn zinc 65 48 cd cadmium 112 80 hg mercury 201 112 cn copernicium \u2013114 fl flerovium \u2013116 lv livermorium \u20137 n nitrogen 14 15 p phosphorus 3133 as arsenic 75 51 sb antimony 122 83 bi bismuth 2098 o oxygen 16 16 s sulfur 3234 se selenium 79 52 te tellurium 128 84 po polonium \u20139 f fluorine 19 17 cl chlorine 35.5 35 br bromine 80 53 i iodine 127 85 at astatine \u201310 ne neon 20 18 ar argon 4036 kr krypton 84 54 xe xenon 131 86 rn radon \u201321 sc scandium 45 39 y yttrium 89 57\u201371 lanthanoids 89\u2013103 actinoids 57 la lanthanum 139 89 aclanthanoids actinoids the volume of one mole of any gas is 24  dm3 at room temperature and pressure (r.t.p.).actinium \u201358 ce cerium 140 90 th thorium 23259 pr praseodymium 141 91 pa protactinium 23160 nd neodymium 144 92 u uranium 23861 pm promethium \u2013 93 np neptunium \u201362 sm samarium 150 94 pu plutonium \u201363 eu europium 152 95 am americium \u201364 gd gadolinium 157 96 cm curium \u201365 tb terbium 159 97 bk berkelium \u201366 dy dysprosium 163 98 cf californium \u201367 ho holmium 165 99 es einsteinium \u201368 er erbium 167 100 fm fermium \u201369 tm thulium 169 101 md mendelevium \u201370 yb ytterbium 173 102 no nobelium \u201371 lu lutetium 175 103 lr lawrencium \u2013"
+        },
+        "0620_s17_qp_32.pdf": {
+            "1": "read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen.you may use an hb pencil for any diagrams or graphs.do not use staples, paper clips, glue or correction fluid.do not write in any barcodes. answer all questions. electronic calculators may be used.a copy of the periodic table is printed on page 16.you may lose marks if you do not show your working or if you do not use appropriate units. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question.chemistry  0620/32   paper 3 theory (core) may/june 2017  1 hour 15 minutes candidates answer on the question paper. no additional materials are required.cambridge international examinations cambridge international general certificate of secondary education this document consists of 16 printed pages. [turn overib17 06_0620_32/3rp\u00a9 ucles 2017 *9365905616* the syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificate.",
+            "2": "2 0620/32/m/j/17 \u00a9 ucles 2017 1 (a)\t\tthe\telectronic\tstructures\tof\tfive\tatoms,\ta,\tb,\tc,\td\tand\te,\tare\tshown. a b c d e \t\tanswer\tthe\tfollowing\tquestions\tabout\tthese\tatoms. \t\teach\tatom\tmay\tbe\tused\tonce,\tmore\tthan\tonce\tor\tnot\tat\tall. \t\twhich\tatom,\ta,\tb,\tc,\td or e,  (i)\t\thas\ta\ttotal\tof\t8\telectrons,\t ..\t\t[1]  (ii)\t\tis\tin\tgroup\tiii\tof\tthe\tperiodic\t table,\t ..\t\t[1]  (iii)\t has\t13\tprotons,\t ..\t\t[1]  (iv)\t\tis\ta\tnoble\tgas,\t ..\t\t[1]  (v)\t\tforms\ta\tstable\tion\twith\ta\tsingle\tnegative \tcharge?\t ..\t\t[1]  (b)\t\tcomplete\t the\ttable\tto\tshow\tthe\tnumber\tof\telectrons,\t neutrons\tand\tprotons\tin\tthe\tsulfur\tatom\t and\toxide\tion\tshown. number\tof\telectrons number\tof\tneutrons number\tof\tprotons 34s16 16 18o2\u2013 8 10 [3] [total:\t8]",
+            "3": "3 0620/32/m/j/17 \u00a9 ucles 2017 [turn over 2 (a)\t\tthe\ttable\tshows\tthe\tions\tpresent\tin\ta\t1000\t cm3\tsample\tof\trainwater. ion present formula\tof\tionmass\tpresent in\tmg\t/\t1000\tcm3 calcium ca2+1 hydrogencarbonate hco3\u20133 magnesium mg2+1 potassium k+2 sodium na+9 silicate sio32\u20131 cl \u201317 \t\tanswer\tthese\tquestions\tusing\tthe\tinformation\tfrom\tthe\ttable.  (i)\t\tstate\tthe\tname\tof\tthe\tion\tcl \u2013.  \t ... \t\t[1]  (ii)\t\twhich\tpositive\tion\tis\tpresent\tin\tthe\thighest\tconcentration?  \t ... \t\t[1]  (iii)\t\tcalculate\tthe\tmass\tof\tpotassium\tions\tpresent\tin\t200\t cm3\tof\tthis\tsample. mass\tof\tpotassium\tions\t=\t..\tmg\t\t[1]  (iv)\t\tcalculate\t the\tmass\tof\tsolid\tformed\twhen\tall\tthe\twater\tis\tevaporated\t from\tthe\t1000\tcm3  sample. mass\tof\tsolid\tformed\t=\t..\tmg\t\t[1]  (v)\t\tname\tthe\tcompound\tcontaining\tna+\tions\tand\thco3\u2013\tions.  \t ... \t\t[1]",
+            "4": "4 0620/32/m/j/17 \u00a9 ucles 2017  (b)\t\tdescribe\ta\ttest\tfor\tpotassium\tions.  test \t.  result \t.. [2]  (c)\t\tthe\tformulae\tof\tsome\tnitrates\tare\tgiven. \t \taluminium\tnitrate,\t al (no3)3 \t \tmagnesium\tnitrate,\tmg(no3)2 \t \tsodium\tnitrate,\tnano3 \t\tdeduce\tthe\tformula\tfor\tpotassium\tnitrate.  \t.. \t\t[1]  (d)\t\tmolten\tpotassium\tbromide\tcan\tbe\telectrolysed\tusing\tinert\telectrodes. \t\tpredict\tthe\tproducts\tof\tthis\telectrolysis\tat \t the\tnegative\telectrode\t(cathode),\t \t.. \t the\tpositive\telectrode\t(anode).\t \t.. [2] [total:\t10]",
+            "5": "5 0620/32/m/j/17 \u00a9 ucles 2017 [turn over 3\t\tthe\tdiagram\tshows\tpart\tof\tthe\tstructures\t of\tthree\tsubstances,\t x,\ty\tand\tz,\tat\troom\ttemperature\t and\t pressure. na+i\u2013na+i\u2013 na+i\u2013na+i\u2013i\u2013na+i\u2013na+ xy zc o c o c oc o co ho h ho h ho h hoh ho h hoh  (a)\t\tdescribe\tsubstances\t x,\ty\tand\tz\tin\tterms\tof \t \u25cf\t \ttheir\tbonding, \t \u25cf\t \tthe\tarrangement\tof\ttheir\tparticles, \t \u25cf\t \tthe\tmotion\tof\ttheir\tparticles.  \t  \t  \t  \t  \t  \t  \t  \t  \t.. \t\t[5]",
+            "6": "6 0620/32/m/j/17 \u00a9 ucles 2017  (b)\t\ta\tclosed\tgas\tsyringe\tcontains\tsubstance\t z. z end blocked gas syringe \t\tdescribe\twhat\thappens\tto\tthe\tvolume\tof\tsubstance\t z\tin\tthe\tsyringe\twhen\tthe\ttemperature\t is\t increased.\t the\tpressure\tremains\tconstant.\texplain\tyour\tanswer\tin\tterms\tof\tparticles.  \t  \t.. \t\t[2]  (c)\t\tdescribe\tthe\tcolour\tchange\twhen\tsubstance\t y\tis\tadded\tto\tanhydrous\tcopper( ii)\tsulfate.  \t.. \t\t[2]  (d)\t\tgive\ta\treason\twhy\tsubstance\t y\tis\ta\tcompound.  \t.. \t\t[1] [total:\t10]",
+            "7": "7 0620/32/m/j/17 \u00a9 ucles 2017 [turn over 4\t\taluminium\tand\tzinc\tare\tboth\tmetals. \t\taluminium\tis\textracted\tfrom\tits\tpurified\tore\tby\telectrolysis.  (a) (i)\t\tstate\tthe\tname\tof\tan\tore\tof\taluminium.  \t ... \t\t[1]  (ii)\t\texplain\twhy\taluminium\t is\textracted\tfrom\tits\tpurified\tore\tby\telectrolysis\t and\tnot\tby\theating\t with\tcarbon.  \t .  \t ... \t\t[1]  (b)\t\taluminium\t reacts\twith\thydrochloric\t acid\tto\tform\taluminium\t chloride\tand\ta\tgas\twhich\t\u2018pops\u2019\twith\t a\tlighted\tsplint.  (i)\t\tidentify\tthis\tgas.  \t ... \t\t[1]  (ii)\t\tsuggest\ta\tpractical\tmethod\tfor\tinvestigating\t the\trate\tof\tthis\treaction\tinvolving\tcollection\t of\t the\tgas. \t you\tmay\tinclude\ta\tlabelled\tdiagram\tin\tyour\tanswer.  \t .  \t .  \t .  \t ... \t\t[3]  (c)\t\tstate\tone\tuse\tof\taluminium.\tgive\ta\treason\twhy\tit\tis\tused\tfor\tthis\tpurpose.  use \t. \t reason\t\t  [2]",
+            "8": "8 0620/32/m/j/17 \u00a9 ucles 2017  (d)\t\tgive\ttwo\tadvantages\tof\trecycling\taluminium. \t 1\t\t .  2 \t. [2]  (e)\t\tzinc\tis\textracted\tfrom\tzinc\toxide\tby\theating\tzinc\toxide\twith\tcarbon\tmonoxide. zno  +  co    zn  +  co2  (i)\t\thow\tdoes\tthis\tequation\tshow\tthat\tzinc\toxide\tis\treduced?  \t ... \t\t[1]  (ii)\t\tthe\tenergy \tlevel\tdiagram\tfor\tthis\treaction\tis\tshown. energyzn + co2 zno + co \t \texplain\thow\tthis\tdiagram\tshows\tthat\tthe \treaction\tis\tendothermic.  \t .  \t ... \t\t[1] [total:\t12]",
+            "9": "9 0620/32/m/j/17 \u00a9 ucles 2017 [turn over question 5 starts on the next page.",
+            "10": "10 0620/32/m/j/17 \u00a9 ucles 2017 5\t\tthe\tstructure\tof\tlactic\tacid\tis\tshown. hoc hch o o h hch  (a) (i)\t\ton\tthe\tstructure\tshown\tdraw\ta\tcircle\taround\tthe\tcarboxylic\tacid\tfunctional\tgroup.\t [1]  (ii)\t\tstate\tthe\tname\tof\tone\tother\tfunctional\tgroup\tfound\tin\tlactic\tacid.  \t ... \t\t[1]  (b)\t\tgive\tthe\tmolecular\t formula\tof\tlactic\tacid\tshowing\tthe\tnumber\tof\tcarbon,\thydrogen\t and\toxygen\t atoms.  \t.. \t\t[1]  (c)\t\tcomplete\tthe\tstructure\tof\tethanol.\tshow\tall\tof\tthe\tatoms\tand\tall\tof\tthe\tbonds. cc [2]  (d)\t\tthe\ttable\tshows\tthe\tproperties\tof\tsome\talcohols. alcoholmelting\tpoint /\t\u00b0cboiling\tpoint /\t\u00b0cvolatility methanol \u201398 65 decreases ethanol \u2013114 propanol \u2013126 98 butanol \u201389 117  (i)\t\twhat\tis\tthe\tmeaning\tof\tthe\tterm\tvolatility?  \t ... \t\t[1]  (ii)\t\twhich\talcohol\tin\tthe\ttable\thas\tthe\thighest\tmelting\tpoint?  \t ... \t\t[1]",
+            "11": "11 0620/32/m/j/17 \u00a9 ucles 2017 [turn over  (iii)\t\tpredict\tthe\tboiling\tpoint\tof\tethanol.  \t ... \t\t[1]  (iv)\t\twhat\tis\tthe\tstate\tof\tpropanol\tat\t120\t \u00b0c?\texplain\tyour\tanswer.  \t .  \t ... \t\t[2]  (e) (i)\t\tcomplete\tthis\tchemical\tequation\tfor\tthe \tincomplete\tcombustion\tof\tmethanol. ch3oh\t\t+\t\t...\t\t \t\tco\t\t+\t\t..h2o [2]  (ii)\t\tcalculate\tthe\trelative\tmolecular\tmass\tof \tmethanol,\tch3oh. \t \tshow\tall\tyour\tworking. \t \tuse\tyour\tperiodic\t table\tto\thelp\tyou. relative\tmolecular\tmass\t=\t..\t\t[2] [total:\t14]",
+            "12": "12 0620/32/m/j/17 \u00a9 ucles 2017 6 (a)\t\tthe\ttable\tshows\tthe\tproperties\tof\tsome\ttypes\tof\tsteel. type of steeldensity in\tg\t/\tcm3resistance to corrosionrelative strengthrelative hardness l 7.80 poor 4.8 200 m 7.82 very\tgood 5.1 210 n 7.85 good 4.6 210 \t\twhich\ttype\tof\tsteel,\tl,\tm or n,\twould\tbe\tbest\tto\treinforce\tconcrete? \t\tgive\ttwo\treasons\tfor\tyour\tanswer. \t type\tof\tsteel\t. \t reason\t1\t\t . \t reason\t2\t\t . [2]  (b)  steel\tis\tan\talloy. \t\twhich\tdiagram,\t p,\tq,\tr or s,\trepresents\tan\talloy? fefefefe fefefefe fefefefecfecfe fefefec fecfefesssc sccs cssccccc cccc cccc pq rs  \t.. \t\t[1]  (c)\t\tiron\tis\ta\ttransition\telement. \t\tstate\tthree\tproperties\tof\ttransition\telements\twhich\tare\t not\tshown\tby\tgroup\ti\telements. \t 1\t\t .  2 \t. \t 3\t\t . [3]  (d)\t\tiron\treacts\twith\thydrochloric\tacid\tto\tform\tiron( ii)\tchloride\tand\thydrogen. \t\tcomplete\tthe\tchemical\tequation\tfor\tthis\treaction. fe\t\t+\t\t..hc l    fecl 2\t\t+\t\t... [2]",
+            "13": "13 0620/32/m/j/17 \u00a9 ucles 2017 [turn over  (e)\t\tsome\tinformation\tabout\tthe\treaction\tof\tfour\tmetals\t with\toxygen\tis\tgiven. \t copper:\t surface\tturns\tblack\tslowly\twhen\theated\tstrongly \t iron:\t thin\twire\tburns\twhen\theated\tstrongly \t gold:\t remains\ta\tgold\tcolour\twhen\theated\tstrongly \t potassium:\tbursts\tinto\tflame\twhen\theated\tgently \t\tlist\tthese\tmetals\tin\torder\tof\ttheir\treactivity.\tput\tthe\tleast\treactive\tmetal\tfirst. least reactive most reactive [2]  (f)\t\tthe\ttable\tcompares\t the\ttime\ttaken\tfor\treaction\tof\tiron\twith\tmethanoic\t acid,\tphosphoric\t acid\tand\t propanoic\t acid,\teach\tat\tthree\tdifferent\tconcentrations.\t the\ttime\ttaken\tfor\tthe\tiron\tto\tdecrease\t in\tmass\tby\t1.0\t g\twas\tmeasured.\t all\tother\tconditions\twere\tkept\tthe\tsame. acidtime\ttaken\tfor\treaction\t /\thours concentration\tof\tacid 0.01\tmol\t/\tdm3concentration\tof\tacid 0.02\tmol\t/\tdm3concentration\tof\tacid 0.04\tmol\t/\tdm3 methanoic\tacid 98 47 20 phosphoric\tacid 9 5 2 propanoic\tacid 220 102 45  (i)\t\thow\tdoes\tthe\tconcentration\tof\tacid\taffect\tthe\trate\tof\treaction?  \t .  \t ... \t\t[1]  (ii)\t\twhich\tacid \treacts\tmost\trapidly\twith\tthe\tiron?  \t ... \t\t[1]  (iii)\t\tpredict\thow\tlong\tit\twould\ttake\tfor\tthe\tiron\tto\tdecrease\tin\tmass\tby\t1.0\tg\tusing\tpropanoic\t acid\t of\tconcentration\t0.03\t mol\t/\tdm3. time\ttaken\t=\t..\thours\t\t[1]  (iv)\t\tsuggest\twhich\t one\tof\tthese\tph\tvalues\tis\tthe\tph\tof\tconcentrated\t aqueous\tphosphoric\t acid.\t draw\ta\tcircle\taround\tthe\tcorrect\tanswer. ph\t2\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\tph\t7\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\tph\t9\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\tph\t13 [1] [total:\t14]",
+            "14": "14 0620/32/m/j/17 \u00a9 ucles 2017 7\t\tsulfur\tis\tan\telement\tin\tgroup\tvi\tof\tthe\tperiodic\t table.  (a)\t\twhat\tis\tthe\tmeaning\tof\tthe\tterm\telement ?  \t  \t.. \t\t[1]  (b)\t\tgive\tone\tsource\tand\tone\tuse\tof\tsulfur.  source \t  use \t. [2]  (c)\t\twhen\tsulfur\tvapour\ttouches\ta\tcold\tsurface\tit\tchanges\tdirectly\tto\ta\tsolid. \t\twhat\tis\tthe\tname\tgiven\tto\tthis\tchange\tof\tstate?  \t.. \t\t[1]  (d)\t\tsulfur\tdioxide\tand\toxides\tof\tnitrogen\tare\tboth\tatmospheric\tpollutants. \t \u25cf\t \tgive\tthe\tsources\tof\tthese\tgases. \t \u25cf\t \tdescribe\tthe\teffects\tof\tthese\tpollutants\ton\tthe\tenvironment. \t \u25cf\t \tdescribe\tthe\teffects\tof\tthese\tpollutants\ton\thealth.  \t  \t  \t  \t  \t  \t  \t.. \t\t[5]",
+            "15": "15 0620/32/m/j/17 \u00a9 ucles 2017permission 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 international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download at www.cie.org.uk after the live examination series. 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.  (e)\t\tsulfur\tand\tzinc\tare\tboth\tinsoluble\tin\twater. \t\tsulfur\tdoes\t not\treact\twith\thydrochloric\t acid\tbut\tzinc\treacts\tto\tform\ta\tsoluble\tsalt\tand\ta\tgas\t which\tescapes\tinto\tthe\tair. \t\tsuggest\thow\tyou\tcould\tprepare\ta\tpure\tdry\tsample\tof\tsulfur\tfrom\ta\tmixture\tof\tsulfur\tpowder\t and\tzinc\tpowder.  \t  \t  \t  \t  \t  \t.. \t\t[3] [total:\t12]",
+            "16": "16 0620/32/m/j/17 \u00a9 ucles 2017 groupthe periodic table of elements 1 h hydrogen 12 he helium 4ii i iii iv vv iv ii viii 3 li lithium 74 be berylliu m 9atomic number atomic symbolkey name relative atomic mas s 11 na sodium 2312 mg magnesium 24 19 k potassium 3920 ca calcium 40 37 rb rubidium 8538 sr strontium 88 55 cs caesium 13356 ba barium 137 87 fr franciu m \u201388 ra radium \u20135 b boron 11 13 al aluminium 27 31 ga gallium 70 49 in indium 115 81 tl thallium 2046 c carbon 12 14 si silicon 28 32 ge germanium 73 50 sn tin 119 82 pb lead 20722 ti titanium 4840 zr zirconium 91 72 hf hafnium 178 104 rf rutherfordiu m \u201323 v vanadium 51 41 nb niobium 93 73 ta tantalum 181 105 db dubnium \u201324 cr chromium 52 42 mo molybdenum 96 74 w tungsten 184 106 sg seaborgium \u201325 mn manganes e 55 43 tc technetium \u2013 75 re rhenium 186 107 bh bohrium \u201326 fe iron 56 44 ru ruthenium 101 76 os osmium 190 108 hs hassium \u201327 co cobalt 59 45 rh rhodium 103 77 ir iridium 192 109 mt meitneriu m \u201328 ni nicke l 59 46 pd palladium 106 78 pt platinum 195 110 ds darmstadtiu m \u201329 cu copper 6447 ag silver 108 79 au gold 197 111 rg roentgenium \u201330 zn zinc 65 48 cd cadmium 112 80 hg mercury 201 112 cn copernicium \u2013114 fl fleroviu m \u2013116 lv livermorium \u20137 n nitrogen 14 15 p phosphorus 31 33 as arsenic 75 51 sb antimony 122 83 bi bismuth 2098 o oxygen 16 16 s sulfur 32 34 se selenium 79 52 te tellurium 128 84 po polonium \u20139 f fluorine 19 17 cl chlorine 35.5 35 br bromine 80 53 i iodine 127 85 at astatine \u201310 ne neon 20 18 ar argon 40 36 kr krypton 84 54 xe xenon 131 86 rn radon \u201321 sc scandium 4539 y yttrium 89 57\u201371 lanthanoids 89\u2013103 actinoids 57 la lanthanum 139 89 aclanthanoids actinoids the volume of one mole of any gas is 24  dm3 at room temperature and pressure (r .t.p.).actinium \u201358 ce cerium 140 90 th thorium 23259 pr praseodymium 141 91 pa protactinium 23160 nd neodymium 144 92 u uranium 23861 pm promethium \u2013 93 np neptunium \u201362 sm samarium 150 94 pu plutonium \u201363 eu europium 152 95 am americiu m \u201364 gd gadolinium 157 96 cm curium \u201365 tb terbium 159 97 bk berkelium \u201366 dy dysprosium 163 98 cf californium \u201367 ho holmium 165 99 es einsteinium \u201368 er erbium 167 100 fm fermium \u201369 tm thulium 169101 md mendelevium \u201370 yb ytterbium 173102 no nobelium \u201371 lu lutetium 175103 lr lawrenciu m \u2013"
+        },
+        "0620_s17_qp_33.pdf": {
+            "1": "read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen.you may use an hb pencil for any diagrams or graphs.do not use staples, paper clips, glue or correction fluid.do not write in any barcodes. answer all questions. electronic calculators may be used.a copy of the periodic table is printed on page 16.you may lose marks if you do not show your working or if you do not use appropriate units. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question.chemistry  0620/33   paper 3 theory (core) may/june 2017  1 hour 15 minutes candidates answer on the question paper. no additional materials are required.cambridge international examinations cambridge international general certificate of secondary education this document consists of 16 printed pages. [turn overib17 06_0620_33/3rp\u00a9 ucles 2017 *6485603039* the syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificate.",
+            "2": "2 0620/33/m/j/17 \u00a9 ucles 2017 1 (a)\t\tthe\telectronic\tstructures\tof\tfive\tatoms,\ta,\tb,\tc,\td\tand\te,\tare\tshown. a b c d e \t\tanswer\tthe\tfollowing\tquestions\tabout\tthese\tatoms. \t\teach\tatom\tmay\tbe\tused\tonce,\tmore\tthan\tonce\tor\tnot\tat\tall. \t\twhich\tatom,\ta,\tb,\tc,\td or e,  (i)\t\tis\tin\tgroup\tviii\tof\tthe\tperiodic\t table,\t ..\t\t[1]  (ii)\t\tis\ta\tchlorine \tatom,\t ..\t\t[1]  (iii)\t\thas\t17\tprotons\tin\tits\tnucleus,\t ..\t\t[1]  (iv)\t\tis\tan\tatom\tof\tan\telement\tin\tthe\tsame\tperiod\tas\tcarbon,\t ..\t\t[1]  (v)\t\tis\tan\tatom\tof\ta\tmetal?\t ..\t\t[1]  (b)\t\tcomplete\t the\ttable\tto\tshow\tthe\tnumber\tof\telectrons,\t neutrons\tand\tprotons\tin\tthe\tmagnesium\t atom\tand\tcalcium\tion\tshown. number\tof\telectrons number\tof\tneutrons number\tof\tprotons 26mg12 12 44ca2+ 20 24 [3] [total:\t8]",
+            "3": "3 0620/33/m/j/17 \u00a9 ucles 2017 [turn over 2 (a)\t\tthe\ttable\tshows\tthe\tions\tpresent\tin\ta\t1000\t cm3\tsample\tof\tmineral\twater. ion present formula\tof\tionmass\tpresent in\tmg\t/\t1000\tcm3 calcium ca2+52 chloride cl \u201310 hydrogencarbonate hco3\u201350 magnesium mg2+ sodium na+12 sulfate so42\u201310 no3\u20138 total 150 \t\tanswer\tthese\tquestions\tusing\tthe\tinformation\tfrom\tthe\ttable.  (i)\t\tcalculate\tthe\tmass\tof\tmagnesium\tions\tin\tthe\t1000\t cm3\tsample\tof\tmineral\twater. mass\tof\tmagnesium\tions\t=\t..\tmg\t\t[1]  (ii)\t\twhich\tnegative\tion\tis\tpresent\tin\tthe\thighest\tconcentration?  \t ... \t\t[1]  (iii)\t\tstate\tthe\tname\tof\tthe\tion\tno3\u2013.  \t ... \t\t[1]  (iv)\t\tcalculate\tthe\tmass\tof\thydrogencarbonate\tions\tpresent\tin\t250\t cm3\tof\tthis\tsample. mass\tof\thydrogencarbonate\tions\t=\t..\tmg\t\t[1]",
+            "4": "4 0620/33/m/j/17 \u00a9 ucles 2017  (b)\t\twhen\tnitrate\tions\tare\twarmed\twith\taqueous\tsodium\thydroxide\t and\taluminium\t foil,\tammonia\t gas\tis\tgiven\toff. \t\tdescribe\ta\ttest\tfor\tammonia\tgas.  test \t.  result \t.. [2]  (c)\t\tthe\tformulae\tof\tsome\tbromides\tare\tgiven. \t aluminium\tbromide,\t al br3 \t magnesium\tbromide,\tmgbr2 \t sodium\tbromide,\tnabr \t\tdeduce\tthe\tformula\tfor\tcalcium\tbromide.  \t.. \t\t[1]  (d)\t\tmolten\tcalcium\tbromide\tcan\tbe\telectrolysed\tusing\tinert\telectrodes.  (i)\t\tpredict\tthe\tproducts\tof\tthis\telectrolysis\tat \t the\tnegative\telectrode\t(cathode),\t \t ... \t the\tpositive\telectrode\t(anode).\t \t ... [2]  (ii)\t\tgraphite\telectrodes\tare\tinert. \t \tgive\tthe\tname\tof\tone\tother\tsubstance\tthat\tcan\tbe\tused\tto\tmake\tan\tinert\telectrode.  \t ... \t\t[1] [total:\t10]",
+            "5": "5 0620/33/m/j/17 \u00a9 ucles 2017 [turn over 3\t\tthe\tdiagram\tshows\tpart\tof\tthe\tstructures\t of\tthree\tsubstances,\t p,\tq\tand\tr,\tat\troom\ttemperature\t and\tpressure. k+i\u2013k+ k+i\u2013 k+k+i\u2013i\u2013 k+i\u2013i\u2013 pq rbrbrbr brbrbr brbr brbrbrbrbrbr ararararar arar arar  (a)\t\tdescribe\tsubstances\t p,\tq\tand\tr\tin\tterms\tof \t \u25cf\t \ttheir\tbonding, \t \u25cf\t \tthe\tarrangement\tof\ttheir\tparticles, \t \u25cf\t \tthe\tmotion\tof\ttheir\tparticles.  \t  \t  \t  \t  \t  \t  \t  \t  \t.. \t\t[5]",
+            "6": "6 0620/33/m/j/17 \u00a9 ucles 2017  (b)\t\ta\tclosed\tgas\tsyringe\tcontains\tsubstance\t r.\tthe\tsyringe\tis\theated\tin\ta\twater\tbath. r end blockedwater bathgas syringe heat \t\tdescribe\twhat\thappens\tto\tthe\tvolume\tof\tsubstance\t r\tin\tthe\tsyringe.\tthe\tpressure\tremains\t constant.\texplain\tyour\tanswer\tin\tterms\tof\tparticles.  \t  \t.. \t\t[2]  (c)\t\tsubstance\tp\tundergoes\tphysical\tand\tchemical\tchanges.   which two\tof\tthe\tfollowing\tare\tphysical\tchanges?\texplain\tyour\tanswer.  a\t\tsubstance\tp\treacts\twith\tconcentrated\tsulfuric\tacid.  b\t\tiodine\tforms\twhen\tchlorine\tis\tadded\tto\tan\taqueous\tsolution\tof\tsubstance\t p.  c  substance\tp\tboils\tat\t1330\t \u00b0c.  d  substance\tp\tdissolves\teasily\tin\twater.  \t  \t  \t.. \t\t[3]  (d)\t\tgraphite\thas\ta\tgiant\tcovalent\tstructure\tcontaining\tlayers\tof\tcarbon\tatoms. \t\tgraphite\tis\tused\tto\tmake\tinert\telectrodes\tfor\telectrolysis. \t\tstate\tone\tother\tuse\tof\tgraphite\tand\texplain\thow\tthis\tuse\tis\trelated\tto\tits\tstructure.  \t  \t.. \t\t[2] [total:\t12]",
+            "7": "7 0620/33/m/j/17 \u00a9 ucles 2017 [turn over 4\t\tiron\tis\textracted\tfrom\tits\tore\tby\theating\tthe\tore\twith\tcarbon\tin\ta\tblast\tfurnace.  (a) (i)\t\tstate\tthe\tname\tof\tan\tore\tof\tiron.  \t ... \t\t[1]  (ii)\t\tin\tthe\tblast\tfurnace,\tiron( iii)\toxide\tis\treduced\tby\tcarbon\tmonoxide. \t \texplain\thow\tthe\tcarbon\tmonoxide\tis\tformed\tin\tthe\tblast\tfurnace.  \t .  \t ... \t\t[2]  (iii)\t\tbalance\tthe \tchemical\tequation\tfor\tthis\treaction. fe2o3\t\t+\t\t3co\t\t \t\t..fe\t\t+\t\t..co2 [2]  (iv)\t\thow\tdoes\tthis\tequation\tshow\tthat\tiron( iii)\toxide\tis\treduced?  \t ... \t\t[1]  (v)\t\tcalculate\tthe\trelative\tformula\tmass\tof\tiron( iii)\toxide,\tfe2o3. \t \tshow\tall\tyour\tworking. \t \tuse\tyour\tperiodic\t table\tto\thelp\tyou. relative\tformula\tmass\t=\t..\t\t[2]",
+            "8": "8 0620/33/m/j/17 \u00a9 ucles 2017  (b)\t\tiron\treacts\twith\thydrochloric\t acid\tto\tform\tiron( ii)\tchloride\tand\ta\tgas\twhich\t\u2018pops\u2019\twith\ta\tlighted\t splint.  (i)\t\tidentify\tthis\tgas.  \t ... \t\t[1]  (ii)\t\tsuggest\ta\tpractical\tmethod\tfor\tinvestigating\t the\trate\tof\tthis\treaction\tinvolving\tcollection\t of\t the\tgas. \t \tyou\tmay\tinclude\ta\tlabelled\tdiagram\tin\tyour\tanswer.  \t .  \t .  \t .  \t ... \t\t[3]  (c)\t\tdescribe\ta\ttest\tfor\tiron( ii)\tions.  test \t.  result \t.. [2]  (d)\t\tgive\ttwo\tadvantages\tof\trecycling\tsteel. \t 1\t\t . \t 2\t\t . [2] [total:\t16]",
+            "9": "9 0620/33/m/j/17 \u00a9 ucles 2017 [turn over 5\t\tglycolic\tacid\tis\tfound\tin\tthe\tstalks\tof\tsugar-cane \tplants. \t\tthe\tstructure\tof\tglycolic\tacid\tis\tshown. h cco o hoh h  (a)\t\ton\tthe\tstructure\tshown\tdraw\ta\tcircle\taround\tthe\tcarboxylic\tacid\tfunctional\tgroup.\t [1]  (b)\t\tgive\tthe\tmolecular\t formula\tof\tglycolic\tacid\tshowing\tthe\tnumber\tof\tcarbon,\thydrogen\t and\t oxygen\tatoms.  \t.. \t\t[1]  (c)\t\tsuggest\thow\tyou\tcould\tobtain\ta\tsolution\tcontaining \tglycolic\tacid\tfrom\tsugar-cane\tplants.  \t  \t  \t.. \t\t[3]  (d)\t\tnitric\tacid\tcan\toxidise\tglycolic\tacid. \t\twhat\tis\tthe\tmeaning\tof\tthe\tterm\toxidation ?  \t.. \t\t[1]",
+            "10": "10 0620/33/m/j/17 \u00a9 ucles 2017  (e)\t\tthe\ttable\tshows\tthe\tproperties\tof\tsome\tcarboxylic\tacids. carboxylic\tacidnumber\tof carbon\tatoms in\tone\tmoleculemelting\tpoint in \u00b0cboiling\tpoint in \u00b0cdensity in\tg\t/\tcm3 methanoic\tacid 1 8 101 1.220 ethanoic\tacid 2 17 118 1.049 propanoic\tacid 3 \u201321 0.993 butanoic\tacid 4 \u20135 164 0.958  (i)\t\tdescribe\thow\tthe\tdensity\tof\tthe\tcarboxylic\t acids\tvaries\twith\tthe\tnumber\tof\tcarbon\tatoms\t in\tone\tmolecule.  \t ... \t\t[1]  (ii)\t\tpredict\tthe\tboiling\tpoint\tof\tpropanoic\tacid.  \t ... \t\t[1]  (iii)\t\twhat\tis\tthe\tstate\tof\tbutanoic\tacid\tat\t\u201310 \t\u00b0c?\texplain\tyour\tanswer.  \t .  \t ... \t\t[2] [total:\t10]",
+            "11": "11 0620/33/m/j/17 \u00a9 ucles 2017 [turn over 6 (a)\t\tthe\ttable\tshows\tthe\tproperties\tof\tsome\talloys. alloydensity in\tg\t/\tcm3relative hardnessrelative strengthrelative electrical conductivitycost j 7.8 4.0 24.0 1.1 cheap k 2.8 2.5 7.5 3.8 expensive l 11.3 0.2 1.5 0.5 cheap m 10.2 5.5 16.5 0.2 very\texpensive \t\tuse\tthe\tinformation\tin\tthe\ttable\tto\tanswer\tthe\tquestions.  (i)\t\twhich\talloy \twould\tbe\tmost\tuseful\tfor\tmaking\ta\tbridge? \t \tgive\ttwo\treasons\tfor\tyour\tanswer. \t alloy\t. \t reason\t1\t\t .. \t reason\t2\t\t .. [2]  (ii)\t\twhich\talloy \tis\tbest\tto\tmake\tthe\ttips\tof\thigh-speed\tdrills? \t \tgive\tone\treason\tfor\tyour\tanswer. \t alloy\t. \t reason\t\t . [1]  (iii)\t\twhich\talloy \tis\tbest\tto\tmake\taircraft\tbodies? \t \tgive\tone\treason\tfor\tyour\tanswer. \t alloy\t. \t reason\t .. [1]",
+            "12": "12 0620/33/m/j/17 \u00a9 ucles 2017  (b)\t\ta\tstudent\ttook\tpieces\tof\tfour\tdifferent\tsteel\talloys,\t w,\tx,\ty\tand\tz,\teach\tof\tthe\tsame\tmass,\tand\t placed\tthem\tseparately\t into\thydrochloric\t acid.\tthe\tconcentration\t of\tacid\twas\tthe\tsame\tin\teach\t case\tand\tthe\tmetal\twas\tin\texcess.\t all\tother\tconditions\twere\tkept\tthe\tsame. \t\tthe\tstudent\tmeasured\t the\tmass\tof\teach\talloy\tat\tintervals\tas\tthe\treaction\tproceeded\t and\t calculated\tthe\tpercentage\tmass\tloss. \t\tthe\tresults\tfor\talloys\tw,\tx\tand\ty\tare\tshown\ton\tthe\tgraph. 100 80 6040 20 0 0 1234 time  / days56 7percentage mass lossw x y  (i)\t\talloy\tz\treacts\tfaster\twith\thydrochloric\tacid\tthan\talloy\t w. \t \ton\tthe\tgraph,\tdraw\ta\tline\twhich\tcould\trepresent\tthe\tpercentage\t mass\tloss\tof\talloy\tz\twith\t time. [2]  (ii)\t\twhich\talloy \tshowed\tthe\tleast\tpercentage\tmass\tloss\tafter\t3\tdays?  \t ... \t\t[1]  (iii)\t\thow\tlong\tdid\tit\ttake\tfor\talloy\tx\tto\tlose\t40%\tof\tits\tmass?  \t ... \t\t[1]  (iv)\t\tsuggest\thow\tthe\tfollowing\tfactors\taffect\tthe\trate\tof\tmass\tloss. \t increasing\tthe\ttemperature\t \t . \t increasing\tthe\tconcentration\tof\tthe\tacid\t \t. [2]",
+            "13": "13 0620/33/m/j/17 \u00a9 ucles 2017 [turn over  (c)\t\tthe\tconcentration\tof\tan\tacid\tcan\tbe\tfound\tby\ttitrating\tit\twith\taqueous\tsodium\thydroxide. \t\tsuggest\twhich\t one\tof\tthese\tph\tvalues\tis\tthe\tph\tof\tconcentrated\taqueous\tsodium\thydroxide. \t\tdraw\ta\tcircle\taround\tthe\tcorrect\tanswer. ph\t1\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\tph\t3\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\tph\t7\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\tph\t12 [1] [total:\t11]",
+            "14": "14 0620/33/m/j/17 \u00a9 ucles 2017 7\t\twater\tis\ta\tsimple\tcovalent\tcompound.  (a)\t\tcomplete\tthe\tdiagram\tto\tshow\tthe\telectrons\tin\tthe\t covalent\tbonds\tin\ta\twater\tmolecule. o h h [1]  (b)\t\tgive\t two\tphysical\tproperties\t which\tdistinguish\t a\tsimple\tcovalent\tcompound\t from\tan\tionic\t compound. \t 1\t\t . \t 2\t\t . [2]  (c)\t\tsome\tinformation\tabout\tthe\treaction\tof\tfour\tmetals\t with\twater\tis\tgiven. \t cerium:\t reacts\tslowly\twith\tcold\twater \t iron:\t reacts\twith\tsteam\tonly\twhen\textremely\thot \t lithium:\t reacts\trapidly\twith\tcold\twater \t magnesium:\treacts\tslowly\twith\thot\twater \t\tlist\tthese\tmetals\tin\torder\tof\ttheir\treactivity.\tput\tthe\tleast\treactive\tmetal\tfirst. least reactive most reactive [2]",
+            "15": "15 0620/33/m/j/17 \u00a9 ucles 2017permission 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 international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download at www.cie.org.uk after the live examination series. 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.  (d) (i)\t\tstate\tthe\tconditions\tneeded\tfor\tiron\tto\trust.  \t .  \t ... \t\t[2]  (ii)\t\tstate\ttwo\tmethods\tof\trust\tprevention. \t 1\t\t .. \t 2\t\t .. [2]  (e)\t\tstarting\twith\tan\taqueous\tsolution\tof\tcopper( ii)\tsulfate,\tdescribe\thow\tyou\tcould\tobtain\ta\tpure\t dry\tsample\tof\tcopper( ii)\tsulfate\tcrystals.  \t  \t  \t  \t.. \t\t[2]  (f)\t\tcarbon\tdioxide\tand\twater\tare\tformed\twhen\thydrocarbons\tburn. \t\tcomplete\tthe\tchemical\tequation\tfor\tthe\tcombustion\tof\tbutene. c4h8\t\t+\t\t6o2  \t\t..co2\t\t+\t\t..h2o [2] [total:\t13]",
+            "16": "16 0620/33/m/j/17 \u00a9 ucles 2017 groupthe periodic table of elements 1 h hydrogen 12 he helium 4ii i iii iv vv iv ii viii 3 li lithium 74 be berylliu m 9atomic number atomic symbolkey name relative atomic mas s 11 na sodium 2312 mg magnesium 24 19 k potassium 3920 ca calcium 40 37 rb rubidium 8538 sr strontium 88 55 cs caesium 13356 ba barium 137 87 fr franciu m \u201388 ra radium \u20135 b boron 11 13 al aluminium 27 31 ga gallium 70 49 in indium 115 81 tl thallium 2046 c carbon 12 14 si silicon 28 32 ge germanium 73 50 sn tin 119 82 pb lead 20722 ti titanium 4840 zr zirconium 91 72 hf hafnium 178 104 rf rutherfordiu m \u201323 v vanadium 51 41 nb niobium 93 73 ta tantalum 181 105 db dubnium \u201324 cr chromium 52 42 mo molybdenum 96 74 w tungsten 184 106 sg seaborgium \u201325 mn manganes e 55 43 tc technetium \u2013 75 re rhenium 186 107 bh bohrium \u201326 fe iron 56 44 ru ruthenium 101 76 os osmium 190 108 hs hassium \u201327 co cobalt 59 45 rh rhodium 103 77 ir iridium 192 109 mt meitneriu m \u201328 ni nicke l 59 46 pd palladium 106 78 pt platinum 195 110 ds darmstadtiu m \u201329 cu copper 6447 ag silver 108 79 au gold 197 111 rg roentgenium \u201330 zn zinc 65 48 cd cadmium 112 80 hg mercury 201 112 cn copernicium \u2013114 fl fleroviu m \u2013116 lv livermorium \u20137 n nitrogen 14 15 p phosphorus 31 33 as arsenic 75 51 sb antimony 122 83 bi bismuth 2098 o oxygen 16 16 s sulfur 32 34 se selenium 79 52 te tellurium 128 84 po polonium \u20139 f fluorine 19 17 cl chlorine 35.5 35 br bromine 80 53 i iodine 127 85 at astatine \u201310 ne neon 20 18 ar argon 40 36 kr krypton 84 54 xe xenon 131 86 rn radon \u201321 sc scandium 4539 y yttrium 89 57\u201371 lanthanoids 89\u2013103 actinoids 57 la lanthanum 139 89 aclanthanoids actinoids the volume of one mole of any gas is 24  dm3 at room temperature and pressure (r .t.p.).actinium \u201358 ce cerium 140 90 th thorium 23259 pr praseodymium 141 91 pa protactinium 23160 nd neodymium 144 92 u uranium 23861 pm promethium \u2013 93 np neptunium \u201362 sm samarium 150 94 pu plutonium \u201363 eu europium 152 95 am americiu m \u201364 gd gadolinium 157 96 cm curium \u201365 tb terbium 159 97 bk berkelium \u201366 dy dysprosium 163 98 cf californium \u201367 ho holmium 165 99 es einsteinium \u201368 er erbium 167 100 fm fermium \u201369 tm thulium 169101 md mendelevium \u201370 yb ytterbium 173102 no nobelium \u201371 lu lutetium 175103 lr lawrenciu m \u2013"
+        },
+        "0620_s17_qp_41.pdf": {
+            "1": "read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen.you may use an hb pencil for any diagrams or graphs.do not use staples, paper clips, glue or correction fluid.do not write in any barcodes. answer all questions. electronic calculators may be used.a copy of the periodic table is printed on page 16.you may lose marks if you do not show your working or if you do not use appropriate units. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question.chemistry 0620/41   paper 4 theory (extended) may/june 2017  1 hour 15 minutes candidates answer on the question paper. no additional materials are required.cambridge international examinations cambridge international general certificate of secondary education this document consists of 14 printed pages and 2 blank pages. [turn overib17 06_0620_41/4rp\u00a9 ucles 2017 *3843148954* the syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificate.",
+            "2": "2 0620/41/m/j/17 \u00a9 ucles 2017 1  this question is about subatomic particles.  (a)\t\tdefine\tthe\tterms  proton number ,  ..     nucleon number .      [3]  (b)  why is the 1h1 hydrogen atom the only atom to have an identical proton number and nucleon  number?      ..   [1]  (c)  complete the table to show the number of protons, neutrons and electrons in the atoms and  ions given. number of protonsnumber of neutronsnumber of electrons 19f 9 26mg 12 31p3\u2013 87sr2+ [6]  (d) (i)\t \twrite\tthe\tformula\tof\tthe\tcompound\tformed\tfrom\tfluorine\tand\tmagnesium.   ...   [1]  (ii)  write the formula of the compound formed from sr2+ and p3\u2013.   ...   [1] [total: 12]",
+            "3": "3 0620/41/m/j/17 \u00a9 ucles 2017 [turn over 2  some oxides of some elements are listed.  co co2  na2o mgo al 2o3  sio2 p4o10 so2 cl 2o7 cr2o3  (a)  answer the following questions using only oxides from the list. each oxide may be used once,  more than once or not at all.   give the formula of an oxide  (i)  which is the main cause of acid rain,  ..  (ii)  which would give a solution of ph 14 when added to water,  ...  (iii)  which is coloured,  ...  (iv)  which is the major impurity in iron ore,    (v)  which is amphoteric,   (vi)  which is neutral.  .. [6]  (b)  amphoteric oxides and neutral oxides are different from each other.  (i)  what is meant by the term amphoteric  oxide?   .   ...   [1]  (ii)  what is meant by the term neutral  oxide ?   .   ...   [1] [total: 8]",
+            "4": "4 0620/41/m/j/17 \u00a9 ucles 2017 3  magnesium sulfate and lead( ii) sulfate are examples of salts.  (a)  a student prepared magnesium sulfate crystals starting from magnesium carbonate. the  student carried out the experiment in four steps.  step 1  the student added excess magnesium carbonate to a small volume of   dilute sulfuric acid until no more magnesium carbonate would react.  step 2\t\tthe\tstudent\tfiltered\tthe\tmixture.  step 3\t\tthe\tstudent\theated\tthe\tfiltrate\tobtained\tfrom\t step 2 until it was saturated.  step 4\t\tthe\tstudent\tallowed\tthe\thot\tfiltrate\tto\tcool\tto\troom\ttemperature\t and\tthen\tremoved\t the crystals which formed.  (i)\t\thow\tdid\tthe \tstudent\tknow\twhen\tthe\treaction\thad\tfinished\tin\t step 1?   ...   [1]  (ii)  name the residue in step 2.   ...   [1]  (iii)  a saturated solution forms in step 3.   what is a saturated solution?   .   ...   [2]  (iv)  explain why magnesium sulfate crystals form during step 4.   .   ...   [1]",
+            "5": "5 0620/41/m/j/17 \u00a9 ucles 2017 [turn over  (b)  magnesium sulfate crystals are hydrated. another student heated some hydrated  magnesium sulfate crystals in a crucible and obtained the following results.  mass of hydrated magnesium sulfate crystals = 4.92 g  mass of water removed = 2.52 g  (i)  calculate the number of moles of water removed. moles of water = . mol  [1]  (ii)  calculate the number of moles of anhydrous magnesium sulfate remaining in the crucible.   the mr of anhydrous magnesium sulfate is 120. moles of anhydrous magnesium sulfate = . mol  [1]  (iii)  calculate the ratio of moles of anhydrous magnesium sulfate : moles of water. give your  answer as whole numbers. ratio =  :   [1]  (iv)  suggest the formula of hydrated magnesium sulfate crystals. formula of hydrated magnesium sulfate crystals =   [2]",
+            "6": "6 0620/41/m/j/17 \u00a9 ucles 2017  (c)  lead( ii) sulfate, pbso4, is insoluble.   describe how you would prepare a pure dry sample of lead( ii) sulfate crystals starting from  solutions of lead( ii) nitrate and sodium sulfate.   include a series of key steps in your answer.                        ..   [4]  (d)  write the ionic equation for the reaction which takes place between solutions of lead( ii) nitrate  and sodium sulfate.   include state symbols.   ..   [2] [total: 16]",
+            "7": "7 0620/41/m/j/17 \u00a9 ucles 2017 [turn over 4  zinc is a very important metal.  (a)\t\tzinc\tis\textracted\tfrom\tits\tore,\tzinc\tblende.\tzinc\tblende\tcontains\tzinc\tsulfide,\tzns. \t \tzinc\tsulfide\tis\tconverted\tto\tzinc\toxide\tin\tan\tindustrial\tprocess.  (i)\t\tdescribe\thow\tzinc\tsulfide\tis\tconverted\tto\tzinc\toxide\tin\tthis\tindustrial\tprocess.   .   ...   [1]  (ii)  write the chemical equation for this reaction.   ...   [2]  (b)  zinc oxide is then reduced in a furnace.  (i)  name the substance added to the furnace to reduce the zinc oxide.   ...   [1]  (ii)  describe how the pure zinc is removed from the furnace and collected.   .   .   ...   [2]",
+            "8": "8 0620/41/m/j/17 \u00a9 ucles 2017  (c)  when rods of zinc and copper are placed into dilute sulfuric acid as shown, electricity is  generated. copper rod dilute sulfuric acidzinc ro dbulb  (i)  write the ionic half-equation for the reaction occurring at the zinc rod.   ...   [2]  (ii)  write the ionic half-equation for the reaction occurring at the copper rod.   ...   [2]  (iii)  the copper rod was replaced by an iron rod.   suggest the change, if any, in the intensity of the light emitted from the bulb and give a  reason for your answer.  change    reason  .   . [2] [total: 12]",
+            "9": "9 0620/41/m/j/17 \u00a9 ucles 2017 [turn over 5  when barium carbonate is added to dilute hydrochloric acid, carbon dioxide gas is formed.   a student carried out an experiment to measure the volume of gas formed as a reaction proceeds.  the student added a small mass of powdered barium carbonate to an excess of 0.1 mol / dm3  hydrochloric acid. a graph of the results was drawn.   the graph is shown. 400 300 200 100 0volum e of gas / cm3 03 06 09 0120 time  / s150 180 210 240  (a)  name the two pieces of apparatus needed to take the measurements shown on the graph.  1  .  2  . [1]  (b)  on the axes below, sketch a graph to show how the rate of reaction changes as the reaction  proceeds.   assume the initial rate of reaction is represented by the point at x. 00 120 90 60 30 time  / srate of reactionx [2]",
+            "10": "10 0620/41/m/j/17 \u00a9 ucles 2017  (c)  the total volume of gas collected was 180 cm3 at room temperature and pressure.   calculate the mass, in grams, of barium carbonate used. baco3  +  2hcl    bacl 2  +  h2o  +  co2 mass of barium carbonate = . g  [3]  (d)  the original graph has been drawn again.   on the grid, draw the graph expected if the same mass of barium carbonate is added as large  lumps instead of as a powder. all other conditions are the same as in the original experiment.   explain why your graph is different from the original graph. 400 300 200100 0volum e of gas / cm3 03 06 09 0120 time  / s150 180 210 240         ..   [2]",
+            "11": "11 0620/41/m/j/17 \u00a9 ucles 2017 [turn over  (e)  the original graph has been drawn again.   on the grid, draw the graph expected if the concentration of dilute hydrochloric acid is changed  from 0.1 mol / dm3 to 0.2 mol / dm3. all other conditions are the same as in the original experiment.   explain, in terms of particles, why your graph is different from the original graph. 400 300 200 100 0volum e of gas / cm3 03 06 09 0120 time  / s150 180 210 240            ..   [4]  (f)  the experiment is changed and the mass of powdered barium carbonate is doubled. all other  conditions are the same as in the original experiment. the acid is still in excess.   deduce the volume of gas formed at room temperature and pressure, in cm3, in this experiment. volume of gas = .. cm3  [1] [total: 13]",
+            "12": "12 0620/41/m/j/17 \u00a9 ucles 2017 6  the alkenes and alkanes are both examples of homologous series which are hydrocarbons.  (a)  what is meant by the term hydrocarbon ?      ..   [2]  (b)  give three characteristics of an homologous series.  1  .  2  .  3  . [3]  (c)  name and draw the structure of the second member of the alkene homologous series.   show all of the atoms and all of the bonds.  name  ..  structure [2]  (d)  alcohols can be made from alkenes.   name the reagent and conditions needed to convert an alkene into an alcohol.      ..   [2]",
+            "13": "13 0620/41/m/j/17 \u00a9 ucles 2017 [turn over  (e)  the alcohol butanol, ch3ch2ch2ch2oh, can be converted into a carboxylic acid with four  carbon atoms.  (i)  name the carboxylic acid formed from butanol and draw its structure. show all of the  atoms and all of the bonds.  name  ...  structure [2]  (ii)  ethanoic acid can be formed from ethanol by fermentation. it can also be formed by the addition of a suitable chemical reagent.  name the reagent needed to convert ethanol into ethanoic acid.   ...   [2]  (iii)  state the type of chemical change which occurs when ethanol is converted into  ethanoic acid.   ...   [1]  (f)  describe how a student could prepare the ester methyl ethanoate in a school laboratory.   in your description give \t \u25cf\t \tthe\tnames\tof\tthe\ttwo starting organic chemicals, \t \u25cf\t \tthe\tessential\treaction\tconditions\tneeded, \t \u25cf\t a\tchemical\tequation\tfor\tthe\treaction.                        ..   [5] [total: 19]",
+            "14": "14 0620/41/m/j/17 \u00a9 ucles 2017blank page",
+            "15": "15 0620/41/m/j/17 \u00a9 ucles 2017permission 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 international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download at www.cie.org.uk after the live examination series. 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.blank page",
+            "16": "16 0620/41/m/j/17 \u00a9 ucles 2017 groupthe periodic table of elements 1 h hydrogen 12 he helium 4ii i iii iv vv iv ii viii 3 li lithium 74 be beryllium 9atomic number atomic symbolkey name relative atomic mas s 11 na sodium 2312 mg magnesium 24 19 k potassium 3920 ca calcium 40 37 rb rubidium 8538 sr strontium 88 55 cs caesium 13356 ba barium 137 87 fr francium \u201388 ra radium \u20135 b boron 11 13 al aluminium 27 31 ga gallium 70 49 in indium 115 81 tl thallium 2046 c carbon 12 14 si silicon 2832 ge germanium 73 50 sn tin 119 82 pb lead 20722 ti titanium 4840 zr zirconium 91 72 hf hafnium 178 104 rf rutherfordium \u201323 v vanadium 51 41 nb niobium 93 73 ta tantalum 181 105 db dubnium \u201324 cr chromium 52 42 mo molybdenum 96 74 w tungsten 184 106 sg seaborgium \u201325 mn manganes e 55 43 tc technetium \u2013 75 re rhenium 186 107 bh bohrium \u201326 fe iron 56 44 ru ruthenium 101 76 os osmium 190 108 hs hassium \u201327 co cobalt 59 45 rh rhodium 103 77 ir iridium 192 109 mt meitneriu m \u201328 ni nicke l 59 46 pd palladium 106 78 pt platinum 195 110 ds darmstadtium \u201329 cu copper 6447 ag silver 108 79 au gold 197 111 rg roentgenium \u201330 zn zinc 65 48 cd cadmiu m 112 80 hg mercury 201 112 cn copernicium \u2013114 fl flerovium \u2013116 lv livermorium \u20137 n nitrogen 14 15 p phosphorus 3133 as arsenic 75 51 sb antimony 122 83 bi bismuth 2098 o oxygen 16 16 s sulfur 3234 se selenium 79 52 te tellurium 128 84 po polonium \u20139 f fluorine 19 17 cl chlorine 35.5 35 br bromine 80 53 i iodine 127 85 at astatine \u201310 ne neon 20 18 ar argon 4036 kr krypton 84 54 xe xenon 131 86 rn radon \u201321 sc scandium 4539 y yttrium 89 57\u201371 lanthanoids 89\u2013103 actinoids 57 la lanthanum 139 89 aclanthanoids actinoids the volume of one mole of any gas is 24  dm3 at room temperature and pressure (r .t.p.).actinium \u201358 ce cerium 140 90 th thorium 23259 pr praseodymium 141 91 pa protactinium 23160 nd neodymium 144 92 u uranium 23861 pm promethium \u2013 93 np neptunium \u201362 sm samarium 150 94 pu plutonium \u201363 eu europium 152 95 am americiu m \u201364 gd gadolinium 157 96 cm curium \u201365 tb terbiu m 159 97 bk berkelium \u201366 dy dysprosium 163 98 cf californium \u201367 ho holmium 165 99 es einsteinium \u201368 er erbium 167 100 fm fermium \u201369 tm thulium 169101 md mendelevium \u201370 yb ytterbium 173102 no nobelium \u201371 lu lutetium 175103 lr lawrenciu m \u2013"
+        },
+        "0620_s17_qp_42.pdf": {
+            "1": "read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen.you may use an hb pencil for any diagrams or graphs.do not use staples, paper clips, glue or correction fluid.do not write in any barcodes. answer all questions. electronic calculators may be used.a copy of the periodic table is printed on page 16.you may lose marks if you do not show your working or if you do not use appropriate units. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question.chemistry 0620/42   paper 4 theory (extended) may/june 2017  1 hour 15 minutes candidates answer on the question paper. no additional materials are required.cambridge international examinations cambridge international general certificate of secondary education this document consists of 14 printed pages and 2 blank pages. [turn overib17 06_0620_42/5rp\u00a9 ucles 2017 *5924154296* the syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificate.",
+            "2": "2 0620/42/m/j/17 \u00a9 ucles 2017 1 (a)  state the name of the process that is used to  (i)  separate oxygen from liquid air,   ...   [1]  (ii)  separate the individual dyes in ink,   ...   [1]  (iii)  produce ethanol from simple sugars,   ...   [1]  (iv)  obtain water from aqueous sodium chloride,   ...   [1]  (v)  separate the precipitate formed when aqueous silver nitrate is added to aqueous   sodium chloride.   ...   [1]  (b)  state what is meant by the terms  (i)  element ,   .   ...   [1]  (ii)  compound ,   .   ...   [1]  (iii)  ion.   .   ...   [1] [total: 8]",
+            "3": "3 0620/42/m/j/17 \u00a9 ucles 2017 [turn over 2  carbon and silicon are elements in group iv of the periodic table. both carbon and silicon exist as  more than one isotope.  (a)\t\tdefine\tthe\tterm\tisotopes .      ..   [2]  (b)  complete the following table which gives information about carbon atoms and silicon atoms. carbon silicon proton number electronic structure nucleon number 12 28 number of neutrons in one atom [3]  (c)  silicon has a giant structure which is similar to the structure of diamond.  (i)  name the type of bond which is present between silicon atoms in silicon.   ...   [1]  (ii)  suggest two physical properties of silicon.   use your knowledge of structure and bonding to explain why silicon has these physical  properties.  property 1  ...  reason 1  ..  property 2  ...  reason 2  .. [4]  (d)  samples of air taken from industrial areas are found to contain small amounts of carbon monoxide.  (i)  explain how this carbon monoxide is formed.   .   ...   [2]  (ii)  state why carbon monoxide should not be inhaled.   ...   [1]",
+            "4": "4 0620/42/m/j/17 \u00a9 ucles 2017  (e)  carbon dioxide, co2, is a gas at room temperature and pressure, whereas silicon( iv) oxide,  sio2, is a solid.  (i)  name the type of structure which the following compounds have.  carbon dioxide  ..   [1]  silicon( iv) oxide    [1]  (ii)  use your knowledge of structure and bonding to explain why carbon dioxide is a gas at  room temperature and pressure, whereas silicon( iv) oxide is a solid.   .   .   .   ...   [3]  (f)  silicon( iv) oxide is an acidic oxide. when silicon( iv) oxide reacts with alkalis, the salts formed  contain the ion sio32\u2013.   write a chemical equation for the reaction between silicon( iv) oxide and aqueous  sodium hydroxide.   ..   [2] [total: 20]",
+            "5": "5 0620/42/m/j/17 \u00a9 ucles 2017 [turn over 3  this question is about nitrogen and some of its compounds.  (a)  nitrogen in the air can be converted into ammonia by the haber process. the chemical equation  for the reaction is shown. n2  +  3h2    2nh3  (i)  state the temperature and pressure used in the haber process.  temperature    pressure  .. [2]  (ii)  name the catalyst used in the haber process.   ...   [1]  (b)  the ammonia produced in the haber process can be oxidised to nitrogen( ii) oxide at 900 \u00b0c.   the reaction is exothermic.  (i)  balance the chemical equation for this reaction. 4nh3  +  .o2    .no  +  .h2o [2]  (ii)  suggest a reason, other than cost, why a temperature greater than 900 \u00b0c is not used.   ...   [1]  (iii)  suggest a reason why a temperature less than 900 \u00b0c is not used.   ...   [1]  (c)  nitrogen( ii) oxide can be reacted with oxygen and water to produce nitric acid as the only  product.   write a chemical equation for this reaction.   ..   [2]",
+            "6": "6 0620/42/m/j/17 \u00a9 ucles 2017  (d)  describe how you would prepare a pure dry sample of copper( ii) nitrate crystals in the  laboratory using dilute nitric acid and solid copper( ii) carbonate.   include a series of key steps in your answer.   you should include a chemical equation for the reaction.                        ..   [6] [total: 15]",
+            "7": "7 0620/42/m/j/17 \u00a9 ucles 2017 [turn over question 4 starts on the next page.",
+            "8": "8 0620/42/m/j/17 \u00a9 ucles 2017 4  nickel, copper and zinc are three consecutive elements in the periodic table.   (a)  nickel and copper are transition elements.   state three chemical properties of transition elements.         ..   [3]  (b)  copper( ii) oxide is a basic oxide but zinc oxide is an amphoteric oxide. both oxides are  insoluble in water.   you are provided with a mixture of solid copper( ii) oxide and solid zinc oxide. describe how  you would obtain a sample of copper( ii) oxide from this mixture.            ..   [3]  (c)  three cells are set up each using two metals. cell 1 1.10  v electrolytezinc copper\u2013 + \u2013 +vcell 2 0.51  v electrolytezinc nickelvcell 3 .  v electrolytecopper nickelv  (i)  write the ionic half-equation for the reaction occurring at the zinc electrode in cell 1.   ...   [2]",
+            "9": "9 0620/42/m/j/17 \u00a9 ucles 2017 [turn over  (ii)  put the three metals, copper, nickel and zinc, in order of reactivity.  most reactive        least reactive   [1]  (iii)  complete the labelling in cell 3 by writing the polarity (+/\u2013) of each electrode in the circles  and calculating the reading on the voltmeter. [2] [total: 11]",
+            "10": "10 0620/42/m/j/17 \u00a9 ucles 2017 5 (a)  the elements in group vii are known as the halogens. some halogens react with aqueous  solutions of halides.  (i)  complete the table by adding a \uf033 to indicate when a reaction occurs and a \uf037 to indicate  when no reaction occurs. aqueous potassium chlorideaqueous potassium bromideaqueous potassium iodide chlorine \uf037 \uf033 bromine \uf037 iodine \uf037 [3]  (ii)  write a chemical equation for the reaction between chlorine and aqueous potassium bromide .   ...   [1]  (b)  a sample of vanadium chloride was weighed and dissolved in water. an excess of aqueous  silver\tnitrate,\tacidified\t with\tdilute\tnitric\tacid,\twas\tadded.\ta\tprecipitate\t of\tsilver\tchloride\t was\t formed. the ionic equation for this reaction is shown. ag+(aq)  +  cl \u2013(aq)    agcl (s)   the mass of silver chloride formed was 2.87 g.  (i)  state the colour of the precipitate of silver chloride.   ...   [1]  (ii)  the relative formula mass of silver chloride, agcl, is 143.5.   calculate the number of moles in 2.87 g of agcl. moles of agcl = .. mol  [1]  (iii)  use your answer to (b)(ii)  and the ionic equation to deduce the number of moles of chloride  ions, cl \u2013, that produced 2.87 g of agcl. moles of cl \u2013 = .. mol  [1]  (iv)  the amount of vanadium chloride in the sample was 0.01 moles.   use this and your answer to (b)(iii)  to deduce the whole number ratio of moles of  vanadium chloride : moles of chloride ions.   deduce the formula of vanadium chloride.  moles of vanadium chloride : moles of chloride ions   ... : ...  formula of vanadium chloride  . [2]",
+            "11": "11 0620/42/m/j/17 \u00a9 ucles 2017 [turn over  (c)  astatine is at the bottom of group vii. use your knowledge of the properties of the halogens to  (i)  predict the physical state of astatine at room temperature and pressure,   ...   [1]  (ii)  write a chemical equation for the reaction between sodium and astatine.   ...   [2]  (d)  iodine reacts with chlorine. the chemical equation is shown. i2  +  c l 2    2icl   use the bond energies to answer the questions. bond bond energy in kj / mol i\u2013i 151 cl \u2013cl 242 i\u2013cl 208  (i)  calculate the total amount of energy required to break the bonds in 1 mole of i2 and  1 mole of cl 2.  kj  [1]  (ii)  calculate the total amount of energy given out when the bonds in 2 moles of icl are  formed.  kj  [1]  (iii)  use your answers to (d)(i) and (d)(ii)  to calculate the overall energy change for the  reaction. i2  +  c l 2    2icl  kj / mol  [1] [total: 15]",
+            "12": "12 0620/42/m/j/17 \u00a9 ucles 2017 6 (a)  an homologous series is a \u2018family\u2019 of organic compounds whose names have the same ending.  (i)  name the homologous series for which the names of the organic compounds end in -ene  and -oic acid .  -ene  ..   [1]  -oic acid      [1]  (ii)  state two characteristics of an homologous series.   .   ...   [2]  (b)  propan-1-ol is a member of the homologous series of alcohols. it reacts in the same way as  ethanol\twith\tacidified\tpotassium\tmanganate( vii) and with carboxylic acids.   name the type of compound that is formed when propan-1-ol is heated with \t \tacidified\tpotassium\tmanganate( vii),     ethanoic acid and a suitable catalyst.   [2]",
+            "13": "13 0620/42/m/j/17 \u00a9 ucles 2017 [turn over  (c)  the structure of prop-2-enoic (acrylic) acid is shown. h c hcco2h h  (i)  what would you see if prop-2-enoic acid were added to  aqueous bromine,  ...  a solution of sodium carbonate.  .. [2]  (ii)  prop-2-enoic acid can be polymerised to form poly(acrylic acid).   suggest the type of polymerisation that occurs and draw one repeat unit of the polymer.   type of polymerisation  .   repeat unit [3] [total: 11]",
+            "14": "14 0620/42/m/j/17 \u00a9 ucles 2017blank page",
+            "15": "15 0620/42/m/j/17 \u00a9 ucles 2017permission 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 international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download at www.cie.org.uk after the live examination series. 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.blank page",
+            "16": "16 0620/42/m/j/17 \u00a9 ucles 2017 groupthe periodic table of elements 1 h hydrogen 12 he helium 4ii i iii iv vv iv ii viii 3 li lithium 74 be beryllium 9atomic number atomic symbolkey name relative atomic mas s 11 na sodium 2312 mg magnesium 24 19 k potassium 3920 ca calcium 40 37 rb rubidium 8538 sr strontium 88 55 cs caesium 13356 ba barium 137 87 fr francium \u201388 ra radium \u20135 b boron 11 13 al aluminium 27 31 ga gallium 70 49 in indium 115 81 tl thallium 2046 c carbon 12 14 si silicon 2832 ge germanium 73 50 sn tin 119 82 pb lead 20722 ti titanium 4840 zr zirconium 91 72 hf hafnium 178 104 rf rutherfordium \u201323 v vanadium 51 41 nb niobium 93 73 ta tantalum 181 105 db dubnium \u201324 cr chromium 52 42 mo molybdenum 96 74 w tungsten 184 106 sg seaborgium \u201325 mn manganes e 55 43 tc technetium \u2013 75 re rhenium 186 107 bh bohrium \u201326 fe iron 56 44 ru ruthenium 101 76 os osmium 190 108 hs hassium \u201327 co cobalt 59 45 rh rhodium 103 77 ir iridium 192 109 mt meitneriu m \u201328 ni nicke l 59 46 pd palladium 106 78 pt platinum 195 110 ds darmstadtium \u201329 cu copper 6447 ag silver 108 79 au gold 197 111 rg roentgenium \u201330 zn zinc 65 48 cd cadmiu m 112 80 hg mercury 201 112 cn copernicium \u2013114 fl flerovium \u2013116 lv livermorium \u20137 n nitrogen 14 15 p phosphorus 3133 as arsenic 75 51 sb antimony 122 83 bi bismuth 2098 o oxygen 16 16 s sulfur 3234 se selenium 79 52 te tellurium 128 84 po polonium \u20139 f fluorine 19 17 cl chlorine 35.5 35 br bromine 80 53 i iodine 127 85 at astatine \u201310 ne neon 20 18 ar argon 4036 kr krypton 84 54 xe xenon 131 86 rn radon \u201321 sc scandium 4539 y yttrium 89 57\u201371 lanthanoids 89\u2013103 actinoids 57 la lanthanum 139 89 aclanthanoids actinoids the volume of one mole of any gas is 24  dm3 at room temperature and pressure (r .t.p.).actinium \u201358 ce cerium 140 90 th thorium 23259 pr praseodymium 141 91 pa protactinium 23160 nd neodymium 144 92 u uranium 23861 pm promethium \u2013 93 np neptunium \u201362 sm samarium 150 94 pu plutonium \u201363 eu europium 152 95 am americiu m \u201364 gd gadolinium 157 96 cm curium \u201365 tb terbiu m 159 97 bk berkelium \u201366 dy dysprosium 163 98 cf californium \u201367 ho holmium 165 99 es einsteinium \u201368 er erbium 167 100 fm fermium \u201369 tm thulium 169101 md mendelevium \u201370 yb ytterbium 173102 no nobelium \u201371 lu lutetium 175103 lr lawrenciu m \u2013"
+        },
+        "0620_s17_qp_43.pdf": {
+            "1": "read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen.you may use an hb pencil for any diagrams or graphs.do not use staples, paper clips, glue or correction fluid.do not write in any barcodes. answer all questions. electronic calculators may be used.a copy of the periodic table is printed on page 16.you may lose marks if you do not show your working or if you do not use appropriate units. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question.chemistry 0620/43   paper 4 theory (extended) may/june 2017  1 hour 15 minutes candidates answer on the question paper. no additional materials are required.cambridge international examinations cambridge international general certificate of secondary education this document consists of 14 printed pages and 2 blank pages. [turn overib17 06_0620_43/4rp\u00a9 ucles 2017 *5634281822* the syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificate.",
+            "2": "2 0620/43/m/j/17 \u00a9 ucles 2017 1  six different atoms can be represented as follows. 3 1a32d12 6e13 6g14 7j19 9l  (a)  answer the following questions using atoms from the list. each atom may be used once, more  than once or not at all .   select one atom from the six shown which  (i) has exactly seven protons,   ...   [1]  (ii) has exactly six neutrons,   ...   [1]  (iii) has more protons than neutrons,   ...   [1]  (iv) has the electronic structure [2,5],   ...   [1]  (v) is an atom of an element from group vii of the periodic table,   ...   [1]  (vi) is an atom of a noble gas.   ...   [1]  (b)  two of the six atoms shown are isotopes of each other.  (i)  what is meant by the term isotopes ?   .   ...   [2]  (ii)  which two of the six atoms shown are isotopes of each other?   ...   [1]  (iii)  why do isotopes have identical chemical properties?   .   ...   [1] [total: 10]",
+            "3": "3 0620/43/m/j/17 \u00a9 ucles 2017 [turn over 2  cyclopropane is a colourless gas.   cyclopropane reacts with bromine at room temperature. the chemical equation for the reaction is  shown. ch hh hhh c+b rb r cbr br ch hch hch h cyclopropane bromine dibromopropane  (a) (i)  what is the empirical formula of cyclopropane?   ...   [1]  (ii)  what colour change, if any, would you see when cyclopropane is bubbled into aqueous  bromine?  initial colour  . \t final\tcolour\t  .. [2]  (b)  the reaction of cyclopropane with bromine is exothermic.  (i)  complete the energy level diagram for this reaction by \t \u25cf\t\tadding\tthe\tproduct\tof\tthe\treaction, \t \u25cf\t\tlabelling\t the\tenergy\tchange,\t\u2206 h. cyclopropane + bromine energy [2]",
+            "4": "4 0620/43/m/j/17 \u00a9 ucles 2017  (ii)  propene also reacts with bromine. +b rb r hhcbr hcbr hch hh cc hhh ch h   use the bond energies in the table to calculate the energy change, \u03b4h, for the reaction. c\u2013h c\u2013c br\u2013br c\u2013br c=c bond energy in kj / mol 412 348 193 285 611 energy change =  kj / mol  [3]  (c)  the boiling point of bromine is 59 \u00b0c and the boiling point of iodine is 184 \u00b0c.   explain why iodine has a higher boiling point than bromine.               ..   [2] [total: 10]",
+            "5": "5 0620/43/m/j/17 \u00a9 ucles 2017 [turn over 3  magnesium is a metal.  (a)  describe the structure and bonding in magnesium.            ..   [3]  (b)  why can magnesium conduct electricity when solid?            ..   [2]  (c)  why is magnesium malleable?            ..   [2]",
+            "6": "6 0620/43/m/j/17 \u00a9 ucles 2017  (d)\t\tmagnesium\treacts\twith\tsulfur\tto\tform\tthe\tionic\tcompound\tmagnesium\tsulfide,\tmgs.   the diagrams show the electronic structures of atoms of magnesium and sulfur. mg s  (i)\t\tcomplete\t the\tdiagrams\t to\tshow\tthe\telectronic\t structures\t of\tthe\tions\tin\tmagnesium\t sulfide.\t show the charges on the ions. mg s [3]  (ii)\t\tionic\tcompounds,\tsuch\tas\tmagnesium\tsulfide,\tdo\tnot conduct electricity when solid. \t \tmagnesium\tsulfide\tdoes\t not dissolve in water. \t \tmagnesium\tsulfide\t does conduct electricity under certain conditions. \t \tstate\tthe\tconditions\t needed\t for\tmagnesium\t sulfide\tto\tconduct\t electricity.\t explain\twhy\t magnesium\tsulfide\tconducts\telectricity\tunder\tthese\tconditions.   .   .   .   ...   [2] [total: 12]",
+            "7": "7 0620/43/m/j/17 \u00a9 ucles 2017 [turn over 4  gasoline is used as a fuel for cars. it is a mixture of hydrocarbons.  (a)  name the raw material from which gasoline is obtained.   ..   [1]  (b)  one of the compounds in gasoline is heptane, c7h16. heptane is a saturated hydrocarbon.  (i)  what is meant by the term saturated hydrocarbon ?  saturated  .   .  hydrocarbon      . [3]  (ii)  to which homologous series does heptane belong?   ...   [1]  (iii)  give two characteristics of an homologous series.  1  ..  2  .. [2]  (iv)  complete the chemical equation for the complete combustion of heptane. c7h16  +  ..o2    ...  +  ... [2]",
+            "8": "8 0620/43/m/j/17 \u00a9 ucles 2017  (c)  car engines produce carbon monoxide and oxides of nitrogen.  (i)  name an environmental problem that is caused by the release of oxides of nitrogen into  the air.   ...   [1]  (ii)  explain how carbon monoxide and oxides of nitrogen are formed in car engines.  carbon monoxide     .  oxides of nitrogen  ...   . [3]  (iii)  state one adverse effect of carbon monoxide on human health.   ...   [1]  (iv)  describe and explain how catalytic converters remove oxides of nitrogen from car engine exhaust fumes. you are advised to include a chemical equation in your answer.   .   .   .   .   .   ...   [3]",
+            "9": "9 0620/43/m/j/17 \u00a9 ucles 2017 [turn over  (d)  the formula c4h10 represents two structural isomers, a and b. hch hch hc ahh ch hh hch hh cc hc bh hh h h  (i)  name isomer a.   ...   [1]  (ii)  what is meant by the term structural isomers?   .   .   ...   [2]  (iii)  isomer b reacts with chlorine in a substitution reaction.   give the conditions required for the reaction to occur and draw the structures of two  possible products, one of which is organic and one of which is not organic.   conditions  ...   structures of products [3] [total: 23]",
+            "10": "10 0620/43/m/j/17 \u00a9 ucles 2017 5  the diagram shows a simple cell. v metal 2 electrolyt emetal 1voltmeter   the simple cell was used with different metals as electrodes. the voltages were recorded in the  table. \t \u25cf\t \tif\tthe\tvoltage\tmeasured\tis\tpositive\tthen\tmetal\t2\tis\tmore\treactive\tthan\tmetal\t1. \t \u25cf\t \tif\tthe\tvoltage\tmeasured\tis\tnegative\tthen\tmetal\t1\tis\tmore\treactive\tthan\tmetal\t2. metal 2 beryllium cobalt nickel silver vanadiummetal 1beryllium 0.0 v \u20131.6 v \u20131.6 v not measured \u20130.7 v cobalt 0.0 v 0.0 v \u20131.1 v 0.9 v nickel 0.0 v \u20131.1 v 0.9 v silver 0.0 v 2.0 v vanadium 0.0 v \t \u25cf\t \tthe\tmore\treactive\tmetal\tis\toxidised. \t \u25cf\t \tthe\tbigger\tthe\tdifference\tin\treactivity\tof\tthe\tmetals,\tthe\tlarger\tthe\treading\ton\tthe\tvoltmeter.  (a)  in a simple cell using nickel and silver, the nickel is oxidised.   (i)\t\tdefine\toxidation  in terms of electrons.   ...   [1]  (ii)  nickel forms ions with a charge of +2.   write an ionic half-equation to show the oxidation of nickel.   ...   [1]  (iii)  what will happen to the mass of the nickel electrode when the nickel is oxidised?   .   ...   [1]",
+            "11": "11 0620/43/m/j/17 \u00a9 ucles 2017 [turn over  (b)  use the data in the table to answer the following questions.  (i)  which of the metals in the table is the most reactive?   explain your answer.   .   ...   [2]  (ii)  state which two different metals have the same reactivity.   ...   [1]  (iii)  predict the voltage produced by a simple cell with beryllium as metal 1 and silver as  metal 2.   .   ...   [2]  (c)  describe how the simple cell in the diagram can be used to show that magnesium is more  reactive than beryllium. explain your answer.            ..   [2] [total: 10]",
+            "12": "12 0620/43/m/j/17 \u00a9 ucles 2017 6  barium carbonate, baco3, is an insoluble solid.  (a)  when barium carbonate is heated strongly, it undergoes thermal decomposition. one of the  products is barium oxide.  (i)  write a chemical equation for the thermal decomposition of barium carbonate.   ...   [1]  (ii)  suggest the ph of the solution formed when barium oxide is added to water.   ...   [1]  (iii)  barium nitrate decomposes on heating in the same way as magnesium nitrate decomposes.   name the two gaseous products formed when barium nitrate is heated.   .   ...   [2]  (b) aqueous sodium carbonate is added to aqueous barium nitrate.  (i)  write a chemical equation for the reaction of aqueous sodium carbonate with aqueous barium nitrate.   ...   [2]  (ii)  describe how a pure sample of barium carbonate could be obtained from the resulting  mixture.   .   .   .   ...   [3]",
+            "13": "13 0620/43/m/j/17 \u00a9 ucles 2017 [turn over  (c)  barium carbonate reacts with dilute hydrochloric acid. baco3  +  2hcl    bacl 2  +  co2  +  h2o   9.85 g of barium carbonate were added to 250 cm3 of 1.00 mol / dm3 hydrochloric acid. this is  an excess of hydrochloric acid.  (i)  calculate how many moles of barium carbonate were used in this experiment. moles of barium carbonate =  mol  [2]  (ii)  deduce how many moles of carbon dioxide were made when all the barium carbonate had  reacted. moles of carbon dioxide =  mol  [1]  (iii)  calculate the volume of carbon dioxide formed in (c)(ii) at room temperature and pressure,  in dm3. volume of carbon dioxide =  dm3  [1]  (iv)  calculate how many moles of hydrochloric acid there were in excess. excess moles of hydrochloric acid  =  mol  [2] [total: 15]",
+            "14": "14 0620/43/m/j/17 \u00a9 ucles 2017blank page",
+            "15": "15 0620/43/m/j/17 \u00a9 ucles 2017permission 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 international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download at www.cie.org.uk after the live examination series. 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.blank page",
+            "16": "16 0620/43/m/j/17 \u00a9 ucles 2017 groupthe periodic table of elements 1 h hydrogen 12 he helium 4ii i iii iv vv iv ii viii 3 li lithium 74 be beryllium 9atomic number atomic symbolkey name relative atomic mas s 11 na sodium 2312 mg magnesium 24 19 k potassium 3920 ca calcium 40 37 rb rubidium 8538 sr strontium 88 55 cs caesium 13356 ba barium 137 87 fr francium \u201388 ra radium \u20135 b boron 11 13 al aluminium 27 31 ga gallium 70 49 in indium 115 81 tl thallium 2046 c carbon 12 14 si silicon 2832 ge germanium 73 50 sn tin 119 82 pb lead 20722 ti titanium 4840 zr zirconium 91 72 hf hafnium 178 104 rf rutherfordium \u201323 v vanadium 51 41 nb niobium 93 73 ta tantalum 181 105 db dubnium \u201324 cr chromium 52 42 mo molybdenum 96 74 w tungsten 184 106 sg seaborgium \u201325 mn manganes e 55 43 tc technetium \u2013 75 re rhenium 186 107 bh bohrium \u201326 fe iron 56 44 ru ruthenium 101 76 os osmium 190 108 hs hassium \u201327 co cobalt 59 45 rh rhodium 103 77 ir iridium 192 109 mt meitneriu m \u201328 ni nicke l 59 46 pd palladium 106 78 pt platinum 195 110 ds darmstadtium \u201329 cu copper 6447 ag silver 108 79 au gold 197 111 rg roentgenium \u201330 zn zinc 65 48 cd cadmiu m 112 80 hg mercury 201 112 cn copernicium \u2013114 fl flerovium \u2013116 lv livermorium \u20137 n nitrogen 14 15 p phosphorus 3133 as arsenic 75 51 sb antimony 122 83 bi bismuth 2098 o oxygen 16 16 s sulfur 3234 se selenium 79 52 te tellurium 128 84 po polonium \u20139 f fluorine 19 17 cl chlorine 35.5 35 br bromine 80 53 i iodine 127 85 at astatine \u201310 ne neon 20 18 ar argon 4036 kr krypton 84 54 xe xenon 131 86 rn radon \u201321 sc scandium 4539 y yttrium 89 57\u201371 lanthanoids 89\u2013103 actinoids 57 la lanthanum 139 89 aclanthanoids actinoids the volume of one mole of any gas is 24  dm3 at room temperature and pressure (r .t.p.).actinium \u201358 ce cerium 140 90 th thorium 23259 pr praseodymium 141 91 pa protactinium 23160 nd neodymium 144 92 u uranium 23861 pm promethium \u2013 93 np neptunium \u201362 sm samarium 150 94 pu plutonium \u201363 eu europium 152 95 am americiu m \u201364 gd gadolinium 157 96 cm curium \u201365 tb terbiu m 159 97 bk berkelium \u201366 dy dysprosium 163 98 cf californium \u201367 ho holmium 165 99 es einsteinium \u201368 er erbium 167 100 fm fermium \u201369 tm thulium 169101 md mendelevium \u201370 yb ytterbium 173102 no nobelium \u201371 lu lutetium 175103 lr lawrenciu m \u2013"
+        },
+        "0620_s17_qp_51.pdf": {
+            "1": "read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen.you may use an hb pencil for any diagrams or graphs.do not use staples, paper clips, glue or correction fluid.do not write in any barcodes. answer all questions. electronic calculators may be used.you may lose marks if you do not show your working or if you do not use appropriate units.notes for use in qualitative analysis are provided on pages 7 and 8. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question.chemistry  0620/51   paper 5 practical test may/june 2017  1 hour 15 minutes candidates answer on the question paper. additional materials: as listed in the confidential instructionscambridge international examinations cambridge international general certificate of secondary education this document consists of 8 printed pages. [turn overib17 06_0620_51/3rp\u00a9 ucles 2017 *2045765175* the syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificate.for examiner\u2019s use total",
+            "2": "2 0620/51/m/j/17 \u00a9 ucles 2017 1  you are going to investigate the reaction between aqueous sodium thiosulfate and two different  aqueous solutions of potassium iodate labelled solution c and solution d.   read all the instructions carefully before starting the experiments.   instructions   you are going to carry out two experiments.  (a) experiment 1 \t \u25cf\t \tfill\tthe\tburette\tprovided\tup\tto\tthe\t0.0\t cm3 mark with the aqueous sodium thiosulfate. \t \u25cf\t \tuse\ta\tmeasuring\tcylinder\tto\tpour\t20\t cm3 of solution c into a conical flask. \t \u25cf\t \tadd\t10\tcm3\tof\tdilute\tsulfuric\tacid\tinto\tthe\tflask\tand\t1\tg\tof\tpotassium\t iodide.\tswirl\tthe\tflask\t to mix the contents. \t \u25cf\t \tadd\tthe\taqueous\t sodium\tthiosulfate\t slowly\tfrom\tthe\tburette\tto\tthe\tflask,\tand\tswirl\tto\tmix\t thoroughly.  \t \u25cf\t \twhen\tthe\tcontents\tof\tthe\tflask\tare\tpale\t yellow,\tadd\t1\t cm3 of starch solution to the flask. \t \u25cf\t \tcontinue\t to\tadd\taqueous\t sodium\tthiosulfate\t slowly\tto\tthe\tflask\tuntil\tthe\tsolution\tjust\tturns\t colourless. \t \u25cf\t \trecord\tthe\tburette\treadings\tin\tthe\ttable.  (b) experiment 2 \t \u25cf\t \tempty\tthe\tconical\tflask\tand\trinse\tit\twith\t distilled\twater. \t \u25cf\t \trepeat\texperiment\t1,\tusing\tsolution\t d instead of solution c. \t \u25cf\t \trecord\tthe\tburette\treadings\tin\tthe\ttable \tand\tcomplete\tthe\ttable. experiment\t1 experiment\t2 final\tburette\treading\t /\tcm3 initial\tburette\treading\t /\tcm3 difference\t /\tcm3 [4]  (c)\t\tdescribe\t the\tappearance\t of\tthe\tsolution\t in\tthe\tconical\tflask\tbefore\tadding\tthe\taqueous\t   sodium thiosulfate.   .. \t\t[1]  (d)\t\tbefore\tthe\taddition\t of\tthe\tstarch\tsolution,\t describe\t the\tchanges\t to\tthe\tcolour\tof\tthe\tsolution\tin\t the\tconical\tflask\tas\tthe\taqueous\tsodium\tthiosulfate\tis\tadded.   .. \t\t[1]  (e)\t\twhat\tcolour\tchange\tis\tobserved\tin\tthe\tconical\tflask \twhen\tthe\tstarch\tsolution\tis\tadded?   from .. to  .. \t\t[1]",
+            "3": "3 0620/51/m/j/17 \u00a9 ucles 2017 [turn over  (f) (i)\t \twhich\tsolution\t of\tpotassium\t iodate,\tsolution\t c or solution d,\tis\tthe\tmore\tconcentrated?\t explain\tyour\tanswer.   .   ... \t\t[2]  (ii)\t\thow\tmany\ttimes\tmore\tconcentrated\tis\tthis\tsolution\tof\tpotassium\tiodate?   ... \t\t[1]  (g)  predict the volume of aqueous sodium thiosulfate which would be needed to react completely  with\t30\tcm3 of solution d.      .. \t\t[2]  (h) (i)\t \tstate\ttwo sources of error in the experiments. \t 1\t .. \t 2\t .. [2]  (ii)\t\tsuggest\ttwo improvements to reduce the sources of error in (h)(i). \t 1\t .. \t 2\t .. [2] [total:\t16]",
+            "4": "4 0620/51/m/j/17 \u00a9 ucles 2017 2  you are provided with two solids e and f. \t\tcarry\tout\tthe\tfollowing\ttests\ton\teach\tsolid,\trecording\tall\tof\tyour\tobservations\tat\teach\tstage.  tests on solid e  (a)  describe the appearance of solid e.   .. \t\t[1]  (b)  place a small amount of solid e in a hard glass test-tube. heat the solid gently then strongly. \t \trecord\tyour\tobservations.      .. \t\t[2]  (c) (i)  place a small amount of solid e\t in\ta\ttest-tube\t and\tadd\tabout\t2\tcm3 of dilute sulfuric acid.  test the gas given off. \t \trecord\tyour\tobservations.   .   .   ...   [3]  (ii)  now gradually add an excess of aqueous ammonia to the mixture in the test-tube. \t \trecord\tyour\tobservations.   .   .   ...   [3]  (d)\t\tcarry\tout\ta\tflame\ttest\ton\tsolid\te. \t \trecord\tyour\tobservations.   .. \t\t[1]  (e)  identify solid e.   .. \t\t[2]",
+            "5": "5 0620/51/m/j/17 \u00a9 ucles 2017 [turn over  tests on solid f  (f)  describe the appearance of solid f.   .. \t\t[1] \t\tadd\tabout\t4\tcm3 of distilled water to about half of solid f in a test-tube and shake the test-tube to  dissolve solid f.   divide the solution into two equal portions in two test-tubes and carry out the following tests.  (g) (i)\t \tto\tthe\tfirst\tportion\tof\tthe\tsolution,\tadd\tan\texcess\tof\taqueous\tsodium\thydroxide. \t \trecord\tyour\tobservations.   ... \t\t[1]  (ii)\t\tto\tthe\tsecond\tportion\tof\tthe\tsolution,\t add\tabout\t1\tcm3 of dilute nitric acid and aqueous  silver nitrate. \t \trecord\tyour\tobservations.   ... \t\t[1]  (h)\t\tcarry\tout\ta\tflame\ttest\ton\tsolid\tf. \t \trecord\tyour\tobservations.   .. \t\t[1]  (i)  identify solid f.   .. \t\t[2] [total:\t18]",
+            "6": "6 0620/51/m/j/17 \u00a9 ucles 2017 3\t\ta\tsample\tof\tfurniture\tcleaner\tcontains\taqueous\tsodium\tchloride,\taqueous\tammonia\tand\tsand.  (a)  give a test to show the presence of ammonia in the mixture.   .. \t\t[1]  (b)  plan experiments to obtain a sample of  (i)\t\tpure\twater\tfrom\tthe\tmixture,\t ...   .   .   ... \t\t[2]  (ii)  pure sand from the mixture.     .   .   .   ...   [3] [total:\t6]",
+            "7": "7 0620/51/m/j/17 \u00a9 ucles 2017notes for use in qualitative analysis tests for anions anion test test result carbonate (co32\u2013) add dilute acid effervescence, carbon dioxide produced chloride (c l  \u2013) [in solution]acidify with dilute nitric acid, then add aqueous silver nitratewhite ppt. bromide (br  \u2013) [in solution]acidify with dilute nitric acid, then add aqueous silver nitratecream ppt. iodide ( i \u2013) [in solution]acidify with dilute nitric acid, then add aqueous silver nitrateyellow ppt. nitrate (no 3\u2013) [in solution]add aqueous sodium hydroxide, then aluminium foil; warm carefullyammonia produced sulfate (so 42\u2013) [in solution]acidify, then add aqueous barium nitratewhite ppt. sulfite (so 32\u2013) add dilute hydrochloric acid, warm gently and test for the presence ofsulfur dioxidesulfur dioxide produced will turn acidified aqueous potassium  manganate( vii) from purple to  colourless tests for aqueous cations cation effect of aqueous sodium hydroxide effect of aqueous ammonia aluminium (a l 3+) white ppt., soluble in excess giving a  colourless solutionwhite ppt., insoluble in excess ammonium (nh4+)ammonia produced on warming \u2013 calcium (ca2+) white ppt., insoluble in excess no ppt., or very slight white ppt. chromium( iii) (cr3+)green ppt., soluble in excess grey-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 iron(iii) (fe3+) red-brown ppt., insoluble in excess red-brown ppt., insoluble in excess zinc (zn2+) white ppt., soluble in excess, giving a colourless solutionwhite ppt., soluble in excess, giving a colourless solution",
+            "8": "8 0620/51/m/j/17 \u00a9 ucles 2017permission 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 international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download at www.cie.org.uk after the live examination series. 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.tests for gases flame tests for metal ions gas test and test results metal ion flame colour ammonia (nh3) turns damp, red litmus paper blue lithium (li+) red carbon dioxide (co2)turns limewater milky sodium (na+) yellow chlorine (c l 2) bleaches damp litmus paper potassium (k+) lilac hydrogen (h2) \u2018pops\u2019 with a lighted splint copper( ii) (cu2+)blue-green oxygen (o2) relights a glowing splint sulfur dioxide (so2)turns acidified aqueous  potassium manganate( vii) from  purple to colourless"
+        },
+        "0620_s17_qp_52.pdf": {
+            "1": "read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen.you may use an hb pencil for any diagrams or graphs.do not use staples, paper clips, glue or correction \ufb02 uid. do not  write in any barcodes. answer all questions. electronic calculators may be used.you may lose marks if you do not show your working or if you do not use appropriate units.notes for use in qualitative analysis are provided on pages 7 and 8. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question.chemistry   0620/52   paper 5 practical test may/june 2017  1 hour 15 minutes candidates answer on the question paper.additional materials: as listed in the con \ufb01 dential instructionscambridge international examinations cambridge international general certi \ufb01 cate of secondary education this document consists of 8 printed pages. [turn overib17 06_0620_52/fp \u00a9 ucles 2017 \uf02a\uf030\uf033\uf038\uf030\uf035\uf035\uf032\uf035\uf032\uf030\uf02a the syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certi \ufb01 cate.for examiner\u2019s use total",
+            "2": "2 0620/52/m/j/17 \u00a9 ucles 20171  you are going to investigate the reaction between aqueous potassium manganate( vii), solution a,  and two solutions of iron( ii) sulfate, solution b and solution c, of different concentrations.  read all the instructions carefully before starting the experiments.   instructions   you are going to carry out two experiments.  (a) experiment 1  \u25cf  fill the burette with solution a to the 0.0 cm3 mark.  \u25cf  use a measuring cylinder to pour 25 cm3 of solution b into the conical flask.  \u25cf  add 1 cm3 of solution a from the burette to the flask, while swirling the flask.  \u25cf  continue to add solution a to the flask until the mixture just turns permanently pink.  \u25cf  record the burette reading in the table and complete the table.  \u25cf  pour away the contents of the flask and rinse the flask with distilled water. \ufb01 nal burette reading / cm3 initial burette reading / cm3 difference / cm3 [2]  (b)  experiment 2  \u25cf  repeat experiment 1 using 25 cm3 of solution c instead of solution b.  \u25cf  record the burette readings in the table and complete the table. \ufb01 nal burette reading / cm3 initial burette reading / cm3 difference / cm3 [2]",
+            "3": "3 0620/52/m/j/17 \u00a9 ucles 2017 [turn over (c) (i)   how does the colour of solution a change when it is \ufb01 rst added to the conical \ufb02 ask?  from ... to  . .  [1]  (ii)  why is an indicator not added to the conical \ufb02 ask?   . ..  [1]  (d) (i)   which solution of iron( ii) sulfate, solution b or solution c, is the more concentrated?  explain your answer.   .    . ..  [2]  (ii)  how many times more concentrated is this solution of iron( ii) sulfate?   . ..  [1]  (e) (i)   if experiment 2 were repeated using 50 cm3 of solution c, what volume of solution a would  be needed? explain your answer.   .    . ..  [2]  (ii)  suggest a practical problem that using 50 cm3 of solution c in this investigation would  cause. suggest a possible solution to the problem.  problem  . ..  solution   ... [2]  (f)  give one advantage and one disadvantage of using a measuring cylinder instead of a  25 cm3 pipette for solution b.  advantage  ... ...  disadvantage   . [2] [total: 15]",
+            "4": "4 0620/52/m/j/17 \u00a9 ucles 20172  you are provided with two solids, e and f, which are both salts.   carry out the following tests on each solid, recording all of your observations at each stage.   tests on solid e  (a)  carry out a \ufb02 ame test on a sample of solid e.   record your observations.   ... ...  [1]  (b)  pour about 10 cm3 of distilled water into a boiling tube. measure the initial temperature of the  water and record it in the table. add the rest of solid e to the boiling tube and shake the boiling  tube to dissolve solid e. measure and record the temperature of the solution after 1 minute.  complete the table. temperature of the solution after 1 minute / \uf0b0c initial temperature of the water / \uf0b0c temperature difference / \uf0b0c [2]   divide the solution into three equal portions in three test-tubes and carry out the following tests.  (c)  to the \ufb01 rst portion of the solution, add about 2 cm3 of dilute hydrochloric acid.    test the gas given off with a small strip of \ufb01 lter paper that has been dipped into  acidi \ufb01 ed aqueous potassium manganate( vii).   record your observations.   ... .   ... ...  [3]  (d)  to the second portion of the solution, add an excess of aqueous sodium hydroxide.   record your observations.   ... ...  [1]  (e) (i)   mix about 2 cm3 of aqueous copper( ii) sulfate and 2 cm3 of aqueous potassium iodide. add  a small amount of starch solution to the mixture. leave the solution to stand for 5 minutes.   record your observations.   .    . ..  [2]  (ii)  now add the third portion of the solution of e to the mixture in (e)(i) .   record your observations.   .    . ..  [2]",
+            "5": "5 0620/52/m/j/17 \u00a9 ucles 2017 [turn over (f)  what conclusions can you draw about solid e?   ... ...  [2]  tests on solid f  (g)  carry out a \ufb02 ame test on a sample of solid f.   record your observations.   ... ...  [1]   add the rest of solid f to about 5 cm3 of distilled water in a test-tube. shake the mixture to dissolve  solid f. divide the solution into two equal portions in two test-tubes.  (h)  to the \ufb01 rst portion of the solution, add about 1 cm3 of dilute nitric acid and aqueous silver nitrate.   record your observations.   ... ...  [2]  (i)  to the second portion of the solution, add excess aqueous sodium hydroxide.   record your observations.   ... ...  [1]  (j)  identify solid f.   ... ...  [2] [total: 19]",
+            "6": "6 0620/52/m/j/17 \u00a9 ucles 20173  calcium carbonate and kaolinite are both white solids found in sedimentary rocks.   calcium carbonate reacts with dilute hydrochloric acid to form aqueous calcium chloride. kaolinite  does not react with dilute acids.   you are provided with a mixture of calcium carbonate and kaolinite and access to  dilute hydrochloric acid.   plan an experiment to determine the percentage by mass of calcium carbonate in the mixture.   ...    ...    ...    ...    ...    ...    ...    ...    ...    ... ..  [6] [total: 6]",
+            "7": "7 0620/52/m/j/17 \u00a9 ucles 2017notes for use in qualitative analysis tests for anions anion test test result carbonate (co32\u2013) add dilute acid effervescence, carbon dioxide  produced chloride (c l \u2013) [in solution]acidify with dilute nitric acid, then add  aqueous silver nitratewhite ppt. bromide (br \u2013) [in solution]acidify with dilute nitric acid, then add  aqueous silver nitratecream ppt. iodide ( i\u2013) [in solution]acidify with dilute nitric acid, then add  aqueous silver nitrateyellow ppt. nitrate (no3\u2013) [in solution]add aqueous sodium hydroxide, then  aluminium foil; warm carefullyammonia produced sulfate (so42\u2013) [in solution]acidify, then add aqueous barium  nitratewhite ppt. sul\ufb01 te (so32\u2013) add dilute hydrochloric acid, warm  gently and test for the presence ofsulfur dioxidesulfur dioxide produced will turn  acidi \ufb01 ed aqueous potassium  manganate( vii) from purple to  colourless tests for aqueous cations cation effect of aqueous sodium hydroxide effect of aqueous ammonia aluminium (a l 3+) white ppt., soluble in excess giving a  colourless solutionwhite ppt., insoluble in excess ammonium (nh4+) ammonia produced on warming \u2013 calcium (ca2+) white ppt., insoluble in excess no ppt., or very slight white ppt. chromium( iii) (cr3+)green ppt., soluble in excess grey-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 iron(iii) (fe3+) red-brown ppt., insoluble in excess red-brown ppt., insoluble in excess zinc (zn2+) white ppt., soluble in excess, giving a  colourless solutionwhite ppt., soluble in excess, giving a  colourless solution",
+            "8": "8 0620/52/m/j/17 \u00a9 ucles 2017permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here 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 onl ine in the cambridge international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to do wnload at www.cie.org.uk after  the live examination series. cambridge international examinations is part of the cambridge assessment group. cambridge assessment is the brand name of unive rsity of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge.tests for gases flame tests for metal ions gas test and test results metal ion \ufb02 ame colour ammonia (nh3) turns damp, red litmus paper blue lithium (li+) red carbon dioxide (co2) turns limewater milky sodium (na+) yellow chlorine (c l 2) bleaches damp litmus paper potassium (k+) lilac hydrogen (h2) \u2018pops\u2019 with a lighted splint copper( ii) (cu2+)blue-green oxygen (o2) relights a glowing splint sulfur dioxide (so2)turns acidi \ufb01 ed aqueous  potassium manganate( vii) from  purple to colourless"
+        },
+        "0620_s17_qp_53.pdf": {
+            "1": "read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen.you may use an hb pencil for any diagrams or graphs.do not use staples, paper clips, glue or correction fluid.do not write in any barcodes. answer all questions. electronic calculators may be used.you may lose marks if you do not show your working or if you do not use appropriate units.notes for use in qualitative analysis are provided on pages 7 and 8. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question.chemistry  0620/53   paper 5 practical test may/june 2017  1 hour 15 minutes candidates answer on the question paper. additional materials: as listed in the confidential instructionscambridge international examinations cambridge international general certificate of secondary education this document consists of 8 printed pages. [turn overib17 06_0620_53/3rp\u00a9 ucles 2017 *1598429303* the syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificate.for examiner\u2019s use total",
+            "2": "2 0620/53/m/j/17 \u00a9 ucles 2017 1  you are going to investigate the rate of reaction between magnesium ribbon and two different  solutions of dilute sulfuric acid, solution g and solution h. the acid is in excess in both experiments.   read all the instructions carefully before starting the experiments.   instructions you are going to carry out two experiments.  (a)  experiment 1 \t \u25cf\t \tset\tup\tthe\tapparatus\tas\tshown\tin\tthe\tdiagram. trough waterconical flaskbungrubber connector inverted 100  cm3 measuring cylinderclamp \t \u25cf\t \tremove\t the\tbung\tfrom\tthe\tconical\tflask\tand\tplace\t one piece of magnesium ribbon into the  conical\tflask. \t \u25cf\t \tuse\tanother\tmeasuring\t cylinder\tto\tmeasure\t 50\tcm3 of solution g. pour solution g into the  flask\tand\treplace\tthe\tbung\tfirmly.\timmediately\t start\tthe\ttimer.\tmeasure\t the\ttotal\tvolume\tof\t gas\tcollected \tin\tthe\tmeasuring\t cylinder\tevery\t20\tseconds\t for\t180\tseconds\t (3\tminutes)\t or\t until\t100\t cm3\tof\tgas\thave\tbeen\tcollected.\trecord\tyour\tresults\tin\tthe\ttable. time / s 020406080100120140160180 volume of gas / cm3 [2] \t \u25cf\t \tempty\tthe\tflask\tand\trinse\tit\twith\tdistilled \twater.  (b) experiment 2 \t \u25cf\t \trepeat\texperiment\t1\tusing\t50\t cm3 of solution h instead of solution g. \t \u25cf\t \tmeasure\t the\ttotal\tvolume\tof\tgas\tcollected\t in\tthe\tmeasuring\t cylinder\tevery\t20\tseconds\t for\t 180\tseconds\t (3\tminutes)\t or\tuntil\t100\tcm3\tof\tgas\thave\tbeen\tcollected.\t record\tyour\tresults\t in the table. time / s 020406080100120140160180 volume of gas / cm3 [2]",
+            "3": "3 0620/53/m/j/17 \u00a9 ucles 2017 [turn over  (c)\t\tplot\tthe\tresults\tfor\texperiments\t1\tand\t2\ton\tthe\tgrid\t and\tdraw\t two smooth line graphs.   clearly label your graphs. 02 04 06 0 time  / s80 100 120 140 160 180 200100 90 80 70 60 50 40 30 20 10 0volume of gas  / cm3 [4]  (d)\t\twhich\texperiment \thad\tthe\tfaster\trate\tof\treaction?\t suggest\t a\treason\twhy\tthe\trate\twas\tfaster\tin\t this experiment.      ..   [2]",
+            "4": "4 0620/53/m/j/17 \u00a9 ucles 2017  (e)  the average rate of this reaction can be calculated using the equation shown. average rate = volume of gas / cm3 time\ttaken\t /\ts \t \tfor\texperiment\t 1,\tcalculate\t the\taverage\t rate\tof\treaction\t for\tthe\tfirst\t30\tseconds\t of\tthe\treaction.\t include\tthe\tunits. rate =  units =  [3]  (f)  why, eventually, will no more gas be produced?   .. \t\t[1]  (g)\t\tsuggest\t the\teffect\ton\tthe\trate\tof\treaction\t of\tusing\tthe\tsame\tmass\tof\tmagnesium\t powder\t instead\tof\tmagnesium\tribbon.\texplain\tyour\tanswer.         ..   [2]  (h)  give one advantage and one disadvantage of using a measuring cylinder to measure the  volumes of solution g and solution h.  advantage  ..  disadvantage  . [2]  (i)\t\tsuggest\tone improvement to these experiments.      .. \t\t[1] [total:\t19]",
+            "5": "5 0620/53/m/j/17 \u00a9 ucles 2017 [turn over 2  you are provided with two substances, solid j and solution k.   carry out the following tests on each substance, recording all of your observations at each stage.  tests on solid j  (a)  describe the appearance of solid j.   .. \t\t[1]  (b) (i)\t \tuse\ta\tspatula\tto\tplace\thalf\tof\tsolid\t j into a boiling tube.   add about 2 cm3 of dilute hydrochloric acid to solid j. heat the mixture.   test the gas given off with damp litmus paper. \t \trecord\tyour\tobservations.   ... \t\t[1]  (ii)  allow the mixture to settle, pour off the liquid and add an excess of aqueous sodium hydroxide  to the liquid. \t \trecord\tyour\tobservations.   ...   [2]  (c)  name the gas given off in (b)(i).   .. \t\t[1]   keep the rest of solid j for the test in (g).   tests on solution k   divide solution k into four equal portions in four test-tubes.  (d)\t\tadd\ta\tsmall\tspatula\tmeasure\t of\tiron(ii)\tsulfate\tcrystals\t to\tthe\tfirst\tportion\tof\tthe\tsolution.\t shake\tthe\tmixture\tand\tadd\taqueous\tsodium\thydroxide\tto\tthe\tmixture. \t \trecord\tyour\tobservations.      ..   [3]  (e)  add a few drops of dilute sulfuric acid to the second portion of the solution followed by about  1\tcm3\tof\taqueous\t potassium\t iodide.\tshake\tthe\tmixture.\t add\ta\tfew\tdrops\tof\tstarch\tsolution\t to\t the mixture. \t \trecord\tyour\tobservations.      ..   [2]",
+            "6": "6 0620/53/m/j/17 \u00a9 ucles 2017  (f)  add a few drops of dilute sulfuric acid to the third portion of the solution. then add a few drops  of\tpotassium\tmanganate( vii)\tsolution. \t \trecord\tyour\tobservations.   .. \t\t[1]  (g)  add the rest of solid j to the fourth portion of the solution. test the gas given off with a splint. \t \trecord\tyour\tobservations.      ..   [3]  (h)  name the gas given off in (g).   .. \t\t[1] [total:\t15] 3  cassiterite is a naturally occurring form of tin oxide.   describe how you would \t \u25cf\t \tobtain\ta\tsample\tof\ttin\tfrom\ta\tlarge\tlump\tof\tcassiterite\tin\tthe\tlaboratory, \t \u25cf\t \tdetermine\tthe\tpercentage\tby\tmass\tof\ttin\tpresent\tin\tcassiterite.   tin is similar in reactivity to iron.   your answer should include any apparatus and chemicals used and the conditions required.   ...   ...   ...   ...   ...   ...   ...   ...   .   [6] [total: 6]",
+            "7": "7 0620/53/m/j/17 \u00a9 ucles 2017notes for use in qualitative analysis tests for anions anion test test result carbonate (co32\u2013) add dilute acid effervescence, carbon dioxide produced chloride (c l  \u2013) [in solution]acidify with dilute nitric acid, then add aqueous silver nitratewhite ppt. bromide (br  \u2013) [in solution]acidify with dilute nitric acid, then add aqueous silver nitratecream ppt. iodide ( i \u2013) [in solution]acidify with dilute nitric acid, then add aqueous silver nitrateyellow ppt. nitrate (no 3\u2013) [in solution]add aqueous sodium hydroxide, then aluminium foil; warm carefullyammonia produced sulfate (so 42\u2013) [in solution]acidify, then add aqueous barium nitratewhite ppt. sulfite (so 32\u2013) add dilute hydrochloric acid, warm gently and test for the presence ofsulfur dioxidesulfur dioxide produced will turn acidified aqueous potassium  manganate( vii) from purple to  colourless tests for aqueous cations cation effect of aqueous sodium hydroxide effect of aqueous ammonia aluminium (a l 3+) white ppt., soluble in excess giving a  colourless solutionwhite ppt., insoluble in excess ammonium (nh4+)ammonia produced on warming \u2013 calcium (ca2+) white ppt., insoluble in excess no ppt., or very slight white ppt. chromium( iii) (cr3+)green ppt., soluble in excess grey-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 iron(iii) (fe3+) red-brown ppt., insoluble in excess red-brown ppt., insoluble in excess zinc (zn2+) white ppt., soluble in excess, giving a colourless solutionwhite ppt., soluble in excess, giving a colourless solution",
+            "8": "8 0620/53/m/j/17 \u00a9 ucles 2017permission 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 international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download at www.cie.org.uk after the live examination series. 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.tests for gases flame tests for metal ions gas test and test results metal ion flame colour ammonia (nh3) turns damp, red litmus paper blue lithium (li+) red carbon dioxide (co2)turns limewater milky sodium (na+) yellow chlorine (c l 2) bleaches damp litmus paper potassium (k+) lilac hydrogen (h2) \u2018pops\u2019 with a lighted splint copper( ii) (cu2+)blue-green oxygen (o2) relights a glowing splint sulfur dioxide (so2)turns acidified aqueous  potassium manganate( vii) from  purple to colourless"
+        },
+        "0620_s17_qp_61.pdf": {
+            "1": "this document consists of 8 printed pages. [turn overib17 06_0620_61/fp \u00a9 ucles 2017 *3090986058* read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen.you may use an hb pencil for any diagrams or graphs.do not use staples, paper clips, glue or correction fluid.do not write in any barcodes. answer all questions. electronic calculators may be used.you may lose marks if you do not show your working or if you do not use appropriate units. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question.chemistry  0620/61   paper 6 alternative to practical may/june 2017  1 hour candidates answer on the question paper. no additional materials are required.cambridge international examinations cambridge international general certificate of secondary education the syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificate.",
+            "2": "2 0620/61/m/j/17 \u00a9 ucles 2017 1  a student prepared strontium nitrate crystals.   the diagram shows some of the stages in this preparation. strontium carbonate added stage 1 stage 2 stage 3dilute acid unreacted solidstrontium nitrate solution .  (a) (i)  complete the box to identify the apparatus. [1]  (ii)  what is used to add the strontium carbonate to the acid in stage 1?   ...   [1]  (iii)  name the dilute acid used.   ...   [1]  (iv)  give one expected observation in stage 2.   ...   [1]  (b)  why is heat not necessary in stage 2?   ..   [1]  (c)  which of the reactants is in excess? explain your answer.      ..   [2]  (d)  describe how crystals of strontium nitrate could be obtained from the mixture in stage 3.         ..   [3] [total: 10]",
+            "3": "3 0620/61/m/j/17 \u00a9 ucles 2017 [turn over 2  a student investigated the reaction between aqueous sodium thiosulfate and two different aqueous  solutions of potassium iodate labelled solution c and solution d.   two experiments were carried out.  experiment 1 \t \u25cf\t \ta\tburette\twas\tfilled\twith\taqueous\t sodium\tthiosulfate.\t the\tinitial\tburette\treading\twas\trecorded. \t \u25cf\t \tusing\ta\tmeasuring\t cylinder,\t 20\tcm3 of solution c\t were\tpoured\tinto\ta\tconical\tflask.\t10\tcm3 of  dilute\tsulfuric\tacid\tand\t1\tg\tof\tpotassium\t iodide\twere\tadded\tto\tthe\tflask\tto\tform\ta\tsolution\t of\t iodine.\tthe\tflask\twas\tswirled\tto\tmix\tthe\tcontents. \t \u25cf\t \taqueous\t sodium\tthiosulfate\t was\tslowly\tadded\tfrom\tthe\tburette\tto\tthe\tflask\tand\tswirled\tto\tmix\t thoroughly. \t \u25cf\t \twhen\tthe\tcontents\t of\tthe\tflask\tturned\tpale\tyellow,\tstarch\tsolution\twas\tadded\tand\tthe\tsolution\t turned\tblue-black. \t \u25cf\t \tmore\taqueous\t sodium\tthiosulfate\t was\tthen\tadded\tslowly\tto\tthe\tflask\tuntil\tthe\tsolution\t just\t turned\tcolourless.\t the\tfinal\tburette\treading\twas\trecorded.  (a)\t\tuse\tthe\tburette\tdiagrams\tto\trecord\tthe\treadings\tin\t the\ttable\tand\tcomplete\tthe\ttable. 4 5 6 initial readin g37 38 39 final reading final\tburette\treading\t /\tcm3 initial\tburette\treading\t /\tcm3 difference\t /\tcm3 [2]",
+            "4": "4 0620/61/m/j/17 \u00a9 ucles 2017   experiment 2 \t \u25cf\t \tthe\tconical\tflask\twas\temptied\tand\trinsed\twith\tdistilled\twater. \t \u25cf\t \texperiment\t1\twas\trepeated\tusing\tsolution\t d instead of solution c.  (b)\t\tuse\tthe\tburette\tdiagrams\tto\trecord\tthe\treadings\tin\tthe\ttable\tand\tcomplete\tthe\ttable. 20 21 22 initial reading3 4 5 final reading final\tburette\treading\t /\tcm3 initial\tburette\treading\t /\tcm3 difference\t /\tcm3 [2]  (c) (i)\t\twhich\tsolution\t of\tpotassium\t iodate,\tsolution\t c or solution d,\tis\tthe\tmore\tconcentrated?\t explain your answer.   .   ...   [2]  (ii)  how many times more concentrated is this solution of potassium iodate?   ...   [1]  (d)  predict the volume of aqueous sodium thiosulfate which would be needed to react completely  with 30 cm3 of solution d.      ..   [2]",
+            "5": "5 0620/61/m/j/17 \u00a9 ucles 2017 [turn over  (e) (i)  state two sources of error in the experiments.  1.  .  2.  . [2]  (ii)  suggest two improvements to reduce the sources of error in (e)(i).  1.  .  2.  . [2] [total: 13]",
+            "6": "6 0620/61/m/j/17 \u00a9 ucles 2017 3\t\ttwo\tsolids,\t e and f,\t were\tanalysed.\t solid\t f was potassium iodide. tests were carried out on each  solid. some of the observations on solid e are shown. tests on solid e observations appearance of solid e. green solid test 1 solid e was heated gently then strongly. the\tsolid\tturned\tblack test 2 dilute sulfuric acid was added to solid e. the gas given off was tested. excess aqueous ammonia was then added to  the mixture in the test-tube.rapid effervescence limewater\tturned\tmilky a\tpale\tblue\tprecipitate\tformed,\twhich\tthen dissolved\tto\tform\ta\tdark\tblue\tsolution test 3 a\tflame\ttest\twas\tcarried\tout\ton\tsolid\t e. blue-green colour  (a)  test 1 states that the solid should be heated gently then strongly. \t \tin\tterms\tof\tsafety,\texplain\twhy\tit\tis\tnecessary\tto\theat\tgently\tat\tfirst.      ..   [1]  (b)  identify the gas given off in test 2.   ..   [1]  (c)  identify solid e.   ..   [2]",
+            "7": "7 0620/61/m/j/17 \u00a9 ucles 2017 [turn over   tests on solid f   complete the expected observations.  (d)  describe the appearance of solid f.   ..   [1]   distilled water was added to solid f\tin\ta\ttest-tube\tand\tshaken\tto\tdissolve\tsolid\t f.  (e) (i)\t \tto\tthe\tfirst\tportion\tof\tthe\tsolution,\tan\texcess\tof\taqueous\tsodium\thydroxide\twas\tadded.  observations  .   [1]  (ii)\t\tto\tthe\tsecond\tportion\tof\tthe\tsolution,\t dilute\tnitric\tacid\tand\taqueous\t silver\tnitrate\twere\t added.  observations  .   [2]  (f)\t\ta\tflame\ttest\twas\tcarried\tout\ton\tsolid\t f.  observations     [1]  (g)\t\tdescribe\thow\tyou\twould\tcarry\tout\ta\tflame\ttest.         ..   [2] [total: 11]",
+            "8": "8 0620/61/m/j/17 \u00a9 ucles 2017permission 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 international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download at www.cie.org.uk after the live examination series. 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. 4\t\ta\tsample\tof\tfurniture\tcleaner\tcontains\taqueous\tsodium\tchloride,\taqueous\tammonia\tand\tsand.  (a)  give a test to show the presence of ammonia in the mixture.   ..   [1]  (b)  plan an investigation to obtain a sample of  (i)\t\tpure\twater\tfrom\tthe\tmixture,\t ...   .   .   ...   [2]  (ii)  pure sand from the mixture.     .   .   .   ...   [3] [total: 6]"
+        },
+        "0620_s17_qp_62.pdf": {
+            "1": "this document consists of 8 printed pages. [turn overib17 06_0620_62/fp \u00a9 ucles 2017 \uf02a\uf037\uf039\uf039\uf031\uf036\uf038\uf031\uf032\uf030\uf039\uf02a read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen.you may use an hb pencil for any diagrams or graphs.do not use staples, paper clips, glue or correction \ufb02 uid. do not  write in any barcodes. answer all questions. electronic calculators may be used.you may lose marks if you do not show your working or if you do not use appropriate units. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question.chemistry   0620/62   paper 6 alternative to practical may/june 2017  1 hour candidates answer on the question paper. no additional materials are required.cambridge international examinations cambridge international general certi \ufb01 cate of secondary education the syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certi \ufb01 cate.",
+            "2": "2 0620/62/m/j/17 \u00a9 ucles 20171  a student investigated the rate of reaction between an excess of dilute hydrochloric acid and  magnesium ribbon. the apparatus is shown. watermagnesium ribbon dilutehydrochloricacid. .   two experiments were carried out. the temperature was the same in each case.  (a)  complete the boxes to identify the apparatus. [2]  (b)  give one observation expected during this reaction.   ... ...  [1]   graphs were drawn from the results for each experiment as shown. volume of gas  / cm3experiment 1 experiment 2100 908070605040302010 0  (c)  label the x-axis of the graph. [2]",
+            "3": "3 0620/62/m/j/17 \u00a9 ucles 2017 [turn over (d) (i)   give the volumes of gas at which the two graphs level out and compare these values.   .    . ..  [2]  (ii)  suggest why the graphs level out at different volumes.   . ..  [1]  (iii)  the graph has been drawn again.   draw the curve expected if experiment 1 were repeated using the same mass of  magnesium powder instead of magnesium ribbon. volume of gas  / cm3experiment 1 experiment 2100 908070605040302010 0 [2] [total: 10]",
+            "4": "4 0620/62/m/j/17 \u00a9 ucles 20172  a student investigated the reaction between aqueous potassium manganate( vii), solution a, and  two solutions of iron( ii) sulfate, solution b and solution c, of different concentrations.   two experiments were carried out.  experiment 1  \u25cf  a burette was \ufb01 lled with solution a to the 0.0 cm3 mark.  \u25cf  a measuring cylinder was used to pour 25 cm3 of solution b into a conical \ufb02 ask.  \u25cf  solution a was added to the \ufb02 ask, while the \ufb02 ask was swirled, until the mixture just turned  permanently pink. the burette reading was recorded.  (a)  use the burette diagram to record the reading in the table and complete the table. 12 1314 final reading \ufb01 nal burette reading / cm3 initial burette reading / cm3 difference / cm3 [2]  experiment 2  \u25cf  experiment 1 was repeated using 25 cm3 of solution c instead of solution b. in experiment 2  the burette was not \ufb01 lled to the 0.0 cm3 mark.  (b)  use the burette diagrams to record the readings in the table and complete the table. 2 34 initial reading404142 final reading \ufb01 nal burette reading / cm3 initial burette reading / cm3 difference / cm3 [2]",
+            "5": "5 0620/62/m/j/17 \u00a9 ucles 2017 [turn over (c)  why is an indicator not added to the conical \ufb02 ask?   ... ...  [1]  (d) (i)   which solution of iron( ii) sulfate, solution b or solution c, is the more concentrated?  explain your answer.   .    . ..  [2]  (ii)  how many times more concentrated is this solution of iron( ii) sulfate?   . ..  [1]  (e) (i)   if experiment 2 were repeated using 50 cm3 of solution c, what volume of solution a would  be needed? explain your answer.   .    . ..  [2]  (ii)  suggest a practical problem that using 50 cm3 of solution c in this investigation would  cause. suggest a practical solution to the problem.  problem  . ..  solution   ... [2]  (f)  give one advantage and one disadvantage of using a measuring cylinder instead of a  25 cm3 pipette for solution b.  advantage  ... ...  disadvantage   . [2]  (g)  how would the results be improved by taking repeated measurements?   ... .   ... ...  [1] [total: 15]",
+            "6": "6 0620/62/m/j/17 \u00a9 ucles 20173  two solids, e and f, which are both salts, were analysed. solid f was lithium chloride.   tests were carried out on each solid.   some of the tests and observations are shown.  tests on solid e tests on solid e observations test 1 a \ufb02 ame test was carried out on solid e. yellow colour  test 2   10 cm3 of distilled water were poured into a boiling tube. the initial temperature of the water was  measured.   solid e was added to the boiling tube and the boiling tube was shaken to dissolve solid e. the  temperature of the solution was measured after 1 minute.  (a)   use the thermometer diagrams in the table to record the temperatures and complete the table. temperature of  the solution after  1 minute / \uf0b0c20 15 10 initial temperature  of the water / \uf0b0c30 25 20 temperature difference / \uf0b0c  [2]   the solution was divided into two equal portions in two test-tubes and the following tests carried  out. tests on solid e observations test 3 dilute hydrochloric acid was added to the \ufb01 rst  portion of the solution. the gas given off was tested with \ufb01 lter paper dipped into acidi \ufb01 ed  aqueous potassium manganate( vii).\ufb01 lter paper turned from purple to colourless test 4 an excess of aqueous sodium hydroxide was  added to the second portion of the solution.no change",
+            "7": "7 0620/62/m/j/17 \u00a9 ucles 2017 [turn over (b)  what does the temperature change tell you about the process occurring in test 2 ?   ... ...  [1]  (c)  name the gas given off in test 3 .   ... ...  [1]  (d)  identify solid e.   ... ...  [2]  tests on solid f   complete the expected observations.  (e)  a \ufb02 ame test was carried out on solid f.  observations     [1]   solid f was added to distilled water in a test-tube and the test-tube shaken to dissolve solid f.  (f)  dilute nitric acid and aqueous silver nitrate were added to the solution.  observations     [2] [total: 9]",
+            "8": "8 0620/62/m/j/17 \u00a9 ucles 2017permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here 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 onl ine in the cambridge international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to do wnload at www.cie.org.uk after  the live examination series. cambridge international examinations is part of the cambridge assessment group. cambridge assessment is the brand name of unive rsity of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge.4  calcium carbonate and kaolinite are both white solids found in sedimentary rocks.   calcium carbonate reacts with dilute hydrochloric acid to form aqueous calcium chloride. kaolinite  does not react with dilute acids.   you are provided with a mixture of calcium carbonate and kaolinite and access to  dilute hydrochloric acid.   plan an experiment to determine the percentage by mass of calcium carbonate in the mixture.   ...    ...    ...    ...    ...    ...    ...    ...    ...    ... ..  [6] [total: 6]"
+        },
+        "0620_s17_qp_63.pdf": {
+            "1": "this document consists of 8 printed pages. [turn overib17 06_0620_63/3rp \u00a9 ucles 2017 *6879205020* read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen.you may use an hb pencil for any diagrams or graphs.do not use staples, paper clips, glue or correction fluid.do not write in any barcodes. answer all questions. electronic calculators may be used.you may lose marks if you do not show your working or if you do not use appropriate units. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question.chemistry  0620/63   paper 6 alternative to practical may/june 2017  1 hour candidates answer on the question paper. no additional materials are required.cambridge international examinations cambridge international general certificate of secondary education the syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificate.",
+            "2": "2 0620/63/m/j/17 \u00a9 ucles 2017 1  a mixture of alcohols can be separated by fractional distillation. the apparatus shown was used to  separate ethanol from the mixture. mixture of alcoholswater .  (a) (i)  complete the box to identify the apparatus. [1]  (ii)  indicate with an arrow where heat is applied. [1]   (b)  what is the purpose of the water?      ..   [2]  (c)  why is the thermometer bulb placed as shown and not in the mixture of alcohols?      ..   [1]  (d)  use the letter e to indicate on the diagram where ethanol would collect. [1]  (e) (i)  suggest a simple chemical test to show that the liquid collected is ethanol and not water.   ...   [1]  (ii)  give a physical test to identify pure ethanol.   ...   [1] [total: 8]",
+            "3": "3 0620/63/m/j/17 \u00a9 ucles 2017 [turn over 2  a student investigated the rate of reaction between magnesium ribbon and two different solutions  of dilute sulfuric acid, solution g and solution h. the acid was in excess in both experiments.   two experiments were carried out.   experiment 1 \t \u25cf\t \tthe\tapparatus\twas\tset\tup\tas\tshown\tin\tthe\tdiagram. trough waterconical flaskbungrubber connector inverted 100  cm3 measuring cylinderclamp \t \u25cf\t \tusing\ta\tmeasuring \tcylinder,\t 50\tcm3 of solution g\t were\tpoured\tinto\tthe\tconical\tflask.\ta\tpiece\tof\t magnesium\tribbon\twas\tadded\tto\tthe\tconical\tflask\tand\tthe\tbung\treplaced. \t \u25cf\t \tthe\ttimer\twas\tstarted\timmediately\t and\tthe\ttotal\tvolume\tof\tgas\tcollected\t in\tthe\tmeasuring\t cylinder\twas\tmeasured\tevery\t20\tseconds\tfor\t180\tseconds\t(3\tminutes).   experiment 2 \t \u25cf\t \texperiment\t1\twas\trepeated\tusing\t50\t cm3 of solution h instead of solution g.",
+            "4": "4 0620/63/m/j/17 \u00a9 ucles 2017  (a)\t\tuse\tthe\tmeasuring\tcylinder\tdiagrams\tto\trecord\tthe\t volumes\tof\tgas\tcollected\tin\texperiment\t1. 0time  / smeasuring cylinder diagramvolume of gas  / cm3volume of gas  / cm3 2020 15 10 10 5 0 4030 25 20 6045 40 35 8050 4540 100605550 1207570 65 14085 8075 16095908595 90851800 8 14 21 27 3339 45 50 55experiment 1e xperiment 2 [3]",
+            "5": "5 0620/63/m/j/17 \u00a9 ucles 2017 [turn over  (b)\t\tplot\tthe\tresults\tfor\texperiments\t1\tand\t2\ton\tthe\tgrid\t and\tdraw\t two smooth line graphs.   clearly label your graphs. 02 04 06 0 time  / s80 100 120 140 160 180 200100 90 80 7060 50 40 30 20 10 0volume of gas  / cm3 [4]  (c)  which experiment had the faster rate of reaction? suggest a reason why the rate was faster in  this experiment.      ..   [2]",
+            "6": "6 0620/63/m/j/17 \u00a9 ucles 2017  (d)  the average rate of this reaction can be calculated using the equation shown. average rate = volume of gas / cm3 time\ttaken\t /\ts \t \tfor\texperiment\t 1,\tcalculate\t the\taverage\t rate\tof\treaction\t for\tthe\tfirst\t30\tseconds\t of\tthe\treaction.\t include the units. rate =  units =  [3]  (e)  why, eventually, will no more gas be produced?   ..   [1]  (f)  suggest the effect on the rate of reaction of using the same mass of magnesium powder  instead\tof\tmagnesium\tribbon.\texplain\tyour\tanswer.         ..   [2]  (g)  give one advantage and one disadvantage of using a measuring cylinder to measure the  volumes of solution g and solution h.  advantage  ..  disadvantage  . [2]  (h)  suggest one improvement to these experiments.      ..   [1] [total: 18]",
+            "7": "7 0620/63/m/j/17 \u00a9 ucles 2017 [turn over 3  two substances, solid j and solution k, were analysed. solution k was hydrogen peroxide.   tests on each substance were carried out. the observations are shown. tests observations tests on solid j appearance of solid j. black\tsolid test 1 dilute hydrochloric acid was added to solid j.  the mixture was heated and the gas given off  was tested with damp litmus paper.blue litmus turned white tests on solution k solution k was divided into two equal portions  in two test-tubes. test 2 iron( ii)\tsulfate\tcrystals\twere\tadded\tto\tthe\tfirst\t portion\tof\tthe\tsolution.\t the\tmixture\twas\tshaken\t and aqueous sodium hydroxide was added to  the mixture.red-brown precipitate formed test 3 solid j was added to the second portion of the  solution. the gas given off was tested with a splint.glowing splint relit solid j was unchanged  (a)  name the gas given off in test 1.   ..   [1]  (b) (i)  name the precipitate formed in test 2.   ...   [2]  (ii)  a new test 2\twas\tcarried\tout.\tiron( ii)\tsulfate\tcrystals\twere\tadded\tto\twater, the mixture   was\tshaken\tand\tthen\taqueous\tsodium\thydroxide\twas\tadded.   what would be observed?   ...   [2]",
+            "8": "8 0620/63/m/j/17 \u00a9 ucles 2017permission 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 international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download at www.cie.org.uk after the live examination series. 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.  (c)  name the gas given off in test 3.   ..   [1]  (d)  what conclusions can you draw about solid j?      ..   [2] [total: 8] 4  cassiterite is a naturally occurring form of tin oxide.   describe how you would \t \u25cf\t \tobtain\ta\tsample\tof\ttin\tfrom\ta\tlarge\tlump\tof\tcassiterite\tin\tthe\tlaboratory, \t \u25cf\t \tdetermine\tthe\tpercentage\tby\tmass\tof\ttin\tpresent\tin\tcassiterite.   tin is similar in reactivity to iron.   your answer should include any apparatus and chemicals used and the conditions required.   ...   ...   ...   ...   ...   ...   ...   ...   .   [6] [total: 6]"
+        },
+        "0620_w17_qp_11.pdf": {
+            "1": "  the syllabus is approved for use in england, wales and northern ir eland as a cambridge international level1/level 2 certificate .  this document consists of 15 printed pages and 1 blank page.  ib17 11_0620_11/4rp  \u00a9 ucles 2017 [turn over     *1330880521 * cambridge international examinations  cambridge international general certificate of secondary education       chemistry 0620/11     paper 1 multiple choice (core)  october/november 2017       45 minutes  additional materials: multiple choice answer sheet   soft clean eraser   soft pencil (type b or hb is recommended)       read these instructions first   write in soft pencil.  do not use staples, paper clips, glue or correction fluid.  write your name, centre number and candidate number on the answer sheet in the spaces provided unless  this has been done for you.  do not  write in any barcodes.   there are forty  questions on this paper. answer all questions. for each question there are four possible  answers a, b, c and d.   choose the one you consider correct and record your choice in soft pencil  on the separate answer sheet.   read the instructions on the answer sheet very carefully.   each correct answer will score one mark. a ma rk will not be deducted for a wrong answer.  any rough working should be done in this booklet.  a copy of the periodic table is printed on page 16.  electronic calculators may be used.  ",
+            "2": "2  \u00a9 ucles 2017 0620/11/o/n/17  1 the diagram shows how the arrangement of particles changes when a substance changes state.        which change of state is shown?  a boiling  b condensation  c evaporation  d sublimation     2 which method can be used to separate a mixture of salt and water to obtain both  parts of the  mixture?  a crystallisation  b distillation  c evaporation  d filtration     3 a student put 25.0  cm3 of dilute hydrochloric acid into a conical flask.    the student added 2.5  g of solid sodium carbonate and measured the change in temperature of  the mixture.    which apparatus does the student need to use to obtain the most accurate results?  a balance, measuring cylinder, thermometer  b balance, pipette, stopwatch  c balance, pipette, thermometer  d burette, pipette, thermometer     4 propanone, c 3h6o, is a liquid at room temperature.    what is the boiling point of pure propanone?  a \u201361  \u00b0c to \u201351  \u00b0c  b \u201356  \u00b0c  c 51  \u00b0c to 61  \u00b0c  d 56  \u00b0c     ",
+            "3": "3  \u00a9 ucles 2017 0620/11/o/n/17 [turn over  5 which statement about the boxes p, q and r is correct?    p q r     a box p contains two compounds and box r contains two elements.  b box p contains two elements and  box q contains a mixture.  c box p contains two elements and box q contains one compound.  d box q contains two compounds and box r contains a mixture.      6 the number of particles in atoms w, x, y and z are shown.     protons electrons neutrons  w 6 6 6  x 6 6 7  y 7 7 7  z 7 7 8    which statement is correct?  a w and x are isotopes of carbon.  b x and y are isotopes of nitrogen.  c x has a mass number of 12.  d z has an atomic number of 8.      7 which row describes the type of bonding present in substances 1 and 2?     substance 1 substance 2  a methane has ionic bonding graphite has covalent bonding  b graphite has ionic bonding potassium chloride has covalent bonding  c potassium chloride has ionic bonding methane has covalent bonding  d potassium chloride has ionic bonding graphite has ionic bonding     ",
+            "4": "4  \u00a9 ucles 2017 0620/11/o/n/17  8 substances with giant covalent structures can be used as lubricants and as cutting tools for hard  materials.    the diagram shows how the atoms are arranged in two giant covalent substances, x and y.    x y key strong covalentbond weak attraction     which statement is correct?  a only x is used as a cutting tool and only y is used as a lubricant.  b only x is used as a lubricant and only y is used as a cutting tool.  c x and y are both used as cutting tools.  d x and y are both used as lubricants.     9 the equation shows the thermal decomposition of magnesium carbonate ( m r = 84).    mgco 3  \u2192  mgo  +  co 2    which mass of magnesium oxide is formed when 21.0  g of magnesium carbonate are completely  decomposed?  a 1.9  g b 4.0  g c 10.0  g d 40.0  g    ",
+            "5": "5  \u00a9 ucles 2017 0620/11/o/n/17 [turn over  10 electricity is passed through concentrated aqueous sodium chloride. inert electrodes are used.    +\u2013 concentrated aqueous sodiumchloride     what is formed at the negative electrode?  a chlorine  b hydrogen  c oxygen  d sodium     11 two chemical processes are described.    \u25cf during the combustion of gasoline, energy is ..1.. .  \u25cf during the electrolysis of sulfuric acid, energy is ..2.. .    which words complete gaps 1 and 2?     1 2  a given out given out  b given out taken in  c taken in given out  d taken in taken in     ",
+            "6": "6  \u00a9 ucles 2017 0620/11/o/n/17  12 when dilute sulfuric acid reacts with aqueous sodium hydroxide, the temperature of the solution  increases.    which words describe this reaction?  a endothermic and neutralisation  b endothermic and redox  c exothermic and neutralisation  d exothermic and redox    13 the mass of a beaker and its contents is plotted against time.    which graph represents what happens when sodium carbonate reacts with an excess of dilute hydrochloric acid in an open beaker?    mass  time a mass  time b mass  time c mass  time d 00000000       14 when blue copper( ii) sulfate is heated, a white solid and water are formed.    the white solid turns blue and gives out heat when water is added to it.    which terms describe the blue copper( ii) sulfate and the reactions?     the blue  copper( ii) sulfate is reactions  a a mixture can be reversed  b a mixture cannot be reversed  c hydrated can be reversed  d hydrated cannot be reversed      15 which changes increase the rate of reaction between calcium carbonate and dilute  hydrochloric acid?    1 increasing the concentration of the acid  2 increasing the temperature  3 increasing the size of the pieces of calcium carbonate    a 1, 2 and 3 b 1 and 2 only c 1 and 3 only d 2 and 3 only ",
+            "7": "7  \u00a9 ucles 2017 0620/11/o/n/17 [turn over  16 the equations for two reactions p and q are given.    p 2nano 2  +  o 2  \u2192  2nano 3  q 2hgo  \u2192  2hg  +  o 2    in which of these reactions does oxidation of the underlined substance occur?     p q  a \u0016 \u0016  b \u0016 \u001a  c \u001a \u0016  d \u001a \u001a      17 what is not a typical characteristic of acids?  a they react with alkalis producing water.  b they react with all metals producing hydrogen.  c they react with carbonates producing carbon dioxide.  d they turn blue litmus paper red.     18 magnesium, phosphorus and chlorine are elements in the same period of the periodic table.    which row describes the type of oxid e formed by each of these elements?     magnesium phosphorus chlorine  a acidic acidic basic  b acidic basic basic  c basic acidic acidic  d basic basic acidic     19 zinc sulfate is made by reacting an excess of zinc oxide with dilute sulfuric acid.    the excess zinc oxide is then removed from the solution.    which process is used to obtain solid zinc sulfate from the solution?  a crystallisation  b dissolving  c filtration  d fractional distillation     ",
+            "8": "8  \u00a9 ucles 2017 0620/11/o/n/17  20 what is used to test for chlorine?  a a glowing splint  b damp litmus paper  c limewater  d potassium manganate( vii) solution      21 which statements about the trends across a period of the periodic table are correct?    1 aluminium is more metallic than sodium.  2 beryllium is more metallic than carbon. 3 boron is more metallic than lithium.  4 magnesium is more metallic than silicon.    a 1 and 2 b 1 and 3 c 2 and 4 d 3 and 4    22 astatine is an element in group vii of the periodic table.    astatine is ..1.. reactive than iodine.    the melting point of astatine is ..2.. than the melting point of iodine.    astatine is ..3.. in colour than bromine.    which words complete gaps 1, 2 and 3?     1 2 3  a less higher darker  b less lower lighter  c more higher darker  d more lower lighter      23 which row describes the properties of a typical transition element?     melting point forms coloured  compounds can act as  a catalyst  a high no no  b high yes yes  c low no yes  d low yes no     ",
+            "9": "9  \u00a9 ucles 2017 0620/11/o/n/17 [turn over  24 why is argon gas used to fill electric lamps?  a it conducts electricity.  b it glows when heated.  c it is less dense than air.  d it is not reactive.      25 what is a property of all metals?  a conduct electricity  b hard  c low melting points  d react with water      26 which material is not involved in the large-scale extraction of iron from iron ore?  a bauxite  b calcium carbonate (limestone)  c carbon (coke)  d hematite     ",
+            "10": "10  \u00a9 ucles 2017 0620/11/o/n/17  27 some reactions of three metals are listed in the table.    metal metal reacts with dilute  hydrochloric acid metal oxide is  reduced by carbon  p yes no  q no yes  r yes yes    what is the order of reactivity of the metals?     most  reactive  least  reactive  a p r q  b q p r  c r p q  d r q p      28 which uses of the metals shown are both correct?     aluminium stainless steel  a aircraft bodies cutlery  b car bodies aircraft bodies  c chemical plant food containers  d food containers car bodies      29 the flow chart shows stages in the treatment of river water to produce drinking water.    drinking waterstage ystage xsettling tankriver water    what occurs at stages x and y?     x y  a distillation chlorination  b distillation filtration  c filtration chlorination  d filtration distillation     ",
+            "11": "11  \u00a9 ucles 2017 0620/11/o/n/17 [turn over  30 which gas is over 30% of air?  a argon  b carbon dioxide  c nitrogen  d oxygen      31 iron is a metal that rusts in the presence of oxygen and water.    mild steel is used for ..1.. and is prevented from rusting by ..2.. .    stainless steel does not rust. it is produced by ..3.. iron with another metal.    which words complete gaps 1, 2 and 3?     1 2 3  a car bodies greasing covering  b car bodies painting mixing  c cutlery greasing covering  d cutlery painting mixing      32 a mixture produces a gas both when it reacts with an acid and when it reacts with an alkali.    which ions are present in the mixture?  a ammonium ions and carbonate ions  b ammonium ions and oxide ions  c hydrogen ions and carbonate ions  d hydrogen ions and oxide ions    33 some marble chips (calcium carbonate) are heated strongly and substances x and y are formed.    substance x is a white solid that reacts with water, giving out heat. substance y is a colourless  gas.    what are substances x and y?     x y  a calcium chloride oxygen  b calcium hydroxide carbon dioxide  c calcium oxide carbon dioxide  d calcium sulfate oxygen   ",
+            "12": "12  \u00a9 ucles 2017 0620/11/o/n/17  34 the structures of some organic molecules are shown.    c c ch3h h3ch cch3 hhh c ch3 hcch3 hhh c h hcch3 hc h3h c h h2 13 4     which structures represent an alkane with four carbon atoms?  a 1 only b 2 and 3 c 2 and 4 d 3 and 4      35 some of the fractions obtained from the fractional  distillation of petroleum are used as fuels for  vehicles.    which two fractions are used as fuels for vehicles?  a bitumen fraction and gasoline fraction  b bitumen fraction and naphtha fraction  c gasoline fraction and kerosene fraction  d kerosene fraction and lubricating fraction    36 burning fossil fuels releases heat energy.    which substance is not a fossil fuel?  a coal  b hydrogen  c natural gas  d petroleum     37 x, y and z are three hydrocarbons.    x ch 2=ch 2 y ch 3\u2013ch=ch 2 z ch 3\u2013ch 2\u2013ch=ch 2    what do compounds x, y and z have in common?    1 they are all alkenes.  2 they are all part of the same homologous series. 3 they all have the same boiling point.    a 1, 2 and 3 b 1 and 2 only c 1 and 3 only d 2 and 3 only     ",
+            "13": "13  \u00a9 ucles 2017 0620/11/o/n/17 [turn over  38 the table shows bonds that are present and bonds that are not present in compound x.    bond   c\u2013c \u0016  c=c \u001a  c\u2013h \u0016  c\u2013o \u0016  c=o \u0016  o\u2013h \u0016    what type of compound is x?  a a carboxylic acid  b an alcohol  c an alkane  d an alkene     39 the diagram shows a reaction sequence.    butane ethene ethanolcarbon dioxide and waterxyz     which row names the processes x, y and z?     x y z  a cracking fermentation respiration  b cracking hydration combustion  c distillation fermentation respiration  d distillation hydration combustion     ",
+            "14": "14  \u00a9 ucles 2017 0620/11/o/n/17  40 molecules of a substance react together as shown.    hhhh cc hhhh cc hh c hh c hh c hh c hh c hh c hhhh cc + +      which type of reaction has taken place?  a cracking  b oxidation  c polymerisation  d reduction    ",
+            "15": "15    permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to trac e 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 ans wer-related information to candidates, all copyright acknowledgements are reproduced onl ine in the cambridge  international examinations copyright acknow ledgements booklet. this is produced for each  series of examinations and is freely a vailable to download at  www.cie.org.uk after the live examination series.    cambridge international examinations is part of the cambridge as sessment group. cambridge assessment is the brand name of unive rsity of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge.    \u00a9 ucles 2017 0620/11/o/n/17  blank page",
+            "16": "16  \u00a9 ucles 2017 0620/11/o/n/17   groupthe periodic table of elements 1 h hydrogen 12 he helium 4ii i iii iv v vi vii viii 3 li lithium 74 be beryllium 9atomic number atomic symbolkey name relative atomic mass 11 na sodium 2312 mg magnesium 24 19 k potassium 3920 ca calcium 40 37 rb rubidium 8538 sr strontium 88 55 cs caesium 13356 ba barium 137 87 fr francium \u201388 ra radium \u20135 b boron 11 13 al aluminium 27 31 ga gallium 70 49 in indium 115 81 tl thallium 2046 c carbon 12 14 si silicon 2832 ge germanium 73 50 sn tin 119 82 pb lead 20722 ti titanium 48 40 zr zirconium 91 72 hf hafnium 178 104 rf rutherfordium \u201323 v vanadium 51 41 nb niobium 93 73 ta tantalum 181 105 db dubnium \u201324 cr chromium 52 42 mo molybdenum 96 74 w tungsten 184 106 sg seaborgium \u201325 mn manganese 55 43 tc technetium \u2013 75 re rhenium 186 107 bh bohrium \u201326 fe iron 56 44 ru ruthenium 101 76 os osmium 190 108 hs hassium \u201327 co cobalt 59 45 rh rhodium 103 77 ir iridium 192 109 mt meitnerium \u201328 ni nickel 59 46 pd palladium 106 78 pt platinum 195 110 ds darmstadtium \u201329 cu copper 64 47 ag silver 108 79 au gold 197 111 rg roentgenium \u201330 zn zinc 65 48 cd cadmium 112 80 hg mercury 201 112 cn copernicium \u2013114 fl flerovium \u2013116 lv livermorium \u20137 n nitrogen 14 15 p phosphorus 3133 as arsenic 75 51 sb antimony 122 83 bi bismuth 2098 o oxygen 16 16 s sulfur 3234 se selenium 79 52 te tellurium 128 84 po polonium \u20139 f fluorine 19 17 cl chlorine 35.5 35 br bromine 80 53 i iodine 127 85 at astatine \u201310 ne neon 20 18 ar argon 4036 kr krypton 84 54 xe xenon 131 86 rn radon \u201321 sc scandium 45 39 y yttrium 89 57\u201371 lanthanoids 89\u2013103 actinoids 57 la lanthanum 139 89 aclanthanoids actinoids the volume of one mole of any gas is 24  dm3 at room temperature and pressure (r.t.p.).actinium \u201358 ce cerium 140 90 th thorium 23259 pr praseodymium 141 91 pa protactinium 23160 nd neodymium 144 92 u uranium 23861 pm promethium \u2013 93 np neptunium \u201362 sm samarium 150 94 pu plutonium \u201363 eu europium 152 95 am americium \u201364 gd gadolinium 157 96 cm curium \u201365 tb terbium 159 97 bk berkelium \u201366 dy dysprosium 163 98 cf californium \u201367 ho holmium 165 99 es einsteinium \u201368 er erbium 167 100 fm fermium \u201369 tm thulium 169 101 md mendelevium \u201370 yb ytterbium 173 102 no nobelium \u201371 lu lutetium 175 103 lr lawrencium \u2013  "
+        },
+        "0620_w17_qp_12.pdf": {
+            "1": "  the syllabus is approved for use in england, wales and northern ir eland as a cambridge international level1/level 2 certificate .  this document consists of 15 printed pages and 1 blank page.  ib17 11_0620_12/3rp  \u00a9 ucles 2017 [turn over     *1011389924 * cambridge international examinations  cambridge international general certificate of secondary education       chemistry 0620/12     paper 1 multiple choice (core)  october/november 2017       45 minutes  additional materials: multiple choice answer sheet   soft clean eraser   soft pencil (type b or hb is recommended)       read these instructions first   write in soft pencil.  do not use staples, paper clips, glue or correction fluid.  write your name, centre number and candidate number on the answer sheet in the spaces provided unless  this has been done for you.  do not  write in any barcodes.   there are forty  questions on this paper. answer all questions. for each question there are four possible  answers a, b, c and d.   choose the one you consider correct and record your choice in soft pencil  on the separate answer sheet.   read the instructions on the answer sheet very carefully.   each correct answer will score one mark. a ma rk will not be deducted for a wrong answer.  any rough working should be done in this booklet.  a copy of the periodic table is printed on page 16.  electronic calculators may be used.  ",
+            "2": "2  \u00a9 ucles 2017 0620/12/o/n/17  1 the melting points and boiling points of four elements are shown.    element melting  point  / \u00b0c boiling  point  / \u00b0c  w \u20137 60  x \u2013101 \u201334  y 114 184  z 39 688    in which elements do the particles vibrate about fixed positions at 0  \u00b0c?  a w and x b w and z c x and y d y and z     2 the apparatus used to separate a mixture is shown.    mixture funnel filter paper     what is the mixture?  a aqueous calcium chloride and aqueous calcium nitrate  b calcium carbonate and aqueous calcium chloride  c ethanol and water  d sand and calcium carbonate     3 during an experiment a measurement is recorded in cm 3.    which apparatus is used?  a balance  b measuring cylinder  c stopclock  d thermometer     ",
+            "3": "3  \u00a9 ucles 2017 0620/12/o/n/17 [turn over  4 substance q boils at 445  \u00b0c and is a yellow solid at room temperature.    which temperature could be the melting point of pure q?  a \u20139  \u00b0c  b 72  \u00b0c to 78  \u00b0c  c 116  \u00b0c  d 116  \u00b0c to 126  \u00b0c     5 which diagram shows a mixture of an element and a compound?    a b c d     6 which pair of atoms contains the same number of neutrons?  a  co59 27  and ni5928  b cu6429 and cu6529  c cu6429 and zn6530  d cu6529 and zn6530      7 in which row do the properties described match the type of bonding?     melting point electrical conductivity  when liquid type of bonding  a high  does not conduct  ionic  b low conducts covalent  c low conducts ionic  d low does not conduct covalent    ",
+            "4": "4  \u00a9 ucles 2017 0620/12/o/n/17  8 which statement explains why graphite is used a lubricant?  a all bonds between the atoms are weak.  b it conducts electricity.  c it has a low melting point.  d layers in the structure can slide over each other.      9 what is the relative formula mass of magnesium nitrate, mg(no 3)2?  a 74 b 86 c 134 d 148     10 the diagram shows the electrolysis of two solutions using inert electrodes.    dilute sulfuric acidconcentrated aqueoussodium chloridepq rs +\u2013 +\u2013     which substance is made at each electrode?     p q r s  a hydrogen oxygen chlorine sodium  b hydrogen oxygen sodium chlorine  c oxygen hydrogen chlorine hydrogen  d oxygen hydrogen hydrogen chlorine     ",
+            "5": "5  \u00a9 ucles 2017 0620/12/o/n/17 [turn over  11 two chemical processes are described.    \u25cf during the combustion of ethanol, energy is ..1.. .  \u25cf during the electrolysis of aqueous sodium chloride, energy is ..2.. .    which words complete gaps 1 and 2?     1 2  a given out given out  b given out taken in  c taken in given out  d taken in taken in      12 water is added to anhydrous copper( ii) sulfate in a test-tube.    the mixture becomes hot.    which type of reaction and energy level diagram apply to this reaction?     type of reaction energy level diagram  a endothermic energyreactants products   b endothermic energy reactantsproducts   c exothermic energyreactants products   d exothermic energy reactantsproducts      ",
+            "6": "6  \u00a9 ucles 2017 0620/12/o/n/17  13 the mass of a beaker and its contents is plotted against time.    which graph represents what happens when sodium carbonate reacts with an excess of dilute hydrochloric acid in an open beaker?    mass  time a mass  time b mass  time c mass  time d 00000000       14 when blue copper( ii) sulfate is heated, a white solid and water are formed.    the white solid turns blue and gives out heat when water is added to it.    which terms describe the blue copper( ii) sulfate and the reactions?     the blue  copper( ii) sulfate is reactions  a a mixture can be reversed  b a mixture cannot be reversed  c hydrated can be reversed  d hydrated cannot be reversed     ",
+            "7": "7  \u00a9 ucles 2017 0620/12/o/n/17 [turn over  15 an experiment was carried out to find the rate of reaction when 1  g of solid x reacts with 100  cm3  of solution y.    solution y solid xgas syringe     the experiment took place too quickly for measurements to be made.    which change could be made to slow down the reaction?  a add a catalyst  b decrease the concentration of solution y  c decrease the particle size of solid x  d increase the temperature    16 the equations for two reactions p and q are given.    p 2nano 2  +  o 2  \u2192  2nano 3  q 2hgo  \u2192  2hg  +  o 2    in which of these reactions does oxidation of the underlined substance occur?     p q  a \u0016 \u0016  b \u0016 \u001a  c \u001a \u0016  d \u001a \u001a      17 what is not a typical characteristic of acids?  a they react with alkalis producing water.  b they react with all metals producing hydrogen.  c they react with carbonates producing carbon dioxide.  d they turn blue litmus paper red.    ",
+            "8": "8  \u00a9 ucles 2017 0620/12/o/n/17  18 elements q and r both burn in air.    the oxides formed both dissolve in water.    the solution of the oxide formed from element q turns universal indicator red.    the solution of the oxide formed from element r turns universal indicator blue.    what are q and r?     q r  a carbon sulfur  b sodium magnesium  c sodium sulfur  d sulfur sodium      19 copper( ii) sulfate can be prepared by adding excess copper( ii) carbonate to sulfuric acid.    why is an excess  of copper( ii) carbonate added?  a to ensure all the copper( ii) carbonate has reacted  b to ensure all the sulfuric acid has reacted  c to increase the rate of reaction  d to increase the yield of copper( ii) sulfate     20 compound p reacts with hydrochloric acid to produce a gas that turns limewater milky.    what is p?  a sodium carbonate  b sodium chloride  c sodium hydroxide  d sodium sulfate     21 which statement about nitrogen and phosphorus is not correct?  a both are in the same group of the periodic table.  b both are in the same period of the periodic table.  c both are non-metals.  d both have the same number of electrons in their outer shell.    ",
+            "9": "9  \u00a9 ucles 2017 0620/12/o/n/17 [turn over  22 sodium and rubidium are elements in group i of the periodic table.    which statement is correct?  a sodium atoms have more electrons than rubidium atoms.  b sodium has a lower density than rubidium.  c sodium has a lower melting point than rubidium.  d sodium is more reactive than rubidium.    23 which properties do the elements chromium, iron and vanadium have in common?    1 they all conduct electricity.  2 they, or their compounds, can act as catalysts. 3 they all form coloured compounds.    a 1, 2 and 3 b 1 and 2 only c 1 and 3 only d 2 and 3 only      24 why is argon gas used to fill electric lamps?  a it conducts electricity.  b it glows when heated.  c it is less dense than air.  d it is not reactive.      25 what is a property of all metals?  a conduct electricity  b hard  c low melting points  d react with water      26 which process is used to extract iron from hematite in the blast furnace?  a electrolysis  b reduction with carbon monoxide  c reduction with lime  d thermal decomposition     ",
+            "10": "10  \u00a9 ucles 2017 0620/12/o/n/17  27 some reactions of three metals are listed in the table.    metal metal reacts with dilute  hydrochloric acid metal oxide is  reduced by carbon  p yes yes  q yes no  r no yes    what is the order of reactivity of the metals?     most  reactive  least  reactive  a p q r  b p r q  c q p r  d r p q      28 which uses of the metals shown are both correct?     aluminium copper  a aircraft bodies electrical wiring  b car bodies aircraft bodies  c chemical plant cooking utensils  d food containers chemical plant      29 the flow chart shows stages in the treatment of river water to produce drinking water.    drinking waterstage ystage xsettling tankriver water    what occurs at stages x and y?     x y  a distillation chlorination  b distillation filtration  c filtration chlorination  d filtration distillation     ",
+            "11": "11  \u00a9 ucles 2017 0620/12/o/n/17 [turn over  30 which element in group vi is a component of air?  a argon  b nitrogen  c oxygen  d sulfur      31 iron is a metal that rusts in the presence of oxygen and water.    mild steel is used for ..1.. and is prevented from rusting by ..2.. .    stainless steel does not rust. it is produced by ..3.. iron with another metal.    which words complete gaps 1, 2 and 3?     1 2 3  a car bodies greasing covering  b car bodies painting mixing  c cutlery greasing covering  d cutlery painting mixing      32 a chemical reaction is carried out on substance x.    a gas is produced that turns red litmus paper blue.    what is this reaction?  a the reaction of an acid with a metal carbonate  b the reaction of an acid with an ammonium salt  c the reaction of an alkali with a metal carbonate  d the reaction of an alkali with an ammonium salt    ",
+            "12": "12  \u00a9 ucles 2017 0620/12/o/n/17  33 some marble chips (calcium carbonate) are heated strongly and substances x and y are formed.    substance x is a white solid that reacts with water, giving out heat. substance y is a colourless gas.    what are substances x and y?     x y  a calcium chloride oxygen  b calcium hydroxide carbon dioxide  c calcium oxide carbon dioxide  d calcium sulfate oxygen      34 the structures of four organic compounds are shown.    hc hh c hhhhs hh c c h hc hh c hht hc hh c hhv hc ch c chu h h h hh     which compounds are unsaturated?  a s only b t and u c u only d v only      35 which statement is not correct?  a petroleum is a mixture of hydrocarbons.  b the main constituent of natural gas is ethane.  c the naphtha fraction of petroleum is used for making chemicals.  d when natural gas burns in air, carbon dioxide and water are formed.      36 which equation represents the complete combustion of butane, c 4h10?  a 2c 4h10  +  5o 2  \u2192  8c  +  10h 2o  b 2c 4h10  +  9o 2  \u2192  8co  +  10h 2o  c 2c 4h10  +  13o 2  \u2192  8co 2  +  10h 2o  d c 4h10  +  4o 2  \u2192  4co 2  +  5h 2     ",
+            "13": "13  \u00a9 ucles 2017 0620/12/o/n/17 [turn over  37 x, y and z are three hydrocarbons.    x ch 2=ch 2 y ch 3\u2013ch=ch 2 z ch 3\u2013ch 2\u2013ch=ch 2    what do compounds x, y and z have in common?    1 they are all alkenes.  2 they are all part of the same homologous series. 3 they all have the same boiling point.    a 1, 2 and 3 b 1 and 2 only c 1 and 3 only d 2 and 3 only    38 the table shows bonds that are present and bonds that are not present in compound x.    bond   c\u2013c \u0016  c=c \u001a  c\u2013h \u0016  c\u2013o \u0016  c=o \u0016  o\u2013h \u0016    what type of compound is x?  a a carboxylic acid  b an alcohol  c an alkane  d an alkene     39 the diagram shows a reaction sequence.    butane ethene ethanolcarbon dioxide and waterxyz     which row names the processes x, y and z?     x y z  a cracking fermentation respiration  b cracking hydration combustion  c distillation fermentation respiration  d distillation hydration combustion   ",
+            "14": "14  \u00a9 ucles 2017 0620/12/o/n/17  40 molecules of a substance react together as shown.    hhhh cc hhhh cc hh c hh c hh c hh c hh c hh c hhhh cc + +      which type of reaction has taken place?  a cracking  b oxidation  c polymerisation  d reduction    ",
+            "15": "15    permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to trac e 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 ans wer-related information to candidates, all copyright acknowledgements are reproduced onl ine in the cambridge  international examinations copyright acknow ledgements booklet. this is produced for each  series of examinations and is freely a vailable to download at  www.cie.org.uk after the live examination series.    cambridge international examinations is part of the cambridge as sessment group. cambridge assessment is the brand name of unive rsity of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge.    \u00a9 ucles 2017 0620/12/o/n/17  blank page",
+            "16": "16  \u00a9 ucles 2017 0620/12/o/n/17   groupthe periodic table of elements 1 h hydrogen 12 he helium 4ii i iii iv v vi vii viii 3 li lithium 74 be beryllium 9atomic number atomic symbolkey name relative atomic mass 11 na sodium 2312 mg magnesium 24 19 k potassium 3920 ca calcium 40 37 rb rubidium 8538 sr strontium 88 55 cs caesium 13356 ba barium 137 87 fr francium \u201388 ra radium \u20135 b boron 11 13 al aluminium 27 31 ga gallium 70 49 in indium 115 81 tl thallium 2046 c carbon 12 14 si silicon 2832 ge germanium 73 50 sn tin 119 82 pb lead 20722 ti titanium 48 40 zr zirconium 91 72 hf hafnium 178 104 rf rutherfordium \u201323 v vanadium 51 41 nb niobium 93 73 ta tantalum 181 105 db dubnium \u201324 cr chromium 52 42 mo molybdenum 96 74 w tungsten 184 106 sg seaborgium \u201325 mn manganese 55 43 tc technetium \u2013 75 re rhenium 186 107 bh bohrium \u201326 fe iron 56 44 ru ruthenium 101 76 os osmium 190 108 hs hassium \u201327 co cobalt 59 45 rh rhodium 103 77 ir iridium 192 109 mt meitnerium \u201328 ni nickel 59 46 pd palladium 106 78 pt platinum 195 110 ds darmstadtium \u201329 cu copper 64 47 ag silver 108 79 au gold 197 111 rg roentgenium \u201330 zn zinc 65 48 cd cadmium 112 80 hg mercury 201 112 cn copernicium \u2013114 fl flerovium \u2013116 lv livermorium \u20137 n nitrogen 14 15 p phosphorus 3133 as arsenic 75 51 sb antimony 122 83 bi bismuth 2098 o oxygen 16 16 s sulfur 3234 se selenium 79 52 te tellurium 128 84 po polonium \u20139 f fluorine 19 17 cl chlorine 35.5 35 br bromine 80 53 i iodine 127 85 at astatine \u201310 ne neon 20 18 ar argon 4036 kr krypton 84 54 xe xenon 131 86 rn radon \u201321 sc scandium 45 39 y yttrium 89 57\u201371 lanthanoids 89\u2013103 actinoids 57 la lanthanum 139 89 aclanthanoids actinoids the volume of one mole of any gas is 24  dm3 at room temperature and pressure (r.t.p.).actinium \u201358 ce cerium 140 90 th thorium 23259 pr praseodymium 141 91 pa protactinium 23160 nd neodymium 144 92 u uranium 23861 pm promethium \u2013 93 np neptunium \u201362 sm samarium 150 94 pu plutonium \u201363 eu europium 152 95 am americium \u201364 gd gadolinium 157 96 cm curium \u201365 tb terbium 159 97 bk berkelium \u201366 dy dysprosium 163 98 cf californium \u201367 ho holmium 165 99 es einsteinium \u201368 er erbium 167 100 fm fermium \u201369 tm thulium 169 101 md mendelevium \u201370 yb ytterbium 173 102 no nobelium \u201371 lu lutetium 175 103 lr lawrencium \u2013  "
+        },
+        "0620_w17_qp_13.pdf": {
+            "1": "  the syllabus is approved for use in england, wales and northern ir eland as a cambridge international level1/level 2 certificate .  this document consists of 16 printed pages.  ib17 11_0620_13/4rp  \u00a9 ucles 2017 [turn over     *5136071969 * cambridge international examinations  cambridge international general certificate of secondary education       chemistry 0620/13     paper 1 multiple choice (core)  october/november 2017       45 minutes  additional materials: multiple choice answer sheet   soft clean eraser   soft pencil (type b or hb is recommended)       read these instructions first   write in soft pencil.  do not use staples, paper clips, glue or correction fluid.  write your name, centre number and candidate number on the answer sheet in the spaces provided unless  this has been done for you.  do not  write in any barcodes.   there are forty  questions on this paper. answer all questions. for each question there are four possible  answers a, b, c and d.   choose the one you consider correct and record your choice in soft pencil  on the separate answer sheet.   read the instructions on the answer sheet very carefully.   each correct answer will score one mark. a ma rk will not be deducted for a wrong answer.  any rough working should be done in this booklet.  a copy of the periodic table is printed on page 16.  electronic calculators may be used.  ",
+            "2": "2  \u00a9 ucles 2017 0620/13/o/n/17  1 which statement about liquids and gases is correct?  a 1 cm3 of gas contains more particles than 1  cm3 of liquid.  b a given mass of liquid has a fixed volume at room temperature.  c particles in a liquid can easily be forced closer together.  d particles in a liquid have fixed positions.      2 which method is used to obtain copper( ii) sulfate crystals from an aqueous solution of  copper( ii) sulfate?  a chromatography  b condensation  c evaporation  d filtration      3 25  cm3 of an alkali are added to 20  cm3 of an acid. the temperature change is measured.    which apparatus is not needed in the experiment?  a 25  cm3 measuring cylinder  b 100  cm3 beaker  c balance  d thermometer      4 a sample of liquid x turns blue cobalt( ii) chloride paper pink. the sample boils at 102  \u00b0c.    which statements are correct?    1 x contains water.  2 x is impure water.  3 x freezes above 0  \u00b0c.    a 1, 2 and 3 b 1 and 2 only c 1 and 3 only d 2 and 3 only     ",
+            "3": "3  \u00a9 ucles 2017 0620/13/o/n/17 [turn over  5 substance y is added to an excess of hot water.    a blue solution forms and a brown solid remains.    the brown solid is filtered off and dried.    the brown solid conducts electricity.    what is y?  a a compound which contains a metal  b a mixture which contains a metal  c a pure substance which is a metal  d a pure substance which is a non-metal     6 which row gives the number of protons, electrons and neutrons found in an atom of zinc?     protons electrons neutrons  a 30 30 35  b 30 35 35  c 35 30 30  d 35 35 30    7 four statements about atoms and ions are shown.    1 f \u2013 has more electrons than na+.  2 mg2+ has the same number of electrons as na+.  3 na+ has more electrons than li+.  4 an atom of p has more outer shell electrons than an atom of n.    which statements are correct?  a 1 and 2 b 1 and 4 c 2 and 3 d 3 and 4     ",
+            "4": "4  \u00a9 ucles 2017 0620/13/o/n/17  8 the diagrams, x, y and z, show part of a polymer and two giant covalent structures.    y xz     which of x, y or z could be used as a cutting tool and which of x, y or z could be used to reduce  friction?     cutting tool reduce friction a x y  b y z  c z x  d z y     9 a compound with the formula xo 2 has a relative formula mass of 64.    what is x?  a cadmium  b copper  c gadolinium  d sulfur     ",
+            "5": "5  \u00a9 ucles 2017 0620/13/o/n/17 [turn over  10 the electrolysis of concentrated hydrochloric  acid using platinum electrodes is shown.    concentrated hydrochloric acid+\u2013     what is observed at each electrode at the start of the electrolysis?     positive electrode negative electrode a colourless gas colourless gas  b colourless gas green gas  c green gas colourless gas  d green gas green gas     11 two chemical processes are described.    \u25cf during the combustion of kerosene, energy is ..1.. .  \u25cf during the electrolysis of hydrochloric acid, energy is ..2.. .    which words complete gaps 1 and 2?     1 2  a given out given out  b given out taken in  c taken in given out  d taken in taken in      12 which reaction is endothermic?  a neutralisation of an acid by an alkali  b reaction of hydrogen with oxygen  c reaction of sodium with water  d thermal decomposition of limestone    ",
+            "6": "6  \u00a9 ucles 2017 0620/13/o/n/17  13 the mass of a beaker and its contents is plotted against time.    which graph represents what happens when sodium carbonate reacts with an excess of dilute hydrochloric acid in an open beaker?    mass  time a mass  time b mass  time c mass  time d 00000000       14 when blue copper( ii) sulfate is heated, a white solid and water are formed.    the white solid turns blue and gives out heat when water is added to it.    which terms describe the blue copper( ii) sulfate and the reactions?     the blue  copper( ii) sulfate is reactions  a a mixture can be reversed  b a mixture cannot be reversed  c hydrated can be reversed  d hydrated cannot be reversed     ",
+            "7": "7  \u00a9 ucles 2017 0620/13/o/n/17 [turn over  15 the equation for the reaction between magnesium and hydrochloric acid is shown.    mg  +  2hc l  \u2192  mgc l 2  +  h 2    the rate of this reaction is studied using the apparatus shown.    hydrochloric acid magnesium ribbongas syringe     which change increases the rate of reaction?  a lowering the temperature of the acid  b using a larger volume of the same hydrochloric acid  c using less concentrated hydrochloric acid  d using the same mass of magnesium powder    16 the equations for two reactions p and q are given.    p 2nano 2  +  o 2  \u2192  2nano 3  q 2hgo  \u2192  2hg  +  o 2    in which of these reactions does oxidation of the underlined substance occur?     p q  a \u0016 \u0016  b \u0016 \u001a  c \u001a \u0016  d \u001a \u001a      17 what is not a typical characteristic of acids?  a they react with alkalis producing water.  b they react with all metals producing hydrogen.  c they react with carbonates producing carbon dioxide.  d they turn blue litmus paper red.    ",
+            "8": "8  \u00a9 ucles 2017 0620/13/o/n/17  18 which oxide produces a solution with a ph between ph  1 and ph  7 when reacted with water?  a calcium oxide  b carbon dioxide  c potassium oxide  d sodium oxide      19 three solids, p, q and r, all react with dilute sulfuric acid to produce zinc sulfate.    p and r produce gases during the reaction.    the gas produced when p reacts will not burn. the gas produced when r reacts will burn.    what are p, q and r?     p q r  a zinc zinc hydroxide zinc carbonate  b zinc carbonate zinc zinc oxide  c zinc carbonate zinc hydroxide zinc  d zinc oxide zinc carbonate zinc      20 which ion forms a green precipitate with aqueous sodium hydroxide that dissolves in an excess  of aqueous sodium hydroxide?  a ca2+ b cr3+ c cu2+ d fe2+    21 a period of the periodic table is shown.    group i ii iii iv v vi vii viii  element r s t v w x y z    the letters are not their chemical symbols.    which statement is correct?  a element r does not conduct electricity.  b elements r and y react together to form an ionic compound.  c element z exists as a diatomic molecule.  d element z reacts with element t.    ",
+            "9": "9  \u00a9 ucles 2017 0620/13/o/n/17 [turn over  22 some properties of element x are shown.    melting point   in  \u00b0c 98  boiling point   in  \u00b0c 883  reaction with cold water gives off h 2 gas  reaction when heated with oxygen burns to give a white solid    in which part of the periodic table is x found?  a group i  b group vii  c group viii  d transition elements    23 the table gives some properties of an element.    melting point in \u00b0c 3422  appearance of the element grey  appearance of the chloride of the element dark blue  density in g  / cm3 19.2  electrical conductivity when solid good    which other property would you expect this element to have?  a acts as a catalyst  b brittle  c forms an acidic oxide  d highly reactive with water      24 why is argon gas used to fill electric lamps?  a it conducts electricity.  b it glows when heated.  c it is less dense than air.  d it is not reactive.     ",
+            "10": "10  \u00a9 ucles 2017 0620/13/o/n/17  25 what is a property of all metals?  a conduct electricity  b hard  c low melting points  d react with water      26 what is the reducing agent in the large-scale extraction of iron from iron ore?  a air  b carbon monoxide  c hematite  d limestone      27 some reactions of three metals are listed in the table.    metal metal reacts with dilute  hydrochloric acid metal oxide is reduced  by carbon  p yes no  q yes yes  r no yes    what is the order of reactivity of the metals?     most  reactive  least  reactive  a p q r  b p r q  c q p r  d r p q      28 which uses of the metals shown are both correct?     aluminium stainless steel  a aircraft bodies car bodies  b car bodies aircraft bodies  c chemical plant food containers  d food containers cutlery     ",
+            "11": "11  \u00a9 ucles 2017 0620/13/o/n/17 [turn over  29 the flow chart shows stages in the treatment of river water to produce drinking water.    drinking waterstage ystage xsettling tankriver water    what occurs at stages x and y?     x y  a distillation chlorination  b distillation filtration  c filtration chlorination  d filtration distillation     30 what is produced by the incomplete combustion of methane?  a carbon monoxide  b hydrogen  c lead compounds  d sulfur dioxide     31 iron is a metal that rusts in the presence of oxygen and water.    mild steel is used for ..1.. and is prevented from rusting by ..2.. .    stainless steel does not rust. it is produced by ..3.. iron with another metal.    which words complete gaps 1, 2 and 3?     1 2 3  a car bodies greasing covering  b car bodies painting mixing  c cutlery greasing covering  d cutlery painting mixing     ",
+            "12": "12  \u00a9 ucles 2017 0620/13/o/n/17  32 compound q is heated with aqueous sodium hydroxide.    damp red litmus paper q and aqueoussodium hydroxide heat    the damp red litmus paper turns blue.    what is q?  a ammonium chloride  b copper( ii) chloride  c iron( iii) chloride  d sodium chloride     33 some marble chips (calcium carbonate) are heated strongly and substances x and y are formed.    substance x is a white solid that reacts with water, giving out heat. substance y is a colourless  gas.    what are substances x and y?     x y  a calcium chloride oxygen  b calcium hydroxide carbon dioxide  c calcium oxide carbon dioxide  d calcium sulfate oxygen     ",
+            "13": "13  \u00a9 ucles 2017 0620/13/o/n/17 [turn over  34 the structure of compound r is shown.    co h h ch hhh chh     what is r?  a propane  b propanoic acid  c propanol  d propene    35 fuel oil and naphtha are two fractions obtained from petroleum.    what are the major uses of these fractions?     fuel oil naphtha  a jet fuel making chemicals  b jet fuel making roads  c ship fuel making chemicals  d ship fuel making roads     36 what are the products of the complete combustion of ethanol?  a co  +  h 2  b co  +  h 2o  c co 2  +  h 2  d co 2  +  h 2o     37 x, y and z are three hydrocarbons.    x ch 2=ch 2 y ch 3\u2013ch=ch 2 z ch 3\u2013ch 2\u2013ch=ch 2    what do compounds x, y and z have in common?    1 they are all alkenes.  2 they are all part of the same homologous series. 3 they all have the same boiling point.    a 1, 2 and 3 b 1 and 2 only c 1 and 3 only d 2 and 3 only   ",
+            "14": "14  \u00a9 ucles 2017 0620/13/o/n/17  38 the table shows bonds that are present and bonds that are not present in compound x.    bond   c\u2013c \u0016  c=c \u001a  c\u2013h \u0016  c\u2013o \u0016  c=o \u0016  o\u2013h \u0016    what type of compound is x?  a a carboxylic acid  b an alcohol  c an alkane  d an alkene     39 the diagram shows a reaction sequence.    butane ethene ethanolcarbon dioxide and waterxyz     which row names the processes x, y and z?     x y z  a cracking fermentation respiration  b cracking hydration combustion  c distillation fermentation respiration  d distillation hydration combustion     ",
+            "15": "15    permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to trac e 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 ans wer-related information to candidates, all copyright acknowledgements are reproduced onl ine in the cambridge  international examinations copyright acknow ledgements booklet. this is produced for each  series of examinations and is freely a vailable to download at  www.cie.org.uk after the live examination series.    cambridge international examinations is part of the cambridge as sessment group. cambridge assessment is the brand name of unive rsity of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge.    \u00a9 ucles 2017 0620/13/o/n/17  40 molecules of a substance react together as shown.    hhhh cc hhhh cc hh c hh c hh c hh c hh c hh c hhhh cc + +      which type of reaction has taken place?  a cracking  b oxidation  c polymerisation  d reduction    ",
+            "16": "16  \u00a9 ucles 2017 0620/13/o/n/17   groupthe periodic table of elements 1 h hydrogen 12 he helium 4ii i iii iv v vi vii viii 3 li lithium 74 be beryllium 9atomic number atomic symbolkey name relative atomic mass 11 na sodium 2312 mg magnesium 24 19 k potassium 3920 ca calcium 40 37 rb rubidium 8538 sr strontium 88 55 cs caesium 13356 ba barium 137 87 fr francium \u201388 ra radium \u20135 b boron 11 13 al aluminium 27 31 ga gallium 70 49 in indium 115 81 tl thallium 2046 c carbon 12 14 si silicon 2832 ge germanium 73 50 sn tin 119 82 pb lead 20722 ti titanium 48 40 zr zirconium 91 72 hf hafnium 178 104 rf rutherfordium \u201323 v vanadium 51 41 nb niobium 93 73 ta tantalum 181 105 db dubnium \u201324 cr chromium 52 42 mo molybdenum 96 74 w tungsten 184 106 sg seaborgium \u201325 mn manganese 55 43 tc technetium \u2013 75 re rhenium 186 107 bh bohrium \u201326 fe iron 56 44 ru ruthenium 101 76 os osmium 190 108 hs hassium \u201327 co cobalt 59 45 rh rhodium 103 77 ir iridium 192 109 mt meitnerium \u201328 ni nickel 59 46 pd palladium 106 78 pt platinum 195 110 ds darmstadtium \u201329 cu copper 64 47 ag silver 108 79 au gold 197 111 rg roentgenium \u201330 zn zinc 65 48 cd cadmium 112 80 hg mercury 201 112 cn copernicium \u2013114 fl flerovium \u2013116 lv livermorium \u20137 n nitrogen 14 15 p phosphorus 3133 as arsenic 75 51 sb antimony 122 83 bi bismuth 2098 o oxygen 16 16 s sulfur 3234 se selenium 79 52 te tellurium 128 84 po polonium \u20139 f fluorine 19 17 cl chlorine 35.5 35 br bromine 80 53 i iodine 127 85 at astatine \u201310 ne neon 20 18 ar argon 4036 kr krypton 84 54 xe xenon 131 86 rn radon \u201321 sc scandium 45 39 y yttrium 89 57\u201371 lanthanoids 89\u2013103 actinoids 57 la lanthanum 139 89 aclanthanoids actinoids the volume of one mole of any gas is 24  dm3 at room temperature and pressure (r.t.p.).actinium \u201358 ce cerium 140 90 th thorium 23259 pr praseodymium 141 91 pa protactinium 23160 nd neodymium 144 92 u uranium 23861 pm promethium \u2013 93 np neptunium \u201362 sm samarium 150 94 pu plutonium \u201363 eu europium 152 95 am americium \u201364 gd gadolinium 157 96 cm curium \u201365 tb terbium 159 97 bk berkelium \u201366 dy dysprosium 163 98 cf californium \u201367 ho holmium 165 99 es einsteinium \u201368 er erbium 167 100 fm fermium \u201369 tm thulium 169 101 md mendelevium \u201370 yb ytterbium 173 102 no nobelium \u201371 lu lutetium 175 103 lr lawrencium \u2013  "
+        },
+        "0620_w17_qp_21.pdf": {
+            "1": "  the syllabus is approved for use in england, wales and northern ir eland as a cambridge international level 1/level 2 certificat e.  this document consists of 15 printed pages and 1 blank page.  ib17 11_0620_21/3rp  \u00a9 ucles 2017 [turn over     *1790619835 * cambridge international examinations  cambridge international general certificate of secondary education       chemistry 0620/21     paper 2 multiple choice (extended)  october/november 2017       45 minutes  additional materials: multiple choice answer sheet   soft clean eraser   soft pencil (type b or hb is recommended)       read these instructions first   write in soft pencil.  do not use staples, paper clips, glue or correction fluid.  write your name, centre number and candidate number on the answer sheet in the spaces provided unless  this has been done for you.  do not  write in any barcodes.   there are forty  questions on this paper. answer all questions. for each question there are four possible  answers a, b, c and d.   choose the one you consider correct and record your choice in soft pencil  on the separate answer sheet.   read the instructions on the answer sheet very carefully.   each correct answer will score one mark. a ma rk will not be deducted for a wrong answer.  any rough working should be done in this booklet.  a copy of the periodic table is printed on page 16.  electronic calculators may be used.  ",
+            "2": "2  \u00a9 ucles 2017 0620/21/o/n/17  1 which process causes the greatest increase in the distance between particles?  a condensation  b freezing  c melting  d sublimation      2 a student put 25.0  cm3 of dilute hydrochloric acid into a conical flask.    the student added 2.5  g of solid sodium carbonate and measured the change in temperature of  the mixture.    which apparatus does the student need to use to obtain the most accurate results?  a balance, measuring cylinder, thermometer  b balance, pipette, stopwatch  c balance, pipette, thermometer  d burette, pipette, thermometer      3 the results obtained from a chromatogram are shown.     distance travelled  / cm  solvent 5.0  substance x 3.0  substance y 2.5    which row gives the rf values of substance x and substance y?     rf (x) rf (y)  a 0.5 0.6  b 0.6 0.5  c 1.6 2.0  d 2.0 1.6     ",
+            "3": "3  \u00a9 ucles 2017 0620/21/o/n/17 [turn over  4 two statements about silicon( iv) oxide are given.    1 it is a hard substance.  2 it has a macromolecular structure with strong covalent bonds.    which is correct?  a both statements are correct and statement 2 explains statement 1.  b both statements are correct but statem ent 2 does not explain statement 1.  c statement 1 is correct but statement 2 is not correct.  d statement 2 is correct but statement 1 is not correct.    5 which statement explains why isotopes of the same element have the same chemical properties?  a they have a different number of neutrons in the nucleus.  b they have the same number of neutrons in the nucleus.  c they have the same number of outer shell electrons.  d they have the same number of protons as neutrons.     6 which dot-and-cross diagram shows the outer shell electron arrangement in a molecule of  nitrogen?    na n nb n nc n nd n      7 the equation for the reaction between barium chloride solution and dilute sulfuric acid is shown.    bac l  2  +  h 2so 4  \u2192  baso 4  +  2hc l    which row shows the state symbols for this equation?     bac l 2 h2so 4 baso 4 2hc l  a (aq) (aq) (s) (aq)  b (aq) (l) (s) (aq)  c (l) (aq) (s) (l)  d (aq) (l) (aq) (l)     ",
+            "4": "4  \u00a9 ucles 2017 0620/21/o/n/17  8 a compound is analysed and found to contain 85.7% carbon and 14.3% hydrogen.    what is its empirical formula?  a ch b ch 2 c c 2h4 d c 6h     9 which statements about the electrolysis of concentrated copper( ii) chloride are correct?    1 electrons are transferred from the cathode to the copper( ii) ions.  2 electrons move round the external circuit from the cathode to the anode.  3 chloride ions are attracted to the anode. 4 hydroxide ions transfer electrons to the cathode.    a 1 and 3 b 1 and 4 c 2 and 3 d 2 and 4    10 which metal combination produces the highest voltage reading in the cells shown?    va fe cuvb zn cu vc cu cuvd mg cu      ",
+            "5": "5  \u00a9 ucles 2017 0620/21/o/n/17 [turn over  11 the compound hydrazine is used as a rocket fuel. it has the structural formula shown.    nh hh hn     one of the reactions of hydrazine is shown. this reaction is exothermic.    n2h4  \u2192  n2  +  2h 2    the bond energies are shown in the table.     bond energy  in kj  / mol  h\u2013h +436  n\u2013h +390  n\u2013n +160  n\u2261n +945    what is the energy change for this reaction?  a \u2013339  kj / mol b \u201397  kj / mol c +97  kj / mol d +339  kj / mol      12 which statement describes an exothermic reaction?  a the energy absorbed for bond breaking is greater than the energy released by bond  formation.  b the energy absorbed for bond breaking is less than the energy released by bond formation.  c the energy released by bond breaking is greater than the energy absorbed for bond  formation.  d the energy released by bond breaking is less than the energy absorbed for bond formation.    13 the mass of a beaker and its contents is plotted against time.    which graph represents what happens when sodium carbonate reacts with an excess of dilute  hydrochloric acid in an open beaker?    mass  time a mass  time b mass  time c mass  time d 00000000    ",
+            "6": "6  \u00a9 ucles 2017 0620/21/o/n/17  14 copper( ii) oxide reacts with hydrogen.    cuo  +  h 2  \u2192  cu  +  h 2o    which row is correct?     oxidising agent reducing agent  a h2 cuo  b cuo h 2  c h2o cu  d cu h 2o      15 ethanoic acid reacts slowly with calcium carbonate.    which statements explain why an increase in temperature increases the rate of the reaction?    1 the activation energy of the reaction is decreased.  2 there is an increase in collision rate.  3 the particles have more energy.  4 there will be fewer successful collisions.    a 1 and 2 b 1 and 3 c 2 and 3 d 2 and 4      16 methane reacts with steam to produce hydrogen and carbon monoxide.    the equation for the reaction is shown.    ch 4(g)  +  h 2o(g)    3h 2(g)  +  co(g)    the reaction is reversible. the forward reaction is endothermic.    which changes in temperature and pressure increase the equilibrium yield of carbon monoxide?     temperature pressure  a decrease decrease  b decrease increase  c increase decrease  d increase increase     ",
+            "7": "7  \u00a9 ucles 2017 0620/21/o/n/17 [turn over  17 some properties of four oxides are listed.    oxide 1 reacts with both acids and alkalis to form salts.    oxide 2 reacts with acids to form sa lts but does not react with alkalis.    oxide 3 reacts with alkalis to form salts but does not react with acids.    oxide 4 does not react with acids or alkalis.    which row describes the oxides?     oxide 1 oxide 2 oxide 3 oxide 4  a amphoteric acidic basic neutral  b amphoteric basic acidic neutral  c neutral acidic basic amphoteric  d neutral basic acidic amphoteric     18 what is not a typical characteristic of acids?  a they react with alkalis producing water.  b they react with all metals producing hydrogen.  c they react with carbonates producing carbon dioxide.  d they turn blue litmus paper red.     19 zinc sulfate is made by reacting an excess of zinc oxide with dilute sulfuric acid.    the excess zinc oxide is then removed from the solution.    which process is used to obtain solid zinc sulfate from the solution?  a crystallisation  b dissolving  c filtration  d fractional distillation     20 what is used to test for chlorine?  a a glowing splint  b damp litmus paper  c limewater  d potassium manganate( vii) solution     ",
+            "8": "8  \u00a9 ucles 2017 0620/21/o/n/17  21 which statements about the trends across a period of the periodic table are correct?    1 aluminium is more metallic than sodium.  2 beryllium is more metallic than carbon.  3 boron is more metallic than lithium.  4 magnesium is more metallic than silicon.    a 1 and 2 b 1 and 3 c 2 and 4 d 3 and 4     22 astatine is an element in group vii of the periodic table.    astatine is ..1.. reactive than iodine.    the melting point of astatine is ..2.. than the melting point of iodine.    astatine is ..3.. in colour than bromine.    which words complete gaps 1, 2 and 3?     1 2 3  a less higher darker  b less lower lighter  c more higher darker  d more lower lighter     23 which row describes the properties of a typical transition element?     melting point forms coloured  compounds can act as  a catalyst  a high no no  b high yes yes  c low no yes  d low yes no      24 why is argon gas used to fill electric lamps?  a it conducts electricity.  b it glows when heated.  c it is less dense than air.  d it is not reactive.    ",
+            "9": "9  \u00a9 ucles 2017 0620/21/o/n/17 [turn over  25 what is a property of all metals?  a conduct electricity  b hard  c low melting points  d react with water      26 aluminium is extracted by the electrolysis of aluminium oxide.    which statement is not correct?  a aluminium ions are oxidised at the cathode.  b carbon dioxide is made at the anode.  c cryolite is added to lower the melting point of the aluminium oxide.  d the electrodes are made from graphite.    27 which row describes how the metals are used?     mixed with zinc  to form brass used to  galvanise iron  a aluminium tin  b aluminium zinc  c copper tin  d copper zinc     ",
+            "10": "10  \u00a9 ucles 2017 0620/21/o/n/17  28 information about the nitrates and carbonates of two metals, q and r, is shown.     appearance solubility in water effect of heat  nitrate of q   white solid   soluble   colourless gas evolved which  relights a glowing splint  carbonate of q white solid soluble no reaction  nitrate of r white solid soluble brown gas evolved  carbonate of r   white solid   insoluble   colourless gas evolved which  turns limewater milky    which statement is correct?  a q is calcium and r is magnesium.  b q is magnesium and r is sodium.  c q is potassium and r is copper.  d q is sodium and r is calcium.     29 the flow chart shows stages in the treatment of river water to produce drinking water.    drinking waterstage ystage xsettling tankriver water    what occurs at stages x and y?     x y  a distillation chlorination  b distillation filtration  c filtration chlorination  d filtration distillation     ",
+            "11": "11  \u00a9 ucles 2017 0620/21/o/n/17 [turn over  30 four iron nails had different metals wrapped around them.    the nails were placed in an open dish filled with water and left for a week.    which iron nail has no protection against rusting?    a wrapped in aluminiumb wrapped in copper d wrapped in zinc c wrapped in magnesium      31 ammonia is made by the haber process.    n2  +  3h 2    2nh 3    what are the sources of the nitrogen and hydrogen used in the haber process?     nitrogen hydrogen  a fertilisers reacting methane with steam  b fertilisers the air  c the air reacting methane with steam  d the air the air      32 which process does not produce carbon dioxide?  a combustion of alkanes  b photosynthesis  c respiration  d thermal decomposition of limestone    ",
+            "12": "12  \u00a9 ucles 2017 0620/21/o/n/17  33 which row shows the conditions used in the manufacture of sulfuric acid by the contact process?     temperature  / \u00b0c pressure  / atm catalyst  a 40 200 fe  b 40 200 v 2o5  c 400 2 fe  d 400 2 v 2o5     34 some marble chips (calcium carbonate) are heated strongly and substances x and y are formed.    substance x is a white solid that reacts with water, giving out heat. substance y is a colourless gas.    what are substances x and y?     x y  a calcium chloride oxygen  b calcium hydroxide carbon dioxide  c calcium oxide carbon dioxide  d calcium sulfate oxygen      35 the structures of some organic molecules are shown.    c c ch3h h3ch cch3 hhh c ch3 hcch3 hhh c h hcch3 hc h3h c h h2 13 4     which structures represent an alkane with four carbon atoms?  a 1 only b 2 and 3 c 2 and 4 d 3 and 4     ",
+            "13": "13  \u00a9 ucles 2017 0620/21/o/n/17 [turn over  36 some of the fractions obtained from the fractio nal distillation of petroleum are used as fuels for  vehicles.    which two fractions are used as fuels for vehicles?  a bitumen fraction and gasoline fraction  b bitumen fraction and naphtha fraction  c gasoline fraction and kerosene fraction  d kerosene fraction and lubricating fraction    37 x, y and z are three hydrocarbons.    x ch 2=ch 2 y ch 3\u2013ch=ch 2 z ch 3\u2013ch 2\u2013ch=ch 2    what do compounds x, y and z have in common?    1 they are all alkenes.  2 they are all part of the same homologous series.  3 they all have the same boiling point.    a 1, 2 and 3 b 1 and 2 only c 1 and 3 only d 2 and 3 only      38 the diagram shows a reaction sequence.    butane ethene ethanolcarbon dioxide and waterxyz     which row names the processes x, y and z?     x y z  a cracking fermentation respiration  b cracking hydration combustion  c distillation fermentation respiration  d distillation hydration combustion     39 which pair of compounds can be used to prepare ch 3ch 2cooch 2ch 3?  a ethanoic acid and ethanol  b ethanoic acid and propanol  c propanoic acid and ethanol  d propanoic acid and propanol    ",
+            "14": "14  \u00a9 ucles 2017 0620/21/o/n/17  40 the structure of a synthetic polymer is shown.    co co c co o n hn hn hn hco     the structure shows that it is a ..1.. . it is formed by ..2.. polymerisation.    which words complete gaps 1 and 2?     1 2  a polyamide addition  b polyamide condensation  c polyester addition  d polyester condensation     ",
+            "15": "15    permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to trac e 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 ans wer-related information to candidates, all copyright acknowledgements are reproduced onl ine in the cambridge  international examinations copyright acknow ledgements booklet. this is produced for each  series of examinations and is freely a vailable to download at  www.cie.org.uk after the live examination series.    cambridge international examinations is part of the cambridge as sessment group. cambridge assessment is the brand name of unive rsity of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge.    \u00a9 ucles 2017 0620/21/o/n/17  blank page",
+            "16": "16  \u00a9 ucles 2017 0620/21/o/n/17   groupthe periodic table of elements 1 h hydrogen 12 he helium 4ii i iii iv v vi vii viii 3 li lithium 74 be beryllium 9atomic number atomic symbolkey name relative atomic mass 11 na sodium 2312 mg magnesium 24 19 k potassium 3920 ca calcium 40 37 rb rubidium 8538 sr strontium 88 55 cs caesium 13356 ba barium 137 87 fr francium \u201388 ra radium \u20135 b boron 11 13 al aluminium 27 31 ga gallium 70 49 in indium 115 81 tl thallium 2046 c carbon 12 14 si silicon 2832 ge germanium 73 50 sn tin 119 82 pb lead 20722 ti titanium 48 40 zr zirconium 91 72 hf hafnium 178 104 rf rutherfordium \u201323 v vanadium 51 41 nb niobium 93 73 ta tantalum 181 105 db dubnium \u201324 cr chromium 52 42 mo molybdenum 96 74 w tungsten 184 106 sg seaborgium \u201325 mn manganese 55 43 tc technetium \u2013 75 re rhenium 186 107 bh bohrium \u201326 fe iron 56 44 ru ruthenium 101 76 os osmium 190 108 hs hassium \u201327 co cobalt 59 45 rh rhodium 103 77 ir iridium 192 109 mt meitnerium \u201328 ni nickel 59 46 pd palladium 106 78 pt platinum 195 110 ds darmstadtium \u201329 cu copper 64 47 ag silver 108 79 au gold 197 111 rg roentgenium \u201330 zn zinc 65 48 cd cadmium 112 80 hg mercury 201 112 cn copernicium \u2013114 fl flerovium \u2013116 lv livermorium \u20137 n nitrogen 14 15 p phosphorus 3133 as arsenic 75 51 sb antimony 122 83 bi bismuth 2098 o oxygen 16 16 s sulfur 3234 se selenium 79 52 te tellurium 128 84 po polonium \u20139 f fluorine 19 17 cl chlorine 35.5 35 br bromine 80 53 i iodine 127 85 at astatine \u201310 ne neon 20 18 ar argon 4036 kr krypton 84 54 xe xenon 131 86 rn radon \u201321 sc scandium 45 39 y yttrium 89 57\u201371 lanthanoids 89\u2013103 actinoids 57 la lanthanum 139 89 aclanthanoids actinoids the volume of one mole of any gas is 24  dm3 at room temperature and pressure (r.t.p.).actinium \u201358 ce cerium 140 90 th thorium 23259 pr praseodymium 141 91 pa protactinium 23160 nd neodymium 144 92 u uranium 23861 pm promethium \u2013 93 np neptunium \u201362 sm samarium 150 94 pu plutonium \u201363 eu europium 152 95 am americium \u201364 gd gadolinium 157 96 cm curium \u201365 tb terbium 159 97 bk berkelium \u201366 dy dysprosium 163 98 cf californium \u201367 ho holmium 165 99 es einsteinium \u201368 er erbium 167 100 fm fermium \u201369 tm thulium 169 101 md mendelevium \u201370 yb ytterbium 173 102 no nobelium \u201371 lu lutetium 175 103 lr lawrencium \u2013  "
+        },
+        "0620_w17_qp_22.pdf": {
+            "1": "  the syllabus is approved for use in england, wales and northern ir eland as a cambridge international level 1/level 2 certificat e.  this document consists of 14 printed pages and 2 blank pages.  ib17 11_0620_22/3rp  \u00a9 ucles 2017 [turn over     *4951844726 * cambridge international examinations  cambridge international general certificate of secondary education       chemistry 0620/22     paper 2 multiple choice (extended)  october/november 2017       45 minutes  additional materials: multiple choice answer sheet   soft clean eraser   soft pencil (type b or hb is recommended)       read these instructions first   write in soft pencil.  do not use staples, paper clips, glue or correction fluid.  write your name, centre number and candidate number on the answer sheet in the spaces provided unless  this has been done for you.  do not  write in any barcodes.   there are forty  questions on this paper. answer all questions. for each question there are four possible  answers a, b, c and d.   choose the one you consider correct and record your choice in soft pencil  on the separate answer sheet.   read the instructions on the answer sheet very carefully.   each correct answer will score one mark. a ma rk will not be deducted for a wrong answer.  any rough working should be done in this booklet.  a copy of the periodic table is printed on page 16.  electronic calculators may be used.    ",
+            "2": "2  \u00a9 ucles 2017 0620/22/o/n/17  1 the diagram shows the arrangement of particles in the three states of matter.    p q r    solid carbon dioxide (dry ice) su blimes to gaseous carbon dioxide.    which row describes the initial and final states?     initial  state final  state  a p r  b q p  c r p  d r q     2 during an experiment a measurement is recorded in cm 3.    which apparatus is used?  a balance  b measuring cylinder  c stopclock  d thermometer     3 a student carried out paper chromatography on a mixture of amino acids.    the student sprayed the dried chromatogram with a locating agent.    what is the function of the locating agent?  a to dissolve the amino acids  b to form coloured spots with the amino acids  c to preserve the amino acids  d to stop the amino acids reacting     ",
+            "3": "3  \u00a9 ucles 2017 0620/22/o/n/17 [turn over  4 which row describes silicon( iv) oxide?     has a  giant structure is an  acidic oxide conducts  electricity  a \u0016 \u0016 \u0016  b \u0016 \u0016 \u001a  c \u0016 \u001a \u001a  d \u001a \u0016 \u0016      5 why do isotopes of the same element have the same chemical properties?  a they have the same nucleon number.  b they have the same number of electrons in the outer shell.  c they have the same number of neutrons in the nucleus.  d they have the same number of protons as neutrons.      6 which dot-and-cross diagram shows the outer shell electron arrangement in a molecule of  carbon dioxide?    o ca o o cbo o cco o cdo      ",
+            "4": "4  \u00a9 ucles 2017 0620/22/o/n/17  7 the equation for the reaction between phosphorus and oxygen is shown.    xp4  +  yo2  \u2192  zp2o5    which values of x, y and z balance the equation?     x y z  a 1 5 2  b 1 10 2  c 2 5 2  d 2 10 1      8 the relative molecular mass of an alcohol is 88.    its percentage composition by mass is: c, 54.5%;  h, 9.1%;  o, 36.4%.    which row shows the empirical formula and molecular formula for this alcohol?     empirical formula molecular formula  a c2h4o c 2h4o  b c2h4o c 4h8o2  c c4h8o2 c 4h8o2  d c4h8o2 c 2h4o      9 which statements about the electrolysis of concentrated copper( ii) chloride are correct?    1 electrons are transferred from the cathode to the copper( ii) ions.  2 electrons move round the external circuit from the cathode to the anode.  3 chloride ions are attracted to the anode. 4 hydroxide ions transfer electrons to the cathode.    a 1 and 3 b 1 and 4 c 2 and 3 d 2 and 4     ",
+            "5": "5  \u00a9 ucles 2017 0620/22/o/n/17 [turn over  10 which metal combination produces the highest voltage reading in the cells shown?    va fe cuvb zn cu vc cu cuvd mg cu      11 the equation for the combustion of methane is shown.    ch 4  +  2o 2  \u2192  co 2  +  2h 2o    the energy change for the combustion of methane is \u2013890  kj / mol.    the bond energies are shown in the table.    bond bond energy  in kj  / mol  c\u2013h +410  o=o +496  h\u2013o +460    what is the bond energy of the c=o bond?  a +49  kj / mol b +841  kj / mol c +1301  kj / mol d +1335  kj / mol    ",
+            "6": "6  \u00a9 ucles 2017 0620/22/o/n/17  12 which statement describes an exothermic reaction?  a the energy absorbed for bond breaking is greater than the energy released by bond  formation.  b the energy absorbed for bond breaking is less than the energy released by bond formation.  c the energy released by bond breaking is greater than the energy absorbed for bond  formation.  d the energy released by bond breaking is less than the energy absorbed for bond formation.    13 the mass of a beaker and its contents is plotted against time.    which graph represents what happens when sodium carbonate reacts with an excess of dilute  hydrochloric acid in an open beaker?    mass  time a mass  time b mass  time c mass  time d 00000000      14 copper metal donates electrons to silver ions.    zinc metal donates electrons to copper ions.    what is the strongest reducing agent?  a copper ions  b copper metal  c silver ions  d zinc metal      15 four statements about the effect of increasing temperature on a reaction are shown.    1 the activation energy becomes lower.  2 the particles move faster.  3 there are more collisions between reacting particles.  4 there are more collisions which have energy greater than the activation energy.    which statements are correct?  a 1, 2 and 3 b 1, 3 and 4 c 2, 3 and 4 d 2 and 3 only    ",
+            "7": "7  \u00a9 ucles 2017 0620/22/o/n/17 [turn over  16 the formation of sulfur trioxide from sulfur dioxide is a reversible reaction.    2so 2(g)  +  o 2(g)    2so 3(g)    the forward reaction is exothermic.    which changes would increase the equilibrium yield of so 3?    1 increasing the pressure  2 lowering the temperature  3 decreasing the concentration of oxygen    a 1, 2 and 3 b 1 and 2 only c 1 only d 2 and 3 only     17 some properties of four oxides are listed.    oxide 1 reacts with both acids and alkalis to form salts.    oxide 2 reacts with acids to form sa lts but does not react with alkalis.    oxide 3 reacts with alkalis to form salts but does not react with acids.    oxide 4 does not react with acids or alkalis.    which row describes the oxides?     oxide 1 oxide 2 oxide 3 oxide 4  a amphoteric acidic basic neutral  b amphoteric basic acidic neutral  c neutral acidic basic amphoteric  d neutral basic acidic amphoteric      18 what is not a typical characteristic of acids?  a they react with alkalis producing water.  b they react with all metals producing hydrogen.  c they react with carbonates producing carbon dioxide.  d they turn blue litmus paper red.    ",
+            "8": "8  \u00a9 ucles 2017 0620/22/o/n/17  19 copper( ii) sulfate can be prepared by adding excess copper( ii) carbonate to sulfuric acid.    why is an excess  of copper( ii) carbonate added?  a to ensure all the copper( ii) carbonate has reacted  b to ensure all the sulfuric acid has reacted  c to increase the rate of reaction  d to increase the yield of copper( ii) sulfate     20 compound p reacts with hydrochloric acid to produce a gas that turns limewater milky.    what is p?  a sodium carbonate  b sodium chloride  c sodium hydroxide  d sodium sulfate      21 which statement about nitrogen and phosphorus is not correct?  a both are in the same group of the periodic table.  b both are in the same period of the periodic table.  c both are non-metals.  d both have the same number of electrons in their outer shell.      22 sodium and rubidium are elements in group i of the periodic table.    which statement is correct?  a sodium atoms have more electrons than rubidium atoms.  b sodium has a lower density than rubidium.  c sodium has a lower melting point than rubidium.  d sodium is more reactive than rubidium.    23 which properties do the elements chromium, iron and vanadium have in common?    1 they all conduct electricity.  2 they, or their compounds, can act as catalysts.  3 they all form coloured compounds.    a 1, 2 and 3 b 1 and 2 only c 1 and 3 only d 2 and 3 only   ",
+            "9": "9  \u00a9 ucles 2017 0620/22/o/n/17 [turn over  24 why is argon gas used to fill electric lamps?  a it conducts electricity.  b it glows when heated.  c it is less dense than air.  d it is not reactive.      25 what is a property of all metals?  a conduct electricity  b hard  c low melting points  d react with water      26 aluminium is extracted from bauxite by electrolysis.    which row shows the anode material and the anode reaction?     anode material anode reaction  a carbon a l 3+  +  3e\u2013  \u2192  a l  b carbon 2o2\u2013  \u2192  o 2  +  4e\u2013  c steel a l 3+  +  3e\u2013  \u2192  a l  d steel 2o2\u2013  \u2192  o 2  +  4e\u2013      27 which statement about the metal zinc is not correct?  a it forms an oxide more readily than iron.  b it is manufactured by the electrolysis of zinc blende.  c it is used to make brass.  d it is used to prevent iron from rusting.     28 calcium nitrate decomposes when it is heated.    what is the equation for the thermal decomposition of calcium nitrate?  a 2ca(no 3)2  \u2192  2cao  +  o 2  + 4no 2  b ca(no 3)2  \u2192  ca(no 2)2  +  o 2  c ca(no 3)2  \u2192  ca  +  o 2  +  2no 2  d ca(no 3)2  \u2192  ca  +  3o 2  +  n 2     ",
+            "10": "10  \u00a9 ucles 2017 0620/22/o/n/17  29 the flow chart shows stages in the treatment of river water to produce drinking water.    drinking waterstage ystage xsettling tankriver water    what occurs at stages x and y?     x y  a distillation chlorination  b distillation filtration  c filtration chlorination  d filtration distillation      30 an experiment to investigate the effect of galvanising iron is shown.    airpure iron galvanised iron waterxy     the experiment is left for seven days.    what happens to the water level in tubes x and y?     tube x tube y  a falls rises  b no change no change  c rises falls  d rises no change      31 which metal is used as a catalyst in the haber process for the manufacture of ammonia?  a iron  b nickel  c platinum  d vanadium    ",
+            "11": "11  \u00a9 ucles 2017 0620/22/o/n/17 [turn over  32 which process removes carbon dioxide from the atmosphere?  a combustion of fossil fuels  b decomposition of carbonates  c photosynthesis  d respiration      33 which row shows the conditions used in the manufacture of sulfuric acid by the contact process?     temperature  / \u00b0c pressure  / atm catalyst  a 40 200 fe  b 40 200 v 2o5  c 400 2 fe  d 400 2 v 2o5      34 some marble chips (calcium carbonate) are heated strongly and substances x and y are formed.    substance x is a white solid that reacts with water, giving out heat. substance y is a colourless gas.    what are substances x and y?     x y  a calcium chloride oxygen  b calcium hydroxide carbon dioxide  c calcium oxide carbon dioxide  d calcium sulfate oxygen      35 the structures of four organic compounds are shown.    hc hh c hhhhs hh c c h hc hh c hht hc hh c hhv hc ch c chu h h h hh     which compounds are unsaturated?  a s only b t and u c u only d v only   ",
+            "12": "12  \u00a9 ucles 2017 0620/22/o/n/17  36 which statement is not correct?  a petroleum is a mixture of hydrocarbons.  b the main constituent of natural gas is ethane.  c the naphtha fraction of petroleum is used for making chemicals.  d when natural gas burns in air, carbon dioxide and water are formed.      37 x, y and z are three hydrocarbons.    x ch 2=ch 2 y ch 3\u2013ch=ch 2 z ch 3\u2013ch 2\u2013ch=ch 2    what do compounds x, y and z have in common?    1 they are all alkenes.  2 they are all part of the same homologous series. 3 they all have the same boiling point.    a 1, 2 and 3 b 1 and 2 only c 1 and 3 only d 2 and 3 only    38 the diagram shows a reaction sequence.    butane ethene ethanolcarbon dioxide and waterxyz     which row names the processes x, y and z?     x y z  a cracking fermentation respiration  b cracking hydration combustion  c distillation fermentation respiration  d distillation hydration combustion     ",
+            "13": "13  \u00a9 ucles 2017 0620/22/o/n/17 39 the structure of an ester is shown.    c o c h ch hh o hhhhh c c h     which substances react to form this ester?  a ethanol and ethanoic acid  b ethanol and propanoic acid  c propanol and ethanoic acid  d propanol and propanoic acid    40 a polymer can be made from methyl propene.    cch hch3 ch3    which diagram shows the structure of the polymer?    ch hcch3 ch3ca h hcch3 ch3ch hcch3 ch3 h hch3 ch3h hch3 ch3h hch3 ch3ch ch ch3cb h ch ch3ch ch ch3 ch3 ch3 ch3 ch cch3 cc h c ch cch3 hc h3 hh ch3ch3 ch3cc cd c cc      ",
+            "14": "14    blank page   \u00a9 ucles 2017 0620/22/o/n/17  ",
+            "15": "15    blank page     permission to reproduce items where third-party owned material pr otected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to trac e 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 ans wer-related information to candidates, all copyright acknowledgements are reproduced onl ine in the cambridge  international examinations copyright acknow ledgements booklet. this is produced for each  series of examinations and is freely a vailable to download at  www.cie.org.uk after the live examination series.    cambridge international examinations is part of the cambridge as sessment group. cambridge assessment is the brand name of unive rsity of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge.    \u00a9 ucles 2017 0620/22/o/n/17  ",
+            "16": "16  \u00a9 ucles 2017 0620/22/o/n/17   groupthe periodic table of elements 1 h hydrogen 12 he helium 4ii i iii iv v vi vii viii 3 li lithium 74 be beryllium 9atomic number atomic symbolkey name relative atomic mass 11 na sodium 2312 mg magnesium 24 19 k potassium 3920 ca calcium 40 37 rb rubidium 8538 sr strontium 88 55 cs caesium 13356 ba barium 137 87 fr francium \u201388 ra radium \u20135 b boron 11 13 al aluminium 27 31 ga gallium 70 49 in indium 115 81 tl thallium 2046 c carbon 12 14 si silicon 2832 ge germanium 73 50 sn tin 119 82 pb lead 20722 ti titanium 48 40 zr zirconium 91 72 hf hafnium 178 104 rf rutherfordium \u201323 v vanadium 51 41 nb niobium 93 73 ta tantalum 181 105 db dubnium \u201324 cr chromium 52 42 mo molybdenum 96 74 w tungsten 184 106 sg seaborgium \u201325 mn manganese 55 43 tc technetium \u2013 75 re rhenium 186 107 bh bohrium \u201326 fe iron 56 44 ru ruthenium 101 76 os osmium 190 108 hs hassium \u201327 co cobalt 59 45 rh rhodium 103 77 ir iridium 192 109 mt meitnerium \u201328 ni nickel 59 46 pd palladium 106 78 pt platinum 195 110 ds darmstadtium \u201329 cu copper 64 47 ag silver 108 79 au gold 197 111 rg roentgenium \u201330 zn zinc 65 48 cd cadmium 112 80 hg mercury 201 112 cn copernicium \u2013114 fl flerovium \u2013116 lv livermorium \u20137 n nitrogen 14 15 p phosphorus 3133 as arsenic 75 51 sb antimony 122 83 bi bismuth 2098 o oxygen 16 16 s sulfur 3234 se selenium 79 52 te tellurium 128 84 po polonium \u20139 f fluorine 19 17 cl chlorine 35.5 35 br bromine 80 53 i iodine 127 85 at astatine \u201310 ne neon 20 18 ar argon 4036 kr krypton 84 54 xe xenon 131 86 rn radon \u201321 sc scandium 45 39 y yttrium 89 57\u201371 lanthanoids 89\u2013103 actinoids 57 la lanthanum 139 89 aclanthanoids actinoids the volume of one mole of any gas is 24  dm3 at room temperature and pressure (r.t.p.).actinium \u201358 ce cerium 140 90 th thorium 23259 pr praseodymium 141 91 pa protactinium 23160 nd neodymium 144 92 u uranium 23861 pm promethium \u2013 93 np neptunium \u201362 sm samarium 150 94 pu plutonium \u201363 eu europium 152 95 am americium \u201364 gd gadolinium 157 96 cm curium \u201365 tb terbium 159 97 bk berkelium \u201366 dy dysprosium 163 98 cf californium \u201367 ho holmium 165 99 es einsteinium \u201368 er erbium 167 100 fm fermium \u201369 tm thulium 169 101 md mendelevium \u201370 yb ytterbium 173 102 no nobelium \u201371 lu lutetium 175 103 lr lawrencium \u2013  "
+        },
+        "0620_w17_qp_23.pdf": {
+            "1": "  the syllabus is approved for use in england, wales and northern ir eland as a cambridge international level 1/level 2 certificat e.  this document consists of 15 printed pages and 1 blank page.  ib17 11_0620_23/3rp  \u00a9 ucles 2017 [turn over     *7280088800 * cambridge international examinations  cambridge international general certificate of secondary education       chemistry 0620/23     paper 2 multiple choice (extended)  october/november 2017       45 minutes  additional materials: multiple choice answer sheet   soft clean eraser   soft pencil (type b or hb is recommended)       read these instructions first   write in soft pencil.  do not use staples, paper clips, glue or correction fluid.  write your name, centre number and candidate number on the answer sheet in the spaces provided unless  this has been done for you.  do not  write in any barcodes.   there are forty  questions on this paper. answer all questions. for each question there are four possible  answers a, b, c and d.   choose the one you consider correct and record your choice in soft pencil  on the separate answer sheet.   read the instructions on the answer sheet very carefully.   each correct answer will score one mark. a ma rk will not be deducted for a wrong answer.  any rough working should be done in this booklet.  a copy of the periodic table is printed on page 16.  electronic calculators may be used.    ",
+            "2": "2  \u00a9 ucles 2017 0620/23/o/n/17  1 which statement describes sublimation?  a particles moving slowly past each other speed up and move further apart.  b particles vibrating next to each other become mobile and move slowly past each other.  c particles vibrating next to each other start to move rapidly and move further apart.  d rapidly moving particles slow down and move closer together.      2 25  cm3 of an alkali are added to 20  cm3 of an acid. the temperature change is measured.    which apparatus is not needed in the experiment?  a 25  cm3 measuring cylinder  b 100  cm3 beaker  c balance  d thermometer    3 the painkiller paracetamol is synthesised from 4-aminophenol.    chromatography was carried out on an impure sample of paracetamol. the results are shown  (not drawn to scale).    p s0.35  cm 0.26  cm 0.17  cmsolvent front baselinekey ps = pure paracetamol= impure sample of paracetamol     the sample of paracetamol was contaminated with 4-aminophenol only.    what is the rf value of 4-aminophenol?  a 0.49 b 0.65 c 0.74 d 1.35     ",
+            "3": "3  \u00a9 ucles 2017 0620/23/o/n/17 [turn over  4 which compound is silicon( iv) oxide?     melting point  / \u00b0c good electrical  conductor when solid good electrical  conductor when molten  a \u201373 no no  b 801 no yes  c 1495 yes yes  d 1710 no no      5 carbon has three naturally occurring isotopes, 12c, 13c and 14c.    which statement explains why the isotopes have the same chemical properties?  a they have the same number of electrons in the first shell.  b they have the same number of electrons in the outer shell.  c they have the same number of neutrons in the nucleus.  d they have the same number of protons as neutrons.    6 which dot-and-cross diagram shows the outer shell electron arrangement in a molecule of  carbon dioxide?    ca oo cb oo cc oo cd oo      7 the equation represents the reaction between solid magnesium oxide and dilute  hydrochloric acid to form magnesium chloride and water.    mgo  +  2hc l  \u2192  mgc l  2  +  h 2o    which row shows the state symbols for hydrochloric acid, magnesium chloride and water?     hc l mgc l 2 h2o  a (aq) (aq) (l)  b (aq) (l) (l)  c (l) (aq) (aq)  d (l) (l) (aq)     ",
+            "4": "4  \u00a9 ucles 2017 0620/23/o/n/17  8 a compound contains 34.5% calcium, 24.1% silicon and 41.4% oxygen by mass.    what is its empirical formula?  a ca 2sio 3 b casio 3 c casi 2o3 d casio 6     9 which statements about the electrolysis of concentrated copper( ii) chloride are correct?    1 electrons are transferred from the cathode to the copper( ii) ions.  2 electrons move round the external circuit from the cathode to the anode.  3 chloride ions are attracted to the anode. 4 hydroxide ions transfer electrons to the cathode.    a 1 and 3 b 1 and 4 c 2 and 3 d 2 and 4    10 which metal combination produces the highest voltage reading in the cells shown?    va fe cuvb zn cu vc cu cuvd mg cu      ",
+            "5": "5  \u00a9 ucles 2017 0620/23/o/n/17 [turn over  11 some bond energies are shown in the table.  bond   bond energy  in kj / mol  h\u2013h +436  o=o +496  h\u2013o +460    hydrogen reacts with oxygen. the reaction is exothermic.    2h2(g)  +  o 2(g)  \u2192  2h 2o(g)    what is the energy change for the reaction?  a \u20133208  kj / mol  b \u2013908  kj / mol  c \u2013472  kj / mol  d \u2013448  kj / mol     12 which statement describes an exothermic reaction?  a the energy absorbed for bond breaking is greater than the energy released by bond  formation.  b the energy absorbed for bond breaking is less than the energy released by bond formation.  c the energy released by bond breaking is greater than the energy absorbed for bond  formation.  d the energy released by bond breaking is less than the energy absorbed for bond formation.    13 the mass of a beaker and its contents is plotted against time.    which graph represents what happens when sodium carbonate reacts with an excess of dilute hydrochloric acid in an open beaker?    mass  time a mass  time b mass  time c mass  time d 00000000      ",
+            "6": "6  \u00a9 ucles 2017 0620/23/o/n/17  14  silver chloride reacts when it is exposed to light.    which row shows what happens to the silver in this process?     half-equation type of reaction  a ag  \u2192  ag+  +  e\u2013 oxidation  b ag  \u2192  ag+  +  e\u2013 reduction  c ag+  +  e\u2013  \u2192  ag oxidation  d ag+  +  e\u2013  \u2192  ag reduction     15 which statement about the effect of concentration and temperature on the rate of a reaction is  not correct?  a if the concentration of a reactant is increased, the rate of reaction increases because more  particles have sufficient energy to react.  b if the concentration of a reactant is increased, the rate of reaction increases because there  are more collisions between particles per second.  c if the temperature is increased, the rate of reaction increases because there are more  collisions between particles per second.  d if the temperature is increased, the rate of reaction increases because more particles have  sufficient energy to react.     16 the following reaction has reached equilibrium in a closed system.    2so 2(g)  +  o 2(g)    2so 3(g)    the forward reaction is exothermic.    which row shows the effect of increasing the pressure on the equilibrium mixture?     reaction rate amount of so 2 amount of so 3  a increases decreases increases  b increases increases decreases  c unchanged decreases increases  d unchanged increases decreases     ",
+            "7": "7  \u00a9 ucles 2017 0620/23/o/n/17 [turn over  17 some properties of four oxides are listed.    oxide 1 reacts with both acids and alkalis to form salts.    oxide 2 reacts with acids to form sa lts but does not react with alkalis.    oxide 3 reacts with alkalis to form salts but does not react with acids.    oxide 4 does not react with acids or alkalis.    which row describes the oxides?     oxide 1 oxide 2 oxide 3 oxide 4  a amphoteric acidic basic neutral  b amphoteric basic acidic neutral  c neutral acidic basic amphoteric  d neutral basic acidic amphoteric     18 what is not a typical characteristic of acids?  a they react with alkalis producing water.  b they react with all metals producing hydrogen.  c they react with carbonates producing carbon dioxide.  d they turn blue litmus paper red.     19 three solids, p, q and r, all react with dilute sulfuric acid to produce zinc sulfate.    p and r produce gases during the reaction.    the gas produced when p reacts will not burn. the gas produced when r reacts will burn.    what are p, q and r?     p q r  a zinc zinc hydroxide zinc carbonate  b zinc carbonate zinc zinc oxide  c zinc carbonate zinc hydroxide zinc  d zinc oxide zinc carbonate zinc      20 which ion forms a green precipitate with aqueous sodium hydroxide that dissolves in an excess  of aqueous sodium hydroxide?  a ca2+ b cr3+ c cu2+ d fe2+    ",
+            "8": "8  \u00a9 ucles 2017 0620/23/o/n/17  21 a period of the periodic table is shown.    group i ii iii iv v vi vii viii  element r s t v w x y z    the letters are not their chemical symbols.    which statement is correct?  a element r does not conduct electricity.  b elements r and y react together to form an ionic compound.  c element z exists as a diatomic molecule.  d element z reacts with element t.      22 some properties of element x are shown.    melting point   in  \u00b0c 98  boiling point   in  \u00b0c 883  reaction with cold water gives off h 2 gas  reaction when heated with oxygen burns to give a white solid    in which part of the periodic table is x found?  a group i  b group vii  c group viii  d transition elements    ",
+            "9": "9  \u00a9 ucles 2017 0620/23/o/n/17 [turn over  23 the table gives some properties of an element.    melting point in \u00b0c 3422  appearance of the element grey  appearance of the chloride of the element dark blue  density in g  / cm3 19.2  electrical conductivity when solid good    which other property would you expect this element to have?  a acts as a catalyst  b brittle  c forms an acidic oxide  d highly reactive with water     24 why is argon gas used to fill electric lamps?  a it conducts electricity.  b it glows when heated.  c it is less dense than air.  d it is not reactive.     25 what is a property of all metals?  a conduct electricity  b hard  c low melting points  d react with water    26 aluminium is obtained by the electrolysis of a mixture of aluminium oxide and cryolite.    why is cryolite used?  a as a catalyst to speed up the process  b as a coolant to prevent the process getting too hot  c as a solvent for aluminium oxide  d as the main source of aluminium ions    ",
+            "10": "10  \u00a9 ucles 2017 0620/23/o/n/17  27 metal m is mixed with copper to produce brass.    what is m?  a chromium  b nickel  c vanadium  d zinc    28 some metal nitrates and carbonates decompose when heated strongly.    metal q has a nitrate that decomposes to give a salt and a colourless gas only.    the carbonate of metal q does not decompose when heated with a bunsen burner.    what is metal q?  a calcium  b copper  c sodium  d zinc    29 the flow chart shows stages in the treatment of river water to produce drinking water.    drinking waterstage ystage xsettling tankriver water    what occurs at stages x and y?     x y  a distillation chlorination  b distillation filtration  c filtration chlorination  d filtration distillation     ",
+            "11": "11  \u00a9 ucles 2017 0620/23/o/n/17 [turn over  30 a piece of zinc is attached to the hull of a steel boat. steel is an alloy of iron.    which statement explains why the zinc prevents the iron from rusting?  a zinc is less reactive than iron, and iron is less likely to lose electrons than zinc.  b zinc is less reactive than iron, and iron is more likely to lose electrons than zinc.  c zinc is more reactive than iron, and iron is less likely to lose electrons than zinc.  d zinc is more reactive than iron, and iron is more likely to lose electrons than zinc.     31 the haber process for making ammonia is carried out at a temperature of 450  \u00b0c and a pressure  of 200 atmospheres in the presence of a catalyst.    which statement is not correct?  a lowering the pressure increases the rate at which ammonia is produced.  b lowering the temperature slows down the rate at which ammonia is produced.  c maintaining a very high pressure is very difficult and needs expensive equipment.  d the reaction is a reversible reaction which can proceed forwards and backwards.      32 which process does not produce carbon dioxide?  a combustion of methane  b photosynthesis  c respiration  d thermal decomposition of calcium carbonate      33 which row shows the conditions used in the manufacture of sulfuric acid by the contact process?     temperature  / \u00b0c pressure  / atm catalyst  a 40 200 fe  b 40 200 v 2o5  c 400 2 fe  d 400 2 v 2o5     ",
+            "12": "12  \u00a9 ucles 2017 0620/23/o/n/17  34 some marble chips (calcium carbonate) are heated strongly and substances x and y are formed.    substance x is a white solid that reacts with water, giving out heat. substance y is a colourless gas.    what are substances x and y?     x y  a calcium chloride oxygen  b calcium hydroxide carbon dioxide  c calcium oxide carbon dioxide  d calcium sulfate oxygen      35 the structure of compound r is shown.    co h h ch hhh chh     what is r?  a propane  b propanoic acid  c propanol  d propene    36 fuel oil and naphtha are two fractions obtained from petroleum.    what are the major uses of these fractions?     fuel oil naphtha  a jet fuel making chemicals  b jet fuel making roads  c ship fuel making chemicals  d ship fuel making roads     ",
+            "13": "13  \u00a9 ucles 2017 0620/23/o/n/17 [turn over  37 x, y and z are three hydrocarbons.    x ch 2=ch 2 y ch 3\u2013ch=ch 2 z ch 3\u2013ch 2\u2013ch=ch 2    what do compounds x, y and z have in common?    1 they are all alkenes.  2 they are all part of the same homologous series. 3 they all have the same boiling point.    a 1, 2 and 3 b 1 and 2 only c 1 and 3 only d 2 and 3 only    38 the diagram shows a reaction sequence.    butane ethene ethanolcarbon dioxide and waterxyz     which row names the processes x, y and z?     x y z  a cracking fermentation respiration  b cracking hydration combustion  c distillation fermentation respiration  d distillation hydration combustion     39 the structure of an ester is shown.    ch hh cco oh h ch hch hch hchh h    which combination of carboxylic acid and alcohol produces this ester?     carboxylic acid alcohol  a butanoic acid ethanol  b butanoic acid propanol  c ethanoic acid butanol  d propanoic acid butanol     ",
+            "14": "14  \u00a9 ucles 2017 0620/23/o/n/17  40 the equation shows the formation of a polymer called kevlar .    hooc cooh co c+ n h2nn h2 n no n hnh\u2013 h2o     which row describes kevlar ?     how the polymer is formed type of polymer  a addition polymerisation polyamide  b addition polymerisation polyester  c condensation polymerisation polyamide  d condensation polymerisation polyester     ",
+            "15": "15    blank page     permission to reproduce items where third-party owned material pr otected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to trac e 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 ans wer-related information to candidates, all copyright acknowledgements are reproduced onl ine in the cambridge  international examinations copyright acknow ledgements booklet. this is produced for each  series of examinations and is freely a vailable to download at  www.cie.org.uk after the live examination series.    cambridge international examinations is part of the cambridge as sessment group. cambridge assessment is the brand name of unive rsity of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge.    \u00a9 ucles 2017 0620/23/o/n/17 ",
+            "16": "16  \u00a9 ucles 2017 0620/23/o/n/17   groupthe periodic table of elements 1 h hydrogen 12 he helium 4ii i iii iv v vi vii viii 3 li lithium 74 be beryllium 9atomic number atomic symbolkey name relative atomic mass 11 na sodium 2312 mg magnesium 24 19 k potassium 3920 ca calcium 40 37 rb rubidium 8538 sr strontium 88 55 cs caesium 13356 ba barium 137 87 fr francium \u201388 ra radium \u20135 b boron 11 13 al aluminium 27 31 ga gallium 70 49 in indium 115 81 tl thallium 2046 c carbon 12 14 si silicon 2832 ge germanium 73 50 sn tin 119 82 pb lead 20722 ti titanium 48 40 zr zirconium 91 72 hf hafnium 178 104 rf rutherfordium \u201323 v vanadium 51 41 nb niobium 93 73 ta tantalum 181 105 db dubnium \u201324 cr chromium 52 42 mo molybdenum 96 74 w tungsten 184 106 sg seaborgium \u201325 mn manganese 55 43 tc technetium \u2013 75 re rhenium 186 107 bh bohrium \u201326 fe iron 56 44 ru ruthenium 101 76 os osmium 190 108 hs hassium \u201327 co cobalt 59 45 rh rhodium 103 77 ir iridium 192 109 mt meitnerium \u201328 ni nickel 59 46 pd palladium 106 78 pt platinum 195 110 ds darmstadtium \u201329 cu copper 64 47 ag silver 108 79 au gold 197 111 rg roentgenium \u201330 zn zinc 65 48 cd cadmium 112 80 hg mercury 201 112 cn copernicium \u2013114 fl flerovium \u2013116 lv livermorium \u20137 n nitrogen 14 15 p phosphorus 3133 as arsenic 75 51 sb antimony 122 83 bi bismuth 2098 o oxygen 16 16 s sulfur 3234 se selenium 79 52 te tellurium 128 84 po polonium \u20139 f fluorine 19 17 cl chlorine 35.5 35 br bromine 80 53 i iodine 127 85 at astatine \u201310 ne neon 20 18 ar argon 4036 kr krypton 84 54 xe xenon 131 86 rn radon \u201321 sc scandium 45 39 y yttrium 89 57\u201371 lanthanoids 89\u2013103 actinoids 57 la lanthanum 139 89 aclanthanoids actinoids the volume of one mole of any gas is 24  dm3 at room temperature and pressure (r.t.p.).actinium \u201358 ce cerium 140 90 th thorium 23259 pr praseodymium 141 91 pa protactinium 23160 nd neodymium 144 92 u uranium 23861 pm promethium \u2013 93 np neptunium \u201362 sm samarium 150 94 pu plutonium \u201363 eu europium 152 95 am americium \u201364 gd gadolinium 157 96 cm curium \u201365 tb terbium 159 97 bk berkelium \u201366 dy dysprosium 163 98 cf californium \u201367 ho holmium 165 99 es einsteinium \u201368 er erbium 167 100 fm fermium \u201369 tm thulium 169 101 md mendelevium \u201370 yb ytterbium 173 102 no nobelium \u201371 lu lutetium 175 103 lr lawrencium \u2013  "
+        },
+        "0620_w17_qp_31.pdf": {
+            "1": "read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen.you may use an hb pencil for any diagrams or graphs.do not use staples, paper clips, glue or correction fluid.do not write in any barcodes. answer all questions. electronic calculators may be used.a copy of the periodic table is printed on page 16.you may lose marks if you do not show your working or if you do not use appropriate units. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question.chemistry  0620/31   paper 3 theory (core) october/november 2017  1 hour 15 minutes candidates answer on the question paper. no additional materials are required.cambridge international examinations cambridge international general certificate of secondary education this document consists of 15 printed pages and 1 blank page. [turn overib17 11_0620_31/3rp\u00a9 ucles 2017 *8786129582* the syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificate.",
+            "2": "2 0620/31/o/n/17 \u00a9 ucles 2017 1\t\tthe\tdiagram\tshows\tthe\tstructures\tof\tfive\tsubstances,\ta,\tb,\tc,\td\tand\te. ab dec br br ch c hh hch cbr br hh hna+br \u2013na+br \u2013 na+br \u2013na+br \u2013br \u2013na+na+br \u2013f ff br \t\tanswer\tthe\tfollowing\tquestions\tusing\tonly\tthe\tstructures\tin\tthe\tdiagram. \t\teach\tstructure\tmay\tbe\tused\tonce,\tmore\tthan\tonce\tor\tnot\tat\tall.  (a)\t\twhich\tstructure,\ta,\tb,\tc,\td or e,  (i)\t\tis\ta\tdiatomic\tmolecule,\t  .   [1]  (ii)\t\tcontains\tions,\t    [1]  (iii)\t\tdecolourises\taqueous\tbromine,\t     [1]  (iv)\t\tconducts\telectricity\twhen\tmolten,\t  .   [1]  (v)\t\tcontains\tatoms\tof\ttwo\tdifferent\thalogens?\t ...   [1]  (b)\t\tbromine\tis\tan\telement. \t\twhat\tis\tmeant\tby\tthe\tterm\telement ?      ..   [1]  (c)\t bromine\tmelts\tat\t\u20137\t \u00b0c\tand\tboils\tat\t59\t \u00b0c. \t\twhat\tis\tthe\tphysical\tstate\tof\tbromine\tat\t\u201315\t \u00b0c? \t\texplain\tyour\tanswer.      ..   [2] [total:\t8]",
+            "3": "3 0620/31/o/n/17 \u00a9 ucles 2017 [turn over 2\t\tthe\ttable\tshows\tthe\tcomposition\tof\tthe\tatmosphere\tof\tthe\tplanet\tneptune. gas\tpresentpercentage\tof\tgas\tin neptune\u2019s\tatmosphere helium 19.5 hydrogen 78.8 methane other gases 0.2  (a)\t\tcomplete\tthe\ttable\tto\tcalculate\tthe\tpercentage\tof\tmethane\tin\tneptune\u2019s\tatmosphere.\t [1]  (b)\t\tdescribe\thow\tneptune\u2019s\tatmosphere\tdiffers\tfrom\tthe\tearth\u2019s\tatmosphere. \t\tgive\tthree\tdifferences.  1  .     2  .     3  .    [3]  (c)\t\tmethane\tis\ta\tcovalent\tcompound. \t\tcomplete\tthe\tdiagram\tto\tshow \t \u25cf\t \tthe\tarrangement\tof\telectrons\tin\ta\tmolecule\tof\tmethane, \t \u25cf\t \tthe\tsymbols\tof\tthe\tatoms\tpresent. \t\tshow\touter\tshell\telectrons\tonly. [2]",
+            "4": "4 0620/31/o/n/17 \u00a9 ucles 2017  (d)\t\tisotopes\tof\thydrogen\tare\tpresent\tin\tneptune\u2019s\tatmosphere.  (i)\t\twhat\tis\tmeant\tby\tthe\tterm\tisotopes ?   .   ...   [1]  (ii)\t\tan\tatom\tof\thydrogen\thas\tthree\tnucleons. \t \tdeduce\tthe\tnumber\tof\tprotons\tand\tneutrons\tpresent\tin\tone atom of this isotope of  hydrogen. \t \tuse\tyour\tperiodic\t table\tto\thelp\tyou. \t number\tof\tprotons\t .. \t number\tof\tneutrons\t   [2]  (e)\t\tother\tgases\tpresent\tin\tneptune\u2019s\tatmosphere\tinclude\tethane\tand\twater\tvapour.  (i)\t\tcalculate\tthe\trelative\tmolecular\tmass\tof \tethane,\tc2h6. \t \tuse\tyour\tperiodic\t table\tto\thelp\tyou. relative\tmolecular\tmass\t=\t..\t\t[2]  (ii)\t\tdescribe\ta\t chemical\ttest\tfor\twater.  test  .. \t result\t ... [2] [total:\t13]",
+            "5": "5 0620/31/o/n/17 \u00a9 ucles 2017 [turn over 3\t\tthe\tfollowing\tsubstances\tare\tpresent\tin\ta\tliquid\t floor\tcleaner. coloured\tdyes ethanol preservatives sodium\tcarbonate  (a) (i)\t\tbalance\tthe \tchemical\tequation\tfor\tthe\tcomplete\tcombustion\tof\tethanol. c2h5oh  +  3o2    ..co2  +  ..h2o [2]  (ii)\t\tdraw\tthe\tstructure\tof\tan\tethanol\tmolecule\tshowing\tall\tof\tthe\tatoms\tand\tall\tof\tthe\tbonds. [2]  (b)\t\taqueous\tsodium\tcarbonate\tis\talkaline.  (i)  which one\tof\tthe\tfollowing\tph\tvalues\tis \talkaline? \t \tput\ta\tcircle\taround\tthe\tcorrect\tanswer. ph\t3\t\t\t\t\t\t\t\t\t\tph\t 6\t\t\t\t\t\t\t\t\t\tph\t 7\t\t\t\t\t\t\t\t\t\tph\t 10 [1]  (ii)\t\taqueous\tsodium\tcarbonate\tis\tcolourless. \t \tan\texcess\tof\taqueous\tsodium\tcarbonate\t is\tadded\tto\ta\tsolution\tof\tdilute\tsulfuric\tacid\tand\t methyl\torange. \t \tdescribe\tthe\tcolour\tchange.  from .. to  ...   [2]  (iii)\t\tthe\tchemical\tequation\tfor\tthe\treaction\tbetween\tsodium\tcarbonate\t and\tdilute\tsulfuric\tacid\t is\tshown. na2co3  +  h2so4  \t\tna2so4  +  co2  +  h2o \t \twrite\tthe\tword\tequation\tfor\tthis\treaction.   ...   [2]",
+            "6": "6 0620/31/o/n/17 \u00a9 ucles 2017  (c)\t\tpreservatives\tstop\tthe\tgrowth\tof\tbacteria\tand\tfungi. \t\tstate\tthe\tname\tof\tan\tacidic\tgas\tused\tto\tpreserve\tfood.   ..   [1]  (d)\t\tthe\tcoloured\tdyes\tin\tthe\tliquid\tfloor\tcleaner\tcan\tbe \tseparated\tusing\tthe\tapparatus\tshown. p . . q ..  (i)\t\tcomplete\tthe\tboxes\tto\tlabel\t p\tand\tq. [2]       (ii)\t\tstate\tthe\tname\tof\tthis\tmethod\tof\tseparation.   ...   [1]  (iii)\t\ton\tthe\tdiagram,\tput\tan\tx\tto\tshow\twhere\tthe\tmixture\tof\tcoloured\tdyes\tis\tplaced\tat\tthe\tstart\t of\tthe\texperiment.\t [1] [total:\t14]",
+            "7": "7 0620/31/o/n/17 \u00a9 ucles 2017 [turn over 4\t\tthe\ttable\tshows\tthe\tproperties\tof\tfour\tsubstances. substance boiling\tpointelectrical conductivity of\tsolidelectrical\t conductivity when\tmoltendensity in\tg\t/\tcm3 graphite 2.25 iodine low does\tnot\tconduct does\tnot\tconduct 4.93 potassium high conducts 0.86 zinc\tchloride high does\tnot\tconduct conducts 2.91  (a)\t\tcomplete\tthe\ttable\tto\tshow\tthe\telectrical\tconductivity\tof\tsolid\tgraphite\tand\tsolid\tpotassium. [2]  (b)\t\tgive\t one\tpiece\tof\tevidence\tfrom\tthe\ttable\tthat\tshows\tthat\tiodine\tis\ta\tsimple\tcovalent\tsubstance.   ..   [1]  (c)\t\twhat\tinformation\tin\tthe\ttable\tshows\tthat\tzinc\tchloride\tis\tan\tionic\tcompound?      ..   [2]  (d)\t\tmolten\tzinc\tchloride\tcan\tbe\telectrolysed. \t\tpredict\tthe\tproducts\tof\tthis\telectrolysis\tat \t the\tpositive\telectrode\t(anode),\t  .. \t the\tnegative\telectrode\t(cathode).\t  .. [2]  (e)\t\taqueous\tiodine\tis\tformed\twhen\taqueous\tchlorine\tis \tadded\tto\taqueous\tpotassium\tiodide. \t\tuse\tideas\tabout\treactivity\tto\texplain\twhy\tthis\treaction\toccurs.      ..   [1] [total:\t8]",
+            "8": "8 0620/31/o/n/17 \u00a9 ucles 2017 5\t\ttitanium\tis\textracted\tfrom\tan\tore\twhich\tcontains \ttitanium( iv)\toxide,\ttio2.  (a) (i)\t\tbalance\tthe \tchemical\tequation\tfor\tthe\tfirst\tstep\tin\tthis\textraction. tio2  +  ..c  +  ..c l 2    tic l 4  +  2co [2]  (ii)\t\texplain\twhy\tthe\tconversion\tof\tcarbon\tto \tcarbon\tmonoxide\tis\tan\toxidation\treaction.   ...   [1]  (b)\t\ttitanium\tis\ta\ttransition\telement. \t\tsodium\tis\ta\tgroup\ti\telement. \t\tdescribe\t two\tdifferences\tin\tthe\tphysical\tproperties\tof\ttitanium\tand\tsodium.  1  .     2  .    [2]  (c)\t\tthe\tproperties\t and\trelative\treactivity\twith\twater\tof\tsome\tgroup\ti\telements\t are\tshown\tin\tthe\t table. element density\tin\tg\t /\tcm3melting\tpoint\tin\t \u00b0crelative\treactivity\twith\twater lithium 0.53 181 sodium 98forms\tbubbles\trapidly but\tdoes\tnot\tburst\tinto\tflames potassium 0.86forms\tbubbles\tvery\trapidly and\tbursts\tinto\tflames rubidium 1.53 39 reacts\texplosively  (i)\t\tcomplete\tthe\ttable \t \u25cf\t\tfor\tthe\trelative\treactivity\tof\tlithium\twith\twater, \t \u25cf\t\tto\tpredict\tthe\tmelting\tpoint\tof\tpotassium.  [2]  (ii)\t\tdescribe\tthe\tgeneral\ttrend\tin\tthe\tdensity \tof\tthe\tgroup\ti\telements.   ...   [1]  (d)\t\tis\tlithium\toxide\tan\tacidic\toxide\tor\ta\tbasic\toxide? \t\texplain\tyour\tanswer.      ..   [1] [total:\t9]",
+            "9": "9 0620/31/o/n/17 \u00a9 ucles 2017 [turn over 6\t\tthe\tdiagram\tshows\ta\tfractionating\tcolumn\tused\t for\tthe\tfractional\tdistillation\tof\tpetroleum. kerosene fractionnaphtha fractiongasoline fractionrefinery gas diesel oil fraction fuel oil fraction lubricating fraction and bitumen  (a)\t\tdescribe\tthe\tfractional\tdistillation\tof\tpetroleum. \t\tin\tyour\tanswer,\tinclude \t \u25cf\t \twhere\tthe\tpetroleum\tenters\tthe\tfractionating\tcolumn, \t \u25cf\t \tthe\trelative\ttemperatures\tin\tthe\tfractionating\tcolumn\t(higher\tor\tlower), \t \u25cf\t \tthe\trelative\tboiling\tpoints\tof\tthe\tfractions \t(higher\tor\tlower), \t \u25cf\t \tthe\tchanges\tin\tphysical\tstate\twhich\toccur.                     ..   [4]",
+            "10": "10 0620/31/o/n/17 \u00a9 ucles 2017  (b)\t\talkenes\tcan\tbe\tmade\tby\tcracking\tthe\tkerosene\tfraction.  (i)\t\twhat\tis\tmeant\tby\tthe\tterm\tcracking ?   .   ...   [2]  (ii)\t\twhen\tbutane\tis\tcracked,\tethene\tand\tgas\tx are produced. c4h10    2c2h4  +  x \t \tstate\tthe\tname\tof\tgas\tx.   ...   [1]  (c)\t\tcomplete\tthe\tsentence\tabout\tthe\tbonding\tin\tbutane. \t\tall\tthe\tbonds\tin\tbutane\tare\tsingle\t\tchemical\tbonds.\t [1]  (d)\t\tethene\tis\tused\tto\tmake\tpoly(ethene).   which one\tof\tthe\tfollowing\twords\tdescribes\tpoly(ethene)? \t\tput\ta\tcircle\taround\tthe\tcorrect\tanswer. gas               monomer               polymer               solvent [1] [total:\t9]",
+            "11": "11 0620/31/o/n/17 \u00a9 ucles 2017 [turn over 7\t\tbromine\tis\ta\tred-brown\tliquid\twhich\tis\tsoluble\tin\t cyclohexane.  (a)\t\ta\tfew\tdrops\tof\tliquid\tbromine\twere\tplaced\tat\tthe\tbottom\tof\ta\tbeaker\tcontaining\tcyclohexane. \t\tafter\t3\tdays,\ta\tred-brown\tcolour\thad\tspread\tthroughout\tthe\tbeaker. at the start after 6 hours after 3 dayscyclohexane bromine \t\texplain\tthese\tobservations\tusing\tthe\tkinetic\tparticle\tmodel.               ..   [3]  (b)\t\tthe\tstructure\tof\ta\tcompound\tcontaining\tbromine\tis\t shown. hc hbr brch cco o h hh  (i)\t\tdeduce\tthe\tmolecular\t formula\tof\tthis\tcompound\t showing\tthe\tnumber\tof\tcarbon,\thydrogen,\t oxygen\tand\tbromine\tatoms.   ...   [1]  (ii)\t\tstate\tthe\tname\tof\tthe\t co oh\tfunctional\tgroup.   ...   [1]",
+            "12": "12 0620/31/o/n/17 \u00a9 ucles 2017  (c)\t\tthe\trelative\tatomic\tmass\tof\tbromine\tis\t80. \t\tcomplete\tthe\tdefinition\tof\trelative\tatomic\tmass\tusing\tterms\tfrom\tthe\tlist. 6 12 an atom an element a molecule average carbon hydrogen total \t\trelative\tatomic\tmass\tis\tthe\t\tmass\tof\tnaturally\toccurring\tatoms\t     of\t\ton\ta\tscale\twhere\t\tof\tthe\t12c isotope has    a\tmass\tof\texactly\t\tunits.\t [4]  (d)\t\tdilute\thydrobromic\tacid\treacts\twith\tmagnesium\tribbon.  (i)  suggest three\tways\tof\tincreasing\tthe\trate\tof\tthis\treaction.  1  ..  2  ..  3  .. [3]  (ii)\t\thydrobromic\tacid\treacts\twith\toxygen.\t the\tproducts\tare\twater\tand\tbromine. \t \tbalance\tthe\tchemical\tequation\tfor\tthis\treaction. ..hbr  +  o 2    2h2o  +  2br2 [1] [total:\t13]",
+            "13": "13 0620/31/o/n/17 \u00a9 ucles 2017 [turn over 8\t\tammonia\t is\tmanufactured\t by\tcombining\t nitrogen\tand\thydrogen\t at\thigh\ttemperature\t and\tpressure. \t catalyst nitrogen\t\t+\t\thydrogen\t\t \t\tammonia  (a) (i)\t\twhat\tis\tthe\tmeaning\tof\tthe\tsymbol\t ?   ...   [1]  (ii)\t\twhat\tis\tthe\tpurpose\tof\tthe\tcatalyst?   ...   [1]  (b)\t\tthe\tgraph\tshows\tthe\tpercentage\tyield\tof\tammonia\t at\tdifferent\ttemperatures. 100 80 60 4020 0 100 0 200 300 temperature  / \u00b0cpercentage yield ofammonia 400 500 600  (i)\t\tdescribe\thow\tthe\tpercentage\tyield\tof\tammonia\tchanges\twith\ttemperature.   ...   [1]  (ii)\t\tdeduce\tthe \tpercentage\tyield\tof\tammonia\tat\t400\t \u00b0c.   ...   [1]",
+            "14": "14 0620/31/o/n/17 \u00a9 ucles 2017  (c)\t\tcopper( ii)\toxide\treacts\twith\tammonia. copper( ii)\toxide\t\t+\t\tammonia\t\t \t\tcopper\t\t+\t\tnitrogen\t\t+\t\twater \t\twhen\t20\tg\tof\tcopper( ii)\toxide\treact\twith\tan\texcess\tof\tammonia,\t16\t g\tof\tcopper\tare\tformed. \t\tcalculate\t the\tmass\tof\tcopper\tformed\twhen\t140\tg\tof\tcopper( ii)\toxide\treact\twith\tan\texcess\tof\t ammonia. .. g  [1]  (d)\t\tammonia\tis\tused\tin\tthe\tmanufacture\tof\tnylon. \t\tgive\tone\tuse\tof\tnylon.   ..   [1] [total:\t6]",
+            "15": "15 0620/31/o/n/17 \u00a9 ucles 2017blank page permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. every reasonable  effort has been made by the publisher (ucles) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the publisher will be pleased to make amends at the earliest possible opportunity. to avoid the issue of disclosure of answer-related information to candidates, all copyright acknowledgements are reproduced online in the cambridge international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download at www.cie.org.uk after the live examination series. 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.",
+            "16": "16 0620/31/o/n/17 \u00a9 ucles 2017 groupthe periodic table of elements 1 h hydrogen 12 he helium 4ii i iii iv vv iv ii viii 3 li lithium 74 be berylliu m 9atomic number atomic symbolkey name relative atomic mas s 11 na sodium 2312 mg magnesium 24 19 k potassium 3920 ca calcium 40 37 rb rubidium 8538 sr strontium 88 55 cs caesium 13356 ba barium 137 87 fr franciu m \u201388 ra radium \u20135 b boron 11 13 al aluminium 27 31 ga gallium 70 49 in indium 115 81 tl thallium 2046 c carbon 12 14 si silicon 28 32 ge germanium 73 50 sn tin 119 82 pb lead 20722 ti titanium 4840 zr zirconium 91 72 hf hafnium 178 104 rf rutherfordiu m \u201323 v vanadium 51 41 nb niobium 93 73 ta tantalum 181 105 db dubnium \u201324 cr chromium 52 42 mo molybdenum 96 74 w tungsten 184 106 sg seaborgium \u201325 mn manganes e 55 43 tc technetium \u2013 75 re rhenium 186 107 bh bohrium \u201326 fe iron 56 44 ru ruthenium 101 76 os osmium 190 108 hs hassium \u201327 co cobalt 59 45 rh rhodium 103 77 ir iridium 192 109 mt meitneriu m \u201328 ni nicke l 59 46 pd palladium 106 78 pt platinum 195 110 ds darmstadtiu m \u201329 cu copper 6447 ag silver 108 79 au gold 197 111 rg roentgenium \u201330 zn zinc 65 48 cd cadmium 112 80 hg mercury 201 112 cn copernicium \u2013114 fl fleroviu m \u2013116 lv livermorium \u20137 n nitrogen 14 15 p phosphorus 31 33 as arsenic 75 51 sb antimony 122 83 bi bismuth 2098 o oxygen 16 16 s sulfur 32 34 se selenium 79 52 te tellurium 128 84 po polonium \u20139 f fluorine 19 17 cl chlorine 35.5 35 br bromine 80 53 i iodine 127 85 at astatine \u201310 ne neon 20 18 ar argon 40 36 kr krypton 84 54 xe xenon 131 86 rn radon \u201321 sc scandium 4539 y yttrium 89 57\u201371 lanthanoids 89\u2013103 actinoids 57 la lanthanum 139 89 aclanthanoids actinoids the volume of one mole of any gas is 24  dm3 at room temperature and pressure (r .t.p.).actinium \u201358 ce cerium 140 90 th thorium 23259 pr praseodymium 141 91 pa protactinium 23160 nd neodymium 144 92 u uranium 23861 pm promethium \u2013 93 np neptunium \u201362 sm samarium 150 94 pu plutonium \u201363 eu europium 152 95 am americiu m \u201364 gd gadolinium 157 96 cm curium \u201365 tb terbium 159 97 bk berkelium \u201366 dy dysprosium 163 98 cf californium \u201367 ho holmium 165 99 es einsteinium \u201368 er erbium 167 100 fm fermium \u201369 tm thulium 169101 md mendelevium \u201370 yb ytterbium 173102 no nobelium \u201371 lu lutetium 175103 lr lawrenciu m \u2013"
+        },
+        "0620_w17_qp_32.pdf": {
+            "1": "read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen.you may use an hb pencil for any diagrams or graphs.do not use staples, paper clips, glue or correction fluid.do not write in any barcodes. answer all questions. electronic calculators may be used.a copy of the periodic table is printed on page 16.you may lose marks if you do not show your working or if you do not use appropriate units. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question.chemistry  0620/32   paper 3 theory (core) october/november 2017  1 hour 15 minutes candidates answer on the question paper. no additional materials are required.cambridge international examinations cambridge international general certificate of secondary education this document consists of 15 printed pages and 1 blank page. [turn overib17 11_0620_32/3rp\u00a9 ucles 2017 *9126653271* the syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificate.",
+            "2": "2 0620/32/o/n/17 \u00a9 ucles 2017 1\t\tthe\tdiagram\tshows\tthe\tstructures\tof\tfive\tsubstances,\ta,\tb,\tc,\td\tand\te. ab dec ch c h sh hh hhhs ooss sss s sss sscl cl \t\tanswer\tthe\tfollowing\tquestions\tusing\tonly\tthe\tstructures\tin\tthe\tdiagram. \t\teach\tstructure\tmay\tbe\tused\tonce,\tmore\tthan\tonce\tor\tnot\tat\tall.  (a)\t\twhich\tstructure,\ta,\tb,\tc,\td or e,  (i)\t\tis\tan\telement,\t ...   [1]  (ii)\t\thas\ta\tstructure\tsimilar\tto\tethanol,\t  .   [1]  (iii)\t\tis\ta\tcompound\twhich\tcontributes\tto\tacid \train,\t ..   [1]  (iv)\t\thas\tdouble \tcovalent\tbonds,\t  ..   [1]  (v)\t\tcontains\thalogen\tatoms?\t  ..   [1]  (b)  structure a\tis\ta\tnon-metal.   state three\ttypical\tdifferences\tbetween\tmetals\tand\tnon-metals.  1  .  2  .  3  ...   [3]  (c)  structure b\tis\thydrogen\tsulfide. \t\thydrogen\tsulfide\tis\ta\tcompound. \t\twhat\tis\tmeant\tby\tthe\tterm\tcompound \t?      ..   [1] [total:\t9]",
+            "3": "3 0620/32/o/n/17 \u00a9 ucles 2017 [turn over 2\t\tthe\tdiagram\tshows\tthe\tcomposition\tof\tthe\tplanet\tsaturn. liquid hydrogen liquid heliumatmosphere rocky core75.0% hydrogen 24.9% helium 0.1% other gases  (a)\t\tdescribe\thow\tsaturn\u2019s\tatmosphere\tdiffers\tfrom\tthe\tearth\u2019s\tatmosphere. \t\tgive\tthree\tdifferences.  1  .     2  .     3  .    [3]  (b)\t\tsome\tproperties\tof\thydrogen\tand\thelium\tare\tgiven\t in\tthe\ttable. elementdensity\tof\tthe liquid\tin\tg\t/\tcm3melting\tpoint in\t\u00b0cboiling\tpoint in\t\u00b0c hydrogen 0.07 \u2013259 \u2013253 helium 0.15 \u2013272 \u2013269  (i)\t\tuse\tthe\tinformation\t to\tsuggest\twhy\tthe\tlayer\tof\tliquid\thydrogen\t in\tsaturn\tfloats\ton\ttop\tof\t the\tliquid\thelium.   ...   [1]  (ii)\t\twhat\tis\tthe\tphysical\tstate\tof\thydrogen\tat\t\u2013250\t \u00b0c? \t \texplain\tyour\tanswer.   .   ...   [2]",
+            "4": "4 0620/32/o/n/17 \u00a9 ucles 2017  (c)\t\tthe\tatmosphere\tof\tsaturn\tcontains\tsmall\tamounts\t of\tammonia.  (i)\t\tdescribe\ta\t test\tfor\tammonia.  test  .. \t result\t ... [2]  (ii)\t\tammonia\tis \ta\tcovalent\tcompound. \t \tcomplete\tthe\tdiagram\tto\tshow \t \u25cf\t\tthe\tarrangement\tof\telectrons\tin\ta\tmolecule\tof\tammonia, \t \u25cf\t\tthe\tsymbols\tof\tthe\tatoms\tpresent. \t \tshow\touter\telectrons\tonly. [2]  (d)\t\tsaturn\u2019s\tatmosphere\talso\tcontains\tsmall\tamounts\tof\tammonium\thydrosulfide. \t\tcalculate\tthe\trelative\tmolecular\tmass\tof\tammonium\thydrosulfide,\tnh4sh. \t\tuse\tyour\tperiodic\t table\tto\thelp\tyou. relative\tmolecular\tmass\t=\t..\t\t[2]  (e)\t\tsaturn\u2019s\tatmosphere\talso\tcontains\tsmall\tamounts\tof\tmethane. \t\tsmall\tamounts\tof\tmethane\tare\tpresent\tin\tthe\tearth\u2019s\tatmosphere. \t\tmethane\tis\ta\tgreenhouse\tgas.  (i)\t\tname\tanother\tgreenhouse\tgas\tpresent\t in\tthe\tearth\u2019s\tatmosphere.   ...   [1]  (ii)\t\tscientists\t are\tconcerned\t about\tthe\tincrease\tin\tthe\tamount\tof\tgreenhouse\t gases\tin\tthe\t earth\u2019s\tatmosphere. \t \texplain\twhy.   ...   [1] [total:\t14]",
+            "5": "5 0620/32/o/n/17 \u00a9 ucles 2017 [turn over 3\t\tthe\tfollowing\tcompounds\tare\tpresent\tin\ta\tliquid\t used\tfor\tcleaning\tmetal. ethanoic\tacid ethanol glycerol sodium\tchloride water  (a) (i)\t\tdraw\tthe\tstructure\tof\tthe\tfunctional\tgroup\tpresent\tin\tethanoic\tacid. [1]  (ii)  which one\tof\tthe\tfollowing\tph\tvalues\tis \tacidic? \t \tput\ta\tcircle\taround\tthe\tcorrect\tanswer. ph\t4\t\t\t\t\t\t\t\t\t\t\t\t\t\t\tph\t 7\t\t\t\t\t\t\t\t\t\t\t\t\t\t\tph\t 9\t\t\t\t\t\t\t\t\t\t\t\t\t\t\tph\t 13 [1]  (iii)\t\tethanoic\tacid\treacts\twith\tsodium\thydroxide. \t \twhat\ttype\tof\treaction\tis\tthis? \t \tput\ta\tcircle\taround\tthe\tcorrect\tanswer. neutralisation               oxidation               polymerisation               reduction [1]  (iv)\t\tthe\treaction\tof\tethanoic\tacid\twith\tsodium\thydroxide\tis\texothermic. \t \twhat\tis\tmeant\tby\tthe\tterm\texothermic ?   ...   [1]  (b)\t\tthe\tstructure\tof\tglycerol\tis\tshown. hchchc ooo hhhh h \t\tdeduce\tthe\tmolecular\t formula\tof\tglycerol\tshowing\tthe\tnumber\tof\tcarbon,\thydrogen\t and\toxygen\t atoms.   ..   [1]",
+            "6": "6 0620/32/o/n/17 \u00a9 ucles 2017  (c)\t\tbalance\tthe\tchemical\tequation\tfor\tthe\tincomplete\tcombustion\tof\tethanol. c2h5oh  +  2o2    ..co  +  ..h2o [2]  (d) (i)\t\tdescribe\ta\tmethod\tof\tobtaining\t pure\tsamples\tof\tboth\tsodium\tchloride\tand\twater\tfrom\t aqueous\tsodium\tchloride.\texplain\twhy\tthis\tmethod\tworks.   .   .   .   .   ...   [3]  (ii)\t\twhich\tphysical\tproperty\tcould\tyou\tmeasure\tto\tfind\tout\tif\ta\tsample\tof\twater\tis\tpure?   ...   [1]  (iii)\t\tsodium\tchloride\tcontains\tchloride\tions. \t \tdescribe\ta\ttest\tfor\tchloride\tions.  test  .. \t result\t ... [2] [total:\t13]",
+            "7": "7 0620/32/o/n/17 \u00a9 ucles 2017 [turn over 4\t\tthe\ttable\tshows\tthe\tproperties\tof\tfour\tsubstances. substance boiling\tpointelectrical conductivity of\tsolidelectrical\t conductivity when\tmoltensolubility in\twater calcium\tiodide very\thigh does\tnot\tconduct conducts phosphorus low does\tnot\tconduct does\tnot\tconduct insoluble sodium\tchloride very\thigh does\tnot\tconduct conducts soluble zinc high conducts insoluble  (a)\t\tcomplete\t the\ttable\tto\tshow\tthe\tsolubility\tin\twater\tof\tcalcium\tiodide\tand\tthe\telectrical\tconductivity \t of\tsolid\tzinc.\t [2]  (b)\t\tgive\t one\tpiece\tof\tevidence\tfrom\tthe\ttable\tthat\tshows\tthat\tphosphorus\t is\ta\tsimple\tcovalent\t substance.   ..   [1]  (c)\t\twhat\tinformation\tin\tthe\ttable\tshows\tthat\tsodium\tchloride\tis\tan\tionic\tcompound?      ..   [2]  (d)\t\tmolten\tcalcium\tiodide\tcan\tbe\telectrolysed. \t\tpredict\tthe\tproducts\tof\tthis\telectrolysis\tat \t the\tpositive\telectrode\t(anode),\t  .. \t the\tnegative\telectrode\t(cathode).\t  .. [2]  (e)\t\tan\tatom\tof\tphosphorus\thas\t31\tnucleons. \t\tdeduce\tthe\tnumber\tof\tprotons\tand\tneutrons\tpresent\tin\t one atom of phosphorus. \t\tuse\tyour\tperiodic\t table\tto\thelp\tyou. \t number\tof\tprotons\t  . \t number\tof\tneutrons\t  ... [2]",
+            "8": "8 0620/32/o/n/17 \u00a9 ucles 2017  (f)\t\tphosphorus\tburns\tin\tan\texcess\tof\tair\tto\tform\tphosphorus( v)\toxide. \t\tis\tphosphorus( v)\toxide\tan\tacidic\toxide\tor\ta\tbasic\toxide? \t\texplain\tyour\tanswer.      ..   [1]  (g)\t\tarsenic\tis\tin\tthe\tsame\tgroup\tof\tthe\tperiodic\t table\tas\tphosphorus. \t\tarsenic\tsublimes\tat\t613\t \u00b0c. \t\twhat\tis\tmeant\tby\tthe\tterm\tsublimation ?      ..   [1] [total:\t11]",
+            "9": "9 0620/32/o/n/17 \u00a9 ucles 2017 [turn over 5\t\tnickel\tcan\tbe\tobtained\tfrom\tnickel( ii)\toxide\tby\theating\tit\twith\ta\tmixture\tof\tcarbon\tmonoxide\t and\t hydrogen. 2nio\t\t+\t\tco\t\t+\t\th2  \t\t2ni\t\t+\t\tco2  +  h2o  (a)\t\thow\tdoes\tthis\tequation\tshow\tthat\tthe\tnickel( ii)\toxide\tis\treduced?   ..   [1]  (b)\t\tnickel\tcan\tbe\tpurified\tby\treacting\timpure\tnickel\twith \tcarbon\tmonoxide. \t\ta\tcompound\tcalled\ttetracarbonylnickel,\tni(co)4,\tis\tformed. ni\t\t+\t\t4co\t\t \t\tni(co)4 \t\twhat\tis\tthe\tmeaning\tof\tthe\tsymbol\t ?   ..   [1]  (c)\t\tthe\ttetracarbonylnickel\tis\theated\tto\tobtain\tpure\tnickel. ni(co)4  \t\tni\t\t+\t\t4co  (i)\t\tsuggest\twhy\tthe\tnickel\tobtained\tcan\tbe \tseparated\teasily\tfrom\tthe\tcarbon\tmonoxide.   ...   [1]  (ii)  state one\tadverse\teffect\tof\tcarbon\tmonoxide\ton\thealth.   ...   [1]  (d)\t\tnickel\tis\ta\ttransition\telement. \t\tpotassium\tis\ta\tgroup\ti\telement.  (i)\t\tdescribe\t two\tdifferences\tin\tthe\tphysical\tproperties\tof\tnickel\tand\tpotassium.  1  ..   .  2  ..   . [2]  (ii)\t\tdescribe\t one\tdifference\tin\tthe\tproperties\tof\tnickel( ii)\tchloride\tand\tpotassium\tchloride.   ...   [1]",
+            "10": "10 0620/32/o/n/17 \u00a9 ucles 2017  (e)\t\tthe\tproperties\t and\trelative\treactivity\twith\twater\tof\tsome\tgroup\ti\telements\t are\tshown\tin\tthe\t table. element density\tin\tg\t /\tcm3boiling\tpoint\tin\t \u00b0crelative\treactivity\twith\twater sodium 883forms\tbubbles\trapidly but\tdoes\tnot\tburst\tinto\tflames potassium 0.86 760forms\tbubbles\tvery\trapidly and\tbursts\tinto\tflames rubidium 1.53 caesium 1.88 669 reacts\texplosively  (i)\t\tcomplete\tthe\ttable \t \u25cf\t\tto\tpredict\tthe\tboiling\tpoint\tof\trubidium, \t \u25cf\t\tfor\tthe\trelative\treactivity\tof\trubidium\twith\twater.  [2]  (ii)\t\tdescribe\tthe\tgeneral\ttrend\tin\tthe\tdensity \tof\tthe\tgroup\ti\telements.   ...   [1] [total:\t10]",
+            "11": "11 0620/32/o/n/17 \u00a9 ucles 2017 [turn over 6\t\tethanol\tcan\tbe\tmanufactured\tfrom\tethene\tor\tby\t the\tfermentation\tof\tglucose.  (a)\t\tdescribe\tthese\t two\tmethods\tof\tmanufacturing\tethanol. \t\tin\tyour\tanswer,\tinclude \t \u25cf\t \tthe\tnames\tof\tany\tadditional\tsubstances \tneeded, \t \u25cf\t \tthe\treaction\tconditions.                        ..   [5]  (b)\t\tethene\tis\tan\tunsaturated\thydrocarbon.  (i)\t\tdescribe\thow\tyou\tcould\tdistinguish\t between\tan\tunsaturated\t hydrocarbon\t and\ta\tsaturated\t hydrocarbon\tusing\taqueous\tbromine.   .   .   ...   [2]  (ii)\t\tethene\tmolecules\tcan\tform\tpolymers. \t \twhich\tphrase\tdescribes\ta\tpolymer? \t \ttick\tone\tbox. \t \ta\tgiant\tstructure\tcontaining\tone\ttype\tof\tatom \t \ta\tlarge\tmolecule\tformed\tby\tcracking\tmonomers \t \ta\tlarge\tmolecule\tformed\tby\tthe\taddition\tof\tmany\tions \t \ta\tlarge\tmolecule\tformed\tfrom\tmany\tmonomers [1]  (iii)  terylene\tis\ta\tpolymer. \t \tgive\tone use of terylene .   ...   [1] [total:\t9]",
+            "12": "12 0620/32/o/n/17 \u00a9 ucles 2017 7\t\tsulfur\tdichloride,\tsc l 2,\tis\ta\tred\tliquid\twhich\tvaporises\teasily\tat\troom\ttemperature\tand\tpressure.  (a)\t\ta\tdrop\tof\tsulfur\tdichloride\twas\tplaced\tin\tthe\tcorner\t of\ta\tglass\tbox. \t\tthe\tglass\tbox\twas\tclosed\tand\tleft\tfor\t12\thours. \t\tafter\t12\thours\ta\tred\tvapour\thad\tspread\tto\tfill\tthe\twhole\tbox. at the start after 1 hour after 12 hoursdrop of sulfur dichlorideglass box \t\texplain\tthese\tobservations\tusing\tthe\tkinetic\tparticle\tmodel.               ..   [3]  (b)\t\tsulfur\tdichloride\tcan\tbe\tmade\tby\tpassing\tchlorine\tthrough\tliquid\tdisulfur\tdichloride,\ts2cl 2. \t\tcomplete\tthe\tchemical\tequation\tfor\tthis\treaction. s2cl 2  +  ..    ..sc l 2 [2]  (c)\t\tsome\tchanges\tof\tstate\tof\tsulfur\tdichloride\tare\tshown. sc l 2 solidscl  2 liquidscl  2 gasmelting pevaporating q \t\tname\tthe\tchanges\tof\tstate\trepresented\tby\t p\tand\tq.  p    q   [2] [total:\t7]",
+            "13": "13 0620/32/o/n/17 \u00a9 ucles 2017 [turn over 8\t\tcalcium\tcarbonate\t(limestone)\tdecomposes\twhen\theated. caco3    cao  +  co2  (a)\t\twhen\t20.0\tg\tof\tcalcium\tcarbonate\t are\tdecomposed,\t 11.2\tg\tof\tcalcium\toxide\t(lime),\tcao,\tare\t formed. \t\tcalculate\tthe\tmass\tof\tcalcium\toxide\tformed\twhen\t160.0\tg\tof\tcalcium\tcarbonate\t are\tdecomposed. .. g  [1]  (b)\t\tthe\tgraph\tshows\tthe\tvolume\tof\tcarbon\tdioxide\tproduced\t when\tsome\tsmall\tpieces\tof\t calcium\tcarbonate\tare\theated\tand\tdecompose. 300 200 100 0 10 02 03 0 time  / minutesvolume of carbon dioxide / cm3 40 50  (i)\t\tdeduce\tthe\tvolume\tof\tcarbon\tdioxide\tproduced\t during\tthe\tfirst\t20\tminutes\tof\tthe\t decomposition.   ...   [1]  (ii)\t\tat\twhat\ttime\twas\tthe\treaction\tcomplete?   ...   [1]  (iii)\t\twhat\twould\tbe\tthe\teffect,\tif\tany,\ton\tthe\trate\tof\treaction\tif\tthe\tsame\tmass\tof\tpowdered\t calcium\tcarbonate\twere\tused?   ...   [1]",
+            "14": "14 0620/32/o/n/17 \u00a9 ucles 2017  (c)\t\tthe\ttable\tshows\thow\tlimestone\tis\tused. use\tof\tlimestonepercentage\tof\tlimestone used for this purpose agriculture cement\tmanufacture 37 chemical\tindustries 14 iron\tand\tsteel\tmanufacture 11 road\tbuilding 20 other uses 2 total 100  (i)\t\twhat\tpercentage\tof\tlimestone\tis\tused\tin \tagriculture?   ...   [1]  (ii)\t\tlimestone\t and\tlime\tare\tused\tin\tagriculture. \t \twhy\tis\tlime\tused\tin\tagriculture?   .   ...   [2] [total:\t7]",
+            "15": "15 0620/32/o/n/17 \u00a9 ucles 2017blank page permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. every reasonable  effort has been made by the publisher (ucles) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the publisher will be pleased to make amends at the earliest possible opportunity. to avoid the issue of disclosure of answer-related information to candidates, all copyright acknowledgements are reproduced online in the cambridge international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download at www.cie.org.uk after the live examination series. 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.",
+            "16": "16 0620/32/o/n/17 \u00a9 ucles 2017 groupthe periodic table of elements 1 h hydrogen 12 he helium 4ii i iii iv vv iv ii viii 3 li lithium 74 be berylliu m 9atomic number atomic symbolkey name relative atomic mas s 11 na sodium 2312 mg magnesium 24 19 k potassium 3920 ca calcium 40 37 rb rubidium 8538 sr strontium 88 55 cs caesium 13356 ba barium 137 87 fr franciu m \u201388 ra radium \u20135 b boron 11 13 al aluminium 27 31 ga gallium 70 49 in indium 115 81 tl thallium 2046 c carbon 12 14 si silicon 28 32 ge germanium 73 50 sn tin 119 82 pb lead 20722 ti titanium 4840 zr zirconium 91 72 hf hafnium 178 104 rf rutherfordiu m \u201323 v vanadium 51 41 nb niobium 93 73 ta tantalum 181 105 db dubnium \u201324 cr chromium 52 42 mo molybdenum 96 74 w tungsten 184 106 sg seaborgium \u201325 mn manganes e 55 43 tc technetium \u2013 75 re rhenium 186 107 bh bohrium \u201326 fe iron 56 44 ru ruthenium 101 76 os osmium 190 108 hs hassium \u201327 co cobalt 59 45 rh rhodium 103 77 ir iridium 192 109 mt meitneriu m \u201328 ni nicke l 59 46 pd palladium 106 78 pt platinum 195 110 ds darmstadtiu m \u201329 cu copper 6447 ag silver 108 79 au gold 197 111 rg roentgenium \u201330 zn zinc 65 48 cd cadmium 112 80 hg mercury 201 112 cn copernicium \u2013114 fl fleroviu m \u2013116 lv livermorium \u20137 n nitrogen 14 15 p phosphorus 31 33 as arsenic 75 51 sb antimony 122 83 bi bismuth 2098 o oxygen 16 16 s sulfur 32 34 se selenium 79 52 te tellurium 128 84 po polonium \u20139 f fluorine 19 17 cl chlorine 35.5 35 br bromine 80 53 i iodine 127 85 at astatine \u201310 ne neon 20 18 ar argon 40 36 kr krypton 84 54 xe xenon 131 86 rn radon \u201321 sc scandium 4539 y yttrium 89 57\u201371 lanthanoids 89\u2013103 actinoids 57 la lanthanum 139 89 aclanthanoids actinoids the volume of one mole of any gas is 24  dm3 at room temperature and pressure (r .t.p.).actinium \u201358 ce cerium 140 90 th thorium 23259 pr praseodymium 141 91 pa protactinium 23160 nd neodymium 144 92 u uranium 23861 pm promethium \u2013 93 np neptunium \u201362 sm samarium 150 94 pu plutonium \u201363 eu europium 152 95 am americiu m \u201364 gd gadolinium 157 96 cm curium \u201365 tb terbium 159 97 bk berkelium \u201366 dy dysprosium 163 98 cf californium \u201367 ho holmium 165 99 es einsteinium \u201368 er erbium 167 100 fm fermium \u201369 tm thulium 169101 md mendelevium \u201370 yb ytterbium 173102 no nobelium \u201371 lu lutetium 175103 lr lawrenciu m \u2013"
+        },
+        "0620_w17_qp_33.pdf": {
+            "1": "read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen.you may use an hb pencil for any diagrams or graphs.do not use staples, paper clips, glue or correction fluid.do not write in any barcodes. answer all questions. electronic calculators may be used.a copy of the periodic table is printed on page 16.you may lose marks if you do not show your working or if you do not use appropriate units. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question.chemistry  0620/33   paper 3 theory (core) october/november 2017  1 hour 15 minutes candidates answer on the question paper. no additional materials are required.cambridge international examinations cambridge international general certificate of secondary education this document consists of 13 printed pages and 3 blank pages. [turn overib17 11_0620_33/4rp\u00a9 ucles 2017 *5730339853* the syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificate.",
+            "2": "2 0620/33/o/n/17 \u00a9 ucles 2017 1\t\tthe\tdiagram\tshows\tthe\tstructures\tof\tfive\tsubstances,\ta,\tb,\tc,\td\tand\te. ab de c nn os ooc ocl \u2013 cl \u2013nh4+ nh4+cl \u2013 cl \u2013nh4+ nh4+cl \u2013 cl \u2013nh4+ nh4+h hhn \t\tanswer\tthe\tfollowing\tquestions\tusing\tonly\tthe\tstructures\tin\tthe\tdiagram. \t\teach\tstructure\tmay\tbe\tused\tonce,\tmore\tthan\tonce\tor\tnot\tat\tall.  (a)\t\twhich\tstructure,\ta,\tb,\tc,\td or e,  (i)\t\tis\ta\tcompound\twhich\tis\tused\tas\ta\tfertiliser,\t .   [1]  (ii)\t\tis\ta\tdiatomic\tmolecule,\t  .   [1]  (iii)\t\tcontains\tchloride\tions,\t  ..   [1]  (iv)\t\tis\ta\tgas\twhich\tturns\tdamp\tred\tlitmus\tpaper\tblue,\t    [1]  (v)\t is\tan\telement?\t ..   [1]  (b)  structure a\tis\tsulfur\tdioxide. \t\tsulfur\tdioxide\tis\tan\tatmospheric\tpollutant.  (i)  state one\tsource\tof\tsulfur\tdioxide.   ...   [1]  (ii)\t\tgive\tone\tadverse\teffect\tof\tsulfur\tdioxide \ton\thealth.   ...   [1]  (c)\t\tan\tisotope\tof\tnitrogen\tis\trepresented\tby\tthe\tsymbol\t15n7. \t\tdeduce\tthe\tnumber\tof\tprotons,\tneutrons\tand\telectrons\tin\tthis\tisotope\tof\tnitrogen. \t number\tof\tprotons\t  . \t number\tof\tneutrons\t  ... \t number\tof\telectrons\t  ... [3] [total:\t10]",
+            "3": "3 0620/33/o/n/17 \u00a9 ucles 2017 [turn over 2\t\tthe\tatmosphere\t of\tthe\tplanet\tvenus\tcontains\t96.4%\tcarbon\tdioxide,\t3.5%\tnitrogen\tand\tsmall\t amounts\tof\tother\tgases.  (a)\t\tdescribe\thow\tvenus\u2019 \tatmosphere\tdiffers\tfrom\tthe\tearth\u2019s\tatmosphere. \t\tgive\tthree\tdifferences.  1  .     2  .     3  .    [3]  (b)\t\tdescribe\ta\ttest\tfor\tcarbon\tdioxide.  test  . \t result\t .. [2]  (c)\t\tvenus\u2019\tatmosphere\talso\tcontains\tsmall\tamounts\tof\t water\tand\targon.  (i)\t\twater\tis\ta\tcovalent\tcompound. \t \tcomplete\tthe\tdiagram\tto\tshow \t \u25cf\t\tthe\tarrangement\tof\telectrons\tin\ta\tmolecule\tof\twater, \t \u25cf\t\tthe\tsymbols\tof\tthe\tatoms\tpresent. \t \tshow\touter\tshell\telectrons\tonly. [2]  (ii)\t\tthe\tmelting \tpoint\tof\targon\tis\t\u2013189\t \u00b0c. \t \tthe\tboiling\tpoint\tof\targon\tis\t\u2013186\t \u00b0c. \t \twhat\tis\tthe\tphysical\tstate\tof\targon\tat\t\u2013200\t \u00b0c? \t \texplain\tyour\tanswer.   .   ...   [2]",
+            "4": "4 0620/33/o/n/17 \u00a9 ucles 2017  (iii)\t\targon\tis\tunreactive. \t \texplain\twhy\targon\tis\tunreactive\tin\tterms \tof\tits\telectronic\tstructure.   .   ...   [1]  (d)\t\tclouds\tof\tsulfuric\tacid\tare\tpresent\tin\tvenus\u2019 \tatmosphere. \t\tsulfuric\tacid\treacts\twith\tmagnesium\tcarbonate. h2so4  +  mgco3    mgso4  +  co2  +  h2o  (i)\t\twrite\tthe\tword\tequation\tfor\tthis\treaction.   ...   [2]  (ii)\t\tcalculate\tthe\trelative\tmolecular\tmass\tof \tsulfuric\tacid,\th2so4. \t \tuse\tyour\tperiodic\t table\tto\thelp\tyou. relative\tmolecular\tmass\t=\t..\t\t[2]  (e)\t\tsulfur\tdioxide\tis\tfound\tin\tthe\tatmospheres\tof\tboth\tvenus\tand\tthe\tearth.  (i)  state one\tuse\tof\tsulfur\tdioxide.   ...   [1]  (ii)\t\tsulfur\tdioxide\tdissolves\tin\twater\tto\tform \tan\tacidic\tsolution.   which one\tof\tthe\tfollowing\tph\tvalues\tis \tacidic? \t \tput\ta\tcircle\taround\tthe\tcorrect\tanswer. ph\t2\t\t\t\t\t\t\t\t\t\t\t\t\t\t\tph\t 7\t\t\t\t\t\t\t\t\t\t\t\t\t\t\tph\t 9\t\t\t\t\t\t\t\t\t\t\t\t\t\t\tph\t 14 [1] [total:\t16]",
+            "5": "5 0620/33/o/n/17 \u00a9 ucles 2017 [turn over 3\t\tthe\tlist\tshows\tsome\tof\tthe\tcompounds\tused\tto\tmanufacture\tink. calcium\tcarbonate ethanoic\tacid iron(ii)\tsulfate potassium\tdichromate( vi) sodium\tsulfate sulfuric\tacid  (a)\t\twhich\tcompound\tis\tpresent\tin\tlimestone?   ..   [1]  (b)\t\thydrated\tiron( ii)\tsulfate\tis\theated\tgently. feso4.7h2o    feso4  +  7h2o  (i)\t\tdescribe\t what\tyou\twould\tsee\twhen\ta\ttest-tube\t containing\t a\tsmall\tamount\tof\t hydrated\tiron( ii)\tsulfate\tis\theated\tgently.   ...   [1]  (ii)\t\tdescribe\ta\t test\tfor\taqueous\tiron( ii)\tions.  test  .. \t result\t ... [2]  (c)\t\tiron(ii)\tsulfate\tcan\tbe\tprepared\tby\treacting\tan\texcess\tof\tiron\twith\tdilute\tsulfuric\tacid.  (i)\t\tcomplete\tthe\tchemical\tequation\tfor\tthis \treaction. fe  +  h2so4    feso4  +   [1]  (ii)\t\tdescribe\thow\tyou\tcould\tremove\tthe\texcess\tiron\tfrom\tthe\tmixture\tformed.   ...   [1]",
+            "6": "6 0620/33/o/n/17 \u00a9 ucles 2017  (d) (i)\t\tcomplete\tthe\tstructure\tof\tethanoic\tacid\t to\tshow\tall\tof\tthe\tatoms\tand\tall\tof\tthe\tbonds. cco [2]  (ii)\t\tgive\tone\tobservation\twhen\taqueous\tethanoic\tacid\treacts\twith \tmagnesium.   ...   [1]  (e)\t\tblack\tink\tcontains\ta\tmixture\tof\tdifferent\tcoloured\tdyes. \t\tdraw\ta\tlabelled\tdiagram\tof\tthe\tapparatus\t used\tto\tseparate\tthese\tdifferent\tcoloured\tdyes\tby\t chromatography. [3]  (f)\t\tblue\tink\twas\tplaced\tat\tthe\tbottom\tof\ta\tbeaker\tcontaining\twater. \t\tafter\t2\tdays,\ta\tblue\tcolour\thad\tspread\tthroughout\tthe\tbeaker. at the start after 6 hours after 2 dayswater ink \t\texplain\tthese\tobservations\tusing\tthe\tkinetic\tparticle\tmodel.               ..   [3] [total:\t15]",
+            "7": "7 0620/33/o/n/17 \u00a9 ucles 2017 [turn over 4\t\tthe\ttable\tshows\tthe\tproperties\tof\tfour\tsubstances. substance boiling\tpointelectrical conductivity of\tsolidelectrical conductivity when\tmoltendensity in\tg\t/\tcm3 aluminium high conducts conducts 2.70 diamond 3.51 potassium\tbromide high does\tnot\tconduct conducts 2.75 sulfur low does\tnot\tconduct 2.07  (a)\t\tcomplete\tthe\ttable\tto\tshow\tthe\telectrical\tconductivity\tof\tsolid\tdiamond\tand\tmolten\tsulfur.\t [2]  (b)\t\tgive\t one\tpiece\tof\tevidence\tfrom\tthe\ttable\tthat\tshows\tthat\tsulfur\tis\ta\tsimple\tcovalent\tsubstance.   ..   [1]  (c)\t\twhat\tinformation\tin\tthe\ttable\tshows\tthat\tpotassium \tbromide\tis\tan\tionic\tcompound?      ..   [2]  (d) (i)  state one\tproperty\tof\taluminium\t given\tin\tthe\ttable\twhich\tmakes\tit\tsuitable\tfor\tmaking\t aircraft.   ...   [1]  (ii)\t\taluminium\t oxide\tis\tobtained\tfrom\tthe\tore\tbauxite. \t \twhat\tmethod\tis\tused\tto\textract\taluminium\tfrom\taluminium\toxide?   ...   [1]  (e)\t\tmolten\tpotassium\tbromide\tcan\tbe\telectrolysed. \t\tpredict\tthe\tproducts\tof\tthis\telectrolysis\tat \t the\tpositive\telectrode\t(anode),\t  .. \t the\tnegative\telectrode\t(cathode).\t  .. [2]",
+            "8": "8 0620/33/o/n/17 \u00a9 ucles 2017  (f) (i)  which two\tstatements\tdescribe\tthe\tstructure\tand\tbonding\tin\tdiamond? \t \ttick\ttwo\tboxes. \t \tdiamond\thas\tionic\tbonds. \t \tdiamond\thas\ta\tgiant\tstructure. \t \tdiamond\tis\ta\tsimple\tmolecule. \t \tdiamond\thas\tcovalent\tbonds. [1]  (ii)\t\tgive\tone\tuse\tof\tdiamond.   ...   [1] [total:\t11]",
+            "9": "9 0620/33/o/n/17 \u00a9 ucles 2017 [turn over 5\t\tlead\tis\textracted\tfrom\tan\tore\twhich\tcontains\tlead( ii)\tsulfide.  (a)\t\tthe\tore\tis\tfirst\theated\tin\tair. \t\tbalance\tthe\tchemical\tequation\tfor\tthis\treaction. 2pbs\t\t+\t\t..o2  \t\t2pbo\t\t+\t\t..so2 [2]  (b)\t\tthe\tlead( ii)\toxide\tproduced\tis\tthen\treduced\twith\tcarbon. pbo\t\t+\t\tc\t\t \t\tpb\t\t+\t\tco  (i)\t\thow\tdoes\tthis\tequation\tshow\tthat\tthe\tlead( ii)\toxide\tis\treduced?   ...   [1]  (ii)\t\tlead\tis\ta\tmetal\tin\tgroup\tiv. \t \tiron\tis\ta\ttransition\telement. \t \tgive\ttwo\tphysical\tproperties\tthat\tare\ttypical\tof\ttransition\telements.  1  ..  2  .. [2]  (c)\t\tstate\tthe\tconditions\tneeded\tfor\tiron\tto\trust.   ..   [2]  (d)\t iron\tfrom\tthe\tblast\tfurnace\tis\tconverted\tinto\tsteel\tusing\toxygen\tand\tbasic\toxides.  (i)\t\twhat\tis\tthe\tpurpose\tof\tthe\toxygen?   ...   [1]  (ii)  which one\tof\tthese\toxides\tis\ta\tbasic\toxide? \t \tput\ta\tcircle\taround\tthe\tcorrect\tanswer. carbon dioxide           nitrogen dioxide           potassium oxide          sulfur trioxide \t \texplain\tyour\tanswer.   . [2]",
+            "10": "10 0620/33/o/n/17 \u00a9 ucles 2017  (e)\t\tsteel\tis\tan\talloy. \t\twhat\tis\tmeant\tby\tthe\tterm\talloy ?      ..   [2]  (f) (i)\t\tgive\tone\tcommon\tuse\tof\tmild\tsteel.   ...   [1]  (ii)\t\tgive\tone\tcommon\tuse\tof\tstainless\tsteel.   ...   [1] [total:\t14]",
+            "11": "11 0620/33/o/n/17 \u00a9 ucles 2017 [turn over 6\t\tthe\tdiagram\tshows\ta\tfractionating\tcolumn\tused\t for\tthe\tfractional\tdistillation\tof\tpetroleum. kerosene fractionfgasoline fractionrefinery gas  (a)\t\ton\tthe\tdiagram,\twrite \t \u25cf\t \tthe\tletter\tx\tto\tshow\twhere\tthe\ttemperature\tin\tthe\tfractionating\tcolumn\tis\thighest, \t \u25cf\t \tthe\tletter\tb\tto\tshow\twhere\tbitumen\tis\tremoved\tfrom\tthe\tfractionating\tcolumn. [2]  (b)\t\tgive\tthe\tname\tof\tthe\tfraction\tlabelled\t f\tin\tthe\tdiagram.   ..   [1]  (c)\t\trefinery\tgas\tcontains\tmethane,\tethane\tand\tpropane.  (i)\t\tdraw\tthe\tstructure\tof\ta\tmolecule\tof\tethane\tshowing\tall\tof\tthe\tatoms\tand\tall\tof\tthe\tbonds. [1]  (ii)\t\tmethane\tcan\tbe\tconverted\tto\thydrogen\t by\treaction\twith\tsteam. \t \tbalance\tthe\tchemical\tequation\tfor\tthis\treaction. ch4  +  h2o    co  +  ..h2 [1]  (iii)\t\tthis\treaction\tis\tendothermic. \t \twhat\tis\tmeant\tby\tthe\tterm\tendothermic ?   ...   [1]",
+            "12": "12 0620/33/o/n/17 \u00a9 ucles 2017  (d)\t\tsome\tpetroleum\tfractions\tare\tcracked\tto\tform\tdifferent\thydrocarbons. \t\tdescribe\tthe\tprocess\tof\tcracking. \t\tin\tyour\tanswer \t \u25cf\t \texplain\twhat\tis\tmeant\tby\tthe\tterm\t cracking, \t \u25cf\t \tstate\tthe\tconditions\tneeded\tto\tcrack\thydrocarbons.                     .. \t\t[4]  (e)\t\tthe\ttable\tshows\tsome\tproperties\tof\tfour\talkanes. alkanenumber\tof carbon\tatoms\tin\t one\tmoleculeboiling\tpoint /\t\u00b0c methane 1 \u2013164 ethane 2 \u201388 propane 3 butane 4 0  (i)\t\thow\tdoes\tthe\tboiling\tpoint\tchange\tas\tthe\tnumber\tof\tcarbon\tatoms\tin\tone\tmolecule\t increases?   ...   [1]  (ii)\t\tpredict\tthe\tboiling\tpoint\tof\tpropane.   ...   [1]  (iii)\t\tdescribe\tthe\tarrangement\tand\tseparation\tof\tthe\tmolecules\tin\tliquid\tbutane. \t arrangement\t  ... \t separation\t  ... [2] [total:\t14]",
+            "13": "13 0620/33/o/n/17 \u00a9 ucles 2017blank page",
+            "14": "14 0620/33/o/n/17 \u00a9 ucles 2017blank page",
+            "15": "15 0620/33/o/n/17 \u00a9 ucles 2017blank page permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. every reasonable  effort has been made by the publisher (ucles) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the publisher will be pleased to make amends at the earliest possible opportunity. to avoid the issue of disclosure of answer-related information to candidates, all copyright acknowledgements are reproduced online in the cambridge international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download at www.cie.org.uk after the live examination series. 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.",
+            "16": "16 0620/33/o/n/17 \u00a9 ucles 2017 groupthe periodic table of elements 1 h hydrogen 12 he helium 4ii i iii iv vv iv ii viii 3 li lithium 74 be berylliu m 9atomic number atomic symbolkey name relative atomic mas s 11 na sodium 2312 mg magnesium 24 19 k potassium 3920 ca calcium 40 37 rb rubidium 8538 sr strontium 88 55 cs caesium 13356 ba barium 137 87 fr franciu m \u201388 ra radium \u20135 b boron 11 13 al aluminium 27 31 ga gallium 70 49 in indium 115 81 tl thallium 2046 c carbon 12 14 si silicon 28 32 ge germanium 73 50 sn tin 119 82 pb lead 20722 ti titanium 4840 zr zirconium 91 72 hf hafnium 178 104 rf rutherfordiu m \u201323 v vanadium 51 41 nb niobium 93 73 ta tantalum 181 105 db dubnium \u201324 cr chromium 52 42 mo molybdenum 96 74 w tungsten 184 106 sg seaborgium \u201325 mn manganes e 55 43 tc technetium \u2013 75 re rhenium 186 107 bh bohrium \u201326 fe iron 56 44 ru ruthenium 101 76 os osmium 190 108 hs hassium \u201327 co cobalt 59 45 rh rhodium 103 77 ir iridium 192 109 mt meitneriu m \u201328 ni nicke l 59 46 pd palladium 106 78 pt platinum 195 110 ds darmstadtiu m \u201329 cu copper 6447 ag silver 108 79 au gold 197 111 rg roentgenium \u201330 zn zinc 65 48 cd cadmium 112 80 hg mercury 201 112 cn copernicium \u2013114 fl fleroviu m \u2013116 lv livermorium \u20137 n nitrogen 14 15 p phosphorus 31 33 as arsenic 75 51 sb antimony 122 83 bi bismuth 2098 o oxygen 16 16 s sulfur 32 34 se selenium 79 52 te tellurium 128 84 po polonium \u20139 f fluorine 19 17 cl chlorine 35.5 35 br bromine 80 53 i iodine 127 85 at astatine \u201310 ne neon 20 18 ar argon 40 36 kr krypton 84 54 xe xenon 131 86 rn radon \u201321 sc scandium 4539 y yttrium 89 57\u201371 lanthanoids 89\u2013103 actinoids 57 la lanthanum 139 89 aclanthanoids actinoids the volume of one mole of any gas is 24  dm3 at room temperature and pressure (r .t.p.).actinium \u201358 ce cerium 140 90 th thorium 23259 pr praseodymium 141 91 pa protactinium 23160 nd neodymium 144 92 u uranium 23861 pm promethium \u2013 93 np neptunium \u201362 sm samarium 150 94 pu plutonium \u201363 eu europium 152 95 am americiu m \u201364 gd gadolinium 157 96 cm curium \u201365 tb terbium 159 97 bk berkelium \u201366 dy dysprosium 163 98 cf californium \u201367 ho holmium 165 99 es einsteinium \u201368 er erbium 167 100 fm fermium \u201369 tm thulium 169101 md mendelevium \u201370 yb ytterbium 173102 no nobelium \u201371 lu lutetium 175103 lr lawrenciu m \u2013"
+        },
+        "0620_w17_qp_41.pdf": {
+            "1": "read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen.you may use an hb pencil for any diagrams or graphs.do not use staples, paper clips, glue or correction fluid.do not write in any barcodes. answer all questions. electronic calculators may be used.a copy of the periodic table is printed on page 16.you may lose marks if you do not show your working or if you do not use appropriate units. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question.chemistry  0620/41   paper 4 theory (extended) october/november 2017  1 hour 15 minutes candidates answer on the question paper. no additional materials are required.cambridge international examinations cambridge international general certificate of secondary education this document consists of 16 printed pages. [turn overib17 11_0620_41/4rp\u00a9 ucles 2017 *1311966589* the syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificate.",
+            "2": "2 0620/41/o/n/17 \u00a9 ucles 2017 1\t\tthe\ttable\tgives\tinformation\tabout\tfive\tparticles.\t the\tparticles\tare\tall\tatoms\tor\tions. particlenumber of protonsnumber of neutronsnumber of electrons a 6 8 6 b 12 12 12 c 13 14 10 d 8 8 10 e 11 12 11 \t\tanswer\tthe\tfollowing\tquestions\tusing\tthe\tinformation\tin\tthe\ttable. \t\teach\tparticle\tmay\tbe\tused\tonce,\tmore\tthan\tonce \tor\tnot\tat\tall.  (a)\t\twhich\tparticle,\ta,\tb,\tc,\td or e,  (i)\t\tis\tan\tatom\twith\tatomic\tnumber\t12,  \t ...   [1]  (ii)\t\tis\tan\tatom\twith\tnucleon\tnumber\t14,  \t ...   [1]  (iii)\t\tis\tan\tion\twith\ta\tpositive\tcharge,  \t ...   [1]  (iv)\t\thas\tonly\tone\telectron\tin\tits\touter\tshell?  \t ...   [1]  (b)  d\tis\tan\tion\tof\tan\telement. \t\tidentify\tthe\telement\tand\twrite\tthe\tformula\tof\t d.  \t..   [2] [total: 6]",
+            "3": "3 0620/41/o/n/17 \u00a9 ucles 2017 [turn over 2\t\tthe\tgraph\tshows\thow\tthe\ttemperature\t of\ta\tsubstance\t changes\tas\tit\tis\tcooled\tover\ta\tperiod\tof\t 30\tminutes.\t the\tsubstance\tis\ta\tgas\tat\tthe\tstart. 0 10 20 30300 250 200 150 100 50 0temperature / \u00b0c time  / minutess t w x y zv \t\teach\tletter\ton\tthe\tgraph\tmay\tbe\tused\tonce,\tmore\tthan\tonce\tor\tnot\tat\tall.  (a)\t\twhich\tletter,\ts,\tt,\tv,\tw,\tx,\ty or z,\tshows\twhen  (i)\t the\tparticles\tin\tthe\tsubstance\thave\tthe\tmost\tkinetic\tenergy,  \t ...   [1]  (ii)\t\tthe\tparticles\tin\tthe\tsubstance\tare\tfurthest\tapart,  \t ...   [1]  (iii)\t\tthe\tsubstance\texists\tas\tboth\ta\tgas\tand\ta\tliquid?  \t ...   [1]  (b)\t\tuse\tthe\tgraph\tto\testimate\tthe\tfreezing\tpoint\tof\tthe\tsubstance. \t ..\t \u00b0c  [1]  (c)\t\tname\tthe\tchange\tof\tstate\tdirectly\tfrom\ta\tsolid\tto\ta\t gas.  \t..   [1]  (d)\t\twhen\tsmoke\tis\tviewed\tthrough\ta\tmicroscope,\t the\tsmoke\tparticles\tin\tthe\tair\tappear\tto\tjump\t around.  (i)\t\twhat\tterm\tdescribes\tthis\tmovement\tof\tthe\tsmoke\tparticles?  \t ...   [1]  (ii)\t\texplain\twhy\tthe\tsmoke\tparticles\tmove\tin \tthis\tway.  \t .  \t .  \t ...   [2] [total: 8]",
+            "4": "4 0620/41/o/n/17 \u00a9 ucles 2017 3 (a)\t\twhen\tmagnesium\tis\tadded\tto\taqueous\tcopper( ii)\tsulfate\ta\treaction\toccurs. \t\tthe\tionic\tequation\tfor\tthe\treaction\tis\tshown. mg  +  cu2+    mg2+  +  cu  (i)  give one\tchange\tyou\twould\tobserve\tduring\tthis\treaction.  \t ...   [1]  (ii)\t\texplain\twhy\tthis\tis\ta\tredox\treaction.  \t .  \t ...   [1]  (iii)\t\tidentify\tthe\toxidising\tagent\tin\tthis\treaction.\tgive\ta\treason\tfor\tyour\tanswer.  \t .  \t ...   [2]  (iv)\t\ta\tredox\treaction\toccurs\twhen\tmagnesium\tis\theated\twith\tiron( iii)\toxide. \t \twrite\ta\tchemical\tequation\tfor\tthe\treaction\tbetween\tmagnesium\tand\tiron( iii)\toxide.  \t ...   [2]  (b)\t\tthe\tmetal\tiron\tand\tthe\talloy\tsteel\tare\tcommonly\t used\tmaterials.\t a\tproblem\twith\tthem\tis\tthat\t they\trust.  (i)\t\thow\tdoes\tpainting\tiron\tand\tsteel\tprevent\trusting?  \t .  \t ...   [1]  (ii)\t\tmagnesium \tblocks\tcan\tbe\tattached\tto\tthe\tbottom\tof\tsteel\tboats. \t \texplain\thow\tthe\tmagnesium\t blocks\tprevent\tthe\twhole\tof\tthe\tbottom\tof\tthe\tboat\tfrom\t rusting.  \t .  \t .  \t .  \t ...   [2]",
+            "5": "5 0620/41/o/n/17 \u00a9 ucles 2017 [turn over  (iii)\t\treplacing\tthe\tmagnesium\tblocks\twith\tcopper\tblocks\tdoes\tnot\tprevent\trusting. \t \texplain\twhy\tthe\tcopper\tblocks\tdo\t not\tprevent\trusting.  \t .  \t ...   [1] [total: 10]",
+            "6": "6 0620/41/o/n/17 \u00a9 ucles 2017 4 (a)\t\tethanol,\tc2h5oh,\tcan\tbe\tmade\tby\tfermentation.  (i)\t\tcomplete\tthe\tchemical\tequation\tfor\tthe\t formation\tof\tethanol\tby\tfermentation. c6h12o6  \t\t..c2h5oh\t\t+\t\t.. [2]  (ii)  state two\tconditions\trequired\tfor\tfermentation.  1 \t ..  2 \t .. [2]  (b)\t\tethanol\tcan\talso\tbe\tmade\tby\tthe\tcatalytic\thydration\tof\tethene.\tthe\tequation\tfor\tthe\treaction\tis\t shown. c2h4  +  h2o    c2h5oh  (i)\t\tname\ta\tsuitable\tcatalyst\tfor\tthis\treaction.  \t ...   [1]  (ii)\t\tcalculate\tthe\tmaximum\tmass\tof\tethanol\tthat\tcan\tbe\tmade\tfrom\t56\t g\tof\tethene. maximum\tmass\tof\tethanol\t=\t.\tg\t\t[2]  (c)\t\tethanol\tcan\tbe\toxidised\tto\tform\tethanoic\tacid.  (i)\t\tname\ta\tsuitable\toxidising\tagent\tfor\tthis\t reaction.  \t ...   [1]",
+            "7": "7 0620/41/o/n/17 \u00a9 ucles 2017 [turn over  (ii)\t\ta\tmolecule\tof\tethanoic\tacid\thas\tthe\tstructure\tshown. cco ohh h h \t \tcomplete\t the\tdot-and-cross\t diagram\tto\tshow\tthe\telectron\tarrangement\t in\tethanoic\tacid.\t show\touter\tshell\telectrons\tonly. hc h co o hh [3]  (d)\t\tethanoic\tacid\tis\ta\tweak\tacid.  (i)\t\twhen\treferring\tto\tan\tacid,\twhat\tis\tmeant\tby\tthe\tterm\t weak?  \t .  \t ...   [1]  (ii)\t\tdescribe\thow\tyou\tcould\tshow\tthat\tethanoic\tacid\tis\ta\tweaker\tacid\tthan\thydrochloric\tacid.  \t .  \t .  \t .  \t ...   [3]",
+            "8": "8 0620/41/o/n/17 \u00a9 ucles 2017  (e)\t\tcarboxylic\tacids\treact\twith\talcohols\tto\tmake\testers. \t\tthe\tstructure\tof\tan\tester\tis\tshown. cco och hhh h cc ch h hhh hh c hh \t\tdraw\tthe\tstructures\tof\tthe\tcarboxylic\tacid\tand\talcohol\tfrom\twhich\tthis\tester\tcan\tbe\tmade. \t\tgive\tthe\tnames\tof\tthe\tcarboxylic\tacid\tand\talcohol. \t structure\tof\tthe\tcarboxylic\tacid \t name\tof\tthe\tcarboxylic\tacid\t \t... \t structure\tof\tthe\talcohol \t name\tof\tthe\talcohol\t \t... [4] [total: 19]",
+            "9": "9 0620/41/o/n/17 \u00a9 ucles 2017 [turn over 5 (a)\t\tsolid\tcopper( ii)\tcarbonate\t undergoes\t thermal\tdecomposition.\t one\tof\tthe\tproducts\tof\tthe\t thermal\tdecomposition\tis\tcopper( ii)\toxide.  (i)\t\tstate\tthe\tcolour\tchange\tof\tthe\tsolid\tseen\tduring\tthe\treaction. \t start\tcolour\t\t  .. \t end\tcolour\t \t ... [1]  (ii)\t\twrite\ta\tchemical\tequation\tfor\tthe\tthermal\tdecomposition\tof\tcopper( ii)\tcarbonate.  \t ...   [1]  (b)\t\tcopper( ii)\tcarbonate\t reacts\twith\tdilute\tnitric\tacid.\tone\tof\tthe\tproducts\tof\tthe\treaction\tis\ta\t solution\tof\tcopper( ii)\tnitrate.  (i)\t\tdescribe\ttests\tfor\tcopper( ii)\tions\tand\tnitrate\tions.\tinclude\tthe\tresults\tof\tthe\ttests. \t copper( ii) ions \t   \t .  \t .  nitrate ions \t ...  \t .  \t . [4]  (ii)\t\tcopper( ii)\tnitrate\tundergoes\tthermal\tdecomposition. \t \tbalance\tthe\tchemical\tequation\tfor\tthe\tthermal\tdecomposition\tof\tcopper( ii)\tnitrate. ..cu(no3)2  \t\t..cuo\t\t+\t\t..no2\t\t+\t\t..o2 [1]",
+            "10": "10 0620/41/o/n/17 \u00a9 ucles 2017  (c)\t\tnitrogen\tdioxide,\tno2,\texists\tin\tequilibrium\twith\tdinitrogen\ttetroxide,\tn2o4. \t\tnitrogen\tdioxide\tis\tbrown\tand\tdinitrogen\ttetroxide\tis\tcolourless. 2no2(g)\t\t   n2o4(g)  brown\t colourless  (i)\t\ta\tsample\tof\tnitrogen\tdioxide\tand\tdinitrogen\t tetroxide\tat\tequilibrium\t was\tplaced\tin\ta\tclosed\t gas\tsyringe. \t \tthe\tsyringe\tplunger\twas\tpushed\tin.\tthis\tincreased\t the\tpressure\tin\tthe\tgas\tsyringe.\tthe\t temperature\twas\tkept\tconstant. nitrogen dioxide and dinitrogen tetroxide at equilibrium end blocked gas syringe \t \tstate\thow\tthe\tcolour\tof\tthe\tgas\tin\tthe\tsyringe\tchanged.\t explain\tyour\tanswer\tin\tterms\tof\t the\tposition\tof\tthe\tequilibrium.  \t .  \t .  \t .  \t ...   [3]  (ii)\t\ta\tsealed\ttube\tcontaining\t nitrogen\tdioxide\tand\tdinitrogen\t tetroxide\tat\tequilibrium\t was\t cooled\tin\tan\tice\tbath\tat\tconstant\tpressure.\t the\tcontents\tof\tthe\ttube\tbecame\tpaler. \t \tsuggest\tan\texplanation\tfor\tthis\tobservation\tin\tterms\tof\tthe\tposition\tof\tthe\tequilibrium.  \t .  \t .  \t ...   [2] [total: 12]",
+            "11": "11 0620/41/o/n/17 \u00a9 ucles 2017 [turn over 6\t\taluminium\tis\textracted\tfrom\taluminium\toxide\tby\t electrolysis.  (a)\t\twhy\tis\taluminium\t not\textracted\tby\theating\taluminium\toxide\twith\tcarbon?  \t  \t..   [1]  (b)\t\taluminium\toxide\tis\tan\tionic\tcompound\twith\ta\thigh\tmelting\tpoint.  (i)\t\tcomplete\t the\tdot-and-cross\t diagram\tto\tshow\tthe\telectron\tarrangement\t in\tone of the  oxide\tions\tpresent\tin\taluminium\toxide.\tinclude\tthe\tcharge\ton\tthe\toxide\tion. \t \tone\tof\tthe\taluminium\tions\tis\tshown. al o3+ [2]  (ii)\t\tthe\tmelting \tpoint\tof\taluminium\toxide\tis\t above\t2000\t \u00b0c. \t \texplain\twhy\taluminium\toxide\thas\ta\thigh \tmelting\tpoint.  \t .  \t .  \t ...   [2]",
+            "12": "12 0620/41/o/n/17 \u00a9 ucles 2017  (c)\t\taluminium\tcan\tbe\textracted\tby\telectrolysis\tusing\tthe\tapparatus\tshown. molten aluminiumaluminium oxide and cryolite cathodewires anodes ++power supply\u2013 +  (i)\t\tname\tthe\ttype\tof\tparticle\tresponsible\tfor\tthe\ttransfer\tof\tcharge\tin \t the\twires,\t\t   \t the\telectrolyte.\t\t   [2]  (ii)  give two\treasons\twhy\tcryolite\tis\tused.  1 \t ..  2 \t .. [2]  (iii)\t\twrite\tthe\tionic\thalf-equation\tfor\tthe\tformation\tof\taluminium\tduring\tthe\telectrolysis.  \t ...   [1]  (iv)\t\texplain\thow \tcarbon\tdioxide\tgas\tis\tformed\tat\tthe\tanodes.  \t .  \t .  \t ...   [3]  (d)\t\twhen\ta\tpiece\tof\taluminium\t is\tplaced\tin\tdilute\thydrochloric\t acid,\tthere\tis\tno\timmediate\t visible\t reaction.   if the aluminium is left in the dilute\thydrochloric\t acid\tfor\tseveral\thours,\tbubbles\tstart\tto\tform. \t\texplain\twhy\taluminium\tdoes\t not\treact\timmediately\twith\tdilute\thydrochloric\tacid.  \t  \t..   [1] [total: 14]",
+            "13": "13 0620/41/o/n/17 \u00a9 ucles 2017 [turn over question 7 starts on the next page.",
+            "14": "14 0620/41/o/n/17 \u00a9 ucles 2017 7\t\tcopper( ii)\toxide\treacts\twith\tdilute\thydrochloric\tacid. cuo(s)\t\t+\t\t2hcl\t (aq)\t\t   cucl 2(aq)\t\t+\t\th2o(l) \t\t6.00\tg\tof\tcopper( ii)\toxide\twere\tadded\tto\t50.0\tcm3\tof\t1.00\tmol\t/\tdm3\thydrochloric\t acid.\tthis\twas\tan\t excess\tof\tcopper( ii)\toxide.  (a)\t\tthe\trate\tof\tthe\treaction\tcan\tbe\tincreased\t by\tincreasing\t the\tconcentration\t of\tthe\thydrochloric\t acid\t or\tby\theating\tit.  (i)\t\tin\tterms\tof\tcollisions,\t explain\twhy\tincreasing\t the\tconcentration\t of\tthe\thydrochloric\t acid\t increases\tthe\trate\tof\tthe\treaction.  \t .  \t .  \t .  \t ...   [2]  (ii)\t\tin\tterms\tof\tcollisions,\t explain\twhy\theating\tthe\thydrochloric\t acid\tincreases\t the\trate\tof\tthe\t reaction.  \t .  \t .  \t .  \t ...   [2]",
+            "15": "15 0620/41/o/n/17 \u00a9 ucles 2017permission 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 international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download at www.cie.org.uk after the live examination series. 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.  (b) (i)\t\tcalculate\tthe\tnumber\tof\tmoles\tof\tcopper( ii)\toxide\tadded\tto\tthe\thydrochloric\tacid. moles\tof\tcopper( ii)\toxide\t=\t.\tmol\t\t[2]  (ii)\t\tcalculate\tthe\tnumber\tof\tmoles\tof\thydrochloric\tacid\tused. moles\tof\thydrochloric\tacid\t=\t.\tmol\t\t[1]  (iii)\t\tcalculate\tthe\tmass\tof\tcopper( ii)\toxide\tthat\tdid\tnot\treact. mass\tof\tcopper( ii)\toxide\tthat\tdid\tnot\treact\t=\t.\tg\t\t[2]  (c)\t\tcrystals\tof\thydrated\tcopper( ii)\tchloride\twere\tobtained\tfrom\tthe\tsolution\tat\tthe\tend\tof\tthe\t reaction. \t\tthe\tcrystals\thad\tthe\tfollowing\tcomposition\t by\tmass:\tcl,\t41.52%;\t\t cu,\t37.43%;\t\t h,\t2.34%;\t\t o,\t18.71%. \t\tcalculate\tthe\tempirical\tformula\tof\tthe\tcrystals. empirical\tformula\t=\t.\t\t[2] [total: 11]",
+            "16": "16 0620/41/o/n/17 \u00a9 ucles 2017 groupthe periodic table of elements 1 h hydrogen 12 he helium 4ii i iii iv vv iv ii viii 3 li lithium 74 be berylliu m 9atomic number atomic symbolkey name relative atomic mas s 11 na sodium 2312 mg magnesium 24 19 k potassium 3920 ca calcium 40 37 rb rubidium 8538 sr strontium 88 55 cs caesium 13356 ba barium 137 87 fr franciu m \u201388 ra radium \u20135 b boron 11 13 al aluminium 27 31 ga gallium 70 49 in indium 115 81 tl thallium 2046 c carbon 12 14 si silicon 2832 ge germanium 73 50 sn tin 119 82 pb lead 20722 ti titanium 4840 zr zirconium 91 72 hf hafnium 178 104 rf rutherfordiu m \u201323 v vanadium 51 41 nb niobium 93 73 ta tantalum 181 105 db dubnium \u201324 cr chromium 52 42 mo molybdenum 96 74 w tungsten 184 106 sg seaborgium \u201325 mn manganes e 55 43 tc technetium \u2013 75 re rhenium 186 107 bh bohrium \u201326 fe iron 56 44 ru ruthenium 101 76 os osmium 190 108 hs hassium \u201327 co cobalt 59 45 rh rhodium 103 77 ir iridium 192 109 mt meitneriu m \u201328 ni nicke l 59 46 pd palladium 106 78 pt platinum 195 110 ds darmstadtiu m \u201329 cu copper 6447 ag silver 108 79 au gold 197 111 rg roentgenium \u201330 zn zinc 65 48 cd cadmium 112 80 hg mercury 201 112 cn copernicium \u2013114 fl fleroviu m \u2013116 lv livermorium \u20137 n nitrogen 14 15 p phosphorus 3133 as arsenic 75 51 sb antimony 122 83 bi bismuth 2098 o oxygen 16 16 s sulfur 3234 se selenium 79 52 te tellurium 128 84 po polonium \u20139 f fluorine 19 17 cl chlorine 35.5 35 br bromine 80 53 i iodine 127 85 at astatine \u201310 ne neon 20 18 ar argon 4036 kr krypton 84 54 xe xenon 131 86 rn radon \u201321 sc scandium 4539 y yttrium 89 57\u201371 lanthanoids 89\u2013103 actinoids 57 la lanthanum 139 89 aclanthanoids actinoids the volume of one mole of any gas is 24  dm3 at room temperature and pressure (r .t.p.).actinium \u201358 ce cerium 140 90 th thorium 23259 pr praseodymium 141 91 pa protactinium 23160 nd neodymium 144 92 u uranium 23861 pm promethium \u2013 93 np neptunium \u201362 sm samarium 150 94 pu plutonium \u201363 eu europium 152 95 am americiu m \u201364 gd gadolinium 157 96 cm curium \u201365 tb terbium 159 97 bk berkelium \u201366 dy dysprosium 163 98 cf californium \u201367 ho holmium 165 99 es einsteinium \u201368 er erbium 167 100 fm fermium \u201369 tm thulium 169101 md mendelevium \u201370 yb ytterbium 173102 no nobelium \u201371 lu lutetium 175103 lr lawrenciu m \u2013"
+        },
+        "0620_w17_qp_42.pdf": {
+            "1": "read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen.you may use an hb pencil for any diagrams or graphs.do not use staples, paper clips, glue or correction fluid.do not write in any barcodes. answer all questions. electronic calculators may be used.a copy of the periodic table is printed on page 16.you may lose marks if you do not show your working or if you do not use appropriate units. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question.chemistry  0620/42   paper 4 theory (extended) october/november 2017  1 hour 15 minutes candidates answer on the question paper. no additional materials are required.cambridge international examinations cambridge international general certificate of secondary education this document consists of 14 printed pages and 2 blank pages. [turn overib17 11_0620_42/4rp\u00a9 ucles 2017 *9307337210* the syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificate.",
+            "2": "2 0620/42/o/n/17 \u00a9 ucles 2017 1 (a)  dust particles in the air move around in a random way.  (i)  what term describes the random movement of the dust particles?   ...   [1]  (ii)  identify the particles in the air which cause the random movement of the dust particles.   ...   [2]  (iii)  explain why the dust particles move in this way.   .   .   ...   [2]  (b)  when chlorine gas, c l 2, is put into a gas jar, it spreads out to fill the gas jar.   when bromine gas, br2, is put into a gas jar, it also spreads out to fill the gas jar.   the process takes longer for bromine gas than for chlorine gas. start latergasgas jar  (i)  what term describes the way that the gas particles spread out?   ...   [1]  (ii)  use data from the periodic table to explain why bromine gas takes longer to fill a gas jar  than chlorine gas.   .   .   ...   [2]  (iii)  explain why increasing the temperature increases the rate at which the gas particles  spread out.   .   ...   [1] [total: 9]",
+            "3": "3 0620/42/o/n/17 \u00a9 ucles 2017 [turn over 2 (a)  complete the table to show the electronic structure of the atoms and ions. electronic structure f 2,7 si ca2+ n3\u2013 [3]  (b)  predict the formula of the compound formed between ca2+ and n3\u2013.   ..   [1]  (c)  draw a dot-and-cross diagram to show the electron arrangements in the two ions present in  lithium chloride, lic l.   show outer shell electrons only. include the charges on the ions. [3]  (d)  sulfur dichloride, sc l 2, is a covalent compound. it has the structure cl \u2013s\u2013cl.   draw a dot-and-cross diagram to show the electron arrangement in a molecule of  sulfur dichloride.   show outer shell electrons only. [3]",
+            "4": "4 0620/42/o/n/17 \u00a9 ucles 2017  (e)  in terms of attractive forces, explain why lic l has a higher melting point than sc l 2.               ..   [3]  (f)  suggest the identity of a covalent compound  with a higher melting point than lic l.   ..   [1] [total: 14]",
+            "5": "5 0620/42/o/n/17 \u00a9 ucles 2017 [turn over 3  the chemical equation for the complete combustion of ethanol, c2h5oh, is shown. c2h5oh  +  3o2    2co2  +  3h2o   the energy released when one mole of ethanol undergoes complete combustion is 1280 kj.   part of the energy level diagram for this reaction is shown. energyc2h5oh + 3o2x  (a)  complete the energy level diagram to show  \u25cf  the products of the reaction,  \u25cf  the overall energy change of the reaction.  [3]  (b)  what does x represent?   ..   [1]",
+            "6": "6 0620/42/o/n/17 \u00a9 ucles 2017  (c)  the chemical equation for the complete combustion of methanol, ch3oh, is shown. 2ch3oh  +  3o2    2co2  +  4h2o   the equation can be represented as shown. h ch2o 3 o oh4 h h+ + o o2c o h   use the bond energies in the table to determine the energy change, \u03b4h, for the complete  combustion of one mole of methanol. bondbond energy in kj / mol c\u2013h 410 c\u2013o 360 o\u2013h 460 o=o 500 c=o 805  \u25cf  energy needed to break bonds .. kj  \u25cf  energy released when bonds are formed .. kj  \u25cf  energy change, \u03b4h, for the complete combustion of one mole of methanol .. kj / mol [4]",
+            "7": "7 0620/42/o/n/17 \u00a9 ucles 2017 [turn over  (d)  dodecane is an alkane containing 12 carbon atoms. ethanol can be manufactured from  dodecane in a two-stage process.   in stage 1, each molecule of dodecane is converted into three molecules of ethene and one  molecule of another hydrocarbon.  (i)  name the process which occurs in stage 1.   ...   [1]  (ii)  write a chemical equation for the reaction which occurs in stage 1.   ...   [2]   in stage 2, ethene reacts with steam to produce ethanol.  (iii)  state two conditions needed for stage 2.  1  ..  2  .. [2]  (iv)  name the type of reaction which occurs in stage 2.   ...   [1]  (v)  suggest how to test the purity of the ethanol produced.   .   ...   [2]",
+            "8": "8 0620/42/o/n/17 \u00a9 ucles 2017  (e)  ethanol can also be manufactured by the fermentation of glucose, c6h12o6.  (i)  state two conditions needed for the fermentation of glucose.  1  ..  2  .. [2]  (ii)  complete the chemical equation for the fermentation of glucose. c6h12o6    ..c2h5oh  +  .. [2]  (iii)  one disadvantage of fermentation is that the maximum concentration of ethanol produced  is about 15%.   suggest why the concentration of ethanol produced by fermentation does not exceed  15%.   .   ...   [1]  (iv)  give one other disadvantage of manufacturing ethanol by fermentation.   ...   [1]  (v)  give one advantage, other than cost, of manufacturing ethanol by fermentation.   ...   [1]  (vi)  suggest the name of a process to obtain ethanol from a mixture of ethanol and water.   ...   [1]",
+            "9": "9 0620/42/o/n/17 \u00a9 ucles 2017 [turn over  (f)  ethane-1,2-diol has the following structure. h co hh c hh ho  (i)  write the empirical formula of ethane-1,2-diol.   ...   [1]  (ii)  ethane-1,2-diol can undergo condensation polymerisation but cannot undergo addition  polymerisation.   explain why ethane-1,2-diol cannot undergo addition polymerisation.   .   ...   [1]  (iii)  ethane-1,2-diol undergoes condensation polymerisation with molecule y.   the diagrams represent the structures of ethane-1,2-diol and molecule y. co h h o o ethane-1,2-diolco h h o o molecule y   draw the condensation polymer formed between ethane-1,2-diol and molecule y.   show one repeat unit. show all of the atoms and all of the bonds in the linkage. [3]  (iv)  name the type of condensation polymer formed between ethane-1,2-diol and molecule y.   ...   [1] [total: 30]",
+            "10": "10 0620/42/o/n/17 \u00a9 ucles 2017 4  a student sets up the following electrolysis experiment. graphite electrodes dilute aqueous sodium chloridewirebulb +\u2013  (a)  define the term electrolysis .      ..   [2]  (b)  the student observes bubbles of colourless gas forming at each electrode.  (i)  name the main gas produced at the positive electrode (anode).   ...   [1]  (ii)  describe a test for the gas produced in (b)(i).  test  ..  result  ... [2]  (iii)  write the ionic half-equation for the reaction taking place at the negative electrode (cathode).   ...   [2]  (c)  charge is transferred during electrolysis.   name the type of particle responsible for the transfer of charge in  the wires,  ...  the electrolyte.  ... [2]",
+            "11": "11 0620/42/o/n/17 \u00a9 ucles 2017 [turn over  (d)  the student replaces the dilute aqueous sodium chloride with concentrated aqueous  sodium chloride.   suggest two differences that the student observes.  1  .  2  . [2]  (e)  the student has a small piece of impure copper. the main impurities in the copper are small quantities of silver and zinc.   the student uses electrolysis to extract pure copper from the small piece of impure copper.  (i)  complete the labels on the diagram of the student\u2019s electrolysis experiment. +\u2013 . . ...anode made of cathode made of electrolyte of [3]  (ii)  use your knowledge of the reactivity series to suggest what happens to the silver and zinc  impurities. explain your answers.  silver impurities  ...   .   .  zinc impurities  .   .   . [3] [total: 17]",
+            "12": "12 0620/42/o/n/17 \u00a9 ucles 2017 5  some chemical reactions are reversible.  (a)  aqueous potassium chromate( vi), k2cro4, is a yellow solution.   aqueous potassium dichromate( vi), k2cr2o7, is an orange solution.   the two compounds interconvert when the ph of the solution changes. 2k2cro4  +  h2so4    k2cr2o7  +  k2so4 +  h2o  yellow orange   solution y is a mixture of aqueous potassium chromate( vi) and aqueous   potassium dichromate( vi) at equilibrium.  \u25cf  explain, in terms of the position of the equilibrium, what you would see if sulfuric acid were  added to solution y.   .   .   .  \u25cf  explain, in terms of the position of the equilibrium, what you would see if sodium hydroxide  were added to solution y.   .   .   .   . [5]",
+            "13": "13 0620/42/o/n/17 \u00a9 ucles 2017 [turn over  (b)  hydrogen can be manufactured using a reversible reaction between methane and steam. ch4(g)  +  h2o(g)    co(g)  +  3h2(g)   at 900 \u00b0c, in the presence of a nickel catalyst, the yield of hydrogen is 70%.  (i)  what volume of hydrogen is produced from 100 cm3 of methane under these conditions? .. cm3  [2]   under different conditions, different yields of hydrogen are obtained.  (ii)  if the pressure is increased, the yield of hydrogen becomes less than 70%.   explain why, in terms of the position of the equilibrium.   .   ...   [1]  (iii)  if the temperature is decreased, the yield of hydrogen decreases.   what does this information indicate about the reaction between methane and steam?   ...   [1]  (iv)  why is a catalyst used in this reaction?   ...   [1] [total: 10]",
+            "14": "14 0620/42/o/n/17 \u00a9 ucles 2017blank page",
+            "15": "15 0620/42/o/n/17 \u00a9 ucles 2017permission 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 international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download at www.cie.org.uk after the live examination series. 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. blank page",
+            "16": "16 0620/42/o/n/17 \u00a9 ucles 2017 groupthe periodic table of elements 1 h hydrogen 12 he helium 4ii i iii iv vv iv ii viii 3 li lithium 74 be berylliu m 9atomic number atomic symbolkey name relative atomic mas s 11 na sodium 2312 mg magnesium 24 19 k potassium 3920 ca calcium 40 37 rb rubidium 8538 sr strontium 88 55 cs caesium 13356 ba barium 137 87 fr franciu m \u201388 ra radium \u20135 b boron 11 13 al aluminium 27 31 ga gallium 70 49 in indium 115 81 tl thallium 2046 c carbon 12 14 si silicon 2832 ge germanium 73 50 sn tin 119 82 pb lead 20722 ti titanium 4840 zr zirconium 91 72 hf hafnium 178 104 rf rutherfordiu m \u201323 v vanadium 51 41 nb niobium 93 73 ta tantalum 181 105 db dubnium \u201324 cr chromium 52 42 mo molybdenum 96 74 w tungsten 184 106 sg seaborgium \u201325 mn manganes e 55 43 tc technetium \u2013 75 re rhenium 186 107 bh bohrium \u201326 fe iron 56 44 ru ruthenium 101 76 os osmium 190 108 hs hassium \u201327 co cobalt 59 45 rh rhodium 103 77 ir iridium 192 109 mt meitneriu m \u201328 ni nicke l 59 46 pd palladium 106 78 pt platinum 195 110 ds darmstadtiu m \u201329 cu copper 6447 ag silver 108 79 au gold 197 111 rg roentgenium \u201330 zn zinc 65 48 cd cadmium 112 80 hg mercury 201 112 cn copernicium \u2013114 fl fleroviu m \u2013116 lv livermorium \u20137 n nitrogen 14 15 p phosphorus 3133 as arsenic 75 51 sb antimony 122 83 bi bismuth 2098 o oxygen 16 16 s sulfur 3234 se selenium 79 52 te tellurium 128 84 po polonium \u20139 f fluorine 19 17 cl chlorine 35.5 35 br bromine 80 53 i iodine 127 85 at astatine \u201310 ne neon 20 18 ar argon 4036 kr krypton 84 54 xe xenon 131 86 rn radon \u201321 sc scandium 4539 y yttrium 89 57\u201371 lanthanoids 89\u2013103 actinoids 57 la lanthanum 139 89 aclanthanoids actinoids the volume of one mole of any gas is 24  dm3 at room temperature and pressure (r .t.p.).actinium \u201358 ce cerium 140 90 th thorium 23259 pr praseodymium 141 91 pa protactinium 23160 nd neodymium 144 92 u uranium 23861 pm promethium \u2013 93 np neptunium \u201362 sm samarium 150 94 pu plutonium \u201363 eu europium 152 95 am americiu m \u201364 gd gadolinium 157 96 cm curium \u201365 tb terbium 159 97 bk berkelium \u201366 dy dysprosium 163 98 cf californium \u201367 ho holmium 165 99 es einsteinium \u201368 er erbium 167 100 fm fermium \u201369 tm thulium 169101 md mendelevium \u201370 yb ytterbium 173102 no nobelium \u201371 lu lutetium 175103 lr lawrenciu m \u2013"
+        },
+        "0620_w17_qp_43.pdf": {
+            "1": "read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen.you may use an hb pencil for any diagrams or graphs.do not use staples, paper clips, glue or correction fluid.do not write in any barcodes. answer all questions. electronic calculators may be used.a copy of the periodic table is printed on page 12.you may lose marks if you do not show your working or if you do not use appropriate units. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question.chemistry  0620/43   paper 4 theory (extended) october/november 2017  1 hour 15 minutes candidates answer on the question paper. no additional materials are required.cambridge international examinations cambridge international general certificate of secondary education this document consists of 12 printed pages. [turn overib17 11_0620_43/5rp\u00a9 ucles 2017 *6479123383* the syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificate.",
+            "2": "2 0620/43/o/n/17 \u00a9 ucles 2017 1\t\tsubstances\tcan\tbe\tclassified\tas\telements,\tcompounds\tor\tmixtures. \t\tstate\twhether\teach\tof\tthe\tfollowing\tis\tan\telement,\ta\tcompound\tor\ta\tmixture.  (a)\t\tbrass\t\t   [1]  (b)\t\tgold\t\t..   [1]  (c)  butane \t..   [1]  (d)\t\tair\t\t.   [1] [total:\t4]",
+            "3": "3 0620/43/o/n/17 \u00a9 ucles 2017 [turn over 2 (a) (i)\t\tdefine\tthe\tterm\tmolecule .  \t .  \t ...   [2]  (ii)\t\tdefine\tthe\tterm\telement .  \t .  \t ...   [1]  (b)\t\tthe\ttable\tshows\tthe\tcomposition\tof\tfour\tatoms\tor\tions,\ta,\tb,\tc\tand\td. number\tof protonsnumber\tof neutronsnumber\tof electrons a 10 10 10 b 10 12 10 c 12 10 10 d 13 14 10  (i)\t\twhat\tis\tthe\tatomic\tnumber\tof\ta?  \t ...   [1]  (ii)\t\twhat\tis\tthe\tnucleon\tnumber\tof\t b?  \t ...   [1]  (iii)\t\twhich\tof\ta,\tb,\tc\tand\td\tare\tisotopes\tof\teach\tother?  \t ...   [1]  (iv)\t\twhich\tof\ta,\tb,\tc\tand\td\tare\tatoms?  \t ...   [1]  (v)\t\twhich\tof\ta,\tb,\tc\tand\td\tare\tpositive\tions?  \t ...   [1]  (c)  complete\tthe\ttable. number\tof protonsnumber\tof electrons na s2\u2013 cl 2 [3] [total:\t11]",
+            "4": "4 0620/43/o/n/17 \u00a9 ucles 2017 3\t\tiron\tis\textracted\tfrom\tits\tore\tusing\tcoke\tin\ta\tblast\tfurnace. slag molten ironair airwaste gases raw materials : coke, iron ore, limeston e  (a)\t\tname\tthe\tore\tof\tiron\twhich\tis\tmainly\tiron( iii)\toxide.  \t..   [1]  (b)\t\tdescribe\tthe\treactions\toccurring\tin\tthe\tblast\tfurnace. \t\tin\tyour\tanswer,\tinclude \t \u25cf\t \ttwo\treasons\tfor\tusing\tcoke\tin\tthe\tblast\tfurnace, \t \u25cf\t a\tchemical\tequation\tfor\tthe\treduction\tof \tiron( iii)\toxide, \t \u25cf\t an\texplanation\tfor\tusing\tlimestone\tin\tthe \tblast\tfurnace.  \t  \t  \t  \t  \t  \t  \t  \t  \t  \t  \t  \t..   [6]",
+            "5": "5 0620/43/o/n/17 \u00a9 ucles 2017 [turn over  (c) (i)\t\tdescribe\tthe\tbonding\tin\tiron.\tinclude\ta\tdiagram\tin\tyour\tanswer.  \t .  \t ...   [3]  (ii)\t\tuse\tyour\tdiagram\tin\t (c)(i)\tto\texplain\twhy\tiron\tis\tmalleable.  \t .  \t ...   [2]  (iii)\t\tiron\tcontaining\ta\tsmall\tamount\tof\tcarbon\tis\tknown\tas\tsteel. \t \texplain\twhy\tsteel\tis\tless\tmalleable\tthan \tiron.  \t .  \t ...   [2]  (d) (i)\t\twhen\tiron\tis\tadded\tto\tdilute\tsulfuric\tacid,\tan\taqueous\tsolution\tof\tiron(ii)\tsulfate\tis\tformed\t as\tone\tof\tthe\tproducts. \t \twrite\ta\tchemical\tequation\tfor\tthe\treaction.  \t ...   [1]  (ii)\t\twhen\tiron(iii)\toxide\tis\tadded\tto\tdilute\tsulfuric\tacid,\tan\taqueous\tsolution\tof\tiron(iii)\tsulfate\t is\tformed\tas\tone\tof\tthe\tproducts. \t \twrite\ta\tchemical\tequation\tfor\tthe\treaction.  \t ...   [3]",
+            "6": "6 0620/43/o/n/17 \u00a9 ucles 2017  (e)\t\taqueous\t sodium\thydroxide,\t aqueous\t potassium\t iodide\tand\taqueous\t acidified\t potassium\t manganate( vii)\tare\tadded\tto\taqueous\t solutions\t of\tiron(ii)\tsulfate\tand\t iron(iii)\tsulfate. \t \u25cf\t \tiron(ii)\tions,\tfe2+,\tare\treducing\tagents\tin\taqueous\tsolution. \t \u25cf\t \tiron(iii)\tions,\tfe3+,\tare\toxidising\tagents\t in\taqueous\tsolution. \t\tcomplete\tthe\ttable. reagentobservations\twith aqueous\tiron( ii)\tsulfateobservations\twith aqueous\tiron( iii)\tsulfate aqueous\tsodium\thydroxide green\tprecipitate aqueous\tpotassium\tiodide aqueous\tacidified potassium\tmanganate( vii)no\tchange [4] [total:\t22] 4  hydrogen\t and\toxygen\treact\ttogether\tin\ta\thydrogen\t fuel\tcell.\ta\thydrogen\t fuel\tcell\tis\tshown\tin\tthe\t diagram. membranewaterhydrogen h2oxygen o2v electrolyte  (a)\t\tname\tthe\tprocess\tby\twhich\toxygen\tis\tobtained\tfrom \tair.  \t..   [1]",
+            "7": "7 0620/43/o/n/17 \u00a9 ucles 2017 [turn over  (b) (i)\t\tin\ta\thydrogen\t fuel\tcell,\tthe\thydrogen\t molecules\t are\tconverted\t into\thydrogen\t ions,\th+,\t according\tto\tthe\tionic\thalf-equation\tshown. h2    2h+  +  2e\u2013 \t \twhat\ttype\tof\treaction\tdoes\tthis\tionic\thalf-equation\trepresent?  \t ...   [1]  (ii)  what type\tof\tsubstance\treacts\tby\tdonating\thydrogen\tions,\th+?  \t ...   [1]  (c)\t\twrite\ta\tchemical\tequation\tfor\tthe\toverall\treaction\tthat\toccurs\tin\ta\thydrogen\tfuel\tcell.  \t..   [1]  (d)\t\thydrogen\tfuel\tcells\tare\tbeing\tdeveloped\tas\talternatives\tto\tpetrol\tengines\tin\tcars.  (i)\t\tgive\tone\tadvantage\tof\thydrogen\tfuel\tcells\tcompared\tto\tpetrol \tengines.  \t ...   [1]  (ii)\t\tgive\tone\tdisadvantage\tof\thydrogen\tfuel\tcells\tcompared\tto\tpetrol\tengines.  \t ...   [1]  (e)\t\tsome\tfuel\tcells\tuse\tethanol,\tc2h5oh,\tinstead\tof\thydrogen.\t carbon\tdioxide\tand\twater\tare\t products\tof\tthe\treaction\tin\tan\tethanol\tfuel\tcell.  (i)\t\twrite\ta\tchemical\tequation\tfor\tthe\toverall\treaction\toccurring\tin\tan\tethanol\tfuel\tcell.  \t ...   [2]  (ii)\t\tstate\tan\tenvironmental\t problem\tcaused\tby\tthe\trelease\tof\tcarbon\tdioxide\tinto\tthe\t atmosphere.  \t ...   [1]  (iii)\t\tname\tthe\tprocess\tby\twhich\tethanol\tcan \tbe\tmanufactured\tfrom\ta\trenewable\tresource.  \t ...   [1]  (f)\t\tname\tthe\tprocess\toccurring\twhen\telectrical\tenergy\tis\tused\tto\tbreak\tdown\tan\tionic\tcompound.  \t..   [1] [total:\t11]",
+            "8": "8 0620/43/o/n/17 \u00a9 ucles 2017 5 (a) (i)\t name\tthe\tproducts\tformed\twhen\tsodium \tnitrate\tis\theated.  \t ...   [2]  (ii)\t\twhen\tcopper( ii)\tnitrate,\tcu(no3)2,\tundergoes\t thermal\tdecomposition,\t three\tproducts\tare\t formed.\tone\tof\tthe\tproducts\tis\tnitrogen\tdioxide,\tno2. \t \twrite\ta\tchemical\tequation\tfor\tthe\tthermal\tdecomposition\tof\tcopper( ii)\tnitrate.  \t ...   [2]  (b)\t\tthe\tchemical\tequation\tshows\tthe\tequilibrium\t between\tdinitrogen\t tetroxide\t(n2o4,\ta\tcolourless\t gas)\tand\tnitrogen\tdioxide\t(no2,\ta\tbrown\tgas). n2o4(g)\t\t   2no2(g)  colourless\t brown \t\ta\tmixture\tof\tdinitrogen\t tetroxide\tand\tnitrogen\tdioxide\tis\tallowed\tto\treach\tequilibrium\t in\ta\t closed\tgas\tsyringe.  (i)\t\tin\tchemistry,\twhat\tis\tmeant\tby\tthe\tterm\tequilibrium ?  \t .  \t .  \t ...   [2]  (ii)\t\tif\tthe\tequilibrium\t mixture\tis\theated\tat\tconstant\tpressure,\t a\tdarker\tbrown\tcolour\tis\tseen\t inside\tthe\tgas\tsyringe. \t \twhat\tdoes\tthis\tinformation\tindicate\tabout\tthe\tdecomposition\tof\tdinitrogen\ttetroxide? \t \texplain\tyour\tanswer\tin\tterms\tof\tthe\tposition\tof\tthe\tequilibrium.  \t .  \t .  \t ...   [2]  (iii)\t\tsuggest\twhat\tyou\twould\tsee\tif\tthe\tpressure\ton\tthe\tequilibrium\t mixture\twere\tincreased\t at\t constant\ttemperature. \t \texplain\tyour\tanswer\tin\tterms\tof\tthe\tposition\tof\tthe\tequilibrium.  \t .  \t .  \t ...   [2] [total:\t10]",
+            "9": "9 0620/43/o/n/17 \u00a9 ucles 2017 [turn over 6 (a)\t\talkanes\tand\talkenes\tare\ttwo\thomologous\tseries\tof \thydrocarbons.  (i)\t\twhat\tis\tmeant\tby\tthe\tterm\thydrocarbon ?  \t ...   [1]  (ii)\t\twhat\tis\tthe\tgeneral\tformula\tof\tthe\thomologous\tseries\tof \t alkanes,\t\t .. \t alkenes?\t\t . [2]  (iii)\t\tother\tthan\thaving\ta\tgeneral\tformula,\tstate\ttwo\tcharacteristics\tof\ta\thomologous\tseries.  1 \t ..  2 \t .. [2]  (iv)\t\tthe\tstructure\tof\tan\talkene\tmolecule\twith \tthe\tmolecular\tformula\tc4h8\tis\tshown. hch ch hch hch h \t \tdraw\tthe\tstructure\tof\ta\tdifferent\talkene\tmolecule\twith\tthe\tmolecular\t formula\tc4h8.\tshow\t all\tof\tthe\tatoms\tand\tall\tof\tthe\tbonds. [1]  (v)\t\twhat\tterm\tdescribes\t molecules\t with\tthe\tsame\tmolecular\t formula\tbut\tdifferent\tstructural\t formulae?  \t ...   [1]",
+            "10": "10 0620/43/o/n/17 \u00a9 ucles 2017  (b)\t\t25\tcm3\tof\ta\tgaseous\thydrocarbon,\t cxhy,\twere\tburnt\tin\t150\tcm3\tof\toxygen.\tthis\twas\tan\texcess\t of\toxygen. \t\tafter\tcooling,\tthe\tvolume\tof\tthe\tgases\tremaining\t was\t100\tcm3.\tthis\tconsisted\t of\t75\tcm3\tof\t carbon\tdioxide\tand\t25\tcm3\tof\tunreacted\t oxygen.\tthe\twater\tthat\twas\tproduced\t in\tthe\treaction\t was\tliquid. \t\tall\tvolumes\twere\tmeasured\tat\tthe\tsame\ttemperature\tand\tpressure.  (i)\t\twhat\tis\tmeant\tby\tan\texcess\tof\toxygen?  \t ...   [1]  (ii)\t\twhat\twas\tthe\tvolume\tof\toxygen\tthat\treacted\twith\tthe\thydrocarbon? .\tcm3  [1]  (iii)\t\tcomplete\tthe\ttable\tto\tshow\tthe\tsmallest \twhole\tnumber\tratio\tof\tvolumes. volume\tof hydrocarbon\treacted:volume\tof oxygen\treacted:volume\tof\t  carbon\tdioxide\t produced smallest\twhole\t number\tratio\tof\t volumes: : [1]  (iv)\t\tuse\tyour\tanswer\tto\t(b)(iii)\tto\tbalance\tthe\tchemical\tequation.\t deduce\tthe\tformula\tof\tthe\t hydrocarbon. cxhy(g)\t\t+\t\t..o2(g)\t\t\t\t..co2(g)\t\t+\t\t..h2o(l) formula\tof\tthe\thydrocarbon\t=\t.\t\t[2] [total:\t12]",
+            "11": "11 0620/43/o/n/17 \u00a9 ucles 2017to avoid the issue of disclosure of answer-related information to candidates, all copyright acknowledgements are reproduced online in the cambridge international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download at www.cie.org.uk after the live examination series. 7 (a)\t\tcarbon\tand\tsilicon\tare\telements\tin\tgroup\tiv\tof\tthe\t periodic\ttable. \t\tcarbon\tdioxide\tfrom\tthe\tair\tmoves\tinto\tgreen\tplants\tand\tis\tconverted\tinto\tcarbohydrates.  (i)\t\tname\tthe\tprocess\tby\twhich\tcarbon\tdioxide\tmolecules\t move\tthrough\tthe\tair\tinto\tgreen\t plants.  \t ...   [1]  (ii)\t\texplain\twhy\tsilicon( iv)\toxide\t cannot\tmove\tthrough\tthe\tair\tin\tthe\tsame\tway\tthat\t carbon\tdioxide\tcan.  \t ...   [1]  (iii)\t\tname\tthe\tprocess\tby\twhich\tcarbon\tdioxide\tis\tconverted\t into\tglucose,\tc6h12o6,\tin\tgreen\t plants.\tgive\t two\tconditions\t required\tfor\tthis\tprocess\tto\toccur.\twrite\ta\tchemical\tequation\t for\tthe\treaction\twhich\toccurs. \t name\tof\tprocess\t\t  . \t condition\t1\t \t .. \t condition\t2\t \t .. \t chemical\tequation\t \t ... [5]  (b)\t\tstarch\tis\ta\tnatural\tpolymer\tmade\tfrom\tglucose.  (i)\t\twhat\ttype\tof\tpolymerisation\toccurs\twhen\tglucose\tis\tconverted\tinto\tstarch?  \t ...   [1]  (ii)\t\twhat\ttype\tof\treaction\toccurs\twhen\tstarch\tis\tconverted\tinto\tglucose?  \t ...   [1]  (iii)\t\tstarch\tcan\tbe\trepresented\tas\tshown. o o o o \t \tcomplete\tthe\tdiagram\tbelow\tto\trepresent\tthe\tstructure\tof\tthe\tglucose\tmonomer. [1] [total:\t10]",
+            "12": "12 0620/43/o/n/17 \u00a9 ucles 2017 groupthe periodic table of elements 1 h hydrogen 12 he helium 4ii i iii iv vv iv ii viii 3 li lithium 74 be berylliu m 9atomic number atomic symbolkey name relative atomic mas s 11 na sodium 2312 mg magnesium 24 19 k potassium 3920 ca calcium 40 37 rb rubidium 8538 sr strontium 88 55 cs caesium 13356 ba barium 137 87 fr franciu m \u201388 ra radium \u20135 b boron 11 13 al aluminium 27 31 ga gallium 70 49 in indium 115 81 tl thallium 2046 c carbon 12 14 si silicon 2832 ge germanium 73 50 sn tin 119 82 pb lead 20722 ti titanium 4840 zr zirconium 91 72 hf hafnium 178 104 rf rutherfordiu m \u201323 v vanadium 51 41 nb niobium 93 73 ta tantalum 181 105 db dubnium \u201324 cr chromium 52 42 mo molybdenum 96 74 w tungsten 184 106 sg seaborgium \u201325 mn manganes e 55 43 tc technetium \u2013 75 re rhenium 186 107 bh bohrium \u201326 fe iron 56 44 ru ruthenium 101 76 os osmium 190 108 hs hassium \u201327 co cobalt 59 45 rh rhodium 103 77 ir iridium 192 109 mt meitneriu m \u201328 ni nicke l 59 46 pd palladium 106 78 pt platinum 195 110 ds darmstadtiu m \u201329 cu copper 6447 ag silver 108 79 au gold 197 111 rg roentgenium \u201330 zn zinc 65 48 cd cadmium 112 80 hg mercury 201 112 cn copernicium \u2013114 fl fleroviu m \u2013116 lv livermorium \u20137 n nitrogen 14 15 p phosphorus 3133 as arsenic 75 51 sb antimony 122 83 bi bismuth 2098 o oxygen 16 16 s sulfur 3234 se selenium 79 52 te tellurium 128 84 po polonium \u20139 f fluorine 19 17 cl chlorine 35.5 35 br bromine 80 53 i iodine 127 85 at astatine \u201310 ne neon 20 18 ar argon 4036 kr krypton 84 54 xe xenon 131 86 rn radon \u201321 sc scandium 4539 y yttrium 89 57\u201371 lanthanoids 89\u2013103 actinoids 57 la lanthanum 139 89 aclanthanoids actinoids the volume of one mole of any gas is 24  dm3 at room temperature and pressure (r .t.p.).actinium \u201358 ce cerium 140 90 th thorium 23259 pr praseodymium 141 91 pa protactinium 23160 nd neodymium 144 92 u uranium 23861 pm promethium \u2013 93 np neptunium \u201362 sm samarium 150 94 pu plutonium \u201363 eu europium 152 95 am americiu m \u201364 gd gadolinium 157 96 cm curium \u201365 tb terbium 159 97 bk berkelium \u201366 dy dysprosium 163 98 cf californium \u201367 ho holmium 165 99 es einsteinium \u201368 er erbium 167 100 fm fermium \u201369 tm thulium 169101 md mendelevium \u201370 yb ytterbium 173102 no nobelium \u201371 lu lutetium 175103 lr lawrenciu m \u2013"
+        },
+        "0620_w17_qp_51.pdf": {
+            "1": "read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen.you may use an hb pencil for any diagrams or graphs.do not use staples, paper clips, glue or correction fluid.do not write in any barcodes. answer all questions. electronic calculators may be used.you may lose marks if you do not show your working or if you do not use appropriate units. notes for use in qualitative analysis are provided on pages 11 and 12. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question.chemistry  0620/51   paper 5 practical test october/november 2017  1 hour 15 minutes candidates answer on the question paper. additional materials: as listed in the confidential instructionscambridge international examinations cambridge international general certificate of secondary education this document consists of 10 printed pages and 2 blank pages. [turn overib17 11_0620_51/fp\u00a9 ucles 2017 *8318292337* the syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificate.for examiner\u2019s use total",
+            "2": "2 0620/51/o/n/17 \u00a9 ucles 2017 1  you are going to investigate what happens to the temperature when two different solids, w and x,  dissolve in water.   read all the instructions carefully before starting the experiments.   instructions   you are going to carry out two experiments.  (a) experiment 1 \t \u25cf\t \tput\tthe\tpolystyrene\tcup\tinto\tthe\t250\t cm3 beaker for support. \t \u25cf\t \tuse\tthe\tmeasuring\tcylinder\tto\tpour\t30\t cm3 of distilled water into the polystyrene cup.  \t \u25cf\t \tmeasure\tthe\tinitial\ttemperature\t of\tthe\twater\tand\trecord\tit\tin\tthe\ttable\tat\ttime\t=\t0\tseconds. \t \u25cf\t \tadd\tall\tof\tsolid\t w to the water, start the timer and stir the solution continuously with the  thermometer. \t \u25cf\t \tmeasure\tthe\ttemperature\tof\tthe\tsolution \tevery\t10\tseconds\tfor\t90\tseconds. \t \u25cf\t \trecord\tyour\tresults\tin\tthe\ttable. time / s 0102030405060708090 temperature of  the solution / \u00b0c [2]  (b) experiment 2 \t \u25cf\t \tempty\tthe\tpolystyrene\t cup\tand\trinse\tit\twith\twater.\tput\tthe\tpolystyrene\t cup\tback\tinto\tthe\t 250\tcm3 beaker. \t \u25cf\t \tuse\ta\tmeasuring\tcylinder\tto\tpour\t30\t cm3 of distilled water into the polystyrene cup. \t \u25cf\t \tmeasure\tthe\tinitial\ttemperature\t of\tthe\twater\tand\trecord\tit\tin\tthe\ttable\tat\ttime\t=\t0\tseconds. \t \u25cf\t \tadd\tall\tof\tsolid\t x to the water, start the timer and stir the solution continuously with the  thermometer.  \t \u25cf\t \tmeasure\tthe\ttemperature\tof\tthe\tsolution \tevery\t10\tseconds\tfor\t90\tseconds. \t \u25cf\t \trecord\tyour\tresults\tin\tthe\ttable.\t time / s 0102030405060708090 temperature of  the solution / \u00b0c [2]",
+            "3": "3 0620/51/o/n/17 \u00a9 ucles 2017 [turn over  (c)\t\tplot\tyour\tresults\tfor\texperiments\t1\tand\t2\ton\tthe\tgrid.\tdraw\ttwo smooth line graphs.   clearly label your lines. 0 20 40 60 time  / stemperature of the solution  / \u00b0c 80 10045 40 35 30 25 20 15 10 50 [4]  (d) (i)  from your graph,\t deduce\tthe\ttemperature\t of\tthe\tsolution\tin\texperiment\t 1\tafter\t15\tseconds.   show clearly on the grid  how you worked out your answer. .. \u00b0c\t\t[2]  (ii)  from your graph,\t deduce\tthe\ttime\ttaken\tfor\tthe\ttemperature\t of\tthe\tsolution\tin\texperiment\t 2\t to change by 6 \u00b0c from the initial temperature.   show clearly on the grid  how you worked out your answer. ..\ts\t\t[2]",
+            "4": "4 0620/51/o/n/17 \u00a9 ucles 2017  (e)\t\tuse\tyour\tresults\tto\tidentify\tthe\ttype\tof\tenergy\tchange\tthat\toccurs\twhen\tsolid\t x dissolves in  water.   .. \t\t[1]  (f)\t\tpredict\tthe\ttemperature\tof\tthe\tsolution\tin\texperiment\t2\tafter\t1\thour.\texplain\tyour\tanswer.      .. \t\t[1]  (g)  state two sources of error in these experiments. give one improvement to reduce each of  these sources of error. \t source\tof\terror\t1\t  \t improvement\t1\t  ... \t source\tof\terror\t2\t \t improvement\t2\t  ... [4]  (h)  when carrying out the experiments, what would be a disadvantage of taking the temperature  readings\tonly\tevery\t30\tseconds?      .. \t\t[1] [total:\t19]",
+            "5": "5 0620/51/o/n/17 \u00a9 ucles 2017 [turn over question 2 starts on the next page.",
+            "6": "6 0620/51/o/n/17 \u00a9 ucles 2017 2  you are provided with two solutions, y and z.   carry out the following tests on the solutions, recording all of your observations at each stage.   tests on solution y \t\tdivide\tthe\tsolution\tinto\ttwo\tequal\tportions\tin\ttwo \ttest-tubes.  (a)\t\tdescribe\tthe\tappearance\tof\tsolution\t y.   .. \t\t[1]  (b) (i)\t\tadd\ta\tfew\tdrops\tof\taqueous\tsodium\thydroxide\t to\tthe\tfirst\tportion\tof\tsolution\t y and shake  the\ttest-tube\tto\tmix\tthe\tsolutions. \t \trecord\tyour\tobservations.   ... \t\t[2]  (ii)\t\tnow\tadd\tan \texcess\tof\taqueous\tsodium\t hydroxide\tto\tthe\tmixture. \t \trecord\tyour\tobservations.   ... \t\t[1]  (iii)\t\tpour\tthe\tmixture\tfrom\t (b)(ii)  into a boiling tube and add a small piece of aluminium foil.  heat the mixture carefully. test the gas produced with indicator paper. \t \trecord\tyour\tobservations.   .   ... \t\t[2]   keep the second portion of solution y for the test in (e).",
+            "7": "7 0620/51/o/n/17 \u00a9 ucles 2017 [turn over  tests on solution z \t\tdivide\tthe\tsolution\tinto\tthree\tequal\tportions\tin\tthree\ttest-tubes.  (c)\t\ttest\tthe\tph\tof\tthe\tfirst\tportion\tof\tsolution\tz. \t\trecord\tyour\tobservations.   .. \t\t[1]  (d) (i)\t\tadd\ta\tfew\tdrops\tof\taqueous\tcopper( ii) sulfate to the second portion of solution z. \t \trecord\tyour\tobservations.   ... \t\t[1]  (ii)\t\tnow\tadd\tan \texcess\tof\taqueous\tcopper( ii) sulfate to the mixture. \t \trecord\tyour\tobservations.   ... \t\t[2]  (e)  to the third portion of solution z, add the second portion of solution y. \t\trecord\tyour\tobservations.   .. \t\t[2]  (f)  identify solution y.   .. \t\t[2]  (g)  identify solution z.   .. \t\t[1] [total:\t15]",
+            "8": "8 0620/51/o/n/17 \u00a9 ucles 2017 3  washing soda crystals are crystals of hydrated sodium carbonate, na2co3.10h2o. when exposed  to the air, some of the water is lost from the crystals and a new substance is formed. this process  occurs faster in hotter climates. \t\tplan\tan\texperiment\tto\tdetermine\tthe\tpercentage \tof\twater\tby\tmass\tpresent\tin\tthe\tnew\tsubstance.   you are provided with common laboratory apparatus.   ...   ...   ...   ...   ...   ...   ...   ...   . \t\t[6] [total:\t6]",
+            "9": "9 0620/51/o/n/17 \u00a9 ucles 2017blank page",
+            "10": "10 0620/51/o/n/17 \u00a9 ucles 2017blank page",
+            "11": "11 0620/51/o/n/17 \u00a9 ucles 2017notes for use in qualitative analysis tests for anions anion test test result carbonate (co32\u2013) add dilute acid effervescence, carbon dioxide produced chloride (c l  \u2013) [in solution]acidify with dilute nitric acid, then add aqueous silver nitratewhite ppt. bromide (br  \u2013) [in solution]acidify with dilute nitric acid, then add aqueous silver nitratecream ppt. iodide ( i \u2013) [in solution]acidify with dilute nitric acid, then add aqueous silver nitrateyellow ppt. nitrate (no 3\u2013) [in solution]add aqueous sodium hydroxide, then aluminium foil; warm carefullyammonia produced sulfate (so 42\u2013) [in solution]acidify, then add aqueous barium nitratewhite ppt. sulfite (so 32\u2013) add dilute hydrochloric acid, warm gently and test for the presence ofsulfur dioxidesulfur dioxide produced will turn acidified aqueous potassium  manganate( vii) from purple to  colourless tests for aqueous cations cation effect of aqueous sodium hydroxide effect of aqueous ammonia aluminium (a l 3+) white ppt., soluble in excess, giving a  colourless solutionwhite ppt., insoluble in excess ammonium (nh4+)ammonia produced on warming \u2013 calcium (ca2+) white ppt., insoluble in excess no ppt., or very slight white ppt. chromium( iii) (cr3+)green ppt., soluble in excess grey-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 iron(iii) (fe3+) red-brown ppt., insoluble in excess red-brown ppt., insoluble in excess zinc (zn2+) white ppt., soluble in excess, giving a colourless solutionwhite ppt., soluble in excess, giving a colourless solution",
+            "12": "12 0620/51/o/n/17 \u00a9 ucles 2017permission 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 international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download at www.cie.org.uk after the live examination series. 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.tests for gases flame tests for metal ions gas test and test results metal ion flame colour ammonia (nh3) turns damp red litmus paper blue lithium (li+) red carbon dioxide (co2)turns limewater milky sodium (na+) yellow chlorine (c l 2) bleaches damp litmus paper potassium (k+) lilac hydrogen (h2) \u2018pops\u2019 with a lighted splint copper( ii) (cu2+)blue-green oxygen (o2) relights a glowing splint sulfur dioxide (so2)turns acidified aqueous  potassium manganate( vii) from  purple to colourless"
+        },
+        "0620_w17_qp_52.pdf": {
+            "1": "read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen.you may use an hb pencil for any diagrams or graphs.do not use staples, paper clips, glue or correction fluid.do not write in any barcodes. answer all questions. electronic calculators may be used.you may lose marks if you do not show your working or if you do not use appropriate units. notes for use in qualitative analysis are provided on pages 11 and 12. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question.chemistry  0620/52   paper 5 practical test october/november 2017  1 hour 15 minutes candidates answer on the question paper. additional materials: as listed in the confidential instructionscambridge international examinations cambridge international general certificate of secondary education this document consists of 10 printed pages and 2 blank pages. [turn overib17 11_0620_52/4rp\u00a9 ucles 2017 *2908845984* the syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificate.for examiner\u2019s use total",
+            "2": "2 0620/52/o/n/17 \u00a9 ucles 2017 1  you are going to investigate what happens when two different solids, s and t, dissolve in water.   read all the instructions carefully before starting the experiments.   instructions   you are going to carry out two experiments.  (a) experiment 1 \t \u25cf\t \tput\tthe\tpolystyrene\tcup\tinto\tthe\t250\t cm3 beaker for support. \t \u25cf\t \tuse\tthe\tmeasuring\tcylinder\tto\tpour\t30\t cm3 of distilled water into the polystyrene cup. \t \u25cf\t \tmeasure\tthe\tinitial\ttemperature\tof\tthe\twater\tand\trecord\tit\tin\tthe\tfirst\trow\tof\tthe\ttable. \t \u25cf\t \tadd\tthe\t2.0\tg\tsample\tof\tsolid\t s to the polystyrene cup and stir the solution with the  thermometer. \t \u25cf\t \tmeasure\tand\trecord\tthe\t maximum temperature of the solution. \t \u25cf\t \tpour\tthe\tsolution\taway\tand\trinse\tout\tthe \tpolystyrene\tcup\twith\tdistilled\twater. \t \u25cf\t \trepeat\tthe\tprocedure\t using\tthe\t3.0\tg\tsample\tof\tsolid\t s.\trecord\tyour\tresults\tin\tthe\t appropriate row of the table. \t \u25cf\t \trepeat\tthe\tprocedure\t using\tthe\t5.0\tg\tsample\tof\tsolid\t s.\trecord\tyour\tresults\tin\tthe\t appropriate row of the table. mass of solid s / ginitial temperature of the water / \u00b0cmaximum temperature of the solution / \u00b0c 2.0 3.05.0 [2]  (b) experiment 2 \t \u25cf\t \tput\tthe\tpolystyrene\tcup\tinto\tthe\t250\t cm 3 beaker for support. \t \u25cf\t \tuse\tthe\tmeasuring\tcylinder\tto\tpour\t30\t cm3 of distilled water into the polystyrene cup. \t \u25cf\t \tmeasure\tthe\tinitial\ttemperature\tof\tthe\twater\tand\trecord\tit\tin\tthe\tfirst\trow\tof\tthe\ttable. \t \u25cf\t \tadd\tthe\t2.0\tg\tsample\tof\tsolid\t t to the polystyrene cup and stir the solution with the  thermometer. \t \u25cf\t \tmeasure\tand\trecord\tthe\t minimum temperature of the solution. \t \u25cf\t \tpour\tthe\tsolution\taway\tand\trinse\tout\tthe \tpolystyrene\tcup\twith\tdistilled\twater. \t \u25cf\t \trepeat\tthe\tprocedure\tusing\tthe\t3.0\t g\tsample\tof\tsolid\t t. \t \u25cf\t \trepeat\tthe\tprocedure\tusing\tthe\t4.0\t g\tsample\tof\tsolid\t t. \t \u25cf\t \trepeat\tthe\tprocedure\tusing\tthe\t6.0\t g\tsample\tof\tsolid\t t. \t \u25cf\t \trecord\tyour\tresults\tin\tthe\tappropriate\trows\tof\tthe\ttable. mass of solid t / ginitial temperature of the water / \u00b0cminimum temperature of the solution / \u00b0c 2.0 3.0 4.0 6.0 [2]",
+            "3": "3 0620/52/o/n/17 \u00a9 ucles 2017 [turn over  (c)\t\tplot\tyour\tresults\tfor\texperiment\t 1\t(maximum\t temperature)\t and\texperiment\t 2\t(minimum\t temperature)\ton\tthe\tgrid.\tdraw\t two\tstraight\tlines\tof\tbest\tfit.   clearly label your lines. 0.0 1.0 2.0 3.0 mass of solid  / gtemperature of the solution  / \u00b0c 4.0 5.0 6.0 7.060 50 40 302010 0 [4]  (d) (i)  from your graph,\t deduce\tthe\tmaximum\t temperature\t of\tthe\tsolution\t if\t6.0\tg\tof\tsolid\t s  were\tadded\tto\t30\t cm 3 of distilled water.   show clearly on the grid  how you worked out your answer. .. \u00b0c\t\t[2]  (ii)  from your graph,\t deduce\tthe\tminimum \ttemperature\t of\tthe\tsolution\tif\t4.5\tg\tof\tsolid\t t were  added\tto\t30\t cm3 of distilled water.   show clearly on the grid  how you worked out your answer. .. \u00b0c\t\t[2]  (e)\t\tuse\tyour\tresults\tto\tidentify\tthe\ttype\tof\tenergy\tchange\tthat\toccurs\twhen\tsolid\t s dissolves in  water.   .. \t\t[1]",
+            "4": "4 0620/52/o/n/17 \u00a9 ucles 2017  (f)  suggest one change you could make to the experiments to obtain more accurate results.  explain\thow\tthis\tchange\twould\tmake\tthe\tresults\tmore\taccurate.  change  ...  explanation      [2]  (g)  suggest how the reliability of the results could be checked.   .. \t\t[1]  (h)\t\texplain\thow\tthe\ttemperatures\t measured\t would\tbe\tdifferent\t if\texperiment\t 1\twere\trepeated\t using\t60\t cm3 of distilled water in each case.      .. \t\t[2] [total:\t18]",
+            "5": "5 0620/52/o/n/17 \u00a9 ucles 2017 [turn over question 2 starts on the next page.",
+            "6": "6 0620/52/o/n/17 \u00a9 ucles 2017 2  you are provided with two solid salts, u and w.   carry out the following tests on solid u and solid w, recording all of your observations at each  stage.   tests on solid u  (a)\t\tdescribe\tthe\tappearance\tof\tsolid\t u.   .. \t\t[1] \t\tadd\tabout\thalf\tof\tsolid\t u\tto\tabout\t5\tcm3 of distilled water in a test-tube. stopper the test-tube and  shake it to dissolve solid u and form solution u. \t\tdivide\tsolution\t u into two equal portions in two test-tubes and carry out the following tests.  (b)  to\tthe\tfirst\tportion\tof\tsolution\tu,\tadd\tabout\t1\t cm3 of dilute hydrochloric acid.   test the gas produced. \t \trecord\tyour\tobservations.      .. \t\t[3]   keep the second portion of solution u for the test in (g)(i).  (c)  identify the gas produced in (b).   .. \t\t[1]  (d)\t\tcarry\tout\ta\tflame\ttest\ton\tsolid\tu. \t \trecord\tyour\tobservations.   .. \t\t[1]  (e)  identify solid u.   .. \t\t[2]",
+            "7": "7 0620/52/o/n/17 \u00a9 ucles 2017 [turn over   tests on solid w \t\tadd\tabout\thalf\tof\tsolid\t w\tto\tabout\t5\tcm3 of distilled water in a test-tube. stopper the test-tube and  shake it to dissolve solid w and form solution w. \t\tdivide\tsolution\t w into two equal portions in two test-tubes and carry out the following tests.  (f)  to\tthe\tfirst\tportion\tof\tsolution\t w,\tadd\ta\tfew\tdrops\tof\tdilute\tnitric\tacid\tand\tabout\t1\tcm3 of  aqueous silver nitrate. \t \trecord\tyour\tobservations.   .. \t\t[2]  (g) (i)  to the second portion of solution w, add the second portion of solution u. \t \trecord\tyour\tobservations.   ... \t\t[2]  (ii)  now add an excess of dilute hydrochloric acid to the mixture from (g)(i). \t \trecord\tyour\tobservations.   ... \t\t[2]  (h)  what conclusions can you draw about solid w?      .. \t\t[2] [total:\t16]",
+            "8": "8 0620/52/o/n/17 \u00a9 ucles 2017 3  when iron nails rust, the mass of the nails increases. \t\tplan\tan\texperiment\tto\tinvestigate\tif\tiron\tnails\trust\tmore\tquickly\tin\ttap\twater\tor\tin\tdistilled\twater.   you are provided with new iron nails and common laboratory apparatus.   ...   ...   ...   ...   ...   ...   ...   ...   . \t\t[6] [total:\t6]",
+            "9": "9 0620/52/o/n/17 \u00a9 ucles 2017blank page",
+            "10": "10 0620/52/o/n/17 \u00a9 ucles 2017blank page",
+            "11": "11 0620/52/o/n/17 \u00a9 ucles 2017notes for use in qualitative analysis tests for anions anion test test result carbonate (co32\u2013) add dilute acid effervescence, carbon dioxide produced chloride (c l  \u2013) [in solution]acidify with dilute nitric acid, then add aqueous silver nitratewhite ppt. bromide (br  \u2013) [in solution]acidify with dilute nitric acid, then add aqueous silver nitratecream ppt. iodide ( i \u2013) [in solution]acidify with dilute nitric acid, then add aqueous silver nitrateyellow ppt. nitrate (no 3\u2013) [in solution]add aqueous sodium hydroxide, then aluminium foil; warm carefullyammonia produced sulfate (so 42\u2013) [in solution]acidify, then add aqueous barium nitratewhite ppt. sulfite (so 32\u2013) add dilute hydrochloric acid, warm gently and test for the presence ofsulfur dioxidesulfur dioxide produced will turn acidified aqueous potassium  manganate( vii) from purple to  colourless tests for aqueous cations cation effect of aqueous sodium hydroxide effect of aqueous ammonia aluminium (a l 3+) white ppt., soluble in excess, giving a  colourless solutionwhite ppt., insoluble in excess ammonium (nh4+)ammonia produced on warming \u2013 calcium (ca2+) white ppt., insoluble in excess no ppt., or very slight white ppt. chromium( iii) (cr3+)green ppt., soluble in excess grey-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 iron(iii) (fe3+) red-brown ppt., insoluble in excess red-brown ppt., insoluble in excess zinc (zn2+) white ppt., soluble in excess, giving a colourless solutionwhite ppt., soluble in excess, giving a colourless solution",
+            "12": "12 0620/52/o/n/17 \u00a9 ucles 2017permission 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 international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download at www.cie.org.uk after the live examination series. 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.tests for gases flame tests for metal ions gas test and test results metal ion flame colour ammonia (nh3) turns damp red litmus paper blue lithium (li+) red carbon dioxide (co2)turns limewater milky sodium (na+) yellow chlorine (c l 2) bleaches damp litmus paper potassium (k+) lilac hydrogen (h2) \u2018pops\u2019 with a lighted splint copper( ii) (cu2+)blue-green oxygen (o2) relights a glowing splint sulfur dioxide (so2)turns acidified aqueous  potassium manganate( vii) from  purple to colourless"
+        },
+        "0620_w17_qp_53.pdf": {
+            "1": "read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen.you may use an hb pencil for any diagrams or graphs.do not use staples, paper clips, glue or correction fluid.do not write in any barcodes. answer all questions. electronic calculators may be used.you may lose marks if you do not show your working or if you do not use appropriate units. notes for use in qualitative analysis are provided on pages 11 and 12. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question.chemistry  0620/53   paper 5 practical test october/november 2017  1 hour 15 minutes candidates answer on the question paper. additional materials: as listed in the confidential instructionscambridge international examinations cambridge international general certificate of secondary education this document consists of 10 printed pages and 2 blank pages. [turn overib17 11_0620_53/4rp\u00a9 ucles 2017 *4303303595* the syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificate.for examiner\u2019s use total",
+            "2": "2 0620/53/o/n/17 \u00a9 ucles 2017 1  you are going to investigate what happens to the temperature when two different solids, w and x,  dissolve in water.   read all the instructions carefully before starting the experiments.   instructions   you are going to carry out two experiments.  (a) experiment 1 \t \u25cf\t \tput\tthe\tpolystyrene\tcup\tinto\tthe\t250\t cm3 beaker for support. \t \u25cf\t \tuse\tthe\tmeasuring\tcylinder\tto\tpour\t30\t cm3 of distilled water into the polystyrene cup.  \t \u25cf\t \tmeasure\tthe\tinitial\ttemperature\t of\tthe\twater\tand\trecord\tit\tin\tthe\ttable\tat\ttime\t=\t0\tseconds. \t \u25cf\t \tadd\tall\tof\tsolid\t w to the water, start the timer and stir the solution continuously with the  thermometer. \t \u25cf\t \tmeasure\tthe\ttemperature\tof\tthe\tsolution \tevery\t10\tseconds\tfor\t90\tseconds. \t \u25cf\t \trecord\tyour\tresults\tin\tthe\ttable. time / s 0102030405060708090 temperature of  the solution / \u00b0c [2]  (b) experiment 2 \t \u25cf\t \tempty\tthe\tpolystyrene\t cup\tand\trinse\tit\twith\twater.\tput\tthe\tpolystyrene\t cup\tback\tinto\tthe\t 250\tcm3 beaker. \t \u25cf\t \tuse\ta\tmeasuring\tcylinder\tto\tpour\t30\t cm3 of distilled water into the polystyrene cup. \t \u25cf\t \tmeasure\tthe\tinitial\ttemperature\t of\tthe\twater\tand\trecord\tit\tin\tthe\ttable\tat\ttime\t=\t0\tseconds. \t \u25cf\t \tadd\tall\tof\tsolid\t x to the water, start the timer and stir the solution continuously with the  thermometer.  \t \u25cf\t \tmeasure\tthe\ttemperature\tof\tthe\tsolution \tevery\t10\tseconds\tfor\t90\tseconds. \t \u25cf\t \trecord\tyour\tresults\tin\tthe\ttable.\t time / s 0102030405060708090 temperature of  the solution / \u00b0c [2]",
+            "3": "3 0620/53/o/n/17 \u00a9 ucles 2017 [turn over  (c)\t\tplot\tyour\tresults\tfor\texperiments\t1\tand\t2\ton\tthe\tgrid.\tdraw\ttwo smooth line graphs.   clearly label your lines. 0 20 40 60 time  / stemperature of the solution  / \u00b0c 80 10045 40 35 30 25 20 15 10 50 [4]  (d) (i)  from your graph,\t deduce\tthe\ttemperature\t of\tthe\tsolution\tin\texperiment\t 1\tafter\t15\tseconds.   show clearly on the grid  how you worked out your answer. .. \u00b0c\t\t[2]  (ii)  from your graph,\t deduce\tthe\ttime\ttaken\tfor\tthe\ttemperature\t of\tthe\tsolution\tin\texperiment\t 2\t to change by 6 \u00b0c from the initial temperature.   show clearly on the grid  how you worked out your answer. ..\ts\t\t[2]",
+            "4": "4 0620/53/o/n/17 \u00a9 ucles 2017  (e)\t\tuse\tyour\tresults\tto\tidentify\tthe\ttype\tof\tenergy\tchange\tthat\toccurs\twhen\tsolid\t x dissolves in  water.   .. \t\t[1]  (f)\t\tpredict\tthe\ttemperature\tof\tthe\tsolution\tin\texperiment\t2\tafter\t1\thour.\texplain\tyour\tanswer.      .. \t\t[1]  (g)  state two sources of error in these experiments. give one improvement to reduce each of  these sources of error. \t source\tof\terror\t1\t  \t improvement\t1\t  ... \t source\tof\terror\t2\t \t improvement\t2\t  ... [4]  (h)  when carrying out the experiments, what would be a disadvantage of taking the temperature  readings\tonly\tevery\t30\tseconds?      .. \t\t[1] [total:\t19]",
+            "5": "5 0620/53/o/n/17 \u00a9 ucles 2017 [turn over question 2 starts on the next page.",
+            "6": "6 0620/53/o/n/17 \u00a9 ucles 2017 2  you are provided with two solutions, y and z.   carry out the following tests on the solutions, recording all of your observations at each stage.   tests on solution y \t\tdivide\tthe\tsolution\tinto\ttwo\tequal\tportions\tin\ttwo \ttest-tubes.  (a)\t\tdescribe\tthe\tappearance\tof\tsolution\t y.   .. \t\t[1]  (b) (i)\t\tadd\ta\tfew\tdrops\tof\taqueous\tsodium\thydroxide\t to\tthe\tfirst\tportion\tof\tsolution\t y and shake  the\ttest-tube\tto\tmix\tthe\tsolutions. \t \trecord\tyour\tobservations.   ... \t\t[2]  (ii)\t\tnow\tadd\tan \texcess\tof\taqueous\tsodium\t hydroxide\tto\tthe\tmixture. \t \trecord\tyour\tobservations.   ... \t\t[1]  (iii)\t\tpour\tthe\tmixture\tfrom\t (b)(ii)  into a boiling tube and add a small piece of aluminium foil.  heat the mixture carefully. test the gas produced with indicator paper. \t \trecord\tyour\tobservations.   .   ... \t\t[2]   keep the second portion of solution y for the test in (e).",
+            "7": "7 0620/53/o/n/17 \u00a9 ucles 2017 [turn over  tests on solution z \t\tdivide\tthe\tsolution\tinto\tthree\tequal\tportions\tin\tthree\ttest-tubes.  (c)\t\ttest\tthe\tph\tof\tthe\tfirst\tportion\tof\tsolution\tz. \t\trecord\tyour\tobservations.   .. \t\t[1]  (d) (i)\t\tadd\ta\tfew\tdrops\tof\taqueous\tcopper( ii) sulfate to the second portion of solution z. \t \trecord\tyour\tobservations.   ... \t\t[1]  (ii)\t\tnow\tadd\tan \texcess\tof\taqueous\tcopper( ii) sulfate to the mixture. \t \trecord\tyour\tobservations.   ... \t\t[2]  (e)  to the third portion of solution z, add the second portion of solution y. \t\trecord\tyour\tobservations.   .. \t\t[2]  (f)  identify solution y.   .. \t\t[2]  (g)  identify solution z.   .. \t\t[1] [total:\t15]",
+            "8": "8 0620/53/o/n/17 \u00a9 ucles 2017 3  washing soda crystals are crystals of hydrated sodium carbonate, na2co3.10h2o. when exposed  to the air, some of the water is lost from the crystals and a new substance is formed. this process  occurs faster in hotter climates. \t\tplan\tan\texperiment\tto\tdetermine\tthe\tpercentage \tof\twater\tby\tmass\tpresent\tin\tthe\tnew\tsubstance.   you are provided with common laboratory apparatus.   ...   ...   ...   ...   ...   ...   ...   ...   . \t\t[6] [total:\t6]",
+            "9": "9 0620/53/o/n/17 \u00a9 ucles 2017blank page",
+            "10": "10 0620/53/o/n/17 \u00a9 ucles 2017blank page",
+            "11": "11 0620/53/o/n/17 \u00a9 ucles 2017notes for use in qualitative analysis tests for anions anion test test result carbonate (co32\u2013) add dilute acid effervescence, carbon dioxide produced chloride (c l  \u2013) [in solution]acidify with dilute nitric acid, then add aqueous silver nitratewhite ppt. bromide (br  \u2013) [in solution]acidify with dilute nitric acid, then add aqueous silver nitratecream ppt. iodide ( i \u2013) [in solution]acidify with dilute nitric acid, then add aqueous silver nitrateyellow ppt. nitrate (no 3\u2013) [in solution]add aqueous sodium hydroxide, then aluminium foil; warm carefullyammonia produced sulfate (so 42\u2013) [in solution]acidify, then add aqueous barium nitratewhite ppt. sulfite (so 32\u2013) add dilute hydrochloric acid, warm gently and test for the presence ofsulfur dioxidesulfur dioxide produced will turn acidified aqueous potassium  manganate( vii) from purple to  colourless tests for aqueous cations cation effect of aqueous sodium hydroxide effect of aqueous ammonia aluminium (a l 3+) white ppt., soluble in excess, giving a  colourless solutionwhite ppt., insoluble in excess ammonium (nh4+)ammonia produced on warming \u2013 calcium (ca2+) white ppt., insoluble in excess no ppt., or very slight white ppt. chromium( iii) (cr3+)green ppt., soluble in excess grey-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 iron(iii) (fe3+) red-brown ppt., insoluble in excess red-brown ppt., insoluble in excess zinc (zn2+) white ppt., soluble in excess, giving a colourless solutionwhite ppt., soluble in excess, giving a colourless solution",
+            "12": "12 0620/53/o/n/17 \u00a9 ucles 2017permission 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 international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download at www.cie.org.uk after the live examination series. 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.tests for gases flame tests for metal ions gas test and test results metal ion flame colour ammonia (nh3) turns damp red litmus paper blue lithium (li+) red carbon dioxide (co2)turns limewater milky sodium (na+) yellow chlorine (c l 2) bleaches damp litmus paper potassium (k+) lilac hydrogen (h2) \u2018pops\u2019 with a lighted splint copper( ii) (cu2+)blue-green oxygen (o2) relights a glowing splint sulfur dioxide (so2)turns acidified aqueous  potassium manganate( vii) from  purple to colourless"
+        },
+        "0620_w17_qp_61.pdf": {
+            "1": "this document consists of 8 printed pages. [turn overib17 11_0620_61/3rp \u00a9 ucles 2017 *4473552331* read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen.you may use an hb pencil for any diagrams or graphs.do not use staples, paper clips, glue or correction fluid.do not write in any barcodes. answer all questions. electronic calculators may be used.you may lose marks if you do not show your working or if you do not use appropriate units. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question.chemistry  0620/61   paper 6 alternative to practical october/november 2017  1 hour candidates answer on the question paper. no additional materials are required.cambridge international examinations cambridge international general certificate of secondary education the syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificate.",
+            "2": "2 0620/61/o/n/17 \u00a9 ucles 2017 1  a student reacted dilute hydrochloric acid with zinc oxide to prepare zinc chloride solution.   the diagram shows part of the procedure. zinc chloride solution unreacted zinc oxide funnel .  (a)  complete the box to name the apparatus. [1]  (b)  which of the reactants was in excess?   ..   [1]  (c) (i)  name the separation process this apparatus is used for.   ...   [1]  (ii)  suggest why this apparatus would not work.   .   ...   [1]  (d)  describe how crystals of zinc chloride could be obtained from the zinc chloride solution.         ..   [3] [total: 7]",
+            "3": "3 0620/61/o/n/17 \u00a9 ucles 2017 [turn over 2  a student investigated the rate of reaction between dilute hydrochloric acid and aqueous  sodium thiosulfate. when these chemicals react they form a precipitate which makes the solution  go cloudy. the formation of this precipitate can be used to show how fast the reaction proceeds.   five experiments were carried out using the apparatus shown. aqueous sodium thiosulfat eeye 10 cm3 of dilute hydrochloric acid 250  cm3 conical flas k sheet of paper wit h words printed on it   experiment 1 \t \u25cf\t \tusing\ta\tmeasuring\t cylinder,\t 50\tcm3 of aqueous sodium thiosulfate were poured into a conical  flask.\tthe\tinitial\ttemperature\t of\tthe\tsolution\twas\tmeasured.\t the\tconical\tflask\twas\tplaced\ton\ta\t sheet of paper with words printed on it. \t \u25cf\t \tusing\ta\tmeasuring \tcylinder,\t 10\tcm3 of dilute hydrochloric acid were added to the solution in the  conical\tflask\tand\ta\tstopclock\twas\tstarted. \t \u25cf\t \tthe\ttime\ttaken\tfor\tthe\tprinted\twords\tto\tdisappear\tfrom\tview\twas\tmeasured. \t \u25cf\t \tthe\tfinal\ttemperature\tof\tthe\tmixture\twas\tmeasured.  experiment 2 \t \u25cf\t \tusing\ta\tmeasuring\t cylinder,\t 50\tcm3 of aqueous sodium thiosulfate were poured into a conical  flask.\tthe\tsolution\twas\theated\tto\tabout\t 30 \u00b0c and the temperature was measured. the conical  flask\twas\tplaced\ton\ta\tsheet\tof\tpaper\twith\twords\tprinted\ton\tit. \t \u25cf\t \tusing\ta\tmeasuring \tcylinder,\t 10\tcm3 of dilute hydrochloric acid were added to the solution in the  conical\tflask\tand\ta\tstopclock\twas\tstarted. \t \u25cf\t \tthe\ttime\ttaken\tfor\tthe\tprinted\twords\tto\tdisappear\tfrom\tview\twas\tmeasured. \t \u25cf\t \tthe\tfinal\ttemperature\tof\tthe\tmixture\twas\tmeasured.  experiment 3 \t \u25cf\t \texperiment\t 2\twas\trepeated\t but\tthe\t50\tcm3 of aqueous sodium thiosulfate were heated to about  40 \u00b0c before adding the dilute hydrochloric acid.   experiment 4 \t \u25cf\t \texperiment\t 2\twas\trepeated\t but\tthe\t50\tcm3 of aqueous sodium thiosulfate were heated to about  50 \u00b0c before adding the dilute hydrochloric acid.   experiment 5 \t \u25cf\t \texperiment\t 2\twas\trepeated\t but\tthe\t50\tcm3 of aqueous sodium thiosulfate were heated to about  60 \u00b0c before adding the dilute hydrochloric acid.",
+            "4": "4 0620/61/o/n/17 \u00a9 ucles 2017  (a)  calculate the average temperatures and record them in the table. \t \tuse\tthe\tstopclock\tdiagrams\tto\trecord\tthe\ttimes\tin\tthe\ttable. 0 0 10 3015 1545 5 0 0 10 3015 1545 5 0 0 10 3015 1545 5 0 0 10 3015 1545 5 0 0 10 3015 1545 5seconds minutesexperiment number 1stopclock diagramtime taken for the printed words to disappear from view  / sinitial temperature of the solution  / \u00b0cfinal temperature of the mixture  / \u00b0caverage temperature / \u00b0c 2 3 4 519 32 42 54 6517 30 40 52 61 [3]",
+            "5": "5 0620/61/o/n/17 \u00a9 ucles 2017 [turn over  (b)\t\tplot\tthe\tresults\tof\texperiments\t1\u20135\ton\tthe\tgrid.\tdraw\ta\tsmooth\tline\tgraph. 0 10 20 30 40 average temperature  / \u00b0c50 60 70 80240 210 180 150 120 90 60 30 0time taken for the printed words todisappearfrom view  / s [4]  (c)  from your graph,\t deduce\tthe\ttime\ttaken\tfor\tthe\tprinted\twords\tto\tdisappear\t from\tview\twhen\t experiment\t 2\twas\trepeated\t at\tan\tinitial\ttemperature \tof\t73\t\u00b0c.\tthe\tfinal\ttemperature\t of\tthe\t mixture was 71 \u00b0c.   show clearly on the grid  how you worked out your answer.   ..   [3]  (d)  sketch on the grid the graph you would expect if all of the experiments were repeated using  a more dilute solution of aqueous sodium thiosulfate. [1]",
+            "6": "6 0620/61/o/n/17 \u00a9 ucles 2017  (e) (i)\t \tin\twhich\texperiment,\t1,\t2,\t3,\t4\tor\t5,\twas\tthe\trate\tof\treaction\tgreatest?   ...   [1]  (ii)\t\texplain,\tin\t terms\tof\tparticles,\twhy\tthe\trate\tof\treaction\twas\tgreatest\tin\tthis\texperiment.   .   .   .   ... \t\t[2]  (f)  suggest and explain the effect on the results of using  (i)\t\ta\tburette\tto\tmeasure\tthe\tvolumes,   .   .   ... \t\t[2]  (ii)\t\ta\t100\tcm3\tconical\tflask\tinstead\tof\ta\t250\t cm3\tconical\tflask.   .   .   ... \t\t[2] [total: 18]",
+            "7": "7 0620/61/o/n/17 \u00a9 ucles 2017 [turn over 3\t\ttwo\tsolid\tsalts,\tf and g,\twere\tanalysed.\tsolid\t f was iron( iii) nitrate.   tests were carried out on each solid.  tests on solid f   complete the expected observations.   solid f was dissolved in distilled water to produce solution  f. solution f was divided into three  equal portions in three test-tubes.  (a) (i)\t \ta\tfew\tdrops\tof\taqueous\t sodium\thydroxide\t were\tadded\tto\tthe\tfirst\tportion\tof\tsolution\t f until  a change was seen.  observations  . \t\t[2]  (ii)  an excess of aqueous sodium hydroxide was then added to the mixture from (a)(i).  observations  ..   [1]  (b)  an excess of aqueous ammonia was added to the second portion of solution f until a change  was seen.  observations  .   [1]  (c)  aluminium foil and aqueous sodium hydroxide were added to the third portion of solution f.  the mixture was heated and the gas which was produced was tested.  test for gas  .  test result  ... [2]  (d)  identify the gas produced in (c).   ..   [1]  tests on solid g   tests were carried out and the following observations made. tests on solid g observations test 1 a\tflame\ttest\twas\tcarried\tout\ton\tsolid\t g. red colour test 2dilute nitric acid was added to solid g. the gas produced was passed through limewater.rapid effervescence limewater turned milky  (e)  identify solid g.   .. \t\t[2] [total: 9]",
+            "8": "8 0620/61/o/n/17 \u00a9 ucles 2017permission 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 international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download at www.cie.org.uk after the live examination series. 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. 4\t\tiron,\ttin\tand\tzinc\tall\treact\twith\tdilute\thydrochloric \tacid\tto\tproduce\thydrogen. \t\tplan\tan\texperiment\tto\tdetermine\tthe\torder\tof\treactivity\tof\tiron,\ttin\tand\tzinc.   you are provided with powdered samples of the metals and common laboratory apparatus.   ...   ...   ...   ...   ...   ...   ...   ...   ...   .   [6] [total: 6]"
+        },
+        "0620_w17_qp_62.pdf": {
+            "1": "this document consists of 8 printed pages. [turn overib17 11_0620_62/4rp \u00a9 ucles 2017 *1525169577* read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen.you may use an hb pencil for any diagrams or graphs.do not use staples, paper clips, glue or correction fluid.do not write in any barcodes. answer all questions. electronic calculators may be used.you may lose marks if you do not show your working or if you do not use appropriate units. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question.chemistry  0620/62   paper 6 alternative to practical october/november 2017  1 hour candidates answer on the question paper. no additional materials are required.cambridge international examinations cambridge international general certificate of secondary education the syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificate.",
+            "2": "2 0620/62/o/n/17 \u00a9 ucles 2017 1  some magnesium ribbon was cleaned.   steam was then passed over the magnesium ribbon as it was heated, using the apparatus shown. mineral wool magnesium ribbon .  (a)  what liquid is absorbed on the mineral wool?   ..   [1]  (b) (i) use two arrows to show two places where heat is applied. [1]  (ii)  complete the box to name the apparatus. [1]  (c)  suggest how the magnesium ribbon was cleaned.   ..   [1]  (d) (i)  complete the diagram to show how the hydrogen produced could be collected and its  volume measured. label your diagram. [2]   (ii)  state the effect of a lighted splint on the hydrogen produced.   ...   [1]  (e)  suggest why the tube containing the magnesium cracks after the reaction.      ..   [1] [total: 8]",
+            "3": "3 0620/62/o/n/17 \u00a9 ucles 2017 [turn over 2  a student investigated what happened when two different solids, s and t, dissolved in water.   two experiments were carried out.  experiment 1 \t \u25cf\t \tusing\ta\tmeasuring\t cylinder,\t 30\tcm3 of distilled water were poured into a polystyrene cup. the  initial temperature of the water was measured. \t \u25cf\t \t2.0\tg\tof\tsolid\t s were added to the polystyrene cup and the solution was stirred with a  thermometer. \t \u25cf\t \tthe\tmaximum temperature of the solution was measured. \t \u25cf\t \tthe\tsolution\twas\tpoured\taway\tand\tthe\tpolystyrene\tcup\twas\trinsed\tout\twith\tdistilled\twater. \t \u25cf\t \tthe\tprocedure\twas\trepeated\tusing\t3.0\t g\tof\tsolid\ts. \t \u25cf\t \tthe\tprocedure\twas\trepeated\tusing\t5.0\t g\tof\tsolid\ts.  (a)  use the thermometer diagrams to record the temperatures in the table. 2.0 3.0 5.0mass of solid s  / ginitial temperature of the water  / \u00b0cthermometer diagramthermometer diagrammaximum temperature of the solution  / \u00b0c 30 25 2040 35 30 30 25 2040 35 30 30 25 2055 50 45 [2]",
+            "4": "4 0620/62/o/n/17 \u00a9 ucles 2017  experiment 2 \t \u25cf\t \texperiment\t 1\twas\trepeated\t using\t2.0\tg,\t3.0\tg,\t4.0\tg\tand\t6.0\tg\tof\tsolid\t t. the minimum  temperature of the solution was measured in each case.  (b)  use the thermometer diagrams to record the temperatures in the table. 2.0 3.0 4.0 6.0mass of solid t  / ginitial temperature of the water  / \u00b0cthermometer diagramthermometer diagramminimum temperature of the solution  / \u00b0c 30 25 2025 20 15 30 25 2020 15 10 30 25 2020 15 10 30 25 2020 15 10 [2]",
+            "5": "5 0620/62/o/n/17 \u00a9 ucles 2017 [turn over  (c)\t\tplot\tthe\tresults\tof\texperiment\t 1\t(maximum\t temperature)\t and\texperiment\t 2\t(minimum\t temperature)\ton\tthe\tgrid.\tdraw\t two\tstraight\tlines\tof\tbest\tfit.   clearly label your lines. 0.0 1.0 2.0 3.0 4.0temperature of the solution  / \u00b0c mass of solid  / g5.0 6.0 7.070 60 50 40 30 2010 0 [4]  (d) (i)  from your graph,\t deduce\tthe\tmaximum\t temperature\t of\tthe\tsolution\t if\t6.0\tg\tof\tsolid\t s  were\tadded\tto\t30\t cm 3 of distilled water.   show clearly on the grid  how you worked out your answer. .. \u00b0c  [2]  (ii)  from your graph,\t deduce\tthe\tminimum \ttemperature\t of\tthe\tsolution\tif\t4.5\tg\tof\tsolid\t t were  added\tto\t30\t cm3 of distilled water.   show clearly on the grid  how you worked out your answer. .. \u00b0c  [2]",
+            "6": "6 0620/62/o/n/17 \u00a9 ucles 2017  (e)  use the results to identify the type of energy change that occurs when solid s dissolves in  water.   ..   [1]  (f)  suggest one change you could make to the experiments to obtain more accurate results.  explain\thow\tthis\tchange\twould\tmake\tthe\tresults\tmore\taccurate.  change  ...  explanation      [2]  (g)  suggest how the reliability of the results could be checked.   ..   [1]  (h)\t\texplain\thow\tthe\ttemperatures\t measured\t would\tbe\tdifferent\t if\texperiment\t 1\twere\trepeated\t using\t60\t cm3 of distilled water in each case.      ..   [2] [total: 18]",
+            "7": "7 0620/62/o/n/17 \u00a9 ucles 2017 [turn over 3  two solid salts, u and w, were analysed. solid u was sodium carbonate.   tests were carried out on each solid.   tests on solid u   complete the expected observations.  (a)\t\tdescribe\tthe\tappearance\tof\tsolid\t u.   ..   [1]   about half of solid u was dissolved in distilled water to produce solution u. solution u was divided  into two equal portions in two test-tubes.  (b)\t\tdilute\thydrochloric\tacid\twas\tadded\tto\tthe\tfirst\tportion\tof\tsolution\tu.   the gas produced was tested.  observations  ..   .. \t\t[3]  (c)  name the gas produced in (b).   ..   [1]  (d)\t\ta\tflame\ttest\twas\tcarried\tout\ton\tsolid\t u.  observations  .   [1]  tests on solid w  tests were carried out and the following observations made. tests on solid w observations appearance of solid w. white crystals solid w was dissolved in distilled water to produce  solution w. the solution was divided into two equal  portions in two test-tubes. test 1dilute\tnitric\tacid\tand\taqueous\t silver\tnitrate\twere\tadded\t to\tthe\tfirst\tportion\tof\tsolution\tw.white precipitate formed test 2the second portion of solution u was added to the  second portion of solution w. an excess of dilute hydrochloric acid was then added  to the mixture.white precipitate formed rapid effervescence white precipitate dissolved  (e)  what conclusions can you draw about solid w?   ..   [2] [total: 8]",
+            "8": "8 0620/62/o/n/17 \u00a9 ucles 2017permission 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 international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download at www.cie.org.uk after the live examination series. 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. 4  when iron nails rust, the mass of the nails increases.   plan an experiment to investigate if iron nails rust more quickly in tap water or in distilled water.   you are provided with new iron nails and common laboratory apparatus.   ...   ...   ...   ...   ...   ...   ...   ...   . \t\t[6] [total:\t6]"
+        },
+        "0620_w17_qp_63.pdf": {
+            "1": "this document consists of 9 printed pages and 3 blank pages. [turn overib17 11_0620_63/3rp \u00a9 ucles 2017 *4976035785* read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen.you may use an hb pencil for any diagrams or graphs.do not use staples, paper clips, glue or correction fluid.do not write in any barcodes. answer all questions. electronic calculators may be used.you may lose marks if you do not show your working or if you do not use appropriate units. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question.chemistry  0620/63   paper 6 alternative to practical october/november 2017  1 hour candidates answer on the question paper. no additional materials are required.cambridge international examinations cambridge international general certificate of secondary education the syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificate.",
+            "2": "2 0620/63/o/n/17 \u00a9 ucles 2017 1  cerussite is a lead ore which contains lead( ii) carbonate. a student obtained a solution of  lead( ii) nitrate from cerussite using the apparatus shown. step 1 step 2 step 3dilute acid cerussite..  (a)  complete the boxes to name the apparatus. [2]  (b)  why was the cerussite crushed in step 1?   ..   [1]  (c)  name the dilute acid used in step 2.   ..   [1]  (d)\t\twhat\tis\tthe\tgeneral\tname\tgiven\tto\tan\tinsoluble\tsolid \tleft\ton\ta\tfilter\tpaper\tafter\tfiltration?   ..   [1]  (e)  suggest how a sample of lead could be obtained from the solution of lead( ii) nitrate.            ..   [2] [total: 7]",
+            "3": "3 0620/63/o/n/17 \u00a9 ucles 2017 [turn over question 2 starts on the next page.",
+            "4": "4 0620/63/o/n/17 \u00a9 ucles 2017 2  a student investigated what happened to the temperature when two different solids, w and x,  dissolved in water.   two experiments were carried out.  experiment 1 \t \u25cf\t\tusing\ta\tmeasuring\t cylinder,\t30\tcm3 of distilled water were poured into a polystyrene cup. the  initial\ttemperature\tof\tthe\twater\twas\tmeasured\tat\ttime\t=\t0\tseconds. \t \u25cf\t\tsolid\t w was added to the water, a timer was started and the solution was stirred with a  thermometer. \t \u25cf\t\tthe\ttemperature\tof\tthe\tsolution\twas\tmeasured\tevery\t10\tseconds\tfor\t90\tseconds.  (a)\t\tuse\tthe\tthermometer\tdiagrams\tto\trecord\tthe\ttemperatures\tin\tthe\ttable. 30 25 2020 15 1020 15 1020 15 1020 15 10thermometer diagramtime  / s0 10 20 30 40 50 60 70 80 90 temperature of the solution  / \u00b0c15 10 515 10 515 10 515 10 515 10 5 [2]  experiment 2  \u25cf  the polystyrene cup was emptied and rinsed with water.  \u25cf  experiment 1 was repeated using solid x.  \u25cf\t\tthe\ttemperature\tof\tthe\tsolution\twas\tmeasured\tevery\t10\tseconds\tfor\t90\tseconds .  (b)\t\tuse\tthe\tthermometer\tdiagrams\tto\trecord\tthe\ttemperatures\tin\tthe\ttable. 30 25 2030 25 2030 25 2035 30 2535 30 2535 30 2540 35 3040 35 3040 35 3040 35 30thermometer diagramtime  / s0 10 20 30 40 50 60 70 80 90 temperature of the solution  / \u00b0c [2]",
+            "5": "5 0620/63/o/n/17 \u00a9 ucles 2017 [turn over  (c)  plot the results for experiments 1 and 2 on the grid. draw two smooth line graphs.   clearly label your lines. 40 30 20 10 0 02 04 06 08 0 time  / stemperature of the solution  / \u00b0c 100 [4]  (d) (i)  from your graph, deduce the temperature of the solution in experiment 1 after 15 seconds.   show clearly on the grid  how you worked out your answer. . \u00b0c  [2]  (ii)  from your graph, deduce the time taken for the temperature of the solution in experiment 2  to change by 6 \u00b0c from the initial temperature.   show clearly on the grid  how you worked out your answer. . s  [2]",
+            "6": "6 0620/63/o/n/17 \u00a9 ucles 2017  (e)\t\tuse\tthe\tresults\tto\tidentify\tthe\ttype\tof\tenergy\tchange\tthat\toccurs\twhen\tsolid\t x dissolves in  water.   ..   [1]  (f)  predict the temperature of the solution in experiment 2 after 1 hour. explain your answer.      ..   [1]  (g)  state two sources of error in these experiments. give one improvement to reduce each of  these sources of error.  source of error 1    improvement 1  ...  source of error 2    improvement 2  ... [4]  (h)  when carrying out the experiments, what would be a disadvantage of taking the temperature  readings\tonly\tevery\t30\tseconds?      ..   [1] [total:\t19]",
+            "7": "7 0620/63/o/n/17 \u00a9 ucles 2017 [turn over 3  two solutions, y and z, were analysed.   solution y was aqueous chromium( iii) nitrate.   tests were carried out on both solutions.  tests on solution y   complete the expected observations.   the solution was divided into two equal portions in two test-tubes.  (a) (i)\t\ta\tfew\tdrops\tof\taqueous\tsodium\thydroxide\t were\tadded\tto\tthe\tfirst\tportion\tof\tsolution\t y and  the test-tube shaken to mix the solutions.  observations  .   [2]  (ii)  an excess of aqueous sodium hydroxide was then added to the mixture.  observations  ..   [1]  (iii)  the mixture from (a)(ii) was poured into a boiling tube and a small piece of aluminium foil  was added.   the mixture was heated and the gas produced was tested.  observations     ... \t\t[3]  (b)  identify the gas produced in (a)(iii).   ..   [1]",
+            "8": "8 0620/63/o/n/17 \u00a9 ucles 2017  tests on solution z   tests were carried out and the following observations made. tests on solution z observations solution z was divided into three equal portions  in three test-tubes. test 1 the\tph\tof\tthe\tfirst\tportion\tof\tsolution\t z was  tested.ph\t10 test 2a few drops of aqueous copper( ii) sulfate were  added to the second portion of solution z. an excess of aqueous copper( ii) sulfate was  then added to the mixture.dark blue solution formed light blue precipitate formed test 3 the second portion of solution y was added to  the third portion of solution z.grey-green precipitate formed  (c)  identify solution z.   ..   [1] [total: 8]",
+            "9": "9 0620/63/o/n/17 \u00a9 ucles 2017 [turn over 4  washing soda crystals are crystals of hydrated sodium carbonate, na2co3.10h2o. when exposed  to the air, some of the water is lost from the crystals and a new substance is formed. this process  occurs faster in hotter climates.   plan an experiment to determine the percentage of water by mass present in the new substance.   you are provided with common laboratory apparatus.   ...   ...   ...   ...   ...   ...   ...   ...   .   [6] [total: 6]",
+            "10": "10 0620/63/o/n/17 \u00a9 ucles 2017blank page",
+            "11": "11 0620/63/o/n/17 \u00a9 ucles 2017blank page",
+            "12": "12 0620/63/o/n/17 \u00a9 ucles 2017blank page permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. every reasonable  effort has been made by the publisher (ucles) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the publisher will be pleased to make amends at the earliest possible opportunity. to avoid the issue of disclosure of answer-related information to candidates, all copyright acknowledgements are reproduced online in the cambridge international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download at www.cie.org.uk after the live examination series. 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."
+        }
+    },
+    "2018": {
+        "0620_m18_qp_12.pdf": {
+            "1": "  the syllabus is approved for use in england, wales and northern ir eland as a cambridge international level1/level 2 certificate .  this document consists of 13 printed pages and 3 blank pages.  ib18 03_0620_12/3rp  \u00a9 ucles 2018 [turn over     *8565891309* cambridge international examinations  cambridge international general certificate of secondary education       chemistry 0620/12     paper 1 multiple choice (core)  february/march 2018       45 minutes  additional materials: multiple choice answer sheet   soft clean eraser   soft pencil (type b or hb is recommended)       read these instructions first   write in soft pencil.  do not use staples, paper clips, glue or correction fluid.  write your name, centre number and candidate number on the answer sheet in the spaces provided unless  this has been done for you.  do not  write in any barcodes.   there are forty  questions on this paper. answer all questions. for each question there are four possible  answers a, b, c and d.   choose the one you consider correct and record your choice in soft pencil  on the separate answer sheet.   read the instructions on the answer sheet very carefully.   each correct answer will score one mark. a ma rk will not be deducted for a wrong answer.  any rough working should be done in this booklet.  a copy of the periodic table is printed on page 16.  electronic calculators may be used.  ",
+            "2": "2  \u00a9 ucles 2018 0620/12/f/m/18  1 four physical changes are listed.    1 condensation  2 evaporation  3 freezing  4 sublimation    in which changes do the particles move further apart?  a 1 and 2 b 1 and 3 c 2 and 4 d 3 and 4      2 the diagram shows liquid in a burette and in a measuring cylinder.    100 90 8070605040302010 measuring cylinde r burette27 2829     which row shows the readings for the burette and the measuring cylinder?     burette measuring  cylinder  a 27.8 42  b 27.8 44  c 28.2 42  d 28.2 44     ",
+            "3": "3  \u00a9 ucles 2018 0620/12/f/m/18 [turn over  3 substance l melts at \u20137  \u00b0c and is a brown liquid at room temperature.    which temperature is the boiling point of pure l?  a \u201377  \u00b0c  b \u20137  \u00b0c to +7  \u00b0c  c 59  \u00b0c  d 107  \u00b0c to 117  \u00b0c      4 a student is given a mixture of barium sulfate, copper( ii) sulfate and water.    the table shows information about barium sulfate and copper( ii) sulfate.    substance solubility in water state at room  temperature  barium sulfate insoluble solid  copper( ii) sulfate soluble solid    how does the student obtain copper( ii) sulfate crystals from the mixture?  a crystallisation followed by distillation  b crystallisation followed by filtration  c distillation followed by crystallisation  d filtration followed by crystallisation      5 what is the nucleon number of an atom?  a the number of electrons, neutrons and protons in the nucleus  b the number of neutrons and protons in the nucleus  c the number of neutrons in the nucleus  d the number of protons in the nucleus     6 caesium, cs, is an element in group i of the periodic table.    when caesium reacts it forms a positive ion, cs +.    how is a caesium ion formed?  a a caesium atom gains a proton.  b a caesium atom gains an electron.  c a caesium atom loses an electron.  d a caesium atom shares an electron. ",
+            "4": "4  \u00a9 ucles 2018 0620/12/f/m/18  7 which statement about graphite and diamond is correct?  a diamond has a high melting point but graphite does not.  b graphite and diamond both conduct electricity.  c graphite and diamond both have giant structures.  d graphite is ionic and diamond is covalent.      8 what is the definition of relative atomic mass, ar?    average mass of naturally occurring atoms of an element mass of one atom of 12ca \u00d7  12 average mass of naturally occurring atoms of an element mass of one atom of 12c  \u00d7  12b average mass of naturally occurring atoms of an element mass of one atom of 12cc mass of one atom of 12c average mass of naturally occurring atoms of an elementd     9 which statement about electrolysis reactions is correct?  a when concentrated aqueous sodium chloride is electrolysed, sodium forms at the cathode.  b when concentrated hydrochloric acid is electrolysed, a green gas forms at the cathode.  c when dilute sulfuric acid is electrolysed, a colourless gas forms at both electrodes.  d when molten lead( ii) bromide is electrolysed, lead forms at the anode.    10 statement 1 hydrogen is used as a fuel.    statement 2 when hydrogen burns in the air to form water, heat energy is produced.    which is correct?  a both statements are correct and statement 2 explains statement 1.  b both statements are correct but statem ent 2 does not explain statement 1.  c statement 1 is correct but statement 2 is incorrect.  d statement 2 is correct but statement 1 is incorrect.     ",
+            "5": "5  \u00a9 ucles 2018 0620/12/f/m/18 [turn over  11 the diagram shows a match.        by striking the match, a chemical reaction takes place.    which row describes the chemical reaction?     type of reaction reason  a endothermic because energy is given out as the match burns  b endothermic because energy is used to strike the match  c exothermic because energy is given out as the match burns  d exothermic because energy is used to strike the match     12 magnesium carbonate was reacted with dilute hydrochloric acid in a conical flask.    the conical flask was placed on a balance and the mass of the conical flask and contents was recorded as the reaction proceeded.    during the reaction, carbon dioxide gas was produced.    the reaction was done at two different temperatures.    which row is correct?     change in mass temperature at which the  mass changed more quickly  a decrease higher temperature  b decrease lower temperature  c increase higher temperature  d increase lower temperature    ",
+            "6": "6  \u00a9 ucles 2018 0620/12/f/m/18  13 separate samples of anhydrous copper( ii) sulfate and hydrated copper( ii) sulfate are heated.    heatanhydrous copper( ii) sulfate heathydrated copper( ii) sulfate     which row shows the correct colour changes?     anhydrous copper( ii) sulfate hydrated copper( ii) sulfate  a blue to white white to blue  b no change blue to white  c white to blue blue to white  d white to blue no change      14 in which equation does oxidation of the underlined substance occur?  a 2cuo   +  c  \u2192  co 2  +  2cu  b fe2o3  +  3co  \u2192  2fe  +  3co 2  c 2mg  +  o 2  \u2192  2mgo  d mno 2  +  4hc l  \u2192  mnc l 2  +  2h 2o  +  c l 2      15 which property is shown by the alkali sodium hydroxide?  a it has a ph less than ph 7.  b it produces a gas when it is warmed with ammonium chloride.  c it turns blue litmus red.  d it turns universal indicator green.     16 a solution of compound z gives a light blue precipitate with aqueous ammonia. the precipitate  dissolves in an excess of ammonia.    a flame test is done on compound z.    what is the colour of the flame?  a blue-green  b lilac  c red  d yellow    ",
+            "7": "7  \u00a9 ucles 2018 0620/12/f/m/18 [turn over  17 carbon, copper, magnesium, sodium and sulfur can all form oxides.    how many of these elements form acidic oxides?  a 1 b 2 c 3 d 4     18 which method is used to make the salt copper( ii) sulfate?  a dilute acid  +  alkali  b dilute acid  +  carbonate  c dilute acid  +  metal  d dilute acid  +  non-metal oxide    19 the periodic table lists all the known elements.    elements are arranged in order of ...  1 ... number.    the melting points of group i elements ...  2 ... down the group.    the melting points of group vii elements ...  3 ... down the group.    which words correctly complete gaps 1, 2 and 3?     1 2 3  a nucleon decrease increase  b nucleon increase decrease  c proton decrease increase  d proton increase decrease      20 which statements about group i and group vii elements are correct?    1 in group i, lithium is more reactive than potassium.  2 in group vii, chlorine is more reactive than fluorine.     statement 1 statement 2  a \u0016 \u0016  b \u0016 \u001a  c \u001a \u0016  d \u001a \u001a     ",
+            "8": "8  \u00a9 ucles 2018 0620/12/f/m/18  21 which statement describes transition elements?  a they have high densities and high melting points.  b they have high densities and low melting points.  c they have low densities and high melting points.  d they have low densities and low melting points.      22 which trend occurs across the period from sodium to argon?  a a change from metal to non-metal  b an increase in melting point  c a more violent reaction with water  d an increase in electrical conductivity      23 why is argon used in lamps?  a argon forms molecules when electricity is passed through it.  b argon is inert and so does not react with the hot filament.  c argon is less dense than air.  d argon produces light when it burns.      24 metals w, x, y and z are reacted with dilute hydrochloric acid.    the oxides of metals w, x, y and z are heated with carbon.    the results are shown.    reaction w x y z  metal + dilute hydrochloric acid fizzing   fizzing   violent  fizzing no  reaction  metal oxide + carbon + heat no  reaction metal  produced no  reaction metal  produced    what is the order of reactivity of the metals?     most  reactive  least  reactive  a y w x z  b y x w z  c z w x y  d z x w y   ",
+            "9": "9  \u00a9 ucles 2018 0620/12/f/m/18 [turn over  25 iron is extracted from fe 2o3 by reduction with carbon.    aluminium is difficult to extract from a l 2o3. the process requires electrolysis.    starting with the most reactive, which order of reactivity is correct?  a al \u2192 c \u2192 fe  b al \u2192 fe \u2192 c  c fe \u2192 al \u2192 c  d fe \u2192 c \u2192 al     26 which two properties are physical properties of all pure metals?     property 1 property 2  a brittle poor conductor of heat  b good conductor of electricity malleable  c good conductor of heat low melting point  d malleable low density      27 which statement about the uses of aluminium, copper and iron is correct?  a aluminium is used for aircraft manufacture because it has a high density.  b aluminium is used for food containers because it is a good conductor of electricity.  c copper is used for cooking utensils because it is a good conductor of heat.  d stainless steel is used for car bodies because it corrodes easily.     28 the list gives four experiments done with calcium carbonate.    1 acid added  2 alkali added  3 heated strongly  4 water added    which experiments produced carbon dioxide?  a 1 and 2 b 1 and 3 c 2 and 3 d 2 and 4    ",
+            "10": "10  \u00a9 ucles 2018 0620/12/f/m/18  29 water must be purified before it is suitable for use in the home.    which processes are used to remove solid impurities and to kill bacteria?     to remove  solid impurities to kill  bacteria  a chlorination chlorination  b chlorination filtration  c filtration chlorination  d filtration filtration      30 which gas is not present in clean air?  a argon  b carbon dioxide  c carbon monoxide  d water vapour     31 which pair of compounds would make an npk fertiliser?  a ammonium sulfate and potassium phosphate  b calcium hydroxide and ammonium nitrate  c calcium phosphate and potassium chloride  d potassium nitrate and ammonium sulfate     32 which pollutant gas is produced by the decomposition of vegetation?  a carbon monoxide  b methane  c nitrogen dioxide  d sulfur dioxide    ",
+            "11": "11  \u00a9 ucles 2018 0620/12/f/m/18 [turn over  33 sulfur burns to make sulfur dioxide.    which row describes a source of sulfur and a use of sulfur dioxide?     source of sulfur use of sulfur dioxide  a the air food preservative  b the air water treatment  c underground deposits food preservative  d underground deposits water treatment     34 the diagram shows the ph values of the soil in two parts of a garden, x and y.    x ph 7.0y ph 5.5     lime is used to neutralise the soil in one part of the garden.    to which part of the garden should the lime be added and why?     part of the garden because lime is  a x acidic  b x basic  c y acidic  d y basic     35 which substance is not used as a fuel?  a ethanol  b hydrogen  c methane  d oxygen    36 which formula represents an alkene?  a ch 4 b c 2h4 c c 2h6 d c 2h5oh     ",
+            "12": "12  \u00a9 ucles 2018 0620/12/f/m/18  37 three chemical reactions are shown.    1 catalytic addition of steam to ethene  2 combustion of ethanol  3 fermentation of glucose    in which of the reactions does the relative molecular mass of the carbon-containing compound  decrease?  a 1 and 2 b 1 only c 2 and 3 d 3 only    38 how is ethanol produced by fermentation?  a using anaerobic conditions at 30  \u00b0c  b using anaerobic conditions at 450  \u00b0c  c using steam at 30  \u00b0c  d using steam at 450  \u00b0c    39 a compound has the formula ch 3cooh.    what is not a property of this compound?  a it has a smell like vinegar.  b it reacts with acids to form salts.  c it reacts with magnesium to produce hydrogen.  d it turns blue litmus red.    40 which statement about polymers is correct?  a polymers are formed by breaking down monomers.  b polymers can be natural or synthetic.  c polymers contain atoms of only one element.  d polymers have a giant ionic structure.    ",
+            "13": "13  \u00a9 ucles 2018 0620/12/f/m/18    blank page",
+            "14": "14  \u00a9 ucles 2018 0620/12/f/m/18  blank page",
+            "15": "15    permission to reproduce items where third-party owned material pr otected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to trac e 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 ans wer-related information to candidates, all copyright acknowledgements are reproduced onl ine in the cambridge  international examinations copyright acknow ledgements booklet. this is produced for each  series of examinations and is freely a vailable to download at  www.cie.org.uk after the live examination series.    cambridge international examinations is part of the cambridge as sessment group. cambridge assessment is the brand name of unive rsity of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge.    \u00a9 ucles 2018 0620/12/f/m/18  blank page",
+            "16": "16  \u00a9 ucles 2018 0620/12/f/m/18   groupthe periodic table of elements 1 h hydrogen 12 he helium 4ii i iii iv v vi vii viii 3 li lithium 74 be beryllium 9atomic number atomic symbolkey name relative atomic mass 11 na sodium 2312 mg magnesium 24 19 k potassium 3920 ca calcium 40 37 rb rubidium 8538 sr strontium 88 55 cs caesium 13356 ba barium 137 87 fr francium \u201388 ra radium \u20135 b boron 11 13 al aluminium 27 31 ga gallium 70 49 in indium 115 81 tl thallium 2046 c carbon 12 14 si silicon 2832 ge germanium 73 50 sn tin 119 82 pb lead 20722 ti titanium 48 40 zr zirconium 91 72 hf hafnium 178 104 rf rutherfordium \u201323 v vanadium 51 41 nb niobium 93 73 ta tantalum 181 105 db dubnium \u201324 cr chromium 52 42 mo molybdenum 96 74 w tungsten 184 106 sg seaborgium \u201325 mn manganese 55 43 tc technetium \u2013 75 re rhenium 186 107 bh bohrium \u201326 fe iron 56 44 ru ruthenium 101 76 os osmium 190 108 hs hassium \u201327 co cobalt 59 45 rh rhodium 103 77 ir iridium 192 109 mt meitnerium \u201328 ni nickel 59 46 pd palladium 106 78 pt platinum 195 110 ds darmstadtium \u201329 cu copper 64 47 ag silver 108 79 au gold 197 111 rg roentgenium \u201330 zn zinc 65 48 cd cadmium 112 80 hg mercury 201 112 cn copernicium \u2013114 fl flerovium \u2013116 lv livermorium \u20137 n nitrogen 14 15 p phosphorus 3133 as arsenic 75 51 sb antimony 122 83 bi bismuth 2098 o oxygen 16 16 s sulfur 3234 se selenium 79 52 te tellurium 128 84 po polonium \u20139 f fluorine 19 17 cl chlorine 35.5 35 br bromine 80 53 i iodine 127 85 at astatine \u201310 ne neon 20 18 ar argon 4036 kr krypton 84 54 xe xenon 131 86 rn radon \u201321 sc scandium 45 39 y yttrium 89 57\u201371 lanthanoids 89\u2013103 actinoids 57 la lanthanum 139 89 aclanthanoids actinoids the volume of one mole of any gas is 24  dm3 at room temperature and pressure (r.t.p.).actinium \u201358 ce cerium 140 90 th thorium 23259 pr praseodymium 141 91 pa protactinium 23160 nd neodymium 144 92 u uranium 23861 pm promethium \u2013 93 np neptunium \u201362 sm samarium 150 94 pu plutonium \u201363 eu europium 152 95 am americium \u201364 gd gadolinium 157 96 cm curium \u201365 tb terbium 159 97 bk berkelium \u201366 dy dysprosium 163 98 cf californium \u201367 ho holmium 165 99 es einsteinium \u201368 er erbium 167 100 fm fermium \u201369 tm thulium 169 101 md mendelevium \u201370 yb ytterbium 173 102 no nobelium \u201371 lu lutetium 175 103 lr lawrencium \u2013  "
+        },
+        "0620_m18_qp_22.pdf": {
+            "1": "  the syllabus is approved for use in england, wales and northern ir eland as a cambridge international level 1/level 2 certificat e.  this document consists of 15 printed pages and 1 blank page.  ib18 03_0620_22/3rp  \u00a9 ucles 2018 [turn over     *3036484056 * cambridge international examinations  cambridge international general certificate of secondary education       chemistry 0620/22     paper 2 multiple choice (extended)  february/march 2018       45 minutes  additional materials: multiple choice answer sheet   soft clean eraser   soft pencil (type b or hb is recommended)       read these instructions first   write in soft pencil.  do not use staples, paper clips, glue or correction fluid.  write your name, centre number and candidate number on the answer sheet in the spaces provided unless  this has been done for you.  do not  write in any barcodes.   there are forty  questions on this paper. answer all questions. for each question there are four possible  answers a, b, c and d.   choose the one you consider correct and record your choice in soft pencil  on the separate answer sheet.   read the instructions on the answer sheet very carefully.   each correct answer will score one mark. a ma rk will not be deducted for a wrong answer.  any rough working should be done in this booklet.  a copy of the periodic table is printed on page 16.  electronic calculators may be used.    ",
+            "2": "2  \u00a9 ucles 2018 0620/22/f/m/18  1 hydrogen chloride gas, hc l, reacts with ammonia gas, nh 3, to form solid ammonium chloride.    the apparatus is set up as shown.    after a few minutes, solid ammonium chloride forms where the two gases meet.    solid ammonium chloride source of hydrogen chloride gassource ofammonia gas     the experiment is repeated using hydrogen bromide, hbr, in place of hydrogen chloride.    how far along the tube does the solid ammonium bromide form?    ab cd source ofhydrogen bromide gassource ofammonia gas       2 substance l melts at \u20137  \u00b0c and is a brown liquid at room temperature.    which temperature is the boiling point of pure l?  a \u201377  \u00b0c  b \u20137  \u00b0c to +7  \u00b0c  c 59  \u00b0c  d 107  \u00b0c to 117  \u00b0c     ",
+            "3": "3  \u00a9 ucles 2018 0620/22/f/m/18 [turn over  3 chromatography is done on a mixture containing a drug. the drug has an rf value of 0.66.    the diagram is not drawn to scale.    which spot on the chromatogram represents the drug?    15 cm 0.66  cm9.9 cm12 cma b c dsolvent front baseline      4 caesium, cs, is an element in group i of the periodic table.    when caesium reacts it forms a positive ion, cs+.    how is a caesium ion formed?  a a caesium atom gains a proton.  b a caesium atom gains an electron.  c a caesium atom loses an electron.  d a caesium atom shares an electron.     5 the structure of copper is described as a lattice of positive ions in a \u2018sea of electrons\u2019.    which statements are correct?    1 copper has a high melting point because of the strong electrostatic attraction  between the positive ions and the \u2018sea of electrons\u2019.  2 copper is malleable because the layers of atoms in the lattice can slide over each  other.  3 copper atoms can be oxidised to form copper ions by losing electrons.    a 1, 2 and 3 b 1 and 2 only c 1 and 3 only d 2 and 3 only     ",
+            "4": "4  \u00a9 ucles 2018 0620/22/f/m/18  6 three statements about diamond, graphite and silicon( iv) oxide are listed.    1 diamond and graphite both have giant covalent structures.  2 in silicon( iv) oxide, silicon and oxygen atoms are joined together by covalent bonds  throughout the whole structure.  3 diamond and silicon( iv) oxide have similar structures.    which statements are correct?  a 1, 2 and 3 b 1 and 2 only c 1 and 3 only d 2 and 3 only     7 the concentration of a hydrochloric acid solution is 0.5  mol  / dm3.    how many moles of hydrochloric acid are present in 25  cm3 of this solution?  a 0.0125 b 0.0200 c 12.5 d 20.0      8 a sample of an iron oxide contains 50.4  g of iron and 21.6  g of oxygen.    what is the empirical formula of the iron oxide?  a feo b feo 3 c fe 2o3 d fe 3o2      9 a solution of copper( ii) sulfate can be electrolysed using copper electrodes or carbon electrodes.    which statements are correct?    1 using copper electrodes, oxygen gas forms at the anode.  2 using copper electrodes, copper atoms lose electrons at the anode.  3 using carbon electrodes, copper metal forms at the cathode.  4 using carbon electrodes, copper ions gain electrons at the cathode.    a 1 and 2 b 1 and 3 c 2, 3 and 4 d 4 only     ",
+            "5": "5  \u00a9 ucles 2018 0620/22/f/m/18 [turn over  10 pairs of metals are connected together to make a simple cell, as shown.    v metal 2voltmeter electrolytemetal 1     the table shows the reading on the voltmeter when different metals are used.     metal 2  beryllium cerium cobalt manganese metal 1 beryllium 0.00  v +0.64  v \u20131.57  v \u20130.67  v  cerium  0.00  v \u20132.21  v \u20131.30  v  cobalt   0.00  v +0.90  v  manganese    0.00  v    if metal 2 is more reactive than metal 1, the voltage measured is positive.    the greater the difference in reactivity of the metals, the larger the reading on the voltmeter.    what is the order of reactivity?     most  reactive  least  reactive  a cerium beryllium cobalt manganese  b cerium beryllium manganese cobalt  c cobalt manganese beryllium cerium  d cobalt manganese cerium beryllium     ",
+            "6": "6  \u00a9 ucles 2018 0620/22/f/m/18  11 the energy level diagram for the reaction between x 2 and y 2 to form xy gas is shown.    energy progress of reactionx2(g)  +  y2(g) 2xy(g)     which statement is correct?  a energy is released when x 2 and y 2 bonds are broken.  b energy is needed to form xy bonds.  c the energy change, \u2206h, for the reaction is negative.  d the reaction is endothermic.     12 methane burns in oxygen to form carbon dioxide and water.    ch 4  +  2o 2  \u2192  co 2  +  2h 2o    the bond energies are shown in the table.    bond bond energy  in kj  / mol  c\u2013h +410  c=o +805  o\u2013h +460  o=o +496    what is the energy change for the reaction?  a \u2013818  kj / mol  b \u2013323  kj / mol  c +323  kj / mol  d +818  kj / mol    ",
+            "7": "7  \u00a9 ucles 2018 0620/22/f/m/18 [turn over  13 methanol is made by reacting carbon monoxide with hydrogen. the reaction is reversible.    co(g)  +  2h 2(g)    ch 3oh(g)    the forward reaction is exothermic.    which combination of temperature and pressure gives the highest equilibrium yield of methanol?     temperature  / \u00b0c pressure  / atmospheres  a 200 10  b 200 200  c 600 10  d 600 200     14 the ionic equation for the reaction between zinc and aqueous copper ions is shown.    zn(s)  +  cu 2+(aq)  \u2192  zn2+(aq)  +  cu(s)    which statement about this reaction is correct?  a copper ions are oxidised and their oxidation state changes.  b copper ions are reduced because they lose electrons.  c zinc atoms are oxidised and their oxidation state changes.  d zinc atoms are reduced because they gain electrons.      15 in which reaction is the rate of reaction not affected by light?  a the conversion of carbon dioxide and water to glucose and oxygen in green plants  b the reaction of bromine with ethene  c the reaction of chlorine with methane  d the reduction of silver ions to silver     ",
+            "8": "8  \u00a9 ucles 2018 0620/22/f/m/18  16 calcium carbonate reacts with dilute hydrochloric acid to form bubbles of carbon dioxide.    at a higher temperature, the same reaction is faster.    which row explains this observation?     collision rate number of molecules with  sufficient energy to react  a increases more  b increases the same  c stays the same more  d stays the same the same      17 ethanoic acid reacts with water to produce an acidic solution.    which row describes the roles of ethanoic acid and water in this reaction?     ethanoic acid water  a accepts a proton donates a proton  b accepts an electron donates an electron  c donates a proton accepts a proton  d donates an electron accepts an electron     18 a solution of compound z gives a light blue precipitate with aqueous ammonia. the precipitate  dissolves in an excess of ammonia.    a flame test is done on compound z.    what is the colour of the flame?  a blue-green  b lilac  c red  d yellow      19 carbon, copper, magnesium, sodium and sulfur can all form oxides.    how many of these elements form acidic oxides?  a 1 b 2 c 3 d 4    ",
+            "9": "9  \u00a9 ucles 2018 0620/22/f/m/18 [turn over  20 which method is used to make the salt copper( ii) sulfate?  a dilute acid  +  alkali  b dilute acid  +  carbonate  c dilute acid  +  metal  d dilute acid  +  non-metal oxide     21 the periodic table lists all the known elements.    elements are arranged in order of ...  1 ... number.    the melting points of group i elements ...  2 ... down the group.    the melting points of group vii elements ...  3 ... down the group.    which words correctly complete gaps 1, 2 and 3?     1 2 3  a nucleon decrease increase  b nucleon increase decrease  c proton decrease increase  d proton increase decrease     22 metal x reacts with non-metal y to form an ionic compound with the formula x 2y.    which statements are correct?    1 x is in group i of the periodic table.  2 x is in group ii of the periodic table. 3 y is in group vi of the periodic table. 4 y is in group vii of the periodic table.    a 1 and 3 b 1 and 4 c 2 and 3 d 2 and 4    ",
+            "10": "10  \u00a9 ucles 2018 0620/22/f/m/18  23 which statements about group i and group vii elements are correct?    1 in group i, lithium is more reactive than potassium.  2 in group vii, chlorine is more reactive than fluorine.     statement 1 statement 2  a \u0016 \u0016  b \u0016 \u001a  c \u001a \u0016  d \u001a \u001a     24 which two properties are physical properties of all pure metals?     property 1 property 2  a brittle poor conductor of heat  b good conductor of electricity malleable  c good conductor of heat low melting point  d malleable low density     25 aluminium is extracted from aluminium oxide using electrolysis.    carbon dioxide is formed in this process.    which equation shows the formation of carbon dioxide during the extraction of aluminium from  aluminium oxide by electrolysis?  a a l  2(co 3)3  \u2192  a l 2o3  +  3co 2  b a l 2o3  +  3co  \u2192  2a l  +  3co 2  c c  +  o 2  \u2192  co 2  d c4+  +  2o2\u2013  \u2192  co 2    26 a sample of solid x was added to three different solutions to predict the position of x in the  reactivity series.     x(s)  +  feso 4(aq) \u2192  no reaction   x(s)  +  2hc l(aq) \u2192  xc l 2(aq)  +  h 2(g)   x(s)  +  zn(no 3)2(aq) \u2192  no reaction    which other solution would react with solid x?  a caso 4(aq) b cuso 4(aq) c mgso 4(aq) d na 2so 4(aq)   ",
+            "11": "11  \u00a9 ucles 2018 0620/22/f/m/18 [turn over  27 which statement about the uses of aluminium, copper and iron is correct?  a aluminium is used for aircraft manufacture because it has a high density.  b aluminium is used for food containers because it is a good conductor of electricity.  c copper is used for cooking utensils because it is a good conductor of heat.  d stainless steel is used for car bodies because it corrodes easily.      28 air is a mixture of gases.    the melting and boiling points of some gases present in clean, dry air are shown.    in the fractional distillation of liquid air, which gas boils first?     gas melting point  / \u00b0c boiling point  / \u00b0c  a argon \u2013189 \u2013186  b krypton \u2013157 \u2013153  c nitrogen \u2013210 \u2013196  d oxygen \u2013219 \u2013183     29 water must be purified before it is suitable for use in the home.    which processes are used to remove solid impurities and to kill bacteria?     to remove  solid impurities to kill  bacteria  a chlorination chlorination  b chlorination filtration  c filtration chlorination  d filtration filtration     30 which processes do not produce carbon dioxide?    1 heating limestone  2 burning gasoline in car engines  3 photosynthesis  4 production of nylon    a 1 and 2 b 1 and 3 c 2 and 4 d 3 and 4     ",
+            "12": "12  \u00a9 ucles 2018 0620/22/f/m/18  31 which pair of compounds would make an npk fertiliser?  a ammonium sulfate and potassium phosphate  b calcium hydroxide and ammonium nitrate  c calcium phosphate and potassium chloride  d potassium nitrate and ammonium sulfate      32 which pollutant gas is produced by the decomposition of vegetation?  a carbon monoxide  b methane  c nitrogen dioxide  d sulfur dioxide      33 the equation for the formation of sulfur trioxide from sulfur dioxide is shown.    2so 2(g)  +  o 2(g)    2so 3(g)    the forward reaction is exothermic.    which combination of pressure and temperature gives the highest equilibrium yield of sulfur trioxide?     pressure temperature  a high high  b high low  c low high  d low low     ",
+            "13": "13  \u00a9 ucles 2018 0620/22/f/m/18 [turn over  34 the diagram shows the ph values of the soil in two parts of a garden, x and y.    x ph 7.0y ph 5.5     lime is used to neutralise the soil in one part of the garden.    to which part of the garden should the lime be added and why?     part of the garden because lime is  a x acidic  b x basic  c y acidic  d y basic     35 statement 1 hydrogen is used as a fuel.    statement 2 when hydrogen burns in the air to form water, heat energy is produced.    which is correct?  a both statements are correct and statement 2 explains statement 1.  b both statements are correct but statem ent 2 does not explain statement 1.  c statement 1 is correct but statement 2 is incorrect.  d statement 2 is correct but statement 1 is incorrect.     36 which row identifies compounds in the same homologous series?     chemical  properties functional  group  a different different  b different same  c similar different  d similar same     ",
+            "14": "14  \u00a9 ucles 2018 0620/22/f/m/18  37 three chemical reactions are shown.    1 catalytic addition of steam to ethene  2 combustion of ethanol  3 fermentation of glucose    in which of the reactions does the relative molecular mass of the carbon-containing compound  decrease?  a 1 and 2 b 1 only c 2 and 3 d 3 only    38 how is ethanol produced by fermentation?  a using anaerobic conditions at 30  \u00b0c  b using anaerobic conditions at 450  \u00b0c  c using steam at 30  \u00b0c  d using steam at 450  \u00b0c     39 which substances react together to form ethyl propanoate?  a ethanoic acid and propanol  b ethanol and propene  c ethene and propanol  d propanoic acid and ethanol    40 the structure of a chlorofluorocarbon polymer is shown.    c hch3 c fcl c hch3 c fcl     which monomer is used to make this polymer?    c fch3 ch3ca hcl ch cb fcl c clch3 cc hf c clch3 cd fh      ",
+            "15": "15    blank page     permission to reproduce items where third-party owned material pr otected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to trac e 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 ans wer-related information to candidates, all copyright acknowledgements are reproduced onl ine in the cambridge  international examinations copyright acknow ledgements booklet. this is produced for each  series of examinations and is freely a vailable to download at  www.cie.org.uk after the live examination series.    cambridge international examinations is part of the cambridge as sessment group. cambridge assessment is the brand name of unive rsity of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge.    \u00a9 ucles 2018 0620/22/f/m/18  ",
+            "16": "16  \u00a9 ucles 2018 0620/22/f/m/18   groupthe periodic table of elements 1 h hydrogen 12 he helium 4ii i iii iv v vi vii viii 3 li lithium 74 be beryllium 9atomic number atomic symbolkey name relative atomic mass 11 na sodium 2312 mg magnesium 24 19 k potassium 3920 ca calcium 40 37 rb rubidium 8538 sr strontium 88 55 cs caesium 13356 ba barium 137 87 fr francium \u201388 ra radium \u20135 b boron 11 13 al aluminium 27 31 ga gallium 70 49 in indium 115 81 tl thallium 2046 c carbon 12 14 si silicon 2832 ge germanium 73 50 sn tin 119 82 pb lead 20722 ti titanium 48 40 zr zirconium 91 72 hf hafnium 178 104 rf rutherfordium \u201323 v vanadium 51 41 nb niobium 93 73 ta tantalum 181 105 db dubnium \u201324 cr chromium 52 42 mo molybdenum 96 74 w tungsten 184 106 sg seaborgium \u201325 mn manganese 55 43 tc technetium \u2013 75 re rhenium 186 107 bh bohrium \u201326 fe iron 56 44 ru ruthenium 101 76 os osmium 190 108 hs hassium \u201327 co cobalt 59 45 rh rhodium 103 77 ir iridium 192 109 mt meitnerium \u201328 ni nickel 59 46 pd palladium 106 78 pt platinum 195 110 ds darmstadtium \u201329 cu copper 64 47 ag silver 108 79 au gold 197 111 rg roentgenium \u201330 zn zinc 65 48 cd cadmium 112 80 hg mercury 201 112 cn copernicium \u2013114 fl flerovium \u2013116 lv livermorium \u20137 n nitrogen 14 15 p phosphorus 3133 as arsenic 75 51 sb antimony 122 83 bi bismuth 2098 o oxygen 16 16 s sulfur 3234 se selenium 79 52 te tellurium 128 84 po polonium \u20139 f fluorine 19 17 cl chlorine 35.5 35 br bromine 80 53 i iodine 127 85 at astatine \u201310 ne neon 20 18 ar argon 4036 kr krypton 84 54 xe xenon 131 86 rn radon \u201321 sc scandium 45 39 y yttrium 89 57\u201371 lanthanoids 89\u2013103 actinoids 57 la lanthanum 139 89 aclanthanoids actinoids the volume of one mole of any gas is 24  dm3 at room temperature and pressure (r.t.p.).actinium \u201358 ce cerium 140 90 th thorium 23259 pr praseodymium 141 91 pa protactinium 23160 nd neodymium 144 92 u uranium 23861 pm promethium \u2013 93 np neptunium \u201362 sm samarium 150 94 pu plutonium \u201363 eu europium 152 95 am americium \u201364 gd gadolinium 157 96 cm curium \u201365 tb terbium 159 97 bk berkelium \u201366 dy dysprosium 163 98 cf californium \u201367 ho holmium 165 99 es einsteinium \u201368 er erbium 167 100 fm fermium \u201369 tm thulium 169 101 md mendelevium \u201370 yb ytterbium 173 102 no nobelium \u201371 lu lutetium 175 103 lr lawrencium \u2013  "
+        },
+        "0620_m18_qp_32.pdf": {
+            "1": "read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen.you may use an hb pencil for any diagrams or graphs.do not use staples, paper clips, glue or correction fluid.do not write in any barcodes. answer all questions. electronic calculators may be used.a copy of the periodic table is printed on page 16.you may lose marks if you do not show your working or if you do not use appropriate units. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question.chemistry  0620/32 paper 3  theory (core) february/march 2018  1 hour 15 minutes candidates answer on the question paper. no additional materials are required.cambridge international examinations cambridge international general certificate of secondary education this document consists of 16 printed pages. [turn overib18 03_0620_32/2rp\u00a9 ucles 2018 *6572782506* the syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificate.",
+            "2": "2 0620/32/f/m/18 \u00a9 ucles 2018 1 (a)\t\tthe\tstructures\tof\tfive\tsubstances,\ta,\tb,\tc,\td\tand\te,\tare\tshown. na+br \u2013na+ na+br \u2013 na+na+br \u2013h br \u2013 na+br \u2013br \u2013 abc ch h cdo c clcl cli o eo o brh br \t\tanswer\tthe\tfollowing\tquestions\tusing\tonly\tthe\tsubstances\tin\tthe\tdiagram. \t\teach\tsubstance\tmay\tbe\tused\tonce,\tmore\tthan\tonce\tor\tnot\tat\tall. \t\tstate\twhich\tsubstance,\ta,\tb,\tc,\td or e:  (i)\t\tis\ta\tdiatomic\tmolecule\t \t ..   [1]  (ii)\t\tcontains\tbromide\tions\t \t ...   [1]  (iii)\t\tis\tan\telement\t\t     [1]  (iv)\t\tis\ta\tgas\twhich\tis\ta\tproduct\tof\trespiration \t\t..   [1]  (v)\t\tgives\ta\tyellow\tcolour\tin\ta\tflame\ttest.\t\t    [1]  (b)\t\tan\tisotope\tof\toxygen\tis\trepresented\tby\tthe\tsymbol\t shown. 17o8 \t\tdeduce\tthe\tnumber\tof\tprotons,\tneutrons\tand\telectrons\tin\tthis\tisotope\tof\toxygen. \t number\tof\tprotons\t \t. \t number\tof\tneutrons\t \t... \t number\tof\telectrons\t \t...  [3]  (c)\t\tdescribe\ta\ttest\tfor\toxygen.  test \t. \t result\t\t ..  [2] \t [total:\t10]",
+            "3": "3 0620/32/f/m/18 \u00a9 ucles 2018 [turn over 2 (a)\t\tthe\ttable\tshows\tthe\tmass\tof\teach\ttype\tof\tion\tpresent\tin\ta\t100\t cm3\tsample\tof\tmilk. name\tof\tion formula\tof\tionmass\tof\tion\tpresent in\t100\tcm3\tmilk\t/\tmg calcium ca2+125 chloride cl \u2013120 mg2+12 phosphate po43\u201395 potassium k+140 sodium na+58 so42\u201330 negative\tions\tof\torganic\tacids 160  (i)\t\tcalculate\tthe\tmass\tof\tcalcium\tions\tpresent\tin\ta\t20\t cm3\tsample\tof\tthis\tmilk. \t mass\tof\tcalcium\tions\t=\t..\tmg\t\t[1]  (ii)\t\twhich\tpositive\tion\tis\tpresent\tin\tthe\thighest\tconcentration\tin\tthis\tsample\tof\tmilk?  \t ...   [1]  (iii)\t\tname\tthe\tcompound\tformed\tfrom\tmg2+\tand\tso42\u2013\tions.  \t ...   [1]  (iv)\t\tdescribe\ta\t test\tfor\tchloride\tions.  test \t ..  \t . \t result\t\t ...  [3]",
+            "4": "4 0620/32/f/m/18 \u00a9 ucles 2018  (b)\t\tone\tof\tthe\torganic\tacids\tpresent\tin\tmilk\tis\tlactic\tacid. \t\tthe\tstructure\tof\tlactic\tacid\tis\tshown. cco oho hchh hh  (i)\t\ton\tthe\tstructure\tshown\tdraw\ta\tcircle\taround\tthe\tcarboxylic\tacid\tfunctional\tgroup.\t [1]  (ii)\t\tdeduce\tthe\tmolecular\t formula\tof\tlactic\tacid\tshowing\tthe\tnumber\tof\tcarbon,\thydrogen\t and\t oxygen\tatoms.  \t ...   [1]  (c)\t\tethanoic\tacid\tis\tanother\torganic\tacid.  (i)\t\tthe\treduction\tof\tethanoic\tacid\tproduces \tethanol. \t \twhat\tis\tmeant\tby\tthe\tterm\treduction ?  \t ...   [1]  (ii)\t\tthe\tmolecular\tformula\tof\tethanol\tis\tc2h6o. \t \tcomplete\tthe\ttable\tto\tcalculate\tthe\trelative\tmolecular\tmass\tof\tethanol. number\tof\tatoms relative\tatomic\tmass carbon 2 12 2 \u00d7\t12\t=\t24 hydrogen oxygen \t relative\tmolecular\tmass\t=\t..\t\t[2] \t [total:\t11]",
+            "5": "5 0620/32/f/m/18 \u00a9 ucles 2018 [turn over 3\t\tthis\tquestion\tis\tabout\thalogens.  (a)\t\ta\tcrystal\tof\tiodine\twas\tplaced\tat\tthe\tbottom\tof\ta\tbeaker\tcontaining\tthe\tsolvent\tcyclohexane. \t\tafter\t2\tdays,\ta\tpurple\tcolour\thad\tspread\tthroughout\tthe\tcyclohexane. at the start after 2 hours after 2 dayscyclohexane crystal of iodine \t\texplain\tthese\tobservations\tusing\tthe\tkinetic\tparticle\tmodel.  \t  \t  \t  \t  \t..   [3] question 3 continues on the next page.",
+            "6": "6 0620/32/f/m/18 \u00a9 ucles 2018  (b)\t\tthe\ttable\tshows\tthe\tproperties\tof\tsome\thalogens. halogenmelting\tpoint in\t\u00b0cboiling\tpoint in\t\u00b0cdensity\twhen liquid\tin\tg\t/\tcm3colour fluorine \u2013220 \u2013188 chlorine \u201329 1.56 light\tgreen bromine \u20137 59 3.12 red-brown iodine 114 184 3.96 grey-black  (i)\t\tcomplete\tthe\ttable\tto\testimate: \t \u25cf\t\tthe\tdensity\tof\tliquid\tfluorine \t \u25cf\t\tthe\tmelting\tpoint\tof\tchlorine.  [2]  (ii)\t\tis\tfluorine\tlighter\tor\tdarker\tin\tcolour\tthan \tchlorine? \t \texplain\tyour\tanswer.  \t .  \t ...   [1]  (iii)\t\twhat\tis\tthe\tphysical\tstate\tof\tbromine\tat\t 40\t\u00b0c? \t \tgive\ta\treason\tfor\tyour\tanswer.  \t .  \t ...   [2]  (c)\t\tcomplete\t the\tchemical\t equation\t for\tthe\treaction\tof\taqueous\t bromine\twith\taqueous\t potassium\tiodide. \t ..\t\t+\t\t2k i    i2\t\t+\t\t.kbr\t [2] \t [total:\t10]",
+            "7": "7 0620/32/f/m/18 \u00a9 ucles 2018 [turn over 4\t\tthis\tquestion\tis\tabout\torganic\tcompounds.  (a)\t\twhich\ttwo\tstatements\tabout\tmembers\tof\ta\thomologous\tseries\tare\tcorrect? \t\ttick\ttwo\tboxes. \t they\thave\tsimilar\tchemical\tproperties. \t they\thave\tsimilar\tphysical\tproperties. \t they\thave\tthe\tsame\tfunctional\tgroup. \t they\thave\tthe\tsame\trelative\tmolecular\tmass. \t they\thave\tthe\tsame\tnumber\tof\tcarbon\tatoms.  [2]  (b)\t\tto\twhich\thomologous\tseries\tdo\tmethane\tand\tethane\tbelong?  \t..   [1]  (c)\t\tmethane\tand\tethane\tare\tboth\thydrocarbons. \t\twhat\tis\tmeant\tby\tthe\tterm\thydrocarbon ?  \t  \t..   [2]  (d)\t\tdraw\tthe\tstructure\tof\tethane\tshowing\tall\tof\tthe\tatoms\tand\tall\tof\tthe\tbonds.  [1]",
+            "8": "8 0620/32/f/m/18 \u00a9 ucles 2018  (e)\t\tthe\thydrocarbon\t tetradecane,\t c14h30,\tcan\tbe\tcracked\tto\tform\ta\tmixture\tof\talkanes\tand\talkenes.  (i)\t\tstate\ttwo\tconditions\tneeded\tfor\tcracking.  1 \t ..  2 \t ..  [2]  (ii)\t\tcomplete\t the\tchemical\t equation\tfor\tthe\tcracking\tof\ttetradecane\t to\tform\t two\tdifferent\t hydrocarbons.  c14h30    c3h6\t\t+\t\t\t [1]  (f)\t\tethanol\tcan\tbe\tmanufactured\tfrom\tethene. \t\tcomplete\tthe\tword\tequation\tfor\tthis\treaction. \t ethene\t\t+\t\t..\t\t \t\tethanol\t [1]  (g)\t\tethene\tcan\tbe\tpolymerised\tto\tform\tpoly(ethene). \t\tcomplete\tthe\tsentence\tabout\tthis\treaction\tusing\twords\tfrom\tthe\tlist. addition      condensation      ions      monomers      oxidation      polymers   ethene\t..\t combine\tto\tform\tpoly(ethene)\t by\t..\t polymerisation .  [2] \t [total:\t12]",
+            "9": "9 0620/32/f/m/18 \u00a9 ucles 2018 [turn over 5\t\tthis\tquestion\tis\tabout\tmetals.  (a)\t\tmagnesium\tis\tmanufactured\tby\tthe\telectrolysis\tof\tmolten\tmagnesium\tchloride. unreactive gas inunreactive gas outanode (+) cathode (\u2013 ) molten magnesium molten magnesium chloride  (i)\t\twhat\tinformation\t in\tthe\tdiagram\tshows\tthat\tmolten\tmagnesium\t is\tless\tdense\tthan\tmolten\t magnesium\tchloride?  \t ...   [1]  (ii)\t\tone\tof\tthe\tproducts\tof\tthis\telectrolysis\tis \tmagnesium. \t \tstate\tthe\tname\tof\tthe\tother\tproduct.  \t ...   [1] \t\tan\tunreactive\tgas\tis\tblown\tover\tthe\tsurface\tof\tthe\tmolten\tmagnesium.  (iii)\t\tsuggest\twhy\tan\tunreactive\t gas\tand\t not\tair\tis\tblown\tover\tthe\tsurface\tof\tthe\tmolten\t magnesium.  \t ...   [1]  (iv)\t\tsuggest\tthe\tname\tof\tan\tunreactive\tgas\t which\tcould\tbe\tused.  \t ...   [1]",
+            "10": "10 0620/32/f/m/18 \u00a9 ucles 2018  (b)\t\tthe\ttable\tshows\tsome\tproperties\tof\tfour\tmetals. metaldensity\tin g\t/\tcm3melting\tpoint in\t\u00b0crelative strengthrelative\telectrical\t conductivity aluminium 2.7 660 7 9 cobalt 8.9 1495 21 4 gallium 5.9 30 1 1 nickel 8.9 1455 20 3 \t\tanswer\tthese\tquestions\tusing\t only\tthe\tinformation\tshown\tin\tthe\ttable.  (i)\t\twhich\tmetal\tis\tmost\tsuitable\tto\tmake\tthe\tbody\tof\tan\taircraft? \t \tgive\ta\treason\tfor\tyour\tanswer.  \t .  \t ...   [2]  (ii)\t\twhich\tmetal\tis\tmost\tsuitable\tto\tuse\tfor\toverhead\tpower\tcables? \t \tgive\ta\treason\tfor\tyour\tanswer.  \t .  \t ...   [2]  (iii)\t\twhich\ttwo\tmetals\tin\tthe\ttable\tare\ttransition\telements? \t ... \tand\t\t   [1]  (c)\t\tgive\ttwo\tproperties\tof\ttransition\telements\twhich\tare\t not\tshown\tby\tgroup\ti\telements.  1 \t.  2 \t.  [2]  (d)\t\tcobalt\tis\tadded\tto\tiron\tto\tmake\tsteel\talloys.  (i)\t\twhat\tis\tmeant\tby\tthe\tterm\talloy ?  \t .  \t ...   [1]  (ii)\t\tgive\tone\treason\twhy\talloys\tare\tused\tinstead\tof\tpure\tmetals.  \t ...   [1] \t [total:\t13]",
+            "11": "11 0620/32/f/m/18 \u00a9 ucles 2018 [turn over 6\t\tthis\tquestion\tis\tabout\tsulfur\tand\tits\tcompounds.  (a)\t natural\tgas\tcontains\thydrocarbons\tand\thydrogen\tsulfide.  (i)\t\tgive\tthe\tname\tof\tthe\thydrocarbon\t which\tis\tpresent\tin\tthe\tgreatest\tconcentration\t in\tnatural\t gas.  \t ...   [1]  (ii)\t\thydrogen\t sulfide\tis\tremoved\tfrom\tnatural\tgas\tby\treaction\twith\toxygen\tin\tthe\tpresence\t of\t a\tcatalyst. \t \twhat\tis\tthe\tpurpose\tof\ta\tcatalyst?  \t ...   [1]  (b) (i)\t\tname\tthe\tacid\tmanufactured\tfrom\tsulfur.  \t ...   [1]  (ii)\t\twhen\tfossil\tfuels\tcontaining\tsulfur\tare\tburned,\tsulfur\tdioxide\tis\tformed. \t \tsulfur\tdioxide\tcontributes\tto\tacid\train. \t \tgive\tone\tharmful\teffect\tof\tacid\train\ton\tbuildings.  \t ...   [1]  (iii)\t\tsulfur\tdioxide\tis\toxidised\tby\tnitrogen\tdioxide\tin\tthe\tatmosphere\tto\tform\tsulfur\ttrioxide. so2  +  no2    so3  +  no \t \thow\tdoes\tthis\tequation\tshow\tthat\tsulfur \tdioxide\tis\toxidised?  \t .  \t ...   [1] \t [total:\t5]",
+            "12": "12 0620/32/f/m/18 \u00a9 ucles 2018 7\t\tacids\thave\tcharacteristic\tchemical\tproperties.  (a)\t\tdescribe\tthe\treactions\tof\thydrochloric\tacid\twith:  \u25cfcalcium\toxide  \u25cfmagnesium  \u25cfa\tnamed\tindicator\tof\tyour\tchoice.  \t  \t  \t  \t  \t  \t  \t..   [5]  (b)\t\tacids\treact\twith\talkalis\tsuch\tas\tsodium\thydroxide.  (i)\t\twhat\ttype\tof\tchemical\treaction\tis\tthis?  \t ...   [1]  (ii)\t\twhich\t one\tof\tthe\tfollowing\tph\tvalues\tis\tthe\tph\tof\tan\taqueous\tsolution\tof\tsodium\thydroxide? \t \tdraw\ta\tcircle\taround\tthe\tcorrect\tanswer. ph\t2\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\tph\t5\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\tph\t7\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\tph\t13  [1]  (iii)\t\ta\tmixture\tof\tsodium\thydroxide\tand\tammonium\tsulfate\tis\twarmed\tgently. \t \tstate\tthe\tname\tof\tthe\tgas\tproduced.  \t ...   [1]",
+            "13": "13 0620/32/f/m/18 \u00a9 ucles 2018 [turn over  (iv)\t\tthe\tmelting \tpoint\tof\tsodium\thydroxide\tis \t319\t\u00b0c. \t \tthe\tboiling\tpoint\tof\tsodium\thydroxide\tis \t1390\t\u00b0c. \t \twhich\tone\tof\tthe\tfollowing\tstatements\tabout\tsodium\thydroxide\t is\tcorrect? \t \ttick\tone\tbox. \t \tpure\tsodium\thydroxide\tmelts\tover\ta\trange\tof\ttemperatures. \t \timpure\tsodium\thydroxide\thas\ta\tsharp\tmelting\tpoint. \t \tpure\tsodium\thydroxide\tboils\tbetween\t319\t \u00b0c\tand\t1390\t \u00b0c. \t \tpure\tsodium\thydroxide\thas\ta\tsharp\tboiling\tpoint.  [1]  (v)\t\tsodium\thydroxide\tis\tused\tin\tthe\tmanufacture\tof\tsome\tmedicines. \t \twhy\tis\tit\timportant\tthat\tthe\tingredients\tused\tin\tmedicines\tare\tpure?  \t ...   [1] \t [total:\t10]",
+            "14": "14 0620/32/f/m/18 \u00a9 ucles 2018 8\t\tthis\tquestion\tis\tabout\tiron\tand\tits\tcompounds.  (a)\t\ta\tstudent\tinvestigates\t the\trate\tof\treaction\tof\t1\tg\tof\tiron\tpowder\twith\t25\tcm3\tof\thydrochloric\t acid\t of\tconcentration\t2.0\t mol\t/\tdm3.\tthe\ttemperature\tis\t20\t \u00b0c. \t\twhat\teffect\tdo\tthe\tfollowing\thave\ton\tthe\tinitial\trate\tof\tthis\treaction?  (i)\t\tusing\thydrochloric\tacid\tof\tconcentration \t1.2\tmol\t/\tdm3. \t \tall\tother\tconditions\tare\tkept\tthe\tsame.  \t ...   [1]  (ii)\t\tusing\ta\tpiece\tof\tiron\tof\tmass\t1\t g. \t \tall\tother\tconditions\tare\tkept\tthe\tsame.  \t ...   [1]  (iii)\t\tcarrying\tout\tthe\texperiment\tat\t25\t \u00b0c. \t \tall\tother\tconditions\tare\tkept\tthe\tsame.  \t ...   [1]  (b)\t\tsiderite\tis\tan\tore\tof\tiron.  (i)\t\tstate\tthe\tname\tof\tone\tother\tore\tof\tiron.  \t ...   [1]  (ii)\t\tsiderite\tcontains\tmainly\tiron( ii)\tcarbonate. \t \tdescribe\thow\tto\tshow\tthat\tsiderite\tcontains\ta\tcarbonate.  \t .  \t .  \t ...   [3]",
+            "15": "15 0620/32/f/m/18 \u00a9 ucles 2018permission 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 international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download at www.cie.org.uk after the live examination series. 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.  (c)\t\tiron\tcan\tbe\textracted\tfrom\tits\toxide\tby\treduction\twith\tcarbon. \t\tthe\ttable\tshows\thow\teasy\tit\tis\tto\treduce\tfour\tmetal\toxides\tby\theating\twith\tcarbon. metal\toxide ease\tof\treduction\twith\tcarbon bismuth( iii)\toxide only\treduced\tabove\t250\t \u00b0c iron(iii)\toxide only\treduced\tabove\t650\t \u00b0c tin(ii)\toxide only\treduced\tabove\t500\t \u00b0c titanium( iv)\toxide not\treduced\tat\t700\t \u00b0c \t\tuse\tthis\tinformation\t to\tput\tthe\tmetals\tin\torder\tof\ttheir\treactivity.\t put\tthe\tleast\treactive\tmetal\t first. least reactive most reactive  [2] \t [total:\t9]",
+            "16": "16 0620/32/f/m/18 \u00a9 ucles 2018 groupthe periodic table of elements 1 h hydrogen 12 he helium 4ii i iii iv vv iv ii viii 3 li lithium 74 be berylliu m 9atomic number atomic symbolkey name relative atomic mas s 11 na sodium 2312 mg magnesium 24 19 k potassium 3920 ca calcium 40 37 rb rubidium 8538 sr strontium 88 55 cs caesium 13356 ba barium 137 87 fr franciu m \u201388 ra radium \u20135 b boron 11 13 al aluminium 27 31 ga gallium 70 49 in indium 115 81 tl thallium 2046 c carbon 12 14 si silicon 28 32 ge germanium 73 50 sn tin 119 82 pb lead 20722 ti titanium 4840 zr zirconium 91 72 hf hafnium 178 104 rf rutherfordiu m \u201323 v vanadium 51 41 nb niobium 93 73 ta tantalum 181 105 db dubnium \u201324 cr chromium 52 42 mo molybdenum 96 74 w tungsten 184 106 sg seaborgium \u201325 mn manganes e 55 43 tc technetium \u2013 75 re rhenium 186 107 bh bohrium \u201326 fe iron 56 44 ru ruthenium 101 76 os osmium 190 108 hs hassium \u201327 co cobalt 59 45 rh rhodium 103 77 ir iridium 192 109 mt meitneriu m \u201328 ni nicke l 59 46 pd palladium 106 78 pt platinum 195 110 ds darmstadtiu m \u201329 cu copper 6447 ag silver 108 79 au gold 197 111 rg roentgenium \u201330 zn zinc 65 48 cd cadmium 112 80 hg mercury 201 112 cn copernicium \u2013114 fl fleroviu m \u2013116 lv livermorium \u20137 n nitrogen 14 15 p phosphorus 31 33 as arsenic 75 51 sb antimony 122 83 bi bismuth 2098 o oxygen 16 16 s sulfur 32 34 se selenium 79 52 te tellurium 128 84 po polonium \u20139 f fluorine 19 17 cl chlorine 35.5 35 br bromine 80 53 i iodine 127 85 at astatine \u201310 ne neon 20 18 ar argon 40 36 kr krypton 84 54 xe xenon 131 86 rn radon \u201321 sc scandium 4539 y yttrium 89 57\u201371 lanthanoids 89\u2013103 actinoids 57 la lanthanum 139 89 aclanthanoids actinoids the volume of one mole of any gas is 24  dm3 at room temperature and pressure (r .t.p.).actinium \u201358 ce cerium 140 90 th thorium 23259 pr praseodymium 141 91 pa protactinium 23160 nd neodymium 144 92 u uranium 23861 pm promethium \u2013 93 np neptunium \u201362 sm samarium 150 94 pu plutonium \u201363 eu europium 152 95 am americiu m \u201364 gd gadolinium 157 96 cm curium \u201365 tb terbium 159 97 bk berkelium \u201366 dy dysprosium 163 98 cf californium \u201367 ho holmium 165 99 es einsteinium \u201368 er erbium 167 100 fm fermium \u201369 tm thulium 169101 md mendelevium \u201370 yb ytterbium 173102 no nobelium \u201371 lu lutetium 175103 lr lawrenciu m \u2013"
+        },
+        "0620_m18_qp_42.pdf": {
+            "1": "read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen.you may use an hb pencil for any diagrams or graphs.do not use staples, paper clips, glue or correction fluid.do not write in any barcodes. answer all questions. electronic calculators may be used.a copy of the periodic table is printed on page 16.you may lose marks if you do not show your working or if you do not use appropriate units. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question.chemistry  0620/42 paper 4  theory (extended) february/march 2018  1 hour 15 minutes candidates answer on the question paper. no additional materials are required.cambridge international examinations cambridge international general certificate of secondary education this document consists of 13 printed pages and 3 blank pages. [turn overib18 03_0620_42/3rp\u00a9 ucles 2018 *2199140551* the syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificate.",
+            "2": "2 0620/42/f/m/18 \u00a9 ucles 2018 1  this question is about gases.  (a)  the following substances are gases at room temperature. letter a b c d e f g h substance so2 ar co cl 2 nh3 co2 ch4 c3h8   identify, by letter:  (i)  a gas which combines with water to form acid rain  ..   [1]  (ii)  two gases which exist as diatomic molecules  ..   [2]  (iii)  a gas which bleaches damp litmus paper  .   [1]  (iv)  a gas which is used as an inert atmosphere in lamps  ..   [1]  (v)  two gases which are found in clean dry air  ..   [2]  (vi)  two gases which are found in refinery gas.  ..   [2]  (b)  nf3 has covalent bonds.  (i)  what is a covalent bond?   .   ...   [2]  (ii)  complete the dot-and-cross diagram to show the electron arrangement in a molecule of  nf3.   show outer shell electrons only. n ff f  [3]",
+            "3": "3 0620/42/f/m/18 \u00a9 ucles 2018 [turn over  (c)  air is a mixture. nitrogen and oxygen are the two most common gases in air.  (i)  what is meant by the term mixture?   .   ...   [1]  (ii)  state the percentage of oxygen, to the nearest whole number, in clean dry air.   ...   [1]  (iii)  describe the steps in the industrial process which enables nitrogen and oxygen to be  separated from clean dry air.   use scientific terms in your answer.   .   .   .   .   .   .   ...   [3]  (iv)  which physical property of nitrogen and oxygen allows them to be separated?   ...   [1]  [total: 20]",
+            "4": "4 0620/42/f/m/18 \u00a9 ucles 2018 2  sodium chloride is a typical ionic compound.  (a)  the diagram shows part of a lattice of sodium chloride.  (i)  complete the diagram to show the ions present. use \u2018+\u2019 for na+ ions and \u2018\u2013\u2019 for cl \u2013 ions.  one ion has been completed for you. +  [2]  (ii)  how many electrons does a chloride ion have?   ...   [1]  (iii)  identify an element which has atoms with the same number of electrons as a sodium ion.   ...   [1]  (b)  electrolysis of concentrated aqueous sodium chloride is an important industrial process.  (i)  what is meant by the term electrolysis ?   .   ...   [2]  (ii)  name the products of the electrolysis of concentrated aqueous sodium chloride.  1  ..  2  ..  3  ..  [3] (iii)  write an ionic half-equation for the reaction at the cathode.   include state symbols.   ...   [2]",
+            "5": "5 0620/42/f/m/18 \u00a9 ucles 2018 [turn over  (c)  silver chloride can be made by reacting aqueous sodium chloride with aqueous silver nitrate.  the other product of the reaction is sodium nitrate. the chemical equation for the reaction is  shown. nacl (aq)  +  agno3(aq)    agcl (s)  +  nano3(aq)   a student attempted to make the maximum amount of sodium nitrate crystals. the process  involved three steps.  step 1  the student added aqueous sodium chloride to aqueous silver nitrate and stirred.  neither reagent was in excess.  step 2  the student filtered the mixture. the student then washed the residue and added the washings to the filtrate.  step 3  the student obtained sodium nitrate crystals from the filtrate.  (i)  describe what the student observed in step 1.   ...   [1]  (ii)  why was the residue washed in step 2?   .   ...   [1]  (iii)  give the names of the two processes which occurred in step 3.  1  ..  2  ..  [2]  (iv)  the student started with 20 cm 3 of 0.20 mol / dm3 nacl (aq).  \u25cf determine the amount of nac l (aq) used.  amount of nac l (aq) used = .. mol   the yield of nano3 crystals was 90%.  \u25cf calculate the mass of nano3 crystals made.  mass of nano3 crystals = .. g  [4]  (v)  write a chemical equation for the action of heat on sodium nitrate crystals.   ...   [2]  [total: 21]",
+            "6": "6 0620/42/f/m/18 \u00a9 ucles 2018 3  limestone rock is mainly calcium carbonate, caco3.  (a)  the \u2018limestone cycle\u2019 is shown. each step is numbered. limestone calcium carbonate caco3(s) limewater calcium hydroxide ca(oh)2(aq)slaked lime calcium hydroxide ca(oh)2(s)lime ... ... step 2 add limited waterstep 4 add co2 step 3 add an excess of waterstep 1 heat  (i)  complete the box to give the chemical name and formula of lime. [2]  (ii)  which step involves a physical change?   ...   [1]  (iii)  what type of reaction is step 1?   ...   [1]  (iv)  suggest how step 2 could be reversed.   ...   [1]  (v)  write a chemical equation for step 4.   ...   [1]  (vi)  explain why step 4 is a neutralisation reaction. refer to the substances reacting in your  answer.   .   ...   [2]  (b)  dolomite is a similar rock to limestone. dolomite contains magnesium carbonate, mgco3.   write a chemical equation for the reaction between magnesium carbonate and dilute nitric acid.   ..   [2]",
+            "7": "7 0620/42/f/m/18 \u00a9 ucles 2018 [turn over  (c)  forsterite is another rock which contains a magnesium compound.   a sample of forsterite has the following composition by mass: mg, 2.73 g; si, 1.58 g; o, 3.60 g.   calculate the empirical formula of forsterite.  empirical formula = ..  [2]  [total: 12]",
+            "8": "8 0620/42/f/m/18 \u00a9 ucles 2018 4  ammonia is an important chemical.  (a)  ammonia is a base.  (i)  in chemistry, what is meant by the term base?   .   ...   [1]  (ii)  write a word equation to show ammonia behaving as a base.   .   ...   [2]  (b)  ammonia reacts with chlorine. the chemical equation is shown. 2nh3(g)  +  3cl 2(g)    n2(g)  +  6hcl (g)  (i)  calculate the volume of chlorine, measured at room temperature and pressure, needed to  react completely with 0.68 g of ammonia.  volume of chlorine = .. cm3  [3]",
+            "9": "9 0620/42/f/m/18 \u00a9 ucles 2018 [turn over  (ii)  the chemical equation can be represented as shown. 2h hh++36cl cl nn n cl h   use the bond energies in the table to determine the energy change, \u03b4h, for the reaction  between ammonia and chlorine. bondbond energy in kj / mol n\u2013h 390 cl \u2013cl 240 n\u2261n 945 h\u2013cl 430  \u25cf energy needed to break bonds  .. kj  \u25cf energy released when bonds are formed  .. kj  \u25cf energy change, \u03b4h, for the reaction between ammonia and chlorine  .. kj  [3]  (iii)  is the reaction endothermic or exothermic? explain your answer.   .   ...   [1]",
+            "10": "10 0620/42/f/m/18 \u00a9 ucles 2018  (c)  ammonia reacts with oxygen at high temperatures in the presence of a suitable catalyst to  form nitric oxide, no. 4nh3(g)  +  5o2(g)    4no(g)  +  6h2o(g)  (i)  explain how this chemical equation shows ammonia acting as a reducing agent.   .   ...   [1]  (ii)  suggest a suitable catalyst for the reaction from the list of metals. give a reason for your  answer. aluminium        calcium        platinum        potassium        sodium  suitable catalyst  ..  reason  .  [2]  [total: 13]",
+            "11": "11 0620/42/f/m/18 \u00a9 ucles 2018 [turn over 5  alcohols are a \u2018family\u2019 of organic molecules which have the same general formula.  (a)  what is the name given to any \u2018family\u2019 of organic molecules which have the same general  formula and similar chemical properties?   ..   [1]  (b)  give the general formula of alcohols.   ..   [1]  (c)  propan-1-ol can be made from propene.  (i)  name the reagent and give the conditions needed to convert propene into propan-1-ol.  reagent  ...  conditions  ...  [2]  (ii)  write a chemical equation for the complete combustion of propan-1-ol.   ...   [2]  (d)  a simple sugar can be represented as shown. o o h h   simple sugars can be polymerised to make more complex carbohydrates.  (i)  complete the diagram to show part of a carbohydrate polymer made from the simple  sugar shown.  [2] (ii)  name the chemical process which occurs when a carbohydrate polymer is broken down  into simple sugars.   ...   [1]  (iii)  what conditions are needed for this process to occur?   ...   [1]",
+            "12": "12 0620/42/f/m/18 \u00a9 ucles 2018  (e)  chromatography can be used to identify simple sugars in a mixture.   a student analysed a mixture of simple sugars by chromatography. all the simple sugars in the  mixture were colourless.  (i)  what is the name given to the type of substance used to identify the positions of the simple  sugars on the chromatogram?   ...   [1]  (ii)  the student calculated the rf value of a spot on the chromatogram.   complete the expression for the rf value of the spot.  rf =  [1]  (iii)  how could a student identify a simple sugar from its rf value?   .   ...   [1]  (iv)  sometimes not all the substances in a mixture can be identified from the chromatogram  produced.   explain why this may happen.   ...   [1]  [total: 14]",
+            "13": "13 0620/42/f/m/18 \u00a9 ucles 2018blank page",
+            "14": "14 0620/42/f/m/18 \u00a9 ucles 2018blank page",
+            "15": "15 0620/42/f/m/18 \u00a9 ucles 2018permission 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 international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download at www.cie.org.uk after the live examination series. 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. blank page",
+            "16": "16 0620/42/f/m/18 \u00a9 ucles 2018 groupthe periodic table of elements 1 h hydrogen 12 he helium 4ii i iii iv vv iv ii viii 3 li lithium 74 be berylliu m 9atomic number atomic symbolkey name relative atomic mas s 11 na sodium 2312 mg magnesium 24 19 k potassium 3920 ca calcium 40 37 rb rubidium 8538 sr strontium 88 55 cs caesium 13356 ba barium 137 87 fr franciu m \u201388 ra radium \u20135 b boron 11 13 al aluminium 27 31 ga gallium 70 49 in indium 115 81 tl thallium 2046 c carbon 12 14 si silicon 2832 ge germanium 73 50 sn tin 119 82 pb lead 20722 ti titanium 4840 zr zirconium 91 72 hf hafnium 178 104 rf rutherfordiu m \u201323 v vanadium 51 41 nb niobium 93 73 ta tantalum 181 105 db dubnium \u201324 cr chromium 52 42 mo molybdenum 96 74 w tungsten 184 106 sg seaborgium \u201325 mn manganes e 55 43 tc technetium \u2013 75 re rhenium 186 107 bh bohrium \u201326 fe iron 56 44 ru ruthenium 101 76 os osmium 190 108 hs hassium \u201327 co cobalt 59 45 rh rhodium 103 77 ir iridium 192 109 mt meitneriu m \u201328 ni nicke l 59 46 pd palladium 106 78 pt platinum 195 110 ds darmstadtiu m \u201329 cu copper 6447 ag silver 108 79 au gold 197 111 rg roentgenium \u201330 zn zinc 65 48 cd cadmium 112 80 hg mercury 201 112 cn copernicium \u2013114 fl fleroviu m \u2013116 lv livermorium \u20137 n nitrogen 14 15 p phosphorus 3133 as arsenic 75 51 sb antimony 122 83 bi bismuth 2098 o oxygen 16 16 s sulfur 3234 se selenium 79 52 te tellurium 128 84 po polonium \u20139 f fluorine 19 17 cl chlorine 35.5 35 br bromine 80 53 i iodine 127 85 at astatine \u201310 ne neon 20 18 ar argon 4036 kr krypton 84 54 xe xenon 131 86 rn radon \u201321 sc scandium 4539 y yttrium 89 57\u201371 lanthanoids 89\u2013103 actinoids 57 la lanthanum 139 89 aclanthanoids actinoids the volume of one mole of any gas is 24  dm3 at room temperature and pressure (r .t.p.).actinium \u201358 ce cerium 140 90 th thorium 23259 pr praseodymium 141 91 pa protactinium 23160 nd neodymium 144 92 u uranium 23861 pm promethium \u2013 93 np neptunium \u201362 sm samarium 150 94 pu plutonium \u201363 eu europium 152 95 am americiu m \u201364 gd gadolinium 157 96 cm curium \u201365 tb terbium 159 97 bk berkelium \u201366 dy dysprosium 163 98 cf californium \u201367 ho holmium 165 99 es einsteinium \u201368 er erbium 167 100 fm fermium \u201369 tm thulium 169101 md mendelevium \u201370 yb ytterbium 173102 no nobelium \u201371 lu lutetium 175103 lr lawrenciu m \u2013"
+        },
+        "0620_m18_qp_52.pdf": {
+            "1": "read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen.you may use an hb pencil for any diagrams or graphs.do not use staples, paper clips, glue or correction fluid.do not write in any barcodes. answer all questions. electronic calculators may be used.you may lose marks if you do not show your working or if you do not use appropriate units. notes for use in qualitative analysis are provided on pages 11 and 12. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question.chemistry  0620/52 paper 5  practical test february/march 2018  1 hour 15 minutes candidates answer on the question paper. additional materials: as listed in the confidential instructionscambridge international examinations cambridge international general certificate of secondary education this document consists of 9 printed pages and 3 blank pages. [turn overib18 03_0620_52/3rp\u00a9 ucles 2018 *7059295991* the syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificate.for examiner\u2019s use total",
+            "2": "2 0620/52/f/m/18 \u00a9 ucles 2018 1  you are going to investigate the reaction between dilute hydrochloric acid and an aqueous solution  of sodium carbonate labelled solution l.   read all the instructions carefully before starting the experiments.   instructions   you are going to do three experiments.  (a) experiment 1 \t \u25cf\t \tuse\tthe\tmeasuring\tcylinder\tto\tpour\t25\t cm3 of solution l into the conical flask. \t \u25cf\t \tadd\tten\tdrops\tof\tthymolphthalein\tindicator\tto\tthe\tconical\tflask. \t \u25cf\t \tfill\tthe\tburette\tup\tto\tthe\t0.0\t cm3 mark with the dilute hydrochloric acid. \t \u25cf\t \tadd\tdilute\thydrochloric\t acid\tfrom\tthe\tburette\tto\tthe\tconical\tflask,\t1.0\tcm3\tat\ta\ttime,\twhile\t swirling\tthe\tconical\tflask,\tuntil\tthe\tsolution\tjust\tchanges\tto\tcolourless. \t \u25cf\t \trecord\tthe\tburette\treadings\tin\tthe\ttable \tand\tcomplete\tthe\ttable.   keep your solution from experiment 1 to use in experiment 2. experiment\t1 final\tburette\treading\t /\tcm3 initial\tburette\treading\t /\tcm3 difference\t /\tcm3 \t [2]  (b) experiment 2 \t \u25cf\t \tnow\tadd\tten\tdrops\tof\tmethyl\torange\tindicator\tto\tthe\tsolution\tin\tthe\tconical\tflask\tfrom\t experiment\t1. \t \u25cf\t \trecord\tthe\tinitial\tburette\treading\tin\tthe\ttable. \t \u25cf\t \tadd\tdilute\thydrochloric\t acid\tfrom\tthe\tburette\tto\tthe\tconical\tflask,\t1.0\tcm3\tat\ta\ttime,\twhile\t swirling\tthe\tconical\tflask,\tuntil\tthe\tsolution\tjust\tchanges\tcolour. \t \u25cf\t \trecord\tthe\tfinal\tburette\treading\tin\tthe\ttable\tand\tcomplete\tthe\ttable. experiment\t2 final\tburette\treading\t /\tcm3 initial\tburette\treading\t /\tcm3 difference\t /\tcm3 [2]",
+            "3": "3 0620/52/f/m/18 \u00a9 ucles 2018 [turn over  (c) experiment 3 \t \u25cf\t \tempty\tthe\tconical\tflask\tand\trinse\tit\twith\t distilled\twater. \t \u25cf\t \trepeat\texperiment\t 1,\tusing\tmethyl\torange\tindicator\tinstead\tof\tthymolphthalein\t indicator\t and adding dilute hydrochloric acid from the burette to the conical flask until the solution  just\tchanges\tcolour. \t \u25cf\t \trecord\tthe\tburette\treadings\tin\tthe\ttable \tand\tcomplete\tthe\ttable. experiment 3 final\tburette\treading\t /\tcm3 initial\tburette\treading\t /\tcm3 difference\t /\tcm3 [1]  (d) (i)\t\twhat\tcolour\tchange\twas\tobserved\tin\tthe\tconical\tflask\tin\texperiment\t3?  from . to  .. \t [1]  (ii)\t\tapart\tfrom\tthe\tcolour\tchange,\twhat\twas \tobserved\tin\tthe\tconical\tflask\tin\texperiment\t3?   ... \t\t[1]  (e)  complete the sentence.   experiment .. needed the largest volume of dilute hydrochloric acid to change the colour  of\tthe\tindicator.\t [1]  (f)  give the name of a more accurate piece of apparatus for measuring the volume of solution l.   .. \t\t[1]  (g)  what would be the effect on the results if solution  l were warmed before adding the dilute  hydrochloric\tacid?\tgive\ta\treason\tfor\tyour\tanswer.  effect on the results  ...  reason   [2]",
+            "4": "4 0620/52/f/m/18 \u00a9 ucles 2018  (h) (i)  determine the simplest whole number ratio of volumes of dilute hydrochloric acid used in  experiments\t1\tand\t3.   ... \t\t[1]  (ii)\t\tsuggest\twhy\tthe\tvolumes\tof\tdilute\thydrochloric\t acid\tused\tin\texperiments\t 1\tand\t3\tare\t different.   ... \t\t[1]  (i)\t\tsuggest\twhy\tuniversal\tindicator\t cannot be used in these experiments.      .. \t\t[1]  (j)  suggest how the reliability of the results could be checked.      .. \t\t[2] [total:16]",
+            "5": "5 0620/52/f/m/18 \u00a9 ucles 2018 [turn over 2\t\tyou\tare\tprovided\twith\ttwo\tsubstances,\tsolution\t m and solid n. \t\tdo\tthe\tfollowing\ttests\ton\tthe\tsubstances,\trecording\tall\tof\tyour\tobservations\tat\teach\tstage.   tests on solution m   divide solution m\tinto\tfive\tapproximately\tequal\tportions\tin\tfive\ttest-tubes.  (a) (i)  describe the appearance of solution m.   ... \t\t[1]  (ii)\t\ttest\tthe\tph\tof\tthe\tfirst\tportion\tof\tsolution\tm. \t ph\t=\t..\t\t[1]  (b)\t\tadd\ta\tfew\tdrops\tof\tdilute\tnitric\tacid\tand\tabout\t1\tcm3 of aqueous silver nitrate to the second  portion of solution m. \t\trecord\tyour\tobservations.   .. \t\t[1]  (c)\t\tadd\ta\tfew\tdrops\tof\tdilute\tnitric\tacid\tand\tabout\t1\tcm3 of aqueous barium nitrate to the third  portion of solution m. \t\trecord\tyour\tobservations.   .. \t\t[1]  (d)  add\tan\texcess\tof\taqueous\tsodium\thydroxide\tto\tthe\tfourth\tportion\tof\tsolution\t m. \t\trecord\tyour\tobservations.   .. \t\t[2]   keep the fifth portion of solution m for the test on solid n in (i).  (e)\t\tidentify\tsolution\t m.   .. \t\t[3]",
+            "6": "6 0620/52/f/m/18 \u00a9 ucles 2018   tests on solid n   divide solid n\tinto\tthree\tapproximately\t equal\tportions\tin\tone\thard\tglass\ttest-tube\tand\ttwo\ttest-tubes.  (f)  describe the appearance of solid n.   .. \t\t[1]  (g)\t\theat\tthe\tfirst\tportion\tof\tsolid\t n\tin\tthe\thard\tglass\ttest-tube.\t heat\tgently\tand\tthen\tmore\tstrongly.   test the gas produced. \t\trecord\tyour\tobservations.            .. \t\t[4]  (h)\t\tadd\tabout\t1\t cm3 of dilute hydrochloric acid to the second portion of solid n\tin\ta\ttest-tube. \t\tcarry\tout\ta\tflame\ttest\ton\tthe\tmixture. \t\trecord\tthe\tcolour\tof\tthe\tflame.   .. \t\t[1]  (i)\t\tadd\tthe\tfifth\tportion\tof\tsolution\t m to the third portion of solid n\tin\ta\ttest-tube.\t leave\tthe\tsolution\t to\tstand\tfor\tabout\t5\tminutes. \t\trecord\tyour\tobservations.   .. \t\t[1]  (j)  what conclusions can you draw about solid n?      .. \t\t[2] [total:18]",
+            "7": "7 0620/52/f/m/18 \u00a9 ucles 2018 [turn over 3  magnesium reacts with dilute sulfuric acid at room temperature to form hydrogen gas. \t\tplan\tan\texperiment\t to\tfind\tthe\trate\tof\treaction\tbetween\tmagnesium\t ribbon\tand\tdilute\tsulfuric\tacid. \t\tin\tyour\tanswer: \t \u25cf\t\tinclude\ta\tdiagram \t \u25cf\t\tindicate\thow\tyou\tcould\tuse\tthe\tresults\tobtained\tto\tfind\tthe\trate\tof\treaction. \t\tyou\tare\tprovided\twith\tcommon\tlaboratory\tapparatus,\tmagnesium\tribbon\tand\tdilute\tsulfuric\tacid.   ...   ...   ...   ...   ...   ...   ...   ...   . \t\t[6] [total:\t6]",
+            "8": "8 0620/52/f/m/18 \u00a9 ucles 2018blank page",
+            "9": "9 0620/52/f/m/18 \u00a9 ucles 2018blank page",
+            "10": "10 0620/52/f/m/18 \u00a9 ucles 2018blank page",
+            "11": "11 0620/52/f/m/18 \u00a9 ucles 2018notes for use in qualitative analysis tests for anions anion test test result carbonate (co32\u2013) add dilute acid effervescence, carbon dioxide produced chloride (c l  \u2013) [in solution]acidify with dilute nitric acid, then add aqueous silver nitratewhite ppt. bromide (br  \u2013) [in solution]acidify with dilute nitric acid, then add aqueous silver nitratecream ppt. iodide ( i \u2013) [in solution]acidify with dilute nitric acid, then add aqueous silver nitrateyellow ppt. nitrate (no 3\u2013) [in solution]add aqueous sodium hydroxide, then aluminium foil; warm carefullyammonia produced sulfate (so 42\u2013) [in solution]acidify, then add aqueous barium nitratewhite ppt. sulfite (so 32\u2013) add dilute hydrochloric acid, warm gently and test for the presence ofsulfur dioxidesulfur dioxide produced will turn acidified aqueous potassium  manganate( vii) from purple to  colourless tests for aqueous cations cation effect of aqueous sodium hydroxide effect of aqueous ammonia aluminium (a l 3+) white ppt., soluble in excess, giving a  colourless solutionwhite ppt., insoluble in excess ammonium (nh4+)ammonia produced on warming \u2013 calcium (ca2+) white ppt., insoluble in excess no ppt., or very slight white ppt. chromium( iii) (cr3+)green ppt., soluble in excess grey-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 iron(iii) (fe3+) red-brown ppt., insoluble in excess red-brown ppt., insoluble in excess zinc (zn2+) white ppt., soluble in excess, giving a colourless solutionwhite ppt., soluble in excess, giving a colourless solution",
+            "12": "12 0620/52/f/m/18 \u00a9 ucles 2018permission 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 international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download at www.cie.org.uk after the live examination series. 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.tests for gases flame tests for metal ions gas test and test results metal ion flame colour ammonia (nh3) turns damp red litmus paper blue lithium (li+) red carbon dioxide (co2)turns limewater milky sodium (na+) yellow chlorine (c l 2) bleaches damp litmus paper potassium (k+) lilac hydrogen (h2) \u2018pops\u2019 with a lighted splint copper( ii) (cu2+)blue-green oxygen (o2) relights a glowing splint sulfur dioxide (so2)turns acidified aqueous  potassium manganate( vii) from  purple to colourless"
+        },
+        "0620_m18_qp_62.pdf": {
+            "1": "this document consists of 9 printed pages and 3 blank pages. [turn overib18 03_0620_62/3rp \u00a9 ucles 2018 *5434778494* read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen.you may use an hb pencil for any diagrams or graphs.do not use staples, paper clips, glue or correction fluid.do not write in any barcodes. answer all questions. electronic calculators may be used.you may lose marks if you do not show your working or if you do not use appropriate units. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question.chemistry  0620/62 paper 6  alternative to practical february/march 2018  1 hour candidates answer on the question paper. no additional materials are required.cambridge international examinations cambridge international general certificate of secondary education the syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificate.",
+            "2": "2 0620/62/f/m/18 \u00a9 ucles 2018 1  a student used paper chromatography to separate a mixture of coloured dyes. the diagram shows  the apparatus used. baselin emixture of coloured dyespaperrodclips  (a) (i)  draw a line on the diagram to show the level of the solvent. [1]  (ii) suggest a suitable solvent that could be used.   ...   [1]  (b)  what could be used to put the mixture of coloured dyes onto the paper?   ..   [1]  (c)  the clips hold the paper in position.   why is this important for the chromatography experiment?   ..   [1]",
+            "3": "3 0620/62/f/m/18 \u00a9 ucles 2018 [turn over   the diagram shows the chromatogram obtained from four dyes, a, b, c and d. baselinesolvent fron t dcba  (d)  give one conclusion that can be drawn about dye b.   ..   [1]  (e)  suggest why dye c remained on the baseline.      ..   [1]  (f)  rf values are used to identify compounds. rf =distance travelled by the compound distance travelled by the solvent   calculate the rf value of dye a.  rf = ..  [2]  [total: 8]",
+            "4": "4 0620/62/f/m/18 \u00a9 ucles 2018 2  a student investigated the reaction between dilute hydrochloric acid and an aqueous solution of  sodium carbonate labelled solution l.   three experiments were done.   experiment 1 \t \u25cf\t \ta\tmeasuring\tcylinder\twas\tused\tto\tpour\t25\t cm3 of solution l\tinto\ta\tconical\tflask. \t \u25cf\t \tten\tdrops\tof\tthymolphthalein\tindicator\twere\tadded\tto\tthe\tconical\tflask. \t \u25cf\t \ta\tburette\twas\tfilled\tup\tto\tthe\t0.0\t cm3\tmark\twith\tdilute\thydrochloric\tacid. \t \u25cf\t \tdilute\thydrochloric\t acid\twas\tadded\tfrom\tthe\tburette\tto\tthe\tconical\tflask\tuntil\tthe\tsolution\t just\t changed to colourless at the end-point of the titration.  (a)\t\tuse\tthe\tburette\tdiagram\t to\trecord\tthe\tfinal\tburette\treading\tin\tthe\ttable\tand\tcomplete\t the\ttable. 11 1213 final burette readin g experiment 1 final\tburette\treading\t /\tcm3 initial\tburette\treading\t /\tcm30.0 difference\t /\tcm3  [1]",
+            "5": "5 0620/62/f/m/18 \u00a9 ucles 2018 [turn over   experiment 2 \t \u25cf\t \tten\tdrops\tof\tmethyl\torange\tindicator\t were\tadded\tto\tthe\tsolution\t in\tthe\tconical\tflask\tfrom\t experiment 1. \t \u25cf\t \tdilute\thydrochloric\t acid\twas\tadded\tfrom\tthe\tburette\tto\tthe\tconical\tflask\tuntil\tthe\tsolution\t just\t changed colour.  (b)\t\tuse\tthe\tburette\tdiagram\t to\trecord\tthe\tfinal\tburette\treading\tin\tthe\ttable\tand\tcomplete\t the\ttable. 22 23 24 final burette readin g experiment 2 final\tburette\treading\t /\tcm3 initial\tburette\treading\t /\tcm312.0 difference\t /\tcm3 [1]   experiment 3 \t \u25cf\t the\tconical\tflask\twas\temptied\tand\trinsed\twith\tdistilled\twater. \t \u25cf\t \texperiment\t 1\twas\trepeated\t using\tmethyl\torange\tindicator\t instead\tof\tthymolphthalein\t indicator\t and\tadding\tdilute\thydrochloric\t acid\tfrom\tthe\tburette\tto\tthe\tconical\tflask\tuntil\tthe\tsolution\t just\t changed colour.  (c)  use the burette diagrams to record the burette readings in the table and complete the table. 23 2425 final burette readin g120 initial burette readin g experiment 3 final\tburette\treading\t /\tcm3 initial\tburette\treading\t /\tcm3 difference\t /\tcm3 [3]",
+            "6": "6 0620/62/f/m/18 \u00a9 ucles 2018  (d)\t\twhat\tcolour\tchange\twas\tobserved\tin\tthe\tconical\tflask\tin\texperiment\t3?  from ... to  ...  [1]  (e)\t\twhy\twas\tthe\tconical\tflask\temptied\t and\trinsed\twith\tdistilled\twater\tat\tthe\tstart\tof\texperiment\t 3?   ..   [1]  (f)  complete the sentence.   experiment .. needed the largest volume of dilute hydrochloric acid to change the colour  of the indicator. [1]  (g)  give the name of a more accurate piece of apparatus for measuring the volume of solution l.   ..   [1]  (h)  what would be the effect on the results if solution l were warmed before adding the   dilute hydrochloric acid? give a reason for your answer.  effect on the results  ...  reason   [2]  (i) (i)  determine the simplest whole number ratio of volumes of dilute hydrochloric acid used in  experiments 1 and 3.   ...   [1]  (ii)  suggest why the volumes of dilute hydrochloric acid used in experiments 1 and 3 are different.   ...   [1]  (j)  suggest why universal indicator cannot be used in these experiments.      ..   [1]  (k)\t\tsuggest\thow\tthe\treliability\tof\tthe\tresults\tcould\tbe\tchecked.      ..   [2] [total: 16]",
+            "7": "7 0620/62/f/m/18 \u00a9 ucles 2018 [turn over 3  two substances, solution m and solid n, were analysed. solution m was aqueous iron( iii) chloride.   tests were done on the substances.   complete the expected observations.  tests on solution m  (a)  describe the appearance of solution m.   ..   [1]   solution m was divided into three equal portions in three test-tubes.  (b)\t\tdilute\tnitric\tacid\tand\taqueous\tsilver\tnitrate\twere\tadded\tto\tthe\tfirst\tportion\tof\tsolution\t m.  observations     [2]  (c)  dilute nitric acid and aqueous barium nitrate were added to the second portion of solution m.  observations     [1]  (d) (i)  drops of aqueous sodium hydroxide were added to the third portion of solution m until a  change was seen.  observations  .   [2]  (ii)  an excess of aqueous sodium hydroxide was then added to the mixture.  observations  .   [1]",
+            "8": "8 0620/62/f/m/18 \u00a9 ucles 2018   tests on solid n   some of the tests and observations are shown. tests on solid n observations the appearance of solid n was studied. green powder test 1 solid n was heated. the gas produced was tested.solid\tturned\tblack limewater\tturned\tmilky test 2 a\tflame\ttest\twas\tdone\ton\tsolid\t n. blue-green colour  (e)  name the gas produced in test 1.   ..   [1]  (f)  identify solid n.   ..   [2] [total:\t10]",
+            "9": "9 0620/62/f/m/18 \u00a9 ucles 2018 [turn over 4  magnesium reacts with dilute sulfuric acid at room temperature to form hydrogen gas. \t\tplan\tan\texperiment\t to\tfind\tthe\trate\tof\treaction\t between\t magnesium\t ribbon\tand\tdilute\tsulfuric\tacid.   in your answer: \t \u25cf\t \tinclude\ta\tdiagram \t \u25cf\t \tindicate\thow\tyou\tcould\tuse\tthe\tresults\tobtained\tto\tfind\tthe\trate\tof\treaction.   you are provided with common laboratory apparatus, magnesium ribbon and dilute sulfuric acid.   ...   ...   ...   ...   ...   ...   ...   ...   .   [6] [total: 6]",
+            "10": "10 0620/62/f/m/18 \u00a9 ucles 2018blank page",
+            "11": "11 0620/62/f/m/18 \u00a9 ucles 2018blank page",
+            "12": "12 0620/62/f/m/18 \u00a9 ucles 2018blank page permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. every reasonable  effort has been made by the publisher (ucles) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the publisher will be pleased to make amends at the earliest possible opportunity. to avoid the issue of disclosure of answer-related information to candidates, all copyright acknowledgements are reproduced online in the cambridge international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download at www.cie.org.uk after the live examination series. 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."
+        },
+        "0620_s18_qp_11.pdf": {
+            "1": "  the syllabus is approved for use in england, wales and northern ir eland as a cambridge international level1/level 2 certificate .  this document consists of 14 printed pages and 2 blank pages.  ib18 06_0620_11/3rp  \u00a9 ucles 2018 [turn over     *9563332168* cambridge international examinations  cambridge international general certificate of secondary education       chemistry 0620/11     paper 1 multiple choice (core)  may/june 2018       45 minutes  additional materials: multiple choice answer sheet   soft clean eraser   soft pencil (type b or hb is recommended)       read these instructions first   write in soft pencil.  do not use staples, paper clips, glue or correction fluid.  write your name, centre number and candidate number on the answer sheet in the spaces provided unless  this has been done for you.  do not  write in any barcodes.   there are forty  questions on this paper. answer all questions. for each question there are four possible  answers a, b, c and d.   choose the one you consider correct and record your choice in soft pencil  on the separate answer sheet.   read the instructions on the answer sheet very carefully.   each correct answer will score one mark. a ma rk will not be deducted for a wrong answer.  any rough working should be done in this booklet.  a copy of the periodic table is printed on page 16.  electronic calculators may be used.  ",
+            "2": "2  \u00a9 ucles 2018 0620/11/m/j/18  1 the diagrams show particles in a container.    1 2 3     which two diagrams show the process of evaporation?  a 1 \u2192 2 b 1 \u2192 3 c 2 \u2192 3 d 3 \u2192 1     2 which piece of apparatus is used to measure exactly 26.3  cm3 of a liquid?    abcd      3 the melting points and boiling points of pure substances w, x and y are shown.     w x y  melting point  / \u00b0c \u2013114 115 \u2013101  boiling point  / \u00b0c 78 445 \u201334    the substances are chlorine, ethanol and sulfur.    which row identifies w, x and y?     w x y  a chlorine ethanol sulfur  b ethanol sulfur chlorine  c sulfur chlorine ethanol  d sulfur ethanol chlorine     ",
+            "3": "3  \u00a9 ucles 2018 0620/11/m/j/18 [turn over  4 in which atom is the number of protons equal to the number of neutrons?  a 40ar b 19f c 23na d 16o    5 which row identifies an alloy, a pure metal and a non-metal?     alloy pure metal non-metal  a brass carbon copper  b brass copper carbon  c copper brass carbon  d copper carbon brass     6 a covalent molecule q contains exactly six shared electrons.    what is q?  a ammonia, nh 3  b chlorine, c l 2  c methane, ch 4  d water, h 2o    7 the \u2018lead\u2019 in a pencil is made of a mixture of graphite and clay.    \u2018lead\u2019     when the percentage of graphite is increased, the pencil slides across the paper more easily.    which statement explains this observation?  a graphite has a high melting point.  b graphite is a form of carbon.  c graphite is a lubricant.  d graphite is a non-metal.    ",
+            "4": "4  \u00a9 ucles 2018 0620/11/m/j/18  8 the equation for the reaction between magnesium and dilute sulfuric acid is shown.    the mr of mgso 4 is 120.    mg  +  h 2so 4  \u2192  mgso 4  +  h 2    which mass of magnesium sulfate is formed when 12  g of magnesium completely reacts with  dilute sulfuric acid?  a 5  g b 10  g c 60  g d 120  g      9 what is observed at each electrode when molten lead( ii) bromide is electrolysed using platinum  electrodes?     negative electrode positive electrode  a bubbles of a colourless gas bubbles of a brown gas  b bubbles of a colourless gas bubbles of a colourless gas  c shiny grey liquid bubbles of a brown gas  d shiny grey liquid bubbles of a colourless gas     10 which gas is used as a fuel?  a argon  b hydrogen  c nitrogen  d oxygen     11 burning fuels is an exothermic reaction.    what is meant by the term exothermic ?  a a gas is produced.  b energy is released.  c heat is absorbed.  d the mass of the fuel decreases.     ",
+            "5": "5  \u00a9 ucles 2018 0620/11/m/j/18 [turn over  12 the diagram shows a rate of reaction experiment.    excess dilute hydrochloric acid at 25  \u00b0chydrogen magnesium     increasing the concentration of the acid and increasing the temperature both affect the rate of reaction.    which row is correct?     increase the concentration  of acid increase the temperature  a decrease rate of reaction decrease rate of reaction  b decrease rate of reaction increase rate of reaction  c increase rate of reaction decrease rate of reaction  d increase rate of reaction increase rate of reaction      13 water is added to anhydrous copper( ii) sulfate.    what happens during the reaction?  a the copper( ii) sulfate turns blue and the solution formed gets colder.  b the copper( ii) sulfate turns blue and the solution formed gets hotter.  c the copper( ii) sulfate turns white and the solution formed gets colder.  d the copper( ii) sulfate turns white and the solution formed gets hotter.      14 which equation shows an oxidation reaction?  a c  +  o 2  \u2192  co 2  b caco 3  \u2192  cao  +  co 2  c cao  +  2hc l  \u2192  cac l 2  +  h 2o  d n2o4  \u2192  2no 2     ",
+            "6": "6  \u00a9 ucles 2018 0620/11/m/j/18  15 dilute nitric acid is added to a solid, f.    a gas, g, is produced which is denser than air and extinguishes a burning splint.    what are f and g?     solid f gas g  a calcium hydrogen  b calcium carbonate carbon dioxide  c calcium hydroxide hydrogen  d calcium oxide carbon dioxide      16 which statement about oxides is correct?  a a solution of magnesium oxide has a ph less than ph 7.  b a solution of sulfur dioxide has a ph greater than ph 7.  c magnesium oxide reacts with nitric acid to make a salt.  d sulfur dioxide reacts with hydrochloric acid to make a salt.      17 which methods are suitable for preparing both  zinc sulfate and copper( ii) sulfate?    1 reacting the metal oxide with warm dilute aqueous sulfuric acid  2 reacting the metal with dilute aqueous sulfuric acid 3 reacting the metal carbonate with dilute aqueous sulfuric acid    a 1, 2 and 3 b 1 and 2 only c 1 and 3 only d 2 and 3 only    ",
+            "7": "7  \u00a9 ucles 2018 0620/11/m/j/18 [turn over  18 two salt solutions, x and y, are tested.    the table shows the results.    test x y  a few drops of aqueous  sodium hydroxide are added green precipitate  formed red-brown  precipitate formed  a few drops of dilute nitric acid and  a few drops of barium nitrate are added no change seen   white precipitate  formed  a few drops of dilute nitric acid and  a few drops of silver nitrate are added white precipitate  formed no change seen      what are x and y?     x y  a iron(ii) chloride iron( iii) sulfate  b iron(iii) chloride iron( iii) sulfate  c iron(ii) sulfate iron( iii) chloride  d iron(iii) sulfate iron( iii) chloride      19 which element is in the same period of the periodic table as silicon?  a germanium  b scandium  c sodium  d strontium      20 which statement about the halogens is correct?  a a sample of bromine reacts with potassium chloride solution.  b a sample of bromine reacts with potassium iodide solution.  c a sample of chlorine has a higher density than a sample of bromine.  d a sample of chlorine is a darker colour than a sample of bromine.     ",
+            "8": "8  \u00a9 ucles 2018 0620/11/m/j/18  21 which row shows the catalytic activity of transition elements and their compounds?    catalytic activity of   transition elements catalytic activity of compounds of  transition elements  a good good  b good poor  c poor good  d poor poor      22 which statement about the noble gases is not correct?  a noble gases are diatomic molecules.  b noble gases are unreactive gases.  c noble gases have full outer electron shells.  d the noble gas argon is used in lamps.      23 the following statements are made about the metals copper, iron, magnesium and zinc.    1 their oxides are acidic.  2 they all conduct electricity in the solid state.  3 they all have high melting points.  4 they all react with dilute acids to form hydrogen.    which statements are correct?  a 1 and 2 b 1 and 4 c 2 and 3 d 3 and 4    ",
+            "9": "9  \u00a9 ucles 2018 0620/11/m/j/18 [turn over  24 three metals, x, y and z, were reacted with water.    the oxides of the same three metals were also heated strongly with carbon.    the results are shown.    metal reaction of the metal with water reaction of the metal oxide  with carbon  x   vigorous reaction  with cold water no reaction    y   no reaction   metal and  carbon dioxide produced  z   no reaction observed with cold water  but reaction observed with steam no reaction      what is a correct conclusion about x, y and z?  a x is sodium and y is magnesium.  b x is the least reactive and y is the most reactive.  c z is less reactive than y.  d z is magnesium and y is copper.    25 in a blast furnace, iron ore is mixed with coke and limestone, and heated in hot air.    compound r is formed. compound r then reduces the iron ore to iron.    which equation shows the formation of compound r?  a c  +  o 2  \u2192  co 2  b co 2  +  c  \u2192  2co  c caco 3  \u2192  cao  +  co 2  d cao  +  sio 2  \u2192  casio 3    26 which statement explains why aluminium is used in the manufacture of aircraft?  a it conducts heat well.  b it has a low density.  c it is a good conductor of electricity.  d it is easy to recycle.    ",
+            "10": "10  \u00a9 ucles 2018 0620/11/m/j/18  27 dry air is passed over hot copper until all the oxygen has reacted.    heatcopper dry air     the volume of gas at the end of the reaction is 120  cm3.    what is the starting volume of dry air?  a 132  cm3 b 152  cm3 c 180  cm3 d 570  cm3      28 a steel bicycle which had been left outdoors for several months was starting to rust.    what would not reduce the rate of corrosion?  a remove the rust and paint the bicycle.  b remove the rust and store the bicycle in a dry shed.  c remove the rust and wipe the bicycle with a clean, damp cloth.  d remove the rust and wipe the bicycle with an oily cloth.    29 which statements about water are correct?    1 household water contains dissolved salts.  2 water for household use is filtered to remove soluble impurities. 3 water is treated with chlorine to kill bacteria. 4 water is used in industry for cooling.    a 1, 2, 3 and 4  b 1, 2 and 3 only  c 1, 3 and 4 only  d 2, 3 and 4 only     30 farmers use fertilisers to replace minerals in th e soil that have been removed by the crops they  grow.    which elements in the soil are replaced by adding fertilisers?  a ca, p, o b k, o, s c n, k, p d n, o, s    ",
+            "11": "11  \u00a9 ucles 2018 0620/11/m/j/18 [turn over  31 which statement is correct?  a atmospheric carbon dioxide is not a cause of climate change.  b atmospheric methane is produced by respiration.  c burning natural gas decreases the level of carbon dioxide in the atmosphere.  d decomposition of vegetation causes an increase in atmospheric methane.      32 which statement about sulfur and its compounds is not correct?  a sulfur dioxide is used as a food preservative.  b sulfur dioxide turns acidified aqueous potassium manganate( vii) from purple to colourless.  c sulfur forms a basic oxide.  d sulfur is used in the manufacture of sulfuric acid.    33 which process is used to convert limestone (calcium carbonate) into lime?  a electrolysis  b fractional distillation  c incomplete combustion  d thermal decomposition     34 lime is used to treat an industrial waste.    limeuntreated wastetreated waste     which change occurs in the treatment?     untreated waste  treated waste  a acidic \u2192 neutral  b alkaline \u2192 acidic  c alkaline \u2192 neutral  d neutral \u2192 acidic     ",
+            "12": "12  \u00a9 ucles 2018 0620/11/m/j/18  35 what is not the correct use of the fraction named?   name of fraction use  a fuel oil making waxes  b gas oil fuel in diesel engines  c kerosene jet fuel  d naphtha making chemicals     36 four organic compounds are listed.    ethane  ethanoic acid  ethanol  ethene    which bond do all four compounds contain?  a c\u2013c b c\u2013h c c\u2013o d o\u2013h     37 the first three members of a homologous series are shown.    ffcf fffcf fcf fffcf fcf fcf f    why do these molecules represent a homologous series?  a because they contain fluorine and carbon atoms  b because they have saturated bonds  c because they have the same functional group  d because they react differently from each other      38 which substances can be obtained by cracking hydrocarbons?  a ethanol and ethene  b ethanol and hydrogen  c ethene and hydrogen  d ethene and poly(ethene)     ",
+            "13": "13  \u00a9 ucles 2018 0620/11/m/j/18 [turn over  39 which reaction is used to make ethanol?  a adding steam to ethene  b addition polymerisation  c fractional distillation of petroleum  d reacting ethene with aqueous bromine      40 polymers are long-chain molecules made from small molecules linked together.    four polymers or types of polymer are listed.    1 carbohydrates  2 nylon 3 proteins 4 terylene     which of these polymers or types of polymer are synthetic?  a 1 and 3 b 1 and 4 c 2 and 3 d 2 and 4     ",
+            "14": "14  \u00a9 ucles 2018 0620/11/m/j/18  blank page",
+            "15": "15    permission to reproduce items where third-party owned material pr otected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to trac e 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 ans wer-related information to candidates, all copyright acknowledgements are reproduced onl ine in the cambridge  international examinations copyright acknow ledgements booklet. this is produced for each  series of examinations and is freely a vailable to download at  www.cie.org.uk after the live examination series.    cambridge international examinations is part of the cambridge as sessment group. cambridge assessment is the brand name of unive rsity of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge.    \u00a9 ucles 2018 0620/11/m/j/18  blank page",
+            "16": "16  \u00a9 ucles 2018 0620/11/m/j/18   groupthe periodic table of elements 1 h hydrogen 12 he helium 4ii i iii iv v vi vii viii 3 li lithium 74 be beryllium 9atomic number atomic symbolkey name relative atomic mass 11 na sodium 2312 mg magnesium 24 19 k potassium 3920 ca calcium 40 37 rb rubidium 8538 sr strontium 88 55 cs caesium 13356 ba barium 137 87 fr francium \u201388 ra radium \u20135 b boron 11 13 al aluminium 27 31 ga gallium 70 49 in indium 115 81 tl thallium 2046 c carbon 12 14 si silicon 2832 ge germanium 73 50 sn tin 119 82 pb lead 20722 ti titanium 48 40 zr zirconium 91 72 hf hafnium 178 104 rf rutherfordium \u201323 v vanadium 51 41 nb niobium 93 73 ta tantalum 181 105 db dubnium \u201324 cr chromium 52 42 mo molybdenum 96 74 w tungsten 184 106 sg seaborgium \u201325 mn manganese 55 43 tc technetium \u2013 75 re rhenium 186 107 bh bohrium \u201326 fe iron 56 44 ru ruthenium 101 76 os osmium 190 108 hs hassium \u201327 co cobalt 59 45 rh rhodium 103 77 ir iridium 192 109 mt meitnerium \u201328 ni nickel 59 46 pd palladium 106 78 pt platinum 195 110 ds darmstadtium \u201329 cu copper 64 47 ag silver 108 79 au gold 197 111 rg roentgenium \u201330 zn zinc 65 48 cd cadmium 112 80 hg mercury 201 112 cn copernicium \u2013114 fl flerovium \u2013116 lv livermorium \u20137 n nitrogen 14 15 p phosphorus 3133 as arsenic 75 51 sb antimony 122 83 bi bismuth 2098 o oxygen 16 16 s sulfur 3234 se selenium 79 52 te tellurium 128 84 po polonium \u20139 f fluorine 19 17 cl chlorine 35.5 35 br bromine 80 53 i iodine 127 85 at astatine \u201310 ne neon 20 18 ar argon 4036 kr krypton 84 54 xe xenon 131 86 rn radon \u201321 sc scandium 45 39 y yttrium 89 57\u201371 lanthanoids 89\u2013103 actinoids 57 la lanthanum 139 89 aclanthanoids actinoids the volume of one mole of any gas is 24  dm3 at room temperature and pressure (r.t.p.).actinium \u201358 ce cerium 140 90 th thorium 23259 pr praseodymium 141 91 pa protactinium 23160 nd neodymium 144 92 u uranium 23861 pm promethium \u2013 93 np neptunium \u201362 sm samarium 150 94 pu plutonium \u201363 eu europium 152 95 am americium \u201364 gd gadolinium 157 96 cm curium \u201365 tb terbium 159 97 bk berkelium \u201366 dy dysprosium 163 98 cf californium \u201367 ho holmium 165 99 es einsteinium \u201368 er erbium 167 100 fm fermium \u201369 tm thulium 169 101 md mendelevium \u201370 yb ytterbium 173 102 no nobelium \u201371 lu lutetium 175 103 lr lawrencium \u2013  "
+        },
+        "0620_s18_qp_12.pdf": {
+            "1": "  the syllabus is approved for use in england, wales and northern ir eland as a cambridge international level1/level 2 certificate .  this document consists of 15 printed pages and 1 blank page.  ib18 06_0620_12/3rp  \u00a9 ucles 2018 [turn over     *8053932751* cambridge international examinations  cambridge international general certificate of secondary education       chemistry 0620/12     paper 1 multiple choice (core)  may/june 2018       45 minutes  additional materials: multiple choice answer sheet   soft clean eraser   soft pencil (type b or hb is recommended)       read these instructions first   write in soft pencil.  do not use staples, paper clips, glue or correction fluid.  write your name, centre number and candidate number on the answer sheet in the spaces provided unless  this has been done for you.  do not  write in any barcodes.   there are forty  questions on this paper. answer all questions. for each question there are four possible  answers a, b, c and d.   choose the one you consider correct and record your choice in soft pencil  on the separate answer sheet.   read the instructions on the answer sheet very carefully.   each correct answer will score one mark. a ma rk will not be deducted for a wrong answer.  any rough working should be done in this booklet.  a copy of the periodic table is printed on page 16.  electronic calculators may be used.  ",
+            "2": "2  \u00a9 ucles 2018 0620/12/m/j/18  1 when iodine is heated it turns from a solid to a gas.    when liquid ammonia is cooled it turns into a solid.    when ice is heated it turns into water.    which terms describe these changes of state?     when iodine  is heated when liquid  ammonia  is cooled when ice  is heated  a boiling freezing melting  b freezing sublimation boiling  c sublimation condensation freezing  d sublimation freezing melting     2 which piece of apparatus cannot  be used to collect and measure the volume of gas produced in  an experiment?  a burette  b gas syringe  c measuring cylinder  d pipette      3 pure ethanol has a melting point of \u2013114  \u00b0c and a boiling point of 78  \u00b0c.    what are the melting and boiling points of a sample of ethanol with glucose dissolved in it?     melting  point  / \u00b0c boiling  point  / \u00b0c  a \u2013116 77  b \u2013116 79  c \u2013112 77  d \u2013112 79      4 which atom has an equal number of protons, neutrons and electrons?  a 40ar b 1h c 23na d 14n     ",
+            "3": "3  \u00a9 ucles 2018 0620/12/m/j/18 [turn over  5 which description of brass is correct?  a alloy  b compound  c element  d non-metal      6 the bonding between elements x and y in compound xy 2 is shown.    y y x    which row shows the type of bond in xy 2 and the type of element x?     type of bond type of element x  a covalent metal  b covalent non-metal  c ionic metal  d ionic non-metal    7 the \u2018lead\u2019 in a pencil is made of a mixture of graphite and clay.    \u2018lead\u2019     when the percentage of graphite is increased, the pencil slides across the paper more easily.    which statement explains this observation?  a graphite has a high melting point.  b graphite is a form of carbon.  c graphite is a lubricant.  d graphite is a non-metal.     ",
+            "4": "4  \u00a9 ucles 2018 0620/12/m/j/18  8 the equation for the reaction between magnesium and dilute sulfuric acid is shown.    the mr of mgso 4 is 120.    mg  +  h 2so 4  \u2192  mgso 4  +  h 2    which mass of magnesium sulfate is formed when 12  g of magnesium completely reacts with  dilute sulfuric acid?  a 5  g b 10  g c 60  g d 120  g      9 the electrolysis of molten lead( ii) bromide is shown.    power supply +\u2013 molten lead( ii) bromide    which statement describes what happens at the negative electrode?  a  bromide ions gain electrons to form bromine molecules.  b bromine molecules gain electrons to form bromide ions.  c lead atoms lose electrons to form lead ions.  d lead ions gain electrons to form lead atoms.      10 which statement about the combustion of fuels is correct?  a it always produces carbon dioxide.  b it always produces carbon monoxide.  c it is always endothermic.  d it is always exothermic.     ",
+            "5": "5  \u00a9 ucles 2018 0620/12/m/j/18 [turn over  11 which statement about chemical reactions is correct?  a endothermic reactions show a temperature decrease because energy is absorbed from the  surroundings.  b endothermic reactions show a temperature increase because energy is released into the  surroundings.  c exothermic reactions show a temperature increase because energy is absorbed from the  surroundings.  d exothermic reactions show a temperature decrease because energy is released into the  surroundings.     12 the diagram shows a rate of reaction experiment.    excess dilute hydrochloric acid at 25  \u00b0chydrogen magnesium     increasing the concentration of the acid and increasing the temperature both affect the rate of  reaction.    which row is correct?     increase the concentration  of acid increase the temperature  a decrease rate of reaction decrease rate of reaction  b decrease rate of reaction increase rate of reaction  c increase rate of reaction decrease rate of reaction  d increase rate of reaction increase rate of reaction     ",
+            "6": "6  \u00a9 ucles 2018 0620/12/m/j/18  13 reaction x shows a test for water. reaction y occurs in the blast furnace for extracting iron.    reaction x coc l 2  +  6h 2o    coc l 2.6h 2o    reaction y c  +  co 2  \u2192  2co    reaction x is ..1.. . in reaction y, the oxide co 2 is ..2.. .    which words correctly complete gaps 1 and 2?     1 2  a irreversible oxidised  b irreversible reduced  c reversible oxidised  d reversible reduced      14 which equation shows an oxidation reaction?  a c  +  o 2  \u2192  co 2  b caco 3  \u2192  cao  +  co 2  c cao  +  2hc l  \u2192  cac l 2  +  h 2o  d n2o4  \u2192  2no 2      15 which two gases each give the same result for the test shown?     test gas 1 gas 2  a damp blue litmus paper ammonia  chlorine  b damp blue litmus paper ammonia oxygen  c lighted splint hydrogen chlorine  d lighted splint hydrogen oxygen     16 which statement about oxides is correct?  a a solution of magnesium oxide has a ph less than ph 7.  b a solution of sulfur dioxide has a ph greater than ph 7.  c magnesium oxide reacts with nitric acid to make a salt.  d sulfur dioxide reacts with hydrochloric acid to make a salt.    ",
+            "7": "7  \u00a9 ucles 2018 0620/12/m/j/18 [turn over  17 which methods are suitable for preparing both  zinc sulfate and copper( ii) sulfate?    1 reacting the metal oxide with warm dilute aqueous sulfuric acid  2 reacting the metal with dilute aqueous sulfuric acid 3 reacting the metal carbonate with dilute aqueous sulfuric acid    a 1, 2 and 3 b 1 and 2 only c 1 and 3 only d 2 and 3 only    18 two separate tests are done on separate solutions of compound x.    1 addition of aqueous sodium hydroxide forms a green precipitate that dissolves in an  excess of aqueous sodium hydroxide.  2 addition of dilute nitric acid and aqueous silver nitrate forms a white precipitate.    what is compound x?  a chromium( iii) carbonate  b chromium( iii) chloride  c iron( ii) carbonate  d iron( ii) chloride      19 which statement about the periodic table is correct?  a elements in the same group have the same number of electron shells.  b it contains elements arranged in order of increasing proton number.  c metals are on the right and non-metals are on the left.  d the most reactive elements are at the bottom of every group.      20 chlorine, bromine and iodine are elements in group vii of the periodic table.    which statement about these elements is not correct?  a the colour gets darker down the group.  b the density increases down the group.  c they are all gases at room temperature and pressure.  d they are all non-metals.     ",
+            "8": "8  \u00a9 ucles 2018 0620/12/m/j/18  21 which row describes the properties of a transition element?     property 1 property 2  a forms colourless compounds acts as a catalyst  b forms colourless compounds low electrical conductivity  c high density acts as a catalyst  d high density low electrical conductivity      22 which statement about the elements in group viii is correct?  a they all form diatomic molecules.  b they all have eight electrons in their outer shells.  c they all react with oxygen to form oxides.  d they are all gases at room temperature.      23 stainless steel is an alloy of iron, carbon and other metals.    which row is correct?     stainless steel is  harder than pure iron stainless steel resists  corrosion better than  pure iron  a \u0016 \u0016  b \u0016 \u001a  c \u001a \u0016  d \u001a \u001a     ",
+            "9": "9  \u00a9 ucles 2018 0620/12/m/j/18 [turn over  24 a student is given metal z and its oxide.    the student does some experiments to find out the position of metal z in the reactivity series.    the results are shown.    \u25cf metal z reacted slowly with dilute hydrochloric acid.  \u25cf metal z reacted slowly with steam but not with water.  \u25cf the oxide of metal z reacted when heated with carbon.    which statement about the position of metal z in the reactivity series is correct?  a it is between calcium and sodium.  b it is between copper and hydrogen.  c it is between hydrogen and iron.  d it is between magnesium and calcium.     25 iron is produced from iron ore in a blast furnace.    waste gases slaghot air molten ironraw materials zone 3 zone 2 zone 1     which equation represents the main reaction that happens in zone 1?  a c(s)  +  co 2(g)  \u2192  2co(g)  b c(s)  +  o 2(g)  \u2192  co 2(g)  c fe2o3(s)  +  3co(g)  \u2192  2fe(l)  +  3co 2(g)  d fe3o4(s)  +  co(g)  \u2192  3feo(s)  +  co 2(g)   ",
+            "10": "10  \u00a9 ucles 2018 0620/12/m/j/18  26 which row describes the use of an alloy and the property upon which the use depends?     alloy use property  a mild steel cutlery resistant to corrosion  b mild steel machinery strong  c stainless steel cutlery low density  d stainless steel machinery good conductor of electricity       27 dry air is passed over hot copper until all the oxygen has reacted.    heatcopper dry air     the volume of gas at the end of the reaction is 120  cm3.    what is the starting volume of dry air?  a 132  cm3 b 152  cm3 c 180  cm3 d 570  cm3      28 a steel bicycle which had been left outdoors for several months was starting to rust.    what would not reduce the rate of corrosion?  a remove the rust and paint the bicycle.  b remove the rust and store the bicycle in a dry shed.  c remove the rust and wipe the bicycle with a clean, damp cloth.  d remove the rust and wipe the bicycle with an oily cloth.    ",
+            "11": "11  \u00a9 ucles 2018 0620/12/m/j/18 [turn over  29 which statements about water are correct?    1 household water contains dissolved salts.  2 water for household use is filtered to remove soluble impurities.  3 water is treated with chlorine to kill bacteria.  4 water is used in industry for cooling.    a 1, 2, 3 and 4  b 1, 2 and 3 only  c 1, 3 and 4 only  d 2, 3 and 4 only    30 ammonium nitrate is a common fertiliser used by farmers to increase the yield of their crops.    which compound reacts with ammonium nitrate to form ammonia?  a calcium hydroxide  b potassium nitrate  c sodium chloride  d sodium phosphate    31 which process does not release a greenhouse gas?  a digestion of food in cows  b reaction between zinc and hydrochloric acid  c respiration by animals  d thermal decomposition of calcium carbonate     32 which row describes the uses of sulfur and sulfur dioxide?     sulfur sulfur dioxide  a extraction of aluminium food preservative  b extraction of aluminium water treatment  c manufacture of sulfuric acid food preservative  d manufacture of sulfuric acid water treatment     ",
+            "12": "12  \u00a9 ucles 2018 0620/12/m/j/18  33 limestone is used in many industrial processes.    in which process is it not used?  a manufacture of alkenes  b manufacture of cement  c manufacture of iron  d manufacture of lime    34 lime is used to treat an industrial waste.    limeuntreated wastetreated waste     which change occurs in the treatment?     untreated waste  treated waste  a acidic \u2192 neutral  b alkaline \u2192 acidic  c alkaline \u2192 neutral  d neutral \u2192 acidic      35 what is not the correct use of the fraction named?   name of fraction use  a fuel oil making waxes  b gas oil fuel in diesel engines  c kerosene jet fuel  d naphtha making chemicals     ",
+            "13": "13  \u00a9 ucles 2018 0620/12/m/j/18 [turn over  36 four organic compounds are listed.    ethane  ethanoic acid  ethanol  ethene    which bond do all four compounds contain?  a c\u2013c b c\u2013h c c\u2013o d o\u2013h    37 which compounds belong to the same homologous series?  a ethane and propane  b ethanoic acid and ethanol  c methane and ethene  d propene and ethanoic acid     38 which substances can be obtained by cracking hydrocarbons?  a ethanol and ethene  b ethanol and hydrogen  c ethene and hydrogen  d ethene and poly(ethene)    39 the equations for two important processes used to manufacture ethanol are shown.    process 1 c 6h12o6  \u2192  2c 2h5oh  +  2co 2  process 2 c 2h4  +  h 2o  \u2192  c2h5oh    which statement is not correct?  a both processes require a catalyst.  b both processes use a starting material obtained from petroleum.  c process 1 shows the production of a renewable fuel.  d process 2 is an addition reaction.     ",
+            "14": "14  \u00a9 ucles 2018 0620/12/m/j/18  40 part of the label on the packet of a potato product is shown.    this potato product contains:    starch  ethanoic acid sodium chloride sugar    which constituent is a natural polymer?  a ethanoic acid  b sodium chloride  c starch  d sugar    ",
+            "15": "15    permission to reproduce items where third-party owned material pr otected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to trac e 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 ans wer-related information to candidates, all copyright acknowledgements are reproduced onl ine in the cambridge  international examinations copyright acknow ledgements booklet. this is produced for each  series of examinations and is freely a vailable to download at  www.cie.org.uk after the live examination series.    cambridge international examinations is part of the cambridge as sessment group. cambridge assessment is the brand name of unive rsity of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge.    \u00a9 ucles 2018 0620/12/m/j/18  blank page",
+            "16": "16  \u00a9 ucles 2018 0620/12/m/j/18   groupthe periodic table of elements 1 h hydrogen 12 he helium 4ii i iii iv v vi vii viii 3 li lithium 74 be beryllium 9atomic number atomic symbolkey name relative atomic mass 11 na sodium 2312 mg magnesium 24 19 k potassium 3920 ca calcium 40 37 rb rubidium 8538 sr strontium 88 55 cs caesium 13356 ba barium 137 87 fr francium \u201388 ra radium \u20135 b boron 11 13 al aluminium 27 31 ga gallium 70 49 in indium 115 81 tl thallium 2046 c carbon 12 14 si silicon 2832 ge germanium 73 50 sn tin 119 82 pb lead 20722 ti titanium 48 40 zr zirconium 91 72 hf hafnium 178 104 rf rutherfordium \u201323 v vanadium 51 41 nb niobium 93 73 ta tantalum 181 105 db dubnium \u201324 cr chromium 52 42 mo molybdenum 96 74 w tungsten 184 106 sg seaborgium \u201325 mn manganese 55 43 tc technetium \u2013 75 re rhenium 186 107 bh bohrium \u201326 fe iron 56 44 ru ruthenium 101 76 os osmium 190 108 hs hassium \u201327 co cobalt 59 45 rh rhodium 103 77 ir iridium 192 109 mt meitnerium \u201328 ni nickel 59 46 pd palladium 106 78 pt platinum 195 110 ds darmstadtium \u201329 cu copper 64 47 ag silver 108 79 au gold 197 111 rg roentgenium \u201330 zn zinc 65 48 cd cadmium 112 80 hg mercury 201 112 cn copernicium \u2013114 fl flerovium \u2013116 lv livermorium \u20137 n nitrogen 14 15 p phosphorus 3133 as arsenic 75 51 sb antimony 122 83 bi bismuth 2098 o oxygen 16 16 s sulfur 3234 se selenium 79 52 te tellurium 128 84 po polonium \u20139 f fluorine 19 17 cl chlorine 35.5 35 br bromine 80 53 i iodine 127 85 at astatine \u201310 ne neon 20 18 ar argon 4036 kr krypton 84 54 xe xenon 131 86 rn radon \u201321 sc scandium 45 39 y yttrium 89 57\u201371 lanthanoids 89\u2013103 actinoids 57 la lanthanum 139 89 aclanthanoids actinoids the volume of one mole of any gas is 24  dm3 at room temperature and pressure (r.t.p.).actinium \u201358 ce cerium 140 90 th thorium 23259 pr praseodymium 141 91 pa protactinium 23160 nd neodymium 144 92 u uranium 23861 pm promethium \u2013 93 np neptunium \u201362 sm samarium 150 94 pu plutonium \u201363 eu europium 152 95 am americium \u201364 gd gadolinium 157 96 cm curium \u201365 tb terbium 159 97 bk berkelium \u201366 dy dysprosium 163 98 cf californium \u201367 ho holmium 165 99 es einsteinium \u201368 er erbium 167 100 fm fermium \u201369 tm thulium 169 101 md mendelevium \u201370 yb ytterbium 173 102 no nobelium \u201371 lu lutetium 175 103 lr lawrencium \u2013  "
+        },
+        "0620_s18_qp_13.pdf": {
+            "1": "  the syllabus is approved for use in england, wales and northern ir eland as a cambridge international level1/level 2 certificate .  this document consists of 15 printed pages and 1 blank page.  ib18 06_0620_13/3rp  \u00a9 ucles 2018 [turn over     *4491578785 * cambridge international examinations  cambridge international general certificate of secondary education       chemistry 0620/13     paper 1 multiple choice (core)  may/june 2018       45 minutes  additional materials: multiple choice answer sheet   soft clean eraser   soft pencil (type b or hb is recommended)       read these instructions first   write in soft pencil.  do not use staples, paper clips, glue or correction fluid.  write your name, centre number and candidate number on the answer sheet in the spaces provided unless  this has been done for you.  do not  write in any barcodes.   there are forty  questions on this paper. answer all questions. for each question there are four possible  answers a, b, c and d.   choose the one you consider correct and record your choice in soft pencil  on the separate answer sheet.   read the instructions on the answer sheet very carefully.   each correct answer will score one mark. a ma rk will not be deducted for a wrong answer.  any rough working should be done in this booklet.  a copy of the periodic table is printed on page 16.  electronic calculators may be used.  ",
+            "2": "2  \u00a9 ucles 2018 0620/13/m/j/18  1 mineral wool soaked in aqueous ammonia is placed in the apparatus shown.    mineral wool soaked in aqueous ammoniadamp red litmus paper    after five minutes, the damp red litmus paper turned blue.    which process led to this change?  a crystallisation  b diffusion  c distillation  d sublimation      2 solid r reacted with dilute sulfuric acid.    the initial temperature of the dilute sulfuric acid and the final temperature of the solution are  shown.    25 20151025201510 initial temperature of the dilute sulfuric acid ( \u00b0c)final temperature of the solution ( \u00b0c)     what was the change in temperature in \u00b0c?  a \u2013  6 b \u2013  4 c 4 d 6     ",
+            "3": "3  \u00a9 ucles 2018 0620/13/m/j/18 [turn over  3 the melting points of four impure samples of lead( ii) bromide were measured. the results are  shown.    which sample is the most pure?     temperature when  the sample started  to melt  / \u00b0c temperature when  the sample finished  melting  / \u00b0c  a 342 355  b 353 360  c 365 371  d 372 373      4 symbols representing four particles are shown.    w40 20          +2 41 20x          y37 18          z3717    the letters are not the chemical symbols.    which particles have the same number of neutrons?  a w and x2+ b w and z c x2+ and y d y and z      5 which name is given to a pure substance made from more than one type of atom?  a alloy  b compound  c element  d mixture     ",
+            "4": "4  \u00a9 ucles 2018 0620/13/m/j/18  6 the diagram shows solid element q reacting with an acid to produce gas r.    solid element qgas r acid     which row describes q and r?     q r  a metal element with covalent bonds  b metal element with ionic bonds  c non-metal compound with covalent bonds  d non-metal compound with ionic bonds      7 the \u2018lead\u2019 in a pencil is made of a mixture of graphite and clay.    \u2018lead\u2019     when the percentage of graphite is increased, the pencil slides across the paper more easily.    which statement explains this observation?  a graphite has a high melting point.  b graphite is a form of carbon.  c graphite is a lubricant.  d graphite is a non-metal.    8 the equation for the reaction between magnesium and dilute sulfuric acid is shown.    the m r of mgso 4 is 120.    mg  +  h 2so 4  \u2192  mgso 4  +  h 2    which mass of magnesium sulfate is formed when 12  g of magnesium completely reacts with  dilute sulfuric acid?  a 5  g b 10  g c 60  g d 120  g   ",
+            "5": "5  \u00a9 ucles 2018 0620/13/m/j/18 [turn over  9 what is produced at each electrode when molten rubidium chloride is electrolysed using platinum  electrodes?     positive electrode negative electrode  a chlorine hydrogen  b chlorine rubidium  c hydrogen chlorine  d rubidium chlorine      10 what is released when any fuel is burned?  a carbon dioxide  b heat energy  c smoke  d water     11 group i metals react vigorously with water and release heat.    which statement about this reaction is correct?  a the reaction is endothermic and the energy change is negative.  b the reaction is endothermic and the energy change is positive.  c the reaction is exothermic and the energy change is negative.  d the reaction is exothermic and the energy change is positive.    ",
+            "6": "6  \u00a9 ucles 2018 0620/13/m/j/18  12 the diagram shows a rate of reaction experiment.    excess dilute hydrochloric acid at 25  \u00b0chydrogen magnesium     increasing the concentration of the acid and increasing the temperature both affect the rate of reaction.    which row is correct?     increase the concentration  of acid increase the temperature  a decrease rate of reaction decrease rate of reaction  b decrease rate of reaction increase rate of reaction  c increase rate of reaction decrease rate of reaction  d increase rate of reaction increase rate of reaction     13 in a chemical reaction, blue compound x changed into white compound y.    x     \u2192     y   blue white    which statement describes this reaction?  a hydrated cobalt( ii) chloride is heated.  b hydrated copper( ii) sulfate is heated.  c water is added to anhydrous cobalt( ii) chloride.  d water is added to anhydrous copper( ii) sulfate.      14 which equation shows an oxidation reaction?  a c  +  o 2  \u2192  co 2  b caco 3  \u2192  cao  +  co 2  c cao  +  2hc l  \u2192  cac l 2  +  h 2o  d n2o4  \u2192  2no 2     ",
+            "7": "7  \u00a9 ucles 2018 0620/13/m/j/18 [turn over  15 pieces of damp red litmus paper and damp blue litmus paper are placed in three different gas  jars.    gas jar 1red litmus paperblue litmuspaper ammonia gas jar 2chlorine gas jar 3oxygenred litmus paperblue litmuspaperred litmus paperblue litmuspaper     in which gas jars does at least one piece of litmus paper change colour?  a 1, 2 and 3 b 1 and 2 c 1 and 3 d 2 and 3     16 which statement about oxides is correct?  a a solution of magnesium oxide has a ph less than ph 7.  b a solution of sulfur dioxide has a ph greater than ph 7.  c magnesium oxide reacts with nitric acid to make a salt.  d sulfur dioxide reacts with hydrochloric acid to make a salt.     17 which methods are suitable for preparing both  zinc sulfate and copper( ii) sulfate?    1 reacting the metal oxide with warm dilute aqueous sulfuric acid  2 reacting the metal with dilute aqueous sulfuric acid  3 reacting the metal carbonate with dilute aqueous sulfuric acid    a 1, 2 and 3 b 1 and 2 only c 1 and 3 only d 2 and 3 only      18 a white crystalline solid is dissolved in distilled water.    a small amount of dilute nitric acid is added followed by aqueous silver nitrate.    no visible change occurs.    what can be deduced about the white crystalline solid?  a it contains chloride ions.  b it does not contain ammonium ions.  c it does not contain carbonate ions.  d it must contain either sulfate or nitrate ions.     ",
+            "8": "8  \u00a9 ucles 2018 0620/13/m/j/18  19 which element is classified as a non-metal in the periodic table?  a calcium  b chlorine  c chromium  d copper      20 part of the periodic table is shown.    element q has a low boiling point, low density and does not conduct electricity.    which element is q?    b cda      21 which row describes a typical transition element?     density  in g  / cm3 melting point  in \u00b0c boiling point  in \u00b0c colour of  oxide  a 0.97 98 883 white  b 2.64 769 1382 white  c 3.10 \u20137 59 yellow  d 8.96 1085 2562 red      22 helium is a noble gas.    which statement is correct?  a a helium atom has eight electrons in its outer shell.  b helium exists as diatomic molecules.  c helium is used as an inert atmosphere in lamps.  d there are no naturally occurring chemical compounds of helium.     ",
+            "9": "9  \u00a9 ucles 2018 0620/13/m/j/18 [turn over  23 which diagram represents a solid alloy?    a b cd       24 some reactions of three metals and their oxides are shown.    metal metal reacts  with steam metal oxide  reacts with carbon  x no yes  y yes no  z yes yes    what is the order of reactivity of the metals?     most  reactive  least  reactive  a x z y  b y x z  c y z x  d z y x     25 which statement about the extraction of metals is correct?  a aluminium is extracted from bauxite by electrolysis.  b aluminium is extracted from hematite by heating with carbon.  c iron is extracted from bauxite by heating with carbon.  d iron is extracted from hematite by electrolysis.     26 which statement explains why aluminium is used to manufacture aircraft?  a it has a low density.  b it is a good conductor of electricity.  c it is a good conductor of heat.  d it is ductile.    ",
+            "10": "10  \u00a9 ucles 2018 0620/13/m/j/18  27 dry air is passed over hot copper until all the oxygen has reacted.    heatcopper dry air     the volume of gas at the end of the reaction is 120  cm3.    what is the starting volume of dry air?  a 132  cm3 b 152  cm3 c 180  cm3 d 570  cm3      28 a steel bicycle which had been left outdoors for several months was starting to rust.    what would not reduce the rate of corrosion?  a remove the rust and paint the bicycle.  b remove the rust and store the bicycle in a dry shed.  c remove the rust and wipe the bicycle with a clean, damp cloth.  d remove the rust and wipe the bicycle with an oily cloth.    29 which statements about water are correct?    1 household water contains dissolved salts.  2 water for household use is filtered to remove soluble impurities. 3 water is treated with chlorine to kill bacteria. 4 water is used in industry for cooling.    a 1, 2, 3 and 4  b 1, 2 and 3 only  c 1, 3 and 4 only  d 2, 3 and 4 only    ",
+            "11": "11  \u00a9 ucles 2018 0620/13/m/j/18 [turn over  30 fertilisers are often mixtures of solid compounds.    which compounds can be mixed to provide the three elements needed for healthy plant growth?  a ammonium nitrate and calcium phosphate  b ammonium nitrate and potassium chloride  c ammonium phosphate and potassium chloride  d potassium chloride and calcium phosphate    31 carbon dioxide and methane are both greenhouse gases which contribute to climate change.    which statement explains how greenhouse gases contribute to climate change?  a they absorb heat radiation from the earth.  b they absorb heat radiation from the sun.  c they absorb light radiation from the sun.  d they cause acid rain.    32 element z forms an oxide, zo 2. three uses of zo 2 are listed.    \u25cf bleaching agent  \u25cf killing bacteria  \u25cf manufacturing an important acid    what is z?  a carbon  b lead  c nitrogen  d sulfur     ",
+            "12": "12  \u00a9 ucles 2018 0620/13/m/j/18  33 limestone is an important material with many uses.    limestone is heated to produce ..1.. and carbon dioxide.    this reaction is called ..2.. .    which words correctly complete gaps 1 and 2?     1 2  a lime neutralisation  b lime thermal decomposition  c slaked lime neutralisation  d slaked lime thermal decomposition      34 lime is used to treat an industrial waste.    limeuntreated wastetreated waste     which change occurs in the treatment?     untreated waste  treated waste  a acidic \u2192 neutral  b alkaline \u2192 acidic  c alkaline \u2192 neutral  d neutral \u2192 acidic     35 what is not the correct use of the fraction named?   name of fraction use  a fuel oil making waxes  b gas oil fuel in diesel engines  c kerosene jet fuel  d naphtha making chemicals     ",
+            "13": "13  \u00a9 ucles 2018 0620/13/m/j/18 [turn over  36 four organic compounds are listed.    ethane  ethanoic acid  ethanol  ethene    which bond do all four compounds contain?  a c\u2013c b c\u2013h c c\u2013o d o\u2013h     37 the structures of some organic compounds are shown.    1 hch hch ho h2 hch hch hhh c h hch hch hhh c o h3 4 o ohch hch hc h    which compounds belong to the same homologous series?  a 1 and 2 b 1 and 3 c 2 and 3 d 3 and 4     38 which substances can be obtained by cracking hydrocarbons?  a ethanol and ethene  b ethanol and hydrogen  c ethene and hydrogen  d ethene and poly(ethene)    ",
+            "14": "14  \u00a9 ucles 2018 0620/13/m/j/18  39 sugars and ethene can both be made into ethanol using different reactions.    which type of reaction is used in each case?     sugars to ethanol ethene to ethanol  a fermentation addition  b fermentation cracking  c incomplete combustion addition  d incomplete combustion cracking     40 which substances are natural polymers?     ethanol protein starch vinegar  a \u0016 \u0016 \u0016 \u0016  b \u0016 \u001a \u0016 \u001a  c \u001a \u0016 \u0016 \u001a  d \u001a \u001a \u001a \u0016     ",
+            "15": "15    permission to reproduce items where third-party owned material pr otected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to trac e 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 ans wer-related information to candidates, all copyright acknowledgements are reproduced onl ine in the cambridge  international examinations copyright acknow ledgements booklet. this is produced for each  series of examinations and is freely a vailable to download at  www.cie.org.uk after the live examination series.    cambridge international examinations is part of the cambridge as sessment group. cambridge assessment is the brand name of unive rsity of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge.    \u00a9 ucles 2018 0620/13/m/j/18  blank page",
+            "16": "16  \u00a9 ucles 2018 0620/13/m/j/18   groupthe periodic table of elements 1 h hydrogen 12 he helium 4ii i iii iv v vi vii viii 3 li lithium 74 be beryllium 9atomic number atomic symbolkey name relative atomic mass 11 na sodium 2312 mg magnesium 24 19 k potassium 3920 ca calcium 40 37 rb rubidium 8538 sr strontium 88 55 cs caesium 13356 ba barium 137 87 fr francium \u201388 ra radium \u20135 b boron 11 13 al aluminium 27 31 ga gallium 70 49 in indium 115 81 tl thallium 2046 c carbon 12 14 si silicon 2832 ge germanium 73 50 sn tin 119 82 pb lead 20722 ti titanium 48 40 zr zirconium 91 72 hf hafnium 178 104 rf rutherfordium \u201323 v vanadium 51 41 nb niobium 93 73 ta tantalum 181 105 db dubnium \u201324 cr chromium 52 42 mo molybdenum 96 74 w tungsten 184 106 sg seaborgium \u201325 mn manganese 55 43 tc technetium \u2013 75 re rhenium 186 107 bh bohrium \u201326 fe iron 56 44 ru ruthenium 101 76 os osmium 190 108 hs hassium \u201327 co cobalt 59 45 rh rhodium 103 77 ir iridium 192 109 mt meitnerium \u201328 ni nickel 59 46 pd palladium 106 78 pt platinum 195 110 ds darmstadtium \u201329 cu copper 64 47 ag silver 108 79 au gold 197 111 rg roentgenium \u201330 zn zinc 65 48 cd cadmium 112 80 hg mercury 201 112 cn copernicium \u2013114 fl flerovium \u2013116 lv livermorium \u20137 n nitrogen 14 15 p phosphorus 3133 as arsenic 75 51 sb antimony 122 83 bi bismuth 2098 o oxygen 16 16 s sulfur 3234 se selenium 79 52 te tellurium 128 84 po polonium \u20139 f fluorine 19 17 cl chlorine 35.5 35 br bromine 80 53 i iodine 127 85 at astatine \u201310 ne neon 20 18 ar argon 4036 kr krypton 84 54 xe xenon 131 86 rn radon \u201321 sc scandium 45 39 y yttrium 89 57\u201371 lanthanoids 89\u2013103 actinoids 57 la lanthanum 139 89 aclanthanoids actinoids the volume of one mole of any gas is 24  dm3 at room temperature and pressure (r.t.p.).actinium \u201358 ce cerium 140 90 th thorium 23259 pr praseodymium 141 91 pa protactinium 23160 nd neodymium 144 92 u uranium 23861 pm promethium \u2013 93 np neptunium \u201362 sm samarium 150 94 pu plutonium \u201363 eu europium 152 95 am americium \u201364 gd gadolinium 157 96 cm curium \u201365 tb terbium 159 97 bk berkelium \u201366 dy dysprosium 163 98 cf californium \u201367 ho holmium 165 99 es einsteinium \u201368 er erbium 167 100 fm fermium \u201369 tm thulium 169 101 md mendelevium \u201370 yb ytterbium 173 102 no nobelium \u201371 lu lutetium 175 103 lr lawrencium \u2013  "
+        },
+        "0620_s18_qp_21.pdf": {
+            "1": "  the syllabus is approved for use in england, wales and northern ir eland as a cambridge international level 1/level 2 certificat e.  this document consists of 13 printed pages and 3 blank pages.  ib18 06_0620_21/3rp  \u00a9 ucles 2018 [turn over     *1264661612 * cambridge international examinations  cambridge international general certificate of secondary education       chemistry 0620/21     paper 2 multiple choice (extended)  may/june 2018       45 minutes  additional materials: multiple choice answer sheet   soft clean eraser   soft pencil (type b or hb is recommended)       read these instructions first   write in soft pencil.  do not use staples, paper clips, glue or correction fluid.  write your name, centre number and candidate number on the answer sheet in the spaces provided unless  this has been done for you.  do not  write in any barcodes.   there are forty  questions on this paper. answer all questions. for each question there are four possible  answers a, b, c and d.   choose the one you consider correct and record your choice in soft pencil  on the separate answer sheet.   read the instructions on the answer sheet very carefully.   each correct answer will score one mark. a ma rk will not be deducted for a wrong answer.  any rough working should be done in this booklet.  a copy of the periodic table is printed on page 16.  electronic calculators may be used.  ",
+            "2": "2  \u00a9 ucles 2018 0620/21/m/j/18  1 a student investigated the diffusion of ammonia gas, nh 3, and hydrogen chloride gas, hc l.    two sets of apparatus were set up as shown at room temperature and pressure.    apparatus 1source of ammonia gasdamp red litmus paper apparatus 2source of hydrogen chloride gasdamp bluelitmus paper     the damp red litmus paper in apparatus 1 changed colour after 30 seconds.    how long does it take for the damp blue litmus paper to change colour in apparatus 2?  a 64 seconds  b 30 seconds  c 21 seconds  d the blue litmus paper would not change colour.     2 chromatography is a technique used to separate coloured dyes.    which dye has an r f value of 0.7?    solvent front baseline ab dyescd      ",
+            "3": "3  \u00a9 ucles 2018 0620/21/m/j/18 [turn over  3 which piece of apparatus is used to measure exactly 26.3  cm3 of a liquid?    abcd      4 the \u2018lead\u2019 in a pencil is made of a mixture of graphite and clay.    \u2018lead\u2019     when the percentage of graphite is increased, the pencil slides across the paper more easily.    which statement explains this observation?  a graphite has a high melting point.  b graphite is a form of carbon.  c graphite is a lubricant.  d graphite is a non-metal.     ",
+            "4": "4  \u00a9 ucles 2018 0620/21/m/j/18  5 chlorine exists as two common isotopes, 35cl and 37cl.    information about these two isotopes is shown.     number of  protons number of  neutrons number of  electron shells  35cl 17 18 3  37cl 17 20 3    which statement explains why the two isotopes are of the same element?  a both have the same number of electron shells.  b both have the same number of protons.  c both have 7 outer shell electrons.  d 37cl has 2 more neutrons than 35cl.      6 which substance is not a macromolecule?  a diamond  b graphite  c silicon( iv) oxide  d sulfur    7 copper is a metallic element.    which statements about copper are correct?    1 copper is malleable because layers of ions are in fixed positions and cannot move.  2 the structure of copper consists of negative ions in a lattice. 3 copper conducts electricity because electrons can move through the metal. 4 electrons hold copper ions together in a lattice by electrostatic attraction.    a 1 and 2 b 2, 3 and 4 c 2 and 3 only d 3 and 4 only    8 the equation for the combustion of ethane is shown.    2c 2h6  +  7o 2  \u2192  4co 2  +  6h 2o    which volume of carbon dioxide, at room temperature and pressure, is formed when 0.5  moles of  ethane burn?  a 48  dm3 b 24  dm3 c 12  dm3 d 6  dm3     ",
+            "5": "5  \u00a9 ucles 2018 0620/21/m/j/18 [turn over  9 a solution of ethanoic acid, ch 3cooh, has a concentration of 2  mol  / dm3.    which statement about this solution is correct?  a 20  g of ethanoic acid is dissolved in 10  cm3 of water.  b 30  g of ethanoic acid is dissolved in 250  cm3 of water.  c 60  g of ethanoic acid is dissolved in 1  dm3 of water.  d 120  g of ethanoic acid is dissolved in 2  dm3 of water.     10 aqueous copper( ii) sulfate is electrolysed using copper electrodes.    which statement is correct?  a a reduction reaction occurs at the positive electrode.  b the blue colour of the solution becomes darker.  c the concentration of copper ions in the solution decreases.  d the mass of the negative electrode increases.    11 dilute sulfuric acid is electrolysed using inert electrodes.    what are the ionic half-equations for the reactions that take place at each electrode?     positive electrode negative electrode  a 2h+  +  2e\u2013  \u2192  h2 4oh\u2013  \u2192  2h 2o  +  o 2  +  4e\u2013  b 2h+  +  2e\u2013  \u2192  h2 4oh\u2013  +  4h+  \u2192  4h 2o  c 4oh\u2013  \u2192  2h 2o  +  o 2  +  4e\u2013 2h+  +  2e\u2013  \u2192  h2  d 4oh\u2013  +  4h+  \u2192  4h 2o 2h+  +  2e\u2013  \u2192  h2      12 plant cells use energy from sunlight for photosynthesis.    which row describes and explains the energy change that occurs?     type of  energy change explanation  a endothermic less energy is released making bonds than is absorbed to break bonds  b endothermic more energy is released making bonds than is absorbed to break bonds  c exothermic less energy is released making bonds than is absorbed to break bonds  d exothermic more energy is released making bonds than is absorbed to break bonds     ",
+            "6": "6  \u00a9 ucles 2018 0620/21/m/j/18  13 hydrogen bromide decomposes to form hydrog en and bromine. the equation is shown.    2hbr(g)  \u2192  h2(g)  +  br 2(g)    the bond energies are shown in the table. the reaction is endothermic.    bond bond energy  in kj  / mol  br\u2013br +193  h\u2013br +366  h\u2013h +436    what is the energy change for the reaction?  a +263  kj / mol b +103  kj / mol c \u2013103  kj / mol d \u2013263  kj / mol    14 which row describes the effects of increasing both concentration and temperature on the  collisions between reacting particles?     increasing concentration increasing temperature  a more collisions per second only more collisions per second only  b   more collisions per second and more  collisions with sufficient energy to react more collisions per second only    c   more collisions per second only   more collisions per second and more  collisions with sufficient energy to react  d   more collisions per second and more  collisions with sufficient energy to react more collisions per second and more  collisions with sufficient energy to react     15 the formation of sulfur trioxide is a reversible reaction.    the equation is shown.    2so 2(g)  +  o 2(g)    2so 3(g)    the forward reaction is exothermic.    which conditions produce the highest equilibrium yield of sulfur trioxide?     pressure temperature  a high high  b high low  c low high  d low low     ",
+            "7": "7  \u00a9 ucles 2018 0620/21/m/j/18 [turn over  16 chlorine displaces iodide ions from potassium iodide.    cl 2  +  2 i\u2013  \u2192  i2  +  2c l \u2013    what is the oxidising agent?  a chloride ions  b chlorine  c iodide ions  d iodine    17 which statement about oxides is correct?  a a solution of magnesium oxide has a ph less than ph 7.  b a solution of sulfur dioxide has a ph greater than ph 7.  c magnesium oxide reacts with nitric acid to make a salt.  d sulfur dioxide reacts with hydrochloric acid to make a salt.     18 which solution has the lowest ph?  a 0.1  mol  / dm3 ammonia solution  b 0.1  mol  / dm3 ethanoic acid  c 0.1  mol  / dm3 lithium hydroxide  d 0.1  mol  / dm3 nitric acid    19 a student mixes silver nitrate and barium chloride to form a white precipitate of silver chloride.    the equation is shown.    2agno 3  +  bac l 2  \u2192  2agc l  +  ba(no 3)2    which row describes the solubility of the salts?     soluble insoluble  a   silver nitrate   barium chloride, barium nitrate  and silver chloride  b silver nitrate and barium chloride barium nitrate and silver chloride  c   silver nitrate, barium chloride  and barium nitrate silver chloride    d   silver nitrate, barium chloride  and silver chloride barium nitrate      ",
+            "8": "8  \u00a9 ucles 2018 0620/21/m/j/18  20 which methods are suitable for preparing both  zinc sulfate and copper( ii) sulfate?    1 reacting the metal oxide with warm dilute aqueous sulfuric acid  2 reacting the metal with dilute aqueous sulfuric acid 3 reacting the metal carbonate with dilute aqueous sulfuric acid    a 1, 2 and 3 b 1 and 2 only c 1 and 3 only d 2 and 3 only     21 which element is in the same period of the periodic table as silicon?  a germanium  b scandium  c sodium  d strontium     22 which statement about the halogens is correct?  a a sample of bromine reacts with potassium chloride solution.  b a sample of bromine reacts with potassium iodide solution.  c a sample of chlorine has a higher density than a sample of bromine.  d a sample of chlorine is a darker colour than a sample of bromine.    23 which row shows the catalytic activity of transition elements and their compounds?    catalytic activity of   transition elements catalytic activity of compounds of  transition elements  a good good  b good poor  c poor good  d poor poor     24 the following statements are made about the metals copper, iron, magnesium and zinc.    1 their oxides are acidic.  2 they all conduct electricity in the solid state. 3 they all have high melting points. 4 they all react with dilute acids to form hydrogen.    which statements are correct?  a 1 and 2 b 1 and 4 c 2 and 3 d 3 and 4 ",
+            "9": "9  \u00a9 ucles 2018 0620/21/m/j/18 [turn over  25 silver is a less reactive metal than cadmium.    cadmium is a less reactive metal than barium.    which statement is correct?  a barium does not react when heated with silver oxide.  b cadmium displaces barium from a solution of barium chloride.  c cadmium displaces silver from a solution of silver nitrate.  d cadmium reacts when heated with barium oxide.     26 aluminium metal is extracted from aluminium oxide using electrolysis.    which statement about the extraction process is not correct?  a a large amount of electricity is required.  b molten cryolite is used to dissolve the aluminium oxide.  c oxygen gas is released which reacts to form carbon dioxide.  d the negative electrodes burn away and have to be replaced.      27 which statement explains why aluminium is used in the manufacture of aircraft?  a it conducts heat well.  b it has a low density.  c it is a good conductor of electricity.  d it is easy to recycle.      28 dry air is passed over hot copper until all the oxygen has reacted.    heatcopper dry air     the volume of gas at the end of the reaction is 120  cm3.    what is the starting volume of dry air?  a 132  cm3 b 152  cm3 c 180  cm3 d 570  cm3     ",
+            "10": "10  \u00a9 ucles 2018 0620/21/m/j/18  29 a steel bicycle which had been left outdoors for several months was starting to rust.    what would not reduce the rate of corrosion?  a remove the rust and paint the bicycle.  b remove the rust and store the bicycle in a dry shed.  c remove the rust and wipe the bicycle with a clean, damp cloth.  d remove the rust and wipe the bicycle with an oily cloth.    30 which statements about water are correct?    1 household water contains dissolved salts.  2 water for household use is filtered to remove soluble impurities. 3 water is treated with chlorine to kill bacteria. 4 water is used in industry for cooling.    a 1, 2, 3 and 4  b 1, 2 and 3 only  c 1, 3 and 4 only  d 2, 3 and 4 only     31 ammonia is manufactured by reacting hydrogen with nitrogen in the haber process.    which row describes the sources of hydrogen and nitrogen and the conditions used in the  manufacture of ammonia in the haber process?     source of  hydrogen source of  nitrogen temperature of  reaction  / \u00b0c pressure of  reaction  / atm  a air natural gas 250 2  b air natural gas 250 200  c natural gas air 450 2  d natural gas air 450 200      32 which statements about the carbon cycle are correct?    1 carbon dioxide is added to the atmosphere by respiration.  2 carbon dioxide is added to the atmosphere by combustion of coal. 3 carbon dioxide is removed from the atmosphere by photosynthesis.    a 1, 2 and 3 b 1 and 2 only c 1 and 3 only d 2 and 3 only    ",
+            "11": "11  \u00a9 ucles 2018 0620/21/m/j/18 [turn over  33 which statement about sulfur and its compounds is not correct?  a sulfur dioxide is used as a food preservative.  b sulfur dioxide turns acidified aqueous potassium manganate( vii) from purple to colourless.  c sulfur forms a basic oxide.  d sulfur is used in the manufacture of sulfuric acid.    34 which process is used to convert lim estone (calcium carbonate) into lime?  a electrolysis  b fractional distillation  c incomplete combustion  d thermal decomposition    35 what is not the correct use of the fraction named?   name of fraction use  a fuel oil making waxes  b gas oil fuel in diesel engines  c kerosene jet fuel  d naphtha making chemicals      36 which reaction is not a reaction which alkenes undergo?  a bromination  b hydration  c hydrogenation  d hydrolysis      37 which substances can be obtained by cracking hydrocarbons?  a ethanol and ethene  b ethanol and hydrogen  c ethene and hydrogen  d ethene and poly(ethene)     ",
+            "12": "12  \u00a9 ucles 2018 0620/21/m/j/18  38 ethanol is produced by fermentation or from ethene.    what is a disadvantage of producing ethanol by fermentation?  a distillation is needed to purify the ethanol produced.  b fermentation uses glucose from plants.  c fermentation is catalysed by enzymes in yeast.  d fermentation occurs at a low temperature and pressure.     39 which structural formula represents methyl propanoate?  a ch 3ch 2cooch 3  b ch 3cooch 2ch 2ch 3  c ch 3ch 2ch 2cooch 3  d hcooch 2ch 2ch 3    40 which row describes addition polymerisation and condensation polymerisation?     addition polymerisation condensation polymerisation  a   monomers have a c=c double bond  and the polymer is the only product monomers have a c=c double bond  and the polymer is the only product  b   monomers have a c=c double bond  and the polymer is the only product the monomers react to form the  polymer and a small molecule  c   the monomers react to form the  polymer and a small molecule monomers have a c=c double bond  and the polymer is the only product  d   the monomers react to form the  polymer and a small molecule the monomers react to form the  polymer and a small molecule     ",
+            "13": "13  \u00a9 ucles 2018 0620/21/m/j/18  blank page",
+            "14": "14  \u00a9 ucles 2018 0620/21/m/j/18  blank page",
+            "15": "15    permission to reproduce items where third-party owned material pr otected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to trac e 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 ans wer-related information to candidates, all copyright acknowledgements are reproduced onl ine in the cambridge  international examinations copyright acknow ledgements booklet. this is produced for each  series of examinations and is freely a vailable to download at  www.cie.org.uk after the live examination series.    cambridge international examinations is part of the cambridge as sessment group. cambridge assessment is the brand name of unive rsity of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge.    \u00a9 ucles 2018 0620/21/m/j/18  blank page",
+            "16": "16  \u00a9 ucles 2018 0620/21/m/j/18   groupthe periodic table of elements 1 h hydrogen 12 he helium 4ii i iii iv v vi vii viii 3 li lithium 74 be beryllium 9atomic number atomic symbolkey name relative atomic mass 11 na sodium 2312 mg magnesium 24 19 k potassium 3920 ca calcium 40 37 rb rubidium 8538 sr strontium 88 55 cs caesium 13356 ba barium 137 87 fr francium \u201388 ra radium \u20135 b boron 11 13 al aluminium 27 31 ga gallium 70 49 in indium 115 81 tl thallium 2046 c carbon 12 14 si silicon 2832 ge germanium 73 50 sn tin 119 82 pb lead 20722 ti titanium 48 40 zr zirconium 91 72 hf hafnium 178 104 rf rutherfordium \u201323 v vanadium 51 41 nb niobium 93 73 ta tantalum 181 105 db dubnium \u201324 cr chromium 52 42 mo molybdenum 96 74 w tungsten 184 106 sg seaborgium \u201325 mn manganese 55 43 tc technetium \u2013 75 re rhenium 186 107 bh bohrium \u201326 fe iron 56 44 ru ruthenium 101 76 os osmium 190 108 hs hassium \u201327 co cobalt 59 45 rh rhodium 103 77 ir iridium 192 109 mt meitnerium \u201328 ni nickel 59 46 pd palladium 106 78 pt platinum 195 110 ds darmstadtium \u201329 cu copper 64 47 ag silver 108 79 au gold 197 111 rg roentgenium \u201330 zn zinc 65 48 cd cadmium 112 80 hg mercury 201 112 cn copernicium \u2013114 fl flerovium \u2013116 lv livermorium \u20137 n nitrogen 14 15 p phosphorus 3133 as arsenic 75 51 sb antimony 122 83 bi bismuth 2098 o oxygen 16 16 s sulfur 3234 se selenium 79 52 te tellurium 128 84 po polonium \u20139 f fluorine 19 17 cl chlorine 35.5 35 br bromine 80 53 i iodine 127 85 at astatine \u201310 ne neon 20 18 ar argon 4036 kr krypton 84 54 xe xenon 131 86 rn radon \u201321 sc scandium 45 39 y yttrium 89 57\u201371 lanthanoids 89\u2013103 actinoids 57 la lanthanum 139 89 aclanthanoids actinoids the volume of one mole of any gas is 24  dm3 at room temperature and pressure (r.t.p.).actinium \u201358 ce cerium 140 90 th thorium 23259 pr praseodymium 141 91 pa protactinium 23160 nd neodymium 144 92 u uranium 23861 pm promethium \u2013 93 np neptunium \u201362 sm samarium 150 94 pu plutonium \u201363 eu europium 152 95 am americium \u201364 gd gadolinium 157 96 cm curium \u201365 tb terbium 159 97 bk berkelium \u201366 dy dysprosium 163 98 cf californium \u201367 ho holmium 165 99 es einsteinium \u201368 er erbium 167 100 fm fermium \u201369 tm thulium 169 101 md mendelevium \u201370 yb ytterbium 173 102 no nobelium \u201371 lu lutetium 175 103 lr lawrencium \u2013  "
+        },
+        "0620_s18_qp_22.pdf": {
+            "1": "  the syllabus is approved for use in england, wales and northern ir eland as a cambridge international level 1/level 2 certificat e.  this document consists of 13 printed pages and 3 blank pages.  ib18 06_0620_22/3rp  \u00a9 ucles 2018 [turn over     *2609976664 * cambridge international examinations  cambridge international general certificate of secondary education       chemistry 0620/22     paper 2 multiple choice (extended)  may/june 2018       45 minutes  additional materials: multiple choice answer sheet   soft clean eraser   soft pencil (type b or hb is recommended)       read these instructions first   write in soft pencil.  do not use staples, paper clips, glue or correction fluid.  write your name, centre number and candidate number on the answer sheet in the spaces provided unless  this has been done for you.  do not  write in any barcodes.   there are forty  questions on this paper. answer all questions. for each question there are four possible  answers a, b, c and d.   choose the one you consider correct and record your choice in soft pencil  on the separate answer sheet.   read the instructions on the answer sheet very carefully.   each correct answer will score one mark. a ma rk will not be deducted for a wrong answer.  any rough working should be done in this booklet.  a copy of the periodic table is printed on page 16.  electronic calculators may be used.  ",
+            "2": "2  \u00a9 ucles 2018 0620/22/m/j/18  1 a gas is released at point x in the apparatus shown.    x damp universal indicator paper    which gas turns the damp universal indicator paper red most quickly?  a ammonia, nh 3  b chlorine, c l 2  c hydrogen chloride, hc l  d sulfur dioxide, so 2     2 a chromatography experiment was done to separate a mixture of four substances.    the r f values measured for these substances were 0.3, 0.5, 0.8 and 0.8.    which diagram shows the chromatogram obtained?    a solvent front baselineb c d     3 which piece of apparatus cannot  be used to collect and measure the volume of gas produced in  an experiment?  a burette  b gas syringe  c measuring cylinder  d pipette     ",
+            "3": "3  \u00a9 ucles 2018 0620/22/m/j/18 [turn over  4 the \u2018lead\u2019 in a pencil is made of a mixture of graphite and clay.    \u2018lead\u2019     when the percentage of graphite is increased, the pencil slides across the paper more easily.    which statement explains this observation?  a graphite has a high melting point.  b graphite is a form of carbon.  c graphite is a lubricant.  d graphite is a non-metal.     5 which pair shows particles with the same chemical properties?  a  m23 11 and +m23 11   b m23 11 and m24 11  c m23 11 and m23 12  d +m24 11  and +m24 12      6 which substances have similar structures?  a diamond and graphite  b diamond and silicon( iv) oxide  c graphite and poly(ethene)  d graphite and silicon( iv) oxide     7 which substance is not a macromolecule?  a diamond  b graphite  c silicon( iv) oxide  d sulfur    ",
+            "4": "4  \u00a9 ucles 2018 0620/22/m/j/18  8 the equation for the reaction between potassium carbonate and nitric acid is shown.    k2co 3  +  2hno 3  \u2192  2kno 3  +  h 2o  +  co 2    which volume of carbon dioxide is produced from 69  g of potassium carbonate?  a 6 dm3 b 12  dm3 c 24  dm3 d 48  dm3    9 a solution of sodium carbonate, na 2co 3, has a concentration of 0.03  mol  / dm3.    which mass of sodium carbonate is dissolved in 1  dm3 of this solution?  a 1.06  g b 3.18  g c 10.60  g d 31.80  g      10 aqueous copper( ii) sulfate is electrolysed using copper electrodes.    which statement about the electrolysis is not correct?  a an oxidation reaction occurs at the positive electrode.  b the current is carried through the electrolyte by ions.  c the negative electrode gains mass.  d the number of copper( ii) ions in the electrolyte decreases.     11 dilute sulfuric acid is electrolysed using inert electrodes.    what are the ionic half-equations for the reactions that take place at each electrode?     positive electrode negative electrode  a 2h+  +  2e\u2013  \u2192  h2 4oh\u2013  \u2192  2h 2o  +  o 2  +  4e\u2013  b 2h+  +  2e\u2013  \u2192  h2 4oh\u2013  +  4h+  \u2192  4h 2o  c 4oh\u2013  \u2192  2h 2o  +  o 2  +  4e\u2013 2h+  +  2e\u2013  \u2192  h2  d 4oh\u2013  +  4h+  \u2192  4h 2o 2h+  +  2e\u2013  \u2192  h2     ",
+            "5": "5  \u00a9 ucles 2018 0620/22/m/j/18 [turn over  12 which diagram is a correctly labelled energy level diagram for an endothermic reaction?    a activation energyoverall energy change reactantsproductsb activation energyoverall energy change reactantsproducts c activation energyoverall energy changereactants productsactivation energy overall energy changereactants productsdenergy energy energy energyprogress of reaction progress of reaction progress of reaction progress of reaction     13 the equation for the complete combustion of methane is shown.    ch 4(g)  +  2o 2(g)  \u2192  co 2(g)  +  2h 2o(g)    the bond energies are shown in the table.    bond bond energy  in kj  / mol  c\u2013h +410  c=o +805  o\u2013h +460  o=o +496    what is the energy change for the reaction?  a \u2013818 kj  / mol b \u2013359 kj  / mol c \u2013323 kj  / mol d +102 kj  / mol    ",
+            "6": "6  \u00a9 ucles 2018 0620/22/m/j/18  14 which row describes the effects of increasing both concentration and temperature on the  collisions between reacting particles?     increasing concentration increasing temperature  a more collisions per second only more collisions per second only  b   more collisions per second and more  collisions with sufficient energy to react more collisions per second only    c   more collisions per second only   more collisions per second and more  collisions with sufficient energy to react  d   more collisions per second and more  collisions with sufficient energy to react more collisions per second and more  collisions with sufficient energy to react    15 sulfur dioxide reacts with oxygen at 2 atmosphe res pressure. the forward reaction is exothermic.     the equation for the reaction is shown.    2so 2(g)  +  o 2(g)    2so 3(g)    the reaction reaches equilibrium. the pressure is then doubled.    how and why does the amount of sulfur trioxide formed change?     amount of sulfur trioxide reason  a decreases the forward reaction is exothermic  b decreases there are fewer molecules on the right  c increases the forward reaction is exothermic  d increases there are fewer molecules on the right      16 iron( ii) chloride solution reacts with chlorine gas.    the equation is shown.    2fec l 2(aq)  +  c l 2(g)  \u2192  2fec l 3(aq)    which statements about this reaction are correct?    1 fe2+ ions are reduced to fe3+ ions.  2 chlorine acts as a reducing agent. 3 fe 2+ ions each lose an electron.  4 c l 2 molecules are reduced to c l \u2013 ions.    a 1 and 2 b 2 and 3 c 2 and 4 d 3 and 4     ",
+            "7": "7  \u00a9 ucles 2018 0620/22/m/j/18 [turn over  17 which statement about oxides is correct?  a a solution of magnesium oxide has a ph less than ph 7.  b a solution of sulfur dioxide has a ph greater than ph 7.  c magnesium oxide reacts with nitric acid to make a salt.  d sulfur dioxide reacts with hydrochloric acid to make a salt.      18 which statement about acids and bases is correct?  a a base is a donor of hydrogen ions.  b an acid is an acceptor of protons.  c a strong acid is fully ionised in aqueous solution.  d a weak acid cannot be used to neutralise a strong base.      19 the solubility of some salts is shown.     chloride nitrate sulfate carbonate  barium soluble soluble insoluble insoluble  lead( ii) insoluble soluble insoluble insoluble  potassium soluble soluble soluble soluble  zinc soluble soluble soluble insoluble    which two aqueous solutions produce an insoluble salt when mixed together?  a barium chloride and zinc nitrate  b barium nitrate and lead( ii) nitrate  c lead( ii) nitrate and potassium carbonate  d potassium nitrate and zinc sulfate     20 which methods are suitable for preparing both  zinc sulfate and copper( ii) sulfate?    1 reacting the metal oxide with warm dilute aqueous sulfuric acid  2 reacting the metal with dilute aqueous sulfuric acid  3 reacting the metal carbonate with dilute aqueous sulfuric acid    a 1, 2 and 3 b 1 and 2 only c 1 and 3 only d 2 and 3 only    ",
+            "8": "8  \u00a9 ucles 2018 0620/22/m/j/18  21 which statement about the periodic table is correct?  a elements in the same group have the same number of electron shells.  b it contains elements arranged in order of increasing proton number.  c metals are on the right and non-metals are on the left.  d the most reactive elements are at the bottom of every group.      22 chlorine, bromine and iodine are elements in group vii of the periodic table.    which statement about these elements is not correct?  a the colour gets darker down the group.  b the density increases down the group.  c they are all gases at room temperature and pressure.  d they are all non-metals.    23 which row describes the properties of a transition element?     property 1 property 2  a forms colourless compounds acts as a catalyst  b forms colourless compounds low electrical conductivity  c high density acts as a catalyst  d high density low electrical conductivity     24 stainless steel is an alloy of iron, carbon and other metals.    which row is correct?     stainless steel is  harder than pure iron stainless steel resists  corrosion better than  pure iron  a \u0016 \u0016  b \u0016 \u001a  c \u001a \u0016  d \u001a \u001a     ",
+            "9": "9  \u00a9 ucles 2018 0620/22/m/j/18 [turn over  25 metal x is more reactive than metal y. metal y is more reactive than metal z.    which statement is correct?  a when metal x is placed in a solution of y sulfate, there is no reaction.  b when metal x is placed in a solution of z sulfate, a reaction occurs.  c when metal y is placed in a solution of z sulfate, there is no reaction.  d when metal z is placed in a solution of x sulfate, a reaction occurs.     26 which statement about the industrial extraction of zinc is correct?  a cryolite is added to lower the melting point.  b molten zinc oxide is electrolysed.  c zinc oxide is heated with coke.  d zinc sulfide is heated with coke.    27 which row describes the use of an alloy and the property upon which the use depends?     alloy use property  a mild steel cutlery resistant to corrosion  b mild steel machinery strong  c stainless steel cutlery low density  d stainless steel machinery good conductor of electricity      28 dry air is passed over hot copper until all the oxygen has reacted.    heatcopper dry air     the volume of gas at the end of the reaction is 120  cm3.    what is the starting volume of dry air?  a 132  cm3 b 152  cm3 c 180  cm3 d 570  cm3     ",
+            "10": "10  \u00a9 ucles 2018 0620/22/m/j/18  29 a steel bicycle which had been left outdoors for several months was starting to rust.    what would not reduce the rate of corrosion?  a remove the rust and paint the bicycle.  b remove the rust and store the bicycle in a dry shed.  c remove the rust and wipe the bicycle with a clean, damp cloth.  d remove the rust and wipe the bicycle with an oily cloth.    30 which statements about water are correct?    1 household water contains dissolved salts.  2 water for household use is filtered to remove soluble impurities. 3 water is treated with chlorine to kill bacteria. 4 water is used in industry for cooling.    a 1, 2, 3 and 4  b 1, 2 and 3 only  c 1, 3 and 4 only  d 2, 3 and 4 only     31 ammonia is manufactured by reacting hydrogen with nitrogen in the haber process.    which row describes the sources of hydrogen and nitrogen and the conditions used in the  manufacture of ammonia in the haber process?     source of  hydrogen source of  nitrogen temperature of  reaction  / \u00b0c pressure of  reaction  / atm  a air natural gas 250 2  b air natural gas 250 200  c natural gas air 450 2  d natural gas air 450 200      32 which statements about the carbon cycle are correct?    1 carbon dioxide is added to the atmosphere by respiration.  2 carbon dioxide is added to the atmosphere by combustion of coal. 3 carbon dioxide is removed from the atmosphere by photosynthesis.    a 1, 2 and 3 b 1 and 2 only c 1 and 3 only d 2 and 3 only    ",
+            "11": "11  \u00a9 ucles 2018 0620/22/m/j/18 [turn over  33 which row describes the uses of sulfur and sulfur dioxide?     sulfur sulfur dioxide  a extraction of aluminium food preservative  b extraction of aluminium water treatment  c manufacture of sulfuric acid food preservative  d manufacture of sulfuric acid water treatment      34 limestone is used in many industrial processes.    in which process is it not used?  a manufacture of alkenes  b manufacture of cement  c manufacture of iron  d manufacture of lime     35 what is not the correct use of the fraction named?   name of fraction use  a fuel oil making waxes  b gas oil fuel in diesel engines  c kerosene jet fuel  d naphtha making chemicals      36 which statement about alkenes is not correct?  a they decolourise aqueous bromine.  b they only contain the elements carbon and hydrogen.  c they react with hydrogen to form alkanes.  d they react with steam to produce carboxylic acids.     37 which substances can be obtained by cracking hydrocarbons?  a ethanol and ethene  b ethanol and hydrogen  c ethene and hydrogen  d ethene and poly(ethene)    ",
+            "12": "12  \u00a9 ucles 2018 0620/22/m/j/18  38 two processes used for the large-scale production of ethanol are shown.    process 1 a compound containing carbon, hydrogen and oxygen is used to produce  ethanol.  process 2 a compound containing carbon and hydrogen only is used to produce  ethanol.    which statement is correct?  a process 1 uses a renewable starting material.  b process 1 is done at a very high temperature.  c process 2 involves fermentation.  d process 2 is done at room temperature.    39 what is the name of the organic product of the reaction shown?    ch 3cooh  +  ch 3ch 2oh  \u2192    a ethyl ethanoate  b ethyl methanoate  c methyl ethanoate  d methyl propanoate     40 which two compounds react together to form a condensation polymer?  a hoch 2ch 2oh and ch 3cooh  b hoch 2ch 2oh and ch 3nh 2  c hoch 2ch 2oh and h 2nch 2ch 2nh 2  d hoch 2ch 2oh and hoocch 2ch 2cooh    ",
+            "13": "13  \u00a9 ucles 2018 0620/22/m/j/18  blank page",
+            "14": "14  \u00a9 ucles 2018 0620/22/m/j/18  blank page",
+            "15": "15    permission to reproduce items where third-party owned material pr otected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to trac e 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 ans wer-related information to candidates, all copyright acknowledgements are reproduced onl ine in the cambridge  international examinations copyright acknow ledgements booklet. this is produced for each  series of examinations and is freely a vailable to download at  www.cie.org.uk after the live examination series.    cambridge international examinations is part of the cambridge as sessment group. cambridge assessment is the brand name of unive rsity of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge.    \u00a9 ucles 2018 0620/22/m/j/18  blank page",
+            "16": "16  \u00a9 ucles 2018 0620/22/m/j/18   groupthe periodic table of elements 1 h hydrogen 12 he helium 4ii i iii iv v vi vii viii 3 li lithium 74 be beryllium 9atomic number atomic symbolkey name relative atomic mass 11 na sodium 2312 mg magnesium 24 19 k potassium 3920 ca calcium 40 37 rb rubidium 8538 sr strontium 88 55 cs caesium 13356 ba barium 137 87 fr francium \u201388 ra radium \u20135 b boron 11 13 al aluminium 27 31 ga gallium 70 49 in indium 115 81 tl thallium 2046 c carbon 12 14 si silicon 2832 ge germanium 73 50 sn tin 119 82 pb lead 20722 ti titanium 48 40 zr zirconium 91 72 hf hafnium 178 104 rf rutherfordium \u201323 v vanadium 51 41 nb niobium 93 73 ta tantalum 181 105 db dubnium \u201324 cr chromium 52 42 mo molybdenum 96 74 w tungsten 184 106 sg seaborgium \u201325 mn manganese 55 43 tc technetium \u2013 75 re rhenium 186 107 bh bohrium \u201326 fe iron 56 44 ru ruthenium 101 76 os osmium 190 108 hs hassium \u201327 co cobalt 59 45 rh rhodium 103 77 ir iridium 192 109 mt meitnerium \u201328 ni nickel 59 46 pd palladium 106 78 pt platinum 195 110 ds darmstadtium \u201329 cu copper 64 47 ag silver 108 79 au gold 197 111 rg roentgenium \u201330 zn zinc 65 48 cd cadmium 112 80 hg mercury 201 112 cn copernicium \u2013114 fl flerovium \u2013116 lv livermorium \u20137 n nitrogen 14 15 p phosphorus 3133 as arsenic 75 51 sb antimony 122 83 bi bismuth 2098 o oxygen 16 16 s sulfur 3234 se selenium 79 52 te tellurium 128 84 po polonium \u20139 f fluorine 19 17 cl chlorine 35.5 35 br bromine 80 53 i iodine 127 85 at astatine \u201310 ne neon 20 18 ar argon 4036 kr krypton 84 54 xe xenon 131 86 rn radon \u201321 sc scandium 45 39 y yttrium 89 57\u201371 lanthanoids 89\u2013103 actinoids 57 la lanthanum 139 89 aclanthanoids actinoids the volume of one mole of any gas is 24  dm3 at room temperature and pressure (r.t.p.).actinium \u201358 ce cerium 140 90 th thorium 23259 pr praseodymium 141 91 pa protactinium 23160 nd neodymium 144 92 u uranium 23861 pm promethium \u2013 93 np neptunium \u201362 sm samarium 150 94 pu plutonium \u201363 eu europium 152 95 am americium \u201364 gd gadolinium 157 96 cm curium \u201365 tb terbium 159 97 bk berkelium \u201366 dy dysprosium 163 98 cf californium \u201367 ho holmium 165 99 es einsteinium \u201368 er erbium 167 100 fm fermium \u201369 tm thulium 169 101 md mendelevium \u201370 yb ytterbium 173 102 no nobelium \u201371 lu lutetium 175 103 lr lawrencium \u2013  "
+        },
+        "0620_s18_qp_23.pdf": {
+            "1": "  the syllabus is approved for use in england, wales and northern ir eland as a cambridge international level 1/level 2 certificat e.  this document consists of 14 printed pages and 2 blank pages.  ib18 06_0620_23/3rp  \u00a9 ucles 2018 [turn over     *8762427084 * cambridge international examinations  cambridge international general certificate of secondary education       chemistry 0620/23     paper 2 multiple choice (extended)  may/june 2018       45 minutes  additional materials: multiple choice answer sheet   soft clean eraser   soft pencil (type b or hb is recommended)       read these instructions first   write in soft pencil.  do not use staples, paper clips, glue or correction fluid.  write your name, centre number and candidate number on the answer sheet in the spaces provided unless  this has been done for you.  do not  write in any barcodes.   there are forty  questions on this paper. answer all questions. for each question there are four possible  answers a, b, c and d.   choose the one you consider correct and record your choice in soft pencil  on the separate answer sheet.   read the instructions on the answer sheet very carefully.   each correct answer will score one mark. a ma rk will not be deducted for a wrong answer.  any rough working should be done in this booklet.  a copy of the periodic table is printed on page 16.  electronic calculators may be used.  ",
+            "2": "2  \u00a9 ucles 2018 0620/23/m/j/18  1 ammonia gas is reacted with hydrogen chloride gas using the apparatus shown.    solid ammonium chloride is produced.      cotton wool soaked in ammonia solutioncotton wool soaked in hydrogen chloride solutionlong glass tube solid ammonium chloride     which statement explains why the solid amm onium chloride is formed nearer to the  hydrogen chloride?  a ammonia solution is a base and hydrogen chloride solution is an acid.  b ammonia molecules diffuse more slowly than hydrogen chloride molecules.  c hydrogen chloride has a greater molecular mass than ammonia.  d hydrogen chloride moves by brownian motion.     2 paper chromatography is done in the same way with three different mixtures of dyes. each  mixture contains at least one of the dyes w, x, y and z.    the r f values of the dyes in the three mixtures are shown.    dye rf values from  mixture 1 rf values from  mixture 2 rf values from  mixture 3  w 0.15 0.15 0.15  x 0.00 0.00 0.00  y 0.50 0.50 0.50  z 0.00 0.91 0.91    which conclusion is correct?  a dye w is nearest the solvent front and is present only in mixture 1 and mixture 3.  b dye x has travelled furthest up the chromatography paper.  c dye y is the only dye present in all three mixtures.  d dye z is nearest the solvent front and is found in only two of the mixtures.     ",
+            "3": "3  \u00a9 ucles 2018 0620/23/m/j/18 [turn over  3 solid r reacted with dilute sulfuric acid.    the initial temperature of the dilute sulfuric acid and the final temperature of the solution are  shown.    25 20151025201510 initial temperature of the dilute sulfuric acid ( \u00b0c)final temperature of the solution ( \u00b0c)     what was the change in temperature in \u00b0c?  a \u2013  6 b \u2013  4 c 4 d 6     4 the \u2018lead\u2019 in a pencil is made of a mixture of graphite and clay.    \u2018lead\u2019     when the percentage of graphite is increased, the pencil slides across the paper more easily.    which statement explains this observation?  a graphite has a high melting point.  b graphite is a form of carbon.  c graphite is a lubricant.  d graphite is a non-metal.      5 iron has an atomic number of 26. it occurs as the isotopes 54fe, 56fe, 57fe and 58fe.    which statement explains why these isotopes have the same chemical properties?  a they have similar mass numbers.  b they have the same number of electrons in their outer shells.  c they have the same number of neutrons in their nuclei.  d they have the same number of protons in their nuclei.   ",
+            "4": "4  \u00a9 ucles 2018 0620/23/m/j/18  6 how many silicon atoms are bonded to each oxygen atom in a crystal of silicon( iv) oxide?  a 1 b 2 c 3 d 4      7 which substance is not a macromolecule?  a diamond  b graphite  c silicon( iv) oxide  d sulfur      8 an experiment was done to determine the formula of a hydrocarbon, c xhy.    10  cm3 of the gaseous hydrocarbon, c xhy, was burned in an excess of oxygen to form 20  cm3 of  carbon dioxide and 30  cm3 of water vapour.    what is c xhy?  a ch 4 b c 2h4 c c 2h6 d c 3h8    9 4.00  g of solid sodium hydroxide is added to water to make a solution with a concentration of  0.200  mol  / dm3.    what is the volume of water used?  a 0.5  cm3 b 20  cm3 c 500  cm3 d 2000  cm3      10 aqueous copper( ii) sulfate is electrolysed using copper electrodes.    which statement is correct?  a oxygen gas is produced at the positive electrode.  b the blue colour of the solution gradually fades.  c the concentration of copper ions in the solution stays the same.  d the mass of the negative electrode decreases.     ",
+            "5": "5  \u00a9 ucles 2018 0620/23/m/j/18 [turn over  11 dilute sulfuric acid is electrolysed using inert electrodes.    what are the ionic half-equations for the reactions that take place at each electrode?     positive electrode negative electrode  a 2h+  +  2e\u2013  \u2192  h2 4oh\u2013  \u2192  2h 2o  +  o 2  +  4e\u2013  b 2h+  +  2e\u2013  \u2192  h2 4oh\u2013  +  4h+  \u2192  4h 2o  c 4oh\u2013  \u2192  2h 2o  +  o 2  +  4e\u2013 2h+  +  2e\u2013  \u2192  h2  d 4oh\u2013  +  4h+  \u2192  4h 2o 2h+  +  2e\u2013  \u2192  h2     12 information about two reactions is given.    \u2022 the neutralisation reaction between citric acid and sodium hydrogencarbonate is endothermic.    \u2022 the displacement reaction between magnesium and carbon dioxide is exothermic.    which statements about the two reactions are correct?    1 the energy of the products formed in the neutralisation reaction is greater than the  energy of the reactants.  2 the energy of magnesium and carbon dioxide is greater than the energy of  magnesium oxide and carbon.  3 in an exothermic reaction, the energy required to break the bonds is greater than the  energy released when the new bonds are formed.    a 1, 2 and 3 b 1 and 2 only c 1 and 3 only d 2 and 3 only     13 ethene reacts with hydrogen. the equation is shown.    ch 2=ch 2  +  h 2  \u2192  c2h6    the bond energies are shown in the table. the reaction is exothermic.    bond bond energy  in kj  / mol  c\u2013c +350  c=c +610  c\u2013h +410  h\u2013h +436    what is the energy change for the reaction?  a \u2013560 kj  / mol b \u2013124 kj  / mol c +486 kj  / mol d +5496 kj  / mol    ",
+            "6": "6  \u00a9 ucles 2018 0620/23/m/j/18  14 which row describes the effects of increasing both concentration and temperature on the  collisions between reacting particles?     increasing concentration increasing temperature  a more collisions per second only more collisions per second only  b   more collisions per second and more  collisions with sufficient energy to react more collisions per second only    c   more collisions per second only   more collisions per second and more  collisions with sufficient energy to react  d   more collisions per second and more  collisions with sufficient energy to react more collisions per second and more  collisions with sufficient energy to react    15 in the contact process, sulfur dioxide is converted into sulfur trioxide in a reversible reaction.    2so 2(g)  +  o 2(g)    2so 3(g)    the forward reaction is exothermic.    which conditions give the highest yield of sulfur trioxide at equilibrium?     pressure  / atmospheres temperature  a 0.5 high  b 0.5 low  c 1.5 high  d 1.5 low     16 the equation for a redox reaction is shown.    2fe 3+  +  zn  \u2192  2fe2+  +  zn2+    which statements are correct?    1 fe3+ is reduced to form fe2+.  2 zn oxidises the fe3+ ions.  3 fe3+ is an oxidising agent.    a 1, 2 and 3 b 1 and 2 only c 1 and 3 only d 2 and 3 only     ",
+            "7": "7  \u00a9 ucles 2018 0620/23/m/j/18 [turn over  17 which statement about oxides is correct?  a a solution of magnesium oxide has a ph less than ph 7.  b a solution of sulfur dioxide has a ph greater than ph 7.  c magnesium oxide reacts with nitric acid to make a salt.  d sulfur dioxide reacts with hydrochloric acid to make a salt.      18 the equation represents an equilibrium in aqueous ammonia.    nh 3(aq)  +  h 2o(l)    nh 4+(aq)  +  oh\u2013(aq)    how does aqueous ammonia behave in this reaction?  a as a strong acid  b as a strong base  c as a weak acid  d as a weak base    19 an excess of aqueous sodium sulfate was added to aqueous barium chloride and the mixture  was filtered.    which row shows the identity of the residue and the substances present in the filtrate?     residue substances in filtrate  a barium sulfate barium chloride and sodium chloride  b barium sulfate sodium chloride and sodium sulfate  c sodium chloride barium chloride and sodium sulfate  d sodium chloride barium sulfate and sodium sulfate      20 which methods are suitable for preparing both  zinc sulfate and copper( ii) sulfate?    1 reacting the metal oxide with warm dilute aqueous sulfuric acid  2 reacting the metal with dilute aqueous sulfuric acid  3 reacting the metal carbonate with dilute aqueous sulfuric acid    a 1, 2 and 3 b 1 and 2 only c 1 and 3 only d 2 and 3 only     ",
+            "8": "8  \u00a9 ucles 2018 0620/23/m/j/18  21 which element is classified as a non-metal in the periodic table?  a calcium  b chlorine  c chromium  d copper      22 part of the periodic table is shown.    element q has a low boiling point, low density and does not conduct electricity.    which element is q?    b cda      23 which row describes a typical transition element?     density  in g  / cm3 melting point  in \u00b0c boiling point  in \u00b0c colour of  oxide  a 0.97 98 883 white  b 2.64 769 1382 white  c 3.10 \u20137 59 yellow  d 8.96 1085 2562 red      24 which diagram represents a solid alloy?    a b cd      ",
+            "9": "9  \u00a9 ucles 2018 0620/23/m/j/18 [turn over  25 the ionic equations for four reactions are shown.    z  +  x2+  \u2192  z2+  +  x  z  +  2w+  \u2192  z2+  +  2w  x  +  2w+  \u2192  x2+  +  2w  y  +  z2+  \u2192  y2+  +  z    what is the order of reactivity of the four metals, w, x, y and z?     most  reactive  least  reactive  a w x z y  b x w y z  c y z x w  d z w x y      26 which equation represents the first stage in the extraction of zinc from zinc blende?  a 2zns  +  3o 2  \u2192  2zno  +  2so 2  b zns  +  h 2o  \u2192  zno  +  h 2s  c zno  +  co  \u2192  zn  +  co 2  d zno  +  h 2so 4  \u2192  znso 4  +  h 2o      27 which statement explains why aluminium is used to manufacture aircraft?  a it has a low density.  b it is a good conductor of electricity.  c it is a good conductor of heat.  d it is ductile.     ",
+            "10": "10  \u00a9 ucles 2018 0620/23/m/j/18  28 dry air is passed over hot copper until all the oxygen has reacted.    heatcopper dry air     the volume of gas at the end of the reaction is 120  cm3.    what is the starting volume of dry air?  a 132  cm3 b 152  cm3 c 180  cm3 d 570  cm3      29 a steel bicycle which had been left outdoors for several months was starting to rust.    what would not reduce the rate of corrosion?  a remove the rust and paint the bicycle.  b remove the rust and store the bicycle in a dry shed.  c remove the rust and wipe the bicycle with a clean, damp cloth.  d remove the rust and wipe the bicycle with an oily cloth.    30 which statements about water are correct?    1 household water contains dissolved salts.  2 water for household use is filtered to remove soluble impurities. 3 water is treated with chlorine to kill bacteria. 4 water is used in industry for cooling.    a 1, 2, 3 and 4  b 1, 2 and 3 only  c 1, 3 and 4 only  d 2, 3 and 4 only    ",
+            "11": "11  \u00a9 ucles 2018 0620/23/m/j/18 [turn over  31 ammonia is manufactured by reacting hydrogen with nitrogen in the haber process.    which row describes the sources of hydrogen and nitrogen and the conditions used in the  manufacture of ammonia in the haber process?     source of  hydrogen source of  nitrogen temperature of  reaction  / \u00b0c pressure of  reaction  / atm  a air natural gas 250 2  b air natural gas 250 200  c natural gas air 450 2  d natural gas air 450 200      32 which statements about the carbon cycle are correct?    1 carbon dioxide is added to the atmosphere by respiration.  2 carbon dioxide is added to the atmosphere by combustion of coal.  3 carbon dioxide is removed from the atmosphere by photosynthesis.    a 1, 2 and 3 b 1 and 2 only c 1 and 3 only d 2 and 3 only    33 element z forms an oxide, zo 2. three uses of zo 2 are listed.    \u25cf bleaching agent  \u25cf killing bacteria  \u25cf manufacturing an important acid    what is z?  a carbon  b lead  c nitrogen  d sulfur     ",
+            "12": "12  \u00a9 ucles 2018 0620/23/m/j/18  34 limestone is an important material with many uses.    limestone is heated to produce ..1.. and carbon dioxide.    this reaction is called ..2.. .    which words correctly complete gaps 1 and 2?     1 2  a lime neutralisation  b lime thermal decomposition  c slaked lime neutralisation  d slaked lime thermal decomposition      35 what is not the correct use of the fraction named?   name of fraction use  a fuel oil making waxes  b gas oil fuel in diesel engines  c kerosene jet fuel  d naphtha making chemicals     36 methane, ethane and propane belong to a family of hydrocarbons called alkanes.    what is the general formula of an alkane?  a c nh2n b c nh2n+1 c c nh2n\u20131 d c nh2n+2      37 which substances can be obtained by cracking hydrocarbons?  a ethanol and ethene  b ethanol and hydrogen  c ethene and hydrogen  d ethene and poly(ethene)     ",
+            "13": "13  \u00a9 ucles 2018 0620/23/m/j/18  38 which row describes an advantage and a disadvantage of making ethanol by fermentation?     advantage disadvantage  a uses a renewable resource occurs at a slow rate  b needs a high temperature produces impure ethanol as a product  c produces pure ethanol as a product needs a high temperature  d occurs at a slow rate uses a non-renewable resource      39 which esters have the molecular formula c 5h10o2?    1 ethyl propanoate  2 propyl ethanoate  3 butyl methanoate 4 methyl butanoate    a 1, 2, 3 and 4  b 1, 2 and 3 only  c 1 and 2 only  d 3 and 4 only    40 a polymer linkage contains carbon, hydrogen, nitrogen and oxygen atoms.    which row about the polymer is correct?     type of  polymer formed by  a polyamide addition polymerisation  b polyamide condensation polymerisation  c polyester addition polymerisation  d polyester condensation polymerisation     ",
+            "14": "14  \u00a9 ucles 2018 0620/23/m/j/18  blank page",
+            "15": "15    permission to reproduce items where third-party owned material pr otected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to trac e 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 ans wer-related information to candidates, all copyright acknowledgements are reproduced onl ine in the cambridge  international examinations copyright acknow ledgements booklet. this is produced for each  series of examinations and is freely a vailable to download at  www.cie.org.uk after the live examination series.    cambridge international examinations is part of the cambridge as sessment group. cambridge assessment is the brand name of unive rsity of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge.    \u00a9 ucles 2018 0620/23/m/j/18  blank page",
+            "16": "16  \u00a9 ucles 2018 0620/23/m/j/18   groupthe periodic table of elements 1 h hydrogen 12 he helium 4ii i iii iv v vi vii viii 3 li lithium 74 be beryllium 9atomic number atomic symbolkey name relative atomic mass 11 na sodium 2312 mg magnesium 24 19 k potassium 3920 ca calcium 40 37 rb rubidium 8538 sr strontium 88 55 cs caesium 13356 ba barium 137 87 fr francium \u201388 ra radium \u20135 b boron 11 13 al aluminium 27 31 ga gallium 70 49 in indium 115 81 tl thallium 2046 c carbon 12 14 si silicon 2832 ge germanium 73 50 sn tin 119 82 pb lead 20722 ti titanium 48 40 zr zirconium 91 72 hf hafnium 178 104 rf rutherfordium \u201323 v vanadium 51 41 nb niobium 93 73 ta tantalum 181 105 db dubnium \u201324 cr chromium 52 42 mo molybdenum 96 74 w tungsten 184 106 sg seaborgium \u201325 mn manganese 55 43 tc technetium \u2013 75 re rhenium 186 107 bh bohrium \u201326 fe iron 56 44 ru ruthenium 101 76 os osmium 190 108 hs hassium \u201327 co cobalt 59 45 rh rhodium 103 77 ir iridium 192 109 mt meitnerium \u201328 ni nickel 59 46 pd palladium 106 78 pt platinum 195 110 ds darmstadtium \u201329 cu copper 64 47 ag silver 108 79 au gold 197 111 rg roentgenium \u201330 zn zinc 65 48 cd cadmium 112 80 hg mercury 201 112 cn copernicium \u2013114 fl flerovium \u2013116 lv livermorium \u20137 n nitrogen 14 15 p phosphorus 3133 as arsenic 75 51 sb antimony 122 83 bi bismuth 2098 o oxygen 16 16 s sulfur 3234 se selenium 79 52 te tellurium 128 84 po polonium \u20139 f fluorine 19 17 cl chlorine 35.5 35 br bromine 80 53 i iodine 127 85 at astatine \u201310 ne neon 20 18 ar argon 4036 kr krypton 84 54 xe xenon 131 86 rn radon \u201321 sc scandium 45 39 y yttrium 89 57\u201371 lanthanoids 89\u2013103 actinoids 57 la lanthanum 139 89 aclanthanoids actinoids the volume of one mole of any gas is 24  dm3 at room temperature and pressure (r.t.p.).actinium \u201358 ce cerium 140 90 th thorium 23259 pr praseodymium 141 91 pa protactinium 23160 nd neodymium 144 92 u uranium 23861 pm promethium \u2013 93 np neptunium \u201362 sm samarium 150 94 pu plutonium \u201363 eu europium 152 95 am americium \u201364 gd gadolinium 157 96 cm curium \u201365 tb terbium 159 97 bk berkelium \u201366 dy dysprosium 163 98 cf californium \u201367 ho holmium 165 99 es einsteinium \u201368 er erbium 167 100 fm fermium \u201369 tm thulium 169 101 md mendelevium \u201370 yb ytterbium 173 102 no nobelium \u201371 lu lutetium 175 103 lr lawrencium \u2013  "
+        },
+        "0620_s18_qp_31.pdf": {
+            "1": "read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen.you may use an hb pencil for any diagrams or graphs.do not use staples, paper clips, glue or correction fluid.do not write in any barcodes. answer all questions. electronic calculators may be used.a copy of the periodic table is printed on page 16.you may lose marks if you do not show your working or if you do not use appropriate units. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question.chemistry  0620/31 paper 3  theory (core) may/june 2018  1 hour 15 minutes candidates answer on the question paper. no additional materials are required.cambridge international examinations cambridge international general certificate of secondary education this document consists of 15 printed pages and 1 blank page. [turn overib18 06_0620_31/2rp\u00a9 ucles 2018 *9841440026* the syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificate.",
+            "2": "2 0620/31/m/j/18 \u00a9 ucles 2018 1  the names of eight gases are given. ammonia argon carbon dioxide helium hydrogen methane neon sulfur dioxide  (a)  answer the following questions about these gases.   each gas may be used once, more than once or not at all.   state which gas:  (i)  turns damp red litmus paper blue   ...   [1]  (ii)  contributes to the formation of acid rain   ...   [1]  (iii)  is a hydrocarbon which contributes to climate change   ...   [1]  (iv)  is a product of the reaction of copper( ii) carbonate with hydrochloric acid   ...   [1]  (v)  is a monatomic gas which has atoms with the electronic structure 2,8,8.   ...   [1]  (b) (i)  explain why helium and not hydrogen is used to fill party balloons.   ...   [1]  (ii)  give one use of argon.   ...   [1]  (c)  carbon dioxide is a compound.   what is meant by the term compound ?      ..   [1]",
+            "3": "3 0620/31/m/j/18 \u00a9 ucles 2018 [turn over  (d)  complete the dot-and-cross diagram to show the electron arrangement in a molecule of  ammonia. show outer shell electrons only. h h hn  [2]  [total: 10]",
+            "4": "4 0620/31/m/j/18 \u00a9 ucles 2018 2  the table shows the percentage by volume of each of the gases present in the exhaust gases from  a petrol engine. name percentage by volume carbon monoxide 1.0 carbon dioxide hydrogen 0.2 nitrogen 77.0 nitrogen dioxide 0.3 oxygen 0.7 hydrocarbons 0.3 water vapour 5.0 total 100.0  (a) (i)  calculate the percentage by volume of carbon dioxide in the exhaust gases.  ..%  [1]  (ii)  which gas shown in the table is present in the lowest percentage by volume?   ...   [1]  (iii)  which two elements in the table combine to form nitrogen dioxide?  ... and     [1]  (iv)  give the formula for nitrogen dioxide.   ...   [1]  (v)  where does the nitrogen in the exhaust gases come from?   ...   [1]  (b)  the carbon monoxide in the exhaust gases comes from the incomplete combustion of hydrocarbons.  (i)  what is meant by the term hydrocarbon ?   .   ...   [2]  (ii)  give one adverse effect of carbon monoxide on health.   ...   [1]",
+            "5": "5 0620/31/m/j/18 \u00a9 ucles 2018 [turn over  (iii)  balance the chemical equation for the complete combustion of pentane.  c5h12  +  8o2    .co2  +  .h2o [2]  [total: 10]",
+            "6": "6 0620/31/m/j/18 \u00a9 ucles 2018 3  limonene is a volatile liquid which smells of oranges.  (a)  a teacher placed a beaker of limonene at the front of a classroom.   at first, the students at the back of the classroom could not smell the limonene.   after two minutes, the smell of limonene had spread throughout the classroom.   the air in the classroom was still and calm.  (i)  explain these observations using the kinetic particle model.   .   .   .   .   ...   [3]  (ii)  the melting point of limonene is \u201374 \u00b0c.   the boiling point of limonene is 176 \u00b0c.   what is the physical state of limonene at \u2013 80 \u00b0c?   explain your answer.   .   ...   [2]  (b)  an enzyme present in peppermint plants is a catalyst for the oxidation of limonene.   state what is meant by the terms:  (i) catalyst   .   ...   [1]  (ii) oxidation   .   ...   [1]",
+            "7": "7 0620/31/m/j/18 \u00a9 ucles 2018 [turn over  (c)  limonene can be made from a colourless compound called \u03b1-terpineol.   the structure of \u03b1-terpineol is shown. chh cch3ccc cc hhh hhch3 hch3 oh  (i)  what feature of the structure of the \u03b1-terpineol molecule shows that it is an unsaturated  compound?   ...   [1]  (ii)  describe how the colour of aqueous bromine changes when an excess of \u03b1-terpineol is added to it.  from  .. to    [2]  [total: 10]",
+            "8": "8 0620/31/m/j/18 \u00a9 ucles 2018 4  this question is about iron and its compounds.  (a)  the table shows how easy it is to reduce four metal oxides by heating with carbon. metal oxide ease of reduction with carbon chromium( iii) oxide only reduced above 1700 \u00b0c iron( iii) oxide only reduced above 650 \u00b0c magnesium oxide not reduced at 1750 \u00b0c nickel( ii) oxide only reduced above 300 \u00b0c   use this information to put the metals in order of their reactivity. put the least reactive metal  first. least reactive most reactive  [2]  (b)  iron is a transition element. potassium is an element in group i of the periodic table.   describe three ways in which the properties of iron differ from those of potassium.  1  .  2  .  3  .  [3] (c)  iron wire burns in oxygen.   balance the chemical equation for this reaction.  .fe  +  .o 2    fe3o4 [2]  (d)  pure iron can be made by reducing iron( iii) oxide, fe2o3, with hydrogen. fe2o3  +  3h2    2fe  +  3h2o   how does this equation show that iron( iii) oxide is reduced?      ..   [1]",
+            "9": "9 0620/31/m/j/18 \u00a9 ucles 2018 [turn over  (e)  when iron reacts with dilute hydrochloric acid, iron( ii) chloride is formed.  (i)  describe a test for iron( ii) ions.  test  ..  result  ...  [2]  (ii)  another chloride of iron has the structure shown. fecl clfecl clcl cl   deduce the molecular formula of this compound showing the number of iron and chlorine  atoms.   ...   [1]  (f)  some iron nails were placed in bottles under different conditions. d c b a moist airboiled water water iron nails anhydrou s calcium chlorid e to dry the air   in which bottles will the iron nails not rust?   give reasons for your answer.          ..   [2]  [total: 13]",
+            "10": "10 0620/31/m/j/18 \u00a9 ucles 2018 5 (a)  complete the sentence about electrolysis using words from the list. breakdown        compound        electricity        electroplating  element gaseous heat molten   electrolysis is the .. of an ionic .. when   .. or in aqueous solution by the passage of .. .  [4]  (b)  molten zinc iodide can be electrolysed using the apparatus shown. +\u2013   on the diagram, label:  \u25cfthe anode  \u25cfthe cathode  \u25cfthe electrolyte [2]  (c)  why are the electrodes made of graphite?   ..   [1]  (d)  predict the products of the electrolysis of molten zinc iodide at:  the negative electrode  ...  the positive electrode.    [2] (e)  when chlorine is bubbled through a colourless aqueous solution of zinc iodide, the solution  turns brown.   name the brown substance. suggest, using ideas about reactivity of the halogens, why this  reaction occurs.      ..   [2]  [total: 11]",
+            "11": "11 0620/31/m/j/18 \u00a9 ucles 2018 [turn over 6  this question is about isotopes.  (a)  an atom of an isotope of fluorine is represented by the symbol shown. 19f9   describe the structure of an atom of this isotope of fluorine.   in your answer, include:  \u25cf the position of the protons, neutrons and electrons in the atom  \u25cf the number of protons, neutrons and electrons present in the atom.                     ..   [5]  (b)  complete the sentence about isotopes using words from the list. atomic        compound        element        ions        molecular        nucleons   isotopes are atoms of the same .. which have the same  .. number but different numbers of .. .  [3]  (c) give one medical use of radioactive isotopes.   ..   [1]  (d)  which one of the following isotopes is used as a source of energy?   draw a circle around the correct answer. 131xe54127i53235u9266zn30  [1]  [total: 10]",
+            "12": "12 0620/31/m/j/18 \u00a9 ucles 2018 7 this question is about group i elements and their compounds.  (a)  the properties of some group i elements are shown in the table. elementboiling point / \u00b0catomic radius / pmrelative thermal  conductivityobservations when it reacts with cold water sodium 883 186 3.9rapid bubbling but does not burst into flame potassium 759 227very rapid bubbling and bursts into flame rubidium 688 1.6 caesium 671 265 1.0 explodes  (i)  complete the table to estimate:  \u25cfthe relative thermal conductivity of potassium  \u25cfthe atomic radius of rubidium.  [2]  (ii)  describe the trend in the boiling points of the group i elements.   ...   [1]  (iii)  use the information in the table to predict what you would observe when rubidium reacts  with cold water.   ...   [1]  (b)  which one of the statements about the formation of a sodium ion from a sodium atom is  correct?   tick one box.  a sodium atom gains an electron.  a sodium atom loses an electron.  a sodium atom loses a proton.  a sodium atom gains a proton.  [1]",
+            "13": "13 0620/31/m/j/18 \u00a9 ucles 2018 [turn over  (c)  is sodium oxide an acidic oxide or a basic oxide?   give a reason for your answer.      ..   [1]  (d)  a compound of sodium has the formula c4h5na.   calculate the relative formula mass of c4h5na.   show all your working.   use your periodic table to help you.  relative formula mass = ..  [2]   (e)  complete the word equation for the reaction of sodium hydroxide with sulfuric acid. sodium hydroxide+sulfuric acid.. ..+..  [2] [total: 10]",
+            "14": "14 0620/31/m/j/18 \u00a9 ucles 2018 8  when zinc reacts with hydrochloric acid, hydrogen gas is produced.   the graph shows how the volume of hydrogen gas produced changes with time when an excess of  zinc is reacted with 0.2 mol / dm3 hydrochloric acid. 80 60 40 20 0volume of hydrogen gas  / cm3 time  / min02468 10 12  (a)  explain why the volume of hydrogen gas remains constant after six minutes.   ..   [1]  (b)  what volume of hydrogen gas was released in the first two minutes of the reaction?   ..   [1]  (c)  the experiment is repeated using the same volume of 0.1 mol / dm3 hydrochloric acid.   all other conditions are kept the same.   on the grid , draw the graph for the experiment using 0.1 mol / dm3 hydrochloric acid. [2]  (d)  give the name of the salt formed when zinc reacts with hydrochloric acid.   ..   [1]  (e)  which one of the following ph values could be the ph of dilute hydrochloric acid?   draw a circle around the correct answer.  ph 1            ph 7            ph 9            ph 13 [1]  [total: 6]",
+            "15": "15 0620/31/m/j/18 \u00a9 ucles 2018blank page permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. every reasonable  effort has been made by the publisher (ucles) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the publisher will be pleased to make amends at the earliest possible opportunity. to avoid the issue of disclosure of answer-related information to candidates, all copyright acknowledgements are reproduced online in the cambridge international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download at www.cie.org.uk after the live examination series. 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.",
+            "16": "16 0620/31/m/j/18 \u00a9 ucles 2018 groupthe periodic table of elements 1 h hydrogen 12 he helium 4ii i iii iv vv iv ii viii 3 li lithium 74 be berylliu m 9atomic number atomic symbolkey name relative atomic mas s 11 na sodium 2312 mg magnesium 24 19 k potassium 3920 ca calcium 40 37 rb rubidium 8538 sr strontium 88 55 cs caesium 13356 ba barium 137 87 fr franciu m \u201388 ra radium \u20135 b boron 11 13 al aluminium 27 31 ga gallium 70 49 in indium 115 81 tl thallium 2046 c carbon 12 14 si silicon 28 32 ge germanium 73 50 sn tin 119 82 pb lead 20722 ti titanium 4840 zr zirconium 91 72 hf hafnium 178 104 rf rutherfordiu m \u201323 v vanadium 51 41 nb niobium 93 73 ta tantalum 181 105 db dubnium \u201324 cr chromium 52 42 mo molybdenum 96 74 w tungsten 184 106 sg seaborgium \u201325 mn manganes e 55 43 tc technetium \u2013 75 re rhenium 186 107 bh bohrium \u201326 fe iron 56 44 ru ruthenium 101 76 os osmium 190 108 hs hassium \u201327 co cobalt 59 45 rh rhodium 103 77 ir iridium 192 109 mt meitneriu m \u201328 ni nicke l 59 46 pd palladium 106 78 pt platinum 195 110 ds darmstadtiu m \u201329 cu copper 6447 ag silver 108 79 au gold 197 111 rg roentgenium \u201330 zn zinc 65 48 cd cadmium 112 80 hg mercury 201 112 cn copernicium \u2013114 fl fleroviu m \u2013116 lv livermorium \u20137 n nitrogen 14 15 p phosphorus 31 33 as arsenic 75 51 sb antimony 122 83 bi bismuth 2098 o oxygen 16 16 s sulfur 32 34 se selenium 79 52 te tellurium 128 84 po polonium \u20139 f fluorine 19 17 cl chlorine 35.5 35 br bromine 80 53 i iodine 127 85 at astatine \u201310 ne neon 20 18 ar argon 40 36 kr krypton 84 54 xe xenon 131 86 rn radon \u201321 sc scandium 4539 y yttrium 89 57\u201371 lanthanoids 89\u2013103 actinoids 57 la lanthanum 139 89 aclanthanoids actinoids the volume of one mole of any gas is 24  dm3 at room temperature and pressure (r .t.p.).actinium \u201358 ce cerium 140 90 th thorium 23259 pr praseodymium 141 91 pa protactinium 23160 nd neodymium 144 92 u uranium 23861 pm promethium \u2013 93 np neptunium \u201362 sm samarium 150 94 pu plutonium \u201363 eu europium 152 95 am americiu m \u201364 gd gadolinium 157 96 cm curium \u201365 tb terbium 159 97 bk berkelium \u201366 dy dysprosium 163 98 cf californium \u201367 ho holmium 165 99 es einsteinium \u201368 er erbium 167 100 fm fermium \u201369 tm thulium 169101 md mendelevium \u201370 yb ytterbium 173102 no nobelium \u201371 lu lutetium 175103 lr lawrenciu m \u2013"
+        },
+        "0620_s18_qp_32.pdf": {
+            "1": "read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen.you may use an hb pencil for any diagrams or graphs.do not use staples, paper clips, glue or correction fluid.do not write in any barcodes. answer all questions. electronic calculators may be used.a copy of the periodic table is printed on page 16.you may lose marks if you do not show your working or if you do not use appropriate units. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question.chemistry  0620/32 paper 3  theory (core) may/june 2018  1 hour 15 minutes candidates answer on the question paper. no additional materials are required.cambridge international examinations cambridge international general certificate of secondary education this document consists of 16 printed pages. [turn overib18 06_0620_32/2rp\u00a9 ucles 2018 *3868593465* the syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificate.",
+            "2": "2 0620/32/m/j/18 \u00a9 ucles 2018 1  the names of nine gases are given. ammonia carbon monoxide chlorine ethane ethene helium hydrogen neon oxygen  (a)  answer the following questions about these gases.   each gas may be used once, more than once or not at all.   state which gas:  (i)  bleaches damp litmus paper   ...   [1]  (ii)  dissolves in water to form an alkali   ...   [1]  (iii)  is a monatomic gas with ten protons in its nucleus   ...   [1]  (iv)  is formed when hydrocarbons undergo incomplete combustion   ...   [1]  (v)  is an unsaturated hydrocarbon.   ...   [1]  (b)  diatomic hydrogen molecules contain covalent bonds.   state what is meant by the terms:  (i) diatomic   ..   ...   [1]  (ii) covalent bonds   ...   ...   [1]",
+            "3": "3 0620/32/m/j/18 \u00a9 ucles 2018 [turn over  (c)  complete the dot-and-cross diagram to show the electron arrangement in a molecule of  chlorine. show outer shell electrons only. cl cl  [2]  [total: 9]",
+            "4": "4 0620/32/m/j/18 \u00a9 ucles 2018 2  the table shows the percentage by volume of each of the gases present in the exhaust gases from  a petrol engine with a catalytic converter. name percentage by volume carbon monoxide 0.20 carbon dioxide 15.00 hydrocarbons 0.02 hydrogen 0.01 nitrogen oxides of nitrogen 0.02 water vapour 12.75 total 100.00  (a) (i)  calculate the percentage by volume of nitrogen in the exhaust gases.  ..%  [1]  (ii)  which gas shown in the table is present in the lowest percentage by volume?   ...   [1]  (b) (i)  give one adverse effect of oxides of nitrogen on health.   ...   [1]  (ii)  balance the chemical equation for the reaction of nitrogen dioxide with sodium hydroxide.  .no2  +  .naoh    nano3  +  nano2  +  h2o [2]  (iii)  state the name of the salt with the formula nano3.   ...   [1]  (c)  petrol contains saturated hydrocarbons.   state what is meant by the terms:  (i) saturated  .   ...   [1]  (ii) hydrocarbon      ...   [2]",
+            "5": "5 0620/32/m/j/18 \u00a9 ucles 2018 [turn over  (d)  the table shows the composition of a sample of dry natural gas. name of gas percentage by volume methane 95.0 ethane 3.2 propane 0.2 butane 0.1 carbon dioxide 0.5 nitrogen 1.0 total 100.0   calculate the percentage by volume of hydrocarbons in the sample of dry natural gas.  ..%  [1]  [total: 10]",
+            "6": "6 0620/32/m/j/18 \u00a9 ucles 2018 3 (a)  the structures of two compounds, a and b, are shown. c c h hn hh h ch s compound ahoo hc c n hh h ch o compound bhooh  (i)  how many different types of atoms are present in compound a?   ...   [1]  (ii)  on structure b draw a circle around the alcohol functional group. [1]  (iii)  compounds a and b are formed in the body by enzyme-catalysed reactions.   what is the purpose of a catalyst?   ...   [1]  (iv)  enzymes are polymers of compounds called amino acids.   what is meant by the term polymer ?   .   ...   [1]  (b)  ethanoic acid is a carboxylic acid.  (i)  give one property of ethanoic acid.   ...   [1]  (ii)  complete the structure of ethanoic acid showing all of the atoms and all of the bonds. ch hh  [1]",
+            "7": "7 0620/32/m/j/18 \u00a9 ucles 2018 [turn over  (c)  ethanoic acid can be made by the oxidation of ethanol.  (i)  the melting point of ethanol is \u2013114 \u00b0c.   the boiling point of ethanol is 78 \u00b0c.   what is the physical state of ethanol at \u2013120 \u00b0c?   explain your answer.   .   ...   [2]  (ii)  complete the sentences about the manufacture of ethanol using words from the list.  a catalyst       addition       an enzyme       cracking  ethane ethene high low   ethanol can be manufactured by the .. of steam to .. .   the reaction takes place at a .. temperature in the presence of     .. . [4]  [total: 12]",
+            "8": "8 0620/32/m/j/18 \u00a9 ucles 2018 4  this question is about manganese and its compounds.  (a)  potassium manganate( vii) is soluble in water.   a purple crystal of potassium manganate( vii) was placed in the middle of a piece of damp  filter paper.   after 1 hour, the purple colour had spread over most of the filter paper. crystal of potassium manganate( vii) at the start after 1 hour   explain these observations using the kinetic particle model.               ..   [3]  (b)  potassium manganate( vii) is produced from manganese( iv) oxide by an oxidation reaction.   what is meant by the term oxidation ?      ..   [1]  (c)  potassium manganate( vii) decomposes when heated. the products are oxygen and  manganese( iv) oxide.  (i)  describe a test for oxygen.  test  ..  result  ...  [2]  (ii)  manganese( iv) oxide reacts with concentrated hydrochloric acid.   balance the chemical equation for this reaction. mno2  +  hc l    mncl 2  +  c l 2  +  h2o  [2]",
+            "9": "9 0620/32/m/j/18 \u00a9 ucles 2018 [turn over  (d)  the table compares the reactivity of four metals with hydrochloric acid of the same concentration. metal reactivity with hydrochloric acid lead no bubbles seen. metal does not disappear. magnesium rapid formation of bubbles. metal disappears rapidly. manganese steady formation of bubbles. metal disappears slowly. tin bubbles formed slowly. metal disappears very slowly.   use this information to put the metals in order of their reactivity. put the least reactive metal  first. least reactive most reactive  [2]  (e)  manganese is a transition element. sodium is an element in group i of the periodic table.   describe three ways in which the properties of manganese differ from those of sodium.  1  .  2  .  3  .  [3]  [total: 13]",
+            "10": "10 0620/32/m/j/18 \u00a9 ucles 2018 5 (a)  electrolysis of concentrated aqueous sodium  chloride can be done using the apparatus shown. power supplyelectrolyte electrodes +\u2013  (i)  during electrolysis, a gas is produced at each electrode.   complete the diagram to show how the gases can be collected. [1]  (ii)  the positive electrode is called the anode.   state the name of the negative electrode.   ...   [1]  (iii)  predict the main products of the electrolysis of concentrated aqueous sodium chloride at:  the negative electrode    the positive electrode.  .  [2]  (iv)  give the name of a suitable element to use as the electrodes in this electrolysis.   ...   [1]",
+            "11": "11 0620/32/m/j/18 \u00a9 ucles 2018 [turn over  (b)  sodium hydroxide is manufactured by the electrolysis of sodium chloride.  (i)  after electrolysis, 1000 cm3 of solution contains 750 g of sodium hydroxide.   what mass of sodium hydroxide is present in 200 cm3 of this solution?   ...   [1]  (ii)  what effect would impurities have on the melting point of sodium hydroxide?   ...   [1]  (c)  describe how you could prepare a sample of solid sodium chloride from a solution of  sodium chloride.   ..   [1]  [total: 8]",
+            "12": "12 0620/32/m/j/18 \u00a9 ucles 2018 6  this question is about isotopes.  (a)  an atom of an isotope of nitrogen is represented by the symbol shown. 15n7   describe the structure of an atom of this isotope of nitrogen.   in your answer, include:  \u25cf the position of the protons, neutrons and electrons in the atom  \u25cf the number of protons, neutrons and electrons present in the atom.                     ..   [5]  (b)  what is meant by the term isotopes ?         ..   [2]  (c)  give one industrial use of radioactive isotopes.   ..   [1]  [total: 8]",
+            "13": "13 0620/32/m/j/18 \u00a9 ucles 2018 [turn over 7 (a)  the properties of some group vii elements are shown in the table. elementmelting point in \u00b0cboiling point in \u00b0cdensity at room temperature in g / cm3 colour chlorine \u2013101 \u201335 0.0032 green bromine \u20137 59 3.1 red-brown iodine 114 184 grey-black astatine 337 6.4  (i)  complete the table to suggest:  \u25cfthe density of iodine  \u25cfthe melting point of astatine  \u25cfthe colour of astatine.  [3]  (ii)  suggest why the density of chlorine at room temperature is much lower than the density  of bromine and astatine at room temperature.   .   ...   [1]  (iii)  describe the trend in the boiling points of the halogens.   ...   [1]  (b)  aqueous bromine reacts with aqueous potassium iodide.   complete the word equation for this reaction. bromine +potassium iodide..+.. ..  [2]  (c)  a compound has the formula c2f4cl 2.   calculate the relative molecular mass of c2f4cl 2.   show all your working.   use your periodic table to help you.  relative molecular mass = ..  [2]  [total: 9]",
+            "14": "14 0620/32/m/j/18 \u00a9 ucles 2018 8  the energy released by burning four different fuels is compared using the apparatus shown.   a known mass of each fuel is burned and the temperature rise of the water is measured. thermometer steel can flame fuelclam p water  (a)  suggest two factors that should be kept constant in this experiment.  1  .  2  .  [2]  (b)  the table shows the temperature changes when four different fuels, a, b, c and d, are burned. fuelmass of fuel burned / ginitial temperature of the water / \u00b0cfinal temperature of the water / \u00b0c a 2 20 30 b 1 18 24 c 4 21 37 d 2 20 28   which fuel gave the greatest temperature rise per gram?   ..   [1]  (c)  ethanol is a fuel.   give one other use of ethanol.   ..   [1]",
+            "15": "15 0620/32/m/j/18 \u00a9 ucles 2018permission 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 international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download at www.cie.org.uk after the live examination series. 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.  (d)  the energy level diagram for the complete combustion of ethanol is shown. energyethanol  +  .. carbon dioxide  +  . . progress of reaction  (i)  complete the diagram by filling in the missing reactant and the missing product. [2]  (ii)  is the complete combustion of ethanol exothermic or endothermic?   use the information in the diagram to explain your answer.   .   ...   [1]  (e)  a steel can is used in the experiment.  (i)  stainless steel is an alloy of iron.   what is meant by the term alloy ?   .   ...   [1]  (ii)  describe the arrangement and type of motion of the particles in solid iron.  arrangement  ...  type of motion  .  [2]  (iii)  suggest why stainless steel is used instead of pure iron for making cutlery.   .   ...   [1]  [total: 11]",
+            "16": "16 0620/32/m/j/18 \u00a9 ucles 2018 groupthe periodic table of elements 1 h hydrogen 12 he helium 4ii i iii iv vv iv ii viii 3 li lithium 74 be berylliu m 9atomic number atomic symbolkey name relative atomic mas s 11 na sodium 2312 mg magnesium 24 19 k potassium 3920 ca calcium 40 37 rb rubidium 8538 sr strontium 88 55 cs caesium 13356 ba barium 137 87 fr franciu m \u201388 ra radium \u20135 b boron 11 13 al aluminium 27 31 ga gallium 70 49 in indium 115 81 tl thallium 2046 c carbon 12 14 si silicon 28 32 ge germanium 73 50 sn tin 119 82 pb lead 20722 ti titanium 4840 zr zirconium 91 72 hf hafnium 178 104 rf rutherfordiu m \u201323 v vanadium 51 41 nb niobium 93 73 ta tantalum 181 105 db dubnium \u201324 cr chromium 52 42 mo molybdenum 96 74 w tungsten 184 106 sg seaborgium \u201325 mn manganes e 55 43 tc technetium \u2013 75 re rhenium 186 107 bh bohrium \u201326 fe iron 56 44 ru ruthenium 101 76 os osmium 190 108 hs hassium \u201327 co cobalt 59 45 rh rhodium 103 77 ir iridium 192 109 mt meitneriu m \u201328 ni nicke l 59 46 pd palladium 106 78 pt platinum 195 110 ds darmstadtiu m \u201329 cu copper 6447 ag silver 108 79 au gold 197 111 rg roentgenium \u201330 zn zinc 65 48 cd cadmium 112 80 hg mercury 201 112 cn copernicium \u2013114 fl fleroviu m \u2013116 lv livermorium \u20137 n nitrogen 14 15 p phosphorus 31 33 as arsenic 75 51 sb antimony 122 83 bi bismuth 2098 o oxygen 16 16 s sulfur 32 34 se selenium 79 52 te tellurium 128 84 po polonium \u20139 f fluorine 19 17 cl chlorine 35.5 35 br bromine 80 53 i iodine 127 85 at astatine \u201310 ne neon 20 18 ar argon 40 36 kr krypton 84 54 xe xenon 131 86 rn radon \u201321 sc scandium 4539 y yttrium 89 57\u201371 lanthanoids 89\u2013103 actinoids 57 la lanthanum 139 89 aclanthanoids actinoids the volume of one mole of any gas is 24  dm3 at room temperature and pressure (r .t.p.).actinium \u201358 ce cerium 140 90 th thorium 23259 pr praseodymium 141 91 pa protactinium 23160 nd neodymium 144 92 u uranium 23861 pm promethium \u2013 93 np neptunium \u201362 sm samarium 150 94 pu plutonium \u201363 eu europium 152 95 am americiu m \u201364 gd gadolinium 157 96 cm curium \u201365 tb terbium 159 97 bk berkelium \u201366 dy dysprosium 163 98 cf californium \u201367 ho holmium 165 99 es einsteinium \u201368 er erbium 167 100 fm fermium \u201369 tm thulium 169101 md mendelevium \u201370 yb ytterbium 173102 no nobelium \u201371 lu lutetium 175103 lr lawrenciu m \u2013"
+        },
+        "0620_s18_qp_33.pdf": {
+            "1": "read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen.you may use an hb pencil for any diagrams or graphs.do not use staples, paper clips, glue or correction fluid.do not write in any barcodes. answer all questions. electronic calculators may be used.a copy of the periodic table is printed on page 20.you may lose marks if you do not show your working or if you do not use appropriate units. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question.chemistry  0620/33 paper 3  theory (core) may/june 2018  1 hour 15 minutes candidates answer on the question paper. no additional materials are required.cambridge international examinations cambridge international general certificate of secondary education this document consists of 17 printed pages and 3 blank pages. [turn overib18 06_0620_33/2rp\u00a9 ucles 2018 *3497163988* the syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificate.",
+            "2": "2 0620/33/m/j/18 \u00a9 ucles 2018 1  the names of seven gases are given. ammonia ethene helium hydrogen hydrogen chloride methane nitrogen  (a)  answer the following questions about these gases.   each gas may be used once, more than once or not at all.   state which gas:  (i)  forms an acidic solution in water   ...   [1]  (ii)  is monatomic   ...   [1]  (iii)  forms 78% of clean dry air   ...   [1]  (iv)  is the main constituent of natural gas   ...   [1]  (v)  has molecules which each contain 14 protons.   ...   [1]  (b) (i)  give the names of two elements in the list.  . and    [1]  (ii)  what is meant by the term element  ?   ...   [1]",
+            "3": "3 0620/33/m/j/18 \u00a9 ucles 2018 [turn over  (c)  complete the dot-and-cross diagram to show the electron arrangement in a molecule of  hydrogen chloride. show outer electrons only. hc l  [2]  [total: 9]",
+            "4": "4 0620/33/m/j/18 \u00a9 ucles 2018 2 (a)  the table shows the percentage by volume of each of the gases present in the exhaust gases  from a petrol engine and a diesel engine. namepercentage by volume from a petrol enginepercentage by volume from a diesel engine nitrogen 72.00 67.00 carbon dioxide 14.00 water vapour 12.00 11.00 carbon monoxide 1.50 0.05 oxides of nitrogen 0.25 0.70 hydrocarbons 0.24 0.22 sulfur dioxide 0.01 0.03 oxygen 0.00 9.00 total 100.00 total 100.00  (i)  in the diesel engine, nitrogen, carbon dioxide and water vapour account for 90.00% of the exhaust gases by volume.   calculate the percentage by volume of carbon dioxide in the exhaust gases from the  diesel engine.  ..%  [1]  (ii)  describe three ways in which the composition of the exhaust gases from the petrol engine  differ from the composition of the exhaust gases from the diesel engine.  1  ..  2  ..  3  ..  [3]  (iii)  give one adverse effect of sulfur dioxide on health.   ...   [1]",
+            "5": "5 0620/33/m/j/18 \u00a9 ucles 2018 [turn over  (b)  complete the sentences about the separation of petroleum into fractions using words from the  list. boiling      crystallisation      density      distillation      kerosene      poly(ethene)   fractional .. of petroleum produces fractions such as gasoline, diesel oil  and ... . within each fraction, the molecules have a particular range of     .. points.  [3]  (c)  balance the chemical equation for the complete combustion of propane. c 3h8  +  5o2    .co2  +  .h2o  [2]  [total: 10]",
+            "6": "6 0620/33/m/j/18 \u00a9 ucles 2018 3  this question is about cobalt and its compounds.  (a)  a coloured crystal of cobalt( ii) chloride was placed at the bottom of a beaker containing water.   after 2 days, the colour had spread throughout the water. at the start after 2 hours after 2 dayscrystal of cobalt( ii) chloridewater   explain these observations using the kinetic particle model.               ..   [3]  (b)  cobalt( ii) chloride can be used to test for the presence of water. cocl 2    +    6h2o        cocl 2.6h2o  anhydrous hydrated  cobalt(ii) chloride cobalt(ii) chloride  (i)  what is meant by the symbol ?   ...   [1]  (ii)  describe how the colour of anhydrous cobalt( ii) chloride changes when water is added to it.  from . to  ..  [2]  (c)  a compound of cobalt can be represented by the structure shown. = cobalt, co = carbon, c= oxygen, okey   deduce the molecular formula of this compound showing the number of cobalt, carbon and  oxygen atoms.   ..   [1]",
+            "7": "7 0620/33/m/j/18 \u00a9 ucles 2018 [turn over  (d)  the table compares the reactivity of cobalt with that of three other metals. metal reactivity with cold water reactivity with steam barium reacts rapidly cobalt no reaction reacts slowly when heated magnesium reacts very slowly reacts rapidly zinc no reaction reacts easily when heated   use this information to put the metals in order of their reactivity. put the least reactive metal  first. least reactive most reactive  [2]  (e)  cobalt is a transition element. lithium is an element in group i of the periodic table.   describe three ways in which the properties of cobalt differ from those of lithium.  1  .  2  .  3  .  [2] (f)  when cobalt( ii) oxide, coo, is heated in air, an oxide with the formula co3o4 is formed.   balance the chemical equation for this reaction. .coo  +  o2    2co3o4  [1]  (g)  when co3o4 is heated with hydrogen, cobalt metal can be formed. co3o4  +  4h2    3co  +  4h2o   how does this equation show that co3o4 is reduced?      ..   [1]  [total: 13]",
+            "8": "8 0620/33/m/j/18 \u00a9 ucles 2018 4  this question is about alcohols.  (a)  the structure of compound p is shown. coh hcch h h h  (i)  what feature of the structure of compound p shows that it is unsaturated?   ...   [1]  (ii)  describe how the colour of aqueous bromine changes when an excess of compound p is  added to it.  from . to  ..  [2]  (iii)  the melting point of compound p is \u2013129 \u00b0c.   the boiling point of compound p is 97 \u00b0c.   what is the physical state of compound p at \u2013120 \u00b0c?   explain your answer.   .   ...   [2]  (b)  ethanol is an alcohol with two carbon atoms.  (i)  draw the structure of ethanol showing all of the atoms and all of the bonds.  [1]",
+            "9": "9 0620/33/m/j/18 \u00a9 ucles 2018 [turn over  (ii)  ethanol can be manufactured by fermentation.   complete the sentences about fermentation using words from the list.  30 \u00b0c 300 \u00b0c distillation electrolysis  elements enzymes salt sugar \t \ta\tflask\tcontaining\t ..\t solution\tand\tyeast\tis\theated\tto\t..\t .   the yeast contains .. which catalyse the reaction. the ethanol is     separated by .. . [4]  (iii)  ethanol can be used as a fuel.   give one other use of ethanol in industry.   ...   [1]  (iv)  the energy level diagram for the complete combustion of ethanol is shown. energyethanol  +  oxygen carbon dioxide  +  wate r progress of reaction   explain how this diagram shows that the reaction is exothermic.   .   ...   [1]  (v)  carbon dioxide and water can be formed when ethanol burns in a limited supply of air.   state the name of two other products which can be formed when ethanol burns in a limited  supply of air.  . and    [2]  [total: 14]",
+            "10": "10 0620/33/m/j/18 \u00a9 ucles 2018 5 (a)  molten lead( ii) bromide can be electrolysed using the apparatus shown. molten lead( ii) bromid einert electrodes+\u2013   the negative electrode is called the cathode.   state the name of the positive electrode.   ..   [1]  (b)  predict the products of the electrolysis of molten lead( ii) bromide at:  the negative electrode  ...  the positive electrode.    [2]  (c)  lead( ii) bromide is insoluble in cold water.   sodium bromide is soluble in cold water.   describe how you could obtain crystals of sodium bromide from a mixture of solid lead( ii) bromide  and solid sodium bromide.            ..   [3]  (d)  when chlorine is bubbled through a colourless aqueous solution of sodium bromide, the  solution turns orange-brown.   name the orange-brown substance. suggest, using ideas about reactivity of the halogens,  why the reaction occurs.  orange-brown substance  ...  why the reaction occurs  .     [2]",
+            "11": "11 0620/33/m/j/18 \u00a9 ucles 2018 [turn over  (e)  what is the colour of the precipitate formed when aqueous silver nitrate is added to aqueous  sodium bromide?   ..   [1]  (f)  complete the sentence about the formation of a chloride ion from a chlorine atom.   a chloride ion is formed when a chlorine atom gains one .. . [1]  [total: 10]",
+            "12": "12 0620/33/m/j/18 \u00a9 ucles 2018 6  this question is about isotopes.  (a)  an atom of an isotope of oxygen is represented by the symbol shown. 17o8   describe the structure of an atom of this isotope of oxygen.   in your answer, include:  \u25cf the position of the protons, neutrons and electrons in the atom  \u25cf the number of protons, neutrons and electrons present in the atom.                     ..   [5]  (b)  which two statements about isotopes are correct?   tick two boxes.  isotopes of the same element have different numbers of protons.  isotopes of the same element have different numbers of neutrons.  isotopes are always radioactive.  the isotope 235u92 is a source of energy.  14c6 and 14n7 are isotopes of each other.  [2]  (c)  what is meant by the term nucleon number ?      ..   [1]  [total: 8]",
+            "13": "13 0620/33/m/j/18 \u00a9 ucles 2018 [turn over 7  this question is about group i elements and their compounds.  (a)  the properties of some group i elements are shown in the table. elementmelting point / \u00b0crelative  hardnessobservations when it reacts with cold water lithium 181 23 sodium 98 3 rapid bubbling but does not\tburst\tinto\tflame potassium 63 very\trapid\tbubbling\tand\tbursts\tinto\tflame rubidium 1 bursts\tinto\tflame\tand\texplodes  (i)  complete the table to estimate:  \u25cf the relative hardness of potassium  \u25cf the melting point of rubidium.  [2]  (ii)  use the information in the table to predict what you would observe when lithium reacts with  cold water.   ...   [1]  (b)  write the electronic structure of a sodium atom.   ..   [1]  (c)  when sodium reacts with water, an alkaline solution is formed. 2na  +  2h2o    2naoh  +  h2  (i)  use the information in the equation to explain why the solution formed is alkaline.   ...   [1]  (ii)  describe how you could use a named indicator solution to show that the solution is alkaline.   .   ...   [2]",
+            "14": "14 0620/33/m/j/18 \u00a9 ucles 2018  (d)  sodium tetrahydridoborate, nabh4, is an ionic compound.   calculate the relative formula mass of nabh4.   show all your working.   use your periodic table to help you.  relative formula mass = .  [2]  [total: 9]",
+            "15": "15 0620/33/m/j/18 \u00a9 ucles 2018 [turn over 8  the apparatus shown is used to investigate the rate of reaction between calcium carbonate and  hydrochloric acid at 30 \u00b0c. water hydrochloric acida calcium carbonate  (a)  name the piece of apparatus labelled a in the diagram.   ..   [1]  (b)\t\tdescribe\thow\tthis\tapparatus\tcan\tbe\tused\tto\tfind\tthe \trate\tof\treaction.         ..   [2]  (c)  the experiment is repeated at 20 \u00b0c. all other conditions are kept the same.   how does the decrease in temperature affect the rate of reaction?   ..   [1]  (d)  the experiment is repeated using the same mass of different size pieces of calcium carbonate.  all other conditions are kept the same.   the sizes of the pieces of calcium carbonate are:  \u25cflarge pieces  \u25cfsmall pieces  \u25cfpowder \t \tcomplete\tthe\ttable\tby\twriting\tthe\tsizes\tof\tthe\tpieces\tin\tthe\tfirst\tcolumn. size of the pieces of calcium carbonateinitial rate of reaction in cm3 gas / s 5 2 12  [1]",
+            "16": "16 0620/33/m/j/18 \u00a9 ucles 2018  (e)  give the names of the three products formed when calcium carbonate reacts with  hydrochloric acid.  1  .  2  .  3  .  [2]  [total: 7]",
+            "17": "17 0620/33/m/j/18 \u00a9 ucles 2018blank page",
+            "18": "18 0620/33/m/j/18 \u00a9 ucles 2018blank page",
+            "19": "19 0620/33/m/j/18 \u00a9 ucles 2018blank page permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. every reasonable  effort has been made by the publisher (ucles) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the publisher will be pleased to make amends at the earliest possible opportunity. to avoid the issue of disclosure of answer-related information to candidates, all copyright acknowledgements are reproduced online in the cambridge international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download at www.cie.org.uk after the live examination series. 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.",
+            "20": "20 0620/33/m/j/18 \u00a9 ucles 2018 groupthe periodic table of elements 1 h hydrogen 12 he helium 4ii i iii iv vv iv ii viii 3 li lithium 74 be berylliu m 9atomic number atomic symbolkey name relative atomic mas s 11 na sodium 2312 mg magnesium 24 19 k potassium 3920 ca calcium 40 37 rb rubidium 8538 sr strontium 88 55 cs caesium 13356 ba barium 137 87 fr franciu m \u201388 ra radium \u20135 b boron 11 13 al aluminium 27 31 ga gallium 70 49 in indium 115 81 tl thallium 2046 c carbon 12 14 si silicon 28 32 ge germanium 73 50 sn tin 119 82 pb lead 20722 ti titanium 4840 zr zirconium 91 72 hf hafnium 178 104 rf rutherfordiu m \u201323 v vanadium 51 41 nb niobium 93 73 ta tantalum 181 105 db dubnium \u201324 cr chromium 52 42 mo molybdenum 96 74 w tungsten 184 106 sg seaborgium \u201325 mn manganes e 55 43 tc technetium \u2013 75 re rhenium 186 107 bh bohrium \u201326 fe iron 56 44 ru ruthenium 101 76 os osmium 190 108 hs hassium \u201327 co cobalt 59 45 rh rhodium 103 77 ir iridium 192 109 mt meitneriu m \u201328 ni nicke l 59 46 pd palladium 106 78 pt platinum 195 110 ds darmstadtiu m \u201329 cu copper 6447 ag silver 108 79 au gold 197 111 rg roentgenium \u201330 zn zinc 65 48 cd cadmium 112 80 hg mercury 201 112 cn copernicium \u2013114 fl fleroviu m \u2013116 lv livermorium \u20137 n nitrogen 14 15 p phosphorus 31 33 as arsenic 75 51 sb antimony 122 83 bi bismuth 2098 o oxygen 16 16 s sulfur 32 34 se selenium 79 52 te tellurium 128 84 po polonium \u20139 f fluorine 19 17 cl chlorine 35.5 35 br bromine 80 53 i iodine 127 85 at astatine \u201310 ne neon 20 18 ar argon 40 36 kr krypton 84 54 xe xenon 131 86 rn radon \u201321 sc scandium 4539 y yttrium 89 57\u201371 lanthanoids 89\u2013103 actinoids 57 la lanthanum 139 89 aclanthanoids actinoids the volume of one mole of any gas is 24  dm3 at room temperature and pressure (r .t.p.).actinium \u201358 ce cerium 140 90 th thorium 23259 pr praseodymium 141 91 pa protactinium 23160 nd neodymium 144 92 u uranium 23861 pm promethium \u2013 93 np neptunium \u201362 sm samarium 150 94 pu plutonium \u201363 eu europium 152 95 am americiu m \u201364 gd gadolinium 157 96 cm curium \u201365 tb terbium 159 97 bk berkelium \u201366 dy dysprosium 163 98 cf californium \u201367 ho holmium 165 99 es einsteinium \u201368 er erbium 167 100 fm fermium \u201369 tm thulium 169101 md mendelevium \u201370 yb ytterbium 173102 no nobelium \u201371 lu lutetium 175103 lr lawrenciu m \u2013"
+        },
+        "0620_s18_qp_41.pdf": {
+            "1": "read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen.you may use an hb pencil for any diagrams or graphs.do not use staples, paper clips, glue or correction fluid.do not write in any barcodes. answer all questions. electronic calculators may be used.a copy of the periodic table is printed on page 12.you may lose marks if you do not show your working or if you do not use appropriate units. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question.chemistry  0620/41 paper 4  theory (extended) may/june 2018  1 hour 15 minutes candidates answer on the question paper. no additional materials are required.cambridge international examinations cambridge international general certificate of secondary education this document consists of 12 printed pages. [turn overib18 06_0620_41/5rp\u00a9 ucles 2018 *2711517754* the syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificate.",
+            "2": "2 0620/41/m/j/18 \u00a9 ucles 2018 1\t\tsubstances\tcan\tbe\tclassified\tas\telements,\tcompounds\tor\tmixtures.  (a)\t\twhat\tis\tmeant\tby\tthe\tterm\tcompound  ?  \t  \t  \t..   [2]  (b)\t\tmixtures\tcan\tbe\tseparated\tby\tphysical\tprocesses. \t\ta\tsequence\t of\tphysical\tprocesses\t can\tbe\tused\tto\tseparate\tcommon\tsalt\t(sodium\tchloride)\t from\ta\tmixture\tcontaining\tsand\tand\tcommon\tsalt\tonly. \t\tgive\tthe\torder\tand\tthe\tcorrect\tscientific\tterm\tfor\tthe\tphysical\tprocesses\t used\tto\tseparate\tthe\t common\tsalt\tfrom\tthe\tmixture.  1 \t.  2 \t.  3 \t.  [4] \t\tthe\tboiling\tpoints\tof\tfour\tdifferent\talcohols,\t a,\tb,\tc\tand\td,\tare\tshown. alcohol a b c d boiling\tpoint\t /\t\u00b0c 56 78 122 160  (c)\t\ta\tstudent\tsuggested\t that\tthe\tapparatus\t shown\tcould\tbe\tused\tto\tseparate\tthe\tmixture\tof\t alcohols. mixture of alcoholsa, b, c and dxfractionating colum n hot water electric heater",
+            "3": "3 0620/41/m/j/18 \u00a9 ucles 2018 [turn over  (i)\t\tapparatus\tx\tneeds\tto\thave\tcold\twater\tflowing\tthrough\tit. \t \u25cf\t\tdraw\tan\tarrow\ton\tthe\tdiagram\tto\tshow\twhere\tthe\tcold\twater\tenters\tapparatus\t x. \t \u25cf\t\tname\tapparatus\tx.  \t .  [2]  (ii)\t\tpart\tof\tthe\tfractionating\tcolumn\tis\tmissing.\t this\tmeans\tthat\tthe\texperiment\twill\tnot\twork. \t \u25cf\t\tdraw\ton\tthe\tdiagram\tthe\tpart\tof\tthe\tfractionating\tcolumn\twhich\tis\tmissing. \t \u25cf\t\texplain\twhy\tthe\texperiment\t will\tnot\twork\twith\tthis\tpart\tof\tthe\tfractionating\t column\t missing.  \t .  \t .  [2]  (iii)\t\tsuggest\twhy\ta\tbunsen\tburner\tis\t not\tused\tto\theat\tthe\tflask.  \t ...   [1]  (iv)\t\ta\thot\twater\tbath\tcannot\tbe\tused\tto\tseparate\talcohols\t c\tand\td. \t \texplain\twhy.  \t .  \t .  \t ...   [2] \t [total:\t13]",
+            "4": "4 0620/41/m/j/18 \u00a9 ucles 2018 2\t\tflerovium,\tfl,\tatomic\tnumber\t114,\twas\tfirst\tmade\tin\tresearch\tlaboratories\tin\t1998.  (a)\t\tflerovium\t was\tmade\tby\tbombarding\t atoms\tof\tplutonium,\t pu,\tatomic\tnumber\t94,\twith\tatoms\tof\t element\tz.  \u25cf\tthe\tnucleus\tof\tone\tatom\tof\tplutonium\t combined\t with\tthe\tnucleus\tof\tone\tatom\tof\telement\t z.\t  \u25cf\tthis\tformed\tthe\tnucleus\tof\tone\tatom\tof\tflerovium. \t\tsuggest\tthe\tidentity\tof\telement\t z.  \t..   [1]  (b)\t\tin\twhich\tperiod\tof\tthe\tperiodic\t table\tis\tflerovium?  \t..   [1]  (c)\t\tpredict\tthe\tnumber\tof\touter\tshell\telectrons\tin\tan\tatom\tof\tflerovium.  \t..   [1]  (d)\t\ttwo\tisotopes\tof\tflerovium\tare\t286fl\tand\t289fl.\tthe\tnuclei\tof\tboth\tof\tthese\tisotopes\tare\tunstable\t and\temit\tenergy\twhen\tthey\tsplit\tup.  (i)\t\tstate\tthe\tterm\tused\tto\tdescribe\tisotopes \twith\tunstable\tnuclei.  \t ...   [1]  (ii)\t\tcomplete\t the\ttable\tto\tshow\tthe\tnumber\tof\tprotons,\tneutrons\tand\telectrons\tin\tthe\tatoms\tof\t the\tisotopes\tshown. isotope number\tof\tprotons number\tof\tneutrons number\tof\telectrons 286fl 289fl  [2]  (e)\t\tonly\ta\trelatively\tsmall\tnumber\tof\tatoms\tof\tflerovium\thave\tbeen\tmade\tin\tthe\tlaboratory\t and\tthe\t properties\tof\tflerovium\thave\tnot\tyet\tbeen\tinvestigated. \t\tit\thas\tbeen\tsuggested\tthat\tflerovium\tis\ta\ttypical\tmetal.  (i)\t\tsuggest\ttwo\tphysical\tproperties\tof\tflerovium.  1 \t ..  2 \t ..  [2]  (ii)\t\tsuggest\tone\tchemical\tproperty\tof\tflerovium\toxide.  \t ...   [1] \t [total:\t9]",
+            "5": "5 0620/41/m/j/18 \u00a9 ucles 2018 [turn over 3\t\tthis\tquestion\tis\tabout\tiron.  (a)\t\tthree\tof\tthe\traw\tmaterials\t added\tto\ta\tblast\tfurnace\tused\tto\textract\tiron\tfrom\thematite\tare\t coke,\thematite\tand\tlimestone. \t\tname\tone\tother\traw\tmaterial\tadded\tto\tthe\tblast\tfurnace.  \t..   [1]  (b)\t\ta\tseries\tof\treactions\toccurs\tin\ta\tblast\tfurnace\tduring\tthe\textraction\tof\tiron\tfrom\thematite. \t\tdescribe\tthese\treactions. \t\tinclude:  \u25cfone\tchemical\tequation\tfor\tthe\treduction\tof\thematite  \u25cfone\tchemical\tequation\tfor\tthe\tformation\tof\tslag.  \t  \t  \t  \t  \t  \t  \t  \t..   [5]  (c)\t\tthe\tiron\textracted\tfrom\thematite\tusing\ta\tblast\tfurnace\tis\timpure. \t\tidentify\tthe\tmain\timpurity\tin\tthis\tiron\tand\texplain\thow\tit\tis\tremoved\tin\tthe\tsteel\u2011making\t process. \t main\timpurity\t \t. \t how\tit\tis\tremoved\t \t...  \t  \t  [3] \t [total:\t9]",
+            "6": "6 0620/41/m/j/18 \u00a9 ucles 2018 4\t\tthis\tquestion\tis\tabout\tmasses,\tvolumes\tand\tmoles.  (a)\t\twhich\tterm\tis\tdefined\tby\tthe\tfollowing\tstatement? the average mass of naturally occurring atoms of an element on a scale where the 12c atom has a mass of exactly 12 units.  \t..   [1]  (b)\t\tbutane,\tc4h10,\thas\ta\trelative\tmolecular\tmass\tof\t58. \t\tpotassium\tfluoride,\tkf,\thas\ta\trelative\tformula\tmass\tof\t58. \t\texplain\twhy\tthe\tterm\trelative\tmolecular\t mass\tcan\tbe\tused\tfor\tbutane\tbut\tcannot\tbe\tused\tfor\t potassium\tfluoride.  \t  \t..   [2]  (c)\t\ta\t0.095\tg\tsample\tof\tgaseous\telement\t y\toccupies\t60.0\tcm3\tat\troom\ttemperature\t and\tpressure.  \u25cf\tdetermine\tthe\tnumber\tof\tmoles\tof\telement\t y\tin\t60.0\tcm3. \t moles\tof\telement\t y\t=\t.\tmol  \u25cf\tcalculate\t the\trelative\tmolecular\t mass\tof\telement\t y\tand\thence\tsuggest\tthe\tidentity\tof\t element\ty. \t relative\tmolecular\tmass\t=\t. \t identity\tof\telement\ty\t=\t.  [3]",
+            "7": "7 0620/41/m/j/18 \u00a9 ucles 2018 [turn over  (d)\t\ta\t1.68\tg\tsample\tof\tphosphorus\twas\tburned\tand\tformed\t3.87\t g\tof\tan\toxide\tof\tphosphorus. \t\tcalculate\tthe\tempirical\tformula\tof\tthis\toxide\tof\tphosphorus. \t empirical\tformula\t=\t.\t\t[4]  (e)\t\tanother\toxide\tof\tphosphorus\thas\tthe\tempirical\tformula\tp2o3. \t\tone\tmolecule\tof\tthis\toxide\tof\tphosphorus\tcontains\tfour\tatoms\tof\tphosphorus. \t\tcalculate\tthe\tmass\tof\t one\tmole\tof\tthis\toxide\tof\tphosphorus. \t mass\t=\t.\tg\t\t[2] \t [total:\t12]",
+            "8": "8 0620/41/m/j/18 \u00a9 ucles 2018 5 (a)\t\tthe\ttable\tgives\tsome\tchemical\tproperties\t of\ttransition\telements\tand\ttheir\tcompounds,\t and\tof\t group\ti\telements\tand\ttheir\tcompounds. chemical\tproperty transition\telements group\ti\telements ability\tto\tact\tas\tcatalysts yes no exist\tas\tcoloured\tcompounds yes no  (i)\t\twhat\tis\tmeant\tby\tthe\tterm\tcatalyst?  \t .  \t .  \t ...   [2]  (ii)  give one\tother\tchemical\tproperty\tshown\tby\ttransition\t elements\t which\tis\tnot\tshown\tby\t group\ti\telements.  \t ...   [1]  (b)  give two\tphysical\tproperties\t shown\tby\ttransition\t elements\t which\tare\tnot\tshown\tby\tgroup\ti\t elements.  1 \t.  2 \t.  [2]  (c)\t\tthe\tenergy\tlevel\tdiagram\tshows\tthe\tenergy\tprofile\tfor\tthe\treaction\tbetween\tzinc\tand\tdilute\t sulfuric\tacid. energy progress of reactionzn(s)  +  h2so4(aq)  (i)\t\tcomplete\tthe\tdiagram\tby\tadding\tthe\tformulae\tof\tthe\tproducts.\tinclude\tstate\tsymbols.\t [3]  (ii)\t\tdraw\tan\tarrow\ton\tthe\tdiagram\tto\trepresent\tthe\tactivation\tenergy.\t [1]  (iii)\t\tis\tthe\treaction\tendothermic\tor\texothermic?\texplain\tyour\tanswer.  \t .  \t ...   [1]",
+            "9": "9 0620/41/m/j/18 \u00a9 ucles 2018 [turn over  (d)\t\tthe\treaction\tbetween\tzinc\tand\tdilute\tsulfuric\tacid\tcan\tbe\tcatalysed\t by\tthe\taddition\tof\taqueous\t copper( ii)\tsulfate. \t\ton\tthe\tdiagram,\tadd\tthe\tenergy\tprofile\tfor\tthe\tcatalysed\treaction. energy progress of reactionzn(s)  +  h2so4(aq)  [1]  (e)\t\ta\tstudent\telectrolyses\taqueous\tcopper( ii)\tsulfate\tusing\tthe\tapparatus\tshown. + \u2013 carbon electrode s aqueou s copper (ii) sulfatepower supply \t\toxygen\tgas\tforms\tat\tthe\tpositive\telectrode\t(anode).  (i)\t\twrite\tan\tionic\thalf\u2011equation\t for\tthe\treaction\tat\tthe\tnegative\telectrode\t (cathode).\t include\t state\tsymbols.  \t ...   [3]  (ii)\t\tdescribe\twhat\tthe\tstudent\tobserves\tat\tthe\tnegative\telectrode.  \t ...   [1]  (iii)  give two other\tobservations\twhich\tthe\t student\tmakes\tduring\tthe\telectrolysis.  1 \t ..  2 \t ..  [2]  (iv)\t\twhat\tdifference\t would\tthe\tstudent\tobserve\tat\tthe\tpositive\telectrode\t if\tthe\taqueous\t copper( ii)\tsulfate\twere\treplaced\tby\tconcentrated\taqueous\tcopper( ii)\tchloride?  \t ...   [1] \t [total:\t18]",
+            "10": "10 0620/41/m/j/18 \u00a9 ucles 2018 6\t\tthe\ttable\tshows\tthe\tstructures\tof\tfour\thydrocarbons. p q r s ch3\u2013ch3 ch2=ch2 ch2=ch\u2013ch3 ch2=ch\u2013ch2\u2013ch3  (a)\t\twhy\tare\tcompounds\t p,\tq,\tr\tand\ts\tknown\tas\thydrocarbons?  \t  \t..   [2]  (b)\t\tcompound\t p\tis\tsaturated. \t\twhat\tis\tmeant\tby\tthe\tterm\tsaturated ?  \t  \t..   [1]  (c)\t\tcompound\t p\tundergoes\ta\tsubstitution\treaction\twith\tchlorine.  (i)\t\twhat\tis\tmeant\tby\tthe\tterm\tsubstitution reaction ?  \t .  \t ...   [1]  (ii)\t\tstate\ta\tcondition\trequired\tfor\tthis\treaction\tto\toccur.  \t ...   [1]  (iii)\t\twrite\ta\tchemical\tequation\tfor\tthis\treaction.  \t ...   [2]  (d)\t\tcompound\t r\tundergoes\tan\taddition\treaction\twith\tbromine.  (i)\t\twhy\tis\tthis\treaction\tan\taddition\treaction?  \t ...   [1]  (ii)\t\ta\tcompound\tcontaining\tbromine\tis\tformed\tin\tthis\treaction. \t \tdraw\tthe\tstructure\tof\tthis\tcompound.\tshow\tall\tof\tthe\tatoms\tand\tall\tof\tthe\tbonds.  [1]",
+            "11": "11 0620/41/m/j/18 \u00a9 ucles 2018to avoid the issue of disclosure of answer-related information to candidates, all copyright acknowledgements are reproduced online in the cambridge international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download at www.cie.org.uk after the live examination series.  (e)\t\tdraw\tthe\tstructure\tof\tan\tunbranched\t isomer\tof\tcompound\t s.\tshow\tall\tof\tthe\tatoms\tand\tall\tof\t the\tbonds.\tname\tthis\tunbranched\tisomer\tof\tcompound\t s. \t structure \t name\t\t ..  [2]  (f)\t\tcompound\t q\tundergoes\tpolymerisation.  (i)\t\tname\tthe\tpolymer\tformed.  \t ...   [1]  (ii)\t\tcomplete\tthe\tchemical\tequation\tto\tshow \tthe\tpolymerisation\tof\tcompound\t q.  n ch2=ch2                [2]  (g)\t\tamino\tacids\tundergo\tpolymerisation\t to\tform\tproteins.\tpart\tof\ta\tprotein\tmolecule\t with\tthe\t linkages\tmissing\tis\tshown. \t\tdraw\tthe\tlinkages\ton\tthe\tdiagram.\tshow\tall\tof\tthe\tatoms\tand\tall\tof\tthe\tbonds. nh co  [2]  (h)\t\tthe\tstructure\tshows\tan\tester. ch2co och2 ch3 ch2ch3 \t\twrite\tthe\tword\tequation\tfor\ta\treaction\twhich\tcould\tbe\tused\tto\tmake\tthis\tester.  \t..   [3] \t [total:\t19]",
+            "12": "12 0620/41/m/j/18 \u00a9 ucles 2018 groupthe periodic table of elements 1 h hydrogen 12 he helium 4ii i iii iv vv iv ii viii 3 li lithium 74 be berylliu m 9atomic number atomic symbolkey name relative atomic mas s 11 na sodium 2312 mg magnesium 24 19 k potassium 3920 ca calcium 40 37 rb rubidium 8538 sr strontium 88 55 cs caesium 13356 ba barium 137 87 fr franciu m \u201388 ra radium \u20135 b boron 11 13 al aluminium 27 31 ga gallium 70 49 in indium 115 81 tl thallium 2046 c carbon 12 14 si silicon 2832 ge germanium 73 50 sn tin 119 82 pb lead 20722 ti titanium 4840 zr zirconium 91 72 hf hafnium 178 104 rf rutherfordiu m \u201323 v vanadium 51 41 nb niobium 93 73 ta tantalum 181 105 db dubnium \u201324 cr chromium 52 42 mo molybdenum 96 74 w tungsten 184 106 sg seaborgium \u201325 mn manganes e 55 43 tc technetium \u2013 75 re rhenium 186 107 bh bohrium \u201326 fe iron 56 44 ru ruthenium 101 76 os osmium 190 108 hs hassium \u201327 co cobalt 59 45 rh rhodium 103 77 ir iridium 192 109 mt meitneriu m \u201328 ni nicke l 59 46 pd palladium 106 78 pt platinum 195 110 ds darmstadtiu m \u201329 cu copper 6447 ag silver 108 79 au gold 197 111 rg roentgenium \u201330 zn zinc 65 48 cd cadmium 112 80 hg mercury 201 112 cn copernicium \u2013114 fl fleroviu m \u2013116 lv livermorium \u20137 n nitrogen 14 15 p phosphorus 3133 as arsenic 75 51 sb antimony 122 83 bi bismuth 2098 o oxygen 16 16 s sulfur 3234 se selenium 79 52 te tellurium 128 84 po polonium \u20139 f fluorine 19 17 cl chlorine 35.5 35 br bromine 80 53 i iodine 127 85 at astatine \u201310 ne neon 20 18 ar argon 4036 kr krypton 84 54 xe xenon 131 86 rn radon \u201321 sc scandium 4539 y yttrium 89 57\u201371 lanthanoids 89\u2013103 actinoids 57 la lanthanum 139 89 aclanthanoids actinoids the volume of one mole of any gas is 24  dm3 at room temperature and pressure (r .t.p.).actinium \u201358 ce cerium 140 90 th thorium 23259 pr praseodymium 141 91 pa protactinium 23160 nd neodymium 144 92 u uranium 23861 pm promethium \u2013 93 np neptunium \u201362 sm samarium 150 94 pu plutonium \u201363 eu europium 152 95 am americiu m \u201364 gd gadolinium 157 96 cm curium \u201365 tb terbium 159 97 bk berkelium \u201366 dy dysprosium 163 98 cf californium \u201367 ho holmium 165 99 es einsteinium \u201368 er erbium 167 100 fm fermium \u201369 tm thulium 169101 md mendelevium \u201370 yb ytterbium 173102 no nobelium \u201371 lu lutetium 175103 lr lawrenciu m \u2013"
+        },
+        "0620_s18_qp_42.pdf": {
+            "1": "read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen.you may use an hb pencil for any diagrams or graphs.do not use staples, paper clips, glue or correction fluid.do not write in any barcodes. answer all questions. electronic calculators may be used. a copy of the periodic table is printed on page 12.you may lose marks if you do not show your working or if you do not use appropriate units. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question.chemistry  0620/42   paper 4  theory (extended) may/june 2018  1 hour 15 minutes candidates answer on the question paper. no additional materials are required.cambridge international examinations cambridge international general certificate of secondary education this document consists of 11  printed pages and 1 blank page. [turn overib18 06_0620_42/3rp\u00a9 ucles 2018 *0107966450* the syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificate.",
+            "2": "2 0620/42/m/j/18 \u00a9 ucles 2018 1  give the name of the process that is used:  (a)  to obtain water from aqueous sodium chloride   ..   [1]  (b)  to produce lead from molten lead( ii) bromide   ..   [1]  (c)  to separate an insoluble solid from a liquid   ..   [1]  (d)  to separate the components of petroleum   ..   [1]  (e)  to separate a mixture of coloured dyes.   ..   [1] [total: 5]",
+            "3": "3 0620/42/m/j/18 \u00a9 ucles 2018 [turn over 2  this question is about the elements in period 3 of the periodic table. na mg al si p s cl ar   for each of the following, identify a period 3 element which matches the description. each element  may be used once, more than once or not at all.   state which period 3 element:  (a)  forms an oxide with a macromolecular structure   ..   [1]  (b)  is extracted from the ore bauxite   ..   [1]  (c)  is soft, metallic and stored in oil   ..   [1]  (d)  is a green gas at room temperature and pressure   ..   [1]  (e)  provides an inert atmosphere in lamps   ..   [1]  (f)  forms two different oxides during the contact process   ..   [1]  (g)  is non\u2011metallic and an important component of fertilisers.   ..   [1] [total: 7] 3  complete the following table. particlenumber of protonsnumber of electronsnumber of neutronsnumber of nucleons 11na2311 1123 17cl \u2013 37  20 2656 .26 24 30 56 [6] [total: 6]",
+            "4": "4 0620/42/m/j/18 \u00a9 ucles 2018 4  potassium reacts with bromine at room temperature to form potassium bromide.  (a)  write a chemical equation for this reaction. include state symbols.   ..   [3]  (b)  potassium bromide exists as an ionic lattice.   potassium bromide does not conduct electricity when solid but does conduct electricity when  molten.  (i)  what is meant by the term ionic lattice ?   .   ...   [2]  (ii)  explain why potassium bromide does not conduct electricity when solid but does conduct  electricity when molten.   .   .   ...   [2]  (c)  concentrated aqueous potassium bromide is an electrolyte.  (i)  what is meant by the term electrolyte ?   .   ...   [2]  (ii)  describe the electrolysis of concentrated aqueous potassium bromide.   include:  \u25cfan ionic half\u2011equation for the reaction at the cathode  \u25cfthe name of the product at the anode  \u25cfthe name of the potassium compound formed.   .   .   .   ...   [4]  (iii)  when molten potassium bromide is electrolysed, the product at the cathode is different.   name the product at the cathode when molten potassium bromide is electrolysed.   ...   [1]",
+            "5": "5 0620/42/m/j/18 \u00a9 ucles 2018 [turn over  (d)  iodine reacts with chlorine to form iodine monochloride, icl, as the only product.  (i)  write a chemical equation for this reaction.   ...   [2]  (ii)  draw a dot\u2011and\u2011cross diagram to show the electron arrangement in a molecule of  iodine monochloride. show outer shell electrons only. [2]  (e)  potassium bromide has a melting point of 734 \u00b0c.   iodine monochloride has a melting point of 27 \u00b0c.   in terms of attractive forces, explain why there is a large difference between these melting points.               ..   [3]  (f)  when chlorine gas is passed through aqueous potassium bromide, a redox reaction occurs. the ionic equation is shown. cl  2  +  2br \u2013    2cl \u2013  +  br2  (i)  write an ionic half\u2011equation showing what happens to the chlorine molecules, cl 2, in this  reaction.   ...   [1]  (ii)  explain why the bromide ions, br \u2013, act as reducing agents in this reaction.   ...   [1] [total: 23]",
+            "6": "6 0620/42/m/j/18 \u00a9 ucles 2018 5  hydrogen and iodine react together in a reversible reaction. hydrogen iodide is formed. h2(g)  +  i2(g)    2hi(g)  colourless purple colourless  gas gas gas   the forward reaction is exothermic.   a gas syringe containing an equilibrium mixture of hydrogen, iodine and hydrogen iodide gases  was sealed and heated to 250 \u00b0c. the equilibrium mixture was a pale purple colour. end blockedequilibrium mixture of hydrogen , iodine and hydrogen iodide  (a)  what is meant by the term equilibrium ?         ..   [2]  (b)  the plunger of the gas syringe was pressed in while the end of the gas syringe was blocked. this increased the pressure. the position of the equilibrium did not change. the colour of the  gaseous mixture turned darker purple.  (i)  give a reason why the position of the equilibrium did not change.   ...   [1]  (ii)  suggest why the gaseous mixture turned darker purple, even though the position of the equilibrium did not change.   ...   [1]  (c)  the temperature of the gas syringe was increased to 300 \u00b0c.  (i)  what happened to the position  of the equilibrium when the temperature of the gas syringe  was increased from 250 \u00b0c to 300 \u00b0c?   ...   [1]  (ii)  what happened to the rate of the forward reaction and the rate of the backward reaction  when the temperature of the gas syringe was increased from 250 \u00b0c to 300 \u00b0c?  rate of the forward reaction  .  rate of the backward reaction  . [2] [total: 7]",
+            "7": "7 0620/42/m/j/18 \u00a9 ucles 2018 [turn over 6 (a)  all sodium salts are soluble in water. all nitrates are soluble in water. barium carbonate is  insoluble in water.   describe how you would make a pure, dry sample of barium carbonate by precipitation.   include:  \u25cf the names of the starting materials  \u25cf full practical details  \u25cf a chemical equation.                  ..   [5]  (b)  nitrates decompose when heated.  (i)  write a chemical equation for the decomposition of sodium nitrate when it is heated.   ...   [2]  (ii)  the unbalanced chemical equation for the decomposition of hydrated copper( ii) nitrate  crystals is shown.   balance the chemical equation for this reaction. 2cu(no3)2.3h2o(s)    .cuo(s)  +  ..no2(g)  +  o2(g)  +  ..h2o(g) [2]  (iii)  when the hydrated copper( ii) nitrate crystals are heated, steam is produced. when the  steam condenses on a cool surface, it turns into a colourless liquid.   anhydrous cobalt( ii) chloride is used to show that the colourless liquid contains water.   how does the colour of the anhydrous cobalt( ii) chloride change?  from ...  to  ...  [2]  (iv)  how would the student test to determine if the water produced in (b)(iii)  is pure?   ...   [1] [total: 12]",
+            "8": "8 0620/42/m/j/18 \u00a9 ucles 2018 7  many organic compounds, such as alcohols, carboxylic acids and esters, contain the elements   carbon, hydrogen and oxygen only.  (a)  compound r has the following composition by mass: c, 60.00%; h, 13.33%; o, 26.67%.   calculate the empirical formula of compound r.  empirical formula = ..  [2]  (b)  compound s has the empirical formula c2h4o and a relative molecular mass of 88.   calculate the molecular formula of compound s. molecular formula = ..  [2]",
+            "9": "9 0620/42/m/j/18 \u00a9 ucles 2018 [turn over  (c)  compounds t and v both have the molecular formula c3h6o2.  \u25cf compound t produces bubbles of carbon dioxide gas when it is added to aqueous  sodium carbonate.  \u25cf compound v is an ester.  (i)  what is the name given to compounds with the same molecular formula but different  structures?   ...   [1]  (ii)  draw the structures of compounds t and v. show all of the atoms and all of the bonds.  compound t  compound v [2]  (iii)  all compounds with the molecular formula c3h6o2 can undergo complete combustion in  an excess of oxygen.   complete the chemical equation for this reaction. c3h6o2  +        +   [2]  (d)  compound w has the molecular formula c2h6o. compound w reacts when heated with  ethanoic acid and a catalyst to produce a sweet\u2011smelling liquid.  (i)  give the name of the homologous series to which compound w belongs.   ...   [1]  (ii)  draw the structure of compound w. show all of the atoms and all of the bonds.  [1]",
+            "10": "10 0620/42/m/j/18 \u00a9 ucles 2018  (e)  alkanes and alkenes are hydrocarbons.  (i)  what is meant by the term hydrocarbon ?   .   ...   [2]  (ii)  state the general formula of:  alkanes  ...  alkenes  ... [2]  (f)  ethanol can be produced from long\u2011chain alkanes as shown.  step 1 step 2 long\u2011chain alkane    ethene    ethanol   describe the two\u2011stage manufacture of ethanol from the long\u2011chain alkane octane, c8h18.   include:  \u25cf the names of the types of chemical reactions that occur  \u25cf reaction equations  \u25cf reaction conditions.  step 1             step 2           ..   [5] [total: 20]",
+            "11": "11 0620/42/m/j/18 \u00a9 ucles 2018permission 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 international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download at www.cie.org.uk after the live examination series. 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. blank page",
+            "12": "12 0620/42/m/j/18 \u00a9 ucles 2018 groupthe periodic table of elements 1 h hydrogen 12 he helium 4ii i iii iv vv iv ii viii 3 li lithium 74 be berylliu m 9atomic number atomic symbolkey name relative atomic mas s 11 na sodium 2312 mg magnesium 24 19 k potassium 3920 ca calcium 40 37 rb rubidium 8538 sr strontium 88 55 cs caesium 13356 ba barium 137 87 fr franciu m \u201388 ra radium \u20135 b boron 11 13 al aluminium 27 31 ga gallium 70 49 in indium 115 81 tl thallium 2046 c carbon 12 14 si silicon 2832 ge germanium 73 50 sn tin 119 82 pb lead 20722 ti titanium 4840 zr zirconium 91 72 hf hafnium 178 104 rf rutherfordiu m \u201323 v vanadium 51 41 nb niobium 93 73 ta tantalum 181 105 db dubnium \u201324 cr chromium 52 42 mo molybdenum 96 74 w tungsten 184 106 sg seaborgium \u201325 mn manganes e 55 43 tc technetium \u2013 75 re rhenium 186 107 bh bohrium \u201326 fe iron 56 44 ru ruthenium 101 76 os osmium 190 108 hs hassium \u201327 co cobalt 59 45 rh rhodium 103 77 ir iridium 192 109 mt meitneriu m \u201328 ni nicke l 59 46 pd palladium 106 78 pt platinum 195 110 ds darmstadtiu m \u201329 cu copper 6447 ag silver 108 79 au gold 197 111 rg roentgenium \u201330 zn zinc 65 48 cd cadmium 112 80 hg mercury 201 112 cn copernicium \u2013114 fl fleroviu m \u2013116 lv livermorium \u20137 n nitrogen 14 15 p phosphorus 3133 as arsenic 75 51 sb antimony 122 83 bi bismuth 2098 o oxygen 16 16 s sulfur 3234 se selenium 79 52 te tellurium 128 84 po polonium \u20139 f fluorine 19 17 cl chlorine 35.5 35 br bromine 80 53 i iodine 127 85 at astatine \u201310 ne neon 20 18 ar argon 4036 kr krypton 84 54 xe xenon 131 86 rn radon \u201321 sc scandium 4539 y yttrium 89 57\u201371 lanthanoids 89\u2013103 actinoids 57 la lanthanum 139 89 aclanthanoids actinoids the volume of one mole of any gas is 24  dm3 at room temperature and pressure (r .t.p.).actinium \u201358 ce cerium 140 90 th thorium 23259 pr praseodymium 141 91 pa protactinium 23160 nd neodymium 144 92 u uranium 23861 pm promethium \u2013 93 np neptunium \u201362 sm samarium 150 94 pu plutonium \u201363 eu europium 152 95 am americiu m \u201364 gd gadolinium 157 96 cm curium \u201365 tb terbium 159 97 bk berkelium \u201366 dy dysprosium 163 98 cf californium \u201367 ho holmium 165 99 es einsteinium \u201368 er erbium 167 100 fm fermium \u201369 tm thulium 169101 md mendelevium \u201370 yb ytterbium 173102 no nobelium \u201371 lu lutetium 175103 lr lawrenciu m \u2013"
+        },
+        "0620_s18_qp_43.pdf": {
+            "1": "read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen.you may use an hb pencil for any diagrams or graphs.do not use staples, paper clips, glue or correction fluid.do not write in any barcodes. answer all questions. electronic calculators may be used.a copy of the periodic table is printed on page 16.you may lose marks if you do not show your working or if you do not use appropriate units. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question.chemistry  0620/43   paper 4  theory (extended) may/june 2018  1 hour 15 minutes candidates answer on the question paper. no additional materials are required.cambridge international examinations cambridge international general certificate of secondary education this document consists of 14 printed pages and 2 blank pages. [turn overib18 06_0620_43/4rp\u00a9 ucles 2018 *6229193737* the syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificate.",
+            "2": "2 0620/43/m/j/18 \u00a9 ucles 2018 1  the following are the symbols and formulae of some elements and compounds. ar      ca(oh)2      c l 2      co2      cu      fe      so2      v2o5   answer the following questions using only the elements or compounds in the list.   each element or compound may be used once, more than once or not at all.   state which element or compound is used:  (a)  to kill bacteria in drinking water  ...   [1]  (b)  as a food preservative  .   [1]  (c)  as an electrical conductor in cables  .   [1]  (d)  as an inert atmosphere in lamps  .   [1]  (e)  to neutralise excess acidity in soil  ...   [1]  (f)  as a catalyst in the contact process.  ...   [1] [total: 6]",
+            "3": "3 0620/43/m/j/18 \u00a9 ucles 2018 [turn over 2 (a)  29al is a radioactive isotope of aluminium. the only non\u2011radioactive isotope of aluminium is  27al.  (i)  describe, in terms of protons, neutrons and electrons, how the isotopes 29al and 27al are  similar and how they are different.  how they are similar    how they are different  . [2]  (ii)  complete the table to show the number of nucleons, neutrons and electrons in an 13al27 3+  ion. number in 13al27 3+ nucleons neutrons electrons [3]  (b)  aluminium is extracted from its ore by electrolysis.  (i)  name the main ore of aluminium.   ...   [1]  (ii)  why is aluminium not extracted from its ore by reduction with carbon?   ...   [1]  (iii)  the main ore of aluminium contains aluminium oxide. aluminium oxide is dissolved in  molten cryolite before it is electrolysed.   give two reasons, other than cost, why cryolite is used.  1  ..  2  ..  [2]",
+            "4": "4 0620/43/m/j/18 \u00a9 ucles 2018  (iv)  the reaction at the anode during the extraction of aluminium by electrolysis is shown. 2o2\u2013    o2  +  4e\u2013   is this process oxidation or reduction?   give a reason for your answer.   ...   [1]  (v)  during the extraction of aluminium by electrolysis, carbon dioxide is formed at the anode.   explain how carbon dioxide is formed at the anode.   .   ...   [2]  (c)  when a piece of zinc metal is added to copper( ii) sulfate solution there is an immediate  reaction. zn  +  cuso4    znso4  +  cu   when a piece of aluminium metal is added to copper( ii) sulfate solution the initial reaction is  very slow.  (i)  explain why zinc metal reacts with copper( ii) sulfate.   ...   [1]  (ii)  what type of reaction is this?   ...   [1]  (iii)  explain why the initial reaction between aluminium metal and copper( ii) sulfate is very  slow.   ...   [1] [total: 15]",
+            "5": "5 0620/43/m/j/18 \u00a9 ucles 2018 [turn over 3  cobalt is a transition element. potassium is in group i of the periodic table.  (a)  state one physical property that is similar for cobalt and potassium.   ..   [1]  (b) (i)  state one physical property that is different for cobalt and potassium.   ...   [1]  (ii)  describe how the physical property given in (b)(i) is different for cobalt compared to  potassium.   ...   [1]  (c)\t\twhen\ta\tsmall\tpiece\tof\tpotassium\t is\tadded\tto\tcold\twater,\tthe\tpotassium\t floats\tand\tdisappears\t as it reacts.   give two other observations that would be made when a small piece of potassium is added to  cold water.  1  .  2  . [2]  (d)  cobalt reacts with dilute hydrochloric acid to make the salt cobalt( ii) chloride. bubbles of  hydrogen gas are produced.  (i)  describe a test for hydrogen.  test  ..  result  ...  [2]  (ii)  the rate of reaction of cobalt with dilute hydrochloric acid can be made faster by heating  the acid or by increasing its concentration.   state one other way to make the rate of reaction faster.   ...   [1]  (iii)  use collision theory to explain how heating the dilute hydrochloric acid makes the rate of  reaction faster.   .   .   .   .   ...   [3]",
+            "6": "6 0620/43/m/j/18 \u00a9 ucles 2018  (e)  when cobalt( ii) chloride is added to water an equilibrium is established. [cocl 4]2\u2013  +  6h2o    [co(h2o)6]2+  +  4cl \u2013  blue pink  (i)  a student adds water to a blue solution containing [coc l 4]2\u2013 ions.   describe what the student observes. give a reason for your answer in terms of the position  of the equilibrium.   .   .   ...   [2]  (ii)  another student cools a blue solution containing [coc l 4]2\u2013. the blue solution turns pink.   what does this information indicate about the forward reaction?   .   ...   [1]  (f)  another compound of cobalt is co(oh)3.   deduce the charge on the cobalt ion in co(oh)3.   ..   [1] [total: 15]",
+            "7": "7 0620/43/m/j/18 \u00a9 ucles 2018 [turn over 4  ethanol is a member of the homologous series of alcohols.  (a)  give two characteristics of members of a homologous series.  1  .  2  .  [2]  (b)  the structure of ethanol is shown. chh ochh hh   complete the dot\u2011and\u2011cross diagram to show the electron arrangement in a molecule of  ethanol. show outer shell electrons only. c hh o chh hh [2]  (c)  ethanol can be produced by the catalytic addition of steam to ethene or by the fermentation of  glucose.  (i)  write a chemical equation for the production of ethanol by the catalytic addition of steam to ethene.   ...   [1]  (ii)  write a chemical equation for the production of ethanol by the fermentation of glucose,  c 6h12o6.   ...   [1]  (iii)  state one advantage of producing ethanol by the catalytic addition of steam to ethene.   your answer must not refer to cost.   ...   [1]  (iv)   state one advantage of producing ethanol by the fermentation of glucose.   your answer must not refer to cost.   ...   [1]",
+            "8": "8 0620/43/m/j/18 \u00a9 ucles 2018  (d)  ethanol can be oxidised to ethanoic acid.   state the chemical reagent needed to oxidise ethanol to ethanoic acid.   ..   [1]  (e)  ethanoic acid reacts with ethanol in the presence of an acid catalyst. the products are an  organic compound and water.  (i)  draw the structure of the organic compound formed. show all of the atoms and all of the bonds. [2]  (ii)  state the name of the organic compound formed.   ...   [1]  (iii)  which homologous series does the organic compound formed belong to?   ...   [1]  (f)  ethanoic acid, ch 3cooh, is a weak acid. it reacts with copper( ii) carbonate to form the salt  copper( ii) ethanoate, cu(ch3coo)2.   (i)  what is meant by the term weak when applied to acids?   ...   [1]  (ii)  describe how a crystalline sample of copper( ii) ethanoate can be prepared starting with  ethanoic acid and copper( ii) carbonate.   .   .   .   .   .   ...   [3]  (iii)  write the word equation for the reaction between ethanoic acid and copper( ii) carbonate.   ...   [1] [total: 18]",
+            "9": "9 0620/43/m/j/18 \u00a9 ucles 2018 [turn over 5 (a)  nickel( ii) iodide crystals are hydrated. a sample of hydrated nickel( ii) iodide crystals has the  following composition by mass: ni, 14.01%;  i, 60.33%;  h, 2.85%;  o, 22.81%.   calculate the empirical formula of the hydrated nickel( ii) iodide crystals.  empirical formula = ..  [2]  (b)  molten nickel( ii) iodide can be electrolysed using the apparatus shown. copper wirespower supply platinum electrodes molten nickel( ii) iodid e   during electrolysis, charge is transferred through the copper wires and through the molten  nickel( ii) iodide.  (i)  name the type of particles which transfer charge through the copper wires.   ...   [1]  (ii)  name the type of particles which transfer charge through the molten nickel( ii) iodide.   ...   [1]  (iii)  predict the products of the electrolysis of molten nickel( ii) iodide. write an ionic   half\u2011equation for the formation of one of these products.  products ...  ionic half\u2011equation  ..  [3]",
+            "10": "10 0620/43/m/j/18 \u00a9 ucles 2018  (c)  a student electrolysed copper( ii) sulfate solution using the two sets of apparatus shown. apparatus acarbon electrodes copper( ii) sulfate solutio n apparatus  bcoppe r electrodescopper( ii) sulfat e solutio npower supply power supply   in apparatus a the student used carbon electrodes.   in apparatus b the student used copper electrodes.   the student made the following observations. apparatus a apparatus b the mass of the negative electrode increased. the mass of the negative electrode increased. the mass of the positive electrode stayed the same. the mass of the positive electrode decreased. bubbles were seen at the positive electrode. no bubbles were seen at the positive electrode.  (i)  explain why the mass of the negative electrode increased in both  sets of apparatus.   .   ...   [1]  (ii)  name the gas that formed the bubbles seen in apparatus a.   ...   [1]  (iii)  explain why the mass of the positive electrode decreased in apparatus b.   .   ...   [1]",
+            "11": "11 0620/43/m/j/18 \u00a9 ucles 2018 [turn over  (iv)  suggest what happens to the colour of the solution in apparatus a and apparatus b as the  electrolysis progresses.   explain your answer.  colour of the solution in apparatus a  ..  colour of the solution in apparatus b  ..  explanation  .   .   .  [3] [total: 13]",
+            "12": "12 0620/43/m/j/18 \u00a9 ucles 2018 6  calcium chlorate( v), ca(cl o3)2, is made by reacting calcium hydroxide with chlorine  gas. 6ca(oh)2  +  6cl 2    ca(cl o3)2  +  5cacl 2  +  6h2o  (a)  8.88 g of calcium hydroxide and 7200 cm3 of chlorine gas are mixed together.  (i)  how many moles is 8.88 g of calcium hydroxide? .. mol  [2]  (ii) how many moles of chlorine gas is 7200  cm3? .. mol  [1]  (iii)  what is the maximum number of moles of calcium chlorate( v) that can be made from  8.88 g of calcium hydroxide and 7200 cm3 of chlorine gas? .. mol  [1]  (iv)  what is the maximum mass  of calcium chlorate( v) that can be made from 8.88 g of  calcium hydroxide and 7200 cm3 of chlorine gas? .. g  [2]   the experiment is repeated using different amounts of calcium hydroxide and chlorine gas.  the maximum mass of calcium chlorate( v) that can be made in the experiment is 4.84 g.  (v)  the actual mass of calcium chlorate( v) made in the experiment is 3.63 g.   calculate the percentage yield. percentage yield = .. %  [1]  (b)  calcium chlorate( v) undergoes thermal decomposition.   the only products are calcium chloride and a colourless gas.  (i)  what must be done to calcium chlorate( v) to make it thermally decompose?   ...   [1]  (ii)  write a chemical equation for the thermal decomposition of calcium chlorate( v).   ...   [2]",
+            "13": "13 0620/43/m/j/18 \u00a9 ucles 2018 [turn over  (c)  chloric( v) acid, hcl o3, is a strong acid. it can be made from calcium chlorate( v).  (i)  what colour is methyl orange indicator in chloric( v) acid?   ...   [1]  (ii)\t\tdefine\tthe\tterm\tacid in terms of proton transfer.   ...   [1]  (iii)  complete the chemical equation to show hcl o3 behaving as an acid in water. hcl o3  +  h2o    ...  +  ... [1] [total: 13]",
+            "14": "14 0620/43/m/j/18 \u00a9 ucles 2018blank page",
+            "15": "15 0620/43/m/j/18 \u00a9 ucles 2018permission 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 international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download at www.cie.org.uk after the live examination series. 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. blank page",
+            "16": "16 0620/43/m/j/18 \u00a9 ucles 2018 groupthe periodic table of elements 1 h hydrogen 12 he helium 4ii i iii iv vv iv ii viii 3 li lithium 74 be berylliu m 9atomic number atomic symbolkey name relative atomic mas s 11 na sodium 2312 mg magnesium 24 19 k potassium 3920 ca calcium 40 37 rb rubidium 8538 sr strontium 88 55 cs caesium 13356 ba barium 137 87 fr franciu m \u201388 ra radium \u20135 b boron 11 13 al aluminium 27 31 ga gallium 70 49 in indium 115 81 tl thallium 2046 c carbon 12 14 si silicon 2832 ge germanium 73 50 sn tin 119 82 pb lead 20722 ti titanium 4840 zr zirconium 91 72 hf hafnium 178 104 rf rutherfordiu m \u201323 v vanadium 51 41 nb niobium 93 73 ta tantalum 181 105 db dubnium \u201324 cr chromium 52 42 mo molybdenum 96 74 w tungsten 184 106 sg seaborgium \u201325 mn manganes e 55 43 tc technetium \u2013 75 re rhenium 186 107 bh bohrium \u201326 fe iron 56 44 ru ruthenium 101 76 os osmium 190 108 hs hassium \u201327 co cobalt 59 45 rh rhodium 103 77 ir iridium 192 109 mt meitneriu m \u201328 ni nicke l 59 46 pd palladium 106 78 pt platinum 195 110 ds darmstadtiu m \u201329 cu copper 6447 ag silver 108 79 au gold 197 111 rg roentgenium \u201330 zn zinc 65 48 cd cadmium 112 80 hg mercury 201 112 cn copernicium \u2013114 fl fleroviu m \u2013116 lv livermorium \u20137 n nitrogen 14 15 p phosphorus 3133 as arsenic 75 51 sb antimony 122 83 bi bismuth 2098 o oxygen 16 16 s sulfur 3234 se selenium 79 52 te tellurium 128 84 po polonium \u20139 f fluorine 19 17 cl chlorine 35.5 35 br bromine 80 53 i iodine 127 85 at astatine \u201310 ne neon 20 18 ar argon 4036 kr krypton 84 54 xe xenon 131 86 rn radon \u201321 sc scandium 4539 y yttrium 89 57\u201371 lanthanoids 89\u2013103 actinoids 57 la lanthanum 139 89 aclanthanoids actinoids the volume of one mole of any gas is 24  dm3 at room temperature and pressure (r .t.p.).actinium \u201358 ce cerium 140 90 th thorium 23259 pr praseodymium 141 91 pa protactinium 23160 nd neodymium 144 92 u uranium 23861 pm promethium \u2013 93 np neptunium \u201362 sm samarium 150 94 pu plutonium \u201363 eu europium 152 95 am americiu m \u201364 gd gadolinium 157 96 cm curium \u201365 tb terbium 159 97 bk berkelium \u201366 dy dysprosium 163 98 cf californium \u201367 ho holmium 165 99 es einsteinium \u201368 er erbium 167 100 fm fermium \u201369 tm thulium 169101 md mendelevium \u201370 yb ytterbium 173102 no nobelium \u201371 lu lutetium 175103 lr lawrenciu m \u2013"
+        },
+        "0620_s18_qp_51.pdf": {
+            "1": "read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen.you may use an hb pencil for any diagrams or graphs.do not use staples, paper clips, glue or correction fluid.do not write in any barcodes. answer all questions. electronic calculators may be used.you may lose marks if you do not show your working or if you do not use appropriate units. notes for use in qualitative analysis are provided on pages 11 and 12. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question.chemistry  0620/51   paper 5  practical test may/june 2018  1 hour 15 minutes candidates answer on the question paper. additional materials: as listed in the confidential instructionscambridge international examinations cambridge international general certificate of secondary education this document consists of 11  printed pages, 1 blank page and 1 insert. [turn overib18 06_0620_51/3rp\u00a9 ucles 2018 *8393780945* the syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificate.for examiner\u2019s use total",
+            "2": "2 0620/51/m/j/18 \u00a9 ucles 2018blank page",
+            "3": "3 0620/51/m/j/18 \u00a9 ucles 2018 [turn over 1  you are going to investigate the rate of reaction between dilute hydrochloric acid and aqueous  sodium thiosulfate. when these chemicals react they form a precipitate which makes the solution  go cloudy. the formation of this precipitate can be used to show how fast the reaction proceeds.   read all the instructions carefully before starting the experiments.   instructions \t\tyou\tare\tgoing\tto\tdo\tfive\texperiments\tusing\tthe\tapparatus\tshown. aqueous sodium thiosulfat eeye 10 cm3 of dilute hydrochloric acid 250  cm3 conical flas k printed inser t printed words   experiment 1 \t \u25cf\t\tuse\tthe\tlarge\tmeasuring\t cylinder\tto\tpour\t50\tcm3 of aqueous sodium thiosulfate into the conical  flask.\tplace\tthe\tconical\tflask\ton\tthe\tprinted\tinsert. \t \u25cf\t\tfill\tthe\tsmall\tmeasuring\tcylinder\twith\t10\t cm3 of dilute hydrochloric acid. \t \u25cf\t\tadd\tthe\tdilute\thydrochloric\t acid\tto\tthe\tsolution\tin\tthe\tconical\tflask.\tstart\tthe\ttimer\timmediately\t and\tswirl\tthe\tmixture. \t \u25cf\t\tview\tthe\tconical\tflask\tfrom\tabove\tand\tmeasure\tthe\ttime\ttaken\tfor\tthe\tprinted\twords\tto\tdisappear\t from view. record the time taken in the table on page 4. \t \u25cf\t\timmediately\t pour\tthe\tcontents\tof\tthe\tconical\tflask\tinto\tthe\tquenching\t bath\tand\trinse\tthe\tconical\t flask\twith\tdistilled\twater.   experiment 2 \t \u25cf\t\tuse\tthe\tlarge\tmeasuring\t cylinder\tto\tpour\t40\tcm3 of aqueous sodium thiosulfate into the conical  flask,\tfollowed\tby\t10\t cm3\tof\tdistilled\twater.\tplace\tthe\tconical\tflask\ton\tthe\tprinted\tinsert. \t \u25cf\t\tfill\tthe\tsmall\tmeasuring\tcylinder\twith\t10\t cm3 of dilute hydrochloric acid. \t \u25cf\t\tadd\tthe\tdilute\thydrochloric\t acid\tto\tthe\tsolution\tin\tthe\tconical\tflask.\tstart\tthe\ttimer\timmediately\t and\tswirl\tthe\tmixture. \t \u25cf\t\tview\tthe\tconical\tflask\tfrom\tabove\tand\tmeasure\tthe\ttime\ttaken\tfor\tthe\tprinted\twords\tto\tdisappear\t from view. record the time taken in the table on page 4. \t \u25cf\t\timmediately\t pour\tthe\tcontents\tof\tthe\tconical\tflask\tinto\tthe\tquenching\t bath\tand\trinse\tthe\tconical\t flask\twith\tdistilled\twater.",
+            "4": "4 0620/51/m/j/18 \u00a9 ucles 2018  experiment 3 \t \u25cf\t\trepeat\texperiment\t 2\tbut\tuse\t35\tcm3\tof\taqueous\tsodium\tthiosulfate,\t 15\tcm3 of distilled water  and\t10\tcm3 of dilute hydrochloric acid.   experiment 4 \t \u25cf\t\trepeat\texperiment\t 2\tbut\tuse\t30\tcm3\tof\taqueous\tsodium\tthiosulfate,\t 20\tcm3 of distilled water  and\t10\tcm3 of dilute hydrochloric acid.   experiment 5 \t \u25cf\t\trepeat\texperiment\t 2\tbut\tuse\t10\tcm3\tof\taqueous\tsodium\tthiosulfate,\t 40\tcm3 of distilled water  and\t10\tcm3 of dilute hydrochloric acid.  (a)  complete the table. experimentvolume of aqueous sodium thiosulfate / cm3volume of distilled water / cm3time taken for the printed words to disappear from view / s 1 2345 [3]",
+            "5": "5 0620/51/m/j/18 \u00a9 ucles 2018 [turn over  (b)\t\tplot\tyour\tresults\tfrom\texperiments\t1\u20135\ton\tthe\tgrid.\t draw\ta\tsmooth\tline\tgraph. 350 300 250 200150100 50 0 0 10 20 30 volume of aqueous sodium thiosulfate  / cm3time taken for the printed words to disappear from view  / s 40 50 [3]  (c)\t\tdescribe\tthe\tappearance\tof\tthe\tmixture\tin\tthe\tconical\tflask\tat\tthe\tend\tof\teach\texperiment.   .. \t\t[1]  (d) (i)  from your graph,\t deduce\tthe\ttime\ttaken\tfor\tthe\tprinted\twords\tto\tdisappear\t from\tview\t if\texperiment\t 2\twere\trepeated\tusing\t20\tcm3\tof\taqueous\tsodium\tthiosulfate\t and\t30\tcm3 of  distilled water. \t \tshow\tclearly\t on the grid  how you worked out your answer. \t ..\ts\t\t[2]",
+            "6": "6 0620/51/m/j/18 \u00a9 ucles 2018  (ii)  the rate of reaction can be calculated using the equation shown. rate of reaction = 1 time taken   calculate the rate of reaction using your answer from (d)(i).   ... \t\t[1]  (e) (i)\t\tin\twhich\texperiment,\t1,\t2,\t3,\t4\tor\t5,\twas\tthe\trate\tof\treaction\tgreatest?   ... \t\t[1]  (ii)\t\texplain,\tin\t terms\tof\tparticles,\twhy\tthe\trate\tof\treaction\twas\tgreatest\tin\tthis\texperiment.   .   .   ... \t\t[2]  (f)  give the name of a more accurate piece of apparatus for measuring volumes than a measuring  cylinder.   .. \t\t[1]  (g)\t\tsuggest\tthe\teffect\ton\tthe\tresults\tof\tusing\ta\t100\tcm3\tconical\tflask\tinstead\tof\ta\t250\tcm3  conical\tflask.\texplain\tyour\tanswer.      .. \t\t[2]  (h)\t\tsketch\t on the grid\t the\tgraph\tyou\twould\texpect\tif\tall\tof\tthe\texperiments\t were\trepeated\tat\ta\t lower\ttemperature.\tclearly\tlabel\tyour\tgraph.\t [1] [total:\t17]",
+            "7": "7 0620/51/m/j/18 \u00a9 ucles 2018 [turn over 2\t\tyou\tare\tprovided\twith\ttwo\tsubstances,\tsolution\t a and solid b. \t\tdo\tthe\tfollowing\ttests\ton\tthe\tsubstances,\trecording\tall\tof\tyour\tobservations\tat\teach\tstage.   tests on solution a \t\tdivide\tsolution\t a\tinto\tfour\tapproximately\tequal\tportions\tin\tthree\ttest-tubes\tand\tone\tboiling\ttube.  (a)\t\ttest\tthe\tph\tof\tthe\tfirst\tportion\tof\tsolution\ta. \t ph\t=\t..\t\t[1]  (b)\t\tadd\ta\tstrip\tof\tmagnesium\t ribbon\tto\tthe\tsecond\tportion\tof\tsolution\t a\tin\ta\ttest-tube.\t shake\tthe\t mixture.   record your observations.      .. \t\t[1]  (c)\t\tadd\ta\tspatula\tmeasure\tof\tcopper( ii)\toxide\tto\tthe\tthird\tportion\tof\tsolution\t a in a boiling tube.  warm\tthe\tmixture\tgently.   record your observations.   .. \t\t[1]   keep the fourth portion of solution a for the test in (e).",
+            "8": "8 0620/51/m/j/18 \u00a9 ucles 2018  tests on solid b  (d)\t\tuse\ta\tspatula\tto\tplace\tapproximately\t half\tof\tsolid\t b\tinto\ta\thard\tglass\ttest-tube.\t heat\tsolid\t b  gently\tthen\tstrongly.\tleave\tthe\thard\tglass\ttest-tube\tto\tstand\tfor\tapproximately\t1\tminute.   record your observations.   .. \t\t[2]  (e)\t\tadd\tthe\trest\tof\tsolid\t b to the fourth portion of solution a\tin\ta\ttest-tube.\t test\tthe\tgas\tproduced.   record your observations.  test  .  result  .. [2]   keep the solution from the test in (e) for the test in (f). \t\tadd\tan\tapproximately\t equal\tvolume\tof\tdistilled\twater\tto\tthe\tsolution\tfrom\tthe\ttest\tin\t(e).\tshake\tthe\t solution\tand\tdivide\tit\tinto\tthree\tapproximately\t equal\tportions\tin\ttwo\ttest-tubes\t and\tone\tboiling\ttube.  (f) (i)\t\tadd\ta\tfew\tdrops\tof\taqueous\tsodium\thydroxide\t to\tthe\tfirst\tportion\tof\tthe\tsolution\tin\ta\t test-tube.   record your observations.   ... \t\t[1]  (ii)\t\tnow\tadd\tan \texcess\tof\taqueous\tsodium\t hydroxide\tto\tthe\tmixture.   record your observations.   ... \t\t[1]  (g) (i)\t\tadd\ta\tfew\tdrops\tof\taqueous\tammonia\tto\tthe\tsecond\tportion\tof\t the\tsolution\tin\ta\ttest-tube.   record your observations.   ... \t\t[1]  (ii)  now\tadd\tan\texcess\tof\taqueous\tammonia\tto\tthe\tmixture.   record your observations.   ... \t\t[1]  (h)\t\tadd\ta\tsmall\tpiece\tof\taluminium\t foil\tand\tabout\t2\tcm3\tof\taqueous\tsodium\thydroxide\t to\tthe\tthird\t portion\tof\tthe\tsolution\tin\ta\tboiling\ttube.\tgently\twarm\tthe\tmixture.\ttest\tthe\tgas\tproduced\t with\t indicator paper.   record your observations.   .. \t\t[2]",
+            "9": "9 0620/51/m/j/18 \u00a9 ucles 2018 [turn over  (i)\t\tidentify\tsolution\t a.   .. \t\t[2]  (j)\t\tidentify\tsolid\tb.   .. \t\t[2] [total:\t17]",
+            "10": "10 0620/51/m/j/18 \u00a9 ucles 2018 3\t\tpotassium\tchloride\tis\ta\tsalt\tthat\tdissolves\tin\twater. \t\tthe\tsolubility\tof\ta\tsalt\tis\tthe\tmass\tin\tgrams\tof\tthe\tsalt\tthat\tdissolves\t in\t100\tcm3 of water at a  particular temperature. \t\tplan\tan\tinvestigation\tto\tdetermine\tthe\tsolubility\tof\tpotassium\tchloride\tin\twater\tat\t40\t \u00b0c.   you are provided with potassium chloride and common laboratory apparatus.   ...   ...   ...   ...   ...   ...   ...   ...   .   [6] [total: 6]",
+            "11": "11 0620/51/m/j/18 \u00a9 ucles 2018notes for use in qualitative analysis tests for anions anion test test result carbonate (co32\u2013) add dilute acid effervescence, carbon dioxide produced chloride (c l  \u2013) [in solution]acidify with dilute nitric acid, then add aqueous silver nitratewhite ppt. bromide (br  \u2013) [in solution]acidify with dilute nitric acid, then add aqueous silver nitratecream ppt. iodide ( i \u2013) [in solution]acidify with dilute nitric acid, then add aqueous silver nitrateyellow ppt. nitrate (no 3\u2013) [in solution]add aqueous sodium hydroxide, then aluminium foil; warm carefullyammonia produced sulfate (so 42\u2013) [in solution]acidify, then add aqueousbarium nitratewhite ppt. sulfite (so 32\u2013) add dilute hydrochloric acid, warm gently and test for the presence ofsulfur dioxidesulfur dioxide produced will turn acidified aqueous  potassium manganate( vii) from  purple to colourless tests for aqueous cations cation effect of aqueous sodium hydroxide effect of aqueous ammonia aluminium (a l 3+) white ppt., soluble in excess, giving a  colourless solutionwhite ppt., insoluble in excess ammonium (nh4+)ammonia produced on warming \u2013 calcium (ca2+) white ppt., insoluble in excess no ppt., or very slight white ppt. chromium( iii) (cr3+)green ppt., soluble in excess grey-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 iron(iii) (fe3+) red-brown ppt., insoluble in excess red-brown ppt., insoluble in excess zinc (zn2+) white ppt., soluble in excess, giving a colourless solutionwhite ppt., soluble in excess, giving a colourless solution",
+            "12": "12 0620/51/m/j/18 \u00a9 ucles 2018permission 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 international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download at www.cie.org.uk after the live examination series. 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.tests for gases flame tests for metal ions gas test and test results metal ion flame colour ammonia (nh3) turns damp red litmus paper blue lithium (li+) red carbon dioxide (co2)turns limewater milky sodium (na+) yellow chlorine (c l 2) bleaches damp litmus paper potassium (k+) lilac hydrogen (h2) \u2018pops\u2019 with a lighted splint copper( ii) (cu2+)blue-green oxygen (o2) relights a glowing splint sulfur dioxide (so2)turns acidified aqueous  potassium manganate( vii) from  purple to colourless"
+        },
+        "0620_s18_qp_52.pdf": {
+            "1": "read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen.you may use an hb pencil for any diagrams or graphs.do not use staples, paper clips, glue or correction fluid.do not write in any barcodes. answer all questions. electronic calculators may be used.you may lose marks if you do not show your working or if you do not use appropriate units. notes for use in qualitative analysis are provided on pages 11 and 12. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question.chemistry  0620/52 paper 5  practical test may/june 2018  1 hour 15 minutes candidates answer on the question paper. additional materials: as listed in the confidential instructionscambridge international examinations cambridge international general certificate of secondary education this document consists of 9 printed pages and 3 blank pages. [turn overib18 06_0620_52/4rp\u00a9 ucles 2018 *7645677451* the syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificate.for examiner\u2019s use total",
+            "2": "2 0620/52/m/j/18 \u00a9 ucles 2018 1  you are going to investigate the temperature changes when two different solids, solid c and solid d,  dissolve in water.   read all the instructions carefully before starting the experiments.   instructions   you are going to do two experiments.  (a) experiment 1 \t \u25cf\t \tput\tthe\tpolystyrene\tcup\tinto\tthe\t250\t cm3 beaker for support. \t \u25cf\t \tuse\tthe\tmeasuring\tcylinder\tto\tpour\t40\t cm3\tof\tdistilled\twater\tinto\tthe\tpolystyrene\tcup. \t \u25cf\t \tmeasure\tthe\tinitial\ttemperature\t of\tthe\tdistilled\twater\tand\trecord\tit\tin\tthe\tfirst\trow\tof\tthe\t table. \t \u25cf\t \tadd\tthe\t3\tg\tsample\tof\tsolid\t c\tto\tthe\tpolystyrene\t cup\tand\tstir\tthe\tsolution\twith\tthe\t thermometer. \t \u25cf\t \tmeasure\tand\trecord\tthe\ttemperature\tof\t the\tsolution\tafter\t1\tminute. \t \u25cf\t \tcalculate\tand\trecord\tthe\ttemperature\t change,\tincluding\twhether\tthe\ttemperature\t increased\t (+) or decreased (\u2013). \t \u25cf\t \tpour\tthe\tsolution\taway\tand\trinse\tout\tthe \tpolystyrene\tcup\twith\tdistilled\twater. \t \u25cf\t \trepeat\tthe\tprocedure\t using\tthe\t4\tg\tsample\tof\tsolid\t c.\trecord\tyour\tresults\tand\tthe\t temperature change, including whether the temperature increased (+) or decreased (\u2013), in  the appropriate row of the table. \t \u25cf\t \trepeat\tthe\tprocedure\t using\tthe\t6\tg\tsample\tof\tsolid\t c.\trecord\tyour\tresults\tand\tthe\t temperature change, including whether the temperature increased (+) or decreased (\u2013), in  the appropriate row of the table. mass of solid c / ginitial temperature of the distilled water / \u00b0ctemperature of the  solution\tafter\t1\t min\t/\t\u00b0ctemperature change / \u00b0c 3 4 6 [2]",
+            "3": "3 0620/52/m/j/18 \u00a9 ucles 2018 [turn over  (b)  experiment 2 \t \u25cf\t \trepeat\texperiment\t1\tbut\tusing\tthe\t3\t g,\t4\tg,\t6\tg\tand\t8\tg\tsamples\tof\tsolid\t d. \t \u25cf\t \trecord\tyour\tresults\tin\tthe\ttable. \t \u25cf\t \tcalculate\t and\trecord\tthe\ttemperature\t changes\tin\teach\tcase,\tincluding\t whether\tthe\t temperature increased (+) or decreased (\u2013). mass of solid d / ginitial temperature of the distilled water / \u00b0ctemperature of the  solution\tafter\t1\t min\t/\t\u00b0ctemperature change / \u00b0c 3 4 6 8 [2]  (c)\t\tplot\tyour\tresults\tfor\texperiments\t 1\tand\t2\ton\tthe\tgrid.\tthe\t(0,0)\tpoint\thas\tbeen\tplotted\tfor\tyou.\t draw two\tstraight\tlines\tof\tbest\tfit. \t\tclearly\tlabel\tyour\tgraphs. 01234 mass of solid added  / g567815 10 5 0 \u20135 \u201310 \u201315temperature change  / \u00b0c [4]",
+            "4": "4 0620/52/m/j/18 \u00a9 ucles 2018  (d)  use your graph\t to\testimate\tthe\ttemperature\t change\tafter\t1\tminute\tif\t8\tg\tof\tsolid\t c were added  to\t40\tcm3 of distilled water. \t\tshow\tclearly\t on the grid \thow\tyou\tworked\tout\tyour\tanswer.  .. \u00b0c\t\t[2]  (e)\t\twhat\ttype\tof\tenergy\tchange\toccurs\twhen\tsolid\t d dissolves in water?   .. \t\t[1]  (f)\t\tsuggest\tthe\ttemperature\t of\tthe\tsolution\tcontaining \t8\tg\tof\tsolid\t d, if the solution were left for  2\thours. \t\texplain\tyour\tanswer.      .. \t\t[2]  (g)\t\thow\twould\tthe\ttemperature\t changes\tmeasured\t after\t1\tminute\tdiffer\tif\tthe\texperiments\t were\t repeated\tusing\t80\t cm3\tinstead\tof\t40\t cm3 of distilled water in each case?      .. \t\t[2]  (h)  suggest one\tchange\tyou\tcould\tmake\tto\tthe\texperiments\t to\tobtain\tmore\taccurate\tresults.\t explain\thow\tthis\tchange\twould\tmake\tthe\tresults\tmore\taccurate.  change  ...  explanation      [2]  (i)\t\tsuggest\thow\tthe\treliability\tof\tthe\tresults\tcould\tbe\tchecked.      .. \t\t[2] [total:\t19]",
+            "5": "5 0620/52/m/j/18 \u00a9 ucles 2018 [turn over 2  you are provided with two solid salts, solid e and solid f.   do the following tests on solid e and solid f,\trecording\tall\tof\tyour\tobservations\tat\teach\tstage.   tests on solid e  (a)  describe the appearance of solid e.   .. \t\t[1]  (b)\t\tplace\tabout\thalf\tof\tsolid\t e\tin\ta\thard\tglass\ttest-tube.\theat\tthe\tsolid\tgently\tthen\tstrongly. \t\trecord\tyour\tobservations.      .. \t\t[2] \t\tadd\tthe\trest\tof\tsolid\t e\tto\tabout\t10\tcm3 of distilled  water in a boiling tube. stopper the boiling tube  and shake it to dissolve solid e and form solution e.   divide solution e\tinto\tthree\tapproximately\tequal\t portions\tin\tthree\ttest-tubes.  (c)  add\ta\tfew\tdrops\tof\tdilute\tnitric\tacid\tand\tabout\t1\tcm3\tof\taqueous\tsilver\tnitrate\tto\tthe\tfirst\tportion\t of solution e. \t\trecord\tyour\tobservations.   .. \t\t[1]  (d)  add\ta\tfew\tdrops\tof\tdilute\tnitric\tacid\tand\tabout\t1\tcm3\tof\taqueous\tbarium\tnitrate\tto\tthe\tsecond\t portion of solution e. \t\trecord\tyour\tobservations.   .. \t\t[1]  (e)  add\tan\texcess\tof\taqueous\tsodium\thydroxide\tto\tthe\tthird\tportion\tof\tsolution\t e. \t\trecord\tyour\tobservations.   .. \t\t[2]  (f)\t\tidentify\tsolid\te.   .. \t\t[2]",
+            "6": "6 0620/52/m/j/18 \u00a9 ucles 2018   tests on solid f \t\tadd\tsolid\t f\tto\tabout\t10\tcm3 of distilled water in a boiling tube. stopper the boiling tube and shake  it to dissolve solid f and form solution f.   divide solution f\tinto\tthree\tapproximately\tequal\t portions\tin\tthree\ttest-tubes.  (g)\t\ttest\tthe\tph\tof\tthe\tfirst\tportion\tof\tsolution\tf. ph\t=\t..\t\t[1]  (h) (i)\t\tadd\ta\tfew\tdrops\tof\taqueous\tsodium\thydroxide\t to\tthe\tsecond\tportion\tof\tsolution\t f and  shake the mixture. \t \trecord\tyour\tobservations.   ... \t\t[2]  (ii)\t\tnow\tadd\tan \texcess\tof\taqueous\tsodium\t hydroxide\tto\tthe\tmixture. \t \trecord\tyour\tobservations.   ... \t\t[1]  (i)\t\tadd\tan\texcess\tof\taqueous\tammonia\tto\tthe\tthird\tportion\tof\tsolution\t f. \t\trecord\tyour\tobservations.   .. \t\t[1]  (j)\t\twhat\tconclusion\tcan\tyou\tdraw\tabout\tthe\tcation\tpresent\tin\tsolid\t f?      .. \t\t[1] [total:\t15]",
+            "7": "7 0620/52/m/j/18 \u00a9 ucles 2018 [turn over 3\t\taqueous\tsolutions\tof\tbarium\thydroxide\tare\talkaline. \t plan\tan\tinvestigation\tto\tfind\tthe\tconcentration\tof\t an\taqueous\tsolution\tof\tbarium\thydroxide. \t\tyou\tare\tprovided\twith\tan\taqueous\tsolution\tof\tbarium\thydroxide,\t dilute\thydrochloric\t acid\tof\tknown\t concentration\tand\tcommon\tlaboratory\tapparatus.   ...   ...   ...   ...   ...   ...   ...   ...   ...   . \t\t[6] [total:\t6]",
+            "8": "8 0620/52/m/j/18 \u00a9 ucles 2018blank page",
+            "9": "9 0620/52/m/j/18 \u00a9 ucles 2018blank page",
+            "10": "10 0620/52/m/j/18 \u00a9 ucles 2018blank page",
+            "11": "11 0620/52/m/j/18 \u00a9 ucles 2018notes for use in qualitative analysis tests for anions anion test test result carbonate (co32\u2013) add dilute acid effervescence, carbon dioxide produced chloride (c l  \u2013) [in solution]acidify with dilute nitric acid, then add aqueous silver nitratewhite ppt. bromide (br  \u2013) [in solution]acidify with dilute nitric acid, then add aqueous silver nitratecream ppt. iodide ( i \u2013) [in solution]acidify with dilute nitric acid, then add aqueous silver nitrateyellow ppt. nitrate (no 3\u2013) [in solution]add aqueous sodium hydroxide, then aluminium foil; warm carefullyammonia produced sulfate (so 42\u2013) [in solution]acidify, then add aqueousbarium nitratewhite ppt. sulfite (so 32\u2013) add dilute hydrochloric acid, warm gently and test for the presence ofsulfur dioxidesulfur dioxide produced will turn acidified aqueous  potassium manganate( vii) from  purple to colourless tests for aqueous cations cation effect of aqueous sodium hydroxide effect of aqueous ammonia aluminium (a l 3+) white ppt., soluble in excess, giving a  colourless solutionwhite ppt., insoluble in excess ammonium (nh4+)ammonia produced on warming \u2013 calcium (ca2+) white ppt., insoluble in excess no ppt., or very slight white ppt. chromium( iii) (cr3+)green ppt., soluble in excess grey-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 iron(iii) (fe3+) red-brown ppt., insoluble in excess red-brown ppt., insoluble in excess zinc (zn2+) white ppt., soluble in excess, giving a colourless solutionwhite ppt., soluble in excess, giving a colourless solution",
+            "12": "12 0620/52/m/j/18 \u00a9 ucles 2018permission 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 international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download at www.cie.org.uk after the live examination series. 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.tests for gases flame tests for metal ions gas test and test results metal ion flame colour ammonia (nh3) turns damp red litmus paper blue lithium (li+) red carbon dioxide (co2)turns limewater milky sodium (na+) yellow chlorine (c l 2) bleaches damp litmus paper potassium (k+) lilac hydrogen (h2) \u2018pops\u2019 with a lighted splint copper( ii) (cu2+)blue-green oxygen (o2) relights a glowing splint sulfur dioxide (so2)turns acidified aqueous  potassium manganate( vii) from  purple to colourless"
+        },
+        "0620_s18_qp_53.pdf": {
+            "1": "read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen.you may use an hb pencil for any diagrams or graphs.do not use staples, paper clips, glue or correction fluid.do not write in any barcodes. answer all questions. electronic calculators may be used.you may lose marks if you do not show your working or if you do not use appropriate units. notes for use in qualitative analysis are provided on pages 11 and 12. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question.chemistry  0620/53 paper 5  practical test may/june 2018  1 hour 15 minutes candidates answer on the question paper. additional materials: as listed in the confidential instructionscambridge international examinations cambridge international general certificate of secondary education this document consists of 11  printed pages and 1 blank page. [turn overib18 06_0620_53/3rp\u00a9 ucles 2018 *6726715019* the syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificate.for examiner\u2019s use total",
+            "2": "2 0620/53/m/j/18 \u00a9 ucles 2018 1  you are going to investigate how the temperature changes when aqueous sodium hydroxide reacts  with solutions of two different acids, acid r and acid s.   read all the instructions carefully before starting the experiments.   instructions   you are going to do two experiments.  (a)  experiment 1 \t \u25cf\t \tput\tthe\tpolystyrene\tcup\tinto\tthe\t250\t cm3 beaker for support. \t \u25cf\t \tuse\tthe\tmeasuring\t cylinder\tto\tpour\t50\tcm3 of aqueous sodium hydroxide into the  polystyrene cup. \t \u25cf\t \tmeasure\tthe\ttemperature\tof\tthe\tsolution \tand\trecord\tit\tin\tthe\ttable. \t \u25cf\t\t \tfill\tthe\tburette\tup\tto\tthe\t0.0\t cm3 mark with acid r. \t \u25cf\t\t \tadd\t5.0\tcm3 of acid r to the aqueous sodium hydroxide in the polystyrene cup and stir the  solution with the thermometer. \t \u25cf\t\t \tmeasure\tand\trecord\tthe\thighest\ttemperature\tof\tthe\tsolution\tin\tthe\ttable. \t \u25cf\t \tadd\ta\tfurther\t5.0\tcm3 of acid r to the polystyrene cup and stir the solution with the  thermometer. \t \u25cf\t \tmeasure\tand\trecord\tthe\thighest\ttemperature\tof\tthe\tsolution\tin\tthe\ttable. \t \u25cf\t \tcontinue\tto\tadd\t5.0\tcm3 portions of acid r to the polystyrene cup until a total volume of  40.0\tcm3 of acid r has been added. stir after each addition and measure and record the  highest temperature of the solution in the table in each case. \t \u25cf\t\t \tpour\tthe\tsolution\taway\tand\trinse\tthe\tpolystyrene\tcup. volume of acid r added / cm3 highest temperature of the solution / \u00b0c 0.0 5.0 10.0 15.020.025.030.035.040.0 [2]",
+            "3": "3 0620/53/m/j/18 \u00a9 ucles 2018 [turn over  (b)\t\tplot\tyour\tresults\tfor\texperiment\t1\ton\tthe\tgrid\tand\tdraw\ttwo intersecting straight line graphs. 50 45 40 353025 20 15 10 0.0 5.0 10.0 15.0 volume of acid r added  / cm3highest temperature of the solution  / \u00b0c 20.0 25.0 30.0 35.0 40.0 [2]",
+            "4": "4 0620/53/m/j/18 \u00a9 ucles 2018  (c)  experiment 2 \t \u25cf\t \tempty\tthe\tburette\tand\trinse\tit\twith\tdistilled\twater.\tdiscard\tthis\tliquid. \t \u25cf\t \trinse\tthe\tburette\twith\tsome\tof\tacid\t s.\tdiscard\tthis\tacid. \t \u25cf\t \trepeat\texperiment\t1\tbut\tusing\tacid\t s instead of acid r. \t \u25cf\t record\tyour\tresults\tin\tthe\ttable. volume of acid s added / cm3 highest temperature of the solution / \u00b0c 0.0 5.0 10.015.020.025.030.035.040.0 [2]",
+            "5": "5 0620/53/m/j/18 \u00a9 ucles 2018 [turn over  (d)\t\tplot\tyour\tresults\tfor\texperiment\t2\ton\tthe\tgrid\tand\tdraw\ttwo intersecting straight line graphs. 50 45 40 35 30 25 20 15 10 0.0 5.0 10.0 15.0 volume of acid s added  / cm3highest temperature of the solution  / \u00b0c 20.0 25.0 30.0 35.0 40.0 [2]  (e) (i)  use your graph to estimate the volume of acid s which must be added to neutralise  50\tcm3 of aqueous sodium hydroxide.   show clearly on the grid  how you worked out your answer.  .. cm3\t\t[2]",
+            "6": "6 0620/53/m/j/18 \u00a9 ucles 2018  (ii)  suggest how the volume in (e)(i)\t would\tdiffer\tif\tthe\texperiment\t were\trepeated\tusing\t25\tcm3  instead\tof\t50\t cm3 of aqueous sodium hydroxide. \t \texplain\tyour\tanswer.   .   ... \t\t[2]  (f)  what type of energy change occurs when acid s reacts with aqueous sodium hydroxide?   .. \t\t[1]  (g) (i)\t\tin\texperiment\t2,\twhy\twas\tthe\tburette\trinsed\twith\tdistilled\twater?   ... \t\t[1]  (ii) why was the burette then rinsed with acid s?   ... \t\t[1]  (h)\t\tdescribe\tone\t source\tof\terror\tin\texperiment\t2.\t suggest\tan\t improvement\tto\t reduce\tthis\t source\t of error.  source of error  ...  improvement  .. [2] [total:\t17]",
+            "7": "7 0620/53/m/j/18 \u00a9 ucles 2018 [turn over 2  you are provided with two substances, solution t and liquid u. \t\tdo\tthe\tfollowing\ttests\ton\tthe\tsubstances,\trecording\tall\tof\tyour\tobservations\tat\teach\tstage.  tests on solution t \t\tdivide\tsolution\t t into four approximately equal portions in three test-tubes and one boiling tube.  (a) (i)\t\tdo\ta\tflame\ttest\ton\tthe\tfirst\tportion\tof\tsolution\tt. \t \trecord\tyour\tobservations.   ... \t\t[1]  (ii)\t\ttest\tthe\tph\tof\tthe\tfirst\tportion\tof\tsolution\tt. \t ph\t=\t..\t\t[1]  (b) \u25cf\t\tadd\ta\tfew\tdrops\tof\taqueous\tzinc\tsulfate\tto\tthe\tsecond\tportion\tof\tsolution\t t in a test-tube.  shake the test-tube to mix the solutions. \t \trecord\tyour\tobservations.   . \t \u25cf\t \tadd\tan\texcess\tof\taqueous\tzinc\tsulfate\tto\tthe\tmixture. \t \trecord\tyour\tobservations.   . \t [3]  (c)\t\tadd\ta\tsmall\tspatula\tmeasure\tof\tammonium\t chloride\tto\tthe\tthird\tportion\tof\tsolution\t t in a  boiling tube. warm the mixture carefully. test the gas produced. \t\trecord\tyour\tobservations.      .. \t\t[2]  (d) \u25cf\t\tadd\ta\tfew\tdrops\tof\taqueous\tchromium( iii) chloride to the fourth portion of solution t in a  test-tube. \t \trecord\tyour\tobservations.   . \t \u25cf\t \tadd\tan\texcess\tof\taqueous\tchromium( iii) chloride to the mixture. \t \trecord\tyour\tobservations.   . \t [3]  (e)  identify solution t.   .. \t\t[2]",
+            "8": "8 0620/53/m/j/18 \u00a9 ucles 2018  tests on liquid u  (f)\t\tdescribe\tthe\tappearance\tof\tliquid\t u.   .. \t\t[1]  (g)\t\tadd\tabout\t10\tcm3 of aqueous iodine to about 1 cm3 of liquid u\t in\ta\tboiling\ttube.\tadd\tdrops\tof\t aqueous sodium hydroxide until the brown colour of the aqueous iodine is removed. \t\trecord\tyour\tobservations.      .. \t\t[2]  (h)\t\tuse\ta\tteat\tpipette\tto\tplace\ta\tfew\tdrops\tof\tliquid\t u\ton\tto\ta\twatch\tglass.\tuse\ta\tlighted\tsplint\tto\t touch the surface of the liquid carefully.   .. \t\t[1]  (i)  what conclusion can you draw about liquid u?   .. \t\t[1] [total:\t17]",
+            "9": "9 0620/53/m/j/18 \u00a9 ucles 2018 [turn over 3  some trees have purple leaves. the purple colour is a mixture of coloured pigments. \t\tplan\tan\texperiment\tto\textract\tand\tseparate\tthe\tcoloured\tpigments\tpresent\tin\tthe\tpurple\tleaves.   you are provided with some purple leaves, sand, ethanol and common laboratory apparatus.   you may draw a diagram to help you answer the question.   ...   ...   ...   ...   ...   ...   ...   ...   . \t\t[6] [total:\t6]",
+            "10": "10 0620/53/m/j/18 \u00a9 ucles 2018blank page",
+            "11": "11 0620/53/m/j/18 \u00a9 ucles 2018notes for use in qualitative analysis tests for anions anion test test result carbonate (co32\u2013) add dilute acid effervescence, carbon dioxide produced chloride (c l  \u2013) [in solution]acidify with dilute nitric acid, then add aqueous silver nitratewhite ppt. bromide (br  \u2013) [in solution]acidify with dilute nitric acid, then add aqueous silver nitratecream ppt. iodide ( i \u2013) [in solution]acidify with dilute nitric acid, then add aqueous silver nitrateyellow ppt. nitrate (no 3\u2013) [in solution]add aqueous sodium hydroxide, then aluminium foil; warm carefullyammonia produced sulfate (so 42\u2013) [in solution]acidify, then add aqueousbarium nitratewhite ppt. sulfite (so 32\u2013) add dilute hydrochloric acid, warm gently and test for the presence ofsulfur dioxidesulfur dioxide produced will turn acidified aqueous  potassium manganate( vii) from  purple to colourless tests for aqueous cations cation effect of aqueous sodium hydroxide effect of aqueous ammonia aluminium (a l 3+) white ppt., soluble in excess, giving a  colourless solutionwhite ppt., insoluble in excess ammonium (nh4+)ammonia produced on warming \u2013 calcium (ca2+) white ppt., insoluble in excess no ppt., or very slight white ppt. chromium( iii) (cr3+)green ppt., soluble in excess grey-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 iron(iii) (fe3+) red-brown ppt., insoluble in excess red-brown ppt., insoluble in excess zinc (zn2+) white ppt., soluble in excess, giving a colourless solutionwhite ppt., soluble in excess, giving a colourless solution",
+            "12": "12 0620/53/m/j/18 \u00a9 ucles 2018permission 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 international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download at www.cie.org.uk after the live examination series. 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.tests for gases flame tests for metal ions gas test and test results metal ion flame colour ammonia (nh3) turns damp red litmus paper blue lithium (li+) red carbon dioxide (co2)turns limewater milky sodium (na+) yellow chlorine (c l 2) bleaches damp litmus paper potassium (k+) lilac hydrogen (h2) \u2018pops\u2019 with a lighted splint copper( ii) (cu2+)blue-green oxygen (o2) relights a glowing splint sulfur dioxide (so2)turns acidified aqueous  potassium manganate( vii) from  purple to colourless"
+        },
+        "0620_s18_qp_61.pdf": {
+            "1": "this document consists of 11  printed pages and 1 blank page. [turn overib18 06_0620_61/3rp \u00a9 ucles 2018 *3983955427* read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen.you may use an hb pencil for any diagrams or graphs.do not use staples, paper clips, glue or correction fluid.do not write in any barcodes. answer all questions. electronic calculators may be used.you may lose marks if you do not show your working or if you do not use appropriate units. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question.chemistry  0620/61 paper 6  alternative to practical may/june 2018  1 hour candidates answer on the question paper. no additional materials are required.cambridge international examinations cambridge international general certificate of secondary education the syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificate.",
+            "2": "2 0620/61/m/j/18 \u00a9 ucles 2018 1  the volume of dilute nitric acid that reacts with 25.0 cm3 of aqueous potassium hydroxide can be  found by titration using the apparatus shown. 25.0  cm3 of aqueou s potassium hydroxide with indicatordilute nitric acid.. .  (a)  complete the box to name the apparatus.   [1]  (b)  name a suitable indicator that could be used.   ..   [1]   a student did the titration four times and recorded the following results. titration number volume of dilute nitric acid / cm3 1 18.1 2 18.9 3 18.3 4 18.2  (c) (i) which one of the results is anomalous?   ...   [1]  (ii)  suggest what might have caused this result to be anomalous.   ...   [1]  (iii)  use the other results to calculate the average volume of dilute nitric acid that reacted with  the aqueous potassium hydroxide.   ...   [2]",
+            "3": "3 0620/61/m/j/18 \u00a9 ucles 2018 [turn over  (d)  the equation for the reaction taking place in the titration is shown. hno3  +  koh    kno3  +  h2o   the student concluded that the aqueous potassium hydroxide was more concentrated than the  dilute nitric acid.   explain whether or not the student\u2019s conclusion was correct.         ..   [2] [total: 8]",
+            "4": "4 0620/61/m/j/18 \u00a9 ucles 2018 2  a student investigated the rate of reaction between dilute hydrochloric acid and aqueous  sodium thiosulfate. when these chemicals react they form a precipitate which makes the solution  go cloudy. the formation of this precipitate can be used to show how fast the reaction proceeds.   five experiments were done using the apparatus shown. aqueous sodium thiosulfat eeye 10 cm3 of dilute hydrochloric acid 250  cm3 conical flas k printed sheet of pap er printed words",
+            "5": "5 0620/61/m/j/18 \u00a9 ucles 2018 [turn over  experiment 1 \t \u25cf\t \ta\tlarge\tmeasuring\t cylinder\t was\tused\tto\tpour\t50\tcm3 of aqueous sodium thiosulfate into a  250 cm3\tconical\tflask.\t the\tconical\tflask\twas\tplaced\ton\ta\tprinted\tsheet\tof\tpaper. \t \u25cf\t \t10\tcm3\tof\tdilute\thydrochloric\t acid\twas\tadded\tto\tthe\tsolution\t in\tthe\tconical\tflask.\ta\ttimer\twas\t started immediately and the mixture was swirled. \t \u25cf\t \tthe\ttime\ttaken\tfor\tthe\tprinted\twords\tto\tdisappear\tfrom\tview\twas\tmeasured.   experiment 2 \t \u25cf\t \tthe\tlarge\tmeasuring\t cylinder\t was\tused\tto\tpour\t40\tcm3 of aqueous sodium thiosulfate into a  conical\tflask,\tfollowed\t by\t10\tcm3\tof\tdistilled\t water.\tthe\tconical\t flask\twas\tplaced\t on\tthe\tprinted\t sheet of paper. \t \u25cf\t \t10\tcm3\tof\tdilute\thydrochloric\t acid\twas\tadded\tto\tthe\tsolution\tin\tthe\tconical\tflask.\tthe\ttimer\twas\t started immediately and the mixture was swirled. \t \u25cf\t \tthe\ttime\ttaken\tfor\tthe\tprinted\twords\tto\tdisappear\tfrom\tview\twas\tmeasured.   experiment 3 \t \u25cf\t \texperiment\t 2\twas\trepeated\t but\tusing\t35\tcm3 of aqueous sodium thiosulfate and 15 cm3 of  distilled water.   experiment 4 \t \u25cf\t \texperiment\t 2\twas\trepeated\t but\tusing\t30\tcm3 of aqueous sodium thiosulfate and 20 cm3 of  distilled water.   experiment 5 \t \u25cf\t \texperiment\t 2\twas\trepeated\t but\tusing\t10\tcm3 of aqueous sodium thiosulfate and 40 cm3 of  distilled water.",
+            "6": "6 0620/61/m/j/18 \u00a9 ucles 2018  (a)  record the volumes of distilled water used in the table. use the stop-clock diagrams to record  the results in the table. experimentvolume of aqueous sodium thiosulfate / cm3volume of distilled water / cm3stop-clock diagramtime taken for the printed words to disappear from view / s 1 500 0 10 3015 1545 5seconds minutes 2 400 0 10 3015 1545 5 3 350 0 10 3015 1545 5 4 300 0 10 3015 1545 5 5 100 0 10 3015 1545 5 [3]",
+            "7": "7 0620/61/m/j/18 \u00a9 ucles 2018 [turn over  (b)  plot the results from experiments 1\u20135 on the grid. draw a smooth line graph. 240 210 180 150120 90 60 30 0 0 10 20 30 volume of aqueous sodium thiosulfate  / cm3time taken for the printed words to disappear from view  / s 40 50 [3]  (c) (i)  from your graph,\t deduce\tthe\ttime\ttaken\tfor\tthe\tprinted\twords\tto\tdisappear\t from\tview\t if experiment 2 were repeated using 20 cm3 of aqueous sodium thiosulfate and 30 cm3 of  distilled water.   show clearly on the grid  how you worked out your answer.  .. s  [2] ",
+            "8": "8 0620/61/m/j/18 \u00a9 ucles 2018  (ii)  the rate of reaction can be calculated using the equation shown. rate of reaction = 1 time taken   calculate the rate of reaction using your answer from (c)(i).   ...   [1]  (d) (i)\t \tin\twhich\texperiment,\t1,\t2,\t3,\t4\tor\t5,\twas\tthe\trate\tof\treaction\tgreatest?   ...   [1]  (ii)\t\texplain,\tin\t terms\tof\tparticles,\twhy\tthe\trate\tof\treaction\twas\tgreatest\tin\tthis\texperiment.   .   .   ...   [2]  (e)  give the name of a more accurate piece of apparatus for measuring volumes than a measuring  cylinder.   ..   [1]  (f)  suggest the effect on the results of using a 100 cm3\tconical\tflask\tinstead\tof\ta\t250\tcm3 conical  flask.\texplain\tyour\tanswer.      ..   [2]  (g)  sketch on the grid the graph you would expect if all of the experiments were repeated at a  lower temperature. clearly label your graph. [1] [total: 16]",
+            "9": "9 0620/61/m/j/18 \u00a9 ucles 2018 [turn over 3\t\ttwo\tsubstances,\tsolution\t a and solid b,\twere\tanalysed.   tests on solution a   some of the tests and observations are shown. tests on solution a observations solution a was divided into three equal portions  in three test-tubes. test 1 the\tph\tof\tthe\tfirst\tportion\tof\tsolution\t a was  tested.ph = 1 test 2 magnesium ribbon was added to the second  portion of solution a. the gas produced was tested.effervescence gas \u2018popped\u2019 with a lighted splint test 3 dilute nitric acid and aqueous barium nitrate  were added to the third portion of solution a.white precipitate formed  (a)  identify the gas produced in test 2.   ..   [1]  (b)  identify solution a.   ..   [2]",
+            "10": "10 0620/61/m/j/18 \u00a9 ucles 2018  tests on solid b   solid b was zinc carbonate.   complete the expected observations.  (c)  dilute nitric acid was added to solid b. the gas produced was tested.  observations  ..   ..   [2]   the zinc nitrate solution formed in the test in (c) was divided into two portions in two test-tubes.  (d) (i)\t \tdrops\tof\taqueous\t sodium\thydroxide\t were\tadded\tto\tthe\tfirst\tportion\tof\tthe\tzinc\tnitrate\t solution.  observations  .   [2]  (ii)  an excess of aqueous sodium hydroxide was then added to the mixture.  observations  .   [1]  (e) (i)  drops of aqueous ammonia were added to the second portion of the zinc nitrate solution.  observations  .   [1]  (ii)  an excess of aqueous ammonia was then added to the mixture.  observations  .   [1] [total: 10]",
+            "11": "11 0620/61/m/j/18 \u00a9 ucles 2018 [turn over 4  potassium chloride is a salt that dissolves in water.   the solubility of a salt is the mass in grams of the salt that dissolves in 100 cm3 of water at a  particular temperature.   plan an investigation to determine the solubility of potassium chloride in water at 40 \u00b0c.   you are provided with potassium chloride and common laboratory apparatus.   ...   ...   ...   ...   ...   ...   ...   ...   .   [6] [total: 6]",
+            "12": "12 0620/61/m/j/18 \u00a9 ucles 2018blank page permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. every reasonable  effort has been made by the publisher (ucles) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the publisher will be pleased to make amends at the earliest possible opportunity. to avoid the issue of disclosure of answer-related information to candidates, all copyright acknowledgements are reproduced online in the cambridge international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download at www.cie.org.uk after the live examination series. 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."
+        },
+        "0620_s18_qp_62.pdf": {
+            "1": "this document consists of 9 printed pages and 3 blank pages. [turn overib18 06_0620_62/3rp \u00a9 ucles 2018 *2312854938* read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen.you may use an hb pencil for any diagrams or graphs.do not use staples, paper clips, glue or correction fluid.do not write in any barcodes. answer all questions. electronic calculators may be used.you may lose marks if you do not show your working or if you do not use appropriate units. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question.chemistry  0620/62   paper 6  alternative to practical may/june 2018  1 hour candidates answer on the question paper. no additional materials are required.cambridge international examinations cambridge international general certificate of secondary education the syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificate.",
+            "2": "2 0620/62/m/j/18 \u00a9 ucles 2018 1  the rate of reaction between an excess of dilute nitric acid and powdered calcium carbonate was  investigated. the carbon dioxide produced was collected. the apparatus used is shown. dilute nitric acid powdered calcium carbonate .  (a)  complete the box to name the apparatus. [1]   a sketch graph of the results obtained is shown. timex  (b) (i)  label the y-axis. [1]  (ii)  explain why the sketch graph is horizontal at point x.   .   ...   [2]  (c)  draw on the axes the graph expected if the experiment were repeated using an equal mass  of lumps of calcium carbonate. all other conditions were kept the same. [2]  (d)  describe a test for carbon dioxide.  test  .  result  .. [2] [total: 8]",
+            "3": "3 0620/62/m/j/18 \u00a9 ucles 2018 [turn over 2  a student investigated the temperature changes when two different solids, solid c and solid d,  dissolved in water.   two experiments were done.  experiment 1 \t \u25cf\t \tusing\ta\tmeasuring\t cylinder,\t 40\tcm3 of distilled water was poured into a polystyrene cup. the  initial temperature of the distilled water was measured. \t \u25cf\t \t3\tg\tof\tsolid\t c was added to the polystyrene cup and the mixture was stirred with a thermometer.  the temperature of the solution was measured after 1 minute. \t \u25cf\t \tthe\tprocedure\twas\trepeated\tusing\t4\t g\tof\tsolid\tc. \t \u25cf\t \tthe\tprocedure\twas\trepeated\tusing\t6\t g\tof\tsolid\tc.  (a)\t\tuse\tthe\tthermometer\tdiagrams\tto\trecord\tthe\tresults \tin\tthe\ttable.   calculate and record the temperature change in each case, including whether the temperature  increased (+) or decreased (\u2013). mass of  solid c / gthermometer diagraminitial  temperature of the distilled  water / \u00b0cthermometer diagramtemperature of the solution after 1 min / \u00b0ctemperature change / \u00b0c 330 25 2020 15 10 430 25 2020 15 10 630 25 2020 15 10 [2]",
+            "4": "4 0620/62/m/j/18 \u00a9 ucles 2018  experiment 2 \t \u25cf\t \texperiment\t1\twas\trepeated\tbut\tusing\t3\t g,\t4\tg,\t6\tg\tand\t8\tg\tof\tsolid\td .  (b)\t\tuse\tthe\tthermometer\tdiagrams\tto\trecord\tthe\tresults \tin\tthe\ttable.   calculate and record the temperature change in each case, including whether the temperature  increased (+) or decreased (\u2013). mass of  solid d / gthermometer diagraminitial  temperature of the distilled  water / \u00b0cthermometer diagramtemperature of the solution after 1 min / \u00b0ctemperature change / \u00b0c 330 25 2030 25 20 430 25 2030 25 20 630 25 2030 25 20 830 25 2040 35 30 [2]",
+            "5": "5 0620/62/m/j/18 \u00a9 ucles 2018 [turn over  (c)\t\tplot\tthe\tresults\tfor\texperiments\t 1\tand\t2\ton\tthe\tgrid.\tthe\t(0,0)\tpoint\thas\tbeen\tplotted\tfor\tyou.\t draw two\tstraight\tlines\tof\tbest\tfit.   clearly label your graphs. 01234 mass of solid added  / g5 67815 10 5 0 \u20135 \u201310temperature change  / \u00b0c [4]  (d)  use your graph to estimate the temperature change after 1 minute if 8 g of solid c were added  to\t40\tcm3 of distilled water.   show clearly on the grid  how you worked out your answer.  .. \u00b0c  [2]  (e)  what type of energy change occurs when solid d dissolves in water?   ..   [1]  (f)  suggest the temperature of the solution containing 8 g of solid d, if the solution were left for  2 hours.   explain your answer.      ..   [2]",
+            "6": "6 0620/62/m/j/18 \u00a9 ucles 2018  (g)  how would the temperature changes measured after 1 minute differ if the experiments were  repeated\tusing\t80\t cm3\tinstead\tof\t40\t cm3 of distilled water in each case?      ..   [2]  (h)  suggest one change you could make to the experiments to obtain more accurate results.   explain how this change would make the results more accurate.  change  ...  explanation      [2]  (i)  suggest how the reliability of the results could be checked.      ..   [2] [total: 19]",
+            "7": "7 0620/62/m/j/18 \u00a9 ucles 2018 [turn over 3  two substances, solid  e and solution f, were analysed. solid e was iron( ii) sulfate. tests were  done on solid e and solution f.  tests on solid e   complete the expected observations.  (a)  describe the appearance of solid e.   ..   [1]   solid e was added to distilled water in a test-tube. the test-tube was shaken to dissolve solid e and  form solution e. solution e was divided into four equal portions in four test-tubes.  (b)\t\tdilute\tnitric\tacid\tand\taqueous\tsilver\tnitrate\twere\tadded\tto\tthe\tfirst\tportion\tof\tsolution\t e.  observations     [1]  (c)  dilute nitric acid and aqueous barium nitrate were added to the second portion of solution e.  observations     [1]  (d)  an excess of aqueous sodium hydroxide was added to the third portion of solution e.  observations     [2]  (e)  an excess of aqueous ammonia was added to the fourth portion of solution e.  observations     [1]",
+            "8": "8 0620/62/m/j/18 \u00a9 ucles 2018  tests on solution f   solution f was an aqueous salt solution.   some of the tests and observations are shown. tests on solution f observations solution f was divided into two equal portions in  two test-tubes. test 1 drops of aqueous sodium hydroxide were added  to\tthe\tfirst\tportion\tof\tsolution\tf. an excess of aqueous sodium hydroxide was  then added to the mixture.white precipitate formed white precipitate was insoluble test 2 an excess of aqueous ammonia was added to  the second portion of solution f.no precipitate formed  (f)  what conclusion can you draw about the cation present in solution f?      ..   [1] [total: 7]",
+            "9": "9 0620/62/m/j/18 \u00a9 ucles 2018 [turn over 4  aqueous solutions of barium hydroxide are alkaline. \t\tplan\tan\tinvestigation\tto\tfind\tthe\tconcentration\tof\t an\taqueous\tsolution\tof\tbarium\thydroxide.   you are provided with an aqueous solution of barium hydroxide, dilute hydrochloric acid of known  concentration and common laboratory apparatus.   ...   ...   ...   ...   ...   ...   ...   ...   ...   . \t\t[6] [total:\t6]",
+            "10": "10 0620/62/m/j/18 \u00a9 ucles 2018blank page",
+            "11": "11 0620/62/m/j/18 \u00a9 ucles 2018blank page",
+            "12": "12 0620/62/m/j/18 \u00a9 ucles 2018blank page permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. every reasonable  effort has been made by the publisher (ucles) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the publisher will be pleased to make amends at the earliest possible opportunity. to avoid the issue of disclosure of answer-related information to candidates, all copyright acknowledgements are reproduced online in the cambridge international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download at www.cie.org.uk after the live examination series. 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."
+        },
+        "0620_s18_qp_63.pdf": {
+            "1": "this document consists of 11  printed pages and 1 blank page. [turn overib18 06_0620_63/3rp \u00a9 ucles 2018 *7230714520* read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen.you may use an hb pencil for any diagrams or graphs.do not use staples, paper clips, glue or correction fluid.do not write in any barcodes. answer all questions. electronic calculators may be used.you may lose marks if you do not show your working or if you do not use appropriate units. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question.chemistry  0620/63   paper 6  alternative to practical may/june 2018  1 hour candidates answer on the question paper. no additional materials are required.cambridge international examinations cambridge international general certificate of secondary education the syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificate.",
+            "2": "2 0620/63/m/j/18 \u00a9 ucles 2018 1  zinc sulfate crystals are hydrated. they contain water of crystallisation. a student did an experiment  to find the mass of water in hydrated zinc sulfate crystals.   the hydrated zinc sulfate crystals were weighed and then heated with a bunsen burner to remove  the water as shown. abhydrated zinc sulfate crystals. heathydrated zinc sulfate crystalswatch glass  (a) (i)  name the apparatus used to weigh the crystals in a.   ...   [1]  (ii)  complete the box to name the apparatus. [1]  (b)  what position should the air hole of the bunsen burner be in when heating the hydrated  zinc sulfate crystals in b?   ..   [1]  (c)  describe how the student could find out if all of the water of crystallisation had been removed from the hydrated zinc sulfate crystals.         ..   [2]  (d)  describe a chemical test for water.  test  .  result  .. [2] [total: 7]",
+            "3": "3 0620/63/m/j/18 \u00a9 ucles 2018 [turn over 2  a student investigated how the temperature changed when aqueous sodium hydroxide reacted  with solutions of two different acids, acid r and acid s.   two experiments were done.  experiment 1  \u25cf  a measuring cylinder was used to pour 50 cm3 of aqueous sodium hydroxide into a polystyrene  cup. the temperature of the solution was measured.  \u25cf  a burette was filled up to the 0.0 cm3 mark with acid r.  \u25cf  5.0 cm3 of acid r was added to the aqueous sodium hydroxide in the polystyrene cup and the  solution stirred.  \u25cf  the highest temperature of the solution was measured.  \u25cf  a further 5.0 cm3 of acid r was added to the polystyrene cup and the solution was stirred.  \u25cf  the highest temperature of the solution was measured.  \u25cf  further 5.0 cm3 portions of acid r were added to the polystyrene cup until a total volume of  40.0 cm3 of acid r had been added. the highest temperature of the solution was measured  after each addition.",
+            "4": "4 0620/63/m/j/18 \u00a9 ucles 2018  (a) use the thermometer diagrams to record the results in the table. 30 25 20thermometer diagramvolume of acid r added  / cm3 0.0highest temperature of the solution  / \u00b0c 30 25 205.0 30 25 2010.0 30 25 2015.0 30 25 2020.0 40 35 3025.0 30 25 2030.0 30 25 2035.0 30 25 2040.0 [2]",
+            "5": "5 0620/63/m/j/18 \u00a9 ucles 2018 [turn over  (b)  plot the results for experiment 1 on the grid and draw two intersecting straight line graphs. 40 35 30 2520 15 0.0 5.0 10.0 15.0 volume of acid r added  / cm3highest temperature of the solution  / \u00b0c 20.0 25.0 30.0 35.0 40.0 [2]",
+            "6": "6 0620/63/m/j/18 \u00a9 ucles 2018  experiment 2  \u25cf  the burette was rinsed with distilled water and then with acid s.  \u25cf  experiment 1 was repeated but using acid s instead of acid r.  (c)  use the thermometer diagrams to record the results in the table. 30 25 20thermometer diagramvolume of acid s added  / cm3 0.0 30 25 205.0 40 35 3010.0 40 35 3015.0 40 35 3020.0 30 25 2025.0 30 25 2030.0 30 25 2035.0 30 25 2040.0highest temperature of the solution  / \u00b0c [2]",
+            "7": "7 0620/63/m/j/18 \u00a9 ucles 2018 [turn over  (d)  plot the results for experiment 2 on the grid and draw two intersecting straight line graphs. 40 35 30 25 20 15 0.0 5.0 10.0 15.0 volume of acid s added  / cm3highest temperature of the solution  / \u00b0c 20.0 25.0 30.0 35.0 40.0 [2]  (e) (i)  use your graph to estimate the volume of acid s which must be added to neutralise  50 cm3 of aqueous sodium hydroxide.   show clearly on the grid  how you worked out your answer.  .. cm3  [2]  (ii)  suggest how the volume in (e)(i) would differ if the experiment were repeated using 25 cm3  instead of 50 cm3 of aqueous sodium hydroxide.   explain your answer.   .   ...   [2]  (f)  what type of energy change occurs when acid s reacts with aqueous sodium hydroxide?   ..   [1]",
+            "8": "8 0620/63/m/j/18 \u00a9 ucles 2018  (g) (i)  in experiment 2, why was the burette rinsed with distilled water?   ...   [1]  (ii) why was the burette then rinsed with acid s?   ...   [1]  (h)  describe one source of error in experiment 2. suggest an improvement to reduce this source  of error.  source of error  ...  improvement  .. [2] [total: 17]",
+            "9": "9 0620/63/m/j/18 \u00a9 ucles 2018 [turn over 3  solution t and liquid u were analysed. solution t was aqueous sodium hydroxide.   tests were done on solution t and liquid u.  tests on solution t   complete the expected observations.   solution t was divided into four portions in three test-tubes and one boiling tube.  (a) (i)  a flame test was done on the first portion of solution t.  observations  .   [1]  (ii)  the ph of the first portion of solution t was tested.  ph = ..  [1]  (b) \u25cf  a few drops of aqueous zinc sulfate were added to the second portion of solution t in a  test-tube. the test-tube was shaken to mix the solutions.  observations  ...  \u25cf  an excess of aqueous zinc sulfate was then added to the mixture.  observations  ...  [3]  (c)  ammonium chloride was added to the third portion of solution t in a boiling tube. the mixture  was heated and the gas produced was tested.  test  .  observations  ..  [2] (d)  an excess of aqueous chromium( iii) chloride was added to the fourth portion of solution t in  a test-tube.  observations     [2]",
+            "10": "10 0620/63/m/j/18 \u00a9 ucles 2018  tests on liquid u   some of the tests and observations are shown. tests on liquid u observations the appearance of liquid u was studied. colourless, pleasant smelling a few drops of liquid u were placed on to a watch  glass. the surface of the liquid was touched with a  lighted splint.burned with a blue flame  (e)  what conclusion can you draw about liquid u?   ..   [1] [total: 10]",
+            "11": "11 0620/63/m/j/18 \u00a9 ucles 2018 [turn over 4  some trees have purple leaves. the purple colour is a mixture of coloured pigments.   plan an experiment to extract and separate the coloured pigments present in the purple leaves.   you are provided with some purple leaves, sand, ethanol and common laboratory apparatus.   you may draw a diagram to help you answer the question.   ...   ...   ...   ...   ...   ...   ...   ...   .   [6] [total: 6]",
+            "12": "12 0620/63/m/j/18 \u00a9 ucles 2018blank page permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. every reasonable  effort has been made by the publisher (ucles) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the publisher will be pleased to make amends at the earliest possible opportunity. to avoid the issue of disclosure of answer-related information to candidates, all copyright acknowledgements are reproduced online in the cambridge international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download at www.cie.org.uk after the live examination series. 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."
+        },
+        "0620_w18_qp_11.pdf": {
+            "1": "  the syllabus is approved for use in england, wales and northern ir eland as a cambridge international level1/level 2 certificate .  this document consists of 16 printed pages.  ib18 11_0620_11/3rp  \u00a9 ucles 2018 [turn over     *9115702337 * cambridge international examinations  cambridge international general certificate of secondary education       chemistry 0620/11     paper 1  multiple choice (core)  october/november 2018       45 minutes  additional materials: multiple choice answer sheet   soft clean eraser   soft pencil (type b or hb is recommended)       read these instructions first   write in soft pencil.  do not use staples, paper clips, glue or correction fluid.  write your name, centre number and candidate number on the answer sheet in the spaces provided unless  this has been done for you.  do not  write in any barcodes.   there are forty  questions on this paper. answer all questions. for each question there are four possible  answers a, b, c and d.   choose the one you consider correct and record your choice in soft pencil  on the separate answer sheet.   read the instructions on the answer sheet very carefully.   each correct answer will score one mark. a ma rk will not be deducted for a wrong answer.  any rough working should be done in this booklet.  a copy of the periodic table is printed on page 16.  electronic calculators may be used.  ",
+            "2": "2  \u00a9 ucles 2018 0620/11/o/n/18  1 a beaker containing solid carbon dioxide is placed in a fume cupboard at room temperature. the  carbon dioxide becomes gaseous.    which process describes this change of state?  a boiling  b condensation  c evaporation  d sublimation     2 the pressure of a sample of gas is decreased. the temperature is kept constant.    which row describes the effects on the particles?     movement of particles collisions between  particles  a slower occur less often  b slower occur with more force  c no change in speed occur less often  d no change in speed occur with more force      3 which statement about paper chromatography is correct?  a a solvent is needed to dissolve the paper.  b paper chromatography separates mixtures of solvents.  c the solvent should cover the baseline.  d the baseline should be drawn in pencil.     ",
+            "3": "3  \u00a9 ucles 2018 0620/11/o/n/18 [turn over  4 the diagrams show four pieces of laboratory equipment.    thermomete r stop-clock pipette balance     which equipment is essential to find out if dissolving a salt in water is an exothermic process?     balance pipette stop-clock thermometer  a \u001a \u001a \u001a \u0016  b \u0016 \u001a \u001a \u0016  c \u001a \u0016 \u001a \u0016  d \u0016 \u001a \u0016 \u001a      5 iodine, i, has a lower relative atomic mass than tellurium, te, but is placed after it in the  periodic table.    te i     which statement explains why iodine is placed after tellurium in the periodic table?  a iodine has fewer neutrons than tellurium.  b iodine has fewer protons than tellurium.  c iodine has more neutrons than tellurium.  d iodine has more protons than tellurium.     ",
+            "4": "4  \u00a9 ucles 2018 0620/11/o/n/18  6 substance q has a high melting point and conducts electricity both when molten and when  dissolved in water.    what is q?  a calcium chloride  b diamond  c iron  d silver chloride    7 elements x and y form an ionic compound, xy.    in which group of the periodic table is x found and how is the bond between x and y formed?     group in which  x is found how the bond between  x and y is formed  a i by x gaining one electron from y  b i by x transferring one electron to y  c vii by x sharing electrons with y  d vii by x transferring one electron to y      8 the structure of glycine is shown.    nco h h oh hc h    which row is correct?     formula of glycine number of different  elements in glycine  a ch 5o2n 10  b c2h5o2n 4  c c2h5o2n 10  d h2nchcooh 4     ",
+            "5": "5  \u00a9 ucles 2018 0620/11/o/n/18 [turn over  9 calcium phosphate forms when calcium chloride and sodium phosphate solutions react together.    x cac l 2  +  y na3po 4  \u2192  2ca 3(po 4)2  +  12nac l    which values of x and y balance the equation?     x y  a 2 2  b 3 4  c 6 3  d 6 4     10 during the electrolysis of concentrated aqueous sodium chloride, chlorine gas is produced at the  positive electrode.    what happens at the negative electrode and to the solution?     product at  the negative  electrode the solution  becomes  a hydrogen acidic  b hydrogen alkaline  c sodium acidic  d sodium alkaline     ",
+            "6": "6  \u00a9 ucles 2018 0620/11/o/n/18  11 the diagram shows an experiment to electroplate a nickel spoon with silver.    electrolytenickel spoonpower supply     which row correctly describes the positive electrode, the negative electrode and the electrolyte?     positive  electrode negative  electrode electrolyte  a nickel spoon pure nickel silver nitrate solution  b nickel spoon pure silver nickel nitrate solution  c pure nickel nickel spoon silver nitrate solution  d pure silver nickel spoon silver nitrate solution      12 which substance does not use oxygen to produce heat energy?  a coal  b hydrogen  c natural gas  d uranium     ",
+            "7": "7  \u00a9 ucles 2018 0620/11/o/n/18 [turn over  13 an energy level diagram for a reaction is shown.    energy progress of reactionreactantsproducts     which statement about the reaction is correct?  a heat is released.  b it is a combustion reaction.  c it is an endothermic reaction.  d the temperature increases.     14 two reactions are done.    1 hydrated cobalt( ii) chloride is heated. it changes colour.  2 water is added to the product of reaction 1. it becomes hotter. the original colour is  produced.    which types of reaction have occurred in reactions 1 and 2?     endothermic exothermic neutralisation reversible  a \u0016 \u0016 \u0016 \u0016  b \u0016 \u0016 \u0016 \u001a  c \u0016 \u0016 \u001a \u0016  d \u0016 \u001a \u001a \u0016      15 which equation shows reduction of an iron compound?  a 4fe  +  3o 2  \u2192  2fe 2o3  b fe  +  2hc l  \u2192  fec l 2  +  h 2  c 4feo  +  o 2  \u2192  2fe 2o3  d fe2o3  +  3co  \u2192  2fe  +  3co 2    ",
+            "8": "8  \u00a9 ucles 2018 0620/11/o/n/18  16 calcium carbonate reacts with dilute hydrochloric acid to make carbon dioxide gas. graph x  shows the results of this experiment.    the particle size of the calcium carbonate is increased and the experiment is repeated. all other  conditions are kept the same. graph y shows the results of this experiment.    which diagram is correct for the two experiments?    volume of carbon dioxideproduced  / cm3 time  / sa xy volume of carbon dioxideproduced  / cm3 time  / sb xy yx volume of carbon dioxideproduced  / cm3 time  / sc yx volume of carbon dioxideproduced  / cm3 time  / sd00 00 00 00      17 part of the periodic table is shown.    which element forms an oxide that reacts with dilute acid to form a salt and water?    i ii iii iv v vi vii viii cdab      ",
+            "9": "9  \u00a9 ucles 2018 0620/11/o/n/18 [turn over  18 an excess of substance z is added to some spilt acid.    the solution produced as a result is neutral.    what is z?  a aqueous ammonia  b aqueous sodium hydroxide  c calcium carbonate  d water     19 aqueous sodium hydroxide is added to solid q in a test-tube.    a gas is produced which turns damp red litmus blue.    what is q?  a aluminium  b ammonia  c ammonium chloride  d sodium nitrate    20 potassium hydroxide is a base.    which statement describes a reaction of potassium hydroxide?  a chlorine is formed when it is heated with ammonium chloride.  b it turns universal indicator green.  c it reacts with an acid to produce a salt and water.  d it turns methyl orange red.    21 which statement about the periodic table is not correct?  a it can be used to find the atomic number of an element.  b it can be used to find the physical state of an element.  c it can be used to find the symbol of an element.  d it can be used to predict the properties of an element.    ",
+            "10": "10  \u00a9 ucles 2018 0620/11/o/n/18  22 elements in group i of the periodic table react with water.    which row describes the products made in the reaction and the trend in reactivity of the elements?     products trend in reactivity  a metal hydroxide and hydrogen less reactive down the group  b metal hydroxide and hydrogen more reactive down the group  c metal oxide and hydrogen less reactive down the group  d metal oxide and hydrogen more reactive down the group     23 the equation shows the reaction between a halogen and aqueous bromide ions.    x 2 + 2br\u2013 \u2192 2x\u2013 + br 2   ..1.. ..2.. ..3..    which words complete gaps 1, 2 and 3?     1 2 3  a chlorine brown colourless  b chlorine colourless brown  c iodine brown colourless  d iodine colourless brown     24 an inert gas r is used to fill weather balloons.    which descriptions of r are correct?     number of outer shell  electrons in atoms of r structure of gas r  a 2 diatomic molecules  b 2 single atoms  c 8 diatomic molecules  d 8 single atoms     ",
+            "11": "11  \u00a9 ucles 2018 0620/11/o/n/18 [turn over  25 metal x reacts with steam but not with cold water.    what is x?  a calcium  b copper  c sodium  d zinc     26 which process is used to extract aluminium from bauxite?  a heating bauxite in air  b heating bauxite with carbon  c heating bauxite with hydrogen  d passing electricity through purified bauxite    27 which row shows uses of the metals listed?     aluminium copper mild steel  a aircraft manufacture food containers cutlery  b cutlery electrical wiring chemical plant  c electrical wiring aircraft manufacture cooking utensils  d food containers cooking utensils car bodies     28 argon is a noble gas used to fill light bulbs.    what is the approximate percentage of argon in air?  a 1% b 20% c 79% d 99%     ",
+            "12": "12  \u00a9 ucles 2018 0620/11/o/n/18  29 the diagrams show experiments involving the rusting of iron.    water boiled to remove the airwater anhydrouscalcium chlorideto dry the airoil iron nailstube q tube r tube p     a student predicted the following results.    1 in tube p, the iron nails rust.  2 in tube q, the iron nails do not rust. 3 in tube r, the iron nails do not rust.    which predictions are correct?  a 1, 2 and 3 b 1 and 2 only c 1 and 3 only d 2 and 3 only     30 which statement about air pollutants is not correct?  a carbon monoxide is formed from the complete combustion of petroleum.  b lead compounds are formed from some types of petrol.  c oxides of nitrogen are formed from the combustion reactions inside car engines.  d sulfur dioxide is formed from the combustion of coal.    ",
+            "13": "13  \u00a9 ucles 2018 0620/11/o/n/18 [turn over  31 the table describes three types of water.    water  type source of  water appearance before  treatment treatment appearance after  treatment  p river muddy none muddy  q river muddy filtration and chlorination clear  r well clear chlorination only clear    which statement is correct?  a only q and r are suitable for drinking, while p could be used for irrigation.  b only q and r are suitable for drinking, while p is unsuitable for any purpose.  c only q is suitable for drinking. r could be used for washing cars and p for irrigation.  d p, q and r are suitable for irrigation and washing cars, but are not suitable for drinking.    32 which compound would not be used as an important part of a garden fertiliser?  a ca 3(po 4)2 b kno 3 c mg(oh) 2 d (nh 4)2so 4     33 carbon dioxide and methane both contribute to climate change.   which process produces both gases?  a complete combustion of natural gas  b farming cattle  c heating calcium carbonate  d respiration      34 which reaction is endothermic?  a caco 3  \u2192  cao  +  co 2  b cao  +  2hc l  \u2192  cac l 2  +  h 2o  c 2ca  +  o 2  \u2192  2cao  d ca  +  2hc l  \u2192  cac l 2  +  h 2     ",
+            "14": "14  \u00a9 ucles 2018 0620/11/o/n/18  35 petroleum is a mixture of different hydrocarbons.    which process is used to separate the petroleum into groups of similar hydrocarbons?  a combustion  b cracking  c fractional distillation  d reduction     36 which two compounds are molecules which both contain a double bond?  a ethane and ethanoic acid  b ethane and ethanol  c ethene and ethanoic acid  d ethene and ethanol    37 which pair of diagrams shows compounds belonging to the same homologous series?    o ohc hh hch hco oh ch hha c h hh hc c hch hch hh hb hch ho ho hoc c hh ch hch hhh ch hc ho ch hch hhh ch hh c d      ",
+            "15": "15    permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to trac e 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 ans wer-related information to candidates, all copyright acknowledgements are reproduced onl ine in the cambridge  international examinations copyright acknow ledgements booklet. this is produced for each  series of examinations and is freely a vailable to download at  www.cie.org.uk after the live examination series.    cambridge international examinations is part of the cambridge as sessment group. cambridge assessment is the brand name of unive rsity of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge.    \u00a9 ucles 2018 0620/11/o/n/18  38 ethanol can be formed by:    1 fermentation  2 reaction between steam and ethene.    which of these processes use a catalyst?     1 2  a \u0016 \u0016  b \u0016 \u001a  c \u001a \u0016  d \u001a \u001a     39 which statement about ethanoic acid is correct?  a it fizzes with magnesium ribbon.  b it forms a salt with hydrochloric acid.  c it is a hydrocarbon.  d it forms a solution in water with a ph greater than ph  7.    40 which statement about terylene  is correct?  a it is a form of protein.  b it is a natural polymer.  c it is also called poly(ethene).  d it is used to make clothes.    ",
+            "16": "16  \u00a9 ucles 2018 0620/11/o/n/18   groupthe periodic table of elements 1 h hydrogen 12 he helium 4ii i iii iv v vi vii viii 3 li lithium 74 be beryllium 9atomic number atomic symbolkey name relative atomic mass 11 na sodium 2312 mg magnesium 24 19 k potassium 3920 ca calcium 40 37 rb rubidium 8538 sr strontium 88 55 cs caesium 13356 ba barium 137 87 fr francium \u201388 ra radium \u20135 b boron 11 13 al aluminium 27 31 ga gallium 70 49 in indium 115 81 tl thallium 2046 c carbon 12 14 si silicon 2832 ge germanium 73 50 sn tin 119 82 pb lead 20722 ti titanium 48 40 zr zirconium 91 72 hf hafnium 178 104 rf rutherfordium \u201323 v vanadium 51 41 nb niobium 93 73 ta tantalum 181 105 db dubnium \u201324 cr chromium 52 42 mo molybdenum 96 74 w tungsten 184 106 sg seaborgium \u201325 mn manganese 55 43 tc technetium \u2013 75 re rhenium 186 107 bh bohrium \u201326 fe iron 56 44 ru ruthenium 101 76 os osmium 190 108 hs hassium \u201327 co cobalt 59 45 rh rhodium 103 77 ir iridium 192 109 mt meitnerium \u201328 ni nickel 59 46 pd palladium 106 78 pt platinum 195 110 ds darmstadtium \u201329 cu copper 64 47 ag silver 108 79 au gold 197 111 rg roentgenium \u201330 zn zinc 65 48 cd cadmium 112 80 hg mercury 201 112 cn copernicium \u2013114 fl flerovium \u2013116 lv livermorium \u20137 n nitrogen 14 15 p phosphorus 3133 as arsenic 75 51 sb antimony 122 83 bi bismuth 2098 o oxygen 16 16 s sulfur 3234 se selenium 79 52 te tellurium 128 84 po polonium \u20139 f fluorine 19 17 cl chlorine 35.5 35 br bromine 80 53 i iodine 127 85 at astatine \u201310 ne neon 20 18 ar argon 4036 kr krypton 84 54 xe xenon 131 86 rn radon \u201321 sc scandium 45 39 y yttrium 89 57\u201371 lanthanoids 89\u2013103 actinoids 57 la lanthanum 139 89 aclanthanoids actinoids the volume of one mole of any gas is 24  dm3 at room temperature and pressure (r.t.p.).actinium \u201358 ce cerium 140 90 th thorium 23259 pr praseodymium 141 91 pa protactinium 23160 nd neodymium 144 92 u uranium 23861 pm promethium \u2013 93 np neptunium \u201362 sm samarium 150 94 pu plutonium \u201363 eu europium 152 95 am americium \u201364 gd gadolinium 157 96 cm curium \u201365 tb terbium 159 97 bk berkelium \u201366 dy dysprosium 163 98 cf californium \u201367 ho holmium 165 99 es einsteinium \u201368 er erbium 167 100 fm fermium \u201369 tm thulium 169 101 md mendelevium \u201370 yb ytterbium 173 102 no nobelium \u201371 lu lutetium 175 103 lr lawrencium \u2013  "
+        },
+        "0620_w18_qp_12.pdf": {
+            "1": "  the syllabus is approved for use in england, wales and northern ir eland as a cambridge international level1/level 2 certificate .  this document consists of 15 printed pages and 1 blank page.  ib18 11_0620_12/3rp  \u00a9 ucles 2018 [turn over     *1771435356* cambridge international examinations  cambridge international general certificate of secondary education       chemistry 0620/12     paper 1  multiple choice (core)  october/november 2018       45 minutes  additional materials: multiple choice answer sheet   soft clean eraser   soft pencil (type b or hb is recommended)       read these instructions first   write in soft pencil.  do not use staples, paper clips, glue or correction fluid.  write your name, centre number and candidate number on the answer sheet in the spaces provided unless  this has been done for you.  do not  write in any barcodes.   there are forty  questions on this paper. answer all questions. for each question there are four possible  answers a, b, c and d.   choose the one you consider correct and record your choice in soft pencil  on the separate answer sheet.   read the instructions on the answer sheet very carefully.   each correct answer will score one mark. a ma rk will not be deducted for a wrong answer.  any rough working should be done in this booklet.  a copy of the periodic table is printed on page 16.  electronic calculators may be used.  ",
+            "2": "2  \u00a9 ucles 2018 0620/12/o/n/18  1 a gas is heated. the pressure is kept constant.    which statement describes the behaviour of the particles in the gas?  a the particles move faster and become closer together.  b the particles move faster and become further apart.  c the particles move slower and become closer together.  d the particles move slower and become further apart.      2 in which state does 1  dm3 of methane contain the most particles?  a gas at 100  \u00b0c  b gas at room temperature  c liquid  d solid     3 the chromatogram obtained from four mixtures of dyes, p, q, r and s, is shown.    baselinesolvent front p q r s    what is the total number of different dyes identified in the four mixtures?  a 3 b 4 c 5 d 8    ",
+            "3": "3  \u00a9 ucles 2018 0620/12/o/n/18 [turn over  4 the diagrams show four pieces of laboratory equipment.    thermomete r stop-clock pipette balance     which equipment is essential to find out if dissolving a salt in water is an exothermic process?     balance pipette stop-clock thermometer  a \u001a \u001a \u001a \u0016  b \u0016 \u001a \u001a \u0016  c \u001a \u0016 \u001a \u0016  d \u0016 \u001a \u0016 \u001a      5 how many neutrons are present in the atom x45 21?  a 21 b 24 c 45 d 66    6 strontium nitrate is an ionic compound.    cyclohexane is a covalent compound.    which row describes a property of each compound?     strontium nitrate cyclohexane  a conducts electricity in aqueous solution low boiling point  b low melting point insoluble in water  c soluble in water conducts electricity when solid  d conducts electricity when solid high melting point     ",
+            "4": "4  \u00a9 ucles 2018 0620/12/o/n/18  7 ionic bonds are formed when elements from group i and group vii react together.    which statement about ions or ionic compounds is not correct?  a electrons from one atom are transferred to another atom to form ions.  b group vii atoms gain electrons to form ions.  c negative ions are formed when atoms lose electrons.  d molten ionic compounds conduct electricity.     8 what is the relative formula mass of mg(oh) 2?  a 21 b 30 c 42 d 58     9 calcium carbonate, caco 3, reacts with dilute hydrochloric acid to produce carbon dioxide.    the equation for the reaction is shown. the relative formula mass of calcium carbonate is 100.    caco 3  +  2hc l  \u2192  cac l 2  +  h 2o  +  co 2    10  g of calcium carbonate is reacted with an excess of dilute hydrochloric acid.    which mass of carbon dioxide is produced?  a 2.2  g b 2.8  g c 4.4  g d 44  g    10 concentrated hydrochloric acid and dilute sulfur ic acid were electrolysed in separate experiments  using carbon electrodes.    which statement is correct for both electrolysis experiments?  a chlorine gas is produced at the positive electrode.  b hydrogen gas is produced at the positive electrode.  c hydrogen gas is produced at the negative electrode.  d oxygen gas is produced at the negative electrode.     ",
+            "5": "5  \u00a9 ucles 2018 0620/12/o/n/18 [turn over  11 aqueous nickel( ii) sulfate is used as the electrolyte to electroplate a piece of steel with nickel.    which materials are used as the negative electrode and positive electrode?     negative  electrode positive  electrode  a carbon steel  b nickel steel  c platinum nickel  d steel nickel      12 which substance does not use oxygen to produce heat energy?  a coal  b hydrogen  c natural gas  d uranium    13 equal volumes and concentrations of dilute hydr ochloric acid and aqueous sodium hydroxide are  mixed. the temperatures of the solutions are shown.    solution temperature  / \u00b0c  dilute hydrochloric acid 26  aqueous sodium hydroxide 26  mixture of dilute hydrochloric acid and  aqueous sodium hydroxide 33      which statement describes the reaction?  a energy is released and the products have less energy than the reactants.  b energy is released and the products have more energy than the reactants.  c energy is absorbed and the products have less energy than the reactants.  d energy is absorbed and the products have more energy than the reactants.    ",
+            "6": "6  \u00a9 ucles 2018 0620/12/o/n/18  14 a student heats hydrated copper( ii) sulfate. the blue crystals change to a white powder.    how can the student reverse this reaction?  a add anhydrous copper( ii) sulfate to the white powder.  b add water to the white powder.  c cool the white powder.  d reheat the white powder.      15 which compound is written with the oxidation state ( vii)?  a cuso 4 b feso 4 c fe 2(so 4)3 d kmno 4    16 magnesium powder reacts with an excess of dilute  hydrochloric acid to produce hydrogen gas.    which statements about this reaction are correct?    1 the smaller the particles of magnesium powder, the slower hydrogen is produced.  2 the higher the temperature, the faster the magnesium powder disappears. 3 the lower the concentration of dilute hydrochloric acid, the faster the rate of  reaction.  4 the faster the magnesium powder disappears, the faster the rate of reaction.    a 1 and 2 b 2 and 3 c 2 and 4 d 3 and 4    17 in which row are the oxides correctly identified?     acidic basic  a magnesium oxide, calcium oxide su lfur dioxide, carbon dioxide  b magnesium oxide, sulfur dioxide carbon dioxide, calcium oxide  c sulfur dioxide, carbon dioxide calcium oxide, magnesium oxide  d sulfur dioxide, magnesium oxide calcium oxide, carbon dioxide     ",
+            "7": "7  \u00a9 ucles 2018 0620/12/o/n/18 [turn over  18 the following steps are done to prepare solid magnesium sulfate.    1 filtration  2 measurement of 20  cm3 of dilute sulfuric acid using a measuring cylinder  3 evaporation  4 addition of an excess of solid magnesium carbonate to dilute sulfuric acid    what is the correct order for these steps?  a 2 \u2192 4 \u2192 3 \u2192 1  b 2 \u2192 4 \u2192 1 \u2192 3  c 4 \u2192 2 \u2192 1 \u2192 3  d 4 \u2192 2 \u2192 3 \u2192 1     19 when dilute sulfuric acid is added to solid x, a colourless solution is formed and a gas is  produced.    what is x?  a copper( ii) oxide  b sodium oxide  c copper( ii) carbonate  d sodium carbonate      20 a few drops of methyl orange are added to a reaction mixture.    during the reaction, a gas is produced and the methyl orange turns from red to orange.    what are the reactants?  a aqueous sodium hydroxide and ammonium chloride  b aqueous sodium hydroxide and calcium carbonate  c dilute hydrochloric acid and magnesium  d dilute hydrochloric acid and aqueous sodium hydroxide    ",
+            "8": "8  \u00a9 ucles 2018 0620/12/o/n/18  21 the positions of two elements, p and q, in the periodic table are shown.    p q     p and q react together to form a compound.    what is the formula of the compound?  a qp b q 2p c q 7p d qp 7    22 elements in group i of the periodic table react with water.    which row describes the products made in the reaction and the trend in reactivity of the  elements?     products trend in reactivity  a metal hydroxide and hydrogen less reactive down the group  b metal hydroxide and hydrogen more reactive down the group  c metal oxide and hydrogen less reactive down the group  d metal oxide and hydrogen more reactive down the group      23 the equation shows the reaction between a halogen and aqueous bromide ions.    x2 + 2br\u2013 \u2192 2x\u2013 + br 2   ..1.. ..2.. ..3..    which words complete gaps 1, 2 and 3?     1 2 3  a chlorine brown colourless  b chlorine colourless brown  c iodine brown colourless  d iodine colourless brown     ",
+            "9": "9  \u00a9 ucles 2018 0620/12/o/n/18 [turn over  24 an inert gas r is used to fill weather balloons.    which descriptions of r are correct?     number of outer shell  electrons in atoms of r structure of gas r  a 2 diatomic molecules  b 2 single atoms  c 8 diatomic molecules  d 8 single atoms     25 four metals, w, x, y and z, are separately reacted with water and dilute hydrochloric acid.    the results are shown.     metal  w x y z  reaction with water fizzes no reaction fizzes  vigorously no reaction    reaction with dilute  hydrochloric acid fizzes no reaction fizzes  violently fizzes      what is the order of reactivity of the four  metals starting with the least reactive?     least reactive  most reactive  a x w z y  b x z w y  c y w z x  d y z w x     ",
+            "10": "10  \u00a9 ucles 2018 0620/12/o/n/18  26 part of the reactivity series is shown.    potassium most reactive  carbon  zinc  iron  copper least reactive    which metal must be extracted from its ore by electrolysis?  a copper  b iron  c potassium  d zinc    27 which statement about the uses of metals is not correct?  a aluminium is used in aircraft because of it s strength and good electrical conductivity.  b copper is used in electrical wiring because of its good electrical conductivity.  c stainless steel resists corrosion and is used to make cutlery.  d transition elements are often used as catalysts.    28 argon is a noble gas used to fill light bulbs.    what is the approximate percentage of argon in air?  a 1% b 20% c 79% d 99%    ",
+            "11": "11  \u00a9 ucles 2018 0620/12/o/n/18 [turn over  29 the diagrams show experiments involving the rusting of iron.    water boiled to remove the airwater anhydrouscalcium chlorideto dry the airoil iron nailstube q tube r tube p     a student predicted the following results.    1 in tube p, the iron nails rust.  2 in tube q, the iron nails do not rust. 3 in tube r, the iron nails do not rust.    which predictions are correct?  a 1, 2 and 3 b 1 and 2 only c 1 and 3 only d 2 and 3 only    30 which statements about sulfur dioxide pollution are correct?    1 it increases the ph of rivers.  2 it damages limestone buildings.  3 it causes respiratory problems.    a 1 only b 2 only c 1 and 3 d 2 and 3    ",
+            "12": "12  \u00a9 ucles 2018 0620/12/o/n/18  31 the table describes three types of water.    water  type source of  water appearance before  treatment treatment appearance after  treatment  p river muddy none muddy  q river muddy filtration and chlorination clear  r well clear chlorination only clear    which statement is correct?  a only q and r are suitable for drinking, while p could be used for irrigation.  b only q and r are suitable for drinking, while p is unsuitable for any purpose.  c only q is suitable for drinking. r could be used for washing cars and p for irrigation.  d p, q and r are suitable for irrigation and washing cars, but are not suitable for drinking.    32 which compound would not be used as an important part of a garden fertiliser?  a ca 3(po 4)2 b kno 3 c mg(oh) 2 d (nh 4)2so 4     33 carbon dioxide and methane both contribute to climate change.   which process produces both gases?  a complete combustion of natural gas  b farming cattle  c heating calcium carbonate  d respiration      34 what is not a use of lime?  a it is used as a bleach in the manufacture of wood pulp.  b it is used to desulfurise flue gases.  c it is used to neutralise acidic industrial waste.  d it is used to treat acidic soil.     ",
+            "13": "13  \u00a9 ucles 2018 0620/12/o/n/18 [turn over  35 petroleum is a mixture of different hydrocarbons.    which process is used to separate the petroleum into groups of similar hydrocarbons?  a combustion  b cracking  c fractional distillation  d reduction     36 which two compounds are molecules which both contain a double bond?  a ethane and ethanoic acid  b ethane and ethanol  c ethene and ethanoic acid  d ethene and ethanol    37 which molecule does not belong to the alcohol homologous series?    hch hcha ho h hch hch ob hc o h hh ch hch hc och hhch h hch hd hc o h      ",
+            "14": "14  \u00a9 ucles 2018 0620/12/o/n/18  38 ethanol can be formed by:    1 fermentation  2 reaction between steam and ethene.    which of these processes use a catalyst?     1 2  a \u0016 \u0016  b \u0016 \u001a  c \u001a \u0016  d \u001a \u001a      39 ethanoic acid is a weak acid.    which statements about ethanoic acid are correct?    1 it turns universal indicator purple.  2 it reacts with magnesium to form hydrogen gas.  3 it reacts with calcium carbonate to form carbon dioxide gas. 4 it decolourises aqueous bromine.    a 1, 2 and 3 b 1 and 2 only c 2, 3 and 4 d 2 and 3 only      40 which substance is a natural polymer?  a ethene  b glucose  c nylon  d protein     ",
+            "15": "15    permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to trac e 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 ans wer-related information to candidates, all copyright acknowledgements are reproduced onl ine in the cambridge  international examinations copyright acknow ledgements booklet. this is produced for each  series of examinations and is freely a vailable to download at  www.cie.org.uk after the live examination series.    cambridge international examinations is part of the cambridge as sessment group. cambridge assessment is the brand name of unive rsity of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge.    \u00a9 ucles 2018 0620/12/o/n/18  ",
+            "16": "16  \u00a9 ucles 2018 0620/12/o/n/18   groupthe periodic table of elements 1 h hydrogen 12 he helium 4ii i iii iv v vi vii viii 3 li lithium 74 be beryllium 9atomic number atomic symbolkey name relative atomic mass 11 na sodium 2312 mg magnesium 24 19 k potassium 3920 ca calcium 40 37 rb rubidium 8538 sr strontium 88 55 cs caesium 13356 ba barium 137 87 fr francium \u201388 ra radium \u20135 b boron 11 13 al aluminium 27 31 ga gallium 70 49 in indium 115 81 tl thallium 2046 c carbon 12 14 si silicon 2832 ge germanium 73 50 sn tin 119 82 pb lead 20722 ti titanium 48 40 zr zirconium 91 72 hf hafnium 178 104 rf rutherfordium \u201323 v vanadium 51 41 nb niobium 93 73 ta tantalum 181 105 db dubnium \u201324 cr chromium 52 42 mo molybdenum 96 74 w tungsten 184 106 sg seaborgium \u201325 mn manganese 55 43 tc technetium \u2013 75 re rhenium 186 107 bh bohrium \u201326 fe iron 56 44 ru ruthenium 101 76 os osmium 190 108 hs hassium \u201327 co cobalt 59 45 rh rhodium 103 77 ir iridium 192 109 mt meitnerium \u201328 ni nickel 59 46 pd palladium 106 78 pt platinum 195 110 ds darmstadtium \u201329 cu copper 64 47 ag silver 108 79 au gold 197 111 rg roentgenium \u201330 zn zinc 65 48 cd cadmium 112 80 hg mercury 201 112 cn copernicium \u2013114 fl flerovium \u2013116 lv livermorium \u20137 n nitrogen 14 15 p phosphorus 3133 as arsenic 75 51 sb antimony 122 83 bi bismuth 2098 o oxygen 16 16 s sulfur 3234 se selenium 79 52 te tellurium 128 84 po polonium \u20139 f fluorine 19 17 cl chlorine 35.5 35 br bromine 80 53 i iodine 127 85 at astatine \u201310 ne neon 20 18 ar argon 4036 kr krypton 84 54 xe xenon 131 86 rn radon \u201321 sc scandium 45 39 y yttrium 89 57\u201371 lanthanoids 89\u2013103 actinoids 57 la lanthanum 139 89 aclanthanoids actinoids the volume of one mole of any gas is 24  dm3 at room temperature and pressure (r.t.p.).actinium \u201358 ce cerium 140 90 th thorium 23259 pr praseodymium 141 91 pa protactinium 23160 nd neodymium 144 92 u uranium 23861 pm promethium \u2013 93 np neptunium \u201362 sm samarium 150 94 pu plutonium \u201363 eu europium 152 95 am americium \u201364 gd gadolinium 157 96 cm curium \u201365 tb terbium 159 97 bk berkelium \u201366 dy dysprosium 163 98 cf californium \u201367 ho holmium 165 99 es einsteinium \u201368 er erbium 167 100 fm fermium \u201369 tm thulium 169 101 md mendelevium \u201370 yb ytterbium 173 102 no nobelium \u201371 lu lutetium 175 103 lr lawrencium \u2013  "
+        },
+        "0620_w18_qp_13.pdf": {
+            "1": "  the syllabus is approved for use in england, wales and northern ir eland as a cambridge international level1/level 2 certificate .  this document consists of 16 printed pages.  ib18 11_0620_13/4rp  \u00a9 ucles 2018 [turn over     *1803649773 * cambridge international examinations  cambridge international general certificate of secondary education       chemistry 0620/13     paper 1  multiple choice (core)  october/november 2018       45 minutes  additional materials: multiple choice answer sheet   soft clean eraser   soft pencil (type b or hb is recommended)       read these instructions first   write in soft pencil.  do not use staples, paper clips, glue or correction fluid.  write your name, centre number and candidate number on the answer sheet in the spaces provided unless  this has been done for you.  do not  write in any barcodes.   there are forty  questions on this paper. answer all questions. for each question there are four possible  answers a, b, c and d.   choose the one you consider correct and record your choice in soft pencil  on the separate answer sheet.   read the instructions on the answer sheet very carefully.   each correct answer will score one mark. a ma rk will not be deducted for a wrong answer.  any rough working should be done in this booklet.  a copy of the periodic table is printed on page 16.  electronic calculators may be used.    ",
+            "2": "2  \u00a9 ucles 2018 0620/13/o/n/18  1 the statements describe two changes of state.    1 the molecules of substance x are arranged randomly.  during the change of state, they lose energy and become more ordered. the  molecules can still move freely.  2 the molecules of substance y are arranged in a regular lattice.  during the change of state, they gain energy and become less ordered. the  molecules are still close together.    which changes of state are described by the statements?     1 2  a condensation evaporation  b condensation melting  c freezing evaporation  d freezing melting     2 which statement about gases is correct?  a gases are difficult to compress when pressure is applied.  b the particles in gases are close together.  c the particles in gases have a random arrangement.  d the particles in gases move slowly past each other.     3 salt is added to pure water to form an aqueous solution.    which statement is correct?  a the melting point and the boiling point of the water both decrease.  b the melting point and the boiling point of the water both increase.  c the melting point of the water decreases but its boiling point increases.  d the melting point of the water increases but its boiling point decreases.     ",
+            "3": "3  \u00a9 ucles 2018 0620/13/o/n/18 [turn over  4 the diagrams show four pieces of laboratory equipment.    thermomete r stop-clock pipette balance     which equipment is essential to find out if dissolving a salt in water is an exothermic process?     balance pipette stop-clock thermometer  a \u001a \u001a \u001a \u0016  b \u0016 \u001a \u001a \u0016  c \u001a \u0016 \u001a \u0016  d \u0016 \u001a \u0016 \u001a      5 which statement describes isotopes?  a isotopes of the same element have different electron arrangements.  b isotopes of the same element have different nuclear charges.  c isotopes of the same element have nuclei with masses that are the same.  d isotopes of the same element have the same number of protons.     6 substance x conducts electricity.    what is x?  a a typical covalent compound in the liquid state  b a typical covalent compound in the solid state  c a typical ionic compound in the liquid state  d a typical ionic compound in the solid state    ",
+            "4": "4  \u00a9 ucles 2018 0620/13/o/n/18  7 which statement describes the elements in group i?  a they all form ions by gaining electrons.  b they all form ions with the same charge.  c they have different numbers of electrons in their outer shells.  d they all have the same number of electron shells.      8 calcium phosphate has the formula ca 3(po 4)2.    what is the relative formula mass of calcium phosphate?  a 135 b 215 c 230 d 310     9 limestone fizzes and dissolves in dilute hydrochloric acid.    what is the word equation for the reaction which occurs?  a calcium carbonate + hydrochloric acid \u2192 calcium chloride + water + carbon dioxide  b calcium carbonate + hydrochloric acid \u2192 calcium chloride + hydrogen  c calcium hydroxide + hydrochloric acid \u2192 calcium chloride + water  d calcium oxide + hydrochloric acid \u2192 calcium chloride + water      10 when solution q is electrolysed using carbon electrodes, colourless gases are produced at both  electrodes.    what is q?  a concentrated hydrochloric acid  b concentrated sodium chloride solution  c dilute sulfuric acid  d pure water    11 which electrodes and electrolyte can be used to electroplate a copper medal with gold?     positive electrode negative electrode electrolyte  a copper gold an aqueous copper compound  b copper gold an aqueous gold compound  c gold copper an aqueous copper compound  d gold copper an aqueous gold compound     ",
+            "5": "5  \u00a9 ucles 2018 0620/13/o/n/18 [turn over  12 which substance does not use oxygen to produce heat energy?  a coal  b hydrogen  c natural gas  d uranium     ",
+            "6": "6  \u00a9 ucles 2018 0620/13/o/n/18  13 which row describes an endothermic reaction?     energy level diagram energy transfer  a energy progress of reaction energy is transferred  from the surroundings  to the reaction  b energy progress of reaction energy is transferred  from the surroundings  to the reaction  c energy progress of reaction energy is transferred  from the reaction  to the surroundings  d energy progress of reaction energy is transferred  from the reaction  to the surroundings    ",
+            "7": "7  \u00a9 ucles 2018 0620/13/o/n/18 [turn over  14 when solid hydrated cobalt( ii) chloride crystals are heated they turn blue and steam is produced.    adding water to the blue crystals turns them pink.    which type of reaction has occurred?  a neutralisation  b oxidation  c reduction  d reversible     15 iron( iii) oxide reacts with carbon monoxide.    the equation is shown.    fe2o3  +  3co  \u2192  2fe  +  3co 2    which substance is reduced?  a co b co 2 c fe d fe2o3     16 in experiment 1, 1  g of calcium carbonate is reacted with an excess of dilute hydrochloric acid.  the volume of gas produced every minute is recorded.    in experiment 2, experiment 1 is repeated using smaller pieces of calcium carbonate. all other  conditions are kept the same.    the results from both experiments are shown.    time  / s 0 60 120 180 240  volume of gas from  experiment 1  / cm3 0 98 172 212 220  volume of gas from  experiment 2  / cm3 0 157 209 220 220    which statement about experiment 2 is correct?  a the rate of reaction is faster than in experiment 1 and there is the same amount of product.  b the rate of reaction is faster than in experiment 1 and there is more product.  c the rate of reaction is the same as in experiment 1 and there is the same amount of product.  d the rate of reaction is the same as in experiment 1 and there is more product.     ",
+            "8": "8  \u00a9 ucles 2018 0620/13/o/n/18  17 the results of some experiments with sulfur dioxide are shown.    experiment description result  1 mix with dilute hydrochloric acid does not react  2 mix with concentrated sodium hydroxide a salt forms  3   add universal indicator   universal indicator  turns purple  4   add acidified aqueous  potassium manganate( vii) purple solution  turns colourless    which results are correct?  a 1, 2 and 4 b 2, 3 and 4 c 1 and 2 only d 3 and 4 only     18 a student prepares solid hydrated copper( ii) sulfate from dilute sulfuric acid and the insoluble  base copper( ii) oxide.    which process is not used in the procedure?  a crystallisation  b distillation  c evaporation  d filtration    19 a white precipitate is produced when small amounts of two colourless solutions are mixed  together.    which pairs of solutions produce a white precipitate?    1 sodium hydroxide and zinc nitrate  2 sodium hydroxide and aluminium chloride  3 barium chloride and sulfuric acid  4 acidified barium nitrate and potassium sulfate    a 1, 2, 3 and 4  b 1, 2 and 4 only  c 1 and 2 only  d 2 only    ",
+            "9": "9  \u00a9 ucles 2018 0620/13/o/n/18 [turn over  20 solution q is warmed with ammonium chloride.    in a separate experiment, solution q is added to methyl orange.    which observations show that solution q is basic?     warmed with  ammonium chloride added to   methyl orange  a gas is produced turns red  b gas is produced turns yellow  c no reaction turns red  d no reaction turns yellow     21 which statement about elements in the periodic table is correct?  a elements are arranged in order of increasing nucleon number.  b elements change from non-metallic to metallic across a period.  c elements in the same period have similar properties.  d elements on the left of the periodic table form basic oxides.     22 elements in group i of the periodic table react with water.    which row describes the products made in the reaction and the trend in reactivity of the elements?     products trend in reactivity  a metal hydroxide and hydrogen less reactive down the group  b metal hydroxide and hydrogen more reactive down the group  c metal oxide and hydrogen less reactive down the group  d metal oxide and hydrogen more reactive down the group     ",
+            "10": "10  \u00a9 ucles 2018 0620/13/o/n/18  23 the equation shows the reaction between a halogen and aqueous bromide ions.    x2 + 2br\u2013 \u2192 2x\u2013 + br 2   ..1.. ..2.. ..3..    which words complete gaps 1, 2 and 3?     1 2 3  a chlorine brown colourless  b chlorine colourless brown  c iodine brown colourless  d iodine colourless brown     24 an inert gas r is used to fill weather balloons.    which descriptions of r are correct?     number of outer shell  electrons in atoms of r structure of gas r  a 2 diatomic molecules  b 2 single atoms  c 8 diatomic molecules  d 8 single atoms     25 calcium reacts with cold water to produce hydrogen.    lead reacts slowly when heated in air to form an  oxide but has almost no reaction with steam.    silver does not react with either air or water.    zinc reacts when heated with steam to produce hydrogen.    what is the order of reactivity starting with the least reactive?     least reactive   most reactive  a calcium lead zinc silver  b calcium zinc lead silver  c silver lead zinc calcium  d silver zinc lead calcium     ",
+            "11": "11  \u00a9 ucles 2018 0620/13/o/n/18 [turn over  26 iron and potassium are both metals.    which row shows the reactivity of the metal and how it is extracted from its ore?     metal reactivity extracted by  a iron high electrolysis  b iron medium heating with carbon  c potassium medium electrolysis  d potassium high heating with carbon     27 which row describes the use of a metal and the property upon which the use depends?     metal use property  a aluminium aircraft bodies aluminium is a heat conductor  b aluminium cooking utensils aluminium has a low density  c copper cooking utensils copper has a high density  d copper electrical wiring copper is a good conductor of electricity     28 argon is a noble gas used to fill light bulbs.    what is the approximate percentage of argon in air?  a 1% b 20% c 79% d 99%     ",
+            "12": "12  \u00a9 ucles 2018 0620/13/o/n/18  29 the diagrams show experiments involving the rusting of iron.    water boiled to remove the airwater anhydrouscalcium chlorideto dry the airoil iron nailstube q tube r tube p     a student predicted the following results.    1 in tube p, the iron nails rust.  2 in tube q, the iron nails do not rust. 3 in tube r, the iron nails do not rust.    which predictions are correct?  a 1, 2 and 3 b 1 and 2 only c 1 and 3 only d 2 and 3 only     30 which equation represents the incomplete combustion of propane, c 3h8?  a 2c 3h8  +  7o 2  \u2192  6co  +  8h 2o  b c 3h8  +  5o 2  \u2192  3co 2  +  4h 2o  c 2c 3h8  +  11o 2  \u2192  6co  +  16h 2o  d c 3h8  +  7o 2  \u2192  3co 2  +  8h 2o     ",
+            "13": "13  \u00a9 ucles 2018 0620/13/o/n/18 [turn over  31 the table describes three types of water.    water  type source of  water appearance before  treatment treatment appearance after  treatment  p river muddy none muddy  q river muddy filtration and chlorination clear  r well clear chlorination only clear    which statement is correct?  a only q and r are suitable for drinking, while p could be used for irrigation.  b only q and r are suitable for drinking, while p is unsuitable for any purpose.  c only q is suitable for drinking. r could be used for washing cars and p for irrigation.  d p, q and r are suitable for irrigation and washing cars, but are not suitable for drinking.    32 which compound would not be used as an important part of a garden fertiliser?  a ca 3(po 4)2 b kno 3 c mg(oh) 2 d (nh 4)2so 4     33 carbon dioxide and methane both contribute to climate change.   which process produces both gases?  a complete combustion of natural gas  b farming cattle  c heating calcium carbonate  d respiration      34 which equation represents the formation of lime?  a caco 3  \u2192  cao  +  co 2  b cao  +  h 2o  \u2192  ca(oh) 2  c ca  +  2h 2o  \u2192  ca(oh) 2  +  h 2  d ca(oh) 2  +  co 2  \u2192  caco 3  +  h 2o     ",
+            "14": "14  \u00a9 ucles 2018 0620/13/o/n/18  35 petroleum is a mixture of different hydrocarbons.    which process is used to separate the petroleum into groups of similar hydrocarbons?  a combustion  b cracking  c fractional distillation  d reduction     36 which two compounds are molecules which both contain a double bond?  a ethane and ethanoic acid  b ethane and ethanol  c ethene and ethanoic acid  d ethene and ethanol     37 which statement about any homologous series is correct?  a the first member contains one carbon atom only.  b the members all contain carbon and hydrogen only.  c the members all contain the same functional group.  d the members all contain the same number of carbon atoms.    38 ethanol can be formed by:    1 fermentation  2 reaction between steam and ethene.    which of these processes use a catalyst?     1 2  a \u0016 \u0016  b \u0016 \u001a  c \u001a \u0016  d \u001a \u001a     ",
+            "15": "15    permission to reproduce items where third-party owned material pr otected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to trac e 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 ans wer-related information to candidates, all copyright acknowledgements are reproduced onl ine in the cambridge  international examinations copyright acknow ledgements booklet. this is produced for each  series of examinations and is freely a vailable to download at  www.cie.org.uk after the live examination series.    cambridge international examinations is part of the cambridge as sessment group. cambridge assessment is the brand name of unive rsity of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge.    \u00a9 ucles 2018 0620/13/o/n/18 39 which statement about ethanoic acid is not correct?  a it is insoluble in water.  b it reacts with sodium hydroxide to form a salt.  c it reacts with some metals to form hydrogen gas.  d it is a carboxylic acid.      40 some information about poly(ethene) is given.    \u25cf poly(ethene) is used to make plastic bags.  \u25cf poly(ethene) plastic bags in landfill sites do not readily decompose.  \u25cf poly(ethene) molecules contain carbon and hydrogen atoms.    which statement about poly(ethene) is correct?  a it is biodegradable.  b it is combustible.  c it is unsaturated.  d it reacts with water.    ",
+            "16": "16  \u00a9 ucles 2018 0620/13/o/n/18   groupthe periodic table of elements 1 h hydrogen 12 he helium 4ii i iii iv v vi vii viii 3 li lithium 74 be beryllium 9atomic number atomic symbolkey name relative atomic mass 11 na sodium 2312 mg magnesium 24 19 k potassium 3920 ca calcium 40 37 rb rubidium 8538 sr strontium 88 55 cs caesium 13356 ba barium 137 87 fr francium \u201388 ra radium \u20135 b boron 11 13 al aluminium 27 31 ga gallium 70 49 in indium 115 81 tl thallium 2046 c carbon 12 14 si silicon 2832 ge germanium 73 50 sn tin 119 82 pb lead 20722 ti titanium 48 40 zr zirconium 91 72 hf hafnium 178 104 rf rutherfordium \u201323 v vanadium 51 41 nb niobium 93 73 ta tantalum 181 105 db dubnium \u201324 cr chromium 52 42 mo molybdenum 96 74 w tungsten 184 106 sg seaborgium \u201325 mn manganese 55 43 tc technetium \u2013 75 re rhenium 186 107 bh bohrium \u201326 fe iron 56 44 ru ruthenium 101 76 os osmium 190 108 hs hassium \u201327 co cobalt 59 45 rh rhodium 103 77 ir iridium 192 109 mt meitnerium \u201328 ni nickel 59 46 pd palladium 106 78 pt platinum 195 110 ds darmstadtium \u201329 cu copper 64 47 ag silver 108 79 au gold 197 111 rg roentgenium \u201330 zn zinc 65 48 cd cadmium 112 80 hg mercury 201 112 cn copernicium \u2013114 fl flerovium \u2013116 lv livermorium \u20137 n nitrogen 14 15 p phosphorus 3133 as arsenic 75 51 sb antimony 122 83 bi bismuth 2098 o oxygen 16 16 s sulfur 3234 se selenium 79 52 te tellurium 128 84 po polonium \u20139 f fluorine 19 17 cl chlorine 35.5 35 br bromine 80 53 i iodine 127 85 at astatine \u201310 ne neon 20 18 ar argon 4036 kr krypton 84 54 xe xenon 131 86 rn radon \u201321 sc scandium 45 39 y yttrium 89 57\u201371 lanthanoids 89\u2013103 actinoids 57 la lanthanum 139 89 aclanthanoids actinoids the volume of one mole of any gas is 24  dm3 at room temperature and pressure (r.t.p.).actinium \u201358 ce cerium 140 90 th thorium 23259 pr praseodymium 141 91 pa protactinium 23160 nd neodymium 144 92 u uranium 23861 pm promethium \u2013 93 np neptunium \u201362 sm samarium 150 94 pu plutonium \u201363 eu europium 152 95 am americium \u201364 gd gadolinium 157 96 cm curium \u201365 tb terbium 159 97 bk berkelium \u201366 dy dysprosium 163 98 cf californium \u201367 ho holmium 165 99 es einsteinium \u201368 er erbium 167 100 fm fermium \u201369 tm thulium 169 101 md mendelevium \u201370 yb ytterbium 173 102 no nobelium \u201371 lu lutetium 175 103 lr lawrencium \u2013  "
+        },
+        "0620_w18_qp_21.pdf": {
+            "1": "  the syllabus is approved for use in england, wales and northern ir eland as a cambridge international level 1/level 2 certificat e.  this document consists of 15 printed pages and 1 blank page.  ib18 11_0620_21/3rp  \u00a9 ucles 2018 [turn over     *4207030076 * cambridge international examinations  cambridge international general certificate of secondary education       chemistry 0620/21     paper 2  multiple choice (extended)  october/november 2018       45 minutes  additional materials: multiple choice answer sheet   soft clean eraser   soft pencil (type b or hb is recommended)       read these instructions first   write in soft pencil.  do not use staples, paper clips, glue or correction fluid.  write your name, centre number and candidate number on the answer sheet in the spaces provided unless  this has been done for you.  do not  write in any barcodes.   there are forty  questions on this paper. answer all questions. for each question there are four possible  answers a, b, c and d.   choose the one you consider correct and record your choice in soft pencil  on the separate answer sheet.   read the instructions on the answer sheet very carefully.   each correct answer will score one mark. a ma rk will not be deducted for a wrong answer.  any rough working should be done in this booklet.  a copy of the periodic table is printed on page 16.  electronic calculators may be used.  ",
+            "2": "2  \u00a9 ucles 2018 0620/21/o/n/18  1 when smoke particles are observed with a microscope they are seen to move around randomly.  this is called brownian motion.    what causes brownian motion?  a diffusion of the smoke particles  b molecules in the air hitting the smoke particles  c sublimation of the smoke particles  d the smoke particles hitting the walls of the container    2 the diagrams show four pieces of laboratory equipment.    thermomete r stop-clock pipette balance     which equipment is essential to find out if dissolving a salt in water is an exothermic process?     balance pipette stop-clock thermometer  a \u001a \u001a \u001a \u0016  b \u0016 \u001a \u001a \u0016  c \u001a \u0016 \u001a \u0016  d \u0016 \u001a \u0016 \u001a     ",
+            "3": "3  \u00a9 ucles 2018 0620/21/o/n/18 [turn over  3 iodine, i, has a lower relative atomic mass than tellurium, te, but is placed after it in the  periodic table.    te i     which statement explains why iodine is placed after tellurium in the periodic table?  a iodine has fewer neutrons than tellurium.  b iodine has fewer protons than tellurium.  c iodine has more neutrons than tellurium.  d iodine has more protons than tellurium.      4 which statement about the isotopes of an element is correct?  a their physical properties are different because they have different proton numbers.  b their atomic masses are different because they have different numbers of electron shells.  c they have the same chemical properties because they have the same number of electrons in  their outer shells.  d they have the same physical properties becaus e they have the same number of neutrons in  their nuclei.     5 which two molecules contain the same number of electrons?  a c l  2 and so 2  b ch 4 and h 2o  c co and nh 3  d co 2 and hc l      6 which statement describes the lattice structure of a metal?  a the lattice consists of alternating positive ions and negative ions.  b the lattice consists of neutral atoms arranged in layers.  c the lattice consists of positive ions in a \u2018sea of electrons\u2019.  d the lattice consists of neutral atoms in a \u2018sea of electrons\u2019.    ",
+            "4": "4  \u00a9 ucles 2018 0620/21/o/n/18  7 which gas sample contains the most molecules?  a 24  dm3 of carbon dioxide, co 2  b 4  g of hydrogen, h 2  c 36  dm3 of hydrogen chloride, hc l  d 14  g of nitrogen, n 2    8 a student mixed together 25.0  cm3 of 1.00  mol  / dm3 hydrochloric acid and 25.0  g of  calcium carbonate.    2hc l (aq)  +  caco 3(s)  \u2192  cac l 2(aq)  +  h 2o(l)  +  co 2(g)    what is the maximum volume of carbon dioxide gas that could be collected at room temperature  and pressure?  a 300  dm3 b 6.00  dm3 c 0.600  dm3 d 0.300  dm3      9 iron can react with sulfur to form two ionic compounds.    the iron is present as fe2+ in one compound and as fe3+ in the other compound.    the sulfur ion is present as s2\u2013 in both compounds.    what are the formulae of the two compounds?  a fes and  fe2s3  b fes and fe 3s2  c fes 2 and fe 3s2  d fes 2 and fe 2s3      10 aqueous copper( ii) sulfate is electrolysed using carbon electrodes.    what is the product at each electrode?     product at the  positive electrode product at the  negative electrode  a copper oxygen  b hydrogen oxygen  c oxygen copper  d oxygen hydrogen     ",
+            "5": "5  \u00a9 ucles 2018 0620/21/o/n/18 [turn over  11 the diagram shows a circuit used to electrolyse aqueous copper( ii) sulfate.    +\u2013   2134 copper electrodes aqueous copper( ii) sulfatepower supply +\u2013     which arrows indicate the movement of the copper ions in the electrolyte and of the electrons in  the external circuit?     copper ions electrons  a 1 3  b 1 4  c 2 3  d 2 4      12 methane burns in an excess of oxygen. the equation is shown.    ch 4(g)  +  2o 2(g)  \u2192  co 2(g)  +  2h 2o(g)    the bond energies are shown in the table.    bond bond energy  in kj  / mol  c\u2013h +410  c=o +805  o\u2013h +460  o=o +496    what is the energy change for the reaction?  a +818  kj / mol  b +102  kj / mol  c \u2013359  kj / mol  d \u2013818  kj / mol   ",
+            "6": "6  \u00a9 ucles 2018 0620/21/o/n/18  13 the equation for the formation of ammonia is shown.    n2  +  3h 2  \u2192  2nh 3    the energy level diagram for the reaction is shown.    energy progress of reactionenergy changen2  +  3h2 2nh3total energy released = \u2013342  kj / molactivation energy = +250  kj / mol     what is the energy change for the reaction?  a \u2013592  kj / mol  b \u201392  kj / mol  c +92  kj / mol  d +592  kj / mol     14 the effects of a change in conditions on a chemical reaction are listed.    1 the total number of collisions per minute increased.  2 the number of effective collisions per minute increased.  3 the average energy of the particles increased.    which change in conditions caused all of these effects?  a addition of a catalyst  b increasing the concentration of a solution of a reactant  c increasing the surface area of a solid reactant  d increasing the temperature     ",
+            "7": "7  \u00a9 ucles 2018 0620/21/o/n/18 [turn over  15 when bic l 3 reacts with water, a white precipitate of bioc l is formed. the equation for the  reaction is shown.    bic l 3(aq)  +  h 2o(l)    bioc l (s)  +  2hc l (aq)    which statements are correct?    1 the reaction is reversible.  2 when dilute hydrochloric acid is added to the reaction mixture, more of the white  precipitate forms.  3 when aqueous sodium hydroxide is added to the reaction mixture, more of the white  precipitate forms.    a 1, 2 and 3 b 1 and 2 only c 1 and 3 only d 2 and 3 only      16 an excess of iron( ii) chloride is added to acidified potassium manganate( vii).    which statements are correct?    1 the purple colour disappears.  2 iron( ii) is reduced to iron( iii).  3 manganate( vii) ions are oxidised to manganese( ii) ions.  4 potassium manganate( vii) is an oxidising agent.    a 1 and 2 b 1 and 4 c 2 and 3 d 3 and 4     17 part of the periodic table is shown.    which element forms an oxide that reacts with dilute acid to form a salt and water?    i ii iii iv v vi vii viii cdab      ",
+            "8": "8  \u00a9 ucles 2018 0620/21/o/n/18  18 aqueous sodium hydroxide is added to solid q in a test-tube.    a gas is produced which turns damp red litmus blue.    what is q?  a aluminium  b ammonia  c ammonium chloride  d sodium nitrate     19 potassium hydroxide is a base.    which statement describes a reaction of potassium hydroxide?  a chlorine is formed when it is heated with ammonium chloride.  b it turns universal indicator green.  c it reacts with an acid to produce a salt and water.  d it turns methyl orange red.      20 some general rules for the solubility of salts in water are listed.    \u25cf carbonates are insoluble (except ammonium carbonate, potassium carbonate and  sodium carbonate).  \u25cf chlorides are soluble (except lead( ii) chloride and silver chloride).  \u25cf nitrates are soluble.  \u25cf sulfates are soluble (except barium sulfate, calcium sulfate and lead( ii) sulfate).    which substances produce an insoluble salt when aqueous solutions of them are mixed?  a barium chloride and magnesium nitrate  b calcium chloride and ammonium nitrate  c silver nitrate and zinc chloride  d sodium carbonate and potassium sulfate     ",
+            "9": "9  \u00a9 ucles 2018 0620/21/o/n/18 [turn over  21 elements in group i of the periodic table react with water.    which row describes the products made in the reaction and the trend in reactivity of the elements?     products trend in reactivity  a metal hydroxide and hydrogen less reactive down the group  b metal hydroxide and hydrogen more reactive down the group  c metal oxide and hydrogen less reactive down the group  d metal oxide and hydrogen more reactive down the group     22 the equation shows the reaction between a halogen and aqueous bromide ions.    x 2 + 2br\u2013 \u2192 2x\u2013 + br 2   ..1.. ..2.. ..3..    which words complete gaps 1, 2 and 3?     1 2 3  a chlorine brown colourless  b chlorine colourless brown  c iodine brown colourless  d iodine colourless brown     23 an inert gas r is used to fill weather balloons.    which descriptions of r are correct?     number of outer shell  electrons in atoms of r structure of gas r  a 2 diatomic molecules  b 2 single atoms  c 8 diatomic molecules  d 8 single atoms     ",
+            "10": "10  \u00a9 ucles 2018 0620/21/o/n/18  24 a student heated copper( ii) carbonate and copper( ii) nitrate in separate test-tubes.    both compounds decomposed.    which row shows the gases produced from each reaction?     copper( ii) carbonate copper( ii) nitrate  a carbon dioxide nitrogen dioxide only  b carbon dioxide oxygen only  c carbon dioxide oxygen and nitrogen dioxide  d oxygen oxygen and nitrogen dioxide     25 metal x reacts with steam but not with cold water.    what is x?  a calcium  b copper  c sodium  d zinc     26 which row shows uses of the metals listed?     aluminium copper mild steel  a aircraft manufacture food containers cutlery  b cutlery electrical wiring chemical plant  c electrical wiring aircraft manufacture cooking utensils  d food containers cooking utensils car bodies      27 aluminium objects do not need protection from corrosion.    iron objects must be protected from corrosion.    why does aluminium resist corrosion?  a aluminium does not form ions easily.  b aluminium does not react with water or air.  c aluminium has a protective oxide layer.  d aluminium is below iron in the reactivity series.    ",
+            "11": "11  \u00a9 ucles 2018 0620/21/o/n/18 [turn over  28 which statement describes the role of iron in the haber process?  a it is used as a catalyst.  b it is used as a reducing agent.  c it is used to condense the ammonia gas into a liquid.  d it is used to increase the yield of ammonia.      29 which statement about air pollutants is not correct?  a carbon monoxide is formed from the complete combustion of petroleum.  b lead compounds are formed from some types of petrol.  c oxides of nitrogen are formed from the combustion reactions inside car engines.  d sulfur dioxide is formed from the combustion of coal.      30 argon is a noble gas used to fill light bulbs.    what is the approximate percentage of argon in air?  a 1% b 20% c 79% d 99%     31 the diagrams show experiments involving the rusting of iron.    water boiled to remove the airwater anhydrouscalcium chlorideto dry the airoil iron nailstube q tube r tube p     a student predicted the following results.    1 in tube p, the iron nails rust.  2 in tube q, the iron nails do not rust. 3 in tube r, the iron nails do not rust.    which predictions are correct?  a 1, 2 and 3 b 1 and 2 only c 1 and 3 only d 2 and 3 only     ",
+            "12": "12  \u00a9 ucles 2018 0620/21/o/n/18  32 a diagram of the carbon cycle is shown.    dead organismsanimals plantscarbon dioxide fossil fuelswx x y     which processes are represented by the letters w, x and y?     w x y  a photosynthesis combustion respiration  b photosynthesis respiration combustion  c respiration combustion photosynthesis  d respiration photosynthesis combustion      33 which statement about sulfur or one of its compounds is correct?  a sulfur occurs naturally as the element sulfur.  b sulfur dioxide is used to kill bacteria in drinking water.  c sulfuric acid is a weak acid.  d dilute sulfuric acid is a dehydrating agent.      34 which reaction is endothermic?  a caco 3  \u2192  cao  +  co 2  b cao  +  2hc l  \u2192  cac l 2  +  h 2o  c 2ca  +  o 2  \u2192  2cao  d ca  +  2hc l  \u2192  cac l 2  +  h 2     ",
+            "13": "13  \u00a9 ucles 2018 0620/21/o/n/18 [turn over  35 which equation representing a reaction of methane is correct?  a ch 4  +  c l 2  \u2192  ch 3cl  +  hc l  b ch 4  +  c l 2  \u2192  ch 4cl 2  c ch 4  +  c l 2  \u2192  ch 2cl 2  +  h 2  d 2ch 4  +  2c l 2  \u2192  2ch 3cl  +  c l 2  +  h 2      36 which two compounds are molecules which both contain a double bond?  a ethane and ethanoic acid  b ethane and ethanol  c ethene and ethanoic acid  d ethene and ethanol     37 ethanol can be formed by:    1 fermentation  2 reaction between steam and ethene.    which of these processes use a catalyst?     1 2  a \u0016 \u0016  b \u0016 \u001a  c \u001a \u0016  d \u001a \u001a     38 when the alcohol ch 3ch 2ch 2oh reacts with the carboxylic acid ch 3ch 2ch 2cooh an ester is  formed.    what is the name and structural formula of this ester?     name structural formula  a butyl propanoate ch 3ch 2cooch 2ch 2ch 2ch 3  b butyl propanoate ch 3ch 2ch 2cooch 2ch 2ch 3  c propyl butanoate ch 3ch 2cooch 2ch 2ch 2ch 3  d propyl butanoate ch 3ch 2ch 2cooch 2ch 2ch 3     ",
+            "14": "14  \u00a9 ucles 2018 0620/21/o/n/18  39 a solution of ethanol and water is left to stand in an open beaker in a warm room for three weeks.    which statement explains what happens to the ethanol in the solution?  a the ethanol is dehydrated to ethene.  b the ethanol is hydrolysed to ethene.  c the ethanol is oxidised to ethanoic acid.  d the ethanol is reduced to ethanoic acid.    40 the structure of a polymer is shown.    ch hcch3 ch3ch hcch3 ch3ch hcch3 ch3    which monomer is used to make this polymer?    cch3ch3 ca h hcch3 ch3cb h hcch3 ch3cc hh c ch3ch3 cd hh      ",
+            "15": "15    blank page     permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to trac e 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 ans wer-related information to candidates, all copyright acknowledgements are reproduced onl ine in the cambridge  international examinations copyright acknow ledgements booklet. this is produced for each  series of examinations and is freely a vailable to download at  www.cie.org.uk after the live examination series.    cambridge international examinations is part of the cambridge as sessment group. cambridge assessment is the brand name of unive rsity of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge.    \u00a9 ucles 2018 0620/21/o/n/18  ",
+            "16": "16  \u00a9 ucles 2018 0620/21/o/n/18   groupthe periodic table of elements 1 h hydrogen 12 he helium 4ii i iii iv v vi vii viii 3 li lithium 74 be beryllium 9atomic number atomic symbolkey name relative atomic mass 11 na sodium 2312 mg magnesium 24 19 k potassium 3920 ca calcium 40 37 rb rubidium 8538 sr strontium 88 55 cs caesium 13356 ba barium 137 87 fr francium \u201388 ra radium \u20135 b boron 11 13 al aluminium 27 31 ga gallium 70 49 in indium 115 81 tl thallium 2046 c carbon 12 14 si silicon 2832 ge germanium 73 50 sn tin 119 82 pb lead 20722 ti titanium 48 40 zr zirconium 91 72 hf hafnium 178 104 rf rutherfordium \u201323 v vanadium 51 41 nb niobium 93 73 ta tantalum 181 105 db dubnium \u201324 cr chromium 52 42 mo molybdenum 96 74 w tungsten 184 106 sg seaborgium \u201325 mn manganese 55 43 tc technetium \u2013 75 re rhenium 186 107 bh bohrium \u201326 fe iron 56 44 ru ruthenium 101 76 os osmium 190 108 hs hassium \u201327 co cobalt 59 45 rh rhodium 103 77 ir iridium 192 109 mt meitnerium \u201328 ni nickel 59 46 pd palladium 106 78 pt platinum 195 110 ds darmstadtium \u201329 cu copper 64 47 ag silver 108 79 au gold 197 111 rg roentgenium \u201330 zn zinc 65 48 cd cadmium 112 80 hg mercury 201 112 cn copernicium \u2013114 fl flerovium \u2013116 lv livermorium \u20137 n nitrogen 14 15 p phosphorus 3133 as arsenic 75 51 sb antimony 122 83 bi bismuth 2098 o oxygen 16 16 s sulfur 3234 se selenium 79 52 te tellurium 128 84 po polonium \u20139 f fluorine 19 17 cl chlorine 35.5 35 br bromine 80 53 i iodine 127 85 at astatine \u201310 ne neon 20 18 ar argon 4036 kr krypton 84 54 xe xenon 131 86 rn radon \u201321 sc scandium 45 39 y yttrium 89 57\u201371 lanthanoids 89\u2013103 actinoids 57 la lanthanum 139 89 aclanthanoids actinoids the volume of one mole of any gas is 24  dm3 at room temperature and pressure (r.t.p.).actinium \u201358 ce cerium 140 90 th thorium 23259 pr praseodymium 141 91 pa protactinium 23160 nd neodymium 144 92 u uranium 23861 pm promethium \u2013 93 np neptunium \u201362 sm samarium 150 94 pu plutonium \u201363 eu europium 152 95 am americium \u201364 gd gadolinium 157 96 cm curium \u201365 tb terbium 159 97 bk berkelium \u201366 dy dysprosium 163 98 cf californium \u201367 ho holmium 165 99 es einsteinium \u201368 er erbium 167 100 fm fermium \u201369 tm thulium 169 101 md mendelevium \u201370 yb ytterbium 173 102 no nobelium \u201371 lu lutetium 175 103 lr lawrencium \u2013  "
+        },
+        "0620_w18_qp_22.pdf": {
+            "1": "  the syllabus is approved for use in england, wales and northern ir eland as a cambridge international level 1/level 2 certificat e.  this document consists of 16 printed pages.  ib18 11_0620_22/4rp  \u00a9 ucles 2018 [turn over     *90428231 84* cambridge international examinations  cambridge international general certificate of secondary education       chemistry 0620/22     paper 2  multiple choice (extended)  october/november 2018       45 minutes  additional materials: multiple choice answer sheet   soft clean eraser   soft pencil (type b or hb is recommended)       read these instructions first   write in soft pencil.  do not use staples, paper clips, glue or correction fluid.  write your name, centre number and candidate number on the answer sheet in the spaces provided unless  this has been done for you.  do not  write in any barcodes.   there are forty  questions on this paper. answer all questions. for each question there are four possible  answers a, b, c and d.   choose the one you consider correct and record your choice in soft pencil  on the separate answer sheet.   read the instructions on the answer sheet very carefully.   each correct answer will score one mark. a ma rk will not be deducted for a wrong answer.  any rough working should be done in this booklet.  a copy of the periodic table is printed on page 16.  electronic calculators may be used.    ",
+            "2": "2  \u00a9 ucles 2018 0620/22/o/n/18  1 oxygen and fluorine are gaseous elements next to each other in the periodic table.    under the same conditions of temperature and pressure, oxygen diffuses ..1.. than fluorine  because its ..2.. is less than that of fluorine.    which words correctly complete gaps 1 and 2?     1 2  a faster molecular mass  b faster reactivity  c slower molecular mass  d slower reactivity      2 the diagrams show four pieces of laboratory equipment.    thermomete r stop-clock pipette balance     which equipment is essential to find out if dissolving a salt in water is an exothermic process?     balance pipette stop-clock thermometer  a \u001a \u001a \u001a \u0016  b \u0016 \u001a \u001a \u0016  c \u001a \u0016 \u001a \u0016  d \u0016 \u001a \u0016 \u001a      3 how many neutrons are present in the atom x45 21?  a 21 b 24 c 45 d 66     ",
+            "3": "3  \u00a9 ucles 2018 0620/22/o/n/18 [turn over  4 two naturally occurring isotopes of oxygen are 16o and 17o.    which statement is correct?  a both isotopes react with iron to form rust.  b neither isotope reacts with iron to form rust.  c only 16o reacts with iron to form rust.  d only 17o reacts with iron to form rust.     5 how many electrons are used to form covalent bonds in a molecule of methanol, ch 3oh?  a 5 b 6 c 8 d 10     6 potassium bromide and methanol are both compounds.    their melting points are different.    which row is correct?     substance with the  higher melting point reason why the melting points are different  a   methanol   the attractive forces between oppositely charged ions  is greater than the attractive forces between molecules  b   methanol   the attractive forces between molecules is greater  than the attractive forces between oppositely charged ions  c   potassium bromide   the attractive forces between oppositely charged ions  is greater than the attractive forces between molecules  d   potassium bromide   the attractive forces between molecules is greater  than the attractive forces between oppositely charged ions      7 which gas sample contains the smallest number of molecules?  a 4  g of helium  b 16  g of oxygen  c 28  g of carbon monoxide  d 28  g of nitrogen    ",
+            "4": "4  \u00a9 ucles 2018 0620/22/o/n/18  8 the equation for the reaction between calcium carbonate and dilute nitric acid is shown.    caco 3(s)  +  2hno 3(aq)  \u2192  ca(no 3)2(aq)  +  co 2(g)  +  h 2o(l)    25  g of calcium carbonate is reacted with an excess of dilute nitric acid.    which mass of calcium nitrate and which volume of carbon dioxide is produced at room temperature and pressure?     mass of  calcium nitrate  / g volume of  carbon dioxide  / dm3  a 29   6  b 29 12  c 41   6  d 41 12     9 the formulae of some ions are shown.    positive ion negative ion  ti4+ po 43\u2013  al 3+ so 42\u2013  mg2+ no 3\u2013  k+ c l \u2013    which formula is not correct?  a a l 3(so 4)2 b k 3po 4 c mg(no 3)2 d tic l 4     ",
+            "5": "5  \u00a9 ucles 2018 0620/22/o/n/18 [turn over  10 concentrated aqueous copper( ii) chloride is electrolysed using copper electrodes as shown.    +\u2013copper electrodes aqueous copper( ii) chloridepower supply     what happens to the mass of each electrode during this process?     positive electrode negative electrode  a decreases decreases  b decreases increases  c increases decreases  d increases increases     ",
+            "6": "6  \u00a9 ucles 2018 0620/22/o/n/18  11 the diagram shows a circuit used to electrolyse aqueous copper( ii) sulfate.    +\u2013   2134 copper electrodes aqueous copper( ii) sulfatepower supply +\u2013     which arrows indicate the movement of the copper ions in the electrolyte and of the electrons in  the external circuit?     copper ions electrons  a 1 3  b 1 4  c 2 3  d 2 4      12 hydrogen peroxide, h\u2013o\u2013o\u2013h, decomposes to form water and oxygen.    2h2o2(g)  \u2192  2h 2o(g)  +  o 2(g)    the bond energies are shown in the table. the reaction is exothermic.    bond bond energy  in kj  / mol  o\u2013h +460  o\u2013o +150  o=o +496    what is the energy change for the reaction?  a \u2013346  kj / mol b \u2013196  kj / mol c +196  kj / mol d +346  kj / mol     ",
+            "7": "7  \u00a9 ucles 2018 0620/22/o/n/18 [turn over  13 the equation for the formation of ammonia is shown.    n2  +  3h 2  \u2192  2nh 3    the energy level diagram for the reaction is shown.    energy progress of reactionenergy changen2  +  3h2 2nh3total energy released = \u2013342  kj / molactivation energy = +250  kj / mol     what is the energy change for the reaction?  a \u2013592  kj / mol  b \u201392  kj / mol  c +92  kj / mol  d +592  kj / mol      14 the rate of reaction between magnesium ribbon and 2  mol  / dm3 hydrochloric acid at 25  \u00b0c to  produce hydrogen gas is measured.    in another experiment, either the concentration of  the hydrochloric acid or the temperature is  changed. all other conditions are kept the same.    which conditions increase the rate of reaction?  a 1  mol  / dm3 hydrochloric acid at 25  \u00b0c  b 2  mol  / dm3 hydrochloric acid at 10  \u00b0c  c 2  mol  / dm3 hydrochloric acid at 20  \u00b0c  d 3  mol  / dm3 hydrochloric acid at 25  \u00b0c     ",
+            "8": "8  \u00a9 ucles 2018 0620/22/o/n/18  15 methanol is prepared by the reversible reaction shown.    co(g)  +  2h 2(g)    ch 3oh(g)    the forward reaction is exothermic.    which conditions produce the highest equilibrium yield of methanol?     temperature pressure  a high high  b high low  c low high  d low low      16 the thermite reaction can be used to produce iron from iron( iii) oxide.    the equation for the reaction is shown.    2a l  +  fe 2o3  \u2192  2fe  +  a l 2o3    which statements about this reaction are correct?    1 aluminium is the oxidising agent.  2 aluminium is less reactive than iron. 3 electrons are transferred from aluminium to iron.  4 the iron in the iron( iii) oxide is reduced.    a 1 and 3 b 1 and 4 c 2 and 3 d 3 and 4    17 in which row are the oxides correctly identified?     acidic basic  a magnesium oxide, calcium oxide su lfur dioxide, carbon dioxide  b magnesium oxide, sulfur dioxide carbon dioxide, calcium oxide  c sulfur dioxide, carbon dioxide calcium oxide, magnesium oxide  d sulfur dioxide, magnesium oxide calcium oxide, carbon dioxide     ",
+            "9": "9  \u00a9 ucles 2018 0620/22/o/n/18 [turn over  18 when dilute sulfuric acid is added to solid x, a colourless solution is formed and a gas is  produced.    what is x?  a copper( ii) oxide  b sodium oxide  c copper( ii) carbonate  d sodium carbonate      19 a few drops of methyl orange are added to a reaction mixture.    during the reaction, a gas is produced and the methyl orange turns from red to orange.    what are the reactants?  a aqueous sodium hydroxide and ammonium chloride  b aqueous sodium hydroxide and calcium carbonate  c dilute hydrochloric acid and magnesium  d dilute hydrochloric acid and aqueous sodium hydroxide    20 some general rules for the solubility of salts in water are listed.    \u25cf carbonates are insoluble (except ammonium carbonate, potassium carbonate and  sodium carbonate).  \u25cf chlorides are soluble (except lead( ii) chloride and silver chloride).  \u25cf nitrates are soluble.  \u25cf sulfates are soluble (except barium sulfate, calcium sulfate and lead( ii) sulfate).    which substances produce an insoluble salt when aqueous solutions of them are mixed?  a barium chloride and magnesium nitrate  b calcium chloride and ammonium nitrate  c silver nitrate and zinc chloride  d sodium carbonate and potassium sulfate    ",
+            "10": "10  \u00a9 ucles 2018 0620/22/o/n/18  21 elements in group i of the periodic table react with water.    which row describes the products made in the reaction and the trend in reactivity of the elements?     products trend in reactivity  a metal hydroxide and hydrogen less reactive down the group  b metal hydroxide and hydrogen more reactive down the group  c metal oxide and hydrogen less reactive down the group  d metal oxide and hydrogen more reactive down the group     22 the equation shows the reaction between a halogen and aqueous bromide ions.    x 2 + 2br\u2013 \u2192 2x\u2013 + br 2   ..1.. ..2.. ..3..    which words complete gaps 1, 2 and 3?     1 2 3  a chlorine brown colourless  b chlorine colourless brown  c iodine brown colourless  d iodine colourless brown     23 an inert gas r is used to fill weather balloons.    which descriptions of r are correct?     number of outer shell  electrons in atoms of r structure of gas r  a 2 diatomic molecules  b 2 single atoms  c 8 diatomic molecules  d 8 single atoms     ",
+            "11": "11  \u00a9 ucles 2018 0620/22/o/n/18 [turn over  24 heating copper( ii) carbonate produces copper( ii) oxide and carbon dioxide.    heating the copper( ii) oxide formed with carbon produces copper.    which processes are involved in this conversion of copper( ii) carbonate to copper?  a sublimation followed by oxidation  b sublimation followed by reduction  c thermal decomposition followed by oxidation  d thermal decomposition followed by reduction     25 four metals, w, x, y and z, are separately reacted with water and dilute hydrochloric acid.    the results are shown.     metal  w x y z  reaction with water   fizzes   no reaction   fizzes  vigorously no reaction    reaction with dilute  hydrochloric acid fizzes   no reaction   fizzes  violently fizzes      what is the order of reactivity of the four  metals starting with the least reactive?     least reactive  most reactive  a x w z y  b x z w y  c y w z x  d y z w x      26 which statement about the uses of metals is not correct?  a aluminium is used in aircraft because of it s strength and good electrical conductivity.  b copper is used in electrical wiring because of its good electrical conductivity.  c stainless steel resists corrosion and is used to make cutlery.  d transition elements are often used as catalysts.    ",
+            "12": "12  \u00a9 ucles 2018 0620/22/o/n/18  27 bauxite contains aluminium oxide.    aluminium is extracted from aluminium oxide by electrolysis.    why is cryolite added to the electrolytic cell used to extract aluminium?  a cryolite prevents the carbon anodes being burned away.  b cryolite removes impurities from the bauxite.  c cryolite increases the rate at which aluminium ions are discharged.  d molten cryolite dissolves the aluminium oxide.    28 which statement about the haber process is correct?  a the hydrogen used is obtained from the air.  b the nitrogen used is obtained from nitrates in the soil.  c nitrogen reacts with hydrogen to make ammonia.  d the reaction takes place at room temperature and pressure.    29 which statements about sulfur dioxide pollution are correct?    1 it increases the ph of rivers.  2 it damages limestone buildings.  3 it causes respiratory problems.    a 1 only b 2 only c 1 and 3 d 2 and 3    30 argon is a noble gas used to fill light bulbs.    what is the approximate percentage of argon in air?  a 1% b 20% c 79% d 99%    ",
+            "13": "13  \u00a9 ucles 2018 0620/22/o/n/18 [turn over  31 the diagrams show experiments involving the rusting of iron.    water boiled to remove the airwater anhydrouscalcium chlorideto dry the airoil iron nailstube q tube r tube p     a student predicted the following results.    1 in tube p, the iron nails rust.  2 in tube q, the iron nails do not rust. 3 in tube r, the iron nails do not rust.    which predictions are correct?  a 1, 2 and 3 b 1 and 2 only c 1 and 3 only d 2 and 3 only     32 in the carbon cycle, which two processes add carbon dioxide to the atmosphere?  a combustion and carbonate formation  b combustion and photosynthesis  c combustion and respiration  d respiration and photosynthesis     33 which statement about sulfur or one of its compounds is correct?  a sulfur occurs naturally as the element sulfur.  b sulfur dioxide is used to kill bacteria in drinking water.  c sulfuric acid is a weak acid.  d dilute sulfuric acid is a dehydrating agent.    ",
+            "14": "14  \u00a9 ucles 2018 0620/22/o/n/18  34 what is not a use of lime?  a it is used as a bleach in the manufacture of wood pulp.  b it is used to desulfurise flue gases.  c it is used to neutralise acidic industrial waste.  d it is used to treat acidic soil.      35 which equation representing a reaction of methane is correct?  a ch 4  +  c l 2  \u2192  ch 3cl  +  hc l  b ch 4  +  c l 2  \u2192  ch 4cl 2  c ch 4  +  c l 2  \u2192  ch 2cl 2  +  h 2  d 2ch 4  +  2c l 2  \u2192  2ch 3cl  +  c l 2  +  h 2     36 which two compounds are molecules which both contain a double bond?  a ethane and ethanoic acid  b ethane and ethanol  c ethene and ethanoic acid  d ethene and ethanol     37 ethanol can be formed by:    1 fermentation  2 reaction between steam and ethene.    which of these processes use a catalyst?     1 2  a \u0016 \u0016  b \u0016 \u001a  c \u001a \u0016  d \u001a \u001a     ",
+            "15": "15    permission to reproduce items where third-party owned material pr otected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to trac e 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 ans wer-related information to candidates, all copyright acknowledgements are reproduced onl ine in the cambridge  international examinations copyright acknow ledgements booklet. this is produced for each  series of examinations and is freely a vailable to download at  www.cie.org.uk after the live examination series.    cambridge international examinations is part of the cambridge as sessment group. cambridge assessment is the brand name of unive rsity of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge.    \u00a9 ucles 2018 0620/22/o/n/18 38 ethanol is manufactured from ethene.    what is an advantage of this process?  a it is a continuous process.  b it has high labour costs.  c it needs high temperature and pressure.  d it uses non-renewable materials.     39 which reaction can be used to make ethanoic acid?  a oxidation of ethanol  b oxidation of ethene  c reduction of ethanol  d reduction of ethene    40 the structure of an addition polymer is shown.    c hoh c hh c hoh c hh c hoh c hh     which monomer is used to make this polymer?    c hh hoha c hc hoh h hohbc cc ohhh hcc hooh h hd      ",
+            "16": "16  \u00a9 ucles 2018 0620/22/o/n/18   groupthe periodic table of elements 1 h hydrogen 12 he helium 4ii i iii iv v vi vii viii 3 li lithium 74 be beryllium 9atomic number atomic symbolkey name relative atomic mass 11 na sodium 2312 mg magnesium 24 19 k potassium 3920 ca calcium 40 37 rb rubidium 8538 sr strontium 88 55 cs caesium 13356 ba barium 137 87 fr francium \u201388 ra radium \u20135 b boron 11 13 al aluminium 27 31 ga gallium 70 49 in indium 115 81 tl thallium 2046 c carbon 12 14 si silicon 2832 ge germanium 73 50 sn tin 119 82 pb lead 20722 ti titanium 48 40 zr zirconium 91 72 hf hafnium 178 104 rf rutherfordium \u201323 v vanadium 51 41 nb niobium 93 73 ta tantalum 181 105 db dubnium \u201324 cr chromium 52 42 mo molybdenum 96 74 w tungsten 184 106 sg seaborgium \u201325 mn manganese 55 43 tc technetium \u2013 75 re rhenium 186 107 bh bohrium \u201326 fe iron 56 44 ru ruthenium 101 76 os osmium 190 108 hs hassium \u201327 co cobalt 59 45 rh rhodium 103 77 ir iridium 192 109 mt meitnerium \u201328 ni nickel 59 46 pd palladium 106 78 pt platinum 195 110 ds darmstadtium \u201329 cu copper 64 47 ag silver 108 79 au gold 197 111 rg roentgenium \u201330 zn zinc 65 48 cd cadmium 112 80 hg mercury 201 112 cn copernicium \u2013114 fl flerovium \u2013116 lv livermorium \u20137 n nitrogen 14 15 p phosphorus 3133 as arsenic 75 51 sb antimony 122 83 bi bismuth 2098 o oxygen 16 16 s sulfur 3234 se selenium 79 52 te tellurium 128 84 po polonium \u20139 f fluorine 19 17 cl chlorine 35.5 35 br bromine 80 53 i iodine 127 85 at astatine \u201310 ne neon 20 18 ar argon 4036 kr krypton 84 54 xe xenon 131 86 rn radon \u201321 sc scandium 45 39 y yttrium 89 57\u201371 lanthanoids 89\u2013103 actinoids 57 la lanthanum 139 89 aclanthanoids actinoids the volume of one mole of any gas is 24  dm3 at room temperature and pressure (r.t.p.).actinium \u201358 ce cerium 140 90 th thorium 23259 pr praseodymium 141 91 pa protactinium 23160 nd neodymium 144 92 u uranium 23861 pm promethium \u2013 93 np neptunium \u201362 sm samarium 150 94 pu plutonium \u201363 eu europium 152 95 am americium \u201364 gd gadolinium 157 96 cm curium \u201365 tb terbium 159 97 bk berkelium \u201366 dy dysprosium 163 98 cf californium \u201367 ho holmium 165 99 es einsteinium \u201368 er erbium 167 100 fm fermium \u201369 tm thulium 169 101 md mendelevium \u201370 yb ytterbium 173 102 no nobelium \u201371 lu lutetium 175 103 lr lawrencium \u2013  "
+        },
+        "0620_w18_qp_23.pdf": {
+            "1": "  the syllabus is approved for use in england, wales and northern ir eland as a cambridge international level 1/level 2 certificat e.  this document consists of 15 printed pages and 1 blank page.  ib18 11_0620_23/5rp  \u00a9 ucles 2018 [turn over     *9404328925 * cambridge international examinations  cambridge international general certificate of secondary education       chemistry 0620/23     paper 2  multiple choice (extended)  october/november 2018       45 minutes  additional materials: multiple choice answer sheet   soft clean eraser   soft pencil (type b or hb is recommended)       read these instructions first   write in soft pencil.  do not use staples, paper clips, glue or correction fluid.  write your name, centre number and candidate number on the answer sheet in the spaces provided unless  this has been done for you.  do not  write in any barcodes.   there are forty  questions on this paper. answer all questions. for each question there are four possible  answers a, b, c and d.   choose the one you consider correct and record your choice in soft pencil  on the separate answer sheet.   read the instructions on the answer sheet very carefully.   each correct answer will score one mark. a ma rk will not be deducted for a wrong answer.  any rough working should be done in this booklet.  a copy of the periodic table is printed on page 16.  electronic calculators may be used.    ",
+            "2": "2  \u00a9 ucles 2018 0620/23/o/n/18  1 gases are separated from liquid air by fractional distillation. the boiling points of four gases are  shown.    which gas is both monatomic and a liquid at \u2013200  \u00b0c?     gas boiling  point  / \u00b0c  a argon \u2013186  b helium \u2013269  c neon \u2013246  d nitrogen \u2013196      2 the diagrams show four pieces of laboratory equipment.    thermomete r stop-clock pipette balance     which equipment is essential to find out if dissolving a salt in water is an exothermic process?     balance pipette stop-clock thermometer  a \u001a \u001a \u001a \u0016  b \u0016 \u001a \u001a \u0016  c \u001a \u0016 \u001a \u0016  d \u0016 \u001a \u0016 \u001a      3 which statement describes isotopes?  a isotopes of the same element have different electron arrangements.  b isotopes of the same element have different nuclear charges.  c isotopes of the same element have nuclei with masses that are the same.  d isotopes of the same element have the same number of protons.     ",
+            "3": "3  \u00a9 ucles 2018 0620/23/o/n/18 [turn over  4 x and y are both atoms.    x and y have the same chemical properties as each other.    which row describes the atomic structures of x and y?     x y  protons neutrons electrons protons neutrons electrons  a 6 6 6 6 6 7  b 6 6 6 6 8 6  c 6 6 6 16 16 16  d 7 6 7 6 6 7      5 which covalent molecule contains two atoms bonded together by exactly four shared electrons?  a n 2 b c 3h8 c ch 3oh d ch 3cooh      6 the formula of ammonia is nh 3.    which statement about a molecule of ammonia is correct?  a the bonding in a molecule of ammonia is ionic.  b the nitrogen atom has a noble gas configuration, the hydrogen atoms do not.  c the nitrogen atom shares all of its electrons with hydrogen atoms.  d there are six shared electrons in a molecule of ammonia.      7 which gas sample has the greatest mass?  a 5.0  moles of c l 2  b 10.0  moles of o 2  c 15.0  moles of n 2  d 20.0  moles of h 2     8 which sample of magnesium chloride, mgc l  2, contains the same number of moles as   69.6  g of potassium sulfate, k 2so 4?  a 19.0  g b 28.5  g c 38.0  g d 47.5  g      9 iron( iii) chromate is a yellow solid. it contains the ions fe3+ and cro 42\u2013.    what is the formula of iron( iii) chromate?  a fecro 4 b fe 3(cro 4)2 c fe 2cro 4 d fe 2(cro 4)3 ",
+            "4": "4  \u00a9 ucles 2018 0620/23/o/n/18  10 electrolysis of copper( ii) sulfate can be done using either carbon electrodes or copper  electrodes.    which statement describes what happens at the positive electrode?  a copper is deposited if the electrode is made from carbon.  b copper is deposited if the electrode is made from copper.  c oxygen gas is produced if the electrode is made from carbon.  d oxygen gas is produced if the electrode is made from copper.     11 the diagram shows a circuit used to electrolyse aqueous copper( ii) sulfate.    +\u2013   2134 copper electrodes aqueous copper( ii) sulfatepower supply +\u2013     which arrows indicate the movement of the copper ions in the electrolyte and of the electrons in the external circuit?     copper ions electrons  a 1 3  b 1 4  c 2 3  d 2 4     ",
+            "5": "5  \u00a9 ucles 2018 0620/23/o/n/18 [turn over  12 ethene burns in oxygen to form carbon dioxide and water vapour.    cchh hh  +  3 o=o  \u2192  2 o=c=o  +  2 h\u2013o\u2013h    the bond energies are shown in the table.    bond bond energy  in kj  / mol  c=c +610  c\u2013h +410  o=o +497  c=o +805  o\u2013h +460    what is the energy change for the reaction?  a \u20132959  kj / mol  b \u20132313  kj / mol  c \u20131319  kj / mol  d \u2013399  kj / mol    ",
+            "6": "6  \u00a9 ucles 2018 0620/23/o/n/18  13 the equation for the formation of ammonia is shown.    n2  +  3h 2  \u2192  2nh 3    the energy level diagram for the reaction is shown.    energy progress of reactionenergy changen2  +  3h2 2nh3total energy released = \u2013342  kj / molactivation energy = +250  kj / mol     what is the energy change for the reaction?  a \u2013592  kj / mol  b \u201392  kj / mol  c +92  kj / mol  d +592  kj / mol     14 dilute hydrochloric acid reacts with 1  g of limestone.    which conditions produce the fastest rate of reaction?  a 2 mol  / dm3 hydrochloric acid and a single lump of limestone  b 4 mol  / dm3 hydrochloric acid and a single lump of limestone  c 4 mol  / dm3 hydrochloric acid and small pieces of limestone  d 4 mol  / dm3 hydrochloric acid and powdered limestone    ",
+            "7": "7  \u00a9 ucles 2018 0620/23/o/n/18 [turn over  15 the reversible reaction between methane and steam is shown.    ch 4(g)  +  h 2o(g)    co(g)  +  3h 2(g)    the forward reaction is endothermic.    which changes in pressure and temperature move the equilibrium to the right?     pressure temperature  a decrease decrease  b decrease increase  c increase decrease  d increase increase      16 the equation for the reaction between zinc and copper( ii) oxide is shown.    zn  +  cuo  \u2192  zno  +  cu    which row shows the oxidising agent and the reducing agent?     oxidising agent reducing agent  a cuo cu  b cuo zn  c zn cuo  d zn zno      17 the results of some experiments with sulfur dioxide are shown.    experiment description result  1 mix with dilute hydrochloric acid does not react  2 mix with concentrated sodium hydroxide a salt forms  3   add universal indicator   universal indicator  turns purple  4   add acidified aqueous  potassium manganate( vii) purple solution  turns colourless    which results are correct?  a 1, 2 and 4 b 2, 3 and 4 c 1 and 2 only d 3 and 4 only     ",
+            "8": "8  \u00a9 ucles 2018 0620/23/o/n/18  18 a white precipitate is produced when small amounts of two colourless solutions are mixed  together.    which pairs of solutions produce a white precipitate?    1 sodium hydroxide and zinc nitrate  2 sodium hydroxide and aluminium chloride 3 barium chloride and sulfuric acid 4 acidified barium nitrate and potassium sulfate    a 1, 2, 3 and 4  b 1, 2 and 4 only  c 1 and 2 only  d 2 only      19 solution q is warmed with ammonium chloride.    in a separate experiment, solution q is added to methyl orange.    which observations show that solution q is basic?     warmed with  ammonium chloride added to   methyl orange  a gas is produced turns red  b gas is produced turns yellow  c no reaction turns red  d no reaction turns yellow      20 some general rules for the solubility of salts in water are listed.    \u25cf carbonates are insoluble (except ammonium carbonate, potassium carbonate and  sodium carbonate).  \u25cf chlorides are soluble (except lead( ii) chloride and silver chloride).  \u25cf nitrates are soluble.  \u25cf sulfates are soluble (except barium sulfate, calcium sulfate and lead( ii) sulfate).    which substances produce an insoluble salt when aqueous solutions of them are mixed?  a barium chloride and magnesium nitrate  b calcium chloride and ammonium nitrate  c silver nitrate and zinc chloride  d sodium carbonate and potassium sulfate ",
+            "9": "9  \u00a9 ucles 2018 0620/23/o/n/18 [turn over  21 elements in group i of the periodic table react with water.    which row describes the products made in the reaction and the trend in reactivity of the elements?     products trend in reactivity  a metal hydroxide and hydrogen less reactive down the group  b metal hydroxide and hydrogen more reactive down the group  c metal oxide and hydrogen less reactive down the group  d metal oxide and hydrogen more reactive down the group     22 the equation shows the reaction between a halogen and aqueous bromide ions.    x 2 + 2br\u2013 \u2192 2x\u2013 + br 2   ..1.. ..2.. ..3..    which words complete gaps 1, 2 and 3?     1 2 3  a chlorine brown colourless  b chlorine colourless brown  c iodine brown colourless  d iodine colourless brown     23 an inert gas r is used to fill weather balloons.    which descriptions of r are correct?     number of outer shell  electrons in atoms of r structure of gas r  a 2 diatomic molecules  b 2 single atoms  c 8 diatomic molecules  d 8 single atoms     ",
+            "10": "10  \u00a9 ucles 2018 0620/23/o/n/18  24 heating copper( ii) carbonate produces copper( ii) oxide and carbon dioxide.    heating the copper( ii) oxide formed with carbon produces copper.    which colour changes are observed during these reactions?  a green \u2192 black \u2192 brown  b green \u2192 white \u2192 brown  c blue \u2192 black \u2192 silver  d blue \u2192 white \u2192 brown     25 calcium reacts with cold water to produce hydrogen.    lead reacts slowly when heated in air to form an  oxide but has almost no reaction with steam.    silver does not react with either air or water.    zinc reacts when heated with steam to produce hydrogen.    what is the order of reactivity starting with the least reactive?     least reactive   most reactive  a calcium lead zinc silver  b calcium zinc lead silver  c silver lead zinc calcium  d silver zinc lead calcium     26 which row describes the use of a metal and the property upon which the use depends?     metal use property  a aluminium aircraft bodies aluminium is a heat conductor  b aluminium cooking utensils aluminium has a low density  c copper cooking utensils copper has a high density  d copper electrical wiring copper is a good conductor of electricity     27 which statement about the manufacture of aluminium by electrolysis is correct?  a aluminium ions are oxidised to aluminium by gaining electrons.  b aluminium is extracted from its ore hematite.  c molten cryolite is used to dissolve the aluminium oxide.  d oxygen is formed at the negative electrode.   ",
+            "11": "11  \u00a9 ucles 2018 0620/23/o/n/18 [turn over  28 ammonia is manufactured by the haber process from nitrogen and hydrogen.    which row gives the main sources of these two gases?     hydrogen nitrogen  a air air  b air natural gas  c natural gas air  d natural gas natural gas      29 which equation represents the incomplete combustion of propane, c 3h8?  a 2c 3h8  +  7o 2  \u2192  6co  +  8h 2o  b c 3h8  +  5o 2  \u2192  3co 2  +  4h 2o  c 2c 3h8  +  11o 2  \u2192  6co  +  16h 2o  d c 3h8  +  7o 2  \u2192  3co 2  +  8h 2o     30 argon is a noble gas used to fill light bulbs.    what is the approximate percentage of argon in air?  a 1% b 20% c 79% d 99%     ",
+            "12": "12  \u00a9 ucles 2018 0620/23/o/n/18  31 the diagrams show experiments involving the rusting of iron.    water boiled to remove the airwater anhydrouscalcium chlorideto dry the airoil iron nailstube q tube r tube p     a student predicted the following results.    1 in tube p, the iron nails rust.  2 in tube q, the iron nails do not rust. 3 in tube r, the iron nails do not rust.    which predictions are correct?  a 1, 2 and 3 b 1 and 2 only c 1 and 3 only d 2 and 3 only     32 which statement about the carbon cycle is correct?  a animals and plants need carbon dioxide for respiration.  b combustion of plants and natural gas produces carbon dioxide.  c plants produce glucose from carbon dioxide and oxygen.  d oxygen is produced by both animals and plants.     33 which statement about sulfur or one of its compounds is correct?  a sulfur occurs naturally as the element sulfur.  b sulfur dioxide is used to kill bacteria in drinking water.  c sulfuric acid is a weak acid.  d dilute sulfuric acid is a dehydrating agent.    ",
+            "13": "13  \u00a9 ucles 2018 0620/23/o/n/18 [turn over  34 which equation represents the formation of lime?  a caco 3  \u2192  cao  +  co 2  b cao  +  h 2o  \u2192  ca(oh) 2  c ca  +  2h 2o  \u2192  ca(oh) 2  +  h 2  d ca(oh) 2  +  co 2  \u2192  caco 3  +  h 2o    35 which equation representing a reaction of methane is correct?  a ch 4  +  c l 2  \u2192  ch 3cl  +  hc l  b ch 4  +  c l 2  \u2192  ch 4cl 2  c ch 4  +  c l 2  \u2192  ch 2cl 2  +  h 2  d 2ch 4  +  2c l 2  \u2192  2ch 3cl  +  c l 2  +  h 2     36 which two compounds are molecules which both contain a double bond?  a ethane and ethanoic acid  b ethane and ethanol  c ethene and ethanoic acid  d ethene and ethanol    37 ethanol can be formed by:    1 fermentation  2 reaction between steam and ethene.    which of these processes use a catalyst?     1 2  a \u0016 \u0016  b \u0016 \u001a  c \u001a \u0016  d \u001a \u001a     ",
+            "14": "14  \u00a9 ucles 2018 0620/23/o/n/18  38 sugar can be fermented to produce ethanol.    some of the stages in the process to produce and purify ethanol are listed.    1 leave in a warm place.  2 add yeast. 3 fractionally distil the solution. 4 dissolve the sugar in water. 5 filter to remove the yeast. 6 crush some sugar cane.    what is the correct order of these stages?  a 4 \u2192 6 \u2192 2 \u2192 1 \u2192 5 \u2192 3  b 6 \u2192 4 \u2192 1 \u2192 2 \u2192 5 \u2192 3  c 6 \u2192 4 \u2192 2 \u2192 1 \u2192 3 \u2192 5  d 6 \u2192 4 \u2192 2 \u2192 1 \u2192 5 \u2192 3    39 which statement about ethanoic acid is correct?  a it contains a \u2013c 2h5 group.  b it is a strong acid.  c it is formed by the reduction of ethanol.  d it reacts with alcohols to form esters.     40 the structure of a polymer is shown.    ch hccl clch hccl clch hccl cl    which monomer is used to make this polymer?    cclcl c h hc ccl cl clcl ch ha ccl clc hhd b c ccl cl clcl chh hc hc      ",
+            "15": "15    blank page     permission to reproduce items where third-party owned material pr otected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to trac e 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 ans wer-related information to candidates, all copyright acknowledgements are reproduced onl ine in the cambridge  international examinations copyright acknow ledgements booklet. this is produced for each  series of examinations and is freely a vailable to download at  www.cie.org.uk after the live examination series.    cambridge international examinations is part of the cambridge as sessment group. cambridge assessment is the brand name of unive rsity of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge.    \u00a9 ucles 2018 0620/23/o/n/18  ",
+            "16": "16  \u00a9 ucles 2018 0620/23/o/n/18   groupthe periodic table of elements 1 h hydrogen 12 he helium 4ii i iii iv v vi vii viii 3 li lithium 74 be beryllium 9atomic number atomic symbolkey name relative atomic mass 11 na sodium 2312 mg magnesium 24 19 k potassium 3920 ca calcium 40 37 rb rubidium 8538 sr strontium 88 55 cs caesium 13356 ba barium 137 87 fr francium \u201388 ra radium \u20135 b boron 11 13 al aluminium 27 31 ga gallium 70 49 in indium 115 81 tl thallium 2046 c carbon 12 14 si silicon 2832 ge germanium 73 50 sn tin 119 82 pb lead 20722 ti titanium 48 40 zr zirconium 91 72 hf hafnium 178 104 rf rutherfordium \u201323 v vanadium 51 41 nb niobium 93 73 ta tantalum 181 105 db dubnium \u201324 cr chromium 52 42 mo molybdenum 96 74 w tungsten 184 106 sg seaborgium \u201325 mn manganese 55 43 tc technetium \u2013 75 re rhenium 186 107 bh bohrium \u201326 fe iron 56 44 ru ruthenium 101 76 os osmium 190 108 hs hassium \u201327 co cobalt 59 45 rh rhodium 103 77 ir iridium 192 109 mt meitnerium \u201328 ni nickel 59 46 pd palladium 106 78 pt platinum 195 110 ds darmstadtium \u201329 cu copper 64 47 ag silver 108 79 au gold 197 111 rg roentgenium \u201330 zn zinc 65 48 cd cadmium 112 80 hg mercury 201 112 cn copernicium \u2013114 fl flerovium \u2013116 lv livermorium \u20137 n nitrogen 14 15 p phosphorus 3133 as arsenic 75 51 sb antimony 122 83 bi bismuth 2098 o oxygen 16 16 s sulfur 3234 se selenium 79 52 te tellurium 128 84 po polonium \u20139 f fluorine 19 17 cl chlorine 35.5 35 br bromine 80 53 i iodine 127 85 at astatine \u201310 ne neon 20 18 ar argon 4036 kr krypton 84 54 xe xenon 131 86 rn radon \u201321 sc scandium 45 39 y yttrium 89 57\u201371 lanthanoids 89\u2013103 actinoids 57 la lanthanum 139 89 aclanthanoids actinoids the volume of one mole of any gas is 24  dm3 at room temperature and pressure (r.t.p.).actinium \u201358 ce cerium 140 90 th thorium 23259 pr praseodymium 141 91 pa protactinium 23160 nd neodymium 144 92 u uranium 23861 pm promethium \u2013 93 np neptunium \u201362 sm samarium 150 94 pu plutonium \u201363 eu europium 152 95 am americium \u201364 gd gadolinium 157 96 cm curium \u201365 tb terbium 159 97 bk berkelium \u201366 dy dysprosium 163 98 cf californium \u201367 ho holmium 165 99 es einsteinium \u201368 er erbium 167 100 fm fermium \u201369 tm thulium 169 101 md mendelevium \u201370 yb ytterbium 173 102 no nobelium \u201371 lu lutetium 175 103 lr lawrencium \u2013  "
+        },
+        "0620_w18_qp_31.pdf": {
+            "1": "read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen.you may use an hb pencil for any diagrams or graphs.do not use staples, paper clips, glue or correction fluid.do not write in any barcodes. answer all questions. electronic calculators may be used.a copy of the periodic table is printed on page 16.you may lose marks if you do not show your working or if you do not use appropriate units. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question.chemistry  0620/31 paper 3  theory (core) october/november 2018  1 hour 15 minutes candidates answer on the question paper. no additional materials are required.cambridge international examinations cambridge international general certificate of secondary education this document consists of 16 printed pages. [turn overib18 11_0620_31/3rp\u00a9 ucles 2018 *2119876214* the syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificate.",
+            "2": "2 0620/31/o/n/18 \u00a9 ucles 2018 1 (a)\t\tthe\telectronic\tstructures\tof\tfive\tatoms,\ta,\tb,\tc,\td\tand\te,\tare\tshown. a bcd e \t\tanswer\tthe\tfollowing\tquestions\tabout\tthese\tstructures. \t\teach\tstructure\tmay\tbe\tused\tonce,\tmore\tthan\tonce\tor\tnot\tat\tall. \t\tstate\twhich\tstructure,\ta,\tb,\tc,\td or e,\trepresents:  (i)\t\tan\tatom\tof\ta\tmetallic\telement\t \t ...  [1]  (ii)\t\tan\tatom\twith\ta\tproton\tnumber\tof\t13\t\t .   [1]  (iii)\t\tan\tatom\tof\tphosphorus\t \t .   [1]  (iv)\t\tan\tatom\twith\tonly\ttwo shells of electrons \t .   [1]  (v)\t\tan\tatom\twhich\tforms\ta\tstable\tion\twith\ta \tsingle\tnegative\tcharge.\t \t.   [1]  (b)\t\tcomplete\t the\ttable\tto\tshow\tthe\tnumber\tof\telectrons,\t neutrons\tand\tprotons\tin\tthe\tcarbon\tatom\t and\tpotassium\tion\tshown. number\tof electronsnumber\tof neutronsnumber\tof protons 14c6 6 40k+ 19 21 \t [3] \t [total:\t8]",
+            "3": "3 0620/31/o/n/18 \u00a9 ucles 2018 [turn over 2 (a)\t\tthe\ttable\tshows\tthe\tions\tpresent\tin\ta\t1000\t cm3\tsample\tof\tblood\tplasma. ion\tpresent formula\tof\tionmass\tpresent\tin\tthe 1000\tcm3\tsample\t/\tg sodium na+3.25 potassium k+0.16 calcium ca2+0.10 magnesium mg2+0.04 chloride cl \u20133.65 hydrogencarbonate hco3\u20131.50 phosphate po43\u20130.64 sulfate so42\u20130.10 \t\tanswer\tthese\tquestions\tusing\tonly\tinformation\tfrom\tthe\ttable.  (i)\t\twhich\tpositive\tion\tis\tpresent\tin\tthe\tlowest\tconcentration?  \t ...   [1]  (ii)\t\tgive\tthe\tname\tof\tthe\tcompound\tformed \tfrom\tk+\tand\tcl \u2013\tions.  \t ...   [1]  (iii)\t\tcalculate\tthe\tmass\tof\tpotassium\tions\tpresent\tin\t200\t cm3\tof\tthis\tblood\tplasma. \t mass\tof\tpotassium\tions\t=\t..\tg\t\t[1]  (iv)\t\twhen\tthe\t1000\tcm3\tsample\tof\tblood\tplasma\tis\tcrystallised,\t several\tcompounds\t are\tformed. \t \tsuggest\tthe\tname\tof\tthe\tcompound\twhich\tforms\tthe\tgreatest\tmass\tof\tcrystals.  \t ...   [1]  (b)\t\tdescribe\ta\ttest\tfor\tpotassium\tions.  test \t.  result \t..  [2]",
+            "4": "4 0620/31/o/n/18 \u00a9 ucles 2018  (c)\t\tblood\tplasma\talso\tcontains\tproteins. \t\tproteins\tare\tpresent\tin\tfood.   which one\tof\tthe\tfollowing\tsubstances\tis\talso\tpresent\tin\tfood? \t\tdraw\ta\tcircle\taround\tthe\tcorrect\tanswer. carbohydrate        hematite        poly(ethene)        terylene  [1]  (d)\t\tcompound\t s\tis\tone\tof\tthe\tmonomer\tunits\tused\tto\tmake\tproteins.\tits\tstructure\tis\tshown. h2nc hcompound s ch2cooh oh  (i)\t\ton\tthe\tstructure,\tdraw\ta\tcircle\taround\tthe\talcohol\tfunctional\tgroup.\t [1]  (ii)\t\tdeduce\tthe\tmolecular\t formula\tof\tcompound\t s\tshowing\tthe\tnumber\tof\tcarbon,\thydrogen,\t oxygen\tand\tnitrogen\tatoms.  \t ...   [1] \t [total:\t9]",
+            "5": "5 0620/31/o/n/18 \u00a9 ucles 2018 [turn over 3 (a)\t\tthe\tapparatus\tused\tfor\tdistillation\tis\tshown. . . aqueous copper( ii) sulfatethermometer flask  (i)\t\tcomplete\tthe\tbox\tto\tname\tthe\tapparatus.\t [1]  (ii)\t\tdescribe\tand\texplain\thow\tthe\twater\tis\tseparated\t from\tthe\taqueous\tcopper( ii)\tsulfate\tby\t distillation.  \t .  \t .  \t .  \t .  \t ... \t\t[3]  (b)\t\ta\tsample\tof\tsolid\thydrated\tcopper( ii)\tsulfate\tis\theated\tgently\tin\ta\ttest-tube. cuso4.5h2o    cuso4\t\t+\t\t5h2o  hydrated \t copper( ii)\tsulfate \t\tsolid\thydrated\tcopper( ii)\tsulfate\tis\tblue. \t\tdescribe\t two\tobservations\t when\tthe\tsample\tof\tsolid\thydrated\tcopper( ii)\tsulfate\tis\theated\t gently\tin\ta\ttest-tube.  1 \t.  2 \t.  [2]",
+            "6": "6 0620/31/o/n/18 \u00a9 ucles 2018  (c)\t\tcopper( ii)\tsulfate\tcan\tbe\tprepared\t by\theating\tan\texcess\tof\tcopper( ii)\toxide\twith\tdilute\t sulfuric\tacid.  (i)\t\tcomplete\tthe\tchemical\tequation\tfor\tthis \treaction. cuo  +  h2so4    cuso4\t\t+\t\t.  [1]  (ii)\t\twhat\tmethod\tis\tused\tto\tseparate\tthe\texcess\tcopper( ii)\toxide\tfrom\tthe\tsolution?  \t ...   [1]  (d)\t\tcopper( ii)\toxide\tcan\tbe\treduced\tby\thydrogen. cuo  +  h2    cu  +  h2o \t\thow\tdoes\tthis\tequation\tshow\tthat\tcopper( ii)\toxide\tis\treduced?  \t  \t..   [1]  (e)\t\tthe\tchemical\tequation\tfor\tthe\treaction\tof\tcopper\twith\tconcentrated\tnitric\tacid\tis\tshown. cu\t\t+\t\t4hno3  \t\tcu(no3)2  +  2no2  +  2h2o \t\tcomplete\tthe\tword\tequation\tfor\tthis\treaction. copper +nitric acid... ...+..+...  [2] \t [total:\t11]",
+            "7": "7 0620/31/o/n/18 \u00a9 ucles 2018 [turn over 4 (a)\t\tthe\tstructure\tof\tcitraconic\tacid\tis\tshown. c c h coohcooh h3c \t\tcitraconic\tacid\tis\tan\tunsaturated\tcompound.  (i)\t\twhat\tfeature\tof\tthe\tstructure\tof\tcitraconic\tacid\tshows\tthat\tit\tis\tunsaturated?  \t ...   [1]  (ii)\t\tdescribe\ta\t test\tfor\tan\tunsaturated\tcompound.  test \t ..  result \t ...  [2]  (b)\t\tethanoic\tacid\thas\ta\tcarboxylic\tacid\tfunctional\tgroup. \t\tdraw\tthe\tstructure\tof\tthe\tcarboxylic\t acid\tfunctional\t group.\tshow\tall\tof\tthe\tatoms\tand\tall\tof\tthe\t bonds.  [1]  (c)\t\tcomplete\tthe\tdefinition\tof\ta\thomologous\tseries\tusing\twords\tfrom\tthe\tlist. chemical       compounds       elements       functional       hydrocarbons       physical \t\ta\thomologous\t series\tis\ta\tfamily\tof\tsimilar\t..\t with\tsimilar\t..\t     properties\tdue\tto\tthe\tpresence\tof\tthe\tsame\t..\tgroup.\t [3]",
+            "8": "8 0620/31/o/n/18 \u00a9 ucles 2018  (d)\t\tthe\tgraph\tshows\thow\tthe\tph\tof\ta\tdilute\tacid\tin\ta\tconical\tflask\tchanges\tas\taqueous\t sodium\thydroxide\tis\tadded\tto\tit. 14 12 10 8 6 4 2 0 05 10 15 20 volume of aqueous sodium hydroxide added  / cm325 30 35ph  (i)\t\tdescribe\thow\tthe\tph\tchanges\tas\tthe\taqueous\tsodium\thydroxide\tis\tadded.  \t .  \t .  \t ...   [2]  (ii)\t\twhat\tis\tthe\tph\tof\tthe\tdilute\tacid\tbefore\t the\taqueous\tsodium\thydroxide\tis\tadded?  \t ...   [1]  (iii)\t\twhat\tvolume\tof\taqueous\tsodium\thydroxide\thas\tbeen\tadded\twhen\tthe\tph\treaches\tph\t 7?  \t ...   [1] \t [total:\t11]",
+            "9": "9 0620/31/o/n/18 \u00a9 ucles 2018 [turn over 5 (a)\t\tsome\tof\tthe\tchanges\tof\tstate\tof\twater\tare\tshown. ice waterwater vapourp freezing qevaporation  (i)\t\tgive\tthe\tnames\tof\tthe\tchanges\tof\tstate\trepresented\tby\t p\tand\tq.  p \t .  q \t .  [2]  (ii)\t\tuse\tthe\tkinetic\tparticle\tmodel\tto\tdescribe\tthe\tseparation\t and\tmotion\tof\tthe\tparticles\tin\t water\twhen\tit\tis:  \u25cfa\tliquid  \t .  \t .  \u25cfa\tvapour  \t .  \t . \t [4]  (b)\t\twhen\tlithium\treacts\twith\twater,\thydrogen\tis\tproduced\tand\tthe\tsolution\tformed\tis\talkaline.  (i)\t\tbalance\tthe \tchemical\tequation\tfor\tthis\treaction. .li\t\t+\t\t.h2o  \t\t2lioh\t\t+\t\th2  [2]  (ii)\t\tgive\tthe\tname\tof\tthe\tproduct\twhich\tcauses\tthe\tsolution\tto\tbe\talkaline.  \t ...   [1]",
+            "10": "10 0620/31/o/n/18 \u00a9 ucles 2018  (c)\t\tdilute\tsulfuric\tacid\tcan\tbe\telectrolysed\tusing\tthe\tapparatus\tshown. power supplydilute sulfuric acid graphite electrodes +\u2013  (i)\t\tstate\tthe\tproducts\tof\tthis\telectrolysis\tat: \t the\tpositive\telectrode\t(anode)\t \t  \t the\tnegative\telectrode\t(cathode).\t \t ...  [2]  (ii)\t\twhat\tobservation\tis\tmade\tat\tthe\telectrodes?  \t ...   [1]  (iii)\t\tsuggest\tone\treason\twhy\tgraphite\tis\tused\tfor\tthe\telectrodes\trather\tthan\tmagnesium.  \t ...   [1] \t [total:\t13]",
+            "11": "11 0620/31/o/n/18 \u00a9 ucles 2018 [turn over 6 (a)\t\tthe\tdiagrams\tshow\tthe\tstructures\tof\tfour\tsubstances,\tr,\ts,\tt\tand\tu. cc cccc ccccccc ccc cc cccc cc c ccc cc ccccc ccczn zn zn zn zn znzn zn zn zn znna+br \u2013na+ na+br \u2013na+br \u2013br \u2013na+p pp prs tu  (i)  which two\tof\tthese\tsubstances,\tr,\ts,\tt or u,\tare\tcovalently\tbonded? \t \tand\t\t ...   [2]  (ii)  which two\tof\tthese\tsubstances,\tr,\ts,\tt or u,\tconduct\telectricity\twhen\tsolid? \t \tand\t\t ...   [2]  (iii)\t\twhich\tsubstance,\tr,\ts,\tt or u,\thas\tthe\tlowest\tmelting\tpoint?\t \t.   [1]  (iv)  which one\tof\tthese\tsubstances,\tr,\ts,\tt or u,\tis\tsoluble\tin\twater?\t \t..   [1]  (b)\t\tphosphorus\tburns\tin\toxygen\tto\tform\tphosphorus( v)\toxide.  (i)\t\tbalance\tthe \tchemical\tequation\tfor\tthis\treaction.  p4\t\t+\t\t5o2  \t\t.p2o5 [1]  (ii)\t\tis\tphosphorus( v)\toxide\tan\tacidic\toxide\t or\ta\tbasic\toxide? \t \tgive\ta\treason\tfor\tyour\tanswer.  \t .  \t ...   [1]  (c)\t\tphosphate\tions\tare\tpresent\tin\tmany\tfertilisers.  (i)  which one\tof\tthe\tfollowing\tions\tis\talso\tpresent\tin\tmany\tfertilisers? \t \tdraw\ta\tcircle\taround\tthe\tcorrect\tanswer. \t ba2+            cu2+            f\u2013            no3\u2013 [1]  (ii)\t\twhy\tdo\tfarmers\tput\tfertilisers\ton\ttheir\tfields?  \t .  \t ...   [1] \t [total:\t10]",
+            "12": "12 0620/31/o/n/18 \u00a9 ucles 2018 7 (a)\t\ta\tstudent\tinvestigates\tthe\treaction\tof\tcalcium\tcarbonate\twith\tdilute\thydrochloric\tacid. caco3  +  2hcl  \t\tcacl 2  +  co2  +  h2o \t\tthe\tstudent\tmeasures\t the\tmass\tof\tthe\treaction\tmixture\tat\t10\tsecond\tintervals\tusing\tthe\t apparatus\tshown. 250.00  gcalcium carbonatecotton wool dilute hydrochloric acid \t\tthe\tgraph\tshows\tthe\tresults\twhen\t5.0\tg\tof\tcalcium\tcarbonate\t is\tadded\tto\tan\texcess\tof\tdilute\t hydrochloric\tacid. 250 249 248 247 246 01 02 03 04 0 time  / smass  / g 50 60 70 80  (i)\t\tsuggest\twhy\tthe\treaction\tmixture\tdecreases\tin\tmass\tas\tthe\treaction\tproceeds.  \t ...   [1]  (ii)\t\tcalculate\tthe\tloss\tof\tmass\tin\tgrams\twhen\tthe\treaction\tis\tcomplete. \t loss\tin\tmass\t=\t..\tg\t\t[1]",
+            "13": "13 0620/31/o/n/18 \u00a9 ucles 2018 [turn over  (iii)\t\tthe\texperiment\t is\trepeated\tusing\tdilute\thydrochloric\t acid\tof\ttwice\tthe\tconcentration.\t all\t other\tconditions\tare\tkept\tthe\tsame.   on the grid,\t draw\ta\tgraph\tto\tshow\thow\tthe\tmass\tchanges\twith\ttime\tusing\tdilute\t hydrochloric\tacid\tof\t twice\tthe\tconcentration.\t [2]  (iv)\t\tthe\toriginal\texperiment\tis\trepeated\tat\tthree\tdifferent\ttemperatures. \t \tall\tother\tconditions\tare\tkept\tthe\tsame. \t \tthe\tthree\ttemperatures\tare\t20\t \u00b0c,\t30\t\u00b0c\tand\t40\t \u00b0c. \t \tcomplete\tthe\ttable\tby\twriting\tthe\ttemperatures\tin\tthe\tfirst\tcolumn. temperature in \u00b0cinitial\trate\tof\treaction in\tg\t/\ts 0.16 0.64 0.32  [1]  (b)\t\tcomplete\t the\tsentences\t about\tthe\tuse\tof\tcalcium\tcarbonate\t in\tthe\textraction\t of\tiron\tusing\t words\tfrom\tthe\tlist. bauxite        dioxide        hematite        monoxide        silicon        slag \t\tthe\tmain\tore\tof\tiron\tis\tcalled\t..\t .\tthe\tmain\timpurity\tin\tthe\tiron\tore\tis\t    silicon( iv)\toxide. \t\tcalcium\tcarbonate\t added\tto\tthe\tblast\tfurnace\tdecomposes\t to\tform\tcalcium\toxide     and\tcarbon\t..\t .\tthe\tcalcium\toxide\treacts\twith\tthe\tsilicon( iv)\toxide\tto   form\t..\t. \t [3] \t [total:\t8]",
+            "14": "14 0620/31/o/n/18 \u00a9 ucles 2018 8\t\tglass\tcan\tbe\tmade\tby\theating\ta\tmixture\tof\tsand,\tsodium\tcarbonate\t and\tlimestone   (calcium\tcarbonate).  (a)  (i)\t\tcalculate\tthe\trelative\tformula\tmass\tof\tsodium\tcarbonate,\tna2co3. \t \tshow\tall\tyour\tworking. \t \tuse\tyour\tperiodic\t table\tto\thelp\tyou. \t relative\tformula\tmass\t=\t..\t\t[2]  (ii)\t\tsodium\tcarbonate\t can\tbe\tmanufactured\t by\tthe\treaction\tbetween\t limestone\t and\t sodium\tchloride.\t the\treaction\tis\tendothermic. \t \twhat\tis\tmeant\tby\tthe\tterm\tendothermic ?  \t ...   [1]  (iii)\t\tduring\tthis\t glass-making\tprocess,\tlimestone\tdecomposes\tinto\tlime\t(calcium\toxide). \t \tlime\tis\tused\tto\ttreat\tacidic\tsoils. \t \twhat\ttype\tof\tchemical\treaction\toccurs\twhen\tlime\treacts\twith\tacidic\tsoils? \t \tdraw\ta\tcircle\taround\tthe\tcorrect\tanswer. addition        neutralisation        oxidation        reduction  [1]",
+            "15": "15 0620/31/o/n/18 \u00a9 ucles 2018permission 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 international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download at www.cie.org.uk after the live examination series. 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.  (b)\t\tcharcoal\t(carbon)\tcan\tbe\tburned\tin\tan\texcess\tof\tclean,\tdry\tair\tto\tprovide\tthe\theat\tneeded\tto\t make\tglass.  (i)\t\twhich\tgas\tis\t21%\tof\tclean,\tdry\tair?  \t ...   [1]  (ii)\t\twrite\ta\tword\tequation\tfor\tcarbon\tburning\tin\tan\texcess\tof\tair.  \t ...   [1]  (iii)\t\tcomplete\tthe\tenergy\tlevel\tdiagram\tfor\tthis\treaction\tby\tadding\tthese\t two\twords: \t \u25cf\t reactants \t \u25cf\t product energy progress of reaction  [1]  (c)\t\targon\tis\talso\tpresent\tin\tclean,\tdry\tair.  (i)\t\tgive\tone\tuse\tof\targon.  \t ...   [1]  (ii)  which two\tof\tthe\tfollowing\tstatements\tabout\targon\tare\tcorrect? \t \ttick\ttwo\tboxes. \t argon\tis\tunreactive. \t argon\tis\tdiatomic. \t argon\tis\tmonatomic. \t argon\tforms\tionic\tcompounds. \t argon\tis\ta\tgreenhouse\tgas.  [2] \t [total:\t10]",
+            "16": "16 0620/31/o/n/18 \u00a9 ucles 2018 groupthe periodic table of elements 1 h hydrogen 12 he helium 4ii i iii iv vv iv ii viii 3 li lithium 74 be berylliu m 9atomic number atomic symbolkey name relative atomic mas s 11 na sodium 2312 mg magnesium 24 19 k potassium 3920 ca calcium 40 37 rb rubidium 8538 sr strontium 88 55 cs caesium 13356 ba barium 137 87 fr franciu m \u201388 ra radium \u20135 b boron 11 13 al aluminium 27 31 ga gallium 70 49 in indium 115 81 tl thallium 2046 c carbon 12 14 si silicon 28 32 ge germanium 73 50 sn tin 119 82 pb lead 20722 ti titanium 4840 zr zirconium 91 72 hf hafnium 178 104 rf rutherfordiu m \u201323 v vanadium 51 41 nb niobium 93 73 ta tantalum 181 105 db dubnium \u201324 cr chromium 52 42 mo molybdenum 96 74 w tungsten 184 106 sg seaborgium \u201325 mn manganes e 55 43 tc technetium \u2013 75 re rhenium 186 107 bh bohrium \u201326 fe iron 56 44 ru ruthenium 101 76 os osmium 190 108 hs hassium \u201327 co cobalt 59 45 rh rhodium 103 77 ir iridium 192 109 mt meitneriu m \u201328 ni nicke l 59 46 pd palladium 106 78 pt platinum 195 110 ds darmstadtiu m \u201329 cu copper 6447 ag silver 108 79 au gold 197 111 rg roentgenium \u201330 zn zinc 65 48 cd cadmium 112 80 hg mercury 201 112 cn copernicium \u2013114 fl fleroviu m \u2013116 lv livermorium \u20137 n nitrogen 14 15 p phosphorus 31 33 as arsenic 75 51 sb antimony 122 83 bi bismuth 2098 o oxygen 16 16 s sulfur 32 34 se selenium 79 52 te tellurium 128 84 po polonium \u20139 f fluorine 19 17 cl chlorine 35.5 35 br bromine 80 53 i iodine 127 85 at astatine \u201310 ne neon 20 18 ar argon 40 36 kr krypton 84 54 xe xenon 131 86 rn radon \u201321 sc scandium 4539 y yttrium 89 57\u201371 lanthanoids 89\u2013103 actinoids 57 la lanthanum 139 89 aclanthanoids actinoids the volume of one mole of any gas is 24  dm3 at room temperature and pressure (r .t.p.).actinium \u201358 ce cerium 140 90 th thorium 23259 pr praseodymium 141 91 pa protactinium 23160 nd neodymium 144 92 u uranium 23861 pm promethium \u2013 93 np neptunium \u201362 sm samarium 150 94 pu plutonium \u201363 eu europium 152 95 am americiu m \u201364 gd gadolinium 157 96 cm curium \u201365 tb terbium 159 97 bk berkelium \u201366 dy dysprosium 163 98 cf californium \u201367 ho holmium 165 99 es einsteinium \u201368 er erbium 167 100 fm fermium \u201369 tm thulium 169101 md mendelevium \u201370 yb ytterbium 173102 no nobelium \u201371 lu lutetium 175103 lr lawrenciu m \u2013"
+        },
+        "0620_w18_qp_32.pdf": {
+            "1": "read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen.you may use an hb pencil for any diagrams or graphs.do not use staples, paper clips, glue or correction fluid.do not write in any barcodes. answer all questions. electronic calculators may be used.a copy of the periodic table is printed on page 16.you may lose marks if you do not show your working or if you do not use appropriate units. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question.chemistry  0620/32 paper 3  theory (core) october/november 2018  1 hour 15 minutes candidates answer on the question paper. no additional materials are required.cambridge international examinations cambridge international general certificate of secondary education this document consists of 16 printed pages. [turn overib18 11_0620_32/3rp\u00a9 ucles 2018 *2139417189* the syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificate.",
+            "2": "2 0620/32/o/n/18 \u00a9 ucles 2018 1 (a)\t\tthe\telectronic\tstructures\tof\tfive\tatoms,\ta,\tb,\tc,\td\tand\te,\tare\tshown. a bcd e \t\tanswer\tthe\tfollowing\tquestions\tabout\tthese\tstructures. \t\teach\tstructure\tmay\tbe\tused\tonce,\tmore\tthan\tonce\tor\tnot\tat\tall. \t\tstate\twhich\tstructure,\ta,\tb,\tc,\td or e,\trepresents:  (i)\t\tan\tatom\tin\tgroup\tviii\tof\tthe\tperiodic\t table\t\t..   [1]  (ii)\t\tan\tatom\tof\ta\treactive\tnon-metal\t \t...   [1]  (iii)\t\tan\tatom\twith\ta\tproton\tnumber\tof\t11\t\t .   [1]  (iv)\t\tan\tatom\twith\tonly\tthree shells of electrons \t ..   [1]  (v)\t\tan\tatom\twhich\tforms\ta\tstable\tion\twith\ta \tsingle\tpositive\tcharge.\t \t..   [1]  (b)\t\tcomplete\t the\ttable\tto\tshow\tthe\tnumber\tof\telectrons,\t neutrons\tand\tprotons\tin\tthe\tnitrogen\tatom\t and\tchromium\tion\tshown. number\tof electronsnumber\tof neutronsnumber\tof protons 15n7 7 52cr 2+ 24 28  [3] \t [total:\t8]",
+            "3": "3 0620/32/o/n/18 \u00a9 ucles 2018 [turn over 2 (a)\t\tthe\ttable\tshows\tthe\tconcentrations\tof\t the\tions\tpresent\tin\ta\tsolution\tobtained\tfrom\t cells\tin\tthe\t body. ion\tpresent formula\tof\tionconcentration in\tmg\t/\t1000\tcm3 sodium na+273 potassium k+540 calcium ca2+3 magnesium mg2+20 chloride cl \u2013140 hydrogencarbonate hco3\u2013730 phosphate po43\u20131 \t\tanswer\tthese\tquestions\tusing\tonly\tinformation\tfrom\tthe\ttable.  (i)\t\twhich\tnegative\tion\tis\tpresent\tin\tthe\thighest\tconcentration?  \t ...   [1]  (ii)\t\t\tcalculate\tthe\tmass\tof\tpotassium\tions\tpresent\tin\t250\t cm3\tof\tthis\tsolution. \t mass\tof\tpotassium\tions\t=\t..\tmg\t\t[1]  (iii)\t\tcalculate\tthe\ttotal\tmass\tof\tpositive\tions \tpresent\tin\t1000\t cm3\tof\tthis\tsolution. \t total\tmass\tof\tpositive\tions\t=\t..\tmg\t\t[1]  (iv)\t\tgive\tthe\tname\tof\tthe\tcompound\tformed \tfrom\tna+\tand\thco3\u2013\tions.  \t ...   [1]  (b)\t\tdescribe\twhat\tis\tobserved\tin\tthese\t two\treactions.  \u25cf\tan\texcess\tof\taqueous\tsodium\thydroxide\tis\tadded\tto\ta\tsolution\tcontaining\tca2+\tions.  \t  \u25cf\tan\texcess\tof\taqueous\tammonia\tis\tadded\tto\ta\tsolution\tcontaining\tca2+\tions.  \t  [2]",
+            "4": "4 0620/32/o/n/18 \u00a9 ucles 2018  (c)\t\tlactic\tacid\tcan\tbuild\tup\tin\tmuscle\tcells\tduring\texercise. \t\tthe\tstructure\tof\tlactic\tacid\tis\tshown. ccooh oh h ch3  (i)\t\ton\tthe\tstructure,\tdraw\ta\tcircle\taround\tthe\tcarboxylic\tacid\tfunctional\tgroup.\t [1]  (ii)\t\tdeduce\tthe\tmolecular\t formula\tof\tlactic\tacid\tshowing\tthe\tnumber\tof\tcarbon,\thydrogen\t and\t oxygen\tatoms.  \t ...   [1]  (d)\t\tlactic\tacid\tcan\tform\ta\tpolymer. \t\tcomplete\tthe\tsentence\tabout\tpolymers\tusing\twords\tfrom\tthe\tlist. atomic        large        molecular        monomers        polymers        small \t\tduring\tpolymerisation\t ..\t molecules\t called\t..\t join\ttogether\tto    form\tlong-chain\tmolecules\twith\ta\tvery\thigh\trelative\t..\tmass.  [3] \t [total:\t11]",
+            "5": "5 0620/32/o/n/18 \u00a9 ucles 2018 [turn over 3 (a)\t\tthe\ttable\tgives\tinformation\t about\tthe\tsolubility\tof\tcopper\tand\tselenium\tin\tan\torganic\tsolvent\t and\tin\twater.\t the\torganic\tsolvent\tboils\tat\t30\t \u00b0c. elementsolubility\tin organic\tsolventsolubility\tin water copper insoluble insoluble selenium soluble insoluble  (i)\t\tuse\tthe\tinformation\t in\tthe\ttable\tto\tsuggest\thow\tyou\tcould\tobtain\tpure,\tdry\tsamples\tof\t copper\tand\tselenium\tfrom\ta\tmixture\tof\tcopper\tpowder\tand\tselenium\tpowder.  \t .  \t .  \t .  \t .  \t .  \t ...   [4]  (ii)\t\tethanol\tis\tan\torganic\tsolvent. \t \tdraw\tthe\tstructure\tof\tethanol.\tshow\tall\tof\tthe\tatoms\tand\tall\tof\tthe\tbonds.  [2]  (iii)\t\tselenium\treacts\twith\tfluorine\tto\tform\tselenium( vi)\tfluoride. \t \tbalance\tthe\tchemical\tequation\tfor\tthis\treaction. se\t\t+\t\t.f2  \t\tsef6  [1]",
+            "6": "6 0620/32/o/n/18 \u00a9 ucles 2018  (b)\t\tthe\tchemical\tequation\tfor\t the\treaction\tof\tcopper\twith\thot\tconcentrated\tsulfuric\t acid\tis\tshown. cu  +  2h2so4    cuso4  +  so2  +  2h2o  (i)\t\tcomplete\tthe\tword\tequation\tfor\tthis\treaction. copper +sulfuric acid... ...+..+...  [2] (ii)\t\tone\tof\tthe\tcompounds\tin\tthis\tequation\tis\ta\tpollutant\tgas\twhich\tcontributes\tto\tacid\train. \t \tidentify\tthe\tpollutant\tgas\tand\tstate\ta\tcommon\tsource\tof\tit. \t pollutant\tgas\t \t ...  source \t .  [2]  (c)\t\tsolid\thydrated\t copper( ii)\tsulfate\tdecomposes\t to\tanhydrous\t copper( ii)\tsulfate\twhen\tit\tis\t continuously\theated. \t\tis\tthis\tan\tendothermic\tor\tan\texothermic\treaction? \t\texplain\tyour\tanswer.  \t  \t..   [1] \t [total:\t12]",
+            "7": "7 0620/32/o/n/18 \u00a9 ucles 2018 [turn over 4\t\tthis\tquestion\tis\tabout\tacids.  (a)\t\tthe\tstructure\tof\tfumaric\tacid\tis\tshown. ccooh c h hooch \t\tfumaric\tacid\tis\tan\tunsaturated\tcompound.  (i)\t\twhat\tfeature\tof\tthe\tstructure\tof\tfumaric\tacid\tshows\tthat\tit\tis\tunsaturated?  \t ...   [1]  (ii)\t\tdescribe\ta\t test\tfor\tan\tunsaturated\tcompound.  test \t ..  result \t ...  [2]  (b)\t\thydroiodic\tacid\tcan\tbe\tused\tfor\tthe\treduction\tof\tsome\tcarboxylic\tacids.  (i)\t\twhat\tis\tmeant\tby\tthe\tterm\treduction ?  \t ...   [1]  (ii)\t\thydroiodic\t acid\tis\toxidised\tby\toxygen. \t \tbalance\tthe\tchemical\tequation\tfor\tthis\treaction. .h i  +  o2    2h2o\t\t+\t\t. i2  [2]  (iii)\t\twhat\tpercentage\tof\tclean,\tdry\tair\tis\toxygen?  \t ...   [1]",
+            "8": "8 0620/32/o/n/18 \u00a9 ucles 2018  (c)\t\tthe\tconcentration \tof\ta\tdilute\tacid\tcan\tbe\tfound\tby\treacting\tit\twith\taqueous\tsodium\thydroxide\t using\tthe\tapparatus\tshown. aqueous sodium hydroxide dilute acidconical flask  (i)\t\twhat\tpiece\tof\tapparatus\t should\tbe\tused\tto\tadd\texactly\t25.0\tcm3\tof\tdilute\tacid\tto\tthe\t conical\tflask?  \t ...   [1]  (ii)\t\ta\tfew\tdrops\tof\tlitmus\tsolution\tare\tadded \tto\tthe\tconical\tflask. \t \texplain\twhy\tlitmus\tsolution\tis\tadded\tto\tthe\tconical\tflask.  \t .  \t ...   [1]  (iii)\t\taqueous\tsodium\thydroxide\tis\tthen\tadded\tto\tthe\tdilute\tacid\tuntil\tit\tis\tin\texcess.\t \t \tdescribe\tthe\tchange\tin\tthe\tcolour\tof\tthe \tlitmus\tsolution\tin\tthe\tconical\tflask. \t \tfrom\t.\tto\t \t..  [2] \t [total:\t11]",
+            "9": "9 0620/32/o/n/18 \u00a9 ucles 2018 [turn over 5\t\tbromine\tis\ta\tvolatile\tliquid.\tpotassium\tbromide\tis \ta\tcompound\tmade\tfrom\tbromine.  (a)\t\tuse\tthe\tkinetic\tparticle\tmodel\tto\tdescribe\tthe\tarrangement\t and\tmotion\tof\tthe\tparticles\tin\t bromine\twhen\tit\tis:  \u25cfa\tliquid  \t  \t  \u25cfa\tgas  \t  \t  [4]  (b)\t\tmolten\tpotassium\tbromide\tcan\tbe\telectrolysed\tusing\tthe\tapparatus\tshown. +\u2013power supply  (i)\t\ton\tthe\tdiagram,\tlabel: \t \u25cf\t the\tanode \t \u25cf\t\tthe\telectrolyte  [2]  (ii)\t\tpredict\tthe\tproducts\tof\tthis\telectrolysis\tat: \t the\tpositive\telectrode\t \t .. \t the\tnegative\telectrode.\t \t ...  [2]  (iii)\t\tgive\tone\tobservation\tthat\tis\tmade\tat\tthe\tpositive\telectrode.  \t ...   [1]  (iv)\t\tsuggest\twhy\tthe\telectrodes\tare\tmade\tof\tgraphite\tand\tnot\tof\tmagnesium.  \t .  \t ...   [1]",
+            "10": "10 0620/32/o/n/18 \u00a9 ucles 2018  (c)\t\taqueous\tpotassium\tbromide\treacts\twith\taqueous\tchlorine.  (i)\t\tcomplete\tthe\tword\tequation\tfor\tthis\treaction. potassium bromide+ chlorine.. ..+..  [2]  (ii)\t\tusing\tideas\tabout\tthe\treactivity\tof\tthe\thalogens,\t explain\twhy\taqueous\tpotassium\t bromide\t does\tnot\treact\twith\taqueous\tiodine.  \t .  \t ...   [1]  (iii)\t\tdescribe\t what\tyou\twould\tobserve\twhen\taqueous\tsilver\tnitrate\tis\tadded\tto\taqueous\t potassium\tbromide.\t  \t ...   [2] \t [total:\t15]",
+            "11": "11 0620/32/o/n/18 \u00a9 ucles 2018 [turn over 6 (a)\t\tthe\tdiagrams\tshow\tthe\tstructures\tof\tfour\tsubstances,\tr,\ts,\tt\tand\tu. r tus c c chh hh hhc chh hhc chh hhc chh hhc chh hhoco ocoo c oo c o ti ti ti ti ti titi ti ti ti tinh4+nh4+cl \u2013 nh4+nh4+cl \u2013nh4+cl \u2013cl \u2013 \t\tstate\twhich\tone\tof\tthese\tsubstances,\tr,\ts,\tt or u:  (i)\t\tis\tan\telement\t\t     [1]  (ii)\t\tcontains\tionic\tbonds  \t .   [1]  (iii)\t\tis\ta\tgas\tat\troom\ttemperature\t \t   [1]  (iv)\t\tis\ta\tpolymer.\t\t ... ..   [1]  (b)\t\tammonium\tchloride\tis\tpresent\tin\tsome\tfertilisers.   which two\tof\tthe\tfollowing\tcompounds\tare\talso\tpresent\tin\tmany\tfertilisers? \t\ttick\ttwo\tboxes. \t hydrogen\tsulfide \t calcium\tphosphate \t copper( ii)\tfluoride \t nickel( ii)\toxide \t potassium\tnitrate  [2]",
+            "12": "12 0620/32/o/n/18 \u00a9 ucles 2018  (c)\t\ta\tmixture\tof\tammonium\tchloride\tand\taqueous\tsodium\thydroxide\tis\theated\tas\tshown. heatmixturefilter paper soaked in methyl orang e and acid \t\tthe\tfilter\tpaper\tchanges\tcolour\tfrom\tred\tto\tyellow. \t\texplain\twhy.  \t  \t..   [2] \t [total:\t8]",
+            "13": "13 0620/32/o/n/18 \u00a9 ucles 2018 [turn over 7 (a)\t\tthe\tgraph\tshows\tthe\teffect\tof\ttemperature\t on\tthe\trate\tof\treaction\tof\tdilute\thydrochloric\t acid\t with\tzinc\tpowder. 25 20 15 10 5 0 01 02 03 04 0 temperature  / \u00b0crate of reaction in cm3 gas  / minute 50  (i)\t\tdetermine\t the\trate\tof\treaction\tat\t40\t \u00b0c. \t rate\tof\treaction\t=\t..\tcm3\tgas\t/\tminute\t\t[1]  (ii)\t\tthe\texperiments\twere\trepeated\tusing\tsmall\tlumps\tof\tzinc\tinstead\tof\tzinc\tpowder. \t \tall\tother\tconditions\twere\tkept\tthe\tsame.   on the grid,\t draw\ta\tgraph\tto\tshow\thow\tthe\trate\tof\treaction\tchanges\twith\ttemperature\t when\tsmall\tlumps\tof\tzinc\tare\tused\tinstead\tof\tzinc\tpowder.\t [2]  (b)\t\twhat\teffects\tdo\tthese\tfactors\thave\ton\tthe\trate\tof\ta\tchemical\treaction?  (i)\t decreasing \tthe\tconcentration\tof\ta\treactant  \t ...   [1]  (ii)\t adding\ta\tcatalyst  \t ...   [1]",
+            "14": "14 0620/32/o/n/18 \u00a9 ucles 2018  (c)\t\tzinc\tand\tiron\tare\tboth\tmetals. \t\tgive\ttwo\tphysical\tproperties\twhich\tare\tcharacteristic\tof\tmetals.  1 \t.  2 \t.  [2]  (d)\t\tstainless\tsteel\tis\tan\talloy\tof\tiron.  (i)\t\twhat\tis\tmeant\tby\tthe\tterm\talloy ?  \t ...   [1]  (ii)\t\tgive\tone\tcommon\tuse\tof\tstainless\tsteel.  \t ...   [1] \t [total:\t9]",
+            "15": "15 0620/32/o/n/18 \u00a9 ucles 2018permission 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 international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download at www.cie.org.uk after the live examination series. 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. 8\t\tthe\ttable\tshows\tthe\tproperties\tof\tsome\tgroup\ti\t elements. elementdensity in\tg\t/\tcm3melting\tpoint in \u00b0crelative hardness sodium 0.97 98 4.9 potassium 0.86 63 2.6 rubidium 1.53 1.6 caesium 29 1.0  (a) (i)\t\tdescribe\tthe\ttrend\tin\tthe\trelative\thardness\tof\tthe\tgroup\ti\telements.  \t ...   [1]  (ii)\t\tpredict\tthe\tmelting\tpoint\tof\trubidium.  \t ...   [1]  (iii)\t\texplain\twhy\tit\tis\tdifficult\tto\tpredict\tthe\tdensity\tof\tcaesium.  \t .  \t ...   [1]  (b)\t\twhen\tpotassium\treacts\twith\twater,\tit\tfloats\tand\tmelts\tinto\ta\tball.\t a\tflame\tis\tobserved.  (i)\t\twhat\tcolour\tdoes\tpotassium\tgive\tto\tthe \tflame?  \t ...   [1]  (ii)\t\tuse\tthe\tinformation\tin\tthe\ttable\tto\tsuggest\twhy\tpotassium\tfloats\ton\twater.  \t ...   [1]  (iii)\t\thydrogen\tis\tproduced\twhen\tpotassium\t reacts\twith\twater. \t \tcomplete\t the\tdot-and-cross\t diagram\tto\tshow\tthe\telectron\tarrangement\t in\ta\tmolecule\tof\t hydrogen.  h h  [1] \t [total:\t6]",
+            "16": "16 0620/32/o/n/18 \u00a9 ucles 2018 groupthe periodic table of elements 1 h hydrogen 12 he helium 4ii i iii iv vv iv ii viii 3 li lithium 74 be berylliu m 9atomic number atomic symbolkey name relative atomic mas s 11 na sodium 2312 mg magnesium 24 19 k potassium 3920 ca calcium 40 37 rb rubidium 8538 sr strontium 88 55 cs caesium 13356 ba barium 137 87 fr franciu m \u201388 ra radium \u20135 b boron 11 13 al aluminium 27 31 ga gallium 70 49 in indium 115 81 tl thallium 2046 c carbon 12 14 si silicon 28 32 ge germanium 73 50 sn tin 119 82 pb lead 20722 ti titanium 4840 zr zirconium 91 72 hf hafnium 178 104 rf rutherfordiu m \u201323 v vanadium 51 41 nb niobium 93 73 ta tantalum 181 105 db dubnium \u201324 cr chromium 52 42 mo molybdenum 96 74 w tungsten 184 106 sg seaborgium \u201325 mn manganes e 55 43 tc technetium \u2013 75 re rhenium 186 107 bh bohrium \u201326 fe iron 56 44 ru ruthenium 101 76 os osmium 190 108 hs hassium \u201327 co cobalt 59 45 rh rhodium 103 77 ir iridium 192 109 mt meitneriu m \u201328 ni nicke l 59 46 pd palladium 106 78 pt platinum 195 110 ds darmstadtiu m \u201329 cu copper 6447 ag silver 108 79 au gold 197 111 rg roentgenium \u201330 zn zinc 65 48 cd cadmium 112 80 hg mercury 201 112 cn copernicium \u2013114 fl fleroviu m \u2013116 lv livermorium \u20137 n nitrogen 14 15 p phosphorus 31 33 as arsenic 75 51 sb antimony 122 83 bi bismuth 2098 o oxygen 16 16 s sulfur 32 34 se selenium 79 52 te tellurium 128 84 po polonium \u20139 f fluorine 19 17 cl chlorine 35.5 35 br bromine 80 53 i iodine 127 85 at astatine \u201310 ne neon 20 18 ar argon 40 36 kr krypton 84 54 xe xenon 131 86 rn radon \u201321 sc scandium 4539 y yttrium 89 57\u201371 lanthanoids 89\u2013103 actinoids 57 la lanthanum 139 89 aclanthanoids actinoids the volume of one mole of any gas is 24  dm3 at room temperature and pressure (r .t.p.).actinium \u201358 ce cerium 140 90 th thorium 23259 pr praseodymium 141 91 pa protactinium 23160 nd neodymium 144 92 u uranium 23861 pm promethium \u2013 93 np neptunium \u201362 sm samarium 150 94 pu plutonium \u201363 eu europium 152 95 am americiu m \u201364 gd gadolinium 157 96 cm curium \u201365 tb terbium 159 97 bk berkelium \u201366 dy dysprosium 163 98 cf californium \u201367 ho holmium 165 99 es einsteinium \u201368 er erbium 167 100 fm fermium \u201369 tm thulium 169101 md mendelevium \u201370 yb ytterbium 173102 no nobelium \u201371 lu lutetium 175103 lr lawrenciu m \u2013"
+        },
+        "0620_w18_qp_33.pdf": {
+            "1": "read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen.you may use an hb pencil for any diagrams or graphs.do not use staples, paper clips, glue or correction fluid.do not write in any barcodes. answer all questions. electronic calculators may be used.a copy of the periodic table is printed on page 20.you may lose marks if you do not show your working or if you do not use appropriate units. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question.chemistry  0620/33 paper 3  theory (core) october/november 2018  1 hour 15 minutes candidates answer on the question paper. no additional materials are required.cambridge international examinations cambridge international general certificate of secondary education this document consists of 18 printed pages and 2 blank pages. [turn overib18 11_0620_33/3rp\u00a9 ucles 2018 *5703974316* the syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificate.",
+            "2": "2 0620/33/o/n/18 \u00a9 ucles 2018 1 (a)\t\tthe\telectronic\tstructures\tof\tfive\tatoms,\ta,\tb,\tc,\td\tand\te,\tare\tshown. a bcd e \t\tanswer\tthe\tfollowing\tquestions\tabout\tthese\tstructures. \t\teach\tstructure\tmay\tbe\tused\tonce,\tmore\tthan\tonce\tor\tnot\tat\tall. \t\tstate\twhich\tstructure,\ta,\tb,\tc,\td or e,\trepresents:  (i)\t\tan\tatom\twith\ta\ttotal\tof\teight\telectrons\t\t ..   [1]  (ii)\t\tan\tatom\tin\tgroup\tv\tof\tthe\tperiodic\t table\t\t.   [1]  (iii)\t\tan\tatom\twith\ta\tcomplete\touter\tshell\tof\telectrons\t\t .   [1]  (iv)\t\tan\tatom\tof\ta\tmetallic\telement\t \t ...  [1]  (v)\t\tan\tatom\twhich\tforms\ta\tstable\tion\twith\ta \tsingle\tpositive\tcharge.\t \t..   [1]  (b)\t\tcomplete\t the\ttable\tto\tshow\tthe\tnumber\tof\telectrons,\t neutrons\tand\tprotons\tin\tthe\tneon\tatom\t and\tcopper\tion\tshown. number\tof electronsnumber\tof neutronsnumber\tof protons 22ne10 10 65cu+ 29 36  [3] \t [total:\t8]",
+            "3": "3 0620/33/o/n/18 \u00a9 ucles 2018 [turn over 2 (a)\t\tthe\ttable\tshows\tthe\tconcentrations\t of\tthe\tions\tpresent\tin\tthe\tsolution\tobtained\tfrom\tsquid\t nerve\tcells\tand\tin\thuman\tblood\tplasma. ion\tpresentsolution\tobtained\tfrom squid\tnerve\tcellshuman\tblood\t plasma concentration in\tg\t/\t1000\tcm3concentration in\tg\t/\t1000\tcm3 sodium 1.15 3.25 potassium 15.60 0.16 magnesium 0.03 0.04 chloride 3.55 3.65 hydrogencarbonate trace 1.50 \t\tanswer\tthese\tquestions\tusing\tonly\tinformation\tfrom\tthe\ttable.  (i)\t\tgive\t two\tmajor\tdifferences\t between\tthe\tconcentrations\t of\tthe\tions\tpresent\tin\tthe\tsolution\t obtained\tfrom\tsquid\tnerve\tcells\tand\tin\thuman\tblood\tplasma.  1 \t .. \t 2\t\t .. \t [2]  (ii)\t\t\tcalculate\t the\tmass\tof\tpotassium\t ions\tpresent\tin\t250\tcm3\tof\tthe\tsolution\tobtained\tfrom\t squid\tnerve\tcells. \t mass\tof\tpotassium\tions\t=\t..\tg\t\t[1]  (b)\t\tdescribe\ta\ttest\tfor\tsodium\tions.  test \t.  result \t.. \t [2]",
+            "4": "4 0620/33/o/n/18 \u00a9 ucles 2018  (c)\t\tsquid\tproduce\tan\tink\twhich\tcontains\ta\tcompound\tcalled\ttaurine. \t\tthe\tstructure\tof\ttaurine\tis\tshown. so och hcnh hh hoh \t\tdeduce\tthe\tmolecular\t formula\tof\ttaurine\tshowing\tthe\tnumber\tof\tcarbon,\thydrogen,\t oxygen,\t nitrogen\tand\tsulfur\tatoms.  \t..   [1]  (d)\t\tthe\tink\tused\tfor\twriting\tis\ta\tmixture\tof\tdyes. \t\tthese\tdyes\tcan\tbe\tseparated\tby\tpaper\tchromatography. \t\tdescribe\thow\tto\tseparate\ta\tmixture\tof\tdyes\tusing\tpaper\tchromatography. \t\tinclude\ta\tlabelled\tdiagram\tin\tyour\tanswer.  \t  \t  \t  \t  \t \t [4] \t [total:\t10]",
+            "5": "5 0620/33/o/n/18 \u00a9 ucles 2018 [turn over 3 (a)\t\tbrass\tis\tan\talloy\tof\tcopper\tand\tzinc.  (i)  which one\tof\tthe\tfollowing\tdiagrams\tbest\trepresents\tan\talloy? j kl m  \t ...   [1]  (ii)\t\tbrass\tis\tused\tto\tmake\tthe\tpropellers\tof\t ships\trather\tthan\tpure\tcopper\tor\tpure\tzinc. \t \tsuggest\ta\tproperty\tof\tbrass\twhich\texplains\tthis.  \t .  \t ...   [1]  (b)\t\tthe\tchemical\tequation\tfor\tthe\treaction\tof\tzinc\twith\tconcentrated\tnitric\tacid\tis\tshown. zn\t\t+\t\t4hno3  \t\tzn(no3)2\t\t+\t\t2no2\t\t+\t\t2h2o  (i)\t\tcomplete\tthe\tword\tequation\tfor\tthis\treaction. zinc +nitric acid... ...+..+... \t [2]  (ii)\t one\tof\tthe\tcompounds\tin\tthis\tequation\tis\ta\tpollutant\tgas\twhich\tcontributes\tto\tacid\train. \t \tidentify\tthe\tpollutant\tgas\tand\tstate\ta\tcommon\tsource\tof\tit. \t pollutant\tgas\t \t ...  source \t . \t [2]  (c)\t\tzinc\toxide\tis\treduced\tby\theating\tit\twith\tcarbon. zno\t\t+\t\tc\t\t \t\tzn\t\t+\t\tco \t\thow\tdoes\tthis\tequation\tshow\tthat\tzinc\toxide\tis\treduced?  \t  \t..   [1]",
+            "6": "6 0620/33/o/n/18 \u00a9 ucles 2018  (d)\t\twhen\tgreen\tiron( ii)\tsulfate\tis\theated\tit\tloses\tits\twater\tof\tcrystallisation. \t\tthe\treaction\tis\treversible.  (i)\t\tcomplete\tthe\tfollowing\tequation\tby\twriting\tthe\tsign\tfor\ta\treversible\treaction\tin\tthe\tbox. feso4.7h2o\t\t\t\t \t\t\t\tfeso4\t\t+\t\t7h2o \t green\t white  [1]  (ii)\t\tuse\tthe\tinformation\t in\tthe\tequation\tto\tsuggest\thow\tto\tchange\twhite\tiron(ii)\tsulfate\tinto\t green\tiron( ii)\tsulfate.  \t ...   [1] \t [total:\t9]",
+            "7": "7 0620/33/o/n/18 \u00a9 ucles 2018 [turn over 4 (a)\t\tthe\tstructure\tof\tcompound\tp\tis\tshown. c c hh hh c coohh hc hcompound p  (i)\t\twhat\tfeature\tof\tthe\tstructure\tof\tcompound\tp\tshows\tthat\tit\tis\tunsaturated?  \t ...   [1]  (ii)\t\tdescribe\tthe\tcolour\tchange\twhen\tan\texcess\tof\tcompound\t p\tis\tadded\tto\taqueous\tbromine. \t from\t.\tto\t \t.. \t [2]  (iii)\t\tcompound \tp\thas\ta\t\u2013cooh\tfunctional\tgroup. \t \tdraw\tthe\tstructure\tof\tthe\t\u2013cooh\tfunctional\t group.\tshow\tall\tof\tthe\tatoms\tand\tall\tof\tthe\t bonds.  [1]  (iv)\t\twhat\teffect\twould\tcompound\t p\thave\ton\tlitmus\tsolution?  \t ...   [1]",
+            "8": "8 0620/33/o/n/18 \u00a9 ucles 2018  (b)\t\tthe\tconcentration\t of\taqueous\tsodium\thydroxide\t can\tbe\tfound\tby\treacting\tit\twith\tan\tacid\tof\t known\tconcentration. \t\tthe\tgraph\tshows\thow\tthe\tph\tof\taqueous\tsodium\thydroxide\t in\ta\tconical\tflask\tchanges\tas\tacid\t is\tadded\tto\tit. 05 10 15 volume of acid added  / cm320 25 3014 12 10 8 64 2 0ph  (i)\t\tdescribe\thow\tthe\tph\tchanges\tas\tthe\tacid\tis\tadded.  \t .  \t .  \t ... \t\t[2]  (ii)\t\twhat\tis\tthe\tph\tof\tthe\taqueous\tsodium\thydroxide\tbefore\tthe\tacid\tis\tadded?  \t ...   [1]  (iii)\t\twhat\tvolume\tof\tacid\thas\tbeen\tadded\twhen\tthe\tsolution\treaches\tneutral\tph?  \t ...   [1] \t [total:\t9]",
+            "9": "9 0620/33/o/n/18 \u00a9 ucles 2018 [turn over 5 (a)\t\twhen\tsulfur\tvapour\tfalls\ton\tto\ta\tcold\tsurface,\tsmall \tcrystals\tof\tsolid\tsulfur\tform. \t\tuse\tthe\tkinetic\tparticle\tmodel\tto\tdescribe\tthe\tarrangement\t and\tmotion\tof\tthe\tparticles\tin\tsulfur\t when\tit\tis:  \u25cfa\tgas  \t  \t  \u25cfa\tsolid  \t  \t \t [4]  (b)\t\tsulfur\tdioxide\tis\tformed\twhen\tcopper\treacts\twith\thot\tconcentrated\tsulfuric\tacid. \t\tbalance\tthe\tchemical\tequation\tfor\tthis\treaction. cu\t\t+\t\t.h2so4  \t\tcuso4\t\t+\t\tso2\t\t+\t\t.h2o \t [2]  (c)\t\thot\tcopper\treacts\twith\tchlorine\tto\tform\tcopper( ii)\tchloride. \t\tdescribe\ta\ttest\tfor\tchloride\tions.  test \t.  result \t.. \t [2]",
+            "10": "10 0620/33/o/n/18 \u00a9 ucles 2018  (d)\t\tmolten\tcopper( ii)\tchloride\tcan\tbe\telectrolysed\tusing\tthe\tapparatus\tshown. +\u2013power supply  (i)\t\ton\tthe\tdiagram\tlabel: \t \u25cf\t the\tcathode \t \u25cf\t the\telectrolyte \t [2]  (ii)\t\tpredict\tthe\tproducts\tof\tthis\telectrolysis\tat: \t the\tpositive\telectrode\t \t .. \t the\tnegative\telectrode.\t \t ... \t [2]  (iii)\t\tgive\tone\tobservation\tthat\tis\tmade\tat\tthe\tpositive\telectrode.  \t ...   [1] \t [total:\t13]",
+            "11": "11 0620/33/o/n/18 \u00a9 ucles 2018 [turn over 6 (a)\t\tthe\tdiagrams\tshow\tthe\tstructures\tof\tfour\tsubstances,\tr,\ts,\tt\tand\tu. rs tu k+i\u2013k+i\u2013 i\u2013k+k+i\u2013 k+i\u2013k+i\u2013 i\u2013k+k+i\u2013mnmnmnmn mnmnmnmn mnmnmnmnn n n n n nn n n nc cc c c c c c c cc cc ccccc cc c c cc cccc c c \t\tstate\twhich\tone\tof\tthese\tsubstances,\tr,\ts,\tt or u:  (i)\t\tis\ta\tcompound  \t ...   [1]  (ii)\t\tconducts\telectricity\twhen\tsolid  \t ...   [1]  (iii)\t\thas\tthe\tlowest\tmelting\tpoint  \t ...   [1]  (iv)\t\tis\ta\tmacromolecule  \t ...   [1]  (v)\t\tcan\tact\tas\ta\tcatalyst.  \t ...   [1]  (b)\t\tsubstance\ts\tis\tpotassium\tiodide. \t\twhen\taqueous\tpotassium\tiodide\treacts\twith\taqueous\tchlorine,\tthe\tsolution\tturns\tbrown. \t\tname\tthe\tbrown\tsubstance\t that\tforms.\tusing\tideas\tabout\tthe\treactivity\t of\tthe\thalogens,\t suggest\twhy\tthe\tbrown\tsubstance\tforms.  \t  \t.. \t\t[2]",
+            "12": "12 0620/33/o/n/18 \u00a9 ucles 2018  (c)\t\tpotassium\tsalts\tare\tpresent\tin\tmany\tfertilisers.   which one\tof\tthe\tfollowing\tcompounds\tis\talso\tpresent\tin\tmany\tfertilisers? \t\ttick\tone\tbox. \t lead( ii)\tbromide \t calcium\tphosphate \t copper( ii)\tsulfide  tin( iv)\toxide  [1]  (d)\t\tmany\tfertilisers\tcontain\tammonium\tsalts. \t\texplain\twhy\tfarmers\tdo\tnot\tadd\tcalcium\thydroxide\t (slaked\tlime)\tto\tthe\tsoil\tat\tthe\tsame\ttime\t as\tfertilisers\tcontaining\tammonium\tsalts.  \t  \t  \t.. \t\t[2] \t [total:\t10]",
+            "13": "13 0620/33/o/n/18 \u00a9 ucles 2018 [turn over 7\t\ta\tstudent\tinvestigates\tthe\trate\tof\treaction\tof\tiron \tpowder\twith\tdilute\thydrochloric\tacid. dilute hydrochloric acid iron powde r  (a)\t\tcomplete\t the\tdiagram\tto\tshow\tthe\tapparatus \tthe\tstudent\tcould\tuse\tto\tcollect\tand\tmeasure\tthe\t gas\tproduced. \t\tlabel\tyour\tdiagram.\t [3]",
+            "14": "14 0620/33/o/n/18 \u00a9 ucles 2018  (b)\t\tthe\tgraph\tshows\tthe\tresults\tthe\tstudent\tobtained\tusing\tdilute\thydrochloric\t acid\tof\tconcentration\t 0.2\tmol\t/\tdm3\tand\tan\texcess \tof\tiron\tpowder. 120 100 80 60 40 20 0 0123 4 time  / minutevolume of gas  / cm3 567 \t\tuse\tthe\tgraph\tto\tdeduce:  (i)\t\tthe\ttime\tthat\tthe\treaction\twas\tcomplete  \t ...   [1]  (ii)\t\tthe\tvolume \tof\tgas\tproduced\twhen\tthe\treaction\twas\tcomplete.  \t ...   [1]  (c)\t\tthe\tstudent\trepeated\tthe\texperiment\tusing\ta\tlower \tconcentration\tof\tdilute\thydrochloric\tacid. \t\tall\tother\tconditions\twere\tkept\tthe\tsame.   on the grid,\t draw\ta\tgraph\tto\tshow\thow\tthe\tvolume\tof\tgas\tchanges\twith\ttime\twhen\ta\tlower\t concentration\tof\tdilute\thydrochloric\tacid\tis\tused.\t [2]",
+            "15": "15 0620/33/o/n/18 \u00a9 ucles 2018 [turn over  (d)\t\tiron\tis\textracted\tfrom\tiron\tore\tusing\ta\tblast\tfurnace. \t\tthe\tsolid\tsubstances\t added\tto\tthe\tblast\tfurnace\tare\tiron\tore,\tcoke\tand\tlimestone\t (calcium\tcarbonate).  (i)\t\tstate\tthe\tname\tof\tan\tore\tof\tiron.  \t ...   [1]  (ii)\t\tcomplete\t the\tsentences \tabout\tthe\treactions\t which\toccur\tin\ta\tblast\tfurnace\tusing\twords\t from\tthe\tlist.  air decomposes dioxide monoxide  nitrogen oxidises slag tetrachloride \t \tthe\tcoke\tburns\tin\ta\tblast\tof\thot\t..\t to\tform\tcarbon\tdioxide.\tthis\treacts\twith    further\thot\tcoke\tto\tform\tcarbon\t..\t .\tthis\tgas\treduces\tthe\tiron(iii)\toxide\tin   the\tiron\tore\tto\tiron. \t \tthe\tlimestone\t ..\t to\tform\tlime\t(calcium\toxide)\twhich\treacts\twith\timpurities\t     in\tthe\tiron\tto\tform\t..\t. \t [4] \t [total:\t12]",
+            "16": "16 0620/33/o/n/18 \u00a9 ucles 2018 8\t\tthe\ttable\tshows\tthe\tproperties\tof\tsome\tgroup\tvii\telements. elementboiling\tpoint in \u00b0cdensity\tat room\ttemperature in\tg\t/\tcm3physical\tstate\tat room\ttemperature fluorine \u2013188 0.0017 chlorine 0.0032 gas bromine 59 3.1 liquid iodine 184 4.9 solid  (a) (i)\t\tuse\tthis\tinformation\tto: \t \u25cf\t\tidentify\tthe\tphysical\tstate\tof\tfluorine\tat\troom\ttemperature  \t . \t \u25cf\t\testimate\tthe\tboiling\tpoint\tof\tchlorine.  \t . \t [2]  (ii)\t\tsuggest\twhy\tthe\tdensity\tof\tchlorine\tis\tmuch\tlower\tthan\tthe\tdensities\tof\tbromine\tand\t iodine.  \t .  \t ...   [1]  (b)\t\tchlorine\tis\tused\tin\twater\ttreatment.  (i)\t\twhy\tis\tchlorine\tadded\tto\twater?  \t ...   [1]  (ii)\t\tstate\tone\tmajor\tuse\tof\twater\tin\tindustry.  \t ...   [1]  (c)\t\tchlorine\treacts\twith\tphosphorus\tto\tform\tphosphorus( iii)\tchloride. \t\tbalance\tthe\tchemical\tequation\tfor\tthis\treaction. .p\t\t+\t\t.c l 2  \t\t2pcl 3 \t [2]",
+            "17": "17 0620/33/o/n/18 \u00a9 ucles 2018 [turn over  (d)\t\tcomplete\t the\tdot-and-cross\t diagram\tto\tshow\tthe\telectron\tarrangement\t in\ta\tmolecule\t of\t chlorine.\tshow\touter\tshell\telectrons\tonly. cl cl \t [2] \t [total:\t9]",
+            "18": "18 0620/33/o/n/18 \u00a9 ucles 2018blank page",
+            "19": "19 0620/33/o/n/18 \u00a9 ucles 2018blank page permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. every reasonable  effort has been made by the publisher (ucles) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the publisher will be pleased to make amends at the earliest possible opportunity. to avoid the issue of disclosure of answer-related information to candidates, all copyright acknowledgements are reproduced online in the cambridge international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download at www.cie.org.uk after the live examination series. 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.",
+            "20": "20 0620/33/o/n/18 \u00a9 ucles 2018 groupthe periodic table of elements 1 h hydrogen 12 he helium 4ii i iii iv vv iv ii viii 3 li lithium 74 be berylliu m 9atomic number atomic symbolkey name relative atomic mas s 11 na sodium 2312 mg magnesium 24 19 k potassium 3920 ca calcium 40 37 rb rubidium 8538 sr strontium 88 55 cs caesium 13356 ba barium 137 87 fr franciu m \u201388 ra radium \u20135 b boron 11 13 al aluminium 27 31 ga gallium 70 49 in indium 115 81 tl thallium 2046 c carbon 12 14 si silicon 28 32 ge germanium 73 50 sn tin 119 82 pb lead 20722 ti titanium 4840 zr zirconium 91 72 hf hafnium 178 104 rf rutherfordiu m \u201323 v vanadium 51 41 nb niobium 93 73 ta tantalum 181 105 db dubnium \u201324 cr chromium 52 42 mo molybdenum 96 74 w tungsten 184 106 sg seaborgium \u201325 mn manganes e 55 43 tc technetium \u2013 75 re rhenium 186 107 bh bohrium \u201326 fe iron 56 44 ru ruthenium 101 76 os osmium 190 108 hs hassium \u201327 co cobalt 59 45 rh rhodium 103 77 ir iridium 192 109 mt meitneriu m \u201328 ni nicke l 59 46 pd palladium 106 78 pt platinum 195 110 ds darmstadtiu m \u201329 cu copper 6447 ag silver 108 79 au gold 197 111 rg roentgenium \u201330 zn zinc 65 48 cd cadmium 112 80 hg mercury 201 112 cn copernicium \u2013114 fl fleroviu m \u2013116 lv livermorium \u20137 n nitrogen 14 15 p phosphorus 31 33 as arsenic 75 51 sb antimony 122 83 bi bismuth 2098 o oxygen 16 16 s sulfur 32 34 se selenium 79 52 te tellurium 128 84 po polonium \u20139 f fluorine 19 17 cl chlorine 35.5 35 br bromine 80 53 i iodine 127 85 at astatine \u201310 ne neon 20 18 ar argon 40 36 kr krypton 84 54 xe xenon 131 86 rn radon \u201321 sc scandium 4539 y yttrium 89 57\u201371 lanthanoids 89\u2013103 actinoids 57 la lanthanum 139 89 aclanthanoids actinoids the volume of one mole of any gas is 24  dm3 at room temperature and pressure (r .t.p.).actinium \u201358 ce cerium 140 90 th thorium 23259 pr praseodymium 141 91 pa protactinium 23160 nd neodymium 144 92 u uranium 23861 pm promethium \u2013 93 np neptunium \u201362 sm samarium 150 94 pu plutonium \u201363 eu europium 152 95 am americiu m \u201364 gd gadolinium 157 96 cm curium \u201365 tb terbium 159 97 bk berkelium \u201366 dy dysprosium 163 98 cf californium \u201367 ho holmium 165 99 es einsteinium \u201368 er erbium 167 100 fm fermium \u201369 tm thulium 169101 md mendelevium \u201370 yb ytterbium 173102 no nobelium \u201371 lu lutetium 175103 lr lawrenciu m \u2013"
+        },
+        "0620_w18_qp_41.pdf": {
+            "1": "read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen.you may use an hb pencil for any diagrams or graphs.do not use staples, paper clips, glue or correction fluid.do not write in any barcodes. answer all questions. electronic calculators may be used.a copy of the periodic table is printed on page 16.you may lose marks if you do not show your working or if you do not use appropriate units. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question.chemistry  0620/41   paper 4  theory (extended) october/november 2018  1 hour 15 minutes candidates answer on the question paper. no additional materials are required.cambridge international examinations cambridge international general certificate of secondary education this document consists of 15 printed pages and 1 blank page. [turn overib18 11_0620_41/3rp\u00a9 ucles 2018 *4984158881* the syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificate.",
+            "2": "2 0620/41/o/n/18 \u00a9 ucles 2018 1  the following formulae represent different substances. al        ag        caco3        ch4        c l 2        cu        so2   answer the following questions using only these substances.   each substance may be used once, more than once or not at all.   state which substance is:  (a)  used to make food containers  .   [1]  (b)  added to a blast furnace to remove impurities during the production of iron  ...   [1]  (c)  the main constituent of natural gas  ..   [1]  (d)  a cause of acid rain  .   [1]  (e)  a gas which bleaches damp litmus paper     [1]  (f)  a gas which contributes to climate change.  .   [1] [total: 6]",
+            "3": "3 0620/41/o/n/18 \u00a9 ucles 2018 [turn over 2  the table gives some information about four different particles, a, b, c and d. particlenumber of electronsnumber of neutronsnumber of protonselectronic structurecharge on particle a 11 12 11 2,8,1 0 b 14 11 2,8,1 0 c 18 20 2,8,8 0 d 18 20 17  (a)\t\tcomplete\tthe\ttable.\t the\tfirst\trow\thas\tbeen\tdone\tfor \tyou.\t [4]  (b)  give two particles from the table which are isotopes of each other.   ..   [1]  (c)  element z is in the same group of the periodic table as a and is less reactive than a.   state the identity of element z.   ..   [1]  (d)  c is unreactive.   use information from the table to explain why.   ..   [1]  [total: 7]",
+            "4": "4 0620/41/o/n/18 \u00a9 ucles 2018 3 (a)  copper( ii) nitrate decomposes when heated. two gases, oxygen and nitrogen dioxide, and a  solid are made in the reaction.   a sample of copper( ii) nitrate was decomposed using the apparatus shown. x aqueous sodium hydroxidecopper( ii) nitrate heatwate r  (i)  complete the chemical equation for the reaction.  2cu(no3)2    o2  +  ..no2  +  .. [2]  (ii)  only oxygen gas is collected at x.   explain why.   .   ...   [1]  (b)  nitrogen dioxide and other oxides of nitrogen are formed in car engines.   explain how nitrogen dioxide is formed in car engines.            ..   [2]",
+            "5": "5 0620/41/o/n/18 \u00a9 ucles 2018 [turn over  (c)  a teacher heated 18.8 g of copper( ii) nitrate.  (i)  calculate the number of moles of copper( ii) nitrate present in the 18.8 g. .. mol  [2]  (ii)  calculate the maximum number of moles of oxygen that can be made by heating 18.8 g of  copper( ii) nitrate. .. mol  [1]  (iii)  calculate the maximum volume of oxygen at room temperature and pressure, in cm3, that  can be made by heating 18.8 g of copper( ii) nitrate. .. cm3  [1]  (d)  a sample of copper( ii) nitrate was dissolved in water to form an aqueous solution.   the aqueous solution was split into three portions. a separate test was done on each portion  as shown. test reagent added result 1aqueous sodium hydroxidelight blue precipitate forms 2 zinc powdersolution changes from blue to colourless and a brown solid forms 3 ammonia gas is produced  (i)  give the formula of the light blue precipitate formed in test 1.   ...   [1]  (ii)  explain the changes seen in test 2.   .   .   .   ...   [3]  (iii)  identify the two reagents that must be added to the aqueous copper( ii) nitrate in test 3.  1  ..  2  ..  [2]",
+            "6": "6 0620/41/o/n/18 \u00a9 ucles 2018  (e)  copper( ii) nitrate can be made by reacting copper( ii) carbonate with nitric acid. one of the  products is carbon dioxide.  (i)  write a chemical equation for the reaction of copper( ii) carbonate with nitric acid.   ...   [2]  (ii)  carbon dioxide is added to the air by living things.   name the chemical process by which living things add carbon dioxide to the air.   ...   [1]  (iii)  carbon dioxide is removed from the air by plants.   name the chemical process by which plants remove carbon dioxide from the air.   ...   [1]  [total: 19]",
+            "7": "7 0620/41/o/n/18 \u00a9 ucles 2018 [turn over 4 (a)  sulfuric acid is made industrially by a four-step process.  step 1  sulfur is burned in air to produce sulfur dioxide.  step 2  sulfur dioxide is converted into sulfur trioxide.  step 3  sulfur trioxide is reacted with concentrated sulfuric acid to produce oleum.  step 4  oleum is reacted with water to produce concentrated sulfuric acid.  (i)  some sulfur is obtained by mining.   name one other major source of sulfur.   ...   [1]  (ii)  what is the name of the process by which sulfuric acid is made industrially?   ...   [1]  (iii)  describe the conversion of sulfur dioxide into sulfur trioxide in step 2.   in your answer, include: \t \u25cf\t\ta\tchemical\tequation\tfor\tthe\treaction \t \u25cf\t\tthe\tessential\treaction\tconditions.   .   .   .   .   .   .   ...   [5]  (b)  when concentrated sulfuric acid is added to glucose, c6h12o6, a black solid is produced. the  concentrated sulfuric acid acts as a dehydrating agent.  (i)  what is removed from the glucose in this reaction?   ...   [1]  (ii)  name the black solid produced in this reaction.   ...   [1]",
+            "8": "8 0620/41/o/n/18 \u00a9 ucles 2018  (c)\t\tthe\tgas\thydrogen\t sulfide,\th2s, is produced when concentrated sulfuric acid is added to solid  potassium iodide.   the reaction involves oxidation.  (i)\t\tdefine\tthe\tterm\toxidation  in terms of electron transfer.   ...   [1]  (ii)  complete the dot-and-cross diagram to show the electron arrangement in a molecule of  hydrogen\tsulfide.\tshow\touter\tshell\telectrons\tonly. h h s [2]  (iii)\t\thydrogen\tsulfide\thas\ta\tsimple\tmolecular\tstructure. \t \texplain\twhy\thydrogen\tsulfide\thas\ta\tlow\t boiling\tpoint.   .   .   ...   [2]",
+            "9": "9 0620/41/o/n/18 \u00a9 ucles 2018 [turn over  (d)  dilute sulfuric acid reacts with aqueous sodium hydrogencarbonate in a neutralisation reaction. h2so4(aq)  +  2nahco3(aq)    na2so4(aq)  +  2h2o(l)  +  2co2(g)   in a titration, 0.200 mol / dm3 aqueous sodium hydrogencarbonate was used to neutralise  20.0 cm3 of dilute sulfuric acid of concentration 0.150 mol / dm3.  (i)  calculate the number of moles of dilute sulfuric acid used in the titration. .. mol  [1]  (ii)  calculate the number of moles of sodium  hydrogencarbonate needed to neutralise the  dilute sulfuric acid. .. mol  [1]  (iii)  calculate the volume, in cm3, of 0.200 mol / dm3 aqueous sodium hydrogencarbonate  needed to neutralise the dilute sulfuric acid. .. cm3  [1] [total: 17]",
+            "10": "10 0620/41/o/n/18 \u00a9 ucles 2018 5  hydrogen gas reacts with iodine gas. the equation is shown. h2(g)  +  i2(g)    2hi(g)   the reaction is reversible and can reach equilibrium.  (a)  what is meant by the term equilibrium ?         ..   [2]  (b)  the graphs show how pressure affects the yield of hydrogen iodide, hi, at two different  temperatures. yield of hydrogen iodide pressure500  \u00b0c 700  \u00b0c  (i)  explain why the yield at 500 \u00b0c does not change as the pressure is increased.   .   ...   [1]  (ii)  what can you conclude from the difference in the yield of hydrogen iodide at the two  temperatures shown? explain your answer.   .   .   ...   [2]",
+            "11": "11 0620/41/o/n/18 \u00a9 ucles 2018 [turn over  (c)  the graph shows how the concentration of hydrogen iodide, hi, changes after hydrogen gas  and iodine gas are mixed together in a sealed container. concentration of hydrogen iodide time  (i)  when is the rate of reaction fastest?   ...   [1]  (ii)  the reaction was repeated at the same temperature and pressure but in the presence of  a catalyst.   draw a graph on the same axes to show how the concentration of hydrogen iodide changes  with time in the presence of a catalyst. [2]  (d)  a mixture of hydrogen gas and iodine gas is allowed to reach equilibrium.  (i)  increasing the pressure of a gas increases its concentration.   state and explain the effect of increasing the pressure on the rate of the forward reaction.   .   .   ...   [2]  (ii)  state and explain the effect of increasing the temperature on the rate of the reverse  reaction.   .   .   .   .   ...   [3] [total: 13]",
+            "12": "12 0620/41/o/n/18 \u00a9 ucles 2018 6 (a)  ethane, c2h6, is a member of the homologous series called alkanes.   ethanol, c2h5oh, is a member of the homologous series called alcohols.  (i)  alkanes are hydrocarbons.   what is meant by the term hydrocarbon ?   .   ...   [2]  (ii)  all members of a homologous series can be represented by a general formula.   state the general formula of: \t \u25cf\t\talkanes\t   \t \u25cf\t\talcohols\t  [2]  (iii)  state two characteristics, other than having the same general formula, of members of a  homologous series.  1  ..   .  2  ..   . [2]  (b)  ethane can react with chlorine in a substitution reaction.  (i)  state one essential reaction condition.   ...   [1]  (ii)  draw the structure of the organic product formed by substitution of one of the hydrogen  atoms in ethane with chlorine. show all of the atoms and all of the bonds.  [1]  (iii)  name the product of the substitution reaction between ethane and chlorine that does not  contain carbon.   ...   [1]",
+            "13": "13 0620/41/o/n/18 \u00a9 ucles 2018 [turn over  (c)  propan-1-ol is an alcohol.   the structure of propan-1-ol is shown. ch h hch hch hoh   propan-1-ol reacts with ethanoic acid to form an ester.   give the name of the ester formed in this reaction.   ..   [1]  (d)  ester y has the structure shown. ch h hchhh hcc h ester yh o co h  (i)  give the molecular formula of ester y.   ...   [1]  (ii)  draw the structures of the carboxylic acid and the alcohol used to make ester y. show all  of the atoms and all of the bonds. give the name of the carboxylic acid and the alcohol.  structure of the carboxylic acid  name of the carboxylic acid     structure of the alcohol  name of the alcohol   [4]",
+            "14": "14 0620/41/o/n/18 \u00a9 ucles 2018  (e)  nylon is a polyamide.   complete the diagram to show the structure of nylon. show all of the atoms and all of the  bonds present in the linkages. [3] [total: 18]",
+            "15": "15 0620/41/o/n/18 \u00a9 ucles 2018permission 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 international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download at www.cie.org.uk after the live examination series. 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. blank page",
+            "16": "16 0620/41/o/n/18 \u00a9 ucles 2018 groupthe periodic table of elements 1 h hydrogen 12 he helium 4ii i iii iv vv iv ii viii 3 li lithium 74 be berylliu m 9atomic number atomic symbolkey name relative atomic mas s 11 na sodium 2312 mg magnesium 24 19 k potassium 3920 ca calcium 40 37 rb rubidium 8538 sr strontium 88 55 cs caesium 13356 ba barium 137 87 fr franciu m \u201388 ra radium \u20135 b boron 11 13 al aluminium 27 31 ga gallium 70 49 in indium 115 81 tl thallium 2046 c carbon 12 14 si silicon 2832 ge germanium 73 50 sn tin 119 82 pb lead 20722 ti titanium 4840 zr zirconium 91 72 hf hafnium 178 104 rf rutherfordiu m \u201323 v vanadium 51 41 nb niobium 93 73 ta tantalum 181 105 db dubnium \u201324 cr chromium 52 42 mo molybdenum 96 74 w tungsten 184 106 sg seaborgium \u201325 mn manganes e 55 43 tc technetium \u2013 75 re rhenium 186 107 bh bohrium \u201326 fe iron 56 44 ru ruthenium 101 76 os osmium 190 108 hs hassium \u201327 co cobalt 59 45 rh rhodium 103 77 ir iridium 192 109 mt meitneriu m \u201328 ni nicke l 59 46 pd palladium 106 78 pt platinum 195 110 ds darmstadtiu m \u201329 cu copper 6447 ag silver 108 79 au gold 197 111 rg roentgenium \u201330 zn zinc 65 48 cd cadmium 112 80 hg mercury 201 112 cn copernicium \u2013114 fl fleroviu m \u2013116 lv livermorium \u20137 n nitrogen 14 15 p phosphorus 3133 as arsenic 75 51 sb antimony 122 83 bi bismuth 2098 o oxygen 16 16 s sulfur 3234 se selenium 79 52 te tellurium 128 84 po polonium \u20139 f fluorine 19 17 cl chlorine 35.5 35 br bromine 80 53 i iodine 127 85 at astatine \u201310 ne neon 20 18 ar argon 4036 kr krypton 84 54 xe xenon 131 86 rn radon \u201321 sc scandium 4539 y yttrium 89 57\u201371 lanthanoids 89\u2013103 actinoids 57 la lanthanum 139 89 aclanthanoids actinoids the volume of one mole of any gas is 24  dm3 at room temperature and pressure (r .t.p.).actinium \u201358 ce cerium 140 90 th thorium 23259 pr praseodymium 141 91 pa protactinium 23160 nd neodymium 144 92 u uranium 23861 pm promethium \u2013 93 np neptunium \u201362 sm samarium 150 94 pu plutonium \u201363 eu europium 152 95 am americiu m \u201364 gd gadolinium 157 96 cm curium \u201365 tb terbium 159 97 bk berkelium \u201366 dy dysprosium 163 98 cf californium \u201367 ho holmium 165 99 es einsteinium \u201368 er erbium 167 100 fm fermium \u201369 tm thulium 169101 md mendelevium \u201370 yb ytterbium 173102 no nobelium \u201371 lu lutetium 175103 lr lawrenciu m \u2013"
+        },
+        "0620_w18_qp_42.pdf": {
+            "1": "read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen.you may use an hb pencil for any diagrams or graphs.do not use staples, paper clips, glue or correction fluid.do not write in any barcodes. answer all questions. electronic calculators may be used.a copy of the periodic table is printed on page 16.you may lose marks if you do not show your working or if you do not use appropriate units. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question.chemistry  0620/42 paper 4  theory (extended) october/november 2018  1 hour 15 minutes candidates answer on the question paper. no additional materials are required.cambridge international examinations cambridge international general certificate of secondary education this document consists of 13 printed pages and 3 blank pages. [turn overib18 11_0620_42/3rp\u00a9 ucles 2018 *4401701629* the syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificate.",
+            "2": "2 0620/42/o/n/18 \u00a9 ucles 2018 1  element x can undergo the following physical changes. gaseous xboiling or evaporation liquid x solid x2 4 3 1  (a) (i)\t\tgive\tthe\tscientific\tname\tfor\teach\tof\tthe\t numbered\tphysical\tchanges.  1  ..  2  ..  3  ..  4  ..  [4]  (ii)  explain why the changes shown are physical changes.   .   ...   [1]  (iii)\t\tone\tdifference\tbetween\tboiling\tand\tevaporation\tis\tthe\trate\tat\twhich\tthe\tprocesses\toccur.   state one\tother\tdifference\tbetween\tboiling\tand\tevaporation.   .   ...   [1]  (b)\t\tdescribe\tthe\tseparation,\tarrangement\tand\tmotion\tof\tparticles\tof\telement\tx in the solid state.  separation  ..  arrangement  ..  motion    [3]  (c)  element x\tis\ta\tgroup\ti\tmetal.\tit\tburns\tin\tair\tto\tform\tan\toxide\tx2o.  write a chemical equation for this reaction.   ..   [2]  [total: 11]",
+            "3": "3 0620/42/o/n/18 \u00a9 ucles 2018 [turn over 2\t\tmagnesium,\tcalcium\tand\tstrontium\tare\tgroup\tii\t elements.  (a)\t\tcomplete\tthe\ttable\tto\tshow\tthe\tarrangement\tof\telectrons\tin\ta\tcalcium\tatom. shell\tnumber 1 2 3 4 number\tof\telectrons  [1]  (b)\t\tdescribe\thow\tthe\tarrangement\tof\telectrons\tin\ta\tstrontium\tatom\tis:  (i)  similar to the arrangement of electrons in a calcium atom   .   .  (ii)  different from the arrangement of electrons in a calcium atom.   .   .  [2]  (c)  calcium reacts with cold water to form two products:  \u25cf\ta\tcolourless\tgas,\t p,\twhich\t\u2018pops\u2019 \twith\ta\tlighted\tsplint  \u25cf\ta\tweakly\talkaline\tsolution,\t q,\twhich\tturns\tmilky\twhen\tcarbon\tdioxide\tis\tbubbled\tthrough\tit.  (i)  name gas p.   ...   [1]  (ii)\t\tidentify\tthe\tion\tresponsible\tfor\tmaking\tsolution\t q alkaline.   ...   [1]  (iii)  suggest the ph of solution q.   ...   [1]  (iv)  write a chemical equation for the reaction of calcium with cold water.   ...   [2]",
+            "4": "4 0620/42/o/n/18 \u00a9 ucles 2018  (d)\t\tmagnesium\t reacts\twith\tchlorine\tto\tform\tmagnesium \tchloride,\tmgcl 2. magnesium chloride is  an ionic compound.  (i)  complete the diagrams to show the electronic structures of the ions in magnesium chloride.  show the charges on the ions. cl.. mg.. cl..  [3]  (ii)  give three physical properties that are typical of ionic compounds such as mgcl 2.  1  ..  2  ..  3  ..  [3]  (e)  aqueous magnesium chloride is added to aqueous silver nitrate. a white precipitate forms.   write an ionic\tequation\tfor\tthis\treaction.\tinclude\tstate\tsymbols.   ..   [2]  [total: 16]",
+            "5": "5 0620/42/o/n/18 \u00a9 ucles 2018 [turn over 3  sulfur is an important element.  (a)\t\texplain\thow\tburning\tfossil\tfuels\tcontaining\tsulfur\tleads\tto\tthe\tformation\tof\tacid\train.         ..   [2]  (b)\t\tsulfuric\tacid\tis\tmanufactured\t by\tthe\tcontact\tprocess.\tone\tstep\tin\tthe\tcontact\tprocess\tinvolves\t a\treversible\treaction\tin\twhich\tsulfur\ttrioxide,\tso3,\tis\tformed.  (i)\t\twrite\ta\tchemical\tequation\tfor\tthis\treversible\t reaction.\tinclude\tthe\tcorrect\tsymbol\tto\tshow\t that\tthe\treaction\tis\treversible.   ...   [2]  (ii)\t\tstate\tthe\tconditions\tand\tname\tthe\tcatalyst\tused\tin\tthis\treversible\treaction.  temperature    pressure  ..  catalyst  ...  [3]  (iii)\t\tdescribe\thow\tthe\tsulfur\ttrioxide\tformed\tis\tconverted\t into\tsulfuric\tacid\tin\tthe\tnext\tsteps\tof\t the contact process.   .   .   ...   [2]",
+            "6": "6 0620/42/o/n/18 \u00a9 ucles 2018  (c)  dilute sulfuric acid is used to make salts known as sulfates. \t\ta\tmethod\tconsisting\tof\tthree\tsteps\tis\tused\tto\tmake\tzinc\tsulfate\tfrom\tzinc\tcarbonate.  step 1\t\tadd\tan\texcess\tof\tzinc\tcarbonate\t to\t20\tcm3\tof\t0.4\tmol\t/\tdm3 dilute sulfuric acid until  the reaction is complete.  step 2  filter the mixture.  step 3\t\theat\tthe\tfiltrate\tuntil\ta\tsaturated\tsolution\tforms\tand \tthen\tallow\tit\tto\tcrystallise.  (i)\t\tname\ta\tsuitable\tpiece\tof\tapparatus\tfor\tmeasuring\t20\t cm3 of dilute sulfuric acid in step 1.   ...   [1]  (ii)  state two\tobservations\twhich\twould\tshow\tthat\tthe\treaction\tis\tcomplete\tin\t step 1.  1  ..  2  ..  [2]  (iii)\t\twhy\tis\tit\timportant\tto\tadd\tan\texcess\tof\tzinc\tcarbonate\tin\t step 1?   ...   [1]  (iv)\t\twhat\tis\tmeant\tby\tthe\tterm\tsaturated solution in step 3?   .   ...   [2]  (v)  the equation for the reaction is shown. znco3(s)  +  h2so4(aq)    znso4(..)  +  h2o(l)  +  co2(g) \t \tcomplete\tthe\tequation\tby\tinserting\tthe\tstate\tsymbol\tfor\tzinc\tsulfate.\t [1]  (vi)\t\tname\tanother\tzinc\tcompound\t which\tcould\tbe\tused\tto\tmake\tzinc\tsulfate\tfrom\tdilute\t sulfuric acid using this method.   ...   [1]  (vii)  suggest why this method would not\t work\tto\tmake\tbarium\tsulfate\tfrom\tbarium\tcarbonate \t and dilute sulfuric acid.   ...   [1]",
+            "7": "7 0620/42/o/n/18 \u00a9 ucles 2018 [turn over  (d)\t\tin\ta\ttitration,\ta\tstudent\tadded\t25.0\tcm3\tof\t0.200\tmol\t/\tdm3 aqueous sodium hydroxide to a  conical\tflask.\tthe\tstudent\tthen\tadded\ta\tfew\tdrops\tof\tmethyl\torange\tto\tthe\tsolution\tin\tthe\t conical\tflask. \t\tdilute\tsulfuric\tacid\twas\tthen\tadded\tfrom\ta\tburette\tto\tthe\tconical\tflask.\tthe\tvolume\tof\tdilute\t sulfuric\tacid\tneeded\tto\tneutralise\tthe\taqueous\tsodium\thydroxide\twas\t20.0\t cm3. 2naoh  +  h2so4    na2so4  +  2h2o  (i)  what was the colour of the methyl orange in the aqueous sodium hydroxide?   ...   [1]  (ii)\t\tdetermine\t the\tconcentration\tof\tthe\tdilute \tsulfuric\tacid\tin\tg\t /\tdm3. \t \u25cf\t\tcalculate\tthe\tnumber\tof\tmoles\tof\taqueous\tsodium\thydroxide\t added\tto\tthe\tconical\t flask.  .. mol \t \u25cf\t\tcalculate\tthe\tnumber\tof\tmoles\tof\tdilute\tsulfuric\tacid\tadded\tfrom\tthe\tburette.  .. mol \t \u25cf\t\tcalculate\tthe\tconcentration\tof\tthe\tdilute\tsulfuric\tacid\tin\tmol\t /\tdm3. \t ..\tmol\t /\tdm3 \t \u25cf\t\tcalculate\tthe\tconcentration\tof\tthe\tdilute\tsulfuric\tacid\tin\tg\t /\tdm3. \t ..\tg\t /\tdm3  [4]",
+            "8": "8 0620/42/o/n/18 \u00a9 ucles 2018  (e)  iron( ii) sulfate decomposes when heated strongly. 2feso4(s)    fe2o3(s)  +  so2(g)  +  so3(g) \t\t15.20\tg\tof\tfeso4(s)\twas\theated\tand\tformed\t4.80\t g\tof\tfe2o3(s).  [mr,\tfeso4\t=\t152;\tmr,\tfe2o3\t=\t160]   calculate the percentage yield for this reaction.  .. %  [3]  [total: 26]",
+            "9": "9 0620/42/o/n/18 \u00a9 ucles 2018 [turn over 4\t\ta\tstudent\tinvestigated\t the\tprogress\tof\tthe\treaction\tbetween\tdilute\thydrochloric\t acid,\thcl,\tand\tan\t excess\tof\tlarge\tpieces\tof\tmarble,\tcaco3,\tusing\tthe\tapparatus\tshown. gas syringe dilute hydrochloric acid an excess of large pieces of marble  (a)  a graph of the volume of gas produced against time is shown. 150 100 50 0volume of gas produced  / cm3 03 06 09 0120 time  / s150 180 210 240  (i)  how does the shape of the graph show that the rate of reaction decreased as the reaction  progressed?   .   ...   [1]  (ii)  why did the rate of reaction decrease as the reaction progressed?   ...   [1]  (iii)\t\tafter\thow\tmany\tseconds\tdid\tthe\treaction\tfinish?  .. s  [1]  (b)\t\tthe\texperiment\t was\trepeated\tusing\tthe\tsame\tmass\tof\tsmaller\tpieces\tof\tmarble.\tall\tother\t conditions were kept the same.   draw a graph on the grid to show the progress of the reaction using the smaller pieces of  marble.\t [2]",
+            "10": "10 0620/42/o/n/18 \u00a9 ucles 2018  (c)  the original experiment was repeated at a higher temperature. all other conditions were kept  the same. \t\tdescribe\tand\texplain,\tin\tterms\tof\tcollisions\t between\tparticles,\t the\teffect\tof\tusing\ta\thigher\t temperature\ton\tthe\ttime\ttaken\tfor\tthe\treaction\tto\tfinish.                           .. \t\t[5] \t [total:\t10]",
+            "11": "11 0620/42/o/n/18 \u00a9 ucles 2018 [turn over 5\t\talkynes\tare\ta\thomologous\tseries\tof\tunsaturated \thydrocarbons. \t\tall\tmembers\tcontain\ta\tc\u2261c\ttriple\tbond.  (a)\t\tcomplete\tthe\ttable\tshowing\tinformation\tabout\tthe\tfirst\tthree alkynes. formula c2h2 c3h4 structure h\u2013c\u2261c\u2013h h\u2013c\u2261c\u2013ch3h\u2013c\u2261c\u2013ch2\u2013ch3 name ethyne butyne  [2]  (b)\t\tcomplete\t the\tdot-and-cross\t diagram\tto\tshow\tthe\telectron\tarrangement\t in\ta\tmolecule\tof\tethyne,  h\u2013c\u2261c\u2013h.\tshow\touter\tshell\telectrons\tonly. h h c c  [2]  (c)  compounds in the same homologous series have the same general formula.  (i)  give two\tother\tcharacteristics\tof\tmembers\tof\ta\thomologous\tseries.  1  ..  2  ..  [2]  (ii)\t\tuse\tthe\tinformation\tin\tthe\ttable\tin\t (a) to deduce the general formula of alkynes.   ...   [1]  (d)  alkynes are unsaturated. \t\tdescribe\ta\ttest\tfor\tunsaturation.  test  .  result  ..  [2]",
+            "12": "12 0620/42/o/n/18 \u00a9 ucles 2018  (e) (i)\t\tname\tan\toxidising\tagent\twhich\tcan\tbe\tused\tto\toxidise\tethanol\tto\tethanoic\tacid.   ...   [2]  (ii)\t\tdraw\tthe\tstructure\tof\tethanoic\tacid.\tshow\tall\tof\tthe\tatoms\tand\tall\tof\tthe\tbonds.  [1]  (f)\t\tcarboxylic\tacids\tcan\tbe\tconverted\tinto\testers.  (i)\t\tthe\tester\tformed\tby\treacting\tpropanoic\t acid\tand\tmethanol\t has\tthe\tmolecular\t formula\t c4h8o2. \t \tname\tthis\tester\tand\tdraw\tits\tstructure.\tshow\tall\tof\tthe\tatoms\tand\tall\tof\tthe\tbonds.  name of the ester    structure of the ester  [2]  (ii)  name another ester with the molecular formula c4h8o2.   ...   [1]  (g)  polyesters are polymers.  (i)  what type of polymerisation is used in the manufacture of polyesters?   ...   [1]  (ii)  name a polyester.   ...   [1]  [total: 17]",
+            "13": "13 0620/42/o/n/18 \u00a9 ucles 2018blank page",
+            "14": "14 0620/42/o/n/18 \u00a9 ucles 2018blank page",
+            "15": "15 0620/42/o/n/18 \u00a9 ucles 2018permission 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 international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download at www.cie.org.uk after the live examination series. 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. blank page",
+            "16": "16 0620/42/o/n/18 \u00a9 ucles 2018 groupthe periodic table of elements 1 h hydrogen 12 he helium 4ii i iii iv vv iv ii viii 3 li lithium 74 be berylliu m 9atomic number atomic symbolkey name relative atomic mas s 11 na sodium 2312 mg magnesium 24 19 k potassium 3920 ca calcium 40 37 rb rubidium 8538 sr strontium 88 55 cs caesium 13356 ba barium 137 87 fr franciu m \u201388 ra radium \u20135 b boron 11 13 al aluminium 27 31 ga gallium 70 49 in indium 115 81 tl thallium 2046 c carbon 12 14 si silicon 2832 ge germanium 73 50 sn tin 119 82 pb lead 20722 ti titanium 4840 zr zirconium 91 72 hf hafnium 178 104 rf rutherfordiu m \u201323 v vanadium 51 41 nb niobium 93 73 ta tantalum 181 105 db dubnium \u201324 cr chromium 52 42 mo molybdenum 96 74 w tungsten 184 106 sg seaborgium \u201325 mn manganes e 55 43 tc technetium \u2013 75 re rhenium 186 107 bh bohrium \u201326 fe iron 56 44 ru ruthenium 101 76 os osmium 190 108 hs hassium \u201327 co cobalt 59 45 rh rhodium 103 77 ir iridium 192 109 mt meitneriu m \u201328 ni nicke l 59 46 pd palladium 106 78 pt platinum 195 110 ds darmstadtiu m \u201329 cu copper 6447 ag silver 108 79 au gold 197 111 rg roentgenium \u201330 zn zinc 65 48 cd cadmium 112 80 hg mercury 201 112 cn copernicium \u2013114 fl fleroviu m \u2013116 lv livermorium \u20137 n nitrogen 14 15 p phosphorus 3133 as arsenic 75 51 sb antimony 122 83 bi bismuth 2098 o oxygen 16 16 s sulfur 3234 se selenium 79 52 te tellurium 128 84 po polonium \u20139 f fluorine 19 17 cl chlorine 35.5 35 br bromine 80 53 i iodine 127 85 at astatine \u201310 ne neon 20 18 ar argon 4036 kr krypton 84 54 xe xenon 131 86 rn radon \u201321 sc scandium 4539 y yttrium 89 57\u201371 lanthanoids 89\u2013103 actinoids 57 la lanthanum 139 89 aclanthanoids actinoids the volume of one mole of any gas is 24  dm3 at room temperature and pressure (r .t.p.).actinium \u201358 ce cerium 140 90 th thorium 23259 pr praseodymium 141 91 pa protactinium 23160 nd neodymium 144 92 u uranium 23861 pm promethium \u2013 93 np neptunium \u201362 sm samarium 150 94 pu plutonium \u201363 eu europium 152 95 am americiu m \u201364 gd gadolinium 157 96 cm curium \u201365 tb terbium 159 97 bk berkelium \u201366 dy dysprosium 163 98 cf californium \u201367 ho holmium 165 99 es einsteinium \u201368 er erbium 167 100 fm fermium \u201369 tm thulium 169101 md mendelevium \u201370 yb ytterbium 173102 no nobelium \u201371 lu lutetium 175103 lr lawrenciu m \u2013"
+        },
+        "0620_w18_qp_43.pdf": {
+            "1": "read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen.you may use an hb pencil for any diagrams or graphs.do not use staples, paper clips, glue or correction fluid.do not write in any barcodes. answer all questions. electronic calculators may be used. a copy of the periodic table is printed on page 12.you may lose marks if you do not show your working or if you do not use appropriate units. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question.chemistry  0620/43   paper 4  theory (extended) october/november 2018  1 hour 15 minutes candidates answer on the question paper. no additional materials are required.cambridge international examinations cambridge international general certificate of secondary education this document consists of 11  printed pages and 1 blank page. [turn overib18 11_0620_43/3rp\u00a9 ucles 2018 *4284305988* the syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificate.",
+            "2": "2 0620/43/o/n/18 \u00a9 ucles 2018 1  answer the following questions using only the substances in the list.   each substance may be used once, more than once or not at all.  ammonia bauxite carbon dioxide carbon monoxide  hematite oxygen sodium chloride sulfur dioxide   state which substance is:  (a)  an element  ...   [1]  (b)  an ore of iron  ...   [1]  (c)  used to bleach wood pulp     [1]  (d)  used to manufacture fertilisers     [1]  (e)  a toxic gas produced during the incomplete combustion of hydrocarbons    ..   [1]  (f)  an ionic compound  ..   [1]  (g)  a reactant in photosynthesis     [1]  (h)  a product of photosynthesis.     [1] [total: 8]",
+            "3": "3 0620/43/o/n/18 \u00a9 ucles 2018 [turn over 2  this question is about electrolysis.  (a) (i)  what is meant by the term electrolysis ?   .   ...   [2]  (ii)  name the type of particle responsible for the conduction of electricity during electrolysis in:  the metal wires  ...  the electrolyte  . [2]  (b)  the table gives information about the products of the electrolysis of two electrolytes. platinum  electrodes are used in each case.  (i)  give two reasons why platinum is suitable to use as an electrode.  1  ..  2  ..  [2]  (ii)  complete the table. electrolyteobservation at the anode (+)name of product at the anode (+)observation at the cathode (\u2013)name of product at the cathode (\u2013) concentrated aqueous  potassium chloridebubbles of colourless gas aqueous copper( ii) sulfatebubbles of  colourless gas [6] [total: 12]",
+            "4": "4 0620/43/o/n/18 \u00a9 ucles 2018 3  tin is a metallic element in group iv. its main ore is cassiterite which is an impure form of  tin(iv) oxide, sno2.   tin also occurs in stannite, cu2fesns4.  (a)  calculate the relative formula mass, mr, of cu2fesns4. mr of cu2fesns4 = ..  [1]  (b)  the mr of sno2 is 151.   calculate the percentage of tin by mass in sno2. percentage of tin by mass in sno2 = ..  [1]  (c)  the percentage of tin by mass in cu2fesns4 is 27.6%.   use this information and your answer to (b) to suggest whether it would be better to extract tin  from sno2 or cu2fesns4.   explain your answer.      ..   [1]  (d)  t in can be extracted by heating tin( iv) oxide with carbon. carbon monoxide is the other product.   write a chemical equation for this reaction.   ..   [2]  (e)  the position of tin in the reactivity series is shown.  iron most reactive  tin   copper least reactive   a student added iron to a solution containing sn2+ ions.   the student then separately added tin to a solution containing cu2+ ions.   complete the ionic equations. if there is no reaction write \u2018no reaction\u2019.  fe  +  sn2+     ...  sn  +  cu2+     ... [2]",
+            "5": "5 0620/43/o/n/18 \u00a9 ucles 2018 [turn over  (f)  copper( ii) nitrate, cu(no3)2, decomposes when it is heated. the only solid product is  copper( ii) oxide, cuo. there are two gaseous products. one of the gaseous products is  oxygen.  (i)  describe a test for oxygen.  test  ..  result  ...  [2]  (ii)  name the other gaseous product. describe its appearance.  name  ...  appearance  .  [2]  (iii)  write a chemical equation for the thermal decomposition of copper( ii) nitrate.   ...   [1]  (g)  iron does not rust when it is completely coated with zinc. when the zinc is scratched, the iron  still does not rust.  (i)  explain why the iron does not rust when it is completely coated with zinc.   ...   [1]  (ii)  explain why the iron still does not rust when the zinc is scratched.   .   .   .   .   .   ...   [3] [total: 16]",
+            "6": "6 0620/43/o/n/18 \u00a9 ucles 2018 4 (a)  dilute sulfuric acid and aqueous potassium hydroxide can be used to make potassium sulfate  crystals using a method that includes titration. conical flaskdilute sulfuric acid 25.0  cm3 of aqueous potassium hydroxide   a student titrated 25.0 cm3 of 0.0500 mol / dm3 aqueous potassium hydroxide with dilute  sulfuric acid in the presence of an indicator. the volume of dilute sulfuric acid needed to  neutralise the aqueous potassium hydroxide was 20.0 cm3.   the equation for the reaction is shown. h2so4  +  2koh    k2so4  +  2h2o   determine the concentration of the dilute sulfuric acid. \t \u25cf\t \tcalculate\tthe\tnumber\tof\tmoles\tof\taqueous\tpotassium\thydroxide\tused.  .. mol \t \u25cf\t \tcalculate\t the\tnumber\t of\tmoles\tof\tdilute\tsulfuric\tacid\tneeded  to neutralise the aqueous  potassium hydroxide.  .. mol \t \u25cf\t \tcalculate\tthe\tconcentration\tof\tthe\tdilute \tsulfuric\tacid.  .. mol / dm3 [3]",
+            "7": "7 0620/43/o/n/18 \u00a9 ucles 2018 [turn over  (b)\t\tafter\tthe\ttitration\t has\tbeen\tcompleted,\t the\tconical\tflask\tcontains\t an\taqueous\t solution\t of\t potassium sulfate and some of the dissolved indicator.   describe how to prepare a pure, dry sample of potassium sulfate crystals from new solutions  of dilute sulfuric acid and aqueous potassium hydroxide of the same concentrations as used in  the titration. include a series of key steps in your answer.                     ..   [5]  (c)  potassium hydrogensulfate, khso4, is an acid salt. it dissolves in water to produce an aqueous  solution, x, containing k+, h+ and so42\u2013 ions.   describe what you would see when the following experiments are done.  (i)  magnesium ribbon is added to an excess of solution x.   .   ...   [2]  (ii)\t\ta\tflame\ttest\tis\tdone\ton\tsolution\t x.   ...   [1]  (iii)  an aqueous solution containing barium ions is added to solution x.   ...   [1]  (d)  dilute sulfuric acid reacts with bases, metals and carbonates.   write chemical equations for the reaction of dilute sulfuric acid with each of the following:  (i)  magnesium hydroxide   ...   [2]  (ii)  zinc   ...   [2]  (iii)  sodium carbonate   ...   [2] [total: 18]",
+            "8": "8 0620/43/o/n/18 \u00a9 ucles 2018 5  a student investigates the rate of reaction between lumps of calcium carbonate and dilute  hydrochloric acid using the apparatus shown. caco3(s)  +  2hcl (aq)    cacl 2(aq)  +  co2(g)  +  h2o(l)   the calcium carbonate was in excess. dilute hydrochloric acidgas syringe lumps of calcium carbonate  (a)  which measurements should the student make during the reaction to determine the rate of  reaction?      ..   [2]  (b)  what happens to the rate of reaction as the reaction proceeds? explain your answer.            ..   [3]  (c)  the student repeated the experiment at a higher temperature. all other conditions were kept the same. the student found that the rate of reaction increased.   explain, in terms of collisions, why the rate of reaction increased.               ..   [4]  (d)  apart from using a higher temperature, suggest two other methods of increasing the rate of this reaction.  1  .  2  . [2] [total: 11]",
+            "9": "9 0620/43/o/n/18 \u00a9 ucles 2018 [turn over 6 (a)  ethanol can be manufactured by fermentation and by hydration.  (i)  describe these two processes of ethanol manufacture.   in each case you should: \t \u25cf\t\tidentify\tthe\treactants \t \u25cf\t\tgive\tthe\treaction\tconditions \t \u25cf\t\twrite\ta\tchemical\tequation\tfor\tthe\treaction\twhich\tproduces\tethanol.   fermentation     .   .   .   .   hydration  .   .   .   .   . [6]  (ii)  give two advantages of ethanol manufacture by fermentation compared to by hydration.  1  ..  2  ..  [2]  (iii)  state two major uses of ethanol.  1  ..  2  .. [2]",
+            "10": "10 0620/43/o/n/18 \u00a9 ucles 2018  (b)  the structures of some polymers are shown.  o o o o a co o co o co o b oo c co oo c co o o c nh co o n hch n oc d ch3ch ch2 ch3ch ch2 ch3ch ch2 e   answer the following questions about these polymers.   each polymer may be used once, more than once or not at all.   state which polymer, a, b, c, d or e, represents:  (i)  an addition polymer  ..   [1]  (ii)  a protein     [1]  (iii)  a polyester made from only one monomer  ...   [1]  (iv)  terylene  .   [1]  (v)  a complex carbohydrate.  ..   [1] [total: 15]",
+            "11": "11 0620/43/o/n/18 \u00a9 ucles 2018permission 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 international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download at www.cie.org.uk after the live examination series. 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. blank page",
+            "12": "12 0620/43/o/n/18 \u00a9 ucles 2018 groupthe periodic table of elements 1 h hydrogen 12 he helium 4ii i iii iv vv iv ii viii 3 li lithium 74 be berylliu m 9atomic number atomic symbolkey name relative atomic mas s 11 na sodium 2312 mg magnesium 24 19 k potassium 3920 ca calcium 40 37 rb rubidium 8538 sr strontium 88 55 cs caesium 13356 ba barium 137 87 fr franciu m \u201388 ra radium \u20135 b boron 11 13 al aluminium 27 31 ga gallium 70 49 in indium 115 81 tl thallium 2046 c carbon 12 14 si silicon 2832 ge germanium 73 50 sn tin 119 82 pb lead 20722 ti titanium 4840 zr zirconium 91 72 hf hafnium 178 104 rf rutherfordiu m \u201323 v vanadium 51 41 nb niobium 93 73 ta tantalum 181 105 db dubnium \u201324 cr chromium 52 42 mo molybdenum 96 74 w tungsten 184 106 sg seaborgium \u201325 mn manganes e 55 43 tc technetium \u2013 75 re rhenium 186 107 bh bohrium \u201326 fe iron 56 44 ru ruthenium 101 76 os osmium 190 108 hs hassium \u201327 co cobalt 59 45 rh rhodium 103 77 ir iridium 192 109 mt meitneriu m \u201328 ni nicke l 59 46 pd palladium 106 78 pt platinum 195 110 ds darmstadtiu m \u201329 cu copper 6447 ag silver 108 79 au gold 197 111 rg roentgenium \u201330 zn zinc 65 48 cd cadmium 112 80 hg mercury 201 112 cn copernicium \u2013114 fl fleroviu m \u2013116 lv livermorium \u20137 n nitrogen 14 15 p phosphorus 3133 as arsenic 75 51 sb antimony 122 83 bi bismuth 2098 o oxygen 16 16 s sulfur 3234 se selenium 79 52 te tellurium 128 84 po polonium \u20139 f fluorine 19 17 cl chlorine 35.5 35 br bromine 80 53 i iodine 127 85 at astatine \u201310 ne neon 20 18 ar argon 4036 kr krypton 84 54 xe xenon 131 86 rn radon \u201321 sc scandium 4539 y yttrium 89 57\u201371 lanthanoids 89\u2013103 actinoids 57 la lanthanum 139 89 aclanthanoids actinoids the volume of one mole of any gas is 24  dm3 at room temperature and pressure (r .t.p.).actinium \u201358 ce cerium 140 90 th thorium 23259 pr praseodymium 141 91 pa protactinium 23160 nd neodymium 144 92 u uranium 23861 pm promethium \u2013 93 np neptunium \u201362 sm samarium 150 94 pu plutonium \u201363 eu europium 152 95 am americiu m \u201364 gd gadolinium 157 96 cm curium \u201365 tb terbium 159 97 bk berkelium \u201366 dy dysprosium 163 98 cf californium \u201367 ho holmium 165 99 es einsteinium \u201368 er erbium 167 100 fm fermium \u201369 tm thulium 169101 md mendelevium \u201370 yb ytterbium 173102 no nobelium \u201371 lu lutetium 175103 lr lawrenciu m \u2013"
+        },
+        "0620_w18_qp_51.pdf": {
+            "1": "read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen.you may use an hb pencil for any diagrams or graphs.do not use staples, paper clips, glue or correction fluid.do not write in any barcodes. answer all questions. electronic calculators may be used.you may lose marks if you do not show your working or if you do not use appropriate units.notes for use in qualitative analysis are provided on pages 11 and 12. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question.chemistry  0620/51   paper 5  practical test october/november 2018  1 hour 15 minutes candidates answer on the question paper. additional materials: as listed in the confidential instructionscambridge international examinations cambridge international general certificate of secondary education this document consists of 9 printed pages and 3 blank pages. [turn overib18 11_0620_51/fp\u00a9 ucles 2018 *9556806722* the syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificate.for examiner\u2019s use 1 23 total",
+            "2": "2 0620/51/o/n/18 \u00a9 ucles 2018 1  you are going to investigate the rate of reaction between solution s and solution t at different  temperatures. when these chemicals react they form iodine. sodium thiosulfate solution and starch solution can be used to show how fast the reaction proceeds.   read all the instructions carefully before starting the experiments.  instructions   you are going to do four experiments.  experiment 1  \u25cf place the conical flask on the white tile. use measuring cylinder a to add 10 cm 3 of solution s  to the conical flask.  \u25cf use measuring cylinder b to add 20 cm3 of sodium thiosulfate solution to the conical flask.  \u25cf use the teat pipette to add about 1 cm3 of starch solution to the mixture.  \u25cf measure and record the initial temperature of the mixture in the table.  \u25cf use measuring cylinder c to start the reaction by adding 10 cm3 of solution t to the conical flask.  start the timer immediately and swirl the mixture.  \u25cf measure the time taken for the mixture to turn blue-black and record the time taken in the table.  \u25cf measure and record the final temperature of the mixture in the table.  \u25cf empty the conical flask and rinse it with distilled water.  experiment 2  \u25cf repeat experiment 1 but first heat the mixture of solution s, sodium thiosulfate solution and  starch solution in the conical flask to about 30 \u00b0c.  \u25cf measure and record the initial temperature of the mixture in the table.  \u25cf use measuring cylinder c to add 10 cm3 of solution  t to the conical flask. start the timer  immediately and swirl the mixture.  \u25cf measure the time taken for the mixture to turn blue-black and record the time taken in the table.  \u25cf measure and record the final temperature of the mixture in the table.  \u25cf empty the conical flask and rinse it with distilled water.  experiment 3  \u25cf repeat experiment 2 but first heat the mixture of solution s, sodium thiosulfate solution and  starch solution in the conical flask to about 40 \u00b0c before adding solution t.  experiment 4  \u25cf repeat experiment 2 but first heat the mixture of solution s, sodium thiosulfate solution and  starch solution in the conical flask to about 50 \u00b0c before adding solution t.  (a)  record your results from experiments 1\u20134 in the table. calculate the average temperatures to complete the table. experiment numberinitial temperature / \u00b0cfinal temperature / \u00b0caverage  temperature / \u00b0ctime taken for the mixture to turn blue-black / s 1 2 3 4  [4]",
+            "3": "3 0620/51/o/n/18 \u00a9 ucles 2018 [turn over  (b)  plot your results for experiments 1\u20134 on the grid. draw a smooth line graph. 160 140 120 100 80 604020 0 01 02 03 0 average temperature  / \u00b0ctime taken for the mixture to turn blue-black  / s 40 50 60  [4]   (c)  from your graph, deduce the average temperature needed for the mixture to turn blue-black  in 60 s.   show clearly on the grid  how you worked out your answer.   ..   [3]",
+            "4": "4 0620/51/o/n/18 \u00a9 ucles 2018  (d) (i)  in which experiment, 1, 2, 3 or 4, was the rate of reaction greatest?   ...   [1]  (ii)  explain, in terms of particles, why the rate of reaction was greatest in this experiment.   .   .   ...   [2]  (e)  pipettes or burettes could be used to measure the volumes of solution s and the  sodium thiosulfate solution more accurately.   state and explain one other way to improve the accuracy of the results of these experiments.  way to improve the accuracy  .  explanation       [2]  (f)  a student predicted that using a burette to add solution t would improve the accuracy of the  results of these experiments.   suggest why the student\u2019s prediction would not improve the accuracy of the results of these  experiments .      ..   [2]  [total: 18]",
+            "5": "5 0620/51/o/n/18 \u00a9 ucles 2018 [turn over 2  you are provided with two solids, solid p and solid q.   do the following tests on solid p and solid q, recording all of your observations at each stage.  (a)  describe the appearance of:  solid p    solid q  ...  [1]  tests on solid p   divide solid p into three portions.  (b) (i)\t \tplace\tthe\tfirst\tportion\tof\tsolid\t p in a boiling tube. add a small piece of aluminium foil and  about 2 cm3 of aqueous sodium hydroxide to the boiling tube. heat the mixture and test the  gas produced with indicator paper.  record your observations.   .   .   ...   [2]  (ii)  use your results from (b)(i) to identify the gas produced.   ...   [1]  (c) (i)  place the second portion of solid p in a test-tube. add about 2 cm3 of distilled water to the  test-tube. stopper and shake the test-tube to dissolve solid p. add a few drops of dilute  nitric acid and about 1 cm3 of aqueous barium nitrate.   record your observations.   ...   [1]  (ii)  what conclusion can you draw about solid p from your observations in (c)(i)?   ...   [1]  (d)\t\tdo\ta\tflame\ttest\ton\tthe\tthird\tportion\tof\tsolid\t p.  record your observations.   ..   [1]  (e)  identify solid p.   ..   [2]",
+            "6": "6 0620/51/o/n/18 \u00a9 ucles 2018  tests on solid q  (f)  heat about half of solid q in a hard glass test-tube.   record your observations.      ..   [2]   add about 4 cm3 of distilled water to the rest of solid q in a test-tube. stopper and shake the  test-tube to dissolve solid q.   divide the solution into two equal portions in two test-tubes.  (g) (i)\t \tadd\tan\texcess\tof\taqueous\t sodium\thydroxide\t to\tthe\tfirst\tportion\tof\tthe\tsolution.\t leave\tthe\t mixture to stand for approximately 5 minutes.   record your observations.   ...   [2]  (ii)  add a few drops of dilute nitric acid and about 1 cm3 of aqueous silver nitrate to the second  portion of the solution.  record your observations.   ...   [1]  (h)  what conclusions can you draw about the identity of solid q?      ..   [2]  [total: 16]",
+            "7": "7 0620/51/o/n/18 \u00a9 ucles 2018 [turn over 3  some cleaning products are mixtures. the three substances present in a cleaning product are  listed in the table. substancestate at room temperaturephysical property sodium carbonate solid melts at 858 \u00b0c ethanol liquid boils at 78 \u00b0c limonene liquid boils at 176 \u00b0c   use the information in the table to plan an experiment to obtain a sample of each substance from a mixture of the three substances.   you are provided with a mixture of the three substances and common laboratory apparatus.   ...   ...   ...   ...   ...   ...   ...   .   [6]  [total:6]",
+            "8": "8 0620/51/o/n/18 \u00a9 ucles 2018blank page",
+            "9": "9 0620/51/o/n/18 \u00a9 ucles 2018blank page",
+            "10": "10 0620/51/o/n/18 \u00a9 ucles 2018blank page 2  you are provided with two metal salt solutions, e and f.   carry out the following tests on e and f, recording all of your observations at each stage.",
+            "11": "11 0620/51/o/n/18 \u00a9 ucles 2018notes for use in qualitative analysis tests for anions anion test test result carbonate (co32\u2013) add dilute acid effervescence, carbon dioxide produced chloride (c l  \u2013) [in solution]acidify with dilute nitric acid, then add aqueous silver nitratewhite ppt. bromide (br  \u2013) [in solution]acidify with dilute nitric acid, then add aqueous silver nitratecream ppt. iodide ( i \u2013) [in solution]acidify with dilute nitric acid, then add aqueous silver nitrateyellow ppt. nitrate (no 3\u2013) [in solution]add aqueous sodium hydroxide, then aluminium foil; warm carefullyammonia produced sulfate (so 42\u2013) [in solution]acidify, then add aqueousbarium nitratewhite ppt. sulfite (so 32\u2013) add dilute hydrochloric acid, warm gently and test for the presence ofsulfur dioxidesulfur dioxide produced will turn acidified aqueous  potassium manganate( vii) from  purple to colourless tests for aqueous cations cation effect of aqueous sodium hydroxide effect of aqueous ammonia aluminium (a l 3+) white ppt., soluble in excess, giving a  colourless solutionwhite ppt., insoluble in excess ammonium (nh4+)ammonia produced on warming \u2013 calcium (ca2+) white ppt., insoluble in excess no ppt., or very slight white ppt. chromium( iii) (cr3+)green ppt., soluble in excess grey-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 iron(iii) (fe3+) red-brown ppt., insoluble in excess red-brown ppt., insoluble in excess zinc (zn2+) white ppt., soluble in excess, giving a colourless solutionwhite ppt., soluble in excess, giving a colourless solution",
+            "12": "12 0620/51/o/n/18 \u00a9 ucles 2018permission 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 international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download at www.cie.org.uk after the live examination series. 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.tests for gases flame tests for metal ions gas test and test result metal ion flame colour ammonia (nh3) turns damp red litmus paper blue lithium (li+) red carbon dioxide (co2)turns limewater milky sodium (na+) yellow chlorine (c l 2) bleaches damp litmus paper potassium (k+) lilac hydrogen (h2) \u2018pops\u2019 with a lighted splint copper( ii) (cu2+)blue-green oxygen (o2) relights a glowing splint sulfur dioxide (so2)turns acidified aqueous  potassium manganate( vii) from  purple to colourless"
+        },
+        "0620_w18_qp_52.pdf": {
+            "1": "read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen.you may use an hb pencil for any diagrams or graphs.do not use staples, paper clips, glue or correction fluid.do not write in any barcodes. answer all questions. electronic calculators may be used.you may lose marks if you do not show your working or if you do not use appropriate units.notes for use in qualitative analysis are provided on pages 11 and 12. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question.chemistry  0620/52   paper 5  practical test october/november 2018  1 hour 15 minutes candidates answer on the question paper. additional materials: as listed in the confidential instructionscambridge international examinations cambridge international general certificate of secondary education this document consists of 10 printed pages and 2 blank pages. [turn overib18 11_0620_52/3rp\u00a9 ucles 2018 *5553398427* the syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificate.for examiner\u2019s use 1 23 total",
+            "2": "2 0620/52/o/n/18 \u00a9 ucles 2018blank page",
+            "3": "3 0620/52/o/n/18 \u00a9 ucles 2018 [turn over 1  you are going to investigate the rate of reaction between solution l, solution m and hydrochloric acid.   when these chemicals react they form iodine. sodium thiosulfate solution and starch solution can  be used to show how fast the reaction proceeds.   read all the instructions carefully before starting the experiments.   instructions \t\tyou\tare\tgoing\tto\tdo\tfive\texperiments.  experiment 1  \u25cf place the conical flask on the white tile. use measuring cylinder a to add 10 cm3 of solution l  to the conical flask.  \u25cf now use measuring cylinder a to add 10 cm3 of dilute hydrochloric acid and 10 cm3 of  sodium thiosulfate solution to the conical flask.  \u25cf use the teat pipette to add about 1 cm3\tof\tstarch\tsolution\tto\tthe\tmixture.  \u25cf use measuring cylinder b to start the reaction by adding 10 cm3 of solution m to the conical  flask.\tstart\tthe\ttimer\timmediately\tand\tswirl\tthe\tmixture.  \u25cf\tmeasure\t the\ttime\ttaken\tfor\tthe\tmixture\tto\tturn\tblue-black\t and\trecord\tthe\ttime\ttaken\tin\tthe\ttable\t on page 4.  \u25cf empty the conical flask and rinse it with distilled water.  experiment 2  \u25cf place the conical flask on the white tile. use measuring cylinder a to add 8 cm3 of solution l  and 2 cm3 of distilled water to the conical flask.  \u25cf now use measuring cylinder a to add 10 cm3 of dilute hydrochloric acid and 10 cm3 of  sodium thiosulfate solution to the conical flask.  \u25cf use the teat pipette to add about 1 cm3\tof\tstarch\tsolution\tto\tthe\tmixture.  \u25cf use measuring cylinder b to add 10 cm3 of solution  m to the conical flask. start the timer  immediately\tand\tswirl\tthe\tmixture.  \u25cf\tmeasure\t the\ttime\ttaken\tfor\tthe\tmixture\tto\tturn\tblue-black\t and\trecord\tthe\ttime\ttaken\tin\tthe\ttable\t on page 4.  \u25cf empty the conical flask and rinse it with distilled water.  experiment 3  \u25cf\trepeat\texperiment\t 2\tbut\tadd\t6\tcm3 of solution l and 4 cm3 of distilled water to the conical flask  before adding the other reagents.  experiment 4  \u25cf\trepeat\texperiment\t 2\tbut\tadd\t5\tcm3 of solution l\tand\t5\tcm3 of distilled water to the conical flask  before adding the other reagents.  experiment 5  \u25cf\trepeat\texperiment\t 2\tbut\tadd\t3\tcm3 of solution l and 7 cm3 of distilled water to the conical flask  before adding the other reagents.",
+            "4": "4 0620/52/o/n/18 \u00a9 ucles 2018  (a)\t\trecord\tyour\tresults\tfrom\texperiments\t1\u20135\tin\tthe\ttable. experiment numbervolume of solution l / cm3volume of distilled water / cm3time\ttaken\tfor\tthe\tmixture to\tturn\tblue-black\t /\ts 1 10 0 2 8 2 3 6 4 4 5 5 5 3 7  [4]",
+            "5": "5 0620/52/o/n/18 \u00a9 ucles 2018 [turn over  (b)\t\tplot\tyour\tresults\tfor\texperiments\t1\u20135\ton\tthe\tgrid.\tdraw\ta\tsmooth\tline\tgraph. 180 160 140 120100 80 60 40 20 0 0246 volume of solution  l / cm3time taken for the mixture toturn blue-black  / s 81 0  [4]  (c)  from your graph,\t deduce\tthe\ttime\ttaken\tfor\tthe\tmixture\tto\tturn\tblue-black\t if\texperiment\t 2\t were repeated using 4 cm3 of solution l\tand\t6\t cm3 of distilled water.   show clearly on the grid  how you worked out your answer.   ..   [3]",
+            "6": "6 0620/52/o/n/18 \u00a9 ucles 2018  (d) (i)\t \tin\twhich\texperiment,\t1,\t2,\t3,\t4\tor\t5,\twas\tthe\trate\tof\treaction\tgreatest?   ...   [1]  (ii)\t\texplain,\tin\t terms\tof\tparticles,\twhy\tthe\trate\tof\treaction\twas\tgreatest\tin\tthis\texperiment.   .   .   ...   [2]  (e) (i) suggest an advantage of using a graduated pipette instead of measuring cylinder a.    ...   [1]  (ii)\t\tsuggest\t and\texplain\ta\tdisadvantage\t of\tusing\ta\tgraduated\t pipette\tinstead\tof\tmeasuring\t cylinder b.   .   ...   [2]  (f)  suggest one\tway\tto\timprove\tthe\treliability\tof\tthe\tresults\tof\tthese\texperiments.   ..   [1]  [total: 18]",
+            "7": "7 0620/52/o/n/18 \u00a9 ucles 2018 [turn over 2  you are provided with two solids, solid n and solid o.\t do\tthe\tfollowing\t tests\ton\tsolid\t n and solid o,  recording all of your observations at each stage.  (a)\t\tdescribe\tthe\tappearance\tof:  solid n    solid o   [1]   tests on solid n \t\tdivide\tsolid\t n into three portions.  (b)\t\tplace\tthe\tfirst\tportion\tof\tsolid\t n\tin\ta\thard\tglass\ttest-tube.\t heat\tsolid\t n gently and then strongly.  test the gas produced with indicator paper.   record your observations.            ..   [3]  (c)  place the second portion of solid n\t in\ta\ttest-tube.\t add\tabout\t2\tcm3 of distilled water to the  test-tube.\t stopper\t and\tshake\tthe\ttest-tube\t to\tdissolve\t solid\t n.\tadd\ta\tfew\tdrops\tof\tdilute\t nitric acid and about 1 cm3 of aqueous barium nitrate.   record your observations.   ..   [2]  (d)  place the third portion of solid n\tin\ta\tboiling\ttube.\tadd\tan\texcess\tof\taqueous\t sodium\thydroxide\t to\tthe\tboiling\ttube.\theat\tthe\tmixture\tand\ttest\tthe\tgas\tproduced.   record your observations.      ..   [2]  (e)  name the gas produced in (d).   ..   [1]  (f)  identify solid n.   ..   [2]",
+            "8": "8 0620/52/o/n/18 \u00a9 ucles 2018  tests on solid o \t\tdivide\tsolid\t o into two portions. \t\tplace\tthe\tfirst\tportion\tof\tsolid\t o\tin\ta\ttest-tube.\t add\tabout\t4\tcm3\tof\tdistilled\twater\tto\tthe\ttest-tube.\t stopper\tand\tshake\tthe\ttest-tube\tto\tdissolve\tsolid\t o. \t\tdivide\tthe\tsolution\tinto\ttwo\tequal\tportions\tin\ttwo \ttest-tubes.  (g)\t\tadd\tan\texcess\tof\taqueous\tsodium\thydroxide\tto\tthe \tfirst\tportion\tof\tthe\tsolution.   record your observations.   ..   [1]  (h)\t\tadd\ta\tfew\tdrops\tof\tdilute\tnitric\tacid\tand\tabout\t1\tcm3 of aqueous silver nitrate to the second  portion of the solution.   record your observations.   ..   [1]  (i)\t\tdo\ta\tflame\ttest\ton\tthe\trest\tof\tsolid\to.   record your observations.   ..   [1]  (j)  identify solid o.   ..   [2] \t [total:\t16]",
+            "9": "9 0620/52/o/n/18 \u00a9 ucles 2018 [turn over 3  when solid c and solid  d\tseparately\t react\twith\tdilute\thydrochloric\t acid,\tone\treaction\t is\texothermic\t and one reaction is endothermic.   plan an investigation to determine:  \u25cf\twhich\treaction\t \tis\texothermic\tand\twhich\treaction\tis\tendothermic  \u25cf which energy change is greater.   you are provided with solid c and solid d, dilute hydrochloric acid and common laboratory apparatus.   ...   ...   ...   ...   ...   ...   ...   ...   ...   . \t\t[6] \t [total:\t6]",
+            "10": "10 0620/52/o/n/18 \u00a9 ucles 2018blank page",
+            "11": "11 0620/52/o/n/18 \u00a9 ucles 2018notes for use in qualitative analysis tests for anions anion test test result carbonate (co32\u2013) add dilute acid effervescence, carbon dioxide produced chloride (c l  \u2013) [in solution]acidify with dilute nitric acid, then add aqueous silver nitratewhite ppt. bromide (br  \u2013) [in solution]acidify with dilute nitric acid, then add aqueous silver nitratecream ppt. iodide ( i \u2013) [in solution]acidify with dilute nitric acid, then add aqueous silver nitrateyellow ppt. nitrate (no 3\u2013) [in solution]add aqueous sodium hydroxide, then aluminium foil; warm carefullyammonia produced sulfate (so 42\u2013) [in solution]acidify, then add aqueous barium nitratewhite ppt. sulfite (so 32\u2013) add dilute hydrochloric acid, warm gently and test for the presence ofsulfur dioxidesulfur dioxide produced will turn acidified aqueous potassium manganate( vii) from  purple to colourless tests for aqueous cations cation effect of aqueous sodium hydroxide effect of aqueous ammonia aluminium (a l 3+) white ppt., soluble in excess, giving a colourless solutionwhite ppt., insoluble in excess ammonium (nh 4+)ammonia produced on warming \u2013 calcium (ca2+) white ppt., insoluble in excess no ppt., or very slight white ppt. chromium( iii) (cr3+)green ppt., soluble in excess grey-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 iron(iii) (fe3+) red-brown ppt., insoluble in excess red-brown ppt., insoluble in excess zinc (zn2+) white ppt., soluble in excess, giving a colourless solutionwhite ppt., soluble in excess, giving a colourless solution",
+            "12": "12 0620/52/o/n/18 \u00a9 ucles 2018permission 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 international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download at www.cie.org.uk after the live examination series. 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.tests for gases flame tests for metal ions gas test and test result metal ion flame colour ammonia (nh3) turns damp red litmus paper blue lithium (li+) red carbon dioxide (co2)turns limewater milky sodium (na+) yellow chlorine (c l 2) bleaches damp litmus paper potassium (k+) lilac hydrogen (h2) \u2018pops\u2019 with a lighted splint copper( ii) (cu2+)blue-green oxygen (o2) relights a glowing splint sulfur dioxide (so2)turns acidified aqueous  potassium manganate( vii) from  purple to colourless"
+        },
+        "0620_w18_qp_53.pdf": {
+            "1": "read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen.you may use an hb pencil for any diagrams or graphs.do not use staples, paper clips, glue or correction fluid.do not write in any barcodes. answer all questions. electronic calculators may be used.you may lose marks if you do not show your working or if you do not use appropriate units.notes for use in qualitative analysis are provided on pages 11 and 12. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question.chemistry  0620/53   paper 5  practical test october/november 2018  1 hour 15 minutes candidates answer on the question paper. additional materials: as listed in the confidential instructionscambridge international examinations cambridge international general certificate of secondary education this document consists of 9 printed pages and 3 blank pages. [turn overib18 11_0620_53/3rp\u00a9 ucles 2018 *7959987048* the syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificate.for examiner\u2019s use 1 23 total",
+            "2": "2 0620/53/o/n/18 \u00a9 ucles 2018 1  you are going to investigate the rate of reaction between solution s and solution t at different  temperatures. when these chemicals react they form iodine. sodium thiosulfate solution and starch solution can be used to show how fast the reaction proceeds.   read all the instructions carefully before starting the experiments.  instructions   you are going to do four experiments.  experiment 1  \u25cf place the conical flask on the white tile. use measuring cylinder a to add 10 cm 3 of solution s  to the conical flask.  \u25cf use measuring cylinder b to add 20 cm3 of sodium thiosulfate solution to the conical flask.  \u25cf use the teat pipette to add about 1 cm3 of starch solution to the mixture.  \u25cf measure and record the initial temperature of the mixture in the table.  \u25cf use measuring cylinder c to start the reaction by adding 10 cm3 of solution t to the conical flask.  start the timer immediately and swirl the mixture.  \u25cf measure the time taken for the mixture to turn blue-black and record the time taken in the table.  \u25cf measure and record the final temperature of the mixture in the table.  \u25cf empty the conical flask and rinse it with distilled water.  experiment 2  \u25cf repeat experiment 1 but first heat the mixture of solution s, sodium thiosulfate solution and  starch solution in the conical flask to about 30 \u00b0c.  \u25cf measure and record the initial temperature of the mixture in the table.  \u25cf use measuring cylinder c to add 10 cm3 of solution  t to the conical flask. start the timer  immediately and swirl the mixture.  \u25cf measure the time taken for the mixture to turn blue-black and record the time taken in the table.  \u25cf measure and record the final temperature of the mixture in the table.  \u25cf empty the conical flask and rinse it with distilled water.  experiment 3  \u25cf repeat experiment 2 but first heat the mixture of solution s, sodium thiosulfate solution and  starch solution in the conical flask to about 40 \u00b0c before adding solution t.  experiment 4  \u25cf repeat experiment 2 but first heat the mixture of solution s, sodium thiosulfate solution and  starch solution in the conical flask to about 50 \u00b0c before adding solution t.  (a)  record your results from experiments 1\u20134 in the table. calculate the average temperatures to complete the table. experiment numberinitial temperature / \u00b0cfinal temperature / \u00b0caverage  temperature / \u00b0ctime taken for the mixture to turn blue-black / s 1 2 3 4  [4]",
+            "3": "3 0620/53/o/n/18 \u00a9 ucles 2018 [turn over  (b)  plot your results for experiments 1\u20134 on the grid. draw a smooth line graph. 160 140 120 100 80 604020 0 01 02 03 0 average temperature  / \u00b0ctime taken for the mixture to turn blue-black  / s 40 50 60  [4]   (c)  from your graph, deduce the average temperature needed for the mixture to turn blue-black  in 60 s.   show clearly on the grid  how you worked out your answer.   ..   [3]",
+            "4": "4 0620/53/o/n/18 \u00a9 ucles 2018  (d) (i)  in which experiment, 1, 2, 3 or 4, was the rate of reaction greatest?   ...   [1]  (ii)  explain, in terms of particles, why the rate of reaction was greatest in this experiment.   .   .   ...   [2]  (e)  pipettes or burettes could be used to measure the volumes of solution s and the  sodium thiosulfate solution more accurately.   state and explain one other way to improve the accuracy of the results of these experiments.  way to improve the accuracy  .  explanation       [2]  (f)  a student predicted that using a burette to add solution t would improve the accuracy of the  results of these experiments.   suggest why the student\u2019s prediction would not improve the accuracy of the results of these  experiments .      ..   [2]  [total: 18]",
+            "5": "5 0620/53/o/n/18 \u00a9 ucles 2018 [turn over 2  you are provided with two solids, solid p and solid q.   do the following tests on solid p and solid q, recording all of your observations at each stage.  (a)  describe the appearance of:  solid p    solid q  ...  [1]  tests on solid p   divide solid p into three portions.  (b) (i)\t \tplace\tthe\tfirst\tportion\tof\tsolid\t p in a boiling tube. add a small piece of aluminium foil and  about 2 cm3 of aqueous sodium hydroxide to the boiling tube. heat the mixture and test the  gas produced with indicator paper.  record your observations.   .   .   ...   [2]  (ii)  use your results from (b)(i) to identify the gas produced.   ...   [1]  (c) (i)  place the second portion of solid p in a test-tube. add about 2 cm3 of distilled water to the  test-tube. stopper and shake the test-tube to dissolve solid p. add a few drops of dilute  nitric acid and about 1 cm3 of aqueous barium nitrate.   record your observations.   ...   [1]  (ii)  what conclusion can you draw about solid p from your observations in (c)(i)?   ...   [1]  (d)\t\tdo\ta\tflame\ttest\ton\tthe\tthird\tportion\tof\tsolid\t p.  record your observations.   ..   [1]  (e)  identify solid p.   ..   [2]",
+            "6": "6 0620/53/o/n/18 \u00a9 ucles 2018  tests on solid q  (f)  heat about half of solid q in a hard glass test-tube.   record your observations.      ..   [2]   add about 4 cm3 of distilled water to the rest of solid q in a test-tube. stopper and shake the  test-tube to dissolve solid q.   divide the solution into two equal portions in two test-tubes.  (g) (i)\t \tadd\tan\texcess\tof\taqueous\t sodium\thydroxide\t to\tthe\tfirst\tportion\tof\tthe\tsolution.\t leave\tthe\t mixture to stand for approximately 5 minutes.   record your observations.   ...   [2]  (ii)  add a few drops of dilute nitric acid and about 1 cm3 of aqueous silver nitrate to the second  portion of the solution.  record your observations.   ...   [1]  (h)  what conclusions can you draw about the identity of solid q?      ..   [2]  [total: 16]",
+            "7": "7 0620/53/o/n/18 \u00a9 ucles 2018 [turn over 3  some cleaning products are mixtures. the three substances present in a cleaning product are  listed in the table. substancestate at room temperaturephysical property sodium carbonate solid melts at 858 \u00b0c ethanol liquid boils at 78 \u00b0c limonene liquid boils at 176 \u00b0c   use the information in the table to plan an experiment to obtain a sample of each substance from a mixture of the three substances.   you are provided with a mixture of the three substances and common laboratory apparatus.   ...   ...   ...   ...   ...   ...   ...   .   [6]  [total:6]",
+            "8": "8 0620/53/o/n/18 \u00a9 ucles 2018blank page",
+            "9": "9 0620/53/o/n/18 \u00a9 ucles 2018blank page",
+            "10": "10 0620/53/o/n/18 \u00a9 ucles 2018blank page 2  you are provided with two metal salt solutions, e and f.   carry out the following tests on e and f, recording all of your observations at each stage.",
+            "11": "11 0620/53/o/n/18 \u00a9 ucles 2018notes for use in qualitative analysis tests for anions anion test test result carbonate (co32\u2013) add dilute acid effervescence, carbon dioxide produced chloride (c l  \u2013) [in solution]acidify with dilute nitric acid, then add aqueous silver nitratewhite ppt. bromide (br  \u2013) [in solution]acidify with dilute nitric acid, then add aqueous silver nitratecream ppt. iodide ( i \u2013) [in solution]acidify with dilute nitric acid, then add aqueous silver nitrateyellow ppt. nitrate (no 3\u2013) [in solution]add aqueous sodium hydroxide, then aluminium foil; warm carefullyammonia produced sulfate (so 42\u2013) [in solution]acidify, then add aqueousbarium nitratewhite ppt. sulfite (so 32\u2013) add dilute hydrochloric acid, warm gently and test for the presence ofsulfur dioxidesulfur dioxide produced will turn acidified aqueous  potassium manganate( vii) from  purple to colourless tests for aqueous cations cation effect of aqueous sodium hydroxide effect of aqueous ammonia aluminium (a l 3+) white ppt., soluble in excess, giving a  colourless solutionwhite ppt., insoluble in excess ammonium (nh4+)ammonia produced on warming \u2013 calcium (ca2+) white ppt., insoluble in excess no ppt., or very slight white ppt. chromium( iii) (cr3+)green ppt., soluble in excess grey-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 iron(iii) (fe3+) red-brown ppt., insoluble in excess red-brown ppt., insoluble in excess zinc (zn2+) white ppt., soluble in excess, giving a colourless solutionwhite ppt., soluble in excess, giving a colourless solution",
+            "12": "12 0620/53/o/n/18 \u00a9 ucles 2018permission 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 international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download at www.cie.org.uk after the live examination series. 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.tests for gases flame tests for metal ions gas test and test result metal ion flame colour ammonia (nh3) turns damp red litmus paper blue lithium (li+) red carbon dioxide (co2)turns limewater milky sodium (na+) yellow chlorine (c l 2) bleaches damp litmus paper potassium (k+) lilac hydrogen (h2) \u2018pops\u2019 with a lighted splint copper( ii) (cu2+)blue-green oxygen (o2) relights a glowing splint sulfur dioxide (so2)turns acidified aqueous  potassium manganate( vii) from  purple to colourless"
+        },
+        "0620_w18_qp_61.pdf": {
+            "1": "this document consists of 9 printed pages and 3 blank pages. [turn overib18 11_0620_61/3rp \u00a9 ucles 2018 *5730558021* read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen.you may use an hb pencil for any diagrams or graphs.do not use staples, paper clips, glue or correction fluid.do not write in any barcodes. answer all questions. electronic calculators may be used.you may lose marks if you do not show your working or if you do not use appropriate units. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question.chemistry  0620/61   paper 6  alternative to practical october/november 2018  1 hour candidates answer on the question paper. no additional materials are required.cambridge international examinations cambridge international general certificate of secondary education the syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificate.",
+            "2": "2 0620/61/o/n/18 \u00a9 ucles 2018 1  a student obtains pure, dry samples of sand and sodium chloride from a mixture of sand and  sodium chloride.   the student uses the apparatus shown. the method consists of six steps, a, b, c, d, e and f,  which are shown in the wrong order. mixture of sand and sodium chloriderinse the sand with waterab add water and stirc heat to evaporateleave the sand to dry on filter paperde f heat.  (a)  order the steps in the method. a    .    .    .    .    .  [2]  (b)  complete the box to name the apparatus in d. [1]  (c)  why is the sand rinsed with water in b?      ..   [1]  (d)  name the process in f.   ..   [1]  (e)  how could the purity of the sodium chloride obtained be checked?   ..   [1]  [total: 6]",
+            "3": "3 0620/61/o/n/18 \u00a9 ucles 2018 [turn over 2  a student investigated the rate of reaction between dilute nitric acid and lumps of   magnesium carbonate. the apparatus shown was used. balanc ecotton wool dilute nitric acid lumps of magnesium carbonat e \t\tlumps\tof\tmagnesium\t carbonate\t were\tadded\tto\ta\tconical\tflask.\t40\tcm3 of dilute nitric acid was  then\tpoured\tinto\tthe\tconical\tflask\tusing\ta\tmeasuring \tcylinder.\t the\tmagnesium\t carbonate\t was\tin\t excess . \t\tthe\tconical\tflask\twas\tplaced\ton\ta\tbalance.\tcotton\twool\twas\tplaced\tin\tthe\ttop\tof\tthe\tconical\tflask. \t\tthe\tmass\tof\tthe\tconical\tflask\tand\tits\tcontents\t was\tmeasured\t and\ta\ttimer\twas\tstarted.\tthe\tmass\tof\t the\tconical\tflask\tand\tits\tcontents\twas\tmeasured\tevery\tminute\tfor\t7\tminutes.",
+            "4": "4 0620/61/o/n/18 \u00a9 ucles 2018  (a)\t\tuse\tthe\tbalance\t diagrams\t to\trecord\tthe\tmass\tof\tthe\tconical\tflask\tand\tits\tcontents\t in\tthe\ttable. \t \tcomplete\t the\ttable\tto\twork\tout\tthe\ttotal\tloss\tof\tmass\tof\tthe\tconical\tflask\tand\tits\tcontents\t since\t the start of the experiment. 86858687 gtime  / minutes 0balance diagrammass of conical flask and its contents  / gtotal loss of mass  / g 848586 838485g1 838485 g2 838485 g3 g4 838485 g 838485 g 838485 g5 6 7  [3]",
+            "5": "5 0620/61/o/n/18 \u00a9 ucles 2018 [turn over  (b)  plot the results on the grid. draw a smooth line graph. 2.5 2.0 1.5 1.0 0.5 0 0123 time  / minutestotal loss of mass  / g 456 7  [3]  (c)  the average rate of reaction can be calculated using the equation shown. average rate of reaction =total loss of mass / g time taken / s \t \tcalculate\tthe\taverage\trate\tof\treaction\tfor\tthe\tfirst\t30\t seconds of the reaction.   deduce the unit. rate = .. unit = ..  [3]  (d)  the experiment is repeated using an excess of powdered magnesium carbonate. all other  conditions are kept the same.   sketch on the grid the graph you would expect. [2]",
+            "6": "6 0620/61/o/n/18 \u00a9 ucles 2018  (e) (i)\t \twhy\tdoes\tthe\tmass\tof\tthe\tconical\tflask\t and\tits\tcontents\tdecrease?   .   ...   [1]  (ii)  suggest the purpose of the cotton wool.   .   .   ...   [2]  (iii)  why does the graph level off? explain your answer.   .   ...   [2]  (f)  give one advantage and one disadvantage of using a burette instead of a measuring cylinder  to\tadd\tthe\tdilute\tnitric\tacid\tto\tthe\tconical\tflask.  advantage  ..  disadvantage  .  [2]  [total: 18]",
+            "7": "7 0620/61/o/n/18 \u00a9 ucles 2018 [turn over 3  two solid salts, solid g and solid h, were analysed. tests were done on each solid.   tests on solid g   some of the tests and observations are shown. tests on solid g observations test 1 a\tflame\ttest\twas\tdone\ton\tsolid\t g. lilac colour solid g was dissolved in distilled water.test 2dilute hydrochloric acid was added to the  solution. the solution was warmed gently.  the\tgas\tproduced\t was\ttested\twith\tfilter\tpaper\t which\thad\tbeen\tdipped\tin\tacidified\t aqueous\t potassium manganate( vii).filter\tpaper\tturned\tfrom\tpurple\tto\tcolourless  (a)  name the gas produced in test 2.   ..   [1]  (b)  identify solid g.      ..   [2]",
+            "8": "8 0620/61/o/n/18 \u00a9 ucles 2018  tests on solid h   solid h was calcium nitrate.   complete the expected observations.   solid h was added to distilled water in a test-tube. the test-tube was shaken to dissolve solid h.  the solution was divided into four portions in four test-tubes.  (c) (i)\t \tdrops\tof\taqueous\tsodium\thydroxide\twere\tadded\tto\tthe\tfirst\tportion\tof\tthe\tsolution.  observations  .   [2]  (ii)  an excess of aqueous sodium hydroxide was then added to the mixture from (c)(i).  observations  ..   [1]  (d)  an excess of aqueous ammonia was added to the second portion of the solution.  observations  .   [1]  (e)  dilute nitric acid and aqueous silver nitrate were added to the third portion of the solution.  observations  .   [1]  (f)  aluminium foil and aqueous sodium hydroxide were added to the fourth portion of the solution.  the mixture was warmed and the gas produced was tested.  observations  ...   ..   [2] \t [total:\t10]",
+            "9": "9 0620/61/o/n/18 \u00a9 ucles 2018 [turn over 4  propanone and ethyl ethanoate are both solvents which can be used to remove paint.   plan an investigation to determine which of these two solvents is better to use to remove paint.   you are provided with glass slides, paint, the two solvents and common laboratory apparatus.   ...   ...   ...   ...   ...   ...   ...   ...   ...   .   [6]  [total: 6]",
+            "10": "10 0620/61/o/n/18 \u00a9 ucles 2018blank page",
+            "11": "11 0620/61/o/n/18 \u00a9 ucles 2018blank page",
+            "12": "12 0620/61/o/n/18 \u00a9 ucles 2018blank page permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. every reasonable  effort has been made by the publisher (ucles) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the publisher will be pleased to make amends at the earliest possible opportunity. to avoid the issue of disclosure of answer-related information to candidates, all copyright acknowledgements are reproduced online in the cambridge international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download at www.cie.org.uk after the live examination series. 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."
+        },
+        "0620_w18_qp_62.pdf": {
+            "1": "this document consists of 9 printed pages and 3 blank pages. [turn overib18 11_0620_62/3rp \u00a9 ucles 2018 *7208760726* read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen.you may use an hb pencil for any diagrams or graphs.do not use staples, paper clips, glue or correction fluid.do not write in any barcodes. answer all questions. electronic calculators may be used.you may lose marks if you do not show your working or if you do not use appropriate units. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question.chemistry  0620/62   paper 6  alternative to practical october/november 2018  1 hour candidates answer on the question paper. no additional materials are required.cambridge international examinations cambridge international general certificate of secondary education the syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificate.",
+            "2": "2 0620/62/o/n/18 \u00a9 ucles 2018 1  magnesium ribbon was burned in air. magnesium burning .  (a)  complete the box to name the apparatus. [1]  (b)  suggest the appearance of the product formed when the magnesium ribbon was burned in air.   ..   [1]  (c)  name the product formed when the magnesium ribbon was burned in air.   ..   [1]   the product from burning the magnesium ribbon in air was added to water and heated. the solution  formed was tested with universal indicator solution.  (d)  suggest why the product was heated after it had been added to water. explain your answer.      ..   [2]  (e)  suggest the ph value shown when universal indicator was added to the mixture.   ..   [1]  (f)  state one safety precaution that should be taken when magnesium is burned in air.   ..   [1]  [total: 7]",
+            "3": "3 0620/62/o/n/18 \u00a9 ucles 2018 [turn over 2  a student investigated the rate of reaction between solution l, solution m and hydrochloric acid.   when these chemicals react they form iodine. sodium thiosulfate solution and starch solution were  used to show how fast the reaction proceeded.   five experiments were done.  experiment 1  \u25cf a measuring cylinder was used to add 10 cm3 of solution l to a conical flask.  \u25cf 10 cm3 of dilute hydrochloric acid, 10 cm3 of sodium thiosulfate solution and 1 cm3 of  starch solution were then added to the conical flask.  \u25cf the reaction was started by using a measuring cylinder to add 10 cm3 of solution m to the  conical flask. a timer was started immediately and the mixture was swirled.  \u25cf the time taken for the mixture to turn blue-black was measured.  \u25cf the conical flask was emptied and rinsed with distilled water.  experiment 2  \u25cf a measuring cylinder was used to add 8 cm3 of solution l and 2 cm3 of distilled water to the  conical flask.  \u25cf 10 cm3 of dilute hydrochloric acid, 10 cm3 of sodium thiosulfate solution and 1 cm3 of  starch solution were then added to the conical flask.  \u25cf the reaction was started by using a measuring cylinder to add 10 cm3 of solution m to the  conical flask. the timer was started immediately and the mixture was swirled.  \u25cf the time taken for the mixture to turn blue-black was measured.  \u25cf the conical flask was emptied and rinsed with distilled water.  experiment 3  \u25cf experiment 2 was repeated but 6 cm3 of solution l and 4 cm3 of distilled water were added to  the conical flask before adding the other reagents.  experiment 4  \u25cf experiment 2 was repeated but 5 cm3 of solution l and 5 cm3 of distilled water were added to  the conical flask before adding the other reagents.  experiment 5  \u25cf experiment 2 was repeated but 3 cm3 of solution l and 7 cm3 of distilled water were added to  the conical flask before adding the other reagents.",
+            "4": "4 0620/62/o/n/18 \u00a9 ucles 2018  (a)  use the stop-clock diagrams to record the time taken for each experiment in the table. experiment  numbervolume of solution l / cm3volume of distilled water / cm3stop-clock diagramtime taken for the mixture to turn blue-black / s 1 10 00 0 10 3015 1545 5second s minutes 2 8 20 0 10 3015 1545 5 3 6 40 0 10 3015 1545 5 4 5 50 0 10 3015 1545 5 5 3 70 0 10 3015 1545 5  [4]",
+            "5": "5 0620/62/o/n/18 \u00a9 ucles 2018 [turn over  (b)  plot the results for experiments 1\u20135 on the grid. draw a smooth line graph. 140 120 100 80 604020 0 0246 volume of solution l / cm3time taken for the mixture to turn blue-black  / s 81 0  [4]  (c)  from your graph, deduce the time taken for the mixture to turn blue-black if experiment 2  were repeated using 4 cm3 of solution l and 6 cm3 of distilled water.   show clearly on the grid  how you worked out your answer.   ..   [3]",
+            "6": "6 0620/62/o/n/18 \u00a9 ucles 2018  (d) (i)  in which experiment, 1, 2, 3, 4 or 5, was the rate of reaction greatest?   ...   [1]  (ii)  explain, in terms of particles, why the rate of reaction was greatest in this experiment.   .   .   ...   [2]  (e) (i)  suggest an advantage of using a graduated pipette instead of a measuring cylinder to  measure solution l.   ...   [1]  (ii)  suggest and explain a disadvantage of using a graduated pipette instead of a measuring  cylinder to measure solution m.   .   ...   [2]  (f)  suggest one way to improve the reliability of the results of these experiments.   ..   [1]  [total: 18]",
+            "7": "7 0620/62/o/n/18 \u00a9 ucles 2018 [turn over 3  solid n and solid o were analysed. solid n was ammonium sulfate. tests were done on each solid.   tests on solid n   complete the expected observations.  (a)  describe the appearance of solid n.   ..   [1]   solid n was dissolved in distilled water to form solution n. solution n was divided into two portions  in two test-tubes.  (b)\t\tdilute\tnitric\tacid\tand\taqueous\tbarium\tnitrate\twere\tadded\tto\tthe\tfirst\tportion\tof\tsolution\t n.  observations     [2]  (c)  aqueous sodium hydroxide was added to the second portion of solution n. the mixture was  heated and the gas produced was tested.  observations  ..   ..   [2]  (d)  name the gas produced in (c).   ..   [1]",
+            "8": "8 0620/62/o/n/18 \u00a9 ucles 2018  tests on solid o   some of the tests and observations are shown. tests on solid o observations the appearance of solid o was studied. white crystals distilled water was added to some of solid o to  form solution o. solution o was divided into two equal portions in  two test-tubes. test 1 an excess of aqueous sodium hydroxide was  added\tto\tthe\tfirst\tportion\tof\tsolution\t o.no reaction test 2dilute nitric acid and aqueous silver nitrate were  added to the second portion of solution o.white precipitate test 3 a\tflame\ttest\twas\tdone\ton\tthe\trest\tof\tsolid\to. lilac colour  (e)  what conclusion can you draw about the identity of solid o from test 1?   ..   [1]  (f)  identify solid o.   ..   [2]  [total: 9]",
+            "9": "9 0620/62/o/n/18 \u00a9 ucles 2018 [turn over 4  when solid c and solid  d separately react with dilute hydrochloric acid, one reaction is exothermic  and one reaction is endothermic.   plan an investigation to determine:  \u25cf which reaction is exothermic and which reaction is endothermic  \u25cf which energy change is greater.   you are provided with solid c and solid d, dilute hydrochloric acid and common laboratory apparatus.   ...   ...   ...   ...   ...   ...   ...   ...   ...   .   [6]  [total: 6]",
+            "10": "10 0620/62/o/n/18 \u00a9 ucles 2018blank page",
+            "11": "11 0620/62/o/n/18 \u00a9 ucles 2018blank page",
+            "12": "12 0620/62/o/n/18 \u00a9 ucles 2018blank page permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. every reasonable  effort has been made by the publisher (ucles) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the publisher will be pleased to make amends at the earliest possible opportunity. to avoid the issue of disclosure of answer-related information to candidates, all copyright acknowledgements are reproduced online in the cambridge international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download at www.cie.org.uk after the live examination series. 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."
+        },
+        "0620_w18_qp_63.pdf": {
+            "1": "this document consists of 9 printed pages and 3 blank pages. [turn overib18 11_0620_63/3rp \u00a9 ucles 2018 *2544440030* read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen.you may use an hb pencil for any diagrams or graphs.do not use staples, paper clips, glue or correction fluid.do not write in any barcodes. answer all questions. electronic calculators may be used.you may lose marks if you do not show your working or if you do not use appropriate units. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question.chemistry  0620/63   paper 6  alternative to practical october/november 2018  1 hour candidates answer on the question paper. no additional materials are required.cambridge international examinations cambridge international general certificate of secondary education the syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificate.",
+            "2": "2 0620/63/o/n/18 \u00a9 ucles 2018 1  a sample of copper was prepared from lumps of copper( ii)\u00a0carbonate.\u00a0 the\u00a0first\u00a0step\u00a0was\u00a0to\u00a0make\u00a0 a solution of copper( ii) nitrate as shown. carbon dioxide was produced. . .dilute nitric acid lumps of copper( ii) carbonate  (a)  complete the boxes to name the apparatus. [2]  (b)  describe a test for carbon dioxide.  test  .  result  ..  [2]  (c)  explain why the lumps of copper( ii) carbonate were crushed before adding the dilute nitric acid.      ..   [2]  (d)  suggest how a sample of copper could be obtained from the solution of copper( ii) nitrate.  explain your suggestion.         ..   [2]  [total: 8]",
+            "3": "3 0620/63/o/n/18 \u00a9 ucles 2018 [turn over 2  a student investigated the rate of reaction between solution s and solution t at different temperatures.   when these chemicals react they form iodine. sodium thiosulfate solution and starch solution were  used to show how fast the reaction proceeded.   four experiments were done.  experiment 1  \u25cf a measuring cylinder was used to add 10 cm3 of solution s and 10 cm3 of sodium thiosulfate  solution\u00a0to\u00a0a\u00a0conical\u00a0flask.  \u25cf a teat pipette was then used to add 1 cm3 of starch solution to the mixture.  \u25cf the temperature of the mixture was measured and recorded in the table.  \u25cf the reaction was started by using a measuring cylinder to add 10 cm3 of solution t to the  conical\u00a0flask.\u00a0 a\u00a0timer\u00a0was\u00a0started\u00a0immediately\u00a0and\u00a0the\u00a0mixture\u00a0was\u00a0swirled.  \u25cf\u00a0the\u00a0time\u00a0taken\u00a0for\u00a0the\u00a0mixture\u00a0to\u00a0turn\u00a0blue-black\u00a0was\u00a0measured.  \u25cf the final temperature of the mixture was measured and recorded.  \u25cf\u00a0the\u00a0conical\u00a0flask\u00a0was\u00a0emptied\u00a0and\u00a0rinsed\u00a0with\u00a0distilled\u00a0water.  experiment 2  \u25cf a measuring cylinder was used to add 10 cm3 of solution s and 10 cm3 of sodium thiosulfate  solution\u00a0to\u00a0the\u00a0conical\u00a0flask.  \u25cf a teat pipette was then used to add 1 cm3 of starch solution to the mixture.  \u25cf the mixture was then heated to about 30 \u00b0c.  \u25cf the temperature of the mixture was measured and recorded in the table.  \u25cf the reaction was started by using a measuring cylinder to add 10 cm3 of solution t to the  conical\u00a0flask.\u00a0 the\u00a0timer\u00a0was\u00a0started\u00a0immediately\u00a0and\u00a0the\u00a0mixture\u00a0was\u00a0swirled.  \u25cf\u00a0the\u00a0time\u00a0taken\u00a0for\u00a0the\u00a0mixture\u00a0to\u00a0turn\u00a0blue-black\u00a0was\u00a0measured.  \u25cf the final temperature of the mixture was measured and recorded.  \u25cfthe\u00a0conical\u00a0flask\u00a0was\u00a0emptied\u00a0and\u00a0rinsed\u00a0with\u00a0distilled\u00a0water.  experiment 3  \u25cf experiment 2 was repeated but the mixture of solution s, sodium thiosulfate solution and  starch\u00a0solution\u00a0in\u00a0the\u00a0conical\u00a0flask\u00a0was\u00a0heated\u00a0to\u00a0about\u00a040\u00a0 \u00b0c before adding solution t.  experiment 4  \u25cf experiment 2 was repeated but the mixture of solution s, sodium thiosulfate solution and  starch\u00a0solution\u00a0in\u00a0the\u00a0conical\u00a0flask\u00a0was\u00a0heated\u00a0to\u00a0about\u00a050\u00a0 \u00b0c before adding solution t.",
+            "4": "4 0620/63/o/n/18 \u00a9 ucles 2018  (a)  calculate the average temperatures in the table. \u00a0 \u00a0 use\u00a0the\u00a0stop-clock\u00a0diagrams\u00a0to\u00a0record\u00a0the\u00a0time\u00a0taken\u00a0for\u00a0each\u00a0experiment\u00a0in\u00a0the\u00a0table. experiment numberinitial temperature / \u00b0cfinal temperature / \u00b0caverage temperature / \u00b0cstop-clock\u00a0diagramtime\u00a0taken\u00a0for the mixture to turn\u00a0blue-black\u00a0 /\u00a0s 1 22 220 0 10 3015 1545 5seconds minutes 2 31 290 0 10 3015 1545 5 3 41 370 0 10 3015 1545 5 4 51 450 0 10 3015 1545 5 \u00a0 [4]",
+            "5": "5 0620/63/o/n/18 \u00a9 ucles 2018 [turn over  (b)\u00a0 \u00a0plot\u00a0the\u00a0results\u00a0for\u00a0experiments\u00a01\u2013\u00a0 4\u00a0on\u00a0the\u00a0grid.\u00a0draw\u00a0a\u00a0smooth\u00a0line\u00a0graph. 120 100 80 60 4020 0 01 02 03 0 average temperature  / \u00b0ctime taken for the mixture toturn blue-black  / s 40 50 60 \u00a0 [4]  (c)  from your graph,\u00a0 deduce\u00a0the\u00a0average\u00a0 temperature\u00a0 needed\u00a0for\u00a0the\u00a0mixture\u00a0to\u00a0turn\u00a0blue-black\u00a0 in 60 s.   show clearly on the grid \u00a0how\u00a0you\u00a0worked\u00a0out\u00a0your\u00a0answer.   ..   [3]  (d) (i)\u00a0 \u00a0 in\u00a0which\u00a0experiment,\u00a01,\u00a02,\u00a03\u00a0or\u00a04,\u00a0was\u00a0the\u00a0rate\u00a0of\u00a0reaction\u00a0greatest?   ...   [1]  (ii)  explain, in terms of particles, why the rate of reaction was greatest in this experiment.   .   .   ...   [2]",
+            "6": "6 0620/63/o/n/18 \u00a9 ucles 2018  (e)  pipettes or burettes could be used to measure the volumes of solution s and the  sodium thiosulfate solution more accurately.   state and explain one other way to improve the accuracy of the results of these experiments.  way to improve the accuracy  .  explanation       [2]  (f)  a student predicted that using a burette to add solution t would improve the accuracy of the  results of these experiments.   suggest why the student\u2019s prediction would not improve the accuracy of the results of these  experiments .      ..   [2]  [total: 18]",
+            "7": "7 0620/63/o/n/18 \u00a9 ucles 2018 [turn over 3  solid p and solid q were analysed. solid p was lithium nitrate. tests were done on each solid.   tests on solid p   complete the expected observations.  (a)  describe the appearance of solid p.   ..   [1]   solid p was divided into three portions.  (b)\u00a0 \u00a0aqueous\u00a0 sodium\u00a0hydroxide\u00a0 and\u00a0a\u00a0small\u00a0piece\u00a0of\u00a0aluminium\u00a0 foil\u00a0were\u00a0added\u00a0to\u00a0the\u00a0first\u00a0portion\u00a0 of solid p. the mixture was heated and the gas produced was tested.  observations  ..      ..   [3]  (c)  the second portion of solid p was dissolved in distilled water. dilute nitric acid and aqueous  barium nitrate were then added to the solution.  observations     [1]  (d)\u00a0 \u00a0a\u00a0flame\u00a0test\u00a0was\u00a0done\u00a0on\u00a0the\u00a0third\u00a0portion\u00a0of\u00a0solid\u00a0 p.  observations     [1]",
+            "8": "8 0620/63/o/n/18 \u00a9 ucles 2018  tests on solid q   some of the tests and observations are shown. tests on solid q observations the appearance of solid q was studied. pink\u00a0crystals solid q\u00a0was\u00a0heated\u00a0in\u00a0a\u00a0hard\u00a0glass\u00a0test-tube. condensation formed at the top\u00a0of\u00a0the\u00a0test-tube dilute nitric acid and aqueous silver nitrate were  added to an aqueous solution of solid q.white precipitate  (e)  what conclusions can you draw about the identity of solid q?      ..   [2]  [total: 8]",
+            "9": "9 0620/63/o/n/18 \u00a9 ucles 2018 [turn over 4  some cleaning products are mixtures. the three substances present in a cleaning product are  listed in the table. substancestate at room temperaturephysical property sodium carbonate solid melts\u00a0at\u00a0858\u00a0 \u00b0c ethanol liquid boils at 78 \u00b0c limonene liquid boils at 176 \u00b0c   use the information in the table to plan an experiment to obtain a sample of each substance from a mixture of the three substances.   you are provided with a mixture of the three substances and common laboratory apparatus.     ...   ...   ...   ...   ...   ...   ...   .   [6]  [total: 6]",
+            "10": "10 0620/63/o/n/18 \u00a9 ucles 2018blank page",
+            "11": "11 0620/63/o/n/18 \u00a9 ucles 2018blank page",
+            "12": "12 0620/63/o/n/18 \u00a9 ucles 2018blank page permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. every reasonable  effort has been made by the publisher (ucles) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the publisher will be pleased to make amends at the earliest possible opportunity. to avoid the issue of disclosure of answer-related information to candidates, all copyright acknowledgements are reproduced online in the cambridge international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download at www.cie.org.uk after the live examination series. 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."
+        }
+    },
+    "2019": {
+        "0620_m19_qp_12.pdf": {
+            "1": "  this syllabus is regulated for use in england, wales and northern ireland as a cambridge international level1/level 2 certifica te.  this document consists of 15 printed pages and 1 blank page.  ib19 03_0620_12/4rp  \u00a9 ucles 2019   [turn over     *3869787358 * cambridge assessment international education  cambridge international general certificate of secondary education       chemistry 0620/12     paper 1  multiple choice (core)  february/march 2019       45 minutes  additional materials: multiple choice answer sheet   soft clean eraser   soft pencil (type b or hb is recommended)       read these instructions first   write in soft pencil.  do not use staples, paper clips, glue or correction fluid.  write your name, centre number and candidate number on the answer sheet in the spaces provided unless  this has been done for you.  do not  write in any barcodes.   there are forty  questions on this paper. answer all questions. for each question there are four possible  answers a, b, c and d.   choose the one you consider correct and record your choice in soft pencil  on the separate answer sheet.   read the instructions on the answer sheet very carefully.   each correct answer will score one mark. a ma rk will not be deducted for a wrong answer.  any rough working should be done in this booklet.  a copy of the periodic table is printed on page 16.  electronic calculators may be used.    ",
+            "2": "2  \u00a9 ucles 2019 0620/12/f/m/19  1 four processes are listed.    1 brownian motion  2 condensation  3 diffusion  4 evaporation    which processes involve a change of state?  a 1 and 2 b 1 and 3 c 2 and 4 d 3 and 4      2 a student measures the time taken for 2.0  g of magnesium to dissolve in 50  cm3 of dilute  sulfuric acid.    which apparatus is essential to complete the experiment?    1 stop-clock  2 measuring cylinder  3 thermometer 4 balance    a 1, 2 and 4 b 1 and 2 only c 1 and 4 only d 2, 3 and 4      3 which method should be used to separate a mixture of two liquids?  a crystallisation  b electrolysis  c filtration  d fractional distillation     ",
+            "3": "3  \u00a9 ucles 2019 0620/12/f/m/19 [turn over  4 lead( ii) iodide is insoluble in water.    lead( ii) iodide is made by adding aqueous lead( ii) nitrate to aqueous potassium iodide.    which pieces of apparatus are needed to obtain solid lead( ii) iodide from 20  cm3 of aqueous  lead( ii) nitrate?    12345    a 1, 2 and 4 b 1, 3 and 5 c 1, 4 and 5 d 2, 4 and 5     5 which row describes isotopes of the same element?     number of protons number of neutrons  a different different  b different same  c same different  d same same    6 which row describes the structure of the positive ion in sodium chloride?     protons electrons neutrons  a 11 11 12  b 11 10 12  c 17 17 18  d 17 18 18    ",
+            "4": "4  \u00a9 ucles 2019 0620/12/f/m/19  7 which pair of statements about diamond and graphite is correct?    diamond graphite    a diamond and graphite are both pure carbon. they are both macromolecules.  b diamond and graphite can both be used as electrodes. graphite is also used as a lubricant.  c diamond has covalent bonds. graphite has ionic bonds.  d diamond is hard with a high melting point. graphite is soft with a low melting point.      8 what is the nucleon number of an atom?  a the number of neutrons  b the number of protons  c the total number of protons and neutrons  d the total number of protons and electrons      9 the relative formula mass, mr, of calcium carbonate, caco 3, is 100.    what is the mass of carbon present in 100  g of calcium carbonate?  a 12  g b 36  g c 40  g d 60  g    ",
+            "5": "5  \u00a9 ucles 2019 0620/12/f/m/19 [turn over  10 two electrolysis experiments were carried out as shown.    the graphite electrodes are labelled 1\u2013  4.    power supply molten  sodium chloride12 34 concentrated aqueous sodium chloride++ \u2013\u2013power supply     which row describes the products at the electrodes in these experiments?     electrode 1 electrode 2 electrode 3 electrode 4  a chlorine hydrogen chlorine hydrogen  b chlorine sodium chlorine hydrogen  c chlorine sodium hydrogen chlorine  d sodium chlorine sodium chlorine      11 10  g of ammonium nitrate is added to water at 25  \u00b0c and the mixture stirred.    the ammonium nitrate dissolves and, after one minute, the temperature of the solution is 10  \u00b0c.    which word describes this change?  a endothermic  b exothermic  c neutralisation  d reduction      12 which process involves a chemical change?  a dissolving copper( ii) sulfate  b distilling ethanol  c freezing water  d neutralising copper( ii) oxide     ",
+            "6": "6  \u00a9 ucles 2019 0620/12/f/m/19  13 lumps of limestone react with dilute hydrochloric acid according to the equation shown.    caco 3  +  2hc l  \u2192  cac l 2  +  h 2o  +  co 2    which change in conditions decreases the rate of the reaction?  a increase the concentration of the acid  b increase the volume of the acid  c increase the size of the lumps of limestone  d increase the temperature    14 which reaction is reversible?  a cu  +  znso 4  \u2192  cuso 4  +  zn  b cuo  +  h 2so 4  \u2192  cuso 4  +  h 2o  c cuo  +  h 2  \u2192  cu  +  h 2o  d cuso 4\u20225h 2o  \u2192  cuso 4  +  5h 2o    15 the reaction between magnesium and carbon dioxide is shown in the equation.    2mg  +  co 2  \u2192  2mgo  +  c    which statement describes what happens in this reaction?  a carbon is oxidised.  b magnesium is reduced.  c neither oxidation nor reduction happens.  d the carbon in carbon dioxide is reduced.    16 barium hydroxide is an alkali. it reacts with hydrochloric acid.    how does the ph of the hydrochloric acid change as an excess of aqueous barium hydroxide is  added?  a the ph decreases from ph  14 and becomes constant at ph  7.  b the ph decreases from ph  14 to about ph  1.  c the ph increases from ph  1 and becomes constant at ph  7.  d the ph increases from ph  1 to about ph  14.     ",
+            "7": "7  \u00a9 ucles 2019 0620/12/f/m/19 [turn over  17 copper( ii) sulfate crystals are blue. they are made by adding an excess of copper( ii) oxide to  sulfuric acid.    the mixture is heated and stirred.    it is then filtered and the filtrate is allowed to evaporate, leaving blue crystals.    why is filtration necessary?  a to remove soluble properties  b to remove sulfuric acid  c to remove the blue crystals  d to remove unreacted copper( ii) oxide      18 the results of two tests on an aqueous solution of x are shown.    test observation  aqueous sodium hydroxide added green precipitate formed  acidified aqueous silver nitrate added yellow precipitate formed    what is x?  a copper( ii) chloride  b copper( ii) iodide  c iron(ii) chloride  d iron(ii) iodide      19 information about the solubility in water of four oxides is shown.    which oxide, when added to water, gives a solution with a ph less than ph  7?     name of oxide solubility in water  a nitrogen dioxide soluble  b copper( ii) oxide insoluble  c silicon( iv) oxide insoluble  d barium oxide soluble     ",
+            "8": "8  \u00a9 ucles 2019 0620/12/f/m/19  20 the elements sodium to argon form period 3 of the periodic table.    which row describes the trend across period 3 from left to right?     number of outer  shell electrons metallic  character group number  a decreases decreases decreases  b decreases increases decreases  c increases decreases increases  d increases increases increases     21 astatine is below iodine in group vii in the periodic table.    which row describes the properties of astatine?     state at room  temperature  reactivity   a gas displaces chlorine, bromine and iodine   b gas displaces iodine but does not displace chlorine or bromine   c solid displaces iodine but does not displace chlorine or bromine   d solid does not displace chlorine, bromine or iodine       22 which row describes a transition element?     density  in g  / cm3 colour of  chloride  a 0.98 green  b 0.98 white  c 8.90 green  d 8.90 white      23 which statement explains why elements in group viii of the periodic table are unreactive?  a they are monatomic gases.  b they form stable diatomic molecules.  c they have a full outer shell of electrons.  d they share electrons with each other.     ",
+            "9": "9  \u00a9 ucles 2019 0620/12/f/m/19 [turn over  24 the electrical conductivity of magnesium was tested.    magnesium was then added to dilute sulfuric acid and a gas, q, was produced.    which row is correct?     electrical conductivity  of magnesium gas q  a good hydrogen  b good oxygen  c poor hydrogen  d poor oxygen      25 four reactions that take place in the blast furnace to produce iron are shown.    which reaction is used to keep the furnace hot?  a c  +  o 2  \u2192  co 2  b co 2  +  c  \u2192  2co  c fe 2o3  +  3c  \u2192  2fe  +  3co  d fe 2o3  +  3co  \u2192  2fe  +  3co 2      26 the list gives the order of some metals and hydrogen in the reactivity series.    metal x is also included.    most reactive k   mg  zn  h  x least reactive cu    which row correctly shows the properties of metal x?     reacts with  dilute acids oxide reduced  by carbon  a no no  b no yes  c yes no  d yes yes   ",
+            "10": "10  \u00a9 ucles 2019 0620/12/f/m/19  27 the properties of four elements are shown.    which element is used to make aircraft bodies?     density brittle or  malleable  a high brittle  b high malleable  c low brittle  d low malleable      28 the diagram shows how water is treated to make it suitable for drinking.    reservoir of waterstage 1 stage 2 chlorinationstage 3 drinking waterstage 4     what happens in stage 2?  a condensation  b sublimation  c evaporation  d filtration    29 a farmer treats a field with calcium hydroxide to make it less acidic.    when the farmer adds ammonium nitrate fertiliser to the field immediately after the  calcium hydroxide, they react.    why does this reaction make the fertiliser less effective?  a it makes ammonia gas, so less nitrogen is absorbed by the soil.  b it makes an acid, making the soil acidic again.  c it makes nitrogen gas, so less nitrogen is absorbed by the soil.  d it makes the fertiliser too strong, stopping the plants growing so well.     ",
+            "11": "11  \u00a9 ucles 2019 0620/12/f/m/19 [turn over  30 which row showing an air pollutant and its major source is not correct?     pollutant major source of pollutant  a carbon monoxide complete combustion of carbon fuels  b lead compounds leaded petrol  c oxides of nitrogen car engines  d sulfur dioxide fossil fuels containing sulfur      31 which substances are needed for iron to rust?  a carbon dioxide and oxygen  b oxygen only  c water and carbon dioxide  d water and oxygen      32 methane and carbon dioxide are both greenhouse gases.    which row identifies a source of methane and a source of carbon dioxide?     source of methane source of carbon dioxide  a decomposition of vegetation hydrogen car exhausts  b digestion in animals diesel car exhausts  c petrol car exhausts decomposition of vegetation  d respiration petrol car exhausts      33 which element has an oxide that is used as a food preservative?  a helium  b hydrogen  c iron  d sulfur     ",
+            "12": "12  \u00a9 ucles 2019 0620/12/f/m/19  34 lime is made by heating limestone.    which equation represents this reaction?  a caco 3  \u2192  ca  +  o 2  +  co  b caco 3  \u2192  cao  +  co 2  c caco 3  +  h 2o  \u2192  cao  +  h 2co 3  d caco 3  +  h 2o  \u2192  ca(oh) 2  +  co 2     35 most objects made from synthetic polymers last for many years.    why do these polymers last for so long?     chemically  unreactive biodegradable  a no no  b no yes  c yes no  d yes yes     36 the structure of a compound, g, is shown.    g is in the same homologous series as ethanoic acid.    hch hch hco o h     which row describes some of the properties of an aqueous solution of g?     produces a gas  with magnesium turns methyl orange  yellow  a no yes  b no no  c yes no  d yes yes     ",
+            "13": "13  \u00a9 ucles 2019 0620/12/f/m/19 [turn over  37 the fractional distillation of petroleum is shown.    paraffin fractiongasoline fractionrefinery gas diesel oil lubricating fractionpetroleum bitumen    which fraction is the least volatile?  a bitumen  b diesel oil  c gasoline fraction  d refinery gas     38 which row shows the properties of methane?     soluble  in water state at room  temperature gives a positive test  with aqueous bromine  a no gas no  b no gas yes  c yes liquid no  d yes liquid yes     ",
+            "14": "14  \u00a9 ucles 2019 0620/12/f/m/19  39 the formulae of five compounds are listed.    1 c 4h10  2 c 2h5oh  3 c 4h9oh  4 c 4h9cooh  5 c 5h11oh    which compounds are in the same homologous series?  a 1, 3 and 4 only  b 2, 3 and 5 only  c 3 and 4 only  d 3 and 5 only     40 which process is used to make an alkene from a long-chain alkane?  a combustion  b condensation  c cracking  d polymerisation    ",
+            "15": "15    blank page     permission to reproduce items where third-party owned material pr otected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to trac e 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 ans wer-related information to candidates, all copyright acknowledgements are reproduced onl ine 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 the ca mbridge assessment group. cambri dge assessment is the brand name of the university of  cambridge local examinations syndicate (ucles), which it self is a department of the university of cambridge.    \u00a9 ucles 2019 0620/12/f/m/19 ",
+            "16": "16  \u00a9 ucles 2019 0620/12/f/m/19   groupthe periodic table of elements 1 h hydrogen 12 he helium 4ii i iii iv v vi vii viii 3 li lithium 74 be beryllium 9atomic number atomic symbolkey name relative atomic mass 11 na sodium 2312 mg magnesium 24 19 k potassium 3920 ca calcium 40 37 rb rubidium 8538 sr strontium 88 55 cs caesium 13356 ba barium 137 87 fr francium \u201388 ra radium \u20135 b boron 11 13 al aluminium 27 31 ga gallium 70 49 in indium 115 81 tl thallium 2046 c carbon 12 14 si silicon 2832 ge germanium 73 50 sn tin 119 82 pb lead 20722 ti titanium 48 40 zr zirconium 91 72 hf hafnium 178 104 rf rutherfordium \u201323 v vanadium 51 41 nb niobium 93 73 ta tantalum 181 105 db dubnium \u201324 cr chromium 52 42 mo molybdenum 96 74 w tungsten 184 106 sg seaborgium \u201325 mn manganese 55 43 tc technetium \u2013 75 re rhenium 186 107 bh bohrium \u201326 fe iron 56 44 ru ruthenium 101 76 os osmium 190 108 hs hassium \u201327 co cobalt 59 45 rh rhodium 103 77 ir iridium 192 109 mt meitnerium \u201328 ni nickel 59 46 pd palladium 106 78 pt platinum 195 110 ds darmstadtium \u201329 cu copper 64 47 ag silver 108 79 au gold 197 111 rg roentgenium \u201330 zn zinc 65 48 cd cadmium 112 80 hg mercury 201 112 cn copernicium \u2013114 fl flerovium \u2013116 lv livermorium \u20137 n nitrogen 14 15 p phosphorus 3133 as arsenic 75 51 sb antimony 122 83 bi bismuth 2098 o oxygen 16 16 s sulfur 3234 se selenium 79 52 te tellurium 128 84 po polonium \u20139 f fluorine 19 17 cl chlorine 35.5 35 br bromine 80 53 i iodine 127 85 at astatine \u201310 ne neon 20 18 ar argon 4036 kr krypton 84 54 xe xenon 131 86 rn radon \u201321 sc scandium 45 39 y yttrium 89 57\u201371 lanthanoids 89\u2013103 actinoids 57 la lanthanum 139 89 aclanthanoids actinoids the volume of one mole of any gas is 24  dm3 at room temperature and pressure (r.t.p.).actinium \u201358 ce cerium 140 90 th thorium 23259 pr praseodymium 141 91 pa protactinium 23160 nd neodymium 144 92 u uranium 23861 pm promethium \u2013 93 np neptunium \u201362 sm samarium 150 94 pu plutonium \u201363 eu europium 152 95 am americium \u201364 gd gadolinium 157 96 cm curium \u201365 tb terbium 159 97 bk berkelium \u201366 dy dysprosium 163 98 cf californium \u201367 ho holmium 165 99 es einsteinium \u201368 er erbium 167 100 fm fermium \u201369 tm thulium 169 101 md mendelevium \u201370 yb ytterbium 173 102 no nobelium \u201371 lu lutetium 175 103 lr lawrencium \u2013  "
+        },
+        "0620_m19_qp_22.pdf": {
+            "1": "  this syllabus is regulated for use in england, wales and northern ireland as a cambridge international level 1/level 2 certific ate.  this document consists of 15 printed pages and 1 blank page.  ib19 03_0620_22/4rp  \u00a9 ucles 2019   [turn over     *8959971806* cambridge assessment international education  cambridge international general certificate of secondary education       chemistry 0620/22     paper 2  multiple choice (extended)  february/march 2019       45 minutes  additional materials: multiple choice answer sheet   soft clean eraser   soft pencil (type b or hb is recommended)       read these instructions first   write in soft pencil.  do not use staples, paper clips, glue or correction fluid.  write your name, centre number and candidate number  on the answer sheet in the spaces provided unless  this has been done for you.  do not  write in any barcodes.   there are forty  questions on this paper. answer all questions. for each question there are four possible  answers a, b, c and d.   choose the one you consider correct and record your choice in soft pencil  on the separate answer sheet.   read the instructions on the answer sheet very carefully.   each correct answer will score one mark. a ma rk will not be deducted for a wrong answer.  any rough working should be done in this booklet.  a copy of the periodic table is printed on page 16.  electronic calculators may be used.    ",
+            "2": "2  \u00a9 ucles 2019 0620/22/f/m/19  1 pure water boils at 100  \u00b0c.    what happens to the water particles when water boils?  a they gain energy and move further apart.  b they gain energy and stay close together.  c they lose energy and move further apart.  d they lose energy and stay close together.      2 which method should be used to separate a mixture of two liquids?  a crystallisation  b electrolysis  c filtration  d fractional distillation      3 lead( ii) iodide is insoluble in water.    lead( ii) iodide is made by adding aqueous lead( ii) nitrate to aqueous potassium iodide.    which pieces of apparatus are needed to obtain solid lead( ii) iodide from 20  cm3 of aqueous  lead( ii) nitrate?    12345    a 1, 2 and 4 b 1, 3 and 5 c 1, 4 and 5 d 2, 4 and 5     ",
+            "3": "3  \u00a9 ucles 2019 0620/22/f/m/19 [turn over  4 the chromatogram of substance s is shown.    some distances, w, x, y and z, are labelled on the diagram.    solvent levelbaselinesubstance ssolvent front w x y z     how is the rf value of substance s calculated?  a yx b zw c xy d wy      5 which row describes isotopes of the same element?     number of protons number of neutrons  a different different  b different same  c same different  d same same      6 which row describes the structure of the positive ion in sodium chloride?     protons electrons neutrons  a 11 11 12  b 11 10 12  c 17 17 18  d 17 18 18     ",
+            "4": "4  \u00a9 ucles 2019 0620/22/f/m/19  7 which statement about copper, diamond and silicon( iv) oxide is correct?  a copper and silicon( iv) oxide have similar electrical conductivity.  b in diamond the carbon atoms are covalently bonded as flat sheets.  c in silicon( iv) oxide the silicon and oxygen atoms are covalently bonded as flat sheets.  d the structure of copper includes a lattice of positive ions.    8 an oxide of nitrogen has the following composition by mass: n, 30.4%; o, 69.6%.    it has a relative molecular mass of 92.    what is the molecular formula of the oxide of nitrogen?  a no b no 2 c no 4 d n2o4    9 calcium carbonate reacts with dilute hydrochloric acid according to the equation shown.    caco 3  +  2hc l  \u2192  cac l 2  +  co 2  +  h 2o    10  g of calcium carbonate is reacted with 100  cm3 of 1  mol  / dm3 hydrochloric acid.    the following statements are made.    1 1.2  dm3 of carbon dioxide is formed.  2 5.6  g of calcium chloride is formed.  3 4.8  g of carbon dioxide is formed.  4 no calcium carbonate is left when the reaction is completed.    which statements about the reaction are correct?  a 1 and 2 b 1 and 4 c 2 and 3 d 3 and 4    10 which substance is not produced during the electrolysis of concentrated aqueous  sodium chloride?  a chlorine  b hydrogen  c sodium  d sodium hydroxide    ",
+            "5": "5  \u00a9 ucles 2019 0620/22/f/m/19 [turn over  11 aqueous copper( ii) sulfate is electrolysed using copper electrodes.    what are the ionic half-equations for the reactions that occur at each electrode?     anode cathode  a cu  \u2192  cu2+  +  2e\u2013 cu2+  +  2e\u2013  \u2192  cu  b cu2+  +  2e\u2013  \u2192  cu cu  \u2192  cu2+  +  2e\u2013  c 4oh\u2013  \u2192  2h 2o  +  o 2  +  4e\u2013 cu2+  +  2e\u2013  \u2192  cu  d 4oh\u2013  \u2192  2h 2o  +  o 2  +  4e\u2013 2h+  +  2e\u2013  \u2192  h2      12 10  g of ammonium nitrate is added to water at 25  \u00b0c and the mixture stirred.    the ammonium nitrate dissolves and, after one minute, the temperature of the solution is 10  \u00b0c.    which word describes this change?  a endothermic  b exothermic  c neutralisation  d reduction    13 hydrogen reacts with chlorine according to the following equation.    h 2(g)  +  c l 2(g)  \u2192  2hc l (g)    the reaction is exothermic.    which statement about this reaction is correct?  a energy absorbed for bond breaking is greater than the energy released in bond making.  b energy absorbed for bond breaking is less than the energy released in bond making.  c energy released in bond breaking is greater than the energy absorbed in bond making.  d energy released in bond breaking is less than the energy absorbed in bond making.    ",
+            "6": "6  \u00a9 ucles 2019 0620/22/f/m/19  14 hydrogen-oxygen fuel cells can be used to power cars. platinum is used as a catalyst.    the amount of energy produced per gram is shown for three fuels.    fuel energy produced  per g of fuel  / kj  hydrogen 143  methane 55  petrol 44    which statement is correct and is an advantage of a hydrogen-oxygen fuel cell?  a hydrogen is difficult to store.  b hydrogen produces less energy per gram than methane or petrol.  c platinum is rare and expensive.  d the only product is water.     15 a student adds dilute hydrochloric acid at two different temperatures to two different lumps of  limestone. the lumps of limestone have the same mass.    the carbon dioxide gas produced is collected in a gas syringe.    the volume of carbon dioxide collected in 1 minute at each temperature is shown.    temperature  / \u00b0c volume of carbon dioxide  produced in 1 minute  / cm3  25 10  50 40    which row describes and explains the results obtained at 50  \u00b0c compared with 25  \u00b0c?     reaction rate energy of collisions  a higher lower  b higher higher  c lower lower  d lower higher     ",
+            "7": "7  \u00a9 ucles 2019 0620/22/f/m/19 [turn over  16 which reaction is reversible?  a cu  +  znso 4  \u2192  cuso 4  +  zn  b cuo  +  h 2so 4  \u2192  cuso 4  +  h 2o  c cuo  +  h 2  \u2192  cu  +  h 2o  d cuso 4\u20225h 2o  \u2192  cuso 4  +  5h 2o     17 some nitrogen dioxide gas was put in a gas syringe. the end of the gas syringe is sealed.    a reversible reaction occurs. the reaction reaches equilibrium.    2no 2(g)          n 2o4(g)   dark brown light yellow    the forward reaction is exothermic.    which statement about the reaction is correct?  a if the gas syringe is placed in a cold water bath, the colour becomes darker.  b if the gas syringe is placed in a hot water bath, the colour becomes lighter.  c if the volume in the gas syringe is increased, the colour becomes lighter.  d if the volume in the gas syringe is decreased, the colour becomes lighter.    18 the reaction between magnesium and carbon dioxide is shown in the equation.    2mg  +  co 2  \u2192  2mgo  +  c    which statement describes what happens in this reaction?  a carbon is oxidised.  b magnesium is reduced.  c neither oxidation nor reduction happens.  d the carbon in carbon dioxide is reduced.    19 which changes involve reduction?    1 2 i \u2013  \u2192  i2  +  2e\u2013  2 cuo  +  h 2  \u2192  cu  +  h 2o  3 a l 3+  +  3e\u2013  \u2192  a l  4 pb2+  +  so 42\u2013  \u2192  pbso 4    a 1 and 2 b 1 and 4 c 2 and 3 d 3 and 4    ",
+            "8": "8  \u00a9 ucles 2019 0620/22/f/m/19  20 barium hydroxide is an alkali. it reacts with hydrochloric acid.    how does the ph of the hydrochloric acid change as an excess of aqueous barium hydroxide is  added?  a the ph decreases from ph  14 and becomes constant at ph  7.  b the ph decreases from ph  14 to about ph  1.  c the ph increases from ph  1 and becomes constant at ph  7.  d the ph increases from ph  1 to about ph  14.     21 which statement describes a chemical property of aluminium oxide, a l  2o3?  a it reacts with acids but not with bases.  b it reacts with acids and bases.  c it reacts with bases but not with acids.  d it reacts with water.     22 the results of two tests on an aqueous solution of x are shown.    test observation  aqueous sodium hydroxide added green precipitate formed  acidified aqueous silver nitrate added yellow precipitate formed    what is x?  a copper( ii) chloride  b copper( ii) iodide  c iron(ii) chloride  d iron(ii) iodide     ",
+            "9": "9  \u00a9 ucles 2019 0620/22/f/m/19 [turn over  23 four stages used to prepare an insoluble salt are listed.    1 drying  2 filtration  3 precipitation  4 washing    in which order are the stages done?  a 2 \u2192 1 \u2192 3 \u2192 4  b 3 \u2192 2 \u2192 4 \u2192 1  c 3 \u2192 4 \u2192 1 \u2192 2  d 4 \u2192 3 \u2192 2 \u2192 1     24 the elements sodium to argon form period 3 of the periodic table.    which row describes the trend across period 3 from left to right?     number of outer  shell electrons metallic  character group number  a decreases decreases decreases  b decreases increases decreases  c increases decreases increases  d increases increases increases     25 astatine is below iodine in group vii in the periodic table.    which row describes the properties of astatine?     state at room  temperature  reactivity   a gas displaces chlorine, bromine and iodine   b gas displaces iodine but does not displace chlorine or bromine   c solid displaces iodine but does not displace chlorine or bromine   d solid does not displace chlorine, bromine or iodine      ",
+            "10": "10  \u00a9 ucles 2019 0620/22/f/m/19  26 which statement explains why elements in group viii of the periodic table are unreactive?  a they are monatomic gases.  b they form stable diatomic molecules.  c they have a full outer shell of electrons.  d they share electrons with each other.      27 in which reaction does fe(s) form ions when the mixture is heated?  a fe(s)  +  cao(s)  b fe(s)  +  mgo(s)  c fe(s)  +  zno(s)  d fe(s)  +  cuo(s)      28 the list gives the order of some metals and hydrogen in the reactivity series.    metal x is also included.    most reactive k   mg   zn  h  x least reactive cu    which row correctly shows the properties of metal x?     reacts with  dilute acids oxide reduced  by carbon  a no no  b no yes  c yes no  d yes yes     ",
+            "11": "11  \u00a9 ucles 2019 0620/22/f/m/19 [turn over  29 which metal carbonate does not produce carbon dioxide when it is heated?  a copper( ii) carbonate  b iron( ii) carbonate  c potassium carbonate  d zinc carbonate     30 which statement about the extraction of metals is correct?  a aluminium is extracted by the electrolysis of hematite.  b cryolite acts as a reducing agent in the extraction of aluminium.  c zinc is extracted by the electrolysis of zinc blende.  d zinc is obtained by heating zinc oxide with coke.    31 the diagram shows how water is treated to make it suitable for drinking.    reservoir of waterstage 1 stage 2 chlorinationstage 3 drinking waterstage 4     what happens in stage 2?  a condensation  b sublimation  c evaporation  d filtration      32 what are the main substances produced by the fractional distillation of liquid air?  a oxygen and carbon dioxide  b oxygen and nitrogen  c helium and nitrogen  d hydrogen and oxygen     ",
+            "12": "12  \u00a9 ucles 2019 0620/22/f/m/19  33 the raw materials for the haber process are hydrogen and nitrogen.    what are the sources of the hydrogen and nitrogen?  a hydrogen from ethanol and nitrogen from npk fertilisers  b hydrogen from methane and nitrogen from air  c hydrogen from sulfuric acid and nitrogen from air  d hydrogen from water and nitrogen from ammonium nitrate     34 which process removes carbon dioxide from the earth\u2019s atmosphere?  a combustion  b heating limestone  c photosynthesis  d respiration    35 the contact process is used to make sulfuric acid.    the steps in the process are listed.    1 dissolve sulfur trioxide in 98% concentrated sulfuric acid.  2 heat sulfur strongly in air. 3 add oleum to water.  4 pass sulfur dioxide over a vanadium( v) oxide catalyst.    which sequence of steps is correct?  a 4 \u2192 1 \u2192 2 \u2192 3  b 4 \u2192 2 \u2192 3 \u2192 1  c 2 \u2192 1 \u2192 4 \u2192 3  d 2 \u2192 4 \u2192 1 \u2192 3    ",
+            "13": "13  \u00a9 ucles 2019 0620/22/f/m/19 [turn over  36 the fractional distillation of petroleum is shown.    paraffin fractiongasoline fractionrefinery gas diesel oil lubricating fractionpetroleum bitumen    which fraction is the least volatile?  a bitumen  b diesel oil  c gasoline fraction  d refinery gas      37 which statement about members of a homologous series is correct?  a successive members differ by ch 3.  b successive members have a molecular mass that differs by 14.  c they have the same molecular formula.  d they have identical physical properties.     38 ethanol is manufactured on a large scale by fermentation.    which statement about fermentation is correct?  a it is a continuous process.  b a renewable raw material is used.  c it is a very fast reaction.  d the ethanol produced is pure.    ",
+            "14": "14  \u00a9 ucles 2019 0620/22/f/m/19  39 the structure of a compound, g, is shown.    g is in the same homologous series as ethanoic acid.    hch hch hco o h     which row describes some of the properties of an aqueous solution of g?     produces a gas  with magnesium turns methyl orange  yellow  a no yes  b no no  c yes no  d yes yes      40 which statement about polymers is correct?  a nylon contains the                        linkage.  b nylon is a polyester.  c propane can be polymerised by addition polymerisation.  d the linkage in terylene  contains a carbon-carbon double bond.     co n h",
+            "15": "15    blank page     permission to reproduce items where third-party owned material pr otected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to trac e 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 ans wer-related information to candidates, all copyright acknowledgements are reproduced onl ine 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 the ca mbridge assessment group. cambri dge assessment is the brand name of the university of  cambridge local examinations syndicate (ucles), which it self is a department of the university of cambridge.    \u00a9 ucles 2019 0620/22/f/m/19  ",
+            "16": "16  \u00a9 ucles 2019 0620/22/f/m/19   groupthe periodic table of elements 1 h hydrogen 12 he helium 4ii i iii iv v vi vii viii 3 li lithium 74 be beryllium 9atomic number atomic symbolkey name relative atomic mass 11 na sodium 2312 mg magnesium 24 19 k potassium 3920 ca calcium 40 37 rb rubidium 8538 sr strontium 88 55 cs caesium 13356 ba barium 137 87 fr francium \u201388 ra radium \u20135 b boron 11 13 al aluminium 27 31 ga gallium 70 49 in indium 115 81 tl thallium 2046 c carbon 12 14 si silicon 2832 ge germanium 73 50 sn tin 119 82 pb lead 20722 ti titanium 48 40 zr zirconium 91 72 hf hafnium 178 104 rf rutherfordium \u201323 v vanadium 51 41 nb niobium 93 73 ta tantalum 181 105 db dubnium \u201324 cr chromium 52 42 mo molybdenum 96 74 w tungsten 184 106 sg seaborgium \u201325 mn manganese 55 43 tc technetium \u2013 75 re rhenium 186 107 bh bohrium \u201326 fe iron 56 44 ru ruthenium 101 76 os osmium 190 108 hs hassium \u201327 co cobalt 59 45 rh rhodium 103 77 ir iridium 192 109 mt meitnerium \u201328 ni nickel 59 46 pd palladium 106 78 pt platinum 195 110 ds darmstadtium \u201329 cu copper 64 47 ag silver 108 79 au gold 197 111 rg roentgenium \u201330 zn zinc 65 48 cd cadmium 112 80 hg mercury 201 112 cn copernicium \u2013114 fl flerovium \u2013116 lv livermorium \u20137 n nitrogen 14 15 p phosphorus 3133 as arsenic 75 51 sb antimony 122 83 bi bismuth 2098 o oxygen 16 16 s sulfur 3234 se selenium 79 52 te tellurium 128 84 po polonium \u20139 f fluorine 19 17 cl chlorine 35.5 35 br bromine 80 53 i iodine 127 85 at astatine \u201310 ne neon 20 18 ar argon 4036 kr krypton 84 54 xe xenon 131 86 rn radon \u201321 sc scandium 45 39 y yttrium 89 57\u201371 lanthanoids 89\u2013103 actinoids 57 la lanthanum 139 89 aclanthanoids actinoids the volume of one mole of any gas is 24  dm3 at room temperature and pressure (r.t.p.).actinium \u201358 ce cerium 140 90 th thorium 23259 pr praseodymium 141 91 pa protactinium 23160 nd neodymium 144 92 u uranium 23861 pm promethium \u2013 93 np neptunium \u201362 sm samarium 150 94 pu plutonium \u201363 eu europium 152 95 am americium \u201364 gd gadolinium 157 96 cm curium \u201365 tb terbium 159 97 bk berkelium \u201366 dy dysprosium 163 98 cf californium \u201367 ho holmium 165 99 es einsteinium \u201368 er erbium 167 100 fm fermium \u201369 tm thulium 169 101 md mendelevium \u201370 yb ytterbium 173 102 no nobelium \u201371 lu lutetium 175 103 lr lawrencium \u2013  "
+        },
+        "0620_m19_qp_32.pdf": {
+            "1": "read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen.you may use an hb pencil for any diagrams or graphs.do not use staples, paper clips, glue or correction fluid.do not write in any barcodes. answer all questions. electronic calculators may be used.a copy of the periodic table is printed on page 16.you may lose marks if you do not show your working or if you do not use appropriate units. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question.chemistry  0620/32 paper 3  theory (core) february/march 2019  1 hour 15 minutes candidates answer on the question paper. no additional materials are required.cambridge assessment international education cambridge international general certificate of secondary education this document consists of 16 printed pages. [turn overib19 03_0620_32/4rp\u00a9 ucles 2019 *9386818547* this syllabus is regulated for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificate.",
+            "2": "2 0620/32/f/m/19 \u00a9 ucles 2019 1  this question is about electronic structures.  (a)\t\tthe\telectronic\tstructures\tof\tfive\tatoms,\ta,\tb,\tc,\td and e,\tare\tshown. a bc d e \t\tanswer\tthe\tfollowing\tquestions\tabout\tthese\telectronic\tstructures. \t\teach\telectronic\tstructure\tmay\tbe\tused\tonce,\tmore\tthan\tonce\tor\tnot\tat\tall. \t\tstate\twhich\telectronic\tstructure,\t a,\tb,\tc,\td or e,\trepresents\tan\tatom:  (i)\t\tof\tan\telement\tin\tgroup\tiii\tof\tthe\tperiodic\t table\t    [1]  (ii)\t\tof\ta\tmonatomic\tgas\t ..   [1]  (iii)  of carbon  ...   [1]  (iv)\t\twhich\thas\t18\tprotons\t    [1]  (v)\t\twhich\tforms\ta\tstable\tion\twith\ta\tsingle\tnegative\tcharge.\t ...   [1]  (b)\t draw\tthe\telectronic\tstructure\tof\ta\tsilicon\tatom.  [2] \t [total:\t7]",
+            "3": "3 0620/32/f/m/19 \u00a9 ucles 2019 [turn over 2\t\tthis\tquestion\tis\tabout\turanium\tand\tits\tcompounds.  (a) (i)\t\tan\tisotope\tof\turanium\tis\trepresented\tby \tthe\tsymbol\tshown. 235u92 \t \tdeduce\tthe\tnumber\tof\telectrons\tand\tneutrons\tin\tone\tatom\tof\tthis\tisotope\tof\turanium. \t \tnumber\tof\telectrons\t   \t \tnumber\tof\tneutrons\t    [2]  (ii)\t\tstate\tthe\tmain\tuse\tof\tthis\tisotope\tof\turanium.   ...   [1]  (b)\t\tcomplete\tthe\tsentence\tabout\tisotopes\tusing\twords \tfrom\tthe\tlist. atoms          compound          electrons          element          ions mixture          molecules          neutrons          substance \t\tisotopes\tare\t.\t of\tthe\tsame\t.\t which\thave\tthe\tsame    proton\tnumber\tbut\ta\tdifferent\tnumber\tof\t.\t.  [3]  (c)\t\turanium\tis\ta\tmetal. \t\tgive\ttwo\tphysical\tproperties\twhich\tare\tcharacteristic\tof\t all\tmetals.  1  .  2  .  [2]  (d)\t\turanium\treacts\twith\thydrogen\tto\tform\turanium\thydride,\tuh3. \t\tthe\treaction\tis\treversible. \t\tcomplete\tthe\tchemical\tequation\tfor\tthis\treaction\tby:  \u25cf\tbalancing\tthe\tequation  \u25cf\tdrawing\tthe\tsymbol\tfor\ta\treversible\treaction\tin\tthe\tbox. 2u\t\t+\t\t.\th2  \t\t\u2026.\tuh3  [3]",
+            "4": "4 0620/32/f/m/19 \u00a9 ucles 2019  (e)\t\ta\tcompound\tof\turanium\thas\tthe\tformula\tuo2f2. \t\tcomplete\tthe\ttable\tto\tcalculate\tthe\trelative\tformula\tmass\tof\tuo2f2. \t\tuse\tyour\tperiodic\t table\tto\thelp\tyou. number\tof\tatoms relative\tatomic\tmass uranium 1 238 1 \u00d7\t238\t=\t238 oxygen fluorine \t relative\tformula\tmass\t=\t..  [2] \t [total:\t13]",
+            "5": "5 0620/32/f/m/19 \u00a9 ucles 2019 [turn over 3\t\tthis\tquestion\tis\tabout\tsulfur,\tsulfur\tcompounds\t and\tthe\twater\tfrom\ta\tsulfur\tspring.\ta\tsulfur\tspring\t is\ta\tnatural\tsource\tof\twater\tcontaining\tsulfur.  (a)\t\tthe\ttable\tshows\tthe\tmass\tof\tions\tpresent\tin\ta\t1000 \tcm3\tsample\tof\twater\tfrom\ta\tsulfur\tspring. ion\tpresent formula\tof\tionmass\tpresent\tin\tthe 1000\tcm3\tsample\t/\tmg br \u20134 calcium ca2+44 chloride cl \u201314 fluoride f \u20136 iron(iii) fe3+2 magnesium mg2+10 k+8 sodium na+88 sulfate so42\u201392 \t\tanswer\tthese\tquestions\tusing\tonly\tinformation\tfrom\tthe\ttable.  (i)\t\twhich\tnegative\tion\tis\tpresent\tin\tthe\tlowest\tconcentration?   ...   [1]  (ii)\t\tgive\tthe\tname\tof\tthe\tcompound\tformed \tfrom\tonly\tk+ and br \u2013 ions.   ...   [1]  (iii)\t\tcalculate\tthe\tmass\tof\tcalcium\tions\tpresent\tin\ta\t250\t cm3\tsample\tof\tthis\twater. \t mass\tof\tcalcium\tions\t=\t..\tmg\t\t[1]  (iv)\t\tcomplete\tthe\tequation\tto\tshow\tthe\tformation\tof\ta\tfluoride\tion\tfrom\ta\tfluorine\tatom. f  +  ...    f \u2013  [1]  (b)  describe a test for sulfate ions.  test  . \t observations\t  ..  [2]",
+            "6": "6 0620/32/f/m/19 \u00a9 ucles 2019  (c)\t\tsolid\tsulfur\tis\tfound\taround\tthe\tedge\tof\tsulfur\tsprings.  (i)\t\twhen\theated,\tsulfur\tundergoes\tsublimation. \t \twhat\tis\tmeant\tby\tthe\tterm\tsublimation ?   .   ...   [1]  (ii)\t\tsulfur\treacts\twith\thot\tconcentrated\tsulfuric\tacid. \t \tcomplete\tthe\tchemical\tequation\tfor\tthis \treaction. \t s\t\t+\t\t.\th2so4  \t\t2h2o\t\t+\t\t.\tso2 [2]  (iii)\t\tthe\ttable\tshows\tthe\tsolubility\tof\tsulfur\tand\tzinc\tin\tan\torganic\tsolvent\tand\tin\twater.\tthe\t organic\tsolvent\tboils\tat\t46\t \u00b0c. elementsolubility\tin organic\tsolventsolubility\tin\twater sulfur soluble insoluble zinc insoluble insoluble \t \tuse\tthe\tinformation\t in\tthe\ttable\tto\tsuggest\thow\tto\tobtain\tpure,\tdry\tsamples\tof\tboth\tsulfur\t and\tzinc\tfrom\ta\tmixture\tof\tsulfur\tpowder\tand\tzinc\tpowder.   .   .   .   .   .   ...   [4]  (d)\t\tthe\tstructure\tof\ta\tsulfur\tcompound\tis\tshown. sf ff fo ff \t\tdeduce\tthe\tmolecular\t formula\tof\tthis\tcompound\t showing\tthe\tnumber\tof\tsulfur,\tfluorine\tand\t oxygen\tatoms.   ..   [1]  [to tal:\t14]",
+            "7": "7 0620/32/f/m/19 \u00a9 ucles 2019 [turn over 4\t\ta\tstudent\tinvestigated \tthe\treaction\tbetween\tzinc\tand\tdilute\thydrochloric\t acid\tby\tmeasuring\t the\t volume\tof\thydrogen\tgas\tproduced\tat\tone\tminute\tintervals. zn\t\t+\t\t2hcl    zncl 2\t\t+\t\th2  (a)\t\tgive\tthe\tname\tof\tthe\tsalt\tformed\tin\tthis\treaction.   ..   [1]  (b)\t\tthe\tgraph\tshows\tthe\tresults\tusing\tsmall\tpieces\tof\tzinc\tand\tdilute\thydrochloric\tacid. 100 80 60 40 20 0 012345volume of hydrogen gas / cm3 time  / minutes  (i)\t\tdeduce\tthe \tvolume\tof\thydrogen\tgas\tproduced\tin\tthe\tfirst\ttwo\tminutes\tof\tthe\treaction. \t ..\tcm3  [1]  (ii)\t\tdraw\ta\tletter\t s on the graph\t to\tshow\twhere\tthe\treaction\tis\tslowing\tdown\tbut\thas\tnot  stopped\tcompletely.\t [1]  (iii)\t\tdraw\ta\tline\ton the grid\t to\tshow\thow\tthe\tvolume\tof\thydrogen\t gas\tchanges\twith\ttime\twhen\t the\treaction\tis\trepeated\twith\ta\tcatalyst. \t \tall\tother\tconditions\tare\tkept\tthe\tsame.\t [2]",
+            "8": "8 0620/32/f/m/19 \u00a9 ucles 2019  (iv)\t\twhat\teffect\tdo\tthe\tfollowing\thave\ton\tthe \trate\tof\tthis\treaction? \t \u25cf\t\tdecreasing\tthe\ttemperature\tat\twhich\tthe\treaction\tis\tdone. \t \tall\tother\tconditions\tare\tkept\tthe\tsame.   . \t \u25cf\t\tusing\tzinc\tpowder\tinstead\tof\tsmall\tpieces\tof\tzinc. \t \tall\tother\tconditions\tare\tkept\tthe\tsame.   .  [2]  (c)\t\tdescribe\ta\ttest\tfor\thydrogen.  test  .  result  ..  [2]  (d)\t\tthe\ttable\tgives\tsome\tinformation\t about\tthe\trate\tof\treaction\tof\tzinc\tand\tsome\tother\tmetals\twith\t cold\twater\tand\twith\tsteam. metalrate of reaction with\tcold\twater with\tsteam iron no reaction hot\tiron\treacts\tvery\tslowly magnesium reacts\tvery\tslowly hot\tmagnesium\treacts\trapidly mercury no reaction no reaction strontium reacts\trapidly reacts\trapidly zinc no reaction hot\tzinc\treacts\tslowly \t\tput\tthe\tfive\tmetals\tin\torder\tof\ttheir\treactivity. \t\tput\tthe\tmost\treactive\tmetal\tat\tthe\ttop. most\treactive least\treactive  [2] ",
+            "9": "9 0620/32/f/m/19 \u00a9 ucles 2019 [turn over  (e)\t\twhen\t13.0\t g\tof\tzinc\treacts\tcompletely\twith\tsulfur,\t19.4\t g\tof\tzinc\tsulfide\tis\tformed. \t\tcalculate\t the\tmaximum\t mass\tof\tzinc\tsulfide\tformed\twhen\t3.25\tg\tof\tzinc\treacts\tcompletely\t with\t sulfur. \t mass\tof\tzinc\tsulfide\tformed\t=\t..\tg\t\t[1] \t [total:\t12]",
+            "10": "10 0620/32/f/m/19 \u00a9 ucles 2019 5\t\taqueous\tsodium\thydroxide\tis\ta\tbase.  (a)\t\tdescribe\tthe\treaction\tof\taqueous\tsodium\thydroxide \twith:  \u25cf\ta\tnamed\tacid           \u25cf\tammonium\tsalts           \u25cf\ta\tnamed\tindicator.          \t [5]  (b)\t\tammonia\tis\ta\tsoluble\tbase.   which one\tof\tthe\tfollowing\tph\tvalues\tcould\tbe\tthe\tph\tof\taqueous\tammonia? \t\tdraw\ta\tcircle\taround\tthe\tcorrect\tanswer. \t ph\t1\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\tph\t5\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\tph\t7\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\tph\t10\t [1]  (c)\t\tammonia\tis\tused\tin\tthe\tmanufacture\tof\tsome\tfertilisers.   which two\tof\tthese\tcompounds\tare\tpresent\tin\tfertilisers?   tick two\tboxes. \t copper( ii)\toxide \t \tpotassium\tchloride \t sodium\tphosphate \t strontium\tfluoride \t sulfur\tdioxide  [2]",
+            "11": "11 0620/32/f/m/19 \u00a9 ucles 2019 [turn over  (d)\t\tbacteria\tin\tthe\tsoil\tare\table\tto\tconvert\tammonium\tcompounds\tinto\toxides\tof\tnitrogen. \t\tthe\toxides\tof\tnitrogen\tcan\tescape\tinto\tthe\tatmosphere.  (i)  state one\tother\tsource\tof\toxides\tof\tnitrogen\tin\tthe\tatmosphere.   ...   [1]  (ii)  state one\teffect\tof\toxides\tof\tnitrogen\ton \thealth.   ...   [1]  (iii)\t\toxides\tof\tnitrogen\tare\tgreenhouse\tgases\twhich\tcontribute\tto\tclimate\tchange. \t \tgive\tthe\tname\tof\tone\tother\tgreenhouse \tgas\twhich\tmakes\ta\tmajor\tcontribution\t to\tclimate\t change.   ...   [1] \t [total:\t11]",
+            "12": "12 0620/32/f/m/19 \u00a9 ucles 2019 6\t\tthis\tquestion\tis\tabout\tchromium\tand\tchromium\tcompounds.  (a) (i)\t\tsuggest\twhy\tchromium \tis\tmanufactured\t by\telectrolysis\t and\t not\tby\tthe\treduction\t of\t chromium( vi)\toxide,\tcro3,\twith\tcarbon.   ...   [1]  (ii)\t\tsuggest\tthe\tproducts\tof\telectrolysis\tof\tmolten\tchromium( vi)\toxide\tat: \t \u25cf\t\tthe\tpositive\telectrode\t  ... \t \u25cf\t\tthe\tnegative\telectrode.\t    [2]  (b)\t\tchromium\t can\talso\tbe\tmanufactured\t by\tthe\treduction\t of\tchromium( iii)\toxide,\tcr2o3,\twith\t aluminium. cr2o3  +  2a l    al 2o3  +  2cr  (i)\t\thow\tdoes\tthis\tequation\tshow\tthat\tchromium( iii)\toxide\tis\treduced?   .   ...   [1]  (ii)\t\tthe\tenergy \tlevel\tdiagram\tfor\tthis\treaction\tis\tshown. energy progress of reactioncr2o3  +  2a l al 2o3  +  2cr \t \texplain\thow\tthis\tdiagram\tshows\tthat\tthe \treaction\tis\texothermic.   .   ...   [1]",
+            "13": "13 0620/32/f/m/19 \u00a9 ucles 2019 [turn over  (c)\t\tchromium\tis\ta\ttransition\telement.\tsodium\tis\tan\telement\tin\tgroup\ti\tof\tthe\tperiodic\t table.   describe two\tways\tin\twhich\tthe\tproperties\tof\tchromium\tare\tdifferent\tfrom\tthose\tof\tsodium.  1  .  2  .  [2]  (d)\t\tchromium\tis\ta\tsilver-coloured\tmetal. \t\tthe\tdiagram\tshows\thow\ta\tcopper\tspoon\tcan\tbe\telectroplated\twith\tchromium. powe r suppl y  (i)\t\ton\tthe\tdiagram,\tlabel: \t \u25cf\t the\tcathode \t \u25cf\t the\telectrolyte.  [2]  (ii)\t\tgive\tone\tobservation\tthat\tis\tmade\tduring\tthe\telectroplating\tprocess.   ...   [1]  (iii)\t\tsuggest\tone\treason\twhy\tmetal\tobjects\t are\telectroplated.   ...   [1]  (e)\t\tnichrome\tis\tan\talloy\tof\tnickel,\tiron\tand\tchromium.   which one\tof\tthese\tdiagrams,\tj,\tk,\tl or m,\tbest\trepresents\tnichrome? j k l m   ..   [1] \t [total:\t12]",
+            "14": "14 0620/32/f/m/19 \u00a9 ucles 2019 7\t\tthis\tquestion\tis\tabout\talkanes\tand\tpetroleum\tfractions.  (a)\t\tthe\ttable\tgives\tsome\tinformation\tabout\talkanes. alkanenumber\tof\tcarbon atoms\tin\teach\tmoleculemelting\tpoint in \u00b0cboiling\tpoint in \u00b0c methane 1 \u2013182 \u2013164 ethane 2 \u2013183 \u201388 propane 3 \u2013190 \u201342 butane 4 \u2013135 0   answer\tthese\tquestions\tusing\tonly\tinformation\tfrom\tthe\ttable.  (i)\t\tdescribe\thow\tthe\tboiling\tpoints\tof\tthe\talkanes\tvary\twith\tthe\tnumber\tof\tcarbon\tatoms\tin\t each\tmolecule.   .   ...   [1]  (ii)\t\twhich\talkane\thas\tthe\tlowest\tmelting\tpoint?   ...   [1]  (iii)\t\tdeduce\tthe \tphysical\tstate\tof\tbutane\tat\t\u201350\t \u00b0c. \t \texplain\tyour\tanswer.   .   ...   [1]  (b) (i)\t\tcomplete\t the\tdot-and-cross\t diagram\tto\tshow\tthe\telectron\tarrangement\t in\ta\tmolecule\tof\t methane.\tshow\touter\tshell\telectrons\tonly. c hh h h  [1]",
+            "15": "15 0620/32/f/m/19 \u00a9 ucles 2019permission 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 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.  (ii)\t\tcomplete\tthe\tword\tequation\tfor\tthe\tcomplete\tcombustion\tof\tmethane. methane\t\t+\t\toxygen\t\t +  [2]  (c)\t\tcomplete\tthe\tsentences\tabout\thomologous\tseries\tusing\twords\tfrom\tthe\tlist.  acidic alkenes alcohol carbohydrates  chemical functional hydrocarbons physical \t\tmethane\tand\tethane\tare\t.\twhich\tbelong\tto\tthe\tsame\t\thomologous\tseries. \t\tmembers\t of\tthe\talkane\thomologous\t series\thave\tsimilar\t.\t properties\t due    to\tthe\tpresence\tof\tthe\tsame\t.\tgroup.  [3]  (d)\t\tpetroleum\tis\tseparated\tinto\tuseful\tfractions\tby\tfractional\tdistillation. \t\tmatch\tthe\tfractions\ton\tthe\tleft\twith\tthe\tuses\ton\tthe\tright. \t\tthe\tfirst\tone\thas\tbeen\tdone\tfor\tyou. fraction use refinery\tgas fuel for aircraft bitumen bottled\tgas\tfor\theating kerosene fraction making\tchemicals naphtha\tfraction making\troads  [2] \t [total:\t11]",
+            "16": "16 0620/32/f/m/19 \u00a9 ucles 2019 groupthe periodic table of elements 1 h hydrogen 12 he helium 4ii i iii iv vv iv ii viii 3 li lithium 74 be berylliu m 9atomic number atomic symbolkey name relative atomic mas s 11 na sodium 2312 mg magnesium 24 19 k potassium 3920 ca calcium 40 37 rb rubidium 8538 sr strontium 88 55 cs caesium 13356 ba barium 137 87 fr franciu m \u201388 ra radium \u20135 b boron 11 13 al aluminium 27 31 ga gallium 70 49 in indium 115 81 tl thallium 2046 c carbon 12 14 si silicon 28 32 ge germanium 73 50 sn tin 119 82 pb lead 20722 ti titanium 4840 zr zirconium 91 72 hf hafnium 178 104 rf rutherfordiu m \u201323 v vanadium 51 41 nb niobium 93 73 ta tantalum 181 105 db dubnium \u201324 cr chromium 52 42 mo molybdenum 96 74 w tungsten 184 106 sg seaborgium \u201325 mn manganes e 55 43 tc technetium \u2013 75 re rhenium 186 107 bh bohrium \u201326 fe iron 56 44 ru ruthenium 101 76 os osmium 190 108 hs hassium \u201327 co cobalt 59 45 rh rhodium 103 77 ir iridium 192 109 mt meitneriu m \u201328 ni nicke l 59 46 pd palladium 106 78 pt platinum 195 110 ds darmstadtiu m \u201329 cu copper 6447 ag silver 108 79 au gold 197 111 rg roentgenium \u201330 zn zinc 65 48 cd cadmium 112 80 hg mercury 201 112 cn copernicium \u2013114 fl fleroviu m \u2013116 lv livermorium \u20137 n nitrogen 14 15 p phosphorus 31 33 as arsenic 75 51 sb antimony 122 83 bi bismuth 2098 o oxygen 16 16 s sulfur 32 34 se selenium 79 52 te tellurium 128 84 po polonium \u20139 f fluorine 19 17 cl chlorine 35.5 35 br bromine 80 53 i iodine 127 85 at astatine \u201310 ne neon 20 18 ar argon 40 36 kr krypton 84 54 xe xenon 131 86 rn radon \u201321 sc scandium 4539 y yttrium 89 57\u201371 lanthanoids 89\u2013103 actinoids 57 la lanthanum 139 89 aclanthanoids actinoids the volume of one mole of any gas is 24  dm3 at room temperature and pressure (r .t.p.).actinium \u201358 ce cerium 140 90 th thorium 23259 pr praseodymium 141 91 pa protactinium 23160 nd neodymium 144 92 u uranium 23861 pm promethium \u2013 93 np neptunium \u201362 sm samarium 150 94 pu plutonium \u201363 eu europium 152 95 am americiu m \u201364 gd gadolinium 157 96 cm curium \u201365 tb terbium 159 97 bk berkelium \u201366 dy dysprosium 163 98 cf californium \u201367 ho holmium 165 99 es einsteinium \u201368 er erbium 167 100 fm fermium \u201369 tm thulium 169101 md mendelevium \u201370 yb ytterbium 173102 no nobelium \u201371 lu lutetium 175103 lr lawrenciu m \u2013"
+        },
+        "0620_m19_qp_42.pdf": {
+            "1": "read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen.you may use an hb pencil for any diagrams or graphs.do not use staples, paper clips, glue or correction fluid.do not write in any barcodes. answer all questions. electronic calculators may be used.a copy of the periodic table is printed on page 16.you may lose marks if you do not show your working or if you do not use appropriate units. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question.chemistry  0620/42 paper 4  theory (extended) february/march 2019  1 hour 15 minutes candidates answer on the question paper. no additional materials are required.cambridge assessment international education cambridge international general certificate of secondary education this document consists of 14 printed pages and 2 blank pages. [turn overib19 03_0620_42/4rp\u00a9 ucles 2019 *4970364461* this syllabus is regulated for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificate.",
+            "2": "2 0620/42/f/m/19 \u00a9 ucles 2019 1  period 3 of the periodic table is shown. sodium magnesium aluminium silicon phosphorus sulfur chlorine argon   answer the following questions using only these elements.   each element may be used once, more than once or not at all.   state which element:  (a)  is a gas at room temperature and pressure   ..   [1]  (b)  forms a basic oxide with a formula of the form x2o   ..   [1]  (c)  is made of atoms which have a full outer shell of electrons   ..   [1]  (d)  forms an oxide which causes acid rain   ..   [1]  (e)  is extracted from bauxite   ..   [1]  (f)  forms an oxide which has a macromolecular structure   ..   [1]  (g)  consists of diatomic molecules.   ..   [1]  [total: 7]",
+            "3": "3 0620/42/f/m/19 \u00a9 ucles 2019 [turn over 2 (a)  the table gives information about some atoms or ions, a, b and c.   complete the table. number of protonsnumber of electronselectronic structurecharge a 11 10 2,8 b 18 0 c 10 2,8 \u20131  [4]  (b) (i)  carbon is an element. \t \tdefine\tthe\tterm\telement .   .   ...   [1]  (ii)  12c6, 13c6 and 14c6 are isotopes of carbon.   complete the table. number of protons number of neutrons 12c6 13c6 14c6  [2]  [total: 7]",
+            "4": "4 0620/42/f/m/19 \u00a9 ucles 2019 3  fluorine is a group vii element. fluorine forms compounds with metals and non-metals.  (a)\t\tpredict\tthe\tphysical\tstate\tof\tfluorine\tat\troom\ttemperature\tand\tpressure.   ..   [1]  (b)  fluorine exists as diatomic molecules.   complete the dot-and-cross diagram to show the electron arrangement in a molecule of  fluorine.\tshow\touter\tshell\telectrons\tonly. ff  [2]  (c)\t\twrite\ta\tchemical\tequation\tfor\tthe\treaction\tbetween\t sodium\tand\tfluorine.   ..   [2]  (d)  explain why chlorine does not\treact\twith\taqueous\tsodium\tfluoride.      ..   [1]",
+            "5": "5 0620/42/f/m/19 \u00a9 ucles 2019 [turn over  (e)\t\ttetrafluoromethane\t and\tlead( ii)\tfluoride\tare\tfluorides\t of\tgroup\tiv\telements.\t some\tproperties\t of\ttetrafluoromethane\tand\tlead( ii)\tfluoride\tare\tshown\tin\tthe\ttable. property tetrafluoromethane lead( ii)\tfluoride formula cf4 melting point / \u00b0c \u2013184 855 boiling point / \u00b0c \u2013127 1290 conduction of electricity when solid non-conductor non-conductor conduction of electricity when molten non-conductor good conductor  (i)\t\twhat\tis\tthe\tformula\tof\tlead( ii)\tfluoride?   ...   [1]  (ii)\t\twhat\ttype\tof\tbonding\tis\tpresent\tbetween\tthe\tatoms\tin\ttetrafluoromethane?   ...   [1]  (iii)\t\twhat\ttype\tof\tstructure\tdoes\tsolid\tlead( ii)\tfluoride\thave?   ...   [1]  (iv)\t\texplain,\t in\tterms\tof\tattractive\t forces\tbetween\t particles,\t why\tlead( ii)\tfluoride\thas\ta\tmuch\t higher\tmelting\tpoint\tthan\ttetrafluoromethane.   in your answer refer to the types of attractive forces between particles and their relative  strengths.   .   .   .   ...   [3]",
+            "6": "6 0620/42/f/m/19 \u00a9 ucles 2019  (f)\t\ttetrafluoroethene\tis\tan\tunsaturated\tcompound\twith \tthe\tformula\tc2f4. \t \ttetrafluoroethene\tis\tthe\tmonomer\tused\tto\tmake\tthe\tpolymer\tpoly(tetrafluoroethene).  (i)  what is meant by the term unsaturated ?   .   ...   [1]  (ii)\t\tdescribe\ta\t test\tto\tshow\tthat\ttetrafluoroethene\tis\tunsaturated.  test ...  observations    [2]  (iii)\t\tdraw\tthe\tstructure\t of\ta\tmolecule\t of\ttetrafluoroethene.\t show\tall\tof\tthe\tatoms\tand\tall\tof\tthe\t bonds.  [1]  (iv)\t\ttetrafluoroethene\tcan\tbe\tpolymerised\tto \tform\tpoly(tetrafluoroethene).   draw one\trepeat\tunit\tof\tpoly(tetrafluoroethene).\t show\tall\tof\tthe\tatoms\tand\tall\tof\tthe\tbonds.  [2]  (v)  deduce the empirical formula of: \t tetrafluoroethene\t   \t poly(tetrafluoroethene).\t  ..  [2]  [total: 20]",
+            "7": "7 0620/42/f/m/19 \u00a9 ucles 2019 [turn over 4  this question is about ethanoic acid, ch3cooh.  (a)  ethanoic acid is manufactured from methanol and carbon monoxide. ch3oh(g)\t\t+\t\tco(g)\t\t   ch3cooh(g)   the process is done at 200 \u00b0c and 30 atmospheres pressure.   the forward reaction is exothermic.   complete the table using only the words increases , decreases  or no change . effect on the rate of the forward reactioneffect on the equilibrium yield of ch3cooh(g) adding a catalyst no change increasing the temperature decreasing the pressure decreases  [4]  (b)  how would you show that an aqueous solution of ethanoic acid is an acid without  using an  indicator\tor\tmeasuring\tthe\tph?   state the reagent you would use and give the expected observations. write a chemical equation  for the reaction that you describe.  \u25cf reagent     \u25cf expected observations        \u25cf chemical equation     [3]",
+            "8": "8 0620/42/f/m/19 \u00a9 ucles 2019  (c)\t\tethanoic\tacid\tis\ta\tweak\tacid.  (i)  what is meant by the term acid\t?   .   ...   [1]  (ii)  why is ethanoic acid described as weak ?   .   ...   [1]  (d)  ethanoic acid reacts with methanol to form an ester.  (i)  state two conditions required for this reaction.  1  ..  2  ..  [2]  (ii)  draw the structure of the ester formed when ethanoic acid reacts with methanol. show all  of the atoms and all of the bonds. name the ester.  structure  name  ...  [3]  (iii)  name an ester which is a structural isomer of the ester in (d)(ii).   ...   [1]  [total: 15]",
+            "9": "9 0620/42/f/m/19 \u00a9 ucles 2019 [turn over 5\t\ttitanium\tis\textracted\tfrom\tan\tore\tcalled\trutile.\trutile\tis\tan\timpure\tform\tof\ttitanium( iv) oxide, tio2.  (a)\t\trutile\tis\tmixed\twith\tcoke\tand\theated\tin\ta\tfurnace\tthrough\twhich\tchlorine\t gas\tis\tpassed.\t the\t product\tis\tgaseous\ttitanium( iv) chloride, ticl 4. tio2(s)\t\t+\t\t2c(s)\t\t+\t\t2c l 2(g)\t\t   tic l 4(g)\t\t+\t\t2co(g) \t \tthe\tgaseous\t titanium( iv) chloride produced is condensed into the liquid state. the  titanium( iv) chloride is then separated from liquid impurities.  (i)\t\tsuggest\t the\tname\tof\tthe\tprocess\t by\twhich\tliquid\ttitanium( iv) chloride could be separated  from the liquid impurities.   ...   [1]  (ii)\t\tcarbon\tmonoxide,\tco(g),\tis\talso\tproduced\tin\tthe\treaction.   why should carbon monoxide not\tbe\treleased\tinto\tthe\tatmosphere?   ...   [1]  (b)  calculate the volume of chlorine gas, cl 2(g),\tat\troom\ttemperature\t and\tpressure,\t that\treacts\t completely with 400 g of tio2(s)\tusing\tthe\tfollowing\tsteps. tio2(s)\t\t+\t\t2cl 2(g)\t\t+\t\t2c(s)\t\t   tic l 4(g)\t\t+\t\t2co(g)  \u25cf calculate the relative formula mass, mr, of tio2.  mr of tio2 = ..  \u25cf calculate the number of moles in 400 g of tio2.  .. mol  \u25cf determine the number of moles of c l 2 that react with 400 g of tio2.  moles of cl 2 = .. mol  \u25cf calculate the volume of c l 2 that reacts with 400 g of tio2.  volume of cl 2 = .. dm3  [4]",
+            "10": "10 0620/42/f/m/19 \u00a9 ucles 2019  (c)\t\ttitanium( iv) chloride, ticl 4, is heated with an excess of magnesium, in an atmosphere of  argon.  (i)  balance the chemical equation for the reaction. tic l 4\t\t+\t\t.\tmg\t\t \t\tti\t\t+\t\t.\tmgc l 2  [1]  (ii)\t\ttitanium( iv) chloride can be reacted with sodium instead of magnesium. \t \tthe\treaction\t between\t titanium( iv) chloride and sodium is similar to the reaction between  titanium( iv) chloride and magnesium. \t \twrite\ta\tchemical\tequation\tfor\tthe\treaction\tbetween\ttitanium( iv) chloride and sodium.   ...   [1]  (iii)\t\tsuggest\t why\tthe\treaction\t between\t titanium( iv) chloride and magnesium is done in an  atmosphere of argon and not in air.   .   ...   [1]  (d)\t\tafter\ttitanium( iv) chloride is heated with magnesium, the unreacted magnesium is removed  by adding an excess of dilute hydrochloric acid to the mixture.   the dilute hydrochloric acid also dissolves the magnesium chloride.   the dilute hydrochloric acid does not react with the titanium or dissolve it.  (i)  give two observations and write a chemical equation for the reaction that occurs when  dilute hydrochloric acid reacts with magnesium.  1  ..  2  ..  chemical equation  ...  [3]  (ii)  name the process that is used to separate the titanium from the mixture after all the  magnesium has been removed.   ...   [1]  (iii)  titanium does not react with the dilute hydrochloric acid or dissolve in it.   suggest why titanium does not react with dilute hydrochloric acid.   ...   [1]",
+            "11": "11 0620/42/f/m/19 \u00a9 ucles 2019 [turn over  (e) \tmagnesium\t cannot\tbe\tproduced\t by\telectrolysis\t of\taqueous\t magnesium\t chloride\t using\tinert\t electrodes.  (i)\t\tname\tthe\tproduct\tformed\tat\tthe\tnegative\t electrode\t (cathode)\t during\tthe\telectrolysis\t of\t aqueous magnesium chloride.   ...   [1]  (ii)  suggest how magnesium can be produced from magnesium chloride by electrolysis.   ...   [1]  [total: 16]",
+            "12": "12 0620/42/f/m/19 \u00a9 ucles 2019 6  this question is about transition elements.  (a)  transition elements are harder and stronger than group i elements.   describe two other differences in physical properties between transition elements and group i  elements.  1  .  2  .  [2]  (b)  state one physical property of transition elements that is similar to group i elements.   ..   [1]  (c)  state two chemical properties of transition elements.  1  .  2  .  [2]  (d)\t\tcobalt\tis\ta\ttransition\telement.\t anhydrous\tcobalt( ii) chloride is used to test for water. \t \tstate\tthe\tcolour\tchange\tthat\toccurs\twhen\twater\tis\tadded\tto\tanhydrous\tcobalt( ii) chloride.  from ...  to  ..  [2]  (e)  iron is a transition element.  (i)  which two\tsubstances\treact\twith\tiron\tto \tform\trust?  1  ..  2  ..  [2]  (ii)\t\twhich\tmetal\tis\tused\tto\tgalvanise\tiron?   ...   [1]",
+            "13": "13 0620/42/f/m/19 \u00a9 ucles 2019 [turn over  (f)\t\tthe\thull\tof\ta\tship\tis\tmade\tfrom\tsteel\t(mainly\tiron).\tmetal\tblocks\tare\tplaced\ton\tthe\tship\u2019s\thull\tto\t prevent rusting. water water metal blockship\u2019s hull \t \tuse\tyour\tknowledge\tof\tthe\treactivity\tseries\tto\texplain\twhy:  \u25cf\tmagnesium\tis\tsuitable\tto\tuse\tas\tthe\tmetal\tblocks  \u25cf copper is not\tsuitable\tto\tuse\tas\tthe\tmetal\tblocks.         ..   [2]  (g)\t\trust\tcontains\tiron( iii) oxide.   phosphoric acid, h3po4, can be used to remove rust from an iron object and prevent further  rusting.  (i)\t\twrite\ta\tchemical\t equation\t for\tthe\treaction\t between\t iron(iii) oxide and phosphoric acid to  form\tiron( iii) phosphate and water.   ...   [2]  (ii)\t iron( iii) phosphate is an insoluble salt. \t \tsuggest\thow\tthe\tformation\tof\tiron( iii) phosphate prevents further rusting.   .   ...   [1]  [total: 15]",
+            "14": "14 0620/42/f/m/19 \u00a9 ucles 2019blank page",
+            "15": "15 0620/42/f/m/19 \u00a9 ucles 2019permission 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 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. blank page",
+            "16": "16 0620/42/f/m/19 \u00a9 ucles 2019 groupthe periodic table of elements 1 h hydrogen 12 he helium 4ii i iii iv vv iv ii viii 3 li lithium 74 be berylliu m 9atomic number atomic symbolkey name relative atomic mas s 11 na sodium 2312 mg magnesium 24 19 k potassium 3920 ca calcium 40 37 rb rubidium 8538 sr strontium 88 55 cs caesium 13356 ba barium 137 87 fr franciu m \u201388 ra radium \u20135 b boron 11 13 al aluminium 27 31 ga gallium 70 49 in indium 115 81 tl thallium 2046 c carbon 12 14 si silicon 2832 ge germanium 73 50 sn tin 119 82 pb lead 20722 ti titanium 4840 zr zirconium 91 72 hf hafnium 178 104 rf rutherfordiu m \u201323 v vanadium 51 41 nb niobium 93 73 ta tantalum 181 105 db dubnium \u201324 cr chromium 52 42 mo molybdenum 96 74 w tungsten 184 106 sg seaborgium \u201325 mn manganes e 55 43 tc technetium \u2013 75 re rhenium 186 107 bh bohrium \u201326 fe iron 56 44 ru ruthenium 101 76 os osmium 190 108 hs hassium \u201327 co cobalt 59 45 rh rhodium 103 77 ir iridium 192 109 mt meitneriu m \u201328 ni nicke l 59 46 pd palladium 106 78 pt platinum 195 110 ds darmstadtiu m \u201329 cu copper 6447 ag silver 108 79 au gold 197 111 rg roentgenium \u201330 zn zinc 65 48 cd cadmium 112 80 hg mercury 201 112 cn copernicium \u2013114 fl fleroviu m \u2013116 lv livermorium \u20137 n nitrogen 14 15 p phosphorus 3133 as arsenic 75 51 sb antimony 122 83 bi bismuth 2098 o oxygen 16 16 s sulfur 3234 se selenium 79 52 te tellurium 128 84 po polonium \u20139 f fluorine 19 17 cl chlorine 35.5 35 br bromine 80 53 i iodine 127 85 at astatine \u201310 ne neon 20 18 ar argon 4036 kr krypton 84 54 xe xenon 131 86 rn radon \u201321 sc scandium 4539 y yttrium 89 57\u201371 lanthanoids 89\u2013103 actinoids 57 la lanthanum 139 89 aclanthanoids actinoids the volume of one mole of any gas is 24  dm3 at room temperature and pressure (r .t.p.).actinium \u201358 ce cerium 140 90 th thorium 23259 pr praseodymium 141 91 pa protactinium 23160 nd neodymium 144 92 u uranium 23861 pm promethium \u2013 93 np neptunium \u201362 sm samarium 150 94 pu plutonium \u201363 eu europium 152 95 am americiu m \u201364 gd gadolinium 157 96 cm curium \u201365 tb terbium 159 97 bk berkelium \u201366 dy dysprosium 163 98 cf californium \u201367 ho holmium 165 99 es einsteinium \u201368 er erbium 167 100 fm fermium \u201369 tm thulium 169101 md mendelevium \u201370 yb ytterbium 173102 no nobelium \u201371 lu lutetium 175103 lr lawrenciu m \u2013"
+        },
+        "0620_m19_qp_52.pdf": {
+            "1": "read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen.you may use an hb pencil for any diagrams or graphs.do not use staples, paper clips, glue or correction fluid.do not write in any barcodes. answer all questions. electronic calculators may be used.you may lose marks if you do not show your working or if you do not use appropriate units.notes for use in qualitative analysis are provided on pages 7 and 8. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question.chemistry  0620/52 paper 5  practical test february/march 2019  1 hour 15 minutes candidates answer on the question paper. additional materials: as listed in the confidential instructionscambridge assessment international education cambridge international general certificate of secondary education this document consists of 8 printed pages. [turn overib19 03_0620_52/4rp\u00a9 ucles 2019 *4722898336* this syllabus is regulated for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificate.for examiner\u2019s use 1 23 total",
+            "2": "2 0620/52/f/m/19 \u00a9 ucles 2019 1  you are going to investigate the reaction between two different solutions, a and b, of  aqueous potassium manganate( vii) and solution c.   read all the instructions carefully before starting the experiments.   instructions   you are going to do three experiments.  (a) experiment 1  \u25cf fill the burette up to the 0.0 cm3 mark with solution a.  \u25cf use the 25 cm3 measuring cylinder to pour 25 cm3 of solution c into the conical flask.  \u25cf add about 1 cm3 of solution a to the conical flask and swirl the conical flask.  \u25cf continue to add solution a to the conical flask until the mixture just turns permanently pink.   \u25cf record the burette readings in the table and complete the table.  \u25cf pour about 2  cm3 of the contents of the conical flask into a test-tube.  \u25cf pour away the rest of the contents of the conical flask and rinse the conical flask with  distilled water.   keep the test-tube from experiment 1 to use in experiment 3. experiment 1 final burette reading / cm3 initial burette reading / cm3 volume used / cm3  [2]  (b) experiment 2  \u25cf pour away the contents of the burette and rinse the burette with distilled water.  \u25cf rinse the burette with solution b.  \u25cf fill the burette up to the 0.0 cm3 mark with solution b.  \u25cf use the 25 cm3 measuring cylinder to pour 25 cm3 of solution c into the conical flask.  \u25cf add about 1 cm3 of solution b to the conical flask and swirl the conical flask.  \u25cf continue to add solution b to the conical flask until the mixture just turns permanently pink.  \u25cf record the burette readings in the table and complete the table. experiment 2 final burette reading / cm3 initial burette reading / cm3 volume used / cm3  [2]",
+            "3": "3 0620/52/f/m/19 \u00a9 ucles 2019 [turn over  (c)  experiment 3  (i)  add aqueous sodium hydroxide to about 2 cm3 of solution c in a test-tube.   record your observations.   ...   [1]  (ii)  add aqueous sodium hydroxide to the reaction mixture in the test-tube saved from  experiment 1.   record your observations.   ...   [1]  (d) (i)  which solution of potassium manganate( vii), solution a or solution b, is the more  concentrated?   explain your answer.   .   ...   [2]  (ii)  how many times more concentrated is this solution of potassium manganate( vii)?   ...   [1]  (e) (i)  predict the volume of solution b that would be used if experiment 2 were repeated using  50 cm3 of solution c.   explain your answer.   .   ...   [2]  (ii)  suggest a practical problem that using 50 cm3 of solution c could cause. how could this  problem be solved?   .   ...   [2]  (f)  give one advantage and one disadvantage of using a measuring cylinder rather than a pipette  for solution c.  advantage of using a measuring cylinder  ..     disadvantage of using a measuring cylinder  .     [2]  (g)  what conclusions can be drawn about solution c from experiment 3?      ..   [2]  [total: 17]",
+            "4": "4 0620/52/f/m/19 \u00a9 ucles 2019 2  you are provided with two substances, solution d and solid e.   do the following tests on the substances, recording all of your observations at each stage.   tests on solution d   divide solution d into five approximately equal portions in five test-tubes.  (a)  test the ph of the first portion of solution d.  ph = ..  [1]  (b)  add a strip of magnesium ribbon to the second portion of solution d. shake the mixture. test  the gas produced.   record your observations.         ..   [3]  (c)  add a few drops of dilute nitric acid and about 1 cm3 of aqueous silver nitrate to the third portion  of solution d.   record your observations.   ..   [1]  (d)  add a few drops of dilute nitric acid and about 1 cm3 of aqueous barium nitrate to the fourth  portion of solution d.   record your observations.   ..   [1]   keep the fifth portion of solution d for the test in (g).   tests on solid e  (e) describe the appearance of solid e.   ..   [1]  (f) (i)  use a spatula to place half of solid e into a hard-glass test-tube. heat the solid gently and then more strongly. leave the hard-glass test-tube to stand for five minutes to cool.   record your observations.   ...   [1]  (ii)  now add about 2 cm 3 of distilled water to the residue in the hard-glass test-tube. test the  ph of the mixture.  ph = ... ...  [1]",
+            "5": "5 0620/52/f/m/19 \u00a9 ucles 2019 [turn over  (g)  add the rest of solid e to the fifth portion of solution d. test the gas produced.   record your observations.         ..   [3]   keep the solution from the test in (g) for the test in (h).  (h)  add an approximately equal volume of distilled water to the solution from the test in (g) and  shake the mixture.   add an excess of aqueous sodium hydroxide to the mixture.   record your observations.   ..   [1]  (i)  identify solution d.   ..   [2]  (j)  what conclusions can you draw about solid e?   ..   [2]  [total: 17]",
+            "6": "6 0620/52/f/m/19 \u00a9 ucles 2019 3  the rate of reaction between magnesium and dilute hydrochloric acid can be followed by measuring  the volume of hydrogen produced.   plan an experiment to investigate the effect of decreasing the temperature on the rate of this reaction by measuring the volume of hydrogen produced.   you are provided with magnesium ribbon, dilute hydrochloric acid and common laboratory apparatus.   you are advised to draw a labelled diagram of the apparatus you would use in the space provided.   ...   ...   ...   ...   ...   ...   ...   ...   ...   ...   .   [6]",
+            "7": "7 0620/52/f/m/19 \u00a9 ucles 2019notes for use in qualitative analysis tests for anions anion test test result carbonate (co32\u2013) add dilute acid effervescence, carbon dioxide produced chloride (c l  \u2013) [in solution]acidify with dilute nitric acid, then add aqueous silver nitratewhite ppt. bromide (br  \u2013) [in solution]acidify with dilute nitric acid, then add aqueous silver nitratecream ppt. iodide ( i \u2013) [in solution]acidify with dilute nitric acid, then add aqueous silver nitrateyellow ppt. nitrate (no 3\u2013) [in solution]add aqueous sodium hydroxide, then aluminium foil; warm carefullyammonia produced sulfate (so 42\u2013) [in solution]acidify, then add aqueous barium nitratewhite ppt. sulfite (so 32\u2013) add dilute hydrochloric acid, warm gently and test for the presence ofsulfur dioxidesulfur dioxide produced will turn acidified aqueous potassium manganate( vii) from  purple to colourless tests for aqueous cations cation effect of aqueous sodium hydroxide effect of aqueous ammonia aluminium (a l 3+) white ppt., soluble in excess, giving a colourless solutionwhite ppt., insoluble in excess ammonium (nh 4+)ammonia produced on warming \u2013 calcium (ca2+) white ppt., insoluble in excess no ppt., or very slight white ppt. chromium( iii) (cr3+)green ppt., soluble in excess grey-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 iron(iii) (fe3+) red-brown ppt., insoluble in excess red-brown ppt., insoluble in excess zinc (zn2+) white ppt., soluble in excess, giving a colourless solutionwhite ppt., soluble in excess, giving a colourless solution",
+            "8": "8 0620/52/f/m/19 \u00a9 ucles 2019tests for gases flame tests for metal ions gas test and test result metal ion flame colour ammonia (nh3) turns damp red litmus paper blue lithium (li+) red carbon dioxide (co2)turns limewater milky sodium (na+) yellow chlorine (c l 2) bleaches damp litmus paper potassium (k+) lilac hydrogen (h2) \u2018pops\u2019 with a lighted splint copper( ii) (cu2+)blue-green oxygen (o2) relights a glowing splint sulfur dioxide (so2)turns acidified aqueous  potassium manganate( vii) from  purple to colourless 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 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."
+        },
+        "0620_m19_qp_62.pdf": {
+            "1": "this document consists of 9 printed pages and 3 blank pages. [turn overib19 03_0620_62/4rp \u00a9 ucles 2019 *3799843157* read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen.you may use an hb pencil for any diagrams or graphs.do not use staples, paper clips, glue or correction fluid.do not write in any barcodes. answer all questions. electronic calculators may be used.you may lose marks if you do not show your working or if you do not use appropriate units. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question.chemistry  0620/62 paper 6  alternative to practical february/march 2019  1 hour candidates answer on the question paper. no additional materials are required.cambridge assessment international education cambridge international general certificate of secondary education this syllabus is regulated for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificate.",
+            "2": "2 0620/62/f/m/19 \u00a9 ucles 2019 1  a chemist heated solid zinc chloride until it became molten. the apparatus shown was then used  to pass electricity through the molten zinc chloride using inert electrodes. +\u2013power supply molten zinc chloride   a silver-coloured solid was formed at the negative electrode (cathode).  (a)  name the process of breaking down a substance using electricity.   ..   [1]  (b)  a bunsen burner was used to heat the zinc chloride. \t \tdescribe\thow\ta\tbunsen\tburner\tis\tadjusted\tto\tgive\ta\tvery\thot\tflame.      ..   [1]  (c)  suggest and explain the expected observation at the positive electrode (anode).      ..   [2]  (d)  suggest why iron electrodes cannot be used in this experiment.   ..   [1]",
+            "3": "3 0620/62/f/m/19 \u00a9 ucles 2019 [turn over  (e) (i)  what difference would the chemist observe at the negative electrode if aqueous  zinc chloride were used, rather than molten zinc chloride?   explain you answer.  difference    explanation  .   .  [2]  (ii)  when electricity is used to break down concentrated aqueous zinc chloride, chlorine is  produced at the positive electrode.   describe a test for chlorine.  test  ..  observations  ...  [2]  (f)  the bottle of zinc chloride is labelled corrosive .   state one safety precaution that should be taken when using zinc chloride.   ..   [1]  [total: 10]",
+            "4": "4 0620/62/f/m/19 \u00a9 ucles 2019 2  a student investigated the reaction between two different solutions, a and b, of aqueous  potassium manganate( vii) and solution c.   three experiments were done.  experiment 1  \u25cf a burette was filled with solution a. the initial burette reading was recorded.  \u25cf a measuring cylinder was used to pour 25 cm3 of solution c into a conical flask.  \u25cf solution a was added to the conical flask until the mixture just turned pink. the final burette  reading was recorded.  \u25cf about 2 cm3 of the contents of the conical flask was poured into a test-tube to use in experiment 3.  \u25cf the rest of the contents of the conical flask was poured away. the conical flask was rinsed  with distilled water.  (a)  use the burette diagrams to record the burette readings in the table and complete the table. 1 23 initial burette reading151617 final burette reading experiment 1 final\tburette\treading\t /\tcm3 initial\tburette\treading\t /\tcm3 volume\tused\t /\tcm3  [2]",
+            "5": "5 0620/62/f/m/19 \u00a9 ucles 2019 [turn over  experiment 2  \u25cf the contents of the burette used in experiment 1 were poured away and the burette was  rinsed with distilled water.  \u25cf the burette was then rinsed with solution b.  \u25cf experiment 1 was repeated using solution b instead of solution a.  (b)  use the burette diagrams to record the burette readings in the table and complete the table. 1 2 3 initial burette reading31 32 33 final burette reading experiment 2 final\tburette\treading\t /\tcm3 initial\tburette\treading\t /\tcm3 volume\tused\t /\tcm3  [2]  (c) (i)  which solution of potassium manganate( vii), solution a or solution b, is the more  concentrated?   explain your answer.   .   ...   [2]  (ii)  how many times more concentrated is this solution of potassium manganate( vii)?   ...   [1]",
+            "6": "6 0620/62/f/m/19 \u00a9 ucles 2019  (d) (i)  predict the volume of solution b that would be used if experiment 2 were repeated using  50 cm3 of solution c.   explain your answer.   .   ...   [2]  (ii)  suggest a practical problem that using 50 cm3 of solution c could cause. how could this  problem be solved?   .   ...   [2]  (e)  give one advantage and one disadvantage of using a measuring cylinder rather than a pipette  for solution c.  advantage of using a measuring cylinder  ..     disadvantage of using a measuring cylinder  .     [2]   experiment 3   the results from experiment 3 are shown in the table. tests observations aqueous sodium hydroxide was added to  about 2 cm3 of solution c.green precipitate formed aqueous sodium hydroxide was added to the  reaction mixture saved from experiment 1.red-brown precipitate formed  (f)  what conclusions can be drawn about solution c from experiment 3?      ..   [2]  [total: 15] ",
+            "7": "7 0620/62/f/m/19 \u00a9 ucles 2019 [turn over 3  two substances, solution d and solid e, were analysed. solution d was dilute sulfuric acid.   tests were done on the substances.  tests on solution d   complete the expected observations.   solution d was divided into four equal portions in four test-tubes.  (a)\t\tthe\tph\tof\tthe\tfirst\tportion\tof\tsolution\td was tested.  ph = ..  [1]  (b)  a strip of magnesium ribbon was added to the second portion of solution d. the gas produced  was tested.  observations  ..      ..   [3]  (c)  dilute nitric acid and aqueous silver nitrate were added to the third portion of solution d.  observations     [1]  (d)  dilute nitric acid and aqueous barium nitrate were added to the fourth portion of solution d.  observations     [1]",
+            "8": "8 0620/62/f/m/19 \u00a9 ucles 2019  tests on solid e   some of the tests and observations are shown. tests on solid e observations the appearance of solid e was studied. white solid test 1 solid e was heated gently and then more  strongly. distilled water was added to the residue and  the ph of the mixture was tested.white solid residue ph = 10 test 2 dilute hydrochloric acid was added to solid e. the gas produced was tested. distilled water was added to the solution and  the mixture was shaken. an excess of aqueous sodium hydroxide was  added to the mixture.rapid effervescence limewater turned milky white precipitate formed which was insoluble in excess  (e)  identify the gas produced in test 2.   ..   [1]  (f)  what conclusions can you draw about solid e?   ..   [2]  [total: 9]",
+            "9": "9 0620/62/f/m/19 \u00a9 ucles 2019 [turn over 4  the rate of reaction between magnesium and dilute hydrochloric acid can be followed by measuring  the volume of hydrogen produced.   plan an experiment to investigate the effect of decreasing the temperature on the rate of this reaction by measuring the volume of hydrogen produced.   you are provided with magnesium ribbon, dilute hydrochloric acid and common laboratory  apparatus.   you are advised to draw a labelled diagram of the apparatus you would use in the space provided.   ...   ...   ...   ...   ...   ...   ...   ...   ...   ...   .   [6]",
+            "10": "10 0620/62/f/m/19 \u00a9 ucles 2019blank page",
+            "11": "11 0620/62/f/m/19 \u00a9 ucles 2019blank page",
+            "12": "12 0620/62/f/m/19 \u00a9 ucles 2019blank page permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the publisher will be pleased to make amends at the earliest possible opportunity. 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 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."
+        },
+        "0620_s19_qp_11.pdf": {
+            "1": "  this syllabus is regulated for use in england, wales and northern ireland as a cambridge international level1/level 2 certifica te.  this document consists of 15 printed pages and 1 blank page.  ib19 06_0620_11/3rp  \u00a9 ucles 2019   [turn over     *7680430453 * cambridge assessment international education  cambridge international general certificate of secondary education       chemistry 0620/11     paper 1  multiple choice (core)  may/june 2019       45 minutes  additional materials: multiple choice answer sheet   soft clean eraser   soft pencil (type b or hb is recommended)       read these instructions first   write in soft pencil.  do not use staples, paper clips, glue or correction fluid.  write your name, centre number and candidate number on the answer sheet in the spaces provided unless  this has been done for you.  do not  write in any barcodes.   there are forty  questions on this paper. answer all questions. for each question there are four possible  answers a, b, c and d.   choose the one you consider correct and record your choice in soft pencil  on the separate answer sheet.   read the instructions on the answer sheet very carefully.   each correct answer will score one mark. a ma rk will not be deducted for a wrong answer.  any rough working should be done in this booklet.  a copy of the periodic table is printed on page 16.  electronic calculators may be used.    ",
+            "2": "2  \u00a9 ucles 2019 0620/11/m/j/19  1 sodium chloride is a liquid at 900  \u00b0c.    how are the particles arranged and how do the particles move in sodium chloride at 900  \u00b0c?     arrangement of particles motion of particles  a regular vibrate about a fixed point  b regular move randomly  c random vibrate about a fixed point  d random move randomly      2 2.00  g of powdered calcium carbonate is added to 50.0  cm3 of hydrochloric acid.    which apparatus is used to measure the calcium carbonate and the hydrochloric acid?     calcium carbonate hydrochloric acid  a balance burette  b balance thermometer  c pipette burette  d pipette thermometer     3 rock salt is a mixture of sand and sodium chloride.    sodium chloride is soluble in water but not in hexane.    sand is insoluble in both water and hexane.    what is required to separate the sand from the sodium chloride?    1 filter paper  2 fractionating column  3 hexane  4 water    a 1 and 3 b 1 and 4 c 2 and 3 d 2 and 4     ",
+            "3": "3  \u00a9 ucles 2019 0620/11/m/j/19 [turn over  4 the colours in four dyes are separated using chromatography.    which chromatogram shows an insoluble colour?    a baselineb c d       5 which statement about an atom of fluorine, f19 9, is correct?  a it contains more protons than neutrons.  b it contains a total of 28 protons, neutrons and electrons.  c its isotopes contain different numbers of protons.  d its nucleus contains 9 neutrons.      6 calcium reacts with chlorine to produce calcium chloride.    what happens when a calcium ion forms during this reaction?  a the calcium atom gains one electron.  b the calcium atom gains two electrons.  c the calcium atom loses one electron.  d the calcium atom loses two electrons.      7 which row describes the formation of single covalent bonds in methane?    a   atoms share a pair of electrons   both atoms gain a  noble gas electronic structure  b   atoms share a pair of electrons   both atoms have the same number  of electrons in their outer shell  c   electrons are transferred from one  atom to another both atoms gain a  noble gas electronic structure  d   electrons are transferred from one  atom to another both atoms have the same number  of electrons in their outer shell     ",
+            "4": "4  \u00a9 ucles 2019 0620/11/m/j/19  8 diamond and graphite have giant covalent structures of carbon atoms.    which statement describes graphite?  a it has a strong, rigid three-dimensional structure.  b it has four strong covalent bonds between each carbon atom.  c it has layers, which can slide over each other.  d it has no free electrons, so does not conduct electricity.     9 the compound magnesium nitrate has the formula mg(no 3)2.    what is the relative formula mass of magnesium nitrate?    a 86 b 134 c 148 d 172    10 four substances are electrolysed using inert electrodes.    which row describes the electrode products?     substance anode product cathode product  a concentrated aqueous sodium chloride hydrogen chlorine  b concentrated hydrochloric acid chlorine oxygen  c dilute sulfuric acid oxygen hydrogen  d molten lead bromide lead bromine      11 dissolving ammonium chloride in water is an endothermic change.    which row shows the energy change and temperature change of the mixture during the dissolving of ammonium chloride?     energy change temperature change  a energy is absorbed decrease  b energy is absorbed increase  c energy is released decrease  d energy is released increase     12 which process is a physical change?  a burning wood  b cooking an egg  c melting an ice cube  d rusting iron ",
+            "5": "5  \u00a9 ucles 2019 0620/11/m/j/19 [turn over  13 hydrogen peroxide solution decomposes very slowly at room temperature to produce oxygen  gas. this gas forms a rising foam when liquid detergent is added.    five test-tubes are half filled with hydrogen peroxide solution. a drop of liquid detergent is added  to each one.    different metal oxides are added to four of the test-tubes and the height of the foam formed after  1 minute is measured. the results are shown.    metal oxide height of  foam  / cm  no metal oxide added 0.1  aluminium oxide 0.1  calcium oxide 0.2  copper( ii) oxide 2.3  manganese( iv) oxide 5.4    which conclusion can be drawn from these results?  a metal oxides do not affect the rate of this reaction.  b all metal oxides increase the rate of this reaction and act as catalysts.  c manganese( iv) oxide is the best catalyst of the four metal oxides tested.  d only transition element oxides increase the rate of this reaction.      14 when blue-green crystals of nickel( ii) sulfate are heated, water is produced and a yellow solid  remains. when water is added to the yellow solid, the blue-green colour returns.     which process describes these changes?   a combustion  b corrosion  c neutralisation   d reversible reaction     ",
+            "6": "6  \u00a9 ucles 2019 0620/11/m/j/19  15 in a blast furnace, iron is extracted when iron( iii) oxide reacts with carbon monoxide.    the equation is shown.    fe2o3  +  3co  \u2192  2fe  +  3co 2    which substance is oxidised and which is reduced?     oxidised reduced  a co fe 2o3  b co 2 fe  c fe co 2  d fe2o3 co     16 four different solutions are separately tested with blue litmus and with methyl orange. each  solution is known to be either acidic or alkaline. the results are shown.    solution result with  blue litmus result with  methyl orange  1 red red  2 red yellow  3 blue yellow  4 blue yellow    which statement is correct?  a solutions 1 and 4 are acidic.  b solutions 1 and 2 are alkaline.  c solutions 3 and 4 are alkaline.  d solutions 3 and 4 are acidic.     17 the positions of elements w, x, y and z in the periodic table are shown.    w xy z    which elements form basic oxides?  a w, x and y b w and x only c y only d z only   ",
+            "7": "7  \u00a9 ucles 2019 0620/11/m/j/19 [turn over  18 how could crystals of a pure salt be prepared from dilute sulfuric acid?  a add an excess of aqueous sodium hydroxide, filter, evaporate the filtrate to crystallisation  point  b add an excess of copper( ii) carbonate, filter, evaporate the filtrate to dryness  c add an excess of copper metal, filter, evaporate the filtrate to crystallisation point  d add an excess of zinc oxide, filter, evaporate the filtrate to crystallisation point      19 the results of two tests on a solution of compound q are shown.    test observation  add ammonia solution green precipitate formed  add dilute nitric acid followed  by aqueous barium nitrate white precipitate formed      what is q?  a iron( ii) chloride  b iron( ii) sulfate  c iron( iii) chloride  d iron( iii) sulfate     20 the properties of an element are shown.    electrical conductivity density reaction with water  high low reacts violently with cold water    which element has these properties?    a c db       21 which statement about elements in group i and group vii of the periodic table is correct?  a bromine reacts with potassium chloride to produce chlorine.  b iodine is a monoatomic non-metal.  c lithium has a higher melting point than potassium.  d sodium is more reactive with water than potassium. ",
+            "8": "8  \u00a9 ucles 2019 0620/11/m/j/19  22 which row describes the properties of a transition element?     melting  point density forms coloured  compounds  a high low no  b high high yes  c low low no  d low low yes      23 which statement about elements in group viii of the periodic table is correct?  a they all have a full outer shell of electrons.  b they all react with group i elements to form ionic compounds.  c they are all diatomic molecules.  d they are all liquids at room temperature.      24 the diagrams show the structure of two substances used to make electrical conductors.    xy     which statement correctly describes x and y?  a x is a pure metal and y is a compound.  b x is a pure metal and y is an alloy.  c x is a solid and y is a liquid.  d x is harder and stronger than y.     ",
+            "9": "9  \u00a9 ucles 2019 0620/11/m/j/19 [turn over  25 the reactions of three metals, p, q and r, are shown.     metal reacts with  dilute hydrochloric acid metal reacts  with water  p yes no  q no no  r yes yes    what is the order of reactivity of the metals?     most  reactive  least  reactive  a p q r  b q r p  c r q p  d r p q      26 iron is extracted from its ore in a blast furnace.    hematite, coke, limestone and hot air are added to the furnace.    which explanation is not correct?  a coke burns and produces a high temperature.  b hematite is the ore containing the iron as iron( iii) oxide.  c hot air provides the oxygen for the burning.  d limestone reduces the iron( iii) oxide to iron.      27 why is aluminium used to make containers for storing food?  a it conducts electricity.  b it has a high melting point.  c it is resistant to corrosion.  d it is strong.    ",
+            "10": "10  \u00a9 ucles 2019 0620/11/m/j/19  28 water can be treated by filtration then chlorination.    which uses do not need water of this quality?    1 water for cooling in industry  2 water for washing clothes 3 water for drinking    a 1, 2 and 3 b 1 and 2 only c 1 and 3 only d 2 and 3 only      29 four sources of air pollution are listed.    1 burning fossil fuels containing sulfur  2 nitrogen reacting with oxygen in car engines  3 incomplete combustion of carbon fuels  4 adding lead compounds to petrol    which sources produce acid rain?  a 1 and 2 b 1 and 3 c 2 and 3 d 3 and 4     30 the diagram shows an experiment to investigate how paint affects the rusting of iron.    airpq wate riron painted iron     what happens to the water level in tubes p and q?     tube p tube q  a falls rises  b no change rises  c rises falls  d rises no change     ",
+            "11": "11  \u00a9 ucles 2019 0620/11/m/j/19 [turn over  31 a mixture of two substances, r and s, is heated.    the damp red litmus paper turns blue.    damp red litmus pape r r and s gentle heat    what are r and s?     r s  a a basic oxide ammonium chloride  b a basic oxide sodium nitrate  c an acidic oxide ammonium chloride  d an acidic oxide sodium nitrate      32 which statement describes a disadvantage of sulfur dioxide?  a it can be used as a bleach when making wood pulp.  b it can be used to kill bacteria in food.  c it can be used to manufacture sulfuric acid.  d it dissolves in water to form acid rain.    ",
+            "12": "12  \u00a9 ucles 2019 0620/11/m/j/19  33 the diagram represents a lime kiln used to heat limestone to a very high temperature.    air infuel in fuel in air in xwaste gases limestonelime kiln     what leaves the kiln at x?  a calcium carbonate  b calcium hydroxide  c calcium oxide  d calcium sulfate     34 what is the structure of ethanol?    ch hh ho ohcab co hh hch hh ch hch hh hc ch hc hd      ",
+            "13": "13  \u00a9 ucles 2019 0620/11/m/j/19 [turn over  35 which fuel could be gasoline?    is it obtained from petroleum? is it used as fuel for cars?is it used as fuel for cars?no yes no yes ab cdno yes      36 a hydrocarbon w burns to form carbon dioxide and water.    w decolourises bromine water.    what is the name of w and what is its structure?     name of w structure of w  a ethane ch hhh c h h  b ethane c c hh hh   c ethene ch hhh c h h  d ethene c c hh hh      ",
+            "14": "14  \u00a9 ucles 2019 0620/11/m/j/19  37 why is ethanol a member of the homologous series of alcohols but propane is not?  a ethanol has two carbon atoms per molecule but propane has three.  b ethanol can be made from ethene but propane is obtained from petroleum.  c ethanol is a liquid but propane is a gas.  d ethanol contains the same functional group as other alcohols but propane does not.      38 which statements about ethanol are correct?    1 it can be made by fermentation.  2 it is an unsaturated compound.  3 it burns in air and can be used as a fuel.    a 1, 2 and 3 b 1 and 2 only c 1 and 3 only d 2 and 3 only    39 which statements about aqueous ethanoic acid are correct?    1 ethanoic acid contains the functional group \u2013cooh.  2 ethanoic acid reacts with carbonates to produce hydrogen. 3 ethanoic acid turns universal indicator paper blue. 4 ethanoic acid has a ph lower than ph 7.    a 1 and 2 b 1 and 3 c 1 and 4 d 2 and 4    40 which naturally occurring polymers are found in foods?    1 complex carbohydrates  2 nylon 3 salts 4 proteins    a 1 and 2 b 1 and 4 c 2 and 3 d 3 and 4    ",
+            "15": "15    blank page     permission to reproduce items where third-party owned material pr otected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to trac e 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 ans wer-related information to candidates, all copyright acknowledgements are reproduced onl ine 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 the ca mbridge assessment group. cambri dge assessment is the brand name of the university of  cambridge local examinations syndicate (ucles), which it self is a department of the university of cambridge.    \u00a9 ucles 2019 0620/11/m/j/19  ",
+            "16": "16  \u00a9 ucles 2019 0620/11/m/j/19   groupthe periodic table of elements 1 h hydrogen 12 he helium 4ii i iii iv v vi vii viii 3 li lithium 74 be beryllium 9atomic number atomic symbolkey name relative atomic mass 11 na sodium 2312 mg magnesium 24 19 k potassium 3920 ca calcium 40 37 rb rubidium 8538 sr strontium 88 55 cs caesium 13356 ba barium 137 87 fr francium \u201388 ra radium \u20135 b boron 11 13 al aluminium 27 31 ga gallium 70 49 in indium 115 81 tl thallium 2046 c carbon 12 14 si silicon 2832 ge germanium 73 50 sn tin 119 82 pb lead 20722 ti titanium 48 40 zr zirconium 91 72 hf hafnium 178 104 rf rutherfordium \u201323 v vanadium 51 41 nb niobium 93 73 ta tantalum 181 105 db dubnium \u201324 cr chromium 52 42 mo molybdenum 96 74 w tungsten 184 106 sg seaborgium \u201325 mn manganese 55 43 tc technetium \u2013 75 re rhenium 186 107 bh bohrium \u201326 fe iron 56 44 ru ruthenium 101 76 os osmium 190 108 hs hassium \u201327 co cobalt 59 45 rh rhodium 103 77 ir iridium 192 109 mt meitnerium \u201328 ni nickel 59 46 pd palladium 106 78 pt platinum 195 110 ds darmstadtium \u201329 cu copper 64 47 ag silver 108 79 au gold 197 111 rg roentgenium \u201330 zn zinc 65 48 cd cadmium 112 80 hg mercury 201 112 cn copernicium \u2013114 fl flerovium \u2013116 lv livermorium \u20137 n nitrogen 14 15 p phosphorus 3133 as arsenic 75 51 sb antimony 122 83 bi bismuth 2098 o oxygen 16 16 s sulfur 3234 se selenium 79 52 te tellurium 128 84 po polonium \u20139 f fluorine 19 17 cl chlorine 35.5 35 br bromine 80 53 i iodine 127 85 at astatine \u201310 ne neon 20 18 ar argon 4036 kr krypton 84 54 xe xenon 131 86 rn radon \u201321 sc scandium 45 39 y yttrium 89 57\u201371 lanthanoids 89\u2013103 actinoids 57 la lanthanum 139 89 aclanthanoids actinoids the volume of one mole of any gas is 24  dm3 at room temperature and pressure (r.t.p.).actinium \u201358 ce cerium 140 90 th thorium 23259 pr praseodymium 141 91 pa protactinium 23160 nd neodymium 144 92 u uranium 23861 pm promethium \u2013 93 np neptunium \u201362 sm samarium 150 94 pu plutonium \u201363 eu europium 152 95 am americium \u201364 gd gadolinium 157 96 cm curium \u201365 tb terbium 159 97 bk berkelium \u201366 dy dysprosium 163 98 cf californium \u201367 ho holmium 165 99 es einsteinium \u201368 er erbium 167 100 fm fermium \u201369 tm thulium 169 101 md mendelevium \u201370 yb ytterbium 173 102 no nobelium \u201371 lu lutetium 175 103 lr lawrencium \u2013  "
+        },
+        "0620_s19_qp_12.pdf": {
+            "1": "  this syllabus is regulated for use in england, wales and northern ireland as a cambridge international level1/level 2 certifica te.  this document consists of 16 printed pages.  ib19 06_0620_12/3rp  \u00a9 ucles 2019   [turn over     *2696414869* cambridge assessment international education  cambridge international general certificate of secondary education       chemistry 0620/12     paper 1  multiple choice (core)  may/june 2019       45 minutes  additional materials: multiple choice answer sheet   soft clean eraser   soft pencil (type b or hb is recommended)       read these instructions first   write in soft pencil.  do not use staples, paper clips, glue or correction fluid.  write your name, centre number and candidate number  on the answer sheet in the spaces provided unless  this has been done for you.  do not  write in any barcodes.   there are forty  questions on this paper. answer all questions. for each question there are four possible  answers a, b, c and d.   choose the one you consider correct and record your choice in soft pencil  on the separate answer sheet.   read the instructions on the answer sheet very carefully.   each correct answer will score one mark. a ma rk will not be deducted for a wrong answer.  any rough working should be done in this booklet.  a copy of the periodic table is printed on page 16.  electronic calculators may be used.  ",
+            "2": "2  \u00a9 ucles 2019 0620/12/m/j/19  1 which row describes the arrangement and motion of particles in a solid?     arrangement motion  a random move in all directions  b random stay in one place  c regular move freely  d regular vibrate about a fixed point      2 a student measures 25.00  cm3 of dilute hydrochloric acid accurately.    which apparatus is most suitable?  a beaker  b measuring cylinder  c burette  d dropping pipette    3 which sequence is used to separate a soluble salt from a mixture of a soluble and an insoluble  salt?  a add solvent, heat the mixture, crystallise the mixture  b add solvent, heat the mixture, filter, crystallise the filtrate  c heat the mixture, filter, crystallise the filtrate  d heat the mixture, filter, add solvent, crystallise the filtrate     ",
+            "3": "3  \u00a9 ucles 2019 0620/12/m/j/19 [turn over  4 which diagram shows the correct level of the solvent at the start of a chromatography  experiment?    b spot of sample level of solventa spot of sample level of solvent d spot of samplelevel of solventc spot of sample level of solvent      5 what is an isotope of e31 15?  a e31 14 b e33 15 c e31 16 d e3316      6 which statement about the formation of ions in chemical reactions is correct?  a a bromine atom loses an electron and forms a \u20131 ion.  b a chlorine atom gains an electron and forms a \u20131 ion.  c a potassium atom gains an electron and forms a +1 ion.  d a sodium atom loses an electron and forms a \u20131 ion.     ",
+            "4": "4  \u00a9 ucles 2019 0620/12/m/j/19  7 which row describes the formation of single covalent bonds in methane?    a   atoms share a pair of electrons   both atoms gain a  noble gas electronic structure  b   atoms share a pair of electrons   both atoms have the same number  of electrons in their outer shell  c   electrons are transferred from one  atom to another both atoms gain a  noble gas electronic structure  d   electrons are transferred from one  atom to another both atoms have the same number  of electrons in their outer shell     8 which statement explains why graphite is used as a lubricant?  a each carbon atom in graphite forms three bonds.  b the bonding in graphite is covalent.  c the carbon atoms are arranged in hexagons.  d there are weak forces between the layers of carbon atoms.     9 the compound magnesium nitrate has the formula mg(no 3)2.    what is the relative formula mass of magnesium nitrate?    a 86 b 134 c 148 d 172     10 samples of dilute sulfuric acid and concentrated hydrochloric acid are separately electrolysed.    which row describes the product at each electrode during the electrolysis of both substances?     product at  each anode product at  each cathode  a different different  b different same  c same different  d same same    ",
+            "5": "5  \u00a9 ucles 2019 0620/12/m/j/19 [turn over  11 which row describes the energy level diagram and energy change in an exothermic reaction?     energy level diagram energy is  a reactants higher than products absorbed  b reactants higher than products released  c reactants lower than products absorbed  d reactants lower than products released      12 which process is a physical change?  a a firework exploding  b burning wood  c chocolate melting  d iron rusting      13 an experiment is set up as shown.    the mass of the conical flask and its contents is measured at 30 second intervals.    50 cm3 dilute hydrochloric acid balance1 g calcium carbonate     which statement about the reaction and about changes to the reaction conditions is correct?  a adding 10  cm3 of water to the 50  cm3 of acid increases the rate of the reaction.  b increasing the size of the pieces of calcium carbonate increases the rate of the reaction.  c increasing the temperature increases the rate of the reaction.  d the mass of the conical flask increases as carbon dioxide is formed.     ",
+            "6": "6  \u00a9 ucles 2019 0620/12/m/j/19  14 when blue-green crystals of nickel( ii) sulfate are heated, water is produced and a yellow solid  remains. when water is added to the yellow solid, the blue-green colour returns.     which process describes these changes?   a combustion  b corrosion  c neutralisation   d reversible reaction    15 different types of reaction are listed.    1 oxidation  2 decomposition 3 combustion 4 reduction    the equation shows the reaction of magnesium with oxygen.    2mg  +  o 2  \u2192  2mgo    which types of reaction does magnesium undergo in this reaction?  a 1 and 3 b 1 only c 2 and 4 d 4 only      16 which colours are seen when litmus and methyl orange are added to separate samples of  aqueous sodium hydroxide?     litmus methyl orange  a blue orange  b blue yellow  c purple orange  d purple yellow     ",
+            "7": "7  \u00a9 ucles 2019 0620/12/m/j/19 [turn over  17 the positions of elements w, x, y and z in the periodic table are shown.    w xy z    which elements form basic oxides?  a w, x and y b w and x only c y only d z only    18 an acid is neutralised by adding an excess of an insoluble solid base.    a soluble salt is formed.    how is the pure salt obtained from the reaction mixture?  a crystallisation \u2192 evaporation \u2192 filtration  b evaporation \u2192 crystallisation \u2192 filtration  c filtration \u2192 crystallisation \u2192 evaporation  d filtration \u2192 evaporation \u2192 crystallisation     19 a substance is tested with three different reagents.    which row shows the results obtained with aqueous iron( ii) nitrate?     aqueous  sodium hydroxide acidified aqueous  silver nitrate acidified aqueous  barium nitrate  a   green precipitate,  insoluble in excess no reaction   no reaction    b   green precipitate,  insoluble in excess white precipitate   white precipitate    c   white precipitate,  insoluble in excess cream precipitate   no reaction    d   white precipitate that  dissolves in excess no reaction   white precipitate      ",
+            "8": "8  \u00a9 ucles 2019 0620/12/m/j/19  20 part of the periodic table is shown.    yzx     which row describes the properties of x, y and z?     good conductor  of electricity high melting  point  a x z  b y z and x  c y and z z  d z and x x     21 the melting points and boiling points of the elements of group i of the periodic table are shown.    element melting point  /  \u00b0c boiling point  / \u00b0c  lithium 181 1330  sodium 98 883  potassium 63 759  rubidium 39 688  caesium 28 671    which pair of elements are liquid at 800  \u00b0c?  a caesium and rubidium  b potassium and sodium  c lithium and sodium  d potassium and caesium    ",
+            "9": "9  \u00a9 ucles 2019 0620/12/m/j/19 [turn over  22 the table gives some information about four metals, q, r, s and t.     melting point  in \u00b0c density  in g  / dm3 colour of  metal sulfate catalytic  activity  q 650 1.74 white no  r 1455  green   s 842 1.55 white no  t 1085 8.96  yes    which statements are correct?    1 t forms a coloured sulfate.  2 q and s are transition elements. 3 the density of r is 0.53  g / cm3.  4 r shows catalytic activity.    a 1 and 3 b 1 and 4 c 2 and 3 d 2 and 4      23 the electronic structures of helium, neon and argon are shown.    he ne ar     which row describes these gases?     reactivity form of the gas electronic structure  a reactive monoatomic incomplete outer shell of electrons  b unreactive diatomic complete outer shell of electrons  c unreactive diatomic incomplete outer shell of electrons  d unreactive monoatomic complete outer shell of electrons     ",
+            "10": "10  \u00a9 ucles 2019 0620/12/m/j/19  24 the diagrams show the structure of two substances used to make electrical conductors.    xy     which statement correctly describes x and y?  a x is a pure metal and y is a compound.  b x is a pure metal and y is an alloy.  c x is a solid and y is a liquid.  d x is harder and stronger than y.     25 three different metals are reacted separately with dilute hydrochloric acid and with water. the  results are shown.    metal reaction with  dilute hydrochloric acid reaction with water  r reacts no reaction  s no reaction no reaction  t reacts reacts    what is the order of reactivity of the metals starting with the most reactive?  a r \u2192 s \u2192 t  b s \u2192 r \u2192 t  c t \u2192 r \u2192 s  d t \u2192 s \u2192 r     26 iron is extracted from its ore in a blast furnace.    hematite, coke, limestone and hot air are added to the furnace.    which explanation is not correct?  a coke burns and produces a high temperature.  b hematite is the ore containing the iron as iron( iii) oxide.  c hot air provides the oxygen for the burning.  d limestone reduces the iron( iii) oxide to iron.     ",
+            "11": "11  \u00a9 ucles 2019 0620/12/m/j/19 [turn over  27 which property of aluminium makes it useful in the manufacture of aircraft?  a conducts electricity  b high boiling point  c low density  d silver colour      28 water can be treated by filtration then chlorination.    which uses do not need water of this quality?    1 water for cooling in industry  2 water for washing clothes 3 water for drinking    a 1, 2 and 3 b 1 and 2 only c 1 and 3 only d 2 and 3 only      29 the following gases pollute the atmosphere.    1 sulfur dioxide  2 oxides of nitrogen  3 carbon monoxide    which gases contribute to acid rain?  a 1 only b 1 and 2 c 1 and 3 d 2 and 3    ",
+            "12": "12  \u00a9 ucles 2019 0620/12/m/j/19  30 the diagram shows an experiment to investigate how paint affects the rusting of iron.    airpq wate riron painted iron     what happens to the water level in tubes p and q?     tube p tube q  a falls rises  b no change rises  c rises falls  d rises no change      31 ammonia gas is produced when compound x is warmed with an ammonium salt.    what is x?  a calcium carbonate  b calcium hydroxide  c sodium chloride  d potassium nitrate      32 which statement describes a disadvantage of sulfur dioxide?  a it can be used as a bleach when making wood pulp.  b it can be used to kill bacteria in food.  c it can be used to manufacture sulfuric acid.  d it dissolves in water to form acid rain.     ",
+            "13": "13  \u00a9 ucles 2019 0620/12/m/j/19 [turn over  33 the diagram represents a lime kiln used to heat limestone to a very high temperature.    air infuel in fuel in air in xwaste gases limestonelime kiln     what leaves the kiln at x?  a calcium carbonate  b calcium hydroxide  c calcium oxide  d calcium sulfate     34 what is the structure of ethanoic acid?    ch hh ho ohcbc co hh hch hh ch hch hh hd ch hc ha      ",
+            "14": "14  \u00a9 ucles 2019 0620/12/m/j/19  35 which fuel could be gasoline?    is it obtained from petroleum? is it used as fuel for cars?is it used as fuel for cars?no yes no yes ab cdno yes      36 a hydrocarbon w burns to form carbon dioxide and water.    w decolourises bromine water.    what is the name of w and what is its structure?     name of w structure of w  a ethane ch hhh c h h  b ethane c c hh hh   c ethene ch hhh c h h  d ethene c c hh hh      ",
+            "15": "15    permission to reproduce items where third-party owned material pr otected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to trac e 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 ans wer-related information to candidates, all copyright acknowledgements are reproduced onl ine 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 the ca mbridge assessment group. cambri dge assessment is the brand name of the university of  cambridge local examinations syndicate (ucles), which it self is a department of the university of cambridge.    \u00a9 ucles 2019 0620/12/m/j/19 37 which statement about homologous series is not correct?  a all homologous series are hydrocarbons.  b members of a homologous series have the same functional group.  c members of a homologous series have similar chemical properties.  d the alkanes are an example of a homologous series.      38 which statements about ethanol are correct?    1 it can be made by fermentation.  2 it is an unsaturated compound.  3 it burns in air and can be used as a fuel.    a 1, 2 and 3 b 1 and 2 only c 1 and 3 only d 2 and 3 only    39 what are the properties of aqueous ethanoic acid?     decolourises  bromine water reacts with  calcium carbonate to  make carbon dioxide turns damp red   litmus blue  a \u0016 \u0016 \u001a  b \u0016 \u001a \u0016  c \u001a \u0016 \u001a  d \u001a \u001a \u0016     40 which polymers are found in foods?    1 carbohydrates  2 poly(ethene) 3 protein 4 terylene     a 1 only b 1 and 3 c 2 and 4 d 3 and 4     ",
+            "16": "16  \u00a9 ucles 2019 0620/12/m/j/19   groupthe periodic table of elements 1 h hydrogen 12 he helium 4ii i iii iv v vi vii viii 3 li lithium 74 be beryllium 9atomic number atomic symbolkey name relative atomic mass 11 na sodium 2312 mg magnesium 24 19 k potassium 3920 ca calcium 40 37 rb rubidium 8538 sr strontium 88 55 cs caesium 13356 ba barium 137 87 fr francium \u201388 ra radium \u20135 b boron 11 13 al aluminium 27 31 ga gallium 70 49 in indium 115 81 tl thallium 2046 c carbon 12 14 si silicon 2832 ge germanium 73 50 sn tin 119 82 pb lead 20722 ti titanium 48 40 zr zirconium 91 72 hf hafnium 178 104 rf rutherfordium \u201323 v vanadium 51 41 nb niobium 93 73 ta tantalum 181 105 db dubnium \u201324 cr chromium 52 42 mo molybdenum 96 74 w tungsten 184 106 sg seaborgium \u201325 mn manganese 55 43 tc technetium \u2013 75 re rhenium 186 107 bh bohrium \u201326 fe iron 56 44 ru ruthenium 101 76 os osmium 190 108 hs hassium \u201327 co cobalt 59 45 rh rhodium 103 77 ir iridium 192 109 mt meitnerium \u201328 ni nickel 59 46 pd palladium 106 78 pt platinum 195 110 ds darmstadtium \u201329 cu copper 64 47 ag silver 108 79 au gold 197 111 rg roentgenium \u201330 zn zinc 65 48 cd cadmium 112 80 hg mercury 201 112 cn copernicium \u2013114 fl flerovium \u2013116 lv livermorium \u20137 n nitrogen 14 15 p phosphorus 3133 as arsenic 75 51 sb antimony 122 83 bi bismuth 2098 o oxygen 16 16 s sulfur 3234 se selenium 79 52 te tellurium 128 84 po polonium \u20139 f fluorine 19 17 cl chlorine 35.5 35 br bromine 80 53 i iodine 127 85 at astatine \u201310 ne neon 20 18 ar argon 4036 kr krypton 84 54 xe xenon 131 86 rn radon \u201321 sc scandium 45 39 y yttrium 89 57\u201371 lanthanoids 89\u2013103 actinoids 57 la lanthanum 139 89 aclanthanoids actinoids the volume of one mole of any gas is 24  dm3 at room temperature and pressure (r.t.p.).actinium \u201358 ce cerium 140 90 th thorium 23259 pr praseodymium 141 91 pa protactinium 23160 nd neodymium 144 92 u uranium 23861 pm promethium \u2013 93 np neptunium \u201362 sm samarium 150 94 pu plutonium \u201363 eu europium 152 95 am americium \u201364 gd gadolinium 157 96 cm curium \u201365 tb terbium 159 97 bk berkelium \u201366 dy dysprosium 163 98 cf californium \u201367 ho holmium 165 99 es einsteinium \u201368 er erbium 167 100 fm fermium \u201369 tm thulium 169 101 md mendelevium \u201370 yb ytterbium 173 102 no nobelium \u201371 lu lutetium 175 103 lr lawrencium \u2013  "
+        },
+        "0620_s19_qp_13.pdf": {
+            "1": "  this syllabus is regulated for use in england, wales and northern ireland as a cambridge international level1/level 2 certifica te.  this document consists of 16 printed pages.  ib19 06_0620_13/3rp  \u00a9 ucles 2019   [turn over     *3401923072 * cambridge assessment international education  cambridge international general certificate of secondary education       chemistry 0620/13     paper 1  multiple choice (core)  may/june 2019       45 minutes  additional materials: multiple choice answer sheet   soft clean eraser   soft pencil (type b or hb is recommended)       read these instructions first   write in soft pencil.  do not use staples, paper clips, glue or correction fluid.  write your name, centre number and candidate number on the answer sheet in the spaces provided unless  this has been done for you.  do not  write in any barcodes.   there are forty  questions on this paper. answer all questions. for each question there are four possible  answers a, b, c and d.   choose the one you consider correct and record your choice in soft pencil  on the separate answer sheet.   read the instructions on the answer sheet very carefully.   each correct answer will score one mark. a ma rk will not be deducted for a wrong answer.  any rough working should be done in this booklet.  a copy of the periodic table is printed on page 16.  electronic calculators may be used.  ",
+            "2": "2  \u00a9 ucles 2019 0620/13/m/j/19  1 which row describes the arrangement and motion of the particles in a liquid?     arrangement motion  a irregular and most particles touching moving slowly  b irregular spaces between all particles moving slowly  c regular and most particles touching moving slowly  d regular spaces between all particles moving quickly      2 which piece of apparatus is used to measure 24.8  cm3 of gas produced during a reaction?  a beaker  b conical flask  c measuring cylinder  d pipette      3 calcium carbonate is insoluble in water. sodium chloride is soluble in water.    which sequence of steps is used to obtain a pure, dry sample of calcium carbonate from a  mixture of calcium carbonate and aqueous sodium chloride?  a filter \u2192 dry the residue with filter paper \u2192 wash the residue with water  b filter \u2192 heat the filtrate to crystallising point \u2192 leave the filtrate to cool and crystallise  c filter \u2192 wash the filtrate with water \u2192 dry the filtrate  d filter \u2192 wash the residue with water \u2192 dry the residue     ",
+            "3": "3  \u00a9 ucles 2019 0620/13/m/j/19 [turn over  4 a student uses paper chromatography to identify the food dyes in a coloured sweet, s.    the student uses four known food dyes, w, x, y, and z, and ethanol as the solvent.    the chromatogram obtained is shown.    wxyzs    which statements are correct?    1 s contains only two dyes.  2 x is insoluble in ethanol.  3 s contains y and z.  4 s contains w.    a 1, 2 and 4 only  b 2 and 3 only  c 2 and 4 only  d 4 only    ",
+            "4": "4  \u00a9 ucles 2019 0620/13/m/j/19  5 the structure of an atom is shown.    7p 8nkey = electron = neutronn = protonp     which element is the atom an isotope of?  a nitrogen  b oxygen  c phosphorus  d titanium     6 what happens when sodium atoms combine with chlorine atoms to form sodium chloride?  a sodium atoms gain one electron and chlorine atoms lose one electron.  b sodium atoms lose one electron and chlorine atoms gain one electron.  c sodium atoms and chlorine atoms share one electron with each other.  d sodium atoms and chlorine atoms share two electrons with each other.    7 which row describes the formation of single covalent bonds in methane?    a   atoms share a pair of electrons   both atoms gain a  noble gas electronic structure  b   atoms share a pair of electrons   both atoms have the same number  of electrons in their outer shell  c   electrons are transferred from one  atom to another both atoms gain a  noble gas electronic structure  d   electrons are transferred from one  atom to another both atoms have the same number  of electrons in their outer shell     8 which statement about diamond is correct?  a it is a giant covalent structure consisting of carbon atoms and each atom is bonded to four  other atoms.  b it is a giant covalent structure consisting of flat sheets of carbon atoms.  c it is a structure held together by ionic bonds and each ion is bonded to four other ions.  d it is a structure held together by ionic bonds and each ion is bonded to three other ions.   ",
+            "5": "5  \u00a9 ucles 2019 0620/13/m/j/19 [turn over  9 the compound magnesium nitrate has the formula mg(no 3)2.    what is the relative formula mass of magnesium nitrate?    a 86 b 134 c 148 d 172     10 which substance does not produce a gas at both electrodes during electrolysis?  a concentrated aqueous sodium chloride  b concentrated hydrochloric acid  c dilute sulfuric acid  d molten lead( ii) bromide     11 which row describes the changes that occur when metals burn in oxygen?     temperature metal is  a decreases oxidised  b decreases reduced  c increases oxidised  d increases reduced      12 which process is a physical change?  a burning magnesium in air  b dissolving sodium chloride in water  c adding magnesium to hydrochloric acid  d heating green copper( ii) carbonate until it turns black     ",
+            "6": "6  \u00a9 ucles 2019 0620/13/m/j/19  13 a student reacts strips of zinc with dilute sulfuric acid and measures the time taken to produce  100  cm3 of hydrogen.    the experiment is repeated using different conditions.    the results are shown in the table.    experiment time to produce 100  cm3  of hydrogen  / s  1 250  2 100    which changes in conditions produce the results shown in experiment 2?    1 add a catalyst.  2 dilute the acid. 3 use zinc powder.  4 heat the acid.    a 1, 3 and 4 only  b 1 and 4 only  c 2 and 3 only  d 2 and 4 only      14 when blue-green crystals of nickel( ii) sulfate are heated, water is produced and a yellow solid  remains. when water is added to the yellow solid, the blue-green colour returns.     which process describes these changes?   a combustion  b corrosion  c neutralisation   d reversible reaction    15 zinc is formed when zinc oxide is heated with carbon.    zinc oxide  +  carbon  \u2192  zinc  +  carbon monoxide    which substance is oxidised in this reaction?  a carbon  b carbon monoxide  c zinc  d zinc oxide ",
+            "7": "7  \u00a9 ucles 2019 0620/13/m/j/19 [turn over  16 which row shows the colours of litmus and methyl orange with solutions of acids and bases?     solution litmus methyl orange  a acid red red  b acid blue yellow  c base blue red  d base red yellow      17 the positions of elements w, x, y and z in the periodic table are shown.    w xy z    which elements form basic oxides?  a w, x and y b w and x only c y only d z only     18 copper( ii) sulfate is made when copper( ii) carbonate reacts with dilute sulfuric acid.    cuco 3  +  h 2so 4  \u2192  cuso 4  +  h 2o  +  co 2    pure copper( ii) sulfate crystals are obtained.    which reagent is in excess and how are the crystals obtained?     reagent in excess how the crystals are obtained  a copper( ii) carbonate filter and evaporate the solution to dryness  b copper( ii) carbonate filter, evaporate to crystallising point and then cool  c dilute sulfuric acid evaporate the solution to dryness  d dilute sulfuric acid evaporate to crystallising point and then cool     ",
+            "8": "8  \u00a9 ucles 2019 0620/13/m/j/19  19 two separate tests are done on a solution of a compound, x.    the results are shown.    1 adding aqueous ammonia forms a blue precipitate that dissolves in an excess of  aqueous ammonia.  2 adding dilute nitric acid and aqueous barium nitrate forms a white precipitate.    what is x?  a chromium( iii) chloride  b chromium( iii) sulfate  c copper( ii) chloride  d copper( ii) sulfate      20 part of the periodic table is shown.    xy zw     which row describes w, x, y and z?     metal non-metal  a x w, y and z  b x and y w and z  c w and z x and y  d w, y and z x      21 which statement about the properties of elements in group i and in group vii is correct?  a bromine displaces iodine from an aqueous solution of potassium iodide.  b chlorine, bromine and iodine are diatomic gases at room temperature.  c lithium, sodium and potassium are soft non-metals.  d lithium, sodium and potassium have an increasing number of electrons in their outer shells.     ",
+            "9": "9  \u00a9 ucles 2019 0620/13/m/j/19 [turn over  22 some information about four elements, p, q, r and s, is shown.     melting point  in \u00b0c density  in g  / cm3 colour of  chloride  p 1247 7.43 pink  q 1410 2.33 white  r 1910 6.11 purple  s 115 2.07 red    which elements are transition elements?  a p and r b p and s c q and r d r and s    23 gas g has 10 electrons. gas h has eight more electrons than gas g. both gases are  monoatomic.    which statement about g and h is correct?  a both gases are in the same group of the periodic table.  b both gases are in the same period of the periodic table.  c both gases are very reactive.  d gas g has a higher atomic mass than gas h.     24 the diagrams show the structure of two substances used to make electrical conductors.    xy     which statement correctly describes x and y?  a x is a pure metal and y is a compound.  b x is a pure metal and y is an alloy.  c x is a solid and y is a liquid.  d x is harder and stronger than y.    ",
+            "10": "10  \u00a9 ucles 2019 0620/13/m/j/19  25 three metals, l, m and n, are added separately to dilute hydrochloric acid and cold water.    the results are shown.    metal reaction with  hydrochloric acid reaction with  cold water  l hydrogen forms no reaction  m hydrogen forms hydrogen forms  n no reaction no reaction    what is the order of reactivity of the metals?     least  reactive  most  reactive  a l n m  b m l n  c n l m  d n m l     26 iron is extracted from its ore in a blast furnace.    hematite, coke, limestone and hot air are added to the furnace.    which explanation is not correct?  a coke burns and produces a high temperature.  b hematite is the ore containing the iron as iron( iii) oxide.  c hot air provides the oxygen for the burning.  d limestone reduces the iron( iii) oxide to iron.      27 aluminium is used to make containers for storing food.    which property makes it suitable for this use?  a conducts heat  b low density  c resists corrosion  d shiny surface     ",
+            "11": "11  \u00a9 ucles 2019 0620/13/m/j/19 [turn over  28 water can be treated by filtration then chlorination.    which uses do not need water of this quality?    1 water for cooling in industry  2 water for washing clothes 3 water for drinking    a 1, 2 and 3 b 1 and 2 only c 1 and 3 only d 2 and 3 only      29 which statement about acid rain is not correct?  a it causes limestone buildings and statues to erode.  b it is formed from the burning of compounds which contain sulfur.  c it is formed from the combustion of hydrogen as a fuel.  d it is formed from the oxides of nitrogen formed in car engines.      30 the diagram shows an experiment to investigate how paint affects the rusting of iron.    airpq wate riron painted iron     what happens to the water level in tubes p and q?     tube p tube q  a falls rises  b no change rises  c rises falls  d rises no change     ",
+            "12": "12  \u00a9 ucles 2019 0620/13/m/j/19  31 which gas is produced when ammonium chloride is warmed with aqueous sodium hydroxide?  a ammonia  b chlorine  c hydrogen  d nitrogen      32 which statement describes a disadvantage of sulfur dioxide?  a it can be used as a bleach when making wood pulp.  b it can be used to kill bacteria in food.  c it can be used to manufacture sulfuric acid.  d it dissolves in water to form acid rain.      33 the diagram represents a lime kiln used to heat limestone to a very high temperature.    air infuel in fuel in air in xwaste gases limestonelime kiln     what leaves the kiln at x?  a calcium carbonate  b calcium hydroxide  c calcium oxide  d calcium sulfate    ",
+            "13": "13  \u00a9 ucles 2019 0620/13/m/j/19 [turn over  34 the structures of four compounds are shown.    cc23 1 h hhh hc c hh h hhhhh4 hc c hh hhoh cco oh    which row gives the names of the compounds?     1 2 3 4  a ethene ethane ethanol ethanoic acid  b ethane ethene ethanoic acid ethanol  c ethene ethane ethanoic acid ethanol  d ethane ethene ethanol ethanoic acid     35 which fuel could be gasoline?    is it obtained from petroleum? is it used as fuel for cars?is it used as fuel for cars?no yes no yes ab cdno yes      ",
+            "14": "14  \u00a9 ucles 2019 0620/13/m/j/19  36 a hydrocarbon w burns to form carbon dioxide and water.    w decolourises bromine water.    what is the name of w and what is its structure?     name of w structure of w  a ethane ch hhh c h h  b ethane c c hh hh   c ethene ch hhh c h h  d ethene c c hh hh       37 which statements about homologous series are correct?    1 all members have similar chemical properties.  2 all members have the same molecular mass.  3 ethane and ethene are members of the same homologous series.  4 ethane and propane are members of the same homologous series.    a 1 and 3 b 1 and 4 c 2 and 3 d 2 and 4     38 which statements about ethanol are correct?    1 it can be made by fermentation.  2 it is an unsaturated compound. 3 it burns in air and can be used as a fuel.    a 1, 2 and 3 b 1 and 2 only c 1 and 3 only d 2 and 3 only    ",
+            "15": "15    permission to reproduce items where third-party owned material pr otected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to trac e 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 ans wer-related information to candidates, all copyright acknowledgements are reproduced onl ine 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 the ca mbridge assessment group. cambri dge assessment is the brand name of the university of  cambridge local examinations syndicate (ucles), which it self is a department of the university of cambridge.    \u00a9 ucles 2019 0620/13/m/j/19 39 which statement about aqueous ethanoic acid is correct?  a it reacts with metal carbonates to form salts, hydrogen and water.  b it reacts with metal oxides to form salts and oxygen.  c it reacts with reactive metals to form salts and hydrogen.  d it turns damp red litmus paper blue.      40 which substances are synthetic polymers?    1 terylene   2 nylon  3 protein  4 poly(ethene)    a 1, 2 and 4 b 1 only c 2 and 3 d 3 and 4    ",
+            "16": "16  \u00a9 ucles 2019 0620/13/m/j/19   groupthe periodic table of elements 1 h hydrogen 12 he helium 4ii i iii iv v vi vii viii 3 li lithium 74 be beryllium 9atomic number atomic symbolkey name relative atomic mass 11 na sodium 2312 mg magnesium 24 19 k potassium 3920 ca calcium 40 37 rb rubidium 8538 sr strontium 88 55 cs caesium 13356 ba barium 137 87 fr francium \u201388 ra radium \u20135 b boron 11 13 al aluminium 27 31 ga gallium 70 49 in indium 115 81 tl thallium 2046 c carbon 12 14 si silicon 2832 ge germanium 73 50 sn tin 119 82 pb lead 20722 ti titanium 48 40 zr zirconium 91 72 hf hafnium 178 104 rf rutherfordium \u201323 v vanadium 51 41 nb niobium 93 73 ta tantalum 181 105 db dubnium \u201324 cr chromium 52 42 mo molybdenum 96 74 w tungsten 184 106 sg seaborgium \u201325 mn manganese 55 43 tc technetium \u2013 75 re rhenium 186 107 bh bohrium \u201326 fe iron 56 44 ru ruthenium 101 76 os osmium 190 108 hs hassium \u201327 co cobalt 59 45 rh rhodium 103 77 ir iridium 192 109 mt meitnerium \u201328 ni nickel 59 46 pd palladium 106 78 pt platinum 195 110 ds darmstadtium \u201329 cu copper 64 47 ag silver 108 79 au gold 197 111 rg roentgenium \u201330 zn zinc 65 48 cd cadmium 112 80 hg mercury 201 112 cn copernicium \u2013114 fl flerovium \u2013116 lv livermorium \u20137 n nitrogen 14 15 p phosphorus 3133 as arsenic 75 51 sb antimony 122 83 bi bismuth 2098 o oxygen 16 16 s sulfur 3234 se selenium 79 52 te tellurium 128 84 po polonium \u20139 f fluorine 19 17 cl chlorine 35.5 35 br bromine 80 53 i iodine 127 85 at astatine \u201310 ne neon 20 18 ar argon 4036 kr krypton 84 54 xe xenon 131 86 rn radon \u201321 sc scandium 45 39 y yttrium 89 57\u201371 lanthanoids 89\u2013103 actinoids 57 la lanthanum 139 89 aclanthanoids actinoids the volume of one mole of any gas is 24  dm3 at room temperature and pressure (r.t.p.).actinium \u201358 ce cerium 140 90 th thorium 23259 pr praseodymium 141 91 pa protactinium 23160 nd neodymium 144 92 u uranium 23861 pm promethium \u2013 93 np neptunium \u201362 sm samarium 150 94 pu plutonium \u201363 eu europium 152 95 am americium \u201364 gd gadolinium 157 96 cm curium \u201365 tb terbium 159 97 bk berkelium \u201366 dy dysprosium 163 98 cf californium \u201367 ho holmium 165 99 es einsteinium \u201368 er erbium 167 100 fm fermium \u201369 tm thulium 169 101 md mendelevium \u201370 yb ytterbium 173 102 no nobelium \u201371 lu lutetium 175 103 lr lawrencium \u2013  "
+        },
+        "0620_s19_qp_21.pdf": {
+            "1": "  this syllabus is regulated for use in england, wales and northern ireland as a cambridge international level 1/level 2 certific ate.  this document consists of 16 printed pages.  ib19 06_0620_21/3rp  \u00a9 ucles 2019 [turn over     *7311411163* cambridge assessment international education  cambridge international general certificate of secondary education       chemistry 0620/21     paper 2  multiple choice (extended)  may/june 2019       45 minutes  additional materials: multiple choice answer sheet   soft clean eraser   soft pencil (type b or hb is recommended)       read these instructions first   write in soft pencil.  do not use staples, paper clips, glue or correction fluid.  write your name, centre number and candidate number  on the answer sheet in the spaces provided unless  this has been done for you.  do not  write in any barcodes.   there are forty  questions on this paper. answer all questions. for each question there are four possible  answers a, b, c and d.   choose the one you consider correct and record your choice in soft pencil  on the separate answer sheet.   read the instructions on the answer sheet very carefully.   each correct answer will score one mark. a ma rk will not be deducted for a wrong answer.  any rough working should be done in this booklet.  a copy of the periodic table is printed on page 16.  electronic calculators may be used.  ",
+            "2": "2  \u00a9 ucles 2019 0620/21/m/j/19  1 which statement explains why ammonia gas, nh 3, diffuses at a faster rate than  hydrogen chloride gas, hc l ?  a ammonia expands to occupy all of the space available.  b ammonia has a smaller relative molecular mass than hydrogen chloride.  c ammonia is an alkali and hydrogen chloride is an acid.  d ammonia molecules diffuse in all directions at the same time.      2 2.00  g of powdered calcium carbonate is added to 50.0  cm3 of hydrochloric acid.    which apparatus is used to measure the calcium carbonate and the hydrochloric acid?     calcium carbonate hydrochloric acid  a balance burette  b balance thermometer  c pipette burette  d pipette thermometer     3 the measurements from a chromatography ex periment using substance f are shown. the  diagram is not drawn to scale.    100  mm 55 mm90 mm 15 mmsolvent front baselinedistance moved by f     what is the rf value of f?  a 0.55 b 0.61 c 0.90 d 1.64     ",
+            "3": "3  \u00a9 ucles 2019 0620/21/m/j/19 [turn over  4 which statement about an atom of fluorine, f19 9, is correct?  a it contains more protons than neutrons.  b it contains a total of 28 protons, neutrons and electrons.  c its isotopes contain different numbers of protons.  d its nucleus contains 9 neutrons.     5 which row describes the formation of single covalent bonds in methane?    a   atoms share a pair of electrons   both atoms gain a  noble gas electronic structure  b   atoms share a pair of electrons   both atoms have the same number  of electrons in their outer shell  c   electrons are transferred from one  atom to another both atoms gain a  noble gas electronic structure  d   electrons are transferred from one  atom to another both atoms have the same number  of electrons in their outer shell      6 which statement describes the structure of an ionic compound?  a it is a giant lattice of oppositely charged ions.  b it is a giant lattice of positive ions in a \u2018sea\u2019 of electrons.  c it is a giant molecule of oppositely charged ions.  d it is a simple molecule of oppositely charged ions.     7 propane burns in oxygen.    c3h8  +  xo2  \u2192  3co 2  +  yh2o    which values of x and y balance the equation?     x y  a 5 4  b 7 4  c 10 8  d 13 8     ",
+            "4": "4  \u00a9 ucles 2019 0620/21/m/j/19  8 a tablet contains 0.080  g of ascorbic acid ( mr = 176).    what is the concentration of ascorbic acid when one tablet is dissolved in 200  cm3 of water?  a 9.1 \u00d7 10\u20135  mol  / dm3  b 4.5 \u00d7 10\u20134  mol  / dm3  c 9.1 \u00d7 10\u20132  mol  / dm3  d 2.3 \u00d7 10\u20133  mol  / dm3      9 which statement about the electrolysis of copper( ii) sulfate solution using carbon electrodes is  correct?  a a colourless gas is produced at the anode.  b a colourless gas is produced at the cathode.  c the colour of the electrolyte remains the same.  d the mass of both electrodes remains constant.     10 aluminium metal is extracted from aluminium oxide by electrolysis.    which ionic half-equation describes a reaction that occurs at the named electrode?     ionic half-equation electrode  a 2o2\u2013  \u2192  o 2  +  2e\u2013 anode  b al 3+  +  3e\u2013  \u2192  a l anode  c 2o2\u2013  \u2192  o 2  +  4e\u2013 cathode  d al 3+  +  3e\u2013  \u2192  a l cathode      11 which statement about the hydrogen fuel cell is not correct?  a chemical energy is converte d into electrical energy.  b hydrogen is oxidised.  c the reaction that takes place is endothermic.  d water  is the only product.    ",
+            "5": "5  \u00a9 ucles 2019 0620/21/m/j/19 [turn over  12 nitrogen reacts with hydrogen to produce ammonia.    n2  +  3h 2  \u2192  2nh 3    the reaction is exothermic. the bond energies are shown in the table.    bond bond energy  in kj  / mol  n\u2261n 945  h\u2013h 436  n\u2013h 390    what is the energy change for this reaction?  a \u20131473  kj / mol  b \u201387  kj / mol  c 87  kj / mol  d 1473  kj / mol     13 which change in reaction conditions increases both the collision rate and the proportion of  molecules with sufficient energy to react?  a addition of a catalyst  b increasing the concentration of a reactant  c increasing the surface area of a reactant  d increasing the temperature of the reaction      14 when blue-green crystals of nickel( ii) sulfate are heated, water is produced and a yellow solid  remains. when water is added to the yellow solid, the blue-green colour returns.     which process describes these changes?   a combustion  b corrosion  c neutralisation   d reversible reaction    ",
+            "6": "6  \u00a9 ucles 2019 0620/21/m/j/19  15 the graph shows how the yield of product in a reversible reaction changes as the temperature  and pressure are changed.    all reactants and products are gases.    reactants    products    yield of product pressure100  \u00b0c300  \u00b0c     which row is correct for this reversible reaction?     side of reaction  with fewer moles forward  reaction  a reactant exothermic  b reactant  endothermic  c product endothermic  d product exothermic     16 which changes represent oxidation?    1 2 i \u2013  \u2192  i2  +  2e\u2013  2 cr( vi)  \u2192  cr(iii)  3 fe( ii)  \u2192  fe( iii)    a 1 and 2 b 1 and 3 c 1 only d 2 only     17 nitrogen( i) oxide, n 2o, nitrogen( ii) oxide, no, and carbon monoxide, co, are all non-metal  oxides.    they do not react with acids or bases.    which statement is correct?  a they are acidic oxides.  b they are amphoteric oxides.  c they are basic oxides.  d they are neutral oxides. ",
+            "7": "7  \u00a9 ucles 2019 0620/21/m/j/19 [turn over  18 the positions of elements w, x, y and z in the periodic table are shown.    w xy z    which elements form basic oxides?  a w, x and y b w and x only c y only d z only    19 ethanoic acid is a weak acid.    hydrochloric acid is a strong acid.    which statements are correct?    1 ethanoic acid molecules are partially dissociated into ions.  2 1.0  mol  / dm3 ethanoic acid has a higher ph than 1.0  mol  / dm3 hydrochloric acid.  3 ethanoic acid is always more dilute than hydrochloric acid. 4 ethanoic acid is a proton acceptor.    a 1 and 2 b 1 and 3 c 2 and 4 d 3 and 4     20 the properties of an element are shown.    electrical conductivity density reaction with water  high low reacts violently with cold water    which element has these properties?    a c db      ",
+            "8": "8  \u00a9 ucles 2019 0620/21/m/j/19  21 which statement about elements in group i and group vii of the periodic table is correct?  a bromine reacts with potassium chloride to produce chlorine.  b iodine is a monatomic non-metal.  c lithium has a higher melting point than potassium.  d sodium is more reactive with water than potassium.      22 which statement about elements in group viii of the periodic table is correct?  a they all have a full outer shell of electrons.  b they all react with group i elements to form ionic compounds.  c they are all diatomic molecules.  d they are all liquids at room temperature.      23 the diagrams show the structure of two substances used to make electrical conductors.    xy     which statement correctly describes x and y?  a x is a pure metal and y is a compound.  b x is a pure metal and y is an alloy.  c x is a solid and y is a liquid.  d x is harder and stronger than y.    ",
+            "9": "9  \u00a9 ucles 2019 0620/21/m/j/19 [turn over  24 three metal compounds, p, q and r, are heated using a bunsen burner.    the results are shown.    p colourless gas produced, which relights a glowing splint  q colourless gas produced, which turns limewater milky r no reaction    which row shows the identity of p, q and r?     p q r  a magnesium carbonate potassium carbonate potassium nitrate  b magnesium carbonate potassium nitrate potassium carbonate  c potassium nitrate magnesium carbonate potassium carbonate  d potassium nitrate potassium carbonate magnesium carbonate      25 zinc is extracted from its ore, zinc blende, using two chemical reactions.    1 2zns  +  3o 2  \u2192  2zno  +  2so 2  2 2zno  +  c  \u2192  2zn  +  co 2    which substance is reduced in reactions 1 and 2?     reaction 1 reaction 2  a o2 c  b o2 zno  c zns c  d zns zno     ",
+            "10": "10  \u00a9 ucles 2019 0620/21/m/j/19  26 four metals, zinc, m, copper and magnesium, are reacted with aqueous solutions of their  nitrates.    the results are shown.    metal magnesium  nitrate m  nitrate copper  nitrate zinc  nitrate   magnesium  \u0016 \u0016 \u0016 key  zinc \u001a \u0016 \u0016  \u0016= reacts  m \u001a  \u0016 \u001a \u001a= no reaction  copper \u001a \u001a  \u001a     what is the order of reactivity of these four metals starting with the most reactive?  a copper  \u2192  zinc  \u2192  m  \u2192  magnesium  b copper  \u2192  m  \u2192  zinc  \u2192  magnesium  c magnesium  \u2192  m  \u2192  zinc  \u2192  copper  d magnesium  \u2192  zinc  \u2192  m  \u2192  copper      27 why is aluminium used to make containers for storing food?  a it conducts electricity.  b it has a high melting point.  c it is resistant to corrosion.  d it is strong.     28 water can be treated by filtration then chlorination.    which uses do not need water of this quality?    1 water for cooling in industry  2 water for washing clothes 3 water for drinking    a 1, 2 and 3 b 1 and 2 only c 1 and 3 only d 2 and 3 only    ",
+            "11": "11  \u00a9 ucles 2019 0620/21/m/j/19 [turn over  29 oxides of nitrogen are formed in car engines and are a source of air pollution.    to decrease this pollution, catalytic converters are fitted to car exhausts.    what happens to the oxides of nitrogen in the catalytic converter?  a combustion  b cracking  c oxidation  d reduction     30 the diagram shows an experiment to investigate how paint affects the rusting of iron.    airpq wate riron painted iron     what happens to the water level in tubes p and q?     tube p tube q  a falls rises  b no change rises  c rises falls  d rises no change     31 ammonia is manufactured by the haber process.    n 2(g)  +  3h 2(g)    2nh 3(g)    the forward reaction is exothermic.    which conditions maximise the yield of ammonia?     pressure temperature  a high high  b high low  c low high  d low low ",
+            "12": "12  \u00a9 ucles 2019 0620/21/m/j/19  32 the carbon cycle is shown.    atmospheric carbon dioxide dead organic mattergreen plants animalsy death and excretionx zdecompositionrespiration     which row describes processes x, y and z?     x y z  a respiration combustion photosynthesis  b respiration photosynthesis combustion  c photosynthesis combustion respiration  d photosynthesis respiration combustion      33 which row shows the conditions used in the contact process?     temperature  / \u00b0c pressure  / atm catalyst  a 25 2 iron  b 25 200 iron  c 450 2 vanadium( v) oxide  d 450 200 vanadium( v) oxide       ",
+            "13": "13  \u00a9 ucles 2019 0620/21/m/j/19 [turn over  34 the diagram represents a lime kiln used to heat limestone to a very high temperature.    air infuel in fuel in air in xwaste gases limestonelime kiln     what leaves the kiln at x?  a calcium carbonate  b calcium hydroxide  c calcium oxide  d calcium sulfate     35 which fuel could be gasoline?    is it obtained from petroleum? is it used as fuel for cars?is it used as fuel for cars?no yes no yes ab cdno yes      ",
+            "14": "14  \u00a9 ucles 2019 0620/21/m/j/19  36 why is ethanol a member of the homologous series of alcohols but propane is not?  a ethanol has two carbon atoms per molecule but propane has three.  b ethanol can be made from ethene but propane is obtained from petroleum.  c ethanol is a liquid but propane is a gas.  d ethanol contains the same functional group as other alcohols but propane does not.      37 chlorine reacts with methane.    which statements are correct?    1 the reaction takes place in the dark.  2 the reaction of chlorine with methane forms chloromethane. 3 chloromethane reacts with chlorine to produce dichloromethane. 4 the reaction of chlorine with methane is an addition reaction.    a 1 and 2 b 1 and 3 c 2 and 3 d 3 and 4     38 which statements about aqueous ethanoic acid are correct?    1 ethanoic acid contains the functional group \u2013cooh.  2 ethanoic acid reacts with carbonates to produce hydrogen.  3 ethanoic acid turns universal indicator paper blue. 4 ethanoic acid has a ph lower than ph 7.    a 1 and 2 b 1 and 3 c 1 and 4 d 2 and 4      39 the structure of an ester is shown.    c och2ch2ch3o ch3     what is the name of the ester?  a ethyl propanoate  b methyl propanoate  c propyl ethanoate  d propyl methanoate     ",
+            "15": "15    permission to reproduce items where third-party owned material pr otected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to trac e 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 ans wer-related information to candidates, all copyright acknowledgements are reproduced onl ine 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 the camb ridge assessment group.  cambridge assessment is the brand name  of the university of  cambridge local examinations syndicate (ucles), which it self is a department of the university of cambridge.    \u00a9 ucles 2019 0620/21/m/j/19  40 the structure of a polymer is shown.    o o o o    which type of polymer is shown and by which process is it formed?     type of polymer formed by  a carbohydrate addition polymerisation  b carbohydrate condensation polymerisation  c polyester addition polymerisation  d polyester condensation polymerisation     ",
+            "16": "16  \u00a9 ucles 2019 0620/21/m/j/19   groupthe periodic table of elements 1 h hydrogen 12 he helium 4ii i iii iv v vi vii viii 3 li lithium 74 be beryllium 9atomic number atomic symbolkey name relative atomic mass 11 na sodium 2312 mg magnesium 24 19 k potassium 3920 ca calcium 40 37 rb rubidium 8538 sr strontium 88 55 cs caesium 13356 ba barium 137 87 fr francium \u201388 ra radium \u20135 b boron 11 13 al aluminium 27 31 ga gallium 70 49 in indium 115 81 tl thallium 2046 c carbon 12 14 si silicon 2832 ge germanium 73 50 sn tin 119 82 pb lead 20722 ti titanium 48 40 zr zirconium 91 72 hf hafnium 178 104 rf rutherfordium \u201323 v vanadium 51 41 nb niobium 93 73 ta tantalum 181 105 db dubnium \u201324 cr chromium 52 42 mo molybdenum 96 74 w tungsten 184 106 sg seaborgium \u201325 mn manganese 55 43 tc technetium \u2013 75 re rhenium 186 107 bh bohrium \u201326 fe iron 56 44 ru ruthenium 101 76 os osmium 190 108 hs hassium \u201327 co cobalt 59 45 rh rhodium 103 77 ir iridium 192 109 mt meitnerium \u201328 ni nickel 59 46 pd palladium 106 78 pt platinum 195 110 ds darmstadtium \u201329 cu copper 64 47 ag silver 108 79 au gold 197 111 rg roentgenium \u201330 zn zinc 65 48 cd cadmium 112 80 hg mercury 201 112 cn copernicium \u2013114 fl flerovium \u2013116 lv livermorium \u20137 n nitrogen 14 15 p phosphorus 3133 as arsenic 75 51 sb antimony 122 83 bi bismuth 2098 o oxygen 16 16 s sulfur 3234 se selenium 79 52 te tellurium 128 84 po polonium \u20139 f fluorine 19 17 cl chlorine 35.5 35 br bromine 80 53 i iodine 127 85 at astatine \u201310 ne neon 20 18 ar argon 4036 kr krypton 84 54 xe xenon 131 86 rn radon \u201321 sc scandium 45 39 y yttrium 89 57\u201371 lanthanoids 89\u2013103 actinoids 57 la lanthanum 139 89 aclanthanoids actinoids the volume of one mole of any gas is 24  dm3 at room temperature and pressure (r.t.p.).actinium \u201358 ce cerium 140 90 th thorium 23259 pr praseodymium 141 91 pa protactinium 23160 nd neodymium 144 92 u uranium 23861 pm promethium \u2013 93 np neptunium \u201362 sm samarium 150 94 pu plutonium \u201363 eu europium 152 95 am americium \u201364 gd gadolinium 157 96 cm curium \u201365 tb terbium 159 97 bk berkelium \u201366 dy dysprosium 163 98 cf californium \u201367 ho holmium 165 99 es einsteinium \u201368 er erbium 167 100 fm fermium \u201369 tm thulium 169 101 md mendelevium \u201370 yb ytterbium 173 102 no nobelium \u201371 lu lutetium 175 103 lr lawrencium \u2013  "
+        },
+        "0620_s19_qp_22.pdf": {
+            "1": "  this syllabus is regulated for use in england, wales and northern ireland as a cambridge international level 1/level 2 certific ate.  this document consists of 17 printed pages and 3 blank pages.  ib19 06_0620_22/3rp  \u00a9 ucles 2019   [turn over     *6592304997 * cambridge assessment international education  cambridge international general certificate of secondary education       chemistry 0620/22     paper 2  multiple choice (extended)  may/june 2019       45 minutes  additional materials: multiple choice answer sheet   soft clean eraser   soft pencil (type b or hb is recommended)       read these instructions first   write in soft pencil.  do not use staples, paper clips, glue or correction fluid.  write your name, centre number and candidate number on the answer sheet in the spaces provided unless  this has been done for you.  do not  write in any barcodes.   there are forty  questions on this paper. answer all questions. for each question there are four possible  answers a, b, c and d.   choose the one you consider correct and record your choice in soft pencil  on the separate answer sheet.   read the instructions on the answer sheet very carefully.   each correct answer will score one mark. a ma rk will not be deducted for a wrong answer.  any rough working should be done in this booklet.  a copy of the periodic table is printed on page 20.  electronic calculators may be used.  ",
+            "2": "2  \u00a9 ucles 2019 0620/22/m/j/19  1 the apparatus shown is set up. after 20 minutes a white ring of ammonium chloride is seen at  position y.    cotton wool soaked in concentrated ammonia solutioncotton wool soaked in concentrated hydrochloric acid y white ring of ammonium chloride    which statement about the molecules of ammonia and hydrogen chloride is correct?  a molecules in ammonia have a larger mr than molecules of hydrogen chloride and so they  move more slowly.  b molecules in ammonia have a larger mr than molecules of hydrogen chloride and so they  move more quickly.  c molecules in ammonia have a smaller mr than molecules of hydrogen chloride and so they  move more slowly.  d molecules in ammonia have a smaller mr than molecules of hydrogen chloride and so they  move more quickly.      2 a student measures 25.00  cm3 of dilute hydrochloric acid accurately.    which apparatus is most suitable?  a beaker  b measuring cylinder  c burette  d dropping pipette     ",
+            "3": "3  \u00a9 ucles 2019 0620/22/m/j/19 [turn over  3 the chromatogram of solutions of two metal ions, p and q, is shown.    p q baselinesolvent front     p is coloured. a locating agent is used to find the position of q.    the rf value of each solution is calculated.    p is a ..1.. element and has an rf value ..2.. than that  of q.    which words complete gaps 1 and 2?     1 2  a non-transition greater  b non-transition smaller  c transition greater  d transition smaller      4 what is an isotope of e31 15?  a e31 14 b e33 15 c e31 16 d e3316      5 which row describes the formation of single covalent bonds in methane?    a   atoms share a pair of electrons   both atoms gain a  noble gas electronic structure  b   atoms share a pair of electrons   both atoms have the same number  of electrons in their outer shell  c   electrons are transferred from one  atom to another both atoms gain a  noble gas electronic structure  d   electrons are transferred from one  atom to another both atoms have the same number  of electrons in their outer shell     ",
+            "4": "4  \u00a9 ucles 2019 0620/22/m/j/19  6 which statement describes the structure of an ionic compound?  a it is a giant lattice of oppositely charged ions.  b it is a giant lattice of positive ions in a \u2018sea\u2019 of electrons.  c it is a giant molecule of oppositely charged ions.  d it is a simple molecule of oppositely charged ions.      7 calcium metal reacts with water to form a solution of calcium hydroxide and hydrogen gas.    which equation is correct?  a ca(s)  +  h 2o(aq)  \u2192  caoh(aq)  +  h(g)  b ca(s)  +  2h 2o(aq)  \u2192  ca(oh) 2(s)  +  2h 2(g)  c ca(s)  +  2h 2o(l)  \u2192  ca(oh) 2(aq)  +  h 2(g)  d ca(s)  +  h 2o(l)  \u2192  caoh(l)  +  h(g)     8 25.0  cm3 of 0.100  mol  / dm3 aqueous sodium hydroxide is neutralised by 24.6  cm3 of dilute  sulfuric acid.    what is the concentration of the dilute sulfuric acid?  a 0.0508  mol  / dm3  b 0.0984  mol  / dm3  c 0.102  mol  / dm3  d 0.203  mol  / dm3    ",
+            "5": "5  \u00a9 ucles 2019 0620/22/m/j/19 [turn over  9 the diagram shows the electrolysis of an aqueous solution of x using inert electrodes.    aqueous solution of x+ \u2013power supply     hydrogen is produced at the cathode and chlorine is produced at the anode.    what is x?  a concentrated copper( ii) chloride solution  b concentrated hydrochloric acid  c dilute hydrochloric acid  d dilute sodium chloride solution     10 aluminium is extracted by electrolysis as shown.    \u2013 \u2013 + +graphite anode graphite cathodesteel case aluminium oxide dissolved in molten cryolite molten aluminium    which row shows the ionic half-equations at the cathode and the anode?     cathode anode  a al 3+  \u2192  a l  +  3e\u2013 2o2\u2013  \u2192  o 2  +  4e\u2013  b al 3+  \u2192  a l  +  3e\u2013 2o2\u2013  +  4e\u2013  \u2192  o 2  c al 3+  +  3e\u2013  \u2192  a l 2o2\u2013  \u2192  o 2  +  4e\u2013  d al 3+  +  3e\u2013  \u2192  a l 2o2\u2013  +  4e\u2013  \u2192  o 2     ",
+            "6": "6  \u00a9 ucles 2019 0620/22/m/j/19  11 fuel cells are used as energy sources in cars.    which row gives a fuel used in a fuel cell and the products formed?     fuel in a fuel cell products formed  a hydrogen carbon dioxide and water  b hydrogen water only  c petrol carbon dioxide and water  d petrol water only     12 two elements, x and y, react together to form a covalent molecule as shown.    the reaction is exothermic.    x 2(g)  +  y 2(g)  \u2192  2xy(g)    the bond energies are shown in the table.    bond bond energy in  kj / mol  x\u2013x 436  y\u2013y 242  x\u2013y 431    what is the energy change for the reaction?  a +184  kj / mol b \u2013184  kj / mol c +247  kj / mol d \u2013247  kj / mol      13 which change in reaction conditions increases both the collision rate and the proportion of  molecules with sufficient energy to react?  a addition of a catalyst  b increasing the concentration of a reactant  c increasing the surface area of a reactant  d increasing the temperature of the reaction     ",
+            "7": "7  \u00a9 ucles 2019 0620/22/m/j/19 [turn over  14 when blue-green crystals of nickel( ii) sulfate are heated, water is produced and a yellow solid  remains. when water is added to the yellow solid, the blue-green colour returns.     which process describes these changes?   a combustion  b corrosion  c neutralisation   d reversible reaction    15 the equation for the manufacture of ethanol is shown.    c 2h4(g)  +  h 2o(g)    c2h5oh(g)   ethene steam ethanol    what is the effect of doubling the pressure on this reaction?  a decreases the rate of formation of ethanol  b increases the yield of ethene  c decreases the rate of formation of ethene  d increases the yield of ethanol    16 the ionic equation for the reaction of aqueous potassium bromide with chlorine gas is shown.    2br  \u2013  +  c l 2  \u2192  br 2  +  2c l \u2013    which statement is correct?  a bromide ions are oxidised by gaining electrons.  b bromide ions are oxidised by losing electrons.  c chlorine is oxidised by gaining electrons.  d chlorine is oxidised by losing electrons.    17 which type of oxide are carbon monoxide and aluminium oxide?     carbon monoxide aluminium oxide  a acidic amphoteric  b acidic basic  c neutral amphoteric  d neutral basic     ",
+            "8": "8  \u00a9 ucles 2019 0620/22/m/j/19  18 the positions of elements w, x, y and z in the periodic table are shown.    w xy z    which elements form basic oxides?  a w, x and y b w and x only c y only d z only    19 which row shows the difference between a weak acid and a strong acid?     weak acid strong acid  a fully ionised partially ionised  b concentrated dilute  c dilute concentrated  d partially ionised fully ionised     20 part of the periodic table is shown.    yzx     which row describes the properties of x, y and z?     good conductor  of electricity high melting  point  a x z  b y z and x  c y and z z  d z and x x     ",
+            "9": "9  \u00a9 ucles 2019 0620/22/m/j/19 [turn over  21 the melting points and boiling points of the elements of group i of the periodic table are shown.    element melting point  / \u00b0c boiling point  / \u00b0c  lithium 181 1330  sodium 98 883  potassium 63 759  rubidium 39 688  caesium 28 671    which pair of elements are liquid at 800  \u00b0c?  a caesium and rubidium  b potassium and sodium  c lithium and sodium  d potassium and caesium     22 the electronic structures of helium, neon and argon are shown.    he ne ar     which row describes these gases?     reactivity form of the gas electronic structure  a reactive monoatomic incomplete outer shell of electrons  b unreactive diatomic complete outer shell of electrons  c unreactive diatomic incomplete outer shell of electrons  d unreactive monoatomic complete outer shell of electrons     ",
+            "10": "10  \u00a9 ucles 2019 0620/22/m/j/19  23 the diagrams show the structure of two substances used to make electrical conductors.    xy     which statement correctly describes x and y?  a x is a pure metal and y is a compound.  b x is a pure metal and y is an alloy.  c x is a solid and y is a liquid.  d x is harder and stronger than y.     24 a student heated the carbonates and nitrates of sodium and copper.    the results are shown.     compound heated gases released solid formed  1 sodium carbonate carbon monoxide sodium oxide  2 copper( ii) carbonate carbon dioxide copper  3 sodium nitrate oxygen only sodium nitrite  4 copper( ii) nitrate nitrogen dioxide and oxygen copper( ii) oxide    which rows describe the correct results?  a 1 and 3 b 2 and 3 c 3 and 4 d 4 only    25 zinc is extracted from its ore, zinc blende, using two chemical reactions.    1 2zns  +  3o 2  \u2192  2zno  +  2so 2  2 2zno  +  c  \u2192  2zn  +  co 2    which substance is reduced in reactions 1 and 2?     reaction 1 reaction 2  a o2 c  b o2 zno  c zns c  d zns zno     ",
+            "11": "11  \u00a9 ucles 2019 0620/22/m/j/19 [turn over  26 four metals, zinc, m, copper and magnesium, are reacted with aqueous solutions of their  nitrates.    the results are shown.    metal magnesium  nitrate m  nitrate copper  nitrate zinc  nitrate   magnesium  \u0016 \u0016 \u0016 key  zinc \u001a \u0016 \u0016  \u0016= reacts  m \u001a  \u0016 \u001a \u001a= no reaction  copper \u001a \u001a  \u001a     what is the order of reactivity of these four metals starting with the most reactive?  a copper  \u2192  zinc  \u2192  m  \u2192  magnesium  b copper  \u2192  m  \u2192  zinc  \u2192  magnesium  c magnesium  \u2192  m  \u2192  zinc  \u2192  copper  d magnesium  \u2192  zinc  \u2192  m  \u2192  copper      27 which property of aluminium makes it useful in the manufacture of aircraft?  a conducts electricity  b high boiling point  c low density  d silver colour     28 the exhaust gases from cars contain oxides of nitrogen.    how are these oxides of nitrogen formed?  a nitrogen and oxygen from the air react together at the high temperatures in the engine.  b nitrogen and oxygen from the petrol react together in the car exhaust.  c nitrogen from the petrol reacts with oxygen at the high temperatures in the engine.  d nitrogen reacts with oxygen from the air in the catalytic converter.    ",
+            "12": "12  \u00a9 ucles 2019 0620/22/m/j/19  29 water can be treated by filtration then chlorination.    which uses do not need water of this quality?    1 water for cooling in industry  2 water for washing clothes 3 water for drinking    a 1, 2 and 3 b 1 and 2 only c 1 and 3 only d 2 and 3 only      30 some of the processes involved in the carbon cycle are shown.    1 glucose  +  oxygen  \u2192  carbon dioxide  +  water  2 carbon dioxide  +  water  \u2192  glucose  +  oxygen  3 methane  +  oxygen  \u2192  carbon dioxide  +  water    what are the names of these processes?     1 2 3  a combustion respiration photosynthesis  b photosynthesis combustion respiration  c respiration combustion photosynthesis  d respiration photosynthesis combustion      31 the diagram shows an experiment to investigate how paint affects the rusting of iron.    airpq wate riron painted iron     what happens to the water level in tubes p and q?     tube p tube q  a falls rises  b no change rises  c rises falls  d rises no change ",
+            "13": "13  \u00a9 ucles 2019 0620/22/m/j/19 [turn over  32 ammonia is produced in the haber process.    the equation for the reaction is shown.    3h2(g)  +  n 2(g)    2nh 3(g)    the forward reaction is exothermic.    which conditions of temperature and pressure produce the highest yield of ammonia?     temperature pressure  a high high  b high low  c low high  d low low     33 which row shows the conditions used in the contact process?     temperature  /  \u00b0c pressure  / atm catalyst  a 25 2 iron  b 25 200 iron  c 450 2 vanadium( v) oxide  d 450 200 vanadium( v) oxide     ",
+            "14": "14  \u00a9 ucles 2019 0620/22/m/j/19  34 the diagram represents a lime kiln used to heat limestone to a very high temperature.    air infuel in fuel in air in xwaste gases limestonelime kiln     what leaves the kiln at x?  a calcium carbonate  b calcium hydroxide  c calcium oxide  d calcium sulfate     35 which fuel could be gasoline?    is it obtained from petroleum? is it used as fuel for cars?is it used as fuel for cars?no yes no yes ab cdno yes      ",
+            "15": "15  \u00a9 ucles 2019 0620/22/m/j/19 [turn over  36 which statement about homologous series is not correct?  a all homologous series are hydrocarbons.  b members of a homologous series have the same functional group.  c members of a homologous series have similar chemical properties.  d the alkanes are an example of a homologous series.      37 in bright sunlight, ethane and chlorine combine in substitution reactions.    which compound is not formed in these reactions?  a c 2h3cl b c 2h5cl c c 2h4cl 2 d hc l     38 what are the properties of aqueous ethanoic acid?     decolourises  bromine water reacts with  calcium carbonate to make carbon dioxide turns damp red   litmus blue  a \u0016 \u0016 \u001a  b \u0016 \u001a \u0016  c \u001a \u0016 \u001a  d \u001a \u001a \u0016     39 the structures of four molecules are shown.    co ohoohh1 c ohh hh2 c ohh hch hch hh3 ch hch hc h4     which molecules react together to form the ester propyl methanoate?  a 1 and 2 b 1 and 3 c 2 and 4 d 3 and 4    ",
+            "16": "16  \u00a9 ucles 2019 0620/22/m/j/19  40 but-1-ene has the structure ch 3ch 2ch=ch 2.    what is the structure of poly(but-1-ene)?    ch hch hcha hch hncch3 hcch3 hc n nc hchd ch hcch2ch3 ch2ch3ch2ch3 hb n      ",
+            "17": "17    blank page   \u00a9 ucles 2019 0620/22/m/j/19 ",
+            "18": "18    blank page   \u00a9 ucles 2019 0620/22/m/j/19  ",
+            "19": "19    blank page     permission to reproduce items where third-party owned material pr otected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to trac e 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 ans wer-related information to candidates, all copyright acknowledgements are reproduced onl ine 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 the ca mbridge assessment group. cambri dge assessment is the brand name of the university of  cambridge local examinations syndicate (ucles), which it self is a department of the university of cambridge.    \u00a9 ucles 2019 0620/22/m/j/19  ",
+            "20": "20    \u00a9 ucles 2019 0620/22/m/j/19   groupthe periodic table of elements 1 h hydrogen 12 he helium 4ii i iii iv v vi vii viii 3 li lithium 74 be beryllium 9atomic number atomic symbolkey name relative atomic mass 11 na sodium 2312 mg magnesium 24 19 k potassium 3920 ca calcium 40 37 rb rubidium 8538 sr strontium 88 55 cs caesium 13356 ba barium 137 87 fr francium \u201388 ra radium \u20135 b boron 11 13 al aluminium 27 31 ga gallium 70 49 in indium 115 81 tl thallium 2046 c carbon 12 14 si silicon 2832 ge germanium 73 50 sn tin 119 82 pb lead 20722 ti titanium 48 40 zr zirconium 91 72 hf hafnium 178 104 rf rutherfordium \u201323 v vanadium 51 41 nb niobium 93 73 ta tantalum 181 105 db dubnium \u201324 cr chromium 52 42 mo molybdenum 96 74 w tungsten 184 106 sg seaborgium \u201325 mn manganese 55 43 tc technetium \u2013 75 re rhenium 186 107 bh bohrium \u201326 fe iron 56 44 ru ruthenium 101 76 os osmium 190 108 hs hassium \u201327 co cobalt 59 45 rh rhodium 103 77 ir iridium 192 109 mt meitnerium \u201328 ni nickel 59 46 pd palladium 106 78 pt platinum 195 110 ds darmstadtium \u201329 cu copper 64 47 ag silver 108 79 au gold 197 111 rg roentgenium \u201330 zn zinc 65 48 cd cadmium 112 80 hg mercury 201 112 cn copernicium \u2013114 fl flerovium \u2013116 lv livermorium \u20137 n nitrogen 14 15 p phosphorus 3133 as arsenic 75 51 sb antimony 122 83 bi bismuth 2098 o oxygen 16 16 s sulfur 3234 se selenium 79 52 te tellurium 128 84 po polonium \u20139 f fluorine 19 17 cl chlorine 35.5 35 br bromine 80 53 i iodine 127 85 at astatine \u201310 ne neon 20 18 ar argon 4036 kr krypton 84 54 xe xenon 131 86 rn radon \u201321 sc scandium 45 39 y yttrium 89 57\u201371 lanthanoids 89\u2013103 actinoids 57 la lanthanum 139 89 aclanthanoids actinoids the volume of one mole of any gas is 24  dm3 at room temperature and pressure (r.t.p.).actinium \u201358 ce cerium 140 90 th thorium 23259 pr praseodymium 141 91 pa protactinium 23160 nd neodymium 144 92 u uranium 23861 pm promethium \u2013 93 np neptunium \u201362 sm samarium 150 94 pu plutonium \u201363 eu europium 152 95 am americium \u201364 gd gadolinium 157 96 cm curium \u201365 tb terbium 159 97 bk berkelium \u201366 dy dysprosium 163 98 cf californium \u201367 ho holmium 165 99 es einsteinium \u201368 er erbium 167 100 fm fermium \u201369 tm thulium 169 101 md mendelevium \u201370 yb ytterbium 173 102 no nobelium \u201371 lu lutetium 175 103 lr lawrencium \u2013  "
+        },
+        "0620_s19_qp_23.pdf": {
+            "1": "  this syllabus is regulated for use in england, wales and northern ireland as a cambridge international level 1/level 2 certific ate.  this document consists of 15 printed pages and 1 blank page.  ib19 06_0620_23/4rp  \u00a9 ucles 2019 [turn over     *2518966734* cambridge assessment international education  cambridge international general certificate of secondary education       chemistry 0620/23     paper 2  multiple choice (extended)  may/june 2019       45 minutes  additional materials: multiple choice answer sheet   soft clean eraser   soft pencil (type b or hb is recommended)       read these instructions first   write in soft pencil.  do not use staples, paper clips, glue or correction fluid.  write your name, centre number and candidate number  on the answer sheet in the spaces provided unless  this has been done for you.  do not  write in any barcodes.   there are forty  questions on this paper. answer all questions. for each question there are four possible  answers a, b, c and d.   choose the one you consider correct and record your choice in soft pencil  on the separate answer sheet.   read the instructions on the answer sheet very carefully.   each correct answer will score one mark. a ma rk will not be deducted for a wrong answer.  any rough working should be done in this booklet.  a copy of the periodic table is printed on page 16.  electronic calculators may be used.  ",
+            "2": "2  \u00a9 ucles 2019 0620/23/m/j/19  1 hydrogen chloride gas ( mr = 36.5) is released at p in the apparatus shown.    the universal indicator paper turns red after 38  s.    p universal indicator paper    the experiment is repeated using sulfur dioxide ( mr = 64).    what is the result for sulfur dioxide?     universal indicator  turns time for universal indicator  to change colour  / s  a blue 26  b blue 51  c red 26  d red 51      2 which piece of apparatus is used to measure 24.8  cm3 of gas produced during a reaction?  a beaker  b conical flask  c measuring cylinder  d pipette     3 r f values are used to identify unknown substances using paper chromatography.    which statements about rf values are correct?    1 rf values are always less than 1.0.  2 rf value = distance travelled by solvent \u00f7 distance travelled by unknown substance.  3 the higher the rf value, the further the unknown substance travels.  4 rf values are not affected by the solubility of the unknown substance.    a 1 and 2 b 1 and 3 c 2 and 3 d 3 and 4    ",
+            "3": "3  \u00a9 ucles 2019 0620/23/m/j/19 [turn over  4 the structure of an atom is shown.    7p 8nkey = electron = neutronn = protonp     which element is the atom an isotope of?  a nitrogen  b oxygen  c phosphorus  d titanium    5 which row describes the formation of single covalent bonds in methane?    a   atoms share a pair of electrons   both atoms gain a  noble gas electronic structure  b   atoms share a pair of electrons   both atoms have the same number  of electrons in their outer shell  c   electrons are transferred from one  atom to another both atoms gain a  noble gas electronic structure  d   electrons are transferred from one  atom to another both atoms have the same number  of electrons in their outer shell     6 which statement describes the structure of an ionic compound?  a it is a giant lattice of oppositely charged ions.  b it is a giant lattice of positive ions in a \u2018sea\u2019 of electrons.  c it is a giant molecule of oppositely charged ions.  d it is a simple molecule of oppositely charged ions.     7 when propane burns in air, carbon dioxide and water are formed.    what is the chemical equation for this reaction?  a c 3h8  +  2o 2  \u2192  co 2  +  2h 2o  b c 3h8  +  3o 2  \u2192  3co 2  +  h 2o  c c 3h8  +  4o 2  \u2192  3co 2  +  4h 2o  d c 3h8  +  5o 2  \u2192  3co 2  +  4h 2o ",
+            "4": "4  \u00a9 ucles 2019 0620/23/m/j/19  8 what is the concentration of a solution that contains 25.0  g naoh in 500  cm3 of water?  a 0.125  mol  / dm3  b 0.800  mol  / dm3  c 1.25  mol  / dm3  d 3.20  mol  / dm3      9 an aqueous solution of copper( ii) sulfate was electrolysed using copper electrodes.    copper anodecopper cathode aqueous copper( ii) sulfatepower supply + \u2013     which equation for the reaction at the anode is correct?  a cu  \u2192  cu2+  +  2e\u2013  b cu  +  2e\u2013  \u2192  cu2+  c cu2+  \u2192  cu  +  2e\u2013  d cu2+  +  2e\u2013  \u2192  cu     10 in the manufacture of aluminium by electrolysis , aluminium oxide is dissolved in molten cryolite.    why is cryolite used?  a it lowers the melting point of the aluminium.  b it makes the aluminium a better conductor.  c it removes impurities from the aluminium.  d the mixture has a lower melting point than pure aluminium oxide.      11 which statement about a fuel cell in a car is correct?  a the fuel cell produces heat, which powers the car.  b the fuel cell is supplied with hydrogen directly from the air.  c the only emission from a fuel cell is nitrogen gas, which is non-polluting.  d the fuel cell produces electricity,  which powers an electric motor. ",
+            "5": "5  \u00a9 ucles 2019 0620/23/m/j/19 [turn over  12 methane burns in oxygen to form carbon dioxide and water.    ch 4(g)  +  2o 2(g)  \u2192  co 2(g)  +  2h 2o(l)    the bond energies are shown in the table.    bond bond energy  in kj  / mol  c\u2013h 410  c\u2013o 360  c=o 805  o\u2013h 460  o\u2013o 146  o=o 496    what is the energy change for this reaction?  a \u2013818  kj / mol b \u2013102  kj / mol c +102  kj / mol d +818  kj / mol    13 which change in reaction conditions increases both the collision rate and the proportion of  molecules with sufficient energy to react?  a addition of a catalyst  b increasing the concentration of a reactant  c increasing the surface area of a reactant  d increasing the temperature of the reaction     14 when blue-green crystals of nickel( ii) sulfate are heated, water is produced and a yellow solid  remains. when water is added to the yellow solid, the blue-green colour returns.     which process describes these changes?   a combustion  b corrosion  c neutralisation   d reversible reaction    ",
+            "6": "6  \u00a9 ucles 2019 0620/23/m/j/19  15 a reaction between nitrogen and oxygen is shown. the forward reaction is endothermic.    n2(g)  +  o 2(g)    2no(g)    which change increases the equilibrium yield of nitrogen monoxide, no?  a decreasing the pressure  b decreasing the temperature  c increasing the pressure  d increasing the temperature     16 which changes represent reduction?    1 c l  2  +  2e\u2013  \u2192  2c l \u2013  2 mn( vii)  \u2192  mn( ii)  3 sulfate( iv)  \u2192  sulfate( vi)    a 1 and 2 b 1 and 3 c 1 only d 2 only      17 which statement about carbon monoxide and aluminium oxide is correct?  a carbon monoxide and aluminium oxide are both amphoteric.  b carbon monoxide and aluminium oxide are both neutral.  c carbon monoxide is amphoteric but aluminium oxide is neutral.  d carbon monoxide is neutral but aluminium oxide is amphoteric.      18 the positions of elements w, x, y and z in the periodic table are shown.    w xy z    which elements form basic oxides?  a w, x and y b w and x only c y only d z only    ",
+            "7": "7  \u00a9 ucles 2019 0620/23/m/j/19 [turn over  19 solutions of acid r and acid s have the same concentration.    the same volume of each acid at the same temperature is reacted with the same mass of magnesium ribbon.    the volume of hydrogen produced is measured.    the results are shown.    00volume of hydrogen timer s     which statement about the reactions is correct?  a acid s reacts faster than acid r.  b the final volume of hydrogen produced in each reaction is different.  c acid r is a stronger acid than acid s.  d acid s is a stronger acid than acid r.     20 part of the periodic table is shown.    xy zw     which row describes w, x, y and z?     metal non-metal  a x w, y and z  b x and y w and z  c w and z x and y  d w, y and z x     ",
+            "8": "8  \u00a9 ucles 2019 0620/23/m/j/19  21 which statement about the properties of elements in group i and in group vii is correct?  a bromine displaces iodine from an aqueous solution of potassium iodide.  b chlorine, bromine and iodine are diatomic gases at room temperature.  c lithium, sodium and potassium are soft non-metals.  d lithium, sodium and potassium have an increasin g number of electrons in their outer shells.      22 gas g has 10 electrons. gas h has eight more electrons than gas g. both gases are  monoatomic.    which statement about g and h is correct?  a both gases are in the same group of the periodic table.  b both gases are in the same period of the periodic table.  c both gases are very reactive.  d gas g has a higher atomic mass than gas h.    23 the diagrams show the structure of two substances used to make electrical conductors.    xy     which statement correctly describes x and y?  a x is a pure metal and y is a compound.  b x is a pure metal and y is an alloy.  c x is a solid and y is a liquid.  d x is harder and stronger than y.    24 magnesium nitrate, magnesium hydroxide and magnesium carbonate all decompose when  heated.    which statement about these decomposition reactions is correct?  a magnesium carbonate decomposes to release carbon dioxide and oxygen.  b magnesium hydroxide decomposes to release hydrogen and oxygen.  c magnesium hydroxide decomposes to release water vapour.  d magnesium nitrate decomposes to release oxygen only.    ",
+            "9": "9  \u00a9 ucles 2019 0620/23/m/j/19 [turn over  25 zinc is extracted from its ore, zinc blende, using two chemical reactions.    1 2zns  +  3o 2  \u2192  2zno  +  2so 2  2 2zno  +  c  \u2192  2zn  +  co 2    which substance is reduced in reactions 1 and 2?     reaction 1 reaction 2  a o2 c  b o2 zno  c zns c  d zns zno     26 four metals, zinc, m, copper and magnesium, are reacted with aqueous solutions of their  nitrates.    the results are shown.    metal magnesium  nitrate m  nitrate copper  nitrate zinc  nitrate   magnesium  \u0016 \u0016 \u0016 key  zinc \u001a \u0016 \u0016  \u0016= reacts  m \u001a  \u0016 \u001a \u001a= no reaction  copper \u001a \u001a  \u001a     what is the order of reactivity of these four metals starting with the most reactive?  a copper  \u2192  zinc  \u2192  m  \u2192  magnesium  b copper  \u2192  m  \u2192  zinc  \u2192  magnesium  c magnesium  \u2192  m  \u2192  zinc  \u2192  copper  d magnesium  \u2192  zinc  \u2192  m  \u2192  copper    27 aluminium is used to make containers for storing food.    which property makes it suitable for this use?  a conducts heat  b low density  c resists corrosion  d shiny surface    ",
+            "10": "10  \u00a9 ucles 2019 0620/23/m/j/19  28 water can be treated by filtration then chlorination.    which uses do not need water of this quality?    1 water for cooling in industry  2 water for washing clothes 3 water for drinking    a 1, 2 and 3 b 1 and 2 only c 1 and 3 only d 2 and 3 only      29 catalytic converters in car exhausts change polluting gases into non-polluting gases.    which statements about oxides of nitrogen and car engines are correct?    1 the nitrogen in oxides of nitrogen comes from compounds in petrol.  2 the oxygen in oxides of nitrogen comes from the air in the car engine. 3 catalytic converters convert oxides of nitrogen into nitrogen and other gases.    a 1 and 2 b 2 and 3 c 2 only d 3 only     30 the diagram shows an experiment to investigate how paint affects the rusting of iron.    airpq wate riron painted iron     what happens to the water level in tubes p and q?     tube p tube q  a falls rises  b no change rises  c rises falls  d rises no change     ",
+            "11": "11  \u00a9 ucles 2019 0620/23/m/j/19 [turn over  31 which row about the carbon cycle is correct?     process for removing  carbon dioxide from  the atmosphere process for returning  carbon dioxide to  the atmosphere  a photosynthesis combustion of hydrocarbons  b photosynthesis cracking of hydrocarbons  c respiration combustion of hydrocarbons  d respiration cracking of hydrocarbons     32 ammonia is manufactured in an exothermic reaction.    n 2(g)  +  3h 2(g)    2nh 3(g)    what is the effect of lowering the temperature on the rate of formation and equilibrium yield of ammonia?     rate of formation equilibrium yield  a decreases decreases  b decreases increases  c increases decreases  d increases increases     33 which row shows the conditions used in the contact process?     temperature  /  \u00b0c pressure  / atm catalyst  a 25 2 iron  b 25 200 iron  c 450 2 vanadium( v) oxide  d 450 200 vanadium( v) oxide     ",
+            "12": "12  \u00a9 ucles 2019 0620/23/m/j/19  34 the diagram represents a lime kiln used to heat limestone to a very high temperature.    air infuel in fuel in air in xwaste gases limestonelime kiln     what leaves the kiln at x?  a calcium carbonate  b calcium hydroxide  c calcium oxide  d calcium sulfate     35 which fuel could be gasoline?    is it obtained from petroleum? is it used as fuel for cars?is it used as fuel for cars?no yes no yes ab cdno yes      ",
+            "13": "13  \u00a9 ucles 2019 0620/23/m/j/19 [turn over  36 which statements about homologous series are correct?    1 all members have similar chemical properties.  2 all members have the same molecular mass.  3 ethane and ethene are members of the same homologous series.  4 ethane and propane are members of the same homologous series.    a 1 and 3 b 1 and 4 c 2 and 3 d 2 and 4     37 which type of reaction takes place when methane reacts with chlorine in the presence of  ultraviolet light?  a addition  b cracking  c polymerisation  d substitution      38 which statement about aqueous ethanoic acid is correct?  a it reacts with metal carbonates to form salts, hydrogen and water.  b it reacts with metal oxides to form salts and oxygen.  c it reacts with reactive metals to form salts and hydrogen.  d it turns damp red litmus paper blue.      39 the structure of ester w is shown.    c hh hco o ch hh     which row gives the names of ester w and the carboxylic acid and alcohol from which it is made?     name of ester w carboxylic acid alcohol  a ethyl methanoate ethanoic acid methanol  b ethyl methanoate methanoic acid ethanol  c methyl ethanoate ethanoic acid methanol  d methyl ethanoate methanoic acid ethanol     ",
+            "14": "14  \u00a9 ucles 2019 0620/23/m/j/19  40 a section of a polymer is shown.    ch ho co o ch hch hco ch hch ho co o ch hch hco ch h    how many different types of monomer units formed this section of polymer?  a 1 b 2 c 3 d 4     ",
+            "15": "15    permission to reproduce items where third-party owned material pr otected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to trac e 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 ans wer-related information to candidates, all copyright acknowledgements are reproduced onl ine 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 the camb ridge assessment group.  cambridge assessment is the brand name  of the university of  cambridge local examinations syndicate (ucles), which it self is a department of the university of cambridge.    \u00a9 ucles 2019 0620/23/m/j/19  blank page  ",
+            "16": "16  \u00a9 ucles 2019 0620/23/m/j/19   groupthe periodic table of elements 1 h hydrogen 12 he helium 4ii i iii iv v vi vii viii 3 li lithium 74 be beryllium 9atomic number atomic symbolkey name relative atomic mass 11 na sodium 2312 mg magnesium 24 19 k potassium 3920 ca calcium 40 37 rb rubidium 8538 sr strontium 88 55 cs caesium 13356 ba barium 137 87 fr francium \u201388 ra radium \u20135 b boron 11 13 al aluminium 27 31 ga gallium 70 49 in indium 115 81 tl thallium 2046 c carbon 12 14 si silicon 2832 ge germanium 73 50 sn tin 119 82 pb lead 20722 ti titanium 48 40 zr zirconium 91 72 hf hafnium 178 104 rf rutherfordium \u201323 v vanadium 51 41 nb niobium 93 73 ta tantalum 181 105 db dubnium \u201324 cr chromium 52 42 mo molybdenum 96 74 w tungsten 184 106 sg seaborgium \u201325 mn manganese 55 43 tc technetium \u2013 75 re rhenium 186 107 bh bohrium \u201326 fe iron 56 44 ru ruthenium 101 76 os osmium 190 108 hs hassium \u201327 co cobalt 59 45 rh rhodium 103 77 ir iridium 192 109 mt meitnerium \u201328 ni nickel 59 46 pd palladium 106 78 pt platinum 195 110 ds darmstadtium \u201329 cu copper 64 47 ag silver 108 79 au gold 197 111 rg roentgenium \u201330 zn zinc 65 48 cd cadmium 112 80 hg mercury 201 112 cn copernicium \u2013114 fl flerovium \u2013116 lv livermorium \u20137 n nitrogen 14 15 p phosphorus 3133 as arsenic 75 51 sb antimony 122 83 bi bismuth 2098 o oxygen 16 16 s sulfur 3234 se selenium 79 52 te tellurium 128 84 po polonium \u20139 f fluorine 19 17 cl chlorine 35.5 35 br bromine 80 53 i iodine 127 85 at astatine \u201310 ne neon 20 18 ar argon 4036 kr krypton 84 54 xe xenon 131 86 rn radon \u201321 sc scandium 45 39 y yttrium 89 57\u201371 lanthanoids 89\u2013103 actinoids 57 la lanthanum 139 89 aclanthanoids actinoids the volume of one mole of any gas is 24  dm3 at room temperature and pressure (r.t.p.).actinium \u201358 ce cerium 140 90 th thorium 23259 pr praseodymium 141 91 pa protactinium 23160 nd neodymium 144 92 u uranium 23861 pm promethium \u2013 93 np neptunium \u201362 sm samarium 150 94 pu plutonium \u201363 eu europium 152 95 am americium \u201364 gd gadolinium 157 96 cm curium \u201365 tb terbium 159 97 bk berkelium \u201366 dy dysprosium 163 98 cf californium \u201367 ho holmium 165 99 es einsteinium \u201368 er erbium 167 100 fm fermium \u201369 tm thulium 169 101 md mendelevium \u201370 yb ytterbium 173 102 no nobelium \u201371 lu lutetium 175 103 lr lawrencium \u2013  "
+        },
+        "0620_s19_qp_31.pdf": {
+            "1": "read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen.you may use an hb pencil for any diagrams or graphs.do not use staples, paper clips, glue or correction fluid.do not write in any barcodes. answer all questions. electronic calculators may be used.a copy of the periodic table is printed on page 20.you may lose marks if you do not show your working or if you do not use appropriate units. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question.chemistry  0620/31 paper 3  theory (core) may/june 2019  1 hour 15 minutes candidates answer on the question paper. no additional materials are required.cambridge assessment international education cambridge international general certificate of secondary education this document consists of 18 printed pages and 2 blank pages. [turn overib19 06_0620_31/2rp\u00a9 ucles 2019 *7118832773* this syllabus is regulated for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificate.",
+            "2": "2 0620/31/m/j/19 \u00a9 ucles 2019 1\t\tthe\tdiagrams\tshow\tpart\tof\tthe\tstructures\tof\tfive\tsubstances,\ta,\tb,\tc,\td\tand\te. li+cl \u2013li+cl \u2013 cl \u2013li+li+cl \u2013 li+cl \u2013li+cl \u2013 cl \u2013li+li+cl \u2013 cucucucu cucucucu cucucucu cucucucuhe hehehe he he ab dec n nn n n nn nn n  (a)\t\tanswer\tthe\tfollowing\tquestions\tabout\tthese\tstructures. \t\teach\tstructure\tmay\tbe\tused\tonce,\tmore\tthan\tonce\tor\tnot\tat\tall.  (i)  which two\tof\tthese\tstructures,\t a,\tb,\tc,\td or e,\tare\tcovalently\tbonded? \t ..\tand\t ...  [2]  (ii)  which one\tof\tthese\tstructures,\ta,\tb,\tc,\td or e,\tis\ta\tdiatomic\tmolecule?   ...   [1]  (iii)  which one\tof\tthese\tstructures,\ta,\tb,\tc,\td or e,\tis\ta\tcompound?   ...   [1]  (iv)  which one\tof\tthese\tstructures,\ta,\tb,\tc,\td or e,\tis\tvery\tsoluble\tin\twater?     ...   [1]  (v)  which one\tof\tthese\tstructures,\ta,\tb,\tc,\td or e,\tis\tused\tin\tcutting\ttools?   ...   [1]  (vi)  which one\tof\tthese\tstructures,\ta,\tb,\tc,\td or e,\tis\tused\tin\telectrical\twiring?   ...   [1]",
+            "3": "3 0620/31/m/j/19 \u00a9 ucles 2019 [turn over  (b)\t\tsubstance\tb\tis\tan\telement. \t\twhat\tis\tmeant\tby\tthe\tterm\telement \t?      ..   [1] \t [total:\t8]",
+            "4": "4 0620/31/m/j/19 \u00a9 ucles 2019 2\t\tthis\tquestion\tis\tabout\tiron\tand\tiron\tcompounds.  (a)\t\tname\tthe\tmain\tore\tof\tiron.   ..   [1]  (b)\t\tin\ta\tblast\tfurnace\tused\tfor\tthe\textraction\t of\tiron,\tcarbon\treacts\twith\toxygen\tfrom\tthe\tair\tto\tform\t carbon\tmonoxide. \t\tcomplete\tthe\tchemical\tequation\tfor\tthis\treaction. c  +  .    2co  [2]  (c)\t\tin\tthe\thotter\tparts\tof\tthe\tfurnace,\tcarbon\treacts\twith\tthe\tiron( iii)\toxide\tpresent\tin\tthe\tiron\tore. 3c  +  fe2o3    3co  +  2fe \t\thow\tdoes\tthis\tequation\tshow\tthat\tcarbon\tis\toxidised?      ..   [1]  (d)\t\tlimestone\t is\tadded\tto\tthe\tblast\tfurnace.\tthe\tlimestone\t is\tconverted\t into\tcalcium\toxide\tand\t carbon\tdioxide.\t the\treaction\tis\tendothermic.  heat caco3    cao  +  co2  (i)\t\twhat\ttype\tof\tchemical\treaction\tis\tthis?   ...   [1]  (ii)\t\twhat\ttype\tof\toxide\tis\tcalcium\toxide? \t \tgive\ta\treason\tfor\tyour\tanswer.   .   ...   [2]  (e)\t\tiron\tis\ta\tmetal. \t\tgive\tthree\tphysical\tproperties\tthat\tare\tcharacteristic\tof\tmetals.  1  .  2  .  3  .  [3]",
+            "5": "5 0620/31/m/j/19 \u00a9 ucles 2019 [turn over  (f)\t\tthe\tstructure\tof\ta\tcompound\tof\tiron\tis\tshown. c o c oo c co oc co occo oc fe fe \t\tdeduce\tthe\tmolecular\t formula\tof\tthis\tcompound\t to\tshow\tthe\tnumber\tof\tiron,\tcarbon\tand\t oxygen\tatoms.   ..   [1] \t [total:\t11]",
+            "6": "6 0620/31/m/j/19 \u00a9 ucles 2019 3 (a)\t\tthe\ttable\tshows\tthe\tpercentage\tby\tmass\tof\tthe\telements\ton\tearth\tand\tin\tthe\tuniverse. elementpercentage\tby mass\ton\tearthpercentage\tby\tmass in\tthe\tuniverse helium 0.0 21.0 hydrogen 0.1 76.0 iron 35.0 1.0 magnesium 14.0 0.1 oxygen 29.0 0.8 silicon 14.0 0.1 sulfur 2.9 0.1 other\telements 0.9 total 100.0 100.0 \t\tanswer\tthese\tquestions\tusing\tonly\tthe\tinformation\tin\tthe\ttable.\t  (i)\t\tdeduce\tthe \tpercentage\tby\tmass\tof\tother\telements\tpresent\ton\tearth.  .. %  [1]  (ii)\t\twhich\tnon-metallic\telement\tis\tpresent\ton\tearth\tin\tthe\tgreatest\tpercentage\tby\tmass?   ...   [1]  (iii)\t\tgive\t two\tmajor\tdifferences\t in\tthe\tpercentage\t by\tmass\tof\tthe\telements\ton\tearth\tand\tin\tthe\t universe.  1  ..   .  2  ..   .  [2]  (b)\t\tcomplete\tthe\tdiagram\tto\tshow\tthe\telectron\tarrangement\tin\tan\toxygen\tatom.  [1]",
+            "7": "7 0620/31/m/j/19 \u00a9 ucles 2019 [turn over  (c)\t\thelium,\tneon\tand\targon\tare\tnoble\tgases.  (i)\t\texplain,\tin\t terms\tof\tthe\telectronic\tstructure,\twhy\tneon\tis\tunreactive.   .   ...   [1]  (ii)  state one\tuse\tof\targon.   ...   [1] \t [total:\t7]",
+            "8": "8 0620/31/m/j/19 \u00a9 ucles 2019 4\t\tthis\tquestion\tis\tabout\tiodine\tand\tcompounds\tof\t iodine.  (a)\t\tuse\tthe\tkinetic\tparticle\tmodel\tto\tdescribe\tthe\tseparation\t between\tthe\tmolecules\t and\tthe\ttype\t of\tmotion\tof\tthe\tmolecules\tin:  \u25cfsolid\tiodine\t  ..     \u25cfiodine\tgas.\t  ..     [4]  (b)\t\tthe\tgraph\tshows\thow\tthe\tvolume\tof\tiodine\tgas\tchanges\twith\tpressure.\t the\ttemperature\t is\t kept\tconstant. volume of iodine gas pressure00 \t\tdescribe\thow\tthe\tvolume\tof\tiodine\tgas\tchanges\twith\tpressure.      ..   [1]  (c) (i)\t\tcomplete\t the\tword\tequation\tto\tshow\tthe\thalogen\tand\thalide\tcompound\t which\treact\tto\t form\tthe\tproducts\tiodine\tand\tpotassium\tbromide. + iodine +potassium bromide  [2] (ii)\t\texplain,\tin\tterms\tof\tthe\treactivity\tof\tthe\thalogens,\t why\taqueous\tiodine\tdoes\t not react with  aqueous\tpotassium\tchloride.   .   ...   [1]",
+            "9": "9 0620/31/m/j/19 \u00a9 ucles 2019 [turn over  (d)\t\tiodine\treacts\twith\taqueous\tsodium\tthiosulfate,\tna2s2o3.  (i)\t\tbalance\tthe \tchemical\tequation\tfor\tthis\treaction. .na2s2o3  +  i2    na2s4o6  +  .na i  [2]  (ii)\t\tthe\tenergy \tlevel\tdiagram\tfor\tthis\treaction\tis\tshown. energyreactants products progress of reaction \t \texplain\thow\tthis\tdiagram\tshows\tthat\tthe \treaction\tis\texothermic.   .   ...   [1]  (e)\t\tdescribe\ta\ttest\tfor\tiodide\tions.  test  . \t observations\t  ..  [2]  (f)\t\tmolten\tsodium\tiodide\tis\telectrolysed. \t\tpredict\tthe\tproduct\tat\tthe\tpositive\telectrode.   ..   [1] \t [total:\t14]",
+            "10": "10 0620/31/m/j/19 \u00a9 ucles 2019 5\t\tcoal\tgas\tis\tmade\tby\theating\tcoal\tin\tthe\tabsence \tof\tair. \t\tthe\tlist\tshows\tthe\tmain\tgases\tpresent\tin\tcoal\tgas. carbon dioxide carbon monoxide ethene hydrogen methane nitrogen  (a) (i)  which one\tof\tthese\tgases\tis\tan\talkane?   ...   [1]  (ii)\t\tdraw\tthe\tstructure\tof\ta\tmolecule\tof\tethene.\tshow\tall\tof\tthe\tatoms\tand\tall\tof\tthe\tbonds.  [1]  (iii)\t\tdescribe\thow\taqueous\tbromine\tcan\tbe\tused\tto\ttell\tthe\tdifference\t between\tmethane\tand\t ethene.   .   .   ...   [2]",
+            "11": "11 0620/31/m/j/19 \u00a9 ucles 2019 [turn over  (b)\t\tethene\tmolecules\treact\twith\teach\tother\tto\tform\tpoly(ethene).  (i)\t\twhat\tis\tthe\tname\tgiven\tto\tthis\ttype\tof\tchemical\treaction?   ...   [1]  (ii)  which one\tof\tthe\tfollowing\twords\tdescribes\tthe\tethene\tmolecules\tin\tthis\treaction? \t \tdraw\ta\tcircle\taround\tthe\tcorrect\tanswer. elements            mixtures            monomers            polymers  [1]  (iii)\t\tpoly(ethene)\tis\ta\tnon-biodegradable\tplastic. \t \twhat\tis\tmeant\tby\tthe\tterm\tnon-biodegradable ?   .   ...   [1]  (iv)\t\tdescribe\t one\tpollution\tproblem\tcaused\t by\tnon-biodegradable\tplastics.   .   ...   [1]  (c)\t\tethanol\tcan\tbe\tmade\tfrom\tethene\tand\tone\tother\treactant.  \u25cfname\tthe\tother\treactant.     \u25cfstate\tthe\tconditions\tneeded\tto\tmake\tethanol\tfrom\tethene.        [3] \t [total:\t11]",
+            "12": "12 0620/31/m/j/19 \u00a9 ucles 2019 6\t\tthis\tquestion\tis\tabout\tcopper\tand\tcopper\tcompounds.  (a)\t\tdescribe\thow\tyou\tcould\tprepare\ta\tpure\tsample\tof\tcrystals\tof\thydrated\tcopper( ii)\tsulfate\tusing\t dilute\tsulfuric\tacid\tand\tan\texcess\tof\tcopper( ii)\toxide.               ..   [3]  (b)\t\tanhydrous\tcopper( ii)\tsulfate\tis\tused\tto\ttest\tfor\twater. cuso4    +    5h2o        cuso4.5h2o  anhydrous\t hydrated \t copper( ii)\tsulfate\t copper( ii)\tsulfate  (i)\t\twhat\tis\tmeant\tby\tthe\tsymbol\t \t?   ...   [1]  (ii)\t\thow\tcan\thydrated\tcopper( ii)\tsulfate\tbe\tchanged\tinto\tanhydrous\tcopper( ii)\tsulfate?   ...   [1]  (c)\t\tcomplete\t the\ttable\tto\tcalculate\tthe\trelative\tformula\tmass\tof\tanhydrous\t copper( ii)\tsulfate,\t cuso4. \t\tuse\tyour\tperiodic\t table\tto\thelp\tyou. type of atomnumber of atomsrelative atomic mass copper 1 64 1 \u00d7 64 = 64 sulfur oxygen \t relative\tformula\tmass\t=\t...  [2]",
+            "13": "13 0620/31/m/j/19 \u00a9 ucles 2019 [turn over  (d)\t\tcomplete\t the\ttable\tto\tshow\tthe\tnumber\tof\telectrons,\t protons\tand\tneutrons\tin\tthe\tsulfur\tatom\t and\tcopper\tion\tshown. number\tof electronsnumber\tof neutronsnumber\tof protons 34s16 63cu2+ 29 29  [4]  (e)\t\talloys\tof\tcopper\tare\tused\tto\tmake\tcoins.  (i)\t\twhat\tis\tmeant\tby\tthe\tterm\talloy ?   .   ...   [1]  (ii)\t\tsuggest\twhy\tan\talloy\tof\tcopper\tis\tused\t to\tmake\tcoins\tinstead\tof\tusing\tpure\tcopper.   ...   [1] \t [total:\t13]",
+            "14": "14 0620/31/m/j/19 \u00a9 ucles 2019 7\t\ta\tstudent\tinvestigates \tthe\trate\tof\treaction\tof\tsmall\tpieces\tof\tcalcium\tcarbonate\t with\tan\texcess\tof\t hydrochloric\tacid\tof\tconcentration\t1\t mol\t/\tdm3. caco3(s)\t\t+\t\t2hcl\t (aq)\t\t   cacl 2(aq)\t\t+\t\tco2(g)\t\t+\t\th2o(l)  (a)\t\tname\tthe\tsalt\tformed\twhen\tcalcium\tcarbonate\treacts\twith\thydrochloric\tacid.   ..   [1]  (b)\t\tthe\tgraph\tshows\thow\tthe\tmass\tof\tthe\treaction\tmixture\tchanges\twith\ttime. 200.0 199.8 199.6 199.4199.2199.0198.8 0 20 40 60 time  / s80 100 120 140mass of reaction mixture / g  (i)\t\tstate\twhy\tthe\treaction\tmixture\tdecreases\tin\tmass.   ...   [1]  (ii)\t\tcalculate\tthe\tloss\tin\tmass\tduring\tthe\tfirst\t40\tseconds\tof\tthe\texperiment.  .. g  [1]",
+            "15": "15 0620/31/m/j/19 \u00a9 ucles 2019 [turn over  (iii)\t\tthe\texperiment\tis\trepeated\tusing\thydrochloric\tacid\tof\tconcentration\t2\t mol\t/\tdm3. \t \tall\tother\tconditions\tare\tkept\tthe\tsame. \t \tdraw\ta\tline\ton the grid\t for\tthe\texperiment\t using\thydrochloric\t acid\tof\tconcentration\t 2\tmol\t/\tdm3. [2]  (iv)\t\tin\tthe\texperiment,\t when\t2.00\tg\tof\tcalcium\tcarbonate\t is\tused,\tthe\tloss\tin\tmass\tof\tthe\t reaction\tmixture\tis\t0.88\t g. \t \tall\tother\tconditions\tare\tkept\tthe\tsame. \t \tcalculate\tthe\tloss\tin\tmass\twhen\t0.50\t g\tof\tcalcium\tcarbonate\tis\tused. \t loss\tin\tmass\t=\t..\tg\t\t[1]  (v)\t\tthe\texperiment\t is\trepeated\t using\tthe\tsame\tmass\tof\tdifferent\tsized\tpieces\tof\t calcium\tcarbonate. \t \tall\tother\tconditions\tare\tkept\tthe\tsame. \t \tthe\tsizes\tof\tthe\tpieces\tof\tcalcium\tcarbonate\tare: \t \u25cf\t powder \t \u25cf\t small\tpieces \t \u25cf\t large\tpieces. \t \tcomplete\t the\ttable\tby\twriting\tthe\tsizes\tof\tthe\tpieces\tof\tcalcium\tcarbonate\t in\tthe\tfirst\t column. size\tof\tpieces\tof calcium\tcarbonateinitial\trate\tof\tloss in\tmass\tin\tg\t /\ts 0.005 0.030 0.100  [1] \t [total:\t7]",
+            "16": "16 0620/31/m/j/19 \u00a9 ucles 2019 8 (a)\t\tsulfur\tdioxide\tis\ta\tpollutant\tin\tthe\tair.  (i)  state one\tsource\tof\tsulfur\tdioxide\tin\tthe \tair.   ...   [1]  (ii)\t\tsulfur\tdioxide\tis\toxidised\tto\tsulfur\ttrioxide\tin\tthe\tair. \t \toxides\tof\tnitrogen\tact\tas\tcatalysts\tfor\tthis\treaction.\t \t \twhat\tis\tmeant\tby\tthe\tterm\tcatalyst\t?   .   ...   [1]  (iii)\t\tsulfur\ttrioxide\tdissolves\tin\trainwater\tto\tform\tacid\train.   which one\tof\tthe\tfollowing\tph\tvalues\tcould\tbe\tthe\tph\tof\tacid\train? \t \tdraw\ta\tcircle\taround\tthe\tcorrect\tanswer. ph 4            ph 7            ph 9            ph 13  [1]  (iv)  state one\tadverse\teffect\tof\tacid\train\ton\tbuildings.   ...   [1]  (b)\t\tsulfur\tdioxide\tmelts\tat\t\u201373\t \u00b0c\tand\tboils\tat\t\u201310\t \u00b0c. \t\twhat\tis\tthe\tphysical\tstate\tof\tsulfur\tdioxide\tat\t\t\u201320\t \u00b0c? \t\texplain\tyour\tanswer.      ..   [2]",
+            "17": "17 0620/31/m/j/19 \u00a9 ucles 2019 [turn over  (c)\t\texcess\tsulfuric\tacid\treacts\twith\tammonia\tto\tmake\ta \tsalt\twhich\tcan\tbe\tused\tas\ta\tfertiliser. \t\tstate\tthe\tname\tof\tthe\tsalt\tformed\twhen\texcess\tsulfuric\tacid\treacts\twith\tammonia.   ..   [1]  (d)\t\tthe\ttable\tshows\tsome\tobservations\t about\tthe\treactivity\tof\tfour\tmetals\twith\tdilute\tsulfuric\tacid. metal reaction\twith\tsulfuric\tacid iron a\tslow\tstream\tof\tbubbles\tis\tseen magnesium a\trapid\tstream\tof\tbubbles\tis\tseen nickel a\tfew\tbubbles\tslowly\tform tungsten no\tbubbles\tare\tseen \t\tuse\tthe\tinformation\tin\tthe\ttable\tto\tput\tthe\tfour\tmetals\tin\torder\tof\ttheir\treactivity. \t\tput\tthe\tleast\treactive\tmetal\tfirst. least reactive most reactive  [2] \t [total:\t9]",
+            "18": "18 0620/31/m/j/19 \u00a9 ucles 2019blank page",
+            "19": "19 0620/31/m/j/19 \u00a9 ucles 2019blank page permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the publisher will be pleased to make amends at the earliest possible opportunity. 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 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.",
+            "20": "20 0620/31/m/j/19 \u00a9 ucles 2019 groupthe periodic table of elements 1 h hydrogen 12 he helium 4ii i iii iv vv iv ii viii 3 li lithium 74 be berylliu m 9atomic number atomic symbolkey name relative atomic mas s 11 na sodium 2312 mg magnesium 24 19 k potassium 3920 ca calcium 40 37 rb rubidium 8538 sr strontium 88 55 cs caesium 13356 ba barium 137 87 fr franciu m \u201388 ra radium \u20135 b boron 11 13 al aluminium 27 31 ga gallium 70 49 in indium 115 81 tl thallium 2046 c carbon 12 14 si silicon 28 32 ge germanium 73 50 sn tin 119 82 pb lead 20722 ti titanium 4840 zr zirconium 91 72 hf hafnium 178 104 rf rutherfordiu m \u201323 v vanadium 51 41 nb niobium 93 73 ta tantalum 181 105 db dubnium \u201324 cr chromium 52 42 mo molybdenum 96 74 w tungsten 184 106 sg seaborgium \u201325 mn manganes e 55 43 tc technetium \u2013 75 re rhenium 186 107 bh bohrium \u201326 fe iron 56 44 ru ruthenium 101 76 os osmium 190 108 hs hassium \u201327 co cobalt 59 45 rh rhodium 103 77 ir iridium 192 109 mt meitneriu m \u201328 ni nicke l 59 46 pd palladium 106 78 pt platinum 195 110 ds darmstadtiu m \u201329 cu copper 6447 ag silver 108 79 au gold 197 111 rg roentgenium \u201330 zn zinc 65 48 cd cadmium 112 80 hg mercury 201 112 cn copernicium \u2013114 fl fleroviu m \u2013116 lv livermorium \u20137 n nitrogen 14 15 p phosphorus 31 33 as arsenic 75 51 sb antimony 122 83 bi bismuth 2098 o oxygen 16 16 s sulfur 32 34 se selenium 79 52 te tellurium 128 84 po polonium \u20139 f fluorine 19 17 cl chlorine 35.5 35 br bromine 80 53 i iodine 127 85 at astatine \u201310 ne neon 20 18 ar argon 40 36 kr krypton 84 54 xe xenon 131 86 rn radon \u201321 sc scandium 4539 y yttrium 89 57\u201371 lanthanoids 89\u2013103 actinoids 57 la lanthanum 139 89 aclanthanoids actinoids the volume of one mole of any gas is 24  dm3 at room temperature and pressure (r .t.p.).actinium \u201358 ce cerium 140 90 th thorium 23259 pr praseodymium 141 91 pa protactinium 23160 nd neodymium 144 92 u uranium 23861 pm promethium \u2013 93 np neptunium \u201362 sm samarium 150 94 pu plutonium \u201363 eu europium 152 95 am americiu m \u201364 gd gadolinium 157 96 cm curium \u201365 tb terbium 159 97 bk berkelium \u201366 dy dysprosium 163 98 cf californium \u201367 ho holmium 165 99 es einsteinium \u201368 er erbium 167 100 fm fermium \u201369 tm thulium 169101 md mendelevium \u201370 yb ytterbium 173102 no nobelium \u201371 lu lutetium 175103 lr lawrenciu m \u2013"
+        },
+        "0620_s19_qp_32.pdf": {
+            "1": "read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen.you may use an hb pencil for any diagrams or graphs.do not use staples, paper clips, glue or correction fluid.do not write in any barcodes. answer all questions. electronic calculators may be used.a copy of the periodic table is printed on page 20.you may lose marks if you do not show your working or if you do not use appropriate units. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question.chemistry  0620/32 paper 3  theory (core) may/june 2019  1 hour 15 minutes candidates answer on the question paper. no additional materials are required.cambridge assessment international education cambridge international general certificate of secondary education this document consists of 18 printed pages and 2 blank pages. [turn overib19 06_0620_32/2rp\u00a9 ucles 2019 *9200369506* this syllabus is regulated for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificate.",
+            "2": "2 0620/32/m/j/19 \u00a9 ucles 2019 1\t\tthe\tdiagrams\tshow\tpart\tof\tthe\tstructures\tof\tfive\tsubstances,\ta,\tb,\tc,\td\tand\te. ca2+o2\u2013 o2\u2013ca2+o2\u2013 o2\u2013ca2+ o2\u2013 ca2+fefefefe fefefefe fefefefe fefefefe ab dechch hos o o so os oo h cch hhh  (a)\t\tanswer\tthe\tfollowing\tquestions\tabout\tthese\tstructures. \t\teach\tstructure\tmay\tbe\tused\tonce,\tmore\tthan\tonce\tor\tnot\tat\tall.   state which one\tof\tthese\tstructures,\ta,\tb,\tc,\td or e:  (i)\t\tis\tan\talcohol   ...   [1]  (ii)\t\tis\tan\tionic\tcompound   ...   [1]  (iii)\t\tconducts\telectricity\twhen\tsolid   ...   [1]  (iv)\t\tcontributes \tto\tacid\train   ...   [1]  (v)\t\treacts\twith\tan\tacid\tto\tform\ta\tsalt\tand\twater.   ...   [1]  (b)\t\tsubstance\te\tis\ta\tcompound. \t\twhat\tis\tmeant\tby\tthe\tterm\tcompound  ?      ..   [1] \t [total:\t6]",
+            "3": "3 0620/32/m/j/19 \u00a9 ucles 2019 [turn over 2\t\tthis\tquestion\tis\tabout\tiron\tand\tcompounds\tof\tiron.  (a)\t\tiron\tcan\tbe\tconverted\tinto\tsteel\tin\ta\tbasic\toxygen\tconverter. \t\toxygen\tis\tblown\tinto\tthe\timpure\tmolten\tiron\tto\tremove\tsome\tof\tthe\timpurities.  (i)\t\toxygen\treacts\twith\tthe\tcarbon\tin\tthe\timpure\tiron\tto\tform\tcarbon\tdioxide. \t \twrite\ta\tchemical\tequation\tfor\tthis\treaction.   ...   [2]  (ii)\t\tbasic\toxides\tin\tthe\tlining\tof\tthe\tconverter\t react\twith\timpurities\t such\tas\tsulfur\tdioxide\tto\t form\tslag. \t \twhat\ttype\tof\toxide\tis\tsulfur\tdioxide? \t \tgive\ta\treason\tfor\tyour\tanswer.   .   ...   [2]  (b)\t\tiron( iii)\tchloride,\tfe2cl 6,\tis\tproduced\twhen\tiron\tis\theated\twith\tchlorine.   the diagram shows the apparatus used.  (i)\t\tdraw\tan\tarrow\ton\tthe\tdiagram\tto\tshow\twhere\tthe\tapparatus\tis\theated. dry chlorineiron wire in a ceramic boat flask iron( iii) chloride collects here drying agent  [1]  (ii)\t\tiron( iii)\tchloride\tundergoes\tsublimation. \t \twhat\tis\tmeant\tby\tthe\tterm\tsublimation  ?   .   ...   [1]  (iii)\t\tsuggest\twhy\tthe\tiron( iii)\tchloride\tis\tcollected\tin\tthe\tflask\tand\tnot\tin\tthe\tceramic\tboat.   .   ...   [2]",
+            "4": "4 0620/32/m/j/19 \u00a9 ucles 2019  (iv)\t\tat\thigher\ttemperatures,\tiron( iii)\tchloride\tdecomposes.  heatfe2cl 6  \t\t2fecl 2  +  c l 2 \t \texplain\twhy\tthis\tis\ta\tdecomposition\treaction.   .   ...   [1]  (c)\t\tiron\treacts\twith\tchlorine\tand\tother\thalogens.   name two\tother\tsubstances\twhich\treact\twith\tiron.  1  .  2  .  [2]  (d)\t\tdescribe\ta\ttest\tfor\tiron( ii)\tions.  test  . \t observations\t  ..  [2] \t [total:\t13]",
+            "5": "5 0620/32/m/j/19 \u00a9 ucles 2019 [turn over 3 (a)\t\tthe\ttable\tshows\tthe\tpercentage\t by\tmass\tof\tthe\telements\tin\tthe\tearth\u2019s\tcrust\tand\tin\tthe\toceans. elementpercentage\tby\tmass in\tthe\tearth\u2019s\tcrustpercentage\tby\tmass in\tthe\toceans aluminium 8.20 0.00 calcium 3.60 0.05 chlorine 0.05 1.80 hydrogen 0.22 11.00 iron 5.00 0.00 oxygen 46.60 85.80 silicon 29.50 0.00 sodium 2.80 1.15 other\telements 4.03 total 100.00 100.00 \t\tanswer\tthese\tquestions\tusing\tonly\tthe\tinformation\tin\tthe\ttable.  (i)\t\tdeduce\tthe \tpercentage\tby\tmass\tof\tother\telements\tpresent\tin\tthe\toceans.  .. %  [1]  (ii)\t\twhich\telement\tis\tpresent\tin\tthe\tearth\u2019s\tcrust\tin\tthe\tgreatest\tpercentage\tby\tmass?   ...   [1]  (iii)\t\tgive\t two\tmajor\tdifferences\t in\tthe\tpercentage\t by\tmass\tof\tthe\telements\tin\tthe\tearth\u2019s\tcrust\t and\tin\tthe\toceans.  1  ..   .  2  ..   .  [2]",
+            "6": "6 0620/32/m/j/19 \u00a9 ucles 2019  (b)\t\taluminium\toxide\tis\ta\tcompound\tpresent\tin\taluminium\tore.  (i)\t\tname\tan\tore\twhich\tcontains\taluminium\t oxide.   ...   [1]  (ii)\t\tpredict\tthe\tproducts\tof\tthe\telectrolysis\tof\tmolten\taluminium\toxide\tat: \t the\tpositive\telectrode\t  .. \t the\tnegative\telectrode.\t  ...  [2]  (iii)\t\tsuggest\twhy\taluminium\tis\textracted\tby\t electrolysis\tand\t not\tby\treduction\twith\tcarbon.   ...   [1] \t [total:\t8]",
+            "7": "7 0620/32/m/j/19 \u00a9 ucles 2019 [turn over 4\t\tthis\tquestion\tis\tabout\tbromine\tand\tcompounds\tof\tbromine.  (a)\t\tuse\tthe\tkinetic\tparticle\tmodel\tto\tdescribe\tthe\tarrangement\t and\ttype\tof\tmotion\tof\tthe  molecules\tin: \t \u25cf\t liquid\tbromine\t  .   . \t \u25cf\t bromine\tgas.\t ...   .  [4]  (b)\t\tthe\tgraph\tshows\thow\tthe\tvolume\tof\tbromine\tgas\tchanges\twith\ttemperature.\t the\tpressure\tis\t kept\tconstant. volume of bromine gas temperature \t\tdescribe\thow\tthe\tvolume\tof\tthe\tbromine\tgas\tchanges\twith\ttemperature.      ..   [1]  (c) (i)\t\tcomplete\t the\tword\tequation\tto\tshow\tthe\thalogen\tand\thalide\tcompound\t which\treact\tto\t form\tthe\tproducts\tbromine\tand\tpotassium\tchloride. + bromine +potassium chloride  [2] (ii)\t\texplain,\tin\tterms\tof\tthe\treactivity\tof\tthe\thalogens,\t why\taqueous\tbromine\twill\tnot react with  aqueous\tpotassium\tchloride.   .   ...   [1]",
+            "8": "8 0620/32/m/j/19 \u00a9 ucles 2019  (d)\t\tbromine\treacts\twith\thydrogen\tsulfide,\th2s.  (i)\t\tcomplete\tthe\tchemical\tequation\tfor\tthis \treaction. ...\t\t+\t\th2s  \t\t..hbr\t\t+ \t\ts  [2]  (ii)\t\tthe\tenergy \tlevel\tdiagram\tfor\tthis\treaction\tis\tshown. energy progress of reactionreactants products \t \texplain\thow\tthis\tdiagram\tshows\tthat\tthe \treaction\tis\texothermic.   .   ...   [1]  (e)\t\tdescribe\ta\ttest\tfor\tbromide\tions.  test  . \t observations\t  ..  [2] \t [total:\t13]",
+            "9": "9 0620/32/m/j/19 \u00a9 ucles 2019 [turn over 5\t\tmethane,\tethane\tand\tethene\tare\thydrocarbons.  (a)  draw\tthe\tstructure\tof\ta\tmolecule\tof\tethane.\tshow\tall\tof\tthe\tatoms\tand\tall\tof\tthe\tbonds.  [1]  (b)  which one\tof\tthese\tcompounds\tbelongs\tto\tthe\tsame\thomologous\tseries\tas\tmethane? \t\tdraw\ta\tcircle\taround\tthe\tcorrect\tanswer. butane            methanoic acid            methanol            propene  [1]  (c)\t\tethene\tcan\tbe\tmanufactured\tby\tcracking.  (i)\t\tcomplete\tthe\tsentence\tabout\tcracking\tusing\twords\tfrom\tthe\tlist. atoms        ions        larger        molecules        reactive        smaller \t \tcracking\t is\tthe\tprocess\tof\tbreaking\t down\t\u2026\u2026\u2026\u2026\u2026.\t alkane\t\u2026\u2026\u2026\u2026\u2026\u2026..\t into    \u2026\u2026\u2026\u2026..\talkanes\tand\talkenes.  [2]  (ii)  state two\tconditions\tneeded\tfor\tcracking.  1  ..  2  ..  [2]  (d)\t\tpoly(ethene)\tis\tmade\tby\tthe\tpolymerisation\tof\tethene.   which one\tof\tthe\tstructures\trepresents\tpart\tof\ta\tpoly(ethene)\tmolecule? \t\ttick\tone\tbox.\t cch3 hch hc ch3chh hcc hcch h hc hchh hcchh hhcch3 hch oh ohcch3 ch h  [1]",
+            "10": "10 0620/32/m/j/19 \u00a9 ucles 2019  (e)\t\tnylon\tis\talso\ta\tpolymer.  (i)\t\tgive\tone\tcommon\tuse\tof\tnylon.   ...   [1]  (ii)\t\tpart\tof\tthe\tstructure\tof\tnylon\tis\tshown. c( ch2)4 (ch2)6 oc onh nh nh \t \thow\tmany\tdifferent\ttypes\tof\tatom\tare\tshown\tin\tthis\tstructure?   ...   [1]  (f)\t\tthe\tstructure\tof\ta\tmonomer\tused\tto\tmake\ta\tpolymer\tis\tshown. ccoo c ch3 h hh  (i)\t\twhat\tstructural\tfeature\tof\tthis\tmolecule\t shows\tthat\tit\tis\tunsaturated?   ...   [1]  (ii)\t\tdescribe\ta\t test\tto\tshow\tthat\tthis\tcompound\tis\tunsaturated.  test  .. \t observations\t  ...  [2] \t [total:\t12]",
+            "11": "11 0620/32/m/j/19 \u00a9 ucles 2019 [turn over 6\t\tthis\tquestion\tis\tabout\tcobalt\tand\tcompounds\tof\t cobalt.  (a)\t\tdescribe\thow\tyou\tcould\tprepare\ta\tpure\tsample\tof\tcrystals\tof\thydrated\tcobalt( ii)\tsulfate\tusing\t dilute\tsulfuric\tacid\tand\tan\texcess\tof\tcobalt( ii)\tcarbonate.               .. \t\t[3]  (b)\t\tcomplete\t the\ttable\tto\tcalculate\t the\trelative\tformula\tmass\tof\tanhydrous\t cobalt( ii)\tsulfate,\t coso4. \t\tuse\tyour\tperiodic\t table\tto\thelp\tyou. type of atom number\tof\tatoms relative\tatomic\tmass cobalt sulfur 1 32 1 \u00d7\t32\t=\t32 oxygen \t relative\tformula\tmass\t=\t..  [2]  (c)\t\tcomplete\t the\ttable\tto\tshow\tthe\tnumber\tof\telectrons,\t protons\tand\tneutrons\tin\tthe\toxygen\tatom\t and\tcobalt\tion\tshown.\t number\tof electronsnumber\tof neutronsnumber\tof protons 17o8 59co2+ 27 27  [4]  (d)\t\tanhydrous\tcobalt( ii)\tchloride\tis\tused\tto\ttest\tfor\twater. \t\tstate\tthe\tcolour\tchange\twhen\twater\tis\tadded\tto\tanhydrous\tcobalt( ii)\tchloride.  from ..  to  ...  [2]",
+            "12": "12 0620/32/m/j/19 \u00a9 ucles 2019  (e)\t\tan\talloy\tof\tcobalt,\tchromium\tand\tmolybdenum\tis\tused\tto\tmake\tcutlery.  (i)  which one\tof\tthe\tfollowing\tdiagrams\tbest\trepresents\tthe\tstructure\tof\tthe\talloy? \t \tdraw\ta\tcircle\taround\tthe\tcorrect\tanswer. a b c d  [1]  (ii)  which one\tof\tthese\tsubstances\tis\talso\tused\tto\tmake\tcutlery? \t \ttick\tone\tbox.  mercury  sodium \t stainless\tsteel  graphite  [1] \t [total:\t13]",
+            "13": "13 0620/32/m/j/19 \u00a9 ucles 2019 [turn over question 7 starts on the next page.",
+            "14": "14 0620/32/m/j/19 \u00a9 ucles 2019 7\t\ta\tstudent\tinvestigates\t the\trate\tof\treaction\tof\tmagnesium\t ribbon\twith\tan\texcess\tof\tdilute\t hydrochloric\tacid. mg\t\t+\t\t2hcl    mgcl 2\t\t+\t\th2  (a)\t\tname\tthe\tsalt\tformed\twhen\tmagnesium\treacts\twith \tdilute\thydrochloric\tacid.   ..   [1]  (b)\t\tthe\tgraph\tshows\thow\tthe\tvolume\tof\thydrogen\tproduced\tchanges\twith\ttime. 0 20 40 60 80 time  / svolum e of hydrogen / cm3 100 120 14060 50 40 30 2010 0  (i)\t\tdescribe\thow\tthe\trate\tof\treaction\tchanges\twith\ttime. \t \tuse\tthe\tgraph\tto\texplain\tyour\tanswer.   .   .   ...   [2]  (ii)\t\thow\tmany\tseconds\tdid\tit\ttake\tto\tcollect \tthe\tfirst\t25\t cm3\tof\thydrogen?  .. s  [1]",
+            "15": "15 0620/32/m/j/19 \u00a9 ucles 2019 [turn over  (iii)\t\tthe\texperiment\tis\trepeated\tat\ta\thigher\ttemperature. \t \tall\tother\tconditions\tare\tkept\tthe\tsame. \t \tdraw\ta\tline\t on the grid \tfor\tthe\texperiment\tusing\ta\thigher\ttemperature.\t [2]  (iv)\t\tif\t2.4\tg\tof\tmagnesium\tis\tused,\t0.2\t g\tof\thydrogen\tis\tproduced. \t \tcalculate\t the\tmass\tof\tmagnesium\t needed\tto\tproduce\t0.8\tg\tof\thydrogen\t using\tan\texcess\t of\tdilute\thydrochloric\tacid. \t mass\tof\tmagnesium\t=\t..\tg\t\t[1] \t [total:\t7]",
+            "16": "16 0620/32/m/j/19 \u00a9 ucles 2019 8 (a)\t\toxides\tof\tnitrogen\tare\tpollutants\tin\tthe\tair.  (i)\t\tone\tsource\tof\toxides\tof\tnitrogen\tin\tthe\tair\tis\tfrom\tthe\tmanufacture\tof\tnitric\tacid.   state one\tother\tsource\tof\toxides\tof\tnitrogen\tin\tthe\tair.   ...   [1]  (ii)  state one\tadverse\teffect\tof\toxides\tof\tnitrogen\ton\thealth.   ...   [1]  (iii)\t\toxides\tof\tnitrogen\tact\tas\tcatalysts. \t \twhat\tis\tmeant\tby\tthe\tterm\tcatalyst ?   .   ...   [1]  (iv)\t\toxides\tof\tnitrogen\tare\tformed\tduring\tthe \tmanufacture\tof\tnitric\tacid.   which one\tof\tthe\tph\tvalues\tcould\tbe\tthe\tph\tof\tnitric\tacid? \t \tdraw\ta\tcircle\taround\tthe\tcorrect\tanswer. ph\t1\t\t\t\t\t\t\t\t\t\t\t\tph\t7\t\t\t\t\t\t\t\t\t\t\t\tph\t10\t\t\t\t\t\t\t\t\t\t\t\tph\t14  [1]  (b)\t\tnitrogen\tis\tpresent\tin\tfertilisers. \t\twhy\tare\tfertilisers\tadded\tto\tthe\tsoil\twhere\tcrops\tare\tgrown?      ..   [1]",
+            "17": "17 0620/32/m/j/19 \u00a9 ucles 2019 [turn over  (c)\t\tthe\ttable\tshows\tsome\tobservations\t about\tthe\treactivity\t of\tfour\tmetals\twith\tdilute\t hydrochloric\tacid. metal reaction\twith\thydrochloric\tacid calcium a\trapid\tstream\tof\tbubbles\tis\tseen lead no\tbubbles\tare\tseen manganese a\tslow\tstream\tof\tbubbles\tis\tseen tin a\tfew\tbubbles\tslowly\tform \t\tuse\tthe\tinformation\tin\tthe\ttable\tto\tput\tthe\t four\tmetals\tin\torder\tof\ttheir\treactivity. \t put\tthe\tleast\treactive\tmetal\tfirst. least reactive most reactive  [2]  (d)\t\tcalcium\tmelts\tat\t839\t \u00b0c\tand\tboils\tat\t1484\t \u00b0c. \t\twhat\tis\tthe\tphysical\tstate\tof\tcalcium\tat\t1600\t \u00b0c?   ..   [1] \t [total:\t8]",
+            "18": "18 0620/32/m/j/19 \u00a9 ucles 2019blank page",
+            "19": "19 0620/32/m/j/19 \u00a9 ucles 2019blank page permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the publisher will be pleased to make amends at the earliest possible opportunity. 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 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.",
+            "20": "20 0620/32/m/j/19 \u00a9 ucles 2019 groupthe periodic table of elements 1 h hydrogen 12 he helium 4ii i iii iv vv iv ii viii 3 li lithium 74 be berylliu m 9atomic number atomic symbolkey name relative atomic mas s 11 na sodium 2312 mg magnesium 24 19 k potassium 3920 ca calcium 40 37 rb rubidium 8538 sr strontium 88 55 cs caesium 13356 ba barium 137 87 fr franciu m \u201388 ra radium \u20135 b boron 11 13 al aluminium 27 31 ga gallium 70 49 in indium 115 81 tl thallium 2046 c carbon 12 14 si silicon 28 32 ge germanium 73 50 sn tin 119 82 pb lead 20722 ti titanium 4840 zr zirconium 91 72 hf hafnium 178 104 rf rutherfordiu m \u201323 v vanadium 51 41 nb niobium 93 73 ta tantalum 181 105 db dubnium \u201324 cr chromium 52 42 mo molybdenum 96 74 w tungsten 184 106 sg seaborgium \u201325 mn manganes e 55 43 tc technetium \u2013 75 re rhenium 186 107 bh bohrium \u201326 fe iron 56 44 ru ruthenium 101 76 os osmium 190 108 hs hassium \u201327 co cobalt 59 45 rh rhodium 103 77 ir iridium 192 109 mt meitneriu m \u201328 ni nicke l 59 46 pd palladium 106 78 pt platinum 195 110 ds darmstadtiu m \u201329 cu copper 6447 ag silver 108 79 au gold 197 111 rg roentgenium \u201330 zn zinc 65 48 cd cadmium 112 80 hg mercury 201 112 cn copernicium \u2013114 fl fleroviu m \u2013116 lv livermorium \u20137 n nitrogen 14 15 p phosphorus 31 33 as arsenic 75 51 sb antimony 122 83 bi bismuth 2098 o oxygen 16 16 s sulfur 32 34 se selenium 79 52 te tellurium 128 84 po polonium \u20139 f fluorine 19 17 cl chlorine 35.5 35 br bromine 80 53 i iodine 127 85 at astatine \u201310 ne neon 20 18 ar argon 40 36 kr krypton 84 54 xe xenon 131 86 rn radon \u201321 sc scandium 4539 y yttrium 89 57\u201371 lanthanoids 89\u2013103 actinoids 57 la lanthanum 139 89 aclanthanoids actinoids the volume of one mole of any gas is 24  dm3 at room temperature and pressure (r .t.p.).actinium \u201358 ce cerium 140 90 th thorium 23259 pr praseodymium 141 91 pa protactinium 23160 nd neodymium 144 92 u uranium 23861 pm promethium \u2013 93 np neptunium \u201362 sm samarium 150 94 pu plutonium \u201363 eu europium 152 95 am americiu m \u201364 gd gadolinium 157 96 cm curium \u201365 tb terbium 159 97 bk berkelium \u201366 dy dysprosium 163 98 cf californium \u201367 ho holmium 165 99 es einsteinium \u201368 er erbium 167 100 fm fermium \u201369 tm thulium 169101 md mendelevium \u201370 yb ytterbium 173102 no nobelium \u201371 lu lutetium 175103 lr lawrenciu m \u2013"
+        },
+        "0620_s19_qp_33.pdf": {
+            "1": "read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen.you may use an hb pencil for any diagrams or graphs.do not use staples, paper clips, glue or correction fluid.do not write in any barcodes. answer all questions. electronic calculators may be used.a copy of the periodic table is printed on page 16.you may lose marks if you do not show your working or if you do not use appropriate units. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question.chemistry  0620/33 paper 3  theory (core) may/june 2019  1 hour 15 minutes candidates answer on the question paper. no additional materials are required.cambridge assessment international education cambridge international general certificate of secondary education this document consists of 16 printed pages. [turn overib19 06_0620_33/2rp\u00a9 ucles 2019 *2741549944* this syllabus is regulated for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificate.",
+            "2": "2 0620/33/m/j/19 \u00a9 ucles 2019 1\t\tthe\tdiagram\tshows\tpart\tof\tthe\tstructures\tof\tfive\tsubstances,\ta,\tb,\tc,\td\tand\te. na+cl \u2013na+cl \u2013 na+cl \u2013na+cl \u2013 na+cl \u2013na+cl \u2013 na+cl \u2013na+cl \u2013 ar arznznznzn znznznznzn znznznznznarar ar arab decbr br br brbr br brbrbrbr chc hhhh ch hhh ch hhhh h h  (a)\t\tanswer\tthe\tfollowing\tquestions\tabout\tthese\tstructures. \t\teach\tstructure\tmay\tbe\tused\tonce,\tmore\tthan\tonce\tor\tnot\tat\tall.  (i)  which two\tof\tthese\tstructures,\t a,\tb,\tc,\td or e,\tare\tcompounds? \t ..\t\tand\t\t  .  [2]  (ii)  which one\tof\tthese\tstructures,\ta,\tb,\tc,\td or e,\tis\tmonatomic?   ...   [1]  (iii)  which one\tof\tthese\tstructures,\ta,\tb,\tc,\td or e,\tconducts\telectricity\twhen\tsolid?   ...   [1]  (iv)  which one\tof\tthese\tstructures,\ta,\tb,\tc,\td or e,\tis\tthe\tmain\tconstituent\tof\tnatural\tgas?   ...   [1]  (v)  which one\tof\tthese\tstructures,\ta,\tb,\tc,\td or e,\tis\ta\tsolid\twhich\tis\tsoluble\tin\twater?   ...   [1]  (vi)  which one\tof\tthese\tstructures,\ta,\tb,\tc,\td or e,\tis\ta\thydrocarbon?   ...   [1]",
+            "3": "3 0620/33/m/j/19 \u00a9 ucles 2019 [turn over  (b)\t\tsubstance\te\tis\tpresent\tin\tair. \t\tair\tis\ta\tmixture\tof\tdifferent\tgases. \t\tdescribe\t two characteristics of a mixture.  1  .     2  .     [2] \t [total:\t9]",
+            "4": "4 0620/33/m/j/19 \u00a9 ucles 2019 2\t\tthis\tquestion\tis\tabout\tiron\tand\tiron\tcompounds.  (a)\t\tiron\tcan\tbe\textracted\tfrom\tiron\tore\tby\treduction\twith\tcarbon\tin\ta\tblast\tfurnace.  (i)  which one\tof\tthese\tsubstances\tis\tan\tore\tof\tiron? \t \tdraw\ta\tcircle\taround\tthe\tcorrect\tanswer. bauxite          graphite          hematite          limestone  [1]  (ii)\t\tthe\tequation\tshows\tone\tof\tthe\treactions\toccurring\tin\tthe\tblast\tfurnace. 2fe2o3  +  3c    4fe  +  3co2 \t \thow\tdoes\tthis\tequation\tshow\tthat\tfe2o3\tis\treduced?   .   ...   [1]  (iii)\t\tthe\tcarbon \tdioxide\tformed\tcan\tbe\treduced\tby\tcarbon. co2  +  c    2co \t \tthe\tenergy\tlevel\tdiagram\tfor\tthis\treaction\tis\tshown. energy progress of reactionco2 + c2co \t \texplain\thow\tthis\tdiagram\tshows\tthat\tthe \treaction\tis\tendothermic.   .   ...   [1]  (iv)\t\texplain\twhy\tiron\tis\textracted\tby\treduction\twith\tcarbon\tand\t not\tby\telectrolysis. \t \trefer\tto\tthe\tposition\tof\tiron\tin\tthe\treactivity\tseries\tin\tyour\tanswer.   .   ...   [1]",
+            "5": "5 0620/33/m/j/19 \u00a9 ucles 2019 [turn over  (b)\t\tdescribe\t three\tproperties\t of\tiron\tthat\tshow\tthat\tit\tis\ta\ttransition\t element\tand\tnot a group i  element.   1  .   2  .   3  .  [3]  (c)\t\tiron\treacts\twith\tchlorine\tto\tform\tiron( iii)\tchloride,\tfe2cl 6.  (i)\t\tbalance\tthe \tchemical\tequation\tfor\tthis\treaction. .fe  +  .c l 2    fe2cl 6  [2]  (ii)  at 400 \u00b0c fe2cl 6\tmolecules\tdecompose. fe2cl 6    2fecl 3 \t \twhat\tis\tmeant\tby\tthe\tsymbol\t \t?   ...   [1]  (d)\t\tthe\tstructure\tof\tan\tion\tis\tshown. fecn cncn cnncnc4\u2013 \t\tdeduce\tthe\tmolecular\t formula\tof\tthis\tion\tto\tshow\tthe\tnumber\tof\tiron,\tcarbon\tand\tnitrogen\t atoms.   ..   [1] \t [total:\t11]",
+            "6": "6 0620/33/m/j/19 \u00a9 ucles 2019 3  the\ttable\tshows\tthe\t percentage\tby\t mass\tof\tthe\telements\tin\tthe\toceans\tand\tin\t the\tbiosphere.\t the\t biosphere\tis\tall\tliving\torganisms. elementpercentage\tby\tmass in\tthe\toceanspercentage\tby\tmass in\tthe\tbiosphere calcium 0.05 0.40 carbon 0.01 39.00 chlorine 1.80 0.05 hydrogen 11.00 6.60 magnesium 0.12 0.10 oxygen 85.80 53.00 silicon 0.00 0.10 sodium 1.15 0.05 other\telements 0.07 total 100.00 100.00  (a)\t\tanswer\tthese\tquestions\tusing\tonly\tthe\tinformation\t in\tthe\ttable.  (i)\t\tdeduce\tthe \tpercentage\tby\tmass\tof\tother\telements\tpresent\tin\tthe\tbiosphere.  .. %  [1]  (ii)\t\twhich\tmetallic\telement\tis\tpresent\tin\tthe \toceans\tin\tthe\tgreatest\tpercentage\tby\tmass?   ...   [1]  (iii)\t\tgive\t two\tmajor\tdifferences\t in\tthe\tpercentage\t by\tmass\tof\tthe\telements\tin\tthe\toceans\tand\t in\tthe\tbiosphere.  1  ..   .  2  ..   .  [2]  (b)\t\tliving\torganisms\trespire.\twater\tis\tproduced\tduring\t respiration.  (i)\t\tname\tthe\tother\tproduct\tof\trespiration.   ...   [1]  (ii)\t\tdescribe\ta\t chemical\ttest\tfor\twater.  test  .. \t observations\t  ...  [2]  [total:\t7]",
+            "7": "7 0620/33/m/j/19 \u00a9 ucles 2019 [turn over 4\t\tthis\tquestion\tis\tabout\tchlorine\tand\tcompounds\tof\tchlorine.  (a)  use\tthe\tkinetic\tparticle\tmodel\tto\tdescribe\tthe\tarrangement\t and\ttype\tof\tmotion\tof\tthe\tmolecules\t in: \t \u25cf\t solid\tchlorine\t  ...    \t \u25cf\t chlorine\tgas.\t  ...     [4]  (b)\t\tthe\tgraph\tshows\thow\tthe\tpressure\tof\tchlorine\tgas\tchanges\twhen\ttemperature\t increases.\t the\t volume\tis\tkept\tconstant. pressure of chlorine gas temperature \t\tdescribe\thow\tthe\tpressure\tof\tthe\tchlorine\tgas\tchanges\twith\ttemperature.      ..   [1]  (c) (i)\t\tcomplete\t the\tword\tequation\tto\tshow\tthe\thalogen\tand\thalide\tcompound\t which\treact\tto\t form\tthe\tproducts\tiodine\tand\tsodium\tchloride. + iodine +sodium chloride  [2]  (ii)\t\texplain,\tin\tterms\tof\tthe\treactivity\tof\tthe\thalogens,\t why\taqueous\tbromine\twill\tnot react with  aqueous\tsodium\tchloride.   .   ...   [1]  (d)\t\tchlorine\treacts\twith\twarm\tturpentine,\tc10h16. \t\tbalance\tthe\tchemical\tequation\tfor\tthis\treaction. c10h16  +  8cl 2    .c  +  .hc l  [2] \t [total:\t10]",
+            "8": "8 0620/33/m/j/19 \u00a9 ucles 2019 5\t\tthe\tstructure\tof\tcompound\ts\tis\tshown. c ccch oo h hh hh occ c  (a) (i)\t\tdraw\ta\tcircle\taround\tthe\tcarboxylic\tacid \tfunctional\tgroup\tin\tthis\tstructure.\t [1]  (ii)\t\thow\tmany\tdifferent\ttypes\tof\tatom\tare\tshown\tin\tthis\tstructure?   ...   [1]  (b)\t\tthe\tmelting\tpoint\tof\tpure\t s\tis\t159\t\u00b0c. \t\tthe\tboiling\tpoint\tof\tpure\t s is 200 \u00b0c.  (i)\t\twhat\tis\tthe\tphysical\tstate\tof\tpure\ts at 100 \u00b0c? \t \texplain\tyour\tanswer.   .   ...   [2]  (ii)  which one\tof\tthese\tstatements\tabout\tan\timpure\tsample\tof\tcompound\t s\tis\tcorrect?   tick one\tbox. \t the\tmelting\tpoint\tof\timpure\t s\tis\t159\t\u00b0c\tand \t the\tboiling\tpoint\tis\tabove\t200\t \u00b0c. \t the\tmelting\tpoint\tof\timpure\t s\tis\tbelow\t159\t \u00b0c \t and\tthe\tboiling\tpoint\tis\t200\t \u00b0c. \t the\tmelting\tpoint\tof\timpure\t s\tis\t159\t\u00b0c\tand \t the\tboiling\tpoint\tis\t200\t \u00b0c. \t the\tmelting\tpoint\tof\timpure\t s\tis\tbelow\t159\t \u00b0c \t and\tthe\tboiling\tpoint\tis\tabove\t200\t \u00b0c.  [1]",
+            "9": "9 0620/33/m/j/19 \u00a9 ucles 2019 [turn over  (c)\t\taqueous\tethanoic\tacid\thas\tchemical\tproperties\twhich\tare\ttypical\tof\tacids. \t\tdescribe\t two\tchemical\tproperties\tof\taqueous\tethanoic\tacid.  1  .     2  .     [2]  (d)\t\tethanol\tcan\tbe\tconverted\t into\tethene\tby\tpassing\tethanol\tvapour\tover\ta\tcatalyst\tof\t aluminium\toxide. c2h5oh    c2h4  +  x  (i)\t\tidentify\tcompound\t x.   ...   [1]  (ii)\t\texplain\twhy\ta\tcatalyst\tis\tused.   ...   [1]  (iii)\t\tdraw\tthe\tstructure\tof\ta\tmolecule\tof\tethanol.\tshow\tall\tof\tthe\tatoms\tand\tall\tof\tthe\tbonds.  [1]  (e)\t\tethene\tcan\tbe\tpolymerised.  (i)\t\tstate\tthe\tname\tof\tthe\tpolymer\tformed\tfrom\tethene.   ...   [1]  (ii)  terylene\tis\talso\ta\tpolymer.   state one use of terylene .   ...   [1] \t [total:\t12]",
+            "10": "10 0620/33/m/j/19 \u00a9 ucles 2019 6\t\tthis\tquestion\tis\tabout\tzinc\tand\tcompounds\tof\tzinc.  (a)\t\tdescribe\thow\tyou\tcould\tprepare\ta\tpure\tsample\tof\tcrystals\tof\thydrated\tzinc\tsulfate\tusing\tdilute\t sulfuric\tacid\tand\tan\texcess\tof\tzinc.               ..   [3]  (b)\t\tthe\tequation\tshows\tthe\teffect\tof\theat\ton\tanhydrous \tzinc\tsulfate.  heat znso4  \t\tzno\t\t+\t\tso3  (i)\t\twhat\ttype\tof\tchemical\treaction\tis\tthis?   tick one\tbox. \t addition \t decomposition \t displacement \t oxidation  [1]  (ii)\t\twhen\t12.60\tg\tof\tanhydrous\t zinc\tsulfate\tis\theated,\tthe\tmass\tof\tzinc\toxide\tformed\tis\t6.34\tg. \t \tcalculate\tthe\tmass\tof\tzinc\toxide\tformed \twhen\t63.0\t g\tof\tanhydrous\tzinc\tsulfate\tis\theated. \t mass\tof\tzinc\toxide\t=\t...\tg\t\t[1]",
+            "11": "11 0620/33/m/j/19 \u00a9 ucles 2019 [turn over  (c)\t\tcomplete\tthe\ttable\tto\tcalculate\tthe\trelative\tformula\t mass\tof\tanhydrous\tzinc\tsulfate,\tznso4. \t\tuse\tyour\tperiodic\t table\tto\thelp\tyou. type of atom number\tof\tatoms relative\tatomic\tmass zinc 1 65 1 \u00d7\t65\t=\t65 sulfur oxygen \t relative\tformula\tmass\t=\t..  [2]  (d)\t\tcomplete\t the\ttable\tto\tshow\tthe\tnumber\tof\telectrons,\t protons\tand\tneutrons\tin\tthe\tsulfur\tatom\t and\tzinc\tion\tshown. number\tof electronsnumber\tof neutronsnumber\tof protons 36s16 67zn2+ 30 30  [4]  (e)\t\tan\talloy\tcontains\tzinc,\tcopper\tand\taluminium. \t\twhat\tis\tmeant\tby\tthe\tterm\talloy ?      ..   [1] \t [total:\t12]",
+            "12": "12 0620/33/m/j/19 \u00a9 ucles 2019 7\t\ta\tstudent\tinvestigates\t the\trate\tof\treaction\tof\tlarge\tpieces\tof\tmagnesium\t carbonate\t with\tan\texcess\t of\tdilute\tnitric\tacid. mgco3  +  2hno3  \t\tmg(no3)2  +  co2  +  h2o  (a)\t\tname\tthe\tsalt\tformed\twhen\tmagnesium\tcarbonate\t reacts\twith\tdilute\tnitric\tacid.   ..   [1]  (b)\t\tthe\tgraph\tshows\thow\tthe\tvolume\tof\tcarbon\tdioxide \tchanges\twith\ttime. 0 20 40 60 80 time  / svolume of carbon dioxide / cm3 100 120 14060 50 40 30 2010 0  (i)\t\tafter\thow\tmany\tseconds\tdid\tthe\treaction\tfinish?\t  .. s  [1]  (ii)\t\tfrom\tthe\tgraph,\tdeduce\tthe\tvolume\tof\tcarbon\tdioxide\tproduced\t during\tthe\tfirst\t50\tseconds\t of\tthe\texperiment.  ..cm3  [1]",
+            "13": "13 0620/33/m/j/19 \u00a9 ucles 2019 [turn over  (iii)\t\tthe\texperiment\t is\trepeated\t using\tsmaller\tpieces\tof\tthe\tsame\tmass\tof\t  magnesium\tcarbonate. \t \tall\tother\tconditions\tare\tkept\tthe\tsame. \t \tdraw\ta\tline\ton the grid\t for\tthe\texperiment\t using\tsmaller\tpieces\tof\tmagnesium\t carbonate.  [2]  (iv)\t\thow\tdoes\tincreasing\tthe\ttemperature\taffect\tthe\trate\tof\tthis\treaction? \t \tall\tother\tconditions\tare\tkept\tthe\tsame.   ...   [1]  (v)\t\thow\tdoes\tdecreasing\tthe\tconcentration \tof\tnitric\tacid\taffect\tthe\trate\tof\tthis\treaction? \t \tall\tother\tconditions\tare\tkept\tthe\tsame.   ...   [1]  (c)\t\tnitric\tacid\tcontains\tnitrate\tions. \t\tcomplete\tthese\tsentences\tabout\tthe\ttest\tfor\tnitrate\tions\tusing\twords\tfrom\tthe\t\tlist.  aluminium ammonia blue chloride copper  green iron nitrate oxygen red \t\taqueous\tsodium\thydroxide\tand\t..\tfoil\tare\tadded\tto\tthe\tsolution \t\tbeing\ttested.\t the\tmixture\tis\twarmed\tgently.\t the\t..\tproduced\tturns \t\tdamp\t..\tlitmus\tpaper\t..\t.  [3] \t [total:\t10]",
+            "14": "14 0620/33/m/j/19 \u00a9 ucles 2019 8\t\tthis\tquestion\tis\tabout\tgroup\tiv\telements\tand\ttheir\tcompounds.  (a)\t\tlead\tcompounds\tare\tpollutants\tin\tthe\tair.  (i)  state one\tsource\tof\tlead\tcompounds\tin\t the\tair.   ...   [1]  (ii)  state one\tadverse\teffect\tof\tlead\tcompounds\ton\thealth.   ...   [1]  (b)\t\tthe\ttable\tshows\thow\teasy\tit\tis\tto\treduce\tfour\tmetal \toxides\twith\tcarbon. metal\toxide ease\tof\treduction\twith\tcarbon bismuth( iii) oxide reduced\tby\tcarbon\tonly\tabove\t250\t \u00b0c chromium( iii) oxide reduced\tby\tcarbon\tonly\tabove\t1200\t \u00b0c lead( ii) oxide reduced\tby\tcarbon\tonly\tabove\t440\t \u00b0c zinc\toxide reduced\tby\tcarbon\tonly\tabove\t990\t \u00b0c \t \tuse\tthe\tinformation\tin\tthe\ttable\tto\tput\tthe\tfour\tmetals\tin\torder\tof\ttheir\treactivity. \t \tput\tthe\tleast\treactive\tmetal\tfirst. least reactive most reactive  [2]  (c)\t\tpart\tof\tthe\tstructure\tof\tgraphite\tis\tshown. \t\tuse\tthe\tinformation\tfrom\tthe\tdiagram\tto\texplain\twhy\tgraphite\tis\tused\tas\ta\tlubricant.      ..   [1]",
+            "15": "15 0620/33/m/j/19 \u00a9 ucles 2019permission 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 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.  (d)\t\twhen\tcarbon\tburns\tin\ta\tlimited\tsupply\tof\tair,\ta\tpoisonous\tgas\tis\tformed.   name this gas.   ..   [1]  (e)\t\twhen\tcarbon\tis\tcompletely\tburned\tin\tair,\tcarbon\tdioxide\tis\tformed. \t\tcarbon\tdioxide\tforms\ta\tslightly\tacidic\tsolution\tin\twater.   which one\tof\tthese\tph\tvalues\tis\tthe\tph\tof\ta\tslightly\tacidic\tsolution? \t\tdraw\ta\tcircle\taround\tthe\tcorrect\tanswer. ph 6               ph 7               ph 8               ph 10  [1]  (f)\t\tcarbon\tdioxide\tis\ta\tgreenhouse\tgas.  (i)  name one\tother\tmajor\tgreenhouse\tgas.   ...   [1]  (ii)  state one\teffect\tthat\tgreenhouse\tgases \thave\ton\tthe\tenvironment.   ...   [1] \t [total:\t9]",
+            "16": "16 0620/33/m/j/19 \u00a9 ucles 2019 groupthe periodic table of elements 1 h hydrogen 12 he helium 4ii i iii iv vv iv ii viii 3 li lithium 74 be berylliu m 9atomic number atomic symbolkey name relative atomic mas s 11 na sodium 2312 mg magnesium 24 19 k potassium 3920 ca calcium 40 37 rb rubidium 8538 sr strontium 88 55 cs caesium 13356 ba barium 137 87 fr franciu m \u201388 ra radium \u20135 b boron 11 13 al aluminium 27 31 ga gallium 70 49 in indium 115 81 tl thallium 2046 c carbon 12 14 si silicon 28 32 ge germanium 73 50 sn tin 119 82 pb lead 20722 ti titanium 4840 zr zirconium 91 72 hf hafnium 178 104 rf rutherfordiu m \u201323 v vanadium 51 41 nb niobium 93 73 ta tantalum 181 105 db dubnium \u201324 cr chromium 52 42 mo molybdenum 96 74 w tungsten 184 106 sg seaborgium \u201325 mn manganes e 55 43 tc technetium \u2013 75 re rhenium 186 107 bh bohrium \u201326 fe iron 56 44 ru ruthenium 101 76 os osmium 190 108 hs hassium \u201327 co cobalt 59 45 rh rhodium 103 77 ir iridium 192 109 mt meitneriu m \u201328 ni nicke l 59 46 pd palladium 106 78 pt platinum 195 110 ds darmstadtiu m \u201329 cu copper 6447 ag silver 108 79 au gold 197 111 rg roentgenium \u201330 zn zinc 65 48 cd cadmium 112 80 hg mercury 201 112 cn copernicium \u2013114 fl fleroviu m \u2013116 lv livermorium \u20137 n nitrogen 14 15 p phosphorus 31 33 as arsenic 75 51 sb antimony 122 83 bi bismuth 2098 o oxygen 16 16 s sulfur 32 34 se selenium 79 52 te tellurium 128 84 po polonium \u20139 f fluorine 19 17 cl chlorine 35.5 35 br bromine 80 53 i iodine 127 85 at astatine \u201310 ne neon 20 18 ar argon 40 36 kr krypton 84 54 xe xenon 131 86 rn radon \u201321 sc scandium 4539 y yttrium 89 57\u201371 lanthanoids 89\u2013103 actinoids 57 la lanthanum 139 89 aclanthanoids actinoids the volume of one mole of any gas is 24  dm3 at room temperature and pressure (r .t.p.).actinium \u201358 ce cerium 140 90 th thorium 23259 pr praseodymium 141 91 pa protactinium 23160 nd neodymium 144 92 u uranium 23861 pm promethium \u2013 93 np neptunium \u201362 sm samarium 150 94 pu plutonium \u201363 eu europium 152 95 am americiu m \u201364 gd gadolinium 157 96 cm curium \u201365 tb terbium 159 97 bk berkelium \u201366 dy dysprosium 163 98 cf californium \u201367 ho holmium 165 99 es einsteinium \u201368 er erbium 167 100 fm fermium \u201369 tm thulium 169101 md mendelevium \u201370 yb ytterbium 173102 no nobelium \u201371 lu lutetium 175103 lr lawrenciu m \u2013"
+        },
+        "0620_s19_qp_41.pdf": {
+            "1": "read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen.you may use an hb pencil for any diagrams or graphs.do not use staples, paper clips, glue or correction fluid.do not write in any barcodes. answer all questions. electronic calculators may be used.a copy of the periodic table is printed on page 16.you may lose marks if you do not show your working or if you do not use appropriate units. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question.chemistry  0620/41 paper 4  theory (extended) may/june 2019  1 hour 15 minutes candidates answer on the question paper. no additional materials are required.cambridge assessment international education cambridge international general certificate of secondary education this document consists of 13 printed pages and 3 blank pages. [turn overib19 06_0620_41/3rp\u00a9 ucles 2019 *1251990751* this syllabus is regulated for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificate.",
+            "2": "2 0620/41/m/j/19 \u00a9 ucles 2019blank page",
+            "3": "3 0620/41/m/j/19 \u00a9 ucles 2019 [turn over 1 this question is about the structures of atoms and ions.  (a)\t\tdefine\tthe\tterm\tproton number .      ..   [2]  (b) (i)  complete the table to show the number of protons, neutrons and electrons present in  atoms of 24mg12  and 26mg12 . number of protonsnumber of neutronsnumber of electrons 24mg12 26mg12  [2]  (ii)  what term is used to describe atoms of the same element, such as 24mg12  and 26mg12 ?   ...   [1]  (iii)  explain why the chemical properties of 24mg12  and 26mg12  are the same.   .   ...   [2]  (c)  complete the table to identify the atoms and ions which have the following numbers of protons,  neutrons and electrons. number of protonsnumber of neutronsnumber of electrons 23na+ 11 11 12 10 4 5 4 17 20 18  [4]  (d)  state the electronic structure of the following atom and ion.  al  ...  s2\u2013  ..  [2]  [total: 13]",
+            "4": "4 0620/41/m/j/19 \u00a9 ucles 2019 2  z is a covalent substance. in an experiment, a sample of pure solid z was continually heated for  11 minutes.   the graph shows how the temperature of the sample of pure z\t changed\t during\tthe\tfirst\t9\tminutes. 240 220 200 180 160 140 120 100 80 60 40 20 0 0 123456 time  / minutestemperature / \u00b0c 7891 01 11 2  (a)  what is the melting point of pure z?  .. \u00b0c  [1]  (b)  the sample of pure z\tbegan\tto\tboil\tat\t9\tminutes.\tit\twas\tboiled\tfor\t2\tminutes.   use this information to sketch on the grid how the temperature of the sample of pure z changed  between\t9\tminutes\tand\t11\tminutes.\t [1]  (c)  the sample of pure z was continually heated between 2 minutes and 5 minutes.   explain, in terms of attractive forces, why there was no increase in the temperature of the  sample of pure z between 2 minutes and 5 minutes.         ..   [2]",
+            "5": "5 0620/41/m/j/19 \u00a9 ucles 2019 [turn over  (d)  describe how the motion of particles of pure z changed from 0 minutes to 2 minutes.      ..   [2]  (e)  the experiment was repeated using a solid sample of impure z.   suggest the differences, if any, in the melting point and boiling point of the sample of impure z  compared to the sample of pure z.  melting point  ..  boiling point  ...  [2]  (f)  a sample of pure z was allowed to cool from 120 \u00b0c to 20 \u00b0c. the total time taken was 8 minutes.     starting from point \u00d7, sketch on the grid how the temperature of the sample of pure z changed  between 0 minutes and 8 minutes. 200 180 160 140 120 100 806040 20 0 0 123456 time  / minutestemperature / \u00b0c 7891 01 11 2  [2]  [total: 10]",
+            "6": "6 0620/41/m/j/19 \u00a9 ucles 2019 3  zinc and copper are elements next to each other in the periodic table.  (a)  zinc is obtained from zinc blende in a two-step process.  \u25cf in step 1, zinc blende is converted into zinc oxide.  \u25cf in step 2, zinc oxide is converted into zinc in a blast furnace.   outline how each of these steps are done.   in your answer:  \u25cf give one chemical equation for each step  \u25cf describe how zinc is removed from the blast furnace in step 2.  step 1       chemical equation  ..  step 2       chemical equation  ..  removal of zinc in step 2  ...     [5]  (b)  name the alloy formed when zinc is mixed with copper.   ..   [1]  (c)  copper is a transition element. it can have variable oxidation states.   state two other chemical properties of transition elements which make them different from  group i elements.  1  .  2  .  [2]",
+            "7": "7 0620/41/m/j/19 \u00a9 ucles 2019 [turn over  (d)  a compound of copper can be used to test for water.  (i)  state the full name of this compound of copper.   ...   [1]  (ii)  state the colour change that occurs when water is added to this compound of copper.  from ..  to    [2]  (e)  aqueous potassium iodide reacts with aqueous copper( ii) sulfate to produce iodine.  (i)  balance the chemical equation for this reaction. ki      +      cuso4            cui      +      i2      +      k2so4  [2]  (ii)  deduce the charge on the copper ion in cui.   ...   [1]  (iii)  in terms of electron transfer, explain why copper is reduced in this reaction.   ...   [1]  (iv)  identify the reducing agent.   ...   [1]  [total: 16]",
+            "8": "8 0620/41/m/j/19 \u00a9 ucles 2019 4  ethanoic acid is a weak acid and hydrochloric acid is a strong acid.   both ethanoic acid and hydrochloric acid dissociate in aqueous solution.  (a) (i)\t \tdefine\tthe\tterm\tacid.   ...   [1]  (ii)  the chemical equation shows the changes which occur when the strong acid,  hydrochloric acid, is added to water. hcl (aq)    h+(aq)  +  cl \u2013(aq)   complete the chemical equation to show the changes which occur when the weak acid,  ethanoic acid, is added to water.  ch3cooh(aq)  ..   [2]  (b)  a student does experiments to show that hydrochloric acid is a strong acid and ethanoic acid is  a weak acid. the student adds an excess of hydrochloric acid and an excess of ethanoic acid  to separate samples of lumps of calcium carbonate.   only the identity of the acid is changed between the experiments. all other conditions are kept  the same.  (i)  state two observations which would show that hydrochloric acid is a stronger acid than  ethanoic acid.  1  ..  2  ..  [2]  (ii)  the student uses the same size container and checks that the pressure is the same for  each experiment.   state three other conditions which must be kept the same to ensure fair testing.  1  ..  2  ..  3  ..  [3]",
+            "9": "9 0620/41/m/j/19 \u00a9 ucles 2019 [turn over  (c)  hydrochloric acid produces salts called chlorides.   magnesium carbonate reacts with hydrochloric acid to produce magnesium chloride. mgco3  +  2hcl    mgcl 2  +  h2o  +  co2   a student used 50.00 cm3 of 2.00 mol / dm3 hydrochloric acid in an experiment to produce  magnesium chloride.   calculate the mass, in g, of magnesium carbonate needed to react exactly with 50.00 cm3 of  2.00 mol / dm3 hydrochloric acid using the following steps.  \u25cf calculate the number of moles of hc l present in 50.00 cm3 of 2.00 mol / dm3 hcl.  ..  mol  \u25cf determine the number of moles of mgco3 which would react with 50.00 cm3 of  2.00 mol / dm3 hcl.  ..  mol  \u25cf calculate the relative formula mass, mr, of mgco3.  mr of mgco3 = ..  \u25cf calculate the mass of mgco3 needed to react exactly with 50.00 cm3 of 2.00 mol / dm3 hcl.  mass = ..  g  [4]",
+            "10": "10 0620/41/m/j/19 \u00a9 ucles 2019  (d)  a student prepares crystals of magnesium chloride by adding an excess of   magnesium carbonate to 50.00 cm3 of 2.00 mol / dm3 hydrochloric acid. \t \tthe\tstudent\tfilters\tthe\tmixture\tand\trinses\tthe\tresidue.  (i)  why does the student add an excess  of magnesium carbonate?   ...   [1]  (ii)  why does the student rinse the residue?   ...   [1]  (iii)  describe how the student would obtain pure crystals of magnesium chloride from the  filtrate.   .   .   ...   [3]  (e)  silver chloride, agcl, is insoluble. it can be made by a precipitation reaction between aqueous  barium chloride and a suitable aqueous silver salt.  (i)  what is meant by the term precipitate ?   .   ...   [2]  (ii)  name a suitable silver salt to use to prepare silver chloride.   complete the chemical equation to show the formation of insoluble silver chloride from  aqueous barium chloride and the silver salt you have named.  name of a suitable silver salt  .. bacl 2  +  .    .  +  .  [3]  [total: 22]",
+            "11": "11 0620/41/m/j/19 \u00a9 ucles 2019 [turn over 5 \tthe\tstructures\tof\tfive\talkenes,\ta, b, c, d and e, are shown. cca h hhh ccb ch3 hhh ccc ch2ch3 hhh ccd ch2ch2ch3 hh hcce ch2ch2ch2ch3 hh h  (a)  what is the general formula of alkenes?   ..   [1]  (b)  what is the molecular formula of alkene d?   ..   [1]  (c)  predict which alkene, a, b, c, d or e, has the highest boiling point.   explain your answer.  alkene .  explanation       [2]  (d)  which alkene, a, b, c, d or e, diffuses most quickly?   explain your answer.  alkene .  explanation       [2]",
+            "12": "12 0620/41/m/j/19 \u00a9 ucles 2019  (e)  a student added aqueous bromine to alkene c. ccc ch2ch3 hh h   describe the colour change seen and draw the structure of the product. show all of the atoms  and all of the bonds.  colour change from    to  .  structure  [2]  (f)  two different alcohols can be produced from alkene  b by an addition reaction. ccb ch3 hh h  (i)  draw the structures of the two alcohols. show all of the atoms and all of the bonds.  [2]  (ii)  state the reagent and conditions needed to produce an alcohol from alkene b.  reagent  ...  conditions  ...   .  [3]",
+            "13": "13 0620/41/m/j/19 \u00a9 ucles 2019 [turn over  (g)  alkene c can be converted into a polymer. ccc ch2ch3 hh h  (i)  what type of polymerisation occurs?   ...   [1]  (ii)  suggest the name of the polymer formed.   ...   [1]  (iii)  complete the chemical equation to show this polymerisation. ccch2ch3 hh hn  [3]  (iv)  state the empirical formula of the polymer formed.   ...   [1] \t [total:\t19]",
+            "14": "14 0620/41/m/j/19 \u00a9 ucles 2019blank page",
+            "15": "15 0620/41/m/j/19 \u00a9 ucles 2019permission 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 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. blank page",
+            "16": "16 0620/41/m/j/19 \u00a9 ucles 2019 groupthe periodic table of elements 1 h hydrogen 12 he helium 4ii i iii iv vv iv ii viii 3 li lithium 74 be berylliu m 9atomic number atomic symbolkey name relative atomic mas s 11 na sodium 2312 mg magnesium 24 19 k potassium 3920 ca calcium 40 37 rb rubidium 8538 sr strontium 88 55 cs caesium 13356 ba barium 137 87 fr franciu m \u201388 ra radium \u20135 b boron 11 13 al aluminium 27 31 ga gallium 70 49 in indium 115 81 tl thallium 2046 c carbon 12 14 si silicon 2832 ge germanium 73 50 sn tin 119 82 pb lead 20722 ti titanium 4840 zr zirconium 91 72 hf hafnium 178 104 rf rutherfordiu m \u201323 v vanadium 51 41 nb niobium 93 73 ta tantalum 181 105 db dubnium \u201324 cr chromium 52 42 mo molybdenum 96 74 w tungsten 184 106 sg seaborgium \u201325 mn manganes e 55 43 tc technetium \u2013 75 re rhenium 186 107 bh bohrium \u201326 fe iron 56 44 ru ruthenium 101 76 os osmium 190 108 hs hassium \u201327 co cobalt 59 45 rh rhodium 103 77 ir iridium 192 109 mt meitneriu m \u201328 ni nicke l 59 46 pd palladium 106 78 pt platinum 195 110 ds darmstadtiu m \u201329 cu copper 6447 ag silver 108 79 au gold 197 111 rg roentgenium \u201330 zn zinc 65 48 cd cadmium 112 80 hg mercury 201 112 cn copernicium \u2013114 fl fleroviu m \u2013116 lv livermorium \u20137 n nitrogen 14 15 p phosphorus 3133 as arsenic 75 51 sb antimony 122 83 bi bismuth 2098 o oxygen 16 16 s sulfur 3234 se selenium 79 52 te tellurium 128 84 po polonium \u20139 f fluorine 19 17 cl chlorine 35.5 35 br bromine 80 53 i iodine 127 85 at astatine \u201310 ne neon 20 18 ar argon 4036 kr krypton 84 54 xe xenon 131 86 rn radon \u201321 sc scandium 4539 y yttrium 89 57\u201371 lanthanoids 89\u2013103 actinoids 57 la lanthanum 139 89 aclanthanoids actinoids the volume of one mole of any gas is 24  dm3 at room temperature and pressure (r .t.p.).actinium \u201358 ce cerium 140 90 th thorium 23259 pr praseodymium 141 91 pa protactinium 23160 nd neodymium 144 92 u uranium 23861 pm promethium \u2013 93 np neptunium \u201362 sm samarium 150 94 pu plutonium \u201363 eu europium 152 95 am americiu m \u201364 gd gadolinium 157 96 cm curium \u201365 tb terbium 159 97 bk berkelium \u201366 dy dysprosium 163 98 cf californium \u201367 ho holmium 165 99 es einsteinium \u201368 er erbium 167 100 fm fermium \u201369 tm thulium 169101 md mendelevium \u201370 yb ytterbium 173102 no nobelium \u201371 lu lutetium 175103 lr lawrenciu m \u2013"
+        },
+        "0620_s19_qp_42.pdf": {
+            "1": "read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen.you may use an hb pencil for any diagrams or graphs.do not use staples, paper clips, glue or correction fluid.do not write in any barcodes. answer all questions. electronic calculators may be used.a copy of the periodic table is printed on page 16.you may lose marks if you do not show your working or if you do not use appropriate units. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question.chemistry  0620/42 paper 4  theory (extended) may/june 2019  1 hour 15 minutes candidates answer on the question paper. no additional materials are required.cambridge assessment international education cambridge international general certificate of secondary education this document consists of 13 printed pages and 3 blank pages. [turn overib19 06_0620_42/3rp\u00a9 ucles 2019 *8057635515* this syllabus is regulated for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificate.",
+            "2": "2 0620/42/m/j/19 \u00a9 ucles 2019 1  the names of eight substances are given.  aluminium oxide calcium oxide ethanol nitrogen  iron( iii) oxide methane oxygen silicon( iv) oxide   answer the following questions about these substances.   each substance may be used once, more than once or not at all.   state which substance is:  (a)  the main constituent of natural gas   ..   [1]  (b)  a reactant in respiration   ..   [1]  (c)  the main constituent of bauxite   ..   [1]  (d)  a product of photosynthesis   ..   [1]  (e)  a greenhouse gas   ..   [1]  (f)  a macromolecular solid.   ..   [1]  [total: 6]",
+            "3": "3 0620/42/m/j/19 \u00a9 ucles 2019 [turn over 2 (a)  22na11, 23na11 and 24na11 are isotopes of sodium.  (i)  describe how these sodium isotopes are the same and how they are different in terms of  the total number of protons, neutrons and electrons in each.  same  ...   .  different  ...   .  [3]  (ii)  why do all three isotopes have an overall charge of zero?   .   ...   [1]  (iii)  why do all three isotopes have the same chemical properties?   .   ...   [2]  (iv)  why do sodium ions have a charge of +1?   .   ...   [1]  (b)  carbon is an element which exists in different forms.  (i)  name two forms of the element carbon that have giant covalent structures.  ...  and   ..   [1]  (ii)  name the oxide of carbon that is a toxic gas.   ...   [1]  [total: 9]",
+            "4": "4 0620/42/m/j/19 \u00a9 ucles 2019 3  this question is about phosphorus and compounds of phosphorus.  (a)  phosphorus has the formula p4. some properties of p4 are shown. melting point / \u00b0c 45 boiling point / \u00b0c 280 electrical conductivity non-conductor solubility in water insoluble  (i)  name the type of bonding that exists between the atoms in a p4 molecule.   ...   [1]  (ii)  explain, in terms of attractive forces between particles, why p4 has a low melting point.   .   ...   [1]  (iii)  explain why phosphorus is a non-conductor of electricity.   .   ...   [1]  (b)  phosphorus, p4, reacts with air to produce phosphorus( v) oxide, p4o10.  (i)  write a chemical equation for this reaction.   ...   [2]  (ii)  what type of chemical reaction is this?   ...   [1]  (c)  phosphorus( v) oxide, p4o10, is an acidic oxide.   phosphorus( v) oxide, p4o10, reacts with aqueous sodium hydroxide to form a salt containing  the phosphate ion, po43\u2013. water is the only other product.   write a chemical equation for the reaction between phosphorus( v) oxide and aqueous  sodium hydroxide.   ..   [2]",
+            "5": "5 0620/42/m/j/19 \u00a9 ucles 2019 [turn over  (d)  phosphine has the formula ph3.   complete the dot-and-cross diagram to show the electron arrangement in a molecule of  phosphine. show outer shell electrons only. ph h h  [2]  (e)  phosphine, ph3, has a similar chemical structure to ammonia, nh3.   ammonia acts as a base when it reacts with sulfuric acid.  (i)  what is meant by the term base?   ...   [1]  (ii)  write a chemical equation for the reaction between ammonia and sulfuric acid.   ...   [2]  [total: 13]",
+            "6": "6 0620/42/m/j/19 \u00a9 ucles 2019 4  methanol is made industrially by reacting carbon monoxide with hydrogen. the gases react at a  temperature of 250 \u00b0c and a pressure of 75 atmospheres. co(g)  +  2h2(g)    ch3oh(g)   the forward reaction is exothermic.  (a)  suggest a source of hydrogen for this industrial process.   ..   [1]  (b)  complete the table using only the words increases , decreases  or no change . effect on the rate of the reverse reactioneffect on the equilibrium yield of ch3oh(g) adding a catalyst no change increasing the temperature increases decreasing the pressure  [4]  (c)  methanol is a member of the homologous series of alcohols.  (i)  state two general characteristics of a homologous series.  1  ..  2  ..  [2]  (ii)  draw the structures of two different alcohols, each containing three carbon atoms. show  all of the atoms and all of the bonds.   name these two alcohols. name .. name ..  [4]",
+            "7": "7 0620/42/m/j/19 \u00a9 ucles 2019 [turn over  (iii)  what term is used to describe compounds with the same molecular formula but different  structural formulae?   ...   [1]  (d)  alcohols react with carboxylic acids to produce esters.  (i)  the structure of ester x is shown. c oo h ch hch hh   name ester x.   ...   [1]  (ii)  give the name of the carboxylic acid and the alcohol that react together to produce ester x.  carboxylic acid    alcohol    [2]  (iii)  ester y is different from ester x but also has the formula c3h6o2.   draw the structure of ester y. show all of the atoms and all of the bonds.   .  [2]  [total: 17]",
+            "8": "8 0620/42/m/j/19 \u00a9 ucles 2019 5  copper( ii) sulfate crystals, cuso4.5h2o, are hydrated.   copper( ii) sulfate crystals are made by reacting copper( ii) carbonate with dilute sulfuric acid.   the equation for the overall process is shown. cuco3  +  h2so4  +  4h2o    cuso4.5h2o  +  co2  step 1  powdered solid copper( ii) carbonate is added to 50.0 cm3 of 0.05 mol / dm3 sulfuric acid  until the copper( ii) carbonate is in excess.  step 2 the excess of copper( ii) carbonate is separated from the aqueous copper( ii) sulfate.  step 3  the aqueous copper( ii) sulfate is heated until the solution is saturated.  step 4  the solution is allowed to cool and crystallise.  step 5  the crystals are removed and dried.  (a)  calculate the maximum mass of the copper( ii) sulfate crystals, cuso4.5h2o, that can form  using the following steps.  \u25cf calculate the number of moles of h2so4 in 50.0 cm3 of 0.05 mol / dm3 h2so4.  .. mol  \u25cf determine the number of moles of cuso4.5h2o that can form.  .. mol  \u25cf the mr of cuso4.5h2o is 250.   calculate the maximum mass of cuso4.5h2o that can form.  .. g  [3]",
+            "9": "9 0620/42/m/j/19 \u00a9 ucles 2019 [turn over  (b)  steps 1\u20135 were done correctly but the mass of crystals obtained was less than the maximum  mass.   explain why.   ..   [1]  (c)  state two observations that would indicate that the copper( ii) carbonate is in excess in step 1.  1  .  2  .  [2] (d)  when the reaction in step 1 is done using lumps of copper( ii) carbonate instead of powder,  the rate of reaction decreases. all other conditions are kept the same.   give a reason for this. explain your answer in terms of particles.         ..   [2]  (e)  name a different substance, other than copper( ii) carbonate, that could be added to dilute  sulfuric acid to produce copper( ii) sulfate in step 1.   ..   [1]  (f)  name the process used to separate the aqueous copper( ii) sulfate from the excess of  copper( ii) carbonate in step 2.   ..   [1]  (g)  the solution of aqueous copper( ii) sulfate was heated until it was saturated in step 3.  (i)  suggest what is meant by the term saturated solution .   .   .   ...   [2]  (ii)  what evidence would show that the solution was saturated in step 3?   ...   [1]  (iii)  why should the aqueous copper( ii) sulfate not be heated to dryness in step 3?   ...   [1]  [total: 14]",
+            "10": "10 0620/42/m/j/19 \u00a9 ucles 2019 6  the halogens are the elements in group vii of the periodic table.  (a)  predict the physical state and colour of astatine at room temperature and pressure.  physical state  .  colour  .  [2]  (b)  when chlorine reacts with aqueous potassium bromide a displacement reaction occurs.  (i)  describe the colour change of the solution.  from ..  to    [2]  (ii)  write a chemical equation for this reaction.   ...   [2]  (c)  reactions occur when some aqueous solutions of halogens are added to aqueous solutions of  halides.   use the key to complete the table to show the results of adding halogens to halides.  key \t\uf033 = reaction \t\uf037 = no reaction halides kcl (aq) kbr(aq) ki(aq)halogenscl 2(aq) \uf033 br2(aq) i2(aq)  [2]  [total: 8]",
+            "11": "11 0620/42/m/j/19 \u00a9 ucles 2019 [turn over 7 (a)  displacement reactions occur between metals and metal ions.   displacement reactions can be used to determine the order of reactivity of metals such as   lead (pb), nickel (ni), and silver (ag).   the ionic equation for a displacement reaction is shown. ni(s)  +  pb2+(aq)    pb(s)  +  ni2+(aq)   the ionic half-equations for this reaction are shown. ni(s)    ni2+(aq)  +  2e\u2013 pb2+(aq)  +  2e\u2013    pb(s)   the ionic half-equations show that electrons are donated by nickel atoms and accepted by  lead ions.  (i)  identify the reducing agent in the displacement reaction. give a reason for your answer.  reducing agent  .  reason  ..  [2]  (ii)  what is the general term given to the type of reaction in which electrons are transferred  from one species to another?   ...   [1]  (b)  the ionic equation for another displacement reaction is shown. pb(s)  +  2ag+(aq)    2ag(s)  +  pb2+(aq)   write the two ionic half-equations for this reaction.  1  .  2  .  [2]  (c)  use the information in (a) and (b) to put the three metals lead, nickel and silver in order of  reactivity. most reactive least reactive  [1]",
+            "12": "12 0620/42/m/j/19 \u00a9 ucles 2019  (d)  nickel is a transition element. nickel is stronger than sodium.   describe two other differences in the physical properties of nickel and sodium.  1  .  2  .  [2]  (e)  predict one difference in the appearance of aqueous solutions of nickel compounds compared  to aqueous solutions of sodium compounds.      ..   [1]  (f)\t\tcopper\tis\trefined\t(purified)\tby\telectrolysis.\tnickel\tcan\tbe\trefined\tusing\ta\tsimilar\tmethod.  (i)\t\tthe\tdiagram \tshows\tthe\trefining\tof\tnickel\tby\telectrolysis.   complete the labels in the boxes. power supply +\u2013 cathode made of .. electrolyte of ..anode made of ..  [3]  (ii)  indicate, by writing n on the diagram, where nickel is produced. [1]  [total: 13]",
+            "13": "13 0620/42/m/j/19 \u00a9 ucles 2019blank page",
+            "14": "14 0620/42/m/j/19 \u00a9 ucles 2019blank page",
+            "15": "15 0620/42/m/j/19 \u00a9 ucles 2019permission 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 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. blank page",
+            "16": "16 0620/42/m/j/19 \u00a9 ucles 2019 groupthe periodic table of elements 1 h hydrogen 12 he helium 4ii i iii iv vv iv ii viii 3 li lithium 74 be berylliu m 9atomic number atomic symbolkey name relative atomic mas s 11 na sodium 2312 mg magnesium 24 19 k potassium 3920 ca calcium 40 37 rb rubidium 8538 sr strontium 88 55 cs caesium 13356 ba barium 137 87 fr franciu m \u201388 ra radium \u20135 b boron 11 13 al aluminium 27 31 ga gallium 70 49 in indium 115 81 tl thallium 2046 c carbon 12 14 si silicon 2832 ge germanium 73 50 sn tin 119 82 pb lead 20722 ti titanium 4840 zr zirconium 91 72 hf hafnium 178 104 rf rutherfordiu m \u201323 v vanadium 51 41 nb niobium 93 73 ta tantalum 181 105 db dubnium \u201324 cr chromium 52 42 mo molybdenum 96 74 w tungsten 184 106 sg seaborgium \u201325 mn manganes e 55 43 tc technetium \u2013 75 re rhenium 186 107 bh bohrium \u201326 fe iron 56 44 ru ruthenium 101 76 os osmium 190 108 hs hassium \u201327 co cobalt 59 45 rh rhodium 103 77 ir iridium 192 109 mt meitneriu m \u201328 ni nicke l 59 46 pd palladium 106 78 pt platinum 195 110 ds darmstadtiu m \u201329 cu copper 6447 ag silver 108 79 au gold 197 111 rg roentgenium \u201330 zn zinc 65 48 cd cadmium 112 80 hg mercury 201 112 cn copernicium \u2013114 fl fleroviu m \u2013116 lv livermorium \u20137 n nitrogen 14 15 p phosphorus 3133 as arsenic 75 51 sb antimony 122 83 bi bismuth 2098 o oxygen 16 16 s sulfur 3234 se selenium 79 52 te tellurium 128 84 po polonium \u20139 f fluorine 19 17 cl chlorine 35.5 35 br bromine 80 53 i iodine 127 85 at astatine \u201310 ne neon 20 18 ar argon 4036 kr krypton 84 54 xe xenon 131 86 rn radon \u201321 sc scandium 4539 y yttrium 89 57\u201371 lanthanoids 89\u2013103 actinoids 57 la lanthanum 139 89 aclanthanoids actinoids the volume of one mole of any gas is 24  dm3 at room temperature and pressure (r .t.p.).actinium \u201358 ce cerium 140 90 th thorium 23259 pr praseodymium 141 91 pa protactinium 23160 nd neodymium 144 92 u uranium 23861 pm promethium \u2013 93 np neptunium \u201362 sm samarium 150 94 pu plutonium \u201363 eu europium 152 95 am americiu m \u201364 gd gadolinium 157 96 cm curium \u201365 tb terbium 159 97 bk berkelium \u201366 dy dysprosium 163 98 cf californium \u201367 ho holmium 165 99 es einsteinium \u201368 er erbium 167 100 fm fermium \u201369 tm thulium 169101 md mendelevium \u201370 yb ytterbium 173102 no nobelium \u201371 lu lutetium 175103 lr lawrenciu m \u2013"
+        },
+        "0620_s19_qp_43.pdf": {
+            "1": "read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen.you may use an hb pencil for any diagrams or graphs.do not use staples, paper clips, glue or correction fluid.do not write in any barcodes. answer all questions. electronic calculators may be used.a copy of the periodic table is printed on page 16.you may lose marks if you do not show your working or if you do not use appropriate units. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question.chemistry  0620/43 paper 4  theory (extended) may/june 2019  1 hour 15 minutes candidates answer on the question paper. no additional materials are required.cambridge assessment international education cambridge international general certificate of secondary education this document consists of 14 printed pages and 2 blank pages. [turn overib19 06_0620_43/4rp\u00a9 ucles 2019 *5201718844* this syllabus is regulated for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificate.",
+            "2": "2 0620/43/m/j/19 \u00a9 ucles 2019 1  atoms contain particles called electrons, neutrons and protons.  (a)  complete the table. particlewhere the particle is found in an atomrelative mass relative charge orbiting the nucleus1 1840 +1 in the nucleus  [3]  (b)  how many electrons, neutrons and protons are there in the ion shown? 44ca202+  number of electrons    number of neutrons    number of protons  ..  [3]  [total: 6]",
+            "3": "3 0620/43/m/j/19 \u00a9 ucles 2019 [turn over 2  magnesium exists as three isotopes, 24mg12 , 25mg12  and 26mg12 .  (a)  state, in terms of the total numbers of electrons, neutrons and protons, one difference and  two similarities between these magnesium isotopes.  difference  ...  similarity 1  ..  similarity 2  ..  [3]  (b)  all isotopes of magnesium react with dilute hydrochloric acid to make hydrogen and a salt.  (i)  why do all isotopes of magnesium react in the same way?   .   .   ...   [2]  (ii)  write a chemical equation for the reaction between magnesium and dilute hydrochloric acid.   ...   [2]  (iii)  describe a test for hydrogen.  test  ..  result  ...  [2] (c) magnesium is a metal.   describe the structure and bonding of metals. include a labelled diagram in your answer.              [3]",
+            "4": "4 0620/43/m/j/19 \u00a9 ucles 2019  (d)  magnesium reacts with oxygen to form the ionic compound magnesium oxide.  (i)  complete the dot-and-cross diagrams to show the electronic structures of the ions in  magnesium oxide. show the charges on the ions. mg o   [3]  (ii)  magnesium oxide melts at 2853 \u00b0c.   why does magnesium oxide have a high melting point?   .   ...   [1]  (iii)  explain why molten magnesium oxide can conduct electricity.    .   .   ...   [1]  [total: 17]",
+            "5": "5 0620/43/m/j/19 \u00a9 ucles 2019 [turn over 3 (a) (i)  sodium is in group i of the periodic table.   describe two physical properties of sodium which are different from the physical properties  of transition elements such as copper.  1  ..   .  2  ..   .  [2]  (ii) sodium reacts rapidly with water.   give one observation made when sodium is added to water.   ...   [1]  (b)  some car airbags contain sodium azide.   when a car airbag is used the sodium azide, nan3, decomposes.   the products are nitrogen and sodium.   the equation for the decomposition of sodium azide is shown. 2nan3(s)    2na(l)  +  3n2(g)   calculate the mass, in g, of sodium azide needed to produce 144 dm3 of nitrogen using the  following steps.  \u25cf calculate the number of moles in 144 dm3 of n2 measured at room temperature and  pressure.  moles of n2 = .. mol  \u25cf determine the number of moles of nan3 needed to produce this number of moles of n2.  moles of nan3 = .. mol  \u25cf calculate the relative formula mass, mr, of nan3.  mr = ..  \u25cf calculate the mass of nan3 needed to produce 144 dm3 of n2.  .. g  [4]",
+            "6": "6 0620/43/m/j/19 \u00a9 ucles 2019  (c)  some airbags contain silicon( iv) oxide.   when the airbag is used sodium oxide is formed. \t \toxides\tcan\tbe\tclassified\tas\tacidic,\tamphoteric,\tbasic\tor\tneutral.   classify each of these oxides:  sodium oxide  .  silicon( iv) oxide.  ...  [2]  (d)  lead( ii) azide is insoluble in water. solid lead( ii) azide can be made in a precipitation reaction  between aqueous lead( ii) nitrate and aqueous sodium azide.   lead( ii) azide has the formula pb(n3)2.  (i)  deduce the formula of the azide ion.   ...   [1]  (ii)  complete the chemical equation for the reaction between aqueous lead( ii) nitrate and  aqueous sodium azide to form solid lead( ii) azide and aqueous sodium nitrate. include  state symbols. pb(no3)2(aq)  +  ... nan3(aq)    pb(n3)2(.)  +  ...   (.)  [2]  (iii)  describe how you could obtain a sample of lead( ii) azide that is not contaminated with  any soluble salts from the reaction mixture.   .   .   .   ...   [2]  (e)  an organic compound made from sodium azide has the composition by mass: 49.5% carbon,  7.2% hydrogen and 43.3% nitrogen.   calculate the empirical formula of the organic compound.  [3]  [total: 17]",
+            "7": "7 0620/43/m/j/19 \u00a9 ucles 2019 [turn over question 4 starts on the next page.",
+            "8": "8 0620/43/m/j/19 \u00a9 ucles 2019 4  solutions of ionic compounds can be broken down by electrolysis.  (a)  concentrated aqueous copper( ii) chloride was electrolysed using the apparatus shown. power supply + \u2013 anode made of platinu m concentrated aqueous copper( ii) chloridecathode madeof platinu m   the ionic half-equations for the reactions at the electrodes are shown.  negative electrode: cu2+(aq)  +  2e\u2013    cu(s)  positive electrode: 2cl \u2013(aq)    cl 2(g)  +  2e\u2013  (i)  platinum is a solid which is a good conductor of electricity.   state one other property of platinum which makes it suitable for use as electrodes.   .   ...   [1]  (ii)  state what would be seen at the positive electrode during this electrolysis.   .   ...   [1]  (iii)  state and explain what would happen to the mass of the negative electrode during this  electrolysis.   .   .   ...   [2]",
+            "9": "9 0620/43/m/j/19 \u00a9 ucles 2019 [turn over  (iv)  the concentrated aqueous copper( ii) chloride electrolyte is green.   suggest what would happen to the colour of the electrolyte during this electrolysis.   explain your answer.   .   .   ...   [2]  (v)  identify the species that is oxidised during this electrolysis.   explain your answer.  species that is oxidised  ...  explanation  .   .  [2]  (b)  metal objects can be electroplated with silver.  (i)  describe how a metal spoon can be electroplated with silver.   include: \t \u25cf\t\twhat\tto\tuse\tas\tthe\tpositive\telectrode\tand\tas\tthe\tnegative\telectrode \t \u25cf\t\twhat\tto\tuse\tas\tthe\telectrolyte \t \u25cf\t\tan\tionic\thalf-equation\tto\tshow\tthe\tformation\tof\tsilver.   you may include a diagram in your answer.   .   .   .  ionic half-equation  ..  [4]  (ii)  give one reason why metal spoons are electroplated with silver.   .   ...   [1]  [total: 13]",
+            "10": "10 0620/43/m/j/19 \u00a9 ucles 2019 5  carboxylic acids react with alcohols to form esters. the reaction is reversible.   the equation for the reaction between ethanoic acid and ethanol is shown. ch3cooh  +  ch3ch2oh    ch3cooch2ch3  +  h2o  (a) (i)  what is the name of the ester formed in this reaction?   ...   [1]  (ii)  draw the structure of the ester formed. show all of the atoms and all of the bonds.  [1]  (b)  the reaction between ethanoic acid and ethanol is exothermic.   draw an energy level diagram for this reaction.   on your diagram label:  \u25cf the reactants and products  \u25cf\tthe\tenergy\tchange\tof\tthe\treaction,\t\u2206 h. energy progress of reaction  [3]  (c)  concentrated sulfuric acid is a catalyst for this reaction.   what is meant by the term catalyst ?      ..   [2]",
+            "11": "11 0620/43/m/j/19 \u00a9 ucles 2019 [turn over  (d)  the rate of reaction can be increased by increasing the temperature.   explain why increasing the temperature increases the rate of reaction.                  ..   [4]  (e)  the reaction between ethanoic acid and ethanol reaches equilibrium.  (i)  the reaction between ethanoic acid and ethanol is exothermic.   state and explain the effect, if any, of increasing the temperature on the amount of ester  at equilibrium.   .   .   ...   [2]  (ii)  state and explain the effect, if any, of removing water from the mixture on the amount of  ester at equilibrium.   .   .   ...   [2]  [total: 15]",
+            "12": "12 0620/43/m/j/19 \u00a9 ucles 2019 6 (a)  two hydrocarbons have the structures shown. ch hhh ch hc hhydrocarbon a hydrocarbon b ch ch hchh h h h h h h h hc c cc  (i)  why are these two compounds hydrocarbons?   .   ...   [2]  (ii)  hydrocarbon b reacts in the same way as a typical alkane.   describe a chemical test to tell the difference between hydrocarbon a and hydrocarbon b.   state the name of the reagent you would use and the result you would obtain with  hydrocarbon a and hydrocarbon b.  reagent  ...  result with hydrocarbon a  ...  result with hydrocarbon b  ...  [3]  (b)  alkenes react with steam to form alcohols.   compound c is an alcohol. ch hhh ch hch hch hocompound c   draw the structure of the alkene which could be reacted with steam to make compound c.  show all of the atoms and all of the bonds.  [1]",
+            "13": "13 0620/43/m/j/19 \u00a9 ucles 2019 [turn over  (c)  alkenes can form polymers.  (i)  what type of polymerisation occurs when alkenes form polymers?   ...   [1]  (ii)  part of the structure of a polymer is shown. cch3 ch3 ch3 ch3 hch cch3 ch3 hch c hch   draw the structure of the alkene from which this polymer can be made. show all of the  atoms and all of the bonds.  [1]  (iii)  polymers can undergo incomplete combustion to form carbon monoxide.   complete the chemical equation for the incomplete combustion of poly(ethene). the only  carbon-containing product is carbon monoxide. nc hh c+ ..o2   +  2n h2o hh  [2]  (d) part of the structure of a polyamide is shown.  oc och n och nh n   this polyamide is formed from identical monomers. complete the diagram to show the structure  of one monomer. show all of the atoms and all of the bonds.  [2]  [total: 12]",
+            "14": "14 0620/43/m/j/19 \u00a9 ucles 2019blank page",
+            "15": "15 0620/43/m/j/19 \u00a9 ucles 2019permission 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 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. blank page",
+            "16": "16 0620/43/m/j/19 \u00a9 ucles 2019 groupthe periodic table of elements 1 h hydrogen 12 he helium 4ii i iii iv vv iv ii viii 3 li lithium 74 be berylliu m 9atomic number atomic symbolkey name relative atomic mas s 11 na sodium 2312 mg magnesium 24 19 k potassium 3920 ca calcium 40 37 rb rubidium 8538 sr strontium 88 55 cs caesium 13356 ba barium 137 87 fr franciu m \u201388 ra radium \u20135 b boron 11 13 al aluminium 27 31 ga gallium 70 49 in indium 115 81 tl thallium 2046 c carbon 12 14 si silicon 2832 ge germanium 73 50 sn tin 119 82 pb lead 20722 ti titanium 4840 zr zirconium 91 72 hf hafnium 178 104 rf rutherfordiu m \u201323 v vanadium 51 41 nb niobium 93 73 ta tantalum 181 105 db dubnium \u201324 cr chromium 52 42 mo molybdenum 96 74 w tungsten 184 106 sg seaborgium \u201325 mn manganes e 55 43 tc technetium \u2013 75 re rhenium 186 107 bh bohrium \u201326 fe iron 56 44 ru ruthenium 101 76 os osmium 190 108 hs hassium \u201327 co cobalt 59 45 rh rhodium 103 77 ir iridium 192 109 mt meitneriu m \u201328 ni nicke l 59 46 pd palladium 106 78 pt platinum 195 110 ds darmstadtiu m \u201329 cu copper 6447 ag silver 108 79 au gold 197 111 rg roentgenium \u201330 zn zinc 65 48 cd cadmium 112 80 hg mercury 201 112 cn copernicium \u2013114 fl fleroviu m \u2013116 lv livermorium \u20137 n nitrogen 14 15 p phosphorus 3133 as arsenic 75 51 sb antimony 122 83 bi bismuth 2098 o oxygen 16 16 s sulfur 3234 se selenium 79 52 te tellurium 128 84 po polonium \u20139 f fluorine 19 17 cl chlorine 35.5 35 br bromine 80 53 i iodine 127 85 at astatine \u201310 ne neon 20 18 ar argon 4036 kr krypton 84 54 xe xenon 131 86 rn radon \u201321 sc scandium 4539 y yttrium 89 57\u201371 lanthanoids 89\u2013103 actinoids 57 la lanthanum 139 89 aclanthanoids actinoids the volume of one mole of any gas is 24  dm3 at room temperature and pressure (r .t.p.).actinium \u201358 ce cerium 140 90 th thorium 23259 pr praseodymium 141 91 pa protactinium 23160 nd neodymium 144 92 u uranium 23861 pm promethium \u2013 93 np neptunium \u201362 sm samarium 150 94 pu plutonium \u201363 eu europium 152 95 am americiu m \u201364 gd gadolinium 157 96 cm curium \u201365 tb terbium 159 97 bk berkelium \u201366 dy dysprosium 163 98 cf californium \u201367 ho holmium 165 99 es einsteinium \u201368 er erbium 167 100 fm fermium \u201369 tm thulium 169101 md mendelevium \u201370 yb ytterbium 173102 no nobelium \u201371 lu lutetium 175103 lr lawrenciu m \u2013"
+        },
+        "0620_s19_qp_51.pdf": {
+            "1": "read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen.you may use an hb pencil for any diagrams or graphs.do not use staples, paper clips, glue or correction fluid.do not write in any barcodes. answer all questions. electronic calculators may be used.you may lose marks if you do not show your working or if you do not use appropriate units.notes for use in qualitative analysis are provided on pages 11 and 12. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question.chemistry  0620/51 paper 5  practical test may/june 2019  1 hour 15 minutes candidates answer on the question paper. additional materials: as listed in the confidential instructionscambridge assessment international education cambridge international general certificate of secondary education this document consists of 10 printed pages and 2 blank pages. [turn overib19 06_0620_51/2rp\u00a9 ucles 2019 *6790855622* this syllabus is regulated for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificate.for examiner\u2019s use 1 23 total",
+            "2": "2 0620/51/m/j/19 \u00a9 ucles 2019 1  you are going to investigate the reaction between aqueous sodium carbonate and aqueous  barium nitrate.   read all the instructions carefully before starting the experiment.  instructions   you are going to do one experiment.  \u25cf fill the burette up to the 0.0 cm3 mark with the aqueous sodium carbonate.  \u25cf label the test-tubes 1, 2, 3, 4, 5 and 6 and place them in order in the test-tube rack.  \u25cf use the measuring cylinder to pour 6 cm3 of the aqueous barium nitrate into each of the six  test-tubes.  \u25cf add 1.0 cm3 of aqueous sodium carbonate from the burette to test-tube 1.  \u25cf add 2.0 cm3 of aqueous sodium carbonate from the burette to test-tube 2.  \u25cf add 4.0 cm3 of aqueous sodium carbonate from the burette to test-tube 3.  \u25cf add 5.0 cm3 of aqueous sodium carbonate from the burette to test-tube 4.  \u25cf add 6.0 cm3 of aqueous sodium carbonate from the burette to test-tube 5.  \u25cf add 7.0 cm3 of aqueous sodium carbonate from the burette to test-tube 6.   using the glass rod, carefully stir the contents of each of the test-tubes. leave the contents of the  test-tubes to stand for at least 10 minutes.   you should start question 2 while you are waiting for the solid formed in the test\u2011tubes to  settle.  (a)  after 10 minutes, use a ruler to measure the height of the solid formed in each test-tube.  record your results in the table. test-tube numbervolume of aqueous sodium carbonate / cm3height of solid / mm 1 2 3456  [4]",
+            "3": "3 0620/51/m/j/19 \u00a9 ucles 2019 [turn over  (b)\t\tplot\tyour\tresults\ton\tthe\tgrid.\tdraw\ta\tline\tof\tbest\tfit. 01234 volume of aqueous sodium carbonate  / cm35678height of solid  / mm  [3]",
+            "4": "4 0620/51/m/j/19 \u00a9 ucles 2019  (c)  from your graph, deduce the height of the solid formed when 3.0 cm3 of aqueous  sodium carbonate is added to 6 cm3 of aqueous barium nitrate.   show clearly on the grid  how you worked out your answer.   ..   [3]  (d)  describe the trend in the heights of the solids formed in test-tubes 1\u20136.      ..   [1]  (e)  explain one improvement you could make to the experiment to obtain more accurate results  for the heights of the solid formed.  improvement  ..  explanation       [2]  (f)  suggest a different method to measure the amount of solid formed during the experiment.            ..   [3]  (g)  suggest how the reliability of the results could be checked.      ..   [1]  (h)  what type of chemical reaction occurs when aqueous sodium carbonate reacts with aqueous  barium nitrate?   ..   [1]  [total: 18]",
+            "5": "5 0620/51/m/j/19 \u00a9 ucles 2019 [turn over question 2 starts on the next page.",
+            "6": "6 0620/51/m/j/19 \u00a9 ucles 2019 2  you are provided with two substances, solution f and solid g.   do the following tests on the substances, recording all of your observations at each stage.   tests on solution f   divide solution f\tinto\tfive\tapproximately\tequal\tportions\tin\tfive\ttest-tubes.  (a)\t\ttest\tthe\tph\tof\tthe\tfirst\tportion\tof\tsolution\tf.  ph = ..  [1]  (b)  add a strip of magnesium ribbon to the second portion of solution f. shake the mixture. test  the gas produced.   record your observations.      ..   [2]  (c)  add a few drops of dilute nitric acid and about 1 cm3 of aqueous silver nitrate to the third portion  of solution f.   record your observations.   ..   [1]  (d)  add a few drops of dilute nitric acid and about 1 cm3 of aqueous barium nitrate to the fourth  portion of solution f.   record your observations.   ..   [1]   keep the fifth portion of the solution f for the test in (f).",
+            "7": "7 0620/51/m/j/19 \u00a9 ucles 2019 [turn over   tests on solid g  (e)  describe the appearance of solid g.   ..   [1]  (f)\t\tadd\tthe\tfifth\tportion\tof\tsolution\t f to solid g. test the gas produced.   record your observations.         ..   [3]   add about 2 cm3 of distilled water to the solution formed in the test in (f) and shake the mixture.  divide the solution formed into two approximately equal portions in two test-tubes for the tests in  (g) and (h).  (g)\t\tadd\taqueous\t sodium\thydroxide\t to\tthe\tfirst\tportion\tof\tthe\tsolution\tuntil\tno\tfurther\tchange\toccurs.   record your observations.   ..   [2]  (h)  add an excess of aqueous ammonia to the second portion of the solution.   record your observations.   ..   [1]  (i)  identify solution f.   ..   [2]  (j)  identify solid g.   ..   [2]  [total: 16]",
+            "8": "8 0620/51/m/j/19 \u00a9 ucles 2019 3  steel nails rust in the presence of air and water. plan an investigation to:  \u25cf show that coating steel nails with paint helps to protect the nails from rusting  \u25cf show that coating steel nails with zinc helps to protect the nails from rusting  \u25cf determine which coating is more effective at protecting steel nails from rusting.   you are provided with:  \u25cf uncoated steel nails  \u25cf steel nails coated with paint  \u25cf steel nails coated with zinc  \u25cf common laboratory apparatus.   ...   ...   ...   ...   ...   ...   ...   ...   ...   .   [6]",
+            "9": "9 0620/51/m/j/19 \u00a9 ucles 2019blank page",
+            "10": "10 0620/51/m/j/19 \u00a9 ucles 2019blank page",
+            "11": "11 0620/51/m/j/19 \u00a9 ucles 2019notes for use in qualitative analysis tests for anions anion test test result carbonate (co32\u2013) add dilute acid effervescence, carbon dioxide produced chloride (c l  \u2013) [in solution]acidify with dilute nitric acid, then add aqueous silver nitratewhite ppt. bromide (br  \u2013) [in solution]acidify with dilute nitric acid, then add aqueous silver nitratecream ppt. iodide ( i \u2013) [in solution]acidify with dilute nitric acid, then add aqueous silver nitrateyellow ppt. nitrate (no 3\u2013) [in solution]add aqueous sodium hydroxide, then aluminium foil; warm carefullyammonia produced sulfate (so 42\u2013) [in solution]acidify, then add aqueous barium nitratewhite ppt. sulfite (so 32\u2013) add dilute hydrochloric acid, warm gently and test for the presence ofsulfur dioxidesulfur dioxide produced will turn acidified aqueous potassium manganate( vii) from  purple to colourless tests for aqueous cations cation effect of aqueous sodium hydroxide effect of aqueous ammonia aluminium (a l 3+) white ppt., soluble in excess, giving a colourless solutionwhite ppt., insoluble in excess ammonium (nh 4+)ammonia produced on warming \u2013 calcium (ca2+) white ppt., insoluble in excess no ppt., or very slight white ppt. chromium( iii) (cr3+)green ppt., soluble in excess grey-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 iron(iii) (fe3+) red-brown ppt., insoluble in excess red-brown ppt., insoluble in excess zinc (zn2+) white ppt., soluble in excess, giving a colourless solutionwhite ppt., soluble in excess, giving a colourless solution",
+            "12": "12 0620/51/m/j/19 \u00a9 ucles 2019tests for gases flame tests for metal ions gas test and test result metal ion flame colour ammonia (nh3) turns damp red litmus paper blue lithium (li+) red carbon dioxide (co2)turns limewater milky sodium (na+) yellow chlorine (c l 2) bleaches damp litmus paper potassium (k+) lilac hydrogen (h2) \u2018pops\u2019 with a lighted splint copper( ii) (cu2+)blue-green oxygen (o2) relights a glowing splint sulfur dioxide (so2)turns acidified aqueous  potassium manganate( vii) from  purple to colourless 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 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."
+        },
+        "0620_s19_qp_52.pdf": {
+            "1": "read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen.you may use an hb pencil for any diagrams or graphs.do not use staples, paper clips, glue or correction fluid.do not write in any barcodes. answer all questions. electronic calculators may be used.you may lose marks if you do not show your working or if you do not use appropriate units.notes for use in qualitative analysis are provided on pages 11 and 12. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question.chemistry  0620/52 paper 5  practical test may/june 2019  1 hour 15 minutes candidates answer on the question paper. additional materials: as listed in the confidential instructionscambridge assessment international education cambridge international general certificate of secondary education this document consists of 10 printed pages and 2 blank pages. [turn overib19 06_0620_52/2rp\u00a9 ucles 2019 *9397863487* this syllabus is regulated for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificate.for examiner\u2019s use 1 23 total",
+            "2": "2 0620/52/m/j/19 \u00a9 ucles 2019 1  you are going to investigate the rate of reaction between magnesium ribbon and solutions of  dilute hydrochloric acid of different concentrations, solutions h, i, j and k. the dilute hydrochloric acid  is in excess in all experiments.   read all the instructions carefully before starting the experiments.  instructions \t\tyou\tare\tgoing\tto\tdo\tfive\texperiments.  experiment 1  \u25cf use the 50 cm3 measuring cylinder to pour 30 cm3 of solution h into the beaker.  \u25cf add a 5.0 cm length of magnesium ribbon to solution h in the beaker and start the timer  immediately. stir the mixture constantly.  \u25cf measure the time taken for all of the magnesium ribbon to react and to disappear completely.  \u25cf record the time taken in the table.  \u25cf rinse out the beaker with distilled water.  experiment 2  \u25cf repeat experiment 1 but use solution i instead of solution h. record the time taken in the  table.  experiment 3  \u25cf repeat experiment 1 but use solution j instead of solution h. record the time taken in the  table.  experiment 4  \u25cf repeat experiment 1 but use solution k instead of solution h. record the time taken in the  table.  (a)  record your results from experiments 1\u20134 in the table. experiment solutionconcentration of  hydrochloric acid in mol / dm3time taken for the magnesium ribbon to disappear completely / s 1 h 2.0 2 i 1.5 3 j 1.0 4 k 0.8  [3]  (b)  experiment 5   add about 3 cm3 of solution j to a 5.0 cm length of magnesium ribbon in a test-tube.   test the gas produced with a lighted splint. record your observations.         ..   [3]",
+            "3": "3 0620/52/m/j/19 \u00a9 ucles 2019 [turn over  (c)  plot your results for experiments 1\u20134 on the grid. draw a smooth line graph. 0.0 0.5 1.0 1.5 2.0 concentration of hydrochloric acid in mo l / dm32.5 3.0time taken for the magnesium ribbon to disappear completely  / s  [3]",
+            "4": "4 0620/52/m/j/19 \u00a9 ucles 2019  (d)  from your graph, deduce the time taken for the magnesium ribbon to disappear completely  if a solution of hydrochloric acid of concentration 2.5 mol / dm3 were used.   show clearly on the grid  how you worked out your answer.   ..   [3]  (e) (i)  why was the same length of magnesium ribbon used in experiments 1\u20134?   ...   [1]  (ii)  suggest the effect on the results if experiments 1\u20134 were repeated using 2.5 cm lengths of  magnesium ribbon instead of 5.0 cm lengths of magnesium ribbon. explain your answer.   .   ...   [1]  (f)  suggest a different method which could be used to investigate the rate of reaction between  magnesium ribbon and dilute hydrochloric acid. state the apparatus you would use and the  measurements you would take.  apparatus  ...     measurements  ...        [3]  (g)  use your observations from experiment 5 to answer these questions.  (i)  what type of chemical reaction occurs when magnesium ribbon reacts with dilute  hydrochloric acid?   ...   [1]  (ii)  identify the gas produced.   ...   [1]  [total: 19]",
+            "5": "5 0620/52/m/j/19 \u00a9 ucles 2019 [turn over question 2 starts on the next page.",
+            "6": "6 0620/52/m/j/19 \u00a9 ucles 2019 2  you are provided with solid l, which contains two cations and one anion.   do the following tests on solid l, recording all of your observations at each stage.   tests on solid l  (a)  describe the appearance of solid l.   ..   [1]   use a spatula to divide solid l into two approximately equal portions.  (b)\t\theat\tthe\tfirst\tportion\tof\tsolid\t l in a hard-glass test-tube. test any gas produced with blue  cobalt( ii) chloride paper.   record your observations.      ..   [3]   add the second portion of solid l to about 10 cm3 of distilled water in a boiling tube. stopper the  boiling tube and shake the mixture to dissolve solid l and form solution l. divide solution l\tinto\tfive\t approximately\tequal\tportions\tin\tfive\ttest-tubes.  (c)\t\ttest\tthe\tph\tof\tthe\tfirst\tportion\tof\tsolution\tl.  ph = ...  [1]  (d) (i)  transfer the second portion of solution l into a boiling tube. add about 3 cm3 of aqueous  sodium hydroxide.   record your observations.   ...   [1]  (ii)  gently warm the mixture from (d)(i) and test the gas produced.   record your observations.   .   ...   [2]  (e)  add an excess of aqueous ammonia to the third portion of solution l.   record your observations.   ..   [1]",
+            "7": "7 0620/52/m/j/19 \u00a9 ucles 2019 [turn over  (f)  add a few drops of dilute nitric acid and about 1 cm3 of aqueous silver nitrate to the fourth  portion of solution l.   record your observations.   ..   [1]  (g)  add a few drops of dilute nitric acid and about 1 cm3\tof\taqueous\t barium\tnitrate\tto\tthe\tfifth\t portion of solution l.   record your observations.   ..   [1]  (h)  what does the test in (b) tell you about solid l?   ..   [1]  (i)  identify the three ions in solid l.   ..   [3]  [total: 15]",
+            "8": "8 0620/52/m/j/19 \u00a9 ucles 2019 3  azurite is an ore of copper which contains copper( ii) carbonate. azurite contains no other metal  ions.   plan an experiment to show how a sample of copper could be obtained from large lumps of azurite.   your answer should include:  \u25cf descriptions of the reactions involved  \u25cf the expected observations.   you are provided with a large lump of azurite and common laboratory chemicals and apparatus.   ...   ...   ...   ...   ...   ...   ...   ...   .   [6]",
+            "9": "9 0620/52/m/j/19 \u00a9 ucles 2019blank page",
+            "10": "10 0620/52/m/j/19 \u00a9 ucles 2019blank page",
+            "11": "11 0620/52/m/j/19 \u00a9 ucles 2019notes for use in qualitative analysis tests for anions anion test test result carbonate (co32\u2013) add dilute acid effervescence, carbon dioxide produced chloride (c l  \u2013) [in solution]acidify with dilute nitric acid, then add aqueous silver nitratewhite ppt. bromide (br  \u2013) [in solution]acidify with dilute nitric acid, then add aqueous silver nitratecream ppt. iodide ( i \u2013) [in solution]acidify with dilute nitric acid, then add aqueous silver nitrateyellow ppt. nitrate (no 3\u2013) [in solution]add aqueous sodium hydroxide, then aluminium foil; warm carefullyammonia produced sulfate (so 42\u2013) [in solution]acidify, then add aqueous barium nitratewhite ppt. sulfite (so 32\u2013) add dilute hydrochloric acid, warm gently and test for the presence ofsulfur dioxidesulfur dioxide produced will turn acidified aqueous potassium manganate( vii) from  purple to colourless tests for aqueous cations cation effect of aqueous sodium hydroxide effect of aqueous ammonia aluminium (a l 3+) white ppt., soluble in excess, giving a colourless solutionwhite ppt., insoluble in excess ammonium (nh 4+)ammonia produced on warming \u2013 calcium (ca2+) white ppt., insoluble in excess no ppt., or very slight white ppt. chromium( iii) (cr3+)green ppt., soluble in excess grey-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 iron(iii) (fe3+) red-brown ppt., insoluble in excess red-brown ppt., insoluble in excess zinc (zn2+) white ppt., soluble in excess, giving a colourless solutionwhite ppt., soluble in excess, giving a colourless solution",
+            "12": "12 0620/52/m/j/19 \u00a9 ucles 2019tests for gases flame tests for metal ions gas test and test result metal ion flame colour ammonia (nh3) turns damp red litmus paper blue lithium (li+) red carbon dioxide (co2)turns limewater milky sodium (na+) yellow chlorine (c l 2) bleaches damp litmus paper potassium (k+) lilac hydrogen (h2) \u2018pops\u2019 with a lighted splint copper( ii) (cu2+)blue-green oxygen (o2) relights a glowing splint sulfur dioxide (so2)turns acidified aqueous  potassium manganate( vii) from  purple to colourless 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 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."
+        },
+        "0620_s19_qp_53.pdf": {
+            "1": "read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen.you may use an hb pencil for any diagrams or graphs.do not use staples, paper clips, glue or correction fluid.do not write in any barcodes. answer all questions. electronic calculators may be used.you may lose marks if you do not show your working or if you do not use appropriate units.notes for use in qualitative analysis are provided on pages 11 and 12. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question.chemistry  0620/53 paper 5  practical test may/june 2019  1 hour 15 minutes candidates answer on the question paper. additional materials: as listed in the confidential instructionscambridge assessment international education cambridge international general certificate of secondary education this document consists of 10 printed pages and 2 blank pages. [turn overib19 06_0620_53/4rp\u00a9 ucles 2019 *4580138827* this syllabus is regulated for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificate.for examiner\u2019s use 1 23 total",
+            "2": "2 0620/53/m/j/19 \u00a9 ucles 2019 1  you are going to investigate the temperature changes when two different metals, zinc and  magnesium, react with aqueous copper( ii) sulfate.   read all the instructions carefully before starting the experiments.   instructions   you are going to do three experiments.  (a) experiment 1  \u25cf put the cup provided into the 250 cm3 beaker for support.  \u25cf use the measuring cylinder to pour 25 cm3 of aqueous copper( ii) sulfate into the cup.  \u25cf measure the initial temperature of the solution and start the timer.  \u25cf measure the temperature of the solution at 30 seconds and at 60 seconds.  \u25cf record the temperatures in the table.  \u25cf at 60 seconds, add all of the zinc powder to the aqueous copper( ii) sulfate. stir the  mixture continuously with the thermometer.  \u25cf continue to stir the mixture and measure the temperature of the mixture every 30 seconds  for a total of 180 seconds.  \u25cf record your results in the table.  \u25cf empty the cup and rinse it with distilled water. time / s 0 30 60 90 120 150 180 temperature of mixture / \u00b0c  [2]  (b) experiment 2  \u25cf repeat experiment 1 but using magnesium powder instead of zinc powder.  \u25cf record your results in the table. time / s 0 30 60 90 120 150 180 temperature of mixture / \u00b0c  [2]  (c)  experiment 3  \u25cf repeat experiment 1 but using zinc granules instead of zinc powder.  \u25cf record your results in the table. time / s 0 30 60 90 120 150 180 temperature of mixture / \u00b0c  [1]",
+            "3": "3 0620/53/m/j/19 \u00a9 ucles 2019 [turn over  (d)  plot your results for experiments 1\u20133 on the grid. draw three smooth line graphs.   clearly label your lines. 03 06 09 0 120 time  / s150 180temperature of mixture  / \u00b0c90 80 70 605040 30 20 10 0  [3]  (e)  from your graph , deduce the temperature of the mixture in experiment 2 after 75 seconds.   show clearly on the grid  how you worked out your answer.  .. \u00b0c  [2]",
+            "4": "4 0620/53/m/j/19 \u00a9 ucles 2019  (f) (i)  from your results, which experiment was the most exothermic? explain your answer.   .   ...   [2]  (ii)  compare the rates of reaction in experiments 1 and 3. explain why the rates of reaction  are different.   .   .   ...   [2]  (g)  predict the temperature of the mixture in experiment 2 after 2 hours. explain your answer.      ..   [2]  (h)  when doing the experiments, what would be an advantage of taking the temperature readings every 15 seconds?      ..   [2]  (i)  explain why a copper can should not be used in place of the cup in these experiments.      ..   [1]  [total: 19]",
+            "5": "5 0620/53/m/j/19 \u00a9 ucles 2019 [turn over question 2 starts on the next page.",
+            "6": "6 0620/53/m/j/19 \u00a9 ucles 2019 2  you are provided with solid m, which is a salt.   do the following tests on solid m, recording all of your observations at each stage.  tests on solid m  (a)  describe the appearance of solid m.   ..   [1]   use a spatula to divide solid m into two approximately equal portions.  (b)\t\theat\tthe\tfirst\tportion\tof\tsolid\t m in a hard\u2011glass test\u2011tube. test any gas produced with  cobalt( ii) chloride paper.   record your observations.         ..   [4]   add the second portion of solid m to about 10 cm3 of distilled water in a boiling tube. stopper the  boiling tube and shake the mixture to dissolve solid m and form solution m. divide solution m into  three approximately equal portions in three test\u2011tubes.  (c) (i)\t \tadd\tdrops\tof\taqueous\tsodium\thydroxide \tto\tthe\tfirst\tportion\tof\tsolution\tm.   record your observations.   ...   [2]  (ii)  now add an excess of aqueous sodium hydroxide to the mixture from (c)(i).   record your observations.   ...   [1]  (d) (i)  add drops of aqueous ammonia to the second portion of solution m.   record your observations.   ...   [1]  (ii)  now add an excess of aqueous ammonia to the mixture from (d)(i).   record your observations.   ...   [1]  (e)  add a few drops of dilute nitric acid and about 1 cm3 of aqueous barium nitrate to the third  portion of solution m.   record your observations.   ..   [2]",
+            "7": "7 0620/53/m/j/19 \u00a9 ucles 2019 [turn over  (f)  what does the test in (b) tell you about solid m?   ..   [1]  (g)  identify solid m.      ..   [2]  [total: 15]",
+            "8": "8 0620/53/m/j/19 \u00a9 ucles 2019 3  calcium carbonate, calcium hydroxide and calcium oxide can be used to neutralise the acid in soil. \t\tplan\tan\tinvestigation\t to\tfind\tout\twhich\tof\tthese\tcalcium\tcompounds\t neutralises\t acid\tmost\teffectively.   you are provided with the three calcium compounds, dilute hydrochloric acid and common laboratory  apparatus and chemicals.   ...   ...   ...   ...   ...   ...   ...   ...   ...   .   [6]",
+            "9": "9 0620/53/m/j/19 \u00a9 ucles 2019blank page",
+            "10": "10 0620/53/m/j/19 \u00a9 ucles 2019blank page",
+            "11": "11 0620/53/m/j/19 \u00a9 ucles 2019notes for use in qualitative analysis tests for anions anion test test result carbonate (co32\u2013) add dilute acid effervescence, carbon dioxide produced chloride (c l  \u2013) [in solution]acidify with dilute nitric acid, then add aqueous silver nitratewhite ppt. bromide (br  \u2013) [in solution]acidify with dilute nitric acid, then add aqueous silver nitratecream ppt. iodide ( i \u2013) [in solution]acidify with dilute nitric acid, then add aqueous silver nitrateyellow ppt. nitrate (no 3\u2013) [in solution]add aqueous sodium hydroxide, then aluminium foil; warm carefullyammonia produced sulfate (so 42\u2013) [in solution]acidify, then add aqueous barium nitratewhite ppt. sulfite (so 32\u2013) add dilute hydrochloric acid, warm gently and test for the presence ofsulfur dioxidesulfur dioxide produced will turn acidified aqueous potassium manganate( vii) from  purple to colourless tests for aqueous cations cation effect of aqueous sodium hydroxide effect of aqueous ammonia aluminium (a l 3+) white ppt., soluble in excess, giving a colourless solutionwhite ppt., insoluble in excess ammonium (nh 4+)ammonia produced on warming \u2013 calcium (ca2+) white ppt., insoluble in excess no ppt., or very slight white ppt. chromium( iii) (cr3+)green ppt., soluble in excess grey-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 iron(iii) (fe3+) red-brown ppt., insoluble in excess red-brown ppt., insoluble in excess zinc (zn2+) white ppt., soluble in excess, giving a colourless solutionwhite ppt., soluble in excess, giving a colourless solution",
+            "12": "12 0620/53/m/j/19 \u00a9 ucles 2019tests for gases flame tests for metal ions gas test and test result metal ion flame colour ammonia (nh3) turns damp red litmus paper blue lithium (li+) red carbon dioxide (co2)turns limewater milky sodium (na+) yellow chlorine (c l 2) bleaches damp litmus paper potassium (k+) lilac hydrogen (h2) \u2018pops\u2019 with a lighted splint copper( ii) (cu2+)blue-green oxygen (o2) relights a glowing splint sulfur dioxide (so2)turns acidified aqueous  potassium manganate( vii) from  purple to colourless 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 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."
+        },
+        "0620_s19_qp_61.pdf": {
+            "1": "this document consists of 8 printed pages and 4 blank pages. [turn overib19 06_0620_61/3rp \u00a9 ucles 2019 *3940113605* read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen.you may use an hb pencil for any diagrams or graphs.do not use staples, paper clips, glue or correction fluid.do not write in any barcodes. answer all questions. electronic calculators may be used.you may lose marks if you do not show your working or if you do not use appropriate units. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question.chemistry  0620/61 paper 6  alternative to practical may/june 2019  1 hour candidates answer on the question paper. no additional materials are required.cambridge assessment international education cambridge international general certificate of secondary education this syllabus is regulated for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificate.",
+            "2": "2 0620/61/m/j/19 \u00a9 ucles 2019blank page",
+            "3": "3 0620/61/m/j/19 \u00a9 ucles 2019 [turn over 1  the diagram shows the apparatus a student used to prepare a dry sample of chlorine gas. chlorine  is more dense than air. concentrated hydrochloric acid manganese( iv) oxide concentrated sulfuric acidflask 1.. ..  (a)  complete the boxes to name the apparatus. [2]  (b)  use the diagram to identify two mistakes the student made.  1  .     2  .     [2]  (c)  suggest one reason why the gas produced in flask 1 is passed through concentrated  sulfuric acid.   ..   [1]  (d)  describe a test for chlorine.  test  .  observations  ..  [2] (e)  suggest why this experiment is done in a fume cupboard.   ..   [1]  [total: 8]",
+            "4": "4 0620/61/m/j/19 \u00a9 ucles 2019 2  a student investigated the reaction between aqueous sodium carbonate and aqueous barium nitrate.  \u25cf a burette was filled with aqueous sodium carbonate.  \u25cf seven test-tubes were labelled 1, 2, 3, 4, 5, 6 and 7.  \u25cf a measuring cylinder was used to pour 6 cm3 of aqueous barium nitrate into each of the seven  test-tubes in a test-tube rack.  \u25cf 1.0 cm3 of aqueous sodium carbonate was added from the burette to test-tube 1.  \u25cf 2.0 cm3 of aqueous sodium carbonate was added from the burette to test-tube 2.  \u25cf 4.0 cm3 of aqueous sodium carbonate was added from the burette to test-tube 3.  \u25cf 5.0 cm3 of aqueous sodium carbonate was added from the burette to test-tube 4.  \u25cf 6.0 cm3 of aqueous sodium carbonate was added from the burette to test-tube 5.  \u25cf 7.0 cm3 of aqueous sodium carbonate was added from the burette to test-tube 6.  \u25cf 8.0 cm3 of aqueous sodium carbonate was added from the burette to test-tube 7.   a glass rod was used to stir the contents of each of the test-tubes. the contents of the test-tubes  were left to stand until the solid formed had settled. a ruler was used to measure the height of the  solid formed in each test-tube.  (a)  use a ruler to measure the heights of the solid formed in each test-tube shown in the diagram. record the heights of the solid formed in the table and complete the table. 1 test-tube number volume of aqueous sodium carbonate  / cm323456 solid7 height of solid  / mm  [3]",
+            "5": "5 0620/61/m/j/19 \u00a9 ucles 2019 [turn over  (b)  plot the results on the grid. draw two intersecting lines of best fit. label the x-axis. 01234height of solid  / mm 5678100 80 60 40 20 0  [4]  (c)  from your graph, deduce the height of the solid formed when 3.0 cm3 of aqueous  sodium carbonate is added to 6 cm3 of aqueous barium nitrate.   show clearly on the grid  how you worked out your answer.  .. mm  [2]  (d)  describe the trend in the heights of the solids formed in test-tubes 1\u20137.         ..   [2]",
+            "6": "6 0620/61/m/j/19 \u00a9 ucles 2019  (e)  predict what would happen if the experiment were continued using three further test-tubes  each containing 6 cm3 of aqueous barium nitrate and separately adding 9.0 cm3, 10.0 cm3 and  11.0 cm3 of aqueous sodium carbonate to each one.   explain your answer.         ..   [2]  (f)  suggest one change to the apparatus used which could be made to obtain more accurate  results.   ..   [1]  (g)  suggest a different method to measure the amount of solid formed during the experiment.            ..   [3]  (h)  suggest how the reliability of the results could be checked.      ..   [1]  [total: 18]",
+            "7": "7 0620/61/m/j/19 \u00a9 ucles 2019 [turn over 3  two substances, solution f and solid g, were analysed. solution f was dilute hydrochloric acid.   tests were done on solution f and solid g.  tests on solution f   complete the expected observations.   solution f was divided into four equal portions in four test-tubes.  (a)  the ph of the first portion of solution f was tested.  ph = ..  [1]  (b)  magnesium ribbon was added to the second portion of solution f. the gas produced was  tested.  observations  ..      ..   [3]  (c)  dilute nitric acid and aqueous silver nitrate were added to the third portion of solution f.  observations     [1]  (d)  dilute nitric acid and aqueous barium nitrate were added to the fourth portion of solution f.  observations     [1]",
+            "8": "8 0620/61/m/j/19 \u00a9 ucles 2019  tests on solid g   some of the tests and observations are shown. tests on solid g observations the appearance of solid g was studied. white solid test 1 dilute hydrochloric acid was added to solid g. the gas produced was tested. the solution formed was divided into two portions  for test 2.rapid effervescence limewater turned milky test 2 an excess of aqueous sodium hydroxide was  added to the first portion of the solution from test 1. an excess of aqueous ammonia was added to the  second portion of the solution from test 1.white precipitate formed which was insoluble in excess no precipitate formed  (e)  identify solid g.   ..   [2]  [total: 8]",
+            "9": "9 0620/61/m/j/19 \u00a9 ucles 2019 [turn over 4  steel nails rust in the presence of air and water. plan an investigation to:  \u25cf show that coating steel nails with paint helps to protect the nails from rusting  \u25cf show that coating steel nails with zinc helps to protect the nails from rusting  \u25cf determine which coating is more effective at protecting steel nails from rusting.   you are provided with:  \u25cf uncoated steel nails  \u25cf steel nails coated with paint  \u25cf steel nails coated with zinc  \u25cf common laboratory apparatus.   ...   ...   ...   ...   ...   ...   ...   ...   ...   .   [6]",
+            "10": "10 0620/61/m/j/19 \u00a9 ucles 2019blank page",
+            "11": "11 0620/61/m/j/19 \u00a9 ucles 2019blank page",
+            "12": "12 0620/61/m/j/19 \u00a9 ucles 2019blank page permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the publisher will be pleased to make amends at the earliest possible opportunity. 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 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."
+        },
+        "0620_s19_qp_62.pdf": {
+            "1": "this document consists of 8 printed pages and 4 blank pages. [turn overib19 06_0620_62/3rp \u00a9 ucles 2019 *0271487183* read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen.you may use an hb pencil for any diagrams or graphs.do not use staples, paper clips, glue or correction fluid.do not write in any barcodes. answer all questions. electronic calculators may be used.you may lose marks if you do not show your working or if you do not use appropriate units. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question.chemistry  0620/62 paper 6  alternative to practical may/june 2019  1 hour candidates answer on the question paper. no additional materials are required.cambridge assessment international education cambridge international general certificate of secondary education this syllabus is regulated for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificate.",
+            "2": "2 0620/62/m/j/19 \u00a9 ucles 2019blank page",
+            "3": "3 0620/62/m/j/19 \u00a9 ucles 2019 [turn over 1  a student did the following steps to make zinc chloride crystals from solid zinc oxide.  step 1  pour 40 cm3 of dilute hydrochloric acid into a beaker. add a small amount of zinc oxide.  warm the mixture and stir it.  step 2  continue to add zinc oxide to the beaker until all of the dilute hydrochloric acid has  reacted.  step 3  remove the excess zinc oxide.  step 4  obtain crystals of zinc chloride from the solution.  (a)  name the apparatus used in step 1 to:  (i)  add the zinc oxide   ...   [1]  (ii)  warm the mixture.   ...   [1]  (b)  how did the student know that all of the dilute hydrochloric acid had reacted in step 2?      ..   [1]  (c) (i)  what is meant by the term excess in step 3?   ...   [1]  (ii)  how is the excess zinc oxide removed in step 3?   ...   [1]  (d)  describe how the crystals are obtained in step 4.         ..   [3]  (e)  suggest how the method would differ if zinc carbonate were used instead of zinc oxide.   ..   [1]  [total: 9]",
+            "4": "4 0620/62/m/j/19 \u00a9 ucles 2019 2  a student investigated the rate of reaction between magnesium ribbon and solutions of dilute  hydrochloric acid of different concentrations, solutions h, i, j and k. the dilute hydrochloric acid  was in excess in all experiments.   five experiments were done.   experiment 1  \u25cf a measuring cylinder was used to pour 30 cm3 of solution h into a beaker.  \u25cf a 5.0 cm length of magnesium ribbon was then added to the beaker.  \u25cf a timer was started immediately.  \u25cf the time taken for all of the magnesium ribbon to react and to disappear completely was  measured.   experiment 2  \u25cf experiment 1 was repeated but using solution i instead of solution h.   experiment 3  \u25cf experiment 1 was repeated but using solution j instead of solution h.  experiment 4  \u25cf experiment 1 was repeated but using solution k instead of solution h.  (a)  use the stop-clock diagrams to record the time taken for each experiment in the table. experiment solutionconcentration of hydrochloric acid in mol / dm3stop-clock diagramtime taken for the magnesium ribbon to  disappear completely / s 1 h 2.00 1015 1545 5 minutes 2 i 1.50 1015 1545 5 3 j 1.00 1015 1545 5 4 k 0.80 1015 1545 5  [3]",
+            "5": "5 0620/62/m/j/19 \u00a9 ucles 2019 [turn over  experiment 5   solution  j was added to some magnesium ribbon in a test-tube. the gas produced was tested. the  observations were recorded in the table. observationsrapid effervescence and the test-tube felt hot lighted splint \u2018popped\u2019  (b)  plot the results for experiments 1\u20134 on the grid. draw a smooth line graph. 0 0.5 1.0 1.5 concentration of hydrochloric acid in mo l / dm32.0 2.5 3.0time taken for the magnesium ribbon to disappear completely  / s  [3]  (c)  from your graph, deduce the time taken for the magnesium ribbon to disappear completely  if a solution of hydrochloric acid of concentration 2.5 mol / dm3 were used.   show clearly on the grid  how you worked out your answer.   ..   [3]",
+            "6": "6 0620/62/m/j/19 \u00a9 ucles 2019  (d) (i)  why was the same length of magnesium used in experiments 1\u20134?   ...   [1]  (ii)  suggest the effect on the results if experiments 1\u20134 were repeated using 2.5 cm lengths of  magnesium ribbon instead of 5.0 cm lengths of magnesium ribbon. explain your answer.   .   ...   [1]  (e)  suggest a different method which a student could use to investigate the rate of reaction  between magnesium ribbon and dilute hydrochloric  acid. state the apparatus the student  would use and the measurements the student would take.  apparatus  ...     measurements  ...        [3]  (f)  use the observations from experiment 5 to answer these questions.  (i)  what type of chemical reaction occurs when magnesium ribbon reacts with dilute  hydrochloric acid?   ...   [1]  (ii)  identify the gas produced.   ...   [1]  [total: 16]",
+            "7": "7 0620/62/m/j/19 \u00a9 ucles 2019 [turn over 3  two substances, solid l and solid m, were analysed. solid l was hydrated ammonium sulfate.   tests were done on solid l and solid m.  tests on solid l   complete the expected observations.  (a)  describe the appearance of solid l.   ..   [1]   solid l was divided into two portions.  (b)\t\tthe\tfirst\tportion\tof\tsolid\t l was heated in a hard-glass test-tube. any gas produced was tested  with cobalt( ii) chloride paper.  observations  ..   ..   [3]   the second portion of solid l was added to distilled water. the mixture was shaken to dissolve  solid l and form solution l. the solution of l was divided into two equal portions in two test-tubes.  (c)\t\tan\texcess\tof\taqueous\t sodium\thydroxide\t was\tadded\tto\tthe\tfirst\tportion\tof\tsolution\t l. the  mixture was heated and the gas produced was tested.  observations  ..   ..   [2]  (d)  dilute nitric acid and aqueous barium nitrate were added to the second portion of solution l.   observation  ..   [1]",
+            "8": "8 0620/62/m/j/19 \u00a9 ucles 2019   tests on solid m   some of the tests and observations are shown. tests on solid m observations solid m was dissolved in water. the solution was  divided into three portions. test 1 an excess of aqueous sodium hydroxide was  added\tto\tthe\tfirst\tportion\tof\tthe\tsolution.red-brown precipitate formed test 2 an excess of aqueous ammonia was added to the  second portion of the solution.red-brown precipitate formed test 3 dilute nitric acid and aqueous silver nitrate were  added to the third portion of the solution.white precipitate formed  (e)  identify solid m.   ..   [2]  [total: 9]",
+            "9": "9 0620/62/m/j/19 \u00a9 ucles 2019 [turn over 4  azurite is an ore of copper which contains copper( ii) carbonate. azurite contains no other metal  ions.   plan an experiment to show how a sample of copper could be obtained from large lumps of azurite.   your answer should include:  \u25cf descriptions of the reactions involved  \u25cf the expected observations.   you are provided with a large lump of azurite and common laboratory chemicals and apparatus.   ...   ...   ...   ...   ...   ...   ...   ...   .   [6]",
+            "10": "10 0620/62/m/j/19 \u00a9 ucles 2019blank page",
+            "11": "11 0620/62/m/j/19 \u00a9 ucles 2019blank page",
+            "12": "12 0620/62/m/j/19 \u00a9 ucles 2019blank page permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the publisher will be pleased to make amends at the earliest possible opportunity. 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 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."
+        },
+        "0620_s19_qp_63.pdf": {
+            "1": "this document consists of 10 printed pages and 2 blank pages. [turn overib19 06_0620_63/2rp \u00a9 ucles 2019 *8930451544* read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen.you may use an hb pencil for any diagrams or graphs.do not use staples, paper clips, glue or correction fluid.do not write in any barcodes. answer all questions. electronic calculators may be used.you may lose marks if you do not show your working or if you do not use appropriate units. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question.chemistry  0620/63 paper 6  alternative to practical may/june 2019  1 hour candidates answer on the question paper. no additional materials are required.cambridge assessment international education cambridge international general certificate of secondary education this syllabus is regulated for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificate.",
+            "2": "2 0620/63/m/j/19 \u00a9 ucles 2019blank page",
+            "3": "3 0620/63/m/j/19 \u00a9 ucles 2019 [turn over 1  a student investigated the colours present in three hair dyes, p, q and r, using chromatography.   p, q and r are insoluble in water. the student suggested setting up the apparatus for the experiment  as shown. glass cover beaker solventchromatography paperrodclips  (a)  why is a lid necessary on top of the beaker?   ..   [1]  (b) (i)  identify one mistake in the student\u2019s diagram.   ...   [1]  (ii)  suggest why this mistake would stop the experiment working.   .   ...   [1]  (c)  name a suitable solvent that could be used in this experiment.   ..   [1]",
+            "4": "4 0620/63/m/j/19 \u00a9 ucles 2019  (d)  a separate chromatography experiment was done using the hair dyes p, q and r. the  chromatogram obtained is shown. pq r   state three conclusions about the hair dyes p, q and r which can be deduced from the  chromatogram.  1  .  2  .  3  .  [3]  [total: 7]",
+            "5": "5 0620/63/m/j/19 \u00a9 ucles 2019 [turn over 2  a student investigated the temperature changes when two different metals, zinc and magnesium,  reacted with aqueous copper( ii) sulfate.   three experiments were done.  experiment 1  \u25cf a measuring cylinder was used to pour 25 cm3 aqueous copper( ii) sulfate into a polystyrene  cup.  \u25cf the initial temperature of the solution was measured and the timer was started.  \u25cf the temperature of the solution was measured at 30 seconds and at 60 seconds.  \u25cf at 60 seconds, 5 g of zinc powder was added to the aqueous copper( ii) sulfate. the mixture  was stirred with a thermometer.  \u25cf the temperature of the mixture was measured every 30 seconds for 210 seconds. the mixture  was stirred continuously.",
+            "6": "6 0620/63/m/j/19 \u00a9 ucles 2019  (a)  use the thermometer diagrams to record the temperatures in the table. 30 25 2030 25 2030 25 2050 45 4050 45 40thermometer diagramtime  / s0 30 60 90 120 150 180 210 temperature of mixture  / \u00b0c50 45 4050 45 4050 45 40  [2]  experiment 2  \u25cf experiment 1 was repeated using 5 g of magnesium powder instead of zinc powder.  (b)  use the thermometer diagrams to record the temperatures in the table. 30 25 2030 25 2030 25 2060 55 5080 75 70thermometer diagramtime  / s0 30 60 90 120 150 180 210 temperature of mixture  / \u00b0c80 75 7080 75 7080 75 70  [1]  experiment 3  \u25cf experiment 1 was repeated using 5 g of zinc granules instead of zinc powder.  (c)  use the thermometer diagrams to record the temperatures in the table. 30 25 2030 25 2030 25 2030 25 2030 25 20thermometer diagramtime  / s0 30 60 90 120 150 180 210 temperature of mixture  / \u00b0c30 25 2030 25 2030 25 20  [1]",
+            "7": "7 0620/63/m/j/19 \u00a9 ucles 2019 [turn over  (d)  plot the results for experiments 1\u20133 on the grid and draw three smooth line graphs.   clearly label your lines. 03 06 09 0 120 time  / s150 180 210temperature of mixture  / \u00b0c80 70 60 50 40302010 0  [3]  (e)  from your graph , deduce the temperature of the mixture in experiment 2 after 75 seconds.   show clearly on the grid  how you worked out your answer.  .. \u00b0c  [2]",
+            "8": "8 0620/63/m/j/19 \u00a9 ucles 2019  (f) (i)  from the results, which experiment was the most exothermic? explain your answer.   .   ...   [2]  (ii)  compare the rates of reaction in experiments 1 and 3. explain why the rates of reaction  are different.   .   .   ...   [2]  (g)  predict the temperature of the mixture in experiment 2 after 2 hours. explain your answer.      ..   [2]  (h)  when doing the experiments, what would be the advantage of taking the temperature readings every 15 seconds?      ..   [2]  (i)  explain why a copper can should not be used in place of the polystyrene cup in these  experiments.         ..   [2]  [total: 19]",
+            "9": "9 0620/63/m/j/19 \u00a9 ucles 2019 [turn over 3  two substances, solid n and solid o were analysed. solid n was hydrated aluminium sulfate.   tests were done on solid n and solid o.   tests on solid n   complete the expected observations.  (a)  describe the appearance of solid n.  observation  ..   [1]   solid n was divided into two portions.  (b)\t\tthe\tfirst\tportion\tof\tsolid\t n was heated in a hard-glass test-tube. any gas produced was tested  with cobalt( ii) chloride paper.  observations  ..   ..   [2]   the second portion of solid n was added to distilled water. the mixture was shaken to dissolve  solid n and form solution n. solution n was divided into two equal portions in two test-tubes.  (c) (i)\t \tdrops\tof\taqueous\t sodium\thydroxide\t were\tadded\tto\tthe\tfirst\tportion\tof\tsolution\t n until a  change was seen.  observations  .   [1]  (ii)  an excess of aqueous sodium hydroxide was then added to the mixture from (c)(i).  observations  .   [1]  (d)  dilute nitric acid and aqueous barium nitrate were added to the second portion of solution n.  observations     [1]",
+            "10": "10 0620/63/m/j/19 \u00a9 ucles 2019  tests on solid o   some of the tests and observations are shown. tests on solid o observations test 1 a\tflame\ttest\twas\tdone\ton\tsolid\t o. lilac\tflame solid o was dissolved in water. the solution was  divided into two portions.test 2an excess of aqueous sodium hydroxide was  added\tto\tthe\tfirst\tportion\tof\tthe\tsolution.no change test 3 dilute nitric acid and aqueous silver nitrate were  added to the second portion of the solution.white precipitate formed  (e)  identify solid o.   ..   [2]  [total: 8]",
+            "11": "11 0620/63/m/j/19 \u00a9 ucles 2019 [turn over 4  calcium carbonate, calcium hydroxide and calcium oxide can be used to neutralise the acid in soil. \t\tplan\tan\tinvestigation\t to\tfind\tout\twhich\tof\tthese\tcalcium\tcompounds\t neutralises\t acid\tmost\teffectively.   you are provided with the three calcium compounds, dilute hydrochloric acid and common laboratory  apparatus and chemicals.   ...   ...   ...   ...   ...   ...   ...   ...   ...   .   [6]",
+            "12": "12 0620/63/m/j/19 \u00a9 ucles 2019blank page permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the publisher will be pleased to make amends at the earliest possible opportunity. 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 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."
+        },
+        "0620_w19_qp_11.pdf": {
+            "1": "  this syllabus is regulated for use in england, wales and northern ireland as a cambridge international level1/level 2 certifica te.  this document consists of 14 printed pages and 2 blank pages.  ib19 11_0620_11/3rp  \u00a9 ucles 2019 [turn over     *5634656915 * cambridge assessment international education  cambridge international general certificate of secondary education       chemistry 0620/11     paper 1  multiple choice (core)  october/november 2019       45 minutes  additional materials: multiple choice answer sheet   soft clean eraser   soft pencil (type b or hb is recommended)       read these instructions first   write in soft pencil.  do not use staples, paper clips, glue or correction fluid.  write your name, centre number and candidate number on the answer sheet in the spaces provided unless  this has been done for you.  do not  write in any barcodes.   there are forty  questions on this paper. answer all questions. for each question there are four possible  answers a, b, c and d.   choose the one you consider correct and record your choice in soft pencil  on the separate answer sheet.   read the instructions on the answer sheet very carefully.   each correct answer will score one mark. a ma rk will not be deducted for a wrong answer.  any rough working should be done in this booklet.  a copy of the periodic table is printed on page 16.  electronic calculators may be used.  ",
+            "2": "2  \u00a9 ucles 2019 0620/11/o/n/19  1 the diagram shows a cup of hot tea.        which row describes the water particles in the air above the cup compared with the water particles in the cup?     moving faster closer together  a \u0016 \u001a  b \u0016 \u0016  c \u001a \u001a  d \u001a \u0016      2 a student is asked to measure the time taken for 0.4  g of magnesium carbonate to react  completely with 25.0  cm3 of dilute hydrochloric acid.    which pieces of apparatus does the student need?  a balance, stop-clock, pipette  b balance, stop-clock, thermometer  c balance, pipette, thermometer  d stop-clock, pipette, thermometer    3 a fractionating column is used to separate the hydrocarbon fractions in petroleum by fractional  distillation.    which row describes the properties of the fractions that condense at the top of the fractionating column?     size of molecule boiling point  a large high  b large low  c small high  d small low     ",
+            "3": "3  \u00a9 ucles 2019 0620/11/o/n/19 [turn over  4 some information about solid silver chloride and solid sodium chloride is shown.    \u25cf silver chloride and sodium chlo ride do not dissolve in kerosene.  \u25cf silver chloride is insoluble in water but sodium chloride is soluble in water.  \u25cf the boiling point of silver chloride is 1547  \u00b0c and the boiling point of sodium chloride  is 1413  \u00b0c.    which processes are used to separate a mixture of solid silver chloride and solid sodium  chloride?  a add kerosene, stir and then filter.  b add water, stir and then filter.  c add water, stir and then leave to crystallise.  d add water, stir and then perform fractional distillation.      5 a covalent molecule m contains four shared pairs of electrons.    what is m?  a ammonia, nh 3  b hydrogen chloride, hc l  c methane, ch 4  d water, h 2o     6 an isotope of chromium is represented by  cr52 24 .    which statement about an atom of this isotope of chromium is correct?  a it contains 24 electrons.  b it contains 24 neutrons.  c it contains 28 protons.  d it contains 52 neutrons.     ",
+            "4": "4  \u00a9 ucles 2019 0620/11/o/n/19  7 substances p and q both conduct electricity.    p is a mixture of two different types of atom.    q is made of only one type of atom.    which row describes p and q?     p q  a alloy element  b alloy compound  c compound alloy  d compound element      8 graphite is a form of carbon.    why can graphite be used as a lubricant?  a graphite contains unbonded electrons which move through the structure.  b graphite contains weak covalent bonds so the atoms move easily.  c graphite has a low melting point so it easily turns into a liquid.  d graphite has weak attractive forces between layers so they can move.    9 the structure of a molecule is shown.    ch hh ch ho ch hch hh     what is the formula of the molecule?  a cho b c 2h5o c c 4h8o d c 4h10o    10 during the electrolysis of concentrated hydrochloric acid, gases are produced at both electrodes.    which statement describes the test result for the gas collected at the negative electrode?  a it bleaches damp litmus paper.  b it burns with a \u2018pop\u2019.  c it relights a glowing splint.  d it turns limewater milky.     ",
+            "5": "5  \u00a9 ucles 2019 0620/11/o/n/19 [turn over  11 which statements about endothermic reactions are correct?    1 the energy of the products is greater than the energy of the reactants.  2 the energy of the reactants is greater than the energy of the products.  3 the temperature of the surroundings increases during the reaction.  4 the temperature of the surroundings decreases during the reaction.    a 1 and 3 only b 1 and 4 only c 2 and 3 only d 2 and 4 only     12 equations for the formation of anhydrous cobalt( ii) chloride and anhydrous copper( ii) sulfate are  shown.    coc l 2\u20226h 2o  \u2192  coc l 2  +  6h 2o    cuso 4\u20225h 2o  \u2192  cuso 4  +  5h 2o    which statement about the reactions is not correct?  a both reactions are exothermic.  b both reactions are reversible.  c hydrated cobalt( ii) chloride changes colour from pink to blue.  d hydrated copper( ii) sulfate changes colour from blue to white.      13 a method used to investigate the rate of reaction of calcium carbonate with dilute hydrochloric  acid under different conditions is shown.    \u25cf place 50  cm3 of dilute hydrochloric acid in a conical flask.  \u25cf add a known volume of water to the conical flask.  \u25cf heat the conical flask to the required temperature.  \u25cf add 1.0  g of calcium carbonate to the conical flask.  \u25cf measure the time taken for the reaction to finish.    which volume of water and which temperature gives the shortest time taken for the reaction to finish?     volume of water  added  / cm3 temperature  / \u00b0c  a 10 30  b 10 50  c 40 30  d 40 50     ",
+            "6": "6  \u00a9 ucles 2019 0620/11/o/n/19  14 which is a chemical change?  a boiling water  b cooking an egg  c dissolving sugar  d melting ice cubes      15 mercury (ii) oxide, hgo, decomposes when heated.    the equation is shown.    2hgo  \u2192  2hg  +  o 2    why is this a reduction reaction?  a the products weigh less than the reactants.  b there are fewer reactants than products.  c there is a gain of oxygen.  d there is a loss of oxygen.     16 carbonic acid is a weak acid formed when carbon dioxide dissolves in water.    what is the ph of the solution?  a 1 b 5 c 7 d 9     17 solid x is tested as shown.    reaction with dilute  aqueous sodium  hydroxide flame test reaction with dilute  hydrochloric acid  no reaction red flame gas produced which  turned limewater milky    what is x?  a copper (ii) carbonate  b lithium carbonate  c potassium carbonate  d sodium sulfate     ",
+            "7": "7  \u00a9 ucles 2019 0620/11/o/n/19 [turn over  18 which oxide is basic?  a carbon dioxide  b sodium oxide  c sulfur dioxide  d water      19 a method used to make copper( ii) sulfate crystals is shown.    1 place dilute sulfuric acid in a beaker.  2 warm the acid.  3 add copper( ii) oxide until it is in excess.  4 filter the mixture.  5 evaporate the filtrate until crystals start to form.  6 leave the filtrate to cool.    what are the purposes of step 3 and step 4?     step 3 step 4  a to ensure all of the acid has reacted to obtain solid copper( ii) sulfate  b to ensure all of the acid has reacted to remove the excess of copper( ii) oxide c to speed up the reaction to obtain solid copper( ii) sulfate  d to speed up the reaction to remove the excess of copper( ii) oxide    20 which set of elements shows the change from metallic to non-metallic character across a period  of the periodic table?  a beryllium \u2192 magnesium \u2192 calcium  b fluorine \u2192 bromine \u2192 iodine  c oxygen \u2192 boron \u2192 lithium  d sodium \u2192 silicon \u2192 chlorine      21 which pair of elements reacts together most violently?  a chlorine and lithium  b chlorine and potassium  c iodine and lithium  d iodine and potassium     ",
+            "8": "8  \u00a9 ucles 2019 0620/11/o/n/19  22 what is not a typical property of a transition element?  a acts as a catalyst  b forms coloured compounds  c has a high melting point  d has a low density      23 part of the periodic table is shown.    which element is used to provide an inert atmosphere?    a b c d      24 some properties of substance x are listed.    \u25cf it conducts electricity when molten.  \u25cf it has a high melting point.  \u25cf it burns in oxygen and the oxide dissolves in water to give a solution with ph 11.    what is x?  a a covalent compound  b a macromolecule  c a metal  d an ionic compound     ",
+            "9": "9  \u00a9 ucles 2019 0620/11/o/n/19 [turn over  25 four different metals are reacted with an equal volume of dilute hydrochloric acid. the results of  the reactions are shown.    metal rate of  effervescence  calcium very high  copper  none  iron low  magnesium high    what is the order of reactivity of the four metals starting with the most reactive?  a iron \u2192 magnesium \u2192 calcium \u2192 copper  b magnesium \u2192 calcium \u2192 copper \u2192 iron  c copper \u2192 iron \u2192 magnesium \u2192 calcium  d calcium \u2192 magnesium \u2192 iron \u2192 copper     26 iron is extracted from its ore in a blast furnace.    the equations for four different reactions are shown.    1 4fe  +  3co 2  \u2192  2fe 2o3  +  3c  2 co 2  \u2192  c  +  o 2  3 co 2  +  c  \u2192  2co  4 fe 2o3  +  3co  \u2192  2fe  +  3co 2    which equations represent reactions that occur in the blast furnace?  a 1 and 2 only b 1 and 3 only c 2 and 3 only d 3 and 4 only      27 which statement is correct?  a aluminium is used in the manufacture of aircraft because it has a high density.  b copper is used for cooking utensils because it is a good conductor of heat.  c mild steel is used for car bodies because it is resistant to corrosion.  d stainless steel is used for cutlery because it is a conductor of electricity.     ",
+            "10": "10  \u00a9 ucles 2019 0620/11/o/n/19  28 river water contains soluble impurities, insoluble impurities and bacteria.    river water is made safe to drink by filtration and chlorination.    which statement is correct?  a filtration removes bacteria and insoluble impurities, and chlorination removes soluble  impurities.  b filtration removes insoluble impurities, and chlorination kills the bacteria.  c filtration removes soluble and insoluble impurities, and chlorination kills the bacteria.  d filtration removes soluble impurities and bacteria, and chlorination removes insoluble  impurities.     29 clean, dry air contains nitrogen, oxygen and small amounts of other gases. the noble gases  have been left out of the table.    which row shows the composition of clean, dry air?     nitrogen  / % oxygen  / % other gases  a 21 78 small amount of carbon dioxide  b 21 78 small amount of carbon monoxide  c 78 21 small amount of carbon dioxide  d 78 21 small amount of carbon monoxide     ",
+            "11": "11  \u00a9 ucles 2019 0620/11/o/n/19 [turn over  30 the apparatus shown is set up and left for a week.    damp iron wool air water     which diagram shows the level of the water at the end of the week?    a b c d       31 farmers add calcium oxide (lime) and ammonium salts to their fields.    the compounds are not added at the same time because they react with each other.    which gas is produced in this reaction?  a ammonia  b carbon dioxide  c hydrogen  d nitrogen    32 which information about carbon dioxide and methane is correct?      carbon dioxide methane   a formed when vegetation decomposes \u0016 \u001a key  b greenhouse gas \u0016 \u0016 \u0016= true  c present in unpolluted air \u001a \u001a \u001a= false  d produced during respiration \u001a \u0016      ",
+            "12": "12  \u00a9 ucles 2019 0620/11/o/n/19  33 what is not a use of sulfur dioxide?  a as a bleach  b as a food preservative  c in the manufacture of wood pulp for paper  d treating acidic soils      34 which process is used to obtain lime from limestone?  a cracking  b fractional distillation  c neutralisation  d thermal decomposition      35 petroleum is separated by fractional distillation.    which statement about the fractions produced is correct?  a bottled gas for heating and cooking is obtained from the naphtha fraction.  b diesel oil is used as a fuel for jet aircraft.  c substances used to make polishes are obtained from the lubricating fraction.  d the kerosene fraction contains many useful waxes.     36 which compounds have similar chemical properties?  a butanol and butanoic acid  b ethane and ethene  c methane and butane  d propene and propanol      37 which statement about a molecule of ethane is correct?  a an ethane molecule has at least one double covalent bond.  b it has c\u2013h and c\u2013o bonds.  c an ethane molecule has seven covalent bonds.  d its bonds are formed by the transfer of electrons.     ",
+            "13": "13  \u00a9 ucles 2019 0620/11/o/n/19  38 which products are obtained by the cracking of an alkane?     alkene hydrogen water  a \u0016 \u0016 \u0016  b \u0016 \u0016 \u001a  c \u0016 \u001a \u0016  d \u001a \u0016 \u0016      39 which statements about aqueous ethanoic acid are correct?    1 it has a ph value of 10.  2 it reacts with metal carbonates to produce carbon dioxide gas. 3 it reacts with magnesium metal to produce hydrogen gas.    a 1, 2 and 3 b 1 and 2 only c 1 and 3 only d 2 and 3 only    40 the diagram shows the structure of a monomer and of the polymer made from it.    nnh hch hch hch hc     what are the monomer and polymer?     monomer polymer  a ethane poly(ethane)  b ethane poly(ethene)  c ethene poly(ethane)  d ethene poly(ethene)       ",
+            "14": "14  \u00a9 ucles 2019 0620/11/o/n/19  blank page",
+            "15": "15    permission to reproduce items where third-party owned material pr otected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to trac e 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 ans wer-related information to candidates, all copyright acknowledgements are reproduced onl ine 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 the ca mbridge assessment group. cambri dge assessment is the brand name of the university of  cambridge local examinations syndicate (ucles), which it self is a department of the university of cambridge.    \u00a9 ucles 2019 0620/11/o/n/19  blank page",
+            "16": "16  \u00a9 ucles 2019 0620/11/o/n/19   groupthe periodic table of elements 1 h hydrogen 12 he helium 4ii i iii iv v vi vii viii 3 li lithium 74 be beryllium 9atomic number atomic symbolkey name relative atomic mass 11 na sodium 2312 mg magnesium 24 19 k potassium 3920 ca calcium 40 37 rb rubidium 8538 sr strontium 88 55 cs caesium 13356 ba barium 137 87 fr francium \u201388 ra radium \u20135 b boron 11 13 al aluminium 27 31 ga gallium 70 49 in indium 115 81 tl thallium 2046 c carbon 12 14 si silicon 2832 ge germanium 73 50 sn tin 119 82 pb lead 20722 ti titanium 48 40 zr zirconium 91 72 hf hafnium 178 104 rf rutherfordium \u201323 v vanadium 51 41 nb niobium 93 73 ta tantalum 181 105 db dubnium \u201324 cr chromium 52 42 mo molybdenum 96 74 w tungsten 184 106 sg seaborgium \u201325 mn manganese 55 43 tc technetium \u2013 75 re rhenium 186 107 bh bohrium \u201326 fe iron 56 44 ru ruthenium 101 76 os osmium 190 108 hs hassium \u201327 co cobalt 59 45 rh rhodium 103 77 ir iridium 192 109 mt meitnerium \u201328 ni nickel 59 46 pd palladium 106 78 pt platinum 195 110 ds darmstadtium \u201329 cu copper 64 47 ag silver 108 79 au gold 197 111 rg roentgenium \u201330 zn zinc 65 48 cd cadmium 112 80 hg mercury 201 112 cn copernicium \u2013114 fl flerovium \u2013116 lv livermorium \u20137 n nitrogen 14 15 p phosphorus 3133 as arsenic 75 51 sb antimony 122 83 bi bismuth 2098 o oxygen 16 16 s sulfur 3234 se selenium 79 52 te tellurium 128 84 po polonium \u20139 f fluorine 19 17 cl chlorine 35.5 35 br bromine 80 53 i iodine 127 85 at astatine \u201310 ne neon 20 18 ar argon 4036 kr krypton 84 54 xe xenon 131 86 rn radon \u201321 sc scandium 45 39 y yttrium 89 57\u201371 lanthanoids 89\u2013103 actinoids 57 la lanthanum 139 89 aclanthanoids actinoids the volume of one mole of any gas is 24  dm3 at room temperature and pressure (r.t.p.).actinium \u201358 ce cerium 140 90 th thorium 23259 pr praseodymium 141 91 pa protactinium 23160 nd neodymium 144 92 u uranium 23861 pm promethium \u2013 93 np neptunium \u201362 sm samarium 150 94 pu plutonium \u201363 eu europium 152 95 am americium \u201364 gd gadolinium 157 96 cm curium \u201365 tb terbium 159 97 bk berkelium \u201366 dy dysprosium 163 98 cf californium \u201367 ho holmium 165 99 es einsteinium \u201368 er erbium 167 100 fm fermium \u201369 tm thulium 169 101 md mendelevium \u201370 yb ytterbium 173 102 no nobelium \u201371 lu lutetium 175 103 lr lawrencium \u2013  "
+        },
+        "0620_w19_qp_12.pdf": {
+            "1": "  this syllabus is regulated for use in england, wales and northern ireland as a cambridge international level1/level 2 certifica te.  this document consists of 15 printed pages and 1 blank page.  ib19 11_0620_12/4rp  \u00a9 ucles 2019 [turn over     *4346624822* cambridge assessment international education  cambridge international general certificate of secondary education       chemistry 0620/12     paper 1  multiple choice (core)  october/november 2019       45 minutes  additional materials: multiple choice answer sheet   soft clean eraser   soft pencil (type b or hb is recommended)       read these instructions first   write in soft pencil.  do not use staples, paper clips, glue or correction fluid.  write your name, centre number and candidate number  on the answer sheet in the spaces provided unless  this has been done for you.  do not  write in any barcodes.   there are forty  questions on this paper. answer all questions. for each question there are four possible  answers a, b, c and d.   choose the one you consider correct and record your choice in soft pencil  on the separate answer sheet.   read the instructions on the answer sheet very carefully.   each correct answer will score one mark. a ma rk will not be deducted for a wrong answer.  any rough working should be done in this booklet.  a copy of the periodic table is printed on page 16.  electronic calculators may be used.  ",
+            "2": "2  \u00a9 ucles 2019 0620/12/o/n/19  1 the diagram shows a cup of hot tea.        which row describes the water particles in the air above the cup compared with the water particles in the cup?     moving faster closer together  a \u0016 \u001a  b \u0016 \u0016  c \u001a \u001a  d \u001a \u0016      2 a student is asked to measure the time taken for 0.4  g of magnesium carbonate to react  completely with 25.0  cm3 of dilute hydrochloric acid.    which pieces of apparatus does the student need?  a balance, stop-clock, pipette  b balance, stop-clock, thermometer  c balance, pipette, thermometer  d stop-clock, pipette, thermometer    3 petroleum is a mixture.    which method is used to separate petroleum?  a chromatography  b cracking  c filtration  d fractional distillation    ",
+            "3": "3  \u00a9 ucles 2019 0620/12/o/n/19 [turn over  4 magnesium hydroxide can be obtained from sea water as shown.    calcium hydroxide solutionreaction vessel separation stage solid magnesium hydroxidesea water containing magnesium ions aqueous calcium chloride     which process is used in the separation stage to separate solid magnesium hydroxide from the mixture?  a crystallisation  b filtration  c distillation  d chromatography    5 what is the total number of electrons in one molecule of ammonia, nh 3?  a 6 b 8 c 10 d 11      6 an isotope of lithium has the symbol li7 3.    what is the arrangement of electrons in one atom of this isotope of lithium?    a b c d      7 which statement about an alloy is correct?  a it is a compound made of two or more elements, one of which is a metal.  b it is a layer of a metal plated onto another metal.  c it is a mixture of a metal with other elements.  d it is a single element. ",
+            "4": "4  \u00a9 ucles 2019 0620/12/o/n/19  8 graphite is a form of carbon.    why can graphite be used as a lubricant?  a graphite contains unbonded electrons which move through the structure.  b graphite contains weak covalent bonds so the atoms move easily.  c graphite has a low melting point so it easily turns into a liquid.  d graphite has weak attractive forces between layers so they can move.    9 magnesium burns in oxygen to form magnesium oxide.    the equation for the reaction is shown.    2mg  +  o 2  \u2192  2mgo    which mass of magnesium oxide is formed when 48  g of magnesium is burned?  a 20  g b 40  g c 80  g d 160  g     10 the apparatus used for electrolysis is shown.    electrodes electrolytepower supply     which statement is correct?  a copper forms at the anode in some electrolysis reactions.  b hydrogen forms at the cathode in some electrolysis reactions.  c oxygen forms at the cathode in some electrolysis reactions.  d the negative electrode is called the anode.    ",
+            "5": "5  \u00a9 ucles 2019 0620/12/o/n/19 [turn over  11 the temperature of the water in two beakers, x and y, is measured as 21.5  \u00b0c.    5 g of sodium chloride is dissolved in the water in beaker x. the temperature changes to 18.0  \u00b0c.    5 g of calcium oxide is dissolved in the water in beaker y. the temperature changes to 29.4  \u00b0c.    which types of process are occurring in beakers x and y?     x y  a endothermic endothermic  b endothermic exothermic  c exothermic endothermic  d exothermic exothermic      12 which reaction produces a white-coloured substance?  a adding water to anhydrous cobalt( ii) chloride  b adding water to anhydrous copper( ii) sulfate  c heating hydrated cobalt( ii) chloride  d heating hydrated copper( ii) sulfate      13 four students collect the gas produced from the reaction of calcium carbonate with dilute  hydrochloric acid. each student records the time taken to collect a volume of gas.    which results show the highest average rate of reaction?  a 15  cm3 of gas collected in 20 seconds  b 50  cm3 of gas collected in 40 seconds  c 75  cm3 of gas collected in 80 seconds  d 90  cm3 of gas collected in 100 seconds    14 which row identifies a chemical and a physical change?      chemical change physical change  a boiling ethanol burning ethanol  b burning ethanol evaporating ethanol  c dissolving ethanol in water burning ethanol  d evaporating ethanol dissolving ethanol in water     ",
+            "6": "6  \u00a9 ucles 2019 0620/12/o/n/19  15 when magnesium is heated with zinc oxide a reaction occurs.    the equation is shown.    mg  +  zno  \u2192  mgo  +  zn    which substance is oxidised?  a magnesium  b magnesium oxide  c zinc  d zinc oxide     16 which statement describes the properties of hydrochloric acid?  a carbon dioxide is produced when limestone reacts with hydrochloric acid.  b hydrogen is produced when sodium hydrox ide reacts with hydrochloric acid.  c methyl orange turns yellow in strong hydrochloric acid.  d red litmus paper turns blue when dipped into hydrochloric acid.    17 a sample of x is heated with aqueous sodium  hydroxide and small pieces of aluminium.    a gas is produced which turns red litmus paper blue.    aqueous sodium hydroxide solution is added to a second sample of x. a pale green precipitate is observed.    what is x?  a ammonium nitrate  b chromium( ii) chloride  c iron( ii) nitrate  d iron( ii) sulfate      18 which element forms an acidic oxide?  a calcium  b lithium  c magnesium  d sulfur     ",
+            "7": "7  \u00a9 ucles 2019 0620/12/o/n/19 [turn over  19 a method used to make copper( ii) sulfate crystals is shown.    1 place dilute sulfuric acid in a beaker.  2 warm the acid.  3 add copper( ii) oxide until it is in excess.  4 filter the mixture.  5 evaporate the filtrate until crystals start to form.  6 leave the filtrate to cool.    what are the purposes of step 3 and step 4?     step 3 step 4  a to ensure all of the acid has reacted to obtain solid copper( ii) sulfate  b to ensure all of the acid has reacted to remove the excess of copper( ii) oxide c to speed up the reaction to obtain solid copper( ii) sulfate  d to speed up the reaction to remove the excess of copper( ii) oxide    20 which statements describe changes that occur from left to right across a period of the periodic  table?    1 the atomic number of the elements increases.  2 the metallic character of the elements decreases. 3 the physical state of the elements changes from gas to solid.    a 2 only b 1 and 2 only c 1 and 3 only d 2 and 3 only      21 which pair of elements reacts together most violently?  a chlorine and lithium  b chlorine and potassium  c iodine and lithium  d iodine and potassium      22 which is a typical property of transition elements?  a can act as catalysts  b poor electrical conductivity  c low melting point  d low density     ",
+            "8": "8  \u00a9 ucles 2019 0620/12/o/n/19  23 helium is a noble gas.    which statement about helium is correct?  a it has eight electrons in its outer shell.  b it is a diatomic gas.  c it is reactive.  d it is used for filling balloons.    24 some properties of substance x are listed.    \u25cf it conducts electricity when molten.  \u25cf it has a high melting point.  \u25cf it burns in oxygen and the oxide dissolves in water to give a solution with ph 11.    what is x?  a a covalent compound  b a macromolecule  c a metal  d an ionic compound    ",
+            "9": "9  \u00a9 ucles 2019 0620/12/o/n/19 [turn over  25 four unknown metals, q, r, s and t, are reacted with water, steam and dilute hydrochloric acid.    the results are shown in the table.     reaction with  water reaction with  steam reaction with dilute  hydrochloric acid  q slow reaction fast reaction fast reaction  r no reaction no reaction no reaction  s no reaction very slow reaction slow reaction  t fast reaction explodes explodes    which statements are correct?    1 r is the least reactive metal.  2 t could be potassium.  3 s is more reactive than q and r. 4 metals react faster with steam than they do with water.  a 1, 2 and 4 only  b 1 and 2 only  c 2 and 3 only  d 3 and 4 only     26 what is added to molten iron to make steel?  a small amounts of carbon  b limestone and coke  c calcium oxide and oxygen  d hematite and air    27 which row describes the uses of aluminium, copper and mild steel?     aluminium copper mild steel  a aircraft bodies electrical wiring car bodies  b car bodies cooking utensils electrical wiring  c electrical wiring aircraft bodies food containers  d food containers aircraft bodies cooking utensils     ",
+            "10": "10  \u00a9 ucles 2019 0620/12/o/n/19  28 river water contains soluble impurities, insoluble impurities and bacteria.    river water is made safe to drink by filtration and chlorination.    which statement is correct?  a filtration removes bacteria and insoluble impurities, and chlorination removes soluble  impurities.  b filtration removes insoluble impurities, and chlorination kills the bacteria.  c filtration removes soluble and insoluble impurities, and chlorination kills the bacteria.  d filtration removes soluble impurities and bacteria, and chlorination removes insoluble  impurities.     29 clean, dry air contains nitrogen, oxygen and small amounts of other gases. the noble gases  have been left out of the table.    which row shows the composition of clean, dry air?     nitrogen  / % oxygen  / % other gases  a 21 78 small amount of carbon dioxide  b 21 78 small amount of carbon monoxide  c 78 21 small amount of carbon dioxide  d 78 21 small amount of carbon monoxide     ",
+            "11": "11  \u00a9 ucles 2019 0620/12/o/n/19 [turn over  30 the apparatus shown is set up and left for a week.    damp iron wool air water     which diagram shows the level of the water at the end of the week?    a b c d       31 farmers add calcium oxide (lime) and ammonium salts to their fields.    the compounds are not added at the same time because they react with each other.    which gas is produced in this reaction?  a ammonia  b carbon dioxide  c hydrogen  d nitrogen    32 which information about carbon dioxide and methane is correct?      carbon dioxide methane   a formed when vegetation decomposes \u0016 \u001a key  b greenhouse gas \u0016 \u0016 \u0016= true  c present in unpolluted air \u001a \u001a \u001a= false  d produced during respiration \u001a \u0016      ",
+            "12": "12  \u00a9 ucles 2019 0620/12/o/n/19  33 which statement about the uses of sulfur dioxide is not correct?  a it is used as a bleach in the manufacture of paper.  b it is used as a food preservative.  c it is used in the manufacture of cement.  d it is used in the manufacture of sulfuric acid.      34 which statement about limestone and lime is correct?  a limestone combines with water to produce slaked lime.  b lime is obtained from limestone by oxidation.  c lime is used in the desulfurisation of flue gases.  d lime is used in the treatment of alkaline soil.      35 some fractions obtained from petroleum are listed.     fraction use position collected  in the  fractionating column  1 gasoline waxes and polishes below refinery gas  2 bitumen making roads above kerosene  3 kerosene jet fuel below gasoline  4 refinery gas heating and cooking above gasoline    which rows are correct?  a 1, 3 and 4  b 2, 3 and 4  c 3 and 4 only  d 4 only     ",
+            "13": "13  \u00a9 ucles 2019 0620/12/o/n/19 [turn over  36 the structures of three compounds are shown.    hch hch hbr hh ch hc hch hbr b r ch hh     which statement explains why these three compounds have similar chemical properties?  a they all contain bromine, carbon and hydrogen.  b they all contain the same functional group.  c they are all carbon-based molecules.  d they are all saturated molecules.    37 which statement about ethane is correct?    a it rapidly decolourises aqueous bromine.  b it does not burn.  c it forms long-chain compounds called polymers.  d it only contains single bonds between its atoms.      38 which products are obtained by the cracking of an alkane?     alkene hydrogen water  a \u0016 \u0016 \u0016  b \u0016 \u0016 \u001a  c \u0016 \u001a \u0016  d \u001a \u0016 \u0016      39 which statement about an aqueous solution of ethanoic acid is correct?  a it reacts with magnesium to form water as one of the products.  b it reacts with sodium carbonate to form carbon dioxide.  c it reacts with sodium hydroxide to form hydrogen.  d it turns red litmus paper blue.    ",
+            "14": "14  \u00a9 ucles 2019 0620/12/o/n/19  40 the diagram shows the structure of a monomer and of the polymer made from it.    nnh hch hch hch hc     what are the monomer and polymer?     monomer polymer  a ethane poly(ethane)  b ethane poly(ethene)  c ethene poly(ethane)  d ethene poly(ethene)       ",
+            "15": "15    permission to reproduce items where third-party owned material pr otected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to trac e 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 ans wer-related information to candidates, all copyright acknowledgements are reproduced onl ine 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 the ca mbridge assessment group. cambri dge assessment is the brand name of the university of  cambridge local examinations syndicate (ucles), which it self is a department of the university of cambridge.    \u00a9 ucles 2019 0620/12/o/n/19  blank page",
+            "16": "16  \u00a9 ucles 2019 0620/12/o/n/19   groupthe periodic table of elements 1 h hydrogen 12 he helium 4ii i iii iv v vi vii viii 3 li lithium 74 be beryllium 9atomic number atomic symbolkey name relative atomic mass 11 na sodium 2312 mg magnesium 24 19 k potassium 3920 ca calcium 40 37 rb rubidium 8538 sr strontium 88 55 cs caesium 13356 ba barium 137 87 fr francium \u201388 ra radium \u20135 b boron 11 13 al aluminium 27 31 ga gallium 70 49 in indium 115 81 tl thallium 2046 c carbon 12 14 si silicon 2832 ge germanium 73 50 sn tin 119 82 pb lead 20722 ti titanium 48 40 zr zirconium 91 72 hf hafnium 178 104 rf rutherfordium \u201323 v vanadium 51 41 nb niobium 93 73 ta tantalum 181 105 db dubnium \u201324 cr chromium 52 42 mo molybdenum 96 74 w tungsten 184 106 sg seaborgium \u201325 mn manganese 55 43 tc technetium \u2013 75 re rhenium 186 107 bh bohrium \u201326 fe iron 56 44 ru ruthenium 101 76 os osmium 190 108 hs hassium \u201327 co cobalt 59 45 rh rhodium 103 77 ir iridium 192 109 mt meitnerium \u201328 ni nickel 59 46 pd palladium 106 78 pt platinum 195 110 ds darmstadtium \u201329 cu copper 64 47 ag silver 108 79 au gold 197 111 rg roentgenium \u201330 zn zinc 65 48 cd cadmium 112 80 hg mercury 201 112 cn copernicium \u2013114 fl flerovium \u2013116 lv livermorium \u20137 n nitrogen 14 15 p phosphorus 3133 as arsenic 75 51 sb antimony 122 83 bi bismuth 2098 o oxygen 16 16 s sulfur 3234 se selenium 79 52 te tellurium 128 84 po polonium \u20139 f fluorine 19 17 cl chlorine 35.5 35 br bromine 80 53 i iodine 127 85 at astatine \u201310 ne neon 20 18 ar argon 4036 kr krypton 84 54 xe xenon 131 86 rn radon \u201321 sc scandium 45 39 y yttrium 89 57\u201371 lanthanoids 89\u2013103 actinoids 57 la lanthanum 139 89 aclanthanoids actinoids the volume of one mole of any gas is 24  dm3 at room temperature and pressure (r.t.p.).actinium \u201358 ce cerium 140 90 th thorium 23259 pr praseodymium 141 91 pa protactinium 23160 nd neodymium 144 92 u uranium 23861 pm promethium \u2013 93 np neptunium \u201362 sm samarium 150 94 pu plutonium \u201363 eu europium 152 95 am americium \u201364 gd gadolinium 157 96 cm curium \u201365 tb terbium 159 97 bk berkelium \u201366 dy dysprosium 163 98 cf californium \u201367 ho holmium 165 99 es einsteinium \u201368 er erbium 167 100 fm fermium \u201369 tm thulium 169 101 md mendelevium \u201370 yb ytterbium 173 102 no nobelium \u201371 lu lutetium 175 103 lr lawrencium \u2013  "
+        },
+        "0620_w19_qp_13.pdf": {
+            "1": "  this syllabus is regulated for use in england, wales and northern ireland as a cambridge international level1/level 2 certifica te.  this document consists of 14 printed pages and 2 blank pages.  ib19 11_0620_13/3rp  \u00a9 ucles 2019 [turn over     *3282949697 * cambridge assessment international education  cambridge international general certificate of secondary education       chemistry 0620/13     paper 1  multiple choice (core)  october/november 2019       45 minutes  additional materials: multiple choice answer sheet   soft clean eraser   soft pencil (type b or hb is recommended)       read these instructions first   write in soft pencil.  do not use staples, paper clips, glue or correction fluid.  write your name, centre number and candidate number on the answer sheet in the spaces provided unless  this has been done for you.  do not  write in any barcodes.   there are forty  questions on this paper. answer all questions. for each question there are four possible  answers a, b, c and d.   choose the one you consider correct and record your choice in soft pencil  on the separate answer sheet.   read the instructions on the answer sheet very carefully.   each correct answer will score one mark. a ma rk will not be deducted for a wrong answer.  any rough working should be done in this booklet.  a copy of the periodic table is printed on page 16.  electronic calculators may be used.  ",
+            "2": "2  \u00a9 ucles 2019 0620/13/o/n/19  1 the diagram shows a cup of hot tea.        which row describes the water particles in the air above the cup compared with the water particles in the cup?     moving faster closer together  a \u0016 \u001a  b \u0016 \u0016  c \u001a \u001a  d \u001a \u0016      2 a student is asked to measure the time taken for 0.4  g of magnesium carbonate to react  completely with 25.0  cm3 of dilute hydrochloric acid.    which pieces of apparatus does the student need?  a balance, stop-clock, pipette  b balance, stop-clock, thermometer  c balance, pipette, thermometer  d stop-clock, pipette, thermometer    3 which method is used to separate a mixture of the following liquids?    liquid boiling point  / \u00b0c  methanol 64.5  ethanol 78.5  propan-1-ol 97.2  butan-1-ol 117.0    a crystallisation  b evaporation  c filtration  d fractional distillation    ",
+            "3": "3  \u00a9 ucles 2019 0620/13/o/n/19 [turn over  4 a sample of wax is heated. it begins to melt at 45  \u00b0c and finishes melting at 49  \u00b0c.    a sample of liquid is heated. it begins to boil at 141  \u00b0c and remains at 141  \u00b0c while it boils.    which conclusion can be made from these results?  a both substances are impure.  b both substances are pure.  c the wax is not a pure substance and the liquid is a pure substance.  d the wax is a pure substance and the liquid is not a pure substance.      5 in which molecule are all the outer shell electrons involved in covalent bonding?  a cl 2 b ch 4 c hcl d nh 3     6 the numbers of protons, neutrons and electrons present in the atoms p, q, r and s are shown.    atom number  of protons number  of neutrons number  of electrons  p 4 5 4  q 5 6 5  r 6 6 6  s 6 7 6    which atoms are isotopes of the same element?  a p and q only b q and r only c r and s only d p and s only     7 what is an alloy?  a a compound of two metallic elements  b a compound of metallic and non-metallic elements  c a mixture of a metal and at least one other element  d a pure metal element    8 graphite is a form of carbon.    why can graphite be used as a lubricant?  a graphite contains unbonded electrons which move through the structure.  b graphite contains weak covalent bonds so the atoms move easily.  c graphite has a low melting point so it easily turns into a liquid.  d graphite has weak attractive forces between layers so they can move. ",
+            "4": "4  \u00a9 ucles 2019 0620/13/o/n/19  9 the thermal decomposition of 12.5  g of limestone (impure calcium carbonate) produces 5  g of  calcium oxide.    which mass of calcium oxide is produced by the thermal decomposition of 30  g of limestone?  a 6  g b 12  g c 15  g d 24  g      10 dilute sulfuric acid and lead (ii) bromide are separately electrolysed.    which statements are correct?    1 colourless gases are evolved when dilute sulfuric acid is electrolysed.  2 lead (ii) bromide can be electrolysed when molten.  3 lead is formed at the positive electrode when lead (ii) bromide is electrolysed.  4 sulfate ions are produced at the negative electrode when dilute sulfuric acid is  electrolysed.    a 1 and 2 only b 1 and 3 only c 2 and 3 only d 3 and 4 only      11 an energy level diagram for a reaction is shown.    energy progress of reaction    which statement and explanation about this reaction are correct?     statement explanation  a the reaction is endothermic the products have more energy than the reactants  b the reaction is endothermic the products have less energy than the reactants  c the reaction is exothermic the products have more energy than the reactants  d the reaction is exothermic the products  have less energy than the reactants     ",
+            "5": "5  \u00a9 ucles 2019 0620/13/o/n/19 [turn over  12 hydrated cobalt( ii) chloride decomposes when heated.    cocl 2\u20226h 2o    coc l 2  +  6h 2o    which statements about this reaction are correct?    1 coc l 2 is anhydrous cobalt( ii) chloride.  2 heat is released when water is added to coc l 2.  3 coc l 2\u20226h 2o is blue.  4 the reaction is not reversible.    a 1 and 2 b 1 and 3 c 2 and 4 d 3 and 4      13 in experiment 1, small lumps of limestone ar e added to dilute hydrochloric acid at 40  \u00b0c.    the volume of carbon dioxide released is measured at regular time intervals.    the results are shown.    volume of carbon dioxidereleased timeexperiment 1 experiment 2     which changes give the results shown in experiment 2?     limestone temperature  / \u00b0c  a large lumps 40  b powder 40  c powder 60  d small lumps 60     ",
+            "6": "6  \u00a9 ucles 2019 0620/13/o/n/19  14 a sequence of changes involving sulfur is shown.    s(s)change 1s(l) so2(g)change 2     which row describes the changes?     change 1 change 2  a chemical chemical  b chemical physical  c physical chemical  d physical physical     15 in which equation is the iron oxidised?  a c  +  feo  \u2192  co  +  fe  b 3co  +  fe 2o3  \u2192  3co 2  +  2fe  c fe 2o3  +  h 2  \u2192  2feo  +  h 2o  d pbo  +  fe  \u2192  pb  +  feo    16 which statements about dilute sulfuric acid are correct?    1 it turns red litmus paper blue.  2 it reacts with magnesium( ii) oxide to form magnesium( ii) sulfate and water.  3 it reacts with magnesium to form magnesium( ii) sulfate and carbon dioxide.  4 its ph is below ph 7.    a 1 and 2 only b 1 and 3 only c 2 and 4 only d 3 and 4 only     ",
+            "7": "7  \u00a9 ucles 2019 0620/13/o/n/19 [turn over  17 x is a white powder. the following tests are done on x.    \u25cf no precipitate is seen when a few drops of aqueous sodium hydroxide are added to  a solution of x.  \u25cf no gas is formed when x is heated with aqueous sodium hydroxide.  \u25cf x gives a lilac colour when put into a flame.  \u25cf when acidified aqueous silver nitrate is added to a solution of x a yellow precipitate  is seen.    what is x?  a ammonium bromide  b ammonium iodide  c potassium bromide  d potassium iodide     18 which three oxides are all acidic?  a cao, no 2, so 2  b cao, co 2, na 2o  c co 2, no 2, so 2  d co 2, na 2o, so 2     19 a method used to make copper( ii) sulfate crystals is shown.    1 place dilute sulfuric acid in a beaker.  2 warm the acid.  3 add copper( ii) oxide until it is in excess.  4 filter the mixture.  5 evaporate the filtrate until crystals start to form. 6 leave the filtrate to cool.    what are the purposes of step 3 and step 4?     step 3 step 4  a to ensure all of the acid has reacted to obtain solid copper( ii) sulfate  b to ensure all of the acid has reacted to remove the excess of copper( ii) oxide c to speed up the reaction to obtain solid copper( ii) sulfate  d to speed up the reaction to remove the excess of copper( ii) oxide    ",
+            "8": "8  \u00a9 ucles 2019 0620/13/o/n/19  20 which element from period 3 of the periodic table has the most metallic character?  a aluminium  b magnesium  c silicon  d sodium      21 which pair of elements reacts together most violently?  a chlorine and lithium  b chlorine and potassium  c iodine and lithium  d iodine and potassium      22 which statement does not describe a transition element?  a it is used as a catalyst in industrial reactions.  b it has white compounds and gives a yellow flame test.  c it produces a black oxide and a blue sulfate.  d it forms green, violet and orange compounds.      23 which statement describes a gas which is in group viii of the periodic table?  a a colourless gas that helps substances burn.  b a pollutant gas present in car exhausts.  c a gas that is less dense than air and makes a \u2018pop\u2019 sound with a lighted splint.  d a gas that is used in lamps.     24 some properties of substance x are listed.    \u25cf it conducts electricity when molten.  \u25cf it has a high melting point.  \u25cf it burns in oxygen and the oxide dissolves in water to give a solution with ph 11.    what is x?  a a covalent compound  b a macromolecule  c a metal  d an ionic compound   ",
+            "9": "9  \u00a9 ucles 2019 0620/13/o/n/19 [turn over  25 a metal reacts vigorously with water.    which statement about the metal is correct?  a it is above hydrogen in the reactivity series.  b it is below magnesium in the reactivity series.  c its oxide can be reduced with carbon.  d it does not react with dilute acids.    26 iron is extracted from its ore in the blast furnace.    which raw material is not used in this process?  a bauxite  b coke  c hematite  d limestone     27 which statement about metals and their uses is correct?  a aluminium is used in the manufacture of aircraft because it has a high density.  b copper is used to make cooking utensils because it is a poor conductor of heat.  c mild steel is used to make car bodies because it is brittle and breaks easily.  d stainless steel is used to make cutlery because it is resistant to corrosion.    28 river water contains soluble impurities, insoluble impurities and bacteria.    river water is made safe to drink by filtration and chlorination.    which statement is correct?  a filtration removes bacteria and insoluble impurities, and chlorination removes soluble  impurities.  b filtration removes insoluble impurities, and chlorination kills the bacteria.  c filtration removes soluble and insoluble impurities, and chlorination kills the bacteria.  d filtration removes soluble impurities and bacteria, and chlorination removes insoluble  impurities.    ",
+            "10": "10  \u00a9 ucles 2019 0620/13/o/n/19  29 clean, dry air contains nitrogen, oxygen and small amounts of other gases. the noble gases  have been left out of the table.    which row shows the composition of clean, dry air?     nitrogen  / % oxygen  / % other gases  a 21 78 small amount of carbon dioxide  b 21 78 small amount of carbon monoxide  c 78 21 small amount of carbon dioxide  d 78 21 small amount of carbon monoxide     30 the apparatus shown is set up and left for a week.    damp iron wool air water     which diagram shows the level of the water at the end of the week?    a b c d      ",
+            "11": "11  \u00a9 ucles 2019 0620/13/o/n/19 [turn over  31 farmers add calcium oxide (lime) and ammonium salts to their fields.    the compounds are not added at the same time because they react with each other.    which gas is produced in this reaction?  a ammonia  b carbon dioxide  c hydrogen  d nitrogen     32 which information about carbon dioxide and methane is correct?      carbon dioxide methane   a formed when vegetation decomposes \u0016 \u001a key  b greenhouse gas \u0016 \u0016 \u0016= true  c present in unpolluted air \u001a \u001a \u001a= false  d produced during respiration \u001a \u0016      33 what are uses of sulfur dioxide?    1 as a bleach in the manufacture of wood pulp  2 as a food preservative 3 in the conversion of iron to steel 4 in water treatment    a 1 and 2 only b 1 and 3 only c 2 and 3 only d 2 and 4 only     34 which type of reaction occurs when lime is manufactured from limestone?  a combustion  b neutralisation  c redox  d thermal decomposition     35 which statement is correct?  a bitumen is used as a fuel for ships.  b coal, natural gas and oxygen are all fuels.  c hydrogen is the main constituent of natural gas.  d petroleum is separated into useful substances by fractional distillation. ",
+            "12": "12  \u00a9 ucles 2019 0620/13/o/n/19  36 the structures of four organic compounds, w, x, y and z, are shown.    hch hcz h hh hch hcy h ho hx hch hcw h hchh h hch hc hch h    which compounds are members of the same homologous series?  a w and x b w and z c x and y d y and z    37 how many different types of bonds are present in ethanoic acid, ch 3cooh?     type of bond  c\u2013h c\u2013c c=o  a 3 1 1  b 3 0 2  c 4 0 2  d 4 1 2      38 which products are obtained by the cracking of an alkane?     alkene hydrogen water  a \u0016 \u0016 \u0016  b \u0016 \u0016 \u001a  c \u0016 \u001a \u0016  d \u001a \u0016 \u0016      39 which statement about aqueous ethanoic acid is correct?  a it reacts with magnesium to form oxygen gas.  b it reacts with sodium carbonate to form carbon dioxide gas.  c it turns red litmus paper blue.  d it turns methyl orange yellow.     ",
+            "13": "13  \u00a9 ucles 2019 0620/13/o/n/19  40 the diagram shows the structure of a monomer and of the polymer made from it.    nnh hch hch hch hc     what are the monomer and polymer?     monomer polymer  a ethane poly(ethane)  b ethane poly(ethene)  c ethene poly(ethane)  d ethene poly(ethene)       ",
+            "14": "14  \u00a9 ucles 2019 0620/13/o/n/19  blank page",
+            "15": "15    permission to reproduce items where third-party owned material pr otected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to trac e 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 ans wer-related information to candidates, all copyright acknowledgements are reproduced onl ine 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 the ca mbridge assessment group. cambri dge assessment is the brand name of the university of  cambridge local examinations syndicate (ucles), which it self is a department of the university of cambridge.    \u00a9 ucles 2019 0620/13/o/n/19  blank page",
+            "16": "16  \u00a9 ucles 2019 0620/13/o/n/19   groupthe periodic table of elements 1 h hydrogen 12 he helium 4ii i iii iv v vi vii viii 3 li lithium 74 be beryllium 9atomic number atomic symbolkey name relative atomic mass 11 na sodium 2312 mg magnesium 24 19 k potassium 3920 ca calcium 40 37 rb rubidium 8538 sr strontium 88 55 cs caesium 13356 ba barium 137 87 fr francium \u201388 ra radium \u20135 b boron 11 13 al aluminium 27 31 ga gallium 70 49 in indium 115 81 tl thallium 2046 c carbon 12 14 si silicon 2832 ge germanium 73 50 sn tin 119 82 pb lead 20722 ti titanium 48 40 zr zirconium 91 72 hf hafnium 178 104 rf rutherfordium \u201323 v vanadium 51 41 nb niobium 93 73 ta tantalum 181 105 db dubnium \u201324 cr chromium 52 42 mo molybdenum 96 74 w tungsten 184 106 sg seaborgium \u201325 mn manganese 55 43 tc technetium \u2013 75 re rhenium 186 107 bh bohrium \u201326 fe iron 56 44 ru ruthenium 101 76 os osmium 190 108 hs hassium \u201327 co cobalt 59 45 rh rhodium 103 77 ir iridium 192 109 mt meitnerium \u201328 ni nickel 59 46 pd palladium 106 78 pt platinum 195 110 ds darmstadtium \u201329 cu copper 64 47 ag silver 108 79 au gold 197 111 rg roentgenium \u201330 zn zinc 65 48 cd cadmium 112 80 hg mercury 201 112 cn copernicium \u2013114 fl flerovium \u2013116 lv livermorium \u20137 n nitrogen 14 15 p phosphorus 3133 as arsenic 75 51 sb antimony 122 83 bi bismuth 2098 o oxygen 16 16 s sulfur 3234 se selenium 79 52 te tellurium 128 84 po polonium \u20139 f fluorine 19 17 cl chlorine 35.5 35 br bromine 80 53 i iodine 127 85 at astatine \u201310 ne neon 20 18 ar argon 4036 kr krypton 84 54 xe xenon 131 86 rn radon \u201321 sc scandium 45 39 y yttrium 89 57\u201371 lanthanoids 89\u2013103 actinoids 57 la lanthanum 139 89 aclanthanoids actinoids the volume of one mole of any gas is 24  dm3 at room temperature and pressure (r.t.p.).actinium \u201358 ce cerium 140 90 th thorium 23259 pr praseodymium 141 91 pa protactinium 23160 nd neodymium 144 92 u uranium 23861 pm promethium \u2013 93 np neptunium \u201362 sm samarium 150 94 pu plutonium \u201363 eu europium 152 95 am americium \u201364 gd gadolinium 157 96 cm curium \u201365 tb terbium 159 97 bk berkelium \u201366 dy dysprosium 163 98 cf californium \u201367 ho holmium 165 99 es einsteinium \u201368 er erbium 167 100 fm fermium \u201369 tm thulium 169 101 md mendelevium \u201370 yb ytterbium 173 102 no nobelium \u201371 lu lutetium 175 103 lr lawrencium \u2013  "
+        },
+        "0620_w19_qp_21.pdf": {
+            "1": "  this syllabus is regulated for use in england, wales and northern ireland as a cambridge international level 1/level 2 certific ate.  this document consists of 13 printed pages and 3 blank pages.  ib19 11_0620_21/3rp  \u00a9 ucles 2019 [turn over     *8533346900 * cambridge assessment international education  cambridge international general certificate of secondary education       chemistry 0620/21     paper 2  multiple choice (extended)  october/november 2019       45 minutes  additional materials: multiple choice answer sheet   soft clean eraser   soft pencil (type b or hb is recommended)       read these instructions first   write in soft pencil.  do not use staples, paper clips, glue or correction fluid.  write your name, centre number and candidate number on the answer sheet in the spaces provided unless  this has been done for you.  do not  write in any barcodes.   there are forty  questions on this paper. answer all questions. for each question there are four possible  answers a, b, c and d.   choose the one you consider correct and record your choice in soft pencil  on the separate answer sheet.   read the instructions on the answer sheet very carefully.   each correct answer will score one mark. a ma rk will not be deducted for a wrong answer.  any rough working should be done in this booklet.  a copy of the periodic table is printed on page 16.  electronic calculators may be used.  ",
+            "2": "2  \u00a9 ucles 2019 0620/21/o/n/19  1 samples of four gases are released in a room at the same time.    the gases are carbon dioxide, co 2, hydrogen chloride, hc l, hydrogen sulfide, h 2s, and nitrogen  dioxide, no 2.    which gas diffuses fastest?  a carbon dioxide  b hydrogen chloride  c hydrogen sulfide  d nitrogen dioxide     2 a student is asked to measure the time taken for 0.4  g of magnesium carbonate to react  completely with 25.0  cm3 of dilute hydrochloric acid.    which pieces of apparatus does the student need?  a balance, stop-clock, pipette  b balance, stop-clock, thermometer  c balance, pipette, thermometer  d stop-clock, pipette, thermometer      3 four different food colourings are analysed using chromatography.    the results are shown on the chromatogram. the diagram is not drawn to scale.    which food colouring contains a component with an rf value of 0.3?    10 cm 8 cm 6 cm 4 cm 2 cmsolvent front baseline abcd    ",
+            "3": "3  \u00a9 ucles 2019 0620/21/o/n/19 [turn over  4 which statement about an ionic compound is not correct?  a it conducts electricity when dissolved in water.  b it has a high melting point due to strong attractive forces between ions.  c it has a regular lattice of oppositely charged ions in a \u2018sea of electrons\u2019.  d the ionic bonds are formed between metallic and non-metallic elements.      5 an isotope of chromium is represented by cr52 24 .    which statement about an atom of this isotope of chromium is correct?  a it contains 24 electrons.  b it contains 24 neutrons.  c it contains 28 protons.  d it contains 52 neutrons.      6 element x has two isotopes, x12 6 and x14 6.    which statement about these isotopes is correct?  a they have different chemical properties because they have different numbers of neutrons.  b they have the same chemical properties because they have the same number of outer shell  electrons.  c they have the same nucleon number because the sum of the number of protons and  electrons is the same.  d they have different positions in the periodic  table because they have different numbers of  neutrons.      7 how are the structures of diamond and silicon (iv) oxide similar?  a molecules of both diamond and silicon (iv) oxide are held together by weak attractive forces.  b they both contain atoms arranged in planes held together by weak bonds.  c they both contain ions that are free to move.  d the carbon in diamond and the silicon in silicon (iv) oxide each have four covalent bonds.      8 which statement describes the structure of copper?  a it has a lattice of negative ions in a \u2018sea of electrons\u2019.  b it has a lattice of negative ions in a \u2018sea of protons\u2019.  c it has a lattice of positive ions in a \u2018sea of electrons\u2019.  d it has a lattice of positive ions in a \u2018sea of protons\u2019. ",
+            "4": "4  \u00a9 ucles 2019 0620/21/o/n/19  9 four fertilisers are each supplied in 100  kg bags.    which fertiliser supplies the greatest mass of nitrogen per 100  kg bag?  a ammonium nitrate, nh 4no 3  b ammonium phosphate, (nh 4)3po 4  c ammonium sulfate, (nh 4)2so 4  d urea, co(nh 2)2    10 calcium carbonate reacts with dilute hydrochloric acid.    the equation for the reaction is shown.    caco 3  +  2hc l   \u2192  cac l 2  +  h 2o  +  co 2    1.00  g of calcium carbonate is added to 50.0  cm3 of 0.0500  mol  / dm3 hydrochloric acid.    which volume of carbon dioxide is made in this reaction?  a 30  cm3 b 60  cm3 c 120  cm3 d 240  cm3     11 which rows correctly show cathode and anode products from the electrolysis of the named  electrolyte?     electrolyte cathode product anode product  1   copper (ii) sulfate solution  using copper electrodes copper   oxygen    2 molten lead (ii) bromide lead bromine  3 dilute sodium bromide solution hydrogen oxygen  4   copper (ii) sulfate solution  using carbon electrodes hydrogen   oxygen      a 1 and 2 only b 1 and 4 only c 2 and 3 only d 3 and 4 only      12 what are the ionic half-equations for the electrode reactions during the electrolysis of  concentrated aqueous sodium chloride?     anode cathode   a cl 2  +  2e\u2013  \u2192  2c l \u2013 h 2  \u2192  2h+  +  2e\u2013  b 2c l \u2013  \u2192  c l 2  +  2e\u2013 2h+  +  2e\u2013  \u2192  h2  c h2  \u2192  2h+  +  2e\u2013 c l 2  +  2e\u2013  \u2192  2c l \u2013  d 2h+  +  2e\u2013  \u2192  h2 2c l \u2013  \u2192  c l 2  +  2e\u2013   ",
+            "5": "5  \u00a9 ucles 2019 0620/21/o/n/19 [turn over  13 which statements about endothermic reactions are correct?    1 the energy of the products is greater than the energy of the reactants.  2 the energy of the reactants is greater than the energy of the products.  3 the temperature of the surroundings increases during the reaction.  4 the temperature of the surroundings decreases during the reaction.    a 1 and 3 only b 1 and 4 only c 2 and 3 only d 2 and 4 only    14 which gases are used to generate electricity in a fuel cell?  a carbon dioxide and oxygen  b hydrogen and methane  c hydrogen and oxygen  d methane and carbon dioxide    15 which is a chemical change?  a boiling water  b cooking an egg  c dissolving sugar  d melting ice cubes     16 the rate of reaction between magnesium and dilute hydrochloric acid is increased by increasing  the concentration of the acid.    how does this affect the reacting particles?     collision rate of particles proportion of particles with  sufficient energy to react  a increases increases  b increases stays the same  c stays the same increases  d stays the same stays the same     ",
+            "6": "6  \u00a9 ucles 2019 0620/21/o/n/19  17 dinitrogen tetroxide, n 2o4, is converted into nitrogen dioxide, no 2, in a reversible reaction.    n2o4(g)    2no 2(g)    the forward reaction is endothermic.    which conditions give the highest equilibrium yield of nitrogen dioxide?     pressure  / atmospheres temperature  a 2 high  b 2 low  c 50 high  d 50 low      18 the equation for the reaction between iron( ii) sulfate and bromine is shown.    6feso 4  +  3br 2  \u2192  2fe 2(so 4)3  +  2febr 3    which row identifies the oxidising agent and the reducing agent?     oxidising agent reducing agent  a br2 feso 4  b feso 4 br 2  c febr 3 fe 2(so 4)3  d fe2(so 4)3 febr 3      19 which statement about amphoteric oxides is correct?  a they are made by combining an ac idic oxide with a basic oxide.  b they react with water to give a solution of ph 7.  c they react with both acids and bases.  d they do not react with acids or bases.     20 carbonic acid is a weak acid formed when carbon dioxide dissolves in water.    what is the ph of the solution?  a 1 b 5 c 7 d 9    ",
+            "7": "7  \u00a9 ucles 2019 0620/21/o/n/19 [turn over  21 a method used to make copper( ii) sulfate crystals is shown.    1 place dilute sulfuric acid in a beaker.  2 warm the acid.  3 add copper( ii) oxide until it is in excess.  4 filter the mixture.  5 evaporate the filtrate until crystals start to form.  6 leave the filtrate to cool.    what are the purposes of step 3 and step 4?     step 3 step 4  a to ensure all of the acid has reacted to obtain solid copper( ii) sulfate  b to ensure all of the acid has reacted to remove the excess of copper( ii) oxide c to speed up the reaction to obtain solid copper( ii) sulfate  d to speed up the reaction to remove the excess of copper( ii) oxide     22 lead (ii) sulfate is an insoluble salt.    which process is not used to prepare a pure sample of this salt?  a crystallisation  b drying  c filtration  d precipitation    23 part of the periodic table is shown.    which element is used to provide an inert atmosphere?    a b c d      ",
+            "8": "8  \u00a9 ucles 2019 0620/21/o/n/19  24 which pair of elements reacts together most violently?  a chlorine and lithium  b chlorine and potassium  c iodine and lithium  d iodine and potassium      25 which pair of compounds shows that transition elements have variable oxidation states?  a cr2o3 and crbr 3  b cuso 4 and cuc l 2  c fe2o3 and fec l 2  d nio and nic l 2      26 some properties of substance x are listed.    \u25cf it conducts electricity when molten.  \u25cf it has a high melting point.  \u25cf it burns in oxygen and the oxide dissolves in water to give a solution with ph 11.    what is x?  a a covalent compound  b a macromolecule  c a metal  d an ionic compound    27 which statement is correct?  a aluminium is used in the manufacture of aircraft because it has a high density.  b copper is used for cooking utensils because it is a good conductor of heat.  c mild steel is used for car bodies because it is resistant to corrosion.  d stainless steel is used for cutlery because it is a conductor of electricity.    ",
+            "9": "9  \u00a9 ucles 2019 0620/21/o/n/19 [turn over  28 iron rusts but aluminium does not easily corrode.    which statement explains why aluminium does not easily corrode?  a it is an alloy.  b it is below iron in the reactivity series.  c it is not a transition element.  d its surface is protected by an oxide layer.     29 which statement about the extraction of aluminium is correct?  a aluminium is formed at the cathode during the electrolysis of aluminium oxide.  b hematite is mainly aluminium oxide.  c molten cryolite is used to raise the melting point of the aluminium oxide.  d oxygen gains electrons at the anode duri ng the electrolysis of aluminium oxide.    30 river water contains soluble impurities, insoluble impurities and bacteria.    river water is made safe to drink by filtration and chlorination.    which statement is correct?  a filtration removes bacteria and insoluble impurities, and chlorination removes soluble  impurities.  b filtration removes insoluble impurities, and chlorination kills the bacteria.  c filtration removes soluble and insoluble impurities, and chlorination kills the bacteria.  d filtration removes soluble impurities and bacteria, and chlorination removes insoluble  impurities.    31 which physical property is used to separate the nitrogen and oxygen from air?    a boiling point  b density  c electrical conductivity  d molecular mass    ",
+            "10": "10  \u00a9 ucles 2019 0620/21/o/n/19  32 the apparatus shown is set up and left for a week.    damp iron wool air water     which diagram shows the level of the water at the end of the week?    a b c d       33 which statement about the carbon cycle is correct?  a carbon is absorbed from the atmosphere by combustion and released into it by respiration.  b carbon is absorbed from the atmosphere by photosynthesis and released into it by  combustion.  c carbon is absorbed from the atmosphere by both respiration and combustion.  d carbon is released into the atmosphere by both photosynthesis and respiration.     ",
+            "11": "11  \u00a9 ucles 2019 0620/21/o/n/19 [turn over  34 ammonium sulfate is used as a fertiliser.    it is made from ammonia and sulfuric acid.    which words complete gaps 1, 2 and 3?    the ..1.. is made by the ..2.. process in which ..3.. is used as a catalyst.     1 2 3  a ammonia contact iron  b ammonia haber vanadium( v) oxide  c sulfuric acid contact vanadium( v) oxide  d sulfuric acid haber iron      35 which process is used to obtain lime from limestone?  a cracking  b fractional distillation  c neutralisation  d thermal decomposition      36 petroleum is separated by fractional distillation.    which statement about the fractions produced is correct?  a bottled gas for heating and cooking is obtained from the naphtha fraction.  b diesel oil is used as a fuel for jet aircraft.  c substances used to make polishes are obtained from the lubricating fraction.  d the kerosene fraction contains many useful waxes.    37 which products are obtained by the cracking of an alkane?     alkene hydrogen water  a \u0016 \u0016 \u0016  b \u0016 \u0016 \u001a  c \u0016 \u001a \u0016  d \u001a \u0016 \u0016     ",
+            "12": "12  \u00a9 ucles 2019 0620/21/o/n/19  38 ethanol is manufactured by the catalytic addition of steam to ethene and by fermentation.    which statement describes an advantage of fermentation compared to the catalytic addition of  steam to ethene?  a fermentation is a more rapid reaction.  b fermentation produces a purer product.  c fermentation uses a higher temperature.  d fermentation uses renewable resources.    39 the diagram shows the structure of a monomer and of the polymer made from it.    nnh hch hch hch hc     what are the monomer and polymer?     monomer polymer  a ethane poly(ethane)  b ethane poly(ethene)  c ethene poly(ethane)  d ethene poly(ethene)      40 which polymers possess the same linkage?  a nylon and protein  b protein and starch  c starch and nylon  d nylon and terylene       ",
+            "13": "13  \u00a9 ucles 2019 0620/21/o/n/19 blank page",
+            "14": "14  \u00a9 ucles 2019 0620/21/o/n/19  blank page",
+            "15": "15    permission to reproduce items where third-party owned material pr otected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to trac e 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 ans wer-related information to candidates, all copyright acknowledgements are reproduced onl ine 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 the ca mbridge assessment group. cambri dge assessment is the brand name of the university of  cambridge local examinations syndicate (ucles), which it self is a department of the university of cambridge.    \u00a9 ucles 2019 0620/21/o/n/19  blank page",
+            "16": "16  \u00a9 ucles 2019 0620/21/o/n/19   groupthe periodic table of elements 1 h hydrogen 12 he helium 4ii i iii iv v vi vii viii 3 li lithium 74 be beryllium 9atomic number atomic symbolkey name relative atomic mass 11 na sodium 2312 mg magnesium 24 19 k potassium 3920 ca calcium 40 37 rb rubidium 8538 sr strontium 88 55 cs caesium 13356 ba barium 137 87 fr francium \u201388 ra radium \u20135 b boron 11 13 al aluminium 27 31 ga gallium 70 49 in indium 115 81 tl thallium 2046 c carbon 12 14 si silicon 2832 ge germanium 73 50 sn tin 119 82 pb lead 20722 ti titanium 48 40 zr zirconium 91 72 hf hafnium 178 104 rf rutherfordium \u201323 v vanadium 51 41 nb niobium 93 73 ta tantalum 181 105 db dubnium \u201324 cr chromium 52 42 mo molybdenum 96 74 w tungsten 184 106 sg seaborgium \u201325 mn manganese 55 43 tc technetium \u2013 75 re rhenium 186 107 bh bohrium \u201326 fe iron 56 44 ru ruthenium 101 76 os osmium 190 108 hs hassium \u201327 co cobalt 59 45 rh rhodium 103 77 ir iridium 192 109 mt meitnerium \u201328 ni nickel 59 46 pd palladium 106 78 pt platinum 195 110 ds darmstadtium \u201329 cu copper 64 47 ag silver 108 79 au gold 197 111 rg roentgenium \u201330 zn zinc 65 48 cd cadmium 112 80 hg mercury 201 112 cn copernicium \u2013114 fl flerovium \u2013116 lv livermorium \u20137 n nitrogen 14 15 p phosphorus 3133 as arsenic 75 51 sb antimony 122 83 bi bismuth 2098 o oxygen 16 16 s sulfur 3234 se selenium 79 52 te tellurium 128 84 po polonium \u20139 f fluorine 19 17 cl chlorine 35.5 35 br bromine 80 53 i iodine 127 85 at astatine \u201310 ne neon 20 18 ar argon 4036 kr krypton 84 54 xe xenon 131 86 rn radon \u201321 sc scandium 45 39 y yttrium 89 57\u201371 lanthanoids 89\u2013103 actinoids 57 la lanthanum 139 89 aclanthanoids actinoids the volume of one mole of any gas is 24  dm3 at room temperature and pressure (r.t.p.).actinium \u201358 ce cerium 140 90 th thorium 23259 pr praseodymium 141 91 pa protactinium 23160 nd neodymium 144 92 u uranium 23861 pm promethium \u2013 93 np neptunium \u201362 sm samarium 150 94 pu plutonium \u201363 eu europium 152 95 am americium \u201364 gd gadolinium 157 96 cm curium \u201365 tb terbium 159 97 bk berkelium \u201366 dy dysprosium 163 98 cf californium \u201367 ho holmium 165 99 es einsteinium \u201368 er erbium 167 100 fm fermium \u201369 tm thulium 169 101 md mendelevium \u201370 yb ytterbium 173 102 no nobelium \u201371 lu lutetium 175 103 lr lawrencium \u2013  "
+        },
+        "0620_w19_qp_22.pdf": {
+            "1": "  this syllabus is regulated for use in england, wales and northern ireland as a cambridge international level 1/level 2 certific ate.  this document consists of 15 printed pages and 1 blank page.  ib19 11_0620_22/4rp  \u00a9 ucles 2019 [turn over     *8743391895* cambridge assessment international education  cambridge international general certificate of secondary education       chemistry 0620/22     paper 2  multiple choice (extended)  october/november 2019       45 minutes  additional materials: multiple choice answer sheet   soft clean eraser   soft pencil (type b or hb is recommended)       read these instructions first   write in soft pencil.  do not use staples, paper clips, glue or correction fluid.  write your name, centre number and candidate number  on the answer sheet in the spaces provided unless  this has been done for you.  do not  write in any barcodes.   there are forty  questions on this paper. answer all questions. for each question there are four possible  answers a, b, c and d.   choose the one you consider correct and record your choice in soft pencil  on the separate answer sheet.   read the instructions on the answer sheet very carefully.   each correct answer will score one mark. a ma rk will not be deducted for a wrong answer.  any rough working should be done in this booklet.  a copy of the periodic table is printed on page 16.  electronic calculators may be used.  ",
+            "2": "2  \u00a9 ucles 2019 0620/22/o/n/19  1 the rate of diffusion of a gas depends on its molecular mass and the temperature.    which combination of molecular mass and temperature gives the slowest rate of diffusion?     molecular mass temperature  a high high  b high low  c low high  d low low     2 a student is asked to measure the time taken for 0.4  g of magnesium carbonate to react  completely with 25.0  cm3 of dilute hydrochloric acid.    which pieces of apparatus does the student need?  a balance, stop-clock, pipette  b balance, stop-clock, thermometer  c balance, pipette, thermometer  d stop-clock, pipette, thermometer     3 substance q was investigated using chromatography.    the chromatogram is shown. the diagram is not drawn to scale.    q 13 mm83 mm114  mm129  mm baselinesolvent front q     what is the rf value of q?  a 0.60 b 0.64 c 0.69 d 0.72     ",
+            "3": "3  \u00a9 ucles 2019 0620/22/o/n/19 [turn over  4 which statement about an ionic compound is not correct?  a it conducts electricity when dissolved in water.  b it has a high melting point due to strong attractive forces between ions.  c it has a regular lattice of oppositely charged ions in a \u2018sea of electrons\u2019.  d the ionic bonds are formed between metallic and non-metallic elements.      5 what is the total number of electrons in one molecule of ammonia, nh 3?  a 6 b 8 c 10 d 11     6 rubidium has two isotopes, rb85 37  and rb8737.    which statement explains why both isotopes have the same chemical properties?  a they  have the same number of protons.  b they  have the same number of outer shell electrons.  c they  have different numbers of neutrons.  d they  have different mass numbers.     7 which statement about the structure and properties of silicon( iv) oxide is not correct?  a it has a giant structure similar to that of diamond.  b it has a high melting point due to the strong attractive force between molecules.  c there are strong covalent bonds between silicon and oxygen.  d there are no free electrons, so silicon (iv) oxide does not conduct electricity.      8 which statement describes the structure of copper?  a it has a lattice of negative ions in a \u2018sea of electrons\u2019.  b it has a lattice of negative ions in a \u2018sea of protons\u2019.  c it has a lattice of positive ions in a \u2018sea of electrons\u2019.  d it has a lattice of positive ions in a \u2018sea of protons\u2019.     9 phosphorus reacts with oxygen to form phosphorus( iii) oxide as shown.    4p(s)  +  3o 2(g)  \u2192  2p 2o3(s)    which mass of phosphorus( iii) oxide is produced from 6.2  g of phosphorus?  a 1.1  g b 5.5  g c 11.0  g d 22.0  g    ",
+            "4": "4  \u00a9 ucles 2019 0620/22/o/n/19  10 calcium carbonate is heated. calcium oxide and carbon dioxide gas are formed.    the equation for the reaction is shown.    caco 3  \u2192  cao  +  co 2    225  kg of calcium carbonate is heated until there is no further change in mass.    the yield of calcium oxide is 85  kg.    what is the percentage yield?  a 37.8 % b 47.2 % c 67.5 % d 85.0 %     11 the diagram shows a simple cell.    dilute sulfuric acidmetal q metal pwirevoltmeter     which pair of metals produces the largest voltage?     metal p metal q  a magnesium iron  b magnesium copper  c zinc iron  d zinc copper      12 what are the ionic half-equations for the electrode reactions during the electrolysis of  concentrated aqueous sodium chloride?     anode cathode   a cl 2  +  2e\u2013  \u2192  2c l \u2013 h 2  \u2192  2h+  +  2e\u2013  b 2c l \u2013  \u2192  c l 2  +  2e\u2013 2h+  +  2e\u2013  \u2192  h2  c h2  \u2192  2h+  +  2e\u2013 c l 2  +  2e\u2013  \u2192  2c l \u2013  d 2h+  +  2e\u2013  \u2192  h2 2c l \u2013  \u2192  c l 2  +  2e\u2013     ",
+            "5": "5  \u00a9 ucles 2019 0620/22/o/n/19 [turn over  13 the temperature of the water in two beakers, x and y, is measured as 21.5  \u00b0c.    5 g of sodium chloride is dissolved in the water in beaker x. the temperature changes to 18.0  \u00b0c.    5 g of calcium oxide is dissolved in the water in beaker y. the temperature changes to 29.4  \u00b0c.    which types of process are occurring in beakers x and y?     x y  a endothermic endothermic  b endothermic exothermic  c exothermic endothermic  d exothermic exothermic      14 which gases are used to generate electricity in a fuel cell?  a carbon dioxide and oxygen  b hydrogen and methane  c hydrogen and oxygen  d methane and carbon dioxide    15 which row identifies a chemical and a physical change?      chemical change physical change  a boiling ethanol burning ethanol  b burning ethanol evaporating ethanol  c dissolving ethanol in water burning ethanol  d evaporating ethanol dissolving ethanol in water     ",
+            "6": "6  \u00a9 ucles 2019 0620/22/o/n/19  16 a sample of dilute nitric acid is added to lumps of limestone in a conical flask. the conical flask is  placed on a balance and the loss in mass is measured.    a second sample of nitric acid of a different concentration is separately tested. all other  conditions are kept the same.    the loss in mass in 1 minute at each concentration of nitric acid is shown.    concentration  in mol  / dm3 loss in mass in  1 minute  / g  0.5 0.15  1.0 0.25    which row describes and explains the results obtained using 1.0  mol  / dm3 nitric acid compared  with 0.5  mol  / dm3 nitric acid?     description explanation  a decrease in reaction rate decrease in particle collision energy  b decrease in reaction rate increase in particle collision rate  c increase in reaction rate increase in particle collision rate  d increase in reaction rate increase in particle collision rate and collision energy     17 when carbon monoxide reacts with hydrogen, methanol is formed.    co(g)  +  2h 2(g)    ch 3oh(g)    the forward reaction is exothermic.    which statements are correct?    1 there are more moles of gas on the left-hand side of the reaction.  2 increasing the temperature increases the amount of methanol at equilibrium.  3 increasing the pressure increases the amount of methanol at equilibrium. 4 increasing the initial amount of hydrogen decreases the amount of methanol at  equilibrium.    a 1 and 2 only b 1 and 3 only c 2 and 4 only d 3 and 4 only     ",
+            "7": "7  \u00a9 ucles 2019 0620/22/o/n/19 [turn over  18 in the blast furnace, iron is formed when iron (iii) oxide reacts with carbon monoxide in a redox  reaction.    fe2o3  +  3co  \u2192  2fe  +  3co 2    which substance is the oxidising agent and which substance is the reducing agent?     oxidising agent reducing agent  a co fe 2o3  b co 2 fe  c fe co 2  d fe2o3 co      19 which oxide is classified as an amphoteric oxide?  a aluminium oxide  b calcium oxide  c copper( ii) oxide  d nitrogen oxide    20 which statement describes the properties of hydrochloric acid?  a carbon dioxide is produced when limestone reacts with hydrochloric acid.  b hydrogen is produced when sodium hydrox ide reacts with hydrochloric acid.  c methyl orange turns yellow in strong hydrochloric acid.  d red litmus paper turns blue when dipped into hydrochloric acid.    ",
+            "8": "8  \u00a9 ucles 2019 0620/22/o/n/19  21 a method used to make copper( ii) sulfate crystals is shown.    1 place dilute sulfuric acid in a beaker.  2 warm the acid.  3 add copper( ii) oxide until it is in excess.  4 filter the mixture.  5 evaporate the filtrate until crystals start to form.  6 leave the filtrate to cool.    what are the purposes of step 3 and step 4?     step 3 step 4  a to ensure all of the acid has reacted to obtain solid copper( ii) sulfate  b to ensure all of the acid has reacted to remove the excess of copper( ii) oxide c to speed up the reaction to obtain solid copper( ii) sulfate  d to speed up the reaction to remove the excess of copper( ii) oxide     22 lead( ii) sulfate is an insoluble salt.     which reaction produces a mixture from which lead( ii) sulfate is obtained by filtration?  a adding solid lead( ii) carbonate to dilute sulfuric acid   b adding solid lead( ii) hydroxide to dilute sulfuric acid  c adding metallic lead to dilute sulfuric acid  d adding aqueous lead( ii) nitrate to dilute sulfuric acid      23 helium is a noble gas.    which statement about helium is correct?  a it has eight electrons in its outer shell.  b it is a diatomic gas.  c it is reactive.  d it is used for filling balloons.     ",
+            "9": "9  \u00a9 ucles 2019 0620/22/o/n/19 [turn over  24 which pair of elements reacts together most violently?  a chlorine and lithium  b chlorine and potassium  c iodine and lithium  d iodine and potassium      25 iron( ii) ions can be oxidised to iron( iii) ions by hydrogen peroxide.    which statement explains why iron is a transition element?  a iron is a transition element because it can be oxidised.  b iron is a transition element because it has variable oxidation states.  c iron is a transition element because it takes part in redox reactions.  d iron is a transition element because it reacts with chlorine.     26 some properties of substance x are listed.    \u25cf it conducts electricity when molten.  \u25cf it has a high melting point.  \u25cf it burns in oxygen and the oxide dissolves in water to give a solution with ph 11.    what is x?  a a covalent compound  b a macromolecule  c a metal  d an ionic compound     27 which row describes the uses of aluminium, copper and mild steel?     aluminium copper mild steel  a aircraft bodies electrical wiring car bodies  b car bodies cooking utensils electrical wiring  c electrical wiring aircraft bodies food containers  d food containers aircraft bodies cooking utensils     ",
+            "10": "10  \u00a9 ucles 2019 0620/22/o/n/19  28 the properties of four metals are listed.    \u25cf metal w does not react with dilute hydrochloric acid.  \u25cf metal x reacts with dilute hydrochloric acid.  \u25cf metal y displaces metal x from an aqueous solution of its ions.  \u25cf metal z reacts with water and dilute hydrochloric acid.    what is the order of reactivity of the metals?     most  reactive  least  reactive a w x y z  b w y x z  c z x y w  d z y x w      29 which statement about the extraction of aluminium from aluminium oxide is correct?  a aluminium is formed at the positive electrode during electrolysis.  b pure aluminium oxide is dissolved in molten cryolite.  c pure aluminium oxide is electrolysed us ing aluminium as the positive electrode.  d pure aluminium oxide is heated with carbon to form carbon dioxide and aluminium.    30 river water contains soluble impurities, insoluble impurities and bacteria.    river water is made safe to drink by filtration and chlorination.    which statement is correct?  a filtration removes bacteria and insoluble impurities, and chlorination removes soluble  impurities.  b filtration removes insoluble impurities, and chlorination kills the bacteria.  c filtration removes soluble and insoluble impurities, and chlorination kills the bacteria.  d filtration removes soluble impurities and bacteria, and chlorination removes insoluble  impurities.    ",
+            "11": "11  \u00a9 ucles 2019 0620/22/o/n/19 [turn over  31 which process is used to separate  nitrogen and oxygen from air?    a chromatography  b evaporation  c filtration  d fractional distillation    32 the apparatus shown is set up and left for a week.    damp iron wool air water     which diagram shows the level of the water at the end of the week?    a b c d      ",
+            "12": "12  \u00a9 ucles 2019 0620/22/o/n/19  33 the diagram represents an outline of the carbon cycle.    carbon dioxide in the atmosphere animals organic wastepower stationsplants fossil fuelsx death and excretiony respirationphotosynthesis     which processes are x and y?      x y  a combustion respiration  b decomposition respiration  c photosynthesis combustion  d respiration combustion      34 ammonium sulfate is used as a fertiliser.    it is made from ammonia and sulfuric acid.    which words complete gaps 1, 2 and 3?    the ..1.. is made by the ..2.. process in which ..3.. is used as a catalyst.     1 2 3  a ammonia contact iron  b ammonia haber vanadium( v) oxide  c sulfuric acid contact vanadium( v) oxide  d sulfuric acid haber iron     ",
+            "13": "13  \u00a9 ucles 2019 0620/22/o/n/19 [turn over  35 which statement about limestone and lime is correct?  a limestone combines with water to produce slaked lime.  b lime is obtained from limestone by oxidation.  c lime is used in the desulfurisation of flue gases.  d lime is used in the treatment of alkaline soil.      36 some fractions obtained from petroleum are listed.     fraction use position collected  in the  fractionating column  1 gasoline waxes and polishes below refinery gas  2 bitumen making roads above kerosene  3 kerosene jet fuel below gasoline  4 refinery gas heating and cooking above gasoline    which rows are correct?  a 1, 3 and 4  b 2, 3 and 4  c 3 and 4 only  d 4 only     37 which products are obtained by the cracking of an alkane?     alkene hydrogen water  a \u0016 \u0016 \u0016  b \u0016 \u0016 \u001a  c \u0016 \u001a \u0016  d \u001a \u0016 \u0016     ",
+            "14": "14  \u00a9 ucles 2019 0620/22/o/n/19  38 ethanol is produced by fermentation or by the reaction of ethene with steam.    which row is correct?     by fermentation from ethene  a uses a temperature of 100  \u00b0c uses a temperature of 350  \u00b0c  b needs yeast as a catalyst does not need a catalyst  c very slow reaction very fast reaction  d high yield of ethanol low yield of ethanol     39 the diagram shows the structure of a monomer and of the polymer made from it.    nnh hch hch hch hc     what are the monomer and polymer?     monomer polymer  a ethane poly(ethane)  b ethane poly(ethene)  c ethene poly(ethane)  d ethene poly(ethene)     40 the structure of a naturally occurring polymer, x, is shown.    nh nh co co n hc o    what is x?  a an amino acid  b a carbohydrate  c a protein  d a sugar      ",
+            "15": "15    permission to reproduce items where third-party owned material pr otected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to trac e 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 ans wer-related information to candidates, all copyright acknowledgements are reproduced onl ine 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 the ca mbridge assessment group. cambri dge assessment is the brand name of the university of  cambridge local examinations syndicate (ucles), which it self is a department of the university of cambridge.    \u00a9 ucles 2019 0620/22/o/n/19  blank page",
+            "16": "16  \u00a9 ucles 2019 0620/22/o/n/19   groupthe periodic table of elements 1 h hydrogen 12 he helium 4ii i iii iv v vi vii viii 3 li lithium 74 be beryllium 9atomic number atomic symbolkey name relative atomic mass 11 na sodium 2312 mg magnesium 24 19 k potassium 3920 ca calcium 40 37 rb rubidium 8538 sr strontium 88 55 cs caesium 13356 ba barium 137 87 fr francium \u201388 ra radium \u20135 b boron 11 13 al aluminium 27 31 ga gallium 70 49 in indium 115 81 tl thallium 2046 c carbon 12 14 si silicon 2832 ge germanium 73 50 sn tin 119 82 pb lead 20722 ti titanium 48 40 zr zirconium 91 72 hf hafnium 178 104 rf rutherfordium \u201323 v vanadium 51 41 nb niobium 93 73 ta tantalum 181 105 db dubnium \u201324 cr chromium 52 42 mo molybdenum 96 74 w tungsten 184 106 sg seaborgium \u201325 mn manganese 55 43 tc technetium \u2013 75 re rhenium 186 107 bh bohrium \u201326 fe iron 56 44 ru ruthenium 101 76 os osmium 190 108 hs hassium \u201327 co cobalt 59 45 rh rhodium 103 77 ir iridium 192 109 mt meitnerium \u201328 ni nickel 59 46 pd palladium 106 78 pt platinum 195 110 ds darmstadtium \u201329 cu copper 64 47 ag silver 108 79 au gold 197 111 rg roentgenium \u201330 zn zinc 65 48 cd cadmium 112 80 hg mercury 201 112 cn copernicium \u2013114 fl flerovium \u2013116 lv livermorium \u20137 n nitrogen 14 15 p phosphorus 3133 as arsenic 75 51 sb antimony 122 83 bi bismuth 2098 o oxygen 16 16 s sulfur 3234 se selenium 79 52 te tellurium 128 84 po polonium \u20139 f fluorine 19 17 cl chlorine 35.5 35 br bromine 80 53 i iodine 127 85 at astatine \u201310 ne neon 20 18 ar argon 4036 kr krypton 84 54 xe xenon 131 86 rn radon \u201321 sc scandium 45 39 y yttrium 89 57\u201371 lanthanoids 89\u2013103 actinoids 57 la lanthanum 139 89 aclanthanoids actinoids the volume of one mole of any gas is 24  dm3 at room temperature and pressure (r.t.p.).actinium \u201358 ce cerium 140 90 th thorium 23259 pr praseodymium 141 91 pa protactinium 23160 nd neodymium 144 92 u uranium 23861 pm promethium \u2013 93 np neptunium \u201362 sm samarium 150 94 pu plutonium \u201363 eu europium 152 95 am americium \u201364 gd gadolinium 157 96 cm curium \u201365 tb terbium 159 97 bk berkelium \u201366 dy dysprosium 163 98 cf californium \u201367 ho holmium 165 99 es einsteinium \u201368 er erbium 167 100 fm fermium \u201369 tm thulium 169 101 md mendelevium \u201370 yb ytterbium 173 102 no nobelium \u201371 lu lutetium 175 103 lr lawrencium \u2013  "
+        },
+        "0620_w19_qp_23.pdf": {
+            "1": "  this syllabus is regulated for use in england, wales and northern ireland as a cambridge international level 1/level 2 certific ate.  this document consists of 14 printed pages and 2 blank pages.  ib19 11_0620_23/4rp  \u00a9 ucles 2019 [turn over     *0520730636* cambridge assessment international education  cambridge international general certificate of secondary education       chemistry 0620/23     paper 2  multiple choice (extended)  october/november 2019       45 minutes  additional materials: multiple choice answer sheet   soft clean eraser   soft pencil (type b or hb is recommended)       read these instructions first   write in soft pencil.  do not use staples, paper clips, glue or correction fluid.  write your name, centre number and candidate number  on the answer sheet in the spaces provided unless  this has been done for you.  do not  write in any barcodes.   there are forty  questions on this paper. answer all questions. for each question there are four possible  answers a, b, c and d.   choose the one you consider correct and record your choice in soft pencil  on the separate answer sheet.   read the instructions on the answer sheet very carefully.   each correct answer will score one mark. a ma rk will not be deducted for a wrong answer.  any rough working should be done in this booklet.  a copy of the periodic table is printed on page 16.  electronic calculators may be used.  ",
+            "2": "2  \u00a9 ucles 2019 0620/23/o/n/19  1 which two gases will diffuse at the same rate, at the same temperature?  a carbon monoxide and carbon dioxide  b carbon monoxide and nitrogen  c chlorine and fluorine  d nitrogen and oxygen      2 a student is asked to measure the time taken for 0.4  g of magnesium carbonate to react  completely with 25.0  cm3 of dilute hydrochloric acid.    which pieces of apparatus does the student need?  a balance, stop-clock, pipette  b balance, stop-clock, thermometer  c balance, pipette, thermometer  d stop-clock, pipette, thermometer    3 a substance is separated using chromatography.    the chromatogram is shown.    p q rsolvent front baseline     which statement is not correct?  a p has a higher rf value than q.  b p, q and r are all soluble in the solvent.  c r is the most soluble substance.  d the rf value of p is less than 1.     4 which statement about an ionic compound is not correct?  a it conducts electricity when dissolved in water.  b it has a high melting point due to strong attractive forces between ions.  c it has a regular lattice of oppositely charged ions in a \u2018sea of electrons\u2019.  d the ionic bonds are formed between metallic and non-metallic elements. ",
+            "3": "3  \u00a9 ucles 2019 0620/23/o/n/19 [turn over  5 the numbers of protons, neutrons and electrons present in the atoms p, q, r and s are shown.    atom number  of protons number  of neutrons number  of electrons  p 4 5 4  q 5 6 5  r 6 6 6  s 6 7 6    which atoms are isotopes of the same element?  a p and q only b q and r only c r and s only d p and s only     6 carbon has three isotopes,  12c, 13c and 14c.    why do all three isotopes have the same chemical properties?  a they all have the same atomic mass.  b they all have the same number of electrons in their outer shell.  c they all have the same number of electron shells.  d they all have the same number of nucleons.      7 silicon( iv) oxide is a covalently bonded compound.    which statements are correct?    1 silicon atoms form four single bonds in silicon( iv) oxide.  2 oxygen atoms form two double bonds in silicon( iv) oxide.  3 silicon( iv) oxide has a high melting point.  4 silicon( iv) oxide contains one silicon atom and four oxygen atoms.    a 1 and 2 only b 1 and 3 only c 2 and 3 only d 3 and 4 only      8 which statement describes the structure of copper?  a it has a lattice of negative ions in a \u2018sea of electrons\u2019.  b it has a lattice of negative ions in a \u2018sea of protons\u2019.  c it has a lattice of positive ions in a \u2018sea of electrons\u2019.  d it has a lattice of positive ions in a \u2018sea of protons\u2019.     ",
+            "4": "4  \u00a9 ucles 2019 0620/23/o/n/19  9 magnesium carbonate decomposes on heating to form magnesium oxide and carbon dioxide as  shown.    mgco 3  \u2192  mgo  +  co 2    how much magnesium carbonate is needed to make 5.0  g of magnesium oxide?  a 3.5  g b 4.0  g c 6.5  g d 10.5  g    10 90  g of glucose is dissolved in water.    the glucose solution is fermented.    c6h12o6  \u2192   2co 2  +  2c 2h5oh   glucose, mr = 180 ethanol, mr = 46    after the fermentation finishes, 6.8  g of ethanol is obtained from the solution.    what is the percentage yield of ethanol?  a 7.4 b 7.6 c 14.8 d 29.6    11 the diagram shows a simple cell.    dilute sulfuric acidcopper metal pwirevoltmeter     which metal p produces the smallest voltage?  a calcium  b iron  c magnesium  d zinc    ",
+            "5": "5  \u00a9 ucles 2019 0620/23/o/n/19 [turn over  12 what are the ionic half-equations for the electrode reactions during the electrolysis of  concentrated aqueous sodium chloride?     anode cathode   a cl 2  +  2e\u2013  \u2192  2c l \u2013 h 2  \u2192  2h+  +  2e\u2013  b 2c l \u2013  \u2192  c l 2  +  2e\u2013 2h+  +  2e\u2013  \u2192  h2  c h2  \u2192  2h+  +  2e\u2013 c l 2  +  2e\u2013  \u2192  2c l \u2013  d 2h+  +  2e\u2013  \u2192  h2 2c l \u2013  \u2192  c l 2  +  2e\u2013     13 an energy level diagram for a reaction is shown.    energy progress of reaction    which statement and explanation about this reaction are correct?     statement explanation  a the reaction is endothermic the products have more energy than the reactants  b the reaction is endothermic the products have less energy than the reactants  c the reaction is exothermic the products have more energy than the reactants  d the reaction is exothermic the products  have less energy than the reactants      14 which gases are used to generate electricity in a fuel cell?  a carbon dioxide and oxygen  b hydrogen and methane  c hydrogen and oxygen  d methane and carbon dioxide    ",
+            "6": "6  \u00a9 ucles 2019 0620/23/o/n/19  15 a sequence of changes involving sulfur is shown.    s(s)change 1s(l) so2(g)change 2     which row describes the changes?     change 1 change 2  a chemical chemical  b chemical physical  c physical chemical  d physical physical      16 magnesium reacts with dilute hydrochloric acid.    which statement about the particles in the reaction is correct?  a increasing the concentration of dilute hydrochloric  acid increases the collision rate but has no  effect on the activation energy.  b increasing the concentration of dilute hydrochloric acid increases the collision rate and the  activation energy.  c increasing the temperature of the reaction increases the activation energy.  d increasing the temperature of the reaction causes all collisions to lead to a reaction.    17 two molecules of nitrogen dioxide combine in a reversible reaction to form dinitrogen tetroxide.    the forward reaction is exothermic.    2no 2(g)    n2o4(g)    which changes in reaction conditions would both  increase the amount of dinitrogen tetroxide at  equilibrium?  a decreasing the temperature and decreasing the pressure  b decreasing the temperature and increasing the pressure  c increasing the temperature and decreasing the pressure  d increasing the temperature and increasing the pressure    ",
+            "7": "7  \u00a9 ucles 2019 0620/23/o/n/19 [turn over  18 chlorine displaces bromine from aqueous potassium bromide.    the ionic equation for the reaction is shown.    cl 2  +  2br\u2013  \u2192  2c l \u2013  +  br 2    which statement about this reaction is correct?  a bromide ions act as an oxidising agent.  b bromide ions are oxidised when electrons are lost.  c chlorine acts as a reducing agent.  d chlorine is reduced when electrons are lost.      19 which substance is a neutral oxide?  a aluminium oxide  b carbon monoxide  c sulfur dioxide  d zinc oxide      20 which statements about dilute sulfuric acid are correct?    1 it turns red litmus paper blue.  2 it reacts with magnesium( ii) oxide to form magnesium( ii) sulfate and water.  3 it reacts with magnesium to form magnesium( ii) sulfate and carbon dioxide.  4 its ph is below ph 7.    a 1 and 2 only b 1 and 3 only c 2 and 4 only d 3 and 4 only    ",
+            "8": "8  \u00a9 ucles 2019 0620/23/o/n/19  21 a method used to make copper( ii) sulfate crystals is shown.    1 place dilute sulfuric acid in a beaker.  2 warm the acid.  3 add copper( ii) oxide until it is in excess.  4 filter the mixture.  5 evaporate the filtrate until crystals start to form.  6 leave the filtrate to cool.    what are the purposes of step 3 and step 4?     step 3 step 4  a to ensure all of the acid has reacted to obtain solid copper( ii) sulfate  b to ensure all of the acid has reacted to remove the excess of copper( ii) oxide c to speed up the reaction to obtain solid copper( ii) sulfate  d to speed up the reaction to remove the excess of copper( ii) oxide     22 lead (ii) iodide is formed as a precipitate in the reaction shown.    pb(no 3)2(aq)  +  2na i(aq)  \u2192  pb i2(s)  +  2nano 3(aq)    which method is used to separate the lead (ii) iodide from the mixture?  a crystallisation  b distillation  c evaporation  d filtration    23 which statement describes a gas which is in group viii of the periodic table?  a a colourless gas that helps substances burn.  b a pollutant gas present in car exhausts.  c a gas that is less dense than air and makes a \u2018pop\u2019 sound with a lighted splint.  d a gas that is used in lamps.    ",
+            "9": "9  \u00a9 ucles 2019 0620/23/o/n/19 [turn over  24 which pair of elements reacts together most violently?  a chlorine and lithium  b chlorine and potassium  c iodine and lithium  d iodine and potassium      25 iron reacts with dilute hydrochloric acid to form iron( ii) chloride, fec l 2. iron reacts with chlorine  to form iron( iii) chloride, fec l 3.    which property of transition elements is shown by this information?  a transition elements have high melting points.  b transition elements can act as catalysts.  c transition elements have variable oxidation states.  d transition elements have coloured compounds.     26 some properties of substance x are listed.    \u25cf it conducts electricity when molten.  \u25cf it has a high melting point.  \u25cf it burns in oxygen and the oxide dissolves in water to give a solution with ph 11.    what is x?  a a covalent compound  b a macromolecule  c a metal  d an ionic compound      27 which statement about metals and their uses is correct?  a aluminium is used in the manufacture of aircraft because it has a high density.  b copper is used to make cooking utensils because it is a poor conductor of heat.  c mild steel is used to make car bodies because it is brittle and breaks easily.  d stainless steel is used to make cutlery because it is resistant to corrosion.     ",
+            "10": "10  \u00a9 ucles 2019 0620/23/o/n/19  28 which word equation represents a reaction which occurs?  a sodium oxide  +  carbon  \u2192  sodium  +  carbon dioxide  b sodium oxide  +  iron  \u2192  sodium  +  iron (ii) oxide  c iron (ii) oxide  +  copper  \u2192  iron  +  copper (ii) oxide  d iron (iii) oxide  +  carbon  \u2192  iron  +  carbon dioxide      29 why is cryolite used in the extraction of aluminium by electrolysis?  a it changes bauxite to aluminium oxide.  b it decreases the melting point of the aluminium.  c it dissolves the aluminium oxide.  d it protects the anodes from corrosion.    30 river water contains soluble impurities, insoluble impurities and bacteria.    river water is made safe to drink by filtration and chlorination.    which statement is correct?  a filtration removes bacteria and insoluble impurities, and chlorination removes soluble  impurities.  b filtration removes insoluble impurities, and chlorination kills the bacteria.  c filtration removes soluble and insoluble impurities, and chlorination kills the bacteria.  d filtration removes soluble impurities and bacteria, and chlorination removes insoluble  impurities.     31 how are oxygen and nitrogen separated from air?  a chromatography  b condensation and filtration  c crystallisation  d fractional distillation    ",
+            "11": "11  \u00a9 ucles 2019 0620/23/o/n/19 [turn over  32 the apparatus shown is set up and left for a week.    damp iron wool air water     which diagram shows the level of the water at the end of the week?    a b c d       33 the following processes are part of the carbon cycle.    1 photosynthesis  2 combustion  3 respiration    which processes decrease the amount of carbon dioxide in the atmosphere?  a 1 only b 1 and 2 only c 1 and 3 only d 2 and 3 only    ",
+            "12": "12  \u00a9 ucles 2019 0620/23/o/n/19  34 ammonium sulfate is used as a fertiliser.    it is made from ammonia and sulfuric acid.    which words complete gaps 1, 2 and 3?    the ..1.. is made by the ..2.. process in which ..3.. is used as a catalyst.     1 2 3  a ammonia contact iron  b ammonia haber vanadium( v) oxide  c sulfuric acid contact vanadium( v) oxide  d sulfuric acid haber iron      35 which type of reaction occurs when lime is manufactured from limestone?  a combustion  b neutralisation  c redox  d thermal decomposition      36 which statement is correct?  a bitumen is used as a fuel for ships.  b coal, natural gas and oxygen are all fuels.  c hydrogen is the main constituent of natural gas.  d petroleum is separated into useful substances by fractional distillation.      37 which products are obtained by the cracking of an alkane?     alkene hydrogen water  a \u0016 \u0016 \u0016  b \u0016 \u0016 \u001a  c \u0016 \u001a \u0016  d \u001a \u0016 \u0016     ",
+            "13": "13  \u00a9 ucles 2019 0620/23/o/n/19  38 ethanol is made by fermentation of sugars and by the catalytic addition of steam to ethene.    what are two advantages of making ethanol by the catalytic addition of steam to ethene rather  than by fermentation of sugars?  a faster reaction and renewable raw materials  b purer product and faster reaction  c renewable raw materials and continuous process  d uses more energy and forms a purer product    39 the diagram shows the structure of a monomer and of the polymer made from it.    nnh hch hch hch hc     what are the monomer and polymer?     monomer polymer  a ethane poly(ethane)  b ethane poly(ethene)  c ethene poly(ethane)  d ethene poly(ethene)     40 proteins and starch are both natural polymers.    both proteins and starch are hydrolysed by dilute acids.    what are the products of hydrolysis of proteins and of starch?     products of  hydrolysis of proteins products of  hydrolysis of starch  a amines and carboxylic acids simple sugars  b amines and carboxylic acids alcohols and carboxylic acids  c amino acids simple sugars  d amino acids alcohols and carboxylic acids       ",
+            "14": "14  \u00a9 ucles 2019 0620/23/o/n/19  blank page",
+            "15": "15    permission to reproduce items where third-party owned material pr otected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to trac e 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 ans wer-related information to candidates, all copyright acknowledgements are reproduced onl ine 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 the ca mbridge assessment group. cambri dge assessment is the brand name of the university of  cambridge local examinations syndicate (ucles), which it self is a department of the university of cambridge.    \u00a9 ucles 2019 0620/23/o/n/19  blank page",
+            "16": "16  \u00a9 ucles 2019 0620/23/o/n/19   groupthe periodic table of elements 1 h hydrogen 12 he helium 4ii i iii iv v vi vii viii 3 li lithium 74 be beryllium 9atomic number atomic symbolkey name relative atomic mass 11 na sodium 2312 mg magnesium 24 19 k potassium 3920 ca calcium 40 37 rb rubidium 8538 sr strontium 88 55 cs caesium 13356 ba barium 137 87 fr francium \u201388 ra radium \u20135 b boron 11 13 al aluminium 27 31 ga gallium 70 49 in indium 115 81 tl thallium 2046 c carbon 12 14 si silicon 2832 ge germanium 73 50 sn tin 119 82 pb lead 20722 ti titanium 48 40 zr zirconium 91 72 hf hafnium 178 104 rf rutherfordium \u201323 v vanadium 51 41 nb niobium 93 73 ta tantalum 181 105 db dubnium \u201324 cr chromium 52 42 mo molybdenum 96 74 w tungsten 184 106 sg seaborgium \u201325 mn manganese 55 43 tc technetium \u2013 75 re rhenium 186 107 bh bohrium \u201326 fe iron 56 44 ru ruthenium 101 76 os osmium 190 108 hs hassium \u201327 co cobalt 59 45 rh rhodium 103 77 ir iridium 192 109 mt meitnerium \u201328 ni nickel 59 46 pd palladium 106 78 pt platinum 195 110 ds darmstadtium \u201329 cu copper 64 47 ag silver 108 79 au gold 197 111 rg roentgenium \u201330 zn zinc 65 48 cd cadmium 112 80 hg mercury 201 112 cn copernicium \u2013114 fl flerovium \u2013116 lv livermorium \u20137 n nitrogen 14 15 p phosphorus 3133 as arsenic 75 51 sb antimony 122 83 bi bismuth 2098 o oxygen 16 16 s sulfur 3234 se selenium 79 52 te tellurium 128 84 po polonium \u20139 f fluorine 19 17 cl chlorine 35.5 35 br bromine 80 53 i iodine 127 85 at astatine \u201310 ne neon 20 18 ar argon 4036 kr krypton 84 54 xe xenon 131 86 rn radon \u201321 sc scandium 45 39 y yttrium 89 57\u201371 lanthanoids 89\u2013103 actinoids 57 la lanthanum 139 89 aclanthanoids actinoids the volume of one mole of any gas is 24  dm3 at room temperature and pressure (r.t.p.).actinium \u201358 ce cerium 140 90 th thorium 23259 pr praseodymium 141 91 pa protactinium 23160 nd neodymium 144 92 u uranium 23861 pm promethium \u2013 93 np neptunium \u201362 sm samarium 150 94 pu plutonium \u201363 eu europium 152 95 am americium \u201364 gd gadolinium 157 96 cm curium \u201365 tb terbium 159 97 bk berkelium \u201366 dy dysprosium 163 98 cf californium \u201367 ho holmium 165 99 es einsteinium \u201368 er erbium 167 100 fm fermium \u201369 tm thulium 169 101 md mendelevium \u201370 yb ytterbium 173 102 no nobelium \u201371 lu lutetium 175 103 lr lawrencium \u2013  "
+        },
+        "0620_w19_qp_31.pdf": {
+            "1": "read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen.you may use an hb pencil for any diagrams or graphs.do not use staples, paper clips, glue or correction fluid.do not write in any barcodes. answer all questions. electronic calculators may be used.a copy of the periodic table is printed on page 16.you may lose marks if you do not show your working or if you do not use appropriate units. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question.chemistry  0620/31 paper 3  theory (core) october/november 2019  1 hour 15 minutes candidates answer on the question paper. no additional materials are required.cambridge assessment international education cambridge international general certificate of secondary education this document consists of 15 printed pages and 1 blank page. [turn overib19 11_0620_31/3rp\u00a9 ucles 2019 *6072633725* this syllabus is regulated for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificate.",
+            "2": "2 0620/31/o/n/19 \u00a9 ucles 2019 1  this question is about solids, liquids and gases.  (a)  the list gives the names of nine substances which are solids at room temperature. a ceramic aluminium anhydrous cobalt( ii) chloride anhydrous copper( ii) sulfate calcium oxide graphite iodine iron sodium   answer the following questions about these substances.   each substance may be used once, more than once or not at all.   state which substance:  (i)  turns pink when water is added to it   ...   [1]  (ii)  is a non-metal which is used as a lubricant   ...   [1]  (iii)  is used to neutralise acidic industrial waste   ...   [1]  (iv)  is extracted from bauxite   ...   [1]  (v)  is used as an electrical insulator.   ...   [1]",
+            "3": "3 0620/31/o/n/19 \u00a9 ucles 2019 [turn over  (b)  some changes of state of sodium are shown. solid sodiumliquid sodiumsodium gasa freezing bevaporation  (i)  state the names of the changes of state represented by a and b.  a  .  b  .  [2]  (ii)  use the kinetic particle model to describe the arrangement and separation of the particles  in:  solid sodium     .   .  liquid sodium.  ..   .   .  [4] [total: 11]",
+            "4": "4 0620/31/o/n/19 \u00a9 ucles 2019 2  biogas is made by fermenting animal and vegetable waste.  (a)  the table shows the percentage composition of the gases present in a sample of biogas. substance presentpercentage present in biogas carbon dioxide 28.5 hydrogen 1.0 methane 62.0 nitrogen water vapour 2.4 other substances 0.1 total 100.0   deduce the percentage of nitrogen present in this sample of biogas.   ..   [1]  (b) (i)  balance the chemical equation for the complete combustion of methane.  ch4  +  .o2    co2  +  .h2o [2]  (ii)  which one of these compounds belongs to the same homologous series as methane?   draw a circle around the correct answer.  methanoic acid       methanol       propane       propanol       propene  [1]  (iii)\t\tmethane\t is\tpresent\tin\tthe\trefinery\tgas\tfraction\tproduced\t by\tthe\tfractional\t distillation\t of\t petroleum.   match the fractions on the left with their uses on the right. \t \tthe\tfirst\tone\thas\tbeen\tdone\tfor\tyou. fraction use refinery\tgas making roads fuel oil fraction making chemicals bitumen fuel for heating and cooking naphtha fraction fuel for ships  [2]",
+            "5": "5 0620/31/o/n/19 \u00a9 ucles 2019 [turn over  (c) (i)  draw a dot-and-cross diagram to show the electron arrangement in a molecule of hydrogen.  [1]  (ii)  state one use of hydrogen.   ...   [1]  (d)  the biogas contains a small amount of compound c.   the structure of compound c is shown. hh hcch s hhoo hn c  (i)  on the structure shown, draw a circle around the carboxylic acid functional group. [1]  (ii)  how many different types of atoms are present in compound c?   ...   [1]  (e)  describe the manufacture of ethanol by fermentation.   in your answer include:  \u25cf the names of the substances needed for fermentation  \u25cf the conditions needed for fermentation.                        ..   [4]  [total: 14]",
+            "6": "6 0620/31/o/n/19 \u00a9 ucles 2019 3  a student investigated the reaction between zinc carbonate and an excess of dilute hydrochloric acid. znco3  +  2hcl    zncl 2  +  co2  +  h2o   the rate of reaction can be found by measuring the decrease in the mass of the reaction mixture  over time.  (a)  describe one other practical method for measuring the rate of this reaction.               ..   [3]  (b)  when 6.25 g of zinc carbonate is used, 2.20 g of carbon dioxide is formed.   calculate the mass of zinc carbonate that forms 11.00 g of carbon dioxide.  mass of zinc carbonate = .. g  [1]  (c)  what effect do the following have on the rate of this reaction?  \u25cf decreasing the temperature of the reaction mixture.   all other conditions are kept the same.     \u25cf increasing the concentration of hydrochloric acid.   all other conditions are kept the same.     [2]  (d)  carbon dioxide is formed:  \u25cf when an acid reacts with a carbonate  \u25cf as a product of the complete combustion of carbon-containing substances.   state two other sources of carbon dioxide.  1  .  2  .  [2]  [total: 8]",
+            "7": "7 0620/31/o/n/19 \u00a9 ucles 2019 [turn over 4  an isotope of sodium is written as shown. 23na11  (a) (i)  deduce the number of protons, electrons and neutrons in this isotope of sodium.  number of protons  ..  number of electrons    number of neutrons    [3]  (ii)  state one medical use of radioactive isotopes.   ...   [1]  (b) (i)  draw the electronic structure of a sodium atom.  [2]  (ii)  state the name of the particle which is lost when a sodium atom forms a sodium ion.   ...   [1]",
+            "8": "8 0620/31/o/n/19 \u00a9 ucles 2019  (c)  sodium reacts with water to form:  \u25cf an alkaline solution  \u25cf a gas which \u2018pops\u2019 with a lighted splint.  (i)  complete the word equation for the reaction of sodium with water. sodium + water.. ..+..  [2] (ii)  the reaction of sodium with water is exothermic.   what is meant by the term exothermic ?   .   ...   [1]  (iii)  sodium reacts with oxygen to form sodium oxide.   is sodium oxide an acidic oxide or a basic oxide?   give a reason for your answer.   .   ...   [1]  (d)  the table shows some observations for the reaction of four metals with cold water and with hot  water. metal reaction with cold water reaction with hot water calcium bubbles form rapidly bubbles form very rapidly lanthanum bubbles form slowly bubbles form very rapidly manganese no bubbles form bubbles form very slowly uranium bubbles form slowly bubbles form rapidly   use this information to put the four metals in order of their reactivity. \t \tput\tthe\tleast\treactive\tmetal\tfirst. least reactive most reactive  [2]  [total: 13]",
+            "9": "9 0620/31/o/n/19 \u00a9 ucles 2019 [turn over 5  this question is about the halogens and compounds of the halogens.  (a)  the properties of some halogens are shown in the table. elementmelting point in \u00b0cboiling point in \u00b0cdensity of liquid at its  boiling point in g / cm3atomic radius in nm chlorine \u2013101 \u2013350.099 bromine \u20137 59 3.12 0.114 iodine 1144.93 0.133 astatine 302 337 6.35  (i)  complete the table to estimate:  \u25cf the density of liquid chlorine  \u25cf the boiling point of iodine.  [2]  (ii)  describe the trend in the atomic radius of the halogens down the group.   ...   [1]  (iii)  predict the physical state of bromine at 50 \u00b0c.  give a reason for your answer.   .   .   ...   [2]  (b)  bromine reacts with an aqueous potassium salt to form iodine and a different potassium salt.   complete the word equation for this reaction. bromine +.. ..iodine +  [2]",
+            "10": "10 0620/31/o/n/19 \u00a9 ucles 2019  (c)  fluorine is above chlorine in group vii of the periodic table.  (i)  explain, using ideas about the reactivity of the halogens, why chlorine does not react with  aqueous\tsodium\tfluoride.   .   ...   [1]  (ii)\t\tbalance\tthe \tchemical\tequation\tfor\tthe\treaction\tof\tfluorine\twith\tammonia.  .nh3  +  .f2    n2  +  6hf [2]  (iii)\t\ta\tcompound\tof\tfluorine\thas\tthe\tformula\t xeo3f2. \t \tcomplete\tthe\ttable\tto\tcalculate\tthe\trelative\tmolecular\tmass\tof\txeo3f2.   use your periodic table to help you. type of atomnumber of atomsrelative atomic mass xenon oxygen 3 16 3 \u00d7 16 = 48 fluorine  relative molecular mass = ..  [2]  (iv)\t\tthe\tcompound\txeo3f2 readily undergoes reduction.  what is meant by the term reduction ?   ...   [1]  [total: 13]",
+            "11": "11 0620/31/o/n/19 \u00a9 ucles 2019 [turn over 6  this question is about ammonia.  (a)  when ammonia gas reacts with hydrogen chloride gas, white fumes of ammonium chloride are  formed. nh3  +  hcl    nh4cl  (i)  what type of chemical reaction is this?   draw a circle around the correct answer.  decomposition       neutralisation       oxidation       reduction  [1]  (ii)  watch-glasses of aqueous ammonia and concentrated hydrochloric acid were placed near  each other on a table. \t \tat\tfirst\tno\twhite\tfumes\twere\tseen.   after a short time, white fumes were seen between the watch-glasses. watch-glass of ammoniawatch-glass of hydrochloric acid at the start a short time laterdense white fumes   explain these observations using the kinetic particle model.   .   .   .   .   .   ...   [3]  (b)  ammonia is used in the manufacture of fertilisers.   name the three elements present in most fertilisers which improve plant growth.  1  .  2  .  3  .  [3]",
+            "12": "12 0620/31/o/n/19 \u00a9 ucles 2019  (c)  aqueous ammonia can be used to test for aluminium ions and zinc ions.   complete the table to show the expected observations. ionobservation on adding a small volume of aqueous ammoniaobservation on adding an excess of aqueous ammonia aluminium (a l 3+) zinc (zn2+)  [3]  [total: 10]",
+            "13": "13 0620/31/o/n/19 \u00a9 ucles 2019 [turn over 7 (a)  magnesium is manufactured by the electrolysis of molten magnesium chloride.  (i)  the negative electrode is made of iron.   suggest a non-metal which could be used for the positive electrode.   give a reason for your answer.   .   ...   [2]  (ii)  predict the products of the electrolysis of molten magnesium chloride at:  the positive electrode  ..  the negative electrode.  ...  [2]  (b)  the following statements are about the procedure for making crystals of hydrated  magnesium chloride from magnesium and dilute hydrochloric acid.  a leave the mixture until no more bubbles are seen.  b leave the mixture at room temperature to form more crystals.  c add an excess of magnesium to dilute hydrochloric acid.  d\t warm\tthe\tfiltrate\tto\tthe\tpoint\tof\tcrystallisation.  e\t filter\toff\tthe\tcrystals\tand\tdry\tbetween\tfilter\tpapers.  f filter off the excess magnesium.   put the statements a, b, c, d, e and f in the correct order. \t \tthe\tfirst\tone\thas\tbeen\tdone\tfor\tyou. c  [2]  (c)  magnesium is a metal in group ii of the periodic table.   copper is a transition element.   copper has a higher melting point and a higher boiling point than magnesium.   describe two other properties of copper which are different from those of magnesium.  1  .  2  .  [2]",
+            "14": "14 0620/31/o/n/19 \u00a9 ucles 2019  (d)  chromatography can be used to separate a mixture of ions from different transition element  compounds.   four samples, r, s, t and u, each containing transition element ions, were placed on a piece  of chromatography paper.   two solutions, y and z, each containing only one type of transition element ion were also  placed on the same piece of chromatography paper.   the results of the chromatography are shown. rstuyz  (i)  which sample, r, s, t or u, contains the same ions as both solution y and solution z?   ...   [1]  (ii)  which sample, r, s, t or u, does not contain the same ions as either solution y or  solution z?   ...   [1]  (iii)  in which sample, r, s, t or u, has the greatest number of transition element ions been  separated?   ...   [1]  [total: 11]",
+            "15": "15 0620/31/o/n/19 \u00a9 ucles 2019blank page permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the publisher will be pleased to make amends at the earliest possible opportunity. 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 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.",
+            "16": "16 0620/31/o/n/19 \u00a9 ucles 2019 groupthe periodic table of elements 1 h hydrogen 12 he helium 4ii i iii iv vv iv ii viii 3 li lithium 74 be berylliu m 9atomic number atomic symbolkey name relative atomic mas s 11 na sodium 2312 mg magnesium 24 19 k potassium 3920 ca calcium 40 37 rb rubidium 8538 sr strontium 88 55 cs caesium 13356 ba barium 137 87 fr franciu m \u201388 ra radium \u20135 b boron 11 13 al aluminium 27 31 ga gallium 70 49 in indium 115 81 tl thallium 2046 c carbon 12 14 si silicon 28 32 ge germanium 73 50 sn tin 119 82 pb lead 20722 ti titanium 4840 zr zirconium 91 72 hf hafnium 178 104 rf rutherfordiu m \u201323 v vanadium 51 41 nb niobium 93 73 ta tantalum 181 105 db dubnium \u201324 cr chromium 52 42 mo molybdenum 96 74 w tungsten 184 106 sg seaborgium \u201325 mn manganes e 55 43 tc technetium \u2013 75 re rhenium 186 107 bh bohrium \u201326 fe iron 56 44 ru ruthenium 101 76 os osmium 190 108 hs hassium \u201327 co cobalt 59 45 rh rhodium 103 77 ir iridium 192 109 mt meitneriu m \u201328 ni nicke l 59 46 pd palladium 106 78 pt platinum 195 110 ds darmstadtiu m \u201329 cu copper 6447 ag silver 108 79 au gold 197 111 rg roentgenium \u201330 zn zinc 65 48 cd cadmium 112 80 hg mercury 201 112 cn copernicium \u2013114 fl fleroviu m \u2013116 lv livermorium \u20137 n nitrogen 14 15 p phosphorus 31 33 as arsenic 75 51 sb antimony 122 83 bi bismuth 2098 o oxygen 16 16 s sulfur 32 34 se selenium 79 52 te tellurium 128 84 po polonium \u20139 f fluorine 19 17 cl chlorine 35.5 35 br bromine 80 53 i iodine 127 85 at astatine \u201310 ne neon 20 18 ar argon 40 36 kr krypton 84 54 xe xenon 131 86 rn radon \u201321 sc scandium 4539 y yttrium 89 57\u201371 lanthanoids 89\u2013103 actinoids 57 la lanthanum 139 89 aclanthanoids actinoids the volume of one mole of any gas is 24  dm3 at room temperature and pressure (r .t.p.).actinium \u201358 ce cerium 140 90 th thorium 23259 pr praseodymium 141 91 pa protactinium 23160 nd neodymium 144 92 u uranium 23861 pm promethium \u2013 93 np neptunium \u201362 sm samarium 150 94 pu plutonium \u201363 eu europium 152 95 am americiu m \u201364 gd gadolinium 157 96 cm curium \u201365 tb terbium 159 97 bk berkelium \u201366 dy dysprosium 163 98 cf californium \u201367 ho holmium 165 99 es einsteinium \u201368 er erbium 167 100 fm fermium \u201369 tm thulium 169101 md mendelevium \u201370 yb ytterbium 173102 no nobelium \u201371 lu lutetium 175103 lr lawrenciu m \u2013"
+        },
+        "0620_w19_qp_32.pdf": {
+            "1": "read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen.you may use an hb pencil for any diagrams or graphs.do not use staples, paper clips, glue or correction fluid.do not write in any barcodes. answer all questions. electronic calculators may be used.a copy of the periodic table is printed on page 16.you may lose marks if you do not show your working or if you do not use appropriate units. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question.chemistry  0620/32 paper 3  theory (core) october/november 2019  1 hour 15 minutes candidates answer on the question paper. no additional materials are required.cambridge assessment international education cambridge international general certificate of secondary education this document consists of 16 printed pages. [turn overib19 11_0620_32/4rp\u00a9 ucles 2019 *0980516384* this syllabus is regulated for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificate.",
+            "2": "2 0620/32/o/n/19 \u00a9 ucles 2019 1  this question is about solids, liquids and gases.  (a)  the list gives the names of nine substances. aqueous copper( ii) sulfate aqueous potassium manganate( vii) aqueous sodium chloride dilute hydrochloric acid ethanol hexene mercury octane water   answer the following questions about these substances.   each substance may be used once, more than once or not at all.   state which substance:  (i)  is an alkane   ...   [1]  (ii)\t\tis\tused,\twhen\tacidified,\tto\ttest\tfor\tsulfur\tdioxide   ...   [1]  (iii)  turns blue litmus red   ...   [1]  (iv)\t\treacts\twith\tsodium\tto\tproduce\tonly\taqueous\tsodium\thydroxide\tand\thydrogen   ...   [1]  (v)  is produced by the addition of steam to ethene.   ...   [1]",
+            "3": "3 0620/32/o/n/19 \u00a9 ucles 2019 [turn over  (b)  some changes of state of mercury are shown. solid mercuryliquid mercurymercury gasmelting a bevaporation  (i)  state the names of the changes of state represented by a and b.  a  .  b  .  [2]  (ii)  use the kinetic particle model to describe the motion and separation of the particles in:  liquid mercury  .   .   .  mercury gas.  ...   .   .  [4]  [total: 11]",
+            "4": "4 0620/32/o/n/19 \u00a9 ucles 2019 2  biogas is made by fermenting animal and vegetable waste.  (a)  the table shows the percentage composition of the gases present in a sample of biogas. substance presentpercentage present in biogas carbon\tdioxide hydrogen 1.0 methane 61.5 nitrogen 8.5 water vapour 2.2 other substances 0.1 total 100.0 \t \tdeduce\tthe\tpercentage\tof\tcarbon\tdioxide\tpresent\tin\tthis\tsample\tof\tbiogas.   ..   [1]  (b) (i)\t \tduring\tthe\tfermentation,\t carbon\tdioxide\treacts\twith\thydrogen\t to\tproduce\t methane\t and\t water.   complete the chemical equation for this reaction.  co2  +  .h2    ch4  +  .h2o [2]  (ii)  methane and ethane are in the same homologous series.   what is meant by the term homologous series?   .   .   ...   [2]  (iii)  draw a dot-and-cross diagram to show the electron arrangement in a molecule of methane,  ch4. show outer shell electrons only.  [2]",
+            "5": "5 0620/32/o/n/19 \u00a9 ucles 2019 [turn over  (c)\t\thelium\tand\thydrogen\tcan\tboth\tbe\tused\tto\tfill\tballoons.   suggest one\tadvantage\tof\tusing\thelium\trather\tthan\thydrogen\tto\tfill\tballoons.   ..   [1]  (d)\t\tthe\tbiogas\tfermentation\tmixture\tcontains\ta\tsmall\tamount\tof\tcompound\t c.   the structure of compound c is shown. c hc hhh hhh hh o h c cc ss c  (i)  on the structure shown, draw a circle around a functional group which reacts with  aqueous bromine. [1]  (ii)  how many different types of atoms are present in compound c?   ...   [1]  (e)\t\tethanol\tis\tproduced\tby\tfermentation\tof\ta\tmixture\tof \tplant\tsugars. \t \tdescribe\t how\tethanol\tcan\tbe\tseparated\t from\tthe\trest\tof\tthe\tfermentation\t mixture\tby\tfractional\t distillation.   in your answer:  \u25cf describe how to do the fractional distillation  \u25cf\texplain\thow\tethanol\tis\tseparated\t from\tthe\trest\tof\tthe\tfermentation\t mixture\tusing\tfractional\t distillation.                        ..   [4]  [total: 14]",
+            "6": "6 0620/32/o/n/19 \u00a9 ucles 2019 3 (a)\t \ta\tstudent\tinvestigated\t the\treaction\tof\tcalcium\tcarbonate\t with\tan\texcess\tof\tdilute\thydrochloric\t acid\t by\tmeasuring\tthe\tvolume\tof\tcarbon\tdioxide\tproduced\tat\t10\tsecond\tintervals. caco3  +  2hcl    cacl 2  +  co2  +  h2o   the results are shown on the graph. 60 50 40 30 20 10 0 01 02 03 04 05 0 time  / svolume of carbon dioxide gas  / cm3 60 70 80 90pqrs  (i)\t\thow\tlong\tdid\tit\ttake\tfrom\tthe\tstart\tof\tthe \texperiment\tto\tcollect\t30\t cm3\tof\tcarbon\tdioxide?  .. s  [1]  (ii)  at which point on the graph, p, q, r or s, was the rate of reaction fastest? \t \tuse\tthe\tgraph\tto\texplain\tyour\tanswer.   .   ...   [2]  (iii)  when 0.225 g of calcium carbonate is used, 54.0 cm3\tof\tcarbon\tdioxide\tis\tformed.   determine the mass of calcium carbonate needed to form 216 cm3\tof\tcarbon\tdioxide.  mass of calcium carbonate = .. g  [1]",
+            "7": "7 0620/32/o/n/19 \u00a9 ucles 2019 [turn over  (iv)  what effect do the following have on the rate of this reaction? \t \u25cf\t\tincreasing\tthe\ttemperature\tof\tthe\treaction\tmixture.   all other conditions are kept the same.   . \t \u25cf\t\tusing\tlarger\tpieces\tof\tcalcium\tcarbonate.   all other conditions are kept the same.   .  [2]  (b)\t\tin\tindustry,\tcalcium\toxide\tis\tmade\tfrom\tcalcium\tcarbonate\tby\tthermal\tdecomposition.  heatcaco3    cao  +  co2  (i)  why is this described as thermal decomposition ?   .   ...   [2]  (ii)  state one other use of calcium carbonate in industry.   ...   [1]  (iii)\t\tcalcium\toxide\tis\tused\tto\ttreat\tacidic\tindustrial\twaste.   state the type of chemical reaction that occurs.   ...   [1]  [total: 10]",
+            "8": "8 0620/32/o/n/19 \u00a9 ucles 2019 4  an isotope of calcium is written as shown.  (a) (i)  deduce the number of protons, electrons and neutrons in this isotope of calcium.  number of protons  ..  number of electrons    number of neutrons    [3]  (ii)  state one industrial use of radioactive isotopes.   ...   [1]  (b)  draw the electronic structure of a calcium atom.  [2]  (c)  the table shows some information about the reaction of four metals with dry air at room  temperature and on heating. metalreaction with dry air at room temperaturereaction with dry air on heating iron no reactiononly burns when in the form of\ta\tfine\twire\tor\tpowder copper no reactiondoes not burn but the surface\toxidises\tslowly samarium surface\toxidises\tslowly burns easily sodium surface\toxidises\trapidly burns easily   use this information to put the four metals in order of their reactivity. \t \tput\tthe\tleast\treactive\tmetal\tfirst. least reactive most reactive  [2]  [total: 8]",
+            "9": "9 0620/32/o/n/19 \u00a9 ucles 2019 [turn over 5  this question is about the halogens and compounds of the halogens.  (a)  the properties of some halogens are shown in the table. elementmelting point in \u00b0cboiling point in \u00b0cdensity of liquid at boiling point in g / cm3 colour fluorine \u2013220 \u2013188 1.51 chlorine \u20131011.56 light green bromine \u20137 59 3.12 red-brown iodine 114 184grey-black  (i)  complete the table to estimate:  \u25cf the boiling point of chlorine  \u25cf the density of iodine.  [2]  (ii)  describe the trend in the melting points of the halogens down the group.   ...   [1]  (iii)  predict the physical state of bromine at \u201320 \u00b0c.   ...   [1]  (iv)  which one\tof\tthe\tfollowing\tis\tmost\tlikely \tto\tbe\tthe\tcolour\tof\tfluorine?   tick one\tbox.  dark green  light grey-black  light yellow  purple  [1]",
+            "10": "10 0620/32/o/n/19 \u00a9 ucles 2019  (b)  chlorine reacts with an aqueous potassium salt to form iodine and a different potassium salt.  (i)  complete the word equation for this reaction. chlorine +.. ..iodine +  [2] (ii)\t\twhen\taqueous\tsodium\tfluoride\tis\tadded \tto\tchlorine,\tno\treaction\toccurs. \t \texplain,\tusing\tideas\tabout\tthe\treactivity \tof\tthe\thalogens,\twhy\tno reaction occurs.   .   ...   [1]  (iii)  state one use of chlorine.   ...   [1]  (c)  aqueous silver nitrate is used to test for chloride ions and iodide ions.  (i)\t\tthe\tsolutions\tare\tfirst\tacidified\twith\tdilute\tnitric\tacid. \t \texplain\twhy\tdilute\thydrochloric\tacid\tis\t not used to acidify the solutions.   ...   [1]  (ii)\t\tcomplete\tthe\ttable\tto\tshow\tthe\texpected\tobservations. ionobservations on adding aqueous silver nitrate chloride (c l \u2013) iodide ( i\u2013)  [3]",
+            "11": "11 0620/32/o/n/19 \u00a9 ucles 2019 [turn over  (d)  a compound of chlorine has the formula c6h4cl 2.   complete the table to calculate the relative molecular mass of c6h4cl 2.   use your periodic table to help you. type of atomnumber of atomsrelative atomic mass carbon 6 12 6 \u00d7 12 = 72 hydrogen chlorine  relative molecular mass = ..  [2]  [total: 15]",
+            "12": "12 0620/32/o/n/19 \u00a9 ucles 2019 6  this question is about compounds of nitrogen.  (a)  aqueous ammonia is alkaline.  (i)  which one of the following ph values could be the ph of aqueous ammonia?   draw a circle around the correct answer.  ph 1          ph 5          ph 7          ph 9  [1]  (ii)  ammonia has a strong smell.   a beaker of aqueous ammonia was placed in front of a class of students. \t \tat\tfirst,\tthe\tstudents\tat\tthe\tback\tof\tthe\tclass\tcould\tnot\tsmell\tthe\tammonia.   after a few minutes they could smell the ammonia. \t \texplain\tthese\tobservations\tusing\tthe\tkinetic\tparticle\tmodel.   .   .   .   .   ...   [3]  (b)  ammonia is used in the manufacture of nitric acid.  (i)\t\tbalance\tthe \tchemical\tequation\tfor\tthe\tfirst\tstep\tin\tthe\tprocess.  4nh3  +  5o2    .no  +  6h2o [1]  (ii)\t\tthe\treaction\tis\texothermic.   what is meant by the term exothermic ?   .   ...   [1]  (iii)\t\tthe\tno\tproduced\t in\tthe\tfirst\tstep\tthen\treacts\twith\toxygen\tto\tproduce\t nitrogen\t dioxide,\t no2. 2no  +  o2    2no2 \t \thow\tdoes\tthis\tequation\tshow\tthat\tno\tis \toxidised?   .   ...   [1]  (iv)\t\tis\tnitrogen\tdioxide\tan\tacidic\toxide\tor\ta\tbasic\toxide?   give a reason for your answer.   .   ...   [1]",
+            "13": "13 0620/32/o/n/19 \u00a9 ucles 2019 [turn over  (c)\t\toxides\tof\tnitrogen\tare\tatmospheric\tpollutants.   state one\tadverse\teffect\tof\toxides\tof\tnitrogen\ton\thealth.   ..   [1]  (d)  ammonia reacts with nitric acid to form a salt which is present in many fertilisers.   name the salt formed when ammonia reacts with nitric acid.   ..   [1]  [total: 10]",
+            "14": "14 0620/32/o/n/19 \u00a9 ucles 2019 7 (a)  concentrated hydrochloric acid is electrolysed using graphite electrodes.  (i)  name the products of this electrolysis at:  the positive electrode  ..  the negative electrode.  ...  [2]  (ii)  suggest one observation that is made at the negative electrode.   ...   [1]  (b)  dilute hydrochloric acid reacts with zinc.   complete the word equation for this reaction. zinc +hydrochloric acid+..  [2]  (c)  the following statements are about the procedure for making crystals of hydrated zinc sulfate  from zinc and dilute sulfuric acid.  a\t\twarm\tthe\tmixture\tuntil\tno\tmore\tbubbles \tare\tseen.  b\t\tadd\texcess\tzinc\tto\tdilute\tsulfuric\tacid.  c\t\twarm\tthe\tfiltrate\tto\tthe\tpoint\tof\tcrystallisation.  d\t\tleave\tthe\tmixture\tat\troom\ttemperature\t to\tform\tmore\tcrystals.  e\t\tfilter\toff\tthe\texcess\tzinc.  f\t\tfilter\toff\tthe\tcrystals\tand\tdry\tbetween\tfilter\tpapers.   put the statements a, b, c, d, e and f in the correct order. \t \tthe\tfirst\tone\thas\tbeen\tdone\tfor\tyou. b  [2]",
+            "15": "15 0620/32/o/n/19 \u00a9 ucles 2019permission 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 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.  (d) zinc is a metal.  (i)  describe three physical properties which are characteristic of metals.  1  ..  2  ..  3  ..  [3]  (ii)  an alloy of zinc, copper and nickel is used to make coins.   suggest two reasons why an alloy is used to make coins and not pure copper alone.  1  ..  2  ..  [2]  [total: 12]",
+            "16": "16 0620/32/o/n/19 \u00a9 ucles 2019 groupthe periodic table of elements 1 h hydrogen 12 he helium 4ii i iii iv vv iv ii viii 3 li lithium 74 be berylliu m 9atomic number atomic symbolkey name relative atomic mas s 11 na sodium 2312 mg magnesium 24 19 k potassium 3920 ca calcium 40 37 rb rubidium 8538 sr strontium 88 55 cs caesium 13356 ba barium 137 87 fr franciu m \u201388 ra radium \u20135 b boron 11 13 al aluminium 27 31 ga gallium 70 49 in indium 115 81 tl thallium 2046 c carbon 12 14 si silicon 28 32 ge germanium 73 50 sn tin 119 82 pb lead 20722 ti titanium 4840 zr zirconium 91 72 hf hafnium 178 104 rf rutherfordiu m \u201323 v vanadium 51 41 nb niobium 93 73 ta tantalum 181 105 db dubnium \u201324 cr chromium 52 42 mo molybdenum 96 74 w tungsten 184 106 sg seaborgium \u201325 mn manganes e 55 43 tc technetium \u2013 75 re rhenium 186 107 bh bohrium \u201326 fe iron 56 44 ru ruthenium 101 76 os osmium 190 108 hs hassium \u201327 co cobalt 59 45 rh rhodium 103 77 ir iridium 192 109 mt meitneriu m \u201328 ni nicke l 59 46 pd palladium 106 78 pt platinum 195 110 ds darmstadtiu m \u201329 cu copper 6447 ag silver 108 79 au gold 197 111 rg roentgenium \u201330 zn zinc 65 48 cd cadmium 112 80 hg mercury 201 112 cn copernicium \u2013114 fl fleroviu m \u2013116 lv livermorium \u20137 n nitrogen 14 15 p phosphorus 31 33 as arsenic 75 51 sb antimony 122 83 bi bismuth 2098 o oxygen 16 16 s sulfur 32 34 se selenium 79 52 te tellurium 128 84 po polonium \u20139 f fluorine 19 17 cl chlorine 35.5 35 br bromine 80 53 i iodine 127 85 at astatine \u201310 ne neon 20 18 ar argon 40 36 kr krypton 84 54 xe xenon 131 86 rn radon \u201321 sc scandium 4539 y yttrium 89 57\u201371 lanthanoids 89\u2013103 actinoids 57 la lanthanum 139 89 aclanthanoids actinoids the volume of one mole of any gas is 24  dm3 at room temperature and pressure (r .t.p.).actinium \u201358 ce cerium 140 90 th thorium 23259 pr praseodymium 141 91 pa protactinium 23160 nd neodymium 144 92 u uranium 23861 pm promethium \u2013 93 np neptunium \u201362 sm samarium 150 94 pu plutonium \u201363 eu europium 152 95 am americiu m \u201364 gd gadolinium 157 96 cm curium \u201365 tb terbium 159 97 bk berkelium \u201366 dy dysprosium 163 98 cf californium \u201367 ho holmium 165 99 es einsteinium \u201368 er erbium 167 100 fm fermium \u201369 tm thulium 169101 md mendelevium \u201370 yb ytterbium 173102 no nobelium \u201371 lu lutetium 175103 lr lawrenciu m \u2013"
+        },
+        "0620_w19_qp_33.pdf": {
+            "1": "read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen.you may use an hb pencil for any diagrams or graphs.do not use staples, paper clips, glue or correction fluid.do not write in any barcodes. answer all questions. electronic calculators may be used.a copy of the periodic table is printed on page 20.you may lose marks if you do not show your working or if you do not use appropriate units. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question.chemistry  0620/33 paper 3  theory (core) october/november 2019  1 hour 15 minutes candidates answer on the question paper. no additional materials are required.cambridge assessment international education cambridge international general certificate of secondary education this document consists of 17 printed pages and 3 blank pages. [turn overib19 11_0620_33/3rp\u00a9 ucles 2019 *4655089752* this syllabus is regulated for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificate.",
+            "2": "2 0620/33/o/n/19 \u00a9 ucles 2019 1  this question is about solids and gases.  (a)  the list gives the names of eight substances which are gases at room temperature. ammonia butane carbon dioxide carbon monoxide chlorine methane propene sulfur dioxide   answer the following questions about these gases.   each gas may be used once, more than once or not at all.   state which gas:  (i)  is a poisonous product formed by the incomplete combustion of carbon   ...   [1]  (ii)  is an alkene   ...   [1]  (iii)  is formed when limestone is thermally decomposed   ...   [1]  (iv)  is an element   ...   [1]  (v)  causes acid rain.   ...   [1]",
+            "3": "3 0620/33/o/n/19 \u00a9 ucles 2019 [turn over  (b)  when a piece of solid carbon dioxide is placed in a warm room, it undergoes sublimation.  (i)  what is meant by the term sublimation ?   .   ...   [2]  (ii)  use the kinetic particle model to describe the motion and separation of the particles in:  solid carbon dioxide     .   .  carbon dioxide gas.     .   .  [4]  [total: 11]",
+            "4": "4 0620/33/o/n/19 \u00a9 ucles 2019 2  biogas is made by fermenting animal and vegetable waste.  (a)  the table shows the percentage composition of the gases present in a sample of biogas. substance presentpercentage present in biogas carbon dioxide 36.8 hydrogen 0.6 methane 54.5 nitrogen 6.5 water vapour other substances 0.1 total 100.0  (i)  deduce the percentage of water vapour present in this sample of biogas.   ...   [1]  (ii)  complete the dot-and-cross diagram to show the electron arrangement in a molecule of  water. show outer shell electrons only. o hh  [2]  (iii)  describe a chemical test for water.  test  ..  observation  .   [2]",
+            "5": "5 0620/33/o/n/19 \u00a9 ucles 2019 [turn over  (b) (i)  balance the chemical equation for the oxidation of methane to form hydrogen.  .ch4  +  o2    2co  +  .h2 [2]  (ii)  which one of these compounds belongs to the same homologous series as methane?   draw a circle around the correct answer.  butane          butene          methanoic acid          methanol  [1]  (c)\t\tmethane\t is\tpresent\t in\tthe\trefinery\t gas\tfraction\t produced\t by\tthe\tfractional\t distillation\t of\t petroleum.  (i)  match the fractions on the left with their uses on the right. \t \tthe\tfirst\tone\thas\tbeen\tdone\tfor\tyou. fraction use refinery\tgas making polishes gasoline fraction making roads lubricating fraction fuel for heating and cooking bitumen fuel for cars  [2]  (ii)  describe the fractional distillation of petroleum.   in your answer:  \u25cf state the physical property on which the separation of the fractions depends  \u25cf describe how the distillation is done to separate the fractions.   .   .   .   .   .   ...   [3]",
+            "6": "6 0620/33/o/n/19 \u00a9 ucles 2019  (d)  the biogas fermentation mixture contains a small amount of compound m.   the structure of compound m is shown. nc ch cc h ch h sh h h hhh oo h  (i)  on the structure shown, draw a circle around the carboxylic acid functional group. [1]  (ii)  how many different types of atoms are present in compound m?   ...   [1]  [total: 15]",
+            "7": "7 0620/33/o/n/19 \u00a9 ucles 2019 [turn over 3  a student investigated the reaction of magnesium carbonate with an excess of dilute   hydrochloric acid. mgco3  +  2hcl    mgcl 2  +  co2  +  h2o   the rate of reaction can be found by measuring the decrease in the mass of the reaction mixture  over time.   the results are shown on the graph. 180.0 179.8 179.6 179.4179.2179.0 02 04 06 0 time  / smass of reactionmixture  / g 80 100 120 140a b c d    (a)  determine the mass of the reaction mixture after 58  seconds.   ..   [1]  (b)  at which point on the graph, a, b, c or d, was the rate of reaction the fastest?   use the graph to explain your answer.      ..   [2]",
+            "8": "8 0620/33/o/n/19 \u00a9 ucles 2019  (c)  when 0.42 g of magnesium carbonate is used, 120 cm3 of carbon dioxide is formed.   determine the volume of carbon dioxide produced when 1.26 g of magnesium carbonate reacts  completely.  volume of carbon dioxide = .. cm3  [1]  (d)  what effect do the following have on the rate of this reaction?  \u25cf decreasing the concentration of the acid.   all other conditions are kept the same.     \u25cf using smaller pieces of magnesium carbonate.   all other conditions are kept the same.     [2]  [total: 6]",
+            "9": "9 0620/33/o/n/19 \u00a9 ucles 2019 [turn over 4  this question is about sulfur and compounds of sulfur.   an isotope of sulfur is written as shown. 33s16  (a)  deduce the number of protons, electrons and neutrons in this isotope of sulfur.  number of protons  .  number of electrons  ...  number of neutrons  ...  [3]  (b)  draw the electronic structure of a sulfur atom.  [2]  (c)  the table shows some observations made when four metals are heated with liquid sulfur. metal observations copper turns black very slowly gold no reaction sodium reacts explosively tin turns black slowly   use this information to put the four metals in order of their reactivity. \t \tput\tthe\tleast\treactive\tmetal\tfirst. least reactive most reactive  [2]",
+            "10": "10 0620/33/o/n/19 \u00a9 ucles 2019  (d)  name one source of sulfur.   ..   [1]  (e)  sulfur is used in the manufacture of sulfur dioxide and sulfuric acid.  (i)  give one different use of sulfur dioxide.   ...   [1]  (ii)  complete the word equation for the reaction of dilute sulfuric acid with magnesium. sulfuric acid + magnesium.. ..+..  [2]  [total: 11]",
+            "11": "11 0620/33/o/n/19 \u00a9 ucles 2019 [turn over 5  this question is about group i elements.  (a)  the properties of some group i elements are shown in the table. elementmelting point in \u00b0cboiling point in \u00b0crelative thermal  conductivityatomic radius / pm lithium1342 84 152 sodium 97 883 142 186 potassium 63 760 102 rubidium 39 686 58 248  (i)  complete the table to estimate:  \u25cf the melting point of lithium  \u25cf the atomic radius of potassium.  [2]  (ii)  describe the trend in the boiling points of the group i elements down the group.   ...   [1]  (iii)  caesium is below rubidium in group i. \t \tuse\tthe\tinformation\t in\tthe\ttable\tto\tsuggest\twhy\tit\tis\tdifficult\tto\tpredict\tthe\tthermal\tconductivity\t of caesium.   .   ...   [1]  (iv)  predict the physical state of rubidium at 45 \u00b0c.   give a reason for your answer.   .   ...   [2]",
+            "12": "12 0620/33/o/n/19 \u00a9 ucles 2019  (b)  lithium reacts with oxygen to form lithium oxide.  (i)  balance the chemical equation for this reaction.  .li  +  o2    .li2o [2]  (ii)  is lithium oxide an acidic oxide or a basic oxide?   give a reason for your answer.   .   .   ...   [1]  (iii)  state the name of the particle which is lost from a lithium atom when it forms a lithium ion.   ...   [1]  (iv)  a compound of lithium has the formula c2h5li.   complete the table to calculate the relative molecular mass of c2h5li.   use your periodic table to help you. type of atomnumber of atomsrelative atomic mass carbon hydrogen 5 1 5 \u00d7 1 = 5 lithium  relative molecular mass = ..  [2]  [total: 12]",
+            "13": "13 0620/33/o/n/19 \u00a9 ucles 2019 [turn over 6  sodium hydroxide and ammonia are both bases. they both turn red litmus blue.  (a)  the chemical equation shows a reaction that produces sodium hydroxide. na2co3  +  ca(oh)2    2naoh  +  caco3   complete the word equation for this reaction. .. ..+ sodium hydroxide+.. ..  [2] (b)  aqueous sodium hydroxide can be used to test for chromium( iii) ions and iron( ii) ions.    complete the table to show the expected observations. ionobservation on adding a small  volume of aqueous sodium hydroxideobservation on adding an excess  of aqueous sodium hydroxide chromium( iii) (cr3+) iron( ii) (fe2+)  [3]  (c)  a student set up a long glass tube as shown. cotton wool soaked in aqueous ammoniadamp red litmus paper \t \tat\tfirst,\tthe\tlitmus\tpaper\tremained\tred.   after a short time the litmus paper was completely blue.   explain these observations using the kinetic particle model.                  ..   [3]",
+            "14": "14 0620/33/o/n/19 \u00a9 ucles 2019  (d)  oxides of nitrogen are formed when ammonia is heated with oxygen in the presence of a  catalyst.  (i)  suggest why a catalyst is used.   ...   [1]  (ii)  state one other process which puts oxides of nitrogen into the atmosphere.   ...   [1]  (iii)  state one adverse effect of oxides of nitrogen on health.   ...   [1]  (e)  ammonium nitrate is present in many fertilisers.   which one of these compounds is also present in many fertilisers?   tick one box.  barium hydroxide  potassium phosphate  sodium chloride  tin( ii) sulfate  [1]  (f)  when ammonium chloride dissolves in water, the temperature of the solution decreases.   what is the name for a reaction where the temperature of the solution decreases?   ..   [1]  [total: 13]",
+            "15": "15 0620/33/o/n/19 \u00a9 ucles 2019 [turn over 7  aluminium is manufactured by the electrolysis of molten aluminium oxide.  (a)  predict the products of the electrolysis of molten aluminium oxide at:  the positive electrode  .  the negative electrode.  ..  [2]  (b)  complete these sentences about the uses of aluminium using words from the list.  conductivity corrosion density heavy  malleability reduction strong weak   aluminium is used in the manufacture of aircraft because it is relatively .. and     has a low .. . aluminium is used for food containers because of its   resistance to .. .  [3]  (c)  the following statements are about the procedure for making crystals of hydrated  aluminium sulfate from aluminium hydroxide and sulfuric acid.  a  filter off the excess aluminium hydroxide.  b\t\tfilter\toff\tthe\tcrystals\tand\tdry\tbetween\tfilter\tpapers.  c\t\twarm\tthe\tfiltrate\tto\tthe\tpoint\tof\tcrystallisation.  d  add aluminium hydroxide to warm dilute sulfuric acid and stir.  e  leave the mixture at room temperature to form more crystals.  f  add more aluminium hydroxide to the sulfuric acid until the aluminium hydroxide is in  excess.   put the statements a, b, c, d, e and f in the correct order. \t \tthe\tfirst\tone\thas\tbeen\tdone\tfor\tyou. d  [2]  [total: 7]",
+            "16": "16 0620/33/o/n/19 \u00a9 ucles 2019 8  this question is about dyes.  (a)  chromatography can be used to separate a mixture of dyes.   s, t, u and w are four different mixtures of dyes.   s, t, u and w were placed on a piece of chromatography paper.   two pure dyes, x and y, were also placed on the same piece of chromatography paper.   the results of the chromatography are shown. stu wx y  (i)  which mixture, s, t, u or w, contains dye x but not dye y?   ...   [1]  (ii)  which mixture, s, t, u or w, contains the smallest number of dyes?   ...   [1]  (iii)  which mixture, s, t, u or w, contains neither dye x nor dye y?   ...   [1]  (b)  indigo is a blue dye.   when an alkaline solution of indigo undergoes reduction, it turns colourless.  (i)  what is meant by the term reduction ?   ...   [1]  (ii)  a piece of white cloth is soaked in the colourless solution.   when the cloth is left in the air it turns blue.   what type of chemical reaction occurs?   draw a circle around the correct answer.  decomposition          fermentation          oxidation          polymerisation  [1]  [total: 5]",
+            "17": "17 0620/33/o/n/19 \u00a9 ucles 2019blank page",
+            "18": "18 0620/33/o/n/19 \u00a9 ucles 2019blank page",
+            "19": "19 0620/33/o/n/19 \u00a9 ucles 2019blank page permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the publisher will be pleased to make amends at the earliest possible opportunity. 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 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.",
+            "20": "20 0620/33/o/n/19 \u00a9 ucles 2019 groupthe periodic table of elements 1 h hydrogen 12 he helium 4ii i iii iv vv iv ii viii 3 li lithium 74 be berylliu m 9atomic number atomic symbolkey name relative atomic mas s 11 na sodium 2312 mg magnesium 24 19 k potassium 3920 ca calcium 40 37 rb rubidium 8538 sr strontium 88 55 cs caesium 13356 ba barium 137 87 fr franciu m \u201388 ra radium \u20135 b boron 11 13 al aluminium 27 31 ga gallium 70 49 in indium 115 81 tl thallium 2046 c carbon 12 14 si silicon 28 32 ge germanium 73 50 sn tin 119 82 pb lead 20722 ti titanium 4840 zr zirconium 91 72 hf hafnium 178 104 rf rutherfordiu m \u201323 v vanadium 51 41 nb niobium 93 73 ta tantalum 181 105 db dubnium \u201324 cr chromium 52 42 mo molybdenum 96 74 w tungsten 184 106 sg seaborgium \u201325 mn manganes e 55 43 tc technetium \u2013 75 re rhenium 186 107 bh bohrium \u201326 fe iron 56 44 ru ruthenium 101 76 os osmium 190 108 hs hassium \u201327 co cobalt 59 45 rh rhodium 103 77 ir iridium 192 109 mt meitneriu m \u201328 ni nicke l 59 46 pd palladium 106 78 pt platinum 195 110 ds darmstadtiu m \u201329 cu copper 6447 ag silver 108 79 au gold 197 111 rg roentgenium \u201330 zn zinc 65 48 cd cadmium 112 80 hg mercury 201 112 cn copernicium \u2013114 fl fleroviu m \u2013116 lv livermorium \u20137 n nitrogen 14 15 p phosphorus 31 33 as arsenic 75 51 sb antimony 122 83 bi bismuth 2098 o oxygen 16 16 s sulfur 32 34 se selenium 79 52 te tellurium 128 84 po polonium \u20139 f fluorine 19 17 cl chlorine 35.5 35 br bromine 80 53 i iodine 127 85 at astatine \u201310 ne neon 20 18 ar argon 40 36 kr krypton 84 54 xe xenon 131 86 rn radon \u201321 sc scandium 4539 y yttrium 89 57\u201371 lanthanoids 89\u2013103 actinoids 57 la lanthanum 139 89 aclanthanoids actinoids the volume of one mole of any gas is 24  dm3 at room temperature and pressure (r .t.p.).actinium \u201358 ce cerium 140 90 th thorium 23259 pr praseodymium 141 91 pa protactinium 23160 nd neodymium 144 92 u uranium 23861 pm promethium \u2013 93 np neptunium \u201362 sm samarium 150 94 pu plutonium \u201363 eu europium 152 95 am americiu m \u201364 gd gadolinium 157 96 cm curium \u201365 tb terbium 159 97 bk berkelium \u201366 dy dysprosium 163 98 cf californium \u201367 ho holmium 165 99 es einsteinium \u201368 er erbium 167 100 fm fermium \u201369 tm thulium 169101 md mendelevium \u201370 yb ytterbium 173102 no nobelium \u201371 lu lutetium 175103 lr lawrenciu m \u2013"
+        },
+        "0620_w19_qp_41.pdf": {
+            "1": "read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen.you may use an hb pencil for any diagrams or graphs.do not use staples, paper clips, glue or correction fluid.do not write in any barcodes. answer all questions. electronic calculators may be used.a copy of the periodic table is printed on page 16.you may lose marks if you do not show your working or if you do not use appropriate units. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question.chemistry  0620/41 paper 4  theory (extended) october/november 2019  1 hour 15 minutes candidates answer on the question paper. no additional materials are required.cambridge assessment international education cambridge international general certificate of secondary education this document consists of 16 printed pages. [turn overib19 11_0620_41/3rp\u00a9 ucles 2019 *2338402729* this syllabus is regulated for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificate.",
+            "2": "2 0620/41/o/n/19 \u00a9 ucles 2019 1  this question is about ions and ionic compounds.  (a)  choose from the following list of ions to answer the questions.  br \u2013 ca2+ cl \u2013 cr3+ cu2+  k+ li+ na+ so32\u2013 so42\u2013   each ion may be used once, more than once or not at all.   state which ion:  (i)\t\tgives\ta\tlilac \tcolour\tin\ta\tflame\ttest\t .   [1]  (ii)  forms a grey-green precipitate with aqueous ammonia     [1]  (iii)  forms a white precipitate with aqueous sodium hydroxide  ...   [1]  (iv)\t\tforms\ta\tcream\tprecipitate\twith\tacidified\t aqueous\tsilver\tnitrate\t     [1]  (v)\t\tforms\ta\twhite\tprecipitate\twith\tacidified\taqueous\tbarium\tnitrate.\t  ..   [1]  (b)\t\tdescribe\thow\tto\tdo\ta\tflame\ttest\ton\ta\tsample\tof\ta\tsalt.            ..   [2]  (c)  magnesium phosphate contains magnesium ions, mg2+, and phosphate ions, po43\u2013.   deduce the formula of magnesium phosphate.   ..   [1]  [total: 8]",
+            "3": "3 0620/41/o/n/19 \u00a9 ucles 2019 [turn over 2 (a)  sulfur exists as a number of different isotopes.   what is meant by the term isotopes ?         ..   [2]  (b)\t\ta\tsulfide\tion\thas\tthe\tsymbol\tshown. 34s2\u2013 16  (i)\t\thow\tmany\tneutrons\tare\tcontained\tin\tthis\tsulfide\tion?   ...   [1]  (ii)\t\thow\tis\ta\tsulfide\tion,\ts2\u2013, formed from a sulfur atom?   ...   [1]  (iii)  which element forms an ion with a 2+ charge that has the same number of electrons as   a s2\u2013 ion?   ...   [1]",
+            "4": "4 0620/41/o/n/19 \u00a9 ucles 2019  (c)  the manufacture of sulfuric acid by the contact process occurs in four stages.  stage 1  molten sulfur is burned in air to produce sulfur dioxide gas.  stage 2  sulfur dioxide is reacted with oxygen to form sulfur trioxide.  stage 3  sulfur trioxide is combined with concentrated sulfuric acid to form oleum, h2s2o7.  stage 4  oleum is added to water to form sulfuric acid.  (i)  complete the chemical equation for stage 1 by adding the appropriate state symbols.  s(.)  +  o2(.)    so2(.) [1]  (ii)  name the catalyst used in stage 2 and state the temperature used.  catalyst    temperature  .  \u00b0c  [2]  (iii)  write chemical equations for the reactions in stage 3 and stage 4.  stage 3  ...  stage 4  ...  [2]  (d)  sulfur dioxide is a toxic gas.  (i)  state one environmental reason why sulfur dioxide should not be released into the  atmosphere.   ...   [1]  (ii)  describe the test for sulfur dioxide.  test  ..   .  observations  ...   .  [2]",
+            "5": "5 0620/41/o/n/19 \u00a9 ucles 2019 [turn over  (e)\t\tsulfur\tdioxide\treacts\twith\taqueous\t sodium\tsulfite\tto\tproduce\t a\tcompound\t with\tthe\tfollowing\t composition by mass: 29.1% na, 40.5% s and 30.4% o.   calculate the empirical formula of this compound.  empirical formula = ..  [3]  [total: 16]",
+            "6": "6 0620/41/o/n/19 \u00a9 ucles 2019 3  this question is about metals and metal oxides.  (a)  most metals have a high melting point.   state one other physical property that all metals have.   ..   [1]  (b)  iron often rusts.   name the two substances, other than iron, that must be present for iron to rust.  1  .  2  .  [1]  (c)  iron can be obtained by heating iron( iii) oxide with zinc powder. fe2o3  +  3zn    2fe  +  3zno  (i)  what can be deduced about the reactivity of zinc from this reaction?   ...   [1]  (ii)  the ionic equation for this reaction is shown. 2fe3+  +  3zn    2fe  +  3zn2+   identify the oxidising agent in this reaction. explain your answer in terms of electron  transfer.  oxidising agent    explanation  .   .  [2]",
+            "7": "7 0620/41/o/n/19 \u00a9 ucles 2019 [turn over  (d)  zinc oxide is amphoteric.   describe two simple experiments to show that zinc oxide is amphoteric.    name the reagents you would use and describe the observations you would make.  reagent 1  ...  observation    reagent 2  ...  observation    [3]  [total: 8]",
+            "8": "8 0620/41/o/n/19 \u00a9 ucles 2019 4  insoluble salts can be made by precipitation reactions.   a student mixed solutions of some soluble salts.   the results the student obtained are shown in the table. second salt solution co(no3)2(aq) agno3(aq) pb(no3)2(aq) first\tsalt solutionnai(aq) no change yellow precipitate yellow precipitate na2co3(aq) purple precipitate yellow precipitate white precipitate na2so4(aq) no change white precipitate white precipitate   all sodium salts are soluble in water.   use only results from the table to answer the following questions.   (a) name:  (i) an insoluble cobalt salt  .   [1]  (ii) an insoluble yellow lead salt.     [1]  (b)  write the chemical equation for the reaction in which silver carbonate is formed.   ..   [2]  (c)  write the ionic equation for the reaction in which lead( ii) iodide is formed.   ..   [2]  (d)  aqueous silver nitrate produces a yellow precipitate with both iodide ions and carbonate ions.  when\ttesting\tan\tunknown\tsolution\tfor\tiodide\tions,\tthe\taqueous\tsilver\tnitrate\tis\tacidified. \t \texplain\twhy\tthe\taqueous\tsilver\tnitrate\tis\tacidified.      ..   [1]  [total: 7]",
+            "9": "9 0620/41/o/n/19 \u00a9 ucles 2019 [turn over 5 (a)  part of the structure of synthetic polymer a is shown. cch3ch3 ch3ch3cch3 ch3cch3 ch3cch3 ch3cch3 ch3c  (i)  what type of synthetic polymer is a?   ...   [1]  (ii)  deduce the empirical formula of polymer a.   ...   [1]  (iii)  draw the structure of the monomer from which polymer a is made.  [2]  (b)  the formula c4h10 represents two different structural isomers.  (i)  what is meant by the term structural isomers?   .   .   ...   [2]  (ii)  draw the structures of two structural isomers with the formula c4h10.   show all of the atoms and all of the bonds.  [2]  (iii)  all structural isomers of c4h10\tare\tflammable.   write a chemical equation for the incomplete combustion of c4h10.   ...   [2]  [total: 10]",
+            "10": "10 0620/41/o/n/19 \u00a9 ucles 2019 6  dilute hydrochloric acid, hc l (aq), reacts with aqueous sodium carbonate, na2co3(aq).   the chemical equation for the reaction is shown. 2hcl  +  na2co3    2nacl  +  co2  +  h2o  (a)  a 25.0 cm3 portion of na2co3(aq)\twas\tplaced\tin\ta\tconical\tflask\twith\ta\tfew\tdrops\tof\ta\tsuitable\t indicator. it was titrated against hcl (aq) of concentration 0.180 mol /  dm3.   20.0 cm3 of hcl (aq) was required to reach the end-point.   calculate the concentration of the na2co3(aq), in mol / dm3, using the following steps.  \u25cf calculate the number of moles of hc l used in the titration.  .. mol  \u25cf calculate the number of moles of na2co3 contained in the 25.0 cm3 portion of na2co3(aq).  .. mol  \u25cf calculate the concentration of the na2co3(aq) in mol / dm3.  .. mol / dm3  [3]  (b)  in another experiment, the volume of carbon  dioxide, co2, produced was 48.0 cm3, measured  at room temperature and pressure.   how many moles of co2 is this?  moles of co2 = .. mol  [1]",
+            "11": "11 0620/41/o/n/19 \u00a9 ucles 2019 [turn over  (c)  a sample of concentrated hydrobromic acid, hbr(aq), was electrolysed using platinum  electrodes.   the concentration of the hydrobromic acid was 8.89 mol / dm3.  (i)  calculate the concentration of the hbr(aq) in g / dm3.  concentration of hbr(aq) = .. g / dm3  [1]  (ii)  explain why concentrated hbr(aq) can conduct electricity.   .   .   ...   [2]  (iii)  magnesium is not a suitable material from which to make the electrodes.   explain why.   .   ...   [1]  (iv)  predict the product formed at the anode when concentrated hbr(aq) is electrolysed.   ...   [1]  (v)  write the ionic half-equation for the reaction occurring at the cathode.   ...   [2]  [total: 11]",
+            "12": "12 0620/41/o/n/19 \u00a9 ucles 2019 7  this question is about ethanol.  (a)  ethanol that is suitable for use as a fuel can be manufactured from sugars such as glucose,  c6h12o6, by a two-step process.   describe how this can be done. in your answer, include:  \u25cf an equation for the reaction in which ethanol is formed  \u25cf the essential conditions for the reaction in which ethanol is formed  \u25cf the name of the process used to obtain ethanol that is pure enough to use as a fuel from  the reaction mixture.                              ..   [5]",
+            "13": "13 0620/41/o/n/19 \u00a9 ucles 2019 [turn over  (b) the equation for the complete combustion of ethanol is shown. hch hch hoho o +3 hoh +3 oc 2 o   use the bond energies in the table to calculate the energy change, in kj / mol, for the complete  combustion of ethanol. bondbond energy in kj / mol c\u2013c 347 c\u2013h 413 c\u2013o 358 c=o 805 o\u2013h 464 o=o 498  \u25cf energy needed to break bonds.  .. kj  \u25cf energy released when bonds are formed.  .. kj  \u25cf energy change for the complete combustion of ethanol.  energy change = .. kj / mol  [3]",
+            "14": "14 0620/41/o/n/19 \u00a9 ucles 2019  (c)  ethanol can be oxidised by hydrogen peroxide to form ethanal, ch3cho. a catalyst for this  reaction is fe3+.  (i)  what is meant by the term catalyst ?   .   .   ...   [2]  (ii)  the structure of ethanal is shown. hch hc ho   complete the dot-and-cross diagram to show the electron arrangement in a molecule of  ethanal. show outer shell electrons only. hhh hc c o  [3]  (iii)  the table gives the boiling points of ethanal and ethanol. substance boiling point / \u00b0c ethanal 20 ethanol 78   in terms of attractive forces between particles, suggest why ethanal has a lower boiling  point than ethanol.   .   ...   [1]",
+            "15": "15 0620/41/o/n/19 \u00a9 ucles 2019permission 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 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.  (d)  ethene gas reacts with steam to form gaseous ethanol. c2h4(g)  +  h2o(g)    ch3ch2oh(g)   the reaction can reach a position of equilibrium. the forward reaction is exothermic.  (i)  state and explain the effect of increasing the pressure on the position of equilibrium .   all other conditions are unchanged.   .   .   ...   [2]  (ii)  increasing the pressure of a gas increases its concentration.   state and explain the effect of increasing the pressure on the rate of the reaction.   all other conditions are unchanged.   .   .   ...   [2]  (iii)  state and explain the effect of increasing the temperature on the position of equilibrium .   all other conditions are unchanged.   .   .   ...   [2]  [total: 20]",
+            "16": "16 0620/41/o/n/19 \u00a9 ucles 2019 groupthe periodic table of elements 1 h hydrogen 12 he helium 4ii i iii iv vv iv ii viii 3 li lithium 74 be berylliu m 9atomic number atomic symbolkey name relative atomic mas s 11 na sodium 2312 mg magnesium 24 19 k potassium 3920 ca calcium 40 37 rb rubidium 8538 sr strontium 88 55 cs caesium 13356 ba barium 137 87 fr franciu m \u201388 ra radium \u20135 b boron 11 13 al aluminium 27 31 ga gallium 70 49 in indium 115 81 tl thallium 2046 c carbon 12 14 si silicon 2832 ge germanium 73 50 sn tin 119 82 pb lead 20722 ti titanium 4840 zr zirconium 91 72 hf hafnium 178 104 rf rutherfordiu m \u201323 v vanadium 51 41 nb niobium 93 73 ta tantalum 181 105 db dubnium \u201324 cr chromium 52 42 mo molybdenum 96 74 w tungsten 184 106 sg seaborgium \u201325 mn manganes e 55 43 tc technetium \u2013 75 re rhenium 186 107 bh bohrium \u201326 fe iron 56 44 ru ruthenium 101 76 os osmium 190 108 hs hassium \u201327 co cobalt 59 45 rh rhodium 103 77 ir iridium 192 109 mt meitneriu m \u201328 ni nicke l 59 46 pd palladium 106 78 pt platinum 195 110 ds darmstadtiu m \u201329 cu copper 6447 ag silver 108 79 au gold 197 111 rg roentgenium \u201330 zn zinc 65 48 cd cadmium 112 80 hg mercury 201 112 cn copernicium \u2013114 fl fleroviu m \u2013116 lv livermorium \u20137 n nitrogen 14 15 p phosphorus 3133 as arsenic 75 51 sb antimony 122 83 bi bismuth 2098 o oxygen 16 16 s sulfur 3234 se selenium 79 52 te tellurium 128 84 po polonium \u20139 f fluorine 19 17 cl chlorine 35.5 35 br bromine 80 53 i iodine 127 85 at astatine \u201310 ne neon 20 18 ar argon 4036 kr krypton 84 54 xe xenon 131 86 rn radon \u201321 sc scandium 4539 y yttrium 89 57\u201371 lanthanoids 89\u2013103 actinoids 57 la lanthanum 139 89 aclanthanoids actinoids the volume of one mole of any gas is 24  dm3 at room temperature and pressure (r .t.p.).actinium \u201358 ce cerium 140 90 th thorium 23259 pr praseodymium 141 91 pa protactinium 23160 nd neodymium 144 92 u uranium 23861 pm promethium \u2013 93 np neptunium \u201362 sm samarium 150 94 pu plutonium \u201363 eu europium 152 95 am americiu m \u201364 gd gadolinium 157 96 cm curium \u201365 tb terbium 159 97 bk berkelium \u201366 dy dysprosium 163 98 cf californium \u201367 ho holmium 165 99 es einsteinium \u201368 er erbium 167 100 fm fermium \u201369 tm thulium 169101 md mendelevium \u201370 yb ytterbium 173102 no nobelium \u201371 lu lutetium 175103 lr lawrenciu m \u2013"
+        },
+        "0620_w19_qp_42.pdf": {
+            "1": "read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen.you may use an hb pencil for any diagrams or graphs.do not use staples, paper clips, glue or correction fluid.do not write in any barcodes. answer all questions. electronic calculators may be used.a copy of the periodic table is printed on page 12.you may lose marks if you do not show your working or if you do not use appropriate units. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question.chemistry  0620/42 paper 4  theory (extended) october/november 2019  1 hour 15 minutes candidates answer on the question paper. no additional materials are required.cambridge assessment international education cambridge international general certificate of secondary education this document consists of 12 printed pages. [turn overib19 11_0620_42/2rp\u00a9 ucles 2019 *6351983657* this syllabus is regulated for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificate.",
+            "2": "2 0620/42/o/n/19 \u00a9 ucles 2019 1  the periodic table is very useful to chemists.   refer only to elements with atomic numbers 1 to 36 in the periodic table provided when answering  question 1 .  (a)  use information from the periodic table provided to identify one element which:  (i)  has atoms with exactly 9 protons  .   [1]  (ii)  has atoms with 0 neutrons     [1]  (iii)  has atoms with exactly 23 electrons  .   [1]  (iv)  has atoms with an electronic structure of 2,8,6     [1]  (v)  forms ions with a charge of 3\u2013 containing 18 electrons     [1]  (vi)  forms ions with a charge of 2+ containing 10 electrons    [1]  (vii)  has a relative atomic mass that shows it has at least two isotopes.  .   [1]  (b)\t\tstate\twhich\tmetal\tin\tthe\tfirst\t36\telements:  (i)  is the group i element which reacts most vigorously with water  ..   [1]  (ii)  reacts with air to form lime.  ...   [1]  (c)\t\tone\telement\tin\tthe\tfirst\t36\telements\tis\tused\tas\tthe\t fuel\tin\ta\tfuel\tcell.  (i)  name this element.   ...   [1]  (ii)  write the overall chemical equation for the reaction which occurs when the element in   (c)(i) reacts in a fuel cell.   ...   [2]  [total: 12]",
+            "3": "3 0620/42/o/n/19 \u00a9 ucles 2019 [turn over 2  the gases ar, co2, n2 and o2 are in clean, dry air.   co, no, no2 and so2 are gases commonly found in polluted air.  (a)  what percentage of clean, dry air is n2?   give your answer to the nearest whole number.  .. %  [1]  (b)  name the process used to separate o2 from clean, dry air.   ..   [2]  (c)  state one major adverse effect of the pollutant so2.   ..   [1]  (d)  no and no2 are produced in car engines.   describe how oxides of nitrogen form in a car engine.         ..   [2]  (e)  many cars have catalytic converters in their exhaust systems. in a catalytic converter, most of  the co and no formed in a car engine is changed into less harmful products.   identify these products and state the metal catalyst used.  products  .  catalyst  ..  [3]  (f)  co is formed from the incomplete combustion of fossil fuels such as methane.   write a chemical equation to show the incomplete combustion of methane.   ..   [2]",
+            "4": "4 0620/42/o/n/19 \u00a9 ucles 2019  (g)  the co2 in air is part of the carbon cycle.   the scheme shows a simple representation of part of the carbon cycle. carbon dioxide in the air animalsglucose found in green plant sfeedingab  (i)\t\tstate\tthe\tscientific\tterms\tfor\teach\tof\tprocess\ta and process b.  a  .  b  .  [2]  (ii)  plants convert glucose into complex carbohydrates.   a unit of glucose can be represented as ho oh.   complete the diagram to show the complex carbohydrate formed from three units of  glucose. show all of the atoms and all of the bonds in the linkages.  [2]  (iii)  complex carbohydrates break down to form simple sugars.   state two ways that complex carbohydrates can be broken down into simple sugars.  1  ..  2  ..  [2] (iv)  name a suitable technique for separating and identifying the individual sugars formed  when complex carbohydrates are broken down.   ...   [1]  [total: 18]",
+            "5": "5 0620/42/o/n/19 \u00a9 ucles 2019 [turn over 3  ammonia is an important chemical.  (a)  ammonia is manufactured by the haber process. the reaction is reversible.  (i)  what is the sign for a reversible reaction?   ...   [1]  (ii)  state the essential conditions for the manufacture of ammonia by the haber process  starting from hydrogen and nitrogen. include a chemical equation to show the reaction  which occurs.   .   .   .   .   .   ...   [5]  (iii)  name one raw material which is a source of the hydrogen used in the haber process.   ...   [1]  (b)  ammonia is a base and reacts with sulfuric acid to form the salt, ammonium sulfate.  (i)  what is meant by the term base?   ...   [1]  (ii)  name the industrial process used to manufacture sulfuric acid.   ...   [1]  (iii)  write a chemical equation for the reaction between ammonia and sulfuric acid.   ...   [2]",
+            "6": "6 0620/42/o/n/19 \u00a9 ucles 2019  (c)  when aqueous ammonia is added to aqueous iron( ii) sulfate a green precipitate is seen. this  green precipitate turns red-brown at the surface.  (i)  name the green precipitate.   ...   [1]  (ii)  suggest why the green precipitate turns red-brown at the surface.   .   ...   [2]  (iii)  state what happens when an excess of aqueous ammonia is added to the green precipitate.   ...   [1]",
+            "7": "7 0620/42/o/n/19 \u00a9 ucles 2019 [turn over  (d)  ammonia reacts with oxygen as shown. 4nh3(g)  +  5o2(g)    4no(g)  +  6h2o(g)  (i)  calculate the volume of oxygen at room temperature and pressure, in dm3, that reacts with  4.80 dm3 of ammonia.  volume = .. dm3  [3]  (ii)  the chemical equation for the reaction can be represented as shown. h4 n hh+o o 5 hoh +6 n4 o   use the bond energies in the table to calculate the energy change, in kj / mol, which  occurs when one mole of nh3 reacts. bond n\u2013h o=o n=o o\u2013h bond energy in kj / mol 391 498 587 464  \u25cf energy needed to break bonds.  .. kj  \u25cf energy released when bonds are formed.  .. kj  \u25cf energy change when one mole of nh3 reacts.  energy change = .. kj / mol  [4]  [total: 22]",
+            "8": "8 0620/42/o/n/19 \u00a9 ucles 2019 4  many substances conduct electricity.  (a)  identify all the particles responsible for the passage of electricity in: \t \u25cf\t graphite\t ... \t \u25cf\t magnesium\tribbon\t  .. \t \u25cf\t molten\tcopper( ii) bromide.  .  [4]  (b)  a student used the following apparatus to electrolyse concentrated aqueous sodium chloride  using inert electrodes. + \u2013inert electrodesconcentrated aqueou s sodium chloride  (i)  suggest the name of a metal which could be used as the inert electrodes.   ...   [1]  (ii)   name the gas formed at the positive electrode.   ...   [1]  (iii)  write an ionic half-equation for the reaction occurring at the negative electrode. include  state symbols.   ...   [3]  (iv)  how, if at all, does the ph of the solution change during the electrolysis? explain your answer.   .   .   ...   [3]",
+            "9": "9 0620/42/o/n/19 \u00a9 ucles 2019 [turn over  (c)  a student used the following electrochemical cell.   the reading on the voltmeter was +1.10 v. copper electrode dilute sulfuric acidzinc electrodevvoltmeter  (i)\t\tdraw\tan\tarrow\ton\tthe\tdiagram\tto\tshow\tthe\tdirection\tof\telectron\tflow.\t [1]  (ii)  suggest the change, if any, in the voltmeter reading if the zinc electrode was replaced with  an iron electrode. explain your answer.   .   ...   [2]  (iii)  the zinc electrode was replaced with a silver electrode. the reading on the voltmeter was  \u20130.46 v.   suggest why the sign of the voltmeter reading became negative.   .   ...   [1]  [total: 16]",
+            "10": "10 0620/42/o/n/19 \u00a9 ucles 2019 5  methanol, ch3oh, is a member of the homologous series of alcohols.  (a)  methanol can be made from methane in a two-step process.  step 1  methane is reacted with chlorine gas to produce chloromethane, ch3cl.  step 2  ch3cl is reacted with sodium hydroxide to produce ch3oh and one other product.  (i)  what conditions are needed in step 1?   ...   [1]  (ii)  write the chemical equation for the reaction which occurs in step 1.   ...   [1]  (iii)  state the type of organic reaction occurring in step 1.   ...   [1]  (iv)  complete the chemical equation for step 2.  ch3cl  +  naoh    ch3oh  +  .. [1]  (b)  draw a dot-and-cross diagram to show the electron arrangement in a molecule of methanol.  show outer shell electrons only. c hh o hh  [2]",
+            "11": "11 0620/42/o/n/19 \u00a9 ucles 2019permission 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 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.  (c)  methanol reacts with propanoic acid to form an ester with a molecular formula c4h8o2.  (i)  name the ester formed when methanol reacts with propanoic acid.   ...   [1]  (ii)  name one other substance formed when methanol reacts with propanoic acid.   ...   [1]  (iii)  draw the structure of an ester which is a structural isomer of the ester named in (c)(i).  show all of the atoms and all of the bonds.  [3]  (iv)  state the conditions needed to form an ester from a carboxylic acid and an alcohol.   ...   [1]  [total: 12]",
+            "12": "12 0620/42/o/n/19 \u00a9 ucles 2019 groupthe periodic table of elements 1 h hydrogen 12 he helium 4ii i iii iv vv iv ii viii 3 li lithium 74 be berylliu m 9atomic number atomic symbolkey name relative atomic mas s 11 na sodium 2312 mg magnesium 24 19 k potassium 3920 ca calcium 40 37 rb rubidium 8538 sr strontium 88 55 cs caesium 13356 ba barium 137 87 fr franciu m \u201388 ra radium \u20135 b boron 11 13 al aluminium 27 31 ga gallium 70 49 in indium 115 81 tl thallium 2046 c carbon 12 14 si silicon 2832 ge germanium 73 50 sn tin 119 82 pb lead 20722 ti titanium 4840 zr zirconium 91 72 hf hafnium 178 104 rf rutherfordiu m \u201323 v vanadium 51 41 nb niobium 93 73 ta tantalum 181 105 db dubnium \u201324 cr chromium 52 42 mo molybdenum 96 74 w tungsten 184 106 sg seaborgium \u201325 mn manganes e 55 43 tc technetium \u2013 75 re rhenium 186 107 bh bohrium \u201326 fe iron 56 44 ru ruthenium 101 76 os osmium 190 108 hs hassium \u201327 co cobalt 59 45 rh rhodium 103 77 ir iridium 192 109 mt meitneriu m \u201328 ni nicke l 59 46 pd palladium 106 78 pt platinum 195 110 ds darmstadtiu m \u201329 cu copper 6447 ag silver 108 79 au gold 197 111 rg roentgenium \u201330 zn zinc 65 48 cd cadmium 112 80 hg mercury 201 112 cn copernicium \u2013114 fl fleroviu m \u2013116 lv livermorium \u20137 n nitrogen 14 15 p phosphorus 3133 as arsenic 75 51 sb antimony 122 83 bi bismuth 2098 o oxygen 16 16 s sulfur 3234 se selenium 79 52 te tellurium 128 84 po polonium \u20139 f fluorine 19 17 cl chlorine 35.5 35 br bromine 80 53 i iodine 127 85 at astatine \u201310 ne neon 20 18 ar argon 4036 kr krypton 84 54 xe xenon 131 86 rn radon \u201321 sc scandium 4539 y yttrium 89 57\u201371 lanthanoids 89\u2013103 actinoids 57 la lanthanum 139 89 aclanthanoids actinoids the volume of one mole of any gas is 24  dm3 at room temperature and pressure (r .t.p.).actinium \u201358 ce cerium 140 90 th thorium 23259 pr praseodymium 141 91 pa protactinium 23160 nd neodymium 144 92 u uranium 23861 pm promethium \u2013 93 np neptunium \u201362 sm samarium 150 94 pu plutonium \u201363 eu europium 152 95 am americiu m \u201364 gd gadolinium 157 96 cm curium \u201365 tb terbium 159 97 bk berkelium \u201366 dy dysprosium 163 98 cf californium \u201367 ho holmium 165 99 es einsteinium \u201368 er erbium 167 100 fm fermium \u201369 tm thulium 169101 md mendelevium \u201370 yb ytterbium 173102 no nobelium \u201371 lu lutetium 175103 lr lawrenciu m \u2013"
+        },
+        "0620_w19_qp_43.pdf": {
+            "1": "read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen.you may use an hb pencil for any diagrams or graphs.do not use staples, paper clips, glue or correction fluid.do not write in any barcodes. answer all questions. electronic calculators may be used.a copy of the periodic table is printed on page 16.you may lose marks if you do not show your working or if you do not use appropriate units. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question.chemistry  0620/43 paper 4  theory (extended) october/november 2019  1 hour 15 minutes candidates answer on the question paper. no additional materials are required.cambridge assessment international education cambridge international general certificate of secondary education this document consists of 14 printed pages and 2 blank pages. [turn overib19 11_0620_43/2rp\u00a9 ucles 2019 *4049433183* this syllabus is regulated for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificate.",
+            "2": "2 0620/43/o/n/19 \u00a9 ucles 2019 1 (a)  atoms are made of smaller particles called electrons, neutrons and protons.   complete the table. particle relative charge relative mass electron1 1840 neutron proton +1  [2]  (b)  the table gives information about atoms and ions a, b and c.   complete the table. number of electronsnumber of neutronsnumber of protonssymbol a 14 1327al13 b 1225mg2+ 12 c 10 10 9  [6]  [total: 8]",
+            "3": "3 0620/43/o/n/19 \u00a9 ucles 2019 [turn over 2  the table shows the melting points, boiling points and electrical conductivities of six substances   d, e, f, g, h and i. substancemelting point / \u00b0cboiling point / \u00b0celectrical conductivity  when solidelectrical conductivity  when liquid d 1610 2230 non-conductor non-conductor e 801 1413 non-conductor good conductor f \u2013119 43 non-conductor non-conductor g 1535 2750 good conductor good conductor h 114 184 non-conductor non-conductor i \u2013210 \u2013196 non-conductor non-conductor   choose substances from the table which match the following descriptions. each substance may be  used once, more than once or not at all.  (a)  which substance is a liquid at 25 \u00b0c?  ..   [1]  (b)  which substance is a gas at 25 \u00b0c?     [1]  (c)  which three substances contain simple molecules?   ..   [3]  (d)  which substance could be a metal? give a reason for your answer.  substance  ..  reason       [2]  (e)  which substance has a macromolecular structure? give two reasons for your answer.  substance  ..  reason 1  .  reason 2  .  [3] (f)  which substance is an ionic solid? give one reason for your answer.  substance  ..  reason       [2]  [total: 12]",
+            "4": "4 0620/43/o/n/19 \u00a9 ucles 2019 3 (a)  name the ore of aluminium which mainly consists of aluminium oxide.   ..   [1]  (b)  aluminium is produced by the electrolysis of aluminium oxide dissolved in molten cryolite. negative electrodepositive electrode molten mixture of aluminium oxide and cryolite aluminiumwaste gases  (i)  give two reasons why the electrolysis is done using a molten mixture of aluminium oxide  and cryolite instead of molten aluminium oxide only.  1  ..  2  ..  [2]  (ii)  write ionic half-equations for the reactions occurring at the electrodes.  positive electrode    negative electrode  ..  [2] (iii)  the anodes are made of carbon and have to be replaced regularly.   explain why the carbon anodes have to be replaced regularly.   .   ...   [2]",
+            "5": "5 0620/43/o/n/19 \u00a9 ucles 2019 [turn over  (c)  the positions of some common metals in the reactivity series are shown. most reactive magnesium aluminium least reactive copper  (i)  when magnesium is placed in aqueous copper( ii) sulfate a displacement reaction occurs  immediately.   write an ionic equation for the reaction. include state symbols.   ...   [2]  (ii)  state two observations you would make when magnesium is placed in aqueous  copper( ii) sulfate.  1  ..  2  ..  [2]  (iii)  when aluminium foil is added to aqueous copper( ii) sulfate no immediate reaction takes  place.    explain why.   ...   [1]  (d)  aluminium powder reacts with iron( iii) oxide to produce aluminium oxide and iron.   write a chemical equation for this reaction.   ..   [2]  [total: 14]",
+            "6": "6 0620/43/o/n/19 \u00a9 ucles 2019 4  this question is about phosphorus and compounds of phosphorus.  (a)  a phosphorus molecule contains four phosphorus atoms only.   what is the formula of a phosphorus molecule?   ..   [1]  (b)  phosphorus reacts with chlorine gas to produce phosphorus( iii) chloride, pc l 3.  (i)  write a chemical equation for the reaction between phosphorus and chlorine to produce  phosphorus( iii) chloride, pc l 3.   ...   [2]  (ii)  complete the dot-and-cross diagram to show the electron arrangement in a molecule of  phosphorus( iii) chloride, pc l 3. show outer shell electrons only. pcl cl cl  [2]",
+            "7": "7 0620/43/o/n/19 \u00a9 ucles 2019 [turn over  (c)  gaseous phosphorus( iii) chloride, pcl 3, reacts with gaseous chlorine to form gaseous  phosphorus( v) chloride, pc l 5. pcl 3(g)  +  cl 2(g)    pcl 5(g)   the chemical equation for this reaction can be represented as shown. cl clcl p+ clcl cl cl clp cl cl  (i)  use the bond energies in the table to calculate the energy change, in kj / mol, of the  reaction. bond bond energy in kj / mol p\u2013 cl 326 cl \u2013 cl 243  \u25cf energy needed to break bonds.  .. kj  \u25cf energy released when bonds are formed.  .. kj  \u25cf energy change of reaction.  energy change = .. kj / mol  [3]  (ii)  deduce whether the energy change for this reaction is exothermic or endothermic. explain  your answer.   .   ...   [1]",
+            "8": "8 0620/43/o/n/19 \u00a9 ucles 2019  (d)  under certain conditions the reaction reaches equilibrium. pcl 3(g)  +  cl 2(g)    pcl 5(g)   state and explain the effect, if any, on the position of equilibrium  if the pressure is increased.   all other conditions are unchanged.         ..   [2]  (e)  phosphine, ph3, is produced by the reaction between water and calcium phosphide, ca3p2.   balance the chemical equation for this reaction.  ca3p2  +  ..h2o    ...ca(oh)2  +  ..ph3 [2]  (f)  the phosphonium ion, ph4+, is similar to the ammonium ion.  (i)  state the formula of the ammonium ion.  ...   [1]  (ii)  suggest the formula of phosphonium iodide.  ...   [1]  (g)  calcium phosphate contains the phosphate ion, po43\u2013.   what is the formula of calcium phosphate?   ..   [1]  (h)  phosphorus forms another compound with hydrogen with the following composition by mass:  p, 93.94%; h, 6.06%.  (i)  calculate the empirical formula of the compound.  empirical formula = ..  [2]  (ii)  the compound has a relative molecular mass of 66.   deduce the molecular formula of the compound.  molecular formula = ..  [1]  [total: 19]",
+            "9": "9 0620/43/o/n/19 \u00a9 ucles 2019 [turn over 5  nitrates such as ammonium nitrate are used as fertilisers. \t\tthe\tfinal\tstage\tin\tthe\tproduction\tof\tammonium\tnitrate\tis\tshown\tin\tthe\tequation. ca(no3)2  +  2nh3  +  co2  +  h2o    2nh4no3  +  caco3   calculate the maximum mass of ammonium nitrate that can be produced from 820 g of   calcium nitrate, ca(no3)2, using the following steps.   the relative formula mass, mr, of calcium nitrate, ca(no3)2, = 164.  \u25cf calculate the number of moles of ca(no3)2 in 820 g.  .. mol  \u25cf deduce the number of moles of nh4no3 produced.  .. mol  \u25cf calculate the mr of nh4no3.  mr of nh4no3 = ..  \u25cf calculate the maximum mass of ammonium nitrate produced.  . . g  [4]",
+            "10": "10 0620/43/o/n/19 \u00a9 ucles 2019 6  this question is about sulfuric acid and substances that can be made from sulfuric acid.  (a)  sulfuric acid is a strong acid.   what is meant by the term strong acid ?  strong  .  acid    [2]  (b)  dilute sulfuric acid and aqueous sodium hydroxide are used to make aqueous sodium sulfate,  na2so4(aq), or aqueous sodium hydrogen sulfate, nahso4(aq). the method includes use of  the following apparatus. conical flas kdilute sulfuric acid 25.0  cm3 of aqueou s sodium hydroxid e   25.0 cm3 of aqueous sodium hydroxide of concentration 0.100 mol / dm3 was neutralised by  25.0 cm3 of dilute sulfuric acid of concentration 0.0500 mol / dm3. the equation for the reaction  is shown. this is reaction 1.  2naoh(aq)  +  h2so4(aq)    na2so4(aq)  +  2h2o(l) reaction 1   the same technique and the same solutions can be used to make aqueous sodium hydrogen sulfate. the equation for the reaction is shown. this is reaction 2.  naoh(aq)  +  h 2so4(aq)    nahso4(aq)  +  h2o(l) reaction 2   complete the table to calculate the volume of dilute sulfuric acid that reacts with 25.0 cm3 of  aqueous sodium hydroxide in reaction 2. volume of 0.0500 mol / dm3 dilute sulfuric acid in cm3volume of 0.100 mol / dm3 aqueous sodium hydroxide in cm3 reaction 1 25.0 25.0 reaction 2 25.0  [1]",
+            "11": "11 0620/43/o/n/19 \u00a9 ucles 2019 [turn over  (c)  aqueous sodium  hydrogen sulfate, nahso4(aq), contains the ions na+(aq), h+(aq)   and so42\u2013(aq).   describe what you would see if the following experiments were done.  (i)\t\ta\tflame\ttest\twas\tdone\ton\taqueous\tsodium\thydrogen\tsulfate.   ...   [1]  (ii)  solid copper( ii) oxide was added to aqueous sodium hydrogen sulfate and the mixture  was warmed.   .   ...   [2]  (d)  a test can be done to show the presence of so42\u2013(aq)\tby\tadding\tacidified\t aqueous\t barium\tchloride\t or\tacidified\taqueous\tbarium\tnitrate.  (i)  state the observation that would show that so42\u2013 is present.   ...   [1]  (ii)  write an ionic equation for the reaction that occurs if so42\u2013 is present. include state  symbols.   ...   [2]  [total: 9]",
+            "12": "12 0620/43/o/n/19 \u00a9 ucles 2019 7  addition polymerisation and condensation polymerisation are two types of polymerisation.  (a)  which functional group is present in all the monomers which are used to make addition  polymers?   ..   [1]  (b)  part of an addition polymer is shown. cch3 hcch3 hcch3 hcch3 hcch3 hcch3 h  (i)  how many monomer units are needed to make the part of the addition polymer shown?   ...   [1]  (ii)  draw the structure of the monomer that is used to make this addition polymer. show all of  the atoms and all of the bonds.   name the monomer.  name  ...  [2]  (iii)  state the empirical formula of:  the monomer  ..  the polymer.    [2]",
+            "13": "13 0620/43/o/n/19 \u00a9 ucles 2019 [turn over  (c)  complex carbohydrates are natural condensation polymers. they can be broken down into  colourless\tmonomers\twhich\tcan\tthen\tbe\tseparated\tand\tidentified.   x is a complex carbohydrate.   starting with a sample of x, describe how to produce, separate, detect and identify the monomers which make it up.   your answer should include:  \u25cf the name of the process used to break down x into its monomers  \u25cf two types of substance that can be used to break down x  \u25cf the name of the process used to separate  the monomers  \u25cf the method used to detect the monomers after they have been separated  \u25cf the method used to identify the monomers after they have been separated and detected.                                    ..   [6]  (d)  synthetic polyamides are condensation polymers.  (i)  name a synthetic polyamide.   ...   [1]  (ii)  synthetic polyamides can be made by reacting carboxylic acids with amines.   name the other substance that is produced in this reaction.   ...   [1]  [total: 14]",
+            "14": "14 0620/43/o/n/19 \u00a9 ucles 2019blank page",
+            "15": "15 0620/43/o/n/19 \u00a9 ucles 2019permission 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 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. blank page",
+            "16": "16 0620/43/o/n/19 \u00a9 ucles 2019 groupthe periodic table of elements 1 h hydrogen 12 he helium 4ii i iii iv vv iv ii viii 3 li lithium 74 be berylliu m 9atomic number atomic symbolkey name relative atomic mas s 11 na sodium 2312 mg magnesium 24 19 k potassium 3920 ca calcium 40 37 rb rubidium 8538 sr strontium 88 55 cs caesium 13356 ba barium 137 87 fr franciu m \u201388 ra radium \u20135 b boron 11 13 al aluminium 27 31 ga gallium 70 49 in indium 115 81 tl thallium 2046 c carbon 12 14 si silicon 2832 ge germanium 73 50 sn tin 119 82 pb lead 20722 ti titanium 4840 zr zirconium 91 72 hf hafnium 178 104 rf rutherfordiu m \u201323 v vanadium 51 41 nb niobium 93 73 ta tantalum 181 105 db dubnium \u201324 cr chromium 52 42 mo molybdenum 96 74 w tungsten 184 106 sg seaborgium \u201325 mn manganes e 55 43 tc technetium \u2013 75 re rhenium 186 107 bh bohrium \u201326 fe iron 56 44 ru ruthenium 101 76 os osmium 190 108 hs hassium \u201327 co cobalt 59 45 rh rhodium 103 77 ir iridium 192 109 mt meitneriu m \u201328 ni nicke l 59 46 pd palladium 106 78 pt platinum 195 110 ds darmstadtiu m \u201329 cu copper 6447 ag silver 108 79 au gold 197 111 rg roentgenium \u201330 zn zinc 65 48 cd cadmium 112 80 hg mercury 201 112 cn copernicium \u2013114 fl fleroviu m \u2013116 lv livermorium \u20137 n nitrogen 14 15 p phosphorus 3133 as arsenic 75 51 sb antimony 122 83 bi bismuth 2098 o oxygen 16 16 s sulfur 3234 se selenium 79 52 te tellurium 128 84 po polonium \u20139 f fluorine 19 17 cl chlorine 35.5 35 br bromine 80 53 i iodine 127 85 at astatine \u201310 ne neon 20 18 ar argon 4036 kr krypton 84 54 xe xenon 131 86 rn radon \u201321 sc scandium 4539 y yttrium 89 57\u201371 lanthanoids 89\u2013103 actinoids 57 la lanthanum 139 89 aclanthanoids actinoids the volume of one mole of any gas is 24  dm3 at room temperature and pressure (r .t.p.).actinium \u201358 ce cerium 140 90 th thorium 23259 pr praseodymium 141 91 pa protactinium 23160 nd neodymium 144 92 u uranium 23861 pm promethium \u2013 93 np neptunium \u201362 sm samarium 150 94 pu plutonium \u201363 eu europium 152 95 am americiu m \u201364 gd gadolinium 157 96 cm curium \u201365 tb terbium 159 97 bk berkelium \u201366 dy dysprosium 163 98 cf californium \u201367 ho holmium 165 99 es einsteinium \u201368 er erbium 167 100 fm fermium \u201369 tm thulium 169101 md mendelevium \u201370 yb ytterbium 173102 no nobelium \u201371 lu lutetium 175103 lr lawrenciu m \u2013"
+        },
+        "0620_w19_qp_51.pdf": {
+            "1": "read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen.you may use an hb pencil for any diagrams or graphs.do not use staples, paper clips, glue or correction fluid.do not write in any barcodes. answer all questions. electronic calculators may be used.you may lose marks if you do not show your working or if you do not use appropriate units.notes for use in qualitative analysis are provided on pages 7 and 8. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question.chemistry  0620/51 paper 5  practical test october/november 2019  1 hour 15 minutes candidates answer on the question paper. additional materials: as listed in the confidential instructionscambridge assessment international education cambridge international general certificate of secondary education this document consists of 8 printed pages. [turn overib19 11_0620_51/fp\u00a9 ucles 2019 *9022804374* this syllabus is regulated for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificate.for examiner\u2019s use 1 23 total",
+            "2": "2 0620/51/o/n/19 \u00a9 ucles 2019 1  you are going to investigate the reaction between dilute hydrochloric acid and three different  concentrations of aqueous sodium hydroxide, labelled r, s and t.   read all the instructions carefully before starting the experiments.   instructions  you are going to do three experiments.   experiment 1  \u25cf fill the burette up to the 0.0 cm3 mark with dilute hydrochloric acid.  \u25cf use the measuring cylinder to pour 20 cm3 of solution r into the conical flask.  \u25cf add six drops of methyl orange indicator to the conical flask.  \u25cf add dilute hydrochloric acid from the burette to the conical flask, 1.0 cm3 at a time, while  swirling the conical flask, until the solution just changes colour.  \u25cf record the burette readings in the table.  \u25cf empty the conical flask and rinse it with distilled water.  experiment 2  \u25cf repeat experiment 1 using solution s instead of solution r.  \u25cf record the burette readings in the table.   experiment 3  \u25cf repeat experiment 1 using solution t instead of solution r.  \u25cf record the burette readings in the table.  (a)  complete the table. burette reading / cm3 experiment 1 using solution rexperiment 2 using solution sexperiment 3 using solution t final burette reading initial burette reading volume used  [4]  (b)  what colour change is observed in the conical flask at the end-point?  from  to     [2]  (c)  suggest why universal indicator is not a suitable indicator to use in these experiments.      ..   [1]",
+            "3": "3 0620/51/o/n/19 \u00a9 ucles 2019 [turn over  (d) (i) complete the sentences.   experiment  needed the smallest volume of dilute hydrochloric acid to change the  colour of the methyl orange indicator.   experiment  needed the largest volume of dilute hydrochloric acid to change the  colour of the methyl orange indicator.  [1]  (ii)  determine the simplest whole number ratio of volumes of dilute hydrochloric acid used in  experiments 1 and 2.   experiment 1  :  experiment 2  [1]  (iii)  deduce the order of concentrations of the solutions of aqueous sodium hydroxide,   r, s and t.  most concentrated        least concentrated     [1]  (e)  what would be the effect on the results, if any, if the solutions of aqueous sodium hydroxide  were warmed before adding the dilute hydrochloric acid? give a reason for your answer.  effect on the results  ...  reason    [2]  (f)  suggest how the reliability of the results could be checked.      ..   [2]  (g)  suggest a different method, not involving an indicator, of finding the order of concentrations of  the solutions of aqueous sodium hydroxide, r, s and t.         ..   [3]  [total: 17]",
+            "4": "4 0620/51/o/n/19 \u00a9 ucles 2019 2  you are provid ed with solid u and liquid v.   do the following tests on solid u and liquid v, recording all of your observations at each stage.   tests on solid u  (a)  do a flame test on a small sample of solid u.   record your observations.   ..   [1]   add the rest of solid u to about 10 cm3 of distilled  water in a boiling tube. stopper the boiling tube  and shake the mixture to dissolve solid u and form solution u.  (b)  describe the colour of solution u.   ..   [1]   divide solution u into three approximately equal portions in three test- tubes.  (c) (i)  add a few drops of aqueous sodium hydroxide to the first portion of solution u.   record your observations.   ...   [1]  (ii)  now add an excess of aqueous sodium hydroxide to this mixture.   record your observations.   ...   [1]  (d) (i)  add a few drops of aqueous ammonia to the second portion of solution u.   record your observations.   ...   [2]  (ii)  now add an excess of aqueous ammonia to this mixture.   record your observations.   ...   [1]  (e)  add a few drops of dilute nitric acid and about 1 cm3 of aqueous barium nitrate to the third  portion of solution u. leave to stand for 5 minutes.   record your observations.   ..   [2]  (f)  solid u contains three different ions.   what conclusions can you draw about the ions present in solid u?      ..   [3]",
+            "5": "5 0620/51/o/n/19 \u00a9 ucles 2019 [turn over   tests on liquid v  (g)  describe the appearance of liquid v.   record your observations.   ..   [1]  (h)  use a teat pipette to place a few drops of liquid v onto a watch-glass. put the stopper back into  the test-tube of liquid v. use a lighted splint to touch the surface of liquid v carefully.   record your observations.   ..   [1]   (i)  use a spatula to transfer a small crystal of iodine carefully into the rest of liquid v in the  stoppered test-tube. put the stopper back into the test-tube and shake the test-tube.   record your observations.      ..   [2]  (j)  draw one conclusion about liquid v.   ..   [1]  [total: 17]",
+            "6": "6 0620/51/o/n/19 \u00a9 ucles 2019 3  potassium nitrate and ammonium chloride are two salts. the energy change when they each  dissolve in water is endothermic.   plan an experiment to show which of these two salts produces the larger endothermic energy  change per gram.   your answer should include:  \u25cf any measurements you would take and record  \u25cf how the results could be used to draw a conclusion.   you are provided with potassium nitrate and ammonium chloride, distilled water and common  laboratory apparatus.   ...   ...   ...   ...   ...   ...   ...   ...   ...   .   [6]",
+            "7": "7 0620/51/o/n/19 \u00a9 ucles 2019notes for use in qualitative analysis tests for anions anion test test result carbonate (co32\u2013) add dilute acid effervescence, carbon dioxide produced chloride (c l  \u2013) [in solution]acidify with dilute nitric acid, then add aqueous silver nitratewhite ppt. bromide (br  \u2013) [in solution]acidify with dilute nitric acid, then add aqueous silver nitratecream ppt. iodide ( i \u2013) [in solution]acidify with dilute nitric acid, then add aqueous silver nitrateyellow ppt. nitrate (no 3\u2013) [in solution]add aqueous sodium hydroxide, then aluminium foil; warm carefullyammonia produced sulfate (so 42\u2013) [in solution]acidify, then add aqueous barium nitratewhite ppt. sulfite (so 32\u2013) add dilute hydrochloric acid, warm gently and test for the presence ofsulfur dioxidesulfur dioxide produced will turn acidified aqueous potassium manganate( vii) from  purple to colourless tests for aqueous cations cation effect of aqueous sodium hydroxide effect of aqueous ammonia aluminium (a l 3+) white ppt., soluble in excess, giving a colourless solutionwhite ppt., insoluble in excess ammonium (nh 4+)ammonia produced on warming \u2013 calcium (ca2+) white ppt., insoluble in excess no ppt., or very slight white ppt. chromium( iii) (cr3+)green ppt., soluble in excess grey-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 iron(iii) (fe3+) red-brown ppt., insoluble in excess red-brown ppt., insoluble in excess zinc (zn2+) white ppt., soluble in excess, giving a colourless solutionwhite ppt., soluble in excess, giving a colourless solution",
+            "8": "8 0620/51/o/n/19 \u00a9 ucles 2019tests for gases flame tests for metal ions gas test and test result metal ion flame colour ammonia (nh3) turns damp red litmus paper blue lithium (li+) red carbon dioxide (co2)turns limewater milky sodium (na+) yellow chlorine (c l 2) bleaches damp litmus paper potassium (k+) lilac hydrogen (h2) \u2018pops\u2019 with a lighted splint copper( ii) (cu2+)blue-green oxygen (o2) relights a glowing splint sulfur dioxide (so2)turns acidified aqueous  potassium manganate( vii) from  purple to colourless 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 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."
+        },
+        "0620_w19_qp_52.pdf": {
+            "1": "read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen.you may use an hb pencil for any diagrams or graphs.do not use staples, paper clips, glue or correction fluid.do not write in any barcodes. answer all questions. electronic calculators may be used.you may lose marks if you do not show your working or if you do not use appropriate units.notes for use in qualitative analysis are provided on pages 11 and 12. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question.chemistry  0620/52 paper 5  practical test october/november 2019  1 hour 15 minutes candidates answer on the question paper. additional materials: as listed in the confidential instructionscambridge assessment international education cambridge international general certificate of secondary education this document consists of 9 printed pages and 3 blank pages. [turn overib19 11_0620_52/2rp\u00a9 ucles 2019 *0920456226* this syllabus is regulated for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificate.for examiner\u2019s use 1 23 total",
+            "2": "2 0620/52/o/n/19 \u00a9 ucles 2019 1  you are going to investigate the temperature changes when two different solids, n and o, dissolve  in water.   read all the instructions carefully before starting the experiments.   instructions   you are going to do two experiments.  (a) experiment 1  \u25cf put a polystyrene cup in the 250 cm3 beaker for support.  \u25cf use the measuring cylinder to pour 30 cm3 of distilled water into the polystyrene cup.  \u25cf measure the initial temperature of the distilled water and record it in the table.  \u25cf add all of solid n to the distilled water, start the timer and stir the mixture with the stirring  thermometer.  \u25cf continue to stir the mixture and measure the temperature of the mixture every 30 seconds  for three minutes (180 seconds).  \u25cf record your results in the table. time / s 0 30 60 90 120 150 180 temperature of mixture / \u00b0c  [2]  (b) experiment 2  \u25cf place the other polystyrene cup in the 250 cm3 beaker for support.  \u25cf use the measuring cylinder to pour 30 cm3 of distilled water into the polystyrene cup.  \u25cf measure the initial temperature of the distilled water and record it in the table.  \u25cf add all of solid o to the distilled water, start the timer and stir the mixture with the stirring  thermometer.  \u25cf continue to stir the mixture and measure the temperature of the mixture every 30 seconds  for three minutes (180 seconds).  \u25cf record your results in the table. time / s 0 30 60 90 120 150 180 temperature of mixture / \u00b0c  [2]",
+            "3": "3 0620/52/o/n/19 \u00a9 ucles 2019 [turn over  (c)  plot your results for experiments 1 and 2 on the grid. draw two smooth line graphs.   clearly label your graphs. 03 06 09 0 120 time  / s150 180 210 240temperature of mixture  / \u00b0c  [4]  (d) (i)  from your graph, deduce the time taken for the initial temperature of the solution in  experiment 2 to change by 3 \u00b0c.   show clearly on the grid  how you worked out your answer.  .. s  [3]  (ii)  extend your graph for experiment 1 to suggest the expected temperature of the mixture  after 240 seconds.  .. \u00b0c  [1]  (e)  is the energy change in experiment 2 exothermic or endothermic? explain your answer.      ..   [1]",
+            "4": "4 0620/52/o/n/19 \u00a9 ucles 2019  (f)  state two possible sources of error in these experiments. suggest two improvements to  reduce each of these sources of error.  source of error 1    improvement 1  ...  source of error 2    improvement 2  ...  [4]  (g)  suggest and explain the effect on the results if experiment 1 were repeated using 15 cm3 of  distilled water.      ..   [2]  [total: 19]",
+            "5": "5 0620/52/o/n/19 \u00a9 ucles 2019 [turn over 2  you are provided with two solids, p and q, which are both salts.   do the following tests on solid p and solid q, recording all of your observations at each stage.  tests on solid p  (a)\t\tdo\ta\tflame\ttest\ton\ta\tsmall\tsample\tof\tsolid\t p.   record your observations.   ..   [1]   add the rest of solid p to about 10 cm3 of distilled water in a boiling tube. stopper the boiling  tube and shake the mixture to dissolve solid p and form solution p. divide solution p into three  approximately equal portions in two test-tubes and one boiling tube.  (b) (i)\t \tadd\ta\tfew\tdrops\tof\taqueous\t sodium\thydroxide\t to\tthe\tfirst\tportion\tof\tsolution\t p in a test-tube.   record your observations.   ...   [1]  (ii)  now add an excess of aqueous sodium hydroxide to the mixture.   record your observations.   ...   [1]  (c) (i)  add a few drops of aqueous ammonia to the second portion of solution p in a test-tube.   record your observations.   ...   [1]  (ii)  now add an excess of aqueous ammonia to this mixture.   record your observations.   ...   [2]  (d)  add a small piece of aluminium foil and about 2 cm3 of aqueous sodium hydroxide to the third  portion of solution p in a boiling tube. gently warm the mixture. test the gas produced with  litmus paper.   record your observations.      ..   [3]  (e)  identify solid p.   ..   [2]",
+            "6": "6 0620/52/o/n/19 \u00a9 ucles 2019  tests on solid q  (f)\t\tdo\ta\tflame\ttest\ton\ta\tsmall\tsample\tof\tsolid\t q.   record your observations.   ..   [1]  (g)  add the rest of solid q to about 5 cm3 of distilled water in a test-tube. stopper the test-tube and  shake the mixture to dissolve solid q.   add a few drops of dilute nitric acid and about 1 cm3 of aqueous silver nitrate to this solution.   record your observations.   ..   [1]  (h)  identify solid q.   ..   [2]  [total: 15]",
+            "7": "7 0620/52/o/n/19 \u00a9 ucles 2019 [turn over 3  the table gives some information about the properties of three substances found in a hand cream. substancereaction with dilute nitric acid polystyrene beads no reaction calcium carbonate reacts and dissolves sodium\tfluoride dissolves   use the information in the table to plan an experiment to obtain a pure, dry sample of   polystyrene beads from this mixture of substances.   you are provided with a mixture of the three substances and common laboratory apparatus.   ...   ...   ...   ...   ...   ...   ...   ...   ...   .   [6]",
+            "8": "8 0620/52/o/n/19 \u00a9 ucles 2019blank page",
+            "9": "9 0620/52/o/n/19 \u00a9 ucles 2019blank page",
+            "10": "10 0620/52/o/n/19 \u00a9 ucles 2019blank page 2  you are provided with two metal salt solutions, e and f.   carry out the following tests on e and f, recording all of your observations at each stage.",
+            "11": "11 0620/52/o/n/19 \u00a9 ucles 2019notes for use in qualitative analysis tests for anions anion test test result carbonate (co32\u2013) add dilute acid effervescence, carbon dioxide produced chloride (c l  \u2013) [in solution]acidify with dilute nitric acid, then add aqueous silver nitratewhite ppt. bromide (br  \u2013) [in solution]acidify with dilute nitric acid, then add aqueous silver nitratecream ppt. iodide ( i \u2013) [in solution]acidify with dilute nitric acid, then add aqueous silver nitrateyellow ppt. nitrate (no 3\u2013) [in solution]add aqueous sodium hydroxide, then aluminium foil; warm carefullyammonia produced sulfate (so 42\u2013) [in solution]acidify, then add aqueous barium nitratewhite ppt. sulfite (so 32\u2013) add dilute hydrochloric acid, warm gently and test for the presence ofsulfur dioxidesulfur dioxide produced will turn acidified aqueous potassium manganate( vii) from  purple to colourless tests for aqueous cations cation effect of aqueous sodium hydroxide effect of aqueous ammonia aluminium (a l 3+) white ppt., soluble in excess, giving a colourless solutionwhite ppt., insoluble in excess ammonium (nh 4+)ammonia produced on warming \u2013 calcium (ca2+) white ppt., insoluble in excess no ppt., or very slight white ppt. chromium( iii) (cr3+)green ppt., soluble in excess grey-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 iron(iii) (fe3+) red-brown ppt., insoluble in excess red-brown ppt., insoluble in excess zinc (zn2+) white ppt., soluble in excess, giving a colourless solutionwhite ppt., soluble in excess, giving a colourless solution",
+            "12": "12 0620/52/o/n/19 \u00a9 ucles 2019tests for gases flame tests for metal ions gas test and test result metal ion flame colour ammonia (nh3) turns damp red litmus paper blue lithium (li+) red carbon dioxide (co2)turns limewater milky sodium (na+) yellow chlorine (c l 2) bleaches damp litmus paper potassium (k+) lilac hydrogen (h2) \u2018pops\u2019 with a lighted splint copper( ii) (cu2+)blue-green oxygen (o2) relights a glowing splint sulfur dioxide (so2)turns acidified aqueous  potassium manganate( vii) from  purple to colourless 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 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."
+        },
+        "0620_w19_qp_53.pdf": {
+            "1": "read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen.you may use an hb pencil for any diagrams or graphs.do not use staples, paper clips, glue or correction fluid.do not write in any barcodes. answer all questions. electronic calculators may be used.you may lose marks if you do not show your working or if you do not use appropriate units.notes for use in qualitative analysis are provided on pages 7 and 8. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question.chemistry  0620/53 paper 5  practical test october/november 2019  1 hour 15 minutes candidates answer on the question paper. additional materials: as listed in the confidential instructionscambridge assessment international education cambridge international general certificate of secondary education this document consists of 8 printed pages. [turn overib19 11_0620_53/2rp\u00a9 ucles 2019 *6075832942* this syllabus is regulated for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificate.for examiner\u2019s use 1 23 total",
+            "2": "2 0620/53/o/n/19 \u00a9 ucles 2019 1  you are going to investigate the reaction between dilute hydrochloric acid and three different  concentrations of aqueous sodium hydroxide, labelled r, s and t.   read all the instructions carefully before starting the experiments.   instructions  you are going to do three experiments.   experiment 1  \u25cf fill the burette up to the 0.0 cm3 mark with dilute hydrochloric acid.  \u25cf use the measuring cylinder to pour 20 cm3 of solution r into the conical flask.  \u25cf add six drops of methyl orange indicator to the conical flask.  \u25cf add dilute hydrochloric acid from the burette to the conical flask, 1.0 cm3 at a time, while  swirling the conical flask, until the solution just changes colour.  \u25cf record the burette readings in the table.  \u25cf empty the conical flask and rinse it with distilled water.  experiment 2  \u25cf repeat experiment 1 using solution s instead of solution r.  \u25cf record the burette readings in the table.   experiment 3  \u25cf repeat experiment 1 using solution t instead of solution r.  \u25cf record the burette readings in the table.  (a)  complete the table. burette reading / cm3 experiment 1 using solution rexperiment 2 using solution sexperiment 3 using solution t final burette reading initial burette reading volume used  [4]  (b)  what colour change is observed in the conical flask at the end-point?  from  to     [2]  (c)  suggest why universal indicator is not a suitable indicator to use in these experiments.      ..   [1]",
+            "3": "3 0620/53/o/n/19 \u00a9 ucles 2019 [turn over  (d) (i) complete the sentences.   experiment  needed the smallest volume of dilute hydrochloric acid to change the  colour of the methyl orange indicator.   experiment  needed the largest volume of dilute hydrochloric acid to change the  colour of the methyl orange indicator.  [1]  (ii)  determine the simplest whole number ratio of volumes of dilute hydrochloric acid used in  experiments 1 and 2.   experiment 1  :  experiment 2  [1]  (iii)  deduce the order of concentrations of the solutions of aqueous sodium hydroxide,   r, s and t.  most concentrated        least concentrated     [1]  (e)  what would be the effect on the results, if any, if the solutions of aqueous sodium hydroxide  were warmed before adding the dilute hydrochloric acid? give a reason for your answer.  effect on the results  ...  reason    [2]  (f)  suggest how the reliability of the results could be checked.      ..   [2]  (g)  suggest a different method, not involving an indicator, of finding the order of concentrations of  the solutions of aqueous sodium hydroxide, r, s and t.         ..   [3]  [total: 17]",
+            "4": "4 0620/53/o/n/19 \u00a9 ucles 2019 2  you are provid ed with solid u and liquid v.   do the following tests on solid u and liquid v, recording all of your observations at each stage.   tests on solid u  (a)  do a flame test on a small sample of solid u.   record your observations.   ..   [1]   add the rest of solid u to about 10 cm3 of distilled  water in a boiling tube. stopper the boiling tube  and shake the mixture to dissolve solid u and form solution u.  (b)  describe the colour of solution u.   ..   [1]   divide solution u into three approximately equal portions in three test- tubes.  (c) (i)  add a few drops of aqueous sodium hydroxide to the first portion of solution u.   record your observations.   ...   [1]  (ii)  now add an excess of aqueous sodium hydroxide to this mixture.   record your observations.   ...   [1]  (d) (i)  add a few drops of aqueous ammonia to the second portion of solution u.   record your observations.   ...   [2]  (ii)  now add an excess of aqueous ammonia to this mixture.   record your observations.   ...   [1]  (e)  add a few drops of dilute nitric acid and about 1 cm3 of aqueous barium nitrate to the third  portion of solution u. leave to stand for 5 minutes.   record your observations.   ..   [2]  (f)  solid u contains three different ions.   what conclusions can you draw about the ions present in solid u?      ..   [3]",
+            "5": "5 0620/53/o/n/19 \u00a9 ucles 2019 [turn over   tests on liquid v  (g)  describe the appearance of liquid v.   record your observations.   ..   [1]  (h)  use a teat pipette to place a few drops of liquid v onto a watch-glass. put the stopper back into  the test-tube of liquid v. use a lighted splint to touch the surface of liquid v carefully.   record your observations.   ..   [1]   (i)  use a spatula to transfer a small crystal of iodine carefully into the rest of liquid v in the  stoppered test-tube. put the stopper back into the test-tube and shake the test-tube.   record your observations.      ..   [2]  (j)  draw one conclusion about liquid v.   ..   [1]  [total: 17]",
+            "6": "6 0620/53/o/n/19 \u00a9 ucles 2019 3  potassium nitrate and ammonium chloride are two salts. the energy change when they each  dissolve in water is endothermic.   plan an experiment to show which of these two salts produces the larger endothermic energy  change per gram.   your answer should include:  \u25cf any measurements you would take and record  \u25cf how the results could be used to draw a conclusion.   you are provided with potassium nitrate and ammonium chloride, distilled water and common  laboratory apparatus.   ...   ...   ...   ...   ...   ...   ...   ...   ...   .   [6]",
+            "7": "7 0620/53/o/n/19 \u00a9 ucles 2019notes for use in qualitative analysis tests for anions anion test test result carbonate (co32\u2013) add dilute acid effervescence, carbon dioxide produced chloride (c l  \u2013) [in solution]acidify with dilute nitric acid, then add aqueous silver nitratewhite ppt. bromide (br  \u2013) [in solution]acidify with dilute nitric acid, then add aqueous silver nitratecream ppt. iodide ( i \u2013) [in solution]acidify with dilute nitric acid, then add aqueous silver nitrateyellow ppt. nitrate (no 3\u2013) [in solution]add aqueous sodium hydroxide, then aluminium foil; warm carefullyammonia produced sulfate (so 42\u2013) [in solution]acidify, then add aqueous barium nitratewhite ppt. sulfite (so 32\u2013) add dilute hydrochloric acid, warm gently and test for the presence ofsulfur dioxidesulfur dioxide produced will turn acidified aqueous potassium manganate( vii) from  purple to colourless tests for aqueous cations cation effect of aqueous sodium hydroxide effect of aqueous ammonia aluminium (a l 3+) white ppt., soluble in excess, giving a colourless solutionwhite ppt., insoluble in excess ammonium (nh 4+)ammonia produced on warming \u2013 calcium (ca2+) white ppt., insoluble in excess no ppt., or very slight white ppt. chromium( iii) (cr3+)green ppt., soluble in excess grey-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 iron(iii) (fe3+) red-brown ppt., insoluble in excess red-brown ppt., insoluble in excess zinc (zn2+) white ppt., soluble in excess, giving a colourless solutionwhite ppt., soluble in excess, giving a colourless solution",
+            "8": "8 0620/53/o/n/19 \u00a9 ucles 2019tests for gases flame tests for metal ions gas test and test result metal ion flame colour ammonia (nh3) turns damp red litmus paper blue lithium (li+) red carbon dioxide (co2)turns limewater milky sodium (na+) yellow chlorine (c l 2) bleaches damp litmus paper potassium (k+) lilac hydrogen (h2) \u2018pops\u2019 with a lighted splint copper( ii) (cu2+)blue-green oxygen (o2) relights a glowing splint sulfur dioxide (so2)turns acidified aqueous  potassium manganate( vii) from  purple to colourless 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 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."
+        },
+        "0620_w19_qp_61.pdf": {
+            "1": "this document consists of 8 printed pages. [turn overib19 11_0620_61/2rp \u00a9 ucles 2019 *2909684625* read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen.you may use an hb pencil for any diagrams or graphs.do not use staples, paper clips, glue or correction fluid.do not write in any barcodes. answer all questions. electronic calculators may be used.you may lose marks if you do not show your working or if you do not use appropriate units. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question.chemistry  0620/61 paper 6  alternative to practical october/november 2019  1 hour candidates answer on the question paper. no additional materials are required.cambridge assessment international education cambridge international general certificate of secondary education this syllabus is regulated for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificate.",
+            "2": "2 0620/61/o/n/19 \u00a9 ucles 2019 1  the apparatus shown was used to investigate the products formed when ethanol, c2h5oh, burns  in air. limewaterto suction pump iceethanol u-tube water  (a)  complete the box to name the apparatus. [1]  (b)  explain why water collects in the u-tube.      ..   [2]  (c)  state a chemical test for water.  test  .  observations  ..  [2]  (d)  what is the purpose of the suction pump?      ..   [1]  (e)  predict the change seen in the test-tube containing the limewater. explain your prediction.         ..   [2]  [total: 8]",
+            "3": "3 0620/61/o/n/19 \u00a9 ucles 2019 [turn over 2  a student investigated the rate of reaction between dilute nitric acid and an excess of  solid magnesium carbonate at room temperature.   the apparatus was set up as shown in the diagram. \t\ta\tsmall\ttest\u2011tube\tcontaining\tmagnesium\tcarbonate\twas\tsuspended\tin\tthe\tconical\tflask. watersolid magnesiumcarbonateinverted 250  cm3 measuring cylinder dilute nitric acid   50 cm3\tof\tdilute\tnitric\tacid\twas\tadded\tto\tthe\tconical\tflask.\tthe\tcontents\t of\tthe\ttest\u2011tube\t were\t released,\t allowing\t the\tsolid\tmagnesium\t carbonate\t to\tmix\twith\tthe\tdilute\tnitric\tacid.\ta\tstop\u2011clock\t was\t started and the volume of gas collected in the inverted measuring cylinder was measured every  10 seconds for 80 seconds.",
+            "4": "4 0620/61/o/n/19 \u00a9 ucles 2019  (a)  use the inverted measuring cylinder diagrams to record the volume of gas collected in the  table. 0time  / sinverted measuring cylinder diagramtotal volume of gas collected  / cm3 1030 25 20 10 5 0 2050 45 40 3065 60 55 4070 6560 50807570 608075 70 7080 7570 808075 70  [2]",
+            "5": "5 0620/61/o/n/19 \u00a9 ucles 2019 [turn over  (b)  plot the results on the grid. draw a smooth line graph. 80 70 60 5040 30 2010 0 01 02 0 time  / stotal volum e of gas collected / cm3 30 40 50 60 70 80  [3]  (c) (i)  one of the points is anomalous.   circle this point on your graph. [1]  (ii)  from your graph ,\tdeduce\tthe\ttime\ttaken\tto\tcollect\t40\t cm3 of gas.   show clearly on the grid \thow\tyou\tworked\tout\tyour\tanswer.  .. s  [2]",
+            "6": "6 0620/61/o/n/19 \u00a9 ucles 2019  (d)  state one possible source of error in this experiment. suggest one improvement to reduce this  source of error.  source of error  ...  improvement  ..  [2]  (e)  the average rate of the reaction can be calculated using the equation shown. average rate of reaction =volume of gas collected / cm3 time\ttaken\t /\ts  (i)  calculate the volume of gas collected between 10 seconds and 30 seconds.   ...   [1]  (ii)  calculate the average rate of reaction between 10 seconds and 30 seconds. include the  unit in your answer.  average rate of reaction = ..  unit = ..  [2]  (f)  the student calculated that the total volume of gas collected in this reaction would be 85 cm3.   suggest and explain why the actual volume of gas collected was different from 85 cm3.         ..   [2]  (g)\t\tsketch\t on the grid the graph you would expect if the experiment were repeated at a lower  temperature. label this graph as l. [2]  [total: 17]",
+            "7": "7 0620/61/o/n/19 \u00a9 ucles 2019 [turn over 3  two substances, solid a and solid b, were analysed. solid a was zinc nitrate.   tests were done on the substances.   tests on solid a   complete the expected observations.   solid a\twas\tadded\tto\tdistilled\t water\tand\tthe\tmixture\tshaken\tto\tdissolve\t solid\t a and produce  solution a. solution a was divided into three equal portions in three test-tubes.  (a) (i)\t\ta\tfew\tdrops\tof\taqueous\tsodium\thydroxide\twere\tadded\tto\tthe\tfirst\tportion\tof\tsolution\t a.  observations  ..   [2]  (ii)  an excess of aqueous sodium hydroxide was then added to this mixture.   observations  .   [1]  (b) (i)  a few drops of aqueous ammonia were added to the second portion of solution a.  observations  .   [1]  (ii)  an excess of aqueous ammonia was then added to this mixture.  observations  .   [1]  (c)  aluminium foil and aqueous sodium hydroxide were added to the third portion of solution a.  the mixture was heated and the gas produced was tested with litmus paper.  observations  ..   ..   [2]   tests on solid b   some of the tests and observations are shown. tests on solid b observations test 1 a\tflame\ttest\twas\tdone\ton\tsolid\t b. red\tflame test 2solid b was dissolved in water. dilute nitric acid and aqueous silver nitrate were  added to the solution.yellow precipitate formed  (d)  identify solid b.   ..   [2]  [total: 9]",
+            "8": "8 0620/61/o/n/19 \u00a9 ucles 2019permission 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 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. 4  iodine dissolves in two different solvents: ethanol and hexane. \t\tplan\tan\texperiment\tto\tfind\tout\tin\twhich\tsolvent\tiodine\tis\tthe\tmost\tsoluble\tat\troom\ttemperature.   you are provided with iodine, the two solvents and common laboratory apparatus.   ...   ...   ...   ...   ...   ...   ...   ...   ...   .   [6]"
+        },
+        "0620_w19_qp_62.pdf": {
+            "1": "this document consists of 8 printed pages and 4 blank pages. [turn overib19 11_0620_62/2rp \u00a9 ucles 2019 *9615262731* read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen.you may use an hb pencil for any diagrams or graphs.do not use staples, paper clips, glue or correction fluid.do not write in any barcodes. answer all questions. electronic calculators may be used.you may lose marks if you do not show your working or if you do not use appropriate units. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question.chemistry  0620/62 paper 6  alternative to practical october/november 2019  1 hour candidates answer on the question paper. no additional materials are required.cambridge assessment international education cambridge international general certificate of secondary education this syllabus is regulated for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificate.",
+            "2": "2 0620/62/o/n/19 \u00a9 ucles 2019blank page",
+            "3": "3 0620/62/o/n/19 \u00a9 ucles 2019 [turn over 1\t\ta\tstudent\tdid\ta\tsingle\ttitration\tto\tfind\tthe\tconcentration\tof\ta\tsolution\tof\tdilute\tsulfuric\tacid. \t\tthe\tstudent\tadded\t25.0\tcm3\tof\taqueous\t sodium\thydroxide\t to\ta\tconical\tflask,\tfollowed\t by\ta\tfew\t drops\tof\tindicator.\t dilute\tsulfuric\tacid\twas\tthen\tadded\tto\tthe\taqueous\t sodium\thydroxide\t until\tthe\t solution\twas\tneutral. \t\tthe\tapparatus\tused\tis\tshown\tin\tthe\tdiagram. aqueous sodium hydroxidedilute sulfuric acid  (a)  complete\tthe\tboxes\tto\tname\tthe\tapparatus.\t [2]  (b)\t\tname\ta\tsuitable\tindicator\tto\tuse\tin\tthe\ttitration\tand\t give\tthe\tcolour\tchange. \t indicator\t \t. \t colour\tchange\tfrom\t\tto\t \t... \t [2]  (c)  what\treadings\tshould\tthe\tstudent\ttake\twhen\tdoing\tthis\tsingle\ttitration?  \t.. \t\t[2]  (d)\t\tafter\tthe\ttitration,\t the\tstudent\t discarded\t the\tcontents\t of\tthe\tconical\tflask\tand\trinsed\tthe\t conical\tflask\twith\tdistilled\twater. \t \tsuggest\t and\texplain\twhat\twould\tbe\tthe\teffect,\tif\tany,\ton\tthe\ttitration\tvalues\tif\tthe\tconical\tflask\t was\tnot\tdried\tbefore\trepeating\tthe\ttitration.  \t  \t  \t.. \t\t[2] \t [total:\t8]",
+            "4": "4 0620/62/o/n/19 \u00a9 ucles 2019 2\t\ta\tstudent\tinvestigated\t the\ttemperature\t changes\t when\ttwo\tdifferent\t solids,\t n and o,\t dissolve\t in\t water. \t\ttwo\texperiments\twere\tdone.   experiment 1  \u25cf\tusing\ta\tmeasuring\tcylinder,\t30\t cm3\tof\tdistilled\twater\twas\tpoured\tinto\ta\tpolystyrene\tcup.  \u25cf\tthe\tinitial\ttemperature\tof\tthe\tdistilled\twater\twas\tmeasured.  \u25cf solid n\twas\tadded\tto\tthe\tdistilled\twater,\ta\ttimer\tstarted\tand\tthe\tmixture\twas\tstirred\twith\ta\t stirring\tthermometer.  \u25cf\tthe\ttemperature\t of\tthe\tmixture\twas\tmeasured\t every\t30\tseconds\t for\tthree\tminutes\t(180\tseconds).  (a)\t\tuse\tthe\tthermometer\tdiagrams\tto\trecord\tthe\ttemperatures\tin\tthe\ttable. thermometer diagramtime  / s0 30 60 90 120 150 180 temperature of mixture  / \u00b0c25 20 1525 20 1525 20 1530 25 2030 25 2030 25 2030 25 20 \t [2]  experiment 2 \t\texperiment\t1\twas\trepeated\tusing\ta\tnew\tpolystyrene\tcup\tand\tsolid\t o\tinstead\tof\tsolid\t n.  (b)\t\tuse\tthe\tthermometer\tdiagrams\tto\trecord\tthe\ttemperatures\tin\tthe\ttable. thermometer diagramtime  / s0 30 60 90 120 150 180 temperature of mixture  / \u00b0c30 25 2020 15 1020 15 1020 15 1010 5 010 5 020 15 10 \t [2]",
+            "5": "5 0620/62/o/n/19 \u00a9 ucles 2019 [turn over  (c)\t\tplot\tthe\tresults\tfor\texperiments\t1\tand\t2\ton\tthe\tgrid. \tdraw\ttwo\tsmooth\tline\tgraphs. \t \tclearly\tlabel\tyour\tgraphs. 30 20 10 0 03 06 0 time  / stemperature of mixture / \u00b0c 90 120 150 180 210 240 \t [3]  (d) (i)  from your graph,\t deduce\tthe\ttime\ttaken\tfor\tthe\tinitial\ttemperature\t of\tthe\tsolution\t in\t experiment\t2\tto\tchange\tby\t3\t \u00b0c. \t \tshow\tclearly\t on the grid \thow\tyou\tworked\tout\tyour\tanswer. \t ..\ts\t\t[3]  (ii)\t\textend\tyour\tgraph\tfor\texperiment\t1\tto\tgive\tthe\texpected\ttemperature\tof\tthe\tmixture\tafter\t 240\tseconds. \t ..\t \u00b0c\t\t[2]  (e)\t\tis\tthe\tenergy\tchange\tin\texperiment\t2\texothermic\tor\tendothermic?\texplain\tyour\tanswer.  \t  \t.. \t\t[1]",
+            "6": "6 0620/62/o/n/19 \u00a9 ucles 2019  (f)  state two\tpossible\t sources\t of\terror\tin\tthese\texperiments.\t suggest\t two\timprovements\t to\t reduce\teach\tof\tthese\tsources\tof\terror. \t source\tof\terror\t1\t\t  \t improvement\t1\t \t... \t source\tof\terror\t2\t\t  \t improvement\t2\t \t... \t [4] \t [total:\t17]",
+            "7": "7 0620/62/o/n/19 \u00a9 ucles 2019 [turn over 3\t\ttwo\tsubstances,\tsolid\t p and solid q,\twere\tanalysed.\tsolid\tp\twas\tcopper( ii)\tnitrate. \t\ttests\twere\tdone\ton\tsolid\t p and solid q.   tests on solid p \t\tcomplete\tthe\texpected\tobservations.  (a)\t\ta\tflame\ttest\twas\tdone\ton\tsolid\t p. \t observations\t \t \t\t[1]   solid p\twas\tadded\tto\tdistilled\twater\tand\tthe\tmixture\tshaken\tto\tdissolve\t solid\t p\tand\tform\tsolution\t p.\t solution p\twas\tdivided\tinto\tthree\tequal\tportions\tin\ttwo\ttest\u2011tubes\tand\tone\tboiling\ttube.  (b)  an\texcess\tof\taqueous\t sodium\thydroxide\t was\tadded\tto\tthe\tfirst\tportion\tof\tsolution\t p in a  test\u2011tube. \t observations\t \t \t\t[1]  (c) (i)\t \ta\tfew\tdrops\tof\taqueous\t ammonia\t were\tadded\tto\tthe\tsecond\tportion\tof\tsolution\t p in a  test\u2011tube. \t observations\t \t. \t\t[1]  (ii)\t\tan\texcess\tof\taqueous\tammonia\twas\tthen\tadded\tto\tthis\tmixture. \t observations\t \t. \t\t[2]  (d)\t\taluminium\t foil\tand\taqueous\t sodium\thydroxide\t were\tadded\tto\tthe\tthird\tportion\tof\tsolution\t p in  a\tboiling\ttube.\t the\tmixture\twas\theated\tand\tthe\tgas\tproduced\ttested. \t observations\t \t..  \t.. \t\t[2]",
+            "8": "8 0620/62/o/n/19 \u00a9 ucles 2019  tests on solid q \t\tsome\tof\tthe\ttests\tand\tobservations\tare\tshown. tests on solid q observations test 1 a\tflame\ttest\twas\tdone\ton\tsolid\t q. lilac\tcolour test 2solid q\twas\tdissolved\tin\twater.dilute\tnitric\tacid\tand\taqueous\t silver\tnitrate\twere\t added\tto\tthe\tsolution.cream\tprecipitate\tformed  (e)  identify\tsolid\tq.  \t.. \t\t[2] \t [total:\t9]",
+            "9": "9 0620/62/o/n/19 \u00a9 ucles 2019 [turn over 4\t\tthe\ttable\tgives\tsome\tinformation\t about\tthe\tproperties\t of\tthree\tsubstances\t found\tin\ta\thand\tcream. substance reaction\twith\tdilute\tnitric\tacid polystyrene\tbeads no\treaction calcium\tcarbonate reacts\tand\tdissolves sodium\tfluoride dissolves \t\tuse\tthe\tinformation\t in\tthe\ttable\tto\tplan\tan\texperiment\t to\tobtain\ta\tpure,\tdry\tsample\t of\t  polystyrene\tbeads\tfrom\tthis\tmixture\tof\tsubstances. \t\tyou\tare\tprovided\twith\ta\tmixture\tof\tthe\tthree\tsubstances\tand\tcommon\tlaboratory\tapparatus.  \t ...  \t ...  \t ...  \t ...  \t ...  \t ...  \t ...  \t ...  \t ...  \t . \t\t[6]",
+            "10": "10 0620/62/o/n/19 \u00a9 ucles 2019blank page",
+            "11": "11 0620/62/o/n/19 \u00a9 ucles 2019blank page",
+            "12": "12 0620/62/o/n/19 \u00a9 ucles 2019blank page permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the publisher will be pleased to make amends at the earliest possible opportunity. 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 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."
+        },
+        "0620_w19_qp_63.pdf": {
+            "1": "this document consists of 8 printed pages. [turn overib19 11_0620_63/2rp \u00a9 ucles 2019 *1868827148* read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen.you may use an hb pencil for any diagrams or graphs.do not use staples, paper clips, glue or correction fluid.do not write in any barcodes. answer all questions. electronic calculators may be used.you may lose marks if you do not show your working or if you do not use appropriate units. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question.chemistry  0620/63 paper 6  alternative to practical october/november 2019  1 hour candidates answer on the question paper. no additional materials are required.cambridge assessment international education cambridge international general certificate of secondary education this syllabus is regulated for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificate.",
+            "2": "2 0620/63/o/n/19 \u00a9 ucles 2019 1  hydrogen peroxide, h2o2(aq), decomposes slowly to form water and oxygen. 2h2o2(aq)    2h2o(l)  +  o2(g)   the addition of 0.5 g of manganese( iv) oxide speeds up this decomposition. manganese( iv) oxide  is an insoluble solid.   the apparatus shown was used to follow the rate of decomposition of hydrogen peroxide. the  hydrogen\u00a0peroxide\u00a0was\u00a0added\u00a0to\u00a0the\u00a0conical\u00a0flask\u00a0and\u00a0a\u00a0stop\u2011watch\u00a0was\u00a0started. waterhydrogen peroxide 0.5 g manganese( iv) oxide  (a)  complete the box to name the apparatus. [1]  (b)\u00a0 \u00a0what\u00a0measurements\u00a0should\u00a0be\u00a0taken\u00a0to\u00a0follow\u00a0the\u00a0rate\u00a0of\u00a0the\u00a0reaction?      ..   [2]  (c)  the rate of the reaction decreases over time. after 5 minutes the rate of reaction is zero.  (i)\u00a0 \u00a0why\u00a0does\u00a0the\u00a0rate\u00a0of\u00a0reaction\u00a0decrease?   ...   [1]  (ii)  explain why the rate of reaction is zero after 5 minutes.   ...   [1]",
+            "3": "3 0620/63/o/n/19 \u00a9 ucles 2019 [turn over  (d) (i)  the manganese( iv) oxide acts as a catalyst.   how could a student separate the catalyst from the reaction mixture at the end of the  reaction?   ...   [1]  (ii)  suggest how the student could show that the catalyst separated in (d)(i) is unchanged at  the end of the reaction.   .   .   .   ...   [3]  [total: 9]",
+            "4": "4 0620/63/o/n/19 \u00a9 ucles 2019 2  a student investigated the reaction between dilute hydrochloric acid and three different concentrations  of aqueous sodium hydroxide, labelled r, s and t.   three experiments were done.  experiment 1  \u25cf a burette was filled with dilute hydrochloric acid. the initial burette reading was measured.  \u25cf using a measuring cylinder, 20 cm3 of solution r\u00a0was\u00a0poured\u00a0into\u00a0a\u00a0conical\u00a0flask.  \u25cf\u00a0six\u00a0drops\u00a0of\u00a0methyl\u00a0orange\u00a0indicator\u00a0were\u00a0added\u00a0to\u00a0the\u00a0conical\u00a0flask.  \u25cf dilute hydrochloric acid was added from the burette, until the solution just changed colour.  \u25cf the final burette reading was measured. 0 1 2 initial10 11 12 final  experiment 2  \u25cf experiment 1 was repeated but using 20 cm3 of solution s instead of solution r. 2 3 4 initial23 24 25 final  experiment 3  \u25cf experiment 1 was repeated but using 20 cm3 of solution t instead of solution r. 1 2 3 initial5 6 7 final",
+            "5": "5 0620/63/o/n/19 \u00a9 ucles 2019 [turn over  (a)  use the burette diagrams to record all the burette readings in the table. burette reading / cm3 experiment 1 using solution rexperiment 2 using solution sexperiment 3 using solution t final\u00a0burette\u00a0reading initial burette reading volume used  [4]  (b)\u00a0 \u00a0what\u00a0colour\u00a0change\u00a0is\u00a0observed\u00a0in\u00a0the\u00a0conical\u00a0flask \u00a0at\u00a0the\u00a0end\u2011point?  from ... to  ...  [2] (c)  suggest why universal indicator is not a suitable indicator in these experiments.      ..   [1]  (d) (i)  complete the sentences below.   experiment  needed the smallest volume of dilute hydrochloric acid to change the  colour of the indicator.   experiment  needed the largest volume of dilute hydrochloric acid to change the  colour of the indicator.  [1]  (ii)  determine the simplest whole number ratio of volumes of dilute hydrochloric acid used in  experiments 1 and 2.  experiment 1  :  experiment 2 [1]  (iii)  deduce the order of concentrations of the solutions of aqueous sodium hydroxide,   r, s and t.  most concentrated ..   ..  least concentrated ..  [1] (e)  what would be the effect on the results, if any, if the solutions of aqueous sodium hydroxide  were\u00a0warmed\u00a0before\u00a0adding\u00a0the\u00a0dilute\u00a0hydrochloric\u00a0acid?\u00a0give\u00a0a\u00a0reason\u00a0for\u00a0your\u00a0answer.  effect on the results  ...  reason    [2]",
+            "6": "6 0620/63/o/n/19 \u00a9 ucles 2019  (f)\u00a0 \u00a0suggest\u00a0how\u00a0the\u00a0reliability\u00a0of\u00a0the\u00a0results\u00a0could\u00a0be\u00a0checked.            ..   [2]  (g)  suggest a different method, not\u00a0 involving\u00a0 an\u00a0indicator,\u00a0 of\u00a0finding\u00a0the\u00a0order\u00a0of\u00a0concentrations\u00a0 of\u00a0 the solutions of aqueous sodium hydroxide, r, s and t.         ..   [3]  [total: 17]",
+            "7": "7 0620/63/o/n/19 \u00a9 ucles 2019 [turn over 3  two substances, solid u and liquid v, were analysed. solid u was chromium( iii) nitrate.   tests were done on solid u and liquid v.   tests on solid u   complete the expected observations.   solid u\u00a0was\u00a0added\u00a0to\u00a0distilled\u00a0water\u00a0and\u00a0shaken\u00a0 to\u00a0dissolve\u00a0solid\u00a0u and form solution u.  (a)  describe the colour of solution u.   ..   [1]   solution u\u00a0was\u00a0divided\u00a0into\u00a0three\u00a0equal\u00a0portions\u00a0 in\u00a0three\u00a0test\u2011tubes.  (b) (i)\u00a0 \u00a0 a\u00a0few\u00a0drops\u00a0of\u00a0aqueous\u00a0 sodium\u00a0hydroxide\u00a0 were\u00a0added\u00a0to\u00a0the\u00a0first\u00a0portion\u00a0of\u00a0solution\u00a0 u until  a change was seen.  observations  .   [2]  (ii)  an excess of aqueous sodium hydroxide was then added to the mixture.  observations  .   [1]  (c)  an excess of aqueous ammonia was added to the second portion of solution u.  observations  .   [1]  (d)  aluminium foil and aqueous sodium hydroxide were added to the third portion of solution u.  the mixture was heated and the gas produced was tested.  observations  ...   ..   [2]  tests on liquid v   one of the tests done on liquid v and the observations made are shown. tests on liquid v observations a lighted splint was used to touch about 1 cm3  of liquid v.liquid v\u00a0set\u00a0on\u00a0fire\u00a0and burned\u00a0with\u00a0a\u00a0smoky\u00a0blue\u00a0flame  (e)  draw one conclusion about liquid v.   ..   [1]  [total: 8]",
+            "8": "8 0620/63/o/n/19 \u00a9 ucles 2019permission 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 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. 4  potassium nitrate and ammonium chloride are two salts. the energy change when they each  dissolve in water is endothermic.   plan an experiment to show which of these two salts produces the larger endothermic energy  change per gram.   your answer should include:  \u25cf\u00a0any\u00a0measurements\u00a0you\u00a0would\u00a0take\u00a0and\u00a0record  \u25cf how the results could be used to draw a conclusion.   you are provided with potassium nitrate and ammonium chloride, distilled water and common  laboratory apparatus.   ...   ...   ...   ...   ...   ...   ...   ...   ...   .   [6]"
+        }
+    },
+    "2020": {
+        "0620_m20_qp_12.pdf": {
+            "1": "    this document has 16 pages. blank pages are indicated.  ib20 03_0620_12/4rp   \u00a9 ucles 2020   [turn ove r   *3454751695 *cambridge igcse\u2122       chemistry 0620/12     paper 1 multiple choice (core)  february/march 2020     45 minutes    you must answer on the multiple choice answer sheet.    you will need: multiple choice answer sheet   soft clean eraser   soft pencil (type b or hb is recommended)       instructions   \u2022 there are forty  questions on this paper. answer all questions.   \u2022 for each question there are four possible answers a, b, c and d. choose the one you consider correct  and record your choice in soft pencil on the multiple choice answer sheet.   \u2022 follow the instructions on the mu ltiple choice answer sheet.  \u2022 write in soft pencil.  \u2022 write your name, centre number and candidate num ber on the multiple choice answer sheet in the  spaces provided unless this has been done for you.  \u2022 do not use correction fluid.  \u2022 do not write on any bar codes.  \u2022 you may use a calculator.      information  \u2022 the total mark for this paper is 40.  \u2022 each correct answer will score one mark. a ma rk will not be deducted for a wrong answer.  \u2022 any rough working should be done on this question paper.  \u2022 the periodic table is printed in the question paper.     ",
+            "2": "2  \u00a9 ucles 2020 0620/12/f/m/20  1 which row represents the particles of a gas colliding most frequently?     pressure temperature  a high high  b high low  c low high  d low low      2 which test is used to show that a sample of water is pure?  a evaporate the water to see if any solids remain.  b heat the water to check its boiling point.  c test with anhydrous cobalt( ii) chloride.  d use universal indicator paper to check its ph.      3 which piece of apparatus is used to measure 1.5  cm3 of a solution accurately?  a 25  cm3 measuring cylinder  b 25  cm3 pipette  c 50  cm3 measuring cylinder  d 50  cm3 burette      4 a representation of an atom is shown.    + ++ + ++\u2013 \u2013\u2013\u2013 \u2013\u2013     what is the nucleon number of this atom?  a 6 b 7 c 12 d 13     ",
+            "3": "3     \u00a9 ucles 2020 0620/12/f/m/20 [turn over  5 lithium reacts with fluorine to form the compound lithium fluoride.    which statement about this reaction is correct?  a each fluorine atom gains one electron.  b each fluorine atom gains two or more electrons.  c each fluorine atom loses one electron.  d each fluorine atom loses two or more electrons.     6 ammonia, nh 3, is a covalent molecule.    which diagram shows the outer shell electron arrangement in a molecule of ammonia?    na h hh nb h hh nc h hh nd h hh       7 which row describes the structure and a use of diamond?     structure use  a ionic in cutting tools  b ionic lubricant  c macromolecular in cutting tools  d macromolecular lubricant     ",
+            "4": "4  \u00a9 ucles 2020 0620/12/f/m/20  8 methane, ch 4, burns in air to form carbon dioxide and water.    what is the balanced equation for this reaction?  a ch 4(g)  +  o 2(g)  \u2192  co 2(g)  +  2h 2o(g)  b ch 4(g)  +  2o 2(g)  \u2192  co 2(g)  +  2h 2o(g)  c ch 4(g)  +  2o 2(g)  \u2192  co 2(g)  +  h 2o(g)  d ch 4(g)  +  3o 2(g)  \u2192  co 2(g)  +  2h 2o(g)      9 which statement about electrolysis is correct?  a chemical energy is conver ted to electrical energy.  b electrons flow through the electrolyte.  c ionic compounds are broken down.  d metals are formed at the positive electrode.     10 which energy level diagram shows the reaction that will give out the most energy?    energy progress of reactionc reactantsproducts energy progress of reactiond reactants productsenergy progress of reactiona reactants productsenergy progress of reactionb reactantsproducts      ",
+            "5": "5     \u00a9 ucles 2020 0620/12/f/m/20 [turn over  11 which change is a physical change?  a copper( ii) carbonate changes colour from green to black when it is heated, and stays black  when it cools.  b ethanol reacts with oxygen to form carbon dioxide and water.  c hydrogen peroxide decomposes into water and oxygen when it is boiled.  d ice forms liquid water when it is heated.      12 marble chips (calcium carbonate) react with hydrochloric acid in an exothermic reaction.    calcium carbonate  +  hydrochloric acid  \u2192  calcium chloride  +  water  +  carbon dioxide    when excess marble chips are added to dilute hydrochloric acid the rate of the reaction starts off fast, then gets slower until the reaction stops.    why does the reaction rate get slower?  a the concentration of the hydrochloric acid is decreasing.  b the concentration of calcium chloride is increasing.  c the calcium carbonate is completely used up.  d the temperature of the mixture decreases.    13 the diagram shows the change from an anhydrous salt to its hydrated form.    hydrated salt anhydrous saltforward reverse    which statement is correct?  a the forward reaction requires heat and water.  b the forward reaction requires water only.  c the reverse reaction requires heat and water.  d the reverse reaction requires water only.    ",
+            "6": "6  \u00a9 ucles 2020 0620/12/f/m/20  14 a violent reaction occurs when a mixture of chromium( iii) oxide and aluminium is ignited with a  magnesium fuse as shown.    cruciblemagnesium fuse mixture of chromium( iii) oxide and aluminium sand    the equation for the reaction is shown.    cr2o3  +  2a l  \u2192  2cr  +  a l 2o3    which substance is oxidised in the reaction?  a aluminium  b aluminium oxide  c chromium  d chromium( iii) oxide     15 a farmer\u2019s soil is acidic.    which substance should the farmer add to neutralise the soil?  a ammonium sulfate  b calcium oxide  c hydrochloric acid  d npk fertiliser    ",
+            "7": "7     \u00a9 ucles 2020 0620/12/f/m/20 [turn over  16 three elements, x, y and z, are burned in oxygen.    the oxides formed are dissolved in water and the ph of the solutions measured.    the results are shown.     ph of oxide solution  x 2.0  y 14.0  z 8.0    which statements are correct?    1 element x could be sulfur.  2 element y could be sodium. 3 element z is a non-metal. 4 no metal elements were used.    a 1 only b 1 and 2 c 2 and 3 d 3 and 4    17 the following substances can be reacted together to prepare salts.    1 copper( ii) oxide and excess hydrochloric acid  2 hydrochloric acid and excess sodium hydroxide  3 hydrochloric acid and excess zinc carbonate    in which reactions can the excess reactant be separated from the solution by filtration?  a 1 and 2 b 1 and 3 c 2 and 3 d 3 only    ",
+            "8": "8  \u00a9 ucles 2020 0620/12/f/m/20  18 salt s is dissolved in water and three tests are carried out on the solution.     test result  1     aqueous sodium  hydroxide is added   green precipitate formed,  insoluble in excess sodium  hydroxide  2 dilute nitric acid is added no reaction  3   aqueous barium nitrate is added  to the acidified solution from test 2 white precipitate formed      what is the identity of s?  a copper( ii) chloride  b copper( ii) sulfate  c iron( ii) chloride  d iron( ii) sulfate      19 which statement about the periodic table is correct?  a most metallic elements are on the left.  b elements in the same period have the same number of outer electrons.  c elements on the left are usually gases.  d the relative atomic mass of the elements increases from right to left.     20 the diagram shows elements w, x, y and z in a section of the periodic table.    x yzw     which statement about the reactivity of the elements is correct?  a x is more reactive than y, and w is more reactive than z.  b x is more reactive than y, and z is more reactive than w.  c y is more reactive than x, and w is more reactive than z.  d y is more reactive than x, and z is more reactive than w.    ",
+            "9": "9     \u00a9 ucles 2020 0620/12/f/m/20 [turn over  21 some properties of substances are listed.    1 they conduct electricity.  2 they have low densities.  3 they have high melting points.  4 they are malleable.    which properties are shown by transition metals?  a 1 and 3 only b 1 and 4 only c 1, 2 and 3 d 1, 3 and 4    22 which statement about the noble gas argon is correct?  a it burns with a hot flame.  b it is used in airships because of its low density.  c it exists as diatomic molecules.  d it has eight electrons in its outermost shell.    23 sodium is a group i metal.    which property, that is typical of most metals, is not shown by sodium?  a conductor of heat  b high melting point  c malleable  d shiny     ",
+            "10": "10  \u00a9 ucles 2020 0620/12/f/m/20  24 manganese, nickel and silver are all metals.    samples of powdered manganese, nickel and silver were placed in separate test-tubes containing dilute hydrochloric acid.    the results are shown.    hydrogen hydrogen manganese nickel silver    what is the order of reactivity of the metals, most reactive to least reactive?  a manganese \u2192 nickel \u2192 silver  b manganese \u2192 silver \u2192 nickel  c silver \u2192 manganese \u2192 nickel  d silver \u2192 nickel \u2192 manganese      25 which statement about aluminium is correct?  a aluminium is easy to extract from its ore becaus e it is near the bottom of the reactivity series.  b aluminium is formed when aluminium oxide is heated with carbon.  c bauxite is an important ore of aluminium.  d hematite is an important ore of aluminium.    26 some properties of aluminium are listed.    1 it conducts heat.  2 it has a low density.  3 it is strong. 4 it is resistant to corrosion.    which of these properties make aluminium suitable for making food containers for chilled food products?  a 1, 2 and 4 b 1, 3 and 4 c 1 only d 4 only     ",
+            "11": "11     \u00a9 ucles 2020 0620/12/f/m/20 [turn over  27 water is treated at a waterworks to make it fit to drink.    what is present in the water when it leaves the waterworks?  a bacteria only  b bacteria and insoluble substances  c chlorine compounds only  d chlorine compounds and soluble substances    28 sulfur dioxide, carbon monoxide and oxides of nitrogen are common gaseous pollutants found in  the air.    which pollutants contribute to acid rain?  a carbon monoxide and sulfur dioxide  b oxides of nitrogen and sulfur dioxide  c oxides of nitrogen only  d sulfur dioxide only     29 which methods prevent iron from rusting?     coating  with zinc painting washing with  salt water   a \u0016 \u0016 \u0016 key  b \u001a \u0016 \u0016 \u0016= prevents rusting  c \u0016 \u0016 \u001a \u001a= does not prevent rusting  d \u0016 \u001a \u001a       30 fertilisers are mixtures of different compounds used to increase the growth of crops.    which pair of substances contain the three essential elements for plant growth?  a ammonium nitrate and calcium phosphate  b ammonium nitrate and potassium chloride  c ammonium phosphate and potassium chloride  d potassium nitrate and calcium carbonate    ",
+            "12": "12  \u00a9 ucles 2020 0620/12/f/m/20  31 which process does not add a greenhouse gas to the atmosphere?  a burning methane  b decomposition of vegetation  c polymerisation  d respiration      32 why is sulfur dioxide used as a food preservative?  a it is a gas at room temperature.  b it is used to make sulfuric acid.  c it kills bacteria.  d it reacts with alkalis.      33 which statements about lime (calcium oxide) and limestone (calcium carbonate) are correct?    1 limestone is used in the manufacture of iron.  2 lime is made by heating limestone. 3 powdered limestone is heated with clay in the production of cement.  4 limestone causes soil to be acidic.    a 1 and 2 only b 2 and 3 only c 1, 2 and 3 d 1, 3 and 4     34 the formulae of two organic compounds, p and q, are shown.    p q   ch 3ch 2ch 2oh ch 3chchch 3    which type of organic compounds are p and q?     p q  a alcohol alkane  b alcohol alkene  c carboxylic acid alkane  d carboxylic acid alkene     ",
+            "13": "13     \u00a9 ucles 2020 0620/12/f/m/20 [turn over  35 petroleum is an important raw material that is separated into useful products.    which terms describe petroleum and the method used to separate it?     description separation method  a compound cracking  b compound fractional distillation  c mixture cracking  d mixture fractional distillation      36 which type of compound is a member of a homologous series?  a carbonate  b carboxylic acid  c halogen  d hydroxide    37 which statements about propene are correct?    1 propene contains only single bonds.  2 propene decolourises bromine water.  3 propene is obtained by cracking. 4 propene is a hydrocarbon.    a 1 and 4 b 2, 3 and 4 c 2 and 4 only d 4 only     38 which row describes the production of ethanol and its properties?     can be made  from glucose can be made  from ethene is used as a  fuel is used as a  solvent   a \u0016 \u0016 \u0016 \u0016 key  b \u0016 \u001a \u0016 \u0016 \u0016= yes  c \u001a \u0016 \u0016 \u001a \u001a= no  d \u001a \u0016 \u001a \u0016      ",
+            "14": "14  \u00a9 ucles 2020 0620/12/f/m/20  39 which statements about ethanoic acid are correct?    1 it contains a carbon\u2013oxygen double bond.  2 it contains two carbon atoms.  3 it decolourises bromine water.  4 it contains an \u2013oh group.    a 1 and 2 only b 1 and 3 c 1, 2 and 4 d 2, 3 and 4     40 which polymers are natural polymers?    1 carbohydrates  2 poly(ethene) 3 protein    a 1, 2 and 3 b 1 and 3 only c 1 only d 3 only    ",
+            "15": "15    blank page     permission to reproduce items where third-party owned material pr otected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to trac e 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 ans wer-related information to candidates, all copyright acknowledgements are reproduced onl ine 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 the ca mbridge assessment group. cambri dge assessment is the brand name of the university of  cambridge local examinations syndicate (ucles), which it self is a department of the university of cambridge.    \u00a9 ucles 2020 0620/12/f/m/20  ",
+            "16": "16  \u00a9 ucles 2020 0620/12/f/m/20   groupthe periodic table of elements 1 h hydrogen 12 he helium 4ii i iii iv v vi vii viii 3 li lithium 74 be beryllium 9atomic number atomic symbolkey name relative atomic mass 11 na sodium 2312 mg magnesium 24 19 k potassium 3920 ca calcium 40 37 rb rubidium 8538 sr strontium 88 55 cs caesium 13356 ba barium 137 87 fr francium \u201388 ra radium \u20135 b boron 11 13 al aluminium 27 31 ga gallium 70 49 in indium 115 81 tl thallium 2046 c carbon 12 14 si silicon 2832 ge germanium 73 50 sn tin 119 82 pb lead 20722 ti titanium 48 40 zr zirconium 91 72 hf hafnium 178 104 rf rutherfordium \u201323 v vanadium 51 41 nb niobium 93 73 ta tantalum 181 105 db dubnium \u201324 cr chromium 52 42 mo molybdenum 96 74 w tungsten 184 106 sg seaborgium \u201325 mn manganese 55 43 tc technetium \u2013 75 re rhenium 186 107 bh bohrium \u201326 fe iron 56 44 ru ruthenium 101 76 os osmium 190 108 hs hassium \u201327 co cobalt 59 45 rh rhodium 103 77 ir iridium 192 109 mt meitnerium \u201328 ni nickel 59 46 pd palladium 106 78 pt platinum 195 110 ds darmstadtium \u201329 cu copper 64 47 ag silver 108 79 au gold 197 111 rg roentgenium \u201330 zn zinc 65 48 cd cadmium 112 80 hg mercury 201 112 cn copernicium \u2013114 fl flerovium \u2013116 lv livermorium \u20137 n nitrogen 14 15 p phosphorus 3133 as arsenic 75 51 sb antimony 122 83 bi bismuth 2098 o oxygen 16 16 s sulfur 3234 se selenium 79 52 te tellurium 128 84 po polonium \u20139 f fluorine 19 17 cl chlorine 35.5 35 br bromine 80 53 i iodine 127 85 at astatine \u201310 ne neon 20 18 ar argon 4036 kr krypton 84 54 xe xenon 131 86 rn radon \u201321 sc scandium 45 39 y yttrium 89 57\u201371 lanthanoids 89\u2013103 actinoids 57 la lanthanum 139 89 aclanthanoids actinoids the volume of one mole of any gas is 24  dm3 at room temperature and pressure (r.t.p.).actinium \u201358 ce cerium 140 90 th thorium 23259 pr praseodymium 141 91 pa protactinium 23160 nd neodymium 144 92 u uranium 23861 pm promethium \u2013 93 np neptunium \u201362 sm samarium 150 94 pu plutonium \u201363 eu europium 152 95 am americium \u201364 gd gadolinium 157 96 cm curium \u201365 tb terbium 159 97 bk berkelium \u201366 dy dysprosium 163 98 cf californium \u201367 ho holmium 165 99 es einsteinium \u201368 er erbium 167 100 fm fermium \u201369 tm thulium 169 101 md mendelevium \u201370 yb ytterbium 173 102 no nobelium \u201371 lu lutetium 175 103 lr lawrencium \u2013  "
+        },
+        "0620_m20_qp_22.pdf": {
+            "1": "    this document has 16 pages. blank pages are indicated.  ib20 03_0620_22/5rp   \u00a9 ucles 2020   [turn ove r   *0772987719*cambridge igcse\u2122       chemistry 0620/22     paper 2 multiple choice (extended)  february/march 2020     45 minutes    you must answer on the multiple choice answer sheet.    you will need: multiple choice answer sheet   soft clean eraser   soft pencil (type b or hb is recommended)       instructions   \u2022 there are forty  questions on this paper. answer all questions.   \u2022 for each question there are four possible answers a, b, c and d. choose the one you consider correct  and record your choice in soft pencil on the multiple choice answer sheet.   \u2022 follow the instructions on the mu ltiple choice answer sheet.  \u2022 write in soft pencil.  \u2022 write your name, centre number and candidate num ber on the multiple choice answer sheet in the  spaces provided unless this has been done for you.  \u2022 do not use correction fluid.  \u2022 do not write on any bar codes.  \u2022 you may use a calculator.      information  \u2022 the total mark for this paper is 40.  \u2022 each correct answer will score one mark. a ma rk will not be deducted for a wrong answer.  \u2022 any rough working should be done on this question paper.  \u2022 the periodic table is printed in the question paper.     ",
+            "2": "2  \u00a9 ucles 2020 0620/22/f/m/20  1 the formula of methane is ch 4 and the formula of ethane is c 2h6.    which row describes diffusion and the relative rates of diffusion of methane and ethane?     description of diffusion relative rate of diffusion  a     particles move from  a high concentration  to a low concentration ethane diffuses more  quickly than methane    b     particles move from  a high concentration  to a low concentration methane diffuses more  quickly than ethane    c     particles move from  a low concentration  to a high concentration ethane diffuses more  quickly than methane    d    particles move from  a low concentration  to a high concentration methane diffuses more  quickly than ethane        2 which test is used to show that a sample of water is pure?  a evaporate the water to see if any solids remain.  b heat the water to check its boiling point.  c test with anhydrous cobalt( ii) chloride.  d use universal indicator paper to check its ph.      3 chromatography is used to separate and identify the components in both coloured and colourless  mixtures.    for colourless mixtures the chromatogram has to be treated with another chemical.    what is the name of this type of chemical?  a colouring agent  b display agent  c finding agent  d locating agent     ",
+            "3": "3     \u00a9 ucles 2020 0620/22/f/m/20 [turn over  4 lithium reacts with fluorine to form the compound lithium fluoride.    which statement about this reaction is correct?  a each fluorine atom gains one electron.  b each fluorine atom gains two or more electrons.  c each fluorine atom loses one electron.  d each fluorine atom loses two or more electrons.      5 c14 6 and c12 6 are isotopes of carbon.    which statement about these isotopes is correct?  a c12 6 is more reactive than c14 6 because the atoms have less mass.  b c12 6 is more reactive than c14 6 because the atoms have different numbers of neutrons.  c the reactions of c12 6 are similar to c14 6 because they have the same number of outer shell  electrons.  d the reactions of c12 6 are similar to c14 6 because they have the same number of protons in  the nucleus.     6 the molecular structure of hydrazine, n 2h4, is shown.    n hh hh n    which description of the bonding in hydrazine is not correct?  a each nitrogen atom has a non-bonding pair of electrons.  b each nitrogen atom has four bonding pairs of electrons.  c each nitrogen atom shares one of its electrons with a nitrogen atom.  d each nitrogen atom shares two of its electrons with hydrogen atoms.     ",
+            "4": "4  \u00a9 ucles 2020 0620/22/f/m/20  7 solid x has a high boiling point.    its structure has positive ions surrounded by a sea of electrons.    which other properties does solid x have?  a brittle and an electrical conductor  b brittle and an insulator  c malleable and an electrical conductor  d malleable and an insulator     8 the formulae of some ions are shown.    positive ions negative ions  al 3+ cl \u2013  fe2+ n3\u2013  mg2+ no 3\u2013  na+ o2\u2013  zn2+ so 42\u2013    in which row is the formula not correct?     compound formula  a aluminium oxide a l 2o3  b iron(ii) nitride fe 2n3  c sodium sulfate na 2so 4  d zinc nitrate zn(no 3)2     9 the equation for the decomposition of magnesium nitrate is shown.    2mg(no 3)2(s)  \u2192  2mgo(s)  +  4no 2(g)  +  o 2(g)    which volume of gas is produced when 0.1 moles of magnesium nitrate is decomposed  completely?  a 1.2  dm3 b 4.8  dm3 c 6.0  dm3 d 8.4  dm3     ",
+            "5": "5     \u00a9 ucles 2020 0620/22/f/m/20 [turn over  10 which statements about the electrolysis of molten lead( ii) bromide are correct?    1 lead ions move to the anode and are oxidised.  2 lead ions move to the cathode and are reduced. 3 bromide ions move to the anode and are oxidised.  4 bromide ions move to the cathode and are reduced.    a 1 and 3 b 1 and 4 c 2 and 3 d 2 and 4     11 aqueous copper( ii) sulfate is electrolysed using carbon electrodes.    which statement is correct?  a bubbles of hydrogen are formed at the anode.  b bubbles of oxygen gas are formed at the cathode.  c copper is deposited at the anode.  d the blue colour of the solution fades.     12 nitrogen trifluoride, nf 3, is used in the manufacture of certain types of solar panels. the equation  for the formation of nitrogen trifluoride is shown.    n2  +  3f 2  \u2192  2nf 3    type of bond bond energy (kj  mol\u20131)  n\u2261n +950  f\u2013f +150  n\u2013f +280    using the table of bond energies, what is the energy change for this reaction?  a \u2013560  kj mol\u20131  b \u2013280  kj mol\u20131  c +280  kj mol\u20131  d +3080  kj mol\u20131    ",
+            "6": "6  \u00a9 ucles 2020 0620/22/f/m/20  13 which statements about hydrogen fuel cells are correct?    1 the reaction between hydrogen and oxygen is endothermic.  2 the waste product in a hydrogen fuel cell is water.  3 a chemical reaction in the cell produces hydrogen which is used as the fuel.  4 a hydrogen fuel cell is used to generate electricity.    a 1 and 2 b 1 and 3 c 2 and 4 d 3 and 4    14 which change is a physical change?  a copper( ii) carbonate changes colour from green to black when it is heated, and stays black  when it cools.  b ethanol reacts with oxygen to form carbon dioxide and water.  c hydrogen peroxide decomposes into water and oxygen when it is boiled.  d ice forms liquid water when it is heated.     15 a student adds excess magnesium ribbon to 10  cm3 of 0.5  mol  / dm3 sulfuric acid.    the hydrogen gas is collected and its volume measured every 10 seconds.    the experiment is repeated using the same mass of magnesium ribbon with 5  cm3 of 0.5  mol  / dm3  sulfuric acid added to 5  cm3 of water.    which graph shows the results of the second experiment?    250 200150100 50 0 0 50 100 150 200 250 time  / secondsvolume of hydrogen  / cm3a b c doriginal experiment      ",
+            "7": "7     \u00a9 ucles 2020 0620/22/f/m/20 [turn over  16 an equilibrium reaction is shown.    n2o4(g)    2no 2(g)    the forward reaction is endothermic.    what is the effect of changing the temperature and pressure on the equilibrium position?     increasing temperature increasing pressure  a moves to the left moves to the left  b moves to the left moves to the right  c moves to the right moves to the left  d moves to the right moves to the right      17 in which reaction is the underlined compound acting as a reducing agent?  a co 2  +  c  \u2192  2co  b 2cuo  +  c  \u2192  2cu  +  co 2  c fe 2o3  +  3co  \u2192  2fe  +  3co 2  d caco 3  +  2hc l  \u2192  cac l 2   +   h 2o   +   co 2     18 x, y and z are oxides of elements in the same row of the periodic table.    some information about each oxide is shown.    oxide solubility  in water ability to  neutralise  an acid ability to  neutralise  an alkali   x soluble \u001a \u0016 key  y insoluble \u0016 \u0016 \u0016= able  z slightly soluble \u0016 \u001a \u001a= not able    which types of oxides are x, y and z?      x y z  a acidic amphoteric basic  b amphoteric basic basic  c basic amphoteric acidic  d basic acidic amphoteric     ",
+            "8": "8  \u00a9 ucles 2020 0620/22/f/m/20  19 four different acids are dissolved in water.    which beaker contains the most concentrated strong acid solution?    hx hx hxhx hx hx hx hxx\u2013 h+ h+h+ x\u2013z\u2013z\u2013 z\u2013z\u2013 z\u2013 z\u2013y\u2013 y\u2013 x\u2013c h+h+ h+ h+w\u2013 w\u2013w\u2013 w\u2013dhy hy hyhy hyhy h+ h+a h+ h+h+h+ h+h+b      20 the following substances can be reacted together to prepare salts.    1 copper( ii) oxide and excess hydrochloric acid  2 hydrochloric acid and excess sodium hydroxide  3 hydrochloric acid and excess zinc carbonate    in which reactions can the excess reactant be separated from the solution by filtration?  a 1 and 2 b 1 and 3 c 2 and 3 d 3 only    ",
+            "9": "9     \u00a9 ucles 2020 0620/22/f/m/20 [turn over  21 salt s is dissolved in water and three tests are carried out on the solution.     test result  1     aqueous sodium  hydroxide is added   green precipitate formed,  insoluble in excess sodium  hydroxide  2 dilute nitric acid is added no reaction  3   aqueous barium nitrate is added  to the acidified solution from test 2 white precipitate formed      what is the identity of s?  a copper( ii) chloride  b copper( ii) sulfate  c iron( ii) chloride  d iron( ii) sulfate      22 which statement about the periodic table is correct?  a most metallic elements are on the left.  b elements in the same period have the same number of outer electrons.  c elements on the left are usually gases.  d the relative atomic mass of the elements increases from right to left.     23 the diagram shows elements w, x, y and z in a section of the periodic table.    x yzw     which statement about the reactivity of the elements is correct?  a x is more reactive than y, and w is more reactive than z.  b x is more reactive than y, and z is more reactive than w.  c y is more reactive than x, and w is more reactive than z.  d y is more reactive than x, and z is more reactive than w.    ",
+            "10": "10  \u00a9 ucles 2020 0620/22/f/m/20  24 some properties of substances are listed.    1 they conduct electricity.  2 they have low densities.  3 they have high melting points.  4 they are malleable.    which properties are shown by transition metals?  a 1 and 3 only b 1 and 4 only c 1, 2 and 3 d 1, 3 and 4     25 sodium is a group i metal.    which property, that is typical of most metals, is not shown by sodium?  a conductor of heat  b high melting point  c malleable  d shiny      26 four metals, iron, copper, magnesium and y, are heated separately with their oxides.    the results are shown.    metal magnesium  oxide y  oxide copper  oxide iron  oxide   y \u001a \u001a \u0016 \u0016 key  magnesium \u001a \u0016 \u0016 \u0016 \u0016= reacts  copper \u001a \u001a \u001a \u001a \u001a= no reaction  iron \u001a \u001a \u001a \u001a     what is the order of reactivity of the metals, least reactive first?     least reactive  most reactive  a copper iron y magnesium  b copper y iron magnesium  c magnesium iron y copper  d magnesium y iron copper     ",
+            "11": "11     \u00a9 ucles 2020 0620/22/f/m/20 [turn over  27 aluminium is extracted from bauxite by electrolysis.    which statement is correct?  a aluminium ions are oxidised to form aluminium.  b the cathode has to be replaced regularly becaus e it reacts with the oxygen which is formed.  c cryolite is added to remove impurities.  d carbon dioxide is produced at the anode.    28 some properties of aluminium are listed.    1 it conducts heat.  2 it has a low density. 3 it is strong. 4 it is resistant to corrosion.    which of these properties make aluminium suitable for making food containers for chilled food products?  a 1, 2 and 4 b 1, 3 and 4 c 1 only d 4 only     29 water is treated at a waterworks to make it fit to drink.    what is present in the water when it leaves the waterworks?  a bacteria only  b bacteria and insoluble substances  c chlorine compounds only  d chlorine compounds and soluble substances    30 sulfur dioxide, carbon monoxide and oxides of nitrogen are common gaseous pollutants found in  the air.    which pollutants contribute to acid rain?  a carbon monoxide and sulfur dioxide  b oxides of nitrogen and sulfur dioxide  c oxides of nitrogen only  d sulfur dioxide only     ",
+            "12": "12  \u00a9 ucles 2020 0620/22/f/m/20  31 oxides of nitrogen, such as no and no 2, are formed in the petrol engines of cars.    they are removed from the exhaust gases by reactions in the car\u2019s catalytic converter.    which row describes how oxides of nitrogen are formed in a petrol engine, and a reaction that  happens in the catalytic converter?     how oxides of nitrogen are formed a reaction that happens  in the catalytic convertor  a   by the reaction between  nitrogen and oxygen from the air 2no  +  2co  \u2192  n2  +  2co 2    b   by the reaction between  nitrogen and oxygen from the air 2no  +  2h 2  \u2192  n2  +  2h 2o    c   by the reaction between nitrogen  compounds in petrol and oxygen from the air 2no  +  2co  \u2192  n2  +  2co 2    d   by the reaction between nitrogen  compounds in petrol and oxygen from the air 2no  +  2h 2  \u2192  n2  +  2h 2o       32 zinc is used to cover iron to prevent it from rusting.    why is zinc a suitable metal to use?  a iron is more reactive than zinc.  b iron atoms are bigger than zinc atoms.  c zinc is more reactive than iron.  d zinc atoms are bigger than iron atoms.    33 fertilisers are mixtures of different compounds used to increase the growth of crops.    which pair of substances contain the three essential elements for plant growth?  a ammonium nitrate and calcium phosphate  b ammonium nitrate and potassium chloride  c ammonium phosphate and potassium chloride  d potassium nitrate and calcium carbonate     ",
+            "13": "13     \u00a9 ucles 2020 0620/22/f/m/20 [turn over  34 which row describes the conditions used in the manufacture of sulfuric acid by the contact  process?     catalyst pressure temperature  a iron high high  b iron low low  c vanadium( v) oxide high low  d vanadium( v) oxide low high     35 petroleum is an important raw material that is separated into useful products.    which terms describe petroleum and the method used to separate it?     description separation method  a compound cracking  b compound fractional distillation  c mixture cracking  d mixture fractional distillation     36 which statements about propene are correct?    1 propene contains only single bonds.  2 propene decolourises bromine water. 3 propene is obtained by cracking. 4 propene is a hydrocarbon.    a 1 and 4 b 2, 3 and 4 c 2 and 4 only d 4 only     37 which row describes the production of ethanol and its properties?     can be made  from glucose can be made  from ethene is used as a  fuel is used as a  solvent   a \u0016 \u0016 \u0016 \u0016 key  b \u0016 \u001a \u0016 \u0016 \u0016= yes  c \u001a \u0016 \u0016 \u001a \u001a= no  d \u001a \u0016 \u001a \u0016      ",
+            "14": "14  \u00a9 ucles 2020 0620/22/f/m/20  38 ethanoic acid is a typical carboxylic acid.    which statement about ethanoic acid is correct?  a it can be oxidised to produce ethanol.  b it is a proton acceptor.  c it is fully dissociated in water.  d it reacts with ethanol to produce ethyl ethanoate and water.    39 which structure represents the ester made from ethanoic acid and propanol?    ho c h hh hch c hhc hh c oa ho c h hh c hhc hhc hhch hc ob ho c h hh c hhc hh coch c h hh c hhc ho chc hh o d      40 the structure of a polymer is shown.    co oc n hh n co h n     which statements about the polymer are correct?    1 the polymer is nylon.  2 the polymer is formed by condensation polymerisation. 3 there are ester linkages between the monomers.    a 1 and 2 b 2 and 3 c 2 only d 3 only    ",
+            "15": "15    blank page     permission to reproduce items where third-party owned material pr otected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to trac e 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 ans wer-related information to candidates, all copyright acknowledgements are reproduced onl ine 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 the ca mbridge assessment group. cambri dge assessment is the brand name of the university of  cambridge local examinations syndicate (ucles), which it self is a department of the university of cambridge.    \u00a9 ucles 2020 0620/22/f/m/20  ",
+            "16": "16  \u00a9 ucles 2020 0620/22/f/m/20   groupthe periodic table of elements 1 h hydrogen 12 he helium 4ii i iii iv v vi vii viii 3 li lithium 74 be beryllium 9atomic number atomic symbolkey name relative atomic mass 11 na sodium 2312 mg magnesium 24 19 k potassium 3920 ca calcium 40 37 rb rubidium 8538 sr strontium 88 55 cs caesium 13356 ba barium 137 87 fr francium \u201388 ra radium \u20135 b boron 11 13 al aluminium 27 31 ga gallium 70 49 in indium 115 81 tl thallium 2046 c carbon 12 14 si silicon 2832 ge germanium 73 50 sn tin 119 82 pb lead 20722 ti titanium 48 40 zr zirconium 91 72 hf hafnium 178 104 rf rutherfordium \u201323 v vanadium 51 41 nb niobium 93 73 ta tantalum 181 105 db dubnium \u201324 cr chromium 52 42 mo molybdenum 96 74 w tungsten 184 106 sg seaborgium \u201325 mn manganese 55 43 tc technetium \u2013 75 re rhenium 186 107 bh bohrium \u201326 fe iron 56 44 ru ruthenium 101 76 os osmium 190 108 hs hassium \u201327 co cobalt 59 45 rh rhodium 103 77 ir iridium 192 109 mt meitnerium \u201328 ni nickel 59 46 pd palladium 106 78 pt platinum 195 110 ds darmstadtium \u201329 cu copper 64 47 ag silver 108 79 au gold 197 111 rg roentgenium \u201330 zn zinc 65 48 cd cadmium 112 80 hg mercury 201 112 cn copernicium \u2013114 fl flerovium \u2013116 lv livermorium \u20137 n nitrogen 14 15 p phosphorus 3133 as arsenic 75 51 sb antimony 122 83 bi bismuth 2098 o oxygen 16 16 s sulfur 3234 se selenium 79 52 te tellurium 128 84 po polonium \u20139 f fluorine 19 17 cl chlorine 35.5 35 br bromine 80 53 i iodine 127 85 at astatine \u201310 ne neon 20 18 ar argon 4036 kr krypton 84 54 xe xenon 131 86 rn radon \u201321 sc scandium 45 39 y yttrium 89 57\u201371 lanthanoids 89\u2013103 actinoids 57 la lanthanum 139 89 aclanthanoids actinoids the volume of one mole of any gas is 24  dm3 at room temperature and pressure (r.t.p.).actinium \u201358 ce cerium 140 90 th thorium 23259 pr praseodymium 141 91 pa protactinium 23160 nd neodymium 144 92 u uranium 23861 pm promethium \u2013 93 np neptunium \u201362 sm samarium 150 94 pu plutonium \u201363 eu europium 152 95 am americium \u201364 gd gadolinium 157 96 cm curium \u201365 tb terbium 159 97 bk berkelium \u201366 dy dysprosium 163 98 cf californium \u201367 ho holmium 165 99 es einsteinium \u201368 er erbium 167 100 fm fermium \u201369 tm thulium 169 101 md mendelevium \u201370 yb ytterbium 173 102 no nobelium \u201371 lu lutetium 175 103 lr lawrencium \u2013  "
+        },
+        "0620_m20_qp_32.pdf": {
+            "1": "*4750882735* chemistry  0620/32 paper 3 theory (core) february/march 2020  1 hour 15 minutes you must answer on the question paper. no additional materials are needed. instructions  \u25cf answer all questions.  \u25cf use a black or dark blue pen. you may use an hb pencil for any diagrams or graphs.  \u25cf write your name, centre number and candidate number in the boxes at the top of the page.  \u25cf write your answer to each question in the space provided.  \u25cf do not use an erasable pen or correction fluid.  \u25cf do not write on any bar codes.  \u25cf you may use a calculator.  \u25cf you should show all your working and use appropriate units. information  \u25cf the total mark for this paper is 80.  \u25cf the number of marks for each question or part question is shown in brackets [  ].  \u25cf the periodic table is printed in the question paper. ib20 03_0620_32/3rp \u00a9 ucles 2020 [turn overthis document has 20 pages. blank pages are indicated.cambridge igcse\u2122",
+            "2": "2 0620/32/f/m/20 \u00a9 ucles 2020 1 (a)  a list of compounds is shown. aluminium oxide calcium bromide calcium oxide ethane ethene hydrogen chloride methane nitrogen dioxide potassium iodide potassium manganate( vii) sodium chloride   answer the following questions using only the compounds in the list.   each compound may be used once, more than once or not at all.   which compound:  (i)\t\twhen\tin\tacidified\tsolution,\tis\tused\tto\ttest\tfor\tsulfur\tdioxide   ...   [1]  (ii)  is the main constituent of natural gas   ...   [1]  (iii)\t\twhen\tdissolved\t in\twater,\tgives\ta\tyellow\tprecipitate\t on\taddition\t of\tacidified\t aqueous\t silver nitrate   ...   [1]  (iv)\t\tis\tused\tin\tflue\tgas\tdesulfurisation\tto\tneutralise\tacidic\tgases   ...   [1]  (v)  is a reactant used in the manufacture of ethanol?   ...   [1]  (b)  what is the meaning of the term compound  ?      ..   [2]",
+            "3": "3 0620/32/f/m/20 \u00a9 ucles 2020 [turn over  (c)  complete the electronic structure of a molecule of hydrogen chloride.   show only the outer shell electrons. cl h  [2]  [total: 9]",
+            "4": "4 0620/32/f/m/20 \u00a9 ucles 2020 2\t\tiron\tis\textracted\t by\theating\ta\tmixture\tof\tcoke\t(carbon),\t limestone\t and\tiron\tore\tin\tair\tin\ta\tblast\t furnace.   a diagram of the blast furnace is shown. coke (carbon) + limestone + iron ore air in molten ironslagfirebrick lining  (a)  name the ore of iron added to the blast furnace.   ..   [1]  (b)  the impurities in the iron ore are removed as slag.  (i)  what information in the diagram shows that slag is less dense than molten iron?   ...   [1]  (ii)  which one of the substances added to the blast furnace helps to remove the impurities? \t \texplain\thow\tit\tdoes\tthis.  substance  ... \t explanation\t  .   .   .  [3]  (c)  hot air is blown into the blast furnace. \t \texplain\twhy.      ..   [1]",
+            "5": "5 0620/32/f/m/20 \u00a9 ucles 2020 [turn over  (d)  the chemical equation for one of the reactions in the blast furnace is shown. fe2o3  +  3co  \u2192  2fe  +  3co2  (i)  how does this equation show that fe2o3 has been reduced?   ...   [1]  (ii)  when 16.0 g of fe2o3\treact\twith\texcess\tcarbon\tmonoxide,\t11.2\t g\tof\tiron\tare\tproduced.   calculate the mass of iron produced when 4.0 g of fe2o3\treact\twith\texcess\tcarbon\tmonoxide.  mass of iron = .. g  [1]  (e)  an isotope of iron is shown. 58fe26   deduce the number of electrons, protons and neutrons in an atom of this isotope of iron.  number of electrons  ...  number of protons  .  number of neutrons  ...  [3]  (f)  iron is a transition element.   which two of these statements about iron are correct? \t \ttick\ttwo\tboxes.  iron forms coloured compounds.  iron can act as a catalyst.  iron is brown when freshly cut.  iron has a low density.  iron has a low melting point.  [2]  [total: 13]",
+            "6": "6 0620/32/f/m/20 \u00a9 ucles 2020 3  water is essential for many industrial processes.  (a)  state one use of water in industry.    ..   [1]  (b)  what is the ph of pure water?   draw a circle around the correct answer.  ph 0               ph 6               ph 7               ph 14  [1]  (c)  filtration and chlorination are two of the steps used in water treatment.   describe the purpose of each of these steps. \t filtration\t ..     chlorination       [2]  (d)  the changes of state of water are shown. water ice steama freezing bboiling   give the names of the changes of state represented by a and b.  a    b    [2]",
+            "7": "7 0620/32/f/m/20 \u00a9 ucles 2020 [turn over  (e)  the table compares the reactions of four metals with both steam and dilute hydrochloric acid. metalreaction with steam at 200 \u00b0cobservation with dilute hydrochloric acid copper no reaction no bubbles formed magnesium rapid reaction bubbles form rapidly nickel no reaction bubbles form slowly zinc rapid reaction bubbles form slowly   put the four metals in order of their reactivity. \t \tput\tthe\tleast\treactive\tmetal\tfirst. least reactive most reactive  [2]  [total: 8]",
+            "8": "8 0620/32/f/m/20 \u00a9 ucles 2020 4\t\tangelic\tacid\tand\tethanoic\tacid\tare\tboth\tcarboxylic\tacids.   the structure of angelic acid is shown. cc c co c hh oh hhhhh  (a) (i)  on the structure of angelic acid, draw a circle around the functional group that shows that  it\tis\ta\tcarboxylic\tacid.\t [1]  (ii)\t\tdeduce\tthe\tformula\tof\tangelic\tacid\tto\tshow\tthe\tnumber\tof\tcarbon,\thydrogen\t and\toxygen\t atoms.   ...   [1]  (iii)  angelic acid is an unsaturated compound.   describe a chemical test to distinguish between an unsaturated and a saturated compound.  test  ..  result with unsaturated compound  ..  result with saturated compound  ..  [3]  (b)  the formula of ethanoic acid is c2h4o2.   complete the table to calculate the relative molecular mass of ethanoic acid.   use the periodic table to help you. type of atomnumber of atomsrelative atomic mass carbon 2 12 2 \u00d7 12 = 24 hydrogen oxygen 16  relative molecular mass = ..  [2]",
+            "9": "9 0620/32/f/m/20 \u00a9 ucles 2020 [turn over  (c)  ethanoic acid can be reduced to ethanol.   complete the structure of ethanol to show all of the atoms and all of the bonds. hch hc  [1]  (d)  ethanol can be manufactured by fermentation.   describe the process of fermentation to include:  \u25cf the names of the reactants and catalyst        \u25cf the conditions required           \u25cf\tthe\tname\tof\tthe\tprocess\tused\tto\tseparate\t the\tethanol\tfrom\tthe\trest\tof\tthe\treaction\t mixture.     [4]  [total: 12]",
+            "10": "10 0620/32/f/m/20 \u00a9 ucles 2020 5  the table shows some properties of four metals in group i of the periodic table. metalmelting point / \u00b0cboiling point / \u00b0crelative electrical conductivity sodium 98 883 potassium 63 760 14 rubidium686 8 caesium 29 669 5  (a)  complete the table to estimate:  \u25cf the melting point of rubidium  \u25cf the relative electrical conductivity of sodium.  [2]  (b) what is the physical state of caesium at 20 \u00b0c?   give a reason for your answer.         ..   [2]  (c)  describe the trend in the boiling points of the group  i metals.   ..   [1]  (d)\t\twhen\tpotassium\t reacts\twith\twater,\ta\tcoloured\t flame\tis\tseen\tand\ta\tgas\tis\tproduced\t that\tpops\t with a lighted splint.  (i)  complete the chemical equation for this reaction.  ..k  +  2h2o  \u2192  2koh  +  . [2]  (ii)\t\tstate\tthe\tcolour\tof\tthe\tflame\twhen\tpotassium\treacts\twith\twater.   ...   [1]  (iii)\t\tthe\tsolution\tformed\tis\talkaline.   describe how you can use universal indicator solution to determine the ph of the solution.   .   ...   [2]  [to tal: 10]",
+            "11": "11 0620/32/f/m/20 \u00a9 ucles 2020 [turn over 6 this question is about the reactions of magnesium with nitric acid.  (a)  the equation for the reaction of magnesium with concentrated nitric acid is shown. mg  +  4hno3  \u2192\t\tmg(no3)2  +  2no2  +  2h2o  (i)\t\tthe\treaction\tis\texothermic.   what is the meaning of the term exothermic?   ...   [1]  (ii)\t\twhich\tword \tbest\tdescribes\tthe\tcompound\tmg(no3)2?   draw a circle around the correct answer.  acid          base          oxide          salt  [1]  (iii)\t\toxides\tof\tnitrogen\tare\tformed\twhen\tfossil\tfuels\tare\tburned.   what type of chemical reaction occurs when fossil fuels are burned?   draw a circle around the correct answer.  combustion          cracking          fermentation          neutralisation  [1]  (iv)\t\toxides\tof\tnitrogen\tdissolve\tin\train\twater \tto\tform\tacid\train.   state one adverse effect of acid rain on buildings.   ...   [1]  (b)  when very dilute nitric acid reacts with magnesium powder, hydrogen is produced.  (i)  describe a practical method for investigating the rate of this reaction.   .   .   .   ...   [3]",
+            "12": "12 0620/32/f/m/20 \u00a9 ucles 2020  (ii)  what effect would each of the following have on the rate of this reaction?  \u25cf larger pieces of magnesium are used instead of magnesium powder.   all other conditions stay the same.   .  \u25cf\tthe\ttemperature\tof\tthe\treaction\tmixture\tis\tincreased.   all other conditions stay the same.   .  [2]  [total: 9]",
+            "13": "13 0620/32/f/m/20 \u00a9 ucles 2020 [turn over 7 (a)  the electrolysis of dilute sulfuric acid produces gases at both electrodes.  (i)  the incomplete apparatus is shown. electrolyt e power supply+ \u2013   complete the diagram by:  \u25cf labelling the anode and cathode  \u25cf adding connecting wires  \u25cf showing how the gases are collected.  [3]  (ii)  name the products formed at each electrode.  positive electrode    negative electrode  ..  [2]  (b)\t\tcarbon\tdioxide\tis\tproduced\twhen\tsulfuric\tacid\treacts\twith\tsodium\tcarbonate.   name the two other products which are formed.  .. and  ..  [2]  (c)\t\tdescribe\tthe\ttest\tfor\tcarbon\tdioxide.  test  .  observations  ..  [2]",
+            "14": "14 0620/32/f/m/20 \u00a9 ucles 2020  (d)\t\tcarbon\tdioxide\tis\ta\tgreenhouse\tgas.   state one effect of greenhouse gases on the environment.   ..   [1]  [t otal: 10]",
+            "15": "15 0620/32/f/m/20 \u00a9 ucles 2020 [turn over 8 (a)  the structures of four substances c, d, e and f, are shown. cl \u2013na+cl \u2013na+ cl \u2013na+cl \u2013na+na+cl \u2013na+cl \u2013na+cl \u2013na+cl \u2013cd ef ch h hhch h hhc chh hh hh hhc hh hh  (i)  which one of these substances, c, d, e or f, is a gas at room temperature?   ...   [1]  (ii)  what type of bonding is present in substance e?   ...   [1]  (iii)  which one of these substances, c, d, e or f, is soluble in water?   ...   [1]  (iv)  which one of these substances, c, d, e or f, conducts electricity when solid?   ...   [1]  (b)  the halogens have molecules containing two atoms.   what is the name for molecules containing only two atoms?   ..   [1]",
+            "16": "16 0620/32/f/m/20 \u00a9 ucles 2020  (c)  the reaction of iodine with hydrogen is shown. i2  +  h2    2hi   what is the meaning of the symbol ?   ..   [1]  (d)  iodine is formed when chlorine reacts with aqueous potassium iodide.  (i)  complete the chemical equation for this reaction.  ..  +  2k i  \u2192  i2  +  ...kc l [2]  (ii)\t\twhen\taqueous\tiodine\tis\tmixed\twith\taqueous\tpotassium\tchloride,\tthere\tis\tno\treaction.   suggest, in terms of chemical reactivity, why there is no reaction.   ...   [1]  [total: 9]",
+            "17": "17 0620/32/f/m/20 \u00a9 ucles 2020blank page",
+            "18": "18 0620/32/f/m/20 \u00a9 ucles 2020blank page",
+            "19": "19 0620/32/f/m/20 \u00a9 ucles 2020blank page permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the  publisher will be pleased to make amends at the earliest possible opportunity. 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 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.",
+            "20": "20 0620/32/f/m/20 \u00a9 ucles 2020 groupthe periodic table of elements 1 h hydrogen 12 he helium 4ii i iii iv vv iv ii viii 3 li lithium 74 be berylliu m 9atomic number atomic symbolkey name relative atomic mas s 11 na sodium 2312 mg magnesium 24 19 k potassium 3920 ca calcium 40 37 rb rubidium 8538 sr strontium 88 55 cs caesium 13356 ba barium 137 87 fr francium \u201388 ra radium \u20135 b boron 11 13 al aluminium 27 31 ga gallium 70 49 in indium 115 81 tl thallium 2046 c carbon 12 14 si silicon 28 32 ge germanium 73 50 sn tin 119 82 pb lead 20722 ti titanium 48 40 zr zirconium 91 72 hf hafnium 178 104 rf rutherfordiu m \u201323 v vanadium 51 41 nb niobium 93 73 ta tantalum 181 105 db dubnium \u201324 cr chromium 52 42 mo molybdenum 96 74 w tungsten 184 106 sg seaborgium \u201325 mn manganes e 55 43 tc technetium \u2013 75 re rhenium 186 107 bh bohrium \u201326 fe iron 56 44 ru ruthenium 101 76 os osmium 190 108 hs hassium \u201327 co cobalt 59 45 rh rhodium 103 77 ir iridium 192 109 mt meitneriu m \u201328 ni nicke l 59 46 pd palladium 106 78 pt platinum 195 110 ds darmstadtiu m \u201329 cu copper 64 47 ag silver 108 79 au gold 197 111 rg roentgenium \u201330 zn zinc 65 48 cd cadmium 112 80 hg mercury 201 112 cn copernicium \u2013114 fl fleroviu m \u2013116 lv livermorium \u20137 n nitrogen 14 15 p phosphorus 31 33 as arsenic 75 51 sb antimony 122 83 bi bismuth 2098 o oxygen 16 16 s sulfur 32 34 se selenium 79 52 te tellurium 128 84 po polonium \u20139 f fluorine 19 17 cl chlorine 35.5 35 br bromine 80 53 i iodine 127 85 at astatine \u201310 ne neon 20 18 ar argon 40 36 kr krypton 84 54 xe xenon 131 86 rn radon \u201321 sc scandium 45 39 y yttrium 89 57\u201371 lanthanoids 89\u2013103 actinoids 57 la lanthanum 139 89 aclanthanoids actinoids the volume of one mole of any gas is 24  dm3 at room temperature and pressure (r .t.p.).actinium \u201358 ce cerium 140 90 th thorium 23259 pr praseodymium 141 91 pa protactinium 23160 nd neodymium 144 92 u uranium 23861 pm promethium \u2013 93 np neptunium \u201362 sm samarium 150 94 pu plutonium \u201363 eu europium 152 95 am americiu m \u201364 gd gadolinium 157 96 cm curium \u201365 tb terbium 159 97 bk berkelium \u201366 dy dysprosium 163 98 cf californium \u201367 ho holmium 165 99 es einsteinium \u201368 er erbium 167 100 fm fermium \u201369 tm thulium 169 101 md mendelevium \u201370 yb ytterbium 173 102 no nobelium \u201371 lu lutetium 175 103 lr lawrenciu m \u2013"
+        },
+        "0620_m20_qp_42.pdf": {
+            "1": "*1792185691* chemistry  0620/42 paper 4 theory (extended) february/march 2020  1 hour 15 minutes you must answer on the question paper. no additional materials are needed. instructions  \u25cf answer all questions.  \u25cf use a black or dark blue pen. you may use an hb pencil for any diagrams or graphs.  \u25cf write your name, centre number and candidate number in the boxes at the top of the page.  \u25cf write your answer to each question in the space provided.  \u25cf do not use an erasable pen or correction fluid.  \u25cf do not write on any bar codes.  \u25cf you may use a calculator.  \u25cf you should show all your working and use appropriate units. information  \u25cf the total mark for this paper is 80.  \u25cf the number of marks for each question or part question is shown in brackets [  ].  \u25cf the periodic table is printed in the question paper. ib20 03_0620_42/2rp \u00a9 ucles 2020 [turn overthis document has 12 pages. blank pages are indicated.cambridge igcse\u2122",
+            "2": "2 0620/42/f/m/20 \u00a9 ucles 2020 1  petroleum is a useful natural resource.   the diagram shows how petroleum can be separated into useful substances. kerosene fractionagasoline fractionrefinery gas diesel oil fuel oil fraction petroleumlubricating oil fraction b  (a)  what is the name of the separation process shown in the diagram?   ..   [2]  (b)  name the fraction leaving at:  a    b    [2]  (c)\t\trefinery\tgas\tis\ta\tmixture\tof\thydrocarbons. \t \tone\trefinery\tgas\tis\tbutane,\tc4h10.  (i)  suggest the names of two\tother\trefinery\tgases.  ...  and   ..   [2]  (ii)  write the chemical equation for the complete combustion of butane.   ...   [2]  (iii)\t\tname\tthe\ttoxic\tgas\tproduced\tby\tthe\tincomplete\tcombustion\tof\tbutane.   ...   [1]",
+            "3": "3 0620/42/f/m/20 \u00a9 ucles 2020 [turn over  (d)\t\tgasoline\tand\tkerosene\tare\tboth\tfuels.\t they\thave\tdifferent\tproperties.  (i)  describe the differences in the properties given. \t viscosity\tof\tthe\tfuel\t .   . \t flammability\tof\tthe\tfuel\t     .  [2]  (ii)  what difference in the molecules of gasoline and kerosene causes these differences in  properties?   ...   [1]  (e)\t\thydrogen\tfuel\tcells\tcan\tbe\tused\tto\tpower\tvehicles. \t \twrite\tthe\tword\tequation\tfor\tthe\toverall\treaction\tthat\ttakes\tplace\tin\ta\thydrogen\tfuel\tcell.   ..   [1]  [total: 13]",
+            "4": "4 0620/42/f/m/20 \u00a9 ucles 2020 2\t\taluminium\t is\textracted\t from\tits\tore.\tthe\tore\tis\tconverted\t into\tpure\taluminium\t oxide,\twhich\tthen\t undergoes\telectrolysis\tas\tshown. +++\u2013 anode spowe r suppl y electrolyte molten aluminiumwires cathode  (a) (i)  name an ore of aluminium.   ...   [1]  (ii)\t\twhat\tis\tmeant\tby\tthe\tterm\telectrolysis ?   .   ...   [2]  (b)\t\taluminium\t oxide\thas\ta\tmelting\tpoint\tof\tabout\t2000\t\u00b0c,\tbut\tthe\telectrolysis\t process\t operates\t at\t about 900 \u00b0c.  (i)\t\tname\tthe\tcompound\tadded\tto\taluminium \toxide\tto\treduce\tthe\toperating\ttemperature.   ...   [1]  (ii)  suggest one\tbenefit\tto\tthe\tenvironment \tof\treducing\tthe\toperating\t temperature.   .   ...   [1]  (iii)  write the ionic half-equation for the reaction taking place at:   the negative electrode (cathode)     the positive electrode (anode)    [4]  (iv)\t\texplain\twhy\tthe\tanodes\tneed\tfrequent\treplacement.   .     [2]",
+            "5": "5 0620/42/f/m/20 \u00a9 ucles 2020 [turn over  (c)\t\taluminium\toxide\treacts\twith\tacids\tand\twith\talkalis.  (i)\t\twhat\tterm\tis\tused\tto\tdescribe\tan\toxide\t that\treacts\twith\tacids\tand\twith\talkalis?   ...   [1]  (ii)\t\taluminium\t oxide\treacts\twith\tdilute\tsulfuric\tacid\tto\tform\ta\tsalt.   state the name and write the formula of the salt formed.  name  ...  formula    [2]  (iii)\t\taluminium\t oxide\treacts\twith\tdilute\tsodium\thydroxide\t to\tform\ta\tsalt\tand\tone\tother\tproduct.   name the other product.   ...   [1]  (iv)\t\taluminium\t hydroxide,\t al (oh)3,\tdecomposes\t when\theated\tto\tform\taluminium\t oxide\tand\t water.   write the chemical equation for this reaction.   ...   [2]  (v)  suggest the names of two other aluminium compounds that decompose when heated to  form\taluminium\toxide.   .   ...   [2]  [total: 19]",
+            "6": "6 0620/42/f/m/20 \u00a9 ucles 2020 3\t\tthe\tperiodic\t table\tis\ta\tmethod\tof\tclassifying\telements.  (a)\t\tidentify\tthe\telement\twhich\tis\tin\tgroup\tvi\tand\tperiod \t4.   ..   [1]  (b)\t\tcalcium\tis\tin\tgroup\tii\tand\tchlorine\tis\tin\tgroup\tvii\tof\tthe\tperiodic\t table. \t \texplain,\t in\tterms\tof\tnumber\tof\touter\tshell\telectrons\t and\telectron\t transfer,\t how\tcalcium\tatoms\t and chlorine atoms form ions. give the formulae of the ions formed.                     ..   [5]  (c)\t\tgroup\tv\tchlorides\t are\tcovalent\t molecules.\t the\tboiling\tpoints\tof\tsome\tgroup\tv\tchlorides\t are\t shown. chloride boiling point / \u00b0c ncl 3 71 pcl 3 ascl 3 130 sbcl 3 283  (i)\t\tsuggest\tthe\tapproximate\tboiling\tpoint\tof\tpcl 3.   ...   [1]  (ii)\t\texplain\tthe \ttrend\tin\tboiling\tpoints\tin\tterms\tof\tattractive\tforces\tbetween\tparticles.   .   ...   [2]",
+            "7": "7 0620/42/f/m/20 \u00a9 ucles 2020 [turn over  (iii)\t\tcomplete\t the\tdot-and-cross\t diagram\t to\tshow\tthe\telectron\t arrangement\t in\ta\tmolecule\t of\t pcl 3. \t \tshow\touter\telectrons\tonly. p clcl cl  [3]  (d)\t\tp c l 3\treacts\twith\tchlorine,\t cl 2,\tto\tform\tpcl 5.\tthis\treaction\t is\texothermic\t and\treaches\t an\t equilibrium. pcl 3(g)\t\t+\t\tcl 2(g)  \t\tpcl 5(g)  (i)  describe two features of an equilibrium.   .   .   ...   [2]  (ii)\t\tstate\tthe\teffect,\tif\tany,\ton\tthe\tposition\tof\tthis\tequilibrium\t when\tthe\tfollowing\t changes\t are\t made. \t \texplain\tyour\tanswers.  temperature is increased     .  pressure is increased  .   .  [4]  (iii)\t\texplain,\t in\tterms\tof\tparticles,\t what\thappens\t to\tthe\trate\tof\tthe\tforward\treaction\t when\tthe\t reaction\tmixture\tis\theated.   .   .   .   .   ...   [3]",
+            "8": "8 0620/42/f/m/20 \u00a9 ucles 2020  (e)\t\tp c l 5\treacts\twith\tlithium\tfluoride,\tlif,\tto\tform\tlipf6. pcl 5\t\t+\t\t6lif\t\t \u2192\t\tlipf6\t\t+\t\t5licl \t \tcalculate\tthe\tmass\tof\tlif\tneeded\tto\tform\t3.04\t g\tof\tlipf6 using the following steps.  \u25cf\tcalculate\tthe\tnumber\tof\tmoles\tof\tlipf6 formed.   [mr:\t\tlipf6,\t152]  number of moles = ..  \u25cf\tdeduce\tthe\tnumber\tof\tmoles\tof\tlif\tneeded.  number of moles = ..  \u25cf\tcalculate\tthe\tmass\tof\tlif\tneeded.  mass = .. g  [3]  (f)\t\tlithium\tfluoride\thas\tionic\tbonding.  (i)  what is an ionic bond?   .   ...   [2]  (ii)  give two\tphysical\tproperties\tof\tionic\tcompounds.   .   ...   [2]  [total: 28]",
+            "9": "9 0620/42/f/m/20 \u00a9 ucles 2020 [turn over 4\t\tiron\tis\ta\ttypical\ttransition\telement.   iron:  \u25cf\tacts\tas\ta\tcatalyst  \u25cf forms coloured compounds   \u25cf\thas\tmore\tthan\tone\toxidation\tstate.  (a)  name one\tmajor\tindustrial\t process\t that\tuses\tiron\tas\ta\tcatalyst\tand\tname\tthe\tproduct\tmade\tin\t this process.  process  ..  product made  .  [2]  (b)\t\twhen\taqueous\tsodium\thydroxide\tis\tadded\tto\taqueous\tiron( ii)\tsulfate,\ta\tprecipitate\tforms.  (i)  what colour is this precipitate?   ...   [1]  (ii)\t\twrite\tthe\tionic\tequation\tfor\tthis\treaction.\tinclude\tstate\tsymbols.   ...   [3]  (c)  iron( ii) sulfate can be converted to iron( iii)\tsulfate\tby\tpotassium\t manganate( vii) at room  temperature.  (i)  what is the role of potassium manganate( vii) in this reaction?   ...   [1]  (ii)  what condition must be used for this reaction to occur?   ...   [1]  (iii)\t\tin\tterms\tof\t electron\ttransfer,\twhat\thappens\tto\tthe\tiron( ii) ions in this reaction?   ...   [1]  (iv)  state the colour change seen during this reaction.  from purple to  ...   [1]  (d)  deduce the charge on the iron ion in each of these compounds. \t \tfef3  ... \t \tfe(no3)3    [2]  [total: 12]",
+            "10": "10 0620/42/f/m/20 \u00a9 ucles 2020 5\t\tthere\tare\ttwo\ttypes\tof\tpolymers.  (a)\t\taddition\tpolymers\tare\tmade\tfrom\tmany\tidentical\tsmall\tunits.  (i)  what is the term used to describe these small units?   ...   [1]  (ii)\t\ta\tsection\tof\tan\taddition\tpolymer\tis\tshown. ch hcch3 ch3ch hcch3 ch3ch hcch3 ch3 \t \tdraw\tthe\tstructure\tof\tthe\tsmall\tunit\tused \tto\tmake\tthis\taddition\tpolymer.   show all of the atoms and all of the bonds.  [2]  (b)\t\tpolyamides\tare\tcondensation\tpolymers.   what does the term condensation \tmean\twhen\tused\tto\tdescribe\tthis\ttype\tof\tpolymer?   ..   [1]",
+            "11": "11 0620/42/f/m/20 \u00a9 ucles 2020permission 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 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.  (c)\t\ta\tpolyamide\tcan\tbe\tmade\tfrom\ttwo\tdifferent\tmolecules. \t \ta\tsimplified\tstructure\tof\toctanedioic\tacid\tis\tshown. c co o o oh h \t \ta\tsimplified\tstructure\tof\t1,6-diaminohexane\tis\tshown. n nh h h h  (i)\t\tcomplete\t the\tdiagram\t to\tshow\ta\tsection\tof\tpolyamide\t manufactured\t from\toctanedioic\t acid\t and\t1,6-diaminohexane.\tinclude\tall\tof\tthe\tatoms\tand\tall\tof\tthe\tbonds\tin\tthe\tlinkages.  [3]  (ii)\t\tstate\tthe\tname\tof\ta\tsynthetic\tpolyamide.   ...   [1]  [total: 8]",
+            "12": "12 0620/42/f/m/20 \u00a9 ucles 2020 groupthe periodic table of elements 1 h hydrogen 12 he helium 4ii i iii iv vv iv ii viii 3 li lithium 74 be berylliu m 9atomic number atomic symbolkey name relative atomic mas s 11 na sodium 2312 mg magnesium 24 19 k potassium 3920 ca calcium 40 37 rb rubidium 8538 sr strontium 88 55 cs caesium 13356 ba barium 137 87 fr francium \u201388 ra radium \u20135 b boron 11 13 al aluminium 27 31 ga gallium 70 49 in indium 115 81 tl thallium 2046 c carbon 12 14 si silicon 28 32 ge germanium 73 50 sn tin 119 82 pb lead 20722 ti titanium 48 40 zr zirconium 91 72 hf hafnium 178 104 rf rutherfordiu m \u201323 v vanadium 51 41 nb niobium 93 73 ta tantalum 181 105 db dubnium \u201324 cr chromium 52 42 mo molybdenum 96 74 w tungsten 184 106 sg seaborgium \u201325 mn manganes e 55 43 tc technetium \u2013 75 re rhenium 186 107 bh bohrium \u201326 fe iron 56 44 ru ruthenium 101 76 os osmium 190 108 hs hassium \u201327 co cobalt 59 45 rh rhodium 103 77 ir iridium 192 109 mt meitneriu m \u201328 ni nicke l 59 46 pd palladium 106 78 pt platinum 195 110 ds darmstadtiu m \u201329 cu copper 64 47 ag silver 108 79 au gold 197 111 rg roentgenium \u201330 zn zinc 65 48 cd cadmium 112 80 hg mercury 201 112 cn copernicium \u2013114 fl fleroviu m \u2013116 lv livermorium \u20137 n nitrogen 14 15 p phosphorus 31 33 as arsenic 75 51 sb antimony 122 83 bi bismuth 2098 o oxygen 16 16 s sulfur 32 34 se selenium 79 52 te tellurium 128 84 po polonium \u20139 f fluorine 19 17 cl chlorine 35.5 35 br bromine 80 53 i iodine 127 85 at astatine \u201310 ne neon 20 18 ar argon 40 36 kr krypton 84 54 xe xenon 131 86 rn radon \u201321 sc scandium 45 39 y yttrium 89 57\u201371 lanthanoids 89\u2013103 actinoids 57 la lanthanum 139 89 aclanthanoids actinoids the volume of one mole of any gas is 24  dm3 at room temperature and pressure (r .t.p.).actinium \u201358 ce cerium 140 90 th thorium 23259 pr praseodymium 141 91 pa protactinium 23160 nd neodymium 144 92 u uranium 23861 pm promethium \u2013 93 np neptunium \u201362 sm samarium 150 94 pu plutonium \u201363 eu europium 152 95 am americiu m \u201364 gd gadolinium 157 96 cm curium \u201365 tb terbium 159 97 bk berkelium \u201366 dy dysprosium 163 98 cf californium \u201367 ho holmium 165 99 es einsteinium \u201368 er erbium 167 100 fm fermium \u201369 tm thulium 169 101 md mendelevium \u201370 yb ytterbium 173 102 no nobelium \u201371 lu lutetium 175 103 lr lawrenciu m \u2013"
+        },
+        "0620_m20_qp_52.pdf": {
+            "1": "*8608814193* chemistry  0620/52 paper 5 practical test february/march 2020  1 hour 15 minutes you must answer on the question paper. you will need: the materials and apparatus listed in the confidential instructions instructions  \u25cf answer all questions.  \u25cf use a black or dark blue pen. you may use an hb pencil for any diagrams or graphs.  \u25cf write your name, centre number and candidate number in the boxes at the top of the page.  \u25cf write your answer to each question in the space provided.  \u25cf do not use an erasable pen or correction fluid.  \u25cf do not write on any bar codes.  \u25cf you may use a calculator.  \u25cf you should show all your working and use appropriate units. information  \u25cf the total mark for this paper is 40.  \u25cf the number of marks for each question or part question is shown in brackets [  ].  \u25cf notes for use in qualitative analysis are provided in the question paper. ib20 03_0620_52/3rp \u00a9 ucles 2020 [turn overthis document has 12 pages. blank pages are indicated.cambridge igcse\u2122 for examiner\u2019s use 1 2 3 total",
+            "2": "2 0620/52/f/m/20 \u00a9 ucles 2020blank page",
+            "3": "3 0620/52/f/m/20 \u00a9 ucles 2020 [turn over 1  you are going to investigate the time taken to collect 40 cm3 of hydrogen gas when magnesium  reacts with dilute sulfuric acid.   read all of the instructions carefully before starting the experiments.   instructions \t\tyou\tare\tgoing\tto\tdo\tfive\texperiments\tusing\tthe\tapparatus\tshown. waterinverted 50  cm3 measuring cylinder dilute sulfuric acid and distilled water  experiment 1  \u25cf use the 10 cm3\tmeasuring\tcylinder\tto\tpour\t8\t cm3 of dilute sulfuric acid into the boiling tube.  \u25cfuse the 25 cm3\tmeasuring\tcylinder\tto\tpour\t12\t cm3 of distilled water into the boiling tube.  \u25cf\tset\tup\tthe\tapparatus\t as\tshown\tin\tthe\tdiagram,\tensuring\tthe\tinverted\tmeasuring\t cylinder\tis\tfull\t of water.   \u25cf remove the bung from the boiling tube.  \u25cf\tadd\ta\tcoiled\tlength\tof\tmagnesium\t ribbon\tto\tthe\tboiling\ttube,\timmediately\t replace\tthe\tbung\tand\t start the timer.  \u25cf measure the time taken for 40 cm3 of gas to be collected. record the time to the nearest  second in the table in (b).  \u25cf feel the outside of the boiling tube.  (a) (i)\t\twhat\thappens\tto\tthe\ttemperature\tof\tthe\tcontents\tof\tthe\tboiling\ttube\tduring\tthe\treaction?   ...   [1]  (ii)  what does your answer to (a)(i)\ttell\tyou\tabout\tthe\ttype\tof\treaction?   ...   [1]  (iii)  describe one\tchange\tthat\tcould\tbe\tmade\tto\tthe\tapparatus\t to\thelp\tkeep\tthe\ttemperature\t of the contents of the boiling tube constant during the reaction.   ...   [1]",
+            "4": "4 0620/52/f/m/20 \u00a9 ucles 2020  experiment 2  \u25cf rinse out the boiling tube with distilled water.  \u25cf\tuse\ta\tmeasuring\t cylinder\tto\tpour\t10\tcm3 of dilute sulfuric acid and 10 cm3 of distilled water into  the boiling tube.  \u25cf\tset\tup\tthe\tapparatus\t as\tshown\tin\tthe\tdiagram,\tensuring\tthe\tinverted\tmeasuring\t cylinder\tis\tfull\t of water.   \u25cf remove the bung from the boiling tube.  \u25cf\tadd\ta\tcoiled\tlength\tof\tmagnesium\t ribbon\tto\tthe\tboiling\ttube,\timmediately\t replace\tthe\tbung\tand\t start the timer.  \u25cf measure the time taken for 40 cm3 of gas to be collected. record the time to the nearest  second in the table in (b).   experiment 3  \u25cf\trepeat\texperiment\t 2\tusing\tthe\t25\tcm3\tmeasuring\t cylinder\tto\tpour\t12\tcm3 of dilute sulfuric acid  into the boiling tube. use the 10 cm3\tmeasuring\t cylinder\tto\tpour\t8\tcm3 of distilled water into the  boiling tube.   experiment 4  \u25cf\trepeat\texperiment\t3\tusing\t16\t cm3 of dilute sulfuric acid and 4 cm3 of distilled water.   experiment 5  \u25cf\trepeat\texperiment\t3\tusing\t20\t cm3 of dilute sulfuric acid and no distilled water.  (b)\t\tcomplete\tthe\ttable. experimentvolume of dilute sulfuric acid / cm3volume of distilled water / cm3time to collect 40 cm3 of gas / s 1 8 2 10 3 12 4 16 5 20  [4]",
+            "5": "5 0620/52/f/m/20 \u00a9 ucles 2020 [turn over  (c)  add a suitable scale to the y-axis\t and\tplot\tyour\tresults\tfrom\texperiments\t 1\tto\t5\ton\tthe\tgrid.\t draw\ta\tsmooth\tline\tgraph. 68 10 12 14 volume of dilute sulfuric acid  / cm3time to collect 40 cm3 of gas  / s 16 18 20  [4]  (d) (i)  from your graph,\t deduce\tthe\ttime\ttaken\tto\tcollect\t40\tcm3\tof\tgas\tif\tthe\texperiment\t was\t repeated\tusing\t9\t cm3 of dilute sulfuric acid.   show clearly on the grid  how you worked out your answer.  ..  s  [2]  (ii)\t\twhat\tvolume\tof\tdistilled\twater\twould\tbe\tneeded\tif\tthe\texperiment\t was\trepeated\t   using\t9\tcm3\tof\tdilute\tsulfuric\tacid?  .. cm3  [1]",
+            "6": "6 0620/52/f/m/20 \u00a9 ucles 2020  (e)  the rate of reaction can be calculated using the equation shown. rate of reaction =volume of gas collected time taken to collect the gas  (i)\t\tuse\tthis\tequation\tto\tcalculate\tthe\trate\tof\treaction\tin\texperiment\t 1.\tgive\tthe\tunits\tfor\tthe\t rate of reaction you have calculated.  rate of reaction = .. units = ..  [2]  (ii)\t\tin\twhich\texperiment,\t1,\t2,\t3,\t4\tor\t5,\twas\tthe\trate\tof\treaction\tgreatest?   ...   [1]  (f)  why would measuring the volume of dilute sulfuric acid with a burette rather than a measuring  cylinder\tbe\tan\timprovement?      ..   [1]  (g)  the magnesium starts to react with the dilute sulfuric acid as soon as it is added.  (i)\t\twhy\tdoes\tthis\tdecrease\tthe\taccuracy\tof \tthe\tinvestigation?   .   ...   [1]  (ii)  describe one\timprovement\tthat\tcould\tbe\tmade\tto\tovercome\tthis\tproblem.   .   .   ...   [1]  (h)  sketch on the grid in (c)\t the\tgraph\tyou\twould\texpect\tif\tall\tof\tthe\texperiments \twere\trepeated\t at a higher\ttemperature.\tclearly\tlabel\tyour\tgraph.\t [1]  [total: 21]",
+            "7": "7 0620/52/f/m/20 \u00a9 ucles 2020 [turn over 2\t\tyou\tare\tprovided\twith\ttwo\tsubstances,\tsolution\t j and solid k.   do the following tests on solution j and solid k,\trecording\tall\tof\tyour\tobservations\tat\teach\tstage.   tests on solution j   divide solution j\tinto\tfour\tapproximately\t equal\tportions\tin\tfour\ttest-tubes.\t you\twill\tneed\tto\tkeep\tone\t portion\tfor\tthe\ttests\ton\tsolid\tk.  (a)\t\tdescribe\tthe\tappearance\tof\tsolution\t j.   ..   [1]  (b)\t\ttest\tthe\tph\tof\tthe\tfirst\tportion\tof\tsolution\tj. \t ph\t=\t..\t\t[1]  (c)\t\tadd\ta\tspatula\tmeasure\tof\tsodium\tcarbonate\tto\tthe\t second\tportion\tof\tsolution\t j. \t\ttest\tthe\tgas\tproduced.   record your observations.         ..   [3]  (d)  add about 1 cm3\tof\tdilute\tnitric\tacid\tand\ta\tfew\tdrops\tof\taqueous\tsilver\tnitrate\tto\tthe\tthird\tportion\t of solution j.   record your observations.      ..   [1]  (e)  identify solution j.      ..   [2]",
+            "8": "8 0620/52/f/m/20 \u00a9 ucles 2020  tests on solid k  (f)\t\tusing\ta\tspatula,\tplace\tapproximately\t half\tof\tsolid\t k\tin\ta\ttest-tube.\t add\tthe\tfourth\tportion\tof\t solution j\tto\tthis\tportion\tof\tsolid\t k.\tstopper\tthe\ttest-tube\tand\tshake\tthe\tcontents.\t carefully\t smell\tthe\tproduct.   record your observations.   ..   [1]  (g)  add the remaining solid k to about 10 cm3\tof\tdistilled\twater\tin\ta\tboiling\ttube.\tstopper\tthe\tboiling\t tube and shake it to dissolve solid k and form solution k.  (i)  add 2 cm3\tof\taqueous\tsodium\thydroxide \tto\tsolution\tk.   record your observations.   ...   [1]  (ii)\t\twarm\tthe\tmixture\tformed\tin\t(g)(i)\tgently.\t test\tany\tgas\tproduced.   record your observations.   .   ...   [2]  (h) identify one ion in solid k.   ..   [1]  [total: 13]",
+            "9": "9 0620/52/f/m/20 \u00a9 ucles 2020 [turn over 3\t\ta\tblack\tdye\tcan\tbe\tobtained\tfrom\tsome\tplant\troots.   plan an investigation to determine how many different coloured substances are contained in a  black\tdye\tobtained\tfrom\tplant\troots.   you must include how the results you obtain will tell you how many different coloured substances  are contained in the black dye. \t\tyou\thave\taccess\tto\tplant\troots\tand\tall\tnormal\tlaboratory\tapparatus.   ...   ...   ...   ...   ...   ...   ...   ...   ...   ...   ...   ...   . \t\t[6]",
+            "10": "10 0620/52/f/m/20 \u00a9 ucles 2020blank page",
+            "11": "11 0620/52/f/m/20 \u00a9 ucles 2020notes for use in qualitative analysis tests for anions anion test test result carbonate (co32\u2013) add dilute acid effervescence, carbon dioxide  produced chloride (c l \u2013) [in solution]acidify with dilute nitric acid, then add  aqueous silver nitratewhite ppt. bromide (br \u2013) [in solution]acidify with dilute nitric acid, then add  aqueous silver nitratecream ppt. iodide ( i\u2013) [in solution]acidify with dilute nitric acid, then add  aqueous silver nitrateyellow ppt. nitrate (no3\u2013) [in solution]add aqueous sodium hydroxide, then  aluminium foil; warm carefullyammonia produced sulfate (so42\u2013) [in solution]acidify, then add aqueous  barium nitratewhite ppt. sulfite (so32\u2013) add dilute hydrochloric acid, warm  gently and test for the presence of sulfur dioxidesulfur dioxide produced  will turn acidified aqueous  potassium manganate( vii) from  purple to colourless tests for aqueous cations cation effect of aqueous sodium hydroxide effect of aqueous ammonia aluminium (a l 3+) white ppt., soluble in excess, giving a  colourless solutionwhite ppt., insoluble in excess ammonium (nh4+)ammonia produced on warming \u2013 calcium (ca2+) white ppt., insoluble in excess no ppt., or very slight white ppt. chromium( iii) (cr3+)green ppt., soluble in excess grey-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 iron(iii) (fe3+) red-brown ppt., insoluble in excess red-brown ppt., insoluble in excess zinc (zn2+) white ppt., soluble in excess, giving a  colourless solutionwhite ppt., soluble in excess, giving a  colourless solution",
+            "12": "12 0620/52/f/m/20 \u00a9 ucles 2020tests for gases flame tests for metal ions gas test and test result metal ion flame colour ammonia (nh3) turns damp red litmus paper blue lithium (li+) red carbon dioxide (co2)turns limewater milky sodium (na+) yellow chlorine (c l 2) bleaches damp litmus paper potassium (k+) lilac hydrogen (h2) \u2018pops\u2019 with a lighted splint copper( ii) (cu2+)blue-green oxygen (o2) relights a glowing splint sulfur dioxide (so2)turns acidified aqueous  potassium manganate( vii) from  purple to colourless 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 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."
+        },
+        "0620_m20_qp_62.pdf": {
+            "1": "*6193842897* chemistry  0620/62 paper 6 alternative to practical february/march 2020  1 hour you must answer on the question paper. no additional materials are needed. instructions  \u25cf answer all questions.  \u25cf use a black or dark blue pen. you may use an hb pencil for any diagrams or graphs.  \u25cf write your name, centre number and candidate number in the boxes at the top of the page.  \u25cf write your answer to each question in the space provided.  \u25cf do not use an erasable pen or correction fluid.  \u25cf do not write on any bar codes.  \u25cf you may use a calculator.  \u25cf you should show all your working and use appropriate units. information  \u25cf the total mark for this paper is 40.  \u25cf the number of marks for each question or part question is shown in brackets [  ]. ib20 03_0620_62/2rp \u00a9 ucles 2020 [turn overthis document has 12 pages. blank pages are indicated.cambridge igcse\u2122",
+            "2": "2 0620/62/f/m/20 \u00a9 ucles 2020 1  the table gives the boiling points of four alcohols. alcohol boiling point / \u00b0c methanol 65 ethanol 79 propan-1-ol 97 butan-1-ol 117   the apparatus shown can be used to separate a mixture of the four alcohols shown in the table. heatba condenser mixture of alcoholsalcohol collecte d  (a)  name the apparatus labelled a and b.  a    b    [2]  (b)  add to the diagram one arrow to show where water enters the condenser. [1]  (c) (i)  why is it not safe to heat the mixture of alcohols with a bunsen burner?   ...   [1]  (ii)  suggest how the mixture of alcohols can be heated safely?   ...   [1]",
+            "3": "3 0620/62/f/m/20 \u00a9 ucles 2020 [turn over  (d)  describe how the condenser allows the alcohol to be collected as a liquid.      ..   [1]  (e)\t\twhich\talcohol\twould\tbe\tcollected\tfirst?   explain your answer. \t alcohol\tcollected\tfirst\t  .  explanation       [2]  [total: 8]",
+            "4": "4 0620/62/f/m/20 \u00a9 ucles 2020blank page",
+            "5": "5 0620/62/f/m/20 \u00a9 ucles 2020 [turn over 2  a student investigated the time taken to collect 40 cm3 of hydrogen gas when magnesium reacts  with dilute sulfuric acid.   five experiments were done using the apparatus shown. waterinverted 50  cm3 measuring cylinder dilute sulfuric acid and distilled water   experiment 1  \u25cf using a measuring cylinder, 8 cm3 of dilute sulfuric acid was poured into the boiling tube.  \u25cf using a second measuring cylinder, 12 cm3 of distilled water was added to the acid in the  boiling tube.  \u25cf the apparatus was set up as shown in the diagram, ensuring the inverted measuring cylinder  was full of water.  \u25cf the bung was removed from the boiling tube.  \u25cf a coiled length of magnesium ribbon was added to the boiling tube, the bung was immediately  replaced and a timer started.  \u25cf the time taken for 40 cm3 of gas to be collected was measured.  \u25cf the student felt the outside of the boiling tube.  (a) (i)  the student noticed that the boiling tube was warm.   what does this tell you about the type of reaction?   ...   [1]  (ii)  describe one change that could be made to the apparatus to help keep the temperature  of the contents of the boiling tube constant during the reaction.   ...   [1]  experiment 2  \u25cf the boiling tube was rinsed out with distilled water.  \u25cf experiment 1 was repeated using 10 cm3 of dilute sulfuric acid and 10 cm3 of distilled water.   experiment 3  \u25cf experiment 2 was repeated using 12 cm3 of dilute sulfuric acid and 8 cm3 of distilled water.   experiment 4  \u25cf experiment 2 was repeated using 16 cm3 of dilute sulfuric acid and 4 cm3 of distilled water.   experiment 5  \u25cf experiment 2 was repeated using 20 cm3 of dilute sulfuric acid and no distilled water.",
+            "6": "6 0620/62/f/m/20 \u00a9 ucles 2020  (b)  use the information in the description of the experiments and the timer diagrams to complete  the table. record the time in seconds. experimentvolume of dilute sulfuric acid / cm3volume of distilled water / cm3timer diagramtime to collect 40 cm3 of gas / s 1 80 0 10 3015 1545 5second s minutes 2 100 0 10 3015 1545 5 3 120 0 10 3015 1545 5 4 160 0 10 3015 1545 5 5 200 0 10 3015 1545 5  [4]",
+            "7": "7 0620/62/f/m/20 \u00a9 ucles 2020 [turn over  (c)  add a suitable scale to the y-axis and plot the results from experiments 1 to 5 on the grid.   draw a smooth line graph. 68 10 12 14 volume of dilute sulfuric acid  / cm3time to collect 40 cm3 of gas  / s 16 18 20  [4]  (d) (i)  from your graph, deduce the time taken to collect 40 cm3 of gas if the experiment was  repeated using 9 cm3 of dilute sulfuric acid.   show clearly on the grid  how you worked out your answer.  .. s  [2]  (ii)  what volume of distilled water would be needed if the experiment was repeated   using 9 cm3 of dilute sulfuric acid?  .. cm3  [1]",
+            "8": "8 0620/62/f/m/20 \u00a9 ucles 2020  (e)  the rate of reaction can be calculated using the equation shown. rate of reaction =volume of gas collected time taken to collect the gas  (i)  use this equation to calculate the rate of reaction in experiment 1. give the units for the  rate of reaction you have calculated.  rate of reaction = .. units = ..  [2]  (ii)  in which experiment, 1, 2, 3, 4 or 5, was the rate of reaction greatest?   ...   [1]  (f)  why would measuring the volume of dilute sulfuric acid with a burette rather than a measuring  cylinder be an improvement?      ..   [1]  (g)  the magnesium starts to react with the dilute sulfuric acid as soon as it is added.  (i)  why does this decrease the accuracy of the investigation?   ...   [1]  (ii)  describe one improvement that you could make to overcome this problem.   .   .   ...   [1]  [total: 19]",
+            "9": "9 0620/62/f/m/20 \u00a9 ucles 2020 [turn over 3  solution j and solid k were analysed.   tests on solution j tests observations solution j was colourless. solution j was  divided into three portions in three test-tubes. test 1 universal indicator paper was dipped into the  first\tportion\tof\tsolution\tj.the universal indicator paper turned red test 2 a spatula measure of sodium carbonate was  added to the second portion of solution j. the  gas given off was tested.effervescence was seen, the gas produced  turned limewater milky test 3 1 cm3 of dilute nitric acid and a few drops of  aqueous silver nitrate were added to the third  portion of solution j.a white precipitate formed  (a)  use the observation from test 1 to suggest the ph of solution j.  ph = ..  [1]  (b)  name the gas given off in test 2.   ..   [1]  (c)  identify solution j.      ..   [2]",
+            "10": "10 0620/62/f/m/20 \u00a9 ucles 2020  tests on solid k   solid k was ammonium nitrate.   complete the expected observations.   solid k was dissolved in water to produce solution k. solution k was divided into two equal portions.  (d)  about 1 cm3 of dilute nitric acid and a few drops of aqueous barium nitrate were added to the  first\tportion\tof\tsolution\tk.  observations     [1]  (e)  2 cm3 of aqueous sodium hydroxide was added to the second portion of solution k. the mixture  was warmed and the gas given off was tested.   observations  ..      ..   [2]  [total: 7]",
+            "11": "11 0620/62/f/m/20 \u00a9 ucles 2020 [turn over 4  a black dye can be obtained from some plant roots.   plan an investigation to determine how many different coloured substances are contained in a  black dye obtained from plant roots.   you must include how the results you obtain will tell you how many different coloured substances  are contained in the black dye.   you have access to plant roots and all normal laboratory apparatus.   ...   ...   ...   ...   ...   ...   ...   ...   ...   ...   ...   ...   .   [6]",
+            "12": "12 0620/62/f/m/20 \u00a9 ucles 2020blank page permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the  publisher will be pleased to make amends at the earliest possible opportunity. 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 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."
+        },
+        "0620_s20_qp_11.pdf": {
+            "1": "    this document has 16 pages. blank pages are indicated.  ib20 06_0620_11/4rp   \u00a9 ucles 2020   [turn ove r   *5245914244*cambridge igcse\u2122       chemistry  0620/11     paper 1 multiple choice (core)  may/june 2020     45 minutes    you must answer on the multiple choice answer sheet.    you will need: multiple choice answer sheet   soft clean eraser   soft pencil (type b or hb is recommended)       instructions   \u2022 there are forty  questions on this paper. answer all questions.   \u2022 for each question there are four possible answers a, b, c and d. choose the one you consider correct  and record your choice in soft pencil on the multiple choice answer sheet.   \u2022 follow the instructions on the mu ltiple choice answer sheet.  \u2022 write in soft pencil.  \u2022 write your name, centre number and candidate num ber on the multiple choice answer sheet in the  spaces provided unless this has been done for you.  \u2022 do not use correction fluid.  \u2022 do not write on any bar codes.  \u2022 you may use a calculator.      information  \u2022 the total mark for this paper is 40.  \u2022 each correct answer will score one mark. a ma rk will not be deducted for a wrong answer.  \u2022 any rough working should be done on this question paper.  \u2022 the periodic table is printed in the question paper.   ",
+            "2": "2  \u00a9 ucles 2020 0620/11/m/j/20  1 nitrogen is heated in a balloon, which expands slightly.    which statements about the molecules of nitrogen are correct?    1 they move further apart.  2 they move more quickly. 3 they remain the same distance apart. 4 their speed remains unchanged.    a 1 and 2 b 1 and 4 c 2 and 3 d 3 and 4      2 which piece of apparatus should be used to measure exactly 21.4  cm3 of water?  a 25  cm3 beaker  b 25  cm3 pipette  c 50  cm3 burette  d 50  cm3 measuring cylinder      3 which method of separation is used to separate a soluble solid from its solution?  a chromatography  b condensation  c crystallisation  d filtration     4 the atomic number and nucleon number of a potassium atom are shown.     potassium atom  atomic number 19  nucleon number 39    how many protons, neutrons and electrons are in a potassium ion, k+?     protons neutrons electrons  a 19 20 18  b 19 20 20  c 20 19 18  d 20 19 19    ",
+            "3": "3     \u00a9 ucles 2020 0620/11/m/j/20 [turn over  5 sodium is in group i of the periodic table.    chlorine is in group vii of the periodic table.    sodium and chlorine combine to form a compound.    which statement about the combination of sodium and chlorine atoms is correct?  a both sodium and chlorine lose electrons.  b both sodium and chlorine gain electrons.  c sodium loses electrons and chlorine gains electrons.  d sodium gains electrons and chlorine loses electrons.     6 the electronic structures of two atoms, p and q, are shown.    p q     p and q combine together to form a compound.    what is the type of bonding in the compound and what is the formula of the compound?     type of bonding formula  a ionic pq  b ionic pq 2  c covalent pq 2  d covalent pq     ",
+            "4": "4  \u00a9 ucles 2020 0620/11/m/j/20  7 the structures of diamond and graphite are shown.        which statement about diamond and graphite is correct?  a diamond and graphite have low melting points.  b diamond and graphite have mobile electrons.  c diamond and graphite have layered structures.  d diamond and graphite contain strong covalent bonds between carbon atoms.      8 aluminium oxide has the formula a l 2o3.     which statement about aluminium oxide is correct?  a 2 g of aluminium atoms are combined with 3  g of oxygen atoms.  b 2 g of aluminium atoms are combined with 3  g of oxygen molecules.  c aluminium oxide has a relative formula mass of 102.  d pure aluminium oxide contains a higher mass of oxygen than of aluminium.     9 which products are formed when dilute sulfuric acid undergoes electrolysis?     at the anode at the cathode  a oxygen hydrogen  b hydrogen oxygen  c sulfur dioxide hydrogen  d oxygen sulfur dioxide     10 which element is not used as a fuel?  a carbon  b helium  c hydrogen  d uranium     ",
+            "5": "5     \u00a9 ucles 2020 0620/11/m/j/20 [turn over  11 the energy level diagram shows the energy of the reactants and products in a chemical reaction.    reactants progress of reactionproductsenergy     which row correctly describes the energy change and the type of reaction shown?     description of  energy change type of reaction  a   energy is given out  to the surroundings endothermic    b   energy is given out  to the surroundings exothermic    c   energy is taken in from  the surroundings endothermic    d   energy is taken in from  the surroundings exothermic       12 which diagram represents a chemical change?    a b c d     ",
+            "6": "6  \u00a9 ucles 2020 0620/11/m/j/20  13 the rate of reaction between magnesium and hydrochloric acid is investigated.    the volume of hydrogen given off at different times is measured.    the results are shown.    25 201510 5 0 0 1 02 03 04 05 06 07 08 09 0 1 0 0volume of hydrogen/  cm3 time  / s    which conclusions are correct?    1 the rate is fastest between 0 and 20 seconds.  2 the maximum volume of hydrogen given off is 22  cm3.  3 at 40 seconds, 20  cm3 of hydrogen is given off.    a 1 and 2 only b 1 and 3 only c 2 and 3 only d 1, 2 and 3      14 which reaction can be easily reversed?  a dissolving zinc in hydrochloric acid  b fermenting glucose with yeast  c heating hydrated cobalt( ii) chloride  d the rusting of an iron nail     15 carbon reacts with silver oxide to form carbon dioxide and silver.    which substance is reduced?  a carbon  b carbon dioxide  c silver  d silver oxide     ",
+            "7": "7     \u00a9 ucles 2020 0620/11/m/j/20 [turn over  16 the graph shows how the ph of a solution changes as an acid is added to an alkali.    acid  +  alkali  \u2192  salt  +  water    which letter represents the area of the graph where both acid and salt are present?    pha b c d14 7 0 volume of acid added      17 phosphorus is an element in group v of the periodic table.    it burns in air to form an oxide, which dissolves in water to form a solution with a ph of 1.    which row describes this oxide of phosphorus?     metal  oxide non-metal  oxide acidic  oxide basic  oxide  a \u0016 \u001a \u0016 \u001a  b \u0016 \u001a \u001a \u0016  c \u001a \u0016 \u0016 \u001a  d \u001a \u0016 \u001a \u0016     ",
+            "8": "8  \u00a9 ucles 2020 0620/11/m/j/20  18 the apparatus shown is used to prepare aqueous copper( ii) sulfate.    ysolid x aqueous copper( ii) sulfateexcess of solid xfilter paper heatstirrer     what are x and y?     x y  a copper aqueous iron( ii) sulfate  b copper( ii) chloride dilute sulfuric acid  c copper( ii) oxide dilute sulfuric acid  d sulfur aqueous copper( ii) chloride      19 two tests are carried out on substance z.    test 1 a flame test produces a red flame.    test 2 z is dissolved in water and dilute nitric acid is added, followed by  aqueous silver nitrate. a yellow precipitate is produced.    what is substance z?  a lithium bromide  b lithium iodide  c sodium bromide  d sodium iodide     ",
+            "9": "9     \u00a9 ucles 2020 0620/11/m/j/20 [turn over  20 the elements in period 3 of the periodic table are shown.    na mg al si p s cl ar    which statements about the elements in period 3 are correct?    1 na, mg and a l are metals.  2 s, c l and ar are non-metals.  3 si, p and s are metals.    a 1 and 2 only b 1 and 3 only c 2 and 3 only d 1, 2 and 3    21 a group i metal (lithium, sodium or potassium) is reacted with a group vii element (chlorine,  bromine or iodine).    which compound is formed when the group i metal of highest density reacts with the group vii  element of lowest density?  a lithium chloride  b potassium chloride  c potassium iodide  d lithium iodide      22 the properties of the element titanium, ti, can be predicted from its position in the periodic table.    which row identifies the properties of titanium?     can be used  as a catalyst conducts electricity  when solid has low density forms coloured  compounds  a \u0016 \u0016 \u0016 \u001a  b \u0016 \u0016 \u001a \u0016  c \u0016 \u001a \u0016 \u0016  d \u001a \u0016 \u0016 \u0016     ",
+            "10": "10  \u00a9 ucles 2020 0620/11/m/j/20  23 a balloon is filled with helium. helium is a noble gas and makes the balloon rise up in the air.    the density of air is 1.23  g / dm3.    which gas is helium?     density in g  / dm3 reaction with oxygen  a 0.0899 burns rapidly  b 0.179 does not react with oxygen  c 1.78 does not react with oxygen  d 3.75 does not react with oxygen      24 which property is shown by all metals?  a they are extracted from their ores by heating with carbon.  b they conduct electricity.  c they form acidic oxides.  d they react with hydrochloric acid to form hydrogen.    25 the properties of four metals, w, x, y and z, are shown.    w it does not react with cold water but reacts with steam.  x it does not react with water or dilute acid but the oxide of x is reduced by carbon. y the oxide of y is not reduced by carbon but y reacts vigorously with cold water. z it does not react with water or steam but reacts with dilute acid.    what is the order of reactivity of the elements starting with the most reactive?     most  reactive   least  reactive  a x w z y  b x z w y  c y w z x  d y z w x     ",
+            "11": "11     \u00a9 ucles 2020 0620/11/m/j/20 [turn over  26 molten iron from the blast furnace contains impurities.    the process of turning the impure iron into steel involves blowing oxygen into the molten iron and  adding calcium oxide.    what are the reasons for blowing in oxygen and adding calcium oxide?     blowing in oxygen adding calcium oxide  a carbon is removed by reacting with oxygen reacts with acidic impurities making slag  b carbon is removed by reacting with oxyg en reacts with slag and so removes it  c iron reacts with the oxygen reacts with acidic impurities making slag  d iron reacts with the oxygen reacts with slag and so removes it      27 which row describes two uses of the named steel?     type of steel uses  a mild steel cutlery and car bodies  b mild steel car bodies and chemical plant  c stainless steel cutlery and chemical plant  d stainless steel car bodies and cutlery     28 which statement shows that a liquid is pure water?  a it boils at 100  \u00b0c.  b it has a ph value of 7.  c it turns blue cobalt( ii) chloride pink.  d it turns white copper( ii) sulfate blue.     29 some gases are present in clean air while other gases are only present in polluted air.    which row is correct?     a gas present  in clean air a gas only present  in polluted air  a argon carbon dioxide  b argon nitrogen dioxide  c sulfur dioxide carbon dioxide  d sulfur dioxide nitrogen dioxide     ",
+            "12": "12  \u00a9 ucles 2020 0620/11/m/j/20  30 the diagrams show experiments to investigate rusting of iron nails.    3 boiled water2 salt water1 tap waterlayer of oil     in which test-tubes do the nails rust?  a 1 only b 1 and 2 only c 1 and 3 only d 1, 2 and 3      31 which mixture contains all of the elements in a typical fertiliser?  a ammonium nitrate and calcium phosphate  b ammonium phosphate and potassium chloride  c potassium nitrate and ammonium chloride  d potassium carbonate and ammonium nitrate      32 which processes produce methane?    1 complete combustion of carbon-containing compounds  2 decomposition of vegetation 3 digestion in animals  4 respiration in animals    a 1 and 4 b 1 and 3 c 2 and 3 d 2 and 4    ",
+            "13": "13     \u00a9 ucles 2020 0620/11/m/j/20 [turn over  33 the list shows four methods that were suggested for the formation of carbon dioxide.    1 cracking methane using steam  2 action of heat on a carbonate  3 complete combustion of methane  4 reaction of a carbonate with oxygen    which methods would result in the production of carbon dioxide?  a 1 and 2 b 1 and 4 c 2 and 3 d 3 and 4     34 a student suggests three uses of calcium carbonate (limestone).    1 manufacture of cement  2 manufacture of iron 3 treating alkaline soils    which suggestions are correct?  a 1 and 2 only b 1 and 3 only c 2 and 3 only d 1, 2 and 3     35 which list shows the fractions obtained from distilling petroleum, in order of increasing boiling  point?  a bitumen \u2192 diesel oil \u2192 fuel oil \u2192 lubricating oil  b diesel oil \u2192 gasoline \u2192 naphtha \u2192 kerosene  c gasoline \u2192 naphtha \u2192 kerosene \u2192 diesel oil  d kerosene \u2192 lubricating oil \u2192 naphtha \u2192 refinery gas      36 which statement about members of a homologous series is correct?  a they are elements with the same chemical properties.  b they are compounds with the same functional group.  c they are atoms with the same number of outer electrons.  d they are molecules with the same boiling point.     ",
+            "14": "14  \u00a9 ucles 2020 0620/11/m/j/20  37 increasing the number of atoms in one molecule of a hydrocarbon increases the amount of  energy released when it burns.    what is the correct order?     less energy  released  more energy  released  a ethene ethane methane  b ethene methane ethane  c methane ethane ethene  d methane ethene ethane      38 which statements about ethanol are correct?    1 ethanol is made by reacting steam with ethene at 300  \u00b0c.  2 ethanol is made by fermentation at 55  \u00b0c.  3 ethanol burns to produce carbon dioxide and water.  4 ethanol contains a carbon-carbon double bond.    a 1 and 2 b 1 and 3 c 2 and 3 d 3 and 4     39 some properties of an organic compound j are listed.    \u25cf it is a liquid at room temperature.  \u25cf it is soluble in water.  \u25cf a solution of j reacts with calcium carbonate to form carbon dioxide.  \u25cf a solution of j has a ph of 3.    in which homologous series does j belong?  a alkane  b alkene  c alcohol  d carboxylic acid    ",
+            "15": "15       permission to reproduce items where third-party owned material pr otected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to trac e 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 ans wer-related information to candidates, all copyright acknowledgements are reproduced onl ine 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 the ca mbridge assessment group. cambri dge assessment is the brand name of the university of  cambridge local examinations syndicate (ucles), which it self is a department of the university of cambridge.    \u00a9 ucles 2020 0620/11/m/j/20  40 which polymers or types of polymer are synthetic?    1 carbohydrates  2 nylon  3 proteins  4 terylene     a 1 and 3 b 1 and 4 c 2 and 3 d 2 and 4    ",
+            "16": "16  \u00a9 ucles 2020 0620/11/m/j/20   groupthe periodic table of elements 1 h hydrogen 12 he helium 4ii i iii iv v vi vii viii 3 li lithium 74 be beryllium 9atomic number atomic symbolkey name relative atomic mass 11 na sodium 2312 mg magnesium 24 19 k potassium 3920 ca calcium 40 37 rb rubidium 8538 sr strontium 88 55 cs caesium 13356 ba barium 137 87 fr francium \u201388 ra radium \u20135 b boron 11 13 al aluminium 27 31 ga gallium 70 49 in indium 115 81 tl thallium 2046 c carbon 12 14 si silicon 2832 ge germanium 73 50 sn tin 119 82 pb lead 20722 ti titanium 48 40 zr zirconium 91 72 hf hafnium 178 104 rf rutherfordium \u201323 v vanadium 51 41 nb niobium 93 73 ta tantalum 181 105 db dubnium \u201324 cr chromium 52 42 mo molybdenum 96 74 w tungsten 184 106 sg seaborgium \u201325 mn manganese 55 43 tc technetium \u2013 75 re rhenium 186 107 bh bohrium \u201326 fe iron 56 44 ru ruthenium 101 76 os osmium 190 108 hs hassium \u201327 co cobalt 59 45 rh rhodium 103 77 ir iridium 192 109 mt meitnerium \u201328 ni nickel 59 46 pd palladium 106 78 pt platinum 195 110 ds darmstadtium \u201329 cu copper 64 47 ag silver 108 79 au gold 197 111 rg roentgenium \u201330 zn zinc 65 48 cd cadmium 112 80 hg mercury 201 112 cn copernicium \u2013114 fl flerovium \u2013116 lv livermorium \u20137 n nitrogen 14 15 p phosphorus 3133 as arsenic 75 51 sb antimony 122 83 bi bismuth 2098 o oxygen 16 16 s sulfur 3234 se selenium 79 52 te tellurium 128 84 po polonium \u20139 f fluorine 19 17 cl chlorine 35.5 35 br bromine 80 53 i iodine 127 85 at astatine \u201310 ne neon 20 18 ar argon 4036 kr krypton 84 54 xe xenon 131 86 rn radon \u201321 sc scandium 45 39 y yttrium 89 57\u201371 lanthanoids 89\u2013103 actinoids 57 la lanthanum 139 89 aclanthanoids actinoids the volume of one mole of any gas is 24  dm3 at room temperature and pressure (r.t.p.).actinium \u201358 ce cerium 140 90 th thorium 23259 pr praseodymium 141 91 pa protactinium 23160 nd neodymium 144 92 u uranium 23861 pm promethium \u2013 93 np neptunium \u201362 sm samarium 150 94 pu plutonium \u201363 eu europium 152 95 am americium \u201364 gd gadolinium 157 96 cm curium \u201365 tb terbium 159 97 bk berkelium \u201366 dy dysprosium 163 98 cf californium \u201367 ho holmium 165 99 es einsteinium \u201368 er erbium 167 100 fm fermium \u201369 tm thulium 169 101 md mendelevium \u201370 yb ytterbium 173 102 no nobelium \u201371 lu lutetium 175 103 lr lawrencium \u2013  "
+        },
+        "0620_s20_qp_12.pdf": {
+            "1": "    this document has 16 pages. blank pages are indicated.  ib20 06_0620_12/3rp   \u00a9 ucles 2020   [turn ove r   *1498871495*cambridge igcse\u2122       chemistry  0620/12     paper 1 multiple choice (core)  may/june 2020     45 minutes    you must answer on the multiple choice answer sheet.    you will need: multiple choice answer sheet   soft clean eraser   soft pencil (type b or hb is recommended)       instructions   \u2022 there are forty  questions on this paper. answer all questions.   \u2022 for each question there are four possible answers a, b, c and d. choose the one you consider correct  and record your choice in soft pencil on the multiple choice answer sheet.   \u2022 follow the instructions on the mu ltiple choice answer sheet.  \u2022 write in soft pencil.  \u2022 write your name, centre number and candidate num ber on the multiple choice answer sheet in the  spaces provided unless this has been done for you.  \u2022 do not use correction fluid.  \u2022 do not write on any bar codes.  \u2022 you may use a calculator.      information  \u2022 the total mark for this paper is 40.  \u2022 each correct answer will score one mark. a ma rk will not be deducted for a wrong answer.  \u2022 any rough working should be done on this question paper.  \u2022 the periodic table is printed in the question paper.   ",
+            "2": "2  \u00a9 ucles 2020 0620/12/m/j/20  1 each rectangle shows the arrangement of particles in each of the three states of matter.    x, y and z represent the processes needed to change from one state to another.    zxy     what are the processes x, y and z?     x y z  a evaporating subliming condensing  b evaporating subliming freezing  c subliming evaporating condensing  d subliming evaporating freezing      2 which piece of apparatus is used to measure 25.0  cm3 of aqueous sodium hydroxide?    abcd       3 which process is used to produce drinking water from sea water?  a crystallisation  b distillation  c filtration  d chlorination     ",
+            "3": "3     \u00a9 ucles 2020 0620/12/m/j/20 [turn over  4 the diagram shows the electronic structure of a particle with a nucleon number (mass number) of  40.    ee ee eeee e e ee ee ee ee 40     the table shows the suggestions that three students, 1, 2 and 3, made to identify the particle.   student   1 2 3  particle ar c l ca2+    which students are correct?  a 1 and 2 only b 1 and 3 only c 2 and 3 only d 1, 2 and 3      5 the group i element sodium forms an ionic bond with the group vii element fluorine.    which two ions are produced?  a na+ and f+ b na+ and f\u2013 c na\u2013 and f\u2013 d na\u2013 and f+      6 the electronic structures of two atoms, p and q, are shown.    p q     p and q combine together to form a compound.    what is the type of bonding in the compound and what is the formula of the compound?     type of bonding formula  a ionic pq  b ionic pq 2  c covalent pq 2  d covalent pq   ",
+            "4": "4  \u00a9 ucles 2020 0620/12/m/j/20  7 graphite is a macromolecule.    which statements about graphite are correct?    1 carbon atoms form four covalent bonds with neighbouring atoms.  2 there are free electrons between layers of carbon atoms. 3 graphite is a useful lubricant. 4 graphite is a good conductor of electricity.    a 1 and 2 b 1, 3 and 4 c 2, 3 and 4 d 3 and 4 only      8 aluminium oxide has the formula a l  2o3.     which statement about aluminium oxide is correct?  a 2 g of aluminium atoms are combined with 3  g of oxygen atoms.  b 2 g of aluminium atoms are combined with 3  g of oxygen molecules.  c aluminium oxide has a relative formula mass of 102.  d pure aluminium oxide contains a higher mass of oxygen than of aluminium.     9 dilute sulfuric acid is electrolysed using carbon electrodes.    which row shows the products formed at each electrode?     anode cathode  a hydrogen oxygen  b hydrogen sulfur  c oxygen hydrogen  d oxygen sulfur     10 which fuel does not rely on combustion to release energy?  a gasoline  b hydrogen  c methane  d uranium     ",
+            "5": "5     \u00a9 ucles 2020 0620/12/m/j/20 [turn over  11 the energy level diagram shows the energy of the reactants and products in a chemical reaction.    reactants progress of reactionproductsenergy     which row correctly describes the energy change and the type of reaction shown?     description of  energy change type of reaction  a   energy is given out  to the surroundings endothermic    b   energy is given out  to the surroundings exothermic    c   energy is taken in from  the surroundings endothermic    d   energy is taken in from  the surroundings exothermic        12 which list contains only chemical changes?  a melting, evaporating, dissolving  b rusting, freezing, subliming  c neutralisation, polymerisation, combustion  d boiling, condensing, distillation     13 which row shows the changes that all increase the rate of a chemical reaction?     concentration  of reactants temperature particle size  a decrease decrease decrease  b decrease increase increase  c increase decrease increase  d increase increase decrease    ",
+            "6": "6  \u00a9 ucles 2020 0620/12/m/j/20  14 which reaction is reversible?  a an iron nail rusting when left in moist air  b limestone reacting with an acid to form carbon dioxide gas  c magnesium burning in air to produce a white ash  d white anhydrous copper( ii) sulfate turning blue when water is added      15 when heated strongly, silicon( iv) oxide reacts with carbon.    sio 2  +  2c  \u2192  si  +  2co    which term describes what happens to silicon( iv) oxide?  a thermal decomposition  b neutralisation  c oxidation  d reduction    16 the graph shows how the ph of a solution changes as an acid is added to an alkali.    acid  +  alkali  \u2192  salt  +  water    which letter represents the area of the graph where both acid and salt are present?    pha b c d14 7 0 volume of acid added     17 element g is a metal in group i of the periodic table and element h is a non-metal in group vii.  both of these elements form oxides.    which statement about their oxides is correct?  a both oxides are acidic.  b both oxides are basic.  c the oxide of g is acidic and the oxide of h is basic.  d the oxide of h is acidic and the oxide of g is basic.   ",
+            "7": "7     \u00a9 ucles 2020 0620/12/m/j/20 [turn over  18 the apparatus shown is used to prepare aqueous copper( ii) sulfate.    ysolid x aqueous copper( ii) sulfateexcess of solid xfilter paper heatstirrer     what are x and y?     x y  a copper aqueous iron( ii) sulfate  b copper( ii) chloride dilute sulfuric acid  c copper( ii) oxide dilute sulfuric acid  d sulfur aqueous copper( ii) chloride      19 an aqueous solution of a compound m is tested.    the results are shown.    \u25cf it gave a lilac colour in a flame test.  \u25cf it produced a white precipitate when tested with acidified barium nitrate.    what is m?  a copper( ii) chloride  b copper( ii) sulfate  c potassium carbonate  d potassium sulfate    ",
+            "8": "8  \u00a9 ucles 2020 0620/12/m/j/20  20 the character of the elements and charges on the ions of the elements change across the  periodic table.    which row describes the elements on the left of the table and the elements on the right?     elements on the left elements on the right  character charge on ion character charge on ion  a metallic positive non-metallic negative  b metallic negative non-metallic positive  c non-metallic positive metallic negative  d non-metallic negative metallic positive      21 which statement about group i and group vii elements is correct?  a group vii elements are monoatomic non-metals.  b lithium is more reactive with water than caesium.  c the melting points of group i metals increase down the group.  d potassium bromide reacts with chlorine to produce an orange solution.    22 the properties of the element titanium, ti, can be predicted from its position in the periodic table.    which row identifies the properties of titanium?     can be used  as a catalyst conducts electricity  when solid has low density forms coloured  compounds  a \u0016 \u0016 \u0016 \u001a  b \u0016 \u0016 \u001a \u0016  c \u0016 \u001a \u0016 \u0016  d \u001a \u0016 \u0016 \u0016      23 which diagram shows a mixture of noble gases?    a b c d      ",
+            "9": "9     \u00a9 ucles 2020 0620/12/m/j/20 [turn over  24 which property is shown by all metals?  a they are extracted from their ores by heating with carbon.  b they conduct electricity.  c they form acidic oxides.  d they react with hydrochloric acid to form hydrogen.      25 the reactions of four metals, w, x, y and z, are shown.    metal observations  w reacts with steam and hydrochloric acid but not cold water  x reacts with hydrochloric acid but not with steam or cold water  y reacts with hydrochloric acid and cold water  z does not react with hydrochloric acid    what is the order of reactivity for metals w, x, y and z?     most  reactive  least  reactive  a y w x z  b y x w z  c z w x y  d z x w y      26 molten iron from the blast furnace contains impurities.    the process of turning the impure iron into steel involves blowing oxygen into the molten iron and  adding calcium oxide.    what are the reasons for blowing in oxygen and adding calcium oxide?     blowing in oxygen adding calcium oxide  a carbon is removed by reacting with oxygen reacts with acidic impurities making slag  b carbon is removed by reacting with oxyg en reacts with slag and so removes it  c iron reacts with the oxygen reacts with acidic impurities making slag  d iron reacts with the oxygen reacts with slag and so removes it     ",
+            "10": "10  \u00a9 ucles 2020 0620/12/m/j/20  27 which statement about mild steel explains why it is a good choice for car bodies?  a it is cheap and strong.  b it is a good conductor.  c it is low density.  d it resists rusting.      28 which statement about pure water is not correct?  a it condenses at 100  \u00b0c.  b it freezes at 0  \u00b0c.  c it turns cobalt( ii) chloride paper blue.  d it turns anhydrous copper( ii) sulfate blue.      29 which compounds both  contribute to \u2018acid rain\u2019?  a carbon monoxide and lead compounds  b carbon monoxide and oxides of nitrogen  c oxides of nitrogen and sulfur dioxide  d sulfur dioxide and lead compounds      30 the diagrams show experiments to investigate rusting of iron nails.    3 boiled water2 salt water1 tap waterlayer of oil     in which test-tubes do the nails rust?  a 1 only b 1 and 2 only c 1 and 3 only d 1, 2 and 3     ",
+            "11": "11     \u00a9 ucles 2020 0620/12/m/j/20 [turn over  31 which bag is not suitable for use as a fertiliser?    a ammonium nitrate nh4no3b potassium sulfate k2so4c sodium chloride nac ld sodium phosphate na3po4      32 x is a colourless greenhouse gas.    it is a waste product from digestion in animals.    it is generally unreactive, but it can be burnt.    what is x?  a carbon dioxide  b methane  c nitrogen  d sulfur dioxide    33 the list shows four methods that were suggested for the formation of carbon dioxide.    1 cracking methane using steam  2 action of heat on a carbonate 3 complete combustion of methane 4 reaction of a carbonate with oxygen    which methods would result in the production of carbon dioxide?  a 1 and 2 b 1 and 4 c 2 and 3 d 3 and 4    34 a student suggests three uses of calcium carbonate (limestone).    1 manufacture of cement  2 manufacture of iron 3 treating alkaline soils    which suggestions are correct?  a 1 and 2 only b 1 and 3 only c 2 and 3 only d 1, 2 and 3   ",
+            "12": "12  \u00a9 ucles 2020 0620/12/m/j/20  35 which list shows the fractions obtained from distilling petroleum, in order of increasing boiling  point?  a bitumen \u2192 diesel oil \u2192 fuel oil \u2192 lubricating oil  b diesel oil \u2192 gasoline \u2192 naphtha \u2192 kerosene  c gasoline \u2192 naphtha \u2192 kerosene \u2192 diesel oil  d kerosene \u2192 lubricating oil \u2192 naphtha \u2192 refinery gas      36 the structures of four compounds are shown.    cch hhh hch hch12 hh hch hch3 ho h hch hc ch hhh4 h    which compounds are members of the same homologous series?  a 1 and 2 only b 1 and 4 c 1, 2 and 3 d 2 and 4      37 increasing the number of atoms in one molecule of a hydrocarbon increases the amount of  energy released when it burns.    what is the correct order?     less energy  released  more energy  released  a ethene ethane methane  b ethene methane ethane  c methane ethane ethene  d methane ethene ethane      38 which statement about alcohols is correct?  a alcohols and carboxylic acids have the same functional group.  b ethanoic acid is produced from the reduction of ethanol.  c ethanol is produced in an addition reaction between ethene and hydrogen.  d water is produced from the combustion of alcohols.    ",
+            "13": "13     \u00a9 ucles 2020 0620/12/m/j/20  39 an organic compound, p, reacts with zinc to produce a gas, q.    what are p and q?     p q  a ethanoic acid carbon dioxide  b ethanoic acid hydrogen  c ethanol carbon dioxide  d ethanol hydrogen     40 which substances are natural polymers?    1 proteins  2 carbohydrates 3 nylon 4 poly(ethene)    a 1 and 2 b 1 and 3 c 2 and 3 d 3 and 4    ",
+            "14": "14  \u00a9 ucles 2020 0620/12/m/j/20  blank page",
+            "15": "15       permission to reproduce items where third-party owned material pr otected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to trac e 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 ans wer-related information to candidates, all copyright acknowledgements are reproduced onl ine 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 the ca mbridge assessment group. cambri dge assessment is the brand name of the university of  cambridge local examinations syndicate (ucles), which it self is a department of the university of cambridge.    \u00a9 ucles 2020 0620/12/m/j/20  blank page",
+            "16": "16  \u00a9 ucles 2020 0620/12/m/j/20   groupthe periodic table of elements 1 h hydrogen 12 he helium 4ii i iii iv v vi vii viii 3 li lithium 74 be beryllium 9atomic number atomic symbolkey name relative atomic mass 11 na sodium 2312 mg magnesium 24 19 k potassium 3920 ca calcium 40 37 rb rubidium 8538 sr strontium 88 55 cs caesium 13356 ba barium 137 87 fr francium \u201388 ra radium \u20135 b boron 11 13 al aluminium 27 31 ga gallium 70 49 in indium 115 81 tl thallium 2046 c carbon 12 14 si silicon 2832 ge germanium 73 50 sn tin 119 82 pb lead 20722 ti titanium 48 40 zr zirconium 91 72 hf hafnium 178 104 rf rutherfordium \u201323 v vanadium 51 41 nb niobium 93 73 ta tantalum 181 105 db dubnium \u201324 cr chromium 52 42 mo molybdenum 96 74 w tungsten 184 106 sg seaborgium \u201325 mn manganese 55 43 tc technetium \u2013 75 re rhenium 186 107 bh bohrium \u201326 fe iron 56 44 ru ruthenium 101 76 os osmium 190 108 hs hassium \u201327 co cobalt 59 45 rh rhodium 103 77 ir iridium 192 109 mt meitnerium \u201328 ni nickel 59 46 pd palladium 106 78 pt platinum 195 110 ds darmstadtium \u201329 cu copper 64 47 ag silver 108 79 au gold 197 111 rg roentgenium \u201330 zn zinc 65 48 cd cadmium 112 80 hg mercury 201 112 cn copernicium \u2013114 fl flerovium \u2013116 lv livermorium \u20137 n nitrogen 14 15 p phosphorus 3133 as arsenic 75 51 sb antimony 122 83 bi bismuth 2098 o oxygen 16 16 s sulfur 3234 se selenium 79 52 te tellurium 128 84 po polonium \u20139 f fluorine 19 17 cl chlorine 35.5 35 br bromine 80 53 i iodine 127 85 at astatine \u201310 ne neon 20 18 ar argon 4036 kr krypton 84 54 xe xenon 131 86 rn radon \u201321 sc scandium 45 39 y yttrium 89 57\u201371 lanthanoids 89\u2013103 actinoids 57 la lanthanum 139 89 aclanthanoids actinoids the volume of one mole of any gas is 24  dm3 at room temperature and pressure (r.t.p.).actinium \u201358 ce cerium 140 90 th thorium 23259 pr praseodymium 141 91 pa protactinium 23160 nd neodymium 144 92 u uranium 23861 pm promethium \u2013 93 np neptunium \u201362 sm samarium 150 94 pu plutonium \u201363 eu europium 152 95 am americium \u201364 gd gadolinium 157 96 cm curium \u201365 tb terbium 159 97 bk berkelium \u201366 dy dysprosium 163 98 cf californium \u201367 ho holmium 165 99 es einsteinium \u201368 er erbium 167 100 fm fermium \u201369 tm thulium 169 101 md mendelevium \u201370 yb ytterbium 173 102 no nobelium \u201371 lu lutetium 175 103 lr lawrencium \u2013  "
+        },
+        "0620_s20_qp_13.pdf": {
+            "1": "    this document has 16 pages. blank pages are indicated.  ib20 06_0620_13/3rp   \u00a9 ucles 2020   [turn ove r   *3429027885*cambridge igcse\u2122       chemistry  0620/13     paper 1 multiple choice (core)  may/june 2020     45 minutes    you must answer on the multiple choice answer sheet.    you will need: multiple choice answer sheet   soft clean eraser   soft pencil (type b or hb is recommended)       instructions   \u2022 there are forty  questions on this paper. answer all questions.   \u2022 for each question there are four possible answers a, b, c and d. choose the one you consider correct  and record your choice in soft pencil on the multiple choice answer sheet.   \u2022 follow the instructions on the mu ltiple choice answer sheet.  \u2022 write in soft pencil.  \u2022 write your name, centre number and candidate num ber on the multiple choice answer sheet in the  spaces provided unless this has been done for you.  \u2022 do not use correction fluid.  \u2022 do not write on any bar codes.  \u2022 you may use a calculator.      information  \u2022 the total mark for this paper is 40.  \u2022 each correct answer will score one mark. a ma rk will not be deducted for a wrong answer.  \u2022 any rough working should be done on this question paper.  \u2022 the periodic table is printed in the question paper.   ",
+            "2": "2  \u00a9 ucles 2020 0620/13/m/j/20  1 descriptions of the three states of matter are shown.     particle  separation particle  arrangement type of motion  1 small random move past each other at low speed  2 large random rapid motion in straight lines  3 small regular vibration    which row is correct?     1 2 3  a gas liquid solid  b liquid solid gas  c liquid gas solid  d solid gas liquid     2 which piece of apparatus is used to measure 13.7  cm3 of dilute hydrochloric acid?  a balance  b burette  c conical flask  d pipette     3 ethanol can be made by fermentation of sugar, using yeast.    this produces a mixture of ethanol and water.    how is ethanol separated from this mixture?  a filter the mixture.  b heat to evaporate the water.  c heat to evaporate most of the water, and allow the ethanol to crystallise.  d distil the mixture using a fractionating column.     ",
+            "3": "3     \u00a9 ucles 2020 0620/13/m/j/20 [turn over  4 the structure of an atom of element x is shown.    5p 6nkey = electron = neutron = protonnp     what is element x?  a boron  b carbon  c sodium  d sulfur     5 which statement about the bonding in sodium chloride is correct?  a pairs of electrons are shared between the sodium and chlorine atoms.  b chlorine atoms give electrons to sodium atoms to form positive and negative ions.  c there is covalent bonding between sodium and chlorine.  d the positive and negative ions have noble gas electronic structures.     6 the electronic structures of two atoms, p and q, are shown.    p q     p and q combine together to form a compound.    what is the type of bonding in the compound and what is the formula of the compound?     type of bonding formula  a ionic pq  b ionic pq 2  c covalent pq 2  d covalent pq     ",
+            "4": "4  \u00a9 ucles 2020 0620/13/m/j/20  7 diamond and graphite are macromolecules.    which statement is correct for both diamond and graphite?  a they act as lubricants.  b they conduct electricity.  c they have high melting points.  d they are very hard.      8 aluminium oxide has the formula a l 2o3.     which statement about aluminium oxide is correct?  a 2 g of aluminium atoms are combined with 3  g of oxygen atoms.  b 2 g of aluminium atoms are combined with 3  g of oxygen molecules.  c aluminium oxide has a relative formula mass of 102.  d pure aluminium oxide contains a higher mass of oxygen than of aluminium.      9 which statement about electrolysis is not correct?  a bromine is produced at the cathode in the electrolysis of molten lead bromide.  b electrolysis is the breakdown of a substance by electricity.  c hydrogen is one of the products in the electrolysis of concentrated aqueous sodium chloride.  d platinum is used as an inert electrode.     10 which statements about  235u are correct?    1 it is a radioactive isotope.  2 it burns in air to produce greenhouse gases. 3 it is used as an energy source.    a 1 only b 1 and 3 only c 1, 2 and 3 d 2 and 3 only     ",
+            "5": "5     \u00a9 ucles 2020 0620/13/m/j/20 [turn over  11 the energy level diagram shows the energy of the reactants and products in a chemical reaction.    reactants progress of reactionproductsenergy     which row correctly describes the energy change and the type of reaction shown?     description of  energy change type of reaction  a   energy is given out  to the surroundings endothermic    b   energy is given out  to the surroundings exothermic    c   energy is taken in from  the surroundings endothermic    d   energy is taken in from  the surroundings exothermic       12 in which tube is a physical change taking place?    a water iron nailb water sodium chloridec dilute hydrochloric aciddilute hydrochloric acidd calcium carbonatemagnesium     ",
+            "6": "6  \u00a9 ucles 2020 0620/13/m/j/20  13 magnesium is reacted with dilute hydrochloric acid of the same concentration in four experiments  using different conditions.    which reaction finished in the shortest time?  a 2  g of magnesium powder in 50  cm3 of dilute hc l at 45  \u00b0c  b 2  g of magnesium powder in 50  cm3 of dilute hc l at 50  \u00b0c  c 2  g of magnesium ribbon in 50  cm3 of dilute hc l at 45  \u00b0c  d 2  g of magnesium ribbon in 50  cm3 of dilute hc l at 50  \u00b0c      14 blue copper( ii) sulfate crystals are heated in air until they turn into a white powder.    the powder is allowed to cool and after a few days it starts to turn blue.    why does the white powder start to turn blue?  a carbon dioxide in the air reacts with the powder to form copper( ii) carbonate.  b the powder reacts with water in the air to form copper( ii) hydroxide.  c the white copper compound is slowly oxidised.  d water is absorbed from the air and causes the reaction to reverse.    15 steam reacts with carbon to produce carbon monoxide and hydrogen.    c(s)  +  h 2o(g)  \u2192  co(g)  +  h 2(g)    which substance is reduced in the reaction?  a carbon  b carbon monoxide  c hydrogen  d water    ",
+            "7": "7     \u00a9 ucles 2020 0620/13/m/j/20 [turn over  16 the graph shows how the ph of a solution changes as an acid is added to an alkali.    acid  +  alkali  \u2192  salt  +  water    which letter represents the area of the graph where both acid and salt are present?    pha b c d14 7 0 volume of acid added      17 element e is in group ii of the periodic table.    which row describes element e and its oxide?     element e oxide of e  a metal acidic  b metal basic  c non-metal acidic  d non-metal basic     ",
+            "8": "8  \u00a9 ucles 2020 0620/13/m/j/20  18 the apparatus shown is used to prepare aqueous copper( ii) sulfate.    ysolid x aqueous copper( ii) sulfateexcess of solid xfilter paper heatstirrer     what are x and y?     x y  a copper aqueous iron( ii) sulfate  b copper( ii) chloride dilute sulfuric acid  c copper( ii) oxide dilute sulfuric acid  d sulfur aqueous copper( ii) chloride      19 four different colourless solutions are each tested separately with aqueous sodium hydroxide  and with acidified silver nitrate.    which solution is sodium chloride?     aqueous  sodium hydroxide acidified  silver nitrate  a no visible reaction white precipitate  b no visible reaction no visible reaction  c white precipitate no visible reaction  d white precipitate white precipitate      20 which statement about elements in period 3 of the periodic table is correct?  a aluminium is a non-metal in group iii.  b argon is in group viii and has eight electrons in its outer shell.  c magnesium is in group ii and has three electrons in its outer shell.  d sulfur is a metal in group vi.    ",
+            "9": "9     \u00a9 ucles 2020 0620/13/m/j/20 [turn over  21 the elements in group i include lithium, sodium and potassium.    which statements about these elements are correct?    1 sodium is denser than lithium.  2 lithium has a lower melting point than potassium. 3 potassium is a relatively soft metal. 4 sodium is less reactive than lithium but more reactive than potassium.    a 1 and 2 b 1 and 3 c 2 and 4 d 3 and 4     22 the properties of the element titanium, ti, can be predicted from its position in the periodic table.    which row identifies the properties of titanium?     can be used  as a catalyst conducts electricity  when solid has low density forms coloured  compounds  a \u0016 \u0016 \u0016 \u001a  b \u0016 \u0016 \u001a \u0016  c \u0016 \u001a \u0016 \u0016  d \u001a \u0016 \u0016 \u0016      23 which statement about the noble gases is correct?  a argon is used in light bulbs and balloons.  b helium reacts with oxygen in the air.  c they all have full outer electron shells.  d they are all diatomic molecules.     24 which property is shown by all metals?  a they are extracted from their ores by heating with carbon.  b they conduct electricity.  c they form acidic oxides.  d they react with hydrochloric acid to form hydrogen.    ",
+            "10": "10  \u00a9 ucles 2020 0620/13/m/j/20  25 p, q, r and s are metals.    p reacts with dilute hydrochloric acid forming hydrogen.    q reacts violently with water.    r reacts with water to give hydrogen.    s is formed by heating its oxide with carbon    which row identifies the metals?     p q r s  a copper sodium potassium iron  b zinc magnesium calcium iron  c zinc sodium calcium magnesium  d iron potassium sodium zinc      26 molten iron from the blast furnace contains impurities.    the process of turning the impure iron into steel involves blowing oxygen into the molten iron and  adding calcium oxide.    what are the reasons for blowing in oxygen and adding calcium oxide?     blowing in oxygen adding calcium oxide  a carbon is removed by reacting with oxygen reacts with acidic impurities making slag  b carbon is removed by reacting with oxyg en reacts with slag and so removes it  c iron reacts with the oxygen reacts with acidic impurities making slag  d iron reacts with the oxygen reacts with slag and so removes it      27 why is stainless steel used to make cutlery?  a it does not corrode.  b it has a low density.  c it is a good conductor of electricity.  d it is a good conductor of heat.    ",
+            "11": "11     \u00a9 ucles 2020 0620/13/m/j/20 [turn over  28 which substances can be used to detect the presence of water?    1 cobalt( ii) chloride  2 copper( ii) sulfate  3 litmus  4 methyl orange    a 1 and 2 b 1 and 3 c 2 and 4 d 3 and 4     29 which two compounds are formed by the burning of fossil fuels and are atmospheric pollutants?  a carbon dioxide and hydrogen chloride  b carbon monoxide and sulfur dioxide  c oxides of nitrogen and water  d oxides of nitrogen and ammonia    30 the diagrams show experiments to investigate rusting of iron nails.    3 boiled water2 salt water1 tap waterlayer of oil     in which test-tubes do the nails rust?  a 1 only b 1 and 2 only c 1 and 3 only d 1, 2 and 3    ",
+            "12": "12  \u00a9 ucles 2020 0620/13/m/j/20  31 a farmer knows his soil needs phosphorus and potassium.    he has a choice of four fertilisers.    1 nh 4no 3  2 (nh 4)3po 4  3 kno 3  4 (nh 2)2co    which fertilisers should he use?  a 1 and 2 b 1 and 4 c 2 and 3 d 3 and 4      32 which process is a source of methane?  a respiration  b combustion of ethanol  c decomposition of calcium carbonate  d decomposition of vegetation      33 the list shows four methods that were suggested for the formation of carbon dioxide.    1 cracking methane using steam  2 action of heat on a carbonate  3 complete combustion of methane  4 reaction of a carbonate with oxygen    which methods would result in the production of carbon dioxide?  a 1 and 2 b 1 and 4 c 2 and 3 d 3 and 4     34 a student suggests three uses of calcium carbonate (limestone).    1 manufacture of cement  2 manufacture of iron 3 treating alkaline soils    which suggestions are correct?  a 1 and 2 only b 1 and 3 only c 2 and 3 only d 1, 2 and 3    ",
+            "13": "13     \u00a9 ucles 2020 0620/13/m/j/20 [turn over  35 which list shows the fractions obtained from distilling petroleum, in order of increasing boiling  point?  a bitumen \u2192 diesel oil \u2192 fuel oil \u2192 lubricating oil  b diesel oil \u2192 gasoline \u2192 naphtha \u2192 kerosene  c gasoline \u2192 naphtha \u2192 kerosene \u2192 diesel oil  d kerosene \u2192 lubricating oil \u2192 naphtha \u2192 refinery gas      36 which structure represents a compound in the alcohol homologous series?    o oa ch hh ch hhb ch hc hch hhd c c hh c hh h hc ch oc hh hh ch hh      37 increasing the number of atoms in one molecule of a hydrocarbon increases the amount of  energy released when it burns.    what is the correct order?     less energy  released  more energy  released  a ethene ethane methane  b ethene methane ethane  c methane ethane ethene  d methane ethene ethane      38 compound x has the molecular formula c 2h6o.    which statement about compound x is correct?  a x is unsaturated.  b x is a carboxylic acid.  c x is formed by the reaction of ethane with steam.  d x is used as a fuel.    ",
+            "14": "14  \u00a9 ucles 2020 0620/13/m/j/20  39 a small quantity of a solid chemical is added to a large excess of aqueous ethanoic acid.    no bubbles of gas are seen and the solid dissolves to give a colourless solution.    what was the solid chemical?  a calcium hydroxide  b copper( ii) oxide  c magnesium  d sodium carbonate     40 which statement about carbohydrates and proteins is correct?  a carbohydrates and proteins are constituents of food.  b carbohydrates and proteins are natural polymers used to make larger molecules called  monomers.  c carbohydrates and proteins are synthetic polymers.  d carbohydrates and proteins cause pollution as they are non-biodegradable.    ",
+            "15": "15       permission to reproduce items where third-party owned material pr otected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to trac e 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 ans wer-related information to candidates, all copyright acknowledgements are reproduced onl ine 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 the ca mbridge assessment group. cambri dge assessment is the brand name of the university of  cambridge local examinations syndicate (ucles), which it self is a department of the university of cambridge.    \u00a9 ucles 2020 0620/13/m/j/20  blank page",
+            "16": "16  \u00a9 ucles 2020 0620/13/m/j/20   groupthe periodic table of elements 1 h hydrogen 12 he helium 4ii i iii iv v vi vii viii 3 li lithium 74 be beryllium 9atomic number atomic symbolkey name relative atomic mass 11 na sodium 2312 mg magnesium 24 19 k potassium 3920 ca calcium 40 37 rb rubidium 8538 sr strontium 88 55 cs caesium 13356 ba barium 137 87 fr francium \u201388 ra radium \u20135 b boron 11 13 al aluminium 27 31 ga gallium 70 49 in indium 115 81 tl thallium 2046 c carbon 12 14 si silicon 2832 ge germanium 73 50 sn tin 119 82 pb lead 20722 ti titanium 48 40 zr zirconium 91 72 hf hafnium 178 104 rf rutherfordium \u201323 v vanadium 51 41 nb niobium 93 73 ta tantalum 181 105 db dubnium \u201324 cr chromium 52 42 mo molybdenum 96 74 w tungsten 184 106 sg seaborgium \u201325 mn manganese 55 43 tc technetium \u2013 75 re rhenium 186 107 bh bohrium \u201326 fe iron 56 44 ru ruthenium 101 76 os osmium 190 108 hs hassium \u201327 co cobalt 59 45 rh rhodium 103 77 ir iridium 192 109 mt meitnerium \u201328 ni nickel 59 46 pd palladium 106 78 pt platinum 195 110 ds darmstadtium \u201329 cu copper 64 47 ag silver 108 79 au gold 197 111 rg roentgenium \u201330 zn zinc 65 48 cd cadmium 112 80 hg mercury 201 112 cn copernicium \u2013114 fl flerovium \u2013116 lv livermorium \u20137 n nitrogen 14 15 p phosphorus 3133 as arsenic 75 51 sb antimony 122 83 bi bismuth 2098 o oxygen 16 16 s sulfur 3234 se selenium 79 52 te tellurium 128 84 po polonium \u20139 f fluorine 19 17 cl chlorine 35.5 35 br bromine 80 53 i iodine 127 85 at astatine \u201310 ne neon 20 18 ar argon 4036 kr krypton 84 54 xe xenon 131 86 rn radon \u201321 sc scandium 45 39 y yttrium 89 57\u201371 lanthanoids 89\u2013103 actinoids 57 la lanthanum 139 89 aclanthanoids actinoids the volume of one mole of any gas is 24  dm3 at room temperature and pressure (r.t.p.).actinium \u201358 ce cerium 140 90 th thorium 23259 pr praseodymium 141 91 pa protactinium 23160 nd neodymium 144 92 u uranium 23861 pm promethium \u2013 93 np neptunium \u201362 sm samarium 150 94 pu plutonium \u201363 eu europium 152 95 am americium \u201364 gd gadolinium 157 96 cm curium \u201365 tb terbium 159 97 bk berkelium \u201366 dy dysprosium 163 98 cf californium \u201367 ho holmium 165 99 es einsteinium \u201368 er erbium 167 100 fm fermium \u201369 tm thulium 169 101 md mendelevium \u201370 yb ytterbium 173 102 no nobelium \u201371 lu lutetium 175 103 lr lawrencium \u2013  "
+        },
+        "0620_s20_qp_21.pdf": {
+            "1": "    this document has 16 pages. blank pages are indicated.  ib20 06_0620_21/2rp   \u00a9 ucles 2020   [turn ove r   *4599385782 *cambridge igcse\u2122       chemistry  0620/21     paper 2 multiple choice (extended)  may/june 2020     45 minutes    you must answer on the multiple choice answer sheet.    you will need: multiple choice answer sheet   soft clean eraser   soft pencil (type b or hb is recommended)       instructions   \u2022 there are forty  questions on this paper. answer all questions.   \u2022 for each question there are four possible answers a, b, c and d. choose the one you consider correct  and record your choice in soft pencil on the multiple choice answer sheet.   \u2022 follow the instructions on the mu ltiple choice answer sheet.  \u2022 write in soft pencil.  \u2022 write your name, centre number and candidate num ber on the multiple choice answer sheet in the  spaces provided unless this has been done for you.  \u2022 do not use correction fluid.  \u2022 do not write on any bar codes.  \u2022 you may use a calculator.      information  \u2022 the total mark for this paper is 40.  \u2022 each correct answer will score one mark. a ma rk will not be deducted for a wrong answer.  \u2022 any rough working should be done on this question paper.  \u2022 the periodic table is printed in the question paper.   ",
+            "2": "2  \u00a9 ucles 2020 0620/21/m/j/20  1 a mixture of ice and water is left to stand and the ice melts.    which row describes what happens as the ice is melting?     temperature of mixture energy changes  a increases average kinetic energy of particles increases  b increases energy is used to overcome attractive forces   c stays the same average kinetic energy of particles increases  d stays the same energy is used to overcome attractive forces       2 which piece of apparatus should be used to measure exactly 21.4  cm3 of water?  a 25  cm3 beaker  b 25  cm3 pipette  c 50  cm3 burette  d 50  cm3 measuring cylinder     3 the chromatogram for an unknown dye is shown.    12 cm15 cm 2 cm9 cmsolvent front     what is the rf value of the dye?  a 0.60 b 0.64 c 0.75 d 0.82    ",
+            "3": "3     \u00a9 ucles 2020 0620/21/m/j/20 [turn over  4 the atomic number and nucleon number of a potassium atom are shown.     potassium atom  atomic number 19  nucleon number 39    how many protons, neutrons and electrons are in a potassium ion, k+?     protons neutrons electrons  a 19 20 18  b 19 20 20  c 20 19 18  d 20 19 19      5 the electronic structures of two atoms, p and q, are shown.    p q     p and q combine together to form a compound.    what is the type of bonding in the compound and what is the formula of the compound?     type of bonding formula  a ionic pq  b ionic pq 2  c covalent pq 2  d covalent pq    ",
+            "4": "4  \u00a9 ucles 2020 0620/21/m/j/20  6 which row contains a description of metallic bonding and a property that is explained by  reference to metallic bonding?     description of  metallic bonding property explained by  metallic bonding  a   a lattice of negative ions  in a sea of electrons a metal will react with an  acid, producing hydrogen  b   a lattice of negative ions  in a sea of electrons a piece of a metal can be  moulded into different shapes  c   a lattice of positive ions  in a sea of electrons a metal will react with an  acid, producing hydrogen  d   a lattice of positive ions  in a sea of electrons a piece of a metal can be  moulded into different shapes     7 which statement explains why methane has a lower boiling point than water?  a methane has weaker covalent bonds than water.  b methane has weaker attractive forces than water.  c methane molecules are heavier than water molecules.  d methane molecules have more bonds than water molecules.     8 a solution of iron( iii) sulfate reacts with aqueous sodium hydroxide to form a red\u2013brown  precipitate.    what is the balanced equation, including state symbols, for the reaction?  a feso 4(aq)  +  2naoh(aq)  \u2192  fe(oh) 2(s)  +  na 2so 4(aq)  b feso 4(l)  +  2naoh(l)  \u2192  fe(oh) 2(s)  +  na 2so 4(l)  c fe 2(so 4)3(aq)  +  6naoh(aq)  \u2192  2fe(oh) 3(s)  +  3na 2so 4(aq)  d fe 2(so 4)3(l)  +  6naoh(aq)  \u2192  2fe(oh) 3(s)  +  3na 2so 4(l)     9 the haber process is a reversible reaction.    n 2(g)  +  3h 2(g)    2nh 3(g)    the reaction has a 30% yield of ammonia.    which volume of ammonia gas, nh 3, measured at room temperature and pressure, is obtained  by reacting 0.75 moles of hydrogen with excess nitrogen?  a 3600  cm3 b 5400  cm3 c 12  000  cm3 d 18  000  cm3    ",
+            "5": "5     \u00a9 ucles 2020 0620/21/m/j/20 [turn over  10 dilute aqueous sodium chloride is electrolysed using platinum electrodes.    what is the half-equation for the reaction at the cathode?  a 2h+  +  2e\u2013  \u2192  h2  b na+  +  e\u2013  \u2192  na  c 2c l \u2013  \u2192  c l 2  +  2e\u2013  d 4oh\u2013  \u2192  2h 2o  +  o 2  +  4e\u2013      11 the electrolysis of aqueous copper( ii) sulfate, using inert electrodes, is shown.    aqueous copper( ii) sulfate+\u2013     which statement about a reaction at an electrode is correct?  a copper ions gain electrons at the negative electrode.  b copper ions gain electrons at the positive electrode.  c hydrogen ions gain electrons at the negative electrode.  d hydrogen ions gain electrons at the positive electrode.    ",
+            "6": "6  \u00a9 ucles 2020 0620/21/m/j/20  12 the equation for the complete combustion of methane gas is shown.    ch 4(g)  +  2o 2(g)  \u2192  co 2(g)  +  2h 2o(g)    bond energies are shown.    bond bond energy  in kj  / mol  c\u2013h 412  h\u2013o 463  c=o 743  o=o 498    what is the overall energy change, in kj  / mol, for the above reaction?  a \u20131192 b \u2013694 c +694 d +1192    13 which statements about hydrogen fuel cells are correct?    1 water is formed as the only waste product.  2 both water and carbon dioxide are formed as waste products.  3 the overall reaction is  2h 2  +  o 2  \u2192  2h 2o.  4 the overall reaction is endothermic.    a 1 and 3 b 1 and 4 c 2 and 3 d 2 and 4    14 which diagram represents a chemical change?    a b c d      ",
+            "7": "7     \u00a9 ucles 2020 0620/21/m/j/20 [turn over  15 the rate of reaction between calcium carbonate chips and hydrochloric acid is studied by  collecting the volume of gas released in one minute at different temperatures.    a graph of rate of reaction against temperature is shown.    80 70605040302010 0rate of reaction cm 3 / min temperature  / \u00b0c0 1 02 03 04 05 06 0     which statement fully explains why increasing the temperature has this effect on the rate?  a the kinetic energy of the particles increases so the collisions are harder.  b the number of collisions between particles increases.  c the activation energy needed for the particles to react is reduced.  d there are more frequent collisions between particles with enough energy to react.     16 the equation shows the equilibrium between dinitrogen tetroxide, n 2o4, and nitrogen dioxide,  no 2.    the colours of the reactant and product are also shown.    n2o4(g)    2no 2(g)   colourless brown    the forward reaction is endothermic.    which statement is not correct?  a at equilibrium the concentrations of the reactant and the product are constant.  b at equilibrium the rate of the forward reaction is equal to the rate of the reverse reaction.  c when the pressure is increased a darker brown colour is seen.  d when the temperature is increased a darker brown colour is seen.    ",
+            "8": "8  \u00a9 ucles 2020 0620/21/m/j/20  17 the equations for two reactions of iodide ions are shown.    reaction 1 2 i\u2013(aq)  +  h 2o2(aq)  \u2192  i2(aq)  +  2oh\u2013(aq)  reaction 2  i\u2013(aq)  +  ag+(aq)  \u2192  agi(s)    which statement is correct?  a both reactions are redox reactions.  b neither reaction is a redox reaction.  c only reaction 1 is a redox reaction.  d only reaction 2 is a redox reaction.    18 the graph shows how the ph of a solution changes as an acid is added to an alkali.    acid  +  alkali  \u2192  salt  +  water    which letter represents the area of the graph where both acid and salt are present?    pha b c d14 7 0 volume of acid added      19 which statement describes a weak acid?  a it is a proton acceptor and is fully ionised in aqueous solution.  b it is a proton acceptor and is partially ionised in aqueous solution.  c it is a proton donor and is fully ionised in aqueous solution.  d it is a proton donor and is partially ionised in aqueous solution.    ",
+            "9": "9     \u00a9 ucles 2020 0620/21/m/j/20 [turn over  20 the apparatus shown is used to prepare aqueous copper( ii) sulfate.    ysolid x aqueous copper( ii) sulfateexcess of solid xfilter paper heatstirrer     what are x and y?     x y  a copper aqueous iron( ii) sulfate  b copper( ii) chloride dilute sulfuric acid  c copper( ii) oxide dilute sulfuric acid  d sulfur aqueous copper( ii) chloride      21 lead( ii) sulfate is an insoluble salt.    which method is suitable for obtaining solid lead( ii) sulfate?  a mix aqueous lead( ii) nitrate and aqueous potassium sulfate, heat to evaporate all of the  water, collect the solid and then wash and dry it.  b mix aqueous lead( ii) nitrate and aqueous potassium sulfate, filter, collect the filtrate,  crystallise, then wash and dry the crystals.  c mix aqueous lead( ii) nitrate and dilute sulfuric acid, filter, then wash and dry the residue.  d titrate aqueous lead( ii) hydroxide with dilute sulfuric acid, crystallise, then wash and dry the  crystals.     22 a group i metal (lithium, sodium or potassium) is reacted with a group vii element (chlorine,  bromine or iodine).    which compound is formed when the group i metal of highest density reacts with the group vii  element of lowest density?  a lithium chloride  b potassium chloride  c potassium iodide  d lithium iodide   ",
+            "10": "10  \u00a9 ucles 2020 0620/21/m/j/20  23 the properties of the element titanium, ti, can be predicted from its position in the periodic table.    which row identifies the properties of titanium?     can be used  as a catalyst conducts electricity  when solid has low density forms coloured  compounds  a \u0016 \u0016 \u0016 \u001a  b \u0016 \u0016 \u001a \u0016  c \u0016 \u001a \u0016 \u0016  d \u001a \u0016 \u0016 \u0016     24 a balloon is filled with helium. helium is a noble gas and makes the balloon rise up in the air.    the density of air is 1.23  g / dm3.    which gas is helium?     density in g  / dm3 reaction with oxygen  a 0.0899 burns rapidly  b 0.179 does not react with oxygen  c 1.78 does not react with oxygen  d 3.75 does not react with oxygen      25 which property is shown by all metals?  a they are extracted from their ores by heating with carbon.  b they conduct electricity.  c they form acidic oxides.  d they react with hydrochloric acid to form hydrogen.     ",
+            "11": "11     \u00a9 ucles 2020 0620/21/m/j/20 [turn over  26 sodium nitrate is a white crystalline solid that decomposes on heating.    heatsodium nitrate     which row describes the decomposition products fo rmed when sodium nitrate is heated strongly?     solid products gaseous products  a sodium nitrite no 2 and o 2  b sodium nitrite o 2 only  c sodium oxide no 2 and o 2  d sodium oxide o 2 only     27 molten iron from the blast furnace contains impurities.    the process of turning the impure iron into steel involves blowing oxygen into the molten iron and  adding calcium oxide.    what are the reasons for blowing in oxygen and adding calcium oxide?     blowing in oxygen adding calcium oxide  a carbon is removed by reacting with oxygen reacts with acidic impurities making slag  b carbon is removed by reacting with oxyg en reacts with slag and so removes it  c iron reacts with the oxygen reacts with acidic impurities making slag  d iron reacts with the oxygen reacts with slag and so removes it      28 element y reacts with copper( ii) oxide to form copper.    element y will not react with zinc oxide. copper has no reaction with zinc oxide.    what is the order of reactivity of these three elements, most reactive first?  a cu \u2192 y \u2192 zn  b cu \u2192 zn \u2192 y  c zn \u2192 cu \u2192 y  d zn \u2192 y \u2192 cu     ",
+            "12": "12  \u00a9 ucles 2020 0620/21/m/j/20  29 which statement shows that a liquid is pure water?  a it boils at 100  \u00b0c.  b it has a ph value of 7.  c it turns blue cobalt( ii) chloride pink.  d it turns white copper( ii) sulfate blue.     30 which process removes carbon dioxide from the atmosphere?  a combustion  b decomposition  c photosynthesis  d respiration     31 ammonia is manufactured by the haber process.     n 2(g)  +  3h 2(g)    2nh 3(g)    what are the conditions used in the haber process?     temperature  / \u00b0c pressure  / atm  a 400 100  b 400 300  c 20 300  d 20 100     32 coating iron helps to prevent rusting.    which coating will continue to protect the iron even when the coating is damaged?  a copper  b paint  c plastic  d zinc     ",
+            "13": "13     \u00a9 ucles 2020 0620/21/m/j/20 [turn over  33 a student suggests three uses of calcium carbonate (limestone).    1 manufacture of cement  2 manufacture of iron  3 treating alkaline soils    which suggestions are correct?  a 1 and 2 only b 1 and 3 only c 2 and 3 only d 1, 2 and 3    34 the contact process is used to manufacture concentrated sulfuric acid and consists of four steps.    which step involves a catalyst?  a production of sulfur dioxide gas  b production of sulfur trioxide gas  c production of oleum  d production of concentrated sulfuric acid     35 which row about the production of ethanol by fermentation is correct?     raw materials energy requirement rate of reaction  a non-renewable high slow  b renewable low slow  c non-renewable low fast  d renewable high fast     36 which statement about homologous series is correct?  a members of a homologous series have the same structural formula.  b members of a homologous series all have similar chemical properties.  c members of a homologous series all have similar physical properties.  d members of all homologous series are hydrocarbons.    ",
+            "14": "14  \u00a9 ucles 2020 0620/21/m/j/20  37 increasing the number of atoms in one molecule of a hydrocarbon increases the amount of  energy released when it burns.    what is the correct order?     less energy  released  more energy  released  a ethene ethane methane  b ethene methane ethane  c methane ethane ethene  d methane ethene ethane     38 some properties of an organic compound j are listed.    \u25cf it is a liquid at room temperature.  \u25cf it is soluble in water.  \u25cf a solution of j reacts with calcium carbonate to form carbon dioxide.  \u25cf a solution of j has a ph of 3.    in which homologous series does j belong?  a alkane  b alkene  c alcohol  d carboxylic acid      39 ethane, c 2h6, reacts with chlorine in a substitution reaction.    what are the products of this reaction?  a chloroethane and hydrogen  b chloroethane and hydrogen chloride  c chloroethene and hydrogen  d chloroethene and hydrogen chloride    ",
+            "15": "15       permission to reproduce items where third-party owned material pr otected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to trac e 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 ans wer-related information to candidates, all copyright acknowledgements are reproduced onl ine 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 the ca mbridge assessment group. cambri dge assessment is the brand name of the university of  cambridge local examinations syndicate (ucles), which it self is a department of the university of cambridge.    \u00a9 ucles 2020 0620/21/m/j/20  40 which polymers or types of polymer are synthetic?    1 carbohydrates  2 nylon  3 proteins  4 terylene     a 1 and 3 b 1 and 4 c 2 and 3 d 2 and 4    ",
+            "16": "16  \u00a9 ucles 2020 0620/21/m/j/20   groupthe periodic table of elements 1 h hydrogen 12 he helium 4ii i iii iv v vi vii viii 3 li lithium 74 be beryllium 9atomic number atomic symbolkey name relative atomic mass 11 na sodium 2312 mg magnesium 24 19 k potassium 3920 ca calcium 40 37 rb rubidium 8538 sr strontium 88 55 cs caesium 13356 ba barium 137 87 fr francium \u201388 ra radium \u20135 b boron 11 13 al aluminium 27 31 ga gallium 70 49 in indium 115 81 tl thallium 2046 c carbon 12 14 si silicon 2832 ge germanium 73 50 sn tin 119 82 pb lead 20722 ti titanium 48 40 zr zirconium 91 72 hf hafnium 178 104 rf rutherfordium \u201323 v vanadium 51 41 nb niobium 93 73 ta tantalum 181 105 db dubnium \u201324 cr chromium 52 42 mo molybdenum 96 74 w tungsten 184 106 sg seaborgium \u201325 mn manganese 55 43 tc technetium \u2013 75 re rhenium 186 107 bh bohrium \u201326 fe iron 56 44 ru ruthenium 101 76 os osmium 190 108 hs hassium \u201327 co cobalt 59 45 rh rhodium 103 77 ir iridium 192 109 mt meitnerium \u201328 ni nickel 59 46 pd palladium 106 78 pt platinum 195 110 ds darmstadtium \u201329 cu copper 64 47 ag silver 108 79 au gold 197 111 rg roentgenium \u201330 zn zinc 65 48 cd cadmium 112 80 hg mercury 201 112 cn copernicium \u2013114 fl flerovium \u2013116 lv livermorium \u20137 n nitrogen 14 15 p phosphorus 3133 as arsenic 75 51 sb antimony 122 83 bi bismuth 2098 o oxygen 16 16 s sulfur 3234 se selenium 79 52 te tellurium 128 84 po polonium \u20139 f fluorine 19 17 cl chlorine 35.5 35 br bromine 80 53 i iodine 127 85 at astatine \u201310 ne neon 20 18 ar argon 4036 kr krypton 84 54 xe xenon 131 86 rn radon \u201321 sc scandium 45 39 y yttrium 89 57\u201371 lanthanoids 89\u2013103 actinoids 57 la lanthanum 139 89 aclanthanoids actinoids the volume of one mole of any gas is 24  dm3 at room temperature and pressure (r.t.p.).actinium \u201358 ce cerium 140 90 th thorium 23259 pr praseodymium 141 91 pa protactinium 23160 nd neodymium 144 92 u uranium 23861 pm promethium \u2013 93 np neptunium \u201362 sm samarium 150 94 pu plutonium \u201363 eu europium 152 95 am americium \u201364 gd gadolinium 157 96 cm curium \u201365 tb terbium 159 97 bk berkelium \u201366 dy dysprosium 163 98 cf californium \u201367 ho holmium 165 99 es einsteinium \u201368 er erbium 167 100 fm fermium \u201369 tm thulium 169 101 md mendelevium \u201370 yb ytterbium 173 102 no nobelium \u201371 lu lutetium 175 103 lr lawrencium \u2013  "
+        },
+        "0620_s20_qp_22.pdf": {
+            "1": "    this document has 16 pages. blank pages are indicated.  ib20 06_0620_22/2rp   \u00a9 ucles 2020   [turn ove r   *8601179553 *cambridge igcse\u2122       chemistry 0620/22     paper 2 multiple choice (extended)  may/june 2020     45 minutes    you must answer on the multiple choice answer sheet.    you will need: multiple choice answer sheet   soft clean eraser   soft pencil (type b or hb is recommended)       instructions   \u2022 there are forty  questions on this paper. answer all questions.   \u2022 for each question there are four possible answers a, b, c and d. choose the one you consider correct  and record your choice in soft pencil on the multiple choice answer sheet.   \u2022 follow the instructions on the mu ltiple choice answer sheet.  \u2022 write in soft pencil.  \u2022 write your name, centre number and candidate num ber on the multiple choice answer sheet in the  spaces provided unless this has been done for you.  \u2022 do not use correction fluid.  \u2022 do not write on any bar codes.  \u2022 you may use a calculator.      information  \u2022 the total mark for this paper is 40.  \u2022 each correct answer will score one mark. a ma rk will not be deducted for a wrong answer.  \u2022 any rough working should be done on this question paper.  \u2022 the periodic table is printed in the question paper.   ",
+            "2": "2  \u00a9 ucles 2020 0620/22/m/j/20  1 a mixture of ice and water is left to stand and the ice melts.    which row describes what happens as the ice is melting?     temperature of mixture energy changes  a increases average kinetic energy of particles increases  b increases energy is used to overcome attractive forces   c stays the same average kinetic energy of particles increases  d stays the same energy is used to overcome attractive forces      2 which piece of apparatus is used to measure 25.0  cm3 of aqueous sodium hydroxide?    abcd     3 paper chromatography is used to determine the r f values for four different food colourings.    which food colouring has an rf value of 0.6?    25 201510 50solvent front baseline abcddistance / cm      ",
+            "3": "3     \u00a9 ucles 2020 0620/22/m/j/20 [turn over  4 the diagram shows the electronic structure of a particle with a nucleon number (mass number) of  40.    ee ee eeee e e ee ee ee ee 40     the table shows the suggestions that three students, 1, 2 and 3, made to identify the particle.   student   1 2 3  particle ar c l ca2+    which students are correct?  a 1 and 2 only b 1 and 3 only c 2 and 3 only d 1, 2 and 3      5 the electronic structures of two atoms, p and q, are shown.    p q     p and q combine together to form a compound.    what is the type of bonding in the compound and what is the formula of the compound?     type of bonding formula  a ionic pq  b ionic pq 2  c covalent pq 2  d covalent pq    ",
+            "4": "4  \u00a9 ucles 2020 0620/22/m/j/20  6 which statement about the structure of a metal explains why metals are malleable?  a the electrons can move freely throughout the lattice.  b the layers of metal ions can slide over each other.  c the metal ions are positively charged.  d there is a strong force of attraction between the metal ions and the electrons.      7 the bonding, structure and melting point of sodium chloride and sulfur dichloride are shown.    compound bonding structure melting point  / \u00b0c  sodium chloride ionic giant lattice 801  sulfur dichloride covalent simple molecular \u2013121    why does sulfur dichloride have a lower melting point than sodium chloride?  a the covalent bonds in sulfur dichloride are weaker than the attractive forces between  molecules in sodium chloride.  b the covalent bonds in sulfur dichloride are weaker than the ionic bonds in sodium chloride.  c the attractive forces between molecules in sulfur dichloride are weaker than the attractive  forces between molecules in sodium chloride.  d the attractive forces between molecules in sulfur dichloride are weaker than the ionic bonds  in sodium chloride.      8 lead( ii) nitrate, pb(no 3)2, reacts with potassium iodide, k i, to form a yellow precipitate, pb i2,  and a soluble salt, kno 3.    what is the equation for the reaction?  a pb(no 3)2  +  k i  \u2192  pb i2  +  kno 3  b pb(no 3)2  +  2k i  \u2192  pb i2  +  kno 3  c 2pb(no 3)2  +  2k i  \u2192  pb i2  +  2kno 3  d pb(no 3)2  +  2k i  \u2192  pb i2  +  2kno 3     9 the haber process is a reversible reaction.    n 2(g)  +  3h 2(g)    2nh 3(g)    the reaction has a 30% yield of ammonia.    which volume of ammonia gas, nh 3, measured at room temperature and pressure, is obtained  by reacting 0.75 moles of hydrogen with excess nitrogen?  a 3600  cm3 b 5400  cm3 c 12  000  cm3 d 18  000  cm3     ",
+            "5": "5     \u00a9 ucles 2020 0620/22/m/j/20 [turn over  10 electrolytes can be broken down by electrolysis.    which rows are correct for each electrolyte?     electrolyte reaction  at cathode product  at anode  1 dilute aqueous sodium chloride 2h+  +  2e\u2013  \u2192  h2 oxygen  2 concentrated hydrochloric acid 2h+  +  2e\u2013  \u2192  h2 chlorine  3 molten aluminium oxide 2o2\u2013  \u2192  o 2  +  4e\u2013 aluminium  4 concentrated aqueous sodium bromide na+  +  e\u2013  \u2192  na bromine    a 1 and 2 b 1 and 4 c 2 and 3 d 3 and 4     11 the electrolysis of aqueous copper( ii) sulfate, using inert electrodes, is shown.    aqueous copper( ii) sulfate+\u2013     which statement about a reaction at an electrode is correct?  a copper ions gain electrons at the negative electrode.  b copper ions gain electrons at the positive electrode.  c hydrogen ions gain electrons at the negative electrode.  d hydrogen ions gain electrons at the positive electrode.     ",
+            "6": "6  \u00a9 ucles 2020 0620/22/m/j/20  12 methane burns in excess oxygen.    the equation is shown.    ch 4(g)  +  2o 2(g)  \u2192  co 2(g)  +  2h 2o(g)    bond energies are shown.    bond bond energy  / kj mol\u20131  c=o 805  c\u2013h 410  o=o 496  o\u2013h 460    what is the energy change for the reaction?  a  (4 \u00d7 410 + 2 \u00d7 496) \u2013 (2 \u00d7 805 + 4 \u00d7 460)   b (2 \u00d7 805 + 2 \u00d7 460) \u2013 (410 + 2 \u00d7 496)   c (410 + 2 \u00d7 496) \u2013 (805 + 2 \u00d7 460)   d (410 + 496) \u2013 (805 + 460)      13 which statements about hydrogen fuel cells are correct?    1 water is formed as the only waste product.  2 both water and carbon dioxide are formed as waste products.  3 the overall reaction is  2h 2  +  o 2  \u2192  2h 2o.  4 the overall reaction is endothermic.    a 1 and 3 b 1 and 4 c 2 and 3 d 2 and 4      14 which list contains only chemical changes?  a melting, evaporating, dissolving  b rusting, freezing, subliming  c neutralisation, polymerisation, combustion  d boiling, condensing, distillation    ",
+            "7": "7     \u00a9 ucles 2020 0620/22/m/j/20 [turn over  15 the results of adding excess marble chips (calcium carbonate) to hydrochloric acid at 50  \u00b0c and  at 30  \u00b0c are shown. only the temperature is changed.    volume of carbon dioxidegiven off  / cm3 time  / s 0050 \u00b0c 30 \u00b0c     which row describes the reacting particles at 30  \u00b0c compared to those at 50  \u00b0c?     collision rate collision energy  a higher higher  b higher lower  c lower higher  d lower lower     16 methane reacts with steam and an equilibrium is reached.    ch 4(g)  +  h 2o(g)    co(g)  +  3h 2(g)    the forward reaction is endothermic.    which row shows how the amount of hydrogen at equilibrium changes when the pressure or  temperature is changed as indicated?     change in  temperature change in  pressure amount of  hydrogen  a decrease no change increase  b increase no change decrease  c no change increase decrease  d no change decrease decrease     ",
+            "8": "8  \u00a9 ucles 2020 0620/22/m/j/20  17 when aqueous iron( iii) chloride is added to aqueous potassium iodide a chemical reaction  occurs and iodine is formed.    which statement is correct?  a iodide ions are oxidised, they gain electrons in this reaction.  b iodide ions are oxidised, they lose electrons in this reaction.  c iron( iii) chloride is oxidised in this reaction.  d neither iodide ions nor iron( iii) chloride is oxidised in this reaction.      18 the graph shows how the ph of a solution changes as an acid is added to an alkali.    acid  +  alkali  \u2192  salt  +  water    which letter represents the area of the graph where both acid and salt are present?    pha b c d14 7 0 volume of acid added      19 which statement describes a weak acid?  a it is a proton acceptor and is fully ionised in aqueous solution.  b it is a proton acceptor and is partially ionised in aqueous solution.  c it is a proton donor and is fully ionised in aqueous solution.  d it is a proton donor and is partially ionised in aqueous solution.     ",
+            "9": "9     \u00a9 ucles 2020 0620/22/m/j/20 [turn over  20 the apparatus shown is used to prepare aqueous copper( ii) sulfate.    ysolid x aqueous copper( ii) sulfateexcess of solid xfilter paper heatstirrer     what are x and y?     x y  a copper aqueous iron( ii) sulfate  b copper( ii) chloride dilute sulfuric acid  c copper( ii) oxide dilute sulfuric acid  d sulfur aqueous copper( ii) chloride      21 which process is not used in the preparation of an insoluble salt?  a filtration  b washing  c crystallisation  d drying      22 which statement about group i and group vii elements is correct?  a group vii elements are monoatomic non-metals.  b lithium is more reactive with water than caesium.  c the melting points of group i metals increase down the group.  d potassium bromide reacts with chlorine to produce an orange solution.     ",
+            "10": "10  \u00a9 ucles 2020 0620/22/m/j/20  23 the properties of the element titanium, ti, can be predicted from its position in the periodic table.    which row identifies the properties of titanium?     can be used  as a catalyst conducts electricity  when solid has low density forms coloured  compounds  a \u0016 \u0016 \u0016 \u001a  b \u0016 \u0016 \u001a \u0016  c \u0016 \u001a \u0016 \u0016  d \u001a \u0016 \u0016 \u0016     24 which diagram shows a mixture of noble gases?    a b c d       25 which property is shown by all metals?  a they are extracted from their ores by heating with carbon.  b they conduct electricity.  c they form acidic oxides.  d they react with hydrochloric acid to form hydrogen.    26 many metal carbonates decompose when they are heated.    which row describes what happens when potassium carbonate, calcium carbonate and  copper( ii) carbonate are heated using a bunsen burner?     decomposes easily decomposes  with difficulty does not decompose at  bunsen temperatures  a calcium carbonate copper( ii) carbonate potassium carbonate  b copper( ii) carbonate calcium carbonate potassium carbonate  c copper( ii) carbonate potassium carbonate calcium carbonate  d potassium carbonate calcium carbonate copper( ii) carbonate     ",
+            "11": "11     \u00a9 ucles 2020 0620/22/m/j/20 [turn over  27 molten iron from the blast furnace contains impurities.    the process of turning the impure iron into steel involves blowing oxygen into the molten iron and  adding calcium oxide.    what are the reasons for blowing in oxygen and adding calcium oxide?     blowing in oxygen adding calcium oxide  a carbon is removed by reacting with oxygen reacts with acidic impurities making slag  b carbon is removed by reacting with oxyg en reacts with slag and so removes it  c iron reacts with the oxygen reacts with acidic impurities making slag  d iron reacts with the oxygen reacts with slag and so removes it      28 four iron nails are added to four different metal sulfate solutions.    in which solution does a displacement reaction occur?  a copper( ii) sulfate  b magnesium sulfate  c sodium sulfate  d zinc sulfate      29 which statement about pure water is not correct?  a it condenses at 100  \u00b0c.  b it freezes at 0  \u00b0c.  c it turns cobalt( ii) chloride paper blue.  d it turns anhydrous copper( ii) sulfate blue.     ",
+            "12": "12  \u00a9 ucles 2020 0620/22/m/j/20  30 three processes in the carbon cycle are shown.    1 methane reacts with oxygen producing carbon dioxide and water.  2 carbon dioxide and water are absorbed and used by plants to make oxygen.  3 oxygen is used by living things to release energy.    which processes have taken place?     1 2 3  a combustion photosynthesis respiration  b combustion respiration photosynthesis  c photosynthesis combustion respiration  d respiration photosynthesis combustion     31 in the haber process, nitrogen and hydrogen are reacted to make ammonia.    n 2(g)  +  3h 2(g)    2nh 3(g)    the forward reaction is exothermic.    which conditions produce the maximum yield of ammonia?     pressure temperature  a high high  b high low  c low high  d low low      32 which process, used to prevent iron from rusting, involves sacrificial protection?  a alloying  b electroplating  c galvanising  d painting     ",
+            "13": "13     \u00a9 ucles 2020 0620/22/m/j/20 [turn over  33 a student suggests three uses of calcium carbonate (limestone).    1 manufacture of cement  2 manufacture of iron  3 treating alkaline soils    which suggestions are correct?  a 1 and 2 only b 1 and 3 only c 2 and 3 only d 1, 2 and 3    34 one of the reactions used in the manufacture of sulfuric acid is shown.    2so 2  +  o 2    2so 3    which catalyst is used to increase the rate of this reaction?  a iron  b manganese( iv) oxide  c vanadium( v) oxide  d nickel      35 ethanol is made on an industrial scale by the fermentation of sugars or by the reaction of ethene  with steam in the presence of a suitable catalyst.    what is a disadvantage  of making ethanol from ethene rather than by fermentation?  a a continuous production process is used.  b a non-renewable raw material is used.  c the product is very pure.  d the rate of reaction is very high.     36 which statement about compounds in the same homologous series is correct?  a they have the same chemical properties be cause they have the same number of carbon  atoms.  b they have the same physical properties because they have the same number of carbon  atoms.  c they have different chemical properties because they have different numbers of carbon  atoms.  d they have different physical properties because they have different numbers of carbon  atoms.     ",
+            "14": "14  \u00a9 ucles 2020 0620/22/m/j/20  37 increasing the number of atoms in one molecule of a hydrocarbon increases the amount of  energy released when it burns.    what is the correct order?     less energy  released  more energy  released  a ethene ethane methane  b ethene methane ethane  c methane ethane ethene  d methane ethene ethane     38 an organic compound, p, reacts with zinc to produce a gas, q.    what are p and q?     p q  a ethanoic acid carbon dioxide  b ethanoic acid hydrogen  c ethanol carbon dioxide  d ethanol hydrogen     39 alkanes undergo substitution reactions in the presence of uv light.    which equation represents a substitution reaction of ethane?  a c 2h6  +  c l 2  \u2192  c2h4  +  2hc l  b c 2h6  +  c l 2  \u2192  c2h5cl  +  hc l  c c 2h6  +  c l 2  \u2192  c2h4cl 2  +  h 2  d c 2h6  +  hc l  \u2192  c2h5cl  +  h 2     40 which substances are natural polymers?    1 proteins  2 carbohydrates  3 nylon 4 poly(ethene)    a 1 and 2 b 1 and 3 c 2 and 3 d 3 and 4     ",
+            "15": "15       permission to reproduce items where third-party owned material pr otected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to trac e 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 ans wer-related information to candidates, all copyright acknowledgements are reproduced onl ine 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 the ca mbridge assessment group. cambri dge assessment is the brand name of the university of  cambridge local examinations syndicate (ucles), which it self is a department of the university of cambridge.    \u00a9 ucles 2020 0620/22/m/j/20  blank page",
+            "16": "16  \u00a9 ucles 2020 0620/22/m/j/20   groupthe periodic table of elements 1 h hydrogen 12 he helium 4ii i iii iv v vi vii viii 3 li lithium 74 be beryllium 9atomic number atomic symbolkey name relative atomic mass 11 na sodium 2312 mg magnesium 24 19 k potassium 3920 ca calcium 40 37 rb rubidium 8538 sr strontium 88 55 cs caesium 13356 ba barium 137 87 fr francium \u201388 ra radium \u20135 b boron 11 13 al aluminium 27 31 ga gallium 70 49 in indium 115 81 tl thallium 2046 c carbon 12 14 si silicon 2832 ge germanium 73 50 sn tin 119 82 pb lead 20722 ti titanium 48 40 zr zirconium 91 72 hf hafnium 178 104 rf rutherfordium \u201323 v vanadium 51 41 nb niobium 93 73 ta tantalum 181 105 db dubnium \u201324 cr chromium 52 42 mo molybdenum 96 74 w tungsten 184 106 sg seaborgium \u201325 mn manganese 55 43 tc technetium \u2013 75 re rhenium 186 107 bh bohrium \u201326 fe iron 56 44 ru ruthenium 101 76 os osmium 190 108 hs hassium \u201327 co cobalt 59 45 rh rhodium 103 77 ir iridium 192 109 mt meitnerium \u201328 ni nickel 59 46 pd palladium 106 78 pt platinum 195 110 ds darmstadtium \u201329 cu copper 64 47 ag silver 108 79 au gold 197 111 rg roentgenium \u201330 zn zinc 65 48 cd cadmium 112 80 hg mercury 201 112 cn copernicium \u2013114 fl flerovium \u2013116 lv livermorium \u20137 n nitrogen 14 15 p phosphorus 3133 as arsenic 75 51 sb antimony 122 83 bi bismuth 2098 o oxygen 16 16 s sulfur 3234 se selenium 79 52 te tellurium 128 84 po polonium \u20139 f fluorine 19 17 cl chlorine 35.5 35 br bromine 80 53 i iodine 127 85 at astatine \u201310 ne neon 20 18 ar argon 4036 kr krypton 84 54 xe xenon 131 86 rn radon \u201321 sc scandium 45 39 y yttrium 89 57\u201371 lanthanoids 89\u2013103 actinoids 57 la lanthanum 139 89 aclanthanoids actinoids the volume of one mole of any gas is 24  dm3 at room temperature and pressure (r.t.p.).actinium \u201358 ce cerium 140 90 th thorium 23259 pr praseodymium 141 91 pa protactinium 23160 nd neodymium 144 92 u uranium 23861 pm promethium \u2013 93 np neptunium \u201362 sm samarium 150 94 pu plutonium \u201363 eu europium 152 95 am americium \u201364 gd gadolinium 157 96 cm curium \u201365 tb terbium 159 97 bk berkelium \u201366 dy dysprosium 163 98 cf californium \u201367 ho holmium 165 99 es einsteinium \u201368 er erbium 167 100 fm fermium \u201369 tm thulium 169 101 md mendelevium \u201370 yb ytterbium 173 102 no nobelium \u201371 lu lutetium 175 103 lr lawrencium \u2013  "
+        },
+        "0620_s20_qp_23.pdf": {
+            "1": "    this document has 16 pages. blank pages are indicated.  ib20 06_0620_23/3rp   \u00a9 ucles 2020   [turn ove r   *1657199694*cambridge igcse\u2122       chemistry  0620/23     paper 2 multiple choice (extended)  may/june 2020     45 minutes    you must answer on the multiple choice answer sheet.    you will need: multiple choice answer sheet   soft clean eraser   soft pencil (type b or hb is recommended)       instructions   \u2022 there are forty  questions on this paper. answer all questions.   \u2022 for each question there are four possible answers a, b, c and d. choose the one you consider correct  and record your choice in soft pencil on the multiple choice answer sheet.   \u2022 follow the instructions on the mu ltiple choice answer sheet.  \u2022 write in soft pencil.  \u2022 write your name, centre number and candidate num ber on the multiple choice answer sheet in the  spaces provided unless this has been done for you.  \u2022 do not use correction fluid.  \u2022 do not write on any bar codes.  \u2022 you may use a calculator.      information  \u2022 the total mark for this paper is 40.  \u2022 each correct answer will score one mark. a ma rk will not be deducted for a wrong answer.  \u2022 any rough working should be done on this question paper.  \u2022 the periodic table is printed in the question paper.   ",
+            "2": "2  \u00a9 ucles 2020 0620/23/m/j/20  1 a mixture of ice and water is left to stand and the ice melts.    which row describes what happens as the ice is melting?     temperature of mixture energy changes  a increases average kinetic energy of particles increases  b increases energy is used to overcome attractive forces   c stays the same average kinetic energy of particles increases  d stays the same energy is used to overcome attractive forces       2 which piece of apparatus is used to measure 13.7  cm3 of dilute hydrochloric acid?  a balance  b burette  c conical flask  d pipette     3 chromatography is carried out on a mixture of th ree substances. the chromatogram is sprayed  with a locating agent. the result is shown.    solvent front baseline     what are possible reasons why the chromatogram shows only two spots?    1 one of the substances in the mixture is insoluble in the solvent.  2 the locating agent did not react with one of the substances in the mixture. 3 two of the substances in the mixture have the same r f values.  4 the rf value of one of the substances is too small.    a 1 and 2 b 1 and 4 c 2 and 3 d 3 and 4     ",
+            "3": "3     \u00a9 ucles 2020 0620/23/m/j/20 [turn over  4 the structure of an atom of element x is shown.    5p 6nkey = electron = neutron = protonnp     what is element x?  a boron  b carbon  c sodium  d sulfur      5 the electronic structures of two atoms, p and q, are shown.    p q     p and q combine together to form a compound.    what is the type of bonding in the compound and what is the formula of the compound?     type of bonding formula  a ionic pq  b ionic pq 2  c covalent pq 2  d covalent pq      6 caesium is a metal in group i of the periodic table.    which description of the bonding in caesium is correct?  a electrostatic attraction between oppositely charged ions  b electrostatic attraction between positive metal ions and mobile electrons  c neighbouring metal atoms sharing pairs of electrons  d strong attractive forces between atoms   ",
+            "4": "4  \u00a9 ucles 2020 0620/23/m/j/20  7 why does magnesium oxide, mgo, have a very high melting point?  a there is a very strong double bond between magnesium and oxygen.  b there is a very strong attractive force between the magnesium oxide molecules.  c the oxide ions are strongly attracted to positive ions.  d the magnesium ions are strongly attracted to a sea of electrons.      8 aluminium metal reacts with iron( iii) oxide to form aluminium oxide and iron.    which chemical equation for the reaction between aluminium and iron( iii) oxide is correct?  a feo  +  a l  \u2192  a l o  +  fe  b fe 2o  +  2a l  \u2192  a l 2o  +  2fe  c fe 2o3  +  a l  \u2192  a l 2o3  +  fe  d fe 2o3  +  2a l  \u2192  a l 2o3  +  2fe      9 the haber process is a reversible reaction.    n2(g)  +  3h 2(g)    2nh 3(g)    the reaction has a 30% yield of ammonia.    which volume of ammonia gas, nh 3, measured at room temperature and pressure, is obtained  by reacting 0.75 moles of hydrogen with excess nitrogen?  a 3600  cm3 b 5400  cm3 c 12  000  cm3 d 18  000  cm3    10 which row describes the reactions during the electrolysis of dilute aqueous sodium chloride?     anode (+) reaction cathode (\u2013) reaction  a h2  \u2192  2h+  +  2e\u2013 2h2o  +  o 2  +  4e\u2013  \u2192  4oh\u2013  b 2h+  +  2e\u2013  \u2192  h2 4oh\u2013  \u2192  2h 2o  +  o 2  +  4e\u2013  c 2h2o  +  o 2  +  4e\u2013  \u2192  4oh\u2013 h 2  \u2192  2h+  +  2e\u2013  d 4oh\u2013  \u2192  2h 2o  +  o 2  +  4e\u2013 2h+  +  2e\u2013  \u2192  h2     ",
+            "5": "5     \u00a9 ucles 2020 0620/23/m/j/20 [turn over  11 the electrolysis of aqueous copper( ii) sulfate, using inert electrodes, is shown.    aqueous copper( ii) sulfate+\u2013     which statement about a reaction at an electrode is correct?  a copper ions gain electrons at the negative electrode.  b copper ions gain electrons at the positive electrode.  c hydrogen ions gain electrons at the negative electrode.  d hydrogen ions gain electrons at the positive electrode.    12 ethene gas, c 2h4, is completely burned in excess oxygen to form carbon dioxide and water.    the equation for this exothermic reaction is shown.    c2h4  +  3o 2  \u2192  2co 2  +  2h 2o    the table shows the bond energies involved in the reaction.    bond bond energy  (kj  / mol)  c=c 614  c\u2013h 413  o=o 495  c=o 799  o\u2013h 467    what is the total energy change in this reaction?  a \u2013954  kj / mol  b \u20131010  kj / mol  c \u20131313  kj / mol  d \u20131369  kj / mol    ",
+            "6": "6  \u00a9 ucles 2020 0620/23/m/j/20  13 which statements about hydrogen fuel cells are correct?    1 water is formed as the only waste product.  2 both water and carbon dioxide are formed as waste products.  3 the overall reaction is  2h 2  +  o 2  \u2192  2h 2o.  4 the overall reaction is endothermic.    a 1 and 3 b 1 and 4 c 2 and 3 d 2 and 4     14 in which tube is a physical change taking place?    a water iron nailb water sodium chloridec dilute hydrochloric aciddilute hydrochloric acidd calcium carbonatemagnesium       15 a chemical reaction occurs when the reacting particles collide.    which reaction conditions would produce the greatest rate of particle collisions?     concentration  of acid reaction  temperature  a decrease decrease  b no change increase  c increase increase  d increase no change     ",
+            "7": "7     \u00a9 ucles 2020 0620/23/m/j/20 [turn over  16 at room temperature, the conversion of nitrogen dioxide, no 2, into dinitrogen tetroxide, n 2o4, is  reversible.    2no 2(g)    n2o4(g)   brown colourless   gas gas   the forward reaction is exothermic.    which changes cause the equilibrium to shift to the left?     pressure temperature  a decrease decrease  b decrease increase  c increase decrease  d increase increase      17 the equation for the reaction between zinc and aqueous copper( ii) sulfate is shown.    zn  +  cuso 4  \u2192  znso 4  +  cu    which statement is correct?  a the oxidation state of the oxidising agent has changed from 0 to +2.  b the oxidation state of the reducing agent has changed from 0 to +2.  c the oxidation state of the reducing agent has changed from +2 to 0.  d this is not a redox reaction. the solu tion changes from colourless to blue.    18 the graph shows how the ph of a solution changes as an acid is added to an alkali.    acid  +  alkali  \u2192  salt  +  water    which letter represents the area of the graph where both acid and salt are present?    pha b c d14 7 0 volume of acid added     ",
+            "8": "8  \u00a9 ucles 2020 0620/23/m/j/20  19 which statement describes a weak acid?  a it is a proton acceptor and is fully ionised in aqueous solution.  b it is a proton acceptor and is partially ionised in aqueous solution.  c it is a proton donor and is fully ionised in aqueous solution.  d it is a proton donor and is partially ionised in aqueous solution.      20 the apparatus shown is used to prepare aqueous copper( ii) sulfate.    ysolid x aqueous copper( ii) sulfateexcess of solid xfilter paper heatstirrer     what are x and y?     x y  a copper aqueous iron( ii) sulfate  b copper( ii) chloride dilute sulfuric acid  c copper( ii) oxide dilute sulfuric acid  d sulfur aqueous copper( ii) chloride      21 which two compounds would react together to form the insoluble salt lead( ii) chloride?     compound solubility in water  1 lead( ii) nitrate yes  2 lead( ii) sulfate no  3 silver chloride no  4 sodium chloride yes    a 1 and 3 b 1 and 4 c 2 and 3 d 2 and 4     ",
+            "9": "9     \u00a9 ucles 2020 0620/23/m/j/20 [turn over  22 the elements in group i include lithium, sodium and potassium.    which statements about these elements are correct?    1 sodium is denser than lithium.  2 lithium has a lower melting point than potassium. 3 potassium is a relatively soft metal. 4 sodium is less reactive than lithium but more reactive than potassium.    a 1 and 2 b 1 and 3 c 2 and 4 d 3 and 4     23 the properties of the element titanium, ti, can be predicted from its position in the periodic table.    which row identifies the properties of titanium?     can be used  as a catalyst conducts electricity  when solid has low density forms coloured  compounds  a \u0016 \u0016 \u0016 \u001a  b \u0016 \u0016 \u001a \u0016  c \u0016 \u001a \u0016 \u0016  d \u001a \u0016 \u0016 \u0016      24 which statement about the noble gases is correct?  a argon is used in light bulbs and balloons.  b helium reacts with oxygen in the air.  c they all have full outer electron shells.  d they are all diatomic molecules.     25 which property is shown by all metals?  a they are extracted from their ores by heating with carbon.  b they conduct electricity.  c they form acidic oxides.  d they react with hydrochloric acid to form hydrogen.    ",
+            "10": "10  \u00a9 ucles 2020 0620/23/m/j/20  26 a salt is heated strongly. the only products are a white solid and a colourless gas.    what is the salt?  a copper( ii) carbonate  b potassium carbonate  c calcium nitrate  d sodium nitrate     27 molten iron from the blast furnace contains impurities.    the process of turning the impure iron into steel involves blowing oxygen into the molten iron and  adding calcium oxide.    what are the reasons for blowing in oxygen and adding calcium oxide?     blowing in oxygen adding calcium oxide  a carbon is removed by reacting with oxygen reacts with acidic impurities making slag  b carbon is removed by reacting with oxyg en reacts with slag and so removes it  c iron reacts with the oxygen reacts with acidic impurities making slag  d iron reacts with the oxygen reacts with slag and so removes it      28 p, q, r and s are four metals.    p displaces q from a solution of its sulfate.    q reacts with hydrochloric acid and can be extracted from its ore using carbon.    r does not react with hydrochloric acid.    the carbonate of s does not decompose when heated strongly.    what is the order of reactivity of the metals, starting with the most reactive?     most  reactive  least  reactive  a r p q s  b r q p s  c s p q r  d s q p r     ",
+            "11": "11     \u00a9 ucles 2020 0620/23/m/j/20 [turn over  29 which substances can be used to detect the presence of water?    1 cobalt( ii) chloride  2 copper( ii) sulfate  3 litmus  4 methyl orange    a 1 and 2 b 1 and 3 c 2 and 4 d 3 and 4    30 which processes increase the amount of carbon dioxide in the atmosphere?    1 burning ethanol  2 farming cattle 3 growing trees    a 1, 2 and 3 b 1 and 2 only c 1 and 3 only d 2 and 3 only    31 hydrogen and nitrogen react to form ammonia in the haber process.    n 2  +  3h 2    2nh 3    the forward reaction is exothermic.    which statements about the process are correct?    1 nitrogen is obtained from the air.  2 increasing the temperature of the reaction increases the yield of ammonia. 3 increasing the reaction pressure increases the yield of ammonia.  4 vanadium( v) oxide is used as a catalyst.    a 1 and 2 b 1 and 3 c 2 and 3 d 3 and 4    ",
+            "12": "12  \u00a9 ucles 2020 0620/23/m/j/20  32 the diagram shows the positions of sacrificial anodes on the steel hull of a yacht.    anodes     which metal is used to make the anodes?  a calcium  b copper  c sodium  d zinc     33 a student suggests three uses of calcium carbonate (limestone).    1 manufacture of cement  2 manufacture of iron  3 treating alkaline soils    which suggestions are correct?  a 1 and 2 only b 1 and 3 only c 2 and 3 only d 1, 2 and 3     34 which reaction in the contact pr ocess is catalysed by vanadium( v) oxide?  a s(s)  +  o 2(g)  \u2192  so 2(g)  b 2so 2(g)  +  o 2(g)  \u2192  2so 3(g)  c so 3(g)  +  h 2so 4(l)  \u2192  h2s2o7(l)  d h 2s2o7(l)  +  h 2o(l)  \u2192  2h 2so 4(l)     35 ethanol is produced by:    1 the catalytic addition of steam to ethene  2 fermentation.    which statement is correct?  a both processes require similar amounts of energy.  b both processes use a catalyst.  c process 1 uses a renewable resource.  d process 2 produces the purest ethanol.   ",
+            "13": "13     \u00a9 ucles 2020 0620/23/m/j/20 [turn over  36 which statement about a homologous series is correct?  a all members have the same general formula.  b all members have the same molecular formula.  c all members have similar physical properties.  d members show a trend in their chemical properties.      37 increasing the number of atoms in one molecule of a hydrocarbon increases the amount of  energy released when it burns.    what is the correct order?     less energy  released  more energy  released  a ethene ethane methane  b ethene methane ethane  c methane ethane ethene  d methane ethene ethane     38 a small quantity of a solid chemical is added to a large excess of aqueous ethanoic acid.    no bubbles of gas are seen and the solid dissolves to give a colourless solution.    what was the solid chemical?  a calcium hydroxide  b copper( ii) oxide  c magnesium  d sodium carbonate     39 alkanes undergo substitution reactions with chlorine in the presence of ultraviolet light.    which equation shows a reaction of this type?  a c 3h6  +  c l 2  \u2192  c3h6cl 2  b c 3h8  +  c l 2  \u2192  c3h6cl 2  +  h 2  c c 3h8  +  2c l 2  \u2192  c3h6cl 2  +  2hc l  d c 3h6  +  c l 2  \u2192  c3h5cl  +  hc l     ",
+            "14": "14  \u00a9 ucles 2020 0620/23/m/j/20  40 which statement about carbohydrates and proteins is correct?  a carbohydrates and proteins are constituents of food.  b carbohydrates and proteins are natural polymers used to make larger molecules called  monomers.  c carbohydrates and proteins are synthetic polymers.  d carbohydrates and proteins cause pollution as they are non-biodegradable.     ",
+            "15": "15       permission to reproduce items where third-party owned material pr otected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to trac e 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 ans wer-related information to candidates, all copyright acknowledgements are reproduced onl ine 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 the ca mbridge assessment group. cambri dge assessment is the brand name of the university of  cambridge local examinations syndicate (ucles), which it self is a department of the university of cambridge.    \u00a9 ucles 2020 0620/23/m/j/20  blank page",
+            "16": "16  \u00a9 ucles 2020 0620/23/m/j/20   groupthe periodic table of elements 1 h hydrogen 12 he helium 4ii i iii iv v vi vii viii 3 li lithium 74 be beryllium 9atomic number atomic symbolkey name relative atomic mass 11 na sodium 2312 mg magnesium 24 19 k potassium 3920 ca calcium 40 37 rb rubidium 8538 sr strontium 88 55 cs caesium 13356 ba barium 137 87 fr francium \u201388 ra radium \u20135 b boron 11 13 al aluminium 27 31 ga gallium 70 49 in indium 115 81 tl thallium 2046 c carbon 12 14 si silicon 2832 ge germanium 73 50 sn tin 119 82 pb lead 20722 ti titanium 48 40 zr zirconium 91 72 hf hafnium 178 104 rf rutherfordium \u201323 v vanadium 51 41 nb niobium 93 73 ta tantalum 181 105 db dubnium \u201324 cr chromium 52 42 mo molybdenum 96 74 w tungsten 184 106 sg seaborgium \u201325 mn manganese 55 43 tc technetium \u2013 75 re rhenium 186 107 bh bohrium \u201326 fe iron 56 44 ru ruthenium 101 76 os osmium 190 108 hs hassium \u201327 co cobalt 59 45 rh rhodium 103 77 ir iridium 192 109 mt meitnerium \u201328 ni nickel 59 46 pd palladium 106 78 pt platinum 195 110 ds darmstadtium \u201329 cu copper 64 47 ag silver 108 79 au gold 197 111 rg roentgenium \u201330 zn zinc 65 48 cd cadmium 112 80 hg mercury 201 112 cn copernicium \u2013114 fl flerovium \u2013116 lv livermorium \u20137 n nitrogen 14 15 p phosphorus 3133 as arsenic 75 51 sb antimony 122 83 bi bismuth 2098 o oxygen 16 16 s sulfur 3234 se selenium 79 52 te tellurium 128 84 po polonium \u20139 f fluorine 19 17 cl chlorine 35.5 35 br bromine 80 53 i iodine 127 85 at astatine \u201310 ne neon 20 18 ar argon 4036 kr krypton 84 54 xe xenon 131 86 rn radon \u201321 sc scandium 45 39 y yttrium 89 57\u201371 lanthanoids 89\u2013103 actinoids 57 la lanthanum 139 89 aclanthanoids actinoids the volume of one mole of any gas is 24  dm3 at room temperature and pressure (r.t.p.).actinium \u201358 ce cerium 140 90 th thorium 23259 pr praseodymium 141 91 pa protactinium 23160 nd neodymium 144 92 u uranium 23861 pm promethium \u2013 93 np neptunium \u201362 sm samarium 150 94 pu plutonium \u201363 eu europium 152 95 am americium \u201364 gd gadolinium 157 96 cm curium \u201365 tb terbium 159 97 bk berkelium \u201366 dy dysprosium 163 98 cf californium \u201367 ho holmium 165 99 es einsteinium \u201368 er erbium 167 100 fm fermium \u201369 tm thulium 169 101 md mendelevium \u201370 yb ytterbium 173 102 no nobelium \u201371 lu lutetium 175 103 lr lawrencium \u2013  "
+        },
+        "0620_s20_qp_31.pdf": {
+            "1": "*5000877390* chemistry  0620/31 paper 3 theory (core) may/june 2020  1 hour 15 minutes you must answer on the question paper. no additional materials are needed. instructions  \u25cf answer all questions.  \u25cf use a black or dark blue pen. you may use an hb pencil for any diagrams or graphs.  \u25cf write your name, centre number and candidate number in the boxes at the top of the page.  \u25cf write your answer to each question in the space provided.  \u25cf do not use an erasable pen or correction fluid.  \u25cf do not write on any bar codes.  \u25cf you may use a calculator.  \u25cf you should show all your working and use appropriate units. information  \u25cf the total mark for this paper is 80.  \u25cf the number of marks for each question or part question is shown in brackets [  ].  \u25cf the periodic table is printed in the question paper. ib20 06_0620_31/2rp \u00a9 ucles 2020 [turn overthis document has 20 pages. blank pages are indicated.cambridge igcse\u2122",
+            "2": "2 0620/31/m/j/20 \u00a9 ucles 2020 1 (a)  a list of symbols and formulae is shown. al 3+ ch4 co2 fe3+ n2 no2 o2 o2\u2013 zn2+   answer the following questions about these symbols and formulae.   each symbol or formula may be used once, more than once or not at all.   which symbol or formula represents:  (i)  a compound which contributes to acid rain   ...   [1]  (ii) a compound which is a product of respiration   ...   [1]  (iii)  a gas which forms 21% of clean dry air   ...   [1]  (iv)  an ion which forms a red-brown precipitate when added to aqueous sodium hydroxide   ...   [1]  (v)  an ion formed when an atom gains electrons?   ...   [1]",
+            "3": "3 0620/31/m/j/20 \u00a9 ucles 2020 [turn over  (b)  complete the table to show the relative charge and approximate relative mass of a proton, a  neutron and an electron. type of particlerelative chargeapproximate relative mass proton +1 neutron electron1 2000  [3]  (c)  deduce the number of electrons and neutrons in an atom of the isotope of iron shown. 58fe26  number of electrons  ...  number of neutrons  ...  [2]  [total: 10]",
+            "4": "4 0620/31/m/j/20 \u00a9 ucles 2020 2\t\ta\tsolution\tis\tobtained\t by\tfiltering\ta\tmixture of soil and water. the table shows the mass of some of  the ions in 1000 cm3 of this solution. name of ion formula of ionmass of ion in 1000 cm3 of soil solution / mg aluminium al 3+0.1 nh4+35.0 calcium ca2+1.3 iron( ii) fe2+47.0 magnesium mg2+0.2 no3\u201323.0 phosphate po43\u20134.2 potassium k+99.0 sulfate so42\u20137.5  (a)  answer these questions using the information in the table.  (i)  which negative ion has the lowest concentration?   ...   [1]  (ii)  state the name of the no3\u2013 ion.   ...   [1]  (iii)  calculate the mass of phosphate ions in 250 cm3 of this solution.  mass = .. mg  [1]  (iv)  name the compound that contains nh4+ ions and po43\u2013 ions.   ...   [1]  (b)  describe a test for potassium ions.  test  .  observations  ..  [2]",
+            "5": "5 0620/31/m/j/20 \u00a9 ucles 2020 [turn over  (c)  the names and formulae for some compounds are shown. aluminium phosphate, al po4 calcium phosphate, ca3(po4)2 potassium phosphate, k3po4   deduce the formula for magnesium phosphate.   ..   [1]  [total: 7]",
+            "6": "6 0620/31/m/j/20 \u00a9 ucles 2020 3  many compounds and elements have important uses.  (a)  complete the table to show the name, formula and use of each compound and element. name of compound or elementnumber of atoms in the formulaformula use chlorine chlorine = 2 cl 2 carbon = 1 hydrogen = 4ch4 calcium carbonatecalcium = 1 carbon = 1 oxygen = 3  [5]  (b)  the table shows the minimum temperature for the reduction of four metal oxides by carbon. metal oxideminimum temperature for reduction by carbon calcium oxide not reduced at 1530 \u00b0c iron( ii) oxide reduced at 650 \u00b0c titanium oxide reduced at 1530 \u00b0c zinc oxide reduced at 720 \u00b0c   put the four metals in order of their reactivity. \t \tput\tthe\tleast\treactive\tmetal\tfirst. least reactive most reactive  [2]",
+            "7": "7 0620/31/m/j/20 \u00a9 ucles 2020 [turn over  (c)  anhydrous copper( ii) sulfate, cuso4, is used to test for water.  (i)  describe the change in colour when water is added to anhydrous copper( ii) sulfate.  from  to  ...  [2]  (ii)  this reaction is reversible.   describe how this reaction can be reversed.   ...   [1]  (iii)  state one use of water in industry.   ...   [1]  [total: 11]",
+            "8": "8 0620/31/m/j/20 \u00a9 ucles 2020 4\t\tthe\tproperties\tof\tfive\talkenes\tat\troom\ttemperature\tare\tshown\tin\tthe\ttable. alkenenumber of carbon atoms in a moleculestate at room temperaturedensity in g / cm3boiling point / \u00b0c ethene 2 gas 0.0012 \u2013104 propene 3 gas 0.0018 \u201347 butene 4 gas 0.0024 pentene 5 liquid 0.64 30 hexene 6 liquid 0.67 63  (a)  answer these questions using only the information in the table.  (i)  predict the boiling point of butene.  .. \u00b0c  [1]  (ii)\t\tdescribe\tthe\tgeneral\ttrend\tin\tthe\tdensity \tof\tthe\talkenes.   ...   [1]  (iii)\t\tsuggest\t why\tthe\tdensities\t of\tthe\tfirst\tthree\talkenes\t are\tmuch\tlower\tthan\tthe\tdensity\tof\t pentene and hexene.   ...   [1]  (b) (i)  complete the chemical equation for the complete combustion of propene.  2c3h6  +  ..o2  \u2192  6co2  +  6h2o [1]  (ii)  describe a test for carbon dioxide.  test  ..  observations  ...  [2]  (iii)  universal indicator is added to an aqueous solution of carbon dioxide.  \u25cf what colour change is observed?  from green to  ..  \u25cf give a reason for your answer.   .   .  [2]",
+            "9": "9 0620/31/m/j/20 \u00a9 ucles 2020 [turn over  (c)  when propene undergoes incomplete combustion, carbon monoxide is formed.  (i)  what condition is needed for incomplete combustion?   .   ...   [1]  (ii)  give one adverse effect of carbon monoxide on health.   ...   [1]  [total: 10]",
+            "10": "10 0620/31/m/j/20 \u00a9 ucles 2020 5  when concentrated hydrochloric acid is electrolysed, gases are produced at the electrodes.   the incomplete apparatus is shown. concentrate d hydrochloric acid power supply+ \u2013  (a) (i)  complete the diagram by:  \u25cf labelling the anode and cathode  \u25cf showing how the gases are collected.  [2]  (ii)  predict the products of this electrolysis at the:   positive electrode     negative electrode.  .  [2]  (iii)  graphite (carbon) electrodes are used in this electrolysis.   suggest one other element that can be used as an electrode and give a reason, other  than that it can conduct electricity.  element  ...  reason  .  [2]  (b)  hydrogen chloride is produced when chlorine reacts with hydrogen.   complete the chemical equation for this reaction.  cl 2  +  ..  \u2192  .hc l [2]",
+            "11": "11 0620/31/m/j/20 \u00a9 ucles 2020 [turn over  (c) aqueous chlorine reacts with aqueous sodium iodide. cl 2  +  2nai  \u2192  i2  +  2nacl  (i)  how does this reaction show that chlorine is more reactive than iodine?   ...   [1]  (ii)  what colour is iodine in aqueous solution?   ...   [1]  [total: 10]",
+            "12": "12 0620/31/m/j/20 \u00a9 ucles 2020 6  acids have characteristic properties.  (a)  hydrochloric acid reacts with magnesium.   name the products of this reaction and give the observations.                  ..   [4]  (b)  the rate of reaction of iron( ii) carbonate with hydrochloric acid can be determined by measuring  the\ttime\ttaken\tto\tproduce\t20\t cm3 of carbon dioxide. \t \ta\tstudent\tmeasured\t the\ttime\ttaken\tto\tproduce\t 20\tcm3 of carbon dioxide at three different  temperatures.   in each experiment the student used:  \u25cf 1 g of large pieces of iron( ii) carbonate  \u25cf dilute hydrochloric acid of the same concentration and volume.   the results are shown in the table. temperature / \u00b0ctime / s 20 38 25 30 30 19  (i)  use the information in the table to describe how the rate of reaction changes with  temperature.   ...   [1]",
+            "13": "13 0620/31/m/j/20 \u00a9 ucles 2020 [turn over  (ii)  describe the effect of each of the following on the rate of this reaction at constant  temperature.  \u25cf smaller pieces of iron( ii) carbonate are used.   all other conditions stay the same.   .  \u25cf the concentration of hydrochloric acid is decreased.   all other conditions stay the same.   .  [2]  (c)  the reaction of iron( ii) carbonate with hydrochloric acid is exothermic.   what is meant by the term exothermic ?   ..   [1]  (d)  rust contains compounds of iron.   state two conditions needed for iron to rust.      ..   [2]  (e)  iron and magnesium are both used in alloys.   which one of these diagrams, a, b, c or d, best represents an alloy? a b c d   ..   [1]  [total: 11]",
+            "14": "14 0620/31/m/j/20 \u00a9 ucles 2020 7  the structure of myrcene is shown. cchh hhh cc hhh h hc cc cch h c h hh h  (a)  deduce the formula of myrcene to show the number of atoms of carbon and hydrogen.   ..   [1]  (b)  myrcene is found in some plants.   the coloured compounds in plant leaves can be separated by chromatography.   complete the diagram by putting the correct labels in the boxes. beakerlid  . .  .  [2]  (c)  myrcene is an unsaturated hydrocarbon.   describe a chemical test to distinguish between a saturated and an unsaturated hydrocarbon.  test  .  observations with saturated hydrocarbon  ..     observations with unsaturated hydrocarbon  ..     [3]",
+            "15": "15 0620/31/m/j/20 \u00a9 ucles 2020 [turn over  (d)  butane is a saturated hydrocarbon.   to which homologous series does butane belong?   draw a circle around the correct answer.  alcohol          alkane          alkene          carboxylic acid  [1]  (e)\t\tlarge\thydrocarbons\tcan\tbe\tcracked\tto\tform\tsmaller \thydrocarbons. \t \tcomplete\t the\tchemical\t equation\t for\tcracking\t tridecane,\t c13h28,\tto\tform\tan\talkene\tand\tone\t other hydrocarbon.  c13h28  \u2192  c3h6  +  .. [1]  (f)\t\tethene\tis\tan\talkene.   draw the structure of ethene showing all of the atoms and all of the bonds.  [1]  (g)  complete the sentences about the separation of hydrocarbons from petroleum using words  from the list.  bitumen combustion condense crystallisation distillation  evaporate gasoline kerosene melt   hydrocarbons are separated in a fractionating column by fractional ... .       hydrocarbons with lower boiling points move further up the column. when the temperature     in the column falls below the boiling points of the hydrocarbons they ... . the     fraction\tat\tthe\tbottom\tof\tthe\tcolumn\twhich\tis\tused\tfor\tmaking\troads\tis\tcalled\t...\t .  [3]  [total: 12]",
+            "16": "16 0620/31/m/j/20 \u00a9 ucles 2020 8  the diagram shows part of the structures of sodium bromide and sulfur. na+br \u2013na+br \u2013 br \u2013na+br \u2013na+ na+br \u2013na+br \u2013 br \u2013na+br \u2013na+sodium bromide sulfur  (a)  describe both sodium bromide and sulfur in terms of:  \u25cf bonding              \u25cf electrical conductivity        \u25cf solubility in water.        [5]  (b)  sulfur is an element.   what is meant by the term element  ?      ..   [1]",
+            "17": "17 0620/31/m/j/20 \u00a9 ucles 2020 [turn over  (c)  sodium can be extracted from sodium bromide by electrolysis.   sodium is a metal in group i of the periodic table.  (i)  describe one chemical property of sodium.   ...   [1]  (ii)  which two of these statements about the physical properties of sodium are correct? \t \ttick\ttwo boxes.   sodium is very hard.   sodium has a high density.   sodium conducts electricity.   sodium is malleable.   sodium does not conduct heat.  [2]  [total: 9]",
+            "18": "18 0620/31/m/j/20 \u00a9 ucles 2020blank page",
+            "19": "19 0620/31/m/j/20 \u00a9 ucles 2020blank page permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the  publisher will be pleased to make amends at the earliest possible opportunity. 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 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.",
+            "20": "20 0620/31/m/j/20 \u00a9 ucles 2020 groupthe periodic table of elements 1 h hydrogen 12 he helium 4ii i iii iv vv iv ii viii 3 li lithium 74 be berylliu m 9atomic number atomic symbolkey name relative atomic mas s 11 na sodium 2312 mg magnesium 24 19 k potassium 3920 ca calcium 40 37 rb rubidium 8538 sr strontium 88 55 cs caesium 13356 ba barium 137 87 fr francium \u201388 ra radium \u20135 b boron 11 13 al aluminium 27 31 ga gallium 70 49 in indium 115 81 tl thallium 2046 c carbon 12 14 si silicon 28 32 ge germanium 73 50 sn tin 119 82 pb lead 20722 ti titanium 48 40 zr zirconium 91 72 hf hafnium 178 104 rf rutherfordiu m \u201323 v vanadium 51 41 nb niobium 93 73 ta tantalum 181 105 db dubnium \u201324 cr chromium 52 42 mo molybdenum 96 74 w tungsten 184 106 sg seaborgium \u201325 mn manganes e 55 43 tc technetium \u2013 75 re rhenium 186 107 bh bohrium \u201326 fe iron 56 44 ru ruthenium 101 76 os osmium 190 108 hs hassium \u201327 co cobalt 59 45 rh rhodium 103 77 ir iridium 192 109 mt meitneriu m \u201328 ni nicke l 59 46 pd palladium 106 78 pt platinum 195 110 ds darmstadtiu m \u201329 cu copper 64 47 ag silver 108 79 au gold 197 111 rg roentgenium \u201330 zn zinc 65 48 cd cadmium 112 80 hg mercury 201 112 cn copernicium \u2013114 fl fleroviu m \u2013116 lv livermorium \u20137 n nitrogen 14 15 p phosphorus 31 33 as arsenic 75 51 sb antimony 122 83 bi bismuth 2098 o oxygen 16 16 s sulfur 32 34 se selenium 79 52 te tellurium 128 84 po polonium \u20139 f fluorine 19 17 cl chlorine 35.5 35 br bromine 80 53 i iodine 127 85 at astatine \u201310 ne neon 20 18 ar argon 40 36 kr krypton 84 54 xe xenon 131 86 rn radon \u201321 sc scandium 45 39 y yttrium 89 57\u201371 lanthanoids 89\u2013103 actinoids 57 la lanthanum 139 89 aclanthanoids actinoids the volume of one mole of any gas is 24  dm3 at room temperature and pressure (r .t.p.).actinium \u201358 ce cerium 140 90 th thorium 23259 pr praseodymium 141 91 pa protactinium 23160 nd neodymium 144 92 u uranium 23861 pm promethium \u2013 93 np neptunium \u201362 sm samarium 150 94 pu plutonium \u201363 eu europium 152 95 am americiu m \u201364 gd gadolinium 157 96 cm curium \u201365 tb terbium 159 97 bk berkelium \u201366 dy dysprosium 163 98 cf californium \u201367 ho holmium 165 99 es einsteinium \u201368 er erbium 167 100 fm fermium \u201369 tm thulium 169 101 md mendelevium \u201370 yb ytterbium 173 102 no nobelium \u201371 lu lutetium 175 103 lr lawrenciu m \u2013"
+        },
+        "0620_s20_qp_32.pdf": {
+            "1": "*4918803397* chemistry  0620/32 paper 3 theory (core) may/june 2020  1 hour 15 minutes you must answer on the question paper. no additional materials are needed. instructions  \u25cf answer all questions.  \u25cf use a black or dark blue pen. you may use an hb pencil for any diagrams or graphs.  \u25cf write your name, centre number and candidate number in the boxes at the top of the page.  \u25cf write your answer to each question in the space provided.  \u25cf do not use an erasable pen or correction fluid.  \u25cf do not write on any bar codes.  \u25cf you may use a calculator.  \u25cf you should show all your working and use appropriate units. information  \u25cf the total mark for this paper is 80.  \u25cf the number of marks for each question or part question is shown in brackets [  ].  \u25cf the periodic table is printed in the question paper. ib20 06_0620_32/3rp \u00a9 ucles 2020 [turn overthis document has 20 pages. blank pages are indicated.cambridge igcse\u2122",
+            "2": "2 0620/32/m/j/20 \u00a9 ucles 2020 1 (a)  a list of symbols and formulae is shown. ch4 cl \u2013 co2 cr3+ cu2+ fe2+ h2 k+ n2 o2 so2   answer the following questions about these symbols and formulae.   each symbol or formula may be used once, more than once or not at all.   which symbol or formula represents:  (i)  a compound produced by the thermal decomposition of calcium carbonate    ...   [1]  (ii)  an element which is used as a fuel   ...   [1]  (iii)  a gas which forms 78% of clean dry air   ...   [1]  (iv)  an ion which forms a blue precipitate when added to aqueous sodium hydroxide   ...   [1]  (v)  an ion formed when an atom gains an electron?   ...   [1]",
+            "3": "3 0620/32/m/j/20 \u00a9 ucles 2020 [turn over  (b)  complete the table to show the relative charge and approximate relative mass of a proton, a  neutron and an electron. type of particlerelative chargeapproximate relative mass proton 1 neutron electron \u20131  [3]  (c) deduce the number of electrons and neutrons in an atom of the isotope of potassium shown. 41k19   number of electrons  ...  number of neutrons  ...  [2]  [total: 10]",
+            "4": "4 0620/32/m/j/20 \u00a9 ucles 2020 2\t\ta\tsolution\tis\tobtained\t by\tfiltering\ta\tmixture\tof\tsoil\tand\twater.\tthe\ttable\tshows\tthe\tmass\tof\tsome\tof\t the ions in 1000 cm3 of this solution. name of ion formula of ionmass of ion in 1000 cm3 of soil solution / mg aluminium al 3+0.2 nh4+22.0 calcium ca2+0.2 iron( ii) fe2+79.0 magnesium mg2+0.1 nitrate no3\u201328.0 phosphate po43\u201314.0 potassium k+39.0 so42\u20135.1  (a)  answer these questions using the information in the table.  (i)  which negative ion has the lowest concentration?   ...   [1]  (ii)  state the name of the so42\u2013 ion.   ...   [1]  (iii)  calculate the mass of nitrate ions in 200  cm3 of this solution.  mass = .. mg  [1]  (iv)  name the compound that contains nh4+ ions and no3\u2013 ions.   ...   [1]  (b)  describe a chemical test for calcium ions.  test  .  observations  ..  [2]",
+            "5": "5 0620/32/m/j/20 \u00a9 ucles 2020 [turn over  (c)  the names and formulae for some compounds are shown. aluminium nitrate, al (no3)3 magnesium nitrate, mg(no3)2 sodium nitrate, nano3   deduce the formula for calcium nitrate.   ..   [1]  [total: 7]",
+            "6": "6 0620/32/m/j/20 \u00a9 ucles 2020 3  many compounds have important uses.  (a)  complete the table to show the name, number of atoms in the formula and use. name of compoundnumber of atoms in the formulaformula use waterhydrogen = 2 oxygen = 1h2o sulfur = 1 oxygen = 2so2 calcium hydroxide (slaked lime)calcium =  oxygen =  hydrogen = ca(oh)2  [5]  (b)  the table compares the reactions of four metals with steam. metal reaction with steam copper does not react magnesium reacts rapidly sodium reacts explosively zinc reacts slowly when warmed   put the four metals in order of their reactivity. \t \tput\tthe\tleast\treactive\tmetal\tfirst. least reactive most reactive  [2]  (c)  sodium reacts with molten sodium hydroxide.   complete the chemical equation for this reaction.  2na  +  ..naoh  \u2192  ..na2o  +  h2 [2]  [total: 9]",
+            "7": "7 0620/32/m/j/20 \u00a9 ucles 2020 [turn over 4\t\tthe\tproperties\tof\tthe\tfirst\tfour\tgroup\ti\telements\tare\tshown\tin\tthe\ttable. elementdensity in g / cm3melting point / \u00b0cboiling point / \u00b0c lithium 0.53 181 1342 sodium 0.97 98 883 potassium 0.86 63 760 rubidium 39 686  (a)  answer these questions using only the information in the table.  (i)\t\tdescribe\tthe\tgeneral\ttrend\tin\tthe\tboiling \tpoints\tof\tthe\tgroup\ti\telements.   ...   [1]  (ii)\t\texplain\twhy\tit\tis\tdifficult\tto\tpredict\tthe\tdensity\tof\trubidium.   .   ...   [1]  (iii)  deduce the state of rubidium at 45 \u00b0c. explain your answer.   .   .  [2]  (b)  when sodium reacts with carboxylic acids, hydrogen is produced.  (i)  describe a test for hydrogen.  test  ..  observations  ...  [2]  (ii)  the structure of a carboxylic acid is shown. c ohch hch hch hch hho   deduce the formula of this carboxylic acid to show the number of atoms of carbon,  hydrogen and oxygen.   ...   [1]",
+            "8": "8 0620/32/m/j/20 \u00a9 ucles 2020  (c)  universal indicator is added to an aqueous solution of sodium oxide.  \u25cf what colour change is observed?  from green to  .  \u25cf\tgive\ta\treason\tfor\tyour\tanswer.        [2]  [total: 9]",
+            "9": "9 0620/32/m/j/20 \u00a9 ucles 2020 [turn over 5  molten magnesium bromide is electrolysed.   the incomplete apparatus is shown. + \u2013  (a) (i)  complete the diagram by:  \u25cf labelling the anode and cathode  \u25cf adding the power supply and connecting wires.  [2]  (ii)  predict the products of this electrolysis at the:  positive electrode    negative electrode.  .  [2]  (b)  the electrodes must be able to conduct electricity.  (i)\t\tgive\tone other property that the electrodes must have.   ...   [1]  (ii)  name a suitable element that can be used as an electrode.   ...   [1]",
+            "10": "10 0620/32/m/j/20 \u00a9 ucles 2020  (c)  aqueous chlorine reacts with aqueous magnesium bromide. cl 2  +  mgbr2  \u2192  br2  +  mgcl 2  (i)  how does this reaction show that chlorine is more reactive than bromine?   ...   [1]  (ii)  what colour is bromine in aqueous solution?   ...   [1]  (d)  complete the chemical equation for the reaction of chlorine with phosphorus.  ..c l 2  +  2p  \u2192  ..pc l 5 [2]  [total: 10]",
+            "11": "11 0620/32/m/j/20 \u00a9 ucles 2020 [turn over 6  acids have characteristic properties.  (a)  hydrochloric acid reacts with magnesium carbonate.   name the products of this reaction and give the observations.               ..   [4]  (b)  the rate of reaction of iron with sulfuric acid can be determined by measuring the time taken  to produce 20 cm3 of hydrogen.   a student measured the time taken to produce 20 cm3 of hydrogen using three different  concentrations of sulfuric acid. \t \tin\teach\texperiment\tthe\tstudent\tused:  \u25cf 1 g of iron powder  \u25cf the same temperature  \u25cf the same volume of sulfuric acid.   the results are shown in the table. concentration of acid in mol / dm3time / s 0.1 33 0.2 17 0.5 8  (i)  use the information in the table to describe how the rate of reaction changes with the  concentration of sulfuric acid.   ...   [1]",
+            "12": "12 0620/32/m/j/20 \u00a9 ucles 2020  (ii)  describe the effect of each of the following on the rate of this reaction with 0.5 mol / dm3 of  sulfuric acid.  \u25cf larger pieces of iron are used.   all other conditions stay the same.   .  \u25cf the temperature is increased.   all other conditions stay the same.   .  [2]  (c)  heat is given out when iron reacts with sulfuric acid.   what term describes a reaction which gives out heat?   ..   [1]  (d)  the reaction of iron with steam is shown. 3fe  +  4h2o  \u2192  fe3o4  +  4h2   how does this equation show that iron gets oxidised?      ..   [1]  (e)  rust contains hydrated iron( iii) oxide.   describe and explain one method of preventing iron from rusting.      ..   [2]  [total: 11]",
+            "13": "13 0620/32/m/j/20 \u00a9 ucles 2020 [turn over 7  the structure of nerol is shown. cchhh cc hhh hc chh h h hc cchh ohchhh  (a)  draw a circle around the alcohol functional group on the structure of nerol. [1]  (b)  what feature of the nerol molecule shows that it is an unsaturated compound?   ..   [1]  (c)  nerol can be extracted from some plants.   crushed plant leaves containing nerol are mixed with an organic solvent called octane.   nerol dissolves in octane.  (i)  describe how you would separate the crushed plant leaves from the solution of nerol in  octane.    ...   [1]  (ii)  the boiling point of nerol is 224 \u00b0c.   the boiling point of octane is 126 \u00b0c.   explain how distillation separates nerol from the octane.   .   .   .   ...   [2]",
+            "14": "14 0620/32/m/j/20 \u00a9 ucles 2020  (d)  the mixture of coloured compounds in plant leaves can be separated by chromatography.   the apparatus is shown. chromatography paperlid   on the diagram:  \u25cf draw an \u2018x\u2019 to show where the mixture of coloured compounds is placed at the start of the  experiment   \u25cf draw a line to show the level of the solvent at the start of the experiment.  [2]  (e)  ethanol is a solvent.  (i)  draw the structure of ethanol to show all of the atoms and all of the bonds.  [2]  (ii)  complete the sentences about the manufacture of ethanol using words from the list.  catalyst hydrocarbon hydrogen  oxygen plastic steam   ethanol is manufactured by the reaction of ethene with .. . the rate of    this reaction is increased by the use of a .. .   [2]",
+            "15": "15 0620/32/m/j/20 \u00a9 ucles 2020 [turn over  (f)  ethene and propene are in the same homologous series of organic compounds.   which two statements about ethene and propene are correct.   tick two boxes.   they have the same physical properties.   they have the same number of carbon atoms.   they have similar chemical properties.   they have the same number of hydrogen atoms.   they have the same functional group.  [2]  [total: 13]",
+            "16": "16 0620/32/m/j/20 \u00a9 ucles 2020 8  the diagram shows part of the structures of caesium chloride and carbon dioxide. caesium chloride carbon dioxide cl \u2013 cs+ cl \u2013 cs+cl \u2013 cs+cl \u2013 cs+cl \u2013 cs+ cl \u2013 cs+ocoo c ooco o c o  (a)  describe both caesium chloride and carbon dioxide in terms of:  \u25cf bonding              \u25cf solubility in water        \u25cf arrangement of particles.        [5]  (b)  caesium oxide is a compound.   what is meant by the term compound  ?      ..   [1]  (c)  explain why caesium is not extracted from caesium oxide by heating with carbon.   ..   [1]",
+            "17": "17 0620/32/m/j/20 \u00a9 ucles 2020 [turn over  (d)  caesium is a metal.   describe two properties that are characteristic of most metals.  1  .  2  .  [2]  (e)  carbon dioxide is a gas.  (i)  which one of these processes does not produce carbon dioxide?   tick one box.   the reaction of hydrochloric acid with calcium carbonate   respiration in animals and plants   the reaction of hydrochloric acid with magnesium   the thermal decomposition of calcium carbonate  [1]  (ii)  carbon dioxide is a greenhouse gas. \t \tgive\t one effect of an increase in the concentration of greenhouse gases in the atmosphere.   ...   [1]  [total: 11]",
+            "18": "18 0620/32/m/j/20 \u00a9 ucles 2020blank page",
+            "19": "19 0620/32/m/j/20 \u00a9 ucles 2020blank page permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the  publisher will be pleased to make amends at the earliest possible opportunity. 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 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.",
+            "20": "20 0620/32/m/j/20 \u00a9 ucles 2020 groupthe periodic table of elements 1 h hydrogen 12 he helium 4ii i iii iv vv iv ii viii 3 li lithium 74 be berylliu m 9atomic number atomic symbolkey name relative atomic mas s 11 na sodium 2312 mg magnesium 24 19 k potassium 3920 ca calcium 40 37 rb rubidium 8538 sr strontium 88 55 cs caesium 13356 ba barium 137 87 fr francium \u201388 ra radium \u20135 b boron 11 13 al aluminium 27 31 ga gallium 70 49 in indium 115 81 tl thallium 2046 c carbon 12 14 si silicon 28 32 ge germanium 73 50 sn tin 119 82 pb lead 20722 ti titanium 48 40 zr zirconium 91 72 hf hafnium 178 104 rf rutherfordiu m \u201323 v vanadium 51 41 nb niobium 93 73 ta tantalum 181 105 db dubnium \u201324 cr chromium 52 42 mo molybdenum 96 74 w tungsten 184 106 sg seaborgium \u201325 mn manganes e 55 43 tc technetium \u2013 75 re rhenium 186 107 bh bohrium \u201326 fe iron 56 44 ru ruthenium 101 76 os osmium 190 108 hs hassium \u201327 co cobalt 59 45 rh rhodium 103 77 ir iridium 192 109 mt meitneriu m \u201328 ni nicke l 59 46 pd palladium 106 78 pt platinum 195 110 ds darmstadtiu m \u201329 cu copper 64 47 ag silver 108 79 au gold 197 111 rg roentgenium \u201330 zn zinc 65 48 cd cadmium 112 80 hg mercury 201 112 cn copernicium \u2013114 fl fleroviu m \u2013116 lv livermorium \u20137 n nitrogen 14 15 p phosphorus 31 33 as arsenic 75 51 sb antimony 122 83 bi bismuth 2098 o oxygen 16 16 s sulfur 32 34 se selenium 79 52 te tellurium 128 84 po polonium \u20139 f fluorine 19 17 cl chlorine 35.5 35 br bromine 80 53 i iodine 127 85 at astatine \u201310 ne neon 20 18 ar argon 40 36 kr krypton 84 54 xe xenon 131 86 rn radon \u201321 sc scandium 45 39 y yttrium 89 57\u201371 lanthanoids 89\u2013103 actinoids 57 la lanthanum 139 89 aclanthanoids actinoids the volume of one mole of any gas is 24  dm3 at room temperature and pressure (r .t.p.).actinium \u201358 ce cerium 140 90 th thorium 23259 pr praseodymium 141 91 pa protactinium 23160 nd neodymium 144 92 u uranium 23861 pm promethium \u2013 93 np neptunium \u201362 sm samarium 150 94 pu plutonium \u201363 eu europium 152 95 am americiu m \u201364 gd gadolinium 157 96 cm curium \u201365 tb terbium 159 97 bk berkelium \u201366 dy dysprosium 163 98 cf californium \u201367 ho holmium 165 99 es einsteinium \u201368 er erbium 167 100 fm fermium \u201369 tm thulium 169 101 md mendelevium \u201370 yb ytterbium 173 102 no nobelium \u201371 lu lutetium 175 103 lr lawrenciu m \u2013"
+        },
+        "0620_s20_qp_41.pdf": {
+            "1": "*2337870270* chemistry  0620/41 paper 4 theory (extended) may/june 2020  1 hour 15 minutes you must answer on the question paper. no additional materials are needed. instructions  \u25cf answer all questions.  \u25cf use a black or dark blue pen. you may use an hb pencil for any diagrams or graphs.  \u25cf write your name, centre number and candidate number in the boxes at the top of the page.  \u25cf write your answer to each question in the space provided.  \u25cf do not use an erasable pen or correction fluid.  \u25cf do not write on any bar codes.  \u25cf you may use a calculator.  \u25cf you should show all your working and use appropriate units. information  \u25cf the total mark for this paper is 80.  \u25cf the number of marks for each question or part question is shown in brackets [  ].  \u25cf the periodic table is printed in the question paper. ib20 06_0620_41/5rp \u00a9 ucles 2020 [turn overthis document has 12 pages. blank pages are indicated.cambridge igcse\u2122",
+            "2": "2 0620/41/m/j/20 \u00a9 ucles 2020 1  this question is about elements x, y and z.  (a)  an atom of element x is represented as 34x16.  (i)  name the different types of particles found in the nucleus of this atom of x.   .   ...   [2]  (ii)  what is the term for the total number of particles in the nucleus of an atom?   ...   [1]  (iii)  what is the total number of particles in the nucleus of an atom of 34x16?   ...   [1]  (iv)  what is the electronic structure of the ion x2\u2013?   ...   [1]  (v)  suggest the formula of the compound formed between aluminium and x.   ...   [1]  (b) (i)  what term is used to describe atoms of the same element with different numbers of  particles in the nucleus?   ...   [1]  (ii)  identify the atom against which the relative masses of all other atoms are compared.   ...   [1]  (iii)  what is the name of the amount of any substance that contains 6.02 \u00d7 1023 particles?   ...   [1]  (iv)  the constant 6.02 \u00d7 1023 has a name.   what is the name of this constant?   ...   [1]",
+            "3": "3 0620/41/m/j/20 \u00a9 ucles 2020 [turn over  (c)\t\tpart\tof\tthe\tdefinition\t of\trelative\tatomic\tmass\tis\t\u2018the\taverage\t mass\tof\tnaturally\t occurring\t atoms\t of an element\u2019.   some relative atomic masses are not whole numbers.   element y has only two different types of atom, 69y and 71y.   the ratio of atoms present in element y is shown. 69y : 71y = 3 : 2  \u25cf calculate the relative atomic mass of element y to one decimal place.  relative atomic mass = ..  \u25cf identify element y.   .  [3]  (d)  element z is in period 3 and group v.  (i)  identify element z.   ...   [1]  (ii)  explain in terms of electron transfer why z behaves chemically as a non-metal.   .   ...   [2]  [total: 16]",
+            "4": "4 0620/41/m/j/20 \u00a9 ucles 2020 2  magnesium is a metal.  (a)  name and describe the bonding in magnesium.  name  ..  description of bonding  ...        [4]  (b)  magnesium oxide, mgo, is formed when magnesium burns in oxygen.  (i)  complete the dot-and-cross diagram to show the electron arrangement of the ions in  magnesium oxide.   the inner shells have been drawn.   give the charges on the ions. mg. o.  [3]  (ii)  write the chemical equation for the reaction that occurs when magnesium burns in oxygen.   ...   [2]  (c)  magnesium oxide also forms when magnesium nitrate, mg(no3)2, is heated strongly. this is an  endothermic reaction.  (i)  write the chemical equation for this reaction.   ...   [2]  (ii)  what type of reaction is this?   ...   [1]  (iii)  name two other compounds of magnesium that form magnesium oxide when heated.   .   ...   [2]  [total: 14]",
+            "5": "5 0620/41/m/j/20 \u00a9 ucles 2020 [turn over 3  sulfur dioxide, so2, is used in the manufacture of sulfuric acid.  (a)\t\tin\tthe\tfirst\tstage\tof\tthe\tprocess,\tsulfur\tdioxide\tis\tobtained\tfrom\tsulfur-containing\tores.   name one of these ores.   ..   [1]  (b)  the next stage of the process is a reaction which can reach equilibrium.   the equation for this stage is shown. 2so2(g)  +  o2(g)    2so3(g)  (i)  describe two features of an equilibrium.   .   ...   [2]  (ii)  name the catalyst used in this stage.   ...   [1]  (iii)  why is a catalyst used?   ...   [1]  (iv)  explain, in terms of particles, why a high temperature increases the rate of this reaction.   .   .   .   .   ...   [3]  (v)  in this stage, only a moderate temperature of 450 \u00b0c is used.   what does this suggest about the forward reaction?   ...   [1]  (vi)  calculate the percentage by mass of sulfur in sulfur trioxide, so3.  percentage = ..  [2] ",
+            "6": "6 0620/41/m/j/20 \u00a9 ucles 2020  (c)  concentrated sulfuric acid is a dehydrating agent which can chemically remove water from  substances.   both hydrated copper( ii) sulfate crystals and sucrose (a sugar), c12h22o11, can be completely  dehydrated by concentrated sulfuric acid.   name the solid product formed in each case.   hydrated copper( ii) sulfate crystals  ...  sucrose  ..  [2]  (d)  when propan-1-ol is heated with concentrated sulfuric acid as a catalyst an unsaturated  hydrocarbon of relative molecular mass 42 is formed and one other product.  (i)  what is meant by the term unsaturated  ?   ...   [1]  (ii)  write the chemical equation for this reaction.   ...   [2]  (iii)  name the unsaturated hydrocarbon formed.   ...   [1]  [total: 17]",
+            "7": "7 0620/41/m/j/20 \u00a9 ucles 2020 [turn over 4  this question is about reactions of bases and acids.  (a)  ammonia is a gas at room temperature.   what is the test for ammonia gas? describe the positive result of this test.   test  .   result  ..  [2]  (b)  ammonia reacts with water to form ions. nh3  +  h2o    nh4+  +  oh\u2013  (i)  how does this equation show that ammonia, nh3, behaves as a base?   ...   [1]  (ii)  aqueous ammonia is described as a weak base.  suggest the ph of aqueous ammonia.  ph = ..  [1]  (iii)  describe what is seen when aqueous ammonia is added to aqueous copper( ii) sulfate,  until no further change is seen.   .   .   ...   [3]",
+            "8": "8 0620/41/m/j/20 \u00a9 ucles 2020  (c)  aqueous sodium hydroxide, naoh(aq), is a strong alkali that reacts with dilute sulfuric acid  exothermically.  (i)  what type of reaction is this?   ...   [1]  (ii)  complete the equation for the reaction between aqueous sodium hydroxide and dilute  sulfuric acid. 2naoh  +  h2so4  \u2192  .  +  .  [2]  (d)\t\ta\tstudent\twanted\tto\tfind\tthe\tconcentration\t of\tsome\tdilute\tsulfuric\tacid\tby\ttitration.\t the\tstudent\t found that 25.0 cm3 of 0.0400 mol / dm3 naoh(aq) reacted exactly with 20.0 cm3 of h2so4(aq).  (i)  name a suitable indicator to use in this titration.   ...   [1]  (ii)  calculate the concentration of the h2so4(aq) in mol / dm3 using the following steps.  \u25cf calculate the number of moles of naoh in 25.0 cm3.  moles = ..  \u25cf deduce the number of moles of h2so4 that reacted with the 25.0 cm3 of naoh(aq).  moles = ..  \u25cf calculate the concentration of h2so4(aq) in mol / dm3.  concentration = .. mol / dm3  [3]  (iii)  calculate the concentration of the 0.0400 mol / dm3 naoh(aq) in g / dm3.  concentration = .. g / dm3  [2]  [total: 16]",
+            "9": "9 0620/41/m/j/20 \u00a9 ucles 2020 [turn over 5  ethanol is manufactured by two different processes.  (a)  for each process, name the organic reactant and state the type of reaction.   organic reactant ...  type of reaction  ..   organic reactant ...  type of reaction  ..  [4]  (b)  alcohols can be oxidised to form carboxylic acids.   name a suitable oxidising agent for this reaction.   ..   [1]  (c)  alcohols can be partially oxidised to form aldehydes.   aldehydes are a homologous series of organic compounds.   partial oxidation is achieved by reacting an alcohol with the oxidising agent in distillation  apparatus as shown. heatthermometer distillatea round-bottomed flask  (i)  name apparatus a.   ...   [1]  (ii)  on the diagram, use one arrow to show where water enters apparatus a. [1]",
+            "10": "10 0620/41/m/j/20 \u00a9 ucles 2020  (d)  the table shows some information about aldehydes.  (i)  complete the table. nameethanal propanal butanal molecular formula ch2o c2h4o c3h6o  [2]  (ii)  deduce the general formula of aldehydes.   ...   [1]  (e)  the structural formula of ethanal is shown. chco hh h   the c=o group in aldehydes is at the end of the carbon chain.   this is a reactive part of the molecule.  (i)  what is the name given to the reactive part of any organic molecule?   ...   [1]  (ii)  complete the dot-and-cross diagram to show the electron arrangement of a molecule of  ethanal. inner shells have been drawn. ccoh hhh  [3]",
+            "11": "11 0620/41/m/j/20 \u00a9 ucles 2020permission 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 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.  (f)  propanone belongs to a homologous series called ketones. ketones have the same c=o  group as aldehydes but the c=o group is not at the end of the carbon chain. propanone has  the same molecular formula as propanal, c3h6o.  (i)  what term is used to describe molecules with different structures but with the same  molecular formula?   ...   [1]  (ii)  suggest the structure of propanone, c3h6o. show all of the atoms and all of the bonds.  [2]  [total: 17]",
+            "12": "12 0620/41/m/j/20 \u00a9 ucles 2020 groupthe periodic table of elements 1 h hydrogen 12 he helium 4ii i iii iv vv iv ii viii 3 li lithium 74 be berylliu m 9atomic number atomic symbolkey name relative atomic mas s 11 na sodium 2312 mg magnesium 24 19 k potassium 3920 ca calcium 40 37 rb rubidium 8538 sr strontium 88 55 cs caesium 13356 ba barium 137 87 fr francium \u201388 ra radium \u20135 b boron 11 13 al aluminium 27 31 ga gallium 70 49 in indium 115 81 tl thallium 2046 c carbon 12 14 si silicon 28 32 ge germanium 73 50 sn tin 119 82 pb lead 20722 ti titanium 48 40 zr zirconium 91 72 hf hafnium 178 104 rf rutherfordiu m \u201323 v vanadium 51 41 nb niobium 93 73 ta tantalum 181 105 db dubnium \u201324 cr chromium 52 42 mo molybdenum 96 74 w tungsten 184 106 sg seaborgium \u201325 mn manganes e 55 43 tc technetium \u2013 75 re rhenium 186 107 bh bohrium \u201326 fe iron 56 44 ru ruthenium 101 76 os osmium 190 108 hs hassium \u201327 co cobalt 59 45 rh rhodium 103 77 ir iridium 192 109 mt meitneriu m \u201328 ni nicke l 59 46 pd palladium 106 78 pt platinum 195 110 ds darmstadtiu m \u201329 cu copper 64 47 ag silver 108 79 au gold 197 111 rg roentgenium \u201330 zn zinc 65 48 cd cadmium 112 80 hg mercury 201 112 cn copernicium \u2013114 fl fleroviu m \u2013116 lv livermorium \u20137 n nitrogen 14 15 p phosphorus 31 33 as arsenic 75 51 sb antimony 122 83 bi bismuth 2098 o oxygen 16 16 s sulfur 32 34 se selenium 79 52 te tellurium 128 84 po polonium \u20139 f fluorine 19 17 cl chlorine 35.5 35 br bromine 80 53 i iodine 127 85 at astatine \u201310 ne neon 20 18 ar argon 40 36 kr krypton 84 54 xe xenon 131 86 rn radon \u201321 sc scandium 45 39 y yttrium 89 57\u201371 lanthanoids 89\u2013103 actinoids 57 la lanthanum 139 89 aclanthanoids actinoids the volume of one mole of any gas is 24  dm3 at room temperature and pressure (r .t.p.).actinium \u201358 ce cerium 140 90 th thorium 23259 pr praseodymium 141 91 pa protactinium 23160 nd neodymium 144 92 u uranium 23861 pm promethium \u2013 93 np neptunium \u201362 sm samarium 150 94 pu plutonium \u201363 eu europium 152 95 am americiu m \u201364 gd gadolinium 157 96 cm curium \u201365 tb terbium 159 97 bk berkelium \u201366 dy dysprosium 163 98 cf californium \u201367 ho holmium 165 99 es einsteinium \u201368 er erbium 167 100 fm fermium \u201369 tm thulium 169 101 md mendelevium \u201370 yb ytterbium 173 102 no nobelium \u201371 lu lutetium 175 103 lr lawrenciu m \u2013"
+        },
+        "0620_s20_qp_42.pdf": {
+            "1": "*7336615318* chemistry  0620/42 paper 4 theory (extended) may/june 2020  1 hour 15 minutes you must answer on the question paper. no additional materials are needed. instructions  \u25cf answer all questions.  \u25cf use a black or dark blue pen. you may use an hb pencil for any diagrams or graphs.  \u25cf write your name, centre number and candidate number in the boxes at the top of the page.  \u25cf write your answer to each question in the space provided.  \u25cf do not use an erasable pen or correction fluid.  \u25cf do not write on any bar codes.  \u25cf you may use a calculator.  \u25cf you should show all your working and use appropriate units. information  \u25cf the total mark for this paper is 80.  \u25cf the number of marks for each question or part question is shown in brackets [  ].  \u25cf the periodic table is printed in the question paper. ib20 06_0620_42/4rp \u00a9 ucles 2020 [turn overthis document has 16 pages. blank pages are indicated.cambridge igcse\u2122",
+            "2": "2 0620/42/m/j/20 \u00a9 ucles 2020 1 (a)  give the name of the process that:  (i)  occurs when a gas turns into a liquid   ...   [1]  (ii)\t\toccurs\twhen\ta\tsolid\tturns\tinto\ta\tgas\twithout\tfirst\tforming\ta\tliquid   ...   [1]  (iii)  is used to separate a mixture of liquids with different boiling points   ...   [1]  (iv)  is used to extract aluminium from aluminium oxide   ...   [1]  (v)  is used to separate a mixture of amino acids.   ...   [1]  (b)  the symbols of the elements in period 2 of the periodic table are shown. li    be    b    c    n    o    f    ne   for each of the following, give the symbol of an element from period 2 which matches the  description.   each element may be used once, more than once or not at all.   which element:  (i)  combines with hydrogen to produce ammonia   ...   [1]  (ii)  makes up approximately 21% of clean, dry air   ...   [1]  (iii)  has atoms with only two electrons in the outer shell   ...   [1]  (iv)  has atoms with only seven protons   ...   [1]  (v)  is a monoatomic gas   ...   [1]  (vi)  is a soft metal stored in oil?   ...   [1]  [total: 11]",
+            "3": "3 0620/42/m/j/20 \u00a9 ucles 2020 [turn over 2  fluorine forms both ionic and covalent compounds.  (a)\t\tmagnesium\treacts\twith\tfluorine\tto\tform\tthe\tionic\tcompound\tmagnesium\tfluoride. \t \tthe\telectronic\tstructures\tof\tan\tatom\tof\tmagnesium\tand\tan\tatom\tof\tfluorine\tare\tshown. mg f  (i)  complete the dot-and-cross diagrams to show the electronic structures of one magnesium  ion\tand\tone\tfluoride\tion.\tshow\tthe\tcharges\ton\tthe\tions. mg f .  .  [3]  (ii)\t\twhat\tis\tthe\tformula\tof\tmagnesium\tfluoride?   ...   [1]  (iii)\t\tmagnesium \tfluoride\tdoes\t not conduct electricity when it is solid. \t \twhat\tcan\tbe\tdone\tto\tsolid\tmagnesium\tfluoride\tto\tmake\tit\tconduct\telectricity? \t \tin\tyour\tanswer\texplain\twhy\tmagnesium \tfluoride\tconducts\t electricity\t when\tthis\tchange\tis\t made.   .   .   .   ...   [2]",
+            "4": "4 0620/42/m/j/20 \u00a9 ucles 2020  (b)\t\tcarbonyl\t fluoride,\t cof2,\tis\ta\tcovalent\t compound.\t the\tstructure\t of\ta\tmolecule\t of\tcof2 is  shown. c of f   complete the dot-and-cross diagram to show the electron arrangement in a molecule of  carbonyl\tfluoride.\tshow\touter\tshell\telectrons\tonly. c of f  [3]  (c)\t\tthe\tmelting\tpoints\tof\tmagnesium\tfluoride\tand\tcarbonyl\tfluoride\tare\tshown. melting point / \u00b0c magnesium\tfluoride 1263 carbonyl\tfluoride \u2013111  (i)\t\texplain,\t using\tyour\tknowledge\t of\tstructure\t and\tbonding,\t why\tmagnesium\t fluoride\thas\ta\t high melting point.   .   .   .   ...   [2]  (ii)\t\texplain,\t using\tyour\tknowledge\t of\tstructure\t and\tbonding,\t why\tcarbonyl\t fluoride\thas\ta\tlow\t melting point.   .   .   .   ...   [2]  [total: 13]",
+            "5": "5 0620/42/m/j/20 \u00a9 ucles 2020 [turn over 3 (a)\t \tsulfuric\tacid\tis\tmade\tfrom\tsulfur\tin\ta\tfour-stage\tprocess.  stage 1\t \tsulfur\tis\tconverted\tinto\tsulfur\tdioxide.  stage 2\t \tsulfur\tdioxide\tis\tconverted\tinto\tsulfur\ttrioxide.  stage 3\t \tsulfur\ttrioxide\tis\tconverted\tinto\toleum.  stage 4\t \toleum\tis\tconverted\tinto\tsulfuric\tacid.  (i)  how is sulfur converted into sulfur dioxide in stage 1?   ...   [1]  (ii)  describe how sulfur dioxide is converted into sulfur trioxide in stage 2.   your answer should include:  \u25cf an equation for the reaction  \u25cf the temperature used  \u25cf the name of the catalyst used.   .   .   .   ...   [3]  (iii)  the reaction in stage 2 can reach equilibrium.   what is meant by the term equilibrium ?   .   .   ...   [2]  (b)\t\tsulfur\ttrioxide\tis\tconverted\tinto\toleum,\th2s2o7, in stage 3.   what is sulfur trioxide reacted with to convert it into oleum?   ..   [1]  (c)\t\toleum\tis\tconverted\tinto\tsulfuric\tacid\tin\t stage 4.   write a chemical equation for the conversion of oleum, h2s2o7, into sulfuric acid.   ..   [2]",
+            "6": "6 0620/42/m/j/20 \u00a9 ucles 2020  (d)  when copper is reacted with hot concentrated sulfuric acid, sulfur dioxide gas is formed.   balance the chemical equation for this reaction.  cu  +  ...h2so4  \u2192\t\tcuso4\t\t+\t\tso2  +  ...h2o\t [1]  (e)\t\tsulfur\tdioxide\tis\ta\treducing\tagent. \t \tgive\tthe\tcolour\tchange\tthat\toccurs\twhen\texcess\tsulfur\tdioxide\tis\tbubbled\tinto\tacidified\t aqueous\t potassium manganate( vii).   starting colour of the solution  . \t \tfinal\tcolour\tof\tthe\tsolution\t  ..  [1]  (f)  when sulfuric acid reacts with ammonia the salt produced is ammonium sulfate.   write the chemical equation for this reaction.   ..   [2]  (g)  barium sulfate is an insoluble salt.   barium sulfate can be made from aqueous ammonium sulfate using a precipitation reaction.  (i)  name a solution that can be added to aqueous ammonium sulfate to produce a precipitate  of barium sulfate.   ...   [1]  (ii)  write an ionic equation for this precipitation reaction. include state symbols.   ...   [2]  [total: 16]",
+            "7": "7 0620/42/m/j/20 \u00a9 ucles 2020 [turn over 4\t\toxygen\t is\tproduced\t by\tthe\tdecomposition\t of\thydrogen\t peroxide.\t manganese( iv) oxide is the  catalyst for this reaction.  (a)  what is meant by the term catalyst ?         ..   [2]  (b)  a student measures the volume of oxygen produced at regular time intervals using the  apparatus shown. large lumps of manganese( iv) oxide are used. aqueous hydrogen peroxidegas syringe manganese( iv) oxide catalyst   a graph of the results is shown. volum e of oxygen produced / cm3 time  / s00   what happens to the rate of this reaction as time increases?   in your answer, explain why the rate changes in this way.               ..   [4]  (c)  the experiment is repeated using the same mass of manganese( iv) oxide. powdered  manganese( iv) oxide is used instead of large lumps. all other conditions stay the same. \t \tsketch\ta\tgraph\ton\tthe\taxes\tin\t (b) to show how the volume of oxygen changes with time. [2]",
+            "8": "8 0620/42/m/j/20 \u00a9 ucles 2020  (d)  in terms of particles, explain what happens to the rate of this reaction when the temperature is  increased.               ..   [3]  (e)  the equation for the decomposition of hydrogen peroxide is shown. 2h2o2(aq)  \u2192  2h2o(l)\t\t+\t\to2(g)   25.0 cm3 of aqueous hydrogen peroxide forms 48.0 cm3 of oxygen at room temperature and  pressure (r.t.p.).   calculate the concentration of aqueous hydrogen peroxide at the start of the experiment using  the following steps.  \u25cf calculate the number of moles of oxygen formed.  .. mol  \u25cf deduce the number of moles of hydrogen peroxide that decomposed.  .. mol  \u25cf calculate the concentration of hydrogen peroxide in mol / dm3.  .. mol / dm3  [3]  (f)\t\toxygen\tcan\talso\tbe\tproduced\tby\tthe\tdecomposition\tof\tpotassium\tchlorate( v), kcl\to3.   the only products of this decomposition are potassium chloride and oxygen.   write a chemical equation for this decomposition.   ..   [2]  [total: 16]",
+            "9": "9 0620/42/m/j/20 \u00a9 ucles 2020 [turn over 5  electrolysis of concentrated aqueous sodium chloride using inert electrodes forms chlorine,  hydrogen and sodium hydroxide.  (a)  what is meant by the term electrolysis ?         ..   [2]  (b)  name a substance that can be used as the inert electrodes.   ..   [1]  (c)  write an ionic half-equation for the formation of hydrogen during this electrolysis.   ..   [1]  (d)  give the formulae of the four ions present in concentrated aqueous sodium chloride.   ..   [2]  (e)  explain how sodium hydroxide is formed during this electrolysis.         ..   [2]  [total: 8]",
+            "10": "10 0620/42/m/j/20 \u00a9 ucles 2020 6 (a)  propane reacts with chlorine in a photochemical reaction as shown. c3h8  +  c l 2  \u2192  c3h7cl  +  hcl  (i)  what type of reaction is this?   ...   [1]  (ii)  what condition is needed for this photochemical reaction to occur?   ...   [1]  (iii)  draw two structural isomers of compounds with the formula c3h7cl. \t \tshow\tall\tof\tthe\tatoms\tand\tall\tof\tthe\tbonds.  [2]  (b)  propene reacts with chlorine in an addition reaction as shown. c3h6  +  c l 2  \u2192  c3h6cl 2  (i)\t\tstate\twhy\tthis\tis\tan\taddition\treaction.   ...   [1]",
+            "11": "11 0620/42/m/j/20 \u00a9 ucles 2020 [turn over  (ii)  the structures of the reactants and products of this reaction are shown. hch hc hh cc lclh + \u2192 hhch hclclch ch \t \tsome\tbond\tenergies\tare\tshown\tin\tthe\ttable. bondbond energy in kj / mol c\u2013c 347 c=c 612 c\u2013h 413 c\u2013cl 339 cl \u2013cl 242   calculate the energy change for the reaction between propene and chlorine using the  following steps.  \u25cf calculate the energy needed to break the bonds.  .. kj   \u25cf calculate the energy released when bonds are formed.  .. kj  \u25cf calculate the energy change for the reaction between propene and chlorine.  .. kj / mol  [3]",
+            "12": "12 0620/42/m/j/20 \u00a9 ucles 2020  (c)  there are three functional groups in compound a. ccooh hccompound  a ch2oh h  (i)  name the homologous series of compounds that contains the following structures.  c=c   \t \u2013oh\t  \t \u2013cooh\t ...  [3]  (ii)  what would you observe when compound a is added to:   aqueous bromine     aqueous sodium carbonate?  ..  [2]  (d)  compound a can be used as a single monomer to produce two different polymers.  (i)  draw one repeat unit of the addition polymer formed from compound a.  [2]  (ii)  what type of condensation polymer is formed from compound a?   ...   [1]  [total: 16]",
+            "13": "13 0620/42/m/j/20 \u00a9 ucles 2020blank page",
+            "14": "14 0620/42/m/j/20 \u00a9 ucles 2020blank page",
+            "15": "15 0620/42/m/j/20 \u00a9 ucles 2020permission 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 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. blank page",
+            "16": "16 0620/42/m/j/20 \u00a9 ucles 2020 groupthe periodic table of elements 1 h hydrogen 12 he helium 4ii i iii iv vv iv ii viii 3 li lithium 74 be berylliu m 9atomic number atomic symbolkey name relative atomic mas s 11 na sodium 2312 mg magnesium 24 19 k potassium 3920 ca calcium 40 37 rb rubidium 8538 sr strontium 88 55 cs caesium 13356 ba barium 137 87 fr francium \u201388 ra radium \u20135 b boron 11 13 al aluminium 27 31 ga gallium 70 49 in indium 115 81 tl thallium 2046 c carbon 12 14 si silicon 28 32 ge germanium 73 50 sn tin 119 82 pb lead 20722 ti titanium 48 40 zr zirconium 91 72 hf hafnium 178 104 rf rutherfordiu m \u201323 v vanadium 51 41 nb niobium 93 73 ta tantalum 181 105 db dubnium \u201324 cr chromium 52 42 mo molybdenum 96 74 w tungsten 184 106 sg seaborgium \u201325 mn manganes e 55 43 tc technetium \u2013 75 re rhenium 186 107 bh bohrium \u201326 fe iron 56 44 ru ruthenium 101 76 os osmium 190 108 hs hassium \u201327 co cobalt 59 45 rh rhodium 103 77 ir iridium 192 109 mt meitneriu m \u201328 ni nicke l 59 46 pd palladium 106 78 pt platinum 195 110 ds darmstadtiu m \u201329 cu copper 64 47 ag silver 108 79 au gold 197 111 rg roentgenium \u201330 zn zinc 65 48 cd cadmium 112 80 hg mercury 201 112 cn copernicium \u2013114 fl fleroviu m \u2013116 lv livermorium \u20137 n nitrogen 14 15 p phosphorus 31 33 as arsenic 75 51 sb antimony 122 83 bi bismuth 2098 o oxygen 16 16 s sulfur 32 34 se selenium 79 52 te tellurium 128 84 po polonium \u20139 f fluorine 19 17 cl chlorine 35.5 35 br bromine 80 53 i iodine 127 85 at astatine \u201310 ne neon 20 18 ar argon 40 36 kr krypton 84 54 xe xenon 131 86 rn radon \u201321 sc scandium 45 39 y yttrium 89 57\u201371 lanthanoids 89\u2013103 actinoids 57 la lanthanum 139 89 aclanthanoids actinoids the volume of one mole of any gas is 24  dm3 at room temperature and pressure (r .t.p.).actinium \u201358 ce cerium 140 90 th thorium 23259 pr praseodymium 141 91 pa protactinium 23160 nd neodymium 144 92 u uranium 23861 pm promethium \u2013 93 np neptunium \u201362 sm samarium 150 94 pu plutonium \u201363 eu europium 152 95 am americiu m \u201364 gd gadolinium 157 96 cm curium \u201365 tb terbium 159 97 bk berkelium \u201366 dy dysprosium 163 98 cf californium \u201367 ho holmium 165 99 es einsteinium \u201368 er erbium 167 100 fm fermium \u201369 tm thulium 169 101 md mendelevium \u201370 yb ytterbium 173 102 no nobelium \u201371 lu lutetium 175 103 lr lawrenciu m \u2013"
+        },
+        "0620_s20_qp_43.pdf": {
+            "1": "*6591584314* chemistry  0620/43 paper 4 theory (extended) may/june 2020  1 hour 15 minutes you must answer on the question paper. no additional materials are needed. instructions  \u25cf answer all questions.  \u25cf use a black or dark blue pen. you may use an hb pencil for any diagrams or graphs.  \u25cf write your name, centre number and candidate number in the boxes at the top of the page.  \u25cf write your answer to each question in the space provided.  \u25cf do not use an erasable pen or correction fluid.  \u25cf do not write on any bar codes.  \u25cf you may use a calculator.  \u25cf you should show all your working and use appropriate units. information  \u25cf the total mark for this paper is 80.  \u25cf the number of marks for each question or part question is shown in brackets [  ].  \u25cf the periodic table is printed in the question paper. ib20 06_0620_43/5rp \u00a9 ucles 2020 [turn overthis document has 16 pages. blank pages are indicated.cambridge igcse\u2122",
+            "2": "2 0620/43/m/j/20 \u00a9 ucles 2020 1 (a)\t\tthe\tstructures\tof\tfive\torganic\tcompounds,\t a,\tb,\tc,\td\tand\te,\tare\tshown. \t\tanswer\tthe\tquestions\tthat\tfollow. \t\teach\tletter\tmay\tbe\tused\tonce,\tmore\tthan\tonce\tor\tnot\tat\tall. hch hca h hcco oh hc ccc hhh h hh hch hcb h hchh h h hch hcco oh hhch hcde h hcoh hh h  (i)\t\tgive\tthe\tletter\tof\tthe\tcompound\tthat\tis\tpropan-1-ol.  \t ... \t\t[1]  (ii)\t\tgive\tthe\tletter\tof\tthe\tcompound\tthat\thas\tthe\tempirical\tformula\tch2.  \t ... \t\t[1]  (iii)\t\tgive\tthe\tletter\tof\tone\tcompound\tthat\treacts\twith\tbromine\tin\tan\taddition\treaction.  \t ... \t\t[1]  (iv)\t\tgive\tthe\tletter\tof\tone\tcompound\tthat\treacts\twith\tchlorine\tto\tform\tthe\tcompound\tshown. hch hccl hchh h  \t ... \t\t[1]  (v)\t\tgive\tthe\tletters\tof\ttwo\tcompounds\tthat\tcan\treact\twith\teach\tother\tto\tform\tan \tester. \t ... \t\tand\t\t\t.. \t\t[1]  (vi)\t\tgive\tthe\tletter\tof\tthe\tcompound\tthat\tis\tin\tthe\tsame\thomologous\tseries\tas\thex-1-ene.  \t ... \t\t[1]  (vii)\t\tgive\tthe\tletter\tof\tone\tcompound\tthat\tis\tan\tacid.  \t ... \t\t[1]",
+            "3": "3 0620/43/m/j/20 \u00a9 ucles 2020 [turn over  (viii)\t\tdraw\ta\tstructural\tisomer\tof\tcompound\t d. \t \tshow\tall\tof\tthe\tatoms\tand\tall\tof\tthe\tbonds. \t [1]  (b)\t\tsome\tacids\tare\tdescribed\tas\tweak\tacids. \t\tstate\tthe\tmeaning\tof\tthe\tterm\tweak acid . \t weak\t\t .. \t acid\t\t  \t [2] \t [total:\t10]",
+            "4": "4 0620/43/m/j/20 \u00a9 ucles 2020 2\t\tammonia\tis\tmanufactured\tby\tthe\thaber\tprocess.  (a)\t\tthe\tequation\tfor\tthe\treaction\tis\tshown. n2(g)\t\t+\t\t3h2(g)\t\t\t\t2nh3(g)  (i)\t\tstate\twhat\tis\tmeant\tby\tthe\tsymbol\t .  \t ... \t\t[1]  (ii)\t\tstate\tone\tsource\tof\thydrogen\tused\tin\tthe\tmanufacture\tof\tammonia.  \t ... \t\t[1]  (b)\t\tthe\ttable\tshows\tsome\tdata\tfor\tthe\tproduction\tof\tammonia. pressure /\tatmtemperature / \u00b0cpercentage\tyield of\tammonia 250 350 58 100 450 28 400 450 42 250 550 20 \t\tdeduce\tthe\teffect\ton\tthe\tpercentage\tyield\tof\tammonia\tof:  \u25cf\tincreasing\tthe\tpressure\tof\tthe\treaction  \t  \u25cf\tincreasing\tthe\ttemperature\tof\tthe\treaction.  \t \t [2]  (c)\t\texplain,\tin\tterms\tof\tparticles,\twhat\thappens\tto\tthe\trate\tof\tthis\treaction\twhen\tthe\ttemperature\t is\tincreased.  \t  \t  \t  \t  \t  \t.. \t\t[3]",
+            "5": "5 0620/43/m/j/20 \u00a9 ucles 2020 [turn over  (d)\t\tammonia,\tnh3,\tis\tused\tto\tproduce\tnitric\tacid,\thno3.\tthis\thappens\tin\ta\tthree-stage\tprocess.   stage 1\tis\ta\tredox\treaction. 4nh3\t\t+\t\t5o2  \u2192\t\t4no\t\t+\t\t6h2o  (i)\t\tidentify\twhat\tis\toxidised\tin\t stage 1. \t \tgive\ta\treason\tfor\tyour\tanswer. \t \tsubstance\toxidised\t \t . \t \treason\t\t .  \t . \t [2]  (ii)\t\tin\tthis\treaction\tthe\tpredicted\tyield\tof\tno \tis\t512\tg.\tthe\tactual\tyield\tis\t384\t g. \t \tcalculate\tthe\tpercentage\tyield\tof\tno\tin\t this\treaction. \t percentage\tyield\tof\tno\t=\t..\t\t[1]  (iii)\t\tthe\tequation\tfor\tthe\treaction\tin\tstage 2\tis\tshown. 2no\t\t+\t\to2  \u2192\t\t2no2 \t \twhich\tmajor\tenvironmental\t problem\tdoes\tno2\tcause\tif\tit\tis\treleased\tinto\tthe\tatmosphere?  \t .  \t ... \t\t[1]",
+            "6": "6 0620/43/m/j/20 \u00a9 ucles 2020  (iv)\t\tthe\tequation\tfor\tthe\treaction\tin\tstage 3\tis\tshown. 4no2\t\t+\t\t2h2o\t\t+\t\to2  \u2192\t\t4hno3 \t \tcalculate\t the\tvolume\tof\to2\tgas,\tat\troom\ttemperature\t and\tpressure\t(r.t.p.),\tneeded\tto\t produce\t1260\t g\tof\thno3. \t \tuse\tthe\tfollowing\tsteps.  \u25cf\tcalculate\tthe\tnumber\tof\tmoles\tof\thno3. \t moles\tof\thno3\t=\t..  \u25cf\tdeduce\tthe\tnumber\tof\tmoles\tof\to2\tthat\treacted. \t moles\tof\to2\t=\t..  \u25cf\tcalculate\tthe\tvolume\tof\to2\tgas\tthat\treacts\tat\troom\ttemperature\tand\tpressure\t(r.t.p.). \t volume\tof\to2\tgas\t=\t..\t\tdm3  \t [4]  (e)\t\tthe\treaction\tin\t stage 3\tis\texothermic. 4no2\t\t+\t\t2h2o\t\t+\t\to2  \u2192\t\t4hno3 \t\tcomplete\t the\tenergy\tlevel\tdiagram\tfor\tthis\treaction.\tinclude\tan\tarrow\tthat\tclearly\tshows\tthe\t energy\tchange\tduring\tthe\treaction. energy progress of reaction4no2 + 2h2o + o2 \t [3] \t [total:\t18]",
+            "7": "7 0620/43/m/j/20 \u00a9 ucles 2020 [turn over 3\t\tchlorine\tis\tin\tgroup\tvii\tof\tthe\tperiodic\t table.  (a)\t\ttwo\tisotopes\tof\tchlorine\tare\tchlorine-35\tand\tchlorine-37.  (i)\t\tstate\twhy\tthese\ttwo\tisotopes\tof\tchlorine \thave\tthe\tsame\tchemical\tproperties.  \t .  \t .  \t ... \t\t[2]  (ii)\t\tcomplete\t the\ttable\tto\tshow\tthe\tnumber\tof\telectrons,\t neutrons\tand\tprotons\tin\teach\tatom\t and\tion. number\tof electronsnumber\tof neutronsnumber\tof protons 35cl17 37cl \u2013 17 \t [3]  (b) (i)\t\tchlorine\treacts\twith\taqueous\tsodium\tbromide.\t \t \tthe\tequation\tfor\tthe\treaction\tis\tshown. cl 2\t\t+\t\t2nabr\t\t \u2192\t\t2nacl\t\t+\t\tbr2 \t \tstate\tthe\ttype\tof\treaction\tshown.  \t ... \t\t[1]  (ii)\t\twhy\tis\tthere\tno\treaction\tbetween\tiodine \tand\taqueous\tsodium\tbromide?  \t ... \t\t[1]  (c)\t\tmagnesium\treacts\twith\tchlorine\tto\tform\tmagnesium \tchloride. \t\tcomplete\t the\tdot-and-cross\t diagram\tto\tshow\tthe\telectron\tarrangement\t of\tthe\tions\tin\t magnesium\tchloride.\tgive\tthe\tcharges\ton\tthe\tions. \t\tthe\tinner\tshells\thave\tbeen\tcompleted. cl. . mg \t [3]",
+            "8": "8 0620/43/m/j/20 \u00a9 ucles 2020  (d)\t\thydrogen\tand\tchlorine\treact\tto\tform\thydrogen\tchloride\tgas,\tas\tshown\tin\tthe\tequation. \th2\t +\t cl 2 \u2192\t 2hcl \t\tthis\tequation\tcan\tbe\trepresented\tas\tshown. h\u2013h\t\t+\t\tcl\t\u2013c l  \u2192\t\t2h\u2013cl \t\tsome\tbond\tenergies\tare\tshown\tin\tthe\ttable. bondbond\tenergy in\tkj\t/\tmol h\u2013h 436 cl\t\u2013c l243 h\u2013cl 432 \t\tcalculate\t the\tenergy\tchange\tfor\tthe\treaction\tbetween\thydrogen\t and\tchlorine,\tusing\tthe\t following\tsteps.  \u25cf\tcalculate\tthe\tenergy\tneeded\tto\tbreak\tthe\tbonds. \t ..\t\tkj  \u25cf\tcalculate\tthe\tenergy\treleased\twhen\tbonds\tare\tformed. \t ..\t\tkj  \u25cf\tcalculate\tthe\tenergy\tchange\tfor\tthe\treaction. \t ..\tkj\t /\tmol \t [3] \t [total:\t13]",
+            "9": "9 0620/43/m/j/20 \u00a9 ucles 2020 [turn over 4 (a)\t\tfiltration\tand\tchlorination\tare\ttwo\tstages\tin\twater\ttreatment. \t\tstate\tthe\tpurpose\tof\teach\tstage. \t filtration\t\t ..  \t \t chlorination\t \t  \t \t [2]  (b)\t\ta\tstudent\tuses\tanhydrous\tcopper( ii)\tsulfate\tto\ttest\tfor\tthe\tpresence\tof\twater.  (i)\t\twhat\tcolour\tchange\tis\tseen\tif\twater\tis\tpresent? \t from\t\t\tto\t\t \t... \t\t[2]  (ii)\t\tthe\tpurity\tof\ta\tsample\tof\twater\tcan\tbe\tassessed\tby\tmeasuring\tits\tboiling\tpoint. \t \thow\tis\tthe\tboiling\tpoint\tof\twater\taffected\tby\timpurities?  \t ... \t\t[1]  (c)\t chromatography\tcan\tbe\tused\tto\ttest\tthe\tpurity\tof\tsubstances. \t\tthe\tdiagram\tshows\tthe\tchromatogram\tof\ta\tcoloured\tsubstance. xsolvent front start line  (i)\t\thow\tdoes\tthis\tchromatogram\tshow\tthat \tthis\tsubstance\tis\tnot\tpure?  \t ... \t\t[1]  (ii)\t\tdraw\ta\tcircle\tround\tthe\tcorrect\trf\tvalue\tfor\tthe\tspot\tlabelled\t x. \t 0.2\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t0.4\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t0.8\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t1.2\t [1]  (iii)  state\thow\ta\tcolourless\tsubstance\tcan\tbe\tmade\tvisible\ton\ta\tchromatogram.  \t ... \t\t[1] \t [total:\t8]",
+            "10": "10 0620/43/m/j/20 \u00a9 ucles 2020 5 (a)\t\tcomplete\tthe\ttable\tabout\tsolids,\tliquids\tand\tgases. particle separationparticle arrangementtype\tof motion solid regular vibrate\tonly liquid touching random gas apart random \t [3]  (b)\t\tthe\tgraph\tshows\tthe\tchange\tin\ttemperature\tas\ta\tsample\tof\ta\tgas\tis\tcooled. temperature timeab \t\tname\tthe\tchange\tof\tstate\ttaking\tplace\tbetween\t a\tand\tb.  \t.. \t\t[1]  (c)\t\ta\tbottle\tof\tliquid\tperfume\tis\tleft\topen\tat\tthe\tfront\tof\ta\troom. \t\tafter\tsome\ttime,\tthe\tperfume\tis\tsmelt\tat\tthe\tback\tof\tthe\troom. \t\tname\tthe\ttwo\tphysical\tprocesses\ttaking\tplace. \t 1\t\t .  2 \t. \t [2] \t [total:\t6]",
+            "11": "11 0620/43/m/j/20 \u00a9 ucles 2020 [turn over 6 (a)\t\tan\tendothermic\treaction\toccurs\twhen\tcalcium\tnitrate\tis\theated.  (i)\t\tbalance\tthe \tequation\tfor\tthis\treaction. \t .ca(no3)2  \u2192\t\t.cao\t\t+\t\t.no2\t\t+\t\t.o2\t [1]  (ii)\t\tstate\tthe\ttype\tof\treaction\tshown\tby\tthe\t equation.  \t ... \t\t[1]  (b)\t describe\tthe\ttest\tfor\ta\tnitrate\tion.  test \t.  \t \t result\t\t ..  \t \t [3] \t [total:\t5]",
+            "12": "12 0620/43/m/j/20 \u00a9 ucles 2020 7\t\taluminium\tis\textracted\tby\telectrolysis.\tiron\tis\textracted\tfrom\tits\tore\tby\treduction\twith\tcarbon.  (a)\t\twhat\tis\tmeant\tby\tthe\tterm\telectrolysis ?  \t  \t.. \t\t[2]  (b)\t\tname\tthe\tmain\tore\tof\taluminium.  \t.. \t\t[1]  (c) (i)\t\texplain\twhy\taluminium\t cannot\tbe\textracted\tby\treduction\twith\tcarbon.  \t ... \t\t[1]  (ii)\t\tdescribe\tthe\trole\tof\tcryolite\tin\tthe\textraction\tof\taluminium\tby\telectrolysis.  \t ... \t\t[1]  (iii)\t\tname\tthe\tproduct\tformed\tat\tthe\tpositive \telectrode.  \t ... \t\t[1]  (iv)\t\twrite\tthe\tionic\thalf-equation\tfor\tthe\treaction\tat\tthe\tnegative\telectrode.  \t ... \t\t[2]  (d)\t\taluminium\tis\tused\tin\toverhead\telectricity\tcables. \t\tgive\ttwo\tproperties\tof\taluminium\tthat\tmake\tit\tsuitable\tfor\tuse\tin\toverhead\telectricity\tcables. \t 1\t\t .  2 \t. \t [2]",
+            "13": "13 0620/43/m/j/20 \u00a9 ucles 2020 [turn over  (e)\t\tiron\tis\ta\ttransition\telement.  (i)\t\tiron\tforms\thydrated\tiron( iii)\toxide\twhen \tit\trusts. \t \twrite\ta\tword\tequation\tto\trepresent\tthe\tformation\tof\trust.  \t ... \t\t[2]  (ii)\t\tgive\t two\tways\tin\twhich\tthe\tproperties\t of\ttransition\telements\tdiffer\tfrom\tthe\tproperties\t of\t group\ti\tmetals. \t 1\t\t ..  2 \t .. \t [2] \t [total:\t14]",
+            "14": "14 0620/43/m/j/20 \u00a9 ucles 2020 8 (a)\t\tpart\tof\tthe\tsynthetic\tpolymer,\tnylon,\tis\tshown\tin\tthe \tdiagram. co co c co o n hn hn hn hco  (i)\t\tcircle\tone\tamide\tlinkage\t on the diagram.\t [1]  (ii)\t\tcomplete\tthe\tstructures\tof\tthe\ttwo\tmonomers\tthat\treact\tto\tform\tnylon. \t [2]  (iii)\t\tname\tthe\tother\tproduct\tformed\twhen\tnylon\tis\tproduced.  \t ... \t\t[1]  (b)\t\titems\tmade\tfrom\tnylon\tare\toften\tdisposed\t of\tby\tburying\tthem\tin\tthe\tground.\tthis\tis\tcalled\t landfill. \t\twhy\tis\tthe\tdisposal\tof\tnylon\tusing\tlandfill\ta\tproblem?  \t  \t.. \t\t[1]  (c)\t\tgive\tthe\tname\tof\ta\tnatural\tpolymer.  \t.. \t\t[1] \t [total:\t6]",
+            "15": "15 0620/43/m/j/20 \u00a9 ucles 2020permission 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 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. blank page",
+            "16": "16 0620/43/m/j/20 \u00a9 ucles 2020 groupthe periodic table of elements 1 h hydrogen 12 he helium 4ii i iii iv vv iv ii viii 3 li lithium 74 be berylliu m 9atomic number atomic symbolkey name relative atomic mas s 11 na sodium 2312 mg magnesium 24 19 k potassium 3920 ca calcium 40 37 rb rubidium 8538 sr strontium 88 55 cs caesium 13356 ba barium 137 87 fr francium \u201388 ra radium \u20135 b boron 11 13 al aluminium 27 31 ga gallium 70 49 in indium 115 81 tl thallium 2046 c carbon 12 14 si silicon 28 32 ge germanium 73 50 sn tin 119 82 pb lead 20722 ti titanium 48 40 zr zirconium 91 72 hf hafnium 178 104 rf rutherfordiu m \u201323 v vanadium 51 41 nb niobium 93 73 ta tantalum 181 105 db dubnium \u201324 cr chromium 52 42 mo molybdenum 96 74 w tungsten 184 106 sg seaborgium \u201325 mn manganes e 55 43 tc technetium \u2013 75 re rhenium 186 107 bh bohrium \u201326 fe iron 56 44 ru ruthenium 101 76 os osmium 190 108 hs hassium \u201327 co cobalt 59 45 rh rhodium 103 77 ir iridium 192 109 mt meitneriu m \u201328 ni nicke l 59 46 pd palladium 106 78 pt platinum 195 110 ds darmstadtiu m \u201329 cu copper 64 47 ag silver 108 79 au gold 197 111 rg roentgenium \u201330 zn zinc 65 48 cd cadmium 112 80 hg mercury 201 112 cn copernicium \u2013114 fl fleroviu m \u2013116 lv livermorium \u20137 n nitrogen 14 15 p phosphorus 31 33 as arsenic 75 51 sb antimony 122 83 bi bismuth 2098 o oxygen 16 16 s sulfur 32 34 se selenium 79 52 te tellurium 128 84 po polonium \u20139 f fluorine 19 17 cl chlorine 35.5 35 br bromine 80 53 i iodine 127 85 at astatine \u201310 ne neon 20 18 ar argon 40 36 kr krypton 84 54 xe xenon 131 86 rn radon \u201321 sc scandium 45 39 y yttrium 89 57\u201371 lanthanoids 89\u2013103 actinoids 57 la lanthanum 139 89 aclanthanoids actinoids the volume of one mole of any gas is 24  dm3 at room temperature and pressure (r .t.p.).actinium \u201358 ce cerium 140 90 th thorium 23259 pr praseodymium 141 91 pa protactinium 23160 nd neodymium 144 92 u uranium 23861 pm promethium \u2013 93 np neptunium \u201362 sm samarium 150 94 pu plutonium \u201363 eu europium 152 95 am americiu m \u201364 gd gadolinium 157 96 cm curium \u201365 tb terbium 159 97 bk berkelium \u201366 dy dysprosium 163 98 cf californium \u201367 ho holmium 165 99 es einsteinium \u201368 er erbium 167 100 fm fermium \u201369 tm thulium 169 101 md mendelevium \u201370 yb ytterbium 173 102 no nobelium \u201371 lu lutetium 175 103 lr lawrenciu m \u2013"
+        },
+        "0620_s20_qp_51.pdf": {
+            "1": "*8002682082* chemistry  0620/51 paper 5 practical test may/june 2020  1 hour 15 minutes you must answer on the question paper. you will need: the materials and apparatus listed in the confidential instructions instructions  \u25cf answer all questions.  \u25cf use a black or dark blue pen. you may use an hb pencil for any diagrams or graphs.  \u25cf write your name, centre number and candidate number in the boxes at the top of the page.  \u25cf write your answer to each question in the space provided.  \u25cf do not use an erasable pen or correction fluid.  \u25cf do not write on any bar codes.  \u25cf you may use a calculator.  \u25cf you should show all your working and use appropriate units. information  \u25cf the total mark for this paper is 40.  \u25cf the number of marks for each question or part question is shown in brackets [  ].  \u25cf notes for use in qualitative analysis are provided in the question paper. ib20 06_0620_51/2rp \u00a9 ucles 2020 [turn overthis document has 12 pages. blank pages are indicated.cambridge igcse\u2122 for examiner\u2019s use 1 2 3 total",
+            "2": "2 0620/51/m/j/20 \u00a9 ucles 2020 1  you are going to investigate the reaction between dilute hydrochloric acid and two different aqueous  solutions of sodium carbonate labelled solution e and solution f.   read all of the instructions carefully before starting the experiments.   instructions   you are going to do three experiments.  (a) experiment 1  \u25cf fill the burette up to the 0.0 cm3 mark with dilute hydrochloric acid.  \u25cf use the measuring cylinder to pour 25 cm3 of solution e into the conical flask.  \u25cf add five drops of thymolphthalein indicator to the conical flask.  \u25cf slowly add dilute hydrochloric acid from the burette to the conical flask, while swirling the  flask, until the solution just changes colour.  \u25cf record the burette readings in the table and complete the table. experiment 1 final burette reading / cm3 initial burette reading / cm3 volume of dilute hydrochloric acid added / cm3   experiment 2  \u25cf empty the conical flask and rinse it with distilled water.  \u25cf refill the burette with dilute hydrochloric acid.  \u25cf repeat experiment 1 using five drops of methyl orange indicator instead of  thymolphthalein indicator.  \u25cf record the burette readings in the table and complete the table. experiment 2 final burette reading / cm3 initial burette reading / cm3 volume of dilute hydrochloric acid added / cm3",
+            "3": "3 0620/51/m/j/20 \u00a9 ucles 2020 [turn over  experiment 3  \u25cf empty the conical flask and rinse it with distilled water.  \u25cf refill the burette with dilute hydrochloric acid.  \u25cf use the measuring cylinder to pour 25 cm3 of solution f into the conical flask.  \u25cf add five drops of methyl orange indicator to the conical flask.  \u25cf slowly add dilute hydrochloric acid from the burette to the conical flask, while swirling the  flask, until the solution just changes colour.  \u25cf record the burette readings in the table and complete the table. experiment 3 final burette reading / cm3 initial burette reading / cm3 volume of dilute hydrochloric acid added / cm3  [5]  (b) (i)  what colour change was observed in the conical flask in experiment 1?  from  to  ...  [1]  (ii)  what colour change was observed in the conical flask in experiment 2?  from  to  ...  [1]  (c)  compare the volumes of dilute hydrochloric acid added in experiment 2 and experiment 3.   explain any difference.      ..   [2]  (d)  determine the simplest whole number ratio of volumes of dilute hydrochloric acid used in  experiments 1 and 2.  ratio experiment 1 : experiment 2 = ..  [1]  (e)  what volume of dilute hydrochloric acid would be required if experiment 3 was repeated using  thymolphthalein indicator instead of methyl orange indicator?  volume = ..  [2]",
+            "4": "4 0620/51/m/j/20 \u00a9 ucles 2020  (f)  the conical flask was rinsed with distilled water between each experiment.  (i)  why was the conical flask rinsed?   .   ...   [1]  (ii)  why does it not matter if a little distilled water is left in the flask after it has been rinsed?   .   ...   [1]  (g)  state two sources of error in the experiments. for each error suggest an improvement that  would reduce the error.  source of error 1    improvement 1  ...     source of error 2    improvement 2  ...     [4]  [total: 18]",
+            "5": "5 0620/51/m/j/20 \u00a9 ucles 2020 [turn over 2  you are pro vided with two solids, solid g and solid h.   do the following tests on solid g and solid h, recording all of your observations at each stage.   tests on solid g  (a)  place about half of solid g in a hard\u2011glass test\u2011tube. heat the solid gently and then strongly.   record your observations.            ..   [2]  (b) (i)  place the remaining half of solid g in a boiling tube.   add about 10 cm3 of dilute sulfuric acid to the boiling tube. test any gas produced.   keep the solution formed for use in (c).   record your observations.   .   .   .   ...   [4]  (ii)  identify the gas produced in (b)(i).   ...   [1]  (c)  leave the solution from (b) to settle for three minutes. carefully pour about half of the solution  into another boiling tube.   to this portion add aqueous ammonia slowly until in excess.   record your observations.            ..   [3]  (d)  what conclusions can you make about solid g?      ..   [2]",
+            "6": "6 0620/51/m/j/20 \u00a9 ucles 2020  tests on solid h  (e)  carry out a flame test on solid h.   record your observations.   ..   [1]   add solid  h to about 10 cm3 of distilled water in a boiling tube. stopper the boiling tube and shake  it to dissolve solid h and form solution h.  (f)  add about 1 cm depth of dilute nitric acid and a few drops of aqueous barium nitrate to  solution h.   record your observations.   ..   [1]  (g)  identify solid h.   ..   [2]  [total: 16]",
+            "7": "7 0620/51/m/j/20 \u00a9 ucles 2020 [turn over 3  cobalt, manganese and nickel are metals. they react with dilute hydrochloric acid to form hydrogen  gas.   plan an investigation to find the order of reactivity of these three metals.   you are provided with:  \u25cf samples of each metal  \u25cf dilute hydrochloric acid  \u25cf common laboratory apparatus.   your plan must make it clear how your investigation will be a fair test and how you will use your  results to place these metals in order of reactivity.   ...   ...   ...   ...   ...   ...   ...   ...   ...   ...   ...   ...   .   [6]",
+            "8": "8 0620/51/m/j/20 \u00a9 ucles 2020blank page",
+            "9": "9 0620/51/m/j/20 \u00a9 ucles 2020blank page",
+            "10": "10 0620/51/m/j/20 \u00a9 ucles 2020blank page",
+            "11": "11 0620/51/m/j/20 \u00a9 ucles 2020notes for use in qualitative analysis tests for anions anion test test result carbonate (co32\u2013) add dilute acid effervescence, carbon dioxide  produced chloride (c l \u2013) [in solution]acidify with dilute nitric acid, then add  aqueous silver nitratewhite ppt. bromide (br \u2013) [in solution]acidify with dilute nitric acid, then add  aqueous silver nitratecream ppt. iodide ( i\u2013) [in solution]acidify with dilute nitric acid, then add  aqueous silver nitrateyellow ppt. nitrate (no3\u2013) [in solution]add aqueous sodium hydroxide, then  aluminium foil; warm carefullyammonia produced sulfate (so42\u2013) [in solution]acidify, then add aqueous  barium nitratewhite ppt. sulfite (so32\u2013) add dilute hydrochloric acid, warm  gently and test for the presence of sulfur dioxidesulfur dioxide produced  will turn acidified aqueous  potassium manganate( vii) from  purple to colourless tests for aqueous cations cation effect of aqueous sodium hydroxide effect of aqueous ammonia aluminium (a l 3+) white ppt., soluble in excess, giving a  colourless solutionwhite ppt., insoluble in excess ammonium (nh4+)ammonia produced on warming \u2013 calcium (ca2+) white ppt., insoluble in excess no ppt., or very slight white ppt. chromium( iii) (cr3+)green ppt., soluble in excess grey-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 iron(iii) (fe3+) red-brown ppt., insoluble in excess red-brown ppt., insoluble in excess zinc (zn2+) white ppt., soluble in excess, giving a  colourless solutionwhite ppt., soluble in excess, giving a  colourless solution",
+            "12": "12 0620/51/m/j/20 \u00a9 ucles 2020tests for gases flame tests for metal ions gas test and test result metal ion flame colour ammonia (nh3) turns damp red litmus paper blue lithium (li+) red carbon dioxide (co2)turns limewater milky sodium (na+) yellow chlorine (c l 2) bleaches damp litmus paper potassium (k+) lilac hydrogen (h2) \u2018pops\u2019 with a lighted splint copper( ii) (cu2+)blue-green oxygen (o2) relights a glowing splint sulfur dioxide (so2)turns acidified aqueous  potassium manganate( vii) from  purple to colourless 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 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."
+        },
+        "0620_s20_qp_52.pdf": {
+            "1": "*3649515752* chemistry  0620/52 paper 5 practical test may/june 2020  1 hour 15 minutes you must answer on the question paper. you will need: the materials and apparatus listed in the confidential instructions instructions  \u25cf answer all questions.  \u25cf use a black or dark blue pen. you may use an hb pencil for any diagrams or graphs.  \u25cf write your name, centre number and candidate number in the boxes at the top of the page.  \u25cf write your answer to each question in the space provided.  \u25cf do not use an erasable pen or correction fluid.  \u25cf do not write on any bar codes.  \u25cf you may use a calculator.  \u25cf you should show all your working and use appropriate units. information  \u25cf the total mark for this paper is 40.  \u25cf the number of marks for each question or part question is shown in brackets [  ].  \u25cf notes for use in qualitative analysis are provided in the question paper. ib20 06_0620_52/3rp \u00a9 ucles 2020 [turn overthis document has 12 pages. blank pages are indicated.cambridge igcse\u2122 for examiner\u2019s use 1 2 3 total",
+            "2": "2 0620/52/m/j/20 \u00a9 ucles 2020 1  you are going to investigate the temperature change when magnesium ribbon reacts with  dilute sulfuric acid.   read all of the instructions carefully before starting the experiments.   instructions \t\tyou\tare\tgoing\tto\tdo\tfive\texperiments.  experiment 1  \u25cf use a measuring cylinder to pour 20 cm3 of dilute sulfuric acid into a boiling tube.  \u25cf use a thermometer to measure the initial temperature of the acid. record the initial temperature  in the table in (a).  \u25cf place a 1 cm length of magnesium ribbon into the boiling tube.  \u25cf continually stir the acid and magnesium ribbon in the boiling tube using a thermometer. make  sure the magnesium ribbon remains in the acid.  \u25cf measure the highest\t temperature\t reached\tby\t the\tmixture.\t record\tthe\t highest\ttemperature\t of\t the\tmixture\tin\tthe\ttable\tin\t (a).  \u25cf rinse out the boiling tube with distilled water.  experiment 2  \u25cf\trepeat\texperiment\t1\tusing\ta\t2\t cm\tlength\tof\tmagnesium\tribbon\tinstead\tof\tthe\t1\t cm\tlength.  experiment 3  \u25cf\trepeat\texperiment\t1\tusing\ta\t3\t cm\tlength\tof\tmagnesium\tribbon\tinstead\tof\tthe\t1\t cm\tlength.  experiment 4  \u25cf\trepeat\texperiment\t1\tusing\ta\t5\t cm\tlength\tof\tmagnesium\tribbon\tinstead\tof\tthe\t1\t cm\tlength.  experiment 5  \u25cf\trepeat\texperiment\t1\tusing\ta\t6\t cm\tlength\tof\tmagnesium\tribbon\tinstead\tof\tthe\t1\t cm\tlength.  (a)  complete the table. experimentlength of magnesium ribbon / cminitial temperature / \u00b0chighest temperature / \u00b0ctemperature increase / \u00b0c 1 2 3 4 5  [4]  (b)\t\tin\twhich\texperiment,\t1,\t2,\t3,\t4\tor\t5,\twas\tthe\ttemperature\tincrease\tthe\tlargest?   ..   [1]",
+            "3": "3 0620/52/m/j/20 \u00a9 ucles 2020 [turn over  (c)  add a suitable scale to the y-axis\t and\tplot\tyour\tresults\tfrom\texperiments\t 1\tto\t5\ton\tthe\tgrid.\t draw\ta\tline\tof\tbest\tfit,\tmaking\tsure\tthat\tyour\tline\tpasses\tthrough\t(0,0). 00 1234 length of magnesium ribbon  / cmtemperature increase  / \u00b0c 56 \t [5]  (d)\t\texplain\twhy\tthe\tgraph\tline\tmust\tpass\tthrough\t(0,0).      ..   [1]  (e)  from your graph,\t deduce\tthe\ttemperature\t increase\t if\texperiment\t 1\tis\trepeated\t using\ta\t4\tcm\t length of magnesium ribbon.   show clearly on the grid  how you worked out your answer.  .. \u00b0c  [2]",
+            "4": "4 0620/52/m/j/20 \u00a9 ucles 2020  (f) (i)\t \twhy\twould\tcarrying\t out\tthe\texperiment\t in\ta\tpolystyrene\t cup\trather\tthan\ta\tboiling\ttube\t improve\tthe\taccuracy\tof\tthe\tresults?   .   ...   [1]  (ii)  sketch on the grid\t the\tgraph\tyou\twould\texpect\tif\tthe\texperiment\t was\trepeated\t using\ta\t polystyrene cup instead of a boiling tube. [1]  (g)  the volume of dilute sulfuric acid could be measured with a 20 cm3 pipette.  (i)  state one advantage of using a pipette rather than a measuring cylinder.   .   ...   [1]  (ii)  state one disadvantage of using a pipette rather than a measuring cylinder.   .   ...   [1]  [total: 17]",
+            "5": "5 0620/52/m/j/20 \u00a9 ucles 2020 [turn over 2\t\tyou\tare\tprovided\twith\ttwo\tsubstances,\tsolid\t l and solid m.   do the following tests on solid l and solid m,\trecording\tall\tof\tyour\tobservations\tat\teach\tstage.  tests on solid l  (a)  describe the appearance of solid l.   ..   [1]   place solid l in a boiling tube. add about 20 cm3 of distilled water to the boiling tube. place a  stopper in the boiling tube and shake the tube to dissolve solid l and form solution l.   divide solution l\tinto\tfive\tapproximately\tequal\tportions\tin\tfive\ttest-tubes.  (b)\t\ttest\tthe\tph\tof\tthe\tfirst\tportion\tof\tsolution\tl.  ph = ..  [1]  (c)  to the second portion of solution l add about 1 cm depth of dilute nitric acid followed by about  1\tcm\tdepth\tof\taqueous\t silver\tnitrate.\tleave\tthe\ttest-tube\t to\tstand\tfor\tat\tleast\tfive\tminutes.\t continue\twith\tthe\trest\tof\tthe\texperiment\twhile\tthe\ttest-tube\tis\tleft\tto\tstand.   record your observations after the test-tube has been left to stand.      ..   [1]  (d)  to the third portion of solution l\tadd\tapproximately\t5\t cm3\tof\taqueous\tsodium\tcarbonate.   record your observations.         ..   [2]  (e)  to the fourth portion of solution l\tadd\taqueous\t sodium\thydroxide\t slowly\tuntil\tit\tis\tin\texcess\tand\t no further changes are seen.   record your observations.         ..   [2]",
+            "6": "6 0620/52/m/j/20 \u00a9 ucles 2020  (f)\t\tto\tthe\tfifth\tportion\tof\tsolution\t l\tadd\taqueous \tammonia\t slowly\tuntil\tit\tis\tin\texcess\tand\tno\tfurther\t changes are seen.   record your observations.      ..   [2]  (g)  identify solid l.      ..   [2]   tests on solid m  (h)\t\tcarry\tout\ta\tflame\ttest\ton\tsolid\tm.   record your observations.   ..   [1]  (i)  place the remaining solid m into a boiling tube.   add about 10 cm3 of dilute nitric acid to solid m in the boiling tube.   test any gas produced.   record your observations.   keep the solution formed for (j).         ..   [2]  (j)  to the solution formed in (i)\tadd\tabout\t1\t cm\tdepth\tof\taqueous\tbarium\tnitrate.   record your observations.   ..   [1]  (k)  identify solid m.   ..   [2]  [total: 17]",
+            "7": "7 0620/52/m/j/20 \u00a9 ucles 2020 [turn over 3\t\tmany\twindow-cleaning\t products\t contain\taqueous\t ammonia.\t aqueous\t ammonia\t is\tan\talkali\tthat\t reacts with dilute acids. \t\tplan\tan\tinvestigation\t to\tfind\twhich\tof\ttwo\twindow-cleaning\t products\t contains\t the\tmore\tconcentrated\t aqueous\tammonia.\tinclude\tin\tyour\tplan:  \u25cf the method you will use  \u25cf how your results will be used to determine which window-cleaning product contains the most  concentrated\taqueous\tammonia. \t\tyou\tare\tprovided\t with\tan\taqueous\t solution\t of\tthe\ttwo\twindow-cleaning\t products,\t   dilute hydrochloric acid of known concentration and common laboratory apparatus.   ...   ...   ...   ...   ...   ...   ...   ...   ...   ...   ...   ...   . \t\t[6]",
+            "8": "8 0620/52/m/j/20 \u00a9 ucles 2020blank page",
+            "9": "9 0620/52/m/j/20 \u00a9 ucles 2020blank page",
+            "10": "10 0620/52/m/j/20 \u00a9 ucles 2020blank page",
+            "11": "11 0620/52/m/j/20 \u00a9 ucles 2020notes for use in qualitative analysis tests for anions anion test test result carbonate (co32\u2013) add dilute acid effervescence, carbon dioxide  produced chloride (c l \u2013) [in solution]acidify with dilute nitric acid, then add  aqueous silver nitratewhite ppt. bromide (br \u2013) [in solution]acidify with dilute nitric acid, then add  aqueous silver nitratecream ppt. iodide ( i\u2013) [in solution]acidify with dilute nitric acid, then add  aqueous silver nitrateyellow ppt. nitrate (no3\u2013) [in solution]add aqueous sodium hydroxide, then  aluminium foil; warm carefullyammonia produced sulfate (so42\u2013) [in solution]acidify, then add aqueous  barium nitratewhite ppt. sulfite (so32\u2013) add dilute hydrochloric acid, warm  gently and test for the presence of sulfur dioxidesulfur dioxide produced  will turn acidified aqueous  potassium manganate( vii) from  purple to colourless tests for aqueous cations cation effect of aqueous sodium hydroxide effect of aqueous ammonia aluminium (a l 3+) white ppt., soluble in excess, giving a  colourless solutionwhite ppt., insoluble in excess ammonium (nh4+)ammonia produced on warming \u2013 calcium (ca2+) white ppt., insoluble in excess no ppt., or very slight white ppt. chromium( iii) (cr3+)green ppt., soluble in excess grey-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 iron(iii) (fe3+) red-brown ppt., insoluble in excess red-brown ppt., insoluble in excess zinc (zn2+) white ppt., soluble in excess, giving a  colourless solutionwhite ppt., soluble in excess, giving a  colourless solution",
+            "12": "12 0620/52/m/j/20 \u00a9 ucles 2020tests for gases flame tests for metal ions gas test and test result metal ion flame colour ammonia (nh3) turns damp red litmus paper blue lithium (li+) red carbon dioxide (co2)turns limewater milky sodium (na+) yellow chlorine (c l 2) bleaches damp litmus paper potassium (k+) lilac hydrogen (h2) \u2018pops\u2019 with a lighted splint copper( ii) (cu2+)blue-green oxygen (o2) relights a glowing splint sulfur dioxide (so2)turns acidified aqueous  potassium manganate( vii) from  purple to colourless 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 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."
+        },
+        "0620_s20_qp_53.pdf": {
+            "1": "*7162925480* chemistry  0620/53 paper 5 practical test may/june 2020  1 hour 15 minutes you must answer on the question paper. you will need: the materials and apparatus listed in the confidential instructions instructions  \u25cf answer all questions.  \u25cf use a black or dark blue pen. you may use an hb pencil for any diagrams or graphs.  \u25cf write your name, centre number and candidate number in the boxes at the top of the page.  \u25cf write your answer to each question in the space provided.  \u25cf do not use an erasable pen or correction fluid.  \u25cf do not write on any bar codes.  \u25cf you may use a calculator.  \u25cf you should show all your working and use appropriate units. information  \u25cf the total mark for this paper is 40.  \u25cf the number of marks for each question or part question is shown in brackets [  ].  \u25cf notes for use in qualitative analysis are provided in the question paper. ib20 06_0620_53/2rp \u00a9 ucles 2020 [turn overthis document has 12 pages. blank pages are indicated.cambridge igcse\u2122 for examiner\u2019s use 1 2 3 total",
+            "2": "2 0620/53/m/j/20 \u00a9 ucles 2020 1  you are going to investigate the temperature change when aqueous sodium hydroxide neutralises  dilute hydrochloric acid. the equation for the reaction is shown. naoh  +  hcl  \u2192  nacl  +  h2o   read all of the instructions carefully before starting the experiments.   instructions   you are going to do eight experiments.   experiment 1  \u25cf place the polystyrene cup into the 250 cm3 beaker for support.  \u25cf use a measuring cylinder to pour 5 cm3 of aqueous sodium hydroxide into the polystyrene cup.  \u25cf use a measuring cylinder to pour 45 cm3 of dilute hydrochloric acid into the polystyrene cup.  \u25cf stir the mixture in the polystyrene cup with the thermometer. record the highest temperature  reached in the table in (a).  \u25cf rinse out the polystyrene cup with distilled water.   experiment 2  \u25cf repeat experiment 1 using 10 cm3 of aqueous sodium hydroxide and 40 cm3 of  dilute hydrochloric acid.  experiment 3  \u25cf repeat experiment 1 using 15 cm3 of aqueous sodium hydroxide and 35 cm3 of  dilute hydrochloric acid.  experiment 4  \u25cf repeat experiment 1 using 20 cm3 of aqueous sodium hydroxide and 30 cm3 of  dilute hydrochloric acid.  experiment 5  \u25cf repeat experiment 1 using 30 cm3 of aqueous sodium hydroxide and 20 cm3 of  dilute hydrochloric acid.  experiment 6  \u25cf repeat experiment 1 using 35 cm3 of aqueous sodium hydroxide and 15 cm3 of  dilute hydrochloric acid.  experiment 7  \u25cf repeat experiment 1 using 40 cm3 of aqueous sodium hydroxide and 10 cm3 of  dilute hydrochloric acid.  experiment 8  \u25cf repeat experiment 1 using 45 cm3 of aqueous sodium hydroxide and 5 cm3 of  dilute hydrochloric aci d.",
+            "3": "3 0620/53/m/j/20 \u00a9 ucles 2020 [turn over  (a)  complete the table. experiment 1 2 3 4 5 6 7 8 volume of aqueous sodium hydroxide / cm3 5 10 15 20 30 35 40 45 volume of dilute hydrochloric acid / cm3 highest temperature reached / \u00b0c  [4]  (b)  add a suitable scale to the y-axis. your scale should extend by at least 2 \u00b0c above your highest  temperature. plot your results from experiments 1 to 8 on the grid. draw two straight lines  through your points. extend your straight lines so that they cross. 05 10 15 20 volume of aqueous sodium hydroxide  / cm3highest temperature reached  / \u00b0c 25 30 35 40 50 45  [5]",
+            "4": "4 0620/53/m/j/20 \u00a9 ucles 2020  (c)  the point on the graph where the two straight lines cross is where all of the  aqueous sodium hydroxide reacts with all of the dilute hydrochloric acid to form a neutral  solution.  (i)  use your graph to deduce the volume of aqueous sodium hydroxide and the volume of  dilute hydrochloric acid that react together to produce a neutral solution.   show your working on the grid .  volume of aqueous sodium hydroxide = .. cm3  volume of dilute hydrochloric acid = .. cm3  [3]  (ii)  use your graph to determine the highest temperature reached if the volumes in (c)(i)  were mixed together.  highest temperature reached = .. \u00b0c  [1]  (iii)  which solution, aqueous sodium hydroxide or dilute hydrochloric acid, was the most  concentrated?   use your answer to (c)(i) to explain why.   most concentrated solution  .   explanation  .   .  [1]  (d)  on the graph, sketch the lines you would expect to obtain if a copper can was used instead of  a polystyrene cup. [2]  (e)  give one advantage and one disadvantage of using a burette, instead of a measuring cylinder,  to add the dilute hydrochloric acid directly into the polystyrene cup.  advantage  ..     disadvantage  .     [2]  (f)  how could the reliability of the results of this investigation be checked?      ..   [1]  [total: 19]",
+            "5": "5 0620/53/m/j/20 \u00a9 ucles 2020 [turn over 2  you are provided with two solids, solid n and solid p.   do the following tests on solid n and solid p, recording all of your observations at each stage.  tests on solid n  (a)  describe the appearance of solid n.   ..   [1]  (b)  add about 10 cm3 of distilled water to the boiling tube containing solid n. place a stopper in the  boiling tube and shake the tube to dissolve solid n and form solution n.   divide solution n into two approximately equal portions in two boiling tubes.  (i)\t\tto\tthe\tfirst\tportion\tof\tsolution\t n add aqueous ammonia slowly until it is in excess and no  further changes are seen.   record your observations.   .   .   ...   [2]  (ii)  to the second portion of solution n add aqueous sodium hydroxide slowly until it is in  excess and no further changes are seen.   keep the product for (b)(iii).   record your observations.   .   .   ...   [2]  (iii)  pour about 3 cm depth of the product from (b)(ii)  into a boiling tube. add a piece of  aluminium foil and warm the mixture gently. test any gas produced.   record your observations.   .   .   ...   [2]  (c)  identify solid n.      ..   [2]",
+            "6": "6 0620/53/m/j/20 \u00a9 ucles 2020  tests on solid p  (d)\t\tcarry\tout\ta\tflame\ttest\ton\tsolid\tp.   record your observations.   ..   [1]  (e)  place solid p in a boiling tube. add about 10 cm3 of distilled water to the boiling tube. place a  stopper in the boiling tube and shake the tube to dissolve solid p and form solution p.   divide solution p into three approximately equal portions in three test-tubes.  (i)\t\tto\tthe\tfirst\tportion\tof\tsolution\t p add about 1 cm depth of dilute nitric acid and a few drops  of aqueous silver nitrate.   record your observations.   ...   [1]  (ii)  to the second portion of solution p add about 1 cm depth of dilute nitric acid and a few  drops of aqueous barium nitrate.   record your observations.   .   ...   [1]  (iii)  add the third portion of solution p to the test-tube containing aqueous bromine.   record your observations.   .   ...   [1]  (f)  identify solid p.      ..   [2]  [total: 15]",
+            "7": "7 0620/53/m/j/20 \u00a9 ucles 2020 [turn over 3  stayclean and brightwhite are two brands of washing powder. both contain sodium carbonate.   sodium carbonate is soluble in water and reacts with dilute sulfuric acid to produce carbon dioxide gas.   plan an investigation to determine which of the two washing powders, stayclean or brightwhite,    contains the greatest percentage of sodium carbonate.   you are provided with samples of the two washing powders and common laboratory apparatus and  chemicals.   ...   ...   ...   ...   ...   ...   ...   ...   ...   ...   ...   ...   .   [6]",
+            "8": "8 0620/53/m/j/20 \u00a9 ucles 2020blank page",
+            "9": "9 0620/53/m/j/20 \u00a9 ucles 2020blank page",
+            "10": "10 0620/53/m/j/20 \u00a9 ucles 2020blank page",
+            "11": "11 0620/53/m/j/20 \u00a9 ucles 2020notes for use in qualitative analysis tests for anions anion test test result carbonate (co32\u2013) add dilute acid effervescence, carbon dioxide  produced chloride (c l \u2013) [in solution]acidify with dilute nitric acid, then add  aqueous silver nitratewhite ppt. bromide (br \u2013) [in solution]acidify with dilute nitric acid, then add  aqueous silver nitratecream ppt. iodide ( i\u2013) [in solution]acidify with dilute nitric acid, then add  aqueous silver nitrateyellow ppt. nitrate (no3\u2013) [in solution]add aqueous sodium hydroxide, then  aluminium foil; warm carefullyammonia produced sulfate (so42\u2013) [in solution]acidify, then add aqueous  barium nitratewhite ppt. sulfite (so32\u2013) add dilute hydrochloric acid, warm  gently and test for the presence of sulfur dioxidesulfur dioxide produced  will turn acidified aqueous  potassium manganate( vii) from  purple to colourless tests for aqueous cations cation effect of aqueous sodium hydroxide effect of aqueous ammonia aluminium (a l 3+) white ppt., soluble in excess, giving a  colourless solutionwhite ppt., insoluble in excess ammonium (nh4+)ammonia produced on warming \u2013 calcium (ca2+) white ppt., insoluble in excess no ppt., or very slight white ppt. chromium( iii) (cr3+)green ppt., soluble in excess grey-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 iron(iii) (fe3+) red-brown ppt., insoluble in excess red-brown ppt., insoluble in excess zinc (zn2+) white ppt., soluble in excess, giving a  colourless solutionwhite ppt., soluble in excess, giving a  colourless solution",
+            "12": "12 0620/53/m/j/20 \u00a9 ucles 2020tests for gases flame tests for metal ions gas test and test result metal ion flame colour ammonia (nh3) turns damp red litmus paper blue lithium (li+) red carbon dioxide (co2)turns limewater milky sodium (na+) yellow chlorine (c l 2) bleaches damp litmus paper potassium (k+) lilac hydrogen (h2) \u2018pops\u2019 with a lighted splint copper( ii) (cu2+)blue-green oxygen (o2) relights a glowing splint sulfur dioxide (so2)turns acidified aqueous  potassium manganate( vii) from  purple to colourless 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 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."
+        },
+        "0620_s20_qp_61.pdf": {
+            "1": "*9101215028* chemistry  0620/61 paper 6 alternative to practical may/june 2020  1 hour you must answer on the question paper. no additional materials are needed. instructions  \u25cf answer all questions.  \u25cf use a black or dark blue pen. you may use an hb pencil for any diagrams or graphs.  \u25cf write your name, centre number and candidate number in the boxes at the top of the page.  \u25cf write your answer to each question in the space provided.  \u25cf do not use an erasable pen or correction fluid.  \u25cf do not write on any bar codes.  \u25cf you may use a calculator.  \u25cf you should show all your working and use appropriate units. information  \u25cf the total mark for this paper is 40.  \u25cf the number of marks for each question or part question is shown in brackets [  ]. ib20 06_0620_61/2rp \u00a9 ucles 2020 [turn overthis document has 8 pages. blank pages are indicated.cambridge igcse\u2122",
+            "2": "2 0620/61/m/j/20 \u00a9 ucles 2020 1  a student investigated the dyes contained in different coloured inks using chromatography. water  was the solvent. the diagram shows how the student set up the apparatus. chromatography pape r waterbaseline drawn in ink red orange yellow green blue purple black  (a)  identify two errors in the way the student set up the apparatus.  1  .  2  .  [2]  (b)  the student then carried out the chromatography correctly.   the diagram shows the results. red orange yellow green blue purple black  (i)  which ink contains the greatest number of soluble dyes?   ...   [1]  (ii)  which two inks are made of a single soluble dye?  ... and  ..  [1]  (iii)  from the chromatogram it is not possible to tell if the red ink contains different dyes. \t \tsuggest\t how\tthe\texperiment\t could\tbe\tchanged\t to\tfind\tout\tif\tthe\tred\tink\tcontains\t different\t dyes.   ...   [1]  [total: 5]",
+            "3": "3 0620/61/m/j/20 \u00a9 ucles 2020 [turn over 2  a student investigated the reaction between dilute hydrochloric acid and two different aqueous  solutions of sodium carbonate, solution e and solution f.  three experiments were done.  (a) experiment 1  \u25cf a burette was filled up to the 0.0 cm3 mark with dilute hydrochloric acid.  \u25cf using a measuring cylinder, 25 cm3 of solution e was poured into a conical flask.  \u25cf five drops of thymolphthalein indicator were added to the conical flask.  \u25cf dilute hydrochloric acid was slowly added from the burette to the conical flask, while the  flask was swirled, until the solution just changed colour.   use the burette diagrams to complete the table for experiment 1. 0 1 2 initial reading9 10 11 final reading final\tburette\treading\t /\tcm3 initial\tburette\treading\t /\tcm3 volume\tof\tdilute\thydrochloric\tacid\tadded\t /\tcm3   experiment 2  \u25cf the conical flask was emptied and rinsed with distilled water.  \u25cf the burette was refilled with dilute hydrochloric acid.  \u25cf experiment 1 was repeated using five drops of methyl orange indicator instead of  thymolphthalein indicator.   use the burette diagrams to complete the table for experiment 2. 5 6 7 initial reading24 25 26 final reading final\tburette\treading\t /\tcm3 initial\tburette\treading\t /\tcm3 volume\tof\tdilute\thydrochloric\tacid\tadded\t /\tcm3",
+            "4": "4 0620/61/m/j/20 \u00a9 ucles 2020   experiment 3  \u25cf the conical flask was emptied and rinsed with distilled water.  \u25cf the burette was refilled with dilute hydrochloric acid.  \u25cf using a measuring cylinder, 25 cm3 of solution f was poured into the conical flask.  \u25cf five drops of methyl orange indicator were added to the conical flask.  \u25cf dilute hydrochloric acid was slowly added from the burette to the conical flask, while the  flask was swirled, until the solution just changed colour.   use the burette diagrams to complete the table for experiment 3. 1 2 3 initial reading33 34 35 final reading final\tburette\treading\t /\tcm3 initial\tburette\treading\t /\tcm3 volume\tof\tdilute\thydrochloric\tacid\tadded\t /\tcm3  [5]  (b)\t what\tcolour\tchange\twas\tobserved\tin\tthe\tconical\tflask\tin\texperiment\t2?  from  to  ..  [2]  (c)  compare the volumes of dilute hydrochloric acid added in experiment 2 and experiment 3.  explain any difference.      ..   [2]  (d)  determine the simplest whole number ratio of volumes of dilute hydrochloric acid used in  experiments 1 and 2.  ratio experiment 1 : experiment 2 = ..  [1]  (e)  what volume of dilute hydrochloric acid would be required if experiment 3 was repeated using  thymolphthalein indicator instead of methyl orange indicator?  volume = ..  [2]",
+            "5": "5 0620/61/m/j/20 \u00a9 ucles 2020 [turn over  (f)\t the\tconical\tflask\twas\trinsed\twith\tdistilled\twater\tbetween\teach\texperiment.  (i)\t\twhy\twas\tthe\tconical\tflask\trinsed?   .   ...   [1]  (ii)  why does it not\tmatter\tif\ta\tlittle\tdistilled\twater\tis\tleft\tin\tthe\tflask\tafter\tit\thas\tbeen\trinsed?   .   ...   [1]  (g)  state two sources of error in the experiments. for each error suggest an improvement that  would reduce the error.   source of error 1     improvement 1  ...      source of error 2     improvement 2  ...     [4]  [total: 18]",
+            "6": "6 0620/61/m/j/20 \u00a9 ucles 2020 3  two solids, solid g and solid h, were analysed. solid g was copper( ii) carbonate.   tests were done on each solid.   tests on solid g   complete the expected observations.  (a)  solid g was placed in a boiling tube. an excess of dilute sulfuric acid was added to the  boiling tube. any gas produced was tested.   observations  ..      ..   [3]  (b)  identify the gas produced in (a).   ..   [1]  (c)  aqueous ammonia was added slowly until in excess to the solution produced in (a).   observations  ..         ..   [3]",
+            "7": "7 0620/61/m/j/20 \u00a9 ucles 2020 [turn over  tests on solid h   tests were done and the following observations were made. tests on solid h observations test 1 flame test yellow\tflame test 2 some of solid h was placed in a boiling tube.  the boiling tube was heated strongly.condensation appeared near the mouth of the boiling tube solid h was dissolved in distilled water. the  solution was divided into two equal portions. test 3 about 1 cm3 of dilute nitric acid followed by a  few drops of aqueous silver nitrate were added  to\tthe\tfirst\tportion\tof\tthe\tsolution.the solution remained colourless test 4 about 1 cm3 of dilute nitric acid followed by  a few drops of aqueous barium nitrate were  added to the second portion of the solution.white precipitate  (d)  what conclusion can be made from the result of test 3?      ..   [1]  (e)  what conclusions can be made about solid h from the results of test 1, test 2 and test 4?         ..   [3]  [total: 11]",
+            "8": "8 0620/61/m/j/20 \u00a9 ucles 2020permission 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 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. 4  cobalt, manganese and nickel are metals. they react with dilute hydrochloric acid to form  hydrogen gas. \t\tplan\tan\tinvestigation\tto\tfind\tthe\torder\tof\treactivity\tof\tthese\tthree\tmetals.   you are provided with:  \u25cf samples of each metal  \u25cf dilute hydrochloric acid  \u25cf common laboratory apparatus.   your plan must make it clear how your investigation will be a fair test and how you will use your  results to place the metals in order of reactivity.   ...   ...   ...   ...   ...   ...   ...   ...   ...   ...   ...   ...   .   [6]"
+        },
+        "0620_s20_qp_62.pdf": {
+            "1": "*7932494915* chemistry  0620/62 paper 6 alternative to practical may/june 2020  1 hour you must answer on the question paper. no additional materials are needed. instructions  \u25cf answer all questions.  \u25cf use a black or dark blue pen. you may use an hb pencil for any diagrams or graphs.  \u25cf write your name, centre number and candidate number in the boxes at the top of the page.  \u25cf write your answer to each question in the space provided.  \u25cf do not use an erasable pen or correction fluid.  \u25cf do not write on any bar codes.  \u25cf you may use a calculator.  \u25cf you should show all your working and use appropriate units. information  \u25cf the total mark for this paper is 40.  \u25cf the number of marks for each question or part question is shown in brackets [  ]. ib20 06_0620_62/3rp \u00a9 ucles 2020 [turn overthis document has 12 pages. blank pages are indicated.cambridge igcse\u2122",
+            "2": "2 0620/62/m/j/20 \u00a9 ucles 2020blank page",
+            "3": "3 0620/62/m/j/20 \u00a9 ucles 2020 [turn over 1  hot copper( ii) oxide reacts with hydrogen. the products are copper and steam.   the apparatus used to react copper( ii) oxide with hydrogen is shown. hydrogenunreacted hydrogen colourless liquid collected iceu-tubecopper( ii) oxide  (a)  draw an arrow on the diagram  to show where the apparatus should be heated. [1]  (b)  during the reaction the colour of the copper( ii) oxide changes.   state the colour change.  from ... to  ...  [1]  (c)  identify the colourless liquid collected.   ..   [1]  (d)  explain why the u-tube is in ice.      ..   [2]",
+            "4": "4 0620/62/m/j/20 \u00a9 ucles 2020  (e) (i)  large amounts of unreacted hydrogen should not be allowed to escape into the laboratory.   state why.   ...   [1]  (ii)  complete the diagram to show how the unreacted hydrogen could be collected and its  volume measured.   label any apparatus that you draw. unreacted hydrogen colourless liquid collectediceu-tube  [2]  [total: 8]",
+            "5": "5 0620/62/m/j/20 \u00a9 ucles 2020 [turn over 2  a student investigated the temperature change when magnesium ribbon reacts with  dilute sulfuric acid.   five experiments were done.   experiment 1  \u25cf using a measuring cylinder, 20 cm3 of dilute sulfuric acid were poured into a boiling tube.  \u25cf a thermometer was used to measure the initial temperature of the acid.  \u25cf a 1 cm length of magnesium ribbon was added to the acid in the boiling tube.  \u25cf the acid and magnesium ribbon in the boiling tube were stirred continuously using a  thermometer.   \u25cf the highest temperature reached by the mixture was measured.  \u25cf the boiling tube was rinsed out with distilled water.  experiment 2  \u25cf experiment 1 was repeated using a 2 cm length of magnesium ribbon instead of the 1 cm length.  experiment 3  \u25cf experiment 1 was repeated using a 3 cm length of magnesium ribbon instead of the 1 cm length.  experiment 4  \u25cf experiment 1 was repeated using a 5 cm length of magnesium ribbon instead of the 1 cm length.  experiment 5  \u25cf experiment 1 was repeated using a 6 cm length of magnesium ribbon instead of the 1 cm length.",
+            "6": "6 0620/62/m/j/20 \u00a9 ucles 2020  (a)  use the information in the description of the experiments and the thermometer diagrams to  complete the table. experimentlength of magnesium ribbon / cminitial temperature highest temperature temperature increase / \u00b0cthermometer diagraminitial temperature of acid / \u00b0cthermometer diagramhighest temperature of acid / \u00b0c 130 25 2030 25 20 230 25 2030 25 20 330 25 2030 25 20 430 25 2040 35 30 530 25 2040 35 30  [4]  (b)  in which experiment, 1, 2, 3, 4 or 5, was the temperature increase the largest?   ..   [1]",
+            "7": "7 0620/62/m/j/20 \u00a9 ucles 2020 [turn over  (c)  add a suitable scale to the y-axis and plot the results from experiments 1 to 5 on the grid.   draw a smooth line graph, making sure that your line passes through (0,0). 00 1 2 3 length of magnesium ribbon  / cmtemperature increase  / \u00b0c 4 5 6  [5]  (d)  explain why the graph line must pass through (0,0).      ..   [1]  (e)  from your graph, deduce the temperature increase if experiment 1 is repeated using a 4 cm  length of magnesium ribbon.   show clearly on the grid  how you worked out your answer.  ..  [3]  (f) (i)  why would carrying out the experiment in a polystyrene cup rather than a boiling tube  improve the accuracy of the results?   .   ...   [1]  (ii)  sketch on the grid the graph you would expect if the experiment was repeated using a  polystyrene cup instead of a boiling tube. [1]",
+            "8": "8 0620/62/m/j/20 \u00a9 ucles 2020  (g)  the volume of dilute sulfuric acid could be measured with a 20 cm3 pipette.  (i)  state one advantage of using a pipette rather than a measuring cylinder.   .   ...   [1]  (ii)  state one disadvantage of using a pipette rather than a measuring cylinder.   .   ...   [1]  [total: 18]",
+            "9": "9 0620/62/m/j/20 \u00a9 ucles 2020 [turn over 3  two solids, solid l and solid m, were analysed. solid l was chromium( iii) chloride.   tests were done on each solid.   tests on solid l   complete the expected observations.   solid l was dissolved in distilled water to produce solution  l. solution l was divided into four  portions in three test-tubes and a boiling tube.  (a)\t\tto\tthe\tfirst\tportion\tof\tsolution\t l in the boiling tube, about 1 cm depth of dilute hydrochloric acid  was added. the boiling tube was warmed gently. \t \ta\tstrip\tof\tfilter\tpaper\twas\tdipped\tin\tacidified\tpotassium\t manganate( vii) solution and held at  the mouth of the boiling tube.   observations     [1]  (b)  to the second portion of solution l aqueous sodium hydroxide was added slowly until it was in  excess and no further changes were seen.   observations  ..      ..   [2]  (c)  to the third portion of solution l aqueous ammonia was added slowly until it was in excess and  no further changes were seen.   observations  ..      ..   [2]  (d)  to the fourth portion of solution l about 1 cm depth of dilute nitric acid was added followed by  about 1 cm depth of aqueous silver nitrate.   observations  ..   ..   [1]",
+            "10": "10 0620/62/m/j/20 \u00a9 ucles 2020  tests on solid m   tests were done and the following observations made. tests on solid m observations test 1 flame test yellow\tflame\tseen test 2 about 10 cm3 of dilute nitric acid was added to  solid m. any gas produced was tested.effervescence limewater turned milky test 3 about 1 cm depth of aqueous barium nitrate  was added to the solution formed by adding  dilute nitric acid to solid m in test 2.no change  (e)  identify solid m.   ..   [2]  [total: 8]",
+            "11": "11 0620/62/m/j/20 \u00a9 ucles 2020 [turn over 4  many window-cleaning products contain aqueous ammonia. aqueous ammonia is an alkali that  reacts with dilute acids. \t\tplan\tan\tinvestigation\t to\tfind\twhich\tof\ttwo\twindow-cleaning\t products\t contains\t the\tmost\tconcentrated\t aqueous ammonia. include in your plan:  \u25cf the method you will use  \u25cf how your results will be used to determine which window-cleaning product contains the most  concentrated aqueous ammonia.   you are provided with an aqueous solution of the two window-cleaning products,   dilute hydrochloric acid of known concentration and common laboratory apparatus.   ...   ...   ...   ...   ...   ...   ...   ...   ...   ...   ...   ...   .   [6]",
+            "12": "12 0620/62/m/j/20 \u00a9 ucles 2020blank page permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the  publisher will be pleased to make amends at the earliest possible opportunity. 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 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."
+        },
+        "0620_s20_qp_63.pdf": {
+            "1": "*8571205354* chemistry  0620/63 paper 6 alternative to practical may/june 2020  1 hour you must answer on the question paper. no additional materials are needed. instructions  \u25cf answer all questions.  \u25cf use a black or dark blue pen. you may use an hb pencil for any diagrams or graphs.  \u25cf write your name, centre number and candidate number in the boxes at the top of the page.  \u25cf write your answer to each question in the space provided.  \u25cf do not use an erasable pen or correction fluid.  \u25cf do not write on any bar codes.  \u25cf you may use a calculator.  \u25cf you should show all your working and use appropriate units. information  \u25cf the total mark for this paper is 40.  \u25cf the number of marks for each question or part question is shown in brackets [  ]. ib20 06_0620_63/3rp \u00a9 ucles 2020 [turn overthis document has 12 pages. blank pages are indicated.cambridge igcse\u2122",
+            "2": "2 0620/63/m/j/20 \u00a9 ucles 2020 1  a sample of rock salt contains sodium chloride and sand.   sodium chloride is soluble in water. sand is insoluble in water.   a student obtained dry crystals of pure sodium chloride from a lump of rock salt.   these are some of the steps the student used. step 1 step 2 step 3 grind the rock salt into smaller piecesadd the rock salt to water and heat while stirring with a glass rodfilter the mixturerock salt a bsand  (a)  name the apparatus labelled a in step 1.   ..   [1]  (b)  explain why the mixture is heated and stirred in step 2.   ..   [1]  (c) (i)  name the apparatus labelled b in step 3.   ...   [1]  (ii)\t\tstate\tthe\tscientific\tterm\tfor\tthe\tsand\tleft\ton\tthe\tfilter\tpaper\tin\tstep 3.   ...   [1]  (d)  describe what the student must do after step 3 to obtain dry crystals of pure sodium chloride.            ..   [3]  [total: 7]",
+            "3": "3 0620/63/m/j/20 \u00a9 ucles 2020 [turn over 2  a student investigated the temperature change when aqueous sodium hydroxide neutralises dilute  hydrochloric acid. the equation for the reaction is shown. naoh  +  hcl  \u2192  nacl  +  h2o   eight experiments were done.   experiment 1  \u25cf a polystyrene cup was placed into a 250 cm3 beaker for support.  \u25cf using a measuring cylinder, 5 cm3 of aqueous sodium hydroxide was poured into the polystyrene  cup.  \u25cf using a measuring cylinder, 45 cm3 of dilute hydrochloric acid was poured into the polystyrene  cup.  \u25cf the mixture was stirred and the maximum temperature reached was measured using a  thermometer.  \u25cf the polystyrene cup was rinsed with distilled water.  experiment 2  \u25cf experiment 1 was repeated using 10 cm3 of aqueous sodium hydroxide and 40 cm3 of  dilute hydrochloric acid.   experiment 3  \u25cf experiment 1 was repeated using 15 cm3 of aqueous sodium hydroxide and 35 cm3 of  dilute hydrochloric acid.   experiment 4  \u25cf experiment 1 was repeated using 20 cm3 of aqueous sodium hydroxide and 30 cm3 of  dilute hydrochloric acid.   experiment 5  \u25cf experiment 1 was repeated using 30 cm3 of aqueous sodium hydroxide and 20 cm3 of  dilute hydrochloric acid.   experiment 6  \u25cf experiment 1 was repeated using 35 cm3 of aqueous sodium hydroxide and 15 cm3 of  dilute hydrochloric acid.   experiment 7  \u25cf experiment 1 was repeated using 40 cm3 of aqueous sodium hydroxide and 10 cm3 of  dilute hydrochloric acid.   experiment 8  \u25cf experiment 1 was repeated using 45 cm3 of aqueous sodium hydroxide and 5 cm3 of  dilute hydrochloric acid.",
+            "4": "4 0620/63/m/j/20 \u00a9 ucles 2020  (a)  use the information in the description of the experiments and the thermometer diagrams to  complete the table. experimentvolume of aqueous sodium hydroxide / cm3volume of dilute hydrochloric acid / cm3thermometer diagramhighest temperature reached / \u00b0c 1 530 25 20 2 1030 25 20 3 1530 25 20 4 2030 25 20 5 3030 25 20 6 3530 25 20 7 4030 25 20 8 4530 25 20  [4]",
+            "5": "5 0620/63/m/j/20 \u00a9 ucles 2020 [turn over  (b)  plot the results from experiments 1 to 8 on the grid. draw two straight lines through the points.  extend your straight lines so that they cross. 034 32 30 28 26 24 22 5 10 15 volume of aqueous sodium hydroxide  / cm3highest temperature reached  / \u00b0c 20 25 30 35 40 45 50  [4]  (c)  the point on the graph where the two straight lines cross is where all of the  aqueous sodium hydroxide reacts with all of the dilute hydrochloric acid to form a neutral  solution.  (i)  use your graph to deduce the volume of aqueous sodium hydroxide and the volume of  dilute hydrochloric acid that react together to produce a neutral solution.   show your working on the grid .  volume of aqueous sodium hydroxide = .. cm3  volume of dilute hydrochloric acid = .. cm3  [3]  (ii)  use your graph to determine the highest temperature reached if the volumes in (c)(i)  were mixed together.  highest temperature reached = ..  [2]",
+            "6": "6 0620/63/m/j/20 \u00a9 ucles 2020  (iii)  which solution, aqueous sodium hydroxide or dilute hydrochloric acid, was the most  concentrated?   use your answer to (c)(i) to explain why.  most concentrated solution  .  explanation  .   .  [1]  (d)  on the graph, sketch the lines you would expect to obtain if a copper can was used instead of  a polystyrene cup. [2]  (e)  give one advantage and one disadvantage of using a burette, instead of a measuring cylinder,  to add the dilute hydrochloric acid directly into the polystyrene cup.   advantage  ..     disadvantage  .     [2]  (f)  how could the reliability of the results of this investigation be checked?      ..   [1]  [total: 19]",
+            "7": "7 0620/63/m/j/20 \u00a9 ucles 2020 [turn over 3  two solids, solid n and solid p, were analysed.   tests were done on each solid.  tests on solid n   tests were done and the following observations made. tests on solid n observations solid n was dissolved in distilled water to  produce solution n. the solution was divided  into three equal portions in three boiling tubes. test 1 aqueous sodium hydroxide was added slowly  until\tin\texcess\tto\tthe\tfirst\tportion\tof\tsolution\t n.white precipitate formed, the precipitate dissolved in excess aqueous  sodium hydroxide forming a colourless solution test 2 aqueous ammonia was added slowly until in  excess to the second portion of solution n.white precipitate formed, the precipitate dissolved in excess aqueous  ammonia forming a colourless solution test 3 aluminium foil and aqueous sodium hydroxide  were added to the third portion of solution n.  the mixture was heated using a bunsen burner. any gas produced was tested with damp red  litmus paper.effervescence was seen, the damp red litmus paper turned blue  (a)  name the gas given off in test 3.   ..   [1]  (b)  identify solid n.      ..   [2]",
+            "8": "8 0620/63/m/j/20 \u00a9 ucles 2020  tests on solid p   solid p was potassium iodide.   complete the expected observations.  (c)  describe the appearance of solid p.   ..   [1]  (d)\t\ta\tflame\ttest\twas\tdone\ton\tsolid\t p.  observations     [1]  (e)  solid p was dissolved in distilled water to produce solution p. solution p was divided into three  equal portions in three test-tubes.  (i)  about 1 cm depth of dilute nitric acid and a few drops of aqueous silver nitrate were added  to\tthe\tfirst\tportion\tof\tsolution\tp.  observations  ...   ...   [1]  (ii)  about 1 cm depth of dilute nitric acid and a few drops of aqueous barium nitrate were  added to the second portion of solution p.  observations  ...   ...   [1]  (iii)  a few drops of aqueous bromine were added to the third portion of solution p.  observations  ...   ...   [1]  [total: 8]",
+            "9": "9 0620/63/m/j/20 \u00a9 ucles 2020 [turn over 4  stayclean and brightwhite are two brands of washing powder. both contain sodium carbonate.   sodium carbonate is soluble in water and reacts with dilute sulfuric acid to produce   carbon dioxide gas.   plan an investigation to determine which of the two washing powders, stayclean or brightwhite,    contains the greatest percentage of sodium carbonate.   you are provided with samples of the two washing powders and common laboratory apparatus and  chemicals.   ...   ...   ...   ...   ...   ...   ...   ...   ...   ...   ...   ...   .   [6]",
+            "10": "10 0620/63/m/j/20 \u00a9 ucles 2020blank page",
+            "11": "11 0620/63/m/j/20 \u00a9 ucles 2020blank page",
+            "12": "12 0620/63/m/j/20 \u00a9 ucles 2020blank page permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the  publisher will be pleased to make amends at the earliest possible opportunity. 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 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."
+        },
+        "0620_w20_qp_11.pdf": {
+            "1": "    this document has 16 pages. blank pages are indicated.  ib20 11_0620_11/4rp   \u00a9 ucles 2020   [turn ove r   *3380125813*cambridge igcse\u2122       chemistry  0620/11     paper 1 multiple choice (core)  october/november 2020     45 minutes    you must answer on the mult iple choice answer sheet.    you will need: multiple choice answer sheet   soft clean eraser   soft pencil (type b or hb is recommended)       instructions   \uf0b7 there are forty  questions on this paper. answer all questions.   \uf0b7 for each question there ar e four possible answers a, b, c and d. choose the one you consider correct  and record your choice in soft pencil on the multiple choice an swer sheet.   \uf0b7 follow the instructions on the multiple choice answer sheet.  \uf0b7 write in soft pencil.  \uf0b7 write your name, centre number and candidate number on the mult iple choice answer sheet in the  spaces provided unless this has been done for you.  \uf0b7 do not use correction fluid.  \uf0b7 do not write on any bar codes.  \uf0b7 you may use a calculator.      information  \uf0b7 the total mark for this paper is 40.  \uf0b7 each correct answer will score one mark. a mark will not be ded ucted for a wrong answer.  \uf0b7 any rough working should be don e on this question paper.  \uf0b7 the periodic table is pri nted in the question paper.   ",
+            "2": "2  \u00a9 ucles 2020 0620/11/o/n/20  1 \u2018the movement of a substance very slowly  from an area of high concentration to an area of low  concentration.\u2019    which process is being described?  a a liquid being frozen  b a solid melting  c a substance diffusing through a liquid  d a substance diffusing through the air    2 what happens to the average speed of gas particles when pressur e and temperature are  increased?     average speed of particles  pressure increases temperature increases  a faster faster  b unchanged slower  c slower faster  d unchanged faster      3 which piece of apparatus can only measure a single fixed volume ?  a 250  cm3 beaker  b 5 0  cm3 burette  c 100  cm3 measuring cylinder  d 2 5  cm3 pipette    4 in the chromatography experiment shown, which label represents  the solvent front?    cdba      ",
+            "3": "3     \u00a9 ucles 2020 0620/11/o/n/20 [turn over  5 which substances can be separated by filtration?  a insoluble liquid and water  b insoluble solid and water  c solution of soluble liquid in water  d solution of soluble solid in water      6 an atom of element r contains 15 protons, 16 neutrons and 15 el ectrons.    what is r?  a gallium  b phosphorus  c s u l f u r   d z i n c      7 which row describes the properties of potassium iodide, k i?     type of  bonding boiling  point solid conducts  electricity aqueous solution  conducts electricity  a covalent low no no  b covalent high no yes  c ionic high yes yes  d ionic high no yes      8 which diagram represents a mixture of compounds?    a b c d      ",
+            "4": "4  \u00a9 ucles 2020 0620/11/o/n/20  9 rubidium is in group i of the periodic table and bromine is in  group vii.    rubidium reacts with bromine to form an ionic compound.    which row shows the electron change taking place for rubidium a nd the correct formula of the  rubidium ion?     electron change formula of ion formed a electron gained rb+  b electron gained rb\u2013  c electron lost rb+  d electron lost rb\u2013      10 which statement explains why graphite is used as a lubricant?  a all bonds between the atoms are weak.  b it conducts electricity.  c it has a low melting point.  d layers in the structure can slide over each other.     11 the equation for burning propane in air is shown.    c 3h8(g)  +  xo 2(g)  \uf0ae  3co 2(g)  +  yh 2o(g)     which values of x and y balance the equation?     x  y   a 3 4  b 4 8  c 5 4  d 10 8      12 the relative atomic mass of chlorine is 35.5.    when calculating relative atomic mass, which particle is the ma ss of a chlorine atom compared  to?  a a neutron  b a proton  c an atom of carbon-12  d an atom of hydrogen-1   ",
+            "5": "5     \u00a9 ucles 2020 0620/11/o/n/20 [turn over  13 concentrated aqueous sodium chloride is electrolysed using plat inum electrodes.    what is the major product formed at each electrode?     anode cathode  a chlorine hydrogen  b chlorine sodium  c oxygen hydrogen  d oxygen sodium     14 three substances are listed.    1 copper  2 dilute sulfuric acid  3 solid lead( ii) bromide    which substances conduct electricity?  a 1, 2 and 3 b 1 and 2 only c 1 and 3 only d 2 and 3 only    15 sodium nitrate is added to water in a beaker and stirred until  it dissolves.    at the end of the experiment, the beaker feels cold.    which row describes the reaction?     temperature  of solution type of  reaction  a decreases endothermic  b decreases exothermic  c increases endothermic  d increases exothermic     16 which substance does not require oxygen in order to produce energy?  a coal  b hydrogen  c natural gas  d  235u    ",
+            "6": "6  \u00a9 ucles 2020 0620/11/o/n/20  17 which process involves a physical change?  a heating calcium carbonate  b burning wood  c melting an ice cube  d mixing an acid and a base      18 a sign displayed in a flour mill is shown.    explosion hazard no smoking no openflamesdanger     which statement explains why there is a danger of explosion in a flour mill?  a flour burns very quickly because it is a fine powder.  b flour is a catalyst for combustion.  c flour mills get hot and speed up the rate of combustion.  d the combustion of flour is exothermic.    ",
+            "7": "7     \u00a9 ucles 2020 0620/11/o/n/20 [turn over  19 the graph shows the results of two experiments investigating t he rate of reaction between   excess calcium carbonate and dilute hydrochloric acid.    in each experiment the volume of carbon dioxide produced is mea sured at fixed time intervals.    experiment 1 00volume of co2 timeexperiment 2     which statement describes the difference in conditions between experiments 1 and 2?  a in experiment 2 a higher concentration of dilute hydrochloric acid is used.  b in experiment 2 a higher temperature is used.  c in experiment 2 the mass of calcium carbonate is greater.  d in experiment 2 the particle size of calcium carbonate is grea ter.     20 when pink crystals of cobalt( ii) chloride are heated, steam is given off and the colour of the  solid  changes to blue.    coc l 2\u20226h 2o    coc l 2  +  6h 2o    what happens when water is added to the blue solid?     colour temperature  a changes to pink decreases  b changes to pink increases   c remains blue decreases   d remains blue increases     ",
+            "8": "8  \u00a9 ucles 2020 0620/11/o/n/20  21 in which change is the sulfur, s, in sulfur( i) oxide, s 2o, reduced?    so3 so2 ss2o soa cb d       22 what is a characteristic of acids?  a acids turn methyl orange indicator yellow.  b acids have a high ph value.  c acids react with ammonium salts to give ammonia gas.  d acids react with carbonates to produce salts.      23 four different groups of oxides are shown.    1 mgo   feo   cuo  2 cao   so 2   tio 2  3 pbo   cao   c l 2o  4 no 2   br 2o   p 2o5    which statement about these oxides is correct?  a 1, 2 and 3 contain basic oxides only.  b 2, 3 and 4 contain basic oxides only.  c 1 contains basic oxides only and 4 contains acidic oxides only .  d 1 contains acidic oxides only and 4 contains basic oxides only .    ",
+            "9": "9     \u00a9 ucles 2020 0620/11/o/n/20 [turn over  24 a student carries out an experiment to prepare pure magnesium s ulfate crystals.    the diagram shows the first stage of the preparation.    dilute sulfuric acidstirrer magnesium carbonate     he adds magnesium carbonate until no more reacts.    which process should he use for the next stage?  a crystallisation  b evaporation  c filtration  d neutralisation     25 which ion produces a green precipitate when aqueous sodium hyd roxide is added?  a cu 2+ b fe2+ c fe3+ d zn2+      26 the positions of four elements in the periodic table are shown.     which element is a gas that displaces iodine from sodium iodide ?    ab cd      ",
+            "10": "10  \u00a9 ucles 2020 0620/11/o/n/20  27 a flammable gas needs to be removed from a tank at an industria l plant.    for safety reasons, an inert gas is used.    which gas is suitable?  a a r g o n   b hydrogen  c methane  d oxygen     28 a substance, x, has the following properties.    1 it has a high melting point.  2 it conducts electricity in the solid and liquid states. 3 it is malleable. 4 it has a high density.    what is x?  a a ceramic  b copper  c graphite  d sodium chloride     ",
+            "11": "11     \u00a9 ucles 2020 0620/11/o/n/20 [turn over  29 a reactivity series is shown.    sodium  calcium  magnesium  carbon  zinc  iron  hydrogen  copper    which statement is correct?  a all the metals above carbon are extracted by electrolysis.  b iron can only be extracted by electrolysis.  c calcium can be extracted by heating calcium oxide with carbon.   d copper can only be extracted by passing hydrogen over heated c opper( ii) oxide.      30 what is the symbol of the metal used in the manufacture of airc raft because of its strength and  low density?  a a l b c u  c f e  d z n       31 oxides of nitrogen are given out from car exhausts.    which row best shows why oxides of nitrogen are unwanted in the  atmosphere?     acidic toxic  a no no  b no yes  c yes no  d yes yes     ",
+            "12": "12  \u00a9 ucles 2020 0620/11/o/n/20  32 two reactions, m and n, both form carbon dioxide.    m  n   caco 3    co 2    ch 4    which types of reaction are m and n?     m  n   a thermal decomposition thermal decomposition  b thermal decomposition combustion  c combustion thermal decomposition  d combustion combustion      33 which row describes two uses of sulfur dioxide?     use 1 use 2  a bleaching paper pulp neutralising acidic industrial waste  b bleaching paper pulp preserving food and drink  c extracting iron from hematite neutralising acidic industrial wa ste  d extracting iron from hematite preserving food and drink     34 which statement about lime and limestone is correct?  a calcium oxide is formed from limestone in a displacement react ion.  b lime is used to treat alkaline soils.  c limestone is a waste material in the manufacture of iron.  d slaked lime is used in the process of flue gas desulfurisation .    35 which compound has a chemical name ending in \u2013ol  ?  a c 2h5oh b c 2h6 c c h 3cooh d c 2h4     ",
+            "13": "13     \u00a9 ucles 2020 0620/11/o/n/20 [turn over  36 petroleum is separated into fractions by fractional distillati on.    separation occurs in a fractionating column.    some properties of three of these fractions are shown.    fraction boiling point  range  / \uf0b0c number of  carbon atoms in  the molecules  1  5  \u201310  2 320\u2013350 16\u201324  3 120\u2013210     which statement is correct?  a fraction 1 has a higher boiling point range than fraction 2.  b fraction 2 is removed from a higher point in the fractionating column than fraction 1.  c molecules in fraction 3 have shorter chains than those in fract ion 2.  d none of the fractions are liquid at room temperature.      37 which statement about alkenes is correct?  a alkenes are saturated hydrocarbons.  b alkenes can be made by cracking other hydrocarbon compounds.  c alkenes change bromine water from colourless to brown.  d alkene molecules contain double bonds between carbon atoms and  hydrogen atoms.      38 the flow chart shows the preparation of ethanol and some impor tant chemistry of ethanol.    ethanol carbon dioxide  +  substance z substance xprocess y fermentation     what are x, y and z?     x y z  a yeast combustion oxygen  b glucose combustion steam  c glucose polymerisation water  d yeast fermentation glucose     ",
+            "14": "14  \u00a9 ucles 2020 0620/11/o/n/20  39 which statements about aqueous ethanoic acid are correct?    1 it is an alkane.  2 it reacts with sodium carbonate to form carbon dioxide.  3 it changes the colour of litmus solution from blue to red.  4 it is a hydrocarbon.    a 1 and 2 b 1 and 4 c 2 and 3 d 3 and 4    40 which substance is a polymer?  a diamond  b g r a p h i t e   c nylon  d sodium chloride    ",
+            "15": "15       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 tra ce copyright holders, but if any items requiring clearance have  unwittingly been included, the  publisher will be pleased to make amends at the earliest possib le opportunity.   to avoid the issue of disclosure of answer-related information to candidates, all copyright acknowledgements are reproduced on line in the cambridge  assessment international educat ion copyright acknowledgements b ooklet. this is produced for eac h series of examinations and is  freely available to download  at www.cambridgeinternational.org  after the live examination se ries.    cambridge assessment international education is part of the cam bridge assessment group. cambri dge assessment is the brand name  of the university of  cambridge local examinations sy ndicate (ucles), which itself is  a department of the univ ersity of cambridge.    \u00a9 ucles 2020 0620/11/o/n/20  blank page",
+            "16": "16  \u00a9 ucles 2020 0620/11/o/n/20   groupthe periodic table of elements 1 h hydrogen 12 he helium 4ii i iii iv v vi vii viii 3 li lithium 74 be beryllium 9atomic number atomic symbolkey name relative atomic mass 11 na sodium 2312 mg magnesium 24 19 k potassium 3920 ca calcium 40 37 rb rubidium 8538 sr strontium 88 55 cs caesium 13356 ba barium 137 87 fr francium \u201388 ra radium \u20135 b boron 11 13 al aluminium 27 31 ga gallium 70 49 in indium 115 81 tl thallium 2046 c carbon 12 14 si silicon 2832 ge germanium 73 50 sn tin 119 82 pb lead 20722 ti titanium 48 40 zr zirconium 91 72 hf hafnium 178 104 rf rutherfordium \u201323 v vanadium 51 41 nb niobium 93 73 ta tantalum 181 105 db dubnium \u201324 cr chromium 52 42 mo molybdenum 96 74 w tungsten 184 106 sg seaborgium \u201325 mn manganese 55 43 tc technetium \u2013 75 re rhenium 186 107 bh bohrium \u201326 fe iron 56 44 ru ruthenium 101 76 os osmium 190 108 hs hassium \u201327 co cobalt 59 45 rh rhodium 103 77 ir iridium 192 109 mt meitnerium \u201328 ni nickel 59 46 pd palladium 106 78 pt platinum 195 110 ds darmstadtium \u201329 cu copper 64 47 ag silver 108 79 au gold 197 111 rg roentgenium \u201330 zn zinc 65 48 cd cadmium 112 80 hg mercury 201 112 cn copernicium \u2013114 fl flerovium \u2013116 lv livermorium \u20137 n nitrogen 14 15 p phosphorus 3133 as arsenic 75 51 sb antimony 122 83 bi bismuth 2098 o oxygen 16 16 s sulfur 3234 se selenium 79 52 te tellurium 128 84 po polonium \u20139 f fluorine 19 17 cl chlorine 35.5 35 br bromine 80 53 i iodine 127 85 at astatine \u201310 ne neon 20 18 ar argon 4036 kr krypton 84 54 xe xenon 131 86 rn radon \u201321 sc scandium 45 39 y yttrium 89 57\u201371 lanthanoids 89\u2013103 actinoids 57 la lanthanum 139 89 aclanthanoids actinoids the volume of one mole of any gas is 24  dm3 at room temperature and pressure (r.t.p.).actinium \u201358 ce cerium 140 90 th thorium 23259 pr praseodymium 141 91 pa protactinium 23160 nd neodymium 144 92 u uranium 23861 pm promethium \u2013 93 np neptunium \u201362 sm samarium 150 94 pu plutonium \u201363 eu europium 152 95 am americium \u201364 gd gadolinium 157 96 cm curium \u201365 tb terbium 159 97 bk berkelium \u201366 dy dysprosium 163 98 cf californium \u201367 ho holmium 165 99 es einsteinium \u201368 er erbium 167 100 fm fermium \u201369 tm thulium 169 101 md mendelevium \u201370 yb ytterbium 173 102 no nobelium \u201371 lu lutetium 175 103 lr lawrencium \u2013  "
+        },
+        "0620_w20_qp_12.pdf": {
+            "1": "    this document has 16 pages. blank pages are indicated.  ib20 11_0620_12/4rp   \u00a9 ucles 2020   [turn ove r   *0995871257*cambridge igcse\u2122       chemistry  0620/12     paper 1 multiple choice (core)  october/november 2020     45 minutes    you must answer on the mult iple choice answer sheet.    you will need: multiple choice answer sheet   soft clean eraser   soft pencil (type b or hb is recommended)       instructions   \uf0b7 there are forty  questions on this paper. answer all questions.   \uf0b7 for each question there ar e four possible answers a, b, c and d. choose the one you consider correct  and record your choice in soft pencil on the multiple choice an swer sheet.   \uf0b7 follow the instructions on the multiple choice answer sheet.  \uf0b7 write in soft pencil.  \uf0b7 write your name, centre number and candidate number on the mult iple choice answer sheet in the  spaces provided unless this has been done for you.  \uf0b7 do not use correction fluid.  \uf0b7 do not write on any bar codes.  \uf0b7 you may use a calculator.      information  \uf0b7 the total mark for this paper is 40.  \uf0b7 each correct answer will score one mark. a mark will not be ded ucted for a wrong answer.  \uf0b7 any rough working should be don e on this question paper.  \uf0b7 the periodic table is pri nted in the question paper.   ",
+            "2": "2  \u00a9 ucles 2020 0620/12/o/n/20  1 \u2018the movement of a substance very slowly  from an area of high concentration to an area of low  concentration.\u2019    which process is being described?  a a liquid being frozen  b a solid melting  c a substance diffusing through a liquid  d a substance diffusing through the air     2 oxygen melts at \u2013219  \uf0b0c and boils at \u2013183  \uf0b0c.    at which temperature is oxygen a liquid?  a \u2013225  \uf0b0c b \u2013189  \uf0b0c c \u2013175  \uf0b0c d 25  \uf0b0c     3 which diagram shows a burette?    abcd      4 in the chromatography experiment shown, which label represents  the solvent front?    cdba      ",
+            "3": "3     \u00a9 ucles 2020 0620/12/o/n/20 [turn over  5 different methods of separation rely on substances having diffe rent properties.    which property does distillation make use of?  a boiling point  b colour  c particle size  d solubility in different solvents     6 which statement about atomic structure is correct?  a isotopes have a different nucleon number but the same proton n umber.  b metal atoms gain electrons to achieve a noble gas electronic s tructure.  c the nucleon number is the total number of electrons and neutro ns in the nucleus of the  atom.  d protons and neutrons are oppositely charged particles.     7 which element is a non-metal?  a scandium  b s o d i u m   c strontium  d s u l f u r     8 the structure of propane, c 3h8, is shown.    h ch hhhhh c c h     how many electrons are involved in the bonding of propane?  a 8  b 1 0  c 1 6  d 20     ",
+            "4": "4  \u00a9 ucles 2020 0620/12/o/n/20  9 rubidium is in group i of the periodic table and bromine is in  group vii.    rubidium reacts with bromine to form an ionic compound.    which row shows the electron change taking place for rubidium a nd the correct formula of the  rubidium ion?     electron change formula of ion formed a electron gained rb+  b electron gained rb\u2013  c electron lost rb+  d electron lost rb\u2013      10 which statement explains why graphite is used as a lubricant?  a all bonds between the atoms are weak.  b it conducts electricity.  c it has a low melting point.  d layers in the structure can slide over each other.      11 the formula of which compound contains the largest number of gr oup vii atoms?  a c 13h13io8 b c l 2o6 c a l (bro 3)3 d nafc 2h2o2     12 the relative atomic mass of chlorine is 35.5.    when calculating relative atomic  mass, which particle is the ma ss of a chlorine atom compared  to?  a a neutron  b a proton  c an atom of carbon-12  d an atom of hydrogen-1     ",
+            "5": "5     \u00a9 ucles 2020 0620/12/o/n/20 [turn over  13 universal indicator solution is added to a neutral solution of concentrated aqueous sodium  chloride.    the solution, which contains h+ (hydrogen), na+ ( s o d i u m ) ,  c l \u2013 (chloride) and oh\u2013 (hydroxide)  ions, is electrolysed.    the product at the cathode is hydrogen gas and the product at t he anode is chlorine gas.    what happens to the colour of the indicator in the solution  during electrolysis?  a the colour changes from blue to green.  b the colour changes from blue to red.  c the colour changes from green to blue.  d the colour changes from green to red.     14 which energy level diagram represents an endothermic reaction?    energy progress of reactiona reactants productsenergy progress of reactionb reactantsproducts energy progress of reactionc reactants productsenergy progress of reactiond reactants products       15 which process is a physical change?  a burning a piece of magnesium  b dissolving calcium carbonate in hydrochloric acid  c melting an ice cube  d the rusting of an iron nail ",
+            "6": "6  \u00a9 ucles 2020 0620/12/o/n/20  16 which substance does not require oxygen in order to produce energy?  a coal  b hydrogen  c natural gas  d 235u      17 nitrogen, n 2, and hydrogen, h 2, can be converted into ammonia, nh 3, using a catalyst.    what is the purpose of the catalyst?  a to increase the amount of ammonia produced  b to increase the rate of reaction  c to reduce the amount of reactants needed  d to reduce the rate of reaction    18 a reaction is carried out at four different temperatures.    the time taken for the reaction to complete at each temperature  is measured.    the results are shown.    70 605040302010 0time  / s temperature  / \u00b0c0 1 02 03 04 05 06 0     what is the relationship between temperature and rate of reacti on?  a the rate decreases as the temperature increases.  b the rate increases as the temperature increases.  c the rate is proportional to the temperature.  d the rate is inversely proportional to the temperature.    ",
+            "7": "7     \u00a9 ucles 2020 0620/12/o/n/20 [turn over  19 during the manufacture of sulfuric acid, sulfur dioxide is conv erted to sulfur trioxide.    2so 2  +  o 2  \uf0ae  2so 3    which type of reaction is this?  a displacement  b neutralisation  c oxidation  d thermal decomposition      20 when pink crystals of cobalt( ii) chloride are heated, steam is given off and the colour of the  solid  changes to blue.    coc l 2\u20226h 2o    coc l 2  +  6h 2o    what happens when water is added to the blue solid?     colour temperature  a changes to pink decreases  b changes to pink increases   c remains blue decreases   d remains blue increases      21 which statement describes a base?  a it reacts with ammonium chloride to produce ammonia gas.  b it reacts with calcium carbonate to produce carbon dioxide gas .  c it reacts with copper to produce hydrogen gas.  d it turns blue litmus red.      22 which compound is an acidic oxide?  a aluminium oxide  b carbon dioxide  c copper( ii) oxide  d magnesium oxide     ",
+            "8": "8  \u00a9 ucles 2020 0620/12/o/n/20  23 which statement describes how a flame test is done?  a the tip of a clean wire is dipped into the substance and the w ire is placed in a blue bunsen  burner flame.  b the tip of a clean wire is dipped into the substance and the w ire is placed in a yellow bunsen  burner flame.  c a wooden splint is lit and is placed above a test-tube contain ing the gas being tested.  d a wooden splint is lit, blown out and the glowing splint put i nto a test-tube of the gas being  tested.    24 a student carries out an experiment to prepare pure magnesium s ulfate crystals.    the diagram shows the first stage of the preparation.    dilute sulfuric acidstirrer magnesium carbonate     he adds magnesium carbonate until no more reacts.    which process should he use for the next stage?  a crystallisation  b evaporation  c filtration  d neutralisation     25 which row about elements in the periodic table is correct?     statement 1 statement 2  a   two elements in the same group  have similar chemical properties metals are on the  left of the table  b   two elements in the same group  have similar chemical properties metals are on the  right of the table  c   two elements in the same period  have similar chemical properties metals are on the  left of the table  d   two elements in the same period  have similar chemical properties metals are on the  right of the table    ",
+            "9": "9     \u00a9 ucles 2020 0620/12/o/n/20 [turn over  26 tennessine, ts, is a newly discovered element.    the atomic number of tennessine is 117 and it is placed directl y underneath astatine in group vii  of the periodic table.    the trends in properties of group vii elements are shown.    element boiling point  / \uf0b0c colour density  in g  / cm3 reactivity  fluorine \u2013188 pale yellow 0.002 extremely high  chlorine \u201335 green 0.003 very high  bromine 60 red-brown 3.103 high  iodine 184 dark grey 4.933 low    which statement about the properties of tennessine is likely to  be correct?  a tennessine has a higher reactivity than astatine.  b tennessine has a lower boiling point than astatine.  c tennessine is a lighter colour than astatine.  d tennessine is more dense than astatine.     27 a flammable gas needs to be removed from a tank at an industria l plant.    for safety reasons, an inert gas is used.    which gas is suitable?  a a r g o n   b hydrogen  c methane  d oxygen    ",
+            "10": "10  \u00a9 ucles 2020 0620/12/o/n/20  28 a substance, x, has the following properties.    1 it has a high melting point.  2 it conducts electricity in the solid and liquid states.  3 it is malleable.  4 it has a high density.    what is x?  a a ceramic  b copper  c graphite  d sodium chloride    29 which diagram best represents the structure of a substance tha t is a good conductor of electricity  at 25  \uf0b0c?    ab c d +\u2013+\u2013 \u2013+ +\u2013\u2013+ +\u2013      30 some properties of element y are listed.    \u25cf it reacts with hydrochloric acid to make hydrogen gas.  \u25cf it reacts with steam but not with cold water.  \u25cf the oxide of y cannot be reduced by carbon.    what is element y?  a copper  b iron  c magnesium  d sodium     ",
+            "11": "11     \u00a9 ucles 2020 0620/12/o/n/20 [turn over  31 oxides of nitrogen are given out from car exhausts.    which row best shows why oxides of nitrogen are unwanted in the  atmosphere?     acidic toxic  a no no  b no yes  c yes no  d yes yes     32 water is purified using several processes.    four of the processes are listed.    1 chlorine is added to water to kill any bacteria.  2 water is passed through coarse gravel to remove large pieces of dirt.  3 water is passed through wire screens to remove large twigs.  4 water is passed through fine sand to remove small particles.    in which order are the processes carried out?  a 1  \uf0ae 2 \uf0ae 3 \uf0ae 4  b 2  \uf0ae 1 \uf0ae 4 \uf0ae 3  c 3  \uf0ae 2 \uf0ae 4 \uf0ae 1  d 4  \uf0ae 3 \uf0ae 2 \uf0ae 1     33 when solid s is heated strongly, it forms gas g.    g turns limewater cloudy.    what are s and g and which type of reaction does s undergo?     s g type of reaction  a calcium carbonate carbon dioxide combustion  b calcium carbonate carbon dioxide thermal decomposition  c sodium carbonate oxygen combustion  d sodium carbonate oxygen thermal decomposition     ",
+            "12": "12  \u00a9 ucles 2020 0620/12/o/n/20  34 the element sulfur is found in a number of different minerals.    which mineral contains the greatest percentage by mass of sulfu r?  a barite, baso 4  b galena, pbs  c gypsum, caso 4  d pyrite, fes 2    35 which structure represents a molecule of ethanol?    hca h hch hhcb ch h oo h hhcc h hch ho h hcd h hc h      36 petroleum is separated into fractions by fractional distillati on.    separation occurs in a fractionating column.    some properties of three of these fractions are shown.    fraction boiling point  range  / \uf0b0c number of  carbon atoms in  the molecules  1  5  \u201310  2 320\u2013350 16\u201324  3 120\u2013210     which statement is correct?  a fraction 1 has a higher boiling point range than fraction 2.  b fraction 2 is removed from a higher point in the fractionating column than fraction 1.  c molecules in fraction 3 have shorter chains than those in fract ion 2.  d none of the fractions are liquid at room temperature.    ",
+            "13": "13     \u00a9 ucles 2020 0620/12/o/n/20 [turn over  37 which statement describes methane?  a it is an alcohol.  b it is an unsaturated molecule.  c it contains carbon, hydrogen and oxygen atoms only.  d each molecule contains four single covalent bonds.      38 the flow chart shows the preparation of ethanol and some impor tant chemistry of ethanol.    ethanol carbon dioxide  +  substance z substance xprocess y fermentation     what are x, y and z?     x y z  a yeast combustion oxygen  b glucose combustion steam  c glucose polymerisation water  d yeast fermentation glucose      39 the structure of propane is shown.    hch hch hch hh     which statement about the atoms and the bonding in propane is c orrect?  a all the bonds are single bonds.  b each carbon atom only bonds with two hydrogen atoms.  c propane is an unsaturated molecule.  d there are three carbon-carbon bonds.    ",
+            "14": "14  \u00a9 ucles 2020 0620/12/o/n/20  40 the structure of a compound x is shown.    hco o h    x is in the same homologous series as ethanoic acid.    which row describes some of the properties of an aqueous soluti on of x?     reacts with caco 3  to produce a gas neutralises  cuo turns methyl  orange red  a no no no  b no yes no  c yes yes yes  d yes no yes     ",
+            "15": "15       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 tra ce copyright holders, but if any items requiring clearance have  unwittingly been included, the  publisher will be pleased to make amends at the earliest possib le opportunity.   to avoid the issue of disclosure of answer-related information to candidates, all copyright acknowledgements are reproduced on line in the cambridge  assessment international educat ion copyright acknowledgements b ooklet. this is produced for eac h series of examinations and is  freely available to download  at www.cambridgeinternational.org  after the live examination se ries.    cambridge assessment international education is part of the cam bridge assessment group. cambri dge assessment is the brand name  of the university of  cambridge local examinations sy ndicate (ucles), which itself is  a department of the univ ersity of cambridge.    \u00a9 ucles 2020 0620/12/o/n/20  blank page",
+            "16": "16  \u00a9 ucles 2020 0620/12/o/n/20   groupthe periodic table of elements 1 h hydrogen 12 he helium 4ii i iii iv v vi vii viii 3 li lithium 74 be beryllium 9atomic number atomic symbolkey name relative atomic mass 11 na sodium 2312 mg magnesium 24 19 k potassium 3920 ca calcium 40 37 rb rubidium 8538 sr strontium 88 55 cs caesium 13356 ba barium 137 87 fr francium \u201388 ra radium \u20135 b boron 11 13 al aluminium 27 31 ga gallium 70 49 in indium 115 81 tl thallium 2046 c carbon 12 14 si silicon 2832 ge germanium 73 50 sn tin 119 82 pb lead 20722 ti titanium 48 40 zr zirconium 91 72 hf hafnium 178 104 rf rutherfordium \u201323 v vanadium 51 41 nb niobium 93 73 ta tantalum 181 105 db dubnium \u201324 cr chromium 52 42 mo molybdenum 96 74 w tungsten 184 106 sg seaborgium \u201325 mn manganese 55 43 tc technetium \u2013 75 re rhenium 186 107 bh bohrium \u201326 fe iron 56 44 ru ruthenium 101 76 os osmium 190 108 hs hassium \u201327 co cobalt 59 45 rh rhodium 103 77 ir iridium 192 109 mt meitnerium \u201328 ni nickel 59 46 pd palladium 106 78 pt platinum 195 110 ds darmstadtium \u201329 cu copper 64 47 ag silver 108 79 au gold 197 111 rg roentgenium \u201330 zn zinc 65 48 cd cadmium 112 80 hg mercury 201 112 cn copernicium \u2013114 fl flerovium \u2013116 lv livermorium \u20137 n nitrogen 14 15 p phosphorus 3133 as arsenic 75 51 sb antimony 122 83 bi bismuth 2098 o oxygen 16 16 s sulfur 3234 se selenium 79 52 te tellurium 128 84 po polonium \u20139 f fluorine 19 17 cl chlorine 35.5 35 br bromine 80 53 i iodine 127 85 at astatine \u201310 ne neon 20 18 ar argon 4036 kr krypton 84 54 xe xenon 131 86 rn radon \u201321 sc scandium 45 39 y yttrium 89 57\u201371 lanthanoids 89\u2013103 actinoids 57 la lanthanum 139 89 aclanthanoids actinoids the volume of one mole of any gas is 24  dm3 at room temperature and pressure (r.t.p.).actinium \u201358 ce cerium 140 90 th thorium 23259 pr praseodymium 141 91 pa protactinium 23160 nd neodymium 144 92 u uranium 23861 pm promethium \u2013 93 np neptunium \u201362 sm samarium 150 94 pu plutonium \u201363 eu europium 152 95 am americium \u201364 gd gadolinium 157 96 cm curium \u201365 tb terbium 159 97 bk berkelium \u201366 dy dysprosium 163 98 cf californium \u201367 ho holmium 165 99 es einsteinium \u201368 er erbium 167 100 fm fermium \u201369 tm thulium 169 101 md mendelevium \u201370 yb ytterbium 173 102 no nobelium \u201371 lu lutetium 175 103 lr lawrencium \u2013  "
+        },
+        "0620_w20_qp_13.pdf": {
+            "1": "    this document has 16 pages. blank pages are indicated.  ib20 11_0620_13/4rp   \u00a9 ucles 2020   [turn ove r   *4297468909*cambridge igcse\u2122       chemistry  0620/13     paper 1 multiple choice (core)  october/november 2020     45 minutes    you must answer on the mult iple choice answer sheet.    you will need: multiple choice answer sheet   soft clean eraser   soft pencil (type b or hb is recommended)       instructions   \uf0b7 there are forty  questions on this paper. answer all questions.   \uf0b7 for each question there ar e four possible answers a, b, c and d. choose the one you consider correct  and record your choice in soft pencil on the multiple choice an swer sheet.   \uf0b7 follow the instructions on the multiple choice answer sheet.  \uf0b7 write in soft pencil.  \uf0b7 write your name, centre number and candidate number on the mult iple choice answer sheet in the  spaces provided unless this has been done for you.  \uf0b7 do not use correction fluid.  \uf0b7 do not write on any bar codes.  \uf0b7 you may use a calculator.      information  \uf0b7 the total mark for this paper is 40.  \uf0b7 each correct answer will score one mark. a mark will not be ded ucted for a wrong answer.  \uf0b7 any rough working should be don e on this question paper.  \uf0b7 the periodic table is pri nted in the question paper.   ",
+            "2": "2  \u00a9 ucles 2020 0620/13/o/n/20  1 \u2018the movement of a substance very slowly  from an area of high concentration to an area of low  concentration.\u2019    which process is being described?  a a liquid being frozen  b a solid melting  c a substance diffusing through a liquid  d a substance diffusing through the air    2 when a dark grey solid element is heated, it changes directly i nto a purple gas.    which word describes this change?  a boiling  b evaporation  c melting  d sublimation     3 nickel( ii) sulfate is a green solid that is soluble in water.    which method is used to obtain a pure sample of nickel( ii) sulfate crystals from a mixture of  nickel( ii) sulfate and sand?  a heat the mixture with water and distil it to give nickel( ii) sulfate.  b heat the mixture with water and leave it to crystallise.  c heat the mixture with water and filter off the nickel( ii) sulfate.  d heat the mixture with water, filter and allow the solution to crystallise.    4 in the chromatography experiment shown, which label represents  the solvent front?    cdba      ",
+            "3": "3     \u00a9 ucles 2020 0620/13/o/n/20 [turn over  5 what is the meaning of the term nucleon number ?  a the number of neutrons in the nucleus of an atom  b the number of protons in the nucleus of an atom  c the total number of protons and electrons in the nucleus of an  atom  d the total number of protons and neutrons in the nucleus of an atom      6 the diagram represents the structure of a solid.        what could the solid be?     brass graphite sodium chloride  a \u0016 \u0016 \u001a  b \u0016 \u001a \u001a  c \u001a \u0016 \u0016  d \u001a \u001a \u0016     7 magnesium reacts with sulfuric acid.    what are the formulae of the products formed in this reaction?  a m g s o 4 and h 2  b m g s o 4 and h 2o  c m g ( s o 4)2 and h 2  d m g ( s o 4)2 and h 2o    ",
+            "4": "4  \u00a9 ucles 2020 0620/13/o/n/20  8 which diagram shows the arrangement of the outer shell electron s in a molecule of water?    oa h h ob h h oc h h od h h      9 rubidium is in group i of the periodic table and bromine is in  group vii.    rubidium reacts with bromine to form an ionic compound.    which row shows the electron change taking place for rubidium a nd the correct formula of the  rubidium ion?     electron change formula of ion formed a electron gained rb+  b electron gained rb\u2013  c electron lost rb+  d electron lost rb\u2013      10 which statement explains why graphite is used as a lubricant?  a all bonds between the atoms are weak.  b it conducts electricity.  c it has a low melting point.  d layers in the structure can slide over each other.     ",
+            "5": "5     \u00a9 ucles 2020 0620/13/o/n/20 [turn over  11 the relative atomic mass of chlorine is 35.5.    when calculating relative atomic mass, which particle is the ma ss of a chlorine atom compared  to?  a a neutron  b a proton  c an atom of carbon-12  d an atom of hydrogen-1    12 molten sodium chloride is electrolysed using inert electrodes.    which row shows the products formed at the cathode and anode?     cathode anode  a chlorine hydrogen  b chlorine sodium  c hydrogen chlorine  d sodium chlorine      13 ethanol is used as a fuel.    ethanol  +  oxygen  \uf0ae  carbon dioxide  +  water    which statements are correct?    1 the reaction is endothermic.  2 the products have more energy than the reactants. 3 the oxygen for this reaction comes from the air.  4 the temperature of the reaction mixture rises during this rea ction.    a 1 and 2 b 1 and 3 c 2 and 4 d 3 and 4     14 hydrogen and the isotope uranium-235 are both used to generate electricity.    which term describes the change that occurs for both  substances in this context?  a combustion  b endothermic  c exothermic  d decomposition     ",
+            "6": "6  \u00a9 ucles 2020 0620/13/o/n/20  15 which substance does not require oxygen in order to produce energy?  a coal  b hydrogen  c natural gas  d 235u      16 when calcium carbonate reacts with dilute hydrochloric acid, ca rbon dioxide gas is given off.    this causes the reaction mixture to lose mass.    four separate experiments are performed.    the starting mass, and the mass after five minutes, are measure d for each reaction mixture.    in which experiment is carbon dioxide produced at the greatest rate?     starting  mass  / g mass after  five minutes  / g  a 14.37 11.89  b 16.52 15.29  c 16.76 14.12  d 16.99 15.21     17 silver oxide reacts with magnesium to make silver and magnesium  oxide.    ag 2o  +  mg  \uf0ae  2ag  +  mgo    which substance is oxidised in this reaction?  a magnesium  b magnesium oxide  c silver  d silver oxide    ",
+            "7": "7     \u00a9 ucles 2020 0620/13/o/n/20 [turn over  18 when pink crystals of cobalt( ii) chloride are heated, steam is given off and the colour of the  solid  changes to blue.    coc l 2\u20226h 2o    coc l 2  +  6h 2o    what happens when water is added to the blue solid?     colour temperature  a changes to pink decreases  b changes to pink increases   c remains blue decreases   d remains blue increases      19 which oxide is used to neutralise acidic gases in a power stati on?  a calcium oxide  b carbon dioxide  c nitrogen oxide  d sulfur dioxide    20 period 3 of the periodic table contains the elements sodium to  argon.    element q is a non-metal from this period.    which statement about q is correct?  a it conducts electricity.  b it has a lower proton number than sodium.  c it has electrons in only three shells.  d it is malleable.     ",
+            "8": "8  \u00a9 ucles 2020 0620/13/o/n/20  21 equal masses of a solid, x, are added in turn to an aqueous so lution, y.    the ph of the solution is measured after each addition until th e ph becomes 7. the readings are  plotted as shown.    12 7 2 0123456ph additions of x    what are x and y?     x  y   a cu(s) hc l (aq)  b mg(s) hc l (aq)  c nh 4cl (s) naoh(aq)  d zn(oh) 2(s) naoh(aq)      22 an aqueous cation reacts with aqueous sodium hydroxide to form a white precipitate.    the precipitate is insoluble in excess sodium hydroxide.    what is the aqueous cation?  a aluminium ion  b calcium ion  c chromium ion  d zinc ion      23 vinegar has a ph of 3.    which statement about vinegar is correct?  a it forms a salt with sulfuric acid.  b it reacts with some metals to form hydrogen gas.  c it reacts with ammonium compounds to give ammonia gas.  d it turns red litmus blue.   ",
+            "9": "9     \u00a9 ucles 2020 0620/13/o/n/20 [turn over  24 a student carries out an experiment to prepare pure magnesium s ulfate crystals.    the diagram shows the first stage of the preparation.    dilute sulfuric acidstirrer magnesium carbonate     he adds magnesium carbonate until no more reacts.    which process should he use for the next stage?  a crystallisation  b evaporation  c filtration  d neutralisation     25 which statement about the halogens and their compounds is corre ct?  a the colour of the element gets lighter going down group vii.  b the elements get less dense going down group vii.  c when chlorine is added to sodium iodide solution, iodine is fo rmed.  d when iodine is added to sodium bromide solution, bromine is fo rmed.     26 which compound contains a transition metal ion and a halide io n?  a aluminium iodide  b calcium fluoride  c iron( iii) oxide  d nickel( ii) chloride     ",
+            "10": "10  \u00a9 ucles 2020 0620/13/o/n/20  27 a flammable gas needs to be removed from a tank at an industria l plant.    for safety reasons, an inert gas is used.    which gas is suitable?  a a r g o n   b hydrogen  c methane  d oxygen     28 a substance, x, has the following properties.    1 it has a high melting point.  2 it conducts electricity in the solid and liquid states. 3 it is malleable. 4 it has a high density.    what is x?  a a ceramic  b copper  c graphite  d sodium chloride      29 a metal m is between sodium and magnesium in the reactivity ser ies.    which reactions occur with m and its oxide?     m reacts  with steam m can be extracted  by heating its oxide  with carbon  a no no  b no yes  c yes no  d yes yes     ",
+            "11": "11     \u00a9 ucles 2020 0620/13/o/n/20 [turn over  30 mild steel and stainless steel are two alloys containing the el ement iron.    which row identifies a use of each alloy?     a use of mild steel a use of stainless steel  a car bodies cutlery  b car bodies electrical wiring  c food containers cutlery  d food containers electrical wiring     31 coke (carbon) and limestone are two raw materials used in the e xtraction of iron from hematite.    which type of reaction occurs when each substance is heated dur ing the process?     coke limestone  a redox redox  b redox thermal decomposition  c thermal decomposition redox  d thermal decomposition thermal decomposition     32 oxides of nitrogen are given out from car exhausts.    which row best shows why oxides of nitrogen are unwanted in the  atmosphere?     acidic toxic  a no no  b no yes  c yes no  d yes yes     ",
+            "12": "12  \u00a9 ucles 2020 0620/13/o/n/20  33 two reactions, p and q, produce carbon dioxide.    c6h12o6 glucosena2co3 sodium carbonateco2pq     which types of reaction are p and q?     p  q   a neutralisation neutralisation  b neutralisation respiration  c respiration neutralisation  d respiration respiration     34 which gas is used as a food preservative?  a methane  b fluorine  c oxygen  d sulfur dioxide    35 which calcium compound does not neutralise an acid soil?  a calcium oxide  b calcium sulfate  c calcium hydroxide  d calcium carbonate    ",
+            "13": "13     \u00a9 ucles 2020 0620/13/o/n/20 [turn over  36 petroleum is separated into fractions by fractional distillati on.    separation occurs in a fractionating column.    some properties of three of these fractions are shown.    fraction boiling point  range  / \uf0b0c number of  carbon atoms in  the molecules  1  5  \u201310  2 320\u2013350 16\u201324  3 120\u2013210     which statement is correct?  a fraction 1 has a higher boiling point range than fraction 2.  b fraction 2 is removed from a higher point in the fractionating column than fraction 1.  c molecules in fraction 3 have shorter chains than those in fract ion 2.  d none of the fractions are liquid at room temperature.      37 how many atoms are there in one molecule of ethanoic acid?  a 5  b 6  c 8  d 11    38 the flow chart shows the preparation of ethanol and some impor tant chemistry of ethanol.    ethanol carbon dioxide  +  substance z substance xprocess y fermentation     what are x, y and z?     x y z  a yeast combustion oxygen  b glucose combustion steam  c glucose polymerisation water  d yeast fermentation glucose      39 which substance is not a fraction obtained from the fractional distillation of petrol eum?  a ethene  b fuel oil  c naphtha  d refinery gas ",
+            "14": "14  \u00a9 ucles 2020 0620/13/o/n/20  40 some plastics are non-biodegradable.    what is the meaning of the term non-biodegradable ?  a cannot be recycled for further use  b gives off greenhouse gases when burnt  c harmful to animals and plants  d not broken down by natural processes    ",
+            "15": "15       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 tra ce copyright holders, but if any items requiring clearance have  unwittingly been included, the  publisher will be pleased to make amends at the earliest possib le opportunity.   to avoid the issue of disclosure of answer-related information to candidates, all copyright acknowledgements are reproduced on line in the cambridge  assessment international educat ion copyright acknowledgements b ooklet. this is produced for eac h series of examinations and is  freely available to download  at www.cambridgeinternational.org  after the live examination se ries.    cambridge assessment international education is part of the cam bridge assessment group. cambri dge assessment is the brand name  of the university of  cambridge local examinations sy ndicate (ucles), which itself is  a department of the univ ersity of cambridge.    \u00a9 ucles 2020 0620/13/o/n/20  blank page",
+            "16": "16  \u00a9 ucles 2020 0620/13/o/n/20   groupthe periodic table of elements 1 h hydrogen 12 he helium 4ii i iii iv v vi vii viii 3 li lithium 74 be beryllium 9atomic number atomic symbolkey name relative atomic mass 11 na sodium 2312 mg magnesium 24 19 k potassium 3920 ca calcium 40 37 rb rubidium 8538 sr strontium 88 55 cs caesium 13356 ba barium 137 87 fr francium \u201388 ra radium \u20135 b boron 11 13 al aluminium 27 31 ga gallium 70 49 in indium 115 81 tl thallium 2046 c carbon 12 14 si silicon 2832 ge germanium 73 50 sn tin 119 82 pb lead 20722 ti titanium 48 40 zr zirconium 91 72 hf hafnium 178 104 rf rutherfordium \u201323 v vanadium 51 41 nb niobium 93 73 ta tantalum 181 105 db dubnium \u201324 cr chromium 52 42 mo molybdenum 96 74 w tungsten 184 106 sg seaborgium \u201325 mn manganese 55 43 tc technetium \u2013 75 re rhenium 186 107 bh bohrium \u201326 fe iron 56 44 ru ruthenium 101 76 os osmium 190 108 hs hassium \u201327 co cobalt 59 45 rh rhodium 103 77 ir iridium 192 109 mt meitnerium \u201328 ni nickel 59 46 pd palladium 106 78 pt platinum 195 110 ds darmstadtium \u201329 cu copper 64 47 ag silver 108 79 au gold 197 111 rg roentgenium \u201330 zn zinc 65 48 cd cadmium 112 80 hg mercury 201 112 cn copernicium \u2013114 fl flerovium \u2013116 lv livermorium \u20137 n nitrogen 14 15 p phosphorus 3133 as arsenic 75 51 sb antimony 122 83 bi bismuth 2098 o oxygen 16 16 s sulfur 3234 se selenium 79 52 te tellurium 128 84 po polonium \u20139 f fluorine 19 17 cl chlorine 35.5 35 br bromine 80 53 i iodine 127 85 at astatine \u201310 ne neon 20 18 ar argon 4036 kr krypton 84 54 xe xenon 131 86 rn radon \u201321 sc scandium 45 39 y yttrium 89 57\u201371 lanthanoids 89\u2013103 actinoids 57 la lanthanum 139 89 aclanthanoids actinoids the volume of one mole of any gas is 24  dm3 at room temperature and pressure (r.t.p.).actinium \u201358 ce cerium 140 90 th thorium 23259 pr praseodymium 141 91 pa protactinium 23160 nd neodymium 144 92 u uranium 23861 pm promethium \u2013 93 np neptunium \u201362 sm samarium 150 94 pu plutonium \u201363 eu europium 152 95 am americium \u201364 gd gadolinium 157 96 cm curium \u201365 tb terbium 159 97 bk berkelium \u201366 dy dysprosium 163 98 cf californium \u201367 ho holmium 165 99 es einsteinium \u201368 er erbium 167 100 fm fermium \u201369 tm thulium 169 101 md mendelevium \u201370 yb ytterbium 173 102 no nobelium \u201371 lu lutetium 175 103 lr lawrencium \u2013  "
+        },
+        "0620_w20_qp_21.pdf": {
+            "1": "    this document has 16 pages. blank pages are indicated.  ib20 11_0620_21/5rp   \u00a9 ucles 2020   [turn ove r   *3070598259*cambridge igcse\u2122       chemistry 0620/21     paper 2 multiple choice (extended)  october/november 2020     45 minutes    you must answer on the mult iple choice answer sheet.    you will need: multiple choice answer sheet   soft clean eraser   soft pencil (type b or hb is recommended)       instructions   \uf0b7 there are forty  questions on this paper. answer all questions.   \uf0b7 for each question there ar e four possible answers a, b, c and d. choose the one you consider correct  and record your choice in soft pencil on the multiple choice an swer sheet.   \uf0b7 follow the instructions on the multiple choice answer sheet.  \uf0b7 write in soft pencil.  \uf0b7 write your name, centre number and candidate number on the mult iple choice answer sheet in the  spaces provided unless this has been done for you.  \uf0b7 do not use correction fluid.  \uf0b7 do not write on any bar codes.  \uf0b7 you may use a calculator.      information  \uf0b7 the total mark for this paper is 40.  \uf0b7 each correct answer will score one mark. a mark will not be ded ucted for a wrong answer.  \uf0b7 any rough working should be don e on this question paper.  \uf0b7 the periodic table is pri nted in the question paper.   ",
+            "2": "2  \u00a9 ucles 2020 0620/21/o/n/20  1 which gas has the slowest rate of diffusion?  a h 2 b n h 3 c c h 4 d c o 2    2 a mixture of colourless amino acids is separated using chromato graphy.    the solvent used is propanol.    the chromatogram is sprayed with a locating agent.    which row describes the purpose of the propanol and the locatin g agent?     purpose of propanol purpose of locating agent  a   to make the individual  amino acids visible to prevent the amino acids  moving any further  b   to move the amino acids up  the chromatography paper to make the individual  amino acids visible  c   to move the amino acids up  the chromatography paper to prevent the amino acids  moving any further  d   to prevent the amino acids  moving too far up the paper to make the individual  amino acids visible    3 which piece of apparatus can only measure a single fixed volume ?  a 250  cm3 beaker  b 5 0  cm3 burette  c 100  cm3 measuring cylinder  d 2 5  cm3 pipette     4 in the chromatography experiment shown, which label represents  the solvent front?    cdba      ",
+            "3": "3     \u00a9 ucles 2020 0620/21/o/n/20 [turn over  5 the atomic structure of four particles are shown.     electrons protons neutrons  p 18 17 18  q 18 17 20  r 17 17 18  s 17 17 20    which particles have the same chemical properties?  a p and r only b p and s c p, q and r d r and s     6 the arrangements of the electrons in two ions formed from elem ents x and y are shown.    n = 20 p = 19x n = 20 p = 17y     which equation represents the reaction between elements x and y ?  a x 2  +  2y  \uf0ae  2x+  +  2y\u2013  b x 2  +  2y  \uf0ae  2x\u2013  +  2y+  c 2x  +  y 2  \uf0ae  2x+  +  2y\u2013  d 2x  +  y 2  \uf0ae  2x\u2013  +  2y+    ",
+            "4": "4  \u00a9 ucles 2020 0620/21/o/n/20  7 which diagram shows the outer shell electron arrangement in a molecule of methanol, ch 3oh?    c hh oa h hc hh ob h h c hh oc h hc hh od h h      8 which statement about silicon dioxide, sio 2, is correct?  a it conducts electricity because it contains free electrons.  b it is a macromolecule with four oxygen atoms bonded to each sil icon atom.  c it is a simple covalent molecule.  d its structure is similar to graphite.     9 rubidium is in group i of the periodic table and bromine is in  group vii.    rubidium reacts with bromine to form an ionic compound.    which row shows the electron change taking place for rubidium a nd the correct formula of the  rubidium ion?     electron change formula of ion formed a electron gained rb+  b electron gained rb\u2013  c electron lost rb+  d electron lost rb\u2013     ",
+            "5": "5     \u00a9 ucles 2020 0620/21/o/n/20 [turn over  10 which statement explains why graphite is used as a lubricant?  a all bonds between the atoms are weak.  b it conducts electricity.  c it has a low melting point.  d layers in the structure can slide over each other.      11 sodium carbonate reacts with sulfuric acid to form carbon diox ide, water and a sodium salt.    an incomplete equation for the reaction is shown.    na2co 3  +  h 2so 4  \uf0ae  co 2  +  h 2o  +  ..    what is the formula of the sodium salt?  a na2(so 4)2 b na(so 4)2 c na2so 4 d naso 4     12 the relative atomic mass of chlorine is 35.5.    when calculating relative atomic mass, which particle is the ma ss of a chlorine atom compared  to?  a a neutron  b a proton  c an atom of carbon-12  d an atom of hydrogen-1     13 what is the empirical formula of an oxide of iron, formed by r eacting 2.24  g of iron with 0.96  g of  oxygen?  a feo b fe2o c fe2o3 d fe3o4     14 which reaction takes place at the cathode during the electroly sis of molten nickel( ii) chloride?  a cl 2  +  2e\u2013  \uf0ae  2c l \u2013  b 2c l \u2013  \uf0ae  c l 2  +  2e\u2013  c ni  \uf0ae  ni2+  +  2e\u2013  d ni2+  +  2e\u2013  \uf0ae  ni     ",
+            "6": "6  \u00a9 ucles 2020 0620/21/o/n/20  15 sodium nitrate is added to water in a beaker and stirred until  it dissolves.    at the end of the experiment, the beaker feels cold.    which row describes the reaction?     temperature  of solution type of  reaction  a decreases endothermic  b decreases exothermic  c increases endothermic  d increases exothermic      16 which substance does not require oxygen in order to produce energy?  a coal  b hydrogen  c natural gas  d 235u     17 ethene reacts with hydrogen to form ethane.    cc + \u2192h hhh hh hc hh c hh h     the bond energies are shown in the table.    bond bond energy  in kj  / mol  c\u2013c +350  c\u2013h +410  h\u2013h +436  c=c +614    what is the energy change for the reaction?  a \u2013290  kj / mol  b \u2013120  kj / mol  c +120  kj / mol  d +290  kj / mol ",
+            "7": "7     \u00a9 ucles 2020 0620/21/o/n/20 [turn over  18 a sign displayed in a flour mill is shown.    explosion hazard no smoking no openflamesdanger     which statement explains why there is a danger of explosion in a flour mill?  a flour burns very quickly because it is a fine powder.  b flour is a catalyst for combustion.  c flour mills get hot and speed up the rate of combustion.  d the combustion of flour is exothermic.    19 a student investigates the effect of concentration on the rate of reaction between  calcium carbonate and hydrochloric acid. he follows the method shown.    \u25cf place 1  g of calcium carbonate in a conical flask.  \u25cf add excess hydrochloric acid. \u25cf let the reaction continue until no more gas is made. \u25cf repeat the experiment with different concentrations of hydroc hloric acid.    which essential step has been left out of the method if he is t o work out the rate of the reaction?  a heating the reaction mixture  b placing a bung in the flask  c timing the reaction  d using a catalyst     ",
+            "8": "8  \u00a9 ucles 2020 0620/21/o/n/20  20 the reaction between sulfur dioxide and oxygen is shown.    2so 2(g)  +  o 2(g)    2so 3(g)    the reaction is exothermic.    which of the changes shifts the position of equilibrium to the right?    1 increase the concentration of oxygen.  2 increase the pressure.  3 increase the temperature.    a 1, 2 and 3 b 1 and 2 only c 1 and 3 only d 2 only     21 the reaction between chlorine and bromide ions is a redox react ion.    cl  2  +  2br  \u2013  \uf0ae  2c l \u2013  +  br 2    what is the change in oxidation state of the reducing agent in this reaction?  a \u20132 to 0 b \u20131 to 0 c 0 to \u20131 d 0 to +1      22 what is a characteristic of acids?  a acids turn methyl orange indicator yellow.  b acids have a high ph value.  c acids react with ammonium salts to give ammonia gas.  d acids react with carbonates to produce salts.     23 zinc oxide is an amphoteric oxide.    which row describes the reactions of zinc oxide?     reaction  with alkalis reaction  with acids  a \u0016 \u0016  b \u0016 \u001a  c \u001a \u0016  d \u001a \u001a     ",
+            "9": "9     \u00a9 ucles 2020 0620/21/o/n/20 [turn over  24 a student carries out an experiment to prepare pure magnesium s ulfate crystals.    the diagram shows the first stage of the preparation.    dilute sulfuric acidstirrer magnesium carbonate     he adds magnesium carbonate until no more reacts.    which process should he use for the next stage?  a crystallisation  b evaporation  c filtration  d neutralisation    25 elements p and q have the same number of electron shells.    q has more electrons in its outer shell than p.    which statements are correct?    1 p and q are in the same group of the periodic table.  2 p and q are in the same period of the periodic table. 3 p has a greater tendency to form positive ions than q. 4 the oxides of q are more basic than those of p.    a 1 and 3 b 1 and 4 c 2 and 3 d 2 and 4     26 the positions of four elements in the periodic table are shown.     which element is a gas that displaces iodine from sodium iodide ?    ab cd    ",
+            "10": "10  \u00a9 ucles 2020 0620/21/o/n/20  27 a flammable gas needs to be removed from a tank at an industria l plant.    for safety reasons, an inert gas is used.    which gas is suitable?  a a r g o n   b hydrogen  c methane  d oxygen     28 a strip of aluminium is placed into a test-tube containing aque ous lead( ii) nitrate and left for  several minutes.    aluminium is higher than lead in the reactivity series.    pb(no3)2 solutionstrip of aluminium no change     which statement explains why lead is not displaced by this strip of aluminium?  a a thin insoluble layer of aluminium nitrate forms on the alumi nium.  b nitrate ions are reduced in aqueous solution.  c the ionic bonds between lead and nitrate ions are too strong.  d there is an unreactive oxide layer on the aluminium.    29 which statements about the metal zinc are correct?    1 it is extracted from the ore bauxite.  2 it is used to galvanise steel. 3 it is used to make the alloy brass. 4 it reacts with dilute hydrochloric acid to produce hydrogen g as.    a 2 and 3 only b 1, 2 and 4 c 1, 3 and 4 d 2, 3 and 4    30 what is the symbol of the metal used in the manufacture of airc raft because of its strength and  low density?  a a l b c u  c f e  d z n    ",
+            "11": "11     \u00a9 ucles 2020 0620/21/o/n/20 [turn over  31 ammonia is manufactured using the haber process.    which statement about this process is correct?  a the catalyst used for this reaction is vanadium pentoxide.  b the hydrogen used is extracted from air.  c using a high pressure increases the yield of ammonia.  d using a high temperature increases the yield of ammonia.    32 iron can be protected from rusting by attaching a piece of a mo re reactive metal, e.g. magnesium,  to the iron.    which equation represents the reaction that takes place?  a f e ( s )   \uf0ae  fe 2+(aq)  +  2e\u2013  b f e2+(aq)  +  2e\u2013  \uf0ae  fe(s)  c m g ( s )   \uf0ae  mg2+(aq)  +  2e\u2013  d m g2+(aq)  +  2e\u2013  \uf0ae  mg(s)     33 which row describes two uses of sulfur dioxide?     use 1 use 2  a bleaching paper pulp neutralising acidic industrial waste  b bleaching paper pulp preserving food and drink  c extracting iron from hematite neutralising acidic industrial wa ste  d extracting iron from hematite preserving food and drink     ",
+            "12": "12  \u00a9 ucles 2020 0620/21/o/n/20  34 part of the carbon cycle is shown.    glucosecombustion pq co2r plant ch4     what are processes p, q and r?     p  q  r   a decomposition respiration photosynthesis  b respiration photosynthesis decomposition  c respiration decomposition photosynthesis  d photosynthesis respiration decomposition     ",
+            "13": "13     \u00a9 ucles 2020 0620/21/o/n/20 [turn over  35 the structures of four organic molecules are shown.    c h hc h hh c hch c h hhh h h hc c hcch h hc hh hh hh hh hh hhh cc h c ch hc hhc hh hc hh hch c hh hch h1 32 4     which molecules are structural isomers of structure 1?  a 2 and 4 b 2  o n l y  c 3 and 4 d 3  o n l y      36 which chemical equation for the substitution of an alkane with chlorine is correct?  a c 3h8  +  c l 2  \uf0ae  c3h7cl  +  hc l  b c 3h6  +  c l 2  \uf0ae  c3h6cl 2  c c 3h8  +  c l 2  \uf0ae  c3h6cl 2  +  h 2  d c 3h6  +  c l 2  \uf0ae  c3h5cl  +  hc l     ",
+            "14": "14  \u00a9 ucles 2020 0620/21/o/n/20  37 propene is an alkene that reacts with bromine, steam and hydro gen as shown.    c c chh h h h h brominesteamhydrogen jk l    what are the products of these reactions?     j  k  l   a bromopropane propanol butane  b dibromopropane propanoic acid propane  c dibromopropane propanol propane  d bromopropane propanoic acid butane      38 the flow chart shows the preparation of ethanol and some impor tant chemistry of ethanol.    ethanol carbon dioxide  +  substance z substance xprocess y fermentation     what are x, y and z?     x y z  a yeast combustion oxygen  b glucose combustion steam  c glucose polymerisation water  d yeast fermentation glucose     39 which statements about aqueous ethanoic acid are correct?    1 it is an alkane.  2 it reacts with sodium carbonate to form carbon dioxide. 3 it changes the colour of litmus solution from blue to red. 4 it is a hydrocarbon.    a 1 and 2 b 1 and 4 c 2 and 3 d 3 and 4    ",
+            "15": "15       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 tra ce copyright holders, but if any items requiring clearance have  unwittingly been included, the  publisher will be pleased to make amends at the earliest possib le opportunity.   to avoid the issue of disclosure of answer-related information to candidates, all copyright acknowledgements are reproduced on line in the cambridge  assessment international educat ion copyright acknowledgements b ooklet. this is produced for each series of examinations and is  freely available to download  at www.cambridgeinternational.org  after the live examination se ries.    cambridge assessment international education is part of the cam bridge assessment group. cambridge assessment is the brand name  of the university of  cambridge local examinations sy ndicate (ucles), which itself is  a department of the univ ersity of cambridge.    \u00a9 ucles 2020 0620/21/o/n/20  40 the structure of a polymer is shown.    nc hc ch3hh     which monomer forms this polymer?  a ethane  b ethene  c propane  d propene    ",
+            "16": "16  \u00a9 ucles 2020 0620/21/o/n/20   groupthe periodic table of elements 1 h hydrogen 12 he helium 4ii i iii iv v vi vii viii 3 li lithium 74 be beryllium 9atomic number atomic symbolkey name relative atomic mass 11 na sodium 2312 mg magnesium 24 19 k potassium 3920 ca calcium 40 37 rb rubidium 8538 sr strontium 88 55 cs caesium 13356 ba barium 137 87 fr francium \u201388 ra radium \u20135 b boron 11 13 al aluminium 27 31 ga gallium 70 49 in indium 115 81 tl thallium 2046 c carbon 12 14 si silicon 2832 ge germanium 73 50 sn tin 119 82 pb lead 20722 ti titanium 48 40 zr zirconium 91 72 hf hafnium 178 104 rf rutherfordium \u201323 v vanadium 51 41 nb niobium 93 73 ta tantalum 181 105 db dubnium \u201324 cr chromium 52 42 mo molybdenum 96 74 w tungsten 184 106 sg seaborgium \u201325 mn manganese 55 43 tc technetium \u2013 75 re rhenium 186 107 bh bohrium \u201326 fe iron 56 44 ru ruthenium 101 76 os osmium 190 108 hs hassium \u201327 co cobalt 59 45 rh rhodium 103 77 ir iridium 192 109 mt meitnerium \u201328 ni nickel 59 46 pd palladium 106 78 pt platinum 195 110 ds darmstadtium \u201329 cu copper 64 47 ag silver 108 79 au gold 197 111 rg roentgenium \u201330 zn zinc 65 48 cd cadmium 112 80 hg mercury 201 112 cn copernicium \u2013114 fl flerovium \u2013116 lv livermorium \u20137 n nitrogen 14 15 p phosphorus 3133 as arsenic 75 51 sb antimony 122 83 bi bismuth 2098 o oxygen 16 16 s sulfur 3234 se selenium 79 52 te tellurium 128 84 po polonium \u20139 f fluorine 19 17 cl chlorine 35.5 35 br bromine 80 53 i iodine 127 85 at astatine \u201310 ne neon 20 18 ar argon 4036 kr krypton 84 54 xe xenon 131 86 rn radon \u201321 sc scandium 45 39 y yttrium 89 57\u201371 lanthanoids 89\u2013103 actinoids 57 la lanthanum 139 89 aclanthanoids actinoids the volume of one mole of any gas is 24  dm3 at room temperature and pressure (r.t.p.).actinium \u201358 ce cerium 140 90 th thorium 23259 pr praseodymium 141 91 pa protactinium 23160 nd neodymium 144 92 u uranium 23861 pm promethium \u2013 93 np neptunium \u201362 sm samarium 150 94 pu plutonium \u201363 eu europium 152 95 am americium \u201364 gd gadolinium 157 96 cm curium \u201365 tb terbium 159 97 bk berkelium \u201366 dy dysprosium 163 98 cf californium \u201367 ho holmium 165 99 es einsteinium \u201368 er erbium 167 100 fm fermium \u201369 tm thulium 169 101 md mendelevium \u201370 yb ytterbium 173 102 no nobelium \u201371 lu lutetium 175 103 lr lawrencium \u2013  "
+        },
+        "0620_w20_qp_22.pdf": {
+            "1": "    this document has 16 pages. blank pages are indicated.  ib20 11_0620_22/4rp   \u00a9 ucles 2020   [turn ove r   *4506129529*cambridge igcse\u2122       chemistry  0620/22     paper 2 multiple choice (extended)  october/november 2020     45 minutes    you must answer on the mult iple choice answer sheet.    you will need: multiple choice answer sheet   soft clean eraser   soft pencil (type b or hb is recommended)       instructions   \uf0b7 there are forty  questions on this paper. answer all questions.   \uf0b7 for each question there ar e four possible answers a, b, c and d. choose the one you consider correct  and record your choice in soft pencil on the multiple choice an swer sheet.   \uf0b7 follow the instructions on the multiple choice answer sheet.  \uf0b7 write in soft pencil.  \uf0b7 write your name, centre number and candidate number on the mult iple choice answer sheet in the  spaces provided unless this has been done for you.  \uf0b7 do not use correction fluid.  \uf0b7 do not write on any bar codes.  \uf0b7 you may use a calculator.      information  \uf0b7 the total mark for this paper is 40.  \uf0b7 each correct answer will score one mark. a mark will not be ded ucted for a wrong answer.  \uf0b7 any rough working should be don e on this question paper.  \uf0b7 the periodic table is pri nted in the question paper.   ",
+            "2": "2  \u00a9 ucles 2020 0620/22/o/n/20  1 which gas has the slowest rate of diffusion?  a h 2 b n h 3 c c h 4 d c o 2    2 a chromatography experiment is carried out to analyse the pigm ents present in four different  types of leaf. the student carrying out the experiment forgot t o complete his table of results,  which is shown.    plant  leaf number of  pigments  identified colour of  identified  pigments distance  travelled by  the solvent  front (cm) distance travelled  from the origin by  each pigment (cm) rf value  maple f green  / yellow 3.7 green: 3.0  yellow: 3.1 green: 0.81  yellow: 0.83  laurel 2 green  / yellow g green: 2.5  yellow: 2.5 green: 0.78  yellow: 0.78  lime 3 green  / yellow  / orange 3.5 green: 2.9  yellow: 3.0  orange: 2.7 green: 0.83  yellow: 0.86  yellow: 0.77  ash 3 green  / yellow  / orange 3.5 green: 2.8  yellow: 3.0  orange: 2.7 green: 0.80  yellow: h  orange: 0.77    which row identifies the values of f, g and h?     f g h  a 2 3.2 0.80  b 3 3.5 0.83  c 2 3.2 0.86  d 3 3.5 0.78      3 which statement about isotopes is correct?  a they have different proton numbers.  b they have different chemical properties.  c they have the same nucleon number.  d they have the same number of electrons in their outer shell.     ",
+            "3": "3     \u00a9 ucles 2020 0620/22/o/n/20 [turn over  4 in the chromatography experiment shown, which label represents  the solvent front?    cdba       5 different methods of separation rely on substances having diffe rent properties.    which property does distillation make use of?  a boiling point  b colour  c particle size  d solubility in different solvents     6 the arrangements of the electrons in two ions formed from elem ents x and y are shown.    n = 20 p = 19x n = 20 p = 17y     which equation represents the reaction between elements x and y ?  a x 2  +  2y  \uf0ae  2x+  +  2y\u2013  b x 2  +  2y  \uf0ae  2x\u2013  +  2y+  c 2x  +  y 2  \uf0ae  2x+  +  2y\u2013  d 2x  +  y 2  \uf0ae  2x\u2013  +  2y+    ",
+            "4": "4  \u00a9 ucles 2020 0620/22/o/n/20  7 which row identifies compounds that contain single covalent bo nds only, double covalent bonds  only or both single and double covalent bonds?     single covalent bonds  only double covalent bonds  only both single and  double covalent bonds  a c2h4 c h 3oh co 2  b ch 3oh c 2h4 c o 2  c ch 3oh co 2 c 2h4  d co 2 c 2h4 c h 3oh     8 ethyl methanoate, hcooc 2h5, burns in excess oxygen to produce carbon dioxide and water.     the equation is shown.    2hcooc 2h5  +  xo 2  \uf0ae  6co 2  +  6h 2o    what is the value of x?  a 2  b 7  c 9  d 18      9 rubidium is in group i of the periodic table and bromine is in  group vii.    rubidium reacts with bromine to form an ionic compound.    which row shows the electron change taking place for rubidium a nd the correct formula of the  rubidium ion?     electron change formula of ion formed a electron gained rb+  b electron gained rb\u2013  c electron lost rb+  d electron lost rb\u2013      10 which statement explains why graphite is used as a lubricant?  a all bonds between the atoms are weak.  b it conducts electricity.  c it has a low melting point.  d layers in the structure can slide over each other.     ",
+            "5": "5     \u00a9 ucles 2020 0620/22/o/n/20 [turn over  11 the relative atomic mass of chlorine is 35.5.    when calculating relative atomic mass, which particle is the ma ss of a chlorine atom compared  to?  a a neutron  b a proton  c an atom of carbon-12  d an atom of hydrogen-1    12 universal indicator solution is added to a neutral solution of concentrated aqueous sodium  chloride.    the solution, which contains h + (hydrogen), na+ ( s o d i u m ) ,  c l \u2013 (chloride) and oh\u2013 (hydroxide)  ions, is electrolysed.    the product at the cathode is hydrogen gas and the product at t he anode is chlorine gas.    what happens to the colour of the indicator in the solution  during electrolysis?  a the colour changes from blue to green.  b the colour changes from blue to red.  c the colour changes from green to blue.  d the colour changes from green to red.    13 what is the empirical formula of an oxide of iron, formed by r eacting 2.24  g of iron with 0.96  g of  oxygen?  a feo b fe2o c fe2o3 d fe3o4     14 the combustion of methane is exothermic.    ch 4  +  2o 2  \uf0ae  co 2  +  2h 2o    which statement about this reaction is correct?  a the energy needed to break the bonds in methane and oxygen is greater than the energy  released in making new bonds in carbon dioxide and water.  b the energy needed to break the bonds in methane and oxygen is less than the energy  released in making new bonds in carbon dioxide and water.  c the energy released in breaking bonds in methane and oxygen is  greater than the energy  needed to make new bonds in carbon dioxide and water.  d the energy released in breaking bonds in methane and oxygen is  less than the energy  needed to make new bonds in carbon dioxide and water.    ",
+            "6": "6  \u00a9 ucles 2020 0620/22/o/n/20  15 hydrogen reacts with oxygen in a fuel cell.    2h2  +  o 2  \uf0ae  2h 2o    the reaction is exothermic.    286  kj of energy is released for every mole of water formed.    which volume of hydrogen gas, measured at room temperature and pressure, would react with  oxygen with the release of 7000  j of energy?  a 587  cm3 b 1 1 7 5  cm3 c 5 8 7  dm3 d 1175  dm3     16 which substance does not require oxygen in order to produce energy?  a coal  b hydrogen  c natural gas  d  235u    17 nitrogen, n 2, and hydrogen, h 2, can be converted into ammonia, nh 3, using a catalyst.    what is the purpose of the catalyst?  a to increase the amount of ammonia produced  b to increase the rate of reaction  c to reduce the amount of reactants needed  d to reduce the rate of reaction    18 ammonia is produced by the haber process. the equation is show n.    n 2(g)  +  3h 2(g)    2nh 3(g)    the forward reaction is exothermic.    which statement is correct?  a increasing pressure decreases the yield of ammonia, but speeds up the reaction.  b increasing temperature decreases the yield of ammonia, but spee ds up the reaction.  c increasing the concentration of hydrogen and nitrogen results i n a lower yield of ammonia.  d increasing the temperature increases the yield of ammonia and s peeds up the reaction.    ",
+            "7": "7     \u00a9 ucles 2020 0620/22/o/n/20 [turn over  19 during the manufacture of sulfuric acid, sulfur dioxide is conv erted to sulfur trioxide.    2so 2  +  o 2  \uf0ae  2so 3    which type of reaction is this?  a displacement  b neutralisation  c oxidation  d thermal decomposition      20 the equation for a redox reaction is shown.    2feso 4  +  c l 2  +  h 2so 4  \uf0ae  fe 2(so 4)3  +  2hc l    which element is reduced?  a chlorine  b iron  c oxygen  d s u l f u r     21 the equation shows a reaction between aqueous hydrogen bromide and aqueous ammonia.    hbr(aq)  +  nh 3(aq)  \uf0ae  nh 4+(aq)  +  br\u2013(aq)    which statement describes the role of aqueous hydrogen bromide?   a it is a catalyst.  b it is a reducing agent.  c it is a proton acceptor.  d it is a proton donor.    22 the equations for three reactions are shown.    1 pb(no 3)2(aq)  +  2k i(aq)  \uf0ae  pb i2(s)  +  2kno 3(aq)  2 2agno 3(aq)  +  cu i2(aq)  \uf0ae  cu(no 3)2(aq)  +  2ag i(s)  3 cuo(s)  +  h 2so 4(aq)  \uf0ae  cuso 4(aq)  +  h 2o(l)    which reactions are suitable for making a salt by precipitation ?  a 1 and 2 only b 1 and 3 only c 2 and 3 only d 1, 2 and 3    ",
+            "8": "8  \u00a9 ucles 2020 0620/22/o/n/20  23 zinc oxide is an amphoteric oxide.    which row describes the reactions of zinc oxide?     reaction  with alkalis reaction  with acids  a \u0016 \u0016  b \u0016 \u001a  c \u001a \u0016  d \u001a \u001a      24 a student carries out an experiment to prepare pure magnesium s ulfate crystals.    the diagram shows the first stage of the preparation.    dilute sulfuric acidstirrer magnesium carbonate     he adds magnesium carbonate until no more reacts.    which process should he use for the next stage?  a crystallisation  b evaporation  c filtration  d neutralisation    25 which row about elements in the periodic table is correct?     statement 1 statement 2  a   two elements in the same group  have similar chemical properties metals are on the  left of the table  b   two elements in the same group  have similar chemical properties metals are on the  right of the table  c   two elements in the same period  have similar chemical properties metals are on the  left of the table  d   two elements in the same period  have similar chemical properties metals are on the  right of the table   ",
+            "9": "9     \u00a9 ucles 2020 0620/22/o/n/20 [turn over  26 a new element oxfordium, ox, was discovered with the following properties.    solubility electrical  conduction formula  of element bonding in a  molecule of ox 2  insoluble in water doesn\u2019t conduct ox 2 o x ox    in which group of the periodic table should the new element be placed?  a group iii  b group v  c group vii  d group viii     27 a flammable gas needs to be removed from a tank at an industria l plant.    for safety reasons, an inert gas is used.    which gas is suitable?  a a r g o n   b hydrogen  c methane  d oxygen    28 transition elements can have variable oxidation states.    which pair of compounds shows a  transition element in two diffe rent oxidation states?  a c r 2o3 and cr 2(so 4)3  b c u 2o and cuco 3  c zns and znso 4  d nio and ni(no 3)2     ",
+            "10": "10  \u00a9 ucles 2020 0620/22/o/n/20  29 which diagram best represents the structure of a substance tha t is a good conductor of electricity  at 25  \uf0b0c?    ab c d +\u2013+\u2013 \u2013+ +\u2013\u2013+ +\u2013      30 why is aluminium metal unreactive with air?  a it is covered with a layer of oxide.  b it is low in the reactivity series.  c it is produced by electrolysis of its oxide.  d it melts at a high temperature.     31 the apparatus used for the extraction of aluminium oxide by el ectrolysis is shown.    carbon lining as cathodecarbon anodes + \u2013 molten aluminium collects at the bottomsolution of aluminium oxidein molten cryolite     which equation represents a reaction taking place at the anode?   a o  +  2e\u2013  \uf0ae  o2\u2013  b 2 o2\u2013  \uf0ae  o 2  +  4e\u2013  c a l 3\u2013  \uf0ae  a l  +  3e\u2013  d a l 3+  +  3e\u2013  \uf0ae  a l     ",
+            "11": "11     \u00a9 ucles 2020 0620/22/o/n/20 [turn over  32 the results of tests on solid s and its aqueous solution are s hown.    tests on solid s tests on aqueous solution of s  effect of heat effect of aqueous  sodium hydroxide effect of  aqueous ammonia  brown gas given off,  together with a gas which  relights a glowing splint white ppt., soluble in  excess, giving a  colourless solution white ppt., soluble in  excess, giving a  colourless solution    what is s?  a aluminium nitrate  b aluminium sulfate  c zinc sulfate  d zinc nitrate    33 part of the carbon cycle is shown.    glucosecombustion pq co2r plant ch4     what are processes p, q and r?     p  q  r   a decomposition respiration photosynthesis  b respiration photosynthesis decomposition  c respiration decomposition photosynthesis  d photosynthesis respiration decomposition     34 the element sulfur is found in a number of different minerals.    which mineral contains the greatest percentage by mass of sulfu r?  a barite, baso 4  b galena, pbs  c gypsum, caso 4  d pyrite, fes 2 ",
+            "12": "12  \u00a9 ucles 2020 0620/22/o/n/20  35 which structure represents a molecule of ethanol?    hca h hch hhcb ch h oo h hhcc h hch ho h hcd h hc h     36 which structures are structural isomers of each other?    1 hch hch hch hch hh2 hch hch h hch ch hh 34 hch h hch hch ch hh h hch hch hch ch hh     a 1, 2, 3 and 4  b 1, 2 and 4 only  c 1 and 3 only  d 2 and 4 only    37 which molecule is not produced by an addition reaction of ethene?  a c h 3ch 3 b c h 2brch 2br c c h 3ch 2oh d c h 3ch 2ch 3     ",
+            "13": "13     \u00a9 ucles 2020 0620/22/o/n/20  38 the flow chart shows the preparation of ethanol and some impor tant chemistry of ethanol.    ethanol carbon dioxide  +  substance z substance xprocess y fermentation     what are x, y and z?     x y z  a yeast combustion oxygen  b glucose combustion steam  c glucose polymerisation water  d yeast fermentation glucose     39 which statement about nylon and terylene  is correct?  a nylon and terylene  are made from monomers with c=c bonds.  b nylon and terylene  contain the same linkage.  c nylon is a polyester.  d terylene  is made from two different monomers.     40 which diagram represents the structure of a protein?    a b o h n d c o hn co h n co co c hn hno co c o co c ooo co c o c o o      ",
+            "14": "14  \u00a9 ucles 2020 0620/22/o/n/20  blank page",
+            "15": "15       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 tra ce copyright holders, but if any items requiring clearance have  unwittingly been included, the  publisher will be pleased to make amends at the earliest possib le opportunity.   to avoid the issue of disclosure of answer-related information to candidates, all copyright acknowledgements are reproduced on line in the cambridge  assessment international educat ion copyright acknowledgements b ooklet. this is produced for eac h series of examinations and is  freely available to download  at www.cambridgeinternational.org  after the live examination se ries.    cambridge assessment international education is part of the cam bridge assessment group. cambri dge assessment is the brand name  of the university of  cambridge local examinations sy ndicate (ucles), which itself is  a department of the univ ersity of cambridge.    \u00a9 ucles 2020 0620/22/o/n/20  blank page",
+            "16": "16  \u00a9 ucles 2020 0620/22/o/n/20   groupthe periodic table of elements 1 h hydrogen 12 he helium 4ii i iii iv v vi vii viii 3 li lithium 74 be beryllium 9atomic number atomic symbolkey name relative atomic mass 11 na sodium 2312 mg magnesium 24 19 k potassium 3920 ca calcium 40 37 rb rubidium 8538 sr strontium 88 55 cs caesium 13356 ba barium 137 87 fr francium \u201388 ra radium \u20135 b boron 11 13 al aluminium 27 31 ga gallium 70 49 in indium 115 81 tl thallium 2046 c carbon 12 14 si silicon 2832 ge germanium 73 50 sn tin 119 82 pb lead 20722 ti titanium 48 40 zr zirconium 91 72 hf hafnium 178 104 rf rutherfordium \u201323 v vanadium 51 41 nb niobium 93 73 ta tantalum 181 105 db dubnium \u201324 cr chromium 52 42 mo molybdenum 96 74 w tungsten 184 106 sg seaborgium \u201325 mn manganese 55 43 tc technetium \u2013 75 re rhenium 186 107 bh bohrium \u201326 fe iron 56 44 ru ruthenium 101 76 os osmium 190 108 hs hassium \u201327 co cobalt 59 45 rh rhodium 103 77 ir iridium 192 109 mt meitnerium \u201328 ni nickel 59 46 pd palladium 106 78 pt platinum 195 110 ds darmstadtium \u201329 cu copper 64 47 ag silver 108 79 au gold 197 111 rg roentgenium \u201330 zn zinc 65 48 cd cadmium 112 80 hg mercury 201 112 cn copernicium \u2013114 fl flerovium \u2013116 lv livermorium \u20137 n nitrogen 14 15 p phosphorus 3133 as arsenic 75 51 sb antimony 122 83 bi bismuth 2098 o oxygen 16 16 s sulfur 3234 se selenium 79 52 te tellurium 128 84 po polonium \u20139 f fluorine 19 17 cl chlorine 35.5 35 br bromine 80 53 i iodine 127 85 at astatine \u201310 ne neon 20 18 ar argon 4036 kr krypton 84 54 xe xenon 131 86 rn radon \u201321 sc scandium 45 39 y yttrium 89 57\u201371 lanthanoids 89\u2013103 actinoids 57 la lanthanum 139 89 aclanthanoids actinoids the volume of one mole of any gas is 24  dm3 at room temperature and pressure (r.t.p.).actinium \u201358 ce cerium 140 90 th thorium 23259 pr praseodymium 141 91 pa protactinium 23160 nd neodymium 144 92 u uranium 23861 pm promethium \u2013 93 np neptunium \u201362 sm samarium 150 94 pu plutonium \u201363 eu europium 152 95 am americium \u201364 gd gadolinium 157 96 cm curium \u201365 tb terbium 159 97 bk berkelium \u201366 dy dysprosium 163 98 cf californium \u201367 ho holmium 165 99 es einsteinium \u201368 er erbium 167 100 fm fermium \u201369 tm thulium 169 101 md mendelevium \u201370 yb ytterbium 173 102 no nobelium \u201371 lu lutetium 175 103 lr lawrencium \u2013  "
+        },
+        "0620_w20_qp_23.pdf": {
+            "1": "    this document has 16 pages. blank pages are indicated.  ib20 11_0620_23/4rp   \u00a9 ucles 2020   [turn ove r   *7788486228*cambridge igcse\u2122       chemistry  0620/23     paper 2 multiple choice (extended)  october/november 2020     45 minutes    you must answer on the mult iple choice answer sheet.    you will need: multiple choice answer sheet   soft clean eraser   soft pencil (type b or hb is recommended)       instructions   \uf0b7 there are forty  questions on this paper. answer all questions.   \uf0b7 for each question there ar e four possible answers a, b, c and d. choose the one you consider correct  and record your choice in soft pencil on the multiple choice an swer sheet.   \uf0b7 follow the instructions on the multiple choice answer sheet.  \uf0b7 write in soft pencil.  \uf0b7 write your name, centre number and candidate number on the mult iple choice answer sheet in the  spaces provided unless this has been done for you.  \uf0b7 do not use correction fluid.  \uf0b7 do not write on any bar codes.  \uf0b7 you may use a calculator.      information  \uf0b7 the total mark for this paper is 40.  \uf0b7 each correct answer will score one mark. a mark will not be ded ucted for a wrong answer.  \uf0b7 any rough working should be don e on this question paper.  \uf0b7 the periodic table is pri nted in the question paper.   ",
+            "2": "2  \u00a9 ucles 2020 0620/23/o/n/20  1 which gas has the slowest rate of diffusion?  a h 2 b n h 3 c c h 4 d c o 2    2 when a dark grey solid element is heated, it changes directly i nto a purple gas.    which word describes this change?  a boiling  b evaporation  c melting  d sublimation     3 nickel( ii) sulfate is a green solid that is soluble in water.    which method is used to obtain a pure sample of nickel( ii) sulfate crystals from a mixture of  nickel( ii) sulfate and sand?  a heat the mixture with water and distil it to give nickel( ii) sulfate.  b heat the mixture with water and leave it to crystallise.  c heat the mixture with water and filter off the nickel( ii) sulfate.  d heat the mixture with water, filter and allow the solution to crystallise.    4 in the chromatography experiment shown, which label represents  the solvent front?    cdba      ",
+            "3": "3     \u00a9 ucles 2020 0620/23/o/n/20 [turn over  5 molecules containing only non-metal atoms are covalently bonde d.    the formulae of four covalently bonded molecules are given belo w:    1 nitrogen, n 2  2 carbon dioxide, co 2  3 ethene, c 2h4  4 methanol, ch 3oh    which of the molecules contain double bonds?  a 1 and 4 b 2 and 3 c 2 and 4 d 4 only     6 the arrangements of the electrons in two ions formed from elem ents x and y are shown.    n = 20 p = 19x n = 20 p = 17y     which equation represents the reaction between elements x and y ?  a x 2  +  2y  \uf0ae  2x+  +  2y\u2013  b x 2  +  2y  \uf0ae  2x\u2013  +  2y+  c 2x  +  y 2  \uf0ae  2x+  +  2y\u2013  d 2x  +  y 2  \uf0ae  2x\u2013  +  2y+     7 magnesium reacts with sulfuric acid.    what are the formulae of the products formed in this reaction?  a m g s o 4 and h 2  b m g s o 4 and h 2o  c m g ( s o 4)2 and h 2  d m g ( s o 4)2 and h 2o     ",
+            "4": "4  \u00a9 ucles 2020 0620/23/o/n/20  8 sodium reacts with chlorine  to form sodium chloride.    which row describes the bonding in the three substances?     sodium chlorine sodium chloride  a covalent covalent covalent  b covalent metallic ionic  c metallic covalent ionic  d metallic metallic covalent     9 rubidium is in group i of the periodic table and bromine is in  group vii.    rubidium reacts with bromine to form an ionic compound.    which row shows the electron change taking place for rubidium a nd the correct formula of the  rubidium ion?     electron change formula of ion formed a electron gained rb+  b electron gained rb\u2013  c electron lost rb+  d electron lost rb\u2013      10 which statement explains why graphite is used as a lubricant?  a all bonds between the atoms are weak.  b it conducts electricity.  c it has a low melting point.  d layers in the structure can slide over each other.    11 the relative atomic mass of chlorine is 35.5.    when calculating relative atomic mass, which particle is the ma ss of a chlorine atom compared  to?  a a neutron  b a proton  c an atom of carbon-12  d an atom of hydrogen-1     ",
+            "5": "5     \u00a9 ucles 2020 0620/23/o/n/20 [turn over  12 what is the empirical formula of an oxide of iron, formed by r eacting 2.24  g of iron with 0.96  g of  oxygen?  a feo b fe2o c fe2o3 d fe3o4    13 electrolysis is carried out on dilute aqueous potassium bromid e.    which products are formed at the anode and the cathode?     anode cathode  a bromine hydrogen  b bromine potassium  c hydrogen bromine  d hydrogen potassium      14 which substance does not require oxygen in order to produce energy?  a coal  b hydrogen  c natural gas  d 235u     15 ethanol is used as a fuel.    ethanol  +  oxygen  \uf0ae  carbon dioxide  +  water    which statements are correct?    1 the reaction is endothermic.  2 the products have more energy than the reactants.  3 the oxygen for this reaction comes from the air.  4 the temperature of the reaction mixture rises during this rea ction.    a 1 and 2 b 1 and 3 c 2 and 4 d 3 and 4     ",
+            "6": "6  \u00a9 ucles 2020 0620/23/o/n/20  16 the reaction between hydrogen and oxygen releases 486  kj / mol of energy.    2h2(g)  +  o 2(g)  \uf0ae  2h 2o(g)    the bond energy of h\u2013h is 436  kj / mol and that of h\u2013o is 464  kj / mol.    what is the bond energy of o=o?  a 430  kj / mol  b 458  kj / mol  c 498  kj / mol  d 984  kj / mol     17 which reaction of hydrochloric acid is a redox reaction?  a 2na  +  2hc l  \uf0ae  2nac l  +  h 2  b n a 2o  +  2hc l  \uf0ae  2nac l  +  h 2o  c naoh  +  hc l  \uf0ae  nac l  +  h 2o  d n a 2co 3  +  2hc l  \uf0ae  2nac l  +  h 2o  +  co 2      18 which reaction is an example o f a photochemical reaction?  a glucose forming carbon dioxide and water  b magnesium reacting with oxygen  c potassium reacting with water  d silver chloride forming silver metal     ",
+            "7": "7     \u00a9 ucles 2020 0620/23/o/n/20 [turn over  19 an excess of calcium carbonate is added to dilute hydrochloric acid, x.    the carbon dioxide gas given off is collected and its volume re corded at regular time intervals.    line x on the graph shows the results obtained.    the experiment is repeated using dilute hydrochloric acid, y.    line y on the graph shows the results obtained.    80 604020 0 0 50 100 time  / svolume of gas  / cm3 150 200xy     which statement about the two hydrochloric acid samples, x and y, is correct?  a they had the same volume but y had higher concentration.  b they had the same concentration but y had a larger volume.  c x had a higher concentration but y had a larger volume.  d y had a higher concentration but x had a larger volume.    20 period 3 of the periodic table contains the elements sodium to  argon.    element q is a non-metal from this period.    which statement about q is correct?  a it conducts electricity.  b it has a lower proton number than sodium.  c it has electrons in only three shells.  d it is malleable.     ",
+            "8": "8  \u00a9 ucles 2020 0620/23/o/n/20  21 which metal has variable oxidation states?  a aluminium  b calcium  c copper  d s o d i u m       22 an aqueous cation reacts with aqueous sodium hydroxide to form a white precipitate.    the precipitate is insoluble in excess sodium hydroxide.    what is the aqueous cation?  a aluminium ion  b calcium ion  c chromium ion  d zinc ion     23 zinc oxide is an amphoteric oxide.    which row describes the reactions of zinc oxide?     reaction  with alkalis reaction  with acids  a \u0016 \u0016  b \u0016 \u001a  c \u001a \u0016  d \u001a \u001a     ",
+            "9": "9     \u00a9 ucles 2020 0620/23/o/n/20 [turn over  24 a student carries out an experiment to prepare pure magnesium s ulfate crystals.    the diagram shows the first stage of the preparation.    dilute sulfuric acidstirrer magnesium carbonate     he adds magnesium carbonate until no more reacts.    which process should he use for the next stage?  a crystallisation  b evaporation  c filtration  d neutralisation     25 which statement about the halogens and their compounds is corre ct?  a the colour of the element gets lighter going down group vii.  b the elements get less dense going down group vii.  c when chlorine is added to sodium iodide solution, iodine is fo rmed.  d when iodine is added to sodium bromide solution, bromine is fo rmed.    26 elements in group ii of the periodic table show the same trends  in their reaction with water and  their density as group i.    which row shows how the properties of barium compare with calci um?     reaction  with water density  a faster higher  b faster lower  c slower higher  d slower lower     ",
+            "10": "10  \u00a9 ucles 2020 0620/23/o/n/20  27 a flammable gas needs to be removed from a tank at an industria l plant.    for safety reasons, an inert gas is used.    which gas is suitable?  a a r g o n   b hydrogen  c methane  d oxygen     28 an experiment is performed to determine the order of reactivity  of metals x and y compared to  lead.    strips of each metal were added to separate test-tubes containi ng aqueous lead( ii) nitrate,  pb(no 3)2.    the results are shown.    metal xpb(no3)2(aq) metal ydark laye r no change     what is the order of reactivity, least reactive first?  a p b  \uf0ae x \uf0ae y  b x  \uf0ae y \uf0ae pb  c x  \uf0ae pb \uf0ae y  d y  \uf0ae pb \uf0ae x     ",
+            "11": "11     \u00a9 ucles 2020 0620/23/o/n/20 [turn over  29 the equation for the reaction between iron( iii) oxide and carbon monoxide is shown.    fe2o3  +  xco  \uf0ae  yfe  +  zco 2    which values of x, y and z balance the equation?     x  y  z   a 2 2 2  b 2 3 3  c 3 1 3  d 3 2 3     30 which process is used to separate oxygen from liquid air?  a chromatography  b distillation  c filtration  d fractional distillation     31 what is the catalyst in the haber process?  a f e  b n i  c p t  d v 2o5     32 ammonia is manufactured in an exothermic reaction.    n 2(g)  +  3h 2(g)    2nh 3(g)    what is the effect of lowering the pressure on the rate of form ation of ammonia and percentage  yield of ammonia at equilibrium?     rate of formation percentage yield  a decreases decreases  b decreases increases  c increases decreases  d increases increases     ",
+            "12": "12  \u00a9 ucles 2020 0620/23/o/n/20  33 part of the carbon cycle is shown.    glucosecombustion pq co2r plant ch4     what are processes p, q and r?     p  q  r   a decomposition respiration photosynthesis  b respiration photosynthesis decomposition  c respiration decomposition photosynthesis  d photosynthesis respiration decomposition      34 which row shows the conditions used for the manufacture of sulf uric acid in the contact process?     pressure  / atm temperature  / \uf0b0c catalyst  a 250 200 vanadium( v) oxide  b 2 450 vanadium( v) oxide  c 250 200 iron  d 2 450 iron     35 which calcium compound does not neutralise an acid soil?  a calcium oxide  b calcium sulfate  c calcium hydroxide  d calcium carbonate     36 which product is obtained when bromine reacts with propene, ch 3ch=ch 2?  a c h 3ch=chbr  b c h 3cbr=chbr  c c h 3ch 2chbr 2  d c h 3chbrch 2br   ",
+            "13": "13     \u00a9 ucles 2020 0620/23/o/n/20 [turn over  37 propanol is oxidised by acidified potassium manganate( vii) in a similar way to ethanol.    which compound is produced by the oxidation of propanol with ac idified potassium  manganate( vii)?  a c h 3ch 2oh  b c h 3ch 2ch 2oh  c c h 3cooh  d c h 3ch 2cooh     38 the flow chart shows the preparation of ethanol and some impor tant chemistry of ethanol.    ethanol carbon dioxide  +  substance z substance xprocess y fermentation     what are x, y and z?     x y z  a yeast combustion oxygen  b glucose combustion steam  c glucose polymerisation water  d yeast fermentation glucose      39 which equation represents the formation of poly(propene) from p ropene?    nc hc hh na c hch3 ch3 c hh nc hh c hhnb c hh c hh nc hc hh nc c hch3 ch3 c hhc hc hh hc hh n nd c hch3 c hh      ",
+            "14": "14  \u00a9 ucles 2020 0620/23/o/n/20  40 which type of linkage joins the amino acids in a protein?    a co nc c hbc c oo od      ",
+            "15": "15       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 tra ce copyright holders, but if any items requiring clearance have  unwittingly been included, the  publisher will be pleased to make amends at the earliest possib le opportunity.   to avoid the issue of disclosure of answer-related information to candidates, all copyright acknowledgements are reproduced on line in the cambridge  assessment international educat ion copyright acknowledgements b ooklet. this is produced for eac h series of examinations and is  freely available to download  at www.cambridgeinternational.org  after the live examination se ries.    cambridge assessment international education is part of the cam bridge assessment group. cambri dge assessment is the brand name  of the university of  cambridge local examinations sy ndicate (ucles), which itself is  a department of the univ ersity of cambridge.    \u00a9 ucles 2020 0620/23/o/n/20  blank page",
+            "16": "16  \u00a9 ucles 2020 0620/23/o/n/20   groupthe periodic table of elements 1 h hydrogen 12 he helium 4ii i iii iv v vi vii viii 3 li lithium 74 be beryllium 9atomic number atomic symbolkey name relative atomic mass 11 na sodium 2312 mg magnesium 24 19 k potassium 3920 ca calcium 40 37 rb rubidium 8538 sr strontium 88 55 cs caesium 13356 ba barium 137 87 fr francium \u201388 ra radium \u20135 b boron 11 13 al aluminium 27 31 ga gallium 70 49 in indium 115 81 tl thallium 2046 c carbon 12 14 si silicon 2832 ge germanium 73 50 sn tin 119 82 pb lead 20722 ti titanium 48 40 zr zirconium 91 72 hf hafnium 178 104 rf rutherfordium \u201323 v vanadium 51 41 nb niobium 93 73 ta tantalum 181 105 db dubnium \u201324 cr chromium 52 42 mo molybdenum 96 74 w tungsten 184 106 sg seaborgium \u201325 mn manganese 55 43 tc technetium \u2013 75 re rhenium 186 107 bh bohrium \u201326 fe iron 56 44 ru ruthenium 101 76 os osmium 190 108 hs hassium \u201327 co cobalt 59 45 rh rhodium 103 77 ir iridium 192 109 mt meitnerium \u201328 ni nickel 59 46 pd palladium 106 78 pt platinum 195 110 ds darmstadtium \u201329 cu copper 64 47 ag silver 108 79 au gold 197 111 rg roentgenium \u201330 zn zinc 65 48 cd cadmium 112 80 hg mercury 201 112 cn copernicium \u2013114 fl flerovium \u2013116 lv livermorium \u20137 n nitrogen 14 15 p phosphorus 3133 as arsenic 75 51 sb antimony 122 83 bi bismuth 2098 o oxygen 16 16 s sulfur 3234 se selenium 79 52 te tellurium 128 84 po polonium \u20139 f fluorine 19 17 cl chlorine 35.5 35 br bromine 80 53 i iodine 127 85 at astatine \u201310 ne neon 20 18 ar argon 4036 kr krypton 84 54 xe xenon 131 86 rn radon \u201321 sc scandium 45 39 y yttrium 89 57\u201371 lanthanoids 89\u2013103 actinoids 57 la lanthanum 139 89 aclanthanoids actinoids the volume of one mole of any gas is 24  dm3 at room temperature and pressure (r.t.p.).actinium \u201358 ce cerium 140 90 th thorium 23259 pr praseodymium 141 91 pa protactinium 23160 nd neodymium 144 92 u uranium 23861 pm promethium \u2013 93 np neptunium \u201362 sm samarium 150 94 pu plutonium \u201363 eu europium 152 95 am americium \u201364 gd gadolinium 157 96 cm curium \u201365 tb terbium 159 97 bk berkelium \u201366 dy dysprosium 163 98 cf californium \u201367 ho holmium 165 99 es einsteinium \u201368 er erbium 167 100 fm fermium \u201369 tm thulium 169 101 md mendelevium \u201370 yb ytterbium 173 102 no nobelium \u201371 lu lutetium 175 103 lr lawrencium \u2013  "
+        },
+        "0620_w20_qp_31.pdf": {
+            "1": "*7501565664* chemistry  0620/31 paper 3 theory (core) october/november 2020  1 hour 15 minutes you must answer on the question paper. no additional materials are needed. instructions  \u25cf answer all questions.  \u25cf use a black or dark blue pen. you may use an hb pencil for any diagrams or graphs.  \u25cf write your name, centre number and candidate number in the boxes at the top of the page.  \u25cf write your answer to each question in the space provided.  \u25cf do not use an erasable pen or correction fluid.  \u25cf do not write on any bar codes.  \u25cf you may use a calculator.  \u25cf you should show all your working and use appropriate units. information  \u25cf the total mark for this paper is 80.  \u25cf the number of marks for each question or part question is shown in brackets [  ].  \u25cf the periodic table is printed in the question paper. ib20 11_0620_31/3rp \u00a9 ucles 2020 [turn overthis document has 16 pages. blank pages are indicated.cambridge igcse\u2122",
+            "2": "2 0620/31/o/n/20 \u00a9 ucles 2020 1 (a)  the diagram shows part of the periodic table. iii iiiivvviviiviii mg ca cr fe cuznal cl br ino fneh k   answer the following questions using only the symbols of the elements in the diagram.   each symbol may be used once, more than once or not at all.   state the symbol of the element that:  (i)  is a monoatomic gas at room temperature   ...   [1]  (ii)  is a liquid at room temperature   ...   [1]  (iii)  forms a stable ion of type x2\u2013   ...   [1]  (iv)  is extracted from hematite   ...   [1]  (v)  forms an ion whose aqueous solution gives a grey\u2011green precipitate on addition of aqueous  ammonia.   ...   [1]",
+            "3": "3 0620/31/o/n/20 \u00a9 ucles 2020 [turn over  (b)  magnesium has several naturally occurring isotopes.  (i)  state the meaning of the term isotopes .   .   ...   [2]  (ii)  an isotope of magnesium is shown. 26mg12   deduce the number of protons and neutrons in this isotope.   number of protons  ..   number of neutrons    [2]  (c)  complete the electronic structure of a magnesium atom. mg  [1]  [total: 10]",
+            "4": "4 0620/31/o/n/20 \u00a9 ucles 2020 2  the table shows the mass of air pollutants, in nanograms, in 1000 cm3 samples of air taken over a  four month period. mass of pollutant in 1000 cm3 of air / nanograms monthoxides of nitrogensulfur dioxidecarbon monoxideozone particulates april 108.2 0.6 1.3 24.6 17.8 may 121.6 1.8 1.6 23.2 19.2 june 126.7 1.6 1.9 22.8 20.0 july 163.9 4.5 2.2 20.1 22.0  (a)  answer these questions using only the information in the table.  (i)  name the pollutant that shows a decrease in concentration between april and july.   ...   [1]  (ii)  name the pollutant present in the lowest concentration in may.   ...   [1]  (iii)  calculate the mass of sulfur dioxide in 250 cm3 of the sample of air taken in april.  .. nanograms  [1]  (b)  oxides of nitrogen are produced when oxygen combines with nitrogen during thunderstorms.  (i)  state one other source of oxides of nitrogen in the air.   ...   [1]  (ii)  give one adverse effect of oxides of nitrogen on health.   ...   [1]  (iii)  complete the chemical equation for the reaction of nitrogen with oxygen to form  nitrogen dioxide.    +  2o2  \u2192  ..no2 [2]",
+            "5": "5 0620/31/o/n/20 \u00a9 ucles 2020 [turn over  (c)  particulates are tiny solid particles in the air.   the movement of these particles is shown by the arrows in the diagram.   state the name given to this random motion of particles.   ..   [1]  [total: 8]",
+            "6": "6 0620/31/o/n/20 \u00a9 ucles 2020 3  some properties of four substances, a, b, c and d, are shown in the table. substance strengthductility (how easy it is to pull into a wire)hardnessconductivity of heat a weak poor hard poor b strong not ductile very hard good c very strong very good hard good d weak poor soft good   answer these questions using only the information in the table.  (a)  state which substance, a, b, c or d, is best used in the core of an overhead electricity cable.   explain your answer.   substance  ..  explanation       [3]  (b)  state which substance, a, b, c or d, is best used for the tip of a drill.   explain your answer.   substance  ..   explanation       [3]  [total: 6]",
+            "7": "7 0620/31/o/n/20 \u00a9 ucles 2020 [turn over 4  the structure of tartaric acid is shown. cc ho o h oh hoc ch o o h  (a) (i)  on the structure, draw a circle around one alcohol functional group. [1]  (ii)  deduce the formula of tartaric acid to show the number of carbon, hydrogen and oxygen  atoms.   ...   [1]  (iii)  complete the table to calculate the relative molecular mass of tartaric acid.   use your periodic table to help you. type of atomnumber of atomsrelative atomic mass carbon 12 hydrogen 6 1 6 \u00d7 1 = 6 oxygen 16  relative molecular mass = ..  [2]  (b)  acids react with bases such as calcium hydroxide.  (i)  complete the word equation for the reaction of nitric acid with calcium hydroxide. nitric acid +calcium hydroxide +  [2]  (ii)  an aqueous solution of calcium hydroxide is alkaline.   identify which one of these ph values represents the ph of an alkaline solution.   draw a circle around the correct answer.  ph 1            ph 4            ph 7            ph 10  [1]",
+            "8": "8 0620/31/o/n/20 \u00a9 ucles 2020  (iii)  one way of determining ph is to use a ph meter.   describe one other way of determining ph.   .   ...   [2]  (iv)\t\tfarmers\tspread\tcalcium\thydroxide\t(slaked\tlime)\ton\tfields\twhere\tcrops\tare\tgrown.   explain why.   .   ...   [1]  (c)  calcium carbonate undergoes thermal decomposition. caco3  \u2192  cao  +  co2  (i)  state the meaning of the term thermal decomposition .   .   ...   [2]  (ii)  complete the energy level diagram for the thermal decomposition of calcium carbonate by  writing these words on the diagram:  \u25cfreactant  \u25cfproducts. energy progress of reaction  [1]  (iii)  explain, using information on the energy level diagram, how you know that this reaction is  endothermic.   ...   [1]  [total: 14]",
+            "9": "9 0620/31/o/n/20 \u00a9 ucles 2020 [turn over 5  ethene is an alkene.  (a)  draw the structure of ethene to show all of the atoms and all of the bonds.  [1]  (b)  ethene reacts with aqueous bromine.   state the colour change observed when ethene reacts with aqueous bromine.  from . to  ...   [2]  (c)  ethene reacts with steam.  (i)  name and give the formula of the product of this reaction.   name  ...   formula    [2]  (ii)  identify the type of chemical reaction that occurs when ethene reacts with steam.   draw a circle around the correct answer.  addition            fermentation            polymerisation            neutralisation  [1]  (d)  alkenes are produced by cracking hydrocarbons.   complete the chemical equation for the cracking of the hydrocarbon, c16h34, to produce an  alkene and one other product.  c16h34  \u2192  c6h12  +  . [1]",
+            "10": "10 0620/31/o/n/20 \u00a9 ucles 2020  (e)  poly(ethene) is produced by combining many ethene molecules.  (i)  name the general term used to describe the small molecules which combine to form a  polymer.    ...   [1]  (ii)  nylon is a polymer.   state one use for nylon.   ...   [1]  (iii)  describe one pollution problem caused by non\u2011biodegradable plastics.   ...   [1]  [total: 10]",
+            "11": "11 0620/31/o/n/20 \u00a9 ucles 2020 [turn over 6  electrolysis is used to extract metals from metal compounds.  (a)  describe the electrolysis of molten lead( ii) bromide.   in your answer include:  \u25cf a labelled diagram of the apparatus used  \u25cf the names of the products formed at the positive and the negative electrodes.   positive electrode  ...   negative electrode  .  [5]  (b)  use the kinetic particle model to describe the arrangement and motion of the particles in  molten (liquid) lead.   arrangement  ..   motion    [2]  (c)  lead is a metal which is soft and has a relatively low melting point.   state two other physical properties of metals such as lead.  1  .  2  .  [2]  (d)  lead is formed when red lead oxide, pb3o4, is heated with carbon. pb3o4  +  4c  \u2192  3pb  +  4co   explain how this equation shows that pb3o4 has been reduced.   ..   [1]  [total: 10]",
+            "12": "12 0620/31/o/n/20 \u00a9 ucles 2020 7  catalysts increase the rate of chemical reactions.  (a)  name the type of metals often used as catalysts.   ..   [1]  (b)  a student investigated the reaction of zinc powder with excess dilute hydrochloric acid in the  absence of a catalyst. zn  +  2hcl  \u2192  zncl 2  +  h2   the student measured the volume of hydrogen gas produced at 10 second intervals.   the graph shows the results. 120 100 80 60 40 20 0 01 02 03 0 time  / svolume of hydrogen / cm3 40 50 70 60   answer these questions using information from the graph.  (i)\t\tdeduce\tthe \tvolume\tof\thydrogen\tproduced\tin\tthe\tfirst\t25\tseconds\tof\tthe\texperiment.  volume = .. cm3  [1]  (ii)  explain why no more hydrogen is produced after 50 seconds.   ...   [1]",
+            "13": "13 0620/31/o/n/20 \u00a9 ucles 2020 [turn over  (iii)  the experiment is repeated using a catalyst.   draw a line on the grid to show how the volume of hydrogen changes with time when a  catalyst is used.   all other conditions stay the same. [2]  (iv)  describe what effect the following changes have on the rate of the reaction.  \u25cf the concentration of hydrochloric acid is decreased.   all other conditions stay the same.   ..  \u25cf large pieces of zinc are used.   all other conditions stay the same.   ..  [2]  (c) (i)  describe a test for hydrogen.  test  ..   result  ...  [2]  (ii)  state one use of hydrogen.   ...   [1]  [total: 10]",
+            "14": "14 0620/31/o/n/20 \u00a9 ucles 2020 8  this question is about metals and compounds of metals.  (a)  identify two correct statements about transition elements.   tick two boxes.   all transition elements are metals which are brown in colour.   transition elements have high densities.   compounds of transition elements are white in colour.   transition elements have high melting points.   transition elements are found between groups iv and v of   the periodic table.  [2]  (b)  the table compares the ease of reduction of some metal oxides with carbon. metal oxide ease of reduction with carbon cobalt( ii) oxide reduced at 450 \u00b0c copper( ii) oxide reduced below 450 \u00b0c magnesium oxide reduced above 1400 \u00b0c manganese( ii) oxide reduced at 1400 \u00b0c   put the four metals in order of their reactivity. \t \tput\tthe\tleast\treactive\tmetal\tfirst. least reactive most reactive  [2]",
+            "15": "15 0620/31/o/n/20 \u00a9 ucles 2020permission 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 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.  (c)  crystals of copper( ii) sulfate, cuso4\u20225h2o, can be prepared by heating excess copper( ii) oxide  powder with dilute sulfuric acid.  (i)  describe how to prepare a sample of pure dry copper( ii) sulfate crystals after the reaction  is complete.   in your answer describe how to:  \u25cf remove the excess copper( ii) oxide from the reaction mixture  \u25cf crystallise the copper( ii) sulfate  \u25cf dry the crystals.   .   .   .   .   .   .   .   ...   [4]  (ii)  identify the word that best describes copper( ii) sulfate.   draw a circle around the correct answer.  acid            halogen             polymer            salt [1]  (d)  a few drops of water are added to a sample of solid anhydrous copper( ii) sulfate, cuso4.  (i)  the reaction is reversible. cuso4  +  5h2o    cuso4\u20225h2o   draw in the box, the sign for a reversible reaction. [1]  (ii)  state the colour change observed when water is added to anhydrous copper( ii) sulfate.  from . to     [2]  [total: 12]",
+            "16": "16 0620/31/o/n/20 \u00a9 ucles 2020 groupthe periodic table of elements 1 h hydrogen 12 he helium 4ii i iii iv vv iv ii viii 3 li lithium 74 be berylliu m 9atomic number atomic symbolkey name relative atomic mas s 11 na sodium 2312 mg magnesium 24 19 k potassium 3920 ca calcium 40 37 rb rubidium 8538 sr strontium 88 55 cs caesium 13356 ba barium 137 87 fr francium \u201388 ra radium \u20135 b boron 11 13 al aluminium 27 31 ga gallium 70 49 in indium 115 81 tl thallium 2046 c carbon 12 14 si silicon 28 32 ge germanium 73 50 sn tin 119 82 pb lead 20722 ti titanium 48 40 zr zirconium 91 72 hf hafnium 178 104 rf rutherfordiu m \u201323 v vanadium 51 41 nb niobium 93 73 ta tantalum 181 105 db dubnium \u201324 cr chromium 52 42 mo molybdenum 96 74 w tungsten 184 106 sg seaborgium \u201325 mn manganes e 55 43 tc technetium \u2013 75 re rhenium 186 107 bh bohrium \u201326 fe iron 56 44 ru ruthenium 101 76 os osmium 190 108 hs hassium \u201327 co cobalt 59 45 rh rhodium 103 77 ir iridium 192 109 mt meitneriu m \u201328 ni nicke l 59 46 pd palladium 106 78 pt platinum 195 110 ds darmstadtiu m \u201329 cu copper 64 47 ag silver 108 79 au gold 197 111 rg roentgenium \u201330 zn zinc 65 48 cd cadmium 112 80 hg mercury 201 112 cn copernicium \u2013114 fl fleroviu m \u2013116 lv livermorium \u20137 n nitrogen 14 15 p phosphorus 31 33 as arsenic 75 51 sb antimony 122 83 bi bismuth 2098 o oxygen 16 16 s sulfur 32 34 se selenium 79 52 te tellurium 128 84 po polonium \u20139 f fluorine 19 17 cl chlorine 35.5 35 br bromine 80 53 i iodine 127 85 at astatine \u201310 ne neon 20 18 ar argon 40 36 kr krypton 84 54 xe xenon 131 86 rn radon \u201321 sc scandium 45 39 y yttrium 89 57\u201371 lanthanoids 89\u2013103 actinoids 57 la lanthanum 139 89 aclanthanoids actinoids the volume of one mole of any gas is 24  dm3 at room temperature and pressure (r .t.p.).actinium \u201358 ce cerium 140 90 th thorium 23259 pr praseodymium 141 91 pa protactinium 23160 nd neodymium 144 92 u uranium 23861 pm promethium \u2013 93 np neptunium \u201362 sm samarium 150 94 pu plutonium \u201363 eu europium 152 95 am americiu m \u201364 gd gadolinium 157 96 cm curium \u201365 tb terbium 159 97 bk berkelium \u201366 dy dysprosium 163 98 cf californium \u201367 ho holmium 165 99 es einsteinium \u201368 er erbium 167 100 fm fermium \u201369 tm thulium 169 101 md mendelevium \u201370 yb ytterbium 173 102 no nobelium \u201371 lu lutetium 175 103 lr lawrenciu m \u2013"
+        },
+        "0620_w20_qp_32.pdf": {
+            "1": "*8830014055* chemistry  0620/32 paper 3 theory (core) october/november 2020  1 hour 15 minutes you must answer on the question paper. no additional materials are needed. instructions  \u25cf answer all questions.  \u25cf use a black or dark blue pen. you may use an hb pencil for any diagrams or graphs.  \u25cf write your name, centre number and candidate number in the boxes at the top of the page.  \u25cf write your answer to each question in the space provided.  \u25cf do not use an erasable pen or correction fluid.  \u25cf do not write on any bar codes.  \u25cf you may use a calculator.  \u25cf you should show all your working and use appropriate units. information  \u25cf the total mark for this paper is 80.  \u25cf the number of marks for each question or part question is shown in brackets [  ].  \u25cf the periodic table is printed in the question paper. ib20 11_0620_32/2rp \u00a9 ucles 2020 [turn overthis document has 20 pages. blank pages are indicated.cambridge igcse\u2122",
+            "2": "2 0620/32/o/n/20 \u00a9 ucles 2020 1 (a)  the diagram shows part of the periodic table. iii iiiivvv iviiviii ca fe ptznal cl brar ico f k   answer the following questions using only the symbols of the elements in the diagram.   each symbol may be used once, more than once or not at all.   state the symbol of the element that:  (i)  provides an inert atmosphere in lamps   ...   [1]  (ii)  forms an oxide which is used to neutralise acidic industrial waste   ...   [1]  (iii)  has an atom which forms a stable ion by the loss of one electron   ...   [1]  (iv)  is a metal used as an inert electrode   ...   [1]  (v)  forms an ion whose aqueous solution gives a green precipitate on addition of aqueous  sodium hydroxide.   ...   [1]",
+            "3": "3 0620/32/o/n/20 \u00a9 ucles 2020 [turn over  (b)  chlorine is an element.  (i)  state the meaning of the term element .   .   ...   [1]  (ii)  an isotope of chlorine is shown. 35cl17   deduce the number of protons and neutrons in this isotope.   number of protons  ..   number of neutrons    [2]  (c)  complete the electronic structure of a chlorine atom. cl  [1]  [total: 9]",
+            "4": "4 0620/32/o/n/20 \u00a9 ucles 2020 2  the table shows the mass of air pollutants, in nanograms, in 1000 cm3 samples of air taken over a  four month period.  mass of pollutant in 1000 cm3 of air / nanograms monthoxides of nitrogensulfur dioxidecarbon monoxideozone particulates april 144.3 5.9 2.5 33.9 21.9 may 114.2 2.0 2.1 39.6 21.7 june 110.2 6.1 1.8 31.5 21.3 july 115.4 2.5 2.6 24.2 19.0  (a)  answer these questions using only the information in the table.  (i)  name the pollutant that shows a continual decrease in concentration between april and  july.   ...   [1]  (ii)  name the pollutant present in the lowest concentration in may.    ...   [1]  (iii)  calculate the mass of carbon monoxide in 200 cm3 of the sample of air taken in april.  .. nanograms  [1]  (b)  sulfur dioxide contributes to acid rain.  (i)  state one source of the sulfur dioxide in the air.   ...   [1]  (ii)  give one adverse effect of acid rain on buildings.   ...   [1]  (iii)  state one use of sulfur dioxide.   ...   [1]",
+            "5": "5 0620/32/o/n/20 \u00a9 ucles 2020 [turn over  (c)  sulfur dioxide is oxidised to sulfur trioxide, so3.  (i)  complete the chemical equation for this reaction.  ..so2  +  o2  \u2192  ..so3 [2]  (ii)  complete the energy level diagram for the oxidation of sulfur dioxide to sulfur trioxide by  writing these words on the diagram:  \u25cf reactants  \u25cf products. energy progress of reaction  [1]  (iii)  explain, using information on the energy level diagram, how you know that this reaction is  exothermic.   ...   [1]  (d)  nitrogen monoxide is a catalyst in the oxidation of sulfur dioxide to sulfur trioxide.   state the meaning of the term catalyst.   ..   [1]  (e)  sulfur trioxide reacts with water to form dilute sulfuric acid.   identify which one of these ph values represents the ph of dilute sulfuric acid.   draw a circle around the correct answer.  ph 2            ph 7            ph 9            ph 13 [1]",
+            "6": "6 0620/32/o/n/20 \u00a9 ucles 2020  (f)  particulates are tiny solid particles in the air.   they show brownian motion.   identify one statement that best describes brownian motion.   tick one box.   the particles move from a higher concentration  to a lower concentration.   the particles are smaller than oxygen molecules.   brownian motion is an example of diffusion.   the particles move in a random zig-zag motion.  [1]  [total: 13]",
+            "7": "7 0620/32/o/n/20 \u00a9 ucles 2020 [turn over 3  some properties of four substances, e, f, g and h, are shown in the table. substance strengthductility (how easy it is to pull into a wire)electrical conductivity when solidresistance to corrosion e very strong good good very good f weak good good poor g strong not ductile good poor h strong very good very good good   answer these questions using only the information in the table.  (a)  state which substance, e, f, g or h, is best used to make electricity cables.   explain your answer.   substance  ..   explanation       [3]  (b)  state which substance, e, f, g or h, is best used for making cutlery.   explain your answer.   substance  ..   explanation       [3]  [total: 6]",
+            "8": "8 0620/32/o/n/20 \u00a9 ucles 2020 4  the structure of compound j is shown. c c ooc hc hh h h hh cco hh h  (a) (i)  on the structure, draw a circle around the carboxylic acid functional group. [1]  (ii)  deduce the formula of compound j to show the number of carbon, hydrogen and oxygen  atoms.   ...   [1]  (iii)  complete the table to calculate the relative molecular mass of compound j.   use your periodic table to help you. type of atomnumber of atomsrelative atomic mass carbon 12 hydrogen 10 1 10 \u00d7 1 = 10 oxygen 16  relative molecular mass = ..  [2]  (b)  acids react with bases such as calcium oxide.   complete the word equation for the reaction of hydrochloric acid with calcium oxide. hydrochloric acid+calcium oxide +  [2]",
+            "9": "9 0620/32/o/n/20 \u00a9 ucles 2020 [turn over  (c)  the chemical equation for the reaction of lime (calcium oxide) with ammonium sulfate is shown. cao  +  (nh4)2so4  \u2192  caso4  +  2nh3  +  h2o  (i)  name the compound with the formula caso4.   ..    [1]  (ii)  complete these phrases about ammonia, nh3, using words from the list. acid            blue            gaseous            green            liquid pink            solid             solution             white   the state of ammonia at room temperature is .. .   aqueous ammonia turns damp red litmus paper .. .  [2]  [total: 9]",
+            "10": "10 0620/32/o/n/20 \u00a9 ucles 2020 5  ethane is an alkane.  (a)  draw the structure of ethane to show all of the atoms and all of the bonds.  [1]  (b)  complete the chemical equation for the complete combustion of propane.  c3h8  +  5o2  \u2192  ..co2  +  ..h2o [2]  (c)  methane is an alkane which is produced by the fractional distillation of petroleum.  (i)  state one other process which puts methane into the atmosphere.   ...   [1]  (ii)  give one major use of methane.   ...   [1]  (d)  alkanes and alkenes are hydrocarbons.   state the meaning of the term hydrocarbon .      ..   [2]  (e)  alkanes and alkenes can be distinguished by a chemical test.   name the reagent that can be used to distinguish between alkanes and alkenes.   ..   [1]  (f)  alkenes are manufactured by cracking alkanes.  (i)  name an element that is also produced by cracking alkanes.   ...   [1]  (ii)  state one condition required for cracking alkanes.   ...   [1]  [t otal: 10]",
+            "11": "11 0620/32/o/n/20 \u00a9 ucles 2020 [turn over 6  electrolysis is used to extract reactive metals from metal compounds.  (a)  describe the electrolysis of molten sodium chloride.   in your answer include:  \u25cf a labelled diagram of the apparatus used  \u25cf the observations made at the positive and the negative electrode.   observation at positive electrode      observation at negative electrode     [5]  (b)  use the kinetic particle model to describe the arrangement and separation of the particles in  solid sodium.  arrangement  ..  separation  ..  [2]",
+            "12": "12 0620/32/o/n/20 \u00a9 ucles 2020  (c)  sodium is a metal in group i of the periodic table.   iron is a transition element.   give two ways in which the physical properties of iron differ from the physical properties of  sodium.   1  .  2  .  [2]  (d)  the chemical equation for the reaction between iron( iii) oxide and carbon monoxide is shown. fe2o3  +  3co  \u2192  2fe  +  3co2   explain how this equation shows that carbon monoxide has been oxidised.   ..   [1]  [total: 10]",
+            "13": "13 0620/32/o/n/20 \u00a9 ucles 2020 [turn over 7  a student investigated the rate of decomposition of hydrogen peroxide, h2o2, in the presence of a  catalyst by measuring the volume of oxygen released at 10 second intervals. 2h2o2  \u2192  2h2o  +  o2  (a)  complete the diagram to show a suitable method for collecting and measuring the volume of  the oxygen.   label your diagram. hydrogen peroxide + catalyst  [3]",
+            "14": "14 0620/32/o/n/20 \u00a9 ucles 2020  (b)  the graph shows how the volume of oxygen changes as the reaction proceeds. 120 100 80 60 40 20 0 01 02 03 0 time  / svolume of oxygen / cm3 40 50 70 60   answer these questions using information from the graph.  (i)  describe how the rate of this reaction changes with time.   ...   [1]  (ii)  deduce the time taken to collect 60 cm3 of oxygen.  time = .. s  [1]  (iii)  the experiment is repeated without using a catalyst.   draw a line on the grid to show how the volume of oxygen changes with time when no  catalyst is used.   all other conditions stay the same. [1]  (iv)  describe what effect an increase in temperature has on the rate of this reaction.   all other conditions stay the same.   ...   [1]",
+            "15": "15 0620/32/o/n/20 \u00a9 ucles 2020 [turn over  (c)  identify which one of these elements is likely to act as a catalyst in chemical reactions.   draw a circle around the correct answer.  c            mg            na            ni            s [1]  (d)  describe a test for oxygen.  test  .  result  ..  [2]  [total: 10]",
+            "16": "16 0620/32/o/n/20 \u00a9 ucles 2020 8  this question is about metals and compounds of metals.  (a)  iron reacts with dilute hydrochloric acid to form an iron( ii) salt and a gas which pops with a  lighted splint.   complete the word equation for this reaction. iron +hydrochloric acid +  [2]  (b)  identify two correct statements about iron.   tick two boxes.   iron forms an alloy called steel.   the commonest ore of iron is called bauxite.   iron is usually extracted from its ore by electrolysis.   iron is oxidised by carbon in the blast furnace.   both oxygen and water are needed for iron to rust.  [2]  (c)  the table compares the reactions of four metals with warm water and with steam. metalreaction with warm waterreaction with steam chromium no reaction slow reaction copper no reaction no reaction iron very slow reaction slow reaction magnesium very slow reaction rapid reaction   put the four metals in order of their reactivity. \t \tput\tthe\tleast\treactive\tmetal\tfirst. least reactive most reactive  [2]",
+            "17": "17 0620/32/o/n/20 \u00a9 ucles 2020 [turn over  (d)  crystals of cobalt( ii) chloride, cocl 2\u20226h2o, can be prepared by reacting excess  cobalt( ii) carbonate powder with dilute hydrochloric acid.   describe how to prepare a sample of pure dry cobalt( ii) chloride crystals after the reaction is  complete.   in your answer describe how to:  \u25cf remove the excess cobalt( ii) carbonate from the reaction mixture  \u25cf crystallise the cobalt( ii) chloride  \u25cf dry the crystals.                        ..   [4]  (e)  a few drops of water were added to a sample of solid anhydrous cobalt( ii) chloride, cocl 2.   the equation for the reaction is shown. cocl 2  +  6h2o    cocl 2\u20226h2o  (i)  state the meaning of the symbol .   ...   [1]  (ii)  state the colour change observed when water is added to anhydrous cobalt( ii) chloride.  from . to     [2]  [total: 13]",
+            "18": "18 0620/32/o/n/20 \u00a9 ucles 2020blank page",
+            "19": "19 0620/32/o/n/20 \u00a9 ucles 2020blank page permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the  publisher will be pleased to make amends at the earliest possible opportunity. 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 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.",
+            "20": "20 0620/32/o/n/20 \u00a9 ucles 2020 groupthe periodic table of elements 1 h hydrogen 12 he helium 4ii i iii iv vv iv ii viii 3 li lithium 74 be berylliu m 9atomic number atomic symbolkey name relative atomic mas s 11 na sodium 2312 mg magnesium 24 19 k potassium 3920 ca calcium 40 37 rb rubidium 8538 sr strontium 88 55 cs caesium 13356 ba barium 137 87 fr francium \u201388 ra radium \u20135 b boron 11 13 al aluminium 27 31 ga gallium 70 49 in indium 115 81 tl thallium 2046 c carbon 12 14 si silicon 28 32 ge germanium 73 50 sn tin 119 82 pb lead 20722 ti titanium 48 40 zr zirconium 91 72 hf hafnium 178 104 rf rutherfordiu m \u201323 v vanadium 51 41 nb niobium 93 73 ta tantalum 181 105 db dubnium \u201324 cr chromium 52 42 mo molybdenum 96 74 w tungsten 184 106 sg seaborgium \u201325 mn manganes e 55 43 tc technetium \u2013 75 re rhenium 186 107 bh bohrium \u201326 fe iron 56 44 ru ruthenium 101 76 os osmium 190 108 hs hassium \u201327 co cobalt 59 45 rh rhodium 103 77 ir iridium 192 109 mt meitneriu m \u201328 ni nicke l 59 46 pd palladium 106 78 pt platinum 195 110 ds darmstadtiu m \u201329 cu copper 64 47 ag silver 108 79 au gold 197 111 rg roentgenium \u201330 zn zinc 65 48 cd cadmium 112 80 hg mercury 201 112 cn copernicium \u2013114 fl fleroviu m \u2013116 lv livermorium \u20137 n nitrogen 14 15 p phosphorus 31 33 as arsenic 75 51 sb antimony 122 83 bi bismuth 2098 o oxygen 16 16 s sulfur 32 34 se selenium 79 52 te tellurium 128 84 po polonium \u20139 f fluorine 19 17 cl chlorine 35.5 35 br bromine 80 53 i iodine 127 85 at astatine \u201310 ne neon 20 18 ar argon 40 36 kr krypton 84 54 xe xenon 131 86 rn radon \u201321 sc scandium 45 39 y yttrium 89 57\u201371 lanthanoids 89\u2013103 actinoids 57 la lanthanum 139 89 aclanthanoids actinoids the volume of one mole of any gas is 24  dm3 at room temperature and pressure (r .t.p.).actinium \u201358 ce cerium 140 90 th thorium 23259 pr praseodymium 141 91 pa protactinium 23160 nd neodymium 144 92 u uranium 23861 pm promethium \u2013 93 np neptunium \u201362 sm samarium 150 94 pu plutonium \u201363 eu europium 152 95 am americiu m \u201364 gd gadolinium 157 96 cm curium \u201365 tb terbium 159 97 bk berkelium \u201366 dy dysprosium 163 98 cf californium \u201367 ho holmium 165 99 es einsteinium \u201368 er erbium 167 100 fm fermium \u201369 tm thulium 169 101 md mendelevium \u201370 yb ytterbium 173 102 no nobelium \u201371 lu lutetium 175 103 lr lawrenciu m \u2013"
+        },
+        "0620_w20_qp_33.pdf": {
+            "1": "*5149603912* chemistry  0620/33 paper 3 theory (core) october/november 2020  1 hour 15 minutes you must answer on the question paper. no additional materials are needed. instructions  \u25cf answer all questions.  \u25cf use a black or dark blue pen. you may use an hb pencil for any diagrams or graphs.  \u25cf write your name, centre number and candidate number in the boxes at the top of the page.  \u25cf write your answer to each question in the space provided.  \u25cf do not use an erasable pen or correction fluid.  \u25cf do not write on any bar codes.  \u25cf you may use a calculator.  \u25cf you should show all your working and use appropriate units. information  \u25cf the total mark for this paper is 80.  \u25cf the number of marks for each question or part question is shown in brackets [  ].  \u25cf the periodic table is printed in the question paper. ib20 11_0620_33/2rp \u00a9 ucles 2020 [turn overthis document has 20 pages. blank pages are indicated.cambridge igcse\u2122",
+            "2": "2 0620/33/o/n/20 \u00a9 ucles 2020 1 (a)  the diagram shows part of the periodic table. iii iiiivvviviiviii cah ptal cl brar ino f k   answer the following questions using only the symbol of the elements in the diagram.   each symbol may be used once, more than once or not at all.   state the symbol of the element that:  (i)  is a fuel which is a gas at room temperature   ...   [1]  (ii)  is used to kill bacteria in water   ...   [1]  (iii)  forms a stable ion of type x3+   ...   [1]  (iv)  is a grey\u2011black non\u2011metallic solid at room temperature   ...   [1]  (v)  forms an ion which, on addition of aqueous sodium hydroxide, gives a white precipitate  which is soluble in excess aqueous sodium hydroxide.   ...   [1]",
+            "3": "3 0620/33/o/n/20 \u00a9 ucles 2020 [turn over  (b)  sulfur has several isotopes.  (i)  identify one correct statement about isotopes.   tick one box.   they are molecules with the same number of neutrons   but different numbers of protons.   they are atoms with the same number of protons but   different numbers of neutrons.   they are molecules with the same number of protons   but different numbers of electrons.   they are atoms with the same number of neutrons but   different numbers of protons.  [1]  (ii)  an isotope of sulfur is shown. 33s16   deduce the number of protons and neutrons in this isotope.   number of protons  ..   number of neutrons    [2]  (c)  complete the electronic structure of a sulfur atom. s  [1]  [total: 9]",
+            "4": "4 0620/33/o/n/20 \u00a9 ucles 2020 2  the table shows the mass of air pollutants, in nanograms, in 1000 cm3 samples of air taken over a  four month period. mass of pollutant in 1000 cm3 of air / nanograms monthoxides of nitrogensulfur dioxidecarbon monoxideozone particulates august 106.0 3.0 2.1 29.5 18.5 september 147.5 5.5 2.4 21.1 35.5 october 179.3 3.5 2.0 20.3 22.5 november 214.0 3.6 2.6 12.8 29.4  (a)  answer these questions using only the information in the table.  (i)  name the pollutant that shows a decrease in concentration between august and november.   ...   [1]  (ii)  calculate the mass of oxides of nitrogen in 250 cm3 of the sample of air taken in august.  .. nanograms  [1]  (b)  carbon monoxide is produced by the incomplete combustion of fossil fuels.  (i)  state the meaning of the term incomplete combustion .   .   ...   [1]  (ii)  give one adverse effect of carbon monoxide on health.   ...   [1]  (c)  carbon monoxide is also produced when methane reacts with steam in the presence of a  catalyst.  (i)  explain why a catalyst is used in this reaction.   ...   [1]  (ii)  methane is an air pollutant.   state one source of methane in the air.   ...   [1]",
+            "5": "5 0620/33/o/n/20 \u00a9 ucles 2020 [turn over  (d) (i)  complete the chemical equation for the reaction of carbon monoxide with oxygen.  ..co  +  o2  \u2192  ..co2 [2]  (ii)  complete the energy level diagram for the reaction of carbon monoxide with oxygen by  writing these words on the diagram:  \u25cf reactants  \u25cf products. energy progress of reaction  [1]  (iii)  explain, using information on the energy level diagram, how you know that this reaction is  exothermic.   ...   [1]  (e) (i)  describe a test for carbon dioxide.   test  ..   result  ...  [2]  (ii)  identify which one of these ph values represents the ph of a solution of carbon dioxide in  water.   draw a circle around the correct answer.  ph 6            ph 7            ph 8            ph 14 [1]  [total: 13]",
+            "6": "6 0620/33/o/n/20 \u00a9 ucles 2020 3  some properties of four substances, a, b, c and d, are shown in the table. substanceelectrical conductivity when solidelectrical conductivity when moltenmelting pointsolubility in water a does not conduct does not conduct low insoluble b conducts conducts high insoluble c does not conduct does not conduct very high soluble d does not conduct conducts high soluble   answer these questions using only the information in the table.  (a)  state which substance, a, b, c or d, is sulfur.   explain your answer.   substance  ..   explanation       [3]  (b)  state which substance, a, b, c or d, is sodium chloride.   explain your answer.   substance  ..  explanation       [3]  [total: 6]",
+            "7": "7 0620/33/o/n/20 \u00a9 ucles 2020 [turn over 4  the structure of crotonic acid is shown. c hcch hooh h ch  (a) (i)  on the structure, draw a circle around the functional group which shows that this is an  unsaturated compound. [1]  (ii)  deduce the formula of crotonic acid to show the number of carbon, hydrogen and oxygen  atoms.   ...   [1]  (iii)  complete the table to calculate the relative molecular mass of crotonic acid.   use your periodic table to help you. type of atomnumber of atomsrelative atomic mass carbon 4 12 4 \u00d7 12 = 48 hydrogen 1 oxygen 16  relative molecular mass = ..  [2]  (b)  acids react with bases such as calcium oxide.   complete the word equation for the reaction of nitric acid with calcium oxide. nitric acid+calcium oxide +  [2]",
+            "8": "8 0620/33/o/n/20 \u00a9 ucles 2020  (c)  calcium oxide is manufactured from limestone by thermal decomposition.  (i)  give the name of the main chemical compound in limestone.   ...   [1]  (ii)  state the meaning of the term thermal decomposition .   .   ...   [2]  (d)  calcium oxide reacts with water to produce slaked lime.   state one use of slaked lime.      ..   [1]  [total: 10]",
+            "9": "9 0620/33/o/n/20 \u00a9 ucles 2020 [turn over 5  the formula of ethanol is c2h6o.  (a)  draw the structure of ethanol to show all of the atoms and all of the bonds.  [2]  (b)  ethanol is a liquid at room temperature.   describe the motion and separation of the particles in ethanol.   motion     separation  ..  [2]  (c)  name the two products formed when ethanol undergoes complete combustion.  1  .  2  .  [2]  (d)  ethanol can be manufactured by the fermentation of glucose.   one condition is using enzymes in yeast.  (i)  state two other conditions for fermentation.  1  ..  2  ..  [2]  (ii)  name the method used to separate the ethanol from the reaction mixture after fermentation  is complete.   ...   [2]",
+            "10": "10 0620/33/o/n/20 \u00a9 ucles 2020  (e)  alcohols can also be manufactured from alkenes.   complete the word equation for the manufacture of ethanol by this method. +ethanol  [2]  [total: 12]",
+            "11": "11 0620/33/o/n/20 \u00a9 ucles 2020 [turn over 6  the electrolysis of concentrated hydrochloric acid produces gases at each electrode.  (a)  describe the electrolysis of concentrated hydrochloric acid.   in your answer include:  \u25cf a labelled diagram of the apparatus used for the electrolysis and collection of gases  \u25cf the names of the products formed at the positive and the negative electrode.   positive electrode  ...   negative electrode  .  [5]  (b)  carbon dioxide is produced when hydrochloric acid reacts with sodium carbonate.   complete the chemical equation for this reaction.  na2co3  +  2hcl  \u2192  ..nac l  +  .  +  co2 [2]  (c)  carbon dioxide reacts with carbon to produce carbon monoxide. co2  +  c  \u2192  2co   explain how this equation shows that carbon dioxide has been reduced.   ..   [1]  [total: 8]",
+            "12": "12 0620/33/o/n/20 \u00a9 ucles 2020 7  a student investigated the rate of reaction of excess calcium carbonate with dilute hydrochloric acid  in a conical flask by two different methods.  method 1:   measure the volume of carbon dioxide produced at 10 second intervals.  method 2:   measure the loss in mass of the reaction mixture by weighing at 10 second intervals.  (a) (i)  suggest one advantage of method 1 compared with method 2.   .   ...   [1]  (ii)  explain why there is a decrease in mass of the reaction mixture in method 2.   .   ...   [1]  (b)  the graph shows how the volume of carbon  dioxide changes as the reaction proceeds, using  method 1. 60 50 40 30 20 10 0 02 04 06 0 time  / svolum e of carbon dioxide / cm3 80 100 140 120",
+            "13": "13 0620/33/o/n/20 \u00a9 ucles 2020 [turn over   the student used large pieces of calcium carbonate.   answer these questions using information from the graph.  (i)  describe how the rate of this reaction changes with time.   ...   [1]  (ii)  deduce the time taken to collect 36 cm3 of carbon dioxide.  time = .. s  [1]  (iii)  the experiment is repeated using smaller pieces of calcium carbonate.   draw a line on the grid to show how the volume of carbon dioxide changes with time  when smaller pieces of calcium carbonate are used.   all other conditions stay the same. [2]  (iv)  describe what effect the following changes have on the rate of this reaction.  \u25cf the temperature is increased.   all other conditions stay the same.   ..  \u25cf the concentration of the hydrochloric acid is decreased.   all other conditions stay the same.   ..  [2]  [total: 8]",
+            "14": "14 0620/33/o/n/20 \u00a9 ucles 2020 8  this question is about metals and compounds of metals.  (a) (i)  sodium is a metal in group i of the periodic table.   identify two correct statements about sodium.   tick two boxes.   it is a relatively soft metal.   it has a high melting point.   it forms coloured chlorides.   it has a lower density than most metals.   it is a good insulator.  [2]  (ii)  some changes of state of sodium are shown. solid sodiummelting rliquid sodiumsodium gass condensing   give the names of the changes of state represented by r and s.  r  .  s  .  [2]",
+            "15": "15 0620/33/o/n/20 \u00a9 ucles 2020 [turn over  (b)  the table compares the reactions of four metals with dilute and with concentrated  hydrochloric acid. metalobservation with dilute hydrochloric acidobservation with concentrated hydrochloric acid beryllium bubbles form rapidly bubbles form very rapidly copper no bubbles seen no bubbles seen iron bubbles form very slowly bubbles form  slowly nickel no bubbles seen bubbles form slowly   put the four metals in order of their reactivity.   put the least reactive metal first. least reactive most reactive  [2]  (c)  crystals of magnesium chloride, mgcl 2\u20226h2o, can be prepared by adding excess magnesium  powder to dilute hydrochloric acid.   describe how to prepare a sample of pure dry magnesium chloride crystals after the reaction  is complete.   in your answer describe how to:  \u25cf remove the excess magnesium from the reaction mixture  \u25cf crystallise the magnesium chloride  \u25cf dry the crystals.                        ..   [4]",
+            "16": "16 0620/33/o/n/20 \u00a9 ucles 2020  (d)  when magnesium reacts with concentrated sulfuric  acid, sulfur dioxide is produced.   complete this description of the test for sulfur dioxide using words from the list.  blue chloride colourless  green manganate( vii) sulfate( vi)   the test for sulfur dioxide uses acidified aqueous potassium . .   the colour change is from purple to . .  [2]  (e)  green nickel( ii) sulfate crystals turn yellow when heated. niso4\u20227h2o                    niso4  +  7h2o  green yellow  nickel( ii) sulfate nickel( ii) sulfate  (i)  suggest how you would change yellow nickel( ii) sulfate to green nickel( ii) sulfate.   ...   [1]  (ii)  identify which word best describes green nickel( ii) sulfate with the formula niso4\u20227h2o.   draw a circle around the correct answer.  anhydrous          decomposed         hydrated          oxidised          reduced [1]  [total: 14]",
+            "17": "17 0620/33/o/n/20 \u00a9 ucles 2020blank page",
+            "18": "18 0620/33/o/n/20 \u00a9 ucles 2020blank page",
+            "19": "19 0620/33/o/n/20 \u00a9 ucles 2020blank page permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the  publisher will be pleased to make amends at the earliest possible opportunity. 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 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.",
+            "20": "20 0620/33/o/n/20 \u00a9 ucles 2020 groupthe periodic table of elements 1 h hydrogen 12 he helium 4ii i iii iv vv iv ii viii 3 li lithium 74 be berylliu m 9atomic number atomic symbolkey name relative atomic mas s 11 na sodium 2312 mg magnesium 24 19 k potassium 3920 ca calcium 40 37 rb rubidium 8538 sr strontium 88 55 cs caesium 13356 ba barium 137 87 fr francium \u201388 ra radium \u20135 b boron 11 13 al aluminium 27 31 ga gallium 70 49 in indium 115 81 tl thallium 2046 c carbon 12 14 si silicon 28 32 ge germanium 73 50 sn tin 119 82 pb lead 20722 ti titanium 48 40 zr zirconium 91 72 hf hafnium 178 104 rf rutherfordiu m \u201323 v vanadium 51 41 nb niobium 93 73 ta tantalum 181 105 db dubnium \u201324 cr chromium 52 42 mo molybdenum 96 74 w tungsten 184 106 sg seaborgium \u201325 mn manganes e 55 43 tc technetium \u2013 75 re rhenium 186 107 bh bohrium \u201326 fe iron 56 44 ru ruthenium 101 76 os osmium 190 108 hs hassium \u201327 co cobalt 59 45 rh rhodium 103 77 ir iridium 192 109 mt meitneriu m \u201328 ni nicke l 59 46 pd palladium 106 78 pt platinum 195 110 ds darmstadtiu m \u201329 cu copper 64 47 ag silver 108 79 au gold 197 111 rg roentgenium \u201330 zn zinc 65 48 cd cadmium 112 80 hg mercury 201 112 cn copernicium \u2013114 fl fleroviu m \u2013116 lv livermorium \u20137 n nitrogen 14 15 p phosphorus 31 33 as arsenic 75 51 sb antimony 122 83 bi bismuth 2098 o oxygen 16 16 s sulfur 32 34 se selenium 79 52 te tellurium 128 84 po polonium \u20139 f fluorine 19 17 cl chlorine 35.5 35 br bromine 80 53 i iodine 127 85 at astatine \u201310 ne neon 20 18 ar argon 40 36 kr krypton 84 54 xe xenon 131 86 rn radon \u201321 sc scandium 45 39 y yttrium 89 57\u201371 lanthanoids 89\u2013103 actinoids 57 la lanthanum 139 89 aclanthanoids actinoids the volume of one mole of any gas is 24  dm3 at room temperature and pressure (r .t.p.).actinium \u201358 ce cerium 140 90 th thorium 23259 pr praseodymium 141 91 pa protactinium 23160 nd neodymium 144 92 u uranium 23861 pm promethium \u2013 93 np neptunium \u201362 sm samarium 150 94 pu plutonium \u201363 eu europium 152 95 am americiu m \u201364 gd gadolinium 157 96 cm curium \u201365 tb terbium 159 97 bk berkelium \u201366 dy dysprosium 163 98 cf californium \u201367 ho holmium 165 99 es einsteinium \u201368 er erbium 167 100 fm fermium \u201369 tm thulium 169 101 md mendelevium \u201370 yb ytterbium 173 102 no nobelium \u201371 lu lutetium 175 103 lr lawrenciu m \u2013"
+        },
+        "0620_w20_qp_41.pdf": {
+            "1": "*1787085567* chemistry  0620/41 paper 4 theory (extended) october/november 2020  1 hour 15 minutes you must answer on the question paper. no additional materials are needed. instructions  \u25cf answer all questions.  \u25cf use a black or dark blue pen. you may use an hb pencil for any diagrams or graphs.  \u25cf write your name, centre number and candidate number in the boxes at the top of the page.  \u25cf write your answer to each question in the space provided.  \u25cf do not use an erasable pen or correction fluid.  \u25cf do not write on any bar codes.  \u25cf you may use a calculator.  \u25cf you should show all your working and use appropriate units. information  \u25cf the total mark for this paper is 80.  \u25cf the number of marks for each question or part question is shown in brackets [  ].  \u25cf the periodic table is printed in the question paper. ib20 11_0620_41/2rp \u00a9 ucles 2020 [turn overthis document has 20 pages. blank pages are indicated.cambridge igcse\u2122",
+            "2": "2 0620/41/o/n/20 \u00a9 ucles 2020 1 (a)  this question is about elements. aluminium carbon  iron hydrogen oxygen silicon  sodium sulfur   answer the following questions about these elements.   each element may be used once, more than once or not at all.  (i)  name the element that can be used as a fuel.   ...   [1]  (ii)  name the element that forms an oxide with a similar structure to diamond.   ...   [1]  (iii)  name the element that forms an amphoteric oxide.   ...   [1]  (iv)  name the element that has oxidation states of +2 and +3.   ...   [1]  (v)  name the element extracted from bauxite.   ...   [1]  (vi)  name the element that has atoms with the electronic structure 2,6.   ...   [1]",
+            "3": "3 0620/41/o/n/20 \u00a9 ucles 2020 [turn over  (b)  iron rusts when it is in contact with oxygen and water.  (i)\t\texplain\thow \tsacrificial\tprotection\tprevents\trusting.   .   .   .   ...   [2]  (ii)  state one other\tmethod\tof\trust\tprevention.   ...   [1]  [total: 9]",
+            "4": "4 0620/41/o/n/20 \u00a9 ucles 2020 2\t\tzinc\tis\textracted\tfrom\tan\tore\tcontaining\tzinc\tsulfide.  (a)  state the name of this zinc ore.   ..   [1]  (b)\t\tthis\tore\tis\tconverted\tto\tzinc\toxide,\tzno.   zinc oxide is then reacted with carbon.  (i)  write a chemical equation for the reaction of zinc oxide with carbon.   ...   [1]  (ii)  state what type of chemical change happens to the zinc in zinc oxide in this reaction.   explain your answer.  chemical change  .  explanation  .   .   .  [2]  (iii)  explain why aluminium is not extracted from aluminium oxide by heating with carbon.   .   ...   [1]  (iv)\t\tsuggest\tan \talternative\tmethod\tfor\tthe\textraction\tof\tzinc\tfrom\tzinc\toxide.   ...   [1]  (c)  brass is an alloy of zinc.   explain, in terms of particles, why brass is harder than pure zinc.               ..   [3]  [total: 9]",
+            "5": "5 0620/41/o/n/20 \u00a9 ucles 2020 [turn over 3 (a)  aqueous ammonium sulfate, (nh4)2so4, is warmed with aqueous sodium hydroxide.   the pungent-smelling gas ammonia, nh3, is produced.   balance the equation for this reaction.  (nh4)2so4\t\t+\t\t..naoh\t\t \u2192  ..nh3  +  ..h2o\t\t+\t\tna2so4 [1]  (b)  a 2.8 g sample of impure ammonium sulfate is found to contain 0.7 g of impurities.   calculate the percentage of ammonium sulfate in this sample.  percentage of ammonium sulfate = .. %  [1]  (c)  describe a test for ammonia gas.  test  .  result  ..  [2]  (d)  ammonia gas is prepared at the front of a laboratory.   the pungent smell of ammonia spreads throughout the laboratory slowly.    (i)  name the process that occurs when ammonia gas spreads throughout the laboratory.   ...   [1]  (ii)  explain, using ideas about particles, why ammonia gas spreads throughout the laboratory.   .   .   .   ...   [2]  (iii)\t\texplain\twhy\tcarbon\tdioxide\tgas,\tco2, will spread throughout the laboratory at a slower  rate than ammonia gas, nh3.   .   ...   [1]",
+            "6": "6 0620/41/o/n/20 \u00a9 ucles 2020  (e)  ammonia is produced in the haber process.   the equation for the reaction is shown. n2(g)  +  3h2(g)  \u2192  2nh3(g)  (i)  in the haber process, a temperature of 450 \u00b0c and a pressure of 200 atmospheres are  used\tin\tthe\tpresence\tof\tfinely\u2011divided\tiron.   a larger equilibrium yield of ammonia would be produced if a lower temperature and a  higher pressure are used.   explain why a lower temperature and a higher pressure are not used.  lower temperature  ...   .  higher pressure  ...   .  [2]  (ii)  state the role of iron in the haber process.   ...   [1]  (f) ammonia is a weak base.  (i)  explain the meaning of the term base.   .   ...   [1]  (ii)  suggest the ph of aqueous ammonia.   ...   [1]  [total: 13]",
+            "7": "7 0620/41/o/n/20 \u00a9 ucles 2020 [turn over 4  air is a mixture of gases.  (a)\t\tstate\tthe\tpercentage\t of\tclean\tdry\tair\twhich\tis\toxygen.\t give\tyour\tanswer\tto\tthe\tnearest\twhole\t number.  .. %  [1]  (b)\t\toxygen\tand\tnitrogen\tare\tuseful\tgases\tthat\tcan\tbe\tobtained\tfrom\tair.  (i)  name the process used to separate oxygen and nitrogen from liquid air.   ...   [2]  (ii)  state the property of oxygen and nitrogen that allows these gases to be separated using  this process.   ...   [1]  (c)\t\tcarbon\tdioxide,\tco2,\tis\ta\tcovalent\tmolecule. \t \tcomplete\tthe\tdiagram\tto\tshow\tthe\telectron\tarrangement\tin\tone\tmolecule\tof\tco2.   show only the outer electrons. co o  [2]",
+            "8": "8 0620/41/o/n/20 \u00a9 ucles 2020  (d)\t\tthe\tgraph\tshows\tthe\tconcentration\t of\tcarbon\tdioxide\tin\tthe\tatmosphere\t over\ta\t60\u2011year\tperiod,\t measured in parts per million (ppm). 420 400 380 360 340 320concentration of carbon dioxide / ppm year1960 1970 1980 1990 2000 2010 2020   the data shown in the graph is of global concern.   explain why.                  ..   [3]  (e)\t\tname\tthe\tprocess\t in\tthe\tcarbon\tcycle\tby\twhich\tplants\tremove\t carbon\tdioxide\tfrom\tthe\t atmosphere.   ..   [1]  [total: 10]",
+            "9": "9 0620/41/o/n/20 \u00a9 ucles 2020 [turn over 5 (a)  dilute sulfuric acid is electrolysed using the apparatus shown in the diagram. power supply inert electrode s dilute sulfuric acid+\u2013  (i)  state what is meant by the term electrolysis.   .   .   ...   [2]  (ii)  explain why inert electrodes are used.   .   ...   [1]  (iii)  name the products formed at each electrode. \t negative\telectrode\t  .. \t positive\telectrode\t    [2]  (iv)\t\twrite\tan\tionic\thalf\u2011equation\tfor\tthe\treaction\tat\tthe\tnegative\telectrode.   ...   [2]",
+            "10": "10 0620/41/o/n/20 \u00a9 ucles 2020  (b)\t\tsulfuric\t acid\tis\tmanufactured\t using\tthe\tcontact\t process.\t this\tmanufacture\t involves\t four\t stages.  (i)  stage 1\tinvolves\tthe\tcombustion\tof\tsulfur\tto\tform\tsulfur\tdioxide.   write the chemical equation for stage 1.   ...   [1]  (ii)  the equation for stage 2 is shown. 2so2(g)\t\t+\t\to2(g)  \t\t2so3(g)   the reaction can reach equilibrium.   explain what is meant by the term equilibrium.   .   .   .   ...   [2]  (iii)\t\tthe\tenergy \tlevel\tdiagram\tfor\tthe\tforward \treaction\tin\tstage 2 is shown. energy progress of reaction2so2(g)  +  o2(g) 2so3(g)   explain what the diagram shows about the energy changes in the forward reaction.   .   .   .   ...   [2]",
+            "11": "11 0620/41/o/n/20 \u00a9 ucles 2020 [turn over  (c)  in stage 3\tsulfur\ttrioxide,\tso3,\tis\tconverted\tto\toleum,\th2s2o7.   in stage 4 oleum reacts to form sulfuric acid, h2so4.   state what oleum reacts with in stage 4.   ..   [1]  (d)  a sample of sulfuric acid, h2so4, has a concentration of 0.75 mol / dm3.   calculate the concentration of sulfuric acid in g / dm3.  .. g / dm3  [2]  [total: 15]",
+            "12": "12 0620/41/o/n/20 \u00a9 ucles 2020 6 (a)  ethane, propane and butane are members of the same homologous series.  (i)  name this homologous series.   ...   [1]  (ii)  state two ways members of the same homologous series are similar.  1  ..  2  ..  [2]  (b)\t\tone\tmole\tof\tethane,\tc2h6, contains 6.02 \u00d7 1023 molecules.   calculate how many molecules are in 15 g of ethane.  number of ethane molecules = ..  [1]  (c)  propane reacts with chlorine.  (i) write the formula of the product which does not contain carbon.   ...   [1]  (ii)  draw the structure of an organic product formed. show all of the atoms and all of the  bonds.  [1]  (iii)  state the name of this type of reaction.   ...   [1]",
+            "13": "13 0620/41/o/n/20 \u00a9 ucles 2020 [turn over  (d) (i)  aqueous bromine was added to a sample of ethene. \t \tgive\tthe\tcolour\tchange\tseen.  from . to     [2]  (ii)  explain, in terms of bonding, why there is no colour change when aqueous bromine is  added to ethane.   .   ...   [1]  (e)  there are two structural isomers with the formula c4h10.  (i)  draw the structures of both of these isomers, showing all of the atoms and all of the bonds.  [2]  (ii)  butane is formed when longer chain hydrocarbons are cracked.   complete the chemical equation to show the other product when butane is formed by  cracking.  c6h14  \u2192  c4h10  +   [1]",
+            "14": "14 0620/41/o/n/20 \u00a9 ucles 2020  (f)  a compound contains 85.7% carbon and 14.3% hydrogen by mass.  (i)  calculate the empirical formula of this compound.   show your working.  ..  [2]  (ii)  the molecular mass of the compound is 112.   calculate the molecular formula of this compound.  ..  [1]  [total: 16]",
+            "15": "15 0620/41/o/n/20 \u00a9 ucles 2020 [turn over 7 (a)  ethanol can be manufactured by two different methods.  method 1:   fermentation of a sugar, c6h12o6 c6h12o6  \u2192  2c2h5oh\t\t+\t\t2co2  method 2:   reaction of ethene with steam c2h4  +  h2o\t\t\u2192  c2h5oh  (i)\t\tgive\tone\tadvantage\tof\tusing\tfermentation\tcompared\twith\tmethod\t2.   .   ...   [1]  (ii)\t\tgive\tone\tdisadvantage\tof\tusing\tfermentation\tcompared\twith\tmethod\t2.   .   ...   [1]  (b)\t\tethanol\treacts\twith\tacidified\t potassium\t manganate( vii) to form water and a product that turns  litmus red.  (i)  state the name of the product that turns the litmus red.   ...   [1]  (ii)\t\tstate\tthe\ttype\tof\treaction\t that\tethanol\t undergoes\t when\tit\treacts\twith\tacidified\t potassium manganate( vii).   ...   [1]  (c)  ethanol reacts with methanoic acid to form an ester.  (i)  name the ester formed in this reaction.   ...   [1]  (ii)  draw the structure of the ester formed.   show all of the atoms and all of the bonds.  [1]",
+            "16": "16 0620/41/o/n/20 \u00a9 ucles 2020  (d)  the table shows the melting points of ethanol and sodium chloride. substance melting point / \u00b0c ethanol \u2013114 sodium chloride 801 \t \tthe\tdifference\t in\tmelting\tpoints\tis\tdue\tto\tdifferences\t in\tattractive\t forces\tbetween\t particles\t in\t these substances. \t \tname\tthe\ttype\tof\tattractive\t force\tin\teach\tsubstance,\t which\tis\tresponsible\t for\tthe\tdifference\t in\t melting points.  ethanol  ...  sodium chloride  .  [2]  [total: 8]",
+            "17": "17 0620/41/o/n/20 \u00a9 ucles 2020blank page",
+            "18": "18 0620/41/o/n/20 \u00a9 ucles 2020blank page",
+            "19": "19 0620/41/o/n/20 \u00a9 ucles 2020permission 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 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. blank page",
+            "20": "20 0620/41/o/n/20 \u00a9 ucles 2020 groupthe periodic table of elements 1 h hydrogen 12 he helium 4ii i iii iv vv iv ii viii 3 li lithium 74 be berylliu m 9atomic number atomic symbolkey name relative atomic mas s 11 na sodium 2312 mg magnesium 24 19 k potassium 3920 ca calcium 40 37 rb rubidium 8538 sr strontium 88 55 cs caesium 13356 ba barium 137 87 fr francium \u201388 ra radium \u20135 b boron 11 13 al aluminium 27 31 ga gallium 70 49 in indium 115 81 tl thallium 2046 c carbon 12 14 si silicon 28 32 ge germanium 73 50 sn tin 119 82 pb lead 20722 ti titanium 48 40 zr zirconium 91 72 hf hafnium 178 104 rf rutherfordiu m \u201323 v vanadium 51 41 nb niobium 93 73 ta tantalum 181 105 db dubnium \u201324 cr chromium 52 42 mo molybdenum 96 74 w tungsten 184 106 sg seaborgium \u201325 mn manganes e 55 43 tc technetium \u2013 75 re rhenium 186 107 bh bohrium \u201326 fe iron 56 44 ru ruthenium 101 76 os osmium 190 108 hs hassium \u201327 co cobalt 59 45 rh rhodium 103 77 ir iridium 192 109 mt meitneriu m \u201328 ni nicke l 59 46 pd palladium 106 78 pt platinum 195 110 ds darmstadtiu m \u201329 cu copper 64 47 ag silver 108 79 au gold 197 111 rg roentgenium \u201330 zn zinc 65 48 cd cadmium 112 80 hg mercury 201 112 cn copernicium \u2013114 fl fleroviu m \u2013116 lv livermorium \u20137 n nitrogen 14 15 p phosphorus 31 33 as arsenic 75 51 sb antimony 122 83 bi bismuth 2098 o oxygen 16 16 s sulfur 32 34 se selenium 79 52 te tellurium 128 84 po polonium \u20139 f fluorine 19 17 cl chlorine 35.5 35 br bromine 80 53 i iodine 127 85 at astatine \u201310 ne neon 20 18 ar argon 40 36 kr krypton 84 54 xe xenon 131 86 rn radon \u201321 sc scandium 45 39 y yttrium 89 57\u201371 lanthanoids 89\u2013103 actinoids 57 la lanthanum 139 89 aclanthanoids actinoids the volume of one mole of any gas is 24  dm3 at room temperature and pressure (r .t.p.).actinium \u201358 ce cerium 140 90 th thorium 23259 pr praseodymium 141 91 pa protactinium 23160 nd neodymium 144 92 u uranium 23861 pm promethium \u2013 93 np neptunium \u201362 sm samarium 150 94 pu plutonium \u201363 eu europium 152 95 am americiu m \u201364 gd gadolinium 157 96 cm curium \u201365 tb terbium 159 97 bk berkelium \u201366 dy dysprosium 163 98 cf californium \u201367 ho holmium 165 99 es einsteinium \u201368 er erbium 167 100 fm fermium \u201369 tm thulium 169 101 md mendelevium \u201370 yb ytterbium 173 102 no nobelium \u201371 lu lutetium 175 103 lr lawrenciu m \u2013"
+        },
+        "0620_w20_qp_42.pdf": {
+            "1": "*7179838283* chemistry  0620/42 paper 4 theory (extended) october/november 2020  1 hour 15 minutes you must answer on the question paper. no additional materials are needed. instructions  \u25cf answer all questions.  \u25cf use a black or dark blue pen. you may use an hb pencil for any diagrams or graphs.  \u25cf write your name, centre number and candidate number in the boxes at the top of the page.  \u25cf write your answer to each question in the space provided.  \u25cf do not use an erasable pen or correction fluid.  \u25cf do not write on any bar codes.  \u25cf you may use a calculator.  \u25cf you should show all your working and use appropriate units. information  \u25cf the total mark for this paper is 80.  \u25cf the number of marks for each question or part question is shown in brackets [  ].  \u25cf the periodic table is printed in the question paper. ib20 11_0620_42/4rp \u00a9 ucles 2020 [turn overthis document has 12 pages. blank pages are indicated.cambridge igcse\u2122",
+            "2": "2 0620/42/o/n/20 \u00a9 ucles 2020 1  the electronic structures of some atoms and ions are shown. a b c d fg+2+ 3\u2013 \u2013 \u2013h e  (a)  write the letters, a, b, c, d, e, f, g or h, of the electronic structures which show:  (i)  atoms of two different noble gases ... and  ..  [2]  (ii)  an ion of a group i element  ..   [1]  (iii)  an ion of a group v element  .   [1]  (iv)  a pair of ions that could form a compound with the formula xy2.  and  .   [1]  (b)  state which electronic structure, a, b, c, d, e, f, g or h, is incorrect.   explain why.  incorrect electronic structure  .  explanation       [2]  (c)  state how many protons are found in the nucleus of ion c.     [1]  (d)  use the periodic table to deduce:  (i)  the chemical symbol for ion g  ..   [1]  (ii)  the element which forms an ion with a 3+ charge and the same electronic structure as h.   ...   [1]  [total: 10]",
+            "3": "3 0620/42/o/n/20 \u00a9 ucles 2020 [turn over 2  soluble salts can be made by adding a metal carbonate to a dilute acid.  (a)  give the formula of the dilute acid which reacts with a metal carbonate to form a nitrate salt.   ..   [1]  (b)  a student wanted to make hydrated iron( ii) sulfate crystals, feso4\u2022xh2o, by adding excess  iron(ii) carbonate to dilute sulfuric acid. the student followed the procedure shown.  step 1  add dilute sulfuric acid to a beaker.  step 2  add small amounts of iron( ii) carbonate to the dilute sulfuric acid in the beaker until  the iron( ii) carbonate is in excess.  step 3  filter the mixture formed in step 2.  step 4\t \theat\tthe\tfiltrate\tuntil\tit\tis\ta\tsaturated\tsolution.\t allow\tto\tcool.  step 5\t \tonce\tcold,\tpour\taway\tthe\tremaining\tsolution.\tdry\tthe\tcrystals\tbetween\tfilter\tpapers.  (i)  why must the iron( ii) carbonate be added in excess in step 2?   ...   [1]  (ii)  state two observations in step 2 that would show that iron( ii) carbonate was in excess.  1  ..  2  ..  [2]  (iii)  describe what should be done during step 3 to ensure there is a maximum yield of crystals.   ...   [1]  (iv)  a saturated solution is formed in step 4.   describe what a saturated solution is.   .   ...   [2]  (v)  name a different compound that could be used instead of iron( ii) carbonate to produce  hydrated iron( ii) sulfate crystals from dilute sulfuric acid.   ...   [1]",
+            "4": "4 0620/42/o/n/20 \u00a9 ucles 2020  (c)  on analysing the crystals, the student found that one mole of the hydrated iron( ii) sulfate  crystals, feso4\u2022xh2o, had a mass of 278 g.   determine the value of x using the following steps:  \u25cf calculate the mass of one mole of feso4  mass = .. g  \u25cf calculate the mass of h2o present in one mole of feso4\u2022xh2o  mass of h2o = .. g  \u25cf determine the value of x.  x = ..  [3]  (d)  insoluble salts can be made by mixing solutions of two soluble salts.   a student followed the procedure shown to make silver bromide, an insoluble salt.  step 1  add aqueous silver nitrate to a beaker. then add aqueous potassium bromide and  stir.  step 2  filter the mixture formed in step 1.  step 3  dry the residue.  (i)  state the term used to describe this method of making salts.   ...   [1]  (ii)  give the observation the student would make during step 1.   ...   [1]  (iii)  write the ionic equation for the reaction between aqueous silver nitrate and aqueous  potassium bromide.   include state symbols.   ...   [3]",
+            "5": "5 0620/42/o/n/20 \u00a9 ucles 2020 [turn over  (e)  sodium chloride is an ionic salt. it can be made by reacting sodium with chlorine gas.   the equation for this reaction is shown. 2na(s)  +  cl 2(g)  \u2192  2nacl (s)   calculate the volume of chlorine gas, in cm3, that reacts to form 2.34 g of nacl .   the reaction takes place at room temperature and pressure.  volume of chlorine gas = .. cm3  [3]  (f)  sodium chloride does not conduct electricity when solid, but does conduct electricity when  molten.  (i)  explain why, in terms of structure and bonding.   .   .   .   ...   [3]  (ii)  name the product formed at the positive electrode when electricity is passed through  molten sodium chloride.   ...   [1]  (iii)  state the type of change that occurs at the positive electrode in (ii).   explain your answer in terms of electron transfer.  type of change    explanation  .  [2]  (iv)  describe what else can be done to sodium chloride to allow it to conduct electricity.   ...   [1]  [total: 26]",
+            "6": "6 0620/42/o/n/20 \u00a9 ucles 2020 3  group i metals are very reactive. transition elements are also metals but are less reactive than  group i metals.  (a)  state two physical properties of group i metals which are similar to those of transition metals.  1  .  2  .  [2]  (b)  describe two ways in which the physical properties of group i metals are different from those  of transition metals.  1  .     2  .     [2]  (c)\t\twhen\tgroup\ti\tmetals\tare\tadded\tto\twater\tthey\tfizz\tand\tan\talkaline\tsolution\tforms.  (i)  name the gas given off.   ...   [1]  (ii)  identify the ion present in the solution which makes the solution alkaline.   ...   [1]  (iii)  write the chemical equation for the reaction between sodium and water.   ...   [2]  (d)  when the transition element iron is added to water the iron rusts. \t \twhen\tan\tiron\tobject\tis\tcoated\twith\ta\tlayer\tof\tzinc,\trusting\tis\tprevented.  (i)\t\tname\tthis\tprocess\tof\tcoating\tiron\tobjects\twith\ta\tlayer\tof\tzinc.   ...   [1]  (ii)\t\texplain\thow \tcompletely\tcoating\tan\tiron\t object\twith\ta\tlayer\tof\tzinc\tprevents\trusting.   ...   [1]  (iii)\t\trusting\tof\tiron\tships\tcan\tbe\tprevented\tby\tattaching\tzinc\tblocks\tto\tthe\thull\tof\tthe\tship.   explain how this prevents rusting.   .   ...   [2]  [total: 12]",
+            "7": "7 0620/42/o/n/20 \u00a9 ucles 2020 [turn over 4  alkenes and alkanes are homologous series of compounds containing carbon and hydrogen atoms.  (a)  state the name of the type of compound made from carbon and hydrogen atoms only.   ..   [1]  (b)  alkenes take part in addition reactions.  (i)  describe what is meant by the term addition reaction .   ...   [1]  (ii)  draw the structure of the product made in the addition reaction between propene and  bromine. show all of the atoms and all of the bonds.  [2]  (iii)  describe the colour change seen when propene is added to aqueous bromine.  from   to     [2]  (iv)  draw the structures of molecules of two different alkenes which both undergo an addition  reaction with steam to form butan-2-ol. show all of the atoms and all of the bonds.  [2]  (c)  propane undergoes a substitution reaction with chlorine.   write the chemical equation for the reaction between one molecule of propane and one  molecule of chlorine.   ..   [2]  [total: 10]",
+            "8": "8 0620/42/o/n/20 \u00a9 ucles 2020 5  this question is about alcohols, carboxylic acids and esters.  (a)  ethanol will react with hot aqueous potassium manganate( vii) to form ethanoic acid.  (i)  state the other condition needed for this reaction to take place.   ...   [1]  (ii)  state the type of chemical change that happens to the ethanol during this reaction.   ...   [1]  (iii)  the structure of ethanoic acid is shown. o ohch hc h   complete the dot-and-cross diagram to show the electron arrangement in a molecule of  ethanoic acid. ccoh hhh o  [3]",
+            "9": "9 0620/42/o/n/20 \u00a9 ucles 2020 [turn over  (b)  ethanoic acid is a weak acid and hydrochloric acid is a strong acid.   complete the table to show the similarities and differences in the properties of samples of  these two acids of equal concentration. dilute ethanoic acid dilute hydrochloric acid extent of dissociation colour after adding  universal indicator solution observation when  magnesium ribbon is added  [6]  (c)  ethanoic acid will react with an alcohol to form the ester shown. hch hc cco ochh h h hh h  (i)  name the other product formed when ethanoic acid reacts with an alcohol to make this  ester.   ...   [1]  (ii)  give one condition needed when ethanoic acid reacts with the alcohol to make this ester.   ...   [1]  (iii)  draw the structure of the alcohol which was added to ethanoic acid to make this ester.  show all of the atoms and all of the bonds.  [2]",
+            "10": "10 0620/42/o/n/20 \u00a9 ucles 2020  (d)  polyesters can be manufactured from carboxylic acids and alcohols.   hexanedioic acid has the structure: hooc\u2013ch2\u2013ch2\u2013ch2\u2013ch2\u2013cooh. \t \tthis\tstructure\tcan\tbe\tsimplified\tas\tshown. co co o ho h   ethanediol has the structure: ho\u2013ch2\u2013ch2\u2013oh. \t \tthis\tstructure\tcan\tbe\tsimplified\tas\tshown. o ho h   the functional groups are found at the end of each molecule.  (i)  state what is meant by the term functional group .   ...   [1]  (ii)  determine the empirical formula of hexanedioic acid.   ...   [1]  (iii)  calculate the percentage by mass of oxygen present in ethanediol.   give your answer to the nearest whole number.  .. %  [2]  (iv)  complete the diagram to show a section of polyester manufactured from hexanedioic acid  and ethanediol. include all of the atoms and all of the bonds in the linkages.  [2]  (v)  state the name of a polyester.   ...   [1]  [total: 22]",
+            "11": "11 0620/42/o/n/20 \u00a9 ucles 2020permission 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 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. blank page",
+            "12": "12 0620/42/o/n/20 \u00a9 ucles 2020 groupthe periodic table of elements 1 h hydrogen 12 he helium 4ii i iii iv vv iv ii viii 3 li lithium 74 be berylliu m 9atomic number atomic symbolkey name relative atomic mas s 11 na sodium 2312 mg magnesium 24 19 k potassium 3920 ca calcium 40 37 rb rubidium 8538 sr strontium 88 55 cs caesium 13356 ba barium 137 87 fr francium \u201388 ra radium \u20135 b boron 11 13 al aluminium 27 31 ga gallium 70 49 in indium 115 81 tl thallium 2046 c carbon 12 14 si silicon 28 32 ge germanium 73 50 sn tin 119 82 pb lead 20722 ti titanium 48 40 zr zirconium 91 72 hf hafnium 178 104 rf rutherfordiu m \u201323 v vanadium 51 41 nb niobium 93 73 ta tantalum 181 105 db dubnium \u201324 cr chromium 52 42 mo molybdenum 96 74 w tungsten 184 106 sg seaborgium \u201325 mn manganes e 55 43 tc technetium \u2013 75 re rhenium 186 107 bh bohrium \u201326 fe iron 56 44 ru ruthenium 101 76 os osmium 190 108 hs hassium \u201327 co cobalt 59 45 rh rhodium 103 77 ir iridium 192 109 mt meitneriu m \u201328 ni nicke l 59 46 pd palladium 106 78 pt platinum 195 110 ds darmstadtiu m \u201329 cu copper 64 47 ag silver 108 79 au gold 197 111 rg roentgenium \u201330 zn zinc 65 48 cd cadmium 112 80 hg mercury 201 112 cn copernicium \u2013114 fl fleroviu m \u2013116 lv livermorium \u20137 n nitrogen 14 15 p phosphorus 31 33 as arsenic 75 51 sb antimony 122 83 bi bismuth 2098 o oxygen 16 16 s sulfur 32 34 se selenium 79 52 te tellurium 128 84 po polonium \u20139 f fluorine 19 17 cl chlorine 35.5 35 br bromine 80 53 i iodine 127 85 at astatine \u201310 ne neon 20 18 ar argon 40 36 kr krypton 84 54 xe xenon 131 86 rn radon \u201321 sc scandium 45 39 y yttrium 89 57\u201371 lanthanoids 89\u2013103 actinoids 57 la lanthanum 139 89 aclanthanoids actinoids the volume of one mole of any gas is 24  dm3 at room temperature and pressure (r .t.p.).actinium \u201358 ce cerium 140 90 th thorium 23259 pr praseodymium 141 91 pa protactinium 23160 nd neodymium 144 92 u uranium 23861 pm promethium \u2013 93 np neptunium \u201362 sm samarium 150 94 pu plutonium \u201363 eu europium 152 95 am americiu m \u201364 gd gadolinium 157 96 cm curium \u201365 tb terbium 159 97 bk berkelium \u201366 dy dysprosium 163 98 cf californium \u201367 ho holmium 165 99 es einsteinium \u201368 er erbium 167 100 fm fermium \u201369 tm thulium 169 101 md mendelevium \u201370 yb ytterbium 173 102 no nobelium \u201371 lu lutetium 175 103 lr lawrenciu m \u2013"
+        },
+        "0620_w20_qp_43.pdf": {
+            "1": "*0774897954* chemistry  0620/43 paper 4 theory (extended) october/november 2020  1 hour 15 minutes you must answer on the question paper. no additional materials are needed. instructions  \u25cf answer all questions.  \u25cf use a black or dark blue pen. you may use an hb pencil for any diagrams or graphs.  \u25cf write your name, centre number and candidate number in the boxes at the top of the page.  \u25cf write your answer to each question in the space provided.  \u25cf do not use an erasable pen or correction fluid.  \u25cf do not write on any bar codes.  \u25cf you may use a calculator.  \u25cf you should show all your working and use appropriate units. information  \u25cf the total mark for this paper is 80.  \u25cf the number of marks for each question or part question is shown in brackets [  ].  \u25cf the periodic table is printed in the question paper. ib20 11_0620_43/4rp r \u00a9 ucles 2020 [turn overthis document has 16 pages. blank pages are indicated.cambridge igcse\u2122",
+            "2": "2 0620/43/o/n/20 \u00a9 ucles 2020 1  the names of nine substances are shown. aluminium oxide ammonia carbon monoxide anhydrous cobalt( ii) chloride hydrated copper( ii) sulfate iron( iii) oxide nitrogen dioxide silver steel   answer the following questions using these substances. each substance may be used once, more  than once or not at all.   name the substance that is:  (a)  the main constituent of hematite  ..   [1]  (b)  a gas produced in car engines which causes acid rain  ...   [1]  (c)  an alkaline gas  .   [1]  (d)  an element  ...   [1]  (e)  a gas formed by the incomplete combustion of fossil fuels  .   [1]  (f)  used to test for the presence of water.     [1]  [total: 6]",
+            "3": "3 0620/43/o/n/20 \u00a9 ucles 2020 [turn over 2  the table gives information about five particles, a, b, c, d and e. particlenumber of electronsnumber of neutronsnumber of protons a 10 13 11 b 18 20 18 c 18 18 18 d 10 12 8 e 10 10 10  (a)  state the atomic number of a.   ..   [1]  (b)  state the nucleon number of b.   ..   [1]  (c)  write the electronic structure of c.   ..   [1]  (d)  give the letters of all the particles which are:  (i)  atoms     [1]  (ii)  positive ions  ..   [1]  (iii)  negative ions     [1]  (iv)  isotopes of each other.  .   [1]  [total: 7]",
+            "4": "4 0620/43/o/n/20 \u00a9 ucles 2020 3  this question is about nitrogen and some of its compounds.  (a)  complete the dot-and-cross diagram to show the electron arrangement in a molecule of  nitrogen, n2.   show the outer shell electrons only. n n  [2]  (b)  nitrogen can be converted into ammonia by the haber process.  (i)  describe how nitrogen is obtained for the haber process.   .   ...   [2]  (ii)  give the essential reaction conditions and write a chemical equation for the reaction  occurring in the haber process.  chemical equation:  ..   .  reaction conditions:  .   .   .   .   .  [5]",
+            "5": "5 0620/43/o/n/20 \u00a9 ucles 2020 [turn over  (c)  some of the ammonia made by the haber process is converted into nitric acid.   the first stage of this process is the oxidation of ammonia to make nitrogen monoxide. 4nh3(g)  +  5o2(g)    4no(g)  +  6h2o(g)   the process is carried out at 900 \u00b0c and a pressure of 5 atmospheres using an alloy of platinum  and rhodium as a catalyst.   the forward reaction is exothermic.  (i)  state the meaning of the term catalyst.   .   ...   [2]  (ii)  state the meaning of the term oxidation .   ...   [1]  (iii)  complete the table using the words increase , decrease  or no change . effect on the rate of the forward reactioneffect on the equilibrium yield of no(g) increasing the temperature increasing the pressure  [4]  (d)  nitrogen monoxide, no, is converted into nitrogen dioxide, no2. 2no(g)  +  o2(g)  \u2192  2no2(g)   the nitrogen dioxide reacts with oxygen and water to produce nitric acid as the only product.   write a chemical equation for this reaction.   ..   [2]",
+            "6": "6 0620/43/o/n/20 \u00a9 ucles 2020  (e)  ammonium nitrate, nh4no3, is a fertiliser.   calculate the percentage by mass of nitrogen in ammonium nitrate.  .. %  [2]  [total: 20]",
+            "7": "7 0620/43/o/n/20 \u00a9 ucles 2020 [turn over 4  zinc is manufactured from zinc blende. zinc blende is an ore which consists mainly of zinc sulfide,  zns.  (a)  zinc blende is roasted in air. one of the products is zinc oxide.   name the other product formed in this reaction.   ..   [1]  (b)  zinc oxide is then converted into zinc.   zinc oxide and coke, a source of carbon, are heated in a furnace. hot air is blown into the  furnace.  (i)  give two reasons why coke is needed.  1  ..  2  ..  [2]  (ii)  write a chemical equation for the formation of zinc in the furnace.   ...   [1]  (iii)  zinc has a melting point of 420 \u00b0c and a boiling point of 907 \u00b0c. the temperature inside the  furnace is 1200 \u00b0c.   explain how this information shows that the zinc produced inside the furnace is a gas.   ...   [1]  (iv)  the gaseous zinc is converted to molten zinc.   name this change of state.   ...   [1]",
+            "8": "8 0620/43/o/n/20 \u00a9 ucles 2020  (c)  zinc reacts with dilute sulfuric acid to produce aqueous zinc sulfate. zn(s)  +  h2so4(aq)  \u2192  znso4(aq)  +  h2(g)   hydrated zinc sulfate crystals are made from aqueous zinc sulfate.  step 1  solid zinc is added to dilute sulfuric acid until zinc is in excess.  step 2  excess zinc is separated from aqueous zinc sulfate by filtration.  step 3  aqueous zinc sulfate is heated until the solution is saturated.  step 4  the saturated solution is allowed to cool and crystallise.  step 5  the crystals are removed and dried.  (i)  name the residue in step 2.   ...   [1]  (ii)  in step 3, a saturated solution is produced.   describe what a saturated solution is.   .   .   ...   [2]  (iii)  name two compounds each of which react with dilute sulfuric acid to produce aqueous  zinc sulfate.  1  ..  2  ..  [2]",
+            "9": "9 0620/43/o/n/20 \u00a9 ucles 2020 [turn over  (d)  when hydrated magnesium sulfate crystals, mgso4\u2022xh2o, are heated they give off water. mgso4\u2022xh2o(s)  \u2192  mgso4(s)  +  xh2o(g)   a student carries out an experiment to determine the value of x in mgso4\u2022xh2o.  step 1  hydrated magnesium sulfate crystals were weighed.  step 2  hydrated magnesium sulfate crystals were heated.  step 3  the remaining solid was weighed.  (i)  describe how the student can ensure that all the water is given off.   .   .   ...   [2]  (ii)  in an experiment, all the water was removed from 1.23 g of mgso4\u2022xh2o. the mass of  mgso4 remaining was 0.60 g.  mr: mgso4 = 120; mr: h2o = 18   determine the value of x using the following steps.  \u25cf calculate the number of moles of mgso4 remaining.  moles of mgso4 = ..  \u25cf calculate the mass of h2o given off.  mass of h2o = .. g  \u25cf calculate the moles of h2o given off.  moles of h2o = ..  \u25cf determine the value of x.  x = ..  [4]  [total: 17]",
+            "10": "10 0620/43/o/n/20 \u00a9 ucles 2020 5  group i elements, group vii elements and transition elements are found in different parts of the  periodic table.  (a)  describe the trend in the reactivity of group i elements.      ..   [1]  (b)  when potassium is added to water a chemical reaction occurs.  (i)  state two observations that can be made when potassium is added to water.   .   ...   [2]  (ii)  write a chemical equation for the reaction of potassium with water.   ...   [2]  (c)  excess aqueous potassium iodide is added to chlorine.  (i)  write a chemical equation for the reaction that occurs when aqueous potassium iodide is  added to chlorine.   ...   [2]  (ii)  state the final colour of the reaction mixture.   ...   [1]  (d)  sodium is extracted from sodium chloride by electrolysis.  (i)  state the meaning of the term electrolysis.   .   ...   [2]  (ii)  state what must be done to sodium chloride before it can be electrolysed to produce  sodium.   ...   [1]  (iii)  write an ionic half-equation for the change that occurs at the cathode during this electrolysis.   ...   [1]",
+            "11": "11 0620/43/o/n/20 \u00a9 ucles 2020 [turn over  (e)  chromium is a transition element.  \u25cf chromium has a high melting point.  \u25cf chromium is a good conductor of electricity.  \u25cf many chromium compounds are soluble in water.  \u25cf hydrated chromium( iii) sulfate is green.  \u25cf chromium forms the chlorides crc l 2 and crcl 3.  \u25cf oxides of chromium act as catalysts in the manufacture of poly(ethene).  (i)  use this information to give two properties of chromium which are different from properties  of group i elements such as sodium.  1  ..  2  ..  [2]  (ii)  use this information to give two properties of chromium which are similar to properties of  group i elements such as sodium.  1  ..  2  ..  [2]  [total: 16]",
+            "12": "12 0620/43/o/n/20 \u00a9 ucles 2020 6 (a)  a carboxylic acid and an ester are structural isomers.  (i)  state the meaning of the term structural isomers.   .   .   ...   [2]  (ii)  draw the structures of the carboxylic acid and the ester which both contain two carbon  atoms.   show all of the atoms and all of the bonds.   name the carboxylic acid and the ester. carboxylic acid name ester name   [4]",
+            "13": "13 0620/43/o/n/20 \u00a9 ucles 2020 [turn over  (b)  part of a polyester chain is shown. this polyester is made from one monomer. co o o co o co o co  (i)  on the diagram  draw a ring around one unit of the polymer that is repeated. [1]  (ii)  name the type of polymerisation that produces polyesters.   ...   [1]  (iii)  complete the diagram to show the structure of the monomer used to produce this polyester.   show all of the atoms and all of the bonds in the functional groups.  [2]  (c)  a polyamide is made from the two monomers shown. h2n nh2 hooc cooh   complete the diagram to show a section of the polyamide made from the two monomers.   show all of the atoms and all of the bonds in the linkages.  [2]  (d)  naturally occurring polyamides are constituents of food.  (i)  state the name given to naturally occurring polyamides.   ...   [1]  (ii)  name the monomers which form naturally occurring polyamides.   ...   [1]  [total: 14]",
+            "14": "14 0620/43/o/n/20 \u00a9 ucles 2020blank page",
+            "15": "15 0620/43/o/n/20 \u00a9 ucles 2020permission 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 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. blank page",
+            "16": "16 0620/43/o/n/20 \u00a9 ucles 2020 groupthe periodic table of elements 1 h hydrogen 12 he helium 4ii i iii iv vv iv ii viii 3 li lithium 74 be berylliu m 9atomic number atomic symbolkey name relative atomic mas s 11 na sodium 2312 mg magnesium 24 19 k potassium 3920 ca calcium 40 37 rb rubidium 8538 sr strontium 88 55 cs caesium 13356 ba barium 137 87 fr francium \u201388 ra radium \u20135 b boron 11 13 al aluminium 27 31 ga gallium 70 49 in indium 115 81 tl thallium 2046 c carbon 12 14 si silicon 28 32 ge germanium 73 50 sn tin 119 82 pb lead 20722 ti titanium 48 40 zr zirconium 91 72 hf hafnium 178 104 rf rutherfordiu m \u201323 v vanadium 51 41 nb niobium 93 73 ta tantalum 181 105 db dubnium \u201324 cr chromium 52 42 mo molybdenum 96 74 w tungsten 184 106 sg seaborgium \u201325 mn manganes e 55 43 tc technetium \u2013 75 re rhenium 186 107 bh bohrium \u201326 fe iron 56 44 ru ruthenium 101 76 os osmium 190 108 hs hassium \u201327 co cobalt 59 45 rh rhodium 103 77 ir iridium 192 109 mt meitneriu m \u201328 ni nicke l 59 46 pd palladium 106 78 pt platinum 195 110 ds darmstadtiu m \u201329 cu copper 64 47 ag silver 108 79 au gold 197 111 rg roentgenium \u201330 zn zinc 65 48 cd cadmium 112 80 hg mercury 201 112 cn copernicium \u2013114 fl fleroviu m \u2013116 lv livermorium \u20137 n nitrogen 14 15 p phosphorus 31 33 as arsenic 75 51 sb antimony 122 83 bi bismuth 2098 o oxygen 16 16 s sulfur 32 34 se selenium 79 52 te tellurium 128 84 po polonium \u20139 f fluorine 19 17 cl chlorine 35.5 35 br bromine 80 53 i iodine 127 85 at astatine \u201310 ne neon 20 18 ar argon 40 36 kr krypton 84 54 xe xenon 131 86 rn radon \u201321 sc scandium 45 39 y yttrium 89 57\u201371 lanthanoids 89\u2013103 actinoids 57 la lanthanum 139 89 aclanthanoids actinoids the volume of one mole of any gas is 24  dm3 at room temperature and pressure (r .t.p.).actinium \u201358 ce cerium 140 90 th thorium 23259 pr praseodymium 141 91 pa protactinium 23160 nd neodymium 144 92 u uranium 23861 pm promethium \u2013 93 np neptunium \u201362 sm samarium 150 94 pu plutonium \u201363 eu europium 152 95 am americiu m \u201364 gd gadolinium 157 96 cm curium \u201365 tb terbium 159 97 bk berkelium \u201366 dy dysprosium 163 98 cf californium \u201367 ho holmium 165 99 es einsteinium \u201368 er erbium 167 100 fm fermium \u201369 tm thulium 169 101 md mendelevium \u201370 yb ytterbium 173 102 no nobelium \u201371 lu lutetium 175 103 lr lawrenciu m \u2013"
+        },
+        "0620_w20_qp_51.pdf": {
+            "1": "*2079716460* chemistry  0620/51 paper 5 practical test october/november 2020  1 hour 15 minutes you must answer on the question paper. you will need: the materials and apparatus listed in the confidential instructions instructions  \u25cf answer all questions.  \u25cf use a black or dark blue pen. you may use an hb pencil for any diagrams or graphs.  \u25cf write your name, centre number and candidate number in the boxes at the top of the page.  \u25cf write your answer to each question in the space provided.  \u25cf do not use an erasable pen or correction fluid.  \u25cf do not write on any bar codes.  \u25cf you may use a calculator.  \u25cf you should show all your working and use appropriate units. information  \u25cf the total mark for this paper is 40.  \u25cf the number of marks for each question or part question is shown in brackets [  ].  \u25cf notes for use in qualitative analysis are provided in the question paper. ib20 11_0620_51/fp \u00a9 ucles 2020 [turn overthis document has 12 pages. blank pages are indicated.cambridge igcse\u2122 for examiner\u2019s use 1 2 3 total",
+            "2": "2 0620/51/o/n/20 \u00a9 ucles 2020 1  you are going to investigate the reaction between dilute ethanoic acid and two different solutions of  sodium hydroxide labelled solution a and solution b.   read all of the instructions carefully before starting the experiments.  instructions   you are going to do two experiments.  (a) experiment 1  \u25cf rinse the burette with solution a.  \u25cf fill the burette with solution  a. run some of solution a out of the burette so that the level  of solution a is on the burette scale.  \u25cf use the measuring cylinder to pour 25 cm3 of dilute ethanoic acid into the conical flask.  \u25cf add five drops of thymolphthalein indicator to the conical flask.  \u25cf record the initial burette reading in the table.  \u25cf slowly add solution a from the burette to the conical flask, while swirling the flask, until the  solution just changes colour.  \u25cf record the final burette reading in the table and complete the table. experiment 1 final burette reading / cm3 initial burette reading / cm3 volume of solution a added / cm3  experiment 2  \u25cf empty the conical flask and rinse it with distilled water.  \u25cf empty the burette and rinse it with distilled water.  \u25cf rinse the burette with solution b.  \u25cf fill the burette with solution  b. run some of solution b out of the burette so that the level  of solution b is on the burette scale.  \u25cf use the measuring cylinder to pour 25 cm3 of dilute ethanoic acid into the conical flask.  \u25cf add five drops of thymolphthalein indicator to the conical flask.  \u25cf record the initial burette reading in the table.  \u25cf slowly add solution b from the burette to the conical flask, while swirling the flask, until the  solution just changes colour.  \u25cf record the final burette reading in the table and complete the table. experiment 2 final burette reading / cm3 initial burette reading / cm3 volume of solution b added / cm3  [4]",
+            "3": "3 0620/51/o/n/20 \u00a9 ucles 2020 [turn over  (b)  state the colour change observed in the conical flask in experiment 2.  from . to  ...   [1]  (c)  explain why universal indicator is not a suitable indicator to use in this titration.      ..   [1]  (d) (i)  state which solution of sodium hydroxide, solution a or solution b, is the more concentrated.   explain your answer.   .   ...   [1]  (ii)  state how many times more concentrated this solution of sodium hydroxide is compared  to the other solution of sodium hydroxide.   .   ...   [1]  (e)  determine the volume of solution b that would be required if experiment 2 was repeated with  10 cm3 of dilute ethanoic acid.      ..   [2]  (f)  describe how the reliability of the results could be checked.      ..   [1]  (g)  a 25 cm3 pipette can be used to measure the volume of a solution.  (i)  describe an advantage of using a 25 cm3 pipette to measure the volume of the  dilute ethanoic acid.   .   ...   [1]  (ii)  explain why a 25 cm3 pipette could not be used to measure the volume of solution a.   .   ...   [1]",
+            "4": "4 0620/51/o/n/20 \u00a9 ucles 2020  (h) (i)  explain why the burette was rinsed with distilled water in experiment 2.   .   ...   [1]  (ii)  explain why the burette was then rinsed with solution b.   .   ...   [1]  (iii)  state the effect that not rinsing the burette with solution b would have on the final burette  reading.   explain your answer.  effect  ...  explanation  .   .  [2]  [total: 17]",
+            "5": "5 0620/51/o/n/20 \u00a9 ucles 2020 [turn over 2  you are provided with two solids, solid c and solid d.   do the following tests on solid c and solid d, recording all of your observations at each stage.   tests on solid c  (a)  describe the appearance of solid c.   ..   [1]  (b)  place about half of solid c in a hard\u2011glass test\u2011tube. heat the solid gently and then strongly.   record your observations.            ..   [3]  (c)  place the remaining half of solid c in a boiling tube. add about 10 cm3 of distilled water to the   boiling tube. stopper the boiling tube and shake it to dissolve solid c to form solution c.   divide solution c into two approximately equal portions in two test\u2011tubes.  (i)  add a few drops of universal indicator solution to the first portion of solution c.   record your observations.   .   ...   [1]  (ii)  add a spatula measure of solid sodium hydrogencarbonate to the second portion of  solution c.    test any gas formed.   record your observations.   .   .   .   ...   [3]  (d)  what conclusions can you make about solid c?      ..   [2]",
+            "6": "6 0620/51/o/n/20 \u00a9 ucles 2020  tests on solid d   add solid  d to about 10 cm3 of distilled water in a boiling tube. stopper the boiling tube and shake  it to dissolve solid d to form solution d.   divide solution d into four approximately equal portions in four test\u2011tubes.  (e) (i)  add a few drops of aqueous sodium hydroxide to the first portion of solution d.   record your observations.   ...   [1]  (ii)  now add an excess of aqueous sodium hydroxide to the mixture.   record your observations.   ...   [1]  (f)  add excess aqueous ammonia to the second portion of solution d.   record your observations.   ..   [1]  (g)  add about 1 cm depth of dilute nitric acid and a few drops of aqueous silver nitrate to the third  portion of solution d.   record your observations.   ..   [1]  (h)  add about 1 cm depth of dilute nitric acid and a few drops of aqueous barium nitrate to the  fourth portion of solution d.   record your observations.   ..   [1]  (i)  identify solid d.   ..   [2]  [total: 17]",
+            "7": "7 0620/51/o/n/20 \u00a9 ucles 2020 [turn over 3  a toothpaste contains:  \u25cf sodium fluoride  \u25cf calcium carbonate  \u25cf silica  \u25cf mint flavouring.   sodium fluoride and the mint flavouring are soluble in water.   calcium carbonate and silica are insoluble in water.   calcium carbonate reacts with dilute hydrochloric  acid to form the soluble salt calcium chloride.   plan an investigation to find the percentage by mass of silica in the toothpaste.   in your answer you should include how you will calculate the percentage by mass of silica in the  toothpaste.   you have access to normal laboratory apparatus.   ...   ...   ...   ...   ...   ...   ...   ...   ...   ...   ...   ...   .   [6]",
+            "8": "8 0620/51/o/n/20 \u00a9 ucles 2020blank page",
+            "9": "9 0620/51/o/n/20 \u00a9 ucles 2020blank page",
+            "10": "10 0620/51/o/n/20 \u00a9 ucles 2020blank page 2  you are provided with two metal salt solutions, e and f.   carry out the following tests on e and f, recording all of your observations at each stage.",
+            "11": "11 0620/51/o/n/20 \u00a9 ucles 2020notes for use in qualitative analysis tests for anions anion test test result carbonate (co32\u2013) add dilute acid effervescence, carbon dioxide  produced chloride (c l \u2013) [in solution]acidify with dilute nitric acid, then add  aqueous silver nitratewhite ppt. bromide (br \u2013) [in solution]acidify with dilute nitric acid, then add  aqueous silver nitratecream ppt. iodide ( i\u2013) [in solution]acidify with dilute nitric acid, then add  aqueous silver nitrateyellow ppt. nitrate (no3\u2013) [in solution]add aqueous sodium hydroxide, then  aluminium foil; warm carefullyammonia produced sulfate (so42\u2013) [in solution]acidify, then add aqueous  barium nitratewhite ppt. sulfite (so32\u2013) add dilute hydrochloric acid, warm  gently and test for the presence of sulfur dioxidesulfur dioxide produced  will turn acidified aqueous  potassium manganate( vii) from  purple to colourless tests for aqueous cations cation effect of aqueous sodium hydroxide effect of aqueous ammonia aluminium (a l 3+) white ppt., soluble in excess, giving a  colourless solutionwhite ppt., insoluble in excess ammonium (nh4+)ammonia produced on warming \u2013 calcium (ca2+) white ppt., insoluble in excess no ppt., or very slight white ppt. chromium( iii) (cr3+)green ppt., soluble in excess grey-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 iron(iii) (fe3+) red-brown ppt., insoluble in excess red-brown ppt., insoluble in excess zinc (zn2+) white ppt., soluble in excess, giving a  colourless solutionwhite ppt., soluble in excess, giving a  colourless solution",
+            "12": "12 0620/51/o/n/20 \u00a9 ucles 2020tests for gases flame tests for metal ions gas test and test result metal ion flame colour ammonia (nh3) turns damp red litmus paper blue lithium (li+) red carbon dioxide (co2)turns limewater milky sodium (na+) yellow chlorine (c l 2) bleaches damp litmus paper potassium (k+) lilac hydrogen (h2) \u2018pops\u2019 with a lighted splint copper( ii) (cu2+)blue-green oxygen (o2) relights a glowing splint sulfur dioxide (so2)turns acidified aqueous  potassium manganate( vii) from  purple to colourless 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 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."
+        },
+        "0620_w20_qp_52.pdf": {
+            "1": "*0436997365* chemistry  0620/52 paper 5 practical test october/november 2020  1 hour 15 minutes you must answer on the question paper. you will need: the materials and apparatus listed in the confidential instructions instructions  \u25cf answer all questions.  \u25cf use a black or dark blue pen. you may use an hb pencil for any diagrams or graphs.  \u25cf write your name, centre number and candidate number in the boxes at the top of the page.  \u25cf write your answer to each question in the space provided.  \u25cf do not use an erasable pen or correction fluid.  \u25cf do not write on any bar codes.  \u25cf you may use a calculator.  \u25cf you should show all your working and use appropriate units. information  \u25cf the total mark for this paper is 40.  \u25cf the number of marks for each question or part question is shown in brackets [  ].  \u25cf notes for use in qualitative analysis are provided in the question paper. ib20 11_0620_52/3rp \u00a9 ucles 2020 [turn overthis document has 12 pages. blank pages are indicated.cambridge igcse\u2122 for examiner\u2019s use 1 2 3 total",
+            "2": "2 0620/52/o/n/20 \u00a9 ucles 2020 1\t\tyou\tare\tgoing\tto\tinvestigate\t the\trate\tof\tthe\treaction\tbetween\t sodium\tmetabisulfite\t and\t potassium iodate.   read all of the instructions carefully before starting the experiments.   instructions \t\tyou\tare\tgoing\tto\tdo\tfive\texperiments.\tin\teach\texperiment\tthe\ttotal\tvolume\tof\tliquid\tis\t45\t cm3.   experiment 1  \u25cf use a 10 cm3\tmeasuring\t cylinder\tto\tpour\t5\tcm3\tof\taqueous\tsodium\tmetabisulfite\t into\tthe\tbeaker.  \u25cf use another 10 cm3\tmeasuring\tcylinder\tto\tpour\t5\t cm3\tof\tstarch\tsolution\tinto\tthe\tbeaker.  \u25cf\tuse\ta\t25\tcm3\tmeasuring\tcylinder\tto\tpour\t15\t cm3\tof\tdistilled\twater\tinto\tthe\tbeaker.  \u25cf\tuse\tanother\t25\tcm3 measuring cylinder to pour 20 cm3\tof\taqueous\tpotassium\t iodate\tinto\tthe\t beaker.\tat\tthe\tsame\ttime\tstart\tthe\tstop\u2011clock.  \u25cf\tstir\tthe\tmixture\tin\tthe\tbeaker\tand\tcontinue\tto\tstir\tuntil\ta\tsudden\tcolour\tchange\tis\tseen.  \u25cf\tstop\tthe\tstop\u2011clock\tand\trecord\tthe\ttime\tin\tseconds\tto\tthe\tnearest\twhole\tnumber\tin\tthe\ttable.  \u25cf\trinse\tthe\tbeaker\twith\twater.   experiment 2  \u25cf\trepeat\texperiment\t1\tusing\t17\t cm3 of distilled water and 18 cm3\tof\taqueous\tpotassium\tiodate.   experiment 3  \u25cf\trepeat\texperiment\t1\tusing\t21\t cm3\tof\tdistilled\twater\tand\t14\t cm3\tof\taqueous\tpotassium\tiodate.   experiment 4  \u25cf\trepeat\texperiment\t1\tusing\t23\t cm3 of distilled water and 12 cm3\tof\taqueous\tpotassium\tiodate.   experiment 5  \u25cf\trepeat\texperiment\t1\tusing\t25\t cm3 of distilled water and 10 cm3\tof\taqueous\tpotassium\tiodate.  (a)  complete the table. experiment 1 2 345 volume\tof\taqueous\tsodium\tmetabisulfite\t /\tcm3 volume\tof\tdistilled\twater\t /\tcm3 volume\tof\taqueous\tpotassium\tiodate\t /\tcm320 1814 12 10 time\ttaken\tto\tchange\tcolour\t /\ts \t [4]  (b)  state the sudden colour change seen.  start colour  .  end colour  .. \t [1]",
+            "3": "3 0620/52/o/n/20 \u00a9 ucles 2020 [turn over  (c)\t\tadd\ta\tsuitable\tscale\tfor\tthe\t y\u2011axis\tand\tplot\tyour\tresults\tfrom\texperiments\t1\tto\t5\ton\tthe\tgrid. \t\tdraw\ta\tsmooth\tcurve\tof\tbest\tfit.\t 10 12 14 16 18 volume of aqueous potassium iodate  / cm3time to change colour  / s 20 22 \t [4]  (d) (i)  from your graph, predict the time to change colour if 16 cm3\tof\taqueous\tpotassium\t iodate\t was used.   show clearly on the grid \thow\tyou\tworked\tout\tyour\tanswer. \t time\tto\tchange\tcolour\t=\t..\ts\t\t[2]  (ii)\t\tcalculate\t the\tvolume\tof\tdistilled\twater\trequired\tif\t16\tcm3\tof\taqueous\tpotassium\t iodate\twas\t used.  volume of distilled water = .. cm3\t\t[1]  (e)\t\tsketch\t on the grid\t the\tgraph\tyou\twould\texpect\tif\texperiments\t 1\tto\t5\twere\trepeated\tat\ta\thigher\t temperature.\t [1]",
+            "4": "4 0620/52/o/n/20 \u00a9 ucles 2020  (f)\t\tthe\tconcentration \tof\tpotassium\t iodate\tin\tthe\treaction\tmixture\tin\teach\texperiment\t can\tbe\t calculated\tusing\tthe\tequation\tshown. concentration =0.05\t\u00d7\tvolume\tof\taqueous\tpotassium\tiodate 45  (i)\t\tcalculate\tthe\tconcentration\tof\tpotassium \tiodate\tin\tthe\treaction\tmixture\tin\texperiment\t2. \t concentration\t=\t..\tmol\t /\tdm3\t\t[1]  (ii)\t\tstate\twhich\texperiment,\t1,\t2,\t3,\t4\tor\t5,\thad\tthe\tfastest\trate\tof\treaction.   ... \t\t[1]  (g)\t\tsuggest\twhy\tthe\tvolume\tof\tdistilled\twater\tadded\tto\teach\texperiment\t was\tincreased\t as\tthe\t volume\tof\taqueous\tpotassium\tiodate\twas\tdecreased.      .. \t\t[1]  (h)  give one\tchange\tyou\tcould\tmake\tto\tthe\tapparatus\tused\twhich\twould\timprove\tthe\tresults. \t\texplain\tyour\tanswer.  change to apparatus  ..    \t explanation\t      \t [2]  (i)\t\tdescribe\thow\tthe\treliability\tof\tthe\tresults\tof\tthis\tinvestigation\tcould\tbe\tchecked.      .. \t\t[1] \t [total:\t19]",
+            "5": "5 0620/52/o/n/20 \u00a9 ucles 2020 [turn over 2  you are provided with two solids, solid q and solid r.   do the following tests on solid q and solid r, recording all of your observations at each stage.   tests on solid q  (a)\t\tusing\ta\tspatula,\tplace\tapproximately\tthree\tquarters \tof\tsolid\tq in a boiling tube. \t\tadd\tabout\t10\t cm3 of dilute sulfuric acid to the boiling tube. test any gas produced.   record your observations.   keep the contents of the boiling tube for (c).         .. \t\t[3]  (b)\t\tidentify\tthe\tgas\tgiven\toff\tin\t(a).   .. \t\t[1]  (c)\t\tfilter\tthe\treaction\tmixture\tfrom\t(a). \t\tthe\tfiltrate\tis\tsolution\t s. pour 1 cm depth of solution s into a boiling tube.  (i)  to solution  s\tin\tthe\tboiling\ttube\tadd\taqueous\tsodium\thydroxide\t dropwise\t and\tthen\tin\t excess.   record your observations.   .   .   ... \t\t[2]  (ii)\t\texplain\twhy\tit\tis\tnot\tpossible\tto\tidentify\tthe\tcation\tcontained\t in\tsolution\t s from your  observations in (c)(i).   .   ... \t\t[1]  (iii)  suggest an additional test that can be done on solution s that would allow you to identify  the cation contained in solution s.   do not carry out this test.   .   ... \t\t[1]",
+            "6": "6 0620/52/o/n/20 \u00a9 ucles 2020  (d)  place the remaining solid q\tin\ta\thard\u2011glass\t test\u2011tube.\t heat\tthe\tsolid\tstrongly\tuntil\tno\tfurther\t change is seen. stop heating and leave the solid to cool.   record your observations.         .. \t\t[2]  tests on solid r  (e)\t\tcarry\tout\ta\tflame\ttest\ton\tsolid\tr.   record your observations.   .. \t\t[1]  (f)  place solid r\tin\ta\tboiling\ttube.\tadd\tabout\t10\tcm3 of distilled water to the boiling tube. place a  stopper\tin\tthe\tboiling\ttube\tand\tshake\tthe\ttube\tto\tdissolve\tsolid\t r and form solution r.   divide solution r\tinto\ttwo\tapproximately\tequal\tportions\tin\ttwo\ttest\u2011tubes.  (i)\t\tadd\tthe\tfirst\tportion\tof\tsolution\tr\tto\tthe\taqueous\tbromine\tprovided\tin\ta\ttest\u2011tube.   record your observations.   ... \t\t[1]  (ii)  to the second portion of solution r add about 1 cm depth of dilute nitric acid followed by a  few\tdrops\tof\taqueous\tsilver\tnitrate.   record your observations.   .   ... \t\t[1]  (g)\t\tidentify\tsolid\tr.      .. \t\t[2] \t [total:\t15]",
+            "7": "7 0620/52/o/n/20 \u00a9 ucles 2020 [turn over 3\t\tbrass\tis\ta\tmixture\tof\ttwo\tmetals,\tcopper\tand\tzinc.   copper does not react with dilute sulfuric acid. zinc reacts with hot dilute sulfuric acid to form the  soluble\tsalt\tzinc\tsulfate. \t\tplan\tan\tinvestigation\tto\tfind\tthe\tpercentage\tby\tmass\tof\tzinc\tin\ta\tsample\tof\tbrass. \t\tin\tyour\tanswer\tyou\tshould\tinclude\thow\tto\tcalculate\tthe\tpercentage\tby\tmass\tof\tzinc.   you have access to normal laboratory apparatus.   ...   ...   ...   ...   ...   ...   ...   ...   ...   ...   ...   ...   . \t\t[6]",
+            "8": "8 0620/52/o/n/20 \u00a9 ucles 2020blank page",
+            "9": "9 0620/52/o/n/20 \u00a9 ucles 2020blank page",
+            "10": "10 0620/52/o/n/20 \u00a9 ucles 2020blank page 2  you are provided with two metal salt solutions, e and f.   carry out the following tests on e and f, recording all of your observations at each stage.",
+            "11": "11 0620/52/o/n/20 \u00a9 ucles 2020notes for use in qualitative analysis tests for anions anion test test result carbonate (co32\u2013) add dilute acid effervescence, carbon dioxide  produced chloride (c l \u2013) [in solution]acidify with dilute nitric acid, then add  aqueous silver nitratewhite ppt. bromide (br \u2013) [in solution]acidify with dilute nitric acid, then add  aqueous silver nitratecream ppt. iodide ( i\u2013) [in solution]acidify with dilute nitric acid, then add  aqueous silver nitrateyellow ppt. nitrate (no3\u2013) [in solution]add aqueous sodium hydroxide, then  aluminium foil; warm carefullyammonia produced sulfate (so42\u2013) [in solution]acidify, then add aqueous  barium nitratewhite ppt. sulfite (so32\u2013) add dilute hydrochloric acid, warm  gently and test for the presence of sulfur dioxidesulfur dioxide produced  will turn acidified aqueous  potassium manganate( vii) from  purple to colourless tests for aqueous cations cation effect of aqueous sodium hydroxide effect of aqueous ammonia aluminium (a l 3+) white ppt., soluble in excess, giving a  colourless solutionwhite ppt., insoluble in excess ammonium (nh4+)ammonia produced on warming \u2013 calcium (ca2+) white ppt., insoluble in excess no ppt., or very slight white ppt. chromium( iii) (cr3+)green ppt., soluble in excess grey-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 iron(iii) (fe3+) red-brown ppt., insoluble in excess red-brown ppt., insoluble in excess zinc (zn2+) white ppt., soluble in excess, giving a  colourless solutionwhite ppt., soluble in excess, giving a  colourless solution",
+            "12": "12 0620/52/o/n/20 \u00a9 ucles 2020tests for gases flame tests for metal ions gas test and test result metal ion flame colour ammonia (nh3) turns damp red litmus paper blue lithium (li+) red carbon dioxide (co2)turns limewater milky sodium (na+) yellow chlorine (c l 2) bleaches damp litmus paper potassium (k+) lilac hydrogen (h2) \u2018pops\u2019 with a lighted splint copper( ii) (cu2+)blue-green oxygen (o2) relights a glowing splint sulfur dioxide (so2)turns acidified aqueous  potassium manganate( vii) from  purple to colourless 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 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."
+        },
+        "0620_w20_qp_53.pdf": {
+            "1": "*7124984175* chemistry  0620/53 paper 5 practical test october/november 2020  1 hour 15 minutes you must answer on the question paper. you will need: the materials and apparatus listed in the confidential instructions instructions  \u25cf answer all questions.  \u25cf use a black or dark blue pen. you may use an hb pencil for any diagrams or graphs.  \u25cf write your name, centre number and candidate number in the boxes at the top of the page.  \u25cf write your answer to each question in the space provided.  \u25cf do not use an erasable pen or correction fluid.  \u25cf do not write on any bar codes.  \u25cf you may use a calculator.  \u25cf you should show all your working and use appropriate units. information  \u25cf the total mark for this paper is 40.  \u25cf the number of marks for each question or part question is shown in brackets [  ].  \u25cf notes for use in qualitative analysis are provided in the question paper. ib20 11_0620_53/2rp \u00a9 ucles 2020 [turn overthis document has 12 pages. blank pages are indicated.cambridge igcse\u2122 for examiner\u2019s use 1 2 3 total",
+            "2": "2 0620/53/o/n/20 \u00a9 ucles 2020 1  you are going to investigate the reaction between dilute ethanoic acid and two different solutions of  sodium hydroxide labelled solution a and solution b.   read all of the instructions carefully before starting the experiments.  instructions   you are going to do two experiments.  (a) experiment 1  \u25cf rinse the burette with solution a.  \u25cf fill the burette with solution  a. run some of solution a out of the burette so that the level  of solution a is on the burette scale.  \u25cf use the measuring cylinder to pour 25 cm3 of dilute ethanoic acid into the conical flask.  \u25cf add five drops of thymolphthalein indicator to the conical flask.  \u25cf record the initial burette reading in the table.  \u25cf slowly add solution a from the burette to the conical flask, while swirling the flask, until the  solution just changes colour.  \u25cf record the final burette reading in the table and complete the table. experiment 1 final burette reading / cm3 initial burette reading / cm3 volume of solution a added / cm3  experiment 2  \u25cf empty the conical flask and rinse it with distilled water.  \u25cf empty the burette and rinse it with distilled water.  \u25cf rinse the burette with solution b.  \u25cf fill the burette with solution  b. run some of solution b out of the burette so that the level  of solution b is on the burette scale.  \u25cf use the measuring cylinder to pour 25 cm3 of dilute ethanoic acid into the conical flask.  \u25cf add five drops of thymolphthalein indicator to the conical flask.  \u25cf record the initial burette reading in the table.  \u25cf slowly add solution b from the burette to the conical flask, while swirling the flask, until the  solution just changes colour.  \u25cf record the final burette reading in the table and complete the table. experiment 2 final burette reading / cm3 initial burette reading / cm3 volume of solution b added / cm3  [4]",
+            "3": "3 0620/53/o/n/20 \u00a9 ucles 2020 [turn over  (b)  state the colour change observed in the conical flask in experiment 2.  from . to  ...   [1]  (c)  explain why universal indicator is not a suitable indicator to use in this titration.      ..   [1]  (d) (i)  state which solution of sodium hydroxide, solution a or solution b, is the more concentrated.   explain your answer.   .   ...   [1]  (ii)  state how many times more concentrated this solution of sodium hydroxide is compared  to the other solution of sodium hydroxide.   .   ...   [1]  (e)  determine the volume of solution b that would be required if experiment 2 was repeated with  10 cm3 of dilute ethanoic acid.      ..   [2]  (f)  describe how the reliability of the results could be checked.      ..   [1]  (g)  a 25 cm3 pipette can be used to measure the volume of a solution.  (i)  describe an advantage of using a 25 cm3 pipette to measure the volume of the  dilute ethanoic acid.   .   ...   [1]  (ii)  explain why a 25 cm3 pipette could not be used to measure the volume of solution a.   .   ...   [1]",
+            "4": "4 0620/53/o/n/20 \u00a9 ucles 2020  (h) (i)  explain why the burette was rinsed with distilled water in experiment 2.   .   ...   [1]  (ii)  explain why the burette was then rinsed with solution b.   .   ...   [1]  (iii)  state the effect that not rinsing the burette with solution b would have on the final burette  reading.   explain your answer.  effect  ...  explanation  .   .  [2]  [total: 17]",
+            "5": "5 0620/53/o/n/20 \u00a9 ucles 2020 [turn over 2  you are provided with two solids, solid c and solid d.   do the following tests on solid c and solid d, recording all of your observations at each stage.   tests on solid c  (a)  describe the appearance of solid c.   ..   [1]  (b)  place about half of solid c in a hard\u2011glass test\u2011tube. heat the solid gently and then strongly.   record your observations.            ..   [3]  (c)  place the remaining half of solid c in a boiling tube. add about 10 cm3 of distilled water to the   boiling tube. stopper the boiling tube and shake it to dissolve solid c to form solution c.   divide solution c into two approximately equal portions in two test\u2011tubes.  (i)  add a few drops of universal indicator solution to the first portion of solution c.   record your observations.   .   ...   [1]  (ii)  add a spatula measure of solid sodium hydrogencarbonate to the second portion of  solution c.    test any gas formed.   record your observations.   .   .   .   ...   [3]  (d)  what conclusions can you make about solid c?      ..   [2]",
+            "6": "6 0620/53/o/n/20 \u00a9 ucles 2020  tests on solid d   add solid  d to about 10 cm3 of distilled water in a boiling tube. stopper the boiling tube and shake  it to dissolve solid d to form solution d.   divide solution d into four approximately equal portions in four test\u2011tubes.  (e) (i)  add a few drops of aqueous sodium hydroxide to the first portion of solution d.   record your observations.   ...   [1]  (ii)  now add an excess of aqueous sodium hydroxide to the mixture.   record your observations.   ...   [1]  (f)  add excess aqueous ammonia to the second portion of solution d.   record your observations.   ..   [1]  (g)  add about 1 cm depth of dilute nitric acid and a few drops of aqueous silver nitrate to the third  portion of solution d.   record your observations.   ..   [1]  (h)  add about 1 cm depth of dilute nitric acid and a few drops of aqueous barium nitrate to the  fourth portion of solution d.   record your observations.   ..   [1]  (i)  identify solid d.   ..   [2]  [total: 17]",
+            "7": "7 0620/53/o/n/20 \u00a9 ucles 2020 [turn over 3  a toothpaste contains:  \u25cf sodium fluoride  \u25cf calcium carbonate  \u25cf silica  \u25cf mint flavouring.   sodium fluoride and the mint flavouring are soluble in water.   calcium carbonate and silica are insoluble in water.   calcium carbonate reacts with dilute hydrochloric  acid to form the soluble salt calcium chloride.   plan an investigation to find the percentage by mass of silica in the toothpaste.   in your answer you should include how you will calculate the percentage by mass of silica in the  toothpaste.   you have access to normal laboratory apparatus.   ...   ...   ...   ...   ...   ...   ...   ...   ...   ...   ...   ...   .   [6]",
+            "8": "8 0620/53/o/n/20 \u00a9 ucles 2020blank page",
+            "9": "9 0620/53/o/n/20 \u00a9 ucles 2020blank page",
+            "10": "10 0620/53/o/n/20 \u00a9 ucles 2020blank page 2  you are provided with two metal salt solutions, e and f.   carry out the following tests on e and f, recording all of your observations at each stage.",
+            "11": "11 0620/53/o/n/20 \u00a9 ucles 2020notes for use in qualitative analysis tests for anions anion test test result carbonate (co32\u2013) add dilute acid effervescence, carbon dioxide  produced chloride (c l \u2013) [in solution]acidify with dilute nitric acid, then add  aqueous silver nitratewhite ppt. bromide (br \u2013) [in solution]acidify with dilute nitric acid, then add  aqueous silver nitratecream ppt. iodide ( i\u2013) [in solution]acidify with dilute nitric acid, then add  aqueous silver nitrateyellow ppt. nitrate (no3\u2013) [in solution]add aqueous sodium hydroxide, then  aluminium foil; warm carefullyammonia produced sulfate (so42\u2013) [in solution]acidify, then add aqueous  barium nitratewhite ppt. sulfite (so32\u2013) add dilute hydrochloric acid, warm  gently and test for the presence of sulfur dioxidesulfur dioxide produced  will turn acidified aqueous  potassium manganate( vii) from  purple to colourless tests for aqueous cations cation effect of aqueous sodium hydroxide effect of aqueous ammonia aluminium (a l 3+) white ppt., soluble in excess, giving a  colourless solutionwhite ppt., insoluble in excess ammonium (nh4+)ammonia produced on warming \u2013 calcium (ca2+) white ppt., insoluble in excess no ppt., or very slight white ppt. chromium( iii) (cr3+)green ppt., soluble in excess grey-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 iron(iii) (fe3+) red-brown ppt., insoluble in excess red-brown ppt., insoluble in excess zinc (zn2+) white ppt., soluble in excess, giving a  colourless solutionwhite ppt., soluble in excess, giving a  colourless solution",
+            "12": "12 0620/53/o/n/20 \u00a9 ucles 2020tests for gases flame tests for metal ions gas test and test result metal ion flame colour ammonia (nh3) turns damp red litmus paper blue lithium (li+) red carbon dioxide (co2)turns limewater milky sodium (na+) yellow chlorine (c l 2) bleaches damp litmus paper potassium (k+) lilac hydrogen (h2) \u2018pops\u2019 with a lighted splint copper( ii) (cu2+)blue-green oxygen (o2) relights a glowing splint sulfur dioxide (so2)turns acidified aqueous  potassium manganate( vii) from  purple to colourless 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 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."
+        },
+        "0620_w20_qp_61.pdf": {
+            "1": "*9389523754* chemistry  0620/61 paper 6 alternative to practical october/november 2020  1 hour you must answer on the question paper. no additional materials are needed. instructions  \u25cf answer all questions.  \u25cf use a black or dark blue pen. you may use an hb pencil for any diagrams or graphs.  \u25cf write your name, centre number and candidate number in the boxes at the top of the page.  \u25cf write your answer to each question in the space provided.  \u25cf do not use an erasable pen or correction fluid.  \u25cf do not write on any bar codes.  \u25cf you may use a calculator.  \u25cf you should show all your working and use appropriate units. information  \u25cf the total mark for this paper is 40.  \u25cf the number of marks for each question or part question is shown in brackets [  ]. ib20 11_0620_61/3rp \u00a9 ucles 2020 [turn overthis document has 12 pages. blank pages are indicated.cambridge igcse\u2122",
+            "2": "2 0620/61/o/n/20 \u00a9 ucles 2020blank page",
+            "3": "3 0620/61/o/n/20 \u00a9 ucles 2020 [turn over 1  the table gives the boiling points of four alcohols. alcohol boiling point / \u00b0c butanol 117 ethanol 79 pentanol 138 propanol 97   the apparatus shown can be used to obtain propanol from a mixture containing butanol, ethanol,  pentanol and propanol. a b mixture of alcohols electric heateralcohol collecte d water  (a)  name the items of apparatus labelled a and b.  a    b    [2]  (b)  name this method of separation.   ..   [2]  (c)  explain why it is safer to heat the mixture of alcohols in the way shown rather than with a  bunsen burner.   ..   [1]",
+            "4": "4 0620/61/o/n/20 \u00a9 ucles 2020  (d)  describe how propanol can be obtained from the mixture. use data from the table.         ..   [2]  (e)  explain why the apparatus in the diagram cannot be used to obtain butanol from the mixture.      ..   [1]  [total: 8]",
+            "5": "5 0620/61/o/n/20 \u00a9 ucles 2020 [turn over 2  a student investigated the mass of lead( ii) iodide precipitate formed when aqueous potassium iodide  reacts with aqueous lead( ii) nitrate.   the equation for the reaction is shown. 2ki(aq)  +  pb(no3)2(aq)  \u2192  pbi2(s)  +  2kno3(aq)   the student did seven experiments.   experiment 1  \u25cf using a 50 cm3 measuring cylinder, 25 cm3 of aqueous potassium iodide was poured into a  beaker.  \u25cf using a clean 50 cm3 measuring cylinder, 10 cm3 of aqueous lead( ii) nitrate was added to the  aqueous potassium iodide in the beaker. the solutions were mixed together.  \u25cf the mass of the precipitate of lead( ii) iodide formed was found.   experiment 2  \u25cf experiment 1 was repeated using a larger volume of aqueous lead( ii) nitrate than in  experiment 1.   experiment 3  \u25cf experiment 1 was repeated using a larger volume of aqueous lead( ii) nitrate than in  experiment 2.   experiment 4  \u25cf experiment 1 was repeated using a larger volume of aqueous lead( ii) nitrate than in  experiment 3.   experiment 5  \u25cf experiment 1 was repeated using a larger volume of aqueous lead( ii) nitrate than in  experiment 4.   experiment 6  \u25cf experiment 1 was repeated using a larger volume of aqueous lead( ii) nitrate than in  experiment 5.   experiment 7  \u25cf experiment 1 was repeated using a larger volume of aqueous lead( ii) nitrate than in  experiment 6.",
+            "6": "6 0620/61/o/n/20 \u00a9 ucles 2020  (a)  use the measuring cylinder diagrams to complete the table. experimentvolume of aqueous  potassium iodide / cm3measuring cylinder  diagram for aqueous  lead( ii) nitratevolume of  aqueous lead( ii)  nitrate / cm3mass of lead( ii)  iodide precipitate / g 1 25 10 1.4 2 2520 102.3 3 2530 203.3 4 2530 204.1 5 2540 305.1 6 2550 405.1 7 2550 405.1  [2]",
+            "7": "7 0620/61/o/n/20 \u00a9 ucles 2020 [turn over  (b)  plot the results from experiments 1 to 7 on the grid. draw two straight lines through the points.  extend your straight lines so that they meet. 01 02 03 04 0 volume of aqueous lead (ii) nitrate  / cm3mass of lead( ii) iodide precipitate  / g 506.0 5.0 4.0 3.0 2.0 1.0 0.0  [5]  (c)  from your graph, deduce the mass of lead( ii) iodide precipitate that would be formed if  experiment 1 was repeated using 20 cm3 of aqueous lead( ii) nitrate.   show clearly on the grid  how you worked out your answer.  mass = .. g  [2]  (d)  explain why the same mass of precipitate is formed in experiment 5, experiment 6 and  experiment 7.      ..   [1]  (e)  sketch on the grid the graph you would expect if all of the experiments were repeated using  aqueous potassium iodide with half the concentration. [2]",
+            "8": "8 0620/61/o/n/20 \u00a9 ucles 2020  (f) (i)  state why using a 25.0 cm3 pipette to measure the volume of aqueous potassium iodide  would be an improvement.   .   ...   [1]  (ii)  state why a 25.0 cm3 pipette could not be used to measure the volume of  aqueous lead( ii) nitrate in each experiment.   .   ...   [1]  (g)  describe how the solid lead( ii) iodide can be separated from the reaction mixture and its mass  found.                  ..   [3]  [total: 17]",
+            "9": "9 0620/61/o/n/20 \u00a9 ucles 2020 [turn over 3  solid y and solid z were analysed.   tests were done on each solid. tests on solid y observations solid y was dissolved in distilled water to form  solution y. solution y was divided into four  portions in four boiling tubes. test 1 aqueous ammonia was added dropwise and  then in excess to the first portion of solution y.a white precipitate formed which was insoluble in excess test 2 aqueous sodium hydroxide was added  dropwise and then in excess to the second  portion of solution y.a white precipitate formed which dissolved in excess to form a colourless solution test 3 a piece of aluminium foil was added to the  solution formed in test 2. the mixture was  warmed and any gas given off was tested.the gas turned damp red litmus paper blue test 4 about 1 cm3 of dilute nitric acid and a few drops  of aqueous silver nitrate were added to the third  portion of solution y.the solution remained colourless, no precipitate formed  (a)  name the gas given off in test 3.   ..   [1]  (b)  identify solid y.      ..   [2]  (c)  a strip of universal indicator paper was dipped into the fourth portion of solution y.   the universal indicator paper turned orange.   what additional information does this give about solution y?   ..   [1]",
+            "10": "10 0620/61/o/n/20 \u00a9 ucles 2020  tests on solid z   solid z was iron( ii) sulfate.   complete the expected observations.   solid z was dissolved in water to produce solution z. solution z was split into three equal portions  in three boiling tubes.  (d)  aqueous ammonia was added dropwise and then in excess to the first portion of solution z.  observations  ..      ..   [2]  (e)  about 2 cm3 of dilute hydrochloric acid was added to the second portion of solution z.  observations     [1]  (f)  the solution from (e) was warmed and a piece of filter paper soaked in acidified aqueous  potassium manganate( vii) was held at the mouth of the boiling tube.  observations     [1]  (g)  about 1 cm3 of dilute nitric acid followed by a few drops of aqueous barium nitrate were added  to the third portion of solution z.  observations     [1]  [total: 9]",
+            "11": "11 0620/61/o/n/20 \u00a9 ucles 2020 [turn over 4  a mixture contains three solid compounds:  \u25cf copper( ii) sulfate  \u25cf cetyl alcohol  \u25cf silicon dioxide.   the table gives some information on the solubility of these three solids. name of compoundsolubility in watersolubility in propanone copper( ii) sulfate soluble insoluble cetyl alcohol insoluble soluble silicon dioxide insoluble insoluble   plan a method to obtain a pure sample of each of the three solids, copper( ii) sulfate, cetyl alcohol  and silicon dioxide, from the mixture.   you have access to normal laboratory apparatus.   ...   ...   ...   ...   ...   ...   ...   ...   ...   ...   ...   ...   .   [6]",
+            "12": "12 0620/61/o/n/20 \u00a9 ucles 2020blank page permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the  publisher will be pleased to make amends at the earliest possible opportunity. 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 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."
+        },
+        "0620_w20_qp_62.pdf": {
+            "1": "*8955238231* chemistry  0620/62 paper 6 alternative to practical october/november 2020  1 hour you must answer on the question paper. no additional materials are needed. instructions  \u25cf answer all questions.  \u25cf use a black or dark blue pen. you may use an hb pencil for any diagrams or graphs.  \u25cf write your name, centre number and candidate number in the boxes at the top of the page.  \u25cf write your answer to each question in the space provided.  \u25cf do not use an erasable pen or correction fluid.  \u25cf do not write on any bar codes.  \u25cf you may use a calculator.  \u25cf you should show all your working and use appropriate units. information  \u25cf the total mark for this paper is 40.  \u25cf the number of marks for each question or part question is shown in brackets [  ]. ib20 11_0620_62/rp \u00a9 ucles 2020 [turn overthis document has 12 pages. blank pages are indicated.cambridge igcse\u2122",
+            "2": "2 0620/62/o/n/20 \u00a9 ucles 2020 1  the diagram shows the apparatus used to pass an electric current through  concentrated hydrochloric acid. hydrogen and chlorine were formed at the electrodes. power supply+\u2013 aswitch  (a)  name the item of apparatus labelled a.   ..   [1]  (b)  the electrodes were made of platinum.  (i)  give two reasons why platinum is a suitable material for the electrodes.  1  ..  2  ..  [2]  (ii)  suggest another material suitable to use as electrodes in this experiment.   ...   [1]  (c)  the teacher doing this experiment wore safety glasses, gloves, had their hair tied back and  stood up throughout the experiment.   state one other safety precaution that should be taken when doing this experiment.   explain your answer.  safety precaution  ...  explanation    [2]  [total: 6]",
+            "3": "3 0620/62/o/n/20 \u00a9 ucles 2020 [turn over 2\t\ta\tstudent\tinvestigated \tthe\trate\tof\ta\treaction\t between\t sodium\tmetabisulfite\t and\tpotassium\t iodate.\t in\tthe\treaction,\t starch\twas\tused\tas\tan\tindicator.\t at\tfirst\tthe\treacting\t mixture\tremained\t colourless\t but then suddenly changed to a blue-black colour.   five experiments were done. in each experiment the total volume of liquid was 45 cm3.   experiment 1  \u25cf using a 10 cm3 measuring cylinder, 5 cm3 of aqueous sodium metabisulfite was poured into a  beaker.  \u25cf using another 10 cm3 measuring cylinder, 5 cm3 of aqueous starch was poured into the beaker.  \u25cf using a 25 cm3 measuring cylinder, 15 cm3 of distilled water was poured into the beaker.  \u25cf using another 25 cm3 measuring cylinder, 20 cm3 of aqueous potassium iodate was poured into  the beaker. at the same time a stop-clock was started.  \u25cf the mixture in the beaker was stirred until a sudden colour change was seen.  \u25cf the stop-clock was immediately stopped and the time recorded.  \u25cf the beaker was rinsed with water.   experiment 2  \u25cf experiment 1 was repeated using 17 cm3 of distilled water and 18 cm3 of   aqueous potassium iodate.   experiment 3  \u25cf experiment 1 was repeated using 21 cm3 of distilled water and 14 cm3 of   aqueous potassium iodate.   experiment 4  \u25cf experiment 1 was repeated using 23 cm3 of distilled water and 12 cm3 of   aqueous potassium iodate.   experiment 5  \u25cf experiment 1 was repeated using 25 cm3 of distilled water and 10 cm3 of   aqueous potassium iodate.",
+            "4": "4 0620/62/o/n/20 \u00a9 ucles 2020  (a)  use the information in the description of the experiments and the stop-clock diagrams to  complete the table. record the times in seconds. experimentvolume of  aqueous sodium  metabisulfite / cm3volume of distilled water / cm3volume of  aqueous  potassium  iodate / cm3stop-clock diagramtime to change colour / s 1 200 0 10 3015 1545 5second s minutes 2 180 0 10 3015 1545 5 3 140 0 10 3015 1545 5 4 120 0 10 3015 1545 5 5 100 0 10 3015 1545 5  [5]",
+            "5": "5 0620/62/o/n/20 \u00a9 ucles 2020 [turn over  (b)  plot the results from experiments 1 to 5 on the grid. \t \tdraw\ta\tsmooth\tcurve\tof\tbest\tfit.\t 10 12 14 16 18 volume of aqueous potassium iodate  / cm3time to change colour  / s 20 2280 70 60 50 40 30  [3]  (c) (i)  from your graph, predict the time to change colour if 16 cm3 of aqueous potassium iodate  was used.   show clearly on the grid  how you worked out your answer.  time to change colour = .. s  [2]   (ii)  calculate the volume of distilled water required if 16 cm3 of aqueous potassium iodate was  used.  volume of distilled water = .. cm3  [1]  (d)  sketch on the grid the graph you would expect if experiments 1 to 5 were repeated at a higher  temperature. [1]",
+            "6": "6 0620/62/o/n/20 \u00a9 ucles 2020  (e)  the concentration of potassium iodate in the reaction mixture in each experiment can be  calculated using the equation shown. concentration =0.05 \u00d7 volume of aqueous potassium iodate 45  (i)  calculate the concentration of potassium  iodate in the reaction mixture in experiment 2.  concentration = .. mol / dm3  [1]  (ii)  state which experiment, 1, 2, 3, 4 or 5, had the fastest rate of reaction.   ...   [1]  (f)  suggest why the volume of distilled water added to each experiment was increased as the  volume of aqueous potassium iodate was decreased.      ..   [1]  (g)  give one change you could make to the apparatus used which would improve the results.   explain your answer.  change to apparatus  ..     explanation       [2]  (h)  how could the reliability of the results of this investigation be checked?      ..   [1]  [total: 18]",
+            "7": "7 0620/62/o/n/20 \u00a9 ucles 2020 [turn over 3  solid q and solid r were analysed. solid q was zinc carbonate.   tests were done on each solid.   tests on solid q   complete the expected observations.  (a)  solid q was placed in a boiling tube. about 10 cm3 of dilute sulfuric acid was added to the  boiling tube. any gas produced was tested.   the contents of the boiling tube were kept for (c).  observations  ..      ..   [3]  (b)  identify the gas given off in (a).   ..   [1]  (c)  the reaction mixture from (a)\twas\tfiltered. \t \tthe\tfiltrate\twas\tsolution\t s. 1 cm depth of solution s was poured into a boiling tube.  (i)  aqueous sodium hydroxide was added dropwise and then in excess to solution s in the  boiling tube.  observations  ...   .   ...   [2]  (ii)  explain why it is not possible to identify the cation contained in solution s from your  observations in (c)(i).   .   ..    [1]  (iii)  suggest an additional test that can be done on solution s\tto\tconfirm\tthe\tcation\twas\tzn2+.   .   ...   [1]",
+            "8": "8 0620/62/o/n/20 \u00a9 ucles 2020  tests on solid r   tests were done and the following observations were made. tests on solid r observations test 1 a\tflame\ttest\twas\tdone\ton\tsolid\t r. yellow\tflame solid r was dissolved in distilled water to  produce solution r. the solution was divided  into two equal portions in two test-tubes. test 2 about 1 cm3 of dilute nitric acid followed by a  few drops of aqueous silver nitrate were added  to\tthe\tfirst\tportion\tof\tsolution\tr.yellow precipitate formed test 3 the second portion of solution r was added to  1 cm3 of aqueous bromine in a test-tube.the solution changed colour from orange to brown  (d) identify solid r.      ..   [2]  [total: 10]",
+            "9": "9 0620/62/o/n/20 \u00a9 ucles 2020 [turn over 4  brass is a mixture of two metals, copper and zinc. \t\tcopper\tdoes\tnot\treact\twith\tdilute\tsulfuric\tacid.\tzinc\treacts\twith\thot\tdilute\tsulfuric\tacid\tto\tform\tthe\t soluble salt zinc sulfate. \t\tplan\tan\tinvestigation\tto\tfind\tthe\tpercentage\tby\tmass\tof\tzinc\tin\ta\tsample\tof\tbrass.   in your answer you should include how to calculate the percentage by mass of zinc.   you have access to normal laboratory apparatus.   ...   ...   ...   ...   ...   ...   ...   ...   ...   ...   ...   ...   .   [6]",
+            "10": "10 0620/62/o/n/20 \u00a9 ucles 2020blank page",
+            "11": "11 0620/62/o/n/20 \u00a9 ucles 2020blank page",
+            "12": "12 0620/62/o/n/20 \u00a9 ucles 2020blank page permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the  publisher will be pleased to make amends at the earliest possible opportunity. 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 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."
+        },
+        "0620_w20_qp_63.pdf": {
+            "1": "*3930589971* chemistry  0620/63 paper 6 alternative to practical october/november 2020  1 hour you must answer on the question paper. no additional materials are needed. instructions  \u25cf answer all questions.  \u25cf use a black or dark blue pen. you may use an hb pencil for any diagrams or graphs.  \u25cf write your name, centre number and candidate number in the boxes at the top of the page.  \u25cf write your answer to each question in the space provided.  \u25cf do not use an erasable pen or correction fluid.  \u25cf do not write on any bar codes.  \u25cf you may use a calculator.  \u25cf you should show all your working and use appropriate units. information  \u25cf the total mark for this paper is 40.  \u25cf the number of marks for each question or part question is shown in brackets [  ]. ib20 11_0620_63/2rp \u00a9 ucles 2020 [turn overthis document has 12 pages. blank pages are indicated.cambridge igcse\u2122",
+            "2": "2 0620/63/o/n/20 \u00a9 ucles 2020 1  hot zinc reacts with steam to make zinc oxide and hydrogen gas.   a student wanted to use the apparatus shown to react zinc with steam and to collect the hydrogen. water and mineral wool zinc boiling tube b watera  (a)  name the items of apparatus labelled a and b.  a    b    [2]  (b)  state the purpose of the mineral wool.      ..   [1]  (c)  the apparatus shown is dangerous to use because of an error in the way it has been set up.   identify this error.   explain why this error makes it dangerous to use the apparatus.  error  ...     explanation       [2]",
+            "3": "3 0620/63/o/n/20 \u00a9 ucles 2020 [turn over  (d)  add two arrows to the diagram to show the two places where the apparatus should be heated  once the error in (c) has been corrected. [1]  (e)  describe the test for hydrogen gas.  test  .  result  ..  [2]  [total: 8]",
+            "4": "4 0620/63/o/n/20 \u00a9 ucles 2020 2  a student investigated the reaction between dilute ethanoic acid and two different solutions of  sodium hydroxide labelled solution a and solution b.   two experiments were done.  (a) experiment 1  \u25cf a burette was rinsed with solution a.  \u25cf the burette was filled with solution a. some of solution a was run out of the burette so that  the level of solution a was on the burette scale.  \u25cf using a measuring cylinder, 25 cm3 of dilute ethanoic acid was poured into a conical flask.  \u25cf five drops of thymolphthalein indicator were added to the conical flask.  \u25cf solution a was added slowly from the burette to the conical flask, while the flask was  swirled, until the solution just changed colour.   use the burette diagrams to complete the table for experiment 1. 0 1 2 initial reading36 37 38 final reading experiment 1 final burette reading / cm3 initial burette reading / cm3 volume of solution a added / cm3",
+            "5": "5 0620/63/o/n/20 \u00a9 ucles 2020 [turn over   experiment 2  \u25cf the conical flask was emptied and rinsed with distilled water.  \u25cf the burette was emptied and rinsed with distilled water.  \u25cf the burette was rinsed with solution b.  \u25cf the burette was filled with solution b. some of solution b was run out of the burette so that  the level of solution b was on the burette scale.  \u25cf using a measuring cylinder, 25 cm3 of dilute ethanoic acid was poured into a conical flask.  \u25cf five drops of thymolphthalein indicator were added to the conical flask.  \u25cf solution b was added slowly from the burette to the conical flask, while the flask was  swirled, until the solution just changed colour.   use the burette diagrams to complete the table for experiment 2. initial reading16 17 185 6 7 final reading experiment 2 final burette reading / cm3 initial burette reading / cm3 volume of solution b added / cm3  [4]  (b)  explain why universal indicator is not a suitable indicator to use in this titration.      ..   [1]  (c) (i)  state which solution of sodium hydroxide, solution a or solution b, was the more  concentrated.   explain your answer.   .   ...   [1]  (ii)  state how many times more concentrated this solution of sodium hydroxide was than the  other solution of sodium hydroxide.   .   ...   [1]",
+            "6": "6 0620/63/o/n/20 \u00a9 ucles 2020  (d)  determine the volume of solution b that would be required if experiment 2 was repeated with  10 cm3 of dilute ethanoic acid.      ..   [2]  (e)  describe how the reliability of the results could be checked.      ..   [1]  (f)  a 25 cm3 pipette can be used to measure the volume of a solution.  (i)  describe an advantage of using a 25 cm3 pipette to measure the volume of the  dilute ethanoic acid.   .   ...   [1]  (ii)  explain why a 25 cm3 pipette could not be used to measure the volume of solution a.   .   ...   [1]  (g) (i)  explain why the burette was rinsed with distilled water in experiment 2.   .   ...   [1]  (ii)  explain why the burette was then rinsed with solution b.   .   ...   [1]  (iii)  state the effect that not rinsing the burette with solution b would have on the final burette  reading.   explain your answer.  effect  ...  explanation  .   .  [2]  [total: 16]",
+            "7": "7 0620/63/o/n/20 \u00a9 ucles 2020 [turn over 3  two solids, solid c and solid d, were analysed.   tests were done on each solid.   tests on solid c   tests were done and the following observations were made. tests on solid c observations test 1 half of solid c was placed in a test\u2011tube. the  solid was heated gently and then strongly.steam was given off and condensation appeared at the mouth of the test\u2011tube, the remaining solid became black the remaining solid c was dissolved in  distilled water to produce solution c. the  solution was divided into two equal portions in  two test\u2011tubes. test 2 a few drops of universal indicator solution were  added to the first portion of solution c.the solution became orange test 3 a spatula measure of solid sodium carbonate  was added to the second portion of solution c.  any gas produced was tested.effervescence was seen, the gas turned limewater milky  (a)  suggest the ph of solution c.  ph = ..  [1]  (b)  identify the gas produced in test 3.   ..   [1]  (c)  what conclusions can you make about solid c?      ..   [2]",
+            "8": "8 0620/63/o/n/20 \u00a9 ucles 2020  tests on solid d   solid d was calcium chloride.   complete the expected observations.   solid d was dissolved in water to form solution d. solution d was divided into four approximately  equal portions in four test\u2011tubes.  (d) (i)  a few drops of aqueous sodium hydroxide were added to the first portion of solution d.  observations  .   [1]  (ii)  an excess of aqueous sodium hydroxide was added to the mixture from (d)(i).  observations  .   [1]  (e)  aqueous ammonia was added dropwise and then in excess to the second portion of solution d.  observations  ..   ..   [2]  (f)  about 1 cm3 of dilute nitric acid and a few drops of aqueous silver nitrate were added to the  third portion of solution d.  observations     [1]  (g)  about 1 cm3 of dilute nitric acid and a few drops of aqueous barium nitrate were added to the  fourth portion of solution d.  observations     [1]  [total: 10]",
+            "9": "9 0620/63/o/n/20 \u00a9 ucles 2020 [turn over 4  a toothpaste contains:  \u25cf sodium fluoride  \u25cf calcium carbonate  \u25cf silica  \u25cf mint flavouring.   sodium fluoride and the mint flavouring are soluble in water.   calcium carbonate and silica are insoluble in water.   calcium carbonate reacts with dilute hydrochloric  acid to form the soluble salt calcium chloride.   plan an investigation to find the percentage by mass of silica in the toothpaste.   in your answer you should include how you will calculate the percentage by mass of silica in the  toothpaste.   you have access to normal laboratory apparatus.   ...   ...   ...   ...   ...   ...   ...   ...   ...   ...   ...   ...   .   [6]",
+            "10": "10 0620/63/o/n/20 \u00a9 ucles 2020blank page",
+            "11": "11 0620/63/o/n/20 \u00a9 ucles 2020blank page",
+            "12": "12 0620/63/o/n/20 \u00a9 ucles 2020blank page permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the  publisher will be pleased to make amends at the earliest possible opportunity. 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 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."
+        }
+    },
+    "2021": {
+        "0620_m21_qp_12.pdf": {
+            "1": "    this document has 16 pages. any blank pages are indicated.  ib21 03_0620_12/4rp   \u00a9 ucles 2021   [turn ove r   *8684920146*cambridge igcse\u2122       chemistry 0620/12     paper 1 multiple choice (core)  february/march 2021     45 minutes    you must answer on the mult iple choice answer sheet.    you will need: multiple choice answer sheet   soft clean eraser   soft pencil (type b or hb is recommended)       instructions   \uf0b7 there are forty  questions on this paper. answer all questions.   \uf0b7 for each question there ar e four possible answers a, b, c and d. choose the one you consider correct  and record your choice in soft pencil on the multiple choice an swer sheet.   \uf0b7 follow the instructions on the multiple choice answer sheet.  \uf0b7 write in soft pencil.  \uf0b7 write your name, centre number and candidate number on the mult iple choice answer sheet in the  spaces provided unless this has been done for you.  \uf0b7 do not use correction fluid.  \uf0b7 do not write on any bar codes.  \uf0b7 you may use a calculator.      information  \uf0b7 the total mark for this paper is 40.  \uf0b7 each correct answer will score one mark.  \uf0b7 any rough working should be don e on this question paper.  \uf0b7 the periodic table is pri nted in the question paper.   ",
+            "2": "2  \u00a9 ucles 2021 0620/12/f/m/21  1 in which changes do the particles move further apart?    w  x   gas       liquid      solid   y  z     a w and x b w and z c x and y d y and z    2 gases are separated from liquid air by fractional distillation .    the boiling points of four gases are shown.    which gas is both monoatomic and a liquid at \u2013200  \uf0b0c?     g a s  boiling  point  / \uf0b0c  a argon \u2013186  b helium \u2013269  c neon \u2013246  d nitrogen \u2013196      3 impurities change the melting and boiling points of substances .    sodium chloride is added to a sample of pure water.    how does the addition of sodium chloride affect the melting poi nt and the boiling point of the  water?     melting point boiling point  a increases increases  b decreases decreases  c increases decreases  d decreases increases     ",
+            "3": "3     \u00a9 ucles 2021 0620/12/f/m/21 [turn over  4 the apparatus used to separate a mixture of sand, methanol and ethanol is shown.    p qrs     which row identifies the labels on the diagrams?     p  q  r  s   a filtrate residue condenser fractionating column  b filtrate residue fractionating column condenser  c residue filtrate condenser fractionating column  d residue filtrate fractionating column condenser      5 a neutral atom, j, contains 45 neutrons and 35 electrons.    which row is correct for atom j?     proton number nucleon number  a 35 45  b 35 80  c 45 45  d 45 80     6 lithium and fluorine react to form lithium fluoride.    a student writes three statements about the reaction.    1 lithium atoms lose an electron when they react.  2 each fluoride ion has one more electron than a fluorine atom.   3 lithium fluoride is a mixture of elements.    which statements are correct?  a 1 and 2 only b 1 and 3 only c 2 and 3 only d 1, 2 and 3     ",
+            "4": "4  \u00a9 ucles 2021 0620/12/f/m/21  7 which definition of isotopes is correct?  a atoms of the same element that have the same number of electron s and nucleons  b atoms of the same element that have the same number of neutrons  and protons  c atoms of the same element that have the same number of protons but a different number of  electrons  d atoms of the same element that have the same number of protons but a different number of  nucleons     8 in which molecule are all the out er shell electrons from each a tom used to form covalent bonds?  a c h 4 b c l 2 c h 2o d n h 3      9 what is the balanced chemical equation for the reaction betwee n calcium and water?  a ca  +  h 2o  \uf0ae  caoh  +  h 2  b ca  +  h 2o  \uf0ae  ca(oh) 2  +  h 2  c ca  +  2h 2o  \uf0ae  caoh  +  h 2  d ca  +  2h 2o  \uf0ae  ca(oh) 2  +  h 2     10 a compound has the formula xf 2 and has a relative mass of 70.    what is element x?  a gallium  b germanium  c s u l f u r   d ytterbium    ",
+            "5": "5     \u00a9 ucles 2021 0620/12/f/m/21 [turn over  11 the diagram shows a section of an overhead power cable.    aluminiumsteel ceramic     which statement explains why a particular substance is used?  a aluminium has a low density and is a good conductor of electri city.  b ceramic is a good conductor of electricity.  c steel can rust in damp air.  d steel is more dense than aluminium.     12 three substances are electrolysed using inert electrodes.    which substances produce hydrogen at the negative electrode?    1 concentrated hydrochloric acid  2 concentrated aqueous sodium chloride  3 dilute sulfuric acid    a 1, 2 and 3 b 1 and 2 only c 1 and 3 only d 2 and 3 only     ",
+            "6": "6  \u00a9 ucles 2021 0620/12/f/m/21  13 which row describes an endothermic reaction?     energy level diagram energy transfer  a energy progress of reaction energy is transferred  from the surroundings  to the reaction  b energy progress of reaction energy is transferred  from the surroundings  to the reaction  c energy progress of reaction energy is transferred  from the reaction  to the surroundings  d energy progress of reaction energy is transferred  from the reaction  to the surroundings    ",
+            "7": "7     \u00a9 ucles 2021 0620/12/f/m/21 [turn over  14 fuels release heat energy when they burn.    which substances are used as fuels?    1 argon  2 butane 3 hydrogen 4 methane    a 1 and 3 only b 1, 3 and 4 c 2, 3 and 4 d 2 and 4 only     15 when zinc carbonate is mixed with dilute hydrochloric acid a c hange, m, takes place.    when carbon is heated with copper( ii) oxide a change, n, takes place.    which row describes changes m and n?     m  n   a chemical chemical  b chemical physical  c physical chemical  d physical physical      16 the apparatus shown is used to measure the rate of a reaction.     gas syringe reactants     which equation represents a reaction where the rate can be meas ured using this apparatus?  a mg(s)  +  2hc l (aq)  \uf0ae  mgc l 2(aq)  +  h 2(g)  b h c l (aq)  +  naoh(aq)  \uf0ae  nac l (aq)  +  h 2o(l)  c fe(s)  +  cuso 4(aq)  \uf0ae  cu(s)  +  feso 4(aq)  d 2na(s)  +  br 2(l)  \uf0ae  2nabr(s)    ",
+            "8": "8  \u00a9 ucles 2021 0620/12/f/m/21  17 p is a hydrated metal salt with a blue colour. when p is heated , water is given off, leaving   solid q.    r is a hydrated metal salt with a pink colour. when r is heated , water is given off, leaving solid s.    which row gives the name of p and the colour of s?     name of p colour of s  a hydrated cobalt( ii) chloride blue  b hydrated cobalt( ii) chloride white  c hydrated copper( ii) sulfate blue  d hydrated copper( ii) sulfate white     18 which property is shown by the alkali sodium hydroxide?  a it has a ph less than ph 7.  b it produces a gas when it is warmed with ammonium chloride.  c it turns blue litmus red.  d it turns universal indicator green.     19 part of the periodic table is shown.    which element forms an acidic oxide?    ab cd      20 when aqueous sodium hydroxide is added to a solution of a metal  ion, a grey-green precipitate  forms, which dissolves in excess  to form a dark green solution.     what is the identity of the metal ion?  a chromium( iii)  b iron( ii)  c iron( iii)  d copper( ii)     ",
+            "9": "9     \u00a9 ucles 2021 0620/12/f/m/21 [turn over  21 which statements describe the periodic table?    1 the elements are arranged in order of their nucleon number.  2 the elements are arranged in order of their proton number.  3 it is used to predict the properties of elements.    a 1 and 3 b 1  o n l y  c 2 and 3 d 2  o n l y     22 which row shows how the properties of the group i elements cha nge on descending the group?     density melting point reactivity  a decreases increases increases  b decreases increases decreases  c increases decreases increases  d increases decreases decreases     23 copper is a transition element.    two compounds of copper are copper( ii) oxide and copper( ii) carbonate.    which row describes the two compounds?     copper( ii) oxide colour of  copper( ii) carbonate  a acidic green  b acidic white  c basic green  d basic white     24 the metal beryllium does not react with cold water.    it reacts with hydrochloric acid but cannot be extracted from i ts ore by using carbon.    where is beryllium placed in the reactivity series?  magnesium  a  zinc  b  iron  c  copper  d ",
+            "10": "10  \u00a9 ucles 2021 0620/12/f/m/21  25 pure iron is a soft metal.    when mixed with small amounts of tungsten it produces a hard al loy called tungsten steel.    which statements are correct?    1 pure iron is a transition element.  2 the particles in pure iron are arranged in ordered layers. 3 tungsten steel is a compound.    a 1, 2 and 3 b 1 and 2 only c 1  o n l y  d 2 and 3 only    26 which row describes magnesium?     electrical  conductivity reacts with  dilute acid  a low no  b low yes  c high no  d high yes     27 four equations are shown.    1 c  +  o 2  \uf0ae  co 2  2 caco 3  \uf0ae  cao  +  co 2  3 sio 2  +  2co  \uf0ae  si  +  2co 2  4 fe 2o3  +  3co  \uf0ae  2fe  +  3co 2    which equations represent reactions that take place during the extraction of iron from hematite?  a 1, 2 and 3 b 1, 2 and 4 c 2, 3 and 4 d 3 and 4 only      28 copper is used to make saucepans.    which properties of copper make it suitable for this use?    1 copper has a relatively high melting point.  2 copper has a low density. 3 copper is a good conductor of electricity. 4 copper is a good conductor of heat.    a 1 and 2 b 1 and 4 c 2 and 4 d 3 and 4    ",
+            "11": "11     \u00a9 ucles 2021 0620/12/f/m/21 [turn over  29 which pollutants are responsible for the erosion of buildings a nd statues?    1 carbon monoxide  2 oxides of nitrogen  3 sulfur dioxide    a 1, 2 and 3 b 1 and 2 only c 2 and 3 only d 3  o n l y     30 which combination of chemical compounds can be used to produce  the fertiliser shown?    supergrown     p     k 21 16 8::     a ( n h 4)3po 4, kc l  b n h 4no 3, ca 3(po 4)2  c n h 4no 3, co(nh 2)2  d n h 4no 3, k2so 4, (nh 4)2so 4      31 x is produced when petrol burns completely in air.    what is x?  a argon  b carbon dioxide  c carbon monoxide  d hydrogen     32 which substance is used as a bleach in the manufacture of paper ?  a carbon dioxide  b nitrogen dioxide  c silicon dioxide  d sulfur dioxide    ",
+            "12": "12  \u00a9 ucles 2021 0620/12/f/m/21  33 what is an industrial use of calcium carbonate?  a cracking of hydrocarbons  b manufacture of aluminium  c manufacture of cement  d purification of water      34 which product is formed when calcium carbonate undergoes therma l decomposition?  a calcium  b calcium hydroxide  c calcium oxide  d calcium silicate      35 the pie chart represents the composition of natural gas.    which sector represents methane?    abcd      36 which fraction, obtained from p etroleum, is used for jet fuel?  a b i t u m e n   b gasoline  c kerosene  d naphtha    ",
+            "13": "13     \u00a9 ucles 2021 0620/12/f/m/21 [turn over  37 the formula of a hydrocarbon is c xhy.    the equation for its complete combustion is shown.    cxhy  +  8o 2  \uf0ae  5co 2  +  6h 2o    what are the values of x and y?     x  y   a 5 6  b 5 12  c 6 5  d 12 5     38 pentane is an alkane and pentene is an alkene.    what is observed when bromine water is added to a sample of eac h compound?     pentane pentene  a becomes colourless becomes colourless  b becomes colourless remains unchanged  c remains unchanged becomes colourless  d remains unchanged remains unchanged     39 molecule 1 undergoes a process to make molecule 2.     process  molecule 1     molecule 2    which row describes the molecules and the process?     molecule 1 process molecule 2  a monomer cracking polymer  b monomer polymerisation polymer  c small molecule polymerisation monomer  d small molecule cracking monomer     ",
+            "14": "14  \u00a9 ucles 2021 0620/12/f/m/21  40 which substance has long-chain molecules and is a constituent of food?  a carbohydrate  b nylon  c poly(ethene)  d terylene     ",
+            "15": "15       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 tra ce copyright holders, but if any items requiring clearance have  unwittingly been included, the  publisher will be pleased to make amends at the earliest possib le opportunity.    to avoid the issue of disclosure of answer-related information to candidates, all copyright acknowledgements are reproduced on line in the cambridge  assessment international educat ion copyright acknowledgements b ooklet. this is produced for eac h series of examinations and is  freely available to download  at www.cambridgeinternational.org  after the live examination se ries.   cambridge assessment international education is part of the cam bridge assessment group. cambri dge assessment is the brand name  of the university of  cambridge local examinations sy ndicate (ucles), which itself is  a department of the univ ersity of cambridge.    \u00a9 ucles 2021 0620/12/f/m/21  blank page  ",
+            "16": "16  \u00a9 ucles 2021 0620/12/f/m/21   groupthe periodic table of elements 1 h hydrogen 12 he helium 4ii i iii iv v vi vii viii 3 li lithium 74 be beryllium 9atomic number atomic symbolkey name relative atomic mass 11 na sodium 2312 mg magnesium 24 19 k potassium 3920 ca calcium 40 37 rb rubidium 8538 sr strontium 88 55 cs caesium 13356 ba barium 137 87 fr francium \u201388 ra radium \u20135 b boron 11 13 al aluminium 27 31 ga gallium 70 49 in indium 115 81 tl thallium 2046 c carbon 12 14 si silicon 2832 ge germanium 73 50 sn tin 119 82 pb lead 20722 ti titanium 48 40 zr zirconium 91 72 hf hafnium 178 104 rf rutherfordium \u201323 v vanadium 51 41 nb niobium 93 73 ta tantalum 181 105 db dubnium \u201324 cr chromium 52 42 mo molybdenum 96 74 w tungsten 184 106 sg seaborgium \u201325 mn manganese 55 43 tc technetium \u2013 75 re rhenium 186 107 bh bohrium \u201326 fe iron 56 44 ru ruthenium 101 76 os osmium 190 108 hs hassium \u201327 co cobalt 59 45 rh rhodium 103 77 ir iridium 192 109 mt meitnerium \u201328 ni nickel 59 46 pd palladium 106 78 pt platinum 195 110 ds darmstadtium \u201329 cu copper 64 47 ag silver 108 79 au gold 197 111 rg roentgenium \u201330 zn zinc 65 48 cd cadmium 112 80 hg mercury 201 112 cn copernicium \u2013114 fl flerovium \u2013116 lv livermorium \u20137 n nitrogen 14 15 p phosphorus 3133 as arsenic 75 51 sb antimony 122 83 bi bismuth 2098 o oxygen 16 16 s sulfur 3234 se selenium 79 52 te tellurium 128 84 po polonium \u20139 f fluorine 19 17 cl chlorine 35.5 35 br bromine 80 53 i iodine 127 85 at astatine \u201310 ne neon 20 18 ar argon 4036 kr krypton 84 54 xe xenon 131 86 rn radon \u201321 sc scandium 45 39 y yttrium 89 57\u201371 lanthanoids 89\u2013103 actinoids 57 la lanthanum 139 89 aclanthanoids actinoids the volume of one mole of any gas is 24  dm3 at room temperature and pressure (r.t.p.).actinium \u201358 ce cerium 140 90 th thorium 23259 pr praseodymium 141 91 pa protactinium 23160 nd neodymium 144 92 u uranium 23861 pm promethium \u2013 93 np neptunium \u201362 sm samarium 150 94 pu plutonium \u201363 eu europium 152 95 am americium \u201364 gd gadolinium 157 96 cm curium \u201365 tb terbium 159 97 bk berkelium \u201366 dy dysprosium 163 98 cf californium \u201367 ho holmium 165 99 es einsteinium \u201368 er erbium 167 100 fm fermium \u201369 tm thulium 169 101 md mendelevium \u201370 yb ytterbium 173 102 no nobelium \u201371 lu lutetium 175 103 lr lawrencium \u2013  "
+        },
+        "0620_m21_qp_22.pdf": {
+            "1": "    this document has 20 pages. any blank pages are indicated.  ib21 03_0620_22/3rp   \u00a9 ucles 2021   [turn ove r   *6167454403*cambridge igcse\u2122       chemistry 0620/22     paper 2 multiple choice (extended)  february/march 2021     45 minutes    you must answer on the mult iple choice answer sheet.    you will need: multiple choice answer sheet   soft clean eraser   soft pencil (type b or hb is recommended)       instructions   \uf0b7 there are forty  questions on this paper. answer all questions.   \uf0b7 for each question there ar e four possible answers a, b, c and d. choose the one you consider correct  and record your choice in soft pencil on the multiple choice an swer sheet.   \uf0b7 follow the instructions on the multiple choice answer sheet.  \uf0b7 write in soft pencil.  \uf0b7 write your name, centre number and candidate number on the mult iple choice answer sheet in the  spaces provided unless this has been done for you.  \uf0b7 do not use correction fluid.  \uf0b7 do not write on any bar codes.  \uf0b7 you may use a calculator.      information  \uf0b7 the total mark for this paper is 40.  \uf0b7 each correct answer will score one mark.  \uf0b7 any rough working should be don e on this question paper.  \uf0b7 the periodic table is pri nted in the question paper.   ",
+            "2": "2  \u00a9 ucles 2021 0620/22/f/m/21  1 which row about a change of state is correct?     change of state energy change process  a solid \uf0ae liquid heat given out melting  b gas \uf0ae liquid heat taken in evaporation  c solid \uf0ae gas heat taken in sublimation  d liquid \uf0ae solid heat given out condensing      2 gases are separated from liquid air by fractional distillation .    the boiling points of four gases are shown.    which gas is both monoatomic and a liquid at \u2013200  \uf0b0c?     g a s  boiling  point  / \uf0b0c  a argon \u2013186  b helium \u2013269  c neon \u2013246  d nitrogen \u2013196     ",
+            "3": "3     \u00a9 ucles 2021 0620/22/f/m/21 [turn over  3 two different food colourings, x and y, are tested using chrom atography.    three pure dyes, 1, 2 and 3, are also tested.    the chromatogram is shown.    10 9876543210solvent front baseline x y dye 1dye 2dye 3    which statements are correct?    1 x and y both contain two or more dyes.  2 dyes 2 and 3 are present in both x and y.  3 the rf of dye 1 is 0.625.    a 1 and 2 only b 1 and 3 only c 1, 2 and 3 d 2 and 3 only      4 which statement about the atoms of all the isotopes of carbon i s correct?  a they are all radioactive.  b they have the same mass.  c they have the same number of neutrons.  d they have the same number of electrons in the outer shell.     ",
+            "4": "4  \u00a9 ucles 2021 0620/22/f/m/21  5 which diagram represents the structure of silicon( iv) oxide?    ab cd       6 lithium and fluorine react to form lithium fluoride.    a student writes three statements about the reaction.    1 lithium atoms lose an electron when they react.  2 each fluoride ion has one more electron than a fluorine atom.   3 lithium fluoride is a mixture of elements.    which statements are correct?  a 1 and 2 only b 1 and 3 only c 2 and 3 only d 1, 2 and 3    7 how many electrons are used to form covalent bonds in a molecu le of methanol, ch 3oh?  a 5  b 6  c 8  d 10     ",
+            "5": "5     \u00a9 ucles 2021 0620/22/f/m/21 [turn over  8 magnesium oxide has a high melting point.    carbon dioxide has a low melting point.    which row identifies the attractive forces that are broken when  these compounds are melted?     magnesium oxide carbon dioxide  a strong attractions between molecules weak attractions between a toms  b strong attractions between molecules weak attractions between m olecules  c strong attractions between ions weak attractions between atoms  d strong attractions between ions weak attractions between molecu les     9 the ionic half-equation for the formation of oxygen during the electrolysis of aluminium oxide is  shown.    x  o2\u2013  \uf0ae  o 2  +  y e\u2013    what are the values of x and y?     x y  a 1 2  b 1 4  c 2 2  d 2 4       10 a compound has the formula xf 2 and has a relative mass of 70.    what is element x?  a gallium  b germanium  c s u l f u r   d ytterbium     ",
+            "6": "6  \u00a9 ucles 2021 0620/22/f/m/21  11 the diagram shows a section of an overhead power cable.    aluminiumsteel ceramic     which statement explains why a particular substance is used?  a aluminium has a low density and is a good conductor of electri city.  b ceramic is a good conductor of electricity.  c steel can rust in damp air.  d steel is more dense than aluminium.     12 during the electrolysis of dilute sulfuric acid, hydrogen is co llected at the cathode.    what is the ionic half-equation for this reaction?  a h +  +  e\u2013  \uf0ae  h  b h+  \uf0ae  h  +  e\u2013  c 2 h+  +  2e\u2013  \uf0ae  h2  d 2 h+  \uf0ae  h2  +  2e\u2013     ",
+            "7": "7     \u00a9 ucles 2021 0620/22/f/m/21 [turn over  13 which row describes an endothermic reaction?     energy level diagram energy transfer  a energy progress of reaction energy is transferred  from the surroundings  to the reaction  b energy progress of reaction energy is transferred  from the surroundings  to the reaction  c energy progress of reaction energy is transferred  from the reaction  to the surroundings  d energy progress of reaction energy is transferred  from the reaction  to the surroundings    ",
+            "8": "8  \u00a9 ucles 2021 0620/22/f/m/21  14 the equation for the complete combustion of methane is shown.    ch 4(g)  +  2o 2(g)  \uf0ae  co 2(g)  +  2h 2o(g)    the bond energies are shown in the table.    bond bond energy  in kj  / mol  c\u2013h +410  c=o +805  o\u2013h +460  o=o +496    what is the energy change for the reaction?  a \u2013818  kj / mol b \u2013 3 5 9  kj / mol c \u2013323  kj / mol d + 1 0 2  kj / mol    15 hydrogen fuel cells can be used to power cars.    which statements about a fuel cell are correct?    1 the balanced equation for the reaction is h 2  +  o 2  \uf0ae  h2o.  2 the fuel cell generates electricity. 3 in the fuel cell hydrogen is reduced.  4 the reactants are gases at room temperature.    a 1 and 2 b 1 and 3 c 2 and 4 d 3 and 4    ",
+            "9": "9     \u00a9 ucles 2021 0620/22/f/m/21 [turn over  16 the apparatus shown is used to measure the rate of a reaction.     gas syringe reactants     which equation represents a reaction where the rate can be meas ured using this apparatus?  a mg(s)  +  2hc l (aq)  \uf0ae  mgc l 2(aq)  +  h 2(g)  b h c l (aq)  +  naoh(aq)  \uf0ae  nac l (aq)  +  h 2o(l)  c fe(s)  +  cuso 4(aq)  \uf0ae  cu(s)  +  feso 4(aq)  d 2na(s)  +  br 2(l)  \uf0ae  2nabr(s)      17 p is a hydrated metal salt with a blue colour. when p is heated , water is given off, leaving   solid q.    r is a hydrated metal salt with a pink colour. when r is heated , water is given off, leaving solid s.    which row gives the name of p and the colour of s?     name of p colour of s  a hydrated cobalt( ii) chloride blue  b hydrated cobalt( ii) chloride white  c hydrated copper( ii) sulfate blue  d hydrated copper( ii) sulfate white      18 magnesium reacts with copper( ii) oxide to give magnesium oxide and copper.    which substance is the oxidising agent in this reaction?  a copper  b copper( ii) oxide  c magnesium  d magnesium oxide    ",
+            "10": "10  \u00a9 ucles 2021 0620/22/f/m/21  19 part of the periodic table is shown.    which element forms an acidic oxide?    ab cd       20 when aqueous sodium hydroxide is added to a solution of a metal  ion, a grey-green precipitate  forms, which dissolves in excess  to form a dark green solution.     what is the identity of the metal ion?  a chromium( iii)  b iron( ii)  c iron( iii)  d copper( ii)     21 which statements about strong acids are correct?    1 they have a high concentration of oh \u2013 ions.  2 they have a ph value of 1. 3 they completely ionise in water. 4 they turn red litmus blue.    a 1 and 3 b 1 and 4 c 2 and 3 d 2 and 4    22 metal x reacts with non-metal y to form an ionic compound with the formula x 2y.    which statements are correct?    1 x is in group i of the periodic table.  2 x is in group ii of the periodic table. 3 y is in group vi of the periodic table.  4 y is in group vii of the periodic table.    a 1 and 3 b 1 and 4 c 2 and 3 d 2 and 4    ",
+            "11": "11     \u00a9 ucles 2021 0620/22/f/m/21 [turn over  23 the table gives some properties of group iv elements.    element    3density g/c m boiling point  / \uf0b0c  carbon 2.2 4827  silicon    germanium 5.3 2830  tin 5.8 2270  lead 11.3 1755    which row describes the properties of silicon?        3density g/c m boiling point  / \uf0b0c  a 2.3 3  265  b 3.1 1  997  c 6.2 2  920  d 24.6 11  682      24 the metal beryllium does not react with cold water.    it reacts with hydrochloric acid but cannot be extracted from i ts ore by using carbon.    where is beryllium placed in the reactivity series?  magnesium  a  zinc  b  iron  c  copper  d     25 why is cryolite used in the extraction of aluminium from bauxit e?  a as a catalyst for the process  b as a solvent for aluminium oxide  c it stops the carbon anodes burning away  d it reduces aluminium ions in aluminium oxide    ",
+            "12": "12  \u00a9 ucles 2021 0620/22/f/m/21  26 which statements about the uses of metals are correct?    1 iron is used to make aircraft because iron has a low density.   2 copper is used to make electric cables because copper is a go od conductor of  electricity.  3 aluminium is used to make brass because aluminium is strong a nd hard.  4 iron is mixed with additives to  make an alloy used in chemica l plant.    a 1 and 2 b 3 and 4 c 1 and 3 d 2 and 4      27 which row describes the reactions of magnesium hydroxide and ma gnesium oxide?     effect of heat on hydroxide effe ct of heating oxide with carbo n  a forms magnesium oxide magnesium and carbon dioxide formed  b forms magnesium oxide no reaction  c no reaction magnesium and carbon dioxide formed  d no reaction no reaction      28 the properties of an element are listed.    its melting point is 3414  \uf0b0c.  some of its compounds are catalysts.  it has variable oxidation states.    where is the element found in the periodic table?  a alkali metals  b halogens  c noble gases  d transition elements     29 petrol burns in a car engine to produce waste gases which leave  through the car exhaust.    one of these waste gases is an oxide of nitrogen.    which statement describes how this oxide of nitrogen is formed?   a carbon dioxide reacts with nitrogen in the catalytic converter .  b nitrogen reacts with oxygen in the car engine.  c nitrogen reacts with oxygen in the catalytic converter.  d petrol combines with nitrogen in the car engine.   ",
+            "13": "13     \u00a9 ucles 2021 0620/22/f/m/21 [turn over  30 which combination of chemical compounds can be used to produce  the fertiliser shown?    supergrown     p     k 21 16 8::     a ( n h 4)3po 4, kc l  b n h 4no 3, ca 3(po 4)2  c n h 4no 3, co(nh 2)2  d n h 4no 3, k2so 4, (nh 4)2so 4     31 which process does not produce carbon dioxide?  a combustion of a hydrocarbon  b photosynthesis  c reaction between an acid and a metal carbonate  d respiration     32 which substance is used as a bleach in the manufacture of paper ?  a carbon dioxide  b nitrogen dioxide  c silicon dioxide  d sulfur dioxide      33 what is an industrial use of calcium carbonate?  a cracking of hydrocarbons  b manufacture of aluminium  c manufacture of cement  d purification of water     ",
+            "14": "14  \u00a9 ucles 2021 0620/22/f/m/21  34 propane reacts with chlorine.    which row shows a condition required for this reaction and iden tifies the type of reaction?     condition type of reaction  a phosphoric acid catalyst addition  b phosphoric acid catalyst substitution  c ultraviolet light addition  d ultraviolet light substitution     35 the pie chart represents the composition of natural gas.    which sector represents methane?    abcd       36 which statement describes the reaction between ethene and steam ?  a a cracking reaction which produces ethane and hydrogen gas as p roducts  b an addition reaction which produces ethanol as the only product   c an oxidation reaction which produces ethanoic acid as the only product  d a slow reaction producing ethanol and carbon dioxide     ",
+            "15": "15     \u00a9 ucles 2021 0620/22/f/m/21 [turn over  37 the formula of a hydrocarbon is c xhy.    the equation for its complete combustion is shown.    cxhy  +  8o 2  \uf0ae  5co 2  +  6h 2o    what are the values of x and y?     x  y   a 5 6  b 5 12  c 6 5  d 12 5     38 the formula of an ester is ch 3ch 2ch 2cooch 2ch 2ch 3.    which acid and alcohol react together to make the ester?     acid alcohol  a butanoic acid butanol  b butanoic acid propanol  c propanoic acid butanol  d propanoic acid propanol     39 molecule 1 undergoes a process to make molecule 2.     process  molecule 1     molecule 2    which row describes the molecules and the process?     molecule 1 process molecule 2  a monomer cracking polymer  b monomer polymerisation polymer  c small molecule polymerisation monomer  d small molecule cracking monomer     ",
+            "16": "16  \u00a9 ucles 2021 0620/22/f/m/21  40 which structure represents a protein?    co c co on hn ah nh co co co co n hn hco o co o b o c o d      ",
+            "17": "17     \u00a9 ucles 2021 0620/22/f/m/21  blank page",
+            "18": "18  \u00a9 ucles 2021 0620/22/f/m/21  blank page",
+            "19": "19       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 tra ce copyright holders, but if any items requiring clearance have  unwittingly been included, the  publisher will be pleased to make amends at the earliest possib le opportunity.    to avoid the issue of disclosure of answer-related information to candidates, all copyright acknowledgements are reproduced on line in the cambridge  assessment international educat ion copyright acknowledgements b ooklet. this is produced for eac h series of examinations and is  freely available to download  at www.cambridgeinternational.org  after the live examination se ries.   cambridge assessment international education is part of the cam bridge assessment group. cambri dge assessment is the brand name  of the university of  cambridge local examinations sy ndicate (ucles), which itself is  a department of the univ ersity of cambridge.    \u00a9 ucles 2021 0620/22/f/m/21  blank page  ",
+            "20": "20  \u00a9 ucles 2021 0620/22/f/m/21   groupthe periodic table of elements 1 h hydrogen 12 he helium 4ii i iii iv v vi vii viii 3 li lithium 74 be beryllium 9atomic number atomic symbolkey name relative atomic mass 11 na sodium 2312 mg magnesium 24 19 k potassium 3920 ca calcium 40 37 rb rubidium 8538 sr strontium 88 55 cs caesium 13356 ba barium 137 87 fr francium \u201388 ra radium \u20135 b boron 11 13 al aluminium 27 31 ga gallium 70 49 in indium 115 81 tl thallium 2046 c carbon 12 14 si silicon 2832 ge germanium 73 50 sn tin 119 82 pb lead 20722 ti titanium 48 40 zr zirconium 91 72 hf hafnium 178 104 rf rutherfordium \u201323 v vanadium 51 41 nb niobium 93 73 ta tantalum 181 105 db dubnium \u201324 cr chromium 52 42 mo molybdenum 96 74 w tungsten 184 106 sg seaborgium \u201325 mn manganese 55 43 tc technetium \u2013 75 re rhenium 186 107 bh bohrium \u201326 fe iron 56 44 ru ruthenium 101 76 os osmium 190 108 hs hassium \u201327 co cobalt 59 45 rh rhodium 103 77 ir iridium 192 109 mt meitnerium \u201328 ni nickel 59 46 pd palladium 106 78 pt platinum 195 110 ds darmstadtium \u201329 cu copper 64 47 ag silver 108 79 au gold 197 111 rg roentgenium \u201330 zn zinc 65 48 cd cadmium 112 80 hg mercury 201 112 cn copernicium \u2013114 fl flerovium \u2013116 lv livermorium \u20137 n nitrogen 14 15 p phosphorus 3133 as arsenic 75 51 sb antimony 122 83 bi bismuth 2098 o oxygen 16 16 s sulfur 3234 se selenium 79 52 te tellurium 128 84 po polonium \u20139 f fluorine 19 17 cl chlorine 35.5 35 br bromine 80 53 i iodine 127 85 at astatine \u201310 ne neon 20 18 ar argon 4036 kr krypton 84 54 xe xenon 131 86 rn radon \u201321 sc scandium 45 39 y yttrium 89 57\u201371 lanthanoids 89\u2013103 actinoids 57 la lanthanum 139 89 aclanthanoids actinoids the volume of one mole of any gas is 24  dm3 at room temperature and pressure (r.t.p.).actinium \u201358 ce cerium 140 90 th thorium 23259 pr praseodymium 141 91 pa protactinium 23160 nd neodymium 144 92 u uranium 23861 pm promethium \u2013 93 np neptunium \u201362 sm samarium 150 94 pu plutonium \u201363 eu europium 152 95 am americium \u201364 gd gadolinium 157 96 cm curium \u201365 tb terbium 159 97 bk berkelium \u201366 dy dysprosium 163 98 cf californium \u201367 ho holmium 165 99 es einsteinium \u201368 er erbium 167 100 fm fermium \u201369 tm thulium 169 101 md mendelevium \u201370 yb ytterbium 173 102 no nobelium \u201371 lu lutetium 175 103 lr lawrencium \u2013  "
+        },
+        "0620_m21_qp_32.pdf": {
+            "1": "*5071615272* chemistry  0620/32 paper 3 theory (core) february/march 2021  1 hour 15 minutes you must answer on the question paper. no additional materials are needed. instructions  \u25cf answer all questions.  \u25cf use a black or dark blue pen. you may use an hb pencil for any diagrams or graphs.  \u25cf write your name, centre number and candidate number in the boxes at the top of the page.  \u25cf write your answer to each question in the space provided.  \u25cf do not use an erasable pen or correction fluid.  \u25cf do not write on any bar codes.  \u25cf you may use a calculator.  \u25cf you should show all your working and use appropriate units. information  \u25cf the total mark for this paper is 80.  \u25cf the number of marks for each question or part question is shown in brackets [  ].  \u25cf the periodic table is printed in the question paper. ib21 03_0620_32/2rp \u00a9 ucles 2021 [turn overthis document has 16 pages. any blank pages are indicated.cambridge igcse\u2122",
+            "2": "2 0620/32/f/m/21 \u00a9 ucles 2021 1  the diagram shows part of the periodic table. iii iiiivvv iviiviii mg al arcl br icn of ca cr fe cuzn ptk   answer the following questions using only the symbols of the elements in the diagram.   each symbol may be used once, more than once or not at all.   give the symbol of the element that:  (a)  is extracted from bauxite   ..   [1]  (b)  forms 21% of clean, dry air   ..   [1]  (c)  forms an oxide which contributes to acid rain   ..   [1]  (d)  forms an aqueous ion that gives a red-brown precipitate on addition of aqueous   sodium hydroxide   ..   [1]  (e)  has an atom with a complete outer electron shell.   ..   [1]  [total: 5]",
+            "3": "3 0620/32/f/m/21 \u00a9 ucles 2021 [turn over 2  the table shows the mass of some of the ions in a 1000 cm3 sample of sea water. name of ion formula of ionmass of ion in 1000 cm3 of sea water / mg bromide br \u201365 calcium ca2+400 chloride cl \u201318 980 hydrogencarbonate hco3\u2013140 magnesium mg2+1262 metaborate b3o63\u201326 k+380 sodium na+10 556 strontium sr2+13 so42\u20132649  (a)  answer these questions using only the information in the table.  (i)  state which negative ion has the lowest mass in 1000 cm3 of sea water.   ...   [1]  (ii)  give the formulae of the ions in potassium sulfate.   and  ...   [1]  (iii)  calculate the mass of calcium ions in 200 cm3 of this sample of sea water.  mass = .. mg  [1]  (iv)  a sample of this sea water is evaporated.   state the name of the compound which is present in the greatest quantity when this sample  is evaporated.   ...   [1]  (v)  give the name of the ion which reacts with aqueous silver nitrate to give a cream precipitate.   ...   [1]",
+            "4": "4 0620/32/f/m/21 \u00a9 ucles 2021  (b)  the b3o63\u2013 ion can be converted to boric acid, h3bo3.   boric acid is also produced when boron trichloride, bc l 3, reacts with water.   complete the equation for this reaction.  bcl 3  +  .h2o  \u2192  h3bo3  +  .hc l [2]  (c)   the symbol of a strontium ion is shown. 87sr2+ 38   deduce the number of electrons, protons and neutrons in one atom of this strontium ion.   number of electrons  ...   number of protons  .   number of neutrons  ...  [3]  (d)  some isotopes of strontium are radioactive.  (i)  give one medical use of radioactive isotopes.   ...   [1]  (ii)  the isotope 235u is also radioactive.   state the major use of this isotope of uranium.   ...   [1]  [total: 12]",
+            "5": "5 0620/32/f/m/21 \u00a9 ucles 2021 [turn over 3  the table shows some properties of four halogens. elementmelting point in \u00b0cboiling point in \u00b0cdensity of liquid at melting point in g / cm3 fluorine \u2013220 \u2013188 chlorine \u2013101 1.56 bromine \u20137 59 3.12 iodine 114 184 4.93  (a) (i) complete the table by predicting:  \u25cf the boiling point of chlorine  \u25cf the density of fluorine at its melting point.  [2]  (ii)  describe the trend in the melting points of the halogens down the group.   ...   [1]  (iii)  deduce the physical state of iodine at 130 \u00b0c.   explain your answer.   .   .   ...   [2]  (b) (i)\t \tgive\tthe\telectronic\tstructure\tof\ta\tfluorine \tatom.   ...   [1]  (ii)\t\texplain\twhy\ta\tfluoride\tion\thas\ta\tsingle\tnegative\tcharge.   .   ...   [1]  (c)\t\tmagnesium\treacts\twith\texcess\tfluorine\tto\tproduce\tmagnesium\tfluoride. \t \twhen\t2.40\t g\tof\tmagnesium\tis\treacted,\t6.20\t g\tof\tmagnesium\tfluoride\tis\tproduced. \t calculate\tthe\tmass\tof\tmagnesium\tneeded\tto\tproduce\t1.24\t g\tof\tmagnesium\tfluoride.  mass of magnesium = .. g  [1]  [to tal: 8]",
+            "6": "6 0620/32/f/m/21 \u00a9 ucles 2021 4  a student investigates the reaction of magnesium powder with dilute hydrochloric acid. the  magnesium is in excess. mg  +  2hcl  \u2192  mgcl 2  +  h2   the rate of reaction can be found by measuring the increase in volume of hydrogen with time.   the results are shown on the graph. 40 30 20 10 0 02 04 06 0 time  / svolume of hydrogen / cm3 80 100 120 140  (a)\t\tdeduce\tthe\ttime\ttaken\tfor\tthe\treaction\tto\tfinish.  time taken = .. s  [1]  (b)  the experiment is repeated using dilute hydrochloric acid of a lower concentration.   draw a line on the grid to show how the volume of hydrogen changes with time using dilute  hydrochloric acid of a lower concentration.   all other conditions stay the same. [2]",
+            "7": "7 0620/32/f/m/21 \u00a9 ucles 2021 [turn over  (c)\t\tdescribe\t the\teffect\teach\tof\tthe\tfollowing\t has\ton\tthe\trate\tof\treaction\t of\tmagnesium\t with\t hydrochloric acid.  \u25cf the temperature is increased.   all other conditions stay the same.   .  \u25cf magnesium ribbon is used instead of magnesium powder.   all other conditions stay the same.   .  [2]  (d)  hydrochloric acid reacts with calcium carbonate.   name the products of this reaction and give the observations.   products  .      observations  ..     [4]  [total: 9]",
+            "8": "8 0620/32/f/m/21 \u00a9 ucles 2021 5  this question is about sulfur and compounds of sulfur.  (a)  sulfur is a non-metal.   describe three physical properties which are typical of non-metals.  1  .  2  .  3  .  [3]  (b)  name one source of sulfur.   ..   [1]  (c)\t\twhen\tcarbon\tis\theated\twith\tsulfur,\tcarbon\tdisulfide,\tcs2, is produced. c  +  2s  \u2192  cs2  (i)\t\tcomplete\t the\tenergy\tlevel\tdiagram\t for\tthe\tproduction\t of\tcarbon\tdisulfide\t by\twriting\tthese\t formulae on the diagram:  \u25cf c  +  2s  \u25cf cs2. energy progress of reaction  [1]  (ii)  explain, using information on the energy level diagram, how you know that this reaction is  endothermic.   ...   [1]",
+            "9": "9 0620/32/f/m/21 \u00a9 ucles 2021 [turn over  (d)\t\tcarbon\tdisulfide\tis\ta\tliquid\tat\troom\ttemperature. \t \tdescribe\tthe\tseparation\tand\tmotion\tof\tthe\tparticles\tin\tcarbon\tdisulfide\tliquid.  separation  ..  motion    [2]  (e)\t\thydrogen\t sulfide\tis\ta\tgas\twhich\tturns\tfilter\tpaper\tsoaked\tin\taqueous\t lead( ii) ethanoate from  white to black. \t \thydrogen\tsulfide\tis\tslightly\tsoluble\tin\twater.   a long glass tube is set up as shown. long glass tube cotton wool soaked in aqueous hydrogen sulfidefilter paper soaked in aqueous lead( ii) ethanoate \t \tat\tfirst,\tthe\tfilter\tpaper\tsoaked\tin\taqueous\tlead( ii) ethanoate does not turn black. \t \tafter\ta\tshort\ttime,\tthe\tfilter\tpaper\tsoaked\tin\taqueous\tlead( ii) ethanoate turns black.   explain these observations using the kinetic particle model.               ..   [3]  (f)  sulfur dioxide is a pollutant in the air.  (i)  give one\tadverse\teffect\tof\tsulfur\tdioxide \ton\tbuildings.   ...   [1]  (ii)  sulfur dioxide is used to bleach paper.   give one other use of sulfur dioxide.   ...   [1]  [total: 13]",
+            "10": "10 0620/32/f/m/21 \u00a9 ucles 2021 6  the structure of compound a is shown. o occh hc hcoh hhh c h  (a) (i)  on the structure of compound a, draw a circle around the carboxylic acid functional group.  [1]  (ii)  state the name of the carboxylic acid that has only two carbon atoms.   ...   [1]  (iii)  deduce the molecular formula of compound a to show the number of carbon, hydrogen  and oxygen atoms.   ...   [1]  (iv)  explain, by referring to its structure, why compound a is described as unsaturated.   ...   [1]  (b)  ethene is an unsaturated hydrocarbon.   draw the structure of ethene to show all of the atoms and all of the bonds.  [2]  (c)  ethene can be produced by cracking hydrocarbons.  (i)  state the meaning of the term cracking .   .   ...   [1]  (ii)  give the conditions required for cracking.  1  ..  2  ..  [2]",
+            "11": "11 0620/32/f/m/21 \u00a9 ucles 2021 [turn over  (d)  ethene can be polymerised.   complete these sentences about the polymerisation of ethene using words from the list. addition       decomposition       neutralisation       poly(ethene) poly(ethane)       reduction       terylene   when ethene polymerises, it produces a molecule called ... .   the type of reaction which occurs is ... .  [2]  (e)  describe one pollution problem caused by non-biodegradable plastics.   ..   [1]  [total: 12]",
+            "12": "12 0620/32/f/m/21 \u00a9 ucles 2021 7  sodium is manufactured by electrolysis.  (a)  explain why sodium is manufactured by electrolysis and not by reduction with carbon.   ..   [1]  (b)  the diagram shows the equipment for the production of sodium. +\u2013 power supplysodium molten sodium chlorid e  (i)  the anode is inert.   suggest a suitable substance that can be used for the anode.   ...   [1]  (ii)  label the anode on the diagram . [1]  (iii)  describe, by reference to the diagram, how you know that sodium is less dense than  molten sodium chloride.   ...   [1]  (c)  when concentrated aqueous sodium chloride is electrolysed, gases are produced at each  electrode.   state the names of the products and give the observations at each electrode.   product at the negative electrode  ..   observations at the negative electrode  ..      product at the positive electrode     observations at the positive electrode  ...     [4]",
+            "13": "13 0620/32/f/m/21 \u00a9 ucles 2021 [turn over  (d)  give two\tways\tin\twhich\tthe\tphysical\t properties\t of\tsodium\tare\tdifferent\t from\tthe\tphysical\t properties of transition elements.  1  .  2  .  [2]  (e)  the symbol equation for the production of sodium hydride is shown. 2na  +  h2  \u2192  2nah  (i)  write a word equation for this reaction.   ...   [1]  (ii)  suggest why the hydrogen must be dry.   ...   [1]  (iii)\t\tsodium\thydride\treduces\tiron( iii) oxide to iron. fe2o3  +  3nah  \u2192  2fe  +  3naoh \t \texplain\thow\tthis\tequation\tshows\tthat\tiron( iii) oxide is reduced.   ...   [1]  (f)\t\tstate\tthe\tcolour\tobserved\tin\tthe\tflame\ttest\tfor\tsodium.   ..   [1]  [total: 14]",
+            "14": "14 0620/32/f/m/21 \u00a9 ucles 2021 8  aqueous ammonia is an alkali.  (a)  complete the dot-and-cross diagram to show the electron arrangement in a molecule of  ammonia. h n hh  [2]  (b)  complete the word equation for the reaction of aqueous ammonia with dilute hydrochloric acid. ammonia +hydrochloric acid   [1]  (c)\t\tdescribe\t the\tcolour\tchange\twhen\texcess\taqueous\t ammonia\t is\tadded\tto\tan\tacidified\t solution\t of methyl orange.  from  to     [1]",
+            "15": "15 0620/32/f/m/21 \u00a9 ucles 2021permission 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 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.  (d)\t\taqueous\tammonia\treacts\twith\taqueous\tcopper( ii) ions to produce compound b.   the formula of compound b is cun4h16o2.   complete the table to calculate the relative molecular mass of compound b. type of atomnumber of atomsrelative atomic mass copper 1 64 1 \u00d7 64 = 64 nitrogen 4 14 4 \u00d7 14 = 56 hydrogen 1 oxygen 16  relative molecular mass = ..  [2]  (e)  ammonia is used in the production of fertilisers.   state why farmers put fertilisers on the soil where crops are to be grown.   ..   [1]  [total: 7]",
+            "16": "16 0620/32/f/m/21 \u00a9 ucles 2021 groupthe periodic table of elements 1 h hydrogen 12 he helium 4ii i iii iv vv iv ii viii 3 li lithium 74 be berylliu m 9atomic number atomic symbolkey name relative atomic mas s 11 na sodium 2312 mg magnesium 24 19 k potassium 3920 ca calcium 40 37 rb rubidium 8538 sr strontium 88 55 cs caesium 13356 ba barium 137 87 fr francium \u201388 ra radium \u20135 b boron 11 13 al aluminium 27 31 ga gallium 70 49 in indium 115 81 tl thallium 2046 c carbon 12 14 si silicon 28 32 ge germanium 73 50 sn tin 119 82 pb lead 20722 ti titanium 48 40 zr zirconium 91 72 hf hafnium 178 104 rf rutherfordiu m \u201323 v vanadium 51 41 nb niobium 93 73 ta tantalum 181 105 db dubnium \u201324 cr chromium 52 42 mo molybdenum 96 74 w tungsten 184 106 sg seaborgium \u201325 mn manganes e 55 43 tc technetium \u2013 75 re rhenium 186 107 bh bohrium \u201326 fe iron 56 44 ru ruthenium 101 76 os osmium 190 108 hs hassium \u201327 co cobalt 59 45 rh rhodium 103 77 ir iridium 192 109 mt meitneriu m \u201328 ni nicke l 59 46 pd palladium 106 78 pt platinum 195 110 ds darmstadtiu m \u201329 cu copper 64 47 ag silver 108 79 au gold 197 111 rg roentgenium \u201330 zn zinc 65 48 cd cadmium 112 80 hg mercury 201 112 cn copernicium \u2013114 fl fleroviu m \u2013116 lv livermorium \u20137 n nitrogen 14 15 p phosphorus 31 33 as arsenic 75 51 sb antimony 122 83 bi bismuth 2098 o oxygen 16 16 s sulfur 32 34 se selenium 79 52 te tellurium 128 84 po polonium \u20139 f fluorine 19 17 cl chlorine 35.5 35 br bromine 80 53 i iodine 127 85 at astatine \u201310 ne neon 20 18 ar argon 40 36 kr krypton 84 54 xe xenon 131 86 rn radon \u201321 sc scandium 45 39 y yttrium 89 57\u201371 lanthanoids 89\u2013103 actinoids 57 la lanthanum 139 89 aclanthanoids actinoids the volume of one mole of any gas is 24  dm3 at room temperature and pressure (r .t.p.).actinium \u201358 ce cerium 140 90 th thorium 23259 pr praseodymium 141 91 pa protactinium 23160 nd neodymium 144 92 u uranium 23861 pm promethium \u2013 93 np neptunium \u201362 sm samarium 150 94 pu plutonium \u201363 eu europium 152 95 am americiu m \u201364 gd gadolinium 157 96 cm curium \u201365 tb terbium 159 97 bk berkelium \u201366 dy dysprosium 163 98 cf californium \u201367 ho holmium 165 99 es einsteinium \u201368 er erbium 167 100 fm fermium \u201369 tm thulium 169 101 md mendelevium \u201370 yb ytterbium 173 102 no nobelium \u201371 lu lutetium 175 103 lr lawrenciu m \u2013"
+        },
+        "0620_m21_qp_42.pdf": {
+            "1": "*1443180407* chemistry  0620/42 paper 4 theory (extended) february/march 2021  1 hour 15 minutes you must answer on the question paper. no additional materials are needed. instructions  \u25cf answer all questions.  \u25cf use a black or dark blue pen. you may use an hb pencil for any diagrams or graphs.  \u25cf write your name, centre number and candidate number in the boxes at the top of the page.  \u25cf write your answer to each question in the space provided.  \u25cf do not use an erasable pen or correction fluid.  \u25cf do not write on any bar codes.  \u25cf you may use a calculator.  \u25cf you should show all your working and use appropriate units. information  \u25cf the total mark for this paper is 80.  \u25cf the number of marks for each question or part question is shown in brackets [  ].  \u25cf the periodic table is printed in the question paper. ib21 03_0620_42/2rp \u00a9 ucles 2021 [turn overthis document has 12 pages. any blank pages are indicated.cambridge igcse\u2122",
+            "2": "2 0620/42/f/m/21 \u00a9 ucles 2021 1  the table shows the numbers of protons, neutrons and electrons in particles a to i. particle protons neutrons electrons a 1 0 0 b 6 6 6 c 6 8 6 d 10 10 10 e 16 16 18 f 17 18 17 g 18 22 18 h 19 20 19 i 20 20 18   answer the following questions about particles a to i. each letter may be used once, more than  once or not at all.  (a)  state which of the particles a to i:  (i)  is an anion    [1]  (ii)  are cations   and   [2]  (iii)  are noble gas atoms  and   [2]  (iv)  is a halogen atom   [1]  (v)  is a group i atom   [1]  (vi)  have the same nucleon number  and   [1]  (vii)  causes acidity in aqueous solutions   [1]  (viii)\t\tis\tused\tto\tdefine\tthe\trelative\tatomic\tmass\tof\telements.\t \t\t[1]  (b)  explain why b and c are isotopes of the same element.      ..   [2]  [total: 12]",
+            "3": "3 0620/42/f/m/21 \u00a9 ucles 2021 [turn over 2  the elements shown are gases at room temperature and pressure. hydrogen nitrogen oxygen chlorine  (a)  state which one of these gases is green.   ..   [1]  (b)  the gases shown exist as diatomic molecules.   state the name of another element which has diatomic molecules and is a gas at room  temperature and pressure.   ..   [1]  (c)\t\twhen\tseparate\tsamples\tof\teach\tof\tthese\tgases\tare \tplaced\tin\ta\tcontainer\tthey\twill\tdiffuse.  (i)\t\tdescribe\twhy\tthese\tgases\tdiffuse.   ...   [1]  (ii)\t\tstate\twhich\tof\tthese\tfour\tgases\thas\tthe\thighest\trate\tof\tdiffusion.   explain your answer.  gas  ..  explanation  .   .  [2]  (d)  nitrogen, oxygen and other substances are found in clean, dry air.  (i)  state the percentage of nitrogen in clean, dry air.    ...   [1]  (ii)  other than nitrogen and oxygen, identify another element found in clean, dry air.   ...   [1]  (iii)  identify a compound found in clean, dry air.   ...   [1]  (iv)  nitrogen and oxygen can be separated from liquid air.   state the name of this process.   ...   [2]  [total: 10]",
+            "4": "4 0620/42/f/m/21 \u00a9 ucles 2021 3  this question is about ammonia.  (a)  nitrogen reacts with hydrogen to form ammonia in an industrial process. n2(g)  +  3h2(g)    2nh3(g)  (i)  name this industrial process.   ...   [1]  (ii)  state the meaning of the symbol .   ...   [1]  (iii)  state the conditions used in this industrial process. include units.  temperature  .  pressure  ...  [2]  (iv)  name the catalyst used in this industrial process.   ...   [1]  (v)  if the pressure is increased, the yield of ammonia increases.   explain why, in terms of equilibrium.   .   .   ...   [2]  (vi)  if the temperature is increased, the rate of reaction increases.   explain why, in terms of particles.   .   .   .   .   ...   [3]  (b)  ammonia reacts with sulfuric acid to make a compound which is used as a fertiliser.   write the chemical equation for the reaction between ammonia and sulfuric acid.   ..   [2]  [total: 12]",
+            "5": "5 0620/42/f/m/21 \u00a9 ucles 2021 [turn over 4  a student wanted to make some zinc chloride crystals.   the student followed the procedure shown.  step 1  add excess zinc powder to dilute hydrochloric acid to form aqueous zinc chloride.  step 2  remove unreacted zinc powder from the aqueous zinc chloride.  step 3  heat the solution until it is saturated.  step 4  allow the saturated solution to cool and remove the crystals that form.  (a)  write the equation for the reaction in step 1. include state symbols.   ..   [3]  (b)  explain why excess  zinc powder is added in step 1.   ..   [1]  (c)  suggest how unreacted zinc powder is removed in step 2.   ..   [1]  (d)  a saturated solution is formed in step 3.   suggest what is meant by the term saturated solution .      ..   [2]  (e)  explain why crystals form as the solution cools in step 4.   ..   [1]  (f)  name two zinc compounds which react with dilute hydrochloric acid to form zinc chloride.      ..   [2]  (g)  if excess calcium metal is used instead of excess zinc powder in step 1, pure calcium chloride  crystals do not form.   explain why.      ..   [1]",
+            "6": "6 0620/42/f/m/21 \u00a9 ucles 2021  (h)  some salts can be made by titration.   in a titration experiment, 20.0 cm3 of aqueous sodium hydroxide reacts exactly with 25.0 cm3 of  0.100 mol / dm3 dilute sulfuric acid to make sodium sulfate. 2naoh(aq)  +  h2so4(aq)  \u2192  na2so4(aq)  +  2h2o(l)  (i)  circle the name of the type of reaction that takes place. decomposition          neutralisation         precipitation         reduction  [1]  (ii)  calculate the concentration of the aqueous sodium hydroxide in g / dm3 using the following  steps.  \u25cf calculate the number of moles of dilute sulfuric acid used.  .. mol  \u25cf determine the number of moles of sodium hydroxide which react with the dilute  sulfuric acid.  .. mol  \u25cf calculate the concentration of the aqueous sodium hydroxide in mol / dm3.  .. mol / dm3  \u25cf calculate the concentration of the aqueous sodium hydroxide in g / dm3.  .. g / dm3  [5]  [total: 17]",
+            "7": "7 0620/42/f/m/21 \u00a9 ucles 2021 [turn over question 5 starts on the next page.",
+            "8": "8 0620/42/f/m/21 \u00a9 ucles 2021 5  the table shows the names or structures of organic compounds p to u. p q r hch hch hch hh propanoic acid but-1-ene s t u propan-1-ol methyl butanoate cch ch hhh h  (a)  give the letters of the organic compounds, p to u, that are unsaturated hydrocarbons.   ..   [2]  (b)  describe the test for an unsaturated hydrocarbon.  test  .  observations  ..  [2]  (c)  but-1-ene is an unbranched molecule.  (i)  name the unbranched isomer of but-1-ene.   ...   [1]  (ii)  draw the structure of a branched isomer of but-1-ene. show all of the atoms and all of the  bonds.  [1]  (d)  dodecane is an alkane with 12 carbon atoms. dodecane can be cracked.  (i)  write the formula of dodecane.   ...   [1]  (ii)  give the letters of all the organic compounds, p to u, that can be formed when dodecane  is cracked.   ...   [2]",
+            "9": "9 0620/42/f/m/21 \u00a9 ucles 2021 [turn over  (e)  name the reagent and suggest the conditions needed to convert organic compound u into  organic compound s.  reagent  ..  conditions  ..  [3]  (f)  organic compound s can be converted to organic compound q\t by\treaction\t with\tan\tacidified\t reagent.  (i)  name the type of chemical change that happens to organic compound s.   ...   [1]  (ii)\t\tname\tthe\tacidified\treagent\tadded\tto\torganic\tcompound\t s.   ...   [1]  (g)  organic compound t is made by reacting two compounds together.  (i)  name the homologous series that organic compound t belongs to.   ...   [1]  (ii)  name the two compounds which react together to make organic compound t.   draw the structures of each compound you have named. show all of the atoms and all of  the bonds.  name  ...  structure  name  ...  structure  [4]  (iii)  deduce the molecular formula of organic compound t.   ...   [1]  [total: 20]",
+            "10": "10 0620/42/f/m/21 \u00a9 ucles 2021 6  polymers are large molecules built up from small molecules.  (a)  state the name given to the small molecules from which polymers are made.   ..   [1]  (b)  the formula of a polymer is shown. nc ch3c ch3h h  (i)  draw the structure of the small molecule from which this polymer is made. show all of the  atoms and all of the bonds.  [2]  (ii)  state the type of polymerisation used to make this polymer.   ...   [1]  (c)  three amino acids are shown. they combine to form part of a natural polymer. h2n cooh h2n cooh h2n cooh  (i)  name the type of natural polymer formed when amino acids combine.   ...   [1]  (ii)  complete the diagram to show part of the structure of the natural polymer that forms when  these three amino acids combine. show all of the bonds in the linkages.  [3]  (iii)  name the type of chemical reaction that takes place when this natural polymer is converted  back to amino acids.   ...   [1]  [total: 9]",
+            "11": "11 0620/42/f/m/21 \u00a9 ucles 2021permission 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 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. blank page",
+            "12": "12 0620/42/f/m/21 \u00a9 ucles 2021 groupthe periodic table of elements 1 h hydrogen 12 he helium 4ii i iii iv vv iv ii viii 3 li lithium 74 be berylliu m 9atomic number atomic symbolkey name relative atomic mas s 11 na sodium 2312 mg magnesium 24 19 k potassium 3920 ca calcium 40 37 rb rubidium 8538 sr strontium 88 55 cs caesium 13356 ba barium 137 87 fr francium \u201388 ra radium \u20135 b boron 11 13 al aluminium 27 31 ga gallium 70 49 in indium 115 81 tl thallium 2046 c carbon 12 14 si silicon 28 32 ge germanium 73 50 sn tin 119 82 pb lead 20722 ti titanium 48 40 zr zirconium 91 72 hf hafnium 178 104 rf rutherfordiu m \u201323 v vanadium 51 41 nb niobium 93 73 ta tantalum 181 105 db dubnium \u201324 cr chromium 52 42 mo molybdenum 96 74 w tungsten 184 106 sg seaborgium \u201325 mn manganes e 55 43 tc technetium \u2013 75 re rhenium 186 107 bh bohrium \u201326 fe iron 56 44 ru ruthenium 101 76 os osmium 190 108 hs hassium \u201327 co cobalt 59 45 rh rhodium 103 77 ir iridium 192 109 mt meitneriu m \u201328 ni nicke l 59 46 pd palladium 106 78 pt platinum 195 110 ds darmstadtiu m \u201329 cu copper 64 47 ag silver 108 79 au gold 197 111 rg roentgenium \u201330 zn zinc 65 48 cd cadmium 112 80 hg mercury 201 112 cn copernicium \u2013114 fl fleroviu m \u2013116 lv livermorium \u20137 n nitrogen 14 15 p phosphorus 31 33 as arsenic 75 51 sb antimony 122 83 bi bismuth 2098 o oxygen 16 16 s sulfur 32 34 se selenium 79 52 te tellurium 128 84 po polonium \u20139 f fluorine 19 17 cl chlorine 35.5 35 br bromine 80 53 i iodine 127 85 at astatine \u201310 ne neon 20 18 ar argon 40 36 kr krypton 84 54 xe xenon 131 86 rn radon \u201321 sc scandium 45 39 y yttrium 89 57\u201371 lanthanoids 89\u2013103 actinoids 57 la lanthanum 139 89 aclanthanoids actinoids the volume of one mole of any gas is 24  dm3 at room temperature and pressure (r .t.p.).actinium \u201358 ce cerium 140 90 th thorium 23259 pr praseodymium 141 91 pa protactinium 23160 nd neodymium 144 92 u uranium 23861 pm promethium \u2013 93 np neptunium \u201362 sm samarium 150 94 pu plutonium \u201363 eu europium 152 95 am americiu m \u201364 gd gadolinium 157 96 cm curium \u201365 tb terbium 159 97 bk berkelium \u201366 dy dysprosium 163 98 cf californium \u201367 ho holmium 165 99 es einsteinium \u201368 er erbium 167 100 fm fermium \u201369 tm thulium 169 101 md mendelevium \u201370 yb ytterbium 173 102 no nobelium \u201371 lu lutetium 175 103 lr lawrenciu m \u2013"
+        },
+        "0620_m21_qp_52.pdf": {
+            "1": "*3599589322* chemistry  0620/52 paper 5 practical test february/march 2021  1 hour 15 minutes you must answer on the question paper. you will need: the materials and apparatus listed in the confidential instructions instructions  \u25cf answer all questions.  \u25cf use a black or dark blue pen. you may use an hb pencil for any diagrams or graphs.  \u25cf write your name, centre number and candidate number in the boxes at the top of the page.  \u25cf write your answer to each question in the space provided.  \u25cf do not use an erasable pen or correction fluid.  \u25cf do not write on any bar codes.  \u25cf you may use a calculator.  \u25cf you should show all your working and use appropriate units. information  \u25cf the total mark for this paper is 40.  \u25cf the number of marks for each question or part question is shown in brackets [  ].  \u25cf notes for use in qualitative analysis are provided in the question paper. ib21 03_0620_52/2rp \u00a9 ucles 2021 [turn overthis document has 12 pages. any blank pages are indicated.cambridge igcse\u2122 for examiner\u2019s use 1 2 3 total",
+            "2": "2 0620/52/f/m/21 \u00a9 ucles 2021 1\t\tyou\tare\tgoing\tto\tinvestigate\t the\treaction\t between \taqueous\t potassium\t hydroxide\t and\ttwo\tdifferent\t aqueous solutions of hydrochloric acid labelled solution a and solution b.   read all of the instructions carefully before starting the experiments.   instructions   you are going to do two experiments.  (a)  experiment 1  \u25cf fill the burette with solution  a. run some of solution a out of the burette so that the level  of solution a is on the burette scale.  \u25cf record the initial burette reading in the table.  \u25cf use the measuring cylinder to pour 25 cm3 of aqueous potassium hydroxide into the  conical flask.  \u25cf add five drops of thymolphthalein indicator to the conical flask.  \u25cf slowly add solution a from the burette to the conical flask, while swirling the flask, until the  solution just changes colour.  \u25cf record the final burette reading in the table and complete the table. experiment 1 final\tburette\treading\t /\tcm3 initial\tburette\treading\t /\tcm3 volume of solution a\tadded\t /\tcm3   experiment 2  \u25cf empty the conical flask and rinse it with distilled water.  \u25cf empty the burette and rinse it with distilled water.  \u25cf rinse the burette with solution b.  \u25cf fill the burette with solution  b. run some of solution b out of the burette so that the level  of solution b is on the burette scale.  \u25cf record the initial burette reading in the table.  \u25cf use the measuring cylinder to pour 25 cm3 of aqueous potassium hydroxide into the  conical flask.  \u25cf add five drops of thymolphthalein indicator to the conical flask.  \u25cf slowly add solution b from the burette to the conical flask, while swirling the flask, until the  solution just changes colour.  \u25cf record the final burette reading in the table and complete the table. experiment 2 final\tburette\treading\t /\tcm3 initial\tburette\treading\t /\tcm3 volume of solution b\tadded\t /\tcm3  [4]",
+            "3": "3 0620/52/f/m/21 \u00a9 ucles 2021 [turn over  (b)\t\tstate\tthe\tcolour\tchange\tobserved\tin\tthe\tconical\tflask\tat\tthe\tend-point\tin\texperiment\t2.   from  to     [1]  (c)\t \tstate\tthe\tcolour\tchange\tobserved\tat\tthe\tend-point\tif\tmethyl\torange\tis\tused\tas\tthe\tindicator.   from  to     [1]  (d)\t\tbefore\tstarting\tthe\ttitration\tin\texperiment\t2\tthe\tconical\tflask\twas\trinsed\twith\twater.  (i)\t\texplain\twhy\tthe\tconical\tflask\twas\trinsed \twith\twater.   ...   [1]  (ii)\t\tthe\tconical\tflask\twas\tnot then rinsed with aqueous potassium hydroxide. \t \tstate\thow\trinsing\tthe\tconical\tflask\twith\taqueous\t potassium\t hydroxide\t would\tchange\tthe\t volume of solution b needed. explain your answer.   .   ...   [2]  (e) (i)  deduce which aqueous solution of hydrochloric acid, a or b, is more concentrated.   explain your answer.   .   ...   [1]  (ii)  deduce how many times more concentrated this solution of hydrochloric acid is than the  other solution of hydrochloric acid.   ...   [1]  (f)  explain why experiment 1 and experiment 2 should be repeated.      ..   [1]  (g)  deduce the volume of solution b required if experiment 2 is carried out with 50 cm3 of aqueous  potassium hydroxide.      ..   [2]",
+            "4": "4 0620/52/f/m/21 \u00a9 ucles 2021  (h)  describe one change that could be made to the apparatus to improve the accuracy of the  results.      ..   [1]  (i)\t\tdescribe\twhat\teffect\tusing\ta\tlarger\tconical\tflask\twould\thave\ton\tthe\tresults\tobtained.   ..   [1]  [total: 16]",
+            "5": "5 0620/52/f/m/21 \u00a9 ucles 2021 [turn over 2  you are provided with two solids, solid c and solid d.   do the following tests on the substances, recording all of your observations at each stage.   tests on solid c  (a)  describe the appearance of solid c.   ..   [1]  (b)\t\tconduct\ta\tflame\ttest\ton\tsolid\t c.   record your observations.   ..   [1]   transfer the remaining solid c to a boiling tube. add about 1 cm depth of distilled water to the  boiling tube containing solid c. place a stopper in the boiling tube and shake the tube to dissolve  solid c and form solution c.  (c)  add 5 cm3 of aqueous sodium hydroxide slowly to solution c.   keep the product for use in (d).   record your observations.   ..   [1]  (d)  pour about 2 cm depth of the product from (c) into a boiling tube. add a piece of aluminium foil  and warm the mixture gently. test and identify any gas produced.   record your observations.        identity of gas    [3]  (e)  identify solid c.      ..   [2]",
+            "6": "6 0620/52/f/m/21 \u00a9 ucles 2021   tests on solid d  (f)  place solid d in a boiling tube. add about 10 cm3 of distilled water to the boiling tube. place a  stopper in the boiling tube and shake the tube to dissolve solid d and form solution d.   divide solution d\tinto\tfive\tapproximately\tequal\tportions\tin\tfive\ttest-tubes.  (i)\t\tto\tthe\tfirst\tportion\tof\tsolution\t d add aqueous sodium hydroxide dropwise and then in  excess.   record your observations.   .   ...   [2]  (ii)  to the second portion of solution d add aqueous ammonia dropwise and then in excess.   record your observations.   .   ...   [2]  (iii)  to the third portion of solution d add about 2 cm depth of aqueous sodium carbonate.   record your observations.   .   ...   [2]  (iv)  to the fourth portion of solution d add about 1 cm depth of dilute nitric acid followed by a  few drops of aqueous silver nitrate.   record your observations.   ...   [1]  (v)\t\tto\tthe\tfifth\tportion\tof\tsolution\t d add about 1 cm depth of dilute nitric acid followed by a few  drops of aqueous barium nitrate.   record your observations.   ...   [1]  (g)  identify solid d.      ..   [2]  [total: 18]",
+            "7": "7 0620/52/f/m/21 \u00a9 ucles 2021 [turn over 3  old concrete contains calcium carbonate. calcium carbonate reacts with dilute hydrochloric acid. caco3(s)  +  2hcl (aq)  \u2192  cacl 2(aq)  +  h2o(l)  +  co2(g) \t\tplan\tan\tinvestigation\t to\tfind\twhich\tof\ttwo\tlumps\tof\tconcrete\t contains\t the\tlarger\tpercentage\t of\t calcium carbonate. your plan should include how you will use your results to determine which one  of the two lumps has the larger percentage of calcium carbonate.   you have access to all common laboratory materials and a supply of dilute hydrochloric acid.   ...   ...   ...   ...   ...   ...   ...   ...   ...   ...   ...   ...   .   [6]",
+            "8": "8 0620/52/f/m/21 \u00a9 ucles 2021blank page",
+            "9": "9 0620/52/f/m/21 \u00a9 ucles 2021blank page",
+            "10": "10 0620/52/f/m/21 \u00a9 ucles 2021blank page",
+            "11": "11 0620/52/f/m/21 \u00a9 ucles 2021notes for use in qualitative analysis tests for anions anion test test result carbonate (co32\u2013) add dilute acid effervescence, carbon dioxide  produced chloride (c l \u2013) [in solution]acidify with dilute nitric acid, then add  aqueous silver nitratewhite ppt. bromide (br \u2013) [in solution]acidify with dilute nitric acid, then add  aqueous silver nitratecream ppt. iodide ( i\u2013) [in solution]acidify with dilute nitric acid, then add  aqueous silver nitrateyellow ppt. nitrate (no3\u2013) [in solution]add aqueous sodium hydroxide, then  aluminium foil; warm carefullyammonia produced sulfate (so42\u2013) [in solution]acidify, then add aqueous  barium nitratewhite ppt. sulfite (so32\u2013) add dilute hydrochloric acid, warm  gently and test for the presence of sulfur dioxidesulfur dioxide produced  will turn acidified aqueous  potassium manganate( vii) from  purple to colourless tests for aqueous cations cation effect of aqueous sodium hydroxide effect of aqueous ammonia aluminium (a l 3+) white ppt., soluble in excess, giving a  colourless solutionwhite ppt., insoluble in excess ammonium (nh4+)ammonia produced on warming \u2013 calcium (ca2+) white ppt., insoluble in excess no ppt., or very slight white ppt. chromium( iii) (cr3+)green ppt., soluble in excess grey-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 iron(iii) (fe3+) red-brown ppt., insoluble in excess red-brown ppt., insoluble in excess zinc (zn2+) white ppt., soluble in excess, giving a  colourless solutionwhite ppt., soluble in excess, giving a  colourless solution",
+            "12": "12 0620/52/f/m/21 \u00a9 ucles 2021tests for gases flame tests for metal ions gas test and test result metal ion flame colour ammonia (nh3) turns damp red litmus paper blue lithium (li+) red carbon dioxide (co2)turns limewater milky sodium (na+) yellow chlorine (c l 2) bleaches damp litmus paper potassium (k+) lilac hydrogen (h2) \u2018pops\u2019 with a lighted splint copper( ii) (cu2+)blue-green oxygen (o2) relights a glowing splint sulfur dioxide (so2)turns acidified aqueous  potassium manganate( vii) from  purple to colourless 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 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."
+        },
+        "0620_m21_qp_62.pdf": {
+            "1": "*1587780154* chemistry  0620/62 paper 6 alternative to practical february/march 2021  1 hour you must answer on the question paper. no additional materials are needed. instructions  \u25cf answer all questions.  \u25cf use a black or dark blue pen. you may use an hb pencil for any diagrams or graphs.  \u25cf write your name, centre number and candidate number in the boxes at the top of the page.  \u25cf write your answer to each question in the space provided.  \u25cf do not use an erasable pen or correction fluid.  \u25cf do not write on any bar codes.  \u25cf you may use a calculator.  \u25cf you should show all your working and use appropriate units. information  \u25cf the total mark for this paper is 40.  \u25cf the number of marks for each question or part question is shown in brackets [  ]. ib21 03_0620_62/2rp \u00a9 ucles 2021 [turn overthis document has 12 pages. any blank pages are indicated.cambridge igcse\u2122",
+            "2": "2 0620/62/f/m/21 \u00a9 ucles 2021 1  silver chloride is an ionic compound and is insoluble in water. molten silver chloride breaks down  during electrolysis. the products are chlorine and silver.   chlorine gas is soluble in water and toxic.   a student suggests using the apparatus shown to break down silver chloride. power supply silver chloride  (a)  draw an arrow on the diagram to show where heat must be applied so that the silver chloride  can break down. [1]  (b)  complete the diagram to show how chlorine gas can be collected and the volume of the  chlorine measured. label any apparatus you have drawn. [2]  (c)  give two observations that are made as the silver chloride breaks down.  1  .  2  .  [2]",
+            "3": "3 0620/62/f/m/21 \u00a9 ucles 2021 [turn over  (d)  the person doing the experiment followed all normal laboratory safety rules.   state one additional safety precaution that should be taken when doing this experiment. give  a reason for your answer.  safety precaution  ...  reason    [2]  (e)  suggest one reason why zinc is not a suitable material to use as the electrodes.      ..   [1]  (f)  the chlorine gas was bubbled into an aqueous solution of a sodium salt. the colour of the  solution changed from colourless to orange.   identify the sodium salt and explain what has happened to cause the colour change.  sodium salt    explanation  .     [2]  [total: 10]",
+            "4": "4 0620/62/f/m/21 \u00a9 ucles 2021 2\t\ta\tstudent\t investigated \tthe\treaction\t between\t aqueous\t potassium\t hydroxide\t and\ttwo\tdifferent\t aqueous solutions of hydrochloric acid labelled solution a and solution b.   two experiments were done.  (a)  experiment 1  \u25cf a burette was filled with solution a. some of solution  a was run out of the burette so that  the level of solution a was on the burette scale.  \u25cf a measuring cylinder was used to measure 25 cm3 of the aqueous potassium hydroxide.  \u25cf the aqueous potassium hydroxide was poured into a conical flask.  \u25cf five drops of methyl orange indicator were added to the conical flask.  \u25cf solution a was added slowly from the burette to the conical flask, while the flask was  swirled, until the solution just changed colour.   use the burette diagrams to complete the table for experiment 1. 7 8 9 initial reading16 17 18 final reading experiment 1 final\tburette\treading\t /\tcm3 initial\tburette\treading\t /\tcm3 volume of solution a\tadded\t /\tcm3   experiment 2  \u25cf the conical flask was emptied and rinsed with distilled water.  \u25cf the burette was emptied and rinsed with distilled water.  \u25cf the burette was rinsed with solution b.  \u25cf the burette was filled with solution b. some of solution b was run out of the burette so that  the level of solution b was on the burette scale.  \u25cf a measuring cylinder was used to measure 25 cm3 of the aqueous potassium hydroxide.  \u25cf the aqueous potassium hydroxide was poured into the conical flask.  \u25cf five drops of methyl orange indicator were added to the conical flask.  \u25cf solution b was added slowly from the burette to the conical flask, while the flask was  swirled, until the solution just changed colour.",
+            "5": "5 0620/62/f/m/21 \u00a9 ucles 2021 [turn over   use the burette diagrams to complete the table for experiment 2. 7 8 9 initial reading26 27 28 final reading experiment 2 final\tburette\treading\t /\tcm3 initial\tburette\treading\t /\tcm3 volume of solution b\tadded\t /\tcm3  [4]  (b)\t\tstate\tthe\tcolour\tchange\tobserved\tin\tthe\tconical\tflask\tat\tthe\tend-point\tin\texperiment\t2.   from  to     [1]  (c)\t\tbefore\tstarting\tthe\ttitration\tin\texperiment\t2\tthe\tconical\tflask\twas\trinsed\twith\twater.  (i)\t\texplain\twhy\tthe\tconical\tflask\twas\trinsed \twith\twater.   ...   [1]  (ii)\t\tthe\tconical\tflask\twas\tnot then rinsed with aqueous potassium hydroxide. \t \tstate\thow\trinsing\tthe\tconical\tflask\twith\taqueous\t potassium\t hydroxide\t would\tchange\tthe\t volume of solution b needed. explain your answer.   .   ...   [2]  (d) (i)  deduce which aqueous solution of hydrochloric acid, a or b, was more concentrated.  explain your answer.   .   ...   [1]  (ii)  deduce how many times more concentrated this solution of hydrochloric acid was than the  other solution of hydrochloric acid.   ...   [1]",
+            "6": "6 0620/62/f/m/21 \u00a9 ucles 2021  (e)  explain why experiment 1 and experiment 2 should be repeated.      ..   [1]  (f)  deduce the volume of solution b required if experiment 2 is carried out with 50 cm3 of aqueous  potassium hydroxide.      ..   [2]  (g)  describe one change that could be made to the apparatus to improve the accuracy of the  results.      ..   [1]  (h)\t\tdescribe\twhat\teffect\tusing\ta\tlarger\tconical\tflask\twould\thave\ton\tthe\tresults\tobtained.   ..   [1]  [total: 15]",
+            "7": "7 0620/62/f/m/21 \u00a9 ucles 2021 [turn over 3  two solids, solid c and solid d, were analysed.   tests were done on each solid.   tests on solid c   tests were carried out and the following observations were made. tests observations test 1 a\tflame\ttest\twas\tcarried\tout\ton\tsolid\t c. a\tred\tflame\twas\tseen solid c was dissolved in distilled water to  produce solution c. test 2 about 5 cm3 of aqueous sodium hydroxide was  added to solution c.no change test 3 a piece of aluminium foil was added to the  mixture formed in test 2.the mixture was  warmed gently and any gas produced was  tested.effervescence\twas\tseen; damp red litmus paper turned blue  (a)  name the gas that turned the damp red litmus paper blue in test 3.   ..   [1]  (b)  identify solid c.      ..   [2]",
+            "8": "8 0620/62/f/m/21 \u00a9 ucles 2021  tests on solid d   solid d was aluminium sulfate.   complete the expected observations.   solid d was dissolved in water to form solution d. solution d was divided into four approximately  equal\tportions\tin\tfour\ttest-tubes.  (c)\t\taqueous\t sodium\thydroxide\t was\tadded\tdropwise\t and\tthen\tin\texcess\tto\tthe\tfirst\tportion\tof\t solution d.  observations  ..   ..   [2]  (d)  aqueous ammonia was added dropwise and then in excess to the second portion of solution d.  observations  ..   ..   [2]  (e)  about 1 cm3 of dilute nitric acid and a few drops of aqueous silver nitrate were added to the  third portion of solution d.  observations     [1]  (f)  about 1 cm3 of dilute nitric acid and a few drops of aqueous barium nitrate were added to the  fourth portion of solution d.  observations     [1]  [total: 9]",
+            "9": "9 0620/62/f/m/21 \u00a9 ucles 2021 [turn over 4  old concrete contains calcium carbonate. calcium carbonate reacts with dilute hydrochloric acid. caco3(s)  +  2hcl (aq)  \u2192  cacl 2(aq)  +  h2o(l)  +  co2(g) \t\tplan\tan\tinvestigation\t to\tfind\twhich\tof\ttwo\tlumps\tof\tconcrete\t contains\t the\tlarger\tpercentage\t of\t calcium carbonate. your plan should include how you will use your results to determine which one  of the two lumps has the larger percentage of calcium carbonate.   you have access to all common laboratory materials and a supply of dilute hydrochloric acid.   ...   ...   ...   ...   ...   ...   ...   ...   ...   ...   ...   ...   .   [6]",
+            "10": "10 0620/62/f/m/21 \u00a9 ucles 2021blank page",
+            "11": "11 0620/62/f/m/21 \u00a9 ucles 2021blank page",
+            "12": "12 0620/62/f/m/21 \u00a9 ucles 2021blank page permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the  publisher will be pleased to make amends at the earliest possible opportunity. 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 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."
+        },
+        "0620_s21_qp_11.pdf": {
+            "1": "    this document has 16 pages. any blank pages are indicated.  ib21 06_0620_11/2rp   \u00a9 ucles 2021   [turn ove r   *8872248645 *cambridge igcse\u2122       chemistry 0620/11     paper 1 multiple choice (core)  may/june 2021     45 minutes    you must answer on the mult iple choice answer sheet.    you will need: multiple choice answer sheet   soft clean eraser   soft pencil (type b or hb is recommended)       instructions   \uf0b7 there are forty  questions on this paper. answer all questions.   \uf0b7 for each question there ar e four possible answers a, b, c and d. choose the one you consider correct  and record your choice in soft pencil on the multiple choice an swer sheet.   \uf0b7 follow the instructions on the multiple choice answer sheet.  \uf0b7 write in soft pencil.  \uf0b7 write your name, centre number and candidate number on the mult iple choice answer sheet in the  spaces provided unless this has been done for you.  \uf0b7 do not use correction fluid.  \uf0b7 do not write on any bar codes.  \uf0b7 you may use a calculator.      information  \uf0b7 the total mark for this paper is 40.  \uf0b7 each correct answer will score one mark.  \uf0b7 any rough working should be don e on this question paper.  \uf0b7 the periodic table is pri nted in the question paper.   ",
+            "2": "2  \u00a9 ucles 2021 0620/11/m/j/21  1 which row describes the arrangement and movement of particles i n a liquid?     arrangement of particles movement of particles  a touching and regular vibrating  b touching and random moving around each other  c touching and regular moving around each other  d touching and random moving very fast      2 a mixture is separated using the apparatus shown.    mixture funnel filter pape r     what is the mixture?  a aqueous copper( ii) sulfate and aqueous sodium chloride  b aqueous copper( ii) sulfate and copper  c copper and sulfur  d ethanol and ethanoic acid    3 which statement about paper chromatography is correct?  a a solvent is needed to dissolve the paper.  b paper chromatography separates mixtures of solvents.  c the solvent should cover the baseline.  d the baseline should be drawn in pencil.    ",
+            "3": "3     \u00a9 ucles 2021 0620/11/m/j/21 [turn over  4 element x has 7 protons.    element y has 8 more protons than x.    which statement about element y is correct?  a y has more electron shells than x.  b y has more electrons in its outer shell than x.  c y is in a different group of the periodic table from x.  d y is in the same period of the periodic table as x.     5 a covalent molecule q contains only six shared electrons.    what is q?  a ammonia, nh 3  b chlorine, c l 2  c methane, ch 4  d water, h 2o    6 which row describes how an ionic bond forms between a sodium at om and a chlorine atom?     sodium atom chlorine atom  a two electrons are lost two electrons are gained  b one electron is gained one electron is lost  c two electrons are gained two electrons are lost  d one electron is lost one electron is gained     7 which diagram shows the structure of an alloy?    abcd      ",
+            "4": "4  \u00a9 ucles 2021 0620/11/m/j/21  8 methane burns in oxygen to produce carbon dioxide and water.    what is the balanced equation for this reaction?  a c h 4  +  2o 2  \uf0ae  2co 2  +  2h 2o  b c h 4  +  2o 2  \uf0ae  co 2  +  2h 2o  c c h 4  +  2o 2  \uf0ae  co 2  +  h 2o  d c h 4  +  o 2  \uf0ae  co 2  +  2h 2o      9 what is the relative formula mass of magnesium nitrate, mg(no 3)2?  a 74 b 86 c 134 d 148    10 in separate experiments, electricity was passed through concen trated aqueous sodium chloride  and molten lead( ii) bromide.    what would happen in both  experiments?  a a halogen would be formed at the anode.  b a metal would be formed at the cathode.  c hydrogen would be formed at the anode.  d hydrogen would be formed at the cathode.      11 steel core aluminium cables are used for overhead electricity c ables.    which statement explains why these cables are used?  a aluminium conducts electricity only when it surrounds a steel core.  b aluminium conducts electricity and the steel core makes the ca ble stronger.  c steel conducts electricity and is surrounded by aluminium beca use aluminium is an insulator.  d steel conducts electricity and is surrounded by aluminium to s top the steel from corroding.    ",
+            "5": "5     \u00a9 ucles 2021 0620/11/m/j/21 [turn over  12 the complete combustion of propane is exothermic.    the equation for this reaction is shown.    c3h8  +  5o 2  \uf0ae  3co 2  +  4h 2o    which energy level diagram represents the complete combustion o f propane?    energy progress of reactiona 3co2 + 4h2oc3h8 + 5o2 energy progress of reactionb c3h8 + 5o23co2 + 4h2o energy progress of reactionc 3co2 + 4h2o c3h8 + 5o2energy progress of reactiond c3h8 + 5o2 3co2 + 4h2o      13 which changes occur when hydrogen is burned in oxygen?     energy change product  a endothermic h 2o only  b endothermic h 2o and co 2  c exothermic h 2o only  d exothermic h 2o and co 2     ",
+            "6": "6  \u00a9 ucles 2021 0620/11/m/j/21  14 when sulfur is heated it undergoes a ..1.. change as it  melts.    further heating causes the sulfur to undergo a ..2.. ch ange and form sulfur dioxide.    which words complete gaps 1 and 2?     1  2   a chemical chemical  b chemical physical  c physical chemical  d physical physical     15 zinc reacts with an acid to form a gas. the volume of gas produ ced is measured at intervals. the  results are shown as curve z.    the reaction is repeated in the presence of a catalyst.    which curve shows the results  for the catalysed reaction?    volume of gas formed timea cz db       16 which statement is correct?  a when anhydrous copper( ii) sulfate is heated its colour changes to a deeper blue.  b when hydrated copper( ii) sulfate is heated its colour changes to a deeper blue.  c when water is added to blue cobalt( ii) chloride paper it turns pink.  d when water is added to pink cobalt( ii) chloride paper it turns blue.     ",
+            "7": "7     \u00a9 ucles 2021 0620/11/m/j/21 [turn over  17 three separate experiments are carried out on an aqueous soluti on of s.    the results are shown.    1 magnesium does not react with the solution.  2 a gas is given off when ammonium sulfate is heated with the s olution.  3 methyl orange turns yellow when added to the solution.    what is s?  a hydrochloric acid  b sodium hydroxide  c sodium chloride  d sulfur dioxide    18 element x forms an oxide, xo, that neutralises sulfuric acid.    which row describes x and xo?     element x nature of oxide, xo  a metal acidic  b metal basic  c non-metal acidic  d non-metal basic      19 copper( ii) sulfate is prepared by adding excess copper( ii) oxide to warm dilute sulfuric acid.    which purification methods are used to obtain pure solid copper (ii) sulfate from the reaction  mixture?    1 crystallisation  2 filtration  3 chromatography  4 distillation    a 1 and 4 b 1 and 2 c 2 and 3 d 3 and 4    ",
+            "8": "8  \u00a9 ucles 2021 0620/11/m/j/21  20 some reactions of element m are shown.    element m oxide of m solution add blue litmusadd to purple acidified potassium manganate( vii) goes redburn add water goes colourless     what is element m?  a carbon  b iron  c magnesium  d sulfur     21 element x is in group ii of the periodic table.    which statements about x are correct?    1 x is a metal.  2 x has two electrons in its outer shell. 3 x is a liquid at room temperature.    a 1 and 2 only b 1 and 3 only c 2 and 3 only d 1, 2 and 3      22 why is helium used to fill balloons?  a helium is monoatomic.  b helium is in group viii of the periodic table.  c helium has a full outer electron shell.  d helium is less dense than air.     ",
+            "9": "9     \u00a9 ucles 2021 0620/11/m/j/21 [turn over  23 which row describes the trend in properties of the elements in group i as the group is  descended?     melting  point reactivity  with water  a decreases decreases  b decreases increases  c increases decreases  d increases increases      24 an element melts at 1455  \uf0b0c, has a density of 8.90  g / cm3 and forms a green chloride.    where in the periodic tabl e is this element found?    cb da      25 some properties of metal j are listed.    \u25cf j does not react with cold water.  \u25cf j reacts with dilute hydrochloric acid. \u25cf no reaction occurs when the oxide of j is heated with carbon.     what is j?  a copper  b iron  c magnesium  d s o d i u m     ",
+            "10": "10  \u00a9 ucles 2021 0620/11/m/j/21  26 iron from a blast furnace is treated with oxygen and with calc ium oxide to make steel.    which substances in the iron are removed?     oxygen  removes calcium oxide  removes  a carbon acidic oxides  b carbon basic oxides  c iron acidic oxides  d iron basic oxides     27 which row describes a use of the metal and explains why it is u sed?     metal use reason  a aluminium food containers good conductor of electricity  b aluminium aircraft wings high density  c copper cooking utensils good conductor of heat  d copper electricity cables good electrical insulator     28 ammonium chloride is heated with aqueous sodium hydroxide.    ammonium chloride and aqueous sodium hydroxidedamp universal indicator paper gentle heat    a gas is produced which turns damp universal indicator paper bl ue.    which gas has been produced?  a ammonia  b hydrogen  c oxygen  d sulfur dioxide    ",
+            "11": "11     \u00a9 ucles 2021 0620/11/m/j/21 [turn over  29 which two gases make up approximately 99% of clean, dry air?  a carbon dioxide and nitrogen  b carbon dioxide and oxygen  c nitrogen and oxygen  d argon and  nitrogen      30 a student writes three statements about potassium nitrate, kno 3.    1 the relative formula mass of kno 3 is 101.  2 potassium nitrate contains the three essential elements for p lant growth.  3 potassium nitrate could be used as a fertiliser.    which statements are correct?  a 1 and 2 only b 1 and 3 only c 2 and 3 only d 1, 2 and 3    31 which row describes the uses of sulfur and sulfur dioxide?     sulfur sulfur dioxide  a extraction of aluminium food preservative  b extraction of aluminium manufacture of cement  c manufacture of sulfuric acid food preservative  d manufacture of sulfuric acid manufacture of cement     32 a white solid z reacts with dilute hydrochloric acid to produce  a gas.    the same gas is produced when compound z is heated strongly.    what is z?  a calcium  b calcium carbonate  c calcium hydroxide  d calcium oxide     ",
+            "12": "12  \u00a9 ucles 2021 0620/11/m/j/21  33 some information about compound l is listed.    1 l is an organic compound which contains four hydrogen atoms.  2 l is soluble in water.  3 an aqueous solution of l reacts with copper( ii) carbonate to produce a gas.    what is l?  a methane  b ethene  c ethanoic acid  d ethanol      34 the structure of an organic molecule is shown.    ch ho o hh ch ch ch hco     which functional groups does this molecule contain?     alcohol alkene carboxylic  acid  a no no no  b no yes yes  c yes no yes  d yes yes yes      35 which compounds belong to the same homologous series?  a ethane and propane  b ethanoic acid and ethanol  c methane and ethene  d propene and ethanoic acid    ",
+            "13": "13     \u00a9 ucles 2021 0620/11/m/j/21  36 which statement about alkanes is correct?  a they burn in oxygen.  b they contain carbon, hydrogen and oxygen atoms.  c they contain double bonds.  d they contain ionic bonds.      37 which structure represents poly(ethene)?    c hh c hhac hh c hhb nnc hh c hhc nc hh c hhd      38 p, q, r and s are four organic compounds.    p is an unsaturated hydrocarbon.    q burns but otherwise is unreactive.    r contains a c\u2013c single bond and a c=c double bond.    s undergoes addition polymerisation.    which compounds are alkenes?  a p and r only b p, r and s c p, q and s d q, r and s     39 which statement about petroleum fractions is correct?  a all petroleum fractions are used as fuels.  b gas oil is used to make bottled gas for heating.  c hydrocarbons in diesel have higher boiling points than hydrocar bons in gasoline.  d molecules in kerosene are larger than molecules in fuel oil.     40 which substance is a natural polymer?  a ethene  b terylene   c nylon  d protein   ",
+            "14": "14  \u00a9 ucles 2021 0620/11/m/j/21  blank page",
+            "15": "15       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 tra ce copyright holders, but if any items requiring clearance have  unwittingly been included, the  publisher will be pleased to make amends at the earliest possib le opportunity.    to avoid the issue of disclosure of answer-related information to candidates, all copyright acknowledgements are reproduced on line in the cambridge  assessment international educat ion copyright acknowledgements b ooklet. this is produced for eac h series of examinations and is  freely available to download  at www.cambridgeinternational.org  after the live examination se ries.   cambridge assessment international education is part of the cam bridge assessment group. cambri dge assessment is the brand name  of the university of  cambridge local examinations sy ndicate (ucles), which itself is  a department of the univ ersity of cambridge.    \u00a9 ucles 2021 0620/11/m/j/21  blank page  ",
+            "16": "16  \u00a9 ucles 2021 0620/11/m/j/21   groupthe periodic table of elements 1 h hydrogen 12 he helium 4ii i iii iv v vi vii viii 3 li lithium 74 be beryllium 9atomic number atomic symbolkey name relative atomic mass 11 na sodium 2312 mg magnesium 24 19 k potassium 3920 ca calcium 40 37 rb rubidium 8538 sr strontium 88 55 cs caesium 13356 ba barium 137 87 fr francium \u201388 ra radium \u20135 b boron 11 13 al aluminium 27 31 ga gallium 70 49 in indium 115 81 tl thallium 2046 c carbon 12 14 si silicon 2832 ge germanium 73 50 sn tin 119 82 pb lead 20722 ti titanium 48 40 zr zirconium 91 72 hf hafnium 178 104 rf rutherfordium \u201323 v vanadium 51 41 nb niobium 93 73 ta tantalum 181 105 db dubnium \u201324 cr chromium 52 42 mo molybdenum 96 74 w tungsten 184 106 sg seaborgium \u201325 mn manganese 55 43 tc technetium \u2013 75 re rhenium 186 107 bh bohrium \u201326 fe iron 56 44 ru ruthenium 101 76 os osmium 190 108 hs hassium \u201327 co cobalt 59 45 rh rhodium 103 77 ir iridium 192 109 mt meitnerium \u201328 ni nickel 59 46 pd palladium 106 78 pt platinum 195 110 ds darmstadtium \u201329 cu copper 64 47 ag silver 108 79 au gold 197 111 rg roentgenium \u201330 zn zinc 65 48 cd cadmium 112 80 hg mercury 201 112 cn copernicium \u2013114 fl flerovium \u2013116 lv livermorium \u20137 n nitrogen 14 15 p phosphorus 3133 as arsenic 75 51 sb antimony 122 83 bi bismuth 2098 o oxygen 16 16 s sulfur 3234 se selenium 79 52 te tellurium 128 84 po polonium \u20139 f fluorine 19 17 cl chlorine 35.5 35 br bromine 80 53 i iodine 127 85 at astatine \u201310 ne neon 20 18 ar argon 4036 kr krypton 84 54 xe xenon 131 86 rn radon \u201321 sc scandium 45 39 y yttrium 89 57\u201371 lanthanoids 89\u2013103 actinoids 57 la lanthanum 139 89 aclanthanoids actinoids the volume of one mole of any gas is 24  dm3 at room temperature and pressure (r.t.p.).actinium \u201358 ce cerium 140 90 th thorium 23259 pr praseodymium 141 91 pa protactinium 23160 nd neodymium 144 92 u uranium 23861 pm promethium \u2013 93 np neptunium \u201362 sm samarium 150 94 pu plutonium \u201363 eu europium 152 95 am americium \u201364 gd gadolinium 157 96 cm curium \u201365 tb terbium 159 97 bk berkelium \u201366 dy dysprosium 163 98 cf californium \u201367 ho holmium 165 99 es einsteinium \u201368 er erbium 167 100 fm fermium \u201369 tm thulium 169 101 md mendelevium \u201370 yb ytterbium 173 102 no nobelium \u201371 lu lutetium 175 103 lr lawrencium \u2013  "
+        },
+        "0620_s21_qp_13.pdf": {
+            "1": "    this document has 16 pages. any blank pages are indicated.  ib21 06_0620_13/2rp   \u00a9 ucles 2021   [turn ove r   *4106947783*cambridge igcse\u2122       chemistry 0620/13     paper 1 multiple choice (core)  may/june 2021     45 minutes    you must answer on the mult iple choice answer sheet.    you will need: multiple choice answer sheet   soft clean eraser   soft pencil (type b or hb is recommended)       instructions   \uf0b7 there are forty  questions on this paper. answer all questions.   \uf0b7 for each question there ar e four possible answers a, b, c and d. choose the one you consider correct  and record your choice in soft pencil on the multiple choice an swer sheet.   \uf0b7 follow the instructions on the multiple choice answer sheet.  \uf0b7 write in soft pencil.  \uf0b7 write your name, centre number and candidate number on the mult iple choice answer sheet in the  spaces provided unless this has been done for you.  \uf0b7 do not use correction fluid.  \uf0b7 do not write on any bar codes.  \uf0b7 you may use a calculator.      information  \uf0b7 the total mark for this paper is 40.  \uf0b7 each correct answer will score one mark.  \uf0b7 any rough working should be don e on this question paper.  \uf0b7 the periodic table is pri nted in the question paper.   ",
+            "2": "2  \u00a9 ucles 2021 0620/13/m/j/21  1 a  1  cm3 sample of substance x is taken. this is sample 1.    x is then converted to a different physical state and a 1  cm3 sample is taken. this is sample 2.    sample 2 contains more particles in the 1  cm3 than sample 1.    which process caused this increase in the number of particles i n 1  cm3?  a boiling of liquid x  b condensation of gaseous x  c evaporation of liquid x  d sublimation of solid x     2 solid carbon dioxide changes directly into a gas under suitable  conditions of temperature and  pressure.    carbon dioxide gas moves from a high concentration to a low con centration.    which row names these two processes?     changing from  solid to gas moving from a  high concentration to  a low concentration  a evaporation brownian motion  b evaporation diffusion  c sublimation brownian motion  d sublimation diffusion      3 which statement about paper chromatography is correct?  a a solvent is needed to dissolve the paper.  b paper chromatography separates mixtures of solvents.  c the solvent should cover the baseline.  d the baseline should be drawn in pencil.    ",
+            "3": "3     \u00a9 ucles 2021 0620/13/m/j/21 [turn over  4 element x has 7 protons.    element y has 8 more protons than x.    which statement about element y is correct?  a y has more electron shells than x.  b y has more electrons in its outer shell than x.  c y is in a different group of the periodic table from x.  d y is in the same period of the periodic table as x.     5 a covalent molecule q contains only six shared electrons.    what is q?  a ammonia, nh 3  b chlorine, c l 2  c methane, ch 4  d water, h 2o     6 which piece of apparatus is used to measure exactly 25.00  cm3 of hydrochloric acid?  a beaker  b measuring cylinder  c pipette  d balance     7 which statement about isotopes of the same element is correct?  a they have different numbers of electrons.  b they have different numbers of neutrons.  c they have different numbers of protons.  d they have the same mass number.    ",
+            "4": "4  \u00a9 ucles 2021 0620/13/m/j/21  8 potassium reacts with iodine to form an ionic compound.    2k  +  i2  \uf0ae  2k i    which statements describe what happens when potassium reacts wi th iodine?    1 each potassium atom loses two electrons.  2 each potassium atom loses one electron.  3 each iodine atom gains one electron.  4 each iodine atom gains two electrons.    a 1 and 3 b 1 and 4 c 2 and 3 d 2 and 4    9 what is the relative formula mass of magnesium nitrate, mg(no 3)2?  a 74 b 86 c 134 d 148     10 in separate experiments, electricity was passed through concen trated aqueous sodium chloride  and molten lead( ii) bromide.    what would happen in both  experiments?  a a halogen would be formed at the anode.  b a metal would be formed at the cathode.  c hydrogen would be formed at the anode.  d hydrogen would be formed at the cathode.    11 the equation for the decomposition of calcium carbonate is show n.    caco 3  \uf0ae  cao  +  co 2    what mass of calcium oxide is produced when 10  g of calcium carbonate is heated?  a 4 . 4  g b 5 . 0  g c 5 . 6  g d 10.0  g     ",
+            "5": "5     \u00a9 ucles 2021 0620/13/m/j/21 [turn over  12 heat energy transfer during chem ical reactions can be described  using energy level diagrams.    in which row is the description correct?     energy level diagram description  1  progress of reactionenergy  exothermic  2  progress of reactionenergy  heat energy absorbed  from environment  3  progress of reactionenergy  heat energy released  to environment  4  progress of reactionenergy  endothermic    a 1 and 2 b 1 and 3 only c 1, 3 and 4 d 2 and 4    ",
+            "6": "6  \u00a9 ucles 2021 0620/13/m/j/21  13 the equations for two reactions are shown.    1 ch 4  +  2o 2  \uf0ae  co 2  +  2h 2o  2 2h 2  +  o 2  \uf0ae  2h 2o    which statement about the reactions is correct?  a heat energy is released during both these reactions.  b heat energy is absorbed during both these reactions.  c heat energy is released during reaction 1 but absorbed during reaction 2.  d heat energy is released during reaction 2 but absorbed during reaction 1.    14 when sulfur is heated it undergoes a ..1.. change as it  melts.    further heating causes the sulfur to undergo a ..2.. ch ange and form sulfur dioxide.    which words complete gaps 1 and 2?     1  2   a chemical chemical  b chemical physical  c physical chemical  d physical physical      15 copper( ii) carbonate reacts with dilute sulfuric acid.    which conditions produce the fastest rate of reaction?     form of  copper( ii) carbonate temperature of dilute  sulfuric acid  / \uf0b0c  a large lumps 37  b large lumps 70  c powder 37  d powder 70     ",
+            "7": "7     \u00a9 ucles 2021 0620/13/m/j/21 [turn over  16 hydrated copper( ii) sulfate is blue. when it is heated it forms white anhydrous c opper( ii) sulfate.    how is a sample of anhydrous copper( ii) sulfate changed into hydrated copper( ii) sulfate?  a water is added.  b it is cooled down.  c it is heated up.  d water is removed.      17 copper( ii) oxide reacts with iron. the equation for the reaction is show n.    3cuo  +  2fe  \uf0ae  3cu  +  fe 2o3    why can this reaction be described as the reduction of copper( ii) oxide?  a iron gains oxygen.  b the copper( ii) oxide loses oxygen.  c the copper( ii) oxide weighs less after the reaction than before.  d there are fewer substances on the right of the equation.    18 element x forms an oxide, xo, that neutralises sulfuric acid.    which row describes x and xo?     element x nature of oxide, xo  a metal acidic  b metal basic  c non-metal acidic  d non-metal basic      19 which methods of salt preparation are suitable for copper( ii) chloride?    1 add copper( ii) carbonate to dilute hydrochloric acid.  2 add copper to dilute hydrochloric acid.  3 warm copper( ii) oxide with dilute hydrochloric acid.    a 1, 2 and 3 b 1 and 2 only c 1 and 3 only d 2 and 3 only    ",
+            "8": "8  \u00a9 ucles 2021 0620/13/m/j/21  20 a white solid, j, is tested and the observations are shown.    test observations  flame test red flame  acidify with nitric acid then  add aqueous silver nitrate white precipitate      what is j?  a lithium bromide  b lithium chloride  c sodium bromide  d sodium chloride      21 which statement about the periodic table is not correct?  a elements in the same period have similar properties.  b it can be used to predict the properties of elements.  c non-metals are found on the right side of the table.  d there are more metals than non-metals.      22 bromine and iodine are elements in group vii of the periodic ta ble.    which statement about these elements is correct?  a iodine displaces bromide ions from solution.  b bromine is a lighter colour than iodine.  c bromine is more dense than iodine.  d bromine is less reactive than iodine.    23 helium and neon exist as monoatomic gases at room temperature and pressure.    statement 1 helium and neon have eight electrons in their outer  shell.  statement 2 helium and neon are unreactive.    which option is correct?  a statement 1 and statement 2 are incorrect.  b statement 1 is correct and explains statement 2.  c statement 1 is correct, but does not explain statement 2.  d statement 1 is incorrect, but statement 2 is correct.   ",
+            "9": "9     \u00a9 ucles 2021 0620/13/m/j/21 [turn over  24 an element melts at 1455  \uf0b0c, has a density of 8.90  g / cm3 and forms a green chloride.    where in the periodic tabl e is this element found?    cb da       25 which statement about the reactivity of metals is correct?  a iron is more reactive than magnesium.  b copper reacts with dilute hydrochloric acid.  c potassium reacts with cold water.  d calcium oxide is reduced more easily than iron oxide.    26 iron from a blast furnace is treated with oxygen and with calc ium oxide to make steel.    which substances in the iron are removed?     oxygen  removes calcium oxide  removes  a carbon acidic oxides  b carbon basic oxides  c iron acidic oxides  d iron basic oxides      27 water is removed from reservoirs and undergoes several stages o f treatment to make it suitable  for drinking.    which statements about the stages are correct?    1 chlorine is added to the water to kill harmful bacteria.  2 water is heated to remove dissolved oxygen gas.  3 water is filtered to remove solids.    a 1 only b 1 and 2 c 1 and 3 d 2 and 3     ",
+            "10": "10  \u00a9 ucles 2021 0620/13/m/j/21  28 which gas is an air pollutant that causes acid rain?  a argon  b carbon monoxide  c methane  d nitrogen dioxide      29 an npk fertiliser is made by mixing two compounds.    the first compound has the formula (nh 4)2hpo 4.    what is the formula of the second compound?  a c a c o 3 b k n o 3 c n a c l d ( n h 4)2so 4     30 which reaction does not occur during the extraction of iron from hematite in a blast f urnace?  a c  +  o 2  \uf0ae  co 2  b cao  +  sio 2  \uf0ae  casio 3  c c o 2  +  c  \uf0ae  2co  d 4fe  +  3o 2  \uf0ae  2fe 2o3    31 which row describes the uses of sulfur and sulfur dioxide?     sulfur sulfur dioxide  a extraction of aluminium food preservative  b extraction of aluminium manufacture of cement  c manufacture of sulfuric acid food preservative  d manufacture of sulfuric acid manufacture of cement     ",
+            "11": "11     \u00a9 ucles 2021 0620/13/m/j/21 [turn over  32 metal x is a good conductor of electricity and is used for elec trical wiring.    metal y is used to make an alloy which is resistant to corrosio n and is used to make cutlery.    metal z is light and strong and is used in the manufacture of a ircraft.    what are x, y and z?     x  y  z   a aluminium iron copper  b copper iron aluminium  c aluminium copper iron  d copper aluminium iron      33 which statement about calcium carbonate is correct?  a it is made by the thermal decomposition of limestone.  b it is used to neutralise alkaline soils.  c it is a reactant in the test for carbon dioxide.  d it is used to remove impurities in iron extraction.      34 what is the main constituent of natural gas?  a hydrogen  b methane  c nitrogen  d oxygen      35 which compounds belong to the same homologous series?  a ethane and propane  b ethanoic acid and ethanol  c methane and ethene  d propene and ethanoic acid      36 which statement about alkanes is correct?  a they burn in oxygen.  b they contain carbon, hydrogen and oxygen atoms.  c they contain double bonds.  d they contain ionic bonds. ",
+            "12": "12  \u00a9 ucles 2021 0620/13/m/j/21  37 p, q, r and s are organic compounds.    p is formed by reacting ethene with steam.    q decolourises bromine water.    r is a hydrocarbon; all of its bonds are single covalent bonds.     s is a waste product from digestion in animals.    which compounds are alkanes?  a p and q b p and s c q and r d r and s    38 which row describes how ethanol is used?     fuel solvent  a no no  b no yes  c yes no  d yes yes     39 which diagram shows the conversion of ethene into ethanol?    a cch h hh cc h hhh hhb cch h hh cc o h hhh hh c cch h hh cc h hhh hhd cc h hh h hh cc o h hhh hh       40 which substance is a natural polymer?  a ethene  b terylene   c nylon  d protein ",
+            "13": "13     \u00a9 ucles 2021 0620/13/m/j/21  blank page",
+            "14": "14  \u00a9 ucles 2021 0620/13/m/j/21  blank page",
+            "15": "15       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 tra ce copyright holders, but if any items requiring clearance have  unwittingly been included, the  publisher will be pleased to make amends at the earliest possib le opportunity.    to avoid the issue of disclosure of answer-related information to candidates, all copyright acknowledgements are reproduced on line in the cambridge  assessment international educat ion copyright acknowledgements b ooklet. this is produced for eac h series of examinations and is  freely available to download  at www.cambridgeinternational.org  after the live examination se ries.   cambridge assessment international education is part of the cam bridge assessment group. cambri dge assessment is the brand name  of the university of  cambridge local examinations sy ndicate (ucles), which itself is  a department of the univ ersity of cambridge.    \u00a9 ucles 2021 0620/13/m/j/21  blank page  ",
+            "16": "16  \u00a9 ucles 2021 0620/13/m/j/21   groupthe periodic table of elements 1 h hydrogen 12 he helium 4ii i iii iv v vi vii viii 3 li lithium 74 be beryllium 9atomic number atomic symbolkey name relative atomic mass 11 na sodium 2312 mg magnesium 24 19 k potassium 3920 ca calcium 40 37 rb rubidium 8538 sr strontium 88 55 cs caesium 13356 ba barium 137 87 fr francium \u201388 ra radium \u20135 b boron 11 13 al aluminium 27 31 ga gallium 70 49 in indium 115 81 tl thallium 2046 c carbon 12 14 si silicon 2832 ge germanium 73 50 sn tin 119 82 pb lead 20722 ti titanium 48 40 zr zirconium 91 72 hf hafnium 178 104 rf rutherfordium \u201323 v vanadium 51 41 nb niobium 93 73 ta tantalum 181 105 db dubnium \u201324 cr chromium 52 42 mo molybdenum 96 74 w tungsten 184 106 sg seaborgium \u201325 mn manganese 55 43 tc technetium \u2013 75 re rhenium 186 107 bh bohrium \u201326 fe iron 56 44 ru ruthenium 101 76 os osmium 190 108 hs hassium \u201327 co cobalt 59 45 rh rhodium 103 77 ir iridium 192 109 mt meitnerium \u201328 ni nickel 59 46 pd palladium 106 78 pt platinum 195 110 ds darmstadtium \u201329 cu copper 64 47 ag silver 108 79 au gold 197 111 rg roentgenium \u201330 zn zinc 65 48 cd cadmium 112 80 hg mercury 201 112 cn copernicium \u2013114 fl flerovium \u2013116 lv livermorium \u20137 n nitrogen 14 15 p phosphorus 3133 as arsenic 75 51 sb antimony 122 83 bi bismuth 2098 o oxygen 16 16 s sulfur 3234 se selenium 79 52 te tellurium 128 84 po polonium \u20139 f fluorine 19 17 cl chlorine 35.5 35 br bromine 80 53 i iodine 127 85 at astatine \u201310 ne neon 20 18 ar argon 4036 kr krypton 84 54 xe xenon 131 86 rn radon \u201321 sc scandium 45 39 y yttrium 89 57\u201371 lanthanoids 89\u2013103 actinoids 57 la lanthanum 139 89 aclanthanoids actinoids the volume of one mole of any gas is 24  dm3 at room temperature and pressure (r.t.p.).actinium \u201358 ce cerium 140 90 th thorium 23259 pr praseodymium 141 91 pa protactinium 23160 nd neodymium 144 92 u uranium 23861 pm promethium \u2013 93 np neptunium \u201362 sm samarium 150 94 pu plutonium \u201363 eu europium 152 95 am americium \u201364 gd gadolinium 157 96 cm curium \u201365 tb terbium 159 97 bk berkelium \u201366 dy dysprosium 163 98 cf californium \u201367 ho holmium 165 99 es einsteinium \u201368 er erbium 167 100 fm fermium \u201369 tm thulium 169 101 md mendelevium \u201370 yb ytterbium 173 102 no nobelium \u201371 lu lutetium 175 103 lr lawrencium \u2013  "
+        },
+        "0620_s21_qp_21.pdf": {
+            "1": "    this document has 16 pages. any blank pages are indicated.  ib21 06_0620_21/2rp   \u00a9 ucles 2021   [turn ove r   *6593451513 *cambridge igcse\u2122       chemistry 0620/21     paper 2 multiple choice (extended)  may/june 2021     45 minutes    you must answer on the mult iple choice answer sheet.    you will need: multiple choice answer sheet   soft clean eraser   soft pencil (type b or hb is recommended)       instructions   \uf0b7 there are forty  questions on this paper. answer all questions.   \uf0b7 for each question there ar e four possible answers a, b, c and d. choose the one you consider correct  and record your choice in soft pencil on the multiple choice an swer sheet.   \uf0b7 follow the instructions on the multiple choice answer sheet.  \uf0b7 write in soft pencil.  \uf0b7 write your name, centre number and candidate number on the mult iple choice answer sheet in the  spaces provided unless this has been done for you.  \uf0b7 do not use correction fluid.  \uf0b7 do not write on any bar codes.  \uf0b7 you may use a calculator.      information  \uf0b7 the total mark for this paper is 40.  \uf0b7 each correct answer will score one mark.  \uf0b7 any rough working should be don e on this question paper.  \uf0b7 the periodic table is pri nted in the question paper.   ",
+            "2": "2  \u00a9 ucles 2021 0620/21/m/j/21  1 a gas is released at point p in the apparatus shown.    p damp universal indicator pape r    which gas turns the damp universal indicator paper red most qui ckly?  a ammonia, nh 3  b chlorine, c l 2  c hydrogen chloride, hc l  d sulfur dioxide, so 2    2 a mixture is separated using the apparatus shown.    mixture funnel filter pape r     what is the mixture?  a aqueous copper( ii) sulfate and aqueous sodium chloride  b aqueous copper( ii) sulfate and copper  c copper and sulfur  d ethanol and ethanoic acid      3 which statement about paper chromatography is correct?  a a solvent is needed to dissolve the paper.  b paper chromatography separates mixtures of solvents.  c the solvent should cover the baseline.  d the baseline should be drawn in pencil.     ",
+            "3": "3     \u00a9 ucles 2021 0620/21/m/j/21 [turn over  4 element x has 7 protons.    element y has 8 more protons than x.    which statement about element y is correct?  a y has more electron shells than x.  b y has more electrons in its outer shell than x.  c y is in a different group of the periodic table from x.  d y is in the same period of the periodic table as x.     5 a covalent molecule q contains only six shared electrons.    what is q?  a ammonia, nh 3  b chlorine, c l 2  c methane, ch 4  d water, h 2o    6 the arrangement of particles in each of two solids, s and t, a re shown.    st    what are s and t?     s  t   a diamond silicon( iv) oxide  b diamond sodium chloride  c graphite silicon( iv) oxide  d graphite sodium chloride     ",
+            "4": "4  \u00a9 ucles 2021 0620/21/m/j/21  7 which statement about metals is correct?  a metals conduct electricity when molten because negative ions a re free to move.  b metals conduct electricity when solid because positive ions ar e free to move.  c metals are malleable because the bonds between the atoms are w eak.  d metals are malleable because the layers of ions can slide over  each other.      8 two elements, p and q, are in the same period of the periodic t able.    p and q react together to form an ionic compound. part of the l attice of this compound is shown.    q\u2013 p+p+ q\u2013p+ q\u2013q\u2013 p+     which statement is correct?  a an ion of p has more electrons than an ion of q.  b element p is non-metallic.  c p is to the left of q in the periodic table.  d the formula of the compound is p 4q4.    9 2.56  g of a metal oxide, mo 2, is reduced to 1.92  g of the metal, m.    what is the relative atomic mass of m?  a 48 b 9 6  c 128 d 192    10 in separate experiments, electricity was passed through concen trated aqueous sodium chloride  and molten lead( ii) bromide.    what would happen in both  experiments?  a a halogen would be formed at the anode.  b a metal would be formed at the cathode.  c hydrogen would be formed at the anode.  d hydrogen would be formed at the cathode.    ",
+            "5": "5     \u00a9 ucles 2021 0620/21/m/j/21 [turn over  11 what is the ionic half-equation for the reaction that occurs at  the cathode when molten  lead( ii) bromide is electrolysed?  a p b2+  +  2e\u2013  \uf0ae  pb  b 2 b r  \u2013  \uf0ae  br 2  +  2e\u2013  c b r 2  +  2e\u2013  \uf0ae  2br  \u2013  d p b   \uf0ae  pb2+  +  2e\u2013     12 the complete combustion of propane is exothermic.    the equation for this reaction is shown.    c 3h8  +  5o 2  \uf0ae  3co 2  +  4h 2o    which energy level diagram represents the complete combustion o f propane?    energy progress of reactiona 3co2 + 4h2oc3h8 + 5o2 energy progress of reactionb c3h8 + 5o23co2 + 4h2o energy progress of reactionc 3co2 + 4h2o c3h8 + 5o2energy progress of reactiond c3h8 + 5o2 3co2 + 4h2o      ",
+            "6": "6  \u00a9 ucles 2021 0620/21/m/j/21  13 which equation represents a reaction that takes place in a fuel  cell?  a c  +  o 2  \uf0ae  co 2  b 2h2  +  o 2  \uf0ae  2h 2o  c ch 4  +  2o 2  \uf0ae  co 2  +  2h 2o  d c3h8  +  5o 2  \uf0ae  3co 2  +  4h 2o     14 when sulfur is heated it undergoes a ..1.. change as it  melts.    further heating causes the sulfur to undergo a ..2.. ch ange and form sulfur dioxide.    which words complete gaps 1 and 2?     1  2   a chemical chemical  b chemical physical  c physical chemical  d physical physical     15 four statements about the effect of increasing temperature on a reaction are shown.    1 the activation energy becomes lower.  2 the particles move faster. 3 there are more collisions betw een reacting particles per seco nd.  4 there are more collisions which have energy greater than the activation energy.    which statements are correct?  a 1, 2 and 3 b 1, 3 and 4 c 2, 3 and 4 d 2 and 3 only     ",
+            "7": "7     \u00a9 ucles 2021 0620/21/m/j/21 [turn over  16 an example of a redox reaction is shown.    zn  +  cu2+  \uf0ae  zn2+  +  cu    which statement about the reaction is correct?  a zn is the oxidising agent and it oxidises cu2+.  b zn is the oxidising agent and it reduces cu2+.  c zn is the reducing agent and it oxidises cu2+.  d zn is the reducing agent and it reduces cu2+.      17 which statement about a reaction in equilibrium is correct?  a both the forward and the backward reactions are proceeding at the same rate.  b neither the forward nor the backward reaction is proceeding.  c the amount of product present is no longer affected by changes  in temperature or pressure.  d the amount of product present is only affected by a change in pressure.      18 element x forms an oxide, xo, that neutralises sulfuric acid.    which row describes x and xo?     element x nature of oxide, xo  a metal acidic  b metal basic  c non-metal acidic  d non-metal basic      19 copper( ii) sulfate is prepared by adding excess copper( ii) oxide to warm dilute sulfuric acid.    which purification methods are used to obtain pure solid copper (ii) sulfate from the reaction  mixture?    1 crystallisation  2 filtration 3 chromatography 4 distillation    a 1 and 4 b 1 and 2 c 2 and 3 d 3 and 4     ",
+            "8": "8  \u00a9 ucles 2021 0620/21/m/j/21  20 some reactions of element m are shown.    element m oxide of m solution add blue litmusadd to purple acidified potassium manganate( vii) goes redburn add water goes colourless     what is element m?  a carbon  b iron  c magnesium  d sulfur      21 in which equation is the underlined reactant acting as a base?  a c h 3coo\u2013  +  h 3o+  \uf0ae  ch 3cooh  +  h 2o  b n h 4+  +  oh\u2013  \uf0ae  nh 3  +  h 2o  c c o 2  +  2h 2o  \uf0ae  h3o+  +  hco 3\u2013  d h+  +  oh\u2013  \uf0ae  h2o      22 why is helium used to fill balloons?  a helium is monoatomic.  b helium is in group viii of the periodic table.  c helium has a full outer electron shell.  d helium is less dense than air.      23 which elements in the table are transition elements?    element property  e forms e3+ ions only  f forms f+ and f2+ ions  g forms only white salts  h used in catalytic converters    a e and g b e and h c f and g d f and h ",
+            "9": "9     \u00a9 ucles 2021 0620/21/m/j/21 [turn over  24 element r forms a covalent compound r 2si with silicon.    which row describes r?     metallic or  non-metallic character group number in  the periodic table  a metallic ii  b metallic vi  c non-metallic ii  d non-metallic vi     25 some properties of metal j are listed.    \u25cf j does not react with cold water.  \u25cf j reacts with dilute hydrochloric acid. \u25cf no reaction occurs when the oxide of j is heated with carbon.     what is j?  a copper  b iron  c magnesium  d s o d i u m     26 some metal nitrates and carbonates decompose when heated strong ly.    metal q has a nitrate that decomposes to give a salt and a colo urless gas only.    the carbonate of metal q does not decompose when heated with a bunsen burner.    what is metal q?  a calcium  b copper  c s o d i u m   d z i n c     ",
+            "10": "10  \u00a9 ucles 2021 0620/21/m/j/21  27 which substances are used in the extraction of aluminium?  a bauxite and cryolite  b bauxite and hematite  c cryolite and zinc blende  d hematite and zinc blende      28 different types of steel alloys are manufactured by changing th e percentage of carbon in the  alloy.    the properties of four steel alloys are shown.    alloy  mixture percentage of  carbon in the alloy strength of  the alloy hardness of  the alloy  1 0.00 to 0.20 high low  2 0.21 to 0.30 high medium  3 0.31 to 0.40 medium high  4 0.41 to 1.50 low high    what are the properties of the steel alloy containing 0.23% of carbon?     strength hardness  a high low  b low high  c high medium  d medium high     29 ammonia is made by reacting nitrogen with hydrogen in the habe r process.    the equation for the process is shown.    n 2  +  3h 2    2nh 3    which changes in reaction conditions would produce a greater yi eld of ammonia?    1 adding more iron catalyst  2 increasing the reaction pressure 3 increasing the particle size of the iron catalyst    a 1 only b 2  o n l y  c 1 and 2 d 2 and 3     ",
+            "11": "11     \u00a9 ucles 2021 0620/21/m/j/21 [turn over  30 which process removes carbon dioxide from the atmosphere?  a combustion of fossil fuels  b fermentation  c photosynthesis  d respiration      31 which catalyst is used in the contact process?  a calcium oxide  b iron  c manganese( ii) oxide  d vanadium( v) oxide     32 a white solid z reacts with dilute hydrochloric acid to produce  a gas.    the same gas is produced when compound z is heated strongly.    what is z?  a calcium  b calcium carbonate  c calcium hydroxide  d calcium oxide     33 what is the structure of butanoic acid?  a c h 3ch 2co 2h  b c h 3ch 2ch 2co 2h  c c h 3ch 2ch 2ch 2co 2h  d c h 3ch 2ch 2co 2ch 3    ",
+            "12": "12  \u00a9 ucles 2021 0620/21/m/j/21  34 compound z contains carbon, hydrogen and oxygen.    molecules of compound z have four hydrogen atoms and two carbon  atoms.    compound z can be made by oxidation of an alcohol.    what is compound z?  a ethene  b ethanol  c ethanoic acid  d methyl methanoate      35 which statement about homologous series and isomerism is corre ct?  a butane and butene are structural isomers.  b compounds in the same homologous series have the same general formula.  c compounds in the same homologous series have the same molecula r formula.  d structural isomers have different molecular formulae.      36 which statement about alkanes is correct?  a they burn in oxygen.  b they contain carbon, hydrogen and oxygen atoms.  c they contain double bonds.  d they contain ionic bonds.      37 what is an advantage of manufacturing ethanol by fermentation?  a the process is very fast.  b the ethanol requires no separation.  c the raw materials used are renewable.  d there are no other products formed.     ",
+            "13": "13     \u00a9 ucles 2021 0620/21/m/j/21  38 p, q, r and s are four organic compounds.    p is an unsaturated hydrocarbon.    q burns but otherwise is unreactive.    r contains a c\u2013c single bond and a c=c double bond.    s undergoes addition polymerisation.    which compounds are alkenes?  a p and r only b p, r and s c p, q and s d q, r and s    39 the structure of a synthetic polymer is shown.    co co c co o n hn hn hn hco     the structure shows that it is a ..1.. . it is formed b y ..2.. polymerisation.    which words complete gaps 1 and 2?     1  2   a polyamide addition  b polyamide condensation  c polyester addition  d polyester condensation     40 which substance is a natural polymer?  a ethene  b terylene   c nylon  d protein    ",
+            "14": "14  \u00a9 ucles 2021 0620/21/m/j/21  blank page",
+            "15": "15       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 tra ce copyright holders, but if any items requiring clearance have  unwittingly been included, the  publisher will be pleased to make amends at the earliest possib le opportunity.    to avoid the issue of disclosure of answer-related information to candidates, all copyright acknowledgements are reproduced on line in the cambridge  assessment international educat ion copyright acknowledgements b ooklet. this is produced for eac h series of examinations and is  freely available to download  at www.cambridgeinternational.org  after the live examination se ries.   cambridge assessment international education is part of the cam bridge assessment group. cambri dge assessment is the brand name  of the university of  cambridge local examinations sy ndicate (ucles), which itself is  a department of the univ ersity of cambridge.    \u00a9 ucles 2021 0620/21/m/j/21  blank page  ",
+            "16": "16  \u00a9 ucles 2021 0620/21/m/j/21   groupthe periodic table of elements 1 h hydrogen 12 he helium 4ii i iii iv v vi vii viii 3 li lithium 74 be beryllium 9atomic number atomic symbolkey name relative atomic mass 11 na sodium 2312 mg magnesium 24 19 k potassium 3920 ca calcium 40 37 rb rubidium 8538 sr strontium 88 55 cs caesium 13356 ba barium 137 87 fr francium \u201388 ra radium \u20135 b boron 11 13 al aluminium 27 31 ga gallium 70 49 in indium 115 81 tl thallium 2046 c carbon 12 14 si silicon 2832 ge germanium 73 50 sn tin 119 82 pb lead 20722 ti titanium 48 40 zr zirconium 91 72 hf hafnium 178 104 rf rutherfordium \u201323 v vanadium 51 41 nb niobium 93 73 ta tantalum 181 105 db dubnium \u201324 cr chromium 52 42 mo molybdenum 96 74 w tungsten 184 106 sg seaborgium \u201325 mn manganese 55 43 tc technetium \u2013 75 re rhenium 186 107 bh bohrium \u201326 fe iron 56 44 ru ruthenium 101 76 os osmium 190 108 hs hassium \u201327 co cobalt 59 45 rh rhodium 103 77 ir iridium 192 109 mt meitnerium \u201328 ni nickel 59 46 pd palladium 106 78 pt platinum 195 110 ds darmstadtium \u201329 cu copper 64 47 ag silver 108 79 au gold 197 111 rg roentgenium \u201330 zn zinc 65 48 cd cadmium 112 80 hg mercury 201 112 cn copernicium \u2013114 fl flerovium \u2013116 lv livermorium \u20137 n nitrogen 14 15 p phosphorus 3133 as arsenic 75 51 sb antimony 122 83 bi bismuth 2098 o oxygen 16 16 s sulfur 3234 se selenium 79 52 te tellurium 128 84 po polonium \u20139 f fluorine 19 17 cl chlorine 35.5 35 br bromine 80 53 i iodine 127 85 at astatine \u201310 ne neon 20 18 ar argon 4036 kr krypton 84 54 xe xenon 131 86 rn radon \u201321 sc scandium 45 39 y yttrium 89 57\u201371 lanthanoids 89\u2013103 actinoids 57 la lanthanum 139 89 aclanthanoids actinoids the volume of one mole of any gas is 24  dm3 at room temperature and pressure (r.t.p.).actinium \u201358 ce cerium 140 90 th thorium 23259 pr praseodymium 141 91 pa protactinium 23160 nd neodymium 144 92 u uranium 23861 pm promethium \u2013 93 np neptunium \u201362 sm samarium 150 94 pu plutonium \u201363 eu europium 152 95 am americium \u201364 gd gadolinium 157 96 cm curium \u201365 tb terbium 159 97 bk berkelium \u201366 dy dysprosium 163 98 cf californium \u201367 ho holmium 165 99 es einsteinium \u201368 er erbium 167 100 fm fermium \u201369 tm thulium 169 101 md mendelevium \u201370 yb ytterbium 173 102 no nobelium \u201371 lu lutetium 175 103 lr lawrencium \u2013  "
+        },
+        "0620_s21_qp_22.pdf": {
+            "1": "    this document has 16 pages. any blank pages are indicated.  ib21 06_0620_22/2rp   \u00a9 ucles 2021   [turn ove r   *4675923471 *cambridge igcse\u2122       chemistry 0620/22     paper 2 multiple choice (extended)  may/june 2021     45 minutes    you must answer on the mult iple choice answer sheet.    you will need: multiple choice answer sheet   soft clean eraser   soft pencil (type b or hb is recommended)       instructions   \uf0b7 there are forty  questions on this paper. answer all questions.   \uf0b7 for each question there ar e four possible answers a, b, c and d. choose the one you consider correct  and record your choice in soft pencil on the multiple choice an swer sheet.   \uf0b7 follow the instructions on the multiple choice answer sheet.  \uf0b7 write in soft pencil.  \uf0b7 write your name, centre number and candidate number on the mult iple choice answer sheet in the  spaces provided unless this has been done for you.  \uf0b7 do not use correction fluid.  \uf0b7 do not write on any bar codes.  \uf0b7 you may use a calculator.      information  \uf0b7 the total mark for this paper is 40.  \uf0b7 each correct answer will score one mark.  \uf0b7 any rough working should be don e on this question paper.  \uf0b7 the periodic table is pri nted in the question paper.   ",
+            "2": "2  \u00a9 ucles 2021 0620/22/m/j/21  1 a gas is released at point p in the apparatus shown.    p damp universal indicator pape r    which gas turns the damp universal indicator paper red most qui ckly?  a ammonia, nh 3  b chlorine, c l 2  c hydrogen chloride, hc l  d sulfur dioxide, so 2    2 a mixture of colourless compoun ds is separated using chromatog raphy.    which type of reagent is used to detect these compounds after s eparation?  a a dehydrating agent  b a locating agent  c an oxidising agent  d a reducing agent    3 which statement about paper chromatography is correct?  a a solvent is needed to dissolve the paper.  b paper chromatography separates mixtures of solvents.  c the solvent should cover the baseline.  d the baseline should be drawn in pencil.    4 element x has 7 protons.    element y has 8 more protons than x.    which statement about element y is correct?  a y has more electron shells than x.  b y has more electrons in its outer shell than x.  c y is in a different group of the periodic table from x.  d y is in the same period of the periodic table as x.    ",
+            "3": "3     \u00a9 ucles 2021 0620/22/m/j/21 [turn over  5 a covalent molecule q contains only six shared electrons.    what is q?  a ammonia, nh 3  b chlorine, c l 2  c methane, ch 4  d water, h 2o      6 information about four substances e, f, g and h is shown.     melting point  / \uf0b0c electrical conductivity  e 1710 does not conduct when solid  f 3500 conducts when solid  g 120 does not conduct  h 801 conducts when molten    e, f, g and h are graphite, poly(ethene), sodium chloride and s ilicon( iv) oxide but not in that  order.    what are e, f, g and h?     e  f  g  h   a graphite poly(ethene) silicon( iv) oxide sodium chloride  b sodium chloride graphite poly(ethene) silicon( iv) oxide  c poly(ethene) sodium chloride graphite silicon( iv) oxide  d silicon( iv) oxide graphite poly(ethene) sodium chloride      7 chemical compounds formed from a group i element and a group vi i element contain ionic  bonds.    how are the ionic bonds formed?  a electrons are transferred from group vii atoms to group i atoms .  b electrons are shared between group i atoms and group vii atoms.   c electrons are lost by group i atoms and group vii atoms.  d electrons are transferred from group i atoms to group vii atoms .    ",
+            "4": "4  \u00a9 ucles 2021 0620/22/m/j/21  8 some information about particles p, q, r and s is shown.     nucleon  number number of  neutrons number of  electrons  p 12 6 6  q 24 12 10  r 16 8 10  s 14 8 6    which two particles are isotopes of the same element?  a p and q b p and s c q and r d r and s    9 chlorine gas will react with iron metal.    exactly 21.3  g of chlorine reacts with 11.2  g of iron.    how many iron atoms react with 30 molecules of chlorine?  a 10 b 15 c 20 d 30    10 in separate experiments, electricity was passed through concen trated aqueous sodium chloride  and molten lead( ii) bromide.    what would happen in both  experiments?  a a halogen would be formed at the anode.  b a metal would be formed at the cathode.  c hydrogen would be formed at the anode.  d hydrogen would be formed at the cathode.     11 a reaction involving aluminium is shown.    xa l  +  yo 2  +  6h 2o  \uf0ae  xa l (oh) 3    which values of x and y balance the equation?     x  y   a 2 3  b 3 2  c 3 4  d 4 3     ",
+            "5": "5     \u00a9 ucles 2021 0620/22/m/j/21 [turn over  12 four different fuels are used to heat a beaker of water, for th e same amount of time, using the  apparatus shown.    stirrer spirit burner fuelscreen to  reduce draughtsthermometer 200  g of water     the initial temperature of the water and the temperature after heating by the fuel are recorded.    which fuel releases the most heat energy?     initial temperature  / \uf0b0c temperature after  heating  / \uf0b0c  a 17 46  b 24 52  c 26 61  d 30 62     ",
+            "6": "6  \u00a9 ucles 2021 0620/22/m/j/21  13 an excess of calcium carbonate reacts with dilute hydrochloric acid. the volume of  carbon dioxide produced is measured at regular time intervals. the results are shown as  experiment 1.    the experiment is repeated with only one change to the reaction conditions.    the results are shown as experiment 2.    volume of co2 timeexperiment 2 experiment 1     which change is made in experiment 2?  a the concentration of the acid is increased.  b the volume of acid is increased.  c the mass of calcium carbonate is increased.  d the calcium carbonate is powdered.      14 when sulfur is heated it undergoes a ..1.. change as it  melts.    further heating causes the sulfur to undergo a ..2.. ch ange and form sulfur dioxide.    which words complete gaps 1 and 2?     1  2   a chemical chemical  b chemical physical  c physical chemical  d physical physical     ",
+            "7": "7     \u00a9 ucles 2021 0620/22/m/j/21 [turn over  15 four statements about the effect of increasing temperature on a reaction are shown.    1 the activation energy becomes lower.  2 the particles move faster.  3 there are more collisions betw een reacting particles per seco nd.  4 there are more collisions which have energy greater than the activation energy.    which statements are correct?  a 1, 2 and 3 b 1, 3 and 4 c 2, 3 and 4 d 2 and 3 only     16 an example of a redox reaction is shown.    zn  +  cu 2+  \uf0ae  zn2+  +  cu    which statement about the reaction is correct?  a zn is the oxidising agent and it oxidises cu2+.  b zn is the oxidising agent and it reduces cu2+.  c zn is the reducing agent and it oxidises cu2+.  d zn is the reducing agent and it reduces cu2+.     17 when bismuth( iii) chloride, bic l 3, reacts with water, a white precipitate of bismuth( iii)  oxychloride, bioc l, is formed. the equation for the reaction is shown.    bic l 3(aq)  +  h 2o(l)    bioc l (s)  +  2h+(aq)  +  2c l \u2013(aq)    the reaction is in equilibrium.    which changes cause the white precipitate to dissolve?    1 adding acid  2 adding water 3 adding sodium chloride solution    a 1 and 2 only b 1 and 3 only c 2 and 3 only d 1, 2 and 3    ",
+            "8": "8  \u00a9 ucles 2021 0620/22/m/j/21  18 element x forms an oxide, xo, that neutralises sulfuric acid.    which row describes x and xo?     element x nature of oxide, xo  a metal acidic  b metal basic  c non-metal acidic  d non-metal basic     19 information about the solubility of salts is shown.    salt solubility  chlorides soluble (except for lead( ii) chloride and silver chloride)  nitrates soluble  sulfates soluble (except for barium sulfate and lead( ii) sulfate)    aqueous solutions of which two compounds would produce a precip itate when added together?  a b a ( n o 3)2 and cac l 2  b c u s o 4 and zn(no 3)2  c k c l and na 2so 4  d p b ( n o 3)2 and mgso 4     ",
+            "9": "9     \u00a9 ucles 2021 0620/22/m/j/21 [turn over  20 the equation shows the reaction between hydrogen and oxygen.    2 h\u2013h  +  o=o  \uf0ae  2 h\u2013o\u2013h    the bond energies are shown.     bond energy  in kj  / mol  h\u2013h 436  o=o 495  o\u2013h 463    which row shows the energy change and the type of reaction?     energy change  in kj  / mol type of reaction  a 441 exothermic  b 441 endothermic  c 485 exothermic  d 485 endothermic      21 burning fossil fuels releases sulfur dioxide which leads to ac id rain.    which ion in the rain water causes it to be acidic?  a h+ b o h\u2013 c o2\u2013 d s o 42\u2013     22 which statement about the trends shown by the elements of perio d 3 in the periodic table is not  correct?  a the elements become less metallic across the period.  b the group number increases across the period.  c the number of electron shells increases across the period.  d the number of outer electrons increases across the period.    ",
+            "10": "10  \u00a9 ucles 2021 0620/22/m/j/21  23 the diagram shows the positions of elements e, f, g and h in th e periodic table.    e fg h     which statements about elements e, f, g and h are correct?    1 e has a higher density than f.  2 e has a higher melting point than f.  3 g has a darker colour than h. 4 g has a lower melting point than h.    a 1 and 3 b 1 and 4 c 2 and 3 d 2 and 4     24 when aqueous iodine is added to a solution of vanadium ions, v 2+, the v2+ ions each lose one  electron.    which property of transition elem ents is shown by this reaction ?  a transition elements have variable oxidation states.  b transition elements form a stable 1+ ion.  c transition elements are oxidising agents.  d transition elements can act as catalysts.    25 a piece of aluminium is dropped into dilute hydrochloric acid.    no immediate reaction is observed.    which statement explains this observation?  a aluminium does not neutralise acids.  b aluminium is a non-metal so does not react with acids.  c aluminium is below hydrogen in the reactivity series.  d aluminium is covered in an unreactive oxide layer.    ",
+            "11": "11     \u00a9 ucles 2021 0620/22/m/j/21 [turn over  26 some metal nitrates and carbonates decompose when heated strong ly.    metal q has a nitrate that decomposes to give a salt and a colo urless gas only.    the carbonate of metal q does not decompose when heated with a bunsen burner.    what is metal q?  a calcium  b copper  c s o d i u m   d z i n c      27 aluminium is extracted from its ore by electrolysis.    which equation represents the reaction that occurs at the anode  during the electrolysis?  a a l  3+  +  3e\u2013  \uf0ae  a l  b a l 3+  \uf0ae  a l  +  3e\u2013  c 2 o2\u2013  \uf0ae  o 2  +  4e\u2013  d 2 o2\u2013  +  2e\u2013  \uf0ae  o 2     28 mild steel consists mostly of iron. mild steel can be prevented  from rusting by a process called  galvanising.    copper is not a very st rong metal, however if it is mixed with a suitable metal a strong alloy called  brass is produced.    which statement is correct?  a copper corrodes very quickly when wet and brass does not.  b copper is mixed with zinc to produce brass.  c galvanising mild steel changes it from a pure metal into an al loy.  d when a steel object is galvanised this means it is coated with  a thin layer of tin.     29 water is used for the irrigation of crops and for drinking wate r.    for which uses must water be chlorinated?     irrigation drinking  a \u0016 \u0016  b \u0016 \u001a  c \u001a \u0016  d \u001a \u001a ",
+            "12": "12  \u00a9 ucles 2021 0620/22/m/j/21  30 which natural resource cannot  provide a raw material for the manufacture of ammonia?  a air  b limestone  c petroleum  d water      31 ammonia is made in the haber process.    which conditions are used in the haber process?     temperature  / \uf0b0c pressure  / atmospheres catalyst used  a 450 200 iron  b 450 5 vanadium( v) oxide  c 200 450 iron  d 200 5 vanadium( v) oxide     32 which process in the carbon cycle is responsible for removing c arbon dioxide from the  atmosphere?  a combustion  b decomposition  c photosynthesis  d respiration    33 the equations represent two reactions, p and q, of lime (calciu m oxide).    p cao  +  sio 2  \uf0ae  casio 3  q cao  +  so 2  \uf0ae  caso 3    in which processes do the reactions occur?     p  q   a extraction of iron extraction of iron  b extraction of iron flue gas desulfurisation  c flue gas desulfurisation extraction of iron  d flue gas desulfurisation flue gas desulfurisation     ",
+            "13": "13     \u00a9 ucles 2021 0620/22/m/j/21 [turn over  34 which statement about ethanol is not correct?  a ethanol can be made by fermentation.  b ethanol is oxidised to make ethanoic acid.  c ethanol reacts with oxygen exothermically, making it a good fue l.  d ethanol reacts with propanoic acid to make propyl ethanoate.      35 which pair of formulae represents two alkanes?  a c h 4 and c 8h18  b c 2h6 and c 5h8  c c 3h6 and c 5h12  d c 10h8 and c 4h8      36 which statement about alkanes is correct?  a they burn in oxygen.  b they contain carbon, hydrogen and oxygen atoms.  c they contain double bonds.  d they contain ionic bonds.      37 which statements about ethanoic acid are correct?    1 it is a strong acid.  2 it reacts with ethanol to form an ester. 3 it has the formula ch 3cooh.    a 1 and 2 only b 1 and 3 only c 2 and 3 only d 1, 2 and 3    ",
+            "14": "14  \u00a9 ucles 2021 0620/22/m/j/21  38 the flow chart shows how petroleum may be turned into a plastic .    petroleum plasticsaturated hydrocarbonunsaturated hydrocarbonprocess 1process 2process 3     what are processes 1, 2 and 3?     process 1 process 2 process 3  a cracking fractional distillation polymerisation  b cracking polymerisation fractional distillation  c fractional distillation cracking polymerisation  d fractional distillation polymerisation cracking     39 the structure of a synthetic polymer is shown.    co co c co o n hn hn hn hco     the structure shows that it is a ..1.. . it is formed b y ..2.. polymerisation.    which words complete gaps 1 and 2?     1  2   a polyamide addition  b polyamide condensation  c polyester addition  d polyester condensation     40 which substance is a natural polymer?  a ethene  b terylene   c nylon  d protein    ",
+            "15": "15       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 tra ce copyright holders, but if any items requiring clearance have  unwittingly been included, the  publisher will be pleased to make amends at the earliest possib le opportunity.    to avoid the issue of disclosure of answer-related information to candidates, all copyright acknowledgements are reproduced on line in the cambridge  assessment international educat ion copyright acknowledgements b ooklet. this is produced for eac h series of examinations and is  freely available to download  at www.cambridgeinternational.org  after the live examination se ries.   cambridge assessment international education is part of the cam bridge assessment group. cambri dge assessment is the brand name  of the university of  cambridge local examinations sy ndicate (ucles), which itself is  a department of the univ ersity of cambridge.    \u00a9 ucles 2021 0620/22/m/j/21  blank page  ",
+            "16": "16  \u00a9 ucles 2021 0620/22/m/j/21   groupthe periodic table of elements 1 h hydrogen 12 he helium 4ii i iii iv v vi vii viii 3 li lithium 74 be beryllium 9atomic number atomic symbolkey name relative atomic mass 11 na sodium 2312 mg magnesium 24 19 k potassium 3920 ca calcium 40 37 rb rubidium 8538 sr strontium 88 55 cs caesium 13356 ba barium 137 87 fr francium \u201388 ra radium \u20135 b boron 11 13 al aluminium 27 31 ga gallium 70 49 in indium 115 81 tl thallium 2046 c carbon 12 14 si silicon 2832 ge germanium 73 50 sn tin 119 82 pb lead 20722 ti titanium 48 40 zr zirconium 91 72 hf hafnium 178 104 rf rutherfordium \u201323 v vanadium 51 41 nb niobium 93 73 ta tantalum 181 105 db dubnium \u201324 cr chromium 52 42 mo molybdenum 96 74 w tungsten 184 106 sg seaborgium \u201325 mn manganese 55 43 tc technetium \u2013 75 re rhenium 186 107 bh bohrium \u201326 fe iron 56 44 ru ruthenium 101 76 os osmium 190 108 hs hassium \u201327 co cobalt 59 45 rh rhodium 103 77 ir iridium 192 109 mt meitnerium \u201328 ni nickel 59 46 pd palladium 106 78 pt platinum 195 110 ds darmstadtium \u201329 cu copper 64 47 ag silver 108 79 au gold 197 111 rg roentgenium \u201330 zn zinc 65 48 cd cadmium 112 80 hg mercury 201 112 cn copernicium \u2013114 fl flerovium \u2013116 lv livermorium \u20137 n nitrogen 14 15 p phosphorus 3133 as arsenic 75 51 sb antimony 122 83 bi bismuth 2098 o oxygen 16 16 s sulfur 3234 se selenium 79 52 te tellurium 128 84 po polonium \u20139 f fluorine 19 17 cl chlorine 35.5 35 br bromine 80 53 i iodine 127 85 at astatine \u201310 ne neon 20 18 ar argon 4036 kr krypton 84 54 xe xenon 131 86 rn radon \u201321 sc scandium 45 39 y yttrium 89 57\u201371 lanthanoids 89\u2013103 actinoids 57 la lanthanum 139 89 aclanthanoids actinoids the volume of one mole of any gas is 24  dm3 at room temperature and pressure (r.t.p.).actinium \u201358 ce cerium 140 90 th thorium 23259 pr praseodymium 141 91 pa protactinium 23160 nd neodymium 144 92 u uranium 23861 pm promethium \u2013 93 np neptunium \u201362 sm samarium 150 94 pu plutonium \u201363 eu europium 152 95 am americium \u201364 gd gadolinium 157 96 cm curium \u201365 tb terbium 159 97 bk berkelium \u201366 dy dysprosium 163 98 cf californium \u201367 ho holmium 165 99 es einsteinium \u201368 er erbium 167 100 fm fermium \u201369 tm thulium 169 101 md mendelevium \u201370 yb ytterbium 173 102 no nobelium \u201371 lu lutetium 175 103 lr lawrencium \u2013  "
+        },
+        "0620_s21_qp_23.pdf": {
+            "1": "    this document has 16 pages. any blank pages are indicated.  ib21 06_0620_23/2rp   \u00a9 ucles 2021   [turn ove r   *5240957555 *cambridge igcse\u2122       chemistry 0620/23     paper 2 multiple choice (extended)  may/june 2021     45 minutes    you must answer on the mult iple choice answer sheet.    you will need: multiple choice answer sheet   soft clean eraser   soft pencil (type b or hb is recommended)       instructions   \uf0b7 there are forty  questions on this paper. answer all questions.   \uf0b7 for each question there ar e four possible answers a, b, c and d. choose the one you consider correct  and record your choice in soft pencil on the multiple choice an swer sheet.   \uf0b7 follow the instructions on the multiple choice answer sheet.  \uf0b7 write in soft pencil.  \uf0b7 write your name, centre number and candidate number on the mult iple choice answer sheet in the  spaces provided unless this has been done for you.  \uf0b7 do not use correction fluid.  \uf0b7 do not write on any bar codes.  \uf0b7 you may use a calculator.      information  \uf0b7 the total mark for this paper is 40.  \uf0b7 each correct answer will score one mark.  \uf0b7 any rough working should be don e on this question paper.  \uf0b7 the periodic table is pri nted in the question paper.   ",
+            "2": "2  \u00a9 ucles 2021 0620/23/m/j/21  1 a gas is released at point p in the apparatus shown.    p damp universal indicator pape r    which gas turns the damp universal indicator paper red most qui ckly?  a ammonia, nh 3  b chlorine, c l 2  c hydrogen chloride, hc l  d sulfur dioxide, so 2    2 a  1  cm3 sample of substance x is taken. this is sample 1.    x is then converted to a different physical state and a 1  cm3 sample is taken. this is sample 2.    sample 2 contains more particles in the 1  cm3 than sample 1.    which process caused this increase in the number of particles i n 1  cm3?  a boiling of liquid x  b condensation of gaseous x  c evaporation of liquid x  d sublimation of solid x     3 which statement about paper chromatography is correct?  a a solvent is needed to dissolve the paper.  b paper chromatography separates mixtures of solvents.  c the solvent should cover the baseline.  d the baseline should be drawn in pencil.    4 element x has 7 protons.    element y has 8 more protons than x.    which statement about element y is correct?  a y has more electron shells than x.  b y has more electrons in its outer shell than x.  c y is in a different group of the periodic table from x.  d y is in the same period of the periodic table as x.   ",
+            "3": "3     \u00a9 ucles 2021 0620/23/m/j/21 [turn over  5 a covalent molecule q contains only six shared electrons.    what is q?  a ammonia, nh 3  b chlorine, c l 2  c methane, ch 4  d water, h 2o      6 which statement explains why metals are malleable?  a the atoms release electrons to become cations.  b the electrons are free to move.  c the electrons and the cations are attracted to each other.  d the layers of ions can slide over each other.      7 which statement about isotopes of the same element is correct?  a they have different numbers of electrons.  b they have different numbers of neutrons.  c they have different numbers of protons.  d they have the same mass number.     8 the element silicon has the same structure as diamond.    which statement about silicon is correct?  a every silicon atom is bonded to three other atoms only.  b silicon has a high melting point.  c silicon is a good conductor of electricity.  d silicon is used as a lubricant.      9 three ionic compounds of vanadium have the formulae v 2o, vc l 2 and v 2o3.    what is the charge on the vanadium ion in each compound?     v 2o vc l 2 v2o3  a +1 \u20132 +2  b +1 +2 +3  c +2 \u20132 +2  d +2 +2 +3 ",
+            "4": "4  \u00a9 ucles 2021 0620/23/m/j/21  10 in separate experiments, electricity was passed through concen trated aqueous sodium chloride  and molten lead( ii) bromide.    what would happen in both  experiments?  a a halogen would be formed at the anode.  b a metal would be formed at the cathode.  c hydrogen would be formed at the anode.  d hydrogen would be formed at the cathode.    11 the equation for the decomposition of calcium carbonate is show n.    caco 3  \uf0ae  cao  +  co 2    what mass of calcium oxide is produced when 10  g of calcium carbonate is heated?  a 4 . 4  g b 5 . 0  g c 5 . 6  g d 10.0  g     12 gas syringe x contains 100  cm3 of hydrogen bromide gas, hbr.    gas syringe y contains 100  cm3 of carbon dioxide gas. the volume of each gas is measured at  room temperature and pressure.    which statement is correct?  a the mass of hbr is less than the mass of co 2.  b the number of molecules of hbr equals the number of molecules o f co 2.  c the gas in syringe x contains more atoms than the gas in syring e y.  d the number of moles of hbr is more than the number of moles of co 2.    ",
+            "5": "5     \u00a9 ucles 2021 0620/23/m/j/21 [turn over  13 which simple cell produces the most electrical energy?    va magnesium zincv vb iron zinc vc magnesium coppervd iron copperkey = voltmete r      14 when sulfur is heated it undergoes a ..1.. change as it  melts.    further heating causes the sulfur to undergo a ..2.. ch ange and form sulfur dioxide.    which words complete gaps 1 and 2?     1  2   a chemical chemical  b chemical physical  c physical chemical  d physical physical     ",
+            "6": "6  \u00a9 ucles 2021 0620/23/m/j/21  15 four statements about the effect of increasing temperature on a reaction are shown.    1 the activation energy becomes lower.  2 the particles move faster.  3 there are more collisions betw een reacting particles per seco nd.  4 there are more collisions which have energy greater than the activation energy.    which statements are correct?  a 1, 2 and 3 b 1, 3 and 4 c 2, 3 and 4 d 2 and 3 only     16 an example of a redox reaction is shown.    zn  +  cu 2+  \uf0ae  zn2+  +  cu    which statement about the reaction is correct?  a zn is the oxidising agent and it oxidises cu2+.  b zn is the oxidising agent and it reduces cu2+.  c zn is the reducing agent and it oxidises cu2+.  d zn is the reducing agent and it reduces cu2+.    ",
+            "7": "7     \u00a9 ucles 2021 0620/23/m/j/21 [turn over  17 the equation for the decomposition of hydrogen iodide is shown.     2hi  \uf0ae  h2  +  i2    some bond energies are shown.    bond bond energy  in kj  / mol  h\u2013h 440  i\u2013i 1 5 0   h\u2013i 3 0 0     what is the energy change for the reaction?  a \u2013290  kj / mol b \u2013 1 0  kj / mol c + 1 0  kj / mol d + 2 9 0  kj / mol    18 element x forms an oxide, xo, that neutralises sulfuric acid.    which row describes x and xo?     element x nature of oxide, xo  a metal acidic  b metal basic  c non-metal acidic  d non-metal basic     19 aqueous solutions of sodium sulfate and barium chloride are mi xed.    na 2so 4(aq)  +  bac l 2(aq)  \uf0ae  baso 4(s)  +  2nac l (aq)    which process is used to separate a sample of barium sulfate fr om the reaction mixture?  a precipitation  b filtration  c evaporation  d distillation     ",
+            "8": "8  \u00a9 ucles 2021 0620/23/m/j/21  20 information about element j is shown.    \u25cf its atoms have four electrons in their outer shell.  \u25cf it is a non-metal.  \u25cf its oxide has a macromolecular structure.  \u25cf it has a high melting point.    what is j?  a beryllium  b carbon  c silicon  d s u l f u r      21 which property is shown by transition elements?  a low density  b low melting point  c variable oxidation state  d white compounds     22 helium and neon exist as monoatomic gases at room temperature and pressure.    statement 1 helium and neon have eight electrons in their outer  shell.  statement 2 helium and neon are unreactive.    which option is correct?  a statement 1 and statement 2 are incorrect.  b statement 1 is correct and explains statement 2.  c statement 1 is correct, but does not explain statement 2.  d statement 1 is incorrect, but statement 2 is correct.     ",
+            "9": "9     \u00a9 ucles 2021 0620/23/m/j/21 [turn over  23 what are possible effects of an inadequate water supply during a drought?    1 crop failure  2 wastage of water  3 human disease  4 death of farm animals    a 1, 2 and 3 b 1 and 2 only c 1, 3 and 4 d 3 and 4 only    24 which statement explains why galvanising prevents iron from rus ting?  a zinc is more reactive than iron and corrodes in preference to i ron.  b zinc is more reactive than iron and loses electrons less easily  than iron.  c zinc is less reactive than iron and corrodes in preference to i ron.  d zinc is less reactive than iron and loses electrons more easily  than iron.     25 some metal nitrates and carbonates decompose when heated strong ly.    metal q has a nitrate that decomposes to give a salt and a colo urless gas only.    the carbonate of metal q does not decompose when heated with a bunsen burner.    what is metal q?  a calcium  b copper  c s o d i u m   d z i n c       26 which compounds are released by the extraction of zinc from zin c blende and by respiration?     extraction of zinc respiration  a co 2 and so 2 c o 2 only  b co 2 and so 2 c o 2 and h 2o  c co 2 only co 2 only  d co 2 only co 2 and h 2o     ",
+            "10": "10  \u00a9 ucles 2021 0620/23/m/j/21  27 which gas is an air pollutant that causes acid rain?  a argon  b carbon monoxide  c methane  d nitrogen dioxide      28 ammonia is made from nitrogen and hydrogen. the equation for th e reaction is shown.    n2(g)  +  3h 2(g)    2nh 3(g)    the forward reaction is exothermic.    which conditions give the greatest equilibrium yield of ammonia ?     temperature  / \uf0b0c pressure  / atm  a 200 15  b 200 150  c 500 15  d 500 150      29 which reaction does not occur during the extraction of iron from hematite in a blast f urnace?  a c  +  o 2  \uf0ae  co 2  b cao  +  sio 2  \uf0ae  casio 3  c c o 2  +  c  \uf0ae  2co  d 4fe  +  3o 2  \uf0ae  2fe 2o3      30 which substance is used as a catalyst in the manufacture of sul furic acid by the contact  process?  a iron  b nickel  c phosphoric acid  d vanadium( v) oxide     ",
+            "11": "11     \u00a9 ucles 2021 0620/23/m/j/21 [turn over  31 metal x is a good conductor of electricity and is used for elec trical wiring.    metal y is used to make an alloy which is resistant to corrosio n and is used to make cutlery.    metal z is light and strong and is used in the manufacture of a ircraft.    what are x, y and z?     x  y  z   a aluminium iron copper  b copper iron aluminium  c aluminium copper iron  d copper aluminium iron      32 the formulae of two compounds of manganese are mno 2 and kmno 4.    in these two compounds the oxidation state of potassium is +1 a nd the oxidation state of oxygen  is \u20132.    what are the oxidation states of manganese in each of these two  compounds?     m n o 2 k m n o 4  a +2 +3  b +2 +7  c +4 +3  d +4 +7     33 which statement about calcium carbonate is correct?  a it is made by the thermal decomposition of limestone.  b it is used to neutralise alkaline soils.  c it is a reactant in the test for carbon dioxide.  d it is used to remove impurities in iron extraction.    ",
+            "12": "12  \u00a9 ucles 2021 0620/23/m/j/21  34 ethanol is reacted with acidified potassium manganate( vii).    which row describes the type of reaction and the type of organi c compound formed?     type of reaction organic compound  a oxidation carboxylic acid  b oxidation alkene  c dehydration carboxylic acid  d dehydration alkene     35 the diagrams show the structural formulae of four compounds.    c hh hch hc1 h hch hch hh c hh hc hc2 hch ch hh c h hh c hh hch c3 h hch hh c hh hc hc4 hch ch h h hh c h hh c h hh     which two compounds are structural isomers?  a 1 and 3 b 1 and 4 c 2 and 3 d 2 and 4     36 which statement about alkanes is correct?  a they burn in oxygen.  b they contain carbon, hydrogen and oxygen atoms.  c they contain double bonds.  d they contain ionic bonds.    ",
+            "13": "13     \u00a9 ucles 2021 0620/23/m/j/21  37 how much hydrogen is needed to react completely with 0.02 moles  of butene to make butane?  a 0 . 2 4  dm3 b 0 . 4 8  dm3 c 0 . 9 6  dm3 d 1 . 2 0  dm3    38 what is an advantage of the fermentation process for producing ethanol compared with the  catalytic addition of steam to ethene?  a fermentation requires less heat energy.  b ethanol from fermentation needs to be distilled.  c raw materials for fermentation are non-renewable.  d the fermentation process is carried out in batches rather than continuously.    39 the structure of a synthetic polymer is shown.    co co c co o n hn hn hn hco     the structure shows that it is a ..1.. . it is formed b y ..2.. polymerisation.    which words complete gaps 1 and 2?     1  2   a polyamide addition  b polyamide condensation  c polyester addition  d polyester condensation      40 which substance is a natural polymer?  a ethene  b terylene   c nylon  d protein     ",
+            "14": "14  \u00a9 ucles 2021 0620/23/m/j/21  blank page",
+            "15": "15       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 tra ce copyright holders, but if any items requiring clearance have  unwittingly been included, the  publisher will be pleased to make amends at the earliest possib le opportunity.    to avoid the issue of disclosure of answer-related information to candidates, all copyright acknowledgements are reproduced on line in the cambridge  assessment international educat ion copyright acknowledgements b ooklet. this is produced for eac h series of examinations and is  freely available to download  at www.cambridgeinternational.org  after the live examination se ries.   cambridge assessment international education is part of the cam bridge assessment group. cambri dge assessment is the brand name  of the university of  cambridge local examinations sy ndicate (ucles), which itself is  a department of the univ ersity of cambridge.    \u00a9 ucles 2021 0620/23/m/j/21  blank page  ",
+            "16": "16  \u00a9 ucles 2021 0620/23/m/j/21   groupthe periodic table of elements 1 h hydrogen 12 he helium 4ii i iii iv v vi vii viii 3 li lithium 74 be beryllium 9atomic number atomic symbolkey name relative atomic mass 11 na sodium 2312 mg magnesium 24 19 k potassium 3920 ca calcium 40 37 rb rubidium 8538 sr strontium 88 55 cs caesium 13356 ba barium 137 87 fr francium \u201388 ra radium \u20135 b boron 11 13 al aluminium 27 31 ga gallium 70 49 in indium 115 81 tl thallium 2046 c carbon 12 14 si silicon 2832 ge germanium 73 50 sn tin 119 82 pb lead 20722 ti titanium 48 40 zr zirconium 91 72 hf hafnium 178 104 rf rutherfordium \u201323 v vanadium 51 41 nb niobium 93 73 ta tantalum 181 105 db dubnium \u201324 cr chromium 52 42 mo molybdenum 96 74 w tungsten 184 106 sg seaborgium \u201325 mn manganese 55 43 tc technetium \u2013 75 re rhenium 186 107 bh bohrium \u201326 fe iron 56 44 ru ruthenium 101 76 os osmium 190 108 hs hassium \u201327 co cobalt 59 45 rh rhodium 103 77 ir iridium 192 109 mt meitnerium \u201328 ni nickel 59 46 pd palladium 106 78 pt platinum 195 110 ds darmstadtium \u201329 cu copper 64 47 ag silver 108 79 au gold 197 111 rg roentgenium \u201330 zn zinc 65 48 cd cadmium 112 80 hg mercury 201 112 cn copernicium \u2013114 fl flerovium \u2013116 lv livermorium \u20137 n nitrogen 14 15 p phosphorus 3133 as arsenic 75 51 sb antimony 122 83 bi bismuth 2098 o oxygen 16 16 s sulfur 3234 se selenium 79 52 te tellurium 128 84 po polonium \u20139 f fluorine 19 17 cl chlorine 35.5 35 br bromine 80 53 i iodine 127 85 at astatine \u201310 ne neon 20 18 ar argon 4036 kr krypton 84 54 xe xenon 131 86 rn radon \u201321 sc scandium 45 39 y yttrium 89 57\u201371 lanthanoids 89\u2013103 actinoids 57 la lanthanum 139 89 aclanthanoids actinoids the volume of one mole of any gas is 24  dm3 at room temperature and pressure (r.t.p.).actinium \u201358 ce cerium 140 90 th thorium 23259 pr praseodymium 141 91 pa protactinium 23160 nd neodymium 144 92 u uranium 23861 pm promethium \u2013 93 np neptunium \u201362 sm samarium 150 94 pu plutonium \u201363 eu europium 152 95 am americium \u201364 gd gadolinium 157 96 cm curium \u201365 tb terbium 159 97 bk berkelium \u201366 dy dysprosium 163 98 cf californium \u201367 ho holmium 165 99 es einsteinium \u201368 er erbium 167 100 fm fermium \u201369 tm thulium 169 101 md mendelevium \u201370 yb ytterbium 173 102 no nobelium \u201371 lu lutetium 175 103 lr lawrencium \u2013  "
+        },
+        "0620_s21_qp_31.pdf": {
+            "1": "*1847909074* chemistry  0620/31 paper 3 theory (core) may/june 2021  1 hour 15 minutes you must answer on the question paper. no additional materials are needed. instructions  \u25cf answer all questions.  \u25cf use a black or dark blue pen. you may use an hb pencil for any diagrams or graphs.  \u25cf write your name, centre number and candidate number in the boxes at the top of the page.  \u25cf write your answer to each question in the space provided.  \u25cf do not use an erasable pen or correction fluid.  \u25cf do not write on any bar codes.  \u25cf you may use a calculator.  \u25cf you should show all your working and use appropriate units. information  \u25cf the total mark for this paper is 80.  \u25cf the number of marks for each question or part question is shown in brackets [  ].  \u25cf the periodic table is printed in the question paper. ib21 06_0620_31/3rp \u00a9 ucles 2021 [turn overthis document has 16 pages. any blank pages are indicated.cambridge igcse\u2122",
+            "2": "2 0620/31/m/j/21 \u00a9 ucles 2021 1 (a)\t\tthe\telectronic\tstructures\tof\tfive\tatoms,\ta,\tb,\tc,\td\tand\te,\tare\tshown. a b c d e \t\tanswer\tthe\tfollowing\tquestions\tabout\tthese\telectronic\tstructures. \t\teach\telectronic\tstructure\tmay\tbe\tused\tonce,\tmore\tthan\tonce\tor\tnot\tat\tall. \t\tstate\twhich\telectronic\tstructure,\t a,\tb,\tc,\td or e,\trepresents:  (i)\t\tan\tatom\tin\tgroup\tii\tof\tthe\tperiodic\t table  \t ...   [1]  (ii)\t\tan\tatom\twith\ta\tproton\tnumber\tof\t13  \t ...   [1]  (iii)\t\tan\tatom\tthat\tforms\ta\tstable\tion\twith\ta\tsingle\tnegative\tcharge  \t ...   [1]  (iv)\t\tan\tatom\tof\ta\tnon-metal\tthat\tforms\ta\tgiant\tcovalent\tstructure  \t ...   [1]  (v)\t\tan\tatom\tof\ta\tmetal\tused\tin\tfood\tcontainers.  \t ...   [1]  (b)\t\tcomplete\t the\ttable\tto\tshow\tthe\tnumber\tof\telectrons,\t neutrons\tand\tprotons\tin\tthe\tvanadium\t atom\tand\tcalcium\tion\tshown. number\tof electronsnumber\tof neutronsnumber\tof protons 51v23 23 48ca2+ 20 28 \t [3] \t [total:\t8]",
+            "3": "3 0620/31/m/j/21 \u00a9 ucles 2021 [turn over 2\t\tthe\ttable\tshows\tthe\tmasses\tof\tsome\tof\tthe\tions \tin\t1000\tcm3\tof\tfruit\tjuice. name\tof\tion formula\tof\tionmass\tof\tion\tin\t1000\t cm3 of\tfruit\tjuice\t /\tmg nh4+43 calcium ca2+79 chloride cl \u2013135 lithium li+1 magnesium mg2+80 nitrate no3\u201335 phosphate po43\u2013120 potassium k+575 sodium na+120 so42\u2013105  (a)\t\tanswer\tthese\tquestions\tusing\tonly\tthe\tinformation\t in\tthe\ttable.  (i)\t\tstate\twhich\tnegative\tion\thas\tthe\thighest\tmass\tin\t1000\t cm3\tof\tfruit\tjuice.  \t ...   [1]  (ii)\t\tgive\tthe\tformulae\tof\tthe\tions\tin\tammonium\tsulfate. \t \tand\t\t ...   [1]  (iii)\t\tcalculate\tthe\tmass\tof\tsodium\tions\tin\t200\t cm3\tof\tfruit\tjuice. \t mass\t=\t..\tmg\t\t[1]  (b)\t\tdescribe\ta\ttest\tfor\tlithium\tions.  test \t. \t observations\t \t..  [2]  (c)\t\tions\tof\tthe\telement\tpotassium,\tk,\tare\tpresent\tin\tmost\tfertilisers. \t\tstate\tthe\tnames\tof\ttwo\tother\telements\tthat\tare\tin\tmost\tfertilisers.  1 \t.  2 \t.  [2]",
+            "4": "4 0620/31/m/j/21 \u00a9 ucles 2021  (d)\t\torange\tjuice\tis\tacidic. \t\tdraw\ta\tcircle\taround\tthe\tph\tof\torange\tjuice.  ph 4              ph 7              ph 10              ph 13 [1]  (e)\t\tsome\tsoils\tare\tacidic. \t\tgive\tthe\tnames\tof\ttwo\tcompounds\tthat\tare\tused\tto\tmake\tsoils\tless\tacidic.  1 \t.  2 \t.  [2]  (f)\t\thydrogen\t chloride\tis\tan\tacidic\tgas\tproduced\twhen\tconcentrated\t hydrochloric\t acid\tevaporates.\t  (i)\t\tdescribe\tthe\tarrangement\tand\tseparation\tof\tthe\tmolecules\tin\thydrogen\tchloride\tgas. \t arrangement\t \t ...  \t . \t separation\t \t ...  \t .  [2]  (ii)\t\ta\tlong\tglass\ttube\tis\tset\tup\tas\tshown. long glass tube cotton wool soaked in concentrated hydrochloric aciddamp blue litmus paper \t \tat\tfirst,\tthe\tblue\tlitmus\tpaper\tdoes\tnot\tturn\tred.\t \t \tafter\ta\tshort\ttime,\tthe\tlitmus\tpaper\tturns\tred. \t explain\tthese\tobservations\tusing\tthe\tkinetic\tparticle\tmodel.  \t .  \t .  \t .  \t .  \t ... \t\t[3] \t [total:\t15]",
+            "5": "5 0620/31/m/j/21 \u00a9 ucles 2021 [turn over 3\t\tthe\ttable\tshows\tsome\tproperties\tof\tfour\tgroup\ti \telements. elementmelting\tpoint / \u00b0cboiling\tpoint / \u00b0catomic\tradius /\tnm sodium 98 883 0.191 potassium 63 760 rubidium 39 0.250 caesium 29 671 0.272  (a) (i)\t\tcomplete\tthe\ttable\tby\tpredicting:  \u25cf\tthe\tboiling\tpoint\tof\trubidium  \u25cf\tthe\tatomic\tradius\tof\tpotassium.  [2]  (ii)\t\tdescribe\tthe\ttrend\tin\tthe\tmelting\tpoint\tof\tthe\tgroup\ti\telements\tdown\tthe\tgroup.  \t ...   [1]  (iii)\t\tdeduce\tthe \tphysical\tstate\tof\tpotassium\tat\t60\t \u00b0c. \t \texplain\tyour\tanswer.  \t .  \t .  \t ...   [2]  (b)\t\tcaesium\tis\ta\tradioactive\telement\twith\ta\tproton\tnumber\tof\t55.  (i)\t\tdefine\tproton\tnumber.  \t ...   [1]  (ii)\t\tstate\tone\tindustrial\tuse\tof\tradioactive\tisotopes.  \t ...   [1]  (c)\t\tsodium\thydride,\tnah,\treacts\twith\tiron( iii)\toxide.  (i)\t\tbalance\tthe \tequation\tfor\tthis\treaction.  fe2o3\t\t+\t\t3nah\t\t\u2192\t\t.fe\t\t+\t\t.naoh\t [2]  (ii)\t\texplain\thow \tthis\tequation\tshows\tthat\tiron( iii)\toxide\tis\treduced.  \t ...   [1] \t [total:\t10]",
+            "6": "6 0620/31/m/j/21 \u00a9 ucles 2021 4\t\tthe\tstructure\tof\tmalic\tacid\tis\tshown. c chooh ho ch ch ooh  (a) (i)\t\ton\tthe\tstructure\tdraw\ta\tcircle\taround\tthe\talcohol\tfunctional\tgroup.\t [1]  (ii)\t\tdeduce\tthe\tformula\tof\tmalic\tacid\tto\tshow\tthe\tnumber\tof\tcarbon,\thydrogen\t and\toxygen\t atoms.  \t ...   [1]  (b)\t\twhen\tmalic\tacid\tis\theated\tit\tforms\tcompound\t f. \t\tthe\tstructure\tof\tcompound\tf\tis\tshown. c chooh c ch ooh \t\texplain\twhy\tcompound\t f\tis\tdescribed\tas\tunsaturated.  \t..   [1]  (c)\t\tcompound\t f\tcan\tform\tpolymers.  (i)\t\tstate\tthe\tmeaning\tof\tthe\tterm\tpolymer .  \t .  \t ...   [2]  (ii)\t\tstate\tthe\tname\tof\tthe\tpolymer\tformed\twhen\tethene\tis\tpolymerised.  \t ...   [1]",
+            "7": "7 0620/31/m/j/21 \u00a9 ucles 2021 [turn over  (d)\t\tethanoic\tacid\tis\ta\tcarboxylic\tacid. \t\tdescribe\tthe\tobservations\tmade\twhen\tdilute\tethanoic\tacid\treacts\twith: \t magnesium\t \t \t litmus\tsolution.\t \t...  [2]  (e)\t\tthe\tgraph\tshows\thow\tthe\tph\tchanges\twhen\tdilute\tethanoic\tacid\tis\tadded\tslowly\tto\taqueous\t sodium\thydroxide. 14 12 10 8 6 4 2 0 10 20 volume of dilute ethanoic acid added  / cm330 40ph  (i)\t\tdeduce\tthe\tph\tof\tthe\taqueous\tsodium\thydroxide\t before\tthe\taddition\tof\tdilute\tethanoic\tacid. \t ph\t=\t..\t\t[1]  (ii)\t\tdeduce\tthe \tvolume\tof\tdilute\tethanoic\tacid\tadded\twhen\tthe\tph\tis\tneutral. \t ..\tcm3  [1] \t [total:\t10]",
+            "8": "8 0620/31/m/j/21 \u00a9 ucles 2021 5 (a)\t\tcalcium\toxide\tis\tmade\tby\tthe\tthermal\tdecomposition\tof\tcalcium\tcarbonate.  (i)\t\tstate\tthe\tmeaning\tof\tthe\tterm\tthermal decomposition .  \t .  \t ...   [2]  (ii)\t\tdescribe\ta\t test\tfor\tcalcium\tions.  test \t .. \t observations\t \t ...  [2]  (b)\t\tcarbon\tdioxide\tis\tproduced\twhen\tdilute\thydrochloric\tacid\treacts\twith\tcalcium\tcarbonate. caco3  +  2hcl  \u2192\t\tcacl 2  +  co2  +  h2o  (i)\t\tcomplete\t the\tdiagram\tto\tshow\thow\tto\tmeasure\tthe\tvolume\tof\tcarbon\tdioxide\tproduced\t during\tthis\treaction. dilute hydrochloric acid calcium carbonat e  [2]",
+            "9": "9 0620/31/m/j/21 \u00a9 ucles 2021 [turn over  (ii)\t\tdescribe\tthe\teffect\tof\teach\tof\tthe\tfollowing\ton\tthe\trate\tof\treaction\tof\tdilute\thydrochloric\t acid\t with\tcalcium\tcarbonate.  \u25cf\tthe\tconcentration\tof\thydrochloric\tacid\tis\tdecreased. \t \tall\tother\tconditions\tstay\tthe\tsame.  \t .  \u25cf\tthe\ttemperature\tis\tincreased. \t \tall\tother\tconditions\tstay\tthe\tsame.  \t .  [2]  (c)\t\tcarbon\tdioxide\tis\talso\tformed\twhen\tthe\thydrocarbon\tc3h8\tis\tcompletely\tcombusted.  (i)\t\tstate\tthe\tmeaning\tof\tthe\tterm\thydrocarbon.  \t .  \t ...   [2]  (ii)\t\tthe\thydrocarbon\tc3h8\tis\tcalled\tpropane. \t \tname\tthe\thomologous\tseries\tthat\tpropane\tbelongs\tto.  \t ...   [1]  (iii)\t\tname\ttwo\tsubstances\tformed\tby\tthe\tincomplete\tcombustion\tof\tpropane. \t \tand\t\t ...   [2] \t [total:\t13]",
+            "10": "10 0620/31/m/j/21 \u00a9 ucles 2021 6\t\tthis\tquestion\tis\tabout\twater.  (a)\t\tthe\twater\tin\trivers\toften\tcontains\tpollutants\tsuch\tas \tacids. \t\tdescribe\thow\tuniversal\tindicator\tpaper\tcan\tbe\tused\tto\tdetermine\tthe\tph\tvalue\tof\tthe\twater.  \t  \t  \t..   [2]  (b)\t\tthe\tdiagram\tshows\tsome\tof\tthe\tstages\tin\twater\ttreatment. impure wateraeration tankmixing tank chlorine airpurified waterfilter  (i)\t\tair\tis\tblown \tthrough\tthe\taeration\ttank. \t \tname\tthe\ttwo\tgases\tthat\tmake\tup\tmost\tof\tthe\tair. \t \tand\t\t ...   [2]  (ii)\t\tafter\taeration,\tthe\twater\tstill\tcontains\tlarge\tinsoluble\tparticles. \t \tthe\tfilter\tis\tmade\tup\tof\tfine\tsand\tand\tstones. \t \texplain\thow\tthe\tfilter\thelps\tpurify\tthe\twater.  \t .  \t .  \t ...   [2]  (iii)\t\texplain\twhy\tchlorine\tis\tused\tin\twater\ttreatment.  \t ...   [1]  (c)\t\tanhydrous\tcobalt( ii)\tchloride\tis\tused\tto\ttest\tfor\twater. \t\tstate\tthe\tcolour\tchange\tin\tthis\ttest. \t from\t\tto\t \t   [2] \t [total:\t9]",
+            "11": "11 0620/31/m/j/21 \u00a9 ucles 2021 [turn over 7 (a)\t\tmolten\tlead( ii)\tbromide\tis\telectrolysed\tusing\tcarbon\telectrodes.  (i)\t\tstate\tthe\tproducts\tof\tthis\telectrolysis\tat: \t the\tnegative\telectrode\t \t  \t the\tpositive\telectrode.\t \t .  [2]  (ii)\t\tstate\tthe\tname\tof\tanother\tsubstance\twhich\tcan\tbe\tused\tas\tan\tinert\telectrode.  \t ...   [1]  (b)\t\twhen\taqueous\tmagnesium\t chloride\tis\telectrolysed \tusing\tcarbon\telectrodes,\t hydrogen\t gas\tis\t produced\tat\tthe\tnegative\telectrode. \t\tcomplete\t the\tdot-and-cross\t diagram\tto\tshow\tthe\telectron\tarrangement\t in\tone\tmolecule\t of\t hydrogen.  [1] \t [total:\t4]",
+            "12": "12 0620/31/m/j/21 \u00a9 ucles 2021 8\t\tthis\tquestion\tis\tabout\telements\tin\tthe\tperiodic\t table.  (a)\t\tthe\ttable\tshows\tsome\tproperties\tof\tfive\telements,\t p,\tq,\tr,\ts\tand\tt. elementmelting\tpoint / \u00b0cdensity in\tg\t/\tcm3electrical\tconductivity of\tthe\tsolidatomic\tradius /\tnm p 1535 7.86 very\tgood 0.125 q \u20137 3.12 does\tnot\tconduct 0.114 r 1495 8.90 very\tgood 0.126 s \u2013157 0.0035 does\tnot\tconduct 0.110 t 839 1.54 very\tgood 0.174 \t\tuse\tonly\tthe\telements\tshown\tin\tthe\ttable\tto\tanswer\tthis\tquestion. \t\tstate\twhich\ttwo\tof\tthe\telements,\tp,\tq,\tr,\ts\tand\tt,\tare\tcovalent\tmolecules. \t\tgive\ttwo\treasons\tfor\tyour\tanswer. \t elements\t..\tand\t \t.. \t reason\t1\t\t . \t reason\t2\t\t . \t [3]  (b)\t\telement\tt\tis\ton\tthe\tleft-hand\tside\tof\tthe\tperiodic\t table. \t\tsuggest\twhether\tits\toxide\tis\tacidic\tor\tbasic. \t\tgive\ta\treason\tfor\tyour\tanswer.  \t  \t..   [1]  (c)\t\tkrypton\tis\tan\telement\tin\tgroup\tviii\tof\tthe\tperiodic\t table. \t\texplain,\tusing\tideas\tabout\telectronic\tstructure,\twhy\tkrypton\tis\tunreactive.  \t  \t..   [1]",
+            "13": "13 0620/31/m/j/21 \u00a9 ucles 2021 [turn over  (d)\t\tsodium\tis\tan\telement\tin\tgroup\ti\tof\tthe\tperiodic\t table.\tiron\tis\ta\ttransition\telement. \t\tiron\thas\ta\thigher\tmelting\tpoint\tand\thigher\tboiling\tpoint\tthan\tsodium. \t\tgive\t two\tother\tways\tin\twhich\tthe\tproperties\t of\ttransition\telements\tdiffer\tfrom\tthe\tproperties\t of\t group\ti\telements.  1 \t.  2 \t.  [2]  (e)\t\tthe\ttable\tcompares\tthe\treactivity\tof\tfour\tmetals\twith\tdilute\thydrochloric\tacid. metalreaction\twith dilute\thydrochloric\tacid calcium reacts\tvery\trapidly copper no\treaction iron reacts\trapidly nickel reacts\tslowly \t\tput\tthe\tfour\tmetals\tin\torder\tof\ttheir\treactivity. \t\tput\tthe\tleast\treactive\tmetal\tfirst. least reactive most reactive  [2]  (f)\t\thot\tiron\treacts\twith\tsteam.\t the\treaction\tis\treversible. \t\tcomplete\tthe\tequation\tby\twriting\tthe\tsymbol\tfor\ta\treversible\treaction\tin\tthe\tbox. 3fe\t\t+\t\t4h2o    fe3o4  +  4h2  [1]  (g)\t\tsteel\tis\tan\talloy\tof\tiron. \t\tstate\tthe\tmeaning\tof\tthe\tterm\talloy .  \t..   [1] \t [total:\t11]",
+            "14": "14 0620/31/m/j/21 \u00a9 ucles 2021blank page",
+            "15": "15 0620/31/m/j/21 \u00a9 ucles 2021blank page permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the  publisher will be pleased to make amends at the earliest possible opportunity. 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 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.",
+            "16": "16 0620/31/m/j/21 \u00a9 ucles 2021 groupthe periodic table of elements 1 h hydrogen 12 he helium 4ii i iii iv vv iv ii viii 3 li lithium 74 be berylliu m 9atomic number atomic symbolkey name relative atomic mas s 11 na sodium 2312 mg magnesium 24 19 k potassium 3920 ca calcium 40 37 rb rubidium 8538 sr strontium 88 55 cs caesium 13356 ba barium 137 87 fr francium \u201388 ra radium \u20135 b boron 11 13 al aluminium 27 31 ga gallium 70 49 in indium 115 81 tl thallium 2046 c carbon 12 14 si silicon 28 32 ge germanium 73 50 sn tin 119 82 pb lead 20722 ti titanium 48 40 zr zirconium 91 72 hf hafnium 178 104 rf rutherfordiu m \u201323 v vanadium 51 41 nb niobium 93 73 ta tantalum 181 105 db dubnium \u201324 cr chromium 52 42 mo molybdenum 96 74 w tungsten 184 106 sg seaborgium \u201325 mn manganes e 55 43 tc technetium \u2013 75 re rhenium 186 107 bh bohrium \u201326 fe iron 56 44 ru ruthenium 101 76 os osmium 190 108 hs hassium \u201327 co cobalt 59 45 rh rhodium 103 77 ir iridium 192 109 mt meitneriu m \u201328 ni nicke l 59 46 pd palladium 106 78 pt platinum 195 110 ds darmstadtiu m \u201329 cu copper 64 47 ag silver 108 79 au gold 197 111 rg roentgenium \u201330 zn zinc 65 48 cd cadmium 112 80 hg mercury 201 112 cn copernicium \u2013114 fl fleroviu m \u2013116 lv livermorium \u20137 n nitrogen 14 15 p phosphorus 31 33 as arsenic 75 51 sb antimony 122 83 bi bismuth 2098 o oxygen 16 16 s sulfur 32 34 se selenium 79 52 te tellurium 128 84 po polonium \u20139 f fluorine 19 17 cl chlorine 35.5 35 br bromine 80 53 i iodine 127 85 at astatine \u201310 ne neon 20 18 ar argon 40 36 kr krypton 84 54 xe xenon 131 86 rn radon \u201321 sc scandium 45 39 y yttrium 89 57\u201371 lanthanoids 89\u2013103 actinoids 57 la lanthanum 139 89 aclanthanoids actinoids the volume of one mole of any gas is 24  dm3 at room temperature and pressure (r .t.p.).actinium \u201358 ce cerium 140 90 th thorium 23259 pr praseodymium 141 91 pa protactinium 23160 nd neodymium 144 92 u uranium 23861 pm promethium \u2013 93 np neptunium \u201362 sm samarium 150 94 pu plutonium \u201363 eu europium 152 95 am americiu m \u201364 gd gadolinium 157 96 cm curium \u201365 tb terbium 159 97 bk berkelium \u201366 dy dysprosium 163 98 cf californium \u201367 ho holmium 165 99 es einsteinium \u201368 er erbium 167 100 fm fermium \u201369 tm thulium 169 101 md mendelevium \u201370 yb ytterbium 173 102 no nobelium \u201371 lu lutetium 175 103 lr lawrenciu m \u2013"
+        },
+        "0620_s21_qp_32.pdf": {
+            "1": "*8693358623* chemistry  0620/32 paper 3 theory (core) may/june 2021  1 hour 15 minutes you must answer on the question paper. no additional materials are needed. instructions  \u25cf answer all questions.  \u25cf use a black or dark blue pen. you may use an hb pencil for any diagrams or graphs.  \u25cf write your name, centre number and candidate number in the boxes at the top of the page.  \u25cf write your answer to each question in the space provided.  \u25cf do not use an erasable pen or correction fluid.  \u25cf do not write on any bar codes.  \u25cf you may use a calculator.  \u25cf you should show all your working and use appropriate units. information  \u25cf the total mark for this paper is 80.  \u25cf the number of marks for each question or part question is shown in brackets [  ].  \u25cf the periodic table is printed in the question paper. ib21 06_0620_32/3rp \u00a9 ucles 2021 [turn overthis document has 16 pages. any blank pages are indicated.cambridge igcse\u2122",
+            "2": "2 0620/32/m/j/21 \u00a9 ucles 2021 1 (a)\t\tthe\telectronic\tstructures\tof\tfive\tatoms,\ta,\tb,\tc,\td\tand\te,\tare\tshown. a b c d e \t\tanswer\tthe\tfollowing\tquestions\tabout\tthese\telectronic\tstructures. \t\teach\telectronic\tstructure\tmay\tbe\tused\tonce,\tmore\tthan\tonce\tor\tnot\tat\tall. \t\tstate\twhich\telectronic\tstructure,\t a,\tb,\tc,\td or e,\trepresents:  (i)\t\tan\tatom\tin\tgroup\tiii\tof\tthe\tperiodic\t table  \t ...   [1]  (ii)\t\tan\tatom\tof\ta\tnoble\tgas  \t ...   [1]  (iii)\t\tan\tatom\tthat\tforms\ta\tstable\tion\twith\ta\tsingle\tpositive\tcharge  \t ...   [1]  (iv)\t\tan\tatom\tthat\tcontains\tonly\ttwo\tshells\tof\t electrons  \t ...   [1]  (v)\t\tan\tatom\twith\ta\tproton\tnumber\tof\t16.  \t ...   [1]  (b)\t\tcomplete\t the\ttable\tto\tshow\tthe\tnumber\tof\telectrons,\t neutrons\tand\tprotons\tin\tthe\tsilicon\tatom\t and\tsodium\tion\tshown. number\tof electronsnumber\tof neutronsnumber\tof protons 30si14 14 23na+ 11 12  [3] \t [total:\t8]",
+            "3": "3 0620/32/m/j/21 \u00a9 ucles 2021 [turn over 2\t\tthe\ttable\tshows\tthe\tmasses\tof\tsome\tof\tthe\tions \tin\t1000\tcm3\tof\tfruit\tjuice. name\tof\tion formula\tof\tionmass\tof\tion\tin\t1000\t cm3 of\tfruit\tjuice\t /\tmg ammonium nh4+15 ca2+71 chloride cl \u2013135 magnesium mg2+160 nitrate no3\u20132 phosphate po43\u201363 potassium k+184 sodium na+3 so42\u201385  (a)\t\tanswer\tthese\tquestions\tusing\tonly\tthe\tinformation\t in\tthe\ttable.  (i)\t\tstate\twhich\tpositive\tion\thas\tthe\tlowest\tmass\tin\t1000\t cm3\tof\tfruit\tjuice.  \t ...   [1]  (ii)\t\tgive\tthe\tformulae\tof\tthe\tions\tin\tcalcium \tsulfate. \t \tand\t\t ...   [1]  (iii)\t\tcalculate\tthe\tmass\tof\tmagnesium\tions\tin\t250\t cm3\tof\tfruit\tjuice. \t mass\t=\t..\tmg\t\t[1]  (b)\t\tdescribe\ta\ttest\tfor\tcalcium\tions.  test \t. \t observations\t \t..  [2]  (c)\t\tammonium\tions,\tnh4+,\tare\tpresent\tin\tmost\tfertilisers.\t ammonium\tions\tcontain\tnitrogen. \t\tname\ttwo\tother\telements\tpresent\tin\tmost\tfertilisers.  1 \t.  2 \t.  [2]",
+            "4": "4 0620/32/m/j/21 \u00a9 ucles 2021  (d)\t\ta\tstudent\theated\ta\tmixture\tof\tammonium\tchloride\tand\tsodium\thydroxide\tin\ta\ttest\u2011tube. nh4cl\t\t+\t\tnaoh\t\t \u2192  nh3\t\t+\t\tnacl  +  h2o mixture of ammonium chloride and sodium hydroxid e heat \t\tpungent\u2011smelling\tammonia\tgas\tis\tgiven\toff.\t \t\tdescribe\tone\t other\tobservation\tthat\tcan\tbe\tmade.  \t..   [1]  (e)\t\tammonia\treacts\twith\tchlorine. \t\tcomplete\tthe\tequation\tfor\tthis\treaction. \t .nh3\t\t+\t\t.c l 2  \u2192  n2\t\t+\t\t6hcl [2]  (f)\t\ta\tsmall\tbeaker\tof\taqueous\tammonia\tis\tplaced\tat\tthe\tfront\tof\ta\tclassroom. \t\tat\tfirst,\tthe\tstudents\tat\tthe\tback\tof\tthe\tclass\tdo\tnot\tsmell\tthe\tammonia\tgas. \t\tafter\ta\tshort\ttime,\tthe\tstudents\tat\tthe\tback\tof\tthe\tclass\tsmell\tthe\tammonia. \t explain\tthese\tobservations\tusing\tthe\tkinetic\tparticle\tmodel.  \t  \t  \t  \t  \t..   [3] \t [total:\t13]",
+            "5": "5 0620/32/m/j/21 \u00a9 ucles 2021 [turn over 3\t\tthe\ttable\tshows\tsome\tproperties\tof\tfour\thalogens. elementmelting\tpoint / \u00b0cboiling\tpoint / \u00b0cdensity\tof\tliquid\tat\t boiling\tpoint\tin\tg\t /\tcm3 colour chlorine \u2013101 \u201335 1.56 light\tgreen bromine \u20137 3.12 red\u2011brown iodine 114 184 dark\tgrey astatine 302 337 6.35 black  (a) (i)\t\tcomplete\tthe\ttable\tby\tpredicting:  \u25cf\tthe\tboiling\tpoint\tof\tbromine  \u25cf\tthe\tdensity\tof\tliquid\tiodine\tat\tits\tboiling\tpoint.  [2]  (ii)\t\tdescribe\tthe\ttrend\tin\tthe\tdepth\tof\tcolour \tof\tthe\thalogens\tdown\tthe\tgroup.  \t ...   [1]  (iii)\t\tdeduce\tthe \tstate\tof\tchlorine\tat\t\u201350\t \u00b0c. \t explain\tyour\tanswer.  \t .  \t .  \t ...   [2]  (b)\t\tthe\thalogens\thave\tmolecules\tthat\tare\tdiatomic. \t\texplain\tthe\tmeaning\tof\tthe\tterm\t diatomic.  \t..   [1]  (c)\t\tastatine\tis\ta\tradioactive\telement.\tone\tisotope\tof\tastatine\thas\ta\tnucleon\tnumber\tof\t209.  (i)\t\tdefine\tnucleon number .  \t ...   [1]  (ii)\t\tstate\tone\tmedical\tuse\tof\tradioactive\tisotopes.  \t ...   [1]  (iii)\t\tthe\tisotope \t235u\tis\talso\tradioactive. \t \tstate\tthe\tmajor\tuse\tof\tthis\tisotope\tof\turanium.  \t ...   [1] \t [total:\t9]",
+            "6": "6 0620/32/m/j/21 \u00a9 ucles 2021 4\t\tthe\tstructure\tof\tsuccinic\tacid\tis\tshown. co cc co hhh h oh h o  (a) (i)\t\ton\tthe\tstructure\tdraw\ta\tcircle\taround\tone\tcarboxylic\tacid\tfunctional\tgroup.\t [1]  (ii)\t\tdeduce\tthe\tformula\tof\tsuccinic\tacid\tto\tshow\tthe\tnumber\tof\tcarbon,\thydrogen\t and\toxygen\t atoms.  \t ...   [1]  (b)\t\twhen\tsuccinic\tacid\tis\theated\tit\tundergoes\tsublimation. \t\tstate\tthe\tmeaning\tof\tthe\tterm\tsublimation .  \t  \t..   [1]  (c)\t\tsuccinic\tacid\tis\theated\twith\tcompound\t f. \t\tcompound\t f\thas\tthe\tformula\thoch2ch2oh.  (i)\t\tstate\tthe\tname\tof\tthe\t\u2013oh\tfunctional\tgroup\tin\tcompound\t f.  \t ...   [1]  (ii)\t\ta\tpolymer\tis\tformed\twhen\tsuccinic\tacid\t is\theated\twith\tcompound\t f.   choose one\tword\tfrom\tthe\tlist\tthat\tbest\tdescribes\t the\tsmall\tmolecules\t that\treact\ttogether\t to\tform\ta\tpolymer. \t \tdraw\ta\tcircle\taround\tthe\tcorrect\tanswer.  bases          ceramics          monomers          plastics  [1]  (d)\t\tethanoic\tacid\tis\talso\ta\tcarboxylic\tacid. \t\tdescribe\tthe\tobservations\tmade\twhen\tethanoic\tacid\treacts\twith: \t blue\tlitmus\tpaper\t \t... \t calcium\tcarbonate.\t \t  [2]",
+            "7": "7 0620/32/m/j/21 \u00a9 ucles 2021 [turn over  (e)\t\ta\tstudent\u2019s\tgraph\tof\thow\tthe\tph\tchanges\twhen\taqueous\tsodium\thydroxide\t is\tadded\tslowly\tto\t dilute\tethanoic\tacid\tis\tshown. 14 12 10 8 6 4 2 0 0 10 20 volume of aqueous sodium hydroxide  / cm330 40ph  (i)\t\tdeduce\tthe\tph\tof\tthe\tdilute\tethanoic\tacid\tbefore\tthe\taddition\tof\taqueous\tsodium\thydroxide. \t ph\t=\t..\t\t[1]  (ii)\t\tdeduce\tthe \tvolume\tof\taqueous\tsodium\t hydroxide\tadded\twhen\tthe\tph\tis\tneutral. \t ..\tcm3  [1] \t [total:\t9]",
+            "8": "8 0620/32/m/j/21 \u00a9 ucles 2021 5 (a)\t\tcalcium\tcarbonate\tis\theated\tin\ta\tclosed\tcontainer. caco3  \t\tcao\t\t+\t\tco2  (i)\t\tstate\tthe\tname\tof\ta\trock\twhich\tis\tmainly \tcalcium\tcarbonate.  \t ...   [1]  (ii)\t\tstate\tthe\tmeaning\tof\tthe\tsymbol\t .  \t ...   [1]  (iii)\t\tcao\tis\tlime.\tlime\tis\tused\tfor\tneutralising\tacidic\tindustrial\twaste. \t \tgive\tone\tother\tuse\tof\tlime.  \t ...   [1]  (iv)\t\tdescribe\ta\t test\tfor\tcarbon\tdioxide.  test \t .. \t observations\t \t ...  [2]  (b)\t\tcarbon\tdioxide\tis\tproduced\twhen\tdilute\thydrochloric\tacid\treacts\twith\tcalcium\tcarbonate. caco3  +  2hcl  \u2192\t\tcacl 2  +  co2  +  h2o  (i)\t\tcomplete\t the\tdiagram\tto\tshow\tthe\tapparatus\t used\tto\tinvestigate\t the\tvolume\tof\t carbon\tdioxide\tproduced\tduring\tthis\treaction. gas syringe  [2]",
+            "9": "9 0620/32/m/j/21 \u00a9 ucles 2021 [turn over  (ii)\t\tdescribe\tthe\teffect\tof\teach\tof\tthe\tfollowing\ton\tthe\trate\tof\treaction\tof\tdilute\thydrochloric\t acid\t with\tcalcium\tcarbonate.  \u25cf\tthe\ttemperature\tis\tdecreased. \t all\tother\tconditions\tstay\tthe\tsame.  \t .  \u25cf\tcalcium\tcarbonate\tpowder\tis\tused\tinstead\tof\tlarge\tpieces\tof\tcalcium\tcarbonate. \t all\tother\tconditions\tstay\tthe\tsame.  \t .  [2]  (c)\t\tcarbon\tdioxide\tis\talso\tformed\twhen\tthe\thydrocarbon\tc4h8\tis\tcompletely\tcombusted.  (i)\t\tthe\thydrocarbon\tc4h8\tis\tan\talkene. \t \tcomplete\tthe\tstructure\tof\tthis\talkene\tby \tadding\tthe\tmissing\tbonds\tand\tatom. hch hch ch hhc  [2]  (ii)\t\tthe\tincomplete\tcombustion\tof\tc4h8\tproduces\tcarbon\tmonoxide. \t \tstate\tthe\tmeaning\tof\tthe\tterm\tincomplete combustion .  \t .  \t ...   [1] \t [total:\t12]",
+            "10": "10 0620/32/m/j/21 \u00a9 ucles 2021 6\t\tthis\tquestion\tis\tabout\tair\tand\tgases.  (a) (i)\t\tstate\tthe\tpercentage\tof\toxygen\tin\tclean,\tdry\tair. \t ..\t%\t\t[1]  (ii)\t\tname\ttwo other\telements\tin\tclean,\tdry\t air. \t \tand\t\t ...   [2]  (b)\t\tlead\tand\tsulfur\tdioxide\tare\tpollutants\tof\tair. \t\tfor\teach\tof\tthese\tpollutants\t state\tthe\tsource\tof\tthe\tpollutant\tand\tan\tadverse\teffect\tof\tthe\t pollutant. \t source\tof\tlead\t \t \t adverse\teffect\t \t \t source\tof\tsulfur\tdioxide\t \t.. \t adverse\teffect\t \t  [4]  (c)\t\twater\tis\tpresent\tin\tthe\tatmosphere.  (i)\t\tcomplete\t the\tdot\u2011and\u2011cross\t diagram\tto\tshow\tthe\telectron\tarrangement\t in\ta\tmolecule\tof\t water.  [2]  (ii)\t\tanhydrous\t copper( ii)\tsulfate\tis\tused\tto\ttest\tfor\twater. \t \tstate\tthe\tcolour\tchange\tin\tthis\ttest. \t from\t.\tto\t \t   [2] \t [total:\t11]",
+            "11": "11 0620/32/m/j/21 \u00a9 ucles 2021 [turn over 7 (a)\t\tdilute\tsulfuric\tacid\tis\telectrolysed\tusing\tcarbon\telectrodes. \t\tstate\tthe\tproducts\tof\tthis\telectrolysis\tat: \t the\tnegative\telectrode\t \t... \t the\tpositive\telectrode.\t \t  [2]  (b)\t\tgraphite\tis\ta\tform\tof\tcarbon.\tgraphite\thas\ta\tgiant\tstructure\twith\tcovalent\tbonds.  (i)\t\tstate\tthe\tmeaning\tof\tthe\tterm\tcovalent bond.  \t .  \t ...   [2]  (ii)\t\tgraphite\tis\ta\tsolid. \t \tdescribe\tthe\tarrangement\tand\tmotion\tof\tthe\tparticles\tin\ta\tsolid. \t arrangement\t \t ...  \t . \t motion\t\t .  \t .  [2]  (c)\t\tgraphite\tis\tone\tform\tof\tsolid\tcarbon. \t\tname\tone\t other\tform\tof\tsolid\tcarbon.  \t..   [1] \t [total:\t7]",
+            "12": "12 0620/32/m/j/21 \u00a9 ucles 2021 8\t\tthis\tquestion\tis\tabout\telements\tin\tthe\tperiodic\t table.  (a)\t\tthe\ttable\tshows\tsome\tproperties\tof\tfive\telements,\t p,\tq,\tr,\ts\tand\tt. elementmelting\tpoint / \u00b0cdensity in\tg\t/\tcm3electrical\tconductivity of\tthe\tsolidatomic\tradius /\tnm p 63 0.86 very\tgood 0.235 q \u20137 3.12 does\tnot\tconduct 0.114 r 839 1.54 very\tgood 0.174 s 1495 8.9 very\tgood 0.126 t \u2013157 0.0035 does\tnot\tconduct 0.110 \t\tuse\tonly\tthe\telements\tshown\tin\tthe\ttable\tto\tanswer\tthis\tquestion. \t\tstate\twhich\ttwo\tof\tthe\telements,\tp,\tq,\tr,\ts\tand\tt,\tare\tcovalent\tmolecules. \t\tgive\ttwo\treasons\tfor\tyour\tanswer. \t elements\t...\tand\t \t. \t reason\t1\t\t . \t reason\t2\t\t .  [3]  (b)\t\tdescribe\thow\tthe\tmetallic\tcharacter\t of\tthe\telements\tdepends\ton\ttheir\tposition\tin\tthe\tperiodic\t table.  \t  \t..   [1]  (c)\t\tpotassium\tis\tan\telement\tin\tgroup\ti\tof\tthe\tperiodic\t table.\tcobalt\tis\ta\ttransition\telement. \t\tcobalt\thas\ta\thigher\tdensity\tthan\tpotassium. \t\tgive\t two\tother\tways\tin\twhich\tthe\tproperties\t of\ttransition\telements\tdiffer\tfrom\tthe\tproperties\t of\t group\ti\telements.  1 \t.  2 \t.  [2]  (d)\t\tstate\twhether\tpotassium\toxide\tis\ta\tbasic\toxide\tor\tan\tacidic\toxide. \t\tgive\ta\treason\tfor\tyour\tanswer.  \t..   [1]",
+            "13": "13 0620/32/m/j/21 \u00a9 ucles 2021 [turn over  (e)\t\tthe\ttable\tcompares\tthe\tease\tof\treduction\tof\tfour\tmetal\toxides\twhen\theated\twith\tcarbon. metal\toxide details\tof\treduction chromium( iii)\toxide reduced\tat\t1200\t \u00b0c manganese( iv)\toxide reduced\tat\t1400\t \u00b0c potassium\toxide not\treduced\tat\t1400\t \u00b0c zinc\toxide reduced\tat\t850\t \u00b0c \t\tput\tthe\tfour\tmetals\tin\torder\tof\ttheir\treactivity. \t\tput\tthe\tleast\treactive\tmetal\tfirst. least reactive most reactive  [2]  (f)\t\tdescribe\thow\taqueous\tsodium\thydroxide\tis\tused\tto \ttest\tfor\tchromium( iii)\tions,\tcr3+.  \t  \t  \t..   [2] \t [total:\t11]",
+            "14": "14 0620/32/m/j/21 \u00a9 ucles 2021blank page",
+            "15": "15 0620/32/m/j/21 \u00a9 ucles 2021blank page permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the  publisher will be pleased to make amends at the earliest possible opportunity. 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 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.",
+            "16": "16 0620/32/m/j/21 \u00a9 ucles 2021 groupthe periodic table of elements 1 h hydrogen 12 he helium 4ii i iii iv vv iv ii viii 3 li lithium 74 be berylliu m 9atomic number atomic symbolkey name relative atomic mas s 11 na sodium 2312 mg magnesium 24 19 k potassium 3920 ca calcium 40 37 rb rubidium 8538 sr strontium 88 55 cs caesium 13356 ba barium 137 87 fr francium \u201388 ra radium \u20135 b boron 11 13 al aluminium 27 31 ga gallium 70 49 in indium 115 81 tl thallium 2046 c carbon 12 14 si silicon 28 32 ge germanium 73 50 sn tin 119 82 pb lead 20722 ti titanium 48 40 zr zirconium 91 72 hf hafnium 178 104 rf rutherfordiu m \u201323 v vanadium 51 41 nb niobium 93 73 ta tantalum 181 105 db dubnium \u201324 cr chromium 52 42 mo molybdenum 96 74 w tungsten 184 106 sg seaborgium \u201325 mn manganes e 55 43 tc technetium \u2013 75 re rhenium 186 107 bh bohrium \u201326 fe iron 56 44 ru ruthenium 101 76 os osmium 190 108 hs hassium \u201327 co cobalt 59 45 rh rhodium 103 77 ir iridium 192 109 mt meitneriu m \u201328 ni nicke l 59 46 pd palladium 106 78 pt platinum 195 110 ds darmstadtiu m \u201329 cu copper 64 47 ag silver 108 79 au gold 197 111 rg roentgenium \u201330 zn zinc 65 48 cd cadmium 112 80 hg mercury 201 112 cn copernicium \u2013114 fl fleroviu m \u2013116 lv livermorium \u20137 n nitrogen 14 15 p phosphorus 31 33 as arsenic 75 51 sb antimony 122 83 bi bismuth 2098 o oxygen 16 16 s sulfur 32 34 se selenium 79 52 te tellurium 128 84 po polonium \u20139 f fluorine 19 17 cl chlorine 35.5 35 br bromine 80 53 i iodine 127 85 at astatine \u201310 ne neon 20 18 ar argon 40 36 kr krypton 84 54 xe xenon 131 86 rn radon \u201321 sc scandium 45 39 y yttrium 89 57\u201371 lanthanoids 89\u2013103 actinoids 57 la lanthanum 139 89 aclanthanoids actinoids the volume of one mole of any gas is 24  dm3 at room temperature and pressure (r .t.p.).actinium \u201358 ce cerium 140 90 th thorium 23259 pr praseodymium 141 91 pa protactinium 23160 nd neodymium 144 92 u uranium 23861 pm promethium \u2013 93 np neptunium \u201362 sm samarium 150 94 pu plutonium \u201363 eu europium 152 95 am americiu m \u201364 gd gadolinium 157 96 cm curium \u201365 tb terbium 159 97 bk berkelium \u201366 dy dysprosium 163 98 cf californium \u201367 ho holmium 165 99 es einsteinium \u201368 er erbium 167 100 fm fermium \u201369 tm thulium 169 101 md mendelevium \u201370 yb ytterbium 173 102 no nobelium \u201371 lu lutetium 175 103 lr lawrenciu m \u2013"
+        },
+        "0620_s21_qp_33.pdf": {
+            "1": "*3314512485* chemistry  0620/33 paper 3 theory (core) may/june 2021  1 hour 15 minutes you must answer on the question paper. no additional materials are needed. instructions  \u25cf answer all questions.  \u25cf use a black or dark blue pen. you may use an hb pencil for any diagrams or graphs.  \u25cf write your name, centre number and candidate number in the boxes at the top of the page.  \u25cf write your answer to each question in the space provided.  \u25cf do not use an erasable pen or correction fluid.  \u25cf do not write on any bar codes.  \u25cf you may use a calculator.  \u25cf you should show all your working and use appropriate units. information  \u25cf the total mark for this paper is 80.  \u25cf the number of marks for each question or part question is shown in brackets [  ].  \u25cf the periodic table is printed in the question paper. ib21 06_0620_33/3rp \u00a9 ucles 2021 [turn overthis document has 16 pages.cambridge igcse\u2122",
+            "2": "2 0620/33/m/j/21 \u00a9 ucles 2021 1 (a)\t\tthe\telectronic\tstructures\tof\tfive\tatoms,\ta,\tb,\tc,\td\tand\te,\tare\tshown. a b c d e \t\tanswer\tthe\tfollowing\tquestions\tabout\tthese\telectronic\tstructures. \t\teach\telectronic\tstructure\tmay\tbe\tused\tonce,\tmore\tthan\tonce\tor\tnot\tat\tall. \t\tstate\twhich\telectronic\tstructure,\t a,\tb,\tc,\td or e,\trepresents:  (i)\t\tan\tatom\tof\tan\telement\tin\tgroup\tvi\tof\tthe\tperiodic\t table  \t ...   [1]  (ii)\t\tan\tatom\tof\ta\treactive\tmetal  \t ...   [1]  (iii)\t\tan\tatom\twith\ta\tproton\tnumber\tof\t17  \t ...   [1]  (iv)\t\tan\tatom\tthat\tforms\ta\tstable\tion\twith\ta\tcharge\tof\t2\u2013  \t ...   [1]  (v)\t\tan\tatom\tof\toxygen.  \t ...   [1]  (b)\t\tcomplete\t the\ttable\tto\tshow\tthe\tnumber\tof\telectrons,\t neutrons\tand\tprotons\tin\tthe\tbromine\tatom\t and\tfluoride\tion\tshown. number\tof electronsnumber\tof neutronsnumber\tof protons 81br35 35 19f\u2013 9 10  [3] \t [total:\t8]",
+            "3": "3 0620/33/m/j/21 \u00a9 ucles 2021 [turn over 2\t\tthe\ttable\tshows\tthe\tmasses\tof\tsome\tof\tthe\tions \tin\t1000\tcm3\tof\tfruit\tjuice. name\tof\tion formula\tof\tionmass\tof\tion\tin\t1000\t cm3 of\tfruit\tjuice\t /\tmg ammonium nh4+6 calcium ca2+73 chloride cl \u2013238 magnesium mg2+77 no3\u201310 phosphate po43\u201320 potassium k+419 na+3 sulfate so42\u201310  (a)\t\tanswer\tthese\tquestions\tusing\tonly\tthe\tinformation\t in\tthe\ttable.  (i)\t\tstate\twhich\tnegative\tion\thas\tthe\thighest\tmass\tin\t1000\t cm3\tof\tfruit\tjuice.  \t ...   [1]  (ii)\t\tgive\tthe\tformulae\tof\tthe\tions\tin\tsodium\t nitrate. \t \tand\t\t ...   [1]  (iii)\t\tcalculate\tthe\tmass\tof\tammonium\tions\tin \t250\tcm3\tof\tfruit\tjuice. \t mass\t=\t..\tmg\t\t[1]  (b)\t\tdescribe\ta\ttest\tfor\tchloride\tions.  test \t. \t observations\t \t.. \t [2]  (c)\t\tphosphate\tions,\tpo43\u2013,\tare\tpresent\tin\tmost\tfertilisers.\tphosphate\tions\tcontain\tphosphorus.  (i)\t\tstate\tthe\tnames\tof\ttwo\tother\telements\tthat\tare\tin\tmost\tfertilisers.  1 \t .. \t 2\t\t .. \t [2]",
+            "4": "4 0620/33/m/j/21 \u00a9 ucles 2021  (ii)\t\texplain\twhy\tfarmers\tput\tfertilisers\ton\tfields\twhere\tcrops\tare\tto\tbe\tgrown.  \t .  \t ...   [1]  (d)\t\ta\tstudent\theated\tammonium\tsulfate\twith\tsodium\thydroxide\tin\ta\ttest-tube.  (i)\t\tcomplete\tthe\tequation\tfor\tthis\treaction.  (nh4)2so4\t\t+\t\t.naoh\t\t \u2192\t\t.nh3\t\t+\t\tna2so4\t\t+\t\t2h2o\t [2]  (ii)\t\tconcentrated\taqueous\tammonia\treleases\tfumes\tof\tammonia\tgas. \t \ta\tlong\tglass\ttube\tis\tset\tup\tas\tshown. long glass tube cotton wool soaked in concentrated aqueous ammoniadamp red litmus paper \t \tat\tfirst,\tthe\tred\tlitmus\tpaper\tdoes\tnot\tturn\tblue. \t \tafter\ta\tshort\ttime,\tthe\tlitmus\tpaper\tturns\tblue. \t \texplain\tthese\tobservations\tusing\tthe\tkinetic\tparticle\tmodel.  \t .  \t .  \t .  \t .  \t ...   [3] \t [total:\t13]",
+            "5": "5 0620/33/m/j/21 \u00a9 ucles 2021 [turn over 3\t\tthe\ttable\tshows\tsome\tproperties\tof\tfive\thalogens. elementmelting\tpoint / \u00b0cboiling\tpoint / \u00b0cdensity\tof\tliquid\tat\t boiling\tpoint\tin\tg\t /\tcm3 colour fluorine \u2013220 \u2013188 yellow chlorine \u201335 1.56 light\tgreen bromine \u20137 59 3.12 red-brown iodine 114 184 4.93 dark\tgrey astatine 302 337 6.35  (a) (i)\t\tcomplete\tthe\ttable\tby\tpredicting:  \u25cf\tthe\tmelting\tpoint\tof\tchlorine  \u25cf\tthe\tdensity\tof\tliquid\tfluorine\tat\tits\tboiling\tpoint  \u25cfthe\tcolour\tof\tastatine.  [3]  (ii)\t\tdeduce\tthe \tstate\tof\tbromine\tat\t0\t \u00b0c. \t \texplain\tyour\tanswer.  \t .  \t .  \t ... \t\t[2]  (b)\t\tcomplete\t the\tdot-and-cross\t diagram\tto\tshow\tthe\telectron\tarrangement\t in\ta\tmolecule\t of\t chlorine. \t\tshow\tthe\touter\tshell\telectrons\tonly. \t [2]",
+            "6": "6 0620/33/m/j/21 \u00a9 ucles 2021  (c) (i)\t\tastatine\tis\ta\tradioactive\telement. \t \tan\tisotope\tof\tastatine,\t217at85,\tdecays\tto\tform\tan\tisotope\tof\tbismuth,\t213bi83. \t \tdescribe\twhat\thappens\tto\tthe\tnumber\tof\tnucleons\tduring\tthis\tdecay.  \t ...   [1]  (ii)\t\tone\tof\tthese\tstatements\tabout\tisotopes \tis\tincorrect. \t \ttick\tthe\tbox\twith\tthe\tincorrect\tstatement. \t \tthe\tisotope\t235u\tis\ta\tsource\tof\tenergy. \t \tsome\tradioactive\tisotopes\tcan\tbe\tused\tto\ttreat\tcancer. \t \tall\tisotopes\tare\tradioactive. \t \tisotopes\tof\tthe\tsame\telement\thave\tthe\tsame\tnumber\tof\tprotons.  [1] \t [total:\t9]",
+            "7": "7 0620/33/m/j/21 \u00a9 ucles 2021 [turn over 4 (a)\t\tthe\tstructure\tof\ttwo\torganic\tcompounds,\t f\tand\tg,\tare\tshown. c cc c cccch h hh hh h hf h h h h hh h h hh h hhh hhc cc c ccccg  (i)\t\tcompound \tf\tis\tan\tunsaturated\tcompound. \t \tdescribe\ta\tchemical\ttest\tfor\tan\tunsaturated\tcompound.  test \t .. \t observations\t \t ... \t [2]  (ii)\t\tcompound \tf\tis\treduced\tto\tcompound\t g\tusing\thydrogen\tand\ta\tcatalyst. \t \tstate\twhat\tis\tmeant\tby\tthe\tterm\tcatalyst.  \t .  \t ...   [1]  (iii)\t\tcompound \tg\tis\ta\tsaturated\thydrocarbon. \t \tname\tthe\tsaturated\thydrocarbon\twhich\t contains\ttwo\tcarbon\tatoms.  \t ...   [1]  (b)\t\tcompound\t g\tis\toxidised\tby\tnitric\tacid\tto\tcompound\t h. \t\tthe\tstructure\tof\tcompound\th\tis\tshown. ch hch hch hch hh ch hcc ch ho oho oh  (i)\t\tdeduce\tthe\tformula\tof\tcompound\t h\tto\tshow\tthe\tnumber\tof\tcarbon,\thydrogen\t and\toxygen\t atoms.  \t ...   [1]",
+            "8": "8 0620/33/m/j/21 \u00a9 ucles 2021  (ii)\t\tcompound \th\tcontains\ttwo\tcarboxylic\tacid\tfunctional\tgroups. \t \tethanoic\tacid\talso\tcontains\ta\tcarboxylic \tacid\tfunctional\tgroup. \t \tdraw\tthe\tstructure\tof\tethanoic\tacid.\tshow\tall\tof\tthe\tatoms\tand\tall\tof\tthe\tbonds.  [1]  (iii)\t\tdescribe\tthe\tobservations\tmade\twhen\tethanoic\tacid\treacts\twith: \t universal\tindicator\tsolution\t \t . \t sodium.\t\t ... \t [2]  (c)\t\ta\tstudent\u2019s\tgraph\tof\thow\tthe\tph\tchanges\twhen\taqueous\tammonia\t is\tadded\tslowly\tto\tdilute\t ethanoic\tacid\tis\tshown. 12 10 8 6 4 2 0 0 10 20 volume of aqueous ammonia added  / cm330 40ph",
+            "9": "9 0620/33/m/j/21 \u00a9 ucles 2021 [turn over  (i)\t\tdeduce\tthe \tph\tof\tthe\tdilute\tethanoic\tacid\tbefore\tthe\taddition\tof\taqueous\tammonia. \t ph\t=\t..\t\t[1]  (ii)\t\tdeduce\tthe \tvolume\tof\taqueous\tammonia\tadded\twhen\tthe\tph\tis\tneutral. \t ..\tcm3  [1]  (d)\t\tcompound\t h\treacts\twith\tcompound\t j\tto\tform\ta\tpolymer. \t\tcompound\t j\thas\tthe\tformula\thoch2ch2oh.  (i)\t\tstate\tthe\tname\tof\tthe\t\u2013oh\tfunctional\tgroup\tin\tcompound\t j.  \t ...   [1]  (ii)\t\tethene\tpolymerises\tto\tform\tpoly(ethene).   choose one\tword\tfrom\tthe\tlist\tthat\tbest\tdescribes\tthe\ttype\tof\treaction\tthat\toccurs. \t \tdraw\ta\tcircle\taround\tthe\tcorrect\tanswer.  addition          combustion          cracking          reduction  [1] \t [total:\t12]",
+            "10": "10 0620/33/m/j/21 \u00a9 ucles 2021 5 (a)\t\tcement\tis\tmade\tby\theating\ta\tmixture\tof\tcalcium\tcarbonate\tand\tpowdered\tclay.  (i)\t\tchoose\tfrom\tthe\tlist\tthe\tname\tof\tthe\tsubstance\twhich\tcontains\tcalcium\tcarbonate. \t \tdraw\ta\tcircle\taround\tthe\tcorrect\tanswer.  bauxite          hematite          limestone          slaked lime  [1]  (ii)\t\tthe\theat\tfor\tthis\tprocess\tis\tprovided\tby\t burning\tnatural\tgas. \t \tname\tthe\tmain\tconstituent\tof\tnatural\tgas.  \t ...   [1]  (b)\t\tcomplete\tthe\tword\tequation\tfor\tthe\tthermal\tdecomposition\tof\tcalcium\tcarbonate. calcium carbonate +  \t [2]  (c)\t\tcarbon\tdioxide\tis\tproduced\t when\tdilute\thydrochloric\t acid\treacts\twith\tpowdered\t calcium\tcarbonate. caco3\t\t+\t\t2hcl  \u2192\t\tcacl 2  +  co2  +  h2o  (i)\t\tcomplete\t the\tdiagram\tto\tshow\tthe\tapparatus\t used\tto\tinvestigate\t the\tvolume\tof\t carbon\tdioxide\tproduced\tduring\tthis\treaction. waterm \t [2]  (ii)\t\tname\tthe\tpiece\tof\tapparatus\tlabelled\t m\tin\tthe\tdiagram.  \t ...   [1]  (iii)\t\tsuggest\tthe\tname\tof\tanother\tpiece\tof\tapparatus\t that\tcan\tbe\tused\tto\tmeasure\tthe\tvolume\t of\tcarbon\tdioxide\tproduced.  \t ...   [1]",
+            "11": "11 0620/33/m/j/21 \u00a9 ucles 2021 [turn over  (iv)\t\tdescribe\tthe\teffect\tof\teach\tof\tthe\tfollowing\ton\tthe\trate\tof\treaction\tof\tdilute\thydrochloric\t acid\t with\tcalcium\tcarbonate.  \u25cf\tlarge\tpieces\tof\tcalcium\tcarbonate\tare\tused\tinstead\tof\tpowdered\tcalcium\tcarbonate. \t all\tother\tconditions\tstay\tthe\tsame.  \t .  \u25cf\tthe\ttemperature\tis\tdecreased. \t \tall\tother\tconditions\tstay\tthe\tsame.  \t . \t [2]  (d)\t\texplain\thow\tcarbon\tdioxide\tcontributes\tto\tclimate\tchange.  \t  \t  \t.. \t\t[2] \t [total:\t12]",
+            "12": "12 0620/33/m/j/21 \u00a9 ucles 2021 6\t\tthis\tquestion\tis\tabout\tair.  (a)\t\tstate\tthe\tpercentage\tof\tnitrogen\tin\tclean,\tdry\tair. \t ..\t%\t\t[1]  (b)\t\tclean,\tdry\tair\talso\tcontains\targon.\t argon\tis\tunreactive.  (i)\t\texplain,\tusing\tideas\tabout\telectronic\tstructure,\twhy\targon\tis\tunreactive.  \t .  \t ...   [1]  (ii)\t\tgive\tone\tuse\tof\targon.  \t ...   [1]  (c)\t\tcarbon\tmonoxide\tand\toxides\tof\tnitrogen\tare\tpollutants\tof\tair. \t\tfor\teach\tof\tthese\tpollutants\t state\tthe\tsource\tof\tthe\tpollutant\tand\tan\tadverse\teffect\tof\tthe\t pollutant. \t source\tof\tcarbon\tmonoxide\t \t... \t adverse\teffect\t \t \t source\tof\toxides\tof\tnitrogen\t \t.. \t adverse\teffect\t \t  [4] \t [total:\t7]",
+            "13": "13 0620/33/m/j/21 \u00a9 ucles 2021 [turn over 7 \tconcentrated\thydrochloric\tacid\tis\telectrolysed\tusing\tcarbon\telectrodes.  (a)\t\tstate\tthe\tproducts\tof\tthis\telectrolysis\tat: \t the\tnegative\telectrode\t \t... \t the\tpositive\telectrode.\t \t \t [2]  (b)\t\tname\ta\tmetal\tthat\tcan\tbe\tused\tas\tan\tinert\telectrode\tinstead\tof\tcarbon.  \t..   [1]  (c)\t\twhen\tdilute\tsulfuric\tacid\tis\telectrolysed,\toxygen\tis\tproduced\tat\tthe\tpositive\telectrode.  (i)\t\tdescribe\tthe\tseparation\tand\tmotion\tof\tthe\tmolecules\tin\toxygen\tgas. \t separation\t \t ...  \t . \t motion\t\t .  \t . \t [2]  (ii)\t\tdescribe\ta\t test\tfor\toxygen.  test \t .. \t observations\t \t ... \t [2] \t [total:\t7]",
+            "14": "14 0620/33/m/j/21 \u00a9 ucles 2021 8\t\tthis\tquestion\tis\tabout\telements\tin\tthe\tperiodic\t table.  (a)\t\tthe\ttable\tshows\tsome\tproperties\tof\tfive\telements,\t p,\tq,\tr,\ts\tand\tt. elementmelting\tpoint / \u00b0cdensity in\tg\t/\tcm3electrical\tconductivity of\tthe\tsolidatomic\tradius /\tnm p 114 4.93 does\tnot\tconduct 0.133 q 1083 8.92 very\tgood 0.117 r 3550 3.51 very\tgood 0.077 s 1495 8.9 very\tgood 0.121 t 248 1.2 does\tnot\tconduct 0.065 \t\tuse\tonly\tthe\telements\tshown\tin\tthe\ttable\tto\tanswer\tthese\tquestions. \t\tstate\twhich\ttwo\tof\tthe\telements,\tp,\tq,\tr,\ts\tand\tt,\thave\tcovalent\tmolecules. \t\tgive\ttwo\treasons\tfor\tyour\tanswer. \t elements\t..\tand\t \t.. \t reason\t1\t\t . \t reason\t2\t\t .  [3]  (b)\t\tdiamond\tis\ta\tform\tof\tsolid\tcarbon.  (i)\t\tdescribe\tthe\tstructure\tand\tbonding\tin\tdiamond.  \t .  \t ... \t\t[2]  (ii)\t\tstate\twhy\tdiamond\tis\tused\tfor\tcutting\ttools.  \t ...   [1]  (iii)\t\tname\tone\t other\tform\tof\tsolid\tcarbon.  \t ...   [1]",
+            "15": "15 0620/33/m/j/21 \u00a9 ucles 2021permission 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 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.  (c)\t\tlithium\tis\tan\telement\tin\tgroup\ti\tof\tthe\tperiodic\t table.\tcopper\tis\ta\ttransition\telement. \t\tcopper\thas\ta\thigher\tmelting\tpoint\tand\thigher\tboiling\tpoint\tthan\tlithium. \t\tgive\t two\tother\tways\tin\twhich\tthe\tproperties\t of\ttransition\telements\tdiffer\tfrom\tthe\tproperties\t of\t group\ti\telements.  \t  \t.. \t\t[2]  (d)\t\tstate\twhether\tlithium\toxide\tis\ta\tbasic\toxide\tor\tan\tacidic\toxide. \t\tgive\ta\treason\tfor\tyour\tanswer.  \t..   [1]  (e)\t\tthe\ttable\tcompares\tthe\treactions\tof\tfour\tmetals\twith\tsteam. metal reaction\twith\tsteam copper does\tnot\treact iron reacts\trapidly\tat\t120\t \u00b0c lithium reacts\tvery\trapidly\tat\t120\t \u00b0c nickel only\treacts\tabove\t800\t \u00b0c \t\tput\tthe\tfour\tmetals\tin\torder\tof\ttheir\treactivity. \t\tput\tthe\tleast\treactive\tmetal\tfirst. least reactive most reactive \t [2] \t [total:\t12]",
+            "16": "16 0620/33/m/j/21 \u00a9 ucles 2021 groupthe periodic table of elements 1 h hydrogen 12 he helium 4ii i iii iv vv iv ii viii 3 li lithium 74 be berylliu m 9atomic number atomic symbolkey name relative atomic mas s 11 na sodium 2312 mg magnesium 24 19 k potassium 3920 ca calcium 40 37 rb rubidium 8538 sr strontium 88 55 cs caesium 13356 ba barium 137 87 fr francium \u201388 ra radium \u20135 b boron 11 13 al aluminium 27 31 ga gallium 70 49 in indium 115 81 tl thallium 2046 c carbon 12 14 si silicon 28 32 ge germanium 73 50 sn tin 119 82 pb lead 20722 ti titanium 48 40 zr zirconium 91 72 hf hafnium 178 104 rf rutherfordiu m \u201323 v vanadium 51 41 nb niobium 93 73 ta tantalum 181 105 db dubnium \u201324 cr chromium 52 42 mo molybdenum 96 74 w tungsten 184 106 sg seaborgium \u201325 mn manganes e 55 43 tc technetium \u2013 75 re rhenium 186 107 bh bohrium \u201326 fe iron 56 44 ru ruthenium 101 76 os osmium 190 108 hs hassium \u201327 co cobalt 59 45 rh rhodium 103 77 ir iridium 192 109 mt meitneriu m \u201328 ni nicke l 59 46 pd palladium 106 78 pt platinum 195 110 ds darmstadtiu m \u201329 cu copper 64 47 ag silver 108 79 au gold 197 111 rg roentgenium \u201330 zn zinc 65 48 cd cadmium 112 80 hg mercury 201 112 cn copernicium \u2013114 fl fleroviu m \u2013116 lv livermorium \u20137 n nitrogen 14 15 p phosphorus 31 33 as arsenic 75 51 sb antimony 122 83 bi bismuth 2098 o oxygen 16 16 s sulfur 32 34 se selenium 79 52 te tellurium 128 84 po polonium \u20139 f fluorine 19 17 cl chlorine 35.5 35 br bromine 80 53 i iodine 127 85 at astatine \u201310 ne neon 20 18 ar argon 40 36 kr krypton 84 54 xe xenon 131 86 rn radon \u201321 sc scandium 45 39 y yttrium 89 57\u201371 lanthanoids 89\u2013103 actinoids 57 la lanthanum 139 89 aclanthanoids actinoids the volume of one mole of any gas is 24  dm3 at room temperature and pressure (r .t.p.).actinium \u201358 ce cerium 140 90 th thorium 23259 pr praseodymium 141 91 pa protactinium 23160 nd neodymium 144 92 u uranium 23861 pm promethium \u2013 93 np neptunium \u201362 sm samarium 150 94 pu plutonium \u201363 eu europium 152 95 am americiu m \u201364 gd gadolinium 157 96 cm curium \u201365 tb terbium 159 97 bk berkelium \u201366 dy dysprosium 163 98 cf californium \u201367 ho holmium 165 99 es einsteinium \u201368 er erbium 167 100 fm fermium \u201369 tm thulium 169 101 md mendelevium \u201370 yb ytterbium 173 102 no nobelium \u201371 lu lutetium 175 103 lr lawrenciu m \u2013"
+        },
+        "0620_s21_qp_41.pdf": {
+            "1": "*0998164444* chemistry  0620/41 paper 4 theory (extended) may/june 2021  1 hour 15 minutes you must answer on the question paper. no additional materials are needed. instructions  \u25cf answer all questions.  \u25cf use a black or dark blue pen. you may use an hb pencil for any diagrams or graphs.  \u25cf write your name, centre number and candidate number in the boxes at the top of the page.  \u25cf write your answer to each question in the space provided.  \u25cf do not use an erasable pen or correction fluid.  \u25cf do not write on any bar codes.  \u25cf you may use a calculator.  \u25cf you should show all your working and use appropriate units. information  \u25cf the total mark for this paper is 80.  \u25cf the number of marks for each question or part question is shown in brackets [  ].  \u25cf the periodic table is printed in the question paper. ib21 06_0620_41/3rp \u00a9 ucles 2021 [turn overthis document has 16 pages. any blank pages are indicated.cambridge igcse\u2122",
+            "2": "2 0620/41/m/j/21 \u00a9 ucles 2021 1  give the name of the process that is used:  (a)  to produce ammonia from nitrogen   ..   [1]  (b)  to separate nitrogen from liquid air   ..   [1]  (c)  to produce bromine from molten lead( ii) bromide   ..   [1]  (d)  to separate an undissolved solid from an aqueous solution   ..   [1]  (e)  to produce amino acids from proteins   ..   [1]  (f)  to separate a mixture of amino acids.   ..   [1]  [total: 6]",
+            "3": "3 0620/41/m/j/21 \u00a9 ucles 2021 [turn over 2  complete the table to:  \u25cf deduce the number of protons, electrons and neutrons in the magnesium atom and copper ion  shown  \u25cf identify the atom or ion represented by the final row. number of protonsnumber of electronsnumber of neutrons 25mg12 12 65cu2+ 29 36 17 18 20  [total: 5]",
+            "4": "4 0620/41/m/j/21 \u00a9 ucles 2021 3  potassium reacts with chlorine to form potassium  chloride, kc l.  (a)  write a chemical equation for this reaction.   ..   [2]  (b)  potassium chloride is an ionic compound.   complete the diagram to show the electron arrangement in the outer shells of the ions present  in potassium chloride.   give the charges on both ions. k cl  [3]  (c)  molten potassium chloride undergoes electrolysis.  (i)  state what is meant by the term electrolysis.   .   ...   [2]  (ii)  name the products formed at the positive electrode (anode) and negative electrode  (cathode) when molten potassium chloride undergoes electrolysis.  anode  ..  cathode  ...  [2]  (d)  concentrated aqueous potassium chloride undergoes electrolysis.  (i)  write an ionic half-equation for the reaction at the negative electrode (cathode).   ...   [2]  (ii)  name the product formed at the positive electrode (anode).   ...   [1]  (iii)  name the potassium compound that remains in the solution after electrolysis.   ...   [1]",
+            "5": "5 0620/41/m/j/21 \u00a9 ucles 2021 [turn over  (e)  complete the dot-and-cross diagram to show the electron arrangement in a molecule of  chlorine, c l 2.   show the outer electrons only. cl cl  [1]  (f)  the melting points and boiling points of chlorine and potassium chloride are shown. melting point / \u00b0cboiling point / \u00b0c chlorine \u2013101 \u201335 potassium chloride 770 1500  (i)  deduce the physical state of chlorine at \u201375 \u00b0c. use the data in the table to explain your  answer.  physical state  ..  explanation  .   .  [2]  (ii)  explain, in terms of structure and bonding, why potassium chloride has a much higher  melting point than chlorine.   your answer should refer to the:  \u25cf types of particle held together by the forces of attraction  \u25cf types of forces of attraction between particles  \u25cf relative strength of the forces of attraction.   .   .   .   .   ...   [3]  [total: 19]",
+            "6": "6 0620/41/m/j/21 \u00a9 ucles 2021 4  dinitrogen tetroxide, n2o4, decomposes into nitrogen dioxide, no2. the reaction is reversible. n2o4(g)    2no2(g)  colourless gas brown gas   a gas syringe containing a mixture of dinitrogen tetroxide and nitrogen dioxide gases was sealed  and heated. after reaching equilibrium the mixture was a pale brown colour. end sealed plungermixture of dinitrogen tetroxide and nitrogen dioxide  (a)  state what is meant by the term equilibrium .         ..   [2]  (b)  the plunger of the gas syringe is pushed in. the temperature does not change. the mixture  initially turns darker brown. after a few seconds the mixture turns lighter brown because the  equilibrium shifts to the left. n2o4(g)    2no2(g)  colourless gas brown gas  (i)  explain why the mixture initially turns darker brown.   ...   [1]  (ii)  explain why the position of equilibrium shifts to the left.   ...   [1]  (c)  the forward reaction is endothermic.  (i)  state what happens to the position of equilibrium when the temperature of the mixture is  increased.   ...   [1]  (ii)  state what happens to the rate of the forward reaction and the rate of the backward  reaction when the temperature of the mixture is increased.  rate of the forward reaction  .  rate of the backward reaction  .  [2]  [total: 7]",
+            "7": "7 0620/41/m/j/21 \u00a9 ucles 2021 [turn over 5  this question is about salts.  (a)  salts that are insoluble in water are made by precipitation.  \u25cf lead( ii) iodide, pb i2, is insoluble in water.  \u25cf all nitrates are soluble in water.  \u25cf all sodium salts are soluble in water.   you are provided with solid lead( ii) nitrate, pb(no3)2, and solid sodium iodide, na i.   describe how you would make a pure sample of lead( ii) iodide by precipitation.   your answer should include:  \u25cf practical details  \u25cf a chemical equation for the precipitation reaction.                              ..   [5]  (b)  nitrates decompose when heated.  (i)\t\twhen\thydrated\tzinc\tnitrate\tis\theated,\toxygen\tgas\tis\tgiven\toff.   describe a test for oxygen.  test  ..  observations  ...  [2]  (ii)  complete the equation for the decomposition of hydrated zinc nitrate.  2zn(no3)2\u20226h2o  \u2192  .zno  +  .no2  +  o2  +  .h2o [2]",
+            "8": "8 0620/41/m/j/21 \u00a9 ucles 2021  (c)  some sulfates are hydrated.   when hydrated sodium sulfate crystals, na2so4\u2022xh2o,\tare\theated,\tthey\tgive\toff\twater. na2so4\u2022xh2o(s)  \u2192  na2so4(s)  +  xh2o(g)   a student carries out an experiment to determine the value of x in na2so4\u2022xh2o.  step 1  hydrated sodium sulfate crystals are weighed.  step 2  the hydrated sodium sulfate crystals are then heated.  step 3  the remaining solid is weighed.  (i)\t\tdescribe\thow\tthe\tstudent\tcan\tcheck\tthat\tall\tthe\twater\thas\tbeen\tgiven\toff.   .   .   ...   [2]",
+            "9": "9 0620/41/m/j/21 \u00a9 ucles 2021 [turn over  (ii)  in an experiment, 1.61 g of na2so4\u2022xh2o\tis\theated\tuntil\tall\tthe\twater\tis\tgiven\toff.\tthe\t mass of na2so4 remaining is 0.71 g.  [mr:  na2so4,142;  h2o,18]   determine the value of x using the following steps.  \u25cf calculate the number of moles of na2so4 remaining.  .. mol  \u25cf calculate the mass of h2o given off.  .. g  \u25cf calculate the number of moles of h2o given off.  .. mol  \u25cf determine the value of x.  x = ..  [4]  [total: 15]",
+            "10": "10 0620/41/m/j/21 \u00a9 ucles 2021 6  this question is about iron.  (a)  iron is extracted from its main ore in a blast furnace. waste gases raw materials : coke, iron ore, limeston e molten irona b  (i)  name the main ore of iron used in the blast furnace.   ...   [1]  (ii)  name the substance that enters the blast furnace at a.   ...   [1]  (iii)  name the substance that leaves the blast furnace at b.   ...   [1]  (iv)  give two reasons for using coke in the blast furnace.  1  ..  2  ..  [2]  (b)  another ore of iron is iron pyrites, fes2. iron pyrites contains the positive ion, fe2+.   deduce the formula of the negative ion in fes2.   ..   [1]",
+            "11": "11 0620/41/m/j/21 \u00a9 ucles 2021 [turn over  (c)  iron is a transition element.   a list of properties of iron is shown.  \u25cf iron is a good conductor of electricity.  \u25cf iron forms soluble salts.  \u25cf iron forms coloured compounds.  \u25cf iron has variable oxidation states.  \u25cf iron acts as a catalyst.  \u25cf iron forms a basic oxide.  (i)  give two\tproperties\tfrom\tthe\tlist\tin\twhich\tiron\tdiffers\tfrom\tgroup\ti\telements.  1  ..  2  ..  [2]  (ii)  give two properties from the list in which iron is similar to group i elements.  1  ..  2  ..  [2]  (d)  steel consists mainly of iron.   iron forms rust when it reacts with water and oxygen.   magnesium blocks can be attached to the bottom of steel boats. the magnesium does not  completely cover the steel. water containing dissolved oxygenmagnesium blockssteel boat  (i)  explain how the magnesium blocks prevent iron from rusting.   .   .   .   ...   [2]",
+            "12": "12 0620/41/m/j/21 \u00a9 ucles 2021  (ii)  explain why replacing the magnesium blocks with copper blocks will not prevent the  bottom of the boat from rusting.   .   ...   [1]  [total: 13]",
+            "13": "13 0620/41/m/j/21 \u00a9 ucles 2021 [turn over 7  many organic compounds contain carbon, hydrogen and oxygen only.  (a)  an organic compound v has the following composition by mass. c, 48.65%;  h, 8.11%;  o, 43.24%   calculate the empirical formula of compound v.  empirical formula = ..  [3]  (b)  compound w has the empirical formula ch4o and a relative molecular mass of 32.   calculate the molecular formula of compound w.  molecular formula = ..  [1]  (c)  compounds x and y have the same general formula.   x and y are both carboxylic acids.   compound x has the molecular formula c2h4o2.   compound y has the molecular formula c4h8o2.  (i)  deduce the general formula of compounds x and y.   ...   [1]",
+            "14": "14 0620/41/m/j/21 \u00a9 ucles 2021  (ii)  draw the structure of compound y. show all of the atoms and all of the bonds.   name compound y.  name  ...  [3]  (iii)  give the name used to describe a \u2018family\u2019 of similar compounds with the same general  formula, similar chemical properties and the same functional group.   ...   [1]  (d)  propene is an unsaturated hydrocarbon. the formula of propene is shown. ch3ch=ch2  (i)  state the colour change observed when propene is added to aqueous bromine.  from . to     [1]  (ii)  propene can be produced by cracking long chain alkanes.   pentadecane, c15h32, is cracked to produce an alkane and propene in a 1  : 2 molar ratio.   complete the chemical equation for this reaction.  c15h32  \u2192  ...  +  ... [2]  (iii)  propene can be converted into poly(propene).   name the type of polymerisation that occurs when propene is converted into poly(propene).   ...   [1]  (iv)  complete the diagram to show a section of poly(propene). c c c c  [2]  [total: 15]",
+            "15": "15 0620/41/m/j/21 \u00a9 ucles 2021permission 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 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.blank page",
+            "16": "16 0620/41/m/j/21 \u00a9 ucles 2021 groupthe periodic table of elements 1 h hydrogen 12 he helium 4ii i iii iv vv iv ii viii 3 li lithium 74 be berylliu m 9atomic number atomic symbolkey name relative atomic mas s 11 na sodium 2312 mg magnesium 24 19 k potassium 3920 ca calcium 40 37 rb rubidium 8538 sr strontium 88 55 cs caesium 13356 ba barium 137 87 fr francium \u201388 ra radium \u20135 b boron 11 13 al aluminium 27 31 ga gallium 70 49 in indium 115 81 tl thallium 2046 c carbon 12 14 si silicon 28 32 ge germanium 73 50 sn tin 119 82 pb lead 20722 ti titanium 48 40 zr zirconium 91 72 hf hafnium 178 104 rf rutherfordiu m \u201323 v vanadium 51 41 nb niobium 93 73 ta tantalum 181 105 db dubnium \u201324 cr chromium 52 42 mo molybdenum 96 74 w tungsten 184 106 sg seaborgium \u201325 mn manganes e 55 43 tc technetium \u2013 75 re rhenium 186 107 bh bohrium \u201326 fe iron 56 44 ru ruthenium 101 76 os osmium 190 108 hs hassium \u201327 co cobalt 59 45 rh rhodium 103 77 ir iridium 192 109 mt meitneriu m \u201328 ni nicke l 59 46 pd palladium 106 78 pt platinum 195 110 ds darmstadtiu m \u201329 cu copper 64 47 ag silver 108 79 au gold 197 111 rg roentgenium \u201330 zn zinc 65 48 cd cadmium 112 80 hg mercury 201 112 cn copernicium \u2013114 fl fleroviu m \u2013116 lv livermorium \u20137 n nitrogen 14 15 p phosphorus 31 33 as arsenic 75 51 sb antimony 122 83 bi bismuth 2098 o oxygen 16 16 s sulfur 32 34 se selenium 79 52 te tellurium 128 84 po polonium \u20139 f fluorine 19 17 cl chlorine 35.5 35 br bromine 80 53 i iodine 127 85 at astatine \u201310 ne neon 20 18 ar argon 40 36 kr krypton 84 54 xe xenon 131 86 rn radon \u201321 sc scandium 45 39 y yttrium 89 57\u201371 lanthanoids 89\u2013103 actinoids 57 la lanthanum 139 89 aclanthanoids actinoids the volume of one mole of any gas is 24  dm3 at room temperature and pressure (r .t.p.).actinium \u201358 ce cerium 140 90 th thorium 23259 pr praseodymium 141 91 pa protactinium 23160 nd neodymium 144 92 u uranium 23861 pm promethium \u2013 93 np neptunium \u201362 sm samarium 150 94 pu plutonium \u201363 eu europium 152 95 am americiu m \u201364 gd gadolinium 157 96 cm curium \u201365 tb terbium 159 97 bk berkelium \u201366 dy dysprosium 163 98 cf californium \u201367 ho holmium 165 99 es einsteinium \u201368 er erbium 167 100 fm fermium \u201369 tm thulium 169 101 md mendelevium \u201370 yb ytterbium 173 102 no nobelium \u201371 lu lutetium 175 103 lr lawrenciu m \u2013"
+        },
+        "0620_s21_qp_42.pdf": {
+            "1": "*9904169354* chemistry  0620/42 paper 4 theory (extended) may/june 2021  1 hour 15 minutes you must answer on the question paper. no additional materials are needed. instructions  \u25cf answer all questions.  \u25cf use a black or dark blue pen. you may use an hb pencil for any diagrams or graphs.  \u25cf write your name, centre number and candidate number in the boxes at the top of the page.  \u25cf write your answer to each question in the space provided.  \u25cf do not use an erasable pen or correction fluid.  \u25cf do not write on any bar codes.  \u25cf you may use a calculator.  \u25cf you should show all your working and use appropriate units. information  \u25cf the total mark for this paper is 80.  \u25cf the number of marks for each question or part question is shown in brackets [  ].  \u25cf the periodic table is printed in the question paper. ib21 06_0620_42/2rp \u00a9 ucles 2021 [turn overthis document has 16 pages. any blank pages are indicated.cambridge igcse\u2122",
+            "2": "2 0620/42/m/j/21 \u00a9 ucles 2021 1  the symbols of the elements of period 3 of the periodic table are shown. na mg al si p s cl ar   answer the following questions about these elements.   each element may be used once, more than once or not at all.   write the symbol of an element which:  (a)  is malleable   ..   [1]  (b)  has only two electrons in its outermost shell   ..   [1]  (c)  forms an oxide which leads to acid rain   ..   [1]  (d)  forms an ion with a 2\u2013 charge   ..   [1]  (e)  is extracted from an ore called bauxite   ..   [1]  (f)  does not form an oxide   ..   [1]  (g)  forms an oxide with a macromolecular structure   ..   [1]  (h)  forms an amphoteric oxide   ..   [1]  (i)  exists as diatomic molecules   ..   [1]  (j)  forms a binary compound with hydrogen that is a strong acid.   ..   [1]  [total: 10]",
+            "3": "3 0620/42/m/j/21 \u00a9 ucles 2021 [turn over 2  silver has an atomic number of 47.  (a)  naturally occurring atoms of silver are 107ag and 109ag.  (i)\t\tstate\tthe\tname\tgiven\tto\tatoms\tof\tthe\tsame\telement\twith\tdifferent\tnucleon\tnumbers.   ...   [1]  (ii)  complete the table to show the number of protons, neutrons and electrons in each atom  and ion of silver shown. 107ag47109ag+ 47 protons neutrons electrons  [3]  (iii)\t\tcomplete\tthis\tdefinition\tof\trelative\tatomic\tmass.   relative atomic mass is the ... mass of naturally occurring atoms     of an element on a scale where the ... atom has a mass of exactly     ... units.  [3]  (iv)  a sample of silver has a relative atomic mass of 108.0.   deduce the percentage of 107ag present in this sample of silver.   ...   [1]  (b)  silver nitrate is a salt of silver made by reacting silver oxide with an acid.   write the formula of the acid which reacts with silver oxide to form silver nitrate.   ..   [1]",
+            "4": "4 0620/42/m/j/21 \u00a9 ucles 2021  (c)  aqueous silver nitrate is a colourless solution containing ag+(aq) ions.  (i)  describe what is seen when aqueous silver nitrate is added to aqueous sodium iodide,  nai(aq).   ...   [1]  (ii)  write the ionic equation for the reaction between aqueous silver nitrate and aqueous  sodium iodide.   include state symbols.   ...   [3]  (d)  in the positive test for aqueous nitrate ions, aqueous sodium hydroxide and one other substance  are warmed with the nitrate ions.   name this other substance and the gas formed.  name of substance    name of gas  ...  [2]  (e)  when silver nitrate is exposed to sunlight, silver is formed.   name the type of reaction which needs light to make it happen.   ..   [1]  (f)  members of one homologous series only react with chlorine in the presence of sunlight.  (i)  name a member of this homologous series.   ...   [1]  (ii)  name two products that form when the compound in (i) reacts with chlorine.  1  ..  2  ..  [2]  [total: 19]",
+            "5": "5 0620/42/m/j/21 \u00a9 ucles 2021 [turn over 3  sodium hydrogencarbonate is found in baking powder.   when sodium hydrogencarbonate is heated it forms three products. 2nahco3  \u2192  na2co3  +  h2o  +  co2  (a)  name the type of reaction that takes place when sodium hydrogencarbonate reacts in this way.   ..   [1]  (b)  calculate the volume of carbon dioxide formed at room temperature and pressure when 12.6 g  of nahco3 is heated using the following steps:  \u25cf determine the mass of one mole of nahco3  .. g  \u25cf calculate the number of moles of nahco3 used  .. moles  \u25cf determine the number of moles of carbon dioxide formed  .. moles  \u25cf calculate the volume of carbon dioxide formed at room temperature and pressure.  .. dm3  [4]  (c)  limewater is aqueous calcium hydroxide. carbon dioxide turns limewater milky because a  white precipitate forms.   write the formula of:  \u25cf calcium hydroxide  ...  \u25cf the white precipitate that forms when limewater turns milky.  ..  [2]  [total: 7]",
+            "6": "6 0620/42/m/j/21 \u00a9 ucles 2021 4  a student carries out an electrolysis experiment using the apparatus shown. +\u2013 carbon electrode swire dilute aqueous sodium chloride   the student uses dilute aqueous sodium chloride.  (a)  state the name given to any solution which undergoes electrolysis.   ..   [1]  (b)  hydroxide ions are discharged at the anode.  (i)  complete the ionic half-equation for this reaction.  ..oh\u2013(aq)  \u2192  ...  +  o2(g)  +  4e\u2013 [2]  (ii)  explain how the ionic half-equation shows the hydroxide ions are being oxidised.   ...   [1]  (c)  describe what the student observes at the cathode.   ..   [1]  (d)  write the ionic half-equation for the reaction at the cathode.   ..   [2]",
+            "7": "7 0620/42/m/j/21 \u00a9 ucles 2021 [turn over  (e)  the student repeats the experiment using concentrated aqueous sodium chloride.  (i)  describe what the student observes at:  \u25cf the cathode  ..  \u25cf the anode.    [2]  (ii)  the student added litmus to the solution after the electrolysis of concentrated aqueous  sodium chloride.   state the colour seen in the solution. give a reason for your answer.  colour of solution    reason  .  [2]  (f)  carbon electrodes are used because they are inert.   state another element that can be used instead of carbon.   ..   [1]  [total: 12]",
+            "8": "8 0620/42/m/j/21 \u00a9 ucles 2021 5  this question is about compounds of nitrogen.  (a)  nitrogen reacts with lithium to form lithium nitride, li3n.  (i)  write the chemical equation for the reaction between lithium and nitrogen.   ...   [2]  (ii)  lithium nitride is ionically bonded.   complete the diagram to show the electronic structure of the nitride ion.   show the charge on the nitride ion. n  [2]",
+            "9": "9 0620/42/m/j/21 \u00a9 ucles 2021 [turn over  (b)\t\tnitrogen\treacts\twith\tfluorine\tto\tform\tnitrogen\ttrifluoride,\tnf3.  (i)  the chemical equation can be represented as shown. n\u2261n  +  3 f\u2013f  /g111  2 f\u2013n\u2013f f   some bond energies are shown in the table. bond bond energy in kj / mol n\u2261n 945 f\u2013f 160 n\u2013f 300 \t \tcalculate\t the\tenergy\tchange\tfor\tthe\treaction\t between\t nitrogen\t and\tfluorine,\t using\tthe\t following steps:  \u25cf energy taken in to break bonds  .. kj  \u25cf energy released when bonds are formed  .. kj  \u25cf energy change during the reaction.  .. kj / mol  [3]  (ii)  use your answer to (i) to deduce whether this reaction is endothermic or exothermic.  explain your answer.   .   ...   [1]",
+            "10": "10 0620/42/m/j/21 \u00a9 ucles 2021  (iii)  complete the dot-and-cross diagram to show the electron arrangement in a molecule of  nf3.  \t \tuse\tdots\tfor\tnitrogen\telectrons\tand\tcrosses\tfor\tfluorine\telectrons.   show outer electrons only. ff f n  [3]  (c)  lithium nitride melts at 813 \u00b0c.\tnitrogen\ttrifluoride\tmelts\tat\t\u2013206\t \u00b0c.   explain in terms of attractive forces why lithium nitride has a much higher melting point than  nitrogen\ttrifluoride.   in your answer refer to the types of attractive forces between particles and their relative  strengths.            ..   [3]  (d)  ammonium nitrate, nh4no3, is a compound of nitrogen.  (i)  calculate the percentage by mass of nitrogen in ammonium nitrate.  percentage by mass of nitrogen = ..  [2]  (ii)  state a use of ammonium nitrate in agriculture.   ...   [1]  (iii)  state the name of a compound that will displace ammonia from ammonium nitrate.   ...   [1]",
+            "11": "11 0620/42/m/j/21 \u00a9 ucles 2021 [turn over  (e)  ammonia is a base which forms a weakly alkaline solution when dissolved in water.  (i)\t\tdefine\tthe\tterm\tbase.   ...   [1]  (ii)  suggest the ph of aqueous ammonia.   ...   [1]  [total: 20]",
+            "12": "12 0620/42/m/j/21 \u00a9 ucles 2021 6  molecules a and b can form condensation polymers. a ho ohb hooc cooh  (a)  each molecule has two identical functional groups.  (i)  name the functional group in b.   ...   [1]  (ii)  draw the part of the structure of the synthetic polymer that would form when two molecules  of a and two molecules of b combine. show all of the bonds in the linkages.  [3]  (iii)  name the other product formed when molecules of a and b undergo polymerisation.   ...   [1]  (b)  molecule a is a simple sugar unit which can be made by hydrolysis of complex carbohydrates.  (i)  draw part of the complex carbohydrate that could be hydrolysed to make molecules of a.   include one linkage and show all of the bonds in the linkage.  [1]  (ii)  state two sets of conditions which could be used to hydrolyse the complex carbohydrate  to form a.  1  ..  2  ..  [2]  (iii)  name the technique used to identify the individual sugar units made by the hydrolysis of a  complex carbohydrate.   ...   [1]",
+            "13": "13 0620/42/m/j/21 \u00a9 ucles 2021 [turn over  (c)  ethanol can be made from the simple sugar glucose, c6h12o6.  (i)  state the name of this process.   ...   [1]  (ii)  complete the chemical equation for this reaction.  c6h12o6  \u2192 [2]  [total: 12]",
+            "14": "14 0620/42/m/j/21 \u00a9 ucles 2021blank page",
+            "15": "15 0620/42/m/j/21 \u00a9 ucles 2021permission 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 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. blank page",
+            "16": "16 0620/42/m/j/21 \u00a9 ucles 2021 groupthe periodic table of elements 1 h hydrogen 12 he helium 4ii i iii iv vv iv ii viii 3 li lithium 74 be berylliu m 9atomic number atomic symbolkey name relative atomic mas s 11 na sodium 2312 mg magnesium 24 19 k potassium 3920 ca calcium 40 37 rb rubidium 8538 sr strontium 88 55 cs caesium 13356 ba barium 137 87 fr francium \u201388 ra radium \u20135 b boron 11 13 al aluminium 27 31 ga gallium 70 49 in indium 115 81 tl thallium 2046 c carbon 12 14 si silicon 28 32 ge germanium 73 50 sn tin 119 82 pb lead 20722 ti titanium 48 40 zr zirconium 91 72 hf hafnium 178 104 rf rutherfordiu m \u201323 v vanadium 51 41 nb niobium 93 73 ta tantalum 181 105 db dubnium \u201324 cr chromium 52 42 mo molybdenum 96 74 w tungsten 184 106 sg seaborgium \u201325 mn manganes e 55 43 tc technetium \u2013 75 re rhenium 186 107 bh bohrium \u201326 fe iron 56 44 ru ruthenium 101 76 os osmium 190 108 hs hassium \u201327 co cobalt 59 45 rh rhodium 103 77 ir iridium 192 109 mt meitneriu m \u201328 ni nicke l 59 46 pd palladium 106 78 pt platinum 195 110 ds darmstadtiu m \u201329 cu copper 64 47 ag silver 108 79 au gold 197 111 rg roentgenium \u201330 zn zinc 65 48 cd cadmium 112 80 hg mercury 201 112 cn copernicium \u2013114 fl fleroviu m \u2013116 lv livermorium \u20137 n nitrogen 14 15 p phosphorus 31 33 as arsenic 75 51 sb antimony 122 83 bi bismuth 2098 o oxygen 16 16 s sulfur 32 34 se selenium 79 52 te tellurium 128 84 po polonium \u20139 f fluorine 19 17 cl chlorine 35.5 35 br bromine 80 53 i iodine 127 85 at astatine \u201310 ne neon 20 18 ar argon 40 36 kr krypton 84 54 xe xenon 131 86 rn radon \u201321 sc scandium 45 39 y yttrium 89 57\u201371 lanthanoids 89\u2013103 actinoids 57 la lanthanum 139 89 aclanthanoids actinoids the volume of one mole of any gas is 24  dm3 at room temperature and pressure (r .t.p.).actinium \u201358 ce cerium 140 90 th thorium 23259 pr praseodymium 141 91 pa protactinium 23160 nd neodymium 144 92 u uranium 23861 pm promethium \u2013 93 np neptunium \u201362 sm samarium 150 94 pu plutonium \u201363 eu europium 152 95 am americiu m \u201364 gd gadolinium 157 96 cm curium \u201365 tb terbium 159 97 bk berkelium \u201366 dy dysprosium 163 98 cf californium \u201367 ho holmium 165 99 es einsteinium \u201368 er erbium 167 100 fm fermium \u201369 tm thulium 169 101 md mendelevium \u201370 yb ytterbium 173 102 no nobelium \u201371 lu lutetium 175 103 lr lawrenciu m \u2013"
+        },
+        "0620_s21_qp_43.pdf": {
+            "1": "*8479859252* chemistry  0620/43 paper 4 theory (extended) may/june 2021  1 hour 15 minutes you must answer on the question paper. no additional materials are needed. instructions  \u25cf answer all questions.  \u25cf use a black or dark blue pen. you may use an hb pencil for any diagrams or graphs.  \u25cf write your name, centre number and candidate number in the boxes at the top of the page.  \u25cf write your answer to each question in the space provided.  \u25cf do not use an erasable pen or correction fluid.  \u25cf do not write on any bar codes.  \u25cf you may use a calculator.  \u25cf you should show all your working and use appropriate units. information  \u25cf the total mark for this paper is 80.  \u25cf the number of marks for each question or part question is shown in brackets [  ].  \u25cf the periodic table is printed in the question paper. ib21 06_0620_43/3rp \u00a9 ucles 2021 [turn overthis document has 16 pages. any blank pages are indicated.cambridge igcse\u2122",
+            "2": "2 0620/43/m/j/21 \u00a9 ucles 2021 1  give the name of the process that is used:  (a)  to produce large molecules from monomers   ..   [1]  (b)  to separate oxygen from liquid air   ..   [1]  (c)  to make ethanol from glucose   ..   [1]  (d)  to separate water from aqueous sodium chloride   ..   [1]  (e)  to produce aluminium from aluminium oxide in molten cryolite   ..   [1]  (f)  to separate the products of hydrolysis of long chain carbohydrates   ..   [1]  (g)  to separate an aqueous solution from an undissolved solid.   ..   [1]  [total: 7]",
+            "3": "3 0620/43/m/j/21 \u00a9 ucles 2021 [turn over 2  complete the table to:  \u25cf deduce the number of protons, electrons and neutrons in the boron atom and chloride ion  shown  \u25cf identify the atom or ion represented by the final row. formulanumber of protonsnumber of electronsnumber of neutrons 11b5 5 35cl \u2013 17 17 24 21 30  [total: 5]",
+            "4": "4 0620/43/m/j/21 \u00a9 ucles 2021 3\t\tsodium\treacts\twith\tfluorine\tto\tform\tsodium\tfluoride,\tnaf.  (a)  write a chemical equation for this reaction.   ..   [2]  (b)\t\tsodium\tfluoride\tis\tan\tionic\tcompound.   complete the diagram to show the electron arrangement in the outer shells of the ions present  in\tsodium\tfluoride.   give the charges on both ions. na f  [3]  (c)\t\taqueous\tsodium\tfluoride\tundergoes\telectrolysis.  (i)  state what is meant by the term electrolysis.   .   ...   [2]  (ii)\t\tname\tthe\tproducts\t formed\tat\tthe\tpositive\telectrode\t (anode)\t and\tthe\tnegative\t electrode\t (cathode)\twhen\tdilute\taqueous\tsodium\tfluoride\tundergoes\telectrolysis.  anode  ..  cathode  ...  [2]  (d)\t\tmolten\tsodium\tfluoride\tundergoes\telectrolysis.  (i)\t\tname\tthe\tproducts\t formed\tat\tthe\tpositive\telectrode\t (anode)\t and\tthe\tnegative\t electrode\t (cathode)\twhen\tmolten\tsodium\tfluoride\tundergoes\telectrolysis.  anode  ..  cathode  ...  [2]  (ii)\t\twrite\tthe\tionic\thalf-equation\tfor\tthe\treaction\tat\tthe\tnegative\telectrode\t(cathode).   ...   [1]",
+            "5": "5 0620/43/m/j/21 \u00a9 ucles 2021 [turn over  (e)  complete the dot-and-cross diagram to show the electron arrangement in a molecule of  fluorine,\tf2.   show the outer electrons only. ff  [1]  (f)\t\tthe\tmelting\tpoints\tand\tboiling\tpoints\tof\tfluorine\tand \tsodium\tfluoride\tare\tshown. melting point / \u00b0cboiling point / \u00b0c fluorine \u2013220 \u2013188 sodium\tfluoride 993 1695  (i)\t\tdeduce\tthe\tphysical\t state\tof\tfluorine\tat\t\u2013195\t\u00b0c. use the data in the table to explain your  answer.  physical state  ..  explanation  .   .  [2]  (ii)\t\texplain,\t in\tterms\tof\tstructure\t and\tbonding,\t why\tsodium\tfluoride\thas\ta\tmuch\thigher\tmelting\t point\tthan\tfluorine.   your answer should refer to the:  \u25cf types of particle held together by the forces of attraction  \u25cf types of forces of attraction between particles  \u25cf relative strength of the forces of attraction.   .   .   .   ...   [3]  [total: 18]",
+            "6": "6 0620/43/m/j/21 \u00a9 ucles 2021 4  hydrogen iodide, h i, decomposes into iodine and hydrogen. the reaction is reversible. 2hi(g)\t\t\t\t\t\t       i2(g)\t\t\t\t\t\t+\t\t\t\t\t\th2(g)  colourless gas purple gas colourless gas   a gas syringe containing a mixture of hydrogen iodide, iodine and hydrogen gases was sealed.  after reaching equilibrium the mixture was a pale purple colour. end sealed plungerequilibrium mixture of hydrogen iodide, iodine and hydroge n  (a)  state what is meant by the term equilibrium .         ..   [2]  (b)  the plunger of the gas syringe is pushed in. the position of equilibrium does not change. the  colour of the gaseous mixture turns darker purple.   the temperature remains constant. 2hi(g)\t\t\t\t\t\t       i2(g)\t\t\t\t\t\t+\t\t\t\t\t\th2(g)  colourless gas purple gas colourless gas  (i)  explain why the position of equilibrium does not change.   ...   [1]  (ii)  suggest why the colour of the gaseous mixture turns darker purple even though the  position of equilibrium does not change.   ...   [1]  (c)  the forward reaction is endothermic.  (i)  state what happens to the position of equilibrium when the temperature is decreased.   .   ...   [1]",
+            "7": "7 0620/43/m/j/21 \u00a9 ucles 2021 [turn over  (ii)  state what happens to the rate of the forward reaction and the rate of the backward  reaction when the temperature of the mixture is decreased.  rate of the forward reaction  .  rate of the backward reaction  .  [2]  [total: 7]",
+            "8": "8 0620/43/m/j/21 \u00a9 ucles 2021 5  this question is about salts.  (a)  salts that are soluble in water can be made by the reaction between insoluble carbonates and  dilute acids. zinc sulfate is soluble in water.   you are provided with solid zinc carbonate, znco3, and dilute sulfuric acid, h2so4.   describe how you would make a pure sample of zinc sulfate crystals.   your answer should include:  \u25cf practical details  \u25cf how you would make sure that all the dilute sulfuric acid has reacted  \u25cf a chemical equation for the reaction.                                 ..   [5]  (b)  some sulfates decompose when heated. \t \twhen\thydrated\tiron( ii)\tsulfate\tis\theated\tstrongly,\tsulfur\tdioxide\tgas\tis\tgiven\toff.  (i)  describe a test for sulfur dioxide.  test  ..  observations  ...  [2]  (ii)\t\tcomplete\tthe\tequation\tfor\tthe\tdecomposition\tof\thydrated\tiron( ii)\tsulfate. \t .feso4\u20227h2o  \u2192\t\tfe2o3\t\t+\t\tso2\t\t+\t\tso3\t\t+\t\t.h2o [2]",
+            "9": "9 0620/43/m/j/21 \u00a9 ucles 2021 [turn over  (c)  some chlorides are hydrated.   when hydrated barium chloride crystals, bac l 2\u2022xh2o,\tare\theated\tthey\tgive\toff\twater. bacl 2\u2022xh2o(s)\t\t\u2192  bacl 2(s)\t\t+\t\t xh2o(g)   a student carries out an experiment to determine the value of x in bacl 2\u2022xh2o.  step 1  hydrated barium chloride crystals are weighed.  step 2  the hydrated barium chloride crystals are then heated.  step 3  the remaining solid is weighed.  (i)\t\tdescribe\thow\tthe\tstudent\tcan\tbe\tsure\tthat\tall\tthe\twater\tis\tgiven\toff.   .   .   ...   [2]  (ii)  in an experiment, 4.88 g of bacl 2\u2022xh2o\tis\theated\tuntil\tall\tthe\twater\tis\tgiven\toff.\tthe\tmass\t of bacl 2 remaining is 4.16 g.  [mr:  bacl 2, 208;  h2o, 18]   determine the value of x using the following steps.  \u25cf calculate the number of moles of bac l 2 remaining.  .. mol  \u25cf calculate the mass of h2o given off.  .. g  \u25cf calculate the number of moles of h2o given off.  .. mol  \u25cf determine the value of x.  x = ..  [4]  [total: 15]",
+            "10": "10 0620/43/m/j/21 \u00a9 ucles 2021 6  this question is about metals.  (a)  iron is extracted from its main ore in a blast furnace. waste gases slagair air a  (i)  coke and iron ore are added at the top of the blast furnace. \t \tname\tone\t other substance that is added at the top of the blast furnace.   ...   [1]  (ii)\t\tname\tthe\tsubstance\tthat\tleaves\tthe\tblast\tfurnace\tat\ta.   ...   [1]  (iii)\t\tiron\tore\tis\tmainly\tiron( iii)\toxide,\tfe2o3. \t \tname\ta\tsubstance\tthat\treduces\tiron( iii)\toxide\tto\tiron\tin\tthe\tblast\tfurnace.   ...   [1]  (iv)  temperatures inside a blast furnace can reach 2000 \u00b0c. \t \tname\t two substances that react together, in the blast furnace, to produce this high  temperature.   ...   [1]  (v)\t\tname\ttwo waste gases that leave the blast furnace.  1  ..  2  ..  [2]",
+            "11": "11 0620/43/m/j/21 \u00a9 ucles 2021 [turn over  (b)  zinc is extracted from zinc blende.  (i)\t\tname\tthe\tmain\tzinc\tcompound\tthat\tis\tpresent\tin\tzinc\tblende.   ...   [1]  (ii)  when zinc is extracted, it is formed as a gas.   the gaseous zinc is then converted into molten zinc.   state the name of this physical change.   ...   [1]  (c)\t\tname\tthe\talloy\tthat\tcontains\tzinc\tand\tcopper\tonly.   ..   [1]  (d)  copper has the following properties.  \u25cf it has a high melting point.  \u25cf it has a high density.  \u25cf it is a good conductor of electricity.  \u25cf it has variable oxidation states.  \u25cf it forms a basic oxide.  \u25cf it forms soluble salts.  (i)  give two\tproperties\tfrom\tthe\tlist\tin\twhich\tcopper\tdiffers\tfrom\tgroup\ti\telements.  1  ..  2  ..  [2]  (ii)  give two properties from the list in which copper is similar to group i elements.  1  ..  2  ..  [2]  [total: 13]",
+            "12": "12 0620/43/m/j/21 \u00a9 ucles 2021 7  many organic compounds contain carbon, hydrogen and oxygen only.  (a)  an organic compound r has the following composition by mass. c, 69.77%;  h, 11.63%;  o, 18.60%   calculate the empirical formula of compound r.  empirical formula = ..  [2]  (b)  compound s has the empirical formula ch2o and a relative molecular mass of 60.   calculate the molecular formula of compound s.  molecular formula = ..  [2]  (c)  compounds t and v have the same molecular formula, c3h6o2.  \u25cf compound t is an ester.  \u25cf compound v contains a \u2013cooh functional group.  (i)\t\tstate\tthe\tname\tgiven\tto\tcompounds\t with\tthe\tsame\tmolecular\t formula\t but\tdifferent\t structures.   ...   [1]  (ii)\t\tname\tthe\thomologous\tseries\tthat\t v is a member of.   ...   [1]",
+            "13": "13 0620/43/m/j/21 \u00a9 ucles 2021 [turn over  (iii)  draw a structure of compound t. show all of the atoms and all of the bonds. \t \tname\tcompound\t t.  name  ...  [3]  (iv)  draw the structure of compound v. show all of the atoms and all of the bonds. \t \tname\tcompound\t v.  name  ...  [2]  (d)  ethanol can be produced from long chain alkanes such as decane, c10h22, in a two-step  process.  step 1 step 2 decane    ethene    ethanol \t \tfor\teach\tof\tthe\ttwo\tsteps:  \u25cf name the type of chemical reaction that occurs  \u25cf write a chemical equation.  step 1: decane to ethene  type of reaction  ..  chemical equation  ..  step 2: ethene to ethanol  type of reaction  ..  chemical equation  ..  [4]  [total: 15]",
+            "14": "14 0620/43/m/j/21 \u00a9 ucles 2021blank page",
+            "15": "15 0620/43/m/j/21 \u00a9 ucles 2021permission 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 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. blank page",
+            "16": "16 0620/43/m/j/21 \u00a9 ucles 2021 groupthe periodic table of elements 1 h hydrogen 12 he helium 4ii i iii iv vv iv ii viii 3 li lithium 74 be berylliu m 9atomic number atomic symbolkey name relative atomic mas s 11 na sodium 2312 mg magnesium 24 19 k potassium 3920 ca calcium 40 37 rb rubidium 8538 sr strontium 88 55 cs caesium 13356 ba barium 137 87 fr francium \u201388 ra radium \u20135 b boron 11 13 al aluminium 27 31 ga gallium 70 49 in indium 115 81 tl thallium 2046 c carbon 12 14 si silicon 28 32 ge germanium 73 50 sn tin 119 82 pb lead 20722 ti titanium 48 40 zr zirconium 91 72 hf hafnium 178 104 rf rutherfordiu m \u201323 v vanadium 51 41 nb niobium 93 73 ta tantalum 181 105 db dubnium \u201324 cr chromium 52 42 mo molybdenum 96 74 w tungsten 184 106 sg seaborgium \u201325 mn manganes e 55 43 tc technetium \u2013 75 re rhenium 186 107 bh bohrium \u201326 fe iron 56 44 ru ruthenium 101 76 os osmium 190 108 hs hassium \u201327 co cobalt 59 45 rh rhodium 103 77 ir iridium 192 109 mt meitneriu m \u201328 ni nicke l 59 46 pd palladium 106 78 pt platinum 195 110 ds darmstadtiu m \u201329 cu copper 64 47 ag silver 108 79 au gold 197 111 rg roentgenium \u201330 zn zinc 65 48 cd cadmium 112 80 hg mercury 201 112 cn copernicium \u2013114 fl fleroviu m \u2013116 lv livermorium \u20137 n nitrogen 14 15 p phosphorus 31 33 as arsenic 75 51 sb antimony 122 83 bi bismuth 2098 o oxygen 16 16 s sulfur 32 34 se selenium 79 52 te tellurium 128 84 po polonium \u20139 f fluorine 19 17 cl chlorine 35.5 35 br bromine 80 53 i iodine 127 85 at astatine \u201310 ne neon 20 18 ar argon 40 36 kr krypton 84 54 xe xenon 131 86 rn radon \u201321 sc scandium 45 39 y yttrium 89 57\u201371 lanthanoids 89\u2013103 actinoids 57 la lanthanum 139 89 aclanthanoids actinoids the volume of one mole of any gas is 24  dm3 at room temperature and pressure (r .t.p.).actinium \u201358 ce cerium 140 90 th thorium 23259 pr praseodymium 141 91 pa protactinium 23160 nd neodymium 144 92 u uranium 23861 pm promethium \u2013 93 np neptunium \u201362 sm samarium 150 94 pu plutonium \u201363 eu europium 152 95 am americiu m \u201364 gd gadolinium 157 96 cm curium \u201365 tb terbium 159 97 bk berkelium \u201366 dy dysprosium 163 98 cf californium \u201367 ho holmium 165 99 es einsteinium \u201368 er erbium 167 100 fm fermium \u201369 tm thulium 169 101 md mendelevium \u201370 yb ytterbium 173 102 no nobelium \u201371 lu lutetium 175 103 lr lawrenciu m \u2013"
+        },
+        "0620_s21_qp_51.pdf": {
+            "1": "*2816117620* chemistry  0620/51 paper 5 practical test may/june 2021  1 hour 15 minutes you must answer on the question paper. you will need: the materials and apparatus listed in the confidential instructions instructions  \u25cf answer all questions.  \u25cf use a black or dark blue pen. you may use an hb pencil for any diagrams or graphs.  \u25cf write your name, centre number and candidate number in the boxes at the top of the page.  \u25cf write your answer to each question in the space provided.  \u25cf do not use an erasable pen or correction fluid.  \u25cf do not write on any bar codes.  \u25cf you may use a calculator.  \u25cf you should show all your working and use appropriate units. information  \u25cf the total mark for this paper is 40.  \u25cf the number of marks for each question or part question is shown in brackets [  ].  \u25cf notes for use in qualitative analysis are provided in the question paper. ib21 06_0620_51/2rp \u00a9 ucles 2021 [turn overthis document has 12 pages. any blank pages are indicated.cambridge igcse\u2122 for examiner\u2019s use 1 2 3 total",
+            "2": "2 0620/51/m/j/21 \u00a9 ucles 2021 1  you are going to investigate the temperature decrease when sodium hydrogencarbonate reacts  with dilute hydrochloric acid.   read all of the instructions carefully before starting the experiments.   instructions   you are going to do six experiments.  (a)  experiment 1  \u25cf use a measuring cylinder to pour 25 cm3 of dilute hydrochloric acid into a conical flask.  \u25cf use a thermometer to measure the initial temperature of the acid. record the initial  temperature in the table.  \u25cf add the 1 g sample of sodium hydrogencarbonate to the conical flask. at the same time  start the stop-clock.  \u25cf continually stir the acid and sodium hydrogencarbonate mixture in the conical flask using  the thermometer.  \u25cf measure the temperature reached by the mixture after 1 minute. record the temperature  of the mixture in the table.  \u25cf calculate and record the temperature decrease in the table.  \u25cf rinse the conical flask with distilled water.  experiment 2  \u25cf repeat experiment 1 using 2 g of sodium hydrogencarbonate instead of 1 g.   experiment 3  \u25cf repeat experiment 1 using 3 g of sodium hydrogencarbonate instead of 1 g.  experiment 4  \u25cf repeat experiment 1 using 5 g of sodium hydrogencarbonate instead of 1 g.  experiment 5  \u25cf repeat experiment 1 using 6 g of sodium hydrogencarbonate instead of 1 g.   experiment 6  \u25cf repeat experiment 1 using 7 g of sodium hydrogencarbonate instead of 1 g. experimentmass of sodium hydrogencarbonate / ginitial temperature / \u00b0ctemperature after 1 minute / \u00b0ctemperature decrease / \u00b0c 1 1 2 2 3 3 4 5 5 6 6 7  [4]",
+            "3": "3 0620/51/m/j/21 \u00a9 ucles 2021 [turn over  (b)  complete a suitable scale on the y-axis and plot your results from experiments 1 to 6 on the  grid.   draw two best-fit straight lines through your points. the first straight line should be for the first  three points and must pass through (0,0). the second straight line should be for the last three  points and must be horizontal. extend your straight lines so that they meet each other. temperature decrease  / \u00b0c 00 123 mass of sodium hydrogencarbonate  / g4567  [5]  (c) (i)  from your graph, determine the temperature decrease and mass of sodium  hydrogencarbonate where your two straight lines meet. include appropriate units in your  answer.   show clearly on the grid  how you worked out your answer.   temperature decrease = ..   mass of sodium hydrogencarbonate = ..  [3]  (ii)  explain why the temperature decrease becomes constant for high masses of sodium  hydrogencarbonate.   .   ...   [1]",
+            "4": "4 0620/51/m/j/21 \u00a9 ucles 2021  (d)  the investigation could be repeated with dilute hydrochloric acid of half the concentration, but  the same volume.   sketch on the grid  the graph you would expect to obtain.   label your line d. [2]  (e)  suggest two changes that could be made to the apparatus that would improve the accuracy of  the results. for each change explain why it would improve the accuracy of the results.   change 1     explanation 1  .      change 2     explanation 2  .     [4]  [total: 19]",
+            "5": "5 0620/51/m/j/21 \u00a9 ucles 2021 [turn over 2  you are provided with one solid, solid e, and one solution, solution f.   do the following tests on the substances, recording all of your observations at each stage.   tests on solid e  (a)  place about half of solid e in a hard-glass test-tube. heat the solid gently for about 30 seconds.    record your observations.         ..   [2]   transfer the remaining solid e to a boiling tube. add about 10 cm3 of distilled water to the boiling  tube.   place a stopper in the boiling tube and shake the tube to dissolve solid e and form solution e.   divide solution e into three approximately equal portions in two test-tubes and one boiling tube.  (b)  to the first portion of solution e in a test-tube, add about 1 cm depth of dilute nitric acid followed  by a few drops of aqueous barium nitrate.   record your observations.   ..   [1]  (c)  to the second portion of solution e in a test-tube, add excess aqueous ammonia.   record your observations.   ..   [1]  (d)  to the third portion of solution e in the boiling tube, add aqueous sodium hydroxide dropwise  and then in excess.   keep the product for use in (e).   record your observations.         ..   [2]  (e)  gently warm the product from (d). test any gas produced.   record your observations.      ..   [1]",
+            "6": "6 0620/51/m/j/21 \u00a9 ucles 2021  (f)  identify the three ions contained in solid e.      ..   [3]   tests on solution f  (g)  carry out a flame test on solution f.   record your observations.   ..   [1]  (h)  divide the remaining solution f into two approximately equal portions in two test-tubes.  (i)  to the first portion of solution f add a few drops of universal indicator solution.   record your observations.   .   ...   [1]  (ii)  to the second portion of solution f add approximately 2 cm depth of aqueous  copper( ii) sulfate.   record your observations.   .   ...   [1]  (i)  identify solution f.      ..   [2]  [total: 15]",
+            "7": "7 0620/51/m/j/21 \u00a9 ucles 2021 [turn over 3  dilute hydrochloric acid reacts with calcium carbonate to make carbon dioxide gas. the apparatus  shown in the diagram can be used to follow the progress of the reaction. the carbon dioxide gas  leaves the flask causing the mass shown on the balance to decrease. 260.00cotton wool dilute hydrochloric acid balancecalcium carbonate   plan an investigation, using the apparatus shown in the diagram, to find out how the temperature  of the dilute hydrochloric acid affects the rate of the reaction. your plan should include how your  results will show how the temperature of the dilute hydrochloric acid affects the rate of the reaction.   you are provided with dilute hydrochloric acid, calcium carbonate and common laboratory apparatus.   ...   ...   ...   ...   ...   ...   ...   ...   ...   ...   ...   ...   ...   ...   .   [6]",
+            "8": "8 0620/51/m/j/21 \u00a9 ucles 2021blank page",
+            "9": "9 0620/51/m/j/21 \u00a9 ucles 2021blank page",
+            "10": "10 0620/51/m/j/21 \u00a9 ucles 2021blank page",
+            "11": "11 0620/51/m/j/21 \u00a9 ucles 2021notes for use in qualitative analysis tests for anions anion test test result carbonate (co32\u2013) add dilute acid effervescence, carbon dioxide  produced chloride (c l \u2013) [in solution]acidify with dilute nitric acid, then add  aqueous silver nitratewhite ppt. bromide (br \u2013) [in solution]acidify with dilute nitric acid, then add  aqueous silver nitratecream ppt. iodide ( i\u2013) [in solution]acidify with dilute nitric acid, then add  aqueous silver nitrateyellow ppt. nitrate (no3\u2013) [in solution]add aqueous sodium hydroxide, then  aluminium foil; warm carefullyammonia produced sulfate (so42\u2013) [in solution]acidify, then add aqueous  barium nitratewhite ppt. sulfite (so32\u2013) add dilute hydrochloric acid, warm  gently and test for the presence of sulfur dioxidesulfur dioxide produced  will turn acidified aqueous  potassium manganate( vii) from  purple to colourless tests for aqueous cations cation effect of aqueous sodium hydroxide effect of aqueous ammonia aluminium (a l 3+) white ppt., soluble in excess, giving a  colourless solutionwhite ppt., insoluble in excess ammonium (nh4+)ammonia produced on warming \u2013 calcium (ca2+) white ppt., insoluble in excess no ppt., or very slight white ppt. chromium( iii) (cr3+)green ppt., soluble in excess grey-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 iron(iii) (fe3+) red-brown ppt., insoluble in excess red-brown ppt., insoluble in excess zinc (zn2+) white ppt., soluble in excess, giving a  colourless solutionwhite ppt., soluble in excess, giving a  colourless solution",
+            "12": "12 0620/51/m/j/21 \u00a9 ucles 2021tests for gases flame tests for metal ions gas test and test result metal ion flame colour ammonia (nh3) turns damp red litmus paper blue lithium (li+) red carbon dioxide (co2)turns limewater milky sodium (na+) yellow chlorine (c l 2) bleaches damp litmus paper potassium (k+) lilac hydrogen (h2) \u2018pops\u2019 with a lighted splint copper( ii) (cu2+)blue-green oxygen (o2) relights a glowing splint sulfur dioxide (so2)turns acidified aqueous  potassium manganate( vii) from  purple to colourless 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 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."
+        },
+        "0620_s21_qp_52.pdf": {
+            "1": "*9217316557* chemistry  0620/52 paper 5 practical test may/june 2021  1 hour 15 minutes you must answer on the question paper. you will need: the materials and apparatus listed in the confidential instructions instructions  \u25cf answer all questions.  \u25cf use a black or dark blue pen. you may use an hb pencil for any diagrams or graphs.  \u25cf write your name, centre number and candidate number in the boxes at the top of the page.  \u25cf write your answer to each question in the space provided.  \u25cf do not use an erasable pen or correction fluid.  \u25cf do not write on any bar codes.  \u25cf you may use a calculator.  \u25cf you should show all your working and use appropriate units. information  \u25cf the total mark for this paper is 40.  \u25cf the number of marks for each question or part question is shown in brackets [  ].  \u25cf notes for use in qualitative analysis are provided in the question paper. ib21 06_0620_52/rp \u00a9 ucles 2021 [turn overthis document has 12 pages. any blank pages are indicated.cambridge igcse\u2122 for examiner\u2019s use 1 2 3 total",
+            "2": "2 0620/52/m/j/21 \u00a9 ucles 2021 1  you are going to investigate the volume of gas made when sodium carbonate reacts with  dilute hydrochloric acid.   read all of the instructions carefully before starting the experiments.   instructions \t\tyou\tare\tgoing\tto\tdo\tfive\texperiments\tusing\tthe\tapparatus\tshown. trough waterclamp inverted 100  cm3 measuring cylinder boiling tubebungrubber delivery tube   experiment 1  \u25cf use a 25 cm3\tmeasuring\tcylinder\tto\tpour\t16\t cm3 of dilute hydrochloric acid into a boiling tube.  \u25cf\tset\tup\tthe\tapparatus\t as\tshown\tin\tthe\tdiagram.\t ensure\tthe\tinverted\t measuring\t cylinder\tis\tfull\t of water.  \u25cf remove the bung from the boiling tube.  \u25cf\tadd\ta\t2.5\tg\tsample\tof\tsodium\tcarbonate\t to\tthe\tboiling\ttube\tand\timmediately\t replace\tthe\tbung.  \u25cf\twhen\tthe\tvolume\tof\tgas\tin\tthe\tmeasuring\t cylinder\tstops\tchanging,\t measure\t the\tvolume\tof\tgas\t in the measuring cylinder. record the volume in the table in (a).   experiment 2  \u25cf\trepeat\texperiment\t1\tusing\t14\t cm3\tof\tdilute\thydrochloric\tacid\tinstead\tof\t16\t cm3.   experiment 3  \u25cf\trepeat\texperiment\t2\tusing\t12\t cm3\tof\tdilute\thydrochloric\tacid\tinstead\tof\t14\t cm3.   experiment 4  \u25cf\trepeat\texperiment\t3\tusing\t10\t cm3\tof\tdilute\thydrochloric\tacid\tinstead\tof\t12\tcm3.  \u25cf\tuse\ta\t10\t cm3 measuring cylinder to measure the volume of the acid.   experiment 5  \u25cf\trepeat\texperiment\t4\tusing\t6\t cm3\tof\tdilute\thydrochloric\tacid\tinstead\tof\t10\t cm3.",
+            "3": "3 0620/52/m/j/21 \u00a9 ucles 2021 [turn over  (a)\t\tcomplete\tthe\ttable. experimentvolume of dilute hydrochloric acid / cm3volume of gas collected / cm3 1 2 3 4 5 \t [4]  (b)  write a suitable scale on the y-axis\t and\tplot\tyour\tresults\tfrom\texperiments\t 1\tto\t5\ton\tthe\tgrid.\t draw\ta\tstraight\tline\tof\tbest\tfit. 4681 01 2 volume of dilute hydrochloric aci d / cm3volume of gas collecte d / cm3 14 16 \t [4]",
+            "4": "4 0620/52/m/j/21 \u00a9 ucles 2021  (c) (i)  from your graph,\t deduce\tthe\tvolume\tof\tgas\tthat\twould\tbe\tcollected\t if\t7\tcm3 of dilute  hydrochloric acid was used.   show clearly on the grid  how you worked out your answer.  .. cm3 \t [2]  (ii)\t\tthe\tvolume\tof\tgas\tmade\tper\tcm3 of dilute hydrochloric acid can be calculated using the  equation shown. volume\tof\tgas\tper\tcm3 of acid =volume of gas collected in cm3 volume of acid in cm3   use this equation and your answer to (c)(i)\t to\tcalculate\t the\tvolume\tof\tgas\tmade\tper\tcm3  of dilute hydrochloric acid. \t ..\t\t[1]  (d)\t\tthe\tbung\tis\tremoved\t and\tthen\treplaced\t immediately\t after\tthe\tsodium\tcarbonate\t is\tadded\tto\t the boiling tube.  (i)\t\texplain\twhy\tthe\tbung\tmust\tbe\treplaced\t immediately\t after\tthe\tsodium\tcarbonate\tis\tadded\t to the boiling tube.   .   ... \t\t[1]  (ii)\t\texplain\thow\tthe\tapparatus\t could\tbe\taltered\tso\tthat\tthe\tbung\tdoes\t not have to be removed.  you\tmay\tdraw\ta\tdiagram\tto\texplain\tyour\tanswer.   .   ... \t\t[2]  (e)  state one advantage of using a burette rather than a measuring cylinder to measure the  volume of the dilute hydrochloric acid.   .. \t\t[1]",
+            "5": "5 0620/52/m/j/21 \u00a9 ucles 2021 [turn over  (f)\t\tin\texperiments\t1\tto\t5,\tthe\tsodium\tcarbonate\twas\tin \texcess.   sketch on the grid\t the\tgraph\tyou\twould\texpect\tif\tall\tof\tthe\texperiments\t were\trepeated\t using\t dilute hydrochloric acid of half the concentration.   label your line f.\t [2] \t [total:\t17]",
+            "6": "6 0620/52/m/j/21 \u00a9 ucles 2021 2\t\tyou\tare\tprovided\twith\tone\tsolution,\tsolution\t g,\tand\tone\tsolid,\tsolid\t h. \t\tdo\tthe\tfollowing\ttests\ton\tthe\tsubstances,\trecording\tall\tof\tyour\tobservations\tat\teach\tstage.  tests on solution g   divide solution g\tinto\tfour\tapproximately\tequal\tportions\tin\tthree\ttest-tubes\tand\tone\tboiling\ttube. \t\tkeep\tone\tportion\tin\ta\ttest-tube\tfor\tuse\tin\tthe\ttests\ton\tsolid\th.  (a)\t\tto\tthe\tfirst\tportion\tof\tsolution\t g\tin\ta\ttest-tube,\t add\taqueous\t sodium\thydroxide\t dropwise\t and\t then\tin\texcess.   record your observations.      .. \t\t[2]  (b)\t\tto\tthe\tsecond\tportion\tof\tsolution\t g\tin\ta\ttest-tube,\t add\tabout\t1\tcm\tdepth\tof\tdilute\tnitric\tacid\t followed\tby\ta\tfew\tdrops\tof\taqueous\tsilver\tnitrate.   record your observations.   .. \t\t[1]   keep the third portion of solution g for use in (i).  (c)\t\tto\tthe\tportion\tof\tsolution\t g\tin\ta\tboiling\ttube,\tadd\tapproximately\t 15\tcm3 of aqueous  hydrogen\tperoxide.\t test\tany\tgas\tproduced.   record your observations.         .. \t\t[3]  (d)  identify the gas formed in (c).   .. \t\t[1]  (e)  use the results of (a) and (b) to identify solution g.         .. \t\t[2]",
+            "7": "7 0620/52/m/j/21 \u00a9 ucles 2021 [turn over  tests on solid h  (f)\t\tcarry\tout\ta\tflame\ttest\ton\tsolid\th.   record your observations.   .. \t\t[1]   place solid h\tin\ta\tboiling\ttube.\tadd\tabout\t10\tcm3 of distilled water to the boiling tube. place a  stopper\tin\tthe\tboiling\ttube\tand\tshake\tthe\ttube\tto\tdissolve\tsolid\t h and form solution h.   divide solution h\tinto\tthree\tapproximately\tequal\t portions\tin\tthree\ttest-tubes.  (g)\t\tto\tthe\tfirst\tportion\tof\tsolution\th\tadd\taqueous\tammonia\tdropwise\tand\tthen\tin\texcess.   record your observations.         .. \t\t[3]  (h)\t\tto\tthe\tsecond\tportion\tof\tsolution\t h\tadd\tapproximately\t 1\tcm\tdepth\tof\tdilute\tnitric\tacid\tfollowed\t by\ta\tfew\tdrops\tof\taqueous\tbarium\tnitrate.   record your observations.      .. \t\t[1]  (i)\t\tto\tthe\tthird\tportion\tof\tsolution\t h\tadd\tyour\tremaining\tportion\tof\tsolution\t g.   record your observations.      .. \t\t[1]  (j)  identify solution h.      .. \t\t[2] \t [total:\t17]",
+            "8": "8 0620/52/m/j/21 \u00a9 ucles 2021 3\t\tthe\tmineral\tepsomite\t contains\t hydrated\t magnesium\t sulfate.\twhen\tepsomite\t is\theated\tstrongly,\t it\t loses water and eventually becomes anhydrous magnesium sulfate. \t\tplan\tan\tinvestigation\t to\tfind\tthe\tpercentage\t by\tmass\tof\twater\tin\ta\tsample\tof\tepsomite.\t your\tplan\t should\tinclude\thow\tyou\twould\tcalculate\tthe\tpercentage\tby\tmass\tof\twater\tin\tepsomite. \t\tyou\thave\taccess\tto\tcommon\tlaboratory\tapparatus.   ...   ...   ...   ...   ...   ...   ...   ...   ...   ...   ...   ...   . \t\t[6]",
+            "9": "9 0620/52/m/j/21 \u00a9 ucles 2021blank page",
+            "10": "10 0620/52/m/j/21 \u00a9 ucles 2021blank page",
+            "11": "11 0620/52/m/j/21 \u00a9 ucles 2021notes for use in qualitative analysis tests for anions anion test test result carbonate (co32\u2013) add dilute acid effervescence, carbon dioxide  produced chloride (c l \u2013) [in solution]acidify with dilute nitric acid, then add  aqueous silver nitratewhite ppt. bromide (br \u2013) [in solution]acidify with dilute nitric acid, then add  aqueous silver nitratecream ppt. iodide ( i\u2013) [in solution]acidify with dilute nitric acid, then add  aqueous silver nitrateyellow ppt. nitrate (no3\u2013) [in solution]add aqueous sodium hydroxide, then  aluminium foil; warm carefullyammonia produced sulfate (so42\u2013) [in solution]acidify, then add aqueous  barium nitratewhite ppt. sulfite (so32\u2013) add dilute hydrochloric acid, warm  gently and test for the presence of sulfur dioxidesulfur dioxide produced  will turn acidified aqueous  potassium manganate( vii) from  purple to colourless tests for aqueous cations cation effect of aqueous sodium hydroxide effect of aqueous ammonia aluminium (a l 3+) white ppt., soluble in excess, giving a  colourless solutionwhite ppt., insoluble in excess ammonium (nh4+)ammonia produced on warming \u2013 calcium (ca2+) white ppt., insoluble in excess no ppt., or very slight white ppt. chromium( iii) (cr3+)green ppt., soluble in excess grey-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 iron(iii) (fe3+) red-brown ppt., insoluble in excess red-brown ppt., insoluble in excess zinc (zn2+) white ppt., soluble in excess, giving a  colourless solutionwhite ppt., soluble in excess, giving a  colourless solution",
+            "12": "12 0620/52/m/j/21 \u00a9 ucles 2021tests for gases flame tests for metal ions gas test and test result metal ion flame colour ammonia (nh3) turns damp red litmus paper blue lithium (li+) red carbon dioxide (co2)turns limewater milky sodium (na+) yellow chlorine (c l 2) bleaches damp litmus paper potassium (k+) lilac hydrogen (h2) \u2018pops\u2019 with a lighted splint copper( ii) (cu2+)blue-green oxygen (o2) relights a glowing splint sulfur dioxide (so2)turns acidified aqueous  potassium manganate( vii) from  purple to colourless 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 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."
+        },
+        "0620_s21_qp_53.pdf": {
+            "1": "*1059413392* chemistry  0620/53 paper 5 practical test may/june 2021  1 hour 15 minutes you must answer on the question paper. you will need: the materials and apparatus listed in the confidential instructions instructions  \u25cf answer all questions.  \u25cf use a black or dark blue pen. you may use an hb pencil for any diagrams or graphs.  \u25cf write your name, centre number and candidate number in the boxes at the top of the page.  \u25cf write your answer to each question in the space provided.  \u25cf do not use an erasable pen or correction fluid.  \u25cf do not write on any bar codes.  \u25cf you may use a calculator.  \u25cf you should show all your working and use appropriate units. information  \u25cf the total mark for this paper is 40.  \u25cf the number of marks for each question or part question is shown in brackets [  ].  \u25cf notes for use in qualitative analysis are provided in the question paper. ib21 06_0620_53/2rp \u00a9 ucles 2021 [turn overthis document has 12 pages. any blank pages are indicated.cambridge igcse\u2122 for examiner\u2019s use 1 2 3 total",
+            "2": "2 0620/53/m/j/21 \u00a9 ucles 2021 1  you are going to investigate the rate at which hydrogen gas is made when magnesium reacts with  dilute sulfuric acid.   read all of the instructions carefully before starting the experiments.   instructions \t\tyou\tare\tgoing\tto\tdo\tfive\texperiments\tusing\tthe\tapparatus\tshown. trough waterclamp inverted 100  cm3 measuring cylinder conical flaskbungrubber delivery tube  experiment 1  \u25cf use a 25 cm3\tmeasuring\tcylinder\tto\tpour\t25\t cm3 of dilute sulfuric acid into the conical flask.  \u25cf use a 50 cm3\tmeasuring\tcylinder\tto\tpour\t30\t cm3 of distilled water into the conical flask.  \u25cf\tset\tup\tthe\tapparatus\t as\tshown\tin\tthe\tdiagram.\t ensure\tthe\tinverted\t measuring\t cylinder\tis\tfull\t of water.  \u25cf remove the bung from the conical flask.  \u25cf\tadd\ta\tcoiled\tlength\tof\tmagnesium\t ribbon\tto\tthe\tconical\tflask,\timmediately\t replace\tthe\tbung\t and start the timer.  \u25cf measure the volume of gas collected in the inverted measuring cylinder after 30 seconds.   record the volume of gas collected in the table in (a).   experiment 2  \u25cf\tempty\tthe\tconical\tflask\tand\trinse\tit\twith\tdistilled\twater.  \u25cf\trepeat\texperiment\t1\tusing\t20\t cm3 of distilled water instead of 30 cm3.   measure the water using the second 25 cm3 measuring cylinder.   experiment 3  \u25cf\trepeat\texperiment\t2\tusing\t10\t cm3 of distilled water instead of 20 cm3.  experiment 4  \u25cf\trepeat\texperiment\t3\tusing\t5\t cm3\tof\tdistilled\twater\tinstead\tof\t10\t cm3.   experiment 5  \u25cf\trepeat\texperiment\t4\tbut\tdo\tnot\tadd\tany\tdistilled\twater\tto\tthe\tdilute\tsulfuric\tacid.",
+            "3": "3 0620/53/m/j/21 \u00a9 ucles 2021 [turn over  (a)\t\tcomplete\tthe\ttable. experimentvolume of dilute sulfuric acid / cm3volume of distilled water / cm3volume of gas collected in 30 seconds / cm3 1 2 3 4 5 \t [4]  (b)  write a suitable scale on the y-axis\t and\tplot\tyour\tresults\tfrom\texperiments\t 1\tto\t5\ton\tthe\tgrid.\t draw\ta\tsmooth\tcurve\tof\tbest\tfit. 00 51 01 52 0 volume of distilled water  / cm3volume of ga s collected in 30 seconds  / cm3 25 30 35 40 \t [4]",
+            "4": "4 0620/53/m/j/21 \u00a9 ucles 2021  (c) \textrapolate\t (extend)\t the\tline\ton\tyour\tgraph\tand\tdeduce\tthe\tvolume\tof\tgas\tthat\twould\tbe\t collected in 30 seconds if 35 cm3 of distilled water was added to the dilute sulfuric acid.  .. cm3 \t [2]  (d)  the rate of reaction can be calculated using the equation shown. rate of reaction =volume of gas collected time taken to collect the gas  (i)\t\tuse\tthis\tequation\t to\tcalculate\t the\trate\tof\treaction\t in\texperiment\t 3.\tgive\tthe\tunits\tfor\tthe\t rate you have calculated.  rate = ..  units = .. \t [2]  (ii)\t\tstate\twhich\texperiment,\t1,\t2,\t3,\t4\tor\t5,\t had\tthe\thighest\trate\tof\treaction.   ... \t\t[1]  (e)  the volume of the dilute sulfuric acid was measured using a measuring cylinder. a 25 cm3   pipette\tcan\tbe\tused\tinstead\tof\ta\tmeasuring\tcylinder.  (i)  state one advantage of using a 25 cm3\tpipette\tinstead\tof\ta\tmeasuring\tcylinder.   ... \t\t[1]  (ii)  state one disadvantage of using a 25 cm3\tpipette\tinstead\tof\ta\tmeasuring\tcylinder.   ... \t\t[1]  (f)\t\tname\tanother\titem\tof\tapparatus,\t which\tcan\tbe\tused\tinstead\tof\tan\tinverted\t measuring\t cylinder,\t to collect and measure the volume of gas made in the reaction.   .. \t\t[1]",
+            "5": "5 0620/53/m/j/21 \u00a9 ucles 2021 [turn over  (g)\t\tthe\tdiagram\tshows\ta\tmodified\tconical\tflask\tthat\tcan\tbe\tused\tin\tthis\tinvestigation. dilute sulfuric acidglass divider magnesium \t \texplain\tthe\tadvantage\t of\tusing\tthis\ttype\tof\tconical\tflask\tinstead\tof\tthe\ttype\tyou\tused\tin\tthe\t investigation.      .. \t\t[2]  [total:\t18]",
+            "6": "6 0620/53/m/j/21 \u00a9 ucles 2021 2\t\tyou\tare\tprovided\twith\ttwo\tsolids,\tsolid\t i and solid j.   do the following tests on the substances, recording all of your observations at each stage.   tests on solid i   place solid i\tin\ta\tboiling\ttube.\tadd\tabout\t10\tcm3 of distilled water to the boiling tube. place a  stopper\tin\tthe\tboiling\ttube\tand\tshake\tthe\ttube\tto\tdissolve\tsolid\t i and form solution i.   divide solution i\tinto\tfour\tapproximately\tequal\tportions\tin\tfour\ttest-tubes.  (a)\t\tto\tthe\tfirst\t portion\tof\tsolution\ti,\t add\taqueous\tsodium\thydroxide\tdropwise\tand\tthen\tin\texcess.   record your observations.         .. \t\t[2]  (b)\t\tto\tthe\tsecond\tportion\tof\tsolution\t i, add aqueous ammonia gradually until there is no further  change.   record your observations.      .. \t\t[2]  (c)\t\tto\tthe\tthird\tportion\tof\tsolution\t i,\tadd\tabout\t1\tcm\tdepth\tof\tdilute\tnitric\tacid\tfollowed\t by\ta\tfew\t drops\tof\taqueous\tsilver\tnitrate.\tleave\tthe\tmixture\tto\tstand\tfor\tabout\t5\tminutes.   record your observations.   .. \t\t[1]  (d)\t\tto\tthe\tfourth\tportion\tof\tsolution\t i,\tadd\tabout\t2\t cm\tdepth\tof\taqueous\tsodium\tcarbonate.   record your observations.   .. \t\t[1]  (e)  use your observations from (a), (b) and (c) to identify solid i.      .. \t\t[2]",
+            "7": "7 0620/53/m/j/21 \u00a9 ucles 2021 [turn over   tests on solid j  (f)\t\tcarry\tout\ta\tflame\ttest\ton\tsolid\tj.   record your observations.   .. \t\t[1]  (g) (i)\t \tplace\tapproximately\t half\tof\tsolid\t j\tin\ta\tboiling\ttube.\tadd\tabout\t10\tcm3 of dilute sulfuric acid  to solid j\tin\tthe\tboiling\ttube.\t test\tany\tgas\tproduced.   record your observations.   .   ... \t\t[2]  (ii)\t\tidentify\tthe\tgas\tproduced\tin\t (g)(i).   ... \t\t[1]  (h)  place the remaining solid j\t in\ta\tboiling\ttube.\tadd\tabout\t10\tcm3 of distilled water to the  boiling\ttube.\tplace\ta\tstopper\tin\tthe\tboiling\ttube\tand\tshake\tthe\ttube\tto\tdissolve\t solid\t j and form  solution j.   divide solution j\tinto\ttwo\tapproximately\tequal\tportions\tin\ttwo\ttest-tubes.  (i)\t\tto\tthe\tfirst\tportion\tof\tsolution\t j,\tadd\tabout\t1\t cm\tdepth\tof\taqueous\tsodium\thydroxide.   record your observations.   .   ... \t\t[1]  (ii)\t\tto\tthe\tsecond\tportion\tof\tsolution\t j,\tadd\tabout\t2\t cm\tdepth\tof\taqueous\tcopper( ii) sulfate.   record your observations.   .   ... \t\t[1]  (i)  use your observations from (f) and (g) to identify solid j.      .. \t\t[2] \t [total:\t16]",
+            "8": "8 0620/53/m/j/21 \u00a9 ucles 2021 3\t\tthe\tenergy\tgiven\tout\twhen\tdifferent\t liquid\talcohols\t are\tburned\tcan\tbe\tcompared\t using\tthe\tapparatus \t shown. thermometer test-tube water spirit burner liquid alcoho l \t\tdescribe\t how\tthe\tapparatus\t shown\tcan\tbe\tused\tto\tcompare\t the\tamount\tof\tenergy\tgiven\tout\tby\t three\tdifferent\t liquid\talcohols,\t ethanol,\t propanol\t and\tbutanol.\t your\tanswer\tshould\tinclude\thow\tthe\t results can be used to determine which fuel gives out the most energy.   ...   ...   ...   ...   ...   ...   ...   ...   ...   ...   ...   ...   . \t\t[6]",
+            "9": "9 0620/53/m/j/21 \u00a9 ucles 2021blank page",
+            "10": "10 0620/53/m/j/21 \u00a9 ucles 2021blank page",
+            "11": "11 0620/53/m/j/21 \u00a9 ucles 2021notes for use in qualitative analysis tests for anions anion test test result carbonate (co32\u2013) add dilute acid effervescence, carbon dioxide  produced chloride (c l \u2013) [in solution]acidify with dilute nitric acid, then add  aqueous silver nitratewhite ppt. bromide (br \u2013) [in solution]acidify with dilute nitric acid, then add  aqueous silver nitratecream ppt. iodide ( i\u2013) [in solution]acidify with dilute nitric acid, then add  aqueous silver nitrateyellow ppt. nitrate (no3\u2013) [in solution]add aqueous sodium hydroxide, then  aluminium foil; warm carefullyammonia produced sulfate (so42\u2013) [in solution]acidify, then add aqueous  barium nitratewhite ppt. sulfite (so32\u2013) add dilute hydrochloric acid, warm  gently and test for the presence of sulfur dioxidesulfur dioxide produced  will turn acidified aqueous  potassium manganate( vii) from  purple to colourless tests for aqueous cations cation effect of aqueous sodium hydroxide effect of aqueous ammonia aluminium (a l 3+) white ppt., soluble in excess, giving a  colourless solutionwhite ppt., insoluble in excess ammonium (nh4+)ammonia produced on warming \u2013 calcium (ca2+) white ppt., insoluble in excess no ppt., or very slight white ppt. chromium( iii) (cr3+)green ppt., soluble in excess grey-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 iron(iii) (fe3+) red-brown ppt., insoluble in excess red-brown ppt., insoluble in excess zinc (zn2+) white ppt., soluble in excess, giving a  colourless solutionwhite ppt., soluble in excess, giving a  colourless solution",
+            "12": "12 0620/53/m/j/21 \u00a9 ucles 2021tests for gases flame tests for metal ions gas test and test result metal ion flame colour ammonia (nh3) turns damp red litmus paper blue lithium (li+) red carbon dioxide (co2)turns limewater milky sodium (na+) yellow chlorine (c l 2) bleaches damp litmus paper potassium (k+) lilac hydrogen (h2) \u2018pops\u2019 with a lighted splint copper( ii) (cu2+)blue-green oxygen (o2) relights a glowing splint sulfur dioxide (so2)turns acidified aqueous  potassium manganate( vii) from  purple to colourless 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 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."
+        },
+        "0620_s21_qp_61.pdf": {
+            "1": "*3435140504* chemistry  0620/61 paper 6 alternative to practical may/june 2021  1 hour you must answer on the question paper. no additional materials are needed. instructions  \u25cf answer all questions.  \u25cf use a black or dark blue pen. you may use an hb pencil for any diagrams or graphs.  \u25cf write your name, centre number and candidate number in the boxes at the top of the page.  \u25cf write your answer to each question in the space provided.  \u25cf do not use an erasable pen or correction fluid.  \u25cf do not write on any bar codes.  \u25cf you may use a calculator.  \u25cf you should show all your working and use appropriate units. information  \u25cf the total mark for this paper is 40.  \u25cf the number of marks for each question or part question is shown in brackets [  ]. ib21 06_0620_61/3rp \u00a9 ucles 2021 [turn overthis document has 12 pages. any blank pages are indicated.cambridge igcse\u2122",
+            "2": "2 0620/61/m/j/21 \u00a9 ucles 2021 1  many indicators are coloured substances obtained from plants.   a student extracted the coloured substances from some berries using the method shown. the berries were crushedthe crushed berries were heated in water to form a coloured solutio nthe solid was removed from the coloured solutio nacb coloure d solutio n  (a)  name the items of apparatus labelled a, b and c.  a    b    c    [3]  (b)  the student analysed the coloured solution using chromatography.  (i)  complete the diagram to show:  \u25cf where the spot of coloured solution should be placed on the paper  \u25cf the level of the solvent in the beaker. beaker chromatography pape rbaseline draw n in pencillid  [2]  (ii)  explain why pencil is used to draw the baseline on the chromatography paper.   .   ...   [1]",
+            "3": "3 0620/61/m/j/21 \u00a9 ucles 2021 [turn over  (c)  the student made two chromatograms. after chromatography, one chromatogram was dipped  in dilute hydrochloric acid and one was dipped in aqueous sodium hydroxide.   the results are shown. chromatogram dipped in aqueous sodium hydroxideblue green chromatogram dipped in dilute hydrochloric acidred blue  (i)  determine the number of coloured substances in the solution obtained from the berries.   ...   [1]  (ii)  the table gives the colours of some indicators in acid and alkali. name of indicator colour in acid colour in alkali anthocyanin red blue bromothymol blue yellow blue congo red blue red methyl purple purple green   use the data in the table and the results to give a possible identity for one indicator in the  berries.   ...   [1]  [total: 8]",
+            "4": "4 0620/61/m/j/21 \u00a9 ucles 2021blank page",
+            "5": "5 0620/61/m/j/21 \u00a9 ucles 2021 [turn over 2  a student investigated the temperature decrease when sodium hydrogencarbonate reacts with  dilute hydrochloric acid.   the student did six experiments.  experiment 1  \u25cf using a measuring cylinder, 25 cm3 of dilute hydrochloric acid was poured into a conical flask.  \u25cf the initial temperature of the acid was measured using a thermometer.  \u25cf 1 g of sodium hydrogencarbonate was added to the conical flask. at the same time a stop\u2011clock  was started.  \u25cf the acid and sodium hydrogencarbonate mixture in the conical flask was stirred continuously  using the thermometer.  \u25cf the temperature of the mixture after 1 minute was measured.  \u25cf the conical flask was rinsed with distilled water.  experiment 2  \u25cf experiment 1 was repeated using 2 g of sodium hydrogencarbonate instead of 1 g.  experiment 3  \u25cf experiment 1 was repeated using 3 g of sodium hydrogencarbonate instead of 1 g.  experiment 4  \u25cf experiment 1 was repeated using 5 g of sodium hydrogencarbonate instead of 1 g.  experiment 5  \u25cf experiment 1 was repeated using 6 g of sodium hydrogencarbonate instead of 1 g.  experiment 6  \u25cf experiment 1 was repeated using 7 g of sodium hydrogencarbonate instead of 1 g.",
+            "6": "6 0620/61/m/j/21 \u00a9 ucles 2021  (a)  use the thermometer diagrams to complete the table and calculate the temperature decreases. experimentmass of sodium hydrogencarbonate  / gthermometer diagraminitial temperature of acid / \u00b0cthermometer diagramtemperature after 1 minute / \u00b0ctemperature decrease / \u00b0c 1 130 25 2025 20 15 2 230 25 2025 20 15 3 330 25 2020 15 10 4 530 25 2020 15 10 5 630 25 2020 15 10 6 730 25 2020 15 10  [4]",
+            "7": "7 0620/61/m/j/21 \u00a9 ucles 2021 [turn over  (b)  plot the results from experiments 1 to 6 on the grid.   draw two best-fit straight lines through your points. the first straight line should be for the first  three points and must pass through (0,0). the second straight line should be for the last three  points and must be horizontal. extend your straight lines so that they meet each other. temperature decrease  / \u00b0c 0123 mass of sodium hydrogencarbonate  / g4 56712 10 8 6 4 2 0  [4]  (c) (i)  from your graph, determine the temperature decrease and mass of sodium  hydrogencarbonate where your two straight lines meet. include appropriate units in your  answer.   show clearly on the grid  how you worked out your answer.   temperature decrease = ..   mass of sodium hydrogencarbonate = ..  [3]  (ii)  explain why the temperature decrease becomes constant for high masses of sodium  hydrogencarbonate.   .   ...   [1]",
+            "8": "8 0620/61/m/j/21 \u00a9 ucles 2021  (d)  the investigation was repeated with dilute hydrochloric acid of half the concentration, but the  same volume.   sketch on the grid  the graph you would expect to obtain.   label your line d. [2]  (e)  suggest two changes that could be made to the apparatus that would improve the accuracy of  the results. for each change explain why it would improve the accuracy of the results.   change 1     explanation 1  .      change 2     explanation 2  .     [4]  [total: 18]",
+            "9": "9 0620/61/m/j/21 \u00a9 ucles 2021 [turn over 3  solid e and solution f were analysed.   tests were done on each substance.   tests on solid e tests observations test 1 about half of solid e was placed in a test\u2011tube and  heated gently.steam was given off; condensation appeared near the mouth of the test\u2011tube the remaining solid e was dissolved in distilled water  to produce solution e. the solution was divided  into four equal portions in three test\u2011tubes and a  boiling tube. test 2 about 1 cm3 of dilute nitric acid followed by a few  drops of aqueous silver nitrate were added to the first  portion of solution e.no visible change test 3 about 1 cm3 of dilute nitric acid followed by a few  drops of aqueous barium nitrate were added to the  second portion of solution e.white precipitate test 4 excess aqueous ammonia was added to the third  portion of solution e.white precipitate test 5 aqueous sodium hydroxide was added dropwise and  then in excess to the fourth portion of solution e in  the boiling tube.white precipitate which dissolved in excess to form a colourless solution test 6 the product from test 5 was warmed gently and any  gas given off was tested with damp red litmus paper.the red litmus paper turned blue  (a)  state the conclusion that can be made from the observations in test 1.      ..   [1]  (b)  state the conclusion that can be made from the observation in test 2.      ..   [1]",
+            "10": "10 0620/61/m/j/21 \u00a9 ucles 2021  (c)  identify the three ions in solid e.      ..   [3]  tests on solution f   solution f was aqueous sodium hydroxide.   complete the expected observations.  (d)  a flame test was carried out on solution f.   observations     [1]  (e)  the remaining solution f was divided into two approximately equal portions in two test\u2011tubes.  (i)  to the first portion of solution f a few drops of universal indicator solution were added.  observations  .   [1]  (ii)  to the second portion of solution f approximately 2 cm3 of aqueous copper( ii) sulfate was  added.  observations  .   [1]  [total: 8]",
+            "11": "11 0620/61/m/j/21 \u00a9 ucles 2021 [turn over 4  dilute hydrochloric acid reacts with calcium carbonate to make carbon dioxide gas. the apparatus  shown in the diagram can be used to follow the progress of the reaction. the carbon dioxide gas  leaves the flask causing the mass shown on the balance to decrease. 260.00cotton wool dilute hydrochloric acid balancecalcium carbonate   plan an investigation, using the apparatus shown in the diagram, to find out how the temperature  of the dilute hydrochloric acid affects the rate of the reaction. your plan should include how your  results will show how the temperature of the dilute hydrochloric acid affects the rate of the reaction.   you are provided with dilute hydrochloric acid, calcium carbonate and common laboratory apparatus.   ...   ...   ...   ...   ...   ...   ...   ...   ...   ...   ...   ...   ...   ...   .   [6]",
+            "12": "12 0620/61/m/j/21 \u00a9 ucles 2021blank page permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the  publisher will be pleased to make amends at the earliest possible opportunity. 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 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."
+        },
+        "0620_s21_qp_62.pdf": {
+            "1": "*2018500414* chemistry  0620/62 paper 6 alternative to practical may/june 2021  1 hour you must answer on the question paper. no additional materials are needed. instructions  \u25cf answer all questions.  \u25cf use a black or dark blue pen. you may use an hb pencil for any diagrams or graphs.  \u25cf write your name, centre number and candidate number in the boxes at the top of the page.  \u25cf write your answer to each question in the space provided.  \u25cf do not use an erasable pen or correction fluid.  \u25cf do not write on any bar codes.  \u25cf you may use a calculator.  \u25cf you should show all your working and use appropriate units. information  \u25cf the total mark for this paper is 40.  \u25cf the number of marks for each question or part question is shown in brackets [  ]. ib21 06_0620_62/rp \u00a9 ucles 2021 [turn overthis document has 12 pages. any blank pages are indicated.cambridge igcse\u2122",
+            "2": "2 0620/62/m/j/21 \u00a9 ucles 2021 1  barium sulfate is an insoluble salt. barium sulfate can be made by reacting excess aqueous  sodium sulfate with aqueous barium chloride. sodium sulfate  +  barium chloride  \u2192  sodium chloride  +  barium sulfate   a student made a sample of barium sulfate using the following steps. excess aqueous sodium sulfate was added to aqueous barium chloridethe mixture was stirredthe solid barium sulfate was removed from the mixturestep 1 step 2s tep 3 bresidue of solid barium sulfate astiraqueous sodium sulfate aqueous barium chloride  (a)  name the items of apparatus labelled a and b.  a    b    [2]  (b)  name the process shown in step 3.   ..   [1]  (c)  the general name for the solid in step 3 is residue.   state the general name for the solution obtained from the process in step 3.   ..   [1]",
+            "3": "3 0620/62/m/j/21 \u00a9 ucles 2021 [turn over  (d)  two more steps, step 4 and step 5, are needed to obtain a pure sample of barium sulfate. in  each of these steps something is removed from the residue.   state what is done in each of step 4 and step 5 and identify the substance removed from the  barium sulfate.  step 4       substance removed  ...  step 5       substance removed  ...  [4]  [total: 8]",
+            "4": "4 0620/62/m/j/21 \u00a9 ucles 2021blank page",
+            "5": "5 0620/62/m/j/21 \u00a9 ucles 2021 [turn over 2  a student investigated the volume of gas made when sodium carbonate reacts with dilute  hydrochloric acid.   five experiments were carried out using the apparatus shown. trough waterclamp inverted 100  cm3 measuring cylinder boiling tubebungrubber delivery tube   experiment 1  \u25cf using a measuring cylinder, 16 cm3 of dilute hydrochloric acid was poured into a boiling tube.  \u25cf the apparatus was set up as shown in the diagram.  \u25cf the bung was removed from the boiling tube.  \u25cf 2.5 g of sodium carbonate was added to the boiling tube and the bung was immediately  replaced.  \u25cf when no more gas was being collected, the volume of gas in the measuring cylinder was  measured.   experiment 2  \u25cf experiment 1 was repeated using 14 cm3 of dilute hydrochloric acid instead of 16 cm3.   experiment 3  \u25cf experiment 2 was repeated using 12 cm3 of dilute hydrochloric acid instead of 14 cm3.   experiment 4  \u25cf experiment 3 was repeated using 10 cm3 of dilute hydrochloric acid instead of 12 cm3.   experiment 5  \u25cf experiment 4 was repeated using 6 cm3 of dilute hydrochloric acid instead of 10 cm3.",
+            "6": "6 0620/62/m/j/21 \u00a9 ucles 2021  (a)  use the information in the description of the experiments and the inverted measuring cylinder  diagrams to complete the table. experimentvolume of dilute hydrochloric acid / cm3inverted measuring cylinder diagramvolume of gas collected / cm3 160 50 40 260 50 40 360 50 40 450 40 30 540 30 20  [3]",
+            "7": "7 0620/62/m/j/21 \u00a9 ucles 2021 [turn over  (b)  write a suitable scale on the y-axis and plot the results from experiments 1 to 5 on the grid.  draw a straight line of best fit. 4681 01 2 volume of dilute hydrochloric aci d / cm3volume of gas collecte d / cm3 14 16  [4]  (c) (i)  from your graph, deduce the volume of gas that would be collected if 7 cm3 of dilute  hydrochloric acid was used.   show clearly on the grid  how you worked out your answer.  .. cm3  [2]  (ii)  the volume of gas made per cm3 of dilute hydrochloric acid can be calculated using the  equation shown. volume of gas per cm3 of acid =volume of gas collected in cm3 volume of acid in cm3   use this equation and your answer to (c)(i) to calculate the volume of gas made per cm3  of dilute hydrochloric acid.  ..  [1]",
+            "8": "8 0620/62/m/j/21 \u00a9 ucles 2021  (d)  the bung was removed and then replaced immediately after the sodium carbonate was added  to the boiling tube.  (i)  explain why the bung must be replaced immediately after the sodium carbonate is added  to the boiling tube.   .   ...   [1]  (ii)  explain how the apparatus could be altered so that the bung does not have to be removed.  you may draw a diagram to explain your answer.   .   ...   [2]  (e)  state one advantage of using a burette rather than a measuring cylinder to measure the  volume of the dilute hydrochloric acid.   ..   [1]  (f)  in experiments 1 to 5, the sodium carbonate was in excess.   sketch on the grid the graph you would expect if all of the experiments were repeated using  dilute hydrochloric acid of half the concentration.   label your line f. [2]  [total: 16]",
+            "9": "9 0620/62/m/j/21 \u00a9 ucles 2021 [turn over 3  solution g and solid h were analysed.  tests on solution g tests observations solution g was divided into three equal portions  in three test-tubes. test 1 sodium hydroxide was added dropwise and  then in excess to the first portion of solution g.white precipitate which did not dissolve in excess test 2 about 1 cm3 of dilute nitric acid followed by a  few drops of aqueous silver nitrate were added  to the second portion of solution g.yellow precipitate test 3 about 10 cm3 of aqueous hydrogen peroxide  was added to the third portion of solution g.  the gas produced was tested.the mixture became brown and bubbled; the gas relit a glowing splint  (a)  identify the gas produced in test 3.   ..   [1]  (b)  use the results of test 1 and test 2 to identify solution g.         ..   [2]",
+            "10": "10 0620/62/m/j/21 \u00a9 ucles 2021  tests on solid h   solid h was hydrated copper( ii) sulfate.   complete the expected observations.  (c)  about half of solid h was placed in a boiling tube and heated using a bunsen burner.  observations  ..   ..   [2]  (d)  a flame test was carried out on solid h.  observations     [1]   the remaining solid h was placed in a boiling tube. about 10 cm3 of distilled water was added to the  boiling tube. the tube was shaken to dissolve solid h and form solution h.   solution h was divided into two approximately equal portions in two test-tubes.  (e)  aqueous ammonia was added dropwise and then in excess to the first portion of solution h.  observations  ..      ..   [3]  (f)  approximately 1 cm3 of dilute nitric acid followed by a few drops of aqueous barium nitrate were  added to the second portion of solution h.  observations     [1]  [total: 10]",
+            "11": "11 0620/62/m/j/21 \u00a9 ucles 2021 [turn over 4  the mineral epsomite contains hydrated magnesium sulfate. when epsomite is heated strongly, it  loses water and eventually becomes anhydrous magnesium sulfate.   plan an investigation to find the percentage by mass of water in a sample of epsomite. your plan  should include how you would calculate the percentage by mass of water in epsomite.   you have access to common laboratory apparatus.   ...   ...   ...   ...   ...   ...   ...   ...   ...   ...   ...   ...   ...   ...   ...   ...   ...   ...   .   [6]",
+            "12": "12 0620/62/m/j/21 \u00a9 ucles 2021blank page permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the  publisher will be pleased to make amends at the earliest possible opportunity. 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 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."
+        },
+        "0620_s21_qp_63.pdf": {
+            "1": "*2770353343* chemistry  0620/63 paper 6 alternative to practical may/june 2021  1 hour you must answer on the question paper. no additional materials are needed. instructions  \u25cf answer all questions.  \u25cf use a black or dark blue pen. you may use an hb pencil for any diagrams or graphs.  \u25cf write your name, centre number and candidate number in the boxes at the top of the page.  \u25cf write your answer to each question in the space provided.  \u25cf do not use an erasable pen or correction fluid.  \u25cf do not write on any bar codes.  \u25cf you may use a calculator.  \u25cf you should show all your working and use appropriate units. information  \u25cf the total mark for this paper is 40.  \u25cf the number of marks for each question or part question is shown in brackets [  ]. ib21 06_0620_63/3rp \u00a9 ucles 2021 [turn overthis document has 12 pages. any blank pages are indicated.cambridge igcse\u2122",
+            "2": "2 0620/63/m/j/21 \u00a9 ucles 2021 1  cobalt( ii) sulfate is a soluble salt. it can be made by reacting insoluble cobalt( ii) oxide with  dilute sulfuric acid.   a student made a sample of hydrated cobalt( ii) sulfate using the following steps. cobalt( ii) oxide was added to dilute sulfuric acidthe mixture was stirred and heatedthe mixture was allowed to coolstep 1 step 2 step 3 unreacted solidstir cobalt( ii) oxide dilute sulfuric acid heatbaqueou s cobalt( ii) sulfat ea  (a)  name the items of apparatus labelled a and b.  a    b    [2]  (b) (i)  suggest why the mixture was heated in step 2.   .   ...   [1]  (ii)  name an item of apparatus that can be used to heat the mixture in step 2.   ...   [1]  (c)  name the reactant which was in excess.   explain your answer.      ..   [1]",
+            "3": "3 0620/63/m/j/21 \u00a9 ucles 2021 [turn over  (d)  additional steps are required to obtain pure cobalt( ii) sulfate.  (i)  the unreacted solid is removed from the aqueous cobalt( ii) sulfate.   name the process used to remove the unreacted solid.   ...   [1]  (ii)  describe how crystals of hydrated cobalt( ii) sulfate could be made from the solution  obtained in (i).   .   .   .   ...   [2]  [total: 8]",
+            "4": "4 0620/63/m/j/21 \u00a9 ucles 2021blank page",
+            "5": "5 0620/63/m/j/21 \u00a9 ucles 2021 [turn over 2  a student investigated the rate at which hydrogen gas was made when magnesium reacted with  dilute sulfuric acid.   five experiments were carried out using the apparatus shown. trough waterclamp inverted 100  cm3 measuring cylinder conical flaskbungrubber delivery tube   experiment 1  \u25cf using a measuring cylinder, 25 cm3 of dilute sulfuric acid was poured into a conical flask.  \u25cf using a different measuring cylinder, 30 cm3 of distilled  water was poured into the conical flask.  \u25cf the apparatus was set up as shown in the diagram.  \u25cf the bung was removed from the conical flask.  \u25cf a coiled length of magnesium ribbon was added to the conical flask, the bung was replaced  immediately and a timer started.  \u25cf the volume of gas collected in the inverted measuring cylinder after 30 seconds was measured.   experiment 2  \u25cf experiment 1 was repeated using 20 cm3 of distilled water instead of 30 cm3.   experiment 3  \u25cf experiment 1 was repeated using 10 cm3 of distilled water instead of 30 cm3.   experiment 4  \u25cf experiment 1 was repeated using 5 cm3 of distilled water instead of 30 cm3.   experiment 5  \u25cf experiment 1 was repeated without adding any distilled water to the dilute sulfuric acid.",
+            "6": "6 0620/63/m/j/21 \u00a9 ucles 2021  (a)  use the information in the description of the experiments and the inverted measuring cylinder  diagrams to complete the table. experimentvolume of dilute sulfuric acid / cm3volume of distilled water / cm3inverted measuring  cylinder diagramvolume of gas collected in 30 seconds / cm3 130 20 10 230 20 10 350 40 30 470 60 50 5100 90 80  [4]",
+            "7": "7 0620/63/m/j/21 \u00a9 ucles 2021 [turn over  (b)\t\tplot\tthe\tresults\tfrom\texperiments\t1\tto\t5\ton\tthe\tgrid. \tdraw\ta\tsmooth\tcurve\tof\tbest\tfit. 05 10 15 20 volume of distilled water  / cm3volume of ga s collected in 30 seconds  / cm3 25 30 35 40100 80 60 40 20 0  [3]  (c)  extrapolate (extend) the line on your graph and deduce the volume of gas that would be  collected in 30 seconds if 35 cm3 of distilled water was added to the dilute sulfuric acid.  .. cm3  [2]",
+            "8": "8 0620/63/m/j/21 \u00a9 ucles 2021  (d) the rate of reaction can be calculated using the equation shown. rate of reaction =volume of gas collected time taken to collect the gas  (i)  use this equation to calculate the rate of reaction in experiment 3. give the units for the  rate you have calculated.  rate = ..  units = ..  [2]  (ii)  state which experiment, 1, 2, 3, 4 or 5, had the highest rate of reaction.   ...   [1]  (e)  the volume of the dilute sulfuric acid was measured using a measuring cylinder. a 25 cm3   pipette could have been used instead of a measuring cylinder.  (i)  state one advantage of using a 25 cm3 pipette instead of a measuring cylinder.   ...   [1]  (ii)  state one disadvantage of using a 25 cm3 pipette instead of a measuring cylinder.   ...   [1]  (f)  name another item of apparatus, which can be used instead of an inverted measuring cylinder,  to collect and measure the volume of gas made in the reaction.   ..   [1]",
+            "9": "9 0620/63/m/j/21 \u00a9 ucles 2021 [turn over  (g)\t\tthe\tdiagram\tshows\ta\tmodified\tconical\tflask\tthat\tcould\tbe\tused\tin\tthis\tinvestigation. dilute sulfuric acidglass divider magnesium \t \texplain\t the\tadvantage\t of\tusing\tthis\ttype\tof\tconical\tflask\tinstead\tof\tthe\ttype\tused\tin\tthe\t investigation.         ..   [2]  [total: 17]",
+            "10": "10 0620/63/m/j/21 \u00a9 ucles 2021 3  solid i and solid j were analysed. solid i was chromium( iii) chloride.   tests on solid i   complete the expected observations.   solid i was placed in a boiling tube and about 10 cm3 of distilled water was added to the boiling  tube. the mixture was shaken to dissolve solid i and form solution i. solution i was divided into  four portions in four test-tubes.  (a)\t\taqueous\t sodium\thydroxide\t was\tadded\tdropwise\t and\tthen\tin\texcess\tto\tthe\tfirst\tportion\tof\t solution i.   observations  ..      ..   [2]  (b)  aqueous ammonia was added dropwise and then in excess to the second portion of solution i.  observations  ..      ..   [2]  (c)  about 1 cm3 of dilute nitric acid followed by a few drops of aqueous silver nitrate were added to  the third portion of solution i.  observations     [1]  (d)  about 1 cm3 of dilute nitric acid followed by a few drops of aqueous barium nitrate were added  to the fourth portion of solution i.  observations     [1]",
+            "11": "11 0620/63/m/j/21 \u00a9 ucles 2021 [turn over  tests on solid j tests observations test 1 a\tflame\ttest\twas\tcarried\tout\ton\tsolid\t j. lilac\tflame the remaining solid j was placed in a  boiling tube and about 10 cm3 of distilled water  was added to the boiling tube. the mixture was  shaken to dissolve solid j and form solution j. test 2 about 5 cm3 of dilute nitric acid was added to  solution j. any gas produced was tested.effervescence the gas turned limewater milky test 3 a few drops of aqueous silver nitrate were  added to the mixture formed in test 2.no visible change  (e)  identify the gas formed in test 2.   ..   [1]  (f)  identify solid j.      ..   [2]  [total: 9]",
+            "12": "12 0620/63/m/j/21 \u00a9 ucles 2021permission 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 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. 4\t\tthe\tenergy\tgiven\tout\twhen\tdifferent\t liquid\talcohols\t are\tburned\tcan\tbe\tcompared\t using\tthe\tapparatus \t shown. thermometer test-tube water spirit burner liquid alcoho l   describe how the apparatus shown can be used to compare the amount of energy given out by  three\tdifferent\t liquid\talcohols,\t ethanol,\t propanol\t and\tbutanol.\t your\tanswer\tshould\tinclude\thow\tthe\t results can be used to determine which fuel gives out the most energy.   ...   ...   ...   ...   ...   ...   ...   ...   ...   ...   ...   ...   .   [6]"
+        },
+        "0620_w21_qp_11.pdf": {
+            "1": "    this document has 12 pages.  ib21 11_0620_11/2rp   \u00a9 ucles 2021   [turn ove r   *2632736094*cambridge igcse\u2122       chemistry 0620/11     paper 1 multiple choice (core)  october/november 2021     45 minutes    you must answer on the multiple choice answer sheet.    you will need: multiple choice answer sheet   soft clean eraser   soft pencil (type b or hb is recommended)       instructions   \u2022 there are forty  questions on this paper. answer all questions.   \u2022 for each question there are four possible answers a, b, c and d. choose the one you consider correct  and record your choice in soft pencil on the multiple choice answer sheet.   \u2022 follow the instructions on the mu ltiple choice answer sheet.  \u2022 write in soft pencil.  \u2022 write your name, centre number and candidate number on the multiple choice answer sheet in the spaces provided unless this has been done for you.  \u2022 do not use correction fluid.  \u2022 do not write on any bar codes.  \u2022 you may use a calculator.      information  \u2022 the total mark for this paper is 40.  \u2022 each correct answer will score one mark.  \u2022 any rough working should be done on this question paper.  \u2022 the periodic table is printed in the question paper.   ",
+            "2": "2  \u00a9 ucles 2021 0620/11/o/n/21  1 decane has a freezing point of \u201330  \u00b0c and a boiling point of 174  \u00b0c.    a small sample of decane is placed in an open beaker in an oven at a temperature of 120  \u00b0c and  at atmospheric pressure for 24 hours.    what happens to the sample of decane?  a it boils.  b it evaporates.  c it melts.  d it sublimes.     2 a student put exactly 25.00  cm3 of dilute hydrochloric acid into a conical flask.    the student added 2.5  g of solid sodium carbonate and measured the change in temperature of  the mixture.    which apparatus does the student need to use?  a balance, measuring cylinder, thermometer  b balance, pipette, stopwatch  c balance, pipette, thermometer  d burette, pipette, thermometer     3 a student separates sugar from pieces of broken glass by dissolving the sugar in water and  filtering off the broken glass.    filtrate     what is the filtrate?  a broken glass only  b broken glass and sugar solution  c pure water  d sugar solution     ",
+            "3": "3     \u00a9 ucles 2021 0620/11/o/n/21 [turn over  4 two isotopes of carbon are 12c and 14c.    which statement about these two isotopes is correct?  a their electronic structure is different.  b they have different numbers of nucleons.  c they have different numbers of protons.  d they have the same number of neutrons.      5 which description of brass is correct?  a alloy  b compound  c element  d non-metal     6 the element livermorium, lv, was discovered in the year 2000.    which statement predicts what will happen to an lv atom when it forms an lv 2\u2013 ion?  a the atom will gain two electrons.  b the atom will lose two electrons.  c the atom will lose two protons.  d the atom will gain two protons.     7 which substance is a diatomic covalent compound?  a c l  2 b hc l c h 2o d mgo      8 which statement about carbon is correct?  a diamond and graphite both have simple molecular structures.  b diamond and graphite are both used to make cutting tools.  c each carbon atom in diamond is bonded to three other carbon atoms.  d graphite conducts electricity and has a giant covalent structure.      9 the formula of sodium chlorate( v) is nac l o3.    what is the relative formula mass of sodium chlorate( v), nac l o3?  a 52.0 b 74.5 c 106.5 d 223.5     ",
+            "4": "4  \u00a9 ucles 2021 0620/11/o/n/21  10 which statements about the products of electrolysis, using inert electrodes, are correct?    1 when molten lead( ii) bromide is electrolysed, bromine is formed at the cathode.  2 when dilute sulfuric acid is electrolysed, oxygen is formed at the anode.  3 when concentrated aqueous sodium chloride is electrolysed, sodium is formed at  the cathode.  4 when concentrated hydrochloric acid is electrolysed, chlorine is formed at the  anode.    a 1 and 2 b 1 and 3 c 2 and 4 d 3 and 4     11 the temperature decreases when aqueous ethanoic acid reacts with solid sodium carbonate to form a salt.    which type of reaction and energy change occur?     type of reaction energy change  a neutralisation endothermic  b neutralisation exothermic  c redox endothermic  d redox exothermic     12 which gas is used as a fuel?  a helium  b hydrogen  c nitrogen  d oxygen      13 solid copper( ii) carbonate reacts with dilute sulfuric acid.    cuco 3  +  h 2so 4  \u2192  cuso 4  +  co 2  +  h 2o    the rate of the reaction can be changed by varying the conditions.    which changes always increase the rate of this chemical reaction?    1 increasing the concentration of sulfuric acid  2 increasing the size of the pieces of copper( ii) carbonate  3 increasing the temperature  4 increasing the volume of sulfuric acid    a 1, 3 and 4 b 1 and 3 only c 2 and 3 d 3 and 4 only ",
+            "5": "5     \u00a9 ucles 2021 0620/11/o/n/21 [turn over  14 some changes are shown in the table.    in which rows are the changes described correctly?     chemical change physical change  1 rusting iron melting ice  2 burning ethanol evaporating ethanol  3 melting iron evaporating ethanol  4 cracking hydrocarbons burning methane    a 1 and 2 b 1 and 3 c 2 and 4 d 3 and 4     15 x is a pink solid.    y is a blue solid.    when x is heated, water is produced and the solid turns blue.    when water is added to y, the solid turns pink.    what are x and y?     x y  a anhydrous cobalt( ii) chloride hydrated cobalt( ii) chloride  b hydrated cobalt( ii) chloride anhydrous cobalt( ii) chloride  c anhydrous copper( ii) sulfate hydrated copper( ii) sulfate  d hydrated copper( ii) sulfate anhydrous copper( ii) sulfate      16 carbon reacts with carbon dioxide as shown.    co 2  +  c  \u2192  2co    which statement about this reaction is correct?  a carbon dioxide and carbon are both oxidised.  b carbon dioxide and carbon are both reduced.  c carbon dioxide is reduced and carbon is oxidised.  d carbon dioxide is oxidised and carbon is reduced.     ",
+            "6": "6  \u00a9 ucles 2021 0620/11/o/n/21  17 which substances do not produce water as a product when they are reacted together?  a calcium hydroxide and ammonium chloride  b calcium carbonate and dilute hydrochloric acid  c copper( ii) oxide and dilute nitric acid  d zinc and dilute sulfuric acid      18 the surface of magnesium ribbon reacts with the air to form magnesium oxide.    which statement explains why the layer of magnes ium oxide is removed by dilute hydrochloric  acid?  a magnesium is a base.  b magnesium ribbon reacts with hydrochloric acid.  c magnesium oxide is a base.  d magnesium oxide is an acid.      19 copper( ii) chloride crystals are made by adding solid copper( ii) carbonate to dilute  hydrochloric acid until no more dissolves.    which process is used to obtain pure copper( ii) chloride crystals from the mixture?  a distillation of the mixture  b evaporation of the mixture  c filtration followed by drying of the residue  d filtration followed by evaporation of the filtrate      20 which statement about aqueous sodium hydroxide is correct?  a when it is added to a solution containing sulfate ions, a white precipitate is formed.  b when it is added to a solution of copper( ii) ions, a blue precipitate is formed which dissolves  in excess to give deep blue solution.  c when it is added to a solution of iron( ii) ions, a green precipitate is formed which does not  dissolve in excess.  d when it is added to ammonium chloride, a gas is produced which turns blue litmus red.     ",
+            "7": "7     \u00a9 ucles 2021 0620/11/o/n/21 [turn over  21 a period of the periodic table is shown.    group i ii iii iv v vi vii viii  element r s t v w x y z    the letters are not their chemical symbols.    which statement is correct?  a element r does not conduct electricity.  b elements r and y react together to form an ionic compound.  c element z exists as a diatomic molecule.  d element z reacts with element t.      22 what are the products of the reaction between sodium and water?  a hydrogen and sodium hydroxide  b hydrogen and sodium oxide  c oxygen and sodium hydroxide  d oxygen and sodium oxide      23 element x has a high density, a high melting point and a high electrical conductivity.    it forms many coloured compounds.    element x and many of its compounds act as catalysts.    what could be the atomic number of x?  a 19 b 26 c 33 d 35     24 the noble gases are in group viii of the periodic table.    which statement explains why noble gases are unreactive?  a they all have eight electrons in their outer shells.  b they all have full outer shells.  c they are all gases.  d they are all monoatomic.     ",
+            "8": "8  \u00a9 ucles 2021 0620/11/o/n/21  25 which statement is correct for all metals?  a they conduct electricity when molten.  b they gain electrons when they form ions.  c they have a low density.  d they have a low melting point.      26 which statement about the extraction of metals is correct?  a aluminium is extracted from the ore bauxite by electrolysis.  b aluminium is extracted from the ore hematite by electrolysis.  c iron is extracted from the ore bauxite by electrolysis.  d iron is extracted from the ore hematite by electrolysis.      27 which row identifies a use of mild steel and a use of stainless steel?     mild steel stainless steel  a chemical plant and cutlery car bodies and machinery  b car bodies and chemical plant machinery and cutlery  c machinery and chemical plant car bodies and cutlery  d car bodies and machinery chemical plant and cutlery     28 the diagrams show some uses of water in the home.    1 2 3    for which uses is it important for the water to have been treated?  a 1 only b 2 only c 3 only d 1, 2 and 3     ",
+            "9": "9     \u00a9 ucles 2021 0620/11/o/n/21 [turn over  29 which air pollutants can cause damage to buildings made of limestone?    1 carbon monoxide  2 lead compounds  3 oxides of nitrogen  4 sulfur dioxide    a 1 and 2 b 1 and 4 c 2 and 3 d 3 and 4     30 which statement about fertilisers is correct?  a ammonium sulfate, (nh 4)2so 4, is a better fertiliser than ammonium nitrate, nh 4no 3, because  it contains more oxygen.  b ammonium phosphate, (nh 4)3po 4, is a good fertiliser because it contains hydrogen.  c potassium nitrate, kno 3, is a good fertiliser because it provides potassium and nitrogen.  d urea, (nh 2)2co, is a good fertiliser because it contains carbon.      31 sulfur burns to make sulfur dioxide.    which row describes a source of sulfur and a use of sulfur dioxide?     source of sulfur use of sulfur dioxide  a the air food preservative  b the air treating acidic soils  c underground deposits food preservative  d underground deposits treating acidic soils    32 lime (calcium oxide) is used to treat waste water from a factory.    which substance is removed by the lime?  a ammonia  b sodium chloride  c sodium hydroxide  d sulfuric acid     ",
+            "10": "10  \u00a9 ucles 2021 0620/11/o/n/21  33 which compound is correctly named?    hch hh hhhc ca ethane o ohc hch hh hchh ch hhb ethanoic acidc methened ethene      34 fuel x produces carbon dioxide and water when it is burned in air. so does fuel y.    what could x and y be?     x y  a c h 2  b c c 8h18  c ch 4 h 2  d ch 4 c 8h18     35 which hydrocarbon is the main constituent of natural gas?  a butane  b ethane  c methane  d propane     36 which statements about ethene are correct?    1 it contains a c=c bond.  2 it does not decolourise bromine water. 3 its molecules can join together to form long chain compounds.    a 1, 2 and 3 b 1 and 2 only c 1 and 3 only d 2 and 3 only     ",
+            "11": "11       permission to reproduce items where third-party owned material pr otected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to trac e 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 ans wer-related information to candidates, all copyright acknowledgements are reproduced onl ine 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 the ca mbridge assessment group. cambri dge assessment is the brand name of the university of  cambridge local examinations syndicate (ucles), which it self is a department of the university of cambridge.    \u00a9 ucles 2021 0620/11/o/n/21  37 part of the structure of a very large molecule is shown.    ch hch hch coh ohch hch oh hch hcoh h    which term describes the small unit used to make this molecule?  a hydrocarbon  b monomer  c polymer  d saturated      38 what is the total number of single covalent bonds in a molecule of ethanol?  a 5 b 6 c 7 d 8      39 which statement about aqueous ethanoic acid is correct?  a it reacts with magnesium to produce a salt and hydrogen.  b it reacts with sodium hydroxide to produce a salt and hydrogen.  c it reacts with ammonium salts to produce ammonia.  d it turns red litmus blue.      40 three statements about synthetic polymers are listed.    1 man-made fibres are used for making clothing.  2 plastics can cause pollution problems both on land and at sea. 3 plastics which do not rot away are described as non-biodegradable.    which statements are correct?  a 1 and 2 only b 1 and 3 only c 2 and 3 only d 1, 2 and 3      ",
+            "12": "12  \u00a9 ucles 2021 0620/11/o/n/21   groupthe periodic t able of elements 1 h hydrogen 12 he helium 4ii i iii iv v vi vii viii 3 li lithium 74 be beryllium 9atomic number atomic symbolkey name relative atomic mass 11 na sodium 2312 mg magnesium 24 19 k potassium 3920 ca calcium 40 37 rb rubidium 8538 sr strontium 88 55 cs caesium 13356 ba barium 137 87 fr francium \u201388 ra radium \u20135 b boron 11 13 al aluminium 27 31 ga gallium 70 49 in indium 115 81 tl thallium 2046 c carbon 12 14 si silicon 28 32 ge germanium 73 50 sn tin 119 82 pb lead 20722 ti titanium 48 40 zr zirconium 91 72 hf hafnium 178 104 rf rutherfordium \u201323 v vanadium 51 41 nb niobium 93 73 ta tantalum 181 105 db dubnium \u201324 cr chromium 52 42 mo molybdenum 96 74 w tungsten 184 106 sg seaborgium \u201325 mn manganese 55 43 tc technetium \u2013 75 re rhenium 186 107 bh bohrium \u201326 fe iron 56 44 ru ruthenium 101 76 os osmium 190 108 hs hassium \u201327 co cobalt 59 45 rh rhodium 103 77 ir iridium 192 109 mt meitnerium \u201328 ni nickel 59 46 pd palladium 106 78 pt platinum 195 110 ds darmstadtium \u201329 cu copper 64 47 ag silver 108 79 au gold 197 111 rg roentgenium \u201330 zn zinc 65 48 cd cadmium 112 80 hg mercury 201 112 cn copernicium \u2013114 fl flerovium \u2013116 lv livermorium \u20137 n nitrogen 14 15 p phosphorus 31 33 as arsenic 75 51 sb antimony 122 83 bi bismuth 2098 o oxygen 16 16 s sulfur 32 34 se selenium 79 52 te tellurium 128 84 po polonium \u20139 f fluorine 19 17 cl chlorine 35.5 35 br bromine 80 53 i iodine 127 85 at astatine \u201310 ne neon 20 18 ar argon 40 36 kr krypton 84 54 xe xenon 131 86 rn radon \u201321 sc scandium 45 39 y yttrium 89 57\u201371 lanthanoids 89\u2013103 actinoids 57 la lanthanum 139 89 aclanthanoids actinoids the volume of one mole of any gas is 24  dm3 at room temperature and pressure (r .t.p.).actinium \u201358 ce cerium 140 90 th thorium 23259 pr praseodymium 141 91 pa protactinium 23160 nd neodymium 144 92 u uranium 23861 pm promethium \u2013 93 np neptunium \u201362 sm samarium 150 94 pu plutonium \u201363 eu europium 152 95 am americium \u201364 gd gadolinium 157 96 cm curium \u201365 tb terbium 159 97 bk berkelium \u201366 dy dysprosium 163 98 cf californium \u201367 ho holmium 165 99 es einsteinium \u201368 er erbium 167 100 fm fermium \u201369 tm thulium 169 101 md mendelevium \u201370 yb ytterbium 173 102 no nobelium \u201371 lu lutetium 175 103 lr lawrencium \u2013  "
+        },
+        "0620_w21_qp_12.pdf": {
+            "1": "    this document has 16 pages. any blank pages are indicated.  ib21 11_0620_12/2rp   \u00a9 ucles 2021   [turn ove r   *3466473635 *cambridge igcse\u2122       chemistry 0620/12     paper 1 multiple choice (core)  october/november 2021     45 minutes    you must answer on the mult iple choice answer sheet.    you will need: multiple choice answer sheet   soft clean eraser   soft pencil (type b or hb is recommended)       instructions   \uf0b7 there are forty  questions on this paper. answer all questions.   \uf0b7 for each question there ar e four possible answers a, b, c and d. choose the one you consider correct  and record your choice in soft pencil on the multiple choice an swer sheet.   \uf0b7 follow the instructions on the multiple choice answer sheet.  \uf0b7 write in soft pencil.  \uf0b7 write your name, centre number and candidate number on the mult iple choice answer sheet in the  spaces provided unless this has been done for you.  \uf0b7 do not use correction fluid.  \uf0b7 do not write on any bar codes.  \uf0b7 you may use a calculator.      information  \uf0b7 the total mark for this paper is 40.  \uf0b7 each correct answer will score one mark.  \uf0b7 any rough working should be don e on this question paper.  \uf0b7 the periodic table is pri nted in the question paper.   ",
+            "2": "2  \u00a9 ucles 2021 0620/12/o/n/21  1 which row describes what happens to the particles in solid iodi ne when it is heated and turned  into a gas?     separation  of particles speed  of particles  a closer together faster  b closer together slower  c further apart faster  d further apart slower     2 a student put exactly 25.00  cm3 of dilute hydrochloric acid into a conical flask.    the student added 2.5  g of solid sodium carbonate and measured the change in temperat ure of  the mixture.    which apparatus does the student need to use?  a balance, measuring cylinder, thermometer  b balance, pipette, stopwatch  c balance, pipette, thermometer  d burette, pipette, thermometer     3 a student separates sugar from pieces of broken glass by disso lving the sugar in water and  filtering off the broken glass.    filtrate     what is the filtrate?  a broken glass only  b broken glass and sugar solution  c pure water  d sugar solution    ",
+            "3": "3     \u00a9 ucles 2021 0620/12/o/n/21 [turn over  4 how many protons, neutrons and electrons are there in one atom of the isotope 27 13al?     protons neutrons electrons  a 13 13 13  b 13 14 13  c 14 13 13  d 14 14 13     5 which description of brass is correct?  a alloy  b compound  c element  d non-metal     6 rubidium is in group i and iodine is in group vii of the period ic table.    which row describes what happens when rubidium and iodine react  together to form rubidium  iodide?     rubidium iodine  a each atom gains one electron each atom loses one electron  b each atom loses one electron each atom gains one electron  c each atom loses more than one electron each atom gains more tha n one electron  d   each atom neither gains  nor loses an electron each atom neither gains  nor loses an electron      7 which row shows the properties for an ionic compound?     volatility electrical conductivity  when solid  a high good  b high poor  c low good  d low poor     ",
+            "4": "4  \u00a9 ucles 2021 0620/12/o/n/21  8 which substance is described as a macromolecule?  a ammonia  b g r a p h i t e   c iron  d sodium chloride      9 the formula of sodium chlorate( v) is nac l o3.    what is the relative formula mass of sodium chlorate( v), nac l o3?  a 52.0 b 74.5 c 106.5 d 223.5    10 iron can be electroplated with zinc to make it resistant to cor rosion.    which row about electroplating iron with zinc is correct?     positive electrode  (anode) negative electrode  (cathode) electrolyte  a iron zinc iron nitrate  b iron zinc zinc nitrate  c zinc iron iron nitrate  d zinc iron zinc nitrate      11 an energy level diagram for the reaction between substance x an d substance y to form  substance z is shown.    x + yz energy progress of reaction    which statement is correct?  a energy is released as substance z is formed.  b substance z has more energy than substance x and substance y.  c the reaction is exothermic.  d when substance x and substance y react, the temperature increas es.     ",
+            "5": "5     \u00a9 ucles 2021 0620/12/o/n/21 [turn over  12 which reactions are exothermic?    1 c  +  o 2  \uf0ae  co 2  2 ch 4  +  2o 2  \uf0ae  co 2  +  2h 2o  3 2h 2  +  o 2  \uf0ae  2h 2o    a 1, 2 and 3 b 1 and 2 only c 1 and 3 only d 2 and 3 only     13 solid copper( ii) carbonate reacts with dilute sulfuric acid.    cuco 3  +  h 2so 4  \uf0ae  cuso 4  +  co 2  +  h 2o    the rate of the reaction can be changed by varying the conditio ns.    which changes always increase the rate of this chemical reactio n?    1 increasing the concentration of sulfuric acid  2 increasing the size of the pieces of copper( ii) carbonate  3 increasing the temperature  4 increasing the volume of sulfuric acid    a 1, 3 and 4 b 1 and 3 only c 2 and 3 d 3 and 4 only     14 when a piece of marble is added to hydrochloric acid, bubbles o f carbon dioxide gas are given  off.    which method is used to find the rate of the reaction?  a counting the number of gas bubbles formed  b measuring the diameter of the gas bubbles  c measuring the speed at which the gas bubbles rise upwards thro ugh the acid  d measuring the time taken for 10  cm3 of gas to be collected    15 solid x is heated strongly.    the colour of the solid changes from blue to white.    what is solid x?  a anhydrous cobalt( ii) chloride  b calcium carbonate  c hydrated copper( ii) sulfate  d lead( ii) bromide     ",
+            "6": "6  \u00a9 ucles 2021 0620/12/o/n/21  16 what happens to a chemical substance when it is reduced?  a it burns.  b it decomposes.  c it loses oxygen.  d it gains mass.      17 which statements about acids and bases are correct?    1 an acid reacts with a metal to give off hydrogen.  2 a base reacts with an ammonium salt to give off ammonia.  3 an acid reacts with a carbonate to give off carbon dioxide.  4 alkaline solutions are orange in methyl orange.    a 1, 2 and 3 b 1, 2 and 4 c 1, 3 and 4 d 2, 3 and 4     18 oxide 1 is a solid that reacts with dilute hydrochloric acid.    oxide 2 is a gas that reacts with sodium hydroxide solution.    what are the formulae of the oxides?     oxide 1 oxide 2  a cao mgo  b mgo no 2  c no 2 s o 2  d so 2 c a o      19 in the preparation of zinc sulfate crystals, excess zinc oxide is added to dilute sulfuric acid.    why is an excess of zinc oxide added?  a to make sure crystals are formed and not powder  b to avoid filtering the mixture  c to use up all of the sulfuric acid  d to use up all of the zinc oxide     ",
+            "7": "7     \u00a9 ucles 2021 0620/12/o/n/21 [turn over  20 which statement about aqueous sodium hydroxide is correct?  a when it is added to a solution containing sulfate ions, a white  precipitate is formed.  b when it is added to a solution of copper( ii) ions, a blue precipitate is formed which dissolves  in excess to give deep blue solution.  c when it is added to a solution of iron( ii) ions, a green precipitate is formed which does not  dissolve in excess.  d when it is added to ammonium chloride, a gas is produced which turns blue litmus red.      21 a period of the periodic table is shown.    group i ii iii iv v vi vii viii  element r s t v w x y z    the letters are not their chemical symbols.    which statement is correct?  a element r does not conduct electricity.  b elements r and y react together to form an ionic compound.  c element z exists as a diatomic molecule.  d element z reacts with element t.      22 which statement about the elements in group vii of the periodic  table is correct?  a chlorine can displace bromine from bromides.  b group vii elements are all solids at room temperature.  c group vii elements occur as monoatomic covalent molecules.  d reactivity increases down group vii.     23 part of the periodic table is shown.    which element is a transition element?    a b dc      ",
+            "8": "8  \u00a9 ucles 2021 0620/12/o/n/21  24 the noble gases are in group viii of the periodic table.    which statement explains why noble gases are unreactive?  a they all have eight electrons in their outer shells.  b they all have full outer shells.  c they are all gases.  d they are all monoatomic.     25 which statement is correct for all metals?  a they conduct electricity when molten.  b they gain electrons when they form ions.  c they have a low density.  d they have a low melting point.    26 which row describes the method of extraction of aluminium and i ron from their ores?     aluminium iron  a electrolysis electrolysis  b electrolysis reduction with carbon  c reduction with carbon electrolysis  d reduction with carbon reduction with carbon      27 which statement about metals and their uses is correct?  a aluminium is used to make food containers because it is resist ant to corrosion.  b aluminium is used to make aircraft wings because it is strong and has a high density.  c iron is used to make electrical wires because it is a good ins ulator of electricity.  d iron is used to make cooking utensils because it is easily rec ycled.     ",
+            "9": "9     \u00a9 ucles 2021 0620/12/o/n/21 [turn over  28 the diagrams show some uses of water in the home.    1 2 3    for which uses is it important for the water to have been treat ed?  a 1 only b 2 only c 3 only d 1, 2 and 3    29 four different test-tubes containing water and an iron nail ar e left for two weeks.    which nail showed the least amount of rusting?    a tap waterb boiled tap waterc boiled tap waterd tap water      30 which process does not produce a greenhouse gas?  a acid rain on limestone buildings  b combustion of wood  c digestion in cows  d zinc reacting with sulfuric acid    ",
+            "10": "10  \u00a9 ucles 2021 0620/12/o/n/21  31 sulfur burns to make sulfur dioxide.    which row describes a source of sulfur and a use of sulfur diox ide?     source of sulfur use of sulfur dioxide  a the air food preservative  b the air treating acidic soils  c underground deposits food preservative  d underground deposits treating acidic soils     32 lime (calcium oxide) is used to treat waste water from a facto ry.    which substance is removed by the lime?  a ammonia  b sodium chloride  c sodium hydroxide  d s u l f u r i c  a c i d     33 a chemical equation for the complete combustion of methane is s hown.    2ch 4  +  zo2  \uf0ae  2co 2  +  4h 2o    what is the value of z?  a 2  b 3  c 4  d 6       34 fuel x produces carbon dioxide and water when it is burned in air. so does fuel y.    what could x and y be?     x  y   a c h 2  b c c 8h18  c ch 4 h 2  d ch 4 c 8h18     ",
+            "11": "11     \u00a9 ucles 2021 0620/12/o/n/21 [turn over  35 which substance is not a fossil fuel?  a ethanol  b gasoline  c kerosene  d methane      36 which compound belongs to a different homologous series to the others?    hch hoha hch hch hb oh hch hcoc oh hch hcoh hd ch hh       37 what is a property of aqueous ethanoic acid?  a it changes red litmus blue.  b it has a deep purple colour.  c it has a ph of less than 7.  d it reacts with a metal oxide to form carbon dioxide.      38 which statements about unsaturated hydrocarbons are correct?    1 they contain both single and double bonds.  2 they turn aqueous bromine from colourless to brown.  3 they can be manufactured by cracking.    a 1 and 2 only b 1 and 3 only c 2 and 3 only d 1, 2 and 3     39 which substance is used to produce alcohol by fermentation?  a phosphoric acid  b platinum  c iron  d y e a s t     ",
+            "12": "12  \u00a9 ucles 2021 0620/12/o/n/21  40 which statements are correct?    1 polymers are large molecules built up from monomers.  2 proteins are natural polymers.  3 proteins and carbohydrates are constituents of food.    a 1 and 2 only b 1 and 3 only c 2 and 3 only d 1, 2 and 3    ",
+            "13": "13     \u00a9 ucles 2021 0620/12/o/n/21  blank page",
+            "14": "14  \u00a9 ucles 2021 0620/12/o/n/21  blank page",
+            "15": "15       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 tra ce copyright holders, but if any items requiring clearance have  unwittingly been included, the  publisher will be pleased to make amends at the earliest possib le opportunity.    to avoid the issue of disclosure of answer-related information to candidates, all copyright acknowledgements are reproduced on line in the cambridge  assessment international educat ion copyright acknowledgements b ooklet. this is produced for eac h series of examinations and is  freely available to download  at www.cambridgeinternational.org  after the live examination se ries.   cambridge assessment international education is part of the cam bridge assessment group. cambri dge assessment is the brand name  of the university of  cambridge local examinations sy ndicate (ucles), which itself is  a department of the univ ersity of cambridge.    \u00a9 ucles 2021 0620/12/o/n/21  blank page  ",
+            "16": "16  \u00a9 ucles 2021 0620/12/o/n/21   groupthe periodic table of elements 1 h hydrogen 12 he helium 4ii i iii iv v vi vii viii 3 li lithium 74 be beryllium 9atomic number atomic symbolkey name relative atomic mass 11 na sodium 2312 mg magnesium 24 19 k potassium 3920 ca calcium 40 37 rb rubidium 8538 sr strontium 88 55 cs caesium 13356 ba barium 137 87 fr francium \u201388 ra radium \u20135 b boron 11 13 al aluminium 27 31 ga gallium 70 49 in indium 115 81 tl thallium 2046 c carbon 12 14 si silicon 2832 ge germanium 73 50 sn tin 119 82 pb lead 20722 ti titanium 48 40 zr zirconium 91 72 hf hafnium 178 104 rf rutherfordium \u201323 v vanadium 51 41 nb niobium 93 73 ta tantalum 181 105 db dubnium \u201324 cr chromium 52 42 mo molybdenum 96 74 w tungsten 184 106 sg seaborgium \u201325 mn manganese 55 43 tc technetium \u2013 75 re rhenium 186 107 bh bohrium \u201326 fe iron 56 44 ru ruthenium 101 76 os osmium 190 108 hs hassium \u201327 co cobalt 59 45 rh rhodium 103 77 ir iridium 192 109 mt meitnerium \u201328 ni nickel 59 46 pd palladium 106 78 pt platinum 195 110 ds darmstadtium \u201329 cu copper 64 47 ag silver 108 79 au gold 197 111 rg roentgenium \u201330 zn zinc 65 48 cd cadmium 112 80 hg mercury 201 112 cn copernicium \u2013114 fl flerovium \u2013116 lv livermorium \u20137 n nitrogen 14 15 p phosphorus 3133 as arsenic 75 51 sb antimony 122 83 bi bismuth 2098 o oxygen 16 16 s sulfur 3234 se selenium 79 52 te tellurium 128 84 po polonium \u20139 f fluorine 19 17 cl chlorine 35.5 35 br bromine 80 53 i iodine 127 85 at astatine \u201310 ne neon 20 18 ar argon 4036 kr krypton 84 54 xe xenon 131 86 rn radon \u201321 sc scandium 45 39 y yttrium 89 57\u201371 lanthanoids 89\u2013103 actinoids 57 la lanthanum 139 89 aclanthanoids actinoids the volume of one mole of any gas is 24  dm3 at room temperature and pressure (r.t.p.).actinium \u201358 ce cerium 140 90 th thorium 23259 pr praseodymium 141 91 pa protactinium 23160 nd neodymium 144 92 u uranium 23861 pm promethium \u2013 93 np neptunium \u201362 sm samarium 150 94 pu plutonium \u201363 eu europium 152 95 am americium \u201364 gd gadolinium 157 96 cm curium \u201365 tb terbium 159 97 bk berkelium \u201366 dy dysprosium 163 98 cf californium \u201367 ho holmium 165 99 es einsteinium \u201368 er erbium 167 100 fm fermium \u201369 tm thulium 169 101 md mendelevium \u201370 yb ytterbium 173 102 no nobelium \u201371 lu lutetium 175 103 lr lawrencium \u2013  "
+        },
+        "0620_w21_qp_13.pdf": {
+            "1": "    this document has 16 pages. any blank pages are indicated.  ib21 11_0620_13/2rp   \u00a9 ucles 2021   [turn ove r   *4993624638 *cambridge igcse\u2122       chemistry 0620/13     paper 1 multiple choice (core)  october/november 2021     45 minutes    you must answer on the mult iple choice answer sheet.    you will need: multiple choice answer sheet   soft clean eraser   soft pencil (type b or hb is recommended)       instructions   \uf0b7 there are forty  questions on this paper. answer all questions.   \uf0b7 for each question there ar e four possible answers a, b, c and d. choose the one you consider correct  and record your choice in soft pencil on the multiple choice an swer sheet.   \uf0b7 follow the instructions on the multiple choice answer sheet.  \uf0b7 write in soft pencil.  \uf0b7 write your name, centre number and candidate number on the mult iple choice answer sheet in the  spaces provided unless this has been done for you.  \uf0b7 do not use correction fluid.  \uf0b7 do not write on any bar codes.  \uf0b7 you may use a calculator.      information  \uf0b7 the total mark for this paper is 40.  \uf0b7 each correct answer will score one mark.  \uf0b7 any rough working should be don e on this question paper.  \uf0b7 the periodic table is pri nted in the question paper.   ",
+            "2": "2  \u00a9 ucles 2021 0620/13/o/n/21  1 the particles in a substance are far apart, randomly arranged a nd moving.    the substance changes state and the particles are now close tog ether. the particles are still  randomly arranged and able to move.    what is the change of state of the substance?  a gas to liquid  b liquid to gas  c liquid to solid  d solid to gas      2 a student put exactly 25.00  cm3 of dilute hydrochloric acid into a conical flask.    the student added 2.5  g of solid sodium carbonate and measured the change in temperat ure of  the mixture.    which apparatus does the student need to use?  a balance, measuring cylinder, thermometer  b balance, pipette, stopwatch  c balance, pipette, thermometer  d burette, pipette, thermometer     3 a student separates sugar from pieces of broken glass by disso lving the sugar in water and  filtering off the broken glass.    filtrate     what is the filtrate?  a broken glass only  b broken glass and sugar solution  c pure water  d sugar solution    ",
+            "3": "3     \u00a9 ucles 2021 0620/13/o/n/21 [turn over  4 the nucleus of a particular atom consists of nineteen particles .    nine of them are positively charged and ten of them are uncharg ed.    which statement about this nucleus is correct?  a the nucleus has a nucleon number of nine.  b the nucleus has a nucleon number of ten.  c the nucleus has a proton number of nine.  d the nucleus has a proton number of ten.    5 which description of brass is correct?  a alloy  b compound  c element  d non-metal    6 a group i element combines with a group vii element and forms a n ionic bond.    which row shows how the electronic structures change?     group i element group vii element  before  bonding after  bonding before  bonding after  bonding  a 2,8,1 2,8,2 2,7 2,6  b 2,8 2,7 2,8 2,8,1  c 2,8,1 2,8 2,7 2,8  d 2,8 2,8,1 2,8 2,7     ",
+            "4": "4  \u00a9 ucles 2021 0620/13/o/n/21  7 four covalent compounds are listed.    chlorine  methane  ammonia  water    which row identifies the total number of covalent bonds in each  compound?     chlorine methane ammonia water  a 2 4 3 2  b 1 3 2 2  c 2 3 2 3  d 1 4 3 2     8 magnesium reacts with dilute hydrochloric acid to produce a sal t and hydrogen gas.    what is the equation for this reaction?  a mg  +  hc l  \uf0ae  mgc l  +  h  b mg  +  h 2cl 2  \uf0ae  mgc l 2  +  h 2  c mg  +  2hc l  \uf0ae  mgc l 2  +  h 2  d mg  +  2hc l  \uf0ae  mgc l 2  +  2h      9 the formula of sodium chlorate( v) is nac l o3.    what is the relative formula mass of sodium chlorate( v), nac l o3?  a 52.0 b 74.5 c 106.5 d 223.5     10 effervescence is observed at the negative electrode (cathode) d uring the electrolysis of  concentrated aqueous sodium chloride.    which element is produced at the negative electrode (cathode)?  a chlorine  b hydrogen  c oxygen  d s o d i u m     ",
+            "5": "5     \u00a9 ucles 2021 0620/13/o/n/21 [turn over  11 the energy level diagram for a chemical reaction is shown.    energy progress of reactionreactantsproducts     which statement about this reaction is correct?  a the reaction is endothermic and energy is given out to the sur roundings.  b the reaction is endothermic and energy is taken in from the su rroundings.  c the reaction is exothermic and energy is given out to the surr oundings.  d the reaction is exothermic and energy is taken in from the sur roundings.    12 which property explains why methane is used as a fuel?  a it is an alkane.  b it forms carbon dioxide when it burns.  c it is a gas at room temperature.  d it releases heat energy when it burns.     13 solid copper( ii) carbonate reacts with dilute sulfuric acid.    cuco 3  +  h 2so 4  \uf0ae  cuso 4  +  co 2  +  h 2o    the rate of the reaction can be changed by varying the conditio ns.    which changes always increase the rate of this chemical reactio n?    1 increasing the concentration of sulfuric acid  2 increasing the size of the pieces of copper( ii) carbonate  3 increasing the temperature  4 increasing the volume of sulfuric acid    a 1, 3 and 4 b 1 and 3 only c 2 and 3 d 3 and 4 only    ",
+            "6": "6  \u00a9 ucles 2021 0620/13/o/n/21  14 magnesium carbonate and hydrochloric acid react to form a gas.     the volume of gas is measured at fixed time intervals.    in experiment 1, an excess of magnesium carbonate granules reac ts with 100  cm3 o f   hydrochloric acid.    the experiment is repeated but with one change. this is experim ent 2.    the results are shown on the graph.    volume of gas 0 0 timeexperiment 2experiment 1     which change is made?  a a catalyst is added.  b magnesium carbonate powder is used.  c the hydrochloric acid is more concentrated.  d the temperature is lower.      15 which colour change is observed when water is added to anhydro us cobalt( ii) chloride?  a blue to pink  b pink to blue  c blue to white  d white to blue      16 the equation for the extraction of iron from its ore is shown.    fe2o3  +  3co  \uf0ae  2fe  +  3co 2    which statement is correct?  a iron is oxidised.  b iron( iii) oxide is oxidised.  c carbon monoxide is oxidised.  d carbon monoxide is reduced.   ",
+            "7": "7     \u00a9 ucles 2021 0620/13/o/n/21 [turn over  17 solution x is tested separately with sodium carbonate and litm us.    which row shows that x is acidic?     sodium carbonate litmus  a effervescence blue  b effervescence red  c no change blue  d no change red     18 basic oxides are neutralised by acidic oxides.    which element forms an oxide that neutralises calcium oxide?  a hydrogen  b magnesium  c sodium  d sulfur     19 which method produces a pure sample of copper( ii) sulfate crystals?  a add an excess of copper( ii) carbonate to dilute sulfuric acid, filter and evaporate the f iltrate  until crystals start to appear.  b add an excess of copper( ii) carbonate to dilute sulfuric acid, filter off the remaining s olid and  dry it in an oven at 100  \uf0b0c.  c warm an excess of copper( ii)  o x i d e  w i t h  d i l u t e  s u l f u r i c  a c i d  a n d  e v a p o r a t e  t h e  m i x t u r e  t o  dryness.  d warm an excess of copper( ii) oxide with dilute sulfuric acid and filter off the crystals f ormed.      20 which statement about aqueous sodium hydroxide is correct?  a when it is added to a solution containing sulfate ions, a white  precipitate is formed.  b when it is added to a solution of copper( ii) ions, a blue precipitate is formed which dissolves  in excess to give deep blue solution.  c when it is added to a solution of iron( ii) ions, a green precipitate is formed which does not  dissolve in excess.  d when it is added to ammonium chloride, a gas is produced which turns blue litmus red.    ",
+            "8": "8  \u00a9 ucles 2021 0620/13/o/n/21  21 a period of the periodic table is shown.    group i ii iii iv v vi vii viii  element r s t v w x y z    the letters are not their chemical symbols.    which statement is correct?  a element r does not conduct electricity.  b elements r and y react together to form an ionic compound.  c element z exists as a diatomic molecule.  d element z reacts with element t.      22 lithium, sodium and potassium are elements in group i of the pe riodic table.    which statement about sodium is correct?  a sodium is more dense than potassium.  b sodium reacts with water more  vigorously than lithium.  c sodium has a lower melting point than potassium.  d solid sodium does not conduct electricity.      23 which property of transition elements is different from the pro perties of group i metals?  a they conduct electricity.  b they are malleable.  c they form coloured compounds.  d they form basic oxides.     24 the noble gases are in group viii of the periodic table.    which statement explains why noble gases are unreactive?  a they all have eight electrons in their outer shells.  b they all have full outer shells.  c they are all gases.  d they are all monoatomic.    ",
+            "9": "9     \u00a9 ucles 2021 0620/13/o/n/21 [turn over  25 which statement is correct for all metals?  a they conduct electricity when molten.  b they gain electrons when they form ions.  c they have a low density.  d they have a low melting point.      26 chromium is a more reactive metal than iron but less reactive t han zinc.    which statements are correct?    1 chromium does not react with dilute hydrochloric acid.  2 chromium oxide is reduced when it is heated with carbon. 3 chromium reacts with zinc oxide to form zinc. 4 chromium reacts with steam to form hydrogen gas.    a 1 and 2 b 1 and 3 c 2 and 4 d 3 and 4     27 some properties of copper are listed.    1 it conducts electricity.  2 it conducts heat.  3 it is ductile. 4 it has a high melting point.    which properties of copper make it useful as a cooking pan?  a 1 and 2 b 1 and 3 c 2 and 4 d 3 and 4      28 the diagrams show some uses of water in the home.    1 2 3    for which uses is it important for the water to have been treat ed?  a 1 only b 2 only c 3 only d 1, 2 and 3    ",
+            "10": "10  \u00a9 ucles 2021 0620/13/o/n/21  29 which gas is released when slaked lime, ca(oh) 2, is added to a field that has previously been  treated with ammonium sulfate fertiliser?  a ammonia  b carbon dioxide  c nitrogen  d sulfur dioxide     30 which reactions produce carbon dioxide?    1 heating a carbonate  2 reacting a carbonate with dilute acid  3 burning methane 4 cracking a hydrocarbon    a 1, 2 and 3 b 1, 2 and 4 c 2, 3 and 4 d 3 and 4 only      31 sulfur burns to make sulfur dioxide.    which row describes a source of sulfur and a use of sulfur diox ide?     source of sulfur use of sulfur dioxide  a the air food preservative  b the air treating acidic soils  c underground deposits food preservative  d underground deposits treating acidic soils     32 lime (calcium oxide) is used to treat waste water from a facto ry.    which substance is removed by the lime?  a ammonia  b sodium chloride  c sodium hydroxide  d s u l f u r i c  a c i d     ",
+            "11": "11     \u00a9 ucles 2021 0620/13/o/n/21 [turn over  33 the structures of three chemical compounds are shown.    hch hch h hc1 hch hoh2 hch hch hh3     to which homologous series do 1, 2 and 3 belong?     1  2  3   a alkane alcohol alkene  b alkene alkane alcohol  c alkane alkene alcohol  d alkene alcohol alkane     34 fuel x produces carbon dioxide and water when it is burned in air. so does fuel y.    what could x and y be?     x  y   a c h 2  b c c 8h18  c ch 4 h 2  d ch 4 c 8h18     35 what is the main constituent of natural gas?  a hydrogen  b carbon monoxide  c methane  d nitrogen    36 which statement describes the members of a homologous series?  a compounds with the same physical properties  b compounds containing the same functional group  c compounds containing the same number and type of bonds  d compounds obtained from the same raw material    ",
+            "12": "12  \u00a9 ucles 2021 0620/13/o/n/21  37 which monomer molecules are used to make poly(ethene)?  a c 2h4 b c 2h6 c c 3h6 d c 4h8    38 ethanol is manufactured by the catalytic addition of steam to c ompound p.    what is p?  a ethane  b ethene  c methane  d y e a s t     39 which property is shown by aqueous ethanoic acid?  a it reacts with magnesium to form water.  b it turns red litmus blue.  c it reacts with copper to form hydrogen gas.  d it reacts with copper( ii) carbonate to form carbon dioxide gas.      40 which statement about polymers is correct?  a all synthetic polymers rapidly break down in landfill sites.  b nylon is a natural polymer.  c proteins are non-biodegradable natural polymers.  d synthetic polymers are harmful to marine life.    ",
+            "13": "13     \u00a9 ucles 2021 0620/13/o/n/21  blank page",
+            "14": "14  \u00a9 ucles 2021 0620/13/o/n/21  blank page",
+            "15": "15       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 tra ce copyright holders, but if any items requiring clearance have  unwittingly been included, the  publisher will be pleased to make amends at the earliest possib le opportunity.    to avoid the issue of disclosure of answer-related information to candidates, all copyright acknowledgements are reproduced on line in the cambridge  assessment international educat ion copyright acknowledgements b ooklet. this is produced for eac h series of examinations and is  freely available to download  at www.cambridgeinternational.org  after the live examination se ries.   cambridge assessment international education is part of the cam bridge assessment group. cambri dge assessment is the brand name  of the university of  cambridge local examinations sy ndicate (ucles), which itself is  a department of the univ ersity of cambridge.    \u00a9 ucles 2021 0620/13/o/n/21  blank page  ",
+            "16": "16  \u00a9 ucles 2021 0620/13/o/n/21   groupthe periodic table of elements 1 h hydrogen 12 he helium 4ii i iii iv v vi vii viii 3 li lithium 74 be beryllium 9atomic number atomic symbolkey name relative atomic mass 11 na sodium 2312 mg magnesium 24 19 k potassium 3920 ca calcium 40 37 rb rubidium 8538 sr strontium 88 55 cs caesium 13356 ba barium 137 87 fr francium \u201388 ra radium \u20135 b boron 11 13 al aluminium 27 31 ga gallium 70 49 in indium 115 81 tl thallium 2046 c carbon 12 14 si silicon 2832 ge germanium 73 50 sn tin 119 82 pb lead 20722 ti titanium 48 40 zr zirconium 91 72 hf hafnium 178 104 rf rutherfordium \u201323 v vanadium 51 41 nb niobium 93 73 ta tantalum 181 105 db dubnium \u201324 cr chromium 52 42 mo molybdenum 96 74 w tungsten 184 106 sg seaborgium \u201325 mn manganese 55 43 tc technetium \u2013 75 re rhenium 186 107 bh bohrium \u201326 fe iron 56 44 ru ruthenium 101 76 os osmium 190 108 hs hassium \u201327 co cobalt 59 45 rh rhodium 103 77 ir iridium 192 109 mt meitnerium \u201328 ni nickel 59 46 pd palladium 106 78 pt platinum 195 110 ds darmstadtium \u201329 cu copper 64 47 ag silver 108 79 au gold 197 111 rg roentgenium \u201330 zn zinc 65 48 cd cadmium 112 80 hg mercury 201 112 cn copernicium \u2013114 fl flerovium \u2013116 lv livermorium \u20137 n nitrogen 14 15 p phosphorus 3133 as arsenic 75 51 sb antimony 122 83 bi bismuth 2098 o oxygen 16 16 s sulfur 3234 se selenium 79 52 te tellurium 128 84 po polonium \u20139 f fluorine 19 17 cl chlorine 35.5 35 br bromine 80 53 i iodine 127 85 at astatine \u201310 ne neon 20 18 ar argon 4036 kr krypton 84 54 xe xenon 131 86 rn radon \u201321 sc scandium 45 39 y yttrium 89 57\u201371 lanthanoids 89\u2013103 actinoids 57 la lanthanum 139 89 aclanthanoids actinoids the volume of one mole of any gas is 24  dm3 at room temperature and pressure (r.t.p.).actinium \u201358 ce cerium 140 90 th thorium 23259 pr praseodymium 141 91 pa protactinium 23160 nd neodymium 144 92 u uranium 23861 pm promethium \u2013 93 np neptunium \u201362 sm samarium 150 94 pu plutonium \u201363 eu europium 152 95 am americium \u201364 gd gadolinium 157 96 cm curium \u201365 tb terbium 159 97 bk berkelium \u201366 dy dysprosium 163 98 cf californium \u201367 ho holmium 165 99 es einsteinium \u201368 er erbium 167 100 fm fermium \u201369 tm thulium 169 101 md mendelevium \u201370 yb ytterbium 173 102 no nobelium \u201371 lu lutetium 175 103 lr lawrencium \u2013  "
+        },
+        "0620_w21_qp_21.pdf": {
+            "1": "    this document has 16 pages. any blank pages are indicated.  ib21 11_0620_21/2rp   \u00a9 ucles 2021   [turn ove r   *3450275905*cambridge igcse\u2122       chemistry 0620/21     paper 2 multiple choice (extended)  october/november 2021     45 minutes    you must answer on the multiple choice answer sheet.    you will need: multiple choice answer sheet   soft clean eraser   soft pencil (type b or hb is recommended)       instructions   \u2022 there are forty  questions on this paper. answer all questions.   \u2022 for each question there are four possible answers a, b, c and d. choose the one you consider correct  and record your choice in soft pencil on the multiple choice answer sheet.   \u2022 follow the instructions on the mu ltiple choice answer sheet.  \u2022 write in soft pencil.  \u2022 write your name, centre number and candidate number on the multiple choice answer sheet in the spaces provided unless this has been done for you.  \u2022 do not use correction fluid.  \u2022 do not write on any bar codes.  \u2022 you may use a calculator.      information  \u2022 the total mark for this paper is 40.  \u2022 each correct answer will score one mark.  \u2022 any rough working should be done on this question paper.  \u2022 the periodic table is printed in the question paper.   ",
+            "2": "2  \u00a9 ucles 2021 0620/21/o/n/21  1 decane has a freezing point of \u201330  \u00b0c and a boiling point of 174  \u00b0c.    a small sample of decane is placed in an open beaker in an oven at a temperature of 120  \u00b0c and  at atmospheric pressure for 24 hours.    what happens to the sample of decane?  a it boils.  b it evaporates.  c it melts.  d it sublimes.     2 a student put exactly 25.00  cm3 of dilute hydrochloric acid into a conical flask.    the student added 2.5  g of solid sodium carbonate and measured the change in temperature of  the mixture.    which apparatus does the student need to use?  a balance, measuring cylinder, thermometer  b balance, pipette, stopwatch  c balance, pipette, thermometer  d burette, pipette, thermometer     3 a student separates sugar from pieces of broken glass by dissolving the sugar in water and  filtering off the broken glass.    filtrate     what is the filtrate?  a broken glass only  b broken glass and sugar solution  c pure water  d sugar solution     ",
+            "3": "3     \u00a9 ucles 2021 0620/21/o/n/21 [turn over  4 which statement explains why metals conduct electricity when solid?  a they have atoms which are free to move.  b they have electrons which are free to move.  c they have molecules which are free to move.  d they have positive ions which are free to move.      5 which description of brass is correct?  a alloy  b compound  c element  d non-metal      6 the equation for the reaction of iron( iii) oxide with carbon monoxide is shown.    fe2o3(s)  +  3co(g)  \u2192  2fe(s)  +  3co 2(g)    what is the maximum mass of iron that can be made from 480  g of iron( iii) oxide?  a 56  g b 112  g c 168  g d 336  g      7 which statement describes the attractive forces between molecules?  a they are strong covalent bonds which hold molecules together.  b they are strong ionic bonds which hold molecules together.  c they are weak forces formed between covalently-bonded molecules.  d they are weak forces which hold ions together in a lattice.      8 which statement about carbon is correct?  a diamond and graphite both have simple molecular structures.  b diamond and graphite are both used to make cutting tools.  c each carbon atom in diamond is bonded to three other carbon atoms.  d graphite conducts electricity and has a giant covalent structure.      9 the formula of an aluminium ion is a l 3+.    what is the formula of aluminium sulfate?  a a l 2so 4 b al (so 4)2 c a l 2(so 4)3 d al 3(so 4)2     ",
+            "4": "4  \u00a9 ucles 2021 0620/21/o/n/21  10 which statements about the products of electrolysis, using inert electrodes, are correct?    1 when molten lead( ii) bromide is electrolysed, bromine is formed at the cathode.  2 when dilute sulfuric acid is electrolysed, oxygen is formed at the anode.  3 when concentrated aqueous sodium chloride is electrolysed, sodium is formed at  the cathode.  4 when concentrated hydrochloric acid is electrolysed, chlorine is formed at the  anode.    a 1 and 2 b 1 and 3 c 2 and 4 d 3 and 4     11 chlorine reacts with ethane to produce chloroethane and hydrogen chloride.    ch hhh c hc lcl cl cl ++ h ch hhh c hh     the reaction is exothermic.    the bond energies are shown in the table.    bond bond energy  in kj  / mol  c\u2013c l +340  c\u2013c +350  c\u2013h +410  cl \u2013c l +240  h\u2013c l +430    what is the energy change for the reaction?  a \u20131420  kj / mol  b \u2013120  kj / mol  c +120  kj / mol  d +1420  kj / mol     ",
+            "5": "5     \u00a9 ucles 2021 0620/21/o/n/21 [turn over  12 hydrogen is used as a fuel in rockets and is also used in hydrogen fuel cells.    which statements are correct?    1 both uses produce water vapour.  2 burning hydrogen produces polluting gases. 3 a fuel cell produces electricity.    a 1, 2 and 3 b 1 and 3 only c 1 only d 2 and 3 only      13 which statements about the effect of increasing the temperature on the rate of a reaction are correct?    1 it increases the rate of a reaction.  2 it increases the activation energy.  3 it increases the frequency of collisions.    a 1, 2 and 3 b 1 and 2 only c 1 and 3 only d 2 and 3 only      14 ammonia is made by reacting nitrogen with hydrogen.    the equation for the reaction is shown.    n 2(g)  +  3h 2(g)    2nh 3(g)    the forward reaction is exothermic.    which changes in temperature and pressure decrease the yield of ammonia?     temperature pressure  a decrease decrease  b decrease increase  c increase decrease  d increase increase    ",
+            "6": "6  \u00a9 ucles 2021 0620/21/o/n/21  15 x is a pink solid.    y is a blue solid.    when x is heated, water is produced and the solid turns blue.    when water is added to y, the solid turns pink.    what are x and y?     x y  a anhydrous cobalt( ii) chloride hydrated cobalt( ii) chloride  b hydrated cobalt( ii) chloride anhydrous cobalt( ii) chloride  c anhydrous copper( ii) sulfate hydrated copper( ii) sulfate  d hydrated copper( ii) sulfate anhydrous copper( ii) sulfate      16 iron( ii) chloride solution reacts with chlorine gas.    the equation is shown.    2fec l 2(aq)  +  c l 2(g)  \u2192  2fec l 3(aq)    which statements about this reaction are correct?    1 fe2+ ions are reduced to fe3+ ions.  2 chlorine acts as a reducing agent.  3 fe2+ ions each lose an electron.  4 c l 2 molecules are reduced to c l \u2013 ions.    a 1 and 2 b 2 and 3 c 2 and 4 d 3 and 4      17 which row describes the properties of an acid?     property 1 property 2  a proton acceptor ph less than 7  b proton acceptor ph more than 7  c proton donor ph less than 7  d proton donor ph more than 7     ",
+            "7": "7     \u00a9 ucles 2021 0620/21/o/n/21 [turn over  18 which element forms an amphoteric oxide?  a aluminium  b carbon  c magnesium  d silicon      19 copper( ii) chloride crystals are made by adding solid copper( ii) carbonate to dilute  hydrochloric acid until no more dissolves.    which process is used to obtain pure copper( ii) chloride crystals from the mixture?  a distillation of the mixture  b evaporation of the mixture  c filtration followed by drying of the residue  d filtration followed by evaporation of the filtrate     20 moving from right to left across the periodic table the elements show increasing metallic character.    why does metallic character increase from right to left across a period?  a the atoms have more electrons in their outer shells.  b the atoms more readily gain electrons to form negative ions.  c the atoms more readily lose electrons to form positive ions.  d the charge on the nucleus of each atom gets larger.     21 a period of the periodic table is shown.    group i ii iii iv v vi vii viii  element r s t v w x y z    the letters are not their chemical symbols.    which statement is correct?  a element r does not conduct electricity.  b elements r and y react together to form an ionic compound.  c element z exists as a diatomic molecule.  d element z reacts with element t.     ",
+            "8": "8  \u00a9 ucles 2021 0620/21/o/n/21  22 group vii elements show trends in their physical properties going down the group.    element x y z  chlorine \u2013101 \u201334 0.003  bromine \u20137 59 3.1  iodine 114 184 4.9    which row shows the missing headings for the properties in the table?     x y z  a density in g  / cm3 boiling point in \u00b0c melting point in \u00b0c  b melting point in \u00b0c boiling point in \u00b0c density in g  / cm3  c boiling point in \u00b0c density in g  / cm3 melting point in \u00b0c  d boiling point in \u00b0c melting point in \u00b0c density in g  / cm3     23 some properties of two metals, g and h, are shown.    metal g metal h  the formula of the chloride is gc l high melting point  reacts with cold water has more than one oxidation state    which row about metals g and h is correct?     metal g metal h  a in group i of the periodic table in group ii of the periodic table  b in group i of the periodic table transition metal  c in group ii of the periodic table in group i of the periodic table  d in group ii of the periodic table transition metal    24 the noble gases are in group viii of the periodic table.    which statement explains why noble gases are unreactive?  a they all have eight electrons in their outer shells.  b they all have full outer shells.  c they are all gases.  d they are all monoatomic.     ",
+            "9": "9     \u00a9 ucles 2021 0620/21/o/n/21 [turn over  25 which statement is correct for all metals?  a they conduct electricity when molten.  b they gain electrons when they form ions.  c they have a low density.  d they have a low melting point.      26 which statement about the extraction of metals is correct?  a aluminium is extracted from the ore bauxite by electrolysis.  b aluminium is extracted from the ore hematite by electrolysis.  c iron is extracted from the ore bauxite by electrolysis.  d iron is extracted from the ore hematite by electrolysis.      27 aluminium objects do not need protection from corrosion.    iron objects must be protected from corrosion.    which statement explains why aluminium resists corrosion?  a aluminium does not form ions easily.  b aluminium does not react with water or air.  c aluminium has a protective oxide layer.  d aluminium is below iron in the reactivity series.      28 which statements about the thermal decomposition of copper( ii) nitrate are correct?    1 a brown gas is given off.  2 a gas which relights a glowing splint is given off. 3 the solid residue is an acidic oxide.    a 1 only b 1 and 2 c 1 and 3 d 2 and 3     ",
+            "10": "10  \u00a9 ucles 2021 0620/21/o/n/21  29 covering iron with zinc prevents the iron from rusting even when the zinc is scratched.    covering iron with tin prevents the iron from rusting, but when the tin is scratched the iron  underneath starts to rust.    which statement is correct?  a both tin and zinc prevent iron from rusting by sacrificial protection.  b both tin and zinc prevent iron from rusting by stopping water and carbon dioxide reaching the  iron.  c tin is more reactive than iron and prevents iron from rusting until it is scratched.  d zinc loses electrons more easily than iron a nd prevents iron from rusting by corroding first.     30 which statements about the haber process are correct?    1 one of the raw materials is extracted fr om liquid air by fractional distillation.  2 one of the raw materials is produced by the reaction of steam and methane.  3 the catalyst for the haber process is vanadium( v) oxide.    a 1 only b 1 and 2 only c 2 and 3 only d 1, 2 and 3      31 which raw material is used in the contact process?  a air  b ammonia  c carbon  d nitrogen     32 lime (calcium oxide) is used to treat waste water from a factory.    which substance is removed by the lime?  a ammonia  b sodium chloride  c sodium hydroxide  d sulfuric acid     ",
+            "11": "11     \u00a9 ucles 2021 0620/21/o/n/21 [turn over  33 an alkane molecule of molecular formula c 8h18 undergoes cracking. the equation for the  reaction is shown.    c8h18  \u2192  q  +  2r    substance r has two carbon atoms per molecule and decolourises aqueous bromine.    what is substance q?  a butane  b butene  c ethane  d ethene     34 fuel x produces carbon dioxide and water when it is burned in air. so does fuel y.    what could x and y be?     x y  a c h 2  b c c 8h18  c ch 4 h 2  d ch 4 c 8h18    35 which molecule contains only single covalent bonds?  a propane  b propanoic acid  c propene  d propyl propanoate      36 alkanes react with chlorine to form chloroalkanes.    which statement about the reactions of alkanes with chlorine is correct?  a alkanes react with chlorine by addition.  b the gaseous product turns red litmus blue.  c the chlorine atom in chloroethane is covalently bonded.  d the general formula of the chloroalkanes is c nh2ncl.     ",
+            "12": "12  \u00a9 ucles 2021 0620/21/o/n/21  37 part of the structure of a very large molecule is shown.    ch hch hch coh ohch hch oh hch hcoh h    which term describes the small unit used to make this molecule?  a hydrocarbon  b monomer  c polymer  d saturated     38 propene reacts with steam to form propanol.    c 3h6(g)  +  h 2o(g)  \u2192  c3h7oh(g)    which type of reaction takes place?  a addition  b condensation  c oxidation  d substitution      39 which statement about aqueous ethanoic acid is correct?  a it reacts with magnesium to produce a salt and hydrogen.  b it reacts with sodium hydroxide to produce a salt and hydrogen.  c it reacts with ammonium salts to produce ammonia.  d it turns red litmus blue.     ",
+            "13": "13     \u00a9 ucles 2021 0620/21/o/n/21  40 the diagram shows the partial structure of terylene .    co c co o o oo    from which pair of compounds is it made?    co co ho oh ho oh+ co co ho oh co co ho oh co co ho ohho oh a co ho oh + co ho oh b + c + d     ",
+            "14": "14  \u00a9 ucles 2021 0620/21/o/n/21  blank page",
+            "15": "15       permission to reproduce items where third-party owned material pr otected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to trac e 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 ans wer-related information to candidates, all copyright acknowledgements are reproduced onl ine 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 the ca mbridge assessment group. cambri dge assessment is the brand name of the university of  cambridge local examinations syndicate (ucles), which it self is a department of the university of cambridge.    \u00a9 ucles 2021 0620/21/o/n/21  blank page  ",
+            "16": "16  \u00a9 ucles 2021 0620/21/o/n/21   groupthe periodic t able of elements 1 h hydrogen 12 he helium 4ii i iii iv v vi vii viii 3 li lithium 74 be beryllium 9atomic number atomic symbolkey name relative atomic mass 11 na sodium 2312 mg magnesium 24 19 k potassium 3920 ca calcium 40 37 rb rubidium 8538 sr strontium 88 55 cs caesium 13356 ba barium 137 87 fr francium \u201388 ra radium \u20135 b boron 11 13 al aluminium 27 31 ga gallium 70 49 in indium 115 81 tl thallium 2046 c carbon 12 14 si silicon 28 32 ge germanium 73 50 sn tin 119 82 pb lead 20722 ti titanium 48 40 zr zirconium 91 72 hf hafnium 178 104 rf rutherfordium \u201323 v vanadium 51 41 nb niobium 93 73 ta tantalum 181 105 db dubnium \u201324 cr chromium 52 42 mo molybdenum 96 74 w tungsten 184 106 sg seaborgium \u201325 mn manganese 55 43 tc technetium \u2013 75 re rhenium 186 107 bh bohrium \u201326 fe iron 56 44 ru ruthenium 101 76 os osmium 190 108 hs hassium \u201327 co cobalt 59 45 rh rhodium 103 77 ir iridium 192 109 mt meitnerium \u201328 ni nickel 59 46 pd palladium 106 78 pt platinum 195 110 ds darmstadtium \u201329 cu copper 64 47 ag silver 108 79 au gold 197 111 rg roentgenium \u201330 zn zinc 65 48 cd cadmium 112 80 hg mercury 201 112 cn copernicium \u2013114 fl flerovium \u2013116 lv livermorium \u20137 n nitrogen 14 15 p phosphorus 31 33 as arsenic 75 51 sb antimony 122 83 bi bismuth 2098 o oxygen 16 16 s sulfur 32 34 se selenium 79 52 te tellurium 128 84 po polonium \u20139 f fluorine 19 17 cl chlorine 35.5 35 br bromine 80 53 i iodine 127 85 at astatine \u201310 ne neon 20 18 ar argon 40 36 kr krypton 84 54 xe xenon 131 86 rn radon \u201321 sc scandium 45 39 y yttrium 89 57\u201371 lanthanoids 89\u2013103 actinoids 57 la lanthanum 139 89 aclanthanoids actinoids the volume of one mole of any gas is 24  dm3 at room temperature and pressure (r .t.p.).actinium \u201358 ce cerium 140 90 th thorium 23259 pr praseodymium 141 91 pa protactinium 23160 nd neodymium 144 92 u uranium 23861 pm promethium \u2013 93 np neptunium \u201362 sm samarium 150 94 pu plutonium \u201363 eu europium 152 95 am americium \u201364 gd gadolinium 157 96 cm curium \u201365 tb terbium 159 97 bk berkelium \u201366 dy dysprosium 163 98 cf californium \u201367 ho holmium 165 99 es einsteinium \u201368 er erbium 167 100 fm fermium \u201369 tm thulium 169 101 md mendelevium \u201370 yb ytterbium 173 102 no nobelium \u201371 lu lutetium 175 103 lr lawrencium \u2013  "
+        },
+        "0620_w21_qp_22.pdf": {
+            "1": "    this document has 16 pages. any blank pages are indicated.  ib21 11_0620_22/3rp   \u00a9 ucles 2021   [turn ove r   *8181221372*cambridge igcse\u2122       chemistry 0620/22     paper 2 multiple choice (extended)  october/november 2021     45 minutes    you must answer on the mult iple choice answer sheet.    you will need: multiple choice answer sheet   soft clean eraser   soft pencil (type b or hb is recommended)       instructions   \uf0b7 there are forty  questions on this paper. answer all questions.   \uf0b7 for each question there ar e four possible answers a, b, c and d. choose the one you consider correct  and record your choice in soft pencil on the multiple choice an swer sheet.   \uf0b7 follow the instructions on the multiple choice answer sheet.  \uf0b7 write in soft pencil.  \uf0b7 write your name, centre number and candidate number on the mult iple choice answer sheet in the  spaces provided unless this has been done for you.  \uf0b7 do not use correction fluid.  \uf0b7 do not write on any bar codes.  \uf0b7 you may use a calculator.      information  \uf0b7 the total mark for this paper is 40.  \uf0b7 each correct answer will score one mark.  \uf0b7 any rough working should be don e on this question paper.  \uf0b7 the periodic table is pri nted in the question paper.   ",
+            "2": "2  \u00a9 ucles 2021 0620/22/o/n/21  1 an experiment is set up as shown.    cotton wool soaked in ammoniacotton wool soaked in hydrochloric acid     after several minutes, a white ring of ammonium chloride appear s as shown.    ammonium chloride     which statement explains the observation after several minutes?   a ammonia gas diffuses faster than hydrogen chloride gas because its molecules have a lower  molecular mass.  b ammonia gas diffuses faster than hydrogen chloride gas because its molecules have a  higher molecular mass.  c ammonia gas diffuses slower than hydrogen chloride gas because its molecules have a  lower molecular mass.  d ammonia gas diffuses slower than hydrogen chloride gas because its molecules have a  higher molecular mass.     2 a student put exactly 25.00  cm3 of dilute hydrochloric acid into a conical flask.    the student added 2.5  g of solid sodium carbonate and measured the change in temperat ure of  the mixture.    which apparatus does the student need to use?  a balance, measuring cylinder, thermometer  b balance, pipette, stopwatch  c balance, pipette, thermometer  d burette, pipette, thermometer    ",
+            "3": "3     \u00a9 ucles 2021 0620/22/o/n/21 [turn over  3 a student separates sugar from pieces of broken glass by disso lving the sugar in water and  filtering off the broken glass.    filtrate     what is the filtrate?  a broken glass only  b broken glass and sugar solution  c pure water  d sugar solution     4 how many protons, neutrons and electrons are there in one atom of the isotope  27 13al?     protons neutrons electrons  a 13 13 13  b 13 14 13  c 14 13 13  d 14 14 13      5 which description of brass is correct?  a alloy  b compound  c element  d non-metal    ",
+            "4": "4  \u00a9 ucles 2021 0620/22/o/n/21  6 some properties of diamond are shown.    1 it is very hard.  2 every atom forms four bonds.  3 it does not conduct electricity.    which properties are also shown by silicon( iv) oxide?  a 1 only b 1 and 2 c 1 and 3 d 2 and 3     7 which statement describes the attractive forces between molecu les?  a they are strong covalent bonds which hold molecules together.  b they are strong ionic bonds which hold molecules together.  c they are weak forces formed between covalently-bonded molecules .  d they are weak forces which hold ions together in a lattice.     8 which substance is described as a macromolecule?  a ammonia  b g r a p h i t e   c iron  d sodium chloride    9 the equation for the reaction of sodium with water is shown.    2na  +  2h 2o  \uf0ae  2naoh  +  h 2    what is the volume of hydrogen gas, measured at r.t.p., produce d when 18.4  g of sodium reacts  with excess water?  a 9 . 6  dm3 b 1 5 . 0  dm3 c 1 9 . 2  dm3 d 30.0  dm3     10 iron can be electroplated with zinc to make it resistant to cor rosion.    which row about electroplating iron with zinc is correct?     positive electrode  (anode) negative electrode  (cathode) electrolyte  a iron zinc iron nitrate  b iron zinc zinc nitrate  c zinc iron iron nitrate  d zinc iron zinc nitrate ",
+            "5": "5     \u00a9 ucles 2021 0620/22/o/n/21 [turn over  11 chlorine reacts with ethane to produce chloroethane and hydrog en chloride.    ch hhh c hc lcl cl cl ++ h ch hhh c hh     the reaction is exothermic.    the bond energies are shown in the table.    bond bond energy  in kj  / mol  c\u2013c l +340  c\u2013c +350  c\u2013h +410  cl \u2013c l +240  h\u2013c l +430    what is the energy change for the reaction?  a \u20131420  kj / mol  b \u2013120  kj / mol  c +120  kj / mol  d +1420  kj / mol     12 chlorine gas is bubbled into aqueous potassium iodide.    what is the ionic equation for the reaction that takes place?  a cl  +  i \u2013  \uf0ae  c l \u2013  +  i  b cl 2  +  2 i\u2013  \uf0ae  c l 2\u2013  +  i2  c cl 2  +  2 i\u2013  \uf0ae  2c l \u2013  +  i2  d cl 2  +  2 i\u2013  \uf0ae  2c l \u2013  +  2 i      13 concentrated aqueous sodium chloride is electrolysed.    which equation represents the reaction at the cathode?  a n a+  +  e\u2013  \uf0ae  na  b 2 o2\u2013  \uf0ae  o 2  +  4e\u2013  c 2 h+  +  2e\u2013  \uf0ae  h2  d 2 c l \u2013  \uf0ae  c l 2  +  2e\u2013 ",
+            "6": "6  \u00a9 ucles 2021 0620/22/o/n/21  14 which statements about hydrogen are correct?    1 when hydrogen is burned, heat energy is released.  2 when hydrogen is used in a fuel cell, electrical energy is ge nerated.  3 when hydrogen is used as a fuel, water is the only product.    a 1, 2 and 3 b 1 and 2 only c 1  o n l y  d 3  o n l y     15 solid x is heated strongly.    the colour of the solid changes from blue to white.    what is solid x?  a anhydrous cobalt( ii) chloride  b calcium carbonate  c hydrated copper( ii) sulfate  d lead( ii) bromide      16 iron( ii) chloride solution reacts with chlorine gas.    the equation is shown.    2fec l 2(aq)  +  c l 2(g)  \uf0ae  2fec l 3(aq)    which statements about this reaction are correct?    1 fe2+ ions are reduced to fe3+ ions.  2 chlorine acts as a reducing agent. 3 fe 2+ ions each lose an electron.  4 c l 2 molecules are reduced to c l \u2013 ions.    a 1 and 2 b 2 and 3 c 2 and 4 d 3 and 4    17 which statements about acids and bases are correct?    1 an acid reacts with a metal to give off hydrogen.  2 a base reacts with an ammonium salt to give off ammonia.  3 an acid reacts with a carbonate to give off carbon dioxide. 4 alkaline solutions are orange in methyl orange.    a 1, 2 and 3 b 1, 2 and 4 c 1, 3 and 4 d 2, 3 and 4     ",
+            "7": "7     \u00a9 ucles 2021 0620/22/o/n/21 [turn over  18 oxide 1 is a solid that reacts with dilute hydrochloric acid.    oxide 2 is a gas that reacts with sodium hydroxide solution.    what are the formulae of the oxides?     oxide 1 oxide 2  a cao mgo  b mgo no 2  c no 2 s o 2  d so 2 c a o       19 which reaction is a photochemical reaction?  a addition of bromine to propene  b esterification of ethanol and ethanoic acid  c oxidation of ethanol  d substitution of methane with chlorine    20 the equation shown represents a reaction at equilibrium.    m and n represent the balancing numbers for the reactant and pr oduct respectively.    mp(g)     nq(g)    a high temperature increases the concentration of q.    a high pressure increases the concentration of q.    which statement about the reaction is correct?  a the forward reaction is exothermic and m is greater than n.  b the forward reaction is exothermic and m is less than n.  c the forward reaction is endothermic and m is greater than n.  d the forward reaction is endothermic and m is less than n.    ",
+            "8": "8  \u00a9 ucles 2021 0620/22/o/n/21  21 a period of the periodic table is shown.    group i ii iii iv v vi vii viii  element r s t v w x y z    the letters are not their chemical symbols.    which statement is correct?  a element r does not conduct electricity.  b elements r and y react together to form an ionic compound.  c element z exists as a diatomic molecule.  d element z reacts with element t.      22 all metal nitrates are soluble in water.    all metal chlorides are soluble except silver and lead.    all metal carbonates are insoluble except sodium and potassium.     which aqueous solutions produce a precipitate when mixed togeth er?    1 silver nitrate + sodium carbonate  2 silver nitrate + sodium chloride  3 barium nitrate + potassium chloride    a 1 and 2 only b 1 and 3 only c 2 and 3 only d 1, 2 and 3    23 which row describes properties of transition elements?     property 1 property 2 property 3  a coloured compounds high density variable oxidation states  b high density high melting point one oxidation state  c high melting point coloured compounds one oxidation state  d low melting point high density variable oxidation states     ",
+            "9": "9     \u00a9 ucles 2021 0620/22/o/n/21 [turn over  24 the noble gases are in group viii of the periodic table.    which statement explains why noble gases are unreactive?  a they all have eight electrons in their outer shells.  b they all have full outer shells.  c they are all gases.  d they are all monoatomic.     25 which statement is correct for all metals?  a they conduct electricity when molten.  b they gain electrons when they form ions.  c they have a low density.  d they have a low melting point.    26 carbon dioxide is produced during the extraction of aluminium f rom bauxite.    which statement describes how this carbon dioxide is made?  a carbon monoxide reduces aluminium oxide forming carbon dioxide and aluminium.  b carbon is burned in the blast furnace to release heat energy.  c oxygen made in the process reacts with the carbon electrode.  d the ore of aluminium undergoes thermal decomposition.    27 aluminium objects do not need protection from corrosion.    iron objects must be protected from corrosion.    which statement explains why aluminium resists corrosion?  a aluminium does not form ions easily.  b aluminium does not react with water or air.  c aluminium has a protective oxide layer.  d aluminium is below iron in the reactivity series.    ",
+            "10": "10  \u00a9 ucles 2021 0620/22/o/n/21  28 which statements explain why zinc is used to protect iron from rusting?    1 zinc is more reactive than iron.  2 zinc is less reactive than iron.  3 zinc can form alloys with iron.  4 zinc acts as a sacrificial metal.    a 1 and 3  b  1 and 4  c  2 and 3  d  2 and 4     29 which conditions are used in the haber process?     temperature  /  \uf0b0c pressure  / atmospheres  a 100 10  b 450 10  c 450 200  d 1000 500      30 which process does not produce a greenhouse gas?  a acid rain on limestone buildings  b combustion of wood  c digestion in cows  d zinc reacting with sulfuric acid      31 which reaction involving sulfur dioxide is correct?  a it is produced during the extraction of zinc from zinc blende.  b it reacts with concentrated sulfuric acid to form oleum.  c it reacts with sulfur to form sulfur trioxide.  d it turns an acidified solution of potassium manganate( vii) purple.      32 lime (calcium oxide) is used to treat waste water from a facto ry.    which substance is removed by the lime?  a ammonia  b sodium chloride  c sodium hydroxide  d s u l f u r i c  a c i d    ",
+            "11": "11     \u00a9 ucles 2021 0620/22/o/n/21 [turn over  33 what is the structure of the ester formed from ethanoic acid an d propanol?    a o oc ch hc hh h h ch hch hb o c ch hc hh h c o c ch hh ch h ch h h hc o hh h ch h o h d o oc ch hh h ch hch hch hc      34 fuel x produces carbon dioxide and water when it is burned in air. so does fuel y.    what could x and y be?     x  y   a c h 2  b c c 8h18  c ch 4 h 2  d ch 4 c 8h18     ",
+            "12": "12  \u00a9 ucles 2021 0620/22/o/n/21  35 the structures of four organic molecules are shown.    hch hcl hch hch ho h hcoh hhhco h o     how many different homologous series are represented by these m olecules?  a 1  b 2  c 3  d 4      36 which statement about ethene is correct?  a it has the chemical formula c 2h6.  b it burns in excess oxygen producing carbon dioxide and water.  c it reacts with br 2 to produce an orange solution.  d it reacts with oxygen to form ethanol.    37 ethanol is manufactured by fermentation of sugars or by catalyt ic hydration of ethene.    which row states an advantage of each method?     fermentation hydration  a produces purer ethanol is a batch process  b produces purer ethanol is a continuous process  c uses a renewable resource is a batch process  d uses a renewable resource is a continuous process     38 which statements about unsaturated hydrocarbons are correct?    1 they contain both single and double bonds.  2 they turn aqueous bromine from colourless to brown. 3 they can be manufactured by cracking.    a 1 and 2 only b 1 and 3 only c 2 and 3 only d 1, 2 and 3     ",
+            "13": "13     \u00a9 ucles 2021 0620/22/o/n/21  39 which polymers have the same linkage between monomer units?  a carbohydrate and polyamide  b carbohydrate and polyester  c protein and polyamide  d protein and polyester      40 the diagram shows the partial structure of terylene .    co c co o o oo    from which pair of compounds is it made?    co co ho oh ho oh+ co co ho oh co co ho oh co co ho ohho oh a co ho oh + co ho oh b + c + d     ",
+            "14": "14  \u00a9 ucles 2021 0620/22/o/n/21  blank page",
+            "15": "15       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 tra ce copyright holders, but if any items requiring clearance have  unwittingly been included, the  publisher will be pleased to make amends at the earliest possib le opportunity.    to avoid the issue of disclosure of answer-related information to candidates, all copyright acknowledgements are reproduced on line in the cambridge  assessment international educat ion copyright acknowledgements b ooklet. this is produced for eac h series of examinations and is  freely available to download  at www.cambridgeinternational.org  after the live examination se ries.   cambridge assessment international education is part of the cam bridge assessment group. cambri dge assessment is the brand name  of the university of  cambridge local examinations sy ndicate (ucles), which itself is  a department of the univ ersity of cambridge.    \u00a9 ucles 2021 0620/22/o/n/21  blank page  ",
+            "16": "16  \u00a9 ucles 2021 0620/22/o/n/21   groupthe periodic table of elements 1 h hydrogen 12 he helium 4ii i iii iv v vi vii viii 3 li lithium 74 be beryllium 9atomic number atomic symbolkey name relative atomic mass 11 na sodium 2312 mg magnesium 24 19 k potassium 3920 ca calcium 40 37 rb rubidium 8538 sr strontium 88 55 cs caesium 13356 ba barium 137 87 fr francium \u201388 ra radium \u20135 b boron 11 13 al aluminium 27 31 ga gallium 70 49 in indium 115 81 tl thallium 2046 c carbon 12 14 si silicon 2832 ge germanium 73 50 sn tin 119 82 pb lead 20722 ti titanium 48 40 zr zirconium 91 72 hf hafnium 178 104 rf rutherfordium \u201323 v vanadium 51 41 nb niobium 93 73 ta tantalum 181 105 db dubnium \u201324 cr chromium 52 42 mo molybdenum 96 74 w tungsten 184 106 sg seaborgium \u201325 mn manganese 55 43 tc technetium \u2013 75 re rhenium 186 107 bh bohrium \u201326 fe iron 56 44 ru ruthenium 101 76 os osmium 190 108 hs hassium \u201327 co cobalt 59 45 rh rhodium 103 77 ir iridium 192 109 mt meitnerium \u201328 ni nickel 59 46 pd palladium 106 78 pt platinum 195 110 ds darmstadtium \u201329 cu copper 64 47 ag silver 108 79 au gold 197 111 rg roentgenium \u201330 zn zinc 65 48 cd cadmium 112 80 hg mercury 201 112 cn copernicium \u2013114 fl flerovium \u2013116 lv livermorium \u20137 n nitrogen 14 15 p phosphorus 3133 as arsenic 75 51 sb antimony 122 83 bi bismuth 2098 o oxygen 16 16 s sulfur 3234 se selenium 79 52 te tellurium 128 84 po polonium \u20139 f fluorine 19 17 cl chlorine 35.5 35 br bromine 80 53 i iodine 127 85 at astatine \u201310 ne neon 20 18 ar argon 4036 kr krypton 84 54 xe xenon 131 86 rn radon \u201321 sc scandium 45 39 y yttrium 89 57\u201371 lanthanoids 89\u2013103 actinoids 57 la lanthanum 139 89 aclanthanoids actinoids the volume of one mole of any gas is 24  dm3 at room temperature and pressure (r.t.p.).actinium \u201358 ce cerium 140 90 th thorium 23259 pr praseodymium 141 91 pa protactinium 23160 nd neodymium 144 92 u uranium 23861 pm promethium \u2013 93 np neptunium \u201362 sm samarium 150 94 pu plutonium \u201363 eu europium 152 95 am americium \u201364 gd gadolinium 157 96 cm curium \u201365 tb terbium 159 97 bk berkelium \u201366 dy dysprosium 163 98 cf californium \u201367 ho holmium 165 99 es einsteinium \u201368 er erbium 167 100 fm fermium \u201369 tm thulium 169 101 md mendelevium \u201370 yb ytterbium 173 102 no nobelium \u201371 lu lutetium 175 103 lr lawrencium \u2013  "
+        },
+        "0620_w21_qp_23.pdf": {
+            "1": "    this document has 16 pages.  ib21 11_0620_23/3rp   \u00a9 ucles 2021   [turn ove r   *1626974827*cambridge igcse\u2122       chemistry 0620/23     paper 2 multiple choice (extended)  october/november 2021     45 minutes    you must answer on the mult iple choice answer sheet.    you will need: multiple choice answer sheet   soft clean eraser   soft pencil (type b or hb is recommended)       instructions   \uf0b7 there are forty  questions on this paper. answer all questions.   \uf0b7 for each question there ar e four possible answers a, b, c and d. choose the one you consider correct  and record your choice in soft pencil on the multiple choice an swer sheet.   \uf0b7 follow the instructions on the multiple choice answer sheet.  \uf0b7 write in soft pencil.  \uf0b7 write your name, centre number and candidate number on the mult iple choice answer sheet in the  spaces provided unless this has been done for you.  \uf0b7 do not use correction fluid.  \uf0b7 do not write on any bar codes.  \uf0b7 you may use a calculator.      information  \uf0b7 the total mark for this paper is 40.  \uf0b7 each correct answer will score one mark.  \uf0b7 any rough working should be don e on this question paper.  \uf0b7 the periodic table is pri nted in the question paper.   ",
+            "2": "2  \u00a9 ucles 2021 0620/23/o/n/21  1 brownian motion and the diffusion of gases provide evidence for  the particulate nature of matter.    which row identifies an example of brownian motion and how mole cular mass determines the  rate of diffusion of gas molecules?     brownian motion diffusion  a   pollen grains in water are  seen to move randomly heavier gas molecules  diffuse more quickly  b   pollen grains in water are  seen to move randomly lighter gas molecules  diffuse more quickly  c   salt dissolves faster in  hot water than in cold water heavier gas molecules  diffuse more quickly  d   salt dissolves faster in  hot water than in cold water lighter gas molecules  diffuse more quickly     2 a student put exactly 25.00  cm3 of dilute hydrochloric acid into a conical flask.    the student added 2.5  g of solid sodium carbonate and measured the change in temperat ure of  the mixture.    which apparatus does the student need to use?  a balance, measuring cylinder, thermometer  b balance, pipette, stopwatch  c balance, pipette, thermometer  d burette, pipette, thermometer    ",
+            "3": "3     \u00a9 ucles 2021 0620/23/o/n/21 [turn over  3 a student separates sugar from pieces of broken glass by disso lving the sugar in water and  filtering off the broken glass.    filtrate     what is the filtrate?  a broken glass only  b broken glass and sugar solution  c pure water  d sugar solution     4 the nucleus of a particular atom consists of nineteen particles .    nine of them are positively charged and ten of them are uncharg ed.    which statement about this nucleus is correct?  a the nucleus has a nucleon number of nine.  b the nucleus has a nucleon number of ten.  c the nucleus has a proton number of nine.  d the nucleus has a proton number of ten.     5 which description of brass is correct?  a alloy  b compound  c element  d non-metal    ",
+            "4": "4  \u00a9 ucles 2021 0620/23/o/n/21  6 a group i element combines with a group vii element and forms a n ionic bond.    which row shows how the electronic structures change?     group i element group vii element  before  bonding after  bonding before  bonding after  bonding  a 2,8,1 2,8,2 2,7 2,6  b 2,8 2,7 2,8 2,8,1  c 2,8,1 2,8 2,7 2,8  d 2,8 2,8,1 2,8 2,7      7 which statement describes the attractive forces between molecu les?  a they are strong covalent bonds which hold molecules together.  b they are strong ionic bonds which hold molecules together.  c they are weak forces formed between covalently-bonded molecules .  d they are weak forces which hold ions together in a lattice.    8 which diagram shows the outer electron arrangement in a molecu le of carbon dioxide?    oca o ocb o occ o ocd o       9 aluminium oxide is an ionic compound containing a l 3+ ions and o2\u2013 ions.    aluminium hydroxide is an ionic compound containing a l 3+ ions and oh\u2013 ions.    in which row are the formulae for aluminium oxide and aluminium  hydroxide correct?     aluminium  oxide aluminium  hydroxide  a al 2o3 a l (oh) 3  b al 3o2 a l oh 3  c al 2o3 a l oh 3  d al 3o2 a l (oh) 3     ",
+            "5": "5     \u00a9 ucles 2021 0620/23/o/n/21 [turn over  10 effervescence is observed at the negative electrode (cathode) d uring the electrolysis of  concentrated aqueous sodium chloride.    which element is produced at the negative electrode (cathode)?  a chlorine  b hydrogen  c oxygen  d s o d i u m     11 the energy level diagram for a chemical reaction is shown.    energy progress of reactionreactantsproducts     which statement about this reaction is correct?  a the reaction is endothermic and energy is given out to the sur roundings.  b the reaction is endothermic and energy is taken in from the su rroundings.  c the reaction is exothermic and energy is given out to the surr oundings.  d the reaction is exothermic and energy is taken in from the sur roundings.    ",
+            "6": "6  \u00a9 ucles 2021 0620/23/o/n/21  12 chlorine reacts with ethane to produce chloroethane and hydrog en chloride.    ch hhh c hc lcl cl cl ++ h ch hhh c hh     the reaction is exothermic.    the bond energies are shown in the table.    bond bond energy  in kj  / mol  c\u2013c l +340  c\u2013c +350  c\u2013h +410  cl \u2013c l +240  h\u2013c l +430    what is the energy change for the reaction?  a \u20131420  kj / mol  b \u2013120  kj / mol  c +120  kj / mol  d +1420  kj / mol     13 what is the concentration of the solution when 31.8  g of sodium carbonate, na 2co 3, is dissolved  in water to make a solution of 250  cm3?  a 0.075  mol  / dm3  b 0 . 3 0  mol  / dm3  c 1 . 2  mol  / dm3  d 1 . 5  mol  / dm3      14 a fuel cell is used to generate electricity.    which chemicals are used in a fuel cell?  a hydrogen and methane  b hydrogen and oxygen  c nitrogen and methane  d nitrogen and oxygen   ",
+            "7": "7     \u00a9 ucles 2021 0620/23/o/n/21 [turn over  15 sulfuric acid is manufactured using the contact process. one o f the reactions is shown.    2so 2(g)  +  o 2(g)    2so 3(g)    the forward reaction is exothermic.    statement 1 the equation has more molecules on the left-hand si de than on the   right-hand side.  statement 2 using a higher pressure shifts the equilibrium to t he left.  statement 3 higher temperatures increase the rate of reaction.  statement 4 increasing the temperature shifts the equilibrium t o the right.    which alternative is correct?  a statement 1 is correct and explains statement 2.  b statement 1 and statement 3 are correct.  c statement 2 and statement 4 are correct.  d statement 3 is correct and explains statement 4.      16 iron( ii) chloride solution reacts with chlorine gas.    the equation is shown.    2fec l 2(aq)  +  c l 2(g)  \uf0ae  2fec l 3(aq)    which statements about this reaction are correct?    1 fe2+ ions are reduced to fe3+ ions.  2 chlorine acts as a reducing agent.  3 fe2+ ions each lose an electron.  4 c l 2 molecules are reduced to c l \u2013 ions.    a 1 and 2 b 2 and 3 c 2 and 4 d 3 and 4    ",
+            "8": "8  \u00a9 ucles 2021 0620/23/o/n/21  17 excess dilute hydrochloric acid is added to equal masses of pow dered calcium carbonate in two  separate experiments.    two different concentrations of hydrochloric acid are used. the  temperature in both experiments  is the same.    the results show the change in mass of the reaction flask measu red over time.    mass of reactionflask time 001.0 mol  / dm3 hc l 2.0 mol  / dm3 hc l     why is the rate of reaction for the 1.0  mol  / dm3 hydrochloric acid slower?     collision energy collision rate  a lower higher  b lower lower  c same as for 2.0  mol  / dm3 h i g h e r   d same as for 2.0  mol  / dm3 l o w e r       18 basic oxides are neutralised by acidic oxides.    which element forms an oxide that neutralises calcium oxide?  a hydrogen  b magnesium  c sodium  d sulfur    ",
+            "9": "9     \u00a9 ucles 2021 0620/23/o/n/21 [turn over  19 four solid oxides are added to dilute hydrochloric acid and aqu eous sodium hydroxide.    which row describes an amphoteric oxide?     hydrochloric acid sodium hydroxide   a \u0016 \u0016 key  b \u001a \u0016 \u0016 = reacts  c \u0016 \u001a \u001a = does not react  d \u001a \u001a      20 which row describes an acid and an oxidising agent?     acid oxidising agent  a proton acceptor electron acceptor  b proton acceptor electron donor  c proton donor electron acceptor  d proton donor electron donor     21 a period of the periodic table is shown.    group i ii iii iv v vi vii viii  element r s t v w x y z    the letters are not their chemical symbols.    which statement is correct?  a element r does not conduct electricity.  b elements r and y react together to form an ionic compound.  c element z exists as a diatomic molecule.  d element z reacts with element t.     ",
+            "10": "10  \u00a9 ucles 2021 0620/23/o/n/21  22 part of the periodic table is shown.    jk lmn     which pairs of the elements j, k, l, m and n react together to form a product with a 1  : 1 ratio?  a j and l k and m  b j and m k and n  c j and n k and l  d j and n k and m      23 which property is shown by transition metals but not shown by group i metals?  a good electrical conductivity  b good thermal conductivity  c loss of electrons to form positive ions  d variable oxidation states     24 the noble gases are in group viii of the periodic table.    which statement explains why noble gases are unreactive?  a they all have eight electrons in their outer shells.  b they all have full outer shells.  c they are all gases.  d they are all monoatomic.     25 which statement is correct for all metals?  a they conduct electricity when molten.  b they gain electrons when they form ions.  c they have a low density.  d they have a low melting point.    ",
+            "11": "11     \u00a9 ucles 2021 0620/23/o/n/21 [turn over  26 chromium is a more reactive metal than iron but less reactive t han zinc.    which statements are correct?    1 chromium does not react with dilute hydrochloric acid.  2 chromium oxide is reduced when it is heated with carbon. 3 chromium reacts with zinc oxide to form zinc. 4 chromium reacts with steam to form hydrogen gas.    a 1 and 2 b 1 and 3 c 2 and 4 d 3 and 4     27 aluminium objects do not need protection from corrosion.    iron objects must be protected from corrosion.    which statement explains why aluminium resists corrosion?  a aluminium does not form ions easily.  b aluminium does not react with water or air.  c aluminium has a protective oxide layer.  d aluminium is below iron in the reactivity series.      28 which statement describes how oxides of nitrogen are formed in a car engine?  a nitrogen from the air reacts with oxygen from petrol.  b nitrogen from the air reacts with oxygen from the air.  c nitrogen from petrol reacts with oxygen from petrol.  d nitrogen from petrol reacts with oxygen from the air.      29 ships are made of steel, an alloy of iron.    blocks of magnesium are attached to the underside of ships to p revent rusting.    which statement explains how the magnesium prevents rusting?  a magnesium oxidises instead of iron.  b magnesium stops air and water getting to the iron.  c the magnesium forms an alloy with iron which does not corrode.  d the magnesium reacts with rust as soon as it is formed.    ",
+            "12": "12  \u00a9 ucles 2021 0620/23/o/n/21  30 which process is used to produce hydrogen for the haber process ?  a electrolysis of water  b reacting aluminium with sodium hydroxide  c reacting iron with sulfuric acid  d reacting methane with steam      31 one of the steps in manufacturing sulfuric acid in the contact process is shown.    2so 2(g)  +  o 2(g)    2so 3(g)    which catalyst is used to increase the rate of this reaction?  a aluminium oxide  b iron  c phosphoric acid  d vanadium( v) oxide     32 lime (calcium oxide) is used to treat waste water from a facto ry.    which substance is removed by the lime?  a ammonia  b sodium chloride  c sodium hydroxide  d s u l f u r i c  a c i d      33 what is the structure of propanol?    c o h h ch hh o hca c o h hh o hc c o h hh hhh cb c o h h ch hhhhh ccd      ",
+            "13": "13     \u00a9 ucles 2021 0620/23/o/n/21 [turn over  34 fuel x produces carbon dioxide and water when it is burned in air. so does fuel y.    what could x and y be?     x  y   a c h 2  b c c 8h18  c ch 4 h 2  d ch 4 c 8h18      35 what is the main constituent of natural gas?  a hydrogen  b carbon monoxide  c methane  d nitrogen     36 which statement describes the members of a homologous series?  a compounds with the same physical properties  b compounds containing the same functional group  c compounds containing the same number and type of bonds  d compounds obtained from the same raw material     37 the structures of two compounds are shown.    o hch hhch ho co ohch hhch hc     which statements about these compounds are correct?    1 they have the same molecular formula.  2 they have similar chemical properties. 3 they are structural isomers.    a 1 only b 1 and 2 c 2 and 3 d 1 and 3    ",
+            "14": "14  \u00a9 ucles 2021 0620/23/o/n/21  38 some reactions of substance q are shown.    q padd bromine add hydrogen and a catalystadd steam under pressure and a catalyst 1,2-dibromoethane is madeethanol is made     what is p?  a ethane  b ethanoic acid  c ethene  d poly(ethene)    39 proteins and starch are natural polymers.    which row identifies the method of polymerisation of proteins a nd starch?     proteins starch  a addition addition  b condensation condensation  c addition condensation  d condensation addition     ",
+            "15": "15       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 tra ce copyright holders, but if any items requiring clearance have  unwittingly been included, the  publisher will be pleased to make amends at the earliest possib le opportunity.    to avoid the issue of disclosure of answer-related information to candidates, all copyright acknowledgements are reproduced on line in the cambridge  assessment international educat ion copyright acknowledgements b ooklet. this is produced for eac h series of examinations and is  freely available to download  at www.cambridgeinternational.org  after the live examination se ries.   cambridge assessment international education is part of the cam bridge assessment group. cambri dge assessment is the brand name  of the university of  cambridge local examinations sy ndicate (ucles), which itself is  a department of the univ ersity of cambridge.    \u00a9 ucles 2021 0620/23/o/n/21  40 the diagram shows the partial structure of terylene .    co c co o o oo    from which pair of compounds is it made?    co co ho oh ho oh+ co co ho oh co co ho oh co co ho ohho oh a co ho oh + co ho oh b + c + d       ",
+            "16": "16  \u00a9 ucles 2021 0620/23/o/n/21   groupthe periodic table of elements 1 h hydrogen 12 he helium 4ii i iii iv v vi vii viii 3 li lithium 74 be beryllium 9atomic number atomic symbolkey name relative atomic mass 11 na sodium 2312 mg magnesium 24 19 k potassium 3920 ca calcium 40 37 rb rubidium 8538 sr strontium 88 55 cs caesium 13356 ba barium 137 87 fr francium \u201388 ra radium \u20135 b boron 11 13 al aluminium 27 31 ga gallium 70 49 in indium 115 81 tl thallium 2046 c carbon 12 14 si silicon 2832 ge germanium 73 50 sn tin 119 82 pb lead 20722 ti titanium 48 40 zr zirconium 91 72 hf hafnium 178 104 rf rutherfordium \u201323 v vanadium 51 41 nb niobium 93 73 ta tantalum 181 105 db dubnium \u201324 cr chromium 52 42 mo molybdenum 96 74 w tungsten 184 106 sg seaborgium \u201325 mn manganese 55 43 tc technetium \u2013 75 re rhenium 186 107 bh bohrium \u201326 fe iron 56 44 ru ruthenium 101 76 os osmium 190 108 hs hassium \u201327 co cobalt 59 45 rh rhodium 103 77 ir iridium 192 109 mt meitnerium \u201328 ni nickel 59 46 pd palladium 106 78 pt platinum 195 110 ds darmstadtium \u201329 cu copper 64 47 ag silver 108 79 au gold 197 111 rg roentgenium \u201330 zn zinc 65 48 cd cadmium 112 80 hg mercury 201 112 cn copernicium \u2013114 fl flerovium \u2013116 lv livermorium \u20137 n nitrogen 14 15 p phosphorus 3133 as arsenic 75 51 sb antimony 122 83 bi bismuth 2098 o oxygen 16 16 s sulfur 3234 se selenium 79 52 te tellurium 128 84 po polonium \u20139 f fluorine 19 17 cl chlorine 35.5 35 br bromine 80 53 i iodine 127 85 at astatine \u201310 ne neon 20 18 ar argon 4036 kr krypton 84 54 xe xenon 131 86 rn radon \u201321 sc scandium 45 39 y yttrium 89 57\u201371 lanthanoids 89\u2013103 actinoids 57 la lanthanum 139 89 aclanthanoids actinoids the volume of one mole of any gas is 24  dm3 at room temperature and pressure (r.t.p.).actinium \u201358 ce cerium 140 90 th thorium 23259 pr praseodymium 141 91 pa protactinium 23160 nd neodymium 144 92 u uranium 23861 pm promethium \u2013 93 np neptunium \u201362 sm samarium 150 94 pu plutonium \u201363 eu europium 152 95 am americium \u201364 gd gadolinium 157 96 cm curium \u201365 tb terbium 159 97 bk berkelium \u201366 dy dysprosium 163 98 cf californium \u201367 ho holmium 165 99 es einsteinium \u201368 er erbium 167 100 fm fermium \u201369 tm thulium 169 101 md mendelevium \u201370 yb ytterbium 173 102 no nobelium \u201371 lu lutetium 175 103 lr lawrencium \u2013  "
+        },
+        "0620_w21_qp_31.pdf": {
+            "1": "*3901701282* chemistry  0620/31 paper 3 theory (core) october/november 2021  1 hour 15 minutes you must answer on the question paper. no additional materials are needed. instructions  \u25cf answer all questions.  \u25cf use a black or dark blue pen. you may use an hb pencil for any diagrams or graphs.  \u25cf write your name, centre number and candidate number in the boxes at the top of the page.  \u25cf write your answer to each question in the space provided.  \u25cf do not use an erasable pen or correction fluid.  \u25cf do not write on any bar codes.  \u25cf you may use a calculator.  \u25cf you should show all your working and use appropriate units. information  \u25cf the total mark for this paper is 80.  \u25cf the number of marks for each question or part question is shown in brackets [  ].  \u25cf the periodic table is printed in the question paper. ib21 11_0620_31/4rp \u00a9 ucles 2021 [turn overthis document has 20 pages. any blank pages are indicated.cambridge igcse\u2122",
+            "2": "2 0620/31/o/n/21 \u00a9 ucles 2021 1 (a)  a list of formulae is shown. al cl 3 caco3 co co2 cocl 2 cuso4 mgcl 2 n2 nacl nh3 o2 so2   answer the following questions using these formulae.   each formula may be used once, more than once or not at all.   state which formula represents:  (i)  a compound that changes colour from white to blue when water is added   ...   [1]  (ii)  a compound that is used to make cement   ...   [1]  (iii)  an element that forms 78% of clean, dry air   ...   [1]  (iv)  a compound that contains an ion with a single positive charge   ...   [1]  (v)  a compound that dissolves in water to form an alkaline solution.   ...   [1]",
+            "3": "3 0620/31/o/n/21 \u00a9 ucles 2021 [turn over  (b)  complete the dot-and-cross diagram to show the electron arrangement in a molecule of  ammonia. n h hh  [2]  (c)  state whether magnesium oxide is a basic oxide or an acidic oxide.   give a reason for your answer.      ..   [1]  [total: 8]",
+            "4": "4 0620/31/o/n/21 \u00a9 ucles 2021 2  the table shows the masses of some of the ions in 1000 cm3 of rainwater. name of ion formula of ionmass of ion in 1000 cm3 of rainwater / mg nh4+0.08 calcium ca2+0.13 chloride cl \u20131.30 magnesium mg2+0.08 nitrate no3\u20130.70 potassium k+0.08 sodium na+0.80 so42\u20131.60  (a)  answer these questions using only the information in the table.  (i)  state which of the positive ions has the highest concentration.   ...   [1]  (ii)  name the compound containing nh4+ and so42\u2013 ions.   ...   [1]  (iii)  calculate the mass of magnesium ions in 400 cm3 of rainwater.  mass = .. mg  [1]  (b)  describe a test for chloride ions.  test  .  observations  ..  [2]",
+            "5": "5 0620/31/o/n/21 \u00a9 ucles 2021 [turn over  (c)  small amounts of carboxylic acids are also present in rainwater.   the structure of tartaric acid is shown. c hh o c c oo oh c h ho oh  (i)  on the structure draw a circle around one alcohol functional group. [1]  (ii)  deduce the formula of tartaric acid to show the number of carbon, hydrogen and oxygen  atoms.   ...   [1]  (d)  tartaric acid can be converted into compound a.   the formula of compound a is c3h4o3.   complete the table to calculate the relative molecular mass of compound a. type of atomnumber of atomsrelative atomic mass carbon 3 12 3 \u00d7 12 = 36 hydrogen 1 oxygen 16  relative molecular mass = ..  [2]  [total: 9]",
+            "6": "6 0620/31/o/n/21 \u00a9 ucles 2021 3  the diagram shows a blast furnace used in the extraction of iron. mixture of iron ore, coke and limeston e molten slag molten ironebc d  (a)  air is blown into the furnace.   state which letter on the diagram, b, c, d or e, shows where air is blown into the furnace.   ..   [1]  (b) (i)  complete the chemical equation for the reduction of iron( iii) oxide in the blast furnace.  fe2o3  +  3c  \u2192  ..fe  +  ..co [2]  (ii)  explain how this equation shows that iron( iii) oxide is reduced.   ...   [1]  (c)  calcium carbonate (limestone) is added to the blast furnace.   the calcium carbonate undergoes thermal decomposition.  (i)  complete the word equation for this reaction. calcium carbonate\u2192 +   [2]  (ii)  one of the products of this reaction reacts with impurities in the iron to form slag.   use the information in the diagram to suggest how you know that molten slag is less  dense than molten iron.   ...   [1]",
+            "7": "7 0620/31/o/n/21 \u00a9 ucles 2021 [turn over  (d) (i)  use words from the list to complete these sentences about how steel is made from iron. acidic      basic      chlorides      methane      neutral nitrogen      oxides      oxygen      sulfates   a gas is blown through the molten iron. the name of this gas is  .   acidic gases are formed. these acidic gases react with    .  [3]  (ii)  state one use of mild steel.   ...   [1]  (iii)  metals such as chromium are added to iron to make stainless steel.   the symbol for an isotope of chromium is shown. 53cr24   deduce the number of electrons, neutrons and protons in one atom of this isotope of  chromium.   number of electrons     number of neutrons     number of protons  ..  [3]  (e)  chromium conducts electricity and is shiny.   give two other physical properties of chromium that are characteristic of all metals.  1  .  2  .  [2]  [total: 16]",
+            "8": "8 0620/31/o/n/21 \u00a9 ucles 2021 4  the table shows some properties of the group i elements. elementmelting point / \u00b0cdensity in g / cm3observations during reaction with water lithium 181slow bubbling no flame sodium 98rapid bubbling no flame potassium 63 0.86rapid bubbling lilac flame rubidium 1.53 caesium 29 1.88 explodes  (a) (i)  complete the table by predicting:  \u25cf the melting point of rubidium  \u25cf the density of lithium. [2]  (ii)  predict the observations when rubidium reacts with water.   .   ...   [1]  (b)  deduce the electronic structure of potassium.   use the periodic table to help you.   ..   [1]  (c)  lithium reacts with water to produce aqueous lithium  hydroxide and a gas which \u2018pops\u2019 with a  lighted splint.  (i)  name the gas which \u2018pops\u2019 with a lighted splint.   ...   [1]  (ii)  choose one ph value from the list that best describes the ph of aqueous lithium hydroxide.   draw a circle around the correct answer.  ph 2                ph 5                ph 7                ph 13  [1]  (iii)  lithium reacts with nitrogen.   complete the chemical equation for this reaction.  ..li  +  n2  \u2192  ..li3n [2]  [total: 8]",
+            "9": "9 0620/31/o/n/21 \u00a9 ucles 2021 [turn over question 5 starts on the next page.",
+            "10": "10 0620/31/o/n/21 \u00a9 ucles 2021 5  the table shows the structures of some organic compounds. compound structure of compound homologous series g hch hch hco oh carboxylic acid h hch hc hhch j hchh hch h  (a)  complete the table by naming the homologous series.   the first one has been done for you. [2]  (b)  draw the structure of a compound containing two carbon atoms which belongs to the same  homologous series as compound h.   show all of the atoms and all of the bonds.  [1]  (c)  state which compound in the table is an unsaturated hydrocarbon.   explain your answer.      ..   [1]",
+            "11": "11 0620/31/o/n/21 \u00a9 ucles 2021 [turn over  (d)  state which compound in the table reacts with aqueous sodium hydroxide.   explain your answer.      ..   [1]  (e)  state the names of the two compounds formed during the complete combustion of compound j.  ... and  ...   [2]  (f)  compound h can be polymerised.  (i)  state the general name given to the small units which join together to form a polymer.   ...   [1]  (ii)  terylene  is also a polymer.   give one use of terylene .   ...   [1]  [total: 9]",
+            "12": "12 0620/31/o/n/21 \u00a9 ucles 2021 6  the diagram shows part of the structures of sodium bromide and graphite at room temperature and  pressure. na+br \u2013na+br \u2013 na+br \u2013na+br \u2013br \u2013na+na+br \u2013  (a)  describe the physical properties of these substances in terms of:  \u25cf volatility  sodium bromide  .  graphite  ..  \u25cf solubility in water  sodium bromide  .  graphite  ..  \u25cf electrical conductivity when solid.  sodium bromide  .  graphite  ..  [5]  (b)  when dilute sulfuric acid is electrolysed using inert electrodes, oxygen gas is produced at the  positive electrode.   name the gas produced at the negative electrode.   ..   [1]",
+            "13": "13 0620/31/o/n/21 \u00a9 ucles 2021 [turn over  (c)  aqueous sodium bromide reacts with aqueous chlorine.  (i)  complete the word equation for this reaction. sodium bromide+ chlorine \u2192 +  [2]  (ii)  explain in terms of the reactivity of the halogens why aqueous sodium chloride does not  react with aqueous bromine.   .   ...   [1]  [total: 9]",
+            "14": "14 0620/31/o/n/21 \u00a9 ucles 2021 7  this question is about nitrogen and compounds of nitrogen.  (a)  when nitrogen is cooled to below \u2013196 \u00b0c it changes state from gas to liquid.  (i)  name the change of state from gas to liquid.   ...   [1]  (ii)  use the kinetic particle theory to describe the differences between nitrogen gas and liquid  nitrogen in terms of:  \u25cf the separation of the particles   .   .   .  \u25cf the motion of the particles.   .   .   .  [4]  (b)  oxides of nitrogen are pollutants in the air.  (i)  state one source of oxides of nitrogen in the air.   ...   [1]  (ii)  oxides of nitrogen contribute to acid rain.   give one adverse effect of acid rain on buildings.   ...   [1]  (c)  nitric acid contains the nitrate ion.  (i)  use words from the list to complete the sentences to describe the test for nitrate ions.  aluminium ammonia chloride copper  hydroxide iron oxygen sulfate   put the sample in a test-tube then add aqueous sodium . .   then add . .    warm gently. a gas is produced. the name of this gas is . .  [3]",
+            "15": "15 0620/31/o/n/21 \u00a9 ucles 2021 [turn over  (ii)  nitric acid reacts with calcium carbonate.   complete the word equation for this reaction. nitric acid+calcium carbonate\u2192 + +  [3]  [total: 13]",
+            "16": "16 0620/31/o/n/21 \u00a9 ucles 2021 8  the rate of decomposition of aqueous hydrogen peroxide, h2o2, is increased by an enzyme. 2h2o2  \u2192  2h2o  +  o2   the rate of reaction is found by measuring the volume of oxygen gas given off as the reaction  proceeds.   the results are shown on the graph. 60 50 40 30 20 10 0 02 04 06 08 0 time  / svolume of oxygen gas / cm3 100 120 140  (a) (i)  deduce the volume of oxygen gas released when the reaction is complete.  volume = . cm3  [1]  (ii)  deduce the volume of oxygen gas produced 50 seconds from the start of the reaction.  volume = . cm3  [1]  (b)  the experiment was repeated using hydrogen peroxide of a higher concentration.   all other conditions stayed the same.   draw a line on the grid to show how the volume of oxygen changes with time when  hydrogen peroxide of a higher concentration is used. [2]",
+            "17": "17 0620/31/o/n/21 \u00a9 ucles 2021 [turn over  (c)  describe the effect each of the following has on the rate of decomposition of hydrogen peroxide.  \u25cf the reaction is carried out at a lower temperature.   all other conditions stay the same.     \u25cf the reaction is carried out without an enzyme.   all other conditions stay the same.     [2]  (d)  some metal oxides catalyse the decomposition of hydrogen peroxide.   the table shows the time taken to produce 20 cm3 of oxygen gas using three different metal  oxide powders as catalysts.   all other conditions stay the same. metal oxidetime taken to produce 20 cm3 of oxygen gas / s iron(iii) oxide 26 lead( iv) oxide 12 manganese( iv) oxide 15  (i)  put the three oxides in order of their ability to catalyse the reaction.   put the best catalyst first. best catalyst worst catalyst  [1]  (ii)  the experiments with the metal oxide catalysts used powdered oxide.   describe the effect on the rate of decomposition of hydrogen peroxide when large pieces  of catalyst are used instead of powdered catalyst.   all other conditions stay the same.   ...   [1]  [total: 8]",
+            "18": "18 0620/31/o/n/21 \u00a9 ucles 2021blank page",
+            "19": "19 0620/31/o/n/21 \u00a9 ucles 2021blank page permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the  publisher will be pleased to make amends at the earliest possible opportunity. 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 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.",
+            "20": "20 0620/31/o/n/21 \u00a9 ucles 2021 groupthe periodic table of elements 1 h hydrogen 12 he helium 4ii i iii iv vv iv ii viii 3 li lithium 74 be berylliu m 9atomic number atomic symbolkey name relative atomic mas s 11 na sodium 2312 mg magnesium 24 19 k potassium 3920 ca calcium 40 37 rb rubidium 8538 sr strontium 88 55 cs caesium 13356 ba barium 137 87 fr francium \u201388 ra radium \u20135 b boron 11 13 al aluminium 27 31 ga gallium 70 49 in indium 115 81 tl thallium 2046 c carbon 12 14 si silicon 28 32 ge germanium 73 50 sn tin 119 82 pb lead 20722 ti titanium 48 40 zr zirconium 91 72 hf hafnium 178 104 rf rutherfordiu m \u201323 v vanadium 51 41 nb niobium 93 73 ta tantalum 181 105 db dubnium \u201324 cr chromium 52 42 mo molybdenum 96 74 w tungsten 184 106 sg seaborgium \u201325 mn manganes e 55 43 tc technetium \u2013 75 re rhenium 186 107 bh bohrium \u201326 fe iron 56 44 ru ruthenium 101 76 os osmium 190 108 hs hassium \u201327 co cobalt 59 45 rh rhodium 103 77 ir iridium 192 109 mt meitneriu m \u201328 ni nicke l 59 46 pd palladium 106 78 pt platinum 195 110 ds darmstadtiu m \u201329 cu copper 64 47 ag silver 108 79 au gold 197 111 rg roentgenium \u201330 zn zinc 65 48 cd cadmium 112 80 hg mercury 201 112 cn copernicium \u2013114 fl fleroviu m \u2013116 lv livermorium \u20137 n nitrogen 14 15 p phosphorus 31 33 as arsenic 75 51 sb antimony 122 83 bi bismuth 2098 o oxygen 16 16 s sulfur 32 34 se selenium 79 52 te tellurium 128 84 po polonium \u20139 f fluorine 19 17 cl chlorine 35.5 35 br bromine 80 53 i iodine 127 85 at astatine \u201310 ne neon 20 18 ar argon 40 36 kr krypton 84 54 xe xenon 131 86 rn radon \u201321 sc scandium 45 39 y yttrium 89 57\u201371 lanthanoids 89\u2013103 actinoids 57 la lanthanum 139 89 aclanthanoids actinoids the volume of one mole of any gas is 24  dm3 at room temperature and pressure (r .t.p.).actinium \u201358 ce cerium 140 90 th thorium 23259 pr praseodymium 141 91 pa protactinium 23160 nd neodymium 144 92 u uranium 23861 pm promethium \u2013 93 np neptunium \u201362 sm samarium 150 94 pu plutonium \u201363 eu europium 152 95 am americiu m \u201364 gd gadolinium 157 96 cm curium \u201365 tb terbium 159 97 bk berkelium \u201366 dy dysprosium 163 98 cf californium \u201367 ho holmium 165 99 es einsteinium \u201368 er erbium 167 100 fm fermium \u201369 tm thulium 169 101 md mendelevium \u201370 yb ytterbium 173 102 no nobelium \u201371 lu lutetium 175 103 lr lawrenciu m \u2013"
+        },
+        "0620_w21_qp_32.pdf": {
+            "1": "*8718554281* chemistry  0620/32 paper 3 theory (core) october/november 2021  1 hour 15 minutes you must answer on the question paper. no additional materials are needed. instructions  \u25cf answer all questions.  \u25cf use a black or dark blue pen. you may use an hb pencil for any diagrams or graphs.  \u25cf write your name, centre number and candidate number in the boxes at the top of the page.  \u25cf write your answer to each question in the space provided.  \u25cf do not use an erasable pen or correction fluid.  \u25cf do not write on any bar codes.  \u25cf you may use a calculator.  \u25cf you should show all your working and use appropriate units. information  \u25cf the total mark for this paper is 80.  \u25cf the number of marks for each question or part question is shown in brackets [  ].  \u25cf the periodic table is printed in the question paper. ib21 11_0620_32/3rp \u00a9 ucles 2021 [turn overthis document has 20 pages. any blank pages are indicated.cambridge igcse\u2122",
+            "2": "2 0620/32/o/n/21 \u00a9 ucles 2021 1 (a)  a list of formulae is shown. caco3 cao cl 2 ch4 c2h5oh c2h6 cuso4 h2 h2o mgo nacl so2   answer the following questions using these formulae.   each formula may be used once, more than once or not at all.   state which formula represents:  (i)  a compound that is the main constituent of natural gas   ...   [1]  (ii)  an element that is used in water treatment   ...   [1]  (iii)  an element that bleaches damp litmus paper   ...   [1]  (iv)  a compound that contains an ion with a single negative charge   ...   [1]  (v)  a hydrocarbon that is formed by the decomposition of vegetation.   ...   [1]",
+            "3": "3 0620/32/o/n/21 \u00a9 ucles 2021 [turn over  (b)  complete the dot-and-cross diagram to show the electron arrangement in a molecule of water. hh o  [2]  (c)  state whether calcium oxide is a basic oxide or an acidic oxide.   give a reason for your answer.      ..   [1]  [total: 8]",
+            "4": "4 0620/32/o/n/21 \u00a9 ucles 2021 2  the table shows the masses of some of the ions in 1000 cm3 of water taken from a lake. name of ion formula of ionmass of ion in 1000 cm3 of lake water / mg calcium ca2+0.41 chloride cl \u20134.40 magnesium mg2+0.39 no3\u20130.03 potassium k+0.30 silicate sio32\u20130.02 na+2.90 sulfate so42\u20132.80  (a)  answer these questions using only the information in the table.  (i)  state which of the negative ions has the lowest concentration.   ...   [1]  (ii)  name the compound containing na+ and no3\u2013 ions.   ...   [1]  (iii)  calculate the mass of chloride ions in 250 cm3 of lake water.  mass = .. mg  [1]  (b)  describe a test for sulfate ions.  test  ..  observations  ...  [2]",
+            "5": "5 0620/32/o/n/21 \u00a9 ucles 2021 [turn over  (c)  citric acid is also present in the lake water.   the structure of citric acid is shown. ooh occcccc h hooo o hhhh h  (i)  deduce the number of carboxylic acid groups in one molecule of citric acid.   ...   [1]  (ii)  the formula of citric acid is c6h8o7.   complete the table to calculate the relative molecular mass of citric acid. type of atomnumber of atomsrelative atomic mass carbon 6 12 6 \u00d7 12 = 72 hydrogen 1 oxygen 16  relative molecular mass = ..  [2]  [total: 8]",
+            "6": "6 0620/32/o/n/21 \u00a9 ucles 2021 3  iron is extracted from iron ore in a blast furnace.  (a)  name an ore of iron.   ..   [1]  (b) (i)  complete the chemical equation for the reduction of iron( iii) oxide in the blast furnace.  fe2o3  +  .co  \u2192  .fe  +  3co2 [2]  (ii)  state the meaning of the term reduction .   ...   [1]  (c)  calcium carbonate (limestone) is added to the blast furnace.   the calcium carbonate undergoes thermal decomposition.   state the meaning of the term thermal decomposition .      ..   [2]  (d)  iron can be made into stainless steel.  (i)  give one use of stainless steel.   ...   [1]  (ii)  describe one advantage of stainless steel compared with pure iron.   .   ...   [1]  (e)  the symbol for an isotope of iron is shown. 57fe26   deduce the number of electrons, neutrons and protons in one atom of this isotope of iron.  number of electrons  ...  number of neutrons  ...  number of protons  .  [3]",
+            "7": "7 0620/32/o/n/21 \u00a9 ucles 2021 [turn over  (f)  iron is a good conductor of heat and electricity.   give two other physical properties of iron that are characteristic of all metals.  1  .  2  .  [2]  (g)  iron rusts.   name the two substances needed for iron to rust.  1  .  2  .  [2]  [total: 15]",
+            "8": "8 0620/32/o/n/21 \u00a9 ucles 2021 4  the table shows some properties of the group i elements. elementmelting point / \u00b0cdensity in g / cm3observations during reaction with water lithium 181 0.53 sodium 98rapid bubbling no flame potassium 0.86rapid bubbling lilac flame rubidium 39 1.53very rapid bubbling red flame caesium 29 1.88 explodes francium 27  (a) (i)  complete the table by predicting:  \u25cf the melting point of potassium  \u25cf the density of francium. [2]  (ii)  describe the observations when lithium reacts with water.   .   ...   [1]  (b) (i)  deduce the electronic structure of sodium.   use the periodic table to help you.   ...   [1]  (ii)  explain why a potassium ion has a single positive charge.   .   ...   [1]",
+            "9": "9 0620/32/o/n/21 \u00a9 ucles 2021 [turn over  (c)  sodium reacts with water to produce aqueous sodium hydroxide and a gas which \u2018pops\u2019 with  a lighted splint.  (i)  complete the chemical equation for this reaction.  2na  +  2h2o  \u2192  .naoh  +  .. [2]  (ii)  choose one value from the list that best describes the ph of aqueous sodium hydroxide.   draw a circle around the correct answer.  ph 1                ph 4                ph 7                ph 14  [1]  [total: 8]",
+            "10": "10 0620/32/o/n/21 \u00a9 ucles 2021 5  the table shows the structures of some organic compounds. compound structure of compound homologous series g hchh hcc hh h halkane h hch hch hch hoh j hch hc hhch  (a)  complete the table by naming the homologous series.   the first one has been done for you. [2]  (b)  draw the structure of a compound containing two carbon atoms which belongs to the same  homologous series as compound h.   show all of the atoms and all of the bonds.  [1]  (c)  describe the colour change when an excess of compound j is added to aqueous bromine.  from  to     [2]",
+            "11": "11 0620/32/o/n/21 \u00a9 ucles 2021 [turn over  (d) (i)  compound  j can be obtained by cracking petroleum fractions.   state the conditions needed for cracking.   .   ...   [2]  (ii)  complete this sentence about cracking using a word from the list. bitumen          hydrogen          oxygen          petroleum   the chemicals manufactured by cracking include alkanes, alkenes and .. .  [1]  (e)  compound g is propane.   complete the word equation for the complete combustion of propane. propane + oxygen \u2192 +  [2]  (f)  compound j can form polymers.  (i)  state the meaning of the term polymer .   .   ...   [2]  (ii)  nylon is also a polymer.   give one use of nylon.   ...   [1]  (iii)  describe one pollution problem caused by non-biodegradable plastics.   .   ...   [1]  [total: 14]",
+            "12": "12 0620/32/o/n/21 \u00a9 ucles 2021 6  the diagrams show part of the structures of potassium iodide and bromine at room temperature  and pressure. k+i\u2013k+i\u2013 k+i\u2013k+i\u2013i\u2013k+k+i\u2013 brbrbr brbrbrbrbrbrbr brbrbrbr brbr  (a)  describe the physical properties of these substances in terms of:  \u25cf volatility  potassium iodide    bromine  ..  \u25cf solubility in water  potassium iodide    bromine  ..  \u25cf electrical conductivity when molten (liquid).  potassium iodide    bromine  ..  [5]  (b)  molten potassium iodide is electrolysed using carbon (graphite) electrodes.  (i)  name the substance produced at the positive electrode.   ...   [1]  (ii)  aqueous potassium iodide reacts with aqueous bromine.   complete the word equation for this reaction. potassium iodide+ bromine \u2192 +  [2]",
+            "13": "13 0620/32/o/n/21 \u00a9 ucles 2021 [turn over  (iii)  explain in terms of the reactivity of the halogens why aqueous potassium chloride does  not react with aqueous bromine.   .   ...   [1]  (c)  name the change of state when liquid bromine changes to solid bromine.   ..   [1]  [total: 10]",
+            "14": "14 0620/32/o/n/21 \u00a9 ucles 2021 7  this question is about sulfur and compounds of sulfur.  (a)  use the kinetic particle theory to describe the differences between sulfur gas and solid sulfur  in terms of:  \u25cf the arrangement of the particles           \u25cf the separation of the particles.           [4]  (b)  give the major use of sulfur in industry.   ..   [1]  (c)  sulfur dioxide is a pollutant in the air that contributes to acid rain.  (i)  state one adverse effect of sulfur dioxide on health.   ...   [1]  (ii)  name one other oxide that contributes to acid rain.   ...   [1]  (iii)  sulfur dioxide reacts with water to produce sulfurous acid.   the reaction is reversible.   draw the symbol for a reversible reaction in the box.  so2  +  h2o    h2so3 [1]  (d)  the equation for the reaction of sodium sulfite with zinc is shown. na2so3  +  3zn  \u2192  na2s  +  3zno   explain how this equation shows that zinc is oxidised.      ..   [1]  [total: 9]",
+            "15": "15 0620/32/o/n/21 \u00a9 ucles 2021 [turn over 8  a student investigated the reaction of small pieces of calcium carbonate with dilute hydrochloric acid.  the hydrochloric acid was in excess. caco3  +  2hcl  \u2192  cacl 2  +  co2  +  h2o   the rate of reaction is found by measuring the decrease in the mass of the reaction mixture with  time.   the results are shown on the graph. 200 199 198 02 04 06 08 0 time  / smass of reaction mixture  / g 100 120 140  (a)  deduce the time taken from the beginning of the experiment for the mass of the reaction  mixture to decrease by 1.0 g.  time = .. s  [1]  (b)  the experiment was repeated using dilute hydrochloric acid of a higher concentration.   all other conditions stayed the same.   draw a line on the grid to show how the mass of the reaction mixture changes with time using  acid of a higher concentration. [2]",
+            "16": "16 0620/32/o/n/21 \u00a9 ucles 2021  (c)  describe the effect each of the following has on the rate of reaction of calcium carbonate with  hydrochloric acid.   all other conditions stay the same.  \u25cf the reaction is carried out at a higher temperature.     \u25cf the reaction is carried out using large pieces of calcium carbonate instead of small pieces  of calcium carbonate.     [2]  (d)  when 0.44 g of calcium carbonate is used, 100 cm3 of carbon dioxide gas is formed.   calculate the mass of calcium carbonate needed to produce 25 cm3 of carbon dioxide gas.  mass of calcium carbonate = .. g  [1]  (e)  the table compares the reaction of four metals with dilute hydrochloric acid. metal observations iron bubbles produced slowly magnesium bubbles produced very rapidly nickel bubbles produced very slowly silver no bubbles produced   put the four metals in order of their reactivity.   put the least reactive metal first. least reactive most reactive  [2]  [total: 8]",
+            "17": "17 0620/32/o/n/21 \u00a9 ucles 2021blank page",
+            "18": "18 0620/32/o/n/21 \u00a9 ucles 2021blank page",
+            "19": "19 0620/32/o/n/21 \u00a9 ucles 2021blank page permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the  publisher will be pleased to make amends at the earliest possible opportunity. 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 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.",
+            "20": "20 0620/32/o/n/21 \u00a9 ucles 2021 groupthe periodic table of elements 1 h hydrogen 12 he helium 4ii i iii iv vv iv ii viii 3 li lithium 74 be berylliu m 9atomic number atomic symbolkey name relative atomic mas s 11 na sodium 2312 mg magnesium 24 19 k potassium 3920 ca calcium 40 37 rb rubidium 8538 sr strontium 88 55 cs caesium 13356 ba barium 137 87 fr francium \u201388 ra radium \u20135 b boron 11 13 al aluminium 27 31 ga gallium 70 49 in indium 115 81 tl thallium 2046 c carbon 12 14 si silicon 28 32 ge germanium 73 50 sn tin 119 82 pb lead 20722 ti titanium 48 40 zr zirconium 91 72 hf hafnium 178 104 rf rutherfordiu m \u201323 v vanadium 51 41 nb niobium 93 73 ta tantalum 181 105 db dubnium \u201324 cr chromium 52 42 mo molybdenum 96 74 w tungsten 184 106 sg seaborgium \u201325 mn manganes e 55 43 tc technetium \u2013 75 re rhenium 186 107 bh bohrium \u201326 fe iron 56 44 ru ruthenium 101 76 os osmium 190 108 hs hassium \u201327 co cobalt 59 45 rh rhodium 103 77 ir iridium 192 109 mt meitneriu m \u201328 ni nicke l 59 46 pd palladium 106 78 pt platinum 195 110 ds darmstadtiu m \u201329 cu copper 64 47 ag silver 108 79 au gold 197 111 rg roentgenium \u201330 zn zinc 65 48 cd cadmium 112 80 hg mercury 201 112 cn copernicium \u2013114 fl fleroviu m \u2013116 lv livermorium \u20137 n nitrogen 14 15 p phosphorus 31 33 as arsenic 75 51 sb antimony 122 83 bi bismuth 2098 o oxygen 16 16 s sulfur 32 34 se selenium 79 52 te tellurium 128 84 po polonium \u20139 f fluorine 19 17 cl chlorine 35.5 35 br bromine 80 53 i iodine 127 85 at astatine \u201310 ne neon 20 18 ar argon 40 36 kr krypton 84 54 xe xenon 131 86 rn radon \u201321 sc scandium 45 39 y yttrium 89 57\u201371 lanthanoids 89\u2013103 actinoids 57 la lanthanum 139 89 aclanthanoids actinoids the volume of one mole of any gas is 24  dm3 at room temperature and pressure (r .t.p.).actinium \u201358 ce cerium 140 90 th thorium 23259 pr praseodymium 141 91 pa protactinium 23160 nd neodymium 144 92 u uranium 23861 pm promethium \u2013 93 np neptunium \u201362 sm samarium 150 94 pu plutonium \u201363 eu europium 152 95 am americiu m \u201364 gd gadolinium 157 96 cm curium \u201365 tb terbium 159 97 bk berkelium \u201366 dy dysprosium 163 98 cf californium \u201367 ho holmium 165 99 es einsteinium \u201368 er erbium 167 100 fm fermium \u201369 tm thulium 169 101 md mendelevium \u201370 yb ytterbium 173 102 no nobelium \u201371 lu lutetium 175 103 lr lawrenciu m \u2013"
+        },
+        "0620_w21_qp_33.pdf": {
+            "1": "*0344015682* chemistry  0620/33 paper 3 theory (core) october/november 2021  1 hour 15 minutes you must answer on the question paper. no additional materials are needed. instructions  \u25cf answer all questions.  \u25cf use a black or dark blue pen. you may use an hb pencil for any diagrams or graphs.  \u25cf write your name, centre number and candidate number in the boxes at the top of the page.  \u25cf write your answer to each question in the space provided.  \u25cf do not use an erasable pen or correction fluid.  \u25cf do not write on any bar codes.  \u25cf you may use a calculator.  \u25cf you should show all your working and use appropriate units. information  \u25cf the total mark for this paper is 80.  \u25cf the number of marks for each question or part question is shown in brackets [  ].  \u25cf the periodic table is printed in the question paper. ib21 11_0620_33/3rp \u00a9 ucles 2021 [turn overthis document has 20 pages. any blank pages are indicated.cambridge igcse\u2122",
+            "2": "2 0620/33/o/n/21 \u00a9 ucles 2021 1 (a)  a list of formulae is shown. br2 co co2 ch4 c2h6 hcl kbr licl mgcl 2 o2 so2   answer the following questions using these formulae.   each formula may be used once, more than once or not at all.   state which formula represents:  (i)\t\ta\tcompound\tthat\tgives\ta\tred\tcolour\tin\ta \tflame\ttest   ...   [1]  (ii)  a compound containing an ion with a 2+ charge   ...   [1]  (iii)  a compound that is a product of respiration   ...   [1]  (iv)  a compound used as a food preservative   ...   [1]  (v)  an element that is used in the production of steel.   ...   [1]",
+            "3": "3 0620/33/o/n/21 \u00a9 ucles 2021 [turn over  (b)  complete the dot-and-cross diagram to show the electron arrangement in a molecule of  hydrogen chloride. show outer shell electrons only. cl h  [2]  (c)  state whether carbon dioxide is a basic oxide or an acidic oxide.   give a reason for your answer.      ..   [1]  [total: 8]",
+            "4": "4 0620/33/o/n/21 \u00a9 ucles 2021 2  the table shows the masses of some of the ions in 1000 cm3 of water from a river. name of ion formula of ionmass of ion in 1000 cm3 of river water / mg ammonium nh4+1.0 ca2+16.5 chloride cl \u20137.0 iron(iii) fe3+0.5 magnesium mg2+4.0 no3\u20130.5 potassium k+3.5 silicate sio32\u20137.5 sodium na+6.0 sulfate so42\u201311.0  (a)  answer these questions using only the information in the table.  (i)  state which positive ion has the lowest concentration.   ...   [1]  (ii)  name the compound containing ca2+ and no3\u2013 ions.   ...   [1]  (iii)  calculate the mass of sulfate ions in 500  cm3 of river water.  mass = .. mg  [1]  (b)  describe a test for iron( iii) ions.  test  .  observations  ..  [2]",
+            "5": "5 0620/33/o/n/21 \u00a9 ucles 2021 [turn over  (c)  compound a is found in river water.   the structure of compound a is shown. h oo o hhh c hch hnc  (i)  on the structure draw a circle around the alcohol functional group. [1]  (ii)  deduce the formula of compound a to show the number of carbon, hydrogen, oxygen and  nitrogen atoms.   ...   [1]  (iii)  another compound found in river water has the formula c4h8o2.   complete the table to calculate the relative molecular mass of this compound. type of atomnumber of atomsrelative atomic mass carbon 4 12 4 \u00d7 12 = 48 hydrogen 1 oxygen 16  relative molecular mass = ..  [2]  [total: 9]",
+            "6": "6 0620/33/o/n/21 \u00a9 ucles 2021 3  iron is extracted in a blast furnace using a mixture of iron ore, coke (carbon), air and calcium carbonate  (limestone).  (a)  give two reasons why air is blown into the blast furnace.  1  .  2  .  [2]  (b)  magnetite is an ore of iron which contains a compound of iron with the formula fe3o4.  (i)  give the name of another ore of iron.   ...   [1]  (ii)  in the blast furnace fe3o4 is reduced to fe.   complete the chemical equation for the reduction of fe3o4.  fe3o4  +  4co  \u2192  .fe  +  .co2 [2]  (iii)  explain how this equation shows that fe3o4 is reduced.   ...   [1]  (c)  calcium carbonate (limestone) is added to the blast furnace.   the calcium carbonate undergoes thermal decomposition.   give the meaning of the term thermal decomposition .   ..   [2]  (d)  iron can form alloys such as vanadium steel.  (i)  state the meaning of the term alloy .   .   ...   [1]",
+            "7": "7 0620/33/o/n/21 \u00a9 ucles 2021 [turn over  (ii)  choose from the diagrams, b, c, d or e, the structure which best represents an alloy. b c d e  structure ..  [1]  (iii)  the symbol for an isotope of vanadium is shown. 51v23   deduce the number of electrons, neutrons and protons in one atom of this isotope of  vanadium.  number of electrons    number of neutrons    number of protons  ..  [3]  (iv)  vanadium is malleable and conducts electricity.   give two other physical properties of vanadium that are characteristic of all metals.  1  ..  2  ..  [2]  [total: 15]",
+            "8": "8 0620/33/o/n/21 \u00a9 ucles 2021 4  the table shows some properties of four halogens in group vii. halogenmelting point / \u00b0cboiling point / \u00b0cdensity of liquid at boiling point in g / cm3 chlorine \u2013101 \u201335 1.56 bromine \u20137 59 iodine 114 4.93 astatine 302 337 6.35  (a) (i)  complete the table by predicting:  \u25cf the boiling point of iodine  \u25cf the density of bromine. [2]  (ii)  describe the trend in the melting points of the halogens down group vii.   ...   [1]  (b) (i)  deduce the electronic structure of chlorine.   use the periodic table to help you.   ...   [1]  (ii)  explain why a bromide ion has a single negative charge.   .   ...   [1]  (c)  scientists have predicted that sodium astatide reacts with chlorine.   complete the word equation for this reaction. sodium astatide+ chlorine \u2192 +  [2]",
+            "9": "9 0620/33/o/n/21 \u00a9 ucles 2021 [turn over  (d)  hydrogen chloride is produced when chlorine reacts with ammonia.   an aqueous solution of hydrogen chloride is acidic.   describe how you could determine the ph of an acidic solution without using a ph meter.         ..   [2]  [total: 9]",
+            "10": "10 0620/33/o/n/21 \u00a9 ucles 2021 5  the table shows the structures of some organic compounds. compound structure of compound homologous series f hch hch hco oh carboxylic acid gh cc hh h h hchh hcc hh h h  (a)  complete the table by naming the homologous series. \t \tthe\tfirst\tone\thas\tbeen\tdone\tfor\tyou.\t [2]  (b)  draw the structure of a compound containing two carbon atoms which belongs to the same  homologous series as compound f.   show all of the atoms and all of the bonds.  [1]",
+            "11": "11 0620/33/o/n/21 \u00a9 ucles 2021 [turn over  (c)  compound g reacts with bromine.   choose from the structures, p, q, r or s, the structure of the product formed. hch hcp br hbr c hcq brbr hch hcr br brhhc hcs brbr h   ..   [1]  (d) (i)  compound  g can be obtained by cracking petroleum fractions.   describe what is meant by the term cracking.   .   ...   [2]  (ii)  name the product of the reaction when compound g reacts with steam.   ...   [1]  (iii)  many molecules of compound g can join together to form a compound with a very long  chain.   choose from the list the general name given to a compound that is formed by the addition  of many small units.   draw a circle around the correct answer.  isomer          monomer          naphtha          polymer  [1]  (e)  state the names of the two compounds formed during the complete combustion of compound h.   and  ..   [2]  [total: 10]",
+            "12": "12 0620/33/o/n/21 \u00a9 ucles 2021 6  the diagram shows part of the structures of sodium chloride and pentane at room temperature and  pressure. represents pentane , ch3ch2ch2ch2ch3na+cl \u2013na+cl \u2013 na+cl \u2013na+cl \u2013cl \u2013na+na+cl \u2013  (a)\t\tdescribe\tthe\tdifferences\tin\tthe\tphysical\tproperties\tof\tthese\tsubstances\tin\tterms\tof:  \u25cf volatility  sodium chloride  .  pentane  ..  \u25cf solubility in water  sodium chloride  .  pentane  ..  \u25cf electrical conductivity when molten (liquid).  sodium chloride  .  pentane  ..  [5]  (b)  concentrated aqueous sodium chloride is electrolysed using carbon (graphite) electrodes.   name the gas produced at the positive electrode.   ..   [1]  (c)  pentane is a fuel. under some conditions pentane forms carbon monoxide.  (i)  state the condition under which pentane forms carbon monoxide.   ...   [1]  (ii)  state one\tadverse\teffect\tof\tcarbon\tmonoxide\ton\thealth.   ...   [1]  [total: 8]",
+            "13": "13 0620/33/o/n/21 \u00a9 ucles 2021 [turn over 7  this question is about aluminium and the extraction of metals.  (a)  when aluminium is heated above 660 \u00b0c it changes from solid to liquid.  (i)  name the change of state from solid to liquid.   ...   [1]  (ii)\t\tuse\tthe\tkinetic\tparticle\ttheory\tto\tdescribe\t the\tdifferences\t between\t solid\taluminium\t and\t liquid aluminium in terms of:  \u25cf the separation of the particles   .   .   .  \u25cf the motion of the particles.   .   .   .  [4]  (b)  aluminium is extracted from aluminium ore by electrolysis.   explain why aluminium is extracted by electrolysis and not by reduction with carbon.   ..   [1]  (c)  give two reasons why aluminium is used in the manufacture of aircraft.  1  .  2  .  [2]  (d)  give one advantage of recycling aluminium.      ..   [1]",
+            "14": "14 0620/33/o/n/21 \u00a9 ucles 2021  (e)  the table compares the ease of reduction of four metal oxides when heated with carbon. metal oxide ease of reduction aluminium oxide not reduced at 2080 \u00b0c nickel( ii) oxide reduced at 540 \u00b0c titanium( iv) oxide reduced at 1600 \u00b0c zinc oxide reduced at 850 \u00b0c   put the four metals in order of their reactivity. \t \tput\tthe\tleast\treactive\tmetal\tfirst. least reactive most reactive  [2]  (f)  methane is used as a fuel in the extraction of some metals.  (i)  state the main source of methane.   ...   [1]  (ii)  state one\tadverse\teffect\tof\tmethane\ton \tthe\tenvironment.   ...   [1]  [total: 13]",
+            "15": "15 0620/33/o/n/21 \u00a9 ucles 2021 [turn over 8  a student investigated the reaction of small pieces of zinc with dilute hydrochloric acid. the  hydrochloric acid was in excess. zn  +  2hcl  \u2192  zncl 2  +  h2   the rate of reaction is found by measuring the increase in volume of hydrogen gas with time.   the results are shown on the graph. 02 04 06 08 0 time  / svolume of hydrogen gas / cm3 100 120 14060 50 40 30 20 10 0  (a)  deduce the time taken from the beginning of the experiment to collect 30 cm3 of hydrogen gas.  time = .. s  [1]  (b)  the experiment was repeated using dilute hydrochloric acid of a higher concentration.   all other conditions stayed the same.   draw a line on the grid  to show how the volume of hydrogen gas changes with time. [2]",
+            "16": "16 0620/33/o/n/21 \u00a9 ucles 2021  (c)\t\tdescribe\t the\teffect\teach\tof\tthe\tfollowing\t has\ton\tthe\trate\tof\treaction\t of\tzinc\twith\tdilute\t hydrochloric acid.    all other conditions stay the same.  \u25cf the reaction is carried out at a lower temperature.     \u25cf the reaction is carried out using zinc powder instead of small pieces of zinc.     [2]  (d)  when 0.065 g of zinc is used, 24 cm3 of hydrogen gas is formed.   calculate the mass of zinc needed to produce 96 cm3 of hydrogen gas.  mass of zinc = .. g  [1]  (e)  aqueous ammonia is added to aqueous zinc chloride.   describe the observations when a few drops of aqueous ammonia are added and when excess  aqueous ammonia is added.   a few drops of aqueous ammonia  .   excess aqueous ammonia  .  [2]  [total: 8]",
+            "17": "17 0620/33/o/n/21 \u00a9 ucles 2021blank page",
+            "18": "18 0620/33/o/n/21 \u00a9 ucles 2021blank page",
+            "19": "19 0620/33/o/n/21 \u00a9 ucles 2021blank page permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the  publisher will be pleased to make amends at the earliest possible opportunity. 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 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.",
+            "20": "20 0620/33/o/n/21 \u00a9 ucles 2021 groupthe periodic table of elements 1 h hydrogen 12 he helium 4ii i iii iv vv iv ii viii 3 li lithium 74 be berylliu m 9atomic number atomic symbolkey name relative atomic mas s 11 na sodium 2312 mg magnesium 24 19 k potassium 3920 ca calcium 40 37 rb rubidium 8538 sr strontium 88 55 cs caesium 13356 ba barium 137 87 fr francium \u201388 ra radium \u20135 b boron 11 13 al aluminium 27 31 ga gallium 70 49 in indium 115 81 tl thallium 2046 c carbon 12 14 si silicon 28 32 ge germanium 73 50 sn tin 119 82 pb lead 20722 ti titanium 48 40 zr zirconium 91 72 hf hafnium 178 104 rf rutherfordiu m \u201323 v vanadium 51 41 nb niobium 93 73 ta tantalum 181 105 db dubnium \u201324 cr chromium 52 42 mo molybdenum 96 74 w tungsten 184 106 sg seaborgium \u201325 mn manganes e 55 43 tc technetium \u2013 75 re rhenium 186 107 bh bohrium \u201326 fe iron 56 44 ru ruthenium 101 76 os osmium 190 108 hs hassium \u201327 co cobalt 59 45 rh rhodium 103 77 ir iridium 192 109 mt meitneriu m \u201328 ni nicke l 59 46 pd palladium 106 78 pt platinum 195 110 ds darmstadtiu m \u201329 cu copper 64 47 ag silver 108 79 au gold 197 111 rg roentgenium \u201330 zn zinc 65 48 cd cadmium 112 80 hg mercury 201 112 cn copernicium \u2013114 fl fleroviu m \u2013116 lv livermorium \u20137 n nitrogen 14 15 p phosphorus 31 33 as arsenic 75 51 sb antimony 122 83 bi bismuth 2098 o oxygen 16 16 s sulfur 32 34 se selenium 79 52 te tellurium 128 84 po polonium \u20139 f fluorine 19 17 cl chlorine 35.5 35 br bromine 80 53 i iodine 127 85 at astatine \u201310 ne neon 20 18 ar argon 40 36 kr krypton 84 54 xe xenon 131 86 rn radon \u201321 sc scandium 45 39 y yttrium 89 57\u201371 lanthanoids 89\u2013103 actinoids 57 la lanthanum 139 89 aclanthanoids actinoids the volume of one mole of any gas is 24  dm3 at room temperature and pressure (r .t.p.).actinium \u201358 ce cerium 140 90 th thorium 23259 pr praseodymium 141 91 pa protactinium 23160 nd neodymium 144 92 u uranium 23861 pm promethium \u2013 93 np neptunium \u201362 sm samarium 150 94 pu plutonium \u201363 eu europium 152 95 am americiu m \u201364 gd gadolinium 157 96 cm curium \u201365 tb terbium 159 97 bk berkelium \u201366 dy dysprosium 163 98 cf californium \u201367 ho holmium 165 99 es einsteinium \u201368 er erbium 167 100 fm fermium \u201369 tm thulium 169 101 md mendelevium \u201370 yb ytterbium 173 102 no nobelium \u201371 lu lutetium 175 103 lr lawrenciu m \u2013"
+        },
+        "0620_w21_qp_41.pdf": {
+            "1": "*4684088012* chemistry  0620/41 paper 4 theory (extended) october/november 2021  1 hour 15 minutes you must answer on the question paper. no additional materials are needed. instructions  \u25cf answer all questions.  \u25cf use a black or dark blue pen. you may use an hb pencil for any diagrams or graphs.  \u25cf write your name, centre number and candidate number in the boxes at the top of the page.  \u25cf write your answer to each question in the space provided.  \u25cf do not use an erasable pen or correction fluid.  \u25cf do not write on any bar codes.  \u25cf you may use a calculator.  \u25cf you should show all your working and use appropriate units. information  \u25cf the total mark for this paper is 80.  \u25cf the number of marks for each question or part question is shown in brackets [  ].  \u25cf the periodic table is printed in the question paper. ib21 11_0620_41/2rp \u00a9 ucles 2021 [turn overthis document has 12 pages.cambridge igcse\u2122",
+            "2": "2 0620/41/o/n/21 \u00a9 ucles 2021 1  some elements are shown in the order they appear in the reactivity series. the most reactive  element is at the top. sodium calcium magnesium aluminium zinc iron hydrogen copper  (a)  answer the questions using the list of elements. each element may be used once, more than  once or not at all.   identify:  (i)  a non-metal   ...   [1]  (ii)  a metal which is stored under oil   ...   [1]  (iii)  the main component of steel   ...   [1]  (iv)  a metal with three electrons in the outer shell of its atoms   ...   [1]  (v)  a metal found in brass   ...   [1]  (vi)  a metal that forms chlorides of the type xcl 2 and xcl 3.   ...   [1]  (b)  name the main ores of:  (i)  zinc  ...   [1]  (ii)  aluminium.     [1]  (c)  in an experiment, a sample of aluminium appeared less reactive than expected.   explain why.      ..   [1]",
+            "3": "3 0620/41/o/n/21 \u00a9 ucles 2021 [turn over  (d)  name two metals from the list which are extracted by reduction of their ores using carbon.  1  .  2  .  [2]  (e)  when zinc granules are added to aqueous copper( ii) sulfate, a reaction occurs. during the  reaction, a red-pink solid is formed and the solution becomes colourless.  (i)  name the red-pink solid.   ...   [1]  (ii)  name the colourless solution.   ...   [1]  (iii)  explain, in terms of particles, why the rate of this reaction increases when the temperature  is increased.   .   .   .   .   .   ...   [3]  (iv)  suggest two other ways of increasing the rate of this reaction.  1  ..  2  ..  [2]  [total: 18]",
+            "4": "4 0620/41/o/n/21 \u00a9 ucles 2021 2  this question is about copper and its compounds.  (a)\t\tcopper\thas\ttwo\tdifferent\tnaturally\toccurring\tatoms, \t63cu and 65cu.  (i)\t\tstate\tthe\tterm\tused\tfor\tatoms\tof\tthe\tsame\telement\twith\tdifferent\tnucleon\tnumbers.   ...   [1]  (ii)  the atomic number of copper is 29.   complete the table to show the number of protons, neutrons and electrons in the particles  of copper shown. 63cu65cu2+ protons neutrons electrons  [3]  (iii)  relative atomic mass is the average mass of naturally occurring atoms of an element.   the percentage of the naturally occurring atoms in a sample of copper is shown. 63cu65cu 70% 30%   deduce the relative atomic mass of copper in this sample.   give your answer to one decimal place.  relative atomic mass = ..  [2]",
+            "5": "5 0620/41/o/n/21 \u00a9 ucles 2021 [turn over  (b)  anhydrous copper( ii) sulfate is used to test for the presence of water. when this test is positive,  hydrated copper( ii) sulfate is formed.  (i)  state the colour change seen during this test.  from . to     [2]  (ii)  complete the chemical equation to show the reaction that takes place.  cuso4  +      cuso4\u20225h2o [1]  (iii)  state how hydrated copper( ii) sulfate can be turned back into anhydrous copper( ii) sulfate.   ...   [1]  (iv)  describe a test for pure water.   .   ...   [2]  (c)  aqueous copper( ii) sulfate contains cu2+(aq) ions.  (i)  describe what is seen when aqueous copper( ii) sulfate is added to aqueous  sodium hydroxide, naoh(aq).   ...   [1]  (ii)  write the ionic equation for the reaction between aqueous copper( ii) sulfate and aqueous  sodium hydroxide.   include state symbols.   ...   [3]",
+            "6": "6 0620/41/o/n/21 \u00a9 ucles 2021  (d)  when solid copper( ii) nitrate is heated copper( ii) oxide, nitrogen dioxide and oxygen are  formed. 2cu(no3)2  \u2192  2cuo  +  4no2  +  o2   calculate the volume of nitrogen dioxide formed at room temperature and pressure when 4.7 g  of cu(no3)2 is heated.   use the following steps:  \u25cf calculate the mass of one mole of cu(no3)2  .. g  \u25cf calculate the number of moles of cu(no3)2 used  .. moles  \u25cf determine the number of moles of nitrogen dioxide formed  .. moles  \u25cf calculate the volume of nitrogen dioxide formed at room temperature and pressure.  .. dm3  [4]  (e)  write the chemical equation to show the action of heat on sodium nitrate, nano3.   ..   [2]  [total: 22]",
+            "7": "7 0620/41/o/n/21 \u00a9 ucles 2021 [turn over 3  this question is about electrolysis.   concentrated hydrochloric acid is electrolysed using the apparatus shown. concentrate d hydrochloric acidcarbon electrode swire + \u2013  (a)  chloride ions are discharged at the anode.  (i)  complete the ionic half-equation for this reaction.  ..c l \u2013(aq)  \u2192  ..(g)  +  ..e\u2013 [2]  (ii)  state whether oxidation or reduction takes place. explain your answer.   .   ...   [1]  (b)  describe what is seen at the cathode.   ..   [1]  (c)  write the ionic half-equation for the reaction at the cathode.   ..   [2]  (d)  the ph of the electrolyte is measured throughout the experiment.  (i)  suggest the ph of the electrolyte at the beginning of the experiment.   ...   [1]  (ii)  state how the ph changes, if at all, during the experiment.   explain your answer.   .   ...   [2]",
+            "8": "8 0620/41/o/n/21 \u00a9 ucles 2021  (e)  the electrolysis is repeated using molten lead( ii) bromide.   describe what is seen at the: \t \u25cf\t \tcathode\t ... \t \u25cf\t \tanode.\t .  [2]  (f)  state two properties of graphite (carbon) which make it suitable for use as an electrode.  1  .  2  .  [2]  [total: 13]",
+            "9": "9 0620/41/o/n/21 \u00a9 ucles 2021 [turn over 4  chalcopyrite, fecus2, is used in the manufacture of sulfuric acid in the contact process.  (a)\t\tin\tthe\tfirst\tstage\tof\tthe\tprocess,\t chalcopyrite\t reacts\twith\toxygen\t in\tthe\tair\tto\tproduce\t sulfur dioxide, so2, iron( iii) oxide and copper( ii) oxide.   complete the chemical equation for the reaction of fecus2 with oxygen.  4fecus2  +  13o2  \u2192  .  +  .  +  . [2]  (b)  sulfur dioxide is then converted to sulfur trioxide. 2so2  +  o2    2so3   the reaction is exothermic. it is also an equilibrium.  (i)  state two features of an equilibrium.  1  ..  2  ..  [2]  (ii)  state the temperature and pressure used in this reaction.   include units. \t \u25cf\t\ttemperature\t . \t \u25cf\t\tpressure\t ...  [2]  (iii)  name the catalyst used.   ...   [1]  (iv)  explain why a catalyst is used.   ...   [1]  (v)  describe and explain, in terms of equilibrium, what happens when the temperature is  increased.   .   ...   [2]  (c)  concentrated sulfuric acid is a dehydrating agent.   when glucose is dehydrated, carbon and one other product are formed.   complete the equation to show the dehydration of glucose, c6h12o6.  c6h12o6  \u2192  ...c  +  . [2]  [total: 12]",
+            "10": "10 0620/41/o/n/21 \u00a9 ucles 2021 5  alkenes and carboxylic acids are both families of similar compounds with similar chemical properties.   alkenes\tand\tcarboxylic\tacids\thave\tdifferent\treactions.  (a)  state the term used for a \u2018family\u2019 of similar compounds.   ..   [1]  (b)  state the general formula of alkenes.   ..   [1]  (c)  the structure of but-2-ene is shown. hch hc hc ch hhh  (i)  but-2-ene reacts with aqueous bromine in an addition reaction.   describe the colour change seen when but-2-ene is added to aqueous bromine.  from . to     [1]  (ii)  state what is meant by the term addition reaction.   ...   [1]  (iii)  write the chemical equation for the reaction between but-2-ene and bromine.   ...   [2]  (iv)  but-2-ene forms a polymer.   suggest the name of the polymer formed from but-2-ene.   ...   [1]  (v)  name and draw a structural isomer of but-2-ene.   show all of the atoms and all of the bonds.   name  ...   structure   [2]",
+            "11": "11 0620/41/o/n/21 \u00a9 ucles 2021permission 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 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.  (d)  butanoic acid, ch3ch2ch2cooh, is a carboxylic acid.  (i)  deduce the empirical formula of butanoic acid.   ...   [1]  (ii)  complete the chemical equation for the reaction of butanoic acid and sodium carbonate,  na2co3.  2ch3ch2ch2cooh  +  na2co3  \u2192    +  ...  + ... [2]  (iii)  butanoic acid reacts with methanol to form an organic compound and water.  \u25cf name the organic compound formed.   ...   [1]  \u25cf draw the structure of the organic compound formed.   show all of the atoms and all of the bonds.  [2]  [total: 15]",
+            "12": "12 0620/41/o/n/21 \u00a9 ucles 2021 groupthe periodic table of elements 1 h hydrogen 12 he helium 4ii i iii iv vv iv ii viii 3 li lithium 74 be berylliu m 9atomic number atomic symbolkey name relative atomic mas s 11 na sodium 2312 mg magnesium 24 19 k potassium 3920 ca calcium 40 37 rb rubidium 8538 sr strontium 88 55 cs caesium 13356 ba barium 137 87 fr francium \u201388 ra radium \u20135 b boron 11 13 al aluminium 27 31 ga gallium 70 49 in indium 115 81 tl thallium 2046 c carbon 12 14 si silicon 28 32 ge germanium 73 50 sn tin 119 82 pb lead 20722 ti titanium 48 40 zr zirconium 91 72 hf hafnium 178 104 rf rutherfordiu m \u201323 v vanadium 51 41 nb niobium 93 73 ta tantalum 181 105 db dubnium \u201324 cr chromium 52 42 mo molybdenum 96 74 w tungsten 184 106 sg seaborgium \u201325 mn manganes e 55 43 tc technetium \u2013 75 re rhenium 186 107 bh bohrium \u201326 fe iron 56 44 ru ruthenium 101 76 os osmium 190 108 hs hassium \u201327 co cobalt 59 45 rh rhodium 103 77 ir iridium 192 109 mt meitneriu m \u201328 ni nicke l 59 46 pd palladium 106 78 pt platinum 195 110 ds darmstadtiu m \u201329 cu copper 64 47 ag silver 108 79 au gold 197 111 rg roentgenium \u201330 zn zinc 65 48 cd cadmium 112 80 hg mercury 201 112 cn copernicium \u2013114 fl fleroviu m \u2013116 lv livermorium \u20137 n nitrogen 14 15 p phosphorus 31 33 as arsenic 75 51 sb antimony 122 83 bi bismuth 2098 o oxygen 16 16 s sulfur 32 34 se selenium 79 52 te tellurium 128 84 po polonium \u20139 f fluorine 19 17 cl chlorine 35.5 35 br bromine 80 53 i iodine 127 85 at astatine \u201310 ne neon 20 18 ar argon 40 36 kr krypton 84 54 xe xenon 131 86 rn radon \u201321 sc scandium 45 39 y yttrium 89 57\u201371 lanthanoids 89\u2013103 actinoids 57 la lanthanum 139 89 aclanthanoids actinoids the volume of one mole of any gas is 24  dm3 at room temperature and pressure (r .t.p.).actinium \u201358 ce cerium 140 90 th thorium 23259 pr praseodymium 141 91 pa protactinium 23160 nd neodymium 144 92 u uranium 23861 pm promethium \u2013 93 np neptunium \u201362 sm samarium 150 94 pu plutonium \u201363 eu europium 152 95 am americiu m \u201364 gd gadolinium 157 96 cm curium \u201365 tb terbium 159 97 bk berkelium \u201366 dy dysprosium 163 98 cf californium \u201367 ho holmium 165 99 es einsteinium \u201368 er erbium 167 100 fm fermium \u201369 tm thulium 169 101 md mendelevium \u201370 yb ytterbium 173 102 no nobelium \u201371 lu lutetium 175 103 lr lawrenciu m \u2013"
+        },
+        "0620_w21_qp_42.pdf": {
+            "1": "*8417627571* chemistry  0620/42 paper 4 theory (extended) october/november 2021  1 hour 15 minutes you must answer on the question paper. no additional materials are needed. instructions  \u25cf answer all questions.  \u25cf use a black or dark blue pen. you may use an hb pencil for any diagrams or graphs.  \u25cf write your name, centre number and candidate number in the boxes at the top of the page.  \u25cf write your answer to each question in the space provided.  \u25cf do not use an erasable pen or correction fluid.  \u25cf do not write on any bar codes.  \u25cf you may use a calculator.  \u25cf you should show all your working and use appropriate units. information  \u25cf the total mark for this paper is 80.  \u25cf the number of marks for each question or part question is shown in brackets [  ].  \u25cf the periodic table is printed in the question paper. ib21 11_0620_42/3rp \u00a9 ucles 2021 [turn overthis document has 16 pages. any blank pages are indicated.cambridge igcse\u2122",
+            "2": "2 0620/42/o/n/21 \u00a9 ucles 2021 1  this question is about states of matter.  (a)  complete the table, using ticks (\uf033  ) and crosses (\uf037   ), to describe the properties of gases, liquids  and solids. state of matterparticles are touchingparticles have random movementparticles are regularly arranged gas liquid solid  [3]  (b)  substances can change state.  (i)  boiling and evaporation are two ways in which a liquid changes into a gas.   describe two differences between boiling and evaporation.  1  ..  2  ..   [2]  (ii)  name the change of state when:  \u25cf a gas becomes a liquid    \u25cf a solid becomes a gas.    [2]",
+            "3": "3 0620/42/o/n/21 \u00a9 ucles 2021 [turn over  (c)  a substance boils at temperature x and melts at temperature y.   complete the graph to show the change in temperature over time as the substance cools from  temperature a to temperature b. a by timex temperature  [2]  (d)  a solution is a mixture of a solute and a solvent.  (i)  name the process when a solid substance mixes with a solvent to form a solution.   ...   [1]  (ii)  name the type of reaction when two solutions react to form an insoluble substance.   ...   [1]  [total: 11]",
+            "4": "4 0620/42/o/n/21 \u00a9 ucles 2021 2  acids are important laboratory chemicals.  (a)  some acids completely dissociate in water to form ions.  (i)  state the term applied to acids that completely dissociate in water.   ...   [1]  (ii)  complete the equation to show the complete dissociation of sulfuric acid in water.  h2so4  \u2192  . [2]  (iii)  state the colour of methyl orange in sulfuric acid.   ...   [1]  (b)  the equation for the reaction between powdered zinc carbonate and dilute nitric acid is shown. znco3...  +  2hno3...  \u2192  zn(no3)2...  +  h2o...  +  co2...  (i)  complete the equation by adding state symbols. [2]  (ii)  a student found that 2.5 g of zinc carbonate required 20 cm3 of dilute nitric acid to react  completely.   calculate the concentration of dilute nitric acid using the following steps:  \u25cf calculate the mass of 1 mole of znco3  .. g  \u25cf calculate the number of moles of znco3 reacting  .. moles  \u25cf determine the number of moles of hno3 reacting  .. moles  \u25cf calculate the concentration of hno3.  .. mol / dm3  [4]  [total: 10]",
+            "5": "5 0620/42/o/n/21 \u00a9 ucles 2021 [turn over 3  atoms contain protons, neutrons and electrons.  (a)  complete the table to show the relative mass and the relative charge of a proton, a neutron  and an electron. relative mass relative charge proton neutron electron1 1840  [3]  (b)  the table shows the number of protons, neutrons and electrons in some atoms and ions.   complete the table. atom or ionnumber of protonsnumber of neutronsnumber of electrons 32s16 39k+ 19 35 44 36  [5]  [total: 8]",
+            "6": "6 0620/42/o/n/21 \u00a9 ucles 2021 4  chlorine reacts with carbon monoxide to produce phosgene gas, coc l 2(g). a catalyst is used. cl 2(g)  +  co(g)    cocl 2(g)   the reaction is exothermic.  (a)  explain why the reaction is exothermic in terms of the energy changes of bond breaking and  bond making.         ..   [3]  (b) (i)  complete the energy level diagram for this reaction.   on your diagram show:  \u25cf the product of the reaction  \u25cf an arrow representing the energy change, labelled \u2206h  \u25cf an arrow representing the activation energy, labelled a. energy progress of reactioncl 2(g)  +  co(g)  [3]  (ii)  state why a catalyst is used.   ...   [1]",
+            "7": "7 0620/42/o/n/21 \u00a9 ucles 2021 [turn over  (c)  describe and explain the effect, if any, on the position of equilibrium when:  (i)  the pressure is increased   .   ...   [2]  (ii)  the temperature is increased.   .   ...   [2]  (d)  the reaction between chlorine and carbon monoxide can be represented as shown. cl cl cl+    coco cl   when one mole of chlorine reacts with one mole of carbon monoxide, 230 kj of energy is  released.   some bond energies are shown in the table. bond bond energy in kj / mol cl \u2013cl 240 c=o 745 c\u2013cl 400   use the information to calculate the energy of the bond between the c and the o in  carbon monoxide, co.  bond energy in carbon monoxide, co = .. kj / mol  [3]",
+            "8": "8 0620/42/o/n/21 \u00a9 ucles 2021  (e)  complete the dot-and-cross diagram to show the electron arrangement in a molecule of cocl 2. cl clco   show outer electrons only. c cl clo  [3]  [total: 17]",
+            "9": "9 0620/42/o/n/21 \u00a9 ucles 2021 [turn over 5  iron is a transition element. potassium is a group  i element.  (a)  iron and potassium have the same type of bonding.   name and describe the type of bonding in these two elements.  name  ..  description  .           [4]  (b)  transition elements and group i elements have some similar physical properties.   they can both:  \u25cf be hammered into a shape  \u25cf conduct electricity  \u25cf be stretched into wires.  (i)  name the term used to describe the ability of elements to be hammered into a shape.   ...   [1]  (ii)  describe what happens to the particles in iron when it is hammered into a shape.   .   ...   [1]  (iii)  suggest why copper, rather than other transition elements, is used for wires which conduct  electricity.   ...   [1]  (c)  transition elements are harder and stronger than group i elements.   describe how two other physical properties of transition elements are different from those of  group i elements.  1  .  2  .  [2]",
+            "10": "10 0620/42/o/n/21 \u00a9 ucles 2021  (d)  chemical properties of some group i elements are shown in the table. element reaction with cold water reaction with oxygenflame test colour lithium \u25cf steadily effervesces  \u25cf forms a colourless solutionvery slowly forms an oxide layer red sodium \u25cf strongly effervesces  \u25cf forms a colourless solutionslowly forms an oxide layer potassium \u25cf very strongly effervesces  \u25cf forms a colourless solutionquickly forms an oxide layer rubidium ruby red  (i)  add to the table:  \u25cf the flame test colours for sodium and potassium  \u25cf the predicted reactions of rubidium with water and with oxygen.  [4]  (ii)  name the gas produced when group i elements react with water.   ...   [1]  (iii)  name the solution formed when potassium reacts with water.   ...   [1]  (iv)  predict the ph of the colourless solution formed when potassium reacts with water.   ...   [1]  (v)  write the chemical equation for the reaction of sodium with oxygen.   ...   [2]  (e)  iron is a typical transition element. it is the catalyst used in the haber process.  (i)  write the equation for the reaction that occurs in the haber process.   ...   [2]  (ii)  state the temperature and pressure used in the haber process. include units.  temperature    pressure  ..  [2]  [total: 22]",
+            "11": "11 0620/42/o/n/21 \u00a9 ucles 2021 [turn over 6  ethanol, c2h5oh, belongs to the homologous series called alcohols.  (a)  write the general formula of alcohols.   ..   [1]  (b)  explain why ethanol cannot be described as a hydrocarbon.   ..   [1]  (c)  ethanol can be manufactured from different substances by reaction with steam or by  fermentation.  (i)  give the formula of the substance which reacts with steam to form ethanol.   ...   [1]  (ii)  name a substance which will undergo fermentation to form ethanol.   ...   [1]  (d)  ethanol is a fuel.   write the chemical equation for the complete combustion of ethanol.   ..   [2]",
+            "12": "12 0620/42/o/n/21 \u00a9 ucles 2021  (e)  ethane-1,2-diol has two alcohol functional groups. och hh c hh ho   one molecule of ethane-1,2-diol will react with two molecules of ethanoic acid to form  molecule x.   x has two ester functional groups and a molecular formula of c6h10o4.  (i)  state the empirical formula of x.   ...   [1]  (ii)  draw the structure of x.   show all of the atoms and all of the bonds.  [2]  (iii)  name the other substance formed in this reaction.   ...   [1]  (f)  each alcohol functional group in ethane-1,2-diol reacts with acidified potassium manganate( vii)  to form a different organic compound, y.  (i)  name the functional groups formed in y.   ...   [1]  (ii)  draw the structure of y.   show all of the atoms and all of the bonds.  [1]  [total: 12]",
+            "13": "13 0620/42/o/n/21 \u00a9 ucles 2021blank page",
+            "14": "14 0620/42/o/n/21 \u00a9 ucles 2021blank page",
+            "15": "15 0620/42/o/n/21 \u00a9 ucles 2021permission 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 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. blank page",
+            "16": "16 0620/42/o/n/21 \u00a9 ucles 2021 groupthe periodic table of elements 1 h hydrogen 12 he helium 4ii i iii iv vv iv ii viii 3 li lithium 74 be berylliu m 9atomic number atomic symbolkey name relative atomic mas s 11 na sodium 2312 mg magnesium 24 19 k potassium 3920 ca calcium 40 37 rb rubidium 8538 sr strontium 88 55 cs caesium 13356 ba barium 137 87 fr francium \u201388 ra radium \u20135 b boron 11 13 al aluminium 27 31 ga gallium 70 49 in indium 115 81 tl thallium 2046 c carbon 12 14 si silicon 28 32 ge germanium 73 50 sn tin 119 82 pb lead 20722 ti titanium 48 40 zr zirconium 91 72 hf hafnium 178 104 rf rutherfordiu m \u201323 v vanadium 51 41 nb niobium 93 73 ta tantalum 181 105 db dubnium \u201324 cr chromium 52 42 mo molybdenum 96 74 w tungsten 184 106 sg seaborgium \u201325 mn manganes e 55 43 tc technetium \u2013 75 re rhenium 186 107 bh bohrium \u201326 fe iron 56 44 ru ruthenium 101 76 os osmium 190 108 hs hassium \u201327 co cobalt 59 45 rh rhodium 103 77 ir iridium 192 109 mt meitneriu m \u201328 ni nicke l 59 46 pd palladium 106 78 pt platinum 195 110 ds darmstadtiu m \u201329 cu copper 64 47 ag silver 108 79 au gold 197 111 rg roentgenium \u201330 zn zinc 65 48 cd cadmium 112 80 hg mercury 201 112 cn copernicium \u2013114 fl fleroviu m \u2013116 lv livermorium \u20137 n nitrogen 14 15 p phosphorus 31 33 as arsenic 75 51 sb antimony 122 83 bi bismuth 2098 o oxygen 16 16 s sulfur 32 34 se selenium 79 52 te tellurium 128 84 po polonium \u20139 f fluorine 19 17 cl chlorine 35.5 35 br bromine 80 53 i iodine 127 85 at astatine \u201310 ne neon 20 18 ar argon 40 36 kr krypton 84 54 xe xenon 131 86 rn radon \u201321 sc scandium 45 39 y yttrium 89 57\u201371 lanthanoids 89\u2013103 actinoids 57 la lanthanum 139 89 aclanthanoids actinoids the volume of one mole of any gas is 24  dm3 at room temperature and pressure (r .t.p.).actinium \u201358 ce cerium 140 90 th thorium 23259 pr praseodymium 141 91 pa protactinium 23160 nd neodymium 144 92 u uranium 23861 pm promethium \u2013 93 np neptunium \u201362 sm samarium 150 94 pu plutonium \u201363 eu europium 152 95 am americiu m \u201364 gd gadolinium 157 96 cm curium \u201365 tb terbium 159 97 bk berkelium \u201366 dy dysprosium 163 98 cf californium \u201367 ho holmium 165 99 es einsteinium \u201368 er erbium 167 100 fm fermium \u201369 tm thulium 169 101 md mendelevium \u201370 yb ytterbium 173 102 no nobelium \u201371 lu lutetium 175 103 lr lawrenciu m \u2013"
+        },
+        "0620_w21_qp_43.pdf": {
+            "1": "*6388004630* chemistry  0620/43 paper 4 theory (extended) october/november 2021  1 hour 15 minutes you must answer on the question paper. no additional materials are needed. instructions  \u25cf answer all questions.  \u25cf use a black or dark blue pen. you may use an hb pencil for any diagrams or graphs.  \u25cf write your name, centre number and candidate number in the boxes at the top of the page.  \u25cf write your answer to each question in the space provided.  \u25cf do not use an erasable pen or correction fluid.  \u25cf do not write on any bar codes.  \u25cf you may use a calculator.  \u25cf you should show all your working and use appropriate units. information  \u25cf the total mark for this paper is 80.  \u25cf the number of marks for each question or part question is shown in brackets [  ].  \u25cf the periodic table is printed in the question paper. ib21 11_0620_43/3rp \u00a9 ucles 2021 [turn overthis document has 16 pages. any blank pages are indicated.cambridge igcse\u2122",
+            "2": "2 0620/43/o/n/21 \u00a9 ucles 2021 1  a list of substances is shown. ammonia bauxite carbon dioxide carbon monoxide ethanol hematite oxygen sodium chloride sulfur dioxide   answer the questions using the list of substances.   each substance may be used once, more than once or not at all.   state which substance is:  (a)  an element  ...   [1]  (b)  an ore of aluminium  .   [1]  (c)  a gas that causes acid rain  ..   [1]  (d)  used as a fuel  ..   [1]  (e)  an ionic compound  ..   [1]  (f)  produced in the haber process  ...   [1]  (g)  a product of respiration     [1]  (h)  a toxic product of the incomplete combustion of hydrocarbons   ..   [1]  (i)  a gas produced in the test for nitrate ions.  ..   [1]  [total: 9]",
+            "3": "3 0620/43/o/n/21 \u00a9 ucles 2021 [turn over 2  this question is about electrolysis.  (a)  state the meaning of the term electrolyte .      ..   [2]  (b)  the table gives information about the electrolysis of two electrolytes. carbon (graphite)  electrodes are used in each experiment.  (i)  complete the table to show the observations and products of electrolysis. positive electrode (anode) negative electrode (cathode) electrolyte observations name of product observations name of product aqueous copper( ii) sulfatecolourless bubbles concentrated aqueous  sodium bromidecolourless bubbleshydrogen  [5]  (ii)  hydrogen is produced at the negative electrode (cathode) during the electrolysis of  concentrated aqueous sodium bromide.   write the ionic half-equation for this reaction.   ...   [2]  (iii)  state two reasons why carbon (graphite) is suitable to use as an electrode.  1  ..  2  ..  [2]  (iv)  name the particle responsible for the conduction of electricity in the metal wires used in a  circuit.   ...   [1]  [total: 12]",
+            "4": "4 0620/43/o/n/21 \u00a9 ucles 2021 3  lead is a metallic element in group iv. one of the ores of lead is galena, which is an impure form  of lead( ii)\u00a0sulfide,\u00a0pbs.   lead also occurs in the ore cerussite, which contains lead( ii)\u00a0carbonate,\u00a0pbco3.  (a)  calculate the relative formula mass, mr,\u00a0of\u00a0pbco3.  mr\u00a0of\u00a0pbco3 = ..  [1]  (b)  the mr\u00a0of\u00a0pbs\u00a0is\u00a0239. \u00a0 \u00a0calculate\u00a0the\u00a0percentage\u00a0of\u00a0lead\u00a0by\u00a0mass\u00a0in\u00a0pbs. \u00a0 percentage\u00a0of\u00a0lead\u00a0by\u00a0mass\u00a0in\u00a0pbs\u00a0=\u00a0..\u00a0\u00a0[1]  (c)\u00a0 \u00a0the\u00a0percentage\u00a0of\u00a0lead\u00a0by\u00a0mass\u00a0in\u00a0pbco3 is 77.5%.   use this information  and your answer to (b) to suggest whether it would be better to extract  lead\u00a0from\u00a0pbco3\u00a0or\u00a0pbs.   give a reason for your answer.      ..   [1]  (d)  when lead( ii) carbonate is heated it decomposes into lead( ii)\u00a0oxide,\u00a0pbo,\u00a0and\u00a0carbon\u00a0dioxide.   write a chemical equation for this reaction.   ..   [1]  (e)  lead( ii) carbonate reacts with dilute nitric acid. one of the products is aqueous lead( ii) nitrate,  pb(no3)2.   write a chemical equation for this reaction.   ..   [2]",
+            "5": "5 0620/43/o/n/21 \u00a9 ucles 2021 [turn over  (f)  lead( ii) oxide and carbon dioxide are oxides of group iv elements.  (i)  complete the diagram to show the electron arrangement in one molecule of co2.   show only the outer electrons. o o c  [2]  (ii)  the melting points of lead( ii) oxide and carbon dioxide are shown. melting point / \u00b0c lead( ii) oxide 886 carbon dioxide \u201356   use your knowledge of structure and bonding to explain why lead( ii) oxide has a much  higher melting point than carbon dioxide.   your answer should refer to:  \u25cf the types of particles involved  \u25cf the relative strength of the forces of attraction between the particles.   .   .   .   ...   [3]",
+            "6": "6 0620/43/o/n/21 \u00a9 ucles 2021  (g)\u00a0 \u00a0part\u00a0of\u00a0the\u00a0reactivity\u00a0series\u00a0is\u00a0shown. magnesium most reactive lead copper least reactive   aqueous lead( ii)\u00a0nitrate\u00a0contains\u00a0pb2+ ions.   two experiments are carried out.   in experiment 1, magnesium is added to aqueous lead( ii) nitrate.   in experiment 2, copper is added to aqueous lead( ii) nitrate.   write an ionic equation for any reaction that occurs in each experiment. if no reaction occurs  write \u2018no reaction\u2019.   experiment 1  .   experiment 2  .  [2]  (h)  when lead( ii) nitrate is heated it decomposes to produce the same gaseous products as when  copper( ii) nitrate is heated.  (i)  one of the gaseous products is oxygen.   describe a test for oxygen.  test  ..  observations  ...  [2]  (ii)  name the other gaseous product.   ...   [1]  [total: 16]",
+            "7": "7 0620/43/o/n/21 \u00a9 ucles 2021 [turn over 4  carbon is an important element.  (a)  carbon exists as the isotopes 12c6 and 13c6.   complete the table. isotopenumber of protons in one atomnumber of electrons in one atomnumber of neutrons in one atom 12c6 13c6  [2]  (b)  name two forms of the element carbon which have giant covalent structures.  ... and  ...   [1]  (c)  the avogadro constant is the number of particles in 1 mole.   the numerical value of the avogadro constant is 6.02 \u00d7 1023.  (i)  calculate the number of molecules in 22.0 g of carbon dioxide, co2.  ... molecules  [2]  (ii)  calculate the number of molecules in 6.00 dm3 of carbon dioxide gas at room temperature  and pressure.  ... molecules  [1]  [total: 6]",
+            "8": "8 0620/43/o/n/21 \u00a9 ucles 2021 5 (a)  dilute sulfuric acid and aqueous sodium hydroxide can be used to prepare sodium sulfate  crystals using a method that involves titration. 25.0  cm3 aqueou s sodium hydroxid econical flas kdilute sulfuric acid  (i)  suggest why universal indicator is not suitable for this titration.   ...   [1]  (ii)  name an indicator that can be used in this titration.   ...   [1]   20.0 cm3 of dilute sulfuric acid neutralises 25.0 cm3 of 1.00 mol / dm3 aqueous sodium hydroxide.  at\u00a0the\u00a0end\u00a0of\u00a0the\u00a0titration\u00a0the\u00a0conical\u00a0flask\u00a0contains\u00a0aqueous\u00a0sodium\u00a0sulfate\u00a0 with\u00a0the\u00a0dissolved\u00a0 indicator as an impurity.  (b)  describe how to prepare a pure sample of sodium sulfate crystals from the original solutions  of dilute sulfuric acid and aqueous sodium hydroxide of the same concentrations.   you are not required to give details of how to carry out the titration.                           ..   [5]",
+            "9": "9 0620/43/o/n/21 \u00a9 ucles 2021 [turn over  (c)  sodium hydrogensulfate, nahso4, dissolves in water to produce an aqueous solution, x,  containing na+, h+ and so42\u2013 ions.   state the observations when the following tests are done.  (i)\u00a0 \u00a0a\u00a0flame\u00a0test\u00a0is\u00a0carried\u00a0out\u00a0on\u00a0x.   ...   [1]  (ii)  copper( ii) oxide is warmed with an excess of x.   .   ...   [2]  (iii)\u00a0 \u00a0acidified\u00a0aqueous\u00a0barium\u00a0nitrate\u00a0is\u00a0added\u00a0to\u00a0x.   ...   [1]  [total: 11]",
+            "10": "10 0620/43/o/n/21 \u00a9 ucles 2021 6  a student investigates the decomposition of hydrogen peroxide in the presence of a catalyst of  manganese( iv) oxide. 2h2o2(aq)  \u2192  2h2o(l)  +  o2(g)  (a)  state the meaning of the term catalyst.      ..   [2]  (b)  the diagram shows the equipment the student uses. aqueou s hydrogen peroxid ecotton wool balanc ecatalyst of manganese( iv) oxide   the student uses this method:  \u25cf the catalyst is added to the aqueous hydrogen peroxide  \u25cf the stop-clock is started  \u25cf the mass of the flask and contents is recorded at regular time intervals.",
+            "11": "11 0620/43/o/n/21 \u00a9 ucles 2021 [turn over \u00a0 \u00a0a\u00a0graph\u00a0of\u00a0the\u00a0mass\u00a0of\u00a0the\u00a0flask\u00a0and\u00a0contents\u00a0against\u00a0time\u00a0is\u00a0shown. mass of the flask and contents  / g time  / s  (i)\u00a0 \u00a0suggest\u00a0why\u00a0the\u00a0mass\u00a0of\u00a0the\u00a0flask\u00a0and\u00a0contents\u00a0decreases\u00a0as\u00a0time\u00a0increases.   ...   [1]  (ii)  describe what happens to the rate of the reaction as time increases.   .   ...   [2]  (c)  the student repeats the experiment at a higher temperature. all other conditions stay the  same. the rate of reaction increases.  (i)  explain, in terms of collisions between particles, why the rate of reaction increases at a  higher temperature.   .   .   .   ...   [3]  (ii)  draw a line on the graph in (b) for the experiment at a higher temperature. [2]  [total: 10]",
+            "12": "12 0620/43/o/n/21 \u00a9 ucles 2021 7 (a)  ethanol is a member of the homologous series of alcohols.   give two characteristics of members of a homologous series.  1  .  2  .  [2]  (b)  ethanol can be manufactured from ethene.   ethene can be made from long chain hydrocarbons such as decane, c10h22.   ethene is then converted into ethanol.  (i)  name the process used to obtain ethene from long chain hydrocarbons such as decane,  c10h22.   ...   [1]  (ii)  complete the chemical equation to show the formation of ethene from decane, c10h22.  c10h22  \u2192  c4h8  +  ...  +  ... [2]  (iii)  write the chemical equation for the conversion of ethene into ethanol.   ...   [1]  (iv)  name the type of reaction occurring when ethene is converted into ethanol.   ...   [1]  (v)  give one condition for the reaction in which ethene is converted into ethanol.   ...   [1]  (c)  ethanol can also be produced by fermentation of carbohydrates such as glucose.   give two advantages of manufacturing ethanol by fermentation compared to manufacturing  ethanol from ethene.  1  .  2  .  [2]",
+            "13": "13 0620/43/o/n/21 \u00a9 ucles 2021 [turn over  (d) (i)  under certain conditions ethene can react with chlorine to produce chloroethene.   the structure of chloroethene is shown. ch hch cl   the equation for the chemical reaction is shown. c2h4  +  c l 2  \u2192  c2h3cl  +  hcl   state the type of chemical reaction between ethene and chlorine that this equation shows.   ...   [1]  (ii)  chloroethene monomers can be converted into a polymer called poly(chloroethene).   state the type of polymerisation that produces poly(chloroethene) from chloroethene.   ...   [1]  (iii)  draw a section of the poly(chloroethene) molecule made from two monomer molecules.  [2]",
+            "14": "14 0620/43/o/n/21 \u00a9 ucles 2021  (e)  the structure of part of a polymer is shown. n co n h hco co n h   this polymer is made from one type of monomer only.   complete the diagram to show the structure of the monomer used to produce this polymer.   show all of the atoms and all of the bonds in the functional groups.  [2]  [total: 16]",
+            "15": "15 0620/43/o/n/21 \u00a9 ucles 2021permission 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 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. blank page",
+            "16": "16 0620/43/o/n/21 \u00a9 ucles 2021 groupthe periodic table of elements 1 h hydrogen 12 he helium 4ii i iii iv vv iv ii viii 3 li lithium 74 be berylliu m 9atomic number atomic symbolkey name relative atomic mas s 11 na sodium 2312 mg magnesium 24 19 k potassium 3920 ca calcium 40 37 rb rubidium 8538 sr strontium 88 55 cs caesium 13356 ba barium 137 87 fr francium \u201388 ra radium \u20135 b boron 11 13 al aluminium 27 31 ga gallium 70 49 in indium 115 81 tl thallium 2046 c carbon 12 14 si silicon 28 32 ge germanium 73 50 sn tin 119 82 pb lead 20722 ti titanium 48 40 zr zirconium 91 72 hf hafnium 178 104 rf rutherfordiu m \u201323 v vanadium 51 41 nb niobium 93 73 ta tantalum 181 105 db dubnium \u201324 cr chromium 52 42 mo molybdenum 96 74 w tungsten 184 106 sg seaborgium \u201325 mn manganes e 55 43 tc technetium \u2013 75 re rhenium 186 107 bh bohrium \u201326 fe iron 56 44 ru ruthenium 101 76 os osmium 190 108 hs hassium \u201327 co cobalt 59 45 rh rhodium 103 77 ir iridium 192 109 mt meitneriu m \u201328 ni nicke l 59 46 pd palladium 106 78 pt platinum 195 110 ds darmstadtiu m \u201329 cu copper 64 47 ag silver 108 79 au gold 197 111 rg roentgenium \u201330 zn zinc 65 48 cd cadmium 112 80 hg mercury 201 112 cn copernicium \u2013114 fl fleroviu m \u2013116 lv livermorium \u20137 n nitrogen 14 15 p phosphorus 31 33 as arsenic 75 51 sb antimony 122 83 bi bismuth 2098 o oxygen 16 16 s sulfur 32 34 se selenium 79 52 te tellurium 128 84 po polonium \u20139 f fluorine 19 17 cl chlorine 35.5 35 br bromine 80 53 i iodine 127 85 at astatine \u201310 ne neon 20 18 ar argon 40 36 kr krypton 84 54 xe xenon 131 86 rn radon \u201321 sc scandium 45 39 y yttrium 89 57\u201371 lanthanoids 89\u2013103 actinoids 57 la lanthanum 139 89 aclanthanoids actinoids the volume of one mole of any gas is 24  dm3 at room temperature and pressure (r .t.p.).actinium \u201358 ce cerium 140 90 th thorium 23259 pr praseodymium 141 91 pa protactinium 23160 nd neodymium 144 92 u uranium 23861 pm promethium \u2013 93 np neptunium \u201362 sm samarium 150 94 pu plutonium \u201363 eu europium 152 95 am americiu m \u201364 gd gadolinium 157 96 cm curium \u201365 tb terbium 159 97 bk berkelium \u201366 dy dysprosium 163 98 cf californium \u201367 ho holmium 165 99 es einsteinium \u201368 er erbium 167 100 fm fermium \u201369 tm thulium 169 101 md mendelevium \u201370 yb ytterbium 173 102 no nobelium \u201371 lu lutetium 175 103 lr lawrenciu m \u2013"
+        },
+        "0620_w21_qp_51.pdf": {
+            "1": "*4998819063* chemistry  0620/51 paper 5 practical test october/november 2021  1 hour 15 minutes you must answer on the question paper. you will need: the materials and apparatus listed in the confidential instructions instructions  \u25cf answer all questions.  \u25cf use a black or dark blue pen. you may use an hb pencil for any diagrams or graphs.  \u25cf write your name, centre number and candidate number in the boxes at the top of the page.  \u25cf write your answer to each question in the space provided.  \u25cf do not use an erasable pen or correction fluid.  \u25cf do not write on any bar codes.  \u25cf you may use a calculator.  \u25cf you should show all your working and use appropriate units. information  \u25cf the total mark for this paper is 40.  \u25cf the number of marks for each question or part question is shown in brackets [  ].  \u25cf notes for use in qualitative analysis are provided in the question paper. ib21 11_0620_51/fp \u00a9 ucles 2021 [turn overthis document has 12 pages. any blank pages are indicated.cambridge igcse\u2122 for examiner\u2019s use 1 2 3 total",
+            "2": "2 0620/51/o/n/21 \u00a9 ucles 2021 1\t\tyou\tare\tgoing\tto\tinvestigate\t the\ttemperature\t change\twhen\tzinc\treacts\twith\ttwo\tdifferent\t aqueous\t solutions of copper( ii) sulfate, solution q and solution r.   read all of the instructions carefully before starting the experiments.   instructions   you are going to do two experiments.  (a)  experiment 1  \u25cf place a polystyrene cup into a 250 cm3 beaker for support.  \u25cf use a measuring cylinder to pour 25 cm3 of solution q into the polystyrene cup.  \u25cf use a thermometer to measure the initial temperature of solution q. record this in the  space above the table.  \u25cf add 3 g of zinc powder to the polystyrene cup. at the same time start a stop\u2011watch.  \u25cf using the thermometer, continually stir the mixture in the polystyrene cup. record the  temperature every 30 seconds for 240 seconds. record the temperatures in the table.  initial temperature = .. \u00b0c time / s 30 60 90 120 150 180 210 240 temperature / \u00b0c temperature change / \u00b0c  \u25cf complete the table by calculating the temperature changes from the initial temperature  using\tthe\tequation: temperature change = temperature \u2013 initial temperature  [3]  (b)  experiment 2  \u25cf empty the polystyrene cup and rinse with distilled water.  \u25cf repeat experiment 1 using solution r in place of solution q.  \u25cf complete the table by calculating the temperature changes from the initial temperature.  initial temperature = .. \u00b0c time / s 30 60 90 120 150 180 210 240 temperature / \u00b0c temperature change / \u00b0c  [3]",
+            "3": "3 0620/51/o/n/21 \u00a9 ucles 2021 [turn over  (c)  complete a suitable scale on the y\u2011axis and plot your results from experiment 1 and experiment 2  on\tthe\tgrid.\tdraw\ttwo\tcurves\tof\tbest\tfit.\tboth\tcurves\tmust\tstart\tat\t(0,0).\tlabel\tyour\tcurves. 00 50 100 150 200 250 time  / stemperature change  / /g113c  [5]  (d)  from your graph , deduce the temperature change at 110 seconds in experiment 1.   show clearly on the grid  how you worked out your answer.   .. \u00b0c [2]  (e)  predict the temperature of the solution in experiment 2 after 5 hours. explain your answer.      ..   [2]",
+            "4": "4 0620/51/o/n/21 \u00a9 ucles 2021  (f) (i)  suggest why the experiments were done in a polystyrene cup rather than a glass beaker.   ...   [1]  (ii)\t\tdescribe\t how\tthe\tresults\twould\tbe\tdifferent\t if\ta\tglass\tbeaker\tis\tused\tin\tplace\tof\tthe\t polystyrene cup.   ...   [1]  (g)  suggest one change that could be made to the apparatus that would improve the accuracy of  the results. explain why this change would improve the accuracy of the results.  change  ...  explanation       [2] \t [total:\t19]",
+            "5": "5 0620/51/o/n/21 \u00a9 ucles 2021 [turn over 2  you are provided with solid s and solid t.   do the following tests on the substances, recording all of your observations at each stage.   tests on solid s  (a)  to solid s in the boiling tube, add about 10 cm3 of dilute hydrochloric acid.   test any gas produced.   keep the product for (b).   record your observations.      ..   [2]  (b) the solution formed in (a) is solution u. decant about 1 cm depth of solution u into a test\u2011tube.   to solution u\tadd\taqueous\tsodium\thydroxide\tdropwise\tand\tthen\tin\texcess.   record your observations.      ..   [2]  (c)  identify solid s.      ..   [2]",
+            "6": "6 0620/51/o/n/21 \u00a9 ucles 2021  tests on solid t  (d)  to solid t in the boiling tube, add about 10 cm3 of distilled water. place a stopper in the boiling  tube and shake the tube to dissolve solid t and form solution t.   divide solution t\tinto\tfour\tapproximately\tequal\tportions\tin\tfour\ttest-tubes.  (i)\t\tto\tthe\tfirst\tportion\tof\tsolution\t t,\tadd\taqueous\t sodium\thydroxide\t dropwise\t and\tthen\tin\t excess.   record your observations.   .   ...   [2]  (ii)  pour the second portion of solution t into the test\u2011tube containing sodium carbonate.   record your observations.   .   ...   [2]  (iii)  to the third portion of solution t, add a 2 cm length of magnesium ribbon.   record your observations.   ...   [2]  (iv)  to the fourth portion of solution t, add 1 cm depth of dilute nitric acid followed by a few  drops\tof\taqueous\tsilver\tnitrate.\tleave\tthe\tmixture\tto\tstand\tfor\t5\tminutes.   record your observations.   ...   [1]  (e)  identify solid t.      ..   [2] \t [total:\t15]",
+            "7": "7 0620/51/o/n/21 \u00a9 ucles 2021 [turn over 3  catalysts are substances which increase the rate of a reaction but are unchanged at the end of the  reaction. \t\taqueous\thydrogen\tperoxide\tdecomposes\tslowly \tto\tform\twater\tand\toxygen. 2h2o2(aq)\t\t\u2192  2h2o(l)  +  o2(g)   copper( ii) oxide is an insoluble solid. \t\tplan\tan\tinvestigation\t to\tfind\tout\tif\tcopper( ii) oxide is a catalyst for the decomposition of  hydrogen peroxide. you must include how your results will tell you if copper( ii) oxide is a catalyst.  you have access to copper( ii)\toxide,\taqueous\t hydrogen\t peroxide\t and\tall\tnormal\tlaboratory\t apparatus.   ...   ...   ...   ...   ...   ...   ...   ...   ...   ...   ...   ...   .   [6]",
+            "8": "8 0620/51/o/n/21 \u00a9 ucles 2021blank page",
+            "9": "9 0620/51/o/n/21 \u00a9 ucles 2021blank page",
+            "10": "10 0620/51/o/n/21 \u00a9 ucles 2021blank page",
+            "11": "11 0620/51/o/n/21 \u00a9 ucles 2021notes for use in qualitative analysis tests for anions anion test test result carbonate (co32\u2013) add dilute acid effervescence, carbon dioxide  produced chloride (c l \u2013) [in solution]acidify with dilute nitric acid, then add  aqueous silver nitratewhite ppt. bromide (br \u2013) [in solution]acidify with dilute nitric acid, then add  aqueous silver nitratecream ppt. iodide ( i\u2013) [in solution]acidify with dilute nitric acid, then add  aqueous silver nitrateyellow ppt. nitrate (no3\u2013) [in solution]add aqueous sodium hydroxide, then  aluminium foil; warm carefullyammonia produced sulfate (so42\u2013) [in solution]acidify, then add aqueous  barium nitratewhite ppt. sulfite (so32\u2013) add dilute hydrochloric acid, warm  gently and test for the presence of sulfur dioxidesulfur dioxide produced  will turn acidified aqueous  potassium manganate( vii) from  purple to colourless tests for aqueous cations cation effect of aqueous sodium hydroxide effect of aqueous ammonia aluminium (a l 3+) white ppt., soluble in excess, giving a  colourless solutionwhite ppt., insoluble in excess ammonium (nh4+)ammonia produced on warming \u2013 calcium (ca2+) white ppt., insoluble in excess no ppt., or very slight white ppt. chromium( iii) (cr3+)green ppt., soluble in excess grey-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 iron(iii) (fe3+) red-brown ppt., insoluble in excess red-brown ppt., insoluble in excess zinc (zn2+) white ppt., soluble in excess, giving a  colourless solutionwhite ppt., soluble in excess, giving a  colourless solution",
+            "12": "12 0620/51/o/n/21 \u00a9 ucles 2021tests for gases flame tests for metal ions gas test and test result metal ion flame colour ammonia (nh3) turns damp red litmus paper blue lithium (li+) red carbon dioxide (co2)turns limewater milky sodium (na+) yellow chlorine (c l 2) bleaches damp litmus paper potassium (k+) lilac hydrogen (h2) \u2018pops\u2019 with a lighted splint copper( ii) (cu2+)blue-green oxygen (o2) relights a glowing splint sulfur dioxide (so2)turns acidified aqueous  potassium manganate( vii) from  purple to colourless 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 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."
+        },
+        "0620_w21_qp_52.pdf": {
+            "1": "*4983814551* chemistry  0620/52 paper 5 practical test october/november 2021  1 hour 15 minutes you must answer on the question paper. you will need: the materials and apparatus listed in the confidential instructions instructions  \u25cf answer all questions.  \u25cf use a black or dark blue pen. you may use an hb pencil for any diagrams or graphs.  \u25cf write your name, centre number and candidate number in the boxes at the top of the page.  \u25cf write your answer to each question in the space provided.  \u25cf do not use an erasable pen or correction fluid.  \u25cf do not write on any bar codes.  \u25cf you may use a calculator.  \u25cf you should show all your working and use appropriate units. information  \u25cf the total mark for this paper is 40.  \u25cf the number of marks for each question or part question is shown in brackets [  ].  \u25cf notes for use in qualitative analysis are provided in the question paper. ib21 11_0620_52/2rp \u00a9 ucles 2021 [turn overthis document has 12 pages. any blank pages are indicated.cambridge igcse\u2122 for examiner\u2019s use 1 2 3 total",
+            "2": "2 0620/52/o/n/21 \u00a9 ucles 2021 1\t\tyou\tare\tgoing\tto\tinvestigate\t the\treaction\t between \ttwo\tdifferent\t solutions\t of\taqueous\t   sodium\t carbonate,\t labelled\t solution\t k\tand\tsolution\t l,\tand\ttwo\tdifferent\t solutions\t of\tdilute\t hydrochloric\tacid,\tlabelled\tacid\t m and acid n.   read all of the instructions carefully before starting the experiments.   instructions   you are going to do three experiments.  (a)  experiment 1  \u25cf\tfill\tthe\tburette\twith\tsolution\tk.\trun\tsome\tof\tsolution\t k\tout\tof\tthe\tburette\tso\tthat\tthe\tlevel\t of\tsolution\tk\tis\ton\tthe\tburette\tscale.  \u25cf\tuse\tthe\tmeasuring\tcylinder\tto\tpour\t25\t cm3\tof\tacid\tm\tinto\tthe\tconical\tflask.  \u25cf\tadd\tfive\tdrops\tof\tmethyl\torange\tindicator\tto\tthe\tconical\tflask.  \u25cf\tstand\tthe\tconical\tflask\ton\ta\twhite\ttile.  \u25cf\tslowly\tadd\tsolution\t k\tfrom\tthe\tburette\tto\tthe\tconical\tflask,\twhile\tswirling\tthe\tflask,\tuntil\tthe\t solution\tjust\tchanges\tcolour.  \u25cf\trecord\tthe\tburette\treadings\tin\tthe\ttable\tand\tcomplete\tthe\ttable. experiment 1 final\tburette\treading\t /\tcm3 initial\tburette\treading\t /\tcm3 volume\tof\tsolution\t k\tadded\t /\tcm3   experiment 2  \u25cf\tempty\tthe\tconical\tflask\tand\trinse\tit\twith\tdistilled\twater.  \u25cf\trefill\tthe\tburette\twith\tsolution\t k.\trun\tsome\tof\tsolution\tk\tout\tof\tthe\tburette\tso\tthat\tthe\tlevel\t of\tsolution\tk\tis\ton\tthe\tburette\tscale.  \u25cf\tuse\tthe\tmeasuring\tcylinder\tto\tpour\t25\t cm3\tof\tacid\tn\tinto\tthe\tconical\tflask.  \u25cf\tadd\tfive\tdrops\tof\tmethyl\torange\tindicator\tto\tthe\tconical\tflask.  \u25cf\tstand\tthe\tconical\tflask\ton\ta\twhite\ttile.  \u25cf\tslowly\tadd\tsolution\t k\tfrom\tthe\tburette\tto\tthe\tconical\tflask,\twhile\tswirling\tthe\tflask,\tuntil\tthe\t solution\tjust\tchanges\tcolour.  \u25cf\trecord\tthe\tburette\treadings\tin\tthe\ttable\tand\tcomplete\tthe\ttable. experiment\t2 final\tburette\treading\t /\tcm3 initial\tburette\treading\t /\tcm3 volume\tof\tsolution\t k\tadded\t /\tcm3",
+            "3": "3 0620/52/o/n/21 \u00a9 ucles 2021 [turn over   experiment 3  \u25cf\tempty\tthe\tburette\tand\trinse\tit\twith\tdistilled\twater.  \u25cf\tempty\tthe\tconical\tflask\tand\trinse\tit\twith\tdistilled\twater.  \u25cf\tfill\tthe\tburette\twith\tsolution\tl.\trun\tsome\tof\tsolution\t l\tout\tof\tthe\tburette\tso\tthat\tthe\tlevel\t of\tsolution\tl\tis\ton\tthe\tburette\tscale.  \u25cf\tuse\tthe\tmeasuring\tcylinder\tto\tpour\t25\t cm3\tof\tacid\tn\tinto\tthe\tconical\tflask.  \u25cf\tadd\tfive\tdrops\tof\tmethyl\torange\tindicator\tto\tthe\tconical\tflask.  \u25cf\tstand\tthe\tconical\tflask\ton\ta\twhite\ttile.  \u25cf\tslowly\tadd\tsolution\t l\tfrom\tthe\tburette\tto\tthe\tconical\tflask,\twhile\tswirling\tthe\tflask,\tuntil\tthe\t solution\tjust\tchanges\tcolour.  \u25cf\trecord\tthe\tburette\treadings\tin\tthe\ttable\tand\tcomplete\tthe\ttable. experiment 3 final\tburette\treading\t /\tcm3 initial\tburette\treading\t /\tcm3 volume\tof\tsolution\t l\tadded\t /\tcm3 \t [5]  (b)\t\tstate\tthe\tcolour\tchange\tobserved\tat\tthe\tend-point\tin\tthe\tconical\tflask\tin\texperiment\t1. \t \tfrom\t...\tto\t  ... \t [1]  (c)  describe one other\tobservation\tmade\twhen\tsolution\t k is added to acid m in experiment 1.   .. \t\t[1]  (d) (i)\t \tcompare\tthe\tvolumes\tof\tsolution\t k\tused\tin\texperiment\t1\tand\texperiment\t2.   .   ... \t\t[2]  (ii)\t\tsuggest\t why\tdifferent\tvolumes\t of\tsolution\t k\twere\tneeded\tin\texperiment\t 1\tand\texperiment\t 2.   ... \t\t[1]  (e)\t\tdeduce\t the\tvolume\tof\tsolution\t l\trequired\t to\treach\tthe\tend-point\t if\texperiment\t 3\tis\trepeated\t using acid m\tin\tplace\tof\tacid\t n. \t volume\tof\tsolution\t l = .. cm3\t\t[1]",
+            "4": "4 0620/52/o/n/21 \u00a9 ucles 2021  (f)\t\texplain\twhy\tthe\tconical\tflask\twas\trinsed\twith\twater\tat\tthe\tstart\tof\texperiment\t 2\tand\texperiment\t 3.   .. \t\t[1]  (g)\t\tat\tthe\tstart\tof\texperiment\t3\tthe\tburette\twas\trinsed\twith\twater. \t \tdescribe\t an\tadditional\t step\tthat\tshould\thave\tbeen\tdone\tafter\trinsing\tthe\tburette\twith\twater\tbut\t before\tfilling\tthe\tburette\twith\tsolution\t l.\texplain\tyour\tanswer.      .. \t\t[2]  (h)\t\texplain\twhy\tthe\tconical\tflask\tis\tplaced\ton\ta\twhite\ttile.   .. \t\t[1]  (i)\t\tdescribe\thow\tthe\treliability\tof\tthe\tresults\tof\tthe\texperiments\tcan\tbe\tconfirmed.      .. \t\t[1]  (j)  state one\tsource\tof\terror\tin\texperiment\t1.\tsuggest\tan\timprovement\tto\treduce\tthis\terror. \t source\tof\terror\t ...  improvement  .. \t [2] \t [total:\t18]",
+            "5": "5 0620/52/o/n/21 \u00a9 ucles 2021 [turn over 2\t\tyou\tare\tprovided\twith\tsolid\t o\tand\tliquid\t p. \t\tdo\tthe\tfollowing\ttests\ton\tthe\ttwo\tsubstances,\trecording\tall\tof\tyour\tobservations\tat\teach\tstage.   tests on solid o  (a)\t\tuse\ta\tspatula\tto\ttransfer\tapproximately\tone\tthird\tof \tsolid\to\tto\ta\tboiling\ttube. \t \theat\tthe\tboiling\ttube\tgently\tand\tthen\tstrongly.   record your observations.      .. \t\t[2] \t\tplace\tthe\tremaining\t solid\t o\tin\ta\tboiling\ttube.\tadd\tabout\t10\tcm3\tof\tdistilled\twater\tto\tthe\tboiling\ttube.\t place\ta\tstopper\tin\tthe\tboiling\ttube\tand\tshake\tthe\ttube\tto\tdissolve\tsolid\t o\tand\tform\tsolution\t o. \t\tdivide\tsolution\t o\tinto\tthree\tapproximately\tequal\t portions\tin\tone\tboiling \ttube\tand\ttwo\ttest-tubes.  (b)\t\tto\tthe\tfirst\tportion\tof\tsolution\t o,\tin\tthe\tboiling\ttube,\tadd\tapproximately\t 2\tcm3\tof\taqueous\t sodium hydroxide.   keep the product for part (c).   record your observations.   .. \t\t[1]  (c)\t\twarm\tthe\tproduct\tfrom\t(b). test any gas produced.   record your observations. \t \tidentify\tthe\tgas\tproduced.  observations  .. \t identity\tof\tgas\t  \t [2]  (d)\t\tto\tthe\tsecond\tportion\tof\tsolution\t o\tadd\tabout\t1\tcm\tdepth\tof\tdilute\tnitric\tacid\tfollowed\t by\ta\tfew\t drops\tof\taqueous\tsilver\tnitrate.   record your observations.   .. \t\t[1]  (e)\t\tto\tthe\tthird\tportion\tof\tsolution\t o,\tadd\tthe\taqueous\tchlorine.   record your observations.   .. \t\t[1]  (f)\t\tidentify\tsolid\to.      .. \t\t[2]",
+            "6": "6 0620/52/o/n/21 \u00a9 ucles 2021   tests on liquid p  (g)\t\tadd\ta\tfew\tdrops\tof\tliquid\t p\tto\tthe\ttest-tube\t containing\t aqueous\t bromine.\t replace\t the\tstopper\t in\tthe\ttest-tube\tand\tshake\tthe\ttest-tube.   record your observations.      .. \t\t[2]  (h)\t\tadd\ta\tfew\tdrops\tof\tliquid\t p\tto\ta\tcrucible.\t apply\ta\tlighted\tsplint\tto\tthe\tsurface\tof\tliquid\t p in the  crucible.   record your observations.      .. \t\t[1]  (i)\t\tto\tthe\tremaining\t liquid\t p\tadd\ta\tfew\tdrops\tof\taqueous\t alkaline\t potassium\t manganate( vii).  replace\t the\tstopper\tin\tthe\ttest-tube\t and\tshake\tthe\ttest-tube.\t leave\tthe\ttest-tube\t to\tstand\tfor\t a\tfew\tminutes.   record your observations.   .. \t\t[2]  (j)\t\tstate\twhat\tconclusions\tcan\tbe\tmade\tabout\tliquid\t p.      .. \t\t[2] \t [total:\t16]",
+            "7": "7 0620/52/o/n/21 \u00a9 ucles 2021 [turn over 3\t\tcobalt\tis\ta\tmetal.\tcobalt\tis\tbetween\t copper\tand\tiron\tin\tthe\treactivity\t series.\tthe\tmineral\t   spherocobaltite\t contains\t the\tcompound\t cobalt( ii)\tcarbonate\t and\tno\tother\tmetal\tions.\t cobalt( ii)\tcarbonate\t is\tinsoluble\t in\twater\tand\treacts\twith\tdilute\tacids\tto\tform\tan\taqueous\t solution\t of\ta\tsalt. \t\tdescribe\t how\tyou\twould\tobtain\ta\tsample\tof\tcobalt\tmetal\tstarting\twith\ta\tlarge\tlump\tof\tspherocobaltite. \t you\thave\taccess\tto\tall\tnormal\tlaboratory\tapparatus\tand\tchemicals.   ...   ...   ...   ...   ...   ...   ...   ...   ...   ...   ...   ...   . \t\t[6]",
+            "8": "8 0620/52/o/n/21 \u00a9 ucles 2021blank page",
+            "9": "9 0620/52/o/n/21 \u00a9 ucles 2021blank page",
+            "10": "10 0620/52/o/n/21 \u00a9 ucles 2021blank page",
+            "11": "11 0620/52/o/n/21 \u00a9 ucles 2021notes for use in qualitative analysis tests for anions anion test test result carbonate (co32\u2013) add dilute acid effervescence, carbon dioxide  produced chloride (c l \u2013) [in solution]acidify with dilute nitric acid, then add  aqueous silver nitratewhite ppt. bromide (br \u2013) [in solution]acidify with dilute nitric acid, then add  aqueous silver nitratecream ppt. iodide ( i\u2013) [in solution]acidify with dilute nitric acid, then add  aqueous silver nitrateyellow ppt. nitrate (no3\u2013) [in solution]add aqueous sodium hydroxide, then  aluminium foil; warm carefullyammonia produced sulfate (so42\u2013) [in solution]acidify, then add aqueous  barium nitratewhite ppt. sulfite (so32\u2013) add dilute hydrochloric acid, warm  gently and test for the presence of sulfur dioxidesulfur dioxide produced  will turn acidified aqueous  potassium manganate( vii) from  purple to colourless tests for aqueous cations cation effect of aqueous sodium hydroxide effect of aqueous ammonia aluminium (a l 3+) white ppt., soluble in excess, giving a  colourless solutionwhite ppt., insoluble in excess ammonium (nh4+)ammonia produced on warming \u2013 calcium (ca2+) white ppt., insoluble in excess no ppt., or very slight white ppt. chromium( iii) (cr3+)green ppt., soluble in excess grey-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 iron(iii) (fe3+) red-brown ppt., insoluble in excess red-brown ppt., insoluble in excess zinc (zn2+) white ppt., soluble in excess, giving a  colourless solutionwhite ppt., soluble in excess, giving a  colourless solution",
+            "12": "12 0620/52/o/n/21 \u00a9 ucles 2021tests for gases flame tests for metal ions gas test and test result metal ion flame colour ammonia (nh3) turns damp red litmus paper blue lithium (li+) red carbon dioxide (co2)turns limewater milky sodium (na+) yellow chlorine (c l 2) bleaches damp litmus paper potassium (k+) lilac hydrogen (h2) \u2018pops\u2019 with a lighted splint copper( ii) (cu2+)blue-green oxygen (o2) relights a glowing splint sulfur dioxide (so2)turns acidified aqueous  potassium manganate( vii) from  purple to colourless 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 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."
+        },
+        "0620_w21_qp_53.pdf": {
+            "1": "*5052730359* chemistry  0620/53 paper 5 practical test october/november 2021  1 hour 15 minutes you must answer on the question paper. you will need: the materials and apparatus listed in the confidential instructions instructions  \u25cf answer all questions.  \u25cf use a black or dark blue pen. you may use an hb pencil for any diagrams or graphs.  \u25cf write your name, centre number and candidate number in the boxes at the top of the page.  \u25cf write your answer to each question in the space provided.  \u25cf do not use an erasable pen or correction fluid.  \u25cf do not write on any bar codes.  \u25cf you may use a calculator.  \u25cf you should show all your working and use appropriate units. information  \u25cf the total mark for this paper is 40.  \u25cf the number of marks for each question or part question is shown in brackets [  ].  \u25cf notes for use in qualitative analysis are provided in the question paper. ib21 11_0620_53/2rp \u00a9 ucles 2021 [turn overthis document has 12 pages. any blank pages are indicated.cambridge igcse\u2122 for examiner\u2019s use 1 2 3 total",
+            "2": "2 0620/53/o/n/21 \u00a9 ucles 2021 1\t\tyou\tare\tgoing\tto\tinvestigate\t the\ttemperature\t change\twhen\tzinc\treacts\twith\ttwo\tdifferent\t aqueous\t solutions of copper( ii) sulfate, solution q and solution r.   read all of the instructions carefully before starting the experiments.   instructions   you are going to do two experiments.  (a)  experiment 1  \u25cf place a polystyrene cup into a 250 cm3 beaker for support.  \u25cf use a measuring cylinder to pour 25 cm3 of solution q into the polystyrene cup.  \u25cf use a thermometer to measure the initial temperature of solution q. record this in the  space above the table.  \u25cf add 3 g of zinc powder to the polystyrene cup. at the same time start a stop\u2011watch.  \u25cf using the thermometer, continually stir the mixture in the polystyrene cup. record the  temperature every 30 seconds for 240 seconds. record the temperatures in the table.  initial temperature = .. \u00b0c time / s 30 60 90 120 150 180 210 240 temperature / \u00b0c temperature change / \u00b0c  \u25cf complete the table by calculating the temperature changes from the initial temperature  using\tthe\tequation: temperature change = temperature \u2013 initial temperature  [3]  (b)  experiment 2  \u25cf empty the polystyrene cup and rinse with distilled water.  \u25cf repeat experiment 1 using solution r in place of solution q.  \u25cf complete the table by calculating the temperature changes from the initial temperature.  initial temperature = .. \u00b0c time / s 30 60 90 120 150 180 210 240 temperature / \u00b0c temperature change / \u00b0c  [3]",
+            "3": "3 0620/53/o/n/21 \u00a9 ucles 2021 [turn over  (c)  complete a suitable scale on the y\u2011axis and plot your results from experiment 1 and experiment 2  on\tthe\tgrid.\tdraw\ttwo\tcurves\tof\tbest\tfit.\tboth\tcurves\tmust\tstart\tat\t(0,0).\tlabel\tyour\tcurves. 00 50 100 150 200 250 time  / stemperature change  / /g113c  [5]  (d)  from your graph , deduce the temperature change at 110 seconds in experiment 1.   show clearly on the grid  how you worked out your answer.   .. \u00b0c [2]  (e)  predict the temperature of the solution in experiment 2 after 5 hours. explain your answer.      ..   [2]",
+            "4": "4 0620/53/o/n/21 \u00a9 ucles 2021  (f) (i)  suggest why the experiments were done in a polystyrene cup rather than a glass beaker.   ...   [1]  (ii)\t\tdescribe\t how\tthe\tresults\twould\tbe\tdifferent\t if\ta\tglass\tbeaker\tis\tused\tin\tplace\tof\tthe\t polystyrene cup.   ...   [1]  (g)  suggest one change that could be made to the apparatus that would improve the accuracy of  the results. explain why this change would improve the accuracy of the results.  change  ...  explanation       [2] \t [total:\t19]",
+            "5": "5 0620/53/o/n/21 \u00a9 ucles 2021 [turn over 2  you are provided with solid s and solid t.   do the following tests on the substances, recording all of your observations at each stage.   tests on solid s  (a)  to solid s in the boiling tube, add about 10 cm3 of dilute hydrochloric acid.   test any gas produced.   keep the product for (b).   record your observations.      ..   [2]  (b) the solution formed in (a) is solution u. decant about 1 cm depth of solution u into a test\u2011tube.   to solution u\tadd\taqueous\tsodium\thydroxide\tdropwise\tand\tthen\tin\texcess.   record your observations.      ..   [2]  (c)  identify solid s.      ..   [2]",
+            "6": "6 0620/53/o/n/21 \u00a9 ucles 2021  tests on solid t  (d)  to solid t in the boiling tube, add about 10 cm3 of distilled water. place a stopper in the boiling  tube and shake the tube to dissolve solid t and form solution t.   divide solution t\tinto\tfour\tapproximately\tequal\tportions\tin\tfour\ttest-tubes.  (i)\t\tto\tthe\tfirst\tportion\tof\tsolution\t t,\tadd\taqueous\t sodium\thydroxide\t dropwise\t and\tthen\tin\t excess.   record your observations.   .   ...   [2]  (ii)  pour the second portion of solution t into the test\u2011tube containing sodium carbonate.   record your observations.   .   ...   [2]  (iii)  to the third portion of solution t, add a 2 cm length of magnesium ribbon.   record your observations.   ...   [2]  (iv)  to the fourth portion of solution t, add 1 cm depth of dilute nitric acid followed by a few  drops\tof\taqueous\tsilver\tnitrate.\tleave\tthe\tmixture\tto\tstand\tfor\t5\tminutes.   record your observations.   ...   [1]  (e)  identify solid t.      ..   [2] \t [total:\t15]",
+            "7": "7 0620/53/o/n/21 \u00a9 ucles 2021 [turn over 3  catalysts are substances which increase the rate of a reaction but are unchanged at the end of the  reaction. \t\taqueous\thydrogen\tperoxide\tdecomposes\tslowly \tto\tform\twater\tand\toxygen. 2h2o2(aq)\t\t\u2192  2h2o(l)  +  o2(g)   copper( ii) oxide is an insoluble solid. \t\tplan\tan\tinvestigation\t to\tfind\tout\tif\tcopper( ii) oxide is a catalyst for the decomposition of  hydrogen peroxide. you must include how your results will tell you if copper( ii) oxide is a catalyst.  you have access to copper( ii)\toxide,\taqueous\t hydrogen\t peroxide\t and\tall\tnormal\tlaboratory\t apparatus.   ...   ...   ...   ...   ...   ...   ...   ...   ...   ...   ...   ...   .   [6]",
+            "8": "8 0620/53/o/n/21 \u00a9 ucles 2021blank page",
+            "9": "9 0620/53/o/n/21 \u00a9 ucles 2021blank page",
+            "10": "10 0620/53/o/n/21 \u00a9 ucles 2021blank page",
+            "11": "11 0620/53/o/n/21 \u00a9 ucles 2021notes for use in qualitative analysis tests for anions anion test test result carbonate (co32\u2013) add dilute acid effervescence, carbon dioxide  produced chloride (c l \u2013) [in solution]acidify with dilute nitric acid, then add  aqueous silver nitratewhite ppt. bromide (br \u2013) [in solution]acidify with dilute nitric acid, then add  aqueous silver nitratecream ppt. iodide ( i\u2013) [in solution]acidify with dilute nitric acid, then add  aqueous silver nitrateyellow ppt. nitrate (no3\u2013) [in solution]add aqueous sodium hydroxide, then  aluminium foil; warm carefullyammonia produced sulfate (so42\u2013) [in solution]acidify, then add aqueous  barium nitratewhite ppt. sulfite (so32\u2013) add dilute hydrochloric acid, warm  gently and test for the presence of sulfur dioxidesulfur dioxide produced  will turn acidified aqueous  potassium manganate( vii) from  purple to colourless tests for aqueous cations cation effect of aqueous sodium hydroxide effect of aqueous ammonia aluminium (a l 3+) white ppt., soluble in excess, giving a  colourless solutionwhite ppt., insoluble in excess ammonium (nh4+)ammonia produced on warming \u2013 calcium (ca2+) white ppt., insoluble in excess no ppt., or very slight white ppt. chromium( iii) (cr3+)green ppt., soluble in excess grey-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 iron(iii) (fe3+) red-brown ppt., insoluble in excess red-brown ppt., insoluble in excess zinc (zn2+) white ppt., soluble in excess, giving a  colourless solutionwhite ppt., soluble in excess, giving a  colourless solution",
+            "12": "12 0620/53/o/n/21 \u00a9 ucles 2021tests for gases flame tests for metal ions gas test and test result metal ion flame colour ammonia (nh3) turns damp red litmus paper blue lithium (li+) red carbon dioxide (co2)turns limewater milky sodium (na+) yellow chlorine (c l 2) bleaches damp litmus paper potassium (k+) lilac hydrogen (h2) \u2018pops\u2019 with a lighted splint copper( ii) (cu2+)blue-green oxygen (o2) relights a glowing splint sulfur dioxide (so2)turns acidified aqueous  potassium manganate( vii) from  purple to colourless 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 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."
+        },
+        "0620_w21_qp_61.pdf": {
+            "1": "*6975746068* chemistry  0620/61 paper 6 alternative to practical october/november 2021  1 hour you must answer on the question paper. no additional materials are needed. instructions  \u25cf answer all questions.  \u25cf use a black or dark blue pen. you may use an hb pencil for any diagrams or graphs.  \u25cf write your name, centre number and candidate number in the boxes at the top of the page.  \u25cf write your answer to each question in the space provided.  \u25cf do not use an erasable pen or correction fluid.  \u25cf do not write on any bar codes.  \u25cf you may use a calculator.  \u25cf you should show all your working and use appropriate units. information  \u25cf the total mark for this paper is 40.  \u25cf the number of marks for each question or part question is shown in brackets [  ]. ib21 11_0620_61/2rp \u00a9 ucles 2021 [turn overthis document has 12 pages. any blank pages are indicated.cambridge igcse\u2122",
+            "2": "2 0620/61/o/n/21 \u00a9 ucles 2021 1  a student investigated the volume of dilute sulfuric acid that would react with 25.0 cm3 of aqueous  sodium carbonate.  \u25cf a burette was rinsed with water and then with dilute sulfuric acid.  \u25cf the burette was filled with dilute sulfuric acid. some of the dilute sulfuric acid was run out of  the burette so that the level of the dilute sulfuric acid was on the burette scale.  \u25cf 25.0 cm3 of aqueous sodium carbonate was poured into the apparatus labelled a in the diagram.  \u25cf five drops of methyl orange indicator were added to the aqueous sodium carbonate in a.  \u25cf the apparatus labelled a was placed on a white tile.  \u25cf the dilute sulfuric acid was added slowly to the 25.0 cm3 of aqueous sodium carbonate until  the colour of the methyl orange changed from yellow to orange.   the apparatus was arranged as shown in the diagram. aqueou s sodium carbonateaburette white tiledilute sulfuric aci d  (a)  name the apparatus labelled a.   ..   [1]  (b)  state one safety precaution that should be taken when using dilute sulfuric acid.   ..   [1]  (c)  give a reason why the white tile is used.   ..   [1]  (d)  describe what should be done to the apparatus labelled a as the dilute sulfuric acid is added  to the aqueous sodium carbonate.   ..   [1]",
+            "3": "3 0620/61/o/n/21 \u00a9 ucles 2021 [turn over  (e)  state why the burette was rinsed with water and then with dilute sulfuric acid at the start of the  experiment.  water  ..     dilute sulfuric acid  ..     [2]  [total: 6]",
+            "4": "4 0620/61/o/n/21 \u00a9 ucles 2021 2  a student investigated the rate of reaction between small lumps of calcium carbonate and dilute  hydrochloric acid. \t\tthe\texperiment\t was\tdone\tat\ttwo\tdifferent\t temperatures\t using\tthe\tapparatus\t shown\tin\tthe\tdiagram.\t all other conditions were kept the same. dilute hydrochloric acid calcium carbonategas syringe   experiment 1  \u25cf using a 50 cm3 measuring cylinder, 25 cm3 of dilute hydrochloric acid was poured into a boiling  tube.  \u25cf the temperature of the dilute hydrochloric acid was measured using a thermometer.  \u25cf 10 g of lumps of calcium carbonate were added to the boiling tube, the bung replaced and the  stop\u2011watch started.  \u25cf the volume of gas collected in the gas syringe was measured every 50 seconds for 250 seconds.   experiment 2  \u25cf using a 50 cm3 measuring cylinder, 25 cm3 of dilute hydrochloric acid was poured into a boiling  tube.  \u25cf the dilute hydrochloric acid in the boiling tube was warmed using a bunsen burner.  \u25cf the temperature of the dilute hydrochloric acid was measured using a thermometer.  \u25cf 10 g of lumps of calcium carbonate were added to the boiling tube, the bung replaced and the  stop\u2011watch started.  \u25cf the volume of gas collected in the gas syringe was measured every 50 seconds for 250 seconds.",
+            "5": "5 0620/61/o/n/21 \u00a9 ucles 2021 [turn over  (a)  use the diagrams to complete the tables for experiment 1. thermometer diagramtemperature of dilute hydrochloric acid / \u00b0c 30 25 20 time / s gas syringe diagramvolume of gas collected / cm3 0 10 20 30 40 50 50 10 20 30 40 50 100 10 20 30 40 50 150 10 20 30 40 50 200 10 20 30 40 50 250 10 20 30 40 50  [2]",
+            "6": "6 0620/61/o/n/21 \u00a9 ucles 2021  (b)  use the diagrams to complete the tables for experiment 2. thermometer diagramtemperature of dilute hydrochloric acid / \u00b0c 45 40 35 time / s gas syringe diagramvolume of gas collected / cm3 0 10 20 30 40 50 50 10 20 30 40 50 100 10 20 30 40 50 150 10 20 30 40 50 200 10 20 30 40 50 250 10 20 30 40 50  [2]",
+            "7": "7 0620/61/o/n/21 \u00a9 ucles 2021 [turn over  (c)  plot the results from experiment 1 and experiment 2 on the grid. \t \tdraw\ta\tcurve\tof\tbest\tfit\tfor\teach\texperiment.\tlabel\tyour\tcurves. 0 50volume of gas collected  / cm3 100 150 time  / s200 250 30050 40 30 20 10 0  [5]  (d)  from your graph , deduce the volume of gas collected in experiment 2 after 120 seconds.   show clearly on the grid  how you worked out your answer.  .. cm3  [2]  (e)  explain how the results show that the reaction in experiment 2 has stopped.      ..   [1]  (f)  predict the volume of gas that would be collected in experiment 1 after 800 seconds.   explain your answer.  volume of gas collected after 800 seconds    cm3  explanation       [2]",
+            "8": "8 0620/61/o/n/21 \u00a9 ucles 2021  (g)  a student stated it would be an improvement to measure the volume of gas collected every  25 seconds.   explain why this is an improvement.         ..   [2]  (h)  state two changes to the apparatus to improve the accuracy of the results obtained if the  experiment is repeated using the same thermometer.  change 1       change 2       [2]  (i)  describe how the method used in experiment 2 could be changed so that results can be  obtained using dilute hydrochloric acid at 1 \u00b0c.      ..   [1]  [total: 19]",
+            "9": "9 0620/61/o/n/21 \u00a9 ucles 2021 [turn over 3  solution y and solution z were analysed.   the following tests were done on the solutions.  tests on solution y tests observations solution y was divided into four portions in four  test\u2011tubes. test 1 a strip of universal indicator paper was dipped  into\tthe\tfirst\tportion\tof\tsolution\t y.the universal indicator paper turned blue test 2 aqueous copper( ii) sulfate was added to the  second portion of solution y.a blue precipitate formed test 3 a\tflame\ttest\twas\tdone\tusing\tthe\tthird\tportion\tof\t solution y.a\tred\tflame\twas\tseen test 4 2 cm3 of dilute sulfuric acid was added to the  fourth portion of solution y.no visible change; the test\u2011tube became slightly warmer  (a)  suggest the ph of solution y.   ..   [1]  (b)  identify solution y.      ..   [2]",
+            "10": "10 0620/61/o/n/21 \u00a9 ucles 2021  tests on solution z   solution z\twas\taqueous\tammonium\tsulfite.   complete all of the expected observations.   solution z was divided into three portions in two boiling tubes and a test\u2011tube.  (c)  5 cm3\tof\tdilute\thydrochloric\t acid\twas\tadded\tto\tthe\tfirst\tportion\tof\tsolution\t z in a boiling  tube.\tthe\tmixture\t was\twarmed\t and\ta\tpiece\tof\tfilter\tpaper\tsoaked\tin\tacidified\t aqueous\t potassium manganate( vii) held at the mouth of the boiling tube. \t \tstate\tthe\tcolour\tchange\tof\tthe\tacidified\taqueous\tpotassium\tmanganate( vii).  from  to     [2]  (d)  name the gas being tested for in (c).   ..   [1]  (e)  5 cm3 of aqueous sodium hydroxide was added to the second portion of solution z in a boiling  tube.\tthe\tmixture\twas\twarmed\tand\tthe\tgas\tgiven\toff\twas\ttested.  result of gas test     ..   [1]  (f)\t\tidentify\tthe\tgas\tgiven\toff\tin\t (e).   ..   [1]  (g)  about 1 cm3 of dilute hydrochloric acid followed by a few drops of aqueous barium nitrate were  added to the third portion of solution z.  observations     [1]  [total: 9]",
+            "11": "11 0620/61/o/n/21 \u00a9 ucles 2021 [turn over 4  tartrazine is used as a yellow food colouring. \t\tplan\tan\tinvestigation\t to\tfind\tout\tif\ta\tyellow\tsweet\tcontains\t tartrazine.\t explain\thow\tyour\tresults\twill\t tell you if the sweet contains tartrazine.   you have access to all normal laboratory materials, a yellow sweet and a sample of tartrazine.   you may draw a labelled diagram as part of your answer.   ...   ...   ...   ...   ...   ...   ...   ...   ...   ...   ...   ...   .   [6]",
+            "12": "12 0620/61/o/n/21 \u00a9 ucles 2021blank page permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the  publisher will be pleased to make amends at the earliest possible opportunity. 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 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."
+        },
+        "0620_w21_qp_62.pdf": {
+            "1": "*8853844180* chemistry  0620/62 paper 6 alternative to practical october/november 2021  1 hour you must answer on the question paper. no additional materials are needed. instructions  \u25cf answer all questions.  \u25cf use a black or dark blue pen. you may use an hb pencil for any diagrams or graphs.  \u25cf write your name, centre number and candidate number in the boxes at the top of the page.  \u25cf write your answer to each question in the space provided.  \u25cf do not use an erasable pen or correction fluid.  \u25cf do not write on any bar codes.  \u25cf you may use a calculator.  \u25cf you should show all your working and use appropriate units. information  \u25cf the total mark for this paper is 40.  \u25cf the number of marks for each question or part question is shown in brackets [  ]. ib21 11_0620_62/2rp \u00a9 ucles 2021 [turn overthis document has 12 pages. any blank pages are indicated.cambridge igcse\u2122",
+            "2": "2 0620/62/o/n/21 \u00a9 ucles 2021 1  carbon dioxide is a colourless gas that is denser than air.   carbon dioxide can be made by reacting marble chips with dilute hydrochloric acid.   a student tried to make and collect carbon dioxide gas using the apparatus shown. a c bgas ja r  (a) (i)  name the substances labelled a and b.  a  .  b  .  [1]  (ii)  name the item of apparatus labelled c.   ...   [1]  (b)  explain why very little carbon dioxide gas would be collected using the apparatus shown.      ..   [2]",
+            "3": "3 0620/62/o/n/21 \u00a9 ucles 2021 [turn over  (c)  complete the diagram to show how carbon  dioxide gas could be collected and the volume  measured.  [2]  (d)  at the end of the experiment there were unreacted marble chips and aqueous calcium chloride  in the item of apparatus labelled c. \t \tdescribe\thow\tyou\twould\tfind\tthe\tmass\tof\tunreacted\tmarble\tchips\tin\tapparatus\t c.            ..   [3]  [total: 9]",
+            "4": "4 0620/62/o/n/21 \u00a9 ucles 2021 2\t\ta\tstudent\tinvestigated \tthe\treaction\t between\t two\tdifferent\t solutions\t of\taqueous\t sodium\tcarbonate,\t solution k and solution l,\t and\ttwo\tdifferent\t solutions \tof\tdilute\thydrochloric\t acid,\tacid\t m and acid n.   three experiments were done.  (a) experiment 1  \u25cf a burette was filled with solution k. some of solution  k was run out of the burette so that  the level of solution k was on the burette scale.  \u25cf using a measuring cylinder 25 cm3 of acid m was poured into a conical flask.  \u25cf five drops of methyl orange indicator were added to the conical flask.  \u25cf the conical flask was placed on a white tile.  \u25cf solution k\twas\tadded\tslowly\tfrom\tthe\tburette\tto\tthe\tconical\tflask,\twhile\tthe\tflask\twas\t swirled,\tuntil\tthe\tsolution\tjust\tchanged\tcolour.   use the burette diagrams to complete the table for experiment 1. 7 8 9 initial reading31 32 33 final reading experiment 1 final\tburette\treading\t /\tcm3 initial\tburette\treading\t /\tcm3 volume of solution k\tadded\t /\tcm3   experiment 2  \u25cf the conical flask was emptied and rinsed with distilled water.  \u25cf the burette was refilled with solution k. some of solution k was run out of the burette so  that the level of solution k was on the burette scale.  \u25cf using a measuring cylinder 25 cm3 of acid n was poured into the conical flask.  \u25cf five drops of methyl orange indicator were added to the conical flask.  \u25cf the conical flask was placed on a white tile.  \u25cf solution k\twas\tadded\tslowly\tfrom\tthe\tburette\tto\tthe\tconical\tflask,\twhile\tthe\tflask\twas\t swirled,\tuntil\tthe\tsolution\tjust\tchanged\tcolour.",
+            "5": "5 0620/62/o/n/21 \u00a9 ucles 2021 [turn over   use the burette diagrams to complete the table for experiment 2. 3 4 5 initial reading15 16 17 final reading experiment 2 final\tburette\treading\t /\tcm3 initial\tburette\treading\t /\tcm3 volume of solution k\tadded\t /\tcm3   experiment 3  \u25cf the burette was emptied and rinsed with distilled water.  \u25cf the conical flask was emptied and rinsed with distilled water.  \u25cf the burette was filled with solution l. some of solution l was run out of the burette so that  the level of solution l was on the burette scale.  \u25cf using a measuring cylinder 25 cm3 of acid n was poured into the conical flask.  \u25cf five drops of methyl orange indicator were added to the conical flask.  \u25cf the conical flask was placed on a white tile.  \u25cf solution l\twas\tadded\tslowly\tfrom\tthe\tburette\tto\tthe\tconical\tflask,\twhile\tthe\tflask\twas\t swirled,\tuntil\tthe\tsolution\tjust\tchanged\tcolour.   use the burette diagrams to complete the table for experiment 3. 2 3 4 initial reading26 27 28 final reading experiment 3 final\tburette\treading\t /\tcm3 initial\tburette\treading\t /\tcm3 volume of solution l\tadded\t /\tcm3  [5]",
+            "6": "6 0620/62/o/n/21 \u00a9 ucles 2021  (b)\t\tstate\tthe\tcolour\tchange\tobserved\tat\tthe\tend-point\tin\tthe\tconical\tflask\tin\texperiment\t1.  from  to     [1]  (c)  describe one other observation made when solution k was added to acid m in experiment 1.   ..   [1]  (d) (i)  compare the volumes of solution k used in experiment 1 and experiment 2.   .   ...   [2]  (ii)\t\tsuggest\t why\tdifferent\tvolumes\t of\tsolution\t k were needed in experiment 1 and experiment 2.   ...   [1]  (e)  deduce the volume of solution l required to reach the end-point if experiment 3 is repeated  using acid m in place of acid n.  volume of solution l = .. cm3  [1]  (f)\t\texplain\twhy\tthe\tconical\tflask\twas\trinsed\twith\twater\tat\tthe\tstart\tof\texperiment\t 2\tand\texperiment\t 3.   ..   [1]  (g)  at the start of experiment 3 the burette was rinsed with water.   describe an additional step that should have been done after rinsing the burette with water but  before\tfilling\tthe\tburette\twith\tsolution\t l. explain your answer.      ..   [2]  (h)\t\texplain\twhy\tthe\tconical\tflask\tis\tplaced\ton\ta\twhite\ttile.   ..   [1]  (i)\t\tdescribe\thow\tthe\treliability\tof\tthe\tresults\tcan\tbe\tconfirmed.      ..   [1]",
+            "7": "7 0620/62/o/n/21 \u00a9 ucles 2021 [turn over  (j)  state one source of error in experiment 1. suggest an improvement to reduce this error.  source of error  ...  improvement  ..  [2]  [total: 18]",
+            "8": "8 0620/62/o/n/21 \u00a9 ucles 2021 3  solid o and liquid p were analysed. solid o was ammonium bromide.   tests were done on each substance.  tests on solid o   complete the expected observations.   solid o was dissolved in water to form solution o. solution o was divided into four approximately  equal portions in four test-tubes.  (a)\t\tto\tthe\tfirst\tportion\tof\tsolution\to,\tapproximately\t2\t cm3 of aqueous ammonia was added.  observations     [1]  (b)  to the second portion of solution o,\t approximately\t 2\tcm3 of aqueous sodium hydroxide was  added.\tthe\tmixture\tformed\twas\twarmed.\t a\tgas\twas\tgiven\toff.  (i)\t\tthe\tgas\tgiven\toff\twas\ttested\twith\tdamp \tred\tlitmus\tpaper.  observations  .   [1]  (ii)\t\tidentify\tthe\tgas\tgiven\toff.   ...   [1]  (c)  to the third portion of solution o,\tapproximately\t 1\tcm3 of dilute nitric acid followed by a few  drops of aqueous silver nitrate were added.  observations     [1]  (d)  to the fourth portion of solution o,\tapproximately\t1\t cm3 of aqueous chlorine was added.  observations     [1]",
+            "9": "9 0620/62/o/n/21 \u00a9 ucles 2021 [turn over  tests on liquid p tests observations test 1 a few drops of liquid p were placed in a  crucible. a lighted splint was applied to the  surface of liquid p in the crucible.burned\twith\tan\torange\tflame\tand\tlots\tof\tsmoke;\t soot was left around the top of the crucible test 2 a few drops of liquid p were added to a  test-tube containing 1 cm3 of aqueous  bromine.colour changed from orange to colourless  (e)  state what conclusions can be made about liquid p.      ..   [2]  [total: 7]",
+            "10": "10 0620/62/o/n/21 \u00a9 ucles 2021 4  cobalt is a metal. cobalt is between copper and iron in the reactivity series. the mineral   spherocobaltite contains the compound cobalt( ii) carbonate and no other metal ions.  cobalt( ii) carbonate is insoluble in water and reacts with dilute acids to form an aqueous solution  of a salt.   describe how you would obtain a sample of cobalt metal starting with a large lump of spherocobaltite.  you have access to all normal laboratory apparatus and chemicals.   ...   ...   ...   ...   ...   ...   ...   ...   ...   ...   ...   ...   .   [6]",
+            "11": "11 0620/62/o/n/21 \u00a9 ucles 2021blank page",
+            "12": "12 0620/62/o/n/21 \u00a9 ucles 2021blank page permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the  publisher will be pleased to make amends at the earliest possible opportunity. 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 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."
+        },
+        "0620_w21_qp_63.pdf": {
+            "1": "*4026350879* chemistry  0620/63 paper 6 alternative to practical october/november 2021  1 hour you must answer on the question paper. no additional materials are needed. instructions  \u25cf answer all questions.  \u25cf use a black or dark blue pen. you may use an hb pencil for any diagrams or graphs.  \u25cf write your name, centre number and candidate number in the boxes at the top of the page.  \u25cf write your answer to each question in the space provided.  \u25cf do not use an erasable pen or correction fluid.  \u25cf do not write on any bar codes.  \u25cf you may use a calculator.  \u25cf you should show all your working and use appropriate units. information  \u25cf the total mark for this paper is 40.  \u25cf the number of marks for each question or part question is shown in brackets [  ]. ib21 11_0620_63/3rp r \u00a9 ucles 2021 [turn overthis document has 12 pages. any blank pages are indicated.cambridge igcse\u2122",
+            "2": "2 0620/63/o/n/21 \u00a9 ucles 2021blank page",
+            "3": "3 0620/63/o/n/21 \u00a9 ucles 2021 [turn over 1  hot concentrated hydrochloric acid reacts with solid manganese( iv) oxide to make chlorine gas.   chlorine gas can be dried by bubbling it through a liquid drying agent.   the diagram shows the apparatus used to make and collect a sample of dry chlorine gas. there is  one error in the diagram. zxy liquid drying agent  (a)  name the items of apparatus labelled x and y.  x    y    [2]  (b)  name the substance labelled z.   ..   [1]  (c)  on the diagram draw one arrow to show where heat should be applied so that chlorine gas is  made. [1]  (d)  there is one error in the way the apparatus has been set up.  (i)  on the diagram  draw a circle around the error in the apparatus. [1]  (ii)  describe what would happen if the apparatus is used before the error is corrected.   .   ...   [1]  [total: 6]",
+            "4": "4 0620/63/o/n/21 \u00a9 ucles 2021 2\t\ta\tstudent\tinvestigated \tthe\ttemperature\t change\twhen\tzinc\treacted\t with\ttwo\tdifferent\t aqueous\t solutions of copper( ii) sulfate, solution q and solution r.   two experiments were done.  (a)  experiment 1  \u25cf a polystyrene cup was placed in a 250 cm3 beaker for support.  \u25cf using a measuring cylinder, 25 cm3 of solution q was poured into the polystyrene cup.  \u25cf using a thermometer, the initial temperature of solution q was measured.  \u25cf 3 g of zinc powder was added to the polystyrene cup. at the same time a stop\u2011clock was  started.  \u25cf using the thermometer, the mixture in the polystyrene cup was continually stirred and the  temperature measured every 30 seconds. initial temperature in experiment 1 23 \u00b0c   use the thermometer diagrams and the initial temperature to complete the table.   calculate the temperature changes using the equation: temperature change = temperature \u2013 initial temperature 45 40 3555 50 4555 50 4555 50 4555 50 4555 50 4555 50 45time  / s3 0 thermometer diagram temperature  / /g113c temperature change  / /g113c50 45 4060 90 120 150 180 210 240  [3]",
+            "5": "5 0620/63/o/n/21 \u00a9 ucles 2021 [turn over  (b) experiment 2  \u25cf the polystyrene cup was washed out with distilled water.  \u25cf experiment 1 was repeated using solution r instead of solution q. initial temperature in experiment 2 24 \u00b0c   use the thermometer diagrams and the initial temperature to complete the table. 35 30 2545 40 3545 40 3545 40 3545 40 35time  / s3 0 thermometer diagram temperature  / /g113c temperature change  / /g113c40 35 3040 35 3040 35 3060 90 120 150 180 210 240  [3]  (c)  complete a suitable scale on the y\u2011axis and plot the results from experiment 1 and experiment 2  on\tthe\tgrid.\tdraw\ttwo\tcurves\tof\tbest\tfit.\tboth\tcurves\tmust\tstart\tat\t(0,0).\tlabel\tyour\tcurves. 00 50temperature change  / /g113c 100 150 time  / s200 250  [5]",
+            "6": "6 0620/63/o/n/21 \u00a9 ucles 2021  (d)  from your graph , deduce the temperature change at 110 seconds in experiment 1.   show clearly on the grid  how you worked out your answer.  .. \u00b0c  [2]  (e)  predict the temperature of the solution in experiment 2 after 5 hours. explain your answer.      ..   [2]  (f) (i)  suggest why the experiments were done in a polystyrene cup rather than a glass beaker.   ...   [1]  (ii)\t\tdescribe\t how\tthe\tresults\twould\tbe\tdifferent\t if\ta\tglass\tbeaker\tis\tused\tin\tplace\tof\tthe\t polystyrene cup.   ...   [1]  (g)  suggest one change that could be made to the apparatus that would improve the accuracy of  the results. explain why this change would improve the accuracy of the results.  change  ...  explanation       [2]  [total: 19]",
+            "7": "7 0620/63/o/n/21 \u00a9 ucles 2021 [turn over 3  solid s and solid t were analysed.   tests were done on each substance.   tests on solid s tests observations test 1 solid s was placed in a boiling tube and 10 cm3  of dilute hydrochloric acid was added.effervescence the solution formed in test 1 was decanted  from the remaining solid s. the solution is  solution u. test 2 aqueous sodium hydroxide was added  dropwise and then in excess to solution u.white precipitate, insoluble in excess \t\tthe\tgas\tgiven\toff\tin\t test 1 was carbon dioxide.  (a)  describe how the gas produced in test 1 could be tested to show that it was carbon dioxide.  give the expected result of the test.  test  .  result  ..  [2]  (b)  identify solid s.      ..   [2]",
+            "8": "8 0620/63/o/n/21 \u00a9 ucles 2021  tests on solid t   solid t was iron( iii) chloride.   solid t was dissolved in water to form solution t. solution t was divided into four equal portions in  four test\u2011tubes.  (c)\t\tto\tthe\tfirst\tportion\tof\tsolution\t t, aqueous sodium hydroxide was added dropwise and then in  excess.  observations  ..   ..   [2]  (d)  to the second portion of solution t, 2 cm3 of aqueous ammonia was added.  observations     [1]  (e)  to the third portion of solution t, 1 cm3 of dilute nitric acid followed by a few drops of aqueous  silver nitrate were added.  observations     [1]  (f)  to the fourth portion of solution t, 1 cm3 of dilute nitric acid followed by a few drops of aqueous  barium nitrate were added.  observations     [1]  [total: 9]",
+            "9": "9 0620/63/o/n/21 \u00a9 ucles 2021 [turn over 4  catalysts are substances which increase the rate of a reaction but are unchanged at the end of the  reaction.   aqueous hydrogen peroxide decomposes slowly to form water and oxygen. 2h2o2(aq)  \u2192  2h2o(l)  +  o2(g)   copper( ii) oxide is an insoluble solid. \t\tplan\tan\tinvestigation\t to\tfind\tout\tif\tcopper( ii) oxide is a catalyst for the decomposition of  hydrogen peroxide. you must include how your results will tell you if copper( ii) oxide is a catalyst.  you have access to copper( ii) oxide, aqueous hydrogen peroxide and all normal laboratory  apparatus.   ...   ...   ...   ...   ...   ...   ...   ...   ...   ...   ...   ...   .   [6]",
+            "10": "10 0620/63/o/n/21 \u00a9 ucles 2021blank page",
+            "11": "11 0620/63/o/n/21 \u00a9 ucles 2021blank page",
+            "12": "12 0620/63/o/n/21 \u00a9 ucles 2021blank page permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the  publisher will be pleased to make amends at the earliest possible opportunity. 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 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."
+        },
+        "1523_j21_qp_12.pdf": {
+            "1": "    this document has 16 pages.  ib21 06_1523_12/fp   \u00a9 ucles 2021  [turn ove r   *1301718764 *cambridge igcse\u2122       chemistry 1523/12     paper 1 multiple choice (core)  may/june 2021     45 minutes    you must answer on the multiple choice answer sheet.    you will need: multiple choice answer sheet   soft clean eraser   soft pencil (type b or hb is recommended)      instructions   \uf0b7 there are forty  questions on this paper. answer all questions.   \uf0b7 for each question there are four possible answers a, b, c and d. choose the one you consider correct  and record your choice in soft pencil on the multiple choice an swer sheet.   \uf0b7 follow the instructions on the multiple choice answer sheet.  \uf0b7 write in soft pencil.  \uf0b7 write your name, centre number and candidate number on the mult iple choice answer sheet in the  spaces provided unless this has been done for you.  \uf0b7 do not use correction fluid.  \uf0b7 do not write on any bar codes.  \uf0b7 you may use a calculator.      information  \uf0b7 the total mark for this paper is 40.  \uf0b7 each correct answer will score one mark.  \uf0b7 any rough working should be done on this question paper.  \uf0b7 the periodic table is printed in the question paper.   ",
+            "2": "2  \u00a9 ucles 2021 1523/12/m/j/21  1 which processes are involved when steam changes into ice?  a boiling and freezing  b boiling and melting  c condensing and freezing  d condensing and melting     2 a student uses the apparatus shown to measure the volume of ca rbon dioxide gas made when  different masses of marble chips are added to 25  cm3 of dilute hydrochloric acid.    marble chipsbunggas syringe 25 cm3 dilute hydrochloric acid     which other items of apparatus are needed?  a funnel and balance  b funnel and stop-watch  c measuring cylinder and balance  d measuring cylinder and stop-watch    ",
+            "3": "3     \u00a9 ucles 2021 1523/12/m/j/21 [turn over  3 a solute and a solvent are separated by distillation.    which diagram is correctly labelled?    solute heata water out water in solute solvent solventheatb water in water out heatc water out water in solute heatd water in water out solutesolvent solvent       4 a magnesium atom has the symbol 24 12mg. it reacts to form a magnesium ion, mg2+.    which row identifies the number of protons, neutrons and electr ons in the ion?     protons neutrons electrons  a 10 10 10  b 10 12 12  c 12 12 10  d 12 12 12     ",
+            "4": "4  \u00a9 ucles 2021 1523/12/m/j/21  5 hexadecane is an alkane.    the melting and boiling points of pure hexadecane are shown.    melting point = 18  \uf0b0c  boiling point = 287  \uf0b0c    which row shows melting and boiling points of an impure sample of hexadecane?     melting point  / \uf0b0c boiling point  / \uf0b0c  a 14\u201316 282\u2013284  b 14\u201316 290\u2013292  c 20\u201322 282\u2013284  d 20\u201322 290\u2013292     6 which substance is a compound?  a air  b methane  c nitrogen  d steel     7 which row describes the properties of diamond?     soluble  in water electrical  conductivity  a yes none  b yes good  c no none  d no good     ",
+            "5": "5     \u00a9 ucles 2021 1523/12/m/j/21 [turn over  8 the electronic structure of a calcium atom is shown.    ca     what is the electronic structure of a calcium ion?  a 2,8,8 b 2,8,8,2 c 2,8,8,4 d 2,8,8,8      9 the equation for the complete combustion of ethanethiol, c 2h6s, is shown.    2c2h6s  +  9o 2  \uf0ae    +  2so 2  +  6h 2o    which formula balances the equation?  a 2 c o 2 b 4 c o 2 c 2 c o  d 4 c o      10 calcium phosphate has the formula ca 3(po 4)2.    what is the relative formula mass of calcium phosphate?  a 135 b 215 c 230 d 310     ",
+            "6": "6  \u00a9 ucles 2021 1523/12/m/j/21  11 the apparatus used to electroplate an object with silver is sho wn.    power supply +\u2013electrode x object beingelectroplated electrolyte     which row identifies electrode x and a suitable electrolyte?     element from which  electrode x is made name of electrolyte  a carbon aqueous silver nitrate  b carbon dilute hydrochloric acid  c silver aqueous silver nitrate  d silver dilute hydrochloric acid     12 an energy level diagram for a reaction is shown.    energy progress of reaction    which statement and explanation about this reaction are correct ?     statement explanation  a the reaction is endothermic the products have more energy than the reactants  b the reaction is endothermic the products have less energy than the reactants  c the reaction is exothermic the products have more energy than t he reactants  d the reaction is exothermic the products have less energy than t he reactants     ",
+            "7": "7     \u00a9 ucles 2021 1523/12/m/j/21 [turn over  13 molten sodium chloride is broken down by electrolysis.    which row identifies the product at each electrode?     anode cathode  a chlorine hydrogen  b chlorine sodium  c hydrogen chlorine  d sodium chlorine      14 which processes are physical changes?    1 melting ice  2 reduction of copper( ii) oxide  3 burning sulfur  4 boiling ethanol    a 1 and 3 b 1 and 4 c 2 and 3 d 2 and 4     15 which fuel does not produce carbon dioxide when it burns?  a coal  b hydrogen  c methane  d petrol    ",
+            "8": "8  \u00a9 ucles 2021 1523/12/m/j/21  16 an excess of calcium carbonate is reacted with acid in experime nts 1 and 2.    the volume of gas produced is measured over time. the results a re plotted on the graph.    time  / svolume of gas  / cm3 0 0experiment 1 experiment 2     which statement explains the observed results?  a the concentration of acid is higher in experiment 1.  b the mass of calcium carbonate is higher in experiment 1.  c the temperature of the acid is lower in experiment 1.  d smaller pieces of calcium carbonate are used in experiment 1.     17 which row describes the effect of adding water to blue cobalt( ii) chloride and to blue  copper( ii) sulfate?     effect of adding  water to blue  cobalt( ii) chloride effect of adding  water to blue  copper( ii) sulfate   a \u001a \u001a k e y   b \u001a \u0016 \u0016 = colour change  c \u0016 \u001a \u001a = no colour change  d \u0016 \u0016      18 the reaction between magnesium and carbon dioxide is shown.    2mg  +  co 2  \uf0ae  2mgo  +  c    which statement describes what happens in this reaction?  a carbon is oxidised.  b magnesium is reduced.  c neither oxidation nor reduction happens.  d the carbon in carbon dioxide is reduced.     ",
+            "9": "9     \u00a9 ucles 2021 1523/12/m/j/21 [turn over  19 which statements about alkaline solutions are correct?    1 when reacted with an acid, the ph of the alkali increases.  2 when tested with litmus, the litmus turns blue.  3 when warmed with an ammonium salt, ammonia gas is given off.    a 1, 2 and 3 b 1 and 2 only c 1 and 3 only d 2 and 3 only     20 nickel( ii) sulfate is made by reacting insoluble nickel( ii) carbonate with dilute sulfuric acid.    the method used is shown.    step 1 add excess nickel( ii) carbonate to dilute sulfuric acid.  step 2 filter the mixture and collect the filtrate.  step 3 heat the filtrate in an e vaporating basin until crystals  start to form.  step 4 leave the solution formed to cool.    which substances are removed from the mixture in step 2 and in step 3?     step 2 step 3  a nickel( ii) carbonate sulfuric acid  b nickel( ii) carbonate water  c nickel( ii) sulfate sulfuric acid  d nickel( ii) sulfate water     21 compound x is tested and the results are shown.    test result  aqueous sodium hydroxide is  added, then heated gently gas given off which turns damp  red litmus paper blue  dilute hydrochloric acid is added effervescence, gas given off  which turns limewater milky    which ions are present in compound x?  a ammonium ions and carbonate ions  b ammonium ions and chloride ions  c calcium ions and carbonate ions  d calcium ions and chloride ions    ",
+            "10": "10  \u00a9 ucles 2021 1523/12/m/j/21  22 which statement about elements in the periodic table is correc t?  a elements are arranged in order of increasing nucleon number.  b elements in group vii are diatomic non-metals.  c elements with similar properties are in the same period.  d transition elements are a collection of metals and non-metals.      23 which statement explains why the noble gas helium is unreactiv e?  a it has a complete outer shell of electrons.  b it has two protons in the nucleus.  c it has the same number of protons and neutrons.  d it has the same number of protons, electrons and neutrons.     24 which row describes a typical transition element?     density colour of oxide  a high green  b high white  c low green  d low white      25 the element rutherfordium, rf, was first detected in 1964.    rutherfordium is a metal.    what are the predicted properties of rutherfordium?    1 rutherfordium conducts electricity when molten.  2 rutherfordium does not conduct electricity when solid. 3 rutherfordium has a low melting point.  4 rutherfordium is malleable.    a 1 and 2 b 1 and 4 c 2 and 3 d 3 and 4     ",
+            "11": "11     \u00a9 ucles 2021 1523/12/m/j/21 [turn over  26 the reactions of four metals are described.    cu has no reaction with water, steam or warm dilute hydrochlori c acid.    li reacts with cold water.    mg reacts very slowly with water, and reacts with both steam an d cold dilute hydrochloric acid.    sn reacts slowly with warm dilute hydrochloric acid.    what is the order of reactivity of the metals?     most  reactive  least  reactive  a li mg sn cu  b li sn mg cu  c cu sn mg li  d cu mg sn li      27 a farmer moves his cows into a concrete shelter for protection .    there is little access to fresh air once the door is closed.    which gases would increase in amount in the shelter?  a carbon dioxide and carbon monoxide  b carbon dioxide and methane  c carbon monoxide and oxygen  d methane and oxygen     28 iron is extracted from its ore in a blast furnace.    the equations for four different reactions are shown.    1 4fe  +  3co 2  \uf0ae  2fe 2o3  +  3c  2 co 2  \uf0ae  c  +  o 2  3 co 2  +  c  \uf0ae  2co  4 fe 2o3  +  3co  \uf0ae  2fe  +  3co 2    which equations represent reactions that occur in the blast fur nace?  a 1 and 2 b 1 and 3 c 2 and 3 d 3 and 4     ",
+            "12": "12  \u00a9 ucles 2021 1523/12/m/j/21  29 which row about aluminium is correct?     name of ore properties of aluminium  a bauxite resistant to corrosion and low density  b bauxite good electrical conductor and high density  c hematite resistant to corrosion and low density  d hematite good electrical conductor and high density      30 which substances are needed for iron to rust?  a carbon dioxide and oxygen  b oxygen only  c water and carbon dioxide  d water and oxygen     31 which three elements are needed in fertilisers?  a calcium, nitrogen and phosphorus  b carbon, potassium and nitrogen  c potassium, nitrogen and phosphorus  d potassium, phosphorus and carbon     32 which statements describe uses for calcium oxide?    1 flue gas desulfurisation  2 treating alkaline soil  3 reducing iron oxide in the blast furnace    a 1 only b 1 and 2 c 1 and 3 d 2 only     33 what are uses of sulfur dioxide?    1 as a bleach in the manufacture of wood pulp  2 as a food preservative 3 in the conversion of iron to steel  4 to kill bacteria in water treatment    a 1 and 2 b 1 and 3 c 2 and 3 d 2 and 4    ",
+            "13": "13     \u00a9 ucles 2021 1523/12/m/j/21 [turn over  34 which type of reaction occurs when calcium oxide is formed fro m calcium carbonate?  a addition  b combustion  c neutralisation  d thermal decomposition     35 the structures of some organic compounds are shown.    1 hch hch ho h2 hch hch hhh c h hch hch hhh c o h3 4 o ohch hch hc h    which compounds belong to the same homologous series?  a 1 and 2 b 1 and 3 c 2 and 3 d 3 and 4     ",
+            "14": "14  \u00a9 ucles 2021 1523/12/m/j/21  36 the industrial fractional distillation of petroleum is shown.    kerosene fractionnaphtha fractiongasoline fractionrefinery gas diesel oil fuel oil fraction petroleum lubricating fraction and bitumeny     which process happens at y?  a burning  b condensation  c c r a c k i n g   d evaporation     37 which description of the bonding in alkanes is correct?  a covalent bonding, all bonds are double bonds  b covalent bonding, all bonds are single bonds  c covalent bonding, with both single and double bonds  d ionic bonding     38 which process converts glucose into ethanol?  a catalytic addition of steam  b c r a c k i n g   c fermentation  d thermal decomposition    ",
+            "15": "15         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 tra ce copyright holders, but if any items requiring clearance have  unwittingly been included, the  publisher will be pleased to make amends at the earliest possib le opportunity.   to avoid the issue of disclosure of answer-related information to candidates, all copyright acknowledgements are reproduced on line in the cambridge  assessment international education copyright acknowledgements b ooklet. this is produced for each series of examinations and is  freely available to download  at www.cambridgeinternational.org after the live examination se ries.   cambridge assessment international education is part of the cam bridge 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.    \u00a9 ucles 2021 1523/12/m/j/21  39 which word equation represents a reaction of aqueous ethanoic a cid?  a ethanoic acid  +  copper  \uf0ae  copper ethanoate  +  hydrogen  b ethanoic acid  +  magnesium  \uf0ae  magnesium ethanoate  +  water  c ethanoic acid  +  sodium oxide  \uf0ae  sodium ethanoate  +  hydrogen  d ethanoic acid  +  calcium oxide  \uf0ae  calcium ethanoate  +  water     40 which statement describes a polymer?  a it is a covalent molecule obtained by fractional distillation.  b it is a large covalent molecule obtained by cracking.  c it is a large molecule made from joining many monomer molecules toget her.  d it is a small molecule formed by splitting up a larger molecule .    ",
+            "16": "16  \u00a9 ucles 2021 1523/12/m/j/21   groupthe periodic table of elements 1 h hydrogen 12 he helium 4ii i iii iv v vi vii viii 3 li lithium 74 be beryllium 9atomic number atomic symbolkey name relative atomic mass 11 na sodium 2312 mg magnesium 24 19 k potassium 3920 ca calcium 40 37 rb rubidium 8538 sr strontium 88 55 cs caesium 13356 ba barium 137 87 fr francium \u201388 ra radium \u20135 b boron 11 13 al aluminium 27 31 ga gallium 70 49 in indium 115 81 tl thallium 2046 c carbon 12 14 si silicon 2832 ge germanium 73 50 sn tin 119 82 pb lead 20722 ti titanium 48 40 zr zirconium 91 72 hf hafnium 178 104 rf rutherfordium \u201323 v vanadium 51 41 nb niobium 93 73 ta tantalum 181 105 db dubnium \u201324 cr chromium 52 42 mo molybdenum 96 74 w tungsten 184 106 sg seaborgium \u201325 mn manganese 55 43 tc technetium \u2013 75 re rhenium 186 107 bh bohrium \u201326 fe iron 56 44 ru ruthenium 101 76 os osmium 190 108 hs hassium \u201327 co cobalt 59 45 rh rhodium 103 77 ir iridium 192 109 mt meitnerium \u201328 ni nickel 59 46 pd palladium 106 78 pt platinum 195 110 ds darmstadtium \u201329 cu copper 64 47 ag silver 108 79 au gold 197 111 rg roentgenium \u201330 zn zinc 65 48 cd cadmium 112 80 hg mercury 201 112 cn copernicium \u2013114 fl flerovium \u2013116 lv livermorium \u20137 n nitrogen 14 15 p phosphorus 3133 as arsenic 75 51 sb antimony 122 83 bi bismuth 2098 o oxygen 16 16 s sulfur 3234 se selenium 79 52 te tellurium 128 84 po polonium \u20139 f fluorine 19 17 cl chlorine 35.5 35 br bromine 80 53 i iodine 127 85 at astatine \u201310 ne neon 20 18 ar argon 4036 kr krypton 84 54 xe xenon 131 86 rn radon \u201321 sc scandium 45 39 y yttrium 89 57\u201371 lanthanoids 89\u2013103 actinoids 57 la lanthanum 139 89 aclanthanoids actinoids the volume of one mole of any gas is 24  dm3 at room temperature and pressure (r.t.p.).actinium \u201358 ce cerium 140 90 th thorium 23259 pr praseodymium 141 91 pa protactinium 23160 nd neodymium 144 92 u uranium 23861 pm promethium \u2013 93 np neptunium \u201362 sm samarium 150 94 pu plutonium \u201363 eu europium 152 95 am americium \u201364 gd gadolinium 157 96 cm curium \u201365 tb terbium 159 97 bk berkelium \u201366 dy dysprosium 163 98 cf californium \u201367 ho holmium 165 99 es einsteinium \u201368 er erbium 167 100 fm fermium \u201369 tm thulium 169 101 md mendelevium \u201370 yb ytterbium 173 102 no nobelium \u201371 lu lutetium 175 103 lr lawrencium \u2013  "
+        },
+        "1523_j21_qp_22.pdf": {
+            "1": "    this document has 16 pages.  ib21 06_1523_22/fp   \u00a9 ucles 2021  [turn ove r   *3108262204 *cambridge igcse\u2122       chemistry 1523/22     paper 2 multiple choice (extended)  may/june 2021     45 minutes    you must answer on the multiple choice answer sheet.    you will need: multiple choice answer sheet   soft clean eraser   soft pencil (type b or hb is recommended)      instructions   \uf0b7 there are forty  questions on this paper. answer all questions.   \uf0b7 for each question there are four possible answers a, b, c and d. choose the one you consider correct  and record your choice in soft pencil on the multiple choice an swer sheet.   \uf0b7 follow the instructions on the multiple choice answer sheet.  \uf0b7 write in soft pencil.  \uf0b7 write your name, centre number and candidate number on the mult iple choice answer sheet in the  spaces provided unless this has been done for you.  \uf0b7 do not use correction fluid.  \uf0b7 do not write on any bar codes.  \uf0b7 you may use a calculator.      information  \uf0b7 the total mark for this paper is 40.  \uf0b7 each correct answer will score one mark.  \uf0b7 any rough working should be done on this question paper.  \uf0b7 the periodic table is printed in the question paper.   ",
+            "2": "2  \u00a9 ucles 2021 1523/22/m/j/21  1 gaseous ammonia and gaseous hydrogen chloride react to form amm onium chloride, a white  solid.    cotton wool soaked in concentrated aqueous ammonia is placed in  one end of a glass tube and  at the same time cotton wool soaked in concentrated hydrochlori c acid is placed at the other end  of the tube. the tube is sealed.    where in the tube does the white solid initially appear?    concentrated aqueous ammoniaconcentrated hydrochloric acida white solidconcentrated aqueous ammoniaconcentrated hydrochloric acidb white solid concentrated aqueous ammoniaconcentrated hydrochloric acidc white solidconcentrated aqueous ammoniaconcentrated hydrochloric acidd white solid     2 a student uses the apparatus shown to measure the volume of ca rbon dioxide gas made when  different masses of marble chips are added to 25  cm3 of dilute hydrochloric acid.    marble chipsbunggas syringe 25 cm3 dilute hydrochloric acid     which other items of apparatus are needed?  a funnel and balance  b funnel and stop-watch  c measuring cylinder and balance  d measuring cylinder and stop-watch ",
+            "3": "3     \u00a9 ucles 2021 1523/22/m/j/21 [turn over  3 a solute and a solvent are separated by distillation.    which diagram is correctly labelled?    solute heata water out water in solute solvent solventheatb water in water out heatc water out water in solute heatd water in water out solutesolvent solvent       4 a magnesium atom has the symbol 24 12mg. it reacts to form a magnesium ion, mg2+.    which row identifies the number of protons, neutrons and electr ons in the ion?     protons neutrons electrons  a 10 10 10  b 10 12 12  c 12 12 10  d 12 12 12     ",
+            "4": "4  \u00a9 ucles 2021 1523/22/m/j/21  5 which dot-and-cross diagram shows the outer-shell electron arr angement in a molecule of  carbon dioxide?    ca oo o cb oo cc ocd oo       6 the electronic structures of atoms x and y are shown.    x ykey electron     what is the formula of the molecule formed by x and y?  a xy 2 b x3y2 c x2y3 d x2y     7 which row about a property of silicon( iv) oxide and the explanation of the property is correct?     property of silicon( iv) oxide explanation  a   it conducts electricity   electrons can move freely  through the structure  b   it is used as a lubricant   there are weak forces between the  layers of silicon and oxygen atoms  c   it has a high melting point   there is a strong attraction  between silicon and oxide ions  d   it is a hard solid   it is a macromolecule  with strong bonds    ",
+            "5": "5     \u00a9 ucles 2021 1523/22/m/j/21 [turn over  8 these two statements are about metals, their properties and bon ding.    statement 1 metals conduct electricity when solid.  statement 2 in metals, a lattice of positive ions exists in a \u2018 sea of electrons\u2019 which can  move throughout the metal.    which answer is correct?  a both statements are correct and statement 2 explains statement  1.  b both statements are correct but statement 2 does not explain s tatement 1.  c statement 1 is correct but statement 2 is incorrect.  d statement 2 is correct but statement 1 is incorrect.     9 the equation for the complete combustion of ethanethiol, c 2h6s, is shown.    2c2h6s  +  9o 2  \uf0ae    +  2so 2  +  6h 2o    which formula balances the equation?  a 2 c o 2 b 4 c o 2 c 2 c o  d 4 c o       10 the equation for the formation of ethanol from glucose is show n.    c6h12o6  \uf0ae  2c 2h5oh  +  2co 2    in an experiment, 36  g of glucose produces 9.2  g of ethanol.    [mr:  c 6h12o6, 180;  c 2h5oh, 46]    what is the percentage yield of ethanol in this experiment?  a 20 b 26 c 50 d 100     ",
+            "6": "6  \u00a9 ucles 2021 1523/22/m/j/21  11 four electrolysis experiments are described.    electrolyte electrodes  aqueous copper( ii) sulfate copper  aqueous copper( ii) sulfate graphite  concentrated aqueous sodium chloride graphite  dilute sulfuric acid graphite    which statement is correct for all four electrolysis experiments?  a hydrogen gas is formed at the cathode.  b ions gain electrons at the cathode.  c the electrodes are inert.  d two or more products are formed.     12 an energy level diagram for a reaction is shown.    energy progress of reaction    which statement and explanation about this reaction are correct ?     statement explanation  a the reaction is endothermic the products have more energy than the reactants  b the reaction is endothermic the products have less energy than the reactants  c the reaction is exothermic the products have more energy than t he reactants  d the reaction is exothermic the products have less energy than t he reactants     13 which product is made in a fuel cell?  a carbon dioxide  b ethanol  c h y d r o g e n   d water    ",
+            "7": "7     \u00a9 ucles 2021 1523/22/m/j/21 [turn over  14 which processes are physical changes?    1 melting ice  2 reduction of copper( ii) oxide  3 burning sulfur  4 boiling ethanol    a 1 and 3 b 1 and 4 c 2 and 3 d 2 and 4     15 a chemical reaction is carried out at a fixed temperature.    it is repeated at a higher concentration. all other conditions remain the same.    which row describes how the collision rate and the proportion o f molecules with the activation  energy changes in the second reaction?     collision rate proportion of molecules with the  activation energy  a increases increases  b increases no change  c no change increases  d no change no change      16 the equation for the reaction between aqueous potassium iodide  and aqueous bromine is shown.    2ki(aq)  +  br 2(aq)  \uf0ae  2kbr(aq)  +  i2(s)    which statement about the reaction is correct?  a bromine is reduced.  b the potassium ions act as an oxidising agent.  c the potassium ions are oxidised.  d the iodide ions gain electrons.    ",
+            "8": "8  \u00a9 ucles 2021 1523/22/m/j/21  17 hydrogen and iodine gases react together to produce gaseous hy drogen iodide in a reversible  reaction.    h2(g)  +  i2(g)    2h i(g)    the forward reaction is exothermic.    hydrogen and hydrogen iodide are colourless gases. iodine gas i s purple.    which statement is correct?  a the forward and reverse reactions both stop when equilibrium i s reached.  b the position of equilibrium is not affected by pressure change s.  c the position of equilibrium is not affected by temperature cha nges.  d the reaction mixture continues to change colour after equilibr ium is reached.     18 ethanoic acid is a weak acid.    hydrochloric acid is a strong acid.    which statements are correct?    1 ethanoic acid molecules are partially dissociated in aqueous solution.  2 1.0  mol  / dm3 ethanoic acid has a higher ph than 1.0  mol  / dm3 hydrochloric acid.  3 ethanoic acid is always more dilute than hydrochloric acid.  4 ethanoic acid is a proton acceptor.    a 1 and 2 b 1 and 3 c 2 and 4 d 3 and 4     19 which oxide neutralises aqueous sodium hydroxide?  a calcium oxide  b carbon monoxide  c sulfur dioxide  d water    ",
+            "9": "9     \u00a9 ucles 2021 1523/22/m/j/21 [turn over  20 an excess of aqueous sodium sulfate was added to aqueous bariu m chloride and the mixture  was filtered.    which row shows the identity of the residue and the substances present in the filtrate?     residue substances in filtrate  a barium sulfate barium chloride and sodium chloride  b barium sulfate sodium chloride and sodium sulfate  c sodium chloride barium chloride and sodium sulfate  d sodium chloride barium sulfate and sodium sulfate      21 compound x is tested and the results are shown.    test result  aqueous sodium hydroxide is  added, then heated gently gas given off which turns damp  red litmus paper blue  dilute hydrochloric acid is added effervescence, gas given off  which turns limewater milky    which ions are present in compound x?  a ammonium ions and carbonate ions  b ammonium ions and chloride ions  c calcium ions and carbonate ions  d calcium ions and chloride ions     22 which statement about elements in the periodic table is correc t?  a elements are arranged in order of increasing nucleon number.  b elements in group vii are diatomic non-metals.  c elements with similar properties are in the same period.  d transition elements are a collection of metals and non-metals.      23 which statement explains why the noble gas helium is unreactiv e?  a it has a complete outer shell of electrons.  b it has two protons in the nucleus.  c it has the same number of protons and neutrons.  d it has the same number of protons, electrons and neutrons.     ",
+            "10": "10  \u00a9 ucles 2021 1523/22/m/j/21  24 the positions of four elements in the periodic table are shown.     which element forms ionic compounds in which the element has di fferent oxidation numbers  (states)?    ab c d       25 the element rutherfordium, rf, was first detected in 1964.    rutherfordium is a metal.    what are the predicted properties of rutherfordium?    1 rutherfordium conducts electricity when molten.  2 rutherfordium does not conduct electricity when solid.  3 rutherfordium has a low melting point.  4 rutherfordium is malleable.    a 1 and 2 b 1 and 4 c 2 and 3 d 3 and 4     26 the results of three reactions of metal m and its nitrate are g iven.    reaction 1 m reacts with dilute hydrochloric acid.  reaction 2 m displaces zinc metal from aqueous zinc salts.  reaction 3 heat decomposes the nitrate of m into a mixture of t wo gases and a solid.    what is m?  a copper  b iron  c magnesium  d potassium    ",
+            "11": "11     \u00a9 ucles 2021 1523/22/m/j/21 [turn over  27 which statement about the extraction of aluminium from aluminiu m oxide is correct?  a aluminium is formed at the positive electrode during electroly sis.  b pure aluminium oxide is dissolved in molten cryolite.  c pure aluminium oxide is electrolysed using aluminium as the po sitive electrode.  d pure aluminium oxide is heated with carbon to form carbon diox ide and aluminium.     28 iron is extracted from its ore in a blast furnace.    the equations for four different reactions are shown.    1 4fe  +  3co 2  \uf0ae  2fe 2o3  +  3c  2 co 2  \uf0ae  c  +  o 2  3 co 2  +  c  \uf0ae  2co  4 fe 2o3  +  3co  \uf0ae  2fe  +  3co 2    which equations represent reactions that occur in the blast fur nace?  a 1 and 2 b 1 and 3 c 2 and 3 d 3 and 4     29 some uses of water are listed.    1 as a solvent  2 as a coolant in the chemical industry  3 to irrigate crops  4 to provide safe drinking water    during a drought, which uses are important to sustain the popul ation of a country?  a 1 and 2 b 1 and 4 c 2 and 3 d 3 and 4     30 which substances are needed for iron to rust?  a carbon dioxide and oxygen  b oxygen only  c water and carbon dioxide  d water and oxygen     ",
+            "12": "12  \u00a9 ucles 2021 1523/22/m/j/21  31 which process removes carbon dioxide from the atmosphere?  a cement manufacture  b combustion  c photosynthesis  d respiration     32 which statements about sulfur dioxide are correct?    1 it is produced when sulfuric acid is electrolysed.  2 it is produced when sodium sulfite reacts with dilute hydroch loric acid.  3 it is a neutral oxide.  4 it reacts with oxygen in the presence of a catalyst to form s ulfur trioxide.    a 1 and 2 b 1 and 3 c 2 and 4 d 3 and 4     33 what are uses of sulfur dioxide?    1 as a bleach in the manufacture of wood pulp  2 as a food preservative  3 in the conversion of iron to steel  4 to kill bacteria in water treatment    a 1 and 2 b 1 and 3 c 2 and 3 d 2 and 4     34 which type of reaction occurs when calcium oxide is formed fro m calcium carbonate?  a addition  b combustion  c neutralisation  d thermal decomposition     ",
+            "13": "13     \u00a9 ucles 2021 1523/22/m/j/21 [turn over  35 the structures of some organic compounds are shown.    1 hch hch ho h2 hch hch hhh c h hch hch hhh c o h3 4 o ohch hch hc h    which compounds belong to the same homologous series?  a 1 and 2 b 1 and 3 c 2 and 3 d 3 and 4     36 the industrial fractional distillation of petroleum is shown.    kerosene fractionnaphtha fractiongasoline fractionrefinery gas diesel oil fuel oil fraction petroleum lubricating fraction and bitumeny     which process happens at y?  a burning  b condensation  c c r a c k i n g   d evaporation     ",
+            "14": "14  \u00a9 ucles 2021 1523/22/m/j/21  37 which pair of compounds is used to prepare ch 3ch 2cooch 2ch 3?  a ethanoic acid and ethanol  b ethanoic acid and propanol  c propanoic acid and ethanol  d propanoic acid and propanol     38 ethanol is oxidised to ethanoic acid by acidified potassium ma nganate( vii).    which colour change is observed in the reaction?  a colourless to purple  b purple to colourless  c colourless to orange  d orange to colourless     39 the linkage between monomer units in a condensation polymer is shown.    n ho c     which types of polymer contain this linkage?    1 a complex carbohydrate  2 a polyamide  3 a polyester  4 a protein    a 1 and 3 b 1 and 4 c 2 and 3 d 2 and 4     ",
+            "15": "15         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 tra ce copyright holders, but if any items requiring clearance have  unwittingly been included, the  publisher will be pleased to make amends at the earliest possib le opportunity.   to avoid the issue of disclosure of answer-related information to candidates, all copyright acknowledgements are reproduced on line in the cambridge  assessment international education copyright acknowledgements b ooklet. this is produced for each series of examinations and is  freely available to download  at www.cambridgeinternational.org after the live examination se ries.   cambridge assessment international education is part of the cam bridge 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.    \u00a9 ucles 2021 1523/22/m/j/21  40 the structure of part of a polymer is shown.    cch3 hcch3 hcch3 hcch3 h    which monomer is used to make this polymer?    cca h hhh ccb h hch3 ch3 ch3 ch3ch3 hccc h hccd h h     ",
+            "16": "16  \u00a9 ucles 2021 1523/22/m/j/21   groupthe periodic table of elements 1 h hydrogen 12 he helium 4ii i iii iv v vi vii viii 3 li lithium 74 be beryllium 9atomic number atomic symbolkey name relative atomic mass 11 na sodium 2312 mg magnesium 24 19 k potassium 3920 ca calcium 40 37 rb rubidium 8538 sr strontium 88 55 cs caesium 13356 ba barium 137 87 fr francium \u201388 ra radium \u20135 b boron 11 13 al aluminium 27 31 ga gallium 70 49 in indium 115 81 tl thallium 2046 c carbon 12 14 si silicon 2832 ge germanium 73 50 sn tin 119 82 pb lead 20722 ti titanium 48 40 zr zirconium 91 72 hf hafnium 178 104 rf rutherfordium \u201323 v vanadium 51 41 nb niobium 93 73 ta tantalum 181 105 db dubnium \u201324 cr chromium 52 42 mo molybdenum 96 74 w tungsten 184 106 sg seaborgium \u201325 mn manganese 55 43 tc technetium \u2013 75 re rhenium 186 107 bh bohrium \u201326 fe iron 56 44 ru ruthenium 101 76 os osmium 190 108 hs hassium \u201327 co cobalt 59 45 rh rhodium 103 77 ir iridium 192 109 mt meitnerium \u201328 ni nickel 59 46 pd palladium 106 78 pt platinum 195 110 ds darmstadtium \u201329 cu copper 64 47 ag silver 108 79 au gold 197 111 rg roentgenium \u201330 zn zinc 65 48 cd cadmium 112 80 hg mercury 201 112 cn copernicium \u2013114 fl flerovium \u2013116 lv livermorium \u20137 n nitrogen 14 15 p phosphorus 3133 as arsenic 75 51 sb antimony 122 83 bi bismuth 2098 o oxygen 16 16 s sulfur 3234 se selenium 79 52 te tellurium 128 84 po polonium \u20139 f fluorine 19 17 cl chlorine 35.5 35 br bromine 80 53 i iodine 127 85 at astatine \u201310 ne neon 20 18 ar argon 4036 kr krypton 84 54 xe xenon 131 86 rn radon \u201321 sc scandium 45 39 y yttrium 89 57\u201371 lanthanoids 89\u2013103 actinoids 57 la lanthanum 139 89 aclanthanoids actinoids the volume of one mole of any gas is 24  dm3 at room temperature and pressure (r.t.p.).actinium \u201358 ce cerium 140 90 th thorium 23259 pr praseodymium 141 91 pa protactinium 23160 nd neodymium 144 92 u uranium 23861 pm promethium \u2013 93 np neptunium \u201362 sm samarium 150 94 pu plutonium \u201363 eu europium 152 95 am americium \u201364 gd gadolinium 157 96 cm curium \u201365 tb terbium 159 97 bk berkelium \u201366 dy dysprosium 163 98 cf californium \u201367 ho holmium 165 99 es einsteinium \u201368 er erbium 167 100 fm fermium \u201369 tm thulium 169 101 md mendelevium \u201370 yb ytterbium 173 102 no nobelium \u201371 lu lutetium 175 103 lr lawrencium \u2013  "
+        }
+    },
+    "2022": {
+        "0620_m22_qp_12.pdf": {
+            "1": "    this document has 16 pages. any blank pages are indicated.  ib22 03_0620_12/rp   \u00a9 ucles 2022   [turn ove r   *5667682996*cambridge igcse\u2122       chemistry 0620/12     paper 1 multiple choice (core) february/march 2022     45 minutes    you must answer on the mult iple choice answer sheet.    you will need: multiple choice answer sheet   soft clean eraser   soft pencil (type b or hb is recommended)       instructions   \uf0b7 there are forty  questions on this paper. answer all questions.   \uf0b7 for each question there ar e four possible answers a, b, c and d. choose the one you consider correct  and record your choice in soft pencil on the multiple choice an swer sheet.   \uf0b7 follow the instructions on the multiple choice answer sheet.  \uf0b7 write in soft pencil.  \uf0b7 write your name, centre number and candidate number on the mult iple choice answer sheet in the  spaces provided unless this has been done for you.  \uf0b7 do not use correction fluid.  \uf0b7 do not write on any bar codes.  \uf0b7 you may use a calculator.      information  \uf0b7 the total mark for this paper is 40.  \uf0b7 each correct answer will score one mark.  \uf0b7 any rough working should be don e on this question paper.  \uf0b7 the periodic table is pri nted in the question paper.   ",
+            "2": "2  \u00a9 ucles 2022 0620/12/f/m/22  1 which change of state is an exothermic process?  a condensation  b evaporation  c melting  d sublimation      2 in which state does 1  dm3 of methane contain the most particles?  a gas at 100  \uf0b0c  b gas at room temperature  c liquid  d solid     3 which dye on the chromatogram is a pure substance?    abcd      4 which piece of apparatus is used to measure exactly 5.00  cm3 of a liquid?  a 5  cm3 beaker  b 1 0  cm3 measuring cylinder  c 2 5  cm3 pipette  d 5 0  cm3 burette    ",
+            "3": "3     \u00a9 ucles 2022 0620/12/f/m/22 [turn over  5 fermentation of sugar produces a mixture of ethanol solution a nd solid yeast.    how is the solid yeast removed from the mixture?  a crystallisation  b distillation  c filtration  d fractional distillation    6 matter exists as elements, compounds and mixtures.    which row identifies an element, a compound and a mixture?     element compound mixture  a calcium potassium carbonate sodium chloride  b brass sodium chloride air  c calcium sodium chloride brass  d sodium chloride water potassium carbonate     7 which pair of statements about diamond and graphite is correct ?    diamond graphite    a diamond and graphite are both pure carbon. they are both macrom olecules.  b diamond and graphite can both be used as electrodes. graphite i s also used as a lubricant.  c diamond has covalent bonds. graphite has ionic bonds.  d diamond is hard with a high melting point. graphite is soft wit h a low melting point.    ",
+            "4": "4  \u00a9 ucles 2022 0620/12/f/m/22  8 an isotope of chromium is represented by cr.52 24     which statement about an atom of this isotope of chromium is co rrect?  a it contains 24 electrons.  b it contains 24 neutrons.  c it contains 28 protons.  d it contains 52 neutrons.     9 sodium is in group i of the periodic table and chlorine is in g roup vii.    which row describes what happens when sodium bonds ionically wi th chlorine?     sodium atoms ion formed chlorine atoms ion formed  a gain an electron na\u2013 lose an electron c l +  b gain an electron na+ lose an electron c l \u2013  c lose an electron na\u2013 gain an electron c l +  d lose an electron na+ gain an electron c l \u2013      10 caesium fluoride is an ionic compound.    which statements about caesium fluoride are correct?    1 it conducts electricity when solid.  2 it has a high melting point.  3 it is soluble in water. 4 it is highly volatile.    a 1 and 2 b 1 and 4 c 2 and 3 d 3 and 4      11 the structure of a molecule of a compound is shown.    key = c = h= o     what is the formula of this compound?  a c3h7o b c3h8o c c8h3o d c8ho 3    ",
+            "5": "5     \u00a9 ucles 2022 0620/12/f/m/22 [turn over  12 calcium carbonate, caco 3, reacts with dilute hydrochloric acid to produce carbon dioxid e.    the equation for the reaction is shown. the relative formula ma ss of calcium carbonate is 100.    caco 3  +  2hc l  \uf0ae  cac l 2  +  h 2o  +  co 2    10  g of calcium carbonate is reacted with an excess of dilute hydr ochloric acid.    which mass of carbon dioxide is produced?  a 2.2  g b 2.8  g c 4.4  g d 44  g      13 molten sodium chloride and concentrated aqueous sodium chloride  are electrolysed using  platinum electrodes.    what are the products at the negative electrode (cathode) in ea ch electrolysis?     molten  sodium chloride concentrated aqueous  sodium chloride  a hydrogen hydrogen  b hydrogen sodium  c sodium hydrogen  d sodium sodium     14 an object is electroplated with silver using an aqueous silver  salt as the electrolyte.    which row is correct?     the object to be  electroplated is the the other electrode  is made from  a anode carbon  b anode silver  c cathode carbon  d cathode silver     ",
+            "6": "6  \u00a9 ucles 2022 0620/12/f/m/22  15 which row describes the changes that occur in an endothermic r eaction?     energy change temperature  a   energy given out to  the surroundings decreases    b   energy given out to  the surroundings increases    c   energy taken in from  the surroundings decreases    d   energy taken in from  the surroundings increases       16 which statement about fuels is correct?  a heat energy is only produced by burning fuels.  b hydrogen is used as a fuel although it is difficult to store.  c methane is a good fuel because it produces only water when bur ned.  d uranium is burned in air to produce energy.     17 a sequence of changes involving sulfur is shown.    s solidchange 1s liquidso2 gaschange 2     which row describes the changes?     change 1 change 2  a chemical chemical  b chemical physical  c physical chemical  d physical physical     18 magnesium is added to dilute hydrochloric acid.    25  cm3 of gas is given off in the first 30  s of the reaction.    the experiment is repeated at a lower temperature. all other re action conditions are the same.    which volume of gas is produced in the first 30  s of this reaction?  a 1 5  cm3 b 2 5  cm3 c 3 0  cm3 d 5 0  cm3     ",
+            "7": "7     \u00a9 ucles 2022 0620/12/f/m/22 [turn over  19 the equation for the reaction between magnesium and copper( ii) oxide is shown.    mg  +  cuo  \uf0ae  mgo  +  cu    which substance is oxidised?  a c u  b c u o  c m g  d m g o      20 methyl orange is added to dilute hydrochloric acid and to aque ous sodium hydroxide.    what is the colour of the methyl orange in each solution?     colour in dilute  hydrochloric acid colour in aqueous  sodium hydroxide  a orange red  b red yellow  c red orange  d yellow red     21 compound x is dissolved in water and two separate samples of t he solution are tested.    the results of the tests are shown.    test observation  add aqueous sodium hydroxide   a white precipitate forms  which is insoluble in excess  acidify with dilute nitric acid  and add aqueous silver nitrate a yellow precipitate forms      what is compound x?  a calcium chloride  b calcium iodide  c zinc chloride  d zinc iodide     22 which statement about the periodic table is correct?  a elements with the highest atomic number in each period are meta llic.  b elements with the lowest group numbers are non-metals.  c elements with similar chemical properties are placed in groups.   d elements with similar physical properties are placed in periods .    ",
+            "8": "8  \u00a9 ucles 2022 0620/12/f/m/22  23 part of the periodic table is shown.    which element is a soft solid that reacts violently with cold w ater?    dca b      24 three properties of element x are listed.    \u25cf it contains atoms with a full outer shell of electrons.  \u25cf it is monoatomic.  \u25cf it is unreactive.    in which part of the periodic table is the element placed?  a group i  b group vii  c group viii  d transition elements     25 some properties of the elements in group vii of the periodic ta ble are shown.    element melting  point  / \uf0b0c boiling  point  / \uf0b0c colour  f \u2013220 \u2013188 pale yellow  cl \u2013101 \u201335 green  br \u20137 59 brown  i 114 184   at 302 380     which statement is correct?  a bromine is a brown solid at room temperature.  b fluorine is a pale yellow gas at room temperature.  c iodine is a brown liquid at room temperature.  d astatine is a black liquid at room temperature.     ",
+            "9": "9     \u00a9 ucles 2022 0620/12/f/m/22 [turn over  26 which process is used to obtain  the metal calcium from its ore?   a electrolysis  b oxidation with carbon  c reduction with carbon  d thermal decomposition      27 which row links the proper ty of a metal to its use?     property use  a high density aircraft bodies  b high reactivity food containers  c good electrical conductor cooking pans  d ductile electrical wiring      28 the table gives some properties of an element.    melting point in \uf0b0c 3422  appearance of the element grey  appearance of the chloride of the element dark blue  density in g  / cm3 19.2  electrical conductivity when solid good    which other property does this element have?  a acts as a catalyst  b brittle  c forms an acidic oxide  d highly reactive with water    29 a metal reacts vigorously with cold water.    which statement about the metal is correct?  a it is above hydrogen in the reactivity series.  b it is below magnesium in the reactivity series.  c its oxide can be reduced with carbon.  d it does not react with dilute acids.    ",
+            "10": "10  \u00a9 ucles 2022 0620/12/f/m/22  30 which row describes the colour changes when water is added to a nhydrous cobalt( ii) chloride  and anhydrous copper( ii) sulfate?     anhydrous  cobalt( ii) chloride anhydrous  copper( ii) sulfate  a blue to pink white to blue  b blue to white blue to pink  c pink to blue blue to white  d white to blue pink to blue     31 the gases produced by a burning fuel are passed through soluti on z using the apparatus shown.    the fuel contains compounds of sulfur.    to vacuum pump solution z burning fuel     which row identifies solution z and the result obtained when th e fuel contains compounds of  sulfur?     solution z result  a acidified potassium manganate( vii) turns colourless  b acidified potassium manganate( vii) turns purple  c litmus bleached  d litmus turns blue     ",
+            "11": "11     \u00a9 ucles 2022 0620/12/f/m/22 [turn over  32 which information about carbon dioxide and methane is correct?       carbon dioxide methane   a formed when vegetation decomposes \u0016 \u001a k e y   b greenhouse gas \u0016 \u0016 \u0016 = correct  c present in unpolluted air \u001a \u001a \u001a = not correct  d produced during respiration \u001a \u0016       33 which row identifies uses of sulfur?     use 1 use 2 use 3  a making ammonia bleaching wood pulp food preservative  b making sulfuric acid bleaching wood pulp food preservative  c making sulfuric acid food preservative as an npk fertiliser  d making ammonia food preservative as an npk fertiliser      34 which statements about lime are correct?    1 lime is made by heating calcium carbonate (limestone).  2 lime is used to desulfurise flue gases. 3 lime is used to treat alkaline soil.  4 the chemical name for lime is calcium oxide.    a 1 and 3 b 1, 2 and 4 c 1 and 4 only d 2, 3 and 4    35 which structure is correctly named?    a ethanoic acidcc ch hhhh oo hb ethenehc ch h hh hc ethanolhc ch h hh o hd propanecch h hhh c h      ",
+            "12": "12  \u00a9 ucles 2022 0620/12/f/m/22  36 the fractional distillation of petroleum produces a series of f ractions with different uses.    which row identifies a use for a fraction?     f r a c t i o n  u s e   a bitumen jet fuel  b gas oil cooking  c kerosene making roads  d naphtha making chemicals     37 ethene and propene are both members of the same homologous seri es.    which statements explain why ethene and propene have similar ch emical properties?    1 they are both hydrocarbons.  2 they are both made by cracking. 3 they have the same functional group.    a 1 and 2 b 1 and 3 c 2  o n l y  d 3  o n l y      38 which statement about ethane is correct?  a it decolourises bromine water.  b it burns in excess oxygen to form water and carbon dioxide.  c its molecular formula is c 2h4.  d its atoms are joined together by ionic bonding.    39 which statements about ethanol are correct?    1 ethanol is used as a solvent.  2 ethanol can be made directly from ethane.  3 ethanol is a covalent compound.    a 1 only b 1 and 2 c 1 and 3 d 2 and 3     ",
+            "13": "13     \u00a9 ucles 2022 0620/12/f/m/22 40 polymers are long-chain molecules made from small molecules li nked together.    four polymers or types of polymer are listed.    1 carbohydrates  2 nylon 3 proteins 4 terylene     which polymers or types of polymer are synthetic?  a 1 and 3 b 1 and 4 c 2 and 3 d 2 and 4   ",
+            "14": "14    blank page   \u00a9 ucles 2022 0620/12/f/m/22  ",
+            "15": "15    blank page       permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. every  reasonable effort has been made by the publisher (ucles) to tra ce copyright holders, but if any items requiring clearance have  unwittingly been included, the  publisher will be pleased to make amends at the earliest possib le opportunity.   to avoid the issue of disclosure of answer-related information to candidates, all copyright acknowledgements are reproduced on line in the cambridge  assessment international educat ion copyright acknowledgements b ooklet. this is produced for eac h series of examinations and is  freely available to download  at www.cambridgeinternational.org  after the live examination se ries.    cambridge assessment international education is part of cambrid ge assessment. cambridge assessment is the brand name of the un iversity of cambridge  local examinations syndicate (ucles), which is a department of the university of cambridge.    \u00a9 ucles 2022 0620/12/f/m/22  ",
+            "16": "16  \u00a9 ucles 2022 0620/12/f/m/22   groupthe periodic table of elements 1 h hydrogen 12 he helium 4ii i iii iv v vi vii viii 3 li lithium 74 be beryllium 9atomic number atomic symbolkey name relative atomic mass 11 na sodium 2312 mg magnesium 24 19 k potassium 3920 ca calcium 40 37 rb rubidium 8538 sr strontium 88 55 cs caesium 13356 ba barium 137 87 fr francium \u201388 ra radium \u20135 b boron 11 13 al aluminium 27 31 ga gallium 70 49 in indium 115 81 tl thallium 2046 c carbon 12 14 si silicon 2832 ge germanium 73 50 sn tin 119 82 pb lead 20722 ti titanium 48 40 zr zirconium 91 72 hf hafnium 178 104 rf rutherfordium \u201323 v vanadium 51 41 nb niobium 93 73 ta tantalum 181 105 db dubnium \u201324 cr chromium 52 42 mo molybdenum 96 74 w tungsten 184 106 sg seaborgium \u201325 mn manganese 55 43 tc technetium \u2013 75 re rhenium 186 107 bh bohrium \u201326 fe iron 56 44 ru ruthenium 101 76 os osmium 190 108 hs hassium \u201327 co cobalt 59 45 rh rhodium 103 77 ir iridium 192 109 mt meitnerium \u201328 ni nickel 59 46 pd palladium 106 78 pt platinum 195 110 ds darmstadtium \u201329 cu copper 64 47 ag silver 108 79 au gold 197 111 rg roentgenium \u201330 zn zinc 65 48 cd cadmium 112 80 hg mercury 201 112 cn copernicium \u2013114 fl flerovium \u2013116 lv livermorium \u20137 n nitrogen 14 15 p phosphorus 3133 as arsenic 75 51 sb antimony 122 83 bi bismuth 2098 o oxygen 16 16 s sulfur 3234 se selenium 79 52 te tellurium 128 84 po polonium \u20139 f fluorine 19 17 cl chlorine 35.5 35 br bromine 80 53 i iodine 127 85 at astatine \u201310 ne neon 20 18 ar argon 4036 kr krypton 84 54 xe xenon 131 86 rn radon \u201321 sc scandium 45 39 y yttrium 89 57\u201371 lanthanoids 89\u2013103 actinoids 57 la lanthanum 139 89 aclanthanoids actinoids the volume of one mole of any gas is 24  dm3 at room temperature and pressure (r.t.p.).actinium \u201358 ce cerium 140 90 th thorium 23259 pr praseodymium 141 91 pa protactinium 23160 nd neodymium 144 92 u uranium 23861 pm promethium \u2013 93 np neptunium \u201362 sm samarium 150 94 pu plutonium \u201363 eu europium 152 95 am americium \u201364 gd gadolinium 157 96 cm curium \u201365 tb terbium 159 97 bk berkelium \u201366 dy dysprosium 163 98 cf californium \u201367 ho holmium 165 99 es einsteinium \u201368 er erbium 167 100 fm fermium \u201369 tm thulium 169 101 md mendelevium \u201370 yb ytterbium 173 102 no nobelium \u201371 lu lutetium 175 103 lr lawrencium \u2013  "
+        },
+        "0620_m22_qp_22.pdf": {
+            "1": "    this document has 16 pages. any blank pages are indicated.  ib22 03_0620_22/rp   \u00a9 ucles 2022   [turn ove r   *3837715510*cambridge igcse\u2122       chemistry 0620/22     paper 2 multiple choice (extended)  february/march 2022     45 minutes    you must answer on the mult iple choice answer sheet.    you will need: multiple choice answer sheet   soft clean eraser   soft pencil (type b or hb is recommended)       instructions   \uf0b7 there are forty  questions on this paper. answer all questions.   \uf0b7 for each question there ar e four possible answers a, b, c and d. choose the one you consider correct  and record your choice in soft pencil on the multiple choice an swer sheet.   \uf0b7 follow the instructions on the multiple choice answer sheet.  \uf0b7 write in soft pencil.  \uf0b7 write your name, centre number and candidate number on the mult iple choice answer sheet in the  spaces provided unless this has been done for you.  \uf0b7 do not use correction fluid.  \uf0b7 do not write on any bar codes.  \uf0b7 you may use a calculator.      information  \uf0b7 the total mark for this paper is 40.  \uf0b7 each correct answer will score one mark.  \uf0b7 any rough working should be don e on this question paper.  \uf0b7 the periodic table is pri nted in the question paper.   ",
+            "2": "2  \u00a9 ucles 2022 0620/22/f/m/22  1 which gas has the fastest rate of diffusion?  a h 2 b c h 4 c c o 2 d s o 2     2 in which state does 1  dm3 of methane contain the most particles?  a gas at 100  \uf0b0c  b gas at room temperature  c liquid  d solid     3 which statement explains why isotopes of the same element have  the same chemical properties?  a they have the same electronic structure.  b they have the same relative mass.  c they have the same nucleon number.  d they have the same proton number.    4 the electronic structures of atoms p and q are shown.    p q     p and q form an ionic compound.    what is the formula of the compound?  a p q  b p 2q c p 2q3 d p q 2     5 fermentation of sugar produces a mixture of ethanol solution a nd solid yeast.    how is the solid yeast removed from the mixture?  a crystallisation  b distillation  c filtration  d fractional distillation    ",
+            "3": "3     \u00a9 ucles 2022 0620/22/f/m/22 [turn over  6 which row explains why copper is a good conductor of electrici ty at room temperature?     copper ions  move freely electrons  move freely  a no no  b no yes  c yes no  d yes yes     7 which pair of statements about diamond and graphite is correct ?    diamond graphite    a diamond and graphite are both pure carbon. they are both macrom olecules.  b diamond and graphite can both be used as electrodes. graphite i s also used as a lubricant.  c diamond has covalent bonds. graphite has ionic bonds.  d diamond is hard with a high melting point. graphite is soft wit h a low melting point.     8 sodium nitride contains the nitride ion, n 3\u2013.    sodium nitride is unstable and decomposes into its elements.    what is the equation for the decomposition of sodium nitride?  a 2 n a n 3  \uf0ae  2na  +  3n 2  b 2 n a 3n  \uf0ae  6na  +  n 2  c 2 n a n 3  \uf0ae  na 2  +  3n 2  d 2 n a 3n  \uf0ae  6na  +  2n    9 compound x contains carbon, hydrogen and oxygen only.    by mass, it contains 26.7% carbon and 2.2% hydrogen.    what is the empirical formula of x?  a cho b c 2ho c c h 2o d cho 2   ",
+            "4": "4  \u00a9 ucles 2022 0620/22/f/m/22  10 caesium fluoride is an ionic compound.    which statements about caesium fluoride are correct?    1 it conducts electricity when solid.  2 it has a high melting point. 3 it is soluble in water. 4 it is highly volatile.    a 1 and 2 b 1 and 4 c 2 and 3 d 3 and 4     11 which diagram shows the direction of movement of ions and elect rons during the electrolysis of  molten sodium chloride?    cl \u2013e\u2013 na+e\u2013power supplya cathode anode cl \u2013e\u2013 na+ cl \u2013na+e\u2013power supplyb cathode anode cl \u2013e\u2013 na+e\u2013power supplyc anode cathode e\u2013 e\u2013power supplyd anode cathode      ",
+            "5": "5     \u00a9 ucles 2022 0620/22/f/m/22 [turn over  12 calcium carbonate, caco 3, reacts with dilute hydrochloric acid to produce carbon dioxid e.    the equation for the reaction is shown. the relative formula ma ss of calcium carbonate is 100.    caco 3  +  2hc l  \uf0ae  cac l 2  +  h 2o  +  co 2    10  g of calcium carbonate is reacted with an excess of dilute hydr ochloric acid.    which mass of carbon dioxide is produced?  a 2.2  g b 2.8  g c 4.4  g d 44  g      13 molten sodium chloride and concentrated aqueous sodium chloride  are electrolysed using  platinum electrodes.    what are the products at the negative electrode (cathode) in ea ch electrolysis?     molten  sodium chloride concentrated aqueous  sodium chloride  a hydrogen hydrogen  b hydrogen sodium  c sodium hydrogen  d sodium sodium     14 an object is electroplated with silver using an aqueous silver  salt as the electrolyte.    which row is correct?     the object to be  electroplated is the the other electrode  is made from  a anode carbon  b anode silver  c cathode carbon  d cathode silver     ",
+            "6": "6  \u00a9 ucles 2022 0620/22/f/m/22  15 which row describes the changes that occur in an endothermic r eaction?     energy change temperature  a   energy given out to  the surroundings decreases    b   energy given out to  the surroundings increases    c   energy taken in from  the surroundings decreases    d   energy taken in from  the surroundings increases       16 which statement about fuels is correct?  a heat energy is only produced by burning fuels.  b hydrogen is used as a fuel although it is difficult to store.  c methane is a good fuel because it produces only water when bur ned.  d uranium is burned in air to produce energy.      17 which statement about endothermic and exothermic reactions is correct?  a in an endothermic reaction, less energy is absorbed in bond bre aking than is released in  bond forming.  b in an endothermic reaction, the activation energy is always hig her than in an exothermic  reaction.  c in an exothermic reaction, more energy is absorbed in bond brea king than is released in  bond forming.  d in an exothermic reaction, the reactants are higher on an energ y level diagram than the  products.     ",
+            "7": "7     \u00a9 ucles 2022 0620/22/f/m/22 [turn over  18 the reaction used to manufacture ammonia from nitrogen and hydr ogen is reversible.    an equilibrium is established between ammonia, nitrogen and hyd rogen.    which statement describes the equilibrium?  a both the forward reaction and the backward reaction have the s ame rate.  b the rate of the backward reaction is greater than the rate of the forward reaction.  c the rate of the forward reaction is greater than the rate of t he backward reaction.  d the forward and backward reactions have both stopped.     19 how does increasing the concentration affect the reacting parti cles in a chemical reaction?     increases the  collision rate increases the proportion  of particles with the  activation energy  a \u0016 \u001a  b \u0016 \u0016  c \u001a \u001a  d \u001a \u0016     20 methyl orange is added to dilute hydrochloric acid and to aque ous sodium hydroxide.    what is the colour of the methyl orange in each solution?     colour in dilute  hydrochloric acid colour in aqueous  sodium hydroxide  a orange red  b red yellow  c red orange  d yellow red     ",
+            "8": "8  \u00a9 ucles 2022 0620/22/f/m/22  21 zinc oxide is an amphoteric oxide.    which types of substances will react with zinc oxide?  a acids and bases  b acids only  c bases only  d neither acids nor bases    22 information about some silver compounds is shown.    compound formula solubility in water  silver carbonate ag 2co 3 insoluble  silver chloride agc l insoluble  silver nitrate agno 3 soluble  silver oxide ag 2o insoluble    which equation shows a reaction which cannot  be used to make a silver salt?  a agno 3(aq)  +  hc l (aq)  \uf0ae  agc l (s)  +  hno 3(aq)  b ag2o(s)  +  2hno 3(aq)  \uf0ae  2agno 3(aq)  +  h 2o(l)  c ag2co 3(s)  +  2hno 3(aq)  \uf0ae  2agno 3(aq)  +  h 2o(l)  +  co 2(g)  d 2ag(s)  +  2hc l (aq)  \uf0ae  2agc l (s)  +  h 2(g)     23 aqueous ethanoic acid is a weak acid.    aqueous sodium hydroxide is a strong base.    aqueous ethanoic acid is neutralised by aqueous sodium hydroxid e.    which statements are correct?    1 aqueous ethanoic acid accepts protons from hydroxide ions.  2 the aqueous ethanoic acid used is fully dissociated into ions .  3 the aqueous sodium hydroxide used is fully dissociated into i ons.  4 the reaction produces a salt and water.    a 1 and 2 b 1 and 3 c 2 and 4 d 3 and 4    ",
+            "9": "9     \u00a9 ucles 2022 0620/22/f/m/22 [turn over  24 three properties of element x are listed.    \u25cf it contains atoms with a full outer shell of electrons.  \u25cf it is monoatomic.  \u25cf it is unreactive.    in which part of the periodic table is the element placed?  a group i  b group vii  c group viii  d transition elements     25 which word equation represents a reaction that occurs?  a sodium oxide + carbon \uf0ae sodium + carbon dioxide  b sodium oxide + iron \uf0ae sodium + iron ( ii) oxide  c i r o n (ii) oxide + copper \uf0ae iron + copper (ii) oxide  d i r o n (iii) oxide + carbon \uf0ae iron + carbon dioxide      26 which statement about the extraction of aluminium is correct?  a aluminium is formed at the cathode during the electrolysis of aluminium oxide.  b hematite is mainly aluminium oxide.  c molten cryolite is used to raise the melting point of the alum inium oxide.  d oxygen gains electrons at the anode during the electrolysis of  aluminium oxide.      27 metal m is mixed with copper to produce brass.    what is m?  a chromium  b nickel  c vanadium  d z i n c     ",
+            "10": "10  \u00a9 ucles 2022 0620/22/f/m/22  28 the table gives some properties of an element.    melting point in \uf0b0c 3422  appearance of the element grey  appearance of the chloride of the element dark blue  density in g  / cm3 19.2  electrical conductivity when solid good    which other property does this element have?  a acts as a catalyst  b brittle  c forms an acidic oxide  d highly reactive with water    29 ammonia is produced using the haber process.    which row shows the source of the raw materials and the reactio n conditions?     source of  nitrogen source of  hydrogen temperature  /  \uf0b0c pressure  / atm  a air hydrocarbons 200 200  b hydrocarbons air 450 2  c air hydrocarbons 450 200  d air hydrocarbons 450 2      30 how many species are acting as bases in this reversible reactio n?    hno 3  +  h 2o    h3o+  +  no 3\u2013    a 3 b  2 c  1 d  0    ",
+            "11": "11     \u00a9 ucles 2022 0620/22/f/m/22 [turn over  31 the equation for a reaction occurring in the contact process i s shown.    2so 2  +  o 2  \uf0ae  2so 3    what is the catalyst used in this reaction?  a iron  b phosphoric( v) acid  c s u l f u r i c  a c i d   d vanadium( v) oxide     32 which information about carbon dioxide and methane is correct?       carbon dioxide methane   a formed when vegetation decomposes \u0016 \u001a k e y   b greenhouse gas \u0016 \u0016 \u0016 = correct  c present in unpolluted air \u001a \u001a \u001a = not correct  d produced during respiration \u001a \u0016      33 the structure of an ester is shown.    c oo cch hc hh hhh ch hh     what are the names of the carboxylic acid and the alcohol that react together to form this ester?     carboxylic acid alcohol  a ethanoic acid ethanol  b ethanoic acid propan-1-ol  c propanoic acid ethanol  d propanoic acid propan-1-ol     ",
+            "12": "12  \u00a9 ucles 2022 0620/22/f/m/22  34 which statements about lime are correct?    1 lime is made by heating calcium carbonate (limestone).  2 lime is used to desulfurise flue gases.  3 lime is used to treat alkaline soil.  4 the chemical name for lime is calcium oxide.    a 1 and 3 b 1, 2 and 4 c 1 and 4 only d 2, 3 and 4     35 which structure is correctly named?    a ethanoic acidcc ch hhhh oo hb ethenehc ch h hh hc ethanolhc ch h hh o hd propanecch h hhh c h      36 the structure of part of a polymer is shown.    c hcl ch ch3c hcl ch ch3c hcl     which monomers can be used to make this polymer?    1 c ch ch3 cl hc2 ch ch3cl h3 c c hch3 cl hch3 cl c4 c cl h    a 1 and 2 b 1 and 4 c 2 and 3 d 3 and 4    ",
+            "13": "13     \u00a9 ucles 2022 0620/22/f/m/22 [turn over  37 carboxylic acids are made by the oxidation of alcohols.    which carboxylic acid is produced from ch 3ch 2oh?  a butanoic acid  b ethanoic acid  c methanoic acid  d propanoic acid    38 propene, c 3h6, reacts with bromine, br 2, in an addition reaction.    which structure represents the product of this reaction?    hch brca h hchh h hch brbr cb hch hh hch br brcc h ch hh ch br br cd h h hch h      39 which statements about ethanol are correct?    1 ethanol is used as a solvent.  2 ethanol can be made directly from ethane. 3 ethanol is a covalent compound.    a 1 only b 1 and 2 c 1 and 3 d 2 and 3    ",
+            "14": "14  \u00a9 ucles 2022 0620/22/f/m/22  40 which diagram represents the structure of nylon?    co co o o co co n h co co n hn h co co o n ha b c d      ",
+            "15": "15    blank page       permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. every  reasonable effort has been made by the publisher (ucles) to tra ce copyright holders, but if any items requiring clearance have  unwittingly been included, the  publisher will be pleased to make amends at the earliest possib le opportunity.   to avoid the issue of disclosure of answer-related information to candidates, all copyright acknowledgements are reproduced on line in the cambridge  assessment international educat ion copyright acknowledgements b ooklet. this is produced for eac h series of examinations and is  freely available to download  at www.cambridgeinternational.org  after the live examination se ries.    cambridge assessment international education is part of cambrid ge assessment. cambridge assessment is the brand name of the un iversity of cambridge  local examinations syndicate (ucles), which is a department of the university of cambridge.    \u00a9 ucles 2022 0620/22/f/m/22  ",
+            "16": "16  \u00a9 ucles 2022 0620/22/f/m/22   groupthe periodic table of elements 1 h hydrogen 12 he helium 4ii i iii iv v vi vii viii 3 li lithium 74 be beryllium 9atomic number atomic symbolkey name relative atomic mass 11 na sodium 2312 mg magnesium 24 19 k potassium 3920 ca calcium 40 37 rb rubidium 8538 sr strontium 88 55 cs caesium 13356 ba barium 137 87 fr francium \u201388 ra radium \u20135 b boron 11 13 al aluminium 27 31 ga gallium 70 49 in indium 115 81 tl thallium 2046 c carbon 12 14 si silicon 2832 ge germanium 73 50 sn tin 119 82 pb lead 20722 ti titanium 48 40 zr zirconium 91 72 hf hafnium 178 104 rf rutherfordium \u201323 v vanadium 51 41 nb niobium 93 73 ta tantalum 181 105 db dubnium \u201324 cr chromium 52 42 mo molybdenum 96 74 w tungsten 184 106 sg seaborgium \u201325 mn manganese 55 43 tc technetium \u2013 75 re rhenium 186 107 bh bohrium \u201326 fe iron 56 44 ru ruthenium 101 76 os osmium 190 108 hs hassium \u201327 co cobalt 59 45 rh rhodium 103 77 ir iridium 192 109 mt meitnerium \u201328 ni nickel 59 46 pd palladium 106 78 pt platinum 195 110 ds darmstadtium \u201329 cu copper 64 47 ag silver 108 79 au gold 197 111 rg roentgenium \u201330 zn zinc 65 48 cd cadmium 112 80 hg mercury 201 112 cn copernicium \u2013114 fl flerovium \u2013116 lv livermorium \u20137 n nitrogen 14 15 p phosphorus 3133 as arsenic 75 51 sb antimony 122 83 bi bismuth 2098 o oxygen 16 16 s sulfur 3234 se selenium 79 52 te tellurium 128 84 po polonium \u20139 f fluorine 19 17 cl chlorine 35.5 35 br bromine 80 53 i iodine 127 85 at astatine \u201310 ne neon 20 18 ar argon 4036 kr krypton 84 54 xe xenon 131 86 rn radon \u201321 sc scandium 45 39 y yttrium 89 57\u201371 lanthanoids 89\u2013103 actinoids 57 la lanthanum 139 89 aclanthanoids actinoids the volume of one mole of any gas is 24  dm3 at room temperature and pressure (r.t.p.).actinium \u201358 ce cerium 140 90 th thorium 23259 pr praseodymium 141 91 pa protactinium 23160 nd neodymium 144 92 u uranium 23861 pm promethium \u2013 93 np neptunium \u201362 sm samarium 150 94 pu plutonium \u201363 eu europium 152 95 am americium \u201364 gd gadolinium 157 96 cm curium \u201365 tb terbium 159 97 bk berkelium \u201366 dy dysprosium 163 98 cf californium \u201367 ho holmium 165 99 es einsteinium \u201368 er erbium 167 100 fm fermium \u201369 tm thulium 169 101 md mendelevium \u201370 yb ytterbium 173 102 no nobelium \u201371 lu lutetium 175 103 lr lawrencium \u2013  "
+        },
+        "0620_m22_qp_32.pdf": {
+            "1": "*2554114949* chemistry  0620/32 paper 3 theory (core) february/march 2022  1 hour 15 minutes you must answer on the question paper. no additional materials are needed. instructions  \u25cf answer all questions.  \u25cf use a black or dark blue pen. you may use an hb pencil for any diagrams or graphs.  \u25cf write your name, centre number and candidate number in the boxes at the top of the page.  \u25cf write your answer to each question in the space provided.  \u25cf do not use an erasable pen or correction fluid.  \u25cf do not write on any bar codes.  \u25cf you may use a calculator.  \u25cf you should show all your working and use appropriate units. information  \u25cf the total mark for this paper is 80.  \u25cf the number of marks for each question or part question is shown in brackets [  ].  \u25cf the periodic table is printed in the question paper. ib22 03_0620_32/3rp \u00a9 ucles 2022 [turn overthis document has 20 pages. any blank pages are indicated.cambridge igcse\u2122",
+            "2": "2 0620/32/f/m/22 \u00a9 ucles 2022 1 (a)\t\tthe\telectronic\tstructures\tof\tfive\tatoms,\ta,\tb,\tc,\td\tand\te,\tare\tshown. a b c d e \t\tanswer\tthe\tfollowing\tquestions\tabout\tthese\telectronic\tstructures. \t\teach\telectronic\tstructure\tmay\tbe\tused\tonce,\tmore\tthan\tonce\tor\tnot\tat\tall. \t\tstate\twhich\telectronic\tstructure,\t a,\tb,\tc,\td or e,\trepresents:  (i)\t\tan\tatom\tin\tgroup\tv\tof\tthe\tperiodic\t table  \t ...   [1]  (ii)\t\tan\tatom\twhich\tcontains\tonly\ttwo\tshells\t of\telectrons  \t ...   [1]  (iii)\t\tan\tatom\tthat\tforms\ta\tstable\tion\twith\ta\tcharge\tof\t2\u2013  \t ...   [1]  (iv)\t\tan\tatom\tof\tan\telement\tthat\texists\tas\ta\tmonoatomic\tgas  \t ...   [1]  (v)\t\tan\tatom\tof\tthe\tmetal\tthat\tis\textracted\tfrom\tbauxite.  \t ...   [1]  (b)\t\tcomplete\t the\ttable\tto\tshow\tthe\tnumber\tof\telectrons,\t neutrons\tand\tprotons\tin\tthe\turanium\tatom\t and\trubidium\tion\tshown. number\tof\telectrons number\tof\tneutrons number\tof\tprotons 235u92 92 87rb+ 37 50  [3] \t [total:\t8]",
+            "3": "3 0620/32/f/m/22 \u00a9 ucles 2022 [turn over 2 (a)\t\tbiogas\tis\ta\tmixture\tof\tgases\tproduced\t when\tagricultural\t waste\tis\tbroken\tdown\tin\tthe\tabsence\t of\toxygen. \t\tthe\ttable\tcompares\t the\tpercentage\t by\tmass\tof\tthe\tgases\tpresent\tin\ttwo\tsamples\tof\tbiogas,\t x  and\ty. gasbiogas\t x /\t%\tby\tmassbiogas\t y /\t%\tby\tmass carbon\tdioxide 26 32 hydrogen 1 1 hydrogen\tsulfide 0.5 0.5 methane 67 56 nitrogen 4 9.5 oxygen 0.5 0.5 other\tgases 0.5 \t\tanswer\tthese\tquestions\tusing\tonly\tthe\tinformation\tin\tthe\ttable.  (i)\t\tdeduce\tthe \tpercentage\tby\tmass\tof\tthe\tother\tgases\tin\tbiogas\t x.  \t ...   [1]  (ii)\t\tdescribe\t two\tmajor\tdifferences\tin\tthe\tcompositions\tof\tbiogas\t x\tand\tbiogas\t y.  1 \t .. \t 2\t\t .. \t [2]  (b)\t\tcomplete\tthe\tdiagram\tto\tshow\tthe\telectronic\tstructure\tin\ta\tmethane\tmolecule. \t\tshow\tonly\tthe\touter\tshell\telectrons.  [1]",
+            "4": "4 0620/32/f/m/22 \u00a9 ucles 2022  (c)\t\thydrogen\tsulfide\tburns\tin\tair\tto\tproduce\tsulfur\tdioxide\tand\twater.  (i)\t\tcomplete\tthe\tchemical\tequation\tfor\tthis \treaction. \t .h2s\t\t+\t\t.o2  \u2192\t\t2h2o\t\t+\t\t2so2\t [2]  (ii)\t\texplain\thow \tthis\tequation\tshows\tthat\thydrogen\tsulfide\tis\toxidised.  \t .  \t ...   [1] \t [total:\t7]",
+            "5": "5 0620/32/f/m/22 \u00a9 ucles 2022 [turn over 3\t\tthis\tquestion\tis\tabout\tmetals.  (a)\t\tstate\tthree\tgeneral\tphysical\tproperties\tcommon\tto\tmost\tmetals.  1 \t. \t 2\t\t .  3 \t.  [3]  (b)\t\tmetals\tare\toften\tused\tin\tthe\tform\tof\talloys.  (i)\t\tstate\tthe\tmeaning\tof\tthe\tterm\talloy .  \t .  \t ...   [1]  (ii)\t\texplain\tin\tterms\tof\ttheir\tproperties\twhy\t alloys\tare\tused\tinstead\tof\tpure\tmetals.  \t ...   [1]  (iii)\t\tstainless\tsteel\tis\tan\talloy. \t \tgive\tone\tuse\tof\tstainless\tsteel.  \t ...   [1]  (c)\t\tplace\tthese\tmetals\tin\torder\tof\ttheir\treactivity\twith\toxygen. copper magnesium potassium zinc \t\tput\tthe\tleast\treactive\tmetal\tfirst. least reactive most reactive \t [2]",
+            "6": "6 0620/32/f/m/22 \u00a9 ucles 2022  (d)\t\twhen\t4.8\t g\tof\tmagnesium\treacts\twith\texcess\toxygen,\t8.0\t g\tof\tmagnesium\toxide\tis\tformed. \t\tcalculate\tthe\tminimum\tmass\tof\tmagnesium\tneeded\tto\tproduce\t24.0\t g\tof\tmagnesium\toxide. \t minimum\tmass\t=\t..\tg\t\t[1] \t [total:\t9]",
+            "7": "7 0620/32/f/m/22 \u00a9 ucles 2022 [turn over 4\t\tthis\tquestion\tis\tabout\tacids,\tbases\tand\tsalts.  (a)\t\tsodium\thydroxide\tis\ta\tbase.  (i)\t\tname\tthe\tproducts\tformed\twhen\tsodium \thydroxide\treacts\twith\tdilute\tnitric\tacid.  \t .  \t ... \t\t[2]  (ii)\t\tdescribe\tthe\teffect\tof\tsodium\thydroxide \ton\ta\tnamed\tindicator.  \t .  \t ... \t\t[2]  (iii)\t\tcomplete\t the\tword\tequation\tfor\tthe\treaction\tof\tsodium\thydroxide\t with\tammonium\t chloride. sodium hydroxide+ammonium chloride+ +water \t [2]  (b)\t\tdescribe\thow\tto\tprepare\tpure,\tdry\tcrystals\tof\tthe\tsalt\tzinc\tsulfate\tfrom\tan\taqueous\tsolution\tof\t zinc\tsulfate.  \t  \t  \t.. \t\t[2]",
+            "8": "8 0620/32/f/m/22 \u00a9 ucles 2022  (c)\t\tthe\trate\tof\treaction\tof\tzinc\tpowder\twith\tdilute\tsulfuric\tacid\tis\tfound\tby\tmeasuring\t the\tincrease\t in\tvolume\tof\thydrogen\tgas\tproduced\tas\ttime\tincreases. \t\tdescribe\tthe\teffect,\tif\tany,\tof\teach\tof\tthe\tfollowing\ton\tthe\trate\tof\tthis\treaction.  \u25cf\tthe\treaction\tis\tcarried\tout\twith\tlarge\tpieces\tof\tzinc\tinstead\tof\tzinc\tpowder. \t\tall\tother\tconditions\tstay\tthe\tsame.  \t  \u25cf\tthe\treaction\tis\tcarried\tout\tusing\ta\tcatalyst. \t\tall\tother\tconditions\tstay\tthe\tsame.  \t  \u25cf\tthe\treaction\tis\tcarried\tout\twith\tdilute\tsulfuric\tacid\tof\ta\tlower\tconcentration. \t\tall\tother\tconditions\tstay\tthe\tsame.  \t  [3] \t [total:\t11]",
+            "9": "9 0620/32/f/m/22 \u00a9 ucles 2022 [turn over 5\t\tthis\tquestion\tis\tabout\tair.  (a)\t\tthe\tpie\tchart\tshows\tthe\tproportions\tof\tthe\tmain\tgases\tin\tclean,\tdry\tair. gas g gas h  (i)\t\tname\tthe\tgases\tg\tand\th. \t gas\tg \t .. \t gas\th \t .. \t [2]  (ii)\t\tthe\tgraph\tshows\thow\tthe\tvolume\tof\ta\tsample\tof\tgas\tg\tchanges\tas\ttemperature\t increases. \t \tthe\tpressure\tis\tkept\tconstant. volume of gas g / cm3 temperature  / /g113c \t \tdescribe\thow\tthe\tvolume\tof\tgas\t g\tchanges\tas\ttemperature\tincreases.  \t ...   [1]  (iii)\t\tthere\tis\ta\tsmall\tpercentage\tof\tnoble\tgases\tin\tthe\tair. \t \tthe\tnoble\tgases\tare\tunreactive. \t \texplain\twhy\tthe\tnoble\tgases\tare\tunreactive\tin\tterms\tof\ttheir\telectronic\tstructure.  \t .  \t ...   [1]  (iv)\t\tdescribe\tthe\tarrangement\tand\tseparation\tof\tthe\tparticles\tin\ta\tgas. \t arrangement\t \t ... \t separation\t \t ... \t [2]",
+            "10": "10 0620/32/f/m/22 \u00a9 ucles 2022  (b)\t\ttwo\tof\tthe\tpollutants\tin\tair\tare\toxides\tof\tnitrogen\tand\tlead\tcompounds.  (i)\t\tgive\tone\teffect\tof\teach\tof\tthese\tpollutants\ton\thealth. \t oxides\tof\tnitrogen\t \t ... \t lead\tcompounds\t \t . \t [2]  (ii)\t\tname\ttwo\tother\tpollutants\tpresent\tin\tair. \t \tstate\tthe\tsource\tof\teach\tof\tthese\tpollutants. \t pollutant\t1\t \t ... \t source\tof\tpollutant\t1\t \t ... \t pollutant\t2\t \t ... \t source\tof\tpollutant\t2\t \t ...  [4] \t [total:\t12]",
+            "11": "11 0620/32/f/m/22 \u00a9 ucles 2022 [turn over 6\t\tthe\ttable\tshows\tsome\tproperties\tof\tfour\tgroup\ti \telements. elementmelting\tpoint / \u00b0cboiling\tpoint / \u00b0crelative\thardness lithium 181 1342 sodium 980.70 potassium 63 760 0.36 rubidium 39 686 0.22  (a) (i)\t\tcomplete\tthe\ttable\tby\testimating:  \u25cf\tthe\tboiling\tpoint\tof\tsodium  \u25cfthe\trelative\thardness\tof\tlithium.\t [2]  (ii)\t\tpredict\tthe\tphysical\tstate\tof\tlithium\tat\t200\t \u00b0c. \t \tgive\ta\treason\tfor\tyour\tanswer.  \t .  \t ... \t\t[2]  (b)\t\tpotassium\treacts\twith\twater. 2k\t\t+\t\t2h2o\t\t\u2192\t\t2koh\t\t+\t\th2 \t\tdescribe\t two\tobservations\twhen\tpotassium\treacts\twith\twater.  1 \t. \t 2\t\t . \t [2]",
+            "12": "12 0620/32/f/m/22 \u00a9 ucles 2022  (c)\t\tlithium\tis\textracted\tby\tthe\telectrolysis\tof\tmolten\tlithium\tchloride.  (i)\t\tname\ta\tnon-metal\tused\tto\tmake\tthe\telectrodes.  \t ...   [1]  (ii)\t\tgive\tone\tproperty,\t other\tthan\tthe\tconduction\t of\telectricity,\t that\tmakes\tthis\tsubstance\t suitable\tfor\tuse\tas\tan\telectrode.  \t ...   [1]  (iii)\t\tstate\tthe\tproducts\tof\tthe\telectrolysis\tof\tmolten\tlithium\tchloride\tat: \t the\tnegative\telectrode\t(cathode)\t \t  \t the\tpositive\telectrode\t(anode).\t \t ... \t [2]  (d)\t\tlithium\tchloride\tconducts\telectricity\twhen\tmolten\tand\twhen\tin\taqueous\tsolution. \t\tgive\ttwo\tother\tphysical\tproperties\tof\tlithium\tchloride\tthat\tshow\tit\tis\tan\tionic\tcompound.  1 \t. \t 2\t\t . \t [2] \t [total:\t12]",
+            "13": "13 0620/32/f/m/22 \u00a9 ucles 2022 [turn over 7 (a)\t\tthe\tstructures\tof\tfour\torganic\tcompounds,\t p,\tq,\tr\tand\ts,\tare\tshown. pq hch hch hohs hch hch hh hch o ohch hchch h hc hr h hhchh hcc \t\tanswer\tthe\tfollowing\tquestions\tabout\tthese\tstructures. \t\teach\tstructure\tmay\tbe\tused\tonce,\tmore\tthan\tonce\tor\tnot\tat\tall.  (i)\t\tstate\twhich\tstructure,\tp,\tq,\tr or s,\thas\ta\tcarboxylic\tacid\tfunctional\tgroup.  \t ...   [1]  (ii)\t\tstate\twhich\tstructure,\tp,\tq,\tr or s,\tis\tin\tthe\tsame\thomologous\tseries\tas\tethane.  \t ...   [1]  (iii)\t\tstate\twhich\tstructure,\tp,\tq,\tr or s,\tdecolourises\taqueous\tbromine.  \t ...   [1]  (iv)\t\tdeduce\tthe\tmolecular\t formula\tof\tstructure\t q\tto\tshow\tthe\tnumber\tof\tcarbon,\thydrogen\t and\t oxygen\tatoms.  \t ...   [1]  (b)  structure s\tis\tproduced\tby\tcracking\tpetroleum\tfractions.  (i)\t\tcomplete\tthe\tsentence\tusing\ta\tword\tfrom\tthe\tlist. acids          alkenes          alcohols          nitrogen \t \tduring\tcracking,\t long-chain\t alkanes\tare\tconverted\t to\tshorter\tchain\talkanes\tand\t  \t \t.\t [1]  (ii)\t\tcracking\tis \tan\texample\tof\tthermal\tdecomposition. \t \tstate\tthe\tmeaning\tof\tthe\tterm\tthermal decomposition .  \t .  \t ... \t\t[2]",
+            "14": "14 0620/32/f/m/22 \u00a9 ucles 2022  (c)\t\tlink\teach\tpetroleum\tfraction\ton\tthe\tleft\tto\tits\tuse\ton \tthe\tright. \t\tthe\tfirst\tone\thas\tbeen\tdone\tfor\tyou. fraction refinery gas naphtha lubricating fraction keroseneuse making chemicals bottled gas jet fuel waxes and polishes \t [2] \t [total:\t9]",
+            "15": "15 0620/32/f/m/22 \u00a9 ucles 2022 [turn over 8\t\tthis\tquestion\tis\tabout\tchlorine\tand\tcompounds\tof\tchlorine.  (a)\t\tchlorine\tis\tan\telement\tin\tgroup\tvii\tof\tthe\tperiodic\t table. \t\tstate\tthe\tmeaning\tof\tthe\tterm\telement .  \t  \t..   [1]  (b)\t\tstate\tone\tuse\tof\tchlorine.  \t..   [1]  (c)\t\tchlorine\treacts\twith\tphosphorus\tto\tproduce\tphosphorus( v)\tchloride.  (i)\t\tbalance\tthe \tequation\tfor\tthis\treaction. \t .p\t\t+\t\t.c l 2  \u2192\t\t2pcl 5\t [2]  (ii)\t\tthis\treaction\tis\texothermic. \t \tstate\tthe\tmeaning\tof\tthe\tterm\texothermic.  \t ...   [1]  (d)\t\tchlorine\treacts\twith\taqueous\tsodium\tbromide.  (i)\t\tcomplete\tthe\tword\tequation\tfor\tthis\treaction. chlorine +sodium bromide+  \t [2]  (ii)\t\tdescribe\ta\t test\tfor\tbromide\tions.  test \t .. \t observations\t \t ... \t [2]  (iii)\t\twhen\tbromine\tis\tmixed\twith\taqueous\tsodium\tchloride\tthere\tis\tno\treaction. \t \tsuggest\tin\tterms\tof\tchemical\treactivity\twhy\tthere\tis\tno\treaction.  \t ...   [1]",
+            "16": "16 0620/32/f/m/22 \u00a9 ucles 2022  (e)\t\ta\tcompound\tof\tchlorine\thas\tthe\tformula\tc3h6cl 2. \t\tcomplete\tthe\ttable\tto\tcalculate\tthe\trelative\tmolecular\tmass\tof\tc3h6cl 2. atom number\tof\tatomsrelative atomic\tmass carbon 3 12 3 \u00d7\t12\t=\t36 hydrogen 1 chlorine 35.5 \t relative\tmolecular\tmass\t=\t..\t\t[2] \t [total:\t12]",
+            "17": "17 0620/32/f/m/22 \u00a9 ucles 2022blank page",
+            "18": "18 0620/32/f/m/22 \u00a9 ucles 2022blank page",
+            "19": "19 0620/32/f/m/22 \u00a9 ucles 2022blank page permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the  publisher will be pleased to make amends at the earliest possible opportunity. 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.",
+            "20": "20 0620/32/f/m/22 \u00a9 ucles 2022 groupthe periodic table of elements 1 h hydrogen 12 he helium 4ii i iii iv vv iv ii viii 3 li lithium 74 be berylliu m 9atomic number atomic symbolkey name relative atomic mas s 11 na sodium 2312 mg magnesium 24 19 k potassium 3920 ca calcium 40 37 rb rubidium 8538 sr strontium 88 55 cs caesium 13356 ba barium 137 87 fr francium \u201388 ra radium \u20135 b boron 11 13 al aluminium 27 31 ga gallium 70 49 in indium 115 81 tl thallium 2046 c carbon 12 14 si silicon 28 32 ge germanium 73 50 sn tin 119 82 pb lead 20722 ti titanium 48 40 zr zirconium 91 72 hf hafnium 178 104 rf rutherfordiu m \u201323 v vanadium 51 41 nb niobium 93 73 ta tantalum 181 105 db dubnium \u201324 cr chromium 52 42 mo molybdenum 96 74 w tungsten 184 106 sg seaborgium \u201325 mn manganes e 55 43 tc technetium \u2013 75 re rhenium 186 107 bh bohrium \u201326 fe iron 56 44 ru ruthenium 101 76 os osmium 190 108 hs hassium \u201327 co cobalt 59 45 rh rhodium 103 77 ir iridium 192 109 mt meitneriu m \u201328 ni nicke l 59 46 pd palladium 106 78 pt platinum 195 110 ds darmstadtiu m \u201329 cu copper 64 47 ag silver 108 79 au gold 197 111 rg roentgenium \u201330 zn zinc 65 48 cd cadmium 112 80 hg mercury 201 112 cn copernicium \u2013114 fl fleroviu m \u2013116 lv livermorium \u20137 n nitrogen 14 15 p phosphorus 31 33 as arsenic 75 51 sb antimony 122 83 bi bismuth 2098 o oxygen 16 16 s sulfur 32 34 se selenium 79 52 te tellurium 128 84 po polonium \u20139 f fluorine 19 17 cl chlorine 35.5 35 br bromine 80 53 i iodine 127 85 at astatine \u201310 ne neon 20 18 ar argon 40 36 kr krypton 84 54 xe xenon 131 86 rn radon \u201321 sc scandium 45 39 y yttrium 89 57\u201371 lanthanoids 89\u2013103 actinoids 57 la lanthanum 139 89 aclanthanoids actinoids the volume of one mole of any gas is 24  dm3 at room temperature and pressure (r .t.p.).actinium \u201358 ce cerium 140 90 th thorium 23259 pr praseodymium 141 91 pa protactinium 23160 nd neodymium 144 92 u uranium 23861 pm promethium \u2013 93 np neptunium \u201362 sm samarium 150 94 pu plutonium \u201363 eu europium 152 95 am americiu m \u201364 gd gadolinium 157 96 cm curium \u201365 tb terbium 159 97 bk berkelium \u201366 dy dysprosium 163 98 cf californium \u201367 ho holmium 165 99 es einsteinium \u201368 er erbium 167 100 fm fermium \u201369 tm thulium 169 101 md mendelevium \u201370 yb ytterbium 173 102 no nobelium \u201371 lu lutetium 175 103 lr lawrenciu m \u2013"
+        },
+        "0620_m22_qp_42.pdf": {
+            "1": "*1831070697* chemistry  0620/42 paper 4 theory (extended) february/march 2022  1 hour 15 minutes you must answer on the question paper. no additional materials are needed. instructions  \u25cf answer all questions.  \u25cf use a black or dark blue pen. you may use an hb pencil for any diagrams or graphs.  \u25cf write your name, centre number and candidate number in the boxes at the top of the page.  \u25cf write your answer to each question in the space provided.  \u25cf do not use an erasable pen or correction fluid.  \u25cf do not write on any bar codes.  \u25cf you may use a calculator.  \u25cf you should show all your working and use appropriate units. information  \u25cf the total mark for this paper is 80.  \u25cf the number of marks for each question or part question is shown in brackets [  ].  \u25cf the periodic table is printed in the question paper. ib22 03_0620_42/3rp \u00a9 ucles 2022 [turn overthis document has 16 pages. any blank pages are indicated.cambridge igcse\u2122",
+            "2": "2 0620/42/f/m/22 \u00a9 ucles 2022 1\t\tthis\tquestion\tis\tabout\tthe\tfirst\t30\telements\tin\tthe \tperiodic\ttable. \t\tname\tthe\telement\twhich:  (a)\t\tis\t78%\tof\tclean,\tdry\tair\t\t   [1]  (b)\t\thas\tatoms\twith\tan\telectronic\tstructure\tof\t2,8,1\t \t...   [1]  (c)\t\tis\textracted\tfrom\thematite\t\t...   [1]  (d)\t\tforms\tan\toxide\twith\ta\tgiant\tcovalent\tstructure\t \t   [1]  (e)\t\tis\tthe\tgas\twith\tthe\tslowest\trate\tof\tdiffusion\tat\troom\t temperature  \t..   [1]  (f)\t\thas\tan\tanhydrous\tchloride\twhich\tturns\tpink\twhen\twater\tis\tadded  \t..   [1]  (g)\t\thas\taqueous\tions\twhich\tform\ta\twhite\tprecipitate\twhen\tadded\tto\taqueous\tsilver\tions  \t..   [1]  (h)\t\tforms\ta\tblue\thydroxide\twhich\tdissolves\tin\taqueous\t ammonia  \t [1]  (i)\t\tis\tadded\tto\tmolten\tiron\tto\tremove\timpurities\tin\tthe\t steel\tmaking\tprocess  \t..   [1]  (j)\t\tis\tused\tto\tgalvanise\tiron.\t \t.   [1] \t [total:\t10]",
+            "3": "3 0620/42/f/m/22 \u00a9 ucles 2022 [turn over 2\t\ta\tstudent\tadds\texcess\tlarge\tpieces\tof\tmagnesium\t carbonate,\t mgco3,\tto\tdilute\thydrochloric\t acid,\t hcl,\tand\tmeasures\tthe\tvolume\tof\tcarbon\tdioxide\tgas,\tco2,\tgiven\toff.  (a)\t\tadd\tthe\tmissing\tstate\tsymbols\tto\tthe\tchemical\tequation\tfor\tthe\treaction. \t mgco3\t.\t\t+\t\t2hc l\t.\t\t\u2192\t\tmgcl 2(aq)\t\t+\t\th2o\t.\t\t+\t\tco2\t.\t [1]  (b)\t\tcomplete\t the\tdot-and-cross\t diagram\tto\tshow\tthe\telectron\tarrangement\t of\tthe\tions\tin\t magnesium\tchloride. \t\tthe\tinner\tshells\thave\tbeen\tdrawn. \t\tgive\tthe\tcharges\ton\tthe\tions. ... mg... cl ... cl \t [3]  (c)\t\tcomplete\t the\tdot-and-cross\t diagram\tto\tshow\tthe\telectron\tarrangement\t in\ta\tmolecule\t of\t carbon\tdioxide. \t\tshow\touter\tshell\telectrons\tonly. c o o \t [2]",
+            "4": "4 0620/42/f/m/22 \u00a9 ucles 2022  (d)\t\tthe\tgraph\tshows\thow\tthe\tvolume\tof\tcarbon\tdioxide \tgas\tchanges\twith\ttime. 00volume of carbon dioxide gas time  (i)\t\tdescribe\thow\tthe\tgraph\tshows\tthat\tthe\trate\tof\tthis\treaction\tdecreases\tas\ttime\tincreases.  \t .  \t ...   [1]  (ii)\t\texplain,\tin\t terms\tof\tparticles,\twhy\tthe\trate\tof\tthis\treaction\tdecreases\tas\ttime\tincreases.  \t .  \t ... \t\t[2]  (iii)\t\tthe\tstudent\trepeats\tthe\texperiment\tusing\tpowdered\tmgco3\tinstead\tof\tlarge\tpieces. \t \tall\tother\tconditions\tstay\tthe\tsame.   on the grid,\t draw\tthe\tline\texpected\t when\tpowdered\t mgco3\tis\tused\tinstead\tof\tlarge\t pieces.\t [2]",
+            "5": "5 0620/42/f/m/22 \u00a9 ucles 2022 [turn over  (e)\t\tdetermine\t the\tvolume\tof\tco2\tgas\tgiven\toff\twhen\texcess\tmgco3\tis\tadded\tto\t25.0\tcm3 of  0.400\tmol\t/\tdm3\thcl\tat\troom\ttemperature\tand\tpressure. mgco3\t\t+\t\t2hcl  \u2192\t\tmgcl 2\t\t+\t\th2o\t\t+\t\tco2 \t\tuse\tthe\tfollowing\tsteps.  \u25cf\tcalculate\tthe\tnumber\tof\tmoles\tof\thc l\tin\t25.0\tcm3\tof\t0.400\tmol\t/\tdm3\tof\tacid. \t ..\tmol  \u25cf\tdetermine\tthe\tnumber\tof\tmoles\tof\tco2\tgas\tgiven\toff. \t ..\tmol  \u25cf\tcalculate\tthe\tvolume\tof\tco2\tgas\tgiven\toff\tin\tcm3. \t ..\tcm3 \t [3] \t [total:\t14]",
+            "6": "6 0620/42/f/m/22 \u00a9 ucles 2022 3\t\tnitrogen\tdioxide,\tno2,\tis\tan\tatmospheric\tpollutant\tand\tis\tformed\tin\tcar\tengines.  (a)\t\texplain\thow\tnitrogen\tdioxide\tis\tformed\tin\tcar\tengines.  \t  \t.. \t\t[2]  (b)\t\tnitrogen\tdioxide\tcauses\trespiratory\tproblems.   state one other\tadverse\teffect\tof\tnitrogen\tdioxide.  \t..   [1]  (c)\t\tnitrogen\tdioxide\temissions\t can\tbe\treduced\tby\tadding\tan\taqueous\tsolution\tof\turea,\t(nh2)2co,\t to\tcar\texhaust\tgases. \t\tthe\theat\tof\tthe\texhaust\tgases\tbreaks\tdown\tthe\turea\tinto\tsimpler\tsubstances.  (i)\t\tname\tthe\ttype\tof\treaction\twhich\toccurs\twhen\ta\tsubstance\t is\theated\tand\tbreaks\tdown\tinto\t simpler\tsubstances.  \t ...   [1]  (ii)\t\tone\tmolecule\t of\turea\tbreaks\tdown\tto\tform\tone\tmolecule\t of\tammonia\t and\tone\tother\t molecule. \t \tcomplete\t the\tchemical\tequation\tto\tshow\tthe\tformula\tof\tthe\tother\tmolecule\tformed\tin\tthis\t reaction.  (nh2)2co\t\t\u2192  nh3\t\t+\t\t..\t [1]  (iii)\t\tstate\tthe\ttest\tfor\tammonia.  test \t .. \t observations\t \t ... \t [2]  (d)\t\tthe\tammonia\tformed\treacts\twith\tnitrogen\tdioxide\tto \tform\tnitrogen\tand\twater.  (i)\t\tbalance\tthe \tequation\tfor\tthis\treaction. \t ..no2\t\t+\t\t..nh3  \u2192\t\t..n2\t\t+\t\t12h2o\t [2]  (ii)\t\tstate\thow\tthe\tequation\tshows\tthat\tthe\tnitrogen\tin\tnitrogen\tdioxide\tis\treduced.  \t ...   [1]",
+            "7": "7 0620/42/f/m/22 \u00a9 ucles 2022 [turn over  (iii)\t\tthis\treaction\tis\ta\tredox\treaction. \t \tstate\tthe\tmeaning\tof\tthe\tterm\tredox.  \t ...   [1]  (e)\t\t135\tmoles\tof\turea,\t(nh2)2co,\tis\tstored\tin\tthe\ttank\tof\ta\tcar. \t\tcalculate\tthe\tmass,\tin\tkg,\tof\tthe\tstored\t(nh2)2co. \t mass\tof\t(nh2)2co\t=\t..\tkg \t [2]  (f)\t\tanother\toxide\tof\tnitrogen\tformed\tin\tcar\tengines\tis\tnitrogen\tmonoxide,\t no.\ta\tcatalytic\tconverter\t removes\tno\tby\treacting\tit\twith\ta\tgas\tformed\tby\tincomplete\t combustion\t of\tthe\tfuel.\ttwo\t non-toxic\tgases\tare\tformed.  (i)\t\tname\tthe\tgas\tformed\tby\tincomplete\tcombustion\tof\tthe\tfuel.  \t ...   [1]  (ii)\t\tname\tthe\ttwo\tnon-toxic\tgases\tformed. \t ... \tand\t\t   [1] \t [total:\t15]",
+            "8": "8 0620/42/f/m/22 \u00a9 ucles 2022 4\t\tthis\tquestion\tis\tabout\tchemical\treactions\tand\telectricity.  (a)\t\tthe\tdiagram\tshows\tthe\tapparatus\tused\tin\tthe\tproduction\tof\telectrical\tenergy\tin\ta\tsimple\tcell. vvoltmeter iron electrod e zinc electrod e electrolyte \t\tthe\tzinc\telectrode\tdissolves\tin\tthe\telectrolyte\tforming\tzn2+(aq)\tions.  (i)\t\tdraw\tan\tarrow\ton\tthe\tdiagram\tto\tshow\tthe\tdirection\tof\telectron\tflow.\t [1]  (ii)\t\twrite\tthe\tionic\thalf-equation\t for\tthe\treaction\tthat\toccurs\twhen\tthe\tzinc\telectrode\tdissolves.  \t ... \t\t[2]  (b)\t\tthe\treading\ton\tthe\tvoltmeter\t can\tbe\tincreased\t if\teither\tzinc\tor\tiron\tis\treplaced\tby\tanother\t metal.  (i)\t\tname\ta\tmetal\tthat\tcan\treplace\tzinc\tand \tincrease\tthe\treading\ton\tthe\tvoltmeter.  \t ...   [1]  (ii)\t\tname\ta\tmetal\tthat\tcan\treplace\tiron\tand \tincrease\tthe\treading\ton\tthe\tvoltmeter.  \t ...   [1]  (c)\t\tfuel\tcells\tare\tused\tto\tgenerate\telectricity.  (i)\t\tname\tthe\treactants\tin\ta\tfuel\tcell.  \t ...   [1]  (ii)\t\tname\tthe\twaste\tproduct\tof\ta\tfuel\tcell.  \t ...   [1]",
+            "9": "9 0620/42/f/m/22 \u00a9 ucles 2022 [turn over  (d)\t\telectricity\tcan\tbe\tused\tto\tbreak\tdown\taqueous\tor\tmolten\tionic\tcompounds.  (i)\t\tname\tthe\tprocess\twhich\tuses\telectricity\tto\tbreak\tdown\taqueous\tor\tmolten\tionic\tcompounds.  \t ...   [1]  (ii)\t\texplain\twhy\tthe\tionic\tcompound\tneeds\t to\tbe\taqueous\tor\tmolten.  \t ...   [1]  (e)\t\tbrine\tis\tconcentrated\taqueous\tsodium\tchloride.  (i)\t\tname\tthree\tsubstances\twhich\tare\tmanufactured\tby\tpassing\telectricity\tthrough\tbrine.  1 \t .. \t 2\t\t .. \t 3\t\t .. \t [3]  (ii)\t\tname\ta\tdifferent\tsubstance\t formed\twhen\tmolten\tsodium\tchloride\tis\tused\tinstead\tof\t concentrated\taqueous\tsodium\tchloride.  \t ...   [1] \t [total:\t13]",
+            "10": "10 0620/42/f/m/22 \u00a9 ucles 2022 5\t\tthis\tquestion\tis\tabout\talkanes\tand\talkenes.  (a)\t\tshort-chain\t alkanes\tand\talkenes\tcan\tbe\tformed\tfrom\tlong-chain\t alkanes\tin\ta\tchemical\treaction.  (i)\t\tname\tthe\ttype\tof\tchemical\treaction\twhich\tforms\tshort-chain\t alkanes\tand\talkenes\tfrom\t long-chain\talkanes.  \t ...   [1]  (ii)\t\tdecane\thas\t10\tcarbon\tatoms.\tit\tforms\tethane\tand\tethene\tas\tthe\tonly\tproducts\tin\tthis\ttype\t of\tchemical\treaction. \t \twrite\tthe\tchemical\tequation\tfor\tthis\treaction.  \t ... \t\t[3]  (b)\t\tethane\treacts\twith\tchlorine\tat\troom\ttemperature\t to\tform\tchloroethane,\t c2h5cl,\tand\tone\tother\t product.  (i)\t\tname\tthe\tother\tproduct\tformed.  \t ...   [1]  (ii)\t\tstate\tthe\tcondition\tneeded\tfor\tthis\treaction\tto\ttake\tplace.  \t ...   [1]  (c)\t\tethene\treacts\twith\tchlorine\tat\troom\ttemperature\tto\t form\tdichloroethane,\tc2h4cl 2. c2h4\t\t+\t\tc l 2  \u2192\t\tc2h4cl 2  (i)\t\tstate\twhy\tthis\tis\tan\taddition\treaction.  \t ...   [1]",
+            "11": "11 0620/42/f/m/22 \u00a9 ucles 2022 [turn over  (ii)\t\tthe\tchemical\tequation\tfor\tthis\treaction\tcan\tbe\trepresented\tas\tshown. cl cl ch hch hcl cl cc +h hh h \t \tthe\tenergy\tchange\tfor\tthe\treaction\tis\t\u2013180\t kj\t/\tmol. \t \tuse\tthe\tbond\tenergies\tin\tthe\ttable\tto\tcalculate\tthe\tbond\tenergy\tof\ta\tc\u2013cl\tbond,\tin\tkj\t/\tmol. bond c\u2013hc=ccl\t\u2013c lc\u2013c bond\tenergy\tin\tkj\t /\tmol410610240350 \t \tuse\tthe\tfollowing\tsteps.  step 1\t\tcalculate\tthe\tenergy\tneeded\tto\tbreak\tbonds. \t energy\tneeded\tto\tbreak\tbonds\t=\t..\tkj  step 2\t\tuse\tyour\tanswer\tin\tstep 1\tand\tthe\tenergy\tchange\tfor\tthe\treaction\tto\tdetermine \t the\tenergy\treleased\twhen\tbonds\tare\tformed. \t energy\treleased\twhen\tbonds\tform\t=\t..\tkj  step 3\t\tuse\tyour\tanswer\tin\tstep 2\tand\tbond\tenergy\tvalues\tto\tdetermine\t the\tenergy\tof\t a\tc\u2013cl\tbond. \t bond\tenergy\tof\ta\tc\u2013c l\tbond\t=\t..\tkj\t /\tmol \t [4] \t [total:\t11]",
+            "12": "12 0620/42/f/m/22 \u00a9 ucles 2022 6\t\tthe\tnames\tof\tfour\testers\tare\tlisted. methyl propanoate ethyl propanoate propyl propanoate butyl propanoate  (a)\t\testers\tare\ta\tfamily\tof\torganic\tcompounds\t with\tsimilar\tchemical\t properties.\t they\tcan\tbe\t represented\tby\tthe\tformula\tcnh2no2.  (i)\t\tstate\tthe\tname\tgiven\tto\ta\tfamily\tof\torganic\tcompounds\twith\tsimilar\tchemical\tproperties.  \t ...   [1]  (ii)\t\texplain\twhy\tmembers\t of\ta\tfamily\tof\torganic\tcompounds\t have\tsimilar\tchemical\tproperties.  \t ...   [1]  (iii)\t\tstate\tthe\tname\tgiven\tto\ta\tformula\tsuch\t as\tcnh2no2.  \t ...   [1]  (iv)\t\tdetermine\t the\tvalue\tof\t\u2018n\u2019 \tin\tbutyl\tpropanoate.  \t ...   [1]  (b)\t\tall\tfour\tof\tthe\testers\tin\tthe\tlist\tare\tliquids\tat\troom\ttemperature. \t\tname\tthe\ttechnique\tused\tto\tseparate\tethyl\tpropanoate\tfrom\ta\tmixture\tof\tthe\tfour\testers.  \t.. \t\t[2]  (c)\t\tall\tfour\testers\tcan\tbe\tmade\tby\treacting\tdifferent\talcohols\twith\tthe\tsame\tsubstance.  (i)\t\tname\tthis\tsubstance\tand\tdraw\tits\tstructure.\tshow\tall\tof\tthe\tatoms\tand\tall\tof\tthe\tbonds. \t name\t... \t structure \t [2]  (ii)\t\tname\tthe\talcohol\tused\tto\tmake\tmethyl\t propanoate.  \t ...   [1]",
+            "13": "13 0620/42/f/m/22 \u00a9 ucles 2022 [turn over  (d)\t\tother\testers,\tnot\tin\tthe\tlist,\thave\tthe\tsame\tmolecular\tformula\tas\tpropyl\tpropanoate,\t but\tdifferent\t structures.  (i)\t\tstate\tthe\tterm\tused\tto\tdescribe\tsubstances\t with\tthe\tsame\tmolecular\t formula\tbut\tdifferent\t structures.  \t ...   [1]  (ii)\t\tname\ttwo\testers\twith\tthe\tsame\tmolecular\tformula\tas\tpropyl\tpropanoate.  1 \t .. \t 2\t\t .. \t [2]  (e)\t\tpolyesters\tcan\tbe\tmade\tfrom\tthe\ttwo\tdifferent\tmolecules\tshown. co h ando ho co ohh o  (i)\t\tcomplete\t the\tdiagram\tto\tshow\ta\tsection\tof\tthe\tpolyester\tmade\tfrom\tthese\ttwo\tmolecules.\t include\tall\tof\tthe\tatoms\tand\tall\tof\tthe\tbonds\tin\tthe\tlinkages.\t \t [3]  (ii)\t\tname\tthe\ttype\tof\tpolymerisation\tthat\ttakes\tplace\twhen\tthis\tpolymer\tforms.  \t ...   [1]  (iii)\t\tname\ta\tpolyester.  \t ...   [1] \t [total:\t17]",
+            "14": "14 0620/42/f/m/22 \u00a9 ucles 2022blank page",
+            "15": "15 0620/42/f/m/22 \u00a9 ucles 2022permission 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.blank page",
+            "16": "16 0620/42/f/m/22 \u00a9 ucles 2022 groupthe periodic table of elements 1 h hydrogen 12 he helium 4ii i iii iv vv iv ii viii 3 li lithium 74 be berylliu m 9atomic number atomic symbolkey name relative atomic mas s 11 na sodium 2312 mg magnesium 24 19 k potassium 3920 ca calcium 40 37 rb rubidium 8538 sr strontium 88 55 cs caesium 13356 ba barium 137 87 fr francium \u201388 ra radium \u20135 b boron 11 13 al aluminium 27 31 ga gallium 70 49 in indium 115 81 tl thallium 2046 c carbon 12 14 si silicon 28 32 ge germanium 73 50 sn tin 119 82 pb lead 20722 ti titanium 48 40 zr zirconium 91 72 hf hafnium 178 104 rf rutherfordiu m \u201323 v vanadium 51 41 nb niobium 93 73 ta tantalum 181 105 db dubnium \u201324 cr chromium 52 42 mo molybdenum 96 74 w tungsten 184 106 sg seaborgium \u201325 mn manganes e 55 43 tc technetium \u2013 75 re rhenium 186 107 bh bohrium \u201326 fe iron 56 44 ru ruthenium 101 76 os osmium 190 108 hs hassium \u201327 co cobalt 59 45 rh rhodium 103 77 ir iridium 192 109 mt meitneriu m \u201328 ni nicke l 59 46 pd palladium 106 78 pt platinum 195 110 ds darmstadtiu m \u201329 cu copper 64 47 ag silver 108 79 au gold 197 111 rg roentgenium \u201330 zn zinc 65 48 cd cadmium 112 80 hg mercury 201 112 cn copernicium \u2013114 fl fleroviu m \u2013116 lv livermorium \u20137 n nitrogen 14 15 p phosphorus 31 33 as arsenic 75 51 sb antimony 122 83 bi bismuth 2098 o oxygen 16 16 s sulfur 32 34 se selenium 79 52 te tellurium 128 84 po polonium \u20139 f fluorine 19 17 cl chlorine 35.5 35 br bromine 80 53 i iodine 127 85 at astatine \u201310 ne neon 20 18 ar argon 40 36 kr krypton 84 54 xe xenon 131 86 rn radon \u201321 sc scandium 45 39 y yttrium 89 57\u201371 lanthanoids 89\u2013103 actinoids 57 la lanthanum 139 89 aclanthanoids actinoids the volume of one mole of any gas is 24  dm3 at room temperature and pressure (r .t.p.).actinium \u201358 ce cerium 140 90 th thorium 23259 pr praseodymium 141 91 pa protactinium 23160 nd neodymium 144 92 u uranium 23861 pm promethium \u2013 93 np neptunium \u201362 sm samarium 150 94 pu plutonium \u201363 eu europium 152 95 am americiu m \u201364 gd gadolinium 157 96 cm curium \u201365 tb terbium 159 97 bk berkelium \u201366 dy dysprosium 163 98 cf californium \u201367 ho holmium 165 99 es einsteinium \u201368 er erbium 167 100 fm fermium \u201369 tm thulium 169 101 md mendelevium \u201370 yb ytterbium 173 102 no nobelium \u201371 lu lutetium 175 103 lr lawrenciu m \u2013"
+        },
+        "0620_m22_qp_52.pdf": {
+            "1": "*6396159486* chemistry  0620/52 paper 5 practical test february/march 2022  1 hour 15 minutes you must answer on the question paper. you will need: the materials and apparatus listed in the confidential instructions instructions  \u25cf answer all questions.  \u25cf use a black or dark blue pen. you may use an hb pencil for any diagrams or graphs.  \u25cf write your name, centre number and candidate number in the boxes at the top of the page.  \u25cf write your answer to each question in the space provided.  \u25cf do not use an erasable pen or correction fluid.  \u25cf do not write on any bar codes.  \u25cf you may use a calculator.  \u25cf you should show all your working and use appropriate units. information  \u25cf the total mark for this paper is 40.  \u25cf the number of marks for each question or part question is shown in brackets [  ].  \u25cf notes for use in qualitative analysis are provided in the question paper. ib22 03_0620_52/2rp \u00a9 ucles 2022 [turn overthis document has 12 pages. any blank pages are indicated.cambridge igcse\u2122 for examiner\u2019s use 1 2 3 total",
+            "2": "2 0620/52/f/m/22 \u00a9 ucles 2022 1  you are going to investigate the temperature change when anhydrous lithium chloride dissolves in  water.   read all of the instructions carefully before starting the experiments.   instructions   you are going to do six experiments.  (a)  experiment 1  \u25cf use a measuring cylinder to pour 30 cm3 of distilled water into a 100 cm3 beaker.  \u25cf use a thermometer to measure the initial temperature of the water. record the initial  temperature in the table.  \u25cf add the 1.0 g sample of anhydrous lithium chloride to the water in the beaker. at the same  time start a timer.  \u25cf continually stir the mixture in the beaker using the thermometer.  \u25cf measure the temperature reached by the mixture after 30 seconds. record the temperature  of the mixture in the table.  \u25cf calculate and record the temperature change in the table.  \u25cf empty and rinse the beaker with distilled water.   experiment 2  \u25cf repeat experiment 1 using the 1.5 g sample of anhydrous lithium chloride instead of the  1.0 g sample of anhydrous lithium chloride.   experiment 3  \u25cf repeat experiment 1 using the 2.0 g sample of anhydrous lithium chloride instead of the  1.0 g sample of anhydrous lithium chloride.   experiment 4  \u25cf repeat experiment 1 using the 2.5 g sample of anhydrous lithium chloride instead of the  1.0 g sample of anhydrous lithium chloride.   experiment 5  \u25cf repeat experiment 1 using the 3.0 g sample of anhydrous lithium chloride instead of the  1.0 g sample of anhydrous lithium chloride.   experiment 6  \u25cf repeat experiment 1 using the 4.0 g sample of anhydrous lithium chloride instead of the  1.0 g sample of anhydrous lithium chloride.",
+            "3": "3 0620/52/f/m/22 \u00a9 ucles 2022 [turn over   complete the table.  experimentmass of anhydrous lithium chloride / ginitial temperature / \u00b0ctemperature after 30 seconds / \u00b0ctemperature  change / \u00b0c 1 1.0 2 1.5 3 2.0 4 2.5 5 3.0 6 4.0  [5]  (b)  complete a suitable scale on the y-axis and plot your results from experiments 1 to 6 on the  grid. \t\tdraw\ta\tstraight\tline\tof\tbest\tfit\tthrough\tyour\tpoints.\t the\tstraight\tline\tmust\tpass\tthrough\t(0,0). 00 0.5 1.0 1.5 2.0 mass of anhydrous lithium chloride  / gtemperature change  / /g113c 2.5 3.0 3.5 4.0  [5]",
+            "4": "4 0620/52/f/m/22 \u00a9 ucles 2022  (c)  from your graph,\t deduce\tthe\ttemperature\t change\twhen\t3.2\tg\tof\tanhydrous\t lithium\tchloride\t is dissolved in 30 cm3 of distilled water.   show clearly on the grid  how you worked out your answer.  temperature change = .. \u00b0c  [2]  (d)  estimate the temperature change if experiment 6 is repeated using 60 cm3 of water instead of  30 cm3 of water. give a reason for your answer.      ..   [2]  (e)  suggest two changes that could be made to the apparatus to improve the accuracy of the  results. for each change explain why it improves the accuracy of the results.  change 1    explanation 1  .     change 2    explanation 2  .     [4] \t [total:\t18]",
+            "5": "5 0620/52/f/m/22 \u00a9 ucles 2022 [turn over 2  you are provided with solution a and solid b. \t\tdo\tthe\tfollowing\ttests\ton\tthe\tsubstances,\trecording\tall\tof\tyour\tobservations\tat\teach\tstage.  tests on solution a  (a)\t\tcarry\tout\ta\tflame\ttest\ton\tsolution\t a.   record your observations.   ..   [1]   divide the remaining solution a into four approximately equal portions in one boiling tube and three  test-tubes.  (b)\t\tto\tthe\tfirst\tportion\tof\tsolution\t a in a boiling tube add aqueous ammonia dropwise until it is in  excess.   record your observations.         ..   [3]  (c)\t\tto\tthe\tsecond\tportion\tof\tsolution\t a add about 1 cm depth of dilute nitric acid followed by a few  drops of aqueous silver nitrate.   record your observations.      ..   [1]  (d)  add the third portion of solution a to the test-tube containing aqueous chlorine.   record your observations.      ..   [1]  (e)\t\tto\tthe\tfourth\tportion\tof\tsolution\t a add the magnesium ribbon.   record your observations.      ..   [1]  (f)  identify the three ions contained in solution a.         ..   [3]",
+            "6": "6 0620/52/f/m/22 \u00a9 ucles 2022   tests on solid b   add about 15 cm3 of distilled water to the boiling tube containing solid b. replace the stopper in the  boiling tube and shake the boiling tube to dissolve as much solid b as possible and form solution b.    filter the mixture formed and collect solution b\tas\tthe\tfiltrate.\tdivide\tsolution\t b into three  approximately equal portions in three test-tubes.  (g)\t\ttest\tthe\tph\tof\tthe\tfirst\tportion\tof\tsolution\tb. \t ph\t=\t..\t\t[1]  (h)\t\tto\tthe\tsecond\tportion\tof\tsolution\t b add aqueous sodium hydroxide dropwise and then in  excess.   record your observations.      ..   [2]  (i)\t\tto\tthe\tthird\tportion\tof\tsolution\t b add aqueous ammonia dropwise and then in excess.   record your observations.      ..   [1]  (j)  identify solid b.      ..   [2] \t [total:\t16]",
+            "7": "7 0620/52/f/m/22 \u00a9 ucles 2022 [turn over 3\t\tfizzy\tdrinks\tcontain\tcarbon\tdioxide\tgas\tdissolved\t in\ta\tliquid.\tthe\tcarbon\tdioxide\tgas\tcan\tbe\t removed\tfrom\tthe\tfizzy\tdrink\tby\theating. \t\tplan\tan\tinvestigation\tto\tfind\tthe\tvolume\tof\tcarbon \tdioxide\tgas\tin\t1\t dm3\tof\ta\tfizzy\tdrink.   include in your answer how you will calculate the volume of carbon dioxide gas dissolved in 1 dm3  of\ta\tfizzy\tdrink. \t\tyou\tare\tprovided\twith\ta\tsmall\tsample\t(less\tthan\t1\tdm3)\tof\tthe\tfizzy\tdrink\tand\tcommon\tlaboratory\t apparatus. \t\t(1\tdm3 = 1000 cm3)   ...   ...   ...   ...   ...   ...   ...   ...   ...   ...   ...   ...   ...   ...   ...   ...   ...   ...   ...   ...   ...   .   [6]",
+            "8": "8 0620/52/f/m/22 \u00a9 ucles 2022blank page",
+            "9": "9 0620/52/f/m/22 \u00a9 ucles 2022blank page",
+            "10": "10 0620/52/f/m/22 \u00a9 ucles 2022blank page",
+            "11": "11 0620/52/f/m/22 \u00a9 ucles 2022notes for use in qualitative analysis tests for anions anion test test result carbonate (co32\u2013) add dilute acid effervescence, carbon dioxide  produced chloride (c l \u2013) [in solution]acidify with dilute nitric acid, then add  aqueous silver nitratewhite ppt. bromide (br \u2013) [in solution]acidify with dilute nitric acid, then add  aqueous silver nitratecream ppt. iodide ( i\u2013) [in solution]acidify with dilute nitric acid, then add  aqueous silver nitrateyellow ppt. nitrate (no3\u2013) [in solution]add aqueous sodium hydroxide, then  aluminium foil; warm carefullyammonia produced sulfate (so42\u2013) [in solution]acidify, then add aqueous  barium nitratewhite ppt. sulfite (so32\u2013) add dilute hydrochloric acid, warm  gently and test for the presence of sulfur dioxidesulfur dioxide produced  will turn acidified aqueous  potassium manganate( vii) from  purple to colourless tests for aqueous cations cation effect of aqueous sodium hydroxide effect of aqueous ammonia aluminium (a l 3+) white ppt., soluble in excess, giving a  colourless solutionwhite ppt., insoluble in excess ammonium (nh4+)ammonia produced on warming \u2013 calcium (ca2+) white ppt., insoluble in excess no ppt., or very slight white ppt. chromium( iii) (cr3+)green ppt., soluble in excess grey-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 iron(iii) (fe3+) red-brown ppt., insoluble in excess red-brown ppt., insoluble in excess zinc (zn2+) white ppt., soluble in excess, giving a  colourless solutionwhite ppt., soluble in excess, giving a  colourless solution",
+            "12": "12 0620/52/f/m/22 \u00a9 ucles 2022tests for gases flame tests for metal ions gas test and test result metal ion flame colour ammonia (nh3) turns damp red litmus paper blue lithium (li+) red carbon dioxide (co2)turns limewater milky sodium (na+) yellow chlorine (c l 2) bleaches damp litmus paper potassium (k+) lilac hydrogen (h2) \u2018pops\u2019 with a lighted splint copper( ii) (cu2+)blue-green oxygen (o2) relights a glowing splint sulfur dioxide (so2)turns acidified aqueous  potassium manganate( vii) from  purple to colourless 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."
+        },
+        "0620_m22_qp_62.pdf": {
+            "1": "*0293365347* chemistry  0620/62 paper 6 alternative to practical february/march 2022  1 hour you must answer on the question paper. no additional materials are needed. instructions  \u25cf answer all questions.  \u25cf use a black or dark blue pen. you may use an hb pencil for any diagrams or graphs.  \u25cf write your name, centre number and candidate number in the boxes at the top of the page.  \u25cf write your answer to each question in the space provided.  \u25cf do not use an erasable pen or correction fluid.  \u25cf do not write on any bar codes.  \u25cf you may use a calculator.  \u25cf you should show all your working and use appropriate units. information  \u25cf the total mark for this paper is 40.  \u25cf the number of marks for each question or part question is shown in brackets [  ]. ib22 03_0620_62/4rp \u00a9 ucles 2022 [turn overthis document has 12 pages. any blank pages are indicated.cambridge igcse\u2122",
+            "2": "2 0620/62/f/m/22 \u00a9 ucles 2022 1  calcium carbonate reacts with dilute hydrochloric acid. the products of the reaction are  aqueous calcium chloride, water and carbon dioxide gas.   a student investigated the rate of the reaction between calcium carbonate and dilute hydrochloric  acid using the apparatus shown. 124.25  gflask calcium carbonatecotton wool dilute hydrochloric acid balanc e \t\tthe\tmass\tof\tthe\tflask\tand\tcontents\twas\trecorded \tevery\t30\tseconds. \t\twhen\tthe\treaction\tstopped\tthere\twere\tstill\tsmall\t pieces\tof\tcalcium\tcarbonate\tin\tthe\tflask.  (a)\t\tstate\twhat\thappens\tto\tthe\treading\ton\tthe\tbalance\tas\tthe\treaction\ttakes\tplace.   explain your answer.  reading on balance    explanation       [2]  (b)\t\tthere\tis\ta\tpiece\tof\tcotton\twool\tin\tthe\tneck\tof\tthe\tflask.  (i)  suggest why a bung is not\tused\tin\tthe\tneck\tof\tthe\tflask.   .   ...   [1]  (ii)\t\tsuggest\twhy\tcotton\twool\tis\tplaced\tin\tthe\tneck\tof\tthe\tflask\trather\tthan\tleaving\tthe\tflask\t open.   .   ...   [1]  (c)  state which reactant is in excess.   ..   [1]",
+            "3": "3 0620/62/f/m/22 \u00a9 ucles 2022 [turn over  (d)\t\tdescribe\thow\tcrystals\tof\tcalcium\tchloride\tcan\tbe\tobtained\tfrom\tthe\tmixture\tleft\tin\tthe\tflask\t after the reaction has stopped.            .. \t\t[3]  [total: 8]",
+            "4": "4 0620/62/f/m/22 \u00a9 ucles 2022 blank page",
+            "5": "5 0620/62/f/m/22 \u00a9 ucles 2022 [turn over 2  a student investigated the temperature change when anhydrous lithium chloride dissolves in water.   the student did six experiments.  (a) experiment 1  \u25cf\tusing\ta\tmeasuring\tcylinder,\t30\t cm3\tof\tdistilled\twater\twas\tpoured\tinto\ta\t100\t cm3\tbeaker.  \u25cf the initial temperature of the water was measured using a thermometer.  \u25cf\t1.0\tg\tof\tanhydrous\t lithium\tchloride\twas\tadded\tto\tthe\twater\tin\tthe\tbeaker.\tat\tthe\tsame\ttime\t a timer was started.  \u25cf the water and lithium chloride mixture was continually stirred using a thermometer.  \u25cf\tthe\ttemperature\tof\tthe\tmixture\twas\tmeasured\tafter\t30\tseconds.  \u25cf\tthe\tbeaker\twas\trinsed\twith\tdistilled\twater.   experiment 2  \u25cf\texperiment\t 1\twas\trepeated\tusing\t1.5\tg\tof\tanhydrous \tlithium\tchloride\tinstead\tof\tthe\t1.0\tg\t of anhydrous lithium chloride.  experiment 3  \u25cf\texperiment\t 1\twas\trepeated\tusing\t2.0\tg\tof\tanhydrous \tlithium\tchloride\tinstead\tof\tthe\t1.0\tg\t of anhydrous lithium chloride.  experiment 4  \u25cf\texperiment\t 1\twas\trepeated\tusing\t2.5\tg\tof\tanhydrous \tlithium\tchloride\tinstead\tof\tthe\t1.0\tg\t of anhydrous lithium chloride.  experiment 5  \u25cf\texperiment\t 1\twas\trepeated\tusing\t3.0\tg\tof\tanhydrous \tlithium\tchloride\tinstead\tof\tthe\t1.0\tg\t of anhydrous lithium chloride.   experiment 6  \u25cf\texperiment\t 1\twas\trepeated\tusing\t4.0\tg\tof\tanhydrous \tlithium\tchloride\tinstead\tof\tthe\t1.0\tg\t of anhydrous lithium chloride.",
+            "6": "6 0620/62/f/m/22 \u00a9 ucles 2022   use the thermometer diagrams to complete the table and calculate the temperature changes. experiment 1 1.0mass of anhydrous lithium chloride / ginitial thermometer diagramtemperature / /g113cthermometer diagramtemperature / /g113ctemperature change / /g113cafter 30 seconds 30 25 2030 25 20 2 1.530 25 2030 25 20 3 2.030 25 2035 30 25 35 30 254 2.530 25 20 5 3.030 25 2040 35 30 6 4.030 25 2040 35 30  [5]",
+            "7": "7 0620/62/f/m/22 \u00a9 ucles 2022 [turn over  (b)  complete a suitable scale on the y-axis and plot the results from experiments 1 to 6 on the  grid. \t\tdraw\ta\tstraight\tline\tof\tbest\tfit\tthrough\tyour\tpoints.\t the\tstraight\tline\tmust\tpass\tthrough\t(0,0). 00 0.5 1.0 1.5 2.0 mass of anhydrous lithium chloride  / gtemperature change  / /g113c 2.5 3.0 3.5 4.0  [5]  (c)  from your graph,\t deduce\tthe\ttemperature\t change\twhen\t3.2\tg\tof\tanhydrous\t lithium\tchloride\t is\tdissolved\tin\t30\t cm3 of distilled water.   show clearly on the grid \thow\tyou\tworked\tout\tyour\tanswer.  temperature change = .. \u00b0c  [2]  (d)\t\testimate\tthe\ttemperature\t change\tif\texperiment\t 6\tis\trepeated\tusing\t60\tcm3 of water instead of  30\tcm3 of water. give a reason for your answer.         ..   [2]",
+            "8": "8 0620/62/f/m/22 \u00a9 ucles 2022  (e)  suggest two changes that could be made to the apparatus to improve the accuracy of the  results. for each change explain why it improves the accuracy of the results.  change 1    explanation 1  .     change 2    explanation 2  .     [4]  [total: 18]",
+            "9": "9 0620/62/f/m/22 \u00a9 ucles 2022 [turn over 3  solution a and solid b were analysed. solution a\twas\taqueous\tcopper( ii)\tbromide.   tests were done on each substance.   complete the expected observations.   tests on solution a   solution a was divided into three approximately equal portions in three test-tubes.  (a)\t\tthe\tend\tof\ta\tpiece\tof\twire\twas\tdipped\tinto\tthe\tfirst\tportion\tof\tsolution\t a. the end of the wire  was\tthen\tplaced\tat\tthe\tedge\tof\ta\troaring\tbunsen\tburner\tflame.  observations     [1]  (b)  to the second portion of solution a aqueous ammonia was added dropwise until in excess.  observations  ..      .. \t\t[3]  (c)  to the third portion of solution a about 1 cm depth of dilute nitric acid followed by a few drops  of aqueous silver nitrate were added.  observations  ..   ..   [1]",
+            "10": "10 0620/62/f/m/22 \u00a9 ucles 2022  tests on solid b tests observations solid b was added to 15 cm3 of water in  a boiling tube. a bung was placed in the  boiling\ttube\tand\tit\twas\tshaken\tto\tdissolve\t solid b and form solution b. solution b was  divided into three approximately equal portions  in three test-tubes. test 1 the\tfirst\tportion\tof\tsolution\tb was tested using  universal indicator paper.the universal indicator paper turned blue test 2 to the second portion of solution b aqueous  sodium hydroxide was added dropwise and  then in excess.a white precipitate formed which remained when excess aqueous sodium hydroxide was added test 3 to the third portion of solution b aqueous  ammonia was added dropwise and then in  excess.the solution remained colourless  (d)  deduce the ph of solution b.  ph = ..  [1]  (e)  identify solid b.      ..   [2]  [total: 8]",
+            "11": "11 0620/62/f/m/22 \u00a9 ucles 2022 [turn over 4\t\tfizzy\tdrinks\tcontain\tcarbon\tdioxide\tgas\tdissolved\t in\ta\tliquid.\tthe\tcarbon\tdioxide\tgas\tcan\tbe\t removed\tfrom\tthe\tfizzy\tdrink\tby\theating. \t\tplan\tan\tinvestigation\tto\tfind\tthe\tvolume\tof\tcarbon \tdioxide\tgas\tin\t1\t dm3\tof\ta\tfizzy\tdrink.   include in your answer how you will calculate the volume of carbon dioxide gas dissolved in 1 dm3  of\ta\tfizzy\tdrink. \t\tyou\tare\tprovided\twith\ta\tsmall\tsample\t(less\tthan\t1\tdm3)\tof\tthe\tfizzy\tdrink\tand\tcommon\tlaboratory\t apparatus. \t (1\tdm3\t=\t1000\tcm3)   ...   ...   ...   ...   ...   ...   ...   ...   ...   ...   ...   ...   ...   ...   ...   ...   ...   ...   ...   ...   ...   .   [6]",
+            "12": "12 0620/62/f/m/22 \u00a9 ucles 2022blank page permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the  publisher will be pleased to make amends at the earliest possible opportunity. 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."
+        },
+        "0620_s22_qp_11.pdf": {
+            "1": "    this document has 16 pages. any blank pages are indicated.  ib22 06_0620_11/rp   \u00a9 ucles 2022   [turn ove r   *7500261882*cambridge igcse\u2122       chemistry 0620/11     paper 1 multiple choice (core)  may/june 2022     45 minutes    you must answer on the mult iple choice answer sheet.    you will need: multiple choice answer sheet   soft clean eraser   soft pencil (type b or hb is recommended)       instructions   \uf0b7 there are forty  questions on this paper. answer all questions.   \uf0b7 for each question there ar e four possible answers a, b, c and d. choose the one you consider correct  and record your choice in soft pencil on the multiple choice an swer sheet.   \uf0b7 follow the instructions on the multiple choice answer sheet.  \uf0b7 write in soft pencil.  \uf0b7 write your name, centre number and candidate number on the mult iple choice answer sheet in the  spaces provided unless this has been done for you.  \uf0b7 do not use correction fluid.  \uf0b7 do not write on any bar codes.  \uf0b7 you may use a calculator.      information  \uf0b7 the total mark for this paper is 40.  \uf0b7 each correct answer will score one mark.  \uf0b7 any rough working should be don e on this question paper.  \uf0b7 the periodic table is pri nted in the question paper.   ",
+            "2": "2  \u00a9 ucles 2022 0620/11/m/j/22  1 diagrams of the three states of matter for carbon dioxide are shown.    123     which two diagrams show the states of matter before and after t he sublimation of  carbon dioxide?  a 2 to 1 b 2 to 3 c 3 to 1 d 3 to 2    2 a student measures the time taken for 2.0  g of magnesium to dissolve in 50  cm3 of dilute  sulfuric acid.    which apparatus is essential to complete the experiment?    1 stop-clock  2 measuring cylinder  3 thermometer  4 balance    a 1, 2 and 4 b 1 and 2 only c 1 and 4 only d 2, 3 and 4      3 which method is used to separate a mixture of the following liq uids?    liquid boiling point  / \uf0b0c  methanol 64.5  ethanol 78.5  propan-1-ol 97.2  butan-1-ol 117.0    a crystallisation  b evaporation  c filtration  d fractional distillation    ",
+            "3": "3     \u00a9 ucles 2022 0620/11/m/j/22 [turn over  4 which substance should be pure for the intended use?  a a drug for curing disease  b limestone for iron extraction  c petroleum for fractional distillation  d water for washing a car      5 which row identifies an alloy, a pure metal and a non-metal?     alloy pure metal non-metal  a brass carbon copper  b brass copper carbon  c copper brass carbon  d copper carbon brass      6 information about the structures of three atoms, x, y and z, i s shown.    atom proton  number nucleon  number  x 1 1  y 1 2  z 1 3    which statements about atoms x, y and z are correct?    1 they are isotopes of the same element.  2 they contain the same number of electrons. 3 they contain the same number of neutrons.  4 they contain one occupied electron shell.    a 1, 2 and 4 b 1 and 2 only c 3 and 4 d 3  o n l y      7 what happens to an atom when it becomes an ion with a charge o f +1?  a it gains an electron.  b it gains a proton.  c it loses an electron.  d it loses a proton.    ",
+            "4": "4  \u00a9 ucles 2022 0620/11/m/j/22  8 the relative atomic mass, ar, of an element is determined by comparing the mass of one atom  of  the element with the mass of one atom of element q.    what is q?  a carbon  b chlorine  c hydrogen  d oxygen     9 which equation for the decomposition of calcium nitrate is corr ect?  a c a ( n o 3)2  \uf0ae  cao  +  no 2  +  o 2  b c a ( n o 3)2  \uf0ae  cao  +  2no 2  +  o 2  c 2 c a ( n o 3)2  \uf0ae  2cao  +  2no 2  +  o 2  d 2 c a ( n o 3)2  \uf0ae  2cao  +  4no 2  +  o 2     10 the diagram shows the electrolysis of concentrated hydrochlori c acid and concentrated aqueous  sodium chloride using carbon electrodes.    +\u2013 +\u2013 electrode 2 electrode 1 concentrated hydrochloric acidelectrode 4 electrode 3 concentrated aqueous sodium chloride    at which electrodes is hydrogen produced?  a electrode 1 only  b electrodes 1 and 3  c electrode 2 only  d electrodes 2 and 4    ",
+            "5": "5     \u00a9 ucles 2022 0620/11/m/j/22 [turn over  11 overhead power cables made from (steel-cored) aluminium are us ed to carry electricity over long  distances.    which property of (steel-cored) a luminium makes it suitable for  use in power cables?  a aluminium has a low density.  b aluminium has low strength.  c steel is a good conductor of heat.  d steel is resistant to corrosion.    12 which row identifies a chemical change and a physical change?     chemical change physical change  a boiling ethanol burning ethanol  b burning ethanol evaporating ethanol  c dissolving ethanol in water burning ethanol  d evaporating ethanol dissolving ethanol in water     13 the equation for the reaction when hydrogen is used as a fuel is shown.    2h 2  +  o 2  \uf0ae  2h 2o    which statement about this reaction is correct?  a energy is given out so the temperature of the surroundings decr eases.  b energy is taken in so the temperature of the surroundings incre ases.   c the reaction is endothermic so the temperature of the surroundi ngs decreases.  d the reaction is exothermic so th e temperature of the surroundin gs increases.    14 which fuels release carbon dioxide when burned?    1 gasoline  2 hydrogen 3 methane    a 1 and 2 b 1 and 3 c 2 and 3 d 3  o n l y      ",
+            "6": "6  \u00a9 ucles 2022 0620/11/m/j/22  15 water is added to anhydrous copper( ii) sulfate.    what happens during the reaction?  a the copper( ii) sulfate turns blue and the solution formed gets colder.  b the copper( ii) sulfate turns blue and the solution formed gets hotter.  c the copper( ii) sulfate turns white and the solution formed gets colder.  d the copper( ii) sulfate turns white and the solution formed gets hotter.     16 excess magnesium ribbon is reacted with a fixed volume of hydr ochloric acid and the volume of  gas given off over time is measured.    the results of two different experiments are shown.    volume of gas given off time00reaction 1 reaction 2     which statement explains the differences between the results of  the two experiments?  a reaction 1 uses a catalyst.  b the acid used is twice as concentrated in reaction 1.  c the magnesium ribbon is in smaller pieces in reaction 2.  d the temperature is higher in reaction 2.      17 which products are formed when magnesium hydroxide reacts with  hydrochloric acid?  a magnesium chloride, carbon dioxide and water  b magnesium chloride, hydrogen and water  c magnesium chloride and hydrogen only  d magnesium chloride and water only     ",
+            "7": "7     \u00a9 ucles 2022 0620/11/m/j/22 [turn over  18 the oxides of two elements, x and y, are separately dissolved in water and the ph of each  solution tested.    oxide tested ph of solution  x 1  y 13    which information about x and y is correct?     oxide is  acidic oxide is  basic metal non-metal  a x y x y  b x y y x  c y x x y  d y x y x      19 an acid is neutralised by adding an excess of an insoluble soli d base.    a soluble salt is formed.    how is the pure salt obtained from the reaction mixture?  a crystallisation \uf0ae evaporation \uf0ae filtration  b evaporation \uf0ae crystallisation \uf0ae filtration  c filtration \uf0ae crystallisation \uf0ae evaporation  d filtration \uf0ae evaporation \uf0ae crystallisation    ",
+            "8": "8  \u00a9 ucles 2022 0620/11/m/j/22  20 three separate samples of an aqueous compound t are tested.    the results of the tests are shown.    test observation  acidify with dilute nitric acid,  then add aqueous barium nitrate white precipitate    add aqueous ammonia white precipitate, soluble in excess  add aqueous sodium hydroxide white precipitate, soluble in exce ss    what is t?  a aluminium chloride  b aluminium sulfate  c zinc chloride  d zinc sulfate    21 part of the periodic table is shown.    which element is a metal?    a b c d      22 the elements sodium to argon form period 3 of the periodic tabl e.    which row describes the trend across period 3 from left to righ t?     number of  outer-shell electrons metallic  character group  number  a decreases decreases decreases  b decreases increases decreases  c increases decreases increases  d increases increases increases     ",
+            "9": "9     \u00a9 ucles 2022 0620/11/m/j/22 [turn over  23 lithium, sodium and potassium are elements in group i of the p eriodic table.    which statement about these elements is correct?  a lithium has the highest melting point and the lowest density.  b lithium has the highest density and the most violent reaction w ith water.  c potassium has the highest melting point and the highest density .  d potassium has the lowest melting  point and the least violent re action with water.     24 which statement describes a transition element?  a it can act as a catalyst and som e of its compounds can also ac t as catalysts.  b it forms white compounds with sulfur, oxygen, chlorine and bro mine.  c it has a low density and a piece of it will float on water.  d it is a very poor conductor of electricity.    25 which diagram represents the arrangement of the outer-shell el ectrons of a noble gas?    a b cd       26 which statements about the general properties of metals are co rrect?    1 they are good conductors of heat and electricity.  2 they have low melting points. 3 they react with dilute acids to form a salt and water. 4 they react with oxygen to form basic oxides.    a 1 and 2 b 1 and 4 c 2 and 3 d 3 and 4    ",
+            "10": "10  \u00a9 ucles 2022 0620/11/m/j/22  27 reactions of three metals and their oxides are shown.    metal add dilute  hydrochloric acid  to metal heat  metal oxide  with carbon   1 \u0016 \u0016 k e y   2 \u0016 \u001a \u0016 = reacts  3 \u001a \u0016 \u001a = does not react    what is the order of reactivity of these metals, from most reac tive to least reactive?  a 1  \uf0ae 2 \uf0ae 3 b 1  \uf0ae 3 \uf0ae 2 c 2  \uf0ae 1 \uf0ae 3 d 2  \uf0ae 3 \uf0ae 1     28 which uses of the metals shown are correct?     aluminium stainless steel  a aircraft bodies car bodies  b car bodies aircraft bodies  c chemical plant food containers  d food containers cutlery     29 which statement about the reactions in the blast furnace is cor rect?  a carbon reacts with oxygen and heats the furnace.  b carbon monoxide removes the silicon dioxide impurity forming s lag.  c iron( iii) oxide is oxidised to iron.  d limestone reduces iron( iii) oxide to iron.     30 iron rusts when exposed to air.    which two substances in air cause iron to rust?  a carbon dioxide and oxygen  b nitrogen and oxygen  c oxygen and water  d carbon dioxide and water    ",
+            "11": "11     \u00a9 ucles 2022 0620/11/m/j/22 [turn over  31 fertilisers are used to provide three of the elements needed fo r plant growth.    which two compounds would give a fertiliser containing all thre e of these elements?  a ca(no 3)2 and (nh 4)2so 4  b ca(no 3)2 and (nh 4)3po 4  c kno 3 and (nh 4)2so 4  d kno 3 and (nh 4)3po 4     32 which process produces methane?  a combustion of hydrocarbons  b decomposition of vegetation  c respiration  d reaction between hydrochloric acid and calcium carbonate    33 which statements about sulfur dioxide are correct?    1 sulfur dioxide decolourises acidified potassium manganate( vii).  2 sulfur dioxide forms when acids react with carbonates.  3 sulfur dioxide is used as a bleach.  4 sulfur dioxide is used to treat acidic soil.    a 1 and 3 b 1 and 4 c 2 and 3 d 2 and 4      34 what are the products when limestone (calcium carbonate) is he ated strongly?  a calcium hydroxide and carbon dioxide  b calcium hydroxide and carbon monoxide  c calcium oxide and carbon dioxide  d calcium oxide and carbon monoxide      35 in which lists are the compounds in the same homologous series?     1 ch 4, c2h4, c3h8  2 ch 3oh, c 2h5oh, c 3h7oh  3 ch 3co 2h, ch 3ch 2oh, ch 3ch 2ch 2oh    a 1 and 2 b 1 and 3 c 2  o n l y  d 3  o n l y     ",
+            "12": "12  \u00a9 ucles 2022 0620/11/m/j/22  36 which row about aqueous ethanoic acid and dilute hydrochloric a cid is correct?     both contain  carbon both contain  hydrogen both react  with carbonates   a \u0016 \u001a \u0016 k e y   b \u0016 \u0016 \u001a \u0016 = yes  c \u001a \u0016 \u0016 \u001a = no  d \u001a \u001a \u001a      37 some properties of colourless liquid l are listed.    \u25cf it boils at 65  \uf0b0c.  \u25cf when added to water, two layers form which do not mix.  \u25cf it does not react with sodium carbonate. \u25cf it has no effect on bromine water.    what is l?  a ethanol  b hexane  c hexene  d ethanoic acid    38 a molecule of compound p contains two carbon atoms and four hy drogen atoms.    which row represents p?     name of  compound m r reacts with  aqueous bromine  a ethane 30 \u001a  b ethene 16 \u0016  c ethene 28 \u0016  d ethene 28 \u001a     ",
+            "13": "13     \u00a9 ucles 2022 0620/11/m/j/22  39 the equation representing the reaction of a hydrocarbon with w ater is shown.    c a t a l y s t   c xhy  +  h 2o    cxh5oh    what are the values of x and y?     x  y   a 1 4  b 1 6  c 2 4  d 2 6      40 many molecules of j join together in reaction r to form a long  chain molecule k.    k is the only product.    which row describes molecule j, reaction r and molecule k?     molecule j reaction r molecule k  a polymer addition monomer  b monomer addition polymer  c polymer cracking monomer  d monomer cracking polymer   ",
+            "14": "14  \u00a9 ucles 2022 0620/11/m/j/22  blank page",
+            "15": "15       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 tra ce copyright holders, but if any items requiring clearance have  unwittingly been included, the  publisher will be pleased to make amends at the earliest possib le opportunity.    to avoid the issue of disclosure of answer-related information to candidates, all copyright acknowledgements are reproduced on line in the cambridge  assessment international educat ion copyright acknowledgements b ooklet. this is produced for eac h series of examinations and is  freely available to download  at www.cambridgeinternational.org  after the live examination se ries.   cambridge assessment international education is part of cambrid ge assessment. cambridge assessment is the brand name of the un iversity of cambridge  local examinations syndicate (ucles), which is a department of the university of cambridge.    \u00a9 ucles 2022 0620/11/m/j/22  blank page  ",
+            "16": "16  \u00a9 ucles 2022 0620/11/m/j/22   groupthe periodic table of elements 1 h hydrogen 12 he helium 4ii i iii iv v vi vii viii 3 li lithium 74 be beryllium 9atomic number atomic symbolkey name relative atomic mass 11 na sodium 2312 mg magnesium 24 19 k potassium 3920 ca calcium 40 37 rb rubidium 8538 sr strontium 88 55 cs caesium 13356 ba barium 137 87 fr francium \u201388 ra radium \u20135 b boron 11 13 al aluminium 27 31 ga gallium 70 49 in indium 115 81 tl thallium 2046 c carbon 12 14 si silicon 2832 ge germanium 73 50 sn tin 119 82 pb lead 20722 ti titanium 48 40 zr zirconium 91 72 hf hafnium 178 104 rf rutherfordium \u201323 v vanadium 51 41 nb niobium 93 73 ta tantalum 181 105 db dubnium \u201324 cr chromium 52 42 mo molybdenum 96 74 w tungsten 184 106 sg seaborgium \u201325 mn manganese 55 43 tc technetium \u2013 75 re rhenium 186 107 bh bohrium \u201326 fe iron 56 44 ru ruthenium 101 76 os osmium 190 108 hs hassium \u201327 co cobalt 59 45 rh rhodium 103 77 ir iridium 192 109 mt meitnerium \u201328 ni nickel 59 46 pd palladium 106 78 pt platinum 195 110 ds darmstadtium \u201329 cu copper 64 47 ag silver 108 79 au gold 197 111 rg roentgenium \u201330 zn zinc 65 48 cd cadmium 112 80 hg mercury 201 112 cn copernicium \u2013114 fl flerovium \u2013116 lv livermorium \u20137 n nitrogen 14 15 p phosphorus 3133 as arsenic 75 51 sb antimony 122 83 bi bismuth 2098 o oxygen 16 16 s sulfur 3234 se selenium 79 52 te tellurium 128 84 po polonium \u20139 f fluorine 19 17 cl chlorine 35.5 35 br bromine 80 53 i iodine 127 85 at astatine \u201310 ne neon 20 18 ar argon 4036 kr krypton 84 54 xe xenon 131 86 rn radon \u201321 sc scandium 45 39 y yttrium 89 57\u201371 lanthanoids 89\u2013103 actinoids 57 la lanthanum 139 89 aclanthanoids actinoids the volume of one mole of any gas is 24  dm3 at room temperature and pressure (r.t.p.).actinium \u201358 ce cerium 140 90 th thorium 23259 pr praseodymium 141 91 pa protactinium 23160 nd neodymium 144 92 u uranium 23861 pm promethium \u2013 93 np neptunium \u201362 sm samarium 150 94 pu plutonium \u201363 eu europium 152 95 am americium \u201364 gd gadolinium 157 96 cm curium \u201365 tb terbium 159 97 bk berkelium \u201366 dy dysprosium 163 98 cf californium \u201367 ho holmium 165 99 es einsteinium \u201368 er erbium 167 100 fm fermium \u201369 tm thulium 169 101 md mendelevium \u201370 yb ytterbium 173 102 no nobelium \u201371 lu lutetium 175 103 lr lawrencium \u2013  "
+        },
+        "0620_s22_qp_12.pdf": {
+            "1": "    this document has 16 pages. any blank pages are indicated.  ib22 06_0620_12/2rp   \u00a9 ucles 2022   [turn ove r   *7035866286 *cambridge igcse\u2122       chemistry 0620/12     paper 1 multiple choice (core)  may/june 2022     45 minutes    you must answer on the mult iple choice answer sheet.    you will need: multiple choice answer sheet   soft clean eraser   soft pencil (type b or hb is recommended)       instructions   \uf0b7 there are forty  questions on this paper. answer all questions.   \uf0b7 for each question there ar e four possible answers a, b, c and d. choose the one you consider correct  and record your choice in soft pencil on the multiple choice an swer sheet.   \uf0b7 follow the instructions on the multiple choice answer sheet.  \uf0b7 write in soft pencil.  \uf0b7 write your name, centre number and candidate number on the mult iple choice answer sheet in the  spaces provided unless this has been done for you.  \uf0b7 do not use correction fluid.  \uf0b7 do not write on any bar codes.  \uf0b7 you may use a calculator.      information  \uf0b7 the total mark for this paper is 40.  \uf0b7 each correct answer will score one mark.  \uf0b7 any rough working should be don e on this question paper.  \uf0b7 the periodic table is pri nted in the question paper.   ",
+            "2": "2  \u00a9 ucles 2022 0620/12/m/j/22  1 substances change state when their temperature is changed.    which changes of state take place when the temperature of a sub stance is lowered?    1 boiling  2 condensation 3 freezing 4 melting    a 1 and 4 b 2, 3 and 4 c 2 and 3 only d 3  o n l y      2 a student measures the time taken for 2.0  g of magnesium to dissolve in 50  cm3 of dilute  sulfuric acid.    which apparatus is essential to complete the experiment?    1 stop-clock  2 measuring cylinder 3 thermometer  4 balance    a 1, 2 and 4 b 1 and 2 only c 1 and 4 only d 2, 3 and 4    3 which method is used to separate a mixture of the following liq uids?    liquid boiling point  / \uf0b0c  methanol 64.5  ethanol 78.5  propan-1-ol 97.2  butan-1-ol 117.0    a crystallisation  b evaporation  c filtration  d fractional distillation    ",
+            "3": "3     \u00a9 ucles 2022 0620/12/m/j/22 [turn over  4 x and y are two different elements.    x and y have the same number of nucleons.    which statement about x and y is correct?  a they have the same physical properties.  b their atoms have the same number of electrons.  c they are in different groups of the periodic table.  d they have different relative masses.     5 which row identifies an alloy, a pure metal and a non-metal?     alloy pure metal non-metal  a brass carbon copper  b brass copper carbon  c copper brass carbon  d copper carbon brass      6 which statement about ions and ionic bonding is correct?  a caesium atoms gain electrons to form negatively charged caesiu m ions.  b ionic bonding involves sharing of pairs of electrons.  c potassium ions and chloride ions have the same number of outer -shell electrons.  d sodium ions have an equal number of protons and electrons.    7 which dot-and-cross diagram shows the arrangement of outer she ll electrons in a molecule of  hydrogen chloride?    ha cl hb cl hc cl cl hd       8 which statement explains why graphite can be used as a lubrica nt?  a all of the atoms in graphite are carbon.  b each carbon atom forms three bonds.  c graphite has a macromolecular structure.  d the layers in graphite can slide over each other.   ",
+            "4": "4  \u00a9 ucles 2022 0620/12/m/j/22  9 a compound of element x has the formula x 2o and a relative formula mass of 144.    what is element x?  a copper, cu  b gadolinium, gd  c sulfur, s  d tellurium, te    10 the diagram shows the electrolysis of concentrated hydrochlori c acid and concentrated aqueous  sodium chloride using carbon electrodes.    +\u2013 +\u2013 electrode 2 electrode 1 concentrated hydrochloric acidelectrode 4 electrode 3 concentrated aqueous sodium chloride    at which electrodes is hydrogen produced?  a electrode 1 only  b electrodes 1 and 3  c electrode 2 only  d electrodes 2 and 4    11 which type of reaction occurs when calcium carbonate is heated at a high temperature to  produce calcium oxide and carbon dioxide?  a combustion  b endothermic  c oxidation  d reduction    ",
+            "5": "5     \u00a9 ucles 2022 0620/12/m/j/22 [turn over  12 which row identifies a chemical change and a physical change?     chemical change physical change  a boiling ethanol burning ethanol  b burning ethanol evaporating ethanol  c dissolving ethanol in water burning ethanol  d evaporating ethanol dissolving ethanol in water      13 which statement about rate of reaction is correct?  a catalysts increase the time for the reaction to be completed.  b decreasing particle size increases the rate of reaction.  c decreasing temperature increases the rate of reaction.  d rate of reaction decreases as the concentration increases.      14 some common household substances are tested with litmus and met hyl orange.    household  substance colour of  litmus colour of  methyl orange  bicarbonate of soda blue yellow  lemonade red red  milk red red  milk of magnesia blue yellow  washing powder blue yellow  vinegar red red    which statement is correct?  a lemonade, milk and bicarbonate of soda are all acidic.  b milk of magnesia can neutralise washing powder.  c milk of magnesia, washing powder and vinegar are all bases.  d vinegar can neutralise bicarbonate of soda.    ",
+            "6": "6  \u00a9 ucles 2022 0620/12/m/j/22  15 water is added to anhydrous copper( ii) sulfate.    what happens during the reaction?  a the copper( ii) sulfate turns blue and the solution formed gets colder.  b the copper( ii) sulfate turns blue and the solution formed gets hotter.  c the copper( ii) sulfate turns white and the solution formed gets colder.  d the copper( ii) sulfate turns white and the solution formed gets hotter.      16 in which equation is carbon both oxidised and reduced?  a c  +  o 2  \uf0ae  co 2  b co 2  +  c  \uf0ae  2co  c 3co  +  fe 2o3  \uf0ae  3co 2  +  2fe  d 2co  +  o 2  \uf0ae  2co 2      17 aqueous solutions containing copper( ii) ions can be identified using flame tests and by adding  aqueous sodium hydroxide.    which row describes what is observed in these tests?     flame test aqueous sodium hydroxide  a blue-green flame light blue precipitate  b blue-green flame green precipitate  c lilac flame light blue precipitate  d lilac flame green precipitate     ",
+            "7": "7     \u00a9 ucles 2022 0620/12/m/j/22 [turn over  18 the oxides of two elements, x and y, are separately dissolved in water and the ph of each  solution tested.    oxide tested ph of solution  x 1  y 13    which information about x and y is correct?     oxide is  acidic oxide is  basic metal non-metal  a x y x y  b x y y x  c y x x y  d y x y x      19 an acid is neutralised by adding an excess of an insoluble soli d base.    a soluble salt is formed.    how is the pure salt obtained from the reaction mixture?  a crystallisation \uf0ae evaporation \uf0ae filtration  b evaporation \uf0ae crystallisation \uf0ae filtration  c filtration \uf0ae crystallisation \uf0ae evaporation  d filtration \uf0ae evaporation \uf0ae crystallisation    20 some statements about gas g are listed.    g is monoatomic.  g is found in clean, dry air. g is used in lamps.    which element is g?  a a r g o n   b helium  c nitrogen  d oxygen    ",
+            "8": "8  \u00a9 ucles 2022 0620/12/m/j/22  21 part of the periodic table is shown.    which element is a metal?    a b c d      22 the elements sodium to argon form period 3 of the periodic tabl e.    which row describes the trend across period 3 from left to righ t?     number of  outer-shell electrons metallic  character group  number  a decreases decreases decreases  b decreases increases decreases  c increases decreases increases  d increases increases increases     23 some properties of element e are listed.    it has a high density.  it has a high melting point.    what is e?  a aluminium  b b r o m i n e   c iron  d lithium    ",
+            "9": "9     \u00a9 ucles 2022 0620/12/m/j/22 [turn over  24 lithium, sodium and potassium are elements in group i of the p eriodic table.    chlorine, bromine and iodine are elements in group vii of the p eriodic table.    which row identifies the least  dense of these elements in each group?     group i group vii  a lithium chlorine  b lithium iodine  c potassium chlorine  d potassium iodine     25 the reactions of metals p, q, r and s are shown.    metal reaction  with water reaction with  hydrochloric acid reduction of the  metal oxide with carbon  p no reaction no reaction reduced  q slow vigorous no reaction  r vigorous vigorous no reaction  s very slow vigorous reduced    what is the order of reactivity of the metals?     least  reactive  most  reactive  a p s q r  b p q s r  c r s q p  d r q s p      26 iron is extracted from hematite in the blast furnace at a temp erature of about 1550  \uf0b0c.    which equation shows the main reaction that increases the tempe rature in the furnace?  a c a c o 3  \uf0ae  cao  +  co 2  b c  +  o 2  \uf0ae  co 2  c c o 2  +  c  \uf0ae  2co  d f e 2o3  +  3co  \uf0ae  2fe  +  3co 2     ",
+            "10": "10  \u00a9 ucles 2022 0620/12/m/j/22  27 which diagram represents the arrangement of atoms in an alloy?     abcd      28 which uses of the metals shown are correct?     aluminium stainless steel  a aircraft bodies car bodies  b car bodies aircraft bodies  c chemical plant food containers  d food containers cutlery     29 which row identifies a substance present in clean air and a sub stance that is a pollutant in air?     present in clean air pollutant in air  a oxides of nitrogen nitrogen  b carbon dioxide sulfur dioxide  c carbon monoxide lead compounds  d nitrogen argon      30 which property of sulfur dioxide explains why it is used as a food preservative?  a acidic oxide  b bleach  c kills bacteria  d pungent smell     ",
+            "11": "11     \u00a9 ucles 2022 0620/12/m/j/22 [turn over  31 fertilisers are used to provide three of the elements needed fo r plant growth.    which two compounds would give a fertiliser containing all thre e of these elements?  a ca(no 3)2 and (nh 4)2so 4  b ca(no 3)2 and (nh 4)3po 4  c kno 3 and (nh 4)2so 4  d kno 3 and (nh 4)3po 4    32 compound j is an unsaturated carboxylic acid.    which bonds are present in a molecule of j?     c=c c=o o\u2013h   a \u0016 \u0016 \u0016 k e y   b \u001a \u0016 \u0016 \u0016 = yes  c \u0016 \u001a \u001a \u001a = no  d \u001a \u0016 \u001a      33 petroleum is separated into useful fractions by fractional dis tillation.    which fraction is used as a fuel for jet aeroplanes?  a fuel oil  b gasoline  c naphtha  d kerosene  / paraffin      34 what are the products when limestone (calcium carbonate) is he ated strongly?  a calcium hydroxide and carbon dioxide  b calcium hydroxide and carbon monoxide  c calcium oxide and carbon dioxide  d calcium oxide and carbon monoxide     ",
+            "12": "12  \u00a9 ucles 2022 0620/12/m/j/22  35 ethene reacts with substance x to form ethanol.    what is x?  a ethanoic acid  b glucose  c hydrogen  d steam     36 what is the equation for the complete combustion of methane?  a c h 4  +  4o 2  \uf0ae  co 2  +  2h 2o  b 2 c h 4  +  3o 2  \uf0ae  2co  +  4h 2o  c c h 4  +  2o 2  \uf0ae  co 2  +  2h 2o  d c 2h6  +  3o 2  \uf0ae  2co 2  +  3h 2o     37 alkenes can be produced by cracking large hydrocarbon molecules  to form smaller hydrocarbon  molecules.    which equations represent possible reactions when tetradecane, c 14h30, is cracked?    1 c 14h30  \uf0ae  c2h6  +  c 3h6  +  c 4h8  +  c 5h10  2 c 14h30  \uf0ae  h2  +  c 2h4  +  c 3h6  +  c 4h8  +  c 5h10  3 c 14h30  \uf0ae  c2h6  +  4c 3h6  4 c 14h30  \uf0ae  c2h6  +  c 3h8  +  c 9h18    a 1 only b 1 and 4 c 1, 2 and 3 d 3 and 4    ",
+            "13": "13     \u00a9 ucles 2022 0620/12/m/j/22  38 the products formed by burning substance j are passed through the apparatus shown.    iceproducts of burning j white precipitateforms in limewate r water collects    what is substance j?  a carbon monoxide  b ethanol  c hydrogen  d s u l f u r     39 which statements about ethanoic acid are correct?    1 aqueous ethanoic acid reacts with magnesium to form magnesium  ethanoate.  2 carbon dioxide is formed when aqueous ethanoic acid reacts wi th  sodium carbonate.  3 hydrogen is formed when aqueous ethanoic acid reacts with sod ium hydroxide.  4 ethanoic acid turns red litmus paper blue.    a 1 and 2 b 1 and 3 c 2 and 3 d 2 and 4     40 which statement about polymerisation is correct?  a large monomer molecules join to form small polymer molecules.  b large polymer molecules join to form small monomer molecules.  c small monomer molecules join to form large polymer molecules.  d small polymer molecules join to form large monomer molecules.   ",
+            "14": "14  \u00a9 ucles 2022 0620/12/m/j/22  blank page",
+            "15": "15       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 tra ce copyright holders, but if any items requiring clearance have  unwittingly been included, the  publisher will be pleased to make amends at the earliest possib le opportunity.    to avoid the issue of disclosure of answer-related information to candidates, all copyright acknowledgements are reproduced on line in the cambridge  assessment international educat ion copyright acknowledgements b ooklet. this is produced for eac h series of examinations and is  freely available to download  at www.cambridgeinternational.org  after the live examination se ries.   cambridge assessment international education is part of cambrid ge assessment. cambridge assessment is the brand name of the un iversity of cambridge  local examinations syndicate (ucles), which is a department of the university of cambridge.    \u00a9 ucles 2022 0620/12/m/j/22  blank page  ",
+            "16": "16  \u00a9 ucles 2022 0620/12/m/j/22   groupthe periodic table of elements 1 h hydrogen 12 he helium 4ii i iii iv v vi vii viii 3 li lithium 74 be beryllium 9atomic number atomic symbolkey name relative atomic mass 11 na sodium 2312 mg magnesium 24 19 k potassium 3920 ca calcium 40 37 rb rubidium 8538 sr strontium 88 55 cs caesium 13356 ba barium 137 87 fr francium \u201388 ra radium \u20135 b boron 11 13 al aluminium 27 31 ga gallium 70 49 in indium 115 81 tl thallium 2046 c carbon 12 14 si silicon 2832 ge germanium 73 50 sn tin 119 82 pb lead 20722 ti titanium 48 40 zr zirconium 91 72 hf hafnium 178 104 rf rutherfordium \u201323 v vanadium 51 41 nb niobium 93 73 ta tantalum 181 105 db dubnium \u201324 cr chromium 52 42 mo molybdenum 96 74 w tungsten 184 106 sg seaborgium \u201325 mn manganese 55 43 tc technetium \u2013 75 re rhenium 186 107 bh bohrium \u201326 fe iron 56 44 ru ruthenium 101 76 os osmium 190 108 hs hassium \u201327 co cobalt 59 45 rh rhodium 103 77 ir iridium 192 109 mt meitnerium \u201328 ni nickel 59 46 pd palladium 106 78 pt platinum 195 110 ds darmstadtium \u201329 cu copper 64 47 ag silver 108 79 au gold 197 111 rg roentgenium \u201330 zn zinc 65 48 cd cadmium 112 80 hg mercury 201 112 cn copernicium \u2013114 fl flerovium \u2013116 lv livermorium \u20137 n nitrogen 14 15 p phosphorus 3133 as arsenic 75 51 sb antimony 122 83 bi bismuth 2098 o oxygen 16 16 s sulfur 3234 se selenium 79 52 te tellurium 128 84 po polonium \u20139 f fluorine 19 17 cl chlorine 35.5 35 br bromine 80 53 i iodine 127 85 at astatine \u201310 ne neon 20 18 ar argon 4036 kr krypton 84 54 xe xenon 131 86 rn radon \u201321 sc scandium 45 39 y yttrium 89 57\u201371 lanthanoids 89\u2013103 actinoids 57 la lanthanum 139 89 aclanthanoids actinoids the volume of one mole of any gas is 24  dm3 at room temperature and pressure (r.t.p.).actinium \u201358 ce cerium 140 90 th thorium 23259 pr praseodymium 141 91 pa protactinium 23160 nd neodymium 144 92 u uranium 23861 pm promethium \u2013 93 np neptunium \u201362 sm samarium 150 94 pu plutonium \u201363 eu europium 152 95 am americium \u201364 gd gadolinium 157 96 cm curium \u201365 tb terbium 159 97 bk berkelium \u201366 dy dysprosium 163 98 cf californium \u201367 ho holmium 165 99 es einsteinium \u201368 er erbium 167 100 fm fermium \u201369 tm thulium 169 101 md mendelevium \u201370 yb ytterbium 173 102 no nobelium \u201371 lu lutetium 175 103 lr lawrencium \u2013  "
+        },
+        "0620_s22_qp_13.pdf": {
+            "1": "    this document has 16 pages. any blank pages are indicated.  ib22 06_0620_13/2rp   \u00a9 ucles 2022   [turn ove r   *7311277858*cambridge igcse\u2122       chemistry 0620/13     paper 1 multiple choice (core)  may/june 2022     45 minutes    you must answer on the mult iple choice answer sheet.    you will need: multiple choice answer sheet   soft clean eraser   soft pencil (type b or hb is recommended)       instructions   \uf0b7 there are forty  questions on this paper. answer all questions.   \uf0b7 for each question there ar e four possible answers a, b, c and d. choose the one you consider correct  and record your choice in soft pencil on the multiple choice an swer sheet.   \uf0b7 follow the instructions on the multiple choice answer sheet.  \uf0b7 write in soft pencil.  \uf0b7 write your name, centre number and candidate number on the mult iple choice answer sheet in the  spaces provided unless this has been done for you.  \uf0b7 do not use correction fluid.  \uf0b7 do not write on any bar codes.  \uf0b7 you may use a calculator.      information  \uf0b7 the total mark for this paper is 40.  \uf0b7 each correct answer will score one mark.  \uf0b7 any rough working should be don e on this question paper.  \uf0b7 the periodic table is pri nted in the question paper.   ",
+            "2": "2  \u00a9 ucles 2022 0620/13/m/j/22  1 two different physical states of iodine are described.    in state 1, iodine exists as i2 molecules that are widely spaced and in rapid random movement.     in state 2, iodine exists as i2 molecules that are closely packed and only vibrate.    iodine can be converted directly from state 2 to form state 1.    which row about state 2 and the change from state 2 to state 1 is correct?     state 2 the change from  state 2 to state 1  a liquid evaporation  b liquid sublimation  c solid evaporation  d solid sublimation      2 a student measures the time taken for 2.0  g of magnesium to dissolve in 50  cm3 of dilute  sulfuric acid.    which apparatus is essential to complete the experiment?    1 stop-clock  2 measuring cylinder 3 thermometer 4 balance    a 1, 2 and 4 b 1 and 2 only c 1 and 4 only d 2, 3 and 4    3 which method is used to separate a mixture of the following liq uids?    liquid boiling point  / \uf0b0c  methanol 64.5  ethanol 78.5  propan-1-ol 97.2  butan-1-ol 117.0    a crystallisation  b evaporation  c filtration  d fractional distillation     ",
+            "3": "3     \u00a9 ucles 2022 0620/13/m/j/22 [turn over  4 paper chromatography is used to separate four different colour ed inks, w, x, y and z, and an  unknown ink t.    the chromatogram is shown.    solvent front baseline wx y z t    which inks are present in ink t?  a w and x b w and y c x and z d y and z     5 which row identifies an alloy, a pure metal and a non-metal?     alloy pure metal non-metal  a brass carbon copper  b brass copper carbon  c copper brass carbon  d copper carbon brass     6 an atom of an element contains 4  electrons, 4 protons and 6 ne utrons.    in which group of the periodic table is this element placed?  a group ii  b group iv  c group vi  d group viii    ",
+            "4": "4  \u00a9 ucles 2022 0620/13/m/j/22  7 which row describes an ionic solid?     soluble in water conducts electricity  when solid conducts electricity  when molten   a \u0016 \u001a \u0016 k e y   b \u001a \u001a \u001a \u0016 = yes  c \u0016 \u001a \u001a \u001a = no  d \u001a \u0016 \u0016       8 which molecule contains more than one pair of shared electrons?   a chlorine  b hydrogen  c hydrogen chloride  d water      9 compounds that contain nitrogen can be used as fertilisers.     which compound contains the greatest proportion of nitrogen by mass?  a c h 4n2o b n h 4cl c n h 4no 3 d ( n h 4)2so 4     ",
+            "5": "5     \u00a9 ucles 2022 0620/13/m/j/22 [turn over  10 the diagram shows the electrolysis of concentrated hydrochlori c acid and concentrated aqueous  sodium chloride using carbon electrodes.    +\u2013 +\u2013 electrode 2 electrode 1 concentrated hydrochloric acidelectrode 4 electrode 3 concentrated aqueous sodium chloride    at which electrodes is hydrogen produced?  a electrode 1 only  b electrodes 1 and 3  c electrode 2 only  d electrodes 2 and 4      11 the energy level diagram for a reaction is shown.    energy progress of reactionreactantsproducts     which statement is correct?  a the reaction is endothermic and heat energy is released.  b the reaction is endothermic and heat energy is taken in.  c the reaction is exothermic and heat energy is released.  d the reaction is exothermic and heat energy is taken in.    ",
+            "6": "6  \u00a9 ucles 2022 0620/13/m/j/22  12 which row identifies a chemical change and a physical change?     chemical change physical change  a boiling ethanol burning ethanol  b burning ethanol evaporating ethanol  c dissolving ethanol in water burning ethanol  d evaporating ethanol dissolving ethanol in water      13 metal m reacts with steam and produces gas g.    which row identifies gas g and the type of reaction when metal m reacts with steam?     gas g type of reaction  a hydrogen redox  b hydrogen neutralisation  c oxygen redox  d oxygen neutralisation     14 the rate of the reaction between lumps of zinc and dilute sulf uric acid is determined.    the experiment is repeated four times, making only one change e ach time.    the changes are listed.    1 the lumps of zinc are replaced with powdered zinc.  2 water is added to the dilute sulfuric acid.  3 the temperature of the dilute sulfuric acid is increased. 4 a catalyst is added to the reaction mixture.    which changes produce an increase in the rate of reaction?  a 1, 3 and 4 b 1 and 2 c 2  o n l y  d 3 and 4 only      15 water is added to anhydrous copper( ii) sulfate.    what happens during the reaction?  a the copper( ii) sulfate turns blue and the solution formed gets colder.  b the copper( ii) sulfate turns blue and the solution formed gets hotter.  c the copper( ii) sulfate turns white and the solution formed gets colder.  d the copper( ii) sulfate turns white and the solution formed gets hotter.   ",
+            "7": "7     \u00a9 ucles 2022 0620/13/m/j/22 [turn over  16 which statement explains why lime is added to soil?  a to decrease the ph of acidic soil  b to decrease the ph of alkaline soil  c to increase the ph of acidic soil  d to increase the ph of alkaline soil      17 sulfur dioxide is bubbled through water containing litmus.    water and litmussulfur dioxide     which row describes and explains what happens to the litmus?     observation explanation  a it turns blue sulfur dioxide is a basic oxide  b it turns blue sulfur dioxide is an acidic oxide  c it turns red sulfur dioxide is an acidic oxide  d it turns red sulfur dioxide is a basic oxide     ",
+            "8": "8  \u00a9 ucles 2022 0620/13/m/j/22  18 the oxides of two elements, x and y, are separately dissolved in water and the ph of each  solution tested.    oxide tested ph of solution  x 1  y 13    which information about x and y is correct?     oxide is  acidic oxide is  basic metal non-metal  a x y x y  b x y y x  c y x x y  d y x y x      19 an acid is neutralised by adding an excess of an insoluble soli d base.    a soluble salt is formed.    how is the pure salt obtained from the reaction mixture?  a crystallisation \uf0ae evaporation \uf0ae filtration  b evaporation \uf0ae crystallisation \uf0ae filtration  c filtration \uf0ae crystallisation \uf0ae evaporation  d filtration \uf0ae evaporation \uf0ae crystallisation    20 which ion forms a precipitate that dissolves in excess with bot h aqueous ammonia and with  aqueous sodium hydroxide?  a calcium ion, ca 2+  b copper( ii) ion, cu2+  c iron( iii) ion, fe3+  d zinc ion, zn2+    ",
+            "9": "9     \u00a9 ucles 2022 0620/13/m/j/22 [turn over  21 part of the periodic table is shown.    which element is a metal?    a b c d      22 the elements sodium to argon form period 3 of the periodic tabl e.    which row describes the trend across period 3 from left to righ t?     number of  outer-shell electrons metallic  character group  number  a decreases decreases decreases  b decreases increases decreases  c increases decreases increases  d increases increases increases     23 lithium and sodium are in group i of the periodic table.    which statements about the properties of lithium and sodium are  correct?    1 lithium has a lower melting point than sodium.  2 they both produce hydrogen when they react with water. 3 lithium is less dense than sodium.  4 lithium is more reactive than sodium.    a 1 and 2 b 1 and 4 c 2 and 3 d 3 and 4    ",
+            "10": "10  \u00a9 ucles 2022 0620/13/m/j/22  24 which row describes the properties of a typical transition elem ent?     melting  point density used as  catalyst  a high high yes  b high low no  c low high yes  d low low no     25 which row describes an atom of a noble gas?     number of  protons number of  neutrons number of  electrons  a 2 2 0  b 2 2 2  c 8 8 8  d 8 8 10     26 some properties of four elements, p, q, r and s, are shown.    solid p reacts with dilute hydrochloric acid to give hydrogen.  solid q does not conduct electricity.  solid r is used to make saucepans because it is a good conducto r of heat.  solid s reacts with oxygen to form a compound where atoms of s share electrons with  atoms of oxygen.    which elements are metals?  a p and r b p and s c q and r d q and s     ",
+            "11": "11     \u00a9 ucles 2022 0620/13/m/j/22 [turn over  27 three metals, x, y and z, are added separately to dilute hydro chloric acid.    the oxides of each metal are heated with carbon.    the results of the reactions are shown.     dilute aqueous  hydrochloric acid metal oxide with carbon  x no reaction brown solid forms  y fast fizzing no change  z slow fizzing silver coloured solid forms    what are x, y and z?     x  y  z   a copper calcium zinc  b copper zinc magnesium  c iron calcium zinc  d iron zinc magnesium     28 which uses of the metals shown are correct?     aluminium stainless steel  a aircraft bodies car bodies  b car bodies aircraft bodies  c chemical plant food containers  d food containers cutlery     29 carbon dioxide and methane are both greenhouse gases.    which activity produces both of these gases?  a farming animals  b cracking alkanes  c the thermal decomposition of limestone  d using petrol-powered cars    ",
+            "12": "12  \u00a9 ucles 2022 0620/13/m/j/22  30 which statement about carbon monoxide is correct?  a it damages stone buildings.  b it is a pollutant which causes acid rain.  c it is produced during the decomposition of vegetation.  d it is formed during the incomplete combustion of natural gas.      31 fertilisers are used to provide three of the elements needed fo r plant growth.    which two compounds would give a fertiliser containing all thre e of these elements?  a ca(no 3)2 and (nh 4)2so 4  b ca(no 3)2 and (nh 4)3po 4  c kno 3 and (nh 4)2so 4  d kno 3 and (nh 4)3po 4     32 sulfur dioxide is tested by reacting it with acidified potassi um manganate( vii).    which colour change is seen in the test?  a blue to white  b colourless to purple  c purple to colourless  d white to blue    33 which products use calcium carbonate in their manufacture?    1 aluminium  2 cement 3 iron 4 sulfuric acid    a 1 and 3 b 1 and 4 c 2 and 3 d 2 and 4     34 what are the products when limestone (calcium carbonate) is he ated strongly?  a calcium hydroxide and carbon dioxide  b calcium hydroxide and carbon monoxide  c calcium oxide and carbon dioxide  d calcium oxide and carbon monoxide    ",
+            "13": "13     \u00a9 ucles 2022 0620/13/m/j/22 [turn over  35 which structures represent ethene and ethanol?     ethene ethanol  a hch hhh c h  hch hchh o h   b hch hhh c h  o hch hc o h  c  hh hh c c  hch hchh o h   d  hh hh c c  o hch hc o h     36 one of the fractions obtained from the fractional distillation of petroleum is naphtha.    what is a major use of the naphtha fraction?  a as a fuel for jet aircraft  b as a lubricant for moving machine parts  c as a smooth surface covering for roads  d as a starting material to make other chemicals     37 which statement describes the process of cracking?  a it is the breakdown of a compound using electricity.  b it is the breakdown of long chain hydrocarbons.  c it is the combination of many small monomers.  d it is the separation of a mixture of hydrocarbons.     38 which temperature range is used in the production of ethanol b y fermentation?  a 0\u201320  \uf0b0c b 25\u201340  \uf0b0c c 50\u201370  \uf0b0c d 80\u2013100  \uf0b0c   ",
+            "14": "14  \u00a9 ucles 2022 0620/13/m/j/22  39 a hydrocarbon is tested with aqueous bromine.    the aqueous bromine turns from orange to colourless.    which row describes the hydrocarbon?     homologous  series type of  hydrocarbon  a alkane saturated  b alkane unsaturated  c alkene saturated  d alkene unsaturated      40 which polymers are constituents of food?    1 carbohydrate  2 nylon 3 terylene   4 protein    a 1 and 2 b 1 and 4 c 2 and 3 d 3 and 4   ",
+            "15": "15       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 tra ce copyright holders, but if any items requiring clearance have  unwittingly been included, the  publisher will be pleased to make amends at the earliest possib le opportunity.    to avoid the issue of disclosure of answer-related information to candidates, all copyright acknowledgements are reproduced on line in the cambridge  assessment international educat ion copyright acknowledgements b ooklet. this is produced for eac h series of examinations and is  freely available to download  at www.cambridgeinternational.org  after the live examination se ries.   cambridge assessment international education is part of cambrid ge assessment. cambridge assessment is the brand name of the un iversity of cambridge  local examinations syndicate (ucles), which is a department of the university of cambridge.    \u00a9 ucles 2022 0620/13/m/j/22  blank page  ",
+            "16": "16  \u00a9 ucles 2022 0620/13/m/j/22   groupthe periodic table of elements 1 h hydrogen 12 he helium 4ii i iii iv v vi vii viii 3 li lithium 74 be beryllium 9atomic number atomic symbolkey name relative atomic mass 11 na sodium 2312 mg magnesium 24 19 k potassium 3920 ca calcium 40 37 rb rubidium 8538 sr strontium 88 55 cs caesium 13356 ba barium 137 87 fr francium \u201388 ra radium \u20135 b boron 11 13 al aluminium 27 31 ga gallium 70 49 in indium 115 81 tl thallium 2046 c carbon 12 14 si silicon 2832 ge germanium 73 50 sn tin 119 82 pb lead 20722 ti titanium 48 40 zr zirconium 91 72 hf hafnium 178 104 rf rutherfordium \u201323 v vanadium 51 41 nb niobium 93 73 ta tantalum 181 105 db dubnium \u201324 cr chromium 52 42 mo molybdenum 96 74 w tungsten 184 106 sg seaborgium \u201325 mn manganese 55 43 tc technetium \u2013 75 re rhenium 186 107 bh bohrium \u201326 fe iron 56 44 ru ruthenium 101 76 os osmium 190 108 hs hassium \u201327 co cobalt 59 45 rh rhodium 103 77 ir iridium 192 109 mt meitnerium \u201328 ni nickel 59 46 pd palladium 106 78 pt platinum 195 110 ds darmstadtium \u201329 cu copper 64 47 ag silver 108 79 au gold 197 111 rg roentgenium \u201330 zn zinc 65 48 cd cadmium 112 80 hg mercury 201 112 cn copernicium \u2013114 fl flerovium \u2013116 lv livermorium \u20137 n nitrogen 14 15 p phosphorus 3133 as arsenic 75 51 sb antimony 122 83 bi bismuth 2098 o oxygen 16 16 s sulfur 3234 se selenium 79 52 te tellurium 128 84 po polonium \u20139 f fluorine 19 17 cl chlorine 35.5 35 br bromine 80 53 i iodine 127 85 at astatine \u201310 ne neon 20 18 ar argon 4036 kr krypton 84 54 xe xenon 131 86 rn radon \u201321 sc scandium 45 39 y yttrium 89 57\u201371 lanthanoids 89\u2013103 actinoids 57 la lanthanum 139 89 aclanthanoids actinoids the volume of one mole of any gas is 24  dm3 at room temperature and pressure (r.t.p.).actinium \u201358 ce cerium 140 90 th thorium 23259 pr praseodymium 141 91 pa protactinium 23160 nd neodymium 144 92 u uranium 23861 pm promethium \u2013 93 np neptunium \u201362 sm samarium 150 94 pu plutonium \u201363 eu europium 152 95 am americium \u201364 gd gadolinium 157 96 cm curium \u201365 tb terbium 159 97 bk berkelium \u201366 dy dysprosium 163 98 cf californium \u201367 ho holmium 165 99 es einsteinium \u201368 er erbium 167 100 fm fermium \u201369 tm thulium 169 101 md mendelevium \u201370 yb ytterbium 173 102 no nobelium \u201371 lu lutetium 175 103 lr lawrencium \u2013  "
+        },
+        "0620_s22_qp_21.pdf": {
+            "1": "    this document has 16 pages. any blank pages are indicated.  ib22 06_0620_21/rp   \u00a9 ucles 2022   [turn ove r   *9070200185 *cambridge igcse\u2122       chemistry 0620/21     paper 2 multiple choice (extended)  may/june 2022     45 minutes    you must answer on the mult iple choice answer sheet.    you will need: multiple choice answer sheet   soft clean eraser   soft pencil (type b or hb is recommended)       instructions   \uf0b7 there are forty  questions on this paper. answer all questions.   \uf0b7 for each question there ar e four possible answers a, b, c and d. choose the one you consider correct  and record your choice in soft pencil on the multiple choice an swer sheet.   \uf0b7 follow the instructions on the multiple choice answer sheet.  \uf0b7 write in soft pencil.  \uf0b7 write your name, centre number and candidate number on the mult iple choice answer sheet in the  spaces provided unless this has been done for you.  \uf0b7 do not use correction fluid.  \uf0b7 do not write on any bar codes.  \uf0b7 you may use a calculator.      information  \uf0b7 the total mark for this paper is 40.  \uf0b7 each correct answer will score one mark.  \uf0b7 any rough working should be don e on this question paper.  \uf0b7 the periodic table is pri nted in the question paper.   ",
+            "2": "2  \u00a9 ucles 2022 0620/21/m/j/22  1 which two gases will diffuse at the same rate, at the same tem perature?  a carbon monoxide and carbon dioxide  b carbon monoxide and nitrogen  c chlorine and fluorine  d nitrogen and oxygen      2 a student measures the time taken for 2.0  g of magnesium to dissolve in 50  cm3 of dilute  sulfuric acid.    which apparatus is essential to complete the experiment?    1 stop-clock  2 measuring cylinder 3 thermometer 4 balance    a 1, 2 and 4 b 1 and 2 only c 1 and 4 only d 2, 3 and 4    3 the numbers of protons and neutrons and the electronic structu res of four particles, w, x, y and  z, are shown.     number of  protons number of  neutrons electronic  structure  w 8 8 2,8  x 8 10 2,6  y 8 8 2,6  z 10 8 2,8    which particles have the same chemical properties?  a w and y b w and z c x and y d x and z    4 which substance should be pure for the intended use?  a a drug for curing disease  b limestone for iron extraction  c petroleum for fractional distillation  d water for washing a car    ",
+            "3": "3     \u00a9 ucles 2022 0620/21/m/j/22 [turn over  5 metals and ionic compounds have similarities and differences i n their structure and properties.    which row about metals and ionic compounds is correct?     similarity difference  a both contain positive ions only ionic compounds contain anions  b both contain positive ions ionic compounds conduct using a \u2018sea  of electrons\u2019  c both are malleable only ionic compounds contain anions  d both are malleable ionic compounds conduct using a \u2018sea of elec trons\u2019     6 which diagram represents the outer-shell electron arrangement i n a nitrogen molecule?    nna nnb nnc nnd       7 the equation for the reaction between barium chloride and dilut e sulfuric acid is shown.    bac l 2  +  h 2so 4  \uf0ae  baso 4  +  2hc l    which row shows the state symbols for this equation?     bac l 2 h2so 4 b a s o 4 2hc l  a (aq) (aq) (s) (aq)  b (aq) (l) (s) (aq)  c (l) (aq) (s) (l)  d ( a q )  ( l )  ( a q )  ( l )      8 the relative atomic mass, a r, of an element is determined by comparing the mass of one atom  of  the element with the mass of one atom of element q.    what is q?  a carbon  b chlorine  c hydrogen  d oxygen    ",
+            "4": "4  \u00a9 ucles 2022 0620/21/m/j/22  9 the equation for the reaction between aqueous lead( ii) nitrate and aqueous sodium chloride is  shown.    pb(no 3)2(aq)  +  2nac l (aq)  \uf0ae  pbc l 2(s)  +  2nano 3(aq)    if 100  cm3 of aqueous lead( ii) nitrate of concentration 0.1  mol  / dm3 is reacted with an excess of  aqueous sodium chloride, which mass of lead( ii) chloride is obtained?  a 1 . 1 6  g b 2 . 4 2  g c 2 . 7 8  g d 3 . 3 1  g      10 the diagram shows the electrolysis of concentrated hydrochlori c acid and concentrated aqueous  sodium chloride using carbon electrodes.    +\u2013 +\u2013 electrode 2 electrode 1 concentrated hydrochloric acidelectrode 4 electrode 3 concentrated aqueous sodium chloride    at which electrodes is hydrogen produced?  a electrode 1 only  b electrodes 1 and 3  c electrode 2 only  d electrodes 2 and 4      11 aqueous copper( ii) sulfate is electrolysed using copper electrodes.    what is the ionic half-equation for the reaction at the cathode ?  a c u   \uf0ae  cu2+  +  2e\u2013  b c u2+  +  2e\u2013  \uf0ae  cu  c 2 h+  +  2e\u2013  \uf0ae  h2  d 2 o2\u2013  \uf0ae  o 2  +  4e\u2013     ",
+            "5": "5     \u00a9 ucles 2022 0620/21/m/j/22 [turn over  12 which row identifies a chemical change and a physical change?     chemical change physical change  a boiling ethanol burning ethanol  b burning ethanol evaporating ethanol  c dissolving ethanol in water burning ethanol  d evaporating ethanol dissolving ethanol in water      13 the equation for the reaction between gaseous hydrogen and gas eous iodine to form gaseous  hydrogen iodide is shown.    h2(g)  +  i2(g)  \uf0ae  2h i(g)    the reaction is exothermic.    which statement explains why the reaction is exothermic?  a energy is released when h\u2013h and i\u2013i bonds are broken.  b the bond energies of the reactants are larger than the bond en ergies of the products.  c the products are at a higher energy level than the reactants.  d more energy is released when two h i bonds are formed than is used when the h\u2013h and i\u2013i  bonds are broken.     14 acidified aqueous silver nitrate is added to a test-tube conta ining aqueous chloride ions.    the test-tube is then left in direct sunlight.    which row describes the observations and explains what happens to the reaction mixture?     observation on adding  aqueous silver nitrate observation after  leaving in sunlight explanation  a yellow precipitate precipitate dissolves silver chloride forms  b yellow precipitate precipitate turns grey silver ions are reduc ed  c white precipitate precipitate dissolves silver chloride forms  d white precipitate precipitate turns grey silver ions are reduce d     ",
+            "6": "6  \u00a9 ucles 2022 0620/21/m/j/22  15 water is added to anhydrous copper( ii) sulfate.    what happens during the reaction?  a the copper( ii) sulfate turns blue and the solution formed gets colder.  b the copper( ii) sulfate turns blue and the solution formed gets hotter.  c the copper( ii) sulfate turns white and the solution formed gets colder.  d the copper( ii) sulfate turns white and the solution formed gets hotter.      16 aqueous iron( iii) chloride, fec l 3, reacts with aqueous potassium iodide, k i.    vfec l 3  +  wki  \uf0ae  xfec l 2  +  ykc l  +  i2    which statements are correct?    1 in the balanced equation, v, w, x and y have the same value.  2 potassium iodide is an oxidising agent.  3 a dark brown solution is produced in the reaction.    a 1 and 2 b 1 and 3 c 2  o n l y  d 2 and 3    17 which statement about acids is correct?  a a strong acid has a higher ph than a weak acid of the same conc entration.  b a strong acid is a proton acceptor.  c a weak acid is a proton donor.  d a weak acid is fully ionised in aqueous solution.    ",
+            "7": "7     \u00a9 ucles 2022 0620/21/m/j/22 [turn over  18 the oxides of two elements, x and y, are separately dissolved in water and the ph of each  solution tested.    oxide tested ph of solution  x 1  y 13    which information about x and y is correct?     oxide is  acidic oxide is  basic metal non-metal  a x y x y  b x y y x  c y x x y  d y x y x      19 an acid is neutralised by adding an excess of an insoluble soli d base.    a soluble salt is formed.    how is the pure salt obtained from the reaction mixture?  a crystallisation \uf0ae evaporation \uf0ae filtration  b evaporation \uf0ae crystallisation \uf0ae filtration  c filtration \uf0ae crystallisation \uf0ae evaporation  d filtration \uf0ae evaporation \uf0ae crystallisation    20 the electronic structure of element z is 2,8,1.    which statements about z are correct?    1 it is a metal.  2 it has two outer-shell electrons. 3 it is in period 3.    a 1, 2 and 3 b 1 and 2 only c 1 and 3 only d 2  o n l y     ",
+            "8": "8  \u00a9 ucles 2022 0620/21/m/j/22  21 elements in  group iv of the periodic table are shown.    carbon  silicon  germanium  tin  lead    what does not occur in group iv as it is descended?  a the proton number of the elements increases.  b the elements become more metallic.  c the elements have more electrons in their outer shell.  d the elements have more electron shells.    22 element m forms both m + and m2+ ions.    in which part of the periodic table is m placed?  a group i  b group ii  c group iii  d transition elements     23 in the extraction of aluminium by electrolysis, cryolite is ad ded to the bauxite ore.    which row describes the role of cryolite and gives the ionic ha lf-equation at the cathode?     role of cryolite ionic half-equation at the cathode  a catalyst a l 3+  +  3e\u2013  \uf0ae  a l  b catalyst a l 3+  +  3e\u2013  \uf0ae  3a l  c lowers melting point of electrolyte a l 3+  +  3e\u2013  \uf0ae  a l  d lowers melting point of electrolyte a l 3+  +  3e\u2013  \uf0ae  3a l     ",
+            "9": "9     \u00a9 ucles 2022 0620/21/m/j/22 [turn over  24 mild steel is galvanised to prevent corrosion of the iron.    which statements about galvanising are correct?    1 galvanising prevents corrosion because the zinc forms an allo y.  2 if the coating is damaged, water and oxygen do not corrode th e iron.  3 zinc is a sacrificial metal and corrodes in preference to iro n.    a 1 and 2 b 1 and 3 c 2  o n l y  d 2 and 3      25 which diagram represents the arrangement of the outer-shell el ectrons of a noble gas?    a b cd      26 which statements about the general properties of metals are co rrect?    1 they are good conductors of heat and electricity.  2 they have low melting points. 3 they react with dilute acids to form a salt and water. 4 they react with oxygen to form basic oxides.    a 1 and 2 b 1 and 4 c 2 and 3 d 3 and 4    27 reactions of three metals and their oxides are shown.    metal add dilute  hydrochloric acid  to metal heat  metal oxide with carbon   1 \u0016 \u0016 k e y   2 \u0016 \u001a \u0016 = reacts  3 \u001a \u0016 \u001a = does not react    what is the order of reactivity of these metals, from most reac tive to least reactive?  a 1  \uf0ae 2 \uf0ae 3 b 1  \uf0ae 3 \uf0ae 2 c 2  \uf0ae 1 \uf0ae 3 d 2  \uf0ae 3 \uf0ae 1     ",
+            "10": "10  \u00a9 ucles 2022 0620/21/m/j/22  28 three metal compounds, j, k and l, are heated using a bunsen bu rner.    the results are shown.    j colourless gas produced, which relights a glowing splint  k colourless gas produced, which turns limewater milky l no reaction    which row identifies j, k and l?     j  k  l   a magnesium carbonate potassium carbonate potassium nitrate  b magnesium carbonate potassium nitrate potassium carbonate  c potassium nitrate magnesium carbonate potassium carbonate  d potassium nitrate potassium carbonate magnesium carbonate      29 the diagram shows the uses and treatment processes of muddy ri ver water.    muddy river water clear river water disinfected water use 1 use 2process 1 process 2     which row identifies uses 1 and 2 and processes 1 and 2?     use 1 use 2 process 1 process 2  a drinking watering crops chlorination filtration  b drinking watering crops filtration chlorination  c watering crops drinking chlorination filtration  d watering crops drinking filtration chlorination     ",
+            "11": "11     \u00a9 ucles 2022 0620/21/m/j/22 [turn over  30 the equation for the manufacture of ammonia in the haber proce ss is shown.    3h2(g)  +  n 2(g)    2nh 3(g)    the forward reaction is exothermic.    which row describes the effect of the stated change on the reac tion rate and the yield of  ammonia?     change effect on reaction rate effect on yield of ammonia  a decrease pressure increases decreases  b decrease temperature decreases increases  c increase pressure increases decreases  d increase temperature increases increases     31 fertilisers are used to provide three of the elements needed fo r plant growth.    which two compounds would give a fertiliser containing all thre e of these elements?  a ca(no 3)2 and (nh 4)2so 4  b ca(no 3)2 and (nh 4)3po 4  c kno 3 and (nh 4)2so 4  d kno 3 and (nh 4)3po 4    32 the flow chart shows part of the process for the manufacture of  sulfuric acid and its electrolysis.    gas 1gas 2 gas 3concentrated sulfuric aciddilute sulfuric acidelectrolysis     what are gases 1, 2 and 3?     gas 1 gas 2 gas 3  a sulfur dioxide hydrogen sulfur trioxide  b sulfur dioxide oxygen sulfur trioxide  c sulfur trioxide hydrogen sulfur dioxide  d sulfur trioxide oxygen sulfur dioxide     ",
+            "12": "12  \u00a9 ucles 2022 0620/21/m/j/22  33 which statements about sulfur dioxide are correct?    1 sulfur dioxide decolourises acidified potassium manganate( vii).  2 sulfur dioxide forms when acids react with carbonates.  3 sulfur dioxide is used as a bleach.  4 sulfur dioxide is used to treat acidic soil.    a 1 and 3 b 1 and 4 c 2 and 3 d 2 and 4    34 what are the products when limestone (calcium carbonate) is he ated strongly?  a calcium hydroxide and carbon dioxide  b calcium hydroxide and carbon monoxide  c calcium oxide and carbon dioxide  d calcium oxide and carbon monoxide    35 the structure of ester w is shown.    c hh hco o ch hh     which row gives the names of ester w and the carboxylic acid an d alcohol from which it is made?     name of ester w carboxylic acid alcohol  a ethyl methanoate ethanoic acid methanol  b ethyl methanoate methanoic acid ethanol  c methyl ethanoate ethanoic acid methanol  d methyl ethanoate methanoic acid ethanol      36 ethanol is made industrially by the fermentation of glucose or  by the catalytic addition of steam to  ethene.    which statement describes an advantage of fermentation compared  to catalytic addition?  a ethanol is the only product of fermentation.  b fermentation uses a batch process but catalytic addition is co ntinuous.  c fermentation uses a higher temperature than catalytic addition .  d fermentation uses a renewable resource. ",
+            "13": "13     \u00a9 ucles 2022 0620/21/m/j/22 [turn over  37 some properties of colourless liquid l are listed.    \u25cf it boils at 65  \uf0b0c.  \u25cf when added to water, two layers form which do not mix.  \u25cf it does not react with sodium carbonate. \u25cf it has no effect on bromine water.    what is l?  a ethanol  b hexane  c hexene  d ethanoic acid    38 a molecule of compound p contains two carbon atoms and four hy drogen atoms.    which row represents p?     name of  compound m r reacts with  aqueous bromine  a ethane 30 \u001a  b ethene 16 \u0016  c ethene 28 \u0016  d ethene 28 \u001a      39 the reaction of ethanol with acidified potassium manganate( vii) is shown.    ch3ch2oh ch3coohkmno4 h+    which type of reaction is taking place?  a addition  b condensation  c hydrolysis  d oxidation     ",
+            "14": "14  \u00a9 ucles 2022 0620/21/m/j/22  40 which polymer is a synthetic polyamide?  a nylon  b poly(ethene)  c p r o t e i n   d terylene    ",
+            "15": "15       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 tra ce copyright holders, but if any items requiring clearance have  unwittingly been included, the  publisher will be pleased to make amends at the earliest possib le opportunity.    to avoid the issue of disclosure of answer-related information to candidates, all copyright acknowledgements are reproduced on line in the cambridge  assessment international educat ion copyright acknowledgements b ooklet. this is produced for eac h series of examinations and is  freely available to download  at www.cambridgeinternational.org  after the live examination se ries.   cambridge assessment international education is part of cambrid ge assessment. cambridge assessment is the brand name of the un iversity of cambridge  local examinations syndicate (ucles), which is a department of the university of cambridge.    \u00a9 ucles 2022 0620/21/m/j/22  blank page  ",
+            "16": "16  \u00a9 ucles 2022 0620/21/m/j/22   groupthe periodic table of elements 1 h hydrogen 12 he helium 4ii i iii iv v vi vii viii 3 li lithium 74 be beryllium 9atomic number atomic symbolkey name relative atomic mass 11 na sodium 2312 mg magnesium 24 19 k potassium 3920 ca calcium 40 37 rb rubidium 8538 sr strontium 88 55 cs caesium 13356 ba barium 137 87 fr francium \u201388 ra radium \u20135 b boron 11 13 al aluminium 27 31 ga gallium 70 49 in indium 115 81 tl thallium 2046 c carbon 12 14 si silicon 2832 ge germanium 73 50 sn tin 119 82 pb lead 20722 ti titanium 48 40 zr zirconium 91 72 hf hafnium 178 104 rf rutherfordium \u201323 v vanadium 51 41 nb niobium 93 73 ta tantalum 181 105 db dubnium \u201324 cr chromium 52 42 mo molybdenum 96 74 w tungsten 184 106 sg seaborgium \u201325 mn manganese 55 43 tc technetium \u2013 75 re rhenium 186 107 bh bohrium \u201326 fe iron 56 44 ru ruthenium 101 76 os osmium 190 108 hs hassium \u201327 co cobalt 59 45 rh rhodium 103 77 ir iridium 192 109 mt meitnerium \u201328 ni nickel 59 46 pd palladium 106 78 pt platinum 195 110 ds darmstadtium \u201329 cu copper 64 47 ag silver 108 79 au gold 197 111 rg roentgenium \u201330 zn zinc 65 48 cd cadmium 112 80 hg mercury 201 112 cn copernicium \u2013114 fl flerovium \u2013116 lv livermorium \u20137 n nitrogen 14 15 p phosphorus 3133 as arsenic 75 51 sb antimony 122 83 bi bismuth 2098 o oxygen 16 16 s sulfur 3234 se selenium 79 52 te tellurium 128 84 po polonium \u20139 f fluorine 19 17 cl chlorine 35.5 35 br bromine 80 53 i iodine 127 85 at astatine \u201310 ne neon 20 18 ar argon 4036 kr krypton 84 54 xe xenon 131 86 rn radon \u201321 sc scandium 45 39 y yttrium 89 57\u201371 lanthanoids 89\u2013103 actinoids 57 la lanthanum 139 89 aclanthanoids actinoids the volume of one mole of any gas is 24  dm3 at room temperature and pressure (r.t.p.).actinium \u201358 ce cerium 140 90 th thorium 23259 pr praseodymium 141 91 pa protactinium 23160 nd neodymium 144 92 u uranium 23861 pm promethium \u2013 93 np neptunium \u201362 sm samarium 150 94 pu plutonium \u201363 eu europium 152 95 am americium \u201364 gd gadolinium 157 96 cm curium \u201365 tb terbium 159 97 bk berkelium \u201366 dy dysprosium 163 98 cf californium \u201367 ho holmium 165 99 es einsteinium \u201368 er erbium 167 100 fm fermium \u201369 tm thulium 169 101 md mendelevium \u201370 yb ytterbium 173 102 no nobelium \u201371 lu lutetium 175 103 lr lawrencium \u2013  "
+        },
+        "0620_s22_qp_22.pdf": {
+            "1": "    this document has 16 pages.  ib22 06_0620_22/2rp   \u00a9 ucles 2022   [turn ove r   *2772444271 *cambridge igcse\u2122       chemistry 0620/22     paper 2 multiple choice (extended)  may/june 2022     45 minutes    you must answer on the mult iple choice answer sheet.    you will need: multiple choice answer sheet   soft clean eraser   soft pencil (type b or hb is recommended)       instructions   \uf0b7 there are forty  questions on this paper. answer all questions.   \uf0b7 for each question there ar e four possible answers a, b, c and d. choose the one you consider correct  and record your choice in soft pencil on the multiple choice an swer sheet.   \uf0b7 follow the instructions on the multiple choice answer sheet.  \uf0b7 write in soft pencil.  \uf0b7 write your name, centre number and candidate number on the mult iple choice answer sheet in the  spaces provided unless this has been done for you.  \uf0b7 do not use correction fluid.  \uf0b7 do not write on any bar codes.  \uf0b7 you may use a calculator.      information  \uf0b7 the total mark for this paper is 40.  \uf0b7 each correct answer will score one mark.  \uf0b7 any rough working should be don e on this question paper.  \uf0b7 the periodic table is pri nted in the question paper.   ",
+            "2": "2  \u00a9 ucles 2022 0620/22/m/j/22  1 which two gases will diffuse at the same rate, at the same tem perature?  a carbon monoxide and carbon dioxide  b carbon monoxide and nitrogen  c chlorine and fluorine  d nitrogen and oxygen      2 a student measures the time taken for 2.0  g of magnesium to dissolve in 50  cm3 of dilute  sulfuric acid.    which apparatus is essential to complete the experiment?    1 stop-clock  2 measuring cylinder 3 thermometer 4 balance    a 1, 2 and 4 b 1 and 2 only c 1 and 4 only d 2, 3 and 4    3 a chromatogram of a single substance t is shown.    solvent front baseline1 23 4     which measurements are used to find the rf value of t?  a 1 and 2 b 1 and 4 c 2 and 3 d 3 and 4    4 x and y are two different elements.    x and y have the same number of nucleons.    which statement about x and y is correct?  a they have the same physical properties.  b their atoms have the same number of electrons.  c they are in different groups of the periodic table.  d they have different relative masses. ",
+            "3": "3     \u00a9 ucles 2022 0620/22/m/j/22 [turn over  5 the diagrams show the structures of three macromolecules p, q a nd r.    pq r     what are p, q and r?     p  q  r   a diamond silicon( iv) oxide graphite  b graphite diamond silicon( iv) oxide  c silicon( iv) oxide diamond graphite  d silicon( iv) oxide graphite diamond     6 which dot-and-cross diagram shows the arrangement of outer she ll electrons in a molecule of  hydrogen chloride?    ha cl hb cl hc cl cl hd      7 the equation for the reaction between barium chloride and dilut e sulfuric acid is shown.    bac l  2  +  h 2so 4  \uf0ae  baso 4  +  2hc l    which row shows the state symbols for this equation?     bac l 2 h2so 4 b a s o 4 2hc l  a (aq) (aq) (s) (aq)  b (aq) (l) (s) (aq)  c (l) (aq) (s) (l)  d ( a q )  ( l )  ( a q )  ( l )      ",
+            "4": "4  \u00a9 ucles 2022 0620/22/m/j/22  8 methane and steam react in the presence of a catalyst.    ch 4(g)  +  h 2o(g)  \uf0ae  co(g)  +  3h 2(g)    0.5  mol of methane reacts completely with 0.5  mol of steam.    what is the volume of carbon monoxide and hydrogen produced, me asured at room temperature  and pressure?     volume  of co  / dm3 volume  of h 2 / dm3  a 0.5 1.5  b 1.0 3.0  c 12.0 12.0  d 12.0 36.0     9 a compound of element x has the formula x 2o and a relative formula mass of 144.    what is element x?  a copper, cu  b gadolinium, gd  c sulfur, s  d tellurium, te     ",
+            "5": "5     \u00a9 ucles 2022 0620/22/m/j/22 [turn over  10 the diagram shows the electrolysis of concentrated hydrochlori c acid and concentrated aqueous  sodium chloride using carbon electrodes.    +\u2013 +\u2013 electrode 2 electrode 1 concentrated hydrochloric acidelectrode 4 electrode 3 concentrated aqueous sodium chloride    at which electrodes is hydrogen produced?  a electrode 1 only  b electrodes 1 and 3  c electrode 2 only  d electrodes 2 and 4      11 the diagram shows the electrolysis of aqueous copper( ii) sulfate using inert electrodes.    which arrow shows the movement of electrons in the circuit?    power supply anode cathodeab c d      ",
+            "6": "6  \u00a9 ucles 2022 0620/22/m/j/22  12 which row identifies a chemical change and a physical change?     chemical change physical change  a boiling ethanol burning ethanol  b burning ethanol evaporating ethanol  c dissolving ethanol in water burning ethanol  d evaporating ethanol dissolving ethanol in water      13 which statements explain why increasing the concentration of a  reactant increases the rate of  reaction?    1 it increases the collision rate of particles.  2 it lowers the activation energy.  3 a greater proportion of the colliding molecules have the requ ired activation energy.  4 there are more particles per unit volume.    a 1 and 3 b 1 and 4 c 2 and 3 d 2 and 4      14 when the colourless gas n 2o4 is heated, it forms the brown gas no 2.    when the reaction mixture is cooled, the brown colour fades and  turns back to colourless.    which type of reaction is described by these observations?  a decomposition  b displacement  c reduction  d reversible     15 water is added to anhydrous copper( ii) sulfate.    what happens during the reaction?  a the copper( ii) sulfate turns blue and the solution formed gets colder.  b the copper( ii) sulfate turns blue and the solution formed gets hotter.  c the copper( ii) sulfate turns white and the solution formed gets colder.  d the copper( ii) sulfate turns white and the solution formed gets hotter.     ",
+            "7": "7     \u00a9 ucles 2022 0620/22/m/j/22 [turn over  16 which arrow on the energy level diagram shows the overall energ y change for an endothermic  reaction?    energy progress of reactionreactantsproductsa bdc      17 when a hydrogen\u2013oxygen fuel cell is in operation, a different r eaction happens at each electrode.    at the hydrogen electrode h 2  \uf0ae  2h+  +  2e\u2013  at the oxygen electrode o 2  +  2h 2o  +  4e\u2013  \uf0ae  4oh\u2013    the electrons that are lost at the hydrogen electrode travel th rough the external circuit to the  oxygen electrode, where they are gained by the oxygen and water .    a hydrogen\u2013oxygen fuel cell is operated for a period of time an d four moles of oxygen molecules  are consumed.    which mass of hydrogen is consumed?  a 2 . 0  g b 4 . 0  g c 8 . 0  g d 16.0  g    18 the oxides of two elements, x and y, are separately dissolved in water and the ph of each  solution tested.    oxide tested ph of solution  x 1  y 13    which information about x and y is correct?     oxide is  acidic oxide is  basic metal non-metal  a x y x y  b x y y x  c y x x y  d y x y x     ",
+            "8": "8  \u00a9 ucles 2022 0620/22/m/j/22  19 an acid is neutralised by adding an excess of an insoluble soli d base.    a soluble salt is formed.    how is the pure salt obtained from the reaction mixture?  a crystallisation \uf0ae evaporation \uf0ae filtration  b evaporation \uf0ae crystallisation \uf0ae filtration  c filtration \uf0ae crystallisation \uf0ae evaporation  d filtration \uf0ae evaporation \uf0ae crystallisation    20 substance j takes part in a redox reaction.    in the reaction, j gains electrons.    which statement is correct?  a j is the oxidising agent and it is oxidised in the reaction.  b j is the oxidising agent and i t is reduced in the reaction.  c j is the reducing agent and it is oxidised in the reaction.  d j is the reducing agent and it i s reduced in the reaction.    21 elements in  group iv of the periodic table are shown.    carbon  silicon  germanium  tin  lead    what does not occur in group iv as it is descended?  a the proton number of the elements increases.  b the elements become more metallic.  c the elements have more electrons in their outer shell.  d the elements have more electron shells.    ",
+            "9": "9     \u00a9 ucles 2022 0620/22/m/j/22 [turn over  22 which statement about acids is correct?  a acids are proton acceptors.  b acids transfer electrons to bases in aqueous solution.  c hydrochloric acid reacts with ammonium hydroxide to produce am monia.  d ethanoic acid partially ionises in aqueous solution.      23 which elements have both a high melting point and variable oxid ation states?  a alkali metals  b transition elements  c halogens  d noble gases      24 lithium, sodium and potassium are elements in group i of the p eriodic table.    chlorine, bromine and iodine are elements in group vii of the p eriodic table.    which row identifies the least  dense of these elements in each group?     group i group vii  a lithium chlorine  b lithium iodine  c potassium chlorine  d potassium iodine     ",
+            "10": "10  \u00a9 ucles 2022 0620/22/m/j/22  25 the reactions of metals p, q, r and s are shown.    metal reaction  with water reaction with  hydrochloric acid reduction of the  metal oxide with carbon  p no reaction no reaction reduced  q slow vigorous no reaction  r vigorous vigorous no reaction  s very slow vigorous reduced    what is the order of reactivity of the metals?     least  reactive  most  reactive  a p s q r  b p q s r  c r s q p  d r q s p      26 the number of protons and the number of neutrons in the atoms of elements x, y and z are  shown.     number of  protons number of  neutrons  x 6 6  y 7 6  z 8 10    which statement about the elements is correct?  a x and y are isotopes of the same element.  b z forms an ion with a +2 charge.  c x and z react together to form an ionic compound.  d x, y and z are non-metals.     ",
+            "11": "11     \u00a9 ucles 2022 0620/22/m/j/22 [turn over  27 which diagram represents the arrangement of atoms in an alloy?     abcd      28 three metal compounds, j, k and l, are heated using a bunsen bu rner.    the results are shown.    j colourless gas produced, which relights a glowing splint  k colourless gas produced, which turns limewater milky l no reaction    which row identifies j, k and l?     j  k  l   a magnesium carbonate potassium carbonate potassium nitrate  b magnesium carbonate potassium nitrate potassium carbonate  c potassium nitrate magnesium carbonate potassium carbonate  d potassium nitrate potassium carbonate magnesium carbonate     29 processes involved in the extraction of zinc are listed.    1 heat zinc oxide with carbon.  2 condense zinc vapour.  3 vaporise the zinc. 4 roast zinc ore in air.    in which order are the processes carried out?  a 1  \uf0ae 2 \uf0ae 3 \uf0ae 4  b 4  \uf0ae 3 \uf0ae 1 \uf0ae 2  c 4  \uf0ae 1 \uf0ae 3 \uf0ae 2  d 1  \uf0ae 4 \uf0ae 3 \uf0ae 2     ",
+            "12": "12  \u00a9 ucles 2022 0620/22/m/j/22  30 which process uses sacrificial protection to prevent steel fro m rusting?  a galvanising  b oiling  c copper plating  d painting      31 fertilisers are used to provide three of the elements needed fo r plant growth.    which two compounds would give a fertiliser containing all thre e of these elements?  a ca(no 3)2 and (nh 4)2so 4  b ca(no 3)2 and (nh 4)3po 4  c kno 3 and (nh 4)2so 4  d kno 3 and (nh 4)3po 4    32 which processes produce carbon dioxide?    1 respiration  2 photosynthesis  3 fermentation 4 combustion of hydrogen    a 1 and 3 b 1 and 4 c 2 and 3 d 2 and 4      33 which reaction in the contact process requires the use of a ca talyst?  a s  +  o 2  \uf0ae  so 2  b 2 s o 2  +  o 2  \uf0ae  2so 3  c s o 3  +  h 2so 4  \uf0ae  h2s2o7  d h 2s2o7  +  h 2o  \uf0ae  2h 2so 4      34 what are the products when limestone (calcium carbonate) is he ated strongly?  a calcium hydroxide and carbon dioxide  b calcium hydroxide and carbon monoxide  c calcium oxide and carbon dioxide  d calcium oxide and carbon monoxide     ",
+            "13": "13     \u00a9 ucles 2022 0620/22/m/j/22 [turn over  35 the structure of ester w is shown.    c hh hco o ch hh     which row gives the names of ester w and the carboxylic acid an d alcohol from which it is made?     name of ester w carboxylic acid alcohol  a ethyl methanoate ethanoic acid methanol  b ethyl methanoate methanoic acid ethanol  c methyl ethanoate ethanoic acid methanol  d methyl ethanoate methanoic acid ethanol     36 ethene reacts with substance x to form ethanol.    what is x?  a ethanoic acid  b glucose  c hydrogen  d steam    37 alkenes can be produced by cracking large hydrocarbon molecules  to form smaller hydrocarbon  molecules.    which equations represent possible reactions when tetradecane, c 14h30, is cracked?    1 c 14h30  \uf0ae  c2h6  +  c 3h6  +  c 4h8  +  c 5h10  2 c 14h30  \uf0ae  h2  +  c 2h4  +  c 3h6  +  c 4h8  +  c 5h10  3 c 14h30  \uf0ae  c2h6  +  4c 3h6  4 c 14h30  \uf0ae  c2h6  +  c 3h8  +  c 9h18    a 1 only b 1 and 4 c 1, 2 and 3 d 3 and 4    ",
+            "14": "14  \u00a9 ucles 2022 0620/22/m/j/22  38 the structures of some hydrocarbons are shown.    hch hch1 hch hh hch hc hch hhhch hch23 hc hch h hc hhh hcch c h ch hh hh4 h hh     which statement about the hydrocarbons is correct?  a 1 and 2 have a different general formula.  b 1 and 4 are in different homologous series.  c 2 and 3 are structural isomers.  d 3 and 4 have the same empirical formula.    39 ethane reacts with chlorine in the presence of ultraviolet lig ht.    which substances are produced in the reaction?    hch hch hcl2 hch clch clh3 h h1 h cl4     a 1, 2 and 3  b  1 and 3 only  c  2, 3 and 4  d  2 and 4 only    ",
+            "15": "15       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 tra ce copyright holders, but if any items requiring clearance have  unwittingly been included, the  publisher will be pleased to make amends at the earliest possib le opportunity.    to avoid the issue of disclosure of answer-related information to candidates, all copyright acknowledgements are reproduced on line in the cambridge  assessment international educat ion copyright acknowledgements b ooklet. this is produced for eac h series of examinations and is  freely available to download  at www.cambridgeinternational.org  after the live examination se ries.   cambridge assessment international education is part of cambrid ge assessment. cambridge assessment is the brand name of the un iversity of cambridge  local examinations syndicate (ucles), which is a department of the university of cambridge.    \u00a9 ucles 2022 0620/22/m/j/22  40 which polymer structure has the same linkages as terylene ?    nc oo hcch3 ch3a c h nc hch3 hc h3c c hco n nc hch3ch3d c honc hch3ch3b c hco o      ",
+            "16": "16  \u00a9 ucles 2022 0620/22/m/j/22   groupthe periodic table of elements 1 h hydrogen 12 he helium 4ii i iii iv v vi vii viii 3 li lithium 74 be beryllium 9atomic number atomic symbolkey name relative atomic mass 11 na sodium 2312 mg magnesium 24 19 k potassium 3920 ca calcium 40 37 rb rubidium 8538 sr strontium 88 55 cs caesium 13356 ba barium 137 87 fr francium \u201388 ra radium \u20135 b boron 11 13 al aluminium 27 31 ga gallium 70 49 in indium 115 81 tl thallium 2046 c carbon 12 14 si silicon 2832 ge germanium 73 50 sn tin 119 82 pb lead 20722 ti titanium 48 40 zr zirconium 91 72 hf hafnium 178 104 rf rutherfordium \u201323 v vanadium 51 41 nb niobium 93 73 ta tantalum 181 105 db dubnium \u201324 cr chromium 52 42 mo molybdenum 96 74 w tungsten 184 106 sg seaborgium \u201325 mn manganese 55 43 tc technetium \u2013 75 re rhenium 186 107 bh bohrium \u201326 fe iron 56 44 ru ruthenium 101 76 os osmium 190 108 hs hassium \u201327 co cobalt 59 45 rh rhodium 103 77 ir iridium 192 109 mt meitnerium \u201328 ni nickel 59 46 pd palladium 106 78 pt platinum 195 110 ds darmstadtium \u201329 cu copper 64 47 ag silver 108 79 au gold 197 111 rg roentgenium \u201330 zn zinc 65 48 cd cadmium 112 80 hg mercury 201 112 cn copernicium \u2013114 fl flerovium \u2013116 lv livermorium \u20137 n nitrogen 14 15 p phosphorus 3133 as arsenic 75 51 sb antimony 122 83 bi bismuth 2098 o oxygen 16 16 s sulfur 3234 se selenium 79 52 te tellurium 128 84 po polonium \u20139 f fluorine 19 17 cl chlorine 35.5 35 br bromine 80 53 i iodine 127 85 at astatine \u201310 ne neon 20 18 ar argon 4036 kr krypton 84 54 xe xenon 131 86 rn radon \u201321 sc scandium 45 39 y yttrium 89 57\u201371 lanthanoids 89\u2013103 actinoids 57 la lanthanum 139 89 aclanthanoids actinoids the volume of one mole of any gas is 24  dm3 at room temperature and pressure (r.t.p.).actinium \u201358 ce cerium 140 90 th thorium 23259 pr praseodymium 141 91 pa protactinium 23160 nd neodymium 144 92 u uranium 23861 pm promethium \u2013 93 np neptunium \u201362 sm samarium 150 94 pu plutonium \u201363 eu europium 152 95 am americium \u201364 gd gadolinium 157 96 cm curium \u201365 tb terbium 159 97 bk berkelium \u201366 dy dysprosium 163 98 cf californium \u201367 ho holmium 165 99 es einsteinium \u201368 er erbium 167 100 fm fermium \u201369 tm thulium 169 101 md mendelevium \u201370 yb ytterbium 173 102 no nobelium \u201371 lu lutetium 175 103 lr lawrencium \u2013  "
+        },
+        "0620_s22_qp_23.pdf": {
+            "1": "    this document has 16 pages. any blank pages are indicated.  ib22 06_0620_23/rp   \u00a9 ucles 2022   [turn ove r   *3981974951 *cambridge igcse\u2122       chemistry 0620/23     paper 2 multiple choice (extended)  may/june 2022     45 minutes    you must answer on the mult iple choice answer sheet.    you will need: multiple choice answer sheet   soft clean eraser   soft pencil (type b or hb is recommended)       instructions   \uf0b7 there are forty  questions on this paper. answer all questions.   \uf0b7 for each question there ar e four possible answers a, b, c and d. choose the one you consider correct  and record your choice in soft pencil on the multiple choice an swer sheet.   \uf0b7 follow the instructions on the multiple choice answer sheet.  \uf0b7 write in soft pencil.  \uf0b7 write your name, centre number and candidate number on the mult iple choice answer sheet in the  spaces provided unless this has been done for you.  \uf0b7 do not use correction fluid.  \uf0b7 do not write on any bar codes.  \uf0b7 you may use a calculator.      information  \uf0b7 the total mark for this paper is 40.  \uf0b7 each correct answer will score one mark.  \uf0b7 any rough working should be don e on this question paper.  \uf0b7 the periodic table is pri nted in the question paper.   ",
+            "2": "2  \u00a9 ucles 2022 0620/23/m/j/22  1 which two gases will diffuse at the same rate, at the same tem perature?  a carbon monoxide and carbon dioxide  b carbon monoxide and nitrogen  c chlorine and fluorine  d nitrogen and oxygen      2 a student measures the time taken for 2.0  g of magnesium to dissolve in 50  cm3 of dilute  sulfuric acid.    which apparatus is essential to complete the experiment?    1 stop-clock  2 measuring cylinder 3 thermometer 4 balance    a 1, 2 and 4 b 1 and 2 only c 1 and 4 only d 2, 3 and 4     3 which statement describes the properties of both diamond and si licon( iv) oxide?  a they are brittle, with a low melting point, and are insoluble in water.  b they are hard, with a high melt ing point, and are electrical i nsulators.  c they are malleable, with a high melting point, and are electri cal conductors.  d they are soft, with a low melting point, and are electrical in sulators.     ",
+            "3": "3     \u00a9 ucles 2022 0620/23/m/j/22 [turn over  4 paper chromatography is used to separate four different colour ed inks, w, x, y and z, and an  unknown ink t.    the chromatogram is shown.    solvent front baseline wx y z t    which inks are present in ink t?  a w and x b w and y c x and z d y and z     5 particle p has an atomic number of 18, a mass number of 40 and  no overall charge.    particle q has an atomic number of 19, a mass number of 40 and a single positive charge.    which statement is correct?  a they are isotopes of the same element.  b they are both ions.  c q has more neutrons than p.  d they have the same number of electrons in their outer shell.      6 which statement about the properties of metals is correct?  a metals are malleable because the layers of positive ions can s lide over each other.  b metals conduct electricity when solid because the positive ion s move freely through the  metal.  c metals conduct electricity because there is a strong force of attraction between the positive  ions and the delocalised electrons.  d metals have a high melting point because the positive ions att ract each other strongly.     ",
+            "4": "4  \u00a9 ucles 2022 0620/23/m/j/22  7 the equation for the reaction between barium chloride and dilut e sulfuric acid is shown.    bac l 2  +  h 2so 4  \uf0ae  baso 4  +  2hc l    which row shows the state symbols for this equation?     bac l 2 h2so 4 b a s o 4 2hc l  a (aq) (aq) (s) (aq)  b (aq) (l) (s) (aq)  c (l) (aq) (s) (l)  d ( a q )  ( l )  ( a q )  ( l )      8 a 0.5  g sample of calcium carbonate is reacted with excess dilute hyd rochloric acid.    caco 3(s)  +  2hc l (aq)  \uf0ae  cac l 2(aq)  +  h 2o(l)  +  co 2(g)    which volume of co 2 is produced at r.t.p.?  a 0.12  dm3 b 0.18  dm3 c 0.24  dm3 d 12  dm3     9 aluminium is manufactured from aluminium oxide by electrolysis .    which row shows the ionic half-equations at each electrode and describes the role of cryolite in  the process?     reaction at anode reaction at cathode role of cryolite  a 2o2\u2013  \uf0ae  o 2  +  4e\u2013 a l 3+  +  3e\u2013  \uf0ae  3a l c a t a l y s t   b al 3+  +  3e\u2013  \uf0ae  a l 2 o2\u2013  \uf0ae  o 2  +  4e\u2013 solvent for aluminium oxide  c 2o2\u2013  \uf0ae  o 2  +  4e\u2013 a l 3+  +  3e\u2013  \uf0ae  a l solvent for aluminium oxide  d al 3+  +  3e\u2013  \uf0ae  3a l 2 o2\u2013  \uf0ae  o 2  +  4e\u2013 c a t a l y s t      ",
+            "5": "5     \u00a9 ucles 2022 0620/23/m/j/22 [turn over  10 the diagram shows the electrolysis of concentrated hydrochlori c acid and concentrated aqueous  sodium chloride using carbon electrodes.    +\u2013 +\u2013 electrode 2 electrode 1 concentrated hydrochloric acidelectrode 4 electrode 3 concentrated aqueous sodium chloride    at which electrodes is hydrogen produced?  a electrode 1 only  b electrodes 1 and 3  c electrode 2 only  d electrodes 2 and 4      11 which statement about fuels is correct?  a coal and ethanol are examples of non-renewable energy sources.  b hydrogen and oxygen can be reacted to produce an electric curre nt.  c large amounts of energy are taken in by a fuel when it burns.  d radioactive isotopes are burned to produce heat.      12 which row identifies a chemical change and a physical change?     chemical change physical change  a boiling ethanol burning ethanol  b burning ethanol evaporating ethanol  c dissolving ethanol in water burning ethanol  d evaporating ethanol dissolving ethanol in water     ",
+            "6": "6  \u00a9 ucles 2022 0620/23/m/j/22  13 metal m reacts with steam and produces gas g.    which row identifies gas g and the type of reaction when metal m reacts with steam?     gas g type of reaction  a hydrogen redox  b hydrogen neutralisation  c oxygen redox  d oxygen neutralisation     14 which statement explains why increasing the concentration of a  reactant increases the rate of the  reaction?  a a greater proportion of the particles have the activation energ y so there are more successful  collisions.  b particles have more energy so there are more frequent collision s.  c there are more particles in the same volume so there are more f requent collisions.  d the particles move more quickly so there are more frequent coll isions.      15 water is added to anhydrous copper( ii) sulfate.    what happens during the reaction?  a the copper( ii) sulfate turns blue and the solution formed gets colder.  b the copper( ii) sulfate turns blue and the solution formed gets hotter.  c the copper( ii) sulfate turns white and the solution formed gets colder.  d the copper( ii) sulfate turns white and the solution formed gets hotter.      16 which statement explains why lime is added to soil?  a to decrease the ph of acidic soil  b to decrease the ph of alkaline soil  c to increase the ph of acidic soil  d to increase the ph of alkaline soil    ",
+            "7": "7     \u00a9 ucles 2022 0620/23/m/j/22 [turn over  17 sulfur dioxide is bubbled through water containing litmus.    water and litmussulfur dioxide     which row describes and explains what happens to the litmus?     observation explanation  a it turns blue sulfur dioxide is a basic oxide  b it turns blue sulfur dioxide is an acidic oxide  c it turns red sulfur dioxide is an acidic oxide  d it turns red sulfur dioxide is a basic oxide     18 the oxides of two elements, x and y, are separately dissolved in water and the ph of each  solution tested.    oxide tested ph of solution  x 1  y 13    which information about x and y is correct?     oxide is  acidic oxide is  basic metal non-metal  a x y x y  b x y y x  c y x x y  d y x y x     ",
+            "8": "8  \u00a9 ucles 2022 0620/23/m/j/22  19 an acid is neutralised by adding an excess of an insoluble soli d base.    a soluble salt is formed.    how is the pure salt obtained from the reaction mixture?  a crystallisation \uf0ae evaporation \uf0ae filtration  b evaporation \uf0ae crystallisation \uf0ae filtration  c filtration \uf0ae crystallisation \uf0ae evaporation  d filtration \uf0ae evaporation \uf0ae crystallisation    20 which ion forms a precipitate that dissolves in excess with bot h aqueous ammonia and with  aqueous sodium hydroxide?  a calcium ion, ca 2+  b copper( ii) ion, cu2+  c iron( iii) ion, fe3+  d zinc ion, zn2+    21 elements in  group iv of the periodic table are shown.    carbon  silicon  germanium  tin  lead    what does not occur in group iv as it is descended?  a the proton number of the elements increases.  b the elements become more metallic.  c the elements have more electrons in their outer shell.  d the elements have more electron shells.    ",
+            "9": "9     \u00a9 ucles 2022 0620/23/m/j/22 [turn over  22 w, x, y and z are elements in period 3 of the periodic table.    the numbers of outer-shell electrons in an atom of each element  are shown.    element number of  outer-shell electrons  w 1  x 2  y 7  z 8    which elements are non-metals?  a w, x and y b w and x only c y and z d z only    23 selenium is an element in group vi.    group vi elements follow similar trends to group vii elements.    which statement about selenium is correct?  a it has a higher density than sulfur.  b it has a lower melting point than sulfur.  c it has six electron shells.  d it is a monoatomic element.    24 which row describes the properties of a typical transition elem ent?     melting  point density used as  catalyst  a high high yes  b high low no  c low high yes  d low low no     ",
+            "10": "10  \u00a9 ucles 2022 0620/23/m/j/22  25 which row describes an atom of a noble gas?     number of  protons number of  neutrons number of  electrons  a 2 2 0  b 2 2 2  c 8 8 8  d 8 8 10     26 some properties of four elements, p, q, r and s, are shown.    solid p reacts with dilute hydrochloric acid to give hydrogen.  solid q does not conduct electricity.  solid r is used to make saucepans because it is a good conducto r of heat.  solid s reacts with oxygen to form a compound where atoms of s share electrons with  atoms of oxygen.    which elements are metals?  a p and r b p and s c q and r d q and s      27 which substance is used to reduce zinc oxide in the manufactur e of zinc?  a carbon  b carbon dioxide  c hydrogen  d sulfur dioxide     ",
+            "11": "11     \u00a9 ucles 2022 0620/23/m/j/22 [turn over  28 three metal compounds, j, k and l, are heated using a bunsen bu rner.    the results are shown.    j colourless gas produced, which relights a glowing splint  k colourless gas produced, which turns limewater milky l no reaction    which row identifies j, k and l?     j  k  l   a magnesium carbonate potassium carbonate potassium nitrate  b magnesium carbonate potassium nitrate potassium carbonate  c potassium nitrate magnesium carbonate potassium carbonate  d potassium nitrate potassium carbonate magnesium carbonate      29 nitrogen oxide, no, is formed in the engine of petrol-powered cars.    one constituent of petrol is octane, c 8h18.    nitrogen oxide is removed from exhaust fumes by catalytic conve rters.    which row identifies the reactants that produce nitrogen oxide and a reaction that removes it in a  catalytic converter?     reactants that produce no reaction that removes no  a octane + one gas found in air 2no  +  2co  \uf0ae  n2  +  2co 2  b octane + one gas found in air no  +  co 2  \uf0ae  no 2  +  co  c two gases found in air 2no  +  2co  \uf0ae  n2  +  2co 2  d two gases found in air no  +  co 2  \uf0ae  no 2  +  co      30 a magnesium block is attached to iron to prevent it from rusti ng.    which statement about this method of rust prevention is correct ?  a magnesium corrodes instead of iron because it is more reactive .  b magnesium prevents oxygen from reaching the iron.  c the iron does not rust because it has a greater tendency to fo rm ions than magnesium.  d this method of rust prevention is called galvanising.    ",
+            "12": "12  \u00a9 ucles 2022 0620/23/m/j/22  31 fertilisers are used to provide three of the elements needed fo r plant growth.    which two compounds would give a fertiliser containing all thre e of these elements?  a ca(no 3)2 and (nh 4)2so 4  b ca(no 3)2 and (nh 4)3po 4  c kno 3 and (nh 4)2so 4  d kno 3 and (nh 4)3po 4    32 which processes increase the amount of carbon dioxide in the ai r?    1 combustion of hydrogen  2 combustion of methane 3 photosynthesis by plants 4 thermal decomposition of limestone    a 1 and 3 b 1 and 4 c 2 and 3 d 2 and 4     33 in the contact process, sulfur dioxide is converted into sulfur  trioxide.    2so 2(g)  +  o 2(g)    2so 3(g)    w h a t  i s  t h e  e f f e c t  o f  l o w e r i n g  t h e  p r e s s u r e  o n  t h e  r a t e  o f  f o r m ation and percentage yield of  sulfur trioxide at equilibrium?     rate of  formation percentage  yield  a decreases decreases  b decreases increases  c increases decreases  d increases increases      34 what are the products when limestone (calcium carbonate) is he ated strongly?  a calcium hydroxide and carbon dioxide  b calcium hydroxide and carbon monoxide  c calcium oxide and carbon dioxide  d calcium oxide and carbon monoxide     ",
+            "13": "13     \u00a9 ucles 2022 0620/23/m/j/22 [turn over  35 the structure of ester w is shown.    c hh hco o ch hh     which row gives the names of ester w and the carboxylic acid an d alcohol from which it is made?     name of ester w carboxylic acid alcohol  a ethyl methanoate ethanoic acid methanol  b ethyl methanoate methanoic acid ethanol  c methyl ethanoate ethanoic acid methanol  d methyl ethanoate methanoic acid ethanol     36 the equation for the reaction between butane, c 4h10, and chlorine is shown.    c4h10  +  c l 2  \uf0ae  c4h9cl  +  hc l    which type of reaction does butane undergo when it reacts with chlorine?  a addition  b reduction  c acid\u2013base  d substitution     37 butene has three structural isomers which are alkenes.    which statements about these isomers are correct?    1 they have the same molecular formula.  2 they have different numbers of bonds in the molecule.  3 they have a c=c bond in the structure.    a 1 and 2 b 1 and 3 c 2  o n l y  d 3  o n l y     ",
+            "14": "14  \u00a9 ucles 2022 0620/23/m/j/22  38 the hydrocarbon c 12h26 is cracked to give x and y, as shown.    c12h26  \uf0ae  x  +  y    which statement is correct?  a if x is c 6h12 then y will react with aqueous bromine.  b if x is c 10h22 then y can be used to make a polymer.  c if x is a hydrogen molecule then y is an alkane.  d x and y could be structural isomers.      39 an ester, c 4h8o2, is made by reacting 0.06  mol of ethanol, c 2h6o, and 0.05  mol of ethanoic acid,  c2h4o2.    c2h6o  +  c 2h4o2  \uf0ae  c4h8o2  +  h 2o    0.0375  mol of the ester was made.    what is the percentage yield and the mr of the ester?     percentage  yield  / % mr  a 62.5 48  b 75.0 48  c 62.5 88  d 75.0 88      40 which type of compound is made whe n a protein is hydrolysed?  a alkene  b amino acid  c carboxylic acid  d sugar   ",
+            "15": "15       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 tra ce copyright holders, but if any items requiring clearance have  unwittingly been included, the  publisher will be pleased to make amends at the earliest possib le opportunity.    to avoid the issue of disclosure of answer-related information to candidates, all copyright acknowledgements are reproduced on line in the cambridge  assessment international educat ion copyright acknowledgements b ooklet. this is produced for eac h series of examinations and is  freely available to download  at www.cambridgeinternational.org  after the live examination se ries.   cambridge assessment international education is part of cambrid ge assessment. cambridge assessment is the brand name of the un iversity of cambridge  local examinations syndicate (ucles), which is a department of the university of cambridge.    \u00a9 ucles 2022 0620/23/m/j/22  blank page  ",
+            "16": "16  \u00a9 ucles 2022 0620/23/m/j/22   groupthe periodic table of elements 1 h hydrogen 12 he helium 4ii i iii iv v vi vii viii 3 li lithium 74 be beryllium 9atomic number atomic symbolkey name relative atomic mass 11 na sodium 2312 mg magnesium 24 19 k potassium 3920 ca calcium 40 37 rb rubidium 8538 sr strontium 88 55 cs caesium 13356 ba barium 137 87 fr francium \u201388 ra radium \u20135 b boron 11 13 al aluminium 27 31 ga gallium 70 49 in indium 115 81 tl thallium 2046 c carbon 12 14 si silicon 2832 ge germanium 73 50 sn tin 119 82 pb lead 20722 ti titanium 48 40 zr zirconium 91 72 hf hafnium 178 104 rf rutherfordium \u201323 v vanadium 51 41 nb niobium 93 73 ta tantalum 181 105 db dubnium \u201324 cr chromium 52 42 mo molybdenum 96 74 w tungsten 184 106 sg seaborgium \u201325 mn manganese 55 43 tc technetium \u2013 75 re rhenium 186 107 bh bohrium \u201326 fe iron 56 44 ru ruthenium 101 76 os osmium 190 108 hs hassium \u201327 co cobalt 59 45 rh rhodium 103 77 ir iridium 192 109 mt meitnerium \u201328 ni nickel 59 46 pd palladium 106 78 pt platinum 195 110 ds darmstadtium \u201329 cu copper 64 47 ag silver 108 79 au gold 197 111 rg roentgenium \u201330 zn zinc 65 48 cd cadmium 112 80 hg mercury 201 112 cn copernicium \u2013114 fl flerovium \u2013116 lv livermorium \u20137 n nitrogen 14 15 p phosphorus 3133 as arsenic 75 51 sb antimony 122 83 bi bismuth 2098 o oxygen 16 16 s sulfur 3234 se selenium 79 52 te tellurium 128 84 po polonium \u20139 f fluorine 19 17 cl chlorine 35.5 35 br bromine 80 53 i iodine 127 85 at astatine \u201310 ne neon 20 18 ar argon 4036 kr krypton 84 54 xe xenon 131 86 rn radon \u201321 sc scandium 45 39 y yttrium 89 57\u201371 lanthanoids 89\u2013103 actinoids 57 la lanthanum 139 89 aclanthanoids actinoids the volume of one mole of any gas is 24  dm3 at room temperature and pressure (r.t.p.).actinium \u201358 ce cerium 140 90 th thorium 23259 pr praseodymium 141 91 pa protactinium 23160 nd neodymium 144 92 u uranium 23861 pm promethium \u2013 93 np neptunium \u201362 sm samarium 150 94 pu plutonium \u201363 eu europium 152 95 am americium \u201364 gd gadolinium 157 96 cm curium \u201365 tb terbium 159 97 bk berkelium \u201366 dy dysprosium 163 98 cf californium \u201367 ho holmium 165 99 es einsteinium \u201368 er erbium 167 100 fm fermium \u201369 tm thulium 169 101 md mendelevium \u201370 yb ytterbium 173 102 no nobelium \u201371 lu lutetium 175 103 lr lawrencium \u2013  "
+        },
+        "0620_s22_qp_31.pdf": {
+            "1": "*6601588138* chemistry  0620/31 paper 3 theory (core) may/june 2022  1 hour 15 minutes you must answer on the question paper. no additional materials are needed. instructions  \u25cf answer all questions.  \u25cf use a black or dark blue pen. you may use an hb pencil for any diagrams or graphs.  \u25cf write your name, centre number and candidate number in the boxes at the top of the page.  \u25cf write your answer to each question in the space provided.  \u25cf do not use an erasable pen or correction fluid.  \u25cf do not write on any bar codes.  \u25cf you may use a calculator.  \u25cf you should show all your working and use appropriate units. information  \u25cf the total mark for this paper is 80.  \u25cf the number of marks for each question or part question is shown in brackets [  ].  \u25cf the periodic table is printed in the question paper. ib22 06_0620_31/2rp \u00a9 ucles 2022 [turn overthis document has 20 pages. any blank pages are indicated.cambridge igcse\u2122",
+            "2": "2 0620/31/m/j/22 \u00a9 ucles 2022 1 (a)  a list of symbols and formulae is shown. cao ch4 c2h4 c2h6 cl \u2013 cu2+ h2 he k+ n2 na+ so2   answer the following questions using these symbols or formulae.   each symbol or formula may be used once, more than once or not at all.   state which symbol or formula represents:  (i)  a compound produced by the thermal decomposition of calcium carbonate   ...   [1]  (ii)\t\ta\tpositive\tion\tthat\tgives\ta\tblue-green\tcolour\tin\ta\tflame\ttest   ...   [1]  (iii)  an element used as a fuel   ...   [1]  (iv)  the monomer used to produce poly(ethene)   ...   [1]  (v)  an ion formed when an atom gains an electron.   ...   [1]  (b)  complete the table to show the relative charges of a proton, a neutron and an electron. type of particle relative charge proton +1 neutron electron  [2]",
+            "3": "3 0620/31/m/j/22 \u00a9 ucles 2022 [turn over  (c)  choose the two correct statements about nitrogen.   tick (\u2713) two boxes.  nitrogen molecules are monoatomic.  all nitrogen atoms have seven protons.  nitrogen atoms cannot be split into simpler substances by  chemical means.  all nitrogen atoms have 14 neutrons.  nitrogen is 21% of clean, dry air.  [2]  [total: 9]",
+            "4": "4 0620/31/m/j/22 \u00a9 ucles 2022 2  the table shows the masses of some ions in a 1000 cm3 sample of toothpaste. name of ion formula of ionmass of ion in 1000 cm3 of toothpaste / g nh4+0.2 calcium ca2+1.2 cl \u20130.9 fluoride f\u20131.4 magnesium mg2+2.0 phosphate po43\u201324.4 sodium na+28.1 sulfate so42\u20139.2 tin( ii) sn2+0.2 zinc zn2+0.1  (a)  answer these questions using only the information in the table.  (i)  state which negative ion has the lowest mass in 1000 cm3 of toothpaste.   ...   [1]  (ii)  name the compound that contains nh4+ and cl \u2013 ions.   ...   [1]  (iii)  calculate the mass of phosphate ions in 250 cm3 of toothpaste.  mass = .. g  [1]  (b)  describe a test for sulfate ions.  test  .  observations  ..  [2]",
+            "5": "5 0620/31/m/j/22 \u00a9 ucles 2022 [turn over  (c)  toothpaste also contains cinnamal.   the structure of cinnamal is shown. cc c hc ccchh h hh hc c oh   deduce the formula of cinnamal to show the number of atoms of carbon, hydrogen and oxygen.   ..   [1]  (d)  cinnamal can be oxidised to a carboxylic acid.  (i)  draw the structure of a carboxylic acid functional group to show all of the atoms and all of  the bonds.  [1]  (ii)  ethanoic acid is a carboxylic acid.   ethanoic acid reacts like a typical acid.   complete the word equation for the reaction of ethanoic acid with sodium carbonate. ethanoic acid+sodium carbonatesodium ethanoate+ +  [2]  [total: 9]",
+            "6": "6 0620/31/m/j/22 \u00a9 ucles 2022 3  this question is about halogens and halogen compounds.  (a)  deduce the number of electrons, neutrons and protons in one atom of the isotope of chlorine  shown. 37cl17  number of electrons  ...  number of neutrons  ...  number of protons  .  [3]  (b)  state why chlorine is used in water treatment.   ..   [1]  (c)  aqueous chlorine reacts with aqueous potassium iodide.  (i)  complete the chemical equation for this reaction.  cl 2  +  .k i  \u2192  .kc l  +  i2 [2]  (ii)  explain in terms of the reactivity of the halogens why aqueous iodine does not react with  aqueous potassium chloride.   .   ...   [1]",
+            "7": "7 0620/31/m/j/22 \u00a9 ucles 2022 [turn over  (d)  the table shows some properties of four halogens. halogenmelting point / \u00b0cboiling point / \u00b0cdensity of liquid at  boiling point in g / cm3 fluorine \u20132201.51 chlorine \u2013101 \u201335 bromine \u20137 59 3.12 iodine 114 184 4.93  (i)  complete the table by predicting:  \u25cf the boiling point of fluorine  \u25cf the density of liquid chlorine at its boiling point. [2]  (ii)  predict the physical state of chlorine at \u2013105 \u00b0c.   give a reason for your answer.   .   ...   [2]  [total: 11]",
+            "8": "8 0620/31/m/j/22 \u00a9 ucles 2022 4  this question is about acids and bases.  (a)  describe the colour of methyl orange in acidic and alkaline solutions.  in acidic solution    in alkaline solution  .  [2]  (b)  complete the word equation for the reaction of hydrochloric acid with calcium oxide. hydrochloric acid+calcium oxide +  [2]  (c)  calcium oxide is lime.   give one use of lime.   ..   [1]  (d)  the reaction of hydrochloric acid with calcium oxide is exothermic.  (i)  state the meaning of the term exothermic.   ...   [1]  (ii)  the energy level diagram for the reaction of hydrochloric acid with calcium oxide is shown. energy progress of reactionreactants products   explain how the energy level diagram shows that this reaction is exothermic.   .   ...   [1]  [total: 7]",
+            "9": "9 0620/31/m/j/22 \u00a9 ucles 2022 [turn over 5  this question is about group iv elements and their compounds.  (a)  the changes of state of lead are shown. solid leadmelting aliquid leadlead gasb condensing   name the changes of state represented by a and b.  a    b    [2]  (b)\t\tuse\tthe\tkinetic\tparticle\tmodel\tto\tdescribe\t the\tdifferences\t between\t liquid\tlead\tand\tlead\tgas\tin\t terms of:  \u25cf the separation of the particles          \u25cf the motion of the particles.  .        [4]  (c)  lead is extracted from lead( ii) oxide by heating with carbon. pbo  +  c  \u2192  pb  +  co   describe how this equation shows that lead( ii) oxide is reduced.      ..   [1]",
+            "10": "10 0620/31/m/j/22 \u00a9 ucles 2022  (d)  lead is a pollutant of the air.  (i)  state one source of lead in the air.   ...   [1]  (ii)  state one\tadverse\teffect\tof\tlead\ton\thealth.   ...   [1]  (e)  diamond is a form of carbon.   the structure of diamond is shown.  (i)  choose the word which best describes the structure of diamond.   draw a circle around your chosen answer.  giant             ionic              metallic             simple [1]  (ii)  name the type of bonding in diamond.   ...   [1]  (iii)  give one use of diamond.   ...   [1]  (iv)  deduce the electronic structure of carbon.   use the periodic table to help you.   ...   [1]  [total: 13]",
+            "11": "11 0620/31/m/j/22 \u00a9 ucles 2022 [turn over 6 (a)  the structures of four organic compounds, c, d, e and f, are shown. hch hch hch hho hhcbr hcbr hhhch hch hch hch hhch hchh hccd ef   answer the following questions about these compounds.   each compound may be used once, more than once or not at all.   state which compound, c, d, e or f:  (i)  decolourises aqueous bromine  .   [1]  (ii)  is an alcohol  ..   [1]  (iii)  is unsaturated  ...   [1]  (iv)  is in the same homologous series as ethane.  ..   [1]  (b)\t\tpetroleum\t is\ta\tmixture\tof\thydrocarbons\t which\tcan\tbe\tseparated\t into\tfractions\t with\tdifferent\t boiling points.   name the method used to separate these fractions.   ..   [1]  (c)  complete the table to show the name and uses of some petroleum fractions. name of fraction use of fraction refinery\tgas gasoline waxes and polishes  [3]",
+            "12": "12 0620/31/m/j/22 \u00a9 ucles 2022  (d)  some hydrocarbons are formed by the process of cracking.  (i)  state the meaning of the term cracking .   .   .   ...   [2]  (ii)  describe the conditions needed for cracking.   .   ...   [2]  [total: 12]",
+            "13": "13 0620/31/m/j/22 \u00a9 ucles 2022 [turn over 7  this question is about zinc and compounds of zinc.  (a)  zinc is a metal.   give three physical properties of metals.  1  .  2  .  3  .  [3]  (b)  zinc reacts with phosphorus to form zinc phosphide, zn3p2.   complete the equation for this reaction.  .zn  +  .p  \u2192  zn3p2 [2]  (c)  molten zinc chloride is electrolysed.   the incomplete apparatus is shown. +\u2013  (i)  complete the diagram by:  \u25cf completing the circuit to show the wires and power pack  \u25cf labelling the anode. [2]  (ii)  name the products formed at each electrode.  positive electrode    negative electrode  ..  [2]",
+            "14": "14 0620/31/m/j/22 \u00a9 ucles 2022  (d)  zinc chloride reacts with water as shown. the solution formed is acidic. zncl 2  +  2h2o    zn(oh)2  +  2hcl  (i)  state the meaning of the symbol .   ...   [1]  (ii)  choose the ph value which is acidic.   draw a circle around your chosen answer.  ph 3          ph 7          ph 9          ph 14 [1]  (e)  a compound of zinc has the formula  znc4h10.   complete the table to calculate the relative molecular mass of znc4h10. atom number of atomsrelative atomic mass zinc 1 65 1 \u00d7 65 = 65 carbon 12 hydrogen 1  relative molecular mass = ..  [2]  [total: 13]",
+            "15": "15 0620/31/m/j/22 \u00a9 ucles 2022 [turn over 8  a student investigates the reaction of large pieces of copper( ii) carbonate with dilute   hydrochloric acid. the hydrochloric acid is in excess. cuco3  +  2hcl  \u2192  cucl 2  +  co2  +  h2o   the rate of reaction is found by measuring the mass of the reaction mixture as time increases.   the results are shown on the graph. 181.20 181.00 180.80 180.60 180.40 180.20 180.00mass of reaction mixture  / g 02 04 06 0 time  / s80 100 120  (a)  deduce the mass of the reaction mixture at 30 s.  mass = .. g  [1]  (b)  the experiment is repeated using smaller pieces of copper( ii) carbonate.   all other conditions stay the same.   draw a line on the grid to show how the mass of the reaction mixture changes as time  increases. [2]",
+            "16": "16 0620/31/m/j/22 \u00a9 ucles 2022  (c)\t\tdescribe\t the\teffect\teach\tof\tthe\tfollowing\t has\ton\tthe\trate\tof\treaction\t of\tcopper( ii) carbonate  with dilute hydrochloric acid.   all other conditions stay the same.  \u25cf the reaction is carried out in the presence of a catalyst.     \u25cf the reaction is carried out using a lower concentration of hydrochloric acid.     [2]  (d)  when 0.2 g of copper( ii) carbonate is used, 38 cm3 of carbon dioxide gas is produced.   calculate the volume of carbon dioxide gas produced when 0.50 g of copper( ii) carbonate is  used.   volume of carbon dioxide gas = .. cm3  [1]  [total: 6]",
+            "17": "17 0620/31/m/j/22 \u00a9 ucles 2022blank page",
+            "18": "18 0620/31/m/j/22 \u00a9 ucles 2022blank page",
+            "19": "19 0620/31/m/j/22 \u00a9 ucles 2022blank page permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the  publisher will be pleased to make amends at the earliest possible opportunity. 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.",
+            "20": "20 0620/31/m/j/22 \u00a9 ucles 2022 groupthe periodic table of elements 1 h hydrogen 12 he helium 4ii i iii iv vv iv ii viii 3 li lithium 74 be berylliu m 9atomic number atomic symbolkey name relative atomic mas s 11 na sodium 2312 mg magnesium 24 19 k potassium 3920 ca calcium 40 37 rb rubidium 8538 sr strontium 88 55 cs caesium 13356 ba barium 137 87 fr francium \u201388 ra radium \u20135 b boron 11 13 al aluminium 27 31 ga gallium 70 49 in indium 115 81 tl thallium 2046 c carbon 12 14 si silicon 28 32 ge germanium 73 50 sn tin 119 82 pb lead 20722 ti titanium 48 40 zr zirconium 91 72 hf hafnium 178 104 rf rutherfordiu m \u201323 v vanadium 51 41 nb niobium 93 73 ta tantalum 181 105 db dubnium \u201324 cr chromium 52 42 mo molybdenum 96 74 w tungsten 184 106 sg seaborgium \u201325 mn manganes e 55 43 tc technetium \u2013 75 re rhenium 186 107 bh bohrium \u201326 fe iron 56 44 ru ruthenium 101 76 os osmium 190 108 hs hassium \u201327 co cobalt 59 45 rh rhodium 103 77 ir iridium 192 109 mt meitneriu m \u201328 ni nicke l 59 46 pd palladium 106 78 pt platinum 195 110 ds darmstadtiu m \u201329 cu copper 64 47 ag silver 108 79 au gold 197 111 rg roentgenium \u201330 zn zinc 65 48 cd cadmium 112 80 hg mercury 201 112 cn copernicium \u2013114 fl fleroviu m \u2013116 lv livermorium \u20137 n nitrogen 14 15 p phosphorus 31 33 as arsenic 75 51 sb antimony 122 83 bi bismuth 2098 o oxygen 16 16 s sulfur 32 34 se selenium 79 52 te tellurium 128 84 po polonium \u20139 f fluorine 19 17 cl chlorine 35.5 35 br bromine 80 53 i iodine 127 85 at astatine \u201310 ne neon 20 18 ar argon 40 36 kr krypton 84 54 xe xenon 131 86 rn radon \u201321 sc scandium 45 39 y yttrium 89 57\u201371 lanthanoids 89\u2013103 actinoids 57 la lanthanum 139 89 aclanthanoids actinoids the volume of one mole of any gas is 24  dm3 at room temperature and pressure (r .t.p.).actinium \u201358 ce cerium 140 90 th thorium 23259 pr praseodymium 141 91 pa protactinium 23160 nd neodymium 144 92 u uranium 23861 pm promethium \u2013 93 np neptunium \u201362 sm samarium 150 94 pu plutonium \u201363 eu europium 152 95 am americiu m \u201364 gd gadolinium 157 96 cm curium \u201365 tb terbium 159 97 bk berkelium \u201366 dy dysprosium 163 98 cf californium \u201367 ho holmium 165 99 es einsteinium \u201368 er erbium 167 100 fm fermium \u201369 tm thulium 169 101 md mendelevium \u201370 yb ytterbium 173 102 no nobelium \u201371 lu lutetium 175 103 lr lawrenciu m \u2013"
+        },
+        "0620_s22_qp_32.pdf": {
+            "1": "*6848782421* chemistry  0620/32 paper 3 theory (core) may/june 2022  1 hour 15 minutes you must answer on the question paper. no additional materials are needed. instructions  \u25cf answer all questions.  \u25cf use a black or dark blue pen. you may use an hb pencil for any diagrams or graphs.  \u25cf write your name, centre number and candidate number in the boxes at the top of the page.  \u25cf write your answer to each question in the space provided.  \u25cf do not use an erasable pen or correction fluid.  \u25cf do not write on any bar codes.  \u25cf you may use a calculator.  \u25cf you should show all your working and use appropriate units. information  \u25cf the total mark for this paper is 80.  \u25cf the number of marks for each question or part question is shown in brackets [  ].  \u25cf the periodic table is printed in the question paper. ib22 06_0620_32/2rp \u00a9 ucles 2022 [turn overthis document has 20 pages. any blank pages are indicated.cambridge igcse\u2122",
+            "2": "2 0620/32/m/j/22 \u00a9 ucles 2022 1 (a)  a list of symbols and formulae is shown. br \u2013 ch4 co2 cu2+ h2 k+ na+ n2 o2 u   answer the following questions using these symbols or formulae.   each symbol or formula may be used once, more than once or not at all.   state which symbol or formula represents:  (i)  a compound that is a product of respiration   ...   [1]  (ii)\t\tan\tion\tthat\tgives\ta\tlilac\tcolour\tin\ta\tflame \ttest   ...   [1]  (iii)  a gas which is 21% of clean, dry air   ...   [1]  (iv)  an element that has a radioactive isotope used as a source of energy   ...   [1]  (v)  an ion formed when an atom gains an electron.   ...   [1]  (b)  complete the table to show the relative masses of a proton, a neutron and an electron. type of particle relative mass proton 1 neutron electron  [2]",
+            "3": "3 0620/32/m/j/22 \u00a9 ucles 2022 [turn over  (c)  choose the two correct statements about carbon dioxide.   tick (\u2713) two boxes.   carbon dioxide is a mixture of two elements.   carbon dioxide is an acidic oxide.   carbon dioxide has ionic bonding.   carbon dioxide has a giant covalent structure.   there are three atoms in a molecule of carbon dioxide.  [2]  [total: 9]",
+            "4": "4 0620/32/m/j/22 \u00a9 ucles 2022 2  the table shows the masses of some ions in a 1000 cm3 sample of toothpaste. name of ion formula of ionmass of ion in 1000 cm3 of toothpaste / g ammonium nh4+0.5 calcium ca2+3.6 carbonate co32\u20132.5 chloride cl \u20130.9 fluoride f\u20131.2 mg2+0.2 phosphate po43\u201328.0 sodium na+32.0 so42\u201310.4 tin( ii) sn2+0.3  (a)  answer these questions using only the information in the table.  (i)  state which positive ion has the lowest mass in 1000 cm3 of toothpaste.   ...   [1]  (ii)  name the compound that contains mg2+ and so42\u2013 ions.   ...   [1]  (iii)  calculate the mass of sodium ions in 200 cm3 of toothpaste.  mass = .. g  [1]  (b)  describe a test for chloride ions.  test  .  observations  ..  [2]",
+            "5": "5 0620/32/m/j/22 \u00a9 ucles 2022 [turn over  (c)  toothpaste also contains glycerol.   the structure of glycerol is shown. hch hoh hc oh hc oh   deduce the formula of glycerol to show the number of atoms of carbon, hydrogen and oxygen.   ..   [1]  (d)  glycerol is an alcohol.   ethanol is also an alcohol.  (i)  draw the structure of ethanol to show all of the atoms and all of the bonds.  [1]  (ii)  name the two products formed when ethanol undergoes complete combustion.    and  ...   [2]  (iii)  give one use of ethanol.   ...   [1]  [total: 10]",
+            "6": "6 0620/32/m/j/22 \u00a9 ucles 2022 3  this question is about group i and group vii elements.  (a)  deduce the number of electrons, neutrons and protons in one atom of the isotope of potassium  shown. 40k19  number of electrons  ...  number of neutrons  ...  number of protons  .  [3]  (b)  complete the chemical equation for the reaction of potassium with water to form  potassium hydroxide and a gas which pops with a lighted splint.  2k  +  .h2o  \u2192  2koh  +  .. [2]  (c)  the table shows some properties of four group i elements. elementmelting point / \u00b0cboiling point / \u00b0crelative hardness lithium 181 1342 5.0 sodium8830.7 potassium 63 760 rubidium 39 686 0.2  (i)  complete the table by predicting:  \u25cf the melting point of sodium  \u25cf the relative hardness of potassium. [2]  (ii)  predict the physical state of potassium at 100 \u00b0c.   give a reason for your answer.   .   ...   [2]",
+            "7": "7 0620/32/m/j/22 \u00a9 ucles 2022 [turn over  (d)  aqueous bromine reacts with aqueous potassium iodide. br2  +  2k i  \u2192  2kbr  +  i2  (i)  explain how this equation shows that bromine is more reactive than iodine.   .   ...   [1]  (ii)  state the colour of aqueous iodine.   ...   [1]  (e)  bromine is a diatomic molecule.   state the meaning of the term diatomic .   ..   [1]  (f)  bromine liquid turns into a gas very easily at room temperature.   choose the word which best describes a substance that evaporates easily.   draw a circle around your chosen answer.  conductor          flammable          malleable          volatile  [1]  [total: 13]",
+            "8": "8 0620/32/m/j/22 \u00a9 ucles 2022 4  this question is about acids and bases.  (a)  name the type of chemical reaction which occurs when an acid reacts with a base.   ..   [1]  (b)  describe the colour of litmus in acidic and alkaline solutions.  in acidic solution    in alkaline solution  .  [2]  (c)  complete the word equation for the reaction of nitric acid with calcium hydroxide. nitric acid+calcium hydroxide +  [2]  (d)  when nitric acid reacts with calcium hydroxide, the temperature of the reaction mixture  increases.  (i)  choose the word which best describes this reaction.   draw a circle around your chosen answer.  decomposition          endothermic          exothermic          oxidation  [1]  (ii)  complete the energy level diagram for the reaction of nitric acid with calcium hydroxide by  writing the words:  \u25cf reactants  \u25cf products. energy progress of reaction  [1]  (e)  calcium hydroxide is slaked lime.   give one use of slaked lime.   ..   [1]  [total: 8]",
+            "9": "9 0620/32/m/j/22 \u00a9 ucles 2022 [turn over 5  this question is about aluminium.  (a)  the changes of state of aluminium are shown. solid aluminiuma liquid aluminiumaluminium gas b   name the changes of state represented by a and b.  a    b    [2]  (b)\t\tuse\tthe\tkinetic\tparticle\tmodel\tto\tdescribe\t the\tdifferences\t between\t solid\taluminium\t and\tliquid\t aluminium in terms of:  \u25cf the arrangement of the particles  .        \u25cf the separation of the particles.  ...        [4]  (c)  aluminium ore contains aluminium oxide.  (i)  name the main ore of aluminium.   ...   [1]  (ii)  aluminium is extracted from aluminium oxide by electrolysis.   explain why aluminium is extracted by electrolysis and not by reduction with carbon.   .   ...   [1]",
+            "10": "10 0620/32/m/j/22 \u00a9 ucles 2022  (d)  aluminium can be used to reduce iron( iii) oxide to iron. fe2o3  +  2a l  \u2192  2fe  +  al 2o3   describe how this equation shows that iron( iii) oxide is reduced.   ..   [1]  (e)  aluminium is used for electric cables.   state one other use of aluminium.   give a reason for this use in terms of the properties of aluminium.  use of aluminium  ...  reason for this use  .     [2]  (f)  deduce the electronic structure of aluminium.   use the periodic table to help you.   ..   [1]  [total: 12]",
+            "11": "11 0620/32/m/j/22 \u00a9 ucles 2022 [turn over 6 (a)  the structures of four organic compounds, c, d, e and f, are shown. hhch hch hch hch hch h hhch hch hch hhch hhch co ohcd ef cch hh h  (i)  state which  two of the compounds, c, d, e and f, are in the same homologous series.   and  ...   [1]  (ii)  state which compound, c, d, e or f, is the monomer used to make poly(ethene).   ...   [1]  (iii)  state which compound, c, d, e or f, is a carboxylic acid.   ...   [1]  (b)  petroleum is a mixture of hydrocarbons, which can be separated into fractions.   describe how petroleum is separated into fractions to include:  \u25cf the name of the process used to separate the fractions     \u25cf how this process separates the different fractions.                 [4]",
+            "12": "12 0620/32/m/j/22 \u00a9 ucles 2022  (c)  complete the table to show the name and uses of some petroleum fractions. name of fraction use of fraction naphtha diesel oil (gas oil) making roads  [3]  [total: 10]",
+            "13": "13 0620/32/m/j/22 \u00a9 ucles 2022 [turn over 7  this question is about sodium and compounds of sodium.  (a)  sodium is a metal in group i of the periodic table.  (i)  give two physical properties of all metals.  1  ..  2  ..  [2]  (ii)  give one\tphysical\t property\t of\tgroup\ti\tmetals\tthat\tis\tdifferent\t from\tmost\tother\tmetals\tand\t state\thow\tit\tis\tdifferent.   .   ...   [1]  (b)  sodium reacts with oxygen to form sodium oxide, na2o.   complete the chemical equation for this reaction.  .na  +  o2  \u2192  .na2o [2]  (c)  the diagram shows the apparatus used to electrolyse molten sodium iodide. power supply + \u2013  (i)  complete the diagram by labelling:  \u25cf the electrolyte  \u25cf the cathode.  [2]  (ii)  name the products formed at each electrode.  positive electrode    negative electrode  ..  [2]",
+            "14": "14 0620/32/m/j/22 \u00a9 ucles 2022  (d)  a compound of sodium has the formula na2s2o3.   complete the table to calculate the relative molecular mass of na2s2o3. atom number of atomsrelative atomic mass sodium 2 23 2 \u00d7 23 = 46 sulfur 32 oxygen 16  relative molecular mass = ..  [2]  [total: 11]",
+            "15": "15 0620/32/m/j/22 \u00a9 ucles 2022 [turn over 8  a student investigates the reaction of small pieces of calcium carbonate with dilute hydrochloric acid.  the hydrochloric acid is in excess. caco3  +  2hcl  \u2192  cacl 2  +  co2  +  h2o   the rate of reaction is found by measuring the volume of carbon dioxide gas produced as time  increases.   the results are shown on the graph. 60 50 40 30 20 10 0volume of carbon dioxide / cm3 01 02 03 0 time  / s40 50 60 70  (a)  deduce the volume of carbon dioxide gas at 35 s.  volume = .. cm3  [1]  (b)  the experiment is repeated at a higher temperature.   all other conditions stay the same.   draw a line on the grid to show how the volume of carbon dioxide gas produced changes as  time increases. [2]",
+            "16": "16 0620/32/m/j/22 \u00a9 ucles 2022  (c)\t\tdescribe\t the\teffect\teach\tof\tthe\tfollowing\t has\ton\tthe\trate\tof\treaction\t of\tcalcium\tcarbonate\t with\t dilute hydrochloric acid.   all other conditions stay the same.  \u25cf the reaction is carried out using a higher concentration of hydrochloric acid.     \u25cf the reaction is carried out using powdered calcium carbonate.     [2]  (d)  when 0.11 g of calcium carbonate is used, 25 cm3 of carbon dioxide gas is produced.   calculate the mass of calcium carbonate needed to produce 100 cm3 of carbon dioxide gas.  mass of calcium carbonate = .. g  [1]  (e)  state one use of calcium carbonate.   ..   [1]  [total: 7]",
+            "17": "17 0620/32/m/j/22 \u00a9 ucles 2022blank page",
+            "18": "18 0620/32/m/j/22 \u00a9 ucles 2022blank page",
+            "19": "19 0620/32/m/j/22 \u00a9 ucles 2022blank page permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the  publisher will be pleased to make amends at the earliest possible opportunity. 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.",
+            "20": "20 0620/32/m/j/22 \u00a9 ucles 2022 groupthe periodic table of elements 1 h hydrogen 12 he helium 4ii i iii iv vv iv ii viii 3 li lithium 74 be berylliu m 9atomic number atomic symbolkey name relative atomic mas s 11 na sodium 2312 mg magnesium 24 19 k potassium 3920 ca calcium 40 37 rb rubidium 8538 sr strontium 88 55 cs caesium 13356 ba barium 137 87 fr francium \u201388 ra radium \u20135 b boron 11 13 al aluminium 27 31 ga gallium 70 49 in indium 115 81 tl thallium 2046 c carbon 12 14 si silicon 28 32 ge germanium 73 50 sn tin 119 82 pb lead 20722 ti titanium 48 40 zr zirconium 91 72 hf hafnium 178 104 rf rutherfordiu m \u201323 v vanadium 51 41 nb niobium 93 73 ta tantalum 181 105 db dubnium \u201324 cr chromium 52 42 mo molybdenum 96 74 w tungsten 184 106 sg seaborgium \u201325 mn manganes e 55 43 tc technetium \u2013 75 re rhenium 186 107 bh bohrium \u201326 fe iron 56 44 ru ruthenium 101 76 os osmium 190 108 hs hassium \u201327 co cobalt 59 45 rh rhodium 103 77 ir iridium 192 109 mt meitneriu m \u201328 ni nicke l 59 46 pd palladium 106 78 pt platinum 195 110 ds darmstadtiu m \u201329 cu copper 64 47 ag silver 108 79 au gold 197 111 rg roentgenium \u201330 zn zinc 65 48 cd cadmium 112 80 hg mercury 201 112 cn copernicium \u2013114 fl fleroviu m \u2013116 lv livermorium \u20137 n nitrogen 14 15 p phosphorus 31 33 as arsenic 75 51 sb antimony 122 83 bi bismuth 2098 o oxygen 16 16 s sulfur 32 34 se selenium 79 52 te tellurium 128 84 po polonium \u20139 f fluorine 19 17 cl chlorine 35.5 35 br bromine 80 53 i iodine 127 85 at astatine \u201310 ne neon 20 18 ar argon 40 36 kr krypton 84 54 xe xenon 131 86 rn radon \u201321 sc scandium 45 39 y yttrium 89 57\u201371 lanthanoids 89\u2013103 actinoids 57 la lanthanum 139 89 aclanthanoids actinoids the volume of one mole of any gas is 24  dm3 at room temperature and pressure (r .t.p.).actinium \u201358 ce cerium 140 90 th thorium 23259 pr praseodymium 141 91 pa protactinium 23160 nd neodymium 144 92 u uranium 23861 pm promethium \u2013 93 np neptunium \u201362 sm samarium 150 94 pu plutonium \u201363 eu europium 152 95 am americiu m \u201364 gd gadolinium 157 96 cm curium \u201365 tb terbium 159 97 bk berkelium \u201366 dy dysprosium 163 98 cf californium \u201367 ho holmium 165 99 es einsteinium \u201368 er erbium 167 100 fm fermium \u201369 tm thulium 169 101 md mendelevium \u201370 yb ytterbium 173 102 no nobelium \u201371 lu lutetium 175 103 lr lawrenciu m \u2013"
+        },
+        "0620_s22_qp_33.pdf": {
+            "1": "*8643090581* chemistry  0620/33 paper 3 theory (core) may/june 2022  1 hour 15 minutes you must answer on the question paper. no additional materials are needed. instructions  \u25cf answer all questions.  \u25cf use a black or dark blue pen. you may use an hb pencil for any diagrams or graphs.  \u25cf write your name, centre number and candidate number in the boxes at the top of the page.  \u25cf write your answer to each question in the space provided.  \u25cf do not use an erasable pen or correction fluid.  \u25cf do not write on any bar codes.  \u25cf you may use a calculator.  \u25cf you should show all your working and use appropriate units. information  \u25cf the total mark for this paper is 80.  \u25cf the number of marks for each question or part question is shown in brackets [  ].  \u25cf the periodic table is printed in the question paper. ib22 06_0620_33/3rp \u00a9 ucles 2022 [turn overthis document has 20 pages. any blank pages are indicated.cambridge igcse\u2122",
+            "2": "2 0620/33/m/j/22 \u00a9 ucles 2022 1 (a)  a list of symbols and formulae is shown. al 2o3 c2h5oh co2 fe2o3 h2 he k+ li+ n2 na+ o2\u2013   answer the following questions using these symbols or formulae.   each symbol or formula may be used once, more than once or not at all.   state which symbol or formula represents:  (i)  an element that is monoatomic   ...   [1]  (ii)\t\tan\tion\tthat\tgives\ta\tred\tcolour\tin\ta\tflame\t test   ...   [1]  (iii)  an element that can be used as a fuel   ...   [1]  (iv)  a gas that contributes to climate change   ...   [1]  (v)  an ion that is formed when an atom gains electrons.   ...   [1]  (b)  complete the table to show the relative charges of a proton, neutron and electron. type of particle relative charge proton neutron 0 electron  [2]",
+            "3": "3 0620/33/m/j/22 \u00a9 ucles 2022 [turn over  (c)  choose the two correct statements about nitrogen and hydrogen in a mixture.   tick (\u2713) two boxes.   the nitrogen and hydrogen mixture can be separated by physical means.   the nitrogen and hydrogen mixture is liquid at room temperature.   the atoms of nitrogen and hydrogen in the mixture are chemically combined.   air is mainly a mixture of nitrogen and hydrogen.   the bonding in both nitrogen and hydrogen molecules is covalent.  [2]  [total: 9]",
+            "4": "4 0620/33/m/j/22 \u00a9 ucles 2022 2  the table shows the masses of some ions in a 1000 cm3 sample of toothpaste. name of ion formula of ionmass of ion in 1000 cm3 of toothpaste / g nh4+0.2 calcium ca2+0.8 co32\u20130.7 chloride cl \u20130.9 fluoride f\u20132.2 magnesium mg2+2.0 phosphate po43\u201324.4 sodium na+34.2 sulfate so42\u201310.1 tin( ii) sn2+0.4 zinc zn2+0.1  (a)  answer these questions using only the information in the table.  (i)  state which negative ion has the highest mass in 1000 cm3 of toothpaste.   ...   [1]  (ii)  name the compound that contains nh4+ and co32\u2013 ions.   ...   [1]  (iii)\t\tcalculate\tthe\tmass\tof\tfluoride\tions\tin\t250\t cm3 of toothpaste.  mass = .. g  [1]  (b)  describe the observations when aqueous ammonia is added drop by drop to a solution  containing zinc ions until the ammonia is in excess.   observations with a few drops of ammonia      observations with ammonia in excess     [2]",
+            "5": "5 0620/33/m/j/22 \u00a9 ucles 2022 [turn over  (c)  toothpaste also contains compound a.   the structure of compound a is shown. hch hh hc oh hc oh   deduce the formula of compound a to show the number of atoms of carbon, hydrogen and  oxygen.   ..   [1]  (d)  compound a is an alcohol.   ethanoi, c2h5oh, is also an alcohol.  (i)  complete these sentences about ethanol using words from the list. different       formula       group       identical       molecule       similar   ethanol is part of the alcohol homologous series.   each member of the alcohol homologous series has the same functional ... .   members of the same homologous series have chemical properties that are ... .  [2]  (ii)  when ethanol undergoes incomplete combustion, a small amount of carbon dioxide is  produced.   name two other substances that are produced when ethanol undergoes incomplete  combustion.   and  ...   [2]  [total: 10]",
+            "6": "6 0620/33/m/j/22 \u00a9 ucles 2022 3  this question is about group i and group vii elements.  (a)  deduce the number of electrons, neutrons and protons in one atom of the isotope of sodium  shown. 23na11  number of electrons  ...  number of neutrons  ...  number of protons  .  [3]  (b)  sodium reacts with chlorine to produce sodium chloride.  (i)  state the colour of chlorine gas.   ...   [1]  (ii)  chlorine is a diatomic molecule.   state the meaning of the term diatomic .   ...   [1]  (iii)  complete the chemical equation for the reaction of sodium with chlorine.  2na  +  ..  \u2192  .nac l [2]  (iv)  sodium chloride is an ionic compound.   describe two physical properties of ionic compounds.  1  ..  2  ..  [2]",
+            "7": "7 0620/33/m/j/22 \u00a9 ucles 2022 [turn over  (c)  the table shows some properties of four group i elements. elementmelting point / \u00b0cboiling point / \u00b0catomic radius / nm lithium 181 1342 0.157 sodium 98 883 potassium760 0.235 rubidium 39 686 0.250  (i)  complete the table by predicting:  \u25cf the melting point of potassium  \u25cf the atomic radius of sodium. [2]  (ii)  predict the physical state of rubidium at 700 \u00b0c.   give a reason for your answer.   .   ...   [2]  (iii)  give two\tphysical\t properties\t of\tgroup\ti\tmetals\tthat\tare\tdifferent\t from\ttransition\t elements\t and\tstate\thow\tthey\tare\tdifferent.  1  ..   .  2  ..   .  [2]  (d)  aqueous chlorine reacts with aqueous sodium iodide. cl 2  +  2nai  \u2192  2nacl  +  i2   explain how this equation shows that chlorine is more reactive than iodine.      ..   [1]  [total: 16]",
+            "8": "8 0620/33/m/j/22 \u00a9 ucles 2022 4  this question is about acids and carbonates.  (a)  describe the colour change when excess acid is added to a solution of methyl orange in  alkaline solution.  from  to     [2]  (b)  complete the word equation for the reaction of hydrochloric acid with calcium carbonate. hydrochloric acid+calcium carbonate + + water  [2]  (c)  calcium carbonate decomposes when heated. calcium carbonate  \u2192  calcium oxide  +  carbon dioxide  (i)  calcium carbonate is used in the manufacture of lime (calcium oxide).   state one other use of calcium carbonate.   ...   [1]  (ii)  the decomposition of calcium carbonate is endothermic.   state the meaning of the term endothermic.   ...   [1]  (iii)  the energy level diagram for the decomposition of calcium carbonate is shown. energy progress of reactioncaco3cao  +  co2   explain how the energy level diagram shows that this reaction is endothermic.   .   ...   [1]",
+            "9": "9 0620/33/m/j/22 \u00a9 ucles 2022 [turn over  (iv)\t\twhen\t0.50\tg\tof\tcalcium\tcarbonate\t decomposes,\t 120\tcm3 of carbon dioxide gas is produced.   calculate the volume of carbon dioxide gas produced when 0.10 g of calcium carbonate is  used.  volume of carbon dioxide gas = .. cm3  [1]  [total: 8]",
+            "10": "10 0620/33/m/j/22 \u00a9 ucles 2022 5  this question is about group vi elements and their compounds.  (a)  name the changes of physical state when:  \u25cf oxygen gas is converted to liquid oxygen     \u25cf solid sulfur is converted directly to sulfur gas.     [2]  (b)\t\tuse\tthe\tkinetic\tparticle\tmodel\tto\tdescribe\t the\tdifferences\t between\t solid\tsulfur\tand\tsulfur\tgas\t in terms of:  \u25cf the arrangement of the particles          \u25cf the motion of the particles.          [4]  (c)  deduce the electronic structure of sulfur.   use the periodic table to help you.   ..   [1]  (d)  sulfur is used in the manufacture of sulfuric acid.   the equation shows one of the reactions. 2so2  +  o2    2so3  (i)  state the meaning of the symbol .   ...   [1]  (ii)  give one use of sulfur dioxide other than in making sulfuric acid.   ...   [1]",
+            "11": "11 0620/33/m/j/22 \u00a9 ucles 2022 [turn over  (e)  acid rain is formed when sulfur dioxide reacts with water vapour in the atmosphere.  (i)  choose the ph value which is acidic.   draw a circle around your chosen answer.  ph 4          ph 7          ph 10          ph 14  [1]  (ii)  describe one\teffect\tof\tacid\train\ton\tbuildings.   ...   [1]  [total: 11]",
+            "12": "12 0620/33/m/j/22 \u00a9 ucles 2022 6 (a)  the structures of four organic compounds, b, c, d and e, are shown. hhch hch hch h hhch hch hoh hch co oh cch h hh ch hbc de  (i)  state which compound, b, c, d or e, dissolves in water to form an acidic solution.   ...   [1]  (ii)  state which compound, b, c, d or e, is a saturated hydrocarbon.   ...   [1]  (iii)  state which compound, b, c, d or e, is an unreactive compound except in terms of burning.   ...   [1]  (iv)  state which compound, b, c, d or e, decolourises aqueous bromine.   ...   [1]  (b)  ethanol can be manufactured from ethene and one other reactant.   describe the manufacture of ethanol from ethene to include:  \u25cf the formula of ethene     \u25cf the name of the other reactant     \u25cf the conditions needed.        [4]",
+            "13": "13 0620/33/m/j/22 \u00a9 ucles 2022 [turn over  (c)  complete the table to show the name and uses of some petroleum fractions. name of fraction use of fraction making chemicals kerosene fuel oil  [3]  [total: 11]",
+            "14": "14 0620/33/m/j/22 \u00a9 ucles 2022 7  this question is about lithium and compounds of lithium.  (a)  lithium reacts with nitrogen to produce lithium nitride, li3n.   complete the chemical equation for this reaction.  .li  +  n2  \u2192  .li3n [2]  (b)  molten lithium bromide is electrolysed using carbon electrodes.   the apparatus is shown. power supply \u2013 +  (i)  complete the diagram by labelling:  \u25cf the anode  \u25cf the electrolyte. [2]  (ii)  name the products formed at each electrode.  positive electrode    negative electrode  ..  [2]  (iii)  the carbon electrodes conduct electricity.   give one other property that these electrodes must have.   ...   [1]",
+            "15": "15 0620/33/m/j/22 \u00a9 ucles 2022 [turn over  (c)  a compound of lithium has the formula c3h5o2li2.   complete the table to calculate the relative molecular mass of c3h5o2li2. atom number of atomsrelative atomic mass carbon 3 12 3 \u00d7 12 = 36 hydrogen 1 oxygen 16 lithium 7  relative molecular mass = ..  [2]  [total: 9]",
+            "16": "16 0620/33/m/j/22 \u00a9 ucles 2022 8  a student investigates the rate of decomposition of aqueous hydrogen peroxide using 0.2 g of a  catalyst. 2h2o2  \u2192  2h2o  +  o2   the rate of reaction is found by measuring the volume of oxygen gas produced as time increases.   the results are shown on the graph. 60 50 40 30 20 10 0volume of oxygen gas produced  / cm3 01 02 03 0 time  / s40 50 60 70  (a)\t\tdeduce\tthe\ttime\ttaken\tto\tcollect\t35\t cm3 of oxygen gas.  time = .. s  [1]  (b)  the experiment is repeated using 0.2 g of smaller pieces of the catalyst.   all other conditions stay the same.   draw a line on the grid to show how the volume of oxygen gas produced changes as time  increases.  [2]",
+            "17": "17 0620/33/m/j/22 \u00a9 ucles 2022 [turn over  (c)\t\tdescribe\t the\teffect\teach\tof\tthe\tfollowing\t has\ton\tthe\trate\tof\tdecomposition\t of\thydrogen\t peroxide.   all other conditions stay the same.  \u25cf the reaction is carried out at a higher temperature.     \u25cf the reaction is carried out using a lower concentration of hydrogen peroxide.     [2]  (d)  hydrogen peroxide reduces sodium chlorate( i), nacl o, to sodium chloride. h2o2  +  nacl o  \u2192  nacl  +  h2o  +  o2   describe how this equation shows that sodium chlorate( i) has been reduced.   ..   [1]  [total: 6]",
+            "18": "18 0620/33/m/j/22 \u00a9 ucles 2022blank page",
+            "19": "19 0620/33/m/j/22 \u00a9 ucles 2022blank page permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the  publisher will be pleased to make amends at the earliest possible opportunity. 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.",
+            "20": "20 0620/33/m/j/22 \u00a9 ucles 2022 groupthe periodic table of elements 1 h hydrogen 12 he helium 4ii i iii iv vv iv ii viii 3 li lithium 74 be berylliu m 9atomic number atomic symbolkey name relative atomic mas s 11 na sodium 2312 mg magnesium 24 19 k potassium 3920 ca calcium 40 37 rb rubidium 8538 sr strontium 88 55 cs caesium 13356 ba barium 137 87 fr francium \u201388 ra radium \u20135 b boron 11 13 al aluminium 27 31 ga gallium 70 49 in indium 115 81 tl thallium 2046 c carbon 12 14 si silicon 28 32 ge germanium 73 50 sn tin 119 82 pb lead 20722 ti titanium 48 40 zr zirconium 91 72 hf hafnium 178 104 rf rutherfordiu m \u201323 v vanadium 51 41 nb niobium 93 73 ta tantalum 181 105 db dubnium \u201324 cr chromium 52 42 mo molybdenum 96 74 w tungsten 184 106 sg seaborgium \u201325 mn manganes e 55 43 tc technetium \u2013 75 re rhenium 186 107 bh bohrium \u201326 fe iron 56 44 ru ruthenium 101 76 os osmium 190 108 hs hassium \u201327 co cobalt 59 45 rh rhodium 103 77 ir iridium 192 109 mt meitneriu m \u201328 ni nicke l 59 46 pd palladium 106 78 pt platinum 195 110 ds darmstadtiu m \u201329 cu copper 64 47 ag silver 108 79 au gold 197 111 rg roentgenium \u201330 zn zinc 65 48 cd cadmium 112 80 hg mercury 201 112 cn copernicium \u2013114 fl fleroviu m \u2013116 lv livermorium \u20137 n nitrogen 14 15 p phosphorus 31 33 as arsenic 75 51 sb antimony 122 83 bi bismuth 2098 o oxygen 16 16 s sulfur 32 34 se selenium 79 52 te tellurium 128 84 po polonium \u20139 f fluorine 19 17 cl chlorine 35.5 35 br bromine 80 53 i iodine 127 85 at astatine \u201310 ne neon 20 18 ar argon 40 36 kr krypton 84 54 xe xenon 131 86 rn radon \u201321 sc scandium 45 39 y yttrium 89 57\u201371 lanthanoids 89\u2013103 actinoids 57 la lanthanum 139 89 aclanthanoids actinoids the volume of one mole of any gas is 24  dm3 at room temperature and pressure (r .t.p.).actinium \u201358 ce cerium 140 90 th thorium 23259 pr praseodymium 141 91 pa protactinium 23160 nd neodymium 144 92 u uranium 23861 pm promethium \u2013 93 np neptunium \u201362 sm samarium 150 94 pu plutonium \u201363 eu europium 152 95 am americiu m \u201364 gd gadolinium 157 96 cm curium \u201365 tb terbium 159 97 bk berkelium \u201366 dy dysprosium 163 98 cf californium \u201367 ho holmium 165 99 es einsteinium \u201368 er erbium 167 100 fm fermium \u201369 tm thulium 169 101 md mendelevium \u201370 yb ytterbium 173 102 no nobelium \u201371 lu lutetium 175 103 lr lawrenciu m \u2013"
+        },
+        "0620_s22_qp_41.pdf": {
+            "1": "*8032813939* chemistry  0620/41 paper 4 theory (extended) may/june 2022  1 hour 15 minutes you must answer on the question paper. no additional materials are needed. instructions  \u25cf answer all questions.  \u25cf use a black or dark blue pen. you may use an hb pencil for any diagrams or graphs.  \u25cf write your name, centre number and candidate number in the boxes at the top of the page.  \u25cf write your answer to each question in the space provided.  \u25cf do not use an erasable pen or correction fluid.  \u25cf do not write on any bar codes.  \u25cf you may use a calculator.  \u25cf you should show all your working and use appropriate units. information  \u25cf the total mark for this paper is 80.  \u25cf the number of marks for each question or part question is shown in brackets [  ].  \u25cf the periodic table is printed in the question paper. ib22 06_0620_41/4rp \u00a9 ucles 2022 [turn overthis document has 16 pages. any blank pages are indicated.cambridge igcse\u2122",
+            "2": "2 0620/41/m/j/22 \u00a9 ucles 2022 1  a list of substances is shown.  aluminium oxide carbon dioxide chlorine diamond ethanol  glucose iron( iii) oxide limestone nitrogen oxygen   answer the questions using the list of substances.   each substance may be used once, more than once or not at all.   state which of the substances:  (a)  is a reactant in photosynthesis   ..   [1]  (b)  is the main constituent of bauxite   ..   [1]  (c)  are two products of fermentation   and  ..   [2]  (d)  is used as a fuel   ..   [1]  (e)  is a gas used to convert iron into steel   ..   [1]  (f)  is a greenhouse gas   ..   [1]  (g)  is a gas that is approximately 78% of clean, dry air   ..   [1]  (h)  is a form of carbon.   ..   [1]  [total: 9]",
+            "3": "3 0620/41/m/j/22 \u00a9 ucles 2022 [turn over 2 (a)  atoms are made of protons, neutrons and electrons. atoms of the same element are known as  isotopes.  (i)  complete the table. particle relative charge relative mass electron1 1840 neutron proton +1  [2]  (ii)  24mg12  and 25mg12  are isotopes of magnesium.   complete the table to show the numbers of electrons, neutrons and protons in these  isotopes of magnesium. isotopenumber of electronsnumber of neutronsnumber of protons 24mg12 25mg12  [2]  (iii)  explain why magnesium ions have a charge of 2+.   .   ...   [1]  (b)  mg2+ ions have the electronic structure 2,8.   give the formula of the following particles which have the same electronic structure as mg2+  ions.  \u25cf a cation (positive ion)     \u25cf an anion (negative ion)     \u25cf an atom     [3]  [total: 8]",
+            "4": "4 0620/41/m/j/22 \u00a9 ucles 2022 3  this question is about sodium and compounds of sodium.  (a) (i)  describe the bonding in a metallic element such as sodium.  you may include a diagram as part of your answer.   .   .   ...   [3]  (ii)  describe how solid sodium conducts electricity.   ...   [1]  (b)  some properties of sodium chloride are shown:  \u25cf melting point of 801 \u00b0c  \u25cf non-conductor of electricity when solid  \u25cf conductor of electricity when molten  \u25cf soluble in water.  (i)  name the type of bonding in sodium chloride.   ...   [1]  (ii)  explain why sodium chloride conducts electricity when molten.   .   ...   [1]",
+            "5": "5 0620/41/m/j/22 \u00a9 ucles 2022 [turn over  (c)  a student determines the concentration of a solution of dilute sulfuric acid, h2so4, by titration  with aqueous sodium hydroxide, naoh.  step 1  25.0 cm3 of 0.200 mol / dm3 naoh is transferred into a conical flask.  step 2  three drops of methyl orange indicator are added to the conical flask.  step 3  a burette is filled with h2so4.  step 4  the acid in the burette is added to the conical flask until the indicator changes colour.   the volume of acid is recorded. this process is known as titration.  step 5  the titration is repeated several times until a suitable number of results is obtained.  (i)  name the piece of apparatus used to measure exactly 25.0 cm3 of 0.200 mol / dm3 naoh  in step 1.   ...   [1]  (ii)  state the colour change of the methyl orange indicator in step 4.  from . to     [1]  (iii)  state how the student decides that a suitable number of results have been obtained.   .   ...   [1]  (iv)  20.0 cm3 of h2so4 reacts with 25.0 cm3 of 0.200 mol / dm3 naoh.   the equation for the reaction is shown. h2so4  +  2naoh  \u2192  na2so4  +  2h2o   calculate the concentration of h2so4 using the following steps.  \u25cf calculate the number of moles in 25.0 cm3 of 0.200 mol / dm3 naoh.  .. mol  \u25cf determine the number of moles of h2so4 that react with the naoh.  .. mol  \u25cf calculate the concentration of h2so4.  .. mol / dm3  [3]  [total: 12]",
+            "6": "6 0620/41/m/j/22 \u00a9 ucles 2022 4  this question is about compounds of sulfur.  (a)  sulfuric acid, h2so4, is manufactured using the contact process. this manufacture involves  four stages.  stage 1  molten sulfur burns in air to produce sulfur dioxide.  stage 2  sulfur dioxide reacts with oxygen to form sulfur trioxide.  stage 3  sulfur trioxide combines with concentrated sulfuric acid to form oleum, h2s2o7.  stage 4  oleum reacts to form concentrated sulfuric acid.  (i)  write a chemical equation for the reaction occurring in stage 1.   ...   [1]  (ii)  state the essential conditions that are necessary for stage 2. write an equation for the  chemical reaction that occurs.   .   .   .   ...   [4]  (iii)  write a chemical equation for the reaction occurring in stage 3.   ...   [1]  (iv)  name the substance that reacts with oleum in stage 4.   ...   [1]  (b)  hydrogen sulfide has the formula h2s.  (i)  complete the dot-and-cross diagram to show the electron arrangement in a molecule of  hydrogen sulfide. show outer shell electrons only. s h h  [2]  (ii)  balance the chemical equation for the reaction of hydrogen sulfide with sulfur dioxide  shown.  .h2s  +  so2  \u2192  .s  +  .h2o [1]  [total: 10]",
+            "7": "7 0620/41/m/j/22 \u00a9 ucles 2022 [turn over 5  ethanoic acid is manufactured by the reaction of methanol with carbon monoxide.   an equilibrium mixture is produced. ch3oh(g)  +  co(g)    ch3cooh(g)  (a)  state two characteristics of an equilibrium.  1  .  2  .  [2]  (b)  the purpose of the industrial process is to produce a high yield of ethanoic acid at a high rate  of reaction.   the manufacture is carried out at a temperature of 300 \u00b0c.   the forward reaction is exothermic.   use this information to state why the manufacture is not carried out at temperatures:  \u25cf below  300 \u00b0c     \u25cf above 300 \u00b0c.     [2]  (c)  complete the table using only the words increases , decreases  or no change . effect on the rate of the forward reactioneffect on the equilibrium yield of ch3cooh(g) adding a catalyst no change decreasing the pressure  [3]  (d)  suggest which of the following metals is a suitable catalyst for the reaction. give a reason for  your answer. aluminium         calcium         cobalt         magnesium         potassium   suitable catalyst  .   reason    [2]",
+            "8": "8 0620/41/m/j/22 \u00a9 ucles 2022  (e)  ethanoic acid is a member of the homologous series of carboxylic acids.   state the general formula of this homologous series.   ..   [1]  (f)  draw the structure of the carboxylic acid containing three carbon atoms. show all of the atoms  and all of the bonds.  [2]  (g)  when carboxylic acids react with alcohols, esters are produced.   the formula of ester x is ch3ch2ch2cooch3.  (i)  name ester x.   ...   [1]  (ii)  give the name of the carboxylic acid and the alcohol that react together to produce ester x.  carboxylic acid    alcohol    [2]  (h)  ester y has the following composition by mass:  c, 48.65%;  h, 8.11%;  o, 43.24%.   calculate the empirical formula of ester y.  empirical formula = ..  [3]",
+            "9": "9 0620/41/m/j/22 \u00a9 ucles 2022 [turn over  (i)  ester z has the empirical formula c2h4o and a relative molecular mass of 88.   determine the molecular formula of ester z.  molecular formula = ..  [1]  [total: 19]",
+            "10": "10 0620/41/m/j/22 \u00a9 ucles 2022 6  this question is about zinc and its compounds.  (a)  zinc is extracted from its ore which is mainly zinc sulfide, zns.   the steps for this extraction are shown.  step 1  zinc sulfide is converted into zinc oxide.  step 2  the zinc oxide is then reduced to zinc in a furnace. the zinc formed becomes a gas.  step 3  the zinc gas is cooled to form molten zinc.  (i)  name the ore of zinc, which is mainly zinc sulfide.   ...   [1]  (ii)  describe how zinc sulfide is converted into zinc oxide in step 1.   .   ...   [1]  (iii)  name the reducing agent used in step 2.   ...   [1]  (iv)  explain why the zinc forms a gas in step 2 inside the furnace.   ...   [1]  (v)  state the name of the physical change occurring when zinc gas is converted into molten  zinc.   ...   [1]  (b)  zinc sulfate crystals, znso4\u20227h2o, are hydrated.   zinc sulfate crystals are made by reacting zinc carbonate with dilute sulfuric acid.   the equation for the overall process is shown. znco3  +  h2so4  +  6h2o  \u2192  znso4\u20227h2o  +  co2  step 1  large pieces of solid zinc carbonate are added to dilute sulfuric acid until the zinc  carbonate is in excess. this forms aqueous zinc sulfate.  step 2  the excess zinc carbonate is separated from the aqueous zinc sulfate.  step 3  the aqueous zinc sulfate is heated until a saturated solution is formed.  step 4  the saturated solution is allowed to cool and crystallise.  step 5  the crystals are removed and dried.",
+            "11": "11 0620/41/m/j/22 \u00a9 ucles 2022 [turn over  (i)  in step 1, zinc carbonate is in excess when no more zinc carbonate dissolves.   state one other observation that indicates the zinc carbonate is in excess in step 1.   ...   [1]  (ii)  name a different substance, other than zinc carbonate, that can be added to dilute  sulfuric acid to produce aqueous zinc sulfate in step 1.   ...   [1]  (iii)  step 1 is repeated using powdered zinc  carbonate instead of large pieces.   all other conditions are kept the same.   the rate of reaction increases.   give a reason why the rate of reaction increases. explain your answer in terms of particles.   .   .   ...   [2]  (iv)  suggest what is observed when the solution is saturated in step 3.   .   .   ...   [1]  (v)  the formula of zinc sulfate crystals is znso4\u20227h2o.   give the formula of the solid formed if the crystals are heated to dryness in step 3.   ...   [1]  [total: 11]",
+            "12": "12 0620/41/m/j/22 \u00a9 ucles 2022 7  the periodic table can be used to classify elements.  (a)  group i elements react with cold water to form alkaline solutions.  (i)  place the group i elements caesium, lithium, potassium, rubidium and sodium in their  order of reactivity with water.   put the most reactive element first. most reactive least reactive  [1]  (ii)  name the alkaline solution formed when caesium reacts with cold water.   ...   [1]  (b)  group i elements have lower melting points than transition elements.   describe one other difference in the physical properties of group i elements and transition  elements.   ..   [1]  (c)  group vii elements are known as the halogens.   astatine is below iodine in group vii.   predict the physical state of astatine at room temperature and pressure.   ..   [1]  (d)  some group vii elements react with aqueous solutions containing halide ions.   when aqueous chlorine is added to aqueous potassium bromide a reaction occurs.   the ionic half-equations for the reaction are shown. cl 2(aq)  +  2e\u2013  \u2192  2cl \u2013(aq)   2br \u2013(aq)  \u2192  br2(aq)  +  2e\u2013  (i)  describe the colour change of the solution.  original colour of potassium bromide solution    final colour of reaction mixture    [2]",
+            "13": "13 0620/41/m/j/22 \u00a9 ucles 2022 [turn over  (ii)  identify the species that is oxidised.   explain your decision.  species oxidised  .  explanation  .  [2]  (e)  bromine monochloride, brcl, is made by the reaction between bromine and chlorine. the  chemical equation is shown. br2(g)  +  cl 2(g)  \u2192  2brcl (g) bond bond energy in kj / mol br\u2013br 190 cl \u2013cl 242 br\u2013cl 218   calculate the overall energy change for the reaction using bond energies.   use the following steps.  \u25cf calculate the total amount of energy required to break the bonds in 1 mole of br2(g) and  1 mole of cl 2(g).  .. kj  \u25cf calculate the total amount of energy released when the bonds in 2 moles of brcl (g) are  formed.  .. kj  \u25cf calculate the overall energy change for the reaction.  .. kj / mol   [3]  [total: 11]",
+            "14": "14 0620/41/m/j/22 \u00a9 ucles 2022blank page",
+            "15": "15 0620/41/m/j/22 \u00a9 ucles 2022permission 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.blank page",
+            "16": "16 0620/41/m/j/22 \u00a9 ucles 2022 groupthe periodic table of elements 1 h hydrogen 12 he helium 4ii i iii iv vv iv ii viii 3 li lithium 74 be berylliu m 9atomic number atomic symbolkey name relative atomic mas s 11 na sodium 2312 mg magnesium 24 19 k potassium 3920 ca calcium 40 37 rb rubidium 8538 sr strontium 88 55 cs caesium 13356 ba barium 137 87 fr francium \u201388 ra radium \u20135 b boron 11 13 al aluminium 27 31 ga gallium 70 49 in indium 115 81 tl thallium 2046 c carbon 12 14 si silicon 28 32 ge germanium 73 50 sn tin 119 82 pb lead 20722 ti titanium 48 40 zr zirconium 91 72 hf hafnium 178 104 rf rutherfordiu m \u201323 v vanadium 51 41 nb niobium 93 73 ta tantalum 181 105 db dubnium \u201324 cr chromium 52 42 mo molybdenum 96 74 w tungsten 184 106 sg seaborgium \u201325 mn manganes e 55 43 tc technetium \u2013 75 re rhenium 186 107 bh bohrium \u201326 fe iron 56 44 ru ruthenium 101 76 os osmium 190 108 hs hassium \u201327 co cobalt 59 45 rh rhodium 103 77 ir iridium 192 109 mt meitneriu m \u201328 ni nicke l 59 46 pd palladium 106 78 pt platinum 195 110 ds darmstadtiu m \u201329 cu copper 64 47 ag silver 108 79 au gold 197 111 rg roentgenium \u201330 zn zinc 65 48 cd cadmium 112 80 hg mercury 201 112 cn copernicium \u2013114 fl fleroviu m \u2013116 lv livermorium \u20137 n nitrogen 14 15 p phosphorus 31 33 as arsenic 75 51 sb antimony 122 83 bi bismuth 2098 o oxygen 16 16 s sulfur 32 34 se selenium 79 52 te tellurium 128 84 po polonium \u20139 f fluorine 19 17 cl chlorine 35.5 35 br bromine 80 53 i iodine 127 85 at astatine \u201310 ne neon 20 18 ar argon 40 36 kr krypton 84 54 xe xenon 131 86 rn radon \u201321 sc scandium 45 39 y yttrium 89 57\u201371 lanthanoids 89\u2013103 actinoids 57 la lanthanum 139 89 aclanthanoids actinoids the volume of one mole of any gas is 24  dm3 at room temperature and pressure (r .t.p.).actinium \u201358 ce cerium 140 90 th thorium 23259 pr praseodymium 141 91 pa protactinium 23160 nd neodymium 144 92 u uranium 23861 pm promethium \u2013 93 np neptunium \u201362 sm samarium 150 94 pu plutonium \u201363 eu europium 152 95 am americiu m \u201364 gd gadolinium 157 96 cm curium \u201365 tb terbium 159 97 bk berkelium \u201366 dy dysprosium 163 98 cf californium \u201367 ho holmium 165 99 es einsteinium \u201368 er erbium 167 100 fm fermium \u201369 tm thulium 169 101 md mendelevium \u201370 yb ytterbium 173 102 no nobelium \u201371 lu lutetium 175 103 lr lawrenciu m \u2013"
+        },
+        "0620_s22_qp_42.pdf": {
+            "1": "*6148594183* chemistry  0620/42 paper 4 theory (extended) may/june 2022  1 hour 15 minutes you must answer on the question paper. no additional materials are needed. instructions  \u25cf answer all questions.  \u25cf use a black or dark blue pen. you may use an hb pencil for any diagrams or graphs.  \u25cf write your name, centre number and candidate number in the boxes at the top of the page.  \u25cf write your answer to each question in the space provided.  \u25cf do not use an erasable pen or correction fluid.  \u25cf do not write on any bar codes.  \u25cf you may use a calculator.  \u25cf you should show all your working and use appropriate units. information  \u25cf the total mark for this paper is 80.  \u25cf the number of marks for each question or part question is shown in brackets [  ].  \u25cf the periodic table is printed in the question paper. ib22 06_0620_42/3rp \u00a9 ucles 2022 [turn overthis document has 16 pages. any blank pages are indicated.cambridge igcse\u2122",
+            "2": "2 0620/42/m/j/22 \u00a9 ucles 2022 1  the symbols of the elements of period 3 of the periodic table are shown. na mg al si p s cl ar   answer the following questions about these elements.   each symbol may be used once, more than once or not at all.   write the symbol of the element which:  (a)  forms a stable ion with a 2+ charge  .   [1]  (b)  is the least reactive in the period  .   [1]  (c)  is used in water treatment  ...   [1]  (d)  forms an oxide which is the main impurity in iron ore  ..   [1]  (e)  is an important component of fertilisers  ...   [1]  (f)  is stored under oil     [1]  (g)  is used in food containers     [1]  (h)  is found in the ore zinc blende.     [1]  [total: 8]",
+            "3": "3 0620/42/m/j/22 \u00a9 ucles 2022 [turn over question 2 starts on the next page.",
+            "4": "4 0620/42/m/j/22 \u00a9 ucles 2022 2  calcium hydroxide, ca(oh)2, is slightly soluble in water.  (a)  calcium hydroxide can be made by the reaction of calcium with water.  (i)  write the chemical equation for this reaction.   ...   [2]  (ii)  name another substance that reacts with water to form calcium hydroxide.   ...   [1]  (b)  when calcium hydroxide dissolves in water, it dissociates into ions and forms a weakly alkaline  solution.  (i)  suggest the ph of aqueous calcium hydroxide.   ...   [1]  (ii)  give the formula of the ion responsible for making the solution alkaline.   ...   [1]  (c)  limewater is a saturated solution of calcium hydroxide, ca(oh)2(aq).  (i)  name the gas limewater is used to test for.   ...   [1]  (ii)  suggest what is meant by the term saturated solution .   .   ...   [2]  (iii)  describe how you would make a sample of limewater starting with solid calcium hydroxide.   .   .   ...   [2]  (iv)  describe how you would test for the presence of calcium ions in a sample of limewater.  test  ..  observations  ...   .  [3]",
+            "5": "5 0620/42/m/j/22 \u00a9 ucles 2022 [turn over  (d)  a 25.0 cm3 sample of limewater is placed in a conical flask. the concentration of ca(oh)2 in the  limewater is determined by titration with dilute hydrochloric acid, hc l.  (i)  name the item of apparatus used to measure the volume of acid in this titration.   ...   [1]  (ii)  state the type of reaction which takes place.   ...   [1]  (iii)  as well as limewater and dilute hydrochloric acid, state what other type of substance must  be added to the conical flask.   ...   [1]  (iv)  the equation for the reaction is shown. ca(oh)2  +  2hcl  \u2192  cacl 2  +  2h2o   20.0 cm3 of 0.0500 mol / dm3 hcl reacts with the 25.0 cm3 of ca(oh)2.   determine the concentration of ca(oh)2 in g / dm3. use the following steps.  \u25cf calculate the number of moles in 20.0 cm3 of 0.0500 mol / dm3 hcl.  .. mol  \u25cf determine the number of moles of ca(oh)2 in 25.0 cm3 of the limewater.  .. mol  \u25cf calculate the concentration of ca(oh)2 in mol / dm3.  .. mol / dm3  \u25cf determine the concentration of ca(oh)2 in g / dm3.  .. g / dm3  [5]  [total: 21]",
+            "6": "6 0620/42/m/j/22 \u00a9 ucles 2022 3  transition elements are found in the middle block of the periodic table.  (a)  chromium has several isotopes. manganese has only one isotope.  (i)  state what is meant by the term isotopes.   .   ...   [2]  (ii)  state the nucleon number of manganese.   ...   [1]  (iii)  complete the table to show the number of protons, neutrons and electrons in a 52cr3+ 24  ion. protons neutrons electrons  [3]  (b)  one chemical property of transition elements is that they form coloured compounds.  (i)  give the colours of the following hydrated salts.  \u25cf hydrated copper( ii) sulfate  ..  \u25cf hydrated cobalt( ii) chloride  .  [2]  (ii)  state two other chemical properties of transition elements.  1  ..  2  ..  [2]  (c)  transition elements and group i elements are metals. they share many physical properties  including the ability to:  \u25cf conduct electricity  \u25cf be hammered into shape.  (i)  explain why transition elements and group i elements conduct electricity.   ...   [1]  (ii)  state the property that describes a material which can be hammered into shape.   ...   [1]",
+            "7": "7 0620/42/m/j/22 \u00a9 ucles 2022 [turn over  (d)  transition elements and group i elements differ in other physical properties. transition  elements are harder and stronger than group i elements.   describe two other ways in which the physical properties of transition elements differ from  group i elements.  1  .  2  .  [2]  [total: 14]",
+            "8": "8 0620/42/m/j/22 \u00a9 ucles 2022 4  fluorine and chlorine are halogens.  (a)  suggest the appearance of fluorine.   ..   [1]  (b)  fluorine reacts with sulfur to form a compound which has 25.2% sulfur by mass and a relative  molecular mass of 254.   determine the molecular formula of this compound.  molecular formula = ..  [3]  (c)  nitrogen trichloride, nc l 3, is a covalent compound.   complete the dot-and-cross diagram to show the electron arrangement in a molecule of ncl 3.   show outer electrons only. n cl clcl  [3]",
+            "9": "9 0620/42/m/j/22 \u00a9 ucles 2022 [turn over  (d)  lithium chloride, lic l, is an ionic compound.   complete the dot-and-cross diagram to show the electron arrangement and charges of the  ions in lithium chloride. . cl. li  [3]  (e)  explain, in terms of attractive forces between particles, why licl is a solid at room temperature  but ncl 3 is a liquid with a relatively low boiling point.         ..   [3]  [total: 13]",
+            "10": "10 0620/42/m/j/22 \u00a9 ucles 2022 5  the reaction scheme shows five organic reactions, numbered 1 to 5. carbon dioxide + water ethanol sugar alkene a alkane b compound c2 51 3 4  (a)  name reaction 1.   ..   [1]  (b)  name reaction 2 and write the chemical equation for this reaction.  name  ..  equation  .  [3]  (c)  reaction 3 forms ethanol from alkene a.  (i)  identify alkene a.   ...   [1]  (ii)  state the type of reaction that occurs during reaction 3.   ...   [1]  (iii)  state the reagents and conditions needed for reaction 3.   .   ...   [2]  (d)  alkene a is converted into alkane b in reaction 4.  (i)  state the reagent and conditions for reaction 4.   .   ...   [3]  (ii)  state the general formula of alkanes.   ...   [1]",
+            "11": "11 0620/42/m/j/22 \u00a9 ucles 2022 [turn over  (e)  ethanol is oxidised in reaction 5 by heating it with dilute sulfuric acid and one other reagent.  (i)  identify the other reagent in reaction 5.   ...   [1]  (ii)  name the homologous series compound  c belongs to.   ...   [1]  (iii)  draw the structure of compound c.   show all of the atoms and all of the bonds.  [1]  [total: 15]",
+            "12": "12 0620/42/m/j/22 \u00a9 ucles 2022 6  this question is about polymers.  (a)  polymer x is a condensation polymer.   part of the structure of polymer x is shown. coo coo coo  (i)  how many molecules of water are produced when this part of polymer x is formed from its  monomers?   ...   [1]  (ii)  complete the structures of the two monomers used to make polymer x.   show all of the atoms and all of the bonds in the functional groups. and  [2]  (iii)  what type of condensation polymer is x?   ...   [1]  (b)  part of polymer y has the structure shown. co oo co coo   state the number of different types of monomer needed to make polymer y.   ..   [1]",
+            "13": "13 0620/42/m/j/22 \u00a9 ucles 2022 [turn over  (c)  part of polymer z has the structure shown. cch3 ch3 hch h cch3 ch3 hccch3 ch3 hch  (i)  draw and name the structure of the monomer which forms polymer z.   show all of the atoms and all of the bonds.  name ...  [3]  (ii)  name the chemical process used to make the monomer that forms polymer z.   ...   [1]  [total: 9]",
+            "14": "14 0620/42/m/j/22 \u00a9 ucles 2022blank page",
+            "15": "15 0620/42/m/j/22 \u00a9 ucles 2022permission 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.blank page",
+            "16": "16 0620/42/m/j/22 \u00a9 ucles 2022 groupthe periodic table of elements 1 h hydrogen 12 he helium 4ii i iii iv vv iv ii viii 3 li lithium 74 be berylliu m 9atomic number atomic symbolkey name relative atomic mas s 11 na sodium 2312 mg magnesium 24 19 k potassium 3920 ca calcium 40 37 rb rubidium 8538 sr strontium 88 55 cs caesium 13356 ba barium 137 87 fr francium \u201388 ra radium \u20135 b boron 11 13 al aluminium 27 31 ga gallium 70 49 in indium 115 81 tl thallium 2046 c carbon 12 14 si silicon 28 32 ge germanium 73 50 sn tin 119 82 pb lead 20722 ti titanium 48 40 zr zirconium 91 72 hf hafnium 178 104 rf rutherfordiu m \u201323 v vanadium 51 41 nb niobium 93 73 ta tantalum 181 105 db dubnium \u201324 cr chromium 52 42 mo molybdenum 96 74 w tungsten 184 106 sg seaborgium \u201325 mn manganes e 55 43 tc technetium \u2013 75 re rhenium 186 107 bh bohrium \u201326 fe iron 56 44 ru ruthenium 101 76 os osmium 190 108 hs hassium \u201327 co cobalt 59 45 rh rhodium 103 77 ir iridium 192 109 mt meitneriu m \u201328 ni nicke l 59 46 pd palladium 106 78 pt platinum 195 110 ds darmstadtiu m \u201329 cu copper 64 47 ag silver 108 79 au gold 197 111 rg roentgenium \u201330 zn zinc 65 48 cd cadmium 112 80 hg mercury 201 112 cn copernicium \u2013114 fl fleroviu m \u2013116 lv livermorium \u20137 n nitrogen 14 15 p phosphorus 31 33 as arsenic 75 51 sb antimony 122 83 bi bismuth 2098 o oxygen 16 16 s sulfur 32 34 se selenium 79 52 te tellurium 128 84 po polonium \u20139 f fluorine 19 17 cl chlorine 35.5 35 br bromine 80 53 i iodine 127 85 at astatine \u201310 ne neon 20 18 ar argon 40 36 kr krypton 84 54 xe xenon 131 86 rn radon \u201321 sc scandium 45 39 y yttrium 89 57\u201371 lanthanoids 89\u2013103 actinoids 57 la lanthanum 139 89 aclanthanoids actinoids the volume of one mole of any gas is 24  dm3 at room temperature and pressure (r .t.p.).actinium \u201358 ce cerium 140 90 th thorium 23259 pr praseodymium 141 91 pa protactinium 23160 nd neodymium 144 92 u uranium 23861 pm promethium \u2013 93 np neptunium \u201362 sm samarium 150 94 pu plutonium \u201363 eu europium 152 95 am americiu m \u201364 gd gadolinium 157 96 cm curium \u201365 tb terbium 159 97 bk berkelium \u201366 dy dysprosium 163 98 cf californium \u201367 ho holmium 165 99 es einsteinium \u201368 er erbium 167 100 fm fermium \u201369 tm thulium 169 101 md mendelevium \u201370 yb ytterbium 173 102 no nobelium \u201371 lu lutetium 175 103 lr lawrenciu m \u2013"
+        },
+        "0620_s22_qp_43.pdf": {
+            "1": "*3760474789* chemistry  0620/43 paper 4 theory (extended) may/june 2022  1 hour 15 minutes you must answer on the question paper. no additional materials are needed. instructions  \u25cf answer all questions.  \u25cf use a black or dark blue pen. you may use an hb pencil for any diagrams or graphs.  \u25cf write your name, centre number and candidate number in the boxes at the top of the page.  \u25cf write your answer to each question in the space provided.  \u25cf do not use an erasable pen or correction fluid.  \u25cf do not write on any bar codes.  \u25cf you may use a calculator.  \u25cf you should show all your working and use appropriate units. information  \u25cf the total mark for this paper is 80.  \u25cf the number of marks for each question or part question is shown in brackets [  ].  \u25cf the periodic table is printed in the question paper. ib22 06_0620_43/2rp \u00a9 ucles 2022 [turn overthis document has 16 pages. any blank pages are indicated.cambridge igcse\u2122",
+            "2": "2 0620/43/m/j/22 \u00a9 ucles 2022 1  a list of substances is shown.  aluminium oxide carbon dioxide carbon monoxide chlorine copper  glucose iron( iii) oxide limestone nitrogen oxygen   answer the questions using the substances in the list.   each substance may be used once, more than once or not at all.   state which substance is:  (a)  a product of respiration   ..   [1]  (b)  the main constituent of hematite   ..   [1]  (c)  an element which has a sulfate that is used to test for water   ..   [1]  (d)  a colourless toxic gas   ..   [1]  (e)  a reactant in fermentation   ..   [1]  (f)  a reducing agent in the extraction of iron   ..   [1]  (g)  a conductor of electricity when solid   ..   [1]  (h)  a gas that is approximately 21% of clean, dry air.   ..   [1]  [total: 8]",
+            "3": "3 0620/43/m/j/22 \u00a9 ucles 2022 [turn over 2 (a) 32s16 and 33s16 are isotopes of sulfur.   use your knowledge of protons, neutrons and electrons to answer the following questions.  (i)\t\tdescribe\thow\tthese\tisotopes\tof\tsulfur\tare\tthe\tsame\tand\thow\tthey\tare\tdifferent.  same  ...   . \t different\t  ...   .  [3]  (ii)  explain why each of these isotopes have an overall charge of zero.   .   ...   [1]  (iii)  explain why both isotopes have the same chemical properties.   .   ...   [1]  (b)\t\tsulfide\tions,\ts2\u2013, have the electronic structure 2,8,8.  (i)\t\texplain\twhy\tsulfide\tions\thave\ta\tcharge\t of\t2\u2013.   .   ...   [1]  (ii)  give the formula of:  \u25cf an anion which has the same electronic structure as s2\u2013   .  \u25cf a cation which has the same electronic structure as s2\u2013.   .  [2]  [total: 8]",
+            "4": "4 0620/43/m/j/22 \u00a9 ucles 2022 3  this question is about nitrogen and compounds of nitrogen.  (a)  nitrogen molecules have the formula n2.   some properties of nitrogen are shown:  \u25cf melting point of \u2013210 \u00b0c  \u25cf boiling point of \u2013196 \u00b0c  \u25cf non-conductor of electricity when solid  \u25cf insoluble in water.  (i)  name the type of bonding between the atoms in an n2 molecule.   ...   [1]  (ii)  explain, in terms of attractive forces between particles, why nitrogen has a low melting  point.   .   ...   [1]  (iii)  explain why nitrogen does not conduct electricity.   .   ...   [1]  (b)  nitrogen reacts with hydrogen to form ammonia, nh3, in the haber process.   state the essential conditions in the haber process. write an equation for the chemical reaction.               ..   [4]  (c)  ammonia is made in the laboratory by heating ammonium chloride with calcium hydroxide.   balance the chemical equation for the reaction.  .nh4cl  +  ca(oh)2  \u2192  .nh3  +  cacl 2  +  .h2o [1]",
+            "5": "5 0620/43/m/j/22 \u00a9 ucles 2022 [turn over  (d)  hydrazine, n2h4, is another compound that contains nitrogen and hydrogen.   complete the dot-and-cross diagram to show the electron arrangement in a molecule of  hydrazine. show outer electrons only. n hh n hh  [2]  (e)  ammonia and hydrazine are weak bases.   the chemical equation for the reaction between one molecule of ammonia and one molecule  of water is shown. nh3  +  h2o    nh4+  +  oh\u2013  (i)  state the meaning of the term base.   ...   [1]  (ii)  write a chemical equation for the reaction between one molecule of hydrazine, n2h4, and  one molecule of water.   ...   [1]  [total: 12]",
+            "6": "6 0620/43/m/j/22 \u00a9 ucles 2022 4  ethanol is made industrially by the reaction of ethene with steam. the reaction occurs at a  temperature of 300 \u00b0c and a pressure of 60 atmospheres. c2h4(g)  +  h2o(g)    c2h5oh(g)   a catalyst is used in this reaction.   the forward reaction is exothermic.  (a)  state what is meant by the term catalyst.      ..   [2]  (b)  complete the table using only the words increases , decreases  or no change . effect\ton\tthe\trate\tof the forward reactioneffect\ton\tthe\tequilibrium yield of c2h5oh(g) increasing the temperature decreasing the pressure  [4]  (c)  ethanol is a member of the alcohol homologous series.   members of the same homologous series have the same general formula.  (i)  state the general formula of alcohols.   ...   [1]  (ii)  state two general characteristics, other than the same general formula, of all homologous  series.  1  ..  2  ..  [2]",
+            "7": "7 0620/43/m/j/22 \u00a9 ucles 2022 [turn over  (iii)  one alcohol containing three carbon atoms is propan-1-ol.   draw the structure of one other alcohol containing three carbon atoms. show all of the  atoms and all of the bonds.   name the alcohol you have drawn.  name  ...  [2]  (d)  when alcohols react with carboxylic acids, esters are produced.  (i)  the structure of ester x is shown. o ohch hch hch hc h hh hh cc   name ester x.   ...   [1]  (ii)  give the name of the alcohol and the carboxylic acid that react together to produce ester x.  alcohol    carboxylic acid    [2]  (e)  ester y has the following composition by mass:  c, 58.82%;  h, 9.80%;  o, 31.37%.   calculate the empirical formula of ester y.  empirical formula = ..  [3]",
+            "8": "8 0620/43/m/j/22 \u00a9 ucles 2022  (f)  ester z has the empirical formula c3h6o and a relative molecular mass of 116.   calculate the molecular formula of ester z.  molecular formula = ..  [1]  [total: 18]",
+            "9": "9 0620/43/m/j/22 \u00a9 ucles 2022 [turn over 5  this question is about copper and its compounds.  (a)  describe the bonding in a metallic element such as copper.   you may include a diagram as part of your answer.         ..   [3]  (b)  a metal spoon is electroplated with copper.   state what is used as:  the positive electrode (anode)  ...  the negative electrode (cathode)  ...  the electrolyte.  ...  [3]",
+            "10": "10 0620/43/m/j/22 \u00a9 ucles 2022  (c)  the formula for crystals of hydrated copper( ii) sulfate is cuso4\u20225h2o.   hydrated copper( ii) sulfate is made by reacting copper( ii) oxide with dilute sulfuric acid.   the overall equation is shown. cuo  +  h2so4  +  4h2o  \u2192  cuso4\u20225h2o   the crystals are made using the following steps:  step 1  50.0 cm3 of 0.200 mol / dm3 dilute sulfuric acid is heated in a beaker. powdered  copper( ii) oxide is added until the copper( ii) oxide is in excess. aqueous  copper( ii) sulfate is formed.  step 2  the excess copper( ii) oxide is separated from the aqueous copper( ii) sulfate.  step 3  the aqueous copper( ii) sulfate is heated until a saturated solution is formed.  step 4  the saturated solution is allowed to cool and crystallise.  step 5  the crystals are removed and dried.   calculate the maximum mass of copper( ii) sulfate crystals, cuso4\u20225h2o, that can form using  the following steps.  \u25cf calculate the number of moles of h2so4 in 50.0 cm3 of 0.200 mol / dm3 h2so4.  .. mol  \u25cf deduce the number of moles of cuso4\u20225h2o that can form.  .. mol  \u25cf the mr of cuso4\u20225h2o is 250.   calculate the maximum mass of cuso4\u20225h2o that can form.  .. g  [3]",
+            "11": "11 0620/43/m/j/22 \u00a9 ucles 2022 [turn over  (d)  state one observation that indicates the copper( ii) oxide is in excess in step 1.   ..   [1]  (e)  step 1 is repeated without heating the dilute sulfuric acid.   all other conditions are kept the same.   the rate of reaction decreases.   give a reason why the rate of reaction decreases. explain your answer in terms of particles.               ..   [3]  (f)  name a substance, other than copper( ii) oxide, that can be added to dilute sulfuric acid to  produce copper( ii) sulfate in step 1.   ..   [1]  (g)  name the process used to separate excess copper( ii) oxide from aqueous copper( ii) sulfate  in step 2.   ..   [1]  (h)  suggest what is meant by the term saturated solution  in step 3.         ..   [2]  (i)\t\tthe\tphrase\t\u2018heating\tto\tdryness\u2019 \tmeans\theating\tuntil\tno\tmore\twater\tis\tgiven\toff.   explain why aqueous copper( ii) sulfate is not heated to dryness in step 3.      ..   [1]  [total: 18]",
+            "12": "12 0620/43/m/j/22 \u00a9 ucles 2022 6  the periodic table can be used to classify elements.  (a)  the group i metals react with cold water. transition elements do not react with cold water.  (i)  describe two other\tdifferences\t in\tthe\tchemical properties between group i metals and  transition elements.  1  ..  2  ..  [2]  (ii)  describe the observations when potassium is added to cold water. write a balanced  equation for the reaction. include state symbols.  observations  ...   .   .   .  equation  ..  [5]  (b)  transition elements are stronger than group i metals.   describe two other\tdifferences\t in\tthe\tphysical properties of group i metals and transition  elements.  1  .  2  .  [2]  (c)  some group vii elements react with aqueous solutions containing halide ions.   when aqueous bromine is added to aqueous potassium iodide a reaction occurs.   the ionic half-equations for the reaction are shown. br2(aq)  +  2e\u2013  \u2192  2br \u2013(aq) 2i\u2013(aq)  \u2192  i2(aq)  +  2e\u2013  (i)  describe the colour change of the solution.  original colour of potassium iodide solution   \t final\tcolour\tof\treaction\tmixture\t    [2]",
+            "13": "13 0620/43/m/j/22 \u00a9 ucles 2022 [turn over  (ii)  state the name of the general term given to the type of reaction in which electrons are  transferred from one species to another.   ...   [1]  (iii)  identify the oxidising agent in this reaction. give a reason for your answer.  oxidising agent    reason  .  [2]  (d)  use the key to complete the table to show the results of adding aqueous halogens to aqueous  solutions of halides. one has been completed for you. halides key \u2713 = reaction \u2717 = no reactionkcl (aq) kbr(aq) ki(aq) halogenscl 2(aq) br2(aq) \u2713 i2(aq)  [2]  [total: 16]",
+            "14": "14 0620/43/m/j/22 \u00a9 ucles 2022blank page",
+            "15": "15 0620/43/m/j/22 \u00a9 ucles 2022permission 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.blank page",
+            "16": "16 0620/43/m/j/22 \u00a9 ucles 2022 groupthe periodic table of elements 1 h hydrogen 12 he helium 4ii i iii iv vv iv ii viii 3 li lithium 74 be berylliu m 9atomic number atomic symbolkey name relative atomic mas s 11 na sodium 2312 mg magnesium 24 19 k potassium 3920 ca calcium 40 37 rb rubidium 8538 sr strontium 88 55 cs caesium 13356 ba barium 137 87 fr francium \u201388 ra radium \u20135 b boron 11 13 al aluminium 27 31 ga gallium 70 49 in indium 115 81 tl thallium 2046 c carbon 12 14 si silicon 28 32 ge germanium 73 50 sn tin 119 82 pb lead 20722 ti titanium 48 40 zr zirconium 91 72 hf hafnium 178 104 rf rutherfordiu m \u201323 v vanadium 51 41 nb niobium 93 73 ta tantalum 181 105 db dubnium \u201324 cr chromium 52 42 mo molybdenum 96 74 w tungsten 184 106 sg seaborgium \u201325 mn manganes e 55 43 tc technetium \u2013 75 re rhenium 186 107 bh bohrium \u201326 fe iron 56 44 ru ruthenium 101 76 os osmium 190 108 hs hassium \u201327 co cobalt 59 45 rh rhodium 103 77 ir iridium 192 109 mt meitneriu m \u201328 ni nicke l 59 46 pd palladium 106 78 pt platinum 195 110 ds darmstadtiu m \u201329 cu copper 64 47 ag silver 108 79 au gold 197 111 rg roentgenium \u201330 zn zinc 65 48 cd cadmium 112 80 hg mercury 201 112 cn copernicium \u2013114 fl fleroviu m \u2013116 lv livermorium \u20137 n nitrogen 14 15 p phosphorus 31 33 as arsenic 75 51 sb antimony 122 83 bi bismuth 2098 o oxygen 16 16 s sulfur 32 34 se selenium 79 52 te tellurium 128 84 po polonium \u20139 f fluorine 19 17 cl chlorine 35.5 35 br bromine 80 53 i iodine 127 85 at astatine \u201310 ne neon 20 18 ar argon 40 36 kr krypton 84 54 xe xenon 131 86 rn radon \u201321 sc scandium 45 39 y yttrium 89 57\u201371 lanthanoids 89\u2013103 actinoids 57 la lanthanum 139 89 aclanthanoids actinoids the volume of one mole of any gas is 24  dm3 at room temperature and pressure (r .t.p.).actinium \u201358 ce cerium 140 90 th thorium 23259 pr praseodymium 141 91 pa protactinium 23160 nd neodymium 144 92 u uranium 23861 pm promethium \u2013 93 np neptunium \u201362 sm samarium 150 94 pu plutonium \u201363 eu europium 152 95 am americiu m \u201364 gd gadolinium 157 96 cm curium \u201365 tb terbium 159 97 bk berkelium \u201366 dy dysprosium 163 98 cf californium \u201367 ho holmium 165 99 es einsteinium \u201368 er erbium 167 100 fm fermium \u201369 tm thulium 169 101 md mendelevium \u201370 yb ytterbium 173 102 no nobelium \u201371 lu lutetium 175 103 lr lawrenciu m \u2013"
+        },
+        "0620_s22_qp_51.pdf": {
+            "1": "*3888579013* chemistry  0620/51 paper 5 practical test may/june 2022  1 hour 15 minutes you must answer on the question paper. you will need: the materials and apparatus listed in the confidential instructions instructions  \u25cf answer all questions.  \u25cf use a black or dark blue pen. you may use an hb pencil for any diagrams or graphs.  \u25cf write your name, centre number and candidate number in the boxes at the top of the page.  \u25cf write your answer to each question in the space provided.  \u25cf do not use an erasable pen or correction fluid.  \u25cf do not write on any bar codes.  \u25cf you may use a calculator.  \u25cf you should show all your working and use appropriate units. information  \u25cf the total mark for this paper is 40.  \u25cf the number of marks for each question or part question is shown in brackets [  ].  \u25cf notes for use in qualitative analysis are provided in the question paper. ib22 06_0620_51/2rp \u00a9 ucles 2022 [turn overthis document has 12 pages. any blank pages are indicated.cambridge igcse\u2122 for examiner\u2019s use 1 2 3 total",
+            "2": "2 0620/51/m/j/22 \u00a9 ucles 2022 1  you are going to investigate the rate at which hydrogen gas is made when magnesium reacts with  two different solutions of dilute hydrochloric acid, c and d, with different concentrations. the dilute  hydrochloric acid is in excess in both experiments.   read all of the instructions carefully before starting the experiments.   instructions   you are going to do two experiments using the apparatus shown. trough waterclamp inverted 100  cm3 measuring cylinde r conical flask dilute hydrochloric acidbungrubber delivery tube  (a) experiment 1  \u25cf use a measuring cylinder to pour 50 cm3 of dilute hydrochloric acid c into a conical flask.  \u25cf use a thermometer to measure the initial temperature of the dilute hydrochloric acid.  record the initial temperature in the space provided.  \u25cf set the apparatus up as shown in the diagram, ensuring the inverted measuring cylinder  is full of water.  \u25cf remove the bung from the conical flask, leaving the delivery tube in the measuring cylinder.  \u25cf add a coiled 5 cm length of magnesium ribbon to the conical flask, immediately replace  the bung and start the timer.  \u25cf measure the volume of gas collected in the inverted measuring cylinder every 20 seconds  for 160 seconds. record the volume of gas collected in the table.  \u25cf use the thermometer to measure the final temperature of the dilute hydrochloric acid in the  conical flask. record the final temperature in the space provided.  initial temperature ... \u00b0c final temperature ... \u00b0c time / s 20 40 60 80 100 120 140 160 volume of gas collected / cm3  [2]  (b)  experiment 2  \u25cf empty and rinse the conical flask with distilled water.  \u25cf repeat experiment 1 using 50 cm3 of dilute hydrochloric acid d instead of dilute  hydrochloric acid c.  initial temperature ... \u00b0c final temperature ... \u00b0c time / s 20 40 60 80 100 120 140 160 volume of gas collected / cm3  [3]",
+            "3": "3 0620/51/m/j/22 \u00a9 ucles 2022 [turn over  (c)  complete a suitable scale on the y-axis and plot your results from experiments 1 and 2 on the  grid.   draw two smooth line graphs. the lines must pass through (0,0). clearly label your lines. 00 20 40 60 80 time  / svolume of ga s collected  / cm3 100 120 140 160  [5]",
+            "4": "4 0620/51/m/j/22 \u00a9 ucles 2022  (d)  from your graph, deduce the volume of gas that was collected after 50 seconds in  experiment 2.   show clearly on the grid  how you worked out your answer.  volume of gas = ..  [3]  (e)  explain what can be deduced about the concentrations of dilute hydrochloric acid c and dilute  hydrochloric acid d.            ..   [2]  (f) (i)  state what happens to the temperature of the dilute hydrochloric acid during experiment 1.    ...   [1]  (ii)  state what effect this temperature change has on the total volume of gas made when the  reaction has finished.    ...   [1]  (iii)  describe a change that can be made to the apparatus or reagents to reduce the temperature  change of the acid in experiment 1.    ...   [1]  (g)  suggest why it is important to replace the bung in the conical flask immediately after adding  the magnesium ribbon.      ..   [1]  (h)  state the advantage of measuring the volume of gas collected every 10 seconds rather than  every 20 seconds.   ..   [1]  [total: 20]",
+            "5": "5 0620/51/m/j/22 \u00a9 ucles 2022 [turn over 2  you are provided with two substances, solid e and solution f.   do the following tests, recording all of your observations at each stage.   tests on solid e   add about 15 cm3 of distilled water to the boiling tube containing solid e. replace the stopper in the  boiling tube and shake the boiling tube to dissolve solid e and form solution e. divide solution e  into three approximately equal portions in one boiling tube and two test-tubes.  (a)  to the first portion of solution e in the boiling tube, add aqueous sodium hydroxide dropwise  until it is in excess.   keep the mixture formed for (b).   record your observations.      ..   [2]  (b)  gently warm the mixture formed in (a). test any gas produced and identify the gas.   record your observations.        identity of gas    [2]  (c)  to the second portion of solution e add about 1 cm depth of dilute nitric acid followed by a few  drops of aqueous silver nitrate.   record your observations.   ..   [1]  (d)  to the third portion of solution e add about 1 cm depth of dilute nitric acid followed by a few  drops of aqueous barium nitrate.   record your observations.   ..   [1]  (e)  identify the three ions in solution e.         ..   [3]",
+            "6": "6 0620/51/m/j/22 \u00a9 ucles 2022  tests on solution f   divide solution f into two approximately equal portions in two test-tubes.  (f)  test the ph of the first portion of solution f.  ph = ..  [1]  (g)  add the second portion of solution f to the boiling tube containing solid sodium carbonate. test  any gas produced.   record your observations.         ..   [3]  (h)  identify the positive ion in solution f.   ..   [1]  [total: 14]",
+            "7": "7 0620/51/m/j/22 \u00a9 ucles 2022 [turn over 3  a sample of muddy river water contains water, dissolved solids and insoluble solid mud.   plan an investigation to find the concentration of dissolved solids, in g / dm3, in the river water.   in your answer state how you will work out the concentration of the dissolved solids in g / dm3.   you are provided with a small sample (less than 1 dm3) of muddy river water and common laboratory  apparatus.   (1 dm3 = 1000 cm3)    ...    ...    ...    ...    ...    ...    ...    ...    ...    ...    ...    ...    ...    ...    ...    ...    ...    ...    ...    ...    ...    .   [6]",
+            "8": "8 0620/51/m/j/22 \u00a9 ucles 2022blank page",
+            "9": "9 0620/51/m/j/22 \u00a9 ucles 2022blank page",
+            "10": "10 0620/51/m/j/22 \u00a9 ucles 2022blank page",
+            "11": "11 0620/51/m/j/22 \u00a9 ucles 2022notes for use in qualitative analysis tests for anions anion test test result carbonate (co32\u2013) add dilute acid effervescence, carbon dioxide  produced chloride (c l \u2013) [in solution]acidify with dilute nitric acid, then add  aqueous silver nitratewhite ppt. bromide (br \u2013) [in solution]acidify with dilute nitric acid, then add  aqueous silver nitratecream ppt. iodide ( i\u2013) [in solution]acidify with dilute nitric acid, then add  aqueous silver nitrateyellow ppt. nitrate (no3\u2013) [in solution]add aqueous sodium hydroxide, then  aluminium foil; warm carefullyammonia produced sulfate (so42\u2013) [in solution]acidify, then add aqueous  barium nitratewhite ppt. sulfite (so32\u2013) add dilute hydrochloric acid, warm  gently and test for the presence of sulfur dioxidesulfur dioxide produced  will turn acidified aqueous  potassium manganate( vii) from  purple to colourless tests for aqueous cations cation effect of aqueous sodium hydroxide effect of aqueous ammonia aluminium (a l 3+) white ppt., soluble in excess, giving a  colourless solutionwhite ppt., insoluble in excess ammonium (nh4+)ammonia produced on warming \u2013 calcium (ca2+) white ppt., insoluble in excess no ppt., or very slight white ppt. chromium( iii) (cr3+)green ppt., soluble in excess grey-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 iron(iii) (fe3+) red-brown ppt., insoluble in excess red-brown ppt., insoluble in excess zinc (zn2+) white ppt., soluble in excess, giving a  colourless solutionwhite ppt., soluble in excess, giving a  colourless solution",
+            "12": "12 0620/51/m/j/22 \u00a9 ucles 2022tests for gases flame tests for metal ions gas test and test result metal ion flame colour ammonia (nh3) turns damp red litmus paper blue lithium (li+) red carbon dioxide (co2)turns limewater milky sodium (na+) yellow chlorine (c l 2) bleaches damp litmus paper potassium (k+) lilac hydrogen (h2) \u2018pops\u2019 with a lighted splint copper( ii) (cu2+)blue-green oxygen (o2) relights a glowing splint sulfur dioxide (so2)turns acidified aqueous  potassium manganate( vii) from  purple to colourless 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."
+        },
+        "0620_s22_qp_52.pdf": {
+            "1": "*5311402242* chemistry  0620/52 paper 5 practical test may/june 2022  1 hour 15 minutes you must answer on the question paper. you will need: the materials and apparatus listed in the confidential instructions instructions  \u25cf answer all questions.  \u25cf use a black or dark blue pen. you may use an hb pencil for any diagrams or graphs.  \u25cf write your name, centre number and candidate number in the boxes at the top of the page.  \u25cf write your answer to each question in the space provided.  \u25cf do not use an erasable pen or correction fluid.  \u25cf do not write on any bar codes.  \u25cf you may use a calculator.  \u25cf you should show all your working and use appropriate units. information  \u25cf the total mark for this paper is 40.  \u25cf the number of marks for each question or part question is shown in brackets [  ].  \u25cf notes for use in qualitative analysis are provided in the question paper. ib22 06_0620_52/2rp \u00a9 ucles 2022 [turn overthis document has 12 pages. any blank pages are indicated.cambridge igcse\u2122 for examiner\u2019s use 1 2 3 total",
+            "2": "2 0620/52/m/j/22 \u00a9 ucles 2022 1\t\tyou\tare\tgoing\tto\tinvestigate\t the\treaction\tbetween\ttwo\tdifferent\tsolutions\tof\taqueous\tsodium\tcarbonate,\t labelled\tsolution\t k\tand\tsolution\t l,\tand\tdilute\thydrochloric\tacid\tusing\ttwo\tdifferent\tindicators.   read all of the instructions carefully before starting the experiments.   instructions \t\tyou\tare\tgoing\tto\tdo\ttwo\texperiments.  (a) experiment 1  \u25cf rinse a burette with water and then with the dilute hydrochloric acid for question 1 .  \u25cf\tfill\tthe\tburette\twith\tthe\tdilute\thydrochloric\t acid.\trun\tsome\tof\tthe\tdilute\thydrochloric\t acid\t out\tof\tthe\tburette\tso\tthat\tthe\tlevel\tof\tthe\tdilute\thydrochloric\t acid\tis\ton\tthe\tburette\tscale.\t record\tthe\tburette\treading\tin\tthe\ttable.  \u25cf\tuse\ta\tmeasuring\tcylinder\tto\tpour\t25\t cm3 of\tsolution\tk\tinto\ta\tconical\tflask.  \u25cf\tadd\tfive\tdrops\tof\tmethyl\torange\tindicator\t and\tfive\tdrops\tof\tthymolphthalein\t indicator\tto\t the\tconical\tflask.  \u25cf\tstand\tthe\tconical\tflask\ton\ta\twhite\ttile.  \u25cf\tslowly\tadd\tdilute\thydrochloric\t acid\tfrom\tthe\tburette\tto\tthe\tconical\tflask,\twhile\tswirling\tthe\t flask,\tuntil\tthe\tsolution\tbecomes\tyellow.\tthis\tis\tthe\tfirst\tcolour\tchange.\trecord\tthe\tburette\t reading\tin\tthe\ttable.  \u25cf\tcontinue\tto\tadd\tdilute\thydrochloric\t acid\tfrom\tthe\tburette\tto\tthe\tconical\tflask,\twhile\tswirling\t the\tflask,\tuntil\tthe\tsolution\tchanges\tcolour\tagain.\t this\tis\tthe\tsecond\tcolour\tchange.  \u25cf\trecord\tthe\tburette\treading\tin\tthe\ttable\tand\tcomplete\tthe\ttable. experiment\t1 burette\treading\tat\tfirst\tcolour\tchange\t /\tcm3 final\tburette\treading\tat\tsecond\tcolour\tchange\t /\tcm3 initial\tburette\treading\t /\tcm3 volume\tof\tdilute\thydrochloric\tacid\tadded\tfor\tfirst\t colour\tchange\t /\tcm3 total\tvolume\tof\tdilute\thydrochloric\tacid\tadded\tfor\t second\tcolour\tchange\t /\tcm3  [3]  (b) experiment 2  \u25cf\tempty\tthe\tconical\tflask\tand\trinse\tit\twith\tdistilled\twater.  \u25cf\trepeat\texperiment\t1\tusing\tsolution\t l\tinstead\tof\tsolution\t k. experiment\t2 burette\treading\tat\tfirst\tcolour\tchange\t /\tcm3 final\tburette\treading\tat\tsecond\tcolour\tchange\t /\tcm3 initial\tburette\treading\t /\tcm3 volume\tof\tdilute\thydrochloric\tacid\tadded\tfor\tfirst\t colour\tchange\t /\tcm3 total\tvolume\tof\tdilute\thydrochloric\tacid\tadded\tfor\t second\tcolour\tchange\t /\tcm3  [3]",
+            "3": "3 0620/52/m/j/22 \u00a9 ucles 2022 [turn over  (c)\t\tstate\tthe\tsecond\tcolour\tchange\tobserved\tin\tthe\tconical\tflask\tin\tboth\texperiments. \t from\t\tto\t \t \t\t[1]  (d)\t\tfor\texperiment\t 1,\tcompare\tthe\tvolume\tof\tdilute\thydrochloric\t acid\tneeded\tfor\tthe\tfirst\tcolour\t change\twith\tthe\tvolume\tof\tdilute\thydrochloric\tacid\tfor\tthe\tsecond\tcolour\tchange.  \t  \t.. \t\t[2]  (e)\t\tcompare\tthe\tconcentration\t of\tsolution\t k\tused\tin\texperiment\t 1\tto\tthe\tconcentration\t of\tsolution\t l  used\tin\texperiment\t2. \t\texplain\tyour\tanswer.  \t  \t  \t..   [3]  (f) (i)\t\tdeduce\tthe\tvolume\tof\tdilute\thydrochloric\t acid\tneeded\tfor\tthe\tsecond\tcolour\tchange\twhen\t experiment\t2\tis\trepeated\tusing\t50\t cm3\tof\tsolution\tl.  \t ... \t\t[2]  (ii)\t\tstate\twhy\tusing\t50\t cm3\tof\tsolution\tl\twould\tcause\ta\tproblem.  \t .  \t ... \t\t[1]  (g)\t\tstate\tthe\tadvantage\t of\tusing\ta\tpipette\tinstead\tof\tthe\tmeasuring\t cylinder\tin\tthese\texperiments.  \t.. \t\t[1]  (h)\t\texplain\twhy\tthe\tconical\tflask\twas\tswirled\tas\tthe\tdilute\thydrochloric\t acid\twas\tadded\tfrom\tthe\t burette.  \t  \t.. \t\t[1]",
+            "4": "4 0620/52/m/j/22 \u00a9 ucles 2022  (i)\t\tat\tthe\tstart\tof\texperiment\t 1,\tthe\tburette\twas\trinsed\twith\twater\tand\tthen\twith\tdilute\t hydrochloric\tacid. \t\tat\tthe\tstart\tof\texperiment\t2,\tthe\tconical\tflask\twas\trinsed\twith\twater\tbut\t not\twith\tsolution\t l.  (i)\t\texplain\twhy\tthe\tconical\tflask\twas\trinsed \twith\twater.  \t .  \t ... \t\t[1]  (ii)\t\texplain\twhy\tthe\tconical\tflask\twas\t not\trinsed\twith\tsolution\t l\tin\texperiment\t2.  \t .  \t ... \t\t[1] \t [total:\t19]",
+            "5": "5 0620/52/m/j/22 \u00a9 ucles 2022 [turn over 2\t\tyou\tare\tprovided\twith\tsolid\t m. \t\tdo\tthe\tfollowing\ttests\ton\tsolid\t m,\trecording\tall\tof \tyour\tobservations\tat\teach\tstage.  tests on solid m \t\tadd\tabout\t15\tcm3\tof\tdistilled\twater\tto\tthe\tboiling\ttube\tcontaining\t solid\t m.\tstopper\tthe\tboiling\ttube\tand\t shake\tthe\tmixture\tto\tdissolve\tsolid\t m\tand\tform\tsolution\t m.\tdivide\tsolution\t m\tinto\tfive\tapproximately\t equal\tportions\tin\tfive\ttest\u2011tubes.  (a)\t\ttest\tthe\tph\tof\tthe\tfirst\tportion\tof\tsolution\tm. \t ph\t=\t..\t[1]  (b)\t\tto\tthe\tsecond\tportion\tof\tsolution\t m\tadd\taqueous\tsodium\thydroxide\t gradually\t until\tit\tis\tin\t excess\tand\tthe\ttest\u2011tube\tis\tat\tleast\thalf\tfull.   keep the product for use in (c). \t\trecord\tyour\tobservations.  \t  \t.. \t\t[2]  (c) (i)\t\ttransfer\tthe\tproduct\tfrom\t (b)\tinto\ta\tboiling\ttube.\tadd\ta\tpiece\tof\taluminium\t foil\tand\twarm\t the\tmixture\tgently.\t test\tany\tgas\tproduced. \t \trecord\tyour\tobservations.  \t .  \t ... \t\t[2]  (ii)\t\tidentify\tthe\tgas\tmade\tin\t(i).  \t ... \t\t[1]  (d)\t\tto\tthe\tthird\tportion\tof\tsolution\t m\tadd\tabout\t1\tcm\tdepth\tof\tdilute\tnitric\tacid\tfollowed\tby\ta\tfew\t drops\tof\taqueous\tbarium\tnitrate. \t\trecord\tyour\tobservations.  \t.. \t\t[1]",
+            "6": "6 0620/52/m/j/22 \u00a9 ucles 2022  (e) (i)\t\tto\tthe\tfourth\tportion\tof\tsolution\t m\tadd\tthe\tzinc\tpowder.\tgently\tshake\tthe\ttest\u2011tube\tand\t then\tleave\tit\tto\tstand\tand\tsettle\tfor\tabout\t5\tminutes.   keep the product for use in (ii). \t \trecord\tyour\tobservations.  \t .  \t ... \t\t[1]  (ii)\t\tdecant\tthe\tsolution\tformed\tin\t (i)\tinto\ta\ttest\u2011tube. \t \tadd\taqueous\tammonia\tgradually\tto\tthe\t solution\tuntil\tthere\tis\tno\tfurther\tchange. \t \trecord\tyour\tobservations.  \t .  \t ... \t\t[2]  (f) (i)\t\tto\tthe\tfifth\tportion\tof\tsolution\t m\tadd\tthe\taqueous\tpotassium\tiodide.   keep the product for use in (ii). \t \trecord\tyour\tobservations.  \t ... \t\t[1]  (ii)\t\tto\tthe\tproduct\tfrom\t(i)\tadd\tthe\taqueous \tsodium\tthiosulfate.\tgently\tshake\tthe\ttest\u2011tube. \t \tas\tsoon\tas\tyou\thave\tmade\tyour\tobservations\t pour\tthe\tcontents\tof\tthe\ttest\u2011tube\tinto\tthe\t \u2018stop\u2011bath\u2019. \t \trecord\tyour\tobservations.  \t ... \t\t[1]  (g)\t\tuse\tthe\tresults\tof\tthe\ttests\tin\t(a) to (d)\tto\tidentify\tthree\tions\tin\tsolution\t m.  \t  \t..   [3] \t [total:\t15]",
+            "7": "7 0620/52/m/j/22 \u00a9 ucles 2022 [turn over 3\t\tthe\tdiagram\tshows\tsome\tcoffee\tbeans. \t\tcaffeine\toccurs\tnaturally\tin\tcoffee\tbeans.\tcaffeine\tis\ta\twhite\tcrystalline\t solid.\tit\tis\tvery\tsoluble\tin\t hot\twater\tbut\tmuch\tless\tsoluble\tin\tcold\twater. \t\tplan\tan\tinvestigation\tto\tobtain\ta\tpure\tcrystalline\t sample\tof\tcaffeine\tfrom\tcoffee\tbeans. \t\tassume\tthat\tall\tother\tsoluble\tsubstances\t in\tcoffee\tbeans\tare\tvery\tsoluble\tin\tboth\thot\tand\tcold\t water. \t\tyou\tare\tprovided\twith\tcoffee\tbeans\tand\tcommon \tlaboratory\tapparatus.  \t ...  \t ...  \t ...  \t ...  \t ...  \t ...  \t ...  \t ...  \t ...  \t ...  \t ...  \t ...  \t ...  \t ...  \t ...  \t ...  \t ...  \t .   [6]",
+            "8": "8 0620/52/m/j/22 \u00a9 ucles 2022blank page",
+            "9": "9 0620/52/m/j/22 \u00a9 ucles 2022blank page",
+            "10": "10 0620/52/m/j/22 \u00a9 ucles 2022blank page",
+            "11": "11 0620/52/m/j/22 \u00a9 ucles 2022notes for use in qualitative analysis tests for anions anion test test result carbonate (co32\u2013) add dilute acid effervescence, carbon dioxide  produced chloride (c l \u2013) [in solution]acidify with dilute nitric acid, then add  aqueous silver nitratewhite ppt. bromide (br \u2013) [in solution]acidify with dilute nitric acid, then add  aqueous silver nitratecream ppt. iodide ( i\u2013) [in solution]acidify with dilute nitric acid, then add  aqueous silver nitrateyellow ppt. nitrate (no3\u2013) [in solution]add aqueous sodium hydroxide, then  aluminium foil; warm carefullyammonia produced sulfate (so42\u2013) [in solution]acidify, then add aqueous  barium nitratewhite ppt. sulfite (so32\u2013) add dilute hydrochloric acid, warm  gently and test for the presence of sulfur dioxidesulfur dioxide produced  will turn acidified aqueous  potassium manganate( vii) from  purple to colourless tests for aqueous cations cation effect of aqueous sodium hydroxide effect of aqueous ammonia aluminium (a l 3+) white ppt., soluble in excess, giving a  colourless solutionwhite ppt., insoluble in excess ammonium (nh4+)ammonia produced on warming \u2013 calcium (ca2+) white ppt., insoluble in excess no ppt., or very slight white ppt. chromium( iii) (cr3+)green ppt., soluble in excess grey-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 iron(iii) (fe3+) red-brown ppt., insoluble in excess red-brown ppt., insoluble in excess zinc (zn2+) white ppt., soluble in excess, giving a  colourless solutionwhite ppt., soluble in excess, giving a  colourless solution",
+            "12": "12 0620/52/m/j/22 \u00a9 ucles 2022tests for gases flame tests for metal ions gas test and test result metal ion flame colour ammonia (nh3) turns damp red litmus paper blue lithium (li+) red carbon dioxide (co2)turns limewater milky sodium (na+) yellow chlorine (c l 2) bleaches damp litmus paper potassium (k+) lilac hydrogen (h2) \u2018pops\u2019 with a lighted splint copper( ii) (cu2+)blue-green oxygen (o2) relights a glowing splint sulfur dioxide (so2)turns acidified aqueous  potassium manganate( vii) from  purple to colourless 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."
+        },
+        "0620_s22_qp_53.pdf": {
+            "1": "*0341990977* chemistry  0620/53 paper 5 practical test may/june 2022  1 hour 15 minutes you must answer on the question paper. you will need: the materials and apparatus listed in the confidential instructions instructions  \u25cf answer all questions.  \u25cf use a black or dark blue pen. you may use an hb pencil for any diagrams or graphs.  \u25cf write your name, centre number and candidate number in the boxes at the top of the page.  \u25cf write your answer to each question in the space provided.  \u25cf do not use an erasable pen or correction fluid.  \u25cf do not write on any bar codes.  \u25cf you may use a calculator.  \u25cf you should show all your working and use appropriate units. information  \u25cf the total mark for this paper is 40.  \u25cf the number of marks for each question or part question is shown in brackets [  ].  \u25cf notes for use in qualitative analysis are provided in the question paper. ib22 06_0620_53/2rp \u00a9 ucles 2022 [turn overthis document has 12 pages. any blank pages are indicated.cambridge igcse\u2122 for examiner\u2019s use 1 2 3 total",
+            "2": "2 0620/53/m/j/22 \u00a9 ucles 2022 1\t\tyou\tare\tgoing\tto\tinvestigate\t the\treaction\tbetween\taqueous\tsodium\thydroxide\t and\ttwo\tdifferent\t solutions\t of\tdilute\thydrochloric\t acid\twith\tdifferent\tconcentrations,\t labelled\t q and r,\tusing\ttwo\t different\tindicators.   read all of the instructions carefully before starting the experiments.   instructions \t\tyou\tare\tgoing\tto\tdo\tthree\texperiments.  (a) experiment 1  \u25cf fill the burette with dilute hydrochloric acid q.\t run\tsome\tof\tthe\tdilute\thydrochloric\t acid\t out\tof\tthe\tburette\tso\tthat\tthe\tlevel\tof\tthe\tdilute\thydrochloric\t acid\tis\ton\tthe\tburette\tscale.\t record\tthe\tburette\treading\tin\tthe\ttable.  \u25cf use a measuring cylinder to pour 25 cm3 of the aqueous sodium hydroxide for  question 1 \tinto\ta\tconical\tflask.  \u25cf\tadd\tfive\tdrops\tof\tmethyl\torange\tindicator\tto\tthe\tconical\tflask.  \u25cf\tstand\tthe\tconical\tflask\ton\ta\twhite\ttile.  \u25cf\tslowly\tadd\tdilute\thydrochloric\t acid\tfrom\tthe\tburette\tto\tthe\tconical\tflask,\twhile\tswirling\tthe\t flask,\tuntil\tthe\tsolution\tjust\tchanges\tcolour.  \u25cf\trecord\tthe\tburette\treading\tin\tthe\ttable\tand\tcomplete\tthe\ttable. experiment 1 final\tburette\treading\t /\tcm3 initial\tburette\treading\t /\tcm3 volume of dilute hydrochloric acid q\tadded\t/\tcm3  experiment 2  \u25cf\tempty\tthe\tconical\tflask\tand\trinse\tit\twith\tdistilled\twater.  \u25cf\trinse\tthe\tburette\twith\tdistilled\twater\tand\tthen\twith\tdilute\thydrochloric\tacid\t r.  \u25cf\trepeat\texperiment\t 1\tusing\tdilute\thydrochloric\t acid\tr instead of dilute hydrochloric acid q. experiment 2 final\tburette\treading\t /\tcm3 initial\tburette\treading\t /\tcm3 volume of dilute hydrochloric acid r\tadded\t/\tcm3  experiment 3  \u25cf\tempty\tthe\tconical\tflask\tand\trinse\tit\twith\tdistilled\twater.  \u25cf\trepeat\texperiment\t2\tusing\tthymolphthalein\tindicator\tinstead\tof\tmethyl\torange\tindicator. experiment 3 final\tburette\treading\t /\tcm3 initial\tburette\treading\t /\tcm3 volume of dilute hydrochloric acid r\tadded\t/\tcm3  [6]",
+            "3": "3 0620/53/m/j/22 \u00a9 ucles 2022 [turn over  (b)  determine the simplest whole number ratio of the volumes of dilute hydrochloric acid r used  in\texperiment\t2\tand\texperiment\t3.  \t..   [1]  (c)  use your ratio in (b) to deduce the volume of dilute hydrochloric acid q needed when  experiment\t1\tis\trepeated\tusing\tthymolphthalein\tindicator\tinstead\tof\tmethyl\torange\tindicator.  volume of hydrochloric acid q\t=\t\t\t[2]  (d)  compare the concentration of dilute hydrochloric acid q used in experiment 1 to the  concentration of dilute hydrochloric acid r\tused\tin\texperiment\t2. \t\texplain\tyour\tanswer.  \t  \t  \t  \t..   [3]  (e)\t\tstate\thow\tthe\tresults\tchange,\tif\tat\tall,\tif\tthe\taqueous\tsodium\thydroxide\t is\twarmed\tbefore\t adding\tthe\tdilute\thydrochloric\tacid.\tgive\ta\treason\tfor\tyour\tanswer. \t effect\ton\tresults\t\t .  reason \t  [2]  (f)\t\tstate\tthe\tadvantage\t of\tusing\ta\tpipette\tinstead\tof\tthe\tmeasuring\t cylinder\tin\tthese\texperiments.  \t..   [1]  (g)\t\texplain\twhy\ta\twhite\ttile\tis\tused\tin\tthese\texperiments.  \t..   [1]",
+            "4": "4 0620/53/m/j/22 \u00a9 ucles 2022  (h)  at the start of experiment 2 the burette was rinsed with distilled water and then with dilute  hydrochloric acid r.  (i)\t\tstate\twhat\twas\tremoved\tfrom\tthe\tburette\twhen\tit\twas\trinsed\twith\tdistilled\twater.  \t ...   [1]  (ii)  state what was removed from the burette when it was rinsed with dilute hydrochloric acid r.  \t ...   [1]  (iii)  explain why the burette does not\tneed\tto\tbe\trinsed\tat\tthe\tstart\tof\texperiment\t3.  \t .  \t ...   [1]  (i)\t\tafter\tthe\tburette\twas\tfilled\twith\tdilute\thydrochloric \tacid\tat\tthe\tstart\tof\texperiment\t 1,\tsome\tof\t the\tacid\twas\trun\tout\tof\tthe\tburette.   one reason for running the acid out of the burette is to make sure the level of the hydrochloric acid  is\ton\tthe\tscale. \t\tgive\tone\tother reason why it is important to run some acid out of the burette after it has been  filled\tfor\tthe\tfirst\ttime\tin\tan\texperiment.\t  \t  \t..   [1]  [total: 20]",
+            "5": "5 0620/53/m/j/22 \u00a9 ucles 2022 [turn over 2  you are provided with solid s.   do the following tests on solid s,\trecording\tall\tof\t your\tobservations\tat\teach\tstage.   tests on solid s   to the boiling tube containing solid s add about 20 cm3\tof\tdistilled\twater.\tstopper\tthe\tboiling\ttube\tand\t shake the mixture to dissolve solid s and form solution t.\tdivide\tsolution\t t into six approximately  equal\tportions\tin\tsix\ttest-tubes.  (a)  state the colour change that occurred when distilled water was added to solid s to form  solution t.  from solid s\t..\tto\tsolution\t t \t..   [1]  (b)\t\ttest\tthe\tph\tof\tthe\tfirst\tportion\tof\tsolution\tt. \t ph\t=\t..\t\t[1]  (c)  to the second portion of solution t,\tadd\tthe\tstrip\tof\tmagnesium\tribbon. \t\trecord\tyour\tobservations.  \t  \t..   [2]  (d) (i)  to the third portion of solution t,\tadd\tthe\taqueous\tpotassium\tiodide.   keep the product for use in (ii). \t \trecord\tyour\tobservations.  \t ...   [1]  (ii)  to the product from (i)\tadd\tthe\taqueous \tsodium\tthiosulfate.\tgently\tshake\tthe\ttest-tube. \t \trecord\tyour\tobservations.  \t ...   [1]  (e)  to the fourth portion of solution t,\t add\tabout\t1\tcm\tdepth\tof\tdilute\tnitric\tacid\tfollowed\tby\ta\tfew\t drops\tof\taqueous\tbarium\tnitrate. \t\trecord\tyour\tobservations.  \t..   [1]  (f)\t\tto\tthe\tfifth\tportion\tof\tsolution\t t,\tadd\tabout\t1\tcm\tdepth\tof\tdilute\tnitric\tacid\tfollowed\tby\ta\tfew\t drops\tof\taqueous\tsilver\tnitrate. \t\trecord\tyour\tobservations.  \t..   [1]",
+            "6": "6 0620/53/m/j/22 \u00a9 ucles 2022  (g)  to the sixth portion of solution t,\tadd\taqueous\tammonia\tdropwise\tand\tthen\tin\texcess. \t\trecord\tyour\tobservations.  \t  \t  \t..   [3]  (h)  identify solid s.  \t  \t  \t..   [3]  [total: 14]",
+            "7": "7 0620/53/m/j/22 \u00a9 ucles 2022 [turn over 3  when solution a and solution b\tare\tmixed\tthey\treact\tslowly\tto\tform\tiodine. \t\tstarch\tsolution\tis\tadded\tto\tthe\tmixture\tto\tact\tas\t an\tindicator.\t \t\twhen\ta\tcertain\tamount\tof\tiodine\tis\tmade\tthere\tis \ta\tsudden\tcolour\tchange\tto\tblue-black. \t\tplan\tan\tinvestigation\t to\tfind\tthe\teffect\tof\ttemperature\t on\tthe\trate\tof\tthe\treaction\tbetween\tsolution\t a  and solution b.   you are provided with solution a,\tsolution\tb,\tstarch\tsolution\tand\tcommon\tlaboratory\tapparatus.  \t ...  \t ...  \t ...  \t ...  \t ...  \t ...  \t ...  \t ...  \t ...  \t ...  \t ...  \t ...  \t ...  \t ...  \t ...  \t ...  \t ...  \t ...  \t ...  \t ...  \t ...  \t ...  \t .   [6]",
+            "8": "8 0620/53/m/j/22 \u00a9 ucles 2022blank page",
+            "9": "9 0620/53/m/j/22 \u00a9 ucles 2022blank page",
+            "10": "10 0620/53/m/j/22 \u00a9 ucles 2022blank page",
+            "11": "11 0620/53/m/j/22 \u00a9 ucles 2022notes for use in qualitative analysis tests for anions anion test test result carbonate (co32\u2013) add dilute acid effervescence, carbon dioxide  produced chloride (c l \u2013) [in solution]acidify with dilute nitric acid, then add  aqueous silver nitratewhite ppt. bromide (br \u2013) [in solution]acidify with dilute nitric acid, then add  aqueous silver nitratecream ppt. iodide ( i\u2013) [in solution]acidify with dilute nitric acid, then add  aqueous silver nitrateyellow ppt. nitrate (no3\u2013) [in solution]add aqueous sodium hydroxide, then  aluminium foil; warm carefullyammonia produced sulfate (so42\u2013) [in solution]acidify, then add aqueous  barium nitratewhite ppt. sulfite (so32\u2013) add dilute hydrochloric acid, warm  gently and test for the presence of sulfur dioxidesulfur dioxide produced  will turn acidified aqueous  potassium manganate( vii) from  purple to colourless tests for aqueous cations cation effect of aqueous sodium hydroxide effect of aqueous ammonia aluminium (a l 3+) white ppt., soluble in excess, giving a  colourless solutionwhite ppt., insoluble in excess ammonium (nh4+)ammonia produced on warming \u2013 calcium (ca2+) white ppt., insoluble in excess no ppt., or very slight white ppt. chromium( iii) (cr3+)green ppt., soluble in excess grey-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 iron(iii) (fe3+) red-brown ppt., insoluble in excess red-brown ppt., insoluble in excess zinc (zn2+) white ppt., soluble in excess, giving a  colourless solutionwhite ppt., soluble in excess, giving a  colourless solution",
+            "12": "12 0620/53/m/j/22 \u00a9 ucles 2022tests for gases flame tests for metal ions gas test and test result metal ion flame colour ammonia (nh3) turns damp red litmus paper blue lithium (li+) red carbon dioxide (co2)turns limewater milky sodium (na+) yellow chlorine (c l 2) bleaches damp litmus paper potassium (k+) lilac hydrogen (h2) \u2018pops\u2019 with a lighted splint copper( ii) (cu2+)blue-green oxygen (o2) relights a glowing splint sulfur dioxide (so2)turns acidified aqueous  potassium manganate( vii) from  purple to colourless 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."
+        },
+        "0620_s22_qp_61.pdf": {
+            "1": "*4234628191* chemistry  0620/61 paper 6 alternative to practical may/june 2022  1 hour you must answer on the question paper. no additional materials are needed. instructions  \u25cf answer all questions.  \u25cf use a black or dark blue pen. you may use an hb pencil for any diagrams or graphs.  \u25cf write your name, centre number and candidate number in the boxes at the top of the page.  \u25cf write your answer to each question in the space provided.  \u25cf do not use an erasable pen or correction fluid.  \u25cf do not write on any bar codes.  \u25cf you may use a calculator.  \u25cf you should show all your working and use appropriate units. information  \u25cf the total mark for this paper is 40.  \u25cf the number of marks for each question or part question is shown in brackets [  ]. ib22 06_0620_61/3rp \u00a9 ucles 2022 [turn overthis document has 12 pages. any blank pages are indicated.cambridge igcse\u2122",
+            "2": "2 0620/61/m/j/22 \u00a9 ucles 2022 1  the apparatus in the diagram was used to show that when a candle is burned both water and  carbon dioxide are formed. the gases produced when the candle burns are passed through the  apparatus using a suction pump. solution zxw liquid wate r icecandleu-tube to suction pump  (a)  name the items of apparatus labelled w and x.  w  ...  x    [2]  (b)  suggest why ice is placed around the u-tube.      ..   [1]  (c)  describe how to test the liquid collected in the u-tube to show it is water.      ..   [1]  (d)  solution z is used to show that carbon dioxide is produced.   identify solution z.   ..   [1]  (e)  both water and carbon dioxide were made.   identify one element that must be in the compound that makes up the candle.   ..   [1]  (f)  describe how the apparatus could be changed to see if sulfur dioxide is made.   give the observations if sulfur dioxide is made.  change  ...  observation    [2]  [total: 8]",
+            "3": "3 0620/61/m/j/22 \u00a9 ucles 2022 [turn over 2  a student investigated the rate at which hydrogen gas is made when magnesium reacts with two  different solutions of dilute hydrochloric acid, c and d, with different concentrations. the dilute  hydrochloric acid was in excess in both experiments.   two experiments were done using the apparatus shown. bung conical flask dilute hydrochloric acidclamp trough waterinverted 100  cm3 measuring cylinderrubber delivery tube  experiment 1  \u25cf a measuring cylinder was used to pour 50 cm3 of dilute hydrochloric acid c into a conical flask.  \u25cf the initial temperature of the dilute hydrochloric acid was measured using a thermometer.  \u25cf the apparatus was set up as shown in the diagram.  \u25cf the bung was removed from the conical flask and a coiled 5 cm length of magnesium ribbon  was added to the flask. the bung was replaced immediately and a timer started.  \u25cf the volume of gas collected in the inverted measuring cylinder was recorded every 20 seconds  for 160 seconds.  \u25cf the final temperature of the dilute hydrochloric acid in the flask was measured using a  thermometer.",
+            "4": "4 0620/61/m/j/22 \u00a9 ucles 2022  (a)  use the thermometer diagrams and the diagrams of inverted measuring cylinders to complete  the tables. initial final thermometer diagram temperature / \u00b0c thermometer diagram temperature / \u00b0c 30 25 2040 35 3040 30 2020 time  / s volume of gas collected  / cm3diagrams of inverted measuring cylinder 60 50 404070 60 506090 80 7080100 90 80100100 90 80120100 90 80140100 90 80160  [2]  (b) experiment 2  \u25cf experiment 1 was repeated using 50 cm3 of dilute hydrochloric acid d instead of dilute  hydrochloric acid c.   use the thermometer diagrams and the diagrams of inverted measuring cylinders to complete  the tables. initial final thermometer diagram temperature / \u00b0c thermometer diagram temperature / \u00b0c 30 25 2035 30 2530 20 1020 time  / s volume of gas collected  / cm3diagrams of inverted measuring cylinder 30 20 104040 30 206060 50 408060 50 4010070 60 5012080 70 6014070 60 50160  [3]",
+            "5": "5 0620/61/m/j/22 \u00a9 ucles 2022 [turn over  (c)  complete a suitable scale on the y-axis and plot your results from experiments 1 and 2 on the  grid.   draw two smooth line graphs. the lines must pass through (0,0). clearly label your lines. volume of gas collected / cm3 0 20 40 60 80 100 120 140 1600  [5]  (d)  from your graph, deduce the volume of gas that was collected after 50 seconds in  experiment 2.   show clearly on the grid  how you worked out your answer.  volume of gas = ...  [3]",
+            "6": "6 0620/61/m/j/22 \u00a9 ucles 2022  (e)  explain what can be deduced about the concentrations of dilute hydrochloric acid c and dilute  hydrochloric acid d.            ..   [2]  (f) (i)  state what happens to the temperature of the dilute hydrochloric acid during experiment 1.   ...   [1]  (ii)  state what effect this temperature change has on the total volume of gas made when the  reaction has finished.   ...   [1]  (iii)  describe a change that can be made to the apparatus or reagents to reduce the   temperature change of the acid in experiment 1.   ...   [1]  (g)  suggest why it is important to replace the bung in the conical flask immediately after adding  the magnesium ribbon.      ..   [1]  (h)  state the advantage of measuring the volume of gas collected every 10 seconds rather than  every 20 seconds.   ..   [1]  [total: 20]",
+            "7": "7 0620/61/m/j/22 \u00a9 ucles 2022 [turn over 3  solid e and solution f were analysed. solid e was ammonium sulfate.   tests were done on each substance.   tests on solid e   complete the expected observations.   solid e was dissolved in water to form solution e. solution e was divided into three approximately  equal portions in one boiling tube and two test-tubes.  (a)  aqueous sodium hydroxide was added to the first portion of solution e in a boiling tube. the  mixture formed was warmed. any gas produced was tested.  observations  ..     identity of gas    [2]  (b)  to the second portion of solution e, about 1 cm depth of dilute nitric acid followed by a few  drops of aqueous silver nitrate were added.  observations     [1]  (c)  to the third portion of solution e, about 1 cm depth of dilute nitric acid followed by a few drops  of aqueous barium nitrate were added.  observations     [1]",
+            "8": "8 0620/61/m/j/22 \u00a9 ucles 2022  tests on solution f tests observations solution f was divided into two equal portions  in two test-tubes. test 1 a strip of universal indicator paper was placed  in the first portion of solution f.the universal indicator paper turned orange test 2 the second portion of solution f was added to  solid sodium carbonate in a boiling tube. any gas made was tested.effervescence and the solid disappeared limewater turned milky  (d)  deduce the ph of solution f.   ..   [1]  (e)  identify the positive ion in solution f.   ..   [1]  [total: 6]",
+            "9": "9 0620/61/m/j/22 \u00a9 ucles 2022 [turn over 4  a sample of muddy river water contains water, dissolved solids and insoluble solid mud.   plan an investigation to find the concentration of dissolved solids, in g / dm3, in the river water.   in your answer state how you will work out the concentration of the dissolved solids in g / dm3.   you are provided with a small sample (less than 1 dm3) of muddy river water and common laboratory  apparatus.  (1 dm3 = 1000 cm3)   ...   ...   ...   ...   ...   ...   ...   ...   ...   ...   ...   ...   ...   ...   ...   ...   ...   ...   ...   ...   ...   .   [6]",
+            "10": "10 0620/61/m/j/22 \u00a9 ucles 2022blank page",
+            "11": "11 0620/61/m/j/22 \u00a9 ucles 2022blank page",
+            "12": "12 0620/61/m/j/22 \u00a9 ucles 2022blank page permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the  publisher will be pleased to make amends at the earliest possible opportunity. 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."
+        },
+        "0620_s22_qp_62.pdf": {
+            "1": "*9457558127* chemistry  0620/62 paper 6 alternative to practical may/june 2022  1 hour you must answer on the question paper. no additional materials are needed. instructions  \u25cf answer all questions.  \u25cf use a black or dark blue pen. you may use an hb pencil for any diagrams or graphs.  \u25cf write your name, centre number and candidate number in the boxes at the top of the page.  \u25cf write your answer to each question in the space provided.  \u25cf do not use an erasable pen or correction fluid.  \u25cf do not write on any bar codes.  \u25cf you may use a calculator.  \u25cf you should show all your working and use appropriate units. information  \u25cf the total mark for this paper is 40.  \u25cf the number of marks for each question or part question is shown in brackets [  ]. ib22 06_0620_62/3rp \u00a9 ucles 2022 [turn overthis document has 12 pages. any blank pages are indicated.cambridge igcse\u2122",
+            "2": "2 0620/62/m/j/22 \u00a9 ucles 2022 1  sodium hydrogencarbonate decomposes when heated. the products are solid sodium carbonate,  water and carbon dioxide.   a student decomposed a sample of sodium hydrogencarbonate using the apparatus shown. sodium hydrogencarbonatedelivery tube watera x b  (a)  name the items of apparatus labelled a and b.  a    b   ...  [2]  (b)  when the sodium hydrogencarbonate was heated, a colourless liquid collected at the point  marked x.   suggest the identity of the colourless liquid.   ..   [1]  (c)  on the diagram draw one arrow to show where the apparatus should be heated during the  experiment. [1]  (d)  state an observation that would indicate the sodium hydrogencarbonate had stopped reacting.      ..   [1]  (e)  explain why it is important to remove the delivery tube from the water as soon as heating is  stopped.         ..   [2]  [total: 7]",
+            "3": "3 0620/62/m/j/22 \u00a9 ucles 2022 [turn over 2\t\ta\tstudent\tinvestigated \tthe\treaction\t between\t two\tdifferent\t solutions\t of\taqueous\t sodium\tcarbonate,\t solution k and solution l,\tand\tdilute\thydrochloric\tacid\tusing\ttwo\tdifferent\tindicators.   two experiments were done.   experiment 1  \u25cf a burette was rinsed with water and then with the dilute hydrochloric acid.  \u25cf the burette was filled with dilute hydrochloric acid. some of the dilute hydrochloric acid was  run out of the burette so that the level of the dilute hydrochloric acid was on the burette scale.   \u25cf using a measuring cylinder, 25 cm3 of solution k was poured into a conical flask.  \u25cf five drops of methyl orange indicator and five drops of thymolphthalein indicator were added  to the conical flask.  \u25cf the conical flask was placed on a white tile.  \u25cf dilute hydrochloric acid was added slowly from the burette to the conical flask, while the flask  was swirled, until the solution turned yellow. this is the first colour change.  \u25cf more dilute hydrochloric acid from the burette was added to the conical flask, while swirling the  flask, until the solution changed colour again. this is the second colour change.  (a)  use the burette diagrams to complete the table for experiment 1. 1 2 3 initial burette reading11 12 13 burette reading at first colour change22 23 24 burette reading at second colour change experiment 1 burette\treading\tat\tfirst\tcolour\tchange\t /\tcm3 final\tburette\treading\tat\tsecond\tcolour\tchange\t /\tcm3 initial\tburette\treading\t /\tcm3 volume\tof\tdilute\thydrochloric\tacid\tadded\tfor\tfirst\t colour\tchange\t /\tcm3 total volume of dilute hydrochloric acid added for  second\tcolour\tchange\t /\tcm3  [3]",
+            "4": "4 0620/62/m/j/22 \u00a9 ucles 2022  (b)  experiment 2  \u25cf the conical flask was emptied and rinsed with distilled water.  \u25cf experiment 1 was repeated using solution l instead of solution k.   use the burette diagrams to complete the table for experiment 2. 3 4 5 initial burette reading19 20 21 burette reading at first colour change35 36 37 burette reading at second colour change experiment 2 burette\treading\tat\tfirst\tcolour\tchange\t /\tcm3 final\tburette\treading\tat\tsecond\tcolour\tchange\t /\tcm3 initial\tburette\treading\t /\tcm3 volume\tof\tdilute\thydrochloric\tacid\tadded\tfor\tfirst\t colour\tchange\t /\tcm3 total volume of dilute hydrochloric acid added for  second\tcolour\tchange\t /\tcm3  [3]  (c)  state the colour change observed at the end-point when dilute hydrochloric acid is added to  methyl orange in an alkaline solution.  from  to     [1]  (d)\t\tfor\texperiment\t 1,\tcompare\t the\tvolume\tof\tdilute\thydrochloric\t acid\tneeded\tfor\tthe\tfirst\tcolour\t change with the volume of dilute hydrochloric acid for the second colour change.      ..   [2]",
+            "5": "5 0620/62/m/j/22 \u00a9 ucles 2022 [turn over  (e)  compare the concentration of solution k used in experiment 1 to the concentration of solution l  used in experiment 2.   explain your answer.         ..   [3]  (f) (i)  deduce the volume of dilute hydrochloric acid needed for the second colour change when  experiment 2 is repeated using 50 cm3 of solution l.   ...   [2]  (ii)  state why using 50 cm3 of solution l would cause a problem.   .   ...   [1]  (g)  state the advantage of using a pipette instead of the measuring cylinder in these experiments.   ..   [1]  (h)\t\texplain\twhy\tthe\tconical\tflask\twas\tswirled\tas\tthe\tdilute\thydrochloric\t acid\twas\tadded\tfrom\tthe\t burette.      ..   [1]  (i)  at the start of experiment 1, the burette was rinsed with water and then with dilute  hydrochloric acid. \t \tat\tthe\tstart\tof\texperiment\t2,\tthe\tconical\tflask\twas\trinsed\twith\twater\tbut\t not with solution l.  (i)\t\texplain\twhy\tthe\tconical\tflask\twas\trinsed \twith\twater.   .   ...   [1]  (ii)\t\texplain\twhy\tthe\tconical\tflask\twas\t not rinsed with solution l in experiment 2.   .   ...   [1]  [total: 19]",
+            "6": "6 0620/62/m/j/22 \u00a9 ucles 2022 3  solid m and solid n were analysed. solid m was iron( iii) nitrate.   tests were done on each substance.  tests on solid m   complete the expected observations.   solid m was dissolved in water to form solution m. solution m was divided into two approximately  equal portions in two test-tubes.  (a)\t\tto\tthe\tfirst\tportion\tof\tsolution\t m, aqueous sodium hydroxide was added gradually until in  excess. the product was kept for (b).  observations  ..   ..   [2]  (b) (i)  the product from (a) was transferred to a boiling tube. a piece of aluminium foil was added  and the mixture warmed gently. any gas produced was tested.  observations  ...   ...   [1]  (ii)  identify the gas made in (i).   ...   [1]  (c)  to the second portion of solution m, about 1 cm depth of dilute nitric acid followed by a few  drops of aqueous barium nitrate were added.  observations     [1]",
+            "7": "7 0620/62/m/j/22 \u00a9 ucles 2022 [turn over  tests on solid n tests observations test 1 a\tflame\ttest\twas\tcarried\tout\ton\tsolid\t n. the\tflame\tbecame\tred solid n was dissolved in water to form  solution n. solution n was divided equally into  one test-tube and one boiling tube. test 2 about 1 cm depth of dilute nitric acid followed  by a few drops of aqueous silver nitrate were  added\tto\tthe\tfirst\tportion\tof\tsolution\t n in a  test-tube.no visible change test 3 about 2 cm depth of dilute hydrochloric acid  was added to the second portion of solution n.  the mixture was warmed and any gas  produced was tested.acidified\taqueous\tpotassium\tmanganate( vii) changed from purple to colourless  (d) identify the gas produced in test 3.   ..   [1]  (e)  identify solid n.      ..   [2]  [total: 8]",
+            "8": "8 0620/62/m/j/22 \u00a9 ucles 2022 4\t\tthe\tdiagram\tshows\tsome\tcoffee\tbeans. \t\tcaffeine\t occurs\tnaturally\t in\tcoffee\tbeans.\tcaffeine\t is\ta\twhite\tcrystalline\t solid.\tit\tis\tvery\tsoluble\tin\t hot water but much less soluble in cold water. \t\tplan\tan\tinvestigation\tto\tobtain\ta\tpure\tcrystalline\t sample\tof\tcaffeine\tfrom\tcoffee\tbeans. \t\tassume\t that\tall\tother\tsoluble\tsubstances\t in\tcoffee\tbeans\tare\tvery\tsoluble\tin\tboth\thot\tand\tcold\t water. \t\tyou\tare\tprovided\twith\tcoffee\tbeans\tand\tcommon \tlaboratory\tapparatus.   ...   ...   ...   ...   ...   ...   ...   ...   ...   ...   ...   ...   ...   ...   ...   ...   ...   .   [6]",
+            "9": "9 0620/62/m/j/22 \u00a9 ucles 2022blank page",
+            "10": "10 0620/62/m/j/22 \u00a9 ucles 2022blank page",
+            "11": "11 0620/62/m/j/22 \u00a9 ucles 2022blank page",
+            "12": "12 0620/62/m/j/22 \u00a9 ucles 2022blank page permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the  publisher will be pleased to make amends at the earliest possible opportunity. 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."
+        },
+        "0620_s22_qp_63.pdf": {
+            "1": "*3616379926* chemistry  0620/63 paper 6 alternative to practical may/june 2022  1 hour you must answer on the question paper. no additional materials are needed. instructions  \u25cf answer all questions.  \u25cf use a black or dark blue pen. you may use an hb pencil for any diagrams or graphs.  \u25cf write your name, centre number and candidate number in the boxes at the top of the page.  \u25cf write your answer to each question in the space provided.  \u25cf do not use an erasable pen or correction fluid.  \u25cf do not write on any bar codes.  \u25cf you may use a calculator.  \u25cf you should show all your working and use appropriate units. information  \u25cf the total mark for this paper is 40.  \u25cf the number of marks for each question or part question is shown in brackets [  ]. ib22 06_0620_63/3rp \u00a9 ucles 2022 [turn overthis document has 12 pages. any blank pages are indicated.cambridge igcse\u2122",
+            "2": "2 0620/63/m/j/22 \u00a9 ucles 2022 1  the apparatus shown was used to determine the percentage of oxygen in a sample of air. copper pieces glass tube air axy b   the glass tube was heated strongly at x while the sample of air was passed backwards and  forwards over the copper pieces in the tube. the source of heat was gradually moved along the  tube from x to y.   during the experiment the copper pieces in the glass tube reacted with oxygen in the sample of air.  (a)  name the item of apparatus labelled b.   ..   [1]  (b)  name the item of laboratory equipment that could be used to heat the glass tube strongly.   ..   [1]  (c)  the copper pieces at y did not change colour when they were heated.   suggest why the copper pieces at y did not change colour.      ..   [1]",
+            "3": "3 0620/63/m/j/22 \u00a9 ucles 2022 [turn over  (d) (i)  the table shows the volume of air in each part of the apparatus at the start of the experiment. part of apparatus volume of air at start / cm3 a 0 glass tube 8 b 94   calculate the total volume of air in the apparatus at the start of the experiment.  total volume of air at start = .. cm3  [1]  (ii)  the table shows the volume of gas in each part of the apparatus at the end of the  experiment. part of apparatus volume of gas at end / cm3 a 0 glass tube 8 b 75   calculate the percentage of oxygen in the sample of air.  percentage of oxygen = ..  [1]  [total: 5]",
+            "4": "4 0620/63/m/j/22 \u00a9 ucles 2022 2\t\ta\tstudent\tinvestigated\t the\treaction\tbetween\taqueous\tsodium\thydroxide\t and\ttwo\tdifferent\tsolutions\t of\tdilute\thydrochloric\t acid\twith\tdifferent\tconcentrations,\t labelled\t q and r,\t using\ttwo\tdifferent\t indicators.   three experiments were done.  (a) experiment 1  \u25cf a burette was filled with dilute hydrochloric acid q. some of the dilute hydrochloric acid  was run out of the burette so that the level of the dilute hydrochloric acid was on the  burette scale.  \u25cf\tusing\ta\tmeasuring\t cylinder,\t25\tcm3 of aqueous sodium hydroxide was poured into a  conical flask.  \u25cf five drops of methyl orange indicator were added to the conical flask.  \u25cf the conical flask was placed on a white tile.  \u25cf\tdilute\thydrochloric\t acid\twas\tadded\tslowly\tfrom\tthe\tburette\tto\tthe\tconical\tflask,\twhile\tthe\t flask\twas\tswirled,\tuntil\tthe\tsolution\tjust\tchanged\tcolour.  use the burette diagrams to complete the table for experiment 1. 2 3 4 initial reading20 21 22 final reading experiment 1 final\tburette\treading\t /\tcm3 initial burette reading / cm3 volume of dilute hydrochloric acid q added / cm3",
+            "5": "5 0620/63/m/j/22 \u00a9 ucles 2022 [turn over  experiment 2  \u25cf the conical flask was emptied and rinsed with distilled water.  \u25cf the burette was rinsed with distilled water and then with dilute hydrochloric acid r.  \u25cf experiment 1 was repeated using dilute hydrochloric acid r instead of dilute  hydrochloric acid q. \t\tuse\tthe\tburette\tdiagrams\tto\tcomplete\tthe\ttable\tfor\texperiment\t2. 8 9 10 initial reading43 44 45 final reading experiment\t2 final\tburette\treading\t /\tcm3 initial burette reading / cm3 volume of dilute hydrochloric acid r added / cm3  experiment 3  \u25cf the conical flask was emptied and rinsed with distilled water.  \u25cf\texperiment\t 2\twas\trepeated\t using\tthymolphthalein\t indicator\tinstead\tof\tmethyl\torange\t indicator.   use the burette diagrams to complete the table for experiment 3. 6 7 8 initial reading42 43 44 final reading experiment 3 final\tburette\treading\t /\tcm3 initial burette reading / cm3 volume of dilute hydrochloric acid r added / cm3  [5]",
+            "6": "6 0620/63/m/j/22 \u00a9 ucles 2022  (b)  determine the simplest whole number ratio of the volumes of dilute hydrochloric acid r used  in\texperiment\t2\tand\texperiment\t3.   ..   [1]  (c)  deduce the volume of dilute hydrochloric acid q needed when experiment 1 is repeated using  thymolphthalein indicator instead of methyl orange indicator.  volume of hydrochloric acid q\t=\t..\t\t[2]\t  (d)  compare the concentration of dilute hydrochloric  acid q used in experiment 1 to the  concentration of dilute hydrochloric acid r\tused\tin\texperiment\t2.   explain your answer.            ..   [3]  (e)\t\tstate\thow\tthe\tresults\tchange,\tif\tat\tall,\tif\tthe\taqueous\tsodium\thydroxide\t is\twarmed\tbefore\t adding the dilute hydrochloric acid.   give a reason for your answer. \t effect\ton\tresults\t .  reason   \t [2]  (f)  state the advantage of using a pipette instead of the measuring cylinder in these experiments.   ..   [1]  (g)  explain why a white tile is used in these experiments.   ..   [1]",
+            "7": "7 0620/63/m/j/22 \u00a9 ucles 2022 [turn over  (h)\t\tat\tthe\tstart\tof\texperiment\t 2\tthe\tburette\twas\trinsed\twith\tdistilled\twater\tand\tthen\twith\tdilute\t hydrochloric acid r.  (i)  state what was removed from the burette when it was rinsed with distilled water.   ...   [1]  (ii)  state what was removed from the burette when it was rinsed with dilute hydrochloric acid r.   .   ...   [1]  (iii)  explain why the burette does not need to be rinsed at the start of experiment 3.   ...   [1]  (i)\t\tafter\tthe\tburette\twas\tfilled\twith\tdilute\thydrochloric \tacid\tat\tthe\tstart\tof\texperiment\t 1,\tsome\tof\t the acid was run out of the burette.   one reason for running the acid out of the burette is to make sure the level of the hydrochloric acid  is on the scale.   give one other reason why it is important to run some acid out of the burette after it has been  filled\tfor\tthe\tfirst\ttime\tin\tan\texperiment.      ..   [1]  [total: 19]",
+            "8": "8 0620/63/m/j/22 \u00a9 ucles 2022 3  solid s and solution y were analysed. solid s was anhydrous copper( ii) sulfate.   tests were done on each substance.   tests on solid s   complete the expected observations.  (a)\t\ta\tflame\ttest\twas\tcarried\tout\ton\tsolid\t s.  observations     [1]   the remaining solid s was dissolved in about 10 cm3 of distilled water to form solution t. solution t  was divided into two approximately equal portions in two test-tubes.  (b)  state the colour change that occurred when water was added to solid s to form solution t.  from solid s .. to solution t  ..   [1]  (c)\t\tto\tthe\tfirst\tportion\tof\tsolution\t t,\tabout\t1\tcm\tdepth\tof\tdilute\tnitric\tacid\tfollowed\tby\ta\tfew\tdrops\t of aqueous barium nitrate were added.  observations     [1]  (d)  to the second portion of solution t,\t aqueous\tammonia\twas\tadded\tdropwise\tand\tthen\tin\texcess.  observations  ..      ..   [3]",
+            "9": "9 0620/63/m/j/22 \u00a9 ucles 2022 [turn over  tests on solution y tests observations test 1 a\tflame\ttest\twas\tcarried\tout\ton\tsolution\t y. the\tflame\tbecame\tlilac solution y was divided into three approximately  equal portions in one boiling tube and two  test-tubes. test 2 dilute hydrochloric acid was added to  the portion of solution y in a boiling tube.  the mixture was warmed. a strip of  filter\tpaper\tsoaked\tin\tacidified\taqueous\t potassium manganate( vii) was held at the  mouth of the boiling tube.the\tacidified\taqueous potassium manganate( vii) remained purple test 3 about 1 cm depth of dilute nitric acid followed  by a few drops of aqueous silver nitrate were  added to the second portion of solution y.yellow precipitate test 4 aqueous ammonia was added dropwise and  then in excess to the third portion of solution y.a white precipitate formed which dissolved in excess to give a colourless solution  (e)  name the gas tested for in test 2.   ..   [1]  (f)  identify the three ions in solution y.      ..   [3]  [total: 10]",
+            "10": "10 0620/63/m/j/22 \u00a9 ucles 2022 4  when solution a and solution b are mixed they react slowly to form iodine.   starch solution is added to the mixture to act as an indicator.    when a certain amount of iodine is made there is a sudden colour change to blue-black. \t\tplan\tan\tinvestigation\t to\tfind\tthe\teffect\tof\ttemperature\t on\tthe\trate\tof\tthe\treaction\tbetween\tsolution\t a  and solution b.   you are provided with solution a,\tsolution\tb,\tstarch\tsolution\tand\tcommon\tlaboratory\tapparatus.   ...   ...   ...   ...   ...   ...   ...   ...   ...   ...   ...   ...   ...   ...   ...   ...   ...   ...   ...   ...   ...   ...   .   [6]",
+            "11": "11 0620/63/m/j/22 \u00a9 ucles 2022blank page",
+            "12": "12 0620/63/m/j/22 \u00a9 ucles 2022blank page permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the  publisher will be pleased to make amends at the earliest possible opportunity. 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."
+        }
+    },
+    "Other Resources": {},
+    "Specimen Papers": {}
+}
\ No newline at end of file
diff --git a/0625.json b/0625.json
new file mode 100644
index 0000000..6153fce
--- /dev/null
+++ b/0625.json
@@ -0,0 +1,9543 @@
+{
+    "2002": {
+        "0625_w02_qp_1.pdf": {
+            "1": "time 45 minutes instructions to candidates do not open this booklet until you are told to do so. write your name, centre number and candidate number on the answer sheet in the spaces provided unless this has already been done for you. there are for ty questions in this paper. answer all questions. for each question, there are four possible answers, a, b,c and d. choose the one you consider correct and record your choice in soft pencil on the separate answer sheet.read very carefully the instructions on the answer sheet. information for candidates each correct answer will score one mark. a mark will not be deducted for a wrong answer. any rough working should be done in this booklet.international general certificate of secondary educationcambridge international examinations physics 0625/1 paper 1  multiple choice october/november session 2002 45 minutes additional materials: multiple choice answer sheet soft clean erasersoft pencil (type b or hb is recommended) this question paper consists of 18 printed pages and 2 blank pages.  sp (at/kn) s24280/2 \u00a9cie 2002 [turn over",
+            "2": "2 0625/1/o/n/021the diagram shows a stopwatch, originally set at 00:00. when a car was first seen, the stop-start button was pressed. when the car passed the observer, the stopwatch showed 01:06. how long did the car take to reach the observer? a1.06 seconds b6 seconds c66 seconds d106 seconds 2a girl uses a rule to measure the length of a metal rod. because the end of the rule is damaged, she places one end of the rod at the 1 cm mark as shown. how long is the metal rod? a43 mm b46 mm c53 mm d56 mm1234567 cmmetal rod damaged end01 : 06stop-start button min s",
+            "3": "3 0625/1/o/n/02 [turn over3a stone falls freely from the top of a cliff into the sea. air resistance may be ignored. which graph shows how the acceleration of the stone varies with time as it falls? 4a child is standing on the platform of a station, watching the trains. a train travelling at 30 m / s takes 3 s to pass the child. what is the length of the train?a10 m b30 m c90 m d270 m 5which of the following statements is correct?amass and weight are different names for the same thing. bthe mass of an object is different if the object is taken to the moon. cthe weight of a car is one of the forces acting on the car. dthe weight of a chocolate bar is measured in kilograms.acceleration time 00a acceleration time 00b acceleration time 00c acceleration time 00d",
+            "4": "4 0625/1/o/n/026in an experiment, six identical bags of flour are balanced by a 9 kg mass. two bags of flour are removed. what mass will balance the remaining bags? a3 kg b6 kg c7 kg d9 kg 7the masses of a measuring cylinder before and after pouring some liquid are shown in the diagram. what is the density of the liquid? a g/c m3b g/c m3c g/c m3d g/c m3 8in which of these situations is no resultant force needed?aa car changing direction ba car moving in a straight line at a steady speed ca car slowing down da car speeding upcm3 50100 mass = 140  gcm3 50100 mass = 217  gliquidsix bags of flour9 kg mass pivot 217 52217 7077 527770",
+            "5": "5 0625/1/o/n/02 [turn over9the diagram shows sections of four objects, all of equal mass. the position of the centre of mass of each object has been marked with a cross. which object is the most stable? 10a car accelerates along a road as it rises uphill. which energy changes are taking place? 11in a car engine, energy stored in the fuel is converted into thermal energy (heat energy) and energy of motion (kinetic energy). in which form is the energy stored in the fuel? achemical bgeothermal chydroelectric dnuclearabcd energy of motion energy of position (kinetic energy) (gravitational potential energy) a decreasing decreasing b decreasing increasing c increasing decreasing d increasing increasing",
+            "6": "6 0625/1/o/n/0212the diagram shows a simple mercury barometer. if atmospheric pressure increases, what happens to level x and to level y? 13four flower vases have circular bases. they are filled with water so that they all have the same weight. which vase exerts the greatest pressure on its base? 14some gas in a sealed plastic bag is placed in a refrigerator to cool down. how do the gas molecules behave when this happens?athey move more quickly and are closer together. bthey move more quickly and are further apart. cthey move more slowly and are closer together. dthey move more slowly and are further apart.ab c dvacuum level x level y mercury level x level y a goes down goes down b goes down goes up c goes up goes down d goes up goes up",
+            "7": "7 0625/1/o/n/02 [turn over15a measured mass of gas is placed in a cylinder at atmospheric pressure and is then slowly compressed. if the temperature of the gas does not change, what happens to the pressure of the gas? ait drops to zero. bit decreases, but not to zero. cit stays the same. dit increases. 16a mercury-in-glass thermometer is to be used to measure temperatures from 0 \u00b0c to 100 \u00b0c. why is mercury suitable?amercury expands when heated. bmercury has a boiling point below 100 \u00b0c.  cmercury has a melting point above 0 \u00b0c. dmercury is a poor conductor. 17a block of ice is heated at a constant rate. eventually the melted ice boils.the graph shows how the temperature changes with time. how many minutes did it take to melt all the ice? a4 b7 c11 d13 05 1 0 time  / minutes0100 temperature  / \u00b0cpiston gas piston pushed in",
+            "8": "8 0625/1/o/n/0218how does thermal energy (heat energy) travel through the vacuum between the earth and the sun? aby conduction bby convection cby radiation dby radioactive decay 19two plastic cups are placed one inside the other. hot water is poured into the inner cup and a lid is put on top as shown. which statement is correct? aheat loss by radiation is prevented by the small air gap. bno heat passes through the sides of either cup. cthe bench is heated by convection from the bottom of the outer cup. dthe lid is used to reduce heat loss by convection.benchhot watersmall air gapsmall spacerlid",
+            "9": "9 0625/1/o/n/02 [turn over20waves are sent along two long springs x and y as shown. how should the wave motions in x and y be described? 21radio waves are received at a house at the bottom of a hill. the waves reach the house because the hill has caused them to be adiffracted. bradiated. creflected. drefracted.hillside to side  movement backward and forward movementdirection of wave travel direction ofwave travelspring x spring y spring x spring y a longitudinal longitudinal b longitudinal transverse c transverse longitudinal d transverse transverse",
+            "10": "10 0625/1/o/n/0222one of the effects of passing a ray of white light through a prism is to split the light into colours. what is the name given to this effect? adeviation bdispersion creflection drefraction  23a student looks at the letter p on a piece of paper, and at its reflection in a mirror.what does he see? 24which of the following can be heard by the human ear?aa whistle emitting a wave of frequency 50 khz. ba bat emitting a wave of frequency of 30 khz. can insect emitting a wave of 300 hz. da vibrating spring emitting a wave of frequency of 5 hz.abcd mirror mirror paper paperprism coloured lightwhite light",
+            "11": "11 0625/1/o/n/02 [turn over25two sound waves p and q are displayed on an oscilloscope with the same time-base and y-plate settings for each. which statement correctly describes the pitch and the loudness of the two sounds? ap has a higher pitch and is louder than q. bp has a higher pitch and is quieter than q. cp has a lower pitch and is louder than q. dp has a lower pitch and is quieter than q. 26a piece of magnetised steel is placed inside a coil of wire that has a large alternating current passing through it. the magnet is slowly moved out of the coil to position p . how has the steel changed when it reaches p? ait has become demagnetised. bthere has been no change. cit has become a stronger magnet. dthe poles have changed ends.12 v a.c.steel magnet moved out of coil ppq",
+            "12": "12 0625/1/o/n/0227a permanent magnet is placed close to a bar of soft iron pq.  what happens? ap becomes a north pole. bp becomes a south pole. cpq does not become magnetised. dthe poles of the magnet are reversed. 28in which circuit does the ammeter read the total current through both resistors? aa acab d as np qpermanent magnetsoft-iron bar",
+            "13": "13 0625/1/o/n/02 [turn over29the table shows the voltage and current ratings for four light bulbs. which bulb has the greatest resistance when used normally? 30in the following circuits, the resistors have the same value and the cells are identical.which circuit has the smallest resistance? 31the diagram shows a circuit, with four possible positions to place a switch. at which labelled point should a switch be placed so that lamp 1 remains on all the time and lamp 2 can be switched on and off?a dcblamp 1 lamp 2a b c dvoltage / v current / a a 2 0.5 b 3 0.2 c 61 2 d 12 1.0",
+            "14": "14 0625/1/o/n/0232the device x in this circuit is designed to cut off the electricity supply automatically if too much current flows. what is device x? aa fuse ba relay  ca resistor dan ammeter 33a classroom has four lights, each fitted with a lamp marked 240 v, 100 w.which circuit is most suitable for the classroom? 240  v240  v 240  v240  vab c dx",
+            "15": "15 0625/1/o/n/02 [turn over34which graph shows the output of a simple a.c. generator? e.m.f. 0 timea e.m.f. 0 timeb e.m.f. 0 timec e.m.f. 0 timed",
+            "16": "16 0625/1/o/n/0235when the electric current in wire xy is in the direction shown, there is an upward force on the wire. if the north and south poles of the magnet exchange positions, in which direction will the force on the wire act? adownwards bupwards cto the left dto the right 36charged particles are emitted from the cathode of an oscilloscope. what is the name and charge of these particles?x ycurrent force magnet magnet n s name of particles charge of particles a electrons negative b electrons positive c protons negative d protons positive",
+            "17": "17 0625/1/o/n/02 [turn over37diagram 1 shows a potential divider circuit containing two 100 \u03c9 resistors. diagram 1 one of the resistors is changed to 90 \u03c9, as shown in diagram 2. diagram 2 how does the reading on the voltmeter change when this is done? ait becomes zero. bit decreases a little. cit increases a little. dit stays the same. 38a radioactive source emits radiation that can pass through a sheet of paper but not through thick aluminium. what does this show about the radiation? ait is alpha-particles. bit is beta-particles. cit is gamma-rays. dit is a mixture of alpha-particles and gamma-rays.radiationpaper thick aluminium all radiation passes throughno radiation passes through90 \u03c9 100  \u03c9v100  \u03c9 100  \u03c9v",
+            "18": "18 0625/1/o/n/0239a sample of a radioactive isotope is decaying. which atoms will decay first?aimpossible to know, because radioactive decay is random bimpossible to know, unless the age of the material is known catoms near the centre, because they are surrounded by more atoms datoms near the surface, because the radiation can escape more easily 40which line in the table gives the numbers of protons and neutrons in the nuclide  7 3li? protons neutrons a 34 b 37 c 43 d 73",
+            "19": "19 0625/1/o/n/02blank page",
+            "20": "20 0625/1/o/n/02blank page"
+        },
+        "0625_w02_qp_2.pdf": {
+            "1": "time 1 hour instructions to candidates write your name, centre number and candidate number in the spaces at the top of this page. answer allquestions. write your answers in the spaces provided on the question paper. information for candidates the number of marks is given in brackets [ ] at the end of each question or part question. y ou may lose marks if you do not show your working or if you do not use appropriate units. take the weight of 1 kg to be 10 n (i.e. acceleration of free fall = 10 m/s2).international general certificate of secondary education cambridge international examinations physics 0625/2 paper 2 october/november session 2002 1 hour candidates answer on the question paper. no additional materials are required. this question paper consists of 17 printed pages and 3 blank pages. sp (cw/slc) s23398/3 \u00a9 cie 2002 [turn overcandidate centre number number candidate name  for examiner\u2019s use",
+            "2": "2 0625/2/o/n/021a baggage handler at an airport lifts a suitcase from the ground and places it on a moving belt. the moving belt then transfers the suitcase to the owner. fig. 1.1 (a) (i) how does the total energy of the suitcase in b compare with its energy in a? tick one box. the total energy is greater in b than in a. the total energy is the same in b and in a.  the total energy is less in b than in a.  (ii) explain your answer. ... ... [2]moving belt a suitcase on ground b suitcase held   level with belt c suitcase moving  on beltfor examiner\u2019s use",
+            "3": "3 0625/2/o/n/02(b) (i) how does the total energy of the suitcase in c compare with its energy in b? tick one box. the total energy is greater in c than in b. the total energy is the same in c and b. the total energy is less in c than in b. (ii) explain your answer. ... ... [2] 2here are five words relating to the transfer of thermal energy. conductor ,convection ,evaporation ,insulator ,radiation complete each of the following sentences by writing in the appropriate word from the list. (a)cooking pots often have a wooden handle, because wood is a good thermal .. . [1] (b)thermal energy reaches earth from the sun by means of ... [1] (c)copper is a good .. of thermal energy. [1] (d)the heating element is put at the bottom of an electric kettle, so that .. can rapidly transfer thermal energy throughout the water. [1]for examiner\u2019s use [turn over",
+            "4": "4 0625/2/o/n/023fig. 3.1 shows a vertical wire through a horizontal piece of card. there is a current down the wire. fig. 3.1 fig. 3.2 shows the wire and card, viewed from above. fig. 3.2 the large circle is one of the magnetic field lines caused by the current. on fig. 3.2, (a)show the direction of the magnetic field, [1] (b)carefully draw three more magnetic field lines. [2]cardlarge current cardfor examiner\u2019s use",
+            "5": "5 0625/2/o/n/024in an experiment to find the density of some oil, a student takes the following readings. fig. 4.1 fig. 4.2 (a) (i) calculate the mass of oil in the jug. mass of oil = g (ii) calculate the density of the oil. density of oil =.. (iii) how could the volume of the oil be more accurately measured than with the measuring jug? ... [7] (b)water is more dense than oil. on fig. 4.3, mark approximately where the surface of the same mass of water would be if it replaced the oil. [1] fig. 4.3100200300400500cm3level of oil100200300400500cm3 mass of jug containing 500 cm3 of oil = 1020 goil100200300400500cm3 mass of empty measuring jug = 610 gfor examiner\u2019s use [turn over",
+            "6": "6 0625/2/o/n/025(a)what happens to the nucleus of an atom that undergoes radioactive decay? .. ..[1] (b)strontium-90 has a half-life of 28 years. how much time must pass before its activity falls to /onenumeratorcentered/fourdenominatorcenteredof its original value? time =  years   [2] 6(a)state what is meant by the melting point of a solid. the melting point is .. ..[2] (b)which two of the following quantities are the same? tick twoboxes. boiling point of iron freezing (solidifying) point of iron melting point of iron [1]for examiner\u2019s use",
+            "7": "7 0625/2/o/n/02(c)some liquid in a beaker is kept boiling by heating the beaker, as shown in fig. 6.1. fig. 6.1 (i)on the axes of fig. 6.2, sketch a graph to show what happens to the temperature of the liquid whilst it is boiling. fig. 6.2 (ii) on your graph, mark the boiling point of the liquid. [2]0timetemperature time at which  liquid starts  to boilboiling liquid heatfor examiner\u2019s use [turn over",
+            "8": "8 0625/2/o/n/027a student holds a polythene rod in one hand and a dry cotton cloth in the other. fig. 7.1 (a)how can the student cause the rod to become charged with static electricity? ..[1] (b)how can the student detect that the rod has become charged? ..[1] (c)around the charged rod will be an electric field. what is meant by an electric field ? .. ..[2]polythene roddry cotton clothfor examiner\u2019s use",
+            "9": "9 0625/2/o/n/02(d)the charged polythene rod is brought close to another charged polythene rod that has been suspended from a nylon thread, as shown in fig. 7.2. fig. 7.2 (i)what is seen to happen to the suspended rod? ... (ii) explain why this happens. ... [2] (e)if the student used a copper rod in (a), instead of the polythene rod, why would he not be able to charge the rod? .. ..[1]charged polythene rod (\u2013)charged polythene rod (\u2013)nylon threadfor examiner\u2019s use [turn over",
+            "10": "10 0625/2/o/n/028fig. 8.1 shows an electric circuit containing a battery, a 4.7 \u03c9resistor, an ammeter and a variable resistor with a sliding contact. the variable resistor is set at zero. the ammeter and battery have such a small resistance that it can be ignored. fig. 8.1 (a)in what unit do we measure the e.m.f. of the battery? .[1] (b)write down the equation that links resistance, potential difference (p.d.) and current. [2] (c)the ammeter shows that the current through the 4.7 \u03c9resistor is 0.5 a. calculate the p.d. across the resistor. p.d. across resistor =    [2] (d)the sliding contact of the variable resistor is moved from x to y . (i)what happens to the resistance of the variable resistor? ... (ii) what happens to the reading on the ammeter? ... [2] (e)the variable resistor is now adjusted to make the total resistance of the circuit 10.0 \u03c9. what is the resistance of the variable resistor now? resistance of variable resistor =  \u03c9[2]ax y 4.7\u03c9sliding contact variable resistorfor examiner\u2019s use",
+            "11": "11 0625/2/o/n/029a student wrote the following report about an experiment to measure the speed of sound in air. my friend and i went into a field a long way from any buildings and measured the distance across the field. my friend stood at one side of the field and i stood at the other. my friend banged two pieces of wood together, and as i saw him do this, i started a stopwatch. i stopped the stopwatch when i heard the sound. we obtained the following readings. distance across field  =  238 m time for sound to cross field  =  0.7 s (a)why was it necessary to be a long way from any buildings? ..[1] (b)why was it necessary to use such a large distance? ..[1] (c)suggest what the students could have used to measure the distance across the field. ..[1] (d)why was there a delay between the student seeing the pieces of wood come together and hearing the bang? .. ..[2] (e)use the readings to calculate the speed of sound. speed of sound = ..   [4] (f)suggest why it might have been a good idea for the students to repeat the experiment after they had exchanged positions. .. ..[1]for examiner\u2019s use [turn over",
+            "12": "12 0625/2/o/n/0210 (a) the apparatus shown in fig. 10.1 can be used to indicate when there is a force on the copper rod. fig. 10.1 (i)suggest what is seen to happen to the hanging copper rod when the switch is closed. ... ... (ii) explain your answer. ... ... (iii) the cell is reversed and the switch closed. how does what is seen now differ from what you described in (a)(i) ? ... [4]snhanging copper rod mercuryfor examiner\u2019s use",
+            "13": "13 0625/2/o/n/02(b)fig. 10.2 represents a d.c. motor. fig. 10.2 (i)in the boxes, label the various parts of the motor. one part has been labelled as an example. (ii) which part of the motor ensures that the coil keeps rotating when the battery is connected? ... (iii) the battery is reversed. what difference does this make to the motor? ... [5]nscoilfor examiner\u2019s use [turn over",
+            "14": "14 0625/2/o/n/0211 (a) fig. 11.1 shows a reed relay in a simple circuit. fig. 11.1 explain why the iron reeds touch each other when switch s is closed. .. .. ..[4]slampflexible iron reedsfor examiner\u2019s use",
+            "15": "15 0625/2/o/n/02(b)fig. 11.2 shows a simple temperature-operated alarm. fig. 11.2 when the thermistor is cold, its resistance is too high to allow sufficient current to operate the reed relay. the resistance of the thermistor decreases as the temperature increases. describe what happens to make the warning lamp light as the air temperature changes. .. .. .. .. ..[4]warning lamp thermistorfor examiner\u2019s use [turn over",
+            "16": "16 0625/2/o/n/0212 (a) a narrow beam of red light strikes one face of a triangular prism at a, as shown in fig. 12.1. fig. 12.1 (i)on fig. 12.1, show the path of the beam until it reaches the screen. (ii) what name do we use to describe what happens to the beam at a? ... [4]a red lightscreenfor examiner\u2019s use",
+            "17": "17 0625/2/o/n/02(b)the red light is replaced by a narrow beam of mixed red and violet light, as shown in fig. 12.2. fig. 12.2 complete fig. 12.2 to show what happens to the red and the violet light. [2] (c)the beam of red and violet light is replaced by a narrow beam of white light from the sun. state what is now seen on the screen. ..[1] (d)the rays from the sun also include infra-red rays. infra-red radiation can pass through glass. (i)on fig. 12.2, mark with the letter x the place where infra-red radiation from the sun might strike the screen after passing through the prism. (ii) why can infra-red not be seen on the screen? ... (iii) what could be used to detect the infra-red radiation? ... [3]red + violet lightscreenfor examiner\u2019s use",
+            "18": "18 0625/2/o/n/02blank page",
+            "19": "19 0625/2/o/n/02blank page",
+            "20": "20 0625/2/o/n/02blank page"
+        },
+        "0625_w02_qp_3.pdf": {
+            "1": "time 1 hour 15 minutes instructions to candidates write your name, centre number and candidate number in the spaces at the top of this page. answer allquestions. write your answers in the spaces provided on the question paper. information for candidates the number of marks is given in brackets [ ] at the end of each question or part question.international general certificate of secondary education cambridge international examinations physics 0625/3 paper 3 october/november session 2002 1 hour 15 minutes candidates answer on the question paper. no additional materials are required. this question paper consists of 14 printed pages and 2 blank pages. sp (nf/ks) s23400/3 \u00a9 cie 2002 [turn overcandidate centre number number candidate name  for examiner\u2019s use 1 2 3 4 5 1076 98 total",
+            "2": "2 0625/3/o/n/021fig. 1.1 shows a smooth metal block about to slide down bd, along de and up ef . bd and de are friction-free surfaces, but ef is rough. the block stops at f . fig. 1.1 (a)on fig. 1.2, sketch the speed-time graph for the journey from b to f . label d, e and f on your graph. [3] fig. 1.2 (b)the mass of the block is 0.2 kg. the vertical height of b above a is 0.6 m. the acceleration due to gravity is 10 m/s2. (i)calculate the work done in lifting the block from a to b. work done =  (ii) at c, the block is moving at a speed of 2.5 m/s. calculate its kinetic energy at c. kinetic energy = ... [5]timespeed bab c d efmetal blockfor examiner\u2019s use",
+            "3": "3 0625/3/o/n/02 [turn over(c)as it passes d, the speed of the block remains almost constant but the velocity changes. using the terms vector andscalar , explain this statement. .. .. ..[2] (d)f is the point where the kinetic energy of the block is zero. in terms of energy changes, explain why f is lower than b. .. .. .. ..[3]for examiner\u2019s use",
+            "4": "4 0625/3/o/n/022a student is given the following apparatus in order to find the density of a piece of rock. 100 g mass metre rule suitable pivot on which the rule will balance measuring cylinder that is big enough for the piece of rock to fit inside cotton water the rock has a mass of approximately 90 g. (a) (i) in the space below, draw a labelled diagram of apparatus from this list set up so that the student is able to find the mass of the piece of rock. (ii) state the readings the student should take and how these would be used to find the mass of the rock. ... ... ... [5] (b)describe how the volume of the rock could be found. .. .. ..[2] (c)the mass of the rock is 88 g and its volume is 24 cm3. calculate the density of the rock. density of rock = .. [2]for examiner\u2019s use",
+            "5": "5 0625/3/o/n/02 [turn over3a thermocouple is used to measure the temperature of the inner wall of a pottery kiln. (a)in the space below, draw a labelled diagram of a thermocouple that could be used for this purpose. [2] (b)describe (i)how you would read the temperature of the wall from the thermocouple, ... ... (ii) how the thermocouple works. ... ... ... [2] (c)state two conditions in which a thermocouple is very suitable for temperature measurement. .. ..[2]for examiner\u2019s use",
+            "6": "6 0625/3/o/n/024(a)in an experiment to find the specific latent heat of water, the following readings were taken. m1mass of water at 100 \u00b0c, before boiling starts 120 g m2mass of water at 100 \u00b0c, after boiling finishes 80 g vvoltage across the heater 12 v icurrent through the heater 2.0 a ttime that the heater was supplying energy 3750 s (i)using the symbols above, write down the equation that must be used to find the value of the specific latent heat lof water. (ii) use the equation to calculate the specific latent heat of water from the readings above. specific latent heat = .. [4] (b)explain, in terms of the energy of molecules, why the specific latent heat of water has a high value. .. .. ..[2]for examiner\u2019s use",
+            "7": "7 0625/3/o/n/02 [turn over5(a)fig. 5.1 shows the air pressure variation along a sound wave. fig. 5.1 (i)on ab in fig. 5.1, mark one point of compression with a dot and the letter c and the next point of rarefaction with a dot and the letter r. (ii) in terms of the wavelength, what is the distance along the wave between a compression and the next rarefaction? ... [3] (b)a sound wave travels through air at a speed of 340 m/s. calculate the frequency of a sound wave of wavelength 1.3 m. frequency = . [2]air pressure below normalnormal distance along waveababove normalfor examiner\u2019s use",
+            "8": "8 0625/3/o/n/026(a)fig. 6.1 shows the results of an experiment to find the critical angle for light in a semi- circular glass block. fig. 6.1 the ray of light po hits the glass at o at an angle of incidence of  0\u00b0. q is the centre of the straight side of the block. (i)measure the critical angle of the glass from fig. 6.1. critical angle = . (ii) explain what is meant by the critical angle of the light in the glass. ... ... ... [3]air glassq o pfor examiner\u2019s use",
+            "9": "9 0625/3/o/n/02 [turn over(b)fig. 6.2 shows another ray passing through the same block. fig. 6.2 the speed of the light between w and q is 3.0 \u00d7108m/s. the speed of the light between q and y is 2.0 \u00d7108m/s. (i)state the speed of the light between y and z. speed = .. (ii) write down an expression, in terms of the speeds of the light, that may be used to find the refractive index of the glass. determine the value of the refractive index. refractive index =  (iii) explain why there is no change of direction of ray qy as it passes out of the glass. ... (iv) what happens to the wavelength of the light as it passes out of the glass? ... [5]qw y zfor examiner\u2019s use",
+            "10": "10 0625/3/o/n/027fig. 7.1 shows an arrangement that could be used for making an electromagnet or a permanent magnet. fig. 7.1 two bars of the same size are also available, one made of iron and the other of steel. (a) (i) state which bar should be used to make a permanent magnet. ... (ii) describe how the apparatus would be used to make a permanent magnet. ... ... ... (iii) suggest one reason why the circuit contains an ammeter and a variable resistor. ... ... [3]a12v d.c. supply turns of thick copper wire cardboard tubefor examiner\u2019s use",
+            "11": "11 0625/3/o/n/02 [turn over(b)during the making of a permanent magnet, the ammeter reads a steady current of 4.0 a throughout the 5.0 s that the current is switched on. the voltage of the supply is 12 v. calculate (i)the total circuit resistance, resistance =  (ii) the power of the supply, power = . (iii) the energy supplied during the 5.0 s. energy = . [6] (c)the potential difference across the variable resistor is 7.0 v and that across the ammeter is zero. (i)calculate the potential difference across the magnetising coil. potential difference = . (ii) state the general principle used in making this calculation. ... ... [3]for examiner\u2019s use",
+            "12": "12 0625/3/o/n/028fig. 8.1 shows a long straight wire between the poles of a permanent magnet. it is connected through a switch to a battery so that, when the switch is closed, there is a steady current in the wire. fig. 8.1 (a)state the direction of the magnetic field between the poles of the magnet. ..[1] (b)the wire is free to move. the current is switched on so that its direction is into the page. (i)state the direction of movement of the wire. ... ... (ii) explain how you reached your answer to (b)(i) . ... ... ... [4] (c)this experiment is the basis of an electric motor. describe two changes to the arrangement shown in fig. 8.1 that would enable continuous rotation to take place. change 1 .. .. change 2 .. ..[2]n s wire in a direction at right angles to the pagefor examiner\u2019s use",
+            "13": "13 0625/3/o/n/02 [turn over9fig. 9.1 shows a beam of electrons, two charged plates and a screen. these components are inside an electron tube, the outline of which is not shown. fig. 9.1 the beam of electrons hits the screen at the point p . (a)on fig. 9.1, (i)complete the path of the electron beam, (ii) mark the charges on both plates, (iii) mark with an arrow and the letter c the direction of the conventional current in the electron beam. [4] (b)in this electron tube, the electrons are produced at x and are accelerated towards y . in the space below, draw a labelled diagram of the components needed to produce and accelerate the electrons. [4]xyp screencharged plate charged platebeam of electronsfor examiner\u2019s use",
+            "14": "14 0625/3/o/n/0210fig. 10.1 is part of the decay curve for a sample of a \u03b2-emitting isotope. fig. 10.1 (a)use fig. 10.1 to find the half-life of the isotope. half-life = .. [1] (b)complete fig. 10.1 as far as time = 20 days, by working out the values of a number of points and plotting them. show your working. [2] (c)the decay product of the \u03b2-emitting isotope is not radioactive. explain why the sample of the radioactive isotope will be safer after 20 days than after 1day. support your answer by reference to the graph. .. ..[1] (d)the isotope used for this decay curve may be represented by the symbol a zx. write down an equation, by filling in the gaps below, to show the \u03b2-decay of this isotope to a decay product that has the symbol y . a zx\u2192 +y [2]100 75 50 25 0 05 1 0 15 20% activity time/ daysfor examiner\u2019s use",
+            "15": "15 0625/3/o/n/02blank page",
+            "16": "16 0625/3/o/n/02blank page"
+        },
+        "0625_w02_qp_5.pdf": {
+            "1": "this question paper consists of 7 printed pages, 1 blank page and an inserted answer booklet.sp (at/slc) s32042/2 \u00a9 cie 2002 [turn overinternational general certificate of secondary education cambridge international examinations physics 0625/5 paper 5  practical test october/november session 2002 1 hour 15 minutes candidates answer on the enclosed answer booklet. additional materials: as listed in instructions to supervisors time 1 hour 15 minutes instructions to candidates write your name, centre number and candidate number in the spaces provided on the answer booklet. answer allquestions. write your answers in the spaces provided in the answer booklet. you are expected to record all your observations as soon as these observations are made. these observations and any arithmetical working of the answers from them should be written in the answer booklet; scrap paper should notbe used. an account of the method of carrying out the experiments is notrequired but you should record any precautions you take, and it must be clear (by diagrams or otherwise) how the readings were obtained. the theory of the experiments is notrequired. at the end of the examination, hand in only the answer booklet. information for candidates graph paper is provided in the enclosed answer booklet. additional sheets of graph paper should be used only if it is necessary to do so.",
+            "2": "2 0625/5/o/n/02question 1 in this experiment, you are to determine the mass of a metre rule. record all of your observations and answers on page 3 of the answer booklet. carry out the following instructions referring to fig. 1.1. fig. 1.1 (a)place the 50 g mass on the metre rule so that its centre is directly above the 10.0 cm mark. (b)place the rule on the pivot so that the rule is a near as possible to being balanced horizontally.  (c)measure and record the distance xfrom the centre of the 50 g mass to the pivot and the distance yfrom the centre of the rule to the pivot. (d)calculate the mass mof the metre rule, using the equation ,where k= 50 g. (e)describe, with the aid of a diagram, how you judged that the centre of the 50 g mass was directly above the 10.0 cm mark. (f)repeat the steps (a)to(c), using the 200 g mass. (g)calculate and record the new value for m, using the equation ,where q= 200 g. (h)calculate and record the average of the two values for m. show your working.mqx y=mkx y=10.0 cm markmetre rule50g mass pivotx y",
+            "3": "3 0625/5/o/n/02 [turn overquestion 2 in this experiment, you are to investigate the rate of cooling of a thermometer bulb. record all of your observations and readings on pages 4 and 5 of the answer booklet. a thermometer is in a beaker of hot water. carry out the following instructions referring to fig. 2.1 and fig. 2.2. fig. 2.1 fig. 2.2 (a)when the reading on the thermometer is steady, record the temperature reading. this will be the temperature \u03b8at time t= 0. record this value in the table. (b)as soon as possible after taking this reading, remove the thermometer from the water and start the stopclock at the same time. (c)as the thermometer cools, record the thermometer reading every 30 s for 300 s.  at time t= 300 s, do not stop the stopclock. (d)at time t= 330 s, record the thermometer reading and immediately put the thermometer back in the hot water.  (e)as the thermometer heats up, record the time and thermometer reading every 30 s for 120 s. (f)on the graph grid, plot temperature \u03b8/\u00b0c (y-axis) against time t/s (x-axis) for times up to 300 s. draw the best fit curve. (g)suggest a conclusion about the rate of cooling of the thermometer bulb compared with the rate of heating. justify your conclusion by reference to your table of readings.hot waterthermometer thermometer",
+            "4": "4 0625/5/o/n/02question 3 in this experiment, you are to measure the currents through lamps in a circuit. record all of your observations and answers on pages 6 and 7 of the answer booklet. carry out the following instructions referring to fig. 3.1. fig. 3.1 (a)the circuit shown in fig. 3.1 is set up for you. switch on.  record v, the potential difference across the lamps. record i1, the current through lamp 1. switch off. (b)rearrange the circuit so that the ammeter is connected in series with lamp 2. switch on. record i2, the current through lamp 2.  switch off. (c)calculate i1/i2. (d)the resistance of each lamp can be calculated using the equation r = v/ i. calculate r1, the resistance of lamp 1, and r2, the resistance of lamp 2. (e)calculate r2/r1. (f)within the limits of experimental error, compare the values of i1/i2andr2/r1.alamp 1 lamp 2power sourcev",
+            "5": "5 0625/5/o/n/02 [turn over(g)fig. 3.2 shows an electrical circuit. redraw the circuit as a circuit diagram, using standard symbols. fig. 3.2vcell fixed resistor voltmetervariable resistor",
+            "6": "6 0625/5/o/n/02question 4 in this experiment, you are to determine two values of magnification produced by a converging lens. record all of your observations and readings on page 8 of the answer booklet. you have been given an illuminated object, a converging lens mounted in a holder, a screen, and a metre rule. the illuminated object and the screen have been fixed to the bench; do not try to change their positions at any time . carry out the following instructions referring to fig. 4.1. fig. 4.1 (a)place the lens between the illuminated object and the screen and about 5 cm away from the illuminated object. (b)move the lens slowly towards the screen, making sure that the lens is always in line with the illuminated object and the screen. (c)when you see a magnified image of the illuminated object on the screen, move the lens very slowly backwards and forwards until the image is sharply focused. (d)using the metre rule, measure and record u, the distance from the illuminated object to the centre of the lens. (e)measure and record v, the distance from the centre of the lens to the screen. (f) without disturbing the apparatus , measure and record h, the height of the image as shown on fig. 4.2. fig. 4.2hscreen imageilluminated objectlens screenuv",
+            "7": "7 0625/5/o/n/02(g)once again, slowly move the lens towards the screen until you see a smaller image of the illuminated object on the screen. adjust the position of the lens until the image is sharply focused. (h)using the metre rule, measure and record x, the distance from the illuminated object to the centre of the lens as shown on fig. 4.3. fig. 4.3 fig. 4.4 (i)measure and record y, the distance from the centre of the lens to the screen. (j) without disturbing the apparatus , measure and record h, the height of the image as shown on fig. 4.4. (k)calculate the ratios u/v, y/x, h/h. (l)state and briefly explain one precaution you took in order to obtain reliable measurements.hscreen imageilluminated objectlens screenxy",
+            "8": "8 0625/5/o/n/02blank page",
+            "9": "this answer booklet consists of 7 printed pages and 1 blank page. sp (at/slc) s32042/2 \u00a9 cie 2002 [turn overinternational general certificate of secondary education cambridge international examinations physics 0625/5 paper 5  practical test answer booklet october/november session 2002 1 hour 15 minutes time 1 hour 15 minutes instructions to candidates write your name, centre number and candidate number in the spaces at the top of this page. answer allquestions. write your answers in the spaces provided in this answer booklet.candidate centre number number candidate name  for examiner\u2019s use 1 2 3 4 total",
+            "10": "2 0625/5/ans bk/o/n/02blank page",
+            "11": "3 0625/5/ans bk/o/n/02 [turn over1 (c)x= . y= . [4] (d)calculation of m m=  [2] (e)how you judged that the centre of the 50 g mass was directly above the 10.0 cm mark. .. .. ..[2] (f)x= . y= . (g)calculation of m m=  [3] (h)calculation of the average of the two values of m averagemvalue =. [4]for examiner\u2019s use",
+            "12": "4 0625/5/ans bk/o/n/022 (a)\u2013(e) [4] (g)conclusion .. ..[1] justification .. .. .. ..[2]for examiner\u2019s use time t/s temperature \u03b8/\u00b0c 0 30 60 90 120 150 180 210 240 270 300 330 360 390 420 450",
+            "13": "5 0625/5/ans bk/o/n/02 [turn over(f) [8]02 0 4 0 6 08 0 1 0 0 120 140 160 180 200 220 240 260 280 300 320 time /sfor examiner\u2019s use",
+            "14": "6 0625/5/ans bk/o/n/023(a)v=  i1=  (b) i2= . [3] (c)calculation of i1/i2 i1/i2= . [3] (d)calculation of r1 r1= ... calculation of r2 r2= ... [2] (e)calculation of r2/r1 r2/r1= .. [2] (f)within the limits of experimental error, the values of i1/i2andr2/r1are ..[2]for examiner\u2019s use",
+            "15": "7 0625/5/ans bk/o/n/02 [turn over(g)circuit diagram [3]for examiner\u2019s use",
+            "16": "8 0625/5/ans bk/o/n/02for examiner\u2019s use4 (d)record of u... (e)record of v... (f)record of h... [5] (h)record of x... (i)record of y... (j)record of h... [3] (k)calculation of u/v u/v= .. calculation of y/x y/x= .. calculation of h/h h/h= . [5] (l)precaution .. .. ..[2]"
+        },
+        "0625_w02_qp_6.pdf": {
+            "1": "this question paper consists of 11 printed pages and 1 blank page. sp (nf/slc) s37969/1 \u00a9 cie 2002 [turn overinternational general certificate of secondary education cambridge international examinations physics 0625/6 paper 6  alternative to practical october/november session 2002 1 hour candidates answer on the question paper. no additional materials required. time 1 hour instructions to candidates write your name, centre number and candidate number in the spaces at the top of this page. answer all questions. write your answers in the spaces provided on the question paper. information for candidates the number of marks is given in brackets [  ] at the end of each question or part question.candidate centre number number candidate name  for examiner\u2019s use 321 4 total5",
+            "2": "2 0625/6/o/n/021in an experiment to determine the volume of glass beads, a student used two different methods. method 1 the student measured the combined diameters of some beads and then calculated thevolume of one bead. the end view of the apparatus used is shown in fig. 1.1. fig. 1.1 fig. 1.2 shows the side view of the same apparatus, drawn actual size. fig. 1.2 (a) (i) on fig. 1.2, use your rule to measure the distance x, in cm. ... (ii) calculate d, the average diameter in cm of one glass bead. show your working. d= ... cm (iii) calculate v, the volume of one glass bead using the equation v=\u03c0d 3___.6 v= .[6]xbead wooden blockfor examiner\u2019s use",
+            "3": "3 0625/6/o/n/02 [turn overmethod 2 the student used a displacement method to determine the volume of a glass bead. fig. 1.3 and fig. 1.4 show how this was done. fig. 1.3 fig. 1.4 (b) (i) write down the values of the readings taken. ... ... (ii) calculate the volume of 225 glass beads. volume = . (iii) calculate v, the average volume of one glass bead. v= . [3] (c)suggest which of the two methods will give the more accurate result for the volume of a glass bead. give a reason for your answer. .. [1]cm3100 80 6040 20measuring cylinder watercm3100 806040 20measuring cylinder water 225 glass beadsfor examiner\u2019s use",
+            "4": "4 0625/6/o/n/022the igcse class is investigating electromagnets. the electromagnets are made by wrapping insulated wire around a soft-iron core. the wire is connected to a power pack. fig. 2.1 shows the arrangement. fig. 2.1 two students studied how the number of paper clips that an electromagnet can hold up depends on the potential difference across the coil. (a)complete fig. 2.1 by adding a voltmeter, connected to measure the p.d. across the coil. [2] (b)student a used the control on the power pack to obtain set values of p.d. and recordedthemaximum number of paper clips that the electromagnet could hold at each p.d. the results are shown below. student apower pack soft-iron core paper clipfor examiner\u2019s use p.d./v number of paper clips 00 20416283 10 412 5",
+            "5": "5 0625/6/o/n/02 [turn overstudent b connected a variable resistor into the circuit and used it to change the p.d. across the coil. she recorded the minimum p.d. required to hold 1 paper clip, then 2 paper clips, etc. the results are shown below. student b  (i)which set of results gives the more accurate indication of the strength of theelectromagnet at different potential differences? tick the correct box. student a student b (ii) justify your answer to part (b)(i) . ... ..[2] (c)draw the circuit symbol for a variable resistor. [1] (d)on the diagram below, show the position of the pointer on the voltmeter when the voltmeter reading is 8.7 v. [1]v 012345678 9 10for examiner\u2019s use p.d./v number of paper clips 00 2.2 1 4.5 26.6 38.7 4 11.0 5",
+            "6": "6 0625/6/o/n/023a student carried out a \u2018principle of moments\u2019 experiment using a metre rule placed on a pivot at the 50.0 cm mark. the aim was to determine an unknown weight. the arrangementof the apparatus is shown in fig. 3.1. fig. 3.1 the student placed the unknown weight wat a convenient distance afrom the pivot. he found b, the distance from the pivot that the 5.0 n weight must be placed so that the rule balanced horizontally. he then repeated the experiment using different values of a. the readings are shown in the table below.50 cm mark5.0 n weight metre ruleunknownweight w pivotabfor examiner\u2019s use a/m b/m 0.100 0.122 0.200 0.2380.250 0.3020.300 0.3600.350 0.4350.400 0.470",
+            "7": "7 0625/6/o/n/02 [turn over(a) (i) plot the graph of b/m ( y-axis) against a/m ( x-axis). (ii) draw the best-fit straight line. [6] (iii) determine g, the gradient of the line. g=  (iv) determine w, the unknown weight, using the equation w=xg where x= 5.0 n. w= for examiner\u2019s use",
+            "8": "8 0625/6/o/n/02(v) explain why the student could not choose distance ato have a value of 0.450 m. ... ...[5] (b)another student, who was performing this experiment, found that the unloaded metre rule balanced on the pivot at the 50.3 cm mark, instead of the 50.0 cm mark.suggest what the student should do to obtain the correct value for wfrom the experiment. .. ..[1] 4the igcse class was performing a heating experiment. the apparatus is shown in fig. 4.1. the aim was to determine the rate at which the  temperature of 200 cm 3of water increased when heated with an electric immersion heater. fig. 4.1cable to power supply electricimmersionheaterthermometer beaker waterfor examiner\u2019s use",
+            "9": "9 0625/6/o/n/02 [turn overthe water was heated from room temperature up to 60 \u00b0c. the teacher measured the power of the immersion heater and calculated (correctly) the time required to raise the  temperatureof 200 cm 3of water from 21 \u00b0c to 60 \u00b0c. the students found that the water must be heated for longer than the calculated time. (a) (i) what is the most likely cause of the longer time recorded? tick the appropriate box. an inaccurate thermometererrors in reading the stopwatchheat loss during the experiment (ii) suggest twoprecautions that could be taken to obtain more accurate results. [3] (b)what is the reading on the thermometer shown in fig. 4.2? reading =  [1] fig. 4.2 (c)the power pof the immersion heater is calculated using the equation p=v i calculate the power of an immersion heater in which the current is 5.5 a when the p.d. across it is 12.0 v. .. ..[2]for examiner\u2019s use \u201310 0 10 20 30 40 50 60 70 80 90 100 110 \u00b0c",
+            "10": "10 0625/6/o/n/025a student carried out a lens experiment to investigate the magnification of an image. the apparatus is shown in fig. 5.1. fig. 5.1 the object is a triangular hole in a screen. fig. 5.2 shows this, actual size. fig. 5.2 the student set the distance uat 35.0 cm and moved the screen to obtain a sharply focused image. the image distance vwas 72.3 cm. (a) (i) calculate m, the magnification, using the equation m=v/u. m= .2.0 cm1.5 cmilluminated objectlens screenuvfor examiner\u2019s use",
+            "11": "11 0625/6/o/n/02(ii) draw a diagram of the image, actual size, for a magnification m= 2.0. [5] (b)the image distance vis the distance from the screen to the centre of the lens. explain briefly how you would position a metre rule to obtain an accurate value for v. y ou may draw a diagram. .. [1]for examiner\u2019s use",
+            "12": "12 0625/6/o/n/02blank page"
+        }
+    },
+    "2003": {
+        "0625_s03_qp_1.pdf": {
+            "1": "this document consists of 18 printed pages and 2 blank pages. sp (slc/kn) s45991/2 \u00a9 cie 2003 [turn overcambridge international examinations international general certificate of secondary education physics 0625/01 paper 1  multiple choice may/june 2003 45 minutes additional materials: multiple choice answer sheet soft clean eraser soft pencil (type b or hb is recommended) read these instructions first write in soft pencil. do not use staples, paper clips, highlighters, glue or correction fluid.write your name, centre number and candidate number on the answer sheet in the spaces providedunless this has been done for you. there are forty questions on this paper. answer allquestions. for each question there are four possible answers a, b, c, and d. choose the oneyou consider correct and record your choice in soft pencil on the separate answer sheet. read the instructions on the answer sheet very carefully. each correct answer will score one mark. a mark will not be deducted for a wrong answer. any rough working should be done in this booklet.",
+            "2": "2 0625/01/m/j/031a glass tank contains some water. the length qr and the width rs of the tank are known. what other distance needs to be measured in order to be able to calculate the volume of the water? ast bsv ctu dtv 2a stopwatch is used to time a race. the diagrams show the watch at the start and at the end of therace. how long did the race take? a45.7 s b46.0 s c46.5 s d47.0 s45 3015 secondsstart 5055605 10 20 25 354045 3015 secondsend 5055605 10 20 25 3540water q rstv u",
+            "3": "3 0625/01/m/j/03 [turn over3the diagram shows a speed-time graph for a body moving with constant acceleration. what is represented by the shaded area under the graph? aacceleration bdistance cspeed dtime 4a tunnel has a length of 50 km. a car takes 20 min to travel between the two ends of the tunnel.what is the average speed of the car?a2.5 km / h b16.6 km / h c150 km / h d1000 km / h 5which statement is correct?amass is a force, measured in kilograms. bmass is a force, measured in newtons. cweight is a force, measured in kilograms. dweight is a force, measured in newtons.speed time0 0",
+            "4": "4 0625/01/m/j/036three children, x, y and z, are using a see-saw to compare their weights. which line in the table shows the correct order of the children\u2019s weights? 7what apparatus is needed to determine the density of a regularly-shaped block? aa balance and a ruler ba balance and a forcemeter (spring balance) ca measuring cylinder and a ruler da measuring cylinder and a beaker 8a spring is suspended from a stand. loads are added and the extensions are measured. which graph shows the result of plotting extension against load? 0 0extension loada 0 0extension loadb 0 0extension loadc 0 0extension loaddspring stand loadsrulexy yz xz heaviest \u2190\uf8e7\u2192 lightest a xy z b xz y c yx z d yz x",
+            "5": "5 0625/01/m/j/03 [turn over9a student uses a stand and clamp to hold a flask of liquid. which diagram shows the most stable arrangement? 10what is the source of the energy converted by a hydro-electric power station?ahot rocks bfalling water coil dwaves 11a labourer on a building site lifts heavy concrete blocks onto a lorry. lighter blocks are now lifted the same distance in the same time. what happens to the work done in lifting each block and the power exerted by the labourer?a bc d work done in power exerted by lifting each block labourer a decreases decreases b decreases remains the same c increases increases dremains the same increases",
+            "6": "6 0625/01/m/j/0312the diagram shows an instrument used to measure gas pressure. what is the instrument called? aammeter bbarometer cmanometer dthermometer 13the diagrams show two divers swimming in the sea and two divers swimming in fresh water. sea water is more dense than fresh water. on which diver is there the greatest pressure? 14when water evaporates, some molecules escape. which molecules escape?athe molecules at the bottom of the liquid with less energy than others bthe molecules at the bottom of the liquid with more energy than others cthe molecules at the surface with less energy than others dthe molecules at the surface with more energy than othersfresh water c d2 m0 m 4 m 6 msea water a b2 m0 m 4 m 6 mliquid",
+            "7": "7 0625/01/m/j/03 [turn over15two metal boxes containing air are standing in a room. box x is on top of a heater. box y is on a bench. the boxes are left for a long time. which line in the table best describes the average speed of the molecules in the containers? 16the top of the mercury thread in a mercury-in-glass thermometer reaches point x at 0 \u00b0c andpoint z at 100 \u00b0c. where might it be at a temperature below the ice-point? apoint w bpoint x cpoint y dpoint zx wz yxy heater bench box x box y a fast zero b fast slow c slow fast d zero fast",
+            "8": "8 0625/01/m/j/0317the same quantity of heat energy is applied to four different blocks. the temperature rise produced is shown on each block. which block has the highest thermal capacity? 18a person holds a glass beaker in one hand and fills it quickly with hot water. it takes severalseconds before his hand starts to feel the heat. why is there this delay? aglass is a poor conductor of heat. bglass is a good conductor of heat. cwater is a poor conductor of heat. dwater is a good conductor of heat.ab cdtemperature rise is 3 \u00b0c temperature rise is 9 \u00b0ctemperature rise is 18 \u00b0ctemperature rise is 6 \u00b0c",
+            "9": "9 0625/01/m/j/03 [turn over19the diagram shows a heater used to heat a tank of cold water. what is the main process by which heat moves through the water? aconduction bconvection cevaporation dradiation 20what causes refraction when light travels from air into glass?athe amplitude of the light waves changes. bthe colour of the light changes. cthe frequency of the light waves changes. dthe speed of the light changes. 21a woman tunes her radio to a station broadcasting on 200 m.what does the 200 m tell her about the radio wave?aits amplitude bits frequency cits speed dits wavelengthwater lagging tank heater",
+            "10": "10 0625/01/m/j/0322which statement is correct about the speed of electromagnetic waves in a vacuum? aultra-violet waves have the greatest speed. bvisible light waves have the greatest speed. cinfra-red waves have the greatest speed. dall electromagnetic waves have the same speed. 23which diagram correctly shows rays passing through a camera lens? camera film imagelensobjecta camera filmimage lensobject ccamera filmimagelensobject b camera filmimage lensobject d",
+            "11": "11 0625/01/m/j/03 [turn over24a sound wave passes through the air, in the direction shown. \uf8e7\uf8e7\uf8e7\uf8e7\uf8e7\uf8e7\uf8e7\uf8e7\uf8e7\uf8e7\uf8e7\uf8e7\uf8e7\uf8e7\uf8e7\uf8e7\u2192 direction of travel of sound wave how does a particle of air move as the sound wave passes? amoves to the right and stays there \u2022\u2192 bmoves left and right \u2190 \u2022\u2192 cmoves up and stays there dmoves up and down 25a boy is stranded on an island 500 m from the shore. he shouts for help, but all he can hear in reply is the echo of his shout from some cliffs. sound travels at 340 m / s through the air.what is the time interval between the boy shouting and hearing the echo?a s           b s           c s d s 2 \u00d7340 500340 5002 \u00d7500 340500340islandcliffs500 m\u2191\u2022 \u2193\u2191 \u2022",
+            "12": "12 0625/01/m/j/0326a student wishes to use a magnetising coil to make a permanent magnet from a piece of metal. which metal should she use? aaluminium bcopper ciron dsteel 27a metal rod xy is placed near a magnet. end x is attracted when it is placed near to the north pole of the magnet, and also when it is placed near to the south pole. how does end y behave when it is placed, in turn, near to the two poles of the magnet?x y n sattraction x yns attractionmetal y near north pole y near south pole a attraction attraction b attraction repulsion c repulsion attraction d repulsion repulsion",
+            "13": "13 0625/01/m/j/03 [turn over28when the potential difference (p.d.) across a piece of resistance wire is changed, the current through the wire also changes. the temperature of the wire is kept the same. which graph shows how the p.d. and current are related? 29two faulty ammeters and two perfect ammeters are connected in series in the circuit shown. the readings on the ammeters are a12.9 a a23.1 a a33.1 a a43.3 a which two ammeters are faulty? aa1and a2b a1and a4c a2and a3d a3and a4 30which electrical component would not normally be found in a battery-operated torch (flashlight)? ab c da1 a2 a3 a40 0p.d.a 0 0p.d.b 0 0p.d.c 0 0p.d.d current current current current",
+            "14": "14 0625/01/m/j/0331a student connects two lamps in the circuit shown.  which switches must he close to light both lamps? a1 and 2 b1, 2 and 3 c1 and 3 d2 and 3 32a student makes four circuits.in which circuit are both lamps protected by the fuse? a b c d21 3",
+            "15": "15 0625/01/m/j/03 [turn over33four lamps are labelled \u201860 w 240 v\u2019. in which circuit are the lamps connected so that they all work at normal brightness? 34the diagram shows a solenoid connected to a sensitive voltmeter. which of the following would give a zero reading on the voltmeter? aholding the magnet stationary inside the solenoid bmoving the magnet away from the solenoid cmoving the magnet towards the solenoid dmoving the solenoid towards the magnetvsolenoidmagnets na 240  vb 240  vc 240  vd 240  v",
+            "16": "16 0625/01/m/j/0335the diagram shows a transformer with an alternating voltage of 100 v applied to the primary coil. what is the voltage produced across the secondary coil? a50 v           b 100 v           c 200 v           d 8000 v 36the diagram below shows the screen of a cathode-ray oscilloscope tube. the tube is placed between a pair of charged plates. which diagram shows the new position of the spot? + ++++\u2013\u2013\u2013\u2013\u2013 a +++++\u2013\u2013\u2013\u2013\u2013 b +++++\u2013\u2013\u2013\u2013\u2013 c +++++\u2013\u2013\u2013\u2013\u2013dspot of lightprimary coilsecondary coil 100  v (40 turns) (80 turns)",
+            "17": "17 0625/01/m/j/03 [turn over37an electrical component x is placed in water, as shown. when the temperature of the water is increased, the reading on the ammeter increases. what is component x?aa capacitor ba light-dependent resistor ca reed relay da thermistor 38which type of radiation can be stopped by a sheet of paper?a \u03b1-particles b \u03b2-particles c \u03b3-rays dx-rays 39the half-life of a radioactive substance is 5 hours. a sample is tested and found to contain 0.48 g of the substance. how much of the substance was present in the sample 20 hours before the sample was tested? a0.03 g b0.12 g c1.92 g d7.68 gxa thermometer water",
+            "18": "18 0625/01/m/j/0340an atom of lithium contains three protons and three electrons. the nucleon number (mass number) of the atom is 7.how many neutrons are there in the atom? a 3           b 4           c 7           d 10",
+            "19": "19 0625/01/m/j/03blank page",
+            "20": "20 0625/01/m/j/03blank page"
+        },
+        "0625_s03_qp_2.pdf": {
+            "1": "this document consists of 16printed pages. sp (at/kn) s46409/2 \u00a9 cie 2003 [turn overcambridge international examinations  international general certificate of secondary education physics 0625/02 paper 2 may/june 2003 1 hour candidates answer on the question paper. no additional materials are required. read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen in the spaces provided on the question paper.you may use a soft pencil for any diagrams, graphs or rough working.do not use staples, paper clips, highlighters, glue or correction fluid. answer allquestions. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question.you may lose marks if you do not show your working or if you do not use appropriate units.take the weight of 1 kg to be 10 n (i.e. acceleration of free fall = 10 m/s 2).centre number candidate number name if you have been given a label, look at the details. if any details are incorrect ormissing, please fill in your correct detailsin the space given at the top of this page. stick your personal label here, if provided.for examiner\u2019s use",
+            "2": "2 0625/2/m/j/031a person winds some thread tightly 4 times round the length of a metre rule and cuts the ends off level with the left-hand end of the rule, as shown in fig. 1.1. fig. 1.1 (a)to the nearest metre, what is the length of the thread? .. m [1] (b)is the actual length of thread slightly greater or slightly less than your answer to (a)? tick one box and give your reason. slightly greater  slightly less   reason ... ...[1]ends cut off here thread 1  m rulefor examiner\u2019s use",
+            "3": "0625/2/m/j/03 [turn over2 (a) two horizontal strings are attached to a soft rubber ball, as shown in fig. 2.1. fig. 2.1 a force of 10 n pulls on one string. (i)the ball does not move. what is the value of the force f on the other string? f = .. n (ii) what change to the rubber ball do the two forces cause? ... [2] (b)a garden pot containing soil weighs a total of 360 n. the pot rests on three equally- spaced blocks, so that surplus water can drain out of the holes in the base of the pot.the soil is uniformly distributed in the pot. the pot is shown in fig. 2.2. fig. 2.2 (i)what is the force exerted by each block on the pot? ...n (ii) state the direction of these forces. ... (iii) the gardener finds that the blocks sink into the ground, but he must have the potup on blocks to allow the drainage. what can he do to reduce the sinking of thepot? ... [3]10 nf3for examiner\u2019s use",
+            "4": "4 0625/2/m/j/033 (a) an unopened bottle of olive oil has  a mass of 0.97 kg. the empty bottle has a mass of 0.51 kg.calculate the mass of the olive oil. fig. 3.1 mass of olive oil = .. kg [2] (b)the olive oil is poured into three 250 cm 3measuring cylinders. the first two cylinders are filled to the 250 cm3mark. the third is shown in fig. 3.2. fig. 3.2 (i)what is the volume of the olive oil in the third measuring cylinder? volume = .. cm3 (ii) calculate the volume of the olive oil in the unopened bottle. volume = .. cm3 (iii) calculate the density of the olive oil. express your answer to 2 significant figures. density = .. [7]250 200150100 5050cm3for examiner\u2019s use oliv oil 0.97  kgoliv oil 0.51  kg",
+            "5": "5 0625/2/m/j/03 [turn over4the air trapped in a cylinder by a piston is kept under pressure by a load, as shown in fig. 4.1. fig. 4.1 (a)describe how the pressure in the cylinder is caused by the air molecules. .. [3] (b)the load is increased. (i)state what happens to the piston. ... (ii) state what happens to the pressure in the cylinder, and give a reason.what happens ... ... reason ... ... [3]load piston cylinderfixed pivot airfor examiner\u2019s use",
+            "6": "6 0625/2/m/j/035an immersion heater is put into some crushed ice at 0 \u00b0c. the immersion heater is switched on. fig. 5.1 (a)on fig. 5.2, sketch the graph of temperature against time, up to the time when all theice has melted. [3] fig. 5.2 (b)the heater is left switched on after all the ice has melted, and the temperature rises.after some time, the temperature stops rising, even though the heater is still on. (i)suggest why the temperature stops rising, even though the heater is still on. ... ... (ii) state what happens to the energy received by the water whilst this is happening. .. [2]00100 temperature  / \u00b0c time time when all ice has meltedimmersion heater crushed iceinsulating beakerfor examiner\u2019s use",
+            "7": "7 0625/2/m/j/03 [turn over6in this question, drawing should be done carefully. fig. 6.1 shows a ray of light striking mirror 1 at point x. fig. 6.1 (a)on fig. 6.1, (i)draw the normal at x, (ii) draw the ray reflected from mirror 1, (iii) mark the angle of incidence using the letter iand the angle of reflection using the letter r. [3] (b)mirror 2 is parallel to mirror 1. the reflected ray from mirror 1 strikes mirror 2. compare the direction of the ray reflected from mirror 2 with the incident ray at x. y ou may do a further construction if you wish. complete the sentence below. the reflected ray from mirror 2 is . ..[1]mirror 1mirror 2 xray of lightfor examiner\u2019s use",
+            "8": "8 0625/2/m/j/037the speed of sound in air is 340 m/s. (a)complete fig. 7.1 to show how far a sound wave has travelled 2, 3, 4 and 5 seconds after the sound was made. [1] fig. 7.1 (b)on fig. 7.2, draw the graph of distance travelled against time for the sound wave. [3] fig. 7.200500100015002000 12345 time/sdistance travelled / mfor examiner\u2019s use time elapsed/s 01234  5 distance travelled/m 0 340",
+            "9": "9 0625/2/m/j/03 [turn over(c)a ship is sinking in the dark as shown in fig. 7.3.  fig. 7.3 the sailors on the ship fire a distress flare into the air. it explodes with a bang and a bright flash of light. (i)a lifeboat crew hear the bang and see the flash, but not at the same time. state which reaches the lifeboat first, the bang or the flash, and give a reason. ... .. (ii) the time interval in (c)(i) is 4.2 s. use your graph in (b)to find how far away the lifeboat is from the flare. show clearly on your graph how you got your answer. distance of lifeboat = .. m [6] distress flare lifeboat sinking shipfor examiner\u2019s use",
+            "10": "10 0625/2/m/j/038 (a) in an electronic circuit, what is a capacitor designed to store?  [1] (b)the circuit in fig. 8.1 contains a large-value resistor and a capacitor. fig. 8.1 (i)switch s1is open. switch s2is closed and then opened again. what reading now shows on the voltmeter?  v (ii) s2is left open and s1is closed and left closed.  describe what happens to the reading on the voltmeter. ... ... (iii) the circuit in fig. 8.1 is an example of a simple time-delay circuit. state one use of a time-delay circuit. .. [4]6 v d.c.+ \u2013large-value resistor v capacitor s2s1for examiner\u2019s use",
+            "11": "11 0625/2/m/j/03 [turn over9a length of flexible, slack wire is fixed at a and b so that part of it is held vertically  in the field of a horseshoe magnet, as shown in fig. 9.1. fig. 9.1 figs. 9.2 and 9.3 each show the same section through the apparatus. the wire between aand b is not shown. fig. 9.2 fig. 9.3 (a) (i) on fig. 9.2, draw what the wire might look like when a large current passesthrough it. [2] (ii) explain why the wire looks like this. ... ...[3] (b)on fig. 9.3, draw what the wire might look like if the current in (a)is reversed. [1]a ba bmagnet polemagnetpolensa bfor examiner\u2019s use",
+            "12": "12 0625/2/m/j/0310fig. 10.1 shows a simplified diagram of the front of a cathode-ray oscilloscope (c.r.o.). fig. 10.1 (a)when the oscilloscope is switched on, a bright spot is seen at the centre of the screen. (i)describe what causes this bright spot. ... .[3] (ii) the spot is rather blurred. which control should be adjusted to make it sharper? ...[1] (iii) which control would be switched on to turn the spot into a horizontal line? ...[1] (iv) describe what happens inside the oscilloscope to turn the spot into a horizontal line. ... .[3]brightness time-base y-gain volts/cm ms/cm x-shift y inputon offy-shiftfocusigcse oscilloscope co.for examiner\u2019s use",
+            "13": "13 0625/2/m/j/03 [turn over(b)y ou have an alternating p.d. whose waveform you wish to display on the screen. (i)where would you connect this alternating p.d. to the oscilloscope? ... (ii) fig. 10.2 shows what the trace on the screen might look like. fig. 10.2 1.what change would you see on the screen if you adjusted the x-shift control? ... 2.what change would you see on the screen if you adjusted the y-shift control? ... [3]for examiner\u2019s use",
+            "14": "14 0625/2/m/j/0311 (a) fig. 11.1 shows a circuit containing a lamp and a variable resistor. fig. 11.1 the circuit does not work. the lamp does not light and altering the setting on the variable resistor makes no difference. in the space below, re-draw the diagram, showing a circuit in which the variable resistor may be used to change the brightness of the lamp. [2]for examiner\u2019s use",
+            "15": "15 0625/2/m/j/03 [turn over(b)fig. 11.2 shows two resistors and an ammeter connected in series to a 6 v d.c. supply. the resistance of the ammeter is so small that it can be ignored. fig. 11.2 (i)calculate the combined resistance of the 8 \u03c9and 4\u03c9resistors in series. combined resistance = .. \u03c9[2] (ii) 1. calculate the current supplied by the 6 v d.c. supply. current = .. 2.state the value of the current in section pq of the circuit .. recorded by the ammeter ..in section sr of the circuit .. [5] (iii) on fig. 11.2, show a voltmeter connected to measure the potential difference across the 4 \u03c9resistor. [1]+ \u2013p r6 v8 \u03c9 4 \u03c9q safor examiner\u2019s use",
+            "16": "16 0625/2/m/j/0312a rock climber climbs up a rock face, as shown in fig. 12.1. fig. 12.1 (a)to climb the rock face, the climber must do work. which force must the climber work against as he climbs? tick one box. air resistance friction on the rockhis weighttension in the safety rope [1] (b)what other quantity, as well as the force ticked in (a), must be known in order to find the work done by the climber? ..[1] (c)one climber weighs 1000 n and another weighs 800 n. they both take the same time to climb the cliff. (i)which one has done the most work?  (ii) which one has the greater power rating? . [2] (d)when the first climber reaches the top, he has more gravitational potential energy than he had at the bottom. (i)what form of energy, stored in his body, was used to give him this extra gravitational potential energy? .. (ii) where did he get this energy from? .. (iii) other than increasing gravitational potential energy on the way up, how else was energy in his body used? state one way. ... ... [3]safety rope climberfor examiner\u2019s use"
+        },
+        "0625_s03_qp_3.pdf": {
+            "1": "this document consists of 12printed pages. sp (at/kn) s46413/2 \u00a9 cie 2003 [turn overcambridge international examinations  international general certificate of secondary education physics 0625/03 paper 3 may/june 2003 1 hour 15 minutes candidates answer on the question paper. no additional materials are required. read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen in the spaces provided on the question paper.you may use a soft pencil for any diagrams, graphs or rough working.do not use staples, paper clips, highlighters, glue or correction fluid. answer allquestions. the number of marks is given in brackets [  ] at the end of each question or part question.centre number candidate number name if you have been given a label, look at the details. if any details are incorrect ormissing, please fill in your correct detailsin the space given at the top of this page. stick your personal label here, if provided.for examiner\u2019s use 1 2 3 4 5 6 7 8 9 10 11 total",
+            "2": "2 0625/3/m/j/031fig. 1.1 shows apparatus that may be used to compare the strengths of two springs of the same size, but made from different materials. fig. 1.1 (a) (i) explain how the masses produce a force to stretch the spring. ... (ii)explain why this force, like all forces, is a vector quantity. ... ... [2] (b)fig. 1.2 shows the graphs obtained when the two springs are stretched. fig. 1.2005101520 force/n 10 20 30 40 extension/mmspring 1spring 1 spring 2spring 2spring 1 spring 2spring massesscalefor examiner\u2019s use",
+            "3": "3 0625/3/m/j/03 [turn over(i)state which spring is more difficult to extend. quote values from the graphs to support your answer. ... . (ii) on the graph of spring 2, mark a point p at the limit of proportionality. explain your choice of point p . ... .. (iii) use the graphs to find the difference in the extensions of the two springs when a force of 15 n is applied to each one. difference in extensions = .. [6] 2the speed of a cyclist reduces uniformly from 2.5 m/s to 1.0 m/s in 12 s. (a)calculate the deceleration of the cyclist.  deceleration = ..[3] (b)calculate the distance travelled by the cyclist in this time. distance = ..[2]for examiner\u2019s use",
+            "4": "4 0625/3/m/j/033fig. 3.1 shows the arm of a crane when it is lifting a heavy box. fig. 3.1 (a)by the use of a scale diagram ( notcalculation) of the forces acting at p , find the weight of the box. [5]40\u00b030\u00b0950 n1220 n p boxfor examiner\u2019s use",
+            "5": "5 0625/3/m/j/03 [turn over(b)another box of weight 1500 n is raised vertically by 3.0 m.  (i)calculate the work done on the box. work done = .. (ii) the crane takes 2.5 s to raise this box 3.0 m. calculate the power output of the crane. power = .. [4] 4fig. 4.1 shows a sealed glass syringe that contains air and many very tiny suspended dustparticles. fig. 4.1 (a)explain why the dust particles are suspended in the air and do not settle to the bottom. .. ..[3] (b)the air in the syringe is at a pressure of 2.0 \u00d710 5pa. the piston is slowly moved into the syringe, keeping the temperature constant, until the volume of the air is reduced from 80 cm3to 25 cm3. calculate the final pressure of the air. pressure = ..[3]syringe seal dust particlespistonfor examiner\u2019s use",
+            "6": "6 0625/3/m/j/035fig. 5.1 shows a thermocouple set up to measure the temperature at a point on a solar panel. fig. 5.1 (a)x is a copper wire. (i)suggest a material for y . ... (ii) name the component z. ... [2] (b)explain how a thermocouple is used to measure temperature. .. [3] (c)experiment shows that the temperature of the surface depends upon the type of surface used. describe the nature of the surface that will cause the temperature to rise most. .. ..[1]cold junction yz x hot junctionsun's rays surface of solarpanelfor examiner\u2019s use",
+            "7": "7 0625/3/m/j/03 [turn over6fig. 6.1 shows wavefronts of light crossing the edge of a glass block from air into glass. fig. 6.1 (a)on fig. 6.1 (i)draw in an incident ray, a normal and a refracted ray that meet at the same point on the edge of the glass block, (ii) label the angle of incidence and the angle of refraction, (iii) measure the two angles and record their values. angle of incidence = ..angle of refraction = .. [4] (b)calculate the refractive index of the glass. refractive index = ..[3]edge of glassglassair direction in which wavefrontsare movingfor examiner\u2019s use",
+            "8": "8 0625/3/m/j/037in a thunderstorm, both light and sound waves are generated at the same time. (a)how fast does the light travel towards an observer?speed = .. [1] (b)explain why the sound waves always reach the observer after the light waves. ..[1] (c)the speed of sound waves in air may be determined by experiment using a source that generates light waves and sound waves at the same time. (i)draw a labelled diagram of the arrangement of suitable apparatus for theexperiment. (ii) state the readings you would take. ... .. (iii) explain how you would calculate the speed of sound in air from your readings. .. [4]for examiner\u2019s use",
+            "9": "9 0625/3/m/j/03 [turn over8fig. 8.1 shows a battery with a resistor connected across its terminals. the e.m.f. of the battery is 6.0 v. fig. 8.1 the battery causes 90 c of charge to flow through the circuit in 45 s. (a)calculate (i)the current in the circuit, current = .. (ii) the resistance of the circuit, resistance = .. (iii) the electrical energy transformed in the circuit in 45 s. energy = .. [6] (b)explain what is meant by the term e.m.f. of the battery . ..[2]6.0 vfor examiner\u2019s use",
+            "10": "10 0625/3/m/j/039a transformer has an output of 24 v when supplying a current of 2.0 a. the current in the primary coil is 0.40 a and the transformer is 100% efficient. (a)calculate (i)the power output of the transformer, power = .. (ii)the voltage applied across the primary coil. voltage = .. [4] (b)explain (i)what is meant by the statement that the transformer is 100% efficient, . (ii) how the transformer changes an input voltage into a different output voltage.  [4]for examiner\u2019s use",
+            "11": "11 0625/3/m/j/03 [turn over10fig. 10.1 and fig. 10.2 show two views of a vertical wire carrying a current up through a horizontal card. points p and q are marked on the card.  fig. 10.1 fig. 10.2 (a)on fig. 10.2, (i)draw a complete magnetic field line (line of force) through p and indicate itsdirection with an arrow, (ii) draw an arrow through q to indicate the direction in which a compass placed at qwould point. [3] (b)state the effect on the direction in which compass q points of (i)increasing the current in the wire, ... (ii) reversing the direction of the current in the wire. ... [2] (c)fig. 10.3 shows the view from above of another vertical wire carrying a current upthrough a horizontal card. a cm grid is marked on the card. point w is 1 cm verticallyabove the top surface of the card. fig. 10.3 state the magnetic field strength at s, t and w in terms of the magnetic field strength at r. use one of the alternatives, weaker ,same strength orstronger for each answer. at s  at t at w [3]rst wvertical wire carryingcurrentpqverticalwire view from above the cardfor examiner\u2019s use",
+            "12": "12 0625/3/m/j/0311 (a) a radioactive isotope emits only \u03b1-particles. (i)in the space below, draw a labelled diagram of the apparatus you would use to prove that no \u03b2-particles or \u03b3-radiation are emitted from the isotope. (ii) describe the test you would carry out. ... . (iii) explain how your results would show that only \u03b1-particles are emitted. . [6] (b)fig. 11.1 shows a stream of \u03b1-particles about to enter the space between the poles of a very strong magnet. fig. 11.1 describe the path of the \u03b1-particles in the space between the magnetic poles. ..[3]n s\u03b1-particlesfor examiner\u2019s use"
+        },
+        "0625_s03_qp_5.pdf": {
+            "1": "this document consists of 7 printed pages, 1 blank page and an inserted answer booklet. sp (at/kn) s47468/2 \u00a9cie 2003 [turn overcambridge international examinations  international general certificate of secondary education physics 0625/05 paper 5  practical test may/june 2003 1 hour 15 minutes additional materials: as specified in the confidential instructions read these instructions first follow the instructions on the front cover of the answer booklet. write your answers in the spaces provided in the answer booklet. answer all questions. you are expected to record all your observations as soon as these observations are made. an account of the method of carrying out the experiments is not required. at the end of the examination, hand in only the answer booklet.",
+            "2": "2 0625/05/m/j/031in this experiment, you are to investigate the heating of thermometer bulbs under different conditions. record all of your observations on pages 2 and 3 of your answer booklet. you are provided with two thermometers labelled a and b. thermometer b has a thin layer of cotton wool around the bulb. do not remove this cotton wool. the thermometers are arranged withtheir bulbs at equal distances from a lamp. do not move the lamp or the thermometers.   carry out the following instructions referring to fig. 1.1. fig. 1.1 during the experiment, you will read temperature values from thermometers. y ou may find it morecomfortable to use the card provided to shield your eyes from the direct light from the lamp. do notplace the card between the lamp and a thermometer. (a)take the room temperature readings on both thermometers and record them at time 0 s in the table. (b)switch on the lamp and start the stopwatch. (i)record in the table t a, the temperature reading on thermometer a after 30 s.  (ii) after a further 30 s (i.e. at time t=6 0 s) record tb, the temperature reading on thermometer b. (iii) continue taking temperature readings from the thermometers in turn at 30 s intervals, asindicated in the table, up to 300 s. (iv) switch off the lamp. (c)complete the column headings in the table. (d) (i) using the readings obtained for thermometer a, plot a graph of temperature / \u00b0c ( y-axis) against time / s (x-axis). label the line \u2018a\u2019. (ii) using the same axes, plot a graph using the readings obtained for thermometer b. labelthe line \u2018b\u2019. (e)state which thermometer bulb heated up more quickly. justify your answer by reference toyour graph.thermometer a thermometer b card in front of lamp cotton wool lamp",
+            "3": "3 0625/05/m/j/03 [turn over2in this experiment, you are to make two sets of measurements as accurately as you can in order to determine the volume of a beaker. record all of your observations and answers on pages 4 and 5 of the answer booklet. you are provided with a beaker, a rule, a length of string and two blocks of wood.  carry out the following instructions. method 1 (a)use the two blocks of wood and the rule to measure the external diameter d of the middle part of the beaker. (b)draw a labelled diagram to show how you used the blocks of wood and the rule to find, as accurately as possible, a value for the diameter. (c)calculate the external radius r of the beaker. (d)measure the height h of the beaker. (e)calculate the external volume v of the beaker using the equation v= \u03c0r2h. method 2 (f)use the string and the rule to measure, as accurately as possible, the circumference c of the middle part of the beaker.  (g)calculate a second value of the external volume v of the beaker using the equation v= . (h)calculate a, the average of your two values for v. (i)estimate the maximum volume of water v that the beaker could hold. (j)calculate the approximate volume g of the glass used to make the beaker, using the equation g= a \u2013 v.c2h 4\u03c0",
+            "4": "4 0625/05/m/j/033in this experiment, you are to compare the combined resistance of lamps arranged in series or in parallel. record all of your observations and readings on page 6 of your answer booklet. carry out the following instructions, referring to fig. 3.1 and fig. 3.2.the circuit shown in fig. 3.1 has been set up for you. fig. 3.1 fig. 3.2 (a)switch on. measure and record in the table the current  iin the circuit and the p.d. v across the two lamps. switch off. (b)calculate the combined resistance r of the two lamps using the equation r= . record this value of r in the table. (c)complete the column headings in the table. (d)disconnect the lamps and the voltmeter. set up the circuit shown in fig. 3.2. (e)switch on. measure and record in the table the current iin the circuit and the p.d. v across the two lamps. switch off. (f)calculate the combined resistance r of the two lamps using the equation r= . record this value of r in the table. (g)using the values of resistance obtained in parts (b) and (f), calculate the ratio .resistance of lamps in series resistance of lamps in parallelv iv ia vpower source a vpower source",
+            "5": "5 0625/05/m/j/03 [turn over(h)fig. 3.3 shows a cell connected to two motors. copy and complete the circuit diagram to show \u2022a voltmeter connected to measure the p.d. across the motors, \u2022an ammeter connected to measure the total current in the circuit, \u2022a variable resistor connected to vary the current in one of the motors. you are not asked to set up this circuit. fig. 3.3mm",
+            "6": "6 0625/05/m/j/034in this experiment, you are to investigate the reflection of light by a plane mirror. record all of your observations and answers on page 7 of the answer booklet. carry out the following instructions referring to fig. 4.1. use the diagram printed on page 7 of your answer booklet as a ray trace sheet. fig. 4.1 (a)on the ray trace sheet, draw a line from point a to the line mm\u2032. the line is to be at an angle of 30\u00b0 from the line nn\u2032. label with the letter d the point at which the line you have drawn meets line mm\u2032. (b)draw another line from point a to the line mm\u2032. this line is to be at an angle of 40\u00b0 from the line nn\u2032. label with the letter e the point at which the line you have drawn meets line mm\u2032. (c)place the mirror so that its reflecting surface lies along the line mm\u2032. place a pin at point a.place another pin b close to the mirror and along the line ad. (d)view the images of pins a and b in the mirror. place two pins f and g between your eye and the mirror so that f, g and the images of a and b appear exactly one behind the other. (e)mark the positions of pins b, f and gon the ray trace sheet. remove the pins and the mirror. using a rule draw a line joining g and f, and continue the line to meet the line mm\u2032. (f)repeat the steps (c) to (e) using the same position of pin a but placing pin b on line ae.30\u00b040\u00b0 amdem\u2032 n\u2032n",
+            "7": "7 0625/05/m/j/03(g)draw a line from line ad to line ae that is parallel to and 2.0 cm from mm\u2032. record the length xof the line. (h)draw a line between the two reflected ray lines that is parallel to and 4.0 cm from mm\u2032. record the length y of the line. (i)calculate the ratio .x y",
+            "8": "8 0625/05/m/j/03blank page"
+        },
+        "0625_s03_qp_6.pdf": {
+            "1": "this document consists of 9printed pages and 3blank pages. sp (at/ks) s47471/3 \u00a9 ucles 2003 [turn overcambridge international examinations  international general certificate of secondary education physics 0625/06 paper 6  alternative to practical may/june 2003 1 hour candidates answer on the question paper. no additional materials are required. read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen in the spaces provided on the question paper.you may use a soft pencil for any diagrams, graphs or rough working.do not use staples, paper clips, highlighters, glue or correction fluid. answer allquestions. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question.centre number candidate number name for examiner\u2019s use 1 2 3 4 5 totalif you have been given a label, look at the details. if any details are incorrect ormissing, please fill in your correct detailsin the space given at the top of this page. stick your personal label here, if provided.",
+            "2": "2 0625/06/m/j/031a student carried out an experiment to find the spring constant of a steel spring. the apparatus is shown in fig. 1.1. fig. 1.1 the student recorded the unstretched length l0of the spring. then she added loads wto the spring, recording the new length leach time. the readings are shown in the table below. (a)calculate the extension eof the spring produced by each load, using the equation e= ( l\u2013l0). record the values of ein the table. [2]load w half-metre rulehalf-metrerulell0for examiner\u2019s use w/n l/m m e/m m 03 0 13 2 23 3 33 6 43 9 54 0 64 2l0= 30 mm",
+            "3": "3 0625/06/m/j/03 [turn overfor examiner\u2019s use(b)plot the graph of e/ mm (y-axis) against w/n  ( x-axis). [4] (c)draw the best-fit straight line for the points you have plotted. calculate the gradient of the line. show clearly on the graph how you obtained the necessary information. gradient = \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026..[4]for examiner\u2019s use",
+            "4": "4 0625/06/m/j/032an igcse student was investigating the passage of red light through a prism. fig. 2.1 shows the outline of the prism and an incident ray. fig. 2.1 (a)measure the angle of incidence ishown in fig. 2.1. i= \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026.[1] (b)the angle of refraction as the ray entered side abof the prism was 22\u00b0. (i)on fig. 2.1, draw in the refracted ray from point das accurately as possible. (ii) mark the point e, where the ray meets side ac. draw the normal at point e. [4] (c)at point ethe ray came out of the prism with an angle of refraction of 75\u00b0. on fig. 2.1, draw as accurately as possible the ray coming out of the prism. [1] (d)another student used four optics pins to trace the passage of a ray through a prism.fig. 2.2 shows the prism, the position of the student\u2019s eye and the directions of the ray.  fig. 2.2 on fig. 2.2, show positions of the four optics pins, placed to obtain as accurate a resultas possible. mark each position clearly with a cross (x). [2]normal ray boxa bcdifor examiner\u2019s use incident ray eye",
+            "5": "5 0625/06/m/j/03 [turn over3in an electrical experiment, a student set up a circuit to measure current and potential difference. part of the circuit is shown in fig. 3.1. fig. 3.1 (a) (i) complete the circuit diagram by drawing in a voltmeter connected across the lamp. (ii) name the component labelled y. \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026. [2] (b)the first reading on the voltmeter was 2.2 v. on the voltmeter face shown in fig. 3.2,show the position of the pointer giving the reading 2.2 v. [1] fig. 3.2 (c)the readings of vandiobtained by the student are given in the table below.  (i)calculate the resistance rof the lamp filament for each set of vandireadings and write the values in the table. use the equation r= . (ii) complete the column headings in the table. [6]v i01234 5 67 8 9 10 vapower source yfor examiner\u2019s use v/ i/ r/ 2.2 0.36 4.1 0.62 6.0 0.86 7.9 0.98 9.8 1.20",
+            "6": "6 0625/06/m/j/034an igcse class watched a demonstration experiment to show that a metal rod expands when heated. the apparatus is shown in fig. 4.1. fig. 4.1 when the rod expands, it rolls the pin which moves the pointer. so a very small expansionmoves the pointer far enough to be seen clearly.  (a)one student wanted to find out how much longer the rod became when heated aboveroom temperature with a bunsen burner. the rod was 0.750 m long at roomtemperature. to find the circumference of the pin, the student wrapped a piece of string 10 timesround the pin, marked the string at the beginning and end of the 10 turns, and thenmeasured the length of the string between the marks. fig. 4.2 shows the string actualsize. fig. 4.2 (i)use your rule to measure the distance xbetween the marks on the string on fig. 4.2. x= \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026.. (ii) calculate the circumference cof the pin. c= \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026.. [3]xheatmetal rodpointer pin wooden block benchfor examiner\u2019s use",
+            "7": "7 0625/06/m/j/03 [turn over(b)a second student measured the diameter dof the pin using a micrometer screw gauge. the diameter was 1.20 mm. when the rod was heated, the pointer moved through 90\u00b0. (i)calculate the circumference cusing the equation c=\u03c0d. c= \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026..[2] (ii) use this value of the circumference to calculate the increase ein the length of the rod when heated. e= \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026..[1] (iii) calculate the length lof the heated rod. l= \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026..[1] (c)the micrometer screw gauge is a very accurate instrument. suggest why the string and rule method of finding the circumference, used by the first student, was inaccurate. . .[1]for examiner\u2019s use",
+            "8": "8 0625/06/m/j/035a student was asked to carry out an experiment to compare the insulating properties of cotton wool, cardboard and polystyrene. the apparatus provided was hot water, athermometer, a stopclock and a copper can with a lid, as shown in fig. 5.1. fig. 5.1 the student wrapped one of the insulators around the can, poured hot water into the can,and then took temperature and time readings as the water cooled. this was then repeatedfor each insulator. the graph in fig. 5.2 shows how the student displayed his readings. fig. 5.2 (a) (i) using the information on the graph, which material appears to be the bestinsulator? .. (ii)justify your answer by referring to the information on the graph. .. .. [2]0 05 1 0 1 520406080 time / mintemperature / \u00b0cpolystyrene cotton wool cardboardcopper can water insulationthermometer lidfor examiner\u2019s use",
+            "9": "9 0625/06/m/j/03(b)in this experiment, it is important to control the variables. suggest three variables that the student should keep constant for this experiment. 1.  . 2.  . 3.  . [3]for examiner\u2019s use",
+            "10": "10 0625/06/m/j/03blank page",
+            "11": "11 0625/06/m/j/03blank page",
+            "12": "12 0625/06/m/j/03blank page"
+        },
+        "0625_w03_qp_1.pdf": {
+            "1": "this document consists of 18printed pages and 2blank pages. mml 4504 11/02 s53619/2 \u00a9 ucles 2003 [turn overcambridge international examinations international general certificate of secondary education physics 0625/01 paper 1  multiple choice october/november 2003 45 minutes additional materials: multiple choice answer sheet soft clean eraser soft pencil (type b or hb is recommended) read these instructions first write in soft pencil. do not use staples, paper clips, highlighters, glue or correction fluid.write your name, centre number and candidate number on the answer sheet in the spaces providedunless this has been done for you. there are forty questions on this paper. answer allquestions. for each question there are four possible answers a,b,c, and d. choose the one you consider correct and record your choice in soft pencil on the separate answer sheet. read the instructions on the answer sheet very carefully.each correct answer will score one mark. a mark will not be deducted for a wrong answer. any rough working should be done in this booklet. university ofcambridge local examinations syndicate ",
+            "2": "1which of the following is notnecessary when using a measuring cylinder to measure the volume of a quantity of water? amaking sure that the measuring cylinder is vertical bmaking sure that your eye is level with the liquid surface creading the bottom of the meniscus dusing the largest measuring cylinder possible 2a pendulum is set in motion and 20 complete swings are timed. the time measured is 30 s.what is the time for one complete swing of the pendulum?a0.67 s b0.75 s c1.5 s d3.0 s 3five telegraph poles are positioned at equal distances along the side of a road. a car accelerates until it is level with pole 4. the car then continues along the road at a steady speed. the times taken to travel between one pole and the next are measured. which time is the greatest?the time betweenapole 1 and pole 2. bpole 2 and pole 3. cpole 3 and pole 4. dpole 4 and pole 5.pole 1 pole 2 pole 3 pole 4 pole 52 0625/01/o/n/03",
+            "3": "4a train travels along a track from aytown to beetown. the map shows the route. the distance travelled by the train between the towns is 210 km. it moves at an average speed of 70 km / h. how long does the journey take?aless than hours, because the journey is not in a straight line bexactly hours cexactly hours dmore than hours, because the journey is not in a straight line 5a beam is pivoted at its centre. two masses are suspended at equal distances from the pivot as shown in the diagram. which statement is correct? aif x has a mass of exactly 2 kg, it will rise. bif x has a mass of less than 2 kg, it will fall. cif x has a mass of more than 2 kg, it will fall. dif x has a mass of more than 2 kg, it will rise.pivot block x 2 kg mass210\u2013\u2013\u201370210\u2013\u2013\u20137070\u2013\u2013\u201321070\u2013\u2013\u2013210aytown beetown3 0625/01/o/n/03 [turn over",
+            "4": "6the mass of a full bottle of cooking oil is 1.30 kg. when exactly half of the oil has been used, the mass of the bottle plus the remaining oil is 0.90 kg. what is the mass of the bottle?a0.40 kg b0.50 kg c0.65 kg d0.80 kg 7a student tries to find the density of a metal block. first he measures the weight with a forcemeter (spring balance). next he measures the sides of the block using a rule, in order tocalculate the volume of the block. finally he divides the weight by the volume to find the density. the student has made a mistake.why does his method notgive the density? adensity is volume divided by weight. bhe should have measured the surface area, not the volume. che should have used the mass in his calculation, not the weight. dweight is not measured with a forcemeter (spring balance). 8two forces act on an object.in which situation is it impossible for the object to be in equilibrium? athe two forces act in the same direction. bthe two forces act through the same point. cthe two forces are of the same type. dthe two forces are the same size.4 0625/01/o/n/03",
+            "5": "9the table below shows the length of a wire as the load on it is increased. which graph correctly shows the extension of the wire plotted against load? 10a large electric motor is used to lift a container off a ship. which of the following values are enough to allow the power of the motor to be calculated?athe mass of the container and the distance moved bthe force used and the distance moved cthe current used and the work done dthe work done and the time taken20 10 30 004060 20 load / na extension / cm 20 10 30 0023 1 load / nb extension / cm 20 10 30 0046 2 load / nc extension / cm 20 10 30 050.054.156.3 52.1 load / nd extension / cm5 0625/01/o/n/03 [turn overload / n 0 10 20 30 50.0 52.1 54.1 56.3 length / cm",
+            "6": "11a tidal power station is made by building a barrage across the mouth of a river. at high tide the sea water is trapped behind the barrage. at low tide the water is allowed to flow back into the sea through a turbine. what is the useful energy change in a tidal power station?aelectrical energy \u2192 energy of position (potential) belectrical energy \u2192 energy of motion (kinetic) cenergy of motion (kinetic) \u2192 energy of position (potential) denergy of position (potential) \u2192 electrical energy 12which diagram shows the child exerting least pressure on the ground? ab c dturbinebarrage trapped sea water sea at low tide6 0625/01/o/n/03",
+            "7": "13a manometer is being used to measure the pressure of the gas inside a tank. a,b,candd show the manometer at different times. at which time is the gas pressure inside the tank greatest? 14which line in the table correctly describes whether the molecules of a solid, liquid and gas are moving or stationary? 15driving a car raises the temperature of the tyres. this causes the pressure of the air in the tyres to increase.why is this?aair molecules break up to form separate atoms. bair molecules expand with the rise in temperature. cthe force between the air molecules increases. dthe speed of the air molecules increases.gasabcd7 0625/01/o/n/03 [turn overa bcdsolid stationarystationarystationary movingliquid stationarystationary movingmovinggas stationary movingmovingmoving",
+            "8": "16the diagram shows how the atoms in a substance rearrange themselves during a change of state. which change of state is shown? agas to liquid bliquid to gas cliquid to solid dsolid to liquid 17equal masses of two different liquids are put into identical beakers. they are heated from 20 \u00b0c to 30 \u00b0c by heaters of the same power. liquid 2 takes twice as long to heat as liquid 1. which statement is correct? aboth liquids receive the same amount of energy. bliquid 1 receives more energy than liquid 2. cthe thermal capacity of liquid 1 is equal to the thermal capacity of liquid 2. dthe thermal capacity of liquid 1 is less than the thermal capacity of liquid 2.same mass of different liquids heaters of same powerliquid 2 liquid 1 heating time = t heating time = 2 t8 0625/01/o/n/03",
+            "9": "18there is a vacuum between the double walls of a vacuum flask. which types of heat transfer are reduced by the vacuum?aconduction and convection bconduction and radiation cconvection and radiation dconduction, convection and radiation 19the diagrams show four identical pieces of ice that are heated in test-tubes of water.in which test-tube will the ice take the longest time to melt? ice watera ice wrapped in lead wirewaterb ice waterc ice wrapped in lead wirewaterd9 0625/01/o/n/03 [turn over",
+            "10": "20the diagram shows a cork with a weight attached so that the cork floats upright. transverse waves travel across the water from x to y. which way do the waves make the cork move?a\u2192\u2190 right and left b\u2191\u2193up and down c\u2192only to the right d\u2190only to the left 21waves travel more slowly on the surface of water when the water is shallow.a person drops a stone into a pool at x. the diagram shows the first wavefront on the surface of the pool.which region of the pool is likely to be most shallow? ab x dc wavefrontcork water surface xy weight10 0625/01/o/n/03",
+            "11": "22which diagram correctly shows the paths taken by red and blue light when a beam of white light enters a glass prism? 23which diagram shows the correct order of the waves in the electromagnetic spectrum? radioinfra redvisible ultraviolet x-ray increasing wavelengtha radioinfraredvisible ultraviolet x-ray increasing wavelengthb radioinfraredvisible ultraviolet x-ray increasing wavelengthc radioinfraredvisible ultraviolet x-ray increasing wavelengthdwhite lightred bluea white lightblue redc white lightred bluedwhite lightblue redb11 0625/01/o/n/03 [turn over",
+            "12": "24which change will lower the pitch of a sound? adecreasing its amplitude bdecreasing its frequency cincreasing its amplitude dincreasing its frequency 25astronaut 1 uses a hammer to mend a satellite in space. astronaut 2 is nearby. there is no atmosphere in space. compared with the sound heard if they were working on earth, what does astronaut 2 hear? ano sound at all ba quieter sound ca sound of the same loudness da louder soundhammer astronaut 1astronaut 212 0625/01/o/n/03",
+            "13": "26a steel bar is magnetised by stroking it several times with the south pole of a magnet, as shown. which poles are formed at x and y? 27a steel ball on a horizontal wooden table rolls near the north pole of a bar magnet that is lying on the table. which diagram shows the most likely path of the ball, as seen from above the table? s n s nmagnet magnetball balls nmagnet ball s nmagnet ballstops hereab cdxyn s steel bar13 0625/01/o/n/03 [turn overa bcdx northnorth southsouthy north south north south",
+            "14": "28a student wants to find the resistance of resistor r using a voltmeter and an ammeter. which circuit should the student use? 29two very light, charged balls p and q are hung, one above the other, from nylon threads. when a negatively charged plastic sheet is placed alongside them, p is repelled and q is attracted. what are the original charges on p and on q?negatively chargedplastic sheetp qv ara vrv r rvab c d aa14 0625/01/o/n/03a bcdcharge on p negativenegative positivepositivecharge on q negative positive negative positive",
+            "15": "30four students are asked to draw a circuit showing three lamps working in parallel, a cell, and a switch that controls all three lamps. which student is correct? 31a 3.0 /afii9821lamp and a 6.0 /afii9821lamp are connected in series. what is the total resistance of the combination?a0.5 /afii9821 b2.0/afii9821 c9.0/afii9821 d18.0/afii9821 32why is a circuit breaker or a fuse used in a mains electric circuit?ait allows spare current to be returned to the mains. bit improves the insulation of the wiring. cit protects the mains wiring from current overload. dit saves energy by reducing the current.ab cd15 0625/01/o/n/03 [turn over",
+            "16": "33the diagrams show two ways in which three lamps may be connected. which statement is correct? aif lamp y breaks in circuit 1, both the other lamps will go out. bif lamp y breaks in circuit 2, both the other lamps will go out. cif lamp y breaks in circuit 1, lamp z will go out, but lamp x will remain on. dif lamp y breaks in circuit 2, lamp z will go out, but lamp x will remain on. 34how is electricity transmitted over large distances and why is it transmitted in this way? 35in a cathode-ray tube, particles are given off from a hot cathode by thermionic emission.which particles are given off?aatoms belectrons cions dprotonsx yy zz x circuit 1 circuit 216 0625/01/o/n/03a bcdhow at high voltageat high voltageat low voltageat low voltagewhy for safetyto reduce energy lossfor safetyto reduce energy loss",
+            "17": "36when the thermistor in the circuit below is heated, the lamp becomes brighter. why does this happen? athe resistance of the lamp decreases. bthe resistance of the lamp increases. cthe resistance of the thermistor decreases. dthe resistance of the thermistor increases. 37which line in the table describes the nature of an /afii9825-particle and a /afii9828-ray? 38a radioactive nucleus r decays with the emission of a /afii9826-particle as shown. x yr\u2192p qs+/afii9826 which equation is correct? ax = p by = q cp = x \u2013 1 dq = y \u2013 117 0625/01/o/n/03 [turn overa bcd/afii9825-particle helium nucleushelium nucleusprotonproton/afii9828-ray electromagnetic radiationelectronelectromagnetic radiationelectron",
+            "18": "39which line in the table shows the structure of the nucleus of a helium atom 4 2he? 40a nucleus of substance x has the symbol 26 12x. how many electrons orbit around the nucleus of a neutral atom of substance x? a12 b14 c26 d3818 0625/01/o/n/03a bcdelectrons 2202neutrons 2022protons 0222",
+            "19": "blank page19 0625/01/o/n/03",
+            "20": "blank page20 0625/01/o/n/03"
+        },
+        "0625_w03_qp_2.pdf": {
+            "1": "this document consists of 14printed pages and 2blank pages. mml 4505 11/02 s53489/2 \u00a9 ucles 2003 [turn overcambridge international examinations international general certificate of secondary education physics 0625/02 paper 2  theory october/november 2003 1 hour candidates answer on the question paper. no additional materials are required. university ofcambridge local examinations syndicate centre number candidate number name read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen in the spaces provided on the question paper.you may use a soft pencil for any diagrams, graphs or rough working.do not use staples, paper clips, highlighters, glue or correction fluid. answer allquestions. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question.you may lose marks if you do not show your working or if you do not use appropriate units.take the weight of 1 kg to be 10 n (i.e. acceleration of free fall = 10 m / s 2). if you have been given a label, look at thedetails. if any details are incorrect ormissing, please fill in your correct detailsin the space given at the top of this page. stick your personal label here, if provided.for examiner\u2019s use",
+            "2": "1(a)the block of wood in fig. 1.1 will balance on a horizontal table. fig. 1.1 if the block is tilted slightly clockwise about ab, it returns to its original position when released. (i)on fig. 1.1, mark with the letter g where the centre of mass of the block might be. (ii)small masses are added to the top pqrs of the block until it is just about totopple (fall over). fig. 1.2 shows a side view of the block. fig. 1.2 on fig. 1.2, draw a line along which the centre of mass of the arrangement mustnow lie. [2]apsabpqr s2 0625/02/o/n/03for examiner\u2019s use",
+            "3": "(b)fig. 1.3 shows two ways of using a laboratory retort stand. fig. 1.3 which diagram shows the safer arrangement? . give a reason for your choice. ..  [2] (c)some office filing cabinets have a mechanism that allows only one drawer to be opened at a time, as shown in fig. 1.4. fig. 1.4 suggest why they have this mechanism. ..  [1]ab3 0625/02/o/n/03 [turn overfor examiner\u2019s use",
+            "4": "2a wheel is rotating at approximately 2 revolutions per second. describe how you would use a stopwatch to measure as accurately as possible the time for one revolution of the wheel. make sure you include all the relevant information. . ... ... [5] 3fig. 3.1 shows a rock-fall down a mountain-side. fig. 3.1 the rocks higher up the mountain were disturbed by something and they roll down the mountain until they stop at the bottom. in the boxes below, write the name of the type ofenergy being described. before they fall, the rocks have this energy because of their position. as the rocks are falling,  their energy is changing to these other types of energy. at the bottom, the only energy  retained by the rocks is this typeof energy. [5]loose rocks mountain4 0625/02/o/n/03for examiner\u2019s use",
+            "5": "4(a)a farmer has two vehicles with the same weight and the same number of wheels. fig. 4.1 shows what the wheels on these two vehicles look like. vehicle 1 vehicle 2 fig. 4.1 which vehicle should the farmer use when driving across his fields when the ground isvery soft? give your reasons. vehicle reasons ... . ..  [4] (b) (i) if you stepped on the point of a sharp nail with your bare foot, it would be extremely painful. explain, in terms of pressure, why this is so. .. .. (ii)a person can lie on a bed of nail-points if there is a large number of nails. explain why this is notextremely painful. .. .. [5]5 0625/02/o/n/03 [turn overfor examiner\u2019s use",
+            "6": "5fig. 5.1 shows two parallel rays of light, ab and cd, in a symmetrical glass block. fig. 5.1 (a)on fig. 5.1, (i)draw the ray ab before it entered the block at a, (ii)draw the normal at b, (iii)draw a ray which could emerge into the air at b, (iv)draw the normal at d, (v)draw a ray which could emerge into the air at d. [5] (b)state two things about the directions of the two rays emerging from the block. 1.  .. 2.   [2] (c)what might happen to a third ray in the block, parallel to the others, which reached the point p?  [1]glass block ab cdp     6 0625/02/o/n/03for examiner\u2019s use",
+            "7": "6(a)here are three quantities that are associated with waves in the electromagnetic spectrum. speed, wavelength, frequency (i)which of these is the same in a vacuum for both x-rays and radio waves? .. (ii)which of these determines the colour of a ray of light? .. (iii)which of these is the distance between two successive wavecrests? .. [3] (b)which region of the electromagnetic spectrum has the shortest wavelength?  [1]7 0625/02/o/n/03 [turn overfor examiner\u2019s use",
+            "8": "7(a)the resistance of a piece of wire of constant diameter depends on its length. on the axes of fig. 7.1, sketch a graph to show how the resistance of the wire varies with length. [2] fig. 7.1 (b)a reel contains 50 m of insulated wire. the ends of the wire are connected to thecircuit shown in fig. 7.2, so that the resistance of the wire can be found. fig. 7.2 (i)what sort of meter is meter 1? ... [1] (ii)complete the sentence: \u201cmeter 1 is measuring the .across the coil of wire.\u201d [1] (iii)what sort of meter is meter 2? ... [1] (iv)complete the sentence: \u201cmeter 2 is measuring the .in the coil of wire.\u201d [1]50 m meter 1 meter 2+ \u20130resistance length 08 0625/02/o/n/03for examiner\u2019s use",
+            "9": "(v)the dials of the meters are shown in figs. 7.3(a) and 7.3(b). fig. 7.3(a) fig. 7.3(b) from the readings, calculate the resistance of the coil of wire. resistance of coil =  [5] (vi)what is the resistance per metre of the wire? resistance per metre = .. [2]0.3 0.4 0.50.2 0.1 0 a5678 9 10432 1 0 v9 0625/02/o/n/03 [turn overfor examiner\u2019s use",
+            "10": "8fig. 8.1 shows the view, from above, of a sheet of cardboard on top of a bar magnet. the dotted line is the outline of the bar magnet. fig. 8.1 (a)describe how the pattern of the magnetic field round the bar magnet can be shownexperimentally. if you wish, you may draw on fig. 8.1 as well as write on the linesbelow. ..   [4] (b)state how you would identify the north pole of the magnet. ..  [1]10 0625/02/o/n/03for examiner\u2019s use",
+            "11": "9(a)when a nucleus decays by emitting an /afii9825-particle, what happens to (i)the number of neutrons in the nucleus, .. (ii)the number of protons in the nucleus, .. (iii)the charge on the nucleus? .. [5] (b)on 1st january 1900, a sample of a particular radioactive nuclide had an activity of 3200 count / min. the nuclide has a half-life of 22 years. calculate the activity of thenuclide remaining in the sample on 1st january 1966. activity = . count / min [4]11 0625/02/o/n/03 [turn overfor examiner\u2019s use",
+            "12": "10in a spring-stretching experiment, the following values were found for the extension of the spring. (a)plot these values on the axes of fig. 10.1. [3] fig. 10.1 (b)a mistake was made with measuring one of the extensions. on the table above, put a circle around the incorrect extension. [1] (c)after a load of about 5 n, the graph begins to curve upwards. suggest what is happening to the spring when the load is greater than 5 n. ..  [1] (d)describe how you would measure the extensions if you were doing this experiment. ..  [3]050100150200 02468 1 0 load / nextension / mm12 0625/02/o/n/03for examiner\u2019s use load / n 01234567 01 6 4 54 86 48 0 1 0 4 1 5 0 extension / mm",
+            "13": "11fig. 11.1 shows a mercury-in-glass thermometer, calibrated in \u00b0c. fig. 11.1 (a) (i) what temperature would the thermometer read if put in steam, just above boiling water at standard pressure? ... \u00b0c (ii)what temperature would the thermometer read if put in pure melting ice? ... \u00b0c (iii)on fig. 11.1, mark where the end of the mercury thread might be when thethermometer is in a freezer, where the temperature is well below the freezingpoint of water. [3] (b)the mercury-in-glass thermometer uses the expansion of a liquid to measuretemperature. state another physical property that can be used to measure temperature.  [1]\u201310 0 10 20 30 40 50 60 70 80 90 100 110 \u00bac13 0625/02/o/n/03 [turn overfor examiner\u2019s use",
+            "14": "12in a country where the mains electricity supply is 240 v, the transformer in fig. 12.1 is used to enable a 6 v lamp to be lit. fig. 12.1 (a)calculate the number of turns needed on the secondary coil if the lamp is to be lit atnormal brightness. number of turns =  [3] (b)without further calculation, state the number of secondary turns needed to light, atnormal brightness, (i)two identical 6 v lamps in parallel i.e. number of turns =  (ii)two identical 6 v lamps in series i.e.number of turns =  [2]a bab240 v mains8000turns6vlampa b14 0625/02/o/n/03for examiner\u2019s use",
+            "15": "blank page15 0625/02/o/n/03",
+            "16": "blank page16 0625/02/o/n/03"
+        },
+        "0625_w03_qp_3.pdf": {
+            "1": "this document consists of 15 printed pages and 1 blank page. mml 4504 11/02 s53411/2 \u00a9ucles 2003 [turn overcambridge international examinations international general certificate of secondary education physics 0625/03 paper 3 october/november 2003 1 hour 15 minutes candidates answer on the question paper. no additional materials are required.centre number candidate number name university ofcambridge local examinations syndicate for examiner\u2019s use 87654321 9 10 11 totalread these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen in the spaces provided on the question paper.you may use a soft pencil for any diagrams, graphs or rough working.do not use staples, paper clips, highlighters, glue or correction fluid. answer all questions. at the end of the examination, fasten all your work securely together.the number of marks is given in brackets [ ] at the end of each question or part question.you may lose marks if you do not show your working or if you do not use appropriate units. take the weight of 1 kg to be 10 n (i.e. acceleration of free fall = 10 m / s 2). if you have been given a label, look at thedetails. if any details are incorrect ormissing, please fill in your correct detailsin the space given at the top of this page. stick your personal label here, if provided.",
+            "2": "1fig. 1.1 shows the speed-time graph for a bus during tests. at time t = 0, the driver starts to brake. fig. 1.1 (a)for test 1, (i)determine how long the bus takes to stop, .. (ii)state which part of the graph shows the greatest deceleration, .. (iii)use the graph to determine how far the bus travels in the first 2 seconds. distance = .. [4] (b)for test 2, a device was fitted to the bus. the device changed the deceleration. (i)state two ways in which the deceleration during test 2 is different from that during test 1. 1 . .. 2 . .. (ii)calculate the value of the deceleration in test 2. deceleration =  [4]10 8 6 4 2 0 9 7 5p q r 3 101020speed time t / sm / s 515 test 2 graph test 1 graph2 0625/03/o/n/03for examiner\u2019s  use",
+            "3": "(c)fig. 1.2 shows a sketch graph of the magnitude of the acceleration for the bus when it is travelling around a circular track at constant speed. fig. 1.2 (i)use the graph to show that there is a force of constant magnitude acting on thebus. .. .. (ii)state the direction of this force. .. [3]00magnitude of acceleration time3 0625/03/o/n/03 [turn overfor examiner\u2019s  use",
+            "4": "2fig. 2.1 shows a diver 50 m below the surface of the water. fig. 2.1 (a)the density of water is 1000 kg/m3and the acceleration of free fall is 10 m/s2. calculate the pressure that the water exerts on the diver. pressure =  [3] (b)the window in the diver\u2019s helmet is 150 mm wide and 70 mm from top to bottom. calculate the force that the water exerts on this window. force = .. [3]50 mwater surface4 0625/03/o/n/03for examiner\u2019s  use",
+            "5": "3fig. 3.1 shows a simple see-saw. one child a sits near to end x and another child b sits near to end y . the feet of the children do not touch the ground when the see-saw isbalanced. fig. 3.1 (a)child a has a mass of 18.0 kg and child b has a mass of 20.0 kg. without calculation, indicate where the children could sit so that the see-saw balances horizontally. y ou may draw on fig. 3.1 if you wish. .. ..  [2] (b)state the relationship between the moment caused by child a and that caused by  child b. ..  [1] (c)child a is 2.50 m from the pivot. calculate the distance of child b from the pivot. distance =  [2]xy pivot5 0625/03/o/n/03 [turn overfor examiner\u2019s  use",
+            "6": "4fig. 4.1 shows water being heated by an electrical heater. the water in the can is not boiling, but some is evaporating. fig. 4.1 (a)describe, in terms of the movement and energies of the water molecules, howevaporation takes place. ..   [2] (b)state two differences between evaporation and boiling.1 . .. .. 2 . ..  [2] (c)after the water has reached its boiling point, the mass of water in the can is reduced by 3.2 g in 120 s. the heater supplies energy to the water at a rate of 60 w. use this information to calculate the specific latent heat of vaporisation of water. specific latent heat = . [3]heatercan water6 0625/03/o/n/03for examiner\u2019s  use",
+            "7": "5(a)equal volumes of nitrogen, water and copper at 20 \u00b0c are heated to 50 \u00b0c. (i)which one of the three will have a much greater expansion than the other two? .. (ii)explain your answer in terms of the way the molecules are arranged in the three substances. ..  [3] (b)fig. 5.1 shows a thermometer with a range of \u201310 \u00b0c to 50 \u00b0c. fig. 5.1 explain what is meant by (i)the sensitivity of a thermometer,  (ii)the linearity of a thermometer.  [2]\u201310  \u00b0c5 0 \u00b0c7 0625/03/o/n/03 [turn overfor examiner\u2019s  use",
+            "8": "6fig. 6.1 shows the diffraction of waves by a narrow gap. p is a wavefront that has passed through the gap. fig. 6.1 (a)on fig. 6.1, draw three more wavefronts to the right of the gap. [3] (b)the waves travel towards the gap at a speed of 3 x 108m/s and have a frequency of  5 x 1014hz. calculate the wavelength of these waves. wavelength =  [3]p8 0625/03/o/n/03for examiner\u2019s  use",
+            "9": "7fig. 7.1 is drawn to full scale. the focal length of the lens is 5.0 cm. fig. 7.1 (a)on fig. 7.1, mark each principal focus of the lens with a dot and the letter f . [2] (b)on fig. 7.1, draw tworays from the tip of the object o that appear to pass through the tip of the image. [2] (c)on fig. 7.1, draw the image and label it with the letter i. [1] (d)explain why the base of the image lies on the axis. ..  [1] (e)state a practical use of a convex lens when used as shown in fig. 7.1.  [1]axisoo9 0625/03/o/n/03 [turn overfor examiner\u2019s  use",
+            "10": "8fig. 8.1 shows the outline of an a.c. generator. the peak output voltage of the generator is 6.0 v and the output has a frequency of 10 hz. fig. 8.1 (a)fig. 8.2 shows the axes of a voltage-time graph for the generator output. fig. 8.2 on fig. 8.2, (i)mark suitable voltage values on the voltage axis, (ii)draw a graph of the generator output. [3]voltage  / v time  / s0.3 0.2 0.100output rings connected one to each end of coilcoil iron core bearing handle to turn coiln s10 0625/03/o/n/03for examiner\u2019s  use",
+            "11": "(b)the generator shown in fig. 8.1 works by electromagnetic induction. explain how this effect produces the output voltage. ..  [3] (c)state the energy changes that occur in the generator when it is producing output.  [2]11 0625/03/o/n/03 [turn overfor examiner\u2019s  use",
+            "12": "9(a)fig. 9.1 shows the screen of a c.r.o. (cathode-ray oscilloscope). the c.r.o. is being used to display the output from a microphone.the vertical scale on the screen is in volts. fig. 9.1 (i)describe the output from the microphone.  (ii)use the graph to determine the peak voltage of the output. .. (iii)describe how you could check that the voltage calibration on the screen is correct. .. .. [4]2 1 \u20141 \u201420voltage  / v12 0625/03/o/n/03for examiner\u2019s  use",
+            "13": "(b)fig. 9.2 shows the screen of the c.r.o. when it is being used to measure a small time interval between two voltage pulses. fig. 9.2 (i)what is the distance on the screen between the two voltage pulses? .. (ii)the time-base control of the c.r.o. is set at 5.0 ms / cm. calculate the time interval between the voltage pulses. time =  (iii)suggest one example where a c.r.o. can be used to measure a small time interval. .. [4]cm scale05 6 7 9 1 0 4 3 2 1813 0625/03/o/n/03 [turn overfor examiner\u2019s  use",
+            "14": "10fig. 10.1 shows a battery with an e.m.f of 12 v supplying power to two lamps. the total power supplied is 150 w when both lamps are on. fig. 10.1 (a)calculate the current supplied by the battery when both lamps are on. current = .. [2] (b)the current in lamp l2is 5.0 a. calculate (i)the current in lamp l1, current =  (ii)the power of lamp l1, power = .. (iii)the resistance of lamp l1. resistance = ... [6]l1 l214 0625/03/o/n/03for examiner\u2019s  use",
+            "15": "11 (a) a sodium nucleus decays by the emission of a /afii9826-particle to form magnesium. (i)complete the decay equation below. 24 11na\u2192 mg + (ii)fig. 11.1 shows /afii9826-particles from sodium nuclei moving into the space between the poles of a magnet. fig. 11.1 describe the path of the /afii9826-particles between the magnetic poles. ..  [5] (b)very small quantities of a radioactive isotope are used to check the circulation of blood by injecting the isotope into the bloodstream. (i)describe how the results are obtained.  (ii)explain why a  /afii9828-emitting isotope is used for this purpose rather than one that emits either /afii9825-particles or /afii9826-particles. .. [4]n s/afii9826-particles15 0625/03/o/n/03for examiner\u2019s  use",
+            "16": "blank page16 0625/03/o/n/03"
+        },
+        "0625_w03_qp_5.pdf": {
+            "1": "this document consists of 5printed pages, 3blank pages and an inserted answer booklet. sp (at/ks) s52607/3 \u00a9 ucles 2003 [turn overcambridge international examinations  international general certificate of secondary education physics 0625/05 paper 5  practical test october/november 2003 1 hour 15 minutes additional materials: as specified in the confidential instructions read these instructions first follow the instructions on the front cover of the answer booklet. write your answers in the spaces provided in the answer booklet. answer allquestions. you are expected to record all your observations as soon as these observations are made. an account of the method of carrying out the experiments is notrequired. at the end of the examination, hand in only the answer booklet.",
+            "2": "2 0625/05/o/n/031in this experiment, you are to investigate the rate of cooling of water in two different containers. record all of your observations and readings on pages 2 and 3 of your answer booklet.carry out the following instructions, referring to fig. 1.1 and fig. 1.2. fig. 1.1 fig 1.2 (a)place a thermometer in the test-tube of water. place the second thermometer in the beaker of water. (b) (i) measure the temperature  \u03b8 of the water in the test-tube. record \u03b8in table aat time t= 0 s. start the stopclock. (ii) when the stopclock reads 30 s, record in table bthe temperature \u03b8 of the water in the beaker.  (iii) when the stopclock reads 60 s, record in table athe temperature of the water in the test-tube. (iv) when the stopclock reads 90 s, record in table bthe temperature of the water in the beaker. (v) when the stopclock reads 120 s, record in table athe temperature of the water in the test-tube. (vi) continue taking alternate readings from the two thermometers so that you havetemperature readings in table aat 180 s, 240 s and 300 s and temperature readings in table bat 150 s, 210 s and 270 s. (c)complete the temperature and time column headings in the tables. (d) (i) using the readings in table a, plot a graph of  \u03b8/\u00b0c (y-axis) against t/s (x-axis). draw the best-fit line for the plotted points. label the line \u2018test-tube\u2019. (ii) using the same axes, plot the readings in table b. draw the best-fit line for the plotted points. label the line \u2018beaker\u2019. (e)state whether the water in the beaker or the water in the test-tube cooled more quickly. justifyyour answer by reference to your graph.water beakerthermometer water test-tubethermometer",
+            "3": "3 0625/05/o/n/03 [turn over2in this experiment, you are to find the position of the centre of mass of an object. record all of your observations and answers on page 4 of the answer booklet.carry out the following instructions, referring to fig. 2.1.y ou are provided with a shaped sample of plasticine. do not change its shape . fig. 2.1 (a)place the metre rule on the pivot so that the 50.0 cm mark is directly over the pivot. (b)place the 50 g mass on the metre rule so that its centre is at the 30.0 cm mark. record the distance xfrom the 30 cm mark to the pivot. (c)place the plasticine on the metre rule with the thickest end nearer the pivot (see fig. 2.1).move the plasticine until the rule balances (do not change the position of the 50 g mass or thepivot). measure and record the distance ybetween the pivot and the end of the plasticine nearer the pivot (see fig. 2.1). (d)calculate the distance dbetween the centre of mass of the plasticine and the pivot using the equation d=kx, where k= 1.25. (e)calculate the distance tbetween the thicker end of the plasticine and its centre of mass using the equation t= (d\u2013y). (f)move the 50 g mass so that x= 30.0 cm. the pivot must still be at the 50.0 cm mark. repeat steps (c)\u2013(e). (g)calculate the average value for t.metre ruleplasticine 50 g mass pivotx y",
+            "4": "4 0625/05/o/n/033in this experiment, you are to investigate reflection in a plane mirror. record all of your observations and answers on page 7 of the answer booklet. the ray trace sheet must be tied into the answer booklet in front of page 6 after you have completed the experiment. carry out the following instructions, referring to fig. 3.1.  fig. 3.1 (a)draw a straight line efacross the middle of the ray trace sheet and another line ghdown the middle of the sheet, as shown in fig. 3.1. the hole must be at the top right-hand corner. (b)place the ray trace sheet on the pin board. place the mirror so that its front surface standsalong the line ef. (c)push a pin ainto the surface at a point near the bottom left-hand corner of the sheet about 3 cm from each edge. (d)push another pin binto the surface at a point near the mirror and to the left of the line gh. (e)view the images of the pins aandbfrom the direction indicated in fig. 3.1. push in two pins canddbetween your eye and the mirror so that c,dand the images of aandbappear exactly one behind the other.  (f)mark the positions of pins a,b,canddon the ray trace sheet. remove the pins and the mirror. using a rule, draw a line joining aandband continue the line to meet the line ef. (g)repeat the steps (b)to(f)using the same position of pin abut a position of pin bthat is about 1 cm to the left of the original position. (h)extend both cdlines to the point behind the mirror where they meet. mark this position x. (i)draw the line xa. mark the position where the line xacuts ef. label this point y. (j)measure and record the distances ayandyx. (k)theory predicts that ay=yx. suggest a reason why, in spite of carrying out the experiment with care, your values of ayandyxmay be slightly different. (l)state and explain the reason for oneprecaution that you took to gain an accurate result. tie your ray trace sheet in front of page 6 of the answer booklet.g hef ab eyehole mirror",
+            "5": "5 0625/05/o/n/034in this experiment, you will investigate the voltage across a wire. record all of your observations and answers on page 8 of your answer booklet.  carry out the following instructions referring to fig 4.1, which shows the circuit that has been set up for you. fig. 4.1 (a)place the sliding contact con the resistance wire abat a distance xfrom awhere x= 0.200 m.  (b)record the value of x. (c)switch on and, using the voltmeter, record the voltage vacross ac. (d)take the sliding contact away from the wire aband switch off. (e)calculate the voltage kper unit length of the wire using the equation k= . (f)repeat steps (b)\u2013(e)with the sliding contact at distances of x= 0.400 m and x= 0.800 m from a. (g)complete the column headings in the table. (h)within the limits of experimental error, what do you conclude about the variation of voltagewith distance along the wire? justify your conclusion by reference to your table of results.v xvxpower source a bc",
+            "6": "6 0625/05/o/n/03blank page",
+            "7": "7 0625/05/o/n/03blank page",
+            "8": "8 0625/05/o/n/03blank page"
+        },
+        "0625_w03_qp_6.pdf": {
+            "1": "this document consists of 11printed pages and 1blank page. mml 4504 11/02 s53410/3 \u00a9 ucles 2003 [turn overcambridge international examinations international general certificate of secondary education physics 0625/06 paper 6  alternative to practical october/november 2003 1 hour candidates answer on the question paper. no additional materials are required.centre number candidate number name university ofcambridge local examinations syndicate for examiner\u2019s use 21 3 45 totalread these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen in the spaces provided on the question paper.you may use a soft pencil for any diagrams, graphs or rough working.do not use staples, paper clips, highlighters, glue or correction fluid. answer allquestions. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [ ] at the end of each question or part question. if you have been given a label, look at thedetails. if any details are incorrect ormissing, please fill in your correct detailsin the space given at the top of this page. stick your personal label here, if provided.",
+            "2": "1(a)a student was asked to make some measurements of the test-tube shown in fig. 1.1. he was given a 1 m length of thin string and a metre rule and instructed to determineas accurately as possible the circumference of the tube. the student used the rule to measure the diameter dof the tube and then calculated the circumference cusing the equation c= /afii9843d. describe how the student could have obtained a more accurate result with theapparatus given. you may draw on fig. 1.1. fig. 1.1 .. ..  [2] (b) (i) on fig. 1.2, show where you would place two small rectangular blocks of wood to help you make an accurate measurement of the overall length of the test-tube. fig. 1.2 (ii)the test-tube is shown actual size in fig. 1.2. use your rule to measure the length l of the test-tube. l= .. [2]2 0625/06/o/n/03for examiner\u2019s use",
+            "3": "(c)using another test-tube, the student obtained these readings. l= 14.5 cm c= 5.3 cm calculate the approximate external volume vof the test-tube using the student\u2019s readings and the equation c2l v=\u2013\u2013 . 4/afii9843 v=  [2] (d)the equation used in (c)assumes the test-tube to be a cylinder with flat ends. it does not allow for the rounded end of the test-tube. (i)estimate the volume vmof the \u2018missing\u2019 part of the cylinder shown shaded in fig. 1.3. fig. 1.3 vm= ... (ii)using your values for vand vm, calculate the actual external volume vaof the test-tube. va= ... [2]3 0625/06/o/n/03 [turn overfor examiner\u2019s use",
+            "4": "2fig. 2.1 shows a ray tracing sheet obtained by a student carrying out a reflection of light experiment using pins and a plane mirror. fig. 2.1 the student looks into the mirror mm' and views the images of pins aandb. he then places pinscanddso that pins c anddand the images of pins aandbappear to be in line. (a)on fig. 2.1, (i)draw the incident ray in this experiment, (ii)draw the reflected ray, (iii)draw a normal at the point where the incident ray meets the mirror, (iv)measure the angle of incidence i. i= ... [3]bc e adfmmirror m'4 0625/06/o/n/03for examiner\u2019s use",
+            "5": "(b)the student moves pin band then repeats the experiment, obtaining the reflected ray ef. (i)on fig. 2.1, continue the lines cd and efbehind the mirror to find the point where they meet. label this point x. (ii)draw the line ax. label with the letter ythe point where line ax crosses the mirror mm'. (iii)use your rule to measure the distances ayandyx. ay= ... yx= ... [2] (c)according to theory, ay=yx. suggest why, in spite of very careful work, the student\u2019s values may have been slightly different. ..  [1]5 0625/06/o/n/03 [turn overfor examiner\u2019s use",
+            "6": "3(a)fig. 3.1 shows the scale of an ammeter. draw the position of the pointer when the ammeter reading is 0.35 a. [1] fig. 3.1 (b)the ammeter was used in the circuit shown in fig. 3.2 to investigate the current in alamp. fig. 3.2 (i)name the component labelled y. ...vaya1.00.80.6 0.4 0.2 06 0625/06/o/n/03for examiner\u2019s use",
+            "7": "(ii)the table shows the current iin the lamp for different values of the p.d. vacross the lamp. 1.calculate the values for the resistance rof the lamp, using the equation r= . write your answers in the table. 2.complete the column headings in the table. (iii)suggest how the value of vcould be varied. .. .. [8] (c)fig. 3.3 shows a power source connected to three resistors labelled x,yandz. fig. 3.3 complete the diagram to show (i)a voltmeter connected to measure the voltage across the resistors, (ii)an ammeter connected to measure the current in resistor xonly, (iii)connecting wires to complete the circuit. [3]x y zpower sourcev \u2013i7 0625/06/o/n/03 [turn overfor examiner\u2019s use v/ i/ r/ 1.9 0.31 1.5 0.260.8 0.20",
+            "8": "4the igcse class was studying the acceleration aof a toy truck that was pulled along a track by a force f. the arrangement is shown in fig. 4.1. fig. 4.1 the results obtained are shown in the table. (a)plot a graph of f/n  ( y-axis) against a/( m/s2) (x-axis). draw the line of best fit through your points. [6]ftruck8 for examiner\u2019s use f/n a/( m/s2) 0.5 0.35 1.0 0.721.5 1.022.0 1.442.5 1.74 0625/06/o/n/03",
+            "9": "(b)theory suggests that the relationship between force and acceleration is given by the equation f=ma, where mis the mass of the truck. the gradient of the graph is equal to the mass of the truck. from the graph, determine the mass mof the truck. show clearly how you obtained the necessary information. m=  [4]9 0625/06/o/n/03 [turn overfor examiner\u2019s use",
+            "10": "5a student wants to find out which of the three materials is the best thermal insulator. the student\u2019s apparatus at the beginning of each test is as shown in fig. 5.1. fig. 5.1 each beaker is surrounded by a different insulating material. the water is allowed to cool and the temperatures are recorded at different times. the student is unable to write acorrect conclusion because the variables have not been controlled. (a)study fig. 5.1 and then state two ways in which you would improve the control of variables.1.  .. .. 2.  ..  [2] (b)state the reading shown on the thermometer shown in fig. 5.2. fig. 5.2 temperature reading .. [1]110 100 90 80 70 60 50 40 30 20 10 0\u00b0c200 cm3 of water at 80\u00b0c100 cm3 of water at 80\u00b0c100 cm3 of water at 70\u00b0c material 1 material 2material 3 beaker a beaker b beaker c10 0625/06/o/n/03for examiner\u2019s use",
+            "11": "(c)the graph of fig. 5.3 shows the results obtained by the student. the graph lines a,bandccorrespond to the beakers a,bandc. fig. 5.3 which beaker cools the most quickly in the first 60 s? ... [1]8090 70 60 50 40 30 20 10 00 20 40 60 80 100 120 140 160 180 200a b ctemperature / \u00b0c time / s11 0625/06/o/n/03for examiner\u2019s use",
+            "12": "blank page12 0625/06/o/n/03"
+        }
+    },
+    "2004": {
+        "0625_s04_qp_1.pdf": {
+            "1": "university of cambridge international examinations  international general certificate of secondary education  physics0625/01 paper 1  multiple choice  may/june 2004  45 minutes additional materials: multiple choice answer sheet   soft clean eraser   soft pencil (type b or hb is recommended)                    read these instructions first   write in soft pencil.  do not use staples, paper clips, highlighters, glue or correction fluid.   write your name, centre number and candidate number on the answer sheet in the spaces provided   unless this has been done for you.  there are forty  questions on this paper. answer all questions. for each question there are four possible  answers  a,b,c, and d.  choose the one you consider correct and record your choice in soft pencil  on the separate answer sheet.  read the instructions on the answer sheet very carefully.   each correct answer will score one mark. a mark will not be deducted for a wrong answer.   any rough working should be done in this booklet.  this document consists of 18 printed pages and 2 blank pages.  ib04 06_0625_01/3rp   \uf6d9 ucles 2004 [turn over",
+            "2": "2 \uf6d9 ucles 2004 0625/01/m/j/041the diagram shows a measuring cylinder.  102030405060708090100 which unit would be most suitable for its scale?  amm2bmm3ccm2dcm3 2 a piece of cotton is measured between two points on a ruler.  1 c m 23456789 1 0 1 1 1 2 1 3 1 4 1 5 1 6cotton when the length of cotton is wound closely around a pen, it goes round six times.  pensix turns of cotton what is the distance once round the pen? a 2.2 cm b 2.6 cm c 13.2 cm d 15.6 cm",
+            "3": "3 \uf6d9 ucles 2004 0625/01/m/j/04  [turn over3the diagram shows the speed-time graph for an object moving at constant speed.  2 0 0 3 4 time / sspeed m/s 1 12 what is the distance travelled by the object in the first 3s? a1.5 m b2.0 m c3.0 m d6.0 m 4 a small steel ball is dropped from a low balcony.  ignoring air resistance, which statement describes its motion?  a it falls with constant acceleration.  b it falls with constant speed.  c it falls with decreasing acceleration. d it falls with decreasing speed.  5which statement about the mass of a falling object is correct?  ait decreases as the object falls.  bit is equal to the weight of the object.  cit is measured in newtons.  dit stays the same as the object falls. ",
+            "4": "4 \uf6d9 ucles 2004 0625/01/m/j/046 the weights of four objects, 1 to 4, are compared using a balance.  12 32 4 2 which object is the lightest?  a object 1 b object 2 c object 3 d object 4  7 which of the following is a unit of density?  acm3/g bg/c m2 cg/c m3 dkg / m2 8a piece of card has its centre of mass at m.   which diagram shows how it hangs when suspended by a thread?  ab c d m mmm 9 an experiment is carried out to measure the extension of a rubber band for different loads.  the results are shown below.  load/n 0 1 2  3   length/ cm 15.2 16.2  18.6   extension/cm 0 1.0 2.1  3.4   which figure is missing from the table?  a 16.5  b  17.3  c  17.4  d  18.3 ",
+            "5": "5 \uf6d9 ucles 2004 0625/01/m/j/04  [turn over10 the diagram shows a man diving into water.  which form of energy is increasing as he falls?  a chemical  b gravitational  c kinetic d strain  11 a boy and a girl run up a hill in the same time.  boy weighs 600 n girl weighs 500 n the boy weighs more than the girl.  which statement is true about the power produced?  a the boy produces more power.  b the girl produces more power.  c they both produce the same power. d it is impossible to tell who produces more power. ",
+            "6": "6 \uf6d9 ucles 2004 0625/01/m/j/0412 the diagram shows a simple mercury barometer. the barometer reading is hcm of mercury.  mercur ys h what is the pressure at s?  a approximately zero  b atmospheric pressure  c atmospheric pressure + hcm of mercury  dhcm of mercury  13two boys x and y each have the same total weight and are standing on soft ground.  xy which boy is more likely to sink into the soft ground and why?  boy more likely to sink pressure on soft  ground a x larger than y  b x smaller than y  c y larger than x  d y smaller than x ",
+            "7": "7 \uf6d9 ucles 2004 0625/01/m/j/04  [turn over14a student places his thumb firmly on the outlet of a bicycle pump, to stop the air coming out.  handletrapped air direction of motion what happens to the pressure and to the volume of the trapped air as the pump handle is pushed  in? pressure volume  a decreases decreases  b decreases remains the same  c increases decreases  d increases remains the same  15 a balloon is inflated in a cold room. when the room becomes much warmer, the balloon becomes  larger. how does the behaviour of the air molecules in the balloon explain this?  athe molecules become larger.  bthe molecules evaporate.  cthe molecules move more quickly.  dthe molecules repel each other. ",
+            "8": "8 \uf6d9 ucles 2004 0625/01/m/j/0416 a substance is heated at a steady rate. it changes from a solid to a liquid, and then to a gas.  the graph shows how its temperature changes with time.  temperature timepqrs which parts of the graph show a change of state taking place?  a p and r  b p and s  c q and r  d q and s  17 an engineer wants to fix a steel washer on to a steel rod. the rod is just too big to fit into the hole  of the washer.  steel rodsteel washer how can the engineer fit the washer onto the rod?  a cool the washer and put it over the rod  b cool the washer and rod to the same temperature and push them together  c heat the rod and then place it in the hole d heat the washer and place it over the rod ",
+            "9": "9 \uf6d9 ucles 2004 0625/01/m/j/04  [turn over18an experiment is set up to find out which metal is the best conductor of heat. balls are stuck with  wax to rods made from different metals, as shown in diagram x.  the rods are heated at one end. some of the balls fall off, leaving some as shown in diagram y.  which labelled metal is the best conductor of heat?  before heating after heatingh      e      a      t h      e      a      tdiagram x diagram y abcd 19 thermometer x is held above an ice cube and thermometer y is held the same distance below  the ice cube. after several minutes, the reading on one thermometer changes. the ice cube does  not melt.  ice cubethermometer x thermometer y which thermometer reading changes and why?  thermometer reason  a x cool air rises from the ice cube  b x warm air rises from the ice cube  c y cool air falls from the ice cube  d y warm air falls from the ice cube ",
+            "10": "10 \uf6d9 ucles 2004 0625/01/m/j/0420 water waves change direction when they move from shallow water to deep water.  shallow waterdeep wateroriginal wave directionnew wav e direction what is the name of this effect?  a diffraction  b dispersion  c reflection d refraction  21 a vertical stick is dipped up and down in water at p. in two seconds, three wave crests are  produced on the surface of the water.  p xy wave crests which statement is true?  a distance x is the amplitude of the waves.  b distance y is the wavelength of the waves.  c each circle represents a wavefront.  d the frequency of the waves is 3hz.",
+            "11": "11 \uf6d9 ucles 2004 0625/01/m/j/04  [turn over22 a plane mirror is on a wall.  which is a correct description of the image formed by the mirror?  a the right way up and smaller than the object  b the right way up and the same size as the object  c upside down and smaller than the object d upside down and the same size as the object  23the diagram shows a ray of light entering a block of glass.  12 3 4normal air glassray of light which numbered angles are the angles of incidence and of refraction?  angle of incidence angle of refraction  a 1 3  b 1 4  c 2 3  d 2 4 ",
+            "12": "12 \uf6d9 ucles 2004 0625/01/m/j/0424 three rays of light fall on a converging lens as shown.  lens which diagram shows the path of the rays after passing through the lens?  ab cd 25 which type of wave cannot  travel through a vacuum?  a infra-red radiation  b microwaves  c sound waves  d x-rays ",
+            "13": "13 \uf6d9 ucles 2004 0625/01/m/j/04  [turn over26 an engineer standing at p hears the sound of an explosion at x.  z y x w vp danger -  blasting after the explosion, she hears two bangs. one bang is heard a fraction of a second after the  other. the second bang is an echo from  a xy.  b pv.  c zy. d wx.  27 how can a permanent magnet be demagnetised?  a cool the magnet for a long time  b hit the magnet repeatedly with a hammer  c leave the magnet in a coil which carries direct current d pass a small current through the magnet  28 an electromagnet is used to separate magnetic metals from non-magnetic metals.  why is steel unsuitable as the core of the electromagnet?  ait is a good conductor of electricity.  bit forms a permanent magnet.  cit has a high density.  dit has a high thermal capacity. ",
+            "14": "14 \uf6d9 ucles 2004 0625/01/m/j/0429which circuit shows how a voltmeter is connected to measure the potential difference across the  cell? a b c d v vv v 30a polythene rod repels an inflated balloon hanging from a nylon thread.  what charges must the rod and the balloon carry?  athe rod and the balloon carry opposite charges.  bthe rod and the balloon carry like charges.  cthe rod is charged but the balloon is not.  dthe balloon is charged but the rod is not.  31an electrical component is to be placed in the circuit at z, to allow the brightness of the lamp to  be varied from bright to dim.  z what should be connected at z?  ab c d v",
+            "15": "15 \uf6d9 ucles 2004 0625/01/m/j/04  [turn over32 the circuit shown contains four lamps and three switches.  lamp 1 lamp 2lamp 3lamp 4switch 1 switch 3switch 2  which switches must be closed to light only lamps 1 and 3?  a switch 1 only  b switch 1 and switch 2 only  c switch 1 and switch 3 only  d switch 2 and switch 3 only  33 the diagram shows a torch containing two 2 v cells, a switch and a lamp.  plastic case brass connecting stripswitch lamp what is the circuit diagram for the torch?  c b a d",
+            "16": "16 \uf6d9 ucles 2004 0625/01/m/j/0434 which statement is correct?  a a fuse is included in a circuit to prevent the current becoming too high.  b a fuse should be connected to the neutral wire in a plug.  c an electric circuit will only work if it includes a fuse. d an earth wire is needed to prevent the fuse blowing.  35 a straight wire carrying a current produces a magnetic field.  which diagram shows the correct shape of the field?  current current current currentab cd",
+            "17": "17 \uf6d9 ucles 2004 0625/01/m/j/04  [turn over36 a student carries out an experiment to see the effect of a magnetic field on a wire carrying a  current. the wire moves upwards as shown.  direction of currentnswire moves upwards what should the student do to make the wire move downwards?  achange the direction of the current  bmove the poles of the magnet closer together  csend a smaller current through the wire  duse a stronger magnet  37 a beam of cathode rays passes through an electric field between two parallel plates.  ++++++ ______cathode rays in which direction is the beam deflected? a into the page  b out of the page  c towards the bottom of the page d towards the top of the page ",
+            "18": "18 \uf6d9 ucles 2004 0625/01/m/j/0438 which line correctly describes \u03b1-particles? electric charge penetrates 1cm of aluminium?  a negative yes  b negative no  c positive yes  d positive no  39 a small amount of a radioactive isotope contains 72 billion unstable nuclei. the half-life of the  isotope is 4 hours.  how many unstable nuclei would remain after 12 hours?  a 6 billion  b 9 billion  c 18 billion d 24 billion  40 how many nucleons are in a nucleus of  k39 19? a 19 b 20 c 39 d 58 ",
+            "19": "19 0625/01/m/j/04  blank page ",
+            "20": "20 university of cambridge international examinations is part of the university of cambridge local examinations syndicate (ucles) , which is itself a department  of the university of cambridge.  0625/01/m/j/04blank page "
+        },
+        "0625_s04_qp_2.pdf": {
+            "1": "this document consists of 17printed pages and 3blank pages. spa (nh/bi) s61205/2 \u00a9ucles 2004 [turn overuniversity of cambridge international examinations  international general certificate of secondary education physics 0625/02 paper 2 may/june 2004 1 hour 15 minutes candidates answer on the question paper. no additional materials are required. read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen in the spaces provided on the question paper.you may use a soft pencil for any diagrams, graphs or rough working.do not use staples, paper clips, highlighters, glue or correction fluid. answer  all questions. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [ ] at the end of each question or part question.you may lose marks if you do not show your working or if you do not use appropriate units.take the weight of 1 kg to be 10 n (i.e. acceleration of free fall = 10 m/s 2).centre number candidate number name if you have been given a label, look at thedetails. if any details are incorrect ormissing, please fill in your correct detailsin the space given at the top of this page. stick your personal label here, if provided.for examiner\u2019s use",
+            "2": "2 0625/02 m/j/041the clock on a public building has a bell that strikes each hour so that people who cannot see the clock can know what hour of the day it is. at precisely 6 o\u2019clock, the clock starts to strike. it strikes 6 times.at the first strike of the bell, a man\u2019s wrist-watch is as shown in fig. 1.1. fig. 1.1 when the bell strikes for the sixth time, the wrist-watch is as shown in fig. 1.2. fig. 1.2 (a)calculate the time interval between the 1st strike and the 6th strike. time interval = \u2026\u2026\u2026\u2026\u2026\u2026 s [1] (b)calculate the time interval between one strike and the next. time interval = \u2026\u2026\u2026\u2026\u2026\u2026s [2] (c)at precisely 11 o\u2019clock, the clock starts to strike. calculate the time interval between the 1st strike and the 11th strike. time interval = \u2026\u2026\u2026\u2026\u2026\u2026s [2]121 11 2 10 3 9 4 8 5 76121 11 2 10 3 9 4 8 5 76for examiner\u2019s use \u00a9ucles 2004",
+            "3": "3 0625/02 m/j/04 [turn over2fig. 2.1 shows a hinged rail in a fence. the rail has to be lifted vertically in order to let people through. fig. 2.1 (a)on fig. 2.1, draw an arrow to show the position and direction of the smallest force that would be needed to begin to raise the rail. [3] (b)what is the correct physics term for the turning effect of a force? tick one box. force work momentmovement [1] (c)suggest one way the designer of the fence could have reduced the force needed to lift the rail. .. ..[1]for examiner\u2019s use \u00a9ucles 2004hinge rail",
+            "4": "4 0625/02 m/j/043fig. 3.1 shows the speed-time graph of part of a short journey made by a cyclist. fig. 3.1 (a)which part of fig. 3.1 shows when the cyclist is travelling at constant speed? ..[1] (b)state what is happening during the rest of the journey shown in fig. 3.1. ..[1] (c) (i) calculate the distance travelled during the first 50 s. distance travelled = \u2026\u2026\u2026\u2026\u2026\u2026\u2026... m (ii) calculate the distance travelled between 50 s and 100 s. distance travelled = \u2026\u2026\u2026\u2026\u2026\u2026\u2026... mtime/sspeed m/s 005101520pq r25 10 20 30 40 50 60 70 80 90 100for examiner\u2019s use \u00a9ucles 2004",
+            "5": "5 0625/02 m/j/04 [turn over(iii) calculate the total distance travelled. total distance travelled = \u2026\u2026\u2026\u2026\u2026\u2026\u2026... m (iv) calculate the average speed during the 100 s. average speed = \u2026\u2026\u2026\u2026\u2026\u2026\u2026... m/s [8]for examiner\u2019s use \u00a9ucles 2004",
+            "6": "6 0625/02 m/j/044(a)fig. 4.1 shows a person pulling a loaded barrow along a path from a to b at a steady speed. fig. 4.1 state the two quantities you need to know in order to be able to calculate the work done by the person. 1.  .. 2.  ..[2] (b)another person pulls an identical barrow and load from a to b, but this person pulls much harder than the person in (a). describe what happens to the second person\u2019s barrow. .. ..[2] (c) (i) state which person has the greater power between a and b. ... (ii) give two reasons for your answer to (c)(i) . reason 1  reason 2 ... [3]abfor examiner\u2019s use \u00a9ucles 2004",
+            "7": "7 0625/02 m/j/04 [turn over5fig. 5.1 shows a shallow dish containing a liquid that evaporates easily. the bulb of a thermometer is held in the liquid. a jet of air is blown over the surface of the liquid, so that theliquid evaporates rapidly. fig. 5.1 (a)state what happens to the reading shown on the thermometer. ..[1] (b)explain your answer to (a)in terms of the behaviour of the molecules of the liquid. .. [2] (c)state one example in everyday life where the effect demonstrated by this experiment occurs. ..[1]jet of air liquid shallow dishthermometerfor examiner\u2019s use \u00a9ucles 2004",
+            "8": "8 0625/02 m/j/046(a)when a certain amount of heat is supplied to 1 kg of insulated aluminium, the temperature of the aluminium rises by 1 \u00b0c. fig. 6.1 in what form does the aluminium store the energy that has been supplied? ..[1] (b)the same amount of heat is supplied to 1 kg of insulated copper, as shown in fig. 6.2. fig. 6.2 the temperature rise of the 1 kg copper block is greater than the temperature rise of the 1kg aluminium block in (a). explain, in terms of thermal capacity, why this is so. .. ..[2]1 kg copper inside a layer of insulation heat supplied to copper1 kg aluminium inside a layer of insulation heat supplied to aluminiumfor examiner\u2019s use \u00a9ucles 2004",
+            "9": "9 0625/02 m/j/04 [turn over7boy a throws a large stone into a large still pond, as illustrated in fig. 7.1. fig. 7.1 (a)girl b hears the \u2018plop\u2019 sound of the stone entering the water a very short time after she sees the splash, but it is many seconds before the water wave reaches the edge of thepond where she is sitting. use this information to decide which wave travels fastest and which travels slowest. write \u2018fastest\u2019 in one box and \u2018slowest\u2019 in another box. leave one box empty. sound wavelight wavewater wave [2] (b)in the boxes below, state whether each type of wave is a transverse or a longitudinal wave. sound wave light wavewater wave [3] (c)in the boxes below, put a tick alongside any of the types of wave that do notneed a substance in which to travel. sound wave light wavewater wave [1]fig. 7.1abfor examiner\u2019s use \u00a9ucles 2004",
+            "10": "10 0625/02 m/j/048a, b, c and d are an aluminium bar, an unmagnetised iron bar and two bar magnets. tests are performed to find out which bar is which. each row of fig. 8.1 shows what happens when two of the bars are placed end to end. fig. 8.1 which bar is which? complete the lines below. bar a is bar b is bar c is bar d is  [4]repel attract no effecta b a c b dfor examiner\u2019s use \u00a9ucles 2004",
+            "11": "\u00a9ucles 200411 0625/02 m/j/04 [turn over9some pond water becomes contaminated by the release of radioactive waste. the radioactivity of a sample of the contaminated water is tested every week for 5 weeks.the results are shown in the table below. (a)plot these values on fig. 9.1. [3] fig. 9.1 (b)draw the best curve through your points. [1] (c)use your graph to find the half-life of the radioactive material in the sample. show clearly on the graph how you obtained your answer. half-life of radioactive material = \u2026\u2026\u2026\u2026\u2026\u2026\u2026 weeks [2] (d)if the sample of contaminated water used in the test had been smaller, state how this would have affected, if at all, (i)the activity readings, . (ii) the value of the half-life.  [2]00100200300400500600700800 123 5 46 time/weeksactivity  count/sfor examiner\u2019s use time/weeks 0 800 440 240 130 70 4012345 activity count/s",
+            "12": "12 0625/02 m/j/0410 (a) one coil of a transformer is connected to a toy train set. the other coil is connected to a 240 v a.c. mains supply, as shown in fig. 10.1. fig. 10.1 (i)how can you tell from fig. 10.1 that the transformer is a step-down transformer? ... ...[1] (ii) calculate the voltage at which the toy train operates. toy train operates at \u2026\u2026\u2026\u2026\u2026\u2026\u2026 v [3] (iii) 1. the voltage of the mains supply is reduced. what happens to the voltage supplied to the train set? tick one box. increases decreasesstays the same 2.an attempt is made to use the train set in a country where the mains supply is 110 v. suggest one difference that might be noticed in the way the toy train operates. ... ... [2]secondary coil 200 turnsprimary coil 4800 turns240  v to train setfor examiner\u2019s use \u00a9ucles 2004",
+            "13": "13 0625/02 m/j/04 [turn over(b)fig. 10.2 shows an electromagnetic relay being used to operate an electric motor. fig. 10.2 below are sentences that describe stages of the process by which the circuit works. athe armature pivots and the contacts close. bthe core of the relay is magnetised. cthe switch is closed and the current flows through the coil. da  current flows through the motor, making it work. ethe core attracts the top part of the armature. put the sentences so that the stages are in the correct order. put the appropriate letters in the boxes below. one box has been filled in as an example. stage 1 is sentence stage 2 is sentencestage 3 is sentencestage 4 is sentencestage 5 is sentence [3]cpower supply for motorpivoted iron armature motor contacts relay coreswitchmfor examiner\u2019s use \u00a9ucles 2004",
+            "14": "\u00a9ucles 200414 0625/02 m/j/0411 (a) the list below contains the names of five different components that might be found in an electric circuit. capacitor light-dependent resistor resistor thermistor variable resistor which of these has (i)a resistance that falls rapidly when the temperature rises, ... (ii) a resistance that changes when a sliding contact is moved, ... (iii) a high resistance in the dark but a low resistance in daylight? ... [3] (b)a lamp shines with full brightness when connected to a 12 v battery, as shown in fig. 11.1. fig. 11.1 (i) 1. write down the equation that links resistance with p.d. and current. 2.the current in the lamp is 0.50 a. calculate the resistance of the lamp. resistance of lamp = \u2026\u2026\u2026\u2026\u2026\u2026\u2026 [4]lamp0.50  a12 vfor examiner\u2019s use",
+            "15": "\u00a9ucles 200415 0625/02 m/j/04 [turn over(ii) a resistor is now connected in series with the lamp, as shown in fig. 11.2. fig. 11.2 1.state what happens to the current in the lamp when the resistor is added. ... 2.explain your answer. ... ... 3.suggest what change might be seen in the lamp. ... [3]lamp12 vfor examiner\u2019s use",
+            "16": "\u00a9ucles 2004for examiner\u2019s use16 0625/02 m/j/0412 (a) a man looks at his reflection in a vertical mirror. this is shown from the side in fig. 12.1. fig. 12.1 (i)on fig. 12.1, accurately mark with a clear dot labelled bwhere the image of the tip aof the man\u2019s beard will be. (ii) on fig. 12.1, accurately draw a ray from the tip of the man\u2019s beard that reflects from the mirror and goes into his eye. y ou may use faint construction lines if you wish.use arrows to show the direction of the ray. (iii) the man can see the image, but it cannot be formed on a screen. what name is given to this type of image? ... (iv) write down the equation that links the angles of incidence and reflection that the ray makes with the mirror. [7]mirror a",
+            "17": "17 0625/02 m/j/04(b)a girl looks into a bathroom mirror to brush her hair. fig. 12.2 shows what she sees in the mirror. fig. 12.2 (i)in which hand is she holding the brush? tick one box. left hand right hand (ii) she has a spot on her skin just below her left eye. mark clearly on fig. 12.2 where this will appear on the reflection. [2]reflection seen in mirrorfor examiner\u2019s use \u00a9ucles 2004",
+            "18": "18 0625/02 m/j/04blank page",
+            "19": "19 0625/02 m/j/04blank page",
+            "20": "20 0625/02 m/j/04blank page copyright acknowledgements: every reasonable effort has been made to trace all copyright holders. the publishers would be pleased to hear from anyone whose  rights we have unwittingly infringed. university of cambridge international examinations is part of the university of cambridge local examinations syndicate (ucles), which is itself a department of the university of cambridge."
+        },
+        "0625_s04_qp_3.pdf": {
+            "1": "this document consists of 13printed pages and 3blank pages. spa (nh/bi) s61207/2 \u00a9ucles 2004 [turn overuniversity of cambridge international examinations  international general certificate of secondary education physics 0625/03 paper 3 may/june 2004 1 hour 15 minutes candidates answer on the question paper. no additional materials are required. read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen in the spaces provided on the question paper.you may use a soft pencil for any diagrams, graphs or rough working.do not use staples, paper clips, highlighters, glue or correction fluid. answer  all questions. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [ ] at the end of each question or part question.you may lose marks if you do not show your working or if you do not use appropriate units.centre number candidate number name if you have been given a label, look at thedetails. if any details are incorrect ormissing, please fill in your correct detailsin the space given at the top of this page. stick your personal label here, if provided.for examiner\u2019s use 1 23456789 1011 total",
+            "2": "2 0625/03 m/j/041fig. 1.1 shows a cycle track. fig. 1.1 a cyclist starts at a and follows the path abcdeb. the speed-time graph is shown in fig. 1.2. fig. 1.2 (a)use information from fig. 1.1 and fig. 1.2 to describe the motion of the cyclist (i)along ab, ... (ii) along bcdeb. ... ... [4]01 023456 30 40 50 10 20 60 70 80 90 100 time  / sspeed  m / s abc d ebab ec dv = 6 m/sfor examiner\u2019s use \u00a9ucles 2004",
+            "3": "3 0625/03 m/j/04 [turn over(b)the velocity vof the cyclist at c is shown in fig. 1.1. state one similarity and one difference between the velocity at c and the velocity at e. similarity  ... difference ..[2] (c)calculate (i)the distance along the cycle track from a to b, distance = \u2026\u2026\u2026\u2026\u2026\u2026\u2026 (ii) the circumference of the circular part of the track. circumference = \u2026\u2026\u2026\u2026\u2026\u2026\u2026 [4]for examiner\u2019s use \u00a9ucles 2004",
+            "4": "4 0625/03 m/j/042fig. 2.1 shows a rock that is falling from the top of a cliff into the river below. fig. 2.1 (a)the mass of the rock is 75 kg. the acceleration of free fall is 10 m/s2. calculate the weight of the rock. weight = \u2026\u2026\u2026\u2026\u2026\u2026\u2026[1] (b)the rock falls from rest through a distance of 15 m before it hits the water. calculate its kinetic energy just before hitting the water. show your working. kinetic energy = \u2026\u2026\u2026\u2026\u2026\u2026\u2026[3] (c)the rock hits the water. suggest what happens to the kinetic energy of the rock during the impact. .. [3]cliff falling  rock riverfor examiner\u2019s use \u00a9ucles 2004",
+            "5": "5 0625/03 m/j/04 [turn over3a large spring is repeatedly stretched by an athlete to increase the strength of his arms. fig. 3.1 is a table showing the force required to stretch the spring. fig. 3.1 (a) (i) state hooke\u2019s law. ... ...[1] (ii) use the results in fig. 3.1 to show that the spring obeys hooke\u2019s law. [1] (b)another athlete using a different spring exerts an average force of 400 n to enable her to extend the spring by 0.210 m. (i)calculate the work done by this athlete in extending the spring once. work done = \u2026\u2026\u2026\u2026\u2026\u2026\u2026 (ii) she is able to extend the spring by this amount and to release it 24 times in 60 s. calculate the power used by this athlete while doing this exercise. power = \u2026\u2026\u2026\u2026\u2026\u2026\u2026 [4]for examiner\u2019s use \u00a9ucles 2004extension of spring/m 0.096 0.192 0.288 0.384 force exerted to produce extension/n 250 500 750 1000",
+            "6": "6 0625/03 m/j/044(a)two identical open boxes originally contain the same volume of water. one is kept at 15 \u00b0c and the other at 85 \u00b0c for the same length of time. fig. 4.1 shows the final water levels. fig. 4.1 with reference to the energies of the water molecules, explain why the levels are different. .. ..[3] (b)in an experiment to find the specific latent heat of vaporisation of water, it took 34 500 j of energy to evaporate 15 g of water that was originally at 100 \u00b0c. a second experiment showed that 600 j of energy was lost to the atmosphere from the apparatus during the time it took to evaporate 15 g of water. calculate the specific latent heat of vaporisation of water that would be obtained from this experiment. specific latent heat = \u2026\u2026\u2026\u2026\u2026\u2026\u2026[3]  85 \u00b0c15 \u00b0cfor examiner\u2019s use \u00a9ucles 2004",
+            "7": "7 0625/03 m/j/04 [turn over5(a)fig. 5.1 shows two identical metal plates. the front surface of one is dull black and the front surface of the other is shiny silver.the plates are fitted with heaters that keep the surfaces of the plates at the sametemperature. fig. 5.1 (i)state the additional apparatus needed to test which surface is the best emitter of heat radiation. ... (ii) state one precaution that is needed to ensure a fair comparison. ... ... (iii) state the result that you expect. ... (iv) write down another name for heat radiation. ... [4] (b)in the space below, draw a labelled diagram of an everyday situation in which a convection current occurs. mark the path of the current with a line and show its direction with arrows. [3]dull black shiny silverfor examiner\u2019s use \u00a9ucles 2004",
+            "8": "8 0625/03 m/j/046fig. 6.1 shows a ray pq of blue light incident on the side of a rectangular glass block. fig. 6.1 (a) (i) by drawing on fig. 6.1, continue the ray pq through and beyond the block. (ii) mark the angle of incidence at cd with the letter iand the angle of refraction at cd with the letter r. [3] (b)the speed of light in air is 3.0 x 108m/s and the speed of light in glass is 2.0 x 108m/s. (i)write down a formula that gives the refractive index of glass in terms of the speeds of light in air and glass. refractive index = (ii) use this formula to calculate the refractive index of glass. refractive index = \u2026\u2026\u2026\u2026\u2026\u2026\u2026 [2] (c)the frequency of the blue light in ray pq is 6.0 x 1014hz. calculate the wavelength of this light in air. wavelength = \u2026\u2026\u2026\u2026\u2026..\u2026\u2026[2]ab d c q pglass air fig. 6.1for examiner\u2019s use \u00a9ucles 2004",
+            "9": "9 0625/03 m/j/04 [turn over7fig. 7.1 shows the cone of a loudspeaker that is producing sound waves in air. at any given moment, a series of compressions and rarefactions exist along the line xy . fig. 7.1 (a)on fig. 7.1, use the letter c to mark three compressions and the letter r to mark three rarefactions along xy . [1] (b)explain what is meant by (i)a compression , ... ... (ii) a rarefaction . ... ... [2] (c)a sound wave is a longitudinal wave. with reference to the sound wave travelling along xy in fig. 7.1, explain what is meant by a longitudinal wave. .. ..[2] (d)there is a large vertical wall 50 m in front of the loudspeaker. the wall reflects the sound waves. the speed of sound in air is 340 m/s. calculate the time taken for the sound waves to travel from x to the wall and to return to x. time = \u2026\u2026\u2026\u2026\u2026\u2026\u2026[2]aircone wiresxyfor examiner\u2019s use \u00a9ucles 2004",
+            "10": "10 0625/03 m/j/048fig. 8.1 shows a 240 v a.c. mains circuit to which a number of appliances are connected and switched on. fig. 8.1 (a)calculate the power supplied to the circuit. power = \u2026\u2026\u2026\u2026..[1] (b)the appliances are connected in parallel.  (i)explain what connected in parallel means. ... ... (ii)state two advantages of connecting the appliances in parallel rather than in series. advantage 1 ...advantage 2 ... [3] (c)calculate (i)the current in the refrigerator, current = \u2026\u2026\u2026\u2026.. (ii)the energy used by the fan in 3 hours, energy = \u2026\u2026\u2026\u2026.. (iii)the resistance of the filament of one lamp. resistance = \u2026\u2026\u2026\u2026.. [7]1.2 kw 200 w60 w 60 wrefrigeratorfan 240  v a.c.for examiner\u2019s use \u00a9ucles 2004",
+            "11": "11 0625/03 m/j/04 [turn over9electromagnetic induction can be demonstrated using a solenoid, a magnet, a sensitive ammeter and connecting wire. (a)in the space below, draw a labelled diagram of the apparatus set up to demonstrate electromagnetic induction. [2] (b)state one way of using the apparatus to produce an induced current. .. ..[1] (c)explain why your method produces an induced current. .. [2] (d)without changing the apparatus, state what must be done to produce (i)an induced current in the opposite direction to the original current, ... ... (ii) a larger induced current. ... ... [2]for examiner\u2019s use \u00a9ucles 2004",
+            "12": "12 0625/03 m/j/0410 (a) fig. 10.1 shows the faces of two ammeters. one has an analogue display and the other a digital display. fig. 10.1 state what is meant by the terms analogue and digital . .. [2] (b) (i) name the components from which logic gates are made. ...[1] (ii) in the space below, draw the symbol for an and gate. label the inputs and the output. [1] (iii) describe the action of an and gate with two inputs. [2]2 3 4 51 0a afor examiner\u2019s use \u00a9ucles 2004",
+            "13": "13 0625/03 m/j/0411 (a) \u03b1-particles can be scattered by thin gold foils. fig. 11.1 shows part of the paths of three \u03b1-particles. complete the paths of the three \u03b1-particles. [3] fig. 11.1 (b)what does the scattering of \u03b1-particles show about atomic structure? .. [2] (c)state the nucleon number (mass number) of an \u03b1-particle. nucleon number = \u2026\u2026\u2026\u2026\u2026\u2026\u2026[1]\u03b1-particle 1 \u03b1-particle 2 \u03b1-particle 3 gold nucleifor examiner\u2019s use \u00a9ucles 2004",
+            "14": "14 0625/03 m/j/04blank page",
+            "15": "15 0625/03 m/j/04blank page",
+            "16": "16 0625/03 m/j/04blank page university of cambridge international examinations is part of the university of cambridge local examinations syndicate (ucles), which is itself a department of the university of cambridge."
+        },
+        "0625_s04_qp_5.pdf": {
+            "1": "this document consists of 6 printed pages, 2 blank pages and an inserted answer booklet. mml 5676 5/03 s63104/2 \u00a9 ucles 2004 [turn overuniversity of cambridge international examinations international general certificate of secondary education physics 0625/05 paper 5  practical test may/june 2004 1 hour 15 minutes additional materials: as specified in the confidential instructions read these instructions first follow the instructions on the front cover of the answer booklet. write your answers in the spaces provided in the answer booklet. answer all questions. you are expected to record all your observations as soon as these observations are made.an account of the method of carrying out the experiments is not required. at the end of the examination, hand in only the answer booklet.",
+            "2": "blank page2 0625/05/m/j/04",
+            "3": "1in this experiment, you are to investigate the heating of a thermometer bulb. record all of your observations on page 2 of your answer booklet.carry out the following instructions, referring to fig. 1.1. fig. 1.1 during the experiment, you will read temperature values from the thermometer. you may find it more comfortable to use the card provided to shield your eyes from the direct rays of the lamp.do not place the card between the lamp and the thermometer. you are provided with a lamp and a scale marked in 1 mm divisions. do notmove the lamp or the scale. (a)switch on the lamp. leave the lamp switched on until you have completed all the readings. (b)place the thermometer so that its bulb is a distance d =100 mm from the surface of the lamp, as shown by the scale provided. wait for about 30 s. in the table, record the distance d between the thermometer bulb and the surface of the lamp and the temperature  /afii9835shown on the thermometer. (c)move the thermometer so that its bulb is a distance d = 80 mm from the surface of the lamp. wait for about 30 s. in the table, record the distance dand the temperature /afii9835. (d)repeat the steps described in (c), but using values of dof 60 mm, 40 mm, 20 mm and 10 mm. (e)complete the column headings in the table. (f)use the data in the table to plot a graph of temperature ( y-axis) against distance (x-axis). (g)use your graph to estimate room temperature. explain briefly how you obtained your estimate.lampcard metre rule dthermometer3 0625/05/m/j/04 [turn over \u00a9 ucles 2004",
+            "4": "2in this experiment, you are to compare the combined resistance of lamps in different circuit arrangements. record all of your observations and readings on page 4 of your answer booklet.the circuit shown in fig. 2.1 has been set up for you. fig. 2.1 (a)switch on. measure and record in the table the current  iin the circuit and the p.d. v across the three lamps. switch off. (b)calculate the combined resistance r of the three lamps using the equation r= . record this value of r in the table. (c)complete the column headings for each of the i, vand r columns of the table. (d)disconnect the lamps and the voltmeter and set up the circuit shown in fig. 2.2. fig. 2.2power source a vv\u2013\u2013 ipower source va4 0625/05/m/j/04 \u00a9 ucles 2004",
+            "5": "(e)switch on. measure and record in the table the current iin the circuit and the p.d. v across the three lamps. switch off. (f)calculate the combined resistance r of the three lamps using the equation r= . record this value of r in the table. (g)disconnect the lamps and the voltmeter and set up the circuit shown in fig. 2.3. fig. 2.3 (h)switch on. measure and record in the table the current iin the circuit and the p.d. v across the three lamps. switch off. (i)calculate the combined resistance r of the three lamps using the equation r= . record this value of r in the table. (j)draw a circuit showing the same components as in fig. 2.3 but with two lamps in parallel with each other and another lamp in series with the first two. also include the ammeter tomeasure the total current in the circuit and the voltmeter to measure the p.d. across thecomplete combination of lamps. you are not asked to set up this circuit.v\u2013\u2013 ipower source a vv\u2013\u2013 i5 0625/05/m/j/04 [turn over \u00a9 ucles 2004",
+            "6": "3in this experiment, you are to investigate the period of oscillation of a rule attached to a spring. record all of your observations on page 5 of your answer booklet.carry out the following instructions, referring to fig. 3.1. fig. 3.1 the rule has one end lightly taped to the bench so that it does not slip. the other end is attached to a spring. do not change the position of the spring. (a)place the load l on the rule so that its centre is over the 80.0 cm mark. record the distancedfrom the centre of the load to the end a of the rule. (b)displace the end b of the rule a small distance downwards and release it so that it oscillates.record the time t taken for 10 complete oscillations of the rule. (c)calculate the period t of the oscillations. t is the time for one complete oscillation. (d)calculate the value of t\u2014d. (e)repeat steps (a) \u2013 (d)using values for d of 70.0 cm, 60.0 cm, 50.0 cm, 40.0 cm and 30.0 cm. (f)complete the column headings in the table. (g)draw a labelled diagram to show how you judged the centre of the load to be exactly overthe 80.0 cm mark on the rule. (h)a student suggests that t should be directly proportional to d. state with a reason whether your results support this suggestion.clamp spring string metre rule benchal b d 80.0  cm mark6 0625/05/m/j/04 \u00a9 ucles 2004",
+            "7": "\u00a9 ucles 20044in this experiment, you are to investigate the magnification of an image produced by a converging lens. record all of your observations on page 6 of your answer booklet.carry out the following instructions, referring to fig. 4.1. fig. 4.1 (a)place the lens at a distance x = 25.0 cm from the illuminated object. place the screen close to the lens, then move it away from the lens until a sharply-focused image is formed on the screen. measure and record the distance y between the lens and the screen. (b)calculate the value of the ratio y /x. (c)measure the height h of the focused image. (d)calculate the magnification m using the equation m = h/kwhere k = 1.5 cm. (e)repeat steps (a) \u2013 (d) using values of x of 30.0 cm and 35.0 cm. (f)look at the values of y /xand mthat you have obtained. within the limits of experimental error, what do you conclude about the relationship between y /xand m?lensilluminated object screenxy7 0625/05/m/j/04",
+            "8": "blank page copyright acknowledgements every reasonable effort has been made to trace all copyright holders. the publishers would be pleased to hear from anyone whose rights we have unwittingly infringed. university of cambridge international examinations is part of the university of cambridge local examinations syndicate (ucles), which is itself a department of the university of cambridge.8 0625/05/m/j/04"
+        },
+        "0625_s04_qp_6.pdf": {
+            "1": "this document consists of 11 printed pages and 1 blank page. mml 5677 5/03 s61130/2 \u00a9 ucles 2004 [turn overuniversity of cambridge international examinations international general certificate of secondary education physics 0625/06 paper 6  alternative to practical may/june 2004 1 hour candidates answer on the question paper. no additional materials are required. read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen in the spaces provided on the question paper.you may use a soft pencil for any diagrams, graphs or rough working.do not use staples, paper clips, highlighters, glue or correction fluid. answer all questions. at the end of the examination, fasten all your work securely together.the number of marks is given in brackets [ ] at the end of each question or part question. if you have been given a label, look at thedetails. if any details are incorrect ormissing, please fill in your correct detailsin the space given at the top of this page. stick your personal label here, if provided.for examiner\u2019s use 4321 5 totalcentre number candidate number name",
+            "2": "1the igcse class is investigating the conduction of electric current through copper sulphate solution. the circuit used is shown in fig. 1.1. fig. 1.1 during the experimental work, the students measure the volume of water, the mass ofcopper sulphate that is dissolved in the water, the current in the solution, the potentialdifference across the electrodes and the gap between the electrodes. one set of readings is shown in figs. 1.2 \u2013 1.6.(a)write down the readings shown. include appropriate units. fig. 1.4 mass of copper sulphate = .6.58  g 3.26  gplastic dishcopper  sulphate empty plastic dishpotential difference = . current = fig. 1.3 fig. 1.200.51 1.5 2v 00.5 1.0 1.5apower source electrode copper sulphate solutionav2 0625/06/m/j/04for examiner\u2019s  use \u00a9 ucles 2004",
+            "3": "fig. 1.5 volume of water = .. fig. 1.6 gap between electrodes = .. [6] (b)it is not possible to put the rule inside the beaker to measure the gap between the electrodes. explain how you would overcome this problem. ..   [2] (c)suggest a variable, which is not measured in figs. 1.2 \u2013 1.6, that might affect the value of the current.  [1]0  c m 123456789 1 0electrodewatercm3 160180200 204060801001201403 0625/06/m/j/04 [turn overfor examiner\u2019s  use \u00a9 ucles 2004",
+            "4": "2a student is investigating the oscillation of a metre rule that has one end resting on the laboratory bench. the other end is held above the level of the bench by a spring attachedat the 90.0 cm mark. the arrangement is shown in fig. 2.1. fig. 2.1 the period of oscillation is changed by moving a 200 g mass to different positions along therule. the student records the time ttaken for 10 oscillations of the end of the rule for each position of the mass. he measures the distance dfrom the end of the rule to the mark under the centre of the mass. the readings are shown in the table. (a)calculate the period t for each set of readings and enter the values in the table. [2]dclamp spring metre rule bench4 0625/06/m/j/04for examiner\u2019s  use \u00a9 ucles 2004d/c m t/s t/s 20.0 3.4 40.0 4.4 50.0 4.9 60.0 5.3 70.0 6.0 80.0 6.3",
+            "5": "(b)plot a graph of d / cm (x -axis) against t /s  (y-axis). the scale on the x -axis has been started for you. [5] (c)using the graph, determine the period twhen the distance d is 55.0 cm. t=  [2] (d)the student suggests that t should be proportional to d. state with a reason whether your results support this suggestion. statement .  reason  ..  [2]0 2 04 06 08 05 0625/06/m/j/04 [turn overfor examiner\u2019s  use \u00a9 ucles 2004",
+            "6": "3fig. 3.1 shows the circuit that a student uses to find the resistance of a combination of three lamps. fig. 3.1 the voltmeter and the ammeter have not been drawn in. (a)complete fig. 3.1 by drawing in the voltmeter and the ammeter, using conventional symbols. [2] (b)the student obtains these readings. current i= 0.54 a potential difference v = 1.8 v calculate the resistance r using the equation r = . r= ... [2]v \u2013 ipower source6 0625/06/m/j/04for examiner\u2019s  use \u00a9 ucles 2004",
+            "7": "(c)the three lamps are now connected in parallel with one another. draw a circuit diagram of the three lamps connected to the power supply. include in your circuitdiagram (i)an ammeter to record the total current through the lamps, (ii)a variable resistor to vary the brightness of all three lamps, (iii)a voltmeter to record the potential difference across the lamps. [3]7 0625/06/m/j/04 [turn overfor examiner\u2019s  use \u00a9 ucles 2004",
+            "8": "4the igcse class carries out an experiment using a convex lens, an illuminated object and a screen. fig. 4.1 shows the apparatus. a sharp image is obtained on the screen. fig. 4.1 (a) (i) use your rule to measure, on fig. 4.1, the distance xfrom the illuminated object to the centre of the lens. x= .. (ii)use your rule to measure, on fig. 4.1, the distance y from the centre of the lens to the screen. y= .. (iii)fig. 4.1 shows the apparatus drawn to 1/5th of actual size. calculate the actualdistance ubetween the object and the lens, and the actual distance v between the lens and the screen. u= .. v= .. (iv)calculate the magnification m using the equation m = . m= . [5]v \u2013 ulensilluminated object screen cardlamp8 0625/06/m/j/04for examiner\u2019s  use \u00a9 ucles 2004",
+            "9": "(b)the illuminated object is triangular in shape, as shown in fig. 4.2. fig. 4.2 draw a diagram of the image as it would appear on the screen. [1] (c)state two precautions that the igcse class should take to obtain experimental readings that are as accurate as possible. 1.  .. .. 2.  ..  [2]9 0625/06/m/j/04 [turn overfor examiner\u2019s  use \u00a9 ucles 2004",
+            "10": "5in a heating experiment, a student takes the temperature of a beaker b containing water at room temperature. fig. 5.1 shows the thermometer used. fig. 5.1 (a)state the temperature reading shown on the thermometer. temperature reading = . [1] (b)the student then transfers a small metal cylinder from beaker a of boiling water to thebeaker b of water at room temperature, as shown in fig. 5.2. fig. 5.2 the student assumes that the metal is at a temperature of 100 \u00b0c when it enters the water in beaker b. the temperature of the water in beaker b rises to 36 \u00b0c. (i)calculate the temperature rise of the water in beaker b. temperature rise = .. (ii)calculate the temperature fall of the metal cylinder. temperature fall = ... [3]string boiling  watermetal cylinderwater atroomtemperature beaker a beaker b01 0 \u201310 20 30 40 50 60 70 80 90 100 110  \u00b0c10 0625/06/m/j/04for examiner\u2019s  use \u00a9 ucles 2004",
+            "11": "(c)the student uses these readings and some other information to calculate the specific heat capacity of the metal. why is it important to transfer the metal between the beakers as quickly as possible? ..  [1]11 0625/06/m/j/04for examiner\u2019s  use \u00a9 ucles 2004",
+            "12": "blank page copyright acknowledgements every reasonable effort has been made to trace all copyright holders. the publishers would be pleased to hear from anyone whose rights we have unwittingly infringed. university of cambridge international examinations is part of the university of cambridge local examinations syndicate (ucles), which is itself a department of the university of cambridge.12 0625/06/m/j/04"
+        },
+        "0625_w04_qp_1.pdf": {
+            "1": "     university of cambridge international examinations    international general certificate of secondary education        physics 0625/01        paper 1  multiple choice    october/november 2004        45 minutes     additional materials: multiple choice answer sheet      soft clean eraser      soft pencil (type b or hb is recommended)                          read these instructions first     write in soft pencil.    do not use staples, paper clips, highlighters, glue or correction fluid.   write your name, centre number and candidate number on the answer sheet in the spaces provided   unless this has been done for you.      there are forty  questions on this paper. answer all questions. for each question there are four possible    answers  a, b, c, and d.   choose the one you consider correct and record your choice in soft pencil on the separate answer sheet.     read the instructions on the answer sheet very carefully.     each correct answer will score one mark. a mark will not be deducted for a wrong answer.   any rough working should be done in this booklet.                                                  this document consists of 14 printed pages and 2 blank pages.  ib04 11_0625_01/2rp   \uf6d9 ucles 2004  [turn over    ",
+            "2": "2    \u00a9 ucles 2004  0625/01/o/n/04  1 a floor is covered with square tiles. the diagram shows a ruler on the tiles.    0 cm2 4 6 8 10 12 1413579 1 1 1 3 1 5     how long is one tile?  a 3 cm b 6 cm c 9 cm d 12  cm     2 the diagrams show the times on a stopclock at the beginning and at the end of an experiment.    stopclock at beginningstopclock at end 0 s 3045 150 s 3045 15     how long did the experiment take?  a 10  s b 25  s c 35  s d 45  s     3 which speed  / time graph applies to an object at rest?    speed timea speed timeb speed timec speed timed 0 00 00 00 0    ",
+            "3": "3    \u00a9 ucles 2004  0625/01/o/n/04  [turn over  4 a racing car is fitted with an on-board computer. every time the car passes the starting line, the  computer records the distance travelled in the next 2 seconds.    which set of data shows that the car is increasing in speed during the 2 seconds?    a  b  time  / s distance  travelled  / m  time  / s distance  travelled  / m  0  0   0  0   1  100   1  90   2  200   2  180     c  d  time  / s distance  travelled  / m  time  / s distance  travelled  / m  0  0   0  0   1  80   1  100   2  190   2  180       5 a spring is stretched by hanging a piece of metal from it.    spring metal    what is the name given to the force that stretches the spring?  a friction  b mass  c pressure  d weight     ",
+            "4": "4    \u00a9 ucles 2004  0625/01/o/n/04  6 the diagram shows some liquid in a measuring cylinder. the mass of the liquid is 16  g.    25 201510 5cm 3     what is the density of the liquid?  a 320  g / cm 3 b 36  g / cm 3 c 1.25  g / cm 3 d 0.8  g / cm 3      7 a student carries out an experiment to plot an extension  / load graph for a spring. the diagrams  show the apparatus at the start of the experiment and with a load added.    start x ywith load added     what is the extension caused by the load?  a x b y c y + x d y \u2013 x      8 three horizontal forces act on a car that is moving along a straight, level road.    air resistance friction driving force    which combination of forces would result in the car moving at constant speed?     air resistance friction driving force  a 200  n  1000  n  800  n   b 800  n  1000  n  200  n   c 800  n  200  n  1000  n   d 1000  n  200  n  800  n     ",
+            "5": "5    \u00a9 ucles 2004  0625/01/o/n/04  [turn over  9 a child pushes a toy car along a level floor and then lets it go.    as the car slows down, what is the main energy change?  a from chemical to heat  b from chemical to kinetic  c from kinetic to gravitational (potential) d from kinetic to heat     10 the diagram shows a cyclist riding along a hilly road.    at which position does the cyclist have the least gravitational (potential) energy?    ab c d     11 a pin is squeezed between finger and thumb.    finger pinhead pin thumb     which statement is correct?  a the force of the pin is larger on the finger than on the thumb.  b the force of the pin is larger on the thumb than on the finger.  c the pressure of the pin is larger on the finger than on the thumb.  d the pressure of the pin is larger on the thumb than on the finger.     ",
+            "6": "6    \u00a9 ucles 2004  0625/01/o/n/04  12 liquid x has a density of 1010  kg  / m3. liquid y has a density of 950  kg  / m3.    the liquids are poured into tubes as shown.    which tube has the greatest pressure on its base?    a liquid xb liquid yc liquid xd liquid y       13 some water molecules escape from the surface of a lake.    which name is given to this process?  a boiling  b convection  c evaporation  d radiation     14 the diagram represents gas molecules contained in a cylinder. the piston is moved slowly  downwards and the temperature of the gas stays the same.    piston cylinder gas molecule     why does the pressure of the gas increase?  a the molecules collide harder with the walls.  b the molecules collide more often with the walls.  c the molecules move more quickly.  d the number of molecules increases.   ",
+            "7": "7    \u00a9 ucles 2004  0625/01/o/n/04  [turn over  15 to mark the lower fixed point of a celsius scale on a thermometer, the thermometer should be  placed in  a pure alcohol.  b pure distilled water.  c pure melting ice.  d pure mercury.    16 a glass flask full of cool water is placed in a container of hot water.    container of hot waterglass flask fullof cool waterx     what will happen to the level of water at x as the cool water becomes warmer?  a it will fall.  b it will rise.  c it will rise then fall.  d it will stay the same.     17 a beaker of water is heated at its base.    why does the water at the base rise?  a it contracts and becomes less dense.  b it contracts and becomes more dense.  c it expands and becomes less dense. d it expands and becomes more dense.     ",
+            "8": "8    \u00a9 ucles 2004  0625/01/o/n/04  18 which of these waves is longitudinal?  a light waves  b sound waves  c water waves d x-ray waves     19 waves move from deep water to shallow water where they are slower.    which diagram shows what happens to the waves?    d deep water shallo w waterc deep water shallow waterb deep water shallow waterdeep watera shallow water     20 which type of radiation lies between visible light and microwaves in the electromagnetic  spectrum?  a infra-red  b radio waves  c ultra-violet d x-rays     21 the critical angle for a glass  / air boundary is c.    which diagram shows the correct path of the light ray?    air glass ca airglass cb airglass cc airglass cd      ",
+            "9": "9    \u00a9 ucles 2004  0625/01/o/n/04  [turn over  22 the diagram shows the image of a clockface in a plane mirror.        which of these times is shown?  a 02.25 b 02.35 c 09.25 d 09.35      23 what is the approximate range of audible frequencies for most humans?  a 10  hz to 10 000  hz  b 20  hz to 20 000  hz  c 10  khz to 10 000  khz  d 20  khz to 20 000  khz    24 a 100 metre race is started by firing a gun. the gun makes a bang and a puff of smoke comes  out of the gun as shown.    starter finishing judge 100  m    when does the finishing judge see the smoke and hear the bang?     sees the smoke hears the bang  a immediately immediately  b immediately after about 0.3  s  c after about 0.3  s immediately  d after about 0.3  s after about 0.3  s   ",
+            "10": "10    \u00a9 ucles 2004  0625/01/o/n/04  25 six small compasses are placed around a bar magnet.    which diagram shows the directions in which the compass needles point?    n s n s n s n sa cb d      26 a student carries out four tests with a magnet.    which result shown is not correct?     magnet iron bar attracts n s a magnet magnet attracts nn ss b magnet copper bar no effect ns c magnet magnet repels s ns n darrangement result      27 a circuit is set up with a gap between two terminals x and y. the four strips of material shown in the diagram are connected in turn across the gap.    which strip completes the circuit so that the lamp lights?    wooda steelc rubbe rd x yglassb  ",
+            "11": "11    \u00a9 ucles 2004  0625/01/o/n/04  [turn over  28 a pupil measures the potential difference across a device and the current in it.    which calculation gives the resistance of the device?  a current + potential difference  b current \u00f7 potential difference  c potential difference \u00f7 current d potential difference x current     29 which circuit could be used to find the resistance of resistor r?    b v vra a ar c avrd a r v    30 in the circuit shown, the reading on ammeter 1 is 2  a.    2 \u03c9 2 \u03c9 ammeter 1 reading = 2 aammeter 2reading = ?a a     what is the reading on ammeter 2?  a 0  a b 1  a c 2  a d 4  a     ",
+            "12": "12    \u00a9 ucles 2004  0625/01/o/n/04  31 in which position in the circuit shown should a switch be placed so that both lamps can be  switched on or off at the same time?    a c db       32 in the circuits shown, all the resistors are identical.    which circuit has the least  resistance?    a b c d     33 why are electric circuits often fitted with fuses?  a fuses break the circuit if the current is too high.  b fuses only allow the current through in the correct direction.  c fuses return any excess current to earth.  d fuses use up any spare current.      34 a mains circuit can safely supply a current of 40  a.    a hair-drier takes 2  a. it is connected to the circuit by a lead which can carry up to 5  a.    which of these fuses would be best to use in the plug fitted to the hair-drier lead?  a 1 a fuse b 3 a fuse c 10  a fuse d 50  a fuse     ",
+            "13": "13    \u00a9 ucles 2004  0625/01/o/n/04  [turn over  35 the diagram represents a transformer.    input voltagepsoutputvoltage     which arrangement could be used to make the output voltage higher than the input voltage?     number of turns on  primary coil p number of turns on  secondary coil s type of input  a 100  50  a.c.  b 100  50  d.c.  c 50  100  a.c.  d 50  100  d.c.     36 a student sets up the apparatus shown in order to make a relay.    core springcontact     which metal should be used to make the core?  a aluminium  b copper  c iron  d steel     ",
+            "14": "14    \u00a9 ucles 2004  0625/01/o/n/04  37 which particles are emitted during thermionic emission?  a electrons  b ions  c neutrons d protons     38 the equation shows the decay of the nuclide x.    x226 88 \u2192 yp q+ 4 2\u03b1    what are the values of p and q?     p q  a 230 90  b 230 86  c 222 90  d 222 86      39 during a fire in a laboratory storeroom, some radioactive material was spilled. a firefighter  detected radiation through the lead-lined walls of the storeroom. the radiation was emitted by the radioactive material.    lead-lined storeroom radioactivematerialdetectorfirefighter     which type of radiation was being detected?  a \u03b1-particles  b \u03b2-particles  c \u03b3-rays  d x-rays      40 how many neutrons are in a nucleus of c14 6?  a 0 b 6 c 8 d 14 ",
+            "15": "15     0625/01/o/n/04  blank page  ",
+            "16": "16      every reasonable effort has been made to trace all copyright holders where the publishers (i.e. ucles) are aware that third-par ty material has been  reproduced. the publishers would be pleased to hear from any one whose rights they have unwittingly infringed.    university of cambridge international examinations is part of the university of cambridge local examinations syndicate (ucles),  which is itself a department  of the university of cambridge.   0625/01/o/n/04  blank page  "
+        },
+        "0625_w04_qp_2.pdf": {
+            "1": "this document consists of 15printed pages and 1blank page. spa (nh/bi) s66584/2 \u00a9ucles 2004 [turn overuniversity of cambridge international examinations international general certificate of secondary education physics 0625/02 paper 2 theory october/november 2004 1 hour 15 minutes candidates answer on the question paper. no additional materials are required. read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen in the spaces provided on the question paper.you may use a soft pencil for any diagrams, graphs or rough working.do not use staples, paper clips, highlighters, glue or correction fluid. answer  all questions. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [ ] at the end of each question or part question.you may lose marks if you do not show your working or if you do not use appropriate units.take the weight of 1 kg to be 10 n (i.e. acceleration of free fall = 10 m/s 2).centre number candidate number name if you have been given a label, look at the details. if any details are incorrect ormissing, please fill in your correct detailsin the space given at the top of this page. stick your personal label here, if provided.for examiner\u2019s use",
+            "2": "2 \u00a9ucles 2004 0625/02 o/n/041fig. 1.1 shows the top part of a measuring cylinder containing some liquid. fig. 1.1 (a)what is the volume of liquid in the measuring cylinder? volume = .cm3[1] (b)fig. 1.1 indicates four ways the observer\u2019s eye could look when taking the reading from the measuring cylinder. put a circle around the eye position that gives the correctreading. [1] (c)in order to fill the measuring cylinder up to the 100 cm3mark, 80 drops of the liquid are added to the liquid already in the measuring cylinder. calculate the average volume of one drop. average volume of a drop = cm3[4]cm3 liquid100 8090for examiner\u2019s use",
+            "3": "3 \u00a9ucles 2004 0625/02 o/n/04 [turn over2(a)in fig. 2.1, the sealed drum containing gas has a mercury manometer connected to it in order to indicate the gas pressure. fig. 2.1 for convenience, gas pressure is often expressed in mm of mercury. the gas pressure is 781 mm of mercury and air pressure is 760 mm of mercury. (i)state the difference in height between levels aand bon the manometer. difference in height = \u2026\u2026\u2026\u2026.\u2026\u2026\u2026..mm (ii) the temperature of the gas rises. state what happens to 1.the gas pressure,.. 2.the level a, 3.the level b. ... [3] (b)the air in part (a)is also pressing on a large window pane in the wall of the room where the drum is situated. (i)state how the air pressure on the window pane compares with the air pressure on the mercury surface at bin fig. 2.1. ... (ii) state how the force exerted by the air on the window pane compares with the force exerted by the air on the mercury surface at b. ... [2]air pressure 760  mm of mercury gas pressure 781  mm of mercuryab mercuryfor examiner\u2019s use",
+            "4": "4 \u00a9ucles 2004 0625/02 o/n/043a packaging company purchases corrugated cardboard boxes in which to pack its goods. the boxes are not made up when they are delivered, but are flat, as shown in fig. 3.1. fig. 3.1 (a)a bundle of these boxes measures 0.60 m x 0.50 m x 0.20 m and has a mass of 7.2 kg. (i)calculate the volume of the bundle of boxes. volume = .[3] (ii) calculate the density of the corrugated cardboard. density = .[4] (b)corrugated cardboard is made up of 3 sheets of thick paper stuck together. fig. 3.2 shows an enlarged view of the edge of a sheet of corrugated cardboard. fig. 3.2 (i)here is an incomplete sentence about the paper. the density of the paper is... that of the corrugated cardboard.which of the words below correctly complete the sentence? tick one box. greater than the same as less than (ii) explain your answer to (b) (i) . ... ... [2]thick paper air0.20  m 0.60  m 0.50  mfor examiner\u2019s use",
+            "5": "5 \u00a9ucles 2004 0625/02 o/n/04 [turn over4logs of wood are burning in a camp-fire on the ground. a person is sitting nearby. fig. 4.1 (a) (i) state two types of energy that the burning logs possess. 1.  ... 2.  ... (ii) state the main method of heat transfer by which energy from the fire reaches the person sitting nearby. ... [3] (b)a spark jumps out of the fire. (i)state the name of the type of energy that the spark possesses due to its movement. ... (ii) the spark lands on the person\u2019s hand. state which method of heat transfer causes the person to feel the spark. ... (iii) the pain caused by the spark makes the person stand up. 1.state the type of energy that has increased, now that he is standing. ... 2.state the type of energy stored in his body that enabled him to stand. ... [4]for examiner\u2019s use",
+            "6": "6 \u00a9ucles 2004 0625/02 o/n/045in order to observe brownian motion, some smoke is mixed with air trapped in a small glass box. the box is strongly illuminated from the side, and the smoke is viewed from abovethrough a microscope. this is illustrated in fig. 5.1. fig. 5.1 (a)describe what is seen when the microscope is focussed on the smoke particles. .. [3] (b)state what causes the effect described in (a). .. ..[4] (c)the temperature of the glass box and its contents is increased. suggest what change is seen through the microscope. .. ..[1]for examiner\u2019s use",
+            "7": "7 \u00a9ucles 2004 0625/02 o/n/04 [turn over6(a)here is a list of solid materials. put a tick in the box alongside those materials which are good conductors of heat. aluminium coppercorkgoldpolystyrenewood [3] (b)state the word we use to describe materials that are poor conductors of heat. ..[1] (c)from the list of materials given in (a), state which would be suitable to use for (i)the base of a cooking pot,.. (ii) the covering on the handle of a kettle [2] (d)water is a poor conductor of heat. a beaker of water is heated as shown in fig. 6.1. fig. 6.1 all the water heats up quite quickly. state the process by which heat spreads most rapidly through the water. ..[1] (e)state why the heating element is always placed near the bottom of an electric kettle. .. ..[1]water heatfor examiner\u2019s use",
+            "8": "8 \u00a9ucles 2004 0625/02 o/n/047a girl is walking along a path 1600 m from the rock-face of a quarry (a place where stone is obtained). fig. 7.1 (a)the quarry workers set off an explosion at xto break up some rock. the girl measures the time interval between seeing the flash and hearing the bang. the time is 5.0 s. (i)calculate the speed of the sound. speed of sound = \u2026\u2026\u2026\u2026.\u2026\u2026\u2026..m/s [3] (ii) state what assumption you have made in your working in (i). ...[1] (b)suppose the explosion had taken place at yinstead of x. state two ways in which the girl\u2019s observations would have been different. 1.  .. 2.  ..[2]explosion quarryrock facegirl 1600  mfor examiner\u2019s use",
+            "9": "9 \u00a9ucles 2004 0625/02 o/n/04 [turn over8two light conducting balls aand bare hanging side by side, as shown in fig. 8.1. fig. 8.1 aand bare given a series of different charges, as indicated in the table below. in the third column of the table, write what is seen to happen in each case. use the words repulsion or attraction or nothing , as appropriate. [5]for examiner\u2019s use charge on a charge on b what is seen to happen positive positive  negative negative  positive negative  zero positive  negative zero",
+            "10": "10 \u00a9ucles 2004 0625/02 o/n/049(a)two 10\u03c9resistors are connected in series in a circuit, as shown in fig. 9.1. fig. 9.1 the current at point xis 3.0 a. (i)state the current at 1.point y, a 2.point z. a (ii) calculate the combined resistance of the two 10 \u03c9resistors. combined resistance = \u2026\u2026\u2026\u2026.\u2026\u2026\u2026..\u03c9 [3]10 \u03c9 10 \u03c9 3.0 afor examiner\u2019s use",
+            "11": "11 \u00a9ucles 2004 0625/02 o/n/04 [turn over(b)the 10\u03c9resistors are now arranged in parallel, as shown in fig. 9.2. fig. 9.2 (i)the current at xis adjusted to 3.0 a. the current through one resistor is 1.5 a. 1.what is the current at y? tick one box. 0a 1.5 a3.0 a4.5 a 2.state the value of the current at z. a (ii) what is the combined resistance of the two 10 \u03c9resistors? tick one box. 0\u03c9 5\u03c9 10\u03c9 20\u03c9 [3]10 \u03c9 10 \u03c91.5 a 3.0 afor examiner\u2019s use",
+            "12": "12 \u00a9ucles 2004 0625/02 o/n/0410atoms contain protons, neutrons and electrons. state which of these three (a)has a negative charge,..[1] (b)is uncharged,.[ 1] (c)has a much smaller mass than the others, ...[1] (d)is outside the nucleus,...[1] (e)are nucleons,.[ 2] (f)are lost from the nucleus during \u03b1-particle emission[2]for examiner\u2019s use",
+            "13": "13 \u00a9ucles 2004 0625/02 o/n/04 [turn over11the ray diagram in fig. 11.1 shows a lens forming an image ii\u2032of an object oo \u2032. fig. 11.1 (a)state (i)which of the marked points is a principal focus of the lens,... (ii) which distance is the focal length of the lens. [2] (b)which of the following words describe the image? tick all that are correct. real virtualinverteduprightenlargeddiminished [3] (c)on fig. 11.1, draw one other ray that goes from o \u2032, the top of the object, to the image. [1]a bcd e i i\u2032oo\u2032for examiner\u2019s use",
+            "14": "14 \u00a9ucles 2004 0625/02 o/n/0412 (a) a small pin is fixed to the edge of a bench. a triangular piece of card with a small hole in each corner is hung on the pin from corner a and allowed to settle, as shown infig. 12.1. a plumb-line is then hung from the pin and the vertical line ap is marked onthe card. fig. 12.1 this procedure is then repeated with the card hanging from c and the vertical line cq is marked. after this, the card is as shown in fig. 12.2. fig. 12.2 on fig. 12.2, (i)draw the vertical line that would be obtained if the card were hung from b, (ii) clearly mark the centre of mass of the card using a dot labelled g. [2]fig. 12 bc pa qfig. bca p plumb-linefor examiner\u2019s use",
+            "15": "15 \u00a9ucles 2004 0625/02 o/n/04for examiner\u2019s use(b)fig. 12.3a shows a glass ornament standing on a shelf. fig. 12.3b shows an identical ornament filled with coloured glass beads. state which ornament is more stable, and why. .. ..[2] (c)fig. 12.4 shows two wooden blocks standing on a hinged board with a rough surface. fig. 12.4 the board is slowly tilted. the blocks do not slip. state which block falls over first, and explain why. .. ..[2]ab rough surface",
+            "16": "16 0625/02 o/n/04blank page every reasonable effort has been made to trace all copyright holders where the publishers (i.e. ucles) are aware that third-party material has been reproduced. the publishers would be pleased to hear from anyone whose rights they have unwittingly infringed. university of cambridge international examinations is part of the university of cambridge local examinations syndicate (ucles), which is itself a department of the university of cambridge."
+        },
+        "0625_w04_qp_3.pdf": {
+            "1": "this document consists of 15printed pages and 1blank page. spa (nh/bi) s80765/4 \u00a9ucles 2004 [turn overuniversity of cambridge international examinations international general certificate of secondary education physics paper 3 0625/03 october/november 2004 1 hour 15 minutes candidates answer on the question paper. no additional materials are required. read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen in the spaces provided on the question paper.you may use a soft pencil for any diagrams, graphs or rough working.do not use staples, paper clips, highlighters, glue or correction fluid. answer  all questions. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [ ] at the end of each question or part question. you may lose marks if you do not show your working or if you do not use appropriate units. do not write in the barcode. do not write in the grey areas between the pages. if you have been given a label, look at the details. if any details are incorrect ormissing, please fill in your correct detailsin the space given on this page. stick your personal label here, if provided.for examiner\u2019s use 1 23456789 1011 total candidate name centrenumber candidatenumber",
+            "2": "2 0625/03 o/n/041fig. 1.1 shows the path of one drop of water in the jet from a powerful hose. fig. 1.1 fig. 1.2 is a graph of speed against time for the water drop shown in fig. 1.1. fig. 1.2 (a)describe the movement of the water drop in the first 4 s after leaving the hose. .. [2]0010203040speed m / s 2468 time after leaving the hose  / svertical path  of a single water drop hose set in groundfor examiner\u2019s use \u00a9ucles 2004",
+            "3": "3 0625/03 o/n/04 [turn over(b)use fig. 1.2 to find (i)the speed of the water leaving the hose, speed = \u2026\u2026\u2026\u2026\u2026\u2026\u2026... (ii) the time when the speed of the water is least. time = \u2026\u2026\u2026\u2026.\u2026\u2026\u2026.. [2] (c)use values from fig. 1.2 to calculate the acceleration of the drop as it falls back towards the ground. show your working. acceleration = \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026...[3] (d)calculate the greatest distance above the ground reached by the drop. distance = \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026...[3]for examiner\u2019s use \u00a9ucles 2004",
+            "4": "4 0625/03 o/n/042fig. 2.1 shows a reservoir that stores water. fig. 2.1 (a)the valve in the exit pipe is closed. the density of water is 1000 kg/m3and the acceleration of free fall is 10 m/s2. calculate the pressure of the water acting on the closed valve in the exit pipe. pressure = \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026...[2] (b)the cross-sectional area of the pipe is 0.5 m2. calculate the force exerted by the water on the closed valve. force = \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026...[2] (c)the valve is then opened and water, originally at the surface of the reservoir, finally flows out of the exit pipe. state the energy transformation of this water between thesurface of the reservoir and the open end of the pipe. .. ..[2]valve exit pipe20 m water damfor examiner\u2019s use \u00a9ucles 2004",
+            "5": "5 0625/03 o/n/04 [turn over3a scientist needs to find the density of a sample of rock whilst down a mine. he has only a spring balance, a measuring cylinder, some water and some thread. (a)in the space below, draw two labelled diagrams, one to show the spring balance being used and the other to show the measuring cylinder being used with a suitable rocksample. [2] (b)the spring balance is calibrated in newtons. state how the mass of the rock sample may be found from the reading of the spring balance. ..[1] (c)state the readings that would be taken from the measuring cylinder. .. ..[1] (d)state how the volume of the rock would be found from the readings. ..[1] (e)state in words the formula that would be used to find the density of the sample. density = [1]for examiner\u2019s use \u00a9ucles 2004",
+            "6": "6 0625/03 o/n/044(a)fig. 4.1 shows a simple type of thermocouple that has been calibrated to measure temperature. fig. 4.1 (i)describe how the thermocouple could be used to measure the temperature of a beaker of hot water. ... .. (ii) state two situations where a thermocouple would be a good choice of thermometer to measure temperature. 1.  .. ... 2.  .. ... [4]sensitive voltmeter cold junctioncopper wire iron wirehot junctionvfor examiner\u2019s use \u00a9ucles 2004",
+            "7": "7 0625/03 o/n/04 [turn over(b)a mercury-in-glass thermometer is placed in an insulated beaker of water at 60 \u00b0c. the water is heated at a constant rate. the temperature of the water is measured and recorded on the graph shown in fig. 4.2. fig. 4.2 state the effect of the heat supplied (i)during the period 0 to 5 minutes, ... .. (ii) during the period 10 to 15 minutes. ... ... [2]time/mintemperature/\u00b0c 00 520406080100 10 15 20for examiner\u2019s use \u00a9ucles 2004",
+            "8": "8 0625/03 o/n/045(a)fig. 5.1 shows a sealed box. fig. 5.1 (i)the box contains a large number of air molecules. on fig. 5.1, draw a possible path of oneof the air molecules, as it moves inside the box.       (ii) explain 1how air molecules in the box create a pressure on the inside walls, ... .. 2why this pressure rises as the temperature of the air in the box increases. ... .. [5] (b)air in a cylinder is compressed slowly, so that the temperature does not rise. the pressure changes from 2.0 x 105pa to 5.0 x 105pa. the original volume was 0.35 m3. calculate the new volume. volume = \u2026\u2026\u2026\u2026\u2026\u2026\u2026...[3]for examiner\u2019s use \u00a9ucles 2004",
+            "9": "9 0625/03 o/n/04 [turn over6fig. 6.1 shows an optical fibre. xy is a ray of light passing along the fibre. fig. 6.1 (a)on fig. 6.1, continue the ray xy until it passes z. [1] (b)explain why the ray does notleave the fibre at y . .. [2] (c)the light in the optical fibre has a wavelength of 3.2 x 10\u20137m and is travelling at a speed of 1.9 x 108m/s. (i)calculate the frequency of the light. frequency = \u2026\u2026\u2026\u2026\u2026\u2026\u2026... (ii) the speed of light in air is 3.0 x 108m/s.  calculate the refractive index of the material from which the fibre is made. refractive index = \u2026\u2026\u2026\u2026\u2026\u2026\u2026... [4]xy zfibrefor examiner\u2019s use \u00a9ucles 2004",
+            "10": "10 0625/03 o/n/047fig. 7.1 shows a 12 v battery connected to a number of resistors. fig. 7.1 (a)calculate the current in the 8 \u03c9resistor. current = \u2026\u2026\u2026\u2026\u2026\u2026..[2] (b)calculate, for the resistors connected in the circuit, the combined resistance of (i)the two 5 \u03c9resistors, resistance = \u2026\u2026\u2026\u2026\u2026\u2026.. (ii) the two 4 \u03c9resistors. resistance = \u2026\u2026\u2026\u2026\u2026\u2026.. [2] (c)the total current in the two 4 \u03c9resistors is 6 a. calculate the total power dissipated in the two resistors. power = \u2026\u2026\u2026\u2026\u2026\u2026..[2]a12 v 8 \u03c9 5 \u03c9 5 \u03c94 \u03c9 4 \u03c9for examiner\u2019s use \u00a9ucles 2004",
+            "11": "11 0625/03 o/n/04 [turn over(d)what will be the reading on a voltmeter connected across (i)the two 4 \u03c9resistors, reading = \u2026\u2026\u2026\u2026\u2026\u2026.. (ii) one 5 \u03c9resistor? reading = \u2026\u2026\u2026\u2026\u2026\u2026.. [2] (e)the 8 \u03c9resistor is made from a length of resistance wire of uniform cross-sectional area. state the effect on the resistance of the wire of using (i)the same length of the same material with a greater cross-sectional area, ... (ii) a smaller length of the same material with the same cross-sectional area. ... [2]for examiner\u2019s use \u00a9ucles 2004",
+            "12": "12 0625/03 o/n/048fig. 8.1 shows plane waves passing through a gap in a barrier that is approximately equal to the wavelength of the waves. fig. 8.1 (a)what is the name given to the wave property shown in fig. 8.1? ..[1] (b)in the space below, carefully draw the pattern that would be obtained if the gap were increased to six times the wavelength of the waves. [4]   (c)the effect in fig. 8.1 is often shown using water waves on the surface of a tank of water.  these are transverse waves. explain what is meant by a transverse wave. .. [2]barrierfor examiner\u2019s use \u00a9ucles 2004",
+            "13": "13 0625/03 o/n/04 [turn over9(a)an engine on a model railway needs a 6 v a.c. supply. a mains supply of 240 v a.c. is available.  (i)in the space below, draw a labelled diagram of a transformer suitable for producing the required supply voltage. (ii) suggest suitable numbers of turns for the coils. ... ... [4] (b)the power needed for this model engine is 12 w. calculate the current taken from the mains when just this engine is in use, assuming that the transformer is 100% efficient. current = \u2026\u2026\u2026\u2026\u2026\u2026..[2] (c)explain why transformers will only work when connected to an a.c. supply. .. [2]for examiner\u2019s use \u00a9ucles 2004",
+            "14": "14 0625/03 o/n/0410 (a) (i) what is the function of a transistor when placed in an electrical circuit? ... (ii) describe the action of a transistor. ... .. .. [3] (b) (i) in the space below, draw the symbol for an or gate. label the inputs and the output. [1] (ii) describe the action of an or gate that has two inputs. ... ..[2]for examiner\u2019s use \u00a9ucles 2004",
+            "15": "15 0625/03 o/n/0411 (a) the decay of a nucleus of radium226 88ra leads to the emission of an \u03b1-particle and leaves behind a nucleus of radon (rn). in the space below, write an equation to show this decay. [2] (b)in an experiment to find the range of \u03b1-particles in air, the apparatus in fig. 11.1 was used. fig. 11.1 the results of this experiment are shown below. (i)state what causes the count rate 9 cm from the source. ... (ii) estimate the count rate that is due to the source at a distance of 2 cm. ... (iii) suggest a value for the maximum distance that \u03b1-particles can travel from the source. ... (iv) justify your answer to (iii). ... ... [4]\u03b1\u2212particle sourcedetector rulerfor examiner\u2019s use \u00a9ucles 2004count rate / (counts/minute) 681 562 441 382 317 20 19 21 19 distance from source to detector/cm 1 2 3 4 5 6 7 8 9",
+            "16": "16 0625/03 o/n/04blank page every reasonable effort has been made to trace all copyright holders where the publishers (i.e ucles) are aware that third-party material has been reproduced. the publishers would be pleased to hear from anyone whose rights we have unwittingly infringed. university of cambridge international examinations is part of the university of cambridge local examinations syndicate (ucles), which is itself a department of the university of cambridge."
+        },
+        "0625_w04_qp_5.pdf": {
+            "1": "this document consists of 6 printed pages, 2 blank pages and an inserted answer booklet. mml 5676 5/03 s63107/2 \u00a9 ucles 2004 [turn overuniversity of cambridge international examinations international general certificate of secondary education physics 0625/05 paper 5  practical test october/november 2004 1 hour 15 minutes additional materials: as specified in the confidential instructions read these instructions first follow the instructions on the front cover of the answer booklet. write your answers in the spaces provided in the answer booklet. answer all questions. you are expected to record all your observations as soon as they are made.an account of the method of carrying out the experiments is not required. at the end of the examination, hand in only the answer booklet.",
+            "2": "blank page2 0625/05/o/n/04",
+            "3": "1in this experiment, you are to investigate the air temperature above a beaker of hot water. record all of your observations on page 2 of your answer booklet.carry out the following instructions referring to fig. 1.1. fig. 1.1 (a)place the thermometer so that its bulb is directly above the centre of the beaker and a distance x= 100 mm from the water surface. wait for about 30 s. in the table, record the distance xbetween the thermometer bulb and the water surface, and the temperature  /afii9835 shown on the thermometer. (b)move the thermometer so that its bulb is a distance x= 80 mm from the surface of the water. the thermometer bulb should remain directly above the centre of the beaker. wait for about30 s. in the table, record the distance x and the temperature  /afii9835shown on the thermometer. (c)repeat the steps described in (b) using values of x of 60 mm, 50 mm, 40 mm, 30 mm and 20 mm. (d)complete the column headings in the table. (e)plot a graph of temperature ( y-axis) against distance (x-axis). (f)use your graph to estimate room temperature. explain briefly how you obtained yourestimate.hot waterxthermometer3 0625/05/o/n/04 [turn over \u00a9 ucles 2004",
+            "4": "2in this experiment, you are to investigate the period of oscillation of a simple pendulum. record all of your observations on page 4 of your answer booklet.carry out the following instructions referring to fig. 2.1. and fig. 2.2. fig. 2.1 fig. 2.2 (a)using the two pieces of wood provided and a rule, measure as accurately as you can the diameter d of the pendulum bob. (b)draw a labelled diagram to show how you used the two pieces of wood and the rule toobtain an accurate measurement of the diameter d. (c)adjust the clamp so that the pendulum string has a length x = 60.0 cm (from the support to the bob, as shown in fig. 2.1). (d)calculate the length l of the pendulum, using the equation l = (x+ d/ 2). (e)displace the pendulum bob by a small amount and release it so that it swings. measure thetime t for 20 complete oscillations of the pendulum (see fig. 2.2). (f)calculate the period t of the pendulum. the period is the time for one complete oscillation. (g)calculate the value of t 2/l. (h)repeat steps (c) to (g) using values of x = 40.0 cm and x = 20.0 cm. (i)a student suggests that t2/lshould be a constant. state with a reason whether your results support this suggestion.one complete oscillationbobx4 0625/05/o/n/04 \u00a9 ucles 2004",
+            "5": "3in this experiment, you will investigate the resistance of a wire. record all of your observations and answers on page 5 of your answer booklet.carry out the following instructions referring to fig. 3.1, which shows the circuit that has been set up for you. fig. 3.1 you are provided with a resistance wire ab. part of the wire has been covered with insulatingtape. do not remove this insulating tape. (a)place the sliding contact c on the resistance wire ab at a distance xfrom a, where  x= 0.500 m. (b)record the value of x. (c)switch on and, using the voltmeter, measure the p.d. v across the wire between a and c. record the value of v. (d)using the ammeter, measure the current  iin the wire. record the value of i. (e)take the sliding contact away from the wire ab and switch off. (f)calculate the resistance r of the section ac of the wire using the equation r = . (g)repeat steps (a)to (f)with the sliding contact at distances of x= 0.750 m and x = 0.900 m from a. (h)complete the column headings in the table. (i)within the limits of experimental error, what do you conclude about the variation ofresistance with distance along the wire? justify your conclusion by reference to your table ofresults. (j)suggest with a reason a value for r when x = 0.200 m.v\u2013\u2013 iva abxpower source c tape5 0625/05/o/n/04 [turn over \u00a9 ucles 2004",
+            "6": "4in this experiment, you will investigate the refraction of light through a transparent block. record all of your observations and answers on page 7 of your answer booklet.carry out the following instructions referring to fig. 4.1. fig. 4.1 (a)position the sheet of paper so that the hole is at the top right-hand corner. place the transparent block on the paper with its largest face down and approximately in the centre ofthe paper. draw round the block and label the corners a, b, c and d (see fig. 4.1). removethe block. (b)draw a normal to line ab, approximately at the centre, and label the normal nn \u2032. (c)draw a line ef above the line ab and at 30\u00b0 from the normal. (d)place the paper on the cork mat and push a pin x into the paper on line ef close to line ab.push another pin w into line ef some distance away from line ab. (e)replace the block on the paper.ae 30\u00b0w xn b dcf n\u2032 eyehole6 0625/05/o/n/04 \u00a9 ucles 2004",
+            "7": "(f)view the images of pins w and x through the block. place two pins y and z between your eye and the block so that y, z and the images of w and x appear exactly one behind theother. (g)mark the positions of pins w, x, y and z on the paper. remove the pins and the block.using a rule, draw a line joining y and z and continue the line to meet the line cd at a point,which you should label g. (h)draw a line to join the points f and g. (i)measure the angle r between line fg and the normal. (j)extend the line ef through line cd and to almost the edge of the paper. label the point atwhich the line cuts cd with the letter h. (k)measure the distance x between points g and h. (l)draw a line parallel to and 5.0 cm below line cd. this line cuts lines yz and fh. label thepoints at which it cuts these lines with the letters j and k. measure the distance y between j and k. tie your sheet of paper into the answer booklet.7 0625/05/o/n/04 \u00a9 ucles 2004",
+            "8": "blank page every reasonable effort has been made to trace all copyright holders. the publishers would be pleased to hear from anyone whose rights we have unwittingly infringed. university of cambridge international examinations is part of the university of cambridge local examinations syndicate (ucles), which is itself a department of the university of cambridge.8 0625/05/o/n/04"
+        },
+        "0625_w04_qp_6.pdf": {
+            "1": "this document consists of 12 printed pages. mml 5677 5/03 s67109/2 \u00a9 ucles 2004 [turn overuniversity of cambridge international examinations international general certificate of secondary education physics 0625/06 paper 6  alternative to practical october/november 2004 1 hour candidates answer on the question paper. no additional materials are required. read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen in the spaces provided on the question paper.you may use a soft pencil for any diagrams, graphs or rough working.do not use staples, paper clips, highlighters, glue or correction fluid. answer all questions. at the end of the examination, fasten all your work securely together.the number of marks is given in brackets [ ] at the end of each question or part question. if you have been given a label, look at thedetails. if any details are incorrect ormissing, please fill in your correct detailsin the space given at the top of this page. stick your personal label here, if provided.for examiner\u2019s use 4321 5 totalcentre number candidate number name",
+            "2": "1the igcse class is investigating the rate of cooling of water in a beaker. some of the apparatus used is shown in fig. 1.1. fig. 1.1 during the experiment, a student measures the temperature of the water, its volume, thelength of string wrapped round a beaker and the depth of water in the beaker. (a)write down the readings shown in figs. 1.2 and 1.3. include appropriate units. fig. 1.2 temperature =  fig. 1.3 volume of water in the measuring cylinder = . [3]80100cm3 2040600 \u201310 10 20 30 40 50 60 70 80 90 100 110 \u00b0cbeaker hot waterstringthermometer2 0625/06/o/n/04for examiner\u2019s  use \u00a9 ucles 2004",
+            "3": "(b)the string is wrapped 5 times round the beaker and marked as shown in fig. 1.4. fig. 1.4 the string is held against a metre rule as shown in fig. 1.5. fig. 1.5 (i)write down the length of the string between the marks. length =  cm (ii)calculate the circumference c of the beaker. c=  cm (iii)suggest one source of error in this method of determining the circumference.  (iv)suggest one improvement to this method.  [4]cm 10 20 30 40 50 60 70 80 90string metre rulemarkmark beakerstring3 0625/06/o/n/04 [turn overfor examiner\u2019s  use \u00a9 ucles 2004",
+            "4": "(c)a rule is placed beside the beaker, as shown in fig. 1.6. fig. 1.6 (i)write down the depth d of the water in the beaker. d=  cm (ii)calculate the surface area a of the curved surface of the beaker up to the water level using the equation a = dc. a= .. [2] (d)state the other measurements that need to be taken to determine the rate of cooling of the water. ..  [2]cm12345 waterbeaker4 0625/06/o/n/04for examiner\u2019s  use \u00a9 ucles 2004",
+            "5": "2a student carries out an experiment to determine the density of plasticine. she records the mass mand the volume v of a range of differently-sized samples. these readings are plotted on a graph as shown in fig. 2.1. fig. 2.1 (a) (i) determine the gradient g of the line. show clearly how you obtain the necessary information. g= ... (ii)determine the density /afii9845of the plasticine using the equation /afii9845=1\u2014g. /afii9845=  [5] (b)the student could calculate the density from one set of readings. suggest why she takes more than one set of readings and plots a graph. ..  [1]40 30 20 10 0 02 04 0 6 08 0 1 0 0v / cm3 m / g5 0625/06/o/n/04 [turn overfor examiner\u2019s  use \u00a9 ucles 2004",
+            "6": "3a student carries out an experiment using a simple pendulum. fig. 3.1 shows the apparatus. fig. 3.1 the student records the time t taken for 20 complete oscillations for a range of different lengths x of the string. the readings are shown in the table. the length l of the pendulum is given by the equation l = x+ r, where r is the radius of the pendulum bob. fig. 3.2 shows the pendulum bob drawn actual size. fig. 3.2stringpendulum bob benchxstringclamp pendulum bob6 0625/06/o/n/04for examiner\u2019s  use \u00a9 ucles 2004x/c m l/c m t/s t/s 90.0 38.5 80.0 36.0 70.0 33.4 60.0 31.4 50.0 28.2 40.0 25.5",
+            "7": "(a) (i) use your rule to measure the diameter dof the pendulum bob. d=  (ii)calculate the radius r of the pendulum bob. r= . [2] (b) (i) complete the column for the length l / cm in the table using the equation l = x+ r. (ii)the period t is the time taken for one complete oscillation. complete the column for the period t/ s in the table. [3] (c)plot the graph of t /s  (y-axis) against l / cm (x -axis). start the t / s axis at t = 1.0 s. [5] (d)using the graph, find the length laof the pendulum that would have a period of 1.50 s. la=  cm [1]7 0625/06/o/n/04 [turn overfor examiner\u2019s  use \u00a9 ucles 2004",
+            "8": "4a student is investigating the passage of light through a transparent block, as shown in fig. 4.1. fig. 4.1a bincident  ray emergent  raytransparent block eye8 0625/06/o/n/04for examiner\u2019s  use \u00a9 ucles 2004",
+            "9": "the student looks through the block. he places pins so that two pins marking the incident ray and two pins marking the emergent ray all appear to be exactly one behind the other. (a)on fig. 4.1, mark suitable positions for the four pins, two on the incident ray and two on the emergent ray. [1] (b) (i) on fig. 4.1, draw the normal at point a. (ii)on fig. 4.1, draw in the line ab. measure and record the angle of refraction r between the line ab and the normal. r= . (iii)measure and record the angle of incidence ibetween the incident ray and the normal. i= . [4]9 0625/06/o/n/04 [turn overfor examiner\u2019s  use \u00a9 ucles 2004",
+            "10": "5the igcse class is carrying out investigations of the resistance of bare resistance wires. fig. 5.1 shows the circuit used. fig. 5.1 the students record the current iin the circuit and then record the p.d. v across different lengths lof the bare resistance wire. the length of wire from ato bis 100.0 cm. the readings obtained by one student are shown in the table. i= 0.84 a (a) (i) calculate the resistance of each length l of wire using the equation r = v\u2014i. write the resistance values in the table. (ii)complete the column headings in the table. [3]va ablpower source bare resistance wire10 0625/06/o/n/04for examiner\u2019s  use \u00a9 ucles 2004v/ l/ r/ 0.39 20.0 0.82 40.0 1.22 60.0 1.58 80.0 1.89 100.0",
+            "11": "(b)in a second experiment, the students use wires of the same material but with different diameters d. the p.d. is measured across the same length of wire each time. fig. 5.2 shows the circuit used. fig. 5.2 these are the readings correctly obtained by one student. wire 1 i= 0.1 a wire 2 i= 0.4 a v= 1.8 v v= 1.8 v d= 0.24 mm d= 0.48 mm (i)calculate the resistance r of each wire, using the equation r = v\u2014i. wire 1, r = .. wire 2, r = .. [1] (ii)based on the results for the two wires, which of the following statements is a correct conclusion? tick one box. a wire with half the diameter has half the resistance. a wire with half the diameter has twice the resistance.a wire with half the diameter has one quarter the resistance.a wire with half the diameter has four times the resistance. [1]a vabpower source bare resistance wire11 0625/06/o/n/04 [turn overfor examiner\u2019s  use \u00a9 ucles 2004",
+            "12": "(iii)using your answers to (i) and (ii), calculate the expected resistance of a wire ab of the same material if it has a diameter of 0.12 mm. expected resistance = .. [1] (c)what instrument would you use to measure the diameter of the wires as accurately as possible?  [1] copyright acknowledgements every reasonable effort has been made to trace all copyright holders where the publishers (i.e. ucles) are aware that third-party material has been reproduced. the publishers would be pleased to hear from anyone whose rights we have unwittingly infringed. university of cambridge international examinations is part of the university of cambridge local examinations syndicate (ucles), which is itself a department of the university of cambridge.12 0625/06/o/n/04for examiner\u2019s  use \u00a9 ucles 2004"
+        }
+    },
+    "2005": {
+        "0625_s05_qp_1.pdf": {
+            "1": "     university of cambridge international examinations    international general certificate of secondary education        physics 0625/01       paper 1  multiple choice    may/june 2005        45 minutes     additional materials: multiple choice answer sheet      soft clean eraser      soft pencil (type b or hb is recommended)                          read these instructions first     write in soft pencil.    do not use staples, paper clips, highlighters, glue or correction fluid.   write your name, centre number and candidate number on the answer sheet in the spaces provided unless   this has been done for you.      there are forty  questions on this paper. answer all questions.   for each question there are four possible answers  a, b , c and d. choose the one you consider correct and   record your choice in soft pencil on the separate answer sheet.     read the instructions on the answer sheet very carefully.     each correct answer will score one mark. a mark will not be deducted for a wrong answer.   any rough working should be done in this booklet.                                                  this document consists of 17 printed pages and 3 blank pages.  ib05 06_0625_01/rp   \uf6d9 ucles 2005  [turn over  ",
+            "2": "2    \u00a9 ucles 2005 0625/01/m/j/05 1 a decorator wishes to calculate the area of a bat hroom tile so that he can estimate the amount of  adhesive that he needs to buy.    what must he use?  a a measuring cylinder only  b a ruler only  c a measuring cylinder and a clock only  d a measuring cylinder and a ruler only     2 the three balls shown are dropped from a bench.    aluminium lead wood     which balls have the same acceleration?  a aluminium and lead only  b aluminium and wood only  c lead and wood only  d aluminium, lead and wood     3 a car accelerates from traffic lights. the graph shows how the car\u2019s speed changes with time.   time  / s20 100 0speed   m / s     how far does the car travel before it reaches a steady speed?  a 10  m b 20  m c 100  m d 200  m     ",
+            "3": "3    \u00a9 ucles 2005 0625/01/m/j/05  [turn over  4 which statement is correct?  a the mass of a bottle of water at the north pole is different from its mass at the equator.  b the mass of a bottle of water is measured in newtons.  c the weight of a bottle of water and its mass are the same thing.  d the weight of a bottle of water is one of the forces acting on it.      5 two blocks x and y are placed on a beam as shown. the beam balances on a pivot at its centre.    xy pivot    what does this show about x and y?  a they have the same mass and the same density.  b they have the same mass and the same weight. c they have the same volume and the same density.  d they have the same volume and the same weight.     6 the masses of a measuring cylinder before and after pouring some liquid into it are shown in the  diagram.    200 100cm3 mass = 80 g200100cm 3 mass = 180 gliquid     what is the density of the liquid?  a 120100g / cm3 b 140100g / cm3 c 120180g / cm3 d 140180g / cm3     ",
+            "4": "4    \u00a9 ucles 2005 0625/01/m/j/05 7 a girl and a boy are pulling in opposite directions on a rope. the forces acting on the rope are  shown in the diagram.    200  n rope150  ngirl boy     which single force has the same effect as the two forces shown?  a 50  n acting towards the girl  b 350  n acting towards the girl  c 50  n acting towards the boy  d 350  n acting towards the boy      8 objects with different masses are hung on a 10  cm spring. the diagram shows how much the  spring stretches.    100  g m10  cm 20  cm 30  cm     the extension of the spring is directly proportional to the mass hung on it.    what is the mass of object m?  a 110  g b 150  g c 200  g d 300  g    ",
+            "5": "5    \u00a9 ucles 2005 0625/01/m/j/05  [turn over  9 what is designed to change electrical energy into kinetic energy?  a capacitor  b generator  c motor  d transformer      10 a power station uses nuclear fission to obtain energy.    in this process, nuclear energy is first changed into  a chemical energy.  b electrical energy.  c gravitational energy.  d internal energy.     11 a ball is released from rest and rolls down a track from the position shown.    what is the furthest position the ball could reach?    abc dball startshere      ",
+            "6": "6    \u00a9 ucles 2005 0625/01/m/j/05 12 a water manometer is used to measure the pressure of a gas supply to a house. it gives a  reading of h cm of water.    gas supply h cm     why is it better to use water rather than mercury in this manometer?  a h would be too large if mercury were used.  b h would be too small if mercury were used.  c the tube would need to be narrower if mercury were used.  d the tube would need to be wider if mercury were used.      13 a farmer has two carts. the carts have the same  weight, but one has four narrow wheels and the  other has four wide wheels.    narrow wheel wide wheel    in rainy weather, which cart sinks less into soft ground, and why?     cart wheels why  a narrow greater pressure on the ground  b narrow less pressure on the ground  c wide greater pressure on the ground  d wide less pressure on the ground     ",
+            "7": "7    \u00a9 ucles 2005 0625/01/m/j/05  [turn over  14 viewed through a microscope, very small particles can be seen moving with brownian motion.    which line in the table is correct?     type of motion  of particles particles are  suspended in  a vibration a liquid or a gas  b vibration a solid, a liquid or a gas  c random a liquid or a gas  d random a solid, a liquid or a gas      15 a measured mass of gas is placed in a cylinder at atmospheric pressure and is then slowly  compressed.    piston pushed inpiston gas     the temperature of the gas does not change.    what happens to the pressure of the gas?  a it drops to zero.  b it decreases, but not to zero. c it stays the same.  d it increases.     16 the graph shows the change in temperature of a material as it is heated.    which part on the graph shows when the material is boiling?    temperature timeabcd     ",
+            "8": "8    \u00a9 ucles 2005 0625/01/m/j/05 17 an experiment is set up as shown.    pressure gauge flask waterair heat    what does the pressure gauge show as the air in the flask becomes hotter?  a a steady pressure  b a decrease in pressure  c an increase in pressure  d an increase and then a decrease in pressure     18 an iron bar is held with one end in a fire. the other end soon becomes too hot to hold.    firehand iron bar     how has the heat travelled along the iron bar?  a by conduction  b by convection  c by expansion  d by radiation     ",
+            "9": "9    \u00a9 ucles 2005 0625/01/m/j/05  [turn over  19 the diagram shows a block of ice placed in a warm room.    at which point is the temperature the lowest ?    tableclamp iceb c da      20 the drawing shows a wave.    which labelled distance is the wavelength?    a b cd     21 radio waves are received at a house at the bottom of a hill.    hill     the waves reach the house because the hill has caused them to be  a diffracted.  b radiated.  c reflected.  d refracted.     ",
+            "10": "10    \u00a9 ucles 2005 0625/01/m/j/05 22 which diagram correctly shows a ray of light passing through a rectangular glass block?    ab c d      23 the ray diagram shows how an image is formed by a converging lens.    24  cm 10  cm 8 cm     what is the focal length of this lens?  a 8  cm b 10  cm c 18  cm d 24  cm    ",
+            "11": "11    \u00a9 ucles 2005 0625/01/m/j/05  [turn over  24 a fire alarm is not loud enough. an engineer adjusts it so that it produces a note of the same pitch  which is louder.    what effect does this have on the amp litude and on the frequency of the sound?     amplitude frequency  a larger larger  b larger same  c same larger  d same same      25 to estimate the width of a valley, a climber starts a stopwatch as he shouts. he hears an echo  from the opposite side of the valley after 1.0  s.    valleysound climber     the sound travels at 340  m / s.    what is the width of the valley?  a 85  m b 170  m c 340  m d 680  m      26 which material is used for the core of an electromagnet?  a aluminium  b copper  c iron  d steel     ",
+            "12": "12    \u00a9 ucles 2005 0625/01/m/j/05 27 a brass rod is positioned in an east-west direction and a plotting compass is placed at each end.    nplotting compassbrass rod     which diagram shows the positions of the needles of the plotting compasses?    a b c d      28 how many of the following materials conduct electricity?    aluminium  silver  iron plastic  a 1 b 2 c 3 d 4     ",
+            "13": "13    \u00a9 ucles 2005 0625/01/m/j/05  [turn over  29 in which circuit does the voltmeter read the potential difference across the lamp?    c vdva b v v     30 in the circuit below, x and y are identical 6  v lamps.    switchx y6 v     what happens when the switch is closed?  a x lights more brightly than y.  b y lights more brightly than x.  c x and y light with equal brightness.  d neither x nor y light.     ",
+            "14": "14    \u00a9 ucles 2005 0625/01/m/j/05 31 the diagram shows a circuit with three ammeters, x, y and z.    a a ax y z     which set of readings is possible?     x y z  a 2 a 3  a 5  a  b 3 a 2  a 5  a  c 3 a 3  a 3  a  d 5 a 2  a 3  a      32 a lamp is to be connected in a circuit so that the p.d. across it can be varied from 0 to 6  v.    which circuit would be most suitable?    6 va 6 vb 6 vc 6 vd      ",
+            "15": "15    \u00a9 ucles 2005 0625/01/m/j/05  [turn over  33 a student makes the circuit shown.    5 a fuse     the fuse has blown and stopped the current.    what could have caused this?  a the current rating of the fuse was too high.  b the current was too large.  c the lamp was loose.  d the voltage was too small.     34 which graph shows the output voltage from a simple a.c. generator?    0 atimevoltage 0 btimevoltage 0 ctimevoltage 0 dtimevoltage     ",
+            "16": "16    \u00a9 ucles 2005 0625/01/m/j/05 35 a transformer has 50 turns on its primary coil and 100 turns on its secondary coil. an a.c. voltage  of 25.0  v is connected across the primary coil.    25.0  v primary coil 50 turnssecondary coil100 turns     what is the voltage across the secondary coil?  a 12.5  v b 50.0  v c 175  v d 200  v     36 two circuits are set up as shown. the iron rods are placed close together, and are free to move.    xs iron rod iron rod     what happens to the size of the gap at x when switch s is closed?  a it decreases.  b it decreases then increases. c it increases. d it does not change.      37 the diagram shows a simple cathode-ray tube.    which part emits the electrons?    + \u2013 ab cd     ",
+            "17": "17    \u00a9 ucles 2005 0625/01/m/j/05   38 which type of radiation has the greatest ionising effect?  a \u03b1-particles  b \u03b2-particles  c \u03b3-rays  d all have the same ionising effect      39 a powder contains 400  mg of a radioactive material that emits \u03b1-particles.    the half-life of the material is 5 days.    what mass of that material remains after 10 days?  a 0  mg b 40  mg c 100  mg d 200  mg     40 in the symbol below, a is the nucleon number and z is the proton number.    xa z    what is represented by the symbol?  a an electron  b a neutron c a nuclide  d an x-ray     ",
+            "18": "18     0625/01/m/j/05 blank page  ",
+            "19": "19     0625/01/m/j/05   blank page  ",
+            "20": "20      every reasonable effort has been made to trace all copyright holders  where the publishers (i.e. ucles) are aware that third-par ty material has been  reproduced. the publishers would be pleased to hear from any one whose rights they have unwittingly infringed.    university of cambridge international examinations is part of the university of cambridge local examinations syndicate (ucles),  which is itself a department  of the university of cambridge.   0625/01/m/j/05 blank page  "
+        },
+        "0625_s05_qp_2.pdf": {
+            "1": "this document consists of 16 printed pages. spa (mml 8112 3/04) s80361/3 \u00a9ucles 2005 [turn overuniversity of cambridge international examinations  international general certificate of secondary education physics 0625/02 paper 2 may/june 2005 1 hour 15 minutes candidates answer on the question paper. no additional materials are required. read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen in the spaces provided on the question paper.you may use a soft pencil for any diagrams, graphs or rough working.do not use staples, paper clips, highlighters, glue or correction fluid. answer all questions. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [ ] at the end of each question or part question.you may lose marks if you do not show your working or if you do not use appropriate units.take the weight of 1 kg to be 10 n (i.e. acceleration of free fall = 10 m/s 2).centre number candidate number name if you have been given a label, look at thedetails. if any details are incorrect ormissing, please fill in your correct detailsin the space given at the top of this page. stick your personal label here, if provided.for examiner\u2019s use",
+            "2": "1(a)a measuring cylinder contains 100 cm3of water. 20 cm3of the water is poured into a beaker. on fig. 1.1, mark the level of the water left in the cylinder. [2] fig. 1.1 (b)a rule, calibrated in cm, is placed alongside the measuring cylinder, as shown in fig. 1.2. fig. 1.2 (i)what is the length of the measuring cylinder, from zero up to the 100 cm3mark? .. (ii)the volume of a cylinder is found using the equation volume = cross-sectional area \u00d7 length. calculate the cross-sectional area of the measuring cylinder. cross-sectional area = . [5]51015cm3 100 50cm3 100502 for examiner's  use 0625/02/m/j/05 \u00a9ucles 2005",
+            "3": "2a boat sails along a river, stopping at various places along the way. fig. 2.1 shows how the speed of the boat changes during the day, starting at 0900 hrs and reaching its finaldestination at 2100 hrs. fig. 2.1 (a)calculate how long the whole journey takes. time taken = ... hours [2] (b)state the time of day at which the boat reaches its greatest speed. time of day = . [1] (c)state the longest time for which the boat was stationary at one place. longest time = ... hours [1] (d)if the speed axis had values marked on it, state (i)how the graph could be used to find the distance travelled between 0900 hrs and1130 hrs, .. .. (ii)how the average speed for the whole journey could be found.  [3]0 0900 1100 1300 1500 1700 1900 2100 time of day (24  -hour clock)speed3 [turn overfor examiner's  use 0625/02/m/j/05 \u00a9ucles 2005",
+            "4": "3(a)a light vertical triangular piece of rigid plastic pqr is pivoted at corner p . a horizontal 5 n force acts at q, as shown in fig. 3.1. fig. 3.1 describe what, if anything, will happen to the piece of plastic. ..  [2] (b)on another occasion, two horizontal 5 n forces act on the piece of plastic, as shown in fig. 3.2. fig. 3.2 (i)describe what, if anything, will happen to the piece of plastic. .. (ii) on fig. 3.2, mark the force that the pivot exerts on the piece of plastic. show thedirection of the force by means of an arrow and write the magnitude of the forcenext to the arrow. [4]pivotpq 5 n r5 npivotpq 5 n r4 for examiner's  use 0625/02/m/j/05 \u00a9ucles 2005",
+            "5": "4fig. 4.1 represents a hydroelectric system for generating electricity. fig. 4.1 answer the following questions, using words from this list. chemical electrical gravitational internal (heat) kinetic light nuclear sound strain (a)what sort of energy, possessed by the water in the reservoir, is the main source of energy for this system?  [1] (b)when the water flows down the pipe, it is moving. what sort of energy does it possessbecause of this movement?  [1] (c)the water makes the turbines in the power station rotate. what sort of energy do theturbines possess because of their rotation?  [1] (d)what sort of energy does the power station generate?  [1] (e)none of the energy transfer processes is perfect. in what form is most of the wastedenergy released?  [1]water flows outwater flows downpower stationreservoir5 [turn overfor examiner's  use 0625/02/m/j/05 \u00a9ucles 2005",
+            "6": "5(a)on a hot day, a child drinks all the water in a plastic bottle. she then screws the cap back tightly on the bottle, so that the bottle contains only air. fig. 5.1 she throws the bottle into a waste basket, where the sun shines on it. after a while in the sun\u2019s rays, the air in the bottle is much hotter than before. (i)state what has happened to the pressure of the air in the bottle. .. (ii)in terms of the behaviour of the air molecules, explain your answer to (a)(i).  [5]cap screwed on tightly air6 for examiner's  use 0625/02/m/j/05 \u00a9ucles 2005",
+            "7": "(b)also in the waste basket is a broken glass bottle containing a small quantity of water, as shown in fig. 5.2. fig. 5.2 as the sun shines on it, the volume of water slowly decreases. (i)state the name of the process causing this decrease. .. (ii)in terms of the effect of the sun\u2019s rays on the water molecules, explain your answerto (b)(i). .. .. [4]water7 [turn overfor examiner's  use 0625/02/m/j/05 \u00a9ucles 2005",
+            "8": "6the table below shows the potential difference (p.d.) needed at different times during a day to cause a current of 0.03 a in a particular thermistor. (a)calculate the two values missing from the table. y ou may use the space below for your working. write your answers in the table. [3] (b)on fig. 6.1, plot the four resistance values. fig. 6.1[2] (c) (i) draw a smooth curve through your points. (ii)why do we draw a smooth curve rather than a series of straight lines joining thepoints? .. [2]0200400600 0900 0600 1200 1500 1800 2100 time of dayresistance  / /afii98218 for examiner's  use 0625/02/m/j/05 \u00a9ucles 2005time of day (24-hour clock) p.d./v resistance / /afii98210900 1200 1500 1800 15.0 9.9 7.5 500 210 250",
+            "9": "(d)the thermistor is a circuit component with a resistance that decreases as the temperature increases. (i)from your graph, estimate the time of day when the temperature was greatest. time of day = . (ii)state the reason for your answer to (d)(i). .. .. [2]9 [turn overfor examiner's  use 0625/02/m/j/05 \u00a9ucles 2005",
+            "10": "7fig. 7.1 shows the various regions of the electromagnetic spectrum. fig. 7.1 two of the regions have been labelled. (a)in the boxes provided, write the names of the other regions. [4] (b)only one of the following types of wave is not an electromagnetic wave. tick one box to show which type of wave is not electromagnetic. microwave radar sound [1]radio visible10 for examiner's  use 0625/02/m/j/05 \u00a9ucles 2005",
+            "11": "8an inventor is trying to make a device to enable him to see objects behind him. he cuts a square box in half diagonally and sticks two plane mirrors on the inside of the box. a side view of the arrangement is shown in fig. 8.1. fig. 8.1 fig. 8.2 shows the arrangement, drawn larger. fig. 8.2 fig. 8.2 shows parallel rays from two different points on a distant object behind the man.(a)carefully continue the two rays until they reach the place where the inventor\u2019s head will be. [3] (b)look at what has happened to the two rays. what can be said about the image the inventor sees?  [1]90\u00b045\u00b0ray 1 from object ray 2 from objectmirror box cut in half mirror11 [turn overfor examiner's  use 0625/02/m/j/05 \u00a9ucles 2005",
+            "12": "9the speed of sound in air is 332 m/s. a man stands 249 m from a large flat wall, as shown in fig. 9.1, and claps his hands once. fig. 9.1 (a)calculate the interval between the time when the man claps his hands and the timewhen he hears the echo from the wall. time interval = ... s [3] (b)a woman is standing 249 m further away from the wall than the man. she hears theclap twice, once directly and once after reflection from the wall. how long after the man claps does she hear these two sounds? tick two boxes. 0.75 s 1.50 s2.25 s3.00 s [2]249  m 249  mwoman man12 for examiner's  use 0625/02/m/j/05 \u00a9ucles 2005",
+            "13": "10 (a) (i) what name do we give to the type of material that allows electrical charges to pass through it? .. (ii)give an example of such a material. .. (iii)what must be done to this type of material in order to make electrical charges passthrough it? .. .. [3] (b) (i) what name do we give to the type of material that does notallow electrical charges to pass through it? .. (ii)give an example of such a material. .. [2] (c)which of the two types of material in (a)(i) and (b)(i) may be held in the hand and charged by friction (e.g. by rubbing with a soft cloth)?  [1]13 [turn overfor examiner's  use 0625/02/m/j/05 \u00a9ucles 2005",
+            "14": "11the circuit in fig. 11.1 is connected up. fig. 11.1 (a)how does the current in the resistance wire compare with the current in the 2 /afii9821 resistor? tick one box. smaller  same  greater  [1] (b)a voltmeter connected across the resistance wire shows the same reading as a voltmeter connected across the 2 /afii9821resistor. state the value of the resistance of the resistance wire.  /afii9821[1] (c)calculate the combined resistance of the wire and the resistor. combined resistance =  /afii9821[2] (d)the wire and resistor are disconnected and then reconnected in parallel, as shown infig. 11.2. fig. 11.22 \u03c9aresistance wire2 \u03c9a resistance wire14 for examiner's  use 0625/02/m/j/05 \u00a9ucles 2005",
+            "15": "(i)what is the combined resistance of the wire and resistor in fig.11.2? tick one box. zero 1/afii9821 2/afii9821 3/afii9821 (ii)the ammeter in fig. 11.1 reads 0.3 a. what is the reading on the ammeter in fig. 11.2? tick one box. zero less than 0.3 a 0.3 amore than 0.3 a [2] (e)walls in buildings sometimes develop cracks. the width of a crack can be monitored by measuring the resistance of a thin wire stretched across the crack and firmly fixed on either side of the crack, as illustrated in fig. 11.3. fig. 11.3 the wall moves and the crack widens slightly. state what happens to (i)the length of the wire, ... (ii)the resistance of the wire.  [2]fixing pinfixing pin crackthin wire15 [turn overfor examiner's  use 0625/02/m/j/05 \u00a9ucles 2005",
+            "16": "12 (a) complete the following table about the particles in an atom. the first row has been filled in as an example. [6] (b) (i) which of the particles in the table make up an /afii9825-particle? .. (ii)on the same scale as indicated by the table, state 1.the mass of an /afii9825-particle, . 2.the charge of an /afii9825-particle. ... [3]16 for examiner's  use 0625/02/m/j/05 \u00a9ucles 2005particle mass charge location proton 1 unit +1 unit in the nucleus neutron electron 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, thepublisher will be pleased to make amends at the earliest possible opportunity. university of cambridge international examinations is part of the university of cambridge local examinations syndicate (ucles), which is itself a department of the university of cambridge."
+        },
+        "0625_s05_qp_3.pdf": {
+            "1": "this document consists of 15 printed pages and 1 blank page. spa (sjf3442/cg)  s92054/2.1 \u00a9ucles 2005 [turn overuniversity of cambridge international examinations  international general certificate of secondary education physics paper 3 0625/03 may/june 2005 1 hour 15 minutes candidates answer on the question paper. no additional materials are required. read these instructions first write your centre number, candidate number and name on all the work you hand in.write in dark blue or black pen in the spaces provided on the question paper.you may use a soft pencil for any diagrams, graphs or rough working.do not use staples, paper clips, highlighters, glue or correction fluid. answer all questions. at the end of the examination, fasten all your work securely together.the number of marks is given in brackets [  ] at the end of each question orpart question.you may lose marks if you do not show your working or if you do not useappropriate units.take the weight of 1 kg to be 10 n (i.e. acceleration of free fall = 10 m/s 2). do not write in the barcode. do not write in the grey areas between the pages.for examiner\u2019s use 1 23456789 1011 totalcandidate name centrenumber candidatenumber ",
+            "2": "2 0625/03/m/j/051a solid plastic sphere falls towards the earth.  fig. 1.1 is the speed-time graph of the fall up to the point where the sphere hits the earth\u2019s surface. fig. 1.1 (a)describe in detail the motion of the sphere shown by the graph.   .. ... [3]020 pqr s t 406080100120140 speed m / s 10 02 0 3 0 4 0 5 06 07 08 09 0 100 110 time  / sfor examiner\u2019s use \u00a9ucles 2005",
+            "3": "3 0625/03/m/j/05 [turn over(b)on fig. 1.2, draw arrows to show the directions of the forces acting on the sphere when it is at the position shown by point s on the graph. label your arrows with the names ofthe forces. [2] fig. 1.2 (c)explain why the sphere is moving with constant speed at s. .. ... [2] (d)use the graph to calculate the approximate distance that the sphere falls (i)between r and t, distance = \u2026\u2026\u2026\u2026\u2026\u2026. [2] (ii) between p and q. distance = \u2026\u2026\u2026\u2026\u2026\u2026. [2]for examiner\u2019s use \u00a9ucles 2005",
+            "4": "4 0625/03/m/j/052fig. 2.1 shows a simple pendulum that swings backwards and forwards between p and q. fig. 2.1 (a)the time taken for the pendulum to swing from p to q is approximately 0.5 s. describe how you would determine this time as accurately as possible. . [2]  (b) (i) state the two vertical forces acting on the pendulum bob when it is at position r.1.  ... 2. .. [1 ] (ii) the pendulum bob moves along the arc of a circle. state the direction of the resultant of the two forces in (i). .. [1] (c)the mass of the bob is 0.2 kg. during the swing it moves so that p is 0.05 m higher than r. calculate the increase in potential energy of the pendulum bob between r and p . potential energy = \u2026\u2026\u2026\u2026\u2026\u2026. [2]support string pendulum bobprqfor examiner\u2019s use \u00a9ucles 2005",
+            "5": "5 0625/03/m/j/05 [turn over3a mass of 3.0 kg accelerates at 2.0 m/s2in a straight line. (a)state why the velocity and the acceleration are both described as vector quantities.  .. . [1]   (b)calculate the force required to accelerate the mass. force = \u2026\u2026\u2026\u2026\u2026\u2026. [2] (c)the mass hits a wall. the average force exerted on the wall during the impact is 120 n.the area of the mass in contact with the wall at impact is 0.050 m 2. calculate the average pressure that the mass exerts on the wall during the impact. pressure = \u2026\u2026\u2026\u2026\u2026\u2026. [2]for examiner\u2019s use \u00a9ucles 2005",
+            "6": "6 0625/03/m/j/054fig. 4.1 shows apparatus that a student uses to make an estimate of the specific heat capacity of iron. fig. 4.1 (a)the power of the heater is known. state the four readings the student must take to findthe specific heat capacity of iron.   1.  .. 2.  .. 3.  .. 4.  . [3]   (b)write down an equation, in words or in symbols, that could be used to work out the specific heat capacity of iron from the readings in (a). [2]iron blockelectrical heater thermometerfor examiner\u2019s use \u00a9ucles 2005",
+            "7": "7 0625/03/m/j/05 [turn over(c) (i) explain why the value obtained with this apparatus is higher than the actual value. ... .. [1] (ii) state one addition to the apparatus that would help to improve the accuracy of the value obtained. ... .. [1]for examiner\u2019s use \u00a9ucles 2005",
+            "8": "8 0625/03/m/j/055(a)fig. 5.1 shows the paths of a few air molecules and a single dust particle. the actual air molecules are too small to show on the diagram. fig. 5.1 explain why the dust particle undergoes small random movements.  .. . [4] (b)fig. 5.2 shows the paths of a few molecules leaving the surface of a liquid. the liquid is below its boiling point. fig. 5.2 (i)state which liquid molecules are most likely to leave the surface. ... .. [1] (ii)explain your answer to (i).  [2]air and vapour liquiddust particlepaths of air moleculesfor examiner\u2019s use \u00a9ucles 2005",
+            "9": "9 0625/03/m/j/05 [turn over6fig. 6.1 shows a ray of light opq passing through a semi-circular glass block. fig. 6.1 (a)explain why there is no change in the direction of the ray at p . .. . [1] (b)state the changes, if any, that occur to the speed, wavelength and frequency of the light as it enters the glass block. .. ... [2]   (c)at q some of the light in ray opq is reflected and some is refracted. on fig. 6.1, draw in the approximate positions of the reflected ray and the refracted ray. label these rays. [2] (d)the refractive index for light passing from glass to air is 0.67.  calculate the angle of refraction of the ray that is refracted at q into air. angle = \u2026\u2026\u2026\u2026\u2026\u2026. [3]30\u00b0 qpofor examiner\u2019s use \u00a9ucles 2005",
+            "10": "10 0625/03/m/j/057fig. 7.1 shows the parts of the electromagnetic spectrum. fig. 7.1 (a)name one type of radiation that has (i)a higher frequency than ultra-violet, .. [1] (ii) a longer wavelength than visible light. .. [1] (b)some \u03b3-rays emitted from a radioactive source have a speed in air of 3.0 x 108m/s and a wavelength of 1.0 x 10\u201312m. calculate the frequency of the \u03b3-rays. frequency = \u2026\u2026\u2026\u2026\u2026\u2026. [2] (c)state the approximate speed of infra-red waves in air.  . [1]\u03b3 - rays and x  - raysultra- violetinfra- redradio wavesv i s i b l efor examiner\u2019s use \u00a9ucles 2005",
+            "11": "11 0625/03/m/j/05 [turn over8a student has a power supply, a resistor, a voltmeter, an ammeter and a variable resistor.  (a)the student obtains five sets of readings from which he determines an average value for the resistance of the resistor. in the space below, draw a labelled diagram of a circuit that he could use. [3] (b)describe how the circuit should be used to obtain the five sets of readings. .. ... [2] (c)fig. 8.1 shows another circuit. fig. 8.1 when the circuit is switched on, the ammeter reads 0.50 a. (i)calculate the value of the unknown resistor. resistance = \u2026\u2026\u2026\u2026\u2026\u2026. [2] (ii) calculate the charge passing through the 3.0 \u03c9resistor in 120 s. charge = \u2026\u2026\u2026\u2026\u2026\u2026. [1] (iii) calculate the power dissipated in the 3.0 \u03c9resistor. power = \u2026\u2026\u2026\u2026\u2026\u2026. [2]6.0 v resistor 3.0 \u03c9resistor of unknown valueafor examiner\u2019s use \u00a9ucles 2005",
+            "12": "12 0625/03/m/j/059(a)fig. 9.1 shows an a.c. supply connected to a resistor and a diode. fig. 9.1 (i)state the effect of fitting the diode in the circuit. ... .. [1] (ii)on fig. 9.2, sketch graphs to show the variation of the a.c. supply voltage and the output voltage with time. fig. 9.2 [2] (b) (i) in the space below, draw the symbol for a not gate. [1] (ii) state the action of a not gate. ... . [2]a.c. supply voltage time time0 0output voltagea.c. supply outputresistorfor examiner\u2019s use \u00a9ucles 2005",
+            "13": "13 0625/03/m/j/05 [turn over10 (a) fig. 10.1 is the decay curve for a radioactive isotope that emits only \u03b2-particles. fig. 10.1 use the graph to find the value of the half-life of the isotope. indicate, on the graph, how you arrived at your value. half-life \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026. [2] (b)a student determines the percentage of \u03b2-particles absorbed by a thick aluminium sheet. he uses a source that is emitting only \u03b2-particles and that has a long half-life. (i)in the space below, draw a labelled diagram of the apparatus required, set up tomake the determination. [2] (ii) list the readings that the student needs to take. ...  [3]01 0100 0200300400 20 time / mincount rate counts  / min 30 40for examiner\u2019s use \u00a9ucles 2005",
+            "14": "14 0625/03/m/j/0511fig. 11.1 shows a flexible wire hanging between two magnetic poles. the flexible wire is connected to a 12 v d.c. supply that is switched off.  fig. 11.1 (a)explain why the wire moves when the supply is switched on. .. ... [2] (b)state the direction of the deflection of the wire. ... [2] (c)when the wire first moves, energy is changed from one form to another. state these two forms of energy. from ... to  [1]  wire fixed here wire fixed here12 v d.c.+ ns \u2013 flexible wire hanging between magnetic polesfor examiner\u2019s use \u00a9ucles 2005",
+            "15": "15 0625/03/m/j/05(d)fig. 11.2 shows the flexible wire made into a rigid rectangular coil and mounted on an axle. fig. 11.2 (i)add to the diagram an arrangement that will allow current to be fed into the coilwhilst allowing the coil to turn continuously. label the parts you have added. [1] (ii) briefly explain how your arrangement works. ... .. [2]axle magnetic polemagnetic pole axlen n sscoilfor examiner\u2019s use \u00a9ucles 2005",
+            "16": "16 0625/03/m/j/05blank page permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. every reasonable effort has been made by the publisher (ucles) to trace copyright holders, but if any items requiring clearance have unwittingly been included, thepublisher will be pleased to make amends at the earliest possible opportunity. university of cambridge international examinations is part of the university of cambridge local examinations syndicate (ucles), which is itself a department of the university of cambridge."
+        },
+        "0625_s05_qp_5.pdf": {
+            "1": "this document consists of 7 printed pages, 1 blank page and an inserted answer booklet. spa mml 8430 4/04 s81480/4 \u00a9ucles 2005 [turn overuniversity of cambridge international examinations international general certificate of secondary education physics 0625/05 paper 5  practical test may/june 2005 1 hour 15 minutes additional materials: as specified in the confidential instructions read these instructions first follow the instructions on the front cover of the answer booklet. write your answers in the spaces provided in the answer booklet. answer all questions. you are expected to record all your observations as soon as these observations are made.an account of the method of carrying out the experiments is not required. at the end of the examination, hand in only the answer booklet.",
+            "2": "1in this experiment you are to investigate the change in temperature of hot water as cold water is added. record all your observations on pages 2 and 3 of your answer booklet. carry out the following instructions, referring to fig. 1.1. fig. 1.1 (a)you are provided with 100 cm 3of hot water (labelled a) and a supply of cold water. the cold water is approximately at room temperature.  (i)measure and record the temperature of the cold water. (ii)measure and record in the first row of the table the temperature /afii9835of the hot water. (iii)pour 20 cm3of the cold water into the measuring cylinder. transfer this water to the beaker containing the hot water. measure and record the temperature /afii9835of the mixture of hot and cold water. record the total volume v of cold water that you have added. (iv)repeat step (iii) four times until you have added a total of 100 cm3of cold water. (v)complete the column headings in the table. (vi)use the data in the table to plot a graph of /afii9835(y-axis) against v (x-axis). draw the best-fit curve.thermometer water2 0625/05/m/j/05 \u00a9ucles 2005\u00a9ucles 2005",
+            "3": "(b)a student carrying out this experiment obtained the graph shown in fig. 1.2. fig. 1.2 the theoretical line shows the results expected by the student after calculating the values of /afii9835. the student assumed that all the heat lost by the hot water was gained by the cold water when the cold water was poured into the beaker. the other line shows the student\u2019s experimental results. the student had carried out the experiment with care. suggest a practical reason why theexperimental graph line differs from the theoretical line.100 80 60 40 20 0304050607080 v / cm3/afii9835 / \u00b0c theoretical line experimental line3 0625/05/m/j/05 [turn over \u00a9ucles 2005\u00a9ucles 2005",
+            "4": "2in this experiment you are to investigate the resistance of resistance wire in different circuit arrangements. record all your observations and readings on page 4 of your answer booklet.the circuit shown in fig. 2.1 has been set up for you. fig. 2.1 (a)switch on. measure and record in the table the current  iin the circuit and the p.d. v across the section of resistance wire ab. switch off. (b)record the length l of the resistance wire ab. (c)calculate the resistance r of the section of wire ab using the equation r= . record this value of r in the table. (d)complete the column headings for each of the l, i, vand r columns of the table. (e)repeat steps (a) \u2013 (c)with the voltmeter connected across section acof the resistance wire. (f)repeat steps (a) \u2013 (c)with the voltmeter connected across section adof the resistance wire.  (g)use your results to predict the resistance of a 1.50 m length of the same wire. show your working.v\u2013\u2013iabcdpower  source metre rulea v4 0625/05/m/j/05 \u00a9ucles 2005\u00a9ucles 2005",
+            "5": "3in this experiment you are to investigate the period of oscillation of a mass attached between two springs. record all your observations on page 5 of your answer booklet. carry out the following instructions, referring to fig. 3.1. the apparatus has been set up for you. fig. 3.1 you are provided with a mass m of 400 g attached between two springs.  (a)displace the mass a small distance downwards and release it so that it oscillates. record the time t 1taken for 10 complete oscillations of the mass. also record the time t2taken for another 10 complete oscillations of the mass. (b)calculate t, the average value of t1and t2. (c)calculate the period t of the oscillations. t is the time for one complete oscillation. (d)calculate the value oft\u2014m (e)repeat steps (a) \u2013 (d) using values for m of 300 g and 200 g. (f)complete the final column heading in the table. (g)a student suggests that t should be directly proportional to m. state with a reason whether or not your results support this suggestion. (h)in the experiment you have just done, the mass oscillates rapidly so that it is difficult to take the times accurately. the instructions in the question included methods of improving theaccuracy of the value obtained for the period t. describe briefly one of these methods andany calculation involved to obtain the t value.stand clamp spring mass mass spring clampone complete oscillation5 0625/05/m/j/05 [turn over \u00a9ucles 2005\u00a9ucles 2005.",
+            "6": "4in this experiment you will investigate the refraction of light through a transparent block. record all your observations and answers on page 7 of your answer booklet. y ou are supplied with three ray trace sheets. carry out the following instructions, referring to figs. 4.1, 4.2 and 4.3. fig. 4.1 (a)place the transparent block with its largest face down on one of the ray trace sheets as shown in fig. 4.1. one of the longest sides is to be along line pq.  (b)draw round the block and label the corners a, b, c and d. remove the block. (c)place the ray trace sheet on the pin board and push a pin x into the paper on line ef close to line ab. push another pin w into line ef some distance away from line ab. (d)replace the block on the ray trace sheet. (e)view the images of pins w and xthrough the block. place two pins y and zbetween your eye and the block so that y, zand the images of w and xappear exactly one behind the other. (f)label the positions of pins w, x, yand zon the ray trace sheet. remove the pins and the block. using a rule, draw a line joining z and yand continue the line to meet the line cd at a point, which you should label g. (g)draw a line to join the points f and g. (h)measure and record the angle of refraction r between line fg and the normal nn'.n'n e fp qe p dcxwn b n'aq f zg y eye6 0625/05/m/j/05 \u00a9ucles 2005\u00a9ucles 2005",
+            "7": "(i)place the block on the second ray trace sheet so that one of its longest sides is along line pqbut with the largest face vertical (as shown in fig. 4.2). label the corners a, b, c and d. fig. 4.2 (j)repeat steps (b) \u2013 (h). (k)place the block on the third ray trace sheet with the largest face down so that one of itsshorter sides is along the line pq. one corner should be about 1 cm to the left of point f, as shown in fig. 4.3. label the corners a, b, c and d. fig. 4.3 (l)repeat steps (b) \u2013 (h). (m)within the limits of experimental error, what do you conclude about the effect on the angle ofrefraction r of increasing the length of the ray within the block? tie your ray trace sheets into your answer booklet.n'n e fp qn'n e fp q7 0625/05/m/j/05 \u00a9ucles 2005",
+            "8": "8 0625/05/m/j/05blank page permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. every reasonable effort has been made by the publisher (ucles) to trace copyright holders, but if any items requiring clearance have unwittingly been included, thepublisher will be pleased to make amends at the earliest possible opportunity. university of cambridge international examinations is part of the university of cambridge local examinations syndicate (ucles), which is itself a department of the university of cambridge.",
+            "9": "this document consists of 7 printed pages and 1 blank page. spa mml 8430 4/04 s81480/4 \u00a9ucles 2005 [turn overuniversity of cambridge international examinations international general certificate of secondary education physics 0625/05 paper 5  practical test may/june 2005 1 hour 15 minutes answer booklet read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen in the spaces provided on this answer booklet.you may use a soft pencil for any diagrams, graphs or rough working.do not use staples, paper clips, highlighters, glue or correction fluid.all of your answers should be written in this answer booklet: scrap paper must not be used. answer all questions. graph paper is provided in this answer booklet. additional sheets of graph paper should be used only if itis necessary to do so.at the end of the examination, fasten any additional answer paper used securely to this answer booklet.centre number candidate number name if you have been given a label, look at thedetails. if any details are incorrect ormissing, please fill in your correct detailsin the space given at the top of this page. stick your personal label here, if provided.for examiner\u2019s use 321 4 total",
+            "10": "1(a) (i) record of temperature of the cold water  [1] (ii) \u2013 (v) [3] (vi) [5]100 120 80 60 40 20 0 v / cm32 0625/05/ab/m/j/05for examiner\u2019s  use \u00a9ucles 2005/afii9835/ v/ 0",
+            "11": "(b)a practical reason why the student\u2019s experimental line differed from the theoretical line  .. ..  [1]3 0625/05/ab/m/j/05 [turn overfor examiner\u2019s  use \u00a9ucles 2005",
+            "12": "2(a)\u2013 (f) [8] (g)working predicted resistance . [2]4 0625/05/ab/m/j/05for examiner\u2019s  use \u00a9ucles 2005voltmeter connected acrossl/ i/ v/ r/ ab acad",
+            "13": "3(a)\u2013 (f) [6] (g)statement . ... reason   ..  [2] (h)description  ..  ..  [2]5 0625/05/ab/m/j/05 [turn overfor examiner\u2019s  use \u00a9ucles 2005m/g t1/s t2/s t/s t/s t\u2013\u2013/m 400 300200",
+            "14": "tie your ray trace sheets in here. [5]6 0625/05/ab/m/j/05for examiner\u2019s  use \u00a9ucles 2005",
+            "15": "4(h)value of r . (j)value of r . (l)value of r . [4] (m)within the limits of experimental error, . ..  [1]7 0625/05/ab/m/j/05for examiner\u2019s  use \u00a9ucles 2005",
+            "16": "blank page8 0625/05/ab/m/j/05permission 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, thepublisher will be pleased to make amends at the earliest possible opportunity. university of cambridge international examinations is part of the university of cambridge local examinations syndicate (ucles), which is itself a department of the university of cambridge."
+        },
+        "0625_s05_qp_6.pdf": {
+            "1": "this document consists of 10 printed pages and 2 blank pages. spa (mml 8431 5/04) s81555/2 \u00a9ucles 2005 [turn overuniversity of cambridge international examinations international general certificate of secondary education physics 0625/06 paper 6  alternative to practical may/june 2005 1hour candidates answer on the question paper. no additional materials are required.centre number candidate number name read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen in the spaces provided on the question paper.you may use a soft pencil for any diagrams, graphs or rough working.do not use staples, paper clips, highlighters, glue or correction fluid. answer all questions. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question. if you have been given a label, look at thedetails. if any details are incorrect ormissing, please fill in your correct detailsin the space given at the top of this page. stick your personal label here, if provided.for examiner\u2019s use 1 2345 total",
+            "2": "1the igcse class is investigating the change in temperature of hot water as cold water is added to it. the students are provided with 100 cm3of hot water and a supply of cold water at room temperature.(a)the thermometer in fig. 1.1 shows the temperature of the cold water. fig. 1.1 record the temperature of the cold water, as shown in fig. 1.1.  [1] (b)a student records the temperature of the hot water. he then pours 20 cm 3of the cold water into the beaker containing the hot water. he records the temperature /afii9835of the mixture of hot and cold water and the volume v of cold water added. he then repeats the process four times until he has added a total of 100 cm3of cold water. the table shows the readings. (i)complete the column headings in the table. [1]01 0 \u201310 20 30 40 50 60 70 80 90 100 110 c2 0625/06/m/j/05for examiner\u2019s  use \u00a9ucles 2005v/ 0 20 406080 100/afii9835/ 80.058.048.040.534.029.0",
+            "3": "(ii)use the data in the table to plot a graph of temperature /afii9835(y-axis) against volume v(x-axis). [5] question 1 continues on page 4100 80 60 40 20 0 v / cm33 0625/06/m/j/05 [turn overfor examiner\u2019s  use \u00a9ucles 2005",
+            "4": "(c)a sketch graph of the readings taken by another student carrying out a similar experiment is shown in fig. 1.2. the theoretical line shows the results expected by the student after calculating thevalues of  /afii9835. the student assumed that all the heat lost by the hot water was gained by the cold water when the cold water was poured into the beaker. the other line shows the experimental results. fig. 1.2 the student carried out the experiment with care. suggest a practical reason why the experimental line differs from the theoretical line. ..  [1]100 80 60 40 20 0304050607080 v / cm3/afii9835 / c theoretical line experimental line4 0625/06/m/j/05for examiner\u2019s  use \u00a9ucles 2005",
+            "5": "5 0625/06/m/j/05 [turn overfor examiner\u2019s  use \u00a9ucles 20052(a)the table below shows some measurements taken by three igcse students. the second column shows the values recorded by the three students. for each quantity,underline the value most likely to be correct. the first one is done for you. [5] (b)a student is to find a value of the resistance of a wire by experiment. potentialdifference vand current  ican be recorded. the resistance is then calculated using the equation r= . state, with a reason, one example of good experimental practice that the student coulduse to obtain a reliable result. statement .  reason  [2]v\u2013\u2013iquantity measured thickness of a metre rule volume of a test-tube current in a 12 v ray box lamp at less than normalbrightness the surface area of the base of a 250 cm 3beaker the mass of a woodenmetre rule the weight of an igcse student0.25 mm 2.5 mm 25 mm 12 mm3 12 cm3 12 m3 0.5 a 5.0 a50 a 0.3 cm 2 3 cm2 30 cm2 0.112 kg 1.12 kg11.2 kg 6n 60 n600 nrecorded values",
+            "6": "3a student investigates the resistance of wire in different circuit arrangements. the circuit shown in fig. 3.1 is used. fig. 3.1 the student measures the current iin the wire. she then measures the p.d. vacross ab, acand ad. the student\u2019s readings are shown in the table below. (a)using fig. 3.1, record in the table the length l of each section of wire. [1]ab c dpower  source metre rulecrocodile  clipa v10 20 30 40 50 60 70 80 906 0625/06/m/j/05for examiner\u2019s  use \u00a9ucles 2005\u00a9ucles 2005section of wire ab ac adl/c m i/a 0.375 0.3750.375v/v 0.951.501.95r/",
+            "7": "(b)on fig. 3.2, show the positions of the pointers of the ammeter reading 0.375 a, and the voltmeter reading 1.50 v. fig. 3.2 [2] (c)calculate the resistance r of the sections of wire ab, ac and ad using the equation r= . record these values of r, to a suitable number of significant figures, in the table. [2] (d)complete the column heading for the r column of the table. [1] (e)use your results to predict the resistance of a 1.50 m length of the same wire. showyour working. resistance = .. [2]v\u2013\u2013i051423 v0 0.50.1 0.40.2 0.3 a7 0625/06/m/j/05 [turn overfor examiner\u2019s  use \u00a9ucles 2005\u00a9ucles 2005",
+            "8": "4a student investigates the period of oscillation of a mass attached between two springs. the apparatus used is shown in fig. 4.1. fig. 4.1 a 400 g mass m is attached between two springs, displaced a small distance downwards, and then released so that it oscillates. the time t taken for 10 complete oscillations of the mass is recorded. the experiment is repeated using values for m of 300 g and 200 g. the readings are shown in the table below. (a)calculate the period t of the oscillations. t is the time for one complete oscillation. enter the values in the table. [2] (b)calculate and enter in the table the values oft. [2] \u2014mclamp spring mass spring clamp8 0625/06/m/j/05for examiner\u2019s  use \u00a9ucles 2005\u00a9ucles 2005m/g 400 300200t/s t/s s\u2013\u2013 g/t\u2013\u2013 m 9.07.86.3",
+            "9": "(c)the student suggests that t should be directly proportional to m. state with a reason whether the results in the table support this suggestion. statement .  reason  ..  [2] (d)in this experiment, the mass oscillates rapidly so that it is difficult to take the times accurately. a technique has been included in this experiment to obtain an accuratevalue for the period t. state, briefly, what this technique is and any calculation involved to obtain the t v alue. .. ..  [2] (e)another student carried out the same experiment using a wider range of masses. suggest why, when the mass was 900 g, it could not oscillate freely.  [1]9 0625/06/m/j/05 [turn overfor examiner\u2019s  use \u00a9ucles 2005\u00a9ucles 2005",
+            "10": "5a student investigates the refraction of light through a transparent block. he places the transparent block on a sheet of plain paper, largest face down, and draws a line round the block. he draws a line to represent an incident ray and places two pins w and x in the line. fig. 5.1 shows the outline of the block and the incident ray. fig. 5.1 (a)on fig. 5.1, draw a normal to line abat the point where the incident ray meets the block. the incident ray is drawn on the diagram. the positions of the two pins w and x that mark the incident ray are shown. [1] (b)measure the angle of incidence i. i=  [1] (c)draw in the refracted ray with an angle of refraction of 20\u00b0. continue this line until it meets the line cd. [2] (d)the ray emerges from the block in a direction that is parallel to the incident ray. draw inthis emergent ray. [2] (e)two pins y and zare placed so that the pins w and x, viewed through the block, and the pins y and zall appear exactly in line with each other. mark on the diagram, with the letters y and z, where you would place these two pins. [2]xw a dcb10 0625/06/m/j/05for examiner\u2019s  use \u00a9ucles 2005\u00a9ucles 2005",
+            "11": "11 0625/06/m/j/05blank page",
+            "12": "blank page12 0625/06/m/j/05permission 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, thepublisher will be pleased to make amends at the earliest possible opportunity. university of cambridge international examinations is part of the university of cambridge local examinations syndicate (ucles), which is itself a department of the university of cambridge."
+        },
+        "0625_w05_qp_1.pdf": {
+            "1": "     university of cambridge international examinations    international general certificate of secondary education        physics 0625/01       paper 1  multiple choice (core)    october/november 2005        45 minutes     additional materials: multiple choice answer sheet      soft clean eraser      soft pencil (type b or hb is recommended)                          read these instructions first     write in soft pencil.    do not use staples, paper clips, highlighters, glue or correction fluid.   write your name, centre number and candidate number on the answer sheet in the spaces provided unless   this has been done for you.      there are forty  questions on this paper. answer all questions.   for each question there are four possible answers  a, b , c and d. choose the one you consider correct and   record your choice in soft pencil on the separate answer sheet.     read the instructions on the answer sheet very carefully.     each correct answer will score one mark. a mark will not be deducted for a wrong answer.   any rough working should be done in this booklet.                                                  this document consists of 17 printed pages and 3 blank pages.  ib05 11_0625_01/rp   \uf6d9 ucles 2005  [turn over  ",
+            "2": "2    \u00a9 ucles 2005 0625/01/o/n/05 1 a measuring cylinder is used to measure the volume of a liquid.    1020304050cm3 4050     what is the volume of the liquid?  a 43  cm3 b 46  cm3 c 48  cm3 d 54  cm3     2 the graph represents part of the journey of a car.   30 2010 0 time  / sspeed m / s 0 1 02 03 04 0     what distance does the car travel during this part of the journey?  a 150  m b 300  m c 600  m d 1200  m      3 a man crosses a road 8.0  m wide at a speed of 2.0  m / s.    man 8.0  mmovement of man     how long does the man take to cross the road?  a 4.0  s b 6.0  s c 10  s d 16  s     ",
+            "3": "3    \u00a9 ucles 2005 0625/01/o/n/05  [turn over  4 what is the gravitational force that the earth exerts on an object?  a the density of the object  b the mass of the object  c the volume of the object  d the weight of the object      5 in an experiment, five identical bags of rice are balanced by a 10  kg mass.    10  kg mass pivotfive bags of rice     two bags of rice are added to the other five.    what mass will now balance the bags?  a 3.5  kg b 7.0  kg c 10  kg d 14  kg     6 the same mass of four different liquids is placed in some measuring cylinders.    which measuring cylinder contains the liquid with the greatest density?    cm3 24610 10 8cm3 2468cm3 510152025cm3 510152025ab c d      ",
+            "4": "4    \u00a9 ucles 2005 0625/01/o/n/05 7 the diagram shows a flat metal plate that may be hung from a nail so that it can rotate about any  of four holes.    flat metal plateholes holes     what is the smallest number of holes from which the flat metal plate should be hung in order to  find its centre of gravity?  a 1 b 2 c 3 d 4     8 two equal forces f act on each of four planks.    which plank turns?    pivot pivot pivot pivotf f f f ff f fabcd     9 which type of power station does not use steam from boiling water to generate electricity?  a geothermal  b hydroelectric  c nuclear  d oil-fired    ",
+            "5": "5    \u00a9 ucles 2005 0625/01/o/n/05  [turn over  10 a man standing at the top of a cliff throws a stone.    yx     which forms of energy does the stone have at x and at y?     energy at x energy at y  a gravitational only kinetic only  b kinetic only gravitational only  c gravitational only gravitational and kinetic  d gravitational and kinetic gravitational and kinetic      11 four blocks, each weighing 10  n, rest on a horizontal table.    which block applies the greatest pressure on the table?    ab c d 10  n1 0 n1 0 n1 0 ntable     ",
+            "6": "6    \u00a9 ucles 2005 0625/01/o/n/05 12 the diagram shows a mercury barometer.    25  cm 5 cm75  cmmercury     which distance is used to calculate the pressure of the atmosphere?  a 25  cm b 75  cm c 80  cm d 100  cm     13 a drop of liquid falls on a student\u2019s skin and quickly evaporates.    what is the effect on the skin and the reason?  a the skin cools because the most energetic molecules escape from the liquid.  b the skin cools because the most energetic molecules remain in the liquid.  c the skin warms because the most energetic molecules escape from the liquid.  d the skin warms because the most energetic molecules remain in the liquid.      14 a suspension of pollen grains in water is observed under a microscope. the pollen grains are  seen to be moving all the time.    which diagram illustrates this motion?    abcd     ",
+            "7": "7    \u00a9 ucles 2005 0625/01/o/n/05  [turn over  15 a knife is being sharpened on a rotating sharpening-stone. a spark flies off and lands on the  operator\u2019s hand. the spark is a very hot, very small piece of metal. the operator feels nothing.    what does this show about the piece of metal?  a it has a high thermal capacity.  b it has a low thermal capacity.  c it is a good conductor of heat.  d it is a poor conductor of heat.     16 which substance is a liquid at a room temperature of 25  oc?    substance melting point  / oc boiling point  / oc  a \u2013218  \u2013183   b \u201339  357   c 44  280   d 119  444       17 the diagram shows a cooling unit in a refrigerator.    cooling unit     why is the cooling unit placed at the top?  a cold air falls and warm air is displaced upwards.  b cold air is a bad conductor so heat is not conducted into the refrigerator.  c cold air is a good conductor so heat is conducted out of the refrigerator.  d cold air stops at the top and so prevents convection.     ",
+            "8": "8    \u00a9 ucles 2005 0625/01/o/n/05 18 how does heat from the sun reach the earth?  a conduction only  b convection only  c radiation only  d conduction, convection and radiation      19 the diagrams show four sources of waves.    which source generates longitudinal waves?    ab radio transmitterloudspeaker lamp stick pushed upand down in watercd      ",
+            "9": "9    \u00a9 ucles 2005 0625/01/o/n/05  [turn over  20 in a ripple tank, water waves move towards a barrier with a narrow gap.    barrie r water waves     which diagram best shows the waves beyond the barrier?    ab cd      ",
+            "10": "10    \u00a9 ucles 2005 0625/01/o/n/05 21 a ray of light passes from glass into air at an angle of incidence of 40o. the glass has a critical  angle of 42  o.    which diagram shows what happens to the ray?    40oglassair glassair glassair glassaira b c d 40o 40o40o      22 rays of light enter and leave a box.    ray 1 ray 2ray 1 ray 2     what could be inside the box to make the rays behave as shown?  a a converging lens  b a parallel-sided glass block  c a plane mirror  d a triangular prism     ",
+            "11": "11    \u00a9 ucles 2005 0625/01/o/n/05  [turn over  23 a thin converging lens is used to produce, on a screen, a focused image of a candle.    candlelensscreen image     the screen and the lens are moved back and forth and various focused images are produced on  the screen.    which statement is always  true?  a the image is at the principal focus (focal point) of the lens.  b the image is bigger than the object.  c the image is closer to the lens than the object is.  d the image is inverted.      24 two astronauts without radios can only communicate in space if their helmets are touching.  there is no air in space.        what does this show about sound?     through a solid through a vacuum  a can travel can travel  b can travel cannot travel  c cannot travel can travel  d cannot travel cannot travel    ",
+            "12": "12    \u00a9 ucles 2005 0625/01/o/n/05 25 when the horn on a ship is sounded, the passengers hear an echo from a cliff after 4.0  s.    if the speed of sound is 340  m / s, how far away is the cliff?  a 170  m b 340  m c 680  m d 1360  m     26 how many of the following methods could be used to demagnetise a piece of steel?    heating it until it is red hot  pulling it from a coil that is carrying an alternating current  placing it in an east-west direction and hammering it  putting it in a coil which is carrying a direct current    a 1 b 2 c 3 d 4     27 two rods x  and y look the same.    rod yrod xmagnet np q r ss     the n pole of a magnet is brought close, in turn, to each end of both rods. the results of these  four actions are shown in the table.    end tested result  p attraction  q attraction  r attraction  s repulsion    which of the rods is a permanent magnet?  a neither of the rods  b both of the rods  c rod x only  d rod y only     ",
+            "13": "13    \u00a9 ucles 2005 0625/01/o/n/05  [turn over  28 which circuit should be used to find the resistance of a lamp?    a va a vb avc avd      29 the table shows the voltage and current ratings for four electric heaters.    which heater has the least resistance?     voltage  / v current  / a  a 110 5.0  b 110 10  c 230 5.0  d 230 10    30 which component can store energy for use in time delay circuits?  a capacitor  b potentiometer  c resistor  d thermistor    ",
+            "14": "14    \u00a9 ucles 2005 0625/01/o/n/05 31 when the circuit shown is connected with switch s open, the 6  v lamp glows.    6 v 6 v lamp sr     what happens to the brightness of the lamp when switch s is closed?  a it becomes brighter.  b it remains the same. c it becomes dimmer.  d it goes off.     32 why are the electric lamps in a house lighting circuit normally connected in parallel?  a the current in every circuit must be the same.  b the lamps are always switched on and off at the same time.  c the voltage across each lamp must be the mains voltage.  d when one of the lamps blows, all the others go out.     33 in the circuit shown, one of the fuses blows and all the lamps go out.    which fuse blows?    a bc d      ",
+            "15": "15    \u00a9 ucles 2005 0625/01/o/n/05  [turn over  34 which arrangement may be used to step up a voltage?    a.c. inputoutputa iron core d.c. inputoutpu tb iron core a.c. inputoutputc iron core d.c. inputoutpu td iron core      35 the diagrams show a straight wire carrying a current into the paper.    which diagram shows the magnetic field pattern due to this current?    a wirebc wire wired wire    ",
+            "16": "16    \u00a9 ucles 2005 0625/01/o/n/05 36 a magnet is suspended from a spring so that it can move freely inside a coil which is connected  to a sensitive centre-zero ammeter.    n sspring centre-zero ammeter     what does the ammeter show when the magnet vibrates slowly up and down?  a a reading constantly changing from left to right and right to left  b a steady reading to the left c a steady reading to the right  d a steady zero reading     37 charged particles are emitted from the cathode of an oscilloscope.    what is the name and the charge of these particles?     name of particles charge of particles  a electrons negative  b electrons positive  c protons negative  d protons positive    ",
+            "17": "17    \u00a9 ucles 2005 0625/01/o/n/05  38 a radioactive source emits radiation that can pass through a sheet of paper but not through thick  aluminium.    radiationthick aluminium (none of the radiation passes through)paper (all the radiation passes through)     what does this show about the radiation?  a it is \u03b1-particles.  b it is \u03b2-particles.  c it is \u03b3-rays.  d it is a mixture of \u03b1-particles and \u03b3-rays.      39 an unstable nucleus has 145 neutrons and 92 protons. it emits a \u03b2-particle.    how many neutrons and protons does the nucleus have after emitting the \u03b2-particle?     neutrons protons  a 144 92  b 144 93  c 145 91  d 145 93     40 which particles are found in the nucleus of an atom?  a neutrons and protons only  b neutrons only c protons and electrons only d protons, electrons and neutrons      ",
+            "18": "18     0625/01/o/n/05 blank page  ",
+            "19": "19     0625/01/o/n/05  blank page  ",
+            "20": "20      permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here 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 university of cambridge local examinations syndicate (ucles),  which is itself a department  of the university of cambridge.     0625/01/o/n/05 blank page  "
+        },
+        "0625_w05_qp_2.pdf": {
+            "1": "this document consists of 15 printed pages and 1 blank page. mml 8113 3/04 s80925/2 \u00a9 ucles 2005 [turn overuniversity of cambridge international examinations  international general certificate of secondary education physics 0625/02 paper 2  core october/november 2005 1 hour 15 minutes candidates answer on the question paper. no additional materials are required. read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen in the spaces provided on the question paper.you may use a soft pencil for any diagrams, graphs or rough working.do not use staples, paper clips, highlighters, glue or correction fluid. answer all questions. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [ ] at the end of each question or part question.you may lose marks if you do not show your working or if you do not use appropriate units.take the weight of 1 kg to be 10 n (i.e. acceleration of free fall = 10 m/s 2).centre number candidate number name if you have been given a label, look at the details. if any details are incorrect ormissing, please fill in your correct detailsin the space given at the top of this page. stick your personal label here, if provided.for examiner\u2019s use",
+            "2": "1the length of a spring is measured when various loads from 1.0 n to 6.0 n are hanging from it. fig. 1.1 gives a graph of the results. fig. 1.1 use the graph to find (a)the length of the spring with no load attached, length = . cm [1] (b)the length of the spring with 4.5 n attached, length = . cm [1] (c)the extension caused by a 4.5 n load. extension = ... cm [2]0 0123456510152025 load  / nlength  / cm2 for examiner's  use 0625/02/o/n/05 \u00a9 ucles 2005",
+            "3": "2palm trees are growing every 25 m alongside the highway in a holiday resort. fig. 2.1 the igcse school bus drives along the highway. (a)it takes 2 s for the bus to travel between palm tree 1 and palm tree 2.calculate the average speed of the bus between tree 1 and tree 2. average speed = .. [4] (b)it takes more than 2 s for the bus to travel from tree 2 to tree 3.state what this information indicates about the speed of the bus.  [1] (c)the speed of the bus continues to do what you have said in (b). state how the time taken to go from tree 3 to tree 4 compares with the time in (b). the time taken to travel from tree 3 to tree 4 is . the time to travel from tree 2 to tree 3. [1]igcse12343 [turn overfor examiner's  use 0625/02/o/n/05 \u00a9 ucles 2005",
+            "4": "3 (a) fig. 3.1 shows two examples of footwear being worn by people of equal weight at a winter olympics competition. fig. 3.1 which footwear creates the greatest pressure below it, and why? which?  . why? .. [2] (b)drivers of high-sided vehicles, like the one in fig. 3.2, are sometimes warned not to drive when it is very windy. fig. 3.2 suggest why they receive this warning. .. ..  [2]skate ski4 for examiner's  use 0625/02/o/n/05 \u00a9 ucles 2005",
+            "5": "4a man is delivering a cupboard to a house. fig. 4.1 (a)the man rolls the cupboard at a steady speed from the lorry to the house. the friction force in the wheels is 40 n. state the force with which the man has to push. force =  n [1] (b)the cupboard weighs 720 n. state the smallest force needed to lift the cupboard. force =  n [1] (c)the step is 0.20 m high. calculate the work required to lift the cupboard onto the step. work required = . [4] (d)the man has to ask his assistant to help him lift the cupboard onto the step. together,they lift it onto the step in 1.2 s. the men work equally hard. calculate the power developed by each man. power developed =  [4]step wheelshouse5 [turn overfor examiner's  use 0625/02/o/n/05 \u00a9 ucles 2005",
+            "6": "5the apparatus shown in fig. 5.1 is set up in a laboratory during a morning science lesson. fig. 5.1 later in the day, the room temperature is higher than in the morning. (a)what change is observed in the apparatus?  [1] (b)explain why this change happens.  [1] (c)suggest one disadvantage of using this apparatus to measure temperature.  [1]flask air tubeclamp water6 for examiner's  use 0625/02/o/n/05 \u00a9 ucles 2005",
+            "7": "6fig. 6.1 shows a reed relay being used to switch on an electric motor when a variable resistor is adjusted. fig. 6.1 (a)the variable resistor is set at its greatest resistance and then switch s is closed. thereeds in the reed relay do not close when this is done. (i)state two things that happen in the coil of the reed relay. 1.  .. 2.  [2] (ii)state what happens to the two reeds in the reed relay.  [1] (b)the resistance of the variable resistor is slowly decreased. the reeds in the reed relay close. fig. 6.2(a) shows how the current in the coil changes with time. on fig. 6.2(b), draw a line that might show how the current in the motor changes with time as the variable resistor is adjusted. [4]fig. 6.2(b) 0current inmotor time 0fig. 6.2(a)currentincoil time0 0m+ sreedrelaypowersupply variable resistor\u20137 [turn overfor examiner's  use 0625/02/o/n/05 \u00a9 ucles 2005",
+            "8": "7 (a) the filament of a lamp is placed at the principal focus of a lens, as shown in fig. 7.1. fig. 7.1 on fig. 7.1, continue the three rays through the lens and out into the air on the right of the lens. [1] (b)the lens in fig. 7.2 has a focal length of 2.0 cm. fig. 7.2 on fig. 7.2, (i)mark and label the positions of the principal focus on the left of the lens and theprincipal focus on the right of the lens, [1] (ii)carefully draw a ray from the top of the object, parallel to the axis, through the lensand continue it until it reaches the edge of the squared area, [1] (iii)carefully draw a ray from the top of the object, which travels parallel to the axisafter it has passed through the lens, [1] (iv)draw and label the image. [2]1 cm1 cmobject8 for examiner's  use 0625/02/o/n/05 \u00a9 ucles 2005",
+            "9": "8 (a) two magnets are laid on a bench. end a of an unidentified rod is held in turn above one end of each magnet, with the results shown in fig. 8.1. fig. 8.1 (i)suggest what the unidentified rod is made from.  [1] (ii)state what, if anything, happens when the end a is held over one end of 1.an unmagnetised iron bar,  2.an uncharged plastic rod. ... [2] (b)fig. 8.2 shows four identical plotting compasses placed around a bar magnet where the magnetic field of the surroundings can be ignored. the pointer has only beendrawn on one plotting compass. fig. 8.2 on fig. 8.2, draw the pointers on the other three plotting compasses to indicate thedirections of the magnetic field of the bar magnet in those three places. [3]sna nsa sn south pole lifted offbenchbench north pole lifted offbench9 [turn overfor examiner's  use 0625/02/o/n/05 \u00a9 ucles 2005",
+            "10": "9 (a) fig. 9.1 shows five circuit symbols and their names. the names are in the wrong order. draw a straight line from each symbol to its name. one line has been drawn as an example. fig. 9.1 [3] (b)fig. 9.2 shows a circuit. fig. 9.2ammeter 1switch lamp 2 ammeter 2celllamp 1 1.5 vv acell lamp ammeter voltmeter switch10 for examiner's  use 0625/02/o/n/05 \u00a9 ucles 2005",
+            "11": "(i)in the space below, draw the circuit using circuit symbols. [1] (ii)on your diagram in (b)(i), add a voltmeter connected to measure the potential difference across the cell. [1] (iii)when the switch is pressed so that the contacts join, which of the lamps light up?  [1] (iv)when there is a current in the circuit, ammeter 1 reads 0.5 a. what current does ammeter 2 read? current =  a [1] (v)one lamp \u201cblows \u201d, so that its filament breaks. what happens in the circuit? ..  [1]11 [turn overfor examiner's  use 0625/02/o/n/05 \u00a9 ucles 2005",
+            "12": "10some fat purchased from a shop is supplied as the block shown in fig. 10.1. fig. 10.1 use the information in fig. 10.1 to calculate (a)the volume of the block, volume = .. cm3[2] (b)the density of the fat. give your answer to 2 significant figures. density = . [5]10 cm 6.5 cm4 cm12 for examiner's  use 0625/02/o/n/05 \u00a9 ucles 2005",
+            "13": "11fig. 11.1 shows a tube for producing cathode rays. the tube contains various parts. fig. 11.1 a spot is formed on the screen by the cathode rays. (a)what do cathode rays consist of? .. [1] (b)which part, a, b, c or d, must be heated to create the cathode rays? . [1] (c) (i) which part, a, b, c or d, is coated with fluorescent material? ... [1] (ii)what is the purpose of the fluorescent material?  [1] (d)a potential difference is applied between the two halves of part c.what effect does this have on the cathode rays?  [1] (e)explain why there needs to be a vacuum inside the tube.   [2]abc d13 [turn overfor examiner's  use 0625/02/o/n/05 \u00a9 ucles 2005",
+            "14": "12 (a) state what is meant by (i)the half-life of a radioactive substance, ..  [3] (ii)background radiation. ..  [1] (b)in a certain laboratory, the background radiation level is 25 counts/minute. fig. 12.1 is a graph of the count-rate measured by a detector placed a short distance from a radioactive source in the laboratory. fig. 12.120 40 60 80 100 120 140 time  / min001020304050607080 count-rate counts  / min14 for examiner's  use 0625/02/o/n/05 \u00a9 ucles 2005",
+            "15": "(i)at zero time, the measured count-rate of the source and background together is 80 counts/minute. calculate the count-rate due to the source alone. count-rate due to source = .. counts/min [2] (ii)after one half-life has elapsed, what is the count-rate1.due to the source alone, count-rate due to source = . counts/min 2.measured by the detector? count-rate measured by detector =  counts/min [2] (iii)use the graph to find the half-life of the source. half-life of source = . min [1] (iv)why does the graph not drop below the 25 counts/minute line? ..  [1] (v)on fig. 12.1, sketch the curve that might be obtained for a source with a shorter half-life. [2]15 for examiner's  use 0625/02/o/n/05 \u00a9 ucles 2005",
+            "16": "blank page permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. every reasonable effort has been made by the publisher (ucles) to trace copyright holders, but if any items requiring clearance have unwittingly been included, thepublisher will be pleased to make amends at the earliest possible opportunity. university of cambridge international examinations is part of the university of cambridge local examinations syndicate (ucles), which is itself a department of the university of cambridge.16 0625/02/o/n/05"
+        },
+        "0625_w05_qp_3.pdf": {
+            "1": "this document consists of 14 printed pages and 2 blank pages. sp (sjf3441/cg)  t03202/4 \u00a9 ucles 2005 [turn overuniversity of cambridge international examinations  international general certificate of secondary education physics paper 3  extended 0625/03 october/november 2005 1 hour 15 minutes candidates answer on the question paper. no additional materials are required. read these instructions first write your centre number, candidate number and name on all the work you hand in.write in dark blue or black pen in the spaces provided on the question paper.you may use a soft pencil for any diagrams, graphs, music or rough working.do not use staples, paper clips, highlighters, glue or correction fluid. answer all questions. at the end of the examination, fasten all your work securely together.take the weight of 1 kg to be 10 n (i.e. acceleration of free fall = 10 m/s 2). the number of marks is given in brackets [  ] at the end of each question orpart question.you may lose marks if you do not show your working or if you do not useappropriate units. do not write in the barcode.do not write in the grey areas between the pages. for examiner\u2019s use 1 23456789 1011 total",
+            "2": "2 0625/03/o/n/05 \u00a9 ucles 20051 (a) state what is meant by the terms (i)weight, .. .. [1] (ii) density. .. .. [1] (b)a student is given a spring balance that has a scale in newtons. the student is told that the acceleration of free-fall is 10 m/s2. (i)describe how the student could find the mass of an irregular solid object. ... . [2] (ii) describe how the student could go on to find the density of the object. ... [2] (c)fig. 1.1 shows three forces acting on an object of mass 0.5 kg. all three forces act through the centre of mass of the object. fig. 1.1 calculate (i)the magnitude and direction of the resultant force on the object, magnitude =   \u2026\u2026\u2026\u2026\u2026\u2026     direction .. [2] (ii) the magnitude of the acceleration of the object.  acceleration =\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026  [2]for examiner\u2019s use 4.0 n9.0 n 3.0 ncentre of mass",
+            "3": "3 0625/03/o/n/05 \u00a9 ucles 2005 [turn over2fig. 2.1 shows apparatus for investigating moments of forces. fig. 2.1 the uniform metre rule shown in fig. 2.1 is in equilibrium. (a)write down two conditions for the metre rule to be in equilibrium.condition 1 ... .  condition 2 ... . ... [2] (b)show that the value of the reading on the spring balance is 8.0 n. [2]   (c)the weight of the uniform metre rule is 1.5 n.calculate the force exerted by the pivot on the metre rule.      magnitude of force = \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026  direction of force  \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026 [2]for examiner\u2019s use 01 0 2 0 3 0 4 0 5 0 horizontal pivot6.0 n weighthorizontally balanced metre rulespringbalance 60 70 80 90 100",
+            "4": "4 0625/03/o/n/05 \u00a9 ucles 2005for examiner\u2019s use3fig. 3.1 shows a pond that is kept at a constant depth by a pressure-operated valve in the base. fig. 3.1 (a)the pond is kept at a depth of 2.0 m. the density of water is 1000 kg/m3. calculate the water pressure on the valve. pressure =\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026.. [2] (b)the force required to open the valve is 50 n. the valve will open when the water depthreaches 2.0 m. calculate the area of the valve. area = \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026.. [2] (c)the water supply is turned off and the valve is held open so that water drains out through the valve. state the energy changes of the water that occur as the depth of the water drops from 2.0 m to zero. .. . [2]springoutletpressure-operated valvewater",
+            "5": "5 0625/03/o/n/05 \u00a9 ucles 2005 [turn overfor examiner\u2019s use4fig. 4.1 shows apparatus that could be used to measure the specific latent heat of ice.  fig. 4.1 (a)describe how you would use the apparatus. y ou may assume that ice at 0 \u00b0c and a stopwatch are available. state all the readings that would be needed at each stage.   .. ... [4]   (b)in an experiment, 120 g of ice at 0 \u00b0c is to be melted. the specific latent heat of ice is 340 j/g. assume that all the energy from the heater will be used to melt the ice. calculate the expected time for which the 60 w heater is switched on.  expected time = \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026 [2] (c)when the experiment is carried out, the ice melts in slightly less time than the expected time. (i)state one reason why this happens. ... .. [1] (ii) suggest one modification to the experiment that would reduce the difference between the experimental time and the expected time. ... .. [1]power supply melting ice at 0  \u00b0c beaker60 w heater",
+            "6": "6 0625/03/o/n/05 \u00a9 ucles 20055fig. 5.1 shows a way of indicating the positions and direction of movement of some molecules in a gas at one instant. fig. 5.1 (a) (i) describe the movement of the molecules. .. [1] (ii) explain how the molecules exert a pressure on the container walls. ... .. [1] (b)when the gas in the cylinder is heated, it pushes the piston further out of the cylinder.state what happens to (i)the average spacing of the molecules, .. [1] (ii) the average speed of the molecules. .. [1] (c)the gas shown in fig. 5.1 is changed into a liquid and then into a solid by cooling.compare the gaseous and solid states in terms of  (i)the movement of the molecules, . [1] (ii) the average separation of the molecules. . [1]for examiner\u2019s use cylinderpiston",
+            "7": "7 0625/03/o/n/05 \u00a9 ucles 2005 [turn over6fig. 6.1 shows the path of a sound wave from a source x. fig. 6.1 (a)state why a person standing at point y hears an echo.  . [1]   (b)the frequency of the sound wave leaving x is 400 hz. state the frequency of the sound wave reaching y .  frequency = \u2026\u2026\u2026\u2026\u2026\u2026.. [1] (c)the speed of the sound wave leaving x is 330 m/s. calculate the wavelength of thesesound waves. wavelength = \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026.  [2] (d)sound waves are longitudinal waves. state what is meant by the term longitudinal.  ... [1]for examiner\u2019s use yx path of sound wave wall",
+            "8": "8 0625/03/o/n/05 \u00a9 ucles 20057 (a) fig. 7.1 shows two rays of light from a point o on an object. these rays are incident on a plane mirror. fig. 7.1 (i)on fig. 7.1, continue the paths of the two rays after they reach the mirror. hencelocate the image of the object o. label the image i. [2] (ii) describe the nature of the image i. ... .. [2] (b)fig. 7.2 is drawn to scale. it shows an object pq and a convex lens. fig. 7.2for examiner\u2019s use o f f principal focus principal focusprincipalposition of convex lens axis qp",
+            "9": "9 0625/03/o/n/05 \u00a9 ucles 2005 [turn over(i)on fig. 7.2, draw two rays from the top of the object p that pass through the lens. use these rays to locate the top of the image. label this point t. [3] (ii) on fig. 7.2, draw an eye symbol to show the position from which the image tshould be viewed. [1]for examiner\u2019s use",
+            "10": "10 0625/03/o/n/05 \u00a9 ucles 20058fig. 8.1 shows a high-voltage supply connected across two metal plates. fig. 8.1 when the supply is switched on, an electric field is present between the plates. (a)explain what is meant by an electric field . . [2] (b)on fig. 8.1, draw the electric field lines between the plates and indicate their direction by arrows. [2] (c)the metal plates are now joined by a high-resistance wire. a charge of 0.060 c passesalong the wire in 30 s. calculate the reading on the ammeter. ammeter reading = \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026 [2]  (d)the potential difference of the supply is re-set to 1500 v and the ammeter readingchanges to 0.0080 a. calculate the energy supplied in 10 s.  show your working. energy = \u2026\u2026\u2026\u2026\u2026\u2026. [3]ahigh-voltage supply metal plates+\u2013for examiner\u2019s use",
+            "11": "11 0625/03/o/n/05 \u00a9 ucles 2005 [turn over9 (a) in the space provided, draw the symbol for a nor gate. label the inputs and the output.   [2] (b)state whether the output of a nor gate will be high (on) or low (off) when (i)one input is high and one input is low, ... (ii) both inputs are high. ... [1] (c)fig. 9.1 shows a digital circuit made from three not gates and one nand gate. fig. 9.1 (i)write high or low in each of the boxes on fig. 9.1. [2] (ii) state the effect on the output of changing both of the inputs. ... .. [1]for examiner\u2019s use high low",
+            "12": "12 0625/03/o/n/05 \u00a9 ucles 200510fig. 10.1 shows the basic parts of a transformer. fig. 10.1 (a)use ideas of electromagnetic induction to explain how the input voltage is transformed into an output voltage. use the three questions below to help you with your answer.          what happens in the primary coil?  what happens in the core?  what happens in the secondary coil? . [5] (b)state what is needed to make the output voltage higher than the input voltage. . [1]for examiner\u2019s use primary coil inputsecondary coilx x y youtput",
+            "13": "13 0625/03/o/n/05 \u00a9 ucles 2005 [turn over(c)the core of this transformer splits along xx and yy . explain why the transformer would not work if the two halves of the core were separated by about 30 cm. .. . [1] (d)a 100% efficient transformer is used to step up the voltage of a supply from 100 v to 200 v. a resistor is connected to the output. the current in the primary coil is 0.4 a. calculate the current in the secondary coil. current = \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026 [2]for examiner\u2019s use",
+            "14": "14 0625/03/o/n/05 \u00a9 ucles 200511a radioactive source emits only \u03b2-particles. (a)a scientist wishes to investigate the deflection of \u03b2-particles by an electric field. draw a labelled diagram to suggest a suitable experimental arrangement. [3] (b)state how the apparatus would be used to show the deflection of the \u03b2-particles by theelectric field.  .. ... [2] (c)state how the results would show the deflection of the \u03b2-particles. ... [1]   (d)explain the direction of the deflection obtained. ... [1]for examiner\u2019s use",
+            "15": "15 0625/03/o/n/05blank page",
+            "16": "16 0625/03/o/n/05blank page permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. every reasonable effort has been made by the publisher (ucles) to trace copyright holders, but if any items requiring clearance have unwittingly been included, thepublisher will be pleased to make amends at the earliest possible opportunity. university of cambridge international examinations is part of the university of cambridge local examinations syndicate (ucles), which is itself a department of the university of cambridge."
+        },
+        "0625_w05_qp_5.pdf": {
+            "1": "this document consists of 7 printed pages, 1 blank page and an inserted answer booklet. mml 8430 4/04 s81907/3 \u00a9 ucles 2005 [turn overuniversity of cambridge international examinations international general certificate of secondary education physics 0625/05 paper 5  practical test october/november 2005 1 hour 15 minutes additional materials: as specified in the confidential instructions read these instructions first follow the instructions on the front cover of the answer booklet. write your answers in the spaces provided in the answer booklet. answer all questions. you are expected to record all your observations as soon as they are made.an account of the method of carrying out the experiments is not required. at the end of the examination, hand in only the answer booklet.",
+            "2": "1in this experiment you are to investigate the effect of a load on a rule attached to a spring. record all your observations on pages 2 and 3 of your answer booklet.carry out the following instructions, referring to fig. 1.1. the apparatus has been set up for you. fig. 1.1 the rule has one end taped to the bench so that it does not slip. the rule is attached to a spring. do not change the position of the spring. (a)place a mass m = 10 g on the rule at the 90.0 cm mark. (b)measure and record the angle  /afii9835between the rule and the bench. (c)repeat steps (a) \u2013 (b) using mass values of 20 g, 30 g, 40 g and 50 g. (d)complete the column headings in the table. (e)a student suggests that /afii9835is directly proportional to m. state with a reason whether or not your results support this suggestion.spring metre rulemass benchclamp h2 0625/05/o/n/05 \u00a9 ucles 2005\u00a9 ucles 2005",
+            "3": "(f)a student carried out this experiment using a 360\u00b0 protractor, as shown in fig. 1.2. explain how the student could use this protractor to measure the angle /afii9835between the metre rule and the bench. y ou may draw a diagram if you wish. fig. 1.2 (g)the range of angles measured in this experiment may be quite small. using the same apparatus, with the masses and spring in the same positions, suggest another method ofinvestigating as reliably as possible the extent by which the rule is pulled down by themasses. this method must not use a protractor but an additional rule may be used. y ou maydraw a diagram if you wish. 0     10    20   30    40    50   60    70   80    90  100  110 120  130 140  150  160 170  180  190 200  210 220  230 240  250  260 270  280 290 300  310 320  330 340  3503 0625/05/o/n/05 [turn over \u00a9 ucles 2005\u00a9 ucles 2005",
+            "4": "2in this experiment you are to investigate the resistance of resistance wire in different circuit arrangements. record all your observations and readings on page 3 of your answer booklet.the circuit shown in fig. 2.1 has been set up for you. the circuit includes only section abof the resistance wire. fig. 2.1 (a)switch on. measure and record in the table the current  iin the circuit and the p.d. v across the section of resistance wire. switch off. (b)calculate the resistance r using the equation r= . record this value of r in the table. (c)complete the column headings for each of the i, vand r columns of the table.v\u2013\u2013ia cdbpower  source a v4 0625/05/o/n/05 \u00a9 ucles 2005\u00a9 ucles 2005",
+            "5": "(d)adjust the circuit to include section ac of the resistance wire, as shown in fig. 2.2. fig. 2.2 (e)repeat steps (a) and (b). (f)use a connecting lead to connect a to d. the rest of the circuit should stay as shown in fig. 2.2. (g)repeat steps (a) and (b). (h)draw a circuit diagram, using standard symbols, showing the circuit described in (f). use the symbol for a resistor to represent each section ab, bc and cd of the resistance wire.a cdbpower  source a v5 0625/05/o/n/05 [turn over \u00a9 ucles 2005\u00a9 ucles 2005",
+            "6": "3in this experiment you are to investigate the effect of insulation on the rate of cooling of hot water. record all your observations on pages 4 and 5 of your answer booklet.carry out the following instructions, referring to fig. 3.1. fig. 3.1 y ou are provided with two beakers labelled a and b. beaker b is insulated. do not remove this insulation. y ou also have a supply of hot water.(a)pour hot water into beaker a until it is approximately two thirds full. (b)measure the temperature  /afii9835of the hot water. record this temperature in the table for time  t= 0 s. (c)start the stopwatch and then record the temperature of the water at 30 s intervals for a total of four minutes. (d)complete the column headings in the table. (e)use the data in the table to plot a graph of /afii9835(y-axis) against t (x-axis). draw the best fit curve. (f)repeat steps (a) \u2013 (d) using beaker b. (g)use the data obtained from part (f) to plot another curve on the same graph axes that you used for part (e). (h)the experiment you have just done was designed to investigate the effect of insulation onthe rate of cooling. suggest two improvements that could be made to the design of theexperiment.thermometerinsulation b a6 0625/05/o/n/05 \u00a9 ucles 2005",
+            "7": "4in this experiment you are to investigate reflection in a plane mirror. record all your observations on pages 6 and 7 of your answer booklet.carry out the following instructions, referring to fig. 4.1. fig. 4.1 (a)on page 7 of the answer booklet, the line mm' shows the position of the mirror. draw a normal to this line at its centre. (b)place page 7 of the answer booklet on the pin board. place the mirror, with its reflecting face vertical, on the line mm'. (c)place the card so that it stands vertically with end bon the normal line and at a distance  x= 5.0 cm from the mirror. the card must be parallel to the mirror. (d)draw a line from the edge a of the card to the point where the normal meets the line mm'. place a pin p 1in this line, close to mm'. label the position of p1. (e)view the image of the edge a of the card in the mirror and position two pins p2and p3some distance apart so that pins p3, p2, p1and the edge a of the card all appear exactly one behind the other. label the positions of p2and p3. (f)remove the pins and the mirror and draw in the line joining the positions of p2and p3. continue the line until it meets the normal. (g)measure and record the angle of reflection r between the normal and line p2p3. (h)repeat the steps (c) \u2013 (g) using values of x of 10.0 cm and 15.0 cm. (i)in spite of carrying out this experiment with care, it is possible that the values of the angle ofreflection rwill not be exactly the same as the values obtained from the theory. suggest two possible causes of this inaccuracy.eyeap2p1 bp3mm 'normal normalxmirror card7 0625/05/o/n/05 \u00a9 ucles 2005",
+            "8": "8 0625/05/o/n/05blank page permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. every reasonable effort has been made by the publisher (ucles) to trace copyright holders, but if any items requiring clearance have unwittingly been included, thepublisher will be pleased to make amends at the earliest possible opportunity. university of cambridge international examinations is part of the university of cambridge local examinations syndicate (ucles), which is itself a department of the university of cambridge."
+        },
+        "0625_w05_qp_6.pdf": {
+            "1": "this document consists of 10 printed pages and 2 blank pages. (sp) mml 8431 5/04 s82205/3 \u00a9 ucles 2005 [turn overuniversity of cambridge international examinations international general certificate of secondary education physics 0625/06 paper 6  alternative to practical october/november 2005 1 hour candidates answer on the question paper. no additional materials are required.centre number candidate number name read these instructions first write your centre number, candidate number and name on all work you hand in. write in dark blue or black pen in the spaces provided on the question paper.you may use a soft pencil for any diagrams, graphs or rough working.do not use staples, paper clips, highlighters, glue or correction fluid. answer all questions. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question. if you have been given a label, look at thedetails. if any details are incorrect ormissing, please fill in your correct detailsin the space given at the top of this page. stick your personal label here, if provided.for examiner\u2019s use 1 2345 total",
+            "2": "1the igcse class is investigating the effect of a load on a rule attached to a spring. the apparatus used is shown in fig. 1.1. fig. 1.1 the rule has the zero end taped to the bench so that it does not slip. the rule is attached to a spring at the 40.0 cm mark. the students hang masses, starting with a 10 g mass, on therule at the 90.0 cm mark. for each mass, they measure the angle  /afii9835between the rule and the bench. one student\u2019s readings are shown in the table. (a)complete the column headings in the table. [1] (b)a student suggests that /afii9835should be directly proportional to m. state, with a reason, whether the readings in the table support this suggestion. statement .  reason  ..  [2]zero end of rule taped to benchmetre rule mass benchspringclamp /afii98352 0625/06/o/n/05for examiner\u2019s  use \u00a9 ucles 2005m/ 0 10 20304050/afii9835/ 292826252219",
+            "3": "(c)a student carries out this experiment using the 360 \u00b0 protractor shown in fig. 1.2. fig. 1.2 explain how the student could use this protractor to measure the angle /afii9835between the metre rule and the bench. y ou may draw a diagram if you wish. ..  [2] (d)the range of angles measured in this experiment may be quite small. using the same apparatus and with the masses and spring in the same positions, suggest anothermethod of investigating as reliably as possible the extent by which the rule is pulleddown by the masses. this method must not use a protractor but an additional rule maybe used. y ou may draw a diagram if you wish. ..  [2] 0     10    20   30    40    50   60    70   80    90  100  110 120  130 140  150  160 170  180  190 200  210 220  230 240  250  260 270  280 290 300  310 320  330 340  3503 0625/06/o/n/05 [turn overfor examiner\u2019s  use \u00a9 ucles 2005",
+            "4": "2an igcse student investigates the resistance of resistance wire abcd in three different circuit arrangements. the circuits are shown in fig. 2.1. fig. 2.14 0625/06/o/n/05for examiner\u2019s  use \u00a9 ucles 2005a c dbpower  source a vcircuit (i) circuit (ii) circuit (iii)a c dbpower  source a v power  source",
+            "5": "(a)circuit (iii)is the same as circuit (ii) but with an additional connecting lead between a and d. on fig. 2.1, complete the circuit diagram for circuit (iii) using the standard symbol for a resistor to represent each section ab, bc and cd of the resistance wire. [3] (b)the student measures and records the current iand the p.d. v in each circuit. the student\u2019s readings are shown in the table. (i)complete the column headings for each of the i, vand r columns of the table. [1] (ii)calculate the resistance r for each circuit using the equation r= . record in the table the values of r to an appropriate number of significant figures. [2] (c)look at the resistance values for circuits (i) and (ii). the sections of resistance wire ab, bcand cdare all of the same length. suggest a value for the resistance of the whole wire abcd. explain briefly how you obtained your value.value . ... explanation ... ...  [2]v\u2013\u2013i5 0625/06/o/n/05 [turn overfor examiner\u2019s  use \u00a9 ucles 2005i/ 0.91 0.451.37circuit (i) (ii) (iii)v/ 1.801.801.85r/",
+            "6": "3the igcse class carries out an experiment to investigate the effect of insulation on the rate of cooling of hot water. the apparatus is shown in fig. 3.1. fig. 3.1 the students each have two glass beakers aand b. beaker b is insulated. they also have a supply of hot water.a student pours hot water into beaker a until it is approximately two thirds full and then measures the temperature  /afii9835of the hot water. he records this temperature in the table at time t= 0 s. he then starts a stopwatch and records the temperature of the water at 30 s intervals for a total of four minutes.he repeats the experiment using beaker b. all the readings are shown in the tables below.thermometer waterthermometer water beaker a beaker bbenchinsulation6 0625/06/o/n/05for examiner\u2019s  use \u00a9 ucles 2005t/beaker a beaker b 0 30 6090 120150180210240/afii9835/ 806759545148474645t/ 0 306090 120150180210240/afii9835/ 806962575350484746",
+            "7": "(a)complete the column headings in the tables. [1] (b)use the readings for beaker a to plot a graph of temperature /afii9835(y-axis) against  time t (x-axis). start the temperature scale at 40 \u00b0c. draw the best-fit curve. [4] (c)use the readings for beaker b to plot another curve on the same graph axes that you used in part (b). [2] (d)the experiment you have just done was designed to investigate the effect of insulation on the rate of cooling. suggest two improvements that could be made to the design ofthe experiment. 1.  .. .. 2.  ..  [2]160 180 200 220 240 260 280 140 120 100 80 60 40 20 0 t / s7 0625/06/o/n/05 [turn overfor examiner\u2019s  use \u00a9 ucles 2005",
+            "8": "4an igcse student is investigating the reflection of light by a plane mirror. fig. 4.1 on fig. 4.1, the line mm' shows the position of the mirror that is standing on a sheet of paper. the reflecting surface of the mirror is vertical. abis a card that is standing vertically and is parallel to the reflecting surface of the mirror. (a)draw a normal to the mirror such that the edge bof the card lies on the normal. [1] (b)measure the distance x along the normal between the line mm' and the edge b of the card. x= . [1] (c)draw a line from the edge aof the card to the point where the normal meets the line mm'. this represents an incident ray from the edge of the card. [1] (d)measure the angle i between the incident ray and the normal. i= .. [1]m abm' card8 0625/06/o/n/05for examiner\u2019s  use \u00a9 ucles 2005",
+            "9": "(e)calculate the ratio where y = 5.0 cm, the length of the card. = ... [2] (f)the angle of reflection is to be determined as accurately as possible. on fig. 4.1, mark with the letters x, yand zthe points where the student would place three pins in order to plot the reflected ray. [4]x\u2013\u2013 yx\u2013\u2013 y9 0625/06/o/n/05 [turn overfor examiner\u2019s  use \u00a9 ucles 2005\u00a9 ucles 2005\u00a9 ucles 2005",
+            "10": "5 (a) the igcse class carries out an experiment to investigate the rate of cooling from 100 \u00b0c of a range of hot liquids. underline any of the following variables that are likelyto have a significant effect on the temperature readings. (y ou may underline one, twoor all three of the suggested variables.) type and size of container volume of liquidtemperature of the surroundings [2] (b)in an experiment to find the resistance of a wire, the students record the current in the wire and the potential difference across it. they then calculate the resistance.underline any of the following variables that are likely to have a significant effect on thecurrent and/or potential difference readings. (y ou may underline one, two or all three ofthe suggested variables.) atmospheric pressure temperature of the wirelength of wire [2] (c)in an experiment, a short pendulum oscillates rapidly. a student is asked to find the period of oscillation tof the pendulum using a stopwatch. the student sets the pendulum swinging and records the time for one oscillation. a technique for improvingthe accuracy of the value obtained for the period t should be used in this experiment. state, briefly, what this technique is and any calculation involved to obtain the value of t. .. ..  [2]10 0625/06/o/n/05for examiner\u2019s  use \u00a9 ucles 2005",
+            "11": "blank page11 0625/06/o/n/05",
+            "12": "blank page permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. every reasonable effort has been made by the publisher (ucles) to trace copyright holders, but if any items requiring clearance have unwittingly been included, thepublisher will be pleased to make amends at the earliest possible opportunity. university of cambridge international examinations is part of the university of cambridge local examinations syndicate (ucles), which is itself a department of the university of cambridge.12 0625/06/o/n/05 \u00a9 ucles 2005\u00a9 ucles 2005\u00a9 ucles 2005\u00a9 ucles 2005"
+        }
+    },
+    "2006": {
+        "0625_s06_qp_1.pdf": {
+            "1": "     university of cambridge international examinations    international general certificate of secondary education        physics 0625/01       paper 1  multiple choice     may/june 2006        45 minutes     additional materials: multiple choice answer sheet      soft clean eraser      soft pencil (type b or hb is recommended)                          read these instructions first     write in soft pencil.    do not use staples, paper clips, highlighters, glue or correction fluid.   write your name, centre number and candidate number on the answer sheet in the spaces provided unless   this has been done for you.      there are forty  questions on this paper. answer all questions. for each question there are four possible    answers  a, b, c and d.   choose the one you consider correct and record your choice in soft pencil on the separate answer sheet.     read the instructions on the answer sheet very carefully.     each correct answer will score one mark. a mark will not be deducted for a wrong answer.   any rough working should be done in this booklet.                                                  this document consists of 16 printed pages.  ib06 06_0625_01/3rp   \uf6d9 ucles 2006  [turn over  ",
+            "2": "2    \u00a9 ucles 2006 0625/01/m/j/06 1 a measuring cylinder contains some water. when a stone is put in the water, the level rises.    150 100 50cm3 150100 50cm 3 200 200 stone     what is the volume of the stone?  a 50  cm3 b 70  cm3 c 75  cm3 d 125  cm3     2 the graph represents the movement of a body accelerating from rest.   1234510 8 642 0 time  / sspeed m / s     after 5 seconds how far has the body moved?  a 2  m b 10  m c 25  m d 50  m      3 a child is standing on the platform of a station, watching the trains.       a train travelling at 30  m / s takes 3  s to pass the child.    what is the length of the train?  a 10  m b 30  m c 90  m d 135  m ",
+            "3": "3    \u00a9 ucles 2006  0625/01/m/j/06  [turn over  4 below are four statements about the effects of forces on objects.    three of the statements are correct.   which statement is incorrect ?  a a force can change the length of an object.  b a force can change the mass of an object.  c a force can change the shape of an object.  d a force can change the speed of an object.      5 a simple balance has two pans suspended from the ends of arms of equal length. when it is  balanced, the pointer is at 0.    0pointer pan x pan yarm pivot     four masses (in total) are placed on the pans, with one or more on pan x and the rest on pan y.    which combination of masses can be used to balance the pans?  a 1  g, 1  g, 5  g, 10  g  b 1  g, 2  g, 2  g, 5  g  c 2  g, 5  g, 5  g, 10  g  d 2  g, 5  g, 10  g, 10  g      6 a person measures the length, width, height and mass of a rectangular metal block.   which of these measurements are needed in order to calculate the density of the metal?  a mass only  b height and mass only  c length, width and height only  d length, width, height and mass     ",
+            "4": "4    \u00a9 ucles 2006 0625/01/m/j/06 7 two forces act on an object.    in which situation is it impossible for the object to be in equilibrium?  a the two forces act in the same direction.  b the two forces act through the same point.  c the two forces are of the same type.  d the two forces are the same size.    8 the diagram shows four models of buses placed on different ramps.     centre of masscentre of masscentre of masscentre of mass     how many of these models will fall over?  a 1 b 2 c 3 d 4      9 which form of energy do we receive directly from the sun?  a chemical  b light  c nuclear  d sound      10 a labourer on a building site lifts a heavy concrete bl ock onto a lorry. he then lifts a light block the  same distance in the same time.    which of the following is true?     work done in lifting the  blocks power exerted by labourer  a less for the light block less for the light block  b less for the light block the same for both blocks  c more for the light block more for the light block  d the same for both blocks more for the light block     ",
+            "5": "5    \u00a9 ucles 2006  0625/01/m/j/06  [turn over  11 the diagram shows a thick sheet of glass.    which edge must it stand on to cause the greatest pressure?    a d cb      12 a manometer is being used to measure the pressure of the gas inside a tank. a, b, c and d  show the manometer at different times.    at which time is the gas pressure inside the tank greatest?    gasabcd      13 brownian motion is seen by looking at smoke particles through a microscope.    how do the smoke particles move in brownian motion?  a all in the same direction  b at random  c in circles  d vibrating about fixed points     ",
+            "6": "6    \u00a9 ucles 2006 0625/01/m/j/06 14 driving a car raises the temperature of the tyres.    this causes the pressure of the air in the tyres to increase.    why is this?  a air molecules break up to form separate atoms.  b air molecules expand with the rise in temperature.  c the force between the air molecules increases.  d the speed of the air molecules increases.      15 to mark a temperature scale on a thermometer, fixed points are needed.    which is a fixed point?  a the bottom end of the thermometer tube  b the top end of the thermometer tube  c the temperature of pure melting ice  d the temperature of pure warm water      16 four blocks, made of different materials, are each given the same quantity of internal (heat)  energy.    which block has the greatest thermal capacity?    a temperature rise = 2ocb temperature rise = 4occ temperature rise = 6ocd temperature rise = 8oc     ",
+            "7": "7    \u00a9 ucles 2006  0625/01/m/j/06  [turn over  17 a long thin bar of copper is heated evenly along its length.    copper ba r heat    what happens to the bar?  a it becomes lighter.  b it becomes longer. c it becomes shorter. d it bends at the ends.     18 a beaker contains water at room temperature.    x ywater     how could a convection current be set up in the water?  a cool the water at x  b cool the water at y  c stir the water at x  d stir the water at y     ",
+            "8": "8    \u00a9 ucles 2006 0625/01/m/j/06 19 two plastic cups are placed one inside the other. hot water is poured into the inner cup and a lid  is put on top as shown.    lid small spacer small air gap hot water bench     which statement is correct?  a heat loss by radiation is prevented by the small air gap.  b no heat passes through the sides of either cup. c the bench is heated by convection from the bottom of the outer cup. d the lid is used to reduce heat loss by convection.     20 which is the best description of the speed of a water wave?  a the distance between one wave crest and the next   b the distance between the crest of a wave and a trough  c the distance that a particle of water moves up and down in one second  d the distance that a wavefront moves along the surface in one second    ",
+            "9": "9    \u00a9 ucles 2006  0625/01/m/j/06  [turn over  21 water waves travel more slowly in shallow water than in deep water.    which diagram shows what will happen to plane waves in deep water when they enter shallow  water?    a deep shallowb deep shallow d deep shallowc deep shallow      22 a ray of light passes through a window.      which path does it take?    a b c dglass air air     ",
+            "10": "10    \u00a9 ucles 2006 0625/01/m/j/06 23 the diagram shows the image of a clock in a plane mirror.        what time is shown?  a 02:25 b 02:35 c 09:25 d 09:35      24 the diagram shows a man standing at x who shouts to a man standing at y.    n e swx y    the man\u2019s voice will be heard sooner and more clearly if the wind is blowing towards the  a north.  b south.  c east.  d west.      25 sounds are made by vibrating objects. a certain object vibrates but a person nearby cannot hear  any sound.    which statement might explain why nothing is heard?  a the amplitude of the sound waves is too large.  b the frequency of the vibration is too high.  c the sound waves are transverse.  d the speed of the sound waves is too high.   ",
+            "11": "11    \u00a9 ucles 2006  0625/01/m/j/06  [turn over  26 a student investigates which end of a magnetic compass needle is attracted to a bar magnet.    what does the investigation show?  a both ends of the compass needle are attracted by the north pole of the magnet.  b both ends of the compass needle are attracted by the south pole of the magnet.  c one end of the compass needle is attracted by the north pole and the other end by the south  pole.  d the compass needle is not attracted by either end of the magnet.     27 from which materials are the coil and the core of an electromagnet made?     coil core  a copper copper  b copper iron  c iron copper  d iron iron      28 what are the symbols used for the units of current and resistance?     unit of current unit of resistance  a a w  b a \u03c9  c v w  d v \u03c9    29 when a plastic comb is placed next to a small piece of aluminium foil hanging from a nylon thread, the foil is repelled by the comb.    why is this?  a the comb is charged and the foil is uncharged.  b the comb is uncharged and the foil is charged.  c the comb and the foil have charge of opposite signs.  d the comb and the foil have charge of the same sign.     ",
+            "12": "12    \u00a9 ucles 2006 0625/01/m/j/06 30 which symbol represents an electrical component used to store energy?    b ac d      31 four lamps and four switches are connected to a power supply as shown in the circuit diagram.    when all the switches are closed, all the lamps are lit.    when one of the switches is then opened, only one lamp goes out.    which switch is opened?    ab cd       32 four resistors and an ammeter are connected to a battery as shown.    the ammeter reads 2  a.    which of the four labelled points in the circuit is the only one where the current is less than 2  a?    ba c da     ",
+            "13": "13    \u00a9 ucles 2006  0625/01/m/j/06  [turn over  33 why is a fuse used in an electrical circuit in a house?  a to increase the circuit resistance  b to keep the power used to a minimum value  c to prevent a short-circuit from occurring  d to stop the cables from carrying too much current      34 an electric power tool is being used outdoors in a shower of rain.    what is the greatest hazard to the user?  a the cable gets hot and causes burns.  b the circuit-breaker cuts off the current.  c the current passes through water and causes a shock.  d the tool rusts.     35 a current-carrying coil in a magnetic field experiences a turning effect.    nsvariable power supply     how can the turning effect be increased?  a increase the number of turns on the coil  b reduce the size of the current  c reverse the direction of the magnetic field  d use thinner wire for the coil     ",
+            "14": "14    \u00a9 ucles 2006 0625/01/m/j/06 36 a transformer is to be used to produce a 6  v output from a 24  v input.    24  v6  vcoil y coil x     what are suitable numbers of turns for coil x and for coil y?     number of turns  on coil x number of turns  on coil y  a 240 60  b 240 240  c 240 960  d 960 60     37 a cathode-ray tube has an anode and an earthed cathode.    which line in the table shows the charge and the temperature of the anode ?     anode charge anode temperature a negative cool  b negative hot  c positive cool  d positive hot    ",
+            "15": "15    \u00a9 ucles 2006  0625/01/m/j/06  [turn over  38 the diagram shows five atoms in a radioactive substance. the atoms each give out an \u03b1-particle.    atom 1 atom 5 atom 4atom 3atom 21st particle 2nd particle    atom 1 is the first to give out a particle. atom 3 is the second to give out a particle.    which atom will give out the next particle?  a atom 2  b atom 4  c atom 5  d impossible to tell     39 a geiger counter detects radiation from radioactive sources.    a radioactive source is inside a thick aluminium container as shown.    radioactive source 2 m geiger counter thick aluminium container    which type of radiation from this source is being detected?  a \u03b1-particles  b \u03b2-particles  c \u03b3-rays  d radio waves ",
+            "16": "16      permission to reproduce items where third-par ty owned material protected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the publis her (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 t he university of cambridge local examinations syndicate (ucles),  which is itself a department  of the university of cambridge.   \u00a9 ucles 2006 0625/01/m/j/06 40 the nucleus of a neutral atom of lithium is represented by li.7 3    how many protons, electrons and neutrons does the atom contain?     protons electrons neutrons  a 7 7 3  b 3 7 3  c 3 4 4  d 3 3 4       "
+        },
+        "0625_s06_qp_2.pdf": {
+            "1": "this document consists of 16 printed pages. mml 10757 3/05 s99216/2 \u00a9 ucles 2006 [turn overuniversity of cambridge international examinations  international general certificate of secondary education physics 0625/02 paper 2  core may/june 2006 1 hour 15 minutes candidates answer on the question paper. no additional materials are required. read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen.you may use a soft pencil for any diagrams, graphs or rough working.do not use staples, paper clips, highlighters, glue or correction fluid. answer all questions. you may lose marks if you do not show your working or if you do not use appropriate units. take the weight of 1 kg to be 10 n (i.e. acceleration of free fall = 10 m/s 2). at the end of the examination, fasten all your work securely together.the number of marks is given in brackets [ ] at the end of each question or part question.centre number candidate number name for examiner\u2019s use",
+            "2": "1 (a) for a special parade, the guest of honour is to sit on a chair whilst the parade passes by. unfortunately the ground beneath the chair is soft, so the parade organisers put thechair on a large flat board, as shown in fig. 1.1. fig. 1.1 explain why the board prevents the chair from sinking into the ground. ..  [2] (b)at the parade, some air-filled balloons are used as decorations, as shown in fig. 1.2. fig. 1.2 (i)state what happens to the balloons when the sun makes them hotter.  [1] (ii)in terms of molecules, explain your answer to (b)(i). ..  [2] chair board soft ground2for examiner's  use 0625/02/m/j/06 \u00a9 ucles 2006",
+            "3": "(c)a pump is used to pump up the balloons in (b). a valve in the pump becomes blocked, as shown in fig. 1.3. fig. 1.3 (i)the piston of the pump is pushed in. state what happens to the pressure of the airtrapped in the pump.  [1] (ii)in terms of molecules, explain your answer to (c)(i). ..  [3]blocked valveairpiston direction of motion of piston3 [turn overfor examiner's  use \u00a9 ucles 2006 0625/02/m/j/06",
+            "4": "2fig. 2.1 is a full-size diagram of a rectangular block. fig. 2.1 (a)use your rule to measure the lengths of the three sides ab, bc and cd. write your values below, in cm, to 2 significant figures. length of ab = . cm length of bc = . cmlength of cd =  cm [2] (b)write down the equation you would use to calculate the volume of the block. do not attempt a calculation. [1] (c)if you used your values from (a), what would be the unit for the volume of the block? unit of volume = ... [1]a bcd4for examiner's  use 0625/02/m/j/06 \u00a9 ucles 2006",
+            "5": "3fig. 3.1(a) shows a measuring cylinder, containing some water, on a balance. fig. 3.1(b) shows the same arrangement with a stone added to the water. fig. 3.1 (a)which two readings should be subtracted to give the volume of the stone? reading .. and reading .. [1] (b)which two readings should be subtracted to give the mass of the stone? reading .. and reading .. [1] (c)in a certain experiment, mass of stone = 57.5 g,volume of stone = 25 cm 3. (i)write down the equation linking density, mass and volume. [1] (ii)calculate the density of the stone. density of stone =  [3]measuring cylinder water balance reading rreading preading q stone reading s (a) (b)5 [turn overfor examiner's  use 0625/02/m/j/06 \u00a9 ucles 2006",
+            "6": "4a piece of fruit is falling from a tree. fig. 4.1 (a)the list below contains the names of some different forms of energy. put a tick in the box alongside four that are possessed by the falling fruit. chemical electricalgravitational (pe)internal (thermal)kinetic (ke)lightsoundstrain [4] (b)which form of energy increases as the fruit falls?  [1] (c)which form of energy decreases as the fruit falls?  [1] (d)which form of energy is stored in the body of a person as a result of eating the fruit?  [1]6for examiner's  use 0625/02/m/j/06 \u00a9 ucles 2006",
+            "7": "5 (a) state two changes that usually happen to the molecules of a solid when the solid is heated. 1.  .. 2.   [2] (b)most substances expand when they are heated. (i)state one example where such expansion is useful.  [1] (ii)state one example where such expansion is a nuisance, and has to be allowed for.  [1] 6fig. 6.1 shows a section through a series of waves on water. fig. 6.1 (a)on fig. 6.1, carefully mark and label (i)the wavelength of the waves, [2] (ii)the level of the flat, still water surface after the waves have passed. [2] (b)describe how, using a stopwatch, the frequency of the waves could be found.   [2]7 [turn overfor examiner's  use 0625/02/m/j/06 \u00a9 ucles 2006",
+            "8": "7 (a) fig. 7.1 shows a ray of blue light shining onto a glass prism. fig. 7.1 with the aid of a straight edge, draw a possible path of the ray through the prism and into the air until it reaches the screen. [3] (b)when a ray of white light passes through the prism, it spreads into a spectrum ofcolours that can be seen on the screen. (i)what is the name of this spreading effect? tick one box. convergence diffractiondispersionreflection [1] (ii)which colour is deviated least by the prism? . [1] (iii)which colour is deviated most by the prism? . [1]screen air air normal ray of blue light8for examiner's  use 0625/02/m/j/06 \u00a9 ucles 2006",
+            "9": "8 (a) state what is meant by the north pole of a magnet. ..  [2] (b)the north poles of two magnets are brought close together. what sort of force, if any, is there between the poles? tick one box. attractive repulsiveno force [1] (c)fig. 8.1 shows the north pole of a magnet close to an iron bar. fig. 8.1 (i)the iron bar is attracted to the north pole because of induced magnetism in the iron bar. on fig. 8.1, mark clearly the induced north pole and the induced south pole of the iron bar. [1] (ii)state what happens to the induced magnetism in the iron bar when the magnet istaken away.  [1]nmagnet iron bar9 [turn overfor examiner's  use 0625/02/m/j/06 \u00a9 ucles 2006",
+            "10": "9 (a) the table below gives the half-lives of three radioactive substances. samples of each of the three substances have the same activity today. which sample will have the greatest activity in 1 year\u2019s time? explain your answer. substance with greatest activity after 1 year explanation ... ...  [2] (b)in 1986, an explosion at the chernobyl nuclear power station released radioactive substances into the air. one of the radioactive substances released was iodine-131.some of the iodine-131 found its way into cow\u2019s milk. the activity of a sample of this contaminated milk was measured each week for 4 weeks. the results are shown below.10for examiner's  use 0625/02/m/j/06 \u00a9 ucles 2006time / days 0 7 14 21 28 1000 547 294 162 88activity\u2013\u2013\u2013\u2013\u2013\u2013\u2013counts / ssubstance half-life iodine-128 radon-222strontium-9025 minutes3.8 days28 years",
+            "11": "(i)on fig. 9.1, plot the values given in the table. fig. 9.1 (ii)draw the best-fit curve through your points. (iii)use your graph to find the half-life of iodine-131, showing clearly on your graph how you obtained your value. half-life of iodine-131 = ... days [6]1000 800 600400200 0 0                 5               10               15              20               25              30activity counts_______  / s time  / days11 [turn overfor examiner's  use 0625/02/m/j/06 \u00a9 ucles 2006",
+            "12": "10 (a) fig. 10.1 shows a type of tube in which cathode rays can be produced. fig. 10.1 (i)a p.d. is connected between two terminals in order to cause thermionic emission. between which two of the four labelled terminals is the p.d. connected? between point .. and point  [1] (ii)where does the thermionic emission occur?  [1] (iii)what particles are emitted during thermionic emission? tick one box. /afii9825-particles electrons neutronsprotons [1] (iv)on fig. 10.1, draw the path of the cathode rays that are created when all the electrical connections are correctly made. [1] (v)state what is seen when the cathode rays strike the fluorescent screen.  [1]filament anodefluorescent screen a b cd12for examiner's  use 0625/02/m/j/06 \u00a9 ucles 2006",
+            "13": "(b)fig. 10.2 shows the same tube as in fig. 10.1, with two metal plates alongside the tube. a high p.d. is connected between the plates. fig. 10.2 on fig. 10.2, draw the path of the cathode rays. [3] (c)the tube in fig. 10.1 and fig. 10.2 has a vacuum inside it. state why this vacuum is necessary...  [1]+v \u2013v13for examiner's  use 0625/02/m/j/06 \u00a9 ucles 2006 [turn over",
+            "14": "11fig. 11.1 illustrates part of the journey of a car. fig. 11.1 the car engine is leaking oil. regularly, every 2.5 s, a drop of oil hits the road. (a)the car is driven at a steady speed of 10 m/s through the town. (i)calculate the distance on the road between one oil drop and the next oil drop. distance between oil drops = ... m [2] (ii)the town is 500 m across. show that it takes the car 50 s to travel through the town. [3] (b)at a distance of 1000 m outside the town, the car passes a tree. at a further distance of1500 m, the car passes a pylon. between the tree and the pylon the oil drops are all75 m apart. calculate the speed of the car between the tree and the pylon. speed of car =  m/s [2]start of townend of townoil drops on roadtree pylon500  m 1000  m 1500  m14for examiner's  use 0625/02/m/j/06 \u00a9 ucles 2006",
+            "15": "(c)what has happened to the car between the end of the town and the tree? tick one box. the car has accelerated. the car has decelerated.the car has travelled at constant speed. [1] (d)each of the three parts of the journey takes 50 s. calculate the average speed of the car for the whole journey between the beginning of the town and the pylon. average speed =  m/s [5]15for examiner's  use 0625/02/m/j/06 \u00a9 ucles 2006 [turn over",
+            "16": "12in the boxes of the left column below are some electrical hazards. in the boxes of the right column are means of protecting against those hazards. from each hazard, draw a line to the appropriate protection. one line has been drawn as an example. [3] 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 beenincluded, the publisher will be pleased to make amends at the earliest possible opportunity. university of cambridge international examinations is part of the university of cambridge local examinations syndicate (ucles), which is itself a department of the university of cambridge.16for examiner's  use 0625/02/m/j/06 \u00a9 ucles 2006electrical hazard loose live wire touches metal case of appliancefuse or circuit-breakerin the circuit use of switches witha nylon pull-cord earth wire connected to themetal case of the appliance visual check of cablesbefore connecting applianceworn insulation on cableto an appliance steam in a washroomcondenses inside a switch wires get hot becausecurrent is too highmeans of protection"
+        },
+        "0625_s06_qp_3.pdf": {
+            "1": "this document consists of 12 printed pages. sp (slm/ks) t04130/2 \u00a9 ucles 2006 [turn overuniversity of cambridge international examinations  international general certificate of secondary education physics paper 3  extended  0625/03 may/june 2006 1 hour 15 minutes candidates answer on the question paper. no additional materials are required. read these instructions first write your centre number, candidate number and name on all the work you  hand in.write in dark blue or black pen.y ou may use a soft pencil for any diagrams, graphs or rough working.do not use staples, paper clips, highlighters, glue or correction fluid. answer all questions. y ou may lose marks if you do not show your working or if you do not use appropriate units.take the weight of 1 kg to be 10 n (i.e. acceleration of free fall = 10 m/s 2). do not write in the barcode. do not write in the grey areas between the pages. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question. for examiner\u2019s use 1 23456789 1011 total",
+            "2": "2 0625/03/m/j/06for examiner\u2019s use \u00a9 ucles 20061 a bus travels from one bus stop to the next. the journey has three distinct parts. stated in  order they are   uniform acceleration from rest for 8.0 s,   uniform speed for 12 s,   non-uniform deceleration for 5.0 s.  fig. 1.1 shows only the deceleration of the bus. 5  010 15   5 0 10 15 20 25 speed  m/s  time/s  fig. 1.1  (a) on fig. 1.1, complete the graph to show the first two parts of the journey. [3]  (b) calculate the acceleration of the bus 4.0 s after leaving the first bus stop.  acceleration = [2]  (c) use the graph to estimate the distance the bus travels between 20 s and 25 s.  estimated distance = [2] (d) on leaving the second bus stop, the uniform acceleration of the bus is 1.2  m / s 2. the  mass of the bus and passengers is 4000 kg.   calculate the accelerating force that acts on the bus.  force = [2]  (e) the acceleration of the bus from the second bus stop is less than that from the first bus  stop.   suggest two reasons for this. 1.  ..  ..2.  .. ..[2]",
+            "3": "3 0625/03/m/j/06 [turn overfor examiner\u2019s use \u00a9 ucles 20062 a student sets up the apparatus shown in fig. 2.1 in order to find the resultant of the two  tensions t1 and t2 acting at p . when the tensions t1, t2 and t3 are balanced, the angles  between t1 and the vertical and t2 and the vertical are as marked on fig. 2.1. vertical board pulley  pulley  69\u00b0 44\u00b0  p t1 = 6.0  n t2 = 8.0  n t3  fig. 2.1  in the space below, draw a scale diagram of the forces t1 and t2. use the diagram to find the  resultant of the two forces.  state  (a) the scale used, scale =    (b) the value of the resultant, value =    (c) the direction of the resultant. direction =    [6]",
+            "4": "4 0625/03/m/j/06for examiner\u2019s use \u00a9 ucles 20063 an electric pump is used to raise water from a well, as shown in fig. 3.1. pump ground well fig. 3.1  (a) the pump does work in raising the water. state an equation that could be used to  calculate the work done in raising the water.  ..[2]  (b) the water is raised through a vertical distance of 8.0 m. the weight of water raised in  5.0 s is 100 n.   (i) calculate the work done in raising the water in this time.  work done =  ...[1]   (ii) calculate the power the pump uses to raise the water.  power = [1]  (iii) the energy transferred by the pump to the water is greater than your answer to (i).  suggest what the additional energy is used for. .. [1]",
+            "5": "5 0625/03/m/j/06 [turn overfor examiner\u2019s use \u00a9 ucles 20064 (a) state two differences between evaporation of water and boiling of water. 1.  ..2.  ..[2]  (b) the specific latent heat of vaporisation of water is 2260 kj / kg.   explain why this energy is needed to boil water and why the temperature of the water  does not change during the boiling. .. .. .. ..[3]  (c) a laboratory determination of the specific latent heat of vaporisation of water uses a  120  w heater to keep water boiling at its boiling point. water is turned into steam at the rate of 0.050 g / s.   calculate the value of the specific latent heat of vaporisation obtained from this  experiment.  show your working.  specific latent heat of vaporisation = [3]",
+            "6": "6 0625/03/m/j/06for examiner\u2019s use \u00a9 ucles 20065 (a) fig. 5.1 shows a tank used for evaporating salt solution to produce crystals. salt solution evaporating tank  steam outsteam in fig. 5.1   suggest two ways of increasing the rate of evaporation of the water from the solution.   changes may be made to the apparatus, but the rate of steam supply must stay constant.  y ou may assume the temperature of the salt solution remains constant. 1.  .. ..2.  .. ..[2]  (b) a manufacturer of liquid-in-glass thermometers changes the design in order to meet  new requirements.   describe the changes that could be made to   (i) give the thermometer a greater range, .. [1]   (ii) make the thermometer more sensitive. .. [1]  (c) a toilet flush is operated by the compression of air. the air inside the flush has a  pressure of 1.0 \u00d7 10 5 pa and a volume of 150 cm3. when the flush is operated the  volume is reduced to 50 cm3. the temperature of the air remains constant during this  process.   calculate the new pressure of the air inside the flush.  pressure =  ...[2]",
+            "7": "7 0625/03/m/j/06 [turn overfor examiner\u2019s use \u00a9 ucles 20066 fig. 6.1 shows white light incident at p on a glass prism. only the refracted red ray pq is  shown in the prism. pq white lightred ray screen fig. 6.1  (a) on fig. 6.1, draw rays to complete the path of the red ray and the whole path of the violet ray up to the point where they hit the screen. label the violet ray. [3]  (b) the angle of incidence of the white light is increased to 40\u00b0. the refractive index of the glass for the red light is 1.52.    calculate the angle of refraction at p for the red light.  angle of refraction = [3]  (c) state the approximate speed of   (i) the white light incident at p , speed = [1]   (ii) the red light after it leaves the prism at q. speed = [1]",
+            "8": "8 0625/03/m/j/06for examiner\u2019s use \u00a9 ucles 20067 fig. 7.1 shows how the air pressure at one instant varies with distance along the path of a  continuous sound wave. air pressure normal air pressurepx y distance in direction of travel of the wave fig. 7.1  (a) what type of waves are sound waves?  ..[1]  (b) on fig. 7.1, mark on the axis py   (i) one point c where there is a compression in the wave, [1]   (ii) one point r where there is a rarefaction in the wave. [1]  (c) describe the motion of a group of air particles situated on the path of the wave shown in  fig. 7.1.   .. .. ..[2]  (d) the sound wave shown has speed of 340 m / s and a frequency of 200 hz.   calculate the distance represented by px on fig. 7.1.  distance = [2]",
+            "9": "9 0625/03/m/j/06 [turn overfor examiner\u2019s use \u00a9 ucles 20068 fig. 8.1 shows an electrical circuit. 12.0  v d.c.  4.0 \u03c9  r a c b  sliding  contact one metre resistance wire  fig. 8.1  the resistance of the lamp is 4.0 \u03c9 when it is at its normal brightness.  (a) the lamp is rated at 6.0 v, 9.0 w.   calculate the current in the lamp when it is at its normal brightness.  current = [2]  (b) the sliding contact c is moved to a. the lamp lights at its normal brightness.   calculate  (i) the total circuit resistance,  resistance = [1]   (ii) the potential difference across the 4.0 \u03c9 resistor r.  potential difference = [1]  (c) the sliding contact c is moved from a to b.   (i) describe any change that occurs in the brightness of the lamp.  .. [1]   (ii) explain your answer to (i). .. .. [2]  (d) the 1 m wire between a and b, as shown in fig. 8.1, has a resistance of 2.0 \u03c9.   calculate the resistance between a and b when   (i) the 1 m length is replaced by a 2 m length of the same wire,  resistance = [1]   (ii) the 1 m length is replaced by a 1 m length of a wire of the same material but of only  half the cross-sectional area.  resistance = [1]",
+            "10": "10 0625/03/m/j/06for examiner\u2019s use \u00a9 ucles 20069 a transformer is needed to step down a 240  v a.c. supply to a 12  v a.c. output.  (a) in the space below, draw a labelled diagram of a suitable transformer. [3]  (b) explain   (i) why the transformer only works on a.c.,  .. .. [1]   (ii) how the input voltage is changed to an output voltage. .. .. .. [2]  (c) the output current is 1.5 a.   calculate  (i) the power output,  power = [1]  (ii) the energy output in 30 s.  energy = [1]",
+            "11": "11 0625/03/m/j/06 [turn overfor examiner\u2019s use \u00a9 ucles 200610 (a) fig. 10.1 shows a positively charged plastic rod, a metal plate resting on an insulator,  and a lead connected to earth. metal plate insulatorpositively charged plastic rod lead connected to earth fig. 10.1   describe how the metal plate may be charged by induction.  ..  .. ..[3]  (b) an electrostatic generator sets up a current of 20 ma in a circuit.   calculate  (i) the charge flowing through the circuit in 15 s,  charge =   (ii) the potential difference across a 10 k\u03c9 resistor in the circuit.  potential difference =   [3]",
+            "12": "12 0625/03/m/j/06for examiner\u2019s use \u00a9 ucles 200611 fig. 11.1 shows a beam of radiation that contains \u03b1 -particles, \u03b2-particles and \u03b3-rays. the  beam enters a very strong magnetic field shown in symbol form by n and s poles. beam of radiationn s fig. 11.1  complete the table below. radiationdirection of deflection,  if anycharge carried by radiation, if any \u03b1-particles \u03b2-particles \u03b3-rays  [6] 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 university of cambridge local examinations syndicate (ucles), which is itself a department  of the university of cambridge."
+        },
+        "0625_s06_qp_5.pdf": {
+            "1": "this document consists of 7 printed pages, 1 blank page and 1 inserted answer booklet. mml 10773 4/05 t03989/2 \u00a9 ucles 2006 [turn overuniversity of cambridge international examinations international general certificate of secondary education physics 0625/05 paper 5  practical test may/june 2006 1 hour 15 minutes additional materials: as listed in the confidential instructions read these instructions first if you have been given an answer booklet, follow the instructions on the front cover of the booklet. write your centre number, candidate number and name on all the work you hand in.write in dark blue or black pen.do not use staples, paper clips, highlighters, glue or correction fluid. answer all questions. you are expected to record all your observations as soon as these observations are made.an account of the method of carrying out the experiments is not required. at the end of the examination, hand in only the answer booklet.the number of marks is given in brackets [ ] at the end of each question or part question.",
+            "2": "1in this experiment you are to determine the density of a sample of card. record all your observations on page 2 of your answer booklet.you are provided with ten pieces of card. carry out the following instructions, referring to fig. 1.1. fig. 1.1 (a) (i) measure and record in grams the mass m of the stack of ten pieces of card. (ii)calculate the average mass m of one piece of card. (b) (i) measure and record the height h(in mm) of the stack of cards. (ii)calculate the average thickness t of one piece of card. (c) (i) measure and record the length l(in mm) and width w (in mm) of one piece of card. (ii)calculate the volume v of one piece of card using the equation v=ltw. (d)calculate the density d of the card using the equation d= . m\u2013\u2013 v/k6cw h2 0625/05/m/j/06 \u00a9 ucles 2006",
+            "3": "(e)a sample of corrugated card of the same length and width as the card you have used consists of two thin sheets of card with an air gap in between. the sheets of card areseparated by paper as shown in the cross-section in fig. 1.2. the thickness y of the air gap as shown in fig. 1.2 is between 2 mm and 3 mm. fig. 1.2 estimate the volume v aof air trapped within the corrugated card shown in fig. 1.2.card paper cardy3 0625/05/m/j/06 [turn over \u00a9 ucles 2006",
+            "4": "2in this experiment you are to investigate the resistance of lamps in different circuit arrangements. record all your observations and readings on page 3 of your answer booklet.a circuit has been set up for you. you are also provided with an additional lamp and some additional connecting leads. (a)draw a circuit diagram of the circuit that has been set up for you. use standard circuit symbols. (b) (i) switch on. measure and record the current  i1in the circuit and the p.d. v1across the lamp. switch off. (ii)calculate the resistance r1of the lamp using the equation r1= . (c)connect a second lamp in parallel with the first lamp. (i)switch on. measure and record the total current i2in the circuit and the p.d. v2across the lamps. switch off. (ii)calculate the resistance r2of the two lamps in parallel using the equation r2= .v2\u2013\u2013i2v1\u2013\u2013i14 0625/05/m/j/06 \u00a9 ucles 2006",
+            "5": "3in this experiment you are to determine the weight of a metre rule. record all your observations on pages 4 and 5 of your answer booklet. carry out the following instructions, referring to fig. 3.1. the apparatus has been set up for you. fig. 3.1 you are provided with a metre rule supported at one end by a pivot through the 1.0 cm mark. theother end is supported by a newton meter hanging from a clamp. (a)adjust the position of the clamp supporting the newton meter so that the rule is supported at the 0.900 m mark and is horizontal. describe how you checked that the metre rule washorizontal. you may draw a diagram if you wish. (b)record the force f shown on the newton meter. also record the distance d (in m) from the pivot to the 0.900 m mark. (c)calculate and record the value of . (d)adjust the position of the clamp supporting the newton meter so that the rule is supported atthe 0.850 m mark and is horizontal. check that the metre rule is horizontal. (e)record the force f shown on the newton meter and the distance d from the pivot to the  0.850 m mark. calculate and record the value of . (f)repeat steps (d) and (e) with the newton meter at the 0.800 m, 0.750 m and 0.700 m marks. (g)plot a graph of f /n  (y-axis) against (x-axis). (h)determine the gradient gof the graph. (i)calculate the weight of the metre rule using the equation w= , where k = 0.490 m.g\u2013\u2013 k1\u2013\u2013 m/1\u2013\u2013 d1\u2013\u2013 d1\u2013\u2013 dn pivot benchnewton meter metre rule5 0625/05/m/j/06 [turn over \u00a9 ucles 2006",
+            "6": "4in this experiment you are to investigate the refraction of light through a transparent block. record all your observations and answers on page 6 of the answer booklet. carry out the following instructions referring to fig. 4.1. fig. 4.130\u00b0p1 p2  p3 p4a b c de f g hn n/h11032 eyehole  sheet of paper6 0625/05/m/j/06 \u00a9 ucles 2006",
+            "7": "(a)place the transparent block, largest face down, on the sheet of plain paper supplied. the block should be approximately in the middle of the paper. draw the outline abcd of theblock . (b)remove the block and draw the normal nn/h11032 to side ab so that the normal is 2.0 cm from a. label the point g where nn/h11032 crosses dc. (c)draw the line ef at an angle of 30\u00b0 to the normal, as shown in fig. 4.1. (d)place the paper on the pin board. (e)place two pins p 1and p2on line ef as shown in fig. 4.1. (f)replace the block and observe the images of p1and p2through side cd of the block so that the images of p1and p2appear one behind the other. place two pins p3and p4between your eye and the block so that p3and p4and the images of p1and p2, seen through the block, appear one behind the other. mark the positions of p1, p2, p3and p4. remove the block. (g)draw a line joining the positions of p3and p4. continue the line until it meets cd. label this point h. (h)measure and record the length a of the line gh. (i)draw the line hf. (j)measure and record the length b of the line hf. (k)extend the straight line ef within the outline of the block to a point i. the distance fi mustbe exactly equal to b. (l)from i draw a line that meets nn /h11032at a right angle. label this position j. (m)measure and record the length c of the line ij. (n)calculate the refractive index n of the material of the block using the equation n= . tie your sheet of paper into your answer booklet opposite page 6.c\u2013\u2013 a7 0625/05/m/j/06 \u00a9 ucles 2006",
+            "8": "8 0625/05/m/j/06blank page permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. every reasonable effort has been made by the publisher (ucles) to trace copyright holders, but if any items requiring clearance have unwittingly been included, thepublisher will be pleased to make amends at the earliest possible opportunity. university of cambridge international examinations is part of the university of cambridge local examinations syndicate (ucles), which is itself a department of the university of cambridge."
+        },
+        "0625_s06_qp_6.pdf": {
+            "1": "this document consists of 12 printed pages. mml 10813 4/05 t06423/2 \u00a9 ucles 2006 [turn overuniversity of cambridge international examinations international general certificate of secondary education physics 0625/06 paper 6  alternative to practical may/june 2006 1 hour candidates answer on the question paper. no additional materials are required. read these instructions first write your centre number, candidate number and name on all work you hand in. write in dark blue or black pen.you may use a soft pencil for any diagrams, graphs or rough working.do not use staples, paper clips, highlighters, glue or correction fluid. answer all questions. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question.centre number candidate number name for examiner\u2019s use 1 2345 total",
+            "2": "1the igcse class is determining the density of a sample of card. each student has a stack of ten pieces of card, as shown in fig. 1.1. fig. 1.1 (a) (i) on fig. 1.1, measure the height hof the stack of card. h= ... [1] (ii)calculate the average thickness t of one piece of card. t=  [2] (b) (i) on fig. 1.1, measure the length land width w of the top piece of card. l= .. w= ... [1] (ii)calculate the volume v of one piece of card using the equation v= ltw . v= ... [2]/k6cw h2 0625/06/m/j/06for examiner\u2019s  use \u00a9 ucles 2006\u00a9 ucles 2006",
+            "3": "(c)calculate the density d of the card using the equation d=  where the mass m of one piece of card is 1.3 g. d= ... [2] (d)a sample of corrugated card of the same length and width as the card in fig. 1.1 consists of two thin sheets of card with an air gap in between. the sheets of card areseparated by paper, as shown in the cross-section in fig. 1.2. the thickness y of the air gap as shown in fig. 1.2 is between 2 mm and 3 mm. fig. 1.2 estimate the volume v aof air trapped within the corrugated card shown in fig. 1.2. va= . [1]card paper cardym\u2013\u2013 v3 0625/06/m/j/06 [turn overfor examiner\u2019s  use \u00a9 ucles 2006\u00a9 ucles 2006",
+            "4": "2the igcse class is investigating the resistance of lamps in different circuit arrangements. fig. 2.1 shows a picture of the circuit. fig. 2.1 (a)draw a circuit diagram of the circuit shown in fig. 2.1. use standard circuit symbols. [3]power source 0-1 a ammeter0-2 v voltmeterlampvariable resistor4 0625/06/m/j/06for examiner\u2019s  use \u00a9 ucles 2006\u00a9 ucles 2006",
+            "5": "(b)the current ithrough the lamp and the voltage v across the lamp are measured. then a second lamp is connected in parallel with the first. the total current iin the circuit and the voltage vacross the lamps are measured. the table below shows the readings. (i)complete the column headings for each of the i, v and r columns of the table. [1] (ii)calculate the resistance r in each case using the equation r= . enter the results in the table. [2]v\u2013\u2013i5 0625/06/m/j/06 [turn overfor examiner\u2019s  use \u00a9 ucles 2006\u00a9 ucles 2006i/ 0.24 0.45v/ 1.391.30r/",
+            "6": "3the igcse class is determining the refractive index of the material of a transparent block. fig. 3.1. shows the drawing that a student makes. fig. 3.1p1 p2  p3 p4a b c de f gn n sheet of plain paper eye6 0625/06/m/j/06for examiner\u2019s  use \u00a9 ucles 2006\u00a9 ucles 2006",
+            "7": "the student places two pins p1and p2on line ef to mark an incident ray. then she places the block on the paper and observes the images of p1and p2through side cd of the block so that the images of p1and p2appear one behind the other. she places two pins p3and p4between her eye and the block so that p3and p4and the images of p1and p2, seen through the block, appear one behind the other. (a) (i) draw a line joining the positions of p3and p4. continue the line until it meets cd. label this point h. (ii)measure the distance a between g and h. a= ... [1] (iii)draw the line hf. (iv)measure the length b of the line hf. b= ... [1] (v)extend the straight line ef within the outline of the block to a point i . the distance fi must be exactly equal to b. (vi)from i draw a line that meets nn/h11032 at a right angle. label this position j. (vii) measure the length c of the line ji. c=  [3] (viii) calculate the refractive index n of the material of the block using the equation n= . n= ... [2] (b)suggest two improvements you would make to this experiment to ensure an accurate result for the refractive index n. 1 . .. .. 2 . ..  [2]c\u2013\u2013 a7 0625/06/m/j/06 [turn overfor examiner\u2019s  use \u00a9 ucles 2006",
+            "8": "4an igcse student is investigating the temperature rise of water in beakers heated by different methods. the apparatus is shown in fig. 4.1. beaker a is heated electrically andbeaker b is heated with a bunsen burner. fig. 4.1a vfixed voltage power source bunsen burnerbeaker a beaker b8 0625/06/m/j/06for examiner\u2019s  use \u00a9 ucles 2006",
+            "9": "the student first records room temperature. (a)fig. 4.2 shows the thermometer at room temperature. fig. 4.2 (i)write down the value of room temperature. room temperature = . [1] (ii)the two beakers are heated from room temperature for the same length of time. the new water temperature for beaker a is 30 \u00b0c and for beaker b is 28 \u00b0c. calculate the temperature rise of the water in each beaker. temperature rise in beaker a = ... temperature rise in beaker b = . [1] (b)the electrical heater and the bunsen burner both have the same power and both beakers were heated from room temperature for the same length of time. suggest whythere is a difference in temperature rise between beaker a and beaker b. .. ..  [2] (c)in order to keep the heating effect of the electrical heater constant throughout the heating period, the student adjusts the current. name the component in the circuit thatthe student uses for this purpose.  [1]\u201410       0      10     20     30     40     50     60     70     80     90    100   110 oc9 0625/06/m/j/06 [turn overfor examiner\u2019s  use \u00a9 ucles 2006\u00a9 ucles 2006",
+            "10": "5the igcse class is determining the weight of a metre rule. the apparatus is shown in fig. 5.1. fig. 5.1 a metre rule is supported at one end by a pivot through the 1.0 cm mark. the other end is supported at the 91.0 cm mark by a newton meter hanging from a clamp. (a)describe how you would check that the metre rule is horizontal. y ou may draw a diagram if you wish. ..  [1]n pivot benchnewton meter metre rule10 0625/06/m/j/06for examiner\u2019s  use \u00a9 ucles 2006\u00a9 ucles 2006",
+            "11": "(b)the students record the force f shown on the newton meter and the distance d from the pivot to the 91 cm mark. they then repeat the experiment several times using a range of values of the distance d. the readings are shown in the table. calculate and record in the table the values of . [1] (c) (i) on the graph grid below, plot a graph of f /n  (y-axis) against (x -axis). start the y -axis at 0.7 and the x -axis at 1.0. [2] (ii)draw the line of best fit on your graph. [2] question 5 continues on the next page.1\u2013\u2013 m/1\u2013\u2013 d1\u2013\u2013 d11 0625/06/m/j/06 [turn overfor examiner\u2019s  use \u00a9 ucles 2006\u00a9 ucles 2006f/n 0.74 0.780.810.860.92d/m 0.9000.8500.8000.7500.700 1\u2013\u2013 m/1\u2013\u2013 d",
+            "12": "(iii)determine the gradient gof the line. g= ... [3] (d)calculate the weight of the metre rule using the equation w=  where k = 0.490 m. w= .. [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 beenincluded, the publisher will be pleased to make amends at the earliest possible opportunity. university of cambridge international examinations is part of the university of cambridge local examinations syndicate (ucles), which is itself a department of the university of cambridge.g\u2013\u2013 k12 0625/06/m/j/06for examiner\u2019s  use \u00a9 ucles 2006\u00a9 ucles 2006"
+        },
+        "0625_w06_qp_1.pdf": {
+            "1": "     university of cambridge international examinations    international general certificate of secondary education        physics 0625/01       paper 1  multiple choice     october/november 2006        45 minutes     additional materials: multiple choice answer sheet      soft clean eraser      soft pencil (type b or hb is recommended)                          read these instructions first     write in soft pencil.    do not use staples, paper clips, highlighters, glue or correction fluid.   write your name, centre number and candidate number on the answer sheet in the spaces provided unless   this has been done for you.      there are forty  questions on this paper. answer all questions. for each question there are four possible    answers  a, b, c and d.   choose the one you consider correct and record your choice in soft pencil on the separate answer sheet.     read the instructions on the answer sheet very carefully.     each correct answer will score one mark. a mark will not be deducted for a wrong answer.   any rough working should be done in this booklet.                                                  this document consists of 18 printed pages and  2 blank pages.  ib06 11_0625_01/rp   \uf6d9 ucles 2006  [turn over    ",
+            "2": "2    \u00a9 ucles 2006 0625/01/o/n/06 1 a ruler is used to measure the length of a nail.    5.0 6.0 7.0 8.0 cm    what is the length of the nail?  a 1.3  cm b 2.9  cm c 5.2  cm d 8.1  cm    2 a cyclist is riding along a road when an animal runs in front of him. the graph shows the cyclist\u2019s  motion. he sees the animal at p, starts to brake at q and stops at r.    00pq rspeed time    what is used to find the distance travelled after he applies the brakes?  a the area under line pq  b the area under line qr  c the gradient of line pq  d the gradient of line qr     ",
+            "3": "3    \u00a9 ucles 2006 0625/01/o/n/06  [turn over  3 a car travels along the route pqrst in 30 minutes.    pq rs t10  km5 km 5 km 10  km     what is the average speed of the car?  a 10  km  / hour  b 20  km  / hour  c 30  km  / hour  d 60  km  / hour      4 a newton is a unit of force.   which quantity is measured in newtons?  a acceleration  b density  c mass  d weight     ",
+            "4": "4    \u00a9 ucles 2006 0625/01/o/n/06 5 a student pours liquid into a measuring cylinder.    digital balance100 90 8070605040302010measuring cylinder liquid     the student records the volume of the liquid from the scale on the measuring cylinder. he then  puts the measuring cylinder containing the liquid on a balance and records the mass.    what else needs to be measured before the density of the liquid can be calculated?  a the depth of the liquid in the measuring cylinder  b the mass of the empty measuring cylinder c the temperature of the liquid in the measuring cylinder  d the volume of the empty measuring cylinder     ",
+            "5": "5    \u00a9 ucles 2006 0625/01/o/n/06  [turn over  6 the diagram shows four blocks, each made of glass of density 2.6  g / cm3.    the top of each block has an area of 1  cm2.    which block has a mass of 13  g?    2 cm d5 cm c10  cm b15  cm a      7 a heavy beam is resting on two supports, so that there are three forces acting on it.    r1 r2 w    the beam is in equilibrium.    which statement is correct?  a all the forces are equal in value.  b the forces are in one direction and their turning effects are in the opposite direction.  c the resultant force is zero and the resultant turning effect is zero.  d the total upward force is twice the total downward force.     ",
+            "6": "6    \u00a9 ucles 2006 0625/01/o/n/06 8 the diagram shows sections of four objects of equal mass. the position of the centre of mass of  each object has been marked with a cross.    which object is the most stable?    abcd       9 which source of energy uses the production of steam to generate electricity?  a hydroelectric  b nuclear  c tides  d waves      10 a cyclist travels down a hill from rest at point x without pedalling.    the cyclist applies his brakes and the cycle stops at point y.    x yhill     which energy changes have taken place between x and y?  a kinetic \u2192 internal (heat) \u2192 gravitational potential  b kinetic \u2192 gravitational potential \u2192 internal (heat)  c gravitational potential \u2192 internal (heat) \u2192 kinetic  d gravitational potential \u2192 kinetic \u2192 internal (heat)     ",
+            "7": "7    \u00a9 ucles 2006 0625/01/o/n/06  [turn over  11 to prevent a cement mixer sinking into soft ground, the mixer is placed on a large flat board.    board soft groundcement mixer     why does this prevent the mixer sinking?  a the large area decreases the pressure on the ground.  b the large area increases the pressure on the ground.  c the large area decreases the weight on the ground.  d the large area increases the weight on the ground.      12 the diagram shows a simple mercury barometer.     v w x y zmercury     the atmospheric pressure increases.    which distance increases?  a vw b wy c xy d xz     ",
+            "8": "8    \u00a9 ucles 2006 0625/01/o/n/06 13 a gas cylinder is left outside on a sunny day.    the sun heats the gas inside the cylinder.    what happens to the gas molecules?  a they collide less often.  b they expand.  c they move closer together.  d they move more rapidly.      14 water spilled on the ground on a hot day evaporates.    which diagram represents the change in arrangement of the particles in the water as it  evaporates?     a b cd      ",
+            "9": "9    \u00a9 ucles 2006 0625/01/o/n/06  [turn over  15 a block of ice is heated until it has all melted. the water that is produced is then heated until it  boils.    which line in the table states what happens to the temperature of the ice while it is melting, and  to the temperature of the water while it is boiling?     temperature of ice  while it is melting temperature of water  while it is boiling  a increases increases  b increases stays the same  c stays the same increases  d stays the same stays the same    16 a thermometer with no scale is taped to a ruler as shown. when placed in steam, the mercury level rises to 22  cm. when placed in pure melting ice, the mercury level falls to 2  cm.    30 2826242220181614121086420cm mercury     which temperature is shown by the mercury level in the diagram?  a 6 \u00b0c b 8 \u00b0c c 30  \u00b0c d 40  \u00b0c     ",
+            "10": "10    \u00a9 ucles 2006 0625/01/o/n/06 17 which line in the table is correct about conduction and convection?     conduction convection  a can happen in a solid can happen in a solid  b can happen in a solid only happens in fluids  c only happens in fluids can happen in a solid  d only happens in fluids only happens in fluids     18 a heating element is positioned in a narrow sealed tube of liquid.    what would be the best place to position the heating element in order to obtain the best  circulation of the liquid through the tube?    liquid a db c      ",
+            "11": "11    \u00a9 ucles 2006 0625/01/o/n/06  [turn over  19 in a ripple tank experiment, plane water-waves meet a straight barrier with a wide gap in it.    wave motion barrier    which diagram shows the wave pattern beyond the barrier?    ab cd       20 the diagram shows a wave.    xydistancedisplacement 0     how many wavelengths are there between x and y?  a 32 b 1 c 121 d 3 ",
+            "12": "12    \u00a9 ucles 2006 0625/01/o/n/06 21 a parallel beam of light falls on a converging lens.    which diagram shows what happens to the beam of light?    abcd       22 the image of a clock face as seen in a plane mirror is shown.    12 63 9     what is the time on the clock?  a 1.25 b 1.35 c 10.25 d 10.35    23 a police car with its siren sounding is stationary in heavy traffic. a pedestrian notices that,  although the loudness of the sound produc ed does not change, the pitch varies.    which line in the table describes the amplitude and the frequency of the sound?     amplitude frequency  a constant varying  b constant constant  c varying constant  d varying varying     ",
+            "13": "13    \u00a9 ucles 2006 0625/01/o/n/06  [turn over  24 a sports field is next to a large school building. at the far side of the sports field, a student sees a  groundsman hammer a pole into the ground.    school building hammer pole about 400  mstudent     the student hears two bangs each time the hammer hits the pole.    why does the student hear two bangs?     first bang caused by second bang caused by  a sound of hammer hitting pole  sound of pole hitting hammer   b sound reaching left ear sound reaching right ear  c sound reaching student directly sound due to echo from school building  d sound reflected back from school building sound reaching student directly     25 a student uses three small plotting compasses to investigate the magnetic field around a bar  magnet.    which diagram shows the directions in which the compass needles point?    s na s nb s n c s nd    ",
+            "14": "14    \u00a9 ucles 2006 0625/01/o/n/06 26 the ends of three metal rods are tested by holding end q of rod 1 close to the others in turn.     rod 1 rod 2 rod 3qr st u     the results are as follows.    end q: attracts end r,  attracts end s,  attracts end t,  repels end u.    which of the metal rods is a magnet?  a rod 1 only  b rod 1 and rod 2 only  c rod 1 and rod 3 only  d rod 3 only      27 a student wishes to measure the electromotive force (e.m.f.) of a battery and the potential  difference (p.d.) across a resistor.    she has the resistor, the battery and some connecting wires.   what else does she need?  a a voltmeter only   b an ammeter only  c an ammeter and a voltmeter  d a force meter (newton meter) and a voltmeter     28 which particle does  not experience a force due to an electric field?  a \u03b1-particle  b electron  c neutron  d proton     ",
+            "15": "15    \u00a9 ucles 2006 0625/01/o/n/06  [turn over  29 a student uses a length of wire as a resistor. he discovers that the resistance of the wire is too  small.    to be certain of making a resistor of higher value, he should use a piece of wire that is  a longer and thicker.  b longer and thinner.  c shorter and thicker.  d shorter and thinner.     30 which graph shows how the resistance of a thermistor changes with temperature?    ab cd0 0 temperature  / \u00b0cresistance  / \u03c9 temperature  / \u00b0cresistance  / \u03c9 temperature  / \u00b0cresistance  / \u03c9 temperature  / \u00b0cresistance  / \u03c9 0 00 0 0 0     31 in the circuit below, one of the lamps breaks, causing all the other lamps to go out.    which lamp breaks?    ac d b     ",
+            "16": "16    \u00a9 ucles 2006 0625/01/o/n/06 32 circuit-breakers are used with electrical appliances as safety devices.    which description is correct for a circuit-breaker?     position action when overloaded  a connected in the live wire melts  b connected in the live wire operates an electromagnet  c connected to the casing of the appliance melts  d connected to the casing of the appliance operates an electromagnet     33 an electric heater is connected to the mains using insulated copper wires. the wires become  very warm.    what can be done to prevent so much heat being produced in the connecting wires?  a use thicker copper wires.  b use thinner copper wires.  c use thicker insulation.  d use thinner insulation.     34 the diagram shows an electrical device.    rotation nsmagnet commutator carbon brush battery    what is this electrical device?  a a d.c. motor   b an a.c. generator c a magnetising coil  d a transformer ",
+            "17": "17    \u00a9 ucles 2006 0625/01/o/n/06  [turn over  35 the graph shows the voltage input to a step-down transformer.    0 timevoltage input12  v     which diagram shows the voltage output from the transformer?    ab cd0 timevoltage output 0 timevoltage output0 timevoltage output 0 timevoltage output12  v1 2 v 12  v1 2 v      36 particles are emitted by a heated cathode in a cathode-ray tube.    particles cathodeheater anode    what are these particles?  a atoms  b electrons  c neutrons  d protons     ",
+            "18": "18    \u00a9 ucles 2006 0625/01/o/n/06 37 which line in the table describes the nature of an \u03b1-particle and of a \u03b3-ray?     \u03b1-particle \u03b3-ray  a helium nucleus electromagnetic radiation  b helium nucleus electron  c proton electromagnetic radiation  d proton electron     38 the count rates of four radioactive sources were measured at the same time on three  consecutive days.    which source has a half-life of two days?     monday tuesday wednesday  a 100 50 25  b 200 140 100  c 300 300 300  d 400 200 100    39 which statement is true of all neutral atoms?  a the number of electrons equals the number of nucleons.  b the number of neutrons equals the number of protons.  c the number of nucleons equals the number of neutrons.  d the number of protons equals the number of electrons.     40 there are three nuclides of hydrogen.    nuclide 1 nuclide 2 nuclide 3  1 1h 2 1h 3 1h    which of these nuclides have the same number of protons in their nuclei?  a 1 and 2 only  b 2 and 3 only  c all of them  d none of them     ",
+            "19": "19     0625/01/o/n/06  blank page  ",
+            "20": "20      permission to reproduce items where third-party owned material protected by copyright  is included has been sought and cleared w here possible. every  reasonable effort has been made by the publis her (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 t he university of cambridge local examinations syndicate (ucles),  which is itself a department  of the university of cambridge.     0625/01/o/n/06 blank page  "
+        },
+        "0625_w06_qp_2.pdf": {
+            "1": "this document consists of 15 printed pages and 1 blank page. mml 10757 3/05 s99316/2 \u00a9 ucles 2006 [turn overuniversity of cambridge international examinations  international general certificate of secondary education physics 0625/02 paper 2  core october/november 2006 1 hour 15 minutes candidates answer on the question paper. no additional materials are required. read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen.you may use a soft pencil for any diagrams, graphs or rough working.do not use staples, paper clips, highlighters, glue or correction fluid. answer all questions. you may lose marks if you do not show your working or if you do not use appropriate units. take the weight of 1 kg to be 10 n (i.e. acceleration of free fall = 10 m/s 2). at the end of the examination, fasten all your work securely together.the number of marks is given in brackets [ ] at the end of each question or part question.centre number candidate number name for examiner\u2019s use",
+            "2": "1a worker on the production line in a factory is making brackets. an inspector times the worker whilst he makes 5 brackets. to start, the stopwatch is set to zero. after 5 brackets have been made, the stopwatch is as shown in fig. 1.1. fig. 1.1 (a)state the reading on the stopwatch. reading = .. s [1] (b)calculate the time taken to make 1 bracket. time taken = .. s [2] (c)the worker has a target of making 300 brackets per hour.does the worker meet his target? tick one box and show the working which led you to your answer. does the worker meet his target? y es no [4]5 10 5055 15 45 20 253060 354010 205060 30402for examiner's  use 0625/02/o/n/06 \u00a9 ucles 2006",
+            "3": "2some igcse students were asked to write statements about mass and weight. their statements are printed below. put a tick in the box alongside each of the two correct statements. mass and weight are the same thing. mass is measured in kilograms.weight is a type of force.weight is the acceleration caused by gravity. [2]3for examiner's  use 0625/02/o/n/06 \u00a9 ucles 2006 [turn over",
+            "4": "3fig. 3.1 shows the speed/time graph for a journey travelled by a tractor. fig. 3.1 (a)use the graph to describe the motion of the tractor during each of the marked sections. op   pq   qr  ... rs  .. [4] (b)which two points on the graph show when the tractor is stationary? point . and point . [1] (c)state the greatest speed reached by the tractor. greatest speed =  m/s [1] (d)for how long was the tractor travelling at constant speed? at constant speed for ... s [1] (e)state how the graph may be used to find the total distance travelled during the 200 s journey. do not attempt a calculation.  [1]06 42q p sr 50 100 time  / sspeed m / s 170 200o 04for examiner's  use 0625/02/o/n/06 \u00a9 ucles 2006",
+            "5": "4 (a) name the process by which thermal energy is transferred (i)from the sun to the earth,  (ii)through the metal of a cooking pot. .. [2] (b)a child is sitting on an oscillating swing, as shown in fig. 4.1. at the top of the oscillation, the child and swing are momentarily at rest. fig. 4.1 (i)use the names of appropriate types of energy to complete the following wordequation. write on the lines in the boxes. (ii)the child continues to sit still on the swing. the amplitude of the oscillations slowlydecreases. explain why this happens. .. .. [3]energy losses +. energy at the bottom of theoscillation+. energy at thebottom of theoscillation=gravitationalpotential energyat the top of theoscillation5 [turn overfor examiner's  use 0625/02/o/n/06 \u00a9 ucles 2006",
+            "6": "5 (a) state the two factors on which the turning effect of a force depends. 1.  .. 2.   [2] (b)forces f1and f2are applied vertically downwards at the ends of a beam resting on a pivot p . the beam has weight w. the beam is shown in fig. 5.1. fig. 5.1 (i)complete the statements about the two requirements for the beam to be in equilibrium. 1. there must be no resultant ..2. there must be no resultant .. (ii)the beam in fig. 5.1 is in equilibrium. f is the force exerted on the beam by the pivot p . complete the following equation about the forces on the beam. f=  (iii)which one of the four forces on the beam does not exert a moment about p? ... [4]f1pf2 wf    6for examiner's  use 0625/02/o/n/06 \u00a9 ucles 2006",
+            "7": "6a woman stands so that she is 1.0 m from a mirror mounted on a wall, as shown in fig. 6.1. fig. 6.1 (a)on fig. 6.1, carefully draw (i)a clear dot to show the position of the image of her eye, (ii)the normal to the mirror at the bottom edge of the mirror, (iii)a ray from her toes to the bottom edge of the mirror and then reflected from the mirror. [5] (b)explain why the woman cannot see the reflection of her toes. ..  [1] (c) (i) how far is the woman from her image?  m (ii)how far must the woman walk, and in what direction, before the distance betweenher and her image is 6.0 m? distance walked =  m direction =  [4]1.0 mmirror7 [turn overfor examiner's  use 0625/02/o/n/06 \u00a9 ucles 2006",
+            "8": "7a man is using an axe to chop down a tree, as shown in fig. 7.1. fig. 7.1 (a)a short time after the axe hits the tree, the man hears a clear echo. he estimates that the echo is heard 3 seconds after the axe hits the tree. (i)suggest what type of obstacle might have caused such a clear echo. .. (ii)the speed of sound in air is 320 m/s. calculate the distance of the obstacle from the tree. obstacle distance =  m [4]8for examiner's  use 0625/02/o/n/06 \u00a9 ucles 2006",
+            "9": "(b)a branch from the tree falls into some shallow water in a pond nearby. the branch sets up a wave. the wave moves to the left a distance of 3.0 m before hitting the side of amoored boat and reflecting back again. fig. 7.2 the wave takes 5.0 s to travel from ab to the boat and back to ab. calculate the speed of the water-wave. speed of wave = . m/s [2]water wave a3.0 mb side of boat9 [turn overfor examiner's  use 0625/02/o/n/06 \u00a9 ucles 2006",
+            "10": "8 (a) fig. 8.1 shows two groups of materials. fig. 8.1 (i)which group contains metals? ... (ii)which group contains insulators? ... (iii)write down the name of one of the eight materials above that may be charged by rubbing it with a suitable dry cloth. ... [3] (b)two charged metal balls are placed close to a positively-charged metal plate. one is attracted to the plate and one is repelled. fig. 8.2 write a + sign on the ball that is positively charged and a \u2013 sign on the one that is negatively charged. [1] (c)state what is meant by an electric field. ..  [3]charged plateattracted to plate repelled by plategroup 2 plastics silk glass ebonitegroup 1 copper iron gold aluminium10for examiner's  use 0625/02/o/n/06 \u00a9 ucles 2006",
+            "11": "9the points plotted on the grid shown in fig. 9.1 were obtained from a spring-stretching experiment. fig. 9.1 (a)using a straight edge, draw a straight line through the first 5 points. extend your line tothe edge of the grid. [1] (b)suggest a reason why the sixth point does not lie on the line you have drawn.  [1] (c)calculate the extension caused by the 3 n load. extension = .. mm [2] (d)a small object is hung on the unloaded spring, and the length of the spring becomes62 mm. use the graph to find the weight of the object. weight of object = . n [1]100 80 60 40 20 0 012345 load  / nlength  / mm11 [turn overfor examiner's  use 0625/02/o/n/06 \u00a9 ucles 2006",
+            "12": "10a person has a 6 v bell. he hopes to operate the bell from a 240 v a.c. mains supply, with the help of the transformer shown in fig. 10.1. fig. 10.1 (a)state how you can tell from fig. 10.1 that the transformer is a step-down transformer.  [1] (b)state how the output voltage compares with the input voltage in a step-down transformer.  [1] (c)calculate the output voltage of the transformer when connected to the 240 v mainssupply. output voltage =  v [3] (d)why would it not be wise for the person to connect the 6 v bell to this output? ..  [1]primary coil 5000 turnssecondary coil 250 turns240  v a.c. inputoutput12for examiner's  use 0625/02/o/n/06 \u00a9 ucles 2006",
+            "13": "11the table below contains some information about uranium-238. (a)state how many electrons there are in a neutral atom of uranium-238.  [1] (b)state where in the atom the electrons are to be found.  [1] (c)state how many neutrons there are in an atom of uranium-238.  [1] (d)state where in the atom the neutrons are to be found.  [1] (e)state what happens to the number of protons in an atom of uranium-238 when an  /afii9825-particle is emitted.  [2]proton number z= 92 nucleon number a = 238 decays by emitting /afii9825-particle13 [turn overfor examiner's  use 0625/02/o/n/06 \u00a9 ucles 2006",
+            "14": "12fig. 12.1 shows an electric circuit. fig. 12.1 (a)the lamp lights, but the ammeter needle moves the wrong way. what change should be made so that the ammeter works correctly?  [1] (b)what does an ammeter measure? . [1] (c)in the space below, draw a circuit diagram of the circuit in fig. 12.1, using correct circuit symbols. [2]ammeter battery lamp 15 /afii9821 resistor14for examiner's  use 0625/02/o/n/06 \u00a9 ucles 2006",
+            "15": "(d) (i) name the instrument that would be needed to measure the potential difference (p.d.) across the 15 /afii9821resistor. . (ii)using the correct symbol, add this instrument to your circuit diagram in (c), in aposition to measure the p.d. across the 15 /afii9821resistor. [2] (e)the potential difference across the 15 /afii9821resistor is 6 v. calculate the current in the resistor. current =  a [3] (f)without any further calculation, state the value of the current in the lamp. lamp current =  a [1] (g)another 15 /afii9821resistor is connected in parallel with the 15 /afii9821resistor that is already in the circuit. (i)what is the combined resistance of the two 15 /afii9821resistors in parallel? tick one box. 30/afii9821 15/afii9821 7.5/afii9821 zero (ii)state what effect, if any, adding this extra resistor has on the current in the lamp. .. [2]15for examiner's  use 0625/02/o/n/06 \u00a9 ucles 2006",
+            "16": "blank page permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. every reasonable effort has been made by the publisher (ucles) to trace copyright holders, but if any items requiring clearance have unwittingly been included, thepublisher will be pleased to make amends at the earliest possible opportunity. university of cambridge international examinations is part of the university of cambridge local examinations syndicate (ucles), which is itself a department of the university of cambridge.16 0625/02/o/n/06"
+        },
+        "0625_w06_qp_3.pdf": {
+            "1": "this document consists of 15 printed pages and 1 blank page. sp (slm/ks) t04132/2 \u00a9 ucles 2006 [turn overuniversity of cambridge international examinations  international general certificate of secondary education physics paper 3  extended  0625/03 october/november 2006 1 hour 15 minutes candidates answer on the question paper. no additional materials are required. read these instructions first write your centre number, candidate number and name on all the work you  hand in.write in dark blue or black pen.y ou may use a soft pencil for any diagrams, graphs or rough working.do not use staples, paper clips, highlighters, glue or correction fluid. answer all questions. y ou may lose marks if you do not show your working or if you do not use appropriate units.take the weight of 1 kg to be 10 n (i.e. acceleration of free fall = 10 m/s 2). do not write in the barcode. do not write in the grey areas between the pages. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question. for examiner\u2019s use 1 23456789 1011 total",
+            "2": "2 0625/03/o/n/06for examiner\u2019s use \u00a9 ucles 20061 (a) a stone falls from the top of a building and hits the ground at a speed of 32 m/s.   the air resistance-force on the stone is very small and may be neglected.   (i) calculate the time of fall.  time =   (ii) on fig. 1.1, draw the speed-time graph for the falling stone. 10 0203040 1 0 234speed m/s time/s fig. 1.1   (iii) the weight of the stone is 24 n.    calculate the mass of the stone.  mass =   [5]",
+            "3": "3 0625/03/o/n/06 [turn overfor examiner\u2019s use \u00a9 ucles 2006 (b) a student used a suitable measuring cylinder and a spring balance to find the density of  a sample of the stone.   (i) describe how the measuring cylinder is used, and state the readings that are taken.  .. .. .. ..   (ii) describe how the spring balance is used, and state the reading that is taken. .. ..   (iii) write down an equation from which the density of the stone is calculated. ..   (iv) the student then wishes to find the density of cork. suggest how the apparatus and  the method would need to be changed.  .. .. ..  [6]",
+            "4": "4 0625/03/o/n/06for examiner\u2019s use \u00a9 ucles 20062 in an experiment, forces are applied to a spring as shown in fig. 2.1a. the results of this  experiment are shown in fig. 2.1b. spring ruler  weights        4.0 08.01216 2.0 0 4.0 6.0force/n extension/mmq pr q pr  fig. 2.1a fig. 2.1b  (a) what is the name given to the point marked q on fig. 2.1b?  ..[1]  (b) for the part op of the graph, the spring obeys hooke\u2019s law.   state what this means.  .. ..[1]  (c) the spring is stretched until the force and extension are shown by the point r on the  graph. compare how the spring stretches, as shown by the part of the graph oq, with that shown by qr.  .. ..[1]  (d) the part op of the graph shows the spring stretching according to the expression f = kx.   use values from the graph to calculate the value of k.  k = ..[2]",
+            "5": "5 0625/03/o/n/06 [turn overfor examiner\u2019s use \u00a9 ucles 20063 fig. 3.1 shows water falling over a dam. dam falling water 7.0  m fig. 3.1  (a) the vertical height that the water falls is 7.0 m.   calculate the potential energy lost by 1.0 kg of water during the fall.  potential energy = [2]  (b) assuming all this potential energy loss is changed to kinetic energy of the water,  calculate the speed of the water, in the vertical direction, at the end of the fall.  speed = [3]  (c) the vertical speed of the water is less than that calculated in (b). suggest one reason  for this. .. ..[1]",
+            "6": "6 0625/03/o/n/06for examiner\u2019s use \u00a9 ucles 20064 some water is heated electrically in a glass beaker in an experiment to find the specific heat  capacity of water. the temperature of the water is taken at regular intervals.  the temperature-time graph for this heating is shown in fig. 4.1. 020 1040 3060 50 0 60 120 180 240 300 time  / stemperature  / \u00b0c fig. 4.1  (a) (i) use the graph to find    1.  the temperature rise in the first 120 s,       2.  the temperature rise in the second 120 s interval.     (ii) explain why these values are different.  .. ..  [2]  (b) the experiment is repeated in an insulated beaker. this time, the temperature of the  water increases from 20 \u00b0c to 60 \u00b0c in 210 s. the beaker contains 75 g of water. the power of the heater is 60 w. calculate the specific heat capacity of water.  specific heat capacity = [4]",
+            "7": "7 0625/03/o/n/06 [turn overfor examiner\u2019s use \u00a9 ucles 2006 (c) in order to measure the temperature during the heating, a thermocouple is used.   draw a labelled diagram of a thermocouple connected to measure temperature.  [2]",
+            "8": "8 0625/03/o/n/06for examiner\u2019s use \u00a9 ucles 20065 (a) fig. 5.1 shows a copper rod ab being heated at one end. bacopper rod bunsen burner fig. 5.1   (i) name the process by which heat moves from a to b.  ..   (ii) by reference to the behaviour of the particles of copper along ab, state how this  process happens.  .. ..  [3]  (b) give an account of an experiment that is designed to show which of four surfaces will  absorb most heat radiation.   the four surfaces are all the same metal, but one is a polished black surface, one is a  polished silver surface, one is a dull black surface and the fourth one is painted white. give your answer under the headings below.   labelled diagram of the apparatus   readings to be taken   one precaution to try to achieve a fair comparison between the various surfaces  ..  ..[3]",
+            "9": "9 0625/03/o/n/06 [turn overfor examiner\u2019s use \u00a9 ucles 20066 fig. 6.1 shows a ray of light, from the top of an object pq, passing through two glass  prisms. a b  c  d  e f p  q  fig. 6.1  (a) complete the path through the two prisms of the ray shown leaving q. [1]  (b) a person looking into the lower prism, at the position indicated by the eye symbol, sees an image of pq.   state the properties of this image.  ..[2]  (c) explain why there is no change in direction of the ray from p at points a, c, d and f .  .. ..[1]  (d) the speed of light as it travels from p to a is 3 \u00d7 10 8 m/s and the refractive index of the  prism glass is 1.5.   calculate the speed of light in the prism.  speed = [2]  (e) explain why the ray ab reflects through 90\u00b0 at b and does not pass out of the prism  at b.  .. .. ..[2]",
+            "10": "10 0625/03/o/n/06for examiner\u2019s use \u00a9 ucles 20067 fig. 7.1 is a drawing of a student\u2019s attempt to show the diffraction pattern of water waves that  have passed through a narrow gap in a barrier. direction of water wavesbarrier withnarrow gap fig. 7.1  (a) state two things that are wrong with the wave pattern shown to the right of the barrier. 1.  ..2.  ..[2]  (b) in the space below, sketch the wave pattern when the gap in the barrier is made five  times wider.  [2]  (c) the waves approaching the barrier have a wavelength of 1.2 cm and a frequency of 8.0 hz.   calculate the speed of the water waves.  speed = ..[2]",
+            "11": "11 0625/03/o/n/06 [turn overfor examiner\u2019s use \u00a9 ucles 20068 fig. 8.1 shows a low-voltage lighting circuit. 12 v d.c. supply x yz fig. 8.1  (a) on fig. 8.1, indicate with a dot and the letter s, a point in the circuit where a switch  could be placed that would turn off lamps y and z at the same time but would leave lamp x still lit. [1]  (b) (i) in the space below, draw the circuit symbol for a component that would vary the brightness of lamp x.   (ii) on fig. 8.1, mark with a dot and the letter r where this component should be placed.  [2]  (c) calculate the current in lamp y .  current = [2]  (d) the current in lamp z is 3.0 a. calculate the resistance of this lamp.  resistance = [2] (e) the lamp y is removed.   (i) why do lamps x and z still work normally?  .. ..   (ii) the current in lamp x is 1.0 a. calculate the current supplied by the battery with  lamp y removed.  current =   [2]",
+            "12": "12 0625/03/o/n/06for examiner\u2019s use \u00a9 ucles 20069 (a) fig. 9.1 shows how a beam of electrons would be deflected by an electric field produced  between two metal plates.   the connections of the source of high potential difference are not shown. + \u2013 high potential difference beam of electronsmetal plate metal plate fig. 9.1   (i) on fig. 9.1, draw in the missing connections.   (ii) explain why the beam of electrons is deflected in the direction shown. in your answer, consider all the charges involved and their effect on each other.  .. .. .. ..  [5]  (b) the deflection of a beam of electrons by an electric field is used in cathode-ray  oscilloscopes.   (i) what makes the electron beam move backwards and forwards across the screen?  .. ..   (ii) what makes the electron beam move up and down the screen? .. ..  [2]",
+            "13": "13 0625/03/o/n/06 [turn overfor examiner\u2019s use \u00a9 ucles 2006 (c) an a.c. waveform is displayed so that two full waves appear on the screen of a cathode- ray oscilloscope.   fig. 9.2 shows the face of the oscilloscope. on fig. 9.2, draw in the waveform. fig. 9.2  [1]",
+            "14": "14 0625/03/o/n/06for examiner\u2019s use \u00a9 ucles 200610 fig. 10.1 shows a circuit that is used to switch on a lamp automatically when it starts to go  dark. \u2013+ a bd v c fig. 10.1  (a) write down the names of the components labelled a, b, c and d. a ... b ...c ... d ... [2]  (b) which of the four components a, b, c or d acts as a switch?   [1]  (c) explain why the lamp comes on as it goes dark. .. .. .. ..[3]",
+            "15": "15 0625/03/o/n/06for examiner\u2019s use \u00a9 ucles 200611 (a) \u03b1-particles, \u03b2 -particles and \u03b3-rays are known as ionising radiations.   (i) describe what happens when gases are ionised by ionising radiations.  .. .. ..   (ii) suggest why \u03b1 -particles are considered better ionisers of gas than \u03b2 -particles.  .. ..  [3]  (b) (i) suggest two practical applications of radioactive isotopes.1.  ..2.  ..   (ii) for one of the applications that you have suggested, describe how it works, or draw  a labelled diagram to illustrate it in use.  .. .. ..  [4]",
+            "16": "16 0625/03/o/n/06permission 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 university of cambridge local examinations syndicate (ucles), which is itself a department  of the university of cambridge.blank page"
+        },
+        "0625_w06_qp_5.pdf": {
+            "1": "this document consists of 6 printed pages, 2 blank pages and 1 inserted answer booklet. mml 10779 4/05 t04064/2 \u00a9 ucles 2006 [turn overuniversity of cambridge international examinations international general certificate of secondary education physics 0625/05 paper 5  practical test october/november 2006 1 hour 15 minutes additional materials: as specified in the confidential instructions read these instructions first if you have been given an answer booklet, follow the instructions on the front cover of the booklet. write your centre number, candidate number and name on all the work you hand in.write in dark blue or black pen.do not use staples, paper clips, highlighters, glue or correction fluid. answer all questions. you are expected to record all your observations as soon as these observations are made.an account of the method of carrying out the experiments is not required. at the end of the examination, hand in only the answer booklet.",
+            "2": "1in this experiment you are to determine the density of a type of wood. record all your observations on pages 2 and 3 of your answer booklet.you are provided with a bundle of wooden rods. you have access to a balance. carry out the following instructions, referring to fig. 1.1. fig. 1.1 (a)measure and record the mass m of the bundle of wooden rods. (b)measure and record, in cm, the lengths of a sufficient number of the rods to enable theaverage length to be calculated. (c)calculate the average length l . show your working. (d)use the metre rule and the piece of string provided to determine the circumference c, in cm, of the bundle of rods. (e)calculate the volume v of the bundle of rods using the equation v= . (f)the equation used in (e) assumes that the bundle is a solid cylinder. however there are air gaps between the rods. consider your value of the volume vof the bundle of rods and estimate the total volume v rof the rods themselves. (g)calculate the density d of the wood using the equation d= .m\u2013\u2013 vrc2l\u2013\u2013 4\u03c0/k6c2 0625/05/o/n/06 \u00a9 ucles 2006",
+            "3": "2in this experiment you are to investigate the swing of a loaded metre rule. record all your observations and answers on page 4 of the answer booklet.carry out the following instructions referring to fig. 2.1. fig. 2.1 the loaded metre rule has been set up for you.(a)adjust the position of the load attached to the metre rule so that its centre is 90.0 cm from the pivot. (b)displace the rule a small distance to one side and allow it to swing. measure and record thetime t taken for 10 complete swings. a complete swing is shown in fig. 2.1. (c)calculate the time t taken for one complete swing. (d)repeat steps (a) \u2013 (c)to obtain a total of five sets of readings. use values of d of 85.0 cm, 80.0 cm, 75.0 cm and 70.0 cm. (e)plot a graph of t /s  (y-axis) against d / cm (x -axis). (f)a student suggests that t is proportional to d . state whether your results support this suggestion and give a reason for your answer. (g)suggest one way that you could improve the accuracy of your results. (you are notasked to carry out any additional experimental work.)pivot metre rule load one complete swingd3 0625/05/o/n/06 [turn over \u00a9 ucles 2006",
+            "4": "3in this experiment you are to investigate reflection in a plane mirror. record all your observations and answers on page 5 of the answer booklet.carry out the following instructions referring to fig. 3.1. fig. 3.1mirrorholeg e f j eyeh30\u00b05.0 cm e/h11032g/h11032f/h11032 b a ray trace sheet4 0625/05/o/n/06 \u00a9 ucles 2006",
+            "5": "(a)draw a straight line ef across the ray trace sheet, about 5 cm from the top of the sheet. (b)draw a normal gh to line ef so that point g is approximately at the centre of line ef. (c)draw a line gj at an angle of 30\u00b0 to the normal as shown in fig. 3.1. (d)mark a point a on line gj so that the distance ag is 11.5 cm. (e)place the ray trace sheet on the pin board. place the mirror so that its front surface stands along the line ef. (f)push a pin p1into the surface at point a. (g)push another pin p2into the surface at a point on gj closer to the mirror. label this point b. (h)view the images of the pins p1and p2from the direction indicated in fig. 3.1. push two pins p3and p4into the surface between your eye and the mirror so that p3, p4and the images of p1and p2appear exactly one behind the other. (i)mark the positions of pins p3and p4on the ray trace sheet with letters c and d. remove the pins and the mirror. using a rule, draw a line joining cand dand continue this line to meet the line ef. (j)measure and record the angle of reflection r1between lines gh and cd. (k)draw a line e/h11032f/h11032 that is parallel to and 5.0 cm below line ef. (see fig. 3.1.) label the point g/h11032where the normal crosses line e/h11032f/h11032. (l)draw a line from g/h11032 through the point a. (see fig. 3.1.) (m)place the ray trace sheet on the pin board. place the mirror so that its front surface standsalong line e/h11032f/h11032. (n)push a pin p 1into the surface at point a. (o)push another pin p2into the surface on line ag/h11032 closer to the mirror. label this point b/h11032. (p)repeat steps (h) and (i), marking the pin positions c/h11032 and d/h11032. draw a line joining c/h11032 and d/h11032 that continues to meet the line e/h11032f/h11032. (q)measure and record the angle of reflection r2between lines gh and c/h11032d/h11032. (r)state whether it is best to view the tops, bases or central parts of the pins in order to obtainaccurate results for this experiment. give a reason for your answer. tie your ray trace sheet into your answer booklet between pages 4 and 5.5 0625/05/o/n/06 [turn over \u00a9 ucles 2006",
+            "6": "4in this experiment you are to investigate the conditions affecting the rate of cooling of a beaker of hot water. record all your observations and answers on pages 6 and 7 of the answer booklet.you are provided with a supply of hot water. carry out the following instructions referring to fig. 4.1. fig. 4.1 (a)pour hot water into beaker a until it is about two-thirds full. beaker a is insulated. do not remove the insulation. (b)measure and record the temperature  \u03b8of the hot water and at the same time start the stopwatch. record the temperature at time t= 0 s in the table. (c)measure and record the temperature of the water in beaker aevery 30 s for a total of five minutes. (d)pour the water from beaker ainto the measuring cylinder. measure and record the volume v of the water. (e)repeat steps (a) \u2013 (c)using beaker b. this beaker has a lid. as soon as you have poured the hot water into the beaker, replace the lid as shown in fig. 4.1 and do not remove the lid during the experiment. (f)look at the temperature readings obtained. state whether the insulation round beaker aor the lid on beaker b or neither of these is more effective in keeping the water hot. justify your answer by reference to the readings in your table. (g)to obtain reliable results in this experiment, it is important that variables are controlled. statethree variables that could have affected the results of this experiment.thermometer thermometer insulation waterlid water beaker a beaker b6 0625/05/o/n/06 \u00a9 ucles 2006",
+            "7": "blank page7 0625/05/o/n/06",
+            "8": "8 0625/05/o/n/06blank page permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. every reasonable effort has been made by the publisher (ucles) to trace copyright holders, but if any items requiring clearance have unwittingly been included, thepublisher will be pleased to make amends at the earliest possible opportunity. university of cambridge international examinations is part of the university of cambridge local examinations syndicate (ucles), which is itself a department of the university of cambridge."
+        },
+        "0625_w06_qp_6.pdf": {
+            "1": "this document consists of 11 printed pages and 1 blank page. mml 10815 4/05 t06425/2 \u00a9 ucles 2006 [turn overuniversity of cambridge international examinations international general certificate of secondary education physics 0625/06 paper 6  alternative to practical october/november 2006 1 hour candidates answer on the question paper. no additional materials are required. read these instructions first write your centre number, candidate number and name on all work you hand in. write in dark blue or black pen.you may use a soft pencil for any diagrams, graphs or rough working.do not use staples, paper clips, highlighters, glue or correction fluid. answer all questions. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question.centre number candidate number name for examiner\u2019s use 1 2345 total",
+            "2": "1the igcse class is determining the density of a type of wood. the students are provided with a bundle of wooden rods, as shown in fig. 1.1. fig. 1.1 (a)on fig. 1.1, measure the length lof a rod. l= ... cm [1] (b)a student winds five turns of string round the bundle and marks the beginning and the end of the five turns. she then uses the metre rule to measure the distance x between the marks. she records that x = 24.5 cm. (i)determine the circumference c of the bundle of rods. c= .. (ii)calculate the volume v of the bundle of rods using the equation v= . v= ... [4]c2l\u2013\u2013 4/afii9843/k6c2 0625/06/o/n/06for examiner\u2019s  use \u00a9 ucles 2006\u00a9 ucles 2006",
+            "3": "(c)the equation used in (b)(ii) assumes that the bundle is a solid cylinder. however, there are air gaps between the rods. (i)estimate the total volume vrof the rods themselves. vr=  (ii)calculate the density d of the wood using the equation d=  where the mass m of the bundle = 6.3 g. d= ... [3]m\u2013\u2013 vr3 0625/06/o/n/06 [turn overfor examiner\u2019s  use \u00a9 ucles 2006\u00a9 ucles 2006",
+            "4": "2the igcse class is investigating the swing of a loaded metre rule. the arrangement of the apparatus is shown in fig. 2.1. fig. 2.1 the load is attached to the metre rule so that its centre is 90.0 cm from the pivot. the rule is displaced a small distance to one side and allowed to swing. the time ttaken for  10 complete swings is recorded. this is repeated using different values of the distance d.the readings are shown in the table.pivot metre rule load one complete swingd4 0625/06/o/n/06for examiner\u2019s  use \u00a9 ucles 2006\u00a9 ucles 2006d/ 90.0 85.080.075.070.0t/ 18.3517.8717.5317.0616.72t/",
+            "5": "(a)complete the column headings in the table. [1] (b)calculate the period tfor each value of d . the period is the time taken for one complete swing. enter the values in the table. [2] (c)on the grid below, plot a graph of t /s  (y-axis) against d / cm (x -axis). start the x -axis at d= 70.0 cm and the y -axis at a suitable value of t / s to make best use of the graph grid. [5] (d)a student suggests that t is proportional to d. state whether or not the results support this suggestion and give a reason for your answer. statement .  .. reason  ..  [1] (e)explain why the student takes the time for ten swings and then calculates the time for one swing (the period), rather than just measuring the time for one swing. ..  [1]5 0625/06/o/n/06 [turn overfor examiner\u2019s  use \u00a9 ucles 2006\u00a9 ucles 2006",
+            "6": "3the igcse class is investigating reflection in a plane mirror. fig. 3.1 shows a ray diagram that a student is constructing. fig. 3.1mirrorg e f j k eyepaper6 0625/06/o/n/06for examiner\u2019s  use \u00a9 ucles 2006\u00a9 ucles 2006",
+            "7": "(a) (i) draw a normal gh to line ef . (ii)mark a point a on line gj so that the distance ag is 11.5 cm. (iii)measure the angle of incidence i between line gj and the normal. i= . [3] (b)the student pushes two pins into the paper on line gj, one at point a, and the other at a point b nearer to the mirror. he views the images of the pins from the directionindicated in fig. 3.1. he then pushes in two pins on line gk between his eye and themirror so that these two pins and the images of the pins on line gj appear exactly onebehind the other. (i)on fig. 3.1, mark suitable positions for the pins on lines gj and gk. label themarks with letters b, c and d. (ii)to obtain an accurate result for this experiment, would you view the tops, bases orcentral parts of the pins when lining them up? give a reason for your answer. i would view ..reason .. ..  [3]7 0625/06/o/n/06 [turn overfor examiner\u2019s  use \u00a9 ucles 2006",
+            "8": "4the igcse class is investigating conditions affecting the rate of cooling of a beaker of hot water. (a)the students start by measuring room temperature. record the value of room temperature as shown on the thermometer in fig. 4.1. fig. 4.1 temperature = .. [2] (b)the students are provided with hot water in beakers as shown in fig. 4.2. beaker a is insulated and beaker b has a lid. fig. 4.2 the students measure and record the temperature \u03b8of the water in each beaker every 30 s for a total of five minutes. one student\u2019 s readings are shown in the tables.thermometer thermometer insulation waterlid water beaker a beaker b\u201410       0      10     20     30     40     50     60     70     80     90    100   110 oc8 0625/06/o/n/06for examiner\u2019s  use \u00a9 ucles 2006",
+            "9": "(i)look at the temperature readings in the tables. state whether the insulation round beaker a or the lid on beaker b or neither is most effective in keeping the waterhot. by reference to readings in the tables, justify your answer. statement .justification ...  [2] (ii)suggest a suitable material for the insulation around beaker a.  [1] (iii)to obtain reliable results in this experiment, it is important that variables are controlled. state three variables that should be controlled in this experiment. variable 1 ..variable 2 ..variable 3  [3]9 0625/06/o/n/06 [turn overfor examiner\u2019s  use \u00a9 ucles 2006time / s 0 30 6090 120150180210240270300\u03b8/\u00b0cbeaker a 83.082.081.079.579.077.075.074.072.071.070.0time / s 0 306090 120150180210240270300\u03b8/\u00b0cbeaker b 82.082.081.080.079.078.076.075.074.073.072.0",
+            "10": "5a student is investigating the relationship between potential difference v across a resistor and the current iin it. fig. 5.1 shows the apparatus that the student is using. fig. 5.1 (a)draw the circuit diagram of the circuit shown in fig. 5.1. use standard circuit symbols. [3] (b)the student is using a lamp to show when the current is switched on. why is it unnecessary to use the lamp? ..  [1]power source ammeter voltmetervariable resistor lampswitch resistor10 0625/06/o/n/06for examiner\u2019s  use \u00a9 ucles 2006",
+            "11": "(c)state which piece of apparatus in the circuit is used to control the size of the current.  [1] (d)the student removes the lamp from the circuit. he is told that the resistance of a conductor is constant if the temperature of the conductor is constant. he knows thatthe current in the resistor has a heating effect. suggest two ways in which the studentcould minimise the heating effect of the current in the resistor. 1.  .. 2.   [2] (e)fig. 5.2 shows a variable resistor with the sliding contact in two different positions. fig. 5.2 state which position, a or b, shows the higher resistance setting. explain your answer.statement explanation ... ...  [1]metal bar coil of resistance wiresliding contact in position a metal bar coil of resistance wiresliding contact in position b11 0625/06/o/n/06for examiner\u2019s  use \u00a9 ucles 2006",
+            "12": "12 0625/06/o/n/06blank page permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. every reasonable effort has been made by the publisher (ucles) to trace copyright holders, but if any items requiring clearance have unwittingly been included, thepublisher will be pleased to make amends at the earliest possible opportunity. university of cambridge international examinations is part of the university of cambridge local examinations syndicate (ucles), which is itself a department of the university of cambridge."
+        }
+    },
+    "2007": {
+        "0625_s07_qp_1.pdf": {
+            "1": "    this document consists of 18 printed pages and 2 blank pages.  ib07 06_0625_01/3rp  \u00a9 ucles 2007  [turn over      *4300881997* university of cambridge international examinations  international general certificate of secondary education       physics 0625/01     paper 1 multiple choice  may/june 2007     45 minutes    additional materials: multiple choice answer sheet    soft clean eraser    soft pencil (type b or hb is recommended)       read these instructions first    write in soft pencil.  do not use staples, paper clips, highlighters, glue or correction fluid. write your name, centre number and candidate number on the answer sheet in the spaces provided  unless this has been done for you.   there are forty  questions on this paper. answer all questions. for each question there are four possible  answers a, b, c and d.   choose the one you consider correct and record your choice in soft pencil on the separate answer sheet.   read the instructions on the answer sheet very carefully.    each correct answer will score one mark. a mark will not be deducted for a wrong answer. any rough working should be done in this booklet.           ",
+            "2": "2    \u00a9 ucles 2007  0625/01/m/j/07 1 the diagram shows a thick-walled tube. the thickness of the wall is 3  mm.    12345d 67891 0 1 1 0 cm     what is the internal diameter d of the tube?  a 2.8  cm b 3.1  cm c 3.4  cm d 7.4  cm      2 the graph shows the progress of an athlete in a 100  m race.    0123456789 1 0 1 1 1 2 1 3 1 4100 80 604020 0distance  travelled   / m time  / s    what time was taken to travel 10  m from the start?  a 2.4  s b 2.8  s c 65  s d 70  s     ",
+            "3": "3    \u00a9 ucles 2007 0625/01/m/j/07  [turn over  3 two stones of different weight fall at the sa me time from a table. air resistance may be ignored.    what will happen and why?     what will happen why  a both stones hit the floor at the same time the acceleration of free fall is constant  b both stones hit the floor at the same  time they fall at constant speed  c the heavier stone hits the floor first acceleration increases with weight  d the heavier stone hits the floor first speed increases with weight     4 the diagram shows a bird in flight.    in which direction does the weight of the bird act?    b a dc      ",
+            "4": "4    \u00a9 ucles 2007  0625/01/m/j/07 5  the mass of a full bottle of cooking oil is 1.30  kg.    when exactly half of the oil has been used, the mass of the bottle plus the remaining oil is  0.90  kg.        what is the mass of the empty bottle?  a 0.40  kg b 0.50  kg c 0.65  kg d 0.80  kg     6 which of the following is a unit of density?  a cm 3  / g b g / cm2 c g / cm3 d kg  / m2    7 each of the solids shown in the diagram has the same mass.   which solid has the greatest density?    2 cm 2  cm 2 cm 2  cm1 cm 1 cm 1 cm 1 cm1 cm 1 cm2 cm2 cmabcd      ",
+            "5": "5    \u00a9 ucles 2007 0625/01/m/j/07  [turn over  8 a force acts on a moving rubber ball.    how many of the following changes could happen to the ball because of the force?    \u2022 a change in direction  \u2022 a change in shape \u2022 a change in mass  \u2022 a change in speed    a 1 b 2 c 3 d 4     9 a light aircraft stands at rest on the ground. it stands on three wheels, one at the front and two  further back.    which point could be its centre of mass?    a bc d       10 which form of energy is used to generate electrical energy in a tidal power station?  a chemical energy  b gravitational energy  c internal energy (thermal energy)  d nuclear energy      11 which line in the table gives an example of the stated form of energy?     form of energy  example  a gravitational the energy due to the movement of a train  b internal the energy due to the flow of cathode rays in a cathode ray tube  c   kinetic   the energy due to the position of a swimmer standing on a  high diving board  d strain the energy due to the compression of springs in a car seat     ",
+            "6": "6    \u00a9 ucles 2007  0625/01/m/j/07 12 a pressure is measured using a manometer as shown in the diagram.    h waterpressure to be measured     the water in the manometer is replaced with a liquid which is more dense.     how does the value of h change?  a it becomes zero.  b it decreases, but not to zero.  c it stays the same .  d it increases.     13 a cylinder is filled with a gas and then sealed,  so that the gas has a fixed volume.    the gas molecules are given energy so that their average speed increases.  what happens to the pressure and to the temperature of the gas in the cylinder?     pressure temperature  a decreases decreases  b decreases increases   c increases decreases  d increases increases    ",
+            "7": "7    \u00a9 ucles 2007 0625/01/m/j/07  [turn over  14 diagram 1 shows apparatus being used to observe smoke particles.    diagram 2 shows how a smoke particle moves randomly.    microscope air molecules andsmoke particleslightdiagram 1 diagram 2 randommovement     why do the smoke particles move randomly?  a they are hit by air molecules.  b they are less dense than air. c they are moved by convection currents. d they gain energy from the light.     15 the graph shows how the temperature of hot liquid wax changes with time as the wax is allowed  to cool.    at which labelled point on the graph are both liquid wax and solid wax present?    temperature timea bc d 0 0    ",
+            "8": "8    \u00a9 ucles 2007  0625/01/m/j/07 16 1  kg of water and 1  kg of aluminium are heated to the same temperature and then allowed to cool  in a room.    why does the aluminium cool more quickly than the water?  a aluminium contracts more than water.  b aluminium does not evaporate but water does.  c aluminium has a higher thermal capacity than water.  d aluminium has a lower thermal capacity than water.     17 bread can be cooked by placing it below, but not touching, a heating element.    heating element bread     which process transfers thermal energy from the heating element to the bread?  a conduction  b convection  c insulation  d radiation     ",
+            "9": "9    \u00a9 ucles 2007 0625/01/m/j/07  [turn over  18 the diagram shows a refrigerator. the cooling unit is placed at the top. the cooling unit cools the  air near it.    cooling unit     what happens to the density of this air as it cools and how does it move?     density of the air movement of the air  a decreases moves down  b decreases stays where it is  c increases moves down  d increases stays where it is      19 water waves are reflected at a plane surface.    which property of the waves is changed by the reflection?  a direction  b frequency  c speed  d wavelength     ",
+            "10": "10    \u00a9 ucles 2007  0625/01/m/j/07 20 plane water waves travel from a shallow region into a deeper region. they travel more quickly in  the deeper water.    wave directionshallow water deep waterboundary     which diagram shows the wave pattern in the deeper water?    ab cd      ",
+            "11": "11    \u00a9 ucles 2007 0625/01/m/j/07  [turn over  21 a man sees a stone at the bottom of a pool of water.    which path could be taken by light from the stone to the man?    air water stoneab c dman       22 a ray of light is reflected by two parallel plane mirrors x and y.    mirror x mirror y30\u00b0     which statement is correct?  a the angle of incidence at mirror x is 30 \u00b0.  b the angle of incidence at mirror y is 60 \u00b0.  c the angle of reflection at mirror x is 120 \u00b0.  d the angle of reflection at mirror y is 0 \u00b0.     ",
+            "12": "12    \u00a9 ucles 2007  0625/01/m/j/07 23 music is produced by the loudspeaker of a radio.    which property of the sound wave increases when the music is made louder?  a amplitude  b frequency c speed d wavelength     24 a starting pistol is fired 640  m away from a spectator.    640  m spectator     the spectator hears the sound of the starting pisto l two seconds after seeing the flash from the  gun.    what is the speed of sound in air?  a 160  m / s b 320  m / s c 640  m / s d 1280  m / s     25 small particles of metal are scattered near a bar magnet to show the pattern of the magnetic  field.    which metal is suitable?  a aluminium  b brass c copper  d iron     ",
+            "13": "13    \u00a9 ucles 2007 0625/01/m/j/07  [turn over  26 a strong electromagnet is used to attract pins.    core pins coil     what happens when the current in the coil is halved?  a no pins are attracted.  b fewer pins are attracted.  c the same number of pins is attracted.  d many more pins are attracted.     27 four plotting compasses are placed near a bar magnet.    which plotting compass is shown pointing in the correct direction?    ab c dn s       28 four wires are made from the same material.    which wire has the greatest resistance?     length of wire  / cm diameter of wire  / mm  a 50 0.1  b 50 0.2  c 100 0.1  d 100 0.2   ",
+            "14": "14    \u00a9 ucles 2007  0625/01/m/j/07 29 a plastic rod is rubbed with a dry cloth and becomes positively charged.    why has the rod become positively charged?  a it has gained electrons.  b it has gained neutrons. c it has lost electrons. d it has lost neutrons.     30 which circuit is a variable potential divider (potentiometer)?    output output outputoutputab cd      ",
+            "15": "15    \u00a9 ucles 2007 0625/01/m/j/07  [turn over  31 the circuit contains a relay.    lamp 1lamp 2 switch srelay     when switch s is closed, what is the state of the lamps?     lamp 1 lamp 2  a on on  b on off  c off on  d off off     32 which diagram shows a circuit that will allow the lamps to be switched on and off independently?    abcd       33 what is the symbol for a fuse?    abcd      ",
+            "16": "16    \u00a9 ucles 2007  0625/01/m/j/07 34 a cable in a house is carrying too much current.    what is the greatest danger?  a appliances not working  b electric shock  c fire  d low power     35 a coil is rotated steadily between the poles of a magnet. the coil is connected to an oscilloscope,  which shows a graph of voltage output against time.    ns contactcontactoscilloscope     which graph shows the voltage output against time?    bcd a      36 the diagram shows a lamp connected to a transformer.    40 turns 200 turns 12  v a.c.     what is the potential difference across the lamp?  a 2.4  v b 12  v c 60  v d 240  v     ",
+            "17": "17    \u00a9 ucles 2007 0625/01/m/j/07  [turn over  37 a beam of cathode rays passes through an electric field between two parallel plates.    ++++++ cathode rays \u2013\u2013\u2013\u2013\u2013\u2013     in which direction is the beam deflected?  a into the page  b out of the page  c towards the bottom of the page  d towards the top of the page      38 what are the most penetrating and the least penetrating types of radiation?     most penetrating least penetrating  a \u03b1-particles \u03b2-particles  b \u03b2-particles \u03b1-particles  c \u03b3-rays \u03b1-particles  d \u03b3-rays \u03b2-particles     39 the half-life of a radioactive substance is 5 hours. a sample is tested and found to contain 0.48  g  of the substance.    how much of the substance was present in the sample 20 hours before the sample was tested?  a 0.03  g b 0.12  g c 1.92  g d 7.68  g    ",
+            "18": "18    \u00a9 ucles 2007  0625/01/m/j/07 40 the data below relates to the nucleus of a particular neutral atom of nitrogen.    proton number z = 7  nucleon number a = 17    which row represents the correct number of neutrons and electrons in this atom?     number of neutrons number of electrons  a 10 7  b 10 10  c 17 7  d 17 10     ",
+            "19": "19     0625/01/m/j/07   blank page",
+            "20": "20      permission to reproduce items where third-party owned material protected by copyright  is included has been sought and cleared w here possible. every  reasonable effort has been made by the publis her (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 t he 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.     0625/01/m/j/07 blank page  "
+        },
+        "0625_s07_qp_2.pdf": {
+            "1": "for examiner\u2019s use 1 23456789 101112 total this document consists of 19 printed pages and 1 blank page. spa (mml 13116 3/06) t25803/4 \u00a9 ucles 2007 [turn overuniversity of cambridge international examinations international general certificate of secondary education read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen.y ou may use a soft pencil for any diagrams, graphs or rough working.do not use staples, paper clips, highlighters, glue or correction fluid.do not write in any barcodes. answer all questions. y ou may lose marks if you do not show your working or if you do not useappropriate units.take the weight of 1 kg to be 10 n (i.e. acceleration of free fall = 10 m/s 2). at the end of the examination, fasten all your work securely together.the number of marks is given in brackets [  ] at the end of each question or part question. *8187295232* physics 0625/02 paper 2  core may/june 2007  1 hour 15 minutes candidates answer on the question paper. no additional materials are required.",
+            "2": "2 0625/02/m/j/07for examiner\u2019s use \u00a9 ucles 20071 the mechanical stop-clock shown in fig. 1.1 has   a seconds hand, which rotates once every minute  and a minutes hand, which rotates once every hour. 60 5 10 15 20 25 303540455055start reset stop minutes hand seconds hand fig. 1.1  (a) a student uses the clock to time the intervals between trains travelling along the railway  past his school.   he sets the clock to zero (both hands vertical).   as train 1 passes, he starts the clock and leaves it running.  after 35 s, train 2 passes.  on the blank face of fig. 1.2, show the positions of the two hands of the clock as train 2  passes. make sure it is clear which hand is which. [2] 60 5 10 15 20 25 303540455055 fig. 1.2",
+            "3": "3 0625/02/m/j/07 [turn overfor examiner\u2019s use \u00a9 ucles 2007 (b) train 3 passes the school 4 minutes and 55 s after the clock was started.   on the blank face of fig. 1.3, show the positions of the hands of the clock as train 3  passes. [2] 60 5 10 15 20 25 303540455055 fig. 1.3  (c) calculate the time interval between train 2 and train 3.  time interval =  ... min  ... s [1] [total: 5]",
+            "4": "4 0625/02/m/j/07for examiner\u2019s use \u00a9 ucles 20072 in a training session, a racing cyclist\u2019s journey is in three stages.  stage 1 he accelerates uniformly from rest to 12 m/s in 20 s.  stage 2 he cycles at 12 m/s for a distance of 4800 m.  stage 3 he decelerates uniformly to rest.  the whole journey takes 500 s.  (a) calculate the time taken for stage 2.  time =  ... s [2]  (b) on the grid of fig. 2.1, draw a speed/time graph of the cyclist\u2019s ride. [3] 14 1210 86420 0               100             200            300            400             500speed  / m / s time  / s fig. 2.1",
+            "5": "5 0625/02/m/j/07 [turn overfor examiner\u2019s use \u00a9 ucles 2007 (c) show that the total distance travelled by the cyclist is 5400 m. [4]  (d) calculate the average speed of the cyclist.  average speed = ... m/s [2] [total: 11]",
+            "6": "6 0625/02/m/j/07for examiner\u2019s use \u00a9 ucles 20073 a piece of stiff cardboard is stuck to a plank of wood by means of two sticky-tape \u201chinges\u201d.  this is shown in fig. 3.1. stiff cardboard sticky-tape \u201chinge\u201d plank of wooda bc fig. 3.1  (a) the cardboard is lifted as shown, using a force applied either at a or b or c.   (i) on fig. 3.1, draw the force in the position where its value will be as small as possible. [2]   (ii) explain why the position you have chosen in (a)(i) results in the smallest force.    [1]  (b) initially, the cardboard is flat on the plank of wood. a box of matches is placed on it. the  cardboard is then slowly raised at the left hand edge, as shown in fig. 3.2. stiff cardboard sticky-tape \u201chinge\u201d plank of wood fig. 3.2   state the condition for the box of matches to fall over.  ..     [2]",
+            "7": "7 0625/02/m/j/07 [turn overfor examiner\u2019s use \u00a9 ucles 2007 (c) the box of matches is opened, as shown in fig. 3.3. the procedure in (b) is repeated. stiff cardboard sticky-tape \u201chinge\u201d plank of wood fig. 3.3   (i) complete the sentence below, using either the words \u201cgreater than\u201d or \u201cthe same  as\u201d or \u201cless than\u201d.    in fig. 3.3, the angle through which the cardboard can be lifted before    the box of matches falls is \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026 the angle    before the box of matches falls in fig. 3.2. [1]   (ii) give a reason for your answer to (c)(i).  ..   [1] [total: 7]",
+            "8": "8 0625/02/m/j/07for examiner\u2019s use \u00a9 ucles 20074 in fig. 4.1, a small bird, a large bird and a squirrel are on the ground under a tree. fig. 4.1  a loud noise scares the two birds. they both fly up to the top of the tree.  (a) (i) which bird does the most work raising itself to the top of the tree?  ... [1]   (ii) explain your answer to (a)(i).    [1]  (b) a squirrel has the same weight as the large bird. it climbs the tree, to the same height  as the birds.   how does the increase in the squirrel\u2019s gravitational potential energy compare with that  of each of the two birds? answer the question by completing the sentences below.     compared with that of the small bird, the increase of the squirrel\u2019s potential     energy is  .  .    compared with that of the large bird, the increase of the squirrel\u2019s potential    energy is  .  . [2]  (c) which creature has the least gravitational potential energy when they are at the top of  the tree?    [1]  (d) the small bird flies back down to the ground.   what happens to the gravitational potential energy it had at the top of the tree?    [2] [total: 7]",
+            "9": "9 0625/02/m/j/07 [turn overfor examiner\u2019s use \u00a9 ucles 20075 (a) here is a list of descriptions of molecules in matter. description solid gas free to move around from place to place can only vibrate about a fixed positionclosely packedrelatively far apartalmost no force between moleculesstrong forces are involved between molecules   in the columns alongside the descriptions, put ticks next to those which apply to the  molecules in   (i) a solid,   (ii) a gas. [4]  (b) the water in a puddle of rainwater is evaporating.   describe what happens to the molecules when the water evaporates.  ..    [2] [total: 6]",
+            "10": "10 0625/02/m/j/07for examiner\u2019s use \u00a9 ucles 20076 (a) fig. 6.1 shows how the pressure of the gas sealed in a container varies during a period  of time. pressure time fig. 6.1   which of the following statements could explain this variation of pressure?   tick two statements.    the temperature of the gas is increasing.     the temperature of the gas is decreasing.     the volume of the container is increasing.     the volume of the container is decreasing.  [2]",
+            "11": "11 0625/02/m/j/07 [turn overfor examiner\u2019s use \u00a9 ucles 2007 (b) fig. 6.2 shows some gas trapped in a cylinder with a movable piston. cylinder piston gas fig. 6.2   the temperature of the gas is raised.   (i) state what must happen to the piston, if anything, in order to keep the pressure of  the gas constant.    [1]   (ii) state your reasons for your answer to (b)(i). ..   [1] [total: 4]",
+            "12": "12 0625/02/m/j/07for examiner\u2019s use \u00a9 ucles 20077 an electric soldering iron is used to melt solder, for joining wires in an electric circuit. a  soldering iron is shown in fig. 7.1. copper tipmetal cylinder with heater coil insideplastic handle lead to electricity supply fig. 7.1  solder is a metal which melts easily. the heater coil inside the metal cylinder heats the copper tip.  (a) (i) suggest why the tip is made of copper.    [1]   (ii) suggest why the handle is made of plastic.   [1]  (b) the heater coil is switched on. when the tip is put in contact with the solder, some of the  heat is used to melt the solder.   (i) state the process by which the heat is transferred from the copper tip to the solder.     [1]   (ii) by which process or processes is the rest of the heat transferred to the surroundings?  tick the boxes alongside any of the following (you may tick as many as you think are correct).     conduction      convection      evaporation      radiation  [2]",
+            "13": "13 0625/02/m/j/07 [turn overfor examiner\u2019s use \u00a9 ucles 2007 (c) a short time after switching on the soldering iron, it reaches a steady temperature, even  though the heater coil is constantly generating heat.   the soldering iron is rated at 40 w.   what is the rate at which heat is being lost from the soldering iron? tick one box.    greater than 40 w     equal to 40 w     less than 40 w  [1] [total: 6]",
+            "14": "14 0625/02/m/j/07for examiner\u2019s use \u00a9 ucles 20078 a square wooden block is made to rotate 3000 times per minute. a springy metal strip presses  against the block, as shown in fig. 8.1. a person nearby observes what is happening. 3000 rotations  / minute springy metal strip fig. 8.1  (a) calculate how many times per second the block rotates.  number of rotations per second =  ... [1]  (b) calculate the frequency of the sound caused by this arrangement.  frequency =    hz [2]  (c) state whether or not this sound could be heard by the person nearby, and give a reason  for your answer.  ..   [1] [total: 4]",
+            "15": "15 0625/02/m/j/07 [turn overfor examiner\u2019s use \u00a9 ucles 20079 (a) fig. 9.1 shows two resistors connected to a 6 v battery. 6 v x y2 \u03c9 10 \u03c9 fig. 9.1   (i) what name do we use to describe this way of connecting resistors?    [1]   (ii) calculate the combined resistance of the two resistors.  combined resistance =  .. /afii9821 [1]   (iii) calculate the current in the circuit.  current =  .. [4]  (iv) use your answer to (a)(iii) to calculate the potential difference across the 10  /afii9821  resistor.  potential difference =  ..  v [2]  (v) state the potential difference between terminals x and y .    ..  v [1]",
+            "16": "16 0625/02/m/j/07for examiner\u2019s use \u00a9 ucles 2007 (b) the circuit in fig. 9.2 is similar to the circuit in fig. 9.1, but it uses a resistor ab with a  sliding contact. 6 v x ya bsliding contact fig. 9.2   (i) state the potential difference between x and y when the sliding contact is at    1. end a of the resistor,  .. v    2. end b of the resistor.  .. v [2]   (ii) the sliding contact of the resistor ab is moved so that the potential difference  between x and y is 5 v.    on fig. 9.2, mark with the letter c the position of the sliding contact. [1] [total: 12]",
+            "17": "17 0625/02/m/j/07 [turn overfor examiner\u2019s use \u00a9 ucles 200710 y our teacher gives you a length of wire, a sensitive millivoltmeter and a powerful magnet. y ou  are asked to demonstrate the induction of an e.m.f. in the wire.  (a) describe what you would do.  .. .. .. ..   [2]  (b) how would you know that an e.m.f. has been induced?   [1]  (c) name a device which makes use of electromagnetic induction.   [1] [total: 4]",
+            "18": "18 0625/02/m/j/07for examiner\u2019s use \u00a9 ucles 200711 fig. 11.1 shows a bar magnet on a board in a region where the magnetic field of the  surroundings is so weak it can be ignored. the letters n and s show the positions of the north and south poles of the magnet. also on the diagram are marked four dots. n                                             s fig. 11.1  (a) on fig. 11.1, carefully draw four magnetic field lines, one passing through each of the four dots. the lines you draw should begin and end either on the magnet or at the edge of the board. [5]  (b) on one of your lines, put an arrow to show the direction of the magnetic field. [1] [total: 6]",
+            "19": "19 0625/02/m/j/07for examiner\u2019s use \u00a9 ucles 200712 three particles you have learned about are protons, neutrons and electrons.  (a) how many of each of these particles   (i) are found in an /afii9825-particle, number of protons =  ... number of neutrons =  ...number of electrons =  ... [1]   (ii) are found in a  /afii9826-particle? number of protons =  ...number of neutrons =  ...number of electrons =  ... [1]  (b) sodium-24 can be represented as  24 11na.   how many of each of these particles are there in a neutral atom of 24 11na? number of protons =  .number of neutrons =  .number of electrons =  .  [3]  (c) a nucleus of sodium-24 decays to become magnesium-24, by the emission of one  particle. the equation below describes this change.   the symbol  x y/afii9835 represents the emitted particle.  24 11na   24 12mg + x y/afii9835   (i) state the value of x.     [1]   (ii) state the value of y.     [1]   (iii) what type of particle is /afii9835?     [1] [total: 8]",
+            "20": "20 0625/02/m/j/07blank page permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the publisher will be pleased to make amends at the earliest possible opportunity. 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."
+        },
+        "0625_s07_qp_3.pdf": {
+            "1": "for examiner\u2019s use 1 23456789 1011 total this document consists of 15 printed pages and 1 blank page. spa (mml 13116 3/06) t25815/6 \u00a9 ucles 2007 [turn overuniversity of cambridge international examinations international general certificate of secondary education read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen.y ou may use a soft pencil for any diagrams, graphs or rough working.do not use staples, paper clips, highlighters, glue or correction fluid.do not write in any barcodes. answer all questions. y ou may lose marks if you do not show your working or if you do not useappropriate units.take the weight of 1 kg to be 10 n (i.e. acceleration of free fall = 10 m/s 2). at the end of the examination, fasten all your work securely together.the number of marks is given in brackets [  ] at the end of each question orpart question. *9716875438* physics 0625/03 paper 3  extended may/june 2007  1 hour 15 minutes candidates answer on the question paper. no additional materials are required.",
+            "2": "2 0625/03/m/j/07for examiner\u2019s use \u00a9 ucles 20071 fig. 1.1 shows a model car moving clockwise around a horizontal circular track. p circular trackdirection of movement model car fig. 1.1  (a) a force acts on the car to keep it moving in a circle.   (i) draw an arrow on fig. 1.1 to show the direction of this force. [1]   (ii) the speed of the car increases. state what happens to the magnitude of this force.   [1]  (b) (i) the car travels too quickly and leaves the track at p . on fig. 1.1, draw an arrow to  show the direction of travel after it has left the track. [1]   (ii) in terms of the forces acting on the car, suggest why it left the track at p .  .. ..  [2]",
+            "3": "3 0625/03/m/j/07 [turn overfor examiner\u2019s use \u00a9 ucles 2007 (c) the car, starting from rest, completes one lap of the track in 10 s. its motion is shown  graphically in fig. 1.2. 0        1       2       3        4       5        6        7       8       9      1025 201510 5 0speed  / cm / s time  / s30 fig. 1.2   (i) describe the motion between 3.0 s and 10.0 s after the car has started.   [1]   (ii) use fig. 1.2 to calculate the circumference of the track.  circumference =   [2]  (iii) calculate the increase in speed per second during the time 0 to 3.0 s.  increase in speed per second =   [2] [total: 10]",
+            "4": "4 0625/03/m/j/07for examiner\u2019s use \u00a9 ucles 20072 fig. 2.1 shows a steam safety valve. when the pressure gets too high, the steam lifts the  weight w and allows steam to escape. wpivot force of steam0.2 m fig. 2.1  (a) explain, in terms of moments of forces, how the valve works.  .. .. ..  [2]  (b) the moment of weight w about the pivot is 12 n m. the perpendicular distance of the  line of action of the force of the steam on the valve from the pivot is 0.2 m.   the area of the piston is 0.0003 m 2.   calculate   (i) the minimum steam force needed for the steam to escape,  force =   [2]  (ii) the minimum steam pressure for the steam to escape.  pressure =   [2] [total: 6]",
+            "5": "5 0625/03/m/j/07 [turn overfor examiner\u2019s use \u00a9 ucles 20073 a student wishes to work out how much power she uses to lift her body when climbing a  flight of stairs.  her body mass is 60 kg and the vertical height of the stairs is 3.0 m. she takes 12 s to walk up the stairs.  (a) calculate   (i) the work done in raising her body mass as she climbs the stairs,  work =   [2]   (ii) the output power she develops when raising her body mass.  power =   [2] (b) at the top of the stairs she has gravitational potential energy.   describe the energy transformations taking place as she walks back down the stairs  and stops at the bottom. .. .. ..  [2] [total: 6]",
+            "6": "6 0625/03/m/j/07for examiner\u2019s use \u00a9 ucles 20074 fig. 4.1 shows a student\u2019s attempt to estimate the specific latent heat of fusion of ice by  adding ice at 0 \u00b0c to water at 20 \u00b0c. the water is stirred continuously as ice is slowly added until the temperature of the water is 0 \u00b0c and all the added ice has melted. thermometer ice waterglass rod stirrer glass beaker top-pan balance fig. 4.1  (a) three mass readings are taken. a description of the first reading is given.   write down descriptions of the other two. reading 1 the mass of the beaker + stirrer + thermometer reading 2  .reading 3  ... [2]  (b) write down word equations which the student could use to find   (i) the heat lost by the water as it cools from 20 \u00b0c to 0 \u00b0c,  [1]   (ii) the heat gained by the melting ice.  [1]",
+            "7": "7 0625/03/m/j/07 [turn overfor examiner\u2019s use \u00a9 ucles 2007 (c) the student calculates that the water loses 12 800 j and that the mass of ice melted is  30 g.   calculate a value for the specific latent heat of fusion of ice.  specific latent heat of fusion =   [2]  (d) suggest two reasons why this value is only an approximate value.reason 1  . ..reason 2  .  [2] [total: 8]",
+            "8": "8 0625/03/m/j/07for examiner\u2019s use \u00a9 ucles 20075 fig. 5.1 shows some apparatus designed to compare the ability of two surfaces to absorb  infra-red radiation. surface painted dull blacksurface painted shiny white bunsen burner fig. 5.1  the containers, which are identical, are painted on the outside. one is dull black, the other is shiny white. both are filled with water, initially at the same temperature.  (a) (i) describe how you would use the apparatus to compare the abilities of the two surfaces to absorb infra-red radiation.  ..  .. ..  [2]   (ii) state the result that you would expect.   [1]  (b) the thermometers used have high sensitivity and linear scales.   (i) state what is meant by high sensitivity. ..   [1]   (ii) explain why a high sensitivity is important for this experiment.  ..   [1]   (iii) state what is meant by a linear scale.  ..   [1] [total: 6]",
+            "9": "9 0625/03/m/j/07 [turn overfor examiner\u2019s use \u00a9 ucles 20076 fig. 6.1 shows a rectangular glass block abcd. a b c def 60o fig. 6.1  (a) the ray fe is partly reflected and partly refracted at e.   (i) on fig. 6.1, draw in the approximate path of the refracted ray, within and beyond  the block. label the ray refracted ray. [1]   (ii) on fig. 6.1, draw in the path of the reflected ray. label the ray reflected ray. [1]  (b) a second ray, almost parallel to ae, strikes the block at e and is partly refracted at an angle of refraction of 43\u00b0.   (i) state an approximate value for the angle of incidence at e.   . [1]   (ii) state an approximate value for the critical angle for the light in the glass block.   . [1]  (iii) calculate an approximate value for the refractive index of the glass of the block.  refractive index =   [2] (c) the speed of the light along ray fe is 3.0 x 10 8 m/s. calculate the speed of the refracted  light in the glass block.  speed =   [2] [total: 8]",
+            "10": "10 0625/03/m/j/07for examiner\u2019s use \u00a9 ucles 20077 two students are asked to determine the speed of sound in air on the school playing fields.  (a) list the apparatus they need.  .. ..  [1]  (b) list the readings that the students need to take. .. ..  [1]  (c) state how the speed of sound is calculated from the readings.  [1]  (d) state one precaution that could be taken to improve the accuracy of the value obtained. ..  [1]  (e) the table gives some speeds. speed/ m/sspeed of sound  in airspeed of sound  in water 10 100 1000 10 000   place a tick in the table to show the speed which is closest to  (i) the speed of sound in air,   (ii) the speed of sound in water. [2] [total: 6]",
+            "11": "11 0625/03/m/j/07 [turn overfor examiner\u2019s use \u00a9 ucles 20078 fig. 8.1 shows part of a low-voltage lighting circuit containing five identical lamps. 12 v d.c. supply a b c d e fig. 8.1  (a) complete the circuit, by the addition of components as necessary, so that   (i) the total current from the supply can be measured,   (ii) the brightness of lamp e only can be varied,   (iii) lamps c and d may be switched on and off together whilst lamps a, b and e remain  on. [4]  (b) all five lamps are marked 12 v, 36 w. assume that the resistance of each lamp is the same fixed value regardless of how it is connected in the circuit.   calculate   (i) the current in one lamp when operating at normal brightness,  current =   [1]  (ii) the resistance of one lamp when operating at normal brightness,  resistance =   [1]  (iii) the combined resistance of two lamps connected in parallel with the 12 v supply,  resistance =   [1]  (iv) the energy used by one lamp in 30 s when operating at normal brightness.  energy =   [1]",
+            "12": "12 0625/03/m/j/07for examiner\u2019s use \u00a9 ucles 2007 (c) the whole circuit is switched on. explain why the brightness of lamps a and b is much  less than that of one lamp operating at normal brightness.  ..  ..  [2] [total: 10] 9 fig. 9.1 is a sketch of some apparatus, found in a science museum, which was once used to  show how electrical energy can be converted into kinetic energy.  when the switch is closed the wheel starts to turn. snsnmetal supportsswitch + \u2013d.c. supply metal spoked wheel small dish of mercurymagnet magnet wood base fig. 9.1  (a) explain why the wheel turns when the switch is closed.  .. .. ..  [2]  (b) on fig. 9.1, draw an arrow to show the direction of rotation of the wheel. [1]",
+            "13": "13 0625/03/m/j/07 [turn overfor examiner\u2019s use \u00a9 ucles 2007 (c) the d.c. motor is another way to convert electrical energy into kinetic energy.   in the space below, draw a labelled diagram of a d.c. motor. [3]  (d) describe how the split-ring commutator on an electric motor works.  .. .. ..  [2] [total: 8]",
+            "14": "14 0625/03/m/j/07for examiner\u2019s use \u00a9 ucles 200710 fig. 10.1 shows a circuit based on a transistor and a thermistor. r1r2power supply fig. 10.1  (a) describe the action of the thermistor in this circuit.  .. .. ..  [3]  (b) state and explain how the circuit may be modified so that the lamp switches on at a  different temperature.  .. ..  [2]  (c) state one practical use of this circuit.  [1]",
+            "15": "15 0625/03/m/j/07for examiner\u2019s use \u00a9 ucles 200711 fig. 11.1 shows the paths of three \u03b1-particles moving towards a thin gold foil. a b cgold foil fig. 11.1  particle a is moving directly towards a gold nucleus.  particle b is moving along a line which passes close to a gold nucleus.  particle c is moving along a line which does not pass close to a gold nucleus.  (a) on fig. 11.1, complete the paths of the \u03b1-particles a, b and c.  [3]  (b) state how the results of such an experiment, using large numbers of \u03b1-particles,  provides evidence for the existence of nuclei in gold atoms.  .. .. ..  [3] [total: 12]",
+            "16": "16 0625/03/m/j/07permission 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.blank page"
+        },
+        "0625_s07_qp_5.pdf": {
+            "1": "this document consists of 8 printed pages and 1 answer booklet. spa (mml 13215 4/06) t25790/7 \u00a9 ucles 2007 [turn overuniversity of cambridge international examinations international general certificate of secondary education read these instructions first if you have been given an answer booklet, follow the instructions on the front cover of the booklet. write your centre number, candidate number and name on all the work you hand in.write in dark blue or black pen.do not use staples, paper clips, highlighters, glue or correction fluid. answer all questions. y ou are expected to record all your observations as soon as these observations are made.an account of the method of carrying out the experiments is not required. at the end of the examination, hand in only the answer booklet. *7473530614*physics 0625/05 paper 5  practical test may/june 2007  1 hour 15 minutes additional materials: as listed in the confidential instructions",
+            "2": "2 0625/05/m/j/07 \u00a9 ucles 20071 in this experiment you are to investigate the temperature of a mixture of hot and cold water.  record all of your observations on page 2 of your answer booklet.  carry out the following instructions referring to fig. 1.1. thermometer beaker beakermeasuring cylinder a                                       b     fig. 1.1  (a) pour 50 cm3 of water from the supply labelled \u2018water at room temperature\u2019 into the measuring  cylinder. transfer this to the beaker labelled a.  (b) measure and record the temperature h1 of the water in beaker a.  (c) pour 50 cm3 of water from the supply labelled \u2018hot water\u2019 into the measuring cylinder. transfer  this to the beaker labelled b.  (d) measure and record the temperature h2 of the water in beaker b.  (e) as soon as you have recorded the temperature h2 pour the water from beaker b  into beaker a .  (f) measure and record the temperature h3 of the mixture of hot and cold water in beaker a.  (g) do not pour the water out of beaker a. repeat steps (c) and (d) and record the new value  of h2.",
+            "3": "3 0625/05/m/j/07 \u00a9 ucles 2007 [turn over (h) as soon as you have recorded the new temperature h2 add the water from beaker b to the  water already in beaker a.  (i) measure and record the new temperature h3 of the mixture of hot and cold water in beaker a.  (j) a theoretical calculation based on the equation     thermal energy lost by hot water = thermal energy gained by cold water   predicts higher values of the temperature h3 than the values that are obtained by this  experiment.   suggest  (i) a practical explanation for this difference,   (ii) two practical improvements that you could make to the procedure for this experiment to  obtain a result that is closer to the theoretical result.",
+            "4": "4 0625/05/m/j/07 \u00a9 ucles 20072 in this experiment you are to investigate the position of a sheet of card that is hanging from a  pivot.  record all of your observations on page 3 of your answer booklet.  carry out the following instructions referring to fig. 2.1. stand card massmetre rule pointer 0h0 a1  2  3  4  5  6pivot d     fig. 2.1",
+            "5": "5 0625/05/m/j/07 \u00a9 ucles 2007 [turn over (a) place the metre rule close to the end of the pointer as shown in fig. 2.1. the rule should be  vertical. record the height h0 of the pointer above the bench.  (b) remove the card from the pivot.  (c) measure and record the distance d between the centre of the hole labelled 1 and the edge of the card at a as shown in fig. 2.1.  (d) repeat step (c) for each of the remaining holes 2 \u2013 6.  (e) replace the card on the pivot as shown in fig. 2.1.  (f) hang the 50 g mass from the hole 1 in the card. record the new height h of the pointer above  the bench.  (g) calculate the difference in heights b using the equation     b = (h \u2013 h 0).  (h) repeat steps (f) and (g) for each of the remaining holes 2 \u2013 6.  (i) plot the graph of b / mm (y-axis) against d / mm (x-axis).  (j) a student suggests that b is directly proportional to d. by reference to your graph state whether or not your results support the student\u2019s suggestion. give a reason for your answer.  (k) it is important when recording the heights that the rule is vertical. state briefly how you checked that the rule was vertical.",
+            "6": "6 0625/05/m/j/07 \u00a9 ucles 20073 in this experiment you will investigate the resistance of a wire.  record all of your observations and answers on page 4 of your answer booklet.  carry out the following instructions referring to fig. 3.1, which shows the circuit that has been set  up for you. power source a vcrocodile clipa                                                                               b c                                                                               d tapemetre rule tape     fig. 3.1  y ou are provided with two lengths of resistance wire ab and cd.  (a) connect the wire ab between the two crocodile clips.  (b) switch on and, using the voltmeter, record the p.d. v across the wire between a and b.  (c) using the ammeter, record the current i in the wire.",
+            "7": "7 0625/05/m/j/07 \u00a9 ucles 2007 [turn over (d) switch off.  (e) calculate the resistance r of the wire ab, using the equation     r = v / i.  (f) repeat the steps (a) to (e) using the wire cd.  (g) complete the column headings in the table.  (h) the two wires, ab and cd are made of the same material and are of the same length. the  diameter of wire ab is half the diameter of wire cd. look at the results in the table. here are four possible relationships between r and the diameter d of the wire. select the relationship that best matches your results. tick the appropriate box in the answer booklet.   \u007f r is proportional to d   \u007f r is proportional to 1 / d   \u007f r is proportional to d   2   \u007f r is proportional to 1 / d  2  (i) explain the reason for your answer.",
+            "8": "8 0625/05/m/j/07 \u00a9 ucles 20074 in this experiment you will investigate the formation of images by a lens.  record all of your observations and answers on page 5 of your answer booklet.  carry out the following instructions referring to fig. 4.1. illuminated object lensscreen x d     fig. 4.1  (a) place the screen at a distance d = 0.800 m from the illuminated object.  (b) place the lens between the object and the screen and adjust its position until a clearly focused  magnified image is formed on the screen.  (c) measure and record the distance x between the centre of the lens and the screen.  (d) without moving the illuminated object or the screen, move the lens towards the screen until a clearly focused diminished image is formed on the screen.  (e) measure and record the distance y between the centre of the lens and the screen.  (f) calculate the focal length f of the lens using the equation     f = xy d.  (g) repeat steps (a) to (f) with the distance d increased to 0.900 m.  (h) calculate the average value of the focal length f.  (i) outline any two steps that you took in this experiment in order to obtain an accurate result. 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."
+        },
+        "0625_s07_qp_6.pdf": {
+            "1": "for examiner\u2019s use 1 2345 total this document consists of 10 printed pages and 2 blank pages. mml 13215 4/06 t25816/4 \u00a9 ucles 2007 [turn overuniversity of cambridge international examinations international general certificate of secondary education read these instructions first write your centre number, candidate number and name on all work you hand in. write in dark blue or black pen.y ou may use a soft pencil for any diagrams, graphs or rough working.do not use staples, paper clips, highlighters, glue or correction fluid.do not write on any barcodes. answer all questions.at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question. *4019966178* physics 0625/06 paper 6  alternative to practical may/june 2007  1 hour candidates answer on the question paper.no additional materials are required.",
+            "2": "2 0625/06/m/j/07for examiner\u2019s use \u00a9 ucles 20071 the igcse class is investigating the temperature changes that occur when hot and cold  water are mixed.  (a) a student pours 50 cm3 of water into a beaker. he then measures the temperature /afii98351  of the water in the beaker. write down the value of /afii98351 shown on the thermometer in  fig. 1.1.110 1009080706050403020100\u201310\u00b0c fig. 1.1  /afii98351 =  . [2]  (b) the student then measures the temperature /afii98352 of some hot water. he pours 50 cm3  of this hot water into the beaker of water at room temperature. he then records the  temperature /afii98353 of the water in the beaker. his readings are   /afii98352 = 76 \u00b0c,   /afii98353 = 42 \u00b0c.   calculate   (i) the temperature rise of the cold water,  ..   (ii) the temperature fall of the hot water.  . [2]  (c) a theoretical calculation based on the equation     thermal energy lost by hot water = thermal energy gained by cold water  predicts a higher value for the temperature  /afii98353 than the value that is obtained by this  experiment. suggest   (i) a practical explanation for the difference in values, ..   (ii) two practical improvements that you could make to the procedure for this experiment  to obtain a result that is closer to the theoretical result. 1.  ..2.   [3] [total: 7]",
+            "3": "3 0625/06/m/j/07 [turn overfor examiner\u2019s use \u00a9 ucles 20072 a student is investigating the position of a sheet of card that is hanging from a pivot.  fig. 2.1 shows the apparatus drawn full size. stand card massmetre rule pointer 0h0 a1  2  3  4  5  6pivot fig. 2.1",
+            "4": "4 0625/06/m/j/07for examiner\u2019s use \u00a9 ucles 2007 (a) on fig. 2.1 measure the distance d between the centre of the hole labelled 1 and the  edge of the card at a. record this value in the table. hole d / mm h / mm b / mm 1 140 2 135 3 132 4 128 5 124 6 120 [3]  (b) repeat step (a) for each of the remaining holes 2 \u2013 6.  (c) on fig. 2.1 measure the height h0 of the pointer above the bench.  h0 =  . [1]  (d) a student hangs a 10 g mass from the hole 1 in the card. she records the height h of  the end of the pointer above the bench. she then repeats this procedure by hanging the mass from each hole in turn. her results are shown in the table above.  (e) calculate the differences in heights b using the equation     b = (h \u2013 h 0)   and record the results in the table above.",
+            "5": "5 0625/06/m/j/07 [turn overfor examiner\u2019s use \u00a9 ucles 2007 (f) plot the graph of b / mm (y-axis) against d / mm (x-axis). 45 4035302520b / mm [4]  (g) the student suggests that b is directly proportional to d. by reference to your graph,  state whether or not the results support the student\u2019s suggestion. give a reason for your answer. statement  reason   ..  [2]  (h) it is important when recording the heights that the rule is vertical. state briefly how you  would check that the rule is vertical.  ..  [1] [total: 11]",
+            "6": "6 0625/06/m/j/07for examiner\u2019s use \u00a9 ucles 20073 the igcse class is investigating the resistance of a wire. the circuit is as shown in fig. 3.1. power source a va                                      b c                                          d fig. 3.1  (a) a student uses the switches to connect the wire ab into the circuit and records the p.d.  v across the wire between a and b. he also records the current i in the wire.   the student then repeats the measurements using the wire cd in place of wire ab.   the readings are shown in the table below. wire v / i / r / ab 1.9 0.24 cd 1.9 0.96 [3]   (i) calculate the resistance r of each wire, using the equation     r = v / i.    record the values in the table.   (ii) complete the column headings in the table.",
+            "7": "7 0625/06/m/j/07 [turn overfor examiner\u2019s use \u00a9 ucles 2007 (b) the two wires ab and cd are made of the same material and are of the same length.  the diameter of wire cd is twice the diameter of wire ab.   (i) look at the results in the table. below are four possible relationships between r and the diameter d of the wire. tick the relationship that best matches the results.     r is proportional to d      r is proportional to 1d      r is proportional to d   2      r is proportional to 1 d 2    (ii) explain briefly how the results support your answer in part (b)(i).  .. .. ..  [2]  (c) following this experiment, the student wishes to investigate whether two lamps in parallel  with each other have a smaller combined resistance than the two lamps in series. draw one circuit diagram showing   (i) two lamps in parallel with each other connected to a power source,   (ii) an ammeter to measure the total current in the circuit,   (iii) a voltmeter to measure the potential difference across the two lamps. [3] [total: 8]",
+            "8": "8 0625/06/m/j/07for examiner\u2019s use \u00a9 ucles 20074 the igcse class is investigating the formation of images by a lens.  fig. 4.1 shows the apparatus that is being used. illuminated object lensscreen x d fig. 4.1  (a) a student places the screen at a distance d = 0.800 m from the illuminated object. she  adjusts the position of the lens until a clearly focused magnified image is formed on the screen. she measures the distance x between the centre of the lens and the screen. without moving the illuminated object or the screen, she moves the lens towards the screen until a second clearly focused (but diminished) image is formed on the screen. she measures the distance y between the centre of the lens and the screen. she repeats the experiment with the distance d increased to 0.900 m. the readings are shown in the table. x / m y / m d / m f / m 0.205 0.600 0.800 0.180 0.720 0.900   (i) for each set of readings calculate the focal length f of the lens using the equation     f = xy d.    enter the values in the table.",
+            "9": "9 0625/06/m/j/07 [turn overfor examiner\u2019s use \u00a9 ucles 2007  (ii) calculate the average value of the focal length f.  average value of the focal length f =   [4]  (b) suggest two precautions that can be taken in this experiment in order to obtain an  accurate result. 1.  .. ..2.  ..  [2]  (c) the illuminated object is triangular in shape, as shown in fig. 4.2. fig. 4.2   in the space below, sketch the appearance of one of the images on the screen. [1] [total: 7]",
+            "10": "10 0625/06/m/j/07for examiner\u2019s use \u00a9 ucles 20075 (a) an igcse student is investigating the relationship between the extension of a spring  of unstretched length l 0 and the load hung on the spring. the apparatus is shown in  fig. 5.1 below. the spring is shown larger than its actual size. clamp set of ten 0.1 n weightsl 0 fig. 5.1   consider the readings that the student should take and write appropriate column  headings, with units, in the table below.     l 0 = 25 mm 0.0 25  0 0.1 30  5 0.2 36 11 0.3 43 18 0.4 50 25 [4]  (b) the student decides to repeat the experiment using a spring made of a different metal in order to study how the extension may be affected by the metal from which the spring is made. to make a fair comparison, other variables must be kept constant. suggest three variables that the student should keep constant. 1.  ..2.  ..3.   [3] [total: 7]",
+            "11": "11 0625/06/m/j/07blank page",
+            "12": "12 0625/06/m/j/07permission 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.blank page"
+        },
+        "0625_w07_qp_1.pdf": {
+            "1": "    this document consists of 18 printed pages and 2 blank pages.  ib07 11_0625_01/3rp  \u00a9 ucles 2007  [turn over      *9483001639* university of cambridge international examinations  international general certificate of secondary education       physics 0625/01     paper 1 multiple choice  october/november 2007     45 minutes    additional materials: multiple choice answer sheet    soft clean eraser    soft pencil (type b or hb is recommended)        read these instructions first    write in soft pencil.  do not use staples, paper clips, highlighters, glue or correction fluid. write your name, centre number and candidate number on the answer sheet in the spaces provided unless  this has been done for you.    there are forty questions on this paper. answer all questions. for each question there are four possible  answers a, b, c, and d.  choose the one you consider correct and record your choice in soft pencil on the separate answer sheet.   read the instructions on the answer sheet very carefully.    each correct answer will score one mark. a mark will not be deducted for a wrong answer. any rough working should be done in this booklet.       ",
+            "2": "2    \uf6d9 ucles 2007 0625/01/o/n/07 1 some water is poured into four tubes of different cross-sectional areas.    which tube contains the largest volume of water?    abcd 6 cm 4 cm3 cm2 cmarea = 10  cm2area = 20  cm2area = 30  cm2area = 40  cm2      2 four students try to explain what is meant by acceleration.    which student makes a correct statement?  a it is related to the changing speed of an object.  b it is the distance an object travels in one second.  c it is the force acting on an object divided by the distance it travels in one second.  d it is the force acting on an object when it is near to the earth.     3 a tennis player hits a ball hard and 0.4  s later hears an echo from a wall.        the speed of sound in air is 330  m / s.    how far away is the player from the wall?  a 66  m b 132  m c 264  m d 825  m    ",
+            "3": "3    \uf6d9 ucles 2007 0625/01/o/n/07  [turn over  4 what are the correct units for force and for weight?     force weight  a kg kg  b kg n  c n kg  d n n    5 the table shows the weight of a 10  kg mass on each of five planets.    planet weight of a 10  kg mass  / n mercury 40  venus 90  earth 100  mars  40  jupiter 250    on which planets would an astronaut have a smaller weight than on earth?  a mercury, mars and jupiter  b mercury, venus and mars c mercury, venus and jupiter  d venus, mars and jupiter     6 a student is trying to find the density of water and of a large, regularly-shaped solid.   which apparatus is needed to find the density of both ?  a balance, clock, ruler  b balance, measuring cylinder, ruler  c balance, measuring cylinder, string  d clock, ruler, string     ",
+            "4": "4    \uf6d9 ucles 2007 0625/01/o/n/07 7 a metal drum has a mass of 200  kg when empty and 1000  kg when filled with 1.0  m3 of  methylated spirit.    what is the density of methylated spirit?  a 0.0050  kg  / m3  b 0.11  kg  / m3  c 800  kg  / m3  d 1000  kg  / m3     8 an empty glass is placed on a join between two tables as shown. the glass remains stable.    which point is the centre of mass of the glass?    a b c d      ",
+            "5": "5    \uf6d9 ucles 2007 0625/01/o/n/07  [turn over  9 an aeroplane is in equilibrium.    the diagram shows the forces acting on the aeroplane.    lift force from wings weightair resistanceforce from engine     which statement about the forces is correct?     force from engine lift force from wings  a equal to air resistance equal to weight  b equal to air resistance greater than weight  c greater than air resistance equal to weight  d greater than air resistance greater than weight     10 a student adds loads to an elastic cord. he measures the length of the cord for each load.    he then plots a graph from the results.    00 1234 load  / n    which length is plotted on the vertical axis?  a measured length  b original length  c (measured length \u2013 original length)  d (measured length + original length)     ",
+            "6": "6    \uf6d9 ucles 2007 0625/01/o/n/07 11 a person uses chemical energy to run up some stairs.        she stops at the top of the stairs.    what has the chemical energy been converted to when she is at the top of the stairs?  a kinetic energy and gravitational energy  b kinetic energy and strain energy  c gravitational energy and heat energy  d strain energy and heat energy      12 electrical energy may be obtained from nuclear fission.    in what order is the energy transferred in this process?  a nuclear fuel \u2192 generator \u2192 reactor and boiler \u2192 turbines  b nuclear fuel \u2192 generator \u2192 turbines \u2192 reactor and boiler  c nuclear fuel \u2192 reactor and boiler \u2192 generator \u2192 turbines  d nuclear fuel \u2192 reactor and boiler \u2192 turbines \u2192 generator     ",
+            "7": "7    \uf6d9 ucles 2007 0625/01/o/n/07  [turn over  13 the diagram shows a simple mercury barometer, used to measure atmospheric pressure.    mercurypl     atmospheric pressure increases.    what happens to the level l and to the pressure at p?     level l pressure at p  a falls increases  b falls stays the same   c rises  increases  d rises stays the same     14 the gas in a container is heated but is kept at constant volume.    why does the gas pressure increase?  a the molecules expand.  b the molecules increase in mass.  c the molecules move further apart.  d the molecules move more rapidly.     ",
+            "8": "8    \uf6d9 ucles 2007 0625/01/o/n/07 15 the table lists the melting points and the boiling points of four different substances a, b, c and d.    which substance is a gas at 25  \u00b0c?    substance melting point  / \u00b0c boiling point  / \u00b0c  a \u2013219 \u2013183  b \u20137 58  c 98 890  d 1083 2582      16 the diagram shows four blocks of steel. the same quantity of heat is given to each block.    which block shows the greatest rise in temperature?    abcd       17 a wooden wheel can be strengthened by putting a tight circle of iron around it.    wooden wheel iron circle     which action would make it easier to fit the circle over the wood?  a cooling the iron circle  b heating the iron circle  c heating the wooden wheel  d heating the wooden wheel and cooling the iron circle     ",
+            "9": "9    \uf6d9 ucles 2007 0625/01/o/n/07  [turn over  18 which statement refers to convection?  a it does not involve energy transfer.  b it is the transfer of heat energy without the movement of particles.  c it only occurs in liquids or gases.  d it only occurs in solids.      19 spoons made of different materials were placed in four cups of coffee poured from the same jug.    which spoon will be hottest to touch at end x?    wooden spoonxexperiment a steel spoonxexperiment b white plastic spoonxexperiment c black plastic spoonxexperiment d       20 which line gives an example of a longitudinal wave and describes its vibrations?     example of a  longitudinal wave vibrations  a light wave at right angles to the direction the wave travels  b iight wave  in the same direction as the wave travels   c sound wave at right angles to the direction the wave travels  d sound wave in the same direction as the wave travels    21 the diagram shows a section through a series of waves on water.    which dotted line shows the position of the still water surface after the waves have passed?    a b c d      ",
+            "10": "10    \uf6d9 ucles 2007 0625/01/o/n/07 22 a student shines a narrow beam of white light into a prism as shown in the diagram. he sees a  spectrum of colours emerging from the prism.    narrow beam of white lightx y zspectrumof colours     which three colours does he see at x, at y and at z?     x y z  a blue yellow red  b red blue yellow  c red yellow blue  d yellow red blue     23 an object placed in front of a plane mirror at o produces an image at i.    o i    if the object moves towards the mirror in the dire ction shown by the arrow, in which direction does  the image move?    o iabcd     ",
+            "11": "11    \uf6d9 ucles 2007 0625/01/o/n/07  [turn over  24 a girl stands at a distance from a large building. she claps her hands and a short time later hears  an echo.    why is an echo produced when the sound waves hit the building?  a the sound waves are  absorbed.  b the sound waves are  diffracted.  c the sound waves are  reflected.  d the sound waves are  refracted.     25 the graph represents a sound wave. the horizontal (x) axis represents time.    y x    the frequency of the sound is increased.    the graphs below are shown to the same scale. which graph represents the new sound wave?    a b cdy x y xy x y x ",
+            "12": "12    \uf6d9 ucles 2007 0625/01/o/n/07 26 which materials are suitable for making a permanent magnet and the core of an electromagnet?     permanent magnet core of an electromagnet  a iron iron  b iron steel  c steel iron  d steel steel     27 three charged balls, p, q and r, are suspended by insulated threads. ball p is negatively charged.    \u2013pq qrinsulated thread     what are the charges on q and on r?     q r  a positive positive  b positive negative  c negative positive  d negative negative    ",
+            "13": "13    \uf6d9 ucles 2007 0625/01/o/n/07  [turn over  28 the circuit shows a current i in a resistor of resistance r.    ri3.0  v     which line gives possible values of i and of r?     i / a r / \u03c9  a 1.5 1.5  b 1.5 2.0  c 6.0 2.0  d 4.0 12.0      29 the circuit shown in the diagram contains an unknown component x, hidden in a box.    the voltage-current graph for x is as shown.    a vx+ \u2013variable voltage supply voltage current 00     what is the component x?  a a capacitor  b a closed switch  c a metallic resistor  d an open switch     ",
+            "14": "14    \uf6d9 ucles 2007 0625/01/o/n/07 30 four lamps are connected in a circuit as shown in the diagram.    each lamp is designed to operate at 12  v.    12  v     the circuit is now switched on.    which statement is correct?  a each lamp can be switched off independently.  b if one lamp breaks all the others will stay alight.  c the current is the same in all the lamps.  d the lamps will all light at normal brightness.     31 the diagram shows a battery connected to three identical resistors. four ammeters a, b, c and  d are connected in the circuit.    which ammeter shows the smallest reading?    a b a caa ad      ",
+            "15": "15    \uf6d9 ucles 2007 0625/01/o/n/07  [turn over  32 in the circuit shown, the switch is closed for a long time, then opened.    v vvvoltmeter 1 voltmeter 2 voltmeter 3    immediately after the switch is opened, which voltmeters will read zero?  a voltmeter 1 only  b voltmeter 2 only  c voltmeter 3 only  d voltmeter 1, voltmeter 2 and voltmeter 3      33 a householder asks an electrician to install a mains electrical socket in her bathroom so that she  may use a hairdryer there. the electrician refuses to do this because it would be dangerous.    why would installing the socket be dangerous?  a the current drawn by the hairdryer would cause overheating in the cables.  b the handling of electrical equipment in damp conditions could cause an electric shock.  c the hot air produced by the hairdryer would cause the fuse to melt.  d the temperature in the bathroom would damage the insulation.      34 a mains electrical circuit uses insulated copper cable and the cable overheats.    to prevent the cable overheating, ho w should the cable be changed, and why?  a use thicker copper cable which has less resistance.  b use thicker insulation which stops the heat escaping.  c use thinner copper cable which has more resistance.  d use thinner insulation which allows less heat to escape.     ",
+            "16": "16    \uf6d9 ucles 2007 0625/01/o/n/07 35 how is electricity transmitted over large distances and why is it transmitted in this way?     how why  a at high voltage for safety  b at high voltage to reduce energy loss  c at low voltage for safety  d at low voltage to reduce energy loss     36 which parts of an a.c. generator slide past each other when the generator is working?  a brushes and coil  b coil and magnets  c magnets and slip rings  d slip rings and brushes    37 the diagram shows a cathode-ray tube.    anode y-plates x-platesscreentop bottomheater cathodey2 y1 x1x2electron beam     what must be done to deflect the electron beam upwards?  a make x 1 more positive than x 2  b make x 2 more positive than x 1  c make y 1 more positive than y 2  d make y 2 more positive than y 1     ",
+            "17": "17    \uf6d9 ucles 2007 0625/01/o/n/07  [turn over  38 a sheet of paper is placed between a radioactive source and a detector.    detector sheet of paperradioactive source    which types of radiation can pass through the paper?  a \u03b1-particles and \u03b2-particles only  b \u03b1-particles and \u03b3-rays only  c \u03b2-particles and \u03b3-rays only  d \u03b1-particles, \u03b2-particles and \u03b3-rays     39 a sample of radioactive isotope is decaying.    the nuclei of which atoms will decay first?  a impossible to know, because radioactive decay is random  b impossible to know, unless the age of the material is known c atoms near the centre, because they are surrounded by more atoms d atoms near the surface, because the radiation can escape more easily     ",
+            "18": "18    \uf6d9 ucles 2007 0625/01/o/n/07 40 an atom of the element lithium has a nucleon number of 7 and a proton number of 3.    which diagram represents a neutral atom of lithium?    n n++ + \u2013\u2013a n+++ \u2013 \u2013\u2013b nn nn++ +nn nn++ + \u2013 \u2013\u2013cn + \u2013 \u2013\u2013\u2013 \u2013 \u2013 \u2013 \u2013d= a neutron = a proton= an electronkey (not to scale)      ",
+            "19": "19     0625/01/o/n/07  blank page  ",
+            "20": "20      permission to reproduce items where third-par ty owned material protected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the publis her (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 t he 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.    0625/01/o/n/07 blank page  "
+        },
+        "0625_w07_qp_2.pdf": {
+            "1": "this document consists of 16 printed pages. sp (mml 13331 4/06) t25940/5 \u00a9 ucles 2007 [turn overuniversity of cambridge international examinations international general certificate of secondary education physics 0625/02 paper 2  core october/november 2007  1 hour 15 minutes candidates answer on the question paper. no additional materials are required. read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen.y ou may use a soft pencil for any diagrams, graphs or rough working.do not use staples, paper clips, highlighters, glue or correction fluid.do not write in any barcodes. answer all questions. y ou may lose marks if you do not show your working or if you do not use appropriate units.take the weight of 1 kg to be 10 n (i.e. acceleration of free fall = 10 m/s 2). at the end of the examination, fasten all your work securely together.the number of marks is given in brackets [  ] at the end of each question or part question.for examiner\u2019s use 1 23456789 101112 total *8902325113*",
+            "2": "2 0625/02/o/n/07for examiner\u2019s use \u00a9 ucles 20071 fig. 1.1 shows some liquid in a measuring cylinder. the metal can next to it has a cross- sectional area which is four times that of the measuring cylinder. cm3 100 90 8070605040302010metal canmeasuring cylinder liquid fig. 1.1  (a) state the volume of the liquid.  volume =    cm3 [1]  (b) the liquid is poured into the metal can.   on fig. 1.1, draw the surface of the liquid in the can. [2]  (c) complete the following sentence.   the pressure of the water at the bottom of the can is \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026 than  the pressure that the water had at the bottom of the measuring cylinder. [1] [total: 4]",
+            "3": "3 0625/02/o/n/07 [turn overfor examiner\u2019s use \u00a9 ucles 20072 a theatre measures 100 m \u00d7 80 m \u00d7 25 m. the air inside it has a density of 1.3 kg / m3 when it  is cool.  (a) calculate the volume of the air in the theatre.  volume of air =  ..  m3 [1]  (b) calculate the mass of the air. state the equation you are using.  mass of air =   [4]  (c) some time after the doors are opened, the heating in the theatre is switched on.   state and explain what happens to the mass of the air in the theatre as it warms up. statement  . ..explanation  ..  [2]  (d) suggest why the temperature of the air in the balcony of the theatre (nearer the ceiling)  is likely to be greater than that lower down in the theatre.   [1] [total: 8]",
+            "4": "4 0625/02/o/n/07for examiner\u2019s use \u00a9 ucles 20073 fig. 3.1 shows a simple mercury barometer, drawn 1/10 full size. glass tube mercury reservoir fig. 3.1  (a) on fig. 3.1, use your rule to make an appropriate measurement, and then use it to  calculate the atmospheric pressure.  atmospheric pressure =  . cm hg [2]  (b) state what occupies the space in the tube above the mercury. ..  [1]",
+            "5": "5 0625/02/o/n/07 [turn overfor examiner\u2019s use \u00a9 ucles 2007 (c) on another occasion, the atmospheric pressure is much less than that shown in  fig. 3.1.   on fig. 3.1, mark where the mercury surfaces in the tube and in the reservoir might  be.   [2]  (d) the tube above the mercury gets broken and allows air to move in to and out of the tube.   explain why the barometer no longer functions.  ..   [2] [total: 7]",
+            "6": "6 0625/02/o/n/07for examiner\u2019s use \u00a9 ucles 20074 a diesel engine is used to drag a boat up a slipway (see fig. 4.1). diesel engine slipway s h fig. 4.1  the boat finishes in the position shown by the broken outline.  (a) on fig. 4.1, carefully mark   (i) the weight w of the boat, using an arrow labelled w, [1]   (ii) the friction force f on the boat, using an arrow labelled f. [1]  (b) state, in terms of w, f, h and s, how you could calculate   (i) the work done lifting the weight of the boat,  ..  [1]   (ii) the work done against the friction force, ..  [1]   (iii) the total work done pulling the boat up the slipway.  [1]  (c) what other measurement would you need to make if you wanted to calculate the useful  power output of the diesel engine?   [1] [total: 6]",
+            "7": "7 0625/02/o/n/07 [turn overfor examiner\u2019s use \u00a9 ucles 20075 fig. 5.1 shows a liquid-in-glass thermometer. \u201310     0     10     20    30    40     50     60     70    80    90   100   110   120  130   140   150capillary tube liquid fig. 5.1  (a) the thermometer is used for measuring temperatures in school laboratory experiments. state the units in which the temperatures are measured.  .. [1]  (b) on fig. 5.1, mark where the liquid thread will reach when the thermometer is placed in   (i) pure melting ice (label this point ice),  [1]   (ii) steam above boiling water (label this point steam). [1]  (c) a liquid-in-glass thermometer makes use of the expansion of a liquid to measure  temperature. other thermometers make use of other properties that vary with temperature.   in the table below, write in two properties, other than expansion of a liquid, that can be  used to measure temperature. exampleexpansion of a liquid 1. of 2. of [2] [total: 5]",
+            "8": "8 0625/02/o/n/07for examiner\u2019s use \u00a9 ucles 20076 a motorcyclist drives along a straight road. fig. 6.1 gives information about the first 10 s of  his ride. start 0 m / safter 5  s 9 m / safter 10  s 18 m / s fig. 6.1  (a) from the information on fig. 6.1,   (i) describe the motion of the motorcyclist by ticking one of the following boxes,     constant speed      uniform acceleration      uniform deceleration  [1]   (ii) estimate the average speed of the motorcyclist during the 10 s,  average speed =   m / s [1]   (iii) calculate the distance travelled during the 10 s.  distance travelled =   m [2] (b) state why the distance travelled in the first 5 s is less than half of the distance travelled  in the first 10 s of the journey.  ..  [1] [total: 5]",
+            "9": "9 0625/02/o/n/07 [turn overfor examiner\u2019s use \u00a9 ucles 20077 a girl drops a small stone from a bridge into a pond. x fig. 7.1  (a) the stone hits the water surface at point x. fig. 7.2, which is drawn full-size, shows the  wavefront a fraction of a second after the stone hits the water.   (i) the wave travels at 5 cm / s.    calculate how far the wave travels in 0.3 s.  distance travelled =  .. cm [1]   (ii) on fig. 7.2, draw the position of the wavefront 0.3 s after that already shown. [2] x fig. 7.2  (b) a ringing bell also sends out waves in all directions.   state two ways in which these waves are different from the waves in part (a), other than  the fact that one is created in air and the other in water. 1.  .. 2.   [2] [total: 5]",
+            "10": "10 0625/02/o/n/07for examiner\u2019s use \u00a9 ucles 20078 an object ox is placed in front of a converging lens. the lens forms an image iy.  fig. 8.1 shows two rays from the object to the image. x oi y fig. 8.1  (a) on fig. 8.1,   (i) clearly mark and label the principal focus and the focal length of the lens, [3]   (ii) draw a third ray from x to y . [1]",
+            "11": "11 0625/02/o/n/07 [turn overfor examiner\u2019s use \u00a9 ucles 2007 (b) the following list contains descriptions that can be applied to images.   tick any which apply to the image shown in fig. 8.1.    real       virtual    enlarged    diminished     inverted    upright    image distance less than object distance     image distance more than object distance  [4]  (c) state two things that happen to the image in fig. 8.1 when the object is moved further  away from the lens. 1.  ..2.   [2] [total: 10]",
+            "12": "12 0625/02/o/n/07for examiner\u2019s use \u00a9 ucles 20079 a thermistor connected to a variable voltage supply is immersed in a beaker of water.  the beaker of water is heated slowly, using a bunsen burner, as shown in fig. 9.1. variable voltage supply a v thermometer water bunsen burner fig. 9.1  at different temperatures, the voltage is adjusted until the current is 25 ma and the value of  the voltage is noted.  the results are shown below. temperature / \u00b0c 15 30 45 60 75 90 voltage / v 18.8 8.8 4.7 2.6 1.5 1.2  (a) on the axes of fig. 9.2, shown on page 13, plot a graph of voltage against temperature. [4]",
+            "13": "13 0625/02/o/n/07 [turn overfor examiner\u2019s use \u00a9 ucles 20070                20              40               60              80              10025 201510 50voltage  / v temperature  / oc fig. 9.2  (b) from the graph, find the voltage needed to give a current of 25 ma   (i) at 40 \u00b0c, voltage needed =  . v [1]   (ii) at 80 \u00b0c. voltage needed =  . v [1]  (c) use your results in (b) to calculate the resistance of the thermistor   (i) at 40 \u00b0c,  resistance at 40 \u00b0c =  .   (ii) at 80 \u00b0c.  resistance at 80 \u00b0c =  . [5]  (d) use your results in (c) to complete the following sentence about thermistors of the sort  used in this experiment.   the thermistor in this experiment is a device whose resistance \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026  as the temperature increases. [1] [total: 12]",
+            "14": "14 0625/02/o/n/07for examiner\u2019s use \u00a9 ucles 200710 a coil of insulated wire is connected in series with a battery, a resistor and a switch. fig. 10.1  (a) the switch is closed and the current in the coil creates a magnetic field.   (i) on fig. 10.1, draw the shape of the magnetic field, both inside and outside the coil. [4]   (ii) a glass bar, an iron bar and a perspex bar are placed in turn inside the coil. which one makes the field stronger?  . [1]  (b) two thin iron rods are placed inside the coil as shown in fig. 10.2. the switch is then  closed. fig. 10.2   the iron rods move apart. suggest why this happens.  ..   [3] [total: 8]",
+            "15": "15 0625/02/o/n/07 [turn overfor examiner\u2019s use \u00a9 ucles 200711 the activity of a sample of radioactive material is determined every 10 minutes for an hour.  the results are shown in the table. time / minutes 0 10 20 30 40 50 60 activity count / s461 332 229 162 106 81 51  (a) from the figures in the table, estimate the half-life of the radioactive material.  half-life =  ..  minutes [1]  (b) a second experiment is carried out with another sample of the same material. at the  start of the experiment, this sample has twice the number of atoms as the first sample.   suggest what values might be obtained for   (i) the activity at the start of the second experiment,   ...  count / s [1]  (ii) the half-life of the material in the second experiment.   ...  minutes [1] (c) name one type of particle that the material might be emitting in order to cause this  activity.   [1] [total: 4]",
+            "16": "16 0625/02/o/n/07for examiner\u2019s use \u00a9 ucles 200712 a beam of cathode rays is travelling in a direction perpendicularly out of the page. the beam  is surrounded by four metal plates p1, p2, p3 and p4 as shown in fig. 12.1.  on fig. 12.1, the beam is shown as the dot at the centre. qp1p2 p4p3 fig. 12.1  (a) cathode rays are produced by thermionic emission.   what is the name of the particles which make up cathode rays?   [1]  (b) a potential difference is applied between p1 and p3, with p1 positive with respect to p3.   state what happens to the beam of cathode rays.   [2]  (c) the potential difference in (b) is removed. suggest how the beam of cathode rays can now be deflected down the page towards q.  ..  [2]  (d) cathode rays are invisible. state one way to detect them.  [1] [total: 6] permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here 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."
+        },
+        "0625_w07_qp_3.pdf": {
+            "1": "this document consists of 14 printed pages and 2 blank pages. spa (mml 13331 4/06) t25941/7 \u00a9 ucles 2007 [turn overuniversity of cambridge international examinations international general certificate of secondary education read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen.y ou may use a soft pencil for any diagrams, graphs or rough working.do not use staples, paper clips, highlighters, glue or correction fluid.do not write in any barcodes answer all questions. y ou may lose marks if you do not show your working or if you do not useappropriate units.take the weight of 1 kg to be 10 n (i.e. acceleration of free fall = 10 m/s 2). at the end of the examination, fasten all your work securely together.the number of marks is given in brackets [  ] at the end of each questionor part question. *8019038925* physics 0625/03 paper 3  extended october/november 2007  1 hour 15 minutes candidates answer on the question paper. no additional materials are required. for examiner\u2019s use 1 23456789 1011 total",
+            "2": "2 0625/03/o/n/07for examiner\u2019s use \u00a9 ucles 20071 a large plastic ball is dropped from the top of a tall building.  fig. 1.1 shows the speed-time graph for the falling ball until it hits the ground. 0       1        2       3       4        5       6 20  15 10  5 0  time  / s speed m / s fig. 1.1  (a) from the graph estimate,   (i) the time during which the ball is travelling with terminal velocity,  time =   [1]   (ii) the time during which the ball is accelerating,  time =   [1]  (iii) the distance fallen while the ball is travelling with terminal velocity,  distance =   [2]  (iv) the height of the building.  height =   [2]",
+            "3": "3 0625/03/o/n/07 [turn overfor examiner\u2019s use \u00a9 ucles 2007 (b) explain, in terms of the forces acting on the ball, why   (i) the acceleration of the ball decreases,  .. .. ..  [3]   (ii) the ball reaches terminal velocity. ..  [2] [total: 11]",
+            "4": "4 0625/03/o/n/07for examiner\u2019s use \u00a9 ucles 20072 fig. 2.1 shows a track for a model car. ts rqp 0.4 m0.4 m0.5 m fig. 2.1  the car has no power supply, but can run down a sloping track due to its weight.  (a) the car is released at q. it comes to rest just before it reaches s and rolls back.   (i) describe the motion of the car after it starts rolling back and until it eventually  comes to rest.  .. ..  [2]   (ii) explain in terms of energy transformations why the car, starting at q, cannot  pass s.  .. ..  [1]  (b) a second car, of mass 0.12 kg, is released from p . it continues until it runs off the track at  t.   calculate the maximum speed that the car could have at t assuming friction in the car is  negligible.  speed =   [3] [total: 6]",
+            "5": "5 0625/03/o/n/07 [turn overfor examiner\u2019s use \u00a9 ucles 20073 (a) a spring of original length 3.0 cm is extended to a total length of 5.0 cm by a force of  8.0 n.   assuming the limit of proportionality of the spring has not been reached, calculate the  force needed to extend it to a total length of 6.0 cm.  force =   [3]  (b) fig. 3.1 shows the arrangement for an experiment on moments. pivot fspring metre rule fig. 3.1   the spring exerts a force f on the metre rule.  (i) on fig. 3.1, mark another quantity which must be measured to find the moment of  the force f. [1]   (ii) state how the moment of the force f is calculated.  ..  [1] [total: 5]",
+            "6": "6 0625/03/o/n/07for examiner\u2019s use \u00a9 ucles 20074 fig. 4.1 shows a sealed steel cylinder filled with high pressure steam. steam fig. 4.1  fig. 4.2 shows the same cylinder much later when all the steam has condensed. water fig. 4.2  (a) (i) describe the movement of the molecules in the high pressure steam.  .. ..  [2]   (ii) explain how the molecules in the steam exert a high pressure on the inside walls of  the cylinder.  .. ..  [2]  (b) describe, in terms of particles, the process by which heat is transferred through the  cylinder wall.  .. ..  [2]  (c) when all the steam has condensed, 75 g of water is in the cylinder.   under these high pressure conditions, the specific latent heat of vaporisation of steam  is 3200 j / g.   calculate the heat lost by the steam as it condenses.  heat =   [2] [total: 8]",
+            "7": "7 0625/03/o/n/07 [turn overfor examiner\u2019s use \u00a9 ucles 20075 fig. 5.1 shows some apparatus which is to be used to compare the emission of infra-red  radiation from four differently painted surfaces. this side painted dull blackthis side painted shiny white metal boxthis side painted dull white this side painted shiny blackwater inlet fig. 5.1  near the centre of each side is an infra-red detector. the four detectors are identical.  a supply of very hot water is available.  (a) describe how you would use this apparatus to compare the infra-red radiation from the four surfaces.  .. ..  [3]  (b) suggest which surface will be the best emitter and which will be the worst emitter.best emitter  ...worst emitter  . [1]  (c) the infra-red detectors are made from thermocouples soldered to blackened metal  plates. these are connected to galvanometers.   in the space below, draw a labelled diagram of a thermocouple. [2] [total: 6]",
+            "8": "8 0625/03/o/n/07for examiner\u2019s use \u00a9 ucles 20076 virtual images may be formed by both plane mirrors and by convex lenses.  fig. 6.1 shows a plane mirror and a convex lens. ffpo fig. 6.1  (a) on fig. 6.1, draw rays to locate the approximate positions of the images of the tops of  the two arrow objects o and p .   label the images.  [5]  (b) both images are virtual.   (i) what is meant by a virtual image?   [1]   (ii) state one other similarity between the two images.  [1]   (iii) state one difference between the two images.  [1] [total: 8]",
+            "9": "9 0625/03/o/n/07 [turn overfor examiner\u2019s use \u00a9 ucles 20077 (a) in the space below, draw a diagram to represent a sound wave.   on your diagram, mark and label   (i) two consecutive compressions and two consecutive rarefactions,  (ii) the wavelength of the wave. [3]  (b) fig. 7.1 shows part of the electromagnetic spectrum. x-raysinfra\u2013 red fig. 7.1   (i) on fig. 7.1, label the positions of \u03b3-rays, visible light waves and radio waves. [1]   (ii) state which of the three types of wave in (i) has the lowest frequency.  [1]   (iii) state the approximate value of the speed in air of radio waves.  [1] [total: 6]",
+            "10": "10 0625/03/o/n/07for examiner\u2019s use \u00a9 ucles 20078 fig. 8.1 shows two electrical circuits. v aaa ammeter 2ammeter 1 4.0 \u03c94.0 \u03c9 6.0 \u03c9 6.0 \u03c9 circuit 1 circuit 2pqp q  the batteries in circuit 1 and circuit 2 are identical. fig. 8.1  (a) put ticks in the table below to describe the connections of the two resistors p and q. series parallel circuit 1 circuit 2  [1]  (b) the resistors p and q are used as small electrical heaters.   state two advantages of connecting them as shown in circuit 2. advantage 1  . advantage 2  ... [2]  (c) in circuit 1, the ammeter reads 1.2 a when the switch is closed.   calculate the reading of the voltmeter in this circuit. voltmeter reading =   [2] (d) the two switches in circuit 2 are closed. calculate the combined resistance of the two  resistors in this circuit.  combined resistance =   [2]",
+            "11": "11 0625/03/o/n/07 [turn overfor examiner\u2019s use \u00a9 ucles 2007 (e) when the switches are closed in circuit 2, ammeter 1 reads 5 a and ammeter 2 reads  2 a.   calculate   (i) the current in resistor p ,  current =   [1]  (ii) the power supplied to resistor q,  power =   [1]  (iii) the energy transformed in resistor q in 300 s.  energy =   [1] [total: 10]",
+            "12": "12 0625/03/o/n/07for examiner\u2019s use \u00a9 ucles 20079 electromagnetic induction may be demonstrated using a magnet, a solenoid and other  necessary apparatus.  (a) explain what is meant by electromagnetic induction.  .. .. ..  [2]  (b) in the space below, draw a labelled diagram of the apparatus set up so that  electromagnetic induction may be demonstrated. [2]  (c) describe how you would use the apparatus to demonstrate electromagnetic induction.  .. .. ..  [2]  (d) state two ways of increasing the magnitude of the induced e.m.f. in this experiment.1.  .. ..2.  ..  [2] [total: 8]",
+            "13": "13 0625/03/o/n/07 [turn overfor examiner\u2019s use \u00a9 ucles 200710 (a) fig. 10.1 shows an and gate with two inputs a and b and one output. a boutput fig. 10.1   state the output when   (i) a is high and b is low,  [1]   (ii) both a and b are low.  [1]  (b) an electrical thermometer in a greenhouse gives a low output if the temperature is too  low.   a humidity sensor in the same greenhouse gives a high output if the humidity in the  greenhouse is too high.   an alarm sounds when both the temperature is too low and the humidity is too high.   (i) complete the diagram below to show how a not gate and an and gate may be  used to provide the required output to the alarm. [2] electrical thermometer humidity sensoralarm   (ii) on your diagram, use either \u2018high\u2019 or \u2018low\u2019 to indicate the level of the inputs and outputs of both gates when the alarm sounds. [2] [total: 6]",
+            "14": "14 0625/03/o/n/07for examiner\u2019s use \u00a9 ucles 200711 fig. 11.1 shows an experiment to test the absorption of \u03b2-particles by thin sheets of  aluminium. ten sheets are available, each 0.5 mm thick. \u03b2-particle source sheets of aluminiumdetector counter fig. 11.1  (a) describe how the experiment is carried out, stating the readings that should be taken.  .. .. .. ..  [4]  (b) state the results that you would expect to obtain. .. .. ..  [2] [total: 6]",
+            "15": "15 0625/03/o/n/07blank page",
+            "16": "16 0625/03/o/n/07permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here 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.blank page"
+        },
+        "0625_w07_qp_5.pdf": {
+            "1": "this document consists of 9 printed pages, 3 blank pages and 1 answer booklet. mml 13215 4/06 t25798/3 \u00a9 ucles 2007 [turn overuniversity of cambridge international examinations international general certificate of secondary education *5610404935*physics 0625/05 paper 5  practical test october/november 2007  1 hour 15 minutes additional materials: as listed in the confidential instructions read these instructions first if you have been given an answer booklet, follow the instructions on the front cover of the booklet. write your centre number, candidate number and name on all the work you hand in.write in dark blue or black pen.do not use staples, paper clips, highlighters, glue or correction fluid. answer all questions. y ou are expected to record all your observations as soon as these observations are made.an account of the method of carrying out the experiments is not required. at the end of the examination, hand in only the answer booklet.",
+            "2": "2 0625/05/o/n/07 \u00a9 ucles 20071 in this experiment you are to investigate the rate of cooling of hot water.  record all of your observations on pages 2 and 3 of your answer booklet. carry out the instructions  referring to fig. 1.1. thermometer beaker     fig. 1.1  y ou are provided with a supply of hot water.  (a) measure and record room temperature /afii98350.  (b) pour hot water into the beaker until it is about one-third full.  (c) measure and record the temperature /afii9835 of the hot water and at the same time start the  stopwatch. record the temperature at time t = 0 s in the table.  (d) measure and record the temperature of the water in the beaker every 30 s for a total of five minutes.  (e) complete the column headings in the table.  (f) (i) calculate the temperature fall t 1 in the first minute of your experiment.   (ii) calculate the temperature fall t2 in the final minute of your experiment.",
+            "3": "3 0625/05/o/n/07 \u00a9 ucles 2007 [turn over (g) theory suggests that the rate of cooling of the hot water at any time depends on the difference  between the temperature of the water at that time and room temperature.   (i) state and explain whether your results support this theory.   (ii) suggest three variables that you would attempt to keep constant if you were to investigate this theory further.  (h) suggest one addition you could make to the apparatus provided in order to reduce the rate of evaporation of the water from the beaker.",
+            "4": "4 0625/05/o/n/07 \u00a9 ucles 20072 in this experiment you are to investigate a simple balance.  record all of your observations on page 4 of your answer booklet.  carry out the following instructions referring to fig. 2.1. stand cardmetre rule pointer 0h0pivot standhook tape tape bench     fig. 2.1",
+            "5": "5 0625/05/o/n/07 \u00a9 ucles 2007 [turn over (a) place the metre rule close to the end of the pointer as shown in fig. 2.1 and record the height  h0 of the pointer above the bench.  (b) hang one of the paper clips provided on the hook. record the new height h of the pointer above the bench.  (c) calculate and record the height difference d using the equation     d = (h \u2013 h 0).  (d) repeat steps (b) and (c) using different numbers of paper clips, from n = 2 to n = 6.  (e) plot the graph of d / mm (y-axis) against n (x-axis).  (f) remove the paper clips from the hook. hang the nail on the hook. record the height hn of the  pointer above the bench.  (g) use the graph to determine the number of paper clips that have the same mass as the nail. show your working and give your answer to 1 decimal place.",
+            "6": "6 0625/05/o/n/07 \u00a9 ucles 20073 in this experiment you will investigate the potential difference across lamps and the currents in the  lamps.  record all of your observations and answers on page 5 of your answer booklet.  carry out the following instructions referring to fig 3.1, which shows the circuit that has been set up for you. power source a lamp 1 lamp 2 lamp 3 v     fig. 3.1  (a) close the switch. record the current i, shown by the ammeter.   switch off.  (b) remove the ammeter from the circuit. reconnect the ammeter to measure the current i1 in  lamp 1.   close the switch. record the current i1. open the switch.  (c) repeat step (b) to measure and record the current i2 in lamp 2 and the current i3 in lamp 3.",
+            "7": "7 0625/05/o/n/07 \u00a9 ucles 2007 [turn over (d) theory suggests that i = i1 + i2 + i3. state whether or not your readings support this theory.  give a reason for your answer.  (e) to test the theory further you would need to vary the current i. state how you would vary the  current i.  (f) connect the voltmeter across lamp 3. close the switch. measure and record the potential  difference v across the lamps. open the switch.  (g) calculate the resistance r of the lamps arranged in parallel using the equation     r = v / i.  (h) connect the voltmeter across the switch.   (i) close the switch. measure and record the potential difference va across the switch.   (ii) open the switch. measure and record the potential difference vb across the switch.",
+            "8": "8 0625/05/o/n/07 \u00a9 ucles 20074 in this experiment you will investigate the refraction of light through a transparent block.  record all of your observations and answers on page 6 of your answer booklet.  carry out the following instructions referring to fig. 4.1, fig. 4.2 and fig. 4.3. line image of line paperdirection of eye movementoptics pin     fig. 4.1 hstandoptics pin paper   hstandoptics pin paper  fig. 4.2 fig. 4.3",
+            "9": "9 0625/05/o/n/07 \u00a9 ucles 2007 (a) draw a straight line approximately in the centre of the sheet of plain paper.  (b) stand the transparent block on the paper with one of its shortest sides over the line as shown  in figs 4.1 and 4.2.  (c) look, with one eye closed, vertically down through the block. y ou will see the image within the block of the pencil line you have drawn on the paper.  (d) place the optics pin horizontally with its point touching the transparent block approximately in the centre so that the pencil line and the pin appear to form one straight line. move your eye slightly in a horizontal plane, as shown in fig. 4.1. y ou will see that the image of the pencil line and the pin appear to separate.  (e) continue to look vertically down through the block and slowly move the pin downwards until you find a position where the pin and the image of the pencil line do not separate when you move your eye.  (f) without changing the position of the point of the pin that is touching the block, measure and record the vertical distance x between the paper and the pin.  (g) measure and record the height h of the transparent block.  (h) calculate the refractive index n of the material of the block using the equation     n = h \u2013\u2013\u2013\u2013\u2013 h \u2013x.  (i) stand the transparent block on the paper with one of its longest sides over the line as shown in fig. 4.3.  (j) repeat steps (c) to (h).  (k) calculate the average value of the refractive index n.  (l) to obtain a reliable value for the vertical distance x between the paper and the pin it is important that the pin is horizontal. explain briefly with the aid of a diagram how you checked that the pin was horizontal.",
+            "10": "10 0625/05/o/n/07 \u00a9 ucles 2007blank page",
+            "11": "11 0625/05/o/n/07blank page \u00a9 ucles 2007",
+            "12": "12 0625/05/o/n/07permission 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.blank page \u00a9 ucles 2007"
+        },
+        "0625_w07_qp_6.pdf": {
+            "1": "this document consists of 11 printed pages and 1 blank page. spa (mml 13215 4/06) t25854/5 \u00a9 ucles 2007 [turn overuniversity of cambridge international examinations international general certificate of secondary education write your centre number, candidate number and name on all work you hand in. write in dark blue or black pen.y ou may use a soft pencil for any diagrams, graphs or rough working.do not use staples, paper clips, highlighters, glue or correction fluid.do not write in any barcodes. answer all questions.at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question. *6786650342* physics 0625/06 paper 6  alternative to practical october/november 2007  1 hour candidates answer on the question paper.no additional materials are required. for examiner\u2019s use 1 2345 total",
+            "2": "2 0625/06/o/n/07for examiner\u2019s use \u00a9 ucles 20071 the igcse class is investigating the rate of cooling of hot water.  (a) a student measures room temperature. write down the value of room temperature \u03b80  shown on the thermometer in fig. 1.1.110 1009080706050403020100\u201310\u00b0c fig. 1.1  \u03b80 =  . [1]  (b) he then pours hot water into a beaker until it is about two-thirds full. he measures and  records the temperature \u03b8 of the hot water and at the same time starts a stopwatch. as the water cools, he records the temperature every 30 s for a total of five minutes. his readings are shown in the table below. t / \u03b8 /   0 68.0  30 53.0  60 45.0 90 40.0 120 36.5150 33.5180 32.0210 30.0240 29.0270 28.5300 28.0   (i) complete the column headings in the table.   (ii) calculate the temperature fall t 1 in the first minute of the experiment. t1 =     (iii) calculate the temperature fall t2 in the final minute of the experiment. t2 =   [3]",
+            "3": "3 0625/06/o/n/07 [turn overfor examiner\u2019s use \u00a9 ucles 2007 (c) theory suggests that the rate of cooling of the hot water at any time depends on the  difference between the temperature of the water at that time and room temperature.   (i) state and explain whether your answers in (b) support this theory. statement  .explanation  ..  [1]   (ii) suggest three variables that you would attempt to keep constant if this theory were  to be investigated further. 1. ...2. ...3. . [3]  (d) suggest one addition you could make to the apparatus provided in order to reduce the  rate of evaporation of the water in the beaker.   [1] [total: 9]",
+            "4": "4 0625/06/o/n/07for examiner\u2019s use \u00a9 ucles 20072 the igcse class is investigating a simple balance.  the diagram below shows the apparatus. stand cardmetre rule pointerpivot   hook paper clip 0 mm10 mm20 mm30 mm40 mm50 mm60 mm70 mm80 mm90 mm100  mm110  mm120  mm130  mm140  mm150  mm fig. 2.1  (a) a student records the height h0 of the pointer above the bench. she then hangs a paper  clip on the hook and records the new height h of the pointer above the bench. next she  records the heights of the pointer above the bench using different numbers n of paper clips. the readings are shown in the table below.     h 0 = 100 mm nh  / mm d / mm 1 108 2 114 3 120 4 125 5 134 6 141",
+            "5": "5 0625/06/o/n/07 [turn overfor examiner\u2019s use \u00a9 ucles 2007  calculate the height differences d using the equation     d = (h \u2013 h0)   and enter them in the table. [2]  (b) (i) plot the graph of d / mm (y-axis) against n (x-axis).   (ii) use your graph to predict the value of d if a nail with the same mass as 4.6 paper  clips were to be hung from the hook in place of the paper clips. show clearly on the graph how you obtained your value.  d =  . [6] [total: 8]",
+            "6": "6 0625/06/o/n/07for examiner\u2019s use \u00a9 ucles 20073 the igcse class is investigating the potential difference across lamps and the currents in  the lamps.  fig. 3.1 shows the circuit that is being used. power source a lamp 1 lamp 2 lamp 3 fig. 3.1  (a) a student uses the ammeter to record the current i in the wire connecting the power  source to the rest of the circuit. he then moves the ammeter to new positions in the  circuit and measures the current in each lamp in turn. the positions of the pointer on the ammeter scale are shown below.   (i)   (ii) 00.10.2 0.3 0.4 0.5a  00.10.2 0.3 0.4 0.5a current i =  ..  current i1 in lamp 1 =  .   (iii)   (iv) 00.10.2 0.3 0.4 0.5a  00.10.2 0.3 0.4 0.5a current i2 in lamp 2 =  .  current i3 in lamp 3 =  .   write down the ammeter readings i, i1, i2 and i3. [3]",
+            "7": "7 0625/06/o/n/07 [turn overfor examiner\u2019s use \u00a9 ucles 2007 (b) theory suggests that i = i1 + i2 + i3. state whether or not your readings support this  theory. give a reason for your answer. statement  reason   ..  [1]  (c) to test the theory further, you would need to vary the value of  i. state how you would  vary i.  ..  [1]  (d) the student uses a voltmeter to measure the potential difference v across the lamps.   his reading is v = 1.6 v.  (i) calculate the resistance r of the lamps arranged in parallel, using the equation     r = v /  i,    where i is the value of the current in (a)(i).  r =  .   (ii) on fig. 3.1, add the symbol for the voltmeter connected to measure the potential  difference across the lamps. [3] [total: 8]",
+            "8": "8 0625/06/o/n/07for examiner\u2019s use \u00a9 ucles 20074 the igcse class is investigating the refraction of light through a transparent block.  fig. 4.1 shows the apparatus used. eye transparent block optics pin sheet of paperh x fig. 4.1  (a) a student looks down through the transparent block at the image of a line drawn on the  sheet of paper. she carefully places the point of the optics pin exactly in line with the image.   (i) on fig. 4.1, measure the vertical distance x between the paper and the pin.  x =  .   (ii) on fig. 4.1, measure the height h of the transparent block.  h =  .   (iii) calculate the refractive index n of the material of the block using the equation     n = h \u2013\u2013\u2013\u2013\u2013 h \u2013x.  n =   [5]",
+            "9": "9 0625/06/o/n/07 [turn overfor examiner\u2019s use \u00a9 ucles 2007 (b) to obtain a reliable value for the vertical distance x between the paper and the pin, it is   important that the pin is horizontal. explain briefly with the aid of a diagram how you  would check that the pin is horizontal.  ..   [1] [total: 6]",
+            "10": "10 0625/06/o/n/07for examiner\u2019s use \u00a9 ucles 20075 (a) an igcse student is investigating the differences in density of small pieces of different  rocks. she is using an electronic balance to measure the mass of each sample and using the \u2018displacement method\u2019 to determine the volume of each sample. fig. 5.1 shows the displacement method. 100 80 604020100 80604020cm 3cm3 v1 v2rock sample fig. 5.1   (i) write down the volume shown in each measuring cylinder.  v1 =  .  v2 =  .   (ii) calculate the volume v of the rock sample.  v =  .   (iii) calculate the density of sample a using the equation     density = m \u2013\u2013\u2013 v,    where the mass m of the sample of rock is 109 g.  density =  . [4]",
+            "11": "11 0625/06/o/n/07for examiner\u2019s use \u00a9 ucles 2007 (b) the table shows the readings that the student obtains for samples of rocks b and c.  complete the table by   (i) inserting the appropriate column headings with units,   (ii) calculating the densities using the equation density = m \u2013\u2013\u2013 v. sample m / g v / density / b 193 84 50 34 c 130 93 50 43 [4]  (c) explain briefly how you would determine the density of sand grains.  ..  [1] [total: 9]",
+            "12": "12 0625/06/o/n/07permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here 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.blank page"
+        }
+    },
+    "2008": {
+        "0625_s08_qp_1.pdf": {
+            "1": "    this document consists of 18 printed pages and 2 blank pages.  ib08 06_0625_01/3rp  \u00a9 ucles 2008  [turn over      *1101906355* university of cambridge international examinations  international general certificate of secondary education       physics 0625/01     paper 1  multiple choice  may/june 2008     45 minutes    additional materials: multiple choice answer sheet   soft clean eraser   soft pencil (type b or hb recommended)       read these instructions first    write in soft pencil.  do not use staples, paper clips, highlighters, glue or correction fluid. write your name, centre number and candidate number on the answer sheet in the spaces provided  unless this has been done for you.   there are forty  questions on this paper. answer all questions. for each question there are four possible  answers a, b, c and d.   choose the one you consider correct and record your choice in soft pencil on the separate answer sheet.   read the instructions on the answer sheet very carefully.    each correct answer will score one mark. a mark will not be deducted for a wrong answer. any rough working should be done in this booklet.     ",
+            "2": "2  \u00a9 ucles 2008 0625/01/m/j/08  1 some liquid is heated in a flask.    the diagrams show the height of the liquid in the tube when the liquid is cold and when it is hot.    cm12345 cm12345cold hot liquid flasktube scale     what is the difference in the heights?  a 1.7  cm b 2.8  cm c 3.2  cm d 4.5  cm      2 the speed-time graph shown is for a bus travelling between stops.    where on the graph is the acceleration of the bus the greatest?    speed timeabc d     ",
+            "3": "3  \u00a9 ucles 2008 0625/01/m/j/08 [turn over  3 the circuit of a motor racing track is 3  km in length. in a race, a car goes 25 times round the  circuit in 30 minutes.    what is the average speed of the car?  a 75  km  / hour  b 90  km  / hour  c 150  km  / hour  d 750  km  / hour     4 the force of gravity acting on an astronaut in an orbiting spacecraft is less than when she is on  the earth\u2019s surface.    compared with being on the earth\u2019s surface, how do her mass and weight change when she goes into orbit?     mass in orbit weight in orbit  a decreases decreases  b decreases unchanged  c unchanged decreases  d unchanged unchanged     5 when two blocks x and y are placed on a uniform beam, the beam balances on a pivot at its  centre as shown.    xy pivot    what does this show about x and y?  a they have the same mass and the same density.  b they have the same mass and the same weight. c they have the same volume and the same density. d they have the same volume and the same weight.     ",
+            "4": "4  \u00a9 ucles 2008 0625/01/m/j/08  6 the diagram shows a rectangular metal block measuring 10  cm \u00d7 5.0  cm \u00d7 2.0  cm.    5.0  cm10  cm 2.0  cm     its mass is 250  g.    what is the density of the metal?  a 0.20  g / cm3 b 0.40  g / cm3 c 2.5  g / cm3 d 5.0  g / cm3      7 the diagram shows an experiment to find the density of a liquid.    1020304050 1020304050cm3 cm3 200  g 250  gmeasuring cylinder balanceliquid     what is the density of the liquid?  a 0.5  g / cm3 b 2.0  g / cm3 c 8.0  g / cm3 d 10.0  g / cm3      8 what are the conditions for equilibrium?    resultant force  acting resultant turning  effect acting  a yes yes  b yes no  c no yes  d no no     ",
+            "5": "5  \u00a9 ucles 2008 0625/01/m/j/08 [turn over  9 the diagram shows four objects standing on a flat surface.    the centre of mass of each object is marked m.    which object will fall over?    m m m mabcd     10 a stone is thrown from the edge of a cliff. its path is shown in the diagram.    12 3 ground    in which position does the stone have its greatest kinetic energy and in which position does it have its least gravitational energy?     greatest kinetic  energy least gravitational  energy  a 1 2  b 2 3  c 3 1  d 3 3    ",
+            "6": "6  \u00a9 ucles 2008 0625/01/m/j/08  11 a worker is lifting boxes of identical weight from the ground onto a moving belt.    at first, it takes him 2  s to lift each box. later in the day, it takes him 3  s.    which statement is correct?  a later in the day, less work is done in lifting each box.  b later in the day, more work is done in lifting each box.  c later in the day, less power is developed in lifting each box.  d later in the day, more power is developed in lifting each box.      12 a manometer is used to indicate the pressure in a steel vessel, as shown in the diagram.    steel vesselliquid manometer     what value does the liquid manometer give for the pressure in the vessel?  a it is zero.  b it is between zero and atmospheric pressure.  c it is equal to atmospheric pressure.  d it is greater than atmospheric pressure.     13 four glass tanks contain water.    in which tank is the pressure of the water on the base greatest?    2 m4 m 3 m 2 m3 m 4 m 2 m2 m 6 m 6 m1 m4  mab c d     ",
+            "7": "7  \u00a9 ucles 2008 0625/01/m/j/08 [turn over  14 which line in the table describes the properties of solids and of liquids at a fixed temperature?     solids liquids  a definite volume and definite shape no definite volume but definite shape  b no definite volume but definite shape definite volume and definite shape  c definite volume and definite shape definite volume but no definite shape  d no definite volume but definite shape no definite volume and no definite shape    15 air is pumped slowly into a car tyre to increase the pressure. the temperature of the air does not  change.    which line in the table is correct?     number of molecules  hitting 1  cm2 of the  tyre each second average speed at which  molecules hit the tyre  a increases increases  b increases unchanged  c unchanged increases  d unchanged unchanged    16 the thermometer in the diagram has no scale.    bulb     where must the bulb be placed so that 0  \u00b0c can be marked on the stem?  a in boiling water  b in cold water c in a freezer  d in melting ice ",
+            "8": "8  \u00a9 ucles 2008 0625/01/m/j/08  17 a sample of a solid is heated for 12 minutes and its temperature noted every minute.    the results are shown in the table.    time  / min 0 1 2 3 4 5 6 7 8 9 10 11 12  temperature  / \u00b0c 11.5 16.1 22.1 31.0 31.1 31.1 31.1 31.3 45.0 65.2 66.2 66.3 66.3    how should the sample be described at the end of the 12 minutes?  a all solid  b in the process of melting  c all liquid  d in the process of boiling     18 a heater is placed in a room.    which diagram shows the movement of air as the room is heated?    a b c d      ",
+            "9": "9  \u00a9 ucles 2008 0625/01/m/j/08 [turn over  19 the diagrams show four identical pieces of ice that are heated in test-tubes of water.    in which test-tube will the ice take the longest time to melt?    ab cwaterice water ice wrapped in lead wirewater ice wrapped in lead wire watericed       20 the diagram represents water waves about to move into shallow water from deep water.    deep water shallow waterwavefront     which property of the waves remains the same after the waves move into shallow water?  a frequency  b speed c wavefront direction  d wavelength     ",
+            "10": "10  \u00a9 ucles 2008 0625/01/m/j/08  21 two sets of water waves overlap as shown in the diagram.    p q rs tu     from which two points are the sets of waves coming?  a p and s b t and r c q and t d u and q     22 which diagram shows total internal reflection of light?    ab c d mirror glass prism      ",
+            "11": "11  \u00a9 ucles 2008 0625/01/m/j/08 [turn over  23 light from the sun passes through a prism and a spectrum is produced on a screen.    light from the sunscreen violetredpnarrow slit     a thermometer placed at p shows a large temperature rise.    which type of radiation causes this?  a infra-red  b microwave c ultra-violet d visible light     24 two thin converging lenses x and y are used as shown to give a focused image of an illuminated  slit. the rays shown are parallel between x and y.    30  cm 20  cm 15  cmsource of lightslit imagescreenxy     what are the correct values for the focal lengths of x and of y?     focal length  of x  / cm focal length  of y  / cm  a 50 35  b 30 20  c 30 15  d 20 20    ",
+            "12": "12  \u00a9 ucles 2008 0625/01/m/j/08  25 which equation can be used to calculate the speed of sound?  a speed =timedistance  b speed = distance \u00d7 time  c speed =distancetime  d speed = time + distance     26 a battery-operated bell is surrounded by a box with double walls.    air box walls gapbell     the bell is ringing but no sound at all is heard outside the box.    what is in the gap?  a a solid  b a liquid  c a gas  d a vacuum      27 which line in the table shows whether iron and steel are ferrous or non-ferrous materials?     iron steel  a ferrous ferrous  b ferrous non-ferrous  c non-ferrous ferrous  d non-ferrous non-ferrous     ",
+            "13": "13  \u00a9 ucles 2008 0625/01/m/j/08 [turn over  28 a solenoid carrying a current is used to demagnetise a bar magnet.    power supplysolenoid bar magnet     which conditions achieve demagnetisation?     current through  solenoid movement of bar magnet  a a.c. around the solenoid quickly  b a.c. through the solenoid slowly  c d.c. around the solenoid quickly  d d.c. through the solenoid slowly      29 a polythene rod repels an inflated balloon hanging from a nylon thread.    what charges must the rod and the balloon carry?  a the rod and the balloon carry opposite charges.  b the rod and the balloon carry like charges.  c the rod is charged but the balloon is not.  d the balloon is charged but the rod is not.     30 which circuit symbol represents a component used to store energy?    abcd     ",
+            "14": "14  \u00a9 ucles 2008 0625/01/m/j/08  31 in the circuit shown, the switches s 1 and s 2 may be open (off) or closed (on).    v 12  v+ \u2013s1s2switches shown open (off)     which line in the table shows the voltmeter reading for the switch positions given?     s1 s 2 voltmeter reading  / v  a open open 12  b closed closed 12  c open closed 0  d closed open 12      32 the device x in this circuit is designed to cut off the electricity supply automatically if too much  current flows.    x     what is device x?  a a fuse  b a switch  c a resistor  d an ammeter     ",
+            "15": "15  \u00a9 ucles 2008 0625/01/m/j/08 [turn over  33 the diagrams show two ways in which three lamps may be connected.    circuit 1 circuit 2x y zxyz     which statement is correct?  a if lamp y breaks in circuit 1, both the other lamps will go out.  b if lamp y breaks in circuit 2, both the other lamps will go out.  c if lamp y breaks in circuit 1, lamp z will go out, but lamp x will remain on.  d if lamp y breaks in circuit 2, lamp z will go out, but lamp x will remain on.      34 the wire xy shown in the diagram is connected to a sensitive voltmeter with a centre zero. xy is  then moved quickly once through the magnetic field.    ns vx ymovement     what is observed on the voltmeter?  a the needle moves briefly in one direction and then returns to the centre.  b the needle moves quickly in one direction and stays deflected.  c the needle vibrates rapidly from side to side whilst xy is moving.  d the needle stays still.     ",
+            "16": "16  \u00a9 ucles 2008 0625/01/m/j/08  35 the diagram shows a transformer connected to a 240  v a.c. supply.    primary coil 60 turnssecondary coil 30 turns 240  v a.c.soft-iron core     what is the potential difference across the secondary coil of the transformer?  a 30  v b 120  v c 240  v d 480  v      36 in order to produce a beam of cathode rays, a heated filament is placed near to an anode in an  evacuated glass vessel.    evacuated glass vessel anode heated filament     what is the type of charge on the anode and why is this charge chosen?     charge reason  a negative to attract electrons  b negative to repel electrons  c positive to attract electrons  d positive to repel electrons     ",
+            "17": "17  \u00a9 ucles 2008 0625/01/m/j/08 [turn over  37 diagram 1 shows a potential divider circuit containing two 100  \u03c9 resistors.    one of the resistors is changed to 90  \u03c9, as shown in diagram 2.    100  \u03c9 100  \u03c9 vdiagram 1 90  \u03c9 100  \u03c9 vdiagram 2     how does the reading on the voltmeter change when this is done?  a it becomes zero.  b it decreases a little. c it increases a little. d it stays the same.      38 what is a \u03b2-particle and from which part of a radioactive atom is it emitted?     \u03b2-particle emitted from  a electron nucleus  b electron outer orbits  c helium nucleus nucleus  d helium nucleus outer orbits      39 a sample of radioactive uranium has mass 1  g. another sample of the same material has   mass 2 g.    which property is the same for both samples?  a the amount of radiation emitted per second  b the half-life  c the number of uranium atoms  d the volume     ",
+            "18": "18  \u00a9 ucles 2008 0625/01/m/j/08  40 a particular nuclide has the symbol 37 17cl.    what is true for atoms of this nuclide?  a there are 17 nucleons in the nucleus.  b there are 17 protons in the nucleus.  c there are 37 electrons in the nucleus.  d there are 37 neutrons in the nucleus.     ",
+            "19": "19   0625/01/m/j/08  blank page  ",
+            "20": "20      permission to reproduce items where thir d-party owned material protected by copyright is  included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holder s, 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.     0625/01/m/j/08  blank page  "
+        },
+        "0625_s08_qp_2.pdf": {
+            "1": "this document consists of 14 printed pages and 2 blank pages. sp (slm/cgw) t41975/6 \u00a9 ucles 2008 [turn overuniversity of cambridge international examinations international general certificate of secondary education read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen.y ou may use a soft pencil for any diagrams, graphs or rough working.do not use staples, paper clips, highlighters, glue or correction fluid.do not write in any barcodes. answer all questions. y ou may lose marks if you do not show your working or if you do not useappropriate units.take the weight of 1 kg to be 10 n (i.e. acceleration of free fall = 10 m/s 2). at the end of the examination, fasten all your work securely together.the number of marks is given in brackets [  ] at the end of each question or part question. *3498617057* physics 0625/02 paper 2  core may/june 2008  1 hour 15 minutes candidates answer on the question paper. no additional materials are required. for examiner\u2019s use 1 23456789 101112 total",
+            "2": "2 0625/02/m/j/08for examiner\u2019s use \u00a9 ucles 20081 (a) fig. 1.1 shows a uniform rod. fig. 1.1   (i) use your rule to find the length of the rod.  length = ...cm [1]   (ii) on fig. 1.1, show the position of the centre of mass of the rod using the letter c.  [1]  (b) fig. 1.2 shows another rod, of the same length as the previous one, but this rod is thicker  at one end. fig. 1.2   use your judgement to mark with the letter m approximately where the centre of mass  of this rod will be.  [2]  [total: 4]",
+            "3": "3 0625/02/m/j/08 [turn overfor examiner\u2019s use \u00a9 ucles 20082 a motorcyclist is travelling along a country road, as shown in fig. 2.1. 1375 ma b fig. 2.1  the statements below describe the motion of the motorcycle from point a to point b.   1. the motorcycle accelerates uniformly from rest at point a, increasing its speed to  25 m/s in 10 s.   2. it then travels at a constant speed of 25 m/s for 40 s.   3. it then decelerates uniformly to rest at point b, 70 s after leaving point a. 0 0 time/s510152025speed m/s3035 fig. 2.2  (a) for the motorcycle moving from point a to point b, draw on fig. 2.2,   (i) a suitable time scale, [1]   (ii) the graph of the motion of the motorcycle. [5]  (b) the distance from a to b is 1375 m.   calculate the average speed of the motorcycle between a and b. give your answer to  the nearest m/s.  average speed = ..m/s [4]  [total: 10]",
+            "4": "4 0625/02/m/j/08for examiner\u2019s use \u00a9 ucles 20083 a beam is pivoted at its centre. three forces, f1, f2 and f3, act on the beam as shown in  fig. 3.1. ac b f1 f2 f3 fig. 3.1  (a) which of the forces exert(s)   a clockwise moment, ...   an anticlockwise moment? ... [3]  (b) when the beam is released, the right-hand side of the beam starts to go down.   which of the three distances, a, b or c, should be decreased in order to balance the  beam? explain your answer.which distance?  ..explanation  .. .. ..[3]  (c) fig. 3.2 represents a simple beam-balance with the pivot accurately at its centre. ? fig. 3.2   the person using the beam-balance puts the object to be weighed in the left-hand pan.  he has a selection of standard masses to put in the right-hand pan, but he finds he  cannot exactly balance the beam.   his best attempts are masses used effect 10 g, 10 g, 5 g, 2 g, 2 g beam tips down slightly on the left-hand side 20 g, 10 g beam tips down slightly on the right-hand side   estimate the mass of the object.  mass = . g [1]  [total: 7]",
+            "5": "5 0625/02/m/j/08 [turn overfor examiner\u2019s use \u00a9 ucles 20084 fig. 4.1 (a) an electrician climbs up to the platform  of a special tower, in order to reach a high-level spotlight, as shown in fig. 4.1.   which form of energy, possessed by the  electrician\u2019s body,   (i) is greater at the top of the tower than it was at the bottom,  . [1]   (ii) is less at the top of the tower than it  was at the bottom?  . [1]  (b) one of the electrician\u2019s assistants also  climbs up to the platform. the assistant weighs less than the electrician.   which of the two people does the most  work climbing up to the platform, and why? which person?  why?  ...  . . . [1]  (c) the electrician wishes to know what power he develops as he climbs the tower.   which quantities does he need to know in order to do this?  .. ..[1]  [total: 4]",
+            "6": "6 0625/02/m/j/08for examiner\u2019s use \u00a9 ucles 20085 in the atomic model, the atom has a central mass. much smaller particles orbit this central  mass, as shown in fig. 5.1. central mass orbitingparticles fig. 5.1  (a) state the name given to the central mass.  ..[1]  (b) state the name given to the orbiting particles. ..[1]  (c) state the names of the particles from which the central mass is made and [2]  (d) the central mass of the helium atom is identical to one of the particles emitted in  radioactive decay. which particle is this? ...[1]  (e) state the name of the particles that form cathode rays. ..[1]  [total: 6]",
+            "7": "7 0625/02/m/j/08 [turn overfor examiner\u2019s use \u00a9 ucles 20086 fig. 6.1 and fig. 6.2 show two of the rays from the top of an object, passing through a lens. f2object f1 fig. 6.1 f2object f1 fig. 6.2  (a) on fig. 6.1, draw the third ray whose path from the top of the object through the lens is  known. [1]  (b) on fig. 6.2,   (i) copy the ray shown on fig. 6.1 and complete the diagram to locate the image   formed by the lens, [1]   (ii) mark and label the image. [2]  (c) on fig. 6.2, indicate clearly where you would position a screen on which to see the focused image. [1]  [total: 5]",
+            "8": "8 0625/02/m/j/08for examiner\u2019s use \u00a9 ucles 20087 (a) the table below describes the conditions of the molecules of a substance in each of the  three states of matter, solid, liquid and gas.   in the right-hand column, write the state of the substance that is described in the left- hand column. condition of the moleculesstate in which the  substance exists the molecules are a great distance apart, moving very rapidly, with negligible interaction. the substance occupies all the space available. the molecules are only able to vibrate rapidly about  fixed positions. the substance does not need a container to maintain its shape. the molecules move about amongst each other,  with attractive forces between them. the substance does not necessarily fill its container.  [2]  (b) (i) what is the state of matter just before a substance boils?  .. [1]   (ii) describe what happens to the molecules during boiling. .. .. [2]   (iii) state two differences between boiling and evaporating.1.  ..2.  ..[2]  (c) (i) what is the state of matter just before a substance melts? .. [1]   (ii) aluminium melts at 660 \u00b0c. at what temperature does it freeze? .. [1]  [total: 9]",
+            "9": "9 0625/02/m/j/08 [turn overfor examiner\u2019s use \u00a9 ucles 20088 (a) the thermometer in fig. 8.1 is calibrated at two fixed points, and the space between  these is divided into equal divisions. 0 -10 10 20 30 40 50 60 70 80 90 100 110 fig. 8.1   a thermometer is being calibrated with the celsius scale.   (i) 1. write down another name for the lower fixed point. .. [1]    2. how is this temperature achieved? .. .. .. [2]    3. what is the temperature of this fixed point? ...[1]   (ii) 1. write down another name for the upper fixed point. .. [1]    2. how is this temperature achieved?  .. .. .. [2]    3. what is the temperature of this fixed point? ...[2]  (b) a block of copper and a block of aluminium have identical masses. they both start at  room temperature and are given equal quantities of heat. when the heating is stopped, the aluminium has a lower temperature than the copper.   fill in the missing words in the sentence below, to explain this temperature difference.   the aluminium block has a smaller temperature rise than the copper block because the  aluminium block has a larger  than the copper block. [1]  [total: 10]",
+            "10": "10 0625/02/m/j/08for examiner\u2019s use \u00a9 ucles 20089 fuses are often included in circuits.  (a) in the space below, draw the circuit symbol for a fuse.  [1]  (b) when the statements in the boxes below are put in the correct order, they describe how  a fuse protects a circuit. a fuse wire heats up b circuit is broken,so current stops cfuse wire melts dcurrent becomestoo high   on the line below, list the letters of the four boxes in the correct order.  ..[2]  (c) by mistake, a fuse with too high a rated value is put in the fuse-holder in a circuit.   state two possible outcomes of this mistake. 1.  . 2.  .[2]  [total: 5]",
+            "11": "11 0625/02/m/j/08 [turn overfor examiner\u2019s use \u00a9 ucles 200810 fig. 10.1 shows a series circuit. r1xyr2 fig. 10.1  resistance r1 = 25 \u03c9 and resistance r2 = 35 \u03c9. the cell has zero resistance.  (a) calculate the combined resistance of r1 and r2.  resistance =  ... \u03c9 [2]  (b) on fig. 10.1, use the correct circuit symbol to draw a voltmeter connected to measure  the potential difference between x and y . [1]  (c) the variable resistor is set to zero resistance. the voltmeter reads 1.5 v.   (i) calculate the current in the circuit.  current =  ..[4]   (ii) state the value of the potential difference across the cell.  potential difference =  v [1]",
+            "12": "12 0625/02/m/j/08for examiner\u2019s use \u00a9 ucles 2008 (d) the resistance of the variable resistor is increased.   (i) what happens to the current in the circuit? tick one box.  increases   stays the same  decreases  [1]   (ii) what happens to the voltmeter reading? tick one box. increases   stays the same   decreases  [1]   (iii) state the resistance of the variable resistor when the voltmeter reads 0.75 v.  resistance =   \u03c9 [1]  [total: 11]",
+            "13": "13 0625/02/m/j/08 [turn overfor examiner\u2019s use \u00a9 ucles 200811 (a) an experimenter uses a length of wire abc in an attempt to demonstrate  electromagnetic induction. the wire is connected to a sensitive millivoltmeter g. a b cg n  s  fig. 11.1   using the arrangement in fig. 11.1, the experimenter finds that she does not obtain the  expected deflection on g when she moves the wire abc down through the magnetic field.   (i) explain why there is no deflection shown on g.  .. .. .. [2]   (ii) what change should be made in order to observe a deflection on g? .. .. [1]  (b) name one device that makes use of electromagnetic induction. ..[1]  [total: 4]",
+            "14": "14 0625/02/m/j/08for examiner\u2019s use \u00a9 ucles 200812 (a) the table below shows how the activity of a sample of a radioactive substance changes  with time. time/minutesactivity counts/s   0 128  30  58 60  25 90  11120   5   use the data in the table to estimate the half-life of the radioactive substance.  half-life =  .min [2] (b) the half-lives of various substances are given below. radon-220 55 seconds iodine-128 25 minutesradon-222 3.8 daysstrontium-90 28 years   (i) if the radioactive substance in (a) is one of these four, which one is it?  .. [1]   (ii) a sample of each of these substances is obtained.    which sample will have the greatest proportion of decayed nuclei by the end of one  year, and why? which?  .why?   .. [2]  [total: 5]",
+            "15": "15 0625/02/m/j/08blank page",
+            "16": "16 0625/02/m/j/08blank page permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here 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."
+        },
+        "0625_s08_qp_3.pdf": {
+            "1": "location entry codes       as part of cie\u2019s continual commitment to main taining best practice in assessment, cie uses  different variants of some question papers for our most popular assessments with large and  widespread candidature. the question papers are closely related and the relationships between  them have been thoroughly established using our assessment expertise.  all versions of the  paper give assessment of equal standard.     the content assessed by the examination papers and the type of questions is unchanged.   this change means that for this component there are now two variant question papers, mark  schemes and principal examiner\u2019s reports where previously there was only one.  for any individual country, it is intended that only one variant is used.  this document contains both  variants which will give all centres access to even more past examination ma terial than is usually  the case.      the diagram shows the relationship between the question papers, mark schemes and principal examiners\u2019 reports that are available.     question paper   mark scheme  principal examiner\u2019s  report  introduction     introduction   introduction   first variant question paper    first variant mark scheme  first variant principal  examiner\u2019s report    second variant question  paper  second variant mark  scheme    second variant principal  examiner\u2019s report      who can i contact for further information on these changes?  please direct any questions about this to cie\u2019s customer services team at: international@cie.org.uk              the titles for the variant items should correspond with the table above, so that at the top of the  first page of the relevant part of the document and on the header, it has the words:    \u2022 first variant question paper / mark scheme / principal examiner\u2019s report     or     \u2022 second variant question paper / mark scheme / principal examiner\u2019s report      as appropriate.    ",
+            "2": "this document consists of 15 printed pages and 1 blank page. spa (shw 00013 3/07) t49721/6 \u00a9 ucles 2008 [turn overuniversity of cambridge international examinations international general certificate of secondary education read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen.y ou may use a soft pencil for any diagrams, graphs or rough working.do not use staples, paper clips, highlighters, glue or correction fluid.do not write in any barcodes. answer all questions. y ou may lose marks if you do not show your working or if you do not useappropriate units.take the weight of 1 kg to be 10 n (i.e. acceleration of free fall = 10 m/s 2). at the end of the examination, fasten all your work securely together.the number of marks is given in brackets [  ] at the end of each question orpart question.physics 0625/31 paper 3 extended may/june 2008  1 hour 15 minutes candidates answer on the question paper. no additional materials are required. *5079794953*",
+            "3": "2 0625/31/m/j/08 \u00a9 ucles 2008for examiner\u2019s use1 fig. 1.1 shows the speed-time graphs for two falling balls. 0123450102030 time  / sm / sspeedrubber ball plastic ball fig. 1.1  both balls fall from the same height above the ground.  (a) use the graphs to find   (i) the average acceleration of the falling rubber ball during the first 3.0 s,  acceleration =   [2]   (ii) the distance fallen by the rubber ball during the first 3.0 s,  distance =   [2]  (iii) the terminal velocity of the plastic ball.  terminal velocity =   [1]",
+            "4": "3 0625/31/m/j/08 \u00a9 ucles 2008 [turn overfor examiner\u2019s use (b) both balls have the same mass but the volume of the plastic ball is much greater than  that of the rubber ball. explain, in terms of the forces acting on each ball, why the plastic ball reaches a terminal velocity but the rubber ball does not.  .. .. .. .. ..   [3]  (c) the rubber ball has a mass of 50 g. calculate the gravitational force acting on the rubber  ball.  force =   [2] [total: 10]",
+            "5": "4 0625/31/m/j/08 \u00a9 ucles 2008for examiner\u2019s use2 (a) name the process by which energy is released in the core of the sun.    [1]  (b) describe how energy from the sun becomes stored energy in water behind a dam. .. .. ..   [3]  (c) data for two small power stations is given in table 2.1. input to power station output of power station gas-fired 100 mw 25 mw hydroelectric  90 mw 30 mw table 2.1   (i) state what is meant by the efficiency of a power station. .. .. ..   [1]   (ii) use the data in table 2.1 to explain that the hydroelectric station is more efficient  than the gas-fired power station.  .. ..   [1] [total: 6]",
+            "6": "5 0625/31/m/j/08 \u00a9 ucles 2008 [turn overfor examiner\u2019s use3 a cyclist rides up and then back down the hill shown in fig. 3.1. 14 mtop of hill starting and finishing point fig. 3.1  the cyclist and her bicycle have a combined mass of 90 kg. she pedals up to the top and  then stops. she turns around and rides back to the bottom without pedalling or using her brakes.  (a) calculate the potential energy gained by the cyclist and her bicycle when she has reached the top of the hill.  potential energy =   [2]  (b) calculate the maximum speed she could have when she arrives back at the starting  point.  speed =   [3]  (c) explain why her actual speed will be less than that calculated in (b). .. ..   [1] [total: 6]",
+            "7": "6 0625/31/m/j/08 \u00a9 ucles 2008for examiner\u2019s use4 fig. 4.1 is a design for remotely operating an electrical switch using air pressure. electrical switch operated by air pressure metal boxconnecting pipeflexible rubber box cover fig. 4.1  the metal box and the pipe contain air at normal atmospheric pressure and the switch is off.  when the pressure in the metal box and pipe is raised to 1.5 times atmospheric pressure by pressing down on the flexible rubber box cover, the switch comes on.  (a) explain in terms of pressure and volume how the switch is made to come on.  .. .. ..   [2]  (b) normal atmospheric pressure is 1.0 \u00d7 10 5 pa. at this pressure, the volume of the box  and pipe is 60 cm3.   calculate the reduction in volume that must occur for the switch to be on.  reduction in volume =   [3]  (c) explain, in terms of air particles, why the switch may operate, without the rubber cover  being squashed, when there is a large rise in temperature.  .. .. ..   [2] [total: 7]",
+            "8": "7 0625/31/m/j/08 \u00a9 ucles 2008 [turn overfor examiner\u2019s use5 (a) explain, in terms of molecules, how thermal expansion takes place in a solid and in a  gas. solid  . .. .. .. ..gas  ... .. .. ..   [4]  (b) complete table 5.1 to show the relative expansion of equal volumes of liquids, gases  and solids.   choose words from   much less, slightly less, slightly more and much more. [2] state of matter expansion compared to solids, for the  same temperature rise liquids gases table 5.1  (c) alcohol is often used in thermometers.   state one property of alcohol that makes it suitable for use in thermometers.  ..   [1] [total: 7]",
+            "9": "8 0625/31/m/j/08 \u00a9 ucles 2008for examiner\u2019s use6 fig. 6.1 shows an object, the tip of which is labelled o, placed near a lens l.  the two principal foci of the lens are f1 and f2. f1 f2l o fig. 6.1  (a) on fig. 6.1, draw the paths of two rays from the tip of the object so that they pass  through the lens and continue beyond.   complete the diagram to locate the image of the tip of the object. draw in the whole  image and label it i. [3]  (b) describe image i.  ..  .. ..   [3] [total: 6]",
+            "10": "9 0625/31/m/j/08 \u00a9 ucles 2008 [turn overfor examiner\u2019s use7 fig. 7.1 and fig. 7.2 show wavefronts of light approaching a plane mirror and a rectangular  glass block, respectively. direction of travel of wavefronts mirror fig. 7.1 direction of travel of wavefronts glass block fig. 7.2  (a) on fig. 7.1 and on fig. 7.2 draw wavefronts to show what happens after the waves strike the surface. [4]  (b) in fig. 7.2, the waves approaching the block have a speed of 3.0 \u00d7 10 8 m/s and an angle  of incidence of 70\u00b0. the refractive index of the glass of the block is 1.5.   (i) calculate the speed of light waves in the block.  speed =   [2]   (ii) calculate the angle of refraction in the block.  angle =   [2] [total: 8]",
+            "11": "10 0625/31/m/j/08 \u00a9 ucles 2008for examiner\u2019s use8 fig. 8.1 is the plan of a small apartment that has four lamps as shown. 2 \u00d7 60  w living room100  w kitchen 60 w bathroom fig. 8.1  power for the lamps is supplied at 200 v a.c. and the lamps are all in parallel.  (a) in the space below, draw a lighting circuit diagram so that there is one switch for each  room and one master switch that will turn off all the lamps. label the lamps as 60 w or 100 w. [3]  (b) the 100 w lamp is switched on. calculate   (i) the current in the lamp,  current =   [2]   (ii) the charge passing through the lamp in one minute.  charge =   [2]",
+            "12": "11 0625/31/m/j/08 \u00a9 ucles 2008 [turn overfor examiner\u2019s use (c) the three 60 w lamps are replaced by three energy-saving ones, that give the same  light output but are rated at only 15 w each.   calculate   (i) the total reduction in power,  reduction in power =   [1]  (ii) the energy saved when the lamps are lit for one hour.  energy saved = . [2] [total: 10]",
+            "13": "12 0625/31/m/j/08 \u00a9 ucles 2008for examiner\u2019s use9 fig. 9.1 shows apparatus used to investigate electromagnetic effects around straight wires. t1 t2t3 t4thin flexible wire thick rigid vertical wire large circular hole in card small circular hole in card fig. 9.1  fig. 9.2 is a view looking down on the apparatus shown in fig. 9.1. fig. 9.2  (a) a battery is connected to t1 and t2 so that there is a current vertically down the thick  wire.   on fig. 9.2, draw three magnetic field lines and indicate, with arrows, the direction of all  three. [2]  (b) using a variable resistor, the p.d. between terminals t1 and t2 is gradually reduced.   state the effect, if any, that this will have on   (i) the strength of the magnetic field,  ..  [1]   (ii) the direction of the magnetic field.  ..  [1]",
+            "14": "13 0625/31/m/j/08 \u00a9 ucles 2008 [turn overfor examiner\u2019s use (c) the battery is now connected to terminals t3 and t4, as well as to terminals t1 and t2,  so that there is a current down both wires. this causes the flexible wire to move.   (i) explain why the flexible wire moves.  .. .. ..   [2]   (ii) state the direction of the movement of the flexible wire.   [1]   (iii) the battery is replaced by one that delivers a smaller current.    state the effect that this will have on the force acting on the flexible wire. ..   [1] [total: 8]",
+            "15": "14 0625/31/m/j/08 \u00a9 ucles 2008for examiner\u2019s use10 (a) in the space below, draw the symbol for a nor gate. [1]  (b) describe the action of a nor gate in terms of its inputs and output.  .. .. .. ..   [2]  (c) a chemical process requires heating at low pressure to work correctly.   when the heater is working, the output of a temperature sensor is high.  when the pressure is low enough, a pressure sensor has a low output.  both outputs are fed into a nor gate. a high output from the gate switches on an  indicator lamp.   (i) explain why the indicator lamp is off when the process is working correctly. .. ..   [1]   (ii) state whether the lamp is on or off in the following situations.    1. the pressure is low enough, but the heater stops working.  .   2. the heater is working, but the pressure rises too high.  .. [2] [total: 6]",
+            "16": "15 0625/31/m/j/08 \u00a9 ucles 2008for examiner\u2019s use11 (a) chlorine has two isotopes, one of nucleon number 35 and one of nucleon number 37.  the proton number of chlorine is 17.   table 11.1 refers to neutral atoms of chlorine.   complete table 11.1. nucleon number 35 nucleon number 37 number of protons number of neutrons number of electrons [3] table 11.1  (b) some isotopes are radioactive.   state the three types of radiation that may be emitted from radioactive isotopes. 1.  ...2.  ...3.  ... [1]  (c) (i) state one practical use of a radioactive isotope. ..   [1]   (ii) outline how it is used. .. .. .. ..   [1] [total: 6]",
+            "17": "16 0625/31/m/j/08blank page permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here 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.",
+            "18": "this document consists of 16 printed pages. spa (shw 00013 3/07) t49725/4 \u00a9 ucles 2008 [turn overuniversity of cambridge international examinations international general certificate of secondary education read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen.y ou may use a soft pencil for any diagrams, graphs or rough working.do not use staples, paper clips, highlighters, glue or correction fluid.do not write in any barcodes. answer all questions. y ou may lose marks if you do not show your working or if you do not use appropriate units.take the weight of 1 kg to be 10 n (i.e. acceleration of free fall = 10 m/s 2). at the end of the examination, fasten all your work securely together.the number of marks is given in brackets [  ] at the end of each question or part question. *2847911916* physics 0625/32 paper 3 extended may/june 2008  1 hour 15 minutes candidates answer on the question paper. no additional materials are required.",
+            "19": "2 0625/32/m/j/08 \u00a9 ucles 2008for examiner\u2019s use1 fig. 1.1 shows the axes for a speed-time graph. 0123450102030 time  / sm / sspeed fig. 1.1  (a) an object a falls freely from rest with the acceleration due to gravity (g = 10 m/s2). it is  not affected by air resistance.   on fig. 1.1, draw the graph of the motion of object a. [1]  (b) using your graph, or an alternative method, calculate the distance fallen in the first 2 s  by object a in part (a).  distance fallen = . . [2]  (c) a second object b falls through the air from rest, but is affected by air resistance. it reaches a terminal velocity of 14 m/s.   on fig. 1.1, draw a possible graph for object b, including the region where it is travelling  at terminal velocity. [1]",
+            "20": "3 0625/32/m/j/08 \u00a9 ucles 2008 [turn overfor examiner\u2019s use (d) (i) suggest a possible difference between objects a and b that could lead to b reaching  a terminal velocity.  .. ..   [1]   (ii) explain, in terms of the forces on b, why b reaches a terminal velocity. .. .. .. ..   [2]  (e) object a experiences a gravitational force of 2.0 n.   (i) state the value of the weight of a.  weight = . . [1]  (ii) calculate the mass of a.  mass = . . [1] (f) object a is floating in equilibrium on a liquid.   state the value of the upward force of the liquid on a. upward force =   [1] [total: 10]",
+            "21": "4 0625/32/m/j/08 \u00a9 ucles 2008for examiner\u2019s use2 (a) name the process by which energy is released in the core of the sun.    [1]  (b) describe how energy from the sun becomes stored energy in water behind a dam. .. .. .. .. ..   [3]  (c) data for two small power stations is given in table 2.1. input to power station output of power station gas-fired 100 mw 25 mw hydroelectric  90 mw 30 mw table 2.1   (i) state what is meant by the efficiency of a power station. .. .. ..   [1]   (ii) use the data in table 2.1 to explain that the hydroelectric station is more efficient  than the gas-fired power station.  .. .. .. ..   [1] [total: 6]",
+            "22": "5 0625/32/m/j/08 \u00a9 ucles 2008 [turn overfor examiner\u2019s use3 a cyclist rides up and then back down the hill shown in fig. 3.1. 14 mtop of hill starting and finishing point fig. 3.1  the cyclist and her bicycle have a combined mass of 90 kg. she pedals up to the top and  then stops. she turns around and rides back to the bottom without pedalling or using her brakes.  (a) calculate the potential energy gained by the cyclist and her bicycle when she has reached the top of the hill.  potential energy =   [2]  (b) calculate the maximum speed she could have when she arrives back at the starting  point.  speed =   [3]  (c) explain why her actual speed will be less than that calculated in (b). .. .. ..   [1] [total: 6]",
+            "23": "6 0625/32/m/j/08 \u00a9 ucles 2008for examiner\u2019s use4 (a) one of the laws about the behaviour of gases states that   \u201cfor a fixed amount of gas at constant temperature, the pressure is inversely proportional  to the volume\u201d.   in the space below, write an equation that represents this law. [1]  (b) table 4.1 gives a series of pressures and their corresponding volumes, obtained in an  experiment with a fixed amount of gas. the gas obeys the law referred to in (a). pressure / kpa 100 200 400 500 1000 volume / cm350.0 25.0 12.5 10.0 5.0 table 4.1   how do these figures indicate that the temperature was constant throughout the  experiment?  .. .. ..   [2]  (c) air is trapped by a piston in a cylinder. the pressure of the air is 1.2 \u00d7 10 5 pa. the  distance from the closed end of the cylinder to the piston is 75 mm.   the piston is pushed in until the pressure of the air has risen to 3.0 \u00d7 105 pa.   calculate how far the piston has moved.  distance moved = . . [4] [total: 7]",
+            "24": "7 0625/32/m/j/08 \u00a9 ucles 2008 [turn overfor examiner\u2019s use5 (a) explain, in terms of molecules, how thermal expansion takes place in a solid and in a  gas. solid  . .. .. .. ..gas  ... .. .. ..   [4]  (b) complete table 5.1 to show the relative expansion of equal volumes of liquids, gases  and solids.   choose words from   much less, slightly less, slightly more and much more. [2] state of matter expansion compared to solids, for the  same temperature rise liquids gases table 5.1  (c) alcohol is often used in thermometers.   state one property of alcohol that makes it suitable for use in thermometers.  .. ..   [1] [total: 7]",
+            "25": "8 0625/32/m/j/08 \u00a9 ucles 2008for examiner\u2019s use6 fig. 6.1 shows an object, the tip of which is labelled o, placed near a lens l.  the two principal foci of the lens are f1 and f2. f1 f2l o fig. 6.1  (a) on fig. 6.1, draw the paths of two rays from the tip of the object so that they pass  through the lens and continue beyond.   complete the diagram to locate the image of the tip of the object. draw in the whole  image and label it i. [2]  (b) state two changes to the image when the object is moved   (i) a small distance closer to the lens, 1. ...2. .  [2]   (ii) to a position between f 1 and the lens. 1. ...2. .  [2] [total: 6]",
+            "26": "9 0625/32/m/j/08 \u00a9 ucles 2008 [turn overfor examiner\u2019s use7 fig. 7.1 and fig. 7.2 show wavefronts of light approaching a plane mirror and a rectangular  glass block, respectively. direction of travel of wavefronts mirror fig. 7.1 direction of travel of wavefronts glass block fig. 7.2  (a) on fig. 7.1 and on fig. 7.2 draw wavefronts to show what happens after the waves strike the surface. [4]  (b) in fig. 7.2, the waves approaching the block have a speed of 3.0 \u00d7 10 8 m/s and an angle  of incidence of 70\u00b0. the refractive index of the glass of the block is 1.5.   (i) calculate the speed of light waves in the block.  speed =   [2]   (ii) calculate the angle of refraction in the block.  angle =   [2] [total: 8]",
+            "27": "10 0625/32/m/j/08 \u00a9 ucles 2008for examiner\u2019s use8 fig. 8.1 is the plan of a small apartment that has four lamps as shown. 2 \u00d7 60  w living room100  w kitchen 60 w bathroom fig. 8.1  power for the lamps is supplied at 200 v a.c. and the lamps are all in parallel.  (a) in the space below, draw a lighting circuit diagram so that there is one switch for each  room and one master switch that will turn off all the lamps. label the lamps as 60 w or 100 w. [3]  (b) the 100 w lamp is switched on. calculate   (i) the current in the lamp,  current =   [2]   (ii) the charge passing through the lamp in one minute.  charge =   [2]",
+            "28": "11 0625/32/m/j/08 \u00a9 ucles 2008 [turn overfor examiner\u2019s use (c) the three 60 w lamps are replaced by three energy-saving ones, that give the same  light output but are rated at only 15 w each.   calculate   (i) the total reduction in power,  reduction in power =   [1]  (ii) the energy saved when the lamps are lit for one hour.  energy saved = . [2] [total: 10]",
+            "29": "12 0625/32/m/j/08 \u00a9 ucles 2008for examiner\u2019s use9 fig. 9.1 shows apparatus used to investigate electromagnetic effects around straight wires. t1 t2t3 t4thin flexible wire thick rigid vertical wire large circular hole in card small circular hole in card fig. 9.1  fig. 9.2 is a view looking down on the apparatus shown in fig. 9.1. fig. 9.2  (a) a battery is connected to t1 and t2 so that there is a current vertically down the thick  wire.   on fig. 9.2, draw three magnetic field lines and indicate, with arrows, the direction of all  three. [2]  (b) using a variable resistor, the p.d. between terminals t1 and t2 is gradually reduced.   state the effect, if any, that this will have on   (i) the strength of the magnetic field,  ..  [1]   (ii) the direction of the magnetic field.  ..  [1]",
+            "30": "13 0625/32/m/j/08 \u00a9 ucles 2008 [turn overfor examiner\u2019s use (c) the battery is now connected to terminals t3 and t4, as well as to terminals t1 and t2,  so that there is a current down both wires. this causes the flexible wire to move.   (i) explain why the flexible wire moves.  .. .. .. ..   [2]   (ii) state the direction of the movement of the flexible wire.   [1]   (iii) the battery is replaced by one that delivers a smaller current.    state the effect that this will have on the force acting on the flexible wire. ..   [1] [total: 8]",
+            "31": "14 0625/32/m/j/08 \u00a9 ucles 2008for examiner\u2019s use10 (a) in the space below, draw the symbol for a nor gate. [1]  (b) describe the action of a nor gate in terms of its inputs and output.  .. .. .. .. .. ..   [2]",
+            "32": "15 0625/32/m/j/08 \u00a9 ucles 2008 [turn overfor examiner\u2019s use (c) a chemical process requires heating at low pressure to work correctly.   when the heater is working, the output of a temperature sensor is high.   when the pressure is low enough, a pressure sensor has a low output.  both outputs are fed into a nor gate. a high output from the gate switches on an  indicator lamp.   (i) explain why the indicator lamp is off when the process is working correctly. .. .. ..   [1]   (ii) state whether the lamp is on or off in the following situations.    1. the pressure is low enough, but the heater stops working.  .   2. the heater is working, but the pressure rises too high.  .. [2] [total: 6]",
+            "33": "16 0625/32/m/j/08 \u00a9 ucles 2008for examiner\u2019s use11 (a) chlorine has two isotopes, one of nucleon number 35 and one of nucleon number 37.  the proton number of chlorine is 17.   table 11.1 refers to neutral atoms of chlorine.   complete table 11.1. nucleon number 35 nucleon number 37 number of protons number of neutrons number of electrons [3] table 11.1  (b) some isotopes are radioactive.   state the three types of radiation that may be emitted from radioactive isotopes. 1.  ...2.  ...3.  ... [1]  (c) (i) state one practical use of a radioactive isotope. ..   [1]   (ii) outline how it is used. .. .. .. ..   [1] [total: 6] permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here 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."
+        },
+        "0625_s08_qp_5.pdf": {
+            "1": "this document consists of 11 printed pages and 1 blank page. sp (slm/cgw) t41960/5 \u00a9 ucles 2008 [turn overuniversity of cambridge international examinations international general certificate of secondary education read these instructions first write your centre number, candidate number and name in the spaces at the top of this page. write in dark blue or black pen. y ou may use a pencil for any diagrams, graphs or rough working.do not use staples, paper clips, highlighters, glue or correction fluid.do not write in any barcodes. answer all questions.at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [ ] at the end of each question or part question. *4186051396* physics 0625/05 paper 5  practical test may/june 2008  1 hour 15 minutes candidates answer on the question paper. additional materials: as listed in the confidential instructions for examiner\u2019s use 1 234 total",
+            "2": "2 0625/05/m/j/08for examiner\u2019s use \u00a9 ucles 20081 in this experiment, you are to determine the weight of a mass using a balancing method.  carry out the following instructions referring to fig. 1.1. benchmass pivotmetre rule ab fig. 1.1  (a) place the mass on the metre rule so that its centre is directly above the 10.0 cm mark.  (b) describe, with the aid of a diagram, how you judged that the centre of the mass was  directly above the 10.0 cm mark.  [1]  (c) place the rule on the pivot so that the rule is as near as possible to being balanced.   (d) measure and record the distance a from the 50.0 cm mark (centre) of the rule to the pivot and the distance b from the centre of the mass to the pivot.  a =  ..  b =  ..[3]",
+            "3": "3 0625/05/m/j/08 [turn overfor examiner\u2019s use \u00a9 ucles 2008 (e) calculate the weight w of the mass, using the equation w = ka b.   the value of k is given to you on a card close to the apparatus. record the value of k.  k =  ..  w =  ..[1]  (f) repeat the steps (c) to (e), with the centre of the mass directly above the 20.0 cm mark  on the metre rule.  a =  ..  b =  ..  w =  ..[3]  (g) calculate and record the average of the two values for w. show your working.  average value for w = ...[2]  [total: 10]",
+            "4": "4 0625/05/m/j/08for examiner\u2019s use \u00a9 ucles 20082 in this experiment you are to compare the combined resistance of lamps in different circuit  arrangements.  (a) the circuit shown in fig. 2.1 has been set up for you. v a  a power  source  b  fig. 2.1   (i) switch on. measure and record in row 1 of table 2.1 (on page 5) the current i in the  circuit and the p.d. v across points a and b. switch off.   (ii) calculate the combined resistance r of the three lamps using the equation r = v i.    record this value of r in the table.   (iii) complete the column headings for each of the v, i and r columns of the table.",
+            "5": "5 0625/05/m/j/08 [turn overfor examiner\u2019s use \u00a9 ucles 2008  (iv) disconnect the lamps and then reconnect them between points a and b as shown  in fig. 2.2. ab fig. 2.2 a b fig. 2.3a b fig. 2.4   (v) switch on. measure and record in row 2 of table 2.1 the current i in the circuit and  the p.d. v across points a and b. switch off.   (vi) calculate the combined resistance r of the three lamps using the equation r = v i.    record this value of r in table 2.1. table 2.1 v / i / r / fig. 2.1 fig. 2.2fig. 2.3fig. 2.4   (vii) repeat steps (iv) to (vi) using the arrangements of the lamps shown in fig. 2.3 and  fig. 2.4. [7]",
+            "6": "6 0625/05/m/j/08for examiner\u2019s use \u00a9 ucles 2008 (b) theory suggests that, if all three lamps have the same resistance under all conditions,  the combined resistance r recorded in row 1 will be one ninth of the combined  resistance r recorded in row 4.   (i) state whether, within the limits of experimental accuracy, your results support this theory. justify your answer by reference to the results. statement  . justification   ..   (ii) suggest a reason why the results may not support the theory. .. .. [3]  [total: 10]",
+            "7": "7 0625/05/m/j/08 [turn overfor examiner\u2019s use \u00a9 ucles 20083 in this experiment you are to investigate the effect of surface area exposed to the air on the  rate of cooling of hot water.   carry out the following instructions, referring to fig. 3.1. 100  cm3 100  cm3beaker abthermometer thermometer water watermeasuring cylinder fig. 3.1  y ou are provided with two containers labelled a (a beaker) and b (a measuring cylinder). y ou  also have a supply of hot water.  (a) (i) pour 100 cm3 of hot water into container a.   (ii) measure the temperature \u03b8 of the hot water.    record this temperature in table 3.1 (on page 8) for time t = 0 s.",
+            "8": "8 0625/05/m/j/08for examiner\u2019s use \u00a9 ucles 2008  (iii) start the stopwatch and then record the temperature of the water at 30 s intervals  for a total of four minutes. table 3.1 container a (beaker)container b  (measuring cylinder) t /s \u03b8 / \u00b0c \u03b8 / \u00b0c 0 30 6090 120150180210240  [3]   (iv) pour 100 cm 3 of hot water into container b.   (v) repeat steps (ii) and (iii).",
+            "9": "9 0625/05/m/j/08 [turn overfor examiner\u2019s use \u00a9 ucles 2008 (b) (i) use the data in table 3.1 to plot a graph of the temperature of the water in the  beaker (y-axis) against time (x-axis). draw the best fit curve.   (ii) using the same graph axes, plot another graph, of the temperature of the water in the measuring cylinder against time. 0 40 20 60 80 100 120 140 160 180 200 220  t /s240   [5]  (c) the experiment you have just done was designed to investigate the effect of the surface area exposed to the air on the rate of cooling of hot water.   state the effect of a larger surface area on the rate of cooling. justify your answer by  reference to your graph. statement  .justification   ...  ..[2]  [total: 10]",
+            "10": "10 0625/05/m/j/08for examiner\u2019s use \u00a9 ucles 20084 in this experiment you are to determine a quantity called the refractive index of the material  of a transparent block.  carry out the following instructions referring to fig. 4.1. a e n  f  g  n'hb  d c  ray-trace sheet eye p4p3p230\u00b0 p1 fig. 4.1  (a) place the transparent block, largest face down, on the ray-trace sheet supplied. the block should be approximately in the middle of the paper. draw the outline of the block abcd.  (b) remove the block and draw the normal nn' to side ab so that the normal is 2.0 cm from a. label the point g where nn' crosses dc. label the point f where nn' crosses ab.  (c) draw the line ef at an angle of 30\u00b0 to the normal as shown in fig. 4.1.",
+            "11": "11 0625/05/m/j/08for examiner\u2019s use \u00a9 ucles 2008 (d) place the paper on the pin board.  (e) place two pins p1 and p2 on line ef as shown in fig. 4.1.  (f) replace the block and observe the images of p1 and p2 through side cd of the block so  that the images of p1 and p2 appear one behind the other.   place two pins p3 and p4 between your eye and the block so that p3 and p4 and the  images of p1 and p2, seen through the block, appear one behind the other.   mark the positions of p1, p2, p3 and p4. remove the block.  (g) draw a line joining the positions of p3 and p4. continue the line until it meets cd. label  this point h.  (h) measure and record the length a of the line gh.  a =  ..[1]  (i) draw the line hf.  (j) measure and record the length b of the line hf .  b =  ..[1]  (k) extend the straight line ef through the outline of the block to a point j. the point j must  be at least 5 cm from the block. the line ej crosses the line cd. label this point k.  (l) (i) measure and record the length c of the line gk.  c =  ..   (ii) measure and record the length d of the line fk.  d =  ..[1]  (m) calculate the refractive index n of the material of the block using the equation n = cb ad  n =  ..[2]   tie your ray-trace sheet opposite this page.  [5]  [total: 10]",
+            "12": "12 0625/05/m/j/08permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here 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.blank page"
+        },
+        "0625_s08_qp_6.pdf": {
+            "1": "this document consists of 12 printed pages and 4 blank pages. sp (slm/cgw) t40877/4 \u00a9 ucles 2008 [turn overuniversity of cambridge international examinations international general certificate of secondary education read these instructions first write your centre number, candidate number and name on all work you hand in. write in dark blue or black pen.y ou may use a soft pencil for any diagrams, graphs or rough working.do not use staples, paper clips, highlighters, glue or correction fluid.do not write in any barcodes. answer all questions.at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question. *4130189347* physics 0625/06 paper 6  alternative to practical may/june 2008  1 hour candidates answer on the question paper.no additional materials are required. for examiner\u2019s use 1 2345 total",
+            "2": "2 0625/06/m/j/08for examiner\u2019s use \u00a9 ucles 20081 an igcse student is determining the density of a solid metal cylinder using a balancing  method. fig. 1.1. shows the apparatus. cylinder benchpivotmetre rule ab fig. 1.1  he places the cylinder on the metre rule so that its centre is directly above the 10.0 cm mark. the rule is placed on the pivot so that the rule is as near as possible to being balanced.   he measures and records the distance a from the centre of the rule to the pivot and the distance b from the centre of the cylinder to the pivot. he repeats the experiment with the  same cylinder at different positions on the rule.  the readings are shown in table 1.1. table 1.1 a / b / m / 12.6 27.4 11.0 24.0 9.5 20.5  (a) (i) complete the column headings in table 1.1.   (ii) for each set of readings, calculate the mass m of the cylinder using the equation m = ka b.    the value of k is the mass of the rule which is 108 g.    enter the results in table 1.1.  [3]",
+            "3": "3 0625/06/m/j/08 [turn overfor examiner\u2019s use \u00a9 ucles 2008 (b) the cylinder completely covers the marks on the metre rule. describe, with the aid of  a diagram, how you would judge that the centre of the cylinder is directly above the 10.0 cm mark.  ..  ..[1]  (c) use your answers in table 1.1 to calculate and record the average of the three values  for m. show your working.  average value for m =  ..[2]",
+            "4": "4 0625/06/m/j/08for examiner\u2019s use \u00a9 ucles 2008 (d) fig. 1.2 shows the cylinder placed flat on the bench and viewed from one side.  fig. 1.2   (i) on the diagram, measure the diameter d and the thickness t of the cylinder.  d =  ..  t =  ..   (ii) calculate the volume v of the cylinder using the equation  v = \u03c0d 2t 4.  v =  ..   (iii) calculate the density \u03c1 of the cylinder using the equation  \u03c1 = m v.  \u03c1 =  ..[3]  [total: 9]",
+            "5": "5 0625/06/m/j/08 [turn overblank page",
+            "6": "6 0625/06/m/j/08for examiner\u2019s use \u00a9 ucles 20082 the igcse class is comparing the combined resistance of resistors in different circuit  arrangements. the first circuit is shown in fig. 2.1. v a  a power  source  b  circuit 1 fig. 2.1  (a) the current i in the circuit and the p.d. v across the three resistors are measured and  recorded. three more circuit arrangements are used. for each arrangement, a student disconnects the resistors and then reconnects them between points a and b as shown in figs. 2.2\u20132.4. ab circuit 2 fig. 2.2 a b circuit 3a b circuit 4 fig. 2.3 fig. 2.4   the voltage and current readings are shown in the table 2.1. table 2.1 circuit v / i / r / 1 1.87 1.68 2 1.84 0.843 1.87 0.374 1.91 0.20   (i) complete the column headings for each of the v,  i and r columns of table 2.1.",
+            "7": "7 0625/06/m/j/08 [turn overfor examiner\u2019s use \u00a9 ucles 2008  (ii) for each circuit, calculate the combined resistance r of the three resistors using  the equation r = v i.    record these values of r in table 2.1. [3]  (b) theory suggests that, if all three resistors have the same resistance under all conditions, the combined resistance in circuit 1 will be one half of the combined resistance in circuit 2.   (i) state whether, within the limits of experimental accuracy, your results support this theory. justify your answer by reference to the results. statement  . justification   ..   (ii) suggest one precaution you could take to ensure that the readings are as accurate  as possible.    .. .. [3]  [total: 6]",
+            "8": "8 0625/06/m/j/08for examiner\u2019s use \u00a9 ucles 20083 a student is investigating the effect of surface area exposed to the air on the rate of cooling  of hot water.  100  cm3 100  cm3 beaker  a b thermometer thermometer  water water measuring  cylinder  fig. 3.1  the student is provided with two containers. the beaker is labelled a and the measuring  cylinder is labelled b. each container contains 100 cm3 of hot water. he records the  temperature of the water at 30 s intervals for a total of four minutes. table 3.1 shows the  readings of time t and temperature \u03b8. table 3.1 container a (beaker)container b (measuring cylinder) t /s \u03b8\u03b8 / \u00b0c \u03b8 / \u00b0c   0 8 5 8 5  30 76 79 60 68 74 90 63 69120 59 66150 56 63180 54 61210 52 59240 51 58",
+            "9": "9 0625/06/m/j/08 [turn overfor examiner\u2019s use \u00a9 ucles 2008 (a) (i) use the data in table 3.1 to plot a graph of \u03b8 / \u00b0c (y-axis) against t /s (x-axis) for the  beaker. draw the best-fit curve.   (ii) use the data for the measuring cylinder to plot another curve on the same graph  axes that you used for part (a)(i). 04 0 20 60 80 100 120 140 160 180 200 220 t /s240  [6]  (b) the experiment is designed to investigate the effect of the surface area exposed to the air on the rate of cooling. state briefly the effect of a larger surface area on the rate of cooling. justify your answer by reference to your graph. statement ..justification  ..[2]  [total: 8]",
+            "10": "10 0625/06/m/j/08for examiner\u2019s use \u00a9 ucles 20084 a student is determining a quantity called the refractive index of the material of a transparent  block.  fig. 4.1 shows the ray-tracing sheet that the student is producing. abcd is the outline of the  transparent block, drawn on the ray-tracing sheet. a b  d c  p4p3 fig. 4.1  (a) (i) draw the normal nn' to side ab, extended to cross side dc, so that the normal is 2.0 cm from a. label the point f where nn' crosses ab. label the point g where  nn' crosses dc.   (ii) draw the line ef at an angle of 30\u00b0 to the normal and to the left of the normal nn'.  e is a point outside the block and above ab on the ray-tracing sheet.  [3]",
+            "11": "11 0625/06/m/j/08 [turn overfor examiner\u2019s use \u00a9 ucles 2008 (b) read the following passage, taken from the student\u2019s notebook and then answer the  questions that follow. i placed two pins p1 and p2 on line ef.  i observed the images of p1 and p2 through side cd of the block so that  the images of p1 and p2 appeared one behind the other. i placed two  more pins p3 and p4 between my eye and the block so that p3, p4 and the  images of p1 and p2, seen through the block, appeared one behind the  other. i marked the positions of p1, p2, p3 and p4.   (i) draw a line joining the positions of p3 and p4. continue the line until it meets cd.  label this point h.   (ii) measure and record the length a of the line gh.  a =  ..   (iii) draw the line hf.   (iv) measure and record the length b of the line hf.  b =  ..[3]  (c) extend the straight line ef through the outline of the block to a point j. the point j must  be at least 5 cm from the block. the line ej crosses the line cd. label this point k.   (i) measure and record the length c of the line gk.  c =  ..   (ii) measure and record the length d of the line fk.  d =  ..   (iii) calculate the refractive index n of the material of the block using the equation n = cb ad .  n =  ..[3]  [total: 9]",
+            "12": "12 0625/06/m/j/08for examiner\u2019s use \u00a9 ucles 20085 an igcse student has carried out a timing experiment using a simple pendulum. she plotted  a graph of t 2/s2 against l /m. t is the time for one swing of the pendulum and l is the length  of the pendulum. the graph is shown below. 0 0 0.2 1 2 3 4 5 t 2  / s2 0.4 0.6 0.8 1.0 1.1 l /m  (a) (i) determine the gradient g of the graph. show clearly on the graph how you obtained  the necessary information.  g =  ..   (ii) calculate the acceleration g of free fall using the equation g = 4\u03c02 g.  g =  ...m/s2   (iii) the student could have calculated the acceleration of free fall g from just one set of  readings. state the purpose of taking sufficient readings to plot a graph.  .. .. [5]",
+            "13": "13 0625/06/m/j/08for examiner\u2019s use \u00a9 ucles 2008 (b) the student next studies the relationship between the mass m of the pendulum and the  time for one swing t. the readings are shown in table 5.1. table 5.1 m /g t /s  50 1.58 100 1.60150 1.61200 1.57250 1.59   (i) suggest two variables that must be kept constant to make the experiment a fair  test. 1.  ..2.  ..   (ii) study the readings in the table and complete the following sentence.within the limits of experimental accuracy, the readings show that the mass m of  the pendulum  ...[3]  [total: 8]",
+            "14": "14 0625/06/m/j/08blank page",
+            "15": "15 0625/06/m/j/08blank page",
+            "16": "16 0625/06/m/j/08blank page permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here 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."
+        },
+        "0625_w08_qp_03.pdf": {
+            "1": "location entry codes       as part of cie\u2019s continual commitment to main taining best practice in assessment, cie uses  different variants of some question papers for our most popular assessments with large and  widespread candidature. the question papers are closely related and the relationships between  them have been thoroughly established using our assessment expertise.  all versions of the  paper give assessment of equal standard.     the content assessed by the examination papers and the type of questions is unchanged.   this change means that for this component there are now two variant question papers, mark  schemes and principal examiner\u2019s reports where previously there was only one.  for any individual country, it is intended that only one variant is used.  this document contains both  variants which will give all centres access to even more past examination ma terial than is usually  the case.      the diagram shows the relationship between the question papers, mark schemes and principal examiners\u2019 reports that are available.     question paper   mark scheme  principal examiner\u2019s  report  introduction     introduction   introduction   first variant question paper    first variant mark scheme  first variant principal  examiner\u2019s report    second variant question  paper  second variant mark  scheme    second variant principal  examiner\u2019s report      who can i contact for further information on these changes?  please direct any questions about this to cie\u2019s customer services team at: international@cie.org.uk              the titles for the variant items should correspond with the table above, so that at the top of the  first page of the relevant part of the document and on the header, it has the words:    \u2022 first variant question paper / mark scheme / principal examiner\u2019s report     or     \u2022 second variant question paper / mark scheme / principal examiner\u2019s report      as appropriate.    ",
+            "2": "this document consists of 16 printed pages. spa (shw 00014 3/07) t50468/5 \u00a9 ucles 2008 [turn overuniversity of cambridge international examinations international general certificate of secondary education read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen.y ou may use a soft pencil for any diagrams, graphs or rough working.do not use staples, paper clips, highlighters, glue or correction fluid.do not write in any barcodes. answer all questions. y ou may lose marks if you do not show your working or if you do not use appropriate units.take the weight of 1 kg to be 10 n (i.e. acceleration of free fall = 10 m/s 2). at the end of the examination, fasten all your work securely together.the number of marks is given in brackets [  ] at the end of each question or part question. *0631463082* physics 0625/31 paper 3 extended october/november 2008  1 hour 15 minutes candidates answer on the question paper. no additional materials are required.",
+            "3": "2 0625/31/o/n/08 \u00a9 ucles 2008for examiner\u2019s use1 fig. 1.1 shows apparatus used to find a relationship between the force applied to a trolley  and the acceleration caused by the force. trolley runwaystringroll of tapeticker- tapeticker-tape timer hanging mass fig. 1.1  for each mass, hung as shown, the acceleration of the trolley is determined from the tape. some of the results are given in the table below. weight of the hanging mass / nacceleration of the trolley m/s2 0.20 0.25 0.40 0.50 0.70 0.80 1.0  (a) (i) explain why the trolley accelerates.  ..   [2]   (ii) suggest why the runway has a slight slope as shown. ..   [1]  (b) calculate the mass of the trolley, assuming that the accelerating force is equal to the  weight of the hanging mass.  mass =   [2]",
+            "4": "3 0625/31/o/n/08 \u00a9 ucles 2008 [turn overfor examiner\u2019s use (c) calculate the value missing from the table. show your working.  value =   [2]  (d) in one experiment, the hanging mass has a weight of 0.4 n and the trolley starts from  rest.   use data from the table to calculate   (i) the speed of the trolley after 1.2 s,  speed =   [2]  (ii) the distance travelled by the trolley in 1.2 s.  distance =   [2] [total: 11]",
+            "5": "4 0625/31/o/n/08 \u00a9 ucles 2008for examiner\u2019s use2 fig. 2.1 shows a circular metal disc of mass 200 g, freely pivoted at its centre. pivot fig. 2.1  masses of 100 g, 200 g, 300 g, 400 g, 500 g and 600 g are available, but only one of each  value. these may be hung with string from any of the holes. there are three small holes on each side of the centre, one at 4.0 cm from the pivot, one at 8.0 cm from the pivot and one at 12.0 cm from the pivot.  the apparatus is to be used to show that there is no net moment of force acting on a body when it is in equilibrium.  (a) on fig. 2.1, draw in two different value masses hanging from appropriate holes. the values of the masses should be chosen so that there is no net moment. alongside the masses chosen, write down their values. [2]  (b) explain how you would test that your chosen masses give no net moment to the disc.  .. .. ..   [1]  (c) calculate the moments about the pivot due to the two masses chosen.  moment due to first mass =  . moment due to second mass =  .. [2]",
+            "6": "5 0625/31/o/n/08 \u00a9 ucles 2008 [turn overfor examiner\u2019s use (d) calculate the force on the pivot when the two masses chosen are hanging from the  disc.  force =   [2] [total: 7]",
+            "7": "6 0625/31/o/n/08 \u00a9 ucles 2008for examiner\u2019s use3 (a) a submarine descends to a depth of 70 m below the surface of water.   the density of the water is 1050 kg/m3. atmospheric pressure is 1.0 \u00d7 105 pa.   calculate   (i) the increase in pressure as it descends from the surface to a depth of 70 m,  increase in pressure =   [2]  (ii) the total pressure on the submarine at a depth of 70 m.  total pressure =   [1] (b) on another dive, the submarine experiences a total pressure of 6.5 \u00d7 10 5 pa. a hatch  cover on the submarine has an area of 2.5 m2.   calculate the force on the outside of the cover.  force =   [2]  (c) the submarine undergoes tests in fresh water of density 1000 kg/m3.   explain why the pressure on the submarine is less at the same depth.  ..   [1] [total: 6]",
+            "8": "7 0625/31/o/n/08 \u00a9 ucles 2008 [turn overfor examiner\u2019s use4 the whole of a sealed, empty, dusty room is kept at a constant temperature of 15 \u00b0c. light  shines into the room through a small outside window.  an observer points a tv camera with a magnifying lens into the room through a second small window, set in an inside wall at right angles to the outside wall.  dust particles in the room show up on the tv monitor screen as tiny specks of light.  (a) in the space below draw a diagram to show the motion of one of the specks of light over a short period of time. [1]  (b) after a period of one hour the specks are still observed, showing that the dust particles have not fallen to the floor.   explain why the dust particles have not fallen to the floor. y ou may draw a labelled  diagram to help your explanation.  ..  .. ..   [2]  (c) on another day, the temperature of the room is only 5 \u00b0c. all other conditions are the  same and the specks of light are again observed.   suggest any differences that you would expect in the movement of the specks when the  temperature is 5 \u00b0c, compared to before.  .. ..   [1] [total: 4]",
+            "9": "8 0625/31/o/n/08 \u00a9 ucles 2008for examiner\u2019s use5 fig. 5.1 shows apparatus that could be used to determine the specific latent heat of fusion of  ice. 40 w electric heaterfinely crushed ice glass funnel stand with clamps to hold funnel and heater fig. 5.1  (a) in order to obtain as accurate a result as possible, state why it is necessary to   (i) wait until water is dripping into the beaker at a constant rate before taking readings,  ..   [1]   (ii) use finely crushed ice rather than large pieces. ..   [1]  (b) the power of the heater and the time for which water is collected are known. write down  all the other readings that are needed to obtain a value for the specific latent heat of fusion of ice.  ..   [2]",
+            "10": "9 0625/31/o/n/08 \u00a9 ucles 2008 [turn overfor examiner\u2019s use (c) using a 40 w heater, 16.3 g of ice is melted in 2.0 minutes. the heater is then switched  off. in a further 2.0 minutes, 2.1 g of ice is melted.   calculate the value of the specific latent heat of fusion of ice from these results.  specific latent heat of fusion of ice =   [4] [total: 8]",
+            "11": "10 0625/31/o/n/08 \u00a9 ucles 2008for examiner\u2019s use6 fig. 6.1 shows two rays of monochromatic light, one entering the prism along the normal de  and the second one along pq. d acpe qf r42\u00b030\u00b0b fig. 6.1  (a) state what is meant b y monochromatic light.  .. ..  [1]  (b) the refractive index of the glass of the prism is 1.49. the ray ef is refracted at f . use information from fig. 6.1 to calculate the angle of refraction at f .  angle of refraction =   [3]  (c) on fig. 6.1, draw in the refracted ray, starting from f . [1]  (d) state how the refraction, starting at f , would be different if the monochromatic ray were replaced by a ray of white light.    [1]  (e) the critical angle for the glass of the prism is just over 42\u00b0. state the approximate angle  of refraction for the ray striking bc at r.    [1]  (f) another monochromatic ray, not shown in fig. 6.1, passes through the prism and strikes  bc at an angle of incidence of 50\u00b0. state what happens to this ray at the point where it strikes bc.    [1] [total: 8]",
+            "12": "11 0625/31/o/n/08 \u00a9 ucles 2008 [turn overfor examiner\u2019s use7 fig. 7.1 shows a scale drawing of plane waves approaching a gap in a barrier. direction of travel of plane waves barrier fig. 7.1  (a) on fig. 7.1, draw in the pattern of the waves after they have passed the gap. [3]  (b) the waves approaching the barrier have a wavelength of 2.5 cm and a speed of 20 cm/s.  calculate the frequency of the waves.  frequency =   [2]  (c) state the frequency of the diffracted waves.   [1] [total: 6]",
+            "13": "12 0625/31/o/n/08 \u00a9 ucles 2008for examiner\u2019s use8 fig. 8.1 shows a car battery being charged from a 200 v a.c. mains supply. 200  v~car battery fig. 8.1  (a) state the function of the diode.  ..   [1]  (b) the average charging current is 2.0 a and the battery takes 12 hours to charge fully.   calculate the charge that the battery stores when fully charged.  charge stored   [2]  (c) the battery has an electromotive force (e.m.f.) of 12 v and, when connected to a circuit,  supplies energy to the circuit components.   state what is meant by an electromotive force of 12 v.  ..  ..   [2]",
+            "14": "13 0625/31/o/n/08 \u00a9 ucles 2008 [turn overfor examiner\u2019s use (d) (i) in the space below, draw a circuit diagram to show how two 6.0 v lamps should be  connected to a 12 v battery so that both lamps glow with normal brightness. [1]   (ii) the power of each lamp is 8.0 w. calculate the current in the circuit.  current =  . [2]   (iii) calculate the energy used by the two lamps when both are lit for one hour.  energy =   [2] [total: 10]",
+            "15": "14 0625/31/o/n/08 \u00a9 ucles 2008for examiner\u2019s use9 fig. 9.1 is a block diagram of an electrical energy supply system, using the output of a coal- fired power station. step-up transformerpower stationconsumerstep-down transformeroutput at 1100  voutput at 240  v at 32  000  vtransmission output fig. 9.1  (a) suggest one possible way of storing surplus energy when the demand from the  consumers falls below the output of the power station.  ..   [1]  (b) state why electrical energy is transmitted at high voltage.   [1]  (c) a transmission cable of resistance r carries a current  i. write down a formula that gives  the power loss in the cable in terms of r and i.    [1]  (d) the step-up transformer has 1200 turns on the primary coil. using the values in fig. 9.1,  calculate the number of turns on its secondary coil. assume that the transformer has no energy losses.  number of turns = . [2]  (e) the input to the step-up transformer is 800 kw.   using the values in fig. 9.1, calculate the current in the transmission cables, assuming  that the transformer is 100% efficient.  current =   [3] [total: 8]",
+            "16": "15 0625/31/o/n/08 \u00a9 ucles 2008 [turn overfor examiner\u2019s use10 fig. 10.1 shows a circuit for a warning lamp that comes on when the external light intensity  falls below a pre-set level. + \u2013low voltage supply fig. 10.1  (a) on fig. 10.1, label   (i) with the letter x the component that detects the change in external light intensity,   (ii) with the letter y the lamp,   (iii) with the letter z the component that switches the lamp on and off. [3]  (b) describe how the circuit works as the external light intensity decreases and the lamp comes on.  .. .. .. .. .. ..   [3] [total: 6]",
+            "17": "16 0625/31/o/n/08 \u00a9 ucles 2008for examiner\u2019s use11 fig. 11.1 shows the basic design of the tube of a cathode ray oscilloscope (cro). aheater filament bc d anodecathode rays fig. 11.1  (a) on fig. 11.1, write the names of parts a, b, c and d in the boxes provided. [2]  (b) state the function of: part a,  .. ..part b.  ..   [2]  (c) a varying p.d. from a 12 v supply is connected to a cro, so that the waveform of the  supply is shown on the screen.   to which of the components in fig. 11.1   (i) is the 12 v supply connected,   [1]   (ii) is the time-base connected?   [1] [total: 6] permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here 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.",
+            "18": "this document consists of 16 printed pages. spa (shw 00014 3/07) t50467/4 \u00a9 ucles 2008 [turn overuniversity of cambridge international examinations international general certificate of secondary education read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen.y ou may use a soft pencil for any diagrams, graphs or rough working.do not use staples, paper clips, highlighters, glue or correction fluid.do not write in any barcodes. answer all questions. y ou may lose marks if you do not show your working or if you do not use appropriate units.take the weight of 1 kg to be 10 n (i.e. acceleration of free fall = 10 m/s 2). at the end of the examination, fasten all your work securely together.the number of marks is given in brackets [  ] at the end of each question or part question. *6625042981* physics 0625/32 paper 3 extended october/november 2008  1 hour 15 minutes candidates answer on the question paper. no additional materials are required.",
+            "19": "2 \u00a9 ucles 2008for examiner\u2019s use 0625/32/o/n/081 (a) a truck of mass 12 kg is rolling down a very slight incline as shown in fig. 1.1. 12 kg fig. 1.1   the truck travels at constant speed.   explain why, although the truck is on an incline, it nevertheless does not accelerate.  . ...  [1]  (b) the slope of the incline is increased. as a result of this, the truck now accelerates.   (i) explain why there is now acceleration. . ...  [1]   (ii) write down an equation linking the resultant force on the truck and the acceleration  of the truck. [1]   (iii) the truck\u2019s acceleration is 2.0 m/s 2.    calculate the resultant force on the truck.  resultant force =   [2]",
+            "20": "3 \u00a9 ucles 2008 [turn overfor examiner\u2019s use 0625/32/o/n/08 (c) the friction force up the slope in (b)(iii) was 14.0 n.   by suitable lubrication, the friction force is now almost totally removed.   (i) calculate the new acceleration of the truck.  acceleration =   [3]   (ii) the lubricated truck travels down the incline, starting from rest at the top of the  incline. it takes 2.5 s to reach the bottom of the incline.    calculate its speed as it reaches the bottom of the incline.  speed =   [2]  (d) the incline is reduced to the original value and the lubricated truck is placed on it.   describe the motion of the truck when it is released.  .  . . ...  [1] [total: 11]",
+            "21": "4 \u00a9 ucles 2008for examiner\u2019s use 0625/32/o/n/082 fig. 2.1 shows a circular metal disc of mass 200 g, freely pivoted at its centre. pivot fig. 2.1  masses of 100 g, 200 g, 300 g, 400 g, 500 g and 600 g are available, but only one of each  value. these may be hung with string from any of the holes. there are three small holes on each side of the centre, one at 4.0 cm from the pivot, one at 8.0 cm from the pivot and one at 12.0 cm from the pivot.  the apparatus is to be used to show that there is no net moment of force acting on a body when it is in equilibrium.  (a) on fig. 2.1, draw in two different value masses hanging from appropriate holes. the values of the masses should be chosen so that there is no net moment. alongside the masses chosen, write down their values. [2]  (b) explain how you would test that your chosen masses give no net moment to the disc.  . . . ...  [1]  (c) calculate the moments about the pivot due to the two masses chosen.  moment due to first mass =  . moment due to second mass =  . [2]",
+            "22": "5 \u00a9 ucles 2008 [turn overfor examiner\u2019s use 0625/32/o/n/08 (d) calculate the force on the pivot when the two masses chosen are hanging from the  disc.  force =   [2] [total: 7]",
+            "23": "6 \u00a9 ucles 2008for examiner\u2019s use 0625/32/o/n/083 (a) a submarine descends to a depth of 70 m below the surface of water.   the density of the water is 1050 kg/m3. atmospheric pressure is 1.0 \u00d7 105 pa.   calculate   (i) the increase in pressure as it descends from the surface to a depth of 70 m,  increase in pressure =   [2]  (ii) the total pressure on the submarine at a depth of 70 m.  total pressure =   [1] (b) on another dive, the submarine experiences a total pressure of 6.5 \u00d7 10 5 pa. a hatch  cover on the submarine has an area of 2.5 m2.   calculate the force on the outside of the cover.  force =   [2]  (c) the submarine undergoes tests in fresh water of density 1000 kg/m3.   explain why the pressure on the submarine is less at the same depth.  . ...  [1] [total: 6]",
+            "24": "7 \u00a9 ucles 2008 [turn overfor examiner\u2019s use 0625/32/o/n/084 the whole of a sealed, empty, dusty room is kept at a constant temperature of 15 \u00b0c. light shines into the room through a small outside window.  an observer points a tv camera with a magnifying lens into the room through a second small window, set in an inside wall at right angles to the outside wall.  dust particles in the room show up on the tv monitor screen as tiny specks of light.  (a) in the space below draw a diagram to show the motion of one of the specks of light over a short period of time. [1]  (b) after a period of one hour the specks are still observed, showing that the dust particles have not fallen to the floor.   explain why the dust particles have not fallen to the floor. y ou may draw a labelled  diagram to help your explanation.  .  . . ...  [2]  (c) on another day, the temperature of the room is only 5 \u00b0c. all other conditions are the  same and the specks of light are again observed.   suggest any differences that you would expect in the movement of the specks when the  temperature is 5 \u00b0c, compared to before.  . . ...  [1] [total: 4]",
+            "25": "8 \u00a9 ucles 2008for examiner\u2019s use 0625/32/o/n/085 fig. 5.1 shows apparatus that could be used to determine the specific latent heat of fusion of ice. 40 w electric heaterfinely crushed ice glass funnel stand with clamps to hold funnel and heater fig. 5.1  (a) in order to obtain as accurate a result as possible, state why it is necessary to   (i) wait until water is dripping into the beaker at a constant rate before taking readings,  . ...  [1]   (ii) use finely crushed ice rather than large pieces. . ...  [1]  (b) the power of the heater and the time for which water is collected are known. write down  all the other readings that are needed to obtain a value for the specific latent heat of fusion of ice.  . ...  [2]",
+            "26": "9 \u00a9 ucles 2008 [turn overfor examiner\u2019s use 0625/32/o/n/08 (c) (i) using a 40 w heater, 250 g of water is heated for 3.0 minutes. the temperature rise  of the water is 5.9 \u00b0c.    use these values to calculate a value for the specific heat capacity of water.  specific heat capacity =   [3]   (ii) the accepted value for the specific heat capacity of water is 4.2 j/(g \u00b0c).    state one possible reason why the value you obtained in (c)(i) is different from  this. ...  [1] [total: 8]",
+            "27": "10 \u00a9 ucles 2008for examiner\u2019s use 0625/32/o/n/086 fig. 6.1 shows a cross-section through a swimming pool. 40\u00b0 50\u00b0 waterair ab lamp fig. 6.1  (a) a ray of monochromatic light from a lamp at the bottom of the pool strikes the surface at  a, as shown.   (i) state what is meant by monochromatic light.  ...  [1]   (ii) the water in the swimming pool has a refractive index of 1.33.    using information from fig. 6.1, calculate the angle of refraction at a.  angle of refraction =   [3]  (iii) on fig. 6.1, draw the refracted ray. [1]  (b) the critical angle for the water-air surface is 48.8\u00b0.   another ray of monochromatic light from the lamp strikes the surface at b, as shown in  fig. 6.1.   (i) state and explain what happens to the ray after reaching b. . ...  [2]   (ii) on fig. 6.1, draw this ray. [1] [total: 8]",
+            "28": "11 \u00a9 ucles 2008 [turn overfor examiner\u2019s use 0625/32/o/n/087 fig. 7.1 shows a scale drawing of plane waves approaching a gap in a barrier. direction of travel of plane waves barrier fig. 7.1  (a) on fig. 7.1, draw in the pattern of the waves after they have passed the gap. [3]  (b) the waves approaching the barrier have a wavelength of 2.5 cm and a speed of 20 cm/s.  calculate the frequency of the waves.  frequency =   [2]  (c) state the frequency of the diffracted waves. ...  [1] [total: 6]",
+            "29": "12 \u00a9 ucles 2008for examiner\u2019s use 0625/32/o/n/088 fig. 8.1 shows a car battery being charged from a 200 v a.c. mains supply. 200  v~car battery fig. 8.1  (a) state the function of the diode.  . ...  [1]  (b) the average charging current is 2.0 a and the battery takes 12 hours to charge fully.   calculate the charge that the battery stores when fully charged.  charge stored . [2]  (c) the battery has an electromotive force (e.m.f.) of 12 v and, when connected to a circuit,  supplies energy to the circuit components.   state what is meant by an electromotive force of 12 v.  .  . ...  [2]",
+            "30": "13 \u00a9 ucles 2008 [turn overfor examiner\u2019s use 0625/32/o/n/08 (d) (i) in the space below, draw a circuit diagram to show how two 6.0 v lamps should be  connected to a 12 v battery so that both lamps glow with normal brightness. [1]   (ii) the power of each lamp is 8.0 w. calculate the current in the circuit.  current =  . [2]   (iii) calculate the energy used by the two lamps when both are lit for one hour.  energy =   [2] [total: 10]",
+            "31": "14 \u00a9 ucles 2008for examiner\u2019s use 0625/32/o/n/089 fig. 9.1 is a block diagram of an electrical energy supply system, using the output of a coal- fired power station. step-up transformerpower stationconsumerstep-down transformeroutput at 1100  voutput at 240  v at 32  000  vtransmission output fig. 9.1  (a) suggest one possible way of storing surplus energy when the demand from the  consumers falls below the output of the power station.  . ...  [1]  (b) state why electrical energy is transmitted at high voltage. ...  [1]  (c) a transmission cable of resistance r carries a current  i. write down a formula that gives  the power loss in the cable in terms of r and i.  ...  [1]  (d) the step-up transformer has 1200 turns on the primary coil. using the values in fig. 9.1,  calculate the number of turns on its secondary coil. assume that the transformer has no energy losses.  number of turns =   [2]  (e) the input to the step-up transformer is 800 kw.   using the values in fig. 9.1, calculate the current in the transmission cables, assuming  that the transformer is 100% efficient.  current =   [3] [total: 8]",
+            "32": "15 \u00a9 ucles 2008 [turn overfor examiner\u2019s use 0625/32/o/n/0810 fig. 10.1 shows a circuit for a warning lamp that comes on when the external light intensity  falls below a pre-set level. + \u2013low voltage supply fig. 10.1  (a) on fig.  10.1, label   (i) with the letter x the component that detects the change in e xter nal light intensity,   (ii) with the letter y the lamp,   (iii) with the letter z the component that switches the lamp on and off. [3]  (b) describe how the circuit works as the external light intensity decreases and the lamp comes on.  . . . . . . ...  [3] [total: 6]",
+            "33": "16 \u00a9 ucles 2008for examiner\u2019s use 0625/32/o/n/0811 fig. 11.1 shows the basic design of the tube of a cathode ray oscilloscope (cro). aheater filament bc d anodecathode rays fig. 11.1  (a) on fig. 11.1, write the names of parts a, b, c and d in the boxes provided. [2]  (b) state the function of: part a,  . .part b.  . ...  [2]  (c) a varying p.d. from a 12 v supply is connected to a cro, so that the waveform of the  supply is shown on the screen.   to which of the components in fig. 11.1   (i) is the 12 v supply connected, ...  [1]   (ii) is the time-base connected? ...  [1] [total: 6]"
+        },
+        "0625_w08_qp_1.pdf": {
+            "1": "    this document consists of 20 printed pages.  ib08 11_0625_01/3rp  \u00a9 ucles 2008  [turn over      *7002360314* university of cambridge international examinations  international general certificate of secondary education       physics 0625/01     paper 1  multiple choice  october/november 2008     45 minutes    additional materials: multiple choice answer sheet   soft clean eraser   soft pencil (type b or hb recommended)       read these instructions first    write in soft pencil.  do not use staples, paper clips, highlighters, glue or correction fluid. write your name, centre number and candidate number on the answer sheet in the spaces provided  unless this has been done for you.   there are forty  questions on this paper. answer all questions. for each question there are four possible  answers a, b, c and d.   choose the one you consider correct and record your choice in soft pencil on the separate answer sheet.   read the instructions on the answer sheet very carefully.    each correct answer will score one mark. a mark will not be deducted for a wrong answer. any rough working should be done in this booklet.     ",
+            "2": "2  \u00a9 ucles 2008 0625/01/o/n/08  1 two digital stopwatches x and y, which record in minutes and seconds, are used to time a race.    the readings of the two stopwatches, at the start and at the end of the race, are shown.    start 00:00end start end00:40 stopwatch x 01:30 02:20 stopwatch y     which statement about the time of the race is correct?  a both stopwatches record the same time interval.  b stopwatch x recorded 10  s longer than stopwatch y.  c stopwatch y recorded 10  s longer than stopwatch x.  d stopwatch y recorded 50  s longer than stopwatch x.     2 a tennis player hits a ball over the net.   p q r     in which position is the ball accelerating?  a p and q only  b p and r only  c q and r only  d p, q and r     ",
+            "3": "3  \u00a9 ucles 2008 0625/01/o/n/08 [turn over  3 a car travels at various speeds during a short journey.    the table shows the distances travelled and the time taken during each of four stages p, q, r and s.    stage p q r s  distance travelled  / km 1.8 3.6 2.7 2.7  time taken  / minutes 2 2 4 3    during which two stages is the car travelling at the same speed?  a p and q b p and s c q and r d r and s      4 what is the meaning of the weight  of an object?  a the density of the material from which it is made  b the force exerted on it by gravity  c the mass of the matter it contains  d the pressure it exerts on the floor      5 the weight of an object is to be found using the beam balance shown in the diagram.   ?object     the object is put in the left-hand pan and various standard weights are put in the right-hand pan, with the following results.    weights in the right hand pan effect  0.1  n, 0.1  n, 0.05  n, 0.02  n balance tips down slightly on the left-hand side  0.2  n, 0.1  n, 0.01  n balance tips down slightly on the right-hand side    what is the best estimate of the weight of the object?  a 0.27  n b 0.29  n c 0.31  n d 0.58  n     ",
+            "4": "4  \u00a9 ucles 2008 0625/01/o/n/08  6 a student needs to find the density of a cubic block of wood.    which two pieces of apparatus should she use?  a balance and metre rule  b balance and thermometer c measuring cylinder and metre rule d measuring cylinder and thermometer     7 two identical measuring cylinders containing different liquids are placed on a simple balance.    they balance as shown.    liquid x volume = 200  cm3liquid y volume = 100  cm3     how does the density of x compare with the density of y?  a density of x = 21 \u00d7 density of y  b density of x = density of y  c density of x = 2 \u00d7 density of y  d density of x = 4 \u00d7 density of y     ",
+            "5": "5  \u00a9 ucles 2008 0625/01/o/n/08 [turn over  8 the diagrams show a uniform rod with its midpoint on a pivot.    two equal forces f are applied to the rod, as shown.    which diagram shows the rod in equilibrium?    a ff pivotb f f pivot c ffpivotd ff pivot    9 a train is travelling along a horizontal track at constant speed. two of the forces acting on the  train are shown in the diagram.    force from engine 60 000  n friction 20 000  nforwards     a force of air resistance is also acting on the train to give it a resultant force of zero.    what is this air resistance force?  a 40 000  n backwards   b 80 000  n backwards  c 40 000  n forwards  d 80 000  n forwards     ",
+            "6": "6  \u00a9 ucles 2008 0625/01/o/n/08  10 the diagram shows water stored behind a dam.    waterdam turbine generator water     the water flows to a turbine and turns a generator.    which sequence for the conversion of energy is correct?  a gravitational energy \u2192 kinetic energy \u2192 electrical energy  b kinetic energy \u2192 gravitational energy \u2192 electrical energy  c gravitational energy \u2192 electrical energy \u2192 kinetic energy  d kinetic energy \u2192 electrical energy \u2192 gravitational energy     11 a rubber ball is dropped from a height of 2  m on to a table.    whilst in contact with the table, some of its energy is converted into internal energy.    what is the highest possible point the ball could reach after bouncing?    ball released from this height4 m 2 mheight 0a b c d table     ",
+            "7": "7  \u00a9 ucles 2008 0625/01/o/n/08 [turn over  12 the diagram shows a simple mercury barometer used to measure atmospheric pressure.    p qmercury     which statement is correct?  a the pressure at p is atmospheric pressure.  b the pressure at p is nearly zero.  c the pressure at q is lower than the pressure at p.  d the pressure at q is nearly zero.     ",
+            "8": "8  \u00a9 ucles 2008 0625/01/o/n/08  13 a brick with rectangular sides rests on a table.    brick table     the brick is now turned so that it rests on the table on its smallest face.        how has this change affected the force and the pressure exerted by the brick on the table?     force pressure  a unchanged unchanged  b increased unchanged  c unchanged increased  d increased increased      14 viewed through a microscope, very small particles can be seen moving with brownian motion.    which line in the table is correct?     type of motion  of particles particles are  suspended in  a vibration a liquid or a gas  b vibration a solid, a liquid or a gas  c random a liquid or a gas  d random a solid, a liquid or a gas    ",
+            "9": "9  \u00a9 ucles 2008 0625/01/o/n/08 [turn over  15 the pressure of a fixed mass of gas in a cylinder is measured. the volume of the gas in the  cylinder is then slowly decreased.    which graph could show the change of pre ssure of the gas during this process?    pressure timea 0 0pressure timeb pressure timec pressure timed 0 00 0 0 0     ",
+            "10": "10  \u00a9 ucles 2008 0625/01/o/n/08  16 equal masses of two different liquids are heated using the same heater. the graph shows how  the temperature of each liquid changes with time.    temperature timeliquid 1 liquid 2 0 0    what does the graph tell us about the liquids?  a liquid 1 has a higher melting point than liquid 2.  b liquid 1 has a higher boiling point than liquid 2.  c liquid 1 starts to melt sooner than liquid 2.  d liquid 1 starts to boil sooner than liquid 2.      17 an engineer wants to fix a steel washer on to a steel rod. the rod is just too big to fit into the hole  of the washer.    steel rodsteel washer     how can the engineer fit the washer on to the rod?  a cool the washer and put it over the rod.  b cool the washer and rod to the same temperature and push them together.  c heat the rod and then place it in the hole.  d heat the washer and then place it over the rod.     ",
+            "11": "11  \u00a9 ucles 2008 0625/01/o/n/08 [turn over  18 a cup with a lid contains a hot drink.    lid hot drink     when the lid is removed, the rate of heat loss from the drink increases.    what causes this?  a convection only  b evaporation only  c both convection and evaporation  d neither convection nor evaporation      19 a cupboard is placed in front of a heater. air can move through a gap under the cupboard.    wall floorheatercupboard air moves through gap     which line in the table describes the temperature and the direction of the air that moves through  the gap?     air temperature air direction  a cool away from the heater  b cool towards the heater  c warm away from the heater  d warm towards the heater     ",
+            "12": "12  \u00a9 ucles 2008 0625/01/o/n/08  20 waves in a tank pass from shallow to deep water.    the wavefront diagram is shown.    shallow waterdeep waterwavefront     which quantity increases as the waves enter the deep water?  a amplitude  b frequency c wave energy  d wavelength     21 the diagrams represent water waves in a tank.    which diagram represents waves that change speed?    d deeper watershallowe r watera barrierb barrierc barrier     ",
+            "13": "13  \u00a9 ucles 2008 0625/01/o/n/08 [turn over  22 which diagram shows the dispersion of white light?    ab white lightwhite light cd white lightwhite lightglass glassglass glass      23 in the diagram, the distance op is the focal length of the lens.    through which point will the ray shown pass, after refraction by the lens?    op b ca d focal length focal lengthlens       24 which word correctly completes the sentence below?    an echo is a sound wave which is \u2026\u2026\u2026\u2026 by a large obstacle.  a absorbed  b dispersed  c reflected  d refracted     ",
+            "14": "14  \u00a9 ucles 2008 0625/01/o/n/08  25 in an experiment to measure the speed of sound,  a student uses a stopwatch to find how long a  sound takes to travel from x to y. she does this six times.    sound travels from x to y xy    the table shows her results.     time  / s  first 0.5  second 0.7  third 0.6  fourth 0.4  fifth 0.9  sixth 0.5    what value for the time should be used to calculate the speed of sound?  a 0.4  s b 0.5  s c 0.6  s d 0.9  s      26 a student wishes to demagnetise a steel bar. he uses the apparatus shown.    electrical supplycoil steel bar    which type of electrical supply should the student use and what should he do with the steel bar?     supply what to do with the steel bar  a a.c. keep it inside the coil  b a.c. slowly remove it from the coil  c d.c. keep it inside the coil  d d.c. slowly remove it from the coil     ",
+            "15": "15  \u00a9 ucles 2008 0625/01/o/n/08 [turn over  27 two metal bars are held together. at least one of the bars is a magnet. the bars repel each  other.    what does this show about the bars and why?     what it shows why  a only one of the bars is  a magnet two magnets always attract each other  b only one of the bars is a magnet induced magnetism in the other bar makes it repel  c they are both magnets there must be like poles facing each other  d they are both magnets there must be opposite poles facing each other     28 when there is an electric current in a metal wire, what flows through the wire?  a atoms  b electrons  c neutrons  d protons    29 the table shows the voltage and current ratings for four electric heaters.    which heater has the least resistance?     voltage  / v current  / a  a 110 5.0  b 110 10.0  c 230 5.0  d 230 10.0    ",
+            "16": "16  \u00a9 ucles 2008 0625/01/o/n/08  30 in the circuit below, x and y are identical 6  v lamps.    switch x y6 v     what happens when the switch is closed (the current is switched on)?  a x lights more brightly than y.  b y lights more brightly than x.  c x and y both light with full brightness.  d x and y both light with half brightness.      31 the diagram shows four different circuits.    3 \u03c9p 3 \u03c9 5 \u03c9r5 \u03c9q s 3 \u03c9 5 \u03c9    what is the order of increasing resistance of these circuits?     lowest  resistance  highest  resistance  a p q r s  b r s p q  c s p q r  d p r q s ",
+            "17": "17  \u00a9 ucles 2008 0625/01/o/n/08 [turn over  32 a student makes four circuits.    in which circuit are both lamps protected by the fuse?    a b c d      33 a mains circuit can safely supply a current of 40  a.    a hairdryer takes 2  a. it is connected to the circuit by a lead which can safely carry up to 5  a.    which fuse is best to use in the plug fitted to the hairdryer lead?  a 1 a fuse b 3 a fuse c 10  a fuse d 50  a fuse     34 two different systems are used to transmit equal amounts of electrical power from one building to  another.    one system uses low voltage and the other uses high voltage. both systems use identical wires.    which line in the table is correct about which system wastes least energy and why?     least energy wasted why  a high voltage system the current in the wires is bigger  b high voltage system the current in the wires is smaller  c low voltage system the current in the wires is bigger  d low voltage system the current in the wires is smaller    ",
+            "18": "18  \u00a9 ucles 2008 0625/01/o/n/08  35 when the electric current in wire xy is in the direction shown, there is an upward force on the  wire.    current magnet magnet nsforcex y    if the north and south poles of the magnet exchange positions, in which direction will the force on  the wire act?  a downwards  b upwards  c to the left  d to the right      36 a cathode-ray beam passes through an electric field between charged parallel plates.    cathode-ray beam+ \u2013     in which direction is the beam deflected?  a towards the negative plate  b towards the positive plate  c into the page  d out of the page   ",
+            "19": "19  \u00a9 ucles 2008 0625/01/o/n/08 [turn over  37 when the thermistor in the circuit below is heated, the lamp becomes brighter.        why does this happen?  a the resistance of the lamp decreases.  b the resistance of the lamp increases.  c the resistance of the thermistor decreases.  d the resistance of the thermistor increases.     38 the diagram shows an experiment to monitor the radiation from a radioactive gas. the counter  readings are corrected for background radiation.    counter 000.0 radioactive gas     the table shows how the counter reading varies with time.    time  / seconds 0 20 40 60 80 100 120 140 160 180  counter reading  /  counts per minute 140 105 82 61 44 36 27 20 15 10    what is the half-life of the gas?  a between 20 and 40 seconds  b between 40 and 60 seconds  c between 60 and 140 seconds  d between 140 and 180 seconds     ",
+            "20": "20      permission to reproduce items where third-par ty owned material protected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to t race 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.    \u00a9 ucles 2008 0625/01/o/n/08  39 which material is commonly used as a lining for a box for storing radioactive samples?  a aluminium  b copper  c lead  d uranium     40 a uranium  u238 92 nucleus emits an \u03b1-particle.    what are the new nucleon and proton numbers?     nucleon number proton number  a 238 88  b 236 90  c 234 92  d 234 90       "
+        },
+        "0625_w08_qp_2.pdf": {
+            "1": "this document consists of 16 printed pages. sp (nf/cgw) t41976/4 \u00a9 ucles 2008 [turn overuniversity of cambridge international examinations international general certificate of secondary education read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen.y ou may use a soft pencil for any diagrams, graphs or rough working.do not use staples, paper clips, highlighters, glue or correction fluid.do not write in any barcodes. answer all questions. y ou may lose marks if you do not show your working or if you do not useappropriate units.take the weight of 1 kg to be 10 n (i.e. acceleration of free fall = 10 m/s 2). at the end of the examination, fasten all your work securely together.the number of marks is given in brackets [  ] at the end of each question or part question. *5545678956* physics 0625/02 paper 2  core october/november 2008  1 hour 15 minutes candidates answer on the question paper. no additional materials are required. for examiner\u2019s use 1 23456789 101112 total",
+            "2": "2 0625/02/o/n/08for examiner\u2019s use \u00a9 ucles 20081 a boy is fishing in a river. nearby, a ferry-boat is taking passengers backwards and forwards  across the river. 12 6311 42 10 8 751 9                        12 6311 42 10 8 751 9  fig. 1.1 fig. 1.2  when he starts fishing one morning, the boy\u2019s wristwatch is as shown in fig. 1.1.  when he finishes his morning\u2019s fishing, the wristwatch is as shown in fig. 1.2.  (a) for how many minutes was the boy fishing?  number of minutes =    [3]  (b) it takes the ferry-boat 20 minutes to load up passengers, take them across the river,  load up with passengers at the other side, and return, to start all over again.   calculate how many journeys, across the river and back, the ferry made whilst the boy  was fishing.  number of journeys =    [2]  [total: 5]",
+            "3": "3 0625/02/o/n/08 [turn overfor examiner\u2019s use \u00a9 ucles 20082 the tank in fig. 2.1 measures 2.0  m \u00d7 1.5  m \u00d7 1.0  m. it is full of water. water  fig. 2.1  (a) calculate the volume of the tank.  volume =    [3]  (b) water has a density of 1000  kg/m3.   calculate the mass of water in the tank.  mass =    [3]  [total: 6]",
+            "4": "4 0625/02/o/n/08for examiner\u2019s use \u00a9 ucles 20083 a spring is hung from a beam, and a load is suspended from it.  fig. 3.1 shows the spring before and after suspending the load. before after  w x y z load  fig. 3.1  (a) using the letters on fig. 3.1, state which distance you would need to measure in order  to find the extension of the spring.  distance =    [1]  (b) an experimenter measures the extension of the spring with different loads, and obtains  the graph shown in fig. 3.2. 0 0 1 2 extension / cm load  / n 3  1 2 3 4 5  fig. 3.2   (i) when the experimenter hangs an unknown load on the spring, the extension     of the spring is 1.7  cm.    use fig. 3.2 to find the weight of the unknown load.  weight =    n  [1]",
+            "5": "5 0625/02/o/n/08 [turn overfor examiner\u2019s use \u00a9 ucles 2008  (ii) state the value of the tension in the spring when this load is hanging from it.  tension =    [2]   (iii) the load is pulled down further.    state what happens to the tension in the spring.    [1]   (iv) after being pulled down, the load is released.    state what happens to the load immediately after it is released. ..   [1]  [total: 6]",
+            "6": "6 0625/02/o/n/08for examiner\u2019s use \u00a9 ucles 20084 fig. 4.1 represents the regions of the electromagnetic spectrum, with an enlargement of the  visible light part of the spectrum. micro- wavesinfra -redvisible x-rays \u03b3 -rays visible  mn fig. 4.1  (a) two of the regions have not been named in fig. 4.1.   in the two boxes below the spectrum, write the names of these regions. [2]  (b) write \u201clong wavelength\u201d next to the long wavelength end of the electromagnetic spectrum. [1]  (c) state one use for the radiation of each of the following regions. microwaves  ..infra-red  ...\u03b3-rays  ...  [3]  (d) state the colour you would expect to find   (i) at end m of the visible spectrum, ..   (ii) at end n of the visible spectrum.  ..  [2]  [total: 8]",
+            "7": "7 0625/02/o/n/08 [turn overfor examiner\u2019s use \u00a9 ucles 20085 (a) make the following sentences about sound echoes correct by crossing out the incorrect  alternatives. an example has been given to help you.  large  (example)  an echo is caused when a sound wave hits a   small    obstacle.  thin  reflected   (i) an echo is a sound wave which is   refracted    by an obstacle. [1]  dispersed   (ii) an echo from a stationary obstacle has      a greater frequency than      the same frequency as      a smaller frequency than    the sound hitting the obstacle. [1]  (b) two students, a and b, are trying to use echoes to enable them to measure the speed  of sound. student a has two blocks of wood that make a loud sound when banged together. student b has a stopwatch. they stand 240  m from the school wall, as shown  in fig. 5.1. school  wall  240 mb         a fig. 5.1   student a bangs the blocks together and, at the same time, b starts the stopwatch.  b stops the stopwatch when he hears the echo. the watch then reads 1.6  s.   (i) how far did the sound travel during the 1.6  s?  m  [1]   (ii) calculate the speed of sound.   speed of sound =  .  m/s  [3]",
+            "8": "8 0625/02/o/n/08for examiner\u2019s use \u00a9 ucles 2008  (iii) the students expected that the value for the speed of sound would be closer to  330  m/s.    suggest two reasons that might explain why the students\u2019 value was different from what was expected. 1. ...2. .  [2]  [total: 8] 6 fig. 6.1 shows two mercury barometers standing side by side. the right-hand diagram is  incomplete. the space labelled x is a vacuum. x glass  tube  dish mercury  fig. 6.1  (a) on the left-hand barometer, carefully mark the distance that would have to be measured in order to find the value of the atmospheric pressure. [2]  (b) a small quantity of air is introduced into x.   (i) state what happens to the mercury level in the tube.    [1]   (ii) in terms of the behaviour of the air molecules, explain your answer to (b)(i).  ..    [2]  (c) the space above the mercury in the right-hand barometer is a vacuum.   on fig. 6.1, mark the level of the mercury surface in the tube. [1]",
+            "9": "9 0625/02/o/n/08 [turn overfor examiner\u2019s use \u00a9 ucles 2008 (d) the left-hand tube now has air above the mercury; the right-hand tube has a vacuum.   complete the table below, using words chosen from the following list, to indicate the  effect of changing the external conditions. rises          falls          stays the same changeeffect on the level of the  mercury in the left-hand tubeeffect on the level of the  mercury in the right-hand tube atmospheric pressure rises temperature  rises  [4]  [total: 10] 7 this question requires the use of a ruler or other straight edge. fig. 7.1 shows a ray of light  striking a plane mirror. mirrorray of light a fig. 7.1  (a) on fig. 7.1,   (i) draw the normal to the mirror at a, [1]   (ii) draw the path of the reflected ray, [1]   (iii) mark and label the angle of incidence, i, [1]   (iv) mark and label the angle of reflection, r. [1]  (b) state the equation that links i and r.    [1]  (c) on fig. 7.1   (i) draw another mirror which is perpendicular to the one in the diagram and 2 cm to  the right of a, [1]   (ii) draw the path of the ray of light after reflection from this second mirror. [1]  [total: 7]",
+            "10": "10 0625/02/o/n/08for examiner\u2019s use \u00a9 ucles 20088 (a) an iron rod is placed next to a bar magnet, as shown in fig. 8.1. ns iron rod fig. 8.1   (i) on fig. 8.1, mark clearly the north pole and the south pole that are induced in the  iron rod. [1]   (ii) what happens to the magnet and the rod?  tick one box.  nothing   they attract   they repel  [1]  (b) a second bar magnet is now placed next to the iron rod, as shown in fig. 8.2. ns iron rodns fig. 8.2   (i) on fig. 8.2, mark clearly the magnetic poles induced in the iron rod. [1]   (ii) what happens to the iron rod and the second magnet?  tick one box.  nothing   they attract   they repel  [1]  (c) the iron rod is removed, leaving the two magnets, as shown in fig. 8.3. ns ns fig. 8.3   what happens to the two magnets?  tick one box.  nothing   they attract   they repel  [1]",
+            "11": "11 0625/02/o/n/08 [turn overfor examiner\u2019s use \u00a9 ucles 2008 (d) the second magnet is removed and replaced by a charged plastic rod, as shown in  fig. 8.4. ns + charged plastic rod\u2013 fig. 8.4   what happens to the magnet and the plastic rod?  tick one box.  nothing   they attract   they repel  [1]  [total: 6]",
+            "12": "12 0625/02/o/n/08for examiner\u2019s use \u00a9 ucles 20089 a toymaker wires a circuit in a toy house, so that a 6  v lamp can be switched on using either  switch 1 at the bottom of the stairs or switch 2 at the top of the stairs.  the circuit is shown in fig. 9.1. 6 v supply6 v lampswitch 2 switch 1x  a  b a  b y  fig. 9.1  (a) when switch 1 is in position a, what is the position of switch 2 so that the lamp is lit?    [1]  (b) when switch 2 is in position b, what is the position of switch 1 so that the lamp is lit?   [1]  (c) the lamp has a resistance of 4.0 \u03c9.   calculate the current in the circuit.  current =    [4]",
+            "13": "13 0625/02/o/n/08 [turn overfor examiner\u2019s use \u00a9 ucles 2008 (d) the toymaker decides he wants to have two 6  v lamps in the circuit with the 6 v supply.   which of the following means of connecting the lamps between x and y , shown in  fig. 9.2, is the best? give two reasons for your answer. connection 1xy connection 2xy fig. 9.2 which is best?  . reason 1  .reason 2  ...  [3]  [total: 9]",
+            "14": "14 0625/02/o/n/08for examiner\u2019s use \u00a9 ucles 200810 the circuit in fig. 10.1 shows an electromagnetic relay being used to switch an electric motor  on and off. the relay coil has a much greater resistance than the potential divider. m  switch 6 v motor power supply  for motor  contacts  relay core  pivoted iron  armature  fig. 10.1  (a) the relay operates when there is a potential difference of 3 v across the coil.   on fig. 10.1, mark the position of the slider of the potential divider when the relay just  operates. [1]  (b) describe how the relay closes the contacts in the motor circuit.  .. .. .. ..   [3]  [total: 4]",
+            "15": "15 0625/02/o/n/08 [turn overfor examiner\u2019s use \u00a9 ucles 200811 fig. 11.1 shows a transformer being used to operate a 6  v lamp from a 240  v mains supply. a  b  iron 6 v lamp 8000 turns 240v  mains  fig. 11.1  (a) what name is given to the piece of iron that links the two coils?    [1]  (b) for the transformer to operate, must the mains supply be a.c., d.c., or doesn\u2019t it  matter?    [1]  (c) using the information on fig. 11.1, calculate the number of turns on the secondary coil.  number of turns =    [3] (d) state why it would not be wise to connect a 1.5 v lamp between a and b.   [1]  [total: 6]",
+            "16": "16 0625/02/o/n/08 \u00a9 ucles 200812 the nucleus of one of the different nuclides of polonium can be represented by   the symbol  218 84po  (a) state the proton number of this nuclide.   [1]  (b) state the nucleon number of this nuclide.   [1]  (c) the nucleus decays according to the following equation. 218 84po  214 82pb + emitted particle   (i) state the proton number of the emitted particle. ..  [1]   (ii) state the nucleon number of the emitted particle. ..  [1]   (iii) name the emitted particle.  tick one box.  \u03b1-particle   \u03b2-particle   neutron   proton  [1]  [total: 5] permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here 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.for examiner\u2019s use"
+        },
+        "0625_w08_qp_5.pdf": {
+            "1": "this document consists of 9 printed pages and 3 blank pages. sp (sc/cgw) t73187/9 r \u00a9 ucles 2008 [turn overuniversity of cambridge international examinations international general certificate of secondary education read these instructions first write your centre number, candidate number and name in the spaces at the top of the page. write in dark blue or black pen.y ou may use a pencil for any diagrams, graphs or rough working.do not use staples, paper clips, highlighters, glue or correction fluid.do not write in any barcodes. answer all questions.at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question. *0518132754* physics 0625/05 paper 5  practical test october/november 2008  1 hour 15 minutes candidates answer on the question paper additional materials: as listed in the confidential instructions for examiner\u2019s use 1 234 total",
+            "2": "2 0625/05/o/n/08for examiner\u2019s use \u00a9 ucles 20081 in this experiment you will determine the density of the metal from which a load is made.  carry out the following instructions referring to fig. 1.1. metre rule h0spring stand bench0beaker water fig. 1.1  the distance h 0 is the height of the bottom of the spring from the bench.  (a) (i) record h 0 .   h 0 =  .   (ii) hang the load provided on the spring and record the new height h 1.   h 1 =  .   (iii) calculate the extension e1 of the spring using the equation   e1 = (h 0 \u2013 h 1).   e1 =  .[4]",
+            "3": "3 0625/05/o/n/08 [turn overfor examiner\u2019s use \u00a9 ucles 2008 (b) (i) carefully raise the beaker so that the load is completely under water. the load must  not touch the sides or the base of the beaker. record the new height h2.   h2 =    (ii) calculate the extension e2 of the spring using the equation   e2 = (h 0 \u2013 h 2).   e2 =  .[2]  (c) calculate the density /h9267 of the material of the load using the equation      e1      /h9267 = _______ /h11003k     ( e1 \u2013 e2)      where k = 1.00  g/cm3.   /h9267 =  .[2]  (d) if the load, made from the same material and with the same mass, had been just too long to be completely submerged in the water suggest whether   (i) the value obtained for e 2 would be greater, smaller or the same as that obtained in  part (b)(ii) above,  ..   (ii) the value calculated for /h9267 would be greater, smaller or the same as that obtained in  part (c) above. .. [2]  [total: 10]",
+            "4": "4 0625/05/o/n/08for examiner\u2019s use \u00a9 ucles 20082 in this experiment, you will investigate the potential difference across and the current in  wires.  (a) draw a circuit diagram of the circuit that has been set up for you. use standard circuit symbols. (the circuit includes two identical resistance wires ab and cd. use the standard symbol for a resistance to represent each of these wires). this is circuit 1. [3]  (b) (i) place the contact z on the resistance wire ab at a distance x from a, wherex = 0.500 m. switch on and, using the voltmeter, measure the p.d. v across the wire  between a and z. record the value of v in table 2.1 on page 5.   (ii) using the ammeter, measure the current  i in the circuit. record the value of i in  table 2.1.   (iii) take contact z away from the wire ab and switch off.   (iv) use one of the connecting wires provided to connect b to d. this is circuit 2. repeat steps (i) to (iii).   (v) disconnect the ammeter from b. disconnect a from c. disconnect b from d. connect b to c. connect the ammeter to d. this is circuit 3.   (vi) repeat steps (i) to (iii).",
+            "5": "5 0625/05/o/n/08 [turn overfor examiner\u2019s use \u00a9 ucles 2008table 2.1 circuit v/ i/ 1 23   (vii) complete the column headings in the table. [4]  (c) theory suggests that the value of potential difference v in circuit 3 will be half that in  circuit 1 or circuit 2.   (i) state whether or not, within the limits of experimental accuracy, your results support  this theory.  ..    justify your answer by reference to the results.  ..  ..   (ii) suggest one reason why the results may not support the theory.  ..  .. [3] [total: 10]",
+            "6": "6 0625/05/o/n/08for examiner\u2019s use \u00a9 ucles 20083 in this experiment you are to investigate the change in temperature of hot water as water at  room temperature is added.  carry out the following instructions, referring to fig. 3.1. stirrer thermometer water  fig. 3.1    y ou are provided with 100 cm3 of hot water (labelled a) and a supply of water at room  temperature.  (a) measure and record the temperature  /h9258r of the water at room temperature.   /h9258r =  .[1]  (b) (i) measure and record in table 3.1 the temperature  /h9258 of the hot water.   (ii) pour 20 cm3 of the water at room temperature into the measuring cylinder and then  transfer this water to the beaker containing the hot water. stir, then measure and record in table 3.1 the temperature  /h9258 of the mixture of hot and room temperature  water. record in table 3.1 the total volume v of room temperature water added.   (iii) repeat step (ii) four times until you have added a total of 100 cm3 of room  temperature water.   (iv) complete the column headings in the table. table 3.1 v / /h9258 / 0      [ 3 ]",
+            "7": "7 0625/05/o/n/08 [turn overfor examiner\u2019s use \u00a9 ucles 2008 (c) use the data in the table to plot a graph of temperature ( y-axis) against volume ( x-axis).  draw the best-fit curve.      [4]  (d) during this experiment some heat is lost from the hot water to the surroundings. also  the room temperature water is added at random times and in quite large volumes each time. suggest two improvements you could make to the procedure, that would show more accurately the pattern of temperature change of the hot water, due to addition of room temperature water alone, excluding other factors. 1.  . .2.  . . [2] [total: 10]",
+            "8": "8 0625/05/o/n/08for examiner\u2019s use \u00a9 ucles 20084 in this experiment, you are to determine the focal length of a converging lens.  carry out the following instructions, referring to fig. 4.1 and fig. 4.2. screen object card  illuminated  object lens x y   fig. 4.1  (a) place the lens at a distance x = 25.0 cm from the illuminated object. place the screen  close to the lens, then move it away from the lens until a sharply focused image is formed on the screen.   measure and record the distance y between the lens and the screen.   y =  .[1]  (b) calculate the focal length f using the equation     xy    f = ___ .     (x + y)   f =  .[2]  (c) repeat steps (a) and (b) with the lens at a distance x = 30.0 cm from the illuminated  object.   y =  .   f =  .[1]",
+            "9": "9 0625/05/o/n/08for examiner\u2019s use \u00a9 ucles 2008 (d) calculate the average value of f. show your working.   average value of f =   [2]   place the lens at a distance 25.0 cm from the illuminated object and place the mirror as  close to the lens as possible as shown in fig. 4.2. mirror object card  illuminated  object lens d   fig. 4.2   move the lens and the mirror, keeping the mirror close to the lens, towards the illuminated  object until a sharply focused image is formed on the object card next to the illuminated  object.  (e) measure and record the distance d between the illuminated object and the lens.   d =   [1]  (f) theory suggests that d is equal to the focal length f of the lens. state whether, within  the limits of experimental accuracy, your results support this theory.    [1]  (g) write down one similarity and one difference between the image and the object using  the apparatus as set up in part (e) when a sharply focused image is formed. one similarity  .. one difference . [2] [total: 10]",
+            "10": "10 0625/05/o/n/08blank page",
+            "11": "11 0625/05/o/n/08blank page",
+            "12": "12 0625/05/o/n/08blank page permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. every reasonable  effort has been made by the publisher (ucles) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the publisher will be pleased to make amends at the earliest possible opportunity. 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."
+        },
+        "0625_w08_qp_6.pdf": {
+            "1": "this document consists of 12 printed pages. sp (slm/cgw) t73783/6 r \u00a9 ucles 2008 [turn overuniversity of cambridge international examinations international general certificate of secondary education read these instructions first write your centre number, candidate number and name on all work you hand in. write in dark blue or black pen.y ou may use a soft pencil for any diagrams, graphs or rough working.do not use staples, paper clips, highlighters, glue or correction fluid.do not write in any barcodes. answer all questions.at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question. *2092097264* physics 0625/06 paper 6  alternative to practical october/november 2008  1 hour candidates answer on the question paper.no additional materials are required. for examiner\u2019s use 1 2345 total",
+            "2": "2 0625/06/o/n/08for examiner\u2019s use \u00a9 ucles 20081 an igcse student is determining the density of the metal from which a load is made.  the apparatus is shown in fig. 1.1. metre rule0 spring s0 benchbeaker water fig. 1.1  (a) the student records the scale reading s0 on the metre rule at the bottom of the spring,  as shown in fig. 1.1.   s0 = 37.4 cm   describe briefly how the student can avoid a parallax error when taking the scale  reading.  .. ..[1]",
+            "3": "3 0625/06/o/n/08 [turn overfor examiner\u2019s use \u00a9 ucles 2008 (b) he then hangs the load on the spring as shown in fig. 1. 2. he records the new scale  reading s1. metre rule spring  s1 bench load0 fig. 1.2   s1 = 40.5 cm   (i) calculate the extension e1 of the spring using the equation e1 = (s1 \u2013 s0).  e1 =  ..   the student carefully raises the beaker under the load until it is completely under water.  the load does not touch the sides or base of the beaker. he records the new scale  reading s2.   s2 = 39.8 cm   (ii) calculate the extension e2 of the spring using the equation e2 = (s2 \u2013 s0).  e2 =  ..  [2]",
+            "4": "4 0625/06/o/n/08for examiner\u2019s use \u00a9 ucles 2008 (c) calculate the density \u03c1 of the material of the load using the equation \u03c1 = e1 (e1 \u2013 e2) \u00d7 k   where k = 1.00 g/cm3.  \u03c1 = ...[3]  (d) a second load, made from the same material and with the same mass, is too long to be  completely submerged in the water.   suggest whether   (i) the value obtained for e2 would be greater, smaller or the same as that obtained in  part (b) (ii), ..   (ii) the value obtained for  \u03c1 would be greater, smaller or the same as that obtained in  part (c). ..  [2]  [total: 8]",
+            "5": "5 0625/06/o/n/08 [turn overfor examiner\u2019s use \u00a9 ucles 20082 the igcse class is investigating the potential difference across, and the current in, wires.  the apparatus is shown in fig. 2.1. power source  s a  c b a  d v  fig. 2.1  (a) draw a circuit diagram of the apparatus. use standard circuit symbols.   (the circuit includes two identical resistance wires ab and cd. use the standard symbol  for a resistance to represent each of these wires.)   this circuit is called circuit 1.  [3]",
+            "6": "6 0625/06/o/n/08for examiner\u2019s use \u00a9 ucles 2008 for circuit 1, the student places the contact s on the resistance wire ab at a distance of  0.500 m from a. he measures the p.d. v across the wire between a and s and the current i  in the circuit.   the student then records the measurements for circuits 2 and 3, shown in fig. 2.2 and fig. 2.3. power source  s a  c b a  d v  circuit 2 fig. 2.2 power source  s a  c b a  d v  circuit 3 fig. 2.3",
+            "7": "7 0625/06/o/n/08 [turn overfor examiner\u2019s use \u00a9 ucles 2008 the voltage v and current i for all three circuits are shown in table 2.1. table 2.1 circuit v / i / 1 0.83 0.53 2 0.75 0.953 0.41 0.28  (b) complete the column headings in the table. [1]  (c) theory suggests that,   1. in circuits 1 and 2, the values of potential difference v will be equal,   2.  the value of potential difference v in circuit 3 will be half that in circuit 1 or circuit 2.   (i) state whether, within the limits of experimental accuracy, the results support these  predictions.    justify your statement by reference to the results. prediction 1 ... ..prediction 2 ... .. [2]   (ii) suggest one reason, other than a change in temperature of the wires, why the  results may not support the theory.  .. .. [1]  [total: 7]",
+            "8": "8 0625/06/o/n/08for examiner\u2019s use \u00a9 ucles 20083 the igcse class is investigating the change in temperature of hot water as cold water is  added to the hot water.  a student measures and records the temperature \u03b8 of the hot water before adding any of the  cold water available.  he then pours 20 cm3 of the cold water into the beaker containing the hot water. he measures  and records the temperature \u03b8 of the mixture of hot and cold water.  he repeats this procedure four times until he has added a total of 100 cm3 of cold water.  the temperature readings are shown in table 3.1. v is the volume of cold water added. table 3.1 v / \u03b8 / 08 2 68 58504542  (a) (i) complete the column headings in the table.   (ii) enter the values for the volume of cold water added.  [2]",
+            "9": "9 0625/06/o/n/08 [turn overfor examiner\u2019s use \u00a9 ucles 2008 (b) use the data in the table to plot a graph of temperature (y-axis) against volume (x-axis).  draw the best-fit curve.  [4]  (c) during this experiment, some heat is lost from the hot water to the surroundings. also, each time the cold water is added, it is added in quite large volumes and at random times.   suggest two improvements you could make to the procedure to give a graph that more  accurately shows the pattern of temperature change of the hot water, due to addition of cold water alone. 1.  . ..2.  . ..[2]  [total: 8]",
+            "10": "10 0625/06/o/n/08for examiner\u2019s use \u00a9 ucles 20084 an igcse student is determining the focal length of a converging lens.  the apparatus is shown in fig. 4.1. screen illuminated objectlensxy fig. 4.1  (a) the student places the lens at a distance x = 25.0 cm from the illuminated object. she  places the screen close to the lens and then moves it away from the lens until a sharply focused image is formed on the screen. she measures and records the distance y  between the lens and the screen.   y = 37.1 cm   calculate the focal length f of the lens using the equation f =  xy (x + y)          .  f = ...[2]  (b) she then repeats the procedure with the lens at a distance x = 30.0 cm from the  illuminated object.   fig. 4.1 shows this position of the apparatus. it is a scale diagram.   (i) on fig. 4.1, measure the distance xs between the lens and the illuminated object.  also on fig. 4.1, measure the distance ys between the lens and the screen.  xs =  ..  ys =  ..",
+            "11": "11 0625/06/o/n/08 [turn overfor examiner\u2019s use \u00a9 ucles 2008  (ii) calculate the actual distance y between the lens and the screen.  y =  ..   (iii) calculate the focal length f using the new values of x and y.  f =  ..   (iv) calculate the average value of f. show your working.  average value of f =  ..  [7]  (c) the illuminated object has the shape shown below.   draw a diagram to show the appearance of the focused image in (b) on the screen.  [1]  [total: 10]",
+            "12": "12 0625/06/o/n/08for examiner\u2019s use \u00a9 ucles 20085 (a) table 5.1 shows some measurements taken by three igcse students. the second  column shows the values recorded by the three students. for each quantity, underline the value most likely to be correct.    the first one is done for you. table 5.1 quantity measured recorded values the mass of a woodenmetre rule 0.112 kg 1.12 kg11.2 kg the weight of an empty 250 cm 3  glass beaker0.7 n7.0 n70 n the volume of one sheet of this  examination paper 0.6 cm 3 6.0 cm3 60 cm3 the time taken for one swing of a simple pendulum of length 0.5 m0.14 s 1.4 s14 s the pressure exerted on the ground  by a student standing on one foot0.4 n/cm 2 4.0 n/cm2 40 n/cm2  [4]  (b) (i) a student is to find the value of the resistance of a wire by experiment. potential difference v and current  i can be recorded. the resistance is then calculated using  the equation r = v/ i.    the student knows that an increase in temperature will affect the resistance of the wire. assuming that variations in room temperature will not have a significant effect, suggest two ways by which the student could minimise temperature increases in the wire during the experiment. 1.  .. 2.  ..[2]    (ii) name the circuit component that the student could use to control the current. .. [1]  [total: 7] 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."
+        }
+    },
+    "2009": {
+        "0625_s09_qp_1.pdf": {
+            "1": "location entry codes       as part of cie\u2019s continual commitment to main taining best practice in assessment, cie uses  different variants of some question papers for our most popular assessments with large and  widespread candidature. the question papers are closely related and the relationships between  them have been thoroughly established using our assessment expertise.  all versions of the  paper give assessment of equal standard.     the content assessed by the examination papers and the type of questions is unchanged.   this change means that for this component there are now two variant question papers, mark  schemes and principal examiner\u2019s reports where previously there was only one.  for any individual country, it is intended that only one variant is used.  this document contains both  variants which will give all centres access to even more past examination ma terial than is usually  the case.      the diagram shows the relationship between the question papers, mark schemes and principal examiners\u2019 reports that are available.     question paper   mark scheme  principal examiner\u2019s  report  introduction     introduction   introduction   first variant question paper    first variant mark scheme  first variant principal  examiner\u2019s report    second variant question  paper  second variant mark  scheme    second variant principal  examiner\u2019s report      who can i contact for further information on these changes?  please direct any questions about this to cie\u2019s customer services team at: international@cie.org.uk              the titles for the variant items should correspond with the table above, so that at the top of the  first page of the relevant part of the document and on the header, it has the words:    \u2022 first variant question paper / mark scheme / principal examiner\u2019s report     or     \u2022 second variant question paper / mark scheme / principal examiner\u2019s report      as appropriate.    ",
+            "2": "    this document consists of 19 printed pages and 1 blank page.  ib09 06_0625_01/3rp  \u00a9 ucles 2009  [turn over      *7150187285* university of cambridge international examinations  international general certificate of secondary education       physics 0625/11     paper 1  multiple choice  may/june 2009     45 minutes    additional materials: multiple choice answer sheet   soft clean eraser   soft pencil (type b or hb recommended)       read these instructions first    write in soft pencil.  do not use staples, paper clips, highlighters, glue or correction fluid. write your name, centre number and candidate number on the answer sheet in the spaces provided  unless this has been done for you.   there are forty  questions on this paper. answer all questions. for each question there are four possible  answers a, b, c and d.   choose the one you consider correct and record your choice in soft pencil on the separate answer sheet.   read the instructions on the answer sheet very carefully.    each correct answer will score one mark. a mark will not be deducted for a wrong answer. any rough working should be done in this booklet.     ",
+            "3": "2  \u00a9 ucles 2009 0625/11/m/j/09  1 a metre rule is used to measure a length.    which reading is shown to the nearest millimetre?  a 0.7  m b 0.76  m c 0.761  m d 0.7614  m    2 the graph represents the movement of a body.   1 0 234510 8 642 0 time  / sspeed  m / s      how far has the body moved after 5  s?  a 2  m b 10  m c 25  m d 50  m     3 a car travels 100  km. the highest speed of the car is 90  km/h, and the lowest speed is  30  km/h. the journey takes two hours.    what is the average speed for the journey?  a 30  km  / h b 50  km  / h c 60  km  / h d 90  km  / h     4 which statement about the masses and weights of objects on the earth is correct?  a a balance can only be used to compare weights, not masses.  b heavy objects always have more mass than light ones.  c large objects always have more mass than small ones.  d mass is a force but weight is not.    ",
+            "4": "3  \u00a9 ucles 2009 0625/11/m/j/09 [turn over  5 the table shows the weight in newtons of a10  kg mass on each of four planets.    planet weight of a 10  kg mass  / n  earth 100  jupiter 250  mercury 40  venus   90    the diagram shows a force meter (spring balance) being used.    18  n 2.0  kg     on which planet is the force meter (spring balance) being used?   a earth  b jupiter  c mercury  d venus      6 which items of apparatus are required to determine the density of a liquid?  a balance and measuring cylinder  b balance and thermometer  c metre rule and measuring cylinder  d metre rule and thermometer ",
+            "5": "4  \u00a9 ucles 2009 0625/11/m/j/09  7 which property of an object cannot  be changed by a force?  a its mass  b its motion  c its shape  d its size      8 a wooden plank rests in equilibrium on two boulders on opposite sides of a narrow stream. three  forces of size p, q and r act on the plank.    qp r plank      how are the sizes of the forces related?  a p + q = r  b p + r = q   c p = q = r   d p = q + r       9 electricity can be obtained from different energy resources.    which energy resource is used to obtain electricity without producing heat to boil water?  a coal  b geothermal c hydroelectric  d nuclear     ",
+            "6": "5  \u00a9 ucles 2009 0625/11/m/j/09 [turn over  10 four people of equal weight on a beach use different routes to get to the top of a sea wall.    beach slipway pavement  sea wall     which person produces the greatest  average power?    person route time taken  a runs across the beach, then climbs the ladder 8  s  b walks across the beach, then climbs the ladder 16  s  c runs up the slipway 5  s  d walks up the slipway 10  s      11 the diagrams show two mercury barometers standing side by side. the right-hand diagram  shows a tube of bigger diameter, but the diagram is incomplete. there is a vacuum above the  mercury in both tubes.    which labelled position on the right-hand tube could show the mercury level in that tube?    mercury glass tubes dish  dishvacuum a  b  c  d      ",
+            "7": "6  \u00a9 ucles 2009 0625/11/m/j/09  12 a student fills two containers with water (density 1.0  g / cm3) and two with oil  (density 0.8  g / cm3),  as shown in the diagrams.    in which container is the pressure on the base the greatest?    water wateroil oilabcd      13 in an experiment, some of a substance changes from a liquid to a gas. the temperature of the  remaining liquid changes because of this.    what is the name for this change of state and how does the temperature change?     change of state how temperature changes  a condensation decreases  b condensation increases  c evaporation decreases  d evaporation increases    ",
+            "8": "7  \u00a9 ucles 2009 0625/11/m/j/09 [turn over  14 a piston traps a certain mass of gas inside a cylinder. initially the piston is halfway along the  length of the cylinder.    the piston is now moved towards the open end of the cylinder. the temperature of the gas  remains constant.    initial position final position     how are the density and the pressure of the gas affected by moving the piston?     density pressure  a decreases decreases  b decreases unchanged  c increases decreases  d increases unchanged     15 the graph shows the change in temperature of a substance as it is heated steadily.    which part of the graph shows when the substance is boiling?    temperature timeabcd      ",
+            "9": "8  \u00a9 ucles 2009 0625/11/m/j/09  16 four blocks, made of different materials, are each given the same quantity of internal energy  (heat).    which block has the greatest thermal capacity?    a temperature rise = 2ocb temperature rise = 4occ temperature rise = 6ocd temperature rise = 8oc     17 a rod is made up of copper and wood joined together.    after the rod is heated at the join in the centre for about a minute, where would the lowest temperature be?    wood copperadbc       18 the diagram shows a fire.        why does the smoke rise above the fire?  a smoke evaporates more quickly at higher temperatures.  b smoke molecules diffuse more quickly at higher temperatures.  c the density of the air is lower at higher temperatures.  d the pressure of the air is greater at higher temperatures.   ",
+            "10": "9  \u00a9 ucles 2009 0625/11/m/j/09 [turn over  19 the diagrams show water waves that move more slowly after passing into shallow water at the  broken line.    which diagram shows what happens to the waves?    a  fast slow  deep  water shallow  water b  fast slow  deep  water shallow water  c  fast slow  deep  water shallow  water d  fast slow  deep  water shallow water      ",
+            "11": "10  \u00a9 ucles 2009 0625/11/m/j/09  20 the diagrams show examples of wave motion.    1 2  waves on water waves in air  waves on a rope waves in a spring  (as shown) 3 4 ripple tank drum      which are longitudinal waves?  a 1 only  b 1, 2 and 4  c 2 and 3 only  d 2 and 4 only     ",
+            "12": "11  \u00a9 ucles 2009 0625/11/m/j/09 [turn over  21 which diagram shows what happens when a ray of white light passes through a prism?    a  spectrum b spectrum c spectrumd spectrumwhite light white lightwhite light white light      22 the diagram shows the path of a ray of light passing through a principal focus f of a lens.    which broken line shows the direction of the ray after it leaves the lens?    f f\u2019lens a  b c d ray of  light       ",
+            "13": "12  \u00a9 ucles 2009 0625/11/m/j/09  23 a small boat in a harbour is protected from waves on the sea by harbour walls.    seasea land sea small boat harbour harbourwallswaves     some waves can curve round the harbour walls and reach the boat.    what is the name for this effect?  a diffraction  b dispersion c reflection d refraction     24 an engineer standing at p sees an explosion at x.    z y x w vp danger -  blasting     after the explosion, she hears two bangs. on e bang is heard a fraction of a second after the  other. the second bang is an echo.    from which surface has the sound reflected to cause this echo?  a xy b pv c zy d wx     ",
+            "14": "13  \u00a9 ucles 2009 0625/11/m/j/09 [turn over  25 the north pole of a bar magnet is placed next to end p of an iron bar pq, as shown. as a result,  magnetic poles are induced in the iron bar.    n s magnet q p  iron bar     what are the magnetic poles induced at p and at q?     magnetic pole at p magnetic pole at q  a north north  b north south  c south north  d south south     26 an electromagnet is used to separate magnetic metals from non-magnetic metals.    why is steel unsuitable as the core of the electromagnet?  a it forms a permanent magnet.  b it has a high density.  c it has a high thermal capacity.  d it is a good conductor of electricity.      27 which particle does  not experience a force due to an electric field?  a \u03b1-particle  b electron  c neutron d proton     ",
+            "15": "14  \u00a9 ucles 2009 0625/11/m/j/09  28 using the circuit shown, the current i is found for various voltages v. the temperature of the  resistor does not change.    a  i variable direct voltage v     which graph shows the results obtained?    i  va  i  vb  i  vc  i  vd  0 00 00 00 0      29 in the circuit shown, ammeter x reads 0.5  a.    4.0  v a a x y 3.0  \u03c95.0  \u03c9     what does ammeter y read?  a 0 b 0.5  a c 3.5  a d 4.0  a    ",
+            "16": "15  \u00a9 ucles 2009 0625/11/m/j/09 [turn over  30 in the circuits shown, all the resistors are identical.    which circuit has the least  resistance?    a b c d      31 in the circuit below, one of the lamps breaks, causing all the other lamps to go out.    which lamp breaks?    a c d  b      ",
+            "17": "16  \u00a9 ucles 2009 0625/11/m/j/09  32 either a fuse or a circuit-breaker can be used to protect electrical cables from large currents that  could cause overheating.    y y electrical supplyx y appliance cable cablelive neutral     if a fuse is used, in which position in the circuit should it be connected, and if a circuit-breaker is  used, in which position should it be connected?     position  of fuse position of  circuit-breaker  a x x  b x y  c y x  d y y    33 the current in a lamp at full brightness is 0.25  a. the flexible cable to the lamp is designed for  currents up to 5.0  a, so it can safely carry the 0.25  a taken by the lamp.    which fuse should be inserted in the plug at the other end of the flexible cable?  a 0.2  a b 1.0  a c 5.0  a d 10.0  a    ",
+            "18": "17  \u00a9 ucles 2009 0625/11/m/j/09 [turn over  34 a wire perpendicular to the page carries an electric current in a direction out of the page. there  are four compasses near the wire.    which compass shows the direction of the magnetic field caused by the current?    wire with current out of pagea c b  d       35 a transformer has 50 turns on its primary coil and 100 turns on its secondary coil. an alternating  voltage of 25.0  v is connected across the primary coil.    25.0  v primary coil 50 turnssecondary coil100 turns     what is the voltage across the secondary coil?  a 12.5  v b 50.0  v c 175  v d 200  v     36 in a cathode-ray tube, a hot tungsten cathode releases particles by thermionic emission.    what are these particles?  a \u03b1-particles  b electrons  c protons  d tungsten atoms     ",
+            "19": "18  \u00a9 ucles 2009 0625/11/m/j/09  37 the diagram shows a cathode-ray tube.    cathode anode top y plate bottom y platescreenp     a student wants the cathode rays to make a spot at p on the screen.    which parts of the cathode-ray tube should be positive?  a anode and top y plate  b anode and bottom y plate c cathode and top y plate d cathode and bottom y plate      38 a radioactive nucleus contains 138 neutrons. the nucleus emits an \u03b1-particle.    how many neutrons are in the nucleus after it has emitted the \u03b1-particle?  a 134 b 136 c 138 d 139     ",
+            "20": "19  \u00a9 ucles 2009 0625/11/m/j/09  39 the graph shows the decay curve for one particular radioactive nuclide.    0 1 2 3 4 5 2500  2000 1500 1000  500  0 count rate counts  / min time  / days     what is the half-life of this nuclide?  a 1.0 day b 1.5 days c 2.0 days d 2.5 days      40 n16 7 is the symbol for a particular nuclide of nitrogen.  how many nucleons does this nuclide contain?  a 7 b 9 c 16 d 23     ",
+            "21": "20      permission to reproduce items where third-par ty owned material protected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to t race 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.     0625/11/m/j/09  blank page  ",
+            "22": "    this document consists of 18 printed pages and 2 blank pages.  ib09 06_0625_12/3rp  \u00a9 ucles 2009  [turn over      *5002519 211* university of cambridge international examinations  international general certificate of secondary education       physics 0625/12     paper 1  multiple choice  may/june 2009     45 minutes    additional materials: multiple choice answer sheet   soft clean eraser   soft pencil (type b or hb recommended)       read these instructions first    write in soft pencil.  do not use staples, paper clips, highlighters, glue or correction fluid. write your name, centre number and candidate number on the answer sheet in the spaces provided  unless this has been done for you.   there are forty  questions on this paper. answer all questions. for each question there are four possible  answers a, b, c and d.   choose the one you consider correct and record your choice in soft pencil on the separate answer sheet.   read the instructions on the answer sheet very carefully.    each correct answer will score one mark. a mark will not be deducted for a wrong answer. any rough working should be done in this booklet.     ",
+            "23": "2  \u00a9 ucles 2009 0625/12/m/j/09  1 a car travels 100  km. the highest speed of the car is 90  km/h, and the lowest speed is  30  km/h. the journey takes two hours.    what is the average speed for the journey?  a 30  km  / h b 50  km  / h c 60  km  / h d 90  km  / h     2 the graph represents the movement of a body.   1 0 234510 8 642 0 time  / sspeed  m / s      how far has the body moved after 5  s?  a 2  m b 10  m c 25  m d 50  m     3 a metre rule is used to measure a length.   which reading is shown to the nearest millimetre?  a 0.7  m b 0.76  m c 0.761  m d 0.7614  m    ",
+            "24": "3  \u00a9 ucles 2009 0625/12/m/j/09 [turn over  4 the table shows the weight in newtons of a10  kg mass on each of four planets.    planet weight of a 10  kg mass  / n  earth 100  jupiter 250  mercury 40  venus   90    the diagram shows a force meter (spring balance) being used.    18  n 2.0  kg     on which planet is the force meter (spring balance) being used?   a earth  b jupiter  c mercury  d venus      5 which statement about the masses and weights of objects on the earth is correct?  a a balance can only be used to compare weights, not masses.  b heavy objects always have more mass than light ones.  c large objects always have more mass than small ones.  d mass is a force but weight is not.    ",
+            "25": "4  \u00a9 ucles 2009 0625/12/m/j/09  6 a wooden plank rests in equilibrium on two boulders on opposite sides of a narrow stream. three  forces of size p, q and r act on the plank.    qp r plank      how are the sizes of the forces related?  a p + q = r  b p + r = q  c p = q = r  d p = q + r      7 which items of apparatus are required to determine the density of a liquid?  a balance and measuring cylinder  b balance and thermometer  c metre rule and measuring cylinder  d metre rule and thermometer      8 which property of an object cannot  be changed by a force?  a its mass  b its motion  c its shape  d its size    ",
+            "26": "5  \u00a9 ucles 2009 0625/12/m/j/09 [turn over  9 four people of equal weight on a beach use different routes to get to the top of a sea wall.    beach slipway pavement  sea wall     which person produces the greatest  average power?    person route time taken  a runs across the beach, then climbs the ladder 8  s  b walks across the beach, then climbs the ladder 16  s  c runs up the slipway 5  s  d walks up the slipway 10  s     10 electricity can be obtained from different energy resources.    which energy resource is used to obtain electricity without producing heat to boil water?  a coal  b geothermal c hydroelectric d nuclear     11 a student fills two containers with water (density 1.0  g / cm3) and two with oil  (density 0.8  g / cm3),  as shown in the diagrams.    in which container is the pressure on the base the greatest?    water wateroil oilabcd  ",
+            "27": "6  \u00a9 ucles 2009 0625/12/m/j/09  12 the diagrams show two mercury barometers standing side by side. the right-hand diagram  shows a tube of bigger diameter, but the diagram is incomplete. there is a vacuum above the  mercury in both tubes.    which labelled position on the right-hand tube could show the mercury level in that tube?    mercury glass tubes dish  dishvacuum a  b  c  d       13 the graph shows the change in temperature of a substance as it is heated steadily.    which part of the graph shows when the substance is boiling?    temperature timeabcd       14 in an experiment, some of a substance changes from a liquid to a gas. the temperature of the  remaining liquid changes because of this.    what is the name for this change of state and how does the temperature change?     change of state how temperature changes  a condensation decreases  b condensation increases  c evaporation decreases  d evaporation increases     ",
+            "28": "7  \u00a9 ucles 2009 0625/12/m/j/09 [turn over  15 a piston traps a certain mass of gas inside a cylinder. initially the piston is halfway along the  length of the cylinder.    the piston is now moved towards the open end of the cylinder. the temperature of the gas  remains constant.    initial position final position     how are the density and the pressure of the gas affected by moving the piston?     density pressure  a decreases decreases  b decreases unchanged  c increases decreases  d increases unchanged     16 the diagram shows a fire.        why does the smoke rise above the fire?  a smoke evaporates more quickly at higher temperatures.  b smoke molecules diffuse more quickly at higher temperatures. c the density of the air is lower at higher temperatures.  d the pressure of the air is greater at higher temperatures.     ",
+            "29": "8  \u00a9 ucles 2009 0625/12/m/j/09  17 four blocks, made of different materials, are each given the same quantity of internal energy  (heat).    which block has the greatest thermal capacity?    a temperature rise = 2ocb temperature rise = 4occ temperature rise = 6ocd temperature rise = 8oc     18 a rod is made up of copper and wood joined together.    after the rod is heated at the join in the centre for about a minute, where would the lowest temperature be?    wood copperadbc      ",
+            "30": "9  \u00a9 ucles 2009 0625/12/m/j/09 [turn over  19 a small boat in a harbour is protected from waves on the sea by harbour walls.    seasea land sea small boat harbour harbourwallswaves     some waves can curve round the harbour walls and reach the boat.    what is the name for this effect?  a diffraction  b dispersion c reflection d refraction     20 which diagram shows what happens when a ray of white light passes through a prism?    a  spectrum b spectrum c spectrumd spectrumwhite light white lightwhite light white light     ",
+            "31": "10  \u00a9 ucles 2009 0625/12/m/j/09  21 the diagram shows the path of a ray of light passing through the principal focus f of a lens.    which broken line shows the direction of the ray after it leaves the lens?    f f\u2019lens a  b c d ray of  light       22 the diagrams show water waves which move more slowly after passing into shallow water at the  broken line.    which diagram shows what happens to the waves?    a  fast slow  deep  water shallow  water b  fast slow  deep  water shallow water  c  fast slow  deep  water shallow  water d  fast slow  deep  water shallow water    ",
+            "32": "11  \u00a9 ucles 2009 0625/12/m/j/09 [turn over  23 the diagrams show examples of wave motion.    1 2  waves on water waves in air  waves on a rope waves in a spring  (as shown) 3 4 ripple tank drum      which are longitudinal waves?  a 1 only  b 1, 2 and 4  c 2 and 3 only  d 2 and 4 only     ",
+            "33": "12  \u00a9 ucles 2009 0625/12/m/j/09  24 an engineer standing at p sees an explosion at x.    z y x w vp danger -  blasting     after the explosion, she hears two bangs. on e bang is heard a fraction of a second after the  other. the second bang is an echo.    from which surface has the sound reflected to cause this echo?  a xy b pv c zy d wx      25 an electromagnet is used to separate magnetic metals from non-magnetic metals.    why is steel unsuitable as the core of the electromagnet?  a it forms a permanent magnet.  b it has a high density.  c it has a high thermal capacity.  d it is a good conductor of electricity.      26 the north pole of a bar magnet is placed next to end p of an iron bar pq, as shown. as a result,  magnetic poles are induced in the iron bar.    n s magnet q p  iron bar     what are the magnetic poles induced at p and at q?     magnetic pole at p magnetic pole at q  a north north  b north south  c south north  d south south     ",
+            "34": "13  \u00a9 ucles 2009 0625/12/m/j/09 [turn over  27 in the circuit below, one of the lamps breaks, causing all the other lamps to go out.    which lamp breaks?    a c d  b       28 in the circuits shown, all the resistors are identical.    which circuit has the least  resistance?    a b c d     ",
+            "35": "14  \u00a9 ucles 2009 0625/12/m/j/09  29 using the circuit shown, the current i is found for various voltages v. the temperature of the  resistor does not change.    a  i variable direct voltage v     which graph shows the results obtained?    i  va  i  vb  i  vc  i  vd  0 00 00 00 0      30 in the circuit shown, ammeter x reads 0.5  a.    4.0  v a a x y 3.0  \u03c95.0  \u03c9     what does ammeter y read?  a 0 b 0.5  a c 3.5  a d 4.0  a    ",
+            "36": "15  \u00a9 ucles 2009 0625/12/m/j/09 [turn over  31 either a fuse or a circuit-breaker can be used to protect electrical cables from large currents that  could cause overheating.    y y electrical supplyx y appliance cable cablelive neutral     if a fuse is used, in which position in the circuit should it be connected, and if a circuit-breaker is  used, in which position should it be connected?     position  of fuse position of  circuit-breaker  a x x  b x y  c y x  d y y    32 the current in a lamp at full brightness is 0.25  a. the flexible cable to the lamp is designed for  currents up to 5.0  a, so it can safely carry the 0.25  a taken by the lamp.    which fuse should be inserted in the plug at the other end of the flexible cable?  a 0.2  a b 1.0  a c 5.0  a d 10.0  a     33 a transformer has 50 turns on its primary coil and 100 turns on its secondary coil. an alternating  voltage of 25.0  v is connected across the primary coil.    25.0  v primary coil 50 turnssecondary coil100 turns     what is the voltage across the secondary coil?  a 12.5  v b 50.0  v c 175  v d 200  v     ",
+            "37": "16  \u00a9 ucles 2009 0625/12/m/j/09  34 which particle does  not experience a force due to an electric field?  a \u03b1-particle  b electron  c neutron  d proton      35 a wire perpendicular to the page carries an electric current in a direction out of the page. there  are four compasses near the wire.    which compass shows the direction of the magnetic field caused by the current?    wire with current out of pagea c b  d       36 in a cathode-ray tube, a hot tungsten cathode releases particles by thermionic emission.    what are these particles?  a \u03b1-particles  b electrons  c protons  d tungsten atoms     ",
+            "38": "17  \u00a9 ucles 2009 0625/12/m/j/09 [turn over  37 the diagram shows a cathode-ray tube.    cathode anode top y plate bottom y platescreenp     a student wants the cathode rays to make a spot at p on the screen.    which parts of the cathode-ray tube should be positive?  a anode and top y plate  b anode and bottom y plate c cathode and top y plate d cathode and bottom y plate     38 the graph shows the decay curve for one particular radioactive nuclide.    0 1 2 3 4 5 2500  2000 1500 1000  500  0 count rate counts  / min time  / days     what is the half-life of this nuclide?  a 1.0 day b 1.5 days c 2.0 days d 2.5 days   ",
+            "39": "18  \u00a9 ucles 2009 0625/12/m/j/09  39 a radioactive nucleus contains 138 neutrons. the nucleus emits an \u03b1-particle.    how many neutrons are in the nucleus after it has emitted the \u03b1-particle?  a 134 b 136 c 138 d 139      40 n16 7 is the symbol for a particular nuclide of nitrogen.  how many nucleons does this nuclide contain?  a 7 b 9 c 16 d 23     ",
+            "40": "19   0625/12/m/j/09  blank page",
+            "41": "20      permission to reproduce items where third-par ty owned material protected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to t race 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.     0625/12/m/j/09  blank page  "
+        },
+        "0625_s09_qp_2.pdf": {
+            "1": "this document consists of 19 printed pages and 1 blank page. spa shw 00151 2/08 t76303/3 \u00a9 ucles 2009 [turn overuniversity of cambridge international examinations international general certificate of secondary education read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen.y ou may use a soft pencil for any diagrams, graphs or rough working.do not use staples, paper clips, highlighters, glue or correction fluid.do not write in any barcodes. answer all questions. y ou may lose marks if you do not show your working or if you do not useappropriate units.take the weight of 1 kg to be 10 n (i.e. acceleration of free fall = 10 m/s 2). at the end of the examination, fasten all your work securely together.the number of marks is given in brackets [  ] at the end of each question orpart question. *4743961177* physics 0625/02 paper 2 core may/june 2009  1 hour 15 minutes candidates answer on the question paper. no additional materials are required. for examiner\u2019s use 1 23456789 101112 total",
+            "2": "2 0625/02/m/j/09 \u00a9 ucles 2009for examiner\u2019s use1 a schoolteacher is concerned about the large number of vehicles passing along the busy  road next to the school. he decides to make a measurement to find the number of vehicles per minute. using the school clock he notes the following readings.  appearance of clock at beginning of investigation 12 63 9 5 71 11 4 82 10  appearance of clock at end of investigation 12 63 9 5 71 11 4 82 10  vehicles counted travelling left to right = 472  vehicles counted travelling right to left = 228  (a) calculate the time for which the schoolteacher was counting vehicles.  counting time =  .  min [1]  (b) calculate the total number of vehicles passing the school per minute.  vehicles per minute =    [3] [total: 4]",
+            "3": "3 0625/02/m/j/09 \u00a9 ucles 2009 [turn overfor examiner\u2019s use2 in the left-hand column below are four physical quantities that might be measured in the  physics laboratory. in the right-hand column are eight statements which might be definitions of the quantities in the left-hand column.  use a line to join each quantity with its definition. an example has been given to help you. there is only one definition for each quantity. work force of gravity on a body how big the body is mass power of a given forceweight \u00f7 mass weight amount of matter in a bodyforce \u00d7 distance moved density mass \u00f7 volumethe acceleration due to gravity [3] [total: 3]",
+            "4": "4 0625/02/m/j/09 \u00a9 ucles 2009for examiner\u2019s use3 the car in fig. 3.1 is on a level road. 500  n frictional forces2000  n force propelling car forwards fig. 3.1  (a) calculate the magnitude of the resultant force on the car.  resultant force =  . n [1]  (b) tick the box below that describes the motion of the car.    travels forward at constant speed     travels forward with increasing speed     travels forward with decreasing speed    travels backward at constant speed     travels backward with increasing speed    travels backward with decreasing speed    remains at rest  [1]",
+            "5": "5 0625/02/m/j/09 \u00a9 ucles 2009 [turn overfor examiner\u2019s use (c) the frictional forces increase to 2000 n when the car is moving. what happens to the  car?    [1]  (d) suggest two things that might have caused the frictional forces in (c) to increase. 1.  ..2.    [2] [total: 5]",
+            "6": "6 0625/02/m/j/09 \u00a9 ucles 2009for examiner\u2019s use4 fig. 4.1 shows a manometer, containing mercury, being used to monitor the pressure of a  gas supply. 300 250200150100 50 0mm from a gas supply mercury fig. 4.1  (a) using the scale on fig. 4.1, find the vertical difference between the two mercury levels.  difference =  .  mm [1]  (b) what is the value of the excess pressure of the gas supply, measured in millimetres of  mercury?  excess pressure =  ...  mm of mercury [1]  (c) the atmospheric pressure is 750 mm of mercury.   calculate the actual pressure of the gas supply.  actual pressure =  ...  mm of mercury [1]  (d) the gas pressure now decreases by 20 mm of mercury.   on fig. 4.1, mark the new positions of the two mercury levels. [2] [total: 5]",
+            "7": "7 0625/02/m/j/09 \u00a9 ucles 2009 [turn overfor examiner\u2019s use5 fig. 5.1 shows a typical laboratory thermometer. \u2013 1 00 1 02 03 04 05 06 07 08 0 90 100 110 \u00b0c fig. 5.1  (a) explain why the thermometer has   (i) thin walls on its bulb,  ..   [1]   (ii) thick walls on its stem, ..   [1]   (iii) a narrow capillary tube along which the liquid expands. ..   [1]  (b) suggest a liquid which the thermometer might contain.   [1]  (c) such a thermometer is calibrated at the ice point and the steam point. the scale is put  on between these two marks.   state the values of   (i) the ice point,  ..   (ii) the steam point.  . [2] [total: 6]",
+            "8": "8 0625/02/m/j/09 \u00a9 ucles 2009for examiner\u2019s use6 fig. 6.1 shows the waveform of the note from a bell. a grid is given to help you take  measurements. time fig. 6.1  (a) (i) state what, if anything, is happening to the loudness of the note.    [1]   (ii) state how you deduced your answer to (a)(i).   [1]  (b) (i) state what, if anything, is happening to the frequency of the note.   [1]   (ii) state how you deduced your answer to (b)(i).   [1]",
+            "9": "9 0625/02/m/j/09 \u00a9 ucles 2009 [turn overfor examiner\u2019s use (c) (i) how many oscillations does it take for the amplitude of the wave to decrease to half  its initial value?    [1]   (ii) the wave has a frequency of 300 hz.    1. what is meant by a frequency of 300 hz   ?  ... .  [1]    2. how long does 1 cycle of the wave take?  .  [1]    3. how long does it take for the amplitude to decrease to half its initial value?  .  [2]  (d) a student says that the sound waves, which travelled through the air from the bell, were  longitudinal waves, and that the air molecules moved repeatedly closer together and then further apart.   (i) is the student correct in saying that the sound waves are longitudinal?  .     (ii) is the student correct about the movement of the air molecules?   .   (iii) the student gives light as another example of longitudinal waves.    is this correct?   . [2] [total: 11]",
+            "10": "10 0625/02/m/j/09 \u00a9 ucles 2009for examiner\u2019s use7 two apartment blocks are one each side of a road, as shown in fig. 7.1. a beam of light from  a police helicopter is hitting the top window h of the left-hand apartment block. h gfedcbazyxwvuts beam of light apartment blockapartmentblock fig. 7.1  (a) (i) on fig. 7.1,    1. draw the normal at the point where the beam hits window h, [1]    2. label the angle of incidence of the beam of light on window h. [1]",
+            "11": "11 0625/02/m/j/09 \u00a9 ucles 2009 [turn overfor examiner\u2019s use  (ii) state the equation that links the angle of incidence with the angle of reflection.   .  [1]   (iii) which window does the beam hit next, after reflection from h?   .  [1]  (iv) which other windows, if any, receive light from the helicopter?   .  [1] (b) fig. 7.2 shows another example of reflection. the drawing is incomplete. mirror card fig. 7.2   the horizontal card with the letter p on it is being reflected in the vertical mirror.  on fig. 7.2, draw the reflection of the letter p . [2] [total: 7]",
+            "12": "12 0625/02/m/j/09 \u00a9 ucles 2009for examiner\u2019s use8 (a) four rods are shown in fig. 8.1. plastic rod iron rod wooden rod brass rod fig. 8.1   state which of these could be held in the hand at one end and be   (i) magnetised by stroking it with a magnet,   .  [1]  (ii) charged by stroking it with a dry cloth.   .  [1] (b) magnets a and b in fig. 8.2 are repelling each other. magnet an magnet b fig. 8.2   the north pole has been labelled on magnet a.  on fig. 8.2, label the other three poles. [1]",
+            "13": "13 0625/02/m/j/09 \u00a9 ucles 2009 [turn overfor examiner\u2019s use (c) charged rods c and d in fig. 8.3 are attracting each other. rod c+ rod d fig. 8.3   on fig. 8.3, show the charge on rod d. [1]  (d) fig. 8.4 shows a plotting compass with its needle pointing north. n fig. 8.4   a brass rod is positioned in an east-west direction. a plotting compass is put at each  end of the brass rod, as shown in fig. 8.5. n brass rod plotting compass fig. 8.5   on fig. 8.5, mark the position of the pointer on each of the two plotting compasses. [2] [total: 6]",
+            "14": "14 0625/02/m/j/09 \u00a9 ucles 2009for examiner\u2019s use9 fig. 9.1 shows a simple circuit. a6 v reading 50 ma r fig. 9.1  (a) what is the value of   (i) the e.m.f. of the battery,   .  [1]   (ii) the current in the circuit?   .  [1] (b) calculate the resistance r of the resistor.  r =    [3]  (c) state how the circuit could be changed to   (i) halve the current in the circuit,   [2]   (ii) reduce the current to zero.   [1]",
+            "15": "15 0625/02/m/j/09 \u00a9 ucles 2009 [turn overfor examiner\u2019s use (d) a student wishes to include a switch in the circuit, but mistakenly connects it as shown  in fig. 9.2. a6 v student\u2019s incorrect connection r fig. 9.2   (i) comment on the size of the current in the circuit if the student closes the switch.    [1]   (ii) what effect would this current have on the circuit? .. ..   [2] [total: 11]",
+            "16": "16 0625/02/m/j/09 \u00a9 ucles 2009for examiner\u2019s use10 the apparatus in fig. 10.1 is called a force-on-conductor balance. when there is an electric  current i as shown in xy , there is a force on xy that pulls it down. this force is measured by  putting weights in the pan until xy is brought back to its original position. n scurrent incurrent out xypan i fig. 10.1  (a) state what would happen if the current direction were from y to x.    [1]  (b) an experimenter uses the balance to determine the force f on xy for different currents i.  his results are given below. i / a 0 0.5 1.0 1.5 2.0 f / n 0 0.012 0.023 0.035 0.047   (i) on the grid of fig. 10.2,    1. mark suitable scales to plot a graph of f / n against i / a for these values, [2]    2. plot the points on your grid, [2]    3. draw the best straight line through your points. [1]",
+            "17": "17 0625/02/m/j/09 \u00a9 ucles 2009 [turn overfor examiner\u2019s use 0 0 i / af / n fig. 10.2   (ii) from your graph, find the force on xy when the current is 1.6 a.  force =  . n [1]  (c) name one common device that uses the effect demonstrated by the force-on-conductor  balance.    [1] [total: 8]",
+            "18": "18 0625/02/m/j/09 \u00a9 ucles 2009for examiner\u2019s use11 fig. 11.1 represents a cathode-ray tube containing a number of different parts. there are  empty boxes connected to four of the parts. these boxes are for some of the answers to this question. not all of the boxes will be used. heater filament anode gridcathode rays fig. 11.1  (a) on fig. 11.1, write the word cathode in the appropriate box. [1]  (b) one part shown in fig. 11.1 is used to deflect the cathode rays up and down.   write up and down in the appropriate box. [1]  (c) one part glows when the cathode rays strike it.   write glows in the appropriate box. [1]  (d) on fig. 11.1, draw a battery connected so that the cathode is heated. [1]  (e) name the particles that make up cathode rays.    [1]  (f) what fills the rest of the space in the cathode-ray tube? tick one box.    air      alpha particles     hydrogen    steam     vacuum  [1] [total: 6]",
+            "19": "19 0625/02/m/j/09 \u00a9 ucles 2009for examiner\u2019s use12 the following table includes some of the properties of alpha, beta and gamma radiations.  complete the table by filling in the missing properties. alpha beta gamma nature2 protons +  2 neutrons[2]  approximate mass 1 unit [2] charge positive [2] ability to penetrate  solidsvery penetrating [2] [total: 8]",
+            "20": "20 0625/02/m/j/09permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here 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.blank page"
+        },
+        "0625_s09_qp_3.pdf": {
+            "1": "location entry codes       as part of cie\u2019s continual commitment to main taining best practice in assessment, cie uses  different variants of some question papers for our most popular assessments with large and  widespread candidature. the question papers are closely related and the relationships between  them have been thoroughly established using our assessment expertise.  all versions of the  paper give assessment of equal standard.     the content assessed by the examination papers and the type of questions is unchanged.   this change means that for this component there are now two variant question papers, mark  schemes and principal examiner\u2019s reports where previously there was only one.  for any individual country, it is intended that only one variant is used.  this document contains both  variants which will give all centres access to even more past examination ma terial than is usually  the case.      the diagram shows the relationship between the question papers, mark schemes and principal examiners\u2019 reports that are available.     question paper   mark scheme  principal examiner\u2019s  report  introduction     introduction   introduction   first variant question paper    first variant mark scheme  first variant principal  examiner\u2019s report    second variant question  paper  second variant mark  scheme    second variant principal  examiner\u2019s report      who can i contact for further information on these changes?  please direct any questions about this to cie\u2019s customer services team at: international@cie.org.uk              the titles for the variant items should correspond with the table above, so that at the top of the  first page of the relevant part of the document and on the header, it has the words:    \u2022 first variant question paper / mark scheme / principal examiner\u2019s report     or     \u2022 second variant question paper / mark scheme / principal examiner\u2019s report      as appropriate.    ",
+            "2": "this document consists of 20 printed pages. spa shw 00151 2/08 t76318/3 \u00a9 ucles 2009 [turn overuniversity of cambridge international examinations international general certificate of secondary education read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen.y ou may use a soft pencil for any diagrams, graphs or rough working.do not use staples, paper clips, highlighters, glue or correction fluid.do not write in any barcodes. answer all questions. y ou may lose marks if you do not show your working or if you do not use appropriate units.take the weight of 1 kg to be 10 n (i.e. acceleration of free fall = 10 m/s 2). at the end of the examination, fasten all your work securely together.the number of marks is given in brackets [  ] at the end of each question or part question. *7761601243* physics 0625/31 paper 3 extended may/june 2009  1 hour 15 minutes candidates answer on the question paper. no additional materials are required.",
+            "3": "2 0625/31/m/j/09 \u00a9 ucles 2009for examiner\u2019s use1 an engineering machine has a piston which is going up and down approximately 75 times  per minute.  describe carefully how a stopwatch may be used to find accurately the time for one up-and-down cycle of the piston.  . . . . . . . . ...  [4] [total: 4]",
+            "4": "3 0625/31/m/j/09 \u00a9 ucles 2009 [turn overfor examiner\u2019s use2 (a) a certain volume of water at room temperature and the same volume of ice in a freezer  are each heated through the same temperature rise.   which of them will have the greater expansion, and why? which?  . why?  ..  [1]  (b) for strength, concrete pillars are usually reinforced with metal rods, which are embedded  in the concrete before it sets.   the list below shows how much a length of 1 m of each material expands when the  temperature rises by 1 \u00b0c.     aluminium 0.03 mm     concrete 0.01 mm     steel 0.01 mm   use this information to decide which metal should be used to reinforce concrete, why it  is suitable, and why the other metal is not suitable. which metal should be used? ..why is it suitable?  why is the other metal unsuitable?  ..   [3] [total: 4]",
+            "5": "4 0625/31/m/j/09 \u00a9 ucles 2009for examiner\u2019s use3 (a) fig. 3.1 shows a skier descending a hillside. fig. 3.2 shows the speed/time graph of his  motion. speed m / s6 4 2 2 00468 time  / s  fig. 3.1 fig. 3.2   (i) how can you tell that the acceleration of the skier is constant during the 8 s shown  on the graph?    [1]   (ii) calculate the acceleration of the skier.  acceleration =    [2]  (b) another skier starts from rest at the top of the slope. as his speed increases the friction  force on the skier increases.   (i) state the effect of this increasing friction force on the acceleration.    [1]   (ii) eventually the speed of the skier becomes constant.    what can be said about the friction force when the speed is constant?   [2]",
+            "6": "5 0625/31/m/j/09 \u00a9 ucles 2009 [turn overfor examiner\u2019s use  (iii) 1. on the axes of fig. 3.3, sketch a possible speed/time graph for the motion of  the second skier. 0 0 timespeed fig. 3.3    2. on your graph, mark with the letter a a region where the acceleration is not  constant. mark with the letter b the region where the speed is constant. [4] [total: 10]",
+            "7": "6 0625/31/m/j/09 \u00a9 ucles 2009for examiner\u2019s use4 (a) in an accident, a truck goes off the road and into a ditch. two breakdown vehicles a and  b are used to pull the truck out of the ditch, as shown in fig. 4.1. ditchroad breakdown vehiclesa b45\u00b0 fig. 4.1",
+            "8": "7 0625/31/m/j/09 \u00a9 ucles 2009 [turn overfor examiner\u2019s use  at one point in the rescue operation, breakdown vehicle a is exerting a force of 4000 n  and breakdown vehicle b is exerting a force of 2000 n.   (i) using a scale of 1 cm = 500 n, make a scale drawing to show the resultant force on  the truck. [4]   (ii) use your diagram to find the magnitude and direction of the resultant force on the truck.  magnitude of resultant force =  ..  direction of resultant force =  ...  to direction of road [2] (b) (i) state why the resultant force is an example of a vector quantity.   [1]   (ii) give an example of a vector quantity that is not a force.   [1] [total: 8]",
+            "9": "8 0625/31/m/j/09 \u00a9 ucles 2009for examiner\u2019s use5 a wind turbine has blades, which sweep out an area of diameter 25 m. 25 m blades fig. 5.1  (a) the wind is blowing directly towards the wind turbine at a speed of 12 m / s. at this wind  speed, 7500 kg of air passes every second through the circular area swept out by the blades.   (i) calculate the kinetic energy of the air travelling at 12 m / s, which passes through the circular area in 1 second.  kinetic energy =    [3]   (ii) the turbine converts 10% of the kinetic energy of the wind to electrical energy.    calculate the electrical power output of the turbine. state any equation that you  use.  power =    [3]",
+            "10": "9 0625/31/m/j/09 \u00a9 ucles 2009 [turn overfor examiner\u2019s use (b) on another day, the wind speed is half that in (a).   (i) calculate the mass of air passing through the circular area per second on this day.  mass =    [1]   (ii) calculate the power output of the wind turbine on the second day as a fraction of  that on the first day.  fraction =    [3] [total: 10]",
+            "11": "10 0625/31/m/j/09 \u00a9 ucles 2009for examiner\u2019s use6 (a) a man squeezes a pin between his thumb and finger, as shown in fig. 6.1. finger pinheadpinthumb fig. 6.1   the finger exerts a force of 84 n on the pinhead.   the pinhead has an area of 6.0 \u00d7 10\u20135 m2.   (i) calculate the pressure exerted by the finger on the pinhead.  pressure =    [2]  (ii) state the value of the force exerted by the pin on the thumb.   .  [1]  (iii) explain why the pin causes more pain in the man\u2019s thumb than in his finger. ..   [2]",
+            "12": "11 0625/31/m/j/09 \u00a9 ucles 2009 [turn overfor examiner\u2019s use (b) the density of the water in a swimming pool is 1000 kg / m3. the pool is 3 m deep.   (i) calculate the pressure of the water at the bottom of the pool.  pressure =    [2]   (ii) another pool has the same depth of water, but has twice the area.    state the pressure of the water at the bottom of this pool.  pressure =    [1] [total: 8]",
+            "13": "12 0625/31/m/j/09 \u00a9 ucles 2009for examiner\u2019s use7 (a) some water is poured onto a plastic table-top, forming a puddle. the same volume of  water is poured into a plastic dish, which is placed alongside the puddle. this is illustrated in fig. 7.1. water in puddlewater in dish fig. 7.1   both lots of water begin to evaporate.   (i) in terms of the behaviour of molecules, describe what happens during the process  of evaporation.  .. .. ..   [2]   (ii) explain why the puddle dries out more rapidly than the water in the dish. .. .. ..   [2]   (iii) state two changes that would make both lots of water evaporate more rapidly.1. ...2. .  [2]",
+            "14": "13 0625/31/m/j/09 \u00a9 ucles 2009 [turn overfor examiner\u2019s use (b) in a place where refrigeration is not possible, a person attempts to keep a bottle of milk  cool by using the procedure illustrated in fig. 7.2. bottledamp cloth milk bowlwater fig. 7.2   explain in terms of molecules why this procedure would be successful.  ..  ..   [3] [total: 9]",
+            "15": "14 0625/31/m/j/09 \u00a9 ucles 2009for examiner\u2019s use8 in an optics lesson, a physics student traces the paths of three rays of light near the boundary  between medium a and air. the student uses a protractor to measure the various angles.  fig. 8.1 illustrates the three measurements. 180 01020304050607080 100110 120 130 140 150 160 170 180170160150140130120110100908070 60 50 40 30 20 10 0air medium a ray 1 180 01020304050607080 100110 120 130 140 150 160 170 180170160150140130120110100908070 60 50 40 30 20 10 0air medium a ray 2 180 01020304050607080 100110 120 130 140 150 160 170 180170160150140130120110100908070 60 50 40 30 20 10 0air medium a ray 3 fig. 8.1",
+            "16": "15 0625/31/m/j/09 \u00a9 ucles 2009 [turn overfor examiner\u2019s use (a) state which is the optically denser medium, a or air, and how you can tell this.  ..   [1]  (b) state in which medium the light travels the faster, and how you know this. ..   [1]  (c) state the critical angle of medium a.   ...[1] (d) state the full name for what is happening to ray 3.   ...[1] (e) the refractive index of medium a is 1.49.   calculate the value of the angle of refraction of ray 1, showing all your working.  angle of refraction =    [2]  (f) the speed of light in air is 3.0 \u00d7 10 8 m / s.   calculate the speed of light in medium a, showing all your working.  speed of light =    [2] [total: 8]",
+            "17": "16 0625/31/m/j/09 \u00a9 ucles 2009for examiner\u2019s use9 (a) fig. 9.1 shows an a.c. supply connected in series to a diode and a resistor. fig. 9.1   on the axes of fig. 9.2, draw a graph showing the variation of the current in the  resistor. [1] current time0 fig. 9.2",
+            "18": "17 0625/31/m/j/09 \u00a9 ucles 2009 [turn overfor examiner\u2019s use (b) fig. 9.3 shows four attempts, a, b, c and d, to connect a circuit known as a bridge  rectifier.   the circuit is connected to a 12 v a.c. supply. red blacka red black b red blackc red blackd12 v1 2 v 12 v1 2 v fig. 9.3   (i) in which circuit will the direction of the conventional current in the resistor always  be from red to black?    .  [1]   (ii) on the circuit you chose in (b)(i), clearly indicate with arrows the path of the  conventional current in the circuit when the upper terminal of the a.c. supply is positive with respect to the lower terminal. [2] [total: 4]",
+            "19": "18 0625/31/m/j/09 \u00a9 ucles 2009for examiner\u2019s use10 the circuit shown in fig. 10.1 uses a 12 v battery. 12 v 16 /afii9821 8 /afii9821sa fig. 10.1  (a) switch s is open, as shown in fig. 10.1.   state the value of   (i) the reading on the ammeter,  reading =    [1]  (ii) the potential difference (p.d.) across s.  p.d. =    [1] (b) switch s is now closed.   (i) calculate the current in the ammeter.  current =    [2]  (ii) calculate the p.d. across the 8  /afii9821 resistor.  p.d. =    [2]",
+            "20": "19 0625/31/m/j/09 \u00a9 ucles 2009 [turn overfor examiner\u2019s use (c) the two resistors are now connected in parallel.   calculate the new reading on the ammeter when s is closed, stating clearly any  equations that you use.  reading =    [4] [total: 10] question 11 is on the next page.",
+            "21": "20 0625/31/m/j/09 \u00a9 ucles 2009for examiner\u2019s use permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here 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.11 a beam of ionising radiation, containing /afii9825-particles, /afii9826-particles and /afii9828-rays, is travelling left to  right across the page. a magnetic field acts perpendicularly into the page.  (a) in the table below, tick the boxes that describe the deflection of each of the types of  radiation as it passes through the magnetic field. one line has been completed, to help you. not  deflecteddeflected towards top of pagedeflected towards bottom of pagelarge deflectionsmall deflection /afii9825-particles \u2713\u2713 /afii9826-particles /afii9828-rays [3]  (b) an electric field is now applied, in the same region as the magnetic field and at the same time as the magnetic field.   what is the direction of the electric field in order to cancel out the deflection of the  /afii9825-particles?    [2] [total: 5]",
+            "22": "this document consists of 20 printed pages. spa shw 00151 2/08 t76321/3 \u00a9 ucles 2009 [turn overuniversity of cambridge international examinations international general certificate of secondary education read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen.y ou may use a soft pencil for any diagrams, graphs or rough working.do not use staples, paper clips, highlighters, glue or correction fluid.do not write in any barcodes. answer all questions. y ou may lose marks if you do not show your working or if you do not use appropriate units.take the weight of 1 kg to be 10 n (i.e. acceleration of free fall = 10 m/s 2). at the end of the examination, fasten all your work securely together.the number of marks is given in brackets [  ] at the end of each question or part question. *2309904546* physics 0625/32 paper 3 extended may/june 2009  1 hour 15 minutes candidates answer on the question paper. no additional materials are required.",
+            "23": "2 0625/32/m/j/09 \u00a9 ucles 2009for examiner\u2019s use1 a laboratory technician has ten pieces of plastic, all cut from the same thin sheet.  the technician wishes to find the thickness of a piece of plastic as accurately as possible.  (a) name the instrument that should be used.   .  [1]  (b) describe how the instrument should be used to find the thickness. .. .. .. .. .. .. .. .. ..   [3] [total: 4]",
+            "24": "3 0625/32/m/j/09 \u00a9 ucles 2009 [turn overfor examiner\u2019s use2 (a) a certain volume of water at room temperature and the same volume of ice in a freezer  are each heated through the same temperature rise.   which of them will have the greater expansion, and why? which?  . why?  ..  [1]  (b) for strength, concrete pillars are usually reinforced with metal rods, which are embedded  in the concrete before it sets.   the list below shows how much a length of 1 m of each material expands when the  temperature rises by 1 \u00b0c.     aluminium 0.03 mm     concrete 0.01 mm     steel 0.01 mm   use this information to decide which metal should be used to reinforce concrete, why it  is suitable, and why the other metal is not suitable. which metal should be used? ..why is it suitable?  why is the other metal unsuitable?  ..   [3] [total: 4]",
+            "25": "4 0625/32/m/j/09 \u00a9 ucles 2009for examiner\u2019s use3 a free-fall parachutist jumps out of an aeroplane, but doesn\u2019t open his parachute until after  some time has elapsed.  fig. 3.1 shows the graph of his speed during the fall. ab cd 00speed time fig. 3.1  (a) what is the value of the acceleration of the parachutist immediately after he has jumped from the aeroplane?   .  [1]  (b) how can you tell that the acceleration decreases until point a on the graph is reached? ..   [1]  (c) state why the acceleration of the parachutist decreases until point a on the graph. .. .. ..   [2]  (d) consider section ab of the graph.   (i) state what is happening to the parachutist\u2019s speed in this section.   [1]   (ii) what can be said about the forces on the parachutist during this section? ..   [1]",
+            "26": "5 0625/32/m/j/09 \u00a9 ucles 2009 [turn overfor examiner\u2019s use (e) at which point did the parachutist open his parachute?   .  [1]  (f) explain why the speed decreases from b to c. .. ..   [2] [total: 9]",
+            "27": "6 0625/32/m/j/09 \u00a9 ucles 2009for examiner\u2019s use4 (a) in an accident, a truck goes off the road and into a ditch. two breakdown vehicles a and  b are used to pull the truck out of the ditch, as shown in fig. 4.1. ditchroad breakdown vehiclesa b45\u00b0 fig. 4.1",
+            "28": "7 0625/32/m/j/09 \u00a9 ucles 2009 [turn overfor examiner\u2019s use  at one point in the rescue operation, breakdown vehicle a is exerting a force of 4000 n  and breakdown vehicle b is exerting a force of 2000 n.   (i) using a scale of 1 cm = 500 n, make a scale drawing to show the resultant force on  the truck. [4]   (ii) use your diagram to find the magnitude and direction of the resultant force on the truck.  magnitude of resultant force =  ..  direction of resultant force =  ...  to direction of road [2] (b) (i) state why the resultant force is an example of a vector quantity.   [1]   (ii) give an example of a vector quantity that is not a force.   [1] [total: 8]",
+            "29": "8 0625/32/m/j/09 \u00a9 ucles 2009for examiner\u2019s use5 a wind turbine has blades, which sweep out an area of diameter 25 m. 25 m blades fig. 5.1  (a) the wind is blowing directly towards the wind turbine at a speed of 12 m / s. at this wind  speed, 7500 kg of air passes every second through the circular area swept out by the blades.   (i) calculate the kinetic energy of the air travelling at 12 m / s, which passes through the circular area in 1 second.  kinetic energy =    [3]   (ii) the turbine converts 10% of the kinetic energy of the wind to electrical energy.    calculate the electrical power output of the turbine. state any equation that you  use.  power =    [3]",
+            "30": "9 0625/32/m/j/09 \u00a9 ucles 2009 [turn overfor examiner\u2019s use (b) on another day, the wind speed is half that in (a).   (i) calculate the mass of air passing through the circular area per second on this day.  mass =    [1]   (ii) calculate the power output of the wind turbine on the second day as a fraction of  that on the first day.  fraction =    [3] [total: 10]",
+            "31": "10 0625/32/m/j/09 \u00a9 ucles 2009for examiner\u2019s use6 (a) a man squeezes a pin between his thumb and finger, as shown in fig. 6.1. finger pinheadpinthumb fig. 6.1   the finger exerts a force of 84 n on the pinhead.   the pinhead has an area of 6.0 \u00d7 10\u20135 m2.   (i) calculate the pressure exerted by the finger on the pinhead.  pressure =    [2]  (ii) state the value of the force exerted by the pin on the thumb.   .  [1]  (iii) explain why the pin causes more pain in the man\u2019s thumb than in his finger. ..   [2]",
+            "32": "11 0625/32/m/j/09 \u00a9 ucles 2009 [turn overfor examiner\u2019s use (b) the density of the water in a swimming pool is 1000 kg / m3. the pool is 3 m deep.   (i) calculate the pressure of the water at the bottom of the pool.  pressure =    [2]   (ii) another pool has the same depth of water but has twice the area.    state the pressure of the water at the bottom of this pool.  pressure =    [1] [total: 8]",
+            "33": "12 0625/32/m/j/09 \u00a9 ucles 2009for examiner\u2019s use7 (a) some water is poured onto a plastic table-top, forming a puddle. the same volume of  water is poured into a plastic dish, which is placed alongside the puddle. this is illustrated in fig. 7.1. water in puddlewater in dish fig. 7.1   both lots of water begin to evaporate.   (i) in terms of the behaviour of molecules, describe what happens during the process  of evaporation.  .. .. ..   [2]   (ii) explain why the puddle dries out more rapidly than the water in the dish. .. .. ..   [2]   (iii) state two changes that would make both lots of water evaporate more rapidly.1. ...2. .  [2]",
+            "34": "13 0625/32/m/j/09 \u00a9 ucles 2009 [turn overfor examiner\u2019s use (b) in a place where refrigeration is not possible, a person attempts to keep a bottle of milk  cool by using the procedure illustrated in fig. 7.2. bottledamp cloth milk bowlwater fig. 7.2   explain in terms of molecules why this procedure would be successful.  ..  ..   [3] [total: 9]",
+            "35": "14 0625/32/m/j/09 \u00a9 ucles 2009for examiner\u2019s use8 in an optics lesson, a physics student traces the paths of three rays of light near the boundary  between medium a and air. the student uses a protractor to measure the various angles.  fig. 8.1 illustrates the three measurements. 180 01020304050607080 100110 120 130 140 150 160 170 180170160150140130120110100908070 60 50 40 30 20 10 0air medium a ray 1 180 01020304050607080 100110 120 130 140 150 160 170 180170160150140130120110100908070 60 50 40 30 20 10 0air medium a ray 2 180 01020304050607080 100110 120 130 140 150 160 170 180170160150140130120110100908070 60 50 40 30 20 10 0air medium a ray 3 fig. 8.1",
+            "36": "15 0625/32/m/j/09 \u00a9 ucles 2009 [turn overfor examiner\u2019s use (a) state which is the optically denser medium, a or air, and how you can tell this.  ..   [1]  (b) state in which medium the light travels the faster, and how you know this. ..   [1]  (c) state the critical angle of medium a.   ...[1] (d) state the full name for what is happening to ray 3.   ...[1] (e) the refractive index of medium a is 1.49.   calculate the value of the angle of refraction of ray 1, showing all your working.  angle of refraction =    [2]  (f) the speed of light in air is 3.0 \u00d7 10 8 m / s.   calculate the speed of light in medium a, showing all your working.  speed of light =    [2] [total: 8]",
+            "37": "16 0625/32/m/j/09 \u00a9 ucles 2009for examiner\u2019s use9 (a) fig. 9.1 shows an a.c. supply connected in series to a diode and a resistor. fig. 9.1   on the axes of fig. 9.2, draw a graph showing the variation of the current in the  resistor. [1] current time0 fig. 9.2",
+            "38": "17 0625/32/m/j/09 \u00a9 ucles 2009 [turn overfor examiner\u2019s use (b) fig. 9.3 shows four attempts, a, b, c and d, to connect a circuit known as a bridge  rectifier.   the circuit is connected to a 12 v a.c. supply. red blacka red black b red blackc red blackd12 v1 2 v 12 v1 2 v fig. 9.3   (i) in which circuit will the direction of the conventional current in the resistor always  be from red to black?    .  [1]   (ii) on the circuit you chose in (b)(i), clearly indicate with arrows the path of the  conventional current through the circuit when the upper terminal of the a.c. supply is positive with respect to the lower terminal. [2] [total: 4]",
+            "39": "18 0625/32/m/j/09 \u00a9 ucles 2009for examiner\u2019s use10 the circuit shown in fig. 10.1 uses a 12 v battery. a and b are identical lamps, each designed  to work from a 6 v supply. 12 v a 18 \u03c9 18 \u03c9s b v fig. 10.1  (a) switch s is open, as shown in fig. 10.1.   (i) state the value of    1. the potential difference (p.d.) across s,  p.d. =    [1]   2. the reading on the voltmeter. reading =    [1]  (ii) comment on the brightness of the two lamps.   [1]  (b) switch s is now closed.   (i) state the new reading on the voltmeter.  new reading =    [1]  (ii) comment on the brightness of the two lamps.   [1]   (iii) under these conditions, each lamp has a resistance of 18  /afii9821.    calculate the current in each lamp.  current =    [3]",
+            "40": "19 0625/32/m/j/09 \u00a9 ucles 2009 [turn overfor examiner\u2019s use (c) with switch s open, lamp b is connected in parallel with lamp a. with no current, each  lamp has a resistance of 1.8 /afii9821.   (i) calculate the value of the combined resistance of a and b.  combined resistance =    [2]   (ii) state why it would not be wise to close s when a and b are connected in parallel. ..   [1] [total: 11] question 11 is on the next page.",
+            "41": "20 0625/32/m/j/09 \u00a9 ucles 2009for examiner\u2019s use11 a beam of ionising radiation, containing /afii9825-particles, /afii9826-particles and /afii9828-rays, is travelling left to  right across the page. a magnetic field acts perpendicularly into the page.  (a) in the table below, tick the boxes which describe the deflection of each of the types of  radiation as it passes through the magnetic field. one line has been completed, to help you. not  deflecteddeflected towards top of pagedeflected towards bottom of pagelarge deflectionsmall deflection /afii9825-particles \u2713\u2713 /afii9826-particles /afii9828-rays [3]  (b) an electric field is now applied, in the same region as the magnetic field, and at the same time as the magnetic field.   what is the direction of the electric field, in order to cancel out the deflection of the  /afii9825- particles?    [2] [total: 5] permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here 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."
+        },
+        "0625_s09_qp_5.pdf": {
+            "1": "this document consists of 10 printed pages and 2 blank pages. sp sjf4894/sw t76311/3 \u00a9 ucles 2009 [turn overuniversity of cambridge international examinations international general certificate of secondary education read these instructions first write your centre number, candidate number and name in the spaces at the top of the page. write in dark blue or black pen.y ou may use a pencil for any diagrams, graphs or rough working.do not use staples, paper clips, highlighters, glue or correction fluid.do not write in any barcodes. answer all questions. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question. *4126398727* physics 0625/05 paper 5  practical test may/june 2009  1 hour 15 minutes candidates answer on the question paper additional materials: as listed in the confidential instructions for examiner\u2019s use 1 234 total",
+            "2": "2 0625/05/m/j/09 \u00a9 ucles 20091 in this experiment, you are to make two sets of measurements as accurately as you can in order  to determine the density of glass.  carry out the following instructions referring to fig. 1.1. dh fig. 1.1  method 1  (a) (i) use the two blocks of wood and the rule to measure the external diameter d of the test- tube in cm.  d =  . cm   (ii) draw a labelled diagram to show how you used the blocks of wood and the rule to find, as accurately as possible, a value for the external diameter of the test-tube.   (iii) measure the height h of the test-tube in cm.  h =  . cm",
+            "3": "3 0625/05/m/j/09 \u00a9 ucles 2009 [turn over  (iv) calculate the external volume ve of the test-tube using the equation ve = \u03c0d2h 4.  ve =  ... [3]  (b) use the balance provided to measure the mass m1 of the test-tube.  m1 =  .. [1]  (c) (i) completely fill the test-tube with water. pour the water into the measuring cylinder and  record the volume vi of the water.  vi =  ...   (ii) calculate the density \u03c1 of the glass using the equation \u03c1 = m1 (ve \u2013 vi).  \u03c1 =  ... [1]",
+            "4": "4 0625/05/m/j/09 \u00a9 ucles 2009 method 2  (d) (i) pour water into the measuring cylinder up to about the 175 cm3 mark. record this volume  v1.  v1 =  ...   (ii) carefully lower the test-tube, open end uppermost, into the measuring cylinder so that it  floats. record the new volume reading v2 from the measuring cylinder.  v2 =  ...   (iii) calculate the difference in volumes ( v2 \u2013v1).  ( v2 \u2013v1) =  ...   (iv) calculate the mass m2 of the test-tube using the equation m2 = k(v2 \u2013 v1)                        where k = 1.0 g/cm3.  m2 =  ... [3]  (e) (i) use the wooden rod to push the test-tube, open end uppermost, down to the bottom of the measuring cylinder so that the test-tube is full of water and below the surface. remove the wooden rod. record the new volume reading v 3 from the measuring cylinder.  v3 =  ...   (ii) calculate the density \u03c1 of the glass using the equation \u03c1 = m2 (v3 \u2013 v1).  \u03c1 =  ... [2]",
+            "5": "5 0625/05/m/j/09 \u00a9 ucles 2009 [turn overblank page",
+            "6": "6 0625/05/m/j/09 \u00a9 ucles 20092 in this experiment, you are to investigate the cooling of thermometer bulbs under different  conditions.  carry out the following instructions referring to fig. 2.1.  y ou are provided with two thermometers, a and b. thermometer b has cotton wool wrapped  around the bulb. do not remove this cotton wool. hot waterthermometer stand fig. 2.1  (a) (i) place thermometer a in the beaker of hot water. measure \u03b8, the temperature of the water.  record \u03b8 in table 2.1 at time t = 0 s.   (ii) remove the thermometer from the water, starting the stopclock as you do so. record in table 2.1 the temperature  \u03b8 of the thermometer bulb at 30 s intervals until you have a  total of seven values. table 2.1 thermometer a thermometer b t /  \u03b8/ \u03b8/   (iii) repeat steps (i) and (ii) using thermometer b.   (iv) complete table 2.1 by inserting the appropriate unit in each of the time and temperature column headings. [6]",
+            "7": "7 0625/05/m/j/09 \u00a9 ucles 2009 [turn over (b) state which thermometer cooled more quickly. justify your answer by reference to your  readings. statement   . justification  ... ... .. [2]  (c) to make a fair comparison between the rates of cooling of the two thermometer bulbs under  different conditions (in this experiment one thermometer bulb is covered with cotton wool) it is important to control other experimental conditions. suggest two conditions that should be controlled in this experiment. 1   ...2   .. [2]",
+            "8": "8 0625/05/m/j/09 \u00a9 ucles 20093 in this experiment, you will investigate the resistance of a wire.  carry out the following instructions referring to fig. 3.1, which shows the circuit that has been set  up for you. power source a acb vx fig. 3.1  y ou are provided with a length of resistance wire ab.  (a) place the sliding contact c on the resistance wire ab at a distance x from a, where x = 0.100 m.  (b) record the value of x in table 3.1.  (c) switch on. using the voltmeter, measure the p.d. v across the wire between a and c. record  the value of v in table 3.1.  (d) using the ammeter, measure the current i in the wire. record the value of i.  i =  .. [1]  (e) take the sliding contact away from the wire ab and switch off.  (f) calculate the resistance r of the section ac  of the wire using the equation r = v  i.  (g) record r in the table. table 3.1 x / m v / v r / \u03c9 [3]",
+            "9": "9 0625/05/m/j/09 \u00a9 ucles 2009 [turn over (h) repeat steps (a) to (g) with the sliding contact at distances of x = 0.300 m, 0.500 m, 0.700 m  and 0.900 m from a.  (i) plot a graph of r / \u03c9 (y-axis) against x / m (x-axis). [3]  (j) within the limits of experimental accuracy, what do you conclude about the variation of  resistance with distance along the wire? justify your conclusion by reference to your graph. statement   . justification  ... .. [1]  (k) using your graph, determine a value for the resistance r when the length x = 0.750 m. show  clearly on your graph how you obtained the necessary information.  r =  .. [2]",
+            "10": "10 0625/05/m/j/09 \u00a9 ucles 20094 in this experiment, you are to determine the focal length of a converging lens.  carry out the following instructions referring to fig. 4.1. lensscreenilluminated object uv fig. 4.1  (a) place the lens so that its centre is a distance u = 25.0 cm from the illuminated object.  (b) record in table 4.1 the distance u in cm from the centre of the lens to the illuminated object,  as shown in fig. 4.1.  (c) place the screen close to the lens. move the screen away from the lens until a focused image of the object is seen on the screen.  (d) measure and record in table 4.1 the distance v in cm from the centre of the lens to the screen. table 4.1 u / cm v / cm f / cm [5]  (e) calculate and record in the table the focal length f of the lens using the equation f = uv (u + v ).  (f) place the lens so that its centre is 45.0 cm from the illuminated object.  (g) repeat steps (b) to (e).",
+            "11": "11 0625/05/m/j/09 \u00a9 ucles 2009 (h) calculate the average value of the focal length.  average value of the focal length =  ... [3]  (i) state and briefly explain one precaution you took in order to obtain reliable measurements. statement   . explanation  .. .  .. [2]",
+            "12": "12 0625/05/m/j/09blank page permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here 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."
+        },
+        "0625_s09_qp_6.pdf": {
+            "1": "this document consists of 11 printed pages and 1 blank page. spa ff/dt t76304/3 \u00a9 ucles 2009 [turn overuniversity of cambridge international examinations international general certificate of secondary education read these instructions first write your centre number, candidate number and name on all work you hand in. write in dark blue or black pen.y ou may use a pencil for any diagrams, graphs or rough working.do not use staples, paper clips, highlighters, glue or correction fluid.do not write in any barcodes. answer all questions. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [ ] at the end of each question or part question. *6752477947* physics 0625/06 paper 6  alternative to practical may/june 2009  1 hour candidates answer on the question paper.no additional materials are required. for examiner\u2019s use 1 2345 total",
+            "2": "2 0625/06/m/j/09 \u00a9 ucles 2009for examiner\u2019s use1 an igcse student is making measurements as accurately as possible in order to determine  the density of glass.  fig. 1.1 shows a glass test-tube drawn actual size.  dx fig. 1.1  (a) (i) use your rule to measure, in cm, the external diameter d of the test-tube.  d =  ... cm",
+            "3": "3 0625/06/m/j/09 \u00a9 ucles 2009 [turn overfor examiner\u2019s use  (ii) use your rule to measure, in cm, the length x of the test-tube.  x =     (iii) draw a labelled diagram to show how you would use two rectangular blocks of wood  and your rule to measure the length x of the test-tube as accurately as possible.  [4]  (b) the mass m of the test-tube is 31.2 g.   (i) calculate the external volume ve of the test-tube using the equation ve =  \u03c0d 2x 4 .  ve =  ",
+            "4": "4 0625/06/m/j/09 \u00a9 ucles 2009for examiner\u2019s use  (ii) the student then fills the test-tube with water and pours the water into a measuring  cylinder. fig. 1.2 shows the measuring cylinder.  102030405060708090100 watercm3 fig. 1.2    record the volume reading vi from the measuring cylinder. this is the internal  volume of the test-tube.  vi =     (iii) calculate the density \u03c1 of the glass from which the test-tube is made using the  equation \u03c1 =  m (ve \u2212 vi) .  \u03c1 =  ... [4]  [total: 8]",
+            "5": "5 0625/06/m/j/09 [turn overblank page",
+            "6": "6 0625/06/m/j/09 \u00a9 ucles 2009for examiner\u2019s use2 the igcse class is investigating the cooling of thermometer bulbs under different conditions.  the students are provided with two thermometers a and b. thermometer b has cotton wool  wrapped around the bulb. fig. 2.1 shows thermometer a.  thermometer a waterstand fig. 2.1  the students measure the temperature \u03b8 of the hot water in the beaker. fig. 2.2 shows the  thermometer reading. thermometer a-1 00 1 02 03 04 05 06 07 08 09 01 0 0 1 0 0 \u00b0c fig. 2.2  (a) record in table 2.1 at time t = 0 s the temperature \u03b8  shown in fig. 2.2.  (b) the students remove the thermometer from the water, starting the stopclock at the same  time. table 2.1 shows the temperature of the thermometer bulb at 30 s intervals. the experiment is repeated using thermometer b which has cotton wool wrapped around the thermometer bulb.",
+            "7": "7 0625/06/m/j/09 \u00a9 ucles 2009 [turn overfor examiner\u2019s use  complete table 2.1 by inserting the appropriate unit in the time and in the temperature  column headings. table 2.1 thermometer a thermometer b t  / \u03b8 / \u03b8 / 08 1 30 51 7260 43 5890 37 49120 34 43150 30 38180 28 34 210 27 31 [2]   (c) suggest which thermometer cooled more quickly at first. justify your answer by reference  to the readings. statement  .justification   ...  . [2]  (d) to make a fair comparison between the rates of cooling of the two thermometer bulbs  under different conditions (in this experiment one thermometer bulb is covered with cotton wool), it is important to control other experimental conditions. suggest two conditions that should be controlled in this experiment. 1.  ..2.  . [2]  [total: 6]",
+            "8": "8 0625/06/m/j/09 \u00a9 ucles 2009for examiner\u2019s use3 the igcse class is investigating the resistance of a wire.  the circuit is shown in fig. 3.1. power source ax cba v fig. 3.1  ab is a resistance wire. the students place the sliding contact c on the resistance wire ab  at a distance x = 0.100 m from a. they switch on and measure the p.d. v across the wire  between a and c. they also measure the current i in the wire. the value of i is 0.38 a.   they repeat the procedure several times using different values of x. the readings are shown  in table 3.1. the current i is 0.38 a for each value of x. table 3.1 x / m v / v r / \u03c9 0.100 0.21 0.300 0.59 0.500 1.04 0.700 1.42 0.900 1.87  [2]  (a) calculate the resistance r of the section ac  of the wire for each value of x using the  equation r = v\u2013i. record the values of r in the table.",
+            "9": "9 0625/06/m/j/09 \u00a9 ucles 2009 [turn overfor examiner\u2019s use (b) use the results in table 3.1 to plot a graph of r / \u03c9 (y-axis) against x / m (x-axis). draw  the best fit line.    [5]  (c) within the limits of experimental accuracy, what do you conclude about the variation of  resistance with distance along the wire? justify your conclusion by reference to your graph. statement  .justification   ...  . [2]  (d) using your graph, determine the value for r when x = 0.750 m. show clearly on your  graph how you obtained the necessary information.  r =  ... [2]  (e) a variable that may be difficult to control in this experiment is the heating effect of the  current, which affects the resistance of the wire. suggest how you would minimise the heating effect.  .. . [1]  [total: 12]",
+            "10": "10 0625/06/m/j/09 \u00a9 ucles 2009for examiner\u2019s use4 an igcse student is determining the focal length of a lens.  fig. 4.1 shows the experimental set-up. the student positions the illuminated object and the  lens and then moves the screen away from the lens until a sharply focused image of the object is formed on the screen. illuminated object screenuv fig. 4.1  (a) using your rule, measure on fig. 4.1 the distance u, in cm, from the centre of the lens to  the illuminated object and the distance v from the centre of the lens to the screen.  u = ...  v =  [2]  (b) (i) fig. 4.1 is drawn one fifth actual size. calculate the actual distance x from the  illuminated object to the centre of the lens and the actual distance y  from the centre of  the lens to the screen.    record these values in table 4.1. the first pair of readings obtained by the student has already been entered in the table. table 4.1 x / cm y / cm f / cm 57.0 15.0  [3]   (ii) calculate for both pairs of readings the focal length f of the lens using the equation f =  x y (x + y ) .    record the values of f in table 4.1.",
+            "11": "11 0625/06/m/j/09 \u00a9 ucles 2009 [turn overfor examiner\u2019s use (c) calculate the average value of the focal length.  average value for the focal length =  ... [2]  (d) state two precautions you would take in the laboratory in order to obtain reliable  measurements. 1.  ..2.  . [2]  [total: 9]",
+            "12": "12 0625/06/m/j/09 \u00a9 ucles 20095 an igcse student is investigating moments using a simple balancing experiment.  he uses a pivot on a bench as shown in fig. 5.1. pivot bench fig. 5.1  first, the student balances the metre rule, without loads, on the pivot. he finds that it does  not balance at the 50.0 cm mark, as he expects, but it balances at the 49.7 cm mark.  load q is a metal cylinder with diameter a little larger than the width of the metre rule, so  that it covers the markings on the rule. load q is placed carefully on the balanced metre rule with its centre at the 84.2 cm mark. the rule does not slip on the pivot.  (a) draw on fig. 5.1 the metre rule with load q on it. [2]  (b) explain, using a labelled diagram, how the student would ensure that the metre rule reading at the centre of q is 84.2 cm.  [2]  (c) calculate the distance between the pivot and the centre of load q.  distance =  ... [1]  [total: 5] 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.for examiner\u2019s use"
+        },
+        "0625_w09_qp_11.pdf": {
+            "1": "    this document consists of 16 printed pages.  ib09 11_0625_01/4rp  \u00a9 ucles 2009  [turn over      *7565115686* university of cambridge international examinations  international general certificate of secondary education       physics 0625/11     paper 1  multiple choice  october/november 2009     45 minutes    additional materials: multiple choice answer sheet   soft clean eraser   soft pencil (type b or hb recommended)       read these instructions first    write in soft pencil.  do not use staples, paper clips, highlighters, glue or correction fluid. write your name, centre number and candidate number on the answer sheet in the spaces provided  unless this has been done for you.   there are forty  questions on this paper. answer all questions. for each question there are four possible  answers a, b, c and d.   choose the one you consider correct and record your choice in soft pencil on the separate answer sheet.   read the instructions on the answer sheet very carefully.    each correct answer will score one mark. a mark will not be deducted for a wrong answer. any rough working should be done in this booklet.     ",
+            "2": "2  \u00a9 ucles 2009 0625/11/o/n/09  1 a stopwatch is used to time an athlete running 100  m. the timekeeper forgets to reset the watch  to zero before using it to time another athlete running 100  m.    60 3010 455 15 20 25 35405055 seconds60 3010 455 15 20 25 35405055 seconds stopwatch at end of first athlete\u2019s runstopwatch at end of second athlete\u2019s run    how long does the second athlete take to run 100  m?  a 11.2  s b 11.4  s c 12.4  s d 23.8  s     2 a ball is thrown upwards.    what effect does the force of gravity have on the ball?  a it produces a constant acceleration downwards.  b it produces a constant acceleration upwards.  c it produces a decreasing acceleration upwards.  d it produces an increasing acceleration downwards.      3 a car accelerates from traffic lights. the graph shows the car\u2019s speed plotted against time.   time  / s20 100 0speed   m / s     how far does the car travel before it reaches a constant speed?  a 10  m b 20  m c 100  m d 200  m ",
+            "3": "3  \u00a9 ucles 2009 0625/11/o/n/09 [turn over  4 which property of a body can be measured in newtons?  a density  b mass  c volume  d weight      5 a cup contains hot liquid.    some of the liquid evaporates as it cools.    what happens to the mass and to the weight of the liquid in the cup as it cools?     mass weight  a decreases decreases  b decreases stays the same  c stays the same decreases  d stays the same stays the same     6 the diagrams show a rectangular box with inside measurements of 5  cm \u00d7 6  cm \u00d7 4  cm.    4 cm  5 cm 6 cm liquid  total mass = 220  g mass = 40  g     the box has a mass of 40  g when empty. when filled with a liquid, it has a total mass of 220  g.    what is the density of the liquid?  a ) 4 6 (5220 \u00d7 \u00d7g / cm3  b ) 4 6 (5)40 220 ( \u00d7 \u00d7\u2212g / cm3  c 220) 4 6 (5\u00d7 \u00d7g / cm3  d 40) (2204)6 (5 \u2212\u00d7 \u00d7g / cm3 ",
+            "4": "4  \u00a9 ucles 2009 0625/11/o/n/09  7 passengers are not allowed to stand on the upper deck of double-decker buses.    upper deck lower deck    why is this?  a they would cause the bus to become unstable.  b they would  cause the bus to slow down.  c they would  increase the kinetic energy of the bus.  d they would  lower the centre of mass of the bus.     8 the object in the diagram is acted upon by the two forces shown.    object3 n2  n     what is the effect of these forces?  a the object moves to the left with constant speed.  b the object moves to the left with constant acceleration.  c the object moves to the right with constant speed.  d the object moves to the right with constant acceleration.     ",
+            "5": "5  \u00a9 ucles 2009 0625/11/o/n/09 [turn over  9 the diagram shows a microphone being used in an interview.    microphone     which energy change takes place in the microphone?     input energy output energy  a chemical electrical  b electrical chemical  c electrical sound  d sound electrical    10 the table shows the times taken for four children to run up a set of stairs.    which child\u2019s power is greatest?     mass of child  / kg time  / s  a 40 10  b 40 20  c 60 10  d 60 20    ",
+            "6": "6  \u00a9 ucles 2009 0625/11/o/n/09  11 a water manometer is used to measure the pre ssure of a gas supply to a house. it gives a  reading of h cm of water.    gas supply h cm     why is it better to use water rather than mercury in this manometer?  a h would be too large if mercury were used.  b h would be too small if mercury were used.  c the tube would need to be narrower if mercury were used.  d the tube would need to be wider if mercury were used.      12 the diagrams show two swimming pools. one contains fresh water and the other contains salt  water. salt water is more dense than fresh water.    at which labelled point is the pressure the greatest?    a b fresh water (less dense)c d salt water (more dense)water surface water surface      13 brownian motion is observed by looking at smoke particles through a microscope.    how do the smoke particles move in brownian motion?  a all in the same direction  b at random  c in circles  d vibrating about fixed points     ",
+            "7": "7  \u00a9 ucles 2009 0625/11/o/n/09 [turn over  14 a small amount of air is introduced into the vacuum above the mercury in a mercury barometer  tube.    the mercury level goes down.    why does the mercury level go down?  a the air molecules cool the mercury and make it contract.  b the air molecules decrease the pressure above the mercury.  c the air molecules heat the mercury and make it expand.  d the air molecules increase the pressure above the mercury.      15 to mark a temperature scale on a thermometer, standard temperatures known as fixed points are  needed.    which of these is a fixed point?  a room temperature  b the temperature inside a freezer  c the temperature of pure melting ice  d the temperature of pure warm water      16 the table gives the melting points and boiling points of glycerine and benzene.     melting point boiling point  glycerine 18  \u00b0c 290  \u00b0c  benzene 5.4  \u00b0c 80  \u00b0c    at which temperature will both glycerine and benzene be liquid?  a 0 \u00b0c b 50  \u00b0c c 100  \u00b0c d 150  \u00b0c     ",
+            "8": "8  \u00a9 ucles 2009 0625/11/o/n/09  17 a beaker contains water at room temperature.    x ywater     how could a convection current be set up in the water?  a cool the water at x  b cool the water at y  c stir the water at x  d stir the water at y     18 a student warms her hands near a fire.        which waves carry most heat to her hands and are these waves electromagnetic?     waves electromagnetic  a infra-red no  b infra-red yes  c visible light no  d visible light yes     19 the drawing shows a wave.    which labelled distance is the wavelength?    a b cd    ",
+            "9": "9  \u00a9 ucles 2009 0625/11/o/n/09 [turn over  20 sound waves travel from a point x to another point y.    x y    which diagram represents the movement of the air molecules, caused by the sound waves, in the  region between x and y.    x yd c b a      21 a ray of light in glass is incident on a boundary with air.    which path does the ray of light take when the angle of incidence i is less than the critical angle?    a b c dair glass i ray of light      22 an object o is placed in front of a converging lens of focal length f.    at which point will the top of the image be seen?    o  f f a  b  c d       ",
+            "10": "10  \u00a9 ucles 2009 0625/11/o/n/09  23 which range of frequencies typically can be heard by a 10 year-old child?  a 20  hz \u2013 2000  hz  b 20  hz \u2013 20 000  hz  c 200  hz \u2013 2000  hz  d 200  hz \u2013 20 000  hz      24 astronaut 1 uses a hammer to mend a satellite in space. astronaut 2 is nearby. there is no air in  space.    astronaut 1 astronaut 2hammer     compared with the sound heard if they were worki ng on earth, what does astronaut 2 hear?  a a louder sound  b a quieter sound  c a sound of the same loudness  d no sound at all     25 a permanent magnet is brought near to a piece of copper. the copper is not attracted by the  magnet.    why is there no attraction?  a copper is ferrous but is only attracted by an electromagnet.  b copper is ferrous but is not attracted by any type of magnet.  c copper is not ferrous and is only attracted by an electromagnet.  d copper is not ferrous and is not attracted by any type of magnet.     ",
+            "11": "11  \u00a9 ucles 2009 0625/11/o/n/09 [turn over  26 four plotting compasses are placed in the magnetic field of two identical bar magnets as shown  in the diagram.    which compass is shown pointing in the wrong direction?    s n n s a c d b       27 a pupil measures the potential difference across a device and the current in it.    which calculation gives the resistance of the device?  a current + potential difference  b current \u00f7 potential difference  c potential difference \u00f7 current  d potential difference \u00d7 current     28 a student uses a length of wire as a resistor. he discovers that the resistance of the wire is too  small.    to be certain of making a resistor of higher value, he should use a piece of wire that is  a longer and thicker.  b longer and thinner.  c shorter and thicker.  d shorter and thinner.     ",
+            "12": "12  \u00a9 ucles 2009 0625/11/o/n/09  29 the diagram shows a battery connected to two identical resistors. three ammeters m 1, m 2 and  m3 are connected in the circuit.    m1  m2 m3 a  a a      meter m 1 reads 1.0  a.    what are the readings on m 2 and on m 3?     reading on m 2 / a reading on m 3 / a  a 0.5 0.0  b 0.5 0.5  c 0.5 1.0  d 1.0 1.0     30 the diagram shows a torch containing two cells, a switch and a lamp.    plastic case brass connecting stripswitch lamp    what is the circuit diagram for the torch?    c b a d      ",
+            "13": "13  \u00a9 ucles 2009 0625/11/o/n/09 [turn over  31 an electrical component x is placed in water, as shown.    x thermometer  water a      when the temperature of the water is increased, the reading on the ammeter increases.    what is component x?  a a capacitor  b a light-dependent resistor  c a relay  d a thermistor     32 a certain electrical appliance is powered from a mains supply. the appliance normally uses a  current of 3  a, but the current briefly rises to 4  a at the instant the appliance is switched on. the  cable to the appliance is designed for currents up to 6  a.    the fuses available to protect the cable are rated at 1  a, 3  a, 5  a and 13  a.    which fuse should be used?  a 1 a b 3 a c 5 a d 13 a      33 on a building site, metal scaffolding is firmly embedded in the damp ground. a builder holds a  mains-operated electric drill in one hand. with h is other hand he holds on to the scaffolding.     the power cable of the drill is damaged where it enters the metal casing of the drill.    what danger does this present to the builder?  a a current could pass through the builder and electrocute him.  b a current in the scaffolding could heat it up and burn him.  c the large current could blow the fuse and damage the drill.  d the large current could make the motor spin too quickly. ",
+            "14": "14  \u00a9 ucles 2009 0625/11/o/n/09  34 which device is designed to allow a small direct current (d.c.) to control a large direct current  (d.c.)?  a a generator  b a motor  c a relay  d a transformer      35 a transformer is to be used to provide a 10  v output from a 100  v supply.    10  v 100  v  primary coil secondary coil     what are suitable numbers of turns for the primary coil and for the secondary coil?     number of turns on  the primary coil number of turns on  the secondary coil  a 100 1000  b 200 110  c 400 490  d 800 80    36 the diagram shows a beam of cathode rays entering an electric field.    \u2013 +beam      in which direction is the beam deflected by the field?  a downwards  b upwards  c into the page  d out of the page ",
+            "15": "15  \u00a9 ucles 2009 0625/11/o/n/09 [turn over  37 to create cathode rays in a vacuum, what might be a suitable potential difference to connect  between the cathode and anode?    a 6  v a.c.  b 6  v d.c.  c 600  v a.c.  d 600  v d.c.     38 which statement explains the meaning of the half-life of a radioactive substance?  a half the time taken for half the substance to decay  b half the time taken for the substance to decay completely  c the time taken for half the substance to decay  d the time taken for the substance to decay completely    39 the diagram shows the paths of three different types of radiation, x, y and z.    x yz 2  mm of plastic10  mm of aluminiumlead     which row in the table correctly identifies x, y and z?     x y z  a \u03b1-particles \u03b2-particles \u03b3-rays  b \u03b2-particles \u03b1-particles \u03b3-rays  c \u03b2-particles \u03b3-rays \u03b1-particles  d \u03b3-rays \u03b1-particles \u03b2-particles              question 40 is on the next page.   ",
+            "16": "16      permission to reproduce items where third-par ty owned material protected by copyright is  included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holder s, 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.    \u00a9 ucles 2009 0625/11/o/n/09  40 how many neutrons and how many protons are contained in a nucleus of u238 92?     neutrons protons  a 92 146  b 146 92  c 146 238  d 238 92       "
+        },
+        "0625_w09_qp_12.pdf": {
+            "1": "    this document consists of 15 printed pages and 1 blank page.  ib09 11_0625_12/3rp  \u00a9 ucles 2009  [turn over      *5234259312* university of cambridge international examinations  international general certificate of secondary education       physics 0625/12     paper 1  multiple choice  october/november 2009     45 minutes    additional materials: multiple choice answer sheet   soft clean eraser   soft pencil (type b or hb recommended)       read these instructions first    write in soft pencil.  do not use staples, paper clips, highlighters, glue or correction fluid. write your name, centre number and candidate number on the answer sheet in the spaces provided  unless this has been done for you.   there are forty  questions on this paper. answer all questions. for each question there are four possible  answers a, b, c and d.   choose the one you consider correct and record your choice in soft pencil on the separate answer sheet.   read the instructions on the answer sheet very carefully.    each correct answer will score one mark. a mark will not be deducted for a wrong answer. any rough working should be done in this booklet.     ",
+            "2": "2  \u00a9 ucles 2009 0625/12/o/n/09  1 a car accelerates from traffic lights. the graph shows the car\u2019s speed plotted against time.    time  / s20 100 0speed   m / s     how far does the car travel before it reaches a constant speed?  a 10  m b 20  m c 100  m d 200  m    2 which property of a body can be measured in newtons?  a density  b mass  c volume  d weight    3 a stopwatch is used to time an athlete running 100  m. the timekeeper forgets to reset the watch  to zero before using it to time another athlete running 100  m.    60 3010 455 15 20 25 35405055 seconds60 3010 455 15 20 25 35405055 seconds stopwatch at end of first athlete\u2019s runstopwatch at end of second athlete\u2019s run    how long does the second athlete take to run 100  m?  a 11.2  s b 11.4  s c 12.4  s d 23.8  s    ",
+            "3": "3  \u00a9 ucles 2009 0625/12/o/n/09 [turn over  4 a ball is thrown upwards.    what effect does the force of gravity have on the ball?  a it produces a constant acceleration downwards.  b it produces a constant acceleration upwards.  c it produces a decreasing acceleration upwards.  d it produces an increasing acceleration downwards.      5 the diagrams show a rectangular box with inside measurements of 5  cm \u00d7 6  cm \u00d7 4  cm.    4 cm 5 cm6 cmliquid total mass = 220  g mass = 40  g    the box has a mass of 40  g when empty. when filled with a liquid, it has a total mass of 220  g.    what is the density of the liquid?  a ) 4 6 (5220 \u00d7 \u00d7g / cm3  b ) 4 6 (5)40 220 ( \u00d7 \u00d7\u2212g / cm3  c 220) 4 6 (5\u00d7 \u00d7g / cm3  d 40) (2204)6 (5 \u2212\u00d7 \u00d7g / cm3     ",
+            "4": "4  \u00a9 ucles 2009 0625/12/o/n/09  6 a cup contains hot liquid.    some of the liquid evaporates as it cools.    what happens to the mass and to the weight of the liquid in the cup as it cools?     mass weight  a decreases decreases  b decreases stays the same  c stays the same decreases  d stays the same stays the same    7 the object in the diagram is acted upon by the two forces shown.   object3 n2  n     what is the effect of these forces?  a the object moves to the left with constant speed.  b the object moves to the left with constant acceleration.  c the object moves to the right with constant speed.  d the object moves to the right with constant acceleration.      8 passengers are not allowed to stand on the upper deck of double-decker buses.    upper deck lower deck    why is this?  a they would cause the bus to become unstable.  b they would  cause the bus to slow down.  c they would  increase the kinetic energy of the bus.  d they would  lower the centre of mass of the bus.     ",
+            "5": "5  \u00a9 ucles 2009 0625/12/o/n/09 [turn over  9 the table shows the times taken for four children to run up a set of stairs.    which child\u2019s power is greatest?     mass of child  / kg time  / s  a 40 10  b 40 20  c 60 10  d 60 20    10 the diagram shows a microphone being used in an interview.    microphone     which energy change takes place in the microphone?     input energy output energy  a chemical electrical  b electrical chemical  c electrical sound  d sound electrical    11 the diagrams show two swimming pools. one contains fresh water and the other contains salt  water. salt water is more dense than fresh water.    at which labelled point is the pressure the greatest?    a b fresh water (less dense)c d salt water (more dense)water surface water surface     ",
+            "6": "6  \u00a9 ucles 2009 0625/12/o/n/09  12 a water manometer is used to measure the pre ssure of a gas supply to a house. it gives a  reading of h cm of water.    gas supply h cm     why is it better to use water rather than mercury in this manometer?  a h would be too large if mercury were used.  b h would be too small if mercury were used.  c the tube would need to be narrower if mercury were used.  d the tube would need to be wider if mercury were used.      13 to mark a temperature scale on a thermometer, standard temperatures known as fixed points are  needed.    which of these is a fixed point?  a room temperature  b the temperature inside a freezer  c the temperature of pure melting ice  d the temperature of pure warm water     14 the table gives the melting points and boiling points of glycerine and benzene.     melting point boiling point  glycerine 18  \u00b0c 290  \u00b0c  benzene 5.4  \u00b0c 80  \u00b0c    at which temperature will both glycerine and benzene be liquid?  a 0 \u00b0c b 50  \u00b0c c 100  \u00b0c d 150  \u00b0c    ",
+            "7": "7  \u00a9 ucles 2009 0625/12/o/n/09 [turn over  15 brownian motion is observed by looking at smoke particles through a microscope.    how do the smoke particles move in brownian motion?  a all in the same direction  b at random  c in circles  d vibrating about fixed points     16 a small amount of air is introduced into the vacuum above the mercury in a mercury barometer  tube.    the mercury level goes down.    why does the mercury level go down?  a the air molecules cool the mercury and make it contract.  b the air molecules decrease the pressure above the mercury.  c the air molecules heat the mercury and make it expand.  d the air molecules increase the pressure above the mercury.     17 a student warms her hands near a fire.        which waves carry most heat to her hands and are these waves electromagnetic?     waves electromagnetic  a infra-red no  b infra-red yes  c visible light no  d visible light yes    ",
+            "8": "8  \u00a9 ucles 2009 0625/12/o/n/09  18 a beaker contains water at room temperature.    x ywater     how could a convection current be set up in the water?  a cool the water at x  b cool the water at y  c stir the water at x  d stir the water at y     19 which range of frequencies typically can be heard by a 10 year-old child?  a 20  hz \u2013 2000  hz  b 20  hz \u2013 20 000  hz  c 200  hz \u2013 2000  hz  d 200  hz \u2013 20 000  hz    20 astronaut 1 uses a hammer to mend a satellite in space. astronaut 2 is nearby. there is no air in  space.    astronaut 1 astronaut 2hammer     compared with the sound heard if they were worki ng on earth, what does astronaut 2 hear?  a a louder sound  b a quieter sound  c a sound of the same loudness  d no sound at all    ",
+            "9": "9  \u00a9 ucles 2009 0625/12/o/n/09 [turn over  21 the diagram shows a wave.    which labelled distance is the wavelength?    a b cd       22 sound waves travel from a point x to another point y.    x y    which diagram represents the movement of the air molecules, caused by the sound waves, in the  region between x and y.    x yd c b a      23 an object o is placed in front of a converging lens of focal length f.    at which point will the top of the image be seen?    o  f f a  b  c d       ",
+            "10": "10  \u00a9 ucles 2009 0625/12/o/n/09  24 a ray of light in glass is incident on a boundary with air.    which path does the ray of light take when the angle of incidence i is less than the critical angle?    a b c dair glass i ray of light      25 a pupil measures the potential difference across a device and the current in it.    which calculation gives the resistance of the device?  a current + potential difference  b current \u00f7 potential difference  c potential difference \u00f7 current  d potential difference \u00d7 current     26 a student uses a length of wire as a resistor. he discovers that the resistance of the wire is too  small.    to be certain of making a resistor of higher value, he should use a piece of wire that is  a longer and thicker.  b longer and thinner.  c shorter and thicker.  d shorter and thinner.      27 a permanent magnet is brought near to a piece of copper. the copper is not attracted by the  magnet.    why is there no attraction?  a copper is ferrous but is only attracted by an electromagnet.  b copper is ferrous but is not attracted by any type of magnet.  c copper is not ferrous and is only attracted by an electromagnet.  d copper is not ferrous and is not attracted by any type of magnet.   ",
+            "11": "11  \u00a9 ucles 2009 0625/12/o/n/09 [turn over  28 four plotting compasses are placed in the magnetic field of two identical bar magnets as shown  in the diagram.    which compass is shown pointing in the wrong direction?    s n n s a c d b       29 the diagram shows a torch containing two cells, a switch and a lamp.    plastic case brass connecting stripswitch lamp    what is the circuit diagram for the torch?    c b a d      ",
+            "12": "12  \u00a9 ucles 2009 0625/12/o/n/09  30 the diagram shows a battery connected to two identical resistors. three ammeters m 1, m 2 and  m3 are connected in the circuit.    m1  m2 m3 a  a a      meter m 1 reads 1.0  a.    what are the readings on m 2 and on m 3?     reading on m 2 / a reading on m 3 / a  a 0.5 0.0  b 0.5 0.5  c 0.5 1.0  d 1.0 1.0     31 a certain electrical appliance is powered from a mains supply. the appliance normally uses a  current of 3  a, but the current briefly rises to 4  a at the instant the appliance is switched on. the  cable to the appliance is designed for currents up to 6  a.    the fuses available to protect the cable are rated at 1  a, 3  a, 5  a and 13  a.    which fuse should be used?  a 1 a b 3 a c 5 a d 13 a     ",
+            "13": "13  \u00a9 ucles 2009 0625/12/o/n/09 [turn over  32 an electrical component x is placed in water, as shown.    x thermometer  water a      when the temperature of the water is increased, the reading on the ammeter increases.    what is component x?  a a capacitor  b a light-dependent resistor  c a relay  d a thermistor     33 which device is designed to allow a small direct current (d.c.) to control a large direct current  (d.c.)?  a a generator  b a motor  c a relay  d a transformer      34 on a building site, metal scaffolding is firmly embedded in the damp ground. a builder holds a  mains-operated electric drill in one hand. with his other hand he holds on to the scaffolding.    the power cable of the drill is damaged where it enters the metal casing of the drill.    what danger does this present to the builder?  a a current could pass through the builder and electrocute him.  b a current in the scaffolding could heat it up and burn him.  c the large current could blow the fuse and damage the drill.  d the large current could make the motor spin too quickly. ",
+            "14": "14  \u00a9 ucles 2009 0625/12/o/n/09  35 the diagram shows a beam of cathode rays entering an electric field.    \u2013 +beam      in which direction is the beam deflected by the field?  a downwards  b upwards  c into the page  d out of the page      36 to create cathode rays in a vacuum, what might be a suitable potential difference to connect  between the cathode and anode?    a 6  v a.c.  b 6  v d.c.  c 600  v a.c.  d 600  v d.c.    37 a transformer is to be used to provide a 10  v output from a 100  v supply.    10  v 100  v  primary coil secondary coil     what are suitable numbers of turns for the primary coil and for the secondary coil?     number of turns on  the primary coil number of turns on  the secondary coil  a 100 1000  b 200 110  c 400 490  d 800 80 ",
+            "15": "15  \u00a9 ucles 2009 0625/12/o/n/09  38 how many neutrons and how many protons are contained in a nucleus of u238 92?     neutrons protons  a 92 146  b 146 92  c 146 238  d 238 92      39 which statement explains the meaning of the half-life of a radioactive substance?  a half the time taken for half the substance to decay  b half the time taken for the substance to decay completely  c the time taken for half the substance to decay  d the time taken for the substance to decay completely      40 the diagram shows the paths of three different types of radiation, x, y and z.    x yz 2  mm of plastic10  mm of aluminiumlead     which row in the table correctly identifies x, y and z?     x y z  a \u03b1-particles \u03b2-particles \u03b3-rays  b \u03b2-particles \u03b1-particles \u03b3-rays  c \u03b2-particles \u03b3-rays \u03b1-particles  d \u03b3-rays \u03b1-particles \u03b2-particles     ",
+            "16": "16    permission to reproduce items where third-par ty owned material protected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to t race 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.     0625/12/o/n/09  blank page  "
+        },
+        "0625_w09_qp_2.pdf": {
+            "1": "this document consists of 19 printed pages and 1 blank page. dca (shw 00151 2/08) 12741/5 \u00a9 ucles 2009 [turn overuniversity of cambridge international examinations international general certificate of secondary education read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen.y ou may use a soft pencil for any diagrams, graphs or rough working.do not use staples, paper clips, highlighters, glue or correction fluid.do not write in any barcodes. answer all questions. y ou may lose marks if you do not show your working or if you do not use appropriate units.take the weight of 1 kg to be 10 n (i.e. acceleration of free fall = 10 m/s 2). at the end of the examination, fasten all your work securely together.the number of marks is given in brackets [  ] at the end of each question orpart question. *3735851861* physics 0625/02 paper 2 core october/november 2009  1 hour 15 minutes candidates answer on the question paper. no additional materials are required.",
+            "2": "2 0625/02/o/n/09 \u00a9 ucles 2009for examiner\u2019s use1 fig. 1.1 shows a measuring cylinder containing some water.  a student allows 200 drops of water to fall into the water in the measuring cylinder. fig. 1.2  shows the measuring cylinder after the addition of the drops. 50 40302010cm 3 original level of water50 40302010cm 3 final level of water  fig. 1.1 fig. 1.2  (a) state   (i) the original volume of water in the cylinder,    cm3   (ii) the final volume of water in the cylinder.    cm3 [1]  (b) calculate the volume of water added.  volume added =  . cm3 [1]  (c) calculate the average volume of one of the drops of water.  average volume =  . cm3 [2] [total: 4]",
+            "3": "3 0625/02/o/n/09 \u00a9 ucles 2009 [turn overfor examiner\u2019s use2 as a pole vaulter runs towards the jump, his pole is straight. when he is jumping, the pole is  bent, as illustrated in fig. 2.1. pole fig. 2.1  (a) which form of energy of the athlete increases as he accelerates towards the jump?    [1]  (b) which form of energy is stored in the pole because it is bent?   [1]  (c) which form of energy of the athlete increases because he is rising towards the bar?   [1]  (d) which two quantities need to be known in order to calculate how much work is done  lifting the athlete up from the ground to the bar?  .  and  ..  [1] [total: 4]",
+            "4": "4 0625/02/o/n/09 \u00a9 ucles 2009for examiner\u2019s use3 fig. 3.1 shows the distance/time graph for a girl\u2019s bicycle ride and the axes for the  corresponding speed/time graph. 00a timedistance from starting point time a b c dspeedb c d fig. 3.1  (a) look at the distance/time graph that has been drawn for you.   (i) answer the following questions for the time interval ab.    1. what is happening to the distance from the starting point?  ...  .  [2]    2. what can you say about the speed of the bicycle?  .  [1]",
+            "5": "5 0625/02/o/n/09 \u00a9 ucles 2009 [turn overfor examiner\u2019s use  (ii) on the speed/time axes in the lower part of fig. 3.1, draw a thick line that could  show the speed during ab. [1]  (b) on the speed/time axes of fig. 3.1   (i) draw a thick line that could show the speed during bc, [1]   (ii) draw a thick line that could show the speed during cd. [2]  (c) how far from her starting point is the girl when she has finished her ride?  distance from starting point =    [1] [total: 8]",
+            "6": "6 0625/02/o/n/09 \u00a9 ucles 2009for examiner\u2019s use4 (a) the object illustrated in fig. 4.1 is not in equilibrium. it has a weight of 12 n. 6 n 15 n weight = 12  n12 n fig. 4.1   (i) state what happens to the object.  ..   [2]   (ii) on fig. 4.1, draw an arrow to show the extra force necessary to bring the object to  a state of equilibrium. label the arrow with the size of the force. [2]   (iii) on fig. 4.1, show where the centre of mass of the object is situated, using the letter g. [1]",
+            "7": "7 0625/02/o/n/09 \u00a9 ucles 2009 [turn overfor examiner\u2019s use (b) fig. 4.2 shows a car transporter, first unloaded and then loaded with two cars on the  upper deck. fig. 4.2   (i) what happens to the centre of mass of the transporter and its load when the cars are loaded?    tick one box.     rises      stays at the same height      falls   [1]   (ii) how do the two loaded cars affect the stability of the transporter?    tick one box.     more stable      no effect      less stable  [1] [total: 7]",
+            "8": "8 0625/02/o/n/09 \u00a9 ucles 2009for examiner\u2019s use5 (a) fig. 5.1 shows the cooling curve for a pure substance. the substance is liquid at a. a bc d timetemperature fig. 5.1   (i) describe what is happening to the substance between    1. a and b, . ..    2. b and c,  ...    3. c and d.  ...  [3]   (ii) during which of the sections of the graph is energy being lost from the substance to  the surroundings? put a tick in any of the boxes to indicate where this is happening.     between a and b      between b and c      between c and d  [2]   (iii) what is the state of the substance at d?   .  [1]",
+            "9": "9 0625/02/o/n/09 \u00a9 ucles 2009 [turn overfor examiner\u2019s use (b) when the temperature reaches that at d, the substance is then heated steadily until it  again reaches the temperature it had at a.   on the axes of fig. 5.2, sketch a graph of temperature against time for the heating of the  substance. [2] timetemperature fig. 5.2 [total: 8]",
+            "10": "10 0625/02/o/n/09 \u00a9 ucles 2009for examiner\u2019s use6 a bicycle pump has its outlet sealed with a tight rubber bung, as shown in fig. 6.1. a b air pistonhandle bung fig. 6.1  (a) the temperature of the air in the pump is kept constant. the handle of the pump is  pushed in so that the piston moves from a to b.   tick the correct box in each row of the table below to show how each quantity varies as  the piston is moved. greater with  piston at agreater with  piston at bsame with  piston at a or b the average speed of the air molecules the frequency with which the air  molecules hit the walls and the piston the pressure of the air in the pump [3]  (b) when the handle is pushed in even further, the rubber bung pops out of the hole.   which two forces are equal just before the bung pops out? tick two boxes.    friction force between bung and hole     resultant due to forces of air on each side of piston     resultant due to forces of air on each side of bung     gravitational force on bung     force of air on walls  [2] [total: 5]",
+            "11": "11 0625/02/o/n/09 \u00a9 ucles 2009 [turn overfor examiner\u2019s use7 fig. 7.1 shows an experiment in which an image is being formed on a card by a lens and a  plane mirror. pqrlens image hole cut in cardplane mirrortorch fig. 7.1  the card and the mirror are shown angled, so that you can see what is happening. in a real experiment they are each roughly perpendicular to the line joining the torch bulb and the centre of the lens.  (a) state which of the three marked distances, p, q and r, is the focal length of the lens.   .  [1]  (b) on fig. 7.1 clearly mark a principal focus of the lens, using the letter f . [1]  (c) tick the boxes alongside two features that describe the image formed on the card.    erect     inverted     real      virtual [2]  (d) what can be said about the size of the image, compared with the size of the object?    [1]  (e) in the experiment, the plane mirror is perpendicular to the beam of light.   state what, if anything, happens to the image on the card if  (i) the plane mirror is moved slightly to the left,   [1]   (ii) the lens is moved slightly to the left.   [1] [total: 7]",
+            "12": "12 0625/02/o/n/09 \u00a9 ucles 2009for examiner\u2019s use8 fig. 8.1 shows a student standing midway between a bell tower and a steep mountainside. steep mountainside student bell tower and bell990  m 990  m fig. 8.1  the bell rings once, but the student hears two rings separated by a short time interval.  (a) explain why the student hears two rings.  .. ..   [2]  (b) state which of the sounds is loudest, and why. .. ..   [2]",
+            "13": "13 0625/02/o/n/09 \u00a9 ucles 2009 [turn overfor examiner\u2019s use (c) sound in that region travels at 330 m / s.   (i) calculate the time interval between the bell ringing and the student hearing it for  the first time.  time interval =  .  s [2]   (ii) calculate the time interval between the bell ringing and the student hearing it for  the second time.  time interval =  .  s [1]   (iii) calculate the time interval between the two sounds.  time interval =  .  s [1] [total: 8]",
+            "14": "14 0625/02/o/n/09 \u00a9 ucles 2009for examiner\u2019s use9 (a) the two circuits shown in fig. 9.1 each contain two resistors and a battery.   complete the statement under each circuit. r1 r2 r4r3   resistors r1 and r2 are resistors r3 and r4 are   connected in \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026 connected in \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026 [1] fig. 9.1  (b) a student connects the circuit shown in fig. 9.2. the resistance of the 12 v battery is so  low that it can be ignored. 280  \u03c9 12 v 200  \u03c9a b fig. 9.2   (i) calculate the total resistance in the circuit.  resistance =    \u03c9 [2]",
+            "15": "15 0625/02/o/n/09 \u00a9 ucles 2009 [turn overfor examiner\u2019s use  (ii) calculate the current delivered by the battery.  current =    [4]   (iii) calculate the potential difference (p.d.) across the 200 \u03c9 resistor.  p.d. =  . v [2]  (iv) describe how the student could check whether the p.d. across the 200  \u03c9 resistor is  the same as you have calculated. include the name of the instrument he would use  for this.  .. ..   [2] [total: 11]",
+            "16": "16 0625/02/o/n/09 \u00a9 ucles 2009for examiner\u2019s use10 fig. 10.1 is a diagram of a transformer. 12 v a.c.30 turns 300 turns va.c. voltmeter fig. 10.1  (a) (i) on fig. 10.1, clearly label the core of the transformer. [1]   (ii) name a suitable material from which the core could be made.    [1]   (iii) state the purpose of the core.   [1]  (b) calculate the reading on the voltmeter.  voltmeter reading =  . v [3] [total: 6]",
+            "17": "17 0625/02/o/n/09 \u00a9 ucles 2009 [turn overfor examiner\u2019s use11 a woodworker buys an old electric drill that has been used before. the drill is illustrated in  fig. 11.1. fig. 11.1  the drill mechanism itself is guaranteed to be electrically safe.  suggest three checks the woodworker could make in order to ensure that the rest of his purchase is electrically safe. 1.  . .2.  . .3.  . ...  [3] [total: 3]",
+            "18": "18 0625/02/o/n/09 \u00a9 ucles 2009for examiner\u2019s use12 a radioactive material, x, has a half-life of 2 minutes.  at the beginning of an experiment, a sample of the material produces a count-rate of  800 counts / s.  fig. 12.1 shows the count-rate readings at the start of the experiment and after one half-life has elapsed. 0 0 time t  / minutescount-rate counts  / s 2 4 6 8 10 12 14100200300400500600700800900 fig. 12.1",
+            "19": "19 0625/02/o/n/09 \u00a9 ucles 2009for examiner\u2019s use (a) complete the plot of the decay curve, for times up to t = 12 minutes. draw the best curve  through your points. [3]  (b) from your graph find   (i) the count-rate from the sample after 9 minutes,  count-rate =  . counts / s [1]   (ii) the time it takes for the count-rate to fall from 700 counts / s to 350 counts / s.  time =  ... minutes [1]  (c) a second sample of this radioactive material x gives an initial count-rate of 400 counts / s.   what will be the half-life of this sample?  half-life =  ... minutes [1]  (d) a river contains fine particles of mud. the mud builds up on the bottom of the river and  prevents the movement of large ships. to solve this problem, the authorities remove the mud and dump it at sea. to check where the mud goes after it is dumped, a radioactive material is mixed with it and tracked with radioactivity detectors.   (i) explain why the radioactive material x is not suitable to trace the movement of the dumped mud.  ..   [1]   (ii) state two other properties that a radioactive material must have to make it suitable  for tracking the mud. 1. ...2. .  [2] [total: 9]",
+            "20": "20 0625/02/o/n/09permission 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.blank page"
+        },
+        "0625_w09_qp_31.pdf": {
+            "1": "this document consists of 16 printed pages. dc (shw 00151 2/08) 14866/7 \u00a9 ucles 2009 [turn overuniversity of cambridge international examinations international general certificate of secondary education read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen.y ou may use a soft pencil for any diagrams, graphs or rough working.do not use staples, paper clips, highlighters, glue or correction fluid.do not write in any barcodes. answer all questions. y ou may lose marks if you do not show your working or if you do not use appropriate units.take the weight of 1 kg to be 10 n (i.e. acceleration of free fall = 10 m/s 2). at the end of the examination, fasten all your work securely together.the number of marks is given in brackets [  ] at the end of each question or part question. *6024898353* physics 0625/31 paper 3 extended october/november 2009  1 hour 15 minutes candidates answer on the question paper. no additional materials are required.",
+            "2": "2 0625/31/o/n/09 \u00a9 ucles 2009for examiner\u2019s use1 fig 1.1 shows part of a measuring instrument. 025 20mm fig. 1.1  (a) state the name of this instrument.   .  [1]  (b) record the reading shown in fig. 1.1.   .  [1]  (c) describe how you would find the thickness of a sheet of paper used in a magazine.  .. .. .. .. ..   [3] [total: 5]",
+            "3": "3 0625/31/o/n/09 \u00a9 ucles 2009 [turn overfor examiner\u2019s use2 the list below gives the approximate densities of various metals.   gold 19 g / cm3   lead 11 g / cm3   copper  9 g / cm3   iron  8 g / cm3  at an antiques market, a collector buys what is advertised as a small ancient gold statue.  when the collector tests it in the laboratory, he finds its mass is 600 g and its volume is 65 cm 3.  (a) in the space below, describe how the volume of the statue could be measured. y ou may draw diagrams if you wish. [3]  (b) use the figures given above to decide whether the statue was really made of gold. show your working.   was the statue made of gold? (tick one box.) yes no [3] [total: 6]",
+            "4": "4 0625/31/o/n/09 \u00a9 ucles 2009for examiner\u2019s use3 a student investigated the stretching of a spring by hanging various weights from it and  measuring the corresponding extensions. the results are shown below. weight / n 012345 extension / mm 0 21 40 51 82 103  (a) on fig. 3.1, plot the points from these results. do not draw a line through the points yet.   [2] 0 0 weight  / nextension  / mm 12345620406080100120 fig. 3.1",
+            "5": "5 0625/31/o/n/09 \u00a9 ucles 2009 [turn overfor examiner\u2019s use (b) the student appears to have made an error in recording one of the results.   which result is this?    [1]  (c) ignoring the incorrect result, draw the best straight line through the remaining points. [1]  (d) state and explain whether this spring is obeying hooke\u2019s law.  .. .. .. ..   [2]  (e) describe how the graph might be shaped if the student continued to add several more  weights to the spring.  .. .. ..   [1]  (f) the student estimates that if he hangs a 45 n load on the spring, the extension will be  920 mm.   explain why this estimate may be unrealistic.  ..  .. ..   [1] [total: 8]",
+            "6": "6 0625/31/o/n/09 \u00a9 ucles 2009for examiner\u2019s use4 (a) a force acting on an object causes the object to accelerate.   in which direction is the acceleration?   .  [1] (b) any object moving in a circle has a force acting on it towards the centre of the circle.   what does this force do to the object?    [1]  (c) a woman of mass 60 kg is standing in a lift at a shopping centre.   (i) the lift is at rest.   1. state the value of the weight of the woman.   .  [1]   2. state the value of the force exerted on the woman by the floor of the lift.    [1]   (ii) calculate the force required to accelerate a mass of 60 kg at 2.5 m / s 2.  force =    [2]  (iii) the lift accelerates upwards at 2.5 m / s 2.    calculate the force exerted on the woman by the floor when the lift is accelerating.  force =    [1]   (iv) the lift reaches a steady upward speed.    state the value of the force exerted on the woman by the floor at this steady  speed.    [1] [total: 8]",
+            "7": "7 0625/31/o/n/09 \u00a9 ucles 2009 [turn overfor examiner\u2019s use5 a farmer uses an electric pump to raise water from a river in order to fill the irrigation channels  that keep the soil in his fields moist. water pours into channel fieldelectric pump water rises up tube3 m riverirrigation channel fig. 5.1  every minute, the pump raises 12 kg of water through a vertical height of 3 m.  (a) calculate the increase in the gravitational potential energy of 12 kg of water when it is  raised 3 m.  increase in gravitational potential energy =    [3]  (b) calculate the useful power output of the pump as it raises the water.  power =    [3] [total: 6]",
+            "8": "8 0625/31/o/n/09 \u00a9 ucles 2009for examiner\u2019s use6 a vertical cylinder has a smooth well-fitting piston in it. weights can be added to or removed  from a tray on the top of the piston.  (a) weights are added to the tray, as shown in fig. 6.1. weights piston air cylinder fig. 6.1   (i) state what happens to the pressure of the air in the cylinder as a result of adding  these weights.    [1]   (ii) the initial pressure of the trapped air is 1.05 \u00d7 105 pa. when the weights are added,  the volume of the air decreases from 860 cm3 to 645 cm3.    the temperature of the air does not change.    calculate the final pressure of the trapped air.  pressure =    [3]   (iii) the area of the piston is 5.0 \u00d7 10\u20133 m2.    calculate the weight that is added to the piston.  weight added =    [4]",
+            "9": "9 0625/31/o/n/09 \u00a9 ucles 2009 [turn overfor examiner\u2019s use (b) the weights are kept as shown in fig. 6.1. the temperature of the air in the cylinder is  increased.   (i) state what happens to the volume of the air in the cylinder as a result of this temperature rise.    [1]   (ii) state how, if at all, the pressure of the air changes as the temperature changes.   [1]   (iii) state what must be done to prevent the volume change in (b)(i).   [1]   (iv) the volume change in (b)(i) is prevented. state what happens to the pressure of  the air in the cylinder.    [1] [total: 12]",
+            "10": "10 0625/31/o/n/09 \u00a9 ucles 2009for examiner\u2019s use7 three wires and a meter are used to construct a thermocouple for measuring the surface  temperature of a pipe carrying hot liquid, as shown in fig. 7.1. hot junctioncold junctionmeter wire 1 wire 2 wire 3 hot liquid in pipe fig. 7.1  (a) copper wire and constantan wire are used in the construction of the thermocouple.   state which metal might be used for  wire 1  ..  wire 2  ..  wire 3  .. [1]  (b) state what type of meter is used.   [1]  (c) state one particular advantage of thermocouples for measuring temperature.   [1] [total: 3]",
+            "11": "11 0625/31/o/n/09 \u00a9 ucles 2009 [turn overfor examiner\u2019s use8 fig. 8.1 shows a thin converging lens. the two principal foci are shown. principal axisf2 f1 fig. 8.1  a vertical object, 2 cm tall, is to be positioned to the left of the lens, with one end on the  principal axis.  on fig. 8.1,  (a) draw the object in a position which will produce a virtual image, labelling the object with the letter o, [1]  (b) draw two rays showing how the virtual image is formed, [2]  (c) draw in the image, labelling it with the letter  i. [1] [total: 4]",
+            "12": "12 0625/31/o/n/09 \u00a9 ucles 2009for examiner\u2019s use9 (a) state what is meant by specific heat capacity.  ..   [2]  (b) water has a very high specific heat capacity.   suggest why this might be a disadvantage when using water for cooking.  ..   [1]  (c) fig. 9.1 illustrates an experiment to measure the specific heat capacity of some metal.  boiling water metal heaterinsulationlid thread watercupthermometerstirrer fig. 9.1   the piece of metal is heated in boiling water until it has reached the temperature of  the water. it is then transferred rapidly to some water in a well-insulated cup. a very  sensitive thermometer is used to measure the initial and final temperatures of the water in the cup.   specific heat capacity of water = 4200 j / (kg k)   the readings from the experiment are as follows.  mass of metal = 0.050 kg   mass of water in cup = 0.200 kg  initial temperature of water in cup = 21.1 \u00b0c  final temperature of water in cup = 22.9 \u00b0c   (i) calculate the temperature rise of the water in the cup and the temperature fall of  the piece of metal.  temperature rise of water =  ..  temperature fall of metal =  .. [1]",
+            "13": "13 0625/31/o/n/09 \u00a9 ucles 2009 [turn overfor examiner\u2019s use  (ii) calculate the thermal energy gained by the water in the cup. state the equation  that you use.  thermal energy gained =    [3]   (iii) assume that only the water gained thermal energy from the piece of metal.    making use of your answers to (c)(i) and (c)(ii), calculate the value of the specific  heat capacity of the metal. give your answer to 3 significant figures.  specific heat capacity =    [2]   (iv) suggest one reason why the experiment might not have given a correct value for the specific heat capacity of the metal.  ..   [1] [total: 10]",
+            "14": "14 0625/31/o/n/09 \u00a9 ucles 2009for examiner\u2019s use10 alternating current electricity is delivered at 22 000 v to a pair of transmission lines.  the transmission lines carry the electricity to the customer at the receiving end, where the potential difference is v. this is shown in fig. 10.1. each transmission line has a resistance of 3  \u03c9. 22 000  vv3 \u03c9 3 \u03c9 fig. 10.1  (a) the a.c. generator actually generates at a much lower voltage than 22 000 v.   (i) suggest how the voltage is increased to 22 000 v.    [1]   (ii) state one advantage of delivering electrical energy at high voltage.   [1]  (b) the power delivered by the generator is 55 kw. calculate the current in the transmission  lines.  current =    [2]  (c) calculate the rate of loss of energy from one of the 3  \u03c9 transmission lines.  rate of energy loss =    [2]",
+            "15": "15 0625/31/o/n/09 \u00a9 ucles 2009 [turn overfor examiner\u2019s use (d) calculate the voltage drop across one of the transmission lines.  voltage drop =    [2]  (e) calculate the potential difference v at the receiving end of the transmission lines.  v =    [2] [total: 10] question 11 is on the next page.",
+            "16": "16 0625/31/o/n/09 \u00a9 ucles 200911 fig. 11.1 is a schematic diagram of an electronic circuit controlling a lamp. temperature sensor light sensorrelay lamp ab fig. 11.1  (a) state the names of the logic gates a and b.    a  b        [2]  (b) the output of the temperature sensor is high (logic 1) when it detects raised temperature.   the output of the light sensor is high (logic 1) when it detects raised light levels.   state the outputs of a and b when the surroundings are   (i) dark and cold,    output of a =             output of b =          [1]   (ii) dark and warm,   output of a =             output of b =          [1]   (iii) bright and warm.   output of a =             output of b =          [1]  (c) (i) suggest why b is connected to a relay, rather than directly to the lamp.    [1]   (ii) the relay switches on when its input is high. in which of the three combinations in  (b) will the lamp light up?    [1]   (iii) suggest a practical use for this circuit.   [1] [total: 8] 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.for examiner\u2019s use"
+        },
+        "0625_w09_qp_32.pdf": {
+            "1": "this document consists of 16 printed pages. dca (shw 00151 2/08) 12748/5 \u00a9 ucles 2009 [turn overuniversity of cambridge international examinations international general certificate of secondary education read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen.y ou may use a soft pencil for any diagrams, graphs or rough working.do not use staples, paper clips, highlighters, glue or correction fluid.do not write in any barcodes. answer all questions. y ou may lose marks if you do not show your working or if you do not use appropriate units.take the weight of 1 kg to be 10 n (i.e. acceleration of free fall = 10 m/s 2). at the end of the examination, fasten all your work securely together.the number of marks is given in brackets [  ] at the end of each question or part question. *7688327322* physics 0625/32 paper 3 extended october/november 2009  1 hour 15 minutes candidates answer on the question paper. no additional materials are required.",
+            "2": "2 0625/32/o/n/09 \u00a9 ucles 2009for examiner\u2019s use1 a weight attached to one end of a short length of string is swinging from side to side. the  highest points in the swing are a and b, as shown in fig. 1.1. ab fig. 1.1  (a) with reference to fig. 1.1, state what is meant by the amplitude of the oscillations.    [2]  (b) describe how the amplitude of the oscillations could be measured. .. .. .. ..   [3] [total: 5]",
+            "3": "3 0625/32/o/n/09 \u00a9 ucles 2009 [turn overfor examiner\u2019s use2 the list below gives the approximate densities of various metals.   gold 19 g / cm3   lead 11 g / cm3   copper  9 g / cm3   iron  8 g / cm3  at an antiques market, a collector buys what is advertised as a small ancient gold statue.  when the collector tests it in the laboratory, he finds its mass is 600 g and its volume is 65 cm 3.  (a) in the space below, describe how the volume of the statue could be measured. y ou may draw diagrams if you wish. [3]  (b) use the figures given above to decide whether the statue was really made of gold.   show your working.   was the statue made of gold? (tick one box.) yes no [3] [total: 6]",
+            "4": "4 0625/32/o/n/09 \u00a9 ucles 2009for examiner\u2019s use3 a student investigated the stretching of a spring by hanging various weights from it and  measuring the corresponding extensions. the results are shown below. weight / n 012345 extension / mm 0 21 40 51 82 103  (a) on fig. 3.1, plot the points from these results. do not draw a line through the points yet.  [2] 0 0 weight  / nextension  / mm 12345620406080100120 fig. 3.1",
+            "5": "5 0625/32/o/n/09 \u00a9 ucles 2009 [turn overfor examiner\u2019s use (b) the student appears to have made an error in recording one of the results.   which result is this?    [1]  (c) ignoring the incorrect result, draw the best straight line through the remaining points. [1]  (d) state and explain whether this spring is obeying hooke\u2019s law.  .. .. .. ..   [2]  (e) describe how the graph might be shaped if the student continued to add several more  weights to the spring.  .. .. ..   [1]  (f) the student estimates that if he hangs a 45 n load on the spring, the extension will be  920 mm.   explain why this estimate may be unrealistic.  ..  .. ..   [1] [total: 8]",
+            "6": "6 0625/32/o/n/09 \u00a9 ucles 2009for examiner\u2019s use4 fig. 4.1 illustrates an object on a string being whirled anticlockwise in a vertical circle. grounda bstring fig. 4.1  the lowest point of the circle is a small distance above the ground. the diagram shows the  object at the top a of the circle, and at b, when it is at the same height as the centre of the circle.  (a) on fig. 4.1, mark clearly   (i) the force of the string on the object    1. at a,    2. at b. [2]   (ii) the path the object would take until it hit the ground, if the string broke    1. at a,    2. at b. [3]  (b) the mass of the object is 0.05 kg. at a, the tension in the string is 3.6 n.   (i) calculate the weight of the object.  weight =    [1]   (ii) calculate the total force on the object at a.  total force =    [2] [total: 8]",
+            "7": "7 0625/32/o/n/09 \u00a9 ucles 2009 [turn overfor examiner\u2019s use5 a farmer uses an electric pump to raise water from a river in order to fill the irrigation channels  that keep the soil in his fields moist. water pours into channel fieldelectric pump water rises up tube3 m riverirrigation channel fig. 5.1  every minute, the pump raises 12 kg of water through a vertical height of 3 m.  (a) calculate the increase in the gravitational potential energy of 12 kg of water when it is  raised 3 m.  increase in gravitational potential energy =    [3]  (b) calculate the useful power output of the pump as it raises the water.  power =    [3] [total: 6]",
+            "8": "8 0625/32/o/n/09 \u00a9 ucles 2009for examiner\u2019s use6 a vertical cylinder has a smooth well-fitting piston in it. weights can be added to or removed  from a tray on the top of the piston.  (a) weights are added to the tray, as shown in fig. 6.1. weights piston air cylinder fig. 6.1   (i) state what happens to the pressure of the air in the cylinder as a result of adding  these weights.    [1]   (ii) the initial pressure of the trapped air is 1.05 \u00d7 105 pa. when the weights are added,  the volume of the air decreases from 860 cm3 to 645 cm3.    the temperature of the air does not change.    calculate the final pressure of the trapped air.  pressure =    [3]   (iii) the area of the piston is 5.0 \u00d7 10\u20133 m2.    calculate the weight that is added to the piston.  weight added =    [4]",
+            "9": "9 0625/32/o/n/09 \u00a9 ucles 2009 [turn overfor examiner\u2019s use (b) the weights are kept as shown in fig. 6.1. the temperature of the air in the cylinder is  increased.   (i) state what happens to the volume of the air in the cylinder as a result of this temperature rise.    [1]   (ii) state how, if at all, the pressure of the air changes as the temperature changes.   [1]   (iii) state what must be done to prevent the volume change in (b)(i).   [1]   (iv) the volume change in (b)(i) is prevented. state what happens to the pressure of  the air in the cylinder.    [1] [total: 12]",
+            "10": "10 0625/32/o/n/09 \u00a9 ucles 2009for examiner\u2019s use7 three wires and a meter are used to construct a thermocouple for measuring the surface  temperature of a pipe carrying hot liquid, as shown in fig. 7.1. hot junctioncold junctionmeter wire 1 wire 2 wire 3 hot liquid inpipe fig. 7.1  (a) copper wire and constantan wire are used in the construction of the thermocouple.   state which metal might be used for  wire 1  ..  wire 2  ..  wire 3  .. [1]  (b) state what type of meter is used.   [1]  (c) state one particular advantage of thermocouples for measuring temperature.   [1] [total: 3]",
+            "11": "11 0625/32/o/n/09 \u00a9 ucles 2009 [turn overfor examiner\u2019s use8 fig. 8.1 shows a thin converging lens. the two principal foci are shown. principal axisf2 f1 fig. 8.1  a vertical object, 2 cm tall, is to be positioned to the left of the lens, with one end on the  principal axis.  on fig. 8.1,  (a) draw the object in a position which will produce a virtual image, labelling the object with the letter o, [1]  (b) draw two rays showing how the virtual image is formed, [2]  (c) draw in the image, labelling it with the letter  i. [1] [total: 4]",
+            "12": "12 0625/32/o/n/09 \u00a9 ucles 2009for examiner\u2019s use9 (a) state what is meant by specific heat capacity.  ..   [2]  (b) water has a very high specific heat capacity.   suggest why this might be a disadvantage when using water for cooking.  ..   [1]  (c) fig. 9.1 illustrates an experiment to measure the specific heat capacity of some metal. boiling water metal heaterinsulationlid thread watercupthermometerstirrer fig. 9.1   the piece of metal is heated in boiling water until it has reached the temperature of  the water. it is then transferred rapidly to some water in a well-insulated cup. a very  sensitive thermometer is used to measure the initial and final temperatures of the water in the cup.   specific heat capacity of water = 4200 j / (kg k)   the readings from the experiment are as follows.  mass of metal = 0.050 kg   mass of water in cup = 0.200 kg  initial temperature of water in cup = 21.1 \u00b0c  final temperature of water in cup = 22.9 \u00b0c   (i) calculate the temperature rise of the water in the cup and the temperature fall of  the piece of metal.  temperature rise of water =  ..  temperature fall of metal =  .. [1]",
+            "13": "13 0625/32/o/n/09 \u00a9 ucles 2009 [turn overfor examiner\u2019s use  (ii) calculate the thermal energy gained by the water in the cup. state the equation  that you use.  thermal energy gained =    [3]   (iii) assume that only the water gained thermal energy from the piece of metal.    making use of your answers to (c)(i) and (c)(ii), calculate the value of the specific  heat capacity of the metal. give your answer to 3 significant figures.  specific heat capacity =    [2]   (iv) suggest one reason why the experiment might not have given a correct value for the specific heat capacity of the metal.  ..   [1] [total: 10]",
+            "14": "14 0625/32/o/n/09 \u00a9 ucles 2009for examiner\u2019s use10 alternating current electricity is delivered at 22 000 v to a pair of transmission lines. the  transmission lines carry the electricity to the customer at the receiving end, where the potential difference is v. this is shown in fig. 10.1. each transmission line has a resistance of 3  /afii9821. 22 000  v v3 x 3 x fig. 10.1  (a) the a.c. generator actually generates at a much lower voltage than 22 000 v.   (i) suggest how the voltage is increased to 22 000 v.    [1]   (ii) state one advantage of delivering electrical energy at high voltage.   [1]  (b) the power delivered by the generator is 55 kw. calculate the current in the transmission  lines.  current =    [2]  (c) calculate the rate of loss of energy from one of the 3  /afii9821 transmission lines.  rate of energy loss =    [2]",
+            "15": "15 0625/32/o/n/09 \u00a9 ucles 2009 [turn overfor examiner\u2019s use (d) calculate the voltage drop across one of the transmission lines.  voltage drop =    [2]  (e) calculate the potential difference v at the receiving end of the transmission lines.  v =    [2] [total: 10] question 11 is on the next page.",
+            "16": "16 0625/32/o/n/09 \u00a9 ucles 200911 fig. 11.1 is an electronic circuit controlling an electric heater. +5 v 0 vqp relay coil a.c.electric heater fig. 11.1  the relay contacts close when there is a current in the relay coil.  (a) state the name of the logic gate in the circuit.    [1]  (b) (i) state the name of component p .   [1]   (ii) state what happens to p when its temperature falls.   [1]  (c) for the relay to operate, the output of the gate must be high (logic 1).   (i) what must be the input of the gate for the relay to operate?   [1]   (ii) state what the resistance of p must be, compared with the resistance of q, in order  to give this input to the gate.    [1]   (iii) under what conditions will p have this resistance?   [1]  (d) suggest why component q is a variable resistor, rather than one with a fixed value.   [1]  (e) suggest a practical use for this circuit.   [1] [total: 8] 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.for examiner\u2019s use"
+        },
+        "0625_w09_qp_5.pdf": {
+            "1": "this document consists of 11 printed pages and 1 blank page. dca sjf4893/cg 12745/4 \u00a9 ucles 2009 [turn overuniversity of cambridge international examinations international general certificate of secondary education read these instructions first write your centre number, candidate number and name in the spaces at the top of the page. write in dark blue or black pen.y ou may use a pencil for any diagrams, graphs or rough working.do not use staples, paper clips, highlighters, glue or correction fluid.do not write in any barcodes. answer all questions. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question. *7431200001* physics 0625/05 paper 5  practical test october/november 2009  1 hour 15 minutes candidates answer on the question paper additional materials: as listed in the confidential instructions for examiner\u2019s use 1 234 total",
+            "2": "2 0625/05/o/n/09 \u00a9 ucles 2009for examiner\u2019s use1 in this experiment, you are to investigate the period of oscillation of a simple pendulum.  carry out the following instructions referring to fig. 1.1 and fig. 1.2. bob floord one complete oscillation  fig. 1.1 fig. 1.2  the pendulum has been set up for you. do not adjust the position of the clamp supporting  the pendulum.  (a) measure and record in table 1.1 the vertical distance d from the floor to the bottom of the pendulum bob.  (b) displace the pendulum bob slightly and release it so that it swings. measure and record in table 1.1 the time t for 20 complete oscillations of the pendulum (see fig. 1.2).  (c) calculate the period t of the pendulum. the period is the time for one complete oscillation.  record the value of t in table 1.1.  (d) without changing the position of the clamp supporting the pendulum, adjust the length until the vertical distance d from the floor to the bottom of the pendulum bob is about 20 cm. measure and record in table 1.1 the actual value of d to the nearest 0.1 cm. repeat steps (b) and (c).  (e) repeat steps (d) using d values of about 30 cm, 40 cm and 50 cm.",
+            "3": "3 0625/05/o/n/09 \u00a9 ucles 2009 [turn overfor examiner\u2019s usetable 1.1 d/cm t/s t/s [4]  (f) plot a graph of t /s (y-axis) against d /cm (x-axis). [5]  (g) state whether or not your graph shows that t is directly proportional to d. justify your  statement by reference to the graph. statement  justification  .. . [1]",
+            "4": "4 0625/05/o/n/09 \u00a9 ucles 2009for examiner\u2019s use2 in this experiment you will investigate the cooling of thermometer bulbs under different  conditions.  carry out the following instructions referring to fig. 2.1, 2.2 and 2.3. clamp thermometer water       thermometer in position aclamp water  fig. 2.1 fig. 2.2 thermometerin position bclamp water fig. 2.3  (a) place the thermometer in the beaker of hot water (see fig. 2.1).   (i) record the temperature \u03b8h of the hot water.  \u03b8h  .. [1]",
+            "5": "5 0625/05/o/n/09 \u00a9 ucles 2009 [turn overfor examiner\u2019s use  (ii) move the thermometer until the thermometer bulb is just above the surface of the  water (position a) as shown in fig. 2.2 and immediately start the stopclock.   (iii) after 30 s measure the temperature \u03b8 shown on the thermometer. record the time t  (30 s) and the temperature reading in table 2.1.   (iv) continue recording the time and temperature readings every 30 s until you have six sets of readings. table 2.1 position a position b t / \u03b8/ \u03b8/ [5]  (b) complete the column headings in the table.  (c) replace the thermometer in the beaker of hot water and record its temperature.  \u03b8h  .. [1]  (d) move the thermometer at least 10 cm away from the beaker to position b as shown in fig. 2.3 and immediately start the stopclock.   (i) after 30 s measure the temperature  \u03b8 shown on the thermometer. record the  temperature reading in table 2.1.   (ii) continue recording the temperature every 30 s until you have six sets of readings.  (e) state in which position the thermometer bulb cooled more quickly. justify your answer by reference to your readings. statement  justification  .. . [1]  (f) to make a fair comparison between the rates of cooling of the thermometer bulbs in  the two positions it is important to control other experimental conditions. suggest two conditions that should be controlled in this experiment. 1  ...2  .. [2]",
+            "6": "6 0625/05/o/n/09 \u00a9 ucles 2009for examiner\u2019s use3 in this experiment, you are to compare the combined resistance of lamps arranged in series  and in parallel.  carry out the following instructions, referring to fig. 3.1 and fig. 3.2.  the circuit shown in fig. 3.1 has been set up for you. power source a v fig. 3.1  (a) switch on. measure and record in table 3.1 the current i in the circuit and the p.d. v  across the two lamps. switch off.  (b) calculate the combined resistance r of the two lamps using the equation r = v i.   record this value of r in table 3.1. table 3.1 v / i / r / fig. 3.1 fig. 3.2[4]  (c) complete the column headings in the table.",
+            "7": "7 0625/05/o/n/09 \u00a9 ucles 2009 [turn overfor examiner\u2019s use (d) disconnect the lamps and the voltmeter. set up the circuit shown in fig. 3.2. power source a v fig. 3.2  (e) switch on. measure and record in table 3.1 the current i in the circuit and the p.d. v  across the two lamps. switch off.  (f) calculate the combined resistance r of the two lamps using the equation r = v i.   record this value of r in table 3.1.  (g) using the values of resistance obtained in (b) and (f), calculate the ratio y of the  resistances using the equation y =  resistance of lamps in series resistance of lamps in parallel.  y  =  .. [3] question 3 continues on the next page",
+            "8": "8 0625/05/o/n/09 \u00a9 ucles 2009for examiner\u2019s use (h) (i) fig. 3.3 shows a circuit including two motors a and b.  ammeter power source variable resistormotor bmotor a fig. 3.3    draw a diagram of the circuit using standard circuit symbols. the circuit symbol for  a motor is: m",
+            "9": "9 0625/05/o/n/09 \u00a9 ucles 2009 [turn overfor examiner\u2019s use  an engineer wishes to measure the voltage across motor a.   (ii) on fig. 3.3 mark with the letters x and y where the engineer should connect the  voltmeter.   (iii) state the purpose of the variable resistor .  .. . [3]",
+            "10": "10 0625/05/o/n/09 \u00a9 ucles 2009for examiner\u2019s use4 in this experiment you will determine the focal length of a converging lens by two different  methods.  carry out the following instructions referring to fig. 4.1. and fig. 4.2.  method 1 25.0  cm mirror  lensilluminated  object             image  fig. 4.1 fig. 4.2  (a) place the lens about 25 cm from the object screen and close to the mirror as shown in fig. 4.1.  (b) move the lens and the mirror slowly towards the object screen until a sharply focused image is obtained on the object screen as shown in fig. 4.2.  (c) measure the distance between the lens and the object screen. this distance is equal to the focal length f of the converging lens. record f below.  f =  .. [2]  method 2  carry out the following instructions referring to fig. 4.3. dtlens lens fig. 4.3",
+            "11": "11 0625/05/o/n/09 \u00a9 ucles 2009for examiner\u2019s use (d) remove the lens from its holder. by placing the lens on the metre rule, determine an  average value for the diameter d of the lens. record your readings in the space below.  d  =  . [3]  (e) using the two blocks of wood and the metre rule determine the thickness t of the lens.  t  =  . [1]  (f) draw a diagram to show how you used the two blocks of wood and the metre rule with the lens. [2]  (g) (i) theory shows that for a perfectly formed lens the focal length is given by the formula f = d2 kt                         where k = 4.16.    calculate the focal length f of the lens using this formula.  f =  . [1]   (ii) explain whether your results from methods 1 and 2 support this theory.  .. ..  . [1]",
+            "12": "12 0625/05/o/n/09blank page permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the publisher will be pleased to make amends at the earliest possible opportunity. 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."
+        },
+        "0625_w09_qp_6.pdf": {
+            "1": "this document consists of 14 printed pages and 2 blank pages. dca (shw 00210 3/08) 12805/3 \u00a9 ucles 2009 [turn overuniversity of cambridge international examinations international general certificate of secondary education read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen.y ou may use a soft pencil for any diagrams, graphs or rough working.do not use staples, paper clips, highlighters, glue or correction fluid.do not write in any barcodes. answer all questions.at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question. *8413808010* physics 0625/06 paper 6 alternative to practical october/november 2009  1 hour candidates answer on the question paper. no additional materials are required. for examiner\u2019s use 1 2345 total",
+            "2": "2 0625/06/o/n/09 \u00a9 ucles 2009for examiner\u2019s use1 the igcse class is investigating the period of oscillation of a simple pendulum.  fig. 1.1 shows the set-up. dbob floor one complete oscillation  fig. 1.1 fig. 1.2  (a) (i) on fig. 1.1, measure the vertical distance d from the floor to the bottom of the  pendulum bob.  d =  ..   (ii) fig. 1.1 is drawn one twentieth actual size. calculate the actual distance x from the floor to the bottom of the pendulum bob. enter this value in the top row of table 1.1.  the students displace the pendulum bob slightly and release it so that it swings. they measure and record in table 1.1 the time t for 20 complete oscillations of the pendulum (see fig. 1.2). table 1.1 x / cm t / s t / s t  2 / s2 20.0 20.0 19.0 30.0 17.9 40.0 16.8 50.0 15.5 [4]",
+            "3": "3 0625/06/o/n/09 \u00a9 ucles 2009 [turn overfor examiner\u2019s use (b) (i) calculate the period t of the pendulum for each set of readings. the period is the  time for one complete oscillation. enter the values in table 1.1.   (ii) calculate the values of t  2. enter the t  2 values in table 1.1.  (c) use your values from table 1.1 to plot a graph of t  2 / s2 (y-axis) against x / cm (x-axis).   draw the best-fit line. [5]",
+            "4": "4 0625/06/o/n/09 \u00a9 ucles 2009for examiner\u2019s use (d) state whether or not your graph shows that t  2 is directly proportional to x. justify your  statement by reference to the graph. statement  .justification  ...   [1]  [total: 10]",
+            "5": "5 0625/06/o/n/09 [turn overblank page",
+            "6": "6 0625/06/o/n/09 \u00a9 ucles 2009for examiner\u2019s use2 an igcse student is investigating the cooling of thermometer bulbs under different  conditions.  he places a thermometer in a beaker of hot water and records the temperature /afii9835h of the hot  water. \u201310 0 10 20 30 40 50 60 70 80 90 100 110 \u00b0c fig. 2.1  (a) fig. 2.1 shows the thermometer. write down the value of /afii9835h that it shows.  /afii9835h    [1]  he then moves the thermometer until the thermometer bulb is just above the surface of the water (position a) and immediately starts a stopclock.  he records the time t and the temperature reading  /afii9835 every 30 s. the readings are shown in  table 2.1. table 2.1 position a position b t / /afii9835 / /afii9835 /  30 65 56  60 58 47  90 54 40 120 52 35 150 50 32 180 48 30  (b) complete the column headings in the table. [1]",
+            "7": "7 0625/06/o/n/09 \u00a9 ucles 2009 [turn overfor examiner\u2019s use the student replaces the thermometer in the hot water and then moves the thermometer  15 cm away from the beaker to position b and immediately starts the stopclock. he records the time t and the temperature reading  /afii9835 every 30 s. the readings are shown in table 2.1.  (c) state in which position the thermometer bulb cooled more quickly. justify your answer by reference to the readings. statement  .justification  ...   [1]  (d) to make a fair comparison between the rates of cooling of the thermometer bulbs in  the two positions, it is important to control other experimental conditions. suggest two conditions that should be controlled in this experiment. 1.  ..2.    [2]  [total: 5]",
+            "8": "8 0625/06/o/n/09 \u00a9 ucles 2009for examiner\u2019s use3 the igcse class is comparing the combined resistance of lamps arranged either in series  or in parallel.  the circuit shown in fig. 3.1 is used. vapower source fig. 3.1  a student measures and records the current i in the circuit and the p.d. v across the two  lamps.  fig. 3.2 shows the readings on the two meters. 0 0.50.1 0.40.2 0.3 a 051423 v fig. 3.2",
+            "9": "9 0625/06/o/n/09 \u00a9 ucles 2009 [turn overfor examiner\u2019s use (a) (i) write the voltage and current readings in table 3.1, below.   (ii) complete the column headings in table 3.1.  [3]  (b) the student then sets up the circuit shown in fig. 3.3 and records the readings. these  readings have already been entered in table 3.1. vapower source fig. 3.3   for each set of readings in the table, calculate the combined resistance r of the two  lamps using the equation r = v / i. record the values of r in table 3.1. [2] table 3.1 v / i / r / circuit of fig. 3.1 circuit of fig. 3.3 1.8 0.52  (c) using the values of resistance you have obtained, calculate the ratio y of the resistances  using the equation y = resistance of lamps in series resistance of lamps in parallel .  y =  .. [2]",
+            "10": "10 0625/06/o/n/09 \u00a9 ucles 2009for examiner\u2019s use (d) fig. 3.4 shows a circuit including two motors a and b. amotor aammeter motor bvariable resistorpower source fig. 3.4   (i) draw a diagram of the circuit using standard circuit symbols. the circuit symbol for  a motor is: m",
+            "11": "11 0625/06/o/n/09 \u00a9 ucles 2009 [turn overfor examiner\u2019s use  (ii) an engineer wishes to measure the voltage across motor a.    1.  on fig. 3.4, mark with the letters x and y where the engineer should connect  the voltmeter.    2. state the purpose of the variable resistor.  ...  ... [3]    [total: 10]",
+            "12": "12 0625/06/o/n/09 \u00a9 ucles 2009for examiner\u2019s use4 an igcse student is determining the focal length of a lens by two different methods.  the set-up for method 1 is shown in fig. 4.1. mirror illuminated objectobject screen lensf fig. 4.1  the student moves the lens and the mirror slowly towards the object screen until a sharply  focused image is obtained on the object screen as shown in fig. 4.2. image fig. 4.2  (a) on fig. 4.1, use your rule to measure the distance f between the lens and the object screen. this is the focal length of the lens.  f =    [2]  (b) for method 2, the student takes measurements of the diameter d and maximum thickness t of the lens. use your rule to take measurements on fig. 4.3. fig. 4.3",
+            "13": "13 0625/06/o/n/09 \u00a9 ucles 2009 [turn overfor examiner\u2019s use  (i) determine an average value for the diameter d of the lens. record your readings in  the space below.  d =  ..   (ii) measure the maximum thickness t of the lens.  t =  ..   (iii) draw a diagram to show how, in the laboratory you would use two rectangular blocks of wood and a metre rule to measure the thickness of the lens as accurately as possible.   (iv) theory shows that, for a perfectly formed lens, the focal length is given by the formula f =  d 2 kt               where k = 4.16.    calculate the focal length f of the lens using this formula.  f =  ..  [7]",
+            "14": "14 0625/06/o/n/09 \u00a9 ucles 2009for examiner\u2019s use (c) explain whether your results from methods 1 and 2 support the theory in part (b)(iv).  .. ..   [1]  [total: 10]",
+            "15": "15 0625/06/o/n/09 \u00a9 ucles 2009for examiner\u2019s use5 an igcse student is carrying out an optics experiment.  the experiment involves using a lens to focus the image of an illuminated object onto a  screen.  (a) complete the diagram below to show the apparatus you would use. include a metre rule to measure the distances between the object and the lens and between the lens and the screen. the illuminated object is drawn for you. illuminated object lamp card [3]  (b) state two precautions that you would take to obtain accurate results in this experiment. 1.  .. ..2.  ..   [2]  [total: 5]",
+            "16": "16 0625/06/o/n/09blank page permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the publisher will be pleased to make amends at the earliest possible opportunity. 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."
+        }
+    },
+    "2010": {
+        "0625_s10_qp_11.pdf": {
+            "1": "    this document consists of 17 printed pages and 3 blank pages.  ib10 06_0625_11/4rp  \u00a9 ucles 2010  [turn over      *0334676086* university of cambridge international examinations  international general certificate of secondary education       physics 0625/11     paper 1  multiple choice  may/june 2010     45 minutes    additional materials: multiple choice answer sheet   soft clean eraser   soft pencil (type b or hb recommended)       read these instructions first    write in soft pencil.  do not use staples, paper clips, highlighters, glue or correction fluid. write your name, centre number and candidate number on the answer sheet in the spaces provided  unless this has been done for you.   there are forty  questions on this paper. answer all questions. for each question there are four possible  answers a, b, c and d.   choose the one you consider correct and record your choice in soft pencil on the separate answer sheet.   read the instructions on the answer sheet very carefully.    each correct answer will score one mark. a mark will not be deducted for a wrong answer. any rough working should be done in this booklet.     ",
+            "2": "2  \u00a9 ucles 2010 0625/11/m/j/10  1 a scientist needs to determine the volume of a small, irregularly shaped rock sample. only a rule  and a measuring cylinder, partially filled with water, are available.    measuring  cylinder rock sample rule cm3 cm     to determine the volume, which apparatus should the scientist use?  a both the measuring cylinder and the rule  b neither the measuring cylinder nor the rule  c the measuring cylinder only  d the rule only      2 a student uses a stopwatch to time a runner running around a circular track. the runner runs two  laps (twice around the track). the diagrams show the reading on the stopwatch when the runner  starts running, at the end of the first lap, and at the end of the second lap.    reading when runner startsreading at end of first lapreading at end of second lap    what is the time taken for the runner to run the second lap?  a 0 min 50  s b 1 min 10  s c 1 min 13  s d 2 min 03  s     ",
+            "3": "3  \u00a9 ucles 2010 0625/11/m/j/10 [turn over  3 two distance  / time graphs and two speed  / time graphs are shown.    which graph represents an object that is at rest?    a  distance  time b  distance  time  c  speed  time d  speed  time 0000 0000      4 a snail moves along a ruler. it takes 20  s to move from q to r.    p  0 q  2 r  12 cm    what is its average speed from q to r?  a 2012cm  / s  b 202 12\u2212cm  / s  c 1220cm  / s  d 2 1220 \u2212cm  / s     ",
+            "4": "4  \u00a9 ucles 2010 0625/11/m/j/10  5 two blocks of metal x and y hang from spring balances as shown in the diagram.    0  1  2  3  4  5  x0  1  2  3  4  5  ynn     what does the diagram show about x and y?  a they have the same mass and the same volume but different weights.  b they have the same mass and the same weight but different volumes. c they have the same mass, the same volume and the same weight.  d they have the same weight and the same volume but different masses.     ",
+            "5": "5  \u00a9 ucles 2010 0625/11/m/j/10 [turn over  6 the graph shows how weight varies with mass on planet p and on planet q.    0 2 04 06 08 0400 300200100 0weight  / nplanet p  planet q  mass  / kg    an object weighs 400  n on planet p. the object is taken to planet q.    which row is correct?     mass of object  on planet q  / kg weight of object  on planet q  / n  a 40 200  b 40 400  c 80 200  d 80 400     7 the diagram shows a rectangular block of density 2  g / cm3.    2 cm2 cm3 cm     what is the mass of the block?  a 2  g b 6  g c 14  g d 24  g     ",
+            "6": "6  \u00a9 ucles 2010 0625/11/m/j/10  8 which statement about a moving object is correct?  a when an object is accelerating, the resultant force acting on it must equal zero.  b when an object is moving at a steady speed, the air resistance acting on it must equal zero.  c when an object is moving at a steady speed, the resultant force acting on it must equal zero.  d when an object is moving, there must be a resultant force acting on it.      9 an experiment is carried out to measure the extension of a rubber band for different loads.    the results are shown below.    load  / n 0 1 2 3  length  / cm 15.2 16.2  18.6  extension  / cm 0 1.0 2.1 3.4    which figure is missing from the table?  a 17.2  b  17.3  c  17.4  d  17.6      10 energy is stored in a battery and in a box of matches.    which type of energy is stored in each of them?     a battery a box of matches  a chemical chemical  b chemical internal (thermal)  c electrical chemical  d electrical internal (thermal)      11 a man lifts 20 bricks, each of weight 6  n.    what other information is needed to calculate the useful work done in lifting the bricks?  a the distance he lifts the bricks  b the mass of the bricks c the time taken to lift the bricks  d the volume of the bricks     ",
+            "7": "7  \u00a9 ucles 2010 0625/11/m/j/10 [turn over  12 to prevent a cement mixer sinking into soft ground, the mixer is placed on a large flat board.    board  soft ground cement mixer      why does this prevent the mixer sinking?  a the large area decreases the pressure on the ground.  b the large area increases the pressure on the ground.  c the large area decreases the weight on the ground.  d the large area increases the weight on the ground.      13 the pressure of a gas is measured using a manometer as shown in the diagram.    hmercurypressure to be measured     the mercury in the manometer is replaced with a liquid which is less dense.     how does the value of h change?  a it becomes zero.  b it decreases, but not to zero.  c it stays the same .  d it increases.     ",
+            "8": "8  \u00a9 ucles 2010 0625/11/m/j/10  14 the diagram represents the molecules of a gas in a closed container of constant volume.        what happens to the molecules when the gas is heated?  a they expand.  b they hit the walls less often.  c they move further apart.  d they move more quickly.     15 a liquid is left in an open dish. after several days there is less liquid in the dish.    which statement explains this?  a the least energetic molecules leave the surface and escape into the air.  b the least energetic molecules leave the surface and return.  c the most energetic molecules leave the surface and escape into the air.  d the most energetic molecules leave the surface and return.      16 a thermometer has a scale which starts at \u201310  \u00b0c and ends at 110  \u00b0c.    \u201310 0 100 110 \u00b0c    what is the value of the lower fixed point and of the upper fixed point of the scale?     lower fixed point  / \u00b0c upper fixed point  / \u00b0c  a \u201310 100  b \u201310 110  c 0 100  d 0 110     ",
+            "9": "9  \u00a9 ucles 2010 0625/11/m/j/10 [turn over  17 a student carries out an experiment to find the melting point of wax. the graph shows how the  temperature  of the wax changes as it cools.     00temperature / \u00b0c melting point of wax time x  y  z      which statement is correct?  a at x the temperature drops more slowly than at z.  b at y all the wax is solid.  c at y thermal energy is being given out by the wax.  d at z the wax molecules are not moving.      18 hot liquid in a vacuum flask cools extremely slowly. this is because some methods of heat  transfer cannot take place in a vacuum.    which methods cannot  take place in a vacuum?  a conduction and convection only  b conduction and radiation only  c convection and radiation only  d conduction, convection and radiation    ",
+            "10": "10  \u00a9 ucles 2010 0625/11/m/j/10  19 a teacher demonstrates convection currents using a box with two chimneys and a lighted candle.  she holds a smoking taper at point p.    in which direction does the convection current cause the smoke to move?    chimney chimneyb c dap       20 which waves are longitudinal?    88:88b a c d  light waves from a lampsound waves from a trumpetmicrowaves in an ovenwater waves on a pond    21 a navigation buoy floating on the sea oscillates up and down as a wave passes.     navigation buoy     in exactly two minutes, six complete wavelengths pass the buoy.    what is the frequency of the waves?  a 0.050  hz b 0.33  hz c 3.0  hz d 20  hz   ",
+            "11": "11  \u00a9 ucles 2010 0625/11/m/j/10 [turn over  22 the diagram shows a ray of light incident on the edge of a piece of glass. the angle i is bigger  than the critical angle.    which arrow correctly shows the direction of the ray after it leaves the edge of the glass?    d bc aairglassray of lightnormal i      23 which diagram correctly shows rays of light passing through a converging lens in a camera?    object  lens image camera a b  object lensimagecamerac  object  lens image camera d object lensimagecamera     24 what is the approximate value of the highest frequency that can be heard by a young person?  a 20  hz b 200  hz c 2000  hz d 20 000  hz    ",
+            "12": "12  \u00a9 ucles 2010 0625/11/m/j/10  25 a police car siren emits two different sounds p and q. these are produced alternately. the  diagram represents the sounds emitted.    q q p p p  time displacement     which sound is the louder and which has the lower pitch?     louder lower pitch  a p p  b p q  c q p  d q q      26 a magnet attracts two pieces of iron.    n s iron     what is the arrangement of the induced poles in the pieces of iron?    n s s n a  n s n s b  s n s n c  s n n s d      ",
+            "13": "13  \u00a9 ucles 2010 0625/11/m/j/10 [turn over  27 a piece of iron and a piece of steel are picked up by an electromagnet as shown.    ns iron steelelectromagnet     the current to the electromagnet is switched off.    what happens?  a both the iron and the steel remain magnetised.  b neither the iron nor the steel remain magnetised.  c only the iron remains magnetised.  d only the steel remains magnetised.     28 the table shows the lengths and diameters of four copper wires.    which wire has the least  resistance?     length  / m diameter  / mm  a 0.50 1.0  b 0.50 2.5  c 0.75 1.0  d 0.75 2.5    29 a circuit is set up to measure the resistance of a resistor r. the meter readings are 2.0  a and   3.0  v.    v a  r     what is the resistance of the resistor r?  a 0.67  \u03c9 b 1.5  \u03c9 c 5.0  \u03c9 d 6.0  \u03c9   ",
+            "14": "14  \u00a9 ucles 2010 0625/11/m/j/10  30 the circuit shown is a potential divider.    output x      what is component x?  a a light-dependent resistor  b a relay c a thermistor d a variable resistor      31 a lamp is connected in four circuits in turn, each using identical batteries.    the resistors are all identical.    in which circuit will the lamp be brightest?    a b c d     ",
+            "15": "15  \u00a9 ucles 2010 0625/11/m/j/10 [turn over  32 which diagram shows the correct positions for both the switch and the fuse?    alive wire fuseneutral wirelamp blive wirefuse neutral wirelamp clive wirefuse neutral wirelamp dlive wireswitch switch switch switch fuseneutral wirelamp      33 after some building work in a house, a bare (uninsulated) live wire is left protruding from a wall.    what is the greatest hazard?  a a fire  b a fuse will blow  c an electric shock  d no current will flow     ",
+            "16": "16  \u00a9 ucles 2010 0625/11/m/j/10  34 a coil is connected to a battery and a soft iron bar is hung near to it.    coil soft iron      the current is then reversed by reversing the battery connections.    how does the soft iron bar behave in the two cases?     with the battery as shown with the battery reversed  a attracted to the coil attracted to the coil  b attracted to the coil repelled from the coil  c repelled from the coil attracted to the coil  d repelled from the coil repelled from the coil      35 a transformer has 15 000 turns on its primary coil and 750 turns on its secondary coil.    connected in this way, for what purpose could this transformer be used?  a to convert the 8000  v a.c. output of a power station to 160  000  v for long-distance power  transmission  b to convert the 160 000  v d.c. supply from a power line to 8000  v for local power transmission  c to use a 12  v d.c. supply to operate a 240  v razor  d to use a 240  v a.c. mains supply to operate a 12  v motor      36 what are cathode rays?  a a beam of electrons  b a beam of neutrons  c a beam of protons  d electromagnetic waves    ",
+            "17": "17  \u00a9 ucles 2010 0625/11/m/j/10  37 a cathode-ray tube has an anode and an earthed cathode.    which row shows the charge on the anode  and the temperature of the cathode ?     anode charge cathode  temperature  a negative cool  b negative hot  c positive cool  d positive hot      38 which row describes the properties of \u03b1-particles?     ionizing  effect radiation stopped  by aluminium?  a large no  b large yes  c small no  d small yes     39 a radioactive substance has a half-life of 2 weeks. at the beginning of an investigation the  substance emits 3000 \u03b2-particles per minute.    how many \u03b2-particles will it emit per minute after 6 weeks?  a 0 b 375 c 500 d 1500     40 the nuclide notation for radium-226 is ra226 88 .    how many electrons orbit the nucleus of a neutral atom of radium-226?  a 0 b 88 c 138 d 226     ",
+            "18": "18  \u00a9 ucles 2010 0625/11/m/j/10  blank page     ",
+            "19": "19  \u00a9 ucles 2010 0625/11/m/j/10  blank page      ",
+            "20": "20      permission to reproduce items where thir d-party owned material protected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holder s, 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 t he cambridge assessment group. ca mbridge assessment is the brand name of university of  cambridge local examinations syndicate (ucles), which is itself a department of the university of cambridge.    \u00a9 ucles 2010 0625/11/m/j/10  blank page    "
+        },
+        "0625_s10_qp_12.pdf": {
+            "1": "    this document consists of 18 printed pages and 2 blank pages.  ib10 06_0625_12/rp  \u00a9 ucles 2010  [turn over      *3778120552* university of cambridge international examinations  international general certificate of secondary education        physics 0625/12     paper 1  multiple choice  may/june 2010     45 minutes    additional materials: multiple choice answer sheet   soft clean eraser   soft pencil (type b or hb recommended)       read these instructions first    write in soft pencil.  do not use staples, paper clips, highlighters, glue or correction fluid. write your name, centre number and candidate number on the answer sheet in the spaces provided  unless this has been done for you.   there are forty  questions on this paper. answer all questions. for each question there are four possible  answers a, b, c and d.   choose the one you consider correct and record your choice in soft pencil on the separate answer sheet.   read the instructions on the answer sheet very carefully.    each correct answer will score one mark. a mark will not be deducted for a wrong answer. any rough working should be done in this booklet.     ",
+            "2": "2  \u00a9 ucles 2010 0625/12/m/j/10  1 a student uses a stopwatch to time a runner running around a circular track. the runner runs two  laps (twice around the track). the diagrams show the reading on the stopwatch when the runner  starts running, at the end of the first lap, and at the end of the second lap.    reading when runner startsreading at end of first lapreading at end of second lap    what is the time taken for the runner to run the second lap?  a 0 min 50 s b 1 min 10 s c 1 min 13 s d 2 min 03 s     2 a snail moves along a ruler. it takes 20  s to move from q to r.    p  0 q  2 r  12 cm    what is its average speed from q to r?  a 2012cm  / s  b 202 12\u2212cm  / s  c 1220cm  / s  d 2 1220 \u2212cm  / s     ",
+            "3": "3  \u00a9 ucles 2010 0625/12/m/j/10 [turn over  3 a scientist needs to determine the volume of a small, irregularly shaped rock sample. only a rule  and a measuring cylinder, partially filled with water, are available.    measuring  cylinder rock sample rule cm3 cm     to determine the volume, which apparatus should the scientist use?  a both the measuring cylinder and the rule  b neither the measuring cylinder nor the rule  c the measuring cylinder only  d the rule only      4 the diagram shows a rectangular block of density 2  g / cm3.    2 cm2 cm3 cm     what is the mass of the block?  a 2  g b 6  g c 14  g d 24  g     ",
+            "4": "4  \u00a9 ucles 2010 0625/12/m/j/10  5 two distance  / time graphs and two speed  / time graphs are shown.    which graph represents an object that is at rest?    a  distance  time b  distance  time  c  speed  time d  speed  time 0000 0000      6 which statement about a moving object is correct?  a when an object is accelerating, the resultant force acting on it must equal zero.  b when an object is moving at a steady speed, the air resistance acting on it must equal zero.  c when an object is moving at a steady speed, the resultant force acting on it must equal zero.  d when an object is moving, there must be a resultant force acting on it.    ",
+            "5": "5  \u00a9 ucles 2010 0625/12/m/j/10 [turn over  7 an experiment is carried out to measure the extension of a rubber band for different loads.    the results are shown below.    load  / n 0 1 2 3  length  / cm 15.2 16.2  18.6  extension  / cm 0 1.0 2.1 3.4    which figure is missing from the table?  a 17.2  b  17.3  c  17.4  d  17.6      8 two blocks of metal x and y hang from spring balances as shown in the diagram.    0  1  2  3  4  5  x0  1  2  3  4  5  ynn     what does the diagram show about x and y?  a they have the same mass and the same volume but different weights.  b they have the same mass and the same weight but different volumes.  c they have the same mass, the same volume and the same weight.  d they have the same weight and the same volume but different masses.     ",
+            "6": "6  \u00a9 ucles 2010 0625/12/m/j/10  9 the graph shows how weight varies with mass on planet p and on planet q.    0 2 04 06 08 0400 300200100 0weight  / nplanet p  planet q  mass  / kg    an object weighs 400  n on planet p. the object is taken to planet q.    which row is correct?     mass of object  on planet q  / kg weight of object  on planet q  / n  a 40 200  b 40 400  c 80 200  d 80 400     10 a man lifts 20 bricks, each of weight 6  n.    what other information is needed to calculate the useful work done in lifting the bricks?  a the distance he lifts the bricks  b the mass of the bricks c the time taken to lift the bricks d the volume of the bricks     ",
+            "7": "7  \u00a9 ucles 2010 0625/12/m/j/10 [turn over  11 to prevent a cement mixer sinking into soft ground, the mixer is placed on a large flat board.    board  soft ground cement mixer      why does this prevent the mixer sinking?  a the large area decreases the pressure on the ground.  b the large area increases the pressure on the ground.  c the large area decreases the weight on the ground.  d the large area increases the weight on the ground.      12 the pressure of a gas is measured using a manometer as shown in the diagram.    hmercurypressure to be measured     the mercury in the manometer is replaced with a liquid which is less dense.     how does the value of h change?  a it becomes zero.  b it decreases, but not to zero.  c it stays the same .  d it increases.     ",
+            "8": "8  \u00a9 ucles 2010 0625/12/m/j/10  13 a thermometer has a scale which starts at \u201310  \u00b0c and ends at 110  \u00b0c.    \u201310 0 100 110 \u00b0c    what is the value of the lower fixed point and of the upper fixed point of the scale?     lower fixed point  / \u00b0c upper fixed point  / \u00b0c  a \u201310 100  b \u201310 110  c 0 100  d 0 110      14 energy is stored in a battery and in a box of matches.    which type of energy is stored in each of them?     a battery a box of matches  a chemical chemical  b chemical internal (thermal)  c electrical chemical  d electrical internal (thermal)      15 hot liquid in a vacuum flask cools extremely slowly. this is because some methods of heat  transfer cannot take place in a vacuum.    which methods cannot  take place in a vacuum?  a conduction and convection only  b conduction and radiation only  c convection and radiation only  d conduction, convection and radiation     ",
+            "9": "9  \u00a9 ucles 2010 0625/12/m/j/10 [turn over  16 a teacher demonstrates convection currents using a box with two chimneys and a lighted candle.  she holds a smoking taper at point p.    in which direction does the convection current cause the smoke to move?    chimney chimneyb c dap       17 the diagram represents the molecules of a gas in a closed container of constant volume.        what happens to the molecules when the gas is heated?  a they expand.  b they hit the walls less often.  c they move further apart.  d they move more quickly.     ",
+            "10": "10  \u00a9 ucles 2010 0625/12/m/j/10  18 a liquid is left in an open dish. after several days there is less liquid in the dish.    which statement explains this?  a the least energetic molecules leave the surface and escape into the air.  b the least energetic molecules leave the surface and return.  c the most energetic molecules leave the surface and escape into the air.  d the most energetic molecules leave the surface and return.     19 a student carries out an experiment to find the melting point of wax. the graph shows how the  temperature  of the wax changes as it cools.     00temperature / \u00b0c melting point of wax time x  y  z      which statement is correct?  a at x the temperature drops more slowly than at z.  b at y all the wax is solid.  c at y thermal energy is being given out by the wax.  d at z the wax molecules are not moving.     20 which waves are longitudinal?    88:88b a c d  light waves from a lampsound waves from a trumpetmicrowaves in an ovenwater waves on a pond    ",
+            "11": "11  \u00a9 ucles 2010 0625/12/m/j/10 [turn over  21 a police car siren emits two different sounds p and q. these are produced alternately. the  diagram represents the sounds emitted.    q q p p p  time displacement     which sound is the louder and which has the lower pitch?     louder lower pitch  a p p  b p q  c q p  d q q      22 what is the approximate value of the highest frequency that can be heard by a young person?  a 20  hz b 200  hz c 2000  hz d 20 000  hz      23 a navigation buoy floating on the sea oscillates up and down as a wave passes.     navigation buoy     in exactly two minutes, six complete wavelengths pass the buoy.    what is the frequency of the waves?  a 0.050  hz b 0.33  hz c 3.0  hz d 20  hz     ",
+            "12": "12  \u00a9 ucles 2010 0625/12/m/j/10  24 which diagram correctly shows rays of light passing through a converging lens in a camera?    object  lens image camera a b  object lensimagecamerac  object  lens image camera d object lensimagecamera      25 the diagram shows a ray of light incident on the edge of a piece of glass. the angle i is bigger  than the critical angle.    which arrow correctly shows the direction of the ray after it leaves the edge of the glass?    d bc aairglassray of lightnormal i      ",
+            "13": "13  \u00a9 ucles 2010 0625/12/m/j/10 [turn over  26 a magnet attracts two pieces of iron.    n s iron     what is the arrangement of the induced poles in the pieces of iron?    n s s n a  n s n s b  s n s n c  s n n s d      27 a coil is connected to a battery and a soft iron bar is hung near to it.    coil soft iron      the current is then reversed by reversing the battery connections.    how does the soft iron bar behave in the two cases?     with the battery as shown with the battery reversed  a attracted to the coil attracted to the coil  b attracted to the coil repelled from the coil  c repelled from the coil attracted to the coil  d repelled from the coil repelled from the coil    ",
+            "14": "14  \u00a9 ucles 2010 0625/12/m/j/10  28 a piece of iron and a piece of steel are picked up by an electromagnet as shown.    ns iron steelelectromagnet     the current to the electromagnet is switched off.    what happens?  a both the iron and the steel remain magnetised.  b neither the iron nor the steel remain magnetised.  c only the iron remains magnetised.  d only the steel remains magnetised.     29 a lamp is connected in four circuits in turn, each using identical batteries.    the resistors are all identical.    in which circuit will the lamp be brightest?    a b c d  ",
+            "15": "15  \u00a9 ucles 2010 0625/12/m/j/10 [turn over  30 a circuit is set up to measure the resistance of a resistor r. the meter readings are 2.0  a and   3.0  v.    v a  r     what is the resistance of the resistor r?  a 0.67  \u03c9 b 1.5  \u03c9 c 5.0  \u03c9 d 6.0  \u03c9      31 the table shows the lengths and diameters of four copper wires.    which wire has the least  resistance?     length  / m diameter  / mm  a 0.50 1.0  b 0.50 2.5  c 0.75 1.0  d 0.75 2.5      32 the circuit shown is a potential divider.    output x      what is component x?  a a light-dependent resistor  b a relay c a thermistor d a variable resistor     ",
+            "16": "16  \u00a9 ucles 2010 0625/12/m/j/10  33 a transformer has 15 000 turns on its primary coil and 750 turns on its secondary coil.    connected in this way, for what purpose could this transformer be used?  a to convert the 8000  v a.c. output of a power station to 160  000  v for long-distance power  transmission  b to convert the 160 000  v d.c. supply from a power line to 8000  v for local power transmission  c to use a 12  v d.c. supply to operate a 240  v razor  d to use a 240  v a.c. mains supply to operate a 12  v motor     34 after some building work in a house, a bare (uninsulated) live wire is left protruding from a wall.    what is the greatest hazard?  a a fire  b a fuse will blow  c an electric shock  d no current will flow     ",
+            "17": "17  \u00a9 ucles 2010 0625/12/m/j/10 [turn over  35 which diagram shows the correct positions for both the switch and the fuse?    alive wire fuseneutral wirelamp blive wirefuse neutral wirelamp clive wirefuse neutral wirelamp dlive wireswitch switch switch switch fuseneutral wirelamp       36 the nuclide notation for radium-226 is ra226 88 .    how many electrons orbit the nucleus of a neutral atom of radium-226?  a 0 b 88 c 138 d 226      37 a radioactive substance has a half-life of 2 weeks. at the beginning of an investigation the  substance emits 3000 \u03b2-particles per minute.    how many \u03b2-particles will it emit per minute after 6 weeks?  a 0 b 375 c 500 d 1500    ",
+            "18": "18  \u00a9 ucles 2010 0625/12/m/j/10  38 which row describes the properties of \u03b1-particles?     ionizing  effect radiation stopped  by aluminium?  a large no  b large yes  c small no  d small yes     39 what are cathode rays?  a a beam of electrons  b a beam of neutrons  c a beam of protons  d electromagnetic waves    40 a cathode-ray tube has an anode and an earthed cathode.    which row shows the charge on the anode  and the temperature of the cathode ?     anode charge cathode  temperature  a negative cool  b negative hot  c positive cool  d positive hot    ",
+            "19": "19  \u00a9 ucles 2010 0625/12/m/j/10  blank page     ",
+            "20": "20      permission to reproduce items where third-par ty owned material protected by copyright is  included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holder s, 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.    \u00a9 ucles 2010 0625/12/m/j/10  blank page    "
+        },
+        "0625_s10_qp_13.pdf": {
+            "1": "    this document consists of 18 printed pages and 2 blank pages.  ib10 06_0625_13/rp  \u00a9 ucles 2010  [turn over      *1424360 968* university of cambridge international examinations  international general certificate of secondary education       physics 0625/13     paper 1  multiple choice  may/june 2010     45 minutes    additional materials: multiple choice answer sheet   soft clean eraser   soft pencil (type b or hb recommended)       read these instructions first    write in soft pencil.  do not use staples, paper clips, highlighters, glue or correction fluid. write your name, centre number and candidate number on the answer sheet in the spaces provided  unless this has been done for you.   there are forty  questions on this paper. answer all questions. for each question there are four possible  answers a, b, c and d.   choose the one you consider correct and record your choice in soft pencil on the separate answer sheet.   read the instructions on the answer sheet very carefully.    each correct answer will score one mark. a mark will not be deducted for a wrong answer. any rough working should be done in this booklet.     ",
+            "2": "2  \u00a9 ucles 2010 0625/13/m/j/10  1 a student uses a stopwatch to time a runner running around a circular track. the runner runs two  laps (twice around the track). the diagrams show the reading on the stopwatch when the runner  starts running, at the end of the first lap, and at the end of the second lap.    reading when runner startsreading at end of first lapreading at end of second lap    what is the time taken for the runner to run the second lap?  a 0 min 50 s b 1 min 10 s c 1 min 13 s d 2 min 03 s     2 a snail moves along a ruler. it takes 20  s to move from q to r.    p  0 q  2 r  12 cm    what is its average speed from q to r?  a 2012cm  / s  b 202 12\u2212cm  / s  c 1220cm  / s  d 2 1220 \u2212cm  / s     ",
+            "3": "3  \u00a9 ucles 2010 0625/13/m/j/10 [turn over  3 a scientist needs to determine the volume of a small, irregularly shaped rock sample. only a rule  and a measuring cylinder, partially filled with water, are available.    measuring  cylinder rock sample rule cm3 cm     to determine the volume, which apparatus should the scientist use?  a both the measuring cylinder and the rule  b neither the measuring cylinder nor the rule  c the measuring cylinder only  d the rule only      4 the diagram shows a rectangular block of density 2  g / cm3.    2 cm2 cm3 cm     what is the mass of the block?  a 2  g b 6  g c 14  g d 24  g     ",
+            "4": "4  \u00a9 ucles 2010 0625/13/m/j/10  5 two distance  / time graphs and two speed  / time graphs are shown.    which graph represents an object that is at rest?    a  distance  time b  distance  time  c  speed  time d  speed  time 0000 0000      6 which statement about a moving object is correct?  a when an object is accelerating, the resultant force acting on it must equal zero.  b when an object is moving at a steady speed, the air resistance acting on it must equal zero.  c when an object is moving at a steady speed, the resultant force acting on it must equal zero.  d when an object is moving, there must be a resultant force acting on it.    ",
+            "5": "5  \u00a9 ucles 2010 0625/13/m/j/10 [turn over  7 an experiment is carried out to measure the extension of a rubber band for different loads.    the results are shown below.    load  / n 0 1 2 3  length  / cm 15.2 16.2  18.6  extension  / cm 0 1.0 2.1 3.4    which figure is missing from the table?  a 17.2  b  17.3  c  17.4  d  17.6      8 two blocks of metal x and y hang from spring balances as shown in the diagram.    0  1  2  3  4  5  x0  1  2  3  4  5  ynn     what does the diagram show about x and y?  a they have the same mass and the same volume but different weights.  b they have the same mass and the same weight but different volumes.  c they have the same mass, the same volume and the same weight.  d they have the same weight and the same volume but different masses.     ",
+            "6": "6  \u00a9 ucles 2010 0625/13/m/j/10  9 the graph shows how weight varies with mass on planet p and on planet q.    0 2 04 06 08 0400 300200100 0weight  / nplanet p  planet q  mass  / kg    an object weighs 400  n on planet p. the object is taken to planet q.    which row is correct?     mass of object  on planet q  / kg weight of object  on planet q  / n  a 40 200  b 40 400  c 80 200  d 80 400     10 a man lifts 20 bricks, each of weight 6  n.    what other information is needed to calculate the useful work done in lifting the bricks?  a the distance he lifts the bricks  b the mass of the bricks c the time taken to lift the bricks d the volume of the bricks     ",
+            "7": "7  \u00a9 ucles 2010 0625/13/m/j/10 [turn over  11 to prevent a cement mixer sinking into soft ground, the mixer is placed on a large flat board.    board  soft ground cement mixer      why does this prevent the mixer sinking?  a the large area decreases the pressure on the ground.  b the large area increases the pressure on the ground.  c the large area decreases the weight on the ground.  d the large area increases the weight on the ground.      12 the pressure of a gas is measured using a manometer as shown in the diagram.    hmercurypressure to be measured     the mercury in the manometer is replaced with a liquid which is less dense.     how does the value of h change?  a it becomes zero.  b it decreases, but not to zero.  c it stays the same .  d it increases.     ",
+            "8": "8  \u00a9 ucles 2010 0625/13/m/j/10  13 a thermometer has a scale which starts at \u201310  \u00b0c and ends at 110  \u00b0c.    \u201310 0 100 110 \u00b0c    what is the value of the lower fixed point and of the upper fixed point of the scale?     lower fixed point  / \u00b0c upper fixed point  / \u00b0c  a \u201310 100  b \u201310 110  c 0 100  d 0 110      14 energy is stored in a battery and in a box of matches.    which type of energy is stored in each of them?     a battery a box of matches  a chemical chemical  b chemical internal (thermal)  c electrical chemical  d electrical internal (thermal)      15 hot liquid in a vacuum flask cools extremely slowly. this is because some methods of heat  transfer cannot take place in a vacuum.    which methods cannot  take place in a vacuum?  a conduction and convection only  b conduction and radiation only  c convection and radiation only  d conduction, convection and radiation     ",
+            "9": "9  \u00a9 ucles 2010 0625/13/m/j/10 [turn over  16 a teacher demonstrates convection currents using a box with two chimneys and a lighted candle.  she holds a smoking taper at point p.    in which direction does the convection current cause the smoke to move?    chimney chimneyb c dap       17 the diagram represents the molecules of a gas in a closed container of constant volume.        what happens to the molecules when the gas is heated?  a they expand.  b they hit the walls less often.  c they move further apart.  d they move more quickly.     ",
+            "10": "10  \u00a9 ucles 2010 0625/13/m/j/10  18 a liquid is left in an open dish. after several days there is less liquid in the dish.    which statement explains this?  a the least energetic molecules leave the surface and escape into the air.  b the least energetic molecules leave the surface and return.  c the most energetic molecules leave the surface and escape into the air.  d the most energetic molecules leave the surface and return.     19 a student carries out an experiment to find the melting point of wax. the graph shows how the  temperature  of the wax changes as it cools.     00temperature / \u00b0c melting point of wax time x  y  z      which statement is correct?  a at x the temperature drops more slowly than at z.  b at y all the wax is solid.  c at y thermal energy is being given out by the wax.  d at z the wax molecules are not moving.     20 which waves are longitudinal?    88:88b a c d  light waves from a lampsound waves from a trumpetmicrowaves in an ovenwater waves on a pond    ",
+            "11": "11  \u00a9 ucles 2010 0625/13/m/j/10 [turn over  21 a police car siren emits two different sounds p and q. these are produced alternately. the  diagram represents the sounds emitted.    q q p p p  time displacement     which sound is the louder and which has the lower pitch?     louder lower pitch  a p p  b p q  c q p  d q q      22 what is the approximate value of the highest frequency that can be heard by a young person?  a 20  hz b 200  hz c 2000  hz d 20 000  hz      23 a navigation buoy floating on the sea oscillates up and down as a wave passes.     navigation buoy     in exactly two minutes, six complete wavelengths pass the buoy.    what is the frequency of the waves?  a 0.050  hz b 0.33  hz c 3.0  hz d 20  hz     ",
+            "12": "12  \u00a9 ucles 2010 0625/13/m/j/10  24 which diagram correctly shows rays of light passing through a converging lens in a camera?    object  lens image camera a b  object lensimagecamerac  object  lens image camera d object lensimagecamera      25 the diagram shows a ray of light incident on the edge of a piece of glass. the angle i is bigger  than the critical angle.    which arrow correctly shows the direction of the ray after it leaves the edge of the glass?    d bc aairglassray of lightnormal i      ",
+            "13": "13  \u00a9 ucles 2010 0625/13/m/j/10 [turn over  26 a magnet attracts two pieces of iron.    n s iron     what is the arrangement of the induced poles in the pieces of iron?    n s s n a  n s n s b  s n s n c  s n n s d      27 a coil is connected to a battery and a soft iron bar is hung near to it.    coil soft iron      the current is then reversed by reversing the battery connections.    how does the soft iron bar behave in the two cases?     with the battery as shown with the battery reversed  a attracted to the coil attracted to the coil  b attracted to the coil repelled from the coil  c repelled from the coil attracted to the coil  d repelled from the coil repelled from the coil    ",
+            "14": "14  \u00a9 ucles 2010 0625/13/m/j/10  28 a piece of iron and a piece of steel are picked up by an electromagnet as shown.    ns iron steelelectromagnet     the current to the electromagnet is switched off.    what happens?  a both the iron and the steel remain magnetised.  b neither the iron nor the steel remain magnetised.  c only the iron remains magnetised.  d only the steel remains magnetised.     29 a lamp is connected in four circuits in turn, each using identical batteries.    the resistors are all identical.    in which circuit will the lamp be brightest?    a b c d  ",
+            "15": "15  \u00a9 ucles 2010 0625/13/m/j/10 [turn over  30 a circuit is set up to measure the resistance of a resistor r. the meter readings are 2.0  a and   3.0  v.    v a  r     what is the resistance of the resistor r?  a 0.67  \u03c9 b 1.5  \u03c9 c 5.0  \u03c9 d 6.0  \u03c9      31 the table shows the lengths and diameters of four copper wires.    which wire has the least  resistance?     length  / m diameter  / mm  a 0.50 1.0  b 0.50 2.5  c 0.75 1.0  d 0.75 2.5      32 the circuit shown is a potential divider.    output x      what is component x?  a a light-dependent resistor  b a relay c a thermistor d a variable resistor     ",
+            "16": "16  \u00a9 ucles 2010 0625/13/m/j/10  33 a transformer has 15 000 turns on its primary coil and 750 turns on its secondary coil.    connected in this way, for what purpose could this transformer be used?  a to convert the 8000  v a.c. output of a power station to 160  000  v for long-distance power  transmission  b to convert the 160 000  v d.c. supply from a power line to 8000  v for local power transmission  c to use a 12  v d.c. supply to operate a 240  v razor  d to use a 240  v a.c. mains supply to operate a 12  v motor     34 after some building work in a house, a bare (uninsulated) live wire is left protruding from a wall.    what is the greatest hazard?  a a fire  b a fuse will blow  c an electric shock  d no current will flow     ",
+            "17": "17  \u00a9 ucles 2010 0625/13/m/j/10 [turn over  35 which diagram shows the correct positions for both the switch and the fuse?    alive wire fuseneutral wirelamp blive wirefuse neutral wirelamp clive wirefuse neutral wirelamp dlive wireswitch switch switch switch fuseneutral wirelamp       36 the nuclide notation for radium-226 is ra226 88 .    how many electrons orbit the nucleus of a neutral atom of radium-226?  a 0 b 88 c 138 d 226      37 a radioactive substance has a half-life of 2 weeks. at the beginning of an investigation the  substance emits 3000 \u03b2-particles per minute.    how many \u03b2-particles will it emit per minute after 6 weeks?  a 0 b 375 c 500 d 1500    ",
+            "18": "18  \u00a9 ucles 2010 0625/13/m/j/10  38 which row describes the properties of \u03b1-particles?     ionizing  effect radiation stopped  by aluminium?  a large no  b large yes  c small no  d small yes     39 what are cathode rays?  a a beam of electrons  b a beam of neutrons  c a beam of protons  d electromagnetic waves    40 a cathode-ray tube has an anode and an earthed cathode.    which row shows the charge on the anode  and the temperature of the cathode ?     anode charge cathode  temperature  a negative cool  b negative hot  c positive cool  d positive hot      ",
+            "19": "19  \u00a9 ucles 2010 0625/13/m/j/10  blank page     ",
+            "20": "20      permission to reproduce items where third-par ty owned material protected by copyright is  included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holder s, 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.    \u00a9 ucles 2010 0625/13/m/j/10  blank page     "
+        },
+        "0625_s10_qp_21.pdf": {
+            "1": "this document consists of 18 printed pages and 2 blank pages. dca (shw 00380 1/09) 20403/6 \u00a9 ucles 2010 [turn overuniversity of cambridge international examinations international general certificate of secondary education read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen.y ou may use a soft pencil for any diagrams, graphs or rough working.do not use staples, paper clips, highlighters, glue or correction fluid.do not write in any barcodes. answer all questions. y ou may lose marks if you do not show your working or if you do not use appropriate units.take the weight of 1 kg to be 10 n (i.e. acceleration of free fall = 10 m / s 2). at the end of the examination, fasten all your work securely together.the number of marks is given in brackets [  ] at the end of each question or part question. *2425863101*physics 0625/21 paper 2 core may/june 2010  1 hour 15 minutes candidates answer on the question paper. no additional materials are required.",
+            "2": "2 0625/21/m/j/10 \u00a9 ucles 2010for examiner\u2019s use1 imagine that you live beside a busy road. one of your neighbours thinks that many of the  vehicles are travelling faster than the speed limit for the road.  y ou decide to check this by measuring the speeds of some of the vehicles.  (a) which two quantities will you need to measure in order to find the speed of a vehicle, and which instruments would you use to measure them? quantity measured instrument used  [4]  (b) state the equation you would use to calculate the speed of the vehicle. if you use symbols, state what your symbols mean. [1]  (c) one lorry travels from your town to another town. the lorry reaches a top speed of 90 km / h, but its average speed between the towns is only 66 km / h.   (i) why is the average speed less than the top speed?  .. ..   [1]   (ii) the journey between the towns takes 20 minutes.    calculate the distance between the towns.  distance =  ..  km [3] [total: 9]",
+            "3": "3 0625/21/m/j/10 \u00a9 ucles 2010 [turn overfor examiner\u2019s use2 a helical spring is hung from the edge of a bench top, as shown in fig. 2.1. 1000 29.8 cmbench top 1000 62.8 cmspringpin metre rule load = 5.5  n fig. 2.1  before the load is hung on the spring, the pin points to the 29.8 cm mark on the metre rule.  when a load of 5.5 n is hung on the spring, the pin points to 62.8 cm.  (a) calculate the extension of the spring.  extension =  ..  cm [2]  (b) the law relating extension to load is given by the equation load = constant \u00d7 extension.   (i) calculate the numerical value of the constant.  constant =    [2]   (ii) suggest a suitable unit for the constant.    [1] [total: 5]",
+            "4": "4 0625/21/m/j/10 \u00a9 ucles 2010for examiner\u2019s use3 (a) fig. 3.1 represents the energy into and out of a machine. input energy i wasted energy wuseful output energy u fig. 3.1   write down the equation linking i, u and w.    [1]  (b) an electric motor and a pulley in a warehouse are being used to lift a packing case of  goods from the ground up to a higher level. this is shown in fig. 3.2. cablepulley chains pallet groundpacking caseelectric motor fig. 3.2   the packing case of goods, the chains and the pallet together weigh 850 n.   (i) state the value of the tension force in the cable when the load is being lifted at a  steady speed.  tension force =  . n [1]",
+            "5": "5 0625/21/m/j/10 \u00a9 ucles 2010 [turn overfor examiner\u2019s use  (ii) when the load is just leaving the floor, why is the force larger than your answer to  (b)(i)?  ..   [1]   (iii) the warehouse manager wishes to calculate the useful work done when the load  is lifted from the ground to the higher level. which quantity, other than the weight, does he need to measure?    [1]   (iv) which further quantity does the manager need to know, in order to calculate the  power required to lift the load?    [1]  (c) how does the electrical energy supplied to the electric motor compare with the increase  in energy of the load? answer by completing the sentence below.   the electrical energy supplied to the motor is \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026 the   increase in energy of the load. [1] [total: 6]",
+            "6": "6 0625/21/m/j/10 \u00a9 ucles 2010for examiner\u2019s use4 (a) a musical note is being produced by a loudspeaker connected to a signal generator.   a person is listening to the note, as shown in fig. 4.1. signal generator amplitude frequency fig. 4.1   by adjusting the controls on the signal generator, the amplitude and the frequency of  the note from the loudspeaker can each be changed.   the person moves to a position further away from the loudspeaker.   (i) state what, if anything, happens to1. the pitch of the sound heard,  ...2. the loudness of the sound heard.  .  [2]   (ii) what adjustment, if any, should be made to the two controls so that the sound  heard in the new position is the same as in the original position? frequency control  ..amplitude control    [2]",
+            "7": "7 0625/21/m/j/10 \u00a9 ucles 2010 [turn overfor examiner\u2019s use (b) fig. 4.2 shows a girl standing some distance from a rock face. she has a bell in her  hand. rock face fig. 4.2   the girl rings the bell once. after a short time the sound of the bell reaches her again.   (i) why did the sound return to her?   [1]   (ii) why was there a short time delay before the girl heard the second sound?   [1] [total: 6]",
+            "8": "8 0625/21/m/j/10 \u00a9 ucles 2010for examiner\u2019s use5 fig. 5.1 shows a child\u2019s toy. it is made out of wood, in the shape of a bird. the toy includes a  metal weight stuck to the tail. when placed on a metal rod, the toy balances in equilibrium. metal weightmetal rod  fig. 5.1  (a) on fig. 5.1, mark with the letter x a possible position for the centre of mass of the toy. [1]  (b) the metal weight falls off the tail.   (i) on fig. 5.1, mark with the letter y a possible new position for the centre of mass. [1]   (ii) what happens to the toy immediately after the metal weight falls off?  .. ..   [2] [total: 4]",
+            "9": "9 0625/21/m/j/10 \u00a9 ucles 2010 [turn overfor examiner\u2019s use6 (a) fig. 6.1 shows a beaker in which coffee is served at an airport kiosk.    section through beaker layer of corrugated cardboard stuck to a layer of smooth cardboard, with air trapped between them  fig. 6.1 fig. 6.2   the beaker itself is made of two layers of cardboard, as shown in section in fig. 6.2. it  has a thin plastic lid.   (i) state two sources of heat loss that are reduced by the lid. 1. ...2. .  [2]   (ii) state two reasons why the layer of corrugated cardboard stops the fingers of the  person holding the beaker from becoming uncomfortably hot. 1. ...2. .  [2]  (b) (i) state the meaning of the term thermal capacity. ..   [2]   (ii) another airport kiosk serves coffee in pottery mugs. the mugs all have the same  internal dimensions but some have a high thermal capacity and some have a low thermal capacity.    when hot drinks are poured into the mugs, the temperature of the drink always drops because of the thermal energy absorbed by the mug.    state which mug, high thermal capacity or low thermal capacity, causes the least fall in temperature of the hot drink, and explain why. mug  ..explanation  .  [2] [total: 8]",
+            "10": "10 0625/21/m/j/10 \u00a9 ucles 2010for examiner\u2019s use7 the electric lamp in fig. 7.1 has \u201c240 v, 100 w\u201d marked on it. its filament is a coiled coil of  fine tungsten wire, as shown in fig. 7.2.  fig. 7.1 fig. 7.2  (a) (i) to give out white light, the filament has to reach a very high temperature.    suggest why having the filament as a coiled coil helps to achieve this high temperature.  .. ..   [1]   (ii) if your hand is close to the lamp when it is switched on for a few seconds, you can  feel warmth from the lamp but the glass will remain cool.    by what method has the thermal energy reached your hand? tick one box.     conduction      convection      evaporation      radiation  [1]",
+            "11": "11 0625/21/m/j/10 \u00a9 ucles 2010 [turn overfor examiner\u2019s use (b) (i) the markings on the lamp give electrical information about the lamp when it is  operating normally.    state the value of 1. the normal operating potential difference across the lamp,  ...2. the power of the lamp.  .  [2]   (ii) when the lamp is working normally, its resistance is 576  /afii9821.    calculate the current in the lamp.  current =    [4] [total: 8]",
+            "12": "12 0625/21/m/j/10 \u00a9 ucles 2010for examiner\u2019s use8 fig. 8.1 shows how an image is formed by a converging lens. o f2 f1i24 cm 10 cm 8cm fig. 8.1  (a) state the value of the focal length of the lens.  focal length =  ..  cm [1]  (b) the object o is moved a small distance to the left.   state two things that happen to the image i. 1.  .. 2.    [2]  (c) points f1 and f2 are marked on fig. 8.1.   (i) state the name we give to these two points.   [1]   (ii) on fig. 8.1, draw the ray from the top of the object which passes through f 2.    continue your ray until it meets the image. [4] [total: 8]",
+            "13": "13 0625/21/m/j/10 \u00a9 ucles 2010 [turn overfor examiner\u2019s use9 (a) a warning on the packaging of a light switch purchased from an electrical store reads safety warning this push-button switch is not suitable for use in a washroom. lights in washrooms should be  operated by pull-cord switches.   (i) explain why it might be dangerous to use a push-button switch in a washroom.  .. ..   [2]   (ii) why is it safe to use a pull-cord switch in a washroom? ..   [1]  (b) an electric heater, sold in the electrical store, has a current of 8 a when it is working  normally.   the cable fitted to the heater has a maximum safe current of 12 a.   which of the following fuses would be most suitable to use in the plug fitted to the cable  of the heater? tick one box.    5 a       10 a      13 a      20 a   [1]  (c) the cable for connecting an electric cooker is much thicker than the cable on a table  lamp.   (i) why do cookers need a much thicker cable?  ..   [1]   (ii) what would happen if a thin cable were used for wiring a cooker to the supply? ..   [1] [total: 6]",
+            "14": "14 0625/21/m/j/10 \u00a9 ucles 2010for examiner\u2019s use10 a transformer has 500 turns in both its primary and its secondary coils. it is connected to a  240 v mains supply. there are 4 possible connections to the secondary, labelled w, x, y and z on fig. 10.1. p w x y z240  v primary coil 500 turnssecondary coil 500 turns fig. 10.1  between w and x there are 300 turns.  between x and y there are 175 turns.  between y and z there are 25 turns.  (a) a person wishes to run a 12 v electric bell, using the transformer.   between which two of the labelled terminals should the bell be connected?   show your working.  bell connected between terminal  .  and terminal    [4]  (b) state the voltage between terminals w and z.    [1]",
+            "15": "15 0625/21/m/j/10 \u00a9 ucles 2010 [turn overfor examiner\u2019s use (c) state the name given to the part labelled p and the material from which it is made. name  material  ..  [2]  (d) why are the coils normally made from copper wire? ..   [1] [total: 8]",
+            "16": "16 0625/21/m/j/10 \u00a9 ucles 2010for examiner\u2019s use11 fig. 11.1 shows apparatus being used to project a visible spectrum onto a screen, using a  lamp with a white-hot filament. p qa bvisible spectrumscreen glass prism glass lens filament lamp (white light source) fig. 11.1  (a) state two things that happen to the white light as it passes through surface pq of the prism. 1.  ..2.    [2]  (b) what colour light will be seen at   (i) edge a of the spectrum,  ...   (ii) edge b of the spectrum?  .. [2]  (c) a thermometer with a blackened bulb is moved very slowly across the screen.   (i) on fig. 11.1, mark using a cross ( \u00d7) the position where the thermometer will show  its largest reading. [2]   (ii) what type of radiation would cause this high reading?   [1] [total: 7]",
+            "17": "17 0625/21/m/j/10 \u00a9 ucles 2010 [turn overfor examiner\u2019s use12 (a) a scientist, who is also an antiques collector, buys an old watch at an antiques market.  the figures on the dial of the watch are painted with a type of luminous paint that is radioactive.   in his laboratory, he puts the watch close to a radiation detector and then places sheets  of different materials in the gap between them, as shown in fig. 12.1. watch sheetradiation detector counter fig. 12.1   the results of his investigation are given in the following table. material effect sheet of paper no observable change in count rate 1 mm thick sheet of aluminium a noticeable decrease in the count rate 1 mm thick sheet of leadconsiderable decrease in the count rate  but still above background   (i) from this information, deduce the type or types of radiation escaping from the watch.  .. ..   [2]   (ii) the back of the watch is made of steel 1 mm thick.    state one reason why there would be a health hazard when wearing this watch. .. ..   [1]",
+            "18": "18 0625/21/m/j/10 \u00a9 ucles 2010for examiner\u2019s use (b) radioactive materials are stored in a cupboard.   (i) which of the symbols shown in fig. 12.2 is used on the door of the cupboard to  warn of the radiation hazard? tick one box. fig. 12.2 [1]   (ii) state one other safety precaution that should be taken when storing the radioactive substances in the cupboard.  ..   [1] [total: 5]",
+            "19": "19 0625/21/m/j/10 \u00a9 ucles 2010blank page",
+            "20": "20 0625/21/m/j/10 \u00a9 ucles 2010blank page permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the publisher will be pleased to make amends at the earliest possible opportunity. 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."
+        },
+        "0625_s10_qp_22.pdf": {
+            "1": "this document consists of 21 printed pages and 3 blank pages. dca (shw 00379 1/09) 20865/5 \u00a9 ucles 2010 [turn overuniversity of cambridge international examinations international general certificate of secondary education read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen.y ou may use a soft pencil for any diagrams, graphs or rough working.do not use staples, paper clips, highlighters, glue or correction fluid.do not write in any barcodes. answer all questions. y ou may lose marks if you do not show your working or if you do not use appropriate units.take the weight of 1 kg to be 10 n (i.e. acceleration of free fall = 10 m / s 2). at the end of the examination, fasten all your work securely together.the number of marks is given in brackets [  ] at the end of each question or part question. *9522988088 *physics 0625/22 paper 2 core may/june 2010  1 hour 15 minutes candidates answer on the question paper. no additional materials are required.",
+            "2": "2 0625/22/m/j/10 \u00a9 ucles 2010for examiner\u2019s use1 five identical steel balls are measured with a rule graduated in cm, as shown in fig. 1.1. 123456789 1 0 1 1 1 2 1 3 1 4 1 5 1 6 1 7 1 8 1 9 2 0cmwooden block fig. 1.1  (a) use fig. 1.1 to find the diameter of one ball.  diameter of ball =  ..  cm [2]  (b) what instrument would be used to measure the mass of a ball?    [1]  (c) another ball has a volume of 9.0 cm3 and a mass of 72 g.   calculate the density of this ball.  density =    [4] [total: 7]",
+            "3": "3 0625/22/m/j/10 \u00a9 ucles 2010 [turn overfor examiner\u2019s use2 (a) fig. 2.1 shows a space probe, far out into space, where there is no atmosphere. it is  moving at a constant speed in the direction shown by the arrow. rocket motors fig. 2.1   is a force necessary to keep the probe moving like this? tick one box.    yes       no      if your answer is \u201cyes\u201d, draw an arrow on the diagram to show this force. [1]  (b) fig. 2.2 shows the space probe just after the rocket motors are fired. exhaust gases fig. 2.2   state what effect this has on the space probe.  ..    [2]",
+            "4": "4 0625/22/m/j/10 \u00a9 ucles 2010for examiner\u2019s use (c) later into its mission, the space probe is brought back into the earth\u2019s atmosphere  again, with no rockets working.   suggest two effects that the atmosphere has on the space probe. 1.  .. 2.    [2] [total: 5]",
+            "5": "5 0625/22/m/j/10 \u00a9 ucles 2010 [turn overfor examiner\u2019s use3 (a) here is a list of some energy resources which might be used to generate electricity.   put a tick in the box alongside any of these which relies on a fuel being consumed.    oil       hydroelectricity     nuclear fission     wind     w a v e s   [2]  (b) here is a list of devices which convert energy from one form to another. battery, electric motor, gas lamp, gas fire, generator, loudspeaker, microphone   which of these is designed to convert   (i) chemical energy into light energy, ..   (ii) electrical energy into mechanical energy, ..   (iii) sound energy into electrical energy? .. [3] [total: 5]",
+            "6": "6 0625/22/m/j/10 \u00a9 ucles 2010for examiner\u2019s use4 (a) fig. 4.1 shows end views of the walls built by two bricklayers. ab soil reinforced concrete foundationreinforced concrete foundation fig. 4.1   which wall is the least likely to sink into the soil, and why?  ..  .. ..   [2]  (b) fig. 4.2 shows two horizontal squares p and q. q p fig. 4.2   the atmosphere is pressing down on both p and q.  (i) name two quantities that would need to be known in order to calculate the  atmospheric pressure on square p . 1. ...2. .  [2]",
+            "7": "7 0625/22/m/j/10 \u00a9 ucles 2010 [turn overfor examiner\u2019s use  (ii) the area of p is four times that of q.    complete the following sentences.    1. the atmospheric pressure on p is \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026 the      atmospheric pressure on q.    2. the force of the atmosphere on p is \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026 the      force of the atmosphere on q. [3] [total: 7]",
+            "8": "8 0625/22/m/j/10 \u00a9 ucles 2010for examiner\u2019s use5 fig. 5.1 shows a device called a thermostat, which is being used to control the temperature  of the air in a room. brass striptemperature control screw contactsx yinsulatorpower supply heater fig. 5.1  x and y are strips of two different metals, joined together along their length. together they  are called a bimetallic strip. x expands more than y for the same temperature rise.  (a) the temperature rises and the bimetallic strip bends.   state   (i) which way the bimetallic strip bends,   [1]   (ii) what happens to the contacts,   [1]   (iii) what happens to the current in the circuit,   [1]   (iv) what adjustment could be made to this thermostat, in order to increase the  temperature at which the thermostat operates.  ..   [1]",
+            "9": "9 0625/22/m/j/10 \u00a9 ucles 2010 [turn overfor examiner\u2019s use (b) fig. 5.2 shows how the temperature of the water in a tank would rise if it were heated  continuously, starting with water at a temperature of 0 \u00b0c. 0 0 time  / minutestemperature / \u00b0c 10 20 30 40 50 60 701020304050607080 fig. 5.2   the thermostat controlling the temperature of the water switches off the heater current  when the temperature rises above 50 \u00b0c.   (i) use fig. 5.2 to determine how long the water is heated before the thermostat  operates.  time =  ... minutes [1]",
+            "10": "10 0625/22/m/j/10 \u00a9 ucles 2010for examiner\u2019s use  (ii) the heater supplies energy at the rate of 2000 w.    calculate how much thermal energy is supplied to the water before the thermostat  switches off the heater.  energy =  .  j [3] [total: 8]",
+            "11": "11 0625/22/m/j/10 \u00a9 ucles 2010 [turn overfor examiner\u2019s use6 (a) fig. 6.1 illustrates a sound wave travelling through the air. direction of wave travel fig. 6.1   (i) on fig. 6.1, mark clearly the direction in which the air particles are moving. [1]   (ii) use fig. 6.1 to measure the wavelength of the sound wave.  wavelength =  ..  cm [1]   (iii) the pitch of the sound wave is raised.    state how the sound wave pattern would differ from that shown in fig. 6.1.  ..   [1]  (b) fig. 6.2 shows a section through a series of waves on water. direction of wave travel fig. 6.2   (i) on fig. 6.2, mark clearly the direction in which the water molecules are moving. [1]   (ii) from fig. 6.2, measure the wavelength of the water wave.  wavelength =  ..  cm [1]   (iii) the amplitude of the water waves is increased.    state how the appearance of the water waves would differ from that shown in  fig. 6.2.  ..   [1] [total: 6]",
+            "12": "12 0625/22/m/j/10 \u00a9 ucles 2010for examiner\u2019s use7 (a) a ray of light passes through one surface of a glass prism at right angles to the surface,  as shown in fig. 7.1. ray of light 45\u00b0 45\u00b0a fig. 7.1   (i) state why the ray is not deviated as it passes through the surface into the glass at a.  ..   [1]   (ii) on fig. 7.1, use a ruler to help you draw the rest of the path of the ray, until it has  emerged again into the air. [3]  (b) fig. 7.2 shows a periscope that uses two plane mirrors. mirror a mirror b fig. 7.2   (i) on fig. 7.2, clearly mark the angle of incidence i and the angle of reflection r at  mirror a. [1]",
+            "13": "13 0625/22/m/j/10 \u00a9 ucles 2010 [turn overfor examiner\u2019s use  (ii) state the equation linking i and r. [1]   (iii) in the space below, use a ruler to redraw the periscope, but using prisms like that in  fig. 7.1 instead of mirrors at a and b. [2] [total: 8]",
+            "14": "14 0625/22/m/j/10 \u00a9 ucles 2010for examiner\u2019s use8 (a) fig. 8.1 shows a circuit containing a 6 v lamp, two switches and a 6 v motorcycle battery.  the lamp has a resistance of 10 /afii9821 when it is glowing normally. s1 s2 6 v 6 v, 10  /afii9821 fig. 8.1   how can the lamp be made to light up at normal brightness? tick the box alongside any  action which will do this.    close s1 only     close s2 only     close both s1 and s2  [1]  (b) fig. 8.2 shows a similar circuit, but the switches are arranged in parallel. s1 s2 6 v, 10  x 6 v fig. 8.2   how can the lamp be made to light up at normal brightness? tick the box alongside any  action which will do this.    close s1 only     close s2 only     close both s1 and s2  [2]",
+            "15": "15 0625/22/m/j/10 \u00a9 ucles 2010 [turn overfor examiner\u2019s use (c) the lamp is now connected to a 12 v car battery, as shown in fig. 8.3. s 12v 6 v, 10  /afii9821 fig. 8.3   state why it would not be wise to close switch s.  ..    [1]  (d) resistor r is connected in series with the lamp, as shown in fig. 8.4. s 6 v, 10  /afii9821r 12 v fig. 8.4   (i) state what value r must have, in order to enable the lamp to have 6 v across it  when s is closed.  resistance =    /afii9821 [1]   (ii) with this resistor and the lamp in series, calculate the current in the circuit.  current =    [4] [total: 9]",
+            "16": "16 0625/22/m/j/10 \u00a9 ucles 2010for examiner\u2019s use9 fill in the gaps in the sentences below, using only appropriate words from the following list.  do not use any word more than once. charge, current, few, many, potential difference, resistance  insulators are materials which possess very \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026 free electrons.  because of this, when a \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026 is applied across an  insulator, the electric \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026 in it is very small.  the \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026 of a piece of insulator is likely to be very high. [3] [total: 3]",
+            "17": "17 0625/22/m/j/10 \u00a9 ucles 2010 [turn overfor examiner\u2019s use10 (a) (i) what is an electromagnet?  .. ..   [1]   (ii) state one very useful property of an electromagnet. ..   [1]  (b) an iron bar has many turns of wire wrapped around it, as shown in fig. 10.1. the wire is  connected to an alternating current supply. alternating current supplyiron bar flat coillow voltage lamp fig. 10.1   some more wire is made into a flat coil and connected across a low voltage lamp. when  the flat coil is held close to the end of the iron bar, the lamp glows.   explain why this happens.  ..  .. .. ..   [3]",
+            "18": "18 0625/22/m/j/10 \u00a9 ucles 2010for examiner\u2019s use (c) fig. 10.2 shows a relay being used to switch an electric motor m on and off. m  s core springy metal  contacts  a  b  pivot  iron armature insulator  coil of  wire  fig. 10.2   switch s is closed. state what happens to   (i) the core, ..   [1]   (ii) the iron armature, ..   [1]   (iii) the contacts a and b. ..   [1]  (d) a suggestion is made that the relay would work better if the armature were made of  steel instead of iron.   explain why this is not a good idea.  ..    [2] [total: 10]",
+            "19": "19 0625/22/m/j/10 \u00a9 ucles 2010 [turn overfor examiner\u2019s use11 (a) state what is meant by thermionic emission.  ..   [2]  (b) in fig. 11.1, a beam of cathode rays is entering the space between two charged metal  plates. + \u2013cathode rays fig. 11.1   (i) what sort of particles make up cathode rays? tick one box.     /afii9825-particles      electrons      neutrons      protons  [1]   (ii) on fig. 11.1, continue the dotted line to show the path of the cathode rays as they travel between the plates and into the space beyond the plates. [3] [total: 6]",
+            "20": "20 0625/22/m/j/10 \u00a9 ucles 2010for examiner\u2019s use12 (a) four students attempt to define the half-life of a sample of radioactive substance.   student a half-life is half the time for the activity of the sample to decrease to zero.   student b  half-life is half the time taken for the activity of the sample to decrease to  half its original value.   student c  half-life is the time taken for the activity of the sample to decrease to half its original value. which student has given a correct definition?  ...  [1]  (b) fig. 12.1 shows two samples of the same radioactive substance. the substance emits  /afii9826-particles. fig. 12.1   put a tick alongside any of the following quantities which is the same for both samples.    the half-life of the samples     the mass of the samples     the number of atoms decaying each second     the number of /afii9826-particles emitted per second  [1]",
+            "21": "21 0625/22/m/j/10 \u00a9 ucles 2010for examiner\u2019s use (c) a quantity of radioactive material has to be taken from a nuclear reactor to a factory  some distance away. fig. 12.2 shows the decay curve for the quantity of radioactive material. 0 0 time  / hourscounts  / minutecount rate 2 4 6 8 10 12 14 16500100015002000 fig. 12.2   just before it leaves the nuclear reactor, the count-rate from the material is 2000  counts / minute. when it arrives at the factory, the count-rate is 1000 counts / minute.   (i) how long did the journey take?  .  hours [1]   (ii) how many half-lives elapsed during the journey?  ...  [1]   (iii) the material is only useful to the factory if the activity is at least 100 counts / minute.    use fig. 12.2 to determine how many hours of useful life the factory has from the  radioactive material.  useful life =  ..  hours [2] [total: 6]",
+            "22": "22 0625/22/m/j/10 \u00a9 ucles 2010blank page",
+            "23": "23 0625/22/m/j/10 \u00a9 ucles 2010blank page",
+            "24": "24 0625/22/m/j/10 \u00a9 ucles 2010blank page permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the publisher will be pleased to make amends at the earliest possible opportunity. 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."
+        },
+        "0625_s10_qp_23.pdf": {
+            "1": "this document consists of 21 printed pages and 3 blank pages. dc (leo/shw) 27132 \u00a9 ucles 2010 [turn overuniversity of cambridge international examinations international general certificate of secondary education read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen.y ou may use a soft pencil for any diagrams, graphs or rough working.do not use staples, paper clips, highlighters, glue or correction fluid.do not write in any barcodes. answer all questions. y ou may lose marks if you do not show your working or if you do not use appropriate units.take the weight of 1 kg to be 10 n (i.e. acceleration of free fall = 10 m / s 2). at the end of the examination, fasten all your work securely together.the number of marks is given in brackets [  ] at the end of each question or part question. *2344733865 *physics 0625/23 paper 2 core may/june 2010  1 hour 15 minutes candidates answer on the question paper. no additional materials are required.",
+            "2": "2 0625/23/m/j/10 \u00a9 ucles 2010for examiner\u2019s use1 five identical steel balls are measured with a rule graduated in cm, as shown in fig. 1.1. 123456789 1 0 1 1 1 2 1 3 1 4 1 5 1 6 1 7 1 8 1 9 2 0cmwooden block fig. 1.1  (a) use fig. 1.1 to find the diameter of one ball.  diameter of ball =  ..  cm [2]  (b) what instrument would be used to measure the mass of a ball?    [1]  (c) another ball has a volume of 9.0 cm3 and a mass of 72 g.   calculate the density of this ball.  density =    [4] [total: 7]",
+            "3": "3 0625/23/m/j/10 \u00a9 ucles 2010 [turn overfor examiner\u2019s use2 (a) fig. 2.1 shows a space probe, far out into space, where there is no atmosphere. it is  moving at a constant speed in the direction shown by the arrow. rocket motors fig. 2.1   is a force necessary to keep the probe moving like this? tick one box.    yes       no      if your answer is \u201cyes\u201d, draw an arrow on the diagram to show this force. [1]  (b) fig. 2.2 shows the space probe just after the rocket motors are fired. exhaust gases fig. 2.2   state what effect this has on the space probe.  ..    [2]",
+            "4": "4 0625/23/m/j/10 \u00a9 ucles 2010for examiner\u2019s use (c) later into its mission, the space probe is brought back into the earth\u2019s atmosphere  again, with no rockets working.   suggest two effects that the atmosphere has on the space probe. 1.  .. 2.    [2] [total: 5]",
+            "5": "5 0625/23/m/j/10 \u00a9 ucles 2010 [turn overfor examiner\u2019s use3 (a) here is a list of some energy resources which might be used to generate electricity.   put a tick in the box alongside any of these which relies on a fuel being consumed.    oil       hydroelectricity     nuclear fission     wind     w a v e s   [2]  (b) here is a list of devices which convert energy from one form to another. battery, electric motor, gas lamp, gas fire, generator, loudspeaker, microphone   which of these is designed to convert   (i) chemical energy into light energy, ..   (ii) electrical energy into mechanical energy, ..   (iii) sound energy into electrical energy? .. [3] [total: 5]",
+            "6": "6 0625/23/m/j/10 \u00a9 ucles 2010for examiner\u2019s use4 (a) fig. 4.1 shows end views of the walls built by two bricklayers. ab soil reinforced concrete foundationreinforced concrete foundation fig. 4.1   which wall is the least likely to sink into the soil, and why?  ..  .. ..   [2]  (b) fig. 4.2 shows two horizontal squares p and q. q p fig. 4.2   the atmosphere is pressing down on both p and q.  (i) name two quantities that would need to be known in order to calculate the  atmospheric pressure on square p . 1. ...2. .  [2]",
+            "7": "7 0625/23/m/j/10 \u00a9 ucles 2010 [turn overfor examiner\u2019s use  (ii) the area of p is four times that of q.    complete the following sentences.    1. the atmospheric pressure on p is \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026 the      atmospheric pressure on q.    2. the force of the atmosphere on p is \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026 the      force of the atmosphere on q. [3] [total: 7]",
+            "8": "8 0625/23/m/j/10 \u00a9 ucles 2010for examiner\u2019s use5 fig. 5.1 shows a device called a thermostat, which is being used to control the temperature  of the air in a room. brass striptemperature control screw contactsx yinsulatorpower supply heater fig. 5.1  x and y are strips of two different metals, joined together along their length. together they  are called a bimetallic strip. x expands more than y for the same temperature rise.  (a) the temperature rises and the bimetallic strip bends.   state   (i) which way the bimetallic strip bends,   [1]   (ii) what happens to the contacts,   [1]   (iii) what happens to the current in the circuit,   [1]   (iv) what adjustment could be made to this thermostat, in order to increase the  temperature at which the thermostat operates.  ..   [1]",
+            "9": "9 0625/23/m/j/10 \u00a9 ucles 2010 [turn overfor examiner\u2019s use (b) fig. 5.2 shows how the temperature of the water in a tank would rise if it were heated  continuously, starting with water at a temperature of 0 \u00b0c. 0 0 time  / minutestemperature / \u00b0c 10 20 30 40 50 60 701020304050607080 fig. 5.2   the thermostat controlling the temperature of the water switches off the heater current  when the temperature rises above 50 \u00b0c.   (i) use fig. 5.2 to determine how long the water is heated before the thermostat  operates.  time =  ... minutes [1]",
+            "10": "10 0625/23/m/j/10 \u00a9 ucles 2010for examiner\u2019s use  (ii) the heater supplies energy at the rate of 2000 w.    calculate how much thermal energy is supplied to the water before the thermostat  switches off the heater.  energy =  .  j [3] [total: 8]",
+            "11": "11 0625/23/m/j/10 \u00a9 ucles 2010 [turn overfor examiner\u2019s use6 (a) fig. 6.1 illustrates a sound wave travelling through the air. direction of wave travel fig. 6.1   (i) on fig. 6.1, mark clearly the direction in which the air particles are moving. [1]   (ii) use fig. 6.1 to measure the wavelength of the sound wave.  wavelength =  ..  cm [1]   (iii) the pitch of the sound wave is raised.    state how the sound wave pattern would differ from that shown in fig. 6.1.  ..   [1]  (b) fig. 6.2 shows a section through a series of waves on water. direction of wave travel fig. 6.2   (i) on fig. 6.2, mark clearly the direction in which the water molecules are moving. [1]   (ii) from fig. 6.2, measure the wavelength of the water wave.  wavelength =  ..  cm [1]   (iii) the amplitude of the water waves is increased.    state how the appearance of the water waves would differ from that shown in  fig. 6.2.  ..   [1] [total: 6]",
+            "12": "12 0625/23/m/j/10 \u00a9 ucles 2010for examiner\u2019s use7 (a) a ray of light passes through one surface of a glass prism at right angles to the surface,  as shown in fig. 7.1. ray of light 45\u00b0 45\u00b0a fig. 7.1   (i) state why the ray is not deviated as it passes through the surface into the glass at a.  ..   [1]   (ii) on fig. 7.1, use a ruler to help you draw the rest of the path of the ray, until it has  emerged again into the air. [3]  (b) fig. 7.2 shows a periscope that uses two plane mirrors. mirror a mirror b fig. 7.2   (i) on fig. 7.2, clearly mark the angle of incidence i and the angle of reflection r at  mirror a. [1]",
+            "13": "13 0625/23/m/j/10 \u00a9 ucles 2010 [turn overfor examiner\u2019s use  (ii) state the equation linking i and r. [1]   (iii) in the space below, use a ruler to redraw the periscope, but using prisms like that in  fig. 7.1 instead of mirrors at a and b. [2] [total: 8]",
+            "14": "14 0625/23/m/j/10 \u00a9 ucles 2010for examiner\u2019s use8 (a) fig. 8.1 shows a circuit containing a 6 v lamp, two switches and a 6 v motorcycle battery.  the lamp has a resistance of 10 /afii9821 when it is glowing normally. s1 s2 6 v 6 v, 10  /afii9821 fig. 8.1   how can the lamp be made to light up at normal brightness? tick the box alongside any  action which will do this.    close s1 only     close s2 only     close both s1 and s2  [1]  (b) fig. 8.2 shows a similar circuit, but the switches are arranged in parallel. s1 s2 6 v, 10  x 6 v fig. 8.2   how can the lamp be made to light up at normal brightness? tick the box alongside any  action which will do this.    close s1 only     close s2 only     close both s1 and s2  [2]",
+            "15": "15 0625/23/m/j/10 \u00a9 ucles 2010 [turn overfor examiner\u2019s use (c) the lamp is now connected to a 12 v car battery, as shown in fig. 8.3. s 12v 6 v, 10  /afii9821 fig. 8.3   state why it would not be wise to close switch s.  ..    [1]  (d) resistor r is connected in series with the lamp, as shown in fig. 8.4. s 6 v, 10  /afii9821r 12 v fig. 8.4   (i) state what value r must have, in order to enable the lamp to have 6 v across it  when s is closed.  resistance =    /afii9821 [1]   (ii) with this resistor and the lamp in series, calculate the current in the circuit.  current =    [4] [total: 9]",
+            "16": "16 0625/23/m/j/10 \u00a9 ucles 2010for examiner\u2019s use9 fill in the gaps in the sentences below, using only appropriate words from the following list.  do not use any word more than once. charge, current, few, many, potential difference, resistance  insulators are materials which possess very \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026 free electrons.  because of this, when a \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026 is applied across an  insulator, the electric \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026 in it is very small.  the \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026 of a piece of insulator is likely to be very high. [3] [total: 3]",
+            "17": "17 0625/23/m/j/10 \u00a9 ucles 2010 [turn overfor examiner\u2019s use10 (a) (i) what is an electromagnet?  .. ..   [1]   (ii) state one very useful property of an electromagnet. ..   [1]  (b) an iron bar has many turns of wire wrapped around it, as shown in fig. 10.1. the wire is  connected to an alternating current supply. alternating current supplyiron bar flat coillow voltage lamp fig. 10.1   some more wire is made into a flat coil and connected across a low voltage lamp. when  the flat coil is held close to the end of the iron bar, the lamp glows.   explain why this happens.  ..  .. .. ..   [3]",
+            "18": "18 0625/23/m/j/10 \u00a9 ucles 2010for examiner\u2019s use (c) fig. 10.2 shows a relay being used to switch an electric motor m on and off. m  s core springy metal  contacts  a  b  pivot  iron armature insulator  coil of  wire  fig. 10.2   switch s is closed. state what happens to   (i) the core, ..   [1]   (ii) the iron armature, ..   [1]   (iii) the contacts a and b. ..   [1]  (d) a suggestion is made that the relay would work better if the armature were made of  steel instead of iron.   explain why this is not a good idea.  ..    [2] [total: 10]",
+            "19": "19 0625/23/m/j/10 \u00a9 ucles 2010 [turn overfor examiner\u2019s use11 (a) state what is meant by thermionic emission.  ..   [2]  (b) in fig. 11.1, a beam of cathode rays is entering the space between two charged metal  plates. + \u2013cathode rays fig. 11.1   (i) what sort of particles make up cathode rays? tick one box.     /afii9825-particles      electrons      neutrons      protons  [1]   (ii) on fig. 11.1, continue the dotted line to show the path of the cathode rays as they travel between the plates and into the space beyond the plates. [3] [total: 6]",
+            "20": "20 0625/23/m/j/10 \u00a9 ucles 2010for examiner\u2019s use12 (a) four students attempt to define the half-life of a sample of radioactive substance.   student a half-life is half the time for the activity of the sample to decrease to zero.   student b  half-life is half the time taken for the activity of the sample to decrease to  half its original value.   student c  half-life is the time taken for the activity of the sample to decrease to half its original value. which student has given a correct definition?  ...  [1]  (b) fig. 12.1 shows two samples of the same radioactive substance. the substance emits  /afii9826-particles. fig. 12.1   put a tick alongside any of the following quantities which is the same for both samples.    the half-life of the samples     the mass of the samples     the number of atoms decaying each second     the number of /afii9826-particles emitted per second  [1]",
+            "21": "21 0625/23/m/j/10 \u00a9 ucles 2010for examiner\u2019s use (c) a quantity of radioactive material has to be taken from a nuclear reactor to a factory  some distance away. fig. 12.2 shows the decay curve for the quantity of radioactive material. 0 0 time  / hourscounts  / minutecount rate 2 4 6 8 10 12 14 16500100015002000 fig. 12.2   just before it leaves the nuclear reactor, the count-rate from the material is 2000  counts / minute. when it arrives at the factory, the count-rate is 1000 counts / minute.   (i) how long did the journey take?  .  hours [1]   (ii) how many half-lives elapsed during the journey?  ...  [1]   (iii) the material is only useful to the factory if the activity is at least 100 counts / minute.    use fig. 12.2 to determine how many hours of useful life the factory has from the  radioactive material.  useful life =  ..  hours [2] [total: 6]",
+            "22": "22 0625/23/m/j/10 \u00a9 ucles 2010blank page",
+            "23": "23 0625/23/m/j/10 \u00a9 ucles 2010blank page",
+            "24": "24 0625/23/m/j/10 \u00a9 ucles 2010blank page permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the publisher will be pleased to make amends at the earliest possible opportunity. 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."
+        },
+        "0625_s10_qp_31.pdf": {
+            "1": "this document consists of 19 printed pages and 1 blank page. dc (shw 00380 1/09) 20284/4 \u00a9 ucles 2010 [turn overuniversity of cambridge international examinations international general certificate of secondary education read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen.y ou may use a soft pencil for any diagrams, graphs or rough working.do not use staples, paper clips, highlighters, glue or correction fluid.do not write in any barcodes. answer all questions. y ou may lose marks if you do not show your working or if you do not use appropriate units.take the weight of 1 kg to be 10 n (i.e. acceleration of free fall = 10 m / s 2). at the end of the examination, fasten all your work securely together.the number of marks is given in brackets [  ] at the end of each question or part question. *777675399 2*physics 0625/31 paper 3 extended may/june 2010  1 hour 15 minutes candidates answer on the question paper. no additional materials are required.",
+            "2": "2 0625/31/m/j/10 \u00a9 ucles 2010for examiner\u2019s use1 fig. 1.1 shows the speed/time graph for a car travelling along a straight road.  the graph shows how the speed of the car changes as the car passes through a small  town. 0 0 time  / sm / sspeed 10 20 30 40 50 60 705101520253035 a b cd enters town hereleaves town here fig. 1.1  (a) describe what happens to the speed of the car   (i) between a and b,  .   (ii) between b and c,  .   (iii) between c and d.  . [1]",
+            "3": "3 0625/31/m/j/10 \u00a9 ucles 2010 [turn overfor examiner\u2019s use (b) calculate the distance between the start of the town and the end of the town.  distance =    [3]  (c) calculate the acceleration of the car between c and d.  acceleration =    [3] (d) state how the graph shows that the deceleration of the car has the same numerical  value as its acceleration.  ..   [1] [total: 8]",
+            "4": "4 0625/31/m/j/10 \u00a9 ucles 2010for examiner\u2019s use2 a car of mass 900 kg is travelling at a steady speed of 30 m / s against a resistive force of  2000 n, as illustrated in fig. 2.1. 2000  n resistive force30 m / s fig. 2.1  (a) calculate the kinetic energy of the car.  kinetic energy =    [2]  (b) calculate the energy used in 1.0 s against the resistive force.  energy =    [2]  (c) what is the minimum power that the car engine has to deliver to the wheels?  minimum power =    [1]",
+            "5": "5 0625/31/m/j/10 \u00a9 ucles 2010 [turn overfor examiner\u2019s use (d) what form of energy is in the fuel, used by the engine to drive the car?    [1]  (e) state why the energy in the fuel is converted at a greater rate than you have calculated  in (c).  ..   [1] [total: 7]",
+            "6": "6 0625/31/m/j/10 \u00a9 ucles 2010for examiner\u2019s use3 two students make the statements about acceleration that are given below.  student a:  for a given mass the acceleration of an object is proportional to the resultant  force applied to the object.  student b:  for a given force the acceleration of an object is proportional to the mass of the object.  (a) one statement is correct and one is incorrect.   re-write the incorrect statement, making changes so that it is now correct. for a given .  the acceleration of an object is  ...    [1]  (b) state the equation which links acceleration a, resultant force f and mass m. [1]  (c) describe what happens to the motion of a moving object when   (i) there is no resultant force acting on it,    [1]   (ii) a resultant force is applied to it in the opposite direction to the motion,   [1]   (iii) a resultant force is applied to it in a perpendicular direction to the motion.   [1] [total: 5]",
+            "7": "7 0625/31/m/j/10 \u00a9 ucles 2010 [turn overfor examiner\u2019s use4 (a) four identical metal plates, at the same temperature, are laid side by side on the ground.  the rays from the sun fall on the plates.     one plate has a matt black surface.     one plate has a shiny black surface.    one plate has a matt silver surface.    one plate has a shiny silver surface.  state which plate has the fastest-rising temperature when the sunlight first falls on the  plates.   [1]  (b) the apparatus shown in fig. 4.1 is known as leslie\u2019s differential air thermometer. glass bulb painted matt blackshiny glass bulbradiant heater air liquidt fig. 4.1   the heater is switched off. tap t is opened so that the air on the two sides of t has the  same pressure. tap t is then closed.   (i) the heater is switched on. on fig. 4.1, mark clearly where the two liquid levels  might be a short time later. [1]   (ii) explain your answer to (b)(i).  .. ..   [2] [total: 4]",
+            "8": "8 0625/31/m/j/10 \u00a9 ucles 2010for examiner\u2019s use5 a certain substance is in the solid state at a temperature of \u201336 \u00b0c. it is heated at a constant  rate for 32 minutes. the record of its temperature is given in fig. 5.1. time / min 0126 1 0 1 4 1 8 2 2 2 4 2 6 2 8 3 0 3 2 temperature / \u00b0c \u201336 \u201316 \u20139 \u20139 \u20139 \u20139 32 75 101 121 121 121 121 fig. 5.1  (a) state what is meant by the term latent heat.  ..   [2]  (b) state a time at which the energy is being supplied as latent heat of fusion.   [1]  (c) explain the energy changes undergone by the molecules of a substance during the  period when latent heat of vaporisation is being supplied.  .. ..   [2]  (d) (i) the rate of heating is 2.0 kw.    calculate how much energy is supplied to the substance during the period  18 \u2013 22 minutes.  energy supplied =    [2]",
+            "9": "9 0625/31/m/j/10 \u00a9 ucles 2010 [turn overfor examiner\u2019s use  (ii) the specific heat capacity of the substance is 1760 j / (kg \u00b0c).    use the information in the table for the period 18 \u2013 22 minutes to calculate the  mass of the substance being heated.  mass heated =    [3] [total: 10]",
+            "10": "10 0625/31/m/j/10 \u00a9 ucles 2010for examiner\u2019s use6 some plane waves travel on the surface of water in a tank. they pass from a region of deep  water into a region of shallow water. fig. 6.1 shows what the waves look like from above. shallow waterdeep waterboundary waves move this way fig. 6.1  (a) state what happens at the boundary, if anything, to   (i) the frequency of the waves,    [1]   (ii) the speed of the waves,   [1]   (iii) the wavelength of the waves.   [1]  (b) the waves have a speed of 0.12 m / s in the deep water. wave crests are 0.08 m apart in  the deep water.   calculate the frequency of the source producing the waves. state the equation that you  use.  frequency =    [3]",
+            "11": "11 0625/31/m/j/10 \u00a9 ucles 2010 [turn overfor examiner\u2019s use (c) fig. 6.2 shows identical waves moving towards the boundary at an angle. shallow waterdeep waterboundary waves move this wayab fig. 6.2   on fig. 6.2, draw carefully the remainder of waves a and b, plus the two previous waves  which reached the shallow water. y ou will need to use your ruler to do this. [3] [total: 9]",
+            "12": "12 0625/31/m/j/10 \u00a9 ucles 2010for examiner\u2019s use7 during a thunderstorm, thunder and lightning are produced at the same time.  (a) a person is some distance away from the storm.   explain why the person sees the lightning before hearing the thunder.  ..  ..   [1]  (b) a scientist in a laboratory made the following measurements during a thunderstorm. time from start of storm / minutes 0.0 2.0 4.0 6.0 8.0 10.0 time between seeing lightning and hearing thunder / s 3.6 2.4 1.6 2.4 3.5 4.4 fig. 7.1   (i) how many minutes after the storm started did it reach its closest point to the  laboratory?    [1]   (ii) how can you tell that the storm was never immediately over the laboratory?   [1]   (iii) when the storm started, it was immediately above a village 1200 m from the  laboratory.    using this information and information from fig. 7.1, calculate the speed of sound.  speed of sound =    [2]   (iv) state the assumption you made when you calculated your answer to (b)(iii).    [1]",
+            "13": "13 0625/31/m/j/10 \u00a9 ucles 2010 [turn overfor examiner\u2019s use (c) some waves are longitudinal; some waves are transverse.   some waves are electromagnetic; some waves are mechanical.   put ticks ( \u2713) in the table below to indicate which of these descriptions apply to the light  waves of the lightning and the sound waves of the thunder. light waves sound waves longitudinal transverseelectromagneticmechanical [3] [total: 9]",
+            "14": "14 0625/31/m/j/10 \u00a9 ucles 2010for examiner\u2019s use8 (a) the transformer in fig. 8.1 is used to convert 240 v a.c. to 6 v a.c. a bc diron core secondary coilprimary coil (480 turns) fig. 8.1   (i) using the information above, calculate the number of turns on the secondary coil.  number of turns =    [2]   (ii) describe how the transformer works.  .. .. .. ..   [3]   (iii) state one way in which energy is lost from the transformer, and from which part it is  lost.    [1]",
+            "15": "15 0625/31/m/j/10 \u00a9 ucles 2010 [turn overfor examiner\u2019s use (b) fig. 8.2 shows a device labelled \u201cigcse transformer\u201d. fig. 8.2   study the label on the case of the igcse transformer.   (i) what is the output of the device?  ...  [1]   (ii) from the information on the case, deduce what other electrical component must be  included within the case of the igcse transformer, apart from a transformer.    [1]  (c) a transformer supplying electrical energy to a factory changes the 11 000 v a.c. supply to  440 v a.c. for use in the factory. the current in the secondary coil is 200 a.   calculate the current in the primary coil, assuming no losses from the transformer.  current =    [2] [total: 10]",
+            "16": "16 0625/31/m/j/10 \u00a9 ucles 2010for examiner\u2019s use9 (a) fig. 9.1 illustrates the left hand rule, which helps when describing the force on a current- carrying conductor in a magnetic field. thumb first finger second fingermotion  / force fig. 9.1   one direction has been labelled for you.   in each of the other two boxes, write the name of the quantity that direction represents.  [1]  (b) fig. 9.2 shows a simple d.c. motor connected to a battery and a switch. n s switch batteryx fig. 9.2",
+            "17": "17 0625/31/m/j/10 \u00a9 ucles 2010 [turn overfor examiner\u2019s use  (i) on fig. 9.2, write in each of the boxes the name of the part of the motor to which  the arrow is pointing. [2]   (ii) state which way the coil of the motor will rotate when the switch is closed, when viewed from the position x.    [1]   (iii) state two things which could be done to increase the speed of rotation of the coil.1. ...2. .  [2] [total: 6]",
+            "18": "18 0625/31/m/j/10 \u00a9 ucles 2010for examiner\u2019s use10 a certain element is known to exist as two different isotopes.  (a) state one thing that is the same for atoms of both isotopes.    [1]  (b) state one thing that is different between atoms of these two isotopes.   [1]  (c) an atom of one of these isotopes is unstable and decays into a different element by  emitting a  /afii9826-particle.   (i) state one thing about the atom that remains the same during this decay.    [1]   (ii) state one thing about the atom that changes as a result of this decay.   [1] [total: 4]",
+            "19": "19 0625/31/m/j/10 \u00a9 ucles 2010for examiner\u2019s use11 (a) a coil of wire is connected into a circuit containing a variable resistor and a battery.   the variable resistor is adjusted until the potential difference across the coil is 1.8 v.   in this condition, the current in the circuit is 0.45 a.  calculate  (i) the resistance of the coil,  resistance =    [1]  (ii) the thermal energy released from this coil in 9 minutes.  energy released =    [3] (b) the coil in part (a) is replaced by one made of wire which has half the diameter of that  in (a).   when the potential difference across the coil is again adjusted to 1.8 v, the current is  only 0.30 a.   calculate how the length of wire in the second coil compares with the length of wire in  the first coil. length of wire in second coil is \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026 the length of wire in first coil [4] [total: 8]",
+            "20": "20 0625/31/m/j/10 \u00a9 ucles 2010blank page permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the publisher will be pleased to make amends at the earliest possible opportunity. 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."
+        },
+        "0625_s10_qp_32.pdf": {
+            "1": "this document consists of 19 printed pages and 1 blank page. dca (shw 00379 1/09) 20866/7 \u00a9 ucles 2010 [turn overuniversity of cambridge international examinations international general certificate of secondary education read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen.y ou may use a soft pencil for any diagrams, graphs or rough working.do not use staples, paper clips, highlighters, glue or correction fluid.do not write in any barcodes. answer all questions. y ou may lose marks if you do not show your working or if you do not use appropriate units.take the weight of 1 kg to be 10 n (i.e. acceleration of free fall = 10 m / s 2). at the end of the examination, fasten all your work securely together.the number of marks is given in brackets [  ] at the end of each question or part question. *597859 4060*physics 0625/32 paper 3 extended may/june 2010  1 hour 15 minutes candidates answer on the question paper. no additional materials are required.",
+            "2": "2 0625/32/m/j/10 \u00a9 ucles 2010for examiner\u2019s use1 a ball player bounces a ball of mass 0.60 kg. its centre of mass moves down through a  distance of 0.90 m, as shown in fig. 1.1. ignore air resistance throughout this question. 0.90  m fig. 1.1  (a) calculate the decrease in gravitational potential energy of the ball as it moves down through the 0.90 m.  decrease in pe =    [2]  (b) the ball hits the ground at 7.0 m/s.   calculate the initial energy given to the ball by the player.  energy given =    [3]",
+            "3": "3 0625/32/m/j/10 \u00a9 ucles 2010 [turn overfor examiner\u2019s use (c) on another occasion, the player throws the ball into the air, to a height of 4.0 m above  the ground. the ball then falls to the ground.   during the impact, 22% of the ball\u2019s energy is lost.   (i) suggest one reason why energy is lost during bouncing. ..   [1]   (ii) calculate the height to which the ball rises after the bounce. [2]   (iii) an observer who sees the ball bounce says, \u201cthat ball should be slightly warmer  after that bounce.\u201d    explain why the observer\u2019s statement is true.  .. ..   [1] [total: 9]",
+            "4": "4 0625/32/m/j/10 \u00a9 ucles 2010for examiner\u2019s use2 four students, a, b, c and d, each have a spring. they measure the lengths of their springs  when the springs are stretched by different loads.  their results are shown in fig. 2.1. student a student b student c student d load / n spring length / cm spring length / cm spring length / cm spring length / cm 0.5  6.7  9.2  9.1 10.0 1.0  7.7 10.0  9.9 11.1 1.5  8.7 10.8 10.7 12.2 2.0  9.7 11.6 11.5 13.3 2.5 10.7 12.6 12.3 14.4 3.0 11.7 13.8 13.1 15.5 3.5 12.7 15.2 13.9 16.6 4.0 13.7 16.8 14.7 17.7 fig. 2.1  (a) (i) state which student had loaded the spring beyond the limit of proportionality.    [1]   (ii) explain how you obtained your answer to (a)(i). .. ..   [2]  (b) for the spring used by student a, calculate   (i) the extra extension caused by each additional 0.5 n,  extra extension =    [1]   (ii) the unloaded length of the spring.  unloaded length =    [1]",
+            "5": "5 0625/32/m/j/10 \u00a9 ucles 2010 [turn overfor examiner\u2019s use (c) student a obtains a second spring that is identical to his first spring. he hangs the two  springs side by side, as shown in fig. 2.2. identical springs load fig. 2.2   use the table to calculate the length of each of the springs when a load of 2.5 n is hung  as shown in fig. 2.2. show your working.  length = .  [2] [total: 7]",
+            "6": "6 0625/32/m/j/10 \u00a9 ucles 2010for examiner\u2019s use3 an ornamental garden includes a small pond, which contains a pumped system that causes  water to go up a pipe and then to run down a heap of rocks.  fig. 3.1 shows a section through this water feature. 0.8 m rockspumped water rises through pipe water inletto pumpwater runsdown rocks pump fig. 3.1  the density of water is 1000 kg / m3. a volume of 1 litre is equal to 0.001 m3.  (a) calculate the mass of 1 litre of water.  mass =    [2]  (b) calculate the work done raising 1 litre of water through a height of 0.8 m.  work =    [2]",
+            "7": "7 0625/32/m/j/10 \u00a9 ucles 2010 [turn overfor examiner\u2019s use (c) the pump lifts 90 litres of water per minute.   calculate the minimum power of the pump.  power =    [2]  (d) the pump is switched off.   immediately after the pump is switched off, what is the value of the water pressure at  the bottom of the 0.8 m pipe, due to the water in the pipe?  pressure =    [2] [total: 8]",
+            "8": "8 0625/32/m/j/10 \u00a9 ucles 2010for examiner\u2019s use4 a technician has been asked to design a liquid-in-glass thermometer, using alcohol as the  liquid.  (a) (i) state what is meant by the sensitivity of the thermometer.  ..   [1]   (ii) state one design feature the technician could use in order to ensure a very sensitive  thermometer.  ..   [1]  (b) (i) state what is meant by the range of the thermometer. ..   [1]   (ii) state one design feature that would ensure that the thermometer measured the  desired range of temperatures.  ..   [1]  (c) (i) state what is meant by linearity, as it applies to the thermometer. ..   [1]   (ii) state one design feature that would ensure linearity in the technician\u2019s thermometer. ..   [1] [total: 6]",
+            "9": "9 0625/32/m/j/10 \u00a9 ucles 2010 [turn overfor examiner\u2019s use5 the apparatus shown in fig. 5.1 is used to demonstrate how a coin and a piece of paper fall  when they are released from rest. piece of paper tube containing aircoin a fig. 5.1  (a) at the positions shown in fig. 5.1, the paper is descending at constant speed but the coin still accelerates.   in terms of the forces acting, explain these observations. paper   .. ..coin  .. ..   [4]  (b) a vacuum pump is now connected at a and the air in the tube is pumped out.   the paper and coin are again made to fall from rest.  state one difference that would be observed, compared with what was observed when  air was present. ..   [1] [total: 5]",
+            "10": "10 0625/32/m/j/10 \u00a9 ucles 2010for examiner\u2019s use6 a ray of monochromatic light passes through the glass prism shown in fig. 6.1. ray90\u00b0 45\u00b045\u00b0 61\u00b0 glass airab c fig. 6.1  (a) state what is meant by the term monochromatic.  ..   [1]  (b) state the name given to what happens to the ray at a.   [1]  (c) use the values on the diagram to calculate the angle of refraction at a (the angles in a  triangle add up to 180\u00b0).  angle of refraction =    [1]  (d) calculate the refractive index of the glass.  refractive index =    [3]",
+            "11": "11 0625/32/m/j/10 \u00a9 ucles 2010 [turn overfor examiner\u2019s use (e) explain why the ray does not emerge into the air at b, but does emerge at c.  .. .. ..   [2]  (f) an identical prism is stuck to the first prism using a transparent adhesive with the same  refractive index as the glass. this is shown in fig. 6.2. glassglass airraya b fig. 6.2   on fig. 6.2, draw the path of the ray after it has reached b and until it has passed into  the air again. [3] [total: 11]",
+            "12": "12 0625/32/m/j/10 \u00a9 ucles 2010blank page",
+            "13": "13 0625/32/m/j/10 \u00a9 ucles 2010 [turn overfor examiner\u2019s use7 a disused railway line has a length of 300 m. a man puts his ear against one end of the rail  and another man hits the other end with a metal hammer, as shown in fig. 7.1. 300  mrailway linehammer hits railman with ear against rail fig. 7.1  (a) (i) state an approximate value for the speed of sound in air.   .  [1]   (ii) sound travels at 5000 m / s in steel.    calculate the time it takes for the sound to travel along the rail.  time taken =    [2]  (b) the man with his ear to the railway line actually hears two sounds from the hammer, separated by a short interval.   explain why he hears two sounds.  ..  .. ..   [2] [total: 5]",
+            "14": "14 0625/32/m/j/10 \u00a9 ucles 2010for examiner\u2019s use8 (a) state the law of attraction and repulsion between electrostatic charges.  .. ..   [2]  (b) sometimes, when people have been riding in a car, they get an electric shock from the  door handle as they get out of the car.   suggest why this happens.  ..  ..   [2]  (c) a plastic rod is rubbed with a cloth and becomes positively charged. after charging, the  rod is held close to the suspended table-tennis ball shown in fig. 8.1. the table-tennis ball is covered with metal paint and is initially uncharged. positively charged rodlight table-tennis ball covered with metal paintnylon thread fig. 8.1   (i) describe what happens to the charges on the metal-painted table-tennis ball as the positively-charged rod is brought close to the ball.  .. ..   [1]",
+            "15": "15 0625/32/m/j/10 \u00a9 ucles 2010 [turn overfor examiner\u2019s use  (ii) the ball is attracted towards the charged rod.    explain why this happens.  .. ..   [2]   (iii) when it is a few centimetres away from the rod, the ball is briefly touched by a wire  connected to earth.    in terms of the movement of charges, describe what happens to the charge on the ball.  ..   [2] [total: 9]",
+            "16": "16 0625/32/m/j/10 \u00a9 ucles 2010for examiner\u2019s use9 the circuit in fig. 9.1 contains a 4.0 v battery, whose resistance can be ignored.  there are also three resistors, a 3-position switch, s, and another component, p . sa c pb22 /afii9821 2 /afii9821 8 /afii9821 4.0 v fig. 9.1  (a) state the name of component p .   .  [1]  (b) deduce the resistance of the circuit when switch s is connected to   (i) point a,  resistance =    [1]   (ii) point b.  resistance =    [3]",
+            "17": "17 0625/32/m/j/10 \u00a9 ucles 2010 [turn overfor examiner\u2019s use (c) state the current in component p when s is in position c, and explain your answer. current =  .explanation  .. .. ..   [2]  (d) the 22  /afii9821 resistor is removed as shown in fig. 9.2. sa c pb2 /afii9821 8 /afii9821 4.0 v   fig. 9.2   showing your working, decide which switch position will result in energy release from  the circuit at the rate of 2.0 w.  switch position =    [3] [total: 10]",
+            "18": "18 0625/32/m/j/10 \u00a9 ucles 2010for examiner\u2019s use10 a student is using a cathode-ray oscilloscope to display the waveform of an alternating  current supply. the arrangement is shown in fig. 10.1. a.c. supplyr y -inputswitch s (open)cathode-ray oscilloscope fig. 10.1  when switch s is closed, the trace seen on the screen is as shown in fig. 10.2. to get this trace, the settings of the oscilloscope controls are   volts / cm: 5 v / cm   time-base: 10 ms / cm 1 cm fig. 10.2  (a) on fig. 10.2, carefully draw what is seen on the screen when the frequency of the supply is increased to 1.5 times its previous value. [3]",
+            "19": "19 0625/32/m/j/10 \u00a9 ucles 2010 [turn overfor examiner\u2019s use (b) what change, if any, must be made to the oscilloscope volts / cm and time-base controls  in order to reduce the peak-to-peak height of the trace to half that shown in fig. 10.2? volts / cm setting  .  [2]time-base setting  ...  [1] [total: 6]",
+            "20": "20 0625/32/m/j/10 \u00a9 ucles 2010for examiner\u2019s use11 a radium source emits /afii9825, /afii9826 and /afii9828 radiations. fig. 11.1 illustrates what happens to these  radiations when they pass through a magnetic field. the left hand beam is actually deviated  a great deal less than shown on fig. 11.1. radioactive source fig. 11.1  (a) on fig. 11.1, label the three radiations by writing in the boxes provided. [2]  (b) state the direction of the magnetic field that gives the deflections shown in fig. 11.1.    [2] [total: 4] 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."
+        },
+        "0625_s10_qp_33.pdf": {
+            "1": "this document consists of 19 printed pages and 1 blank page. dc (leo/shw) 27239 \u00a9 ucles 2010 [turn overuniversity of cambridge international examinations international general certificate of secondary education read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen.y ou may use a soft pencil for any diagrams, graphs or rough working.do not use staples, paper clips, highlighters, glue or correction fluid.do not write in any barcodes. answer all questions. y ou may lose marks if you do not show your working or if you do not use appropriate units.take the weight of 1 kg to be 10 n (i.e. acceleration of free fall = 10 m / s 2). at the end of the examination, fasten all your work securely together.the number of marks is given in brackets [  ] at the end of each question or part question. *8006088596 *physics 0625/33 paper 3 extended may/june 2010  1 hour 15 minutes candidates answer on the question paper. no additional materials are required.",
+            "2": "2 0625/33/m/j/10 \u00a9 ucles 2010for examiner\u2019s use1 a ball player bounces a ball of mass 0.60 kg. its centre of mass moves down through a  distance of 0.90 m, as shown in fig. 1.1. ignore air resistance throughout this question. 0.90  m fig. 1.1  (a) calculate the decrease in gravitational potential energy of the ball as it moves down through the 0.90 m.  decrease in pe =    [2]  (b) the ball hits the ground at 7.0 m/s.   calculate the initial energy given to the ball by the player.  energy given =    [3]",
+            "3": "3 0625/33/m/j/10 \u00a9 ucles 2010 [turn overfor examiner\u2019s use (c) on another occasion, the player throws the ball into the air, to a height of 4.0 m above  the ground. the ball then falls to the ground.   during the impact, 22% of the ball\u2019s energy is lost.   (i) suggest one reason why energy is lost during bouncing. ..   [1]   (ii) calculate the height to which the ball rises after the bounce. [2]   (iii) an observer who sees the ball bounce says, \u201cthat ball should be slightly warmer  after that bounce.\u201d    explain why the observer\u2019s statement is true.  .. ..   [1] [total: 9]",
+            "4": "4 0625/33/m/j/10 \u00a9 ucles 2010for examiner\u2019s use2 four students, a, b, c and d, each have a spring. they measure the lengths of their springs  when the springs are stretched by different loads.  their results are shown in fig. 2.1. student a student b student c student d load / n spring length / cm spring length / cm spring length / cm spring length / cm 0.5  6.7  9.2  9.1 10.0 1.0  7.7 10.0  9.9 11.1 1.5  8.7 10.8 10.7 12.2 2.0  9.7 11.6 11.5 13.3 2.5 10.7 12.6 12.3 14.4 3.0 11.7 13.8 13.1 15.5 3.5 12.7 15.2 13.9 16.6 4.0 13.7 16.8 14.7 17.7 fig. 2.1  (a) (i) state which student had loaded the spring beyond the limit of proportionality.    [1]   (ii) explain how you obtained your answer to (a)(i). .. ..   [2]  (b) for the spring used by student a, calculate   (i) the extra extension caused by each additional 0.5 n,  extra extension =    [1]   (ii) the unloaded length of the spring.  unloaded length =    [1]",
+            "5": "5 0625/33/m/j/10 \u00a9 ucles 2010 [turn overfor examiner\u2019s use (c) student a obtains a second spring that is identical to his first spring. he hangs the two  springs side by side, as shown in fig. 2.2. identical springs load fig. 2.2   use the table to calculate the length of each of the springs when a load of 2.5 n is hung  as shown in fig. 2.2. show your working.  length = .  [2] [total: 7]",
+            "6": "6 0625/33/m/j/10 \u00a9 ucles 2010for examiner\u2019s use3 an ornamental garden includes a small pond, which contains a pumped system that causes  water to go up a pipe and then to run down a heap of rocks.  fig. 3.1 shows a section through this water feature. 0.8 m rockspumped water rises through pipe water inletto pumpwater runsdown rocks pump fig. 3.1  the density of water is 1000 kg / m3. a volume of 1 litre is equal to 0.001 m3.  (a) calculate the mass of 1 litre of water.  mass =    [2]  (b) calculate the work done raising 1 litre of water through a height of 0.8 m.  work =    [2]",
+            "7": "7 0625/33/m/j/10 \u00a9 ucles 2010 [turn overfor examiner\u2019s use (c) the pump lifts 90 litres of water per minute.   calculate the minimum power of the pump.  power =    [2]  (d) the pump is switched off.   immediately after the pump is switched off, what is the value of the water pressure at  the bottom of the 0.8 m pipe, due to the water in the pipe?  pressure =    [2] [total: 8]",
+            "8": "8 0625/33/m/j/10 \u00a9 ucles 2010for examiner\u2019s use4 a technician has been asked to design a liquid-in-glass thermometer, using alcohol as the  liquid.  (a) (i) state what is meant by the sensitivity of the thermometer.  ..   [1]   (ii) state one design feature the technician could use in order to ensure a very sensitive  thermometer.  ..   [1]  (b) (i) state what is meant by the range of the thermometer. ..   [1]   (ii) state one design feature that would ensure that the thermometer measured the  desired range of temperatures.  ..   [1]  (c) (i) state what is meant by linearity, as it applies to the thermometer. ..   [1]   (ii) state one design feature that would ensure linearity in the technician\u2019s thermometer. ..   [1] [total: 6]",
+            "9": "9 0625/33/m/j/10 \u00a9 ucles 2010 [turn overfor examiner\u2019s use5 the apparatus shown in fig. 5.1 is used to demonstrate how a coin and a piece of paper fall  when they are released from rest. piece of paper tube containing aircoin a fig. 5.1  (a) at the positions shown in fig. 5.1, the paper is descending at constant speed but the coin still accelerates.   in terms of the forces acting, explain these observations. paper   .. ..coin  .. ..   [4]  (b) a vacuum pump is now connected at a and the air in the tube is pumped out.   the paper and coin are again made to fall from rest.  state one difference that would be observed, compared with what was observed when  air was present. ..   [1] [total: 5]",
+            "10": "10 0625/33/m/j/10 \u00a9 ucles 2010for examiner\u2019s use6 a ray of monochromatic light passes through the glass prism shown in fig. 6.1. ray90\u00b0 45\u00b045\u00b0 61\u00b0 glass airab c fig. 6.1  (a) state what is meant by the term monochromatic.  ..   [1]  (b) state the name given to what happens to the ray at a.   [1]  (c) use the values on the diagram to calculate the angle of refraction at a (the angles in a  triangle add up to 180\u00b0).  angle of refraction =    [1]  (d) calculate the refractive index of the glass.  refractive index =    [3]",
+            "11": "11 0625/33/m/j/10 \u00a9 ucles 2010 [turn overfor examiner\u2019s use (e) explain why the ray does not emerge into the air at b, but does emerge at c.  .. .. ..   [2]  (f) an identical prism is stuck to the first prism using a transparent adhesive with the same  refractive index as the glass. this is shown in fig. 6.2. glassglass airraya b fig. 6.2   on fig. 6.2, draw the path of the ray after it has reached b and until it has passed into  the air again. [3] [total: 11]",
+            "12": "12 0625/33/m/j/10 \u00a9 ucles 2010blank page",
+            "13": "13 0625/33/m/j/10 \u00a9 ucles 2010 [turn overfor examiner\u2019s use7 a disused railway line has a length of 300 m. a man puts his ear against one end of the rail  and another man hits the other end with a metal hammer, as shown in fig. 7.1. 300  mrailway linehammer hits railman with ear against rail fig. 7.1  (a) (i) state an approximate value for the speed of sound in air.   .  [1]   (ii) sound travels at 5000 m / s in steel.    calculate the time it takes for the sound to travel along the rail.  time taken =    [2]  (b) the man with his ear to the railway line actually hears two sounds from the hammer, separated by a short interval.   explain why he hears two sounds.  ..  .. ..   [2] [total: 5]",
+            "14": "14 0625/33/m/j/10 \u00a9 ucles 2010for examiner\u2019s use8 (a) state the law of attraction and repulsion between electrostatic charges.  .. ..   [2]  (b) sometimes, when people have been riding in a car, they get an electric shock from the  door handle as they get out of the car.   suggest why this happens.  ..  ..   [2]  (c) a plastic rod is rubbed with a cloth and becomes positively charged. after charging, the  rod is held close to the suspended table-tennis ball shown in fig. 8.1. the table-tennis ball is covered with metal paint and is initially uncharged. positively charged rodlight table-tennis ball covered with metal paintnylon thread fig. 8.1   (i) describe what happens to the charges on the metal-painted table-tennis ball as the positively-charged rod is brought close to the ball.  .. ..   [1]",
+            "15": "15 0625/33/m/j/10 \u00a9 ucles 2010 [turn overfor examiner\u2019s use  (ii) the ball is attracted towards the charged rod.    explain why this happens.  .. ..   [2]   (iii) when it is a few centimetres away from the rod, the ball is briefly touched by a wire  connected to earth.    in terms of the movement of charges, describe what happens to the charge on the ball.  ..   [2] [total: 9]",
+            "16": "16 0625/33/m/j/10 \u00a9 ucles 2010for examiner\u2019s use9 the circuit in fig. 9.1 contains a 4.0 v battery, whose resistance can be ignored.  there are also three resistors, a 3-position switch, s, and another component, p . sa c pb22 /afii9821 2 /afii9821 8 /afii9821 4.0 v fig. 9.1  (a) state the name of component p .   .  [1]  (b) deduce the resistance of the circuit when switch s is connected to   (i) point a,  resistance =    [1]   (ii) point b.  resistance =    [3]",
+            "17": "17 0625/33/m/j/10 \u00a9 ucles 2010 [turn overfor examiner\u2019s use (c) state the current in component p when s is in position c, and explain your answer. current =  .explanation  .. .. ..   [2]  (d) the 22  /afii9821 resistor is removed as shown in fig. 9.2. sa c pb2 /afii9821 8 /afii9821 4.0 v   fig. 9.2   showing your working, decide which switch position will result in energy release from  the circuit at the rate of 2.0 w.  switch position =    [3] [total: 10]",
+            "18": "18 0625/33/m/j/10 \u00a9 ucles 2010for examiner\u2019s use10 a student is using a cathode-ray oscilloscope to display the waveform of an alternating  current supply. the arrangement is shown in fig. 10.1. a.c. supplyr y -inputswitch s (open)cathode-ray oscilloscope fig. 10.1  when switch s is closed, the trace seen on the screen is as shown in fig. 10.2. to get this trace, the settings of the oscilloscope controls are   volts / cm: 5 v / cm   time-base: 10 ms / cm 1 cm fig. 10.2  (a) on fig. 10.2, carefully draw what is seen on the screen when the frequency of the supply is increased to 1.5 times its previous value. [3]",
+            "19": "19 0625/33/m/j/10 \u00a9 ucles 2010 [turn overfor examiner\u2019s use (b) what change, if any, must be made to the oscilloscope volts / cm and time-base controls  in order to reduce the peak-to-peak height of the trace to half that shown in fig. 10.2? volts / cm setting  .  [2]time-base setting  ...  [1] [total: 6]",
+            "20": "20 0625/33/m/j/10 \u00a9 ucles 2010for examiner\u2019s use11 a radium source emits /afii9825, /afii9826 and /afii9828 radiations. fig. 11.1 illustrates what happens to these  radiations when they pass through a magnetic field. the left hand beam is actually deviated  a great deal less than shown on fig. 11.1. radioactive source fig. 11.1  (a) on fig. 11.1, label the three radiations by writing in the boxes provided. [2]  (b) state the direction of the magnetic field that gives the deflections shown in fig. 11.1.    [2] [total: 4] 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."
+        },
+        "0625_s10_qp_51.pdf": {
+            "1": "this document consists of 10 printed pages and 2 blank pages. dc (kn/sw) 17175/3 \u00a9 ucles 2010 [turn overuniversity of cambridge international examinations international general certificate of secondary education *565900 2653*physics 0625/51 paper 5  practical test may/june 2010  1 hour 15 minutes candidates answer on the question paper. additional materials: as listed in the confidential instructions. read these instructions first write your centre number, candidate number and name in the spaces at the top of the page. write in dark blue or black pen.y ou may use a pencil for any diagrams, graphs or rough working.do not use staples, paper clips, highlighters, glue or correction fluid.do not write in any barcodes. answer all questions. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question. for examiner\u2019s use 1 234 total",
+            "2": "2 0625/51/m/j/10 \u00a9 ucles 20101 in this experiment, you are to investigate the stretching of springs.  y ou have been provided with the apparatus shown in fig. 1.1. clamp spring b spring a fig. 1.1  (a) (i) measure the length la of spring a.  la =   mm   (ii) on fig. 1.1 show clearly where you decided to start and end the length measurement  la.    (iii) hang the 200 g mass on spring a. measure the new length l of the spring.  l =   mm   (iv) calculate the extension ea of spring a using the equation ea = (l \u2013 la).  ea =   mm [3]  (b) (i) measure the length lb of spring b.  lb =   mm   (ii) hang the 200 g mass on spring b. measure the new length l of the spring.  l =   mm",
+            "3": "3 0625/51/m/j/10 \u00a9 ucles 2010 [turn over  (iii) calculate the extension eb of spring b using the equation eb = (l \u2013 lb)  eb =   mm [2]  (c) use the small length of wooden rod provided to hang the 400 g mass midway between the  springs as shown in fig. 1.2. spring b 400  g massspring a rod fig. 1.2   (i) measure the new lengths of each of the springs.  spring a:  l =   mm  spring b:  l =   mm   (ii) calculate the extension of each spring using the appropriate equation from parts (a) and  (b).  spring a:  e =   mm  spring b:  e =   mm   (iii) calculate the average of these two extensions eav. show your working.  eav =  .mm  [2]",
+            "4": "4 0625/51/m/j/10 \u00a9 ucles 2010 (d)  theory suggests that (ea + eb) \u2013\u2013\u2013\u2013\u2013\u2013\u20132 = eav.    state whether your results support this theory and justify your answer with reference to the  results. statement  .justification  ... .. [2]  (e) describe briefly one precaution that you took to obtain accurate length measurements. ... ... .. [1]",
+            "5": "5 0625/51/m/j/10 \u00a9 ucles 2010 [turn overblank page",
+            "6": "6 0625/51/m/j/10 \u00a9 ucles 20102 in this experiment, you are to investigate the cooling of water.  carry out the following instructions referring to fig. 2.1.  y ou are provided with a beaker containing hot water and a thermometer. hot waterthermometer fig. 2.1  (a) (i) place the thermometer in the beaker of water. measure the temperature \u03b8 of the water.  record \u03b8 in table 2.1 at time t = 0 s.   (ii) start the stopclock and record in table 2.1 the temperature of the water at 30 s intervals  until you have a total of six values up to time t = 150 s. do not stop the stopclock, but take one final reading of the temperature of the water at time t = 300 s. record this value in the table. table 2.1 t  / s \u03b8  /  \u00b0c     0   30  60  90120150 300  [2]",
+            "7": "7 0625/51/m/j/10 \u00a9 ucles 2010 [turn over (b) (i) using the information in the table, calculate the temperature change t1 of the water in  the first 150 s.  t1 =  ...   (ii) using the information in the table, calculate the temperature change t2 of the water in  the final 150 s.  t2 =  .. [3]  (c) plot a graph of \u03b8  / \u00b0c (y-axis) against t /s (x-axis) for the first 150 s. [5] 0 20 40 60 80 100 120 140 160 t / s",
+            "8": "8 0625/51/m/j/10 \u00a9 ucles 20103 in this experiment, you will investigate the effect of the length of resistance wire in a circuit on the  potential difference across a lamp.  the circuit has been set up for you.   (a) fig. 3.1 shows the circuit without the voltmeter. draw on the circuit diagram the voltmeter as it is connected in the circuit. [2] power source sliding contactab cl fig. 3.1  (b) (i) switch on and place the sliding contact c on the resistance wire at a distance l = 0.150 m  from end a. record the value of l and the potential difference v across the lamp in  table 3.1. switch off.   (ii) repeat step (i) using the following values of l: 0.350 m, 0.550 m, 0.750 m and 0.950 m.  record all the values of l and v in table 3.1. table 3.1 l  /  m v  /  vv\u2013l /   (iii) for each pair of readings in the table calculate and record in the table the value of v\u2013l.   (iv) complete the table by writing in the unit for v\u2013l. [5]",
+            "9": "9 0625/51/m/j/10 \u00a9 ucles 2010 [turn over (c) a student suggests that the potential difference v across the lamp is directly proportional to  the length l of resistance wire in the circuit. state whether or not you agree with this suggestion  and justify your answer by reference to your results. statement  .justification  ... .. [2]  (d) state one precaution that you would take in order to obtain accurate readings in this  experiment.  ... ... .. [1]",
+            "10": "10 0625/51/m/j/10 \u00a9 ucles 20104 in this experiment, you are to investigate reflection from a plane mirror.  carry out the following instructions referring to fig. 4.1. e e'f' gf h j\u03b8 fig. 4.1  (a) draw a straight line ef across the ray trace sheet, about 10 cm from the top of the sheet.  (b) draw a normal gh to line ef so that point g is approximately at the centre of line ef.  (c) draw a line gj at an angle of incidence i = 30\u00b0 to the normal as shown in fig. 4.1.  (d) place the ray trace sheet on the pin board. place the mirror so that it stands along the line  ef.  (e) push a pin p1 into the surface at a point on gj close to the mirror. label this point a.  (f) push another pin p2 into the surface on gj some distance from the mirror. label this point b.  (g) view the images of the pins p1 and p2 from the direction indicated by the eye in fig. 4.1. push  two pins p3 and p4 into the surface between your eye and the mirror so that p3, p4 and the  images of p1 and p2 appear exactly in line.  (h) mark the positions of pins p3 and p4 on the ray trace sheet with letters c and d. remove the  pins and the mirror. using a rule, draw a line joining c and d, and continue this line to meet the line ef.  (i) measure the angle of reflection r 1 between lines gh and cd.  r1 =  .. [1]  (j) draw a line e'gf' such that the angle \u03b8 between this line and the line egf is 10\u00b0.  (see fig. 4.1). place the mirror so that it stands along the line e'f'.  (k) push the pins p1 and p2 into the ray trace sheet at the same points a and b used previously.  (l) repeat step (g).",
+            "11": "11 0625/51/m/j/10 \u00a9 ucles 2010 (m) mark the positions of pins p3 and p4 on the ray trace sheet with letters c' and d'. remove the  pins and the mirror. using a rule, draw a line joining c' and d', and continue this line to meet  the line e'f'.  (n) (i) measure the angle r2 between lines gh and c'd'.  r2 =  ...   (ii) calculate the angle \u03b1 through which the reflected ray has moved.  \u03b1 =  ...   (iii) calculate the difference between 2 \u03b8 and \u03b1.  difference between 2 \u03b8 and \u03b1 =  .. [2]  (o) theory suggests that if the mirror is moved through an angle \u03b8 then the reflected ray will  move through an angle of 2 \u03b8. state whether your result supports the theory and justify your  answer by reference to the result. statement  .justification  ... .. [2]  tie your ray trace sheet into this booklet between pages 10 and 11. [5]",
+            "12": "12 0625/51/m/j/10 \u00a9 ucles 2010permission 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.blank page"
+        },
+        "0625_s10_qp_52.pdf": {
+            "1": "this document consists of 9 printed pages and 3 blank pages. dc (kn/sw) 17177/2 \u00a9 ucles 2010 [turn overuniversity of cambridge international examinations international general certificate of secondary education *7257678 223*physics 0625/52 paper 5  practical test may/june 2010  1 hour 15 minutes candidates answer on the question paper additional materials: as listed in the confidential instructions read these instructions first write your centre number, candidate number and name in the spaces at the top of the page. write in dark blue or black pen.y ou may use a pencil for any diagrams, graphs or rough working.do not use staples, paper clips, highlighters, glue or correction fluid.do not write in any barcodes. answer all questions. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question. for examiner\u2019s use 1 234 total",
+            "2": "2 0625/52/m/j/10 \u00a9 ucles 20101 in this experiment, you are to determine the mass of a load using a balancing method.  carry out the following instructions referring to fig. 1.1. mass m50.0  cm mark load x metre rule pivotd bench fig. 1.1  the load x has been taped to the metre rule so that its centre is exactly over the 90.0 cm mark. do  not move this load.   (a) place a mass of 40 g on the rule and adjust its position so that the rule is as near as possible to being balanced with the 50.0 cm mark exactly over the pivot as shown in fig. 1.1.    (i) record in table 1.1 the distance d from the centre of the 40 g mass to the 50.0 cm mark on the rule.   (ii) repeat step (i) using masses of 50 g, 60 g, 70 g and 80 g to obtain a total of five sets of readings. record the readings in the table.   (iii) for each value of d calculate  1d and enter the values in the table. table 1.1 m  / g d  / cm1d  / 1 cm  40 50607080  [2]",
+            "3": "3 0625/52/m/j/10 \u00a9 ucles 2010 [turn over (b) plot a graph of m /g (y-axis) against 1 d / 1 cm  (x-axis).  [4]  (c) determine the gradient g of the graph. show clearly on the graph how you obtained the necessary information.  g =  .. [2]  (d) determine the mass  \u03bc of the load x using the equation \u03bc = g k where k = 40.0 cm.  \u03bc =  .. [2]",
+            "4": "4 0625/52/m/j/10 \u00a9 ucles 20102 in this experiment you will investigate the rate of cooling of water in different containers.  carry out the following instructions referring to fig. 2.1. thermometer container a thermometer container b fig. 2.1  (a) (i) pour approximately 200 cm3 of hot water into container a.   (ii) place the thermometer in container a.   (iii) record in table 2.1 the temperature of the water at 30 s intervals from t = 0 s until you  have a total of seven values up to time t = 180 s.   (iv) place the thermometer in container b.   (v) pour hot water into container b until there is sufficient at least to cover the thermometer bulb.    (vi) repeat step (iii).   (vii) complete the column headings in the table.",
+            "5": "5 0625/52/m/j/10 [turn over \u00a9 ucles 2010table 2.1 (container a) (container b) t  / \u03b8  / \u03b8  /      [5]  (b) calculate the temperature change of the water in each container over the period of 180 s.  container a temperature change =  ...  container b temperature change =  .. [1]  (c) state which container, a or b has the greater rate of cooling. justify your answer by reference  to your readings. statement  .justification  ... ... .. [2]  (d) to make a fair comparison between the rates of cooling of the hot water in the two containers  it is important to control other experimental conditions. suggest two conditions that should be controlled in this experiment. 1  2  ... [2]",
+            "6": "6 0625/52/m/j/10 \u00a9 ucles 20103 in this experiment, you are to determine the resistances of lamps in different circuit arrangements.  carry out the following instructions, referring to fig. 3.1.  the circuit shown in fig. 3.1 has been set up for you. this is circuit 1. power source circuit 1 lamp p va fig. 3.1  (a) switch on. measure and record in table 3.1 the current i in the circuit and the p.d. v across  lamp p. switch off.  (b) calculate the resistance r of lamp p using the equation r = v i .    record this value of r in the table.  (c) replace lamp p with lamp q. this is circuit 2 (not shown). repeat steps (a) and (b).  (d) return lamp p to the circuit so that lamps p and q are in parallel with each other. this is circuit 3. repeat steps (a) and (b). table 3.1 v / i / r  / circuit 1 circuit 2circuit 3  [5]  (e) complete the column headings in the table.",
+            "7": "7 0625/52/m/j/10 \u00a9 ucles 2010 [turn over (f) draw a diagram of circuit 3 using standard circuit symbols.    [3]  (g) a student suggests that the resistance of lamp p added to the resistance of lamp q should be  equal to the combined resistance of the two lamps when arranged in parallel in circuit 3. state whether or not your results support this suggestion and justify your answer with reference to your experimental results. statement  .justification  ... ... ... .. [2]",
+            "8": "8 0625/52/m/j/10 \u00a9 ucles 20104 in this experiment you will investigate refraction and reflection of light in a transparent block.  carry out the following instructions referring to fig. 4.1. a db fn n'p2p1e gc eye fig. 4.1  (a) place the transparent block, largest face down, on the ray-trace sheet supplied. the block  should be approximately in the middle of the paper. draw the outline of the block abcd.  (b) remove the block and draw the normal nn' to side ab so that the normal is 2.0 cm from b. label the point f where nn' crosses ab.  (c) draw the line ef at an angle of incidence i = 30\u00b0 to the normal. continue the line so that it crosses bc and extends about 5 cm beyond bc as shown in fig. 4.1. label the end of the line  g.  (d) place the paper on the pin board.  (e) push two pins p 1 and p2 into line ef as indicated in fig. 4.1.  (f) replace the block and observe the images of p1 and p2 through side cd of the block from the  direction indicated by the eye in fig. 4.1 so that the images of p1 and p2 appear one behind  the other.   push two pins p3 and p4 into the surface, between your eye and the block, so that p3, p4 and  the images of p1 and p2, seen through the block, appear in line.   mark the positions of p1, p2, p3 and p4. remove the block.",
+            "9": "9 0625/52/m/j/10 \u00a9 ucles 2010 (g) draw a line joining the positions of p3 and p4. continue the line so that it crosses cd and  extends beyond bc to cross line efg. label the end of the line h.   (h) remove the pins from the ray trace sheet. measure the smaller angle \u03b8 between line efg  and the line joining the positions of p3, p4 and h.  \u03b8 =  .. [1]  (i) calculate the difference ( \u03b8 \u2013 2i ).  ( \u03b8 \u2013 2i ) =  .. [1]  (j) repeat steps (c) to (i) using an angle of incidence i = 40\u00b0 to the normal.  \u03b8 =  ...   ( \u03b8 \u2013 2i ) =  .. [1]  (k) theory suggests that \u03b8 = 2i. state whether your result supports the theory and justify your  answer by reference to your results. statement  .justification  ... ... ...[2]  tie your ray trace sheet into this booklet between pages 8 and 9. [5]",
+            "10": "10 0625/52/m/j/10 \u00a9 ucles 2010blank page",
+            "11": "11 0625/52/m/j/10 \u00a9 ucles 2010blank page",
+            "12": "12 0625/52/m/j/10 \u00a9 ucles 2010blank page permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the publisher will be pleased to make amends at the earliest possible opportunity. 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."
+        },
+        "0625_s10_qp_53.pdf": {
+            "1": "this document consists of 9 printed pages and 3 blank pages. dc (nf/sw) 26564 \u00a9 ucles 2010 [turn overuniversity of cambridge international examinations international general certificate of secondary education *3031729683*physics 0625/53 paper 5  practical test may/june 2010  1 hour 15 minutes candidates answer on the question paper additional materials: as listed in the confidential instructions read these instructions first write your centre number, candidate number and name in the spaces at the top of the page. write in dark blue or black pen.y ou may use a pencil for any diagrams, graphs or rough working.do not use staples, paper clips, highlighters, glue or correction fluid.do not write in any barcodes. answer all questions. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question. for examiner\u2019s use 1 234 total",
+            "2": "2 0625/53/m/j/10 \u00a9 ucles 20101 in this experiment, you are to determine the mass of a load using a balancing method.  carry out the following instructions referring to fig. 1.1. mass m50.0  cm mark load x metre rule pivotd bench fig. 1.1  the load x has been taped to the metre rule so that its centre is exactly over the 90.0 cm mark. do  not move this load.   (a) place a mass of 40 g on the rule and adjust its position so that the rule is as near as possible to being balanced with the 50.0 cm mark exactly over the pivot as shown in fig. 1.1.    (i) record in table 1.1 the distance d from the centre of the 40 g mass to the 50.0 cm mark on the rule.   (ii) repeat step (i) using masses of 50 g, 60 g, 70 g and 80 g to obtain a total of five sets of readings. record the readings in the table.   (iii) for each value of d calculate  1d and enter the values in the table. table 1.1 m  / g d  / cm1d  / 1 cm  40 50607080  [2]",
+            "3": "3 0625/53/m/j/10 \u00a9 ucles 2010 [turn over (b) plot a graph of m /g (y-axis) against 1 d / 1 cm  (x-axis).  [4]  (c) determine the gradient g of the graph. show clearly on the graph how you obtained the necessary information.  g =  .. [2]  (d) determine the mass  \u03bc of the load x using the equation \u03bc = g k where k = 40.0 cm.  \u03bc =  .. [2]",
+            "4": "4 0625/53/m/j/10 \u00a9 ucles 20102 in this experiment you will investigate the rate of cooling of water in different containers.  carry out the following instructions referring to fig. 2.1. thermometer container a thermometer container b fig. 2.1  (a) (i) pour approximately 200 cm3 of hot water into container a.   (ii) place the thermometer in container a.   (iii) record in table 2.1 the temperature of the water at 30 s intervals from t = 0 s until you  have a total of seven values up to time t = 180 s.   (iv) place the thermometer in container b.   (v) pour hot water into container b until there is sufficient at least to cover the thermometer bulb.    (vi) repeat step (iii).   (vii) complete the column headings in the table.",
+            "5": "5 0625/53/m/j/10 [turn over \u00a9 ucles 2010table 2.1 (container a) (container b) t  / \u03b8  / \u03b8  /      [5]  (b) calculate the temperature change of the water in each container over the period of 180 s.  container a temperature change =  ...  container b temperature change =  .. [1]  (c) state which container, a or b has the greater rate of cooling. justify your answer by reference  to your readings. statement  .justification  ... ... .. [2]  (d) to make a fair comparison between the rates of cooling of the hot water in the two containers  it is important to control other experimental conditions. suggest two conditions that should be controlled in this experiment. 1  2  ... [2]",
+            "6": "6 0625/53/m/j/10 \u00a9 ucles 20103 in this experiment, you are to determine the resistances of lamps in different circuit arrangements.  carry out the following instructions, referring to fig. 3.1.  the circuit shown in fig. 3.1 has been set up for you. this is circuit 1. power source circuit 1 lamp p va fig. 3.1  (a) switch on. measure and record in table 3.1 the current i in the circuit and the p.d. v across  lamp p. switch off.  (b) calculate the resistance r of lamp p using the equation r = v i .    record this value of r in the table.  (c) replace lamp p with lamp q. this is circuit 2 (not shown). repeat steps (a) and (b).  (d) return lamp p to the circuit so that lamps p and q are in parallel with each other. this is circuit 3. repeat steps (a) and (b). table 3.1 v / i / r  / circuit 1 circuit 2circuit 3  [5]  (e) complete the column headings in the table.",
+            "7": "7 0625/53/m/j/10 \u00a9 ucles 2010 [turn over (f) draw a diagram of circuit 3 using standard circuit symbols.    [3]  (g) a student suggests that the resistance of lamp p added to the resistance of lamp q should be  equal to the combined resistance of the two lamps when arranged in parallel in circuit 3. state whether or not your results support this suggestion and justify your answer with reference to your experimental results. statement  .justification  ... ... ... .. [2]",
+            "8": "8 0625/53/m/j/10 \u00a9 ucles 20104 in this experiment you will investigate refraction and reflection of light in a transparent block.  carry out the following instructions referring to fig. 4.1. a db fn n'p2p1e gc eye fig. 4.1  (a) place the transparent block, largest face down, on the ray-trace sheet supplied. the block  should be approximately in the middle of the paper. draw the outline of the block abcd.  (b) remove the block and draw the normal nn' to side ab so that the normal is 2.0 cm from b. label the point f where nn' crosses ab.  (c) draw the line ef at an angle of incidence i = 30\u00b0 to the normal. continue the line so that it crosses bc and extends about 5 cm beyond bc as shown in fig. 4.1. label the end of the line  g.  (d) place the paper on the pin board.  (e) push two pins p 1 and p2 into line ef as indicated in fig. 4.1.  (f) replace the block and observe the images of p1 and p2 through side cd of the block from the  direction indicated by the eye in fig. 4.1 so that the images of p1 and p2 appear one behind  the other.   push two pins p3 and p4 into the surface, between your eye and the block, so that p3, p4 and  the images of p1 and p2, seen through the block, appear in line.   mark the positions of p1, p2, p3 and p4. remove the block.",
+            "9": "9 0625/53/m/j/10 \u00a9 ucles 2010 (g) draw a line joining the positions of p3 and p4. continue the line so that it crosses cd and  extends beyond bc to cross line efg. label the end of the line h.   (h) remove the pins from the ray trace sheet. measure the smaller angle \u03b8 between line efg  and the line joining the positions of p3, p4 and h.  \u03b8 =  .. [1]  (i) calculate the difference ( \u03b8 \u2013 2i ).  ( \u03b8 \u2013 2i ) =  .. [1]  (j) repeat steps (c) to (i) using an angle of incidence i = 40\u00b0 to the normal.  \u03b8 =  ...   ( \u03b8 \u2013 2i ) =  .. [1]  (k) theory suggests that \u03b8 = 2i. state whether your result supports the theory and justify your  answer by reference to your results. statement  .justification  ... ... ...[2]  tie your ray trace sheet into this booklet between pages 8 and 9. [5]",
+            "10": "10 0625/53/m/j/10 \u00a9 ucles 2010blank page",
+            "11": "11 0625/53/m/j/10 \u00a9 ucles 2010blank page",
+            "12": "12 0625/53/m/j/10 \u00a9 ucles 2010blank page permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the publisher will be pleased to make amends at the earliest possible opportunity. 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."
+        },
+        "0625_s10_qp_61.pdf": {
+            "1": "this document consists of 11 printed pages and 1 blank page. dc (kn/sw) 17179/5 \u00a9 ucles 2010 [turn overuniversity of cambridge international examinations international general certificate of secondary education *5429162966*physics 0625/61 paper 6  alternative to practical may/june 2010  1 hour candidates answer on the question paper. no additional materials are required. read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen.y ou may use a pencil for any diagrams, graphs or rough working.do not use staples, paper clips, highlighters, glue or correction fluid.do not write in any barcodes. answer all questions. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question. for examiner\u2019s use 1 2345 total",
+            "2": "2 \u00a9 ucles 2010 0625/61/m/j/10for examiner\u2019s use1 an igcse student is investigating the stretching of springs.  fig. 1.1 shows the apparatus used for the first part of the experiment. clamp spring b spring a 200  g mass200  g massl l fig. 1.1  the unstretched length la of spring a is 15 mm.  the unstretched length lb of spring b is 16 mm.  (a) the student hangs a 200 g mass on each spring, as shown in fig. 1.1.   (i) on fig. 1.1 measure the new length l of spring a.  l =  . mm   (ii) calculate the extension ea of the spring using the equation ea = (l \u2013 la).  ea =  . mm   (iii) on fig. 1.1 measure the new length l of spring b.  l =  . mm   (iv) calculate the extension eb of the spring using the equation eb = (l \u2013 lb).  eb =  . mm     [2]",
+            "3": "3 \u00a9 ucles 2010 [turn over 0625/61/m/j/10for examiner\u2019s use (b) the student then sets up the apparatus as shown in fig. 1.2. loadspring bspring al l rod fig. 1.2   (i) on fig. 1.2 measure the new length of each of the springs.  spring a:  l =  . mm  spring b:  l =  . mm   (ii) calculate the extension of each spring using the appropriate equation from  part (a).  spring a:  e =  . mm  spring b:  e =  . mm   (iii) calculate the average of these two extensions eav . show your working.  eav =  ..mm   [3]  (c) it is suggested that (ea + eb)/4 = eav .    state whether your results support this theory and justify your answer with reference to  the results. statement  justification  .. . [2]  (d) describe briefly one precaution that you would take to obtain accurate length  measurements.  .. .. . [1]",
+            "4": "4 \u00a9 ucles 2010 0625/61/m/j/10for examiner\u2019s use2 the igcse class is investigating the cooling of water.  fig. 2.1. shows the apparatus used. hot waterthermometer fig. 2.1  hot water is poured into the beaker and temperature readings are taken as the water cools.  table 2.1 shows the readings taken by one student. table 2.1 t  / s \u03b8  /  \u00b0c   0 8 5  30 78  60 74  90 71 120 69 150 67 300 63  (a) (i) using the information in the table, calculate the temperature change t1 of the water  in the first 150 s.  t1 =   ...",
+            "5": "5 \u00a9 ucles 2010 [turn over 0625/61/m/j/10for examiner\u2019s use  (ii) using the information in the table, calculate the temperature change t2 of the water  in the final 150 s.  t2 =     [3]  (b) plot a graph of \u03b8  /  \u00b0c (y-axis) against t  / s (x-axis) for the first 150 s. [5] 0 20 40 60 80 100 120 140 160 t / s  (c) during the experiment the rate of temperature change decreases.    (i) describe briefly how the results that you have calculated in part (a) show this  trend.  .. ..   (ii) describe briefly how the graph line shows this trend. .. ..     [2]",
+            "6": "6 \u00a9 ucles 2010 0625/61/m/j/10for examiner\u2019s use3 the igcse class is investigating the effect of the length of resistance wire in a circuit on the  potential difference across a lamp.  (a) fig. 3.1 shows the circuit without the voltmeter. complete the circuit diagram to show the voltmeter connected in the circuit to measure the potential difference across the lamp. power source sliding contactabl fig. 3.1   [2]  (b) a student switches on and places the sliding contact on the resistance wire at a distance  l = 0.200 m from end a. he records the value of l and the potential difference v across  the lamp.   he then repeats the procedure using a range of values of l. table 3.1 shows the  readings. table 3.1 l / m v / vv \u2013l / 0.200 1.67 0.400 1.43 0.600 1.25 0.800 1.11 1.000 1.00   (i) for each pair of readings in the table calculate and record in the table the value of v\u2013 l.   (ii) complete the table by writing in the unit for v\u2013l.      [3]",
+            "7": "7 \u00a9 ucles 2010 [turn over 0625/61/m/j/10for examiner\u2019s use (c) a student suggests that the potential difference v across the lamp is directly proportional  to the length l of resistance wire in the circuit. state whether or not you agree with this  suggestion and justify your answer by reference to the results. statement  justification  .. ..[2]  (d) state one precaution that you would take in order to obtain accurate readings of v in  this experiment.  .. .. ..[1]",
+            "8": "8 \u00a9 ucles 2010 0625/61/m/j/10for examiner\u2019s use4 an igcse student is investigating reflection from a plane mirror. g hjkef p5 p2 p1p6 sheet of paper fig. 4.1  the student is using a sheet of plain paper on a pin board. fig. 4.1 shows the sheet of paper.  the straight line ef shows the position of the reflecting surface of a plane mirror standing vertically on the sheet of paper. line gh is a normal to line ef. line jg marks an incident ray and line gk is the corresponding reflected ray. the student marks the position of the incident ray with two pins (p 1 and p2) and uses two more pins (p3 and p4) to find the direction of the  reflected ray.  (a) (i) on fig. 4.1 mark with two neat crosses, labelled p3 and p4, suitable positions for  the pins to find the direction of the reflected ray.    (ii) on fig. 4.1 measure the angle of incidence i.  i =     (iii) on fig. 4.1 measure the angle of reflection r1.  r1 =       [3]",
+            "9": "9 \u00a9 ucles 2010 [turn over 0625/61/m/j/10for examiner\u2019s use (b) (i) on fig. 4.1 draw a line e'gf' such that the angle \u03b8 between this line and the line  egf is 10\u00b0. start with e' below the line egf. the straight line e'f' shows a new  position of the reflecting surface of the plane mirror standing vertically on the sheet of paper.    the points labelled p 5 and p6 mark the positions of two pins placed so that p5, p6  and the images of p1 and p2 appear in line with each other. p1 and p2 have not  been moved since the original set-up.    (ii) using a ruler, draw a line joining the points labelled p5 and p6, and continue this  line to meet the line e'f'.   (iii) measure the angle of reflection r2 between line gh and the line joining the points  labelled p5 and p6.  r2 =     (iv) calculate the angle \u03b1 through which the reflected ray has moved.  \u03b1 =     (v) calculate the difference between 2 \u03b8 and \u03b1.    \u03b8 is the angle between the two positions of the mirror.  difference between 2 \u03b8 and \u03b1 =        [3]  (c)  theory suggests that if the mirror is moved through an angle \u03b8 then the reflected ray will  move through an angle of 2 \u03b8.    state whether your result supports the theory and justify your answer by reference to  the result. statement  justification  .. ..[2]",
+            "10": "10 \u00a9 ucles 2010 0625/61/m/j/10for examiner\u2019s use5 the igcse class is investigating the swing of a loaded metre rule.  the arrangement of the apparatus is shown in fig. 5.1. metre ruledpivot at 10  cm mar k load at 90  cm mark fig. 5.1  a student displaces the rule a small distance to one side and allows it to swing. the time t  taken for 10 complete swings is recorded. she calculates the time t taken for one swing. she repeats the procedure using different values of the distance d.  the readings are shown in the table 5.1. table 5.1 0.900 18.4 1.84 0.850 17.9 1.79 0.800 17.5 1.75 0.750 17.1 1.71 0.700 16.7 1.67  (a) complete the column headings in the table. [3]",
+            "11": "11 \u00a9 ucles 2010 0625/61/m/j/10for examiner\u2019s use (b) explain why the student takes the time for ten swings and then calculates the time for  one swing, rather than just measuring the time for one swing.  .. ..[1]  (c) the student tries to find a relationship between t and d. she first suggests that t \u00d7 d is  a constant.   (i) calculate the values of t \u00d7 d and enter the values in the final column of the table.    (ii) state whether or not the results support this suggestion and give a reason for your answer. statement  . ..reason  . ..     [2]",
+            "12": "12 0625/61/m/j/10 \u00a9 ucles 2010permission 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.blank page"
+        },
+        "0625_s10_qp_62.pdf": {
+            "1": "this document consists of 10 printed pages and 2 blank pages. dc (kn/sw) 17182/4 \u00a9 ucles 2010 [turn overuniversity of cambridge international examinations international general certificate of secondary education *2000525855*physics 0625/62 paper 6  alternative to practical may/june 2010  1 hour candidates answer on the question paper. no additional materials are required. read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen.y ou may use a pencil for any diagrams, graphs or rough working.do not use staples, paper clips, highlighters, glue or correction fluid.do not write in any barcodes. answer all questions. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question. for examiner\u2019s use 1 2345 total",
+            "2": "2 \u00a9 ucles 2010 0625/62/m/j/10for examiner\u2019s use1 the igcse class is determining the mass of a load using a balancing method.  fig. 1.1 shows the apparatus. mass m50.0  cm mark load x metre rule pivotd bench fig. 1.1  the load x has been taped to the metre rule so that its centre is exactly over the 90.0 cm  mark. it is not moved during the experiment. a mass m of 40 g is placed on the rule and its position adjusted so that the rule is as near as possible to being balanced with the 50.0 cm mark exactly over the pivot. this is repeated using a range of masses. the readings are shown in table 1.1 table 1.1 m /g d /cm1d  / 1 cm  40 30.2 50 23.9 60 20.0 70 17.1 80 15.1  (a) for each value of d, calculate 1/d and record it in the table. [2]",
+            "3": "3 \u00a9 ucles 2010 [turn over 0625/62/m/j/10for examiner\u2019s use (b) plot a graph of m /g (y-axis) against 1 d / 1 cm (x-axis).  [4]  (c) determine the gradient g of the graph. show clearly on the graph how you obtained the necessary information.  g =  ... [2]  (d) determine the mass  \u03bc of the load x using the equation \u03bc = g/k where k = 40.0 cm.  \u03bc =  ... [2]",
+            "4": "4 \u00a9 ucles 2010 0625/62/m/j/10for examiner\u2019s use2 an igcse student is investigating the rate of cooling of water in different containers.  fig. 2.1 shows the two containers. thermometer container a thermometer container b fig. 2.1  approximately 200 cm3 of hot water is poured into container a. a stopclock is started and  the temperature of the water is recorded at 30 s intervals. hot water is then poured into container b until there is sufficient to cover the thermometer bulb. the stopclock is started  and the temperature of the water is recorded at 30 s intervals. all the temperature readings are shown in table 2.1. table 2.1 container a container b t / \u03b8 / \u03b8 / 08 0 7 8 71 66 65 59 59 55 56 51 55 49 54 48  (a) (i) complete the column headings in the table.   (ii) complete the time column in the table.      [2]",
+            "5": "5 \u00a9 ucles 2010 [turn over 0625/62/m/j/10for examiner\u2019s use (b) calculate the temperature change of the water in each container over the period of  180 s.  container a temperature change =    container b temperature change =  ... [1]  (c) state which container, a or b, has the greater rate of cooling. justify your answer by reference to the readings. statement  justification  .. . [2]  (d) to make a fair comparison between the rates of cooling of the hot water in the two  containers it is important to control other experimental conditions. suggest two conditions that should be controlled in this experiment. 1.  ..2.  . [2]",
+            "6": "6 \u00a9 ucles 2010 0625/62/m/j/10for examiner\u2019s use3 the igcse class is determining the resistances of lamps in different circuit arrangements.  the first circuit is shown in fig. 3.1. this is circuit 1. power source circuit 1 lamp p va fig. 3.1  a student measures the current i in the circuit and the p.d. v across lamp p. he then replaces  lamp p with lamp q to set up circuit 2 (not shown) and records the readings of current i and  potential difference v.   he then returns lamp p to the circuit so that lamps p and q are in parallel with each other. this is circuit 3. he again records the readings of current i and potential difference v. all the readings are in table 3.1. table 3.1 v / i / r / circuit 1 1.9 0.31 circuit 2 1.8 0.30 circuit 3 1.9 0.61  (a) draw a diagram of circuit 3 using standard circuit symbols.   [3]",
+            "7": "7 \u00a9 ucles 2010 [turn over 0625/62/m/j/10for examiner\u2019s use (b) (i) calculate the resistance r of the lamp arrangement for each circuit, using the  equation r = v/ i.     record the values of r in table 3.1.   (ii) complete the column headings in the table. [3]  (c) a student suggests that the resistance of lamp p added to the resistance of lamp q should be equal to the combined resistance of the two lamps when arranged in parallel in circuit 3. state whether or not the results in the table support this suggestion and justify your answer with reference to the results. statement  justification  .. .. . [2]",
+            "8": "8 \u00a9 ucles 2010 0625/62/m/j/10for examiner\u2019s use4 the igcse class is investigating refraction and reflection of light in a transparent block.  the block rests on a pin board covered with a sheet of plain paper. some of the lines and  labels that a student draws are shown in fig. 4.1. e f b a cp3 p4gd fig. 4.1  (a) the student places the transparent block abcd on the sheet of plain paper. the student draws a line around the block and then draws a normal to side ab.    on fig. 4.1 label the normal nn'. [1]  (b) line ef shows an incident ray that is at an angle of incidence i = 30\u00b0 to the normal. the student continues the line to a point g.   draw two neat crosses on line ef and label them p 1 and p2 to show suitable positions  for two pins that are to be used to trace the direction of the incident ray.  [1]",
+            "9": "9 \u00a9 ucles 2010 [turn over 0625/62/m/j/10for examiner\u2019s use (c) the student observes the images of p1 and p2 through side cd of the block from the  direction indicated in fig. 4.1 so that the images of p1 and p2 appear one behind the  other. she then places two pins p3 and p4 between her eye and the block so that p3, p4  and the images of p1 and p2, seen through the block, appear in line. the positions of p3  and p4 are marked.   (i) draw a line joining the positions of p3 and p4. continue the line so that it crosses  cd and extends beyond bc to cross line efg. label the end of the line h.    (ii) measure the smaller angle \u03b8  between efg and the line joining the positions of p3,  p4 and h.  \u03b8 =     (iii) calculate the difference ( \u03b8 \u2013 2i ). show your working.  ( \u03b8 \u2013 2i ) =       [4]  (d) the student repeats the experiment using an angle of incidence i = 40\u00b0 to the normal  and obtains a value of \u03b8 = 82\u00b0.   calculate the difference ( \u03b8 \u2013 2i ).  ( \u03b8 \u2013 2i ) =  [1]  (e) theory suggests that \u03b8 = 2i . state whether the two results in parts (c) and (d) support  the theory and justify your answer by reference to the results. statement  justification  .. ..[2]",
+            "10": "10 \u00a9 ucles 2010 0625/62/m/j/10for examiner\u2019s use5 an igcse student is determining the magnification of an image formed by a lens. the  experimental set up is shown in fig. 5.1.  lens illuminated objectscreen benchxy fig. 5.1  the screen consists of a sheet of white paper stuck to a vertical board.  the position of the screen is adjusted until a focused image of the object is formed on the  screen.  (a) (i) on fig. 5.1 measure the distances x and y.  x =    y =     (ii) calculate the magnification m using the equation m = y /x.  m =      [3]  (b) suggest two precautions that you would take to obtain reliable results in this experiment. 1.  .. ..2.  .. ..[2]  (c) the student wishes to measure the height of the image on the screen in order to check  his result. however he finds that when he tries to do this his hand and the rule prevent the light reaching the screen. suggest briefly a method he could use to measure the height of the image on the screen that would overcome this problem.  .. ..[1]",
+            "11": "11 0625/62/m/j/10 \u00a9 ucles 2010blank page",
+            "12": "12 0625/62/m/j/10 \u00a9 ucles 2010blank page permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the publisher will be pleased to make amends at the earliest possible opportunity. 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."
+        },
+        "0625_s10_qp_63.pdf": {
+            "1": "this document consists of 10 printed pages and 2 blank pages. dc (sm/sw) 26697/1 \u00a9 ucles 2010 [turn overuniversity of cambridge international examinations international general certificate of secondary education *0348490074*physics 0625/63 paper 6  alternative to practical may/june 2010  1 hour candidates answer on the question paper. no additional materials are required. read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen.y ou may use a pencil for any diagrams, graphs or rough working.do not use staples, paper clips, highlighters, glue or correction fluid.do not write in any barcodes. answer all questions. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question. for examiner\u2019s use 1 2345 total",
+            "2": "2 \u00a9 ucles 2010 0625/63/m/j/10for examiner\u2019s use1 the igcse class is determining the mass of a load using a balancing method.  fig. 1.1 shows the apparatus. mass m50.0  cm mark load x metre rule pivotd bench fig. 1.1  the load x has been taped to the metre rule so that its centre is exactly over the 90.0 cm  mark. it is not moved during the experiment. a mass m of 40 g is placed on the rule and its position adjusted so that the rule is as near as possible to being balanced with the 50.0 cm mark exactly over the pivot. this is repeated using a range of masses. the readings are shown in table 1.1 table 1.1 m /g d /cm1d  / 1 cm  40 30.2 50 23.9 60 20.0 70 17.1 80 15.1  (a) for each value of d, calculate 1/d and record it in the table. [2]",
+            "3": "3 \u00a9 ucles 2010 [turn over 0625/63/m/j/10for examiner\u2019s use (b) plot a graph of m /g (y-axis) against 1 d / 1 cm (x-axis).  [4]  (c) determine the gradient g of the graph. show clearly on the graph how you obtained the necessary information.  g =  ... [2]  (d) determine the mass  \u03bc of the load x using the equation \u03bc = g/k where k = 40.0 cm.  \u03bc =  ... [2]",
+            "4": "4 \u00a9 ucles 2010 0625/63/m/j/10for examiner\u2019s use2 an igcse student is investigating the rate of cooling of water in different containers.  fig. 2.1 shows the two containers. thermometer container a thermometer container b fig. 2.1  approximately 200 cm3 of hot water is poured into container a. a stopclock is started and  the temperature of the water is recorded at 30 s intervals. hot water is then poured into container b until there is sufficient to cover the thermometer bulb. the stopclock is started  and the temperature of the water is recorded at 30 s intervals. all the temperature readings are shown in table 2.1. table 2.1 container a container b t / \u03b8 / \u03b8 / 08 0 7 8 71 66 65 59 59 55 56 51 55 49 54 48  (a) (i) complete the column headings in the table.   (ii) complete the time column in the table.      [2]",
+            "5": "5 \u00a9 ucles 2010 [turn over 0625/63/m/j/10for examiner\u2019s use (b) calculate the temperature change of the water in each container over the period of  180 s.  container a temperature change =    container b temperature change =  ... [1]  (c) state which container, a or b, has the greater rate of cooling. justify your answer by reference to the readings. statement  justification  .. . [2]  (d) to make a fair comparison between the rates of cooling of the hot water in the two  containers it is important to control other experimental conditions. suggest two conditions that should be controlled in this experiment. 1.  ..2.  . [2]",
+            "6": "6 \u00a9 ucles 2010 0625/63/m/j/10for examiner\u2019s use3 the igcse class is determining the resistances of lamps in different circuit arrangements.  the first circuit is shown in fig. 3.1. this is circuit 1. power source circuit 1 lamp p va fig. 3.1  a student measures the current i in the circuit and the p.d. v across lamp p. he then replaces  lamp p with lamp q to set up circuit 2 (not shown) and records the readings of current i and  potential difference v.   he then returns lamp p to the circuit so that lamps p and q are in parallel with each other. this is circuit 3. he again records the readings of current i and potential difference v. all the readings are in table 3.1. table 3.1 v / i / r / circuit 1 1.9 0.31 circuit 2 1.8 0.30 circuit 3 1.9 0.61  (a) draw a diagram of circuit 3 using standard circuit symbols.   [3]",
+            "7": "7 \u00a9 ucles 2010 [turn over 0625/63/m/j/10for examiner\u2019s use (b) (i) calculate the resistance r of the lamp arrangement for each circuit, using the  equation r = v/ i.     record the values of r in table 3.1.   (ii) complete the column headings in the table. [3]  (c) a student suggests that the resistance of lamp p added to the resistance of lamp q should be equal to the combined resistance of the two lamps when arranged in parallel in circuit 3. state whether or not the results in the table support this suggestion and justify your answer with reference to the results. statement  justification  .. .. . [2]",
+            "8": "8 \u00a9 ucles 2010 0625/63/m/j/10for examiner\u2019s use4 the igcse class is investigating refraction and reflection of light in a transparent block.  the block rests on a pin board covered with a sheet of plain paper. some of the lines and  labels that a student draws are shown in fig. 4.1. e f b a cp3 p4gd fig. 4.1  (a) the student places the transparent block abcd on the sheet of plain paper. the student draws a line around the block and then draws a normal to side ab.    on fig. 4.1 label the normal nn'. [1]  (b) line ef shows an incident ray that is at an angle of incidence i = 30\u00b0 to the normal. the student continues the line to a point g.   draw two neat crosses on line ef and label them p 1 and p2 to show suitable positions  for two pins that are to be used to trace the direction of the incident ray.  [1]",
+            "9": "9 \u00a9 ucles 2010 [turn over 0625/63/m/j/10for examiner\u2019s use (c) the student observes the images of p1 and p2 through side cd of the block from the  direction indicated in fig. 4.1 so that the images of p1 and p2 appear one behind the  other. she then places two pins p3 and p4 between her eye and the block so that p3, p4  and the images of p1 and p2, seen through the block, appear in line. the positions of p3  and p4 are marked.   (i) draw a line joining the positions of p3 and p4. continue the line so that it crosses  cd and extends beyond bc to cross line efg. label the end of the line h.    (ii) measure the smaller angle \u03b8  between efg and the line joining the positions of p3,  p4 and h.  \u03b8 =     (iii) calculate the difference ( \u03b8 \u2013 2i ). show your working.  ( \u03b8 \u2013 2i ) =       [4]  (d) the student repeats the experiment using an angle of incidence i = 40\u00b0 to the normal  and obtains a value of \u03b8 = 82\u00b0.   calculate the difference ( \u03b8 \u2013 2i ).  ( \u03b8 \u2013 2i ) =  [1]  (e) theory suggests that \u03b8 = 2i . state whether the two results in parts (c) and (d) support  the theory and justify your answer by reference to the results. statement  justification  .. ..[2]",
+            "10": "10 \u00a9 ucles 2010 0625/63/m/j/10for examiner\u2019s use5 an igcse student is determining the magnification of an image formed by a lens. the  experimental set up is shown in fig. 5.1.  lens illuminated objectscreen benchxy fig. 5.1  the screen consists of a sheet of white paper stuck to a vertical board.  the position of the screen is adjusted until a focused image of the object is formed on the  screen.  (a) (i) on fig. 5.1 measure the distances x and y.  x =    y =     (ii) calculate the magnification m using the equation m = y /x.  m =      [3]  (b) suggest two precautions that you would take to obtain reliable results in this experiment. 1.  .. ..2.  .. ..[2]  (c) the student wishes to measure the height of the image on the screen in order to check  his result. however he finds that when he tries to do this his hand and the rule prevent the light reaching the screen. suggest briefly a method he could use to measure the height of the image on the screen that would overcome this problem.  .. ..[1]",
+            "11": "11 0625/63/m/j/10 \u00a9 ucles 2010blank page",
+            "12": "12 0625/63/m/j/10 \u00a9 ucles 2010blank page permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the publisher will be pleased to make amends at the earliest possible opportunity. 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."
+        },
+        "0625_w10_qp_11.pdf": {
+            "1": "    this document consists of 18 printed pages and 2 blank pages.  ib10 11_0625_11/3rp  \u00a9 ucles 2010  [turn over      *0588341704* university of cambridge international examinations  international general certificate of secondary education       physics 0625/11     paper 1  multiple choice  october/november 2010     45 minutes    additional materials: multiple choice answer sheet   soft clean eraser   soft pencil (type b or hb recommended)       read these instructions first    write in soft pencil.  do not use staples, paper clips, highlighters, glue or correction fluid. write your name, centre number and candidate number on the answer sheet in the spaces provided  unless this has been done for you.   there are forty  questions on this paper. answer all questions. for each question there are four possible  answers a, b, c and d.   choose the one you consider correct and record your choice in soft pencil on the separate answer sheet.   read the instructions on the answer sheet very carefully.    each correct answer will score one mark. a mark will not be deducted for a wrong answer. any rough working should be done in this booklet.     ",
+            "2": "2  \u00a9 ucles 2010 0625/11/o/n/10  1 the diagrams show an experiment to determine the volume of a stone.    cm3cm310  9 8 7 6 5 4 3 2 1 10 9 8 7 6 5 4 3 2 1 without stone with stone stone     what is the volume of the stone?  a 3  cm3 b 4  cm3 c 7  cm3 d 11  cm3      2 four athletes run twice around a track. the table shows their times at the end of each lap.    which athlete runs the second lap the fastest?    athlete time at end of first lap  / s time at end of second lap  / s  a 22.99 47.04  b 23.04 47.00  c 23.16 47.18  d 23.39 47.24    ",
+            "3": "3  \u00a9 ucles 2010 0625/11/o/n/10 [turn over  3 the diagram shows the speed  / time graph for an object moving at constant speed.    2 0 0 3 4 time  / sspeed m / s 1 12     what is the distance travelled by the object in the first 3  s?  a 1.5  m b 2.0  m c 3.0  m d 6.0  m      4 a car travels along the route pqrst in 30 minutes.    p q  r s  t 10  km 5 km 5 km  10  km      what is the average speed of the car?  a 10  km  / hour b 20  km  / hour c 30  km  / hour d 60  km  / hour      5 which list contains the name of a force?  a acceleration, charge, temperature  b density, resistance, speed  c distance, frequency, mass  d energy, power, weight     ",
+            "4": "4  \u00a9 ucles 2010 0625/11/o/n/10  6 the reading on a spring balance with a holder and eight identical discs is 3.0  n.    six discs are removed and the reading becomes 1.2  n.    0  1  2  3  4 n spring balance holder for discs eight discstwo discs 0  1  2  3  4 n     what is the weight of one disc?  a 0.2  n b 0.3  n c 0.5  n d 0.6  n      7 a student is trying to find the density of water an d of a large, regularly shaped concrete block.    which apparatus is needed to find the density of both the water and the concrete block?  a balance, clock, measuring cylinder  b balance, clock, ruler c balance, measuring cylinder, ruler  d clock, measuring cylinder, ruler     8 a force acts on a moving rubber ball.   which of these changes could not happen to the ball because of the force?    a a change in direction  b a change in mass c a change in shape d a change in speed     ",
+            "5": "5  \u00a9 ucles 2010 0625/11/o/n/10 [turn over  9 the extension  / load graph for a spring is shown. the unloaded length of the spring is 15.0  cm.    3 210 012345 load  / nextension  / cm     when an object of unknown weight is hung on the spring, the length of the spring is 16.4  cm.    what is the weight of the object?  a 0.55  n b 0.67  n c 3.5  n d 4.1  n      10 which of these is designed to change electrical energy into kinetic energy?  a a capacitor  b a generator c a motor d a transformer     11 a car is driven on a long journey along a flat, horizontal road. the car stops several times on the  journey and its engine becomes hot.    which type of energy does not change during the journey?  a the chemical energy in the fuel tank  b the gravitational energy of the car  c the internal (thermal) energy of the engine  d the kinetic energy of the car     ",
+            "6": "6  \u00a9 ucles 2010 0625/11/o/n/10  12 what is a simple mercury barometer designed to measure?  a the pressure beneath a liquid  b the pressure of a gas supply  c the pressure of car tyres  d the pressure of the atmosphere      13 liquid x has a density of 1010  kg  / m3. liquid y has a density of 950  kg  / m3.    the liquids are poured into tubes as shown.    which tube has the greatest pressure on its base?    a liquid xb liquid yc liquid xd liquid y      14 some gas in a sealed plastic bag is cooled.    how do the gas molecules behave when this happens?  a they move more quickly and become closer together.  b they move more quickly and become further apart.  c they move more slowly and become closer together.  d they move more slowly and become further apart.     ",
+            "7": "7  \u00a9 ucles 2010 0625/11/o/n/10 [turn over  15 a block of ice cream is prevented from melting by wrapping it in newspaper soaked in water. the  water evaporates from the newspaper.    which molecules escape from the water and what happens to the average speed of the water  molecules that remain in the newspaper?     escaping molecules average speed of the  remaining water molecules  a the more energetic ones decreases  b the more energetic ones increases  c the less energetic ones decreases  d the less energetic ones increases    16 which change is condensation?    solid liquid gas a  cb d      ",
+            "8": "8  \u00a9 ucles 2010 0625/11/o/n/10  17 a beaker containing ice and a thermometer is left in a warm room for 15 minutes.    no water is visible in the beaker until 5 minutes has passed. after 15 minutes some ice is still  visible.    start of experimentafter  5 minutes after 15 minuteswaterice ice     which graph shows how the thermometer reading changes?    51 0 1 50 temperature / \u00b0c time  / mina  51 0 1 50 temperature / \u00b0c time  / minb  51 0 1 50 temperature / \u00b0c time  / minc  500 0 0 10 150 temperature / \u00b0c time  / mind       ",
+            "9": "9  \u00a9 ucles 2010 0625/11/o/n/10 [turn over  18 a piece of wood has some iron nails pushed thr ough it. one side of the wood is covered with heat  sensitive paper which turns from pink to blue when heated. the wood is heated as shown for a  few minutes and blue dots appear on the heat sensitive paper where it touches the nails.    heat sensitive paperwood heatiron nailsblue dots     this experiment shows that, compared to wood, iron is a good  a absorber of heat.  b conductor of heat.  c convector of heat.  d emitter of heat.      19 an electric heater is placed inside a metal box which has one side open. the diagram shows four  possible positions for the box.    the heater is switched on for several minutes.    in which position does the box become the hottest?    abcd heater boxheater box     ",
+            "10": "10  \u00a9 ucles 2010 0625/11/o/n/10  20 which group contains only transverse waves?  a infra-red waves, light waves, sound waves  b infra-red waves, light waves, ultra-violet waves  c infra-red waves, ultra-violet waves, sound waves  d light waves, sound waves, ultra-violet waves      21 water waves in a tank pass over a thin plastic block as shown.    tank plastic block     what happens to the waves as they reach the plastic block?  a they are diffracted because they slow down.  b they are diffracted because they speed up.  c they are refracted because they slow down.  d they are refracted because they speed up.      22 a girl writes the word left on a piece of card.    left     she looks at the image of this card, made by reflection by a plane mirror.  what does she see?    a b c d       ",
+            "11": "11  \u00a9 ucles 2010 0625/11/o/n/10 [turn over  23 a scientist is trying to direct a ray of light through a glass block without any light leaving the top of  the block. however, some light does leave the top.    x glass block  ray of  light top of block light leaving top      the scientist changes angle x and stops the ray of light leaving the top.     which row in the table describes the change to  angle x and the name of the effect produced?     change to angle x name of effect produced  a decrease total internal reflection  b decrease total internal refraction  c increase total internal reflection  d increase total internal refraction     24 the diagrams represent two different sound waves.    wave p wave q time timedisplacement displacement     how do the frequency and pitch of p com pare with the frequency and pitch of q?     frequency of p pitch of p  a greater than q higher than q  b greater than q same as q  c same as q higher than q  d same as q same as q    ",
+            "12": "12  \u00a9 ucles 2010 0625/11/o/n/10  25 a ship sends a pulse of sound vertically downw ards to the sea bed. an echo is heard   0.4 seconds later.    if the speed of sound in the water is 1200  m / s, how deep is the water below the ship?  a 240  m b 480  m c 1500  m d 3000  m     26 which statement about a magnet is not correct?  a it can attract another magnet.  b it can attract an unmagnetised piece of iron. c it can repel another magnet.  d it can repel an unmagnetised piece of iron.     27 a chain of steel nails and a chain of iron nails hang from a strong magnet. the chains are then  carefully removed from the magnet.    magnet steel iron     what happens to the chains?  a both chains fall apart.  b both chains stay together.  c only the chain of iron nails falls apart.  d only the chain of steel nails falls apart.     ",
+            "13": "13  \u00a9 ucles 2010 0625/11/o/n/10 [turn over  28 a potential difference (p.d.) across a resistor causes a current in it.    current resistor  p.d.     the p.d. and the resistance of the resistor can both be changed.    which row shows two changes that will both  increase the current in the resistor?     change change  a decrease p.d. decrease resistance  b decrease p.d. increase resistance  c increase p.d. decrease resistance  d increase p.d. increase resistance     29 the diagram shows a circuit containing two ammeters and three resistors.    r1 r2 r3ammeter  x ammeter yaa     which of the ammeters will show the current in resistor r 2?  a ammeter x only  b ammeter y only c both ammeter x and ammeter y  d neither ammeter x nor ammeter y     30 which component can store energy and can be used in time-delay circuits?  a a capacitor  b a potentiometer  c a resistor  d a thermistor    ",
+            "14": "14  \u00a9 ucles 2010 0625/11/o/n/10  31 a circuit contains two resistors connected in parallel with a battery.    2 \u03c9 4 \u03c9r p q     which of the following statements about the currents at p, q and r is true?  a the current at p is the greatest.  b the current  at q is the greatest.  c the current  at r is the greatest.  d the current is the same at points p, q and r.     32 the potential divider shown is connected across a constant 12  v supply.    v1  v2 20  \u03c9 12  v  r      when r has a value of 20  \u03c9, the voltmeter readings are equal.    how do these readings change when the value of r is reduced to 10  \u03c9?     reading on v 1 reading on v 2  a decreases decreases  b decreases increases  c increases decreases  d increases increases    ",
+            "15": "15  \u00a9 ucles 2010 0625/11/o/n/10 [turn over  33 a fuse is a safety device for use in an electrical appliance.    how does a fuse affect a circuit when the current in it becomes higher than the correct value for  the appliance?  a it completely stops the current.  b it reduces the current to the correct value for the appliance.  c it sends the current to the outer case of the appliance.  d it sends the excess current to the earth wire.     34 some electrical equipment is connected to a 230  v supply. it is kept inside a metal case which is  not earthed. the case is fixed to a plastic support. a strand of wire has become loose and  touches the metal case as shown.    electrical  equipment cable  metal case on plastic support strand of wire      which statement about this situation is correct?  a an electric current is passing through the metal case.  b a fuse in the live wire will blow. c someone touching the case would receive an electric shock. d the metal case is at 0  v.     ",
+            "16": "16  \u00a9 ucles 2010 0625/11/o/n/10  35 a coil is rotated steadily between the poles of a magnet. the coil is connected to an oscilloscope.    n s  contact contact oscilloscope      which graph shows the output voltage v against time t ?    bcd a v tv tv tv t      36 a village has to be supplied with electricity from a power station that is a long way from the  village.    which type of current should be used, and at which voltage?     type of current voltage  a alternating current high voltage  b alternating current low voltage  c direct current high voltage  d direct current low voltage    ",
+            "17": "17  \u00a9 ucles 2010 0625/11/o/n/10 [turn over  37 an electric field is set up between two parallel plates.    cathode rays are directed into this field, parallel to the plates.    cathode rays+ \u2013    in which direction are the cathode rays deflected by the electric field?  a downwards  b upwards  c into the page  d out of the page      38 a radioactive element has a half-life of 70  s.    the number of emissions per second, n, of a sample of the element is measured at a certain  time.    what was the number of emissions per second 70  s earlier?  a 0 b n / 2 c  n d 2n      39 s is a radioactive source emitting \u03b1-particles, \u03b2-particles and \u03b3-rays. a detector is placed 5  cm  away from s. a thin sheet of paper is placed as shown in the diagram.    s 5 cmthin sheet of paper detecto r     which radiations can be detected?  a \u03b1-particles and \u03b2-particles only  b \u03b1-particles and \u03b3-rays only  c \u03b2-particles and \u03b3-rays only  d \u03b1-particles, \u03b2-particles and \u03b3-rays     ",
+            "18": "18  \u00a9 ucles 2010 0625/11/o/n/10  40 in the atomic model, an atom consists of a central mass, orbited by much smaller particles.    central  mass  orbiting particles      what is the name of the central mass and of the orbiting particles?     central mass orbiting particles  a neutron \u03b1-particles  b neutron electrons  c nucleus \u03b1-particles  d nucleus electrons     ",
+            "19": "19  \u00a9 ucles 2010 0625/11/o/n/10  blank page     ",
+            "20": "20      permission to reproduce items where third-par ty owned material protected by copyright is  included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holder s, 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. ca mbridge assessment is the brand name of university of  cambridge local examinations syndicate (ucles), which is itself a department of the university of cambridge.    \u00a9 ucles 2010 0625/11/o/n/10  blank page    "
+        },
+        "0625_w10_qp_12.pdf": {
+            "1": "    this document consists of 17 printed pages and 3 blank pages.  ib10 11_0625_12/fp  \u00a9 ucles 2010  [turn over      *5599113984* university of cambridge international examinations  international general certificate of secondary education       physics 0625/12     paper 1  multiple choice  october/november 2010     45 minutes    additional materials: multiple choice answer sheet   soft clean eraser   soft pencil (type b or hb recommended)       read these instructions first    write in soft pencil.  do not use staples, paper clips, highlighters, glue or correction fluid. write your name, centre number and candidate number on the answer sheet in the spaces provided  unless this has been done for you.   there are forty  questions on this paper. answer all questions. for each question there are four possible  answers a, b, c and d.   choose the one you consider correct and record your choice in soft pencil on the separate answer sheet.   read the instructions on the answer sheet very carefully.    each correct answer will score one mark. a mark will not be deducted for a wrong answer. any rough working should be done in this booklet.     ",
+            "2": "2  \u00a9 ucles 2010 0625/12/o/n/10  1 the reading on a spring balance with a holder and eight identical discs is 3.0  n.    six discs are removed and the reading becomes 1.2  n.    0  1  2  3  4 n spring balance holder for discs eight discstwo discs 0  1  2  3  4 n     what is the weight of one disc?  a 0.2  n b 0.3  n c 0.5  n d 0.6  n      2 the diagrams show an experiment to determine the volume of a stone.    cm3cm310  9 8 7 6 5 4 3 2 1 10 9 8 7 6 5 4 3 2 1 without stone with stone stone     what is the volume of the stone?  a 3  cm3 b 4  cm3 c 7  cm3 d 11  cm3     ",
+            "3": "3  \u00a9 ucles 2010 0625/12/o/n/10 [turn over  3 a student is trying to find the density of water an d of a large, regularly shaped concrete block.    which apparatus is needed to find the density of both the water and the concrete block?  a balance, clock, measuring cylinder  b balance, clock, ruler c balance, measuring cylinder, ruler  d clock, measuring cylinder, ruler     4 what is a simple mercury barometer designed to measure?  a the pressure beneath a liquid  b the pressure of a gas supply c the pressure of car tyres  d the pressure of the atmosphere     5 four athletes run twice around a track. the table shows their times at the end of each lap.    which athlete runs the second lap the fastest?    athlete time at end of first lap  / s time at end of second lap  / s  a 22.99 47.04  b 23.04 47.00  c 23.16 47.18  d 23.39 47.24     6 a car travels along the route pqrst in 30 minutes.   p q  r s  t 10  km 5 km 5 km  10  km      what is the average speed of the car?  a 10  km  / hour b 20  km  / hour c 30  km  / hour d 60  km  / hour ",
+            "4": "4  \u00a9 ucles 2010 0625/12/o/n/10  7 the diagram shows the speed  / time graph for an object moving at constant speed.    2 0 0 3 4 time  / sspeed m / s 1 12     what is the distance travelled by the object in the first 3  s?  a 1.5  m b 2.0  m c 3.0  m d 6.0  m      8 a car is driven on a long journey along a flat, horizontal road. the car stops several times on the  journey and its engine becomes hot.    which type of energy does not change during the journey?  a the chemical energy in the fuel tank  b the gravitational energy of the car  c the internal (thermal) energy of the engine  d the kinetic energy of the car     9 which list contains the name of a force?  a acceleration, charge, temperature  b density, resistance, speed  c distance, frequency, mass  d energy, power, weight      10 a force acts on a moving rubber ball.    which of these changes could not happen to the ball because of the force?    a a change in direction  b a change in mass c a change in shape  d a change in speed     ",
+            "5": "5  \u00a9 ucles 2010 0625/12/o/n/10 [turn over  11 the extension  / load graph for a spring is shown. the unloaded length of the spring is 15.0  cm.    3 210 012345 load  / nextension  / cm     when an object of unknown weight is hung on the spring, the length of the spring is 16.4  cm.    what is the weight of the object?  a 0.55  n b 0.67  n c 3.5  n d 4.1  n      12 liquid x has a density of 1010  kg  / m3. liquid y has a density of 950  kg  / m3.    the liquids are poured into tubes as shown.    which tube has the greatest pressure on its base?    a liquid xb liquid yc liquid xd liquid y     13 which change is condensation?    solid liquid gas a  cb d      ",
+            "6": "6  \u00a9 ucles 2010 0625/12/o/n/10  14 some gas in a sealed plastic bag is cooled.    how do the gas molecules behave when this happens?  a they move more quickly and become closer together.  b they move more quickly and become further apart. c they move more slowly and become closer together. d they move more slowly and become further apart.     15 a beaker containing ice and a thermometer is left in a warm room for 15 minutes.    no water is visible in the beaker until 5 minutes has passed. after 15 minutes some ice is still visible.    start of experimentafter  5 minutes after 15 minuteswaterice ice     which graph shows how the thermometer reading changes?    51 0 1 50 temperature / \u00b0c time  / mina  51 0 1 50 temperature / \u00b0c time  / minb  51 0 1 50 temperature / \u00b0c time  / minc  500 0 0 10 150 temperature / \u00b0c time  / mind   ",
+            "7": "7  \u00a9 ucles 2010 0625/12/o/n/10 [turn over  16 an electric heater is placed inside a metal box which has one side open. the diagram shows four  possible positions for the box.    the heater is switched on for several minutes.    in which position does the box become the hottest?    abcd heater boxheater box       17 a block of ice cream is prevented from melting by wrapping it in newspaper soaked in water. the  water evaporates from the newspaper.    which molecules escape from the water and what happens to the average speed of the water molecules that remain in the newspaper?     escaping molecules average speed of the  remaining water molecules  a the more energetic ones decreases  b the more energetic ones increases  c the less energetic ones decreases  d the less energetic ones increases    ",
+            "8": "8  \u00a9 ucles 2010 0625/12/o/n/10  18 a piece of wood has some iron nails pushed thr ough it. one side of the wood is covered with heat  sensitive paper which turns from pink to blue when heated. the wood is heated as shown for a  few minutes and blue dots appear on the heat sensitive paper where it touches the nails.    heat sensitive paperwood heatiron nailsblue dots     this experiment shows that, compared to wood, iron is a good  a absorber of heat.  b conductor of heat.  c convector of heat.  d emitter of heat.      19 a girl writes the word left on a piece of card.    left     she looks at the image of this card, made by reflection by a plane mirror.  what does she see?    a b c d       20 which group contains only transverse waves?  a infra-red waves, light waves, sound waves  b infra-red waves, light waves, ultra-violet waves c infra-red waves, ultra-violet waves, sound waves d light waves, sound waves, ultra-violet waves     ",
+            "9": "9  \u00a9 ucles 2010 0625/12/o/n/10 [turn over  21 a scientist is trying to direct a ray of light through a glass block without any light leaving the top of  the block. however, some light does leave the top.    x glass block  ray of  light top of block light leaving top      the scientist changes angle x and stops the ray of light leaving the top.     which row in the table describes the change to  angle x and the name of the effect produced?     change to angle x name of effect produced  a decrease total internal reflection  b decrease total internal refraction  c increase total internal reflection  d increase total internal refraction     22 water waves in a tank pass over a thin plastic block as shown.    tank plastic block     what happens to the waves as they reach the plastic block?  a they are diffracted because they slow down.  b they are diffracted because they speed up.  c they are refracted because they slow down.  d they are refracted because they speed up.     23 a ship sends a pulse of sound vertically downwards to the sea bed. an echo is heard   0.4 seconds later.    if the speed of sound in the water is 1200  m / s, how deep is the water below the ship?  a 240  m b 480  m c 1500  m d 3000  m   ",
+            "10": "10  \u00a9 ucles 2010 0625/12/o/n/10  24 the diagrams represent two different sound waves.    wave p wave q time timedisplacement displacement     how do the frequency and pitch of p com pare with the frequency and pitch of q?     frequency of p pitch of p  a greater than q higher than q  b greater than q same as q  c same as q higher than q  d same as q same as q     25 which of these is designed to change electrical energy into kinetic energy?  a a capacitor  b a generator c a motor  d a transformer     26 the diagram shows a circuit containing two ammeters and three resistors.    r1 r2 r3ammeter  x ammeter yaa     which of the ammeters will show the current in resistor r 2?  a ammeter x only  b ammeter y only c both ammeter x and ammeter y  d neither ammeter x nor ammeter y ",
+            "11": "11  \u00a9 ucles 2010 0625/12/o/n/10 [turn over  27 a potential difference (p.d.) across a resistor causes a current in it.    current resistor  p.d.     the p.d. and the resistance of the resistor can both be changed.    which row shows two changes that will both  increase the current in the resistor?     change change  a decrease p.d. decrease resistance  b decrease p.d. increase resistance  c increase p.d. decrease resistance  d increase p.d. increase resistance     28 which component can store energy and can be used in time-delay circuits?  a a capacitor  b a potentiometer  c a resistor  d a thermistor   ",
+            "12": "12  \u00a9 ucles 2010 0625/12/o/n/10  29 the potential divider shown is connected across a constant 12  v supply.    v1  v2 20  \u03c9 12  v  r      when r has a value of 20  \u03c9, the voltmeter readings are equal.    how do these readings change when the value of r is reduced to 10  \u03c9?     reading on v 1 reading on v 2  a decreases decreases  b decreases increases  c increases decreases  d increases increases     30 a circuit contains two resistors connected in parallel with a battery.    2 \u03c9 4 \u03c9r p q     which of the following statements about the currents at p, q and r is true?  a the current at p is the greatest.  b the current  at q is the greatest.  c the current  at r is the greatest.  d the current is the same at points p, q and r.     ",
+            "13": "13  \u00a9 ucles 2010 0625/12/o/n/10 [turn over  31 some electrical equipment is connected to a 230  v supply. it is kept inside a metal case which is  not earthed. the case is fixed to a plastic support. a strand of wire has become loose and  touches the metal case as shown.    electrical  equipment cable  metal case on plastic support strand of wire      which statement about this situation is correct?  a an electric current is passing through the metal case.  b a fuse in the live wire will blow. c someone touching the case would receive an electric shock. d the metal case is at 0  v.     32 a fuse is a safety device for use in an electrical appliance.    how does a fuse affect a circuit when the current in it becomes higher than the correct value for the appliance?  a it completely stops the current.  b it reduces the current to the correct value for the appliance. c it sends the current to the outer case of the appliance. d it sends the excess current to the earth wire.      33 which statement about a magnet is not correct?  a it can attract another magnet.  b it can attract an unmagnetised piece of iron. c it can repel another magnet. d it can repel an unmagnetised piece of iron.     ",
+            "14": "14  \u00a9 ucles 2010 0625/12/o/n/10  34 a chain of steel nails and a chain of iron nails hang from a strong magnet. the chains are then  carefully removed from the magnet.    magnet steel iron     what happens to the chains?  a both chains fall apart.  b both chains stay together.  c only the chain of iron nails falls apart.  d only the chain of steel nails falls apart.      35 a village has to be supplied with electricity from a power station that is a long way from the  village.    which type of current should be used, and at which voltage?     type of current voltage  a alternating current high voltage  b alternating current low voltage  c direct current high voltage  d direct current low voltage   ",
+            "15": "15  \u00a9 ucles 2010 0625/12/o/n/10 [turn over  36 a coil is rotated steadily between the poles of a magnet. the coil is connected to an oscilloscope.    n s  contact contact oscilloscope      which graph shows the output voltage v against time t ?    bcd a v tv tv tv t      37 an electric field is set up between two parallel plates.    cathode rays are directed into this field, parallel to the plates.    cathode rays+ \u2013    in which direction are the cathode rays deflected by the electric field?  a downwards  b upwards  c into the page  d out of the page     ",
+            "16": "16  \u00a9 ucles 2010 0625/12/o/n/10  38 in the atomic model, an atom consists of a central mass, orbited by much smaller particles.    central  mass  orbiting particles      what is the name of the central mass and of the orbiting particles?     central mass orbiting particles  a neutron \u03b1-particles  b neutron electrons  c nucleus \u03b1-particles  d nucleus electrons      39 s is a radioactive source emitting \u03b1-particles, \u03b2-particles and \u03b3-rays. a detector is placed 5  cm  away from s. a thin sheet of paper is placed as shown in the diagram.    s 5 cmthin sheet of paper detecto r     which radiations can be detected?  a \u03b1-particles and \u03b2-particles only  b \u03b1-particles and \u03b3-rays only  c \u03b2-particles and \u03b3-rays only  d \u03b1-particles, \u03b2-particles and \u03b3-rays     ",
+            "17": "17  \u00a9 ucles 2010 0625/12/o/n/10  40 a radioactive element has a half-life of 70  s.    the number of emissions per second, n, of a sample of the element is measured at a certain  time.    what was the number of emissions per second 70  s earlier?  a 0 b n / 2 c  n d 2n     ",
+            "18": "18  \u00a9 ucles 2010 0625/12/o/n/10  blank page     ",
+            "19": "19  \u00a9 ucles 2010 0625/12/o/n/10  blank page     ",
+            "20": "20      permission to reproduce items where third-par ty owned material protected by copyright is  included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holder s, 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. ca mbridge assessment is the brand name of university of  cambridge local examinations syndicate (ucles), which is itself a department of the university of cambridge.    \u00a9 ucles 2010 0625/12/o/n/10  blank page     "
+        },
+        "0625_w10_qp_13.pdf": {
+            "1": "    this document consists of 18 printed pages and 2 blank pages.  ib10 11_0625_13/rp  \u00a9 ucles 2010  [turn over      *9807725667* university of cambridge international examinations  international general certificate of secondary education       physics 0625/13     paper 1  multiple choice  october/november 2010     45 minutes    additional materials: multiple choice answer sheet   soft clean eraser   soft pencil (type b or hb recommended)       read these instructions first    write in soft pencil.  do not use staples, paper clips, highlighters, glue or correction fluid. write your name, centre number and candidate number on the answer sheet in the spaces provided  unless this has been done for you.   there are forty  questions on this paper. answer all questions. for each question there are four possible  answers a, b, c and d.   choose the one you consider correct and record your choice in soft pencil on the separate answer sheet.   read the instructions on the answer sheet very carefully.    each correct answer will score one mark. a mark will not be deducted for a wrong answer. any rough working should be done in this booklet.     ",
+            "2": "2  \u00a9 ucles 2010 0625/13/o/n/10  1 a student is trying to find the density of water and of a large, regularly shaped concrete block.    which apparatus is needed to find the density of both the water and the concrete block?  a balance, clock, measuring cylinder  b balance, clock, ruler c balance, measuring cylinder, ruler  d clock, measuring cylinder, ruler     2 liquid x has a density of 1010  kg  / m3. liquid y has a density of 950  kg  / m3.    the liquids are poured into tubes as shown.    which tube has the greatest pressure on its base?    a liquid xb liquid yc liquid xd liquid y      3 what is a simple mercury barometer designed to measure?  a the pressure beneath a liquid  b the pressure of a gas supply  c the pressure of car tyres  d the pressure of the atmosphere     ",
+            "3": "3  \u00a9 ucles 2010 0625/13/o/n/10 [turn over  4 the diagrams show an experiment to determine the volume of a stone.    cm3cm310  9 8 7 6 5 4 3 2 1 10 9 8 7 6 5 4 3 2 1 without stone with stone stone     what is the volume of the stone?  a 3  cm3 b 4  cm3 c 7  cm3 d 11  cm3      5 the reading on a spring balance with a holder and eight identical discs is 3.0  n.    six discs are removed and the reading becomes 1.2  n.    0  1  2  3  4 n spring balance holder for discs eight discstwo discs 0  1  2  3  4 n     what is the weight of one disc?  a 0.2  n b 0.3  n c 0.5  n d 0.6  n     ",
+            "4": "4  \u00a9 ucles 2010 0625/13/o/n/10  6 the extension  / load graph for a spring is shown. the unloaded length of the spring is 15.0  cm.    3 210 012345 load  / nextension  / cm     when an object of unknown weight is hung on the spring, the length of the spring is 16.4  cm.    what is the weight of the object?  a 0.55  n b 0.67  n c 3.5  n d 4.1  n      7 four athletes run twice around a track. the table shows their times at the end of each lap.   which athlete runs the second lap the fastest?    athlete time at end of first lap  / s time at end of second lap  / s  a 22.99 47.04  b 23.04 47.00  c 23.16 47.18  d 23.39 47.24     ",
+            "5": "5  \u00a9 ucles 2010 0625/13/o/n/10 [turn over  8 a car travels along the route pqrst in 30 minutes.    p q  r s  t 10  km 5 km 5 km  10  km      what is the average speed of the car?  a 10  km  / hour b 20  km  / hour c 30  km  / hour d 60  km  / hour      9 the diagram shows the speed  / time graph for an object moving at constant speed.    2 0 0 3 4 time  / sspeed m / s 1 12     what is the distance travelled by the object in the first 3  s?  a 1.5  m b 2.0  m c 3.0  m d 6.0  m      10 which list contains the name of a force?  a acceleration, charge, temperature  b density, resistance, speed  c distance, frequency, mass  d energy, power, weight     ",
+            "6": "6  \u00a9 ucles 2010 0625/13/o/n/10  11 a force acts on a moving rubber ball.    which of these changes could not happen to the ball because of the force?    a a change in direction  b a change in mass c a change in shape  d a change in speed     12 a car is driven on a long journey along a flat, horizontal road. the car stops several times on the  journey and its engine becomes hot.    which type of energy does not change during the journey?  a the chemical energy in the fuel tank  b the gravitational energy of the car c the internal (thermal) energy of the engine d the kinetic energy of the car     13 which of these is designed to change electrical energy into kinetic energy?  a a capacitor  b a generator c a motor  d a transformer     14 an electric heater is placed inside a metal box which has one side open. the diagram shows four  possible positions for the box.    the heater is switched on for several minutes.    in which position does the box become the hottest?    abcd heater boxheater box    ",
+            "7": "7  \u00a9 ucles 2010 0625/13/o/n/10 [turn over  15 some gas in a sealed plastic bag is cooled.    how do the gas molecules behave when this happens?  a they move more quickly and become closer together.  b they move more quickly and become further apart. c they move more slowly and become closer together. d they move more slowly and become further apart.     16 which change is condensation?    solid liquid gas a  cb d       17 a block of ice cream is prevented from melting by wrapping it in newspaper soaked in water. the  water evaporates from the newspaper.    which molecules escape from the water and what happens to the average speed of the water  molecules that remain in the newspaper?     escaping molecules average speed of the  remaining water molecules  a the more energetic ones decreases  b the more energetic ones increases  c the less energetic ones decreases  d the less energetic ones increases     ",
+            "8": "8  \u00a9 ucles 2010 0625/13/o/n/10  18 a beaker containing ice and a thermometer is left in a warm room for 15 minutes.    no water is visible in the beaker until 5 minutes has passed. after 15 minutes some ice is still  visible.    start of experimentafter  5 minutes after 15 minuteswaterice ice     which graph shows how the thermometer reading changes?    51 0 1 50 temperature / \u00b0c time  / mina  51 0 1 50 temperature / \u00b0c time  / minb  51 0 1 50 temperature / \u00b0c time  / minc  500 0 0 10 150 temperature / \u00b0c time  / mind       ",
+            "9": "9  \u00a9 ucles 2010 0625/13/o/n/10 [turn over  19 a piece of wood has some iron nails pushed thr ough it. one side of the wood is covered with heat  sensitive paper which turns from pink to blue when heated. the wood is heated as shown for a  few minutes and blue dots appear on the heat sensitive paper where it touches the nails.    heat sensitive paperwood heatiron nailsblue dots     this experiment shows that, compared to wood, iron is a good  a absorber of heat.  b conductor of heat.  c convector of heat.  d emitter of heat.      20 which group contains only transverse waves?  a infra-red waves, light waves, sound waves  b infra-red waves, light waves, ultra-violet waves  c infra-red waves, ultra-violet waves, sound waves  d light waves, sound waves, ultra-violet waves     ",
+            "10": "10  \u00a9 ucles 2010 0625/13/o/n/10  21 the diagrams represent two different sound waves.    wave p wave q time timedisplacement displacement     how do the frequency and pitch of p com pare with the frequency and pitch of q?     frequency of p pitch of p  a greater than q higher than q  b greater than q same as q  c same as q higher than q  d same as q same as q     22 a ship sends a pulse of sound vertically downwards to the sea bed. an echo is heard   0.4 seconds later.    if the speed of sound in the water is 1200  m / s, how deep is the water below the ship?  a 240  m b 480  m c 1500  m d 3000  m     23 a girl writes the word left on a piece of card.    left     she looks at the image of this card, made by reflection by a plane mirror.  what does she see?    a b c d       ",
+            "11": "11  \u00a9 ucles 2010 0625/13/o/n/10 [turn over  24 water waves in a tank pass over a thin plastic block as shown.    tank plastic block     what happens to the waves as they reach the plastic block?  a they are diffracted because they slow down.  b they are diffracted because they speed up.  c they are refracted because they slow down.  d they are refracted because they speed up.      25 a scientist is trying to direct a ray of light through a glass block without any light leaving the top of  the block. however, some light does leave the top.    x glass block  ray of  light top of block light leaving top      the scientist changes angle x and stops the ray of light leaving the top.     which row in the table describes the change to  angle x and the name of the effect produced?     change to angle x name of effect produced  a decrease total internal reflection  b decrease total internal refraction  c increase total internal reflection  d increase total internal refraction     26 which statement about a magnet is not correct?  a it can attract another magnet.  b it can attract an unmagnetised piece of iron. c it can repel another magnet.  d it can repel an unmagnetised piece of iron. ",
+            "12": "12  \u00a9 ucles 2010 0625/13/o/n/10  27 a chain of steel nails and a chain of iron nails hang from a strong magnet. the chains are then  carefully removed from the magnet.    magnet steel iron     what happens to the chains?  a both chains fall apart.  b both chains stay together.  c only the chain of iron nails falls apart.  d only the chain of steel nails falls apart.      28 the diagram shows a circuit containing two ammeters and three resistors.    r1 r2 r3ammeter  x ammeter yaa     which of the ammeters will show the current in resistor r 2?  a ammeter x only  b ammeter y only c both ammeter x and ammeter y d neither ammeter x nor ammeter y     ",
+            "13": "13  \u00a9 ucles 2010 0625/13/o/n/10 [turn over  29 a circuit contains two resistors connected in parallel with a battery.    2 \u03c9 4 \u03c9r p q     which of the following statements about the currents at p, q and r is true?  a the current at p is the greatest.  b the current  at q is the greatest.  c the current  at r is the greatest.  d the current is the same at points p, q and r.     30 a potential difference (p.d.) across a resistor causes a current in it.    current resistor  p.d.     the p.d. and the resistance of the resistor can both be changed.    which row shows two changes that will both  increase the current in the resistor?     change change  a decrease p.d. decrease resistance  b decrease p.d. increase resistance  c increase p.d. decrease resistance  d increase p.d. increase resistance    ",
+            "14": "14  \u00a9 ucles 2010 0625/13/o/n/10  31 the potential divider shown is connected across a constant 12  v supply.    v1  v2 20  \u03c9 12  v  r      when r has a value of 20  \u03c9, the voltmeter readings are equal.    how do these readings change when the value of r is reduced to 10  \u03c9?     reading on v 1 reading on v 2  a decreases decreases  b decreases increases  c increases decreases  d increases increases     32 which component can store energy and can be used in time-delay circuits?  a a capacitor  b a potentiometer  c a resistor  d a thermistor    ",
+            "15": "15  \u00a9 ucles 2010 0625/13/o/n/10 [turn over  33 a coil is rotated steadily between the poles of a magnet. the coil is connected to an oscilloscope.    n s  contact contact oscilloscope      which graph shows the output voltage v against time t ?    bcd a v tv tv tv t      34 a fuse is a safety device for use in an electrical appliance.    how does a fuse affect a circuit when the current in it becomes higher than the correct value for the appliance?  a it completely stops the current.  b it reduces the current to the correct value for the appliance. c it sends the current to the outer case of the appliance.  d it sends the excess current to the earth wire.     ",
+            "16": "16  \u00a9 ucles 2010 0625/13/o/n/10  35 some electrical equipment is connected to a 230  v supply. it is kept inside a metal case which is  not earthed. the case is fixed to a plastic support. a strand of wire has become loose and  touches the metal case as shown.    electrical  equipment cable  metal case on plastic support strand of wire      which statement about this situation is correct?  a an electric current is passing through the metal case.  b a fuse in the live wire will blow. c someone touching the case would receive an electric shock. d the metal case is at 0  v.     36 a village has to be supplied with electricity from a power station that is a long way from the  village.    which type of current should be used, and at which voltage?     type of current voltage  a alternating current high voltage  b alternating current low voltage  c direct current high voltage  d direct current low voltage    ",
+            "17": "17  \u00a9 ucles 2010 0625/13/o/n/10 [turn over  37 an electric field is set up between two parallel plates.    cathode rays are directed into this field, parallel to the plates.    cathode rays+ \u2013    in which direction are the cathode rays deflected by the electric field?  a downwards  b upwards  c into the page  d out of the page      38 s is a radioactive source emitting \u03b1-particles, \u03b2-particles and \u03b3-rays. a detector is placed 5  cm  away from s. a thin sheet of paper is placed as shown in the diagram.    s 5 cmthin sheet of paper detecto r     which radiations can be detected?  a \u03b1-particles and \u03b2-particles only  b \u03b1-particles and \u03b3-rays only  c \u03b2-particles and \u03b3-rays only  d \u03b1-particles, \u03b2-particles and \u03b3-rays     ",
+            "18": "18  \u00a9 ucles 2010 0625/13/o/n/10  39 a radioactive element has a half-life of 70  s.    the number of emissions per second, n, of a sample of the element is measured at a certain  time.    what was the number of emissions per second 70  s earlier?  a 0 b n / 2 c  n d 2n      40 in the atomic model, an atom consists of a central mass, orbited by much smaller particles.    central  mass  orbiting particles      what is the name of the central mass and of the orbiting particles?     central mass orbiting particles  a neutron \u03b1-particles  b neutron electrons  c nucleus \u03b1-particles  d nucleus electrons     ",
+            "19": "19  \u00a9 ucles 2010 0625/13/o/n/10  blank page     ",
+            "20": "20      permission to reproduce items where third-par ty owned material protected by copyright is  included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holder s, 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. ca mbridge assessment is the brand name of university of  cambridge local examinations syndicate (ucles), which is itself a department of the university of cambridge.    \u00a9 ucles 2010 0625/13/o/n/10  blank page    "
+        },
+        "0625_w10_qp_21.pdf": {
+            "1": "this document consists of 16 printed pages and 4 blank pages. dc (nf/sw) 24995/3 \u00a9 ucles 2010 [turn overuniversity of cambridge international examinations international general certificate of secondary education *2512877189*physics 0625/21 paper 2  core october/november 2010  1 hour 15 minutes candidates answer on the question paper. no additional materials are required. read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen.y ou may use a soft pencil for any diagrams, graphs or rough working.do not use staples, paper clips, highlighters, glue or correction fluid.do not write in any barcodes. answer all questions. y ou may lose marks if you do not show your working or if you do not use appropriate units.take the weight of 1 kg to be 10 n (i.e. acceleration of free fall = 10 m / s 2). at the end of the examination, fasten all your work securely together.the number of marks is given in brackets [  ] at the end of each question or part question.",
+            "2": "2 0625/21/o/n/10 \u00a9 ucles 20101 (a) (i) figs. 1.1 and 1.2 show the dimensions of a rectangular block being measured using a  ruler. they are not shown full size.    use the scales shown to find the length and the width of the block, giving your answers in cm. 140 150 160 170 180 190 millimetres200 210 220 230 240 25050 60 70 80 90 100 110 120 130 140 150 160length of block  . cm  [1]  fig. 1.1 210 220 230 240 250 260 millimetres270 280 290 30010 20 30 40 50 60 70 80 90width of block  ..  cm  [1]  fig. 1.2   (ii) when the block was made, it was cut from a piece of metal 2.0 cm thick.    calculate the volume of the block.  volume =  .  cm3  [2]",
+            "3": "3 0625/21/o/n/10 \u00a9 ucles 2010 [turn over (b) another block has a volume of 20 cm3.   fig. 1.3 shows the reading when the block is placed on a balance. 40 50 gramsblock 60 70 fig. 1.3   find the density of this block.  density =  .  [4]  [total: 8]",
+            "4": "4 0625/21/o/n/10 \u00a9 ucles 20102 a boy cycles a distance of 960 m from home to school in 8.0 minutes.  (a)  calculate his average speed for the journey.  average speed =  .  [4]  (b) the journey is all along a horizontal road. at the end of the journey the boy is tired because of  the work he has done.   against which force has this work been done?  .  [1]  [total: 5] 3 (a) name three different energy resources used to obtain energy directly from water (not steam). 1.  ...2.  ...3.  .  [3]  (b) choose one of the energy resources you have named in (a) and write a brief description of  how the energy is converted to electrical energy. which energy resource are you describing?  description   ... ... ... ... .  [3]  [total: 6]",
+            "5": "5 0625/21/o/n/10 \u00a9 ucles 2010 [turn over4 fig. 4.1 shows four parallel rays of light reaching a thin converging lens. point f is a principal focus  of the lens. pf fig. 4.1  (a) what name do we give to the distance pf?  ...  [1]  (b) on fig. 4.1, carefully draw the paths of the rays through the lens and into the air as far as the broken line. [2]  (c) a flat white screen is placed at f , parallel to the broken line.   describe what is seen on the screen.  ...  .  [1]  (d) the screen is moved so that it is along the broken line.   describe what is now seen on the screen.  ... .  [1]  [total: 5]",
+            "6": "6 0625/21/o/n/10 \u00a9 ucles 20105 here is a list of different types of radiation. alpha (\u03b1),      beta (\u03b2),      gamma (\u03b3),      infra-red,      radio,      ultra-violet,      visible,      x-rays  (a) underline all those radiations in the list which are not electromagnetic radiations. [2]  (b) which radiation is the most penetrating?    [1]  (c) which radiation has the longest wavelength?  .  [1]  (d) which radiation consists of particles that are the same as 4he nuclei?  .  [1]  [total: 5] 6 fig. 6.1 shows two experiments to investigate energy transfer in water. watericewater ice trapped by small piece of wire gauze gentle heatinggentle heating experiment 1 cold water is gently heated at the bottom. the ice at the top melts before the water boils.experiment 2cold water is gently heated at the top. the ice trapped at the bottom remains solid, even when the water at the top begins to boil. fig. 6.1  (a) name the process by which thermal (heat) energy travels through the glass.  .  [1]  (b) (i) name the principal process in experiment 1 which takes the energy from the water at the  bottom to the ice at the top.  .  [1]",
+            "7": "7 0625/21/o/n/10 \u00a9 ucles 2010 [turn over  (ii) describe how the process in (b)(i) occurs.  ... ... ... ... .  [2]  (c) suggest two reasons why the ice in experiment 2 does not melt, even when the water at the  top begins to boil. 1.  ... ... 2.  ... .  [2]  [total: 6]",
+            "8": "8 0625/21/o/n/10 \u00a9 ucles 2010blank page",
+            "9": "9 0625/21/o/n/10 \u00a9 ucles 2010 [turn over7 (a) in fig. 7.1, a ray of light is shown passing into water from air. the angle of the refracted ray to  the normal is 40\u00b0.   on fig. 7.1, mark clearly the angle of incidence i. [1] 40\u00b0air waterray of light fig. 7.1  (b) in fig. 7.2, a ray of light is shown in water and reaching the surface with the air at an angle of  40\u00b0 to the normal. air water40\u00b0 fig. 7.2   (i) on fig. 7.2, draw accurately the path of the ray in the air. [2]   (ii) the angle in the water in fig. 7.2 is increased from 40\u00b0 to 70\u00b0, and the ray no longer  emerges into the air.    state what happens to the ray at the surface and explain why this happens.  ... ... ... .  [2]  [total: 5]",
+            "10": "10 0625/21/o/n/10 \u00a9 ucles 20108 fig. 8.1 shows a workman hammering a metal post into the ground. some distance away is a  vertical cliff. cliff boy girlworkman fig. 8.1  (a) a boy is standing at the foot of the cliff. the speed of sound in air is 330 m / s. it takes 1.5 s for the sound of the hammer hitting the post to reach the boy.   (i) what does the boy hear after he sees each strike of the hammer on the post?  .  [1]   (ii) calculate the distance between the post and the boy.  distance =  . m  [3]  (b) a girl is also watching the workman. she is standing the same distance behind the post as  the boy is in front of it. she hears two separate sounds after each strike of the hammer on the post.   (i) why does she hear two sounds?  ... ... .  [2]",
+            "11": "11 0625/21/o/n/10 \u00a9 ucles 2010 [turn over  (ii) how long after the hammer strike does the girl hear each of these sounds?  girl hears first sound after  ... s  girl hears second sound after  ... s  [2] [total: 8]",
+            "12": "12 0625/21/o/n/10 \u00a9 ucles 20109 (a) fig. 9.1 shows the magnetic field pattern around a single bar magnet. ab fig. 9.1   (i) on fig. 9.1, mark the north and south poles of the magnet, using the letters n and s.    [2]   (ii) a small piece of unmagnetised iron is placed at a.    what, if anything, happens to it?  .  [1]   (iii) a small piece of positively charged plastic is placed at b.    what, if anything, happens to it? .  [1]  (b) fig. 9.2 shows an electromagnet. coil core fig. 9.2   (i) what must be done to magnetise the core? .  [1]   (ii) suggest the material from which the core should be made. .  [1]   (iii) state one advantage of an electromagnet, compared with a magnet such as that in (a). .  [1]  [total: 7]",
+            "13": "13 0625/21/o/n/10 \u00a9 ucles 2010 [turn over10 a cruise ship is anchored in a harbour. the crew holds a party for the guests on board, and the  ship\u2019s electrical department decorates the decks with strings of coloured lamps. fig. 10.1  each string of lamps contains thirty 100 v lamps. the strings of lamps are run from a 100 v generator. the resistance of each lamp is 250 \u03c9. ignore the resistance of the generator.  (a) state whether the lamps on a particular string are connected in series or in parallel.  .  [1]  (b) calculate the current in each lamp when it is at normal brightness.  current =  .  a  [3]  (c) what current does the generator supply to each string of lamps?  current =  .  a  [1]  (d) the generator supplies current to several strings of lamps.   state whether the strings are connected to the generator in series or in parallel.  .  [1]  (e) one of the lamps \u201cblows\u201d and forms an open circuit.   what effect, if any, does this have on  (i) the other lamps in the same string,  ...   (ii) the lamps in the other strings?    [2]  [total: 8]",
+            "14": "14 0625/21/o/n/10 \u00a9 ucles 2010blank page",
+            "15": "15 0625/21/o/n/10 \u00a9 ucles 2010 [turn over11 the reed switch (reed relay) shown in fig. 11.1 is a normally-closed one. fig. 11.1  when a magnet is held close to the reed switch, the contacts open, as shown in fig. 11.2.  fig. 11.2 also includes the circuit symbol for a bell. ns fig. 11.2  (a) complete fig. 11.2 so that it shows a circuit that will cause the bell to ring when the magnet is taken away. [2]  (b) fig. 11.3 shows a door in a wall.           (i) on fig 11.3, show where you would fix the reed switch and the magnet of fig 11.2, so that the bell rings when the door opens. use the letter s for the switch and the letter m for the magnet. [2]  (ii) suggest one application of this arrangement.     ..   [1] fig. 11.3  [total: 5]",
+            "16": "16 0625/21/o/n/10 \u00a9 ucles 201012 the table below lists the three types of emission which can occur during radioactive decay.  (a) complete the table to indicate whether each of the emissions has mass and whether it has  charge. three answers have been given to help you. mass charge alpha (\u03b1) yes beta (\u03b2) yes gamma (\u03b3)n o  [3]  (b) from which part of the atom do all of these emissions come?  .  [1]  (c) the values in the table below were obtained during the decay of a radioactive substance. elapsed time / minutes count rate counts / min   0 909  20 689  40 522  60 400  80 300 100 230 120 170 140 125 160  99   (i) on fig. 12.1, three points have been plotted for you.    plot the remaining points, using dots in circles as shown, and draw the best-fit curve for  these points. [3]",
+            "17": "17 0625/21/o/n/10 \u00a9 ucles 2010 [turn over001002003004005006007008009001000 20 40 60 80 100 120 elapsed time  / minutescount rate counts  / min 140 160  time to decrease from 800 counts  / min to 200 counts  / min = .. minutes = .. minuteshalf-life of substance fig. 12.1",
+            "18": "18 0625/21/o/n/10 \u00a9 ucles 2010  (ii) from the graph, find the time taken for the count rate to decrease from 800 counts / min  to 200 counts / min. write your answer and any working in the space on the graph. [3]   (iii) use your value from (c)(ii) to determine the half-life of the radioactive substance.    write your answer in the space on the graph. [1]  (d) a different sample of the same radioactive substance as in (c) has an initial count rate of 4000 counts / min.   write down the time taken for the count rate to decrease to 1000 counts / min.  .  [1]  [total: 12]",
+            "19": "19 0625/21/o/n/10 \u00a9 ucles 2010blank page",
+            "20": "20 0625/21/o/n/10 \u00a9 ucles 2010permission 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.blank page"
+        },
+        "0625_w10_qp_22.pdf": {
+            "1": "this document consists of 17 printed pages and 3 blank pages. dc (nf/sw) 24987/3 \u00a9 ucles 2010 [turn overuniversity of cambridge international examinations international general certificate of secondary education *9349479720*physics 0625/22 paper 2  core october/november 2010  1 hour 15 minutes candidates answer on the question paper. no additional materials are required. read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen.y ou may use a soft pencil for any diagrams, graphs or rough working.do not use staples, paper clips, highlighters, glue or correction fluid.do not write in any barcodes. answer all questions. y ou may lose marks if you do not show your working or if you do not use appropriate units.take the weight of 1 kg to be 10 n (i.e. acceleration of free fall = 10 m / s 2). at the end of the examination, fasten all your work securely together.the number of marks is given in brackets [  ] at the end of each question or part question.",
+            "2": "2 0625/22/o/n/10 \u00a9 ucles 20101 drops of water from a cracked gutter fall past the window of an igcse physics student\u2019s room, as  shown in fig. 1.1. cracked gutter fig. 1.1  the student uses a digital stopwatch to find the time between one drop and the next.  to do this he     sets the stopwatch to zero,   then, starts the stopwatch as a drop comes into view at the top of the window,   then, stops the stopwatch 40 drops later.  the appearance of the stopwatch after 40 drops is shown in fig. 1.2. s fig. 1.2  (a) state the reading on the stopwatch. reading = ... s  [1]",
+            "3": "3 0625/22/o/n/10 \u00a9 ucles 2010 [turn over (b) calculate the time interval between one drop and the next.  time =  .. s  [2]  (c) explain why it is better to time 40 intervals than to time just 1 interval. ... .  [1]  (d) using fig. 1.1, estimate the time for a drop to fall from the top of the upper window to the  ground.  time =  .. s  [3]  (e) fig. 1.1 shows that the drops get further apart as they get closer to the ground.   explain why this happens.  ... ... .  [1]  [total: 8]",
+            "4": "4 0625/22/o/n/10 \u00a9 ucles 20102 an unstretched spring of overall length 50.0 mm is hung from a support, as shown in fig. 2.1. 50.0  mm load fig. 2.1  different loads are placed on the spring and the extension is measured each time.  (a) on fig. 2.1, mark clearly the extension caused by the load.   [1]  (b) the extensions for different loads are given in the table below. load / n extension / mm   0 1.02.03.04.0   010.020.531.041.5   (i) on fig. 2.2, plot these values, using dots in small circles (\u007f), and draw the best straight  line for the points.   [3]",
+            "5": "5 0625/22/o/n/10 \u00a9 ucles 2010 [turn over00102030405060 1 2 3 4 5extension  / mm load  / n fig. 2.2   (ii) complete the following sentence by inserting the appropriate word.    within the limits of experimental accuracy, the load and the extension of the spring  are .. to each other.   [1]   (iii) a load of 2.5 n is hung on the spring.    1.  what does the letter n stand for? ..   [1]   2.   use the graph to estimate the overall length of the spring when 2.5 n is hanging from  it.  length =  .. mm  [2]  [total: 8]",
+            "6": "6 0625/22/o/n/10 \u00a9 ucles 20103 (a) an aeroplane is flying horizontally at a steady speed in a straight line.   fig. 3.1 shows three of the four forces acting on it. air friction weightengine thrust fig. 3.1   (i) in order to fly horizontally at a steady speed, which two of the forces shown on the  aeroplane must be equal?     and  are equal.   [1]   (ii) in order to fly horizontally in a straight line, there must be a fourth force acting on the plane.    draw an arrow on fig. 3.1 to represent this force.   [1]  (b) the aeroplane in fig. 3.1 flies an outward journey from budapest (hungary) to palermo (italy) in 2.75 hours. the distance is 2200 km.   (i) calculate, in km / h, the average speed of the aeroplane.  average speed =  ...  km / h  [3]   (ii) on the return journey from palermo to budapest, the journey time is shorter, even though the engine thrust is the same.    suggest what might have caused the return journey to be shorter.  ... .  [1]  [total: 6]",
+            "7": "7 0625/22/o/n/10 \u00a9 ucles 2010 [turn over4 a simple pendulum starts with its bob at position x, shown in fig. 4.1. the bob is pulled aside to y  and then released. it swings from y to z and back to y . support pendulum bob groundy xzthin cord fig. 4.1  write suitable words in the gaps in the following sentences. ignore air resistance.  in order to move the bob from x to y , . has to be done on it and its  ... energy increases because it is raised further from theground. as it moves towards x, some of this energy is converted into   ... energy. throughout the swing from y to z and back to y , the total energy is . . energy is measured in units called ... .  [5]  [total: 5]",
+            "8": "8 0625/22/o/n/10 \u00a9 ucles 20105 (a) the list below contains terms that are used when dealing with heat and temperature. boiling point,          melting point,          internal energy,          thermal capacity   (i) which one of these quantities will increase when an object is heated?  .  [1]   (ii) which one of these determines the temperature rise when an object is given a quantity  of energy, without changing state?  .  [1]   (iii) some liquid is heated until its temperature stops rising.    which one of these quantities describes the temperature at which this happens? .  [1]  (b) fig. 5.1 shows an apparatus containing a brass rod. the brass rod is inside a tube, called a  steam jacket, through which steam may be passed. the rod is fixed at the right-hand end, but free to move at the left-hand end. the dial micrometer indicates any movement of the left hand end. thermometer steam insteam out rigid frame fixed enddial micrometersteam jacketbrass rod fig. 5.1   steam is now passed through the steam jacket. in the boxes below, write down what will  happen to the readings on the thermometer and the dial micrometer, and why. what will happen why reading on  thermometer reading on dial  micrometer  [4]    [total: 7]",
+            "9": "9 0625/22/o/n/10 \u00a9 ucles 2010 [turn over6 (a) fig. 6.1 shows a ray of light ab striking a plane mirror at an angle of incidence of 40\u00b0. 40\u00b0 acb mirror fig. 6.1   state the value of the angle of reflection of the ray . [1]  (b) in fig. 6.2, the mirror has been rotated 10\u00b0 from its position in fig. 6.1. ab has remained  unchanged. 40\u00b010\u00b0 acb mirror fig. 6.2   (i) on fig. 6.2, use a straight edge to draw the reflected ray.   (ii) state the value of the angle between the reflected ray and the line bc. .   (iii) through how many degrees does the reflected ray rotate when the mirror rotates through 10\u00b0? ..   [4]  (c) an object of height 2 cm is placed 5 cm in front of a plane mirror.   (i) state the height of the image formed by the mirror.    [1]   (ii) find the distance between the object and the image.  distance =  ... cm  [2]    [total: 8]",
+            "10": "10 0625/22/o/n/10 \u00a9 ucles 20107 a narrow beam of white light enters a glass prism and is split into the colours of the visible  spectrum, as shown (not to scale) in fig. 7.1. space for answers to part (b) narrow beam of white light fig. 7.1  (a) what name do we give to   (i) the bending of the light as it enters the prism,  ...   (ii) the different amounts of bending that give rise to the spectrum? ...    [2]  (b) the lines leaving the prism represent rays of the seven main colours of the visible spectrum.   in the answer spaces provided on fig. 7.1, write  (i) \u2018red\u2019 in the space alongside the red ray,   (ii) \u2018yellow\u2019 in the space alongside the yellow ray.   [2]  (c) the visible spectrum is part of the electromagnetic spectrum.   state two other types of radiation that are also part of the electromagnetic spectrum. 1.  ...2.  .  [2]  [total: 6]",
+            "11": "11 0625/22/o/n/10 \u00a9 ucles 2010 [turn over8 a stretched string is vibrating between two fixed ends. fig. 8.1 shows how the string is vibrating. ba fig. 8.1  (a) state the name of   (i) distance a, ...   [1]   (ii) distance b. ...   [1]  (b) the string is causing a sound to be transmitted through the air.   (i) describe how the string causes the sound.  ... ... ... ... .  [2]   (ii) state what happens to the sound as the distance a decreases. ... .  [1]  [total: 5]",
+            "12": "12 0625/22/o/n/10 \u00a9 ucles 20109 (a) (i) in the space below, draw a diagram of the circuit that you would use to determine the  resistance of a coil of wire using a voltmeter and an ammeter.    use conventional symbols and label the coil clearly.    [3]   (ii) state the equation you would use to calculate the resistance of the coil.    [1]   (iii) state two properties of the wire on which the resistance of the coil depends. 1. 2. ..  [2]  (b) in fig. 9.1, ab is a 2.0 m length of uniform resistance wire, connected into a circuit.   ignore the resistance of the battery. i ab3.06.0 v fig. 9.1",
+            "13": "13 0625/22/o/n/10 \u00a9 ucles 2010 [turn over  the current i is 1.5 a.   calculate the resistance per metre of the resistance wire.  resistance per metre =    \u03c9 / m  [4]  [total: 10]",
+            "14": "14 0625/22/o/n/10 \u00a9 ucles 201010 (a) the apparatus in fig. 10.1 is set up in a laboratory. the metal wheels are rolled along the rails  from the left-hand end to the right-hand end. metal wheels on metal axle metal rails sensitive centre-zero millivoltmeter fig. 10.1   (i) describe what is seen happening to the pointer on the sensitive centre-zero millivoltmeter.  ... .  [2]   (ii) explain why this happens. ... ... ... ... .  [3]   (iii) the metal wheels are now rolled back to the left-hand end again.    describe what now happens to the millivoltmeter pointer. ... .  [1]",
+            "15": "15 0625/22/o/n/10 \u00a9 ucles 2010 [turn over (b) fig. 10.2 shows a magnet suspended above a coil of wire. sensitive centre-zero millivoltmetermagnet coilspring fig. 10.2   the end of the magnet is pushed into the coil and released, so that it bounces repeatedly in  and out of the coil.   describe what is seen on the sensitive centre-zero millivoltmeter.  ...  .  [1]    [total: 7]",
+            "16": "16 0625/22/o/n/10 \u00a9 ucles 201011 (a) in the space below, draw the circuit symbol for a fuse.    [1]  (b) describe how a fuse protects an electric circuit.  ... ... ... .  [2]  (c) a mains electricity circuit has three wires, live, neutral and earth.   in which of these is the fuse connected? tick one box. live neutral earth   [1]    [total: 4]",
+            "17": "17 0625/22/o/n/10 \u00a9 ucles 201012 (a) a \u03b2-particle may be represented by the symbol 0 \u20131e.   (i) what does the e indicate about a \u03b2-particle?  ...   (ii) what does the 0 indicate about a \u03b2-particle? ...   (iii) what does the \u20131 indicate about a \u03b2-particle? .  [4]  (b) the nuclide  250 97bk decays by emitting a \u03b2-particle.   complete the nuclear equation for this decay by writing appropriate numbers in the    boxes.  250 97bk   cf + 0 \u20131e   [2]    [total: 6]",
+            "18": "18 0625/22/o/n/10 \u00a9 ucles 2010blank page",
+            "19": "19 0625/22/o/n/10 \u00a9 ucles 2010blank page",
+            "20": "20 0625/22/o/n/10 \u00a9 ucles 2010permission 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.blank page"
+        },
+        "0625_w10_qp_23.pdf": {
+            "1": "this document consists of 17 printed pages and 3 blank pages. dc (sjf/sw) 33915 \u00a9 ucles 2010 [turn overuniversity of cambridge international examinations international general certificate of secondary education *8792218070* physics 0625/23 paper 2  core october/november 2010  1 hour 15 minutes candidates answer on the question paper. no additional materials are required. read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen.y ou may use a soft pencil for any diagrams, graphs or rough working.do not use staples, paper clips, highlighters, glue or correction fluid.do not write in any barcodes. answer all questions. y ou may lose marks if you do not show your working or if you do not use appropriate units.take the weight of 1 kg to be 10 n (i.e. acceleration of free fall = 10 m / s 2). at the end of the examination, fasten all your work securely together.the number of marks is given in brackets [  ] at the end of each question or part question.",
+            "2": "2 0625/23/o/n/10 \u00a9 ucles 20101 drops of water from a cracked gutter fall past the window of an igcse physics student\u2019s room, as  shown in fig. 1.1. cracked gutter fig. 1.1  the student uses a digital stopwatch to find the time between one drop and the next.  to do this he     sets the stopwatch to zero,   then, starts the stopwatch as a drop comes into view at the top of the window,   then, stops the stopwatch 40 drops later.  the appearance of the stopwatch after 40 drops is shown in fig. 1.2. s fig. 1.2  (a) state the reading on the stopwatch. reading = ... s  [1]",
+            "3": "3 0625/23/o/n/10 \u00a9 ucles 2010 [turn over (b) calculate the time interval between one drop and the next.  time =  .. s  [2]  (c) explain why it is better to time 40 intervals than to time just 1 interval. ... .  [1]  (d) using fig. 1.1, estimate the time for a drop to fall from the top of the upper window to the  ground.  time =  .. s  [3]  (e) fig. 1.1 shows that the drops get further apart as they get closer to the ground.   explain why this happens.  ... ... .  [1]  [total: 8]",
+            "4": "4 0625/23/o/n/10 \u00a9 ucles 20102 an unstretched spring of overall length 50.0 mm is hung from a support, as shown in fig. 2.1. 50.0  mm load fig. 2.1  different loads are placed on the spring and the extension is measured each time.  (a) on fig. 2.1, mark clearly the extension caused by the load.   [1]  (b) the extensions for different loads are given in the table below. load / n extension / mm   0 1.02.03.04.0   010.020.531.041.5   (i) on fig. 2.2, plot these values, using dots in small circles (\u007f), and draw the best straight  line for the points.   [3]",
+            "5": "5 0625/23/o/n/10 \u00a9 ucles 2010 [turn over00102030405060 1 2 3 4 5extension  / mm load  / n fig. 2.2   (ii) complete the following sentence by inserting the appropriate word.    within the limits of experimental accuracy, the load and the extension of the spring  are .. to each other.   [1]   (iii) a load of 2.5 n is hung on the spring.    1.  what does the letter n stand for? ..   [1]   2.   use the graph to estimate the overall length of the spring when 2.5 n is hanging from  it.  length =  .. mm  [2]  [total: 8]",
+            "6": "6 0625/23/o/n/10 \u00a9 ucles 20103 (a) an aeroplane is flying horizontally at a steady speed in a straight line.   fig. 3.1 shows three of the four forces acting on it. air friction weightengine thrust fig. 3.1   (i) in order to fly horizontally at a steady speed, which two of the forces shown on the  aeroplane must be equal?     and  are equal.   [1]   (ii) in order to fly horizontally in a straight line, there must be a fourth force acting on the plane.    draw an arrow on fig. 3.1 to represent this force.   [1]  (b) the aeroplane in fig. 3.1 flies an outward journey from budapest (hungary) to palermo (italy) in 2.75 hours. the distance is 2200 km.   (i) calculate, in km / h, the average speed of the aeroplane.  average speed =  ...  km / h  [3]   (ii) on the return journey from palermo to budapest, the journey time is shorter, even though the engine thrust is the same.    suggest what might have caused the return journey to be shorter.  ... .  [1]  [total: 6]",
+            "7": "7 0625/23/o/n/10 \u00a9 ucles 2010 [turn over4 a simple pendulum starts with its bob at position x, shown in fig. 4.1. the bob is pulled aside to y  and then released. it swings from y to z and back to y . support pendulum bob groundy xzthin cord fig. 4.1  write suitable words in the gaps in the following sentences. ignore air resistance.  in order to move the bob from x to y , . has to be done on it and its  ... energy increases because it is raised further from theground. as it moves towards x, some of this energy is converted into   ... energy. throughout the swing from y to z and back to y , the total energy is . . energy is measured in units called ... .  [5]  [total: 5]",
+            "8": "8 0625/23/o/n/10 \u00a9 ucles 20105 (a) the list below contains terms that are used when dealing with heat and temperature. boiling point,          melting point,          internal energy,          thermal capacity   (i) which one of these quantities will increase when an object is heated?  .  [1]   (ii) which one of these determines the temperature rise when an object is given a quantity  of energy, without changing state?  .  [1]   (iii) some liquid is heated until its temperature stops rising.    which one of these quantities describes the temperature at which this happens? .  [1]  (b) fig. 5.1 shows an apparatus containing a brass rod. the brass rod is inside a tube, called a  steam jacket, through which steam may be passed. the rod is fixed at the right-hand end, but free to move at the left-hand end. the dial micrometer indicates any movement of the left hand end. thermometer steam insteam out rigid frame fixed enddial micrometersteam jacketbrass rod fig. 5.1   steam is now passed through the steam jacket. in the boxes below, write down what will  happen to the readings on the thermometer and the dial micrometer, and why. what will happen why reading on  thermometer reading on dial  micrometer  [4]    [total: 7]",
+            "9": "9 0625/23/o/n/10 \u00a9 ucles 2010 [turn over6 (a) fig. 6.1 shows a ray of light ab striking a plane mirror at an angle of incidence of 40\u00b0. 40\u00b0 acb mirror fig. 6.1   state the value of the angle of reflection of the ray . [1]  (b) in fig. 6.2, the mirror has been rotated 10\u00b0 from its position in fig. 6.1. ab has remained  unchanged. 40\u00b010\u00b0 acb mirror fig. 6.2   (i) on fig. 6.2, use a straight edge to draw the reflected ray.   (ii) state the value of the angle between the reflected ray and the line bc. .   (iii) through how many degrees does the reflected ray rotate when the mirror rotates through 10\u00b0? ..   [4]  (c) an object of height 2 cm is placed 5 cm in front of a plane mirror.   (i) state the height of the image formed by the mirror.    [1]   (ii) find the distance between the object and the image.  distance =  ... cm  [2]    [total: 8]",
+            "10": "10 0625/23/o/n/10 \u00a9 ucles 20107 a narrow beam of white light enters a glass prism and is split into the colours of the visible  spectrum, as shown (not to scale) in fig. 7.1. space for answers to part (b) narrow beam of white light fig. 7.1  (a) what name do we give to   (i) the bending of the light as it enters the prism,  ...   (ii) the different amounts of bending that give rise to the spectrum? ...    [2]  (b) the lines leaving the prism represent rays of the seven main colours of the visible spectrum.   in the answer spaces provided on fig. 7.1, write  (i) \u2018red\u2019 in the space alongside the red ray,   (ii) \u2018yellow\u2019 in the space alongside the yellow ray.   [2]  (c) the visible spectrum is part of the electromagnetic spectrum.   state two other types of radiation that are also part of the electromagnetic spectrum. 1.  ...2.  .  [2]  [total: 6]",
+            "11": "11 0625/23/o/n/10 \u00a9 ucles 2010 [turn over8 a stretched string is vibrating between two fixed ends. fig. 8.1 shows how the string is vibrating. ba fig. 8.1  (a) state the name of   (i) distance a, ...   [1]   (ii) distance b. ...   [1]  (b) the string is causing a sound to be transmitted through the air.   (i) describe how the string causes the sound.  ... ... ... ... .  [2]   (ii) state what happens to the sound as the distance a decreases. ... .  [1]  [total: 5]",
+            "12": "12 0625/23/o/n/10 \u00a9 ucles 20109 (a) (i) in the space below, draw a diagram of the circuit that you would use to determine the  resistance of a coil of wire using a voltmeter and an ammeter.    use conventional symbols and label the coil clearly.    [3]   (ii) state the equation you would use to calculate the resistance of the coil.    [1]   (iii) state two properties of the wire on which the resistance of the coil depends. 1. 2. ..  [2]  (b) in fig. 9.1, ab is a 2.0 m length of uniform resistance wire, connected into a circuit.   ignore the resistance of the battery. i ab3.06.0 v fig. 9.1",
+            "13": "13 0625/23/o/n/10 \u00a9 ucles 2010 [turn over  the current i is 1.5 a.   calculate the resistance per metre of the resistance wire.  resistance per metre =    \u03c9 / m  [4]  [total: 10]",
+            "14": "14 0625/23/o/n/10 \u00a9 ucles 201010 (a) the apparatus in fig. 10.1 is set up in a laboratory. the metal wheels are rolled along the rails  from the left-hand end to the right-hand end. metal wheels on metal axle metal rails sensitive centre-zero millivoltmeter fig. 10.1   (i) describe what is seen happening to the pointer on the sensitive centre-zero millivoltmeter.  ... .  [2]   (ii) explain why this happens. ... ... ... ... .  [3]   (iii) the metal wheels are now rolled back to the left-hand end again.    describe what now happens to the millivoltmeter pointer. ... .  [1]",
+            "15": "15 0625/23/o/n/10 \u00a9 ucles 2010 [turn over (b) fig. 10.2 shows a magnet suspended above a coil of wire. sensitive centre-zero millivoltmetermagnet coilspring fig. 10.2   the end of the magnet is pushed into the coil and released, so that it bounces repeatedly in  and out of the coil.   describe what is seen on the sensitive centre-zero millivoltmeter.  ...  .  [1]    [total: 7]",
+            "16": "16 0625/23/o/n/10 \u00a9 ucles 201011 (a) in the space below, draw the circuit symbol for a fuse.    [1]  (b) describe how a fuse protects an electric circuit.  ... ... ... .  [2]  (c) a mains electricity circuit has three wires, live, neutral and earth.   in which of these is the fuse connected? tick one box. live neutral earth   [1]    [total: 4]",
+            "17": "17 0625/23/o/n/10 \u00a9 ucles 201012 (a) a \u03b2-particle may be represented by the symbol 0 \u20131e.   (i) what does the e indicate about a \u03b2-particle?  ...   (ii) what does the 0 indicate about a \u03b2-particle? ...   (iii) what does the \u20131 indicate about a \u03b2-particle? .  [4]  (b) the nuclide  250 97bk decays by emitting a \u03b2-particle.   complete the nuclear equation for this decay by writing appropriate numbers in the    boxes.  250 97bk   cf + 0 \u20131e   [2]    [total: 6]",
+            "18": "18 0625/23/o/n/10 \u00a9 ucles 2010blank page",
+            "19": "19 0625/23/o/n/10 \u00a9 ucles 2010blank page",
+            "20": "20 0625/23/o/n/10 \u00a9 ucles 2010permission 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.blank page"
+        },
+        "0625_w10_qp_31.pdf": {
+            "1": "this document consists of 17 printed pages and 3 blank pages. dc (nf/sw) 24990/4 \u00a9 ucles 2010 [turn overuniversity of cambridge international examinations international general certificate of secondary education *3428909673 *physics 0625/31 paper 3  extended october/november 2010  1 hour 15 minutes candidates answer on the question paper. no additional materials are required. read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen.y ou may use a pencil for any diagrams, graphs or rough working.do not use staples, paper clips, highlighters, glue or correction fluid.do not write in any barcodes. answer all questions. y ou may lose marks if you do not show your working or if you do not use appropriate units.take the weight of 1 kg to be 10 n (i.e. acceleration of free fall = 10 m / s 2). at the end of the examination, fasten all your work securely together.the number of marks is given in brackets [  ] at the end of each question or part question.",
+            "2": "2 0625/31/o/n/10 \u00a9 ucles 20101 an object of weight w is suspended by two ropes from a beam, as shown in fig. 1.1. 60\u00b0 w86.6  n 50.0  n30\u00b0 fig. 1.1  the tensions in the ropes are 50.0 n and 86.6 n, as shown.  (a) in the space below, draw a scale diagram to find the resultant of the two tensions.   use a scale of 1.0 cm = 10 n.   clearly label the resultant. [3]",
+            "3": "3 0625/31/o/n/10 \u00a9 ucles 2010 [turn over (b) from your diagram, find the value of the resultant.  resultant =  .  [1]  (c) state the direction in which the resultant is acting.  .  [1]  (d) state the value of w.  w =  .  [1]  [total: 6] 2 a car travels around a circular track at constant speed.  (a) why is it incorrect to describe the circular motion as having constant velocity? .  [1]  (b) a force is required to maintain the circular motion.   (i) explain why a force is required. ... ... .  [2]   (ii) in which direction does this force act? .  [1]   (iii) suggest what provides this force. .  [1]  [total: 5]",
+            "4": "4 0625/31/o/n/10 \u00a9 ucles 20103 fig. 3.1 shows a hydraulic lift in a car repair workshop. hydraulic fluid 4 pistons, each of area 0.02  m2 piston a, area 0.01  m2car support fig. 3.1  the hydraulic fluid transmits the pressure, caused by piston a, equally to each of the four pistons  holding up the car supports. the pressure throughout the fluid is the same.  a force of 1000 n on piston a is just enough to raise the car.  (a) using values from fig. 3.1, find   (i) the pressure caused by piston a on the fluid,  pressure =  .  [2]   (ii) the total upward force caused by the fluid.  force =  .  [3]",
+            "5": "5 0625/31/o/n/10 \u00a9 ucles 2010 [turn over (b) the weight of each of the two car supports is 1000 n.   calculate the mass of the car.  mass =  .  [2]  [total: 7]",
+            "6": "6 0625/31/o/n/10 \u00a9 ucles 20104 a student in a laboratory uses the apparatus shown in fig. 4.1 to determine the specific heat  capacity of aluminium. to low voltage supply and measuring instruments electrical heaterthermometer aluminium block fig. 4.1  the readings obtained in the experiment are given below.  mass of aluminium block =  0.930 kg  initial temperature of block =  13.1 \u00b0c  final temperature of block  =  41.3 \u00b0c  electrical energy supplied =  23 800 j  (a) define specific heat capacity. ... .  [2]  (b) use the readings above to calculate the specific heat capacity of aluminium.   state the equation you use.  specific heat capacity =  .  [3]",
+            "7": "7 0625/31/o/n/10 \u00a9 ucles 2010 [turn over (c) because the student knows it is good scientific practice to repeat readings, after a short time  he carries out the experiment again, supplying the same quantity of electrical energy.   this time the temperature readings are:  initial temperature of block =  41.0 \u00b0c  final temperature of block  =  62.1 \u00b0c   (i) use these figures to calculate a second value for the specific heat capacity of  aluminium.  specific heat capacity =  .  [1]   (ii) the student did not make any mistakes when taking the readings.    suggest why the second value for the specific heat capacity of the aluminium is greater  than the first.  ... .  [2]  (d) suggest two ways of improving the experiment in order to give as accurate a result as  possible. 1.  ... ...2.  ... .. [2]  [total: 10]",
+            "8": "8 0625/31/o/n/10 \u00a9 ucles 20105 fig. 5.1 shows a model cable-car system. it is driven by an electric motor coupled to a gear  system. 2.0 m6.0 mgears electric motor model cable-carsmooth pulley fig. 5.1  the model cable-car has a mass of 5.0 kg and is lifted from the bottom pulley to the top pulley in 40 s. it stops automatically at the top.  (a) calculate   (i) the average speed of the cable-car,  average speed =  .. [2]   (ii) the gravitational potential energy gained by the cable-car,  gravitational potential energy gained =  .. [2]",
+            "9": "9 0625/31/o/n/10 \u00a9 ucles 2010 [turn over  (iii) the useful output power of the driving mechanism.  power =  .  [2]  (b) how would the electrical power input to the motor compare with your answer to (a)(iii)? .  [1]  [total: 7]",
+            "10": "10 0625/31/o/n/10 \u00a9 ucles 20106 fig. 6.1 shows part of the path of a ray of light pq travelling in an optical fibre. glass p rq fig. 6.1  pq undergoes total internal reflection at q.  (a) explain what is meant by total internal reflection, and state the conditions under which it  occurs.  ... ... ... ... .  [3]  (b) carefully complete the path of the ray of light, until it reaches the end r of the optical fibre.  [2]    [total: 5]",
+            "11": "11 0625/31/o/n/10 \u00a9 ucles 2010 [turn over7 (a) the following list contains the names of types of energy transfer by means of waves.   \u03b3-rays,      infra-red,      radio/tv/microwaves,      sound,      visible light,      x-rays   (i) which one of these is not a type of electromagnetic wave? .  [1]   (ii) state the nature of the wave you have named in (a)(i). .  [1]   (iii) the remaining names in the list are all regions of the electromagnetic spectrum, but one  region is missing.    name the missing region.  .  [1]  (b) a television station emits waves with a frequency of 2.5 \u00d7 10 8 hz. electromagnetic waves  travel at a speed of 3.0 \u00d7 108 m / s.   calculate the wavelength of the waves emitted by this television station. state the equation  you use.  wavelength =  .  [3]   [total: 6]",
+            "12": "12 0625/31/o/n/10 \u00a9 ucles 20108 the circuit in fig. 8.1 contains a 2.0 v cell, whose resistance you should ignore.  there are also three resistors, a 3-position switch, an ammeter and another component, p . 20.05.0 sa b c p 2.0 va fig. 8.1  (a) state the name of component p . ..  [1]  (b) deduce the resistance of the circuit when switch s is   (i) in position a,  resistance =  .  [1]   (ii) in position b.  resistance =  .  [3]",
+            "13": "13 0625/31/o/n/10 \u00a9 ucles 2010 [turn over (c) describe and explain what is seen on the ammeter when s is moved to position c.  ... ... ... .  [2]  (d) with s in position a, calculate how long it takes for the circuit to transfer 320 j of electrical  energy to other forms.  time taken =  .  [3]  [total: 10]",
+            "14": "14 0625/31/o/n/10 \u00a9 ucles 2010blank page",
+            "15": "15 0625/31/o/n/10 \u00a9 ucles 2010 [turn over9 in fig. 9.1, a and b are two conductors on insulating stands. both a and b were initially  uncharged. abxy fig. 9.1  (a) conductor a is given the positive charge shown on fig. 9.1.   (i) on fig. 9.1, mark the signs of the charges induced at end x and at end y of conductor b. [1]   (ii) explain how these charges are induced.  ... ... .  [3]   (iii) explain why the charges at x and at y are equal in magnitude. ... ... .  [1]  (b) b is now connected to earth by a length of wire.   explain what happens, if anything, to  (i) the charge at x, ... .  [1]   (ii) the charge at y . ... .  [2]    [total: 8]",
+            "16": "16 0625/31/o/n/10 \u00a9 ucles 201010 emissions from a radioactive source pass through a hole in a lead screen and into a magnetic  field, as shown in fig. 10.1. 3 cmcbmagnetic field into paperradioactive source lead screena fig. 10.1  radiation detectors are placed at a, b and c. they give the following readings: abc 32 counts / min 543 counts / min 396 counts / min  the radioactive source is then completely removed, and the readings become: abc 33 counts / min 30 counts / min 31 counts / min  (a) explain why there are still counts being recorded at a, b and c, even when the radioactive source has been removed, and give the reason for them being slightly different.  ... ... ... .  [2]",
+            "17": "17 0625/31/o/n/10 \u00a9 ucles 2010 [turn over [turn over (b) from the data given, deduce the type of emission being detected, if any, at a, at b and at c  when the radiation source is present.   state the reasons for your answers. detector at a  .  ... .  [2]detector at b  . ... .  [3]detector at c  . ... .  [3]  [total: 10]",
+            "18": "18 0625/31/o/n/10 \u00a9 ucles 201011 when no circuit is connected to the input of a cathode-ray oscilloscope (cro), there is a horizontal  trace across the middle of the screen.  fig. 11.1 shows three circuits, each connected to a cro.  on the grid alongside each circuit, draw the trace that might be seen on the screen of the cro. battery cro+ \u2013 a.c. supply a.c. supplycro cro  [6] fig. 11.1    [total: 6]",
+            "19": "19 0625/31/o/n/10 \u00a9 ucles 2010blank page",
+            "20": "20 0625/31/o/n/10 \u00a9 ucles 2010permission 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.blank page"
+        },
+        "0625_w10_qp_32.pdf": {
+            "1": "this document consists of 17 printed pages and 3 blank pages. dc (nf/sw) 24992/4 \u00a9 ucles 2010 [turn overuniversity of cambridge international examinations international general certificate of secondary education *7292104438*physics 0625/32 paper 3  extended october/november 2010  1 hour 15 minutes candidates answer on the question paper. no additional materials are required. read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen.y ou may use a pencil for any diagrams, graphs or rough working.do not use staples, paper clips, highlighters, glue or correction fluid.do not write in any barcodes. answer all questions. y ou may lose marks if you do not show your working or if you do not use appropriate units.take the weight of 1 kg to be 10 n (i.e. acceleration of free fall = 10 m / s 2). at the end of the examination, fasten all your work securely together.the number of marks is given in brackets [  ] at the end of each question or part question.",
+            "2": "2 0625/32/o/n/10 \u00a9 ucles 20101 a hillside is covered with snow. a skier is travelling down the hill. fig. 1.1  the table below gives the values of the acceleration of the skier at various heights above the  bottom of the hill. height  / m 350 250 150 50 acceleration m / s2 7.4 3.6 1.2  0",
+            "3": "3 0625/32/o/n/10 \u00a9 ucles 2010 [turn over (a) on fig. 1.2, plot the values given in the table, using dots in circles.   draw the best curve for these points.   [2] 0012345 50 100 150 200 250 300 height   / macceleration  m / s2 678 350 fig. 1.2",
+            "4": "4 0625/32/o/n/10 \u00a9 ucles 2010 (b) describe what is happening, during the descent, to   (i) the acceleration of the skier,  ... ... .  [1]   (ii) the speed of the skier. ... ... .  [1]  (c) the acceleration becomes zero before the skier reaches the bottom of the hill.   use ideas about forces to suggest why this happens.  ... .  [1]  (d) below a height of 50 m, further measurements show that the acceleration of the skier has a  negative value.   what does this mean is happening to the speed of the skier in the last 50 m?  ...  .  [1]  (e) the skier has a mass of 60 kg.   calculate the resultant force on the skier at a height of 250 m.  resultant force =  .  [3]    [total: 9]",
+            "5": "5 0625/32/o/n/10 \u00a9 ucles 2010 [turn overblank page",
+            "6": "6 0625/32/o/n/10 \u00a9 ucles 20102 a bob of mass of 0.15 kg is tied at the end of a cord to form a simple pendulum 0.70 m long.  the upper end of the cord is fixed to a support and the pendulum hangs vertically. a peg is fixed  0.50 m vertically below the support, as shown in fig. 2.1. groundsupport 0.30  m0.10  m 0.20  m0.50  m peg bob fig. 2.1  the mass is pulled to the right, until it is in the position shown in fig. 2.1.  ignore air resistance throughout this question.  (a) calculate the gravitational potential energy of the bob, relative to the ground, when the bob is in the position shown in fig. 2.1.  gravitational potential energy =  .  [2]  (b) the bob is released and swings to the left.   (i) calculate the maximum kinetic energy of the bob.  kinetic energy =  .  [4]",
+            "7": "7 0625/32/o/n/10 \u00a9 ucles 2010 [turn over  (ii) calculate the maximum velocity of the bob.  velocity =  .  [2]   (iii) as the pendulum swings to the left of vertical, state the maximum height above the  ground that is reached by the bob.  .  [1]   (iv) on fig. 2.1, use your ruler to draw carefully the pendulum when the bob is at its maximum  height on the left.   [3]  [total: 12]",
+            "8": "8 0625/32/o/n/10 \u00a9 ucles 20103 (a) a uniform metre rule is pivoted at its centre, which is also the position of its centre of mass.   three loads, 2.0 n, f and 3.0 n are positioned on the rule at the 20 cm, 30 cm and 90 cm  marks respectively, as shown in fig. 3.1. 0 cm 20  cm 30  cm 2.0 n 3.0 npivot f50 cm 90 cm 100  cm fig. 3.1   (i) calculate the moment of the 3.0 n load about the pivot.  moment =  .  [1]   (ii) calculate the moment of the 2.0 n load about the pivot.  moment =  .  [1]   (iii) the force f maintains the metre rule in equilibrium on the pivot.    calculate the value of f.  f =  .  [3]",
+            "9": "9 0625/32/o/n/10 \u00a9 ucles 2010 [turn over (b) the weight of the metre rule is 1.2 n and can be considered to act at the 50 cm mark.   all the weights in (a) are removed. the pivot is positioned under the 30 cm mark and the 2.0 n  load is placed on the rule as shown in fig. 3.2. 30 cm 50  cm 2.0 n 1.2 npivot fig. 3.2   the position of the 2.0 n load is adjusted until the metre rule is again in equilibrium.   determine the position of the 2.0 n load.  2.0 n load is at the  .. cm mark  [3]    [total: 8]",
+            "10": "10 0625/32/o/n/10 \u00a9 ucles 20104 a solar panel is mounted on the roof of a house. fig. 4.1 shows a section through part of the solar  panel. trapped airsunlight water insulating materialcopper pipe, painted black glass sheet metal backing sheet, painted black fig. 4.1  a pump makes water circulate through the copper pipes. the water is heated by passing through  the solar panel.  (a) suggest why   (i) the pipes are made of copper,  ... .  [1]   (ii) the pipes and the metal backing sheet are painted black, ... .  [1]   (iii) an insulating material is attached to the metal backing sheet, ... .  [1]   (iv) the presence of the glass sheet increases the energy collected by the water. ... .  [1]",
+            "11": "11 0625/32/o/n/10 \u00a9 ucles 2010 [turn over (b) during one day, 250 kg of water is pumped through the solar panel. the temperature of this  water rises from 16 \u00b0c to 38 \u00b0c.   the water absorbs 25% of the energy falling on the solar panel, and the specific heat capacity  of water is 4200 j / (kg \u00b0c).   calculate the energy falling on the solar panel during that day.  energy =  .  [4]    [total: 8]",
+            "12": "12 0625/32/o/n/10 \u00a9 ucles 20105 the front views of two cars are shown in fig. 5.1, to the same scale. family car racing car fig. 5.1  (a) suggest which car has the greater stability, and give two reasons. car  .reason 1   ...reason 2   .  [2]  (b) the cars have the same weight.   study fig. 5.1 and suggest why the stationary racing car exerts less pressure on the ground.  ... .  [1]  (c) the family car\u2019s tyres each have an area of 0.012 m 2 in contact with the ground.   the weight of the car and its contents is 9600 n.  calculate the pressure exerted by the car on the ground.  pressure =  .  [2]    [total: 5]",
+            "13": "13 0625/32/o/n/10 \u00a9 ucles 2010 [turn over6 (a) explain what is meant by the terms analogue and digital, as applied to electronic circuits. analogue  ... ...digital   .  [2]  (b) describe, if necessary using a diagram, the function of an and gate in digital electronics.  ... ... ... .  [2]    [total: 4] 7 when he leaves work at 6.30 p.m. (18:30) one evening, a caretaker forgets to switch off the 100 w  lamp in his office. he doesn\u2019t discover this until he returns at 7.30 a.m. (07:30) the next morning.  the mains electricity supply is 250 v.  (a) calculate how much energy the caretaker has wasted.  energy wasted =  .  [2]  (b) calculate the charge that passed through the lamp during this time.  charge =  .  [3]  (c) what happened to the energy wasted by the lamp?  ... .  [1]    [total: 6]",
+            "14": "14 0625/32/o/n/10 \u00a9 ucles 20108 fig. 8.1 shows a simple transformer. primary coilsecondary coiliron core fig. 8.1  (a) describe how a voltage across the primary coil causes a voltage across the secondary coil.  ... ... ... ... ... .  [3]  (b) state what design feature would cause the voltage across the secondary coil to be larger  than the voltage across the primary coil.  ... .  [1]  (c) the output of a power station is connected to a transformer, which you are to assume is  100% efficient.   the input to the primary coil is 24 000 v, 12 000 a.   the output from the secondary coil is 400 000 v. this is the voltage at which the electrical  energy is transmitted through the transmission lines.   calculate the current in the secondary coil.  current =  .  [2]",
+            "15": "15 0625/32/o/n/10 \u00a9 ucles 2010 [turn over (d) state two reasons why it is cheaper to transmit electrical energy at high voltage. 1.  ... ...2.  ... .  [2]    [total: 8]",
+            "16": "16 0625/32/o/n/10 \u00a9 ucles 20109 fig. 9.1 shows three rays of light, parallel to the axis of a thin converging lens.  the rays strike the first surface of the lens. f1 and f2 are the two principal foci of the lens. f2 f1 fig. 9.1  (a) describe and explain what happens to the top ray as it enters the lens.  ... ... ... ... ... .  [3]  (b) on fig. 9.1, use a ruler to,   (i) complete the three rays through the lens, until they reach about 5 cm to the right of the  lens,   [2]   (ii) draw a fourth ray, parallel to the others on the left of the lens, which passes through f 2,  until it reaches about 5 cm to the right of the lens.   [1]  (c) a lens such as that shown in fig. 9.1 can be used as a magnifying glass.   (i) on fig. 9.1, show with an x where the object could be positioned for the lens to be used as a magnifying glass.   [1]   (ii) state 3 characteristics of the image formed by a magnifying glass. 1. 2. 3. ..  [2]    [total: 9]",
+            "17": "17 0625/32/o/n/10 \u00a9 ucles 2010 [turn over [turn over10 in geiger and marsden\u2019s \u03b1-particle scattering experiment, \u03b1-particles were directed at a very thin  gold foil.  fig. 10.1 shows five of the nuclei of the atoms in one layer in the gold foil. also shown are the paths of three \u03b1-particles directed at the foil. fig. 10.1  (a) on fig.10.1, complete the paths of the three \u03b1-particles.   [3]  (b) (i) what result of the experiment confirmed that an atom consisted of a very tiny charged core, containing almost all the mass of the atom?  ... .  [1]   (ii) what is the sign of the charge on this core?  ...  [1]   (iii) what occupies the space between these charged cores? .  [1]    [total: 6]",
+            "18": "18 0625/32/o/n/10 \u00a9 ucles 201011 an atom of one of the isotopes of sodium contains 11 protons,  11 electrons  and  13 neutrons.  (a) underline which of these three will be the same in neutral atoms of all isotopes of sodium. [2]  (b) state the nucleon number of this isotope.  ...  [1]  (c) what can you say about the chemical properties of the different isotopes of sodium?  .  [1]  (d) one isotope of sodium is 25na.   how many neutrons are there in one atom of this isotope?  ...  [1]   [total: 5]",
+            "19": "19 0625/32/o/n/10 \u00a9 ucles 2010blank page",
+            "20": "20 0625/32/o/n/10 \u00a9 ucles 2010permission 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.blank page"
+        },
+        "0625_w10_qp_33.pdf": {
+            "1": "this document consists of 19 printed pages and 1 blank page. dc (nf/sw) 24984/4 \u00a9 ucles 2010 [turn overuniversity of cambridge international examinations international general certificate of secondary education *18605057 15*physics 0625/33 paper 3  extended october/november 2010  1 hour 15 minutes candidates answer on the question paper. no additional materials are required. read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen.y ou may use a pencil for any diagrams, graphs or rough working.do not use staples, paper clips, highlighters, glue or correction fluid.do not write in any barcodes. answer all questions. y ou may lose marks if you do not show your working or if you do not use appropriate units.take the weight of 1 kg to be 10 n (i.e. acceleration of free fall = 10 m / s 2). at the end of the examination, fasten all your work securely together.the number of marks is given in brackets [  ] at the end of each question or part question.",
+            "2": "2 0625/33/o/n/10 \u00a9 ucles 20101 a young athlete has a mass of 42 kg. on a day when there is no wind, she runs a 100 m race in  14.2 s. a sketch graph (not to scale) showing her speed during the race is given in fig. 1.1. 8.0 0 0 3.0 14.2 time  / sspeed m / s fig. 1.1  (a) calculate   (i) the acceleration of the athlete during the first 3.0 s of the race,  acceleration =  .  [2]   (ii) the accelerating force on the athlete during the first 3.0 s of the race,  force =  .  [2]   (iii) the speed with which she crosses the finishing line.  speed =  .  [3]",
+            "3": "3 0625/33/o/n/10 \u00a9 ucles 2010 [turn over (b) suggest two differences that might be seen in the graph if there had been a strong wind  opposing the runners in the race. 1.  ... ...2.  ... .  [2]    [total: 9]",
+            "4": "4 0625/33/o/n/10 \u00a9 ucles 20102 (a) a loose uniform wooden floorboard weighs 160 n and rests symmetrically on four supports p ,  q, r and s.    the supports are 0.50 m apart, as shown in fig. 2.1. 0.20  mpq rs supportfloorboard 0.50  m 0.25  m 160  n fig. 2.1   calculate the force exerted on the floorboard by each of the supports, and state the direction  of these forces. one value is already given for you.  force exerted by p =  ...    40 n force exerted by q =  ...  force exerted by r =  ...  force exerted by s =  ...  direction =  .  [2]",
+            "5": "5 0625/33/o/n/10 \u00a9 ucles 2010 [turn over (b) a workman of weight w stands on the end of the floorboard described in (a).   this just causes the floorboard to tip up, as shown in fig. 2.2.    the supports are each 0.060 m thick. pq rs 0.060  m 160  nw fig. 2.2   (i) calculate the weight w of the workman.  weight w =  .  [3]   (ii) calculate the force that each of the supports now exerts on the floorboard.  force exerted by p =  ...  force exerted by q =  ...  force exerted by r =  ...  force exerted by s =  .  [2]    [total: 7]",
+            "6": "6 0625/33/o/n/10 \u00a9 ucles 20103 (a) fig. 3.1 represents the path taken in air by a smoke particle, as seen in a brownian motion  experiment. the smoke particles can be seen through a microscope, but the air molecules cannot. fig. 3.1   (i) state what causes the smoke particles to move like this.  ... .  [1]   (ii) what conclusions about air molecules can be drawn from this observation of the smoke  particles?  ... ... ... ... .  [2]  (b) a can, containing only air, has its lid tightly screwed on and is left in strong sunlight. fig. 3.2   (i) state what happens to the pressure of the air in the can when it gets hot. .  [1]",
+            "7": "7 0625/33/o/n/10 \u00a9 ucles 2010 [turn over  (ii) in terms of molecules, explain your answer to (b)(i).  ... ... ... .  [3]    [total: 7]",
+            "8": "8 0625/33/o/n/10 \u00a9 ucles 20104 (a) (i) name the process by which thermal energy is transferred through a metal rod.  .  [1]   (ii) describe how this process occurs. ... ... ... .  [2]  (b) an iron rod and a copper rod of equal length are each held by hand at one end, with the other  end in the flame from a bunsen burner, as shown in fig. 4.1. copper rod iron rod fig. 4.1   the copper rod becomes too hot to hold much sooner than the iron rod.   what does this information tell you about iron and copper?  .  [1]",
+            "9": "9 0625/33/o/n/10 \u00a9 ucles 2010 [turn over (c) gas has to be above a certain temperature before it burns.   fig. 4.2 shows two similar wire gauzes, one made of iron wire and one made of copper wire.  each is held over a bunsen burner. when the gas supply is turned on and ignited below the  gauze, the effect is as shown in fig. 4.2. copper gauzeiron gauze observation: flame appears bothabove and belowthe gauzeobservation:flame onlyappears belowthe gauze fig. 4.2   how can these observations be explained?  ...  ... ... ... .  [4]    [total: 8]",
+            "10": "10 0625/33/o/n/10 \u00a9 ucles 20105 (a) define specific heat capacity.  ... .  [2]  (b) solar energy is striking the steel deck of a ship.   (i) describe how the colour of the deck affects the absorption of the solar energy. ... .  [1]   (ii) the solar energy strikes the deck at the rate of 1400 w on every square metre.    the steel plate of the deck is 0.010 m thick.    steel has a density of 7800 kg / m 3 and a specific heat capacity of 450 j / (kg \u00b0c).    13% of the solar energy striking the deck is absorbed and the rest is reflected.    using these figures, calculate    1.  how many joules of solar energy are absorbed by 1.0 m2 of the deck in 1.0 s,  number of joules =  .  [1]   2.  the mass of 1.0 m 2 of deck,  mass =  .  [2]   3.  the rate of rise in temperature of the deck, stating the equation you use.  rate of rise =  .\u00b0c / s  [3]    [total: 9]",
+            "11": "11 0625/33/o/n/10 \u00a9 ucles 2010 [turn overblank page",
+            "12": "12 0625/33/o/n/10 \u00a9 ucles 20106 a boy drops a ball of mass 0.50 kg. the ball falls a distance of 1.1 m, as shown in fig. 6.1. ignore  air resistance throughout this question. 1.1 m fig. 6.1  (a) calculate the decrease in gravitational potential energy of the ball as it falls through the 1.1 m.  decrease in potential energy =  .  [2]  (b) the ball bounces and only rises to a height of 0.80 m.   (i) calculate the energy lost during the bounce.  energy lost =  .  [1]   (ii) suggest one reason why energy is lost during the bounce.  ... .  [1]",
+            "13": "13 0625/33/o/n/10 \u00a9 ucles 2010 [turn over (c) on another occasion, the boy throws the ball down from a height of 1.1 m, giving it an initial  kinetic energy of 9.0 j.   calculate the speed at which the ball hits the ground.  speed =  .  [3]    [total: 7]",
+            "14": "14 0625/33/o/n/10 \u00a9 ucles 20107 fig. 7.1 shows how the resistance of the filament of a lamp changes as the current through the  lamp changes. 0051015202530 0.01 0.02 0.03 0.04 0.05 current  / aresistance  / 0.06 0.07 fig. 7.1  (a) describe how the resistance of the lamp changes.  ... ... .  [2]",
+            "15": "15 0625/33/o/n/10 \u00a9 ucles 2010 [turn over (b) for a current of 0.070 a, find   (i) the resistance of the lamp,  resistance =  .  [1]   (ii) the potential difference across the lamp,  potential difference =  .  [2]   (iii) the power being dissipated by the lamp.  power =  .  [2] (c) two of these lamps are connected in parallel to a cell. the current in each lamp is 0.070 a.   (i) state the value of the e.m.f. of the cell.  e.m.f. =  .  [1]  (ii) calculate the resistance of the circuit, assuming the cell has no resistance.  resistance =  .  [2]   [total: 10]",
+            "16": "16 0625/33/o/n/10 \u00a9 ucles 20108 a coil is wound on a cylindrical cardboard tube and connected to a sensitive centre-zero  millivoltmeter.  figs. 8.1, 8.2 and 8.3 show three situations involving the coil and a magnet.  (a) on the lines alongside each situation, describe what, if anything, is seen happening on the millivoltmeter. n smv fig. 8.1magnet inside coil, both moving at same speed... ..  [1] n mv fig. 8.2magnet  moving towards coil... ..  [1]coil  stationary mvn fig. 8.3magnet stationary... ..  [2]coil  moving towards magnet",
+            "17": "17 0625/33/o/n/10 \u00a9 ucles 2010 [turn over [turn over (b) choose one of the situations in (a) where something is seen happening to the millivoltmeter.   for this situation, state three changes which could be made to increase the magnitude of  what is seen. 1.  ...2.  ...3.  .  [3]    [total: 7]",
+            "18": "18 0625/33/o/n/10 \u00a9 ucles 20109 in fig. 9.1, a ray of light trs is shown entering, passing through and leaving a semicircular glass  block. airglass tr us fig. 9.1  (a) as the light enters the block, its frequency remains constant.   state what happens to   (i) the speed of the light as it enters the block, ...   (ii) the wavelength of the light as it enters the block. .  [2]  (b) the refractive index of the glass is 1.48.   the speed of light in air is 3.00 \u00d7 10 8 m / s.   calculate the speed of the light in the glass. state the equation you use.  speed =  .  [2]  (c) another ray of light enters the block along ur.   on fig. 9.1, draw a line to show what happens to this ray after it has reached r.   [2]    [total: 6]",
+            "19": "19 0625/33/o/n/10 \u00a9 ucles 2010 [turn over [turn over10 (a) a small object s is dipped repeatedly into water near a flat reflecting surface.   fig. 10.1 gives an instantaneous view from above of the position of part of the waves  produced. sreflecting surface fig. 10.1   on fig. 10.1,   (i) put a clear dot at the point from which the reflected waves appear to come (label the  dot r),   (ii) draw the reflected portion of each of the three waves shown.   [3]  (b) fig. 10.2 shows a small object p in front of a plane mirror m. pm fig. 10.2   on fig. 10.2, carefully draw two rays that show how the mirror forms the image of object p .  label the image i.   [3]    [total: 6]",
+            "20": "20 0625/33/o/n/10 \u00a9 ucles 2010permission 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.11 a radioactive source is placed near a radiation detector connected to a counter, as shown in  fig. 11.1. radioactive sourceradiation detectorcounter fig. 11.1  (a) the count rate, measured over three successive minutes, gives values of     720 counts / minute     691 counts / minute     739 counts / minute.   explain why a variation like this is to be expected in such an experiment.  ...  .  [1]  (b) the radiation detector and counter are left untouched. the radioactive source is put in its lead  container and returned to the metal security cupboard.   once this has been done, a further measurement is taken over one minute.    this gives a reading of 33 counts / minute.  (i) state the name used for the radioactivity being detected during this minute. ...   (ii) suggest two possible sources for this radioactivity.1. 2. ..  [3]    [total: 4]"
+        },
+        "0625_w10_qp_51.pdf": {
+            "1": "this document consists of 9 printed pages and 3 blank pages. dc (leo/dj) 25080/4 \u00a9 ucles 2010 [turn overuniversity of cambridge international examinations international general certificate of secondary education read these instructions first write your centre number, candidate number and name in the spaces at the top of the page. write in dark blue or black pen.y ou may use a pencil for any diagrams, graphs or rough working.do not use staples, paper clips, highlighters, glue or correction fluid.do not write in any barcodes. answer all questions. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question. *090307 4458*physics 0625/51 paper 5  practical test october/november 2010  1 hour 15 minutes candidates answer on the question paper additional materials: as listed in the confidential instructions for examiner\u2019s use 1 234 total",
+            "2": "2 0625/51/o/n/10 \u00a9 ucles 2010for examiner\u2019s use1 in this experiment, you are to determine the position of the centre of mass of an object using  a balancing method.  carry out the following instructions referring to fig. 1.1.     50.0  cm mark 75.0  cm markpivot metre rulemass mload x d     fig. 1.1  the load x has been taped to the metre rule so that one side of the base is exactly on the 75.0 cm mark. do not move this load.   (a) place a mass m of 30 g on the rule and adjust its position so that the rule is as near as possible to being balanced with the 50.0 cm mark exactly over the pivot as shown in fig.1.1.   (i) record in table 1.1 the distance d from the centre of the 30 g mass to the 50.0 cm mark on the rule.   (ii) repeat step (i) using masses of 40 g, 50 g, 60 g and 70 g to obtain a total of five sets of readings. record the readings in the table.   (iii) for each value of d calculate  1d  and enter the values in the table.     table 1.1 m /g d /cm1d   1 cm 30 40506070  [2]",
+            "3": "3 0625/51/o/n/10 \u00a9 ucles 2010 [turn overfor examiner\u2019s use (b) plot a graph of m /g (y-axis) against 1 d  1 cm (x-axis).       [4]  (c) determine the gradient g of the graph. show clearly on the graph how you obtained the necessary information.  g =  . [2]  (d) determine the horizontal distance z from the 75.0 cm mark on the rule to the centre of mass of the load x using the equation z =  g \u2013 k x  where k = 1250 g cm and x = 50 g.  z =  ..[2]  [total: 10]",
+            "4": "4 0625/51/o/n/10 \u00a9 ucles 2010for examiner\u2019s use2 in this experiment you will investigate the rate of heating and cooling of a thermometer bulb.  carry out the following instructions referring to fig. 2.1. y ou are provided with a beaker of hot  water.     thermometer hot waterlid     fig. 2.1  (a) record the room temperature \u03b8 r .  \u03b8 r =  ..[1]  (b) (i) place the thermometer into the water as shown in fig. 2.1. when the temperature shown on the thermometer stops rising record the temperature  \u03b8 in table 2.1 at  time t = 0 s.   (ii) remove the thermometer from the beaker of water and immediately start the stopclock. record in table 2.1 the temperature shown on the thermometer as it cools in the air. take readings at 30 s intervals from t = 30 s until you have a total of  seven values up to time t = 180 s. [2]",
+            "5": "5 0625/51/o/n/10 \u00a9 ucles 2010 [turn overfor examiner\u2019s use (c) (i) set the stopclock back to zero. with the thermometer still out of the beaker, record  in table 2.2 the temperature \u03b8 shown on the thermometer at time t = 0 s.   (ii) replace the thermometer in the beaker of hot water as shown in fig. 2.1 and immediately start the stopclock. record in table 2.2 the temperature shown by the thermometer at 10 s intervals until you have a total of seven values up to time t = 60 s. [2] table 2.1 table 2.2 t / \u03b8 / t / \u03b8 /  (d) complete the column headings in both tables. [1]  (e) estimate the time that would be taken in part (b) for the thermometer to cool from the reading at time t = 0 s to room temperature  \u03b8 r .  estimated time =    [1]  (f) state in which table the rate of temperature change is the greater. justify your answer  by reference to your readings. the rate of temperature change is greater in table ..justification  ... ..[1]  (g) if this experiment were to be repeated in order to determine an average temperature for  each time, it would be important to control the conditions. suggest two such conditions that should be controlled. 1.  ..2.  ..[2]  [total: 10]",
+            "6": "6 0625/51/o/n/10 \u00a9 ucles 2010for examiner\u2019s use3 in this experiment, you will investigate the current in a circuit when different resistors are  connected in the circuit.  the circuit provided contains a resistor x. there is a gap in the circuit between points a and b to be used for adding extra resistors, of resistance r, to the circuit.  (a) draw a circuit diagram of the circuit using standard symbols.   [3]  (b) connect points a and b together. switch on. measure the current i 0 in the circuit.   i0 =  ..   switch off and separate points a and b.  [1]",
+            "7": "7 0625/51/o/n/10 \u00a9 ucles 2010 [turn overfor examiner\u2019s use (c) (i) connect the 3.3 \u03c9 resistor between points a and b. switch on and record in table  3.1 the current i. switch off and disconnect the resistor from between a and b.    (ii) repeat the steps in part (c)(i) with each of the other two extra resistors.   (iii) repeat the steps in part (c)(i) with the 3.3 \u03c9 and 6.8 \u03c9 resistors connected in series  with each other.   (iv) complete the column headings in the table.  [4]     table 3.1 r / i / 3.3 4.76.8 10.1  (d) theory suggests that the current will be 0.5  i0 when the total resistance in the circuit  is twice the value of the resistance of x. use the readings in the table to estimate the  resistance of x.  estimate of the resistance of x =  ..[2]  [total: 10]",
+            "8": "8 0625/51/o/n/10 \u00a9 ucles 2010for examiner\u2019s use4 in this experiment you will investigate reflection of light through a transparent block.  carry out the following instructions referring to fig. 4.1.     eyemirror a den p1 p2i n' fcb     fig. 4.1  (a) place the transparent block, largest face down, on the ray-trace sheet supplied. the  block should be on the top half of the paper. draw the outline of the block and label it abcd.  (b) remove the block and draw the normal nn' to side cd so that the normal is 2.0 cm from c. label the point e where nn' crosses cd.  (c) draw the line ef at an angle of incidence i = 20 \u00b0 as shown in fig. 4.1.   (d) place the paper on the pin board. stand the plane mirror vertically and in contact with face ab of the block as shown in fig. 4.1.  (e) push two pins p 1 and p2 into line ef. pin p1 should be about 1 cm from the block and  pin p2 some distance from the block.",
+            "9": "9 0625/51/o/n/10 \u00a9 ucles 2010for examiner\u2019s use (f) replace the block and observe the images of p1 and p2 through side cd of the block  from the direction indicated by the eye in fig. 4.1 so that the images of p1 and p2 appear  one behind the other.   push two pins p3 and p4 into the surface, between your eye and the block, so that p3,  p4 and the images of p1 and p2, seen through the block, appear in line.   mark the positions of p1, p2, p3 and p4. remove the block.  (g) continue the line joining the positions of p1 and p2 so that it crosses cd and extends as  far as side ab.  (h) draw a line joining the positions of p3 and p4. continue the line so that it crosses cd  and extends as far as side ab. label the point g where this line crosses the line from p1  and p2.  (i) remove the pins, block and mirror from the ray trace sheet. measure the acute angle \u03b8  between the lines meeting at g.  \u03b8 =  . [1]  (j) calculate the difference ( \u03b8 \u2013 2i).   (\u03b8 \u2013 2i) =  . [1]  (k) repeat steps (c) to (j) using an angle of incidence i = 30\u00b0.  \u03b8 =  ..   ( \u03b8 \u2013 2i) =  . [1]  (l) theory suggests that \u03b8 = 2i. state whether your result supports the theory and justify  your answer by reference to your results. statement  .justification  ... ..[2] tie your ray trace sheet into this booklet between pages 8 and 9. [5] [total: 10]",
+            "10": "10 0625/51/o/n/10 \u00a9 ucles 2010blank page",
+            "11": "11 0625/51/o/n/10 \u00a9 ucles 2010blank page",
+            "12": "12 0625/51/o/n/10 \u00a9 ucles 2010blank page permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the publisher will be pleased to make amends at the earliest possible opportunity. 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."
+        },
+        "0625_w10_qp_52.pdf": {
+            "1": "this document consists of 9 printed pages and 3 blank pages. dc (leo/dj) 25084/4 \u00a9 ucles 2010 [turn overuniversity of cambridge international examinations international general certificate of secondary education read these instructions first write your centre number, candidate number and name in the spaces at the top of the page. write in dark blue or black pen.y ou may use a pencil for any diagrams, graphs or rough working.do not use staples, paper clips, highlighters, glue or correction fluid.do not write in any barcodes. answer all questions. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question. *57966969 27*physics 0625/52 paper 5  practical test october/november 2010  1 hour 15 minutes candidates answer on the question paper additional materials: as listed in the confidential instructions for examiner\u2019s use 1 234 total",
+            "2": "2 0625/52/o/n/10 \u00a9 ucles 2010for examiner\u2019s use1 in this experiment, you are to determine the density of the material of a metre rule.  carry out the following instructions referring to fig. 1.1.    metre rule pivot50.0  cm mark mass xab     fig. 1.1  y ou are provided with a 100 g mass, labelled x.  (a) place the mass x on the rule and adjust its position so that the rule is as near as  possible to being balanced with the 50.0 cm mark to the left of the pivot as shown in fig.1.1.   (i) measure the distance a from the centre of the mass x to the pivot.   a =  . cm   (ii) measure the distance b from the pivot to the 50.0 cm mark on the rule.   b =  . cm   (iii) calculate the mass m of the metre rule using the equation    m = k a b where k = 100 g.  m =  ..  [3]  (b) (i) take measurements to determine the average width w of the metre rule.  w =  . cm   (ii) take measurements to determine the average thickness t of the metre rule.  t =  . cm",
+            "3": "3 0625/52/o/n/10 \u00a9 ucles 2010 [turn overfor examiner\u2019s use  (iii) calculate the volume v of the metre rule using the equation v = lwt where l is the  length of the metre rule (100.0 cm).  v =  ..   (iv) calculate the density \u03c1 of the metre rule using the equation \u03c1 = m v.  \u03c1 =  ..  [6]  (c) state the assumption that you have made about the position of the centre of mass of the metre rule.  .. ..[1]  [total: 10]",
+            "4": "4 0625/52/o/n/10 \u00a9 ucles 2010for examiner\u2019s use2 in this experiment you will investigate the rate of cooling of water under different conditions.  carry out the following instructions referring to fig. 2.1. y ou are provided with a supply of hot  water.     thermometer hot waterlid beaker a     fig. 2.1  (a) record the room temperature \u03b8 r .  \u03b8 r =  . [1]  (b) (i) pour approximately 75 cm3 of hot water into the beaker labelled a. place the lid on  the beaker and place the thermometer through the hole in the lid and into the water as shown in fig. 2.1.   (ii) when the temperature shown on the thermometer stops rising record in table 2.1 the temperature  \u03b8 at time t = 0 s and immediately start the stopclock.   (iii) record in the table the temperature of the water at 30 s intervals from t = 30 s until you have a total of seven values up to time t = 180 s.  [2]",
+            "5": "5 0625/52/o/n/10 \u00a9 ucles 2010 [turn overfor examiner\u2019s use (c) (i) empty the water from beaker a. place beaker a into the larger beaker labelled b.   (ii) repeat the steps (b)(i), (ii) and (iii), recording the readings in table 2.2. [2] table 2.1 table 2.2 t / \u03b8 / t / \u03b8 /  (d) complete the column headings in both tables. [1]  (e) state whether the rate of cooling of the water is significantly faster or slower or about  the same under the conditions used in part (c) (table 2.2) compared with the conditions  in part (b) (table 2.1). justify your answer by reference to your readings. statement  .justification  ... ..[2]  (f) if this experiment were to be repeated in order to check the results it would be important  to control the conditions. suggest two such conditions that should be controlled. 1.  .. ..2.  .. ..[2]  [total: 10]",
+            "6": "6 0625/52/o/n/10 \u00a9 ucles 2010for examiner\u2019s use3 in this experiment, you will investigate the potential difference across a resistor.  carry out the following instructions referring to fig. 3.1.     power supply x ab v     fig. 3.1  the circuit provided contains a resistor x. there is a gap in the circuit between points  a and b to be used for adding extra resistors, of resistance r, to the circuit.  (a) connect points a and b together. switch on. measure the potential  difference v0 across  resistor x.  v0 =  ..[1]  switch off and separate points a and b.  (b) (i) do not change the position of the voltmeter in the circuit. connect the 3.3 \u03c9 resistor  between points a and b. switch on and record in table 3.1 the potential difference v across the resistor x. switch off and disconnect the 3.3 \u03c9 resistor from between a and b.   (ii) repeat the steps in part (b)(i) with each of the other two extra resistors.    (iii) repeat the steps in part (b)(i) with the 3.3 \u03c9 and 6.8 \u03c9 resistors connected in series  with each other.    (iv) complete the column headings in the table. table 3.1 r / v / 3.3 4.76.8 10.1  [3]",
+            "7": "7 0625/52/o/n/10 \u00a9 ucles 2010 [turn overfor examiner\u2019s use (c) plot the graph of v / v (y-axis) against r / \u03c9 (x-axis). begin both axes at 0.       [4]  (d) use the graph to estimate the value of potential difference v when r = 0 \u03c9. show clearly  on the graph how you obtained your result.  v =  ..[2]  [total: 10]",
+            "8": "8 0625/52/o/n/10 \u00a9 ucles 2010for examiner\u2019s use4 in this experiment you will investigate shadows formed on a screen.   carry out the following instructions referring to fig. 4.1.   screenlight source object card ax 30.0 cmsuppor t     fig. 4.1  y ou are provided with a lamp behind a piece of card. the card has a circular hole which in  this experiment is referred to as the light source.  (a) place the screen so that its centre is 30.0 cm from the light source.  (b) measure the diameter d of the circular object card labelled a.  d =   cm [1]   (c) place the object card a at a distance x = 2.0 cm from the screen. switch on the light source. measure and record in table 4.1 the diameter s of the shadow of the object card formed on the screen. the screen has a sheet of graph paper taped to it. y ou may mark the graph paper to assist in measuring the diameter of the shadow.  (d) repeat the steps in (c) using values of x = 4.0 cm, 6.0 cm, 8.0 cm and 10.0 cm.     table 4.1 x /cm s /cm s 2/cm2  [5]  (e) calculate the values of s 2 and enter them in the table. [1]",
+            "9": "9 0625/52/o/n/10 \u00a9 ucles 2010for examiner\u2019s use (f) a student suggests that the value of s 2 when x = 10.0 cm should be twice the value of  s 2 when x = 2.0 cm. state whether your experimental results support this suggestion  and justify your statement by reference to your results. statement  .explanation  .. ..[2]  (g) state one precaution you took in order to obtain reliable measurements. .. ..[1]  [total: 10]",
+            "10": "10 0625/52/o/n/10 \u00a9 ucles 2010blank page",
+            "11": "11 0625/52/o/n/10 \u00a9 ucles 2010blank page",
+            "12": "12 0625/52/o/n/10 \u00a9 ucles 2010blank page permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the publisher will be pleased to make amends at the earliest possible opportunity. 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."
+        },
+        "0625_w10_qp_53.pdf": {
+            "1": "this document consists of 9 printed pages and 3 blank pages. dc (em/dj) 33837 \u00a9 ucles 2010 [turn overuniversity of cambridge international examinations international general certificate of secondary education read these instructions first write your centre number, candidate number and name in the spaces at the top of the page. write in dark blue or black pen.y ou may use a pencil for any diagrams, graphs or rough working.do not use staples, paper clips, highlighters, glue or correction fluid.do not write in any barcodes. answer all questions. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question. *0738514528* physics 0625/53 paper 5  practical test october/november 2010  1 hour 15 minutes candidates answer on the question paper additional materials: as listed in the confidential instructions for examiner\u2019s use 1 234 total",
+            "2": "2 0625/53/o/n/10 \u00a9 ucles 2010for examiner\u2019s use1 in this experiment, you are to determine the density of the material of a metre rule.  carry out the following instructions referring to fig. 1.1.    metre rule pivot50.0  cm mark mass xab     fig. 1.1  y ou are provided with a 100 g mass, labelled x.  (a) place the mass x on the rule and adjust its position so that the rule is as near as  possible to being balanced with the 50.0 cm mark to the left of the pivot as shown in fig.1.1.   (i) measure the distance a from the centre of the mass x to the pivot.   a =  . cm   (ii) measure the distance b from the pivot to the 50.0 cm mark on the rule.   b =  . cm   (iii) calculate the mass m of the metre rule using the equation    m = k a b where k = 100 g.  m =  ..  [3]  (b) (i) take measurements to determine the average width w of the metre rule.  w =  . cm   (ii) take measurements to determine the average thickness t of the metre rule.  t =  . cm",
+            "3": "3 0625/53/o/n/10 \u00a9 ucles 2010 [turn overfor examiner\u2019s use  (iii) calculate the volume v of the metre rule using the equation v = lwt where l is the  length of the metre rule (100.0 cm).  v =  ..   (iv) calculate the density \u03c1 of the metre rule using the equation \u03c1 = m v.  \u03c1 =  ..  [6]  (c) state the assumption that you have made about the position of the centre of mass of the metre rule.  .. ..[1]  [total: 10]",
+            "4": "4 0625/53/o/n/10 \u00a9 ucles 2010for examiner\u2019s use2 in this experiment you will investigate the rate of cooling of water under different conditions.  carry out the following instructions referring to fig. 2.1. y ou are provided with a supply of hot  water.     thermometer hot waterlid beaker a     fig. 2.1  (a) record the room temperature \u03b8 r .  \u03b8 r =  . [1]  (b) (i) pour approximately 75 cm3 of hot water into the beaker labelled a. place the lid on  the beaker and place the thermometer through the hole in the lid and into the water as shown in fig. 2.1.   (ii) when the temperature shown on the thermometer stops rising record in table 2.1 the temperature  \u03b8 at time t = 0 s and immediately start the stopclock.   (iii) record in the table the temperature of the water at 30 s intervals from t = 30 s until you have a total of seven values up to time t = 180 s.  [2]",
+            "5": "5 0625/53/o/n/10 \u00a9 ucles 2010 [turn overfor examiner\u2019s use (c) (i) empty the water from beaker a. place beaker a into the larger beaker labelled b.   (ii) repeat the steps (b)(i), (ii) and (iii), recording the readings in table 2.2. [2] table 2.1 table 2.2 t / \u03b8 / t / \u03b8 /  (d) complete the column headings in both tables. [1]  (e) state whether the rate of cooling of the water is significantly faster or slower or about  the same under the conditions used in part (c) (table 2.2) compared with the conditions  in part (b) (table 2.1). justify your answer by reference to your readings. statement  .justification  ... ..[2]  (f) if this experiment were to be repeated in order to check the results it would be important  to control the conditions. suggest two such conditions that should be controlled. 1.  .. ..2.  .. ..[2]  [total: 10]",
+            "6": "6 0625/53/o/n/10 \u00a9 ucles 2010for examiner\u2019s use3 in this experiment, you will investigate the potential difference across a resistor.  carry out the following instructions referring to fig. 3.1.     power supply x ab v     fig. 3.1  the circuit provided contains a resistor x. there is a gap in the circuit between points  a and b to be used for adding extra resistors, of resistance r, to the circuit.  (a) connect points a and b together. switch on. measure the potential  difference v0 across  resistor x.  v0 =  ..[1]  switch off and separate points a and b.  (b) (i) do not change the position of the voltmeter in the circuit. connect the 3.3 \u03c9 resistor  between points a and b. switch on and record in table 3.1 the potential difference v across the resistor x. switch off and disconnect the 3.3 \u03c9 resistor from between a and b.   (ii) repeat the steps in part (b)(i) with each of the other two extra resistors.    (iii) repeat the steps in part (b)(i) with the 3.3 \u03c9 and 6.8 \u03c9 resistors connected in series  with each other.    (iv) complete the column headings in the table. table 3.1 r / v / 3.3 4.76.8 10.1  [3]",
+            "7": "7 0625/53/o/n/10 \u00a9 ucles 2010 [turn overfor examiner\u2019s use (c) plot the graph of v / v (y-axis) against r / \u03c9 (x-axis). begin both axes at 0.       [4]  (d) use the graph to estimate the value of potential difference v when r = 0 \u03c9. show clearly  on the graph how you obtained your result.  v =  ..[2]  [total: 10]",
+            "8": "8 0625/53/o/n/10 \u00a9 ucles 2010for examiner\u2019s use4 in this experiment you will investigate shadows formed on a screen.   carry out the following instructions referring to fig. 4.1.   screenlight source object card ax 30.0 cmsuppor t     fig. 4.1  y ou are provided with a lamp behind a piece of card. the card has a circular hole which in  this experiment is referred to as the light source.  (a) place the screen so that its centre is 30.0 cm from the light source.  (b) measure the diameter d of the circular object card labelled a.  d =   cm [1]   (c) place the object card a at a distance x = 2.0 cm from the screen. switch on the light source. measure and record in table 4.1 the diameter s of the shadow of the object card formed on the screen. the screen has a sheet of graph paper taped to it. y ou may mark the graph paper to assist in measuring the diameter of the shadow.  (d) repeat the steps in (c) using values of x = 4.0 cm, 6.0 cm, 8.0 cm and 10.0 cm.     table 4.1 x /cm s /cm s 2/cm2  [5]  (e) calculate the values of s 2 and enter them in the table. [1]",
+            "9": "9 0625/53/o/n/10 \u00a9 ucles 2010for examiner\u2019s use (f) a student suggests that the value of s 2 when x = 10.0 cm should be twice the value of  s 2 when x = 2.0 cm. state whether your experimental results support this suggestion  and justify your statement by reference to your results. statement  .explanation  .. ..[2]  (g) state one precaution you took in order to obtain reliable measurements. .. ..[1]  [total: 10]",
+            "10": "10 0625/53/o/n/10 \u00a9 ucles 2010blank page",
+            "11": "11 0625/53/o/n/10 \u00a9 ucles 2010blank page",
+            "12": "12 0625/53/o/n/10 \u00a9 ucles 2010blank page permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the publisher will be pleased to make amends at the earliest possible opportunity. 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."
+        },
+        "0625_w10_qp_61.pdf": {
+            "1": "this document consists of 10 printed pages and 2 blank pages. dc (leo/dj) 25086/5 \u00a9 ucles 2010 [turn overuniversity of cambridge international examinations international general certificate of secondary education read these instructions first write your centre number, candidate number and name in the spaces at the top of the page. write in dark blue or black pen.y ou may use a pencil for any diagrams, graphs or rough working.do not use staples, paper clips, highlighters, glue or correction fluid.do not write in any barcodes. answer all questions. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question. *0199664493*physics 0625/61 paper 6  alternative to practical october/november 2010  1 hour candidates answer on the question paper no additional materials are required. for examiner\u2019s use 1 2345 total",
+            "2": "2 0625/61/o/n/10 \u00a9 ucles 2010for examiner\u2019s use1 a student is determining the position of the centre of mass of an object using a balancing  method.  fig. 1.1 shows the apparatus used.     50.0  cm mark 75.0  cm markpivotmass mload of mass x d     fig. 1.1  a load of mass x is taped to the metre rule so that one side of the base is exactly on the 75.0 cm mark. the student places a mass m of 30 g on the rule and adjusts its position so that the rule is as near as possible to being balanced with the 50.0 cm mark exactly over the pivot, as shown in fig. 1.1.   the student records the distance d from the centre of the 30 g mass to the 50.0 cm mark on the rule. he then repeats the procedure using different masses. the readings are shown in table 1.1.     table 1.1 m /g d / cm1d   1 cm 30 45.0 40 34.0 50 27.0 60 22.5 70 19.3  (a) for each value of d, calculate 1/d and enter the values in the table. [2]",
+            "3": "3 0625/61/o/n/10 \u00a9 ucles 2010 [turn overfor examiner\u2019s use (b) plot a graph of m / g (y-axis) against 1 d  1 cm (x-axis).       [4]  (c) determine the gradient g of the graph. show clearly on the graph how you obtained the necessary information.  g =  ..[2]  (d) determine the horizontal distance z from the 75.0 cm mark on the rule to the centre of mass of the load using the equation z =  g \u2013 k x,   where k = 1250 g cm and x = 50 g.  z =  . [2]  [total: 10]",
+            "4": "4 0625/61/o/n/10 \u00a9 ucles 2010for examiner\u2019s use2 the igcse class is investigating the rate of heating and cooling of a thermometer bulb.  the apparatus used is shown in fig. 2.1.      thermometer waterlid     fig. 2.1  (a) record the room temperature \u03b8r shown on the thermometer.   \u201310 0 10 20 30 40 50 60 70 80 90 100 110 \u00b0c  \u03b8r =  . [1]",
+            "5": "5 0625/61/o/n/10 \u00a9 ucles 2010 [turn overfor examiner\u2019s use (b) for the cooling experiment, a student places the thermometer into hot water as shown in  fig. 2.1. when the temperature shown on the thermometer stops rising, she records the temperature  \u03b8 at time t = 0 s. she removes the thermometer from the water, immediately  starts a stopclock, and records the temperature shown on the thermometer at 30 s intervals. the readings are shown in table 2.1.   for the heating experiment, the student takes another thermometer and records the  temperature  \u03b8 shown on the thermometer at time t = 0 s. she places the thermometer in  the beaker of hot water, immediately starts the stopclock, and records the temperature shown by the thermometer at 10 s intervals. the readings are shown in table 2.2. table 2.1 table 2.2 t / \u03b8 / t / \u03b8 / 07 4 02 5 30 60 10 69 60 52 20 8090 45 30 81 120 39 40 81150 35 50 82180 33 60 82   (i) complete the column headings in both tables. [1]   (ii) estimate the time that would be taken in the cooling experiment for the thermometer  to cool from the reading at time t = 0 s to room temperature  \u03b8r .  estimated time =  . [1]  (c) state in which table the initial rate of temperature change is the greater. justify your  answer by reference to your readings. the initial rate of temperature change is greater in table .justification  ... ..[1]  (d) if one of these experiments were to be repeated in order to determine an average  temperature for each time, it would be important to control the conditions. suggest two such conditions that should be controlled. 1.  ..2.  ..[2]  [total: 6]",
+            "6": "6 0625/61/o/n/10 \u00a9 ucles 2010for examiner\u2019s use3 the igcse class is investigating the current in a circuit when different resistors are connected  in the circuit.  the circuit is shown in fig. 3.1. the circuit contains a resistor x, and there is a gap in the circuit between points a and b that is used for adding extra resistors to the circuit. power sourcex aba     fig. 3.1  (a) a student connects points a and b together, switches on and measures the current i0 in  the circuit.   the reading is shown on the ammeter in fig. 3.2.     00.20.4 0.6 0.8 1.0 a     fig. 3.2   write down the ammeter reading.  i0 =  ..[1]",
+            "7": "7 0625/61/o/n/10 \u00a9 ucles 2010 [turn overfor examiner\u2019s use (b) the student connects a 3.3 \u03c9 resistor between points a and b, switches on and records  the current i. he repeats the procedure with a 4.7 \u03c9 resistor and then a 6.8 \u03c9 resistor.   finally he connects the 3.3 \u03c9 resistor and the 6.8 \u03c9 resistor in series between points a  and b, and records the current i.    (i) complete the column headings in the table. [1] r / i / 3.3 0.23 4.7 0.216.8 0.18 0.15   (ii) write the combined resistance of the 3.3 \u03c9 resistor and the 6.8 \u03c9 resistor in series  in the space in the resistance column of the table. [1]   (c) theory suggests that the current will be 0.5 i 0 when the total resistance in the circuit  is twice the value of the resistance of resistor x. use the readings in the table, and the  value of i0 from (a), to estimate the resistance of resistor x.  estimate of the resistance of resistor x =  ..[2]  (d) on fig. 3.1 draw two resistors in parallel connected between a and b and also a  voltmeter connected to measure the potential difference across resistor x. [3]  [total: 8]",
+            "8": "8 0625/61/o/n/10 \u00a9 ucles 2010for examiner\u2019s use4 the igcse class is investigating the reflection of light by a mirror as seen through a  transparent block.  fig. 4.1 shows a student\u2019s ray-trace sheet.   eye sheet of papermirror transparent blocka den p3 n' fcb p4     fig. 4.1",
+            "9": "9 0625/61/o/n/10 \u00a9 ucles 2010 [turn overfor examiner\u2019s use (a) a student draws the outline of the transparent block abcd on the ray-trace sheet. he  draws the normal nn' to side cd. he draws the incident ray ef at an angle of incidence i = 20\u00b0. he pushes two pins p 1 and p2 into line ef and places the block on the sheet  of paper. he then observes the images of p1 and p2 through side cd of the block from  the direction indicated by the eye in fig. 4.1 so that the images of p1 and p2 appear one  behind the other. he pushes two pins p3 and p4 into the surface, between his eye and  the block, so that p3, p4 and the images of p1 and p2, seen through the block, appear in  line. (the plane mirror along side ab of the block reflects the light.)   the positions of p3 and p4 are marked on fig. 4.1.   (i) on line ef, mark with neat crosses (x) suitable positions for the pins p1 and p2.    (ii) continue the line ef so that it crosses cd and extends as far as side ab.    (iii) draw a line joining the positions of p4 and p3. continue the line so that it crosses  cd and extends as far as side ab. label the point g where this line crosses the line from p 1 and p2. [4]   (iv) measure the acute angle \u03b8 between the lines meeting at g.  \u03b8 =  ..    (v) calculate the difference ( \u03b8 \u2013 2i ).  ( \u03b8 \u2013 2i ) =  . [2]  (b) the student repeats the procedure using an angle of incidence i = 30\u00b0 and records the value of  \u03b8 as 62\u00b0.   (i) calculate the difference ( \u03b8 \u2013 2i).  ( \u03b8 \u2013 2i ) =  ..    (ii) theory suggests that \u03b8 = 2i . state whether the results support the theory and justify  your answer by reference to the results. statement  .justification  ... .. [3]  (c) to place the pins as accurately as possible, the student views the bases of the pins.  explain briefly why viewing the bases of the pins, rather than the tops of the pins, improves the accuracy of the experiment.  .. .. ..[1]  [total: 10]",
+            "10": "10 0625/61/o/n/10 \u00a9 ucles 2010for examiner\u2019s use5 the igcse class is investigating the time taken for ice cubes to melt when placed in water.  each student is able to use   glass beakers,   a thermometer,   a stopclock,   a measuring cylinder,   an electronic balance,   a supply of ice cubes of different sizes,   a supply of cold water,   a stirrer,   a method of heating the water  and any other common laboratory apparatus that may be useful.  a student decides to investigate the effect of the mass of ice cubes on the time they take to  melt in water.   (a) suggest three possible variables that should be kept constant in this investigation. 1.  ..2.  ..3.  ..[3]  (b) in the table below, write the names of three items of apparatus that are necessary in  order to take readings in this investigation. in the second column of the table write the quantity that the item measures. item of apparatus quantity measured  [3]  [total: 6]",
+            "11": "11 0625/61/o/n/10 \u00a9 ucles 2010blank page",
+            "12": "12 0625/61/o/n/10 \u00a9 ucles 2010blank page permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the publisher will be pleased to make amends at the earliest possible opportunity. 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."
+        },
+        "0625_w10_qp_62.pdf": {
+            "1": "this document consists of 10 printed pages and 2 blank pages. dc (leo/dj) 25088/4 \u00a9 ucles 2010 [turn overuniversity of cambridge international examinations international general certificate of secondary education read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen.y ou may use a pencil for any diagrams, graphs or rough working.do not use staples, paper clips, highlighters, glue or correction fluid.do not write in any barcodes. answer all questions.at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question. *1157465662*physics 0625/62 paper 6 alternative to practical october/november 2010  1 hour candidates answer on the question paper. no additional materials are required. for examiner\u2019s use 1 2345 total",
+            "2": "2 0625/62/o/n/10 \u00a9 ucles 2010for examiner\u2019s use1 an igcse student is determining the density of the material of a metre rule.  fig. 1.1 shows the balancing experiment used to determine the mass of the rule.     metre rule pivotload xab50.0  cm mark     fig. 1.1  (a) (i) on fig. 1.1, measure the distance a from the centre of the load x to the pivot.   a =  . cm   (ii) on fig. 1.1, measure the distance b from the pivot to the 50.0 cm mark on the rule.   b =  . cm  [1]  (b) the diagram is drawn one tenth of actual size.   (i) calculate the actual distance x from the centre of the load x to the pivot.   x =  . cm   (ii) calculate the actual distance y from the pivot to the 50.0 cm mark on the rule.   y =  . cm   (iii) calculate the mass m of the metre rule using the equation m = k x y   where k = 100 g.  m =  ..  [2]",
+            "3": "3 0625/62/o/n/10 \u00a9 ucles 2010 [turn overfor examiner\u2019s use (c) figs. 1.2 and 1.3 show part of the metre rule drawn actual size.     w     fig. 1.2     t     fig. 1.3   (i) take and record measurements from fig. 1.2 to determine the average width w of  the metre rule.  w =  . cm   (ii) take and record measurements from fig. 1.3 to determine the average thickness t  of the metre rule.  t =  . cm   (iii) calculate the volume v of the metre rule using the equation v = lwt where l is the length of the metre rule (100.0 cm).  v =  ..[3]   (iv) calculate the density  \u03c1 of the metre rule using the equation \u03c1 = m v.  \u03c1 =  ..[3]  (d) state the assumption that the student has made about the position of the centre of mass of the metre rule.  ..[1]  [total: 10]",
+            "4": "4 0625/62/o/n/10 \u00a9 ucles 2010for examiner\u2019s use2 the igcse class is investigating the rate of cooling and the rate of heating of a thermometer  bulb.  the set-up is shown in fig. 2.1 and fig. 2.2.  thermometer hot water       thermometer    fig. 2.1  fig. 2.2  a student places a thermometer in a beaker of hot water. when the reading on the thermometer is steady, she records the temperature reading  \u03b8 in table 2.1 at time t = 0.   she immediately removes the thermometer from the water and starts a stopclock. as the thermometer cools, she records the thermometer reading every 30 s, as shown in table 2.1.  at time t = 210 s, she records the thermometer reading and immediately puts the thermometer  back in the hot water. as the thermometer heats up, she records the time and thermometer reading every 30 s for 180 s, as shown in table 2.2. table 2.1 table 2.2 t / \u03b8 / t / \u03b8 / 0 82 210 50 30 74 240 66 60 66 270 75 90 63 300 77 120 57 330 78 150 55 360 78 180 52 390 78  (a) complete the column headings in both tables. [1]  (b) calculate the change in the thermometer reading \u03b8c in the first 90 s whilst the  thermometer cools.  \u03b8c =  ..[1]",
+            "5": "5 0625/62/o/n/10 \u00a9 ucles 2010 [turn overfor examiner\u2019s use (c) suggest a conclusion about the initial rate of cooling of the thermometer bulb compared  with the initial rate of heating. justify your conclusion by reference to tables 2.1 and 2.2. conclusion  justification  ... ..[2]  (d) when repeating this experiment in order to check the results, it is important to control  the conditions. suggest two such conditions that should be controlled. 1.  ..2.  ..[2]  [total: 6]",
+            "6": "6 0625/62/o/n/10 \u00a9 ucles 2010for examiner\u2019s use3 the igcse class is investigating the potential difference across a resistor.  fig. 3.1 shows the circuit used.     power supply x ab v     fig. 3.1  the circuit contains a resistor x. there is a gap in the circuit between points a and b that is  used for adding extra resistors to the circuit.   (a) a student connects points a and b together, switches on and measures the potential difference v 0 across resistor x. fig. 3.2 shows the voltmeter scale.      01234567 8 9 10 v     fig. 3.2   write down the value of potential difference v0 shown on fig. 3.2.  v0 =  . [1]",
+            "7": "7 0625/62/o/n/10 \u00a9 ucles 2010 [turn overfor examiner\u2019s use (b) the student does not change the position of the voltmeter in the circuit. she connects a  3.3 \u03c9 resistor between points a and b and records in table 3.1 the resistance r of the  resistor. she switches on and records the potential difference v across the resistor x.    she repeats the procedure with each of two other resistors and finally with the 3.3 \u03c9 and  6.8 \u03c9 resistors connected in series with each other.    (i) complete the column headings in the table.     table 3.1 r / v / 3.3 1.42 4.7 1.29 6.8 1.14 0.95   (ii) in the space provided in table 3.1, write the combined resistance of the 3.3 \u03c9 and  6.8 \u03c9 resistors connected in series with each other. [2]  (c) plot the graph of v / v (y-axis) against r / \u03c9 (x-axis). begin both axes at 0.       [5]  (d) use the graph to estimate the value of the potential difference v when r = 0 \u03c9. show  clearly on the graph how you obtained your result.  v =  ..[2]  [total: 10]",
+            "8": "8 0625/62/o/n/10 \u00a9 ucles 2010for examiner\u2019s use4 an igcse student carries out a lens experiment to investigate the magnification of an image.    the apparatus is shown in fig. 4.1.    illuminated objectlens screenv u     fig. 4.1  the object is a rectangular hole in a piece of card. there is a thin wire across the hole.  fig. 4.2 shows the rectangular hole and the wire.     2.0 cm1.5 cmwire     fig. 4.2  the student sets the distance u at 32.0 cm and moves the screen to obtain a sharply focused image. the image distance v is 58.9 cm.  (a) (i) calculate the magnification m using the equation m = v /u.  m =  ..[2]   (ii) draw a diagram of the image, actual size, for a magnification m = 2.0.   [3]",
+            "9": "9 0625/62/o/n/10 \u00a9 ucles 2010 [turn overfor examiner\u2019s use (b) the object distance u is the distance from the object to the centre of the lens.   explain briefly how you would position a metre rule to obtain an accurate value for u.   y ou may draw a diagram.  ..  .. ..[1]  (c) suggest two precautions that you would take in this experiment in order to obtain reliable  readings. 1.  ..2.  ..[2]  [total: 8]",
+            "10": "10 0625/62/o/n/10 \u00a9 ucles 2010for examiner\u2019s use5 the igcse class is investigating the rate at which salt dissolves in water.  each student is able to use   glass beakers,   a thermometer,   a stopclock,   a measuring cylinder,   an electronic balance,   a supply of salt,   a supply of cold water,   a stirrer,   a method of heating the water  and any other common laboratory apparatus that may be useful.  a student decides to investigate the effect of temperature on the rate at which salt dissolves  in water by observing the time taken for small amounts of salt to dissolve in water at different temperatures.  (a) suggest three possible variables that should be kept constant in this investigation. 1.  ..2.  ..3.  ..[3]  (b) in the table below, write the names of three items of apparatus that are necessary in  order to take the readings in this investigation. in the second column of the table write the quantity that the item measures. item of apparatus quantity measured  [3]  [total: 6]",
+            "11": "11 0625/62/o/n/10 \u00a9 ucles 2010blank page",
+            "12": "12 0625/62/o/n/10 \u00a9 ucles 2010blank page permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the publisher will be pleased to make amends at the earliest possible opportunity. 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."
+        },
+        "0625_w10_qp_63.pdf": {
+            "1": "this document consists of 11 printed pages and 1 blank page. dc (leo/dj) 25090/5 \u00a9 ucles 2010 [turn overuniversity of cambridge international examinations international general certificate of secondary education read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen.y ou may use a pencil for any diagrams, graphs or rough working.do not use staples, paper clips, highlighters, glue or correction fluid.do not write in any barcodes. answer all questions.at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question. * 1 7 7 5 7 5 9 4 0 8 * physics 0625/63 paper 6 alternative to practical october/november 2010  1 hour candidates answer on the question paper. no additional materials are required. for examiner\u2019s use 1 2345 total",
+            "2": "2 0625/63/o/n/10 \u00a9 ucles 2010for examiner\u2019s use1 the igcse class is studying the acceleration of a toy car that is pulled along a track by a  force f.  the arrangement is shown in fig. 1.1.     f     fig. 1.1  a student uses a force f of 0.5 n to pull a toy car along a track and electronically measures  the acceleration a. he records the results in a table. he repeats the procedure using a range  of different forces up to 2.5 n. the readings are shown in table 1.1.     table 1.1 f na m /s2 0.5 0.35 1.0 0.72 1.5 1.02 2.0 1.44 2.5 1.74  (a) plot a graph of f n (y-axis) against a m /s2 (x-axis).        [5]",
+            "3": "3 0625/63/o/n/10 \u00a9 ucles 2010 [turn overfor examiner\u2019s use (b) theory suggests that the acceleration is directly proportional to the force applied to the  toy car. state whether the results support this suggestion and justify your statement by reference to the graph. statement  .justification  ..[2]  (c) the gradient of the graph is equal to the mass of the toy car. from the graph, determine  the mass m of the toy car. show clearly how you obtained the necessary information.  m =  . [3]  [total: 10]",
+            "4": "4 0625/63/o/n/10 \u00a9 ucles 2010for examiner\u2019s use2 the igcse class is investigating the rate of cooling of water under different conditions.  fig. 2.1 shows the apparatus.     thermometer watersmall beakerlid     fig. 2.1  (a) fig. 2.2 shows a thermometer at room temperature \u03b8r . record room temperature \u03b8r .  \u2013100 10 20 30 40 50 60 70 80 90 100 110 \u00b0c     fig. 2.2 \t\u03b8r =  . [1]",
+            "5": "5 0625/63/o/n/10 \u00a9 ucles 2010 [turn overfor examiner\u2019s use (b) a student pours approximately 75 cm3 of hot water into the small beaker. when the  temperature shown on the thermometer stops rising, he records the temperature \u03b8 in  table 2.1 at time t = 0 s and immediately starts a stopclock. he records the temperature  of the water at 30 s intervals. he then proceeds as follows:  \t \u2022\t he\tempties\tthe\twater\tfrom\tthe\tbeaker;  \t \u2022\t he\tplaces\tthe\tempty\tbeaker\tinto\ta\tlarger\tbeaker;  \t \u2022\t he\tpours\tfresh\thot\twater\tinto\tthe\tsmall\tbeaker;  \t \u2022\t he\ttakes\ta\tnew\tset\tof\treadings,\trecording\tthem\tin\ttable\t2.2. table 2.1 table 2.2 t / \u03b8\t/ t / \u03b8\t/ 0 79 0 80 30 79 30 80 60 79 60 79 90 78 90 78 120 77 120 77 150 75 150 75 180 75 180 74   (i) complete the column headings in both tables.   (ii) state whether the rate of cooling of the water is significantly faster or slower or about  the same under the conditions used in table 2.1 compared with the conditions in table 2.2. justify your answer by reference to the readings. statement  .justification  ... ..[3]  (c) in order to make this experiment a fair test it is important to control the conditions.   suggest two such conditions that should be controlled. 1.  ..2.  ..[2]  [total: 6]",
+            "6": "6 0625/63/o/n/10 \u00a9 ucles 2010for examiner\u2019s use3 the igcse class is investigating resistance in an electrical circuit.  part of the circuit is shown in fig. 3.1.     apower source y r     fig. 3.1  (a) (i) complete the circuit diagram by drawing in the symbol for a voltmeter connected  across the resistor r. [2]   (ii) name the component labelled y.   ...  [1]  (b) the first reading on the voltmeter is 2.2 v. on the voltmeter face shown in fig. 3.2, show the position of the pointer giving the reading 2.2 v.     01234567 8 9 10 v     fig. 3.2  [1]",
+            "7": "7 0625/63/o/n/10 \u00a9 ucles 2010 [turn overfor examiner\u2019s use (c) a student takes readings of the potential difference v across the resistor r and the  current i in it. the readings are shown in table 3.1.     table 3.1 v / i / r / 2.2 0.36 4.1 0.68 6.0 0.98 7.9 1.28 9.8 1.61   (i) calculate the resistance r of the resistor for each set of v and i readings and write    the values in the table. use the equation r = v i. [2]   (ii) complete the column headings in the table.  [1]   (iii) a student suggests that the resistance r should be constant. state whether the  results in the table support this suggestion and justify your answer by reference to  the results. statement  .justification  ... ..  [2]  [total: 9]",
+            "8": "8 0625/63/o/n/10 \u00a9 ucles 2010for examiner\u2019s use4 the igcse class is investigating shadows formed on a screen.  fig. 4.1 shows the apparatus.   screenlight source object card ax asupport     fig. 4.1  the lamp is behind a piece of card. the card has a circular hole which, in this experiment, is  referred to as the light source.  (a) on fig. 4.1, measure the distance a between the light source and the screen.  a =   cm [1]  (b) the diagram is drawn one third of actual size. calculate the actual distance y between  the light source and the screen.  y =   cm [1]",
+            "9": "9 0625/63/o/n/10 \u00a9 ucles 2010 [turn overfor examiner\u2019s use (c) a student places a circular object card a in a holder between the light source and the  screen. fig. 4.2 shows the card and holder.     acircular piece of card labelled a thin stick holder     fig. 4.2   fig. 4.3 shows the object card drawn actual size.     a     fig. 4.3   take and record measurements from fig. 4.3 to determine the average diameter d of  the object card.  d =   cm [2] ",
+            "10": "10 0625/63/o/n/10 \u00a9 ucles 2010for examiner\u2019s use (d) the student places the object card at different distances x from the screen, as shown in  fig. 4.1. he switches on the light source and measures the diameter s of the shadow of  the object card formed on the screen. the readings are shown in table 4.1.     table 4.1 x /cm s /cm s 2/cm2 2.0 2.2 4.0 2.4 6.0 2.6 8.0 2.8 10.0 3.1   (i) calculate the values of s 2 and enter them in the table. [2]   (ii) a student suggests that the value of s 2 when x = 10.0 cm should be twice the  value of s 2 when x = 2.0 cm. state whether the experimental results support this  suggestion and justify your statement by reference to the results. statement  .justification  ... ..  [2]  (e) state two precautions you would take in order to obtain reliable measurements when  carrying out this experiment. 1.  ..2.  ..[2]  [total: 10]",
+            "11": "11 0625/63/o/n/10 \u00a9 ucles 2010for examiner\u2019s use5 the igcse class is investigating the stretching of springs.  each student is able to use a selection of different springs, a set of slotted masses to hang  on the end of a spring, a metre rule, and any other common laboratory apparatus that may be useful.  a student decides to investigate the effect of the type of metal from which the spring is made on the extension produced by loading the spring.  (a) suggest three possible variables that should be kept constant in this investigation. (do not include variables that are likely to have very little effect on the length of a spring in this context.) 1.  ..2.  ..3.  ..[3]  (b) in the investigation, the original length l 0 of a spring is measured and then the new  length l when a load is attached. fig. 5.1 shows an unloaded spring and the same   spring with a load attached. on fig. 5.1, show clearly the original length l0 and the new  length l.     support support     fig. 5.1  [1]  (c) it is not possible to position a metre rule immediately next to the spring. describe briefly  how you would overcome this problem when measuring the length l. y ou may draw a  diagram.  ..  ..[1]  [total: 5]",
+            "12": "12 0625/63/o/n/10 \u00a9 ucles 2010blank page permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the  publisher will be pleased to make amends at the earliest possible opportunity. 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."
+        }
+    },
+    "2011": {
+        "0625_s11_qp_11.pdf": {
+            "1": "    this document consists of 19 printed pages and 1 blank page.  ib11 06_0625_11/4rp  \u00a9 ucles 2011  [turn over      *3129497903* university of cambridge international examinations  international general certificate of secondary education       physics 0625/11     paper 1  multiple choice  may/june 2011     45 minutes    additional materials: multiple choice answer sheet   soft clean eraser   soft pencil (type b or hb recommended)       read these instructions first    write in soft pencil.  do not use staples, paper clips, highlighters, glue or correction fluid. write your name, centre number and candidate number on the answer sheet in the spaces provided  unless this has been done for you.   there are forty  questions on this paper. answer all questions. for each question there are four possible  answers a, b, c and d.   choose the one you consider correct and record your choice in soft pencil on the separate answer sheet.   read the instructions on the answer sheet very carefully.    each correct answer will score one mark. a mark will not be deducted for a wrong answer. any rough working should be done in this booklet.     ",
+            "2": "2  \u00a9 ucles 2011 0625/11/m/j/11  1 the diagram shows an enlarged drawing of the end of a metre rule. it is being used to measure  the length of a small feather.    1mm cm 2 310 20 30     what is the length of the feather?  a 19  mm b 29  mm c 19  cm d 29  cm     2 an object moves initially with constant speed and then with constant acceleration.    which graph shows this motion?    0 0 0 00000speed speed speed time timetimea b c dtime speed     ",
+            "3": "3  \u00a9 ucles 2011 0625/11/m/j/11 [turn over  3 a tennis player hits a ball hard and 0.40  s later hears the echo from a wall.        the speed of sound in air is 330  m / s.    how far away is the player from the wall?  a 66  m b 132  m c 264  m d 825  m     4 which statement about mass and weight is correct?  a mass and weight are both forces.  b neither mass nor weight is a force. c only mass is a force.  d only weight is a force.     ",
+            "4": "4  \u00a9 ucles 2011 0625/11/m/j/11  5 the diagram shows a balance being used to find the weight of a baby. the weight of the basket  can be ignored.    at equilibrium, the pivot is nearer to the weight w than to the baby.    w pivot baby basketcentre of mass of beam     what is the weight of the baby?  a less than w  b more than w  c w  d impossible to tell     6 a cube of side 2.0  cm is placed on a balance.    2.0  cm balance 7.2  g     what is the density of the cube?  a 0.90  g / cm3 b 1.2  g / cm3 c 1.8  g / cm3 d 3.6  g / cm3    ",
+            "5": "5  \u00a9 ucles 2011 0625/11/m/j/11 [turn over  7 objects with different masses are hung on a spring. the diagram shows how much the spring  stretches.    100  g m10  cm 20  cm 30  cm     the extension of the spring is directly proportional to the mass hung on it.    what is the mass of object m?  a 110  g b 150  g c 200  g d 300  g     8 which row gives an example of the stated form of energy?    form of energy example  a gravitational the energy due to the movement of a train along a level track  b internal the energy due to the flow of cathode rays in a cathode-ray tube  c   kinetic   the energy due to the position of a swimmer standing on a  high diving board  d strain the energy due to the compression of springs in a car seat      9 which energy resource is used to generate electricity by first boiling water?  a hydroelectric  b nuclear fission c tides d waves     ",
+            "6": "6  \u00a9 ucles 2011 0625/11/m/j/11  10 two farmers use an electrically powered elevator to lift bales of hay. all the bales of hay have the  same mass.    bale of hay     as sunset approaches, they increase the speed of the  motor so that more bales are lifted up in a  given time.    how does this affect the work done in lifting each bale and the useful output power of the motor?     work done in  lifting each bale useful output power  of the motor  a increases decreases  b increases increases  c no change decreases  d no change increases     ",
+            "7": "7  \u00a9 ucles 2011 0625/11/m/j/11 [turn over  11 a brick with flat, rectangular sides rests on a table.    brick  table      the brick is now turned so that it rests on the table on its smallest face.        how has this affected the force and the pressure exerted by the brick on the table?     force pressure  a increased increased  b increased unchanged  c unchanged increased  d unchanged unchanged     ",
+            "8": "8  \u00a9 ucles 2011 0625/11/m/j/11  12 the diagram shows two mercury barometers.    barometer 1 is measuring atmospheric pressure on day 1.    barometer 2 is measuring atmospheric pressure on day 2.    barometer 1, da y 1 point x barometer 2, da y 2 point ymercury     which statement is true?  a the atmospheric pressure on day 1 is less than the atmospheric pressure on day 2.  b the atmospheric pressure on day 1 is the same as the atmospheric pressure on day 2. c the pressure at point x is less than the pressure at point y. d the pressure at point x is the same as the pressure at point y.      13 a sealed gas cylinder is left outside on a hot, sunny day.    what happens to the average speed of the molecules and to the pressure of the gas in the  cylinder as the temperature rises?     average speed of  the gas molecules gas pressure  a falls falls  b falls rises  c rises falls  d rises rises     ",
+            "9": "9  \u00a9 ucles 2011 0625/11/m/j/11 [turn over  14 when a liquid evaporates, some molecules escape from it and its temperature changes.    from where do the molecules escape and what is t he effect on the temperature of the liquid?     molecules escape from temperature of liquid  a all parts of the liquid decreases  b all parts of the liquid increases  c only the liquid surface decreases  d only the liquid surface increases     15 the diagram shows a thermometer calibrated in degrees celsius.    110  100  90 80 70 60 50 40 30 20 10  0  \u201310 \u00b0c     what are the values of the lower fixed point and of the upper fixed point on the celsius scale?     lower fixed  point  / \u00b0c upper fixed  point  / \u00b0c  a \u201310 110  b 0 20  c 0 100  d 20 100      16 an ice cube at a temperature of 0  \u00b0c is put into a drink at a temperature of 10  \u00b0c.    after a short time, some of the ice has melted and the drink has cooled to a temperature of 8  \u00b0c.    what is the temperature of the remaining ice?  a 0  \u00b0c b 2  \u00b0c c 4  \u00b0c d 8  \u00b0c     ",
+            "10": "10  \u00a9 ucles 2011 0625/11/m/j/11  17 an experiment is set up to find out which metal is the best conductor of heat.     balls are stuck with wax to rods made from different metals, as shown in diagram 1.    the rods are heated at one end. some of the balls fall off, leaving some as shown in diagram 2.    which labelled metal is the best conductor of heat?    before heating after heatingheated end heated enddiagram 1 diagram 2 abcd      18 food is kept in a cool-box which uses two ice packs to keep it cool.    where should the ice packs be placed to keep all the food as cool as possible?  a both at the bottom of the box  b both at the top of the box  c one at the front and one at the back of the box  d one on the left and one on the right of the box      19 water waves can be used to show reflection, refraction and diffraction.    for each of these, which row shows whether or not the speed of the water waves changes?     reflection refraction diffraction  a no no yes  b no yes no  c yes no no  d yes yes yes    ",
+            "11": "11  \u00a9 ucles 2011 0625/11/m/j/11 [turn over  20 a vertical stick is dipped up and down in water at p.     in two seconds, three wave crests are produced on the surface of the water.    p  xy wave  crests      which statement is correct?  a distance x is the amplitude of the waves.  b distance y is the wavelength of the waves.  c each circle represents a wavefront.  d the frequency of the waves is 3  hz.     21 the diagram shows the dispersion of white light by a glass prism.    red light violet light glass prismwhite light     why does dispersion occur when white light enters the glass?  a the frequency of red light decreases more than that of violet light.  b the frequency of violet light decreases more than that of red light.  c the speed of red light decreases more than that of violet light.  d the speed of violet light decreases more than that of red light.     ",
+            "12": "12  \u00a9 ucles 2011 0625/11/m/j/11  22 a thin converging lens is used to produce, on a screen, a focused image of a candle.    candlelensscreen image     various focused images are produced on the screen by moving the lens and the screen  backwards and forwards.    which statement is always  correct?  a the image is at the principal focus (focal point) of the lens.  b the image is bigger than the object.  c the image is closer to the lens than the object is.  d the image is inverted.      23 sound travels by wave motion.    which property of waves causes echoes?  a diffraction  b dispersion c reflection  d refraction     24 a student listens to a machine that makes sound s of different frequencies. he can only hear one  of the sounds.    which frequency of sound is the student able to hear?  a 2  hz b 10  hz c 2  khz d 30  khz     ",
+            "13": "13  \u00a9 ucles 2011 0625/11/m/j/11 [turn over  25 which test could be used to find which end of a magnet is the north pole?  a putting it near a compass needle  b putting it near a ferrous metal  c putting it near a non-ferrous metal  d putting it near a steel spoon      26 in two separate experiments, a magnet is brought near to an unmagnetised iron bar. this causes  the bar to become magnetised.    n s magnet x iron bar  n s magnet y iron barexperiment 1  experiment 2      which magnetic poles are induced at x and at y?     pole induced at x pole induced at y  a n n  b n s  c s n  d s s      27 an ammeter and an 18  \u03c9 resistor are connected in series with a battery. the reading on the  ammeter is 0.50  a. the resistance of the battery and the ammeter can be ignored.    18  \u03c9a     what is the electromotive force (e.m.f.) of the battery?  a 9.0  n b 9.0  v c 36  n d 36  v     ",
+            "14": "14  \u00a9 ucles 2011 0625/11/m/j/11  28 a polythene rod repels an inflated balloon hanging from a nylon thread.    what charges must the rod and the balloon carry?  a the rod and the balloon carry opposite charges.  b the rod and the balloon carry like charges.  c the rod is charged but the balloon is not.  d the balloon is charged but the rod is not.     29 which circuit includes a capacitor and what does the capacitor do in this circuit?     circuit what the  capacitor does  a potential divider stores current  b potential divider stores energy  c time delay stores current  d time delay stores energy      30 a student sets up the circuit shown. the switch is open (off).    x  y z     which lamps are on and which lamps are off?     lamp x lamp y lamp z  a off off off  b on off off  c on off on  d on on on     ",
+            "15": "15  \u00a9 ucles 2011 0625/11/m/j/11 [turn over  31 the diagram shows a thermistor in a potential divider. a voltmeter is connected across the  thermistor.    v     the graph shows how the resistance of the thermistor changes with temperature.    temperature resistance      as the thermistor becomes warmer, what happens to its resistance and what happens to the  reading on the voltmeter?     resistance voltmeter reading  a decreases decreases  b decreases increases  c increases decreases  d increases increases     ",
+            "16": "16  \u00a9 ucles 2011 0625/11/m/j/11  32 in this circuit, a component at x automatically protects the wiring from overheating if there is a  fault.    electrical supply x     which components are suitable to use at x?  a a circuit-breaker, a fuse or a switch  b only a circuit-breaker or a fuse c only a circuit-breaker or a switch d only a fuse      33 which graph shows how the output voltage varies with time for a simple a.c. generator?    0voltagea 0voltageb 0voltagec 0voltagedtime timetime time      ",
+            "17": "17  \u00a9 ucles 2011 0625/11/m/j/11 [turn over  34 a magnet is suspended from a spring so that it can move freely inside a coil. the coil is  connected to a sensitive centre-zero ammeter.    n sspring centre-zero ammetermoving magnet stationary coil    what does the ammeter show when the magnet repeatedly moves slowly up and down?  a a reading constantly changing from left to right and right to left  b a steady reading to the left c a steady reading to the right  d a steady reading of zero     35 the diagram shows a simple step-down transformer used to decrease a voltage.    which part is the primary coil?    a  b c d      ",
+            "18": "18  \u00a9 ucles 2011 0625/11/m/j/11  36 the diagram shows a cathode-ray tube.    power supply xyvacuum screen     what are the correct labels for x and for y?     x y  a negative anode positive cathode  b negative cathode positive anode  c positive anode negative cathode  d positive cathode negative anode     37 a beam of cathode rays passes between two parallel metal plates connected to a high-voltage  d.c. power supply.    which path does the beam follow?    +++ cathode  rays  a b c  d+++       38 which row shows the relative ionising effects and penetrating abilities of \u03b1-particles and   \u03b2-particles?     ionising effect penetrating ability  a \u03b1 greater than \u03b2 \u03b1 greater than \u03b2  b \u03b1 greater than \u03b2 \u03b1 less than \u03b2  c \u03b1 less than \u03b2 \u03b1 greater than \u03b2  d \u03b1 less than \u03b2 \u03b1 less than \u03b2 ",
+            "19": "19  \u00a9 ucles 2011 0625/11/m/j/11  39 a powder contains 400  mg of a radioactive material that emits \u03b1-particles.    the half-life of the material is 5 days.    what mass of that material remains after 10 days?  a 0  mg b 40  mg c 100  mg d 200  mg      40 an atom of the element lithium has a nucleon number of 7 and a proton number of 3.    which diagram represents a neutral atom of lithium?    n n++ + \u2013\u2013a n+++ \u2013 \u2013\u2013b nn nn++ +nn nn++ + \u2013 \u2013\u2013cn + \u2013 \u2013\u2013\u2013 \u2013 \u2013 \u2013 \u2013d= a neutron = a proton= an electronkey (not to scale)      ",
+            "20": "20      permission to reproduce items where third -party owned material protected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to t race 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 t he 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.    \u00a9 ucles 2011 0625/11/m/j/11  blank page     "
+        },
+        "0625_s11_qp_12.pdf": {
+            "1": "    this document consists of 19 printed pages and 1 blank page.  ib11 06_0625_12/fp  \u00a9 ucles 2011  [turn over      *4602902077* university of cambridge international examinations  international general certificate of secondary education       physics 0625/12     paper 1  multiple choice  may/june 2011     45 minutes    additional materials: multiple choice answer sheet   soft clean eraser   soft pencil (type b or hb recommended)       read these instructions first    write in soft pencil.  do not use staples, paper clips, highlighters, glue or correction fluid. write your name, centre number and candidate number on the answer sheet in the spaces provided  unless this has been done for you.   there are forty  questions on this paper. answer all questions. for each question there are four possible  answers a, b, c and d.   choose the one you consider correct and record your choice in soft pencil on the separate answer sheet.   read the instructions on the answer sheet very carefully.    each correct answer will score one mark. a mark will not be deducted for a wrong answer. any rough working should be done in this booklet.     ",
+            "2": "2  \u00a9 ucles 2011 0625/12/m/j/11  1 a tennis player hits a ball hard and 0.40  s later hears the echo from a wall.        the speed of sound in air is 330  m / s.    how far away is the player from the wall?  a 66  m b 132  m c 264  m d 825  m     2 the diagram shows an enlarged drawing of the end of a metre rule. it is being used to measure  the length of a small feather.    1mm cm 2 310 20 30     what is the length of the feather?  a 19  mm b 29  mm c 19  cm d 29  cm     ",
+            "3": "3  \u00a9 ucles 2011 0625/12/m/j/11 [turn over  3 water waves can be used to show reflection, refraction and diffraction.    for each of these, which row shows whether or not the speed of the water waves changes?     reflection refraction diffraction  a no no yes  b no yes no  c yes no no  d yes yes yes    4 the diagram shows a balance being used to find the weight of a baby. the weight of the basket  can be ignored.    at equilibrium, the pivot is nearer to the weight w than to the baby.    w pivot baby basketcentre of mass of beam     what is the weight of the baby?  a less than w  b more than w  c w  d impossible to tell     5 which statement about mass and weight is correct?  a mass and weight are both forces.  b neither mass nor weight is a force. c only mass is a force.  d only weight is a force.     ",
+            "4": "4  \u00a9 ucles 2011 0625/12/m/j/11  6 an object moves initially with constant speed and then with constant acceleration.    which graph shows this motion?    0 0 0 00000speed speed speed time timetimea b c dtime speed       7 a cube of side 2.0  cm is placed on a balance.    2.0  cm balance 7.2  g     what is the density of the cube?  a 0.90  g / cm3 b 1.2  g / cm3 c 1.8  g / cm3 d 3.6  g / cm3      8 an ice cube at a temperature of 0  \u00b0c is put into a drink at a temperature of 10  \u00b0c.    after a short time, some of the ice has melted and the drink has cooled to a temperature of 8  \u00b0c.    what is the temperature of the remaining ice?  a 0  \u00b0c b 2  \u00b0c c 4  \u00b0c d 8  \u00b0c     ",
+            "5": "5  \u00a9 ucles 2011 0625/12/m/j/11 [turn over  9 the diagram shows a thermometer calibrated in degrees celsius.    110  100  90 80 70 60 50 40 30 20 10  0  \u201310 \u00b0c     what are the values of the lower fixed point and of the upper fixed point on the celsius scale?     lower fixed  point  / \u00b0c upper fixed  point  / \u00b0c  a \u201310 110  b 0 20  c 0 100  d 20 100      10 an experiment is set up to find out which metal is the best conductor of heat.     balls are stuck with wax to rods made from different metals, as shown in diagram 1.    the rods are heated at one end. some of the balls fall off, leaving some as shown in diagram 2.    which labelled metal is the best conductor of heat?    before heating after heatingheated end heated enddiagram 1 diagram 2 abcd      ",
+            "6": "6  \u00a9 ucles 2011 0625/12/m/j/11  11 objects with different masses are hung on a spring. the diagram shows how much the spring  stretches.    100  g m10  cm 20  cm 30  cm     the extension of the spring is directly proportional to the mass hung on it.    what is the mass of object m?  a 110  g b 150  g c 200  g d 300  g     12 when a liquid evaporates, some molecules escape from it and its temperature changes.    from where do the molecules escape and what is t he effect on the temperature of the liquid?     molecules escape from temperature of liquid  a all parts of the liquid decreases  b all parts of the liquid increases  c only the liquid surface decreases  d only the liquid surface increases    ",
+            "7": "7  \u00a9 ucles 2011 0625/12/m/j/11 [turn over  13 a sealed gas cylinder is left outside on a hot, sunny day.    what happens to the average speed of the molecules and to the pressure of the gas in the  cylinder as the temperature rises?     average speed of  the gas molecules gas pressure  a falls falls  b falls rises  c rises falls  d rises rises      14 the diagram shows two mercury barometers.    barometer 1 is measuring atmospheric pressure on day 1.    barometer 2 is measuring atmospheric pressure on day 2.    barometer 1, da y 1 point x barometer 2, da y 2 point ymercury     which statement is true?  a the atmospheric pressure on day 1 is less than the atmospheric pressure on day 2.  b the atmospheric pressure on day 1 is the same as the atmospheric pressure on day 2. c the pressure at point x is less than the pressure at point y.  d the pressure at point x is the same as the pressure at point y.     ",
+            "8": "8  \u00a9 ucles 2011 0625/12/m/j/11  15 which row gives an example of the stated form of energy?     form of energy example  a gravitational the energy due to the movement of a train along a level track  b internal the energy due to the flow of cathode rays in a cathode-ray tube  c   kinetic   the energy due to the position of a swimmer standing on a  high diving board  d strain the energy due to the compression of springs in a car seat     16 a brick with flat, rectangular sides rests on a table.    brick  table      the brick is now turned so that it rests on the table on its smallest face.        how has this affected the force and the pressure exerted by the brick on the table?     force pressure  a increased increased  b increased unchanged  c unchanged increased  d unchanged unchanged    ",
+            "9": "9  \u00a9 ucles 2011 0625/12/m/j/11 [turn over  17 two farmers use an electrically powered elevator to lift bales of hay. all the bales of hay have the  same mass.    bale of hay     as sunset approaches, they increase the speed of the motor so that more bales are lifted up in a  given time.    how does this affect the work done in lifting each bale and the useful output power of the motor?     work done in  lifting each bale useful output power  of the motor  a increases decreases  b increases increases  c no change decreases  d no change increases    18 which energy resource is used to generate electricity by first boiling water?  a hydroelectric  b nuclear fission  c tides  d waves     ",
+            "10": "10  \u00a9 ucles 2011 0625/12/m/j/11  19 a thin converging lens is used to produce, on a screen, a focused image of a candle.    candlelensscreen image     various focused images are produced on the screen by moving the lens and the screen  backwards and forwards.    which statement is always  correct?  a the image is at the principal focus (focal point) of the lens.  b the image is bigger than the object.  c the image is closer to the lens than the object is.  d the image is inverted.      20 food is kept in a cool-box which uses two ice packs to keep it cool.    where should the ice packs be placed to keep all the food as cool as possible?  a both at the bottom of the box  b both at the top of the box c one at the front and one at the back of the box  d one on the left and one on the right of the box     21 sound travels by wave motion.    which property of waves causes echoes?  a diffraction  b dispersion c reflection d refraction     ",
+            "11": "11  \u00a9 ucles 2011 0625/12/m/j/11 [turn over  22 a student listens to a machine that makes sounds of different frequencies. he can only hear one  of the sounds.    which frequency of sound is the student able to hear?  a 2  hz b 10  hz c 2  khz d 30  khz     23 the diagram shows the dispersion of white light by a glass prism.    red light violet light glass prismwhite light     why does dispersion occur when white light enters the glass?  a the frequency of red light decreases more than that of violet light.  b the frequency of violet light decreases more than that of red light.  c the speed of red light decreases more than that of violet light.  d the speed of violet light decreases more than that of red light.      24 a vertical stick is dipped up and down in water at p.     in two seconds, three wave crests are produced on the surface of the water.    p  xy wave  crests      which statement is correct?  a distance x is the amplitude of the waves.  b distance y is the wavelength of the waves.  c each circle represents a wavefront.  d the frequency of the waves is 3  hz.     ",
+            "12": "12  \u00a9 ucles 2011 0625/12/m/j/11  25 an ammeter and an 18  \u03c9 resistor are connected in series with a battery. the reading on the  ammeter is 0.50  a. the resistance of the battery and the ammeter can be ignored.    18  \u03c9a     what is the electromotive force (e.m.f.) of the battery?  a 9.0  n b 9.0  v c 36  n d 36  v     26 in two separate experiments, a magnet is brought near to an unmagnetised iron bar. this causes  the bar to become magnetised.    n s magnet x iron bar  n s magnet y iron barexperiment 1  experiment 2      which magnetic poles are induced at x and at y?     pole induced at x pole induced at y  a n n  b n s  c s n  d s s      27 which circuit includes a capacitor and what does the capacitor do in this circuit?     circuit what the  capacitor does  a potential divider stores current  b potential divider stores energy  c time delay stores current  d time delay stores energy     ",
+            "13": "13  \u00a9 ucles 2011 0625/12/m/j/11 [turn over  28 which test could be used to find which end of a magnet is the north pole?  a putting it near a compass needle  b putting it near a ferrous metal  c putting it near a non-ferrous metal  d putting it near a steel spoon      29 the diagram shows a thermistor in a potential divider. a voltmeter is connected across the  thermistor.    v     the graph shows how the resistance of the thermistor changes with temperature.    temperature resistance      as the thermistor becomes warmer, what happens to its resistance and what happens to the  reading on the voltmeter?     resistance voltmeter reading  a decreases decreases  b decreases increases  c increases decreases  d increases increases    ",
+            "14": "14  \u00a9 ucles 2011 0625/12/m/j/11  30 a polythene rod repels an inflated balloon hanging from a nylon thread.    what charges must the rod and the balloon carry?  a the rod and the balloon carry opposite charges.  b the rod and the balloon carry like charges.  c the rod is charged but the balloon is not.  d the balloon is charged but the rod is not.     31 a student sets up the circuit shown. the switch is open (off).    x  y z     which lamps are on and which lamps are off?     lamp x lamp y lamp z  a off off off  b on off off  c on off on  d on on on     ",
+            "15": "15  \u00a9 ucles 2011 0625/12/m/j/11 [turn over  32 a magnet is suspended from a spring so that it can move freely inside a coil. the coil is  connected to a sensitive centre-zero ammeter.    n sspring centre-zero ammetermoving magnet stationary coil    what does the ammeter show when the magnet repeatedly moves slowly up and down?  a a reading constantly changing from left to right and right to left  b a steady reading to the left c a steady reading to the right  d a steady reading of zero     33 which graph shows how the output voltage varies with time for a simple a.c. generator?    0voltagea 0voltageb 0voltagec 0voltagedtime timetime time      ",
+            "16": "16  \u00a9 ucles 2011 0625/12/m/j/11  34 the diagram shows a simple step-down transformer used to decrease a voltage.    which part is the primary coil?    a  b c d      35 in this circuit, a component at x automatically protects the wiring from overheating if there is a  fault.    electrical supply x     which components are suitable to use at x?  a a circuit-breaker, a fuse or a switch  b only a circuit-breaker or a fuse  c only a circuit-breaker or a switch  d only a fuse     ",
+            "17": "17  \u00a9 ucles 2011 0625/12/m/j/11 [turn over  36 an atom of the element lithium has a nucleon number of 7 and a proton number of 3.    which diagram represents a neutral atom of lithium?    n n++ + \u2013\u2013a n+++ \u2013 \u2013\u2013b nn nn++ +nn nn++ + \u2013 \u2013\u2013cn + \u2013 \u2013\u2013\u2013 \u2013 \u2013 \u2013 \u2013d= a neutron = a proton= an electronkey (not to scale)      ",
+            "18": "18  \u00a9 ucles 2011 0625/12/m/j/11  37 a powder contains 400  mg of a radioactive material that emits \u03b1-particles.    the half-life of the material is 5 days.    what mass of that material remains after 10 days?  a 0  mg b 40  mg c 100  mg d 200  mg      38 which row shows the relative ionising effects and penetrating abilities of \u03b1-particles and   \u03b2-particles?     ionising effect penetrating ability  a \u03b1 greater than \u03b2 \u03b1 greater than \u03b2  b \u03b1 greater than \u03b2 \u03b1 less than \u03b2  c \u03b1 less than \u03b2 \u03b1 greater than \u03b2  d \u03b1 less than \u03b2 \u03b1 less than \u03b2      39 a beam of cathode rays passes between two parallel metal plates connected to a high-voltage  d.c. power supply.    which path does the beam follow?    +++ cathode  rays  a b c  d+++      ",
+            "19": "19  \u00a9 ucles 2011 0625/12/m/j/11  40 the diagram shows a cathode-ray tube.    power supply xyvacuum screen     what are the correct labels for x and for y?     x y  a negative anode positive cathode  b negative cathode positive anode  c positive anode negative cathode  d positive cathode negative anode     ",
+            "20": "20      permission to reproduce items where thir d-party owned material protected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holder s, 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 t he cambridge assessment group. ca mbridge assessment is the brand name of university of  cambridge local examinations syndicate (ucles), which is itself a department of the university of cambridge.    \u00a9 ucles 2011 0625/12/m/j/11  blank page     "
+        },
+        "0625_s11_qp_13.pdf": {
+            "1": "    this document consists of 19 printed pages and 1 blank page.  ib11 06_0625_13/fp  \u00a9 ucles 2011  [turn over      *0061274039* university of cambridge international examinations  international general certificate of secondary education       physics 0625/13     paper 1  multiple choice  may/june 2011     45 minutes    additional materials: multiple choice answer sheet   soft clean eraser   soft pencil (type b or hb recommended)       read these instructions first    write in soft pencil.  do not use staples, paper clips, highlighters, glue or correction fluid. write your name, centre number and candidate number on the answer sheet in the spaces provided  unless this has been done for you.   there are forty  questions on this paper. answer all questions. for each question there are four possible  answers a, b, c and d.   choose the one you consider correct and record your choice in soft pencil on the separate answer sheet.   read the instructions on the answer sheet very carefully.    each correct answer will score one mark. a mark will not be deducted for a wrong answer. any rough working should be done in this booklet.     ",
+            "2": "2  \u00a9 ucles 2011 0625/13/m/j/11  1 a tennis player hits a ball hard and 0.40  s later hears the echo from a wall.        the speed of sound in air is 330  m / s.    how far away is the player from the wall?  a 66  m b 132  m c 264  m d 825  m     2 the diagram shows an enlarged drawing of the end of a metre rule. it is being used to measure  the length of a small feather.    1mm cm 2 310 20 30     what is the length of the feather?  a 19  mm b 29  mm c 19  cm d 29  cm     ",
+            "3": "3  \u00a9 ucles 2011 0625/13/m/j/11 [turn over  3 water waves can be used to show reflection, refraction and diffraction.    for each of these, which row shows whether or not the speed of the water waves changes?     reflection refraction diffraction  a no no yes  b no yes no  c yes no no  d yes yes yes    4 the diagram shows a balance being used to find the weight of a baby. the weight of the basket  can be ignored.    at equilibrium, the pivot is nearer to the weight w than to the baby.    w pivot baby basketcentre of mass of beam     what is the weight of the baby?  a less than w  b more than w  c w  d impossible to tell     5 which statement about mass and weight is correct?  a mass and weight are both forces.  b neither mass nor weight is a force. c only mass is a force.  d only weight is a force.     ",
+            "4": "4  \u00a9 ucles 2011 0625/13/m/j/11  6 an object moves initially with constant speed and then with constant acceleration.    which graph shows this motion?    0 0 0 00000speed speed speed time timetimea b c dtime speed       7 a cube of side 2.0  cm is placed on a balance.    2.0  cm balance 7.2  g     what is the density of the cube?  a 0.90  g / cm3 b 1.2  g / cm3 c 1.8  g / cm3 d 3.6  g / cm3      8 an ice cube at a temperature of 0  \u00b0c is put into a drink at a temperature of 10  \u00b0c.    after a short time, some of the ice has melted and the drink has cooled to a temperature of 8  \u00b0c.    what is the temperature of the remaining ice?  a 0  \u00b0c b 2  \u00b0c c 4  \u00b0c d 8  \u00b0c     ",
+            "5": "5  \u00a9 ucles 2011 0625/13/m/j/11 [turn over  9 the diagram shows a thermometer calibrated in degrees celsius.    110  100  90 80 70 60 50 40 30 20 10  0  \u201310 \u00b0c     what are the values of the lower fixed point and of the upper fixed point on the celsius scale?     lower fixed  point  / \u00b0c upper fixed  point  / \u00b0c  a \u201310 110  b 0 20  c 0 100  d 20 100      10 an experiment is set up to find out which metal is the best conductor of heat.     balls are stuck with wax to rods made from different metals, as shown in diagram 1.    the rods are heated at one end. some of the balls fall off, leaving some as shown in diagram 2.    which labelled metal is the best conductor of heat?    before heating after heatingheated end heated enddiagram 1 diagram 2 abcd      ",
+            "6": "6  \u00a9 ucles 2011 0625/13/m/j/11  11 objects with different masses are hung on a spring. the diagram shows how much the spring  stretches.    100  g m10  cm 20  cm 30  cm     the extension of the spring is directly proportional to the mass hung on it.    what is the mass of object m?  a 110  g b 150  g c 200  g d 300  g     12 when a liquid evaporates, some molecules escape from it and its temperature changes.    from where do the molecules escape and what is t he effect on the temperature of the liquid?     molecules escape from temperature of liquid  a all parts of the liquid decreases  b all parts of the liquid increases  c only the liquid surface decreases  d only the liquid surface increases    ",
+            "7": "7  \u00a9 ucles 2011 0625/13/m/j/11 [turn over  13 a sealed gas cylinder is left outside on a hot, sunny day.    what happens to the average speed of the molecules and to the pressure of the gas in the  cylinder as the temperature rises?     average speed of  the gas molecules gas pressure  a falls falls  b falls rises  c rises falls  d rises rises      14 the diagram shows two mercury barometers.    barometer 1 is measuring atmospheric pressure on day 1.    barometer 2 is measuring atmospheric pressure on day 2.    barometer 1, da y 1 point x barometer 2, da y 2 point ymercury     which statement is true?  a the atmospheric pressure on day 1 is less than the atmospheric pressure on day 2.  b the atmospheric pressure on day 1 is the same as the atmospheric pressure on day 2. c the pressure at point x is less than the pressure at point y.  d the pressure at point x is the same as the pressure at point y.     ",
+            "8": "8  \u00a9 ucles 2011 0625/13/m/j/11  15 which row gives an example of the stated form of energy?     form of energy example  a gravitational the energy due to the movement of a train along a level track  b internal the energy due to the flow of cathode rays in a cathode-ray tube  c   kinetic   the energy due to the position of a swimmer standing on a  high diving board  d strain the energy due to the compression of springs in a car seat     16 a brick with flat, rectangular sides rests on a table.    brick  table      the brick is now turned so that it rests on the table on its smallest face.        how has this affected the force and the pressure exerted by the brick on the table?     force pressure  a increased increased  b increased unchanged  c unchanged increased  d unchanged unchanged    ",
+            "9": "9  \u00a9 ucles 2011 0625/13/m/j/11 [turn over  17 two farmers use an electrically powered elevator to lift bales of hay. all the bales of hay have the  same mass.    bale of hay     as sunset approaches, they increase the speed of the motor so that more bales are lifted up in a  given time.    how does this affect the work done in lifting each bale and the useful output power of the motor?     work done in  lifting each bale useful output power  of the motor  a increases decreases  b increases increases  c no change decreases  d no change increases    18 which energy resource is used to generate electricity by first boiling water?  a hydroelectric  b nuclear fission  c tides  d waves     ",
+            "10": "10  \u00a9 ucles 2011 0625/13/m/j/11  19 a thin converging lens is used to produce, on a screen, a focused image of a candle.    candlelensscreen image     various focused images are produced on the screen by moving the lens and the screen  backwards and forwards.    which statement is always  correct?  a the image is at the principal focus (focal point) of the lens.  b the image is bigger than the object.  c the image is closer to the lens than the object is.  d the image is inverted.      20 food is kept in a cool-box which uses two ice packs to keep it cool.    where should the ice packs be placed to keep all the food as cool as possible?  a both at the bottom of the box  b both at the top of the box c one at the front and one at the back of the box  d one on the left and one on the right of the box     21 sound travels by wave motion.    which property of waves causes echoes?  a diffraction  b dispersion c reflection d refraction     ",
+            "11": "11  \u00a9 ucles 2011 0625/13/m/j/11 [turn over  22 a student listens to a machine that makes sounds of different frequencies. he can only hear one  of the sounds.    which frequency of sound is the student able to hear?  a 2  hz b 10  hz c 2  khz d 30  khz     23 the diagram shows the dispersion of white light by a glass prism.    red light violet light glass prismwhite light     why does dispersion occur when white light enters the glass?  a the frequency of red light decreases more than that of violet light.  b the frequency of violet light decreases more than that of red light.  c the speed of red light decreases more than that of violet light.  d the speed of violet light decreases more than that of red light.      24 a vertical stick is dipped up and down in water at p.     in two seconds, three wave crests are produced on the surface of the water.    p  xy wave  crests      which statement is correct?  a distance x is the amplitude of the waves.  b distance y is the wavelength of the waves.  c each circle represents a wavefront.  d the frequency of the waves is 3  hz.     ",
+            "12": "12  \u00a9 ucles 2011 0625/13/m/j/11  25 an ammeter and an 18  \u03c9 resistor are connected in series with a battery. the reading on the  ammeter is 0.50  a. the resistance of the battery and the ammeter can be ignored.    18  \u03c9a     what is the electromotive force (e.m.f.) of the battery?  a 9.0  n b 9.0  v c 36  n d 36  v     26 in two separate experiments, a magnet is brought near to an unmagnetised iron bar. this causes  the bar to become magnetised.    n s magnet x iron bar  n s magnet y iron barexperiment 1  experiment 2      which magnetic poles are induced at x and at y?     pole induced at x pole induced at y  a n n  b n s  c s n  d s s      27 which circuit includes a capacitor and what does the capacitor do in this circuit?     circuit what the  capacitor does  a potential divider stores current  b potential divider stores energy  c time delay stores current  d time delay stores energy     ",
+            "13": "13  \u00a9 ucles 2011 0625/13/m/j/11 [turn over  28 which test could be used to find which end of a magnet is the north pole?  a putting it near a compass needle  b putting it near a ferrous metal  c putting it near a non-ferrous metal  d putting it near a steel spoon      29 the diagram shows a thermistor in a potential divider. a voltmeter is connected across the  thermistor.    v     the graph shows how the resistance of the thermistor changes with temperature.    temperature resistance      as the thermistor becomes warmer, what happens to its resistance and what happens to the  reading on the voltmeter?     resistance voltmeter reading  a decreases decreases  b decreases increases  c increases decreases  d increases increases    ",
+            "14": "14  \u00a9 ucles 2011 0625/13/m/j/11  30 a polythene rod repels an inflated balloon hanging from a nylon thread.    what charges must the rod and the balloon carry?  a the rod and the balloon carry opposite charges.  b the rod and the balloon carry like charges.  c the rod is charged but the balloon is not.  d the balloon is charged but the rod is not.     31 a student sets up the circuit shown. the switch is open (off).    x  y z     which lamps are on and which lamps are off?     lamp x lamp y lamp z  a off off off  b on off off  c on off on  d on on on     ",
+            "15": "15  \u00a9 ucles 2011 0625/13/m/j/11 [turn over  32 a magnet is suspended from a spring so that it can move freely inside a coil. the coil is  connected to a sensitive centre-zero ammeter.    n sspring centre-zero ammetermoving magnet stationary coil    what does the ammeter show when the magnet repeatedly moves slowly up and down?  a a reading constantly changing from left to right and right to left  b a steady reading to the left c a steady reading to the right  d a steady reading of zero     33 which graph shows how the output voltage varies with time for a simple a.c. generator?    0voltagea 0voltageb 0voltagec 0voltagedtime timetime time      ",
+            "16": "16  \u00a9 ucles 2011 0625/13/m/j/11  34 the diagram shows a simple step-down transformer used to decrease a voltage.    which part is the primary coil?    a  b c d      35 in this circuit, a component at x automatically protects the wiring from overheating if there is a  fault.    electrical supply x     which components are suitable to use at x?  a a circuit-breaker, a fuse or a switch  b only a circuit-breaker or a fuse  c only a circuit-breaker or a switch  d only a fuse     ",
+            "17": "17  \u00a9 ucles 2011 0625/13/m/j/11 [turn over  36 an atom of the element lithium has a nucleon number of 7 and a proton number of 3.    which diagram represents a neutral atom of lithium?    n n++ + \u2013\u2013a n+++ \u2013 \u2013\u2013b nn nn++ +nn nn++ + \u2013 \u2013\u2013cn + \u2013 \u2013\u2013\u2013 \u2013 \u2013 \u2013 \u2013d= a neutron = a proton= an electronkey (not to scale)      ",
+            "18": "18  \u00a9 ucles 2011 0625/13/m/j/11  37 a powder contains 400  mg of a radioactive material that emits \u03b1-particles.    the half-life of the material is 5 days.    what mass of that material remains after 10 days?  a 0  mg b 40  mg c 100  mg d 200  mg      38 which row shows the relative ionising effects and penetrating abilities of \u03b1-particles and   \u03b2-particles?     ionising effect penetrating ability  a \u03b1 greater than \u03b2 \u03b1 greater than \u03b2  b \u03b1 greater than \u03b2 \u03b1 less than \u03b2  c \u03b1 less than \u03b2 \u03b1 greater than \u03b2  d \u03b1 less than \u03b2 \u03b1 less than \u03b2      39 a beam of cathode rays passes between two parallel metal plates connected to a high-voltage  d.c. power supply.    which path does the beam follow?    +++ cathode  rays  a b c  d+++      ",
+            "19": "19  \u00a9 ucles 2011 0625/13/m/j/11  40 the diagram shows a cathode-ray tube.    power supply xyvacuum screen     what are the correct labels for x and for y?     x y  a negative anode positive cathode  b negative cathode positive anode  c positive anode negative cathode  d positive cathode negative anode     ",
+            "20": "20      permission to reproduce items where thir d-party owned material protected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holder s, 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 t he cambridge assessment group. ca mbridge assessment is the brand name of university of  cambridge local examinations syndicate (ucles), which is itself a department of the university of cambridge.    \u00a9 ucles 2011 0625/13/m/j/11  blank page     "
+        },
+        "0625_s11_qp_21.pdf": {
+            "1": "this document consists of 19 printed pages and 1 blank page. dc (nh/dj) 28876/6 \u00a9 ucles 2011 [turn overuniversity of cambridge international examinations international general certificate of secondary education read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen.y ou may use a pencil for any diagrams, graphs or rough working.do not use staples, paper clips, highlighters, glue or correction fluid.do not write in any barcodes. answer all questions. y ou may lose marks if you do not show your working or if you do not use appropriate units.take the weight of 1 kg to be 10 n (i.e. acceleration of free fall = 10 m / s 2). at the end of the examination, fasten all your work securely together.the number of marks is given in brackets [ ] at the end of each question or part question. *6993431972* physics 0625/21 paper 2 core may/june 2011  1 hour 15 minutes candidates answer on the question paper. no additional materials are required.",
+            "2": "2 0625/21/m/j/11 \u00a9 ucles 20111 fig. 1.1 shows a measuring cylinder containing water.  fig. 1.2 shows the same measuring cylinder after stone a has been lowered into it on a fine  string. 44.2  cm3 water60.4  cm3 aa fig. 1.1                        fig. 1.2  (a) calculate the volume of stone a.  volume = .. cm3 [2]  (b) the mass of stone a is measured as 40.5 g.   calculate the density of the rock from which stone a was formed.  density = . [4]",
+            "3": "3 0625/21/m/j/11 \u00a9 ucles 2011 [turn over (c) stone b, from the same rock as stone a, has a larger volume.   stone a is removed from the water and replaced by stone b. the measurements are then  repeated.   which of the values in the experiment will be different when using stone b?   tick boxes alongside any of the quantities that will have changed. 60.4 cm3 40.5 g density  [2]  [total: 8]",
+            "4": "4 0625/21/m/j/11 \u00a9 ucles 20112 a fixed amount of dry gas is exerting a pressure on its container.  (a) in terms of molecules, explain what causes the pressure.  ... ... ... ...[3]  (b) one of the sketch graphs in fig. 2.1 shows how the pressure of the gas varies with volume  at constant temperature, and the other shows how the pressure varies with temperature at constant volume.   the pressure axis has been labelled in each case. pressure / pa 0pressure / pa 0 fig. 2.1   (i) on the appropriate graphs, label one horizontal axis \u201c volume / m3 \u201d and the other horizontal  axis \u201c temperature / \u00b0c \u201d.   (ii) on one of the graphs, mark, with the letter x, the pressure of the gas at the ice point.  [2]  [total: 5]",
+            "5": "5 0625/21/m/j/11 \u00a9 ucles 2011 [turn over3 electricity can be generated from either renewable or non-renewable energy sources.  (a) describe the difference between a renewable energy source and a non-renewable energy  source.  ...  ... ... ...[1]  (b) (i) name one renewable energy source. ...   (ii) suggest one reason why your choice in (b)(i) is not, so far, widely used for generating  electricity. ... ...[2]  (c) (i) name one non-renewable energy source. ...   (ii) suggest one reason why non-renewable sources have been widely used for generating  electricity up until the present time.  ... ...[2]  [total: 5]",
+            "6": "6 0625/21/m/j/11 \u00a9 ucles 20114 the main parts of a cold store are shown in fig. 4.1. cooling tubes cold store refrigeration unit fig. 4.1  (a) explain why the cooling tubes are positioned at the top of the store.  ... ... ... ...[1]  (b) suggest why the refrigeration unit is outside the cold store. ... ... ... ...[2]  (c) the walls are made of thick thermally-insulating material.   why is it important to have the walls made like this?  ... ... ... ...[2]",
+            "7": "7 0625/21/m/j/11 \u00a9 ucles 2011 [turn over (d) even when the refrigeration unit is running continuously, there comes a time when the  temperature in the store stops falling, and remains constant.   explain why this happens.  ...  ... ... ...[2]  [total: 7]",
+            "8": "8 0625/21/m/j/11 \u00a9 ucles 20115 (a) the four words below can each be used to describe waves.   put a tick in each of the boxes alongside any words that can be applied to sound waves. longitudinal transverseelectromagneticmechanical  [2]  (b) how does an echo occur?  ... ...[1]  (c) fig. 5.1 shows a boat steaming along a river. the river is in a wide gorge and there are high  cliffs on each side. cliff acliff b fig. 5.1   the boat sounds its hooter once. two clear echoes are heard by a person on the boat.    the first echo is 1.5 s after the hooter sounds. the second echo is 2.5 s after the hooter sounds.  (i) which cliff caused the first echo? ...[1]   (ii) sound travels at 330 m / s in air.    calculate the distance between the two cliffs.  distance = ...m [3]",
+            "9": "9 0625/21/m/j/11 \u00a9 ucles 2011 [turn over  (iii) further along the river, the cliffs are the same distance apart but the river is midway  between the cliffs. the boat sounds its hooter again.    without further calculation, describe what is now heard and approximately when it is heard. what is heard  . ...when  .. ...[2]  [total: 9]",
+            "10": "10 0625/21/m/j/11 \u00a9 ucles 20116 a laser is a device that gives a narrow parallel beam of monochromatic (single-colour)   light.  fig. 6.1 shows the light from a laser shining on a triangular glass prism. light from laserprismscreen fig. 6.1  (a) on fig. 6.1, complete the path of the light until it reaches the screen. [2]  (b) what will be seen on the screen? ...[1]  (c) the beam of light from the laser is replaced by a beam of white light from a lamp.   state what is now seen on the screen.  ... ...[2]  [total: 5]",
+            "11": "11 0625/21/m/j/11 \u00a9 ucles 2011 [turn over7 (a) two light, identical spheres, a and b, are suspended alongside each other on thin nylon  threads, as shown in fig. 7.1. a bnylon threads fig. 7.1   a is given a positive charge and b is given a negative charge.   on fig. 7.1, draw how the threads and spheres might look after the spheres have been  charged. [1]  (b) a cleaner is attempting to remove dust from some plastic-covered furniture, using a dry cloth.  unfortunately, this seems to make the dust cling more firmly to the plastic covering.   (i) suggest why this happens.  ... ... ... ...[3]   (ii) suggest why this would be less likely to happen if the cleaner used a cloth which was  very slightly damp.  ... ... ... ...[2]  [total: 6]",
+            "12": "12 0625/21/m/j/11 \u00a9 ucles 20118 fig. 8.1 shows two resistors forming part of a circuit. 3 \u03c9 7 \u03c9 4.2 vab cd fig. 8.1  (a) (i) complete the following sentence about the two resistors connected between a and d.    the two resistors are connected in . . [1]   (ii) the potential difference between a and d is 4.2 v.    state the value of the potential difference between b and c.  potential difference = v [1]   (iii) calculate the current in the 3 \u03c9 resistor.  current = [4]   (iv) state how the current in ab compares with    1. the current in each of the two resistors,  ...    2. the current in cd.  ...[2]",
+            "13": "13 0625/21/m/j/11 \u00a9 ucles 2011 [turn over (b) in the boxes below, draw two circuit diagrams, each containing a battery and three identical  resistors. arrange each circuit so that all the resistors in the circuit carry the same current.   draw one circuit in each box.         [2]  [total: 10]",
+            "14": "14 0625/21/m/j/11 \u00a9 ucles 20119 (a) a car headlamp circuit consists of a 12 v battery, a switch, two 12 v headlamps and a 12 v  indicator lamp (inside the car).    fig. 9.1 shows the symbols of these components. left headlamp right headlamp indicator lamp (inside car) switch 12 v battery fig. 9.1   complete fig. 9.1 to show the wiring necessary so that all three lamps light up at full brightness  when the switch is closed. [2]  (b) (i) explain briefly, in terms of molecules, why solids expand when heated.  ... ... ...[1]",
+            "15": "15 0625/21/m/j/11 \u00a9 ucles 2011 [turn over  (ii) brass expands when heated.    invar is a metal that expands very little when heated.    the flasher lamp shown in fig. 9.2 is used as a warning lamp in a car. brass striplamp filamentcontact invar strip fig. 9.2    the flasher lamp is designed to flash on and off repeatedly.    it contains a bimetallic strip made of a brass strip and an invar strip joined together along  their lengths.    1. state what happens to the bimetallic strip when it is heated.  ...[2]    2 .  explain why the lamp flashes on and off repeatedly when it is connected to an appropriate battery.  ...  ... ... ... ...[4]  [total: 9]",
+            "16": "16 0625/21/m/j/11 \u00a9 ucles 201110 a rotating-coil generator consists of a rectangular coil of wire that rotates at constant speed  between the poles of a permanent magnet.  figs. 10.1, 10.2 and 10.3 show views from one end of the coil, when the coil is in different positions. ns ns ns  fig. 10.1                      fig. 10.2                      fig. 10.3  (a) which diagram shows the coil in the position where   (i) the induced e.m.f. in the coil is at its maximum, .   (ii) the induced e.m.f. in the coil is zero? .. [2]  (b) on fig. 10.4, sketch the graph of e.m.f. against time, for two complete rotations of the coil. + 0 \u2013e.m.f. time fig. 10.4  [4]  [total: 6]",
+            "17": "17 0625/21/m/j/11 \u00a9 ucles 2011 [turn over11 fig. 11.1 shows a cathode-ray tube connected to external voltage supplies and switches. the  terminals labelled h.t. are connected to a high voltage source. s1 v1 cathode anodech.t.\u2013+ s2 v2s3horizontal metal plates screen d fig. 11.1  (a) when the cathode becomes hot it releases electrons.   what name is used to describe the release of electrons by heating?  ...[1]  (b) (i) which switch should be closed to make the cathode become hot?   switch =  ...   (ii) which switch should then be closed to obtain a beam of electrons along cd?   switch =  ...   (iii) which switch should then be closed to deflect the beam of electrons downwards?   switch =  ...[2]  (c) what must be done in order to deflect the beam of electrons upwards, instead of downwards?  ... ... ...[1]  [total: 4]",
+            "18": "18 0625/21/m/j/11 \u00a9 ucles 201112 (a) complete the following definition of radioactive half-life. the half-life of a radioactive substance is the time taken for . ... ... ...[2]  (b) fig. 12.1 shows how the count rate from a sample of radioactive material changes with time. 00510152025count rate counts / s30 20 40 60 80 time  / s100 fig. 12.1",
+            "19": "19 0625/21/m/j/11 \u00a9 ucles 2011  (i) use fig. 12.1 to find the half-life of the radioactive material.  half-life =  ... s [1]   (ii) use the graph to find how long it takes for the count rate to decrease from 30 counts / s to  10 counts / s.  time taken =  ... s [1]   (iii) use your answers to (i) and (ii) to find how long it takes for the count rate to decrease from 30 counts / s to 5 counts / s.  time taken =  ... s [2]  [total: 6]",
+            "20": "20 0625/21/m/j/11 \u00a9 ucles 2011blank page permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the publisher will be pleased to make amends at the earliest possible opportunity. 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."
+        },
+        "0625_s11_qp_22.pdf": {
+            "1": "this document consists of 15 printed pages and 1 blank page. dc (nf/sw) 28845/3 \u00a9 ucles 2011 [turn overuniversity of cambridge international examinations international general certificate of secondary education *7393943469* physics 0625/22 paper 2  core may/june 2011  1 hour 15 minutes candidates answer on the question paper. no additional materials are required. read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen.y ou may use a pencil for any diagrams, graphs or rough working.do not use staples, paper clips, highlighters, glue or correction fluid.do not write in any barcodes. answer all questions. y ou may lose marks if you do not show your working or if you do not use appropriate units.take the weight of 1 kg to be 10 n (i.e. acceleration of free fall = 10 m / s 2). the number of marks is given in brackets [  ] at the end of each question or part question.",
+            "2": "2 0625/22/m/j/11 \u00a9 ucles 20111 the volume of a stone is to be found using the equipment illustrated in fig. 1.1. stone measuring cylinderwater fig. 1.1  the following five steps are intended to describe how the volume of the stone is found.  complete the sentences by adding appropriate words.  (a) pour some . into the measuring cylinder. [1]  (b) take the reading of the ... from the scale on the measuring cylinder. [1]  (c) carefully put .. into the measuring cylinder. [1]  (d) take the new reading of the ... from the scale on the measuring cylinder.   [1]  (e) calculate the volume of the stone by    ... .. [2]  [total: 6]",
+            "3": "3 0625/22/m/j/11 \u00a9 ucles 2011 [turn over2 energy may be transferred from one place to another by means of conduction, convection or  radiation.  which process is involved when energy is transferred through  (a) a solid,  . [1]  (b) a liquid,  ...  and   [2]  (c) a vacuum?  ... [1]   [total: 4] 3 solar panels are fitted to the roof of a house.  describe briefly what they do. .. .. .. . [3]   [total: 3]",
+            "4": "4 0625/22/m/j/11 \u00a9 ucles 20114 fig. 4.1 shows how the speed of an object varies during a period of 30 s. 0010203040 speed m / s time  / s10 20 30 fig. 4.1  (a) state the speed of the object   (i) at the start of the 30 s,  speed = .. m / s   (ii) at the end of the 30 s.  speed = .. m / s   [2]  (b) describe what is happening to the speed during the period   (i) 0 s \u2013 10 s,  ...   (ii) 10 s \u2013 25 s,  .   (iii) 25 s \u2013 30 s.  .   [3]",
+            "5": "5 0625/22/m/j/11 \u00a9 ucles 2011 [turn over (c) determine the distance travelled in the last 5 s.  distance =  .. m [3]  (d) the total distance travelled in the 30 s is 750 m.   calculate the average speed of the object during the 30 s.  average speed =  ..  m / s [3]  [total: 11]",
+            "6": "6 0625/22/m/j/11 \u00a9 ucles 20115 (a) fig. 5.1 shows a girl looking at her reflection in a mirror on the wall. the reflecting surface of  the mirror is the surface in contact with the wall. mirror reflecting surface fig. 5.1   on fig. 5.1,   (i) put a small x where the image of the girl\u2019s eye is positioned,  [2]   (ii) carefully draw lines to find the lowest part of her body that she can see reflected in the  mirror. mark clearly the portion of her body that she cannot see.  [3]",
+            "7": "7 0625/22/m/j/11 \u00a9 ucles 2011 [turn over (b) a helicopter is hovering over a harbour. the pilot can see the waves arriving from out at sea.  the waves hit the harbour wall at an angle, as shown in fig. 5.2. harbour wall (seen from the air)incoming water waves fig. 5.2   the waves are reflected when they hit the harbour wall.   carefully complete fig. 5.2 to show the reflected parts of the first two waves to hit the wall.  [3]   [total: 8]",
+            "8": "8 0625/22/m/j/11 \u00a9 ucles 20116 (a) the temperature of a block of iron is increased.   state what happens to   (i) the energy of the atoms due to their vibrations, ... .. [1]   (ii) the average separation of the atoms, ... .. [1]   (iii) the density of the iron. ... .. [1]  (b) when concrete roads are made, the concrete is laid in sections, with gaps between the  sections. the gaps are then filled with a soft material, called pitch. this is shown in fig. 6.1. concrete pitch fig. 6.1   suggest why the concrete is laid in sections like this.  ...  ... .. [2]   [total: 5]",
+            "9": "9 0625/22/m/j/11 \u00a9 ucles 2011 [turn over7 (a) state what an electric current consists of.  .. [2]  (b) (i) what name do we give to materials in which it is easy to create an electric current? ...   (ii) state one example of such a material. .. [2]  (c) (i) what name do we give to materials in which it is difficult to create an electric current? ...   (ii) state one example of such a material. .. [2]   [total: 6]",
+            "10": "10 0625/22/m/j/11 \u00a9 ucles 20118 the components in fig. 8.1 are connected in a circuit. aa rpq fig. 8.1  (a) complete the following sentence.   the components in the circuit of fig. 8.1 are connected in  with each  other.  [1]  (b) on fig. 8.1, draw   (i) an arrow to show the direction of the conventional current in the circuit,   (ii) a voltmeter connected to measure the potential difference across r.  [2]  (c) (i) state the name of the component represented by this symbol:  ...   (ii) what is the purpose of this component in the circuit?  ... .. [2]",
+            "11": "11 0625/22/m/j/11 \u00a9 ucles 2011 [turn over (d) the top ammeter reads 1.5 a. the voltmeter reads 6.0 v.   (i) state the reading of the bottom ammeter.  a [1]   (ii) calculate the resistance of r.  resistance =  .. [4]  (e) a piece of low resistance wire is carelessly allowed to connect p and q.   state which component could be damaged when this happens.  .. [1]   [total: 11] 9 (a) state two advantages that electromagnets have, compared with permanent magnets.1.  ...2.  .. [2]  (b) tick one box in each of the columns below, to indicate what should be used to give the  strongest electromagnet. column 1 number of turns on  coilcolumn 2 type of corecolumn 3 current 1000 turns f 500 turns f 250 turns fair f plastic f iron f3.0 a f 2.0 a f 1.0 a f   [2]   [total: 4]",
+            "12": "12 0625/22/m/j/11 \u00a9 ucles 201110 a sportsman is feared to have broken a leg, and is taken to hospital to have his leg x-rayed.  (a) complete the following sentence about x-rays.   x-rays are a form of . radiation that have    very .. wavelengths.  [2]  (b) in the hospital, what is used to detect the x-rays and produce an image of the bones of the  leg?  ... .. [1]  (c) describe the properties of x-rays that enable an image to be produced, which distinguishes  between bones and flesh.  ... ... ... ... ... .. [2]  (d) state one precaution taken by the technicians who operate the x-ray machines. ... .. [1]   [total: 6]",
+            "13": "13 0625/22/m/j/11 \u00a9 ucles 2011 [turn over11 fig. 11.1 shows a tube for producing cathode rays, connected to two voltage supplies and  switches. 12 v 1000  vs1 s2filament cathode vacuum anode+ \u2013+\u2013 fig. 11.1  (a) which switch has to be closed in order to make the filament release electrons?  .. [1]  (b) (i) explain why closing the switch in (a) makes the filament release electrons. ... ... ... .. [4]   (ii) what name do we give to this means of electron release? .. [1]  (c) state and explain what will happen to the released electrons when both switches are closed. ... ... ... .. [3]   [total: 9]",
+            "14": "14 0625/22/m/j/11 \u00a9 ucles 201112 a radioactive source, which emits beta-particles, is used as shown in fig. 12.1 to detect whether  cartons on a conveyor belt have the required volume of pineapple juice in them. igcse pineapplebeta-particle emitting source fruit juice level carton belt travels this way conveyor beltto counterradiation detectornarrow detecting slit fig. 12.1  (a) state why an alpha-emitting source would not be suitable for this application.  ... .. [1]  (b) state why a gamma-emitting source would not be suitable for this application. ... .. [1]  (c) the factory has a choice of two beta-emitting sources. source half-life barium-139 85 minutes strontium-90  28 years   state, giving your reasons, which of these sources is the most suitable for this application.  ... ... ... .. [2]",
+            "15": "15 0625/22/m/j/11 \u00a9 ucles 2011 (d) the equipment is set to give a reading of 200 counts / s when there is a carton with the correct  amount of pineapple juice between the source and the detector.   tick the appropriate boxes to indicate what reading would be expected in each situation. reading more than  200 counts / s200 counts / sless than  200 counts / s carton containing too little juice carton containing  too much juice no carton at all   [3]   [total: 7]",
+            "16": "16 0625/22/m/j/11 \u00a9 ucles 2011permission 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.blank page"
+        },
+        "0625_s11_qp_31.pdf": {
+            "1": "this document consists of 20 printed pages. dc (leo/dj) 28843/5 \u00a9 ucles 2011 [turn overuniversity of cambridge international examinations international general certificate of secondary education read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen.y ou may use a pencil for any diagrams, graphs or rough working.do not use staples, paper clips, highlighters, glue or correction fluid.do not write in any barcodes. answer all questions. y ou may lose marks if you do not show your working or if you do not use appropriate units.take the weight of 1 kg to be 10 n (i.e. acceleration of free fall = 10 m / s 2). at the end of the examination, fasten all your work securely together.the number of marks is given in brackets [  ] at the end of each question or part question. *9978941325* physics 0625/31 paper 3 extended may/june 2011  1 hour 15 minutes candidates answer on the question paper. no additional materials are required.",
+            "2": "2 0625/31/m/j/11 \u00a9 ucles 20111 in a laboratory, an experiment is carried out to measure the acceleration of a trolley on a horizontal  table, when pulled by a horizontal force. forcetrolley fig. 1.1  the measurements are repeated for a series of different forces, with the results shown in the table below. force / n 4.0 6.0 10.0 14.0 acceleration m / s20.50 0.85 1.55 2.25  (a) on fig. 1.2, plot these points and draw the best straight line for your points. [2] 00481216 force / n 0.5 1.0 1.5 2.0 acceleration m / s22.5 fig. 1.2",
+            "3": "3 0625/31/m/j/11 \u00a9 ucles 2011 [turn over (b) the graph shows that below a certain force there is no acceleration.   (i) find the value of this force.  [1]   (ii) a force smaller than that in (b)(i) is applied to the stationary trolley. suggest what happens  to the trolley, if anything.  ...[1]  (c) show that the gradient of your graph is about 5.7.  gradient =  ...[1]  (d) (i) state the equation that links resultant force f, mass m and acceleration a.  [1]   (ii) use your gradient from (c) to find the mass of the trolley.  mass =  ...[2]  (e) on fig. 1.3, sketch a speed / time graph for a trolley with constant acceleration. time00speed fig. 1.3  [1]  [total: 9]",
+            "4": "4 0625/31/m/j/11 \u00a9 ucles 20112 some builders decide to measure their personal power ratings using apparatus they already have  on site. fig. 2.1 shows the arrangement they use. pulley rope load pulley fig. 2.1  (a) in the table below, list the three quantities they must measure in order to calculate one man\u2019s power, and the instrument they would use for each measurement. quantity to be measured instrument used for measurement 1. 2.3.  [3]  (b) one workman is measured as having a power of 528 w. his weight is 800 n.   he can develop the same power climbing a ladder, whose rungs are 30 cm apart.   how many rungs can he climb in 5 s?  number of rungs =  ...[3]",
+            "5": "5 0625/31/m/j/11 \u00a9 ucles 2011 [turn over (c) the human body is only about 15% efficient when climbing ladders.   calculate the actual energy used from the body of the workman in (b) when he climbs 20  rungs.  energy used =  ...[2]  [total: 8]",
+            "6": "6 0625/31/m/j/11 \u00a9 ucles 20113 during a period of hot weather, the atmospheric pressure on the pond in fig. 3.1 remains constant.  water evaporates from the pond, so that the depth h decreases. force due to air pressure hh fig. 3.1  (a) study the diagram and state, giving your reason, what happens during this hot period to   (i) the force of the air on the surface of the pond,  ... ...[1]   (ii) the pressure at the bottom of the pond. ... ...[1]  (b) on a certain day, the pond is 12 m deep.   (i) water has a density of 1000 kg / m 3.    calculate the pressure at the bottom of the pond due to the water.  pressure due to the water =  ...[2]",
+            "7": "7 0625/31/m/j/11 \u00a9 ucles 2011 [turn over  (ii) atmospheric pressure on that day is 1.0 \u00d7 105 pa.    calculate the total pressure at the bottom of the pond.  total pressure =  ...[1]   (iii) a bubble of gas is released from the mud at the bottom of the pond. its initial volume is  0.5 cm3.    ignoring any temperature differences in the water, calculate the volume of the bubble as it reaches the surface.  volume =  ...[2]   (iv) in fact, the temperature of the water is greater at the top than at the bottom of the pond.    comment on the bubble volume you have calculated in (b)(iii). ... ... ...[1]  [total: 8]",
+            "8": "8 0625/31/m/j/11 \u00a9 ucles 20114 the circuit of fig. 4.1 is set up to run a small immersion heater from a 6.0 v battery. x heater6.0 v a fig. 4.1  (a) state the name and purpose of component x. name  .purpose  .[1]  (b) the heater is designed to work from a 3.6 v supply.  it has a power rating of 4.5 w at this  voltage.   (i) calculate the current in the heater when it has the correct potential difference across it.  current =  ...[2]   (ii) calculate the resistance of component x if there is to be the correct potential difference across the heater. the battery and the ammeter both have zero resistance.  resistance =  ...[3]  (c) some time after the heater is switched on, the ammeter reading is seen to have decreased.   suggest why this happens.  ...  ...[1]",
+            "9": "9 0625/31/m/j/11 \u00a9 ucles 2011 [turn over (d) as an alternative to running the heater from a battery, it is decided to construct a circuit to  enable it to be operated from the a.c. mains supply.   name the electrical component needed to   (i) reduce the potential difference from that of the mains supply down to a potential difference  suitable for the heater,  ...[1]   (ii) change the current from a.c. to a current which has only one direction. ...[1]  [total: 9]",
+            "10": "10 0625/31/m/j/11 \u00a9 ucles 20115 the manufacturer\u2019s label on an electric heater is as shown in fig. 5.1. c.i.e. electrical company suitable for use on 110 v , 60 hz supply 1 kw/ 2 kw this appliance must be earthed when in use fig. 5.1  (a) state what electrical quantity is represented by   (i) 110 v,    (ii) 60 hz,    (iii) 1 kw.  [1]  (b) (i) which part of the electric heater must be earthed?  ...[1]   (ii) explain what the hazard might be if the heater is not earthed. ... ... ...[2]  (c) the heater has two 110 v heating elements, with two switches, so that either one or both  elements may be switched on.   in the space below, draw a circuit diagram showing how the heating elements and switches  are connected to the mains supply.   use the symbol   for each heating element.  [2]  [total: 6]",
+            "11": "11 0625/31/m/j/11 \u00a9 ucles 2011 [turn over6 (a) six different nuclides have nucleon and proton numbers as follows: nuclide nucleon number proton number a 214 84 b 214 85 c 211 84d 211 86 e 210 82 f 210 83   state which two nuclides are isotopes of the same element. .. and . [1]  (b) thorium-232 has a half-life of 1.4 \u00d7 10 10 years.   at a particular instant, the activity of a sample of thorium-232 is 120 bq.  (i) calculate the time taken for the activity of this sample to fall to 15 bq.  time taken  ...[1]  (ii) explain why, when the activity has become 15 bq, much of the sample will no longer be  thorium-232.  ... ... ...[1]   (iii) the sample of thorium-232 is used in an experiment in a laboratory.    explain why its activity may be regarded as constant. ... ... ...[1]  [total: 4]",
+            "12": "12 0625/31/m/j/11 \u00a9 ucles 20117 (a) the speed of light in air is known to be 3.0 \u00d7 108 m / s.   outline how you would use a refraction experiment to deduce the speed of light in glass.  y ou  may draw a diagram if it helps to clarify your answer.  ...  ... ... ... ... ...[4]  (b) a tsunami is a giant water wave. it may be caused by an earthquake below the ocean.   waves from a certain tsunami have a wavelength of 1.9 \u00d7 10 5 m and a speed of 240 m  / s.   (i) calculate the frequency of the tsunami waves.  frequency =  ...[2]",
+            "13": "13 0625/31/m/j/11 \u00a9 ucles 2011 [turn over  (ii) the shock wave from the earthquake travels at 2.5 \u00d7 103 m / s.    the centre of the earthquake is 6.0 \u00d7 105 m from the coast of a country.    calculate how much warning of the arrival of the tsunami at the coast is given by the  earth tremor felt at the coast.  warning time =  ...[4]  [total: 10]",
+            "14": "14 0625/31/m/j/11 \u00a9 ucles 20118 (a) fig. 8.1 shows a section of an optical fibre. it consists of a fibre of denser transparent material,  coated with a layer of a less dense transparent material. ray denser materialless dense material fig. 8.1   one ray within the fibre has been started for you on fig. 8.1.   (i) state and explain what happens to the ray already drawn, after it reaches the boundary  between the materials.  ... ... ...[2]   (ii) on fig. 8.1, carefully continue the ray until it reaches the end of the section of optical  fibre. [1]  (b) fibre-optic cables are sometimes used to carry out internal examinations on the human stomach.   (i) suggest one reason why the cable is made of thousands of very thin optical fibres.  ... ... ...[1]   (ii) describe briefly how the inside of the stomach is illuminated. ... ... ...[1]",
+            "15": "15 0625/31/m/j/11 \u00a9 ucles 2011 [turn over  (iii) describe briefly how the light from the stomach is transferred to the detecting equipment  outside the body.  ... ... ...[1]  [total: 6]",
+            "16": "16 0625/31/m/j/11 \u00a9 ucles 20119 a simple motor is made in a school laboratory.  a coil of wire is mounted on an axle between the  poles of a horseshoe magnet, as illustrated in fig. 9.1. battery+\u2013springy contacts (brushes)coil bc d ans fig. 9.1  (a) at the instant illustrated in fig. 9.1, the coil abcd is horizontal and the battery is connected as shown.   (i) for this position, state the direction of the force on ab and the direction of the motion of ab. force on ab  direction of motion of ab  ...[1]   (ii) explain why bc does not contribute to the turning force on the coil. ... ...[1]",
+            "17": "17 0625/31/m/j/11 \u00a9 ucles 2011 [turn over (b) at the instant when the coil is vertical, the springy contacts do not, in fact, make contact with  the ends of the coil.   describe and explain what happens to the coil.  ...  ... ... ...[2]  (c) the motor in fig. 9.1 does not rotate very quickly. the designer of a commercial motor is  required to produce a faster-rotating motor.   suggest one change that could be made to increase the speed of the motor.  ...  ...[1]  [total: 5]",
+            "18": "18 0625/31/m/j/11 \u00a9 ucles 201110 (a) a cathode-ray oscilloscope makes use of the process known as thermionic emission.   describe what happens during this process.  ...  ... ...[1]  (b) in the space below, draw a labelled diagram of a cathode-ray oscilloscope.   include in your diagram the tube, the cathode, the accelerating anode, the focusing anode  and both x- and y -plates. do not attempt to show any external circuits.  [3]  (c) a cathode ray is a beam of electrons.   suggest one way of controlling the number of electrons in the beam.  ... ...[1]",
+            "19": "19 0625/31/m/j/11 \u00a9 ucles 2011 [turn over (d) one cathode-ray tube has 5000 v between the accelerating anode and the cathode.   the beam of electrons carries a total charge of 0.0095 c in 5.0 s.   calculate  (i) the current caused by the beam,  current =  ...[2]  (ii) the energy transferred by the beam in 20 s.  energy =  ...[2] [total: 9] question 11 is on the next page.",
+            "20": "20 0625/31/m/j/11 \u00a9 ucles 201111 a mass of 0.36 kg of a certain substance is in the solid state in a well-insulated container. the  substance is heated at the rate of 1.2 \u00d7 104 j / minute.  2.0 minutes after starting the heating, the substance is all at the same temperature, and it starts to melt.  11.0 minutes after starting the heating, the substance finishes melting and the temperature starts to rise again.  (a) calculate the specific latent heat of the substance.  specific latent heat =  ...[3]  (b) (i) after 11 minutes of heating, when the temperature starts rising again, in which state is  the substance?  ...[1]   (ii) describe what happens to the molecules as thermal energy is supplied to them in this  state.  ... ... ... ...[2]  [total: 6] 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."
+        },
+        "0625_s11_qp_32.pdf": {
+            "1": "this document consists of 16 printed pages. dc (leo/dj) 28932/5 \u00a9 ucles 2010 [turn overuniversity of cambridge international examinations international general certificate of secondary education read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen.y ou may use a soft pencil for any diagrams, graphs or rough working.do not use staples, paper clips, highlighters, glue or correction fluid.do not write in any barcodes. answer all questions. y ou may lose marks if you do not show your working or if you do not use appropriate units.take the weight of 1 kg to be 10 n (i.e. acceleration of free fall = 10 m / s 2). at the end of the examination, fasten all your work securely together.the number of marks is given in brackets [  ] at the end of each question or part question. *7530465199* physics 0625/32 paper 3 extended may/june 2011  1 hour 15 minutes candidates answer on the question paper. no additional materials are required.",
+            "2": "2 0625/32/m/j/11 \u00a9 ucles 20111 (a) complete the table below to identify the physical quantities as scalars or vectors. physical quantity scalar or vector speed  velocity distance force kinetic energy  [3]  (b) fig. 1.1 shows the path of a football as it is kicked along the ground between three players.  the distances between the players are shown on fig. 1.1. a cb18 m 21 m fig. 1.1   the ball takes 1.2 s to travel from player a to player b.   (i) calculate the average speed of the ball between a and b.  average speed =  ...[2]   (ii) player b kicks the ball to player c.    it travels with the same average speed.     calculate the time taken for the ball to travel from b to c.  time =  ...[2]",
+            "3": "3 0625/32/m/j/11 \u00a9 ucles 2011 [turn over  (iii) suggest why the speed of the ball might change during its motion from a to b.  ... ...[1]   (iv) discuss whether the average velocities, from a to b and from b to c, are the same. ... ... ...[1]  [total: 9]",
+            "4": "4 0625/32/m/j/11 \u00a9 ucles 20112 fig. 2.1 shows a conveyor belt transporting a package to a raised platform. the belt is driven by a  motor.  package motorconveyor belt fig. 2.1  (a) state three types of energy, other than gravitational potential energy, into which the electrical  energy supplied to the motor is converted.  1.  ...2.  ...3.  ...[2]  (b) the mass of the package is 36 kg. calculate the increase in the gravitational potential energy  (p.e.) of the package when it is raised through a vertical height of 2.4 m.   increase in p.e. =  ...[2]  (c) the package is raised through the vertical height of 2.4 m in 4.4 s. calculate the power needed to raise the package.  power =  .. [2]  (d) assume that the power available to raise packages is constant. a package of mass greater than 36 kg is raised through the same height. suggest and explain the effect of this increase in mass on the operation of the belt.  ... ... ... ... ...[3]  [total: 9]",
+            "5": "5 0625/32/m/j/11 \u00a9 ucles 2011 [turn over3 (a) complete the following statement: the moment of a force about a point is   multiplied by  ..[1]  (b) fig. 3.1 shows a uniform iron bar b of weight 30 n and length 1.40 m. the bar is being used to  lift one edge of a concrete slab s. a stone, placed 0.20 m from one end of b, acts as a pivot. a force of 40 n pushing down at the other end of b is just enough to lift the slab and hold it as shown. 1.40  m force 40  niron bar b stoneconcrete slab s0.20  m fig. 3.1   (i) on fig. 3.1, draw an arrow to show the weight of bar b acting from its centre of mass. [1]   (ii) state the distance d of the centre of mass of bar b from the pivot.  d =  ...[1]   (iii) calculate the total clockwise moment, about the pivot, of the forces acting on bar b.  total clockwise moment =  ...[3]   (iv) calculate the downward force which the slab s exerts on the end of bar b.  force =  ...[2]   (v) suggest a change to the arrangement in fig. 3.1 that would reduce the force required to lift the slab.  ... ...[1]  [total: 9]",
+            "6": "6 0625/32/m/j/11 \u00a9 ucles 20114 use the information in the table when answering this question. specific heat capacity of ice 2.0 j / (g \u00b0c) specific heat capacity of water 4.2 j / (g \u00b0c) specific latent heat of fusion of ice 330 j / g specific latent heat of vaporisation of water 2260 j / g  (a) explain what is meant by the statement: \u2018the specific latent heat of fusion of ice is 330 j / g\u2019.  ... ... ...[1]  (b) a block of ice is taken from a freezer at \u201325 \u00b0c, placed in a metal container, and heated by a  source of constant power.    the graph in fig. 4.1 shows how the temperature of the contents of the container changes  with time. at point e on the graph the container is empty. \u2013250 ab cd e 255075100 temperature / \u00b0c time fig. 4.1   (i) state what is taking place in the regions of the graph from b to c, and from d to e. b to c   ...d to e   ...[2]   (ii) use the information in the table to explain why the line de is longer than the line bc. ... ... ...[1]",
+            "7": "7 0625/32/m/j/11 \u00a9 ucles 2011 [turn over  (iii) use the information in the table to explain why the graph is steeper from a to b than from  c to d.  ... ... ...[2]  [total: 6]",
+            "8": "8 0625/32/m/j/11 \u00a9 ucles 20115 fig. 5.1 shows a gas contained in a cylinder enclosed by a piston. gaspiston 100  cmpressure gauge cylinder fig. 5.1  at first, the length of cylinder containing the gas is 100 cm. the pressure of the gas, shown by the  pressure gauge, is 300 kpa. the area of cross-section of the cylinder is 0.12 m2.  (a) (i) describe the motion of the molecules of the gas.  ... ... ...[1]   (ii) explain how the molecules exert a force on the walls of the cylinder. ... ...[1]   (iii) calculate the force exerted by the gas on the piston.  force =  ...[2]  (b) the piston is moved so that the new length of cylinder occupied by the gas is 50 cm. the  temperature of the gas is unchanged.   (i) calculate the new pressure of the gas.  pressure =  ...[2]",
+            "9": "9 0625/32/m/j/11 \u00a9 ucles 2011 [turn over  (ii) explain, in terms of the behaviour of the molecules, why the pressure has changed.  ... ... ...[1]  [total: 7]",
+            "10": "10 0625/32/m/j/11 \u00a9 ucles 20116 (a) (i) a long rope, fixed at one end, is being used by a student to demonstrate transverse  waves.    state what the student does to the rope to produce the transverse wave.   ... ...[1]   (ii) fig. 6.1 shows a section of the rope when the transverse wave is present. fig. 6.1    on fig. 6.1, show    1. a distance, labelled \u03bb, corresponding to the wavelength of the wave,    2. a distance, labelled a, corresponding to the amplitude of the wave. [2]     (iii) suggest what the student could do to reduce the wavelength of the wave.  ... ...[1]",
+            "11": "11 0625/32/m/j/11 \u00a9 ucles 2011 [turn over (b) the diagram in fig. 6.2 represents waves on the surface of water in a ripple tank. the waves  are travelling from deep water across a boundary into shallow water. deep water shallow water fig. 6.2   explain how the diagram shows that water waves travel more slowly in shallow water than in  deep water.  ... ...  ... .. [3]  [total: 7]",
+            "12": "12 0625/32/m/j/11 \u00a9 ucles 20117 (a) what is meant by the focal length of a converging lens?  ...  ...[1]  (b) an object is placed in front of a converging lens. a real image is formed, as shown in fig. 7.1.  the converging lens is not shown. a object image b fig. 7.1   (i) explain what is meant by a real image.  ...[1]   (ii) rays of light from point a on the object form point b on the image.    on fig. 6.1, draw    1.  a ray to find the position of the converging lens, showing the lens as a vertical straight line in this position,    2. a ray to find the position of a principal focus of the lens, marking this position f,    3. a third possible ray from a to b. [3]   (iii) the distance between the object and the lens is increased. state any changes which  take place in    1. the distance of the image from the lens,  ...    2. the size of the image.  ...[2]  [total: 7]",
+            "13": "13 0625/32/m/j/11 \u00a9 ucles 2011 [turn over8 (a) what is meant by the electromotive force (e.m.f.) of an electric power supply?  ...  ...[2]  (b) when connected to a 240 v supply, a desk lamp has a power rating of 60 w.   calculate  (i) the current in the lamp,  current =  ...[2]    (ii) the resistance of the lamp\u2019s filament.  resistance =  ...[2]  (c) a torch lamp is normally connected to a 3.0 v battery and carries a current of 0.25 a. the  resistance of its filament is 12 \u03c9.   the desk lamp in (b) and the torch lamp are connected in series.   students x and y plan to connect the lamp combination to a 240 v supply.  student x says that the filament of the torch lamp will melt and the circuit will no longer work.  student y says that both lamps will light up and stay on.   show, with a suitable calculation, whether student x or student y is correct.  ... ...[2]  [total: 8]",
+            "14": "14 0625/32/m/j/11 \u00a9 ucles 20119 (a) fig. 9.1 shows a wire, held between the poles of a magnet, carrying a current in the direction  of the arrow. current s n fig. 9.1   (i) on fig. 9.1, draw an arrow, labelled f, to show the direction of the force acting on the wire. [1]   (ii) explain why the force f acts on the wire.  ... ...[1]   (iii) the directions of the current and the magnetic field are both reversed. state the effect on  the force f.  .. [1]  (b) fig. 9.2 shows a negatively charged particle travelling, in a vacuum, into a region where a  magnetic field acts. the magnetic field, shown by the crosses, is acting into the paper. \u2013 p fig. 9.2   (i) draw an arrow, labelled f, to show the direction of the force on the particle at point p where it enters the field.   (ii) describe the path of the particle as it continues to move through the magnetic field.  ...[2]  [total: 5]",
+            "15": "15 0625/32/m/j/11 \u00a9 ucles 2011 [turn over10 (a) in the space below, draw the symbol for an or gate.  [1]  (b) describe the action of an or gate in terms of its inputs and outputs.  ... ... ... ... ...[2]  (c) a car manufacturer wishes to install an alarm system in a 2-door car to inform the driver if  either door is not properly closed. an or gate is to be used in the construction of this system.   describe suitable input and output arrangements for the gate.  ...  ... ... ... ... ...[3]  [total: 6] question 11 is on the next page.",
+            "16": "16 0625/32/m/j/11 \u00a9 ucles 2011permission 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.11 (a) an atom consists of a nucleus made up of protons and neutrons, surrounded by orbiting  electrons.   (i) which of these particles has a positive charge? .[1]   (ii) which two of these particles have almost equal mass?  . and . [1]  (b) a silver nucleus is denoted by 107 47 ag. state the number of protons and the number of neutrons  in this nucleus.    number of protons = .              number of neutrons = . [2]  (c) the graph in fig. 11.1 shows part of the decay curve of a radioactive nuclide. the count rate is plotted against time. 00100200300 count rate counts / s 5 1 01 52 0 time  / hours25 30 fig. 11.1   (i) use the graph to find the half-life of this nuclide.  half-life = ...[1]   (ii) plot two more points on fig. 11.1 at times greater than 10 hours. use a dot in a circle to  indicate each point. [2]  [total: 7]"
+        },
+        "0625_s11_qp_33.pdf": {
+            "1": "this document consists of 16 printed pages. dc (nh/dj) 43389 \u00a9 ucles 2011 [turn overuniversity of cambridge international examinations international general certificate of secondary education read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen.y ou may use a soft pencil for any diagrams, graphs or rough working.do not use staples, paper clips, highlighters, glue or correction fluid.do not write in any barcodes. answer all questions. y ou may lose marks if you do not show your working or if you do not use appropriate units.take the weight of 1 kg to be 10 n (i.e. acceleration of free fall = 10 m / s 2). at the end of the examination, fasten all your work securely together.the number of marks is given in brackets [ ] at the end of each question or part question. *1803424254* physics 0625/33 paper 3 extended may/june 2011  1 hour 15 minutes candidates answer on the question paper. no additional materials are required.",
+            "2": "2 0625/33/m/j/11 \u00a9 ucles 20111 (a) complete the table below to identify the physical quantities as scalars or vectors. physical quantity scalar or vector speed  velocity distance force kinetic energy  [3]  (b) fig. 1.1 shows the path of a football as it is kicked along the ground between three players.  the distances between the players are shown on fig. 1.1. a cb18 m 21 m fig. 1.1   the ball takes 1.2 s to travel from player a to player b.   (i) calculate the average speed of the ball between a and b.  average speed =  ...[2]   (ii) player b kicks the ball to player c.    it travels with the same average speed.     calculate the time taken for the ball to travel from b to c.  time =  ...[2]",
+            "3": "3 0625/33/m/j/11 \u00a9 ucles 2011 [turn over  (iii) suggest why the speed of the ball might change during its motion from a to b.  ... ...[1]   (iv) discuss whether the average velocities, from a to b and from b to c, are the same. ... ... ...[1]  [total: 9]",
+            "4": "4 0625/33/m/j/11 \u00a9 ucles 20112 fig. 2.1 shows a conveyor belt transporting a package to a raised platform. the belt is driven by a  motor.  package motorconveyor belt fig. 2.1  (a) state three types of energy, other than gravitational potential energy, into which the electrical  energy supplied to the motor is converted.  1.  ...2.  ...3.  ...[2]  (b) the mass of the package is 36 kg. calculate the increase in the gravitational potential energy  (p.e.) of the package when it is raised through a vertical height of 2.4 m.   increase in p.e. =  ...[2]  (c) the package is raised through the vertical height of 2.4 m in 4.4 s. calculate the power needed to raise the package.  power =  .. [2]  (d) assume that the power available to raise packages is constant. a package of mass greater than 36 kg is raised through the same height. suggest and explain the effect of this increase in mass on the operation of the belt.  ... ... ... ... ...[3]  [total: 9]",
+            "5": "5 0625/33/m/j/11 \u00a9 ucles 2011 [turn over3 (a) complete the following statement: the moment of a force about a point is   multiplied by  ..[1]  (b) fig. 3.1 shows a uniform iron bar b of weight 30 n and length 1.40 m. the bar is being used to  lift one edge of a concrete slab s. a stone, placed 0.20 m from one end of b, acts as a pivot. a force of 40 n pushing down at the other end of b is just enough to lift the slab and hold it as shown. 1.40  m force 40  niron bar b stoneconcrete slab s0.20  m fig. 3.1   (i) on fig. 3.1, draw an arrow to show the weight of bar b acting from its centre of mass. [1]   (ii) state the distance d of the centre of mass of bar b from the pivot.  d =  ...[1]   (iii) calculate the total clockwise moment, about the pivot, of the forces acting on bar b.  total clockwise moment =  ...[3]   (iv) calculate the downward force which the slab s exerts on the end of bar b.  force =  ...[2]   (v) suggest a change to the arrangement in fig. 3.1 that would reduce the force required to lift the slab.  ... ...[1]  [total: 9]",
+            "6": "6 0625/33/m/j/11 \u00a9 ucles 20114 use the information in the table when answering this question. specific heat capacity of ice 2.0 j / (g \u00b0c) specific heat capacity of water 4.2 j / (g \u00b0c) specific latent heat of fusion of ice 330 j / g specific latent heat of vaporisation of water 2260 j / g  (a) explain what is meant by the statement: \u2018the specific latent heat of fusion of ice is 330 j / g\u2019.  ... ... ...[1]  (b) a block of ice is taken from a freezer at \u201325 \u00b0c, placed in a metal container, and heated by a  source of constant power.    the graph in fig. 4.1 shows how the temperature of the contents of the container changes  with time. at point e on the graph the container is empty. \u2013250 ab cd e 255075100 temperature / \u00b0c time fig. 4.1   (i) state what is taking place in the regions of the graph from b to c, and from d to e. b to c   ...d to e   ...[2]   (ii) use the information in the table to explain why the line de is longer than the line bc. ... ... ...[1]",
+            "7": "7 0625/33/m/j/11 \u00a9 ucles 2011 [turn over  (iii) use the information in the table to explain why the graph is steeper from a to b than from  c to d.  ... ... ...[2]  [total: 6]",
+            "8": "8 0625/33/m/j/11 \u00a9 ucles 20115 fig. 5.1 shows a gas contained in a cylinder enclosed by a piston. gaspiston 100  cmpressure gauge cylinder fig. 5.1  at first, the length of cylinder containing the gas is 100 cm. the pressure of the gas, shown by the  pressure gauge, is 300 kpa. the area of cross-section of the cylinder is 0.12 m2.  (a) (i) describe the motion of the molecules of the gas.  ... ... ...[1]   (ii) explain how the molecules exert a force on the walls of the cylinder. ... ...[1]   (iii) calculate the force exerted by the gas on the piston.  force =  ...[2]  (b) the piston is moved so that the new length of cylinder occupied by the gas is 50 cm. the  temperature of the gas is unchanged.   (i) calculate the new pressure of the gas.  pressure =  ...[2]",
+            "9": "9 0625/33/m/j/11 \u00a9 ucles 2011 [turn over  (ii) explain, in terms of the behaviour of the molecules, why the pressure has changed.  ... ... ...[1]  [total: 7]",
+            "10": "10 0625/33/m/j/11 \u00a9 ucles 20116 (a) (i) a long rope, fixed at one end, is being used by a student to demonstrate transverse  waves.    state what the student does to the rope to produce the transverse wave.   ... ...[1]   (ii) fig. 6.1 shows a section of the rope when the transverse wave is present. fig. 6.1    on fig. 6.1, show    1. a distance, labelled \u03bb, corresponding to the wavelength of the wave,    2. a distance, labelled a, corresponding to the amplitude of the wave. [2]     (iii) suggest what the student could do to reduce the wavelength of the wave.  ... ...[1]",
+            "11": "11 0625/33/m/j/11 \u00a9 ucles 2011 [turn over (b) the diagram in fig. 6.2 represents waves on the surface of water in a ripple tank. the waves  are travelling from deep water across a boundary into shallow water. deep water shallow water fig. 6.2   explain how the diagram shows that water waves travel more slowly in shallow water than in  deep water.  ... ...  ... .. [3]  [total: 7]",
+            "12": "12 0625/33/m/j/11 \u00a9 ucles 20117 (a) what is meant by the focal length of a converging lens?  ...  ...[1]  (b) an object is placed in front of a converging lens. a real image is formed, as shown in fig. 7.1.  the converging lens is not shown. a object image b fig. 7.1   (i) explain what is meant by a real image.  ...[1]   (ii) rays of light from point a on the object form point b on the image.    on fig. 6.1, draw    1.  a ray to find the position of the converging lens, showing the lens as a vertical straight line in this position,    2. a ray to find the position of a principal focus of the lens, marking this position f,    3. a third possible ray from a to b. [3]   (iii) the distance between the object and the lens is increased. state any changes which  take place in    1. the distance of the image from the lens,  ...    2. the size of the image.  ...[2]  [total: 7]",
+            "13": "13 0625/33/m/j/11 \u00a9 ucles 2011 [turn over8 (a) what is meant by the electromotive force (e.m.f.) of an electric power supply?  ...  ...[2]  (b) when connected to a 240 v supply, a desk lamp has a power rating of 60 w.   calculate  (i) the current in the lamp,  current =  ...[2]    (ii) the resistance of the lamp\u2019s filament.  resistance =  ...[2]  (c) a torch lamp is normally connected to a 3.0 v battery and carries a current of 0.25 a. the  resistance of its filament is 12 \u03c9.   the desk lamp in (b) and the torch lamp are connected in series.   students x and y plan to connect the lamp combination to a 240 v supply.  student x says that the filament of the torch lamp will melt and the circuit will no longer work.  student y says that both lamps will light up and stay on.   show, with a suitable calculation, whether student x or student y is correct.  ... ...[2]  [total: 8]",
+            "14": "14 0625/33/m/j/11 \u00a9 ucles 20119 (a) fig. 9.1 shows a wire, held between the poles of a magnet, carrying a current in the direction  of the arrow. current s n fig. 9.1   (i) on fig. 9.1, draw an arrow, labelled f, to show the direction of the force acting on the wire. [1]   (ii) explain why the force f acts on the wire.  ... ...[1]   (iii) the directions of the current and the magnetic field are both reversed. state the effect on  the force f.  .. [1]  (b) fig. 9.2 shows a negatively charged particle travelling, in a vacuum, into a region where a  magnetic field acts. the magnetic field, shown by the crosses, is acting into the paper. \u2013 p fig. 9.2   (i) draw an arrow, labelled f, to show the direction of the force on the particle at point p where it enters the field.   (ii) describe the path of the particle as it continues to move through the magnetic field.  ...[2]  [total: 5]",
+            "15": "15 0625/33/m/j/11 \u00a9 ucles 2011 [turn over10 (a) in the space below, draw the symbol for an or gate.  [1]  (b) describe the action of an or gate in terms of its inputs and outputs.  ... ... ... ... ...[2]  (c) a car manufacturer wishes to install an alarm system in a 2-door car to inform the driver if  either door is not properly closed. an or gate is to be used in the construction of this system.   describe suitable input and output arrangements for the gate.  ...  ... ... ... ... ...[3]  [total: 6] question 11 is on the next page.",
+            "16": "16 0625/33/m/j/11 \u00a9 ucles 2011permission 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.11 (a) an atom consists of a nucleus made up of protons and neutrons, surrounded by orbiting  electrons.   (i) which of these particles has a positive charge? .[1]   (ii) which two of these particles have almost equal mass?  . and . [1]  (b) a silver nucleus is denoted by 107 47 ag. state the number of protons and the number of neutrons  in this nucleus.    number of protons = .              number of neutrons = . [2]  (c) the graph in fig. 11.1 shows part of the decay curve of a radioactive nuclide. the count rate is plotted against time. 00100200300 count rate counts / s 5 1 01 52 0 time  / hours25 30 fig. 11.1   (i) use the graph to find the half-life of this nuclide.  half-life = ...[1]   (ii) plot two more points on fig. 11.1 at times greater than 10 hours. use a dot in a circle to  indicate each point. [2]  [total: 7]"
+        },
+        "0625_s11_qp_51.pdf": {
+            "1": "this document consists of 10 printed pages and 2 blank pages. dc (nf/dj) 28930/6 \u00a9 ucles 2011 [turn overuniversity of cambridge international examinations international general certificate of secondary education *8805948644* physics 0625/51 paper 5  practical test may/june 2011  1 hour 15 minutes candidates answer on the question paper. additional materials: as listed in the confidential instructions. read these instructions first write your centre number, candidate number and name in the spaces at the top of the page. write in dark blue or black pen.y ou may use a pencil for any diagrams, graphs or rough working.do not use staples, paper clips, highlighters, glue or correction fluid.do not write in any barcodes. answer all questions.at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question. for examiner\u2019s use 1 234 total",
+            "2": "2 0625/51/m/j/11 \u00a9 ucles 2011blank page",
+            "3": "3 0625/51/m/j/11 \u00a9 ucles 2011 [turn overfor examiner\u2019s use1 in this experiment you are to determine the position of the centre of mass of a triangular  card.  carry out the following instructions referring to fig. 1.1. cork ba cpin or nail card plumblinestand fig. 1.1  y ou are provided with a small mass attached to a length of thread. this is referred to as the plumbline.  (a) measure and record the lengths of the three sides of the triangular sheet of card.  length 1 =  ..  length 2 =  ..  length 3 =  . [1]  (b) (i) hang the card on the nail through hole a.   (ii) hang the plumbline from the nail so that it is close to the card but not touching it.   (iii) when the card and plumbline are still, make a small mark at the edge of the card where the plumbline crosses the edge.   (iv) remove the card and draw a line from the mark to hole a.  (c) repeat the steps in (b) using hole b.  (d) repeat the steps in (b) using hole c.",
+            "4": "4 0625/51/m/j/11 \u00a9 ucles 2011for examiner\u2019s use (e) place your card in the space below and draw around its outline.",
+            "5": "5 0625/51/m/j/11 \u00a9 ucles 2011 [turn overfor examiner\u2019s use on your diagram on page 4,   (i) show the positions of each of the holes a, b and c with a small, neat circle. label  each circle with the appropriate letter ( a, b or c),   (ii) show the positions of each of the marks you made in (b)(iii) with a small neat cross  (\u2715),   (iii) draw the lines between the positions of the holes a, b and c and the corresponding marks, as on your sheet of card.  [5]  (f) if the experiment is completely accurate, the centre of mass of the card is at the position where the three lines meet.   on your diagram judge the best position for the centre of mass.   draw a line from this position to the right-angled corner of the card and measure the  distance a between the centre of mass and the right-angled corner of the card.  a =  . [3]  (g) in this experiment it is important that the card is able to swing freely. for this reason the  plumbline should not touch the card, but be a small distance from the card. this could cause an inaccuracy in marking the card at the correct position (part (b)(iii)).   describe how you minimised the possible inaccuracy. y ou may draw a diagram.  ..  . [1]  [total: 10]",
+            "6": "6 0625/51/m/j/11 \u00a9 ucles 2011for examiner\u2019s use2 in this experiment you will investigate the rate of cooling of water.  carry out the following instructions referring to fig. 2.1. y ou are provided with a beaker of hot  water. thermometer beaker hot water fig. 2.1  (a) (i) place the thermometer into the water as shown in fig. 2.1.   (ii) when the temperature shown on the thermometer stops rising, record the temperature  \u03b8  in table 2.1 at time t = 0 s and immediately start the stopclock.   (iii) record in the table the temperature of the water at 30 s intervals from t  = 30 s until  you have a total of seven values up to t = 180 s. table 2.1 t / \u03b8 / 0  (b) complete the column headings in the table.  [3]",
+            "7": "7 0625/51/m/j/11 \u00a9 ucles 2011 [turn overfor examiner\u2019s use (c) (i) calculate the temperature fall  t1 during the first 30 s of cooling.  t1 =  ..   (ii) calculate the temperature fall  t2 during the final 30 s of cooling.  t2 =  ..   [1]  (d) plot the graph of temperature ( y-axis) against time (x-axis).   [4]  (e) (i) state how the rate of cooling in the first 30 s differs from the rate of cooling in the  final 30 s.  .. ..   (ii) explain how the graph line shows this difference. .. ..   [2]  [total: 10]",
+            "8": "8 0625/51/m/j/11 \u00a9 ucles 2011for examiner\u2019s use3 in this experiment you will measure the currents in lamps in a circuit.  carry out the following instructions referring to fig. 3.1. av power source lamp 1 lamp 2 fig. 3.1  (a) the circuit shown in fig. 3.1 is set up for you.   switch on.   record in table 3.1 the potential difference v across the lamps and the current i in  lamp 1.   switch off.  [1]  (b) rearrange the circuit so that the ammeter is connected in series with lamp 2.   switch on, and record in the table the potential difference v across the lamps and the  current i in lamp 2.   switch off.  [1] table 3.1 v / i / r / lamp 1 lamp 2  (c) (i) calculate the resistance r of each lamp, using the equation r = v i  and enter the  results in the table.",
+            "9": "9 0625/51/m/j/11 \u00a9 ucles 2011 [turn overfor examiner\u2019s use  (ii) add together the two values of r to calculate rs, the sum of the resistances.  rs =  ..   (iii) complete the column headings in the table.   [3]  (d) rearrange the circuit so that the lamps and the ammeter are all in series. do not change  the position of the voltmeter.   (i) record the readings on the voltmeter and the ammeter.  voltmeter reading =  ..  ammeter reading =  ..  (ii) use the voltmeter and ammeter readings to calculate r t the combined resistance  of the two lamps in series.  rt =  . [2]  (e) a student suggests that the values of rs and rt should be equal.   state whether your results support this suggestion and justify your statement by  reference to the calculated values.statement  .justification  ... . [2]  (f) state, without reference to the values of resistance that you have calculated, one piece of  evidence that you have observed during the experiment that shows that the temperature of the lamp filaments changes.  .. . [1]  [total: 10]",
+            "10": "10 0625/51/m/j/11 \u00a9 ucles 2011for examiner\u2019s use4 in this experiment you will investigate the reflection of light by a plane mirror.  carry out the following instructions, referring to fig. 4.1. eyeray trace sheet 12.0  cm 10.0  cmcard d cbmr n a fig. 4.1  (a) draw a line 10 cm long near the top of the ray trace sheet. label the line mr. draw a  normal to this line at its centre. label the normal nl.  (b) draw a line 10 cm long that is parallel to line mr and 12 cm below it. label this line cd.  (c) place the mirror, with its reflecting face vertical, on the line mr.  (d) place the card so that it stands  vertically with end b at c and such that the card is at  right angles to line cd (see fig. 4.1). draw a line along the edge of the card and label the line ab.  (e) remove the card and the mirror.  draw a line from the edge a of the card to the point n.  replace the card and the mirror.  (f) place a pin p 1 on line an. label the position of p1.  (g) view the image of the edge a of the card in the mirror from the direction indicated by the  eye in fig. 4.1. place two pins p2 and p3 some distance apart so that pins p3, p2 and  the reflections of p1 and the edge a of the card, all appear exactly one behind the other.  label the positions of p2 and p3.  (h) remove the pins and the mirror and draw in the line joining the positions of p2 and p3.   continue the line until it meets the normal.",
+            "11": "11 0625/51/m/j/11 \u00a9 ucles 2011for examiner\u2019s use (i) measure and record in table 4.1 the angle of incidence i between the line an and the  normal. measure, and record in the table, the angle of reflection r between the normal  and the line passing through p2 and p3. table 4.1 edge i / \u00b0 r / \u00b0 a b   [3]  (j) repeat the steps (e) \u2013 (i) but using edge b of the card instead of edge a.  (k) in spite of carrying out this experiment with care, it is possible that the values of the  angle of reflection r will not be exactly the same as the values obtained from theory.  suggest two possible causes of this inaccuracy. 1.  .. ..2.  .. . [2]  tie in your ray trace sheet between pages 10 and 11.   [5]  [total: 10]",
+            "12": "12 0625/51/m/j/11 \u00a9 ucles 2011permission 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.blank page"
+        },
+        "0625_s11_qp_52.pdf": {
+            "1": "this document consists of 9 printed pages and 3 blank pages. dc (ac/dj) 28852/6 \u00a9 ucles 2011 [turn overuniversity of cambridge international examinations international general certificate of secondary education *8465882130* physics 0625/52 paper 5  practical test may/june 2011  1 hour 15 minutes candidates answer on the question paper additional materials: as listed in the confidential instructions read these instructions first write your centre number, candidate number and name in the spaces at the top of the page. write in dark blue or black pen.y ou may use a pencil for any diagrams, graphs or rough working.do not use staples, paper clips, highlighters, glue or correction fluid.do not write in any barcodes. answer all questions. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question. for examiner\u2019s use 1 234 total",
+            "2": "2 0625/52/m/j/11 \u00a9 ucles 2011for examiner\u2019s use1 in this experiment you will investigate the loading of a metre rule.  carry out the following instructions referring to fig. 1.1. 50.0  cm mark string metre ruleforcemeterclamp bench fig. 1.1  y ou are provided with a metre rule that is attached at one end to the bench. the other end is  supported by a forcemeter. do not change the position of the forcemeter or move the end of the rule that is attached to the bench. y ou are also provided with a range of masses.   (a) without placing a mass on the rule, record in table 1.1 the reading f on the forcemeter.   (b) place a 100 g mass on the rule at the 50.0 cm mark shown in fig. 1.1. record in the table the value of the mass m and the reading f on the forcemeter.  (c) repeat step (b) using masses of 200 g, 300 g, 400 g and 500 g. table 1.1 m  / g f  / n 0  [3]",
+            "3": "3 0625/52/m/j/11 \u00a9 ucles 2011 [turn overfor examiner\u2019s use (d) plot a graph of f / n (y-axis) against m / g (x-axis).  [4]  (e) use the graph to find the value of f when m = 375 g. show clearly on the graph how you  obtained the result.  f =  ... [2]  (f) the forcemeter shows a reading when no mass has been added to the metre rule. assuming that the forcemeter has no zero error, suggest a reason for the reading. suggested reason . . [1]  [total: 10]",
+            "4": "4 0625/52/m/j/11 \u00a9 ucles 2011for examiner\u2019s use2 in this experiment you will investigate the rate of cooling of water.  carry out the following instructions referring to fig. 2.1. y ou are provided with a supply of hot  water. thermometer water test-tube fig. 2.1  (a) measure and record room temperature \u03b8r.  \u03b8r =  ..  [1]  (b) pour hot water into the test-tube until it is about two thirds full of water. place the thermometer in the water.  (c) (i) when the thermometer reading stops rising, measure the temperature  \u03b8 of the  water in the test-tube and immediately start the stopclock. record \u03b8 in table 2.1 at  time t = 0 s.   (ii) record in the table the time t and the temperature \u03b8 of the water every 30 s until  you have a total of seven readings.  (d) remove the thermometer and pour away the water from the test-tube. wrap the cotton wool round the test-tube and secure it with the elastic bands. repeat the steps in (b) and (c).   (e) complete the time and temperature column headings in the table.",
+            "5": "5 0625/52/m/j/11 \u00a9 ucles 2011 [turn overfor examiner\u2019s usetable 2.1 t  /tube without cotton wool \u03b8  /tube with cotton wool \u03b8  / 0      [5]  (f) state in which experiment the cooling was more rapid. justify your answer by reference  to your readings. experiment justification  .. ..[2]  (g) if these experiments were to be repeated in order to check the results, it would be  important to control the conditions. suggest two conditions that should be controlled. 1.  ..2.  . [2]  [total: 10]",
+            "6": "6 0625/52/m/j/11 \u00a9 ucles 2011for examiner\u2019s use3 in this experiment you will investigate the resistance of a wire in different circuit  arrangements.  the circuit shown in fig. 3.1 has been set up for you.  a metre rulepower source ad bc v fig. 3.1  (a) (i) switch on. measure and record in table 3.1 the current i in the circuit and the p.d. v across the section of wire ab. switch off.   (ii) record in the table the length l of the wire ab.    (iii) calculate the resistance r of the section of wire ab using the equation r = v i .      record this value of r in the table.   (iv) complete the column headings in the table.   (v) repeat steps (i) \u2013 (iii) with the voltmeter connected across section ac  of the wire.   (vi) repeat steps (i) \u2013 (iii) with the voltmeter connected across section ad of the wire. table 3.1 voltmeter  connected  acrossl / i / v  / r  / ab ac ad  [7]",
+            "7": "7 0625/52/m/j/11 \u00a9 ucles 2011 [turn overfor examiner\u2019s use (b) it is suggested that the resistance of the wire ab should be half the resistance of the  wire ad. state whether your results support this suggestion and justify your answer with  reference to your results. statement ..justification  ..[2]  (c) it is known that changes in temperature affect the resistance of the wire. suggest how  you can limit the temperature changes when carrying out this experiment.  .. . [1]  [total: 10]",
+            "8": "8 0625/52/m/j/11 \u00a9 ucles 2011for examiner\u2019s use4 in this experiment you will investigate the refraction of light through a transparent block.  carry out the following instructions referring to fig. 4.1. eyesheet of paperc h gfn p3p2p1 n'db ae p430\u00b0hole fig. 4.1  (a) place the transparent block, largest face down, on the sheet of plain paper supplied.  the block should be approximately in the middle of the paper. draw and label the outline abcd of the block.  (b) remove the block and draw the normal nn' to side ab so that the normal is 2.0 cm from a. label the point f where nn' crosses ab and g where it crosses dc.  (c) draw the line ef at an angle of 30\u00b0 to the normal, as shown in fig. 4.1. . (d) place the paper on the pin board.  (e) place two pins p 1 and p2 on line ef as shown in fig. 4.1.  (f) replace the block and observe the images of p1 and p2 through side cd of the block  so that the images of p1 and p2 appear one behind the other. place two pins p3 and  p4 between your eye and the block so that p3, p4 and the images of p1 and p2, seen  through the block, appear one behind the other. mark and label the positions of p1, p2,  p3 and p4. remove the block.",
+            "9": "9 0625/52/m/j/11 \u00a9 ucles 2011for examiner\u2019s use (g) draw a line joining the positions of p3 and p4. continue the line until it meets cd. label  this point h.   (h) measure and record the length a of the line gh.  a =  ... [1]  (i) draw the line hf.  (j) measure and record the length b of the line hf.  b =  [1]   (k) calculate the refractive index n of the material of the block using the equation n = b 2a .   n =  ... [2]  (l) this experiment can be carried out using a ray of light, produced by a ray box, instead of  by using optical pins. a student suggests that the ray box method will be more accurate. assuming that the experiment is carried out with care, suggest one possible cause of inaccuracy using the optical pin method and one using the ray box method. optical pin method  ..ray box method   . [2]  tie your ray trace sheet into this booklet between pages 8 and 9. [4]  [total: 10]",
+            "10": "10 0625/52/m/j/11 \u00a9 ucles 2011blank page",
+            "11": "11 0625/52/m/j/11 \u00a9 ucles 2011blank page",
+            "12": "12 0625/52/m/j/11 \u00a9 ucles 2011blank page permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the publisher will be pleased to make amends at the earliest possible opportunity. 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."
+        },
+        "0625_s11_qp_61.pdf": {
+            "1": "this document consists of 10 printed pages and 2 blank pages. dc (leo/sw) 28913/4 \u00a9 ucles 2011 [turn overuniversity of cambridge international examinations international general certificate of secondary education *9096717360* physics 0625/61 paper 6  alternative to practical may/june 2011  1 hour candidates answer on the question paper. no additional materials are required. read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen.y ou may use a pencil for any diagrams, graphs or rough working.do not use staples, paper clips, highlighters, glue or correction fluid.do not write in any barcodes. answer all questions. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question. for examiner\u2019s use 1 2345 total",
+            "2": "2 \u00a9 ucles 2011 0625/61/m/j/11for examiner\u2019s use1 an igcse student is determining the position of the centre of mass of a triangular card.  the apparatus is shown in fig. 1.1. cork ba cpin or nail card plumblinestand fig. 1.1  (a) the student hangs the card on the nail through hole a. he checks that the card is able  to swing freely and then hangs the plumbline from the nail so that it is close to, but not  touching, the card. when the card and plumbline are still, he makes a small mark at the edge of the card where the plumbline crosses the edge. he removes the card and draws a line from the mark to hole a.   he repeats the procedure using holes b and c.    fig.1.2 is a drawing of the card.",
+            "3": "3 \u00a9 ucles 2011 [turn over 0625/61/m/j/11for examiner\u2019s use cba fig.1.2   on fig.1.2, the position of each of the marks the student makes is shown with a small  cross. on fig. 1.2, draw in the lines between the positions of the holes a, b and c and  the corresponding crosses on the card. [2]  (b) if the experiment is completely accurate, the centre of mass of the card is at the position  where the three lines meet. on fig. 1.2, judge the best position for the centre of mass,  marking it with a small cross. draw a line from this position to the right-angled corner of the card and measure the distance a between the centre of mass and the right-angled  corner of the card.  a =  [3]  (c) in this experiment, it is important that the card is able to swing freely. for this reason, the plumbline should not touch the card but be a small distance from it. this could cause an inaccuracy in marking the card at the correct position. describe how you would minimise this possible inaccuracy. y ou may draw a diagram.  ..  ..[1]  [total: 6]",
+            "4": "4 \u00a9 ucles 2011 0625/61/m/j/11for examiner\u2019s use2 the igcse class is investigating the rate of cooling of water.  the apparatus is shown in fig. 2.1. thermometer beaker water fig. 2.1  (a) record room temperature \u03b8r as shown on the thermometer in fig. 2.2. \u2013100102030405060708090100110\u00b0c fig. 2.2  \u03b8r =  [1]  (b) the beaker contains 200 cm3 of hot water. a student takes temperature readings as the  water cools, as shown in table 2.1. table 2.1 t / \u03b8 / 07 9 30 65 60 58 90 55 120 53 150 52 180 51",
+            "5": "5 \u00a9 ucles 2011 [turn over 0625/61/m/j/11for examiner\u2019s use  (i) complete the column headings in table 2.1.   (ii) calculate the temperature fall t1 during the first 30 s of cooling.  t1 =     (iii) calculate the temperature fall t2 during the final 30 s of cooling.  t2 =  [3]  (c) plot the graph of temperature (y-axis) against time (x-axis).  [5]  (d) (i) state how the rate of cooling in the first 30 s differs from that in the final 30 s.   .. ..   (ii) explain how the graph line shows this difference. .. .. [2]  [total: 11]",
+            "6": "6 \u00a9 ucles 2011 0625/61/m/j/11for examiner\u2019s use3 the igcse class is measuring the currents in lamps in different circuits.  the first circuit is shown in fig. 3.1. av power source lamp 1 lamp 2 fig. 3.1  (a) a student records the potential difference v across the lamps and the current i in  lamp 1. she rearranges the circuit so that the ammeter is connected in series with lamp 2 and again records the potential difference v across the lamps and the current i in lamp 2.   the readings are shown in table 3.1. table 3.1 v / i / r / lamp 1 1.9 0.35 lamp 2 1.9 0.32   (i) calculate the resistance r of each lamp, using the equation r = v i, and enter the  results in the table.   (ii) add together the two values of r to calculate rs, the sum of the resistances of the  two lamps.  rs =     (iii) complete the column headings in the table.  [3]",
+            "7": "7 \u00a9 ucles 2011 [turn over 0625/61/m/j/11for examiner\u2019s use (b) the student rearranges the circuit so that the lamps and the ammeter are in series. she  does not change the position of the voltmeter.   she records the readings on the voltmeter and the ammeter. voltmeter reading...1.9 v ammeter reading...0.23 a   (i) draw a circuit diagram of the rearranged circuit using conventional symbols.   (ii) use the voltmeter and ammeter readings to calculate rt , the combined resistance  of the two lamps in series.  rt =  [3]  (c) a student suggests that the values of rs and rt should be equal. state whether the  results support this suggestion and justify your statement by reference to the calculated values. statement  .justification  ...  .[2]  (d) state, without reference to the values of resistance that you have calculated, one piece  of evidence that the student can observe during the experiment that shows that the temperature of the lamp filaments changes.  .. ..[1]  [total: 9]",
+            "8": "8 \u00a9 ucles 2011 0625/61/m/j/11for examiner\u2019s use4 the igcse class is investigating reflection of light using a plane mirror.  a student has set up a ray trace sheet and this is shown in fig. 4.1. the line mr shows the  position of a plane mirror. mrn p3 p4 eyemirror fig. 4.1  (a) (i) draw a normal to line mr at n.   (ii) draw a line 10 cm long that is parallel to line mr and 12 cm below it. the ends of this line must be at the same distance from the edges of the page as the ends of line mr. label this line cd with c directly below m. [3]  (b) the student places a pin p 1 so that it stands vertically at c . he places another pin p2 as  close as possible to the point n.   (i) draw a line from c to n.   (ii) measure and record the angle of incidence i between the line cn and the normal.  i =  [2]",
+            "9": "9 \u00a9 ucles 2011 [turn over 0625/61/m/j/11for examiner\u2019s use (c) the student views the image in the mirror of the pin p1 from the direction indicated by  the eye in fig. 4.1. he places two pins p3 and p4 some distance apart so that pins p4,  p3, p2 and the image of p1 all appear exactly one behind the other. the positions of p3  and p4 are shown on fig. 4.1.   (i) draw in the line joining the positions of p3 and p4. continue the line until it meets  the normal.   (ii) measure and record the angle of reflection r between the normal and line p3p4.  r =  [2]  (d) several students found that, in spite of carrying out this experiment with reasonable  care, the measured value of the angle of reflection r was not exactly the same as the value obtained from theory.   suggest two possible causes of this inaccuracy. 1.  ..  ..2.  .. ..[2]  [total: 9]",
+            "10": "10 \u00a9 ucles 2011 0625/61/m/j/11for examiner\u2019s use5 table 5.1 shows some measurements taken by three igcse students. the second column  shows the values recorded by the three students. for each quantity, underline the value most likely to be correct.  the first one is done for you. table 5.1 quantity measured recorded values the mass of a wooden metre rule 0.112 kg 1.12 kg11.2 kg the diameter of a test tube 0.15 cm 1.5 cm 15 cm the volume of a coffee cup 10 cm 3 100 cm3 1000 cm3 the area of a computer keyboard 0.07 m2 0.70 m2 7.0 m2 the current in a 1.5 v torch lamp at normal brightness0.12 a 12 a 120 a the circumference of a 250 cm 3 beaker 2.3 cm 23 cm 230 cm  [5]  [total: 5]",
+            "11": "11 0625/61/m/j/11 \u00a9 ucles 2011blank page",
+            "12": "12 0625/61/m/j/11 \u00a9 ucles 2011blank page permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the publisher will be pleased to make amends at the earliest possible opportunity. 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."
+        },
+        "0625_s11_qp_62.pdf": {
+            "1": "this document consists of 10 printed pages and 2 blank pages. dc (cw/dj) 28877/3 \u00a9 ucles 2011 [turn overuniversity of cambridge international examinations international general certificate of secondary education *3941613923* physics 0625/62 paper 6  alternative to practical may/june 2011  1 hour candidates answer on the question paper. no additional materials are required. read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen.y ou may use a pencil for any diagrams, graphs or rough working.do not use staples, paper clips, highlighters, glue or correction fluid.do not write in any barcodes. answer all questions. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [ ] at the end of each question or part question. for examiner\u2019s use 1 2345 total",
+            "2": "2 \u00a9 ucles 2011 0625/62/m/j/11for examiner\u2019s use1 the igcse class is investigating the loading of a metre rule.  fig. 1.1 shows the apparatus. 50.0  cm mark string metre ruleforcemeterclamp bench fig. 1.1  (a) a metre rule is attached at one end to the bench. the other end is supported by a  forcemeter.   a student records in table 1.1 the reading f on the forcemeter.   he places a 100 g mass on the rule at the 50.0 cm mark and records in the table the  value of the reading f on the forcemeter. he repeats the procedure using masses of  200 g, 300 g, 400 g and 500 g. the forcemeter readings are shown in the table.   write the mass values in the table. table 1.1 m   / g f  / n 0 1.10 1.852.202.953.504.20  [1]",
+            "3": "3 \u00a9 ucles 2011 [turn over 0625/62/m/j/11for examiner\u2019s use (b) plot a graph of f  / n (y-axis) against m   / g (x-axis).  [5]  (c) use the graph to find the value of f when m = 375 g. show clearly on the graph how you  obtained the result.  f =  [2]  (d) the forcemeter shows a reading when no mass has been added to the metre rule. assuming that the forcemeter has no zero error, suggest a reason for the reading.  .. ..[1] [total: 9]",
+            "4": "4 \u00a9 ucles 2011 0625/62/m/j/11for examiner\u2019s use2 the igcse class is investigating the rate of cooling of water.  fig. 2.1 shows the apparatus. thermometer water test-tube fig. 2.1  (a) record room temperature \u03b8r as shown on the thermometer in fig. 2.2. -10010203040506070809010 0110\u00b0c fig. 2.2  \u03b8r =  [1]",
+            "5": "5 \u00a9 ucles 2011 [turn over 0625/62/m/j/11for examiner\u2019s use (b) a student pours hot water into the test-tube until it is about two thirds full of water and  places the thermometer in the water. when the thermometer reading stops rising, she measures the temperature  \u03b8 of the water and records \u03b8 in table 2.1 at time t = 0. she  starts a stopclock and records in the table the time t and the temperature \u03b8 of the water  every 30 s. she removes the thermometer and pours away the water from the test-tube. she then wraps cotton wool insulation round the test-tube and repeats the procedure.   (i) complete the time and temperature column headings in the table.   (ii) complete the time column in the table. table 2.1 t  / tube without  cotton wool \u03b8  /tube with  cotton wool \u03b8  / 07 9 8 0 65 67 58 6055 5753 5652 5551 54  [2]  (c) state in which experiment the cooling is more rapid. justify your answer by reference to  the readings. experiment  ...justification  ... ..[2]  (d) if these experiments were to be repeated in order to check the results, it would be  important to control the conditions. suggest two conditions that should be controlled. 1.  ..2.  ..[2]  (e) suggest two alternative insulating materials that could be used in place of cotton wool.1.  ..2.  ..[2] [total: 9]",
+            "6": "6 \u00a9 ucles 2011 0625/62/m/j/11for examiner\u2019s use3 the igcse class is investigating the resistance of a wire.  fig. 3.1 shows the circuit. a metre rulepower source ad bc v fig. 3.1  (a) a student measures the current i in the circuit and the p.d. v across the section of wire  ab. he records the length l of the wire ab. he repeats the procedure with the voltmeter  connected across section ac of the wire and then with the voltmeter connected across  section ad of the wire. the readings are shown in table 3.1. table 3.1 voltmeter connected across l  / i / v / r / ab 50 0.21 0.9 ac 75 0.22 1.4 ad 100 0.20 1.7   (i) calculate the values of resistance r for each length of wire using the equation    r = v i. enter the values in the table.   (ii) complete the column headings in the table. [3]  (b) it is suggested that the resistance across ab should be half the resistance across ad.  state whether the results support this suggestion and justify your answer with reference to the results. statement  .justification  ... ..[2]  (c) it is known that changes in temperature affect the resistance of the wire. state how you  can limit the temperature changes when carrying out this experiment.  ..  ..[1]",
+            "7": "7 \u00a9 ucles 2011 [turn over 0625/62/m/j/11for examiner\u2019s use (d) the student wishes to use a lower current so he adds a variable resistor to the circuit.   (i) draw the standard circuit symbol for a variable resistor.   (ii) on fig. 3.1, mark with an x a suitable position in the circuit for the variable resistor.  [2] [total: 8]",
+            "8": "8 \u00a9 ucles 2011 0625/62/m/j/11for examiner\u2019s use4 the igcse class is investigating the refraction of light through a transparent block.  fig. 4.1 shows a student\u2019s ray trace sheet. it is not drawn full size. eyesheet of paperc gfn p3p2p1 n'db ae p4 fig. 4.1  (a) the student places a transparent block, largest face down, on a sheet of plain paper  and draws the outline abcd of the block. she removes the block and draws the normal nn' to side ab. she then draws the line ef at an angle of incidence i.   on fig. 4.1, measure the angle of incidence i.  i =  [1]",
+            "9": "9 \u00a9 ucles 2011 [turn over 0625/62/m/j/11for examiner\u2019s use (b) she places two pins p1 and p2 on line ef, as shown in fig. 4.1, and replaces the block.  she observes the images of p1 and p2 through side cd of the block so that the images  of p1 and p2 appear one behind the other. she places two pins p3 and p4 between her  eye and the block so that p3, p4 and the images of p1 and p2, seen through the block,  appear one behind the other.   (i) on fig. 4.1, draw a line joining the positions of p3 and p4. continue the line until it  meets cd. label this point h.   (ii) measure and record the length a of the line gh.  a =     (iii) draw the line hf.   (iv) measure and record the length b of the line hf.  b  =     (v) calculate the refractive index n of the material of the block using the equation    n = b 2a.  n =   [5]  (c) (i) suggest how far apart you would place the pins p3 and p4 if you were carrying out  this experiment using a ray trace sheet the same size as this page.  suggested distance =     (ii) give a reason for your answer to (i).reason  .. [2]  (d) this experiment may be carried out using a ray of light, produced by a ray box, instead of  by using optical pins. a student suggests that the ray box method will be more accurate. assuming that the experiment is carried out with care, suggest one possible cause of inaccuracy using the optical pin method and one using the ray box method. optical pin method  ..ray box method   ..[2] [total: 10]",
+            "10": "10 \u00a9 ucles 2011 0625/62/m/j/11for examiner\u2019s use5 (a) an igcse student is investigating the relationship between the extension of a metal  wire of unstretched length 3.000 m, and the load hung on the wire. he has a set of 10 n weights.   consider the readings that the student should take and write appropriate column  headings, with units, in table 5.1. table 5.1 0 3.000 0 20 3.001 0.001 40 3.002 0.002 60 3.003 0.003 80 3.010 0.010  [2]  (b) the student decides to repeat the experiment using a wire made of a different metal in order to study how the extension may be affected by the metal from which the wire is made. to make a fair comparison, other variables must be kept constant. suggest two variables that the student should keep constant. 1.  ..2.  ..[2] [total: 4]",
+            "11": "11 0625/62/m/j/11 \u00a9 ucles 2011blank page",
+            "12": "12 0625/62/m/j/11 \u00a9 ucles 2011blank page permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the publisher will be pleased to make amends at the earliest possible opportunity. 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."
+        },
+        "0625_s11_qp_63.pdf": {
+            "1": "this document consists of 10 printed pages and 2 blank pages. dc (slm) 43665 \u00a9 ucles 2011 [turn overuniversity of cambridge international examinations international general certificate of secondary education *9088095776* physics 0625/63 paper 6  alternative to practical may/june 2011  1 hour candidates answer on the question paper. no additional materials are required. read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen.y ou may use a pencil for any diagrams, graphs or rough working.do not use staples, paper clips, highlighters, glue or correction fluid.do not write in any barcodes. answer all questions. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [ ] at the end of each question or part question. for examiner\u2019s use 1 2345 total",
+            "2": "2 0625/63/m/j/11 \u00a9 ucles 2011for examiner\u2019s use1 the igcse class is investigating the loading of a metre rule.  fig. 1.1 shows the apparatus. 50.0  cm mark string metre ruleforcemeterclamp bench fig. 1.1  (a) a metre rule is attached at one end to the bench. the other end is supported by a  forcemeter.   a student records in table 1.1 the reading f on the forcemeter.   he places a 100 g mass on the rule at the 50.0 cm mark and records in the table the  value of the reading f on the forcemeter. he repeats the procedure using masses of  200 g, 300 g, 400 g and 500 g. the forcemeter readings are shown in the table.   write the mass values in the table. table 1.1 m   / g f  / n 0 1.10 1.852.202.953.504.20  [1]",
+            "3": "3 0625/63/m/j/11 \u00a9 ucles 2011 [turn overfor examiner\u2019s use (b) plot a graph of f  / n (y-axis) against m   / g (x-axis).  [5]  (c) use the graph to find the value of f when m = 375 g. show clearly on the graph how you  obtained the result.  f =  [2]  (d) the forcemeter shows a reading when no mass has been added to the metre rule. assuming that the forcemeter has no zero error, suggest a reason for the reading.  .. ..[1] [total: 9]",
+            "4": "4 0625/63/m/j/11 \u00a9 ucles 2011for examiner\u2019s use2 the igcse class is investigating the rate of cooling of water.  fig. 2.1 shows the apparatus. thermometer water test-tube fig. 2.1  (a) record room temperature \u03b8r as shown on the thermometer in fig. 2.2. -10010203040506070809010 0110\u00b0c fig. 2.2  \u03b8r =  [1]",
+            "5": "5 0625/63/m/j/11 \u00a9 ucles 2011 [turn overfor examiner\u2019s use (b) a student pours hot water into the test-tube until it is about two thirds full of water and  places the thermometer in the water. when the thermometer reading stops rising, she measures the temperature  \u03b8 of the water and records \u03b8 in table 2.1 at time t = 0. she  starts a stopclock and records in the table the time t and the temperature \u03b8 of the water  every 30 s. she removes the thermometer and pours away the water from the test-tube. she then wraps cotton wool insulation round the test-tube and repeats the procedure.   (i) complete the time and temperature column headings in the table.   (ii) complete the time column in the table. table 2.1 t  / tube without  cotton wool \u03b8  /tube with  cotton wool \u03b8  / 07 9 8 0 65 67 58 6055 5753 5652 5551 54  [2]  (c) state in which experiment the cooling is more rapid. justify your answer by reference to  the readings. experiment  ...justification  ... ..[2]  (d) if these experiments were to be repeated in order to check the results, it would be  important to control the conditions. suggest two conditions that should be controlled. 1.  ..2.  ..[2]  (e) suggest two alternative insulating materials that could be used in place of cotton wool.1.  ..2.  ..[2] [total: 9]",
+            "6": "6 0625/63/m/j/11 \u00a9 ucles 2011for examiner\u2019s use3 the igcse class is investigating the resistance of a wire.  fig. 3.1 shows the circuit. a metre rulepower source ad bc v fig. 3.1  (a) a student measures the current i in the circuit and the p.d. v across the section of wire  ab. he records the length l of the wire ab. he repeats the procedure with the voltmeter  connected across section ac of the wire and then with the voltmeter connected across  section ad of the wire. the readings are shown in table 3.1. table 3.1 voltmeter connected across l  / i / v / r / ab 50 0.21 0.9 ac 75 0.22 1.4 ad 100 0.20 1.7   (i) calculate the values of resistance r for each length of wire using the equation    r = v i. enter the values in the table.   (ii) complete the column headings in the table. [3]  (b) it is suggested that the resistance across ab should be half the resistance across ad.  state whether the results support this suggestion and justify your answer with reference to the results. statement  .justification  ... ..[2]  (c) it is known that changes in temperature affect the resistance of the wire. state how you  can limit the temperature changes when carrying out this experiment.  ..  ..[1]",
+            "7": "7 0625/63/m/j/11 \u00a9 ucles 2011 [turn overfor examiner\u2019s use (d) the student wishes to use a lower current so he adds a variable resistor to the circuit.   (i) draw the standard circuit symbol for a variable resistor.   (ii) on fig. 3.1, mark with an x a suitable position in the circuit for the variable resistor.  [2] [total: 8]",
+            "8": "8 0625/63/m/j/11 \u00a9 ucles 2011for examiner\u2019s use4 the igcse class is investigating the refraction of light through a transparent block.  fig. 4.1 shows a student\u2019s ray trace sheet. it is not drawn full size. eyesheet of paperc gfn p3p2p1 n'db ae p4 fig. 4.1  (a) the student places a transparent block, largest face down, on a sheet of plain paper  and draws the outline abcd of the block. she removes the block and draws the normal nn' to side ab. she then draws the line ef at an angle of incidence i.   on fig. 4.1, measure the angle of incidence i.  i =  [1]",
+            "9": "9 0625/63/m/j/11 \u00a9 ucles 2011 [turn overfor examiner\u2019s use (b) she places two pins p1 and p2 on line ef, as shown in fig. 4.1, and replaces the block.  she observes the images of p1 and p2 through side cd of the block so that the images  of p1 and p2 appear one behind the other. she places two pins p3 and p4 between her  eye and the block so that p3, p4 and the images of p1 and p2, seen through the block,  appear one behind the other.   (i) on fig. 4.1, draw a line joining the positions of p3 and p4. continue the line until it  meets cd. label this point h.   (ii) measure and record the length a of the line gh.  a =     (iii) draw the line hf.   (iv) measure and record the length b of the line hf.  b  =     (v) calculate the refractive index n of the material of the block using the equation    n = b 2a.  n =   [5]  (c) (i) suggest how far apart you would place the pins p3 and p4 if you were carrying out  this experiment using a ray trace sheet the same size as this page.  suggested distance =     (ii) give a reason for your answer to (i).reason  .. [2]  (d) this experiment may be carried out using a ray of light, produced by a ray box, instead of  by using optical pins. a student suggests that the ray box method will be more accurate. assuming that the experiment is carried out with care, suggest one possible cause of inaccuracy using the optical pin method and one using the ray box method. optical pin method  ..ray box method   ..[2] [total: 10]",
+            "10": "10 0625/63/m/j/11 \u00a9 ucles 2011for examiner\u2019s use5 (a) an igcse student is investigating the relationship between the extension of a metal  wire of unstretched length 3.000 m, and the load hung on the wire. he has a set of 10 n weights.   consider the readings that the student should take and write appropriate column  headings, with units, in table 5.1. table 5.1 0 3.000 0 20 3.001 0.001 40 3.002 0.002 60 3.003 0.003 80 3.010 0.010  [2]  (b) the student decides to repeat the experiment using a wire made of a different metal in order to study how the extension may be affected by the metal from which the wire is made. to make a fair comparison, other variables must be kept constant. suggest two variables that the student should keep constant. 1.  ..2.  ..[2] [total: 4]",
+            "11": "11 0625/63/m/j/11 \u00a9 ucles 2011blank page",
+            "12": "12 0625/63/m/j/11 \u00a9 ucles 2011blank page permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the publisher will be pleased to make amends at the earliest possible opportunity. 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."
+        },
+        "0625_w11_qp_11.pdf": {
+            "1": "    this document consists of 20 printed pages.  ib11 11_0625_11/3rp  \u00a9 ucles 2011  [turn over      *1240126518* university of cambridge international examinations  international general certificate of secondary education       physics 0625/11     paper 1  multiple choice  october/november 2011     45 minutes    additional materials: multiple choice answer sheet   soft clean eraser   soft pencil (type b or hb recommended)       read these instructions first    write in soft pencil.  do not use staples, paper clips, highlighters, glue or correction fluid. write your name, centre number and candidate number on the answer sheet in the spaces provided  unless this has been done for you.   there are forty  questions on this paper. answer all questions. for each question there are four possible  answers a, b, c and d.   choose the one you consider correct and record your choice in soft pencil on the separate answer sheet.   read the instructions on the answer sheet very carefully.    each correct answer will score one mark. a mark will not be deducted for a wrong answer. any rough working should be done in this booklet.     ",
+            "2": "2  \u00a9 ucles 2011 0625/11/o/n/11  1 a ruler is used to measure the length of an object.    123456789 1 0 cmobject     what is the length of the object?  a 3.0  cm b 4.0  cm c 5.0  cm d 6.5  cm    2 the graph shows how the speed of a car changes with time.    speed u v w x y time 0     between which two times is the car stationary?  a u and v b v and w c w and x d x and y      3 a child is standing on the platform of a station.        a train travelling at 30  m / s takes 3.0  s to pass the child.    what is the length of the train?  a 10   m b 27   m c 30  m d 90   m    ",
+            "3": "3  \u00a9 ucles 2011 0625/11/o/n/11 [turn over  4 the weight of an object is to be found using the balance shown in the diagram.    object     the object is put in the left-hand pan and various standard weights are put in the right-hand pan. these are the results.    weights in the right-hand pan effect  0.1  n, 0.1  n, 0.05  n, 0.02  n balance tips down slightly on the left-hand side  0.2  n, 0.1  n, 0.01  n balance tips down slightly on the right-hand side    what is the best estimate of the weight of the object?  a 0.27  n b 0.29  n c 0.31  n d 0.58  n     ",
+            "4": "4  \u00a9 ucles 2011 0625/11/o/n/11  5 the diagrams show four blocks with the same mass.    which block is made from the least dense material?    ab cd2 cm1 cm8 cm 2 cm3 cm 3 cm 3 cm2 cm4 cm 2 cm5 cm 2 cm      6 a student is told to measure the density of a liquid and also of a large cube of metal.    which pieces of equipment are sufficient to be able to take the measurements needed?  a balance, measuring cylinder and ruler  b balance and thermometer c measuring cylinder and ruler  d measuring cylinder, ruler and thermometer     ",
+            "5": "5  \u00a9 ucles 2011 0625/11/o/n/11 [turn over  7 a uniform rod rests on a pivot at its centre. the rod is not attached to the pivot. forces are then  applied to the rod in four different ways, as shown. the weight of the rod can be ignored.    which diagram shows the rod in equilibrium?    a 100  n 100  nb 100  n 100  n c 100  n 100  nd 100  n 100  n100  n      8 which combination of forces produces a resultant force acting towards the right?   a 10  n5 n 2 nb 5 n4 n 3 nc 7 n5 n 3 n10  n6 n 4 nd     9 a student adds weights to an elastic cord. he measures the length of the cord for each weight.    he then plots a graph from the results, as shown.    00 1234 weight  / n    which length has he plotted on the vertical axis?  a measured length  b original length  c (measured length \u2013 original length)  d (measured length + original length) ",
+            "6": "6  \u00a9 ucles 2011 0625/11/o/n/11  10 a force f moves a load from the bottom of a slope to the top.    qr p f  load      the work done by the force depends on the size of the force, and on a distance.    what is this distance?  a p b q c r d p + q      11 a water manometer is used to measure the pressure of a gas supply.    initial level of water10  cm 10  cm gas supply water     when it is attached to the gas supply, the water falls on the left side and rises on the right side.  the difference in the levels of water on the two sides is now 20  cm.    what is the pressure of the gas supply?  a the pressure due to 10  cm depth of water  b the pressure due to 20  cm depth of water  c the pressure due to 10  cm depth of water plus atmospheric pressure  d the pressure due to 20  cm depth of water plus atmospheric pressure     ",
+            "7": "7  \u00a9 ucles 2011 0625/11/o/n/11 [turn over  12 a chair is placed on protective cups to pr event damage to the carpet underneath it.     chair  carpet  protective cups     how do the cups change the area of conta ct with the carpet and the pressure on it?     area of contact pressure  a decreased decreased  b decreased increased  c increased decreased  d increased increased      13 evaporation occurs when molecules escape from a liquid surface into the air above it. during this  process the temperature of the liquid falls.    why does the temperature of the liquid fall?  a the molecules in the vapour expand because the pressure is less.  b the molecules left in the liquid have more space to move around.  c the molecules move more slowly when they escape into the air.  d the molecules with the highest energies escape into the air.     ",
+            "8": "8  \u00a9 ucles 2011 0625/11/o/n/11  14 the pressure of a fixed mass of gas in a cylinder is measured. the volume of the gas in the  cylinder is then slowly decreased. the temperature of the gas does not change.    which graph could show the change of pre ssure of the gas during this process?    pressure  time a  0 0pressure timeb pressure  time c  pressure timed 0 00 0 0 0     15 to mark the lower fixed point of a celsius scale on a thermometer, the thermometer should be  placed in  a pure alcohol.  b pure distilled water.  c pure melting ice.  d pure mercury.     ",
+            "9": "9  \u00a9 ucles 2011 0625/11/o/n/11 [turn over  16 the diagram shows an electric heater being used to heat a beaker of water and an identical  beaker of oil for several minutes.    water oil electric heate r    the temperature of the water and the temperature of the oil increase constantly. the rise in  temperature of the oil is much greater than that of the water.    why is this?  a the oil has a higher boiling point than water.  b the oil has a higher thermal capacity than water.  c the oil has a lower boiling point than water.  d the oil has a lower thermal capacity than water.     17 the diagram shows a cooling unit in a refrigerator.    cooling unit     why is the cooling unit placed at the top?  a cold air falls and warm air is displaced upwards.  b cold air is a bad conductor so heat is not conducted into the refrigerator.  c cold air is a good conductor so heat is conducted out of the refrigerator.  d cold air remains at the top and so prevents convection.     ",
+            "10": "10  \u00a9 ucles 2011 0625/11/o/n/11  18 two identical copper cans are filled with boiling water.     uninsulated can insulated cancopper can  wool hot water thermometer     one can is insulated with wool. the temperature of the water in each can is taken every minute  for several minutes. graphs of the results are plotted.    which graph shows the results obtained?    a temperature timeinsulated uninsulatedb temperature timeinsulated uninsulated c temperature timeinsulateduninsulatedd temperature timeuninsulated insulated       19 which of these waves is longitudinal?  a infra-red  b radio  c sound  d water     ",
+            "11": "11  \u00a9 ucles 2011 0625/11/o/n/11 [turn over  20 radio waves are received at a house at the bottom of a hill.    hillradio waves house     the waves reach the house because the hill has caused them to be  a diffracted.  b radiated.  c reflected.  d refracted.      21 the diagram shows a ray of light travelling from x. angle p is less than the critical angle.    in which direction does the ray continue?    a  c b  dair glass x  p      22 the diagram shows the image of a clock in a plane mirror.        what time is shown?  a 02:25 b 02:35 c 09:25 d 09:35     ",
+            "12": "12  \u00a9 ucles 2011 0625/11/o/n/11  23 a student wishes to measure the speed of sound in air. she plans to measure the time between  making a sound and hearing the echo from a cliff.    studentcliff     she will use the equation: speed =  timedistance.  which type of sound should she make and which distance should she use in her calculation?     type of sound distance to use  a continuous sound 2cliff  to distance  b continuous sound distance to cliff \u00d7 2  c short, sharp sound 2cliff  to distance  d short, sharp sound distance to cliff \u00d7 2     24 the diagrams show the wave shapes of two different sounds. the scales are the same in each  diagram.    sound 1 sound 2time time     how does sound 2 compare with sound 1?  a sound 2 is louder than sound 1.  b sound 2 is quieter than sound 1.  c sound 2 has a higher pitch than sound 1.  d sound 2 has a lower pitch than sound 1.     ",
+            "13": "13  \u00a9 ucles 2011 0625/11/o/n/11 [turn over  25 a horseshoe magnet is brought near to an unmagnetised iron bar.    iron barns     which row in the table shows the magnetic poles induced in the iron bar and the direction of the  forces between the bar and the magnet?     magnetic poles induced  in iron bar force between iron bar  and magnet  a ns  attraction  b ns  repulsion  c sn  attraction  d sn  repulsion    ",
+            "14": "14  \u00a9 ucles 2011 0625/11/o/n/11  26 four nails, a, b, c and d, are tested to find which makes the strongest permanent magnet.    nsnail bar magnet paper clips     one of the nails is placed against a bar magnet and the number of paper clips which the nail can  support is recorded. the bar magnet is then removed and the number of paper clips remaining attached to the nail is recorded. each nail is tested in turn.    which nail becomes the strongest permanent magnet?    number of paper clips attached to the nail  nail  bar magnet present bar magnet removed  a 2 0  b 2 1  c 4 3  d 5 2      27 which symbols are used for the units of current and of resistance?     unit of current unit of resistance  a a w  b a \u03c9  c c w  d c \u03c9    ",
+            "15": "15  \u00a9 ucles 2011 0625/11/o/n/11 [turn over  28 the diagram shows a lamp in a circuit.    p     which change to the circuit would increase the current in the lamp?  a adding another resistor in parallel with the one in the circuit  b adding another resistor in series with the one in the circuit c decreasing the electromotive force (e.m.f.) of the battery in the circuit d moving the lamp to point p in the circuit     29 the diagram shows an electric circuit containing three meters, x, y and z, all connected  correctly.    x z y     what are meters x, y and z?     x y z  a ammeter ammeter ammeter  b ammeter voltmeter ammeter  c voltmeter ammeter voltmeter  d voltmeter voltmeter voltmeter    ",
+            "16": "16  \u00a9 ucles 2011 0625/11/o/n/11  30 the diagrams show four arrangements of resistors.    which arrangement has the smallest  total resistance?    4 \u03c9a  c 2 \u03c9b  2 \u03c9 4 \u03c9 4 \u03c9d  4 \u03c9 4 \u03c9      31 the diagram shows a potential divider circuit with two identical lamps l 1 and l 2.    l1 l2x  k  y      the contact k is halfway between x and y and the lamps are equally bright.    what will happen to the brightness of the lamps when contact k is moved a short distance  towards x?     lamp l 1 lamp l2  a brighter brighter  b brighter dimmer  c dimmer brighter  d dimmer dimmer    ",
+            "17": "17  \u00a9 ucles 2011 0625/11/o/n/11 [turn over  32 a fuse and a relay each use an effect of an electric current.    which effect of an electric current is used by a fuse and which effect is used by a relay?     effect used by  a fuse effect used by  a relay  a heating effect heating effect  b heating effect magnetic effect  c magnetic effect heating effect  d magnetic effect magnetic effect      33 which diagram represents the direction of the magnetic field around a straight wire carrying a  current out of the page?    a b current out of page c d current out of page      ",
+            "18": "18  \u00a9 ucles 2011 0625/11/o/n/11  34 the diagram shows an a.c. generator.    nscoil output voltagerotation of coil     with the coil in the position shown, the output voltage is +10  v.    when does the output voltage become \u201310  v?  a when the coil has turned 90 \u00b0  b when the coil has turned 180 \u00b0  c when the coil has turned 270 \u00b0  d when the coil has turned 360 \u00b0     35 the diagram shows a simple transformer.     core output input     from which material should the core be made?  a aluminium  b copper  c iron  d steel     ",
+            "19": "19  \u00a9 ucles 2011 0625/11/o/n/11 [turn over  36 cathode rays are emitted in a vacuum tube. they consist of particles that are found in atoms.    what is the name of the particles and how are the cathode rays produced?     name of particles how the cathode rays  are produced  a electrons electromagnetic induction  b electrons thermionic emission  c protons electromagnetic induction  d protons thermionic emission      37 two parallel metal plates in a vacuum are connected to the terminals of a high-voltage power  supply. a beam of cathode rays is passed into th e space between the two plates, as shown.    in which direction does the beam of cathode rays deflect?    +\u2013high-voltage power supply ab c d cathode raysmetal plate metal plate       38 a scientist needs to use a source of \u03b3-rays as safely as possible.    which action will not reduce the amount of radiation that reaches the scientist?  a keeping the distance between the source and the scientist as large as possible  b keeping the temperature of the source as low as possible c keeping the time for which the scientist uses the source as small as possible d placing a lead screen between the scientist and the source     ",
+            "20": "20      permission to reproduce items where third -party owned material protected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to t race 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.    \u00a9 ucles 2011 0625/11/o/n/11  39 the graph shows the activity of a radioactive source over a period of time.    2000  1500 1000  500  0  0 1 2 3  time  / hour activity / counts per second     what is the half-life of the source?  a 21 hour b 1 hour c 121  hours d 3 hours      40 a nuclide of substance x has the symbol x26 12.    how many electrons are there in a neutral atom of substance x?  a 12 b 14 c 26 d 38       "
+        },
+        "0625_w11_qp_12.pdf": {
+            "1": "    this document consists of 21 printed pages and 3 blank pages.  ib11 11_0625_12/fp  \u00a9 ucles 2011  [turn over      *6658930791* university of cambridge international examinations  international general certificate of secondary education       physics 0625/12     paper 1  multiple choice  october/november 2011     45 minutes    additional materials: multiple choice answer sheet   soft clean eraser   soft pencil (type b or hb recommended)       read these instructions first    write in soft pencil.  do not use staples, paper clips, highlighters, glue or correction fluid. write your name, centre number and candidate number on the answer sheet in the spaces provided  unless this has been done for you.   there are forty  questions on this paper. answer all questions. for each question there are four possible  answers a, b, c and d.   choose the one you consider correct and record your choice in soft pencil on the separate answer sheet.   read the instructions on the answer sheet very carefully.    each correct answer will score one mark. a mark will not be deducted for a wrong answer. any rough working should be done in this booklet.     ",
+            "2": "2  \u00a9 ucles 2011 0625/12/o/n/11  1 the graph shows how the speed of a car changes with time.    speed u v w x y time 0     between which two times is the car stationary?  a u and v b v and w c w and x d x and y      2 a ruler is used to measure the length of an object.   123456789 1 0 cmobject     what is the length of the object?  a 3.0  cm b 4.0  cm c 5.0  cm d 6.5  cm     3 a student is told to measure the density of a liquid and also of a large cube of metal.    which pieces of equipment are sufficient to be able to take the measurements needed?  a balance, measuring cylinder and ruler  b balance and thermometer c measuring cylinder and ruler  d measuring cylinder, ruler and thermometer     ",
+            "3": "3  \u00a9 ucles 2011 0625/12/o/n/11 [turn over  4 the diagrams show four blocks with the same mass.    which block is made from the least dense material?    ab cd2 cm1 cm8 cm 2 cm3 cm 3 cm 3 cm2 cm4 cm 2 cm5 cm 2 cm      5 a child is standing on the platform of a station.        a train travelling at 30  m / s takes 3.0  s to pass the child.    what is the length of the train?  a 10   m b 27   m c 30  m d 90   m    ",
+            "4": "4  \u00a9 ucles 2011 0625/12/o/n/11  6 which combination of forces produces a resultant force acting towards the right?    a 10  n5 n 2 nb 5 n4 n 3 nc 7 n5 n 3 n10  n6 n 4 nd       7 a student adds weights to an elastic cord. he measures the length of the cord for each weight.   he then plots a graph from the results, as shown.    00 1234 weight  / n    which length has he plotted on the vertical axis?  a measured length  b original length  c (measured length \u2013 original length)  d (measured length + original length)     8 the weight of an object is to be found using the balance shown in the diagram.   object     the object is put in the left-hand pan and various standard weights are put in the right-hand pan. these are the results.    weights in the right-hand pan effect  0.1  n, 0.1  n, 0.05  n, 0.02  n balance tips down slightly on the left-hand side  0.2  n, 0.1  n, 0.01  n balance tips down slightly on the right-hand side    what is the best estimate of the weight of the object?  a 0.27  n b 0.29  n c 0.31  n d 0.58  n ",
+            "5": "5  \u00a9 ucles 2011 0625/12/o/n/11 [turn over  9 a uniform rod rests on a pivot at its centre. the rod is not attached to the pivot. forces are then  applied to the rod in four different ways, as shown. the weight of the rod can be ignored.    which diagram shows the rod in equilibrium?    a 100  n 100  nb 100  n 100  n c 100  n 100  nd 100  n 100  n100  n      10 a force f moves a load from the bottom of a slope to the top.    qr p f  load      the work done by the force depends on the size of the force, and on a distance.    what is this distance?  a p b q c r d p + q      ",
+            "6": "6  \u00a9 ucles 2011 0625/12/o/n/11  11 the pressure of a fixed mass of gas in a cylinder is measured. the volume of the gas in the  cylinder is then slowly decreased. the temperature of the gas does not change.    which graph could show the change of pre ssure of the gas during this process?    pressure  time a  0 0pressure timeb pressure  time c  pressure timed 0 00 0 0 0     ",
+            "7": "7  \u00a9 ucles 2011 0625/12/o/n/11 [turn over  12 a water manometer is used to measure the pressure of a gas supply.    initial level of water10  cm 10  cm gas supply water     when it is attached to the gas supply, the water falls on the left side and rises on the right side.  the difference in the levels of water on the two sides is now 20  cm.    what is the pressure of the gas supply?  a the pressure due to 10  cm depth of water  b the pressure due to 20  cm depth of water  c the pressure due to 10  cm depth of water plus atmospheric pressure  d the pressure due to 20  cm depth of water plus atmospheric pressure    ",
+            "8": "8  \u00a9 ucles 2011 0625/12/o/n/11  13 a chair is placed on protective cups to pr event damage to the carpet underneath it.     chair  carpet  protective cups     how do the cups change the area of conta ct with the carpet and the pressure on it?     area of contact pressure  a decreased decreased  b decreased increased  c increased decreased  d increased increased      14 to mark the lower fixed point of a celsius scale on a thermometer, the thermometer should be  placed in  a pure alcohol.  b pure distilled water. c pure melting ice. d pure mercury.     ",
+            "9": "9  \u00a9 ucles 2011 0625/12/o/n/11 [turn over  15 two identical copper cans are filled with boiling water.     uninsulated can insulated cancopper can  wool hot water thermometer     one can is insulated with wool. the temperature of the water in each can is taken every minute  for several minutes. graphs of the results are plotted.    which graph shows the results obtained?    a temperature timeinsulated uninsulatedb temperature timeinsulated uninsulated c temperature timeinsulateduninsulatedd temperature timeuninsulated insulated       16 evaporation occurs when molecules escape from a liquid surface into the air above it. during this  process the temperature of the liquid falls.    why does the temperature of the liquid fall?  a the molecules in the vapour expand because the pressure is less.  b the molecules left in the liquid have more space to move around.  c the molecules move more slowly when they escape into the air.  d the molecules with the highest energies escape into the air. ",
+            "10": "10  \u00a9 ucles 2011 0625/12/o/n/11  17 the diagram shows a cooling unit in a refrigerator.    cooling unit     why is the cooling unit placed at the top?  a cold air falls and warm air is displaced upwards.  b cold air is a bad conductor so heat is not conducted into the refrigerator.  c cold air is a good conductor so heat is conducted out of the refrigerator.  d cold air remains at the top and so prevents convection.      18 the diagram shows an electric heater being used to heat a beaker of water and an identical  beaker of oil for several minutes.    water oil electric heate r    the temperature of the water and the temperature of the oil increase constantly. the rise in temperature of the oil is much greater than that of the water.    why is this?  a the oil has a higher boiling point than water.  b the oil has a higher thermal capacity than water.  c the oil has a lower boiling point than water.  d the oil has a lower thermal capacity than water.     ",
+            "11": "11  \u00a9 ucles 2011 0625/12/o/n/11 [turn over  19 the diagram shows the image of a clock in a plane mirror.        what time is shown?  a 02:25 b 02:35 c 09:25 d 09:35      20 the diagram shows a ray of light travelling from x. angle p is less than the critical angle.    in which direction does the ray continue?    a  c b  dair glass x  p      21 radio waves are received at a house at the bottom of a hill.    hillradio waves house     the waves reach the house because the hill has caused them to be  a diffracted.  b radiated.  c reflected.  d refracted.     ",
+            "12": "12  \u00a9 ucles 2011 0625/12/o/n/11  22 which of these waves is longitudinal?  a infra-red  b radio  c sound  d water      23 the diagrams show the wave shapes of two different sounds. the scales are the same in each  diagram.    sound 1 sound 2time time     how does sound 2 compare with sound 1?  a sound 2 is louder than sound 1.  b sound 2 is quieter than sound 1. c sound 2 has a higher pitch than sound 1. d sound 2 has a lower pitch than sound 1.     ",
+            "13": "13  \u00a9 ucles 2011 0625/12/o/n/11 [turn over  24 a student wishes to measure the speed of sound in air. she plans to measure the time between  making a sound and hearing the echo from a cliff.    studentcliff     she will use the equation: speed =  timedistance.  which type of sound should she make and which distance should she use in her calculation?     type of sound distance to use  a continuous sound 2cliff  to distance  b continuous sound distance to cliff \u00d7 2  c short, sharp sound 2cliff  to distance  d short, sharp sound distance to cliff \u00d7 2     25 which symbols are used for the units of current and of resistance?     unit of current unit of resistance  a a w  b a \u03c9  c c w  d c \u03c9    ",
+            "14": "14  \u00a9 ucles 2011 0625/12/o/n/11  26 the diagrams show four arrangements of resistors.    which arrangement has the smallest  total resistance?    4 \u03c9a  c 2 \u03c9b  2 \u03c9 4 \u03c9 4 \u03c9d  4 \u03c9 4 \u03c9      27 the diagram shows an electric circuit containing three meters, x, y and z, all connected  correctly.    x z y     what are meters x, y and z?     x y z  a ammeter ammeter ammeter  b ammeter voltmeter ammeter  c voltmeter ammeter voltmeter  d voltmeter voltmeter voltmeter    ",
+            "15": "15  \u00a9 ucles 2011 0625/12/o/n/11 [turn over  28 the diagram shows a potential divider circuit with two identical lamps l 1 and l 2.    l1 l2x  k  y      the contact k is halfway between x and y and the lamps are equally bright.    what will happen to the brightness of the lamps when contact k is moved a short distance  towards x?     lamp l 1 lamp l2  a brighter brighter  b brighter dimmer  c dimmer brighter  d dimmer dimmer     29 the diagram shows a lamp in a circuit.    p     which change to the circuit would increase the current in the lamp?  a adding another resistor in parallel with the one in the circuit  b adding another resistor in series with the one in the circuit c decreasing the electromotive force (e.m.f.) of the battery in the circuit  d moving the lamp to point p in the circuit     ",
+            "16": "16  \u00a9 ucles 2011 0625/12/o/n/11  30 a fuse and a relay each use an effect of an electric current.    which effect of an electric current is used by a fuse and which effect is used by a relay?     effect used by  a fuse effect used by  a relay  a heating effect heating effect  b heating effect magnetic effect  c magnetic effect heating effect  d magnetic effect magnetic effect      31 four nails, a, b, c and d, are tested to find which makes the strongest permanent magnet.    nsnail bar magnet paper clips     one of the nails is placed against a bar magnet and the number of paper clips which the nail can  support is recorded. the bar magnet is then removed and the number of paper clips remaining attached to the nail is recorded. each nail is tested in turn.    which nail becomes the strongest permanent magnet?    number of paper clips attached to the nail  nail  bar magnet present bar magnet removed  a 2 0  b 2 1  c 4 3  d 5 2     ",
+            "17": "17  \u00a9 ucles 2011 0625/12/o/n/11 [turn over  32 a horseshoe magnet is brought near to an unmagnetised iron bar.    iron barns     which row in the table shows the magnetic poles induced in the iron bar and the direction of the  forces between the bar and the magnet?     magnetic poles induced  in iron bar force between iron bar  and magnet  a ns  attraction  b ns  repulsion  c sn  attraction  d sn  repulsion    ",
+            "18": "18  \u00a9 ucles 2011 0625/12/o/n/11  33 which diagram represents the direction of the magnetic field around a straight wire carrying a  current out of the page?    a b current out of page c d current out of page      34 the diagram shows a simple transformer.     core output input     from which material should the core be made?  a aluminium  b copper  c iron  d steel     ",
+            "19": "19  \u00a9 ucles 2011 0625/12/o/n/11 [turn over  35 the diagram shows an a.c. generator.    nscoil output voltagerotation of coil     with the coil in the position shown, the output voltage is +10  v.    when does the output voltage become \u201310  v?  a when the coil has turned 90 \u00b0  b when the coil has turned 180 \u00b0  c when the coil has turned 270 \u00b0  d when the coil has turned 360 \u00b0      36 a scientist needs to use a source of \u03b3-rays as safely as possible.    which action will not reduce the amount of radiation that reaches the scientist?  a keeping the distance between the source and the scientist as large as possible  b keeping the temperature of the source as low as possible  c keeping the time for which the scientist uses the source as small as possible d placing a lead screen between the scientist and the source      37 a nuclide of substance x has the symbol  x26 12.    how many electrons are there in a neutral atom of substance x?  a 12 b 14 c 26 d 38     ",
+            "20": "20  \u00a9 ucles 2011 0625/12/o/n/11  38 the graph shows the activity of a radioactive source over a period of time.    2000  1500 1000  500  0  0 1 2 3  time  / hour activity / counts per second     what is the half-life of the source?  a 21 hour b 1 hour c 121 hours d 3 hours     39 cathode rays are emitted in a vacuum tube. they consist of particles that are found in atoms.    what is the name of the particles and how are the cathode rays produced?     name of particles how the cathode rays  are produced  a electrons electromagnetic induction  b electrons thermionic emission  c protons electromagnetic induction  d protons thermionic emission    ",
+            "21": "21  \u00a9 ucles 2011 0625/12/o/n/11  40 two parallel metal plates in a vacuum are connected to the terminals of a high-voltage power  supply. a beam of cathode rays is passed into th e space between the two plates, as shown.    in which direction does the beam of cathode rays deflect?    +\u2013high-voltage power supply ab c d cathode raysmetal plate metal plate      ",
+            "22": "22  \u00a9 ucles 2011 0625/12/o/n/11  blank page     ",
+            "23": "23  \u00a9 ucles 2011 0625/12/o/n/11  blank page     ",
+            "24": "24    permission to reproduce items where thir d-party owned material protected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holder s, 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 t he cambridge assessment group. ca mbridge assessment is the brand name of university of  cambridge local examinations syndicate (ucles), which is itself a department of the university of cambridge.    \u00a9 ucles 2011 0625/12/o/n/11  blank page    "
+        },
+        "0625_w11_qp_13.pdf": {
+            "1": "    this document consists of 22 printed pages and 2 blank pages.  ib11 11_0625_13/rp  \u00a9 ucles 2011  [turn over      *5380410204* university of cambridge international examinations  international general certificate of secondary education       physics 0625/13     paper 1  multiple choice  october/november 2011     45 minutes    additional materials: multiple choice answer sheet   soft clean eraser   soft pencil (type b or hb recommended)       read these instructions first    write in soft pencil.  do not use staples, paper clips, highlighters, glue or correction fluid. write your name, centre number and candidate number on the answer sheet in the spaces provided  unless this has been done for you.   there are forty  questions on this paper. answer all questions. for each question there are four possible  answers a, b, c and d.   choose the one you consider correct and record your choice in soft pencil on the separate answer sheet.   read the instructions on the answer sheet very carefully.    each correct answer will score one mark. a mark will not be deducted for a wrong answer. any rough working should be done in this booklet.     ",
+            "2": "2  \u00a9 ucles 2011 0625/13/o/n/11  1 a child is standing on the platform of a station.        a train travelling at 30  m / s takes 3.0  s to pass the child.    what is the length of the train?  a 10   m b 27   m c 30  m d 90   m    2 the graph shows how the speed of a car changes with time.    speed u v w x y time 0     between which two times is the car stationary?  a u and v b v and w c w and x d x and y     ",
+            "3": "3  \u00a9 ucles 2011 0625/13/o/n/11 [turn over  3 a student wishes to measure the speed of soun d in air. she plans to measure the time between  making a sound and hearing the echo from a cliff.    studentcliff     she will use the equation: speed =  timedistance.  which type of sound should she make and which distance should she use in her calculation?     type of sound distance to use  a continuous sound 2cliff  to distance  b continuous sound distance to cliff \u00d7 2  c short, sharp sound 2cliff  to distance  d short, sharp sound distance to cliff \u00d7 2     4 a ruler is used to measure the length of an object.   123456789 1 0 cmobject     what is the length of the object?  a 3.0  cm b 4.0  cm c 5.0  cm d 6.5  cm     ",
+            "4": "4  \u00a9 ucles 2011 0625/13/o/n/11  5 a student adds weights to an elastic cord. he measures the length of the cord for each weight.    he then plots a graph from the results, as shown.    00 1234 weight  / n    which length has he plotted on the vertical axis?  a measured length  b original length  c (measured length \u2013 original length)  d (measured length + original length)      6 which combination of forces produces a resultant force acting towards the right?   a 10  n5 n 2 nb 5 n4 n 3 nc 7 n5 n 3 n10  n6 n 4 nd     ",
+            "5": "5  \u00a9 ucles 2011 0625/13/o/n/11 [turn over  7 a force f moves a load from the bottom of a slope to the top.    qr p f  load      the work done by the force depends on the size of the force, and on a distance.    what is this distance?  a p b q c r d p + q      8 a uniform rod rests on a pivot at its centre. the rod is not attached to the pivot. forces are then  applied to the rod in four different ways, as shown. the weight of the rod can be ignored.    which diagram shows the rod in equilibrium?    a 100  n 100  nb 100  n 100  n c 100  n 100  nd 100  n 100  n100  n      ",
+            "6": "6  \u00a9 ucles 2011 0625/13/o/n/11  9 the weight of an object is to be found using the balance shown in the diagram.    object     the object is put in the left-hand pan and various standard weights are put in the right-hand pan. these are the results.    weights in the right-hand pan effect  0.1  n, 0.1  n, 0.05  n, 0.02  n balance tips down slightly on the left-hand side  0.2  n, 0.1  n, 0.01  n balance tips down slightly on the right-hand side    what is the best estimate of the weight of the object?  a 0.27  n b 0.29  n c 0.31  n d 0.58  n      10 a chair is placed on protective cups to pr event damage to the carpet underneath it.     chair  carpet  protective cups     how do the cups change the area of conta ct with the carpet and the pressure on it?     area of contact pressure  a decreased decreased  b decreased increased  c increased decreased  d increased increased    ",
+            "7": "7  \u00a9 ucles 2011 0625/13/o/n/11 [turn over  11 a student is told to measure the density of a liquid and also of a large cube of metal.    which pieces of equipment are sufficient to be able to take the measurements needed?  a balance, measuring cylinder and ruler  b balance and thermometer c measuring cylinder and ruler d measuring cylinder, ruler and thermometer     12 the diagrams show four blocks with the same mass.    which block is made from the least dense material?    ab cd2 cm1 cm8 cm 2 cm3 cm 3 cm 3 cm2 cm4 cm 2 cm5 cm 2 cm     ",
+            "8": "8  \u00a9 ucles 2011 0625/13/o/n/11  13 a water manometer is used to measure the pressure of a gas supply.    initial level of water10  cm 10  cm gas supply water     when it is attached to the gas supply, the water falls on the left side and rises on the right side.  the difference in the levels of water on the two sides is now 20  cm.    what is the pressure of the gas supply?  a the pressure due to 10  cm depth of water  b the pressure due to 20  cm depth of water  c the pressure due to 10  cm depth of water plus atmospheric pressure  d the pressure due to 20  cm depth of water plus atmospheric pressure     14 the diagram shows an electric heater being used to heat a beaker of water and an identical  beaker of oil for several minutes.    water oil electric heate r    the temperature of the water and the temperature of the oil increase constantly. the rise in  temperature of the oil is much greater than that of the water.    why is this?  a the oil has a higher boiling point than water.  b the oil has a higher thermal capacity than water.  c the oil has a lower boiling point than water.  d the oil has a lower thermal capacity than water.     ",
+            "9": "9  \u00a9 ucles 2011 0625/13/o/n/11 [turn over  15 evaporation occurs when molecules escape from a liquid surface into the air above it. during this  process the temperature of the liquid falls.    why does the temperature of the liquid fall?  a the molecules in the vapour expand because the pressure is less.  b the molecules left in the liquid have more space to move around.  c the molecules move more slowly when they escape into the air.  d the molecules with the highest energies escape into the air.     16 to mark the lower fixed point of a celsius scale on a thermometer, the thermometer should be  placed in  a pure alcohol.  b pure distilled water.  c pure melting ice.  d pure mercury.     ",
+            "10": "10  \u00a9 ucles 2011 0625/13/o/n/11  17 two identical copper cans are filled with boiling water.     uninsulated can insulated cancopper can  wool hot water thermometer     one can is insulated with wool. the temperature of the water in each can is taken every minute  for several minutes. graphs of the results are plotted.    which graph shows the results obtained?    a temperature timeinsulated uninsulatedb temperature timeinsulated uninsulated c temperature timeinsulateduninsulatedd temperature timeuninsulated insulated      ",
+            "11": "11  \u00a9 ucles 2011 0625/13/o/n/11 [turn over  18 the pressure of a fixed mass of gas in a cylinder is measured. the volume of the gas in the  cylinder is then slowly decreased. the temperature of the gas does not change.    which graph could show the change of pre ssure of the gas during this process?    pressure  time a  0 0pressure timeb pressure  time c  pressure timed 0 00 0 0 0     19 the diagram shows a cooling unit in a refrigerator.    cooling unit     why is the cooling unit placed at the top?  a cold air falls and warm air is displaced upwards.  b cold air is a bad conductor so heat is not conducted into the refrigerator.  c cold air is a good conductor so heat is conducted out of the refrigerator.  d cold air remains at the top and so prevents convection. ",
+            "12": "12  \u00a9 ucles 2011 0625/13/o/n/11  20 the diagrams show the wave shapes of two different sounds. the scales are the same in each  diagram.    sound 1 sound 2time time     how does sound 2 compare with sound 1?  a sound 2 is louder than sound 1.  b sound 2 is quieter than sound 1. c sound 2 has a higher pitch than sound 1. d sound 2 has a lower pitch than sound 1.     21 the diagram shows the image of a clock in a plane mirror.        what time is shown?  a 02:25 b 02:35 c 09:25 d 09:35     ",
+            "13": "13  \u00a9 ucles 2011 0625/13/o/n/11 [turn over  22 radio waves are received at a house at the bottom of a hill.    hillradio waves house     the waves reach the house because the hill has caused them to be  a diffracted.  b radiated.  c reflected.  d refracted.      23 the diagram shows a ray of light travelling from x. angle p is less than the critical angle.    in which direction does the ray continue?    a  c b  dair glass x  p      24 which of these waves is longitudinal?  a infra-red  b radio c sound  d water     ",
+            "14": "14  \u00a9 ucles 2011 0625/13/o/n/11  25 which diagram represents the direction of the magnetic field around a straight wire carrying a  current out of the page?    a b current out of page c d current out of page      ",
+            "15": "15  \u00a9 ucles 2011 0625/13/o/n/11 [turn over  26 four nails, a, b, c and d, are tested to find which makes the strongest permanent magnet.    nsnail bar magnet paper clips     one of the nails is placed against a bar magnet and the number of paper clips which the nail can  support is recorded. the bar magnet is then removed and the number of paper clips remaining attached to the nail is recorded. each nail is tested in turn.    which nail becomes the strongest permanent magnet?    number of paper clips attached to the nail  nail  bar magnet present bar magnet removed  a 2 0  b 2 1  c 4 3  d 5 2     ",
+            "16": "16  \u00a9 ucles 2011 0625/13/o/n/11  27 a horseshoe magnet is brought near to an unmagnetised iron bar.    iron barns     which row in the table shows the magnetic poles induced in the iron bar and the direction of the  forces between the bar and the magnet?     magnetic poles induced  in iron bar force between iron bar  and magnet  a ns  attraction  b ns  repulsion  c sn  attraction  d sn  repulsion    ",
+            "17": "17  \u00a9 ucles 2011 0625/13/o/n/11 [turn over  28 the diagram shows an electric circuit containing three meters, x, y and z, all connected  correctly.    x z y     what are meters x, y and z?     x y z  a ammeter ammeter ammeter  b ammeter voltmeter ammeter  c voltmeter ammeter voltmeter  d voltmeter voltmeter voltmeter      29 which symbols are used for the units of current and of resistance?     unit of current unit of resistance  a a w  b a \u03c9  c c w  d c \u03c9     ",
+            "18": "18  \u00a9 ucles 2011 0625/13/o/n/11  30 the diagrams show four arrangements of resistors.    which arrangement has the smallest  total resistance?    4 \u03c9a  c 2 \u03c9b  2 \u03c9 4 \u03c9 4 \u03c9d  4 \u03c9 4 \u03c9      31 the diagram shows a lamp in a circuit.    p     which change to the circuit would increase the current in the lamp?  a adding another resistor in parallel with the one in the circuit  b adding another resistor in series with the one in the circuit  c decreasing the electromotive force (e.m.f.) of the battery in the circuit  d moving the lamp to point p in the circuit     ",
+            "19": "19  \u00a9 ucles 2011 0625/13/o/n/11 [turn over  32 the diagram shows a potential divider circuit with two identical lamps l 1 and l 2.    l1 l2x  k  y      the contact k is halfway between x and y and the lamps are equally bright.    what will happen to the brightness of the lamps when contact k is moved a short distance  towards x?     lamp l 1 lamp l2  a brighter brighter  b brighter dimmer  c dimmer brighter  d dimmer dimmer     33 a fuse and a relay each use an effect of an electric current.    which effect of an electric current is used by a fuse and which effect is used by a relay?     effect used by  a fuse effect used by  a relay  a heating effect heating effect  b heating effect magnetic effect  c magnetic effect heating effect  d magnetic effect magnetic effect    ",
+            "20": "20  \u00a9 ucles 2011 0625/13/o/n/11  34 the diagram shows an a.c. generator.    nscoil output voltagerotation of coil     with the coil in the position shown, the output voltage is +10  v.    when does the output voltage become \u201310  v?  a when the coil has turned 90 \u00b0  b when the coil has turned 180 \u00b0  c when the coil has turned 270 \u00b0  d when the coil has turned 360 \u00b0     35 the diagram shows a simple transformer.     core output input     from which material should the core be made?  a aluminium  b copper  c iron  d steel     ",
+            "21": "21  \u00a9 ucles 2011 0625/13/o/n/11 [turn over  36 two parallel metal plates in a vacuum are connected to the terminals of a high-voltage power  supply. a beam of cathode rays is passed into th e space between the two plates, as shown.    in which direction does the beam of cathode rays deflect?    +\u2013high-voltage power supply ab c d cathode raysmetal plate metal plate      37 cathode rays are emitted in a vacuum tube. they consist of particles that are found in atoms.    what is the name of the particles and how are the cathode rays produced?     name of particles how the cathode rays  are produced  a electrons electromagnetic induction  b electrons thermionic emission  c protons electromagnetic induction  d protons thermionic emission     38 a nuclide of substance x has the symbol  x26 12.    how many electrons are there in a neutral atom of substance x?  a 12 b 14 c 26 d 38     ",
+            "22": "22  \u00a9 ucles 2011 0625/13/o/n/11  39 the graph shows the activity of a radioactive source over a period of time.    2000  1500 1000  500  0  0 1 2 3  time  / hour activity / counts per second     what is the half-life of the source?  a 21 hour b 1 hour c 121 hours d 3 hours      40 a scientist needs to use a source of \u03b3-rays as safely as possible.    which action will not reduce the amount of radiation that reaches the scientist?  a keeping the distance between the source and the scientist as large as possible  b keeping the temperature of the source as low as possible  c keeping the time for which the scientist uses the source as small as possible  d placing a lead screen between the scientist and the source     ",
+            "23": "23  \u00a9 ucles 2011 0625/13/o/n/11  blank page     ",
+            "24": "24      permission to reproduce items where thir d-party owned material protected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holder s, 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 t he cambridge assessment group. ca mbridge assessment is the brand name of university of  cambridge local examinations syndicate (ucles), which is itself a department of the university of cambridge.    \u00a9 ucles 2011 0625/13/o/n/11  blank page    "
+        },
+        "0625_w11_qp_21.pdf": {
+            "1": "this document consists of 15 printed pages and 1 blank page. dc (cw/cgw) 34004/4 \u00a9 ucles 2011 [turn overuniversity of cambridge international examinations international general certificate of secondary education *1264537134* physics 0625/21 paper 2  core october/november 2011  1 hour 15 minutes candidates answer on the question paper. no additional materials are required. read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen.y ou may use a soft pencil for any diagrams, graphs or rough working.do not use staples, paper clips, highlighters, glue or correction fluid.do not write in any barcodes. answer all questions. y ou may lose marks if you do not show your working or if you do not use appropriate units.take the weight of 1 kg to be 10 n (i.e. acceleration of free fall = 10 m / s 2). at the end of the examination, fasten all your work securely together.the number of marks is given in brackets [  ] at the end of each question or part question.",
+            "2": "2 0625/21/o/n/11 \u00a9 ucles 20111 fig. 1.1 shows the speed-time graph of a moving object. b a5 001 0 2 0 3 5 time  / sspeed m / sc d fig. 1.1  (a) which part, or parts, of fig. 1.1 indicate when the object is   (i) travelling at uniform speed,  ...[1]   (ii) accelerating?  .[1]  (b) calculate the distance travelled in the last 15 s.  distance =  .. m [3] [total: 5]",
+            "3": "3 0625/21/o/n/11 \u00a9 ucles 2011 [turn over2 two girls attempt to measure the speed of the water in a river, as shown in fig. 2.1. bridge 1 bridge 250  m fig. 2.1  (a) the distance between the two bridges is measured as 50 m.   suggest an appropriate instrument that they might use to measure this distance.  ...[1]  (b) the girl on bridge 1 drops a piece of wood into the water. the girl on bridge 2 measures how  long it takes for the piece of wood to reach bridge 2. it takes 400 s to travel between the two bridges.   (i) name an appropriate instrument that could be used to measure this time.  ...[1]   (ii) describe the procedure for measuring this time. ... ... ... ... ...[3]   (iii) calculate the speed of the water.  speed =  ...[4] [total: 9]",
+            "4": "4 0625/21/o/n/11 \u00a9 ucles 20113 (a) in a laboratory experiment to find the centre of mass of a triangular piece of card, the card is  suspended first from point a and then from point b, as shown in figs. 3.1 and 3.2. a b de c                  cdba e   fig. 3.1 fig. 3.2   when suspended from a, point d is found to be vertically below a.   when suspended from b, point e is vertically below b.  (i) what piece of apparatus might be used to determine the vertical lines through a and b? ...[1]   (ii) on fig. 3.3 below, draw construction lines to find the position of the centre of mass of  the triangular card. label this point clearly with the letter g. cd ba e  [3] fig. 3.3",
+            "5": "5 0625/21/o/n/11 \u00a9 ucles 2011 [turn over (b) fig. 3.4 illustrates a toy that always returns to the upright position, whatever position it is put  in to start with. fig. 3.4   on one of the three positions of the toy shown in fig. 4.3, clearly mark x at a possible position  for the centre of mass of the toy. [2] [total: 6]",
+            "6": "6 0625/21/o/n/11 \u00a9 ucles 20114 in fig. 4.1, the smoke cell consists of an illuminated glass box into which some smoke has been  injected. microscope smoke cell light fig. 4.1  (a) describe briefly what is seen when the contents of the smoke cell are viewed through the focused microscope.  ... ... ... ...[3]  (b) state the name we normally give to what is seen. ...[1]  (c) what deductions about the properties and behaviour of air molecules can be made from  these observations?  ... ... ... ...[3] [total: 7]",
+            "7": "7 0625/21/o/n/11 \u00a9 ucles 2011 [turn over5 a card is held against a rotating toothed wheel, as shown in fig. 5.1. card fig. 5.1  the wheel has 150 teeth and rotates 3 times per second.  (a) calculate the frequency of the sound produced.  frequency =    hz [2]  (b) state the approximate range of frequencies that can be heard by a healthy human ear.  lowest frequency = ... hz   highest frequency = ... hz [1]  (c) the speed of rotation of the wheel is increased.   what happens, if anything, to the pitch of the sound that is heard?  ...[1] [total: 4]",
+            "8": "8 0625/21/o/n/11 \u00a9 ucles 20116 the list below contains the names of the various regions of the electromagnetic spectrum, but they  are in the wrong order and an extra, non-electromagnetic type of wave motion has been included. infra-red radiation x-rays gamma rays visible light radio waves ultrasound waves ultra-violet radiation  (a) which one of these is not electromagnetic?  ...[1]  (b) (i) in the boxes below, list the various regions of the electromagnetic spectrum in order of  wavelength. the first and last boxes have been filled in for you. radio waves gamma rays  [2]   (ii) which of these has the longest wavelength?  ...[1]   (iii) which of these produces a significant heating effect? ...[1]   (iv) which of these may be used to obtain a picture of a broken bone inside the body? ...[1] [total: 6]",
+            "9": "9 0625/21/o/n/11 \u00a9 ucles 2011 [turn over7 the pivoted steel arrow from a small compass has become demagnetised.  the coil shown in fig. 7.1 is to be used to magnetise it again. coil steel arrow fig. 7.1  (a) describe carefully   (i) how the coil is used to magnetise the steel arrow,  ... ... ... ... ...[3]   (ii) how the polarity of the magnetised needle may be checked. ... ... ... ...[1]  (b) on fig. 7.1, draw the magnetic field pattern of the magnetised needle. [2] [total: 6]",
+            "10": "10 0625/21/o/n/11 \u00a9 ucles 20118 a student learning about electric circuits connects up the circuit shown in fig. 8.1. batteryammeter coil of wire variable resistor (rheostat)2103 amps45 fig. 8.1  (a) the student has already made one mistake with his connections.   what is his mistake?  ...[1]  (b) in the space below, draw the circuit diagram of the arrangement shown in fig. 8.1, using  standard symbols. [2]  (c) the student now connects a voltmeter to the circuit, so that readings can be taken to find the resistance of the coil of wire. on your circuit diagram, draw the voltmeter, connected to  measure the potential difference across the coil. [1]",
+            "11": "11 0625/21/o/n/11 \u00a9 ucles 2011 [turn over (d) having obtained a correctly-working circuit, the readings on the two meters for one setting of  the variable resistor are as shown in figs. 8.2 and 8.3. amps0 51 423            volts051 0 15   fig. 8.2  fig. 8.3   (i) record these two readings.  ammeter reading =  ..  a   voltmeter reading =  ... v [1]   (ii) the slider on the variable resistor (see fig. 8.1) is moved a small distance to the left, reducing its resistance.    state what happens to the readings on the two meters. ammeter reading  .. . voltmeter reading  ...[2]   (iii) the slider is adjusted so that the total resistance in the circuit is double that which gave  the readings in figs. 8.2 and 8.3.    calculate the new values of the readings on the meters.  ammeter reading =  ..  a   voltmeter reading =  ... v [2] [total: 9]",
+            "12": "12 0625/21/o/n/11 \u00a9 ucles 20119 (a) the circuit symbol shown in fig. 9.1 represents a device often used in electrical equipment. fig. 9.1   state the name of this device.  ...[1]  (b) fig. 9.2 shows, in simplified form, the essential parts of a grid system for distributing electrical  energy from a power station to domestic consumers. the device in part (a) is used both at x and at y . power stationx22 000  v132  000  v transmission cables and pylons240  v domesticconsumer y fig. 9.2   (i) using information from fig. 9.2, deduce the ratio secondary turns primary turns necessary at x and  at y .  turns ratio at x =  ...  turns ratio at y =  ...[3]   (ii) state two reasons why power transmission is cheaper if the voltage across the cables is  very high. 1.  ...2.  ...[2] [total: 6]",
+            "13": "13 0625/21/o/n/11 \u00a9 ucles 2011 [turn over10 (a) complete the following statement about an electric field.   an electric field is a region in which    experiences a ... [2]  (b) fig. 10.1 shows two identical light uncharged balls suspended on thin nylon threads. nylon thread ball b a fig. 10.1   ball a is given a positive charge and ball b is given a negative charge.   in the space below, draw a diagram showing the positions that the balls and threads will take,  now that the balls are charged.  [2]  (c) on ball b in your diagram, use labelled arrows to show the directions of   (i) the electrostatic force on the ball (label it e),   (ii) the weight of the ball (label it w),   (iii) the tension force of the thread on the ball (label it t). [2]  (d) ball b is in equilibrium. state the value of the resultant of forces e, w and t.  resultant =  ...[1] [total: 7]",
+            "14": "14 0625/21/o/n/11 \u00a9 ucles 201111 fig. 11.1 shows a tube that can be used to produce cathode rays. metal plates above and below  the tube have zero potential difference between them. fig. 11.1  (a) on fig. 11.1, clearly label   (i) the filament cathode (label it c),   (ii) the anode (label it a). [2]  (b) on fig. 11.1, draw   (i) a battery (label it b), connected to cause thermionic emission of electrons,   (ii) a 1000 v power supply (label it p), connected to cause a beam of cathode rays along the tube,   (iii) the path of the beam of cathode rays along the tube.  [3]  (c) what is seen when the beam of cathode rays hits the screen?  ... ...[1]  (d) a high potential difference is now connected between the two metal plates, so that the lower  plate is positive and the upper plate is negative.   what change is seen on the screen?  ...  ...[1] [total: 7]",
+            "15": "15 0625/21/o/n/11 \u00a9 ucles 201112 the count-rate from a sample of radioactive material is investigated by a team of scientists in a  laboratory.  (a) with the radioactive sample in place, the count-rate from the sample is determined every 7 days, with the results shown below. the background count-rate has already been subtracted. time / days 0 7 14 21 28 count-rate counts / s1000 550 300 160 90   on fig. 12.1, plot a graph of count-rate from the sample against time. [3] 0200 0 5 10 15 time  / days20 25 30400600 count-rate counts / s8001000 fig. 12.1  (b) (i) from your graph, find the time at which the count-rate is    1.    800 counts / s,  .. days    2.    200 counts / s.  .. days  [2]   (ii) from the figures in (b)(i), find the value of the half-life of the substance.  half-life =  .  days [3] [total: 8]",
+            "16": "16 0625/21/o/n/11 \u00a9 ucles 2011blank page permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the publisher will be pleased to make amends at the earliest possible opportunity. 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."
+        },
+        "0625_w11_qp_22.pdf": {
+            "1": "this document consists of 16 printed pages. dc (nf/sw) 34010/4 \u00a9 ucles 2011 [turn overuniversity of cambridge international examinations international general certificate of secondary education *6588482680* physics 0625/22 paper 2  core october/november 2011  1 hour 15 minutes candidates answer on the question paper. no additional materials are required. read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen.y ou may use a soft pencil for any diagrams, graphs or rough working.do not use staples, paper clips, highlighters, glue or correction fluid.do not write in any barcodes. answer all questions. y ou may lose marks if you do not show your working or if you do not use appropriate units.take the weight of 1 kg to be 10 n (i.e. acceleration of free fall = 10 m / s 2). at the end of the examination, fasten all your work securely together.the number of marks is given in brackets [  ] at the end of each question orpart question.",
+            "2": "2 0625/22/o/n/11 \u00a9 ucles 20111 (a) an empty glass beaker has a mass of 210 g.   when 200 cm3 of olive oil is poured into the beaker, the total mass is 394 g.   calculate the density of the olive oil.  density =  .. [4]  (b) when the beaker and olive oil are heated, the olive oil expands.   what happens to the density of the olive oil?  .. [1]   [total: 5] 2 (a) describe what is meant by an echo.  ...  ... .. [2]  (b) fig. 2.1 shows the mouth of a river, viewed from above. a and b are on opposite banks, and  are 800 m apart. a b800  m fig. 2.1",
+            "3": "3 0625/22/o/n/11 \u00a9 ucles 2011 [turn over  echo depth measurements use the time taken for sound to go from the surface to the river  bed and back again.   such measurements give the following values for the depth of the water at different distances  from a, along the line ab. distance from a / m 0 100 200 300 400 500 600 700 800 depth of water / m 0 1.8 5.1 12.9 18.9 22.2 16.5 6.3 0   (i) the speed of sound in water is 1500 m / s.    calculate how long a sound wave takes to travel from the surface to the bottom of the  river at a point 300 m from a.  time =  ... s [3]   (ii) a ship has 3 m of itself below the surface of the water.    from the figures in the table, estimate how close to a it can sail without hitting the bottom  of the river.  distance from a =  .. m [1]   [total: 6]",
+            "4": "4 0625/22/o/n/11 \u00a9 ucles 20113 (a) state what is meant by the moment of a force.  ...  .. [1]  (b) a warehouse worker is about to close a large door, as shown in fig. 3.1. a b fig. 3.1   (i) state, with a reason, which of the two positions, a or b, will enable him to close the door  with least force.  ... ... .. [1]   (ii) on another occasion, with the door in the position shown in fig. 3.1, two workers each  push on the door with the same force at the same time. one worker pushes at a, from the side seen in fig. 3.1. the other worker pushes at b, from the other side of the door.    which way does the door move, if at all? tick one box.      the door closes       the door opens       the door remains as it is   [1]   [total: 3]",
+            "5": "5 0625/22/o/n/11 \u00a9 ucles 2011 [turn over4 (a) state what is meant by the term melting point.  ...  .. [2]  (b) some ice has all reached its melting point, and it begins to melt. what happens to the  temperature of the ice as it melts?  .. [1]  (c) a certain substance has a melting point of \u201310 \u00b0c (minus 10 \u00b0c). a small amount of this  substance is cooled from 50 \u00b0c to \u201318 \u00b0c in a very cold freezer unit.   on fig. 4.1, sketch a possible graph that shows how the temperature of the substance varies  with time during the cooling process. \u2013600 \u201340\u201320204060 temperature  / \u00b0c time     fig. 4.1  [4]   [total: 7]",
+            "6": "6 0625/22/o/n/11 \u00a9 ucles 20115 the circuit in fig. 5.1 is connected, and the ammeter reading is noted as the water is heated. a xinsulated connectingwires heat fig. 5.1  it is found that the ammeter reading increases as the temperature rises.  (a) (i) state what happens to the resistance of component x as the temperature rises.  .. [1]   (ii) suggest what component x might be. .. [1]  (b) this circuit is to be used as a thermometer.   (i) what must be done to calibrate it    1.  at 0\u00b0c,  ... ... .. [2]    2.  at 100 \u00b0c?  ... ... .. [3]",
+            "7": "7 0625/22/o/n/11 \u00a9 ucles 2011 [turn over  (ii) the resistance of x does not vary linearly with temperature between 0 \u00b0c and 100 \u00b0c.    how will this affect the use of this circuit as a thermometer?  ... ... .. [2]   [total: 9]",
+            "8": "8 0625/22/o/n/11 \u00a9 ucles 20116 (a) in a laboratory optics experiment, a student stands a cylindrical converging lens on a large  piece of paper and shines two parallel rays of light into it. this is shown in fig. 6.1. pp p p qqparallel rays of lightconverging lens qq fig. 6.1   the student traces one of the rays using four pins, labelled p in fig. 6.1. he traces the other  ray using four more pins, labelled q.   (i) using a ruler, draw    1.  the paths of the two rays in the air to the right of the lens,    2.  the paths of the two rays as they pass through the lens.  (ii) on fig. 6.1, use the letter f to label the principal focus of the lens.   [3]",
+            "9": "9 0625/22/o/n/11 \u00a9 ucles 2011 [turn over (b) fig. 6.2 shows part of the path of a ray of light through a glass block.   the critical angle for the glass/air boundary is 42\u00b0. abair ray of lightglassblockc fig. 6.2   (i) state the name that describes what is happening to the ray 1.  at a,  ..2.  at b.  . [3]   (ii) on fig. 6.2, draw the path of the ray after it has reached c.  [2]   [total: 8]",
+            "10": "10 0625/22/o/n/11 \u00a9 ucles 20117 plane waves travel on the surface of some water in a tank. fig. 7.1 shows the appearance, from  above, of the waves before and after the boundary between two different depths of water in the tank. waves move this way boundarylr fig. 7.1  (a) state what happens to the wavelength as the waves cross the boundary.  .. [1]  (b) water waves travel more slowly when the water is shallower, but the frequency does not  change.   (i) state, giving your reasons, which side of the boundary, l or r, has the deeper water.  ... ... ... .. [3]   (ii) some more water is poured into the tank, and waves of the same frequency as before  are generated in the tank.    what difference, if any, will this make to the appearance of the waves    1. to the left of the boundary,  ...    2. to the right of the boundary?  .. [2]   [total: 6]",
+            "11": "11 0625/22/o/n/11 \u00a9 ucles 2011 [turn over8 (a) two charged metal spheres are placed next to each other.   + indicates that the sphere is positively charged.   \u2013 indicates that the sphere is negatively charged.   in the box alongside each pair of spheres, write \u201cattract\u201d or \u201crepel\u201d or \u201cno effect\u201d to describe  the effect the spheres have on each other.   (i) +  \u2013     (ii) +  +     (iii) \u2013  \u2013     [3]  (b) water is flowing in a very narrow stream from a water tap (faucet). a negatively-charged  plastic strip is held close to the stream of water, as shown in fig. 8.1. tap (faucet) negatively-charged plastic strip x water fig. 8.1   the stream of water moves towards the plastic strip.   in terms of the water at the point labelled x, suggest why this happens.  ... ... ... .. [3]   [total: 6]",
+            "12": "12 0625/22/o/n/11 \u00a9 ucles 20119 (a) two coils are wound on an iron rod, as shown in fig. 9.1. one coil is connected to a cell and a  switch. the other is connected to a sensitive centre-zero millivoltmeter. sensitive centre-zero millivoltmeteriron rod fig. 9.1   (i) the open switch is now closed.    state what happens to    1.  the iron rod,  .. [1]    2.  a small steel pin held close to one end of the iron rod,  .. [1]    3.  the needle of the millivoltmeter.  ...  .. [2]   (ii) the switch is opened again.    state what happens to the needle of the millivoltmeter. ... .. [1]",
+            "13": "13 0625/22/o/n/11 \u00a9 ucles 2011 [turn over (b) y ou are given an iron bar, a length of insulated wire, a battery and a variable resistor.   y ou are to make an electromagnet whose strength can be varied.   (i) in the space below, draw a diagram of the electromagnet that includes the circuit. [2]   (ii) what is the setting of the variable resistor that gives the strongest magnetism of the  electromagnet?  .. [1]   [total: 8]",
+            "14": "14 0625/22/o/n/11 \u00a9 ucles 201110 the circuit in fig. 10.1 is connected. the potential difference across resistor r is measured as 8.0 v. a a a ammeter 2 ammeter 1ammeter 3 current reading= 2.0  a 4.0 \u03c9 r potential difference = 8.0  v fig. 10.1  (a) (i) what instrument is used to measure the potential difference across r?  .. [1]   (ii) on fig. 10.1, draw this instrument in position in the circuit, using the correct circuit  symbol.  [2]  (b) the reading on ammeter 1 is 2.0 a. state   (i) the reading on ammeter 2,     (ii) the reading on ammeter 3.   .. [2]  (c) using the values on fig. 10.1, calculate   (i) the resistance of r,  resistance =  .. \u03c9 [3]   (ii) the total resistance of the circuit.  total resistance =  .. \u03c9 [1]  (d) state the value of the potential difference across the 4.0 \u03c9 resistor.  potential difference =  .. [1]   [total: 10]",
+            "15": "15 0625/22/o/n/11 \u00a9 ucles 2011 [turn over11 the count rate from a sample of radioactive material is measured every 20 minutes for 2 hours.  the results, suitably corrected for background radiation, are shown in the table. time / s 0 20 40 60 80 100 120 count rate counts / s280 210 164 122  88 72 54  (a) suggest one possible source for the background radiation.  .. [1]  (b) name the two types of particle that the radioactive material might be emitting.1.  ...2.  .. [2]  (c) from the table, without attempting a graph, estimate the half-life of the radioactive material.  half-life =  ... s [1] (d) a similar experiment is carried out, using a larger quantity of the same radioactive material.   state what effect, if any, this has on  (i) the readings in the table, .. [1]   (ii) the half-life of the material. .. [1]  (e) state one precaution that should be taken for safe handling of the radioactive material. ... .. [1]   [total: 7] question 12 is on the next page.",
+            "16": "16 0625/22/o/n/11 \u00a9 ucles 2011permission 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.12 fig. 12.1 represents the radioactive decay of a 238 92u nucleus. u238 92 tha zhe4 2 fig. 12.1  (a) in the space below, write the nuclear equation for this decay, including the numerical values of  a and z.  [3]  (b) what does the letter a stand for?  .. [1]  (c) what does the letter z stand for? .. [1]   [total: 5]"
+        },
+        "0625_w11_qp_23.pdf": {
+            "1": "this document consists of 20 printed pages. dc (cw/cgw) 34016/3 \u00a9 ucles 2011 [turn overuniversity of cambridge international examinations international general certificate of secondary education *6402514491* physics 0625/23 paper 2  core october/november 2011  1 hour 15 minutes candidates answer on the question paper. no additional materials are required. read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen.y ou may use a soft pencil for any diagrams, graphs or rough working.do not use staples, paper clips, highlighters, glue or correction fluid.do not write in any barcodes. answer all questions. y ou may lose marks if you do not show your working or if you do not use appropriate units.take the weight of 1 kg to be 10 n (i.e. acceleration of free fall = 10 m / s 2). at the end of the examination, fasten all your work securely together.the number of marks is given in brackets [  ] at the end of each question or part question.",
+            "2": "2 0625/23/o/n/11 \u00a9 ucles 20111 fig. 1.1 shows the route opqr taken by a car. 10 km10 km 5 kmp qr o fig. 1.1  fig. 1.2 shows the speed-time graph for the car journey. the car starts from rest at o. op qr timespeed fig. 1.2  (a) state the value of the distance represented by the shaded area.  ...[1]  (b) state what the car was doing during the interval   (i) op ,  .[1]   (ii) pq,  [1]   (iii) qr.  [1]  (c) is the average speed during the journey the same as, less than or more than the maximum  speed shown on the graph?  ...[1] [total: 5]",
+            "3": "3 0625/23/o/n/11 \u00a9 ucles 2011 [turn over2 some very fine grains of powder are mixed with some water. the powder does not dissolve.  a small drop of the mixture is put on a glass slide and viewed through a microscope.  the powder grains are observed to be moving with a jerky, random motion.  (a) what name is given to this movement of the powder grains?  ...[1]  (b) explain why the powder grains behave like this. ... ... ... ...[2] [total: 3]",
+            "4": "4 0625/23/o/n/11 \u00a9 ucles 20113 fig. 3.1 shows a vertical strip made of springy metal, clamped at the top. clamp xzymetal strip fig. 3.1  (a) the strip is moved from position y to position x.   the work done moving the strip is stored as energy in the strip.   in which form is this energy?  ...[1]  (b) the strip is released from x and it initially oscillates between x and z.   in which position does the strip have maximum kinetic energy?  ...[1]  (c) as time progresses, the frequency of the oscillation remains the same but the amplitude  becomes less.   (i) state what is meant by    1. frequency,  ...  ...[2]    2. amplitude.  ... ...[2]",
+            "5": "5 0625/23/o/n/11 \u00a9 ucles 2011 [turn over  (ii) what happens to the total energy of the strip as the amplitude decreases?  ... ...[1]  (d) when the oscillations eventually cease, in which position does the strip come to rest? ...[1] [total: 8]",
+            "6": "6 0625/23/o/n/11 \u00a9 ucles 20114 matter exists in three states: solid, liquid and gas.  steam is coming out of a kettle of boiling water. when the steam strikes a cold jug, it makes the  jug wet.  (a) in which of the three states is   (i) the boiling water,  ...   (ii) the steam,  .   (iii) the water on the jug?  .[3]  (b) all of the following words are names of things that could happen during a change of state.  boiling, condensation, evaporation, melting, solidification   state which of these is used to describe what happens to the steam to make the jug wet.  ...[1]  (c) when the steam hits the jug, what happens to the energy stored in the steam?  ...[1] [total: 5]",
+            "7": "7 0625/23/o/n/11 \u00a9 ucles 2011 [turn over5 a flask with a tap has a volume of 200 cm3.  when full of air, the flask has a mass of 30.98 g.  the flask is connected to a vacuum pump, the air is pumped out and then the tap is closed.  the flask now has a mass of 30.72 g.  calculate  (a) the mass of the air in the flask before connecting to the vacuum pump,  mass =  .. g [2]  (b) the density of the air in the flask.  density =  . [4] [total: 6]",
+            "8": "8 0625/23/o/n/11 \u00a9 ucles 20116 a boat is using echo-sounding equipment to measure the depth of the water underneath it, as  illustrated in fig. 6.1. fig. 6.1  (a) the equipment in the boat sends a short pulse of sound downwards and detects the echo after a time interval of 0.80 s.   (i) describe how an echo is caused.  ... ... ...[2]   (ii) the speed of sound in water is 1500 m / s.    calculate the distance travelled by the sound in 0.80 s.  distance travelled =  . m [3]   (iii) state the depth of water under the boat.  depth =  ..m [1]",
+            "9": "9 0625/23/o/n/11 \u00a9 ucles 2011 [turn over (b) the boat is sailing away from the shore. the depth of water increases uniformly with distance  from the shore.   on fig. 6.2, sketch a graph that shows how the time interval to hear the echo might change  as the distance from the shore changes. 0distance from shoretime interval to hear echo 0 fig. 6.2  [2]  [total: 8]",
+            "10": "10 0625/23/o/n/11 \u00a9 ucles 20117 (a) fig. 7.1 shows a point object p above a horizontal plane mirror. plane mirrorobject peye fig. 7.1   on fig. 7.1,   (i) mark and label the position of the image of p , [2]   (ii) draw a line showing how a ray of light travels from the object to the eye. [2]  (b) a boy carefully writes he checked his book on a piece of graph paper. he lays the paper  on the table and then positions a vertical mirror as shown in fig. 7.2. vertical mirror he checked his book fig. 7.2   which word of the reflection of the sentence in the mirror looks different from that written on  the paper?  ...[1]",
+            "11": "11 0625/23/o/n/11 \u00a9 ucles 2011 [turn over (c) the two prisms shown in fig. 7.3 are made of glass.  a ray of red light enters each prism from the air, as shown. 60\u00b030\u00b0 ray of red light 45\u00b045\u00b0 ray of red light fig. 7.3   the critical angle for red light at the glass-air boundary is 42\u00b0.   on fig. 7.3, complete the paths of the rays through the prisms and out into the air again. [5] [total: 10]",
+            "12": "12 0625/23/o/n/11 \u00a9 ucles 20118 (a) a student tests to see whether certain materials conduct electricity. he uses the circuit in  fig. 8.1 and connects the materials in turn in the gap between p and q. a6 v battery pqx fig. 8.1   (i) what is the purpose of component x in the circuit?  ... ...[1]   (ii) state how the student can tell if a certain material conducts electricity. ... ...[1]   (iii) which of the following materials is a good conductor of electricity? put a tick alongside  each material that is a good conductor. copper  glass  iron  nylon  perspex  [1]",
+            "13": "13 0625/23/o/n/11 \u00a9 ucles 2011 [turn over (b) the student now connects a small heater in the gap in the circuit, as shown in fig. 8.2. he  wishes to determine the resistance of the heater. a6 v battery heaterx fig. 8.2   (i) what other meter must he connect in the circuit, in order to determine the resistance?  ...[1]   (ii) on fig. 8.2, draw this meter in the correct position in the circuit. [1]",
+            "14": "14 0625/23/o/n/11 \u00a9 ucles 2011 (c) fig. 8.3 shows a radiant electric fire with 3 heating elements, each of which operates at full  temperature when 250 v is connected across it. fig. 8.3   (i) fig. 8.4 shows an incomplete circuit diagram of the fire.    there are 2 switches. the top switch controls one heating element and the bottom switch controls two heating elements connected in parallel. 250  v a.c. fig. 8.4    complete fig. 8.4, showing all the electrical connections. [2]   (ii) the current in one heating element is 2.5 a when it is connected to the 250 v supply.    calculate the resistance of the heating element.  resistance =  . [4]   (iii) all three heating elements are switched on. which statement about the total resistance of the electric fire is correct? tick one box.     no resistance      smaller resistance than in (c)(ii)      same resistance as in (c)(ii)      larger resistance than in (c)(ii)  [1] [total: 12]",
+            "15": "15 0625/23/o/n/11 \u00a9 ucles 2011 [turn over9 (a) a girl has two metal bars, 1 and 2.   (i) when the girl holds one end of bar 1 near a magnet, she finds that it attracts both the  n pole and the s pole of the magnet.    what does this tell you about bar 1?  ...  ...[2]   (ii) when the girl holds one end of bar 2 near the magnet, it attracts the n pole of the  magnet, but repels the s pole.    what does this tell you about bar 2?  ... ...[1]  (b) in another experiment, the girl uses two table-tennis balls a and b. each is coated with a thin  layer of conducting material. ball a is mounted on an insulating stand and ball b is suspended from a thin nylon thread. the arrangement is shown in fig. 9.1. ab fig. 9.1   ball a is given a negative charge, and is slowly moved towards ball b until it touches.   predict what is seen to happen.  ... ... ... ...[2] [total: 5]",
+            "16": "16 0625/23/o/n/11 \u00a9 ucles 201110 a coil p is joined to a battery and a switch s. a similar coil q is joined to a sensitive centre-zero  millivoltmeter g.  p and q are placed end to end, as shown in fig. 10.1. s pqg fig. 10.1  (a) describe what is seen happening to the reading of g   (i) as switch s is closed,  ... ... ...[2]   (ii) as switch s is opened again. ... ... ...[1]  (b) a soft iron bar, as long as the combined lengths of p and q, is placed inside p and q.   state what difference this makes to what is observed on g as s is closed.  ... ...[1]  (c) the bar in (b) is removed and the battery is changed for one with a smaller e.m.f.   state what difference this makes to what is observed on g as s is closed.  ... ...[1]",
+            "17": "17 0625/23/o/n/11 \u00a9 ucles 2011 [turn over (d) the battery is replaced by an a.c. power supply of frequency 50 cycles per second, and then  s is closed.   describe what is seen on g.  ...  ...[1] [total: 6]",
+            "18": "18 0625/23/o/n/11 \u00a9 ucles 201111 the counter in fig. 11.1 records the total number of times that a radiation is detected whilst the  counter is switched on. tens units onoffhundredscounter radiation detectorx\u0081 fig. 11.1  (a) with no radioactive source present, the counter is set to zero and then switched on for  4 minutes.   after this time, the counter reads: 136   (i) what radiation is the apparatus detecting?  ...[1]   (ii) calculate the average count rate of this radiation.  count rate =  ..  counts / min [2]",
+            "19": "19 0625/23/o/n/11 \u00a9 ucles 2011 [turn over (b) (i) point x is 25 cm from the radiation detector. a source that is known to be highly radioactive  is placed at x.    the counter is reset to zero, and the count again taken for 4 minutes.    the counter now reads: 132    state what type of radiation is being emitted by the source.  ...[1]   (ii) the source is moved to a position 2 cm from the detector. the counter is set to zero and  restarted. the counter reading after counting for 4 minutes is: 876    estimate the count rate due to the radioactive source alone.  count rate =  .  counts / min [3] [total: 7] question 12 is on the next page.",
+            "20": "20 0625/23/o/n/11 \u00a9 ucles 2011permission 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.12 fig. 12.1 represents a neutral lithium atom. all the particles in the atom are shown on the diagram. orbit nucleus fig. 12.1  (a) use fig. 12.1 to help you answer the following questions.   (i) how many electrons does this atom have?  ...  [1]   (ii) what is the value of the proton number of this atom?  ...  [1]   (iii) how many neutrons does the atom have?  ...  [1]   (iv) what is the value of the nucleon number of this atom?  ...  [1]  (b) write the appropriate numbers in the boxes below, to represent this atom of lithium in nuclide  notation. li [1] [total: 5]"
+        },
+        "0625_w11_qp_31.pdf": {
+            "1": "this document consists of 15 printed pages and 1  blank page . dc (nh/dj) 33051/8 \u00a9 ucles 2011 [turn overuniversity of cambridge international examinations international general certificate of secondary education *4203780552* physics 0625/31 paper 3 extended october/november 2011  1 hour 15 minutes candidates answer on the question paper. no additional materials are required. read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen.y ou may use a pencil for any diagrams, graphs or rough working.do not use staples, paper clips, highlighters, glue or correction fluid.do not write in any barcodes. answer all questions. y ou may lose marks if you do not show your working or if you do not use appropriate units.take the weight of 1 kg to be 10 n (i.e. acceleration of free fall = 10 m / s 2). at the end of the examination, fasten all your work securely together.the number of marks is given in brackets [ ] at the end of each question or part question.",
+            "2": "2 0625/31/o/n/11 \u00a9 ucles 20111 (a) define acceleration. explain any symbols in your definition.  ... ...[1]  (b) fig. 1.1 shows a graph of speed against time for a train. after 100 s the train stops at a  station. 0 0 20 40 60 80 100 120 time  / s140 160 180 200 220 240 260 2805101520speed m / s2530 fig. 1.1   (i) for the time interval between 40 s and 100 s, calculate the distance travelled by the train.  distance =  ...[2]   (ii) the train stops for 80 s, then accelerates to 30 m / s with an acceleration of 0.60 m / s2. it  then travels at constant speed.    complete the graph for the interval 100 s to 280 s, showing your calculations in the space below.  [5] [total: 8]",
+            "3": "3 0625/31/o/n/11 \u00a9 ucles 2011 [turn over2 (a) energy from the sun evaporates water from the sea. some of this water eventually drives a  hydroelectric power station. give an account of the processes and energy changes involved.  ... ... ... ... ... ... ... ... ... ...[4]  (b) in a hydroelectric power station, 200 000 kg of water per second fall through a vertical distance  of 120 m. the water passes through turbines to generate electricity, and leaves the turbines with a speed of 14 m / s.   (i) calculate the gravitational potential energy lost by the water in 1 second. use g  = 10 m / s 2.  potential energy lost = [2]   (ii) calculate the kinetic energy of the water leaving the turbines in 1 second.  kinetic energy = [2] [total: 8]",
+            "4": "4 0625/31/o/n/11 \u00a9 ucles 20113 (a) state the two conditions required for the equilibrium of a body acted upon by a number of  forces. 1.  ... ...2.  ... ...[2]  (b) fig. 3.1 shows a diagram of an arm with the hand holding a weight of 120 n. 15 cmp2 cmf 33 cm20 n120  n fig. 3.1   the 20 n force is the weight of the forearm, acting at its centre of mass. f is the force in the  muscle of the upper arm. p is the point in the elbow about which the arm pivots. the distances  of the forces from point p are shown.   (i) by taking moments about point p , calculate the force f.  force f =  ...[3]   (ii) a force acts on the forearm at point p . calculate this force and state its direction.  force =  ...  direction =  ...[2] [total: 7]",
+            "5": "5 0625/31/o/n/11 \u00a9 ucles 2011 [turn over4 (a) complete fig. 4.1 to show a simple mercury barometer. insert the correct labels in the  boxes. label with the letter h the measurement required to calculate the pressure of the atmosphere.  [3] fig. 4.1  (b) the value of h  taken using this barometer is 0.73 m. the density of mercury is 13 600 kg / m3.  calculate the value of the atmospheric pressure suggested by this measurement. use g = 10 m / s 2.  atmospheric pressure =  ...[2]  (c) standard atmospheric pressure is 0.76 m of mercury. suggest a reason why the value of h in (b) is lower than this.  ... ...[1] [total: 6]",
+            "6": "6 0625/31/o/n/11 \u00a9 ucles 20115 (a) equal volumes of a gas held at constant pressure, a liquid and a solid undergo the same  temperature rise.   (i) state which of the three, solid, liquid or gas,    1 . expands the most, ..    2 . expands the least. ..   (ii) explain why the pressure of the gas must be kept constant for this comparison.  ... ...[2]  (b) fig. 5.1 shows an alcohol thermometer. \u201310 0 10 20 30 40 50 60 70 \u00b0c fig. 5.1   (i) state two properties of alcohol which make it suitable for use in a thermometer.1.  ...2.  ...[2]   (ii) state two changes to the design of this thermometer which would make it more  sensitive.1.  ...2.  ...[2]  (c) explain why it is an advantage for the glass surrounding the alcohol in the bulb of the  thermometer to be very thin.  ... ...[1] [total: 7]",
+            "7": "7 0625/31/o/n/11 \u00a9 ucles 2011 [turn over6 (a) fig. 6.1 shows the position of layers of air, at one moment, as a sound wave of constant  frequency passes through the air. compressions are labelled c. rarefactions are labelled r. c        r        c         r        c        r        c        r        c        r        c fig. 6.1   (i) state how fig. 6.1 would change if    1 . the sound had a higher frequency,  [1]    2 . the sound were louder.     [2]   (ii) on fig. 6.1, draw a line marked with arrows at each end to show the wavelength of the  sound. [1]  (b) in an experiment to measure the speed of sound in steel, a steel pipe of length 200 m is struck at one end with a hammer. a microphone at the other end of the pipe is connected to an accurate timer. the timer records a delay of 0.544 s between the arrival of the sound transmitted by the steel pipe and the sound transmitted by the air in the pipe.   the speed of sound in air is 343 m / s. calculate the speed of sound in steel.  speed of sound in steel =  ...[3] [total: 7]",
+            "8": "8 0625/31/o/n/11 \u00a9 ucles 20117 (a) fig. 7.1 shows a ray of monochromatic red light, in air, incident on a glass block at an angle of  incidence of 50\u00b0. 50\u00b0 fig. 7.1   (i) state what is meant by monochromatic light.  ...[1]   (ii) for this red ray the refractive index of the glass is 1.52. calculate the angle of refraction for the ray.  angle of refraction =  ...[2]   (iii) without measuring angles, use a ruler to draw the approximate path of the ray in the glass block and emerging from the block. [2] ",
+            "9": "9 0625/31/o/n/11 \u00a9 ucles 2011 [turn over (b) the red ray in fig. 7.1 is replaced by a ray of monochromatic violet light. for this violet ray the  refractive index of the glass is 1.54. the speed of light in air is 3.00 \u00d7 108 m / s.   (i) calculate the speed of the violet light in the glass block.  speed =  ...[2]   (ii) use a ruler to draw the approximate path of this violet ray in the glass block and emerging  from the block. make sure this path is separated from the path drawn for the red light in (a)(iii). mark both parts of this path with the letter v. [2] [total: 9]",
+            "10": "10 0625/31/o/n/11 \u00a9 ucles 20118 (a) in fig. 8.1, a magnet is moving towards one end of a solenoid connected to a sensitive centre- zero meter. during this movement a current is induced in the solenoid. sn fig. 8.1   suggest three possible changes to the system in fig. 8.1 that would increase the induced  current. 1.  ...2.  ...3.  ...[3]  (b) fig. 8.2 shows a transformer. p is the primary coil. s is the secondary coil. the coils are  wound on an iron core. ps fig. 8.2   p has 200 turns and s has 800 turns. the e.m.f. induced across s is 24 v. the current in s is  0.50 a. the transformer operates with 100% efficiency.",
+            "11": "11 0625/31/o/n/11 \u00a9 ucles 2011 [turn over  calculate   (i) the voltage of the supply to p ,  voltage =  ...[2]  (ii) the current in p .  current =  ...[2] [total: 7]",
+            "12": "12 0625/31/o/n/11 \u00a9 ucles 20119 the graphs in fig. 9.1 show the relation between the current i and the potential difference v for a  resistor and a lamp. 0 0 1 2 3 4 5 6 v / v7 8 91234i / a56 lamp resistor fig. 9.1  (a) (i) describe how, if at all, the resistance varies as the current increases in 1. the resistor,  ...2. the lamp.  ...[2]   (ii) state the value of the potential difference when the resistor and the lamp have the same  resistance.  potential difference =  ...[1]  (b) the two components are connected in parallel to a supply of e.m.f. 4.0 v. calculate the total resistance of the circuit.  total resistance =  ...[4] [total: 7]",
+            "13": "13 0625/31/o/n/11 \u00a9 ucles 2011 [turn over10 (a) in fig. 10.1, a is a 1000 /afii9821 resistor, c is a transistor, and d is a lamp. s is a 9 v supply. ad cs+ \u2013 b fig. 10.1   (i) name the component labelled b.  ...[1]   (ii) at 20 \u00b0c the resistance of b is 800 /afii9821.    at 100 \u00b0c the resistance of b is 25 /afii9821.    in terms of the p.d. across b, explain what happens in the circuit as the temperature  varies from 20 \u00b0c to 100 \u00b0c.  ... ... ... ... ... ...[4]  (b) suggest a practical use for this circuit. ... ...[1] [total: 6]",
+            "14": "14 0625/31/o/n/11 \u00a9 ucles 201111 fig. 11.1 shows the main components of a cathode-ray oscilloscope. heater cathode y-plates x-platesvacuumfluorescent screen electron beam anode system fig. 11.1  (a) state the purpose of   (i) the heater,  ... ...   (ii) the cathode, ... ...   (iii) the anode system. ... ... ...  [4]",
+            "15": "15 0625/31/o/n/11 \u00a9 ucles 2011 (b) without deflection, the electron beam produces a spot at the centre of the fluorescent screen.  a deflection of the spot towards the top of the screen is required.   (i) describe how the y -plates can be used to bring about this deflection.  ...  ...   (ii) fig. 11.2 shows the y -plates. fig. 11.2    on fig. 11.2, sketch the pattern of the electric field produced between the plates.  [4] [total: 8]",
+            "16": "16 0625/31/o/n/11 \u00a9 ucles 2011permission 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.blank page"
+        },
+        "0625_w11_qp_32.pdf": {
+            "1": "this document consists of 18 printed pages and 2 blank pages. dc (nf/sw) 33055/6 \u00a9 ucles 2011 [turn overuniversity of cambridge international examinations international general certificate of secondary education *7656704974* physics 0625/32 paper 3  extended october/november 2011  1 hour 15 minutes candidates answer on the question paper. no additional materials are required. read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen.y ou may use a pencil for any diagrams, graphs or rough working.do not use staples, paper clips, highlighters, glue or correction fluid.do not write in any barcodes. answer all questions. y ou may lose marks if you do not show your working or if you do not use appropriate units.take the weight of 1 kg to be 10 n (i.e. acceleration of free fall = 10 m / s 2). at the end of the examination, fasten all your work securely together.the number of marks is given in brackets [  ] at the end of each question or part question.",
+            "2": "2 0625/32/o/n/11 \u00a9 ucles 20111 fig. 1.1 shows a simple pendulum being used by a student to investigate the energy changes at  various points in the pendulum\u2019s swing. 2.000  m (from pivot to centre of mass of cylinder) narrow light beam light sourcesmall cylinder mass 80  glight sensor (connected to timing circuit)stringpivot fig. 1.1  (a) when the string is displaced by a small angle from the vertical, the height of the cylinder changes so that its centre of mass is now 1.932 m below the pivot. determine the gravitational potential energy gained by the cylinder. use g = 10 m / s 2.  gravitational potential energy gained =  .. [3]  (b) the cylinder is released from the displaced position in (a). calculate the expected speed of  the cylinder when the string is vertical.  expected speed =  .. [2]",
+            "3": "3 0625/32/o/n/11 \u00a9 ucles 2011 [turn over (c) as the string passes through the vertical, the narrow beam of light is interrupted by the  cylinder for 22 ms. the cylinder has a diameter of 2.5 cm.   (i) calculate the actual speed of the cylinder.  actual speed =  ...   (ii) suggest how the difference between the actual and expected speeds could occur. ... ... ... ...   [3]   [total: 8]",
+            "4": "4 0625/32/o/n/11 \u00a9 ucles 20112 the racing car shown in fig. 2.1 uses a kinetic energy recovery system (kers). this system  stores within the car some of the kinetic energy lost when the car slows down for a corner. the driver can later release the stored energy when maximum power is required. fig. 2.1  (a) the car approaches a corner and decelerates from 82 m / s to 61 m / s in 0.90 s.   calculate the deceleration.  deceleration =  .. [2]  (b) (i) the energy lost during the braking in (a) is 8.4 \u00d7 105 j. 40% of this lost energy is directed  to the kers system. determine the amount of energy stored.  energy stored =  ...   (ii) the driver later uses all of this stored energy to give 60 kw of useful extra power for 3.0 s.    calculate the energy released.  energy released =  ...    (iii) calculate the efficiency of the kers system.  efficiency =  ...  [4]",
+            "5": "5 0625/32/o/n/11 \u00a9 ucles 2011 [turn over (c) suggest a possible device to store energy when a moving vehicle slows down. for this device,  state the change that occurs as more energy is stored. device  ...change  .. ... .. [2]   [total: 8]",
+            "6": "6 0625/32/o/n/11 \u00a9 ucles 20113 fig. 3.1 shows a house brick of dimensions 21.0 cm \u00d7 10.0 cm \u00d7 7.00 cm. 7.00  cm21.0  cm 10.0  cm fig. 3.1  the brick is held under water with its largest surfaces horizontal. the density of water is 1000 kg / m3.  (a) calculate the difference in pressure between the top and the bottom surfaces of the brick.  pressure difference =  .. [2]  (b) use your value from (a) to calculate the upward force exerted on the brick by the water.  upward force =  .. [2]  (c) the mass of the brick is 3.09 kg. calculate the acceleration of the brick when it is released.  acceleration =  .. [3]   [total: 7]",
+            "7": "7 0625/32/o/n/11 \u00a9 ucles 2011 [turn over4 a sealed balloon containing some helium gas is released and rises into the upper atmosphere. as  the balloon rises the temperature of the helium falls and the balloon expands.  explain, in terms of atoms,  (a) the effect of the fall in temperature on the helium pressure,  ... ... ... ... .. [3]  (b) the effect of the expansion of the balloon on the helium pressure. ... ... ... ... .. [3]   [total: 6]",
+            "8": "8 0625/32/o/n/11 \u00a9 ucles 20115 fig. 5.1 shows an x-ray tube. target glass tube vacuumhigh speed electron beam x-rayscopper rodblack surfacefins fig. 5.1  in the production of x-rays, the target gets very hot. thermal energy must be removed from the  target. the tube has several design features to enable this to happen.  for each of the following types of energy transfer, describe how the design of the tube increases the rate of energy transfer. state where the thermal energy transfer mostly happens, the particular design feature that increases the rate of this transfer, and a brief explanation.  (a) conduction where  design feature  ...explanation  ... .. [3]  (b) convectionwhere  design feature  ...explanation  ... .. [3]  (c) radiationwhere  design feature  ...explanation  ... .. [3]   [total: 9]",
+            "9": "9 0625/32/o/n/11 \u00a9 ucles 2011 [turn over6 fig. 6.1 shows an enlarged view of a spherical raindrop, centre o. raindrop oaira fig. 6.1  (a) on fig. 6.1, draw a ray in the air striking the raindrop at a with an angle of incidence of 59\u00b0  and coming from the left.  [1]  (b) the water in the raindrop has a refractive index of 1.33.   (i) show by calculation that the angle of refraction at a is about 40\u00b0.   [2]   (ii) on fig. 6.1, draw the path of the refracted ray to the point where it strikes the inner surface of the raindrop. label this point b.  [1]  (c) the ray is partially reflected at b.   draw the normal and the reflected ray at b.  [1]  (d) extend the reflected ray to strike the surface of the raindrop again. at this point it is partially refracted out of the raindrop. draw the approximate path of this ray as it emerges into the air. [1]   [total: 6]",
+            "10": "10 0625/32/o/n/11 \u00a9 ucles 20117 (a) state an approximate value for   (i) the speed of sound in air, .   (ii) the speed of light in air. .  [2]  (b) use your value from (a)(i) to calculate the frequency of a sound wave that has a wavelength  of 1.2 m.  frequency =  .. [2]  (c) a meteorologist observes an approaching thunderstorm and records a time difference of 4.8 s between seeing a lightning flash and hearing the thunder that follows.   (i) calculate the distance of the thunderstorm from the meteorologist.  distance =  ...   (ii) state an assumption you made when calculating this distance.  ... ... ...   [2]  [total: 6]",
+            "11": "11 0625/32/o/n/11 \u00a9 ucles 2011 [turn over8 fig. 8.1 shows a loudspeaker cone oscillating to produce sound waves. cone oscillates to produce sound waves loudspeakercone fig. 8.1  (a) as the sound wave passes a point, it produces regions of higher and lower pressure. state  the names of these regions.  higher pressure  ..  lower pressure  .. [2]  (b) describe how the movement of the loudspeaker cone produces these regions of different pressure. higher pressure  .. ...  ...lower pressure  .. .. [2]  (c) state the effect on the loudness and pitch of the sound from the loudspeaker when   (i) the amplitude increases but the frequency of the sound stays the same,loudness  pitch  ...   (ii) the amplitude stays the same but the frequency increases.loudness  pitch  ...  [2]  [total: 6]",
+            "12": "12 0625/32/o/n/11 \u00a9 ucles 20119 fig. 9.1 shows a circuit containing a battery, three resistors and an ammeter. 2 \u03c9 6 \u03c91 \u03c9 a fig. 9.1  (a) (i) write down the equation for the effective resistance rp of two resistors of resistances r1  and r2 connected in parallel.   (ii) use this equation to calculate the effective resistance of the two resistors in parallel in  fig. 9.1.  effective resistance =  .. [2]  (b) a voltmeter is to be used to measure the potential difference across the resistors in parallel.   (i) on fig. 9.1, draw the voltmeter in position in the circuit, using the correct circuit symbol.   (ii) the ammeter reads 1.6 a. calculate the reading on the voltmeter.  voltmeter reading =  .. [3]",
+            "13": "13 0625/32/o/n/11 \u00a9 ucles 2011 [turn over (c) state what happens to the ammeter reading if the 1 \u03c9 resistor is replaced by a 3 \u03c9 resistor.  ...  .. [1]   [total: 6]",
+            "14": "14 0625/32/o/n/11 \u00a9 ucles 201110 the circuit shown in fig. 10.1 was designed by an electronics student to provide a warning, by  sounding the buzzer, that there is light in a photographic darkroom at times when it is in use. a c p r qswitchblogic gate xcomponent ybuzzer + \u20136 v fig. 10.1  when the darkroom is in use the switch is moved to position p .  when it is not in use, the switch is in position q.  depending upon the light level, the resistance of the light dependent resistor varies between much higher and much lower than the resistance of resistor r.  (a) state what happens to the resistance of the light dependent resistor when the light level changes from dark to light.  ... .. [1]  (b) write down whether the voltage level is high (logic 1) or low (logic 0) at the various points in  the circuit in the following situations:   (i) at a light in the darkroom,       dark in the darkroom,    (ii) at b switch in position p ,       switch in position q.    [2]  (c) the output c of logic gate x is only high (logic 1) when both inputs a and b are high (logic 1). state which type of gate is logic gate x.  .. [1]  (d) state the name of component y . .. [1]",
+            "15": "15 0625/32/o/n/11 \u00a9 ucles 2011 [turn over (e) explain whether or not the student\u2019s circuit achieves the aim of providing a warning that there  is light in the darkroom when it is in use.  ... ... ... .. [2]   [total: 7]",
+            "16": "16 0625/32/o/n/11 \u00a9 ucles 201111 in the laboratory demonstration shown in fig. 11.1, a copper rod rolls at a steady speed down  the sloping parallel copper rails. the rails are in the region of a strong magnetic field that acts vertically downwards. parallel copper rails sloping downwards in direction of arrowcopper rodconnecting wiresdirection of magnetic fieldvery sensitive centre-zero voltmeter v fig. 11.1  (a) explain why the voltmeter shows a deflection.  ... ... ... .. [2]  (b) state, with reasons, the effect on the voltmeter deflection of the following changes:   (i) increasing the strength of the magnetic field,deflection  ...reason  ... ... ...   (ii) slightly increasing the slope of the copper rails,deflection  ...reason  ... ... ...",
+            "17": "17 0625/32/o/n/11 \u00a9 ucles 2011 [turn over  (iii) changing the direction of the magnetic field so it is parallel to the copper rails and directed  down the slope. deflection  ...reason  ... ... ...   [4]   [total: 6]",
+            "18": "18 0625/32/o/n/11 \u00a9 ucles 201112 the most abundant stable isotope of strontium is strontium-88. its nucleon number is 88 and its  proton number is 38. in nuclide notation it is written x ysr.  (a) write down   (i) the values of x and y for strontium-88, x = .  y = .   (ii) the number of neutrons in a nucleus of strontium-88, .   (iii) the number of electrons in a neutral atom of strontium-88. .   [3]  (b) strontium-90 is a radioactive isotope produced by nuclear reactions. state how the structure of this isotope differs from that of strontium-88.  ... ... ... ... .. [2]   [total: 5]",
+            "19": "19 0625/32/o/n/11 \u00a9 ucles 2011blank page",
+            "20": "20 0625/32/o/n/11 \u00a9 ucles 2011permission 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.blank page"
+        },
+        "0625_w11_qp_33.pdf": {
+            "1": "this document consists of 18 printed pages and 2 blank pages. dc (leo/dj) 33048/8 \u00a9 ucles 2011 [turn overuniversity of cambridge international examinations international general certificate of secondary education read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen.y ou may use a pencil for any diagrams, graphs or rough working.do not use staples, paper clips, highlighters, glue or correction fluid.do not write in any barcodes. answer all questions. y ou may lose marks if you do not show your working or if you do not use appropriate units.take the weight of 1 kg to be 10 n (i.e. acceleration of free fall = 10 m / s 2). at the end of the examination, fasten all your work securely together.the number of marks is given in brackets [ ] at the end of each question or part question. *7105893052* physics 0625/33 paper 3 extended october/november 2011  1 hour 15 minutes candidates answer on the question paper. no additional materials are required.",
+            "2": "2 0625/33/o/n/11 \u00a9 ucles 2011blank page",
+            "3": "3 0625/33/o/n/11 \u00a9 ucles 2011 [turn over1 an astronaut has a mass of 65 kg on earth, where the gravitational field strength is 10 n / kg.  (a) calculate the astronaut\u2019s weight on earth.  weight on earth = [2]  (b) complete the following sentence.   the astronaut\u2019s weight on earth is the ... force  between the astronaut and ... . [1]  (c) the astronaut undertakes a moon landing. on the moon the gravitational field strength  is 1.6 n / kg.   (i) state the astronaut\u2019s mass on the moon.  mass =  ...   (ii) calculate the weight of the astronaut on the moon.  weight on moon =  ...  [2]  [total: 5]",
+            "4": "4 0625/33/o/n/11 \u00a9 ucles 20112 a person is standing on the top of a cliff, throwing stones into the sea below. cliff sea fig. 2.1  (a) the person throws a stone horizontally.   (i) on fig. 2.1, draw a line to show the path which the stone might take between leaving the  person\u2019s hand and hitting the sea.   (ii) on the line you have drawn, at a point halfway to the sea, mark the stone and the direction of the force on the stone.  [3]  (b) later, the person drops a small stone and a large stone vertically from the edge of the cliff.   comment on the times taken for the two stones to hit the water.  ...  ... ... ...[2]",
+            "5": "5 0625/33/o/n/11 \u00a9 ucles 2011 [turn over (c) 800 m from the point where the person is standing, a navy ship is having target practice.   the person finds that if a stone is dropped vertically at the same time as the spurt of smoke  from the ship\u2019s gun is seen, the stone hits the water at the same time as the sound from the  gun is heard.   sound travels at 320 m / s in that region.   calculate the velocity with which the stone hits the water.  velocity =  ...[4]  [total: 9]",
+            "6": "6 0625/33/o/n/11 \u00a9 ucles 20113 (a) (i) state the difference between a scalar quantity and a vector quantity.  ... ...   (ii) state one example of a vector quantity. ...  [2]  (b) fig. 3.1 shows the top of a flagpole. 100  n 60\u00b0 t fig. 3.1   the flagpole is held vertical by two ropes. the first of these ropes has a tension in it of 100 n  and is at an angle of 60\u00b0 to the flagpole. the other rope has a tension t, as shown.   the resultant force is down the pole and of magnitude 200 n.  in the space below, using a scale of 1 cm = 20 n, draw a scale drawing to find the value of the  tension t. clearly label 100 n, 200 n and t on your drawing.  tension t =  ...[3]  [total: 5]",
+            "7": "7 0625/33/o/n/11 \u00a9 ucles 2011 [turn over4 a soldier wears boots, each having an area of 0.016 m2 in contact with the ground.  the soldier weighs 720 n.  (a) (i) write down the equation that is used to find the pressure exerted by the soldier on the  ground.   (ii) calculate the pressure exerted by the soldier when he is standing to attention, with both boots on the ground.  pressure =  ... [2]  (b) the soldier is crossing a sandy desert.   explain, stating the relevant physics, why this soldier is at an advantage over another soldier  who has the same weight but smaller feet.  ... ... ... ...[2]  (c) the soldier\u2019s unit is sent to a cold country, and on one occasion he has to cross a frozen lake.   suggest one way that the soldier can reduce the risk of the ice breaking under his weight.  ... ... ...[1]  [total: 5]",
+            "8": "8 0625/33/o/n/11 \u00a9 ucles 20115 two workmen are employed on a building project, as shown in fig. 5.1. workman 1 workman 2 fig. 5.1  (a) workman 1 drops a hammer, which falls to the ground. the hammer has a mass of 2.0 kg,  and is dropped from a height of 4.8 m above the ground.   (i) calculate the change in gravitational potential energy of the hammer when it is dropped.  change in gravitational potential energy =  ...[2]   (ii) describe the energy changes from the time the hammer leaves the hand of workman 1 until it is at rest on the ground.  ... ... ... ...[2]",
+            "9": "9 0625/33/o/n/11 \u00a9 ucles 2011 [turn over (b) workman 2 picks up the hammer and takes it back up the ladder to workman 1.   he climbs the first 3.0 m in 5.0 s. his total weight, including the hammer, is 520 n.   (i) calculate the useful power which his legs are producing.  power =  ...[2]  (ii) in fact his body is only 12% efficient when climbing the ladder.    calculate the rate at which energy stored in his body is being used.  rate =  ...[1] [total: 7]",
+            "10": "10 0625/33/o/n/11 \u00a9 ucles 20116 (a) (i) in the space below, draw a labelled diagram of the apparatus you would use to measure  the specific heat capacity of a liquid. if you choose an electrical method, you must include the circuit.  [3]   (ii) list the quantities you would need to measure, or previously know, in order to calculate the specific heat capacity of the liquid.  ... ... ... ... ...[3]  (b) some sea water has a specific heat capacity of 3900 j / (kg \u00b0c) and a boiling point of  100.6 \u00b0c.   (i) calculate the energy required to raise the temperature of 0.800 kg of this sea water from 12.0 \u00b0c up to its boiling point. state the equation that you use.  energy =  ...[4]",
+            "11": "11 0625/33/o/n/11 \u00a9 ucles 2011 [turn over  (ii) the energy to raise the temperature in (b)(i) is supplied at the rate of 620 w.    calculate the time taken to raise the sea water to its boiling point.  time =  ...[2]  [total: 12]",
+            "12": "12 0625/33/o/n/11 \u00a9 ucles 20117 fig. 7.1 shows a circuit containing a 12 v power supply, some resistors and an ammeter whose  resistance is so small that it may be ignored. 6 \u03c9 2 \u03c9 4 \u03c912 v a 3 \u03c9 fig. 7.1  (a) (i) determine the potential difference across the 2 \u03c9 resistor.  potential difference =  ...[1]   (ii) state the potential difference across the 3 \u03c9 resistor.  .. [1]  (b) calculate the effective resistance of   (i) the 2 \u03c9 and 4 \u03c9 resistors connected in series,  resistance =  ...[1]   (ii) the 3 \u03c9 and 6 \u03c9 resistors connected in parallel.  resistance =  ...[2]",
+            "13": "13 0625/33/o/n/11 \u00a9 ucles 2011 [turn over (c) calculate the reading on the ammeter.  ammeter reading =  ...[2]  (d) without further calculation, state what happens, if anything, to the ammeter reading if   (i) the 2 \u03c9 resistor is shorted out with a thick piece of wire,  ...   (ii) the thick piece of wire from (d)(i) and the 3 \u03c9 resistor are both removed.  ...  [2]  [total: 9]",
+            "14": "14 0625/33/o/n/11 \u00a9 ucles 20118 fig. 8.1 shows a simple motor with a rectangular coil that is free to rotate about an axis a1a2. the  coil is connected to a battery by brushes b1 and b2. n + \u2013s b2b1 a2a1 fig. 8.1  (a) brush b1 is connected to the positive terminal of the battery and brush b2 is connected to the  negative terminal of the battery.   (i) on fig. 8.1, use an arrow to show the direction of the conventional current in the coil. [1]   (ii) state the direction in which the coil rotates, when viewed from the end closest to the  brushes.  ...[1]  (b) state what difference, if any, each of the following changes makes to the rotation of the coil:   (i) using a battery with a larger potential difference, ...   (ii) using a coil with several turns of wire carrying the same current as in (a),  ...   (iii) using a stronger magnetic field. ...  [3]",
+            "15": "15 0625/33/o/n/11 \u00a9 ucles 2011 [turn over (c) the structure of the motor is very similar to that of an a.c. generator. use ideas about induction  to suggest why the current from the battery falls as the motor speeds up.  ... ... ...[1]  [total: 6]",
+            "16": "16 0625/33/o/n/11 \u00a9 ucles 20119 fig. 9.1 represents a ray of monochromatic light passing through a rectangular glass block. 45\u00b0 26\u00b0glass block \u03b1 fig. 9.1 (not to scale)  (a) what is meant by the term monochromatic?  ...  ...[1]  (b) use the information on fig. 9.1 to determine the refractive index of the glass.  refractive index =  ...[2]  (c) the angle \u03b1 on fig. 9.1 is not drawn with the correct value.state the correct value of angle \u03b1.  \u03b1 =  ...[1]",
+            "17": "17 0625/33/o/n/11 \u00a9 ucles 2011 [turn over (d) after the ray has left the glass block, it passes into a block of ice, whose refractive index is  1.31.   how does the speed of light in ice compare with   (i) the speed of light in air,  .   (ii) the speed of light in glass.  .  [2]  [total: 6]",
+            "18": "18 0625/33/o/n/11 \u00a9 ucles 201110 fig. 10.1 shows schematically a digital electronic circuit. light sensor heat sensorrelay and lampa b fig. 10.1  (a) state the name of the logic gate   (i) at a,  ...   (ii) at b.  ...  [2]  (b) the light sensor has a \u201chigh\u201d (logic 1) output in bright light and a \u201clow\u201d (logic 0) output when it  is dark.   the heat sensor has a \u201chigh\u201d (logic 1) output when it is hot and a \u201clow\u201d (logic 0) output when it  is cold.   state the outputs of a and b when   (i)  it is bright and cold,  output of a =  ...  output of b =  ...   (ii) it is dark and hot.  output of a =  ...  output of b =  ...  [4]  (c) suggest why b is connected to a relay in order to light the lamp. ... ...[1]  (d) suggest a practical use for this circuit. ... ... ...[1]  [total: 8]",
+            "19": "19 0625/33/o/n/11 \u00a9 ucles 201111 (a) in a laboratory\u2019s secure radioactivity cupboard are two unlabelled radioactive sources. a  scientist knows that one is an alpha-emitter and the other is a beta-emitter, but is not sure which is which.   a radiation detector, a magnet and some paper are available.   briefly describe two different experimental tests, using this equipment, which would allow the  scientist to identify which is the alpha-emitter and which is the beta-emitter. test outcome for alpha outcome for beta  [4]  (b) radioactive carbon-14 (14 6c) decays by emitting \u03b2-particles.   (i) what are the values of the proton and nucleon numbers of carbon-14?  proton number  ... nucleon number  ...[2]  (ii) carbon-14 is absorbed by living organisms. when the organism dies, no more carbon-14  is absorbed. the carbon-14 already absorbed decays with a half-life of 5730 years.    recent human skeletons have an activity of 64 units, but a human skeleton dug up by an archaeologist has an activity of 8 units.    determine the age of this ancient skeleton.  age =  ...[2]  [total: 8]",
+            "20": "20 0625/33/o/n/11 \u00a9 ucles 2011blank page permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the publisher will be pleased to make amends at the earliest possible opportunity. 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."
+        },
+        "0625_w11_qp_51.pdf": {
+            "1": "this document consists of 9 printed pages and 3 blank pages. dc (leo/cgw) 34179/2 \u00a9 ucles 2011 [turn overuniversity of cambridge international examinations international general certificate of secondary education read these instructions first write your centre number, candidate number and name in the spaces at the top of the page. write in dark blue or black pen.y ou may use a pencil for any diagrams, graphs or rough working.do not use staples, paper clips, highlighters, glue or correction fluid.do not write in any barcodes. answer all questions. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question. *9094760038* physics 0625/51 paper 5  practical test october/november 2011  1 hour 15 minutes candidates answer on the question paper additional materials: as listed in the confidential instructions for examiner\u2019s use 1 234 total",
+            "2": "2 0625/51/o/n/11 \u00a9 ucles 2011for examiner\u2019s use1 in this experiment, you will determine the weight of a metre rule.   carry out the following instructions referring to fig. 1.1. y 50.0  cm markmetre rule pivotzero endx d x fig. 1.1  y ou are provided with a 1.0 n load, labelled x.  (a) (i) place the load x  on the rule so that its centre is at d = 5.0 cm from the zero end of  the rule as shown in fig. 1.1. record the value of d in table 1.1.   (ii) adjust the position of the rule so that it is as near as possible to being balanced,  with the 50.0 cm mark to the right of the pivot.    (iii) measure, and record in the table, the distance x from the centre of the load x to the  pivot.   (iv) measure, and record in the table, the distance y from the pivot to the 50.0 cm mark on the rule.    (v) repeat the steps (i) \u2013 (iv) using d values of 10.0 cm, 15.0 cm, 20.0 cm and 25.0 cm.  table 1.1 d / cm x / cm y / cm  [2]",
+            "3": "3 0625/51/o/n/11 \u00a9 ucles 2011 [turn overfor examiner\u2019s use (b) plot the graph of y / cm (y-axis) against x / cm (x-axis). y ou do not need to include the  origin (0,0) on your graph.  [4]  (c) determine the gradient g of the graph. show clearly on the graph how you obtained the  necessary information.  g =  ..[2]  (d) calculate the weight w of the metre rule using the equation w = l g, where l = 1.0 n.  w  =  ..[2]   [total: 10]",
+            "4": "4 0625/51/o/n/11 \u00a9 ucles 2011for examiner\u2019s use2 in this experiment, you will investigate temperature changes when hot water and cold water  are mixed.  y ou are provided with a supply of hot water and a supply of cold (room temperature) water.  (a) (i) pour 100 cm3 of cold water into the beaker labelled a.    measure and record the temperature \u03b8c of the water in beaker a.  \u03b8c =  ..   (ii) measure and record the temperature \u03b8h of the hot water supplied.  \u03b8h =  ..   (iii) add 100 cm3 of the hot water to the water in beaker a.    measure and record the temperature \u03b8m of the mixture of hot and cold water.  \u03b8m =  ..    (iv) state two precautions that you took to ensure the reliability of your value of the temperature  \u03b8m. 1.  ...  .. 2.  ...  ..   (v) calculate \u03b8av, the average of \u03b8c and \u03b8h.  average \u03b8av =  ..[4]",
+            "5": "5 0625/51/o/n/11 \u00a9 ucles 2011 [turn overfor examiner\u2019s use (b) (i) empty the water from beaker a.   (ii) repeat the steps (a)(i), (ii), (iii) and (v) using 130 cm3 of cold water and 130 cm3 of  hot water.  \u03b8c =  ..    \u03b8h =  ..  \u03b8m =  ..  average \u03b8av =  ..[2]   (c) a student suggests that the temperature of the mixture \u03b8m should be the average of \u03b8c  and \u03b8h.   state whether your experimental results support this suggestion and justify your  statement by reference to your results. statement  .justification  ... .. .. ..[2]  (d) suggest a practical reason in this experiment for the temperature of the mixture  \u03b8m  being different from the average value \u03b8av, even when the precautions you have stated  in (a)(iv) have been taken. .. ..[1]  (e) suggest a modification to the experiment which should reduce the difference between  \u03b8m and \u03b8av.  .. ..[1]  [total: 10]",
+            "6": "6 0625/51/o/n/11 \u00a9 ucles 2011for examiner\u2019s use3 in this experiment, you will investigate the current in resistors in a circuit.  carry out the following instructions referring to fig. 3.1. the circuit is set up for you. apower source d ba c fig. 3.1  (a) (i) switch on. record the current ia in the circuit.  ia=  ..    switch off.   (ii) change the position of the ammeter to the position marked b on fig. 3.1. switch  on. record the current ib in the circuit.  ib=  ..    switch off.   (iii) change the position of the ammeter to the position marked c on fig. 3.1. switch  on. record the current ic in the circuit.  ic=  ..    switch off.   (iv) change the position of the ammeter to the position marked d on fig. 3.1. switch  on. record the current id in the circuit.  id=  ..[4]    switch off.",
+            "7": "7 0625/51/o/n/11 \u00a9 ucles 2011 [turn overfor examiner\u2019s use (b) theory suggests that ia= ib+ ic and id= ib+ ic.   (i) calculate ib+ ic.  ib+ ic =  ..   (ii) state whether your experimental results support the theory and justify your  statement by reference to your results. statement  .justification  ... .. .. [3]  (c) (i) connect the voltmeter so that it measures the potential difference v across the  combination of the three resistors. record the potential difference v.  v =  ..   (ii) calculate the resistance r of the combination of the three resistors using the     equation r =  v i.  r =  ..[2]  (d) on fig. 3.1, draw in the voltmeter connected as described in (c)(i) using the standard  symbol for a voltmeter. [1]  [total: 10]",
+            "8": "8 0625/51/o/n/11 \u00a9 ucles 2011for examiner\u2019s use4 in this experiment, you will investigate the reflection of light by a plane mirror.  carry out the following instructions referring to fig. 4.1. n lb aco rr1ray trace sheet mm1 2 cm  eye fig. 4.1  (a) draw a line 10 cm long near the middle of the ray trace sheet. label the line mr. draw a  normal to this line that passes through its centre. label the normal nl. label the point at which nl crosses mr with the letter b.  (b) draw a line 8 cm long from b at an angle of incidence i = 40\u00b0 to the normal below mr and to the left of the normal. label the end of this line a. record the angle of incidence i  in table 4.1.  (c) place the mirror, with its reflecting face vertical, on the line mr. the mirror has a line drawn on it. one end of this line must be at point b.  (d) place a pin p 1 at a. ",
+            "9": "9 0625/51/o/n/11 \u00a9 ucles 2011for examiner\u2019s use (e) view the line on the mirror and the image of pin p1 from the direction indicated by the  eye in fig. 4.1. place two pins p2 and p3 some distance apart so that pins p3, p2, the  image of p1, and the line on the mirror all appear exactly one behind the other. label the  positions of p2 and p3.  (f) remove the pins and the mirror and draw in the line joining the positions of p2 and p3.  continue the line until it meets the normal.  (g) measure, and record in the table, the angle of reflection r between the normal and the  line passing through p2 and p3. table 4.1 i / \u00b0 r / \u00b0  [3]  (h) draw a line parallel to mr and 2  cm above it. label the line m1r1. label the point at  which nl crosses the line with the letter c.   (i) draw a line from a to c. measure, and record in the table, the angle of incidence i  between line ac  and the normal.  (j) place the mirror, with its reflecting face vertical, on the line m1r1. one end of the line on  the mirror must be at point c.  (k) repeat the steps (d) \u2013 (g).  (l) in spite of carrying out this experiment with reasonable care, it is possible that the values of the angle of reflection r will not be exactly the same as the values obtained from  theory. suggest two possible causes of this inaccuracy. 1.  .. ..2.  .. ..[2]   tie in your ray trace sheet between pages 10 and 11. [5] [total: 10]",
+            "10": "10 0625/51/o/n/11 \u00a9 ucles 2011blank page",
+            "11": "11 0625/51/o/n/11 \u00a9 ucles 2011blank page",
+            "12": "12 0625/51/o/n/11 \u00a9 ucles 2011blank page permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the publisher will be pleased to make amends at the earliest possible opportunity. 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."
+        },
+        "0625_w11_qp_52.pdf": {
+            "1": "this document consists of 9 printed pages and 3 blank pages. dc (sjf/sw) 34187/2 \u00a9 ucles 2011 [turn overuniversity of cambridge international examinations international general certificate of secondary education read these instructions first write your centre number, candidate number and name in the spaces at the top of the page. write in dark blue or black pen.y ou may use a pencil for any diagrams, graphs or rough working.do not use staples, paper clips, highlighters, glue or correction fluid.do not write in any barcodes. answer all questions. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question. *2613651556* physics 0625/52 paper 5  practical test october/november 2011  1 hour 15 minutes candidates answer on the question paper additional materials: as listed in the confidential instructions for examiner\u2019s use 1 234 total",
+            "2": "2 0625/52/o/n/11 \u00a9 ucles 2011for examiner\u2019s use1 in this experiment, you will investigate the principle of moments.  carry out the following instructions referring to fig. 1.1. y 50.0  cm markmetre rule pivot modelling clayzero endx d fig. 1.1  y ou are provided with a piece of modelling clay.   (a) mould the piece of modelling clay into a cube shape. place the modelling clay on the  rule so that its centre is at a distance d = 10.0 cm from the zero end of the rule as shown  in fig. 1.1.    adjust the position of the rule so that it is as near as possible to being balanced, with the  50.0 cm mark to the right of the pivot.    (i) measure the distance x from the centre of the modelling clay to the pivot.   x =  ..   (ii) measure the distance y from the pivot to the 50.0 cm mark on the rule.   y =  ..   (iii) the mass m of the metre rule is provided for you on a card. record this value.  m =  ..   (iv) calculate the mass m1 of the piece of modelling clay using the equation  m1 = my x.   m1 =  .. [3]",
+            "3": "3 0625/52/o/n/11 \u00a9 ucles 2011 [turn overfor examiner\u2019s use (b) divide the modelling clay into two pieces, with one piece approximately twice the size of  the other piece.    (i) using the larger piece of modelling clay, of mass m2, repeat the steps in (a).   x =  ..  y =  ..  m2 =  ..   (ii) using the smaller piece of modelling clay, of mass m3, repeat the steps in (a).   x =  ..  y =  ..  m3 =  ..   (iii) calculate m2 + m3.   m2 + m3 =  .. [4]  (c) assuming that the experiment has been carried out with care, suggest two reasons why m 2 + m3 may not be equal to m1. 1.  ..  ..2.  .. ..[2]  (d) explain briefly how you ensured that the centre of the cube of modelling clay was at the  10.0 cm mark on the metre rule. y ou may draw a diagram.  ..  .. ..[1] [total: 10]",
+            "4": "4 0625/52/o/n/11 \u00a9 ucles 2011for examiner\u2019s use2 in this experiment, you will investigate temperature changes when hot and cold water are  mixed.  y ou are provided with a supply of hot water and a supply of cold (room temperature) water.  (a) (i) pour 100 cm3 of hot water into the beaker labelled a. measure and record the  temperature \u03b8 h of the water in beaker a.  \u03b8 h =  ..   (ii) measure and record the temperature \u03b8c of the cold water supplied.  \u03b8c =  ..   (b) (i) add 10 cm 3 of the cold water to the water in beaker a. briefly stir the water in  beaker a.    (ii) measure and record in table 2.1 the temperature \u03b8m of the water in beaker a. also  record the volume v of water added.   (iii) as soon as possible repeat step (b)(i) five times. each time add 10 cm3 of cold  water to the water already in beaker a until a total of 60 cm3 has been added. each  time record in the table the temperature \u03b8m of the water in beaker a and the total  volume v of water added so far.  table 2.1 v / cm3\u03b8m / \u00b0c [3]",
+            "5": "5 0625/52/o/n/11 \u00a9 ucles 2011 [turn overfor examiner\u2019s use (c)  plot the graph of \u03b8m / \u00b0c (y-axis) against v / cm3 (x-axis). include on your graph the  temperature \u03b8 h at volume v = 0, as recorded in (a)(i).   [4]  (d) if this experiment were to be repeated in order to check the results, it would be important  to control the conditions. suggest two such conditions that should be controlled.  1.  ..2.  ..[2]  (e) suggest a practical precaution that will enable readings in this experiment to be taken  as accurately as possible.  .. ..[1] [total: 10]",
+            "6": "6 0625/52/o/n/11 \u00a9 ucles 2011for examiner\u2019s use3 in this experiment, you will investigate the potential difference across resistors in a circuit.  carry out the following instructions referring to fig. 3.1. the circuit is set up for you. a r1r2 r3power source fig. 3.1  (a) (i) switch on. use the voltmeter to measure the potential difference va across  resistor r1.  va =  ..   (ii) measure the potential difference vb across resistors r2 and r3.   vb =  ..   (iii) measure the potential difference vc across the combination of the three resistors.  vc =  .. [4]    switch off.",
+            "7": "7 0625/52/o/n/11 \u00a9 ucles 2011 [turn overfor examiner\u2019s use (b)  theory suggests that vc = va + vb.    (i) calculate va + vb.  va + vb =  ..   (ii)  state whether your experimental results support the theory and justify your  statement by reference to your results. statement  .justification  ... .. .. [3]  (c) (i)  switch on. record the current i indicated on the ammeter.  i =  ..     switch off.  (ii) calculate the resistance r of the combination of the three resistors using the  equation r =  vc i.  r =  . [2]  (d)  on fig. 3.1 draw in the voltmeter connected as required in (a)(iii) using the standard  symbol for a voltmeter. [1] [total: 10]",
+            "8": "8 0625/52/o/n/11 \u00a9 ucles 2011for examiner\u2019s use4 in this experiment, you will investigate the reflection of light by a plane mirror.  carry out the following instructions referring to fig. 4.1. eye3.0 cm ray trace sheetmnr ac lb fig. 4.1  (a) draw a line 16 cm long near the top of the ray trace sheet. label the line mr. draw a  normal to this line that passes through its centre. label the point at which the normal crosses mr with the letter n.  (b) draw a line 16 cm long parallel to and 10 cm below the line mr. label this line ab. label the point at which the normal crosses this line with the letter l.  (c)  place the mirror, with its reflecting face vertical, on the line mr. the mirror has a line drawn on it. one end of this line must be at point n.  (d) place a pin p 1 on line ab at a point 3.0 cm to the left of the normal. label this point c.",
+            "9": "9 0625/52/o/n/11 \u00a9 ucles 2011for examiner\u2019s use (e) view the line on the mirror and the image of pin p1 from the direction indicated by the  eye in fig. 4.1. place two pins p2 and p3 some distance apart so that the image of p1,  the line on the mirror, and pins p2 and p3, all appear exactly one behind the other. label  the positions of p2 and p3.  (f) remove the pins and the mirror and draw in the line joining the positions of p2 and p3.   continue the line until it meets the normal. draw in the line joining point c and point n.  (g)  measure, and record in table 4.1, the angle of incidence i  between the normal and the  line cn. measure, and record in the table, the angle of reflection r  between the normal  and the line passing through p2 and p3.  (h) repeat the steps (d) \u2013 (g) using a position of p1 5.0 cm from the normal.  table 4.1 i / \u00b0 r / \u00b0 [3]  (i) in spite of carrying out this experiment with reasonable care, it is possible that the values of the angle of reflection r will not be exactly the same as the values obtained from  theory. suggest two possible causes of this inaccuracy. 1.  .. ..2.  .. ..[2]   tie in your ray trace sheet between pages 10 and 11. [5] [total: 10]",
+            "10": "10 0625/52/o/n/11 \u00a9 ucles 2011blank page",
+            "11": "11 0625/52/o/n/11 \u00a9 ucles 2011blank page",
+            "12": "12 0625/52/o/n/11 \u00a9 ucles 2011blank page permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the publisher will be pleased to make amends at the earliest possible opportunity. 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."
+        },
+        "0625_w11_qp_53.pdf": {
+            "1": "this document consists of 10 printed pages and 2 blank pages. dc (sjf/cgw) 34205/2 \u00a9 ucles 2011 [turn overuniversity of cambridge international examinations international general certificate of secondary education read these instructions first write your centre number, candidate number and name in the spaces at the top of the page. write in dark blue or black pen.y ou may use a pencil for any diagrams, graphs or rough working.do not use staples, paper clips, highlighters, glue or correction fluid.do not write in any barcodes. answer all questions. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question. *9126505672* physics 0625/53 paper 5  practical test october/november 2011  1 hour 15 minutes candidates answer on the question paper additional materials: as listed in the confidential instructions for examiner\u2019s use 1 234 total",
+            "2": "2 0625/53/o/n/11 \u00a9 ucles 2011for examiner\u2019s use1 in this experiment, you will determine the density of modelling clay by two methods.  (a) method 1.   carry out the following instructions referring to fig. 1.1. y ou are provided with a piece of  modelling clay. wh dmodelling clay fig. 1.1   (i) mould the piece of modelling clay into a shape that is approximately a cube.  measure the height h, width w and depth d of the piece of modelling clay.  h  =    cm  w  =    cm  d  =    cm   (ii) calculate the volume v  of the piece of modelling clay using the equation v = hwd.  v  =  ... cm3   (iii) measure the mass m of the piece of modelling clay using the balance provided.  m  =  ... g   (iv) calculate the density \u03c1 of the modelling clay using the equation \u03c1 = m v.  \u03c1 =  . [3]",
+            "3": "3 0625/53/o/n/11 \u00a9 ucles 2011 [turn overfor examiner\u2019s use (b) method 2.   carry out the following instructions referring to fig. 1.2. y ou are provided with a beaker  containing water at room temperature. waterthread modelling clay measuring cylinder fig. 1.2   break the piece of modelling clay into two pieces with one piece approximately twice the  size of the other piece.    (i) using the smaller piece of modelling clay, measure its mass ms.   ms =  ..   (ii) pour approximately 50 cm3 of water into the measuring cylinder. record the volume  of water v1 in the measuring cylinder.  v1 =  ..   (iii) tie the thread around the smaller piece of modelling clay and lower it into the  measuring cylinder until it is completely covered with water. record the new volume v 2.  v2 =  ..   (iv) calculate the volume vs of the modelling clay using the equation vs = v2 \u2013 v1.  vs =  ..   (v) calculate the density \u03c1 of the modelling clay using the equation \u03c1 = ms vs.  \u03c1 =  ..[5]",
+            "4": "4 0625/53/o/n/11 \u00a9 ucles 2011for examiner\u2019s use (c) assuming that the experiment has been carried out with reasonable care, suggest two  reasons why the two values obtained for the density of the modelling clay may not be the same. 1.  .. ..2.  .. ..[2] [total: 10]",
+            "5": "5 0625/53/o/n/11 \u00a9 ucles 2011 [turn overblank page",
+            "6": "6 0625/53/o/n/11 \u00a9 ucles 2011for examiner\u2019s use2 in this experiment, you will investigate the energy changes that occur when hot and cold  water are mixed.  y ou are provided with a supply of hot water and a supply of cold (room temperature) water.  (a) (i) pour 50 cm3 of cold water into the beaker labelled a. measure and record the  temperature \u03b8c of this water.  \u03b8c =  ..   (ii) pour 50 cm3 of hot water into the beaker labelled b. measure and record the  temperature \u03b8h of this water.    \u03b8h =  ..   (iii) as soon as you have taken the temperature, pour the 50 cm3 of water from beaker  a into beaker b. briefly stir the mixture then measure and record the temperature  \u03b8m of the mixture.  \u03b8m =  .. [3]  (b) (i) calculate the gain in thermal energy ec of the cold water using the equation ec = k(\u03b8m \u2013 \u03b8c)    where k = 210 j / \u00b0c.  ec =  ..   (ii) calculate the loss in thermal energy eh of the hot water using the equation  eh = k(\u03b8h \u2013 \u03b8m)    where k = 210 j / \u00b0c.  eh =  .. [2]  (c) a student suggests that all the thermal energy lost by the hot water is gained by the cold water. e c and eh should therefore be equal.   (i) state whether your experimental results support this suggestion and justify your statement by reference to your results. statement  .justification  ... .. [2]   (ii) suggest a practical reason in this experiment why e c might be different from eh.  .. .. [1]",
+            "7": "7 0625/53/o/n/11 \u00a9 ucles 2011 [turn overfor examiner\u2019s use (d) another student was asked to suggest quantities that should be kept constant if this  experiment is repeated in order to check the readings. table 2.1 shows the suggestions. place a tick (\u2713) in the second column of the table next to each correctly suggested quantity.  table 2.1 suggestion avoid parallax errors when taking readings number of stirsroom temperaturestarting temperature of cold water starting temperature of hot wateruse only two or three significant figures for the final answers[2]  [total: 10]",
+            "8": "8 0625/53/o/n/11 \u00a9 ucles 2011for examiner\u2019s use3 in this experiment, you will investigate the resistance of a wire.   y ou will use the circuit shown in fig. 3.1. a vpower source pq metre rulel fig. 3.1  (a) (i) switch on. measure and record in table 3.1 the current i in the circuit and the p.d. v  across a length l = 0.250 m of the wire pq as shown in fig. 3.1. switch off.   (ii) calculate the resistance r of the length l = 0.250 m of wire using the equation r = v i.    record this value of r in the table.   (iii) repeat steps (i) and (ii) using l  values of 0.500 m and 0.750 m.   (iv) complete the heading for each column of the table. table 3.1 l  / v / i /r  / 0.250 0.5000.750[5]",
+            "9": "9 0625/53/o/n/11 \u00a9 ucles 2011 [turn overfor examiner\u2019s use (b) use data from the table to suggest and justify a relationship between the length l  of the wire and its resistance r. show your working. relationship  ..  ..justification  ... .. ..[3]  (c) use your results to predict the resistance of a 1.500 m length of the same wire. show  your working.  prediction =  . [2]  [total: 10]",
+            "10": "10 0625/53/o/n/11 \u00a9 ucles 2011for examiner\u2019s use4 in this experiment, you will investigate the formation of images by a converging lens.    carry out the following instructions referring to fig 4.1. illuminated object lensscreen v u fig. 4.1  (a) (i) place the screen about 1.0 m from the illuminated object.   (ii) place the lens between the object and the screen so that the centre of the lens is at a distance u = 0.200 m from the object. adjust the position of the screen until a  clearly focused image is formed on the screen.    (iii) measure (in metres) the distance v  between the centre of the lens and the screen.   (iv) record the values of u and v  in table 4.1.   (v) repeat the steps in (i) \u2013 (iv) using values for u of 0.250 m, 0.300 m, 0.350 m and  0.400 m. table 4.1 u / m v / m 1 u/1 m 1 v/1 m   (vi) calculate the values of 1u and 1 v and enter them in the table. [3]",
+            "11": "11 0625/53/o/n/11 \u00a9 ucles 2011for examiner\u2019s use (b) plot the graph of  1 v/1 m (y-axis) against  1 u/1 m (x-axis).  0 01 010 [4]  (c) (i) use the graph to find the intercept on the y-axis.  intercept on the y-axis =  ..   (ii) use the graph to find the intercept on the x-axis.  intercept on the x-axis =  .. [2]  (d) state and briefly explain one precaution you took in order to obtain reliable  measurements. precaution   ..explanation  .. ..[1]  [total: 10]",
+            "12": "12 0625/53/o/n/11 \u00a9 ucles 2011blank page permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the publisher will be pleased to make amends at the earliest possible opportunity. 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."
+        },
+        "0625_w11_qp_61.pdf": {
+            "1": "this document consists of 12 printed pages. dc (sjf/cgw) 34182/5 \u00a9 ucles 2011 [turn overuniversity of cambridge international examinations international general certificate of secondary education read these instructions first write your centre number, candidate number and name in the spaces at the top of the page. write in dark blue or black pen.y ou may use a pencil for any diagrams, graphs or rough working.do not use staples, paper clips, highlighters, glue or correction fluid.do not write in any barcodes. answer all questions. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question. *1313135592* physics 0625/61 paper 6  alternative to practical october/november 2011  1 hour candidates answer on the question paper no additional materials are required.",
+            "2": "2 0625/61/o/n/11 \u00a9 ucles 20111 an igcse student is determining the weight of a metre rule.  fig. 1.1 shows the apparatus. y 50.0  cm markmetre rule pivotx d x fig. 1.1  x is a 1.0 n load.  the student places the load x on the rule so that its centre is at d = 5.0 cm from the zero end of  the rule, as shown in fig.1.1. he adjusts the position of the rule so that it is as near as possible to  being balanced, with the 50.0 cm mark to the right of the pivot.   he measures and records the distance x  from the centre of the load x to the pivot, and the  distance y  from the pivot to the 50.0 cm mark on the rule. he repeats the procedure using d values  of 10.0 cm, 15.0 cm, 20.0 cm and 25.0 cm. the readings of d, x and y are shown in table 1.1. table 1.1 d / cm x / cm y / cm   5.0 23.7 21.3 10.0 21.0 19.115.0 18.5 16.320.0 16.0 14.125.0 13.9 12.0",
+            "3": "3 0625/61/o/n/11 \u00a9 ucles 2011 [turn over (a) plot the graph of y / cm (y-axis) against x / cm (x-axis). y ou do not need to include the origin  (0,0) on your graph. [4]  (b) determine the gradient g of the graph. show clearly on the graph how you obtained the  necessary information.   g =  .. [2]  (c) calculate the weight w of the metre rule using the equation w = l g, where l = 1.0 n.  w  =  .. [1]",
+            "4": "4 0625/61/o/n/11 \u00a9 ucles 2011 (d) the calculation of w is based on the assumption that the centre of mass of the rule is at the  50.0 cm mark.   (i) describe briefly how you would determine the position of the centre of mass of the rule.  ... ...   (ii) describe how you would modify the experiment if the centre of mass was at the 49.7 cm  mark.  ... ...[2] [total: 9]",
+            "5": "5 0625/61/o/n/11 \u00a9 ucles 2011 [turn over2 the igcse class is investigating temperature changes when cold water and hot water are mixed.  (a) a student records the temperature \u03b8c of 100 cm3 of cold water and the temperature \u03b8h of  100 cm3 of hot water. \u201310 0 10 20 30 40 50 60 70 80 90 100 110 \u00b0c fig. 2.1   write down the temperature \u03b8c shown on the thermometer in fig. 2.1.  \u03b8c =  .. [2]  (b) the hot water is at a temperature \u03b8h = 86 \u00b0c.   calculate \u03b8av , the average of \u03b8c and \u03b8h.  average \u03b8av =  .. [1]  (c) the student adds 100 cm3 of the hot water to the cold water. she records the temperature \u03b8m  of the mixture of hot and cold water, \u03b8m = 48 \u00b0c.    state two precautions (other than repeating the experiment) that the student could take to  ensure the reliability of her value of the temperature \u03b8m. 1.  ... 2.  ... [2]  (d) suggest a practical reason in this experiment for the temperature of the mixture \u03b8m being  different from the average value \u03b8av , even when the student has taken the precautions you  suggested in (c). ... ...[1]  (e) suggest a modification to the experiment which should reduce the difference between  \u03b8m  and \u03b8av.  ... ...[1]  (f) the student decides to repeat the experiment to check the readings. suggest one possible  variable that she should keep constant.  ...[1] [total: 8]",
+            "6": "6 0625/61/o/n/11 \u00a9 ucles 20113 the igcse class is investigating the current in resistors in a circuit.  the circuit is shown in fig. 3.1. apower source d ba c fig. 3.1  (a) a student measures the current ia at the position a shown by the ammeter, and then at  positions b (ib), c (ic) and d (id).   the readings are:   ia= 0.28 a                     ib = 0.13 a                     ic = 0.14 a                     id = 0.27 a   theory suggests that ia = ib + ic and id = ib + ic.    (i) calculate ib + ic.  ib + ic =  ...   (ii) state whether the experimental results support the theory. justify your statement by  reference to the readings. statement  ..justification   ... ... [3]",
+            "7": "7 0625/61/o/n/11 \u00a9 ucles 2011 [turn over (b) the student suggests repeating the experiment to confirm her conclusion. she connects a  variable resistor (rheostat) in series with the switch. state the purpose of the variable resistor.  ... ...[1]  (c) the student connects a voltmeter and records the potential difference v across the combination of the three resistors.   (i) on fig. 3.1, draw in the voltmeter connected as described, using the standard symbol for  a voltmeter.   [1]   (ii) write down the voltmeter reading shown on fig. 3.2. 0192 837465 v10 fig. 3.2  v =  .  [1]   (iii) calculate the resistance r of the combination of the three resistors using the equation     r = v i.  r =  .. [2] [total: 8]",
+            "8": "8 0625/61/o/n/11 \u00a9 ucles 20114 an igcse student is investigating reflection of light in a plane mirror.  fig. 4.1 shows the student\u2019s ray trace sheet. p2 p3o r m eyeray trace sheet fig. 4.1  (a) the line mr shows the position of a mirror.    (i) draw a normal to this line that passes through its centre. label the normal nl. label the  point at which nl crosses mr with the letter b.  [1]",
+            "9": "9 0625/61/o/n/11 \u00a9 ucles 2011 [turn over  (ii) draw a line 8 cm long from b at an angle of incidence i = 40 \u00b0 to the normal below mr  and to the left of the normal. label the end of this line a. record the angle of incidence i  in the first row of table 4.1. table 4.1 i  / \u00b0 r  / \u00b0 34 33  [2]  (b) fig. 4.2 shows the mirror which is made of polished metal and has a vertical line drawn on it.  mirror line fig. 4.2   the student places the mirror, with its reflecting face vertical, on mr. the lower end of the  line on the mirror is at point b. he places a pin p1 at a. he views the line on the mirror and  the image of pin p1 from the direction indicated by the eye in fig. 4.1. he places two pins p2  and p3 some distance apart so that pins p3, p2, the image of p1, and the line on the mirror all  appear exactly one behind the other. the positions of p2 and p3 are shown.   (i) draw the line joining the positions of p2 and p3. continue the line until it meets the  normal.   (ii) measure, and record in the first row of table 4.1, the angle of reflection r between the  normal and the line passing through p2 and p3.  [2]  (c) the student draws a line parallel to mr and 2 cm above it. he places the mirror on this line  and repeats the procedure without changing the position of pin p1. his readings for i and r are  shown in the table.   in spite of carrying out this experiment with reasonable care, it is possible that the values  of the angle of reflection r will not be exactly the same as the values obtained from theory.  suggest two possible causes of this inaccuracy. 1.  ... ...2.  ... ...[2]",
+            "10": "10 0625/61/o/n/11 \u00a9 ucles 2011 (d) the student was asked to list precautions that should be taken with this experiment in order  to obtain readings that are as accurate as possible. table 4.2 shows the suggestions.    place a tick (\u2713) in the second column of the table next to each correctly suggested  precaution.  table 4.2 suggested precaution avoid parallax (line of sight) errors when taking readings with the protractor carry out the experiment in a darkened roomdraw the lines so that they are as thin as possible keep room temperature constantplace pins p 2 and p3 as far apart as possible  use only two or three significant figures for the final answers[3] [total: 10]",
+            "11": "11 0625/61/o/n/11 \u00a9 ucles 2011 [turn over5 the igcse class is carrying out an experiment to determine the speed of sound in air.  fig. 5.1 indicates the method used. the experiment is conducted outside the school building.  student a student b stopwatch drum d fig. 5.1 (not to scale)  student a strikes a drum once as loudly as possible. student b stands some distance away from  student a and starts a stopwatch when she sees the drum being hit. she stops the stopwatch when she hears the sound. she records the time interval t in table 5.1. the experiment is repeated several times. she calculates the speed of sound v and enters the values in the table. table 5.1 t / s v / (m / s) 0.87 344.83 0.92 326.090.84 357.140.83 361.450.86 338.84  (a) suggest a suitable distance d  for students to use when carrying out this experiment.  d  =  .. [1]  (b) suggest a suitable instrument for measuring the distance d.  ...[1]  (c) calculate the average value v av for the speed of sound from the results in the table. show  your working.  vav =  .. [2]",
+            "12": "12 0625/61/o/n/11 \u00a9 ucles 2011permission 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. (d) the student has recorded the values for the speed of sound v  to five significant figures.    state whether this is a suitable number of significant figures for the speed of sound in air in  this experiment. give a reason for your answer. statement  ..reason  ... ...[1] [total: 5]"
+        },
+        "0625_w11_qp_62.pdf": {
+            "1": "this document consists of 11 printed pages and 1 blank page. dc (sjf/sw) 34190/5 \u00a9 ucles 2011 [turn overuniversity of cambridge international examinations international general certificate of secondary education read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen.y ou may use a pencil for any diagrams, graphs or rough working.do not use staples, paper clips, highlighters, glue or correction fluid.do not write in any barcodes. answer all questions.at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question. *2897200453* physics 0625/62 paper 6 alternative to practical october/november 2011  1 hour candidates answer on the question paper. no additional materials are required.",
+            "2": "2 0625/62/o/n/11 \u00a9 ucles 20111 the igcse class is investigating the law of moments.  fig. 1.1 shows the apparatus used. y 50.0  cm markmetre rule pivot modelling clayx d fig. 1.1  (a) a student moulds a piece of modelling clay into a cube shape. he places the modelling clay   on the rule so that its centre is a distance d = 10.0 cm from the zero end of the rule, as shown  in fig.1.1.    he adjusts the position of the rule so that it is as near as possible to being balanced, with the  50.0 cm mark to the right of the pivot.    (i) on fig.1.1, measure the distance x  from the centre of the modelling clay to the pivot.   x =  ...   (ii) on fig.1.1, measure the distance y  from the pivot to the 50.0 cm mark on the rule.   y =  ... [1]  (b) the diagram is drawn one tenth of actual size.    (i) calculate the actual distance x  from the centre of the modelling clay to the pivot.   x =  ...   (ii) calculate the actual distance y  from the pivot to the 50.0 cm mark on the rule.   y =  ...   (iii) calculate the mass m1 of the piece of modelling clay using the equation m1 = my x    where the mass of the metre rule m = 112 g.  m1 =  ... [4]",
+            "3": "3 0625/62/o/n/11 \u00a9 ucles 2011 [turn over (c) the student cuts the piece of modelling clay into two pieces, with one piece approximately  twice the size of the other piece.   using the larger piece of modelling clay, he repeats the procedure and obtains a result for the  mass m2 of 64.9 g.   using the smaller piece of modelling clay, he repeats the procedure and obtains a result for  the mass m3 of 34.5 g.   calculate (m2 + m3).  (m2 + m3) =  .. [1]  (d) assuming that the experiment has been carried out with care, suggest two reasons why  (m2 + m3) may not be equal to m1. 1.  ...  ...2.  ... ...[2]  (e) explain briefly how you would ensure that the centre of the cube of modelling clay is at the  10.0 cm mark on the metre rule. y ou may draw a diagram.  ...  ... ...[1] [total: 9]",
+            "4": "4 0625/62/o/n/11 \u00a9 ucles 20112 an igcse student is investigating temperature changes when hot water and cold water are mixed.  she is provided with a supply of hot water and a supply of cold water. (a) the temperature  \u03b8c of the cold water is 24 \u00b0c.   she pours 100 cm3 of the hot water into a beaker. record the temperature \u03b8h of this water, as  shown on the thermometer. \u201310 0 10 20 30 40 50 60 70 80 90 100 110 \u00b0c fig. 2.1  \u03b8h =  ..  [1]  (b) she adds 10 cm3 of the cold water to the beaker of hot water. she briefly stirs the mixture of  hot and cold water and records in table 2.1 the temperature \u03b8m of the mixture of hot and cold  water. she quickly repeats this five times, adding 10 cm3 of cold water each time, until a total  of 60 cm3 has been added. she records the temperature \u03b8m of the mixture of hot and cold  water at each stage.  table 2.1 v / \u03b8m / 78 7468636159   (i) complete the volume column in the table, where v  is the total volume of cold water so  far added.   (ii) complete the column headings in the table. [2]",
+            "5": "5 0625/62/o/n/11 \u00a9 ucles 2011 [turn over (c) plot the graph of temperature \u03b8 (y-axis) against volume v (x-axis). [4]  (d) if this experiment were to be repeated in order to check the results, it would be important to  control the conditions. suggest two such conditions that should be controlled.  1.  ...2.  ...[2]  (e) suggest a practical precaution that will enable readings in this experiment to be taken as  accurately as possible.  ... ...[1] [total: 10]",
+            "6": "6 0625/62/o/n/11 \u00a9 ucles 20113 the igcse class is investigating the potential difference across resistors in a circuit.  fig. 3.1 shows the circuit. a r1r2 r3power source fig. 3.1  (a) a student measures the potential difference va across resistor r1.   write down the reading of va  shown in fig. 3.2. 5678 9 10 0.11.010 100432 1 0range v fig. 3.2  va  .. [1]  (b) he then measures the potential difference vb across resistors r2 and r3 and the potential  difference vc across the combination of the three resistors.   the values are: vb  = 1.4 v and vc  = 2.1 v.   theory suggests that vc = (va + vb ).    (i) calculate (va + vb ).  (va + vb ) =  ...",
+            "7": "7 0625/62/o/n/11 \u00a9 ucles 2011 [turn over  (ii) state whether the experimental results support the theory. justify your statement by  reference to the results. statement  ..justification   ... ... [3]  (c) the current i indicated by the ammeter is 0.27 a. calculate the resistance r of the   combination of the three resistors using the equation r =  vc i.  r =  .. [1]  (d) on fig. 3.1, draw in the voltmeter connected to measure the potential difference vb across  resistors r2 and r3. use the standard symbol for a voltmeter. [1]  (e) refer to fig. 3.2. comment on the student\u2019s choice of the 10 v range for the measurement  of va.  ...  ... ...[1] [total: 7]",
+            "8": "8 0625/62/o/n/11 \u00a9 ucles 20114 an igcse student is investigating the reflection of light by a plane mirror.  fig. 4.1 shows her ray trace sheet. mr ab eyep2 p3ray trace sheet fig. 4.1  (a) the line mr shows the position of a mirror.    (i) draw a normal to mr at its centre. label the normal nl with n at the centre of mr and l  on ab.    (ii) mark a point on ab, 3.0 cm to the left of l. label this point c. [2]",
+            "9": "9 0625/62/o/n/11 \u00a9 ucles 2011 [turn over (b) fig. 4.2 shows the mirror which is made of polished metal and has a vertical line drawn on it.  the lower end of this line is at point n.  mirror line fig. 4.2   in the experiment, the student places a pin p1 at c. the student views the line on the mirror  and the image of pin p1 from the direction indicated by the eye in fig. 4.1. she places two  pins p2 and p3 some distance apart so that the image of p1, the line on the mirror, and pins  p2 and p3, all appear exactly one behind the other. the positions of p2 and p3 are shown.    (i) draw the line joining the positions of p2 and p3. continue the line until it meets the  normal.    (ii) draw the line joining point c and point n.  [1]   (iii) measure, and record in table 4.1, the angle of incidence i  between the normal nl and the line cn. measure, and record in the table, the angle of reflection r  between the  normal and the line passing through p 2 and p3.   (iv) complete the column headings in the table. table 4.1 distance of p1 from the normal / i / r / 3.0 4.0 23 22 5.0 27 28 [2]  (c)  the student repeats the procedure using positions of p1 that are 4.0 cm and 5.0  cm from the  normal. the readings are shown in the table.   in spite of carrying out this experiment with reasonable care, it is possible that the values  of the angle of reflection r will not be exactly the same as the values obtained from theory.  suggest two possible causes of this inaccuracy. 1.  ... ...2.  ... ...[2]",
+            "10": "10 0625/62/o/n/11 \u00a9 ucles 2011 (d) suggest one precaution that you would take in this experiment to ensure that the results are  as accurate as possible.  ... ...[1] [total: 8] 5  the igcse class is investigating springs.  a student measures the length l  0 of a spring and then uses a stand and clamp to suspend the  spring vertically. he hangs a weight w on the spring and measures the new length l. he calculates  the extension e of the spring. he repeats the procedure using a range of weights.   table 5.1 shows some readings obtained by the student. the unstretched length l 0 of the spring is  16 mm. table 5.1 w / n 01 6 0 0.10 17 0.20 190.30 210.40 230.50 270.60 33",
+            "11": "11 0625/62/o/n/11 \u00a9 ucles 2011 (a) complete the column headings in table 5.1. [1]  (b) complete the third column in the table by calculating the extension e of the spring.  [1]  (c) state whether the results support the suggestion that the extension is directly proportional to  the load. justify your answer by reference to the results. statement  ..justification   ... ...[2]  (d)  draw a diagram of the apparatus including the spring, clamp, a weight hanging on the spring  and a ruler positioned to measure the length of the spring. [2] [total: 6]",
+            "12": "12 0625/62/o/n/11 \u00a9 ucles 2011permission 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.blank page"
+        },
+        "0625_w11_qp_63.pdf": {
+            "1": "this document consists of 12 printed pages. dc (sjf/cgw) 34207/4 \u00a9 ucles 2011 [turn overuniversity of cambridge international examinations international general certificate of secondary education read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen.y ou may use a pencil for any diagrams, graphs or rough working.do not use staples, paper clips, highlighters, glue or correction fluid.do not write in any barcodes. answer all questions.at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question. *9564582109* physics 0625/63 paper 6 alternative to practical october/november 2011  1 hour candidates answer on the question paper. no additional materials are required.",
+            "2": "2 0625/63/o/n/11 \u00a9 ucles 20111 an igcse student is investigating the passage of light through a transparent block using optics  pins.   the student\u2019s ray trace sheet is shown in fig. 1.1.  the student places two pins p1 and p2 to mark the incident ray. he looks through the block and  places two pins p3 and p4 to mark the emergent ray so that p3, p4 and the images of p1 and p2  appear to be exactly one behind the other. he draws the outline of the block. he removes the block and pins and draws in the incident ray and the emergent ray. a bray trace sheet eyetransparent block emergent rayincident ray fig. 1.1  (a) (i) on fig. 1.1, mark suitable positions for the four pins. label the pins p1, p2, p3 and p4.   (ii) draw the normal at point a. [2]",
+            "3": "3 0625/63/o/n/11 \u00a9 ucles 2011 [turn over (b) (i) draw in the line ab. measure and record the angle of refraction r  between the line ab  and the normal.  r =  ...   (ii) measure and record the angle of incidence i  between the incident ray and the normal.  i =  ... [2]  (c) the student does not have a set square or any other means to check that the pins are vertical.  suggest how he can ensure that his p3 and p4 positions are as accurate as possible.  ...  ...[1] [total: 5]",
+            "4": "4 0625/63/o/n/11 \u00a9 ucles 20112 an igcse student is investigating the energy changes that occur when hot water and cold water  are mixed.  the student is provided with a supply of hot water and a supply of cold water.  the temperature of the cold water \u03b8c = 23 \u00b0c.  (a) the temperature of the hot water is shown in fig. 2.1. \u201310 0 10 20 30 40 50 60 70 80 90 100 110 \u00b0c fig. 2.1   record the temperature \u03b8h of this hot water.  \u03b8h =  .. [1]  (b) the student pours 50 cm3 of the hot water into 50 cm3 of the cold water. he briefly stirs the  mixture and then records the temperature \u03b8m of the mixture, \u03b8m = 49 \u00b0c.   (i) calculate the gain in thermal energy ec of the cold water using the equation  ec = k (\u03b8m \u2013 \u03b8c),     where k = 210 j / \u00b0c.  ec =  ...   (ii) calculate the loss in thermal energy eh of the hot water using the equation  eh = k (\u03b8h \u2013 \u03b8m),     where k = 210 j / \u00b0c.  eh =  ... [2]",
+            "5": "5 0625/63/o/n/11 \u00a9 ucles 2011 [turn over (c) the student suggests that all the thermal energy lost by the hot water is gained by the cold.  thus ec and eh should be equal.   (i) state whether the experimental results support this suggestion. justify your statement by reference to the results. statement  ..justification   ... ...[1]   (ii) suggest a practical reason in this experiment why e c might be different from eh.  ... ...[1]  (d) another student is asked to suggest quantities that should be kept constant if this experiment  is repeated in order to check the readings. table 2.1 shows the suggestions.    place a tick (\u2713) in the second column of the table next to each correctly suggested quantity.  table 2.1 suggested quantities avoid parallax (line of sight) errors when taking readings number of stirsroom temperaturestarting temperature of hot wateruse a digital thermometeruse only two or three significant figures for the final answers[2] [total: 7]",
+            "6": "6 0625/63/o/n/11 \u00a9 ucles 20113 the igcse class is investigating the resistance of a wire.    the circuit is shown in fig. 3.1.  a q p l v2v power source metre rule fig. 3.1  (a) a student measures and records in table 3.1 the current i in the circuit and the potential  difference v across a length l =  0.250 m of wire pq.   she repeats the procedure using l  values of 0.500 m and 0.750 m.   (i) complete the heading for each column of the table.   (ii) calculate the resistance r  of each length l  of the wire using the equation r = v i.    record the values of r  in the table. table 3.1 l  / v / i /r  / 0.250 0.54 0.32 0.500 1.10 0.320.750 1.61 0.32[4]",
+            "7": "7 0625/63/o/n/11 \u00a9 ucles 2011 [turn over (b) use numbers from the table to suggest and justify a relationship between the length l of the  wire and its resistance r. show your working. relationship  ...  ...justification   ... ...[3]  (c) use the results to predict the resistance of a 1.50 m length of the same wire. show your  working.  prediction  .. [2]  (d) another student proposes that the accuracy of the experiment would be improved by using a 12 v power source.    suggest two effects that this might have on the experiment. 1.  ...  ...2.  ... ...[2] [total: 11]",
+            "8": "8 0625/63/o/n/11 \u00a9 ucles 20114 the igcse class is investigating the formation of images by a lens.  fig 4.1 shows the apparatus. illuminated object lensscreen v u fig. 4.1  a student places the screen about 1.0 m from the illuminated object. he places the lens between  the object and the screen at a distance u = 0.200 m from the object. he adjusts the position of the  screen until a clearly focused image is formed on the screen. he records the distance v between the centre of the lens and the screen. he repeats the procedure  using different values of u. the  readings are shown in table 4.1. table 4.1 u / m v / m 1 u/1 m 1 v/1 m 0.200 0.596 5.00 1.68 0.300 0.304 3.33 3.29 0.400 0.244 2.50 4.10 0.500 0.214 2.00 4.67 0.600 0.198 1.67 5.05  (a) state and briefly explain one precaution you would take in order to obtain reliable measurements in this experiment. precaution  . ...explanation  ... ... ...[1]",
+            "9": "9 0625/63/o/n/11 \u00a9 ucles 2011 [turn over (b) plot the graph of  1 v/1 m  (y-axis) against  1 u/1 m  (x-axis). both axes must start at 0 and extend  to 7.0. [4]  (c) (i) use the graph to find the intercept on the y-axis.  intercept on the y-axis =  ...   (ii) use the graph to find the intercept on the x-axis.  intercept on the x-axis =  ... [2]  [total: 7]",
+            "10": "10 0625/63/o/n/11 \u00a9 ucles 20115 the igsce class is determining the density of modelling clay by two methods.  (a) method 1   a student moulds a piece of modelling clay into a cube shape as shown in fig. 5.1.  front viewwh d side view fig. 5.1   (i) on fig 5.1, measure the height h, width w and depth d of the cube-shaped piece of  modelling clay.  h  =  . cm  w  =  . cm  d  =  . cm   (ii) calculate the volume v of the modelling clay using the equation v = h w d.  v  =  ...   (iii) calculate the density \u03c1  of the modelling clay using the equation \u03c1 =  m v, where the mass  of the modelling clay m = 103 g.  \u03c1 =  .. [3]",
+            "11": "11 0625/63/o/n/11 \u00a9 ucles 2011 [turn over (b) method 2   the student cuts the piece of modelling clay into two pieces. one piece is approximately twice  the size of the other piece. the mass ms of the smaller piece is 34.5 g.    fig. 5.2a shows a measuring cylinder containing water. fig. 5.2b shows the same measuring  cylinder after the smaller piece of modelling clay has been lowered into it.  60 50 40 3070cm3 20 1060 50 4070cm3 10waterwaterthread modelling clay30 20  fig. 5.2a fig. 5.2b   (i) record the volume of water v1 in the measuring cylinder, as shown in fig. 5.2a.  v1 =  .. [1]   (ii) record the new volume v2 in the measuring cylinder, as shown in fig. 5.2b.  v2 =  .. [1]   (iii) describe briefly one precaution you would take to read the measuring cylinder correctly.  ... ... ...[1]   (iv) calculate the volume v s of the modelling clay using the equation vs = (v2 \u2013 v1).  vs =  ...   (v) calculate the density \u03c1 of the modelling clay using the equation \u03c1 =  ms vs, where  ms = 34.5 g.  \u03c1 =  .. [1]",
+            "12": "12 0625/63/o/n/11 \u00a9 ucles 2011 (c) (i) assuming that the experiment has been carried out with care, suggest two reasons why  the two values obtained for the density of the modelling clay in (a) and (b) may not be the  same. 1.  ...2.  ...[2]   (ii) state which of the two methods for determining density (method 1 or method 2) you  judge to be less accurate. give a reason for your judgement. method  ..reason  ... ...[1] [total: 10] 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."
+        }
+    },
+    "2012": {
+        "0625_s12_qp_11.pdf": {
+            "1": "    this document consists of 17 printed pages and 3 blank pages.  ib12 06_0625_11/3rp  \u00a9 ucles 2012  [turn over      *9772978782* university of cambridge international examinations  international general certificate of secondary education       physics 0625/11     paper 1  multiple choice  may/june 2012     45 minutes    additional materials: multiple choice answer sheet   soft clean eraser   soft pencil (type b or hb recommended)       read these instructions first    write in soft pencil.  do not use staples, paper clips, highlighters, glue or correction fluid. write your name, centre number and candidate number on the answer sheet in the spaces provided  unless this has been done for you.   there are forty  questions on this paper. answer all questions. for each question there are four possible  answers a, b, c and d.   choose the one you consider correct and record your choice in soft pencil on the separate answer sheet.   read the instructions on the answer sheet very carefully.    each correct answer will score one mark. a mark will not be deducted for a wrong answer. any rough working should be done in this booklet.     ",
+            "2": "2  \u00a9 ucles 2012 0625/11/m/j/12  1 a cylindrical can is rolled along the ruler shown in the diagram.    0 c m 5 1 01 52 02 53 0  cmstarting position final position can rolled mark on can     the can rolls over twice.    what is the circumference (distance all round) of the can?  a 13  cm b 14  cm c 26  cm d 28  cm      2 a car is moving downhill along a road at a constant speed.   which graph is the speed  / time graph for the car?    a speed time00b speed time00 c speed time00d speed time00     3 in a race, a car travels 60 times around a 3.6  km track. this takes 2.4 hours.    what is the average speed of the car?  a 1.5  km  / h b 90  km  / h c 144  km  / h d 216  km  / h     ",
+            "3": "3  \u00a9 ucles 2012 0625/11/m/j/12 [turn over  4 which quantity is measured in newtons?  a density  b energy  c pressure  d weight      5 a geologist places a small rock on the left-han d pan of a balance. the two pans are level as  shown when masses with a total weight of 23  n are placed on the right-hand pan.   take the weight of 1.0  kg to be 10  n.     0rock masses     what is the mass of the small rock?  a 0.023  kg b 2.3  kg c 23  kg d 230  kg      6 a stone has a volume of 0.50  cm3 and a mass of 2.0  g.    what is the density of the stone?  a 0.25  g / cm3  b 1.5  g / cm3  c 2.5  g / cm3  d 4.0  g / cm3     ",
+            "4": "4  \u00a9 ucles 2012 0625/11/m/j/12  7 passengers are not allowed to stand on the upper deck of double-decker buses.    upper deck lower deck    why is this?  a they would cause the bus to become less stable.  b they would  cause the bus to slow down.  c they would  increase the kinetic energy of the bus.  d they would  lower the centre of mass of the bus.     8 the diagram shows a handle with three forces, each 100  n, applied to it. the handle is free to  move.    pivothandle100  n 100  n100  n     what is the effect of the forces on the handle?  a the handle will move downwards.  b the handle will not move. c the handle will turn anticlockwise (to the left). d the handle will turn clockwise (to the right).     9 in which pair of energy sources are both sources renewable?  a oil and coal  b oil and tidal  c tidal and geothermal  d tidal and nuclear fission   ",
+            "5": "5  \u00a9 ucles 2012 0625/11/m/j/12 [turn over  10 an object on a thread is swinging between x and z, as shown in the diagram. it is momentarily at  rest at x and at z.    yxzthread     an incomplete word equation about the energy of the object is shown below.    gravitational potential energy   = kinetic energy   +  \u2026\u2026\u2026 energy   +   energy losses          at x            at y    at y    which form of energy is needed to complete the word equation?  a chemical  b gravitational potential  c internal  d strain      11 which statement is explained by reference to pressure?  a objects with greater mass have greater weight.  b one kilogram of water occupies more volume than one kilogram of lead. c spikes on running-shoes sink into the ground.  d water cooled to a low enough temperature turns to ice.     ",
+            "6": "6  \u00a9 ucles 2012 0625/11/m/j/12  12 the diagram shows a mercury manometer used to measure the pressure of gas in a container.   atmospheric pressure is 76  cm of mercury.    20  cm 12  cmmercurygas     what is the pressure of the gas?  a 56  cm of mercury  b 68  cm of mercury  c 84  cm of mercury  d 96  cm of mercury      13 brownian motion is observed when looking at smoke particles in air using a microscope.    what causes the smoke particles to move at random?  a smoke particles are hit by air molecules.  b smoke particles are moved by convection currents in the air.  c smoke particles have different weights and fall at different speeds.  d smoke particles hit the walls of the container.      14 the molecules of a substance become more closely packed and move more quickly.    what is happening to the substance?  a a gas is being heated and compressed.  b a gas is being heated and is expanding.  c a liquid is boiling.  d a liquid is evaporating at room temperature.     ",
+            "7": "7  \u00a9 ucles 2012 0625/11/m/j/12 [turn over  15 which pair contains only physical quantities that vary with temperature and so could be used in  making a thermometer?  a activity of a radioactive source, volume of a gas  b mass of a liquid, volume of a liquid  c activity of a radioactive source, mass of a solid  d volume of a gas, volume of a liquid      16 a heater supplies 80  j of energy to a block of metal. the temperature of the block rises by 20  \u00b0c.    what happens to the block of metal when its temperature falls by 10  \u00b0c?  a its internal energy decreases by 40  j.  b its internal energy decreases by 160  j.  c its internal energy increases by 40  j.  d its internal energy increases by 160  j.      17 an engineer wants to fix a steel washer on to a steel rod. the rod is just too big to fit into the hole  of the washer.    steel rodsteel washer     how can the engineer fit the washer on to the rod?  a cool the washer and put it over the rod.  b cool the washer and rod to the same temperature and push them together. c heat the rod and then place it in the hole.  d heat the washer and then place it over the rod.     18 why does convection take place in a liquid when it is heated?  a liquids expand when they are heated.  b liquids start to bubble when they get close to boiling point.  c molecules in the liquid expand when they are heated.  d molecules near to the surface of the liquid escape into the air.     ",
+            "8": "8  \u00a9 ucles 2012 0625/11/m/j/12  19 two plastic cups are placed one inside the other. hot water is poured into the inner cup and a lid  is put on top, as shown.    lid small spacer small air gap hot water bench     which statement is correct?  a heat loss by radiation is prevented by the small air gap.  b no heat passes through the sides of either cup. c the bench is heated by convection from the bottom of the outer cup. d the lid is used to reduce heat loss by convection.     20 what is the unit of wavelength?  a hertz  b metre  c metre per second  d second    21 which row correctly describes light waves and radio waves?     light waves radio waves  a longitudinal longitudinal  b longitudinal transverse  c transverse longitudinal  d transverse transverse    ",
+            "9": "9  \u00a9 ucles 2012 0625/11/m/j/12 [turn over  22 the diagram shows water waves passing through a gap in a harbour wall. the waves curve  round the wall and reach a small boat in the harbour.    boatharbour wall harbou rwaves gap     what is the name of this curving effect, and how can the gap be changed so that the waves are  less likely to reach the boat?     name of effect change to the gap  a diffraction make the gap slightly bigger  b diffraction make the gap slightly smaller  c refraction make the gap slightly bigger  d refraction make the gap slightly smaller     ",
+            "10": "10  \u00a9 ucles 2012 0625/11/m/j/12  23 the image formed by a plane mirror is upright.    position of image eyeobject     what are the other characteristics of the image?     laterally inverted  (left to right) magnified  (larger than the object) virtual  a no yes yes  b yes no  no  c yes no  yes  d yes yes no     24 a student draws three rays of light from point p through a converging lens.    each point labelled f is a principal focus of the lens.    ffp ray x ray z ray y    which of the rays are drawn correctly?  a ray y only  b ray z only  c ray x and ray y  d ray x and ray z ",
+            "11": "11  \u00a9 ucles 2012 0625/11/m/j/12 [turn over  25 a girl stands at a distance from a large building. she claps her hands and a short time later hears  an echo.    why is an echo produced when the sound waves hit the building?  a the sound waves are  absorbed.  b the sound waves are  diffracted.  c the sound waves are  reflected.  d the sound waves are  refracted.     26 the diagrams represent the waves produced by four sources of sound. the scales are the same  for all the diagrams.    which sound has the highest frequency?      a  b  c  dtime time time time    ",
+            "12": "12  \u00a9 ucles 2012 0625/11/m/j/12  27 which statement describes a property of a magnet?  a it attracts ferrous materials.  b it could have only one pole (north or south).  c it points in a random direction when suspended.  d it repels non-ferrous materials.      28 which procedure may be used to demagnetise a steel bar?  a cooling it in a freezer  b earthing it with a copper wire  c placing it in a solenoid carrying a large direct current (d.c.)  d striking it repeatedly with a hammer      29 in which unit is potential difference measured?  a ampere  b ohm  c volt  d watt    30 the circuit shown in the diagram contains an unknown component x, hidden in a box.    the voltage-current graph for x is as shown.    a  v x + \u2013 variable voltage supply  voltage  current 0 0      what is the component x?  a a capacitor  b a closed switch c an open switch  d a resistor of constant resistance     ",
+            "13": "13  \u00a9 ucles 2012 0625/11/m/j/12 [turn over  31 which circuit contains a fuse?    a ab c dv a      32 a thermistor is used in a circuit to control a piece of equipment automatically.  what might this circuit be used for?  a lighting an electric lamp as it becomes darker  b ringing an alarm bell if a locked door is opened c switching on a water heater at a pre-determined time  d turning on an air conditioner when the temperature rises     ",
+            "14": "14  \u00a9 ucles 2012 0625/11/m/j/12  33 a student connects a variable potential divider (potentiometer) circuit.    r  s tv  12  v     what happens to the reading on the voltmeter as the sliding terminal t is moved from r to s?  a it decreases from 12  v to 0  v.  b it increases from 0  v to 12  v.  c it remains at 0  v.  d it remains at 12  v.     ",
+            "15": "15  \u00a9 ucles 2012 0625/11/m/j/12 [turn over  34 a circuit-breaker is designed to protect a circuit which usually carries a current of 2  a.    the time taken to break the circuit depends on the current, as shown in the graph.    160 140120100 80604020 0 0 2 4 6 8 10 12 14 16 18 20 current  / atime taken  to break the circuit  / s      what happens when the current in the circuit is 2  a and what happens when the current 18  a?     when the current is 2  a when the current is 18  a  a the circuit breaks in less than 5 seconds the circuit breaks in less than 5 seconds  b the circuit breaks in less than 5 seconds the circuit does not break  c the circuit does not break the circuit breaks in less than 5 seconds  d the circuit does not break the circuit does not break      35 the diagram shows a coil connected to a battery and a switch. two unmagnetised iron bars hang  freely near opposite ends of the coil.    y xcoil  iron bar iron bar      what happens to the iron bars when the switch is closed?  a both x and y move away from the coil.  b both x and y move towards the coil.  c x moves towards the coil, y moves away from the coil.  d y moves towards the coil, x moves away from the coil. ",
+            "16": "16  \u00a9 ucles 2012 0625/11/m/j/12  36 a wire passes between the poles of a horseshoe magnet. there is a current in the wire in the  direction shown, and this causes a force to act on the wire.    n swirecurrentmagnet force    three other arrangements, p, q and r, of the wire and magnet are set up as shown.    s nn ss npqr magnet turned around current direction reversed current direction reversed and magnet turned around    which arrangement or arrangements will cause a force in the same direction as the original  arrangement?  a p, q and r b p and q only c p only d r only    37 the diagram shows a device to produce cathode rays.    evacuated glass container cathodeanode    which part of the device is heated and why?     part heated reason  a anode to emit electrons  b anode to emit protons  c cathode to emit electrons  d cathode to emit protons ",
+            "17": "17  \u00a9 ucles 2012 0625/11/m/j/12  38 a radioactive nucleus emits a \u03b2-particle.    nucleus \u03b2-particle     what happens to the proton number (atomic number) of the nucleus?  a it stays the same.  b it increases by 1. c it decreases by 2. d it decreases by 4.     39 the diagram shows the paths of three different types of radiation, x, y and z.    x  y z  2  mm of plastic10 mm of aluminium50 mm of lead    which row in the table correctly identifies x, y and z?     x y z  a \u03b1-particles \u03b2-particles \u03b3-rays  b \u03b2-particles \u03b1-particles \u03b3-rays  c \u03b2-particles \u03b3-rays \u03b1-particles  d \u03b3-rays \u03b1-particles \u03b2-particles      40 which diagram could represent the structure of a neutral atom?    + + \u2013\u2013 \u2013key neutron proton electrona b ++\u2013 ++c +++d \u2013 \u2013\u2013 \u2013   ",
+            "18": "18  \u00a9 ucles 2012 0625/11/m/j/12  blank page     ",
+            "19": "19  \u00a9 ucles 2012 0625/11/m/j/12  blank page     ",
+            "20": "20      permission to reproduce items where third-par ty owned material protected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to t race 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 t he 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.    \u00a9 ucles 2012 0625/11/m/j/12  blank page    "
+        },
+        "0625_s12_qp_12.pdf": {
+            "1": "    this document consists of 17 printed pages and 3 blank pages.  ib12 06_0625_12/5rp  \u00a9 ucles 2012  [turn over      *8683799799* university of cambridge international examinations  international general certificate of secondary education       physics 0625/12     paper 1  multiple choice  may/june 2012     45 minutes    additional materials: multiple choice answer sheet   soft clean eraser   soft pencil (type b or hb recommended)       read these instructions first    write in soft pencil.  do not use staples, paper clips, highlighters, glue or correction fluid. write your name, centre number and candidate number on the answer sheet in the spaces provided  unless this has been done for you.   there are forty  questions on this paper. answer all questions. for each question there are four possible  answers a, b, c and d.   choose the one you consider correct and record your choice in soft pencil on the separate answer sheet.   read the instructions on the answer sheet very carefully.    each correct answer will score one mark. a mark will not be deducted for a wrong answer. any rough working should be done in this booklet.     ",
+            "2": "2  \u00a9 ucles 2012 0625/12/m/j/12  1 a cylindrical can is rolled along the ruler shown in the diagram.    0 c m 5 1 01 52 02 53 0  cmstarting position final position can rolled mark on can     the can rolls over twice.    what is the circumference (distance all round) of the can?  a 13  cm b 14  cm c 26  cm d 28  cm      2 drops of water are dripping steadily from a tap (faucet). the diagram shows a measuring cylinder  which has collected 120 drops of water.    2 4 6 8 10 cm3  water      how many drops in total will have been collected when the measuring cylinder reads 10  cm3?  a 48 b 60 c 180 d 300     3 in a race, a car travels 60 times around a 3.6  km track. this takes 2.4 hours.    what is the average speed of the car?  a 1.5  km  / h b 90  km  / h c 144  km  / h d 216  km  / h   ",
+            "3": "3  \u00a9 ucles 2012 0625/12/m/j/12 [turn over  4 a metal block is heated until it is completely melted. it is then allowed to solidify.    what happens to the mass of the metal during the changes of state?     mass during  melting mass during  solidification  a decreases increases  b increases decreases  c increases stays constant  d stays constant stays constant      5 two objects x and y are placed on a balance.    the balance tilts as shown.    x y     what does this show about the masses and weights of objects x and y?     masses weights  a x has less mass than y x has less weight than y  b x has less mass than y x has more weight than y  c x has the same mass as y x has less weight than y  d x has the same mass as y x has more weight than y     6 a stone has a volume of 0.50  cm3 and a mass of 2.0  g.    what is the density of the stone?  a 0.25  g / cm3  b 1.5  g / cm3  c 2.5  g / cm3  d 4.0  g / cm3     ",
+            "4": "4  \u00a9 ucles 2012 0625/12/m/j/12  7 passengers are not allowed to stand on the upper deck of double-decker buses.    upper deck lower deck    why is this?  a they would cause the bus to become less stable.  b they would  cause the bus to slow down.  c they would  increase the kinetic energy of the bus.  d they would  lower the centre of mass of the bus.     8 on which ball is a non-zero resultant force acting?     a  a ball moving at constant  speed on a smooth surface  direction of movementb  a ball at rest on a bench  c a free-falling ball which has just been releasedd  a ball floating on water  water direction of movement     9 electricity can be obtained from different energy resources.   which energy resource is used to obtain electricity without producing heat to boil water?  a coal  b gas  c hydroelectric  d nuclear ",
+            "5": "5  \u00a9 ucles 2012 0625/12/m/j/12 [turn over  10 a ball is dropped on to a hard surface and bounces. it does not bounce all the way back to where  it started, so it has less gravitational potential energy than when it started.    hard surface ball dropped from here ball bounces  to here      what happens to the \u2018lost\u2019 energy?  a it is converted into chemical and strain energy.  b it is converted into internal (heat) energy and sound.  c it is destroyed as the ball rises upwards after hitting the ground.  d it is destroyed when the ball hits the ground.     11 what does a barometer measure?  a atmospheric density  b atmospheric pressure  c liquid density  d liquid pressure      12 in which position would a boy exert the most  pressure on the ground?  a lying on his back  b sitting down  c standing on one foot  d standing on two feet     ",
+            "6": "6  \u00a9 ucles 2012 0625/12/m/j/12  13 on a warm day, a swimmer climbs out of a swimming pool into the open air and water evaporates  from his skin.    as the water evaporates, which molecules escape into the air first and what happens to the  average speed of the remaining water molecules?     first molecules  to escape average speed of the  remaining molecules  a least energetic decreases  b least energetic increases  c most energetic decreases  d most energetic increases    14 some air is trapped inside a metal can with a tightly fitting lid.    air  heat tightly fitting lid  metal can     when the can is heated strongly behind a safety screen, the lid is blown off by the increased  pressure inside the can.    what causes the increase in pressure of the air inside the can?  a the air molecules expand and take up more room.  b the air molecules move more quickly. c the number of molecules inside the can increases.  d the volume occupied by the molecules decreases.     15 a solid object has a very large thermal capacity.  what does this mean?  a a large amount of energy is needed to make the object become hot.  b a large amount of energy is needed to make the object melt.  c a small amount of energy is needed to make the object become hot.  d a small amount of energy is needed to make the object melt. ",
+            "7": "7  \u00a9 ucles 2012 0625/12/m/j/12 [turn over  16 a hot drink is left in a room that is at a temperature of 20  \u00b0c.    what has happened to the drink after ten minutes?  a its density is lower.  b its internal energy is lower.  c its particles have equal energies.  d its particles move more quickly.     17 an engineer wants to fix a steel washer on to a steel rod. the rod is just too big to fit into the hole  of the washer.    steel rodsteel washer     how can the engineer fit the washer on to the rod?  a cool the washer and put it over the rod.  b cool the washer and rod to the same temperature and push them together.  c heat the rod and then place it in the hole.  d heat the washer and then place it over the rod.     ",
+            "8": "8  \u00a9 ucles 2012 0625/12/m/j/12  18 a rod is made of copper and wood joined together.    wood copper ps qr heat    the rod is heated at the join in the centre for about a minute.    at which labelled point will the temperature be lowest, and at which point will it be highest?     lowest  temperature highest  temperature  a p q  b p r  c s p  d s r     19 two plastic cups are placed one inside the other. hot water is poured into the inner cup and a lid  is put on top, as shown.    lid small spacer small air gap hot water bench     which statement is correct?  a heat loss by radiation is prevented by the small air gap.  b no heat passes through the sides of either cup.  c the bench is heated by convection from the bottom of the outer cup.  d the lid is used to reduce heat loss by convection.     ",
+            "9": "9  \u00a9 ucles 2012 0625/12/m/j/12 [turn over  20 which row shows the nature of light waves, sound waves and x-rays?     light waves sound waves x-rays  a longitudinal longitudinal transverse  b longitudinal transverse longitudinal  c transverse longitudinal transverse  d transverse transverse longitudinal     21 the diagram shows plane water waves passing through a narrow gap in a barrier.    barrier     the waves spread out on the far side of the barrier.    which property of waves does this illustrate?  a diffraction  b reflection  c refraction  d vibration     ",
+            "10": "10  \u00a9 ucles 2012 0625/12/m/j/12  22 the diagram shows radiation from a lamp passing through a prism.    radiation from lampp  violet light red light screen  prism     which type of radiation is found at p?  a \u03b3-rays  b infra-red  c ultraviolet d x-rays     23 a plane mirror is used to form an image of an object.    at which labelled point is the image formed?    object b c da ray of light plane mirror      ",
+            "11": "11  \u00a9 ucles 2012 0625/12/m/j/12 [turn over  24 a converging lens in a projector is used to make an enlarged  image of a small piece of film on a  screen.    at which labelled point could the piece of film be placed so that the lens produces this image?    a b c d 2 \u00d7 focal length of lensfocal length of lens screenconverging lens       25 a girl stands at a distance from a large building. she claps her hands and a short time later hears  an echo.    why is an echo produced when the sound waves hit the building?  a the sound waves are  absorbed.  b the sound waves are  diffracted.  c the sound waves are  reflected.  d the sound waves are  refracted.      26 three loudspeakers vibrate at different frequencies of 5  hertz, 25  kilohertz and 50  kilohertz.    5 hertz 25 kilohertz 50 kilohertz    which row shows whether the vibrations from each loudspeaker can be heard by a human?     5  hertz 25  kilohertz 50  kilohertz  a no no no  b no yes no  c yes no yes  d yes yes yes     ",
+            "12": "12  \u00a9 ucles 2012 0625/12/m/j/12  27 the diagram shows a magnet being brought near to an unmagnetised iron bar. this causes the  iron bar to become magnetised.    ns magnet x iron bar     which magnetic pole is induced at x and how is the iron bar affected?     pole induced effect on iron bar  a north attracted  b north repelled  c south attracted  d south repelled      28 a student wishes to make a permanent magnet. she has an iron rod and a steel rod.    which rod should she use to make the permanent magnet, and is this rod a hard magnetic  material or a soft magnetic material?     rod type of magnetic material  a iron hard  b iron soft  c steel hard  d steel soft     29 in which unit is potential difference measured?  a ampere  b ohm  c volt  d watt    ",
+            "13": "13  \u00a9 ucles 2012 0625/12/m/j/12 [turn over  30 the circuit shown in the diagram contains an unknown component x, hidden in a box.    the voltage-current graph for x is as shown.    a  v x + \u2013 variable voltage supply  voltage  current 0 0      what is the component x?  a a capacitor  b a closed switch  c an open switch  d a resistor of constant resistance      31 a relay is used to operate a large electric motor using a switch some distance from the motor.    motorswitch relay m     what is the purpose of the relay?  a to allow a large current in the relay coil to control a smaller current in the motor  b to allow a small current in the relay coil to control a larger current in the motor  c to allow the current in the relay coil to pass to the motor  d to disconnect the battery from the motor automatically if too much current flows     ",
+            "14": "14  \u00a9 ucles 2012 0625/12/m/j/12  32 the circuit diagram includes two resistors connected in parallel.    a 4 \u03c92 \u03c9wire q wire rwire s wire p     which statement is correct?  a the current in wire p is equal to the current in wire q.  b the current in wire q is equal to the current in wire r.  c the current in wire r is equal to the current in wire s.  d the current in wire s is equal to the current in wire p.     33 a circuit is connected for use as a potential divider.    v10 \u03c9 x y12 v     the resistance of resistor x is 10  \u03c9.    when the resistance of the variable resistor y is 20  \u03c9, what is the reading on the voltmeter?  a 4.0  v b 6.0  v c 8.0  v d 12  v     ",
+            "15": "15  \u00a9 ucles 2012 0625/12/m/j/12 [turn over  34 an air conditioner and a television are both connected to the same electrical circuit.    air  conditioner television x  power supply     the current in the air conditioner is 4.0  a and the current in the television is 6.0  a.    several different fuses are available.    which fuse should be connected at x?  a 3  a b 5  a c 10  a d 13  a     35 the diagram shows a transformer. the input voltage and the number of turns on each coil are  shown.    400 turns on primary coil800 turns onsecondary coil 200  v a.c.     what is the output voltage?  a 100  v b 200  v c 400  v d 800  v      36 which device uses slip rings?  a a cathode-ray tube  b a d.c. motor c an a.c. generator  d a solenoid     ",
+            "16": "16  \u00a9 ucles 2012 0625/12/m/j/12  37 the diagram shows some parts of a cathode-ray tube which is producing cathode rays.    screen cathode anode      which is a correct description of the cathode?   a negative and cool   b negative and hot   c positive and cool   d positive and hot    38 when measuring the emissions from a radioactive rock brought into the laboratory, a teacher  mentions that background radiation must be taken into account.    what is this background radiation?  a infra-red radiation from warm objects in the laboratory  b infra-red radiation from the sun  c ionising radiation from the radioactive rock brought into the laboratory  d ionising radiation in the laboratory when the radioactive rock is not present     39 the diagram shows the paths of three different types of radiation, x, y and z.    x  y z  2  mm of plastic10 mm of aluminium50 mm of lead    which row in the table correctly identifies x, y and z?     x y z  a \u03b1-particles \u03b2-particles \u03b3-rays  b \u03b2-particles \u03b1-particles \u03b3-rays  c \u03b2-particles \u03b3-rays \u03b1-particles  d \u03b3-rays \u03b1-particles \u03b2-particles   ",
+            "17": "17  \u00a9 ucles 2012 0625/12/m/j/12  40 which statement about a neutral atom of ra226 88  is correct?  a it has an equal number of neutrons and protons.  b it has more electrons than neutrons.  c it has more electrons than protons.  d it has more neutrons than protons.     ",
+            "18": "18  \u00a9 ucles 2012 0625/12/m/j/12  blank page  ",
+            "19": "19  \u00a9 ucles 2012 0625/12/m/j/12  blank page  ",
+            "20": "20      permission to reproduce items where third-par ty owned material protected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to t race 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.    \u00a9 ucles 2012 0625/12/m/j/12  blank page   "
+        },
+        "0625_s12_qp_13.pdf": {
+            "1": "    this document consists of 19 printed pages and 1 blank page.  ib12 06_0625_13/fp  \u00a9 ucles 2012  [turn over      *4197283083* university of cambridge international examinations  international general certificate of secondary education       physics 0625/13     paper 1  multiple choice  may/june 2012     45 minutes    additional materials: multiple choice answer sheet   soft clean eraser   soft pencil (type b or hb recommended)       read these instructions first    write in soft pencil.  do not use staples, paper clips, highlighters, glue or correction fluid. write your name, centre number and candidate number on the answer sheet in the spaces provided  unless this has been done for you.   there are forty  questions on this paper. answer all questions. for each question there are four possible  answers a, b, c and d.   choose the one you consider correct and record your choice in soft pencil on the separate answer sheet.   read the instructions on the answer sheet very carefully.    each correct answer will score one mark. a mark will not be deducted for a wrong answer. any rough working should be done in this booklet.     ",
+            "2": "2  \u00a9 ucles 2012 0625/13/m/j/12  1 a cylindrical can is rolled along the ruler shown in the diagram.    0 c m 5 1 01 52 02 53 0  cmstarting position final position can rolled mark on can     the can rolls over twice.    what is the circumference (distance all round) of the can?  a 13  cm b 14  cm c 26  cm d 28  cm      2 which quantity is measured in newtons?  a density  b energy c pressure d weight     3 in a race, a car travels 60 times around a 3.6  km track. this takes 2.4 hours.    what is the average speed of the car?  a 1.5  km  / h b 90  km  / h c 144  km  / h d 216  km  / h    ",
+            "3": "3  \u00a9 ucles 2012 0625/13/m/j/12 [turn over  4 a car is moving downhill along a road at a constant speed.    which graph is the speed  / time graph for the car?    a speed time00b speed time00 c speed time00d speed time00    5 the diagram shows a handle with three forces, each 100  n, applied to it. the handle is free to  move.    pivothandle100  n 100  n100  n     what is the effect of the forces on the handle?  a the handle will move downwards.  b the handle will not move.  c the handle will turn anticlockwise (to the left).  d the handle will turn clockwise (to the right).     ",
+            "4": "4  \u00a9 ucles 2012 0625/13/m/j/12  6 a stone has a volume of 0.50  cm3 and a mass of 2.0  g.    what is the density of the stone?  a 0.25  g / cm3  b 1.5  g / cm3  c 2.5  g / cm3  d 4.0  g / cm3     7 passengers are not allowed to stand on the upper deck of double-decker buses.    upper deck lower deck    why is this?  a they would cause the bus to become less stable.  b they would  cause the bus to slow down.  c they would  increase the kinetic energy of the bus.  d they would  lower the centre of mass of the bus.    8 a geologist places a small rock on the left-hand pan of a balance. the two pans are level as  shown when masses with a total weight of 23  n are placed on the right-hand pan.   take the weight of 1.0  kg to be 10  n.     0rock masses     what is the mass of the small rock?  a 0.023  kg b 2.3  kg c 23  kg d 230  kg     ",
+            "5": "5  \u00a9 ucles 2012 0625/13/m/j/12 [turn over  9 an object on a thread is swinging between x and z, as shown in the diagram. it is momentarily at  rest at x and at z.    yxzthread     an incomplete word equation about the energy of the object is shown below.    gravitational potential energy   = kinetic energy   +  \u2026\u2026\u2026 energy   +   energy losses          at x            at y    at y    which form of energy is needed to complete the word equation?  a chemical  b gravitational potential  c internal  d strain      10 which pair contains only physical quantities that vary with te mperature and so could be used in  making a thermometer?  a activity of a radioactive source, volume of a gas  b mass of a liquid, volume of a liquid  c activity of a radioactive source, mass of a solid  d volume of a gas, volume of a liquid     11 the molecules of a substance become more closely packed and move more quickly.    what is happening to the substance?  a a gas is being heated and compressed.  b a gas is being heated and is expanding.  c a liquid is boiling.  d a liquid is evaporating at room temperature.   ",
+            "6": "6  \u00a9 ucles 2012 0625/13/m/j/12  12 why does convection take place in a liquid when it is heated?  a liquids expand when they are heated.  b liquids start to bubble when they get close to boiling point.  c molecules in the liquid expand when they are heated.  d molecules near to the surface of the liquid escape into the air.      13 in which pair of energy sources are both sources renewable?  a oil and coal  b oil and tidal  c tidal and geothermal  d tidal and nuclear fission     14 the diagram shows a mercury manometer used to measure the pressure of gas in a container.   atmospheric pressure is 76  cm of mercury.    20  cm 12  cmmercurygas     what is the pressure of the gas?  a 56  cm of mercury  b 68  cm of mercury  c 84  cm of mercury  d 96  cm of mercury    15 which statement is explained by reference to pressure?  a objects with greater mass have greater weight.  b one kilogram of water occupies more volume than one kilogram of lead.  c spikes on running-shoes sink into the ground.  d water cooled to a low enough temperature turns to ice. ",
+            "7": "7  \u00a9 ucles 2012 0625/13/m/j/12 [turn over  16 brownian motion is observed when looking at smoke particles in air using a microscope.    what causes the smoke particles to move at random?  a smoke particles are hit by air molecules.  b smoke particles are moved by convection currents in the air.  c smoke particles have different weights and fall at different speeds.  d smoke particles hit the walls of the container.     17 an engineer wants to fix a steel washer on to a steel rod. the rod is just too big to fit into the hole  of the washer.    steel rodsteel washer     how can the engineer fit the washer on to the rod?  a cool the washer and put it over the rod.  b cool the washer and rod to the same temperature and push them together.  c heat the rod and then place it in the hole.  d heat the washer and then place it over the rod.      18 a heater supplies 80  j of energy to a block of metal. the temperature of the block rises by 20  \u00b0c.    what happens to the block of metal when its temperature falls by 10  \u00b0c?  a its internal energy decreases by 40  j.  b its internal energy decreases by 160  j.  c its internal energy increases by 40  j.  d its internal energy increases by 160  j.     ",
+            "8": "8  \u00a9 ucles 2012 0625/13/m/j/12  19 two plastic cups are placed one inside the other. hot water is poured into the inner cup and a lid  is put on top, as shown.    lid small spacer small air gap hot water bench     which statement is correct?  a heat loss by radiation is prevented by the small air gap.  b no heat passes through the sides of either cup. c the bench is heated by convection from the bottom of the outer cup. d the lid is used to reduce heat loss by convection.     ",
+            "9": "9  \u00a9 ucles 2012 0625/13/m/j/12 [turn over  20 the diagrams represent the waves produced by four sources of sound. the scales are the same  for all the diagrams.    which sound has the highest frequency?      a  b  c  dtime time time time      ",
+            "10": "10  \u00a9 ucles 2012 0625/13/m/j/12  21 a student draws three rays of light from point p through a converging lens.    each point labelled f is a principal focus of the lens.    ffp ray x ray z ray y    which of the rays are drawn correctly?  a ray y only  b ray z only  c ray x and ray y  d ray x and ray z     22 the image formed by a plane mirror is upright.    position of image eyeobject     what are the other characteristics of the image?     laterally inverted  (left to right) magnified  (larger than the object) virtual  a no yes yes  b yes no  no  c yes no  yes  d yes yes no ",
+            "11": "11  \u00a9 ucles 2012 0625/13/m/j/12 [turn over  23 which row correctly describes light waves and radio waves?     light waves radio waves  a longitudinal longitudinal  b longitudinal transverse  c transverse longitudinal  d transverse transverse     24 what is the unit of wavelength?  a hertz  b metre  c metre per second  d second    25 a girl stands at a distance from a large building. she claps her hands and a short time later hears  an echo.    why is an echo produced when the sound waves hit the building?  a the sound waves are  absorbed.  b the sound waves are  diffracted.  c the sound waves are  reflected.  d the sound waves are  refracted.     ",
+            "12": "12  \u00a9 ucles 2012 0625/13/m/j/12  26 the diagram shows water waves passing through a gap in a harbour wall. the waves curve  round the wall and reach a small boat in the harbour.    boatharbour wall harbou rwaves gap     what is the name of this curving effect, and how can the gap be changed so that the waves are  less likely to reach the boat?     name of effect change to the gap  a diffraction make the gap slightly bigger  b diffraction make the gap slightly smaller  c refraction make the gap slightly bigger  d refraction make the gap slightly smaller      27 a thermistor is used in a circuit to control a piece of equipment automatically.  what might this circuit be used for?  a lighting an electric lamp as it becomes darker  b ringing an alarm bell if a locked door is opened c switching on a water heater at a pre-determined time  d turning on an air conditioner when the temperature rises     ",
+            "13": "13  \u00a9 ucles 2012 0625/13/m/j/12 [turn over  28 which circuit contains a fuse?    a ab c dv a      29 in which unit is potential difference measured?  a ampere  b ohm  c volt  d watt    ",
+            "14": "14  \u00a9 ucles 2012 0625/13/m/j/12  30 the circuit shown in the diagram contains an unknown component x, hidden in a box.    the voltage-current graph for x is as shown.    a  v x + \u2013 variable voltage supply  voltage  current 0 0      what is the component x?  a a capacitor  b a closed switch  c an open switch  d a resistor of constant resistance     ",
+            "15": "15  \u00a9 ucles 2012 0625/13/m/j/12 [turn over  31 a circuit-breaker is designed to protect a circuit which usually carries a current of 2  a.    the time taken to break the circuit depends on the current, as shown in the graph.    160 140120100 80604020 0 0 2 4 6 8 10 12 14 16 18 20 current  / atime taken  to break the circuit  / s      what happens when the current in the circuit is 2  a and what happens when the current 18  a?     when the current is 2  a when the current is 18  a  a the circuit breaks in less than 5 seconds the circuit breaks in less than 5 seconds  b the circuit breaks in less than 5 seconds the circuit does not break  c the circuit does not break the circuit breaks in less than 5 seconds  d the circuit does not break the circuit does not break     ",
+            "16": "16  \u00a9 ucles 2012 0625/13/m/j/12  32 a student connects a variable potential divider (potentiometer) circuit.    r  s tv  12  v     what happens to the reading on the voltmeter as the sliding terminal t is moved from r to s?  a it decreases from 12  v to 0  v.  b it increases from 0  v to 12  v.  c it remains at 0  v.  d it remains at 12  v.      33 a wire passes between the poles of a horseshoe magnet. there is a current in the wire in the  direction shown, and this causes a force to act on the wire.    n swirecurrentmagnet force    three other arrangements, p, q and r, of the wire and magnet are set up as shown.    s nn ss npqr magnet turned around current direction reversed current direction reversed and magnet turned around    which arrangement or arrangements will cause a force in the same direction as the original  arrangement?  a p, q and r b p and q only c p only d r only   ",
+            "17": "17  \u00a9 ucles 2012 0625/13/m/j/12 [turn over  34 which statement describes a property of a magnet?  a it attracts ferrous materials.  b it could have only one pole (north or south).  c it points in a random direction when suspended.  d it repels non-ferrous materials.      35 which procedure may be used to demagnetise a steel bar?  a cooling it in a freezer  b earthing it with a copper wire  c placing it in a solenoid carrying a large direct current (d.c.)  d striking it repeatedly with a hammer      36 the diagram shows a coil connected to a battery and a switch. two unmagnetised iron bars hang  freely near opposite ends of the coil.    y xcoil  iron bar iron bar      what happens to the iron bars when the switch is closed?  a both x and y move away from the coil.  b both x and y move towards the coil.  c x moves towards the coil, y moves away from the coil.  d y moves towards the coil, x moves away from the coil.      37 which diagram could represent the structure of a neutral atom?    + + \u2013\u2013 \u2013key neutron proton electrona b ++\u2013 ++c +++d \u2013 \u2013\u2013 \u2013     ",
+            "18": "18  \u00a9 ucles 2012 0625/13/m/j/12  38 the diagram shows a device to produce cathode rays.    evacuated glass container cathodeanode    which part of the device is heated and why?     part heated reason  a anode to emit electrons  b anode to emit protons  c cathode to emit electrons  d cathode to emit protons      39 the diagram shows the paths of three different types of radiation, x, y and z.    x  y z  2  mm of plastic10 mm of aluminium50 mm of lead    which row in the table correctly identifies x, y and z?     x y z  a \u03b1-particles \u03b2-particles \u03b3-rays  b \u03b2-particles \u03b1-particles \u03b3-rays  c \u03b2-particles \u03b3-rays \u03b1-particles  d \u03b3-rays \u03b1-particles \u03b2-particles     ",
+            "19": "19  \u00a9 ucles 2012 0625/13/m/j/12  40 a radioactive nucleus emits a \u03b2-particle.    nucleus \u03b2-particle     what happens to the proton number (atomic number) of the nucleus?  a it stays the same.  b it increases by 1. c it decreases by 2. d it decreases by 4.     ",
+            "20": "20      permission to reproduce items where third-par ty owned material protected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to t race 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 t he 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.    \u00a9 ucles 2012 0625/13/m/j/12  blank page    "
+        },
+        "0625_s12_qp_21.pdf": {
+            "1": "this document consists of 19 printed pages and 1 blank page. dc (nf/jg) 43201/2 \u00a9 ucles 2012 [turn overuniversity of cambridge international examinations international general certificate of secondary education *4808110537* physics 0625/21 paper 2  core may/june 2012  1 hour 15 minutes candidates answer on the question paper. no additional materials are required. read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen.y ou may use a pencil for any diagrams or graphs.do not use staples, paper clips, highlighters, glue or correction fluid.do not write in any barcodes. answer all questions. y ou may lose marks if you do not show your working or if you do not use appropriate units.take the weight of 1 kg to be 10 n (i.e. acceleration of free fall = 10 m / s 2). at the end of the examination, fasten all your work securely together.the number of marks is given in brackets [  ] at the end of each question or part question.for examiner\u2019s use  1  2  3 4 5  6 7 8 9101112 total",
+            "2": "2 0625/21/m/j/12 \u00a9 ucles 2012for examiner\u2019s use1 a car is travelling along a level road at a steady speed. fig. 1.1 shows the speedometer in  the car. a speedometer registers how fast the car is going. 0 14020 12040 10060 80 km / hour fig. 1.1  (a) how far, in km, does the car travel in \u00bd hour at the speed shown in fig. 1.1?  distance =  ..  km  [3]",
+            "3": "3 0625/21/m/j/12 \u00a9 ucles 2012 [turn overfor examiner\u2019s use (b) (i) on the axes shown in fig. 1.2, draw a line representing the motion of the car for the  \u00bd hour mentioned in (a). do not go beyond \u00bd hour. [3] 0 0.2 0.4 0.6 0.8 1.0 1.2020406080100 time / hoursspeed km / hour fig. 1.2   (ii) at the end of the \u00bd hour, the car reaches a region where the road begins to rise up  into some mountains. the car climbs the mountains for a further \u00bd hour.    during the climb, its speed steadily decreases to 30 km / hour. the driver then stops the car so that he can admire the view.    on fig. 1.2, draw a line representing the climb and the stopping of the car. [4]  [total: 10]",
+            "4": "4 0625/21/m/j/12 \u00a9 ucles 2012for examiner\u2019s use2 a student carries out an experiment to find the density of water, using a method that is  slightly different from normal. in his method, he starts with a measuring cylinder containing some water, and then adds more water to that already in the measuring cylinder.  his experiment is illustrated in fig. 2.1. measuring cylinder water balance reading 3reading 1reading 2 reading 4 fig. 2.1  the readings he obtains are as follows:     reading 1 53 cm3     reading 2 84 cm3     reading 3 205 g     reading 4 238 g  calculate  (a) the volume of the added water,  volume =  .  cm3  [2]  (b) the mass of the added water,  mass =  .  g  [2]",
+            "5": "5 0625/21/m/j/12 \u00a9 ucles 2012 [turn overfor examiner\u2019s use (c) the density of water, stating clearly the equation you are using.  density =  . [4]  [total: 8]",
+            "6": "6 0625/21/m/j/12 \u00a9 ucles 2012for examiner\u2019s use3 a train is passing through a station at constant speed, as shown in fig. 3.1. the track is  horizontal. fig. 3.1  the engine produces a forward thrust of 70 000 n. there is a 25 000 n force opposing the motion, due to friction in the wheels.  (a) mark these forces on fig. 3.1, using an arrow labelled 70 000 n and an arrow labelled 25 000 n. [2]  (b) the train is travelling at constant speed, so there must be another horizontal force acting on it.   (i) state the direction of this force.  ..   (ii) calculate the size of this force.  size of force =  ... n  (iii) suggest what might be causing this force. ..  [3]  (c) once the train has passed the station, the driver increases the engine\u2019s forward thrust.   all other forces stay the same.  (i) what happens to the train?  ..   (ii) why does this happen?   .. ..  [2]  [total: 7]",
+            "7": "7 0625/21/m/j/12 \u00a9 ucles 2012 [turn overfor examiner\u2019s use4 (a) explain, in terms of molecules, how a gas causes a pressure on the walls of its container.  .. .. .. .. .. . [4]  (b) complete the following two sentences.   (i) at constant temperature, the pressure of a gas increases as its volume    .. .   (ii) at constant volume, the pressure of a gas increases as its temperature    .. .  [2]  [total: 6]",
+            "8": "8 0625/21/m/j/12 \u00a9 ucles 2012for examiner\u2019s use5 (a) the principle of conservation of energy states that energy can neither be created nor  destroyed.   what, then, does happen to the energy supplied to a device such as a motor or a  television?  .. .. . [1]  (b) the television in fig. 5.1 is switched on to watch a programme. during this time, 720 kj  of electrical energy is supplied. electrical energy input = 720 kj light energyoutput = 4 kjsound energyoutput = 20 kj fig. 5.1   (i) from the information on fig. 5.1, find the total energy provided for the viewer to see  and hear the television during this programme.  energy =   kj  [1]   (ii) suggest what happens to the rest of the energy supplied. .. .. . [2]",
+            "9": "9 0625/21/m/j/12 \u00a9 ucles 2012 [turn overfor examiner\u2019s use  (iii) calculate how much energy is involved in (b)(ii).  energy =   kj  [1]   (iv) comment on the efficiency of the television. .. .. . [1]  [total: 6]",
+            "10": "10 0625/21/m/j/12 \u00a9 ucles 2012for examiner\u2019s use6 the ray diagram in fig. 6.1 shows one ray from the top of an object placed to the left of a  converging lens. object f2 f1 fig. 6.1  (a) on fig. 6.1, use your ruler to draw another ray from the top of the object until it crosses the ray printed on the diagram. [2]  (b) on fig. 6.1, draw the image of the object. [1]  (c) which of the following descriptions fit the image formed by the lens? tick 3 boxes. much larger than the object much smaller than the object same size as the object upright inverted real [3]",
+            "11": "11 0625/21/m/j/12 \u00a9 ucles 2012 [turn overfor examiner\u2019s use (d) the object is moved to a position further from the lens.   what differences are seen in the image, compared with the previous image?  ..  . [2]  [total: 8]",
+            "12": "12 0625/21/m/j/12 \u00a9 ucles 2012for examiner\u2019s use7 (a) remote controllers for television sets send a beam of electromagnetic radiation to the  television.   which region of the electromagnetic spectrum is used? tick one box. microwaves infra-red visible ultra-violet x-rays [1]  (b) modern warfare often uses heat-seeking missiles.   which region of the electromagnetic spectrum is used? tick one box. microwaves infra-red visible ultra-violet x-rays [1]  (c) injured legs may be checked for possible fractures using electromagnetic radiation.   which region of the electromagnetic spectrum is used? tick one box. microwaves infra-red visible ultra-violet x-rays [1]",
+            "13": "13 0625/21/m/j/12 \u00a9 ucles 2012 [turn overfor examiner\u2019s use (d) mobile phones communicate using electromagnetic radiation.   which region of the electromagnetic spectrum is used? tick one box. microwaves infra-red visible ultra-violet x-rays [1]  [total: 4]",
+            "14": "14 0625/21/m/j/12 \u00a9 ucles 2012for examiner\u2019s use8 (a) complete the following sentences.   (i) an electric current exists in a wire when .. are made  to flow in the wire. [1]   (ii) the current in a wire may be measured using an instrument called      . [1]   (iii) the potential difference across a wire may be measured by connecting     ... across the wire. [1]  (b) a length of resistance wire is connected in a simple series circuit.   the current in it is 0.8 a. the potential difference across it is 9.6  v.   calculate the resistance of the wire.  resistance =  . [4]  (c) the resistance wire in (b) is replaced by a greater length of wire from the same reel.   without further calculation, state the effect this has on  (i) the resistance in the circuit, ..   (ii) the current in the new wire when there is a potential difference of 9.6 v across it, as  before.  ..  [2]  [total: 9]",
+            "15": "15 0625/21/m/j/12 \u00a9 ucles 2012 [turn overfor examiner\u2019s use9 the coil in the d.c. motor in fig. 9.1 is rotating as shown.  batterymagnetrotation \u2013+ fig. 9.1  (a) on fig. 9.1, clearly label the coil. [1]  (b) state two things that could be done to the apparatus shown in fig. 9.1 in order to make  the coil rotate more rapidly. 1.  ..2.  ..  [2]  (c) suggest how the coil could be made to rotate in the opposite direction. .. . [1]  [total: 4]",
+            "16": "16 0625/21/m/j/12 \u00a9 ucles 2012for examiner\u2019s use10 fig. 10.1 shows four different types of switch. plug metal sectionsceiling-mountedpull-cordswitch nylon cordwall-mountedswitch flush wall-mountedswitch plug switch fig. 10.1  (a) in the space below, draw the circuit symbol for a switch.  [1]  (b) (i) which one of the switches is definitely dangerous to use with mains voltages?  ..   (ii) state the reason for your answer to (b)(i).  ..  ..  [2]",
+            "17": "17 0625/21/m/j/12 \u00a9 ucles 2012 [turn overfor examiner\u2019s use (c) a laundry, where clothes are washed, is likely to have lots of steam and condensation.   (i) which switch is the most suitable for turning the lights on or off from within the  laundry?  ..   (ii) state the reason for your answer to (c)(i).  .. .. ..  [3]  (d) the laundry is lit by three mains-voltage lamps. fig. 10.2 shows the mains supply and  the three lamps. mains supply fig. 10.2   complete fig. 10.2 by adding the switch and the wiring that will allow all three lamps to  light at full brightness when the switch is on. [2]  [total: 8]",
+            "18": "18 0625/21/m/j/12 \u00a9 ucles 2012for examiner\u2019s use11 fig. 11.1 shows an electron beam about to enter, at point a, the electric field between two  charged metal plates. b a celectron beam\u2013 + fig. 11.1  (a) on fig. 11.1, carefully draw the path of the electron beam between a and the line bc.  [3]  (b) the voltage across the plates is reversed. state what difference this makes to the path of the electron beam.  .. . [1]  [total: 4]",
+            "19": "19 0625/21/m/j/12 \u00a9 ucles 2012for examiner\u2019s use12 the table below gives details about some radioactive substances. substance symbol type of radiation emitted half-life barium-139 139 56 ba beta (\u03b2) 85 minutes silver-110 110 47 ag beta (\u03b2) 24 seconds technetium-99m 99 43 tc gamma (\u03b3) 6.0 hours thorium-232 232 90 th alpha (\u03b1) 1.4 \u00d7 1010 years  (a) which of these substances has the greatest number of particles in the nucleus of its  atoms?  . [1]  (b) which of these substances has the least number of electrons in the orbits of a neutral  atom?  . [1]  (c) which of these substances are emitting particles? .. . [2]  (d) samples of each of these substances are decaying. each sample starts with the same  number of atoms.   which sample decays the most in one hour?  . [1]  (e) in the investigation of a blood circulation problem, a patient is given an injection containing one of these substances. the radiation needs to be detectable from outside the body.   which of the substances might be suitable for this use?  . [1]  [total: 6]",
+            "20": "20 0625/21/m/j/12 \u00a9 ucles 2012permission 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.blank page"
+        },
+        "0625_s12_qp_22.pdf": {
+            "1": "this document consists of 15 printed pages and 1 blank page. dc (nf/sw) 43195/3 \u00a9 ucles 2012 [turn overuniversity of cambridge international examinations international general certificate of secondary education *9433445886* physics 0625/22 paper 2  core may/june 2012  1 hour 15 minutes candidates answer on the question paper. no additional materials are required. read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen.y ou may use a pencil for any diagrams or graphs.do not use staples, paper clips, highlighters, glue or correction fluid.do not write in any barcodes. answer all questions. y ou may lose marks if you do not show your working or if you do not use appropriate units.take the weight of 1 kg to be 10 n (i.e. acceleration of free fall = 10 m / s 2). at the end of the examination, fasten all your work securely together.the number of marks is given in brackets [  ] at the end of each question or part question.for examiner\u2019s use  1  2  3 4 5  6 7 8 9101112 total",
+            "2": "2 0625/22/m/j/12 \u00a9 ucles 2012for examiner\u2019s use1 fig. 1.1 shows how the speed of a truck varies during a period of 80 s. 00246810 speed m / s 10 20 30 40 50 60 70 80 90 100 110 120 130ab c d time  / s fig. 1.1  (a) in which section of the journey is the truck   (i) travelling at constant speed,  .   (ii) increasing its speed?  ...  [2]  (b) calculate the distance travelled by the truck in   (i) the section bc,  distance =   m  [4]   (ii) the section cd.  distance =   m  [2]  (c) after point d, the truck takes 30 s to come to rest.   on fig. 1.1, draw a line to show this part of the motion of the truck. [1]  [total: 9]",
+            "3": "3 0625/22/m/j/12 \u00a9 ucles 2012 [turn overfor examiner\u2019s use2 fig. 2.1 shows a simple mercury barometer alongside a mercury manometer that contains  some trapped gas. 60 50trapped gasvacuum mercury40 30 20 10708090cm 76 cm fig. 2.1  from fig. 2.1 find  (a) the pressure of the atmosphere,  pressure of atmosphere =  . cm of mercury  [1]  (b) the pressure of the trapped gas.  pressure of trapped gas =  . cm of mercury  [3]  (c) the atmospheric pressure increases.   state what happens to the levels of mercury in the manometer. left-hand level ... right-hand level    [2]  [total: 6]",
+            "4": "4 0625/22/m/j/12 \u00a9 ucles 2012for examiner\u2019s use3 fig. 3.1 shows a rectangular block of wood on a flat, rough horizontal board. pushed hereblock of wood protractor board90100110 120 130 140 150 160 170180807060 50 40 30 20 10 0 fig. 3.1  the block is pushed at the top, as shown in fig. 3.1, and it tilts to the right.  (a) on the front face of the block, draw the line that will be vertical at the instant before the  block topples over. [1]  (b) use the protractor shown on fig. 3.1 to measure the angle through which the block tilts before it topples over.  angle =  . [1]  (c) the block is put back on the board, as in fig. 3.1. this time, instead of the block being pushed, the left-hand edge of the board is raised.   state the angle that the board makes with the horizontal at the instant the block topples  over.  angle =  . [1]  (d) state how your answer to (c) might differ if the procedure is repeated after several centimetres have been cut off the top of the block.  .. . [1]  [total: 4]",
+            "5": "5 0625/22/m/j/12 \u00a9 ucles 2012 [turn overfor examiner\u2019s use4 two geologists are collecting rocks from the bottom of a cliff. the rocks are loaded into a  basket and then pulled up the cliff on the end of a rope, as shown in fig. 4.1. the basket of rocks is brought to rest at the top of the cliff. cliff basket of rocks fig. 4.1 (a) (i) which form of energy that the basket possesses is significantly greater at the top of the cliff than when it is at the bottom of the cliff?  . [1]   (ii) which two measurements must be made  in order to calculate the increase in energy in (i)? 1. ...2. ...  [2] (b) which form of energy in his body has the man  at the top of the cliff used in order to raise the basket of rocks?  . [1]  (c) state the measurement needed, in addition to those in (a)(ii), in order to calculate the  useful power developed by the man at the top of the cliff. . [2]  [total: 6]",
+            "6": "6 0625/22/m/j/12 \u00a9 ucles 2012for examiner\u2019s use5 the boy shown in fig. 5.1 has just thrown a number of stones into a pond, one after the  other. fig. 5.1 shows the crests of the waves a short time after the stones landed in the water. fig. 5.1  (a) on fig. 5.1, mark with a cross the point where the stones hit the water. [1]  (b) fig. 5.2 shows a section through the surface of the water before the stones land. surface waterair fig. 5.2   on fig. 5.2, sketch what the section of the surface might look like at the instant shown  in fig. 5.1. [2]",
+            "7": "7 0625/22/m/j/12 \u00a9 ucles 2012 [turn overfor examiner\u2019s use (c) later, the boy throws a single stone into the water. fig. 5.3 shows, from above, the  position of the wavefront at 2 s, 4 s and 6 s after the stone landed. 6 s 4 s 2 s fig. 5.3   (i) from fig. 5.3, what can be deduced about the speed of the wave?  .. .. . [2]   (ii) on fig. 5.3, draw the wavefront 8 s after the stone landed. [2]  [total: 7]",
+            "8": "8 0625/22/m/j/12 \u00a9 ucles 2012for examiner\u2019s use6 the liquid-in-glass thermometer in fig. 6.1 has a scale from \u201310 \u00b0c to 110 \u00b0c. \u201310 0 10 20 30 40 50 60 70 80 90 100 110 \u00b0c fig. 6.1  (a) two of the temperatures marked on the thermometer are known as fixed points.   state the values of these fixed points.     \u00b0c and  \u00b0c  [1]  (b) the bulb of the thermometer shown in fig. 6.1 is put into some boiling water.   (i) what happens to the liquid in the bulb when its temperature is raised? ..   (ii) what is seen happening to the liquid in the capillary tube when the bulb is put in the  boiling water?  .. ..  [3]  (c) on a certain day in a cold country, the air temperature is \u201312 \u00b0c.   on fig. 6.1, use an arrow to show approximately where the surface of the liquid will be  at this temperature. [1]  [total: 5]",
+            "9": "9 0625/22/m/j/12 \u00a9 ucles 2012 [turn overfor examiner\u2019s use7 a teacher is trying to find an unusual way to measure the speed of sound using an echo  method.  she has a firework, which will make a loud bang at ground level when ignited. she also has a stopwatch and a tape measure.  (a) to obtain an echo, she needs a suitable reflector.   suggest something that she could use as a reflector.  . [1]  (b) she stands a measured distance of 360 m from her chosen reflector and ignites the firework in a safe manner.   (i) when should she start the stopwatch?  ..   (ii) when should she stop the stopwatch? ..  [2]  (c) after she stops the stopwatch, its appearance is as shown in fig. 7.1. s fig. 7.1   (i) using this reading and the distance from (b), calculate the speed of sound in air.  speed of sound =    m / s  [4]   (ii) suggest one reason why the speed calculated in (c)(i) might not be quite correct.  assume that the stopwatch and tape measure function correctly.  .. .. . [1]  [total: 8]",
+            "10": "10 0625/22/m/j/12 \u00a9 ucles 2012for examiner\u2019s use8 (a) in terms of molecules, explain why solids expand when they are heated.  .. .. .. .. . [2]  (b) (i) state one example where the expansion or contraction of a solid is a problem.  describe how this problem is solved. y ou may draw a diagram if it helps to clarify your answer.          [2]   (ii) describe one example where the expansion or contraction of a solid is useful. y ou  may draw a diagram if it helps to clarify your answer.          [2]  [total: 6]",
+            "11": "11 0625/22/m/j/12 \u00a9 ucles 2012 [turn overfor examiner\u2019s use9 a solenoid with many turns is connected across a sensitive centre-zero millivoltmeter, as  shown in fig. 9.1. sensitive centre-zero millivoltmeter n ssolenoidmagnet fig. 9.1  (a) the n pole of a magnet is moved into the solenoid, and then held stationary in the  solenoid.   describe what happens to the needle of the millivoltmeter during this process.  ..  . [2]  (b) the n pole is then removed from the solenoid.   describe what happens to the needle during this process.  .. . [1]  (c) complete the following sentence.   when the n pole moves into the solenoid, . is   in the solenoid. [2]  [total: 5]",
+            "12": "12 0625/22/m/j/12 \u00a9 ucles 2012for examiner\u2019s use10 a length of bare uniform resistance wire is included in the circuit of fig. 10.1. contact c can  be moved to any position along the resistance wire. resistance wire contact ca 2.0 v li 5.0 1 fig. 10.1  (a) on the axes of fig. 10.2, sketch the graph that relates the current i in the circuit to the  length l of the resistance wire. i / a l / cm0 0     fig. 10.2 [2]  (b) calculate the reading on the ammeter when the length l  is zero.  ammeter reading =  .  a  [3]",
+            "13": "13 0625/22/m/j/12 \u00a9 ucles 2012 [turn overfor examiner\u2019s use (c) contact c is moved so that the resistance of the length l of the resistance wire is 15.0 \u03c9.   calculate   (i) the total resistance of the circuit,  resistance =   \u03c9   (ii) the new ammeter reading.  ammeter reading =    a  [2]  (d) when l = 25 cm, the reading on the ammeter is half that found in (b).   calculate the resistance of 25 cm of the resistance wire.  resistance =  .. \u03c9  [2]  (e) which of the following effects is caused by the current in the resistance wire?   tick the boxes alongside two correct effects.    heating     light     sound     magnetism  [2]  [total: 11]",
+            "14": "14 0625/22/m/j/12 \u00a9 ucles 2012for examiner\u2019s use11 (a) a particular radioactive source is known to emit either \u03b1-particles or \u03b2-particles.   describe an experiment involving a solid absorber to determine which type of particle is  being emitted. include a diagram of the experimental arrangement.   diagram  [1]   method  ..  .. .. . [4]   statement of how the results identify the particles  .. .. . [1]  (b) the table below gives the count-rate obtained from a radioactive source over a period of  80 minutes. time / minutes 0 15 30 42 58 80 count-rate counts / s400 228 128 80 44 16   from this table, estimate the half-life of the radioactive source.  half-life =  ..  minutes  [1] [total: 7]",
+            "15": "15 0625/22/m/j/12 \u00a9 ucles 2012for examiner\u2019s use12 fig. 12.1 represents a neutral atom. central mass orbiting particle fig. 12.1  (a) what name do we give to   (i) the central mass,  ..   (ii) the two orbiting particles?    [2]  (b) the central mass contains two neutrons.   (i) what other type of particle does it contain?  .   (ii) how many of these other particles are there?  .   [2]   (iii) use nuclide notation, a z x, to describe the nuclide in fig. 12.1, writing appropriate  numbers in place of a and z.         x  [2]  [total: 6]",
+            "16": "16 0625/22/m/j/12 \u00a9 ucles 2012permission 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.blank page"
+        },
+        "0625_s12_qp_23.pdf": {
+            "1": "this document consists of 15 printed pages and 1 blank page. dc (cw/sw) 57150/1 \u00a9 ucles 2012 [turn overuniversity of cambridge international examinations international general certificate of secondary education *3877435969* physics 0625/23 paper 2  core may/june 2012  1 hour 15 minutes candidates answer on the question paper. no additional materials are required. read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen.y ou may use a pencil for any diagrams or graphs.do not use staples, paper clips, highlighters, glue or correction fluid.do not write in any barcodes. answer all questions. y ou may lose marks if you do not show your working or if you do not use appropriate units.take the weight of 1 kg to be 10 n (i.e. acceleration of free fall = 10 m / s 2). at the end of the examination, fasten all your work securely together.the number of marks is given in brackets [  ] at the end of each question or part question.for examiner\u2019s use  1  2  3 4 5  6 7 8 9101112 total",
+            "2": "2 0625/23/m/j/12 \u00a9 ucles 2012for examiner\u2019s use1 fig. 1.1 shows how the speed of a truck varies during a period of 80 s. 00246810 speed m / s 10 20 30 40 50 60 70 80 90 100 110 120 130ab c d time  / s fig. 1.1  (a) in which section of the journey is the truck   (i) travelling at constant speed,  .   (ii) increasing its speed?  ...  [2]  (b) calculate the distance travelled by the truck in   (i) the section bc,  distance =   m  [4]   (ii) the section cd.  distance =   m  [2]  (c) after point d, the truck takes 30 s to come to rest.   on fig. 1.1, draw a line to show this part of the motion of the truck. [1]  [total: 9]",
+            "3": "3 0625/23/m/j/12 \u00a9 ucles 2012 [turn overfor examiner\u2019s use2 fig. 2.1 shows a simple mercury barometer alongside a mercury manometer that contains  some trapped gas. 60 50trapped gasvacuum mercury40 30 20 10708090cm 76 cm fig. 2.1  from fig. 2.1 find  (a) the pressure of the atmosphere,  pressure of atmosphere =  . cm of mercury  [1]  (b) the pressure of the trapped gas.  pressure of trapped gas =  . cm of mercury  [3]  (c) the atmospheric pressure increases.   state what happens to the levels of mercury in the manometer. left-hand level ... right-hand level    [2]  [total: 6]",
+            "4": "4 0625/23/m/j/12 \u00a9 ucles 2012for examiner\u2019s use3 fig. 3.1 shows a rectangular block of wood on a flat, rough horizontal board. pushed hereblock of wood protractor board90100110 120 130 140 150 160 170180807060 50 40 30 20 10 0 fig. 3.1  the block is pushed at the top, as shown in fig. 3.1, and it tilts to the right.  (a) on the front face of the block, draw the line that will be vertical at the instant before the  block topples over. [1]  (b) use the protractor shown on fig. 3.1 to measure the angle through which the block tilts before it topples over.  angle =  . [1]  (c) the block is put back on the board, as in fig. 3.1. this time, instead of the block being pushed, the left-hand edge of the board is raised.   state the angle that the board makes with the horizontal at the instant the block topples  over.  angle =  . [1]  (d) state how your answer to (c) might differ if the procedure is repeated after several centimetres have been cut off the top of the block.  .. . [1]  [total: 4]",
+            "5": "5 0625/23/m/j/12 \u00a9 ucles 2012 [turn overfor examiner\u2019s use4 two geologists are collecting rocks from the bottom of a cliff. the rocks are loaded into a  basket and then pulled up the cliff on the end of a rope, as shown in fig. 4.1. the basket of rocks is brought to rest at the top of the cliff. cliff basket of rocks fig. 4.1 (a) (i) which form of energy that the basket possesses is significantly greater at the top of the cliff than when it is at the bottom of the cliff?  . [1]   (ii) which two measurements must be made  in order to calculate the increase in energy in (i)? 1. ...2. ...  [2] (b) which form of energy in his body has the man  at the top of the cliff used in order to raise the basket of rocks?  . [1]  (c) state the measurement needed, in addition to those in (a)(ii), in order to calculate the  useful power developed by the man at the top of the cliff. . [2]  [total: 6]",
+            "6": "6 0625/23/m/j/12 \u00a9 ucles 2012for examiner\u2019s use5 the boy shown in fig. 5.1 has just thrown a number of stones into a pond, one after the  other. fig. 5.1 shows the crests of the waves a short time after the stones landed in the water. fig. 5.1  (a) on fig. 5.1, mark with a cross the point where the stones hit the water. [1]  (b) fig. 5.2 shows a section through the surface of the water before the stones land. surface waterair fig. 5.2   on fig. 5.2, sketch what the section of the surface might look like at the instant shown  in fig. 5.1. [2]",
+            "7": "7 0625/23/m/j/12 \u00a9 ucles 2012 [turn overfor examiner\u2019s use (c) later, the boy throws a single stone into the water. fig. 5.3 shows, from above, the  position of the wavefront at 2 s, 4 s and 6 s after the stone landed. 6 s 4 s 2 s fig. 5.3   (i) from fig. 5.3, what can be deduced about the speed of the wave?  .. .. . [2]   (ii) on fig. 5.3, draw the wavefront 8 s after the stone landed. [2]  [total: 7]",
+            "8": "8 0625/23/m/j/12 \u00a9 ucles 2012for examiner\u2019s use6 the liquid-in-glass thermometer in fig. 6.1 has a scale from \u201310 \u00b0c to 110 \u00b0c. \u201310 0 10 20 30 40 50 60 70 80 90 100 110 \u00b0c fig. 6.1  (a) two of the temperatures marked on the thermometer are known as fixed points.   state the values of these fixed points.     \u00b0c and  \u00b0c  [1]  (b) the bulb of the thermometer shown in fig. 6.1 is put into some boiling water.   (i) what happens to the liquid in the bulb when its temperature is raised? ..   (ii) what is seen happening to the liquid in the capillary tube when the bulb is put in the  boiling water?  .. ..  [3]  (c) on a certain day in a cold country, the air temperature is \u201312 \u00b0c.   on fig. 6.1, use an arrow to show approximately where the surface of the liquid will be  at this temperature. [1]  [total: 5]",
+            "9": "9 0625/23/m/j/12 \u00a9 ucles 2012 [turn overfor examiner\u2019s use7 a teacher is trying to find an unusual way to measure the speed of sound using an echo  method.  she has a firework, which will make a loud bang at ground level when ignited. she also has a stopwatch and a tape measure.  (a) to obtain an echo, she needs a suitable reflector.   suggest something that she could use as a reflector.  . [1]  (b) she stands a measured distance of 360 m from her chosen reflector and ignites the firework in a safe manner.   (i) when should she start the stopwatch?  ..   (ii) when should she stop the stopwatch? ..  [2]  (c) after she stops the stopwatch, its appearance is as shown in fig. 7.1. s fig. 7.1   (i) using this reading and the distance from (b), calculate the speed of sound in air.  speed of sound =    m / s  [4]   (ii) suggest one reason why the speed calculated in (c)(i) might not be quite correct.  assume that the stopwatch and tape measure function correctly.  .. .. . [1]  [total: 8]",
+            "10": "10 0625/23/m/j/12 \u00a9 ucles 2012for examiner\u2019s use8 (a) in terms of molecules, explain why solids expand when they are heated.  .. .. .. .. . [2]  (b) (i) state one example where the expansion or contraction of a solid is a problem.  describe how this problem is solved. y ou may draw a diagram if it helps to clarify your answer.          [2]   (ii) describe one example where the expansion or contraction of a solid is useful. y ou  may draw a diagram if it helps to clarify your answer.          [2]  [total: 6]",
+            "11": "11 0625/23/m/j/12 \u00a9 ucles 2012 [turn overfor examiner\u2019s use9 a solenoid with many turns is connected across a sensitive centre-zero millivoltmeter, as  shown in fig. 9.1. sensitive centre-zero millivoltmeter n ssolenoidmagnet fig. 9.1  (a) the n pole of a magnet is moved into the solenoid, and then held stationary in the  solenoid.   describe what happens to the needle of the millivoltmeter during this process.  ..  . [2]  (b) the n pole is then removed from the solenoid.   describe what happens to the needle during this process.  .. . [1]  (c) complete the following sentence.   when the n pole moves into the solenoid, . is   in the solenoid. [2]  [total: 5]",
+            "12": "12 0625/23/m/j/12 \u00a9 ucles 2012for examiner\u2019s use10 a length of bare uniform resistance wire is included in the circuit of fig. 10.1. contact c can  be moved to any position along the resistance wire. resistance wire contact ca 2.0 v li 5.0 1 fig. 10.1  (a) on the axes of fig. 10.2, sketch the graph that relates the current i in the circuit to the  length l of the resistance wire. i / a l / cm0 0     fig. 10.2 [2]  (b) calculate the reading on the ammeter when the length l  is zero.  ammeter reading =  .  a  [3]",
+            "13": "13 0625/23/m/j/12 \u00a9 ucles 2012 [turn overfor examiner\u2019s use (c) contact c is moved so that the resistance of the length l of the resistance wire is 15.0 \u03c9.   calculate   (i) the total resistance of the circuit,  resistance =   \u03c9   (ii) the new ammeter reading.  ammeter reading =    a  [2]  (d) when l = 25 cm, the reading on the ammeter is half that found in (b).   calculate the resistance of 25 cm of the resistance wire.  resistance =  .. \u03c9  [2]  (e) which of the following effects is caused by the current in the resistance wire?   tick the boxes alongside two correct effects.    heating     light     sound     magnetism  [2]  [total: 11]",
+            "14": "14 0625/23/m/j/12 \u00a9 ucles 2012for examiner\u2019s use11 (a) a particular radioactive source is known to emit either \u03b1-particles or \u03b2-particles.   describe an experiment involving a solid absorber to determine which type of particle is  being emitted. include a diagram of the experimental arrangement.   diagram  [1]   method  ..  .. .. . [4]   statement of how the results identify the particles  .. .. . [1]  (b) the table below gives the count-rate obtained from a radioactive source over a period of  80 minutes. time / minutes 0 15 30 42 58 80 count-rate counts / s400 228 128 80 44 16   from this table, estimate the half-life of the radioactive source.  half-life =  ..  minutes  [1] [total: 7]",
+            "15": "15 0625/23/m/j/12 \u00a9 ucles 2012for examiner\u2019s use12 fig. 12.1 represents a neutral atom. central mass orbiting particle fig. 12.1  (a) what name do we give to   (i) the central mass,  ..   (ii) the two orbiting particles?    [2]  (b) the central mass contains two neutrons.   (i) what other type of particle does it contain?  .   (ii) how many of these other particles are there?  .   [2]   (iii) use nuclide notation, a z x, to describe the nuclide in fig. 12.1, writing appropriate  numbers in place of a and z.         x  [2]  [total: 6]",
+            "16": "16 0625/23/m/j/12 \u00a9 ucles 2012permission 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.blank page"
+        },
+        "0625_s12_qp_31.pdf": {
+            "1": "this document consists of 12 printed pages. dc (nf/jg) 43223/5 \u00a9 ucles 2012 [turn overuniversity of cambridge international examinations international general certificate of secondary education *9344122459* physics 0625/31 paper 3  extended may/june 2012  1 hour 15 minutes candidates answer on the question paper. no additional materials are required. read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen.y ou may use a pencil for any diagrams or graphs.do not use staples, paper clips, highlighters, glue or correction fluid.do not write in any barcodes. answer all questions. y ou may lose marks if you do not show your working or if you do not use appropriate units.take the weight of 1 kg to be 10 n (i.e. acceleration of free fall = 10 m / s 2). at the end of the examination, fasten all your work securely together.the number of marks is given in brackets [  ] at the end of each question or part question.for examiner\u2019s use 1 23456789 1011 total",
+            "2": "2 0625/31/m/j/12 \u00a9 ucles 2012for examiner\u2019s use1 the period of the vertical oscillations of a mass hanging from a spring is known to be  constant.  (a) a student times single oscillations with a stopwatch. in 10 separate measurements, the stopwatch readings were: 1.8 s,  1.9 s,  1.7 s,  1.9 s,  1.8 s,  1.8 s,  1.9 s,  1.7 s,  1.8 s,  1.8 s.   what is the best value obtainable from these readings for the time of one oscillation?  explain how you arrive at your answer. best value =  . explanation  .. .. . [1]  (b) describe how, using the same stopwatch, the student can find the period of oscillation  more accurately.  .. .. .. .. .. .. . [4]  [total: 5]",
+            "3": "3 0625/31/m/j/12 \u00a9 ucles 2012 [turn overfor examiner\u2019s use2 a girl rides her bicycle along a straight level road. fig. 2.1 shows a graph of her distance  moved against time. 00100300 distance  / m time  / s400 200 10 20 30 40 50 60abcd fig. 2.1  (a) describe her motion   (i) from a to b,  ..   (ii) from b to c,  ..   (iii) from c to d.  ..  [3]  (b) calculate   (i) her average speed from a to d,  average speed =  . [2]   (ii) her maximum speed.  maximum speed =  . [3]  [total: 8]",
+            "4": "4 0625/31/m/j/12 \u00a9 ucles 2012for examiner\u2019s use3 (a) state an example of the conversion of chemical energy to another form of energy. example  ...energy conversion  ...[1]  (b) the electrical output of a solar panel powers a pump. the pump operates a water  fountain. the output of the solar panel is 17  v and the current supplied to the pump is 0.27 a.   (i) calculate the electrical power generated by the solar panel.  power =  . [2]   (ii) the pump converts electrical energy to kinetic energy of water with an efficiency of 35%.    calculate the kinetic energy of the water delivered by the pump in 1 second.  kinetic energy =  . [2]   (iii) the pump propels 0.00014 m 3 of water per second. this water rises vertically as a  jet. the density of water is 1000 kg / m3.    calculate    1. the mass of water propelled by the pump in 1 second,  mass =  . [2]    2. the maximum height of the jet of water.  maximum height =  . [2] [total: 9]",
+            "5": "5 0625/31/m/j/12 \u00a9 ucles 2012 [turn overfor examiner\u2019s use4 fig. 4.1 represents part of the hydraulic braking system of a car. f1f2piston x piston y fig. 4.1  the force f1 of the driver\u2019s foot on the brake pedal moves piston x. the space between  pistons x and y is filled with oil which cannot be compressed. the force f2 exerted by the oil  moves piston y . this force is applied to the brake mechanism in the wheels of the car.  the area of cross-section of piston x is 4.8 cm2.  (a) the force f1 is 90 n. calculate the pressure exerted on the oil by piston x.  pressure =  . [2]  (b) the pressure on piston y is the same as the pressure applied by piston x. explain why  the force f2 is greater than the force f1.  ..  . [1]  (c) piston y moves a smaller distance than piston x. explain why. .. .. . [2]  (d) suggest why the braking system does not work properly if the oil contains bubbles of air. .. .. . [2]  [total: 7]",
+            "6": "6 0625/31/m/j/12 \u00a9 ucles 2012for examiner\u2019s use5 (a) suggest   (i) an example of a change of state resulting from the removal of thermal energy from  a quantity of material,  .. [1]   (ii) the effect of this change of state on the temperature of the material. . [1]  (b) define the thermal capacity of a body. .. .. . [2]  (c) a polystyrene cup holds 250 g of water at 20 \u00b0c. in order to cool the water to make a  cold drink, small pieces of ice at 0 \u00b0c are added until the water reaches 0 \u00b0c and no unmelted ice is present.   [specific heat capacity of water = 4.2 j / (g \u00b0c), specific latent heat of fusion of  ice = 330 j / g]   assume no thermal energy is lost or gained by the cup.   (i) calculate the thermal energy lost by the water in cooling to 0 \u00b0c.  thermal energy lost =  . [2]   (ii) state the thermal energy gained by the ice in melting.  thermal energy gained =  . [1]   (iii) calculate the mass of ice added.  mass of ice =  . [2]  [total: 9]",
+            "7": "7 0625/31/m/j/12 \u00a9 ucles 2012 [turn overfor examiner\u2019s use6 fig. 6.1 shows a glass flask full of water at 10 \u00b0c and sealed with a bung. a long glass tube  passes through the bung into the water. the water level in the tube is at x. glass flask waterbung x fig. 6.1  when the flask is placed in hot water, the water level initially falls a little below x, and then  rises some way above x.  (a) suggest why   (i) the water level initially falls,  .. . [2]   (ii) the water level then rises, .. . [2]   (iii) the rise is greater than the fall. .. . [1]  (b) suggest a change to the apparatus that would make the fall and rise of the water level  greater.  .. . [1]  [total: 6]",
+            "8": "8 0625/31/m/j/12 \u00a9 ucles 2012for examiner\u2019s use7 (a) a wave passes along the surface of the water in a ripple tank. describe the motion of a  molecule on the surface as the wave passes.  .. . [1]  (b) fig. 7.1 shows a view from above of water waves approaching a narrow gap in a barrier.  the water on both sides of the barrier has the same depth. barrier with narrow gap direction ofwater waves p fig. 7.1   (i) on fig. 7.1, sketch the pattern of waves in the region to the right of the barrier. [2]   (ii) state the process by which waves arrive at point p to the right of the barrier.  .. [1]  (c) the waves approaching the barrier in fig. 7.1 have a wavelength of 1.4 cm and travel at  a speed of 12 cm / s.   calculate the frequency of the waves.  frequency =  . [2]  [total: 6]",
+            "9": "9 0625/31/m/j/12 \u00a9 ucles 2012 [turn overfor examiner\u2019s use8 (a) in fig. 8.1, s is a metal sphere standing on an insulating base. r is a negatively charged  rod placed close to s. \u2013 \u2013 \u2013 \u2013\u2013 \u2013r s insulating base fig. 8.1   (i) name the particles in s that move when r is brought close to s.  . [1]   (ii) on fig. 8.1, add + signs and \u2013 signs to suggest the result of this movement. [1]   (iii) describe the actions which now need to take place so that s becomes positively  charged with the charge distributed evenly over its surface. a positively charged object is not available.  .. .. . [3]  (b) during a thunderstorm, the potential difference between thunderclouds and the ground  builds up to 1.5 \u00d7 10 6  v. in each stroke of lightning, 30 c of charge passes between the  thunderclouds and the ground. lightning strokes to the ground occur, on average, at 2 minute intervals.   calculate   (i) the average current between the thunderclouds and the ground,  average current =  . [2]   (ii) the energy transferred in each stroke of lightning.  energy =  . [2]  [total: 9]",
+            "10": "10 0625/31/m/j/12 \u00a9 ucles 2012for examiner\u2019s use9 this question refers to quantities and data shown on the circuit diagram of fig. 9.1. xy6.0 v ari1 i2 i3i4 2.013.0 1 fig. 9.1  (a) state the relationship between   (i) the currents i1, i2 and i3,  .[1]   (ii) the currents i1 and i4.  . [1]  (b) the ammeter reads 0.80 a. assume it has zero resistance.   calculate   (i) the potential difference between x and y ,  p.d. =  . [1]   (ii) the current i3,  current =  . [2]   (iii) the resistance of r.  resistance =  . [4]  [total: 9]",
+            "11": "11 0625/31/m/j/12 \u00a9 ucles 2012 [turn overfor examiner\u2019s use10 (a) fig. 10.1 shows a wire pq placed between the poles of a magnet. there is a current in  wire pq. pq s n  fig. 10.1   (i) on fig. 10.1, sketch lines with arrows to show the direction of the magnetic field  between the poles of the magnet.  [1]   (ii) the force on pq is into the paper.    draw an arrow on pq to show the direction of the current. [1]  (b) the wire pq in fig. 10.1 is replaced by a narrow beam of \u03b2-particles travelling from left to right.   (i) suggest a suitable detector for the \u03b2-particles.  . [1]   (ii) state the direction of the force on the \u03b2-particles.  . [1]   (iii) describe the path of the \u03b2-particles in the space between the poles of the magnet.  .. . [1]   (iv) state what happens to the air molecules along the path of the \u03b2-particles. . [1]  [total: 6] question 11 is on the next page.",
+            "12": "12 0625/31/m/j/12 \u00a9 ucles 2012for examiner\u2019s use 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.11 fig. 11.1 shows part of a circuit designed to switch on a security lamp when it gets dark. + \u2013a bxl s relay coil fig. 11.1  when there is a current in the relay coil, switch s closes and the lamp l comes on.  (a) write down the name of the component x.  .. [1]  (b) the circuit has gaps at a and at b.   state the components that need to be connected into these gaps for the circuit to  perform its required function. gap a  ...gap b  ...  [3]  (c) the circuit in fig. 11.1 is modified. the function of lamp l is now to give a warning when  the temperature becomes too high.   state any necessary changes of components in the circuit.  ..  .. . [2]  [total: 6]"
+        },
+        "0625_s12_qp_32.pdf": {
+            "1": "this document consists of 19 printed pages and 1 blank page. dc (nf/sw) 43228/5 \u00a9 ucles 2012 [turn overuniversity of cambridge international examinations international general certificate of secondary education *1876126653* physics 0625/32 paper 3  extended may/june 2012  1 hour 15 minutes candidates answer on the question paper. no additional materials are required. read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen.y ou may use a pencil for any diagrams or graphs.do not use staples, paper clips, highlighters, glue or correction fluid.do not write in any barcodes. answer all questions. y ou may lose marks if you do not show your working or if you do not use appropriate units.take the weight of 1 kg to be 10 n (i.e. acceleration of free fall = 10 m / s 2). at the end of the examination, fasten all your work securely together.the number of marks is given in brackets [  ] at the end of each question or part question.for examiner\u2019s use  1  2 3  4 5  6  7 8 91011 total",
+            "2": "2 0625/32/m/j/12 \u00a9 ucles 2012for examiner\u2019s use1 fig. 1.1 is a distance / time graph showing the motion of an object. 0051015distance  / m time  / s2025 1 2 3 4 fig. 1.1  (a) (i) describe the motion shown for the first 2 s, calculating any relevant quantity.  ..  ..  [2]   (ii) after 2 s the object accelerates.    on fig. 1.1, sketch a possible shape of the graph for the next 2 s.  [1]  (b) describe how a distance / time graph shows an object that is stationary. .. . [1]",
+            "3": "3 0625/32/m/j/12 \u00a9 ucles 2012 [turn overfor examiner\u2019s use (c) fig. 1.2 shows the axes for a speed / time graph. 00246speed m / s time  / s810 1 2 3 4 fig. 1.2   on fig. 1.2, draw   (i) the graph of the motion for the first 2 s as shown in fig. 1.1,   (ii) an extension of the graph for the next 2 s, showing the object accelerating at 2 m / s2.  [3]  (d) describe how a speed / time graph shows an object that is stationary. .. . [2]  [total: 9]",
+            "4": "4 0625/32/m/j/12 \u00a9 ucles 2012for examiner\u2019s use2 fig. 2.1 shows a mobile bird sculpture that has been created by an artist. 12 cm 30 cmpivottail bird sculpture me hole in sculpture for pivot fig. 2.1  m is the centre of mass of the bird sculpture, including its tail (but not including the  counter-weight that will be added later). the mass of the bird and tail is 1.5 kg.  the bird sculpture is placed on a pivot.  the artist adds the counter-weight at the end e of the tail so that the bird remains stationary in the position shown.  (a) calculate the mass of the counter-weight.  mass =  . [2]  (b) the centre of mass of the sculpture with counter-weight is at the pivot.   calculate the upward force acting at the pivot.  force =  . [1]",
+            "5": "5 0625/32/m/j/12 \u00a9 ucles 2012 [turn overfor examiner\u2019s use (c) the sculpture is rotated clockwise to the position shown in fig. 2.2. it is held still, then  carefully released. pivot counter-weightm fig. 2.2   (i) state whether the sculpture will stay in that position, rotate further clockwise or rotate back anticlockwise.  .. ..   (ii) explain your answer to (i). .. .. .. ..   [3]  [total: 6]",
+            "6": "6 0625/32/m/j/12 \u00a9 ucles 2012for examiner\u2019s use3 fig. 3.1 shows a water turbine that is generating electricity in a small tidal energy scheme. barrage 3.0 m water level in tidal basinsea-water level at high tide turbine connected to electricity generator fig. 3.1  at high tide, 1.0 m3 of sea-water of density 1030 kg / m3 flows through the turbine every  second.  (a) calculate the loss of gravitational potential energy when 1.0 m3 of sea-water falls  through a vertical distance of 3.0 m.  loss of gravitational potential energy =  . [3]  (b) assume that your answer to (a) is the energy lost per second by the sea-water passing  through the turbine at high tide. the generator delivers a current of 26 a at 400 v.   calculate the efficiency of the scheme.  efficiency =  ..% [3]",
+            "7": "7 0625/32/m/j/12 \u00a9 ucles 2012 [turn overfor examiner\u2019s use (c) at low tide, the sea-water level is lower than the water level in the tidal basin.   (i) state the direction of the flow of water through the turbine at low tide.  ..   (ii) suggest an essential feature of the turbine and generator for electricity to be  generated at low tide.  .. .. ..  [2]  [total: 8]",
+            "8": "8 0625/32/m/j/12 \u00a9 ucles 2012for examiner\u2019s use4 figs. 4.1 and 4.2 show a semi-circular glass block as rays of blue light are directed into the  block at different angles. the rays are directed towards the centre c of the semi-circle so that no refraction occurs as the rays enter the block.  (a) at the angle shown in fig. 4.1, no refracted ray emerges from the block at c. 40\u00b0 incident rayreflected ray glass airc fig. 4.1   (i) determine the angle of reflection at c.  angle of reflection =  ..   (ii) state the type of reflection occurring at c.  ..  [2]  (b)  50\u00b0 incident rayreflected rayray emerges in air close to glass surface glass airc fig. 4.2   calculate the refractive index of the glass.  refractive index =  . [3]",
+            "9": "9 0625/32/m/j/12 \u00a9 ucles 2012 [turn overfor examiner\u2019s use (c) the experiment in (b) is now repeated with red light.   on fig. 4.3, draw and label the paths of the reflected and refracted rays of red light. the  dashed lines show the paths taken by the blue light in (b). 50\u00b0 red lightpaths taken by rays of blue light in (b)c     fig. 4.3 [2]  (d) fig. 4.4 shows a 45\u00b0 \u2013 45\u00b0 \u2013 90\u00b0 prism used in an optical instrument. part of the path of  a ray of light passing through the instrument is also shown. light leaves the instrument along path b. path bprism fig. 4.4   in the dashed box, draw another 45\u00b0 \u2013 45\u00b0 \u2013 90\u00b0 prism and complete the path of the  light through this box.  [2]  [total: 9]",
+            "10": "10 0625/32/m/j/12 \u00a9 ucles 2012for examiner\u2019s use5 fig. 5.1 shows a view from above of waves on the surface of water in a water tank. d aregion q region pbef c fig. 5.1  the wavefront ab is travelling in region p towards region q, where the water is shallower  and the waves travel more slowly.  (a) some time later, the wavefront has moved into region q.   cd, ce and cf are suggested positions of the new wavefront.   (i) state which is the correct position of the new wavefront. ..   (ii) explain your answer to (i). .. .. .. ..   [4]",
+            "11": "11 0625/32/m/j/12 \u00a9 ucles 2012 [turn overfor examiner\u2019s use (b) fig. 5.2 shows the waves after a change is made to the way the tank is set up, and the  experiment is repeated. g region q region pc b a fig. 5.2   the wave from position ab in region p now moves to position cg in region q.   state the change that has been made and explain your reasoning. change  .explanation  .. .. . [2]  [total: 6]",
+            "12": "12 0625/32/m/j/12 \u00a9 ucles 2012for examiner\u2019s use6 (a) two students hang out identical t -shirts to dry at the same time in the same  neighbourhood. the only difference between the drying conditions is that one t -shirt is sheltered from any wind and the other is in a strong breeze, as shown in fig. 6.1.   fence strong breezeclothes line no breeze fig. 6.1   state and explain, in terms of water molecules, the difference between the drying times  of the t -shirts.  .. .. .. .. . [2]",
+            "13": "13 0625/32/m/j/12 \u00a9 ucles 2012 [turn overfor examiner\u2019s use (b) fig. 6.2 shows another occasion when a student hangs out two identical t -shirts to dry  next to each other on a line. one t -shirt is folded double as shown in fig. 6.2. clothes line fig. 6.2   state and explain, in terms of water molecules, the difference between the drying times  of the t -shirts.  .. .. .. .. . [2]  (c) a runner in a hot country feels cooler if she pours water over her hair to keep it wet,  even when the water is at the same temperature as the air around her.   explain, in terms of a change of state of water, why she feels cooler.  ..  .. .. . [2]  [total: 6]",
+            "14": "14 0625/32/m/j/12 \u00a9 ucles 2012for examiner\u2019s use7 (a) fig. 7.1 shows a conducting sphere a, initially uncharged, mounted on an insulating  base. the positively-charged, non-conducting sphere b is brought close to sphere a without touching the sphere. +++ +++++ insulating basenon-conducting sphere b conducting sphere a fig. 7.1   (i) on fig. 7.1, draw the resulting distribution of any positive and negative charges on sphere a. [2]   (ii) the sphere a is now earthed as shown in fig. 7.2. +++ +++++ insulating basenon-conducting sphere b conducting sphere a connection to earth fig. 7.2   on fig. 7.2, draw the distribution of any positive and negative charges on sphere a after  it is earthed. [1]",
+            "15": "15 0625/32/m/j/12 \u00a9 ucles 2012 [turn overfor examiner\u2019s use (b) (i) on fig. 7.3, draw lines of force with direction arrows to represent the electric field  pattern in the plane of the paper around a negative point charge at point x. x fig. 7.3   (ii) state what is represented by the directions of the arrows on the lines.  .. ..   [2]  [total: 5]",
+            "16": "16 0625/32/m/j/12 \u00a9 ucles 2012for examiner\u2019s use8 a student holds a magnet above a solenoid, which is connected to a centre-zero milli-ammeter  as shown fig. 8.1. solenoidmagnet ma fig. 8.1  (a) the student drops the magnet so that it falls through the solenoid.   state and explain what would be observed on the milliammeter   (i) as the magnet enters the solenoid,  .. .. . [2]   (ii) as the magnet speeds up inside the solenoid. .. .. . [2]  (b) as the magnet passes into the coil in part (a), the coil exerts a force on the magnet even  though there is no contact between them.   (i) state the direction of this force. ..   (ii) explain how this force is caused.  ..  .. ..   [3]  [total: 7]",
+            "17": "17 0625/32/m/j/12 \u00a9 ucles 2012 [turn overfor examiner\u2019s use9 40 lamps, each of resistance 8.0 \u03c9, are connected in series to a 240 v supply in order to  decorate a tree.  (a) calculate   (i) the current in each lamp,  current =  . [2]   (ii) the power dissipated in each lamp.  power =  . [2] (b) the lamps are designed to \u201cfail-short\u201d. if a filament fails, the lamp shorts so that it has  no resistance. the other lamps continue to light and the current increases.   the lamps are connected through a fuse that blows when the current rises above  0.9 a. at this current, the resistance of each lamp is 5% greater than its normal working resistance.   calculate the maximum number of lamps that can fail before the fuse blows.  number of lamps =  . [4]  [total: 8]",
+            "18": "18 0625/32/m/j/12 \u00a9 ucles 2012for examiner\u2019s use10 a student is designing a digital electronics circuit and needs to use the logic gate x shown  in fig. 10.1. input a input b xoutput fig. 10.1  (a) name the logic gate x.  .. [1]  (b) write down the values of the output when the inputs are   (i) input a low (logic 0), input b low (logic 0), output  ..   (ii) input a low (logic 0), input b high (logic 1), output  ..  (iii) input a high (logic 1), input b low (logic 0), output  ..  (iv) input a high (logic 1), input b high (logic 1). output  ..   [2]  (c) when the student starts to build the circuit, he finds that the store room has run out  of this type of logic gate. there is a supply of and, or and not gates. the student\u2019s teacher explains that a combination of two of these gates may be used instead of logic gate x.   (i) state the two gates he should use to replace logic gate x. .. and ..   (ii) draw clearly in the space below these two logic gates, correctly connected, using  standard symbols.  [3]  (d) fig. 10.2 shows a block diagram, not using standard symbols, of a combination of gates. andnot notu wyz fig. 10.2   state the logic levels of points y and z when the logic levels of points u and w are both 1.  logic level at point y  ..  logic level at point z  ..   [2]  [total: 8]",
+            "19": "19 0625/32/m/j/12 \u00a9 ucles 2012for examiner\u2019s use11 in a research laboratory, a radioactive sample is placed close to a radiation detector. the  graph in fig. 11.1 shows the decay of the sample. 00102030detector reading counts  / min time  / days405060 2 4 6 8 9 10 1 3 5 7 fig. 11.1  (a) after 6 days the count rate hardly decreases and, in fact, increases a little at times.  explain these observations.  .. .. .. . [2]  (b) use the graph to determine the half-life of the sample. explain your working carefully.  half-life =  . [4]  (c) another radioactive sample is a strong emitter of \u03b1-particles and \u03b3-rays. a junior  researcher suggests that a sufficient safety precaution, when working with this sample, would be to hold the sample with long forceps. explain why this suggestion, although helpful, may be insufficient.  .. .. ..  . [2]  [total: 8]",
+            "20": "20 0625/32/m/j/12 \u00a9 ucles 2012permission 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.blank page"
+        },
+        "0625_s12_qp_33.pdf": {
+            "1": "this document consists of 19 printed pages and 1 blank page. dc (nf/sw) 58313 \u00a9 ucles 2012 [turn overuniversity of cambridge international examinations international general certificate of secondary education *0437932456* physics 0625/33 paper 3  extended may/june 2012  1 hour 15 minutes candidates answer on the question paper. no additional materials are required. read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen.y ou may use a pencil for any diagrams or graphs.do not use staples, paper clips, highlighters, glue or correction fluid.do not write in any barcodes. answer all questions. y ou may lose marks if you do not show your working or if you do not use appropriate units.take the weight of 1 kg to be 10 n (i.e. acceleration of free fall = 10 m / s 2). at the end of the examination, fasten all your work securely together.the number of marks is given in brackets [  ] at the end of each question or part question.for examiner\u2019s use  1  2 3  4 5  6  7 8 91011 total",
+            "2": "2 0625/33/m/j/12 \u00a9 ucles 2012for examiner\u2019s use1 fig. 1.1 is a distance / time graph showing the motion of an object. 0051015distance  / m time  / s2025 1 2 3 4 fig. 1.1  (a) (i) describe the motion shown for the first 2 s, calculating any relevant quantity.  ..  ..  [2]   (ii) after 2 s the object accelerates.    on fig. 1.1, sketch a possible shape of the graph for the next 2 s.  [1]  (b) describe how a distance / time graph shows an object that is stationary. .. . [1]",
+            "3": "3 0625/33/m/j/12 \u00a9 ucles 2012 [turn overfor examiner\u2019s use (c) fig. 1.2 shows the axes for a speed / time graph. 00246speed m / s time  / s810 1 2 3 4 fig. 1.2   on fig. 1.2, draw   (i) the graph of the motion for the first 2 s as shown in fig. 1.1,   (ii) an extension of the graph for the next 2 s, showing the object accelerating at 2 m / s2.  [3]  (d) describe how a speed / time graph shows an object that is stationary. .. . [2]  [total: 9]",
+            "4": "4 0625/33/m/j/12 \u00a9 ucles 2012for examiner\u2019s use2 fig. 2.1 shows a mobile bird sculpture that has been created by an artist. 12 cm 30 cmpivottail bird sculpture me hole in sculpture for pivot fig. 2.1  m is the centre of mass of the bird sculpture, including its tail (but not including the  counter-weight that will be added later). the mass of the bird and tail is 1.5 kg.  the bird sculpture is placed on a pivot.  the artist adds the counter-weight at the end e of the tail so that the bird remains stationary in the position shown.  (a) calculate the mass of the counter-weight.  mass =  . [2]  (b) the centre of mass of the sculpture with counter-weight is at the pivot.   calculate the upward force acting at the pivot.  force =  . [1]",
+            "5": "5 0625/33/m/j/12 \u00a9 ucles 2012 [turn overfor examiner\u2019s use (c) the sculpture is rotated clockwise to the position shown in fig. 2.2. it is held still, then  carefully released. pivot counter-weightm fig. 2.2   (i) state whether the sculpture will stay in that position, rotate further clockwise or rotate back anticlockwise.  .. ..   (ii) explain your answer to (i). .. .. .. ..   [3]  [total: 6]",
+            "6": "6 0625/33/m/j/12 \u00a9 ucles 2012for examiner\u2019s use3 fig. 3.1 shows a water turbine that is generating electricity in a small tidal energy scheme. barrage 3.0 m water level in tidal basinsea-water level at high tide turbine connected to electricity generator fig. 3.1  at high tide, 1.0 m3 of sea-water of density 1030 kg / m3 flows through the turbine every  second.  (a) calculate the loss of gravitational potential energy when 1.0 m3 of sea-water falls  through a vertical distance of 3.0 m.  loss of gravitational potential energy =  . [3]  (b) assume that your answer to (a) is the energy lost per second by the sea-water passing  through the turbine at high tide. the generator delivers a current of 26 a at 400 v.   calculate the efficiency of the scheme.  efficiency =  ..% [3]",
+            "7": "7 0625/33/m/j/12 \u00a9 ucles 2012 [turn overfor examiner\u2019s use (c) at low tide, the sea-water level is lower than the water level in the tidal basin.   (i) state the direction of the flow of water through the turbine at low tide.  ..   (ii) suggest an essential feature of the turbine and generator for electricity to be  generated at low tide.  .. .. ..  [2]  [total: 8]",
+            "8": "8 0625/33/m/j/12 \u00a9 ucles 2012for examiner\u2019s use4 figs. 4.1 and 4.2 show a semi-circular glass block as rays of blue light are directed into the  block at different angles. the rays are directed towards the centre c of the semi-circle so that no refraction occurs as the rays enter the block.  (a) at the angle shown in fig. 4.1, no refracted ray emerges from the block at c. 40\u00b0 incident rayreflected ray glass airc fig. 4.1   (i) determine the angle of reflection at c.  angle of reflection =  ..   (ii) state the type of reflection occurring at c.  ..  [2]  (b)  50\u00b0 incident rayreflected rayray emerges in air close to glass surface glass airc fig. 4.2   calculate the refractive index of the glass.  refractive index =  . [3]",
+            "9": "9 0625/33/m/j/12 \u00a9 ucles 2012 [turn overfor examiner\u2019s use (c) the experiment in (b) is now repeated with red light.   on fig. 4.3, draw and label the paths of the reflected and refracted rays of red light. the  dashed lines show the paths taken by the blue light in (b). 50\u00b0 red lightpaths taken by rays of blue light in (b)c     fig. 4.3 [2]  (d) fig. 4.4 shows a 45\u00b0 \u2013 45\u00b0 \u2013 90\u00b0 prism used in an optical instrument. part of the path of  a ray of light passing through the instrument is also shown. light leaves the instrument along path b. path bprism fig. 4.4   in the dashed box, draw another 45\u00b0 \u2013 45\u00b0 \u2013 90\u00b0 prism and complete the path of the  light through this box.  [2]  [total: 9]",
+            "10": "10 0625/33/m/j/12 \u00a9 ucles 2012for examiner\u2019s use5 fig. 5.1 shows a view from above of waves on the surface of water in a water tank. d aregion q region pbef c fig. 5.1  the wavefront ab is travelling in region p towards region q, where the water is shallower  and the waves travel more slowly.  (a) some time later, the wavefront has moved into region q.   cd, ce and cf are suggested positions of the new wavefront.   (i) state which is the correct position of the new wavefront. ..   (ii) explain your answer to (i). .. .. .. ..   [4]",
+            "11": "11 0625/33/m/j/12 \u00a9 ucles 2012 [turn overfor examiner\u2019s use (b) fig. 5.2 shows the waves after a change is made to the way the tank is set up, and the  experiment is repeated. g region q region pc b a fig. 5.2   the wave from position ab in region p now moves to position cg in region q.   state the change that has been made and explain your reasoning. change  .explanation  .. .. . [2]  [total: 6]",
+            "12": "12 0625/33/m/j/12 \u00a9 ucles 2012for examiner\u2019s use6 (a) two students hang out identical t -shirts to dry at the same time in the same  neighbourhood. the only difference between the drying conditions is that one t -shirt is sheltered from any wind and the other is in a strong breeze, as shown in fig. 6.1.   fence strong breezeclothes line no breeze fig. 6.1   state and explain, in terms of water molecules, the difference between the drying times  of the t -shirts.  .. .. .. .. . [2]",
+            "13": "13 0625/33/m/j/12 \u00a9 ucles 2012 [turn overfor examiner\u2019s use (b) fig. 6.2 shows another occasion when a student hangs out two identical t -shirts to dry  next to each other on a line. one t -shirt is folded double as shown in fig. 6.2. clothes line fig. 6.2   state and explain, in terms of water molecules, the difference between the drying times  of the t -shirts.  .. .. .. .. . [2]  (c) a runner in a hot country feels cooler if she pours water over her hair to keep it wet,  even when the water is at the same temperature as the air around her.   explain, in terms of a change of state of water, why she feels cooler.  ..  .. .. . [2]  [total: 6]",
+            "14": "14 0625/33/m/j/12 \u00a9 ucles 2012for examiner\u2019s use7 (a) fig. 7.1 shows a conducting sphere a, initially uncharged, mounted on an insulating  base. the positively-charged, non-conducting sphere b is brought close to sphere a without touching the sphere. +++ +++++ insulating basenon-conducting sphere b conducting sphere a fig. 7.1   (i) on fig. 7.1, draw the resulting distribution of any positive and negative charges on sphere a. [2]   (ii) the sphere a is now earthed as shown in fig. 7.2. +++ +++++ insulating basenon-conducting sphere b conducting sphere a connection to earth fig. 7.2   on fig. 7.2, draw the distribution of any positive and negative charges on sphere a after  it is earthed. [1]",
+            "15": "15 0625/33/m/j/12 \u00a9 ucles 2012 [turn overfor examiner\u2019s use (b) (i) on fig. 7.3, draw lines of force with direction arrows to represent the electric field  pattern in the plane of the paper around a negative point charge at point x. x fig. 7.3   (ii) state what is represented by the directions of the arrows on the lines.  .. ..   [2]  [total: 5]",
+            "16": "16 0625/33/m/j/12 \u00a9 ucles 2012for examiner\u2019s use8 a student holds a magnet above a solenoid, which is connected to a centre-zero milli-ammeter  as shown fig. 8.1. solenoidmagnet ma fig. 8.1  (a) the student drops the magnet so that it falls through the solenoid.   state and explain what would be observed on the milliammeter   (i) as the magnet enters the solenoid,  .. .. . [2]   (ii) as the magnet speeds up inside the solenoid. .. .. . [2]  (b) as the magnet passes into the coil in part (a), the coil exerts a force on the magnet even  though there is no contact between them.   (i) state the direction of this force. ..   (ii) explain how this force is caused.  ..  .. ..   [3]  [total: 7]",
+            "17": "17 0625/33/m/j/12 \u00a9 ucles 2012 [turn overfor examiner\u2019s use9 40 lamps, each of resistance 8.0 \u03c9, are connected in series to a 240 v supply in order to  decorate a tree.  (a) calculate   (i) the current in each lamp,  current =  . [2]   (ii) the power dissipated in each lamp.  power =  . [2] (b) the lamps are designed to \u201cfail-short\u201d. if a filament fails, the lamp shorts so that it has  no resistance. the other lamps continue to light and the current increases.   the lamps are connected through a fuse that blows when the current rises above  0.9 a. at this current, the resistance of each lamp is 5% greater than its normal working resistance.   calculate the maximum number of lamps that can fail before the fuse blows.  number of lamps =  . [4]  [total: 8]",
+            "18": "18 0625/33/m/j/12 \u00a9 ucles 2012for examiner\u2019s use10 a student is designing a digital electronics circuit and needs to use the logic gate x shown  in fig. 10.1. input a input b xoutput fig. 10.1  (a) name the logic gate x.  .. [1]  (b) write down the values of the output when the inputs are   (i) input a low (logic 0), input b low (logic 0), output  ..   (ii) input a low (logic 0), input b high (logic 1), output  ..  (iii) input a high (logic 1), input b low (logic 0), output  ..  (iv) input a high (logic 1), input b high (logic 1). output  ..   [2]  (c) when the student starts to build the circuit, he finds that the store room has run out  of this type of logic gate. there is a supply of and, or and not gates. the student\u2019s teacher explains that a combination of two of these gates may be used instead of logic gate x.   (i) state the two gates he should use to replace logic gate x. .. and ..   (ii) draw clearly in the space below these two logic gates, correctly connected, using  standard symbols.  [3]  (d) fig. 10.2 shows a block diagram, not using standard symbols, of a combination of gates. andnot notu wyz fig. 10.2   state the logic levels of points y and z when the logic levels of points u and w are both 1.  logic level at point y  ..  logic level at point z  ..   [2]  [total: 8]",
+            "19": "19 0625/33/m/j/12 \u00a9 ucles 2012for examiner\u2019s use11 in a research laboratory, a radioactive sample is placed close to a radiation detector. the  graph in fig. 11.1 shows the decay of the sample. 00102030detector reading counts  / min time  / days405060 2 4 6 8 9 10 1 3 5 7 fig. 11.1  (a) after 6 days the count rate hardly decreases and, in fact, increases a little at times.  explain these observations.  .. .. .. . [2]  (b) use the graph to determine the half-life of the sample. explain your working carefully.  half-life =  . [4]  (c) another radioactive sample is a strong emitter of \u03b1-particles and \u03b3-rays. a junior  researcher suggests that a sufficient safety precaution, when working with this sample, would be to hold the sample with long forceps. explain why this suggestion, although helpful, may be insufficient.  .. .. ..  . [2]  [total: 8]",
+            "20": "20 0625/33/m/j/12 \u00a9 ucles 2012permission 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.blank page"
+        },
+        "0625_s12_qp_51.pdf": {
+            "1": "this document consists of 9 printed pages and 3 blank pages. dc (nf/cgw) 42238/6 \u00a9 ucles 2012 [turn overuniversity of cambridge international examinations international general certificate of secondary education *7413011205* physics 0625/51 paper 5  practical test may/june 2012  1 hour 15 minutes candidates answer on the question paper. additional materials: as listed in the confidential instructions. read these instructions first write your centre number, candidate number and name in the spaces at the top of the page. write in dark blue or black pen.y ou may use a pencil for any diagrams, graphs or rough working.do not use staples, paper clips, highlighters, glue or correction fluid.do not write in any barcodes. answer all questions.at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question. for examiner\u2019s use 1 234 total",
+            "2": "2 0625/51/m/j/12 \u00a9 ucles 2012for examiner\u2019s use1 the aim of this experiment is to determine the internal volume of a test-tube using two  displacement methods.  carry out the following instructions referring to figs. 1.1, 1.2 and 1.3. y ou are supplied with a beaker of water. measuring cylinder watertest-tube test-tubefinger  fig. 1.1 fig. 1.2 fig. 1.3  (a) (i) pour approximately 80 cm3 of water from the beaker into the measuring cylinder.  record the volume v1 of water.  v  1 =  ..   (ii) lower the test-tube, closed end first, into the water in the measuring cylinder and  push it down until it is filled with water, as shown in fig. 1.2. record the new water level v 2.  v2 =  ..   (iii) calculate the volume vg of the glass of the test-tube using the equation  vg = (v2 \u2013 v1).  vg =  ..  [3]  (b) remove the test-tube from the measuring cylinder and pour the water from the tube and the measuring cylinder into the beaker.    (i) pour approximately 70 cm 3 of water from the beaker into the measuring cylinder.  record the volume v3 of water.  v3 =  ..   (ii) gently put the test-tube, open end first, into the water in the measuring cylinder and carefully push it down with your finger or pencil until it is just covered with water, as shown in fig. 1.3. record the new water level v 4.  v4 =  ..",
+            "3": "3 0625/51/m/j/12 \u00a9 ucles 2012 [turn overfor examiner\u2019s use  (iii) calculate the increase in water level ( v4 \u2013 v3).  ( v4 \u2013 v3) =  ..   (iv) calculate the volume va of air in the test-tube using the equation va = (v4 \u2013 v3) \u2013 vg.  va =  ..  [3]  (c) remove the test-tube from the measuring cylinder and pour the water from the measuring  cylinder into the beaker. fill the test-tube to the top with water from the beaker. pour the water from the test-tube into the measuring cylinder. record the volume v w of water  from the tube.  vw =  ..  [1]  (d) the aim of this experiment is to determine the internal volume of the test-tube by two methods. the two values are v a (obtained from parts (a) and (b)) and vw (obtained  from part (c)). the values obtained from your readings may not be the same.   assuming that the experiments have been carried out correctly and carefully, and that  the measuring cylinder scale is accurate, suggest two reasons why the value va may be  inaccurate and two reasons why the value vw may be inaccurate. va:  reason 1  ...  ..reason 2  ... ..v w:  reason 1  ... ..reason 2  ... ..  [3]  [total: 10]",
+            "4": "4 0625/51/m/j/12 \u00a9 ucles 2012for examiner\u2019s use2 in this experiment, you will investigate the heating of a thermometer bulb.  carry out the following instructions, referring to figs. 2.1 and 2.2. card lampthermometer thermometer bulb ruled fig. 2.1  y ou are provided with a lamp and a rule. do not  move the lamp or the rule. during the  experiment, you will read temperature values from the thermometer. y ou should use the card  provided to shield your eyes from the direct rays of the lamp.  (a) record the value of room temperature \u03b8r shown on the thermometer.  \u03b8r =  . [1]  (b) switch on the lamp. leave the lamp switched on until you have completed all the readings.   (i) place the thermometer so that its bulb is a horizontal distance d = 100 mm from  the surface of the lamp, as shown in fig. 2.1. record in table 2.1 the distance d  between the thermometer bulb and the surface of the lamp. also record the  temperature \u03b8  shown on the thermometer.   (ii) move the thermometer so that its bulb is a distance d = 80 mm from the surface of the  lamp.    in the table, record the distance d and the temperature \u03b8. table 2.1 d  / \u03b8  /   (iii) repeat the steps described in (b)(ii), but using values of d of 60 mm, 40 mm, 20 mm  and 10 mm.   (iv) complete the column headings in the table.  [4]",
+            "5": "5 0625/51/m/j/12 \u00a9 ucles 2012 [turn overfor examiner\u2019s use (c) move the thermometer away from the lamp and wait for about a minute for the  thermometer to cool. lampthermometer d v fig. 2.2   (i) place the thermometer so that its bulb is a vertical distance dv = 100 mm from  the top surface of the lamp, as shown in fig. 2.2. use the 100 mm rod provided to obtain the correct distance. record the temperature   \u03b8v shown on the thermometer.  \u03b8v =  . [1]   (ii) calculate the difference between \u03b8v and the thermometer reading \u03b8h at a horizontal  distance of 100 mm from the lamp. state whether \u03b8v is higher, lower or the same  as \u03b8h.  temperature difference =  ..  \u03b8v is  . [1]  (d) a student suggests that \u03b8v will be higher than the thermometer reading \u03b8h because  thermal energy will travel by infra-red radiation and convection to the thermometer bulb above the lamp but by infra-red radiation only when the bulb is to one side of the lamp.   if the experiment were to be repeated in order to investigate this suggestion, it would  be important to control the conditions. suggest two such conditions, relevant to this investigation, that should be controlled. 1.  ..2.  ..  [2]  (e) briefly describe a precaution that you took in this experiment in order to obtain a reliable  result.  .. . [1]   [total: 10]",
+            "6": "6 0625/51/m/j/12 \u00a9 ucles 2012for examiner\u2019s use3 in this experiment, you will determine the resistance of a resistor in a circuit.  carry out the following instructions referring to fig. 3.1. the circuit is set up for you. vapower source resistance wire acdr b fig. 3.1  (a) (i) place the sliding contact c on the resistance wire at a distance d = 30.0 cm from  point a. switch on. measure and record in table 3.1 the current i in the circuit and  the p.d. v across the resistor r. switch off.   (ii) repeat the procedure in step (i) using d values of 40.0 cm, 50.0 cm, 70.0 cm and  90.0 cm.   (iii) complete the column headings in the table. table 3.1 d  / v / i / 30.0 40.050.070.090.0  [2]",
+            "7": "7 0625/51/m/j/12 \u00a9 ucles 2012 [turn overfor examiner\u2019s use (b) plot a graph of v / v (y-axis) against i / a (x-axis).  [4]  (c) determine the gradient g of the graph. show clearly on the graph how you obtained the  necessary information.  g =  . [2]  (d) the gradient g of the graph is numerically equal to the resistance r of the resistor r.   write a value for the resistance r to a suitable number of significant figures for this  experiment.  r =  . [2]  [total: 10]",
+            "8": "8 0625/51/m/j/12 \u00a9 ucles 2012for examiner\u2019s use4 in this experiment, you will determine the focal length of a lens.  carry out the following instructions referring to fig. 4.1. lensscreen x dilluminated object fig. 4.1  (a) place the screen at a distance d = 0.800 m from the illuminated object.  (b) place the lens between the object and the screen and close to the object. move the lens  towards the screen until an enlarged image is formed on the screen. adjust the position of the lens until the image is as clearly focused as possible.  (c) measure and record the distance x between the centre of the lens and the screen.  x  =  . [1]  (d) without moving the illuminated object or the screen, move the lens towards the screen until a clearly focused diminished image is formed on the screen.  (e) measure and record the distance y between the centre of the lens and the screen.  y  =  . [2]  (f) calculate the focal length f of the lens using the equation f =  xy d.  f  =  . [1]",
+            "9": "9 0625/51/m/j/12 \u00a9 ucles 2012for examiner\u2019s use (g) turn the lens through an angle of 180\u00b0 so that the other side of the lens faces the  screen. repeat steps (a) to (f).  x  =  ..  y  =  ..  f  =  ..  [3]  (h) a student suggests that the two values of the focal length f should be the same. state whether or not your results support this suggestion. justify your answer by reference to the results. statement  .justification  ... ..  [2]  (i) briefly describe a precaution that you took in this experiment in order to obtain a reliable  result.  .. .. . [1]   [total: 10] ",
+            "10": "10 0625/51/m/j/12 \u00a9 ucles 2012blank page",
+            "11": "11 0625/51/m/j/12 \u00a9 ucles 2012blank page",
+            "12": "12 0625/51/m/j/12 \u00a9 ucles 2012permission 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.blank page"
+        },
+        "0625_s12_qp_52.pdf": {
+            "1": "this document consists of 10 printed pages and 2 blank pages. dc (leo/sw) 42226/4 \u00a9 ucles 2012 [turn overuniversity of cambridge international examinations international general certificate of secondary education *4288656769* physics 0625/52 paper 5  practical test may/june 2012  1 hour 15 minutes candidates answer on the question paper additional materials: as listed in the confidential instructions read these instructions first write your centre number, candidate number and name in the spaces at the top of the page. write in dark blue or black pen.y ou may use a pencil for any diagrams, graphs or rough working.do not use staples, paper clips, highlighters, glue or correction fluid.do not write in any barcodes. answer all questions. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question. for examiner\u2019s use 1 234 total",
+            "2": "2 0625/52/m/j/12 \u00a9 ucles 2012for examiner\u2019s use1 in this experiment, you will investigate the effect of a load on a rule attached to a forcemeter.  carry out the following instructions, referring to fig. 1.1. the apparatus has been set up for  you. 10.0  cm mark90.0  cm markmetre rule benchstand masspivotstandforcemeter d fig. 1.1  the rule is pivoted near one end. near the other end, the rule is attached to a forcemeter. a   mass is hanging from the rule at a distance d from the pivot.  (a) (i) move the mass to a distance d = 70.0 cm from the pivot. record the distance d in  table 1.1.   (ii) adjust the position of the forcemeter by raising or lowering the clamp until the rule is horizontal and the forcemeter is vertical. measure and record in the table the reading f on the forcemeter. table 1.1 d / f /   (iii) repeat steps (i) and (ii) using d values of 60.0 cm, 50.0 cm, 40.0 cm, 30.0 cm, 20.0 cm and 10.0 cm.   (iv) complete the column headings in the table. [5]",
+            "3": "3 0625/52/m/j/12 \u00a9 ucles 2012 [turn overfor examiner\u2019s use (b) a student thinks that f is directly proportional to d.   (i) suggest the graph that you could plot to test this idea. y ou are not asked to plot the  graph.  . against .   (ii) state the properties of the line that would indicate that f is directly proportional to d. 1.  ... 2.  ...  [3]  (c) a spirit level is a piece of equipment that is placed on a surface to check whether the  surface is horizontal.   suggest why a spirit level balanced on the rule is not suitable for checking whether the  rule is horizontal in this experiment.  .. ..[1]  (d) describe briefly how you checked that the rule was horizontal. y ou may draw a diagram.  ..  .. ..[1]  [total: 10]",
+            "4": "4 0625/52/m/j/12 \u00a9 ucles 2012for examiner\u2019s use2 in this experiment, you will investigate the rate of cooling of water.  y ou are provided with a supply of hot water. carry out the following instructions referring to  fig. 2.1. thermometer water     fig. 2.1  (a) measure and record room temperature \u03b8r.  \u03b8r =  [1]  (b) (i) pour approximately 200 cm3 of the hot water supplied into the beaker. place the  thermometer in the beaker of water.    measure the temperature \u03b8 of the water. record \u03b8 in table 2.1 at time t = 0 s.   (ii) start the stopclock and record in the table the temperature of the water at 30 s intervals until you have a total of six values up to time t = 150 s. table 2.1 t / s \u03b8 / \u00b0c  [2]",
+            "5": "5 0625/52/m/j/12 \u00a9 ucles 2012 [turn overfor examiner\u2019s use (c) plot a graph of \u03b8 / \u00b0c (y-axis) against t / s (x-axis).  [5]  (d) as you read these words, this experiment is being carried out by candidates in many  different countries, using identical apparatus.   suggest two differences in the conditions in the various laboratories that might lead to  different graphs. 1.  ..2.  ..  [2]  [total: 10]",
+            "6": "6 0625/52/m/j/12 \u00a9 ucles 2012for examiner\u2019s use3 in this experiment, you will investigate resistor combinations in circuits.  carry out the following instructions referring to fig. 3.1. power source va fig. 3.1  (a) (i) switch on. measure and record the potential difference v1 across the resistors and  the current i1 in the circuit. switch off.  v1 =    i1 =     (ii) calculate the total resistance rp of the combination of the two resistors arranged in  parallel, using the equation rp = v1 i1.  rp =     (iii) calculate 4rp.  4 rp =    [2]  (b) rearrange the circuit so that the two resistors are connected in series and the voltmeter  is connected to measure the potential difference across both resistors.   (i) switch on. measure and record the potential difference v2 across the resistors and  the current i2 in the circuit. switch off.  v2 =    i2 =  ",
+            "7": "7 0625/52/m/j/12 \u00a9 ucles 2012 [turn overfor examiner\u2019s use  (ii) calculate the total resistance rs of the combination of the two resistors arranged  in series, using the equation rs = v2 i2.  rs =    [2]  (c) theory suggests that rs = 4rp if the two resistors have the same value.   state whether your results indicate that the two resistors have the same value. justify  your answer with reference to the results. statement  .justification  ... ..  [1]  (d) using the circuit described in (b), replace the two series resistors with the two lamps.   (i) draw a circuit diagram of the new circuit using standard symbols.  [2]   (ii) switch on. measure and record the potential difference v 3 across the lamps and  the current i3 in the circuit. switch off.  v3 =    i3 =     (iii) calculate the total resistance ls of the combination of the two lamps arranged in  series using the equation ls = v3 i3.  ls =  [1]",
+            "8": "8 0625/52/m/j/12 \u00a9 ucles 2012for examiner\u2019s use (e) rearrange the circuit to that shown in fig. 3.1 but with the lamps in place of the resistors.    (i) switch on. measure and record the potential difference v4 across the lamps and  the current i4 in the circuit. switch off.  v4 =    i4 =     (ii) calculate the total resistance lp of the combination of the two lamps arranged in parallel using the equation lp = v4 i4.  lp =     (iii) calculate 4lp.  4 lp =    [1]  (f) a student suggests that using lamps instead of resistors changes the conditions of the  experiment and that 4lp will not be equal to ls because of a heating effect.   from your own observations, state one piece of evidence that supports the student\u2019s  suggestion that there is a heating effect. y ou should not do any further calculations.   .. ..[1]  [total: 10]",
+            "9": "9 0625/52/m/j/12 \u00a9 ucles 2012 [turn overblank page",
+            "10": "10 0625/52/m/j/12 \u00a9 ucles 2012for examiner\u2019s use4 in this experiment, you will determine the refractive index of the material of a transparent  block.  carry out the following instructions, referring to fig. 4.1. eyec ray-trace sheetdb efn 20\u00b0normal a fig. 4.1  (a) place the transparent block, largest face down, on the ray-trace sheet supplied. the block should be approximately in the middle of the paper. draw the outline of the block abcd.  (b) remove the block and draw a normal at the centre of side ab. label the point e where the normal crosses ab. mark a point n on the normal 4.0 cm from e and outside the  block as shown in fig. 4.1.",
+            "11": "11 0625/52/m/j/12 \u00a9 ucles 2012for examiner\u2019s use (c) draw a line nf to the right of the normal and at an angle of 20\u00b0 to the normal as shown  in fig. 4.1. f is the point where the line meets ab. measure and record the length a of  the line nf.  a =  ... [1]  (d) extend the line nf beyond n and place the paper on the pin board.  (e) place two pins p1 and p2 on the line through f and n, placing one pin close to f.  (f) replace the block and observe the images of p1 and p2 through side cd of the block so  that the images of p1 and p2 appear one behind the other.   place two pins p3 and p4 between your eye and the block so that p3 and p4 and the  images of p1 and p2, seen through the block, appear one behind the other.   mark the positions of p1, p2, p3 and p4. remove the block.  (g) draw a line joining the positions of p3 and p4. continue the line until it meets cd. label  this point g.  (h) draw the line gf and continue it until it meets the normal. label this point h.  (i) measure and record the length b of the line fh.  b =  [1]  (j) calculate the refractive index n of the material of the block, using the equation n = ba.  n =  [2]  (k) repeat steps (c) \u2013 (j) but with the line from n drawn at 25\u00b0 to the left of the normal.  a =     b =     n =    [1]  tie your ray trace into this booklet between pages 10 and 11. [5]  [total: 10]",
+            "12": "12 0625/52/m/j/12 \u00a9 ucles 2012blank page permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the publisher will be pleased to make amends at the earliest possible opportunity. 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."
+        },
+        "0625_s12_qp_53.pdf": {
+            "1": "this document consists of 10 printed pages and 2 blank pages. dc (slm/sw) 57712 \u00a9 ucles 2012 [turn overuniversity of cambridge international examinations international general certificate of secondary education *6173585894* physics 0625/53 paper 5  practical test may/june 2012  1 hour 15 minutes candidates answer on the question paper additional materials: as listed in the confidential instructions read these instructions first write your centre number, candidate number and name in the spaces at the top of the page. write in dark blue or black pen.y ou may use a pencil for any diagrams, graphs or rough working.do not use staples, paper clips, highlighters, glue or correction fluid.do not write in any barcodes. answer all questions. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question. for examiner\u2019s use 1 234 total",
+            "2": "2 0625/53/m/j/12 \u00a9 ucles 2012for examiner\u2019s use1 in this experiment, you will investigate the effect of a load on a rule attached to a forcemeter.  carry out the following instructions, referring to fig. 1.1. the apparatus has been set up for  you. 10.0  cm mark90.0  cm markmetre rule benchstand masspivotstandforcemeter d fig. 1.1  the rule is pivoted near one end. near the other end, the rule is attached to a forcemeter. a   mass is hanging from the rule at a distance d from the pivot.  (a) (i) move the mass to a distance d = 70.0 cm from the pivot. record the distance d in  table 1.1.   (ii) adjust the position of the forcemeter by raising or lowering the clamp until the rule is horizontal and the forcemeter is vertical. measure and record in the table the reading f on the forcemeter. table 1.1 d / f /   (iii) repeat steps (i) and (ii) using d values of 60.0 cm, 50.0 cm, 40.0 cm, 30.0 cm, 20.0 cm and 10.0 cm.   (iv) complete the column headings in the table. [5]",
+            "3": "3 0625/53/m/j/12 \u00a9 ucles 2012 [turn overfor examiner\u2019s use (b) a student thinks that f is directly proportional to d.   (i) suggest the graph that you could plot to test this idea. y ou are not asked to plot the  graph.  . against .   (ii) state the properties of the line that would indicate that f is directly proportional to d. 1.  ... 2.  ...  [3]  (c) a spirit level is a piece of equipment that is placed on a surface to check whether the  surface is horizontal.   suggest why a spirit level balanced on the rule is not suitable for checking whether the  rule is horizontal in this experiment.  .. ..[1]  (d) describe briefly how you checked that the rule was horizontal. y ou may draw a diagram.  ..  .. ..[1]  [total: 10]",
+            "4": "4 0625/53/m/j/12 \u00a9 ucles 2012for examiner\u2019s use2 in this experiment, you will investigate the rate of cooling of water.  y ou are provided with a supply of hot water. carry out the following instructions referring to  fig. 2.1. thermometer water     fig. 2.1  (a) measure and record room temperature \u03b8r.  \u03b8r =  [1]  (b) (i) pour approximately 200 cm3 of the hot water supplied into the beaker. place the  thermometer in the beaker of water.    measure the temperature \u03b8 of the water. record \u03b8 in table 2.1 at time t = 0 s.   (ii) start the stopclock and record in the table the temperature of the water at 30 s intervals until you have a total of six values up to time t = 150 s. table 2.1 t / s \u03b8 / \u00b0c  [2]",
+            "5": "5 0625/53/m/j/12 \u00a9 ucles 2012 [turn overfor examiner\u2019s use (c) plot a graph of \u03b8 / \u00b0c (y-axis) against t / s (x-axis).  [5]  (d) as you read these words, this experiment is being carried out by candidates in many  different countries, using identical apparatus.   suggest two differences in the conditions in the various laboratories that might lead to  different graphs. 1.  ..2.  ..  [2]  [total: 10]",
+            "6": "6 0625/53/m/j/12 \u00a9 ucles 2012for examiner\u2019s use3 in this experiment, you will investigate resistor combinations in circuits.  carry out the following instructions referring to fig. 3.1. power source va fig. 3.1  (a) (i) switch on. measure and record the potential difference v1 across the resistors and  the current i1 in the circuit. switch off.  v1 =    i1 =     (ii) calculate the total resistance rp of the combination of the two resistors arranged in  parallel, using the equation rp = v1 i1.  rp =     (iii) calculate 4rp.  4 rp =    [2]  (b) rearrange the circuit so that the two resistors are connected in series and the voltmeter  is connected to measure the potential difference across both resistors.   (i) switch on. measure and record the potential difference v2 across the resistors and  the current i2 in the circuit. switch off.  v2 =    i2 =  ",
+            "7": "7 0625/53/m/j/12 \u00a9 ucles 2012 [turn overfor examiner\u2019s use  (ii) calculate the total resistance rs of the combination of the two resistors arranged  in series, using the equation rs = v2 i2.  rs =    [2]  (c) theory suggests that rs = 4rp if the two resistors have the same value.   state whether your results indicate that the two resistors have the same value. justify  your answer with reference to the results. statement  .justification  ... ..  [1]  (d) using the circuit described in (b), replace the two series resistors with the two lamps.   (i) draw a circuit diagram of the new circuit using standard symbols.  [2]   (ii) switch on. measure and record the potential difference v 3 across the lamps and  the current i3 in the circuit. switch off.  v3 =    i3 =     (iii) calculate the total resistance ls of the combination of the two lamps arranged in  series using the equation ls = v3 i3.  ls =  [1]",
+            "8": "8 0625/53/m/j/12 \u00a9 ucles 2012for examiner\u2019s use (e) rearrange the circuit to that shown in fig. 3.1 but with the lamps in place of the resistors.    (i) switch on. measure and record the potential difference v4 across the lamps and  the current i4 in the circuit. switch off.  v4 =    i4 =     (ii) calculate the total resistance lp of the combination of the two lamps arranged in parallel using the equation lp = v4 i4.  lp =     (iii) calculate 4lp.  4 lp =    [1]  (f) a student suggests that using lamps instead of resistors changes the conditions of the  experiment and that 4lp will not be equal to ls because of a heating effect.   from your own observations, state one piece of evidence that supports the student\u2019s  suggestion that there is a heating effect. y ou should not do any further calculations.   .. ..[1]  [total: 10]",
+            "9": "9 0625/53/m/j/12 \u00a9 ucles 2012 [turn overblank page",
+            "10": "10 0625/53/m/j/12 \u00a9 ucles 2012for examiner\u2019s use4 in this experiment, you will determine the refractive index of the material of a transparent  block.  carry out the following instructions, referring to fig. 4.1. eyec ray-trace sheetdb efn 20\u00b0normal a fig. 4.1  (a) place the transparent block, largest face down, on the ray-trace sheet supplied. the block should be approximately in the middle of the paper. draw the outline of the block abcd.  (b) remove the block and draw a normal at the centre of side ab. label the point e where the normal crosses ab. mark a point n on the normal 4.0 cm from e and outside the  block as shown in fig. 4.1.",
+            "11": "11 0625/53/m/j/12 \u00a9 ucles 2012for examiner\u2019s use (c) draw a line nf to the right of the normal and at an angle of 20\u00b0 to the normal as shown  in fig. 4.1. f is the point where the line meets ab. measure and record the length a of  the line nf.  a =  ... [1]  (d) extend the line nf beyond n and place the paper on the pin board.  (e) place two pins p1 and p2 on the line through f and n, placing one pin close to f.  (f) replace the block and observe the images of p1 and p2 through side cd of the block so  that the images of p1 and p2 appear one behind the other.   place two pins p3 and p4 between your eye and the block so that p3 and p4 and the  images of p1 and p2, seen through the block, appear one behind the other.   mark the positions of p1, p2, p3 and p4. remove the block.  (g) draw a line joining the positions of p3 and p4. continue the line until it meets cd. label  this point g.  (h) draw the line gf and continue it until it meets the normal. label this point h.  (i) measure and record the length b of the line fh.  b =  [1]  (j) calculate the refractive index n of the material of the block, using the equation n = ba.  n =  [2]  (k) repeat steps (c) \u2013 (j) but with the line from n drawn at 25\u00b0 to the left of the normal.  a =     b =     n =    [1]  tie your ray trace into this booklet between pages 10 and 11. [5]  [total: 10]",
+            "12": "12 0625/53/m/j/12 \u00a9 ucles 2012blank page permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the publisher will be pleased to make amends at the earliest possible opportunity. 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."
+        },
+        "0625_s12_qp_61.pdf": {
+            "1": "this document consists of 12 printed pages. dc (nf/cgw) 42235/7 \u00a9 ucles 2012 [turn overuniversity of cambridge international examinations international general certificate of secondary education *4468101826* physics 0625/61 paper 6  alternative to practical may/june 2012  1 hour candidates answer on the question paper. no additional materials are required. read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen.y ou may use a pencil for any diagrams or graphs.do not use staples, paper clips, highlighters, glue or correction fluid.do not write in any barcodes. answer all questions.at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question. for examiner\u2019s use 1 2345 total",
+            "2": "2 0625/61/m/j/12 \u00a9 ucles 2012for examiner\u2019s use1 an igcse student is determining the mass of a metre rule using a balancing method.  fig. 1.1 shows the apparatus. metre ruley x d pivot50.0  cm mark m fig. 1.1  mass m is placed on the rule. the position of the pivot is adjusted until the rule balances.  (a) the student chooses a mass m which is similar to the mass of the metre rule. suggest a  suitable value for the mass.  suitable mass =  . [1]  (b) the mass is cylindrical and has a diameter slightly larger than the width of the metre rule.   describe briefly how you would place the mass so that its centre of mass is exactly over  the 90.0 cm mark on the metre rule. y ou should draw a diagram and mark the position of  the centre of mass on the cylinder.  ..  .. . [2]  (c) from your experience of carrying out balancing experiments of this type, suggest one  difficulty that you are likely to come across that could make the final result inaccurate.  .. .. . [1]",
+            "3": "3 0625/61/m/j/12 \u00a9 ucles 2012 [turn overfor examiner\u2019s use (d) the student takes a reading of x and the corresponding reading of y. he then calculates  the mass of the metre rule.   suggest how you would improve the reliability of the value of the mass of the metre rule,  using this method.  .. . [1]  (e) another student carries out a similar experiment to determine the mass of a 50 cm metal  strip. she calculates the mass and writes down \u201cmass = 234.872 g\u201d.   she checks the mass on an accurate balance. the value is 235 g. she thinks she must  have made a mistake in her experiment.   write a brief comment on the accuracy of her experimental result.  ..  .. . [1]   [total: 6]",
+            "4": "4 0625/61/m/j/12 \u00a9 ucles 2012for examiner\u2019s use2 the igcse class is investigating the heating of a thermometer bulb.  the apparatus is shown in figs. 2.1, 2.2 and 2.3. card lampthermometer metre rule d fig. 2.1  (a) record the value of room temperature \u03b8r shown on the thermometer. 60 100 110\u00b0c90 80 70 10 50 40 30 20 -10 0 fig. 2.2  \u03b8r =  . [1]  (b) a student switches on the lamp and places the thermometer so that its bulb is a horizontal  distance d = 100 mm from the surface of the lamp, as shown in fig. 2.1. she records the  distance d between the thermometer bulb and the surface of the lamp. she also records  the temperature \u03b8 shown on the thermometer. she repeats the procedure using values  of d of 80 mm, 60 mm, 40 mm, 20 mm and 10 mm. the temperature readings are shown  in table 2.1.   (i) record the d  values in the table.   (ii) complete the column headings in the table. table 2.1 d / 00 \u03b8 / 00 52 5661677586   [2]",
+            "5": "5 0625/61/m/j/12 \u00a9 ucles 2012 [turn overfor examiner\u2019s use (c) the student moves the thermometer away from the lamp and waits for about a minute  for the thermometer to cool. she places the thermometer so that its bulb is a vertical  distance dv = 100 mm from the top surface of the lamp, as shown in fig. 2.3.  lampthermometer dv fig. 2.3   she records the temperature  \u03b8v shown on the thermometer: \u03b8v = 55 \u00b0c.   calculate the difference between \u03b8v and the thermometer reading \u03b8h at a horizontal  distance of 100 mm from the lamp. state whether \u03b8v is higher, lower or the same as \u03b8h.  temperature difference =  ..  \u03b8v is  . [1]  (d) a student suggests that \u03b8v will be higher than the thermometer reading \u03b8h because  thermal energy will travel by infra-red radiation and convection to the thermometer bulb above the lamp but by infra-red radiation only when the bulb is to one side of the lamp.   if the experiment were to be repeated in order to investigate this suggestion it would  be important to control the conditions. suggest two such conditions, relevant to this investigation, that should be controlled. 1.  ..2.  ..  [2]  (e) briefly describe a precaution that you would take in this experiment in order to obtain a  reliable result.  .. .. . [1]   [total: 7]",
+            "6": "6 0625/61/m/j/12 \u00a9 ucles 2012for examiner\u2019s use3 the igcse class is determining the resistance of a fixed resistor in a circuit.  the circuit is shown in fig. 3.1. vapower source resistance wire adr fig. 3.1  (a) a student places the sliding contact on the resistance wire at a distance d = 10.0 cm  from point a. he measures the current i in the circuit and the p.d. v across the resistor  r. he repeats the procedure using d values of 30.0 cm, 50.0 cm, 70.0 cm and 90.0 cm.   the readings are shown in table 3.1. table 3.1 v / v i / a 10.0 1.7 1.13 30.0 1.3 0.87 50.0 1.0 0.67 70.0 0.8 0.53 90.0 0.7 0.47   (i) complete the column headings in the table.",
+            "7": "7 0625/61/m/j/12 \u00a9 ucles 2012 [turn overfor examiner\u2019s use  (ii) plot a graph of v / v ( y-axis) against i / a (x-axis). y ou do not need to include the  origin (0, 0) on your graph.  [5]   (iii) determine the gradient g of the graph. show clearly on the graph how you obtained  the necessary information.  g  =  . [3]  (b) the gradient g of the graph is numerically equal to the resistance r of the resistor r.   write a value for the resistance r  to a suitable number of significant figures for this  experiment.  r =  . [2]   [total: 10]",
+            "8": "8 0625/61/m/j/12 \u00a9 ucles 2012for examiner\u2019s use4 the igcse class is determining the focal length of a lens.  the apparatus is shown in fig. 4.1. lensscreen x dilluminated object fig. 4.1  (a) a student places the lens between the object and the screen and close to the object.  she moves the lens towards the screen until a clearly focused, enlarged image is formed on the screen.   (i) on fig. 4.1, measure and record the distance d between the object and the screen.  d  =  ..   (ii) on fig. 4.1, measure and record the distance x between the centre of the lens and  the screen.  x  =  ..   [2]   (iii) fig. 4.1 is drawn one tenth actual size.    1. calculate the actual distance d between the object and the screen.  d  =  ..    2. calculate the actual distance x between the centre of the lens and the screen.  x  =  ..   [1]  (b) without moving the illuminated object or the screen, the student moves the lens towards  the screen until a clearly focused, diminished image is formed on the screen. she measures the distance y  between the centre of the lens and the screen: y = 19.0 cm.   calculate the focal length f  of the lens using the equation f =  xy d .  f  =  . [2]",
+            "9": "9 0625/61/m/j/12 \u00a9 ucles 2012 [turn overfor examiner\u2019s use (c) the student turns the lens through an angle of 180\u00b0 and repeats the procedure obtaining  a value for the focal length f = 14.7 cm.   theory suggests that the two values of the focal length f should be the same. state  whether the results support this theory and justify your answer by reference to the  results. statement  .justification  ... ..  [2]  (d) briefly describe a precaution that you would take in this experiment in order to obtain a  reliable result.  .. .. . [1]   [total: 8]",
+            "10": "10 0625/61/m/j/12 \u00a9 ucles 2012for examiner\u2019s use5 the igcse class is determining the internal volume of a test-tube using two displacement  methods.  the apparatus used is shown in figs. 5.1, 5.2 and 5.3. cm3 102030405060708090100 measuring cylinder test-tubecm3 102030405060708090100 water  fig. 5.1 fig. 5.2  (a) (i) fig. 5.1 shows water in a measuring cylinder. record the volume v1 of the water.  v1 =  . [1]   (ii) on fig. 5.1, show clearly the line of sight that you would use to obtain an accurate  volume reading.  [2]  (b) (i) a student lowers a test-tube, closed end first, into the water in the measuring  cylinder and pushes the tube down until it is filled with water. from fig. 5.2, record  the new water level v2.  v2 =  ..   (ii) calculate the volume vg of the glass of the test-tube using the equation vg = (v2 \u2013 v1).  vg =  ..   [2]",
+            "11": "11 0625/61/m/j/12 \u00a9 ucles 2012 [turn overfor examiner\u2019s use (c) the student removes the test-tube from the measuring cylinder and empties the water  back into the measuring cylinder. he then puts the test-tube, open end first, into the  water in the measuring cylinder and carefully pushes it down with his finger until it is covered with water as shown in fig. 5.3. test-tubefinger cm3 102030405060708090100 fig. 5.3   (i) record the new water level v3.  v3 =  ..   (ii) calculate the increase in water level ( v3 \u2013 v1).  ( v3 \u2013 v1) =  ..   (iii) calculate the volume va of air in the test-tube using the equation va = (v3 \u2013 v1) \u2013 vg.  va =  ..   [1]",
+            "12": "12 0625/61/m/j/12 \u00a9 ucles 2012for examiner\u2019s use 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. (d) the student removes the test-tube from the measuring cylinder and fills the test-tube  with water from a beaker. he pours the water from the test-tube into an empty measuring cylinder and records the volume v w of water:      18 cm3 vw =  ..   the student has attempted to determine the internal volume of the test-tube by two  methods. his two values for the internal volume are va and vw.   assuming that the experiments have been carried out correctly and carefully and that  the measuring cylinder scale is accurate, suggest two reasons why the value va may be  inaccurate and two reasons why the value vw may be inaccurate. va:  reason 1  ...  ..reason 2  ... ..v w:  reason 1  ... ..reason 2  ... ..   [3]   [total: 9]"
+        },
+        "0625_s12_qp_62.pdf": {
+            "1": "this document consists of 11 printed pages and 1 blank page. dc (leo/sw) 42234/5 \u00a9 ucles 2012 [turn overuniversity of cambridge international examinations international general certificate of secondary education *4763140547* physics 0625/62 paper 6  alternative to practical may/june 2012  1 hour candidates answer on the question paper. no additional materials are required. read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen.y ou may use a pencil for any diagrams, graphs or rough working.do not use staples, paper clips, highlighters, glue or correction fluid.do not write in any barcodes. answer all questions. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [ ] at the end of each question or part question. for examiner\u2019s use 1 2345 total",
+            "2": "2 \u00a9 ucles 2012 0625/62/m/j/12for examiner\u2019s use1 the igcse class is investigating the effect of a load on a metre rule attached to a forcemeter.  the apparatus is shown in fig. 1.1. 10.0  cm mark90.0  cm markmetre rule benchstand mass mpivotstandforcemeter d fig. 1.1  the rule is pivoted near one end at the 10.0 cm mark. near the other end, at the 90.0 cm  mark, the rule is attached to a forcemeter. a  mass is hanging from the rule at a distance d  from the pivot.  (a) a student moves the mass to a distance d = 70.0 cm from the pivot. he adjusts the height of the forcemeter until the rule is again horizontal. he records the reading f on  the forcemeter.   he repeats the procedure using d values of 60.0 cm, 50.0 cm, 40.0 cm, 30.0 cm, 20.0 cm  and 10.0 cm. the forcemeter readings are shown in table 1.1. table 1.1 d / f / 2.9 2.52.21.81.51.20.8   (i) record the d values in the table.   (ii) complete the column headings in the table. [2]",
+            "3": "3 \u00a9 ucles 2012 [turn over 0625/62/m/j/12for examiner\u2019s use (b) the student thinks that f is directly proportional to d.   (i) suggest the graph that you could plot to test this idea. y ou are not asked to plot the  graph.   against ..   (ii) state the properties of the line that would indicate that f is directly proportional to d. 1.  ... 2.  ...  [3]  (c) a spirit level is a piece of equipment that is placed on a surface to check whether the surface is horizontal.   suggest why a spirit level balanced on the rule is not suitable for checking whether the  rule is horizontal in this experiment.  .. ..[1]  (d) describe briefly how you would check that the rule is horizontal in this experiment. y ou  may draw a diagram.  ..  .. ..[1]  [total: 7]",
+            "4": "4 \u00a9 ucles 2012 0625/62/m/j/12for examiner\u2019s use2 the igcse class is investigating the rate of cooling of water.  fig. 2.1 shows the apparatus. thermometer water fig. 2.1  (a) record the value of room temperature \u03b8r shown on the thermometer. \u201310 0 10 20 30 40 50 60 70 80 90 100 110 \u00b0c  \u03b8r =  [1]  (b) a student pours approximately 200 cm3 of hot water into the beaker. she measures the  temperature \u03b8 of the water. she starts a stopclock and records the temperature \u03b8 of the  water at 30 s intervals up to time t = 150 s. the readings are shown in table 2.1. table 2.1 t / s \u03b8 / \u00b0c 08 6 30 75 60 6790 61 120 56150 52",
+            "5": "5 \u00a9 ucles 2012 [turn over 0625/62/m/j/12for examiner\u2019s use  plot a graph of \u03b8 / \u00b0c (y-axis) against t / s (x-axis).  [5]  (c) as you read these words, this experiment is actually being carried out by candidates in  many different countries, using identical apparatus.   suggest two differences in the conditions in the various laboratories that might lead to  different graphs. 1.  ..2.  ..  [2]  [total: 8]",
+            "6": "6 \u00a9 ucles 2012 0625/62/m/j/12for examiner\u2019s use3 the igcse class is investigating resistor combinations in circuits.  the first circuit used is shown in fig. 3.1. power source va fig. 3.1  (a) a student measures the potential difference v1 across the resistors and the current i1 in  the circuit. the readings are shown in figs. 3.2 and 3.3. 5 v6789 104321 0 fig. 3.2 a0.6 0.8 1.00.40.2 0 fig. 3.3   (i) record the potential difference v1 and the current i1.  v1 =    i1 =    [3]",
+            "7": "7 \u00a9 ucles 2012 [turn over 0625/62/m/j/12for examiner\u2019s use  (ii) calculate the total resistance rp of the combination of the two resistors arranged in parallel using the equation rp = v1 i1.  rp =     (iii) calculate 4rp.  4 rp =    [2]  (b) the student rearranges the circuit so that the two resistors are connected in series and  the voltmeter is connected to measure the potential difference across both resistors.   the new potential difference and current readings are v2 = 1.9 v and i2 = 0.08 a.   calculate the total resistance rs of the combination of the two resistors arranged in series using the equation rs = v2 i2.  rs =  [1]  (c) theory suggests that rs = 4rp if the two resistors have the same value. state whether  your results indicate that the resistors have the same value. justify your answer with  reference to the results. statement  .justification  ... ..  [1]  (d) using the circuit described in (b), the student replaces the two series resistors with two  lamps.    in the space below, draw a circuit diagram of the new circuit using standard symbols.  [1]",
+            "8": "8 \u00a9 ucles 2012 0625/62/m/j/12for examiner\u2019s use (e) a student suggests repeating the experiment described in parts (a) to (c). he connects  a variable resistor between the power source and the switch.   (i) state the function of the variable resistor.  ..   (ii) explain why you might want to use a variable resistor in this way. .. ..  [2]  [total: 10] 4 a student is measuring some small glass spheres.  (a) the student has a 30 cm rule and two rectangular blocks of wood.   in the space below, draw a diagram to show clearly how you would arrange the  apparatus to measure the diameter of one of the spheres.   [2]",
+            "9": "9 \u00a9 ucles 2012 [turn over 0625/62/m/j/12for examiner\u2019s use (b) the student then determines the average volume of a glass sphere by a displacement  method. she pours some cold water into a measuring cylinder and records the volume v of the water, as shown in fig. 4.1.    20406080100cm3     fig. 4.1   (i) on fig. 4.1, show clearly the line of sight that you would use to obtain an accurate  volume reading. [2]   (ii) using fig. 4.1, record the volume v of water in the measuring cylinder.  v =  ... [1]   (iii) the student carefully puts 15 of the glass spheres into the measuring cylinder. the new water level reading is 78 cm 3.    calculate the volume v1 of one sphere.  v1 =  ... [1]  [total: 6]",
+            "10": "10 \u00a9 ucles 2012 0625/62/m/j/12for examiner\u2019s use5 the igcse class is determining the refractive index of the material of a transparent block.  fig. 5.1 shows a student\u2019s ray-trace sheet. ray-trace sheeta p3 p4b dc fig. 5.1",
+            "11": "11 \u00a9 ucles 2012 0625/62/m/j/12for examiner\u2019s use (a) abcd is a transparent block placed, largest face down, on the ray-trace sheet.   (i) on fig. 5.1, draw a normal at the centre of side ab. label the point e where the  normal crosses ab. mark a point n on the normal 4.0 cm from e and outside the outline of the block. [1]   (ii) draw a line nf from n to the block. this line must be to the right of the normal and at an angle of 20\u00b0 to the normal. mark the point f where the line meets ab.  measure and record the length a of the line nf.  a =  ... [2]  (b) the student places two pins p 1 and p2 on the line through f and n. she observes the  images of p1 and p2 through side cd of the block so that the images of p1 and p2  appear one behind the other.   she places two pins p3 and p4 between her eye and the block so that p3 and p4 and  the images of p1 and p2, seen through the block, appear one behind the other. the  positions of p3 and p4 are marked on fig. 5.1.   (i) draw a line joining the positions of p3 and p4. continue the line until it meets cd.  label this point g.   (ii) draw the line gf and continue it until it meets the normal. label this point h.   (iii) measure and record the length b of the line fh.  b =    [3]   (iv) calculate the refractive index n of the material of the block, using the equation     n = ba.  n =  [2]  (c) suggest one precaution that you would take in this experiment to obtain readings that are as accurate as possible.  .. ..[1]  [total: 9]",
+            "12": "12 0625/62/m/j/12 \u00a9 ucles 2012permission 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.blank page"
+        },
+        "0625_s12_qp_63.pdf": {
+            "1": "this document consists of 11 printed pages and 1 blank page. dc (nf/sw) 58817 \u00a9 ucles 2012 [turn overuniversity of cambridge international examinations international general certificate of secondary education *0256034116* physics 0625/63 paper 6  alternative to practical may/june 2012  1 hour candidates answer on the question paper. no additional materials are required. read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen.y ou may use a pencil for any diagrams, graphs or rough working.do not use staples, paper clips, highlighters, glue or correction fluid.do not write in any barcodes. answer all questions. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [ ] at the end of each question or part question. for examiner\u2019s use 1 2345 total",
+            "2": "2 0625/63/m/j/12 \u00a9 ucles 2012for examiner\u2019s use1 the igcse class is investigating the effect of a load on a metre rule attached to a forcemeter.  the apparatus is shown in fig. 1.1. 10.0  cm mark90.0  cm markmetre rule benchstand mass mpivotstandforcemeter d fig. 1.1  the rule is pivoted near one end at the 10.0 cm mark. near the other end, at the 90.0 cm  mark, the rule is attached to a forcemeter. a  mass is hanging from the rule at a distance d  from the pivot.  (a) a student moves the mass to a distance d = 70.0 cm from the pivot. he adjusts the height of the forcemeter until the rule is again horizontal. he records the reading f on  the forcemeter.   he repeats the procedure using d values of 60.0 cm, 50.0 cm, 40.0 cm, 30.0 cm, 20.0 cm  and 10.0 cm. the forcemeter readings are shown in table 1.1. table 1.1 d / f / 2.9 2.52.21.81.51.20.8   (i) record the d values in the table.   (ii) complete the column headings in the table. [2]",
+            "3": "3 0625/63/m/j/12 \u00a9 ucles 2012 [turn overfor examiner\u2019s use (b) the student thinks that f is directly proportional to d.   (i) suggest the graph that you could plot to test this idea. y ou are not asked to plot the  graph.   against ..   (ii) state the properties of the line that would indicate that f is directly proportional to d. 1.  ... 2.  ...  [3]  (c) a spirit level is a piece of equipment that is placed on a surface to check whether the surface is horizontal.   suggest why a spirit level balanced on the rule is not suitable for checking whether the  rule is horizontal in this experiment.  .. ..[1]  (d) describe briefly how you would check that the rule is horizontal in this experiment. y ou  may draw a diagram.  ..  .. ..[1]  [total: 7]",
+            "4": "4 0625/63/m/j/12 \u00a9 ucles 2012for examiner\u2019s use2 the igcse class is investigating the rate of cooling of water.  fig. 2.1 shows the apparatus. thermometer water fig. 2.1  (a) record the value of room temperature \u03b8r shown on the thermometer. \u201310 0 10 20 30 40 50 60 70 80 90 100 110 \u00b0c  \u03b8r =  [1]  (b) a student pours approximately 200 cm3 of hot water into the beaker. she measures the  temperature \u03b8 of the water. she starts a stopclock and records the temperature \u03b8 of the  water at 30 s intervals up to time t = 150 s. the readings are shown in table 2.1. table 2.1 t / s \u03b8 / \u00b0c 08 6 30 75 60 6790 61 120 56150 52",
+            "5": "5 0625/63/m/j/12 \u00a9 ucles 2012 [turn overfor examiner\u2019s use  plot a graph of \u03b8 / \u00b0c (y-axis) against t / s (x-axis).  [5]  (c) as you read these words, this experiment is actually being carried out by candidates in  many different countries, using identical apparatus.   suggest two differences in the conditions in the various laboratories that might lead to  different graphs. 1.  ..2.  ..  [2]  [total: 8]",
+            "6": "6 0625/63/m/j/12 \u00a9 ucles 2012for examiner\u2019s use3 the igcse class is investigating resistor combinations in circuits.  the first circuit used is shown in fig. 3.1. power source va fig. 3.1  (a) a student measures the potential difference v1 across the resistors and the current i1 in  the circuit. the readings are shown in figs. 3.2 and 3.3. 5 v6789 104321 0 fig. 3.2 a0.6 0.8 1.00.40.2 0 fig. 3.3   (i) record the potential difference v1 and the current i1.  v1 =    i1 =    [3]",
+            "7": "7 0625/63/m/j/12 \u00a9 ucles 2012 [turn overfor examiner\u2019s use  (ii) calculate the total resistance rp of the combination of the two resistors arranged in parallel using the equation rp = v1 i1.  rp =     (iii) calculate 4rp.  4 rp =    [2]  (b) the student rearranges the circuit so that the two resistors are connected in series and  the voltmeter is connected to measure the potential difference across both resistors.   the new potential difference and current readings are v2 = 1.9 v and i2 = 0.08 a.   calculate the total resistance rs of the combination of the two resistors arranged in series using the equation rs = v2 i2.  rs =  [1]  (c) theory suggests that rs = 4rp if the two resistors have the same value. state whether  your results indicate that the resistors have the same value. justify your answer with  reference to the results. statement  .justification  ... ..  [1]  (d) using the circuit described in (b), the student replaces the two series resistors with two  lamps.    in the space below, draw a circuit diagram of the new circuit using standard symbols.  [1]",
+            "8": "8 0625/63/m/j/12 \u00a9 ucles 2012for examiner\u2019s use (e) a student suggests repeating the experiment described in parts (a) to (c). he connects  a variable resistor between the power source and the switch.   (i) state the function of the variable resistor.  ..   (ii) explain why you might want to use a variable resistor in this way. .. ..  [2]  [total: 10] 4 a student is measuring some small glass spheres.  (a) the student has a 30 cm rule and two rectangular blocks of wood.   in the space below, draw a diagram to show clearly how you would arrange the  apparatus to measure the diameter of one of the spheres.   [2]",
+            "9": "9 0625/63/m/j/12 \u00a9 ucles 2012 [turn overfor examiner\u2019s use (b) the student then determines the average volume of a glass sphere by a displacement  method. she pours some cold water into a measuring cylinder and records the volume v of the water, as shown in fig. 4.1.    20406080100cm3     fig. 4.1   (i) on fig. 4.1, show clearly the line of sight that you would use to obtain an accurate  volume reading. [2]   (ii) using fig. 4.1, record the volume v of water in the measuring cylinder.  v =  ... [1]   (iii) the student carefully puts 15 of the glass spheres into the measuring cylinder. the new water level reading is 78 cm 3.    calculate the volume v1 of one sphere.  v1 =  ... [1]  [total: 6]",
+            "10": "10 0625/63/m/j/12 \u00a9 ucles 2012for examiner\u2019s use5 the igcse class is determining the refractive index of the material of a transparent block.  fig. 5.1 shows a student\u2019s ray-trace sheet. ray-trace sheeta p3 p4b dc fig. 5.1",
+            "11": "11 0625/63/m/j/12 \u00a9 ucles 2012for examiner\u2019s use (a) abcd is a transparent block placed, largest face down, on the ray-trace sheet.   (i) on fig. 5.1, draw a normal at the centre of side ab. label the point e where the  normal crosses ab. mark a point n on the normal 4.0 cm from e and outside the outline of the block. [1]   (ii) draw a line nf from n to the block. this line must be to the right of the normal and at an angle of 20\u00b0 to the normal. mark the point f where the line meets ab.  measure and record the length a of the line nf.  a =  ... [2]  (b) the student places two pins p 1 and p2 on the line through f and n. she observes the  images of p1 and p2 through side cd of the block so that the images of p1 and p2  appear one behind the other.   she places two pins p3 and p4 between her eye and the block so that p3 and p4 and  the images of p1 and p2, seen through the block, appear one behind the other. the  positions of p3 and p4 are marked on fig. 5.1.   (i) draw a line joining the positions of p3 and p4. continue the line until it meets cd.  label this point g.   (ii) draw the line gf and continue it until it meets the normal. label this point h.   (iii) measure and record the length b of the line fh.  b =    [3]   (iv) calculate the refractive index n of the material of the block, using the equation     n = ba.  n =  [2]  (c) suggest one precaution that you would take in this experiment to obtain readings that are as accurate as possible.  .. ..[1]  [total: 9]",
+            "12": "12 0625/63/m/j/12 \u00a9 ucles 2012permission 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.blank page"
+        },
+        "0625_w12_qp_11.pdf": {
+            "1": "    this document consists of 18 printed pages and 2 blank pages.  ib12 11_0625_11/3rp  \u00a9 ucles 2012  [turn over      *8913251826* university of cambridge international examinations  international general certificate of secondary education       physics 0625/11     paper 1  multiple choice  october/november 2012     45 minutes    additional materials: multiple choice answer sheet   soft clean eraser   soft pencil (type b or hb recommended)       read these instructions first    write in soft pencil.  do not use staples, paper clips, highlighters, glue or correction fluid. write your name, centre number and candidate number on the answer sheet in the spaces provided  unless this has been done for you.   there are forty  questions on this paper. answer all questions. for each question there are four possible  answers a, b, c and d.   choose the one you consider correct and record your choice in soft pencil on the separate answer sheet.   read the instructions on the answer sheet very carefully.    each correct answer will score one mark. a mark will not be deducted for a wrong answer. any rough working should be done in this booklet.     ",
+            "2": "2  \u00a9 ucles 2012 0625/11/o/n/12  1 a pendulum is set in motion and timed. the time measured for 20 complete swings is 30  s.    what is the time for one complete swing of the pendulum?  a 0.67  s b 0.75  s c 1.5  s d 3.0  s     2 two stones of different weight fall at the sa me time from a table. air resistance may be ignored.    what will happen and why?     what will happen why  a both stones hit the floor at the same time acceleration of free fall is constant  b both stones hit the floor at the same  time they fall at constant speed  c the heavier stone hits the floor first acceleration increases with weight  d the heavier stone hits the floor first speed increases with weight      3 the speed-time graph shown is for a bus travelling between stops.   where on the graph is the acceleration of the bus greatest?    speed  time a b c  d      ",
+            "3": "3  \u00a9 ucles 2012 0625/11/o/n/12 [turn over  4 a large bag of feathers and a steel block balance each other on some scales.    bag of featherssteel block     what does this show about the masses and the we ights of the bag of feathers and the steel  block?  a it shows that the masses are equal and the weights are equal.  b it shows that the masses are equal, but the weights might be different.  c it shows that the masses might be different and the weights might be different.  d it shows that the weights are equal, but the masses might be different.    5 a parachutist inside an aeroplane has a mass of 70  kg.        what is his mass after he has jumped from the aeroplane?  a 0  kg  b between 0  kg and 70  kg  c 70  kg  d greater than 70  kg     ",
+            "4": "4  \u00a9 ucles 2012 0625/11/o/n/12  6 a liquid has a density of 0.80  g / cm3.    which could be the volume and mass of this liquid?     volume  / cm3 mass  / g  a 2.0 16  b 8.0 10  c 10 8.0  d 16 2.0     7 the diagram shows sections of four objects of equal mass. the position of the centre of mass of  each object has been marked with a cross.    which object is the most stable?    a b c d      8 a see-saw is made by resting a long plank of wood with its centre of mass on a barrel.    a boy sits on one side of the barrel and a girl sits on the other side so that the see-saw is  balanced.    boy\u2019s weight girl\u2019s weightx y boy girl     which statement must  be true?  a boy\u2019s weight = girl\u2019s weight  b distance x = distance y  c total downward force = total moment about the barrel  d resultant force and resultant moment are both zero     ",
+            "5": "5  \u00a9 ucles 2012 0625/11/o/n/12 [turn over  9 a power station uses nuclear fission to obtain energy.    in this process, nuclear energy is first changed into  a chemical energy.  b electrical energy.  c gravitational energy.  d thermal (heat) energy.    10 a person lifts boxes of equal weight on to a platform.    boxes platform     which quantity will not affect the work done by the person?  a the height of the platform above the ground  b the number of boxes lifted  c the time taken to lift the boxes  d the weight of the boxes     11 a skier walks from the bottom of a ski slope to the top and gains 10  000  j of gravitational potential  energy.    she skis down the slope. at the bottom of the slope, her kinetic energy is 2000  j.        how much energy was converted into thermal energy and sound energy as the skier moved  down the slope?  a 2000  j b 8000  j c 10  000  j d 12  000  j     ",
+            "6": "6  \u00a9 ucles 2012 0625/11/o/n/12  12 the diagram shows a mercury barometer.    25  cm 5 cm75  cmmercury     which distance is used to calculate the pressure of the atmosphere?  a 25  cm b 75  cm c 80  cm d 100  cm     13 a heavy table has six legs. the area of cross-section of each leg is x.    the legs of the table make marks in a carpet. these marks become deeper with increased  pressure.    what would reduce the depth of the marks for a table of a fixed weight?  a using three legs, each of an area smaller than x  b using four legs, each of an area the same as x  c using six legs, each of an area smaller than x  d using eight legs, each of an area the same as x     ",
+            "7": "7  \u00a9 ucles 2012 0625/11/o/n/12 [turn over  14 very small pollen grains are suspended in water. a bright light shines from the side.    looking through a microscope, small specks of light are seen to be moving in a random, jerky  manner.    light pollen grains in watermicroscopeeye     what are the moving specks of light?  a pollen grains being hit by other pollen grains  b pollen grains being hit by water molecules  c water molecules being hit by other water molecules  d water molecules being hit by pollen grains     15 a swimmer feels cold after leaving warm water on a warm, windy day.    why does she feel cold even though the air is warm?  a the less energetic water molecules on her skin escape quickly.  b the more energetic water molecules on her skin do not escape quickly. c the water on her skin does not evaporate quickly enough to keep her warm. d the water on her skin evaporates quickly and cools her skin.      16 which physical property is used to measure temperature in a liquid-in-glass thermometer?  a the length of the thermometer  b the thickness of the glass bulb  c the volume of the glass bulb  d the volume of the liquid ",
+            "8": "8  \u00a9 ucles 2012 0625/11/o/n/12  17 the graph shows the temperature of a substance as it is heated steadily.    in which part of the graph is the substance boiling?    temperature timeabcd       18 a night storage heater contains a large block of material that is heated electrically during the  night. during the day the block cools down, releasing thermal energy into the room.         which thermal capacity and which night-time temperature increase will cause the most energy to  be stored by the block?    thermal capacity   of block night-time  temperature increase  a large large  b large small  c small large  d small small     19 after a sheep has its wool cut off, it is harder for it to stay warm when the air temperature falls.    how does the wool help the sheep to stay warm?  a air can circulate between the wool fibres and heat up the skin by convection.  b air trapped by the wool fibres reduces heat losses from the skin by convection. c the wool fibres are curly so it takes longer for heat to be conducted away from the skin.  d the wool fibres conduct heat to the skin from the air outside.   ",
+            "9": "9  \u00a9 ucles 2012 0625/11/o/n/12 [turn over  20 a boy sits near a campfire. he pokes the fire with an iron bar. his hand becomes hot.    iron bar     in which ways does thermal energy (heat) from the fire reach his hand?  a conduction and convection only  b conduction and radiation only  c convection and radiation only  d conduction, convection and radiation      21 the diagram shows plane waves reflected by a plane surface.    which line represents a wavefront?     bc da        22 a swimmer is sitting on a rock at the sea shore looking at passing waves. he notices that five  complete wavelengths pass him in 20  s.    what is the frequency of this wave?  a 0.25  hz b 4.0  hz c 15  hz d 100  hz     ",
+            "10": "10  \u00a9 ucles 2012 0625/11/o/n/12  23 a thin converging lens forms an image.    ffobject image     what is the nature of this image and can it be formed on a screen?     nature of image can be formed  on a screen?  a not real no  b not real yes  c real no  d real yes     24 a piece of paper has \u2018pal\u2019 written on it.    a student holds the paper in front of a plane mirror.    palback of mirror     what does the student see?    pala palbpalpalc d      ",
+            "11": "11  \u00a9 ucles 2012 0625/11/o/n/12 [turn over  25 a girl notices that when she shouts into a cave she hears an echo.    which wave property causes the echo?  a diffraction  b dispersion c reflection d refraction     26 in a test, a car horn is found to be too loud and the pitch of the note is too high.    what information does this give about the amplitude and the frequency of the sound wave produced?     amplitude frequency  a too large too large  b too large too small  c too small too large  d too small too small    27 two bars of soft iron are placed near a bar magnet.    sn pqsoft iron soft iron bar magnet     which row states and explains the behaviour of poles p and q of the soft iron bars?     p and q reason  a attract p and q are like poles  b attract p and q are unlike poles  c repel p and q are like poles  d repel p and q are unlike poles    ",
+            "12": "12  \u00a9 ucles 2012 0625/11/o/n/12  28 some electrical devices require a magnet which may be switched on and off many times in a  second.    which type of magnet may be used?  a an electromagnet only  b a permanent magnet only  c either a permanent magnet or an electromagnet  d neither a permanent magnet nor an electromagnet     29 which of these is an electric current?  a a beam of atoms  b a beam of electrons  c a beam of molecules  d a beam of neutrons     30 the diagram shows a circuit used to find the resistance of lamp l.    blocks p, q and r represent the different components used.    12  v p r ql     which is a correct possible choice of components to use for p, q and r?     p q r  a ammeter variable resistor voltmeter  b variable resistor  voltmeter  ammeter   c voltmeter ammeter variable resistor  d voltmeter  variable resistor ammeter     ",
+            "13": "13  \u00a9 ucles 2012 0625/11/o/n/12 [turn over  31 a student connects the circuit shown.    1 2 34     which switches must be closed for the bell to ring without lighting the lamp?  a 1 and 2 only  b 1 and 3 only  c 1, 3 and 4 only  d 2, 3 and 4 only      32 which row shows a use of a capacitor and a use of a relay?     use of a capacitor use of a relay  a switching circuit voltage transformation  b time-delay circuit switching circuit  c voltage transformation switching circuit  d voltage transformation time-delay circuit    ",
+            "14": "14  \u00a9 ucles 2012 0625/11/o/n/12  33 the diagram shows two voltmeters, p and q, connected to a potential divider.    xv vvoltmeter p voltmeter q     the sliding connection at point x is moved towards the top of the diagram.    what happens to the reading on p and to the reading on q?     reading on p reading on q  a decreases decreases  b decreases increases  c increases decreases  d increases increases     34 an electric oven is connected to the mains supply using insulated copper wires. the wires  become very warm.    what can be done to prevent so much heat being produced in the connecting wires?  a use thicker copper wires.  b use thinner copper wires.  c use thicker insulation.  d use thinner insulation.     ",
+            "15": "15  \u00a9 ucles 2012 0625/11/o/n/12 [turn over  35 which graph shows how the voltage of a simple a.c. generator varies with time?    0 0 voltage voltage voltage voltagea  time time time time0 0 b  0 0 c  0 0 d       ",
+            "16": "16  \u00a9 ucles 2012 0625/11/o/n/12  36 the diagram shows a wire in the magnetic field between two poles of a magnet.    n smagnet wire    the current in the wire repeatedly changes between a constant value in one direction and a  constant value in  the opposite direction. this is shown on the graph.     current time00      what is the effect on the wire?  a the force on the wire alternates between one direction and the opposite direction.  b the force on the wire is constant in size and direction.   c there is no force acting on the wire at any time.  d there is only a force on the wire when the current reverses.    ",
+            "17": "17  \u00a9 ucles 2012 0625/11/o/n/12 [turn over  37 a beam of cathode rays passes between two parallel, charged metal plates in a vacuum.    + ++++ + ++++\u2013\u2013\u2013\u2013\u2013 \u2013 \u2013\u2013\u2013\u2013cathode rays     in which direction is the beam deflected?  a into the page  b out of the page c to the left of the page d to the right of the page      38 how does the ionising effect of \u03b1-particles compare with that of \u03b2-particles and \u03b3-rays?     compared with \u03b2-particles compared with \u03b3-rays  a \u03b1-particles are less strongly ionising \u03b1-particles are less strongly ionising  b \u03b1-particles are less strongly ionising \u03b1-particles are more strongly ionising  c \u03b1-particles are more strongly ionising \u03b1-particles are less strongly ionising  d \u03b1-particles are more strongly ionising \u03b1-particles are more strongly ionising      39 the table shows the count rates obtained from four radioactive sources. the measurements were  taken at noon on four consecutive days.    which source has the longest half-life?    count rate  /.counts per second    day 1 day 2 day 3 day 4  a 100 48 27 11  b 200 142 99 69  c 300 297 292 290  d 400 202 99 48     ",
+            "18": "18  \u00a9 ucles 2012 0625/11/o/n/12  40 which statement about a carbon nucleus represented by  c14 6 is correct?  a it contains 6 neutrons.  b it contains 6 electrons.  c it contains 8 protons.  d it contains 14 nucleons.     ",
+            "19": "19  \u00a9 ucles 2012 0625/11/o/n/12  blank page",
+            "20": "20      permission to reproduce items where third-par ty owned material protected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to t race 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.    \u00a9 ucles 2012 0625/11/o/n/12  blank page  "
+        },
+        "0625_w12_qp_12.pdf": {
+            "1": "    this document consists of 17 printed pages and 3 blank pages.  ib12 11_0625_12/fp  \u00a9 ucles 2012  [turn over     *1634639746*   university of cambridge international examinations  international general certificate of secondary education       physics 0625/12     paper 1  multiple choice  october/november 2012     45 minutes    additional materials: multiple choice answer sheet   soft clean eraser   soft pencil (type b or hb recommended)       read these instructions first    write in soft pencil.  do not use staples, paper clips, highlighters, glue or correction fluid. write your name, centre number and candidate number on the answer sheet in the spaces provided  unless this has been done for you.    there are forty  questions on this paper. answer all  questions. for each question there are four possible  answers a, b, c and d.   choose the one you consider correct and record your choice in soft pencil  on the separate answer sheet.   read the instructions on the answer sheet very carefully.   each correct answer will score one mark. a ma rk will not be deducted for a wrong answer.  any rough working should be done in this booklet.     ",
+            "2": "2  \u00a9 ucles 2012 0625/12/o/n/12  1 the speed-time graph shown is for a bus travelling between stops.    where on the graph is the acceleration of the bus greatest?    speed  time a b c  d      2 a parachutist inside an aeroplane has a mass of 70  kg.        what is his mass after he has jumped from the aeroplane?  a 0  kg  b between 0  kg and 70  kg  c 70  kg  d greater than 70  kg     ",
+            "3": "3  \u00a9 ucles 2012 0625/12/o/n/12 [turn over  3 a large bag of feathers and a steel block balance each other on some scales.    bag of featherssteel block     what does this show about the masses and the we ights of the bag of feathers and the steel  block?  a it shows that the masses are equal and the weights are equal.  b it shows that the masses are equal, but the weights might be different.  c it shows that the masses might be different and the weights might be different.  d it shows that the weights are equal, but the masses might be different.    4 two stones of different weight fall at the sa me time from a table. air resistance may be ignored.    what will happen and why?     what will happen why  a both stones hit the floor at the same time acceleration of free fall is constant  b both stones hit the floor at the same time they fall at constant speed  c the heavier stone hits the floor first acceleration increases with weight  d the heavier stone hits the floor first speed increases with weight      5 a pendulum is set in motion and timed. the time measured for 20 complete swings is 30  s.    what is the time for one complete swing of the pendulum?  a 0.67  s b 0.75  s c 1.5  s d 3.0  s     ",
+            "4": "4  \u00a9 ucles 2012 0625/12/o/n/12  6 the diagram shows sections of four objects of equal mass. the position of the centre of mass of  each object has been marked with a cross.    which object is the most stable?    a b c d        7 a heavy table has six legs. the area of cross-section of each leg is x.    the legs of the table make marks in a carpet. these marks become deeper with increased  pressure.    what would reduce the depth of the marks for a table of a fixed weight?  a using three legs, each of an area smaller than x  b using four legs, each of an area the same as x  c using six legs, each of an area smaller than x  d using eight legs, each of an area the same as x      8 the diagram shows a mercury barometer.   25  cm 5 cm75  cmmercury     which distance is used to calculate the pressure of the atmosphere?  a 25  cm b 75  cm c 80  cm d 100  cm    ",
+            "5": "5  \u00a9 ucles 2012 0625/12/o/n/12 [turn over  9 a liquid has a density of 0.80  g / cm3.    which could be the volume and mass of this liquid?     volume  / cm3 mass  / g  a 2.0 16  b 8.0 10  c 10 8.0  d 16 2.0     10 very small pollen grains are suspended in water. a bright light shines from the side.    looking through a microscope, small specks of light are seen to be moving in a random, jerky manner.    light pollen grains in watermicroscopeeye     what are the moving specks of light?  a pollen grains being hit by other pollen grains  b pollen grains being hit by water molecules  c water molecules being hit by other water molecules  d water molecules being hit by pollen grains     ",
+            "6": "6  \u00a9 ucles 2012 0625/12/o/n/12  11 a see-saw is made by resting a long plank of wood with its centre of mass on a barrel.    a boy sits on one side of the barrel and a girl sits on the other side so that the see-saw is  balanced.    boy\u2019s weight girl\u2019s weightx y boy girl     which statement must  be true?  a boy\u2019s weight = girl\u2019s weight  b distance x = distance y  c total downward force = total moment about the barrel  d resultant force and resultant moment are both zero     12 a skier walks from the bottom of a ski slope to the top and gains 10  000  j of gravitational potential  energy.    she skis down the slope. at the bottom of the slope, her kinetic energy is 2000  j.        how much energy was converted into thermal energy and sound energy as the skier moved  down the slope?  a 2000  j b 8000  j c 10  000  j d 12  000  j     13 a power station uses nuclear fission to obtain energy.    in this process, nuclear energy is first changed into  a chemical energy.  b electrical energy.  c gravitational energy.  d thermal (heat) energy.   ",
+            "7": "7  \u00a9 ucles 2012 0625/12/o/n/12 [turn over  14 a person lifts boxes of equal weight on to a platform.    boxes platform     which quantity will not affect the work done by the person?  a the height of the platform above the ground  b the number of boxes lifted  c the time taken to lift the boxes  d the weight of the boxes      15 which physical property is used to measure temperature in a liquid-in-glass thermometer?  a the length of the thermometer  b the thickness of the glass bulb  c the volume of the glass bulb  d the volume of the liquid    16 a boy sits near a campfire. he pokes the fire with an iron bar. his hand becomes hot.    iron bar     in which ways does thermal energy (heat) from the fire reach his hand?  a conduction and convection only  b conduction and radiation only  c convection and radiation only  d conduction, convection and radiation   ",
+            "8": "8  \u00a9 ucles 2012 0625/12/o/n/12  17 the graph shows the temperature of a substance as it is heated steadily.    in which part of the graph is the substance boiling?    temperature timeabcd       18 a swimmer feels cold after leaving warm water on a warm, windy day.    why does she feel cold even though the air is warm?  a the less energetic water molecules on her skin escape quickly.  b the more energetic water molecules on her skin do not escape quickly. c the water on her skin does not evaporate quickly enough to keep her warm. d the water on her skin evaporates quickly and cools her skin.     19 after a sheep has its wool cut off, it is harder for it to stay warm when the air temperature falls.    how does the wool help the sheep to stay warm?  a air can circulate between the wool fibres and heat up the skin by convection.  b air trapped by the wool fibres reduces heat losses from the skin by convection.  c the wool fibres are curly so it takes longer for heat to be conducted away from the skin.  d the wool fibres conduct heat to the skin from the air outside.     ",
+            "9": "9  \u00a9 ucles 2012 0625/12/o/n/12 [turn over  20 a night storage heater contains a large block of material that is heated electrically during the night.  during the day the block cools down, releasing thermal energy into the room.         which thermal capacity and which night-time temperature increase will cause the most energy to  be stored by the block?    thermal capacity   of block night-time  temperature increase  a large large  b large small  c small large  d small small     21 a swimmer is sitting on a rock at the sea shore looking at passing waves. he notices that five  complete wavelengths pass him in 20  s.    what is the frequency of this wave?  a 0.25  hz b 4.0  hz c 15  hz d 100  hz     22 in a test, a car horn is found to be too loud and the pitch of the note is too high.    what information does this give about the amplitude and the frequency of the sound wave produced?     amplitude frequency  a too large too large  b too large too small  c too small too large  d too small too small    ",
+            "10": "10  \u00a9 ucles 2012 0625/12/o/n/12  23 a girl notices that when she shouts into a cave she hears an echo.    which wave property causes the echo?  a diffraction  b dispersion c reflection d refraction     24 a piece of paper has \u2018pal\u2019 written on it.    a student holds the paper in front of a plane mirror.    palback of mirror     what does the student see?    pala palbpalpalc d      25 the diagram shows plane waves reflected by a plane surface.    which line represents a wavefront?     bc da     ",
+            "11": "11  \u00a9 ucles 2012 0625/12/o/n/12 [turn over  26 a thin converging lens forms an image.    ffobject image     what is the nature of this image and can it be formed on a screen?     nature of image can be formed  on a screen?  a not real no  b not real yes  c real no  d real yes     27 which of these is an electric current?  a a beam of atoms  b a beam of electrons  c a beam of molecules  d a beam of neutrons    ",
+            "12": "12  \u00a9 ucles 2012 0625/12/o/n/12  28 a student connects the circuit shown.    1 2 34     which switches must be closed for the bell to ring without lighting the lamp?  a 1 and 2 only  b 1 and 3 only  c 1, 3 and 4 only  d 2, 3 and 4 only      29 the diagram shows two voltmeters, p and q, connected to a potential divider.    xv vvoltmeter p voltmeter q     the sliding connection at point x is moved towards the top of the diagram.    what happens to the reading on p and to the reading on q?     reading on p reading on q  a decreases decreases  b decreases increases  c increases decreases  d increases increases     ",
+            "13": "13  \u00a9 ucles 2012 0625/12/o/n/12 [turn over  30 the diagram shows a circuit used to find the resistance of lamp l.    blocks p, q and r represent the different components used.    12  v p r ql     which is a correct possible choice of components to use for p, q and r?     p q r  a ammeter variable resistor voltmeter  b variable resistor  voltmeter  ammeter   c voltmeter ammeter variable resistor  d voltmeter  variable resistor ammeter     31 which row shows a use of a capacitor and a use of a relay?     use of a capacitor use of a relay  a switching circuit voltage transformation  b time-delay circuit switching circuit  c voltage transformation switching circuit  d voltage transformation time-delay circuit    ",
+            "14": "14  \u00a9 ucles 2012 0625/12/o/n/12  32 which graph shows how the voltage of a simple a.c. generator varies with time?    0 0 voltage voltage voltage voltagea  time time time time0 0 b  0 0 c  0 0 d       33 some electrical devices require a magnet which may be switched on and off many times in a  second.    which type of magnet may be used?  a an electromagnet only  b a permanent magnet only c either a permanent magnet or an electromagnet d neither a permanent magnet nor an electromagnet     34 two bars of soft iron are placed near a bar magnet.    sn pqsoft iron soft iron bar magnet     which row states and explains the behaviour of poles p and q of the soft iron bars?     p and q reason  a attract p and q are like poles  b attract p and q are unlike poles  c repel p and q are like poles  d repel p and q are unlike poles    ",
+            "15": "15  \u00a9 ucles 2012 0625/12/o/n/12 [turn over  35 the diagram shows a wire in the magnetic field between two poles of a magnet.    n smagnet wire    the current in the wire repeatedly changes between a constant value in one direction and a  constant value in  the opposite direction. this is shown on the graph.     current time00      what is the effect on the wire?  a the force on the wire alternates between one direction and the opposite direction.  b the force on the wire is constant in size and direction.   c there is no force acting on the wire at any time.  d there is only a force on the wire when the current reverses.    36 an electric oven is connected to the mains supply using insulated copper wires. the wires  become very warm.    what can be done to prevent so much heat being produced in the connecting wires?  a use thicker copper wires.  b use thinner copper wires.  c use thicker insulation.  d use thinner insulation.     ",
+            "16": "16  \u00a9 ucles 2012 0625/12/o/n/12  37 a beam of cathode rays passes between two parallel, charged metal plates in a vacuum.    + ++++ + ++++\u2013\u2013\u2013\u2013\u2013 \u2013 \u2013\u2013\u2013\u2013cathode rays     in which direction is the beam deflected?  a into the page  b out of the page c to the left of the page d to the right of the page      38 which statement about a carbon nucleus represented by  c14 6 is correct?  a it contains 6 neutrons.  b it contains 6 electrons.  c it contains 8 protons.  d it contains 14 nucleons.      39 how does the ionising effect of \u03b1-particles compare with that of \u03b2-particles and \u03b3-rays?     compared with \u03b2-particles compared with \u03b3-rays  a \u03b1-particles are less strongly ionising \u03b1-particles are less strongly ionising  b \u03b1-particles are less strongly ionising \u03b1-particles are more strongly ionising  c \u03b1-particles are more strongly ionising \u03b1-particles are less strongly ionising  d \u03b1-particles are more strongly ionising \u03b1-particles are more strongly ionising     ",
+            "17": "17  \u00a9 ucles 2012 0625/12/o/n/12  40 the table shows the count rates obtained from four radioactive sources. the measurements were  taken at noon on four consecutive days.    which source has the longest half-life?    count rate  /.counts per second    day 1 day 2 day 3 day 4  a 100 48 27 11  b 200 142 99 69  c 300 297 292 290  d 400 202 99 48     ",
+            "18": "18  \u00a9 ucles 2012 0625/12/o/n/12  blank page",
+            "19": "19  \u00a9 ucles 2012 0625/12/o/n/12  blank page",
+            "20": "20      permission to reproduce items where third -party owned material protected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to t race 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.    \u00a9 ucles 2012 0625/12/o/n/12  blank page "
+        },
+        "0625_w12_qp_13.pdf": {
+            "1": "    this document consists of 17 printed pages and 3 blank pages.  ib12 11_0625_13/4rp  \u00a9 ucles 2012  [turn over      *8400222432* university of cambridge international examinations  international general certificate of secondary education       physics 0625/13     paper 1  multiple choice  october/november 2012     45 minutes    additional materials: multiple choice answer sheet   soft clean eraser   soft pencil (type b or hb recommended)       read these instructions first    write in soft pencil.  do not use staples, paper clips, highlighters, glue or correction fluid. write your name, centre number and candidate number on the answer sheet in the spaces provided  unless this has been done for you.   there are forty  questions on this paper. answer all questions. for each question there are four possible  answers a, b, c and d.   choose the one you consider correct and record your choice in soft pencil on the separate answer sheet.   read the instructions on the answer sheet very carefully.    each correct answer will score one mark. a mark will not be deducted for a wrong answer. any rough working should be done in this booklet.     ",
+            "2": "2  \u00a9 ucles 2012 0625/13/o/n/12  1 a pendulum is set in motion and timed. the time measured for 20 complete swings is 30  s.    what is the time for one complete swing of the pendulum?  a 0.67  s b 0.75  s c 1.5  s d 3.0  s     2 two stones of different weight fall at the sa me time from a table. air resistance may be ignored.    what will happen and why?     what will happen why  a both stones hit the floor at the same time acceleration of free fall is constant  b both stones hit the floor at the same  time they fall at constant speed  c the heavier stone hits the floor first acceleration increases with weight  d the heavier stone hits the floor first speed increases with weight      3 the speed-time graph shown is for a bus travelling between stops.   where on the graph is the acceleration of the bus greatest?    speed  time a b c  d      ",
+            "3": "3  \u00a9 ucles 2012 0625/13/o/n/12 [turn over  4 a large bag of feathers and a steel block balance each other on some scales.    bag of featherssteel block     what does this show about the masses and the we ights of the bag of feathers and the steel  block?  a it shows that the masses are equal and the weights are equal.  b it shows that the masses are equal, but the weights might be different.  c it shows that the masses might be different and the weights might be different.  d it shows that the weights are equal, but the masses might be different.    5 which row identifies quantities that are measured in newtons?    electromotive force  (e.m.f.) mass weight  a no no yes  b no yes yes  c yes no no  d yes yes no     6 a liquid has a density of 0.80  g / cm3.    which could be the volume and mass of this liquid?     volume  / cm3 mass  / g  a 2.0 16  b 8.0 10  c 10 8.0  d 16 2.0     ",
+            "4": "4  \u00a9 ucles 2012 0625/13/o/n/12  7 the diagram shows sections of four objects of equal mass. the position of the centre of mass of  each object has been marked with a cross.    which object is the most stable?    a b c d        8 a large parcel is on a horizontal conveyor belt. the conveyor belt moves the parcel towards a  lorry.    parcel  conveyor beltlorry      the parcel travels towards the lorry at a constant speed. only two horizontal forces act on the  parcel: air resistance, and friction with the conveyor belt.    which row correctly compares the directions and the sizes of these two forces?     directions sizes  a opposite different  b opposite the same  c the same different  d the same the same    9 a power station uses nuclear fission to obtain energy.   in this process, nuclear energy is first changed into  a chemical energy.  b electrical energy.  c gravitational energy.  d thermal (heat) energy.    ",
+            "5": "5  \u00a9 ucles 2012 0625/13/o/n/12 [turn over  10 a person lifts boxes of equal weight on to a platform.    boxes platform     which quantity will not affect the work done by the person?  a the height of the platform above the ground  b the number of boxes lifted  c the time taken to lift the boxes  d the weight of the boxes      11 a skier walks from the bottom of a ski slope to the top and gains 10  000  j of gravitational potential  energy.    she skis down the slope. at the bottom of the slope, her kinetic energy is 2000  j.        how much energy was converted into thermal energy and sound energy as the skier moved  down the slope?  a 2000  j b 8000  j c 10  000  j d 12  000  j     ",
+            "6": "6  \u00a9 ucles 2012 0625/13/o/n/12  12 the diagram shows a mercury barometer.    25  cm 5 cm75  cmmercury     which distance is used to calculate the pressure of the atmosphere?  a 25  cm b 75  cm c 80  cm d 100  cm     13 a dam across a lake is divided into two sections by a rock. section x is longer than section y but  the two sections are otherwise identical. the water in the lake by the dam is the same depth everywhere. the diagram shows a view from above of the lake and the dam.    rockwater in lake section y of damsection x of dam     the water creates a force on each section of the dam and a pressure on each section of the dam.    which statement is correct?  a the force on x equals the force on y.  b the force on x is less than the force on y. c the pressure on x equals the pressure on y. d the pressure on x is less than the pressure on y.     ",
+            "7": "7  \u00a9 ucles 2012 0625/13/o/n/12 [turn over  14 a car tyre contains a constant volume of air.    during use, the air gets hotter and the air pressure increases.    what explains this increase in pressure in terms of the motion of air molecules?     number of air  molecules in tyre force between air  molecules and tyre wall number of collisions per second  between air molecules and tyre wall  a increased increased decreased  b increased unchanged decreased  c unchanged increased increased  d unchanged unchanged increased     15 the table lists the melting points and the boiling points of four different substances.    which substance is a liquid at 0  \u00b0c?     melting point  / \u00b0c boiling point  / \u00b0c  a \u2013219 \u2013183  b \u20137 58  c 98 890  d 1083 2582     16 a student wishes to calibrate a mercury-in-glass thermometer with a \u00b0c scale.    which values should she use for the lower fixed point and for the upper fixed point?     lower fixed point upper fixed point  a freezing point of mercury boiling point of mercury  b freezing point of mercury boiling point of water  c freezing point of water boiling point of mercury  d freezing point of water boiling point of water     ",
+            "8": "8  \u00a9 ucles 2012 0625/13/o/n/12  17 the graph shows the temperature of a substance as it is heated steadily.    in which part of the graph is the substance boiling?    temperature timeabcd       18 four blocks, made from different materials, are each heated so that they have the same increase  in internal energy.    which block has the smallest thermal capacity?    a  temperature  rise = 3  \u00b0cb  temperature  rise = 6  \u00b0cc  temperature  rise = 9  \u00b0cd  temperature  rise = 12  \u00b0c     ",
+            "9": "9  \u00a9 ucles 2012 0625/13/o/n/12 [turn over  19 a convector heater is fixed to a wall.    which diagram shows how warm air near the heater moves because of convection in the air?    wall heatera movement of airwall heaterb movementof air wall heaterc movementof air wall heaterd movementof air      ",
+            "10": "10  \u00a9 ucles 2012 0625/13/o/n/12  20 a double-glazed window consists of two panes of glass with a vacuum between them.    the vacuum reduces the amount of thermal energy transferred through the window.    glassvacuum glass     which row shows how much thermal energy is transferred through the vacuum by conduction, by  convection and by radiation?     conduction convection radiation  a none none some  b none some some  c some none none  d some some none     21 the diagram shows a water wave in a ripple tank.    which line represents a wavefront?    cdab      22 which statement about radio waves is correct?  a they travel as longitudinal waves.  b they travel at the same speed as sound waves. c they travel by means of molecular vibration.  d they can travel through a vacuum.     ",
+            "11": "11  \u00a9 ucles 2012 0625/13/o/n/12 [turn over  23 the converging lens in a camera is used to make an image on a film.    at which labelled point could a large object be placed so that it makes a smaller image?    a b dfocal length of lens 2 \u00d7 focal length of lensfilm lensc      24 a ray of light in water is incident on the surface. the angle of incidence is much smaller than the  critical angle.    air water ray of light    what happens to this ray?  a it is completely reflected.  b it is completely refracted.  c it is partially reflected and partially refracted.  d it is refracted at an angle of refraction of 90 \u00b0.     25 sound waves may cause an echo.    what happens to sound waves to cause an ec ho and what is the nature of sound waves?     what an echo  is caused by nature of  sound waves  a reflection longitudinal  b reflection transverse  c refraction longitudinal  d refraction transverse    ",
+            "12": "12  \u00a9 ucles 2012 0625/13/o/n/12  26 in a test, a car horn is found to be too loud and the pitch of the note is too high.    what information does this give about the amplitude and the frequency of the sound wave  produced?     amplitude frequency  a too large too large  b too large too small  c too small too large  d too small too small     27 which row shows whether iron and steel are ferrous or non-ferrous?     iron steel  a ferrous ferrous  b ferrous non-ferrous  c non-ferrous ferrous  d non-ferrous non-ferrous     28 the n pole of a magnet repels one end of bar x.    x ns repels    what happens when the other  end of bar x is placed near to the poles of the magnet?     other end near  n pole other end near  s pole  a attracts attracts  b attracts repels  c repels attracts  d repels repels    29 which is the worst electrical conductor?  a aluminium  b carbon (graphite) c iron d sulfur     ",
+            "13": "13  \u00a9 ucles 2012 0625/13/o/n/12 [turn over  30 the circuit shows a 24  v battery connected to two resistors in series.    a vr     the reading on the ammeter is 2.0  a and the reading on the voltmeter is 8.0  v.    what is the resistance of resistor r?  a 0.25  \u03c9 b 4.0  \u03c9 c 10  \u03c9 d 16  \u03c9     31 a relay allows a small current in one circuit to control a different circuit.    which type of force is produced by the small current to activate the relay?  a electrical  b frictional  c gravitational  d magnetic      32 the diagram shows a circuit containing two identical lamps.    rp q     which switches must be closed to light both of the lamps?  a p and q only  b p and r only  c q and r only  d p, q and r     ",
+            "14": "14  \u00a9 ucles 2012 0625/13/o/n/12  33 the diagram shows a potential divider circuit.    v     the temperature of the thermistor increases.    what happens to the resistance of the thermistor, and what happens to the reading on the  voltmeter?     resistance of  thermistor voltmeter  reading  a decreases decreases  b decreases increases  c increases decreases  d increases increases      34 an electric oven is connected to the mains supply using insulated copper wires. the wires  become very warm.    what can be done to prevent so much heat being produced in the connecting wires?  a use thicker copper wires.  b use thinner copper wires.  c use thicker insulation.  d use thinner insulation.     ",
+            "15": "15  \u00a9 ucles 2012 0625/13/o/n/12 [turn over  35 which graph shows how the voltage of a simple a.c. generator varies with time?    0 0 voltage voltage voltage voltagea  time time time time0 0 b  0 0 c  0 0 d       36 in the construction of a transformer, which items must be included?  a an iron core and a permanent magnet  b an iron core and two coils of wire  c a steel core and a permanent magnet  d a steel core and two coils of wire     37 the metal filament shown is heated by passing a current through it. this makes it hot and it  releases electrons.    vacuum metal filament      what is the name of this process of releasing electrons?  a convection  b evaporation  c radioactive emission  d thermionic emission     ",
+            "16": "16  \u00a9 ucles 2012 0625/13/o/n/12  38 how do the ionising effect and the penetrating ability of \u03b1-particles compare with those of \u03b2- particles and \u03b3-rays?     ionising  effect penetrating  ability  a higher higher  b higher lower  c lower higher  d lower lower      39 a student is investigating how the radiation from a radioactive source changes with time.   the table shows the results from the detector.    time  /  min count-rate  /   counts per min  0 340  2 180  4 100  6 60  8 40    the experiment is repeated by other students, who also measure the count-rate every two  minutes.  the half-life of the source is known to be exactly two minutes. why is the measured count-rate always  higher than half the previous value?  a radioactive emissions occur randomly with time.  b the detector used is very close to the source. c there is background radiation present.  d the radioactive source is decaying.     ",
+            "17": "17  \u00a9 ucles 2012 0625/13/o/n/12  40 which of the following is not a charged particle?  a \u03b1-particle  b \u03b2-particle  c neutron  d proton   ",
+            "18": "18  \u00a9 ucles 2012 0625/13/o/n/12  blank page",
+            "19": "19  \u00a9 ucles 2012 0625/13/o/n/12  blank page",
+            "20": "20      permission to reproduce items where third-par ty owned material protected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to t race 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.    \u00a9 ucles 2012 0625/13/o/n/12  blank page  "
+        },
+        "0625_w12_qp_21.pdf": {
+            "1": "this document consists of 16 printed pages. dc (cw/sw) 49779/4 \u00a9 ucles 2012 [turn overuniversity of cambridge international examinations international general certificate of secondary education *0295058232* physics 0625/21 paper 2  core october/november 2012  1 hour 15 minutes candidates answer on the question paper. no additional materials are required. read these instructions first write your centre number, candidate number and name on all the work you  hand in.write in dark blue or black pen.y ou may use a pencil for any diagrams or graphs.do not use staples, paper clips, highlighters, glue or correction fluid.do not write in any barcodes. answer all questions. y ou may lose marks if you do not show your working or if you do not use appropriate units.take the weight of 1 kg to be 10 n (i.e. acceleration of free fall = 10 m / s 2). at the end of the examination, fasten all your work securely together.the number of marks is given in brackets [  ] at the end of each question or part question.for examiner\u2019s use 1 23456789 101112 total",
+            "2": "2 0625/21/o/n/12 \u00a9 ucles 2012for examiner\u2019s use 1 (a) state the name that is given to the turning effect of a force.  ..[1]  (b) a gate has rusty hinges that are very stiff. a man opens the gate by pulling on it, as  shown in fig. 1.1. fig. 1.1   after he has passed through the opening, he closes the gate behind him.   when closing the gate, the man pulls it at a point halfway along its length.  state two differences between his force when closing the gate and his force when he  opened the gate.1.  ..2.  .. [2]  (c) suggest one way of reducing the force needed to open the gate. ..[1] [total: 4]",
+            "3": "3 0625/21/o/n/12 \u00a9 ucles 2012 [turn overfor examiner\u2019s use2 (a) state the equation linking the density of a substance with its mass and volume.  .. ..[1]  (b) when oil leaks out of a damaged oil-tanker, it forms a very thin layer of oil, known as an  oil slick, on the water.   one such oil slick covers an approximately rectangular area measuring 2.5 \u00d7 10 4 m by  6.0 \u00d7 103 m.   the oil slick is 3.0 \u00d7 10\u20136 m (0.0000030 m) thick.   (i) calculate the volume of the oil slick.  volume =  ...  m3 [3]   (ii) the density of the oil is 900 kg / m3.    calculate the mass of oil in the slick.  mass =    kg [2] [total: 6]",
+            "4": "4 0625/21/o/n/12 \u00a9 ucles 2012for examiner\u2019s use3 fig. 3.1 shows four runners at the start of an 80 m race on a school sports day. 80 mstarting pistol timekeeper fig. 3.1 (not to scale)  (a) sound travels at 320 m / s.   calculate the time taken for the sound from the starting pistol to reach the timekeeper.  time =  ..  s [3]  (b) the timekeeper takes 0.20 s to react after hearing the sound and then starts the  stopwatch.   he makes no other experimental inaccuracies.   (i) by how much will his time for the race be in error?  time error =  ..  s [2]   (ii) suggest how he can reduce this error, whilst still using the same stopwatch. .. .. .. [1]",
+            "5": "5 0625/21/o/n/12 \u00a9 ucles 2012 [turn overfor examiner\u2019s use (c) when he stops the stopwatch as the winner crosses the finishing line, the appearance  of the stopwatch is as shown in fig. 3.2. 5 0 5min 10 15 20seconds 25303540455055 fig. 3.2   how long did the winner actually take to run the race?  time =  ..  s [2] [total: 8]",
+            "6": "6 0625/21/o/n/12 \u00a9 ucles 2012for examiner\u2019s use4 an archer pulls the string of his bow, and moves the arrow to the position shown in fig. 4.1.   he then releases the string so that the arrow is fired towards a target. bow arrowstring fig. 4.1  (a) the archer does work on the bow.   when is this work done? tick one box.    as the string is pulled back to the position shown in fig. 4.1     whilst holding the string in the position shown in fig. 4.1     after releasing the string to fire the arrow  [1]  (b) what type of energy is stored in the bow because it is bent? ..[1]  (c) what type of energy does the arrow have because it is moving? ..[1]  (d) on another occasion, the archer fires the arrow so that it rises up to a maximum height  before falling back down to the ground.   use words from the following list to complete the sentences below.   gravitational potential,      kinetic,      thermal,      maximum,      minimum,      zero  as the arrow rises, its . energy increases. at the top of   the flight, this energy is at a . . as the arrow falls, this   energy is converted into . energy. when it hits the ground,  the energy of the arrow is converted into . energy.  [4] [total: 7]",
+            "7": "7 0625/21/o/n/12 \u00a9 ucles 2012 [turn overfor examiner\u2019s use5 (a) a metal ruler with a rectangular cross-section is heated in an oven.   (i) state two things that happen to the atoms of the metal. 1.  ... 2.  ...  [2]   (ii) state what happens to1. the length of the ruler,  ..2. the width of the ruler,  3. the thickness of the ruler. ..  [2]  (b) the nut in fig. 5.1 has become jammed on the bolt, so that it will not rotate. very hot flamenut bolt fig. 5.1   explain why heating the nut with a very hot flame is likely to free the jammed nut.  .. .. ..[2] [total: 6]",
+            "8": "8 0625/21/o/n/12 \u00a9 ucles 2012for examiner\u2019s use6 (a) in fig. 6.1, a ray of red light is shown passing through a triangular glass prism and on to  another prism that is identical but upside down. i red light fig. 6.1   (i) the angle of incidence of the red light at the first surface is shown on fig. 6.1 as i.    on fig. 6.1, use the letter r to mark clearly the angle of refraction at the first surface.  [1]   (ii) on fig. 6.1, complete the path of the ray through the right-hand prism and out into the air again. label the emergent ray \u201cline r\u201d. [3]   (iii) the beam of red light is moved so that it shines into the right-hand prism along line r.    using the letter p , mark clearly the point where this ray will emerge from the left-hand prism. [1]  (b) on another occasion, a beam containing a mixture of red and blue light is shone into a prism, as shown in fig. 6.2. i red light+ blue lightred light fig. 6.2   (i) on fig. 6.2, draw the path of the blue light through the prism and out into the air again. [3]",
+            "9": "9 0625/21/o/n/12 \u00a9 ucles 2012 [turn overfor examiner\u2019s use  (ii) refraction is occurring at the first surface.    which of the following is also occurring? tick one box.     diffraction      dispersion      focusing      total internal reflection  [1] [total: 9]",
+            "10": "10 0625/21/o/n/12 \u00a9 ucles 2012for examiner\u2019s use7 fig. 7.1 shows a compass needle that has come to rest in the earth\u2019s magnetic field. nscompass needle fig. 7.1  (a) on fig. 7.1, draw an arrow pointing towards the north pole of the earth. [1]  (b) the s pole of a bar magnet is brought towards the s pole of the compass needle, as  shown in fig. 7.2. nss fig. 7.2   describe what is seen happening to the compass needle as this is done.  ..  .. ..[2]",
+            "11": "11 0625/21/o/n/12 \u00a9 ucles 2012 [turn overfor examiner\u2019s use (c) the magnet in (b) is removed and a horizontal wire is positioned above the compass  needle, as shown in fig. 7.3.   nswire fig. 7.3   when there is a current in the wire, the compass needle rotates through a small angle.   suggest why this rotation occurs.  .. .. ..[2] [total: 5]",
+            "12": "12 0625/21/o/n/12 \u00a9 ucles 2012for examiner\u2019s use8 fig. 8.1 shows a cell. fig. 8.1  (a) what does the 1.5 v indicate about the cell?  ..[2]  (b) three cells identical to the cell in fig. 8.1 make up a 4.5 v battery. the battery is  connected in series with a 180 \u03c9 resistor.   calculate the current in the circuit.  current =  ..[4]  (c) a second 180 \u03c9 resistor is connected in parallel with the 180 \u03c9 resistor from (b).   (i) in the space below, draw the circuit diagram of the two resistors in parallel,  connected to the battery. use standard symbols.  [3]   (ii) state the value of 1. the potential difference across the second 180 \u03c9 resistor,  ... 2. the current in the second 180 \u03c9 resistor.  .. [2] [total: 11]",
+            "13": "13 0625/21/o/n/12 \u00a9 ucles 2012 [turn overfor examiner\u2019s use9 fig. 9.1 shows a time-delay circuit that includes a capacitor c and a resistor of very high  resistance. v c fig. 9.1  (a) on fig. 9.1, use the letter s to label the switch. [1]  (b) when the switch is open, the voltmeter in the circuit registers zero.   after the switch has been closed, what happens, if anything, to   (i) the charge in the circuit, .. .. [1]   (ii) the reading on the voltmeter? .. .. [2]  (c) the switch is now opened again.   state what happens, if anything, to the reading on the voltmeter.  .. ..[1] [total: 5]",
+            "14": "14 0625/21/o/n/12 \u00a9 ucles 2012for examiner\u2019s use10 a 240 v a.c. mains supply is connected to the primary coil of the transformer shown in  fig. 10.1. a lamp that gives full brightness with a 6 v supply is connected to the secondary coil. 240  v mains soft iron 8000 turns6 v lamp fig. 10.1  (a) name a suitable material from which the coils may be made.  ..[1]  (b) state the name given to the part of the transformer that is made of soft iron (see  fig. 10.1).  ..[1]  (c) calculate the number of turns of wire in the secondary coil that will enable the lamp to  light at full brightness.  number of turns =  ..[3]  (d) state what would happen to the lamp if the number of turns in the secondary coil was   (i) much less than that calculated in (c),  .. [1]   (ii) much more than that calculated in (c). .. [1] [total: 7]",
+            "15": "15 0625/21/o/n/12 \u00a9 ucles 2012 [turn overfor examiner\u2019s use11 the apparatus for investigating the absorption of the emissions from a radioactive source is  shown in fig. 11.1. radioactive sourceabsorbing materialdetector fig. 11.1  the source and detector are about 2 cm apart. the detector is connected to a scaler, which measures the count rate.  different absorbing materials are placed between the source and the detector.  the table below shows the count rate obtained with each of five absorbers. absorbing materialcount rate counts / s air sheet of paper0.5 mm of aluminium10 mm of aluminium10 mm of lead523523391214122  (a) how can you tell that the source is not emitting any \u03b1-particles?  .. .. ..[2]  (b) what is the evidence that \u03b2-particles are being emitted?  .. .. ..[2]  (c) what is the evidence that \u03b3-rays are being emitted?  .. .. ..[2] [total: 6]",
+            "16": "16 0625/21/o/n/12 \u00a9 ucles 2012for examiner\u2019s use12 (a) the symbol for an \u03b1-particle is either 4 2\u03b1 or 42he.   (i) what does the 4 indicate about an \u03b1-particle?  .. [1]   (ii) what does the 2 indicate about an \u03b1-particle? .. [1]  (b) the symbol for a \u03b2-particle is either  0 \u20131\u03b2 or 0 \u20131e.   (i) what does the 0 indicate about a \u03b2-particle? .. [1]   (ii) what does the \u20131 indicate about a \u03b2-particle? .. [1]  (c) the list below gives, in nuclide notation, the symbols of five radioactive nuclides.    240 94pu                    244 96cm                    248 98cf                    250 97bk                    250 98cf   (i) 244 96cm decays by emitting an \u03b1-particle. into which of the other nuclides in the list does it decay?  [1]   (ii) 250 97bk decays by emitting a \u03b2-particle. into which of the other nuclides in the list does it decay?  [1] [total: 6] 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."
+        },
+        "0625_w12_qp_22.pdf": {
+            "1": "this document consists of 19 printed pages and 1 blank page. dc (cw/sw) 49780/3 \u00a9 ucles 2012 [turn overuniversity of cambridge international examinations international general certificate of secondary education *3706685376* physics 0625/22 paper 2  core october/november 2012  1 hour 15 minutes candidates answer on the question paper. no additional materials are required. read these instructions first write your centre number, candidate number and name on all the work you  hand in.write in dark blue or black pen.y ou may use a pencil for any diagrams or graphs.do not use staples, paper clips, highlighters, glue or correction fluid.do not write in any barcodes. answer all questions. y ou may lose marks if you do not show your working or if you do not use appropriate units.take the weight of 1 kg to be 10 n (i.e. acceleration of free fall = 10 m / s 2). at the end of the examination, fasten all your work securely together.the number of marks is given in brackets [  ] at the end of each question or part question.for examiner\u2019s use 1 23456789 101112 total",
+            "2": "2 0625/22/o/n/12 \u00a9 ucles 2012for examiner\u2019s use1 fig. 1.1 shows the distance / time graph for a bus that goes to collect supporters from a  football match and take them home to their villages. 002467 135 10 20 30 5 15 25 time  / minutesdistance from bus depot / km fig. 1.1  (a) the bus drives from its depot, without stopping, along the straight road to the football ground.   from fig. 1.1, find   (i) the distance from the bus depot to the football ground,  distance =  ...  km [1]   (ii) the time taken, in hours, to travel from the bus depot to the football ground,  time =  ... hours [2]   (iii) the speed, in km / hour, of the bus on its journey to the football ground.  speed =  ..  km / hour [3]",
+            "3": "3 0625/22/o/n/12 \u00a9 ucles 2012 [turn overfor examiner\u2019s use (b) state how you can tell from fig. 1.1 that the bus travelled at a constant speed to the  football ground.  .. ..[1]  (c) the bus returned to the depot by the same route, stopping a number of times to let  supporters get off near to their home villages.   (i) at how many villages did the bus stop?  ...[1]   (ii) what was the smallest distance from a village to the football ground?  distance =  ...  km [1] [total: 9]",
+            "4": "4 0625/22/o/n/12 \u00a9 ucles 2012for examiner\u2019s use2 (a) the length of a rectangular sheet of plastic is measured using a short ruler, as shown in  fig. 2.1 (not full size).1 mm6 5 4 3 2 1 ins2 3 4 5 6 7 8 910 11 12 13 14 15sheet of plastic fig. 2.1 (not full size)   from the ruler in fig. 2.1, find the length, in cm, of the sheet.  length =  ...  cm [1]  (b) the sheet of plastic in (a) has a thickness of 0.50 cm and a width that is half its length.   calculate the volume of the sheet of plastic.  volume =  .. cm3 [2]",
+            "5": "5 0625/22/o/n/12 \u00a9 ucles 2012 [turn overfor examiner\u2019s use (c) the plastic has a density of 1.2 g / cm3.   (i) calculate the mass of the sheet.  mass =  .. g [2]   (ii) which laboratory instrument could be used to check the mass of the sheet? .. [1] [total: 6]",
+            "6": "6 0625/22/o/n/12 \u00a9 ucles 2012for examiner\u2019s use3 fig. 3.1 shows a manometer being used to measure the pressure of some gas in a container.  the container is connected to the manometer by a length of rubber tubing. rubber tubing to container of gas mercury61 mm184  mmmillimetre scale fig. 3.1  (a) state whether the pressure of the gas in the container is greater than, the same as, or less than the pressure of the atmosphere.  ..[1]  (b) from fig. 3.1, deduce the difference between the gas pressure and the atmospheric  pressure.  difference in pressure =   mm of mercury [1]  (c) the atmospheric pressure is 752 mm of mercury.   calculate the actual pressure of the gas in the container.  pressure of gas =   mm of mercury [2]  (d) state how the vertical height difference of the two mercury surfaces changes, if at all, if  a mercury manometer made from a narrower tube is used.  ..[1] [total: 5]",
+            "7": "7 0625/22/o/n/12 \u00a9 ucles 2012 [turn overfor examiner\u2019s use4 a busy factory has a corner in a corridor where people are likely to collide. to avoid such  collisions, a plane mirror is fixed across the corner, as shown in fig. 4.1. ap officesplane mirror a' b'workshopcorridor b fig. 4.1  (a) using this mirror, people at a and at b can see each other\u2019s reflections.   on fig. 4.1, put x to show where the image of the person at a will be, as seen by the  person at b. [2]  (b) the two people move to a'  and b' respectively.   (i) on fig. 4.1, draw the normal to the mirror at end p . [1]   (ii) draw lines on fig. 4.1 to help you decide whether the two people can still see each other\u2019s reflections.    can they still see each other\u2019s reflections? having drawn your lines, tick one box below.     definitely yes      just about      definitely no  [2] [total: 5]",
+            "8": "8 0625/22/o/n/12 \u00a9 ucles 2012for examiner\u2019s use5 a boy is sitting still on a swing that is oscillating from side to side, as shown in fig. 5.1. ab fig. 5.1  (a) at the highest point of the oscillation, the boy\u2019s gravitational potential energy is 150 j  more than it is at the lowest point of the oscillation.   state the value of the kinetic energy of the boy   (i) at the highest point of the oscillation, ... j   (ii) at the lowest point of the oscillation. ... j  [2]  (b) the time for the boy to swing from a to b and back to a is approximately 3 s.   describe how you would determine this time as accurately as possible. state the simple  laboratory instrument you would use.instrument used  ...[1]method  . .. .. .. .. ..[4] [total: 7]",
+            "9": "9 0625/22/o/n/12 \u00a9 ucles 2012 [turn overfor examiner\u2019s use6 (a) a crystal that dissolves slowly is put into some water in a beaker, as shown in fig. 6.1. crystal heat fig. 6.1   as it dissolves, the crystal colours the water around itself. when the beaker is heated,  the coloured water moves as shown in fig. 6.1.   (i) what name is given to this movement of the water?  .. [1]   (ii) describe why this movement happens. .. .. .. .. .. .. [4]  (b) a decorator, up a step-ladder painting the ceiling of a room, comments, \u201cit is hotter up  here by the ceiling than it is down on the floor.\u201d   explain why his observation is correct.  ..  .. ..[1] [total: 6]",
+            "10": "10 0625/22/o/n/12 \u00a9 ucles 2012for examiner\u2019s use7 fig. 7.1 shows the regions of the electromagnetic spectrum. two regions have not been  named, and there is an enlargement of the visible region. x-rays ultra- violetvisible visible lmmicro- wavesradio waves fig. 7.1  (a) in the two boxes on fig. 7.1, write the names of the regions they are indicating. [2]  (b) state the name of the colour of the light that is found   (i) at the end l of the visible spectrum, .   (ii) at the end m of the visible spectrum.   [2]  (c) (i) a man stands in the beam of light from a spot-lamp and finds that it makes him feel warm.    which radiation, other than visible, does this observation show that the spotlight is emitting?  ..   (ii) suggest one use to which x-rays are put. ..  [2]  (d) state one property, apart from their electromagnetic nature, that is the same for    the radiations in all the regions of the electromagnetic spectrum.  ..[1] [total: 7]",
+            "11": "11 0625/22/o/n/12 \u00a9 ucles 2012 [turn overfor examiner\u2019s use8 a student has two wires a and b. she connects each in turn between the terminals p and q  in the circuit of fig. 8.1. meter 1meter 2 p wire a or wire bq fig. 8.1  for each wire, she measures the current in the wire when there are various potential differences across it.  (a) (i) which of the two meters measures the current?  ..   (ii) name this type of meter.  ..  (b) (i) which of the two meters measures the potential difference (p.d.)?  .   (ii) name this type of meter.  ..  [2] question 8 continues on page 12.",
+            "12": "12 0625/22/o/n/12 \u00a9 ucles 2012for examiner\u2019s use (c) when the student draws the graphs of p.d. against current for the two wires, she gets  the lines shown in fig. 8.2. 0012 wire awire b 34 0.2 0.4 0.6 0.8p.d.  / v current  / a fig. 8.2   (i) from fig. 8.2, find the p.d. across wire a when there is a current of 0.8 a in it.  p.d. =  ...v [1]   (ii) calculate the resistance of wire a when the current in it is 0.8 a.  resistance =  . [4]   (iii) from fig. 8.2, how can you tell that the resistance of wire a remains constant  during the experiment?  .. .. .. [1]",
+            "13": "13 0625/22/o/n/12 \u00a9 ucles 2012 [turn overfor examiner\u2019s use  (iv) how can you tell that the resistance of wire b is greater than the resistance of  wire a?  .. .. .. [1]   (v) wires a and b are made of the same material and have the same thickness.    state, giving your reasons, which of the wires is the longer wire.  .. .. .. [1] [total: 10]",
+            "14": "14 0625/22/o/n/12 \u00a9 ucles 2012for examiner\u2019s use9 in the circuit of fig. 9.1, a 12 v car battery is connected to three identical lamps and two  switches. the resistance of the battery is so small that it may be ignored. l2 l112 v l3 s2s1 fig. 9.1  (a) (i) when switches s1 and s2 are both open, which two lamps are in series?    . and ..   (ii) when switches s1 and s2 are both closed, which two lamps are in parallel?    . and ..  [2]",
+            "15": "15 0625/22/o/n/12 \u00a9 ucles 2012 [turn overfor examiner\u2019s use (b) each of the three lamps glows with full brightness when there is a p.d. of 12 v across the  lamp.   with a smaller p.d., a lamp will glow with partial brightness.   with no p.d. across it, it will be off.  complete the tables below, to show how the lamps glow with different switch  combinations. tick one box in each row. switch combination: s1 closed and s2 open full brightnesspartial brightnessoff l1 l2l3 [2] switch combination: s1 open and s2 closed full brightnesspartial brightnessoff l1l2l3 [2] [total: 6]",
+            "16": "16 0625/22/o/n/12 \u00a9 ucles 2012for examiner\u2019s use10 a wire between the poles of a large horseshoe magnet is carrying a current.  fig. 10.1 shows the direction of the force acting on the wire. s nmagnet magnetforcecurrent wire fig. 10.1  (a) the magnetic poles are interchanged.   on fig. 10.2 below, draw an arrow to show the direction of the force on the wire. n smagnet magnetcurrent fig. 10.2  [1]",
+            "17": "17 0625/22/o/n/12 \u00a9 ucles 2012 [turn overfor examiner\u2019s use (b) the battery is now reversed.   on fig. 10.3 below, draw an arrow to show the direction of the force on the wire. n smagnet magnetcurrent fig. 10.3  [1]  (c) in the arrangement of fig. 10.1 at the beginning of this question, the electromagnetic  force on the wire is greater than the weight of the wire.   (i) suggest what happens to the wire as the current is switched on.  .. .. [1]   (ii) suggest one common device that makes use of this effect. .. [1] [total: 4]",
+            "18": "18 0625/22/o/n/12 \u00a9 ucles 2012for examiner\u2019s use11 (a) what is meant by  radioactive decay    ?  ..  .. ..[3]  (b) fig. 11.1 shows the decay curve for a particular radioactive substance. 005001000150020002500 1 2 3 4 5count rate counts  / min time  / minutes fig. 11.1   (i) use numbers from the graph to show that the half-life of the radioactive substance  is 2 minutes.  [3]   (ii) estimate the value of the count rate at a time of 6 minutes from the start of the measurements.  count rate =  .. counts / min [2] [total: 8]",
+            "19": "19 0625/22/o/n/12 \u00a9 ucles 2012for examiner\u2019s use12 fig. 12.1 shows parts of a tube in which cathode rays are produced. p1 cathode anode electron beam (cathode rays)y -plates x-plates screen p2 p3p4 fig. 12.1  (a) what occupies the remaining space within the tube? tick one box.    air     hydrogen     nitrogen     vacuum  [1]  (b) how does the screen show the presence of electrons?  .. ..[2]  (c) what is done to the cathode to make it release electrons? .. ..[1]  (d) between which two parts shown on fig. 12.1 is there a large potential difference that  causes the electrons to be accelerated into a beam?   ...  and   ...[2]  (e) the electron beam normally travels along the axis of the tube, as shown in fig. 12.1.  between which two parts must a potential difference be connected in order to deflect the beam upwards?  ..[1] [total: 7]",
+            "20": "20 0625/22/o/n/12 \u00a9 ucles 2012permission 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.blank page"
+        },
+        "0625_w12_qp_23.pdf": {
+            "1": "this document consists of 19 printed pages and 1 blank page. dc (cw/sw) 49782/4 \u00a9 ucles 2012 [turn overuniversity of cambridge international examinations international general certificate of secondary education *0501610434* physics 0625/23 paper 2  core october/november 2012  1 hour 15 minutes candidates answer on the question paper. no additional materials are required. read these instructions first write your centre number, candidate number and name on all the work you  hand in.write in dark blue or black pen.y ou may use a pencil for any diagrams or graphs.do not use staples, paper clips, highlighters, glue or correction fluid.do not write in any barcodes. answer all questions. y ou may lose marks if you do not show your working or if you do not use appropriate units.take the weight of 1 kg to be 10 n (i.e. acceleration of free fall = 10 m / s 2). at the end of the examination, fasten all your work securely together.the number of marks is given in brackets [  ] at the end of each question or part question.for examiner\u2019s use 1 23456789 101112 total",
+            "2": "2 0625/23/o/n/12 \u00a9 ucles 2012for examiner\u2019s use1 two boys, x and y , decide to measure the speed of some of the vehicles travelling along a  road. the two boys stand 405 m apart beside the road, as shown in fig. 1.1. 405  m x y cambridge transport company fig. 1.1 (not to scale)  boy x has a stopwatch which he sets to zero. as a vehicle passes boy y , boy y drops his hand as a signal to boy x to start his stopwatch. boy x then stops the stopwatch as the vehicle goes past him.  the appearance of the stopwatch is then as shown in fig. 1.2. 5 10 15 20 2530354045505560 seconds fig. 1.2  (a) how long did it take for the vehicle to travel from y to x?  time =  ... s [1]  (b) calculate the average speed of the vehicle as it travels from y to x.  average speed =  . [4]",
+            "3": "3 0625/23/o/n/12 \u00a9 ucles 2012 [turn overfor examiner\u2019s use (c) the vehicle in (a) and (b) is accelerating as it travels from y to x.   (i) how does its speed at x compare with that at y?    tick one box.     greater than at y      same as that at y      less than that at y    (ii) how does its speed at x compare with the average speed calculated in (b)?    tick one box.    greater than average speed      same as average speed      less than average speed   [2]  [total: 7]",
+            "4": "4 0625/23/o/n/12 \u00a9 ucles 2012for examiner\u2019s use2 solids, liquids and gases have different properties. the list below gives some of them.    completely fills the container  shape  fills the container from the bottom    fixed shape    move around, close together   molecules  move around, far apart     vibrate about a fixed position  use descriptions from the list to complete the table. any description may be used more than  once if appropriate. two spaces have been filled in to help you. shape molecules (a) solid [2] (b) liquid move around, close together [1] (c) gas completely fills the container [1]  [total: 4]",
+            "5": "5 0625/23/o/n/12 \u00a9 ucles 2012 [turn overfor examiner\u2019s use3 here is a list of energy resources available to the world. some of these are renewable and  some are non-renewable.  in the first blank column, put a tick by any two resources that are renewable.  in the second blank column, put a tick by any two resources that are non-renewable. renewable non-renewable coal hydroelectricity nuclear energyoilsolar energytidal energywind energy  [4] [total: 4]",
+            "6": "6 0625/23/o/n/12 \u00a9 ucles 2012for examiner\u2019s use4 an aluminium rod is cut into a longer section and a shorter section, as shown in fig. 4.1. fig. 4.1  (a) the shorter section of the rod is placed into a measuring cylinder containing water.   fig. 4.2 shows the appearance of the measuring cylinder before and after this is done. 1020304050cm3 1020304050cm3 shorter section of aluminium rodwater fig. 4.2 (not full size)   (i) calculate the volume of the shorter section of aluminium rod.  volume =  .. cm3 [3]",
+            "7": "7 0625/23/o/n/12 \u00a9 ucles 2012 [turn overfor examiner\u2019s use  (ii) the mass of this shorter section is measured as 21.2 g.    1.  name a laboratory instrument that might have been used to measure this mass.  .. [1]    2.  calculate the density of aluminium.  density =  ..[4]  (b) (i) name an instrument that could be used to measure the length of the longer section  of aluminium rod.  .. [1]   (ii) suggest a method, different from that in fig. 4.2, that could be used to determine  the volume of this longer section.  .. .. .. .. [2] [total: 11]",
+            "8": "8 0625/23/o/n/12 \u00a9 ucles 2012for examiner\u2019s use5 (a) in fig. 5.1, a and b are two parallel plane mirrors. a ray of light strikes mirror a at an  angle of incidence of 45\u00b0. the ray then reflects, to strike mirror b. 45\u00b0normal ba normalyx fig. 5.1   (i) state the name given to the angle  x shown on fig. 5.1.  .. [1]   (ii) state the value of    1.  angle x, .    2.  angle y. .  [2]   (iii) on fig. 5.1, use your ruler to draw the path of the ray after it leaves the surface of b. [1]",
+            "9": "9 0625/23/o/n/12 \u00a9 ucles 2012 [turn overfor examiner\u2019s use (b) the mirror b is now rotated so that it reflects the ray of light back along its original path.   on fig. 5.2, draw mirror b in the correct position to do this. 45\u00b0normala x  [1] fig. 5.2  [total: 5]",
+            "10": "10 0625/23/o/n/12 \u00a9 ucles 2012for examiner\u2019s use6 some water in a glass beaker is heated from below, as shown in fig. 6.1. heatwater fig. 6.1  (a) name the process by which thermal energy is transferred   (i) through the glass,  .   (ii) throughout the water.    [2]  (b) as thermal energy is supplied, the temperature of the water begins to rise. although  the supply of energy remains constant, eventually the temperature becomes steady at about 80\u00b0c.   suggest why this happens.  ..  .. ..[1]  (c) the rate of energy supply is increased. the temperature of the water begins to rise  again, but eventually becomes steady at a higher temperature. this time many bubbles are seen throughout the water.   (i) state what is now happening to the water.  .. [1]   (ii) what gas do the bubbles contain? tick one box.    air     hydrogen     oxygen     steam  [1] [total: 5]",
+            "11": "11 0625/23/o/n/12 \u00a9 ucles 2012 [turn overfor examiner\u2019s use7 (a) state what is meant by the echo of a sound.  ..  .. ..[2]  (b) describe how the echo of a sound may be demonstrated. include a diagram that shows  approximate sizes and distances.   diagram description of method  ..  .. .. .. .. ..[3]  (c) the demonstration in (b) is used to find the speed of sound in air.   (i) which two measurements should be made?1.  ... 2.  ...  [2]   (ii) state how you would calculate the speed of sound from these measurements. .. .. .. [2]  [total: 9]",
+            "12": "12 0625/23/o/n/12 \u00a9 ucles 2012for examiner\u2019s use8 fig. 8.1 represents the circuit that operates two of the lamps on a car. car batteryfuseswitch lampsl1 l2 fig. 8.1  (a) in the space below, draw the circuit diagram for this circuit, using conventional symbols.  [3]  (b) the car battery has an e.m.f. of 12 v and, when the lamps are switched on, there is a  current of 1.6 a in each lamp.   calculate the resistance of one of the lamps.  resistance =  ..[4]",
+            "13": "13 0625/23/o/n/12 \u00a9 ucles 2012 [turn overfor examiner\u2019s use (c) when the switch is turned on, both lamps should light up. on one occasion when the  driver operates the switch, lamp l2 fails to light up.   suggest a reason for this.  ..  .. ..[1]  (d) an amateur workman connects a length of wire across lamp l 2 and shorts it out.   when the switch is closed for the first time after this, what happens, if anything, to  (i) the fuse,     (ii) lamp l 1,     (iii) lamp l2?  ...  [3] [total: 11]",
+            "14": "14 0625/23/o/n/12 \u00a9 ucles 2012for examiner\u2019s use9 (a) magnets a and b, shown in fig. 9.1, attract each other. s magnet a magnet b fig. 9.1   the s pole of magnet a has been marked.   on fig. 9.1, mark the polarities of the other poles, using the letters n or s. [1] (b) a soft-iron rod and a steel rod each have coils around them. both rods are initially  unmagnetised. the coils are attached to circuits, as shown in fig. 9.2. soft iron steel fig. 9.2   (i) use the following statements to complete the table referring to the soft-iron rod and the steel rod shown in fig. 9.2. magnetised          loses its magnetism          keeps its magnetism switch closed switch open soft iron steel [2]   (ii) which words apply to the force between the rods when the switches are closed?    tick one box.     no force      attractive force      repulsive force   [1]",
+            "15": "15 0625/23/o/n/12 \u00a9 ucles 2012 [turn overfor examiner\u2019s use  (iii) which of the two arrangements in fig. 9.2 would be used as the electromagnet on  the crane in a scrap-metal yard?  .. [1]   (iv) state one advantage that an electromagnet could have in comparison with a  similar-sized permanent magnet.  .. .. [1] [total: 6]",
+            "16": "16 0625/23/o/n/12 \u00a9 ucles 2012for examiner\u2019s use10 (a) suggest how a plastic rod may be given an electrostatic charge.  .. .. .. ..[2]  (b) a charged sphere is suspended on an insulating thread.   when a plastic rod with a positive charge is held near the suspended charged sphere,  the sphere moves to the position shown in fig. 10.1. +plastic rod + ++++++charged sphereinsulating thread fig. 10.1   (i) state the sign of the charge on the sphere.  ..   (ii) give the reason for your answer to (b)(i).  ..  .. .. ..  [2]  (c) on fig. 10.1, draw an arrow to show the electrostatic force on the sphere. [1]",
+            "17": "17 0625/23/o/n/12 \u00a9 ucles 2012 [turn overfor examiner\u2019s use (d) the positively-charged plastic rod is removed and replaced by a plastic rod with a  negative charge.   describe the position that the suspended sphere now takes.  ..  .. ..[1] [total: 6]",
+            "18": "18 0625/23/o/n/12 \u00a9 ucles 2012for examiner\u2019s use11 (a) the charges on the particles in an atom may be represented by 0    or    +1    or    \u20131.   the masses of the particles in an atom may be represented by 0    or    m    or    2000 m.   using these choices, complete the table below. particle charge mass electron \u20131 m neutron proton  [4]  (b) how many of each of these particles are there in a neutral atom of 238 92u?  number of electrons =  ..  number of neutrons =  .. number of protons =  .. [3] [total: 7]",
+            "19": "19 0625/23/o/n/12 \u00a9 ucles 2012for examiner\u2019s use12 fig. 12.1 shows the graph of the count rate from a radioactive source over a period of time.  the readings have already had the background count rate subtracted. 002004006008001000 10 20 30 40 50 60count rate counts  / s time  / s fig. 12.1  (a) from fig. 12.1, find the time taken for the count rate to decrease from 1000 counts / s to 125 counts / s.  time =  ..  s [1]  (b) how many half-lives of the radioactive material were there during the time interval in (a)?  number of half lives =  ..[1]  (c) from your answers to (a) and (b), calculate the half-life of the material.  half-life =  ..  s [2]  (d) on fig. 12.1, sketch the curve that might have been plotted if the background count rate had not been subtracted. [1] [total: 5]",
+            "20": "20 0625/23/o/n/12 \u00a9 ucles 2012blank page permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the publisher will be pleased to make amends at the earliest possible opportunity. 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."
+        },
+        "0625_w12_qp_31.pdf": {
+            "1": "this document consists of 16 printed pages. dc (ac/sw) 49515/3 \u00a9 ucles 2012 [turn overuniversity of cambridge international examinations international general certificate of secondary education *4158352429* physics 0625/31 paper 3 extended october/november 2012  1 hour 15 minutes candidates answer on the question paper. no additional materials are required. read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen.y ou may use a pencil for any diagrams or graphs.do not use staples, paper clips, highlighters, glue or correction fluid.do not write in any barcodes. answer all questions. y ou may lose marks if you do not show your working or if you do not use appropriate units.take the weight of 1 kg to be 10 n (i.e. acceleration of free fall = 10 m / s 2). at the end of the examination, fasten all your work securely together.the number of marks is given in brackets [  ] at the end of each question or part question.for examiner\u2019s use 1 23456789 1011 total",
+            "2": "2 0625/31/o/n/12 \u00a9 ucles 2012for examiner\u2019s use1 fig. 1.1 shows the graph of speed v against time t for a train as it travels from one station to  the next. 001020 20 40 t / sv m / s 60 80 100 120 140 160  fig. 1.1  (a) use fig. 1.1 to calculate   (i) the distance between the two stations,  distance = .  [4]   (ii) the acceleration of the train in the first 10 s.  acceleration = .  [2]",
+            "3": "3 0625/31/o/n/12 \u00a9 ucles 2012 [turn overfor examiner\u2019s use (b) the mass of the train is 1.1 \u00d7 105 kg.    calculate the resultant force acting on the train in the first 10 s.  resultant force = .  [2]  (c) the force generated by the engine of the train is called the driving force.    write down, in words, an equation relating the driving force to any other forces acting on  the train during the period t = 10 s to t = 130 s.      [1]  [total: 9]",
+            "4": "4 0625/31/o/n/12 \u00a9 ucles 2012for examiner\u2019s use2 (a) state the factors which completely describe a vector quantity.  ..   [1]  (b) an aeroplane is flying towards the east in still air at 92 m / s. a wind starts to blow at  24 m / s towards the north.    draw a vector diagram to find the resultant velocity of the aeroplane. use a scale of  1.0 cm = 10 m / s.  resultant speed =  ..  angle between resultant and easterly direction =  ..  [5]  [total: 6]",
+            "5": "5 0625/31/o/n/12 \u00a9 ucles 2012 [turn overfor examiner\u2019s use3 (a) a stationary body is acted upon by a number of forces. state the two conditions which  must apply for the body to remain at rest. 1.  ..2.  ..  [2]  (b) fig. 3.1 shows a device used for compressing crushed material.  380  mm 120  mm h plunger cylinder fcrushed material cross-sectional area alever arm 20 n  fig. 3.1   the lever arm rotates about the hinge h at its right-hand end. a force of 20 n acts  downwards on the left-hand end of the lever arm. the force f of the crushed material on  the plunger acts upwards. ignore the weight of the lever arm.   (i) use the clockwise and anticlockwise moments about h to calculate the upward force f which the crushed material exerts on the plunger. the distances are shown  on fig. 3.1.  force f = .  [3]   (ii) the cross-sectional area a of the plunger in contact with the crushed material is  0.0036 m 2. calculate the pressure exerted on the crushed material by the plunger.  pressure = .  [2]  [total: 7]",
+            "6": "6 0625/31/o/n/12 \u00a9 ucles 2012for examiner\u2019s use4 (a) state what is meant by the centre of mass of a body.  ..  ..   [1]  (b) fig. 4.1 shows an athlete successfully performing a high jump.    fig. 4.1   the height of the bar above the ground is 2.0 m. the maximum increase in gravitational  potential energy (g.p.e.) of the athlete during the jump is calculated using the expression  g.p.e. = mgh.    explain why the value of h used in the calculation is much less than 2.0 m.  ..  ..   [1]",
+            "7": "7 0625/31/o/n/12 \u00a9 ucles 2012 [turn overfor examiner\u2019s use (c) fig. 4.2 shows, in order, five stages of an athlete successfully performing a pole-vault.    fig. 4.2   describe the energy changes which take place during the performance of the pole- vault, from the original stationary position of the pole-vaulter before the run-up, to the  final stationary position after the vault.  .. .. .. .. .. .. .. .. .. ..   [6]  [total: 8]",
+            "8": "8 0625/31/o/n/12 \u00a9 ucles 2012for examiner\u2019s use5 (a) explain   (i) how gas molecules exert a force on a solid surface,  .. ..   [1]   (ii) the increase in pressure of a gas when its volume is decreased at constant  temperature.  .. .. ..   [3]  (b) a cylinder of volume 5.0 \u00d7 10 3 cm3 contains air at a pressure of 8.0 \u00d7 105 pa.    a leak develops so that air gradually escapes from the cylinder until the air in the cylinder  is at atmospheric pressure. the pressure of the atmosphere is 1.0 \u00d7 105 pa.    calculate the volume of the escaped air, now at atmospheric pressure. assume that the  temperature stays constant.    volume = cm3 [4]  [total: 8]",
+            "9": "9 0625/31/o/n/12 \u00a9 ucles 2012 [turn overfor examiner\u2019s use6 (a) define specific latent heat of fusion.  .. ..   [1]  (b) (i) a tray of area 0.25 m 2, filled with ice to a depth of 12 mm, is removed from a  refrigerator.     calculate the mass of ice on the tray. the density of ice is 920 kg / m3.  mass = .  [2]  (ii) thermal energy from the sun is falling on the ice at a rate of 250 w / m 2. the ice  absorbs 60 % of this energy.     calculate the energy absorbed in 1.0 s by the 0.25 m2 area of ice on the tray.   energy = .  [2]  (iii) the ice is at its melting temperature.     calculate the time taken for all the ice to melt. the specific latent heat of fusion of  ice is 3.3 \u00d7 10 5 j / kg.  time = .  [3]  [total: 8]",
+            "10": "10 0625/31/o/n/12 \u00a9 ucles 2012for examiner\u2019s use7 (a) explain why a liquid cools when evaporation takes place from its surface.  .. ..   [2]  (b) fig. 7.1 shows five vessels each made of the same metal and containing water.    vessels a, b, c and d are identical in size and shape. vessel e is shallower and wider.  the temperature of the air surrounding each vessel is 20 \u00b0c.    ab c d e  fig. 7.1   the table shows details about each vessel and their contents. vessel outer surfacevolume of  water / cm3initial temperature  of water / \u00b0c a dull 200 80 b shiny 200 80 c dull 200 95 d dull 100 80 e dull 200 80   the following questions are about the time taken for the temperature of the water in the  vessels to fall by 10 \u00b0c from the initial temperature.   (i) explain why the water in b takes longer to cool than the water in a. ..   [1]   (ii) explain why the water in c cools more quickly than the water in a. ..   [1]   (iii) explain why the water in d cools more quickly than the water in a. ..   [1]",
+            "11": "11 0625/31/o/n/12 \u00a9 ucles 2012 [turn overfor examiner\u2019s use  (iv) suggest two reasons why the water in e cools more quickly than the water in a. 1.  ...  ..2.  ...  ..  [2]  [total: 7]",
+            "12": "12 0625/31/o/n/12 \u00a9 ucles 2012for examiner\u2019s use8 (a) a ray of light in air travels across a flat boundary into glass. the angle of incidence is  51\u00b0. the angle of refraction is 29\u00b0.   (i) in the space below, draw a labelled diagram to illustrate this information. [3]   (ii) calculate the refractive index of the glass.  refractive index = .  [2]  (b) a ray of light in glass travels towards a flat boundary with air. the angle of incidence is  51\u00b0. this ray does not emerge into the air.    state and explain what happens to this ray.  ..  .. ..   [2]  [total: 7]",
+            "13": "13 0625/31/o/n/12 \u00a9 ucles 2012 [turn overfor examiner\u2019s use9 fig. 9.1 shows a thin, straight rod xy placed in the magnetic field between the poles of a  magnet. the wires from the ends of xy are connected to a centre-zero voltmeter.   vyx ns  fig. 9.1  (a) when xy is moved slowly upwards the needle of the voltmeter shows a small deflection.    (i) state how xy must be moved to produce a larger deflection in the opposite direction.  ..   [2]   (ii) xy is now rotated about its central point by raising x and lowering y . explain why  no deflection is observed.  .. ..   [2]  (b) the effect of moving xy can be seen if the wires are connected to the terminals of a  cathode-ray oscilloscope instead of the voltmeter.   (i) state the parts inside the oscilloscope tube to which these terminals are connected.    [1]   (ii) the spot on the oscilloscope screen moves up and down repeatedly. state how xy  is being moved.    [1]   (iii) state the setting of the time-base of the oscilloscope during the process described  in (ii).    [1]  [total: 7]",
+            "14": "14 0625/31/o/n/12 \u00a9 ucles 2012for examiner\u2019s use10 (a) state the electrical quantity that has the same value for each of two resistors connected  to a battery   (i) when they are in series,    (ii) when they are in parallel.  ..   [1]  (b) fig. 10.1 shows a circuit with a 1.2 k\u03c9 resistor and a thermistor in series. there is no current in the voltmeter.  v1.2 k1 9.0 v  fig. 10.1   calculate the voltmeter reading when the resistance of the thermistor is 3.6 k \u03c9.    voltmeter reading = .  [3]",
+            "15": "15 0625/31/o/n/12 \u00a9 ucles 2012for examiner\u2019s use [turn over (c) fig. 10.2 shows a fire-alarm circuit. the circuit is designed to close switch s and ring  bell b if there is a fire.  9.0 vs relay coilb  fig. 10.2   explain the operation of the circuit.  ..  .. .. .. .. ..   [3]  [total: 7]  question 11 is on the next page.",
+            "16": "16 0625/31/o/n/12 \u00a9 ucles 2012for examiner\u2019s use 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.11 (a) a radioactive source emits \u03b1-, \u03b2- and \u03b3-radiation.    which of these radiations   (i) has the shortest range in air, ..   (ii) has a negative charge, ..   (iii) is not deflected in a magnetic field? ..  [2]  (b) in a famous experiment, carried out in a vacuum, a very thin sheet of gold was placed in  the path of alpha particles.    it was found that a large number of the alpha particles passed through the sheet with  little or no deflection from their original path. a very small number of the alpha particles were reflected back towards the source.   (i) explain, in terms of the force acting, why the direction of motion of an alpha particle changes when it comes close to the nucleus of a gold atom.  .. ..   [2]   (ii) state two conclusions, about the nuclei of atoms, that were made from the results  of this experiment.1.  ...  ..2.  ...  ..   [2]  [total: 6]"
+        },
+        "0625_w12_qp_32.pdf": {
+            "1": "this document consists of 19 printed pages and 1 blank page. dc (rw/sw) 49514/4 \u00a9 ucles 2012 [turn overuniversity of cambridge international examinations international general certificate of secondary education *8454570444* physics 0625/32 paper 3  extended october/november 2012  1 hour 15 minutes candidates answer on the question paper. no additional materials are required. read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen.y ou may use a pencil for any diagrams or graphs.do not use staples, paper clips, highlighters, glue or correction fluid.do not write in any barcodes. answer all questions. y ou may lose marks if you do not show your working or if you do not useappropriate units.take the weight of 1 kg to be 10 n (i.e. acceleration of free fall = 10 m / s 2). at the end of the examination, fasten all your work securely together.the number of marks is given in brackets [  ] at the end of each question orpart question.for examiner\u2019s use 1 23456789 1011 total",
+            "2": "2 0625/32/o/n/12 \u00a9 ucles 2012for examiner\u2019s use1 fig. 1.1 shows a car on a roller-coaster ride. ab cwaterh fig. 1.1  mass of car = 600 kg  kinetic energy of car at point a = 160 kj  (a) calculate the speed of the car at a.  speed =  . [3]  (b) as the car travels from a to b, it loses 40 kj of energy due to friction.   the car just manages to roll over the crest of the hill at b.   calculate the height h.  height h =  . [2]",
+            "3": "3 0625/32/o/n/12 \u00a9 ucles 2012 [turn overfor examiner\u2019s use (c) at c, the car is slowed down by a shallow tank of water and the kinetic energy of the car  is reduced to zero.   make three suggestions for what happens to this kinetic energy. 1.  .. 2.  ..3.  ..  [3]  [total: 8]",
+            "4": "4 0625/32/o/n/12 \u00a9 ucles 2012for examiner\u2019s use2 fig. 2.1 is a head-on view of an airliner flying at constant speed in a circular horizontal path.  the centre of the circle is to the left of the diagram.          fig. 2.1  (a) on fig. 2.1, draw the resultant force acting on the airliner. explain your answer.  .. .. . [3]  (b) the weight of the airliner is 1.20 \u00d7 10 6 n and there is an aerodynamic lift force of  1.39 \u00d7 106 n acting at 30\u00b0 to the left of the vertical.   by drawing a scale vector diagram, or otherwise, show that the resultant of these two  forces is in the same direction as the resultant force you drew in (a).  [3]",
+            "5": "5 0625/32/o/n/12 \u00a9 ucles 2012 [turn overfor examiner\u2019s use (c) the speed is constant as the airliner flies in this circular path.   state and explain what is happening to the velocity.  ..  .. .. . [2]  [total: 8]",
+            "6": "6 0625/32/o/n/12 \u00a9 ucles 2012for examiner\u2019s use3 a thermometer uses the value of a physical property to indicate the temperature.  (a) a particular thermometer is sensitive, linear and has a wide range.   draw a straight line from each characteristic of this thermometer to the appropriate  feature. characteristic of thermometer feature of thermometer reacts quickly to change of temperature sensitive large difference between highest and lowest  measurable temperatures linear same change of physical property for same change of temperature fixed points at 0\u00b0c and 100\u00b0c wide range large change of physical property for small  change of temperature  [3]  (b) (i) in the space below, draw a diagram to show the structure of a thermocouple thermometer.  [2]",
+            "7": "7 0625/32/o/n/12 \u00a9 ucles 2012 [turn overfor examiner\u2019s use  (ii) explain why a thermocouple thermometer is particularly well suited to measure    1. high temperatures,  ..  ..    2. very rapidly changing temperatures. .. ..  [2]  [total: 7]",
+            "8": "8 0625/32/o/n/12 \u00a9 ucles 2012for examiner\u2019s use4 (a) fig. 4.1 shows some gas contained in a cylinder by a heavy piston. the piston can move  up and down in the cylinder with negligible friction.     heavy pistoncylinder gasatmosphere     fig. 4.1   there is a small increase in the pressure of the atmosphere above the piston.   (i) on fig. 4.1, draw a possible new position for the lower face of the piston. [1]   (ii) explain, in terms of the molecules of the gas and the molecules of the atmosphere,  your answer to (a)(i).  .. .. .. .. .. . [3]",
+            "9": "9 0625/32/o/n/12 \u00a9 ucles 2012 [turn overfor examiner\u2019s use (b) the pressure of the atmosphere above the piston returns to its original value, and the  piston returns to its original position, as shown in fig. 4.2.     heavy pistoncylinder gasatmosphere     fig. 4.2   the gas, piston and cylinder are now heated to a much higher temperature.   (i) on fig. 4.2, draw a possible new position for the lower face of the piston. [1]   (ii) explain, in terms of the molecules of the gas and the molecules of the atmosphere,  your answer to (b)(i).  .. .. .. .. . [2]  [total: 7]",
+            "10": "10 0625/32/o/n/12 \u00a9 ucles 2012for examiner\u2019s use5 fig. 5.1 shows a thin plastic cup containing hot coffee, which an igcse physics student gets  from a machine.  fig. 5.2 shows how another student, who finds an empty second cup, has placed his identical cup of coffee inside this second cup. coffee single cup double cupcoffeethick rim thin cup    fig. 5.1     fig. 5.2  (a) suggest and explain a difference that the students will feel when holding the cups.  .. .. .. . [2]",
+            "11": "11 0625/32/o/n/12 \u00a9 ucles 2012 [turn overfor examiner\u2019s use (b) the students discuss this experience with their teacher, who makes hot drinks the  subject of an experiment.   the same volume of hot water at the same temperature is placed in the single cup and  in the double cup.   the temperature of the water in each cup is recorded for 10 minutes.   fig. 5.3 shows the cooling curve for the water in the single cup. 060 4080 5070 2 4 time  / minutestemperature / \u00b0c 6 8 10single cup fig. 5.3   on fig. 5.3, sketch and label a possible cooling curve for the water in the double cup.  [2]  (c) explain why a cup of coffee cools more slowly when a lid is placed over the cup.  .. .. .. .. . [2]  [total: 6]",
+            "12": "12 0625/32/o/n/12 \u00a9 ucles 2012for examiner\u2019s use6 solar panels are positioned on the roof of the house shown in fig. 6.1. they use thermal  energy from the sun to provide hot water in an environmentally friendly way.     solar panels     fig. 6.1  cold water flows to the panels at 15 \u00b0c. during the day, the panels supply 3.8 kg of hot water at 65 \u00b0c every hour.  (a) calculate the average energy that the solar panels deliver to the water in one hour. specific heat capacity of water = 4200 j / (kg \u00b0c).  energy =  . [3]   (b) the solar power incident on the roof during this heating period is 170 w / m 2. the solar  panels have a total area of 8.0 m2.   calculate the solar energy incident on the panels in one hour.  solar energy =  . [2]   (c) calculate the efficiency of the solar panels, stating the equation you use.  efficiency =  . [2]",
+            "13": "13 0625/32/o/n/12 \u00a9 ucles 2012 [turn overfor examiner\u2019s use (d) explain why solar energy is called renewable energy.  .. . [1]  (e) state one disadvantage of using solar energy. .. . [1]  [total: 9]",
+            "14": "14 0625/32/o/n/12 \u00a9 ucles 2012for examiner\u2019s use7 a small object is placed 3.0 cm from the centre of a convex lens of focal length 6.0 cm. an  enlarged image is observed from the other side of the lens.  (a) on fig. 7.1, draw a ray diagram to show the formation of this image. fig. 7.1  [3]  (b) (i) state why this type of image is called virtual.  .. . [1]   (ii) state the common name given to a convex lens used in this manner. . [1]  [total: 5]",
+            "15": "15 0625/32/o/n/12 \u00a9 ucles 2012 [turn overfor examiner\u2019s use8 (a) a student rubs one side of an inflated balloon on her hair. this side of the balloon  becomes positively charged. explain this.  .. .. . [2]  (b) the charged side of the balloon is now brought close to a stream of water flowing from  a pipe. the original position of the stream of water is shown in fig. 8.1.   on fig. 8.1, write in the boxes to indicate how each side of the stream of water is  electrically charged.   choose your answer in each case from: positive, negative or neutral. + + + ++pipe stream of water charge is charge is  balloon fig. 8.1  [2]  (c) on fig. 8.1, draw the new position of the stream of water. explain this new position.  .. .. .. . [2]  (d) explain why rubbing one side of a metal sphere does not cause it to become charged. .. . [1]  [total: 7]",
+            "16": "16 0625/32/o/n/12 \u00a9 ucles 2012for examiner\u2019s use9 fig. 9.1 shows an experiment carried out in a vacuum to investigate the deflection of  \u03b1-particles and \u03b3-rays in a magnetic field. n s lead cylinder with small holethin beam of _-particles and a-raysmagnet radioactive source emitting _-particles and a-rays fig. 9.1  (a) complete the table to describe the deflection, if any, of the \u03b1-particles and the \u03b3-rays in  the magnetic field shown. place one tick in each column. possible deflection \u03b1-particles \u03b3-rays no deflection towards n pole of magnettowards s pole of magnetout of paperinto paper  [3]  (b) the experiment of fig. 9.1 was carried out in a vacuum.   state the effect of carrying out the experiment in air.  ..  .. . [2]  (c) state and explain the purpose of the lead cylinder. .. .. . [2]  [total: 7]",
+            "17": "17 0625/32/o/n/12 \u00a9 ucles 2012 [turn overfor examiner\u2019s use10 (a) determine which one of the following resistors, connected in parallel with a 24.0 \u03c9  resistor, would give a total resistance of 8.0 \u03c9. show your working.   available resistors: 2.0 \u03c9, 4.0 \u03c9, 6.0 \u03c9, 8.0 \u03c9, 12.0 \u03c9, 16.0 \u03c9, 18.0 \u03c9, 32.0 \u03c9  value of resistor =  . [3]  (b) (i) in the space below, draw the parallel combination of resistors from (a) connected in  a circuit with a 6.0 v battery. the circuit should also include an ammeter to measure  the current in the 24.0 \u03c9 resistor.  [2]   (ii) calculate the current in each of the resistors when connected as in (b)(i). show  your working.  current in 24.0 \u03c9 resistor =  ..  current in the other resistor =  ..  [3]  [total: 8]",
+            "18": "18 0625/32/o/n/12 \u00a9 ucles 2012for examiner\u2019s use11 a student carries out an experiment with the circuit shown in fig. 11.1. the component in the   dashed box labelled x is a diode.     v3.0 1 3.0 1x aba     fig. 11.1  (a) on fig. 11.1, draw the correct symbol for a diode, connected either way round, in the  dashed box labelled x. [1]  (b) (i) + 6.0 v is applied to point a, 0 v to point b.    state what the student observes on the ammeter.  ..   (ii) \u2013 6.0 v is applied to point a, 0 v to point b.    state what the student observes on the ammeter. ..  [2]  (c) the voltage shown in fig. 11.2 is applied to the point a of the circuit in fig. 11.1. point b  is kept at 0 v.   on fig. 11.2, draw a graph of the readings indicated by the voltmeter.     \u20135 \u2013100510 v / v t / s 1 2 3 4     fig. 11.2  [2]",
+            "19": "19 0625/32/o/n/12 \u00a9 ucles 2012for examiner\u2019s use (d) the circuit shown in fig. 11.3 contains two switches s1 and s2 and two indicator lamps  l1 and l2.     zs1 l1 l2 s2     fig. 11.3   (i) name component z. ... [1]   (ii) complete the table to state whether the lamps are on or off with the switches in the  positions stated. switch s1switch s2lamp l1lamp l2 open closed closed open  [2]  [total: 8]",
+            "20": "20 0625/32/o/n/12 \u00a9 ucles 2012permission 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.blank page"
+        },
+        "0625_w12_qp_33.pdf": {
+            "1": "this document consists of 12 printed pages. dc (nf/sw) 49538/4 \u00a9 ucles 2012 [turn overuniversity of cambridge international examinations international general certificate of secondary education *5757795995* physics 0625/33 paper 3  extended october/november 2012  1 hour 15 minutes candidates answer on the question paper. no additional materials are required. read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen.y ou may use a pencil for any diagrams or graphs.do not use staples, paper clips, highlighters, glue or correction fluid.do not write in any barcodes. answer all questions. y ou may lose marks if you do not show your working or if you do not use appropriate units.take the weight of 1 kg to be 10 n (i.e. acceleration of free fall = 10 m / s 2). at the end of the examination, fasten all your work securely together.the number of marks is given in brackets [  ] at the end of each question or part question.for examiner\u2019s use  1  2  3 4  5 6 7 8 910 11 total",
+            "2": "2 0625/33/o/n/12 \u00a9 ucles 2012for examiner\u2019s use1 a brick is dropped from the top of a very tall building as it is being constructed.  fig. 1.1 is the speed / time graph for the brick as it falls to the ground. 0010203040speed m / s506070 2 4 6 8 10 12 14 time  / s16 fig. 1.1  (a) state a time at which the acceleration of the brick is   (i) zero,  time =  . [1]   (ii) constant but not zero,  time =  . [1]   (iii) not constant.  time =  . [1]  (b) explain in terms of the forces acting on the brick why, between 0 and 14.0 s, its speed  varies in the way shown by the graph.  .. .. .. .. . [4]  (c) state the direction of the resultant force acting on the brick at time 15.0 s. . [1]  [total: 8]",
+            "3": "3 0625/33/o/n/12 \u00a9 ucles 2012 [turn overfor examiner\u2019s use2 a bucket is full of oil. the total mass of the bucket of oil is 5.4 kg and the gravitational field  strength is 10 n / kg.  (a) calculate the total weight of the bucket of oil.  weight =  . [1]  (b) the bucket of oil is hung from a spring of unstretched length 20 cm. the limit of  proportionality of the spring is not exceeded and its length increases to 35 cm.   (i) state what is meant by the limit of proportionality.  ..  . [1]   (ii) the oil is poured into a measuring tank. the empty bucket stretches the spring to a  length of 25 cm.    calculate     1. the force that stretches the spring to a length of 25 cm,  force =  . [3]     2. the mass of the oil in the measuring tank.  mass =  . [2]   (iii) the volume of the oil in the measuring tank is 0.0045 m3. calculate the density of  the oil.  density =  . [2]  (c) explain, in terms of their molecules, why the density of the oil is greater than that of air. .. . [1]  [total: 10]",
+            "4": "4 0625/33/o/n/12 \u00a9 ucles 2012for examiner\u2019s use3 fig. 3.1 shows an aeroplane of mass 3.4 \u00d7 105 kg accelerating uniformly from rest along a  runway. fig. 3.1  after 26 s it reaches a speed of 65 m / s.  (a) calculate   (i) the acceleration of the aeroplane,  acceleration =  . [2]   (ii) the resultant force on the aeroplane.  force =  . [2]  (b) just after taking off, the aeroplane continues to accelerate as it gains height.   (i) state two forms of energy that increase during this time.1.  ..2.  . [2]   (ii) state one form of energy that decreases during this time. . [1]   (iii) state why the total energy of the aeroplane decreases during this time. .. . [1]  (c) when the aeroplane reaches its maximum height, it starts to follow a curved path at a  constant speed.   state the direction of the resultant force on the aeroplane.  . [1]  [total: 9]",
+            "5": "5 0625/33/o/n/12 \u00a9 ucles 2012 [turn overfor examiner\u2019s use4 a diver is at a depth of 25 m beneath the surface of a lake. he carries a cylinder of  high-pressure air on his back.  (a) (i) explain how the air molecules exert a pressure on the inside surface of the cylinder.  .. .. .. . [3]   (ii) the diver gradually uses up the air in the cylinder. explain why the pressure falls. .. .. . [1]  (b) the density of the water in the lake is 1000 kg / m 3 and the atmospheric pressure at the  surface is 1.0 \u00d7 105 pa.   calculate the total pressure 25 m beneath the surface of the lake.  total pressure =  . [3]  [total: 7]",
+            "6": "6 0625/33/o/n/12 \u00a9 ucles 2012for examiner\u2019s use5 the water in a copper hot-water tank is heated during the night. during the day, the water  cools as thermal energy (heat) passes from the water to the air surrounding the tank.  (a) (i) describe the process by which the thermal energy is transferred from the hot water to the air.  .. .. .. .. . [3]   (ii) state why the rate at which thermal energy passes into the air decreases as the  water temperature falls.  .. . [1]  (b) the manufacturer of the hot-water tank says that when the outside surface is polished  regularly and kept bright and shiny, the hot water will cool more slowly.   describe, with the aid of a diagram, an experiment that shows whether a container with  a bright and shiny surface is better at keeping its contents warm than one with a dull and dark surface.  ..  .. .. .. .. . [4]  [total: 8]",
+            "7": "7 0625/33/o/n/12 \u00a9 ucles 2012 [turn overfor examiner\u2019s use6 a laser produces a ray of blue light of wavelength 4.0 \u00d7 10\u20137 m (0.000 000 40 m).  (a) (i) state the speed of light in a vacuum.  speed =  . [1]   (ii) calculate the frequency of the light produced by the laser.  frequency =  . [2]  (b) the ray of blue light passes from air into a glass block. fig. 6.1 shows the ray making an  angle of 35\u00b0 with the side of the block. 35\u00b0ray air glass fig. 6.1   (i) state the angle of incidence of the ray of blue light on the glass.  angle of incidence =  . [1]   (ii) glass has a refractive index of 1.5.    calculate the angle of refraction of the light in the glass.  angle of refraction =  . [2]  [total: 6]",
+            "8": "8 0625/33/o/n/12 \u00a9 ucles 2012for examiner\u2019s use7 a converging lens has a focal length of 7.0 cm. an object of height 2.0 cm is placed 3.0 cm  from the centre of the lens. fig. 7.1 is a full-scale grid that shows the arrangement of the object, the lens and the two principal foci (focal points). principal focusprincipal focus object lens fig. 7.1  (a) (i) by drawing on fig. 7.1, show how the lens forms an image of the object. [3]   (ii) state two features of the image. 1.  ... 2.  ...  [2]  (b) (i) determine the height of the image.  height =  . [1]   (ii) state the name of one device where a lens is used in the way shown in fig. 7.1. . [1]  [total: 7]",
+            "9": "9 0625/33/o/n/12 \u00a9 ucles 2012 [turn overfor examiner\u2019s use8 an electric heater is connected to a 230 v mains supply. the heater circuit includes two  resistors r1 and r2, and two switches s1 and s2. fig. 8.1 is the circuit diagram. r1230  v mains supplyr2s2 s1 fig. 8.1  the resistance of r1 is 46 \u03c9 and the resistance of r2 is also 46 \u03c9.  switch s1 is closed and switch s2 remains open.  (a) calculate   (i) the current from the mains supply,  current =  . [2]   (ii) the power dissipated in the heater.  power =  . [2]  (b) switch s2 is now closed.   state the current in r2.  current =  . [1]  [total: 5]",
+            "10": "10 0625/33/o/n/12 \u00a9 ucles 2012for examiner\u2019s use9 (a) a very sensitive, centre-zero voltmeter is connected to the two terminals of a solenoid  (long coil). fig. 9.1 shows the s pole of a cylindrical magnet being inserted into the solenoid. ns v fig. 9.1   as the magnet is inserted into the left-hand end of the solenoid, the needle of the  voltmeter deflects.   (i) explain why the needle deflects as the magnet is inserted.  .. . [2]   (ii) state and explain the effect of inserting the magnet more slowly. .. . [2]   (iii) state what is observed when the magnet is withdrawn from the left-hand end of the  solenoid. . [1]  (b) a transformer consists of a primary coil and a secondary coil on an iron core. an  alternating voltage is connected to the primary coil.   describe and explain the operation of the transformer.  ..  .. .. .. .. . [4]  [total: 9]",
+            "11": "11 0625/33/o/n/12 \u00a9 ucles 2012 [turn overfor examiner\u2019s use10 a warning bell is fitted in a photographic dark room. in the dark, the bell is silent but in bright  light, it rings. two circuits linked by a relay r control the bell b. fig. 10.1 is the circuit diagram for the arrangement. zb r fig. 10.1  (a) (i) state the name of component z.  . [1]   (ii) explain why b rings in bright light. .. .. .. .. .. .. . [4]  (b) a change is made to one of the circuits so that b starts to ring when the temperature in  the room rises.   state the change made.  ..  . [1]  [total: 6]",
+            "12": "12 0625/33/o/n/12 \u00a9 ucles 2012for examiner\u2019s use 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.11 the isotope thorium-234 is radioactive. it emits \u03b2-particles as it decays.  (a) the incomplete nuclide equation represents the decay of thorium-234 to an isotope of  protactinium (pa).   complete the equation. 234 90th      ... ...pa +  ..\u03b2  [3]  (b) fig. 11.1 shows a beam of \u03b2-particles from a sample of thorium-234 passing into the  electric field between two charged plates in a vacuum. beam of `-particles++++++++++ \u2013\u2013\u2013\u2013\u2013\u2013\u2013\u2013\u2013\u2013 fig. 11.1   (i) by drawing on fig. 11.1, show how the \u03b2-particles move as they pass between the plates. [1]   (ii) explain why the \u03b2-particles move in this way.  .. . [1]  [total: 5]"
+        },
+        "0625_w12_qp_51.pdf": {
+            "1": "this document consists of 9 printed pages and 3 blank pages. dc (rw/jg) 49785/4 \u00a9 ucles 2012 [turn overuniversity of cambridge international examinations international general certificate of secondary education *9305487841* physics 0625/51 paper 5  practical test october/november 2012  1 hour 15 minutes candidates answer on the question paper additional materials: as listed in the confidential instructions read these instructions first write your centre number, candidate number and name in the spaces at the top of the page. write in dark blue or black pen.y ou may use a pencil for any diagrams, graphs or rough working.do not use staples, paper clips, highlighters, glue or correction fluid.do not write in any barcodes. answer all questions. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question. for examiner\u2019s use 1 234 total",
+            "2": "2 0625/51/o/n/12 \u00a9 ucles 2012for examiner\u2019s use1 in this experiment, you will investigate the stretching of a spring.  carry out the following instructions, referring to fig. 1.1. the spring has been set up for you.  do not change its position.     clamp spring bench     fig. 1.1  (a) (i) measure the vertical distance d0, in mm, between the bottom of the spring and the  surface of the bench.  d0 =  mm   (ii) on fig. 1.1, mark clearly the distance you have measured.   (iii) hang a 1.0 n load on the spring. record the value of the load l in table 1.1.  measure, and record in the table, the distance d between the bottom of the spring and the surface of the bench.   (iv) calculate the extension e of the spring using the equation e = (d 0 \u2013 d ). record the  value of e in the table.   (v) repeat steps (iii) and (iv) using loads of 2.0 n, 3.0 n, 4.0 n and 5.0 n. record all the readings and results in the table.",
+            "3": "3 0625/51/o/n/12 \u00a9 ucles 2012 [turn overfor examiner\u2019s use    table 1.1 l / n d / mm e / mm  [4]  (b) plot a graph of e / mm (y-axis) against l / n (x-axis).       [4]  (c) determine the gradient g of the graph. show clearly on the graph how you obtained  the necessary information.  g =  ..[2]  [total: 10]",
+            "4": "4 0625/51/o/n/12 \u00a9 ucles 2012for examiner\u2019s use2 in this experiment, you will investigate the rate of cooling of water.  y ou are provided with a supply of hot water. carry out the following instructions, referring to  fig. 2.1.     thermometer water     fig. 2.1  (a) measure and record room temperature \u03b8r.  \u03b8r =  ..[1]  (b) (i) pour 150 cm3 of the hot water supplied into the measuring cylinder. transfer the  water from the measuring cylinder to the beaker.   (ii) place the thermometer in the beaker of water.   (iii) measure and record in the table the temperature of the water at 30 s intervals until you have a total of six values up to time t = 150 s.  (c) empty the beaker. repeat step (b) using 250 cm 3 of hot water.  (d) complete the column headings in table 2.1.",
+            "5": "5 0625/51/o/n/12 \u00a9 ucles 2012 [turn overfor examiner\u2019s use    table 2.1 volume of water 150 cm3250 cm3 t / \u03b8 / \u03b8 / 0  [5]  (e) state whether the rate of cooling is significantly faster, slower, or about the same when  using the larger volume. justify your answer by reference to your readings. statement  .justification  ... .. .. ..  [2]  (f) if this experiment were to be repeated in order to check the results, it would be important  to control the conditions. suggest two such conditions that should be controlled. 1.  ..2.  ..  [2]  [total: 10]",
+            "6": "6 0625/51/o/n/12 \u00a9 ucles 2012for examiner\u2019s use3 in this experiment, you will investigate the potential differences across circuit components.  the circuit is set up for you.  (a) draw a circuit diagram of the circuit set up for you, using standard symbols.  [3]  (b) (i) switch on. measure and record the current ia, and the potential difference vl  across lamp l. switch off.  ia =  ..  vl =  ..   (ii) disconnect the voltmeter and reconnect it across lamp m. switch on.    measure and record the potential difference vm across lamp m. switch off.  vm =  ..   (iii) calculate the potential difference across both lamps using the equation va = vl + vm.  va =  ..   (iv) calculate the combined resistance ra of the three lamps using the equation ra = va ia.  ra =   [3]",
+            "7": "7 0625/51/o/n/12 \u00a9 ucles 2012 [turn overfor examiner\u2019s use (c) rearrange the circuit so that the three lamps are in series with each other.   (i) switch on. by connecting the voltmeter suitably each time, measure and record the  potential difference across each lamp in turn. switch off.  vl =  ..  vm =  ..  vn =  ..   (ii) calculate the potential difference vb across the three lamps using the equation vb = vl + vm + vn.  vb =  ..  [2]  (d) a student suggests that va should be equal to vb.   state whether your results support this suggestion and justify your answer with reference  to the results. statement  .justification  ... .. ..  [2]  [total: 10]",
+            "8": "8 0625/51/o/n/12 \u00a9 ucles 2012for examiner\u2019s use4 in this experiment, you will investigate the refraction of light passing through a transparent  block.  carry out the following instructions, referring to fig. 4.1.     a b c def ray-trace sheet eyeo     fig. 4.1",
+            "9": "9 0625/51/o/n/12 \u00a9 ucles 2012for examiner\u2019s use (a) place the transparent block, largest face down, on the ray-trace sheet supplied. the  block should be approximately in the middle of the paper. draw the outline of the block abcd.  (b) remove the block and draw a normal at the centre of side ab. label the point e where the normal crosses ab.  (c) draw a line fe to the left of the normal and at an angle of incidence i = 30 \u00b0 to the normal as shown in fig. 4.1.  (d) place two pins p 1 and p2 on the line fe, placing one pin close to e. mark the positions  of p1 and p2.  (e) replace the block and observe the images of p1 and p2 through side cd of the block,  so that the images of p1 and p2 appear one behind the other. place two pins p3 and  p4 between your eye and the block so that p3 and p4, and the images of p1 and p2  seen through the block, appear one behind the other. mark the positions of p3 and p4.  remove the block.  (f) draw a line joining the positions of p3 and p4. continue the line until it meets cd and  label this point g.  (g) draw the line ge.  (h) measure and record the angle of refraction r between the line ge and the normal.  r =  ..[1]  (i) calculate the ratio i r.  i r =  ..[1]  (j) repeat steps (c) \u2013 (i) but with the angle of incidence i = 40\u00b0.  r =  ..  i r =  ..[2]  (k) a student suggests that the ratio i r should be a constant. state and explain briefly  whether your results support this suggestion.  .. .. ..[1]   tie your ray trace into this booklet between pages 10 and 11. [5] [total: 10]",
+            "10": "10 0625/51/o/n/12 \u00a9 ucles 2012blank page",
+            "11": "11 0625/51/o/n/12 \u00a9 ucles 2012blank page",
+            "12": "12 0625/51/o/n/12 \u00a9 ucles 2012permission 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.blank page"
+        },
+        "0625_w12_qp_52.pdf": {
+            "1": "this document consists of 9 printed pages and 3 blank pages. dc (sm/sw) 49787/5 \u00a9 ucles 2012 [turn overuniversity of cambridge international examinations international general certificate of secondary education *3522980232* physics 0625/52 paper 5  practical test october/november 2012  1 hour 15 minutes candidates answer on the question paper additional materials: as listed in the confidential instructions read these instructions first write your centre number, candidate number and name in the spaces at the top of the page. write in dark blue or black pen.y ou may use a pencil for any diagrams, graphs or rough working.do not use staples, paper clips, highlighters, glue or correction fluid.do not write in any barcodes. answer all questions. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question. for examiner\u2019s use 1 234 total",
+            "2": "2 0625/52/o/n/12 \u00a9 ucles 2012for examiner\u2019s use1 in this experiment, you will investigate a pendulum.  carry out the following instructions, referring to fig. 1.1. the apparatus has been set up for  you.  do not adjust the length of the pendulum or the position of the clamp.  lclamp pendulum bob bench     fig. 1.1  (a) measure and record the length l  of the pendulum.  l  =  ..[1]  (b) place the metre rule on the bench so that the 50.0 cm mark is vertically below the centre of the pendulum bob. describe how you judge that the 50.0 cm mark is vertically below the centre of the pendulum bob. y ou may draw a diagram.  ..  .. ..[1]",
+            "3": "3 0625/52/o/n/12 \u00a9 ucles 2012 [turn overfor examiner\u2019s use (c) (i) pull the pendulum bob to one side until it is vertically above the 52.0 cm mark on  the rule. release the pendulum bob, then measure and record in table 1.1 thetime t   taken for 10 complete swings of the pendulum. the distance d  that the  pendulum bob was moved is recorded in the first column of the table.   (ii) calculate the period t of the pendulum. the period t is the time taken for one  complete swing of the pendulum.     table 1.1 d / t / t / 2.0 3.04.05.06.0   (iii) repeat steps (i) and (ii) using d  values of 3.0 cm, 4.0 cm, 5.0 cm and 6.0 cm.   (iv) complete the column headings in the table.  [5]  (d) using the evidence in the table, describe the effect on the period t of increasing the  distance d.  justify your answer by reference to your results. description  ... ..justification  ... .. .. [2]  (e) explain briefly why it is sensible to measure the time taken for ten swings of the  pendulum rather than one.  .. .. ..[1]  [total: 10]",
+            "4": "4 0625/52/o/n/12 \u00a9 ucles 2012for examiner\u2019s use2 in this experiment, you will investigate the rate of cooling of water.  y ou are provided with a supply of hot water and a supply of water at room temperature. carry out the following instructions referring to fig. 2.1.     thermometer water     fig. 2.1  (a) measure and record room temperature \u03b8r.  \u03b8r =  ..[1]  (b) (i) pour 200 cm3 of the hot water supplied into the beaker. place the thermometer in  the beaker of water.     measure and record the temperature \u03b80 of the water.  \u03b80 =  ..[1]   (ii) start the stopclock and record the temperature \u03b81 of the water at time t  = 100 s.  \u03b81 =  ..[1]   (iii) calculate the temperature difference \u03b8a between \u03b80 and room temperature \u03b8r using  the equation  \u03b8a = (\u03b80 \u2013 \u03b8r ).  \u03b8a =  ..   (iv) calculate the temperature fall \u03b8h of the hot water using the equation  \u03b8h = (\u03b80 \u2013 \u03b81 ).  \u03b8h =  ..  [1]",
+            "5": "5 0625/52/o/n/12 \u00a9 ucles 2012 [turn overfor examiner\u2019s use (c) empty the beaker. pour 100 cm3 of the hot water supplied into the beaker. add 100 cm3  of the water at room temperature to the beaker. briefly stir the water.   (i) measure and record the temperature \u03b82 of the warm water.  \u03b82 =  ..   (ii) start the stopclock and record the temperature \u03b83 of the water at time t  = 100 s.  \u03b83 =  ..  [1]   (iii) calculate the temperature difference \u03b8b between \u03b82 and room temperature \u03b8r using  the equation  \u03b8b = (\u03b82 \u2013 \u03b8r ).  \u03b8b =  ..   (iv) calculate the temperature fall \u03b8w of the warm water using the equation  \u03b8w = (\u03b82 \u2013 \u03b83 ).  \u03b8w =  ..  [1]  (d) a student suggests that the rate of temperature change is proportional to the difference  between the starting temperature and room temperature. this can be expressed as   \u03b8a \u03b8h = \u03b8b \u03b8w .   state whether your results support this suggestion and justify your answer with reference  to the results. statement  . justification  ... .. ..  [2]  (e) if this experiment were to be repeated in order to check the results, it would be important  to control the conditions.   suggest two such conditions that should be controlled. 1.  .. 2.  ..  [2]  [total: 10]",
+            "6": "6 0625/52/o/n/12 \u00a9 ucles 2012for examiner\u2019s use3 in this experiment, you will investigate current and potential difference using lamps in series  and parallel circuits.  carry out the following instructions, referring to figs. 3.1 and 3.2. the circuit shown infig. 3.1 is set up for you.     a vpower source     fig. 3.1  (a) (i) switch on. measure and record the current is in the lamps and the potential  difference vs across the three lamps. switch off.  is  =  ..  vs =  ..   (ii) calculate the combined resistance rs of the lamps using the equation  rs = vs is .  rs =  ..  [3]  (b) rearrange the circuit as shown in fig. 3.2. the ammeter is in position 1.     apower source v1 2 3     fig. 3.2",
+            "7": "7 0625/52/o/n/12 \u00a9 ucles 2012 [turn overfor examiner\u2019s use  (i) switch on. measure and record the potential difference vp across the combination  of lamps.  vp =  ..   (ii) measure and record the current i1. switch off.  i1 =  ..   (iii) move the ammeter to position 2 as shown in fig. 3.2. switch on. measure and  record the current i2. switch off.  i2 =  ..   (iv) move the ammeter to position 3 as shown in fig. 3.2. switch on. measure and record the current i 3. switch off.  i3 =  ..   (v) calculate the total current ic using the equation  ic = i2 + i3.  ic =  ..   (vi) calculate the total resistance rp of the combination of the lamps, using the equation    rp = vp i1 .  rp =  ..  [5]  (c) a student decides to investigate the effect on rp of changing the current i1, using a  variable resistor (rheostat).   in the space below, copy the diagram shown in fig. 3.2, but with the addition of a variable  resistor connected in the circuit at a suitable position for the investigation.  [2]  [total: 10]",
+            "8": "8 0625/52/o/n/12 \u00a9 ucles 2012for examiner\u2019s use4 in this experiment, you will determine the focal length of a lens.  carry out the following instructions, referring to fig. 4.1.  illuminated object lensscreen v u     fig. 4.1  (a) place the lens a distance u  = 30.0 cm from the illuminated object. move the screen until  a sharply focused image of the object is seen on the screen.   (i) measure, and record in table 4.1, the distance v  between the centre of the lens  and the screen.   (ii) calculate uv  and enter the value in the table.   (iii) measure, and record in the table, the distance d  between the illuminated object and the screen.  (b) repeat the steps in (a) using u  values of 45.0 cm, 50.0 cm, 55.0 cm and 60.0 cm.     table 4.1 u / cm v / cm uv / cm2d / cm 30.0 45.050.055.060.0  [2]",
+            "9": "9 0625/52/o/n/12 \u00a9 ucles 2012for examiner\u2019s use (c) plot a graph of uv / cm2 ( y-axis) against d / cm (x-axis). y ou do not need to begin the  axes at the origin (0,0).       [4]  (d) the gradient of the graph is numerically equal to the focal length of the lens.   (i) determine the gradient g  of the graph. show clearly on the graph how you obtained  the necessary information.  g  =  ..[2]   (ii) state a value for the focal length f of the lens, giving your answer to a suitable  number of significant figures for this experiment.  f  =  ..[2]  [total: 10]",
+            "10": "10 0625/52/o/n/12 \u00a9 ucles 2012blank page",
+            "11": "11 0625/52/o/n/12 \u00a9 ucles 2012blank page",
+            "12": "12 0625/52/o/n/12 \u00a9 ucles 2012permission 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.blank page"
+        },
+        "0625_w12_qp_53.pdf": {
+            "1": "this document consists of 11 printed pages and 1 blank page. dc (nh/jg) 49788/7 \u00a9 ucles 2012 [turn over *3378059649* physics 0625/53 paper 5 practical test october/november 2012  1 hour 15 minutes candidates answer on the question paper additional materials: as listed in the confidential instructions read these instructions first write your centre number, candidate number and name in the spaces at the top of the page. write in dark blue or black pen.y ou may use a pencil for any diagrams, graphs or rough working.do not use staples, paper clips, highlighters, glue or correction fluid.do not write in any barcodes. answer all questions.at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [ ] at the end of each question or part question.university of cambridge international examinations international general certificate of secondary education for examiner\u2019s use 1 234 total",
+            "2": "2 0625/53/o/n/12 \u00a9 ucles 2012for examiner\u2019s use1 in this experiment, you will determine the mass of an object.  (a) carry out the following instructions, referring to figs. 1.1 and 1.2.   the spring has already been set up for you. clamp l 1 100  g massl 0 fig. 1.1                   fig. 1.2   (i) measure and record the length l0 of the spring without any load.  l0 =  ..   (ii) suspend the 100 g mass from the spring.    measure and record the stretched length l1 of the spring.  l1 =  ..[1]   (iii) calculate the extension e1 of the spring using the equation e1 = (l1 \u2013 l0).  e1 =  ..[1]   (iv) determine a value for k using the equation k = m e1, where m = 100 g.  k  =  unit ...[2]",
+            "3": "3 0625/53/o/n/12 \u00a9 ucles 2012 [turn overfor examiner\u2019s use (b) set up the apparatus as shown in fig. 1.3. hookxmetre rule benchl 2 fig. 1.3   (i) place the object x with its centre at the mark on the metre rule that is 40.0 cm from  the end resting on the bench.    explain briefly how you made sure that the object was in the correct position. y ou may wish to use a diagram.  ..  .. .. [1]   (ii) measure and record the length l 2 of the spring.  l2 =  ..   (iii) remove the object x. measure and record the new length l3 of the spring.  l3 =  ..   (iv) determine the change in the extension e2 for the mass at 40.0 cm, where e2 = (l2 \u2013 l3).  e2 =  ..   (v) calculate the mass m of the object x using your answer to (a)(iv) and (b)(iv) and the    equation m = k /h20898e2 0.40/h20899.  m = ...[3]",
+            "4": "4 0625/53/o/n/12 \u00a9 ucles 2012for examiner\u2019s use (c) suggest two practical causes of inaccuracy in this experiment. 1.  .. ..2.  .. ..  [2]  [total: 10]",
+            "5": "5 0625/53/o/n/12 \u00a9 ucles 2012 [turn overblank page",
+            "6": "6 0625/53/o/n/12 \u00a9 ucles 2012for examiner\u2019s use2 in this experiment, you will investigate how different surfaces absorb thermal radiation.  carry out the following instructions, referring to fig. 2.1. the apparatus is set up for you.  a screen is provided to the side of the lamp in order to shield your eyes from direct glare. do  not place it between the lamp and the thermometer. screenclamp thermometer white cardd fig. 2.1  (a) (i) adjust the distance d between the lamp and the thermometer so that it is approximately 1 cm. y ou are provided with a spacer to do this.   (ii) in table 2.1, record the initial temperature  \u03b8 (with the lamp switched off).   (iii) switch on the lamp.    in table 2.1, record the temperature \u03b8 at 60 s intervals until you have a total of  5 values up to t = 240 s.    switch off the lamp.   (iv) replace the white card with the piece of black card, making sure that it makes good contact with the thermometer bulb.   (v) repeat step (i).   (vi) when the thermometer has cooled down, repeat steps (ii) and (iii).   (vii) complete the column headings in the table. table 2.1 white card black card t / \u03b8 / \u03b8 /  [4]",
+            "7": "7 0625/53/o/n/12 \u00a9 ucles 2012 [turn overfor examiner\u2019s use (b) (i) calculate the overall temperature change for each card after 240 s.     white card: temperature change = ..     black card: temperature change = ..  [1]   (ii) determine which surface, white or black, absorbs thermal radiation more efficiently.  state the experimental evidence for your choice. surface ...evidence  .. ..  [1]   (iii) a student suggests that the rate of temperature rise will be greater at the beginning  of the experiment than towards the end.    do your results support this? justify your answer with reference to your data for black card. statement  .justification  ... .. ..  [2]  (c) another igcse student wants to repeat your experiment.   suggest one precaution with the apparatus which she should take to make the  comparison between white and black surfaces a fair one. explain why not taking this  precaution might cause the test to be unfair. precaution   ..explanation  .. .. .. .. ..  [2]  [total: 10]",
+            "8": "8 0625/53/o/n/12 \u00a9 ucles 2012for examiner\u2019s use3 in this experiment, you will investigate the resistance of a lamp.  the apparatus has been set out for you as shown in fig. 3.1. resistance wirepower source acrocodile clip fig. 3.1  (a) (i) on fig. 3.1, draw the symbol for a voltmeter correctly connected to measure the  potential difference across the lamp.   (ii) connect the voltmeter as described in (i).  [2]  (b) switch on.   (i) adjust the position of the crocodile clip on the resistance wire to give a voltmeter      reading of 1.0 v.   (ii) measure, and record in table 3.1, the potential difference v and the current i.   (iii) repeat (i) and (ii) for 3 more positions of the crocodile clip giving larger values of  potential difference. include the maximum length of wire.   switch off.  (c) (i) complete the column headings in table 3.1.   (ii) calculate, and record in table 3.1, the resistance r of the lamp at each potential    difference using the equation r = v i.",
+            "9": "9 0625/53/o/n/12 \u00a9 ucles 2012 [turn overfor examiner\u2019s usetable 3.1 v / i / r /  [5]  (d) an igcse student suggests that the resistance of a lamp stays the same whatever its  temperature.   state whether your findings support this suggestion. justify your answer, using your  results and your observations during the experiment. statement  . ..justification  ... .. .. ..  [3]  [total: 10]",
+            "10": "10 0625/53/o/n/12 \u00a9 ucles 2012for examiner\u2019s use4 in this experiment, you will determine the focal length of a converging lens.  carry out the following instructions, referring to fig. 4.1. illuminated object lensscreenv u fig. 4.1  (a) (i) set the object distance u to 0.200 m.   (ii) place the screen near the lens. move the screen until a sharp image of the object is  seen on the screen.   (iii) carefully measure, and record in table 4.1, the image distance v in metres.   (iv) repeat steps (ii) and (iii) for object distances u of 0.250 m, 0.350 m, 0.450 m and  0.600 m.  (b) calculate the values of 1 v and record them in the table. table 4.1 u / m1 u/1 mv / m1 v/1 m 0.200 5.00 0.250 4.00 0.350 2.86 0.450 2.22 0.600 1.67  [3]",
+            "11": "11 0625/53/o/n/12 \u00a9 ucles 2012 [turn overfor examiner\u2019s use (c) plot a graph of 1 v/1 m (y-axis) against 1 u/1 m (x-axis). begin both axes at the origin (0,0).   the scale must allow the best-fit line, when extended beyond the range of the data, to  cross both axes. 0 0  [4]  (d) (i) from the graph, determine the value p of 1 u when 1 v is zero (the x-intercept).  p =  ..   (ii) from the graph, determine the value q of 1 v when 1 u is zero (the y-intercept).  q =  ..[1]",
+            "12": "12 0625/53/o/n/12 \u00a9 ucles 2012for examiner\u2019s use 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. (e) (i) calculate z, where z is the average of p and q.  z =  ..   (ii) calculate the focal length f of the lens where f = 1 z .  f =  ..  [2]  [total: 10]"
+        },
+        "0625_w12_qp_61.pdf": {
+            "1": "this document consists of 11 printed pages and 1 blank page. dc (cw/sw) 50194/4 \u00a9 ucles 2012 [turn over *1179464083* physics 0625/61 paper 6  alternative to practical october/november 2012  1 hour candidates answer on the question paper no additional materials are required. read these instructions first write your centre number, candidate number and name in the spaces at the top of the page. write in dark blue or black pen.y ou may use a pencil for any diagrams or graphs.do not use staples, paper clips, highlighters, glue or correction fluid.do not write in any barcodes. answer all questions. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question.university of cambridge international examinations international general certificate of secondary education for examiner\u2019s use 1 2345 total",
+            "2": "2 0625/61/o/n/12 \u00a9 ucles 2012for examiner\u2019s use1 the igcse class is investigating the stretching of a spring.  fig. 1.1 shows the experimental set up. clamp d0 benchspring fig. 1.1  (a) on fig. 1.1, measure the vertical distance d0, in mm, between the bottom of the spring  and the surface of the bench.  d0 =  .. mm [1]  (b) the diagram is drawn 1/10th actual size. calculate the actual distance d0, in mm,  between the bottom of the spring and the surface of the bench.  d0 =  .. mm [1]  (c) a student hangs a 1.0 n load on the spring. he measures and records the distance d  between the bottom of the spring and the surface of the bench, and the value of the  load l.   he repeats the procedure using loads of 2.0 n, 3.0 n, 4.0 n and 5.0 n. the distance  readings are shown in table 1.1.   calculate the extension e of the spring, for each set of readings, using the equation  e = (d0 \u2013 d). record the values of l and e in table 1.1. table 1.1 l / n d / mm e / mm 199 191179171160  [2]",
+            "3": "3 0625/61/o/n/12 \u00a9 ucles 2012 [turn overfor examiner\u2019s use (d) plot a graph of e / mm (y-axis) against l / n (x-axis).  [4]  (e) determine the gradient g of the graph. show clearly on the graph how you obtained the  necessary information.  g =  ..[2]  (f) when making measurements, the student is careful to avoid a line-of-sight error.   suggest one other precaution that the student should take when measuring the distance  d between the bottom of the spring and the surface of the bench.  .. ..[1] [total: 11]",
+            "4": "4 0625/61/o/n/12 \u00a9 ucles 2012for examiner\u2019s use2 the igcse class is investigating the rate of cooling of water under different conditions.  the apparatus is shown in fig. 2.1. thermometer water                                      \u201310 0 10 20 30 40 50 60 70 80 90 100 110 \u00b0c  fig. 2.1 fig. 2.2  (a) record the value of room temperature \u03b8r shown on the thermometer in fig. 2.2.  \u03b8r =  ..[1]",
+            "5": "5 0625/61/o/n/12 \u00a9 ucles 2012 [turn overfor examiner\u2019s use (b) a student pours 150 cm3 of hot water into a beaker. she measures the temperature \u03b8 of  the water at time t = 0 and records it in a table.   she starts a stopclock and records the temperature of the water at 30 s intervals until  she has a total of six values up to time t = 150 s. the readings are shown in table 2.1.    she repeats the procedure, using 250 cm3 of hot water. table 2.1 volume of water 150 cm3250 cm3 t / \u03b8 / \u03b8 /     0 84 85   30 79 79  60 74 75  90 70 72120 68 70150 66 68   (i) complete the column headings in the table. [1]   (ii) state whether the rate of cooling is significantly faster, slower, or about the same  when using the larger volume of hot water. justify your answer by reference to the readings. statement  .justification  ... .. .. [2]  (c) if this experiment were to be repeated in order to check the results, it would be important  to control the conditions. suggest two such conditions that should be controlled. 1.  ..2.  .. [2] [total: 6]",
+            "6": "6 0625/61/o/n/12 \u00a9 ucles 2012for examiner\u2019s use3 the igcse class is investigating the potential differences across circuit components.  fig. 3.1 shows the apparatus used. power pack lamp nammeter lamp l lamp m voltmeter fig. 3.1  (a) draw a circuit diagram of the circuit shown in fig. 3.1, using standard symbols.  [3]  (b) a student records the current ia, the potential difference vl across lamp l and the  potential difference vm across lamp m.       0.65 a ia =  ..    0.9 v vl =  ..    1.0 v vm =  ..   (i) calculate the potential difference va across lamps l and m using the equation  va = vl + vm.  va =  ..",
+            "7": "7 0625/61/o/n/12 \u00a9 ucles 2012 [turn overfor examiner\u2019s use  (ii) calculate ra, the combined resistance of lamps l, m and n, using the equation    ra = va ia.  ra =  .. [2]   (iii) on fig. 3.2, draw a pointer showing the current ia = 0.65 a. 00.20.4 0.6 a0.8 1.0     fig. 3.2 [1]  (c) the student rearranges the circuit so that the three lamps are in series with each other.  he records the potential difference across each lamp in turn.       0.6 v vl =  ..    0.7 v vm =  ..    0.7 v vn =  ..   calculate the potential difference vb across the three lamps using the equation  vb = vl + vm + vn.  vb =  ..  (d) a student suggests that va should be equal to vb.    state whether the results support this suggestion and justify your answer with reference  to the results. statement  .justification  ... .. [2]  [total: 8]",
+            "8": "8 0625/61/o/n/12 \u00a9 ucles 2012for examiner\u2019s use4 the igcse class is investigating the refraction of light passing through a transparent block.  the apparatus and ray-trace sheet are shown in fig. 4.1. o eye ray-trace sheetab dcp3 p4 fig. 4.1",
+            "9": "9 0625/61/o/n/12 \u00a9 ucles 2012 [turn overfor examiner\u2019s use (a) a student places the transparent block, largest face down, on the ray-trace sheet. she  draws the outline of the block abcd.   (i) on fig. 4.1, draw a normal at the centre of side ab. label the point e where the normal crosses ab.   (ii) draw a line fe to the left of the normal and at an angle of incidence i = 30\u00b0 to the normal. [2]  (b) the student places two pins p 1 and p2 on the line fe, placing one pin close to e. she  observes the images of p1 and p2 through side cd of the block so that the images of p1  and p2 appear one behind the other. she places two pins p3 and p4 between her eye  and the block so that p3 and p4, and the images of p1 and p2 seen through the block,  appear one behind the other.   (i) on fig. 4.1, mark suitable positions for the pins p1 and p2. [1]   (ii) draw a line joining the positions of p3 and p4. continue the line until it meets cd  and label this point g.   (iii) draw the line ge.  [1]  (c) (i) measure and record the angle of refraction r between the line ge and the normal.  r =  ..[1]   (ii) calculate the ratio i r.  i r =  ..[1]  (d) the student repeats the procedure but with the angle of incidence i = 40\u00b0. the angle of  refraction r = 26\u00b0.   (i) calculate the ratio i r.  i r =  ..[1]   (ii) a student suggests that the ratio i r should be a constant.    state and explain briefly whether your results support this suggestion.  .. .. .. [1]  [total: 8]",
+            "10": "10 0625/61/o/n/12 \u00a9 ucles 2012for examiner\u2019s use5 (a) the igcse class has a range of apparatus available. here is a list of some of the  apparatus.    ammeter    barometer   beaker   electronic balance   manometer   measuring cylinder   metre rule   newtonmeter (spring balance)   stopwatch   tape measure   thermometer   voltmeter  complete table 5.1 by inserting the name of one piece of apparatus from the list that is  the most suitable for measuring each quantity described. table 5.1 quantity to be measured most suitable apparatus volume of water a distance of about 50 mthe force required to lift a laboratory stoolthe mass of a cointhe pressure of the laboratory gas supply  [5]",
+            "11": "11 0625/61/o/n/12 \u00a9 ucles 2012for examiner\u2019s use (b) the igcse class is carrying out a lens experiment. this involves using an illuminated  object, a screen and a lens.    firstly, the distance between the illuminated object and the lens is measured with a  metre rule. next, a clearly focused image is obtained on the screen.   (i) explain briefly how you would avoid a parallax (line-of-sight) error when using the metre rule.  .. .. .. [1]   (ii) state a precaution that you would take to ensure that the image is well focused. .. .. .. [1]  [total: 7]",
+            "12": "12 0625/61/o/n/12 \u00a9 ucles 2012blank page permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the publisher will be pleased to make amends at the earliest possible opportunity. 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."
+        },
+        "0625_w12_qp_62.pdf": {
+            "1": "this document consists of 12 printed pages. dc (leo/jg) 50193/4 \u00a9 ucles 2012 [turn overuniversity of cambridge international examinations international general certificate of secondary education read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen.y ou may use a pencil for any diagrams or graphs.do not use staples, paper clips, highlighters, glue or correction fluid.do not write in any barcodes. answer all questions.at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question. *6078595043* physics 0625/62 paper 6 alternative to practical october/november 2012  1 hour candidates answer on the question paper. no additional materials are required. for examiner\u2019s use 1 2345 total",
+            "2": "2 0625/62/o/n/12 \u00a9 ucles 2012for examiner\u2019s use1 the igcse class is carrying out refraction experiments using a rectangular glass block and  optical pins.  (a) in the middle of the space below, draw a line, 10 cm long, across the page and label it ab. this line represents one side of the glass block.  [1]  (b) draw a normal to this line at the centre of ab. [1]  (c) draw a line at 30\u00b0 to the normal to represent an incident ray. this line should be at least 6 cm long. label this line ef. [1]  (d) mark the positions of two pins p 1 and p2 on line ef. they should be positioned at  suitable places on the line in order carry out a ray-tracing experiment as accurately as possible. [1]",
+            "3": "3 0625/62/o/n/12 \u00a9 ucles 2012 [turn overfor examiner\u2019s use (e) a student finds that his completed results from the refraction experiment do not quite  match the theory. the student carried out the experiment correctly and with reasonable care.   suggest a practical reason why the results could differ slightly from the results expected  from the theory.  .. .. ..[1]  [total: 5]",
+            "4": "4 0625/62/o/n/12 \u00a9 ucles 2012for examiner\u2019s use2 an igcse class is investigating the rate of cooling of water.  the apparatus is shown in fig. 2.1.  thermometer water                                  \u201310 0 10 20 30 40 50 60 70 80 90 100 110 \u00b0c  fig. 2.1                                fig. 2.2  (a) record room temperature \u03b8r as shown on the thermometer in fig. 2.2.  \u03b8r =  ..[2]  (b) a student pours 200 cm3 of hot water into a beaker. she records the temperature \u03b80 of  the water.   86 \u00b0c \u03b80 =  ..   she starts a stopclock and records the temperature \u03b81 of the water at time t = 100 s.    72 \u00b0c \u03b81 =  ..   (i) calculate the temperature difference \u03b8a between \u03b80 and room temperature \u03b8r using  the equation \u03b8a = (\u03b80 \u2013 \u03b8r).  \u03b8a =  ..   (ii) calculate the temperature fall \u03b8h of the hot water using the equation \u03b8h = (\u03b80 \u2013 \u03b81).  \u03b8h =  ..  [1]",
+            "5": "5 0625/62/o/n/12 \u00a9 ucles 2012 [turn overfor examiner\u2019s use (c) the student empties the beaker. she pours 100 cm3 of hot water into the beaker, adds  100 cm3 of cold water to the beaker, and stirs.   she records the temperature \u03b82 of the warm water.   59 \u00b0c \u03b82 =  ..   she starts the stopclock and records the temperature \u03b83 of the water at time t = 100 s.   44 \u00b0c \u03b83 =  ..   (i) calculate the temperature difference \u03b8b between \u03b82 and room temperature \u03b8r using  the equation \u03b8b = (\u03b82 \u2013 \u03b8r).  \u03b8b =  ..   (ii) calculate the temperature fall \u03b8w of the warm water using the equation \u03b8w = (\u03b82 \u2013 \u03b83).  \u03b8w =  ..  [1]  (d) the student suggests that the rate of temperature change is proportional to the difference  between the starting temperature and room temperature. this can be expressed as   \u03b8a \u03b8h = \u03b8b \u03b8w.   state whether the results support this suggestion and justify your answer with reference  to the results. statement  . justification  ... ..  [2]  (e) if this experiment were to be repeated in order to check results, it would be important to  control the conditions.   suggest two such conditions that should be controlled. 1.  .. 2.  ..  [2] [total: 8]",
+            "6": "6 0625/62/o/n/12 \u00a9 ucles 2012for examiner\u2019s use3 the igcse class is investigating current and potential difference using identical lamps in a  circuit.  the circuit is shown in fig. 3.1. apower source 1 2 3 fig. 3.1  (a) on fig. 3.1, draw the symbol for a voltmeter connected to measure the potential difference v across the combination of lamps. [1]  (b) on fig. 3.2, draw a pointer showing the voltmeter reading v = 1.9 v. 00.4 0.20.81.0 0.61.21.4 v1.6 1.8 2.0 fig. 3.2  [1]  (c) (i) a student measures the current at positions 1, 2 and 3 in the circuit. record the  current at each position as shown on the ammeters in fig. 3.3. 00.20.4 0.6 a0.8 1.0 00.20.4 0.6 a0.8 1.0 00.20.4 0.6 a0.8 1.0 position 1 position 2 position 3 fig. 3.3 i1 =              i2 =              i3 =   [1]",
+            "7": "7 0625/62/o/n/12 \u00a9 ucles 2012 [turn overfor examiner\u2019s use  (ii) calculate the total current ic in the combination of lamps using the equation  ic = i2 + i3.  ic =  ..   (iii) theory indicates that i1 = ic. suggest why a student may find the two values to be  different in this experiment.  .. .. .. [1]  (d) the student decides to investigate the effect of changing the current i 1, using a variable  resistor (rheostat).   in the space below, copy the diagram shown in fig. 3.1, but with the addition of a variable  resistor connected at a suitable position for the investigation.  [2]  (e) a student sets up the circuit as shown in fig. 3.1. neither of the two lamps in series  glows. he suspects that one of the lamps is faulty.   suggest how the apparatus may be used to find out which lamp is faulty.  ..  ..[1] [total: 7]",
+            "8": "8 0625/62/o/n/12 \u00a9 ucles 2012for examiner\u2019s use4 the igcse class is determining the focal length of a lens.  the apparatus is shown in fig. 4.1. illuminated object lens screen v u fig. 4.1  a student places a lens at a distance u = 30.0 cm from an illuminated object. she moves the  screen until a sharply focused image of the object is seen on the screen.   she measures the distance v  between the centre of the lens and the screen. she calculates d, using the equation d = u + v.  she repeats the procedure using a range of values of u. the values of u, v and d are shown  in table 4.1. table 4.1 u / cm v / cm uv / d / 30.0 29.8 59.8 45.0 22.0 67.0 50.0 21.8 71.8 55.0 21.0 76.0 60.0 19.9 79.9  (a) (i) calculate the value of uv for each set of readings and enter the values in the table.   (ii) complete the column headings in the table by inserting the units for uv and d.  [2]",
+            "9": "9 0625/62/o/n/12 \u00a9 ucles 2012 [turn overfor examiner\u2019s use (b) complete the labelling of the axes below, and plot the graph using data from the table.  y ou do not need to begin the axes at the origin (0,0). uv /  d / [4]  (c) the gradient of the graph is numerically equal to the focal length of the lens.   (i) determine the gradient g of the graph. show clearly on the graph how you obtained  the necessary information.  g =  ..[2]   (ii) state a value for the focal length f of the lens, giving your answer to a suitable number of significant figures for this experiment.  f =  ..[2] [total: 10]",
+            "10": "10 0625/62/o/n/12 \u00a9 ucles 2012for examiner\u2019s use5 the igcse class is investigating a pendulum.  the apparatus is shown in fig. 5.1. lclamp benchpendulum bob fig. 5.1  (a) on fig. 5.1, measure the length l of the pendulum.  l =  ..[1]  (b) the diagram is drawn 1/5th actual size.   calculate the actual length l of the pendulum.  l =  ..[2]",
+            "11": "11 0625/62/o/n/12 \u00a9 ucles 2012 [turn overfor examiner\u2019s use (c) a student places a metre rule on the bench so that the 50.0 cm mark is vertically below  the centre of the pendulum bob. describe how you would judge that the 50.0 cm mark is vertically below the centre of the pendulum bob. y ou may draw a diagram.  ..  ..[1]  (d) the student pulls the pendulum bob to one side until it is vertically above the 52.0 cm  mark on the rule. he has moved the pendulum bob a horizontal distance d = 2.0 cm.   he releases the pendulum bob, then measures the time t taken for 12 complete swings  of the pendulum. he repeats the procedure using a range of d values. the values of d and t are shown in table 5.1. table 5.1 d / t / t / 2.0 17.4 3.0 17.6 4.0 17.2 5.0 17.3 6.0 17.5   (i) calculate the period t of the pendulum for each value of d. enter the values in the table. the period t is the time taken for one complete swing of the pendulum. [2]   (ii) complete the column headings in the table. [1]  (e) using the evidence in the table, describe the effect on the period t of increasing the  distance d. justify your answer by reference to your results. description  ... ..justification  ... .. ..  [2]",
+            "12": "12 0625/62/o/n/12 \u00a9 ucles 2012for examiner\u2019s use 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. (f) suggest why the student measures the time taken for twelve swings of the pendulum  rather than for one swing.  .. .. ..[1] [total: 10"
+        },
+        "0625_w12_qp_63.pdf": {
+            "1": "this document consists of 14 printed pages and 2 blank pages. dc (nh/sw) 50041/6 \u00a9 ucles 2012 [turn overuniversity of cambridge international examinations international general certificate of secondary education read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen.y ou may use a pencil for any diagrams or graphs.do not use staples, paper clips, highlighters, glue or correction fluid.do not write in any barcodes. answer all questions.at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [ ] at the end of each question or part question. *9194447886* physics 0625/63 paper 6 alternative to practical october/november 2012  1 hour candidates answer on the question paper. no additional materials are required. for examiner\u2019s use 1 2345 total",
+            "2": "2 0625/63/o/n/12 \u00a9 ucles 2012for examiner\u2019s use1 an igcse class is carrying out this experiment to determine the mass of a metal block.  fig. 1.1 shows a spring drawn full size.  fig. 1.2, also full size, shows the spring with a load of 100 g suspended from it. clamp l 0 l 1 100  g mass fig. 1.1                       fig. 1.2  (a) (i) on fig. 1.1, measure the length l0, in cm, of the spring without any load.  l0 =  . cm   (ii) on fig. 1.2 measure the stretched length l1, in cm.  l1 =  . cm  [1]   (iii) calculate the extension e1 of the spring using the equation e1 = (l1 \u2013 l0).  e1 =  ..[1]   (iv) determine a value for k using the equation k = m e1, where m = 100 g.  k  =  unit ...[2]",
+            "3": "3 [turn over 0625/63/o/n/12 \u00a9 ucles 2012for examiner\u2019s use (b) the apparatus is then set up as shown in fig. 1.3.   the rule is at a small angle to the bench. l 2 metre rule hook benchzero mark fig. 1.3   a student measures the length of the stretched spring and obtains the result         4.4 cm l2 =  ..   (i) he then places a metal block x with its centre at the 40.0 cm mark on the rule.    explain briefly how the student can make sure that the block is in the correct  position. y ou may wish to use a diagram.  ..  .. .. [1]   (ii) the student measures the new length l 3 of the spring and records it as         7.5 cm l3 =  ..    determine the change in the extension e2 due to block x, using the equation  e2 = (l3 \u2013 l2).  e2 =  ..   (iii) calculate the mass m of block x using your answers to (a)(iv) and (b)(ii) and the    equation m = k /h20898e2 0.40/h20899.  m = ...[2]",
+            "4": "4 0625/63/o/n/12 \u00a9 ucles 2012for examiner\u2019s use (c) suggest two practical causes of inaccuracy in this experiment. 1.  .. ..2.  .. ..  [2]  [total: 9]",
+            "5": "5 0625/63/o/n/12 \u00a9 ucles 2012 [turn overblank page",
+            "6": "6 0625/63/o/n/12 \u00a9 ucles 2012for examiner\u2019s use2 some igcse students have been asked to investigate how different surfaces absorb thermal  radiation.  the apparatus is set up as shown in fig. 2.1, with a piece of white card in close contact with the thermometer bulb.  the distance between the card and the lamp is 1.0 cm.  fig. 2.1 shows the reading on the thermometer before the lamp is switched on. \u201310 0 10 20 30 40 50 60 70 80 90 100 110 \u00b0c 1.0 cm white cardlampclamp fig. 2.1  (a) in table 2.1, record the temperature before the lamp is switched on, as shown in fig. 2.1.  (b) the lamp is switched on and the temperature recorded every minute.   after 300 s, the lamp is switched off and the white card is replaced with a piece of  black card.   the lamp is then switched on for a further 300 s, and the temperature recorded every  minute.",
+            "7": "7 [turn over 0625/63/o/n/12 \u00a9 ucles 2012for examiner\u2019s use  table 2.1 shows the readings obtained during the experiment.   (i) complete the column headings in the table. table 2.1 white card black card t / \u03b8 / \u03b8 / 02 4 60 25 30 120 28 37 180 30 42 240 32 45 300 33 47  [2]   (ii) calculate the overall temperature change for each card after 300 s.  white card: temperature change =   black card: temperature change =   [1]   (iii) determine which surface, white or black, absorbs thermal radiation more efficiently. state the experimental evidence for your choice. surface ...evidence  ..  [1]   (iv) a student suggests that the rate of temperature rise will be greater at the beginning  of the experiment than towards the end of the experiment.    state whether the results support this. justify your answer with reference to the data for black card. statement  .justification  ... .. ..  [2]",
+            "8": "8 0625/63/o/n/12 \u00a9 ucles 2012for examiner\u2019s use (c) another igcse student wants to repeat the experiment.    suggest one precaution which she should take with the apparatus to make the  comparison between white and black surfaces a fair one. explain why not taking this  precaution might cause the test to be unfair. precaution  explanation  .. .. ..  [2]  [total: 8]",
+            "9": "9 0625/63/o/n/12 \u00a9 ucles 2012 [turn overblank page",
+            "10": "10 0625/63/o/n/12 \u00a9 ucles 2012for examiner\u2019s use3 the igcse class is investigating the resistance of a lamp.  the apparatus has been set out as shown in fig. 3.1. avariable power supply fig. 3.1  (a) on fig. 3.1, draw the symbol for a voltmeter correctly connected to measure the potential  difference across the lamp. [2]  (b) table 3.1 shows the values of potential difference v and current i obtained during the  experiment, and observations regarding the lamp. table 3.1 v / i / r / observation 1.5 0.15 lamp is just glowing 3.2 0.23 lamp is lit but is dim 4.7 0.26 lamp is brighter 6.5 0.31 lamp is very bright  [3]",
+            "11": "11 [turn over 0625/63/o/n/12 \u00a9 ucles 2012for examiner\u2019s use  (i) complete the column headings in table 3.1.   (ii) calculate, and record in the table, the resistance r  of the lamp at each potential    difference v using the equation r = v i.  (c) a student suggests that the resistance of a lamp stays the same whatever its  temperature.   state whether the results support this idea. justify your answer, using the results and  the observations obtained during the experiment. statement  . ..justification  ... .. .. ..  [3]  [total: 8]",
+            "12": "12 0625/63/o/n/12 \u00a9 ucles 2012for examiner\u2019s use4 an igcse class is carrying out an experiment to determine the focal length of a converging  lens.  the apparatus is set up as shown in fig. 4.1. illuminated object lensscreenv u fig. 4.1  (a) the object distance u is set and a sharp image is obtained on the screen.   (i) measure the object distance u  on fig. 4.1.  u =  ..   (ii) measure the image distance v  on fig. 4.1.  v =  ..  [1]   (iii) the diagram is drawn to 1 5th full size. determine the actual values, in metres, of u  and v. record these values in table 4.1.  (b) four more object distances are set up and these and the corresponding image distances  are recorded in table 4.1.   complete the table by calculating values of 1 u and 1 v as necessary. table 4.1 u / m1 u/1 mv / m1 v/1 m 0.200 5.00 0.600 0.250 4.00 0.392 0.450 2.22 0.222 0.600 1.67 0.196  [2]",
+            "13": "13 [turn over 0625/63/o/n/12 \u00a9 ucles 2012for examiner\u2019s use (c) plot a graph of 1 v/1 m (y-axis) against 1 u/1 m (x-axis). begin both axes at the origin (0,0).   the scale must allow the best-fit line, when extended beyond the range of the data, to  cross both axes. 00  [4]  (d) (i) from the graph, determine the value p of 1 u when 1 v is zero (the x-intercept).  p =  ..   (ii) from the graph, determine the value q of 1 v when 1 u is zero (the y-intercept).  q =  ..[1]",
+            "14": "14 0625/63/o/n/12 \u00a9 ucles 2012for examiner\u2019s use (e) (i) calculate z, where z is the average value of p and q.  z =  ..   (ii) calculate the focal length f of the lens where f = 1 z .  f =  ..  [2]  [total: 10]",
+            "15": "15 [turn over 0625/63/o/n/12 \u00a9 ucles 2012for examiner\u2019s use5 some igcse students are carrying out an experiment to investigate how a tennis ball  bounces on various surfaces.  fig. 5.1 shows how they are doing this. the ball is dropped from a known height and the height of the bounce is measured. metre rule tennis ball surface being tested fig. 5.1  (a) one student drops the ball several times from a height of 100 cm. each time he measures the height to which the ball bounces. his measurements are shown in table 5.1. table 5.1 test 12345 height of bounce / cm74 70 72 53 69   explain how a valid average value for the height of the bounce could be achieved from  these results. y ou are not asked to calculate it.  .. .. ..[2]",
+            "16": "16 0625/63/o/n/12 \u00a9 ucles 2012for examiner\u2019s use 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. (b) another student releases the ball from a height of 100 cm on to a stone floor. it bounces  to a height of 75 cm.   calculate the efficiency of the bounce on the stone floor using the equation   efficiency = height of bounce height of release \u00d7 100%.  efficiency = ...[1] (c) a third student releases the ball from a height of 85 cm on to a concrete floor and it  bounces to a height of 75 cm.   without any further calculation, state whether the efficiency for the concrete floor is less  than, greater than, or roughly the same as the efficiency for the stone floor. explain your reasoning. statement .. ..explanation ... .. ..  [2]  [total: 5]"
+        }
+    },
+    "2013": {
+        "0625_s13_qp_11.pdf": {
+            "1": "    this document consists of 20 printed pages.  ib13 06_0625_11/4rp  \u00a9 ucles 2013  [turn over      *7627854085* university of cambridge international examinations  international general certificate of secondary education       physics 0625/11     paper 1  multiple choice  may/june 2013     45 minutes    additional materials: multiple choice answer sheet   soft clean eraser   soft pencil (type b or hb recommended)       read these instructions first    write in soft pencil.  do not use staples, paper clips, highlighters, glue or correction fluid. write your name, centre number and candidate number on the answer sheet in the spaces provided  unless this has been done for you.  do not  write in any barcodes.   there are forty  questions on this paper. answer all questions. for each question there are four possible  answers a, b, c and d.   choose the one you consider correct and record your choice in soft pencil on the separate answer sheet.    read the instructions on the answer sheet very carefully.   each correct answer will score one mark. a mark will not be deducted for a wrong answer. any rough working should be done in this booklet. electronic calculators may be used.     ",
+            "2": "2  \u00a9 ucles 2013 0625/11/m/j/13  1 the diagrams show the readings on a measuring cylinder before and after a small metal cube is  added.    10 9 87654321cm3cm3 10 987654321 before afterwater metal cube     how many more identical cubes can be added to the cylinder, without causing the water to  overflow? do not include the cube already in the cylinder.  a 1 b 2 c 3 d 4    2 which person is experiencing an acceleration?  a a driver of a car that is braking to stop at traffic lights  b a passenger in a train that is stationary in a railway station c a shopper in a large store ascending an escalator (moving stairs) at a uniform rate d a skydiver falling at constant speed towards the earth     3 a car travels at various speeds during a short journey.   the table shows the distances travelled and the times taken during each of four stages p, q, r and s.    stage p q r s  distance travelled  / km 1.8 3.6 2.7 2.7  time taken  / minutes 2 2 4 3    during which two stages is the car travelling at the same average speed?  a p and q b p and s c q and r d r and s    ",
+            "3": "3  \u00a9 ucles 2013 0625/11/m/j/13 [turn over  4 two blocks of metal x and y hang from spring balances, as shown in the diagrams.    0 1 2 3 4 5 x yn 0 1 2 3 4 5n     what does the diagram show about x and y?  a they have the same mass and the same volume but different weights.  b they have the same mass and the same weight but different volumes.  c they have the same mass, the same volume and the same weight.  d they have the same weight and the same volume but different masses.      5 a 1  kg sample of aluminium is stored in a laboratory. in a different laboratory, in the same town,   there is a 1  kg sample of iron.    which quantity must these two samples always  have in common?  a the same density  b the same temperature  c the same volume  d the same weight     ",
+            "4": "4  \u00a9 ucles 2013 0625/11/m/j/13  6 a measuring cylinder has a mass of 120  g when empty.    when it contains 50  cm3 of a liquid, the total mass of the measuring cylinder and the liquid is  160  g.    what is the density of the liquid?  a 5040  g / cm3  b 4050  g / cm3  c 50120  g / cm3  d 50160  g / cm3     7 a car moves along a level road.   the diagram shows all of the horizontal forces acting on the car.    2000  n force from engine500  n friction800  n air resistance     which statement is correct?  a the car is slowing down.  b the car is speeding up.  c the car is moving at a constant speed.  d the car is moving backwards.     ",
+            "5": "5  \u00a9 ucles 2013 0625/11/m/j/13 [turn over  8 the diagram shows a force being applied to a lever to lift a heavy weight.    force pivot lever heavy weight     which change would enable the heavy weight to be lifted with a smaller force?  a move the force to the right.  b move the heavy weight to the right.  c move the force to the left.  d move the pivot to the left.      9 the diagram shows a hydroelectric system.    water power stationpipereservoir     what are the main energy changes taking place?  a chemical energy \u2192 kinetic energy \u2192 electrical energy  b electrical energy \u2192 gravitational energy \u2192 kinetic energy  c gravitational energy \u2192 kinetic energy \u2192 electrical energy  d kinetic energy \u2192 electrical energy \u2192 gravitational energy     ",
+            "6": "6  \u00a9 ucles 2013 0625/11/m/j/13  10 an escalator (moving stairs) and a lift (elevator) are both used to carry passengers from the same  underground railway platform up to street level.    escalator lift    the escalator takes 20 seconds to carry a man to street level. the useful work done is w. the  useful power developed is p. the lift takes 30 seconds to carry the same man to street level.    how much useful work is done by the lift, and how much useful power is developed by the lift?     useful work  done by lift useful power  developed by lift  a more than w less than p  b more than w p  c w less than p  d w p     11 a man stands on the ground.    which action will increase the pressure that the man exerts on the ground?  a the man slowly bends his knees.  b the man slowly lies down on the ground.  c the man slowly raises his arms.  d the man slowly raises one foot off the ground.     ",
+            "7": "7  \u00a9 ucles 2013 0625/11/m/j/13 [turn over  12 the diagram shows a simple mercury barometer.    90 8070605040302010cm vacuum metre rule mercury     which length is used to find the value of atmospheric pressure?  a 12  cm b 74  cm c 86  cm d 100  cm      13 a thermometer bulb is covered by a piece of damp absorbent cloth.    thermomete r airdamp cloth bulb    air at room temperature is blown across the damp cloth.    what happens to the thermometer reading?  a it remains constant.  b it rises.  c it rises then falls.  d it falls.     ",
+            "8": "8  \u00a9 ucles 2013 0625/11/m/j/13  14 a gas storage tank has a fixed volume. the gra ph shows how the temperature of the gas in the  tank varies with time.    x timetemperature y    at time y, the gas molecules are  a closer together than at time x.  b hitting the sides of the tank harder than at time x. c larger in size than at time x.  d moving more slowly than at time x.     15 the diagrams show four blocks of steel. the blocks are all drawn to the same scale.    the same quantity of thermal energy (heat) is given to each block.    which block shows the greatest rise in temperature?    a b c d       ",
+            "9": "9  \u00a9 ucles 2013 0625/11/m/j/13 [turn over  16 a mercury thermometer with no scale is taped to a ruler as shown.     when the thermometer is placed in steam, the mercury level rises to 22.0  cm.    when the thermometer is placed in pure melting ice, the mercury level falls to 2.0  cm.    30  28 26 24 22 20 18 16 14 12 10 8 6 4 2 0 cm  mercuryrulerthermomete r     which temperature is shown by the mercury level in the diagram?  a 6 \u00b0c b 8 \u00b0c c 30  \u00b0c d 40  \u00b0c     ",
+            "10": "10  \u00a9 ucles 2013 0625/11/m/j/13  17 the diagram shows the cross-section of a vacuum flask containing a hot liquid in a cold room.    x and y are points on the inside surfaces of the walls of the flask.    xycold room vacuumhot liquid     how is thermal energy transferred between x and y?  a by conduction and convection  b by conduction only  c by radiation and convection  d by radiation only     ",
+            "11": "11  \u00a9 ucles 2013 0625/11/m/j/13 [turn over  18 the diagram shows a refrigerator.     the cooling unit is placed at the top. the cooling unit cools the air near it.    cooling unit     what happens to the density of the air as it cools, and how does it move?     density of the air movement of the air  a decreases moves down  b decreases stays at the top  c increases moves down  d increases stays at the top      19 visible light and \u03b3-rays are both waves.    how may they correctly be described?     visible light \u03b3-rays  a longitudinal longitudinal  b longitudinal transverse  c transverse longitudinal  d transverse transverse     ",
+            "12": "12  \u00a9 ucles 2013 0625/11/m/j/13  20 the diagram represents a wave.    xydistancedisplacement 0     how many wavelengths are there between x and y?  a 32 b 1 c 211 d 3      21 different parts of the electromagnetic spectrum are used for different purposes. below are four  statements about parts of the spectrum.    statement 1: infra-red waves are used in television remote controllers.  statement 2: radio waves are used to transmit television pictures from satellites to earth. statement 3: ultra-violet waves are used for intruder alarms. statement 4: x-rays are used for security checks.    which statements are correct?  a 1 and 2 b 1 and 4 c 2 and 3 d 3 and 4      22 which diagram shows how a ray of light could pass through a glass block in air?    a glassb glass glassc glassd    ",
+            "13": "13  \u00a9 ucles 2013 0625/11/m/j/13 [turn over  23 which diagram correctly represents rays of light passing through a converging lens in a camera?    a b c  objectimagecameradobjectimagecamera object lensimagecameralensobjectimagecamera lens lens       24 the diagrams represent two sound waves. the scales in the two diagrams are the same.    displacement time sound wave 1displacement time sound wave 2    which statement describes the waves?  a the waves have different loudness and different pitch.  b the waves have different loudness but the same pitch. c the waves have the same loudness and the same pitch.  d the waves have the same loudness but different pitch.     ",
+            "14": "14  \u00a9 ucles 2013 0625/11/m/j/13  25 a student claps once when standing 100  m away from a large wall.    the speed of sound in air is 330  m / s.    how long after clapping does the student hear an echo?  a 0.30  s b 0.61  s c 1.7  s d 3.3  s     26 which statement about magnetism is correct?  a aluminium is a ferrous metal.  b a steel magnet can be demagnetised by heating it.  c the core of an electromagnet is usually made of steel.  d the magnetic field lines around a bar magnet are evenly spaced.      27 two soft-iron rods are placed end to end inside a coil which is connected to a battery.    soft-iron rod soft-iron rodcoil     the connections from the battery to the coil are now reversed.    what happens to the soft-iron rods in each case?     battery connections  as shown battery connections  reversed  a rods attract rods attract  b rods attract rods repel  c rods repel rods attract  d rods repel rods repel     ",
+            "15": "15  \u00a9 ucles 2013 0625/11/m/j/13 [turn over  28 three charged balls, p, q and r are suspended by insulating threads. ball p is negatively  charged.    ball q is brought close to ball p.    \u2013pqinsulating thread     ball q is now brought close to ball r.    qr    what are the charges on ball q and on ball r?     ball q ball r  a positive positive  b positive negative  c negative positive  d negative negative     ",
+            "16": "16  \u00a9 ucles 2013 0625/11/m/j/13  29 which circuit could be used to determine the resistance of the resistor r?    a vd v ac rrv aa a vb r r      30 which copper wire would have the smallest resistance?    a a long, thick wire  b a long, thin wire  c a short, thick wire  d a short, thin wire      31 the diagram shows an electrical circuit.    p on lm     between which two points must a voltmeter be connected to find the potential difference across  the bell?  a l and m b m and n c n and o d o and p     ",
+            "17": "17  \u00a9 ucles 2013 0625/11/m/j/13 [turn over  32 the reading on the ammeter in the circuit is 1.0  a.    a second ammeter is connected in the circuit. it also reads 1.0  a.    at which labelled point is it connected?    1.0 a a  b c d a       33 the circuit shows a battery and four lamps. all the lamps are lit.    one lamp fails and all the lamps go out.    which lamp failed?    a  b  cd       34 a desk lamp should have a 3  a fuse fitted, but a 13  a fuse has been fitted by mistake.    the lamp is not faulty.    the lamp is switched on. what happens?  a the fuse blows.  b the fuse does not blow but the lamp does not light.  c the lamp draws too much current and the supply cables could melt.  d the lamp works normally.     ",
+            "18": "18  \u00a9 ucles 2013 0625/11/m/j/13  35 an electric current can produce a heating effect and a magnetic effect.    which row shows the effect that a relay uses, together with one application of a relay?     effect used by a relay one application of a relay  a heating effect allowing a small current to switch on a large current  b heating effect changing the voltage of an alternating current  c magnetic effect allowing a small current to switch on a large current  d magnetic effect changing the voltage of an alternating current      36 the diagram shows a mains transformer that has an output voltage of 12  v.    240  v a.c. input12 v a.c. outputcoil with 1000 turnssoft-iron core     how many turns of wire are in the secondary coil?  a 12 b 20 c 50 d 20  000    ",
+            "19": "19  \u00a9 ucles 2013 0625/11/m/j/13 [turn over  37 the diagram shows an experiment to demonstrate electromagnetic induction.    nsx ya wire     x and y are joined, in turn, by four wires, each made of a different material.    each wire is then moved quickly downwards between the magnets.    which material will not give rise to an induced current in the wire?  a aluminium  b copper  c iron  d nylon     38 in a cathode-ray tube, particles are fired at a screen.    what are these particles?  a \u03b1-particles  b electrons  c neutrons  d protons     ",
+            "20": "20      permission to reproduce items where third -party owned material protected by copyright is included has been sought and cleared w here 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.    \u00a9 ucles 2013 0625/11/m/j/13  39 the graph shows how the count rate on a detector due to a radioactive source changes with time.    4800 2400 0 012345count rate counts per minute time  / hours    what is the count rate at 5.0 hours?  a 960 counts per minute  b 600 counts per minute  c 150 counts per minute  d 0 counts per minute      40 the diagram represents a carbon atom.    + + +  + + +  + \u2013 \u2013\u2013 \u2013\u2013\u2013\u2013key  neutron  proton  electron      what is the nucleon number (mass number) for this atom?  a 6 b 8 c 14 d 20       "
+        },
+        "0625_s13_qp_12.pdf": {
+            "1": "    this document consists of 19 printed pages and 1 blank page.  ib13 06_0625_12/5rp  \u00a9 ucles 2013  [turn over      *1730835311* university of cambridge international examinations  international general certificate of secondary education       physics 0625/12     paper 1  multiple choice  may/june 2013     45 minutes    additional materials: multiple choice answer sheet   soft clean eraser   soft pencil (type b or hb recommended)       read these instructions first    write in soft pencil.  do not use staples, paper clips, highlighters, glue or correction fluid. write your name, centre number and candidate number on the answer sheet in the spaces provided  unless this has been done for you.  do not  write in any barcodes.   there are forty  questions on this paper. answer all questions. for each question there are four possible  answers a, b, c and d.   choose the one you consider correct and record your choice in soft pencil on the separate answer sheet.    read the instructions on the answer sheet very carefully.   each correct answer will score one mark. a mark will not be deducted for a wrong answer. any rough working should be done in this booklet. electronic calculators may be used.     ",
+            "2": "2  \u00a9 ucles 2013 0625/12/m/j/13  1 a student measures the length of a rod xy by holding it next to a metre rule.    99 98 97 96 95 94 cmxy     the student writes down the length as 94.8  cm.    which statement is correct?  a the value is correct.  b the value is incorrect because it should be 95.2  cm.  c the value is incorrect because it should be in millimetres.  d the value is incorrect because the student should subtract the reading for end y from the  reading for end x.     2 a heavy metal ball falls vertically downwards through air past four equally spaced levels j, k, l  and m.    level j level klevel llevel mmetal ball     the times taken to fall from one level to the next are measured.    where is the speed of the ball greatest and which time is shortest?     speed is  greatest between time is  shortest between  a j and k j and k  b j and k l and m  c l and m j and k  d l and m l and m     ",
+            "3": "3  \u00a9 ucles 2013 0625/12/m/j/13 [turn over  3 a car travels at various speeds during a short journey.    the table shows the distances travelled and the times taken during each of four stages p, q, r and s.    stage p q r s  distance travelled  / km 1.8 3.6 2.7 2.7  time taken  / minutes 2 2 4 3    during which two stages is the car travelling at the same average speed?  a p and q b p and s c q and r d r and s      4 two blocks of metal x and y hang from spring balances, as shown in the diagrams.   0 1 2 3 4 5 x yn 0 1 2 3 4 5n     what does the diagram show about x and y?  a they have the same mass and the same volume but different weights.  b they have the same mass and the same weight but different volumes.  c they have the same mass, the same volume and the same weight.  d they have the same weight and the same volume but different masses.      5 a student stands with both feet on some scales in order to measure his weight.   the reading on the scales is 500  n. he lifts one foot off the scales and keeps it lifted.    what is the new reading on the scales?  a 0 b 250  n c 500  n d 1000  n ",
+            "4": "4  \u00a9 ucles 2013 0625/12/m/j/13  6 a measuring cylinder containing liquid is pl aced on a top-pan balance. the apparatus is left  overnight and some of the liquid evaporates. the diagrams show the readings.    g251252 249 248250cm3 before liquid evaporatesliquid g243244 241 240242cm3 after liquid evaporatesliquid measuring cylinder     what is the density of the liquid?  a 0.875  g / cm3 b 1.14  g / cm3 c 1.40  g / cm3 d 1.42  g / cm3      7 a child sits on a rubber ball and bounces up and down on the ground.       what stays the same when the ball hits the ground?  a the acceleration of the ball  b the mass of the ball  c the shape of the ball  d the velocity of the ball     ",
+            "5": "5  \u00a9 ucles 2013 0625/12/m/j/13 [turn over  8 the diagrams show different objects, each being acted upon by only the two forces shown.    which object is in equilibrium?    3 n 3 na  4 n4  nb  5 n 5 n4 n 5 nc d       9 the diagram shows a hydroelectric system.    water power stationpipereservoir     what are the main energy changes taking place?  a chemical energy \u2192 kinetic energy \u2192 electrical energy  b electrical energy \u2192 gravitational energy \u2192 kinetic energy  c gravitational energy \u2192 kinetic energy \u2192 electrical energy  d kinetic energy \u2192 electrical energy \u2192 gravitational energy     ",
+            "6": "6  \u00a9 ucles 2013 0625/12/m/j/13  10 a car moves along a level road at constant speed. work is done by the engine and power is  developed by the engine.    which pair of graphs shows how the work done and the power developed vary with time?    work timepower timea work timepower timeb work timepower timec work timepower timed 0 00 00 00 0 0 00 00 00 0      ",
+            "7": "7  \u00a9 ucles 2013 0625/12/m/j/13 [turn over  11 a mercury manometer is used to measure a pressu re difference. the difference is shown by the  levels x and y in the diagram.    0102030405060708090100mm xy mercury     what is the pressure difference represented by x and y?  a 5  mm of mercury  b 50  mm of mercury  c 90  mm of mercury  d 95  mm of mercury      12 the diagrams show the actual size of the heels of four different lady\u2019s shoes, as seen from  underneath the shoe.    which heel is most  likely to cause damage to floors?    abcd      ",
+            "8": "8  \u00a9 ucles 2013 0625/12/m/j/13  13 which diagram best shows the path of a gas molecule?    abcd      14 a gas storage tank has a fixed volume. the graph shows how the temperature of the gas in the  tank varies with time.    x timetemperature y    at time y, the gas molecules are  a closer together than at time x.  b hitting the sides of the tank harder than at time x. c larger in size than at time x. d moving more slowly than at time x.     ",
+            "9": "9  \u00a9 ucles 2013 0625/12/m/j/13 [turn over  15 the diagrams show four blocks of steel. the blocks are all drawn to the same scale.    the same quantity of thermal energy (heat) is given to each block.    which block shows the greatest rise in temperature?    a b c d       16 a mercury thermometer with no scale is taped to a ruler as shown.     when the thermometer is placed in steam, the mercury level rises to 22.0  cm.    when the thermometer is placed in pure melting ice, the mercury level falls to 2.0  cm.    30  28 26 24 22 20 18 16 14 12 10 8 6 4 2 0 cm  mercuryrulerthermomete r     which temperature is shown by the mercury level in the diagram?  a 6 \u00b0c b 8 \u00b0c c 30  \u00b0c d 40  \u00b0c     ",
+            "10": "10  \u00a9 ucles 2013 0625/12/m/j/13  17 which statement about the transfer of thermal energy is correct?    a convection can occur in air, but only when the air is trapped.  b convection can only occur in a gas.  c radiation cannot occur in air.  d radiation can occur in a vacuum, but convection cannot.      18 the diagram shows a refrigerator.     the cooling unit is placed at the top. the cooling unit cools the air near it.    cooling unit     what happens to the density of the air as it cools, and how does it move?     density of the air movement of the air  a decreases moves down  b decreases stays at the top  c increases moves down  d increases stays at the top    ",
+            "11": "11  \u00a9 ucles 2013 0625/12/m/j/13 [turn over  19 the diagram shows the surface of water in a ripple tank. a wave is travelling in the direction of  the arrow towards a gap in a barrier.    water surface wavefrontsbarrier     what happens to the wave as it passes through t he gap, and what happens to the shape of the  wavefronts after passing through the gap?     what happens  at the gap shape after passing  through the gap  a diffraction curved  b diffraction straight  c refraction curved  d refraction straight     20 the diagram represents a wave.    xydistancedisplacement 0     how many wavelengths are there between x and y?  a 32 b 1 c 211 d 3      21 which group of electromagnetic radiations is arranged in order of increasing frequency?  a infra-red, visible light, ultraviolet  b \u03b3-rays, x-rays, infra-red  c ultra-violet, visible light, radio waves  d x-rays, radio waves, \u03b3-rays ",
+            "12": "12  \u00a9 ucles 2013 0625/12/m/j/13  22 an electronic engineer makes devices which can receive television pictures from satellites.    which type of electromagnetic radiation must these devices be able to receive?  a infra-red waves  b microwaves c radio waves  d ultra-violet waves     23 which diagram correctly represents rays of light passing through a converging lens in a camera?    a b c  objectimagecameradobjectimagecamera object lensimagecameralensobjectimagecamera lens lens     ",
+            "13": "13  \u00a9 ucles 2013 0625/12/m/j/13 [turn over  24 a tuning fork is marked with the number 320.    320     this indicates the size of the frequency.    what does this mean?  a the length of the tuning fork is 320  mm.  b the note from the tuning fork will last for up to 320  s.  c the sound waves produced by the tuning fork travel at 320  m / s.  d the tuning fork vibrates 320 times every second.     25 some sound from a loudspeaker at p travels directly to q. sound also reaches q after being  reflected from a wall at r.    8 m 8 m10 mwallloudspeaker p qr     the speed of sound is 330  m / s.    what is the difference  in time for a sound to travel from p to q by the two routes?  a \uf8f7 \uf8f8\uf8f6\uf8ec \uf8ed\uf8eb 3306s b  \uf8f7 \uf8f8\uf8f6\uf8ec \uf8ed\uf8eb 33016s c (6 \u00d7 330) s d (16 \u00d7 330) s      26 an electromagnet is used to separate magnetic metals from non-magnetic metals.    why is steel not  suitable as the core of the electromagnet?  a it forms a permanent magnet.  b it has a high density.  c it has a high thermal capacity.  d it is a good conductor of electricity.     ",
+            "14": "14  \u00a9 ucles 2013 0625/12/m/j/13  27 an old and expensive steel watch becomes magnetised.    the owner wants to use the watch again. he must demagnetise the watch.    what is the best method to do this?  a heat it until it glows red hot.  b pass direct current though it.  c place it in a plastic bag and put the bag in hot water for several hours.  d place it in a solenoid that carries alternating current and then slowly remove it.      28 three charged balls, p, q and r are suspended by insulating threads. ball p is negatively  charged.    ball q is brought close to ball p.    \u2013pqinsulating thread     ball q is now brought close to ball r.    qr    what are the charges on ball q and on ball r?     ball q ball r  a positive positive  b positive negative  c negative positive  d negative negative     29 which group contains only good electrical conductors?  a air, carbon (graphite), plastic  b air, gold, mercury c carbon (graphite), copper, mercury  d copper, gold, plastic     ",
+            "15": "15  \u00a9 ucles 2013 0625/12/m/j/13 [turn over  30 a student investigates a circuit that contains  two parallel resistors. the circuit includes meters r,  s and t which are all connected correctly.    resistorsr st     which types of meter are r, s and t?     meter r meter s meter t  a ammeter ammeter ammeter  b ammeter voltmeter voltmeter  c voltmeter ammeter ammeter  d voltmeter voltmeter voltmeter      31 a circuit contains the component shown by the following symbol.        which change would the component detect?    a change in  a light level.  b potential difference.  c radioactivity.  d temperature.    ",
+            "16": "16  \u00a9 ucles 2013 0625/12/m/j/13  32 the diagram shows a circuit which includes a switch and a capacitor.    switchcapacitor p q    what happens to the capacitor when the switch is at p and when it is at q?     switch at p switch at q  a charging charging  b charging discharging  c discharging charging  d discharging discharging     33 the circuit diagram shows a cell connected to three identical lamps x, y and z. all the lamps are  lit.    xz y     lamp y is removed by unscrewing it from its holder.    what happens to lamp z?  a it goes out completely.  b it becomes dimmer but stays lit. c it stays the same brightness.  d it becomes brighter.     ",
+            "17": "17  \u00a9 ucles 2013 0625/12/m/j/13 [turn over  34 each branch of a domestic circuit often includes a circuit-breaker. this protects the wiring if too  much current flows in the circuit.    in which wire is the circuit-breaker placed and what does it do when it operates?     circuit-breaker in when the circuit-breaker operates it  a live wire disconnects the circuit  b live wire reduces the current to a safe value (not zero)  c neutral wire disconnects the circuit  d neutral wire reduces the current to a safe value (not zero)     35 a student wants to make a transformer to step 12  v down to 6.0  v.    she winds 60 turns of wire around an iron core as shown in the diagram.         soft-iron core 6.0 v a.c. 12 v a.c. primary coil 60 turnssecondary coil     how many turns of wire should she wind on the secondary coil of her transformer?  a 5 b 30 c 60 d 120     36 a toy railway engine is driven around a track by a d.c. electric motor.    how can the speed of the motor be increased?  a use a motor made with fewer turns of wire.  b use a smaller d.c. voltage.  c use a stronger magnet in the motor.  d use the supply with its connections reversed.     ",
+            "18": "18  \u00a9 ucles 2013 0625/12/m/j/13  37 the diagram shows an experiment to demonstrate electromagnetic induction.    nsx ya wire     x and y are joined, in turn, by four wires, each made of a different material.    each wire is then moved quickly downwards between the magnets.    which material will not give rise to an induced current in the wire?  a aluminium  b copper  c iron  d nylon     38 a beam of cathode rays passes between two charged metal plates.    + \u2013cathode rays     what happens to the beam as it passes between the plates?  a it is deflected into the paper.  b it is deflected out of the paper.  c it is deflected towards the negative plate.  d it is deflected towards the positive plate.     ",
+            "19": "19  \u00a9 ucles 2013 0625/12/m/j/13  39 a radiation detector is placed close to a source of \u03b2-particles.    aluminium sheets of increasing thickness are placed between the source and the detector.    source of \u03b2-particles aluminium sheet detector    eventually a sheet which is 2.0  cm thick is used. the reading on the detector decreases, but does  not fall to zero.    why does the reading not fall to zero?  a some of the \u03b2-particles go round the edges of the sheet.  b the detector is too close to the source.  c there is always some background radiation.  d the sheet can never be thick enough to absorb all the \u03b2-particles.      40 a nuclide is represented by the notation shown.        how many nucleons are there in one atom of this nuclide?  a p b q c p + q d p \u2013 q     ",
+            "20": "20      permission to reproduce items where third -party owned material protected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to t race 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 t he 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.    \u00a9 ucles 2013 0625/12/m/j/13  blank page  "
+        },
+        "0625_s13_qp_13.pdf": {
+            "1": "    this document consists of 20 printed pages.  ib13 06_0625_13/fp  \u00a9 ucles 2013  [turn over      *8539725258* university of cambridge international examinations  international general certificate of secondary education       physics 0625/13     paper 1  multiple choice  may/june 2013     45 minutes    additional materials: multiple choice answer sheet   soft clean eraser   soft pencil (type b or hb recommended)       read these instructions first    write in soft pencil.  do not use staples, paper clips, highlighters, glue or correction fluid. write your name, centre number and candidate number on the answer sheet in the spaces provided  unless this has been done for you.  do not  write in any barcodes.   there are forty  questions on this paper. answer all questions. for each question there are four possible  answers a, b, c and d.   choose the one you consider correct and record your choice in soft pencil on the separate answer sheet.    read the instructions on the answer sheet very carefully.   each correct answer will score one mark. a mark will not be deducted for a wrong answer. any rough working should be done in this booklet. electronic calculators may be used.     ",
+            "2": "2  \u00a9 ucles 2013 0625/13/m/j/13  1 the diagrams show the readings on a measuring cylinder before and after a small metal cube is  added.    10 9 87654321cm3cm3 10 987654321 before afterwater metal cube     how many more identical cubes can be added to the cylinder, without causing the water to  overflow? do not include the cube already in the cylinder.  a 1 b 2 c 3 d 4    2 a car travels at various speeds during a short journey.   the table shows the distances travelled and the times taken during each of four stages  p, q, r and s.    stage p q r s  distance travelled  / km 1.8 3.6 2.7 2.7  time taken  / minutes 2 2 4 3    during which two stages is the car travelling at the same average speed?  a p and q b p and s c q and r d r and s     3 which person is experiencing an acceleration?  a a driver of a car that is braking to stop at traffic lights  b a passenger in a train that is stationary in a railway station c a shopper in a large store ascending an escalator (moving stairs) at a uniform rate  d a skydiver falling at constant speed towards the earth     ",
+            "3": "3  \u00a9 ucles 2013 0625/13/m/j/13 [turn over  4 a 1  kg sample of aluminium is stored in a laboratory. in a different laboratory, in the same town,   there is a 1  kg sample of iron.    which quantity must these two samples always  have in common?  a the same density  b the same temperature  c the same volume  d the same weight     5 two blocks of metal x and y hang from spring balances, as shown in the diagrams.    0 1 2 3 4 5 x yn 0 1 2 3 4 5n     what does the diagram show about x and y?  a they have the same mass and the same volume but different weights.  b they have the same mass and the same weight but different volumes.  c they have the same mass, the same volume and the same weight.  d they have the same weight and the same volume but different masses.     ",
+            "4": "4  \u00a9 ucles 2013 0625/13/m/j/13  6 a car moves along a level road.    the diagram shows all of the horizontal forces acting on the car.    2000  n force from engine500  n friction800  n air resistance     which statement is correct?  a the car is slowing down.  b the car is speeding up.  c the car is moving at a constant speed. d the car is moving backwards.     7 a measuring cylinder has a mass of 120  g when empty.    when it contains 50  cm3 of a liquid, the total mass of the measuring cylinder and the liquid is  160  g.    what is the density of the liquid?  a 5040  g / cm3  b 4050  g / cm3  c 50120  g / cm3  d 50160  g / cm3     ",
+            "5": "5  \u00a9 ucles 2013 0625/13/m/j/13 [turn over  8 the diagram shows a hydroelectric system.    water power stationpipereservoir     what are the main energy changes taking place?  a chemical energy \u2192 kinetic energy \u2192 electrical energy  b electrical energy \u2192 gravitational energy \u2192 kinetic energy  c gravitational energy \u2192 kinetic energy \u2192 electrical energy  d kinetic energy \u2192 electrical energy \u2192 gravitational energy     9 the diagram shows a force being applied to a lever to lift a heavy weight.    force pivot lever heavy weight     which change would enable the heavy weight to be lifted with a smaller force?  a move the force to the right.  b move the heavy weight to the right. c move the force to the left.  d move the pivot to the left.     ",
+            "6": "6  \u00a9 ucles 2013 0625/13/m/j/13  10 a man stands on the ground.    which action will increase the pressure that the man exerts on the ground?  a the man slowly bends his knees.  b the man slowly lies down on the ground. c the man slowly raises his arms. d the man slowly raises one foot off the ground.     11 an escalator (moving stairs) and a lift (elevator) are both used to carry passengers from the same  underground railway platform up to street level.    escalator lift    the escalator takes 20 seconds to carry a man to street level. the useful work done is w. the  useful power developed is p. the lift takes 30 seconds to carry the same man to street level.    how much useful work is done by the lift, and how much useful power is developed by the lift?     useful work  done by lift useful power  developed by lift  a more than w less than p  b more than w p  c w less than p  d w p    ",
+            "7": "7  \u00a9 ucles 2013 0625/13/m/j/13 [turn over  12 the diagram shows a simple mercury barometer.    90 8070605040302010cm vacuum metre rule mercury     which length is used to find the value of atmospheric pressure?  a 12  cm b 74  cm c 86  cm d 100  cm      13 a thermometer bulb is covered by a piece of damp absorbent cloth.    thermomete r airdamp cloth bulb    air at room temperature is blown across the damp cloth.    what happens to the thermometer reading?  a it remains constant.  b it rises.  c it rises then falls.  d it falls.     ",
+            "8": "8  \u00a9 ucles 2013 0625/13/m/j/13  14 the diagrams show four blocks of steel. the blocks are all drawn to the same scale.    the same quantity of thermal energy (heat) is given to each block.    which block shows the greatest rise in temperature?    a b c d       15 a gas storage tank has a fixed volume. the graph shows how the temperature of the gas in the  tank varies with time.    x timetemperature y    at time y, the gas molecules are  a closer together than at time x.  b hitting the sides of the tank harder than at time x.  c larger in size than at time x.  d moving more slowly than at time x.     ",
+            "9": "9  \u00a9 ucles 2013 0625/13/m/j/13 [turn over  16 a mercury thermometer with no scale is taped to a ruler as shown.     when the thermometer is placed in steam, the mercury level rises to 22.0  cm.    when the thermometer is placed in pure melting ice, the mercury level falls to 2.0  cm.    30  28 26 24 22 20 18 16 14 12 10 8 6 4 2 0 cm  mercuryrulerthermomete r     which temperature is shown by the mercury level in the diagram?  a 6 \u00b0c b 8 \u00b0c c 30  \u00b0c d 40  \u00b0c     ",
+            "10": "10  \u00a9 ucles 2013 0625/13/m/j/13  17 the diagram shows a refrigerator.     the cooling unit is placed at the top. the cooling unit cools the air near it.    cooling unit     what happens to the density of the air as it cools, and how does it move?     density of the air movement of the air  a decreases moves down  b decreases stays at the top  c increases moves down  d increases stays at the top     ",
+            "11": "11  \u00a9 ucles 2013 0625/13/m/j/13 [turn over  18 the diagram shows the cross-section of a vacuum flask containing a hot liquid in a cold room.    x and y are points on the inside surfaces of the walls of the flask.    xycold room vacuumhot liquid     how is thermal energy transferred between x and y?  a by conduction and convection  b by conduction only  c by radiation and convection  d by radiation only      19 visible light and \u03b3-rays are both waves.    how may they correctly be described?     visible light \u03b3-rays  a longitudinal longitudinal  b longitudinal transverse  c transverse longitudinal  d transverse transverse     ",
+            "12": "12  \u00a9 ucles 2013 0625/13/m/j/13  20 different parts of the electromagnetic spectrum are used for different purposes. below are four  statements about parts of the spectrum.    statement 1: infra-red waves are used in television remote controllers.  statement 2: radio waves are used to transmit television pictures from satellites to earth. statement 3: ultra-violet waves are used for intruder alarms. statement 4: x-rays are used for security checks.    which statements are correct?  a 1 and 2 b 1 and 4 c 2 and 3 d 3 and 4      21 the diagram represents a wave.    xydistancedisplacement 0     how many wavelengths are there between x and y?  a 32 b 1 c 211 d 3      22 which diagram shows how a ray of light could pass through a glass block in air?    a glassb glass glassc glassd  ",
+            "13": "13  \u00a9 ucles 2013 0625/13/m/j/13 [turn over  23 which diagram correctly represents rays of light passing through a converging lens in a camera?    a b c  objectimagecameradobjectimagecamera object lensimagecameralensobjectimagecamera lens lens       24 the diagrams represent two sound waves. the scales in the two diagrams are the same.    displacement time sound wave 1displacement time sound wave 2    which statement describes the waves?  a the waves have different loudness and different pitch.  b the waves have different loudness but the same pitch. c the waves have the same loudness and the same pitch.  d the waves have the same loudness but different pitch.     ",
+            "14": "14  \u00a9 ucles 2013 0625/13/m/j/13  25 two soft-iron rods are placed end to end inside a coil which is connected to a battery.    soft-iron rod soft-iron rodcoil     the connections from the battery to the coil are now reversed.    what happens to the soft-iron rods in each case?     battery connections  as shown battery connections  reversed  a rods attract rods attract  b rods attract rods repel  c rods repel rods attract  d rods repel rods repel     26 a student claps once when standing 100  m away from a large wall.    the speed of sound in air is 330  m / s.    how long after clapping does the student hear an echo?  a 0.30  s b 0.61  s c 1.7  s d 3.3  s     27 which statement about magnetism is correct?  a aluminium is a ferrous metal.  b a steel magnet can be demagnetised by heating it. c the core of an electromagnet is usually made of steel. d the magnetic field lines around a bar magnet are evenly spaced.     ",
+            "15": "15  \u00a9 ucles 2013 0625/13/m/j/13 [turn over  28 three charged balls, p, q and r are suspended by insulating threads. ball p is negatively  charged.    ball q is brought close to ball p.    \u2013pqinsulating thread     ball q is now brought close to ball r.    qr    what are the charges on ball q and on ball r?     ball q ball r  a positive positive  b positive negative  c negative positive  d negative negative     29 which copper wire would have the smallest resistance?    a a long, thick wire  b a long, thin wire  c a short, thick wire  d a short, thin wire     30 the diagram shows an electrical circuit.    p on lm     between which two points must a voltmeter be connected to find the potential difference across the bell?  a l and m b m and n c n and o d o and p   ",
+            "16": "16  \u00a9 ucles 2013 0625/13/m/j/13  31 which circuit could be used to determine the resistance of the resistor r?    a vd v ac rrv aa a vb r r      32 the circuit shows a battery and four lamps. all the lamps are lit.    one lamp fails and all the lamps go out.    which lamp failed?    a  b  cd      ",
+            "17": "17  \u00a9 ucles 2013 0625/13/m/j/13 [turn over  33 the reading on the ammeter in the circuit is 1.0  a.    a second ammeter is connected in the circuit. it also reads 1.0  a.    at which labelled point is it connected?    1.0 a a  b c d a       34 a desk lamp should have a 3  a fuse fitted, but a 13  a fuse has been fitted by mistake.    the lamp is not faulty.    the lamp is switched on. what happens?  a the fuse blows.  b the fuse does not blow but the lamp does not light.  c the lamp draws too much current and the supply cables could melt.  d the lamp works normally.      35 the diagram shows a mains transformer that has an output voltage of 12  v.    240  v a.c. input12 v a.c. outputcoil with 1000 turnssoft-iron core     how many turns of wire are in the secondary coil?  a 12 b 20 c 50 d 20  000    ",
+            "18": "18  \u00a9 ucles 2013 0625/13/m/j/13  36 an electric current can produce a heating effect and a magnetic effect.    which row shows the effect that a relay uses, together with one application of a relay?     effect used by a relay one application of a relay  a heating effect allowing a small current to switch on a large current  b heating effect changing the voltage of an alternating current  c magnetic effect allowing a small current to switch on a large current  d magnetic effect changing the voltage of an alternating current      37 in a cathode-ray tube, particles are fired at a screen.    what are these particles?  a \u03b1-particles  b electrons  c neutrons  d protons     ",
+            "19": "19  \u00a9 ucles 2013 0625/13/m/j/13 [turn over  38 the diagram shows an experiment to demonstrate electromagnetic induction.    nsx ya wire     x and y are joined, in turn, by four wires, each made of a different material.    each wire is then moved quickly downwards between the magnets.    which material will not give rise to an induced current in the wire?  a aluminium  b copper  c iron  d nylon     39 the diagram represents a carbon atom.    + + +  + + +  + \u2013 \u2013\u2013 \u2013\u2013\u2013\u2013key  neutron  proton  electron      what is the nucleon number (mass number) for this atom?  a 6 b 8 c 14 d 20     ",
+            "20": "20      permission to reproduce items where thir d-party owned material protected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holder s, 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 t he cambridge assessment group. ca mbridge assessment is the brand name of university of  cambridge local examinations syndicate (ucles), which is itself a department of the university of cambridge.    \u00a9 ucles 2013 0625/13/m/j/13  40 the graph shows how the count rate on a detector due to a radioactive source changes with time.    4800 2400 0 012345count rate counts per minute time  / hours    what is the count rate at 5.0 hours?  a 960 counts per minute  b 600 counts per minute  c 150 counts per minute  d 0 counts per minute       "
+        },
+        "0625_s13_qp_21.pdf": {
+            "1": "this document consists of 18 printed pages and 2 blank pages. dc (sjf/cgw) 58289/4 \u00a9 ucles 2013 [turn overuniversity of cambridge international examinations international general certificate of secondary education *8769716985* physics 0625/21 paper 2  core may/june 2013  1 hour 15 minutes candidates answer on the question paper. no additional materials are required. read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen.y ou may use a pencil for any diagrams or graphs.do not use staples, paper clips, highlighters, glue or correction fluid.do not write in any barcodes. answer all questions. electronic calculators may be used.y ou may lose marks if you do not show your working or if you do not use appropriate units.take the weight of 1 kg to be 10 n (i.e. acceleration of free fall = 10 m / s 2). at the end of the examination, fasten all your work securely together.the number of marks is given in brackets [  ] at the end of each question or part question.for examiner\u2019s use  1  2  3 4 5  6 7 8 9101112 total",
+            "2": "2 0625/21/m/j/13 \u00a9 ucles 2013blank page",
+            "3": "3 0625/21/m/j/13 \u00a9 ucles 2013 [turn overfor examiner\u2019s use1 some liquid is poured into the measuring cylinder shown in fig. 1.1. 50100150200250cm3 50 fig. 1.1  (a) use fig. 1.1 to estimate the volume of the liquid.        volume =  .. cm3 [1]  (b) on the enlarged part of fig. 1.1, draw the liquid level when another 25 cm3 of liquid  has been added to the measuring cylinder. [1]  (c) explain why it would be more accurate to use a narrower measuring cylinder to measure  liquid volumes like that in fig. 1.1.  .. .. ..[1] [total: 3]",
+            "4": "4 0625/21/m/j/13 \u00a9 ucles 2013for examiner\u2019s use2 (a) fig. 2.1 shows a brick. fig. 2.1   500 bricks like the one shown in fig. 2.1 are stacked on a wooden platform, known as  a pallet. the pallet of bricks is to be loaded on to a lorry by means of a fork-lift truck, as  shown in fig. 2.2. palletbricksfork-lift truck fig. 2.2   each brick has a volume of 0.0012 m3 and is made of a material of density 2300 kg / m3.   (i) calculate the mass of one brick.  mass =  ...  kg  [3]",
+            "5": "5 0625/21/m/j/13 \u00a9 ucles 2013 [turn overfor examiner\u2019s use  (ii) the fork-lift truck can safely lift a load of mass 2 tonnes (2000 kg). the wooden  pallet has a mass of 100 kg.    1. calculate the total mass of the pallet and 500 bricks.  total mass =  .  kg    2. is it safe for the fork-lift truck to lift the total mass of the pallet and 500 bricks?        y e s       n o   [3]  (b) the brick shown in fig. 2.3 has the same dimensions as the brick in fig. 2.1 and is  made of the same material. however, this brick has a hollow in one face. hollow fig. 2.3   complete the following sentences.   (i) the density of the brick in fig. 2.3 is \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026 the density    of the brick in fig. 2.1, because \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026.\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026.\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026. .   (ii) the mass of the brick in fig. 2.3 is \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026 the mass of  the brick in fig. 2.1. [2]    [total: 8]",
+            "6": "6 0625/21/m/j/13 \u00a9 ucles 2013for examiner\u2019s use3 fig. 3.1 shows a man pulling a truck of logs at a constant speed along a level path from  p to q against a resistive (frictional) force. plogs truck q fig. 3.1  (a) state the two quantities, and their units, that must be measured in order to calculate the work done on the truck. quantity unit [2]  (b) state the additional quantity needed in order to calculate the useful power of the man.   ..[1]  (c) on another occasion, there is a smaller number of logs in the truck. the resistive force  on the truck is smaller when the truck is pulled from p to q at the same speed as  before.   what effect does this have on   (i) the force exerted by the man, ..   (ii) the work done by the man, ..   (iii) the useful power of the man? .. [3]  (d) what form of energy stored in his body does the man use to pull the truck of logs?  ..[1] [total: 7]",
+            "7": "7 0625/21/m/j/13 \u00a9 ucles 2013 [turn overfor examiner\u2019s use4 fig. 4.1 shows a typical laboratory liquid-in-glass thermometer. \u201310 0 10 20 30 40 50 60 70 80 90 100 110 \u00b0c fig. 4.1  (a) name a liquid that is likely to be used in this thermometer.  ..[1]  (b) what occupies the space in the tube, between the end of the liquid thread and the end  of the tube?  ..[1]  (c) on fig. 4.1, clearly indicate and label   (i) the ice point,   (ii) the steam point. [2]  (d) the thermometer is moved into a hotter place.   (i) state what happens to the position of the end of the liquid thread.  .. ..   (ii) explain why this happens. .. .. [2]   [total: 6]",
+            "8": "8 0625/21/m/j/13 \u00a9 ucles 2013for examiner\u2019s use5 a family goes on holiday in a car. to stop the journey being boring for the children, every half  an hour they note down the distance they have travelled since they left home. they then plot the graph shown in fig. 5.1. 0100 0123 time since leaving home  / hoursdistance from home  / km 456200300400 fig. 5.1  the first half hour and the last half hour of their journey are on small roads. the rest of the  journey is on major roads.   answer the following questions using information from fig. 5.1.  (a) for how many hours were they travelling on major roads?    time =  hours [1]  (b) how far did they travel   (i) in total,  total distance =    km   (ii) on small roads,  distance on small roads =    km   (iii) on major roads?  distance on major roads =    km [3]",
+            "9": "9 0625/21/m/j/13 \u00a9 ucles 2013 [turn overfor examiner\u2019s use (c) they had two refreshment stops whilst on the journey.    on fig. 5.1, clearly mark where they had these stops. [1]  (d) apart from the times when they stopped, during which section of the journey was their  speed slowest? explain your answer. section ..explanation ... ..  [2]  (e) calculate the average speed for the whole journey. y our answer must include the unit.  average speed =  ..[4] [total: 11]",
+            "10": "10 0625/21/m/j/13 \u00a9 ucles 2013for examiner\u2019s use6 a manometer is being used to measure the pressure of the gas in a container, as shown in  fig. 6.1. oil3 cmcontainer of gas (a) before(b) after fig. 6.1  (a) the appearance of the oil in the manometer before connecting it to the container is shown in fig. 6.1(a).   explain why the oil levels are the same in both limbs of the manometer.  ..  ..[1]  (b) fig. 6.1(b) shows the oil levels after connecting to the container.   by how much does the gas pressure in the container differ from atmospheric pressure?  tick one box.    3 cm of oil greater than atmospheric pressure     3 cm of oil less than atmospheric pressure     6 cm of oil greater than atmospheric pressure     6 cm of oil less than atmospheric pressure  [1]",
+            "11": "11 0625/21/m/j/13 \u00a9 ucles 2013 [turn overfor examiner\u2019s use (c) when the gas in the container is heated, the pressure rises.   (i) what happens to the oil level    1. in the left-hand limb,  ..    2. in the right-hand limb?  .. [1]   (ii) explain, in terms of molecules, why the pressure of the gas rises when it is heated. .. .. .. .. .. [3] [total: 6]",
+            "12": "12 0625/21/m/j/13 \u00a9 ucles 2013for examiner\u2019s use7 the apparatus in fig. 7.1 is producing a visible spectrum from a filament lamp (white light  source). screenglass prism glasslens filament lamp (white light source)visible spectrum xy fig. 7.1  (a) which two things is the lens in fig. 7.1 doing to the light?    tick two boxes.    refracting     reflecting     converging     diverging  [2]  (b) which two things is the prism in fig. 7.1 doing to the light?    tick two boxes.    diffracting         dispersing     focusing     refracting  [2]  (c) which colour light will be seen at point x, at the bottom edge of the visible spectrum?  ..[1]",
+            "13": "13 0625/21/m/j/13 \u00a9 ucles 2013 [turn overfor examiner\u2019s use (d) a sensitive thermometer shows a small rise in temperature when held at point y , just  above the top edge of the visible spectrum.   (i) which type of electromagnetic radiation is the thermometer detecting?  ..   (ii) suggest why this radiation is present. .. [2] [total: 7]",
+            "14": "14 0625/21/m/j/13 \u00a9 ucles 2013for examiner\u2019s use8 (a) fig. 8.1 is a ray diagram of parallel rays passing through a lens. x ap fb y fig. 8.1   (i) state the name given to point f .  ..   (ii) which distance is the focal length of the lens? .. [2]  (b) fig. 8.2 is another drawing of the same lens as in fig. 8.1, with an object ax placed in  front of it. x a p f fig. 8.2     (i) on fig. 8.2, draw two rays to locate the image of point x. label this point z.   (ii) on fig. 8.2, draw in the image of ax, and label it \u201cimage\u201d. [4] [total: 6]",
+            "15": "15 0625/21/m/j/13 \u00a9 ucles 2013 [turn overfor examiner\u2019s use9 (a) which electrical quantity is described as \u201cthe flow of charge\u201d? tick one box.    current     electromotive force     potential difference     p o w e r     resistance  [1]  (b) fig. 9.1 shows a circuit in which switch s is open. the battery and ammeter have  resistances that can be ignored. a 8 1 16 112 v s fig. 9.1   (i) switch s is closed.    calculate    1. the combined resistance of the two resistors,  resistance =  .  \u03c9 [2]    2.  the reading on the ammeter. include the unit.  ammeter reading =  ..[4]   (ii) switch s is opened again.    state, including units,    1 .  the reading on the ammeter,   ammeter reading =  ..[1]    2. the potential difference across the battery.    potential difference =  ..[1] [total: 9]",
+            "16": "16 0625/21/m/j/13 \u00a9 ucles 2013for examiner\u2019s use10 the circuit for adjusting the brightness of the lamp in the display panel of a car is shown in  fig. 10.1. panel lampsb abrightness control12 v fig. 10.1  the brightness control is uniformly wound with resistance wire and has a sliding contact s.  (a) state the name of the component used as the brightness control.  ..[1]  (b) state the potential difference across the panel lamp when   (i) s is at end a,  \u2026\u2026\u2026\u2026\u2026 v   (ii) s is at end b.  \u2026\u2026\u2026\u2026\u2026 v  [2]  (c) describe what happens to the brightness of the lamp as s is moved from a to b.  ..  ..[2] [total: 5]",
+            "17": "17 0625/21/m/j/13 \u00a9 ucles 2013 [turn overfor examiner\u2019s use11 (a) fig. 11.1 shows the cross-section of a horizontal wire carrying a current. the wire is  positioned between the poles of a large horseshoe magnet. sncurrent-carrying wire fig. 11.1   the wire is perpendicular to the page and the direction of the current is into the page.   there is a force on the wire due to the current being in a magnetic field. this magnetic  force balances the weight of the wire.   in which direction is the magnetic force on the wire? tick one box.   towards the n pole     towards the s pole     towards the top of the page     perpendicularly out of the page  [1]",
+            "18": "18 0625/21/m/j/13 \u00a9 ucles 2013for examiner\u2019s use (b) two pieces of bare wire are fixed to terminals on a wooden board. a third piece of bare  wire x rests on the other two and is free to move.    this is shown in fig. 11.2. fixed bare wires x fig. 11.2   y ou are given a 6 v battery and a strong horseshoe magnet.   on fig. 11.2, show how you would use the battery and the magnet to make x move  along the two fixed wires. [3] [total: 4]",
+            "19": "19 0625/21/m/j/13 \u00a9 ucles 2013for examiner\u2019s use12 (a) complete the table below.    in the centre column, state whether the particle is inside or outside the nucleus.   in the right-hand column, state whether the particle has a positive charge or a negative  charge or no charge. particle position charge proton [2]  electron [2] neutron [2]  (b) which of the particles in the above table   (i) is the same as a \u03b2-particle,  ..   (ii) makes up cathode rays?  .. [2]        [total: 8]",
+            "20": "20 0625/21/m/j/13 \u00a9 ucles 2013permission 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.blank page"
+        },
+        "0625_s13_qp_22.pdf": {
+            "1": "this document consists of 20 printed pages. dc (nh/sw) 58288/5 \u00a9 ucles 2013 [turn overuniversity of cambridge international examinations international general certificate of secondary education *1967526888* physics 0625/22 paper 2 core may/june 2013  1 hour 15 minutes candidates answer on the question paper. no additional materials are required. read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen.y ou may use a pencil for any diagrams or graphs.do not use staples, paper clips, highlighters, glue or correction fluid.do not write in any barcodes. answer all questions. electronic calculators may be used.y ou may lose marks if you do not show your working or if you do not use appropriate units.take the weight of 1 kg to be 10 n (i.e. acceleration of free fall = 10 m / s 2). at the end of the examination, fasten all your work securely together.the number of marks is given in brackets [ ] at the end of each question or part question.",
+            "2": "2 0625/22/m/j/13 \u00a9 ucles 2013for examiner\u2019s use1 the highlight of super academy\u2019s athletics calendar is the end-of-year cross-country race.  this is a circular race over a distance of 6.0 km. by tradition, it starts and ends below the school clock tower.  student goodrunner is the school\u2019s fastest athlete. his dream is to beat the school record for the race, which is 26 minutes.  at the start of the race, the school clock looks as shown in fig. 1.1. 1211 10 9 8 7 54321 6 fig. 1.1  as student goodrunner crosses the finishing line, the school clock looks as shown in fig. 1.2. 1211 10 9 8 7 54321 6 fig. 1.2",
+            "3": "3 0625/22/m/j/13 \u00a9 ucles 2013 [turn overfor examiner\u2019s use (a) (i) calculate goodrunner\u2019s race time. show your working.  race time =  . minutes   (ii) did goodrunner beat the record?      yes       no  \uf020 [3]  (b) calculate goodrunner\u2019s average speed during the race.  average speed =  .  m / s [3]  [total: 6]",
+            "4": "4 0625/22/m/j/13 \u00a9 ucles 2013for examiner\u2019s use2 a piece of stiff cardboard is attached to a plank of wood by two sticky-tape \u201chinges\u201d, as  shown in fig. 2.1. stiff cardboard sticky-tape \u201chinge\u201d plank of wood fig. 2.1  (a) the cardboard in fig. 2.1 is to be lifted by a vertical force f , so that it turns about the  hinges.   (i) what name do we give to the turning effect of a force?  .. [1]   (ii) force f  is to be as small as possible.     on fig. 2.1, show force f, positioned so that it fulfils this requirement. [1]  (b) a box of matches is balanced on the cardboard, as shown in fig. 2.2.supermatches fig. 2.2   (i) the left-hand edge of the cardboard is gradually raised. the box does not slide.    what will eventually happen to the box of matches as the edge is raised? .. [1]   (ii) state where the centre of mass of the box is positioned when this happens. .. .. [2]",
+            "5": "5 0625/22/m/j/13 \u00a9 ucles 2013 [turn overfor examiner\u2019s use (c) filing cabinets often have a mechanism that prevents more than one drawer being  opened at a time. fig. 2.3 shows a filing cabinet standing on the floor with the middle drawer open. fig. 2.3   state and explain why it might be dangerous to open the top drawer at the same time as  the middle drawer.  .. .. .. ..[2]  [total: 7]",
+            "6": "6 0625/22/m/j/13 \u00a9 ucles 2013for examiner\u2019s use3 (a) a spring is hung from a support. a load, hung on the spring, makes it extend.   describe how you would use a ruler to measure the extension.  ..  .. .. .. .. ..[3]  (b) the lengths of the spring are found for loads of various weights. from these lengths, the  extensions are calculated. most of the results are shown in the table below. load / n length / mm extension / mm   0 200   0 1.0 220  20 2.0 249  49 3.0 258 4.0 279  79 5.0  97 6.0 318 118   (i) calculate the two missing values and insert them in the table. [1]   (ii) on fig. 3.1, plot the values of extension against load, but do not draw the line yet. [2]",
+            "7": "7 0625/22/m/j/13 \u00a9 ucles 2013 [turn overfor examiner\u2019s use 0020406080100120 1 2 3 4 5 6 load  / nextension  / mm fig. 3.1   (iii) a mistake was made with one of the length values.    state the value of the length that is incorrect. .. [1]   (iv) ignoring the value in (iii), draw the best-fit straight line through your points and the  origin. [1]   (v) complete the following sentences.    within the limits of the experiment, when the load doubles, the extension of the spring  . .    the straight-line graph through the origin shows that the extension and the load are. .  [2]  [total: 10]",
+            "8": "8 0625/22/m/j/13 \u00a9 ucles 2013for examiner\u2019s use4 fig. 4.1 shows a typical laboratory liquid-in-glass thermometer. \u201310 0 10 20 30 40 50 60 70 80 90 100 110 120 130 140 150 \u00b0cliquidcapillary tube fig. 4.1  (a) what is seen happening when the thermometer is put into a hot liquid?  .. ..[1]  (b) why does this happen? .. ..[1]  (c) on fig. 4.1, clearly mark with an arrow the point that the liquid will reach when the  thermometer is put in pure boiling water at standard atmospheric pressure. [1]  (d) state why it is necessary for the capillary tube to be very narrow.  .. .. ..[1]  [total: 4]",
+            "9": "9 0625/22/m/j/13 \u00a9 ucles 2013 [turn overfor examiner\u2019s use5 (a) the descriptions in the table below each give information about the molecules of a  substance.   in the space alongside each description, write the state of the substance being  described. description state of the substance the molecules are close together but not tightly-packed. they move around amongst each other. the molecules of the substance  exert virtually no force on each other. they move around freely and fill their container. the molecules are tightly-packed.  they have \u201cfixed\u201d positions, about which they can only vibrate. during these vibrations, they exert strong forces on each other.  [2]  (b) which word is used to describe what is happening   (i) when a solid turns to a liquid, without change of temperature,  ..   (ii) when a gas turns to a liquid, without change of temperature, ..   (iii) when more molecules of a liquid are escaping from the surface than are returning  to it?  ..  [3]  [total: 5]",
+            "10": "10 0625/22/m/j/13 \u00a9 ucles 2013for examiner\u2019s use6 fig. 6.1 shows a converging lens with an object placed to one side of it.  points f1 and f2 are the principal foci of the lens. f2 object f1 fig. 6.1  (a) on fig. 6.1, mark the focal length of the lens, showing clearly where it starts and finishes.  [2]  (b) one ray has been drawn through the lens from the top of the object.   (i) on fig. 6.1, draw another ray to locate the image of the top of the object. draw and label the image of the whole object. [2]   (ii) state two ways in which this image differs from the object. 1.  ... 2.  ...  [2]  [total: 6]",
+            "11": "11 0625/22/m/j/13 \u00a9 ucles 2013 [turn overfor examiner\u2019s use7 a student has devised the circuit in fig. 7.1 to control the lighting of three lamps, a, b and c. a b c321 4 5 fig. 7.1  more than one switch must be closed in order to light any lamp.  (a) in the table below, put ticks to indicate which switches must be closed in order to light  the lamps. the first row has been completed for you. lamp that is litswitches closed 12345 lamp a only \u2713\u2713\u2713 lamp b only lamp c only  [3]  (b) all the switches are now closed.   which of the lamps light up?  [1] (c) which one switch must be open to ensure that none of the lamps light up? ... [1]  [total: 5]",
+            "12": "12 0625/22/m/j/13 \u00a9 ucles 2013for examiner\u2019s use8 (a) there is a current in a wire.   (i) what is moving in the wire, to create this current?  ..   (ii) what must be done to the wire in order to cause a current? ..   (iii) in which unit do we measure the current? ..  [3]  (b) fig. 8.1 shows a circuit connected to a 6.0 v power supply. ignore the resistance of the  power supply and the ammeter. a8.0 1 \u0003 6.0 v+ \u2013 4.0 1 \u0003 fig. 8.1   (i) calculate the combined resistance of the two resistors.  resistance =  .. \u03c9 [2]   (ii) calculate the current indicated by the ammeter. y our answer must include the unit.  reading =  ..[3]",
+            "13": "13 0625/22/m/j/13 \u00a9 ucles 2013 [turn overfor examiner\u2019s use  (iii) the 8.0 \u03c9 resistor is replaced by another resistor with a larger resistance.    without further calculation, state the effect this has on    1. the ammeter reading,  ..    2. the potential difference across the 4.0 \u03c9 resistor.  ..  [2]  [total: 10]",
+            "14": "14 0625/22/m/j/13 \u00a9 ucles 2013for examiner\u2019s use9 (a) a transformer consists of two coils of insulated wire, wound on a core.   state a suitable material from which to make   (i) the coils, ..   (ii) the core. ..  [2]  (b) a lamp has a normal working voltage of 6.0 v.       the transformer in fig. 9.1 is used to enable the 6.0 v lamp to be lit at normal brightness  using a 240 v mains supply. 240  v mains 800 turnsa b6.0 v lamp fig. 9.1   the primary coil has 800 turns. the secondary coil is connected to terminals a and b.   calculate the number of turns in the secondary coil.  number of turns =  ..[3]  (c) a technician wishes to use the transformer in fig. 9.1 to light three 6.0 v lamps.   (i) what would happen to the lamps if the technician connected them directly across  the mains supply?  .. .. [1]",
+            "15": "15 0625/22/m/j/13 \u00a9 ucles 2013 [turn overfor examiner\u2019s use  (ii) on fig. 9.2 below, show how the three lamps should be connected to terminals  a and b, so that they all light with normal brightness    240  v mains 800 turnsa b fig. 9.2  [1]  [total: 7]",
+            "16": "16 0625/22/m/j/13 \u00a9 ucles 2013for examiner\u2019s use10 (a) fig. 10.1 shows a bar magnet. ns fig. 10.1   (i) on fig. 10.1, carefully draw the magnetic field pattern around the magnet, ignoring  the earth\u2019s magnetic field.   (ii) on one of your lines, draw an arrowhead to show the direction of the field.  [4]",
+            "17": "17 0625/22/m/j/13 \u00a9 ucles 2013 [turn overfor examiner\u2019s use (b) fig. 10.2 shows a coil wound on a hollow cardboard tube. there is a current in the coil. current cardboard tube fig. 10.2   (i) on fig. 10.2, carefully draw the magnetic field pattern around and through the coil.  y ou do not need to use arrows to show any directions. [2]   (ii) suggest one material that could be inserted into the tube to increase the strength of the magnetic field.  .. [1]   (iii) what name is given to a current-carrying coil used to provide a magnetic field?  tick one box.     capacitor       potentiometer      relay       solenoid   [1]  [total: 8]",
+            "18": "18 0625/22/m/j/13 \u00a9 ucles 2013for examiner\u2019s use11 (a) the emissions from some radioactive sources are tested.   use the information in the table below to deduce the types of the emissions being  described. passes through a sheet  of paperpasses through 8 mm of  aluminiumtype of emission yes yes yes no no no  [2]  (b) a radioactive sample has a half-life of x seconds.   which one of the following statements is correct? tick one box.       at a time of x seconds after starting measurements, there will be only half as     many atoms in the sample.       at a time of x seconds after starting measurements, there will be only half as     many atoms of the original sort in the sample.    it will take x /2 seconds for all of the atoms in the sample to decay.    it will take 2x seconds for all of the atoms in the sample to decay.  [1]  (c) the number of atoms of a radioactive nuclide in a sample decreases with time, as    shown in fig. 11.1. 01000 01 0 time  / snumber of atoms 20 30 402000300040005000 fig. 11.1",
+            "19": "19 0625/22/m/j/13 \u00a9 ucles 2013 [turn overfor examiner\u2019s use  (i) use fig. 11.1 to find the time taken for the number of atoms to decrease from 4000  to 1000.  time = . s   (ii) how many half-lives elapse as the number of atoms decreases from 4000 to 1000? ..   (iii) calculate the half-life of this nuclide.  half-life = . s  [3]  [total: 6] question 12 is on the next page.",
+            "20": "20 0625/22/m/j/13 \u00a9 ucles 2013for examiner\u2019s use 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.12 (a) atoms are composed of protons, neutrons and electrons.   (i) which of these particles has the smallest mass?  ..   (ii) which two of these types of particle are found in the nucleus? .  and .  [2]  (b) naturally-occurring chlorine gas contains two types of atom.   these are  35 17cl and 3717cl.   (i) what does the number 17 tell us about the nuclei of chlorine atoms?  .. [1]   (ii) which particle does an atom of 37 17cl contain more of than an atom of 3517cl ?  .. [1]   (iii) state the number of electrons in a neutral atom of 1. 35 17cl,  . 2. 3717cl.  .  [2]  [total: 6]"
+        },
+        "0625_s13_qp_23.pdf": {
+            "1": "this document consists of 16 printed pages. dc (leo/jg) 58286/4 \u00a9 ucles 2013 [turn overuniversity of cambridge international examinations international general certificate of secondary education *3694149821* physics 0625/23 paper 2  core may/june 2013  1 hour 15 minutes candidates answer on the question paper. no additional materials are required. read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen.y ou may use a pencil for any diagrams or graphs.do not use staples, paper clips, highlighters, glue or correction fluid.do not write in any barcodes. answer all questions. electronic calculators may be used.y ou may lose marks if you do not show your working or if you do not use appropriate units.take the weight of 1 kg to be 10 n (i.e. acceleration of free fall = 10 m / s 2). at the end of the examination, fasten all your work securely together.the number of marks is given in brackets [  ] at the end of each question or part question.for examiner\u2019s use  1  2  3 4 5  6 7 8 9101112 total",
+            "2": "2 0625/23/m/j/13 \u00a9 ucles 2013for examiner\u2019s use1 small drops of water fall at regular intervals from a leaking tap (faucet). tap (faucet) fig. 1.1  immediately after a drop has fallen, a student puts an empty measuring cylinder under the  tap, to catch the drops.  at the same time, her friend starts a stopwatch.  after 50 drops have fallen, she stops the stopwatch.  fig. 1.2 shows the reading on the stopwatch at the start and finish of this experiment.  minutes seconds02:57 minutes seconds06:14time at start time at finish fig. 1.2",
+            "3": "3 0625/23/m/j/13 \u00a9 ucles 2013 [turn overfor examiner\u2019s use fig. 1.3 shows the measuring cylinder at the finish. 12345678910cm3 fig. 1.3  (a) (i) for how many seconds did the girl catch drops from the tap?  number of seconds =  ..[3]   (ii) calculate the time interval between one drop and the next.  time interval =  ..  s [2]  (b) (i) what is the total volume of the 50 drops?  volume =  ... cm3   (ii) calculate the volume of one drop.  volume =  ... cm3  [2]  [total: 7]",
+            "4": "4 0625/23/m/j/13 \u00a9 ucles 2013for examiner\u2019s use2 fig. 2.1 shows a simple barometer. the vertical tube is fixed in position. 25 cm 75 cm 5 cmtube liquid reservoir fig. 2.1  (a) suggest which liquid is contained in the barometer.  ..[1]  (b) what occupies the space in the tube, above the liquid? ..[1]  (c) three distances are marked on fig. 2.1.   which distance enables the atmospheric pressure to be deduced?  ..[1]  (d) the atmospheric pressure increases.   state one of the three marked distances that decreases.  ..[1]  (e) the tube is accidentally knocked at the top, so that a small crack is caused at the top of  the tube. air leaks in through the crack.   describe what effect, if any, this has on the level of the liquid in the tube.  ..  .. ..[2]  [total: 6]",
+            "5": "5 0625/23/m/j/13 \u00a9 ucles 2013 [turn overfor examiner\u2019s use3 the arrows on fig. 3.1 indicate the changes between the three states of matter. solid liquid gasmelting condensation fig. 3.1  (a) on fig. 3.1, two of the changes have been labelled. in the empty boxes, label the other  two changes. [2]  (b) in terms of molecules and temperatures, describe what happens during melting.  .. .. .. ..[3]  (c) pure water turns from liquid to solid at 0 \u00b0c.   (i) what name do we give to this temperature? ..   (ii) at what temperature does solid water (ice) turn back to liquid water? ..  [2]  [total: 7]",
+            "6": "6 0625/23/m/j/13 \u00a9 ucles 2013for examiner\u2019s use4 (a) explain why metals are able to conduct electricity well, whereas insulators, like plastic,  are very poor conductors.  .. .. .. .. .. ..[4]  (b) a plastic rod is rubbed with a dry cloth, as shown in fig. 4.1. plastic rod dry cloth fig. 4.1   after this, the rod is held close to a girl\u2019s long hair. the hair is attracted to the rod.   suggest why this happens.  .. .. ..[2]  [total: 6]",
+            "7": "7 0625/23/m/j/13 \u00a9 ucles 2013 [turn overfor examiner\u2019s use5 fig. 5.1 shows a circuit with two ammeters, x and y . a ay x 5.0 13.0 14.0 v fig. 5.1  (a) name the component that has 5.0 \u03c9 resistance.  ..[1]  (b) (i) calculate the current in the circuit. y our answer must include the unit.  current =  ..[5]   (ii) state the reading on    1. ammeter x, ..    2. ammeter y . ..  [1]  (c) (i) on fig. 5.1 show a voltmeter connected to record the potential difference across the resistor. use the standard symbol for a voltmeter. [2]   (ii) calculate the reading on the voltmeter.  reading =  .. v [1]  [total: 10]",
+            "8": "8 0625/23/m/j/13 \u00a9 ucles 2013for examiner\u2019s use6 (a) a technician has an unmagnetised steel rod.   describe how the technician can permanently magnetise the steel rod.  ..  .. .. .. ..[2]  (b) the technician places two magnets on a bench, in the positions shown in fig. 6.1. nsns fig. 6.1   which of the following describes the magnetic force between the magnets? tick one  box.    attractive      repulsive      no force    [1]  (c) the technician now places an unmagnetised iron rod between the magnets, as shown  in fig. 6.2. ns ns iron rod fig. 6.2   on fig. 6.2, label the n pole and the s pole induced on the iron rod. [1]",
+            "9": "9 0625/23/m/j/13 \u00a9 ucles 2013 [turn overfor examiner\u2019s use (d) finally, the technician places one magnet and a charged plastic rod on the bench, as  shown in fig. 6.3. ns + charged plastic rod fig. 6.3   which of the following describes the magnetic force between the magnet and the rod?  tick one box.    attractive      repulsive      no force    [1]  [total: 5]  7 waves are either transverse or longitudinal.  write either \u201ctransverse\u201d or \u201clongitudinal\u201d in the space alongside each of the following descriptions. description type of wave this type of wave has vibrations at right angles to the direction in which the wave energy is travelling. this type of wave has vibrations along the direction  in which the wave energy is travelling. a sound wave is an example of this type of wave.a ripple on the surface of water is an example of  this type of wave.  [3]  [total: 3]",
+            "10": "10 0625/23/m/j/13 \u00a9 ucles 2013for examiner\u2019s use8 (a) an electric bell hangs from flexible wires inside a glass bell-jar, as shown in fig. 8.1. to battery electric bell bell-jar to vacuumpump fig. 8.1   (i) when air is present in the bell-jar, the electric bell can be heard ringing clearly.    what properties of sound does this observation illustrate? tick the box alongside  any appropriate answer.     sound travels through air        sound travels through glass       sound travels faster than light       sound travels infinitely fast   [2]   (ii) as the vacuum pump removes the air from the bell-jar, the sound becomes quieter.   eventually the sound cannot be heard at all, even though the bell can still be seen to be working.    suggest what property of sound this observation demonstrates.  .. .. [1]",
+            "11": "11 0625/23/m/j/13 \u00a9 ucles 2013 [turn overfor examiner\u2019s use (b) fig. 8.2 illustrates a quarry where rock blasting is being carried out. p xyz danger - blasting fig. 8.2   an engineer at p sees the blast of an explosion at x, and after a short delay he hears  two bangs separated by a very short interval.   (i) explain why the engineer hears two bangs.  .. .. .. .. [3]   (ii) the distance px is 195 m and the short delay between seeing the blast and hearing  the first bang is 0.60 s.    calculate the speed of sound.  speed =  .  m / s [3]  [total: 9]",
+            "12": "12 0625/23/m/j/13 \u00a9 ucles 2013for examiner\u2019s use9 (a) the transformer in fig. 9.1 is being used in an attempt to light a lamp using a 120 v a.c. mains supply. the lamp is designed for use in a country where the mains supply is 240 v a.c. 150 turns 300 turns lamp120  v  a.c. fig. 9.1   (i) 1. calculate the voltage across the lamp in this arrangement.  voltage =  .. v [3]    2. comment on the brightness of the lamp in this arrangement.  ...  ... ...[2]   (ii) the transformer is reversed, so that the 300 turn coil is connected to the 120 v a.c.  supply and the 150 turn coil is connected to the lamp.    comment on the brightness of the lamp in this arrangement. explain your answer.  .. .. .. [2]",
+            "13": "13 0625/23/m/j/13 \u00a9 ucles 2013 [turn overfor examiner\u2019s use (b) in the national grid system of electrical energy transmission, a transformer links the  power station to the transmission cables, as shown in fig. 9.2. power station transformertransmission cables fig. 9.2   (i) why is a transformer used here?  .. .. [1]   (ii) what has to be done at the other end of the transmission cables, before connection  is made to a factory in a town?  .. .. [1]  [total: 9]",
+            "14": "14 0625/23/m/j/13 \u00a9 ucles 2013for examiner\u2019s use10 fig. 10.1 illustrates the energy into and out of a machine. input energy  i machineuseful energy output  u wasted energy  w fig. 10.1  (a) write an equation that links i, u and w.  [1]  (b) which of these three quantities needs to be as low as possible in order to keep the  efficiency of the machine as high as possible?  ..[1]  (c) the machine gets older and parts of it become worn.   suggest what is likely to happen, for the same input energy i, to   (i) the useful energy output u,  ..   (ii) the wasted energy w,  ...   (iii) the efficiency of the machine.  ...  [3]  [total: 5] ",
+            "15": "15 0625/23/m/j/13 \u00a9 ucles 2013 [turn overfor examiner\u2019s use11 (a) the \u03b1-particle source in fig. 11.1 is placed 1 cm from a radiation detector connected to  a ratemeter. the ratemeter gives a count-rate reading of 600 counts / min. 6 0  0 detectorratemeter _\u2013source1 cm fig. 11.1   the source is then moved to a distance of 50 cm from the detector and the count-rate  reading on the ratemeter becomes 25 counts / min.   predict what the count-rate will be when the source is moved to a distance of 100 cm  from the detector. explain your answer. count-rate =  .. counts / minexplanation  .. ..[2]  (b) fig. 11.2 shows aluminium being rolled into a thin sheet suitable for cooking foil.  \u03b2-particles are being used to monitor and control the thickness of the foil. aluminium rollers aluminium foilsource of `-particles detector fig. 11.2   (i) an adjustment to the rollers is made and the foil becomes thicker.    what happens to the rate at which \u03b2-particles are detected?  .. [1]   (ii) assuming that all suitable safety precautions are taken, explain    1. why \u03b1-particles would not be suitable in this application,  ...  ...    2. why \u03b3-rays would not be suitable in this application.  ... ...  [2]  [total: 5]",
+            "16": "16 0625/23/m/j/13 \u00a9 ucles 2013for examiner\u2019s use12 the nucleus of uranium-238 is represented in nuclide notation as 238 92u.  (a) (i) state the meaning of the nucleon number of a nuclide.  .. ..   (ii) state the value of the nucleon number of  238 92u.  ..  [2]  (b) a nucleus of 238 92u decays by emitting an \u03b1-particle. it becomes a nucleus of  thorium (th).   (i) state    1. the nucleon number of an \u03b1-particle,  ...   2. the proton number of an \u03b1-particle.  ..  [2]   (ii) in nuclide notation, the thorium nucleus formed is written as  x yth.    state the values of    1. x  .. ,    2. y  .. .  [2]  (c) (i) how many electrons are to be found in a neutral atom of  238 92u? ...   (ii) where in the atom are these electrons to be found?  ..  [2]  [total: 8] 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."
+        },
+        "0625_s13_qp_31.pdf": {
+            "1": "this document consists of 20 printed pages. dc (sjf/cgw) 58285/4 \u00a9 ucles 2013 [turn overuniversity of cambridge international examinations international general certificate of secondary education *6422850785* physics 0625/31 paper 3  extended may/june 2013  1 hour 15 minutes candidates answer on the question paper. no additional materials are required. read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen.y ou may use a pencil for any diagrams or graphs.do not use staples, paper clips, highlighters, glue or correction fluid.do not write in any barcodes. answer all questions. electronic calculators may be used.y ou may lose marks if you do not show your working or if you do not use appropriate units.take the weight of 1 kg to be 10 n (i.e. acceleration of free fall = 10 m / s 2). at the end of the examination, fasten all your work securely together.the number of marks is given in brackets [  ] at the end of each question or part question.for examiner\u2019s use 1 23456789 1011 total",
+            "2": "2 0625/31/m/j/13 \u00a9 ucles 2013for examiner\u2019s use1 (a) define density.  .. ..[1]  (b) the density of aluminium is 2.70 g / cm 3. the thickness of a rectangular sheet of  aluminium foil varies, but is much less than 1 mm.   a student wishes to find the average thickness. she obtains the following measurements.   mass of sheet = 60.7 g    length of sheet = 50.0 cm   width of sheet = 30.0 cm   calculate the student\u2019s values for  (i) the volume of the sheet,  volume =  ..[2]  (ii) the average thickness of the sheet.  thickness =  ..[2] (c) another student, provided with a means of cutting the sheet, decides to find its average  thickness using a single measuring instrument. assume the surfaces of the sheet are perfectly smooth.   (i) name a measuring instrument she could use.  .. [1]",
+            "3": "3 0625/31/m/j/13 \u00a9 ucles 2013 [turn overfor examiner\u2019s use  (ii) describe the procedure she should follow to obtain an accurate value of the  average thickness of the sheet.     details of how to read the instrument are not required.  ..  .. .. .. .. .. [3] [total: 9]",
+            "4": "4 0625/31/m/j/13 \u00a9 ucles 2013for examiner\u2019s use2 (a) underline the vectors in the following list of quantities.     density      energy      force      mass      velocity      volume [2]  (b) a small metal ball is projected into the air with a velocity of 40 m / s vertically upwards.    the graph in fig. 2.1 shows how the velocity changes with time until the ball reaches its  maximum height. 40 20velocity m / s 0 \u201340\u2013201.0 0 2.0 3.0 4.0 5.0 6.0 time  / s fig. 2.1   use the graph to find,   (i) the time at which the ball reaches its maximum height,  time =  ..[1]    (ii) the deceleration of the ball,  deceleration =  ..[2]",
+            "5": "5 0625/31/m/j/13 \u00a9 ucles 2013 [turn overfor examiner\u2019s use  (iii) the maximum height reached by the ball.  maximum height =  ..[2]  (c) on fig. 2.1, add a line to the graph to show how the velocity of the ball changes after it  reaches its maximum height. y our line should extend to time 6.0 s. [1] [total: 8]",
+            "6": "6 0625/31/m/j/13 \u00a9 ucles 2013for examiner\u2019s use3 fig. 3.1 shows the descent of a sky-diver from a stationary balloon. 2000  m 500  mparachutesky-diver fig. 3.1 (not to scale)  the sky-diver steps from the balloon at a height of 2000 m and accelerates downwards.   his speed is 52 m / s at a height of 500 m.   he then opens his parachute. from 400 m to ground level, he falls at constant speed.  (a) the total mass of the sky-diver and his equipment is 92 kg.   (i) calculate, for the sky-diver,    1. the loss of gravitational potential energy in the fall from 2000 m to 500 m,  loss of gravitational potential energy =  ..[2]    2. the kinetic energy at the height of 500 m.  kinetic energy =  ..[2]",
+            "7": "7 0625/31/m/j/13 \u00a9 ucles 2013 [turn overfor examiner\u2019s use  (ii) the kinetic energy at 500 m is not equal to the loss of gravitational potential energy.  explain why there is a difference in the values.  .. .. .. [1]  (b) state    (i) what happens to the air resistance acting on the sky-diver during the fall from  2000 m to 500 m,  .. [1]   (ii) the value of the air resistance during the fall from 400 m to ground.  air resistance =  ..[1]       [total: 7] ",
+            "8": "8 0625/31/m/j/13 \u00a9 ucles 2013for examiner\u2019s use4 fig. 4.1 shows a cross-section of a double-walled glass vacuum flask, containing a hot liquid.  the surfaces of the two glass walls of the flask have shiny silvered coatings. vacuum hot liquidsilvered surfaces fig. 4.1  (a) explain   (i) why the rate of loss of thermal energy through the walls of the flask by conduction  is very low,   .. .. .. ..   (ii) why the rate of loss of thermal energy through the walls of the flask by radiation  is  very low. .. .. .. .. [3]",
+            "9": "9 0625/31/m/j/13 \u00a9 ucles 2013 [turn overfor examiner\u2019s use (b) suggest, with reasons, what must be added to the flask shown in fig. 4.1 in order to  keep the liquid hot.   .. .. .. .. ..[3] [total: 6]",
+            "10": "10 0625/31/m/j/13 \u00a9 ucles 2013for examiner\u2019s use5 (a)  on a hot day, sweat forms on the surface of a person\u2019s body and the sweat evaporates.    explain, in terms of the behaviour of molecules,   (i) the process of evaporation, .. .. ..   (ii) how this process helps the body to cool down. .. .. .. .. .. .. [3]  (b) the temperature of a person of mass 60 kg falls from 37.2 \u00b0c to 36.7 \u00b0c.   (i) calculate the thermal energy lost from the body. the average specific heat capacity  of the body is 4000 j / (kg \u00b0c).  thermal energy lost =  ..[2]",
+            "11": "11 0625/31/m/j/13 \u00a9 ucles 2013 [turn overfor examiner\u2019s use  (ii) the cooling of the body was entirely due to the evaporation of sweat.     calculate the mass of sweat which evaporated. the specific latent heat of  vaporisation of sweat is 2.4 \u00d7 106 j / kg.  mass =  ..[2] [total: 7]",
+            "12": "12 0625/31/m/j/13 \u00a9 ucles 2013for examiner\u2019s use6 (a) (i) define pressure.  .. [1]   (ii) a closed box contains a gas.     explain, in terms of molecules, how the gas exerts a pressure on the walls of the  box.   .. .. .. .. .. [3]     (b) fig. 6.1 shows a flask connected to a pump and also to a manometer containing mercury.  250  mmmanometer flaskto pump fig. 6.1   the right-hand tube of the manometer is open to the atmosphere.    the pump has been operated so that the mercury levels differ, as shown, by 250 mm.  the density of mercury is 13 600 kg / m3.   (i) calculate the pressure, in pa, due to the 250 mm column of mercury.  pressure =  ..[2]",
+            "13": "13 0625/31/m/j/13 \u00a9 ucles 2013 [turn overfor examiner\u2019s use  (ii) the pressure of the atmosphere is 1.02 \u00d7 105 pa.     calculate the pressure of the air in the flask.  pressure =  ..[1] [total: 7]",
+            "14": "14 0625/31/m/j/13 \u00a9 ucles 2013for examiner\u2019s use7 fig. 7.1 shows the principal axis pq of a converging lens and the centre line xy of the lens.  p q yx fig. 7.1   an object 2.0 cm high is placed 2.0 cm to the left of the lens. the converging lens has a  focal length of 3.0 cm. ",
+            "15": "15 0625/31/m/j/13 \u00a9 ucles 2013 [turn overfor examiner\u2019s use (a) on fig. 7.1, draw a full-scale diagram to find the distance of the image from the lens,  and the height of the image.    distance of image from the lens =  .. height of image =  .. [5]  (b) state and explain whether the image in  (a) is real or virtual.  .. ..[1]  [total: 6]     ",
+            "16": "16 0625/31/m/j/13 \u00a9 ucles 2013for examiner\u2019s use8 (a)  state the range of frequencies of sound which can be heard by a healthy human ear.  ..[1]  (b) compressions and rarefactions occur along the path of sound waves.    state, in terms of the behaviour of molecules, what is meant by  (i) a compression,  .. ..   (ii) a rarefaction. .. ..  [2]  (c) state the effect on what is heard by a listener when there is   (i) an increase in the amplitude of a sound, .. [1]   (ii) a decrease in the wavelength of a sound. .. [1]  (d) a student carries out an experiment to find the speed of sound in air.    he stands facing a high cliff and shouts. he hears the echo 1.9 s later.   he then walks 250 m further away from the cliff and shouts again, hearing the echo 3.5 s  later.    calculate the speed of sound given by this experiment.  speed =  ..[3] [total: 8] ",
+            "17": "17 0625/31/m/j/13 \u00a9 ucles 2013 [turn overfor examiner\u2019s use9 fig. 9.1 shows the circuit that operates the two headlights and the two sidelights of a car.  12 v 4.0 1 4.0\u00031 12\u00031 12\u00031a1 2 3 fig. 9.1  two of the lamps have resistances of 4.0 \u03c9 when lit. the other two lamps have resistances of  12 \u03c9 when lit. switch a can be connected to positions 1, 2 or 3.   (a) state what happens when switch a is connected to   (i) position 1,  .   (ii) position 2,  .   (iii) position 3.  . [1]  (b) (i) state the potential difference across each lamp when lit.  potential difference =  ..[1]   (ii) calculate the current in each 12 \u03c9 lamp when lit.  current =  ..[2]  (c)  show, with reasons for your answer, which type of lamp, 4.0 \u03c9 or 12 \u03c9, has the higher  power.  .. .. .. ..[3] [total: 7]",
+            "18": "18 0625/31/m/j/13 \u00a9 ucles 2013for examiner\u2019s use10 (a) fig. 10.1 shows the cross-section of a wire carrying a current into the plane of the paper. fig. 10.1   on fig. 10.1, sketch the magnetic field due to the current in the wire. the detail of your  sketch should suggest the variation in the strength of the field. show the direction of the  field with arrows. [3]  (b)  fig. 10.2 shows part of a model of a d.c. motor. as nb c daxis x y fig. 10.2   a loop of wire abcd is placed between the poles of a magnet. the loop is free to rotate  about the axis shown. there is a current in the loop in the direction indicated by the arrows.   (i) on fig. 10.2, draw arrows to show the directions of the forces acting on side ab and on side cd of the loop. [1]",
+            "19": "19 0625/31/m/j/13 \u00a9 ucles 2013 [turn overfor examiner\u2019s use  (ii) with the loop in the position shown in fig. 10.2, explain why the forces on ab and  cd cause the loop to rotate about the axis.  .. .. .. .. [1]   (iii) the ends x and y of the loop are connected to a battery using brushes and a split- ring commutator.     state why a split-ring commutator is used.  ..  .. .. .. [2] [total: 7] turn over for question 11",
+            "20": "20 0625/31/m/j/13 \u00a9 ucles 2013for examiner\u2019s use 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.11 (a) complete the following statements.   (i) an \u03b1-particle consists of  .  .   (ii) a \u03b2-particle consists of  ...  . [3]  (b) as \u03b1-particles and \u03b2-particles pass through a gas, molecules of the gas become ionised.    explain what is meant by the ionisation of a gas molecule.  ..  ..[1]  (c)  fig. 11.1 shows a beam of \u03b1-particles and a beam of \u03b2-particles in a vacuum. the  beams are about to enter a region in which a very strong magnetic field is acting. the direction of the magnetic field is into the page. _-particles uniform magnetic field`-particles fig. 11.1   (i) suggest why the paths of the particles in the magnetic field are curved.  .. [1]   (ii) sketch the paths of both types of particle in the magnetic field.  [3] [total: 8]"
+        },
+        "0625_s13_qp_32.pdf": {
+            "1": "this document consists of 20 printed pages. dc (sjf/sw) 58287/5 \u00a9 ucles 2013 [turn overuniversity of cambridge international examinations international general certificate of secondary education *5638748962* physics 0625/32 paper 3  extended may/june 2013  1 hour 15 minutes candidates answer on the question paper. no additional materials are required. read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen.y ou may use a pencil for any diagrams or graphs.do not use staples, paper clips, highlighters, glue or correction fluid.do not write in any barcodes. answer all questions. electronic calculators may be used.y ou may lose marks if you do not show your working or if you do not use appropriate units.take the weight of 1 kg to be 10 n (i.e. acceleration of free fall = 10 m / s 2). at the end of the examination, fasten all your work securely together.the number of marks is given in brackets [  ] at the end of each question or part question.for examiner\u2019s use  1  2 3  4 5  6  7 8 91011 total",
+            "2": "2 0625/32/m/j/13 \u00a9 ucles 2013for examiner\u2019s use1 fig. 1.1 shows a side view of a large tank in a marine visitor attraction.  msea-water viewing panel tank fig. 1.1 (not to scale)  the tank is 51 m long and 20 m wide. the sea-water in the tank is 11 m deep and has a  density of 1030 kg / m3.  (a) calculate the mass of water in the tank.  mass =  . [3]  (b) the pressure at point m, halfway down the large viewing panel, is 60 kpa more than atmospheric pressure.    calculate the depth of m below the surface of the water.  depth =  . [2]",
+            "3": "3 0625/32/m/j/13 \u00a9 ucles 2013 [turn overfor examiner\u2019s use (c) the viewing panel is 32.8 m wide and 8.3 m high.    calculate the outward force of the water on the panel. assume that the pressure at m is  the average pressure on the whole panel.  force =  . [2]   [total: 7]",
+            "4": "4 0625/32/m/j/13 \u00a9 ucles 2013for examiner\u2019s use2 fig. 2.1 shows the extension-load graph for a spring.  00 loadextensionp fig. 2.1  point p is the limit of proportionality.  (a) (i) name the law obeyed by the spring from the origin to p .  .. [1]   (ii) describe two features of the graph which show that the law is obeyed.1.  ... 2.  ... [2]     (b) on fig. 2.1, sketch a possible continuation of the graph when the spring is loaded beyond the limit of proportionality.  [1]  [total: 4]",
+            "5": "5 0625/32/m/j/13 \u00a9 ucles 2013 [turn overfor examiner\u2019s use3  water molecules evaporate from a puddle and escape to the atmosphere. water molecules  also escape to the atmosphere from water boiling in a kettle.  (a) state two ways in which evaporation differs from boiling.  1.  .. ..2.  .. .. [2]  (b) this part of the question is about an experiment to determine the specific latent heat of  vaporisation of water.   (i) suggest apparatus that will provide thermal energy (heat) and state the readings needed to determine the amount of thermal energy provided. apparatus  . ..readings  ... .. .. [2]   (ii) suggest apparatus required for determining the mass of liquid vaporised and state  the readings needed to determine that mass. apparatus  . ..readings  ... .. .. [2]  [total: 6]",
+            "6": "6 0625/32/m/j/13 \u00a9 ucles 2013for examiner\u2019s use4 a rocket, initially at rest on the ground, accelerates vertically.   it accelerates uniformly until it reaches a speed of 900 m / s after 30 s.   after this period of uniform acceleration, the rocket engine cuts out. during the next 90 s, the  upward speed of the rocket decreases uniformly to zero.   (a) on fig. 4.1, plot a speed-time graph for the rocket for the first 120 s of its flight. time  / sspeed m / s fig. 4.1  [4]  (b) using the graph,   (i) calculate the acceleration during the first 30 s,  acceleration =  ..[2]",
+            "7": "7 0625/32/m/j/13 \u00a9 ucles 2013 [turn overfor examiner\u2019s use  (ii) determine the height reached by the rocket after 120 s.  height reached =  ..[2] [total: 8]",
+            "8": "8 0625/32/m/j/13 \u00a9 ucles 2013for examiner\u2019s use5 (a) fig. 5.1 shows an aerial view of wavefronts passing from the open sea into an outer  harbour. direction of wave travelouter harbour wall outer harbouropen sea inner harbourinner harbour wall fig. 5.1   (i) the wavefronts in the outer harbour are curving at their ends.     name the process that is occurring at the entrance to the harbour.  .. [1]   (ii) on fig. 5.1, carefully complete the wave pattern as the wavefronts progress through  the outer harbour and into the inner harbour. show the rest of the wave pattern in the outer harbour and three wavefronts in the inner harbour. [3]",
+            "9": "9 0625/32/m/j/13 \u00a9 ucles 2013 [turn overfor examiner\u2019s use (b) fig. 5.2 shows an aerial view of wavefronts in deep water approaching a region of  shallow water where they travel more slowly. direction of wave traveldeep water shallow water interface fig. 5.2   (i) name the process that occurs as the wavefronts pass from deep to shallow water.   .. [1]   (ii) complete fig. 5.2 to show possible positions of the five wavefronts in the shallow  water.  [2] [total: 7]",
+            "10": "10 0625/32/m/j/13 \u00a9 ucles 2013for examiner\u2019s use6 (a) fig. 6.1 shows two rays from a point object p incident on a water surface.    an observer sees the image of p produced by reflection at the surface of the water. p air waterwater surface fig. 6.1   on fig. 6.1, draw the reflected rays and complete the diagram to locate the position of  the image. label the position of the image i.  [2]   (b) fig. 6.2 shows two rays from a point object q incident on another water surface.    an observer sees the image of q produced by refraction at the surface of the water. qair waterwater surface fig. 6.2   on fig. 6.2, draw possible refracted rays and complete the diagram to locate a possible  position of the image. label the position of the image j.    y ou do not need to calculate any angles. [2] ",
+            "11": "11 0625/32/m/j/13 \u00a9 ucles 2013 [turn overfor examiner\u2019s use (c) the refractive index of water is 1.33.    calculate the critical angle.  critical angle =  ..[2]  (d) describe, with a diagram, a medical use of optical fibres.  .. .. .. .. ..[3]  [total: 9]",
+            "12": "12 0625/32/m/j/13 \u00a9 ucles 2013for examiner\u2019s use7  the solar charger shown in fig. 7.1 is used to charge portable electronic devices in a part of  the world without any other electricity supply. solar panels fig. 7.1  the dimensions of each of the solar panels are 0.25 m \u00d7 0.20 m. the solar power incident on 1.0 m 2 of flat ground in this part of the world is 260 w.  (a) calculate the total solar power incident on the two panels of the charger.  solar power =  . [2]  (b) the output of the charger is 0.95 a at 20 v.    calculate the efficiency of the charger.  efficiency =  ..[3]",
+            "13": "13 0625/32/m/j/13 \u00a9 ucles 2013 [turn overfor examiner\u2019s use (c) three devices a, b and c are connected together and then connected to the 20 v  charger. the potential difference (p.d.) across a is measured as 14 v, across b it is 14 v and across c it is 6 v.    complete fig. 7.2 to show the arrangement of the devices connected to the charger.  draw devices b and c as similar boxes to the box shown for device a. device aoutput from charger 20 v fig. 7.2 [2]  (d) two other devices, d and e, have resistances of 20 \u03c9 and 30 \u03c9.   calculate the total resistance of d and e when they are connected in parallel.   total resistance =  ..[2] [total: 9]",
+            "14": "14 0625/32/m/j/13 \u00a9 ucles 2013for examiner\u2019s use8 fig. 8.1 shows a vertical current-carrying wire passing through a card at point x. current directioncardz y x fig. 8.1  (a) on fig. 8.1, sketch on the card the pattern of the magnetic field produced by the current  in the wire. the detail of your sketch should suggest the variation in the strength of the field. show the direction of the field with arrows. [3]  (b) using your knowledge of investigating the magnetic field around a bar magnet, suggest  an experiment or experiments to confirm that you have drawn the correct pattern and direction in (a).   .. .. .. .. .. .. .. .. [4]",
+            "15": "15 0625/32/m/j/13 \u00a9 ucles 2013 [turn overfor examiner\u2019s use (c) a second current-carrying wire is inserted vertically through the card at y .    suggest why there is now a force on the wire at x.  ..  .. .. ..[2]  (d) the wire at y is moved to z. it still carries the same current.    tick the appropriate box to indicate whether the force on the wire at x is now smaller,  greater or the same.   smaller    greater    same  [1] [total: 10]",
+            "16": "16 0625/32/m/j/13 \u00a9 ucles 2013for examiner\u2019s use9 there is an alternating current in the primary coil of the transformer shown in fig. 9.1.  soft-iron core primary coilsecondary coil fig. 9.1  (a) tick one box in each line of the table that best describes the magnetic field in the core  and the magnetic field in the secondary coil. magnetic field continually  increasing and  decreasingcontinually  increasingcontinually  decreasingzero soft-iron core secondary coil [2]  (b) state and explain the effect on the output from the secondary coil of   (i) increasing the voltage across the primary coil,output  ...explanation  ... .. .. .. [2]",
+            "17": "17 0625/32/m/j/13 \u00a9 ucles 2013 [turn overfor examiner\u2019s use  (ii) replacing the alternating current in the primary coil with direct current from a battery. output  ...explanation  ... .. .. .. [2] [total: 6]",
+            "18": "18 0625/32/m/j/13 \u00a9 ucles 2013for examiner\u2019s use10  there are two stable, naturally occurring isotopes of hydrogen.   common hydrogen (hydrogen-1) has a proton number of 1 and a nucleon number of 1.  hydrogen-2 (deuterium) has a nucleon number of 2.   there is also a radioactive isotope of hydrogen called tritium (hydrogen-3), with a nucleon  number of 3.  (a) complete the table for neutral atoms of these isotopes. hydrogen-1 hydrogen-2  (deuterium)hydrogen-3  (tritium) number of protons  number of neutrons number of electrons  [3]  (b) two samples of tritium are stored in aluminium containers of different thickness.    sample 1 is in a container of thickness 0.5 mm and radiation can be detected coming  through the container.    sample 2 is in a container of thickness 5 mm and no radiation comes through.   (i) state the type of radiation coming through the container of sample 1.  .. [1]   (ii) explain your answer to (b)(i). .. .. .. .. [2]  (c) under conditions of extremely high temperature and pressure, as in the interior of the  sun, hydrogen nuclei can join together.   (i) name this process.   .. [1]   (ii) state whether energy is released, absorbed or neither released nor absorbed  during this reaction.  .. [1]",
+            "19": "19 0625/32/m/j/13 \u00a9 ucles 2013 [turn overfor examiner\u2019s use (d) when a nucleus of a certain isotope of uranium is bombarded by a suitable neutron, it  splits into two smaller nuclei and energy is released.   name this process.  ..[1] [total: 9] turn over for question 11",
+            "20": "20 0625/32/m/j/13 \u00a9 ucles 2013for examiner\u2019s use 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.11 fig. 11.1 shows the main components of a cathode-ray oscilloscope. khdwhu fdwkrgh <\u0010sodwhv ;\u0010sodwhvydfxxpioxruhvfhqw vfuhhq dqrgh v\\vwhpjulgehdp fig. 11.1   (a) (i) name the particles that are in the beam.  .. [1]   (ii) explain the purpose of the heater.  .. [1]   (iii) explain why there is a vacuum in the tube. .. .. [1]  (b) when no potential difference (p.d.) is applied across either the x-plates or the y -plates,  a spot is seen in the centre of the fluorescent screen.   describe the p.d.s applied to the x-plates and to the y -plates when the spot moves up  and down in the centre of the screen.  x-plates .. .. y -plates   [2] [total: 5]"
+        },
+        "0625_s13_qp_33.pdf": {
+            "1": "this document consists of 16 printed pages. dc (nf/cgw) 58581/5 \u00a9 ucles 2013 [turn overuniversity of cambridge international examinations international general certificate of secondary education *9180479009* physics 0625/33 paper 3  extended may/june 2013  1 hour 15 minutes candidates answer on the question paper. no additional materials are required. read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen.y ou may use a pencil for any diagrams or graphs.do not use staples, paper clips, highlighters, glue or correction fluid.do not write in any barcodes. answer all questions. electronic calculators may be used.y ou may lose marks if you do not show your working or if you do not use appropriate units.take the weight of 1 kg to be 10 n (i.e. acceleration of free fall = 10 m / s 2). at the end of the examination, fasten all your work securely together.the number of marks is given in brackets [  ] at the end of each question or part question.for examiner\u2019s use  1  2 3  4 5  6  7 8 91011 total",
+            "2": "2 0625/33/m/j/13 \u00a9 ucles 2013for examiner\u2019s use1 a train is at rest in a railway station. at time t = 0, the train starts to move forwards with an  increasing speed until it reaches its maximum speed at time t = 48 s.  fig. 1.1 is the speed-time graph for the first 48 s of the journey. 40 30 20 06 0 40 80 time  / sspeed m / s 120 10020 010 fig. 1.1  (a) (i) state how the graph shows that, during the first 48 s of the journey, the acceleration  of the train is constant.  .. . [1]   (ii) calculate the acceleration of the train during the first 48 s of the journey.  acceleration =  .. [2]  (b) after time t = 48 s, the train continues at its maximum speed for another 72 s.   (i) on fig. 1.1, sketch the speed-time graph for the next 72 s of the journey. [1]   (ii) determine the total distance travelled by the train in the 120 s after it starts moving.  distance =  .. [3]  [total: 7]",
+            "3": "3 0625/33/m/j/13 \u00a9 ucles 2013 [turn overfor examiner\u2019s use2 water is stored in a reservoir at an average vertical height of 350 m above the turbines of a  hydroelectric power station.  during a 7.0 hour period, 1.8 \u00d7 106 m3 of water flows down from the reservoir to the turbines.  (a) the density of water is 1000 kg / m3.   for this 7.0 hour period, calculate   (i) the mass of water that flows from the reservoir to the turbines,  mass =  .. [2]  (ii) the gravitational potential energy transformed as the water flows to the turbines,  energy =  .. [2]  (iii) the maximum possible average output power.  power =  .. [2] (b) a hydroelectric power station generates electricity from a renewable energy source.   (i) explain what is meant, in this context, by renewable.  .. . [1]   (ii) state two other renewable energy sources.1.  ..2.  ..  [2]  [total: 9]",
+            "4": "4 0625/33/m/j/13 \u00a9 ucles 2013for examiner\u2019s use3 on a windy day, a parachutist of mass 85 kg jumps from an aeroplane.  fig. 3.1 shows the parachutist falling through the air at a constant vertical velocity of 8.4 m / s  downwards. 8.4 m / s fig. 3.1  (a) distinguish between speed and velocity.  ..  . [1]",
+            "5": "5 0625/33/m/j/13 \u00a9 ucles 2013 [turn overfor examiner\u2019s use (b) as the parachutist falls, the wind is moving him towards the right of the diagram, at a  horizontal velocity of 6.3 m / s.   (i) on fig. 3.1, draw an arrow to show the horizontal velocity of the parachutist. [1]   (ii) on the grid below, draw a vector diagram to determine graphically the size and direction of the resultant velocity of the parachutist.  size =  ...  direction =  ... [4]   (iii) calculate the kinetic energy of the parachutist.  kinetic energy =  .. [3]  [total: 9]",
+            "6": "6 0625/33/m/j/13 \u00a9 ucles 2013for examiner\u2019s use4 a large crane has a mass of 8500 kg. fig. 4.1 shows the crane on a muddy building-site. lifting-arm axle caterpillar trackshook fig. 4.1  (a) calculate the weight of the crane.  weight =  .. [1]  (b) the crane rests on two caterpillar tracks each of which has a contact area with the  ground of 3.4 m2.   (i) calculate the pressure that the crane exerts on the ground.  pressure =  .. [2]   (ii) as the crane driver walks towards the crane, he starts to sink into the mud. he lays a wide plank of wood on the mud and he walks along the plank.    explain why he does not sink into the mud when he walks along the plank.  .. .. . [2]",
+            "7": "7 0625/33/m/j/13 \u00a9 ucles 2013 [turn overfor examiner\u2019s use (c) when the crane lifts a heavy load with its hook, the load exerts a moment on the  lifting-arm about the axle.   (i) explain what is meant by moment of a force.  ..  . [1]   (ii) despite the moment exerted on the lifting-arm, the crane remains in equilibrium.    state the two conditions required for any object to be in equilibrium.1.  ..2.  ..  [2]  [total: 8]",
+            "8": "8 0625/33/m/j/13 \u00a9 ucles 2013for examiner\u2019s use5 fig. 5.1 shows a saucepan of boiling water on an electric hotplate. fig. 5.1  as time passes, thermal energy (heat) is constantly supplied to the water but its temperature  remains at 100 \u00b0c.  (a) state two ways in which boiling differs from evaporation. 1.  . ..2.  . ..  [2]  (b) explain, in terms of the water molecules, what happens to the thermal energy supplied  to the water as it boils.  .. .. .. . [2]",
+            "9": "9 0625/33/m/j/13 \u00a9 ucles 2013 [turn overfor examiner\u2019s use (c) describe an experiment to measure the specific latent heat of steam. y ou may include a  diagram.  ..  .. .. .. .. . [4]  [total: 8]",
+            "10": "10 0625/33/m/j/13 \u00a9 ucles 2013for examiner\u2019s use6 (a) (i) state two ways in which the molecular structure of a gas differs from the molecular  structure of a liquid. 1.  ..2.  ..  [2]   (ii) compressibility is the ease with which a substance can be compressed.    state and explain, in terms of the forces between the molecules, how the  compressibility of a gas differs from that of a liquid.  .. .. . [2]  (b) fig. 6.1 shows a weather balloon being inflated by helium from a cylinder. helium fig. 6.1   (i) the helium that inflates the balloon had a volume of 0.035 m3 at a pressure of  2.6 \u00d7 106 pa, inside the cylinder.    the pressure of the helium in the balloon is 1.0 \u00d7 105 pa and its temperature is the  same as it was when in the cylinder.    calculate the volume occupied by the helium in the balloon.  volume =  .. [3]   (ii) as the balloon rises up through the atmosphere, the temperature of the helium  decreases.    state the effect of this temperature change on the helium molecules.  .. . [1]  [total: 8]",
+            "11": "11 0625/33/m/j/13 \u00a9 ucles 2013 [turn overfor examiner\u2019s use7 the frequency of the monochromatic light produced by a laser is 4.7 \u00d7 1014 hz.  a ray of light from the laser passes from a vacuum, where the speed of light is 3.0 \u00d7 108 m / s,  into a fibre-optic cable.  (a) state   (i) what is meant by monochromatic,  ..  . [1]   (ii) the frequency of light from the laser in the fibre-optic cable. . [1]  (b) the speed of light in the fibre-optic cable is 2.0 \u00d7 10 8 m / s.   calculate  (i) the refractive index of the material from which fibre-optic cable is made,  refractive index =  .. [2]  (ii) the wavelength of light from the laser in the fibre-optic cable.  wavelength =  .. [2] [total: 6]",
+            "12": "12 0625/33/m/j/13 \u00a9 ucles 2013for examiner\u2019s use8 fig. 8.1 shows a small, uncharged copper sphere suspended from a nylon thread, and a  plastic rod being rubbed with a woollen cloth. woollen clothplastic rodnylon thread coppersphere fig. 8.1  the rod becomes negatively charged as it is rubbed.  (a) explain, in terms of electrons, why copper is a conductor but nylon is an insulator.  .. .. . [2]  (b) describe how the negatively charged rod may be used to induce a positive charge on  the copper sphere.  .. .. .. . [3]  (c) the copper sphere is given a positive charge, as shown in fig. 8.2. + fig. 8.2   on fig. 8.2, draw arrows to indicate the direction and pattern of the electric field that  surrounds the positively charged sphere. [2]  [total: 7]",
+            "13": "13 0625/33/m/j/13 \u00a9 ucles 2013 [turn overfor examiner\u2019s use9 in a laboratory experiment, the isotope uranium-238 is used as a source of \u03b1-particles.  (a) state   (i) one feature of uranium-238 nuclei that is the same for the nuclei of other uranium  isotopes,  . [1]   (ii) one feature of uranium-238 nuclei that is different for the nuclei of other uranium  isotopes.  . [1]  (b) fig. 9.1 shows the \u03b1-particles from the uranium source being directed at a very thin gold  foil, in a vacuum. thin gold foil uranium source _-particlesvacuummoveable _-particledetector fig. 9.1   to investigate the scattering of \u03b1-particles, a detector is moved to different positions  around the very thin gold foil and measurements are recorded.   describe the results from this scattering experiment and explain what they show about  the structure of atoms.  .. .. .. .. .. .. . [4]  [total: 6]",
+            "14": "14 0625/33/m/j/13 \u00a9 ucles 2013for examiner\u2019s use10 fig. 10.1 is the symbol for a nand gate with inputs a and b. input a input boutput fig. 10.1  (a) input a and input b can be set to 1 (high) or to 0 (low).   complete the table below to give the outputs for this nand gate. input  ainput boutput 00 011011  [1]  (b) the two inputs of the nand gate are joined together and connected to an input c, as  shown in fig. 10.2. input c output fig. 10.2   (i) determine the output of this nand gate when    1. input c is set to 0,  output =  ...    2. input c is set to 1.  output =  ...  [1]   (ii) state the name of the logic gate that behaves in the same way as the nand gate in  fig. 10.2.  . [1]",
+            "15": "15 0625/33/m/j/13 \u00a9 ucles 2013 [turn overfor examiner\u2019s use (c) a circuit combines three nand gates.   the inputs to the circuit are p and q, as shown in fig. 10.3. p qtr s fig. 10.3   points r, s and t in the circuit are also labelled.   input p is set to 0 and input q is set to 1.  determine the logic states (0 or 1) of points r, s and t. point r =  ..  point s =  ..  point t =  ..  [2]  [total: 5] turn over for question 11",
+            "16": "16 0625/33/m/j/13 \u00a9 ucles 2013for examiner\u2019s use 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.11 a remote ski lodge receives 18 kw of electric power from a 120 v supply.  (a) calculate   (i) the current that the ski lodge draws from the supply,  current =  .. [2]   (ii) the electrical energy supplied to the ski lodge in 30 minutes.  energy =  .. [2] (b) the power supply to the ski lodge is from a nearby transformer that is connected to  long-distance transmission cables. the voltage of the transmission cables is very much larger than 120 v.   explain why energy losses in the transmission cables are lower when the voltage is  high.  .. .. .. .. . [3]  [total: 7]"
+        },
+        "0625_s13_qp_51.pdf": {
+            "1": "this document consists of 13 printed pages and 3 blank pages. dc (rw/cgw) 58672/4 \u00a9 ucles 2013 [turn overuniversity of cambridge international examinations international general certificate of secondary education *1552315196* physics 0625/51 paper 5  practical test may/june 2013  1 hour 15 minutes candidates answer on the question paper. additional materials: as listed in the confidential instructions. read these instructions first write your centre number, candidate number and name in the spaces at the top of the page. write in dark blue or black pen.y ou may use a pencil for any diagrams, graphs or rough working.do not use staples, paper clips, highlighters, glue or correction fluid.do not write in any barcodes. answer all questions. electronic calculators may be used.y ou may lose marks if you do not show your working or if you do not use appropriate units. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question. for examiner\u2019s use 1 234 total",
+            "2": "2 0625/51/m/j/13 \u00a9 ucles 2013for examiner\u2019s use1 the aim of this experiment is to investigate the stability of a block.  carry out the following instructions referring to figs. 1.1, 1.2 and 1.3.     a db cd hw  fig. 1.1 fig. 1.2  (a) measure and record the height h, width w and depth d of your transparent block.  h =  ..  w =  ..  d =  ..  [2]",
+            "3": "3 0625/51/m/j/13 \u00a9 ucles 2013 [turn overfor examiner\u2019s use (b) place the block in the space below with the smallest face in contact with the paper.  carefully draw round the outline, as shown in fig. 1.2. remove the block from the paper.   (i) label the corners of your outline a, b, c and d, as shown in fig. 1.2.   (ii) on your diagram, draw a line ac .   (iii) measure and record the angle \u03b1 between lines ad and ac .  \u03b1 =  ..[1]",
+            "4": "4 0625/51/m/j/13 \u00a9 ucles 2013for examiner\u2019s use (c) place the block on the paper towel at the edge of the bench, as shown in fig. 1.3. 102030 40 50 60 70 80 90100110120130140150160170 180 0 protractorbencha db cpaper towel     fig. 1.3   (i) hold the protractor next to face abcd of the block as shown in fig. 1.3. gently  push the top of the block (as indicated in fig. 1.3) until the block tips over.   (ii) record the angle \u03b8, between side bc of the block and the vertical line on the  protractor, when the block just starts to tip over.  \u03b8 =  ..[1]   (iii) repeat steps (i) and (ii) a suitable number of times for this experiment. record the readings in the space below.  [2]   (iv) calculate the average  \u03b8av of all your values for \u03b8. show your working. give your  value of \u03b8av to a suitable number of significant figures for this experiment.  \u03b8av =  ..[2]",
+            "5": "5 0625/51/m/j/13 \u00a9 ucles 2013 [turn overfor examiner\u2019s use (d) a student suggests that \u03b8av should be equal to \u03b1.   state whether your results support this suggestion. justify your statement by reference  to your results. statement  .justification  ... .. ..  [2]  [total: 10]",
+            "6": "6 0625/51/m/j/13 \u00a9 ucles 2013for examiner\u2019s use2 in this experiment, you will investigate the scale of a thermometer.  carry out the following instructions, referring to figs. 2.1 and 2.2.  (a) record the value of room temperature \u03b8r shown on the thermometer.  \u03b8r =  ..[1]  (b) y ou are provided with a supply of hot water. pour 200 cm3 of hot water into the beaker.  place the thermometer into the beaker of hot water, as shown in fig. 2.1.     thermometer water     fig. 2.1  (c) (i) when the thermometer reading stops rising, measure the temperature \u03b8 of the  water in the beaker and immediately start the stopclock. record \u03b8 in table 2.1 at  time t = 0 s.   (ii) record in the table the time t and the temperature \u03b8 of the water every 30 s until  you have a total of seven readings. [3]     table 2.1     t / \u03b8 / d /",
+            "7": "7 0625/51/m/j/13 \u00a9 ucles 2013 [turn overfor examiner\u2019s use (d) remove the thermometer from the beaker and the clamp.   (i) measure and record in the table the distance d from the bottom end of your  thermometer to the position of the first temperature reading in the table. fig. 2.2  shows a measurement of d being made for a temperature of 81 \u00b0c. y ou must use your own temperature reading and thermometer.  010 -102030405060708090100110\u00b0cd     fig. 2.2   (ii) measure d for all the other temperature readings. record your values in the table.  [1]   (iii) complete the column headings in the table. [1] question 2 continues on the next page.",
+            "8": "8 0625/51/m/j/13 \u00a9 ucles 2013for examiner\u2019s use (e) a student carried out this experiment and plotted a graph of \u03b8 against d. a sketch of the  graph obtained is shown in fig. 2.3.     80 0\u01a8 / \u00b0c d / cm 0     fig. 2.3   (i) explain how the graph line shows that \u03b8 is not directly proportional to d.  ..  ..   (ii) suggest why, when \u03b8 = 0 \u00b0c, the value of d is not zero.  .. .. .. ..  [2]   (iii) describe briefly the method you would use to determine, as accurately as possible,  the distance between the 1 \u00b0c marks on the thermometer.  .. .. .. .. [2]  [total: 10]",
+            "9": "9 0625/51/m/j/13 \u00a9 ucles 2013 [turn overblank page",
+            "10": "10 0625/51/m/j/13 \u00a9 ucles 2013for examiner\u2019s use3 in this experiment, you will investigate the resistance of a wire.  the circuit shown in fig. 3.1 has been set up for you.     va acbpower supply resistance wirex     fig. 3.1  (a) (i) switch on. measure, and record in table 3.1, the current i in the circuit and the  potential difference v across a length x = 10.0 cm of the wire ab. switch off.   (ii) calculate the resistance r of 10.0 cm of the wire ab, using the equation r = v i.  record this value of r in the table.   (iii) complete the column headings in the table.   (iv) repeat steps (i) and (ii) with values of x equal to 30.0 cm, 50.0 cm, 70.0 cm and 90.0 cm.     table 3.1     x / v / i / r / 10.0 30.050.070.090.0  [3]",
+            "11": "11 0625/51/m/j/13 \u00a9 ucles 2013 [turn overfor examiner\u2019s use (b) plot a graph of v / v (y-axis) against r / \u03c9 (x-axis).       [4]  (c) determine the gradient g of the graph. show clearly on the graph how you obtained the  necessary information.  g =  ..[3]  [total: 10]",
+            "12": "12 0625/51/m/j/13 \u00a9 ucles 2013for examiner\u2019s use4 in this experiment, you will investigate the position of the image in a plane mirror.  carry out the following instructions referring to fig. 4.1.   n r mb ap2 p1 ray-trace sheeteyelhole      fig. 4.1",
+            "13": "13 0625/51/m/j/13 \u00a9 ucles 2013 [turn overfor examiner\u2019s use (a) draw a line 10.0 cm long near the middle of the ray-trace sheet. label the line mr. draw  a normal to this line that passes through its centre. label the normal nl. label the point at which nl crosses mr with the letter b.  (b) draw a line 8.0 cm long from b at an angle of incidence i = 30\u00b0 to the normal below mr and to the left of the normal. label the end of this line a.  (c) place a pin p 1 on line ab at a distance 7.0 cm from b.   (d) place a pin p 2 on line ab at a distance 1.0 cm from b.  (e) place the reflecting face of the mirror vertically on the line mr.  (f) view the images of pins p1 and p2 from the direction indicated by the eye in fig. 4.1.  place two pins p3 and p4 some distance apart so that pins p3 and p4, and the images of  p2 and p1, all appear exactly one behind the other. label the positions of p3 and p4.  (g) remove the pins and the mirror and draw the line joining the positions of p3 and p4.  continue the line until it crosses mr and extends at least 8.0 cm beyond mr.  (h) replace pin p1 on line ab in the same position as in (c), at a distance 7.0 cm from b.  (i) place pin p2 1.0 cm to the right of its position in part (d).  (j) repeat the steps in parts (e) to (g).  (k) label with a y the point where the two lines beyond mr cross.  (l) (i) draw a line from p1 to mr that meets mr at a right angle. measure and record the  length a of this line.  a =  ..   (ii) draw a line from the point labelled y to mr that meets mr at a right angle. measure and record the length b of this line.  b =  ..  [2]  (m) a student suggests that the length a should be equal to the length b.   state whether your results support this suggestion. justify your statement by reference  to your results. statement  .justification  ... .. ..  [2]",
+            "14": "14 0625/51/m/j/13 \u00a9 ucles 2013for examiner\u2019s use (n) suggest a precaution that you took, when placing the pins, in order to obtain reliable  results.  .. ..[1]  tie your ray-trace sheet into this booklet between pages 12 and 13. [5] [total: 10]",
+            "15": "15 0625/51/m/j/13 \u00a9 ucles 2013blank page",
+            "16": "16 0625/51/m/j/13 \u00a9 ucles 2013permission 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.blank page"
+        },
+        "0625_s13_qp_52.pdf": {
+            "1": "this document consists of 11 printed pages and 1 blank page. dc (nh/jg) 58684/5 \u00a9 ucles 2013 [turn overuniversity of cambridge international examinations international general certificate of secondary education *2921277581* physics 0625/52 paper 5 practical test may/june 2013  1 hour 15 minutes candidates answer on the question paper. additional materials: as listed in the confidential instructions. read these instructions first write your centre number, candidate number and name in the spaces at the top of the page. write in dark blue or black pen.y ou may use a pencil for any diagrams, graphs or rough working.do not use staples, paper clips, highlighters, glue or correction fluid.do not write in any barcodes. answer all questions. electronic calculators may be used.y ou may lose marks if you do not show your working or if you do not use appropriate units. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [ ] at the end of each question or part question. for examiner\u2019s use 1 234 total",
+            "2": "2 0625/52/m/j/13 \u00a9 ucles 2013for examiner\u2019s use1 in this experiment, you will determine the mass of a metre rule using two methods.  method 1.  carry out the following instructions, referring to fig. 1.1.     dx y x pivot50.0  cm mark metre rule     fig. 1.1  y ou are provided with a 100 g mass, labelled x.  (a) (i) place the mass x on the rule so that its centre is at a distance d = 5.0 cm from the  zero end of the rule, as shown in fig. 1.1. record the value of d  in table 1.1.   (ii) adjust the position of the rule so that it is as near as possible to being balanced, with the 50.0 cm mark to the right of the pivot.   (iii) measure, and record in the table, the distance x from the centre of the mass x to the pivot.   (iv) measure, and record in the table, the distance y from the pivot to the 50.0 cm mark on the rule.   (v) repeat the steps (i) \u2013 (iv) using d = 10.0 cm.     table 1.1 d /cm x /cm y /cm  [3]  (b) (i) using the values of x and y in the first row of the table, calculate the mass m of the  rule using the equation m = 100x y.  m =  [1]",
+            "3": "3 0625/52/m/j/13 \u00a9 ucles 2013 [turn overfor examiner\u2019s use  (ii) repeat step (b)(i) using the values of x and y in the second row of the table.  m =  [1]   (iii) calculate the average value of m.  average value of m =  [1]  method 2.  (c) measure the mass m of the rule using the balance provided.  m =  [1]  (d) a student carrying out this experiment expects that the values of the mass m obtained  by the two methods will be exactly the same.   suggest two practical reasons why, in spite of following the instructions with care, the  values may differ. assume that the balance used in method 2 is accurate. 1.  .. ..2.  .. ..  [2] question 1 continues on the next page.",
+            "4": "4 0625/52/m/j/13 \u00a9 ucles 2013for examiner\u2019s use (e) explain briefly how you judge the position of the centre of the mass x when it is on the  rule in (a)(iii). y ou may draw a diagram.  ..  .. ..[1]  [total: 10]",
+            "5": "5 0625/52/m/j/13 \u00a9 ucles 2013 [turn overblank page",
+            "6": "6 0625/52/m/j/13 \u00a9 ucles 2013for examiner\u2019s use2 in this experiment, you will investigate the cooling of water.  y ou are provided with a supply of hot water and a supply of cold water. carry out the following  instructions, referring to fig. 2.1.     thermometer water     fig. 2.1  (a) measure and record the temperature \u03b8c of the cold water supplied.  \u03b8c =  [1]  (b) (i) pour approximately 200 cm3 of hot water into the beaker. place the thermometer  in the beaker of water. when the thermometer reading stops rising, measure the temperature  \u03b8 of the water in the beaker and immediately start the stopclock. in  table 2.1, record \u03b8 at time t = 0 s.   (ii) in the table, record the temperature of the water at 30 s intervals until you have a total of six values up to time t = 150 s.     table 2.1 t / s \u03b8 / \u00b0c   0  30  60 90 120150  [2]",
+            "7": "7 0625/52/m/j/13 \u00a9 ucles 2013 [turn overfor examiner\u2019s use (c) empty the beaker. pour approximately 200 cm3 of hot water into the beaker. place  the thermometer in the beaker of water. when the thermometer reading stops rising,  measure the temperature \u03b8 h of the water in the beaker.  \u03b8 h =  [1]  (d) (i) pour 10 cm3 of the cold water into the beaker of hot water. stir briefly. measure and  record the temperature \u03b81 of the water.  \u03b81 =  [1]   (ii) pour another 10 cm3 of the cold water into the beaker of hot water. stir briefly.  measure and record the temperature \u03b82 of the water.  \u03b82 =  [1]  (e) using the evidence that you have from the table and the readings in parts (c) and (d), estimate the volume v of cold water that added to the hot water would give the same  temperature drop as allowing the hot water to cool for 150 s. explain briefly how you arrived at your answer.  .. .. .. ..  v =  [2]  (f) this laboratory investigation could be used as a small-scale model for a process in a  factory. the laboratory investigation would be repeated many times.   suggest two conditions that should be kept constant in order to provide reliable results. 1.  .. 2.  ..  [2]  [total: 10]",
+            "8": "8 0625/52/m/j/13 \u00a9 ucles 2013for examiner\u2019s use3 in this experiment, you will determine the focal length of a lens.  carry out the following instructions, referring to fig. 3.1. illuminated object lensscreenu     fig. 3.1  (a) place the lens a distance u = 25.0 cm from the illuminated object. move the screen until  a sharply focused image of the object is seen on the screen.  (b) measure, and record in table 3.1, the height h of the image on the screen.  (c) repeat the steps in (a) and (b) using u values of 30.0 cm, 35.0 cm, 40.0 cm and 45.0 cm.  (d) calculate, and record in the table, the values of 1h.     table 3.1 u / cm h / cm1h 1 cm 25.0 30.035.040.045.0  [2]",
+            "9": "9 0625/52/m/j/13 \u00a9 ucles 2013 [turn overfor examiner\u2019s use (e) plot a graph of u / cm (y-axis) against 1 h 1 cm (x-axis). y ou do not need to begin the axes  at the origin (0,0).       [4]  (f) determine the gradient g of the graph. show clearly on the graph how you obtained the necessary information.  g =  [2]  (g) calculate the focal length f of the lens, using the equation f = g 1.5 cm. give your answer  to a suitable number of significant figures for this experiment.  f =  [2]  [total: 10]",
+            "10": "10 0625/52/m/j/13 \u00a9 ucles 2013for examiner\u2019s use4 in this experiment, you will investigate lamps in series and parallel combinations.  carry out the following instructions, referring to fig. 4.1.     power supply va lamp 1 lamp 2 lamp 3pq     fig. 4.1  (a) (i) switch on. measure and record the potential difference v1 across lamp 1 and the  current i in the circuit. switch off.  v1 =    i =    [2]   (ii) calculate the resistance r1 of lamp 1 using the equation r1 = v1 i.  r1 =  [1]   (iii) disconnect the voltmeter and reconnect it to measure the potential difference v2  across lamp 2.  v2 =     (iv) disconnect the voltmeter and reconnect it to measure the potential difference v3  across lamp 3.  v3 =    [1]   (v) calculate the total potential difference vt across the three lamps using the equation  vt = v1 + v2 + v3.  vt =  [1]",
+            "11": "11 0625/52/m/j/13 \u00a9 ucles 2013 [turn overfor examiner\u2019s use (b) (i) complete the circuit diagram in fig. 4.2 to show the three lamps in parallel with  each other between p and q. show the voltmeter connected to measure the  potential difference vp across the lamps. use standard symbols.     a pqpower supply     fig. 4.2  [2]   (ii) disconnect the lamps and the voltmeter. rearrange them to make the circuit shown in your circuit diagram.   (iii) switch on. measure and record the potential difference v p across the lamps and  the total current it . switch off.  vp =    it =     (iv) calculate the total resistance rp of the lamps arranged in parallel, using the    equation rp = vp it.  rp =    [1] question 4 continues on the next page.",
+            "12": "12 0625/52/m/j/13 \u00a9 ucles 2013for examiner\u2019s use (c) a student suggests that rp should be equal to r1 3.   state whether your results support this suggestion and justify your answer by reference  to the results. statement  .justification  ... ..  [1]  (d) another student suggests that r p may not be equal to r1 3 because the lamp filaments   are hotter when the lamps are connected in parallel than when the lamps are connected  in series.   state one piece of evidence that shows that the lamp filaments are hotter in the parallel  circuit. .. ..[1]  [total: 10] 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."
+        },
+        "0625_s13_qp_53.pdf": {
+            "1": "this document consists of 12 printed pages. dc (kn/sw) 58834/6 \u00a9 ucles 2013 [turn overuniversity of cambridge international examinations international general certificate of secondary education *9243784656* physics 0625/53 paper 5  practical test may/june 2013  1 hour 15 minutes candidates answer on the question paper. additional materials: as listed in the confidential instructions. read these instructions first write your centre number, candidate number and name in the spaces at the top of the page. write in dark blue or black pen.y ou may use a pencil for any diagrams, graphs or rough working.do not use staples, paper clips, highlighters, glue or correction fluid.do not write in any barcodes. answer all questions. electronic calculators may be used.y ou may lose marks if you do not show your working or if you do not use appropriate units. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question. for examiner\u2019s use 1 234 total",
+            "2": "2 0625/53/m/j/13 \u00a9 ucles 2013for examiner\u2019s use1 in this experiment, you will determine the magnification produced by a converging lens.  carry out the following instructions, referring to fig. 1.1.  the distance u between the illuminated triangle and the lens has been set for you.  do not change this distance. illuminated triangle lensscreenud ho fig. 1.1  (a) (i) carefully measure u and record the value.  u =     (ii) place the screen near the lens. move the screen away from the lens until a sharp  image of the triangle is seen on the screen.   (iii) carefully measure d, the distance between the illuminated triangle and the screen,  and record the value.  d =     (iv) calculate a value m for the magnification, using your answers to (a)(i) and (a)(iii),     and the equation m = d \u2013 u\u2013\u2013\u2013\u2013u.  m =      [2]   (b) (i) measure ho, the height of the illuminated triangle, and record the value.  ho =     (ii) measure hi, the height of the sharp image on the screen, and record the value.  hi =     (iii) calculate m, another value for the magnification, using your answers to (b)(i) and     (b)(ii), and the equation m = hi\u2013\u2013ho.  m =     [2]",
+            "3": "3 0625/53/m/j/13 \u00a9 ucles 2013 [turn overfor examiner\u2019s use (c) a student says that the values of m and m should be the same.    state whether or not your findings support this. justify your answer by reference to your  results for m and m. statement  . ..justification  ... .. ..    [2]  (d) (i) in the space below, sketch the sharp image seen on the screen.   (ii) describe one difficulty you might have found when measuring the height of this  image.  .. .. ..     [2]  (e) state two precautions which you took to make the experiment reliable.1.  .. ..2.  .. ..  [2]    [total: 10]",
+            "4": "4 0625/53/m/j/13 \u00a9 ucles 2013for examiner\u2019s use2 in this experiment, you will investigate how water cools.  the thermometers have been set up in the clamps for you. do not adjust the heights of the  thermometers.  carry out the following instructions, referring to fig. 2.1. thermometer stand hot water fig. 2.1  (a) (i) pour hot water into the beaker until it just covers the bulb of the upper thermometer.    do not stir the water for the rest of the experiment.   (ii) wait for about 30 seconds before taking any measurements.   (iii) start the stopclock and read both thermometers.      in the top row of table 2.1, record these temperatures.    (iv) record in the table the temperature \u03b8 of each thermometer at 1 minute intervals  until time t = 6 minutes.   (v) complete the column headings in the table. table 2.1 thermometer bulb near  the bottom of the beakerthermometer bulb near  the surface of the water t / min \u03b8 / \u03b8 / 0 123456 [4]",
+            "5": "5 0625/53/m/j/13 \u00a9 ucles 2013 [turn overfor examiner\u2019s use (b) state in which position of the thermometer bulb the average rate of cooling is the greater.     justify your answer by referring to your results. position   justification  ... .. ..    [2]  (c) what precaution do your results suggest should be taken when measuring the  temperatures of liquids?   explain how your results show that this is a sensible precaution.  precaution    ..explanation  .. .. ..    [2]  (d) another igcse student wants to repeat your experiment in order to check the results.     suggest two experimental conditions which should be kept the same. 1.  .. ..2.  .. ..    [2]    [total: 10]",
+            "6": "6 0625/53/m/j/13 \u00a9 ucles 2013for examiner\u2019s use3 in this experiment, you will investigate the resistance of electric circuits with lamps connected  in different combinations.   the apparatus has been set up for you as shown in fig. 3.1. apower supply acircuit 1 b fig. 3.1  (a) on fig. 3.1, draw the symbol for a voltmeter, connected to measure the potential difference between a and b. [1]  (b) (i) connect your voltmeter to the apparatus to measure the potential difference v between a and b.   (ii) switch on. measure, and record in table 3.1, the potential difference v and the current i shown by the ammeter. switch off. table 3.1 circuit v / i / r / 1 23  [5]",
+            "7": "7 0625/53/m/j/13 \u00a9 ucles 2013 [turn overfor examiner\u2019s use (c) (i) reconnect the lamps between a and b as shown in fig. 3.2.   (ii) repeat steps (b)(i) and (b)(ii) for circuit 2. apower supply acircuit 2 b l fig. 3.2  (d) (i) reconnect the lamps between a and b as shown in fig. 3.3.   (ii) repeat steps (b)(i) and (b)(ii) for circuit 3. apower supply acircuit 3 b fig. 3.3  (e) calculate, and record in the table, the total resistance r of each combination of the  lamps, using the equation r = v\u2013i .  (f) complete the column headings in the table. question 3 continues on the next page.",
+            "8": "8 0625/53/m/j/13 \u00a9 ucles 2013for examiner\u2019s use (g) if each of the lamps has the same resistance, the total resistance of the lamps in  circuit 3 should be twice the total resistance of the lamps in circuit 1.   state whether your findings show this to be the case. justify your answer by reference  to your results. statement  . ..justification  ... .. ..    [2]  (h) the resistance of a lamp is significantly affected by the temperature of its filament.   explain whether this might have affected the results of the experiment.  .. .. ..[1]  (i) an igcse student wants to measure the potential difference across the lamp marked l  in circuit 2.   on the diagram for circuit 2, fig. 3.2, show how a voltmeter should be connected to  measure this potential difference. [1]   [total: 10]",
+            "9": "9 0625/53/m/j/13 \u00a9 ucles 2013 [turn overturn over for question 4",
+            "10": "10 0625/53/m/j/13 \u00a9 ucles 2013for examiner\u2019s use4 in this experiment, you will investigate the oscillations of a pendulum.  (a) carry out the following instructions, referring to figs. 4.1 and 4.2. the pendulum has  already been set up for you. bhbobclamp one complete oscillationa         fig. 4.1                                     fig. 4.2   (i) measure, and record in the first row of table 4.1, the height h of the pendulum bob above the bench.   (ii) pull the pendulum bob a small distance to one side, as shown in fig. 4.2, and release it.    it will oscillate backwards and forwards between a and b, as shown in fig. 4.2.    one complete oscillation is from a to b and back to a.    measure the time t for 10 complete oscillations. record this value in the table. table 4.1 h / cm t / s t / s t 2 / s2   (iii) without changing the height of the clamp, adjust the string to shorten the pendulum by approximately 10 cm.      repeat steps (a)(i) and (a)(ii).   (iv) repeat step (a)(iii) to obtain 3 more sets of readings. [2]",
+            "11": "11 0625/53/m/j/13 \u00a9 ucles 2013 [turn overfor examiner\u2019s use (b) (i) for each value of height h, calculate the time t for one complete oscillation using  the equation t = t\u2013\u201310.    record these values in the table.   (ii) calculate the values of t 2 and record these in the table. [1]  (c) plot a graph of t 2 / s2 (y-axis) against h / cm (x-axis).    [4]  (d) determine the gradient g of the graph.   show clearly on the graph how you obtained the necessary information.  g =  [2]",
+            "12": "12 0625/53/m/j/13 \u00a9 ucles 2013for examiner\u2019s use 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. (e) describe a precaution you took in order to measure h as accurately as possible. y ou  may draw a diagram.  ..  .. ..[1]   [total: 10]"
+        },
+        "0625_s13_qp_61.pdf": {
+            "1": "this document consists of 11 printed pages and 1 blank page. dc (rw/cgw) 58670/3 \u00a9 ucles 2013 [turn overuniversity of cambridge international examinations international general certificate of secondary education *4040097107* physics 0625/61 paper 6  alternative to practical may/june 2013  1 hour candidates answer on the question paper. no additional materials are required. read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen.y ou may use a pencil for any diagrams or graphs.do not use staples, paper clips, highlighters, glue or correction fluid.do not write in any barcodes. answer all questions. electronic calculators may be used.y ou may lose marks if you do not show your working or if you do not use appropriate units. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question. for examiner\u2019s use 1 2345 total",
+            "2": "2 0625/61/m/j/13 \u00a9 ucles 2013for examiner\u2019s use1 the igcse class is investigating the stability of a block of wood.  figs. 1.1 and 1.2 show the dimensions of the block.     a db cd hw  fig. 1.1 fig. 1.2  (a) (i) on figs. 1.1 and 1.2, measure the height h, width w and depth d of the block.  h =  ..  w =  ..  d =  ..  [2]   (ii) on fig. 1.2, draw the line ac . [1]   (iii) measure and record the angle \u03b1 between lines ad and ac .  \u03b1 =  ..[1]",
+            "3": "3 0625/61/m/j/13 \u00a9 ucles 2013 [turn overfor examiner\u2019s use (b) a student places the block on the edge of the bench, as shown in fig. 1.3. 102030 40 50 60 70 80 90100110120130140150160170 180 0 protractorbencha db c     fig. 1.3   he holds the protractor next to face abcd of the block, as shown in fig. 1.3. he gently  pushes the top of the block (as indicated in fig. 1.3) so that the block tips over.   he records the angle \u03b8 between side bc of the block and the vertical line on the  protractor. the angle \u03b8 is when the block just tips over. he repeats this procedure a  suitable number of times.   suggest the number of measurements of \u03b8 that you think would be suitable for this  experiment.  number =  ..[1]  (c) the student calculates the average value \u03b8av of all his values for \u03b8.  20\u00b0  \u03b8av =  ..   he suggests that \u03b8av should be equal to \u03b1. state whether the results support this  suggestion. justify your statement by reference to the results. statement  .justification  ... .. ..  [2]  [total: 7]",
+            "4": "4 0625/61/m/j/13 \u00a9 ucles 2013for examiner\u2019s use2 the igcse class is investigating the scale of a thermometer.  (a) record room temperature \u03b8r as shown on the thermometer in fig. 2.1. 010 -102030405060708090100110\u00b0c     fig. 2.1  \u03b8r =  ..[1]   a student pours hot water into a beaker. she measures the temperature \u03b8 of the water  in the beaker every 30 s. the readings are shown in table 2.1.     table 2.1     t / \u03b8 / d /   0 8 0  30 74  60 69  90 65 120 63 150 61 180 60  (b) (i) using fig. 2.2, measure, and record in the table, the distance d from the end of the  thermometer to the position of the liquid in the thermometer at the first temperature  reading in the table. d 010 -102030405060708090100110\u00b0c     fig. 2.2   (ii) repeat the measurement in (b)(i) for all the other temperature readings. [2]   (iii) complete the column headings in the table. [1]",
+            "5": "5 0625/61/m/j/13 \u00a9 ucles 2013 [turn overfor examiner\u2019s use (c) the student plotted a graph of \u03b8 against d. a sketch of the graph obtained is shown in  fig. 2.3.     80 0\u01a8 / \u00b0c d / cm 0     fig. 2.3   (i) explain how the graph line shows that \u03b8 is not directly proportional to d.  ..  .. [1]   (ii) suggest why, when \u03b8 = 0 \u00b0c, the value of d is not zero.  .. .. ..  [1]  (d) determine, as accurately as possible, the distance x between the 1 \u00b0c marks on the  thermometer shown in fig. 2.2. show your working.  x =  ..[3]  [total: 9]",
+            "6": "6 0625/61/m/j/13 \u00a9 ucles 2013for examiner\u2019s use3 the igcse class is investigating the resistance of a wire.  the circuit used is shown in fig. 3.1.     va acbpower supply resistance wirex     fig. 3.1  a student moves contact c to give a range of values of the length x. for each length x, the  current i and potential difference v are measured and recorded in table 3.1.  (a) (i) calculate the resistance r of 10.0 cm of the resistance wire using the equation    r = v i. record this value of r in the table.   (ii) repeat step (i) for each of the other values of x.   (iii) complete the column headings in the table.     table 3.1     x / v / i / r / 10.0 0.20 0.33 30.0 0.60 0.3350.0 1.01 0.3270.0 1.41 0.3390.0 1.81 0.33  [3]",
+            "7": "7 0625/61/m/j/13 \u00a9 ucles 2013 [turn overfor examiner\u2019s use (b) plot a graph of v / v (y-axis) against r / \u03c9 (x-axis).       [5]  (c) determine the gradient g of the graph. show clearly on the graph how you obtained the  necessary information.  g =  ..[3]  [total: 11]",
+            "8": "8 0625/61/m/j/13 \u00a9 ucles 2013for examiner\u2019s use4 the igcse class is investigating the position of the image in a plane mirror.  a student\u2019s ray-trace sheet is shown in fig. 4.1.   n r m ab p2p3 p4dc p1 ray-trace sheeteyel     fig. 4.1",
+            "9": "9 0625/61/m/j/13 \u00a9 ucles 2013 [turn overfor examiner\u2019s use the line mr shows the position of a plane mirror. nl is the normal at the centre of the mirror.  ab marks the position of an incident ray.  the student pushes two pins, p1 and p2 into this line. she views the images of pins p1 and  p2 from the direction indicated by the eye in fig. 4.1.  she places two pins p3 and p4 some distance apart so that pins p4 and p3, and the images  of p2 and of p1, all appear exactly one behind the other. the positions of p3 and p4 are  labelled.  (a) draw in the line joining the positions of p3 and p4. continue the line until it crosses mr  and extends at least 8.0 cm beyond mr. [1]  (b) the student repeats the procedure without moving pin p1 but using a different angle of  incidence. on fig. 4.1, the new positions of pins p3 and p4 are marked c and d.   (i) draw in the line joining the positions c and d. continue the line until it extends at  least 8.0 cm beyond mr.   (ii) label with a y the point where the two lines beyond mr cross. [1]  (c) (i) draw a line from p1 to mr that meets mr at a right angle. measure and record the  length a of this line.  a =  ..   (ii) draw a line from the point labelled y to mr that meets mr at a right angle. measure and record the length b of this line.  b =  ..  [2]  (d) a student suggests that the length of a should equal the length of b.   state whether your results support this suggestion. justify your statement by reference  to your results. statement  .justification  ... .. ..  [2]  (e) suggest a precaution that you would take, when placing the pins, in order to obtain  reliable results.  .. ..[1]  [total: 7]",
+            "10": "10 0625/61/m/j/13 \u00a9 ucles 2013for examiner\u2019s use5 the igcse class is determining the mass of a load x using a balancing method.  fig. 5.1 shows the apparatus.   d mass m 50.0  cm mark pivotload x metre rule 90.0  cm markbench     fig. 5.1  the centre of the load x is fixed at the 90.0 cm mark on the rule.  a student uses a range of values of the mass m and determines the distance d from the  pivot where the mass must be placed to balance the rule.  the readings are shown in table 5.1.     table 5.1     m / g d / cm 40 30.2 50 23.9 60 20.0 70 17.1 80 15.1  (a) calculate the distance x between the centre of the load x and the centre of the rule.  x =  ..[1]  (b) suggest a reason for the student using a range of m values.  ..  .. ..[1]",
+            "11": "11 0625/61/m/j/13 \u00a9 ucles 2013for examiner\u2019s use (c) using each set of readings and the value of x, the student calculates values for the  mass of the load x.   he writes his results: 30.2 g, 29.875 g, 30 g, 29.925 g, 30.2 g.   use these results to calculate an average value for the mass of x and give it to a suitable  number of significant figures for this type of experiment.  average value for the mass of x =  ..[2]  (d) this type of balancing experiment is difficult to carry out.   suggest one practical difficulty and one way to try to overcome the difficulty. y ou may  draw a diagram, if you wish.practical difficulty  . .. ..way to overcome the difficulty  ..  ..  [2]  [total: 6]",
+            "12": "12 0625/61/m/j/13 \u00a9 ucles 2013permission 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.blank page"
+        },
+        "0625_s13_qp_62.pdf": {
+            "1": "this document consists of 16 printed pages. dc (nh/jg) 58683/5 \u00a9 ucles 2013 [turn overuniversity of cambridge international examinations international general certificate of secondary education *7705473056* physics 0625/62 paper 6 alternative to practical may/june 2013  1 hour candidates answer on the question paper. no additional materials are required. read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen.y ou may use a pencil for any diagrams or graphs.do not use staples, paper clips, highlighters, glue or correction fluid.do not write in any barcodes. answer all questions. electronic calculators may be used.y ou may lose marks if you do not show your working or if you do not use appropriate units. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [ ] at the end of each question or part question.",
+            "2": "2 0625/62/m/j/13 \u00a9 ucles 2013for examiner\u2019s use1 the igcse class is determining the mass of a metre rule using two methods.  method 1.  fig. 1.1 shows the apparatus used.     dx y x pivot50.0  cm mark metre rule     fig. 1.1  a student places a 100 g mass x on the rule so that its centre is at a distance d = 5.0 cm from  the zero end of the rule, as shown in fig. 1.1. he adjusts the position of the rule so that it is as near as possible to being balanced.  he measures the distance x  from the centre of the mass x to the pivot and the distance y  from the pivot to the 50.0 cm mark on the rule.  he repeats the procedure using d = 10.0 cm.  the readings are shown in table 1.1.     table 1.1 d / cm x / cm y / cm  5.0 23.7 21.1 10.0 21.0 18.5  (a) (i) using the values of x and y in the first row of the table, calculate the mass m of the  rule using the equation m = 100x y.  m =  ",
+            "3": "3 0625/62/m/j/13 \u00a9 ucles 2013 [turn overfor examiner\u2019s use  (ii) repeat step (a)(i) using the values of x and y in the second row of the table.  m =    [2]   (iii) calculate the average value of m.  average value of m =  [1]",
+            "4": "4 0625/62/m/j/13 \u00a9 ucles 2013for examiner\u2019s use method 2.  (b) the student measures the mass m of the rule, using a spring balance as shown in  fig. 1.2. metre rule scale pan150100500g     fig. 1.2   write down the reading shown in fig. 1.2.  m =  [1]",
+            "5": "5 0625/62/m/j/13 \u00a9 ucles 2013 [turn overfor examiner\u2019s use (c) the student expects that the values of the mass m obtained by the two methods will be  exactly the same.   suggest two practical reasons why, in spite of following the instructions with care, the  values may differ. assume that the balance used in method 2 is accurate. 1.  .. ..2.  .. ..  [2]  (d) explain briefly how you would judge the position of the centre of the mass x when it is  on the rule in method 1. y ou may draw a diagram.  ..  .. ..[1]  [total: 7]",
+            "6": "6 0625/62/m/j/13 \u00a9 ucles 2013for examiner\u2019s use2 the igcse class is investigating the cooling of water.  (a) a student places a thermometer in a beaker of cold water.   using fig. 2.1, record the temperature \u03b8c of the cold water supplied to the student. \u201310 0 10 20 30 40 50 60 70 80 90 100 110 \u00b0c     fig. 2.1  \u03b8c = . ...[1]  (b) the student pours 200 cm3 of hot water into a beaker. she measures the temperature of  the water at 30 s intervals. the readings are shown in table 2.1.     table 2.1 t / \u03b8 /    0 8 0  30 75  60 72  90 69 120 67 150 66   complete the column headings in the table. [1]  (c) the student empties the beaker and pours another 200 cm3 of the hot water into the  beaker. she measures the temperature \u03b8h of the water in the beaker.           78 \u00b0c \u03b8h =     she then empties the cold water from the measuring cylinder shown in fig. 2.2 into the  beaker of hot water. she measures the temperature \u03b8a of the water in the beaker.           74 \u00b0c \u03b8a =  ",
+            "7": "7 0625/62/m/j/13 \u00a9 ucles 2013 [turn overfor examiner\u2019s use  using fig. 2.2, record the volume va of cold water. 510152025cm3 water     fig. 2.2  va =  [1]  (d) estimate the volume v  of cold water that, added to the hot water, would give the same  temperature drop as allowing the hot water to cool for 150 s.   use the evidence from the table and the readings in parts (b) and (c). explain briefly how  you arrived at your answer.  .. .. ..  v =  [2]  (e) this laboratory investigation could be used as a small-scale model for a process in a  factory. the laboratory investigation would be repeated many times.   suggest two conditions that should be kept constant in order to provide reliable results. 1.  .. 2.  ..  [2]  [total: 7]",
+            "8": "8 0625/62/m/j/13 \u00a9 ucles 2013for examiner\u2019s use3 the igcse class is investigating resistor combinations in circuits.  the first circuit used is shown in fig. 3.1.     power supply va lamp 1 lamp 2 lamp 3     fig. 3.1  a student measures the potential difference v1 across lamp 1 and the current i in the circuit.  (a) (i) using fig. 3.2, record the student\u2019s readings. 0123 4 5 v 00.20.4 0.6 0.8 1.0 a     fig. 3.2  v1 =    i =    [2]   (ii) calculate the resistance r1 of lamp 1 using the equation r1 = v1 i.  r1 =  [1]",
+            "9": "9 0625/62/m/j/13 \u00a9 ucles 2013 [turn overfor examiner\u2019s use (b) the student uses the voltmeter to measure the potential difference v2 across lamp 2,  and the potential difference v3 across lamp 3.   (i) using fig. 3.3, record the student\u2019s reading of v2.     0123 4 5 v     fig. 3.3  v2 =     (ii) using fig. 3.4, record the student\u2019s reading of v3.     0123 4 5 v     fig. 3.4  v3 =    [1]  (c) calculate the total potential difference vt across the three lamps using the equation vt = v1 + v2 + v3.  vt =  [1]",
+            "10": "10 0625/62/m/j/13 \u00a9 ucles 2013for examiner\u2019s use (d) the student rearranges the circuit so that the lamps are in parallel with each other and  the ammeter is connected to measure the total current it in the circuit.   he connects the voltmeter to measure the potential difference vp across the lamps.   in the space below, draw a circuit diagram of this new circuit using standard symbols.  [2]  (e) the student measures the potential difference vp and the current it, and calculates the  total resistance rp of the lamps arranged in parallel.            2.1 \u03c9 rp =     the student suggests that rp should be equal to r1 3.   state whether the results support this suggestion and justify your answer by reference  to the results. statement  . justification  ... ..  [1]",
+            "11": "11 0625/62/m/j/13 \u00a9 ucles 2013 [turn overfor examiner\u2019s use (f) another student suggests that rp should not be equal to r1 3 because the lamp filaments   are hotter when the lamps are connected in parallel than when the lamps are connected  in series.   state one piece of evidence, that you would see during the investigation, that shows  that the lamp filaments are hotter in the parallel circuit.  .. ..[1]  [total: 9]",
+            "12": "12 0625/62/m/j/13 \u00a9 ucles 2013for examiner\u2019s use4 a student carries out an experiment using a simple pendulum.  fig. 4.1 shows the apparatus.     xclamp string pendulum bob one complete oscillation     fig. 4.1  the student records the time t  taken for 20 complete oscillations of the pendulum for a range  of different lengths x of the string. the readings are shown in table 4.1.     table 4.1 x / cm t / s t / s 90.0 38.5 80.0 36.0 70.0 33.4 60.0 31.4 50.0 28.2 40.0 25.5  (a) the period t of the pendulum is the time taken for one complete oscillation.   for each set of readings in the table, calculate the period t and enter the results in the  table. [2]",
+            "13": "13 0625/62/m/j/13 \u00a9 ucles 2013 [turn overfor examiner\u2019s use (b) suggest a reason for measuring the time for twenty oscillations rather than just one.  .. .. ..[1]  (c) in this experiment, the length x of the string is measured with a metre rule.   suggest one precaution that you would take when measuring the length in order to  obtain an accurate reading. .. ..[1]  (d) the student decides that a more useful result is possible if the length is measured to the  centre of mass of the pendulum bob.   the pendulum bob is a small metal ball. the student has a 30 cm ruler and two  rectangular blocks of wood that are about 10 cm long.   suggest how the student can use this equipment to measure accurately the diameter of  the pendulum bob. y ou may draw a diagram.  ..  .. ..[2]  [total: 6]",
+            "14": "14 0625/62/m/j/13 \u00a9 ucles 2013for examiner\u2019s use5 the igcse class is determining the focal length of a lens.  the apparatus is shown in fig. 5.1. illuminated object lensscreenu     fig. 5.1  a student places the lens a distance u = 25.0 cm from an illuminated object of height 1.5 cm.  she moves the screen until a sharply focused image of the object is seen on the screen.  she measures the height h of the image on the screen. she calculates 1 h.  she repeats the procedure using a range of u values. her results are shown in table 5.1.     table 5.1 u / cm h / cm1h 1 cm 25.0 2.2 0.45 30.0 1.5 0.6735.0 1.1 0.9140.0 0.9 1.145.0 0.8 1.3",
+            "15": "15 0625/62/m/j/13 \u00a9 ucles 2013 [turn overfor examiner\u2019s use (a) pl ot a graph of u / cm (y-axis) against 1 h 1 cm (x-axis). y ou do not need to begin the axes  at the origin (0,0).       [5]  (b) determine the gradient g of the graph. show clearly on the graph how you obtained the necessary information.  g =  [2]  (c) calculate the focal length f of the lens, using the equation f = g 1.5 cm. give your answer  to a suitable number of significant figures for this experiment.  f =  [2]",
+            "16": "16 0625/62/m/j/13 \u00a9 ucles 2013for examiner\u2019s use 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. (d) state two precautions that you would take in this experiment in order to obtain reliable  results. 1.  .. ..2.  .. ..  [2]  [total: 11]"
+        },
+        "0625_s13_qp_63.pdf": {
+            "1": "this document consists of 16 printed pages. dc (kn/sw) 58836/7 \u00a9 ucles 2013 [turn overuniversity of cambridge international examinations international general certificate of secondary education *3068816922* physics 0625/63 paper 6  alternative to practical may/june 2013  1 hour candidates answer on the question paper. no additional materials are required. read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen.y ou may use a pencil for any diagrams or graphs.do not use staples, paper clips, highlighters, glue or correction fluid.do not write in any barcodes. answer all questions. electronic calculators may be used.y ou may lose marks if you do not show your working or if you do not use appropriate units. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [ ] at the end of each question or part question.",
+            "2": "2 0625/63/m/j/13 \u00a9 ucles 2013for examiner\u2019s use1 some igcse students are investigating the cooling of water.  fig. 1.1 shows how the apparatus is set up. thermometers stand hot water fig. 1.1  (a) a thermometer is placed on the bench so that room temperature can be measured.    read and record room temperature \u03b8r as shown on the thermometer in fig. 1.2.  \u03b8r =  [1] \u201310 0 10 20 30 40 50 60 70 80 90 100 110 \u00b0c fig. 1.2  (b) a student pours hot water into the beaker so that the level is as shown in fig. 1.1.   in table 1.1, he then records the temperatures \u03b8 every minute as the water cools until  time t = 6 minutes.   complete the column headings and complete the time column in table 1.1. [2]",
+            "3": "3 0625/63/m/j/13 \u00a9 ucles 2013 [turn overfor examiner\u2019s usetable 1.1 thermometer bulb near the  bottom of the beakerthermometer bulb near the  surface of the water t / \u03b8 / \u03b8 / 0 82.0 76.0 79.5 74.0 77.0 72.075.0 70.073.0 68.070.5 66.069.0 64.5  (c) state in which position of the thermometer bulb the average rate of cooling is the greater.     justify your answer by referring to the results. position   justification  ... .. ..    [2]  (d) what precaution do the results suggest should be taken when measuring the  temperature of a liquid?   explain how the results show that this is a sensible precaution.  precaution    ..explanation  .. .. ..    [2]",
+            "4": "4 0625/63/m/j/13 \u00a9 ucles 2013for examiner\u2019s use (e) a student in a different school wants to repeat the experiment in order to check the  results.     suggest two experimental conditions which should be kept the same. 1.  ..  ..2.  .. ..    [2]    [total: 9]",
+            "5": "5 0625/63/m/j/13 \u00a9 ucles 2013 [turn overfor examiner\u2019s use2 the igcse class is investigating the oscillation of a pendulum.  the apparatus is set up as shown in fig. 2.1. hbobclamp one complete oscillation         fig. 2.1                                     fig. 2.2  the height h of the pendulum bob above the bench is measured and recorded.   this is repeated, to obtain a total of five different values of h, by shortening the string of the  pendulum but without changing the height of the clamp.  for each value of h, the pendulum bob is pulled to one side by a small distance, as shown in fig. 2.2.   the pendulum is then released and the time t for 10 complete oscillations is measured and  recorded.  (a) describe a precaution which the igcse students might have taken in order to measure h as accurately as possible. y ou may draw a diagram.  ..  .. ..[1]",
+            "6": "6 0625/63/m/j/13 \u00a9 ucles 2013for examiner\u2019s use (b) figs. 2.3 to 2.7 are scale diagrams showing the height h of the pendulum bob above the  bench for each of the five experiments. bench     fig. 2.3 fig. 2.4 fig. 2.5 fig. 2.6 fig. 2.7   (i) measure, and record in table 2.1, the height h in each experiment.   (ii) the diagrams are drawn to 1/5 scale.     calculate, and record in table 2.1, the actual heights h of the pendulum bob above the bench.    [2] table 2.1 h /cm h /cm t /s t /s t 2/s 2 fig. 2.3 14.01 fig. 2.4 12.39 fig. 2.5 10.85 fig. 2.6   8.93 fig. 2.7   6.30",
+            "7": "7 0625/63/m/j/13 \u00a9 ucles 2013 [turn overfor examiner\u2019s use (c) (i) for each value of height h, calculate the time t for one complete oscillation, using  the equation t = t\u2013\u201310. record these values in table 2.1.   (ii) calculate the values of t 2 and record these in the table. [1]  (d) plot a graph of t 2  / s 2 (y-axis) against h / cm (x-axis).    [4]  (e) determine the gradient g of the graph.   show clearly on the graph how you obtained the necessary information.  g =       [1]",
+            "8": "8 0625/63/m/j/13 \u00a9 ucles 2013for examiner\u2019s use (f) one of the students wishes to carry out the experiment again to obtain results which are  more reliable.    describe one change she might make to the method to achieve this.  ..  .. ..[1]    [total: 10]",
+            "9": "9 0625/63/m/j/13 \u00a9 ucles 2013 [turn overfor examiner\u2019s use3 students in the igcse class are investigating the resistance of electric circuits with parallel  branches.   the apparatus has been set up as shown in fig. 3.1.   apower supply acircuit 1 b fig. 3.1  the current in the circuit and the potential difference across the combination of lamps connected between a and b are to be measured.  (a) on fig. 3.1, draw the symbol for a voltmeter, connected to measure the potential difference v between a and b.    [1]",
+            "10": "10 0625/63/m/j/13 \u00a9 ucles 2013for examiner\u2019s use (b) the values of potential difference v across ab and current i for circuit 1 are recorded  in table 3.1.   the lamps are then reconnected as shown in fig. 3.2 and then fig. 3.3 and the  experiment is repeated. apower supply acircuit 2 b l fig. 3.2 apower supply abcircuit 3 fig. 3.3   (i) calculate, and record in the table, the total resistance r of each combination of  lamps, using the equation r = v\u2013i .     [2]   (ii) complete the column headings in the table. [1] table 3.1 circuit v / i / r / 1 1.81 0.70 2 1.76 0.22 3 1.72 0.44",
+            "11": "11 0625/63/m/j/13 \u00a9 ucles 2013 [turn overfor examiner\u2019s use (c) if each of the lamps had the same resistance, the total resistance of the lamps in  circuit 3 would be twice the total resistance of the lamps in circuit 1.    state whether the results in the table show this to be the case. justify your answer by  reference to the results. statement  . ..justification  ... .. .. ..    [2]  (d) an igcse student wants to measure the potential difference across the lamp marked  l in circuit 2.   on the diagram for circuit 2, fig. 3.2, show how a voltmeter should be connected to  measure this potential difference. [1]     [total: 7]",
+            "12": "12 0625/63/m/j/13 \u00a9 ucles 2013for examiner\u2019s use4 the igcse class has been asked to determine the density of an object.  one student is finding the volume of the object using a measuring cylinder containing water  in which the object is to be placed.    the measuring cylinder containing only water is shown in fig. 4.1.  the measuring cylinder after the object has been placed in the water is shown in fig. 4.2. 100 90 80 70 60 50 40 30 20 10cm3 100 90 80 70 60 50 40 30 20 10measuring cylinder objectcm3          fig. 4.1       fig. 4.2  (a) (i) read and record the volume v1 of the water in the measuring cylinder shown in  fig. 4.1.  v1 =     (ii) read and record the volume v2 of the water in the measuring cylinder shown in  fig. 4.2.  v2 =      [2]",
+            "13": "13 0625/63/m/j/13 \u00a9 ucles 2013 [turn overfor examiner\u2019s use (b) the student then uses a balance to measure the mass m of the object, as shown in  fig. 4.3. 114g fig. 4.3   calculate the density of the object using the equation  density = m\u2013\u2013\u2013\u2013\u2013\u2013\u2013 (v2 \u2013 v1).  density =  [2]  (c) suggest a possible practical cause of inaccuracy in this method.  .. .. ..[1]    [total: 5] ",
+            "14": "14 0625/63/m/j/13 \u00a9 ucles 2013for examiner\u2019s use5 igcse students are investigating the magnification produced by a converging lens.  the apparatus is set up as shown below. illuminated trianglelensscreenud fig. 5.1  the screen is moved until a sharp image of the object is seen on the screen.  (a) (i) on fig. 5.1, carefully measure u and record the value.  u =     (ii) on fig. 5.1, carefully measure d, the distance between the illuminated triangle and  the screen when the image is sharp, and record the value.  d =     (iii)  calculate a value m for the magnification, using your answers to (a)(i) and (a)(ii),  and the equation m = d \u2013 u\u2013\u2013\u2013\u2013u.  m =      [2]  (b) the illuminated triangle is shown in fig. 5.2. the image of the triangle seen on the  screen is shown in fig. 5.3. hoilluminated triangle fig. 5.2",
+            "15": "15 0625/63/m/j/13 \u00a9 ucles 2013 [turn overfor examiner\u2019s use screen hi fig. 5.3   (i) measure ho, the height of the illuminated triangle, as shown in fig. 5.2, and record  the value.  ho =     (ii)  measure hi, the height of the image on the screen, as shown in fig. 5.3, and record  the value.  hi =     (iii) calculate m, another value for the magnification, using your answers to (b)(i) and     (b)(ii), and the equation m = hi\u2013\u2013ho.  m =       [2]  (c) a student says that the values of m and m should be the same.    state whether your findings support this. justify your answer by reference to your results  for m and m. statement  . ..justification  ... .. ..     [2]",
+            "16": "16 0625/63/m/j/13 \u00a9 ucles 2013for examiner\u2019s use 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. (d) (i) describe one difficulty the students might have found when measuring the height  of the image on the screen.    suggest a solution for the problem. difficulty   ..solution  . ..    [2]   (ii) suggest one further precaution which should be taken to make the experiment  reliable.  .. .. .. [1]     [total: 9]"
+        },
+        "0625_w13_qp_11.pdf": {
+            "1": "    this document consists of 16 printed pages.  ib13 11_0625_11/5rp  \u00a9 ucles 2013  [turn over      *8694020048* university of cambridge international examinations  international general certificate of secondary education       physics 0625/11     paper 1  multiple choice  october/november 2013     45 minutes    additional materials: multiple choice answer sheet   soft clean eraser   soft pencil (type b or hb recommended)       read these instructions first    write in soft pencil.  do not use staples, paper clips, highlighters, glue or correction fluid. write your name, centre number and candidate number on the answer sheet in the spaces provided  unless this has been done for you.  do not write in any barcodes.   there are forty  questions on this paper. answer all questions. for each question there are four possible  answers a, b, c and d.   choose the one you consider correct and record your choice in soft pencil on the separate answer sheet.    read the instructions on the answer sheet very carefully.   each correct answer will score one mark. a mark will not be deducted for a wrong answer. any rough working should be done in this booklet. electronic calculators may be used.   ",
+            "2": "2  \u00a9 ucles 2013 0625/11/o/n/13  1 a student uses a ruler to measure the length and the width of a small rectangular metal plate.    012345 cmwidth 012345 cmlengthmetal plate     what is the area of the plate?  a 14.0  cm2 b 14.7  cm2 c 16.0  cm2 d 16.8  cm2     2 the diagram shows the speed  / time graph for a train as it travels along a track.    0 0speed timepqr st     for which part of the graph is the tra in\u2019s speed changing at the greatest rate?  a pq b qr c rs d st    3 a small steel ball is dropped from a low balcony.    ignoring air resistance, which statement describes its motion?  a it falls with constant acceleration.  b it falls with constant speed.  c it falls with decreasing speed.  d it falls with increasing acceleration.     ",
+            "3": "3  \u00a9 ucles 2013 0625/11/o/n/13 [turn over  4 which is the unit for force and which is the unit for weight?     force weight  a kg kg  b kg n  c n kg  d n n    5 a cup contains hot liquid.   some of the liquid evaporates.    what happens to the mass and to the weight of the liquid in the cup?     mass weight  a decreases decreases  b decreases stays the same  c stays the same decreases  d stays the same stays the same     6 four rectangular blocks, p, q, r and s are shown. each block is labelled with its size and its  mass.    p 2.0 cm 2.0 cm2.0 cmq 2.0 cm 3.0 cm2.0 cm r 2.0 cm 4.0 cm2.0 cms10 g 10 g 20 g 20 g 2.0 cm 2.0 cm2.0 cm     which two blocks have the same density?  a p and q b p and r c q and r d r and s   ",
+            "4": "4  \u00a9 ucles 2013 0625/11/o/n/13  7 a force acting on an object causes some properties of the object to change.    which list contains only properties that can be changed by the action of the force?  a mass, motion and shape  b mass, motion and size c mass, shape and size d motion, shape and size     8 a box is being moved by a fork-lift truck. the total weight of the box is 3000  n.    fork-lift truck box      the force exerted by the fork-lift truck on the box is 3500  n upwards.    what is the resultant force on the box?  a 500  n downwards  b 500  n upwards  c 6500  n downwards  d 6500  n upwards    9 some energy sources are reliably available at all times, and some are not.   which row shows three sources all in their correct columns?     available at all times not available at all times  a geothermal nuclear fission, solar   b geothermal, nuclear fission solar  c solar, nuclear fission geothermal  d solar nuclear fission, geothermal    ",
+            "5": "5  \u00a9 ucles 2013 0625/11/o/n/13 [turn over  10 a woman in a factory has to lift a box on to a shelf.    boxhigh shelf low shelf     which action involves the woman in doing the least  amount of work?  a lifting the box quickly to the high shelf  b lifting the box slowly to the high shelf c lifting the box to the low shelf first then lifting it to the high shelf  d lifting the box to the low shelf instead of to the high shelf     11 a drawing pin (thumb tack) has a sharp point and a flat end.    flat end sharp point     the pin is pushed into a wooden board.    how do the pressure and the force at the sharp point compare with the pressure and the force at the flat end?     force at the sharp point pressure at the sharp point  a greater than at the flat end greater than at the flat end  b greater than at the flat end less than at the flat end  c the same as at the flat end greater than at the flat end  d the same as at the flat end less than at the flat end    ",
+            "6": "6  \u00a9 ucles 2013 0625/11/o/n/13  12 the diagrams show four divers at the bottom of four different swimming pools.    two swimming pools contain fresh water and two contain salt water. fresh water is less dense  than salt water.    which diver feels the least pressure from the water?    ab fresh waterfresh watercd salt watersalt water       13 the diagram shows a sealed jar containing a gas.    gas     which statement about the gas in the jar is correct?  a the gas molecules collide with the inside of the jar more often as the temperature increases.  b the gas molecules move more slowly as the temperature increases. c the pressure of the gas decreases as the temperature increases. d the pressure of the gas is higher at the top of the jar than at the bottom of the jar.      14 a block of ice cream is prevented from melting by wrapping it in newspaper soaked in water. the  water evaporates from the newspaper.    which molecules escape from the water and what happens to the average speed of the water molecules that remain in the newspaper?     escaping molecules average speed of the  remaining water molecules  a the less energetic ones decreases  b the less energetic ones increases  c the more energetic ones decreases  d the more energetic ones increases ",
+            "7": "7  \u00a9 ucles 2013 0625/11/o/n/13 [turn over  15 equal masses of two different liquids are heated  using the same heater. the graph shows how  the temperature of each liquid changes with time.    temperature  timeliquid 1 liquid 2 0 0    what does the graph tell us about the liquids?  a liquid 1 has a higher melting point than liquid 2.  b liquid 1 has a higher boiling point than liquid 2.  c liquid 1 starts to melt sooner than liquid 2.  d liquid 1 starts to boil sooner than liquid 2.      16 a wooden wheel can be strengthened by putting a tight circle of iron around it.    wooden wheel iron circle     which action would make it easier to fit the circle over the wood?  a cooling the iron circle  b heating the iron circle  c heating the wooden wheel and cooling the iron circle  d heating the wooden wheel but not heating or cooling the iron circle     ",
+            "8": "8  \u00a9 ucles 2013 0625/11/o/n/13  17 a man goes into a cold room and switches on a heater. the man then stands one metre away  from the heater. he feels warmer almost immediately.    room heate r     how is thermal energy transferred from the heater to the man so quickly?  a by conduction, convection and radiation  b by conduction only c by convection only  d by radiation only     18 a rod is made half of glass and half of copper. four pins, a, b, c and d are attached to the rod  by wax. the rod is heated in the centre as shown.    which pin falls off first?    heatpin apin bpin cpin dglass copper       19 which row shows an example of a transverse wave and an example of a longitudinal wave?     transverse longitudinal  a light radio  b radio sound  c sound water  d water light    ",
+            "9": "9  \u00a9 ucles 2013 0625/11/o/n/13 [turn over  20 a boy throws a small stone into a pond. waves spread out from where the stone hits the water  and travel to the side of the pond.    the boy notices that eight waves reach the side of the pond in a time of 5.0  s.    what is the frequency of the waves?  a 0.20  hz b 0.63  hz c 1.6  hz d 40  hz      21 the table gives common uses for three types of electromagnetic wave.    which row correctly identifies the waves?     satellite television terrestrial television  (not satellite) television remote  controllers  a infra-red waves microwaves radio waves  b microwaves radio waves infra-red waves  c radio waves infra-red waves microwaves  d radio waves microwaves infra-red waves      22 the diagram shows a ray of light passing through a semicircular glass block into air.    p ray of lightglassair     which row gives the correct name for angle p and states how angle p compares with the critical  angle?     name of angle p angle p compared with  the critical angle  a angle of incidence larger than the critical angle  b angle of incidence smaller than the critical angle  c angle of refraction larger than the critical angle  d angle of refraction smaller than the critical angle   ",
+            "10": "10  \u00a9 ucles 2013 0625/11/o/n/13  23 which diagram shows how an image of an object is formed on a screen by a converging lens?    screenobject2 \u00d7 focal lengtha screenobject2 \u00d7 focal length focal length focal lengthb screenobjectc screenobjectd      24 when the volcano krakatoa erupted in 1883, it was heard 5000  km away.    which statement about the sound from the volcano is not correct?  a if such a loud sound were to be made today, an astronaut orbiting in space (a vacuum) at a  height of 400  km could hear it.  b people further from the volcano heard the so und later than people nearer to the volcano.  c the amplitude of the sound waves would have been smaller further from the volcano.  d the sound was very loud because a lot of energy was transferred to vibrations of the air.     ",
+            "11": "11  \u00a9 ucles 2013 0625/11/o/n/13 [turn over  25 a loudspeaker on a boat produces a pulse of sound in the sea. the echo of the pulse is received  back at the boat after 3.0  s. the depth of the sea under the boat is 2250  m.    pulse of sound sea bedboat (not to scale)    from this information, what is the speed of sound in the sea water?  a 330  m / s b 750  m / s c 1500  m / s d 6750  m / s     26 a hard magnetic material can be used to make a permanent magnet.    a soft magnetic material can be used to make a temporary magnet.   which row shows whether iron and steel are hard or soft magnetic materials?    iron steel  a hard hard  b hard soft  c soft hard  d soft soft     27 how can a permanent magnet be demagnetised?  a cool the magnet for a long time  b hit the magnet repeatedly with a hammer  c leave the magnet in a coil which is connected to a battery  d shine bright light onto the magnet      28 which equation can be used to calculate the resistance r of a resistor?  a v = i \u00f7 r b i = v \u00d7 r c r = v  \u00d7 i d v = i \u00d7 r     ",
+            "12": "12  \u00a9 ucles 2013 0625/11/o/n/13  29 a student wishes to measure first the electromotive force (e.m.f.) of a battery, and then the  potential difference (p.d.) across a resistor.    she has the resistor, the battery and some connecting wires.    what else does she need?  a a force meter (newton meter) and a voltmeter  b an ammeter and a voltmeter  c an ammeter only  d a voltmeter only      30 two similar balloons hang side by side, on insulating threads, a short distance apart. they are  both rubbed with the same dry cloth and become charged.    which diagram shows how the balloons hang after charging?    a d b c      31 when the thermistor in the circuit below is heated, the current in the lamp increases.        why does this happen?  a the resistance of the lamp decreases.  b the resistance of the lamp increases.  c the resistance of the thermistor decreases.  d the resistance of the thermistor increases.     ",
+            "13": "13  \u00a9 ucles 2013 0625/11/o/n/13 [turn over  32 a student connects various resistors in parallel pairs.    underneath each diagram is a statement about the total resistance of each pair of resistors.    which statement is correct?    2 \u03c9a the total resistance is 4  \u03c9.2 \u03c95 \u03c9b the total resistance is between 1  \u03c9 and 5  \u03c9.1 \u03c9 10 \u03c9c the total resistance is less than 5  \u03c9.5 \u03c920 \u03c9d the total resistance is more than 20  \u03c9.10 \u03c9      33 the circuit shown contains a relay.   both lamps are initially off.    lamp 1lamp 2 switch s  relay     when switch s is closed, the relay operates. what is the state of the lamps?     lamp 1 lamp 2  a on on  b on off  c off on  d off off     ",
+            "14": "14  \u00a9 ucles 2013 0625/11/o/n/13  34 the diagram shows the connections to an electric heater. three fuses have been added to the  circuit.    fuse 3fuse 1 fuse 2 heate rplastic case live neutralheating element     which of the fuses are correctly placed?  a fuse 1, fuse 2 and fuse 3  b fuse 1 and fuse 2 only c fuse 1 only  d fuse 2 only     35 which diagram shows a movement that will not produce the changing magnetic field needed to  induce an e.m.f. in the coil?    ns ns ns nsa  b c d moving a magnet and a coil towards each other at the same speed moving a magnet and a coil in the same direction at the same speed moving a magnet away from a fixed coil moving a coil away from a fixed magnet    ",
+            "15": "15  \u00a9 ucles 2013 0625/11/o/n/13 [turn over  36 the diagram shows a simple d.c. electric motor which is rotating.    sn magnet magnet coil     which change will make the motor rotate more quickly?  a increasing the number of turns on the coil  b removing the magnets  c reversing the battery  d reversing the polarity of the magnets      37 a transformer is needed to convert a supply of 240  v a.c. into 4800  v a.c.    npns 240  v a.c. 4800  v a.c.     which pair of coils would be suitable for this transformer?     number of turns  on primary coil np number of turns  on secondary coil ns  a 50 1000  b 240 48  000  c 480 24  d 2000 100    ",
+            "16": "16      permission to reproduce items where thir d-party owned material protected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holder s, but if any items requiring clearance have unwittingly been included, the  publisher will be pleased to make amends at the earliest possible opportunity.    cambridge international examinations is part of the cambridge asse ssment group. cambridge assessment is the brand name of unive rsity of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge.    \u00a9 ucles 2013 0625/11/o/n/13  38 the diagram shows a cathode-ray tube used to produce cathode rays.    \u2013\u2013++ current ianodefilament (cathode) metal platescathode-ray tube power supply     which change would increase the deflection of the cathode rays?  a decreasing the current i in the filament  b increasing the current i in the filament  c increasing the potential difference between the filament and the anode  d increasing the potential difference between the metal plates     39 a radioactive substance emits a particle from the nucleus of one of its atoms. the particle  consists of two protons and two neutrons.    what is the name of this process?  a \u03b1-emission  b \u03b2-emission  c \u03b3-emission  d nuclear fission      40 a nucleus x has 17 protons and 18 neutrons.    which notation is correct for this nucleus?  a  x17 18 b x1735 c x1817 d x3517       "
+        },
+        "0625_w13_qp_12.pdf": {
+            "1": "    this document consists of 16 printed pages.  ib13 11_0625_12/fp  \u00a9 ucles 2013  [turn over      *1637585820* university of cambridge international examinations  international general certificate of secondary education       physics 0625/12     paper 1  multiple choice  october/november 2013     45 minutes    additional materials: multiple choice answer sheet   soft clean eraser   soft pencil (type b or hb recommended)       read these instructions first    write in soft pencil.  do not use staples, paper clips, highlighters, glue or correction fluid. write your name, centre number and candidate number on the answer sheet in the spaces provided  unless this has been done for you.  do not write in any barcodes.   there are forty  questions on this paper. answer all questions. for each question there are four possible  answers a, b, c and d.   choose the one you consider correct and record your choice in soft pencil on the separate answer sheet.    read the instructions on the answer sheet very carefully.   each correct answer will score one mark. a mark will not be deducted for a wrong answer. any rough working should be done in this booklet. electronic calculators may be used.   ",
+            "2": "2  \u00a9 ucles 2013 0625/12/o/n/13  1 the diagram shows the speed  / time graph for a train as it travels along a track.    0 0speed timepqr st     for which part of the graph is the tra in\u2019s speed changing at the greatest rate?  a pq b qr c rs d st      2 a student uses a ruler to measure the length and the width of a small rectangular metal plate.    012345 cmwidth 012345 cmlengthmetal plate     what is the area of the plate?  a 14.0  cm2 b 14.7  cm2 c 16.0  cm2 d 16.8  cm2     3 a small steel ball is dropped from a low balcony.    ignoring air resistance, which statement describes its motion?  a it falls with constant acceleration.  b it falls with constant speed.  c it falls with decreasing speed.  d it falls with increasing acceleration.     ",
+            "3": "3  \u00a9 ucles 2013 0625/12/o/n/13 [turn over  4 four rectangular blocks, p, q, r and s are shown. each block is labelled with its size and its  mass.    p 2.0 cm 2.0 cm2.0 cmq 2.0 cm 3.0 cm2.0 cm r 2.0 cm 4.0 cm2.0 cms10 g 10 g 20 g 20 g 2.0 cm 2.0 cm2.0 cm     which two blocks have the same density?  a p and q b p and r c q and r d r and s     5 which is the unit for force and which is the unit for weight?     force weight  a kg kg  b kg n  c n kg  d n n     6 a cup contains hot liquid.   some of the liquid evaporates.    what happens to the mass and to the weight of the liquid in the cup?     mass weight  a decreases decreases  b decreases stays the same  c stays the same decreases  d stays the same stays the same   ",
+            "4": "4  \u00a9 ucles 2013 0625/12/o/n/13  7 a box is being moved by a fork-lift truck. the total weight of the box is 3000  n.    fork-lift truck box      the force exerted by the fork-lift truck on the box is 3500  n upwards.    what is the resultant force on the box?  a 500  n downwards  b 500  n upwards  c 6500  n downwards  d 6500  n upwards     8 a force acting on an object causes some properties of the object to change.    which list contains only properties that can be changed by the action of the force?  a mass, motion and shape  b mass, motion and size c mass, shape and size d motion, shape and size     9 some energy sources are reliably available at all times, and some are not.   which row shows three sources all in their correct columns?     available at all times not available at all times  a geothermal nuclear fission, solar   b geothermal, nuclear fission solar  c solar, nuclear fission geothermal  d solar nuclear fission, geothermal    ",
+            "5": "5  \u00a9 ucles 2013 0625/12/o/n/13 [turn over  10 a woman in a factory has to lift a box on to a shelf.    boxhigh shelf low shelf     which action involves the woman in doing the least  amount of work?  a lifting the box quickly to the high shelf  b lifting the box slowly to the high shelf c lifting the box to the low shelf first then lifting it to the high shelf  d lifting the box to the low shelf instead of to the high shelf     11 a drawing pin (thumb tack) has a sharp point and a flat end.    flat end sharp point     the pin is pushed into a wooden board.    how do the pressure and the force at the sharp point compare with the pressure and the force at the flat end?     force at the sharp point pressure at the sharp point  a greater than at the flat end greater than at the flat end  b greater than at the flat end less than at the flat end  c the same as at the flat end greater than at the flat end  d the same as at the flat end less than at the flat end    ",
+            "6": "6  \u00a9 ucles 2013 0625/12/o/n/13  12 the diagrams show four divers at the bottom of four different swimming pools.    two swimming pools contain fresh water and two contain salt water. fresh water is less dense  than salt water.    which diver feels the least pressure from the water?    ab fresh waterfresh watercd salt watersalt water       13 a block of ice cream is prevented from melting by wrapping it in newspaper soaked in water. the  water evaporates from the newspaper.    which molecules escape from the water and what happens to the average speed of the water  molecules that remain in the newspaper?     escaping molecules average speed of the  remaining water molecules  a the less energetic ones decreases  b the less energetic ones increases  c the more energetic ones decreases  d the more energetic ones increases     14 the diagram shows a sealed jar containing a gas.    gas     which statement about the gas in the jar is correct?  a the gas molecules collide with the inside of the jar more often as the temperature increases.  b the gas molecules move more slowly as the temperature increases.  c the pressure of the gas decreases as the temperature increases.  d the pressure of the gas is higher at the top of the jar than at the bottom of the jar. ",
+            "7": "7  \u00a9 ucles 2013 0625/12/o/n/13 [turn over  15 equal masses of two different liquids are heated using the same heater. the graph shows how  the temperature of each liquid changes with time.    temperature  timeliquid 1 liquid 2 0 0    what does the graph tell us about the liquids?  a liquid 1 has a higher melting point than liquid 2.  b liquid 1 has a higher boiling point than liquid 2.  c liquid 1 starts to melt sooner than liquid 2.  d liquid 1 starts to boil sooner than liquid 2.      16 a wooden wheel can be strengthened by putting a tight circle of iron around it.    wooden wheel iron circle     which action would make it easier to fit the circle over the wood?  a cooling the iron circle  b heating the iron circle  c heating the wooden wheel and cooling the iron circle  d heating the wooden wheel but not heating or cooling the iron circle     ",
+            "8": "8  \u00a9 ucles 2013 0625/12/o/n/13  17 a rod is made half of glass and half of copper. four pins, a, b, c and d are attached to the rod  by wax. the rod is heated in the centre as shown.    which pin falls off first?    heatpin apin bpin cpin dglass copper      18 a man goes into a cold room and switches on a heater. the man then stands one metre away  from the heater. he feels warmer almost immediately.    room heate r     how is thermal energy transferred from the heater to the man so quickly?  a by conduction, convection and radiation  b by conduction only  c by convection only  d by radiation only      19 which row shows an example of a transverse wave and an example of a longitudinal wave?     transverse longitudinal  a light radio  b radio sound  c sound water  d water light    ",
+            "9": "9  \u00a9 ucles 2013 0625/12/o/n/13 [turn over  20 the diagram shows a ray of light passing through a semicircular glass block into air.    p ray of lightglassair     which row gives the correct name for angle p and states how angle p compares with the critical  angle?     name of angle p angle p compared with  the critical angle  a angle of incidence larger than the critical angle  b angle of incidence smaller than the critical angle  c angle of refraction larger than the critical angle  d angle of refraction smaller than the critical angle     21 a boy throws a small stone into a pond. waves spread out from where the stone hits the water  and travel to the side of the pond.    the boy notices that eight waves reach the side of the pond in a time of 5.0  s.    what is the frequency of the waves?  a 0.20  hz b 0.63  hz c 1.6  hz d 40  hz      22 the table gives common uses for three types of electromagnetic wave.    which row correctly identifies the waves?     satellite television terrestrial television  (not satellite) television remote  controllers  a infra-red waves microwaves radio waves  b microwaves radio waves infra-red waves  c radio waves infra-red waves microwaves  d radio waves microwaves infra-red waves   ",
+            "10": "10  \u00a9 ucles 2013 0625/12/o/n/13  23 which diagram shows how an image of an object is formed on a screen by a converging lens?    screenobject2 \u00d7 focal lengtha screenobject2 \u00d7 focal length focal length focal lengthb screenobjectc screenobjectd      24 when the volcano krakatoa erupted in 1883, it was heard 5000  km away.    which statement about the sound from the volcano is not correct?  a if such a loud sound were to be made today, an astronaut orbiting in space (a vacuum) at a  height of 400  km could hear it.  b people further from the volcano heard the so und later than people nearer to the volcano.  c the amplitude of the sound waves would have been smaller further from the volcano.  d the sound was very loud because a lot of energy was transferred to vibrations of the air.     ",
+            "11": "11  \u00a9 ucles 2013 0625/12/o/n/13 [turn over  25 a loudspeaker on a boat produces a pulse of sound in the sea. the echo of the pulse is received  back at the boat after 3.0  s. the depth of the sea under the boat is 2250  m.    pulse of sound sea bedboat (not to scale)    from this information, what is the speed of sound in the sea water?  a 330  m / s b 750  m / s c 1500  m / s d 6750  m / s     26 how can a permanent magnet be demagnetised?  a cool the magnet for a long time  b hit the magnet repeatedly with a hammer  c leave the magnet in a coil which is connected to a battery  d shine bright light onto the magnet     27 a hard magnetic material can be used to make a permanent magnet.    a soft magnetic material can be used to make a temporary magnet.   which row shows whether iron and steel are hard or soft magnetic materials?     iron steel  a hard hard  b hard soft  c soft hard  d soft soft     28 which equation can be used to calculate the resistance r of a resistor?  a v = i \u00f7 r b i = v \u00d7 r c r = v  \u00d7 i d v = i \u00d7 r     ",
+            "12": "12  \u00a9 ucles 2013 0625/12/o/n/13  29 a student wishes to measure first the electromotive force (e.m.f.) of a battery, and then the  potential difference (p.d.) across a resistor.    she has the resistor, the battery and some connecting wires.    what else does she need?  a a force meter (newton meter) and a voltmeter  b an ammeter and a voltmeter  c an ammeter only  d a voltmeter only      30 when the thermistor in the circuit below is heated, the current in the lamp increases.        why does this happen?  a the resistance of the lamp decreases.  b the resistance of the lamp increases.  c the resistance of the thermistor decreases.  d the resistance of the thermistor increases.     31 two similar balloons hang side by side, on insulating threads, a short distance apart. they are  both rubbed with the same dry cloth and become charged.    which diagram shows how the balloons hang after charging?    a d b c     ",
+            "13": "13  \u00a9 ucles 2013 0625/12/o/n/13 [turn over  32 the circuit shown contains a relay.   both lamps are initially off.    lamp 1lamp 2 switch s  relay     when switch s is closed, the relay operates. what is the state of the lamps?     lamp 1 lamp 2  a on on  b on off  c off on  d off off      33 a student connects various resistors in parallel pairs.    underneath each diagram is a statement about the total resistance of each pair of resistors.    which statement is correct?    2 \u03c9a the total resistance is 4  \u03c9.2 \u03c95 \u03c9b the total resistance is between 1  \u03c9 and 5  \u03c9.1 \u03c9 10 \u03c9c the total resistance is less than 5  \u03c9.5 \u03c920 \u03c9d the total resistance is more than 20  \u03c9.10 \u03c9     ",
+            "14": "14  \u00a9 ucles 2013 0625/12/o/n/13  34 which diagram shows a movement that will not produce the changing magnetic field needed to  induce an e.m.f. in the coil?    ns ns ns nsa  b c d moving a magnet and a coil towards each other at the same speed moving a magnet and a coil in the same direction at the same speed moving a magnet away from a fixed coil moving a coil away from a fixed magnet       35 the diagram shows the connections to an electric heater. three fuses have been added to the  circuit.    fuse 3fuse 1 fuse 2 heate rplastic case live neutralheating element     which of the fuses are correctly placed?  a fuse 1, fuse 2 and fuse 3  b fuse 1 and fuse 2 only c fuse 1 only  d fuse 2 only   ",
+            "15": "15  \u00a9 ucles 2013 0625/12/o/n/13 [turn over  36 a transformer is needed to convert a supply of 240  v a.c. into 4800  v a.c.    npns 240  v a.c. 4800  v a.c.     which pair of coils would be suitable for this transformer?     number of turns  on primary coil np number of turns  on secondary coil ns  a 50 1000  b 240 48  000  c 480 24  d 2000 100      37 the diagram shows a simple d.c. electric motor which is rotating.    sn magnet magnet coil     which change will make the motor rotate more quickly?  a increasing the number of turns on the coil  b removing the magnets  c reversing the battery  d reversing the polarity of the magnets     ",
+            "16": "16      permission to reproduce items where thir d-party owned material protected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holder s, but if any items requiring clearance have unwittingly been included, the  publisher will be pleased to make amends at the earliest possible opportunity.    cambridge international examinations is part of the cambridge asse ssment group. cambridge assessment is the brand name of unive rsity of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge.    \u00a9 ucles 2013 0625/12/o/n/13  38 a radioactive substance emits a particle from the nucleus of one of its atoms. the particle  consists of two protons and two neutrons.    what is the name of this process?  a \u03b1-emission  b \u03b2-emission  c \u03b3-emission  d nuclear fission      39 a nucleus x has 17 protons and 18 neutrons.    which notation is correct for this nucleus?  a x17 18 b x1735 c x1817 d x3517     40 the diagram shows a cathode-ray tube used to produce cathode rays.    \u2013\u2013++ current ianodefilament (cathode) metal platescathode-ray tube power supply     which change would increase the deflection of the cathode rays?  a decreasing the current i in the filament  b increasing the current i in the filament  c increasing the potential difference between the filament and the anode  d increasing the potential difference between the metal plates       "
+        },
+        "0625_w13_qp_13.pdf": {
+            "1": "    this document consists of 19 printed pages and 1 blank page.  ib13 11_0625_13/6rp  \u00a9 ucles 2013  [turn over      *1728159141* university of cambridge international examinations  international general certificate of secondary education       physics 0625/13     paper 1  multiple choice  october/november 2013     45 minutes    additional materials: multiple choice answer sheet   soft clean eraser   soft pencil (type b or hb recommended)       read these instructions first    write in soft pencil.  do not use staples, paper clips, highlighters, glue or correction fluid. write your name, centre number and candidate number on the answer sheet in the spaces provided  unless this has been done for you.  do not write in any barcodes.   there are forty  questions on this paper. answer all questions. for each question there are four possible  answers a, b, c and d.   choose the one you consider correct and record your choice in soft pencil on the separate answer sheet.    read the instructions on the answer sheet very carefully.   each correct answer will score one mark. a mark will not be deducted for a wrong answer. any rough working should be done in this booklet. electronic calculators may be used.   ",
+            "2": "2  \u00a9 ucles 2013 0625/13/o/n/13  1 a cyclist rides round a track three times.        her friend uses a stopwatch to record the time at the start of the ride, after one circuit, and at the end of the three circuits. the readings from the stopwatch are shown.    at the startafter one circuitat the end of three circuits    what is the average time for one circuit of the track?  a 174  s b 180  s c 198  s d 200  s     2 the graph shows how the distance travelled by a vehicle changes with time.    0 0distance timepqr s     which row describes the speed of the vehicle in each section of the graph?     p to q q to r r to s  a constant zero constant  b constant zero decreasing  c increasing constant decreasing  d increasing zero decreasing     ",
+            "3": "3  \u00a9 ucles 2013 0625/13/o/n/13 [turn over  3 a small steel ball is dropped from a low balcony.    ignoring air resistance, which statement describes its motion?  a it falls with constant acceleration.  b it falls with constant speed. c it falls with decreasing speed. d it falls with increasing acceleration.     4 which is the unit for force and which is the unit for weight?    force weight  a kg kg  b kg n  c n kg  d n n     5 a cup contains hot liquid.    some of the liquid evaporates.    what happens to the mass and to the weight of the liquid in the cup?     mass weight  a decreases decreases  b decreases stays the same  c stays the same decreases  d stays the same stays the same    ",
+            "4": "4  \u00a9 ucles 2013 0625/13/o/n/13  6 a student is given four different objects and a metre rule.   each object has a known mass. she is asked to determine the densities of the materials from  which the four objects are made.    the objects are a copper cylinder, a glass cube, a steel spanner and a stone tile.    copper glass steel stone    using only the metre rule, she is able to find the densities of only three of the four materials.    which three materials are these?  a copper, glass and steel  b copper, glass and stone  c copper, steel and stone  d glass, steel and stone     7 the diagrams show a steel spring and a graph of its length against the load applied to it.    loadlengthsteel spring16 141210 86420 0 1 02 03 0 load  / n40 50length  / cm     what is the extension of the spring when a load of 20  n is applied to it?  a 3.0  cm b 4.5  cm c 5.0  cm d 8.0  cm     ",
+            "5": "5  \u00a9 ucles 2013 0625/13/o/n/13 [turn over  8 a box is being moved by a fork-lift truck. the total weight of the box is 3000  n.    fork-lift truck box      the force exerted by the fork-lift truck on the box is 3500  n upwards.    what is the resultant force on the box?  a 500  n downwards  b 500  n upwards  c 6500  n downwards  d 6500  n upwards     9 an aeroplane is landing. as it descends towards the runway, its speed reduces.    what are the energy changes that take place during the descent?  a kinetic  +  gravitational  \u2192  thermal (heat)  b kinetic  \u2192  gravitational  +  thermal (heat)  c kinetic  +  thermal (heat)  \u2192  gravitational  d thermal (heat)  \u2192  kinetic  +  gravitational       10 energy from uranium is transferred to electrical energy in a nuclear power station.    what is the correct order of the stages of this process?  a boiler \u2192 generator \u2192 reactor \u2192 turbine  b generator \u2192 boiler \u2192 turbine \u2192 reactor  c reactor \u2192 boiler \u2192 turbine \u2192 generator  d reactor \u2192 turbine \u2192 boiler \u2192 generator     ",
+            "6": "6  \u00a9 ucles 2013 0625/13/o/n/13  11 it is dangerous for submarines to dive to very great depths.    why is it dangerous?  a the density of water is less at greater depths.  b the pressure of water is greater at greater depths. c the temperature of water is higher at greater depths. d the weight of the submarine is greater at greater depths.     12 which block exerts the greatest pressure on the surface below it?    weightweight 100100  nweightweight 100100  nweight 100  nweight 100  nweightweight 200200  nweightweight 200200  nweight 200  nweight 200  nabc d area 10  cm2area 10  cm2 area 20  cm2area 20  cm2      13 a closed flask of gas is placed in a cold-water bath.    cold water gasthermometer     as the flask cools, the temperature of the gas decreases.    what happens to the molecules of the gas?  a they contract.  b they expand.  c they move more quickly.  d they move more slowly.   ",
+            "7": "7  \u00a9 ucles 2013 0625/13/o/n/13 [turn over  14 a block of ice cream is prevented from melting by wrapping it in newspaper soaked in water. the  water evaporates from the newspaper.    which molecules escape from the water and what happens to the average speed of the water  molecules that remain in the newspaper?     escaping molecules average speed of the  remaining water molecules  a the less energetic ones decreases  b the less energetic ones increases  c the more energetic ones decreases  d the more energetic ones increases    15 equal masses of two different liquids are heated using the same heater. the graph shows how  the temperature of each liquid changes with time.    temperature  timeliquid 1 liquid 2 0 0    what does the graph tell us about the liquids?  a liquid 1 has a higher melting point than liquid 2.  b liquid 1 has a higher boiling point than liquid 2. c liquid 1 starts to melt sooner than liquid 2. d liquid 1 starts to boil sooner than liquid 2.     ",
+            "8": "8  \u00a9 ucles 2013 0625/13/o/n/13  16 a wooden wheel can be strengthened by putting a tight circle of iron around it.    wooden wheel iron circle     which action would make it easier to fit the circle over the wood?  a cooling the iron circle  b heating the iron circle  c heating the wooden wheel and cooling the iron circle  d heating the wooden wheel but not heating or cooling the iron circle      17 a piece of hot metal is held by a clamp in a cold room. the air next to the metal becomes hot.      the density of the air changes and the air moves.   hot metalclamp     which row shows the density change of the air and the direction in which the air moves?     density of air movement of air  a decreases downwards  b decreases upwards  c increases downwards  d increases upwards    ",
+            "9": "9  \u00a9 ucles 2013 0625/13/o/n/13 [turn over  18 a rod is made half of glass and half of copper. four pins, a, b, c and d are attached to the rod  by wax. the rod is heated in the centre as shown.    which pin falls off first?    heatpin apin bpin cpin dglass copper      19 which row shows an example of a transverse wave and an example of a longitudinal wave?     transverse longitudinal  a light radio  b radio sound  c sound water  d water light      20 water waves may be used to demonstrate refraction by making them pass into water of a  different depth.    deep watershallow water wavefrontswave direction     why does the water wave change direction as it passes into the shallow water?  a the frequency of the wave decreases.  b the frequency of the wave increases. c the speed of the wave decreases.  d the speed of the wave increases.     ",
+            "10": "10  \u00a9 ucles 2013 0625/13/o/n/13  21 infra-red waves, microwaves, radio waves and sound waves are all used for communications.    which waves travel at the same high speed in a vacuum?  a infra-red waves, microwaves and radio waves  b infra-red waves, microwaves and sound waves c infra-red waves, radio waves and sound waves  d microwaves, radio waves and sound waves     22 the diagram represents a converging lens forming an image of an object.    r pqobject imagesconverging lens     which distance is the focal length of the lens?  a pq b pr c qr d qs    ",
+            "11": "11  \u00a9 ucles 2013 0625/13/o/n/13 [turn over  23 a teacher demonstrates the dispersion of white light using a triangular glass prism.    which diagram shows how this dispersion happens?    white light spectrumwhite light spectrumab prism white light spectrumwhite light spectrumcd prism      ",
+            "12": "12  \u00a9 ucles 2013 0625/13/o/n/13  24 to estimate the width of a valley, a climber starts a stopwatch as he shouts. he hears an echo  from the opposite side of the valley after 1.0  s.  valleysound climber    the sound travels at 330  m / s.   what is the width of the valley?  a 82.5  m b 165  m c 330  m d 660  m      25 a police car sounds its siren when travelling to an emergency. the siren produces two different  sounds p and q, which are emitted alternately.    the diagram represents the sound waves emitted by the siren.    pppp qqqq     which of the two sounds p and q is t he louder and which has the higher pitch?     louder  sound sound of  higher pitch  a p p  b p q  c q p  d q q    ",
+            "13": "13  \u00a9 ucles 2013 0625/13/o/n/13 [turn over  26 in which pair are both metals ferrous?  a aluminium and copper  b aluminium and steel  c copper and iron  d iron and steel      27 how can a permanent magnet be demagnetised?  a cool the magnet for a long time  b hit the magnet repeatedly with a hammer  c leave the magnet in a coil which is connected to a battery  d shine bright light onto the magnet      28 a negatively charged plastic rod p is placed above a positively charged plastic rod q.    +++++q\u2013\u2013\u2013\u2013\u2013p     what are the directions of the electrostatic forces on rod p and on rod q?     electrostatic force  on rod p electrostatic force  on rod q  a downwards downwards  b downwards upwards  c upwards downwards  d upwards upwards     ",
+            "14": "14  \u00a9 ucles 2013 0625/13/o/n/13  29 a student wishes to measure first the electromotive force (e.m.f.) of a battery, and then the  potential difference (p.d.) across a resistor.    she has the resistor, the battery and some connecting wires.    what else does she need?  a a force meter (newton meter) and a voltmeter  b an ammeter and a voltmeter  c an ammeter only  d a voltmeter only      30 two similar balloons hang side by side, on insulating threads, a short distance apart. they are  both rubbed with the same dry cloth and become charged.    which diagram shows how the balloons hang after charging?    a d b c      31 the diagram shows an electrical component.        what is it?  a a capacitor  b a light-dependent resistor c a thermistor d a variable resistor     ",
+            "15": "15  \u00a9 ucles 2013 0625/13/o/n/13 [turn over  32 the diagram shows a circuit.    a     what should be increased to increase the current in the circuit?  a the e.m.f. of the battery  b the length of the connecting wires  c the resistance of the resistor  d the temperature of the resistor      33 the circuit shown contains a relay.   both lamps are initially off.    lamp 1lamp 2 switch s  relay     when switch s is closed, the relay operates. what is the state of the lamps?     lamp 1 lamp 2  a on on  b on off  c off on  d off off     ",
+            "16": "16  \u00a9 ucles 2013 0625/13/o/n/13  34 an electric motor is connected to the mains supply by insulated wires. the circuit is protected by  a fuse, but the connecting wires become hot.    live neutralmoto rinsulated connecting wire insulated connecting wirem     how could the wires be prevented from becoming so hot?  a connect a second fuse in the neutral wire.  b use a fuse with a higher current rating. c use thicker connecting wires. d use thicker insulation on the connecting wires.     35 the diagram shows a transformer.      core  wire coil     which materials are suitable to use in its construction?     core wire coil  a copper iron  b iron copper  c steel copper  d steel iron    ",
+            "17": "17  \u00a9 ucles 2013 0625/13/o/n/13 [turn over  36 the direction of the current flowing in a straight wire x is into the paper.    which diagram shows the shape of the magnetic field pattern around the wire?    a bcd x x x x      37 a metal rod pq rests on two horizontal metal wires that are attached to a battery. the rod lies  between the poles of a magnet.    pqn smetal rodmagnet magnet    when the switch is closed, the rod moves to the right.    what could be changed so that the rod moves to the left?  a open the switch.  b reverse the battery terminals and exchange the poles of the magnet.  c reverse the battery terminals but without exchanging the poles of the magnet.  d turn the metal rod around (p and q exchanged).     ",
+            "18": "18  \u00a9 ucles 2013 0625/13/o/n/13  38 the diagram shows the screen of a cathode-ray tube. cathode rays produced behind the screen  strike the screen at p. on their way to the scr een, the cathode rays pass between two parallel  metal plates.    p sscreen     which arrangement of the metal plates will cause the beam to be deflected and strike the screen  at s?    +\u2013a + \u2013b + \u2013 +\u2013cd     39 why are some radioactive sources stored in boxes made from lead?  a lead absorbs emissions from the radioactive sources.  b lead decreases the half-life of radioactive sources.  c lead increases the half-life of radioactive sources.  d lead repels emissions from the radioactive sources.     ",
+            "19": "19  \u00a9 ucles 2013 0625/13/o/n/13  40 a nucleus of helium has the symbol he.3 2     which diagram represents an atom of he?3 2     pp p n e= proton = neutron= electronpa e epp nb e e nnc e ee nn pd e ekey      ",
+            "20": "20      permission to reproduce items where thir d-party owned material protected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holder s, but if any items requiring clearance have unwittingly been included, the  publisher will be pleased to make amends at the earliest possible opportunity.    cambridge international examinations is part of the cambridge asse ssment group. cambridge assessment is the brand name of unive rsity of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge.    \u00a9 ucles 2013 0625/13/o/n/13  blank page  "
+        },
+        "0625_w13_qp_21.pdf": {
+            "1": "this document consists of 16 printed pages. dc (nh/sw) 64825/7 \u00a9 ucles 2013 [turn overuniversity of cambridge international examinations international general certificate of secondary education *5310358764* physics 0625/21 paper 2 core october/november 2013  1 hour 15 minutes candidates answer on the question paper. no additional materials are required. read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen.y ou may use a pencil for any diagrams or graphs.do not use staples, paper clips, highlighters, glue or correction fluid.do not write in any barcodes. answer all questions. electronic calculators may be used.y ou may lose marks if you do not show your working or if you do not use appropriate units.take the weight of 1 kg to be 10 n (i.e. acceleration of free fall = 10 m / s 2). at the end of the examination, fasten all your work securely together.the number of marks is given in brackets [ ] at the end of each question or part question.",
+            "2": "2 0625/21/o/n/13 \u00a9 ucles 2013for examiner\u2019s use1 a wind turbine can be seen through the window of the igcse physics class laboratory, as  shown in fig. 1.1. fig. 1.1  the blades on the wind turbine are turning slowly, so a student uses a laboratory stopclock to time 40 rotations of the blades.  fig. 1.2 shows the stopclock after 40 rotations of the blades. 60 305 10 minutes hand seconds hand15 455055 20 25 3540start reset stop fig. 1.2  (a) (i) state the reading on the stopclock.  reading = . minutes . seconds [1]   (ii) calculate the time, in seconds, for one rotation of the blades.  time for one rotation =  ..  s [3]",
+            "3": "3 0625/21/o/n/13 \u00a9 ucles 2013 [turn overfor examiner\u2019s use (b) later in the day, the blades of the wind turbine are found to take 15 s to rotate once.   the tip of the blade travels in a circle of circumference 75 m.   calculate the average speed of the tip of the blade.  average speed =  .. m / s [3] [total: 7]",
+            "4": "4 0625/21/o/n/13 \u00a9 ucles 2013for examiner\u2019s use2 (a) the mass of 35 cm3 of mercury is measured as 476 g.   calculate the density of mercury. give the unit.  density = ...[4]  (b) the density of water is much less than the density of mercury.   how does the mass of 35 cm3 of water compare with the mass of 35 cm3 of mercury?   tick one box.   mass of water is less than mass of mercury     mass of water is the same as mass of mercury     mass of water is greater than mass of mercury   [1]  (c) the mercury in a thermometer expands when it is heated.   (i) what happens to the mass of the mercury? tick one box.     decreases      stays the same      increases    (ii) what happens to the density of the mercury? tick one box.     decreases      stays the same      increases   [2]  [total: 7]",
+            "5": "5 0625/21/o/n/13 \u00a9 ucles 2013 [turn overfor examiner\u2019s use3 (a) state what is meant by the moment of a force.  ..  ..[1]  (b) a plank balances horizontally on a log of wood, which acts as a pivot.   a girl sits on one end of the plank, and a boy pushes down on the other end to keep the  plank horizontal. fig. 3.1 shows this arrangement. pivot fig. 3.1   (i) what two things can be said about the moments caused by the boy and by the girl? 1.  ... 2.  ...  [2]   (ii) there are four forces acting on the plank when it is in equilibrium. three of the  forces are:     \u0081 the weight of the girl    \u0081 the weight of the plank    \u0081 the force provided by the boy    1. where does the fourth force act?  ..    2. what is the direction of this force?  ..  [2]  [total: 5]",
+            "6": "6 0625/21/o/n/13 \u00a9 ucles 2013for examiner\u2019s use4 (a) state what is meant by the frequency of the vibration of a vibrating object.  ..  ..[2]  (b) fig. 4.1 shows a tuning fork. its frequency is indicated by the number on the handle. 512  hz handlea b fig. 4.1   when the tuning fork is struck on a solid surface, the prongs a and b vibrate as indicated  by the arrows.   (i) explain how a sound is produced and transmitted when the prongs are vibrating.  .. .. .. .. [3]   (ii) after the tuning fork was struck on the solid surface, the sound from the tuning fork  gradually gets quieter.    state what happens to the tuning fork to cause this.  .. .. [1]   (iii) another tuning fork is marked with 256 hz, to indicate its frequency.    state how the sound from this tuning fork compares with the sound from the tuning  fork in fig. 4.1.  .. .. [2]  [total: 8]",
+            "7": "7 0625/21/o/n/13 \u00a9 ucles 2013 [turn overfor examiner\u2019s use5 the apparatus in fig. 5.1 is used to investigate temperature rise when some water is heated. + \u2013 heater beakerlagging water fig. 5.1  (a) name the instrument used to measure the temperature of the water.  ..[1]  (b) state the purpose of the lagging. .. ..[1]  (c) describe how the mass of the water may be determined, stating the apparatus you  would use.  .. .. .. .. .. ..[4]  (d) the heater is switched on and eventually the water starts to boil.   state two things that may be observed about the water when it is boiling. 1.  ..2.  ..  [2]  [total: 8]",
+            "8": "8 0625/21/o/n/13 \u00a9 ucles 2013for examiner\u2019s use6 (a) a ray of red light passes through a rectangular glass block, as shown in fig. 6.1. 26\u00b0glass block45\u00b0a b e fig. 6.1   (i) what name describes what happens to the ray of light at b?  ..   (ii) on fig. 6.1, the emergent ray is not drawn at the correct angle  \u03b8  to the normal.    state the correct value of the angle \u03b8.  \u03b8 =  ..  [2]",
+            "9": "9 0625/21/o/n/13 \u00a9 ucles 2013 [turn overfor examiner\u2019s use (b) a ray of blue light is directed into a glass prism, as shown in fig. 6.2. screen air glass prismair normal ray of blue light fig. 6.2   (i) using your ruler, draw a possible path for the blue light, until it reaches the screen.   (ii) the ray of blue light is replaced by a ray of red light.    on fig. 6.2, mark an x to show where the red light might hit the screen.  [3]  [total: 5]",
+            "10": "10 0625/21/o/n/13 \u00a9 ucles 2013for examiner\u2019s use7 fig. 7.1 is a ray diagram for a converging lens. object image fig. 7.1  (a) on fig. 7.1, clearly mark and label   (i) the focal length of the lens,   (ii) one principal focus of the lens (use the letter f).  [2]  (b) the following can be used to describe the image formed by a lens. enlarged diminished inverted upright image distance  greater than object distanceimage distance less than object distance   put ticks in the boxes containing descriptions that apply to the image in fig. 7.1. [3]  (c) on fig. 7.1, draw one more ray from the top of the object to the top of the image. [1]  [total: 6]",
+            "11": "11 0625/21/o/n/13 \u00a9 ucles 2013 [turn overfor examiner\u2019s use8 fig. 8.1 shows the outline of a bar magnet. a compass needle is being used to show the  magnetic field pattern around the bar magnet. the needle is a small, freely-pivoted magnet. s n fig. 8.1  (a) the compass is placed to the left of the n pole of the magnet. its needle points in the direction shown by the arrow.   four other positions are indicated around the magnet, each marked by a circle.   in each circle, draw an arrow to indicate the direction in which the compass needle  would point at each of these positions. other magnetic fields can be ignored. [4]  (b) five pieces of metal are placed, in turn, near the s pole of the magnet.   in the table below tick the box that states what happens to each of the different metals.  an example has been given to help you. type of metalattracted by  magnetrepelled by magnetno effect gold \u2713 aluminium copperironsteel  [4]  [total: 8]",
+            "12": "12 0625/21/o/n/13 \u00a9 ucles 2013for examiner\u2019s use9 fig. 9.1 shows a series circuit. the resistances of the ammeter and of the battery may be  ignored. 6.0 v xareading 250  ma fig. 9.1  (a) what is component x? tick one box.    bell     fuse     relay     resistor   [1]  (b) state the value of   (i) the e.m.f. of the battery,  ..   (ii) the potential difference across component x,     (iii) the current in the circuit.  .  [3]  (c) use values from fig. 9.1 to calculate the resistance of component x. give the unit.  resistance =  ..[4]",
+            "13": "13 0625/21/o/n/13 \u00a9 ucles 2013 [turn overfor examiner\u2019s use (d) a resistor r is connected in parallel with component x.   state what effect, if any, this has on   (i) the total resistance of the circuit, ..   (ii) the reading on the ammeter, ..   (iii) the current in component x. ..  [3]  [total: 11]",
+            "14": "14 0625/21/o/n/13 \u00a9 ucles 2013for examiner\u2019s use10 the transformer in fig. 10.1 is to be connected to a circuit containing two electric motors. output 18 v240  v secondary coilprimary coil 4800 turns fig. 10.1  to operate at full speed, each motor requires a voltage of 18 v.  at a lower voltage the motors will operate but at a lower speed.  (a) on fig. 10.1, draw the two motors connected in parallel across the output of the  transformer. use the circuit symbol m to represent each motor. [1]  (b) calculate the number of turns needed in the secondary coil in order to supply 18 v.  number of turns =  ..[3]  (c) the motors are now connected in series across the output of the transformer.   state the effect on the motors.  ..  ..[1]  [total: 5]",
+            "15": "15 0625/21/o/n/13 \u00a9 ucles 2013 [turn overfor examiner\u2019s use11 a radiation detector is used to monitor the radiation from a radioactive source. a ratemeter  records the number of counts per minute.  (a) the source is brought close to the detector. the table below shows how the ratemeter reading varies with time. time / s 0 20 40 60 80 100 120 140 160 180 ratemeter reading counts / min300 230 184 142 108 92 74 60 50 42 count rate due to source counts / min280 164 88 54 40 30 22   (i) the bottom row gives the count rate due only to the source.    fill in the missing values. [1]   (ii) from the table, estimate the half-life of the radioactive source.  half-life =  ... s [2]  (b) even when the source is a long way from the detector, the ratemeter registers a reading of 20 counts / min.   suggest a cause of this 20 counts / min.  ..  ..[1]  [total: 4] question 12 is on the next page.",
+            "16": "16 0625/21/o/n/13 \u00a9 ucles 2013for examiner\u2019s use12 (a) how many protons are in the nucleus of an atom of 212 84po?  [1]  (b) how many neutrons are in the nucleus of an atom of 212 84po? .. [1]  (c) (i) how many electrons are in a neutral atom of 212 84po? ...   (ii) where in the atom are these electrons to be found?  ..  [2]  (d) when a nucleus of 212 84po decays by emitting an alpha-particle, it becomes a nucleus of  lead (pb).   the equation below represents this process. 212 84po  x ypb + 42\u03b1   deduce the values of x and y .  x = ..  y = ..  [2]  [total: 6] 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."
+        },
+        "0625_w13_qp_22.pdf": {
+            "1": "this document consists of 16 printed pages. dc (nf/jg) 64874/6 \u00a9 ucles 2013 [turn overuniversity of cambridge international examinations international general certificate of secondary education *1185896176* physics 0625/22 paper 2  core october/november 2013  1 hour 15 minutes candidates answer on the question paper. no additional materials are required. read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen.y ou may use a pencil for any diagrams or graphs.do not use staples, paper clips, highlighters, glue or correction fluid.do not write in any barcodes. answer all questions. electronic calculators may be used.y ou may lose marks if you do not show your working or if you do not use appropriate units.take the weight of 1 kg to be 10 n (i.e. acceleration of free fall = 10 m / s 2). at the end of the examination, fasten all your work securely together.the number of marks is given in brackets [  ] at the end of each question or part question.",
+            "2": "2 0625/22/o/n/13 \u00a9 ucles 2013for examiner\u2019s use1 a slope is made by resting one end of a plank of wood on a block, as shown in fig. 1.1. plank trolley fig. 1.1  three students each use a digital stopwatch to time a small trolley rolling down the full length  of the slope.  the times on their stopwatches as the trolley reached the bottom of the slope are shown in fig. 1.2. student 1 student 2 student 3time = ... s time = ... s time = ... smin sec1/100 min sec1/100 min sec1/100 fig. 1.2  (a) on the line next to each stopwatch, write the time measured by each student. [1]",
+            "3": "3 0625/22/o/n/13 \u00a9 ucles 2013 [turn overfor examiner\u2019s use (b) calculate the average time measured for the trolley to roll down the slope. show your  working.  average time =  ... s  [2]  (c) what other measurement must be taken in order to be able to calculate the average  speed of the trolley?  . [1]  (d) suggest one change that might be made to the arrangement in fig. 1.1 so that the  same trolley takes less time to roll down the full length of the slope.  . [1]  [total: 5]",
+            "4": "4 0625/22/o/n/13 \u00a9 ucles 2013for examiner\u2019s use2 a lorry travels at constant speed for 50 s and then steadily slows down, taking another 50 s to  come to a stop.  fig. 2.1 is the speed-time graph for the 100 s. 10 8 64 2 0 0 1 02 03 04 05 06 07 08 0 90 100 time  / sspeed m / s fig. 2.1  (a) calculate the distance travelled by the lorry in the first 50 s.  distance =  .  m  [3]  (b) calculate the distance travelled between 50 s and 100 s.  distance =  .  m  [2]  (c) calculate the total distance travelled.  distance =  .  m  [1]",
+            "5": "5 0625/22/o/n/13 \u00a9 ucles 2013 [turn overfor examiner\u2019s use (d) (i) a car takes 60 s to travel the distance calculated in (c) at a constant speed.    calculate the speed of the car.  speed =  .. [3]   (ii) on fig. 2.1, draw the speed-time graph for the 60 s at this constant speed. [2]  [total: 11] 3 (a) (i) state one example of a fuel in which chemical energy is stored.  . [1]   (ii) state one example of a renewable source of energy. . [1]   (iii) state one energy resource that involves liquid water (not steam). . [1]  (b) state two reasons why it is important that nations investigate energy resources other  than fossil fuels (coal, oil, natural gas). 1.  .. ..2.  .. ..  [2]  [total: 5]",
+            "6": "6 0625/22/o/n/13 \u00a9 ucles 2013for examiner\u2019s use4 (a) fig. 4.1 shows a boy in four positions on a flat floor.      fig. 4.1   (i) put a tick in the box under the position where the boy is exerting the least pressure  on the floor.   (ii) state the reason for your answer to (a)(i).  ..  ..  [2]  (b) the pressure of carbon dioxide in a container is being measured by means of a mercury  manometer. this is shown in fig. 4.2. carbon dioxide manometermercurygas cylinder h fig. 4.2   (i) how does the pressure of the carbon dioxide compare with atmospheric pressure?  complete the sentence below.    the pressure of the carbon dioxide is .. the atmospheric pressure. [1]   (ii) the atmospheric pressure increases.    state what happens to the value of the distance h, shown on fig. 4.2.  . [1]  [total: 4]",
+            "7": "7 0625/22/o/n/13 \u00a9 ucles 2013 [turn overfor examiner\u2019s use5 fig. 5.1 shows a wave on a water surface, at a particular instant. fig. 5.1  (a) on fig. 5.1, measure carefully, in mm, the wavelength of the wave.  wavelength =   mm [2]  (b) state what is meant by   (i) the frequency of a wave, .. ..   (ii) the amplitude of a wave. .. ..  [3]  (c) a large barrier, of height greater than the height of the wave in fig. 5.1, is put in the path  of the wave.   what, if anything, does this do to the wave? tick one box. it diffracts the wave. it does nothing to the wave. it reflects the wave. it refracts the wave.  [1]  [total: 6]",
+            "8": "8 0625/22/o/n/13 \u00a9 ucles 2013for examiner\u2019s use6 (a) a certain mass of water at  20 \u00b0c is heated using a 30 w immersion heater. initially the temperature rises at  4 \u00b0c per minute. eventually, the temperature  stops rising at 100 \u00b0c.the same mass of glycerol at 20 \u00b0c is heated using the same 30 w immersion heater. initially the temperature rises at  8 \u00b0c per minute. eventually, the temperature  stops rising at 290 \u00b0c.   state and explain   (i) which has the greater boiling point, water or glycerol, statement  .explanation  ... ..   (ii) which has the greater thermal capacity, the water or the glycerol.statement  .explanation  ... ..  [3]  (b) fig. 6.1 shows a cross-section through a room. floorceiling wall window metal case hot water fig. 6.1",
+            "9": "9 0625/22/o/n/13 \u00a9 ucles 2013 [turn overfor examiner\u2019s use  the room is heated by a heater containing hot water. the heater is mounted on one  wall, as shown.   (i) by what process does thermal energy pass through the metal case of the heater in  fig. 6.1?  . [1]   (ii) state the two main processes by which the thermal energy from the heater is  transferred to the whole room. 1.  ... 2.  ...  [2]   (iii) one of the processes in (b)(ii) involves the air moving.    on fig. 6.1, draw arrows to show how the air moves in the room. [2]  [total: 8]",
+            "10": "10 0625/22/o/n/13 \u00a9 ucles 2013for examiner\u2019s use7 fig. 7.1 shows circuit symbols for four electrical components. w x y z fig. 7.1  (a) in the box next to each component, write the name of that component. [4]  (b) in the space below, draw a circuit diagram that shows these four components connected  in series with an ammeter.  [2]  (c) the reading on the ammeter is gradually increased.   which one of the components is adjusted in order to do this? tick one box. w x y z [1]  [total: 7]",
+            "11": "11 0625/22/o/n/13 \u00a9 ucles 2013 [turn overfor examiner\u2019s use8 an igcse physics student is set a puzzle by his teacher.  he is given four rods, a, b, c and d, all painted white. he is told that two rods are permanent  magnets, another rod is made of iron and the final rod is made of copper. his teacher asks him to find out, by experiment, which rod is which.  fig. 8.1 shows the results the student obtains when he puts the rods next to each other. ab repel ac attract bd no effect fig. 8.1  (a) which two rods are magnets?   . and . [1]  (b) which is the iron rod?  [1]  (c) which is the copper rod? ... [1]  (d) what will be the result of putting   (i) b and c end to end,     ...   (ii) c and d end to end?     ..  [2]  [total: 5]",
+            "12": "12 0625/22/o/n/13 \u00a9 ucles 2013for examiner\u2019s use9 fig. 9.1 shows a thick, vertical copper rod ab, of negligible resistance, connected into an  electrical circuit. ab passes through a hole in a horizontal card pqrs. + \u2013d.c. power supply4 1 p sa bq r fig. 9.1  (a) the d.c. power supply produces a current in the circuit, which causes a magnetic field  around ab.   (i) fig. 9.2 shows the view from above of the card pqrs, with the hole through which ab passes. pqr s fig. 9.2    on fig. 9.2, draw the pattern of the magnetic field around ab. include at least four magnetic field lines. [3]",
+            "13": "13 0625/22/o/n/13 \u00a9 ucles 2013 [turn overfor examiner\u2019s use  (ii) describe briefly how the pattern of the magnetic field may be shown experimentally.  .. .. .. . [2]  (b) the d.c. power supply contains a circuit breaker that operates at a current of 5 a.   (i) what is the purpose of the circuit breaker? .. .. .. . [1]   (ii) the power supply is set at 12 v and then switched on. the resistor has a resistance  of 4 \u03c9.    1.  calculate the current in the circuit of fig. 9.1.  current =    a    2.  deduce what, if anything, happens to the circuit breaker.  ..  ..  [4]  [total: 10]",
+            "14": "14 0625/22/o/n/13 \u00a9 ucles 2013for examiner\u2019s use10 fig. 10.1 shows a ray of light incident on a plane mirror at point a. mirrormirror ray of light a fig. 10.1  (a) the construction in this question requires you to draw rays carefully.   on fig. 10.1,   (i) draw the normal to the mirror at a,   (ii) draw the ray reflected at a,   (iii) label the angles of incidence i and reflection r at a, using the letters i and r.   [3]  (b) which of the following equations correctly links i and r? tick one box. i + r = 90\u00b0 i + r = 180\u00b0 i = r  [1]  (c) a second mirror is positioned as shown in fig. 10.1, parallel to the first mirror.   (i) continue the ray reflected from a, to show what happens to it after it reaches the  second mirror. [2]   (ii) state how the direction of the ray, after it has reflected from both mirrors, compares with its original direction.  . [1]  [total: 7]",
+            "15": "15 0625/22/o/n/13 \u00a9 ucles 2013 [turn overfor examiner\u2019s use11 (a) radon-220 is a radioactive gas. it decays by emitting \u03b1-particles. an \u03b1-particle is a  helium nucleus.   (i) what four particles together make up an \u03b1-particle?  ..   (ii) suggest one reason why the fact that radon-220 is a gas makes it potentially more dangerous than an \u03b1-emitting solid source of similar activity.  .. ..  [4]  (b) in the situations illustrated in fig. 11.1, the radioactive source is emitting \u03b1-particles,  \u03b2-particles and \u03b3-rays. the detector is sensitive to all three types of radiation. the  apparatus is in air. d ca b radiation detector thickaluminiumthick paper 1 cm 2 cm 15 cm 1 cmradioactivesource fig. 11.1 (not to scale)   ignore background radiation.   state one of the situations, a, b, c or d where   (i) \u03b1-particles are detected, ..   (ii) only \u03b2-particles and \u03b3-rays are detected,    (iii) only \u03b3-rays are detected,    (iv) \u03b1-particles, \u03b2-particles and \u03b3-rays are all detected. ..  [4]  [total: 8]",
+            "16": "16 0625/22/o/n/13 \u00a9 ucles 2013for examiner\u2019s use 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.12 fig. 12.1 shows a locked box. fig. 12.1  (a) suggest what is stored in this box.  . [1]  (b) suggest why the box is locked. .. . [1]  (c) the interior of the box is lined with thick lead.   suggest the reason for this.  .. .. . [2]  [total: 4]"
+        },
+        "0625_w13_qp_23.pdf": {
+            "1": "this document consists of 16 printed pages dc (slm/sw) 64841/5 \u00a9 ucles 2013 [turn overuniversity of cambridge international examinations international general certificate of secondary education *0185771738* physics 0625/23 paper 2 core october/november 2013  1 hour 15 minutes candidates answer on the question paper. no additional materials are required. read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen.y ou may use a pencil for any diagrams or graphs.do not use staples, paper clips, highlighters, glue or correction fluid.do not write in any barcodes. answer all questions. electronic calculators may be used.y ou may lose marks if you do not show your working or if you do not use appropriate units.take the weight of 1 kg to be 10 n (i.e. acceleration of free fall = 10 m / s 2). at the end of the examination, fasten all your work securely together.the number of marks is given in brackets [ ] at the end of each question or part question. ",
+            "2": "2 0625/23/o/n/13 \u00a9 ucles 2013for examiner\u2019s use1 a ruler is used to measure the length of a piece of cotton, as shown in fig. 1.1. 1 0 cm23456789 10 11 12 13 14 15 16cotton fig. 1.1 (not actual size)  (a) use the ruler in fig. 1.1 to find the length of the piece of cotton.  length =   cm [2]  (b) the left-hand end of the cotton is moved to the 1.0 cm mark on the ruler.   on fig. 1.1, mark clearly and carefully, with an arrow, where the right-hand end will  reach on the ruler. [1]  (c) the piece of cotton is wound around a wooden rod.    the rod has a square cross-section. the cotton goes around the rod exactly 3 times, as  shown in fig. 1.2. fig. 1.2   calculate the thickness of the square wooden rod.    thickness =   cm [3]  [total: 6]",
+            "3": "3 0625/23/o/n/13 \u00a9 ucles 2013 [turn overfor examiner\u2019s use2 fig. 2.1 shows two athletes training for a race.  fig. 2.1  they run up a hill at steady speed.  (a) during the run up the hill,   (i) which form of energy decreases,   ..   (ii) which form of energy increases? ..  [2]  (b) state the three quantities that need to be known in order to calculate the useful power of  one of the athletes. 1.  ..2.  ..3.  ..  [2]  (c) the two athletes run side-by-side all the way to the top of the hill, but one athlete  develops more useful power than the other.   suggest a reason for this difference.  ..  ..[1]  [total: 5]",
+            "4": "4 0625/23/o/n/13 \u00a9 ucles 2013for examiner\u2019s use3 an explosion at x in a quarry is heard by a boy at y and a girl at z. their relative positions  are shown in fig. 3.1. x quarryboy 1700  mgirl explosion rock face yz fig. 3.1 (not to scale)  (a) the girl hears the explosion 5.0 s after she sees the explosion happening.   (i) explain why there is a delay between seeing and hearing the explosion.  .. .. .. [1]   (ii) the girl is standing 1700 m from the explosion site x.    calculate the speed of sound.  speed of sound =  ..[4]",
+            "5": "5 0625/23/o/n/13 \u00a9 ucles 2013 [turn overfor examiner\u2019s use (b) the boy is standing at y, between the explosion site and the girl.   (i) when does he hear the explosion? tick one box.    immediately it happens     before the girl     at the same time as the girl     later than the girl \uf020 [1]   (ii) how does the sound heard by the boy compare with the sound heard by the girl?    tick one box.    the sound heard by the boy is quieter.     the sounds are equally loud.     the sound heard by the boy is louder. \uf020 [1]  [total: 7]",
+            "6": "6 0625/23/o/n/13 \u00a9 ucles 2013for examiner\u2019s use4 fig. 4.1 shows a common laboratory instrument. \u201310 0 10 20 30 40 50 60 70 80 90 100 110 \u00b0c fig. 4.1  (a) state the name of this instrument.  ..[1]  (b) what does this instrument measure? ..[1]  (c) suggest the liquid that this instrument contains. ..[1]  (d) what must be done in order to make the instrument give a zero reading? .. .. .. .. ..[2]  (e) what happens within the instrument to make it give a reading larger than zero? .. ..[1] [total: 6]",
+            "7": "7 0625/23/o/n/13 \u00a9 ucles 2013 [turn overfor examiner\u2019s use5 (a) fig. 5.1 shows a small object in front of a vertical plane mirror. pobjectplane mirror fig. 5.1   on fig. 5.1,   (i) mark carefully with a clear cross, labelled i, where the image of the object is  located, [2]   (ii) draw the path of a ray from the object to point p on the mirror, and its path after the ray is incident on the mirror, [2]   (iii) mark clearly the angle of incidence i and the angle of reflection r at p . [2]  (b) when you look into a mirror, you see an image of your face.   state two characteristics of the image you see. 1.  .. 2.  ..  [2]  (c) if you look from a brightly-lit room into a thick glass window when it is dark outside, you  can see two images of your face.   suggest why there are two images.  .. ..[1]  [total: 9]",
+            "8": "8 0625/23/o/n/13 \u00a9 ucles 2013for examiner\u2019s use6 fig. 6.1 shows two light, uncharged balls a and b suspended next to each other on vertical,  insulating threads. ab fig. 6.1  (a) a and b are each given a positive charge.   (i) how will the two threads appear? tick one box.    both still vertical     further apart at the bottom     closer together at the bottom    (ii) explain your answer to (a)(i).  .. ..  [2]  (b) the charge on a is made negative, but b remains positively charged.   (i) how will the two threads appear? tick one box.    both still vertical     further apart at the bottom     closer together at the bottom    (ii) explain your answer to (b)(i). .. ..  [2]",
+            "9": "9 0625/23/o/n/13 \u00a9 ucles 2013 [turn overfor examiner\u2019s use (c) ball a remains negatively charged and ball b remains positively charged. a rod with a  large positive charge is positioned to the left of a.   state what happens to a and to b. ball a   ball b    [2]  [total: 6] 7 three methods of transfer of thermal energy are conduction, convection and radiation.  (a) which one is involved when thermal energy is transferred through a solid? ..[1]  (b) which one can occur only in a liquid or a gas? ..[1]  (c) which two are impossible in a vacuum?... and  ...[2]  [total: 4]",
+            "10": "10 0625/23/o/n/13 \u00a9 ucles 2013for examiner\u2019s use8 in alphabetical order, some major regions of the electromagnetic spectrum are gamma, infra-red,radio,ultra-violet,visible,x-rays.  (a) list these regions in order of decreasing wavelength. the first one has been filled in for you.   radio longest wavelength ...   ...   ...   ...   ...  shortest wavelength ...  [2]  (b) where in this list would you insert microwaves?   ..[1]  (c) a microwave oven is one device that makes use of microwaves.   explain why the design of microwave ovens must include effective screening, so that  microwaves do not escape. .. .. ..[1]  (d) suggest one other use for microwaves. ..[1]  [total: 5]",
+            "11": "11 0625/23/o/n/13 \u00a9 ucles 2013 [turn overfor examiner\u2019s use9 a 6.0 v battery is connected as shown in the circuit of fig. 9.1. 6.0 v 0.3 a 10 1 10 1q prx fig. 9.1  (a) the current to the right of point p is 0.3 a.   an ammeter is inserted into the circuit.   what value will the ammeter show when it is inserted  (i) at q,  .   (ii) at r?  .  [2]  (b) calculate the potential difference (p.d.) across one of the 10 \u03c9 resistors.  potential difference =  .. v [3]  (c) (i) state the name of the component labelled x. .. [1]   (ii) deduce the value of the resistance of x when the 6.0 v battery is supplying 0.3 a to  the circuit.  resistance =  .. \u03c9 [1]   (iii) what happens to the current in the circuit when the resistance of x is increased?  .. [1]  [total: 8]",
+            "12": "12 0625/23/o/n/13 \u00a9 ucles 2013for examiner\u2019s use10 (a) fig. 10.1 shows a light-dependent resistor (ldr) connected with a 1000 \u03c9 resistor to  form a potential divider. 1000  1 + \u201312.0  v d.c. ldr fig. 10.1 \u0081 in daylight, the ldr has a resistance much lower than 1000 \u03c9. \u0081 in the dark, the ldr has a resistance much higher than 1000 \u03c9.   (i) what is the potential difference across the ldr when it is dark? tick one box.    0 v     greater than 0 v but less than 6.0 v     exactly 6.0 v     greater than 6.0 v but less than 12.0 v     12.0 v    (ii) explain your answer to (a)(i).  .. ..  [3]",
+            "13": "13 0625/23/o/n/13 \u00a9 ucles 2013 [turn overfor examiner\u2019s use (b) fig. 10.2 shows the potential divider of fig. 10.1 connected to a relay and a lamp. 1000  1 relay coil 2000  1switch in relaylamp + \u201312 v d.c. ldr fig. 10.2   in order to close the switch in the relay, there must be at least 6.0 v across the relay coil.   (i) at a certain time, the potential difference across the relay coil is greater than 6.0 v.    describe how this potential difference causes the switch to close.  .. .. .. .. [3]   (ii) what happens to the lamp when the switch in the relay is closed?  .. [1]  (c) (i) the circuit of fig. 10.2 is positioned in a laboratory.    use your answers to (a) and (b) to deduce the condition in the laboratory that will  cause the lamp to glow. complete the sentence below. the lamp will glow when  ..  .. [1]   (ii) a similar circuit in the laboratory has a thermistor instead of the ldr.    which one of the following will cause this circuit to switch the lamp on or off? tick  one box.    change in temperature     change in light level     change in sound level     change in air pressure     change in background radiation  [1]  [total: 9]",
+            "14": "14 0625/23/o/n/13 \u00a9 ucles 2013for examiner\u2019s use11 (a) fig. 11.1 shows an arrangement to monitor the level of the fuel in the tank of a car. tank fueldetector of radioactive emissions plastic float containingradioactive sourcelevel indicator fig. 11.1   (i) suggest why the radioactive source in the float is unlikely to be an \u03b1-particle emitter.  ..  .. [1]   (ii) explain why the detector gives different readings for different fuel levels. .. .. .. [1]   (iii) comment on the value of the half-life of the radioactive source used in the float. .. .. [1]",
+            "15": "15 0625/23/o/n/13 \u00a9 ucles 2013 [turn overfor examiner\u2019s use (b) radium-226 (226 88ra) decays according to the equation below, emitting a particle x. 226 88ra  222 86rn + particle x   (i) how many protons are there in a nucleus of radium-226?   .. [1]   (ii) how many neutrons are there in a nucleus of radium-226? .. [2]   (iii) from the equation, deduce the nature of particle x.  particle x is  ... . [2] [total: 8]",
+            "16": "16 0625/23/o/n/13 \u00a9 ucles 2013for examiner\u2019s use 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.12 fig. 12.1 shows a simple transformer. coil a 5000 turnscore 240  v coil b250 turns fig. 12.1  coil a has 5000 turns and coil b has 250 turns.  (a) name a suitable material for    (i) the core,  ...   (ii) the coils.  ...  [2]  (b) coil a is connected to a 240 v alternating voltage.   calculate the output voltage across coil b.  output voltage =  .. v [3]  (c) three lamps each require a voltage equal to the output voltage of coil b in order to  operate at full brightness.   on fig. 12.1, show these three lamps, suitably connected to run at full brightness. use  the standard circuit symbol for each lamp. [2]  [total: 7]"
+        },
+        "0625_w13_qp_31.pdf": {
+            "1": "this document consists of 20 printed pages. dc (nf/sw) 65162/6 \u00a9 ucles 2013 [turn overuniversity of cambridge international examinations international general certificate of secondary education *1136975068* physics 0625/31 paper 3  extended october/november 2013  1 hour 15 minutes candidates answer on the question paper. no additional materials are required. read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen.y ou may use a pencil for any diagrams or graphs.do not use staples, paper clips, highlighters, glue or correction fluid.do not write in any barcodes. answer all questions. electronic calculators may be used.y ou may lose marks if you do not show your working or if you do not use appropriate units.take the weight of 1 kg to be 10 n (i.e. acceleration of free fall = 10 m / s 2). at the end of the examination, fasten all your work securely together.the number of marks is given in brackets [  ] at the end of each question or part question.",
+            "2": "2 0625/31/o/n/13 \u00a9 ucles 2013for examiner\u2019s use1 (a) state hooke\u2019s law.  .. . [1]  (b) fig. 1.1 shows a graph of the stretching force f acting on a spring against the extension  x of the spring. 0050100f / n x / mm150200250 10 20 30 40 50 60 70 80 fig. 1.1   (i) state the features of the graph that show that the spring obeys hooke\u2019s law. .. . [1]   (ii) calculate k, the force per unit extension of the spring.  k  =  ...[3]",
+            "3": "3 0625/31/o/n/13 \u00a9 ucles 2013 [turn overfor examiner\u2019s use  (iii) the limit of proportionality of the spring is reached at an extension of 50 mm.    continue the graph in fig. 1.1 to suggest how the spring behaves when the  stretching force is increased to values above 125 n. [1]   (iv) another spring has a smaller value of k. this spring obeys hooke\u2019s law for extensions up to 80 mm.    on the grid of fig. 1.1, draw a possible line of the variation of f with x  for this  spring. [1]  [total: 7]",
+            "4": "4 0625/31/o/n/13 \u00a9 ucles 2013for examiner\u2019s use2 a train has a total mass of 7.5 \u00d7 105 kg.  (a) the train accelerates from rest at a constant rate along a straight, horizontal track.  it reaches a speed of 24 m / s in 60 s.   calculate   (i) the train\u2019s acceleration,  acceleration =  .. [2]  (ii) the resultant force acting on the train.  force =  .. [2] (b) the train now travels with a constant speed of 24 m / s along a straight, horizontal track.  the total force opposing the motion due to friction and air resistance is 7.2 \u00d7 10 4 n.   (i) by considering the work done by the train\u2019s engine in 1.0 s, calculate its output power.  power =  .. [2]",
+            "5": "5 0625/31/o/n/13 \u00a9 ucles 2013 [turn overfor examiner\u2019s use  (ii) the train begins to travel up a slope.    explain why the power of the train\u2019s engine must be increased to maintain the  speed of 24 m / s.  .. .. .. .. . [3]  [total: 9]",
+            "6": "6 0625/31/o/n/13 \u00a9 ucles 2013for examiner\u2019s use3 (a) (i) write down the names of three man-made devices in everyday use that depend,  for their action, upon the moments of forces. 1.  ... 2.  ... 3.  ...  [2]   (ii) fig. 3.1 shows a uniform rod ab acted upon by three equal forces f. ff fb a fig. 3.1    state two reasons why the rod is not in equilibrium. 1.  ... 2.  ...  [2]",
+            "7": "7 0625/31/o/n/13 \u00a9 ucles 2013 [turn overfor examiner\u2019s use (b) fig. 3.2 shows a uniform rod pq, supported at its centre and held in a horizontal position.  the length of pq is 1.00 m. 12 npq s0.30  m1.00  m fig. 3.2   a force of 12 n acts at a distance of 0.30 m from the support. a spring s, fixed at its  lower end, is attached to the rod at q.   (i) calculate the force exerted on pq by the spring.  force =  .. [2]   (ii) explain why it is not necessary to know the weight of pq.  .. . [1]  [total: 7]",
+            "8": "8 0625/31/o/n/13 \u00a9 ucles 2013for examiner\u2019s use4 (a) state the energy changes that take place when   (i) a cyclist rides down a hill without pedalling,  .. ..   (ii) a cyclist pedals up a hill at a constant speed. .. ..  [3]  (b) a car of mass 940 kg is travelling at 16 m / s.   (i) calculate the kinetic energy of the car.  kinetic energy =  .. [2]  (ii) the car is brought to rest by applying the brakes.    the total mass of the brakes is 4.5 kg. the average specific heat capacity of the  brake material is 520 j / (kg \u00b0c).    calculate the rise in temperature of the brakes. assume there is no loss of thermal energy from the brakes.  rise in temperature =  .. [3]  [total: 8]",
+            "9": "9 0625/31/o/n/13 \u00a9 ucles 2013 [turn overfor examiner\u2019s use5 one side of a copper sheet is highly polished and the other side is painted matt black.  the copper sheet is very hot and placed in a vertical position, as shown as in fig. 5.1. polished sidecopper sheet matt black side left hand right hand fig. 5.1  a student places her hands at equal distances from the sheet, as shown in fig. 5.1.  (a) explain   (i) why her hands are not heated by convection,  .. . [1]   (ii) why her hands are not heated by conduction. .. . [1]  (b) state and explain which  hand gets hotter.  .. .. . [2]  (c) it is suggested that one side of the copper sheet cools to a lower temperature than the  other side.   explain why this does not happen.  ..  .. . [2]  [total: 6]",
+            "10": "10 0625/31/o/n/13 \u00a9 ucles 2013for examiner\u2019s use6 (a) complete the following statements by writing appropriate words in the spaces.   the pressure of a gas in a sealed container is caused by the collisions of    .. with the container wall.  an increase in the temperature of the gas increases the pressure because the   .. of the .. increases.  the force on the wall due to the gas is the pressure multiplied by the ..   of the wall. [2]  (b) a mountaineer takes a plastic bottle containing some water to the top of a mountain.  he removes the cap from the bottle, drinks all the water and then replaces the cap, as shown in fig. 6.1.   on returning to the base of the mountain, he finds that the bottle has collapsed to a  much smaller volume, as shown in fig. 6.2.  fig. 6.1 fig. 6.2   (i) explain why the bottle collapsed.  .. .. .. . [2]",
+            "11": "11 0625/31/o/n/13 \u00a9 ucles 2013 [turn overfor examiner\u2019s use  (ii) at the top of the mountain the atmospheric pressure was 4.8 \u00d7 104 pa and the  volume of the bottle was 250 cm3.    calculate the volume of the bottle at the base of the mountain where the pressure  of the air inside the bottle is 9.2 \u00d7 104 pa. assume no change of temperature.  volume =  .. [3]  [total: 7]",
+            "12": "12 0625/31/o/n/13 \u00a9 ucles 2013for examiner\u2019s use7 (a) fig. 7.1 shows the surface of water in a tank. barrier fig. 7.1   straight wavefronts are produced at the left-hand end of the tank and travel towards a  gap in a barrier. curved wavefronts travel away from the gap.   (i) name the process that causes the wavefronts to spread out at the gap.  . [1]   (ii) suggest a cause of the reduced spacing of the wavefronts to the right of the barrier. . [1]   (iii) state how the pattern of wavefronts to the right of the barrier changes when the  gap is made narrower.  . [1]",
+            "13": "13 0625/31/o/n/13 \u00a9 ucles 2013 [turn overfor examiner\u2019s use (b) fig. 7.2 shows a wave travelling, in the direction of the arrow, along a rope. 2.4 m fig. 7.2   (i) explain why the wave shown in fig. 7.2 is described as a transverse wave.  .. . [1]   (ii) the speed of the wave along the rope is 3.2 m / s.    calculate the frequency of the wave.  frequency =  .. [3]  [total: 7]",
+            "14": "14 0625/31/o/n/13 \u00a9 ucles 2013for examiner\u2019s use8 (a) describe an experiment that shows how a magnet can be used to produce a current in  a solenoid by electromagnetic induction. sketch and label the arrangement of apparatus you would use.  ..  .. . [3]  (b) fig. 8.1 represents a transformer with primary coil p and secondary coil s, wound on an  iron core.   there is an alternating current in coil p . psiron core fig. 8.1   (i) state what happens in the iron core as a result of the alternating current in p . .. . [2]",
+            "15": "15 0625/31/o/n/13 \u00a9 ucles 2013 [turn overfor examiner\u2019s use  (ii) tick the box next to the correct description of the current in s.     higher frequency a.c.     same frequency a.c.     lower frequency a.c.     rectified d.c.     constant d.c. [1]   (iii) coil p has 50 turns of wire, an applied voltage of 12 v, and a current of 0.50 a.  coil s has 200 turns.    calculate the current in s. assume the transformer is 100 % efficient.  current =  .. [3]  [total: 9]",
+            "16": "16 0625/31/o/n/13 \u00a9 ucles 2013for examiner\u2019s use9 (a) state the relationship between   (i) the resistance r and the length l of a wire of constant cross-sectional area,   ..   (ii) the resistance r and the cross-sectional area a of a wire of constant length.  ..  [1]  (b) a 60 w filament lamp x is connected to a 230 v supply, as shown in fig. 9.1. x230  v fig. 9.1   calculate the current in the filament.  current =  .. [2]",
+            "17": "17 0625/31/o/n/13 \u00a9 ucles 2013 [turn overfor examiner\u2019s use (c) lamp y has a filament made of the same metal as the filament of lamp x in (b).   this filament has half the length and one-third of the cross-sectional area of the filament  of x.   lamp y is also connected to a 230 v supply.   calculate the ratio current in filament of y current in filament of x. show your working.  ratio =  .. [4]  [total: 7]",
+            "18": "18 0625/31/o/n/13 \u00a9 ucles 2013for examiner\u2019s use10 (a) fig. 10.1 shows an electron beam travelling, in a vacuum, towards the space between a  pair of oppositely-charged parallel plates. +++++ +++++ \u2013\u2013\u2013\u2013\u2013 \u2013\u2013\u2013\u2013\u2013electron beam fig. 10.1   on fig. 10.1, draw carefully the path of the beam between the plates and in the space  to the right of the plates. [2]  (b) the screen of a cathode-ray oscilloscope (c.r.o.) has a grid of 1 cm squares. fig. 10.2 shows the trace of an alternating voltage on this screen. 1 cm1 cm fig. 10.2   (i) a potential difference of 5.0 v across the y -plates of the oscilloscope moves the spot on the screen a vertical distance of 1.0 cm.    use fig. 10.2 to determine the maximum p.d. across the y -plates.  maximum p.d. =  .. [1]",
+            "19": "19 0625/31/o/n/13 \u00a9 ucles 2013 [turn overfor examiner\u2019s use  (ii) the spot on the screen takes 1.0 ms to move 1.0 cm horizontally.    from fig. 10.2, determine the time for 1 cycle of the waveform on the screen, and  use this time to find the frequency of the alternating voltage.  frequency =  .. [3]  [total: 6]",
+            "20": "20 0625/31/o/n/13 \u00a9 ucles 2013for examiner\u2019s use 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.11 (a) describe the action of   (i) a not gate,  . [1]   (ii) a thermistor. . [1]  (b) fig. 11.1 shows a circuit that switches on a warning lamp when the temperature in an  oven falls below a set value. p rthermistor warning lamp fig. 11.1   explain, with reference to the components in the circuit and point p ,   (i) why the warning lamp is on when the temperature in the oven is below the set value, .. .. .. .. .. .. . [4]   (ii) the effect of changing the resistance of r. .. . [1]  [total: 7]"
+        },
+        "0625_w13_qp_32.pdf": {
+            "1": "this document consists of 20 printed pages. dc (cw/cgw) 64811/6 \u00a9 ucles 2013 [turn overuniversity of cambridge international examinations international general certificate of secondary education *8985843551* physics 0625/32 paper 3  extended october/november 2013  1 hour 15 minutes candidates answer on the question paper. no additional materials are required. read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen.y ou may use a pencil for any diagrams or graphs.do not use staples, paper clips, highlighters, glue or correction fluid.do not write in any barcodes. answer all questions. electronic calculators may be used.y ou may lose marks if you do not show your working or if you do not use appropriate units.take the weight of 1 kg to be 10 n (i.e. acceleration of free fall = 10 m / s 2). at the end of the examination, fasten all your work securely together.the number of marks is given in brackets [  ] at the end of each question or part question.",
+            "2": "2 0625/32/o/n/13 \u00a9 ucles 2013for examiner\u2019s use1 a school athlete does a sprint training run. fig. 1.1 shows how her speed varies with time. 22 0468 46 time  / sspeed m / s 81 0 0 fig. 1.1  (a) explain how the graph in fig. 1.1 can be used to determine the distance she runs.  .. ..[1]  (b) determine her maximum acceleration. show clearly on the graph how you obtained the  necessary information.  maximum acceleration =  ..[4]",
+            "3": "3 0625/32/o/n/13 \u00a9 ucles 2013 [turn overfor examiner\u2019s use (c) she runs a distance of 62 m.   calculate her average speed.  average speed =  ..[2] [total: 7]",
+            "4": "4 0625/32/o/n/13 \u00a9 ucles 2013for examiner\u2019s use2 fig. 2.1 shows a model fire engine used by a student to take measurements of force and  motion. firemodel fire engine containing water tank jet of water forcemeterlightbeams 12  mm fig. 2.1  the model projects a jet of water forwards. the forcemeter holds the model stationary.  it indicates a force of 0.060 n acting on the model.  the forcemeter is now disconnected and the model accelerates to the right at 0.030 m / s2.   (a) the back of the model breaks a pair of light beams and the time to pass between them is measured electronically. the beams are 12 mm apart and the second beam is broken 0.080 s after the first.   the student times with a stopwatch how long it takes from the release of the model until  the beams are cut.   calculate the time he measures.  time measured =  ..[4]",
+            "5": "5 0625/32/o/n/13 \u00a9 ucles 2013 [turn overfor examiner\u2019s use (b) this experiment is carried out with the water tank in the model nearly full.   calculate the mass of the model including the water in the tank.  mass =  ..[2]  (c) the student repeats the experiment with the same force but with the water tank nearly  empty.   state and explain how the acceleration will compare to that of the first experiment.  ..  .. .. .. ..[2] [total: 8]",
+            "6": "6 0625/32/o/n/13 \u00a9 ucles 2013for examiner\u2019s use3 (a) (i) state one similarity and one difference between vector and scalar quantities. similarity  ...difference  ..[2]   (ii) give an example of each quantity.vector quantity  ..scalar quantity  ..[2]  (b) fig. 3.1 is an overhead view of two tractors pulling a tree trunk. tractors 20 000  n30 000  n 20\u00b0tree trunk fig. 3.1   the force exerted by each tractor is indicated in the diagram.  in the space below, carefully draw a scale diagram to determine the resultant force on  the tree trunk. state the scale you use.   write down the magnitude of the resultant force and the angle between the resultant  force and one of the original forces.  magnitude of resultant force =  ..  direction of resultant force =  .. [4] [total: 8]",
+            "7": "7 0625/32/o/n/13 \u00a9 ucles 2013 [turn overfor examiner\u2019s use4 fig. 4.1 shows a small, closed, transparent chamber containing smoke. bright lightsmoke in chambermicroscope closed transparent chamber fig. 4.1  the chamber is brightly lit and observed through a microscope. the smoke particles are  seen as very small, bright dots.  (a) describe the movement of the dots.  .. .. .. ..[2]  (b) explain, in terms of molecules, how this movement is caused. .. .. .. ..[2]  (c) describe what is seen as the smoke particles move towards and away from the observer. .. .. .. ..[1] [total: 5]",
+            "8": "8 0625/32/o/n/13 \u00a9 ucles 2013for examiner\u2019s use5 fig. 5.1 shows two identical metal cans, open at the top, used in an experiment on thermal  energy. the outside of can a is polished and the outside of can b is painted black. can a can bblack surfacepolishedsurface fig. 5.1  (a) the cans are heated to the same temperature. predict and explain the relative rates of  loss of thermal energy by infra-red radiation from the two cans.  .. .. .. ..[2]  (b) (i) a student is provided with the two cans, a supply of hot water and two thermometers.     describe the experiment he should carry out to test your answer to (a).  .. .. .. .. .. .. .. .. .. .. [4]",
+            "9": "9 0625/32/o/n/13 \u00a9 ucles 2013 [turn overfor examiner\u2019s use  (ii) another student is given the same equipment but finds two polystyrene tiles.  fig. 5.2 shows the tiles alongside the cans. can a can bblack surfacepolishedsurface polystyrene tiles fig. 5.2    state how she could use the tiles to improve the experiment, and explain why this  is effective.  .. .. .. .. [2]  (c) the two cans are now filled with cold water and placed equal distances from a strong  source of infra-red radiation.   state and explain which can of water heats up more quickly.  ..  .. .. ..[2] [total: 10]",
+            "10": "10 0625/32/o/n/13 \u00a9 ucles 2013for examiner\u2019s use6 (a) draw a straight line from each wave to the most appropriate speed on the right. wave speed light in air sound in air sound in water15 m / s  (1.5 \u00d7 10 m / s) 300 m / s (3 \u00d7 102 m / s) 1500 m / s (1.5 \u00d7 103 m / s) 1 500 000 m / s (1.5 \u00d7 106 m / s) 300 000 000 m / s (3 \u00d7 108 m / s) 1 500 000 000 m / s (1.5 \u00d7 109 m / s) [3]  (b) fig. 6.1 shows a railway-line testing-team checking a continuous rail of length 120 m.  the diagram is not to scale. earphone sensorsteel rail hammer fig. 6.1 (not to scale)",
+            "11": "11 0625/32/o/n/13 \u00a9 ucles 2013 [turn overfor examiner\u2019s use  one tester strikes one end of the rail with a hammer. the other tester hears the sound  transmitted through the air and transmitted through the rail. he hears the two sounds at  different times.   the speed of sound in steel is 5000 m / s.   calculate the time difference, using your value from (a) for the speed of sound in air.  time difference =  ..[4] [total: 7]",
+            "12": "12 0625/32/o/n/13 \u00a9 ucles 2013for examiner\u2019s use7 (a) fig. 7.1 shows a ray diagram of a converging lens forming the image i of the object o. ac observer\u2019s eyed ob i fig. 7.1   (i) put a tick in two boxes in the following list to describe the image formed by the lens  in fig. 7.1. description place two ticks in this column real virtual magnified (enlarged) same size diminished (smaller)   (ii) which length, on fig. 7.1, is the focal length of the lens?    circle one of the lengths below.     ab    bc    bd    cd  [3]",
+            "13": "13 0625/32/o/n/13 \u00a9 ucles 2013 [turn overfor examiner\u2019s use (b) in this question, you will apply the laws of reflection for a plane mirror to a curved mirror.   this mirror is shown in fig. 7.2. the normal at any point on this mirror is the line from  that point to the point c. co mmirror p fig. 7.2   two rays have been drawn from the object o.   on fig. 7.2,  (i) draw the normal to the mirror at m, [1]   (ii) draw the ray reflected from m, [1]   (iii) draw the ray reflected from p , [1]   (iv) extend the reflected rays back to the right of the mirror and locate the image.     label this image i. [2] [total: 8]",
+            "14": "14 0625/32/o/n/13 \u00a9 ucles 2013for examiner\u2019s use8 (a) a piece of wire has a resistance of 0.45 \u03c9.   calculate the resistance of another piece of wire of the same material with a third of the  length and half the cross-sectional area.  resistance =  ..[3]  (b) fig. 8.1 shows a circuit with three resistors, a power supply and four voltmeters.  v vvv reading v1 reading v4power supply 1 1 3 1 2 1i2i1 i3 i4 reading v2 reading v3 fig. 8.1",
+            "15": "15 0625/32/o/n/13 \u00a9 ucles 2013 [turn overfor examiner\u2019s use  (i) calculate the combined resistance of the three resistors.  resistance =  ..[3]   (ii) write down two relationships for the currents in the circuit. [2]   (iii) write down two relationships for the voltmeter readings in the circuit. [2] [total: 10]",
+            "16": "16 0625/32/o/n/13 \u00a9 ucles 2013for examiner\u2019s use9 (a) an electrical safety expert is inspecting a laundry. the main workroom has a very hot  and damp atmosphere.   the safety expert recommends that normal domestic light switches, as shown in fig. 9.1,  are replaced. fig. 9.1   (i) explain why this recommendation is made.  .. .. .. .. [2]   (ii) suggest how the lights should be switched on and off. .. .. .. .. [1]",
+            "17": "17 0625/32/o/n/13 \u00a9 ucles 2013 [turn overfor examiner\u2019s use (b) fig. 9.2 shows an aircraft being refuelled through a rubber hose.  fig. 9.2   (i) suggest how fuel flowing through the hose can cause a large build-up of electric  charge on the aircraft.  .. .. .. .. [2]   (ii) the aircraft is refuelled on a particular day when the tyres and wheels are wet.    explain why there will be no large build-up of charge in this case. .. .. .. .. [1] [total: 6]",
+            "18": "18 0625/32/o/n/13 \u00a9 ucles 2013for examiner\u2019s use10 (a) (i) fig. 10.1 shows the symbol for a logic gate. fig. 10.1 name this logic gate.  ..   (ii) draw the symbol for a nor gate. [2]  (b) (i) the two inputs of a nand gate are both low (logic level 0).write down the output state. ..   (ii) one input of a nand gate is low (logic level 0) and the other input is high (logic  level 1). write down the output state. .. [2]  (c) a logic gate contains a number of components.   circle one of the following that is contained in a logic gate. thermistor    transformer    transistor    transmitter [1] [total: 5]",
+            "19": "19 0625/32/o/n/13 \u00a9 ucles 2013 [turn overfor examiner\u2019s use11 strontium-90 is a radioactive isotope that emits \u03b2-particles as it decays. the nuclear equation  below shows this decay. 90 38sr  abx + 0 \u20131e  (a) calculate    (i) the value of a,  a =  ..   (ii) the value of b.  b =  .. [2]  (b) (i) tick the element from the list below that is produced by this decay. element proton number place one tick in this column selenium 34 bromine 35krypton 36rubidium 37strontium 38yttrium 39zirconium 40niobium 41molybdenum 42  [1]   (ii) the isotope a bx is also radioactive and undergoes \u03b2-decay.    state the name of the element that is produced by this decay.  .. [1] question 11 continues on the next page.",
+            "20": "20 0625/32/o/n/13 \u00a9 ucles 2013for examiner\u2019s use (c) three nuclei are represented as 83 42x   209 83y   8442z   state and explain which nuclei are isotopes of the same element.  ..  .. .. ..[2] [total: 6] 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."
+        },
+        "0625_w13_qp_33.pdf": {
+            "1": "this document consists of 18 printed pages and 2 blank pages. dc (slm/jg) 64758/5 \u00a9 ucles 2013 [turn overuniversity of cambridge international examinations international general certificate of secondary education *6384565021* physics 0625/33 paper 3 extended october/november 2013  1 hour 15 minutes candidates answer on the question paper. no additional materials are required. read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen.y ou may use a pencil for any diagrams or graphs.do not use staples, paper clips, highlighters, glue or correction fluid.do not write in any barcodes. answer all questions. electronic calculators may be used.y ou may lose marks if you do not show your working or if you do not use appropriate units.take the weight of 1 kg to be 10 n (i.e. acceleration of free fall = 10 m / s 2). at the end of the examination, fasten all your work securely together.the number of marks is given in brackets [ ] at the end of each question or part question.",
+            "2": "2 0625/33/o/n/13 \u00a9 ucles 2013for examiner\u2019s use1 an archaeologist digging at an ancient site discovers a spoon. the spoon is made from an  unidentified material.   (a) the archaeologist suspects that the spoon is made of metal. she places it above a flame, as shown in fig. 1.1. fig. 1.1   (i) she notices that the handle of the spoon quickly becomes very hot.    state why this observation supports the suggestion that the spoon is made of metal.  .. .. [1]   (ii) describe, in terms of its atoms, how thermal energy is transferred through a metal. .. .. .. .. .. [3]",
+            "3": "3 0625/33/o/n/13 \u00a9 ucles 2013 [turn overfor examiner\u2019s use (b) the archaeologist hopes that, by determining its density, she will be able to identify the  metal.   describe a method for determining the density of the metal from which the spoon is  made.  .. .. .. .. .. .. ..[4]  [total: 8]",
+            "4": "4 0625/33/o/n/13 \u00a9 ucles 2013for examiner\u2019s use2 a spring s is suspended from a clamp stand in a school laboratory.  a student hangs various masses from the end of s and determines the extension x produced  by each mass.   (a) calculate the weight of a 250 g mass.  weight =  . [2]  (b) the student plots a graph of the force f applied to the spring against the extension x.  fig. 2.1 is the student\u2019s graph. 6.0 5.0 4.0 3.0 2.0 1.0 0 0246 8 1 0 1 2p x / cmf / n fig. 2.1   at point p on the graph, the line begins to curve.    (i) state the name given to point p . .. .. [1]   (ii) use the section of the graph where spring s obeys hooke\u2019s law ( f = kx) to  determine the spring constant k of the spring.  k =  . [2]",
+            "5": "5 0625/33/o/n/13 \u00a9 ucles 2013 [turn overfor examiner\u2019s use (c) fig. 2.2 shows a mass of 0.12 kg resting on the bottom of a box. mass spring box fig. 2.2   a spring that is identical to s connects the mass and one side of the box. ignore friction  between the mass and the box.   (i) the box and the mass are at rest.    state the resultant force acting on the mass.  force =  . [1]   (ii) the box is firmly attached, in a horizontal position, to the body of a racing car.    as the car accelerates the spring stretches by 2.0 cm.    1. using fig. 2.1, determine the tension in the spring.  tension =  . [1]    2. calculate the acceleration of the mass produced by this tension.  acceleration =  . [2]  [total: 9]",
+            "6": "6 0625/33/o/n/13 \u00a9 ucles 2013for examiner\u2019s use3 fig. 3.1 shows a fork-lift truck lifting a crate on to a high shelf in a warehouse. fork-lift truckcrate fig. 3.1   the fork-lift truck lifts a crate of weight 640 n through a vertical distance of 3.5 m in 4.0 s.  (a) calculate the useful work done in lifting the crate.  work done =  . [2]  (b) a motor drives a mechanism to lift the crate. the current in the motor is 25 a. the motor  is connected to a 75 v battery.   calculate   (i) the energy supplied to the motor in 4.0 s,  energy =  . [2]   (ii) the overall efficiency of the fork-lift truck in lifting the crate.  efficiency =  . [2]",
+            "7": "7 0625/33/o/n/13 \u00a9 ucles 2013 [turn overfor examiner\u2019s use (c) not all of the energy supplied is used usefully in lifting the crate.    suggest two mechanisms by which energy is wasted. 1.  . 2.   [2]  [total: 8]",
+            "8": "8 0625/33/o/n/13 \u00a9 ucles 2013for examiner\u2019s use4 a child\u2019s toy launches a model parachutist of mass 0.40 kg vertically upwards. the model  parachutist reaches a maximum height of 8.5 m.  (a) calculate   (i) the gravitational potential energy gained by the model parachutist,   energy =  . [2]   (ii) the minimum possible speed with which the model parachutist was launched.  speed =  . [3] (b) in practice, the launch speed must be greater than the value calculated in (a)(ii).    explain why.  .. .. . [2]  (c) as the model parachutist returns to the ground, it loses gravitational potential energy.    explain what happens to this energy as the model parachutist falls through the air at  constant speed. .. . [1]  [total: 8]",
+            "9": "9 0625/33/o/n/13 \u00a9 ucles 2013 [turn overfor examiner\u2019s use5 the sun is a large sphere of high temperature gas. an extremely large quantity of energy  radiates from the sun into space every second.  (a) a process releases energy inside the sun and its temperature stays high.   state the name of this process.  . [1]   (b) a gardener stores water in a large, cylindrical metal drum. the drum is painted black and has no lid. on a bright, sunny day, the water evaporates quickly and the water level in the drum falls.   (i) suggest how, by using a drum of a different shape, the gardener can reduce the quantity of water lost by evaporation.  .. . [1]    (ii) the gardener is told that, by painting the drum white, he can reduce the quantity of  radiation absorbed and so reduce the rate of evaporation.    describe an experiment to show that black surfaces are better absorbers of radiation than white surfaces. y ou may include a diagram.  ..  .. .. .. . [4]  [total: 6]",
+            "10": "10 0625/33/o/n/13 \u00a9 ucles 2013for examiner\u2019s use6 a student uses a 2400 w electric kettle to obtain a value for the specific heat capacity of  sunflower oil.    fig. 6.1 shows the apparatus. plugthermometer kettle watchmeasuring jug fig. 6.1  the student uses a measuring jug and pours 1.5 kg of sunflower oil into the empty kettle. he  uses a thermometer to measure the temperature of the oil.  the kettle is switched on and left on for 50 s. the temperature of the oil increases by 32 \u00b0c.  the student assumes that all the electrical energy is transferred as thermal energy to the oil.  (a) calculate the value for the specific heat capacity of sunflower oil obtained by the student.  specific heat capacity =  . [4]  (b) state and explain whether the value for the specific heat capacity obtained by the student is too large or too small.  .. . [1]  [total: 5]",
+            "11": "11 0625/33/o/n/13 \u00a9 ucles 2013 [turn overblank page",
+            "12": "12 0625/33/o/n/13 \u00a9 ucles 2013for examiner\u2019s use7 a ray of light from a laser passes from air into a clear, semi-circular, plastic block. fig. 7.1  shows the ray entering the block. normal 40\u00b0 light rayplastic block fig. 7.1  the ray continues in the same direction and meets the middle of the opposite surface at an angle of 40 \u00b0 to the normal. the refractive index of the plastic is 1.5.  (a) the ray continues into the air.   calculate the angle between the normal and the path taken by the light after it leaves  the block.  angle =  . [3]",
+            "13": "13 0625/33/o/n/13 \u00a9 ucles 2013 [turn overfor examiner\u2019s use (b) the frequency of the light produced by this laser is 3.8 \u00d7 1014 hz and its wavelength in  the plastic block is 5.3 \u00d7 10\u20137 m (0.000 53 mm).   calculate   (i) the speed of light in this plastic,  speed =  . [2]  (ii) the speed of light in air.  speed =  . [2] (c) explain why the ray does not change direction as it enters the plastic block. .. .. ..[2]  [total: 9]",
+            "14": "14 0625/33/o/n/13 \u00a9 ucles 2013for examiner\u2019s use8 an a.c. power supply is connected in series with a metal-filament lamp. a cathode-ray  oscilloscope (c.r.o.) is in parallel with the lamp, as shown in fig. 8.1.  fig. 8.2 is the trace seen on the c.r.o. screen. power supplylamp cathode-rayoscilloscope fig. 8.1 fig. 8.2  a diode is inserted in the circuit, as shown in fig. 8.3.  powersupplylamp cathode-rayoscilloscope fig. 8.3 fig. 8.4  (a) (i) on fig. 8.4, draw the shape of the trace now seen on the screen.  [2]   (ii) suggest a device that uses a diode in this way.  . [1]  (b) state and explain the effect on the lamp of inserting the diode into the circuit. .. .. . [2]  [total: 5]",
+            "15": "15 0625/33/o/n/13 \u00a9 ucles 2013 [turn overfor examiner\u2019s use9 the a.c. supply from a power station is connected to the primary coil of a transformer. the  secondary coil is connected to long-distance transmission cables.  (a) the output voltage of the transformer is greater than the input voltage.    explain how a transformer produces this output voltage.  ..  .. .. .. .. . [4]  (b) there are energy losses in the transmission cables.    (i) explain why the energy losses become greater when the length of the transmission  cables is greater.  .. .. . [2]   (ii) discuss the advantages and disadvantages of using transmission cables of greater  cross-sectional area.   .. .. . [2]  [total: 8]",
+            "16": "16 0625/33/o/n/13 \u00a9 ucles 2013for examiner\u2019s use10 fig. 10.1 shows a variable resistor (rheostat) and a solenoid (long coil) connected to a  battery. solenoidvariable resistor battery fig. 10.1  the current in the solenoid produces a magnetic field.   (a) (i) on fig. 10.1, draw lines to show the pattern of the magnetic field due to the current.  [2]   (ii) state the feature of the pattern of the magnetic field lines that indicates the strength of the magnetic field at particular points.   .. . [1]  (b) state and explain the effect on the magnetic field of increasing the resistance of the  variable resistor.   .. .. .. . [2]",
+            "17": "17 0625/33/o/n/13 \u00a9 ucles 2013 [turn overfor examiner\u2019s use (c) in a laboratory vacuum chamber, some current-carrying coils produce a very strong  magnetic field near a source of \u03b1-particles.   fig. 10.2 shows the arrangement. _-particle source path of _-particlesuniform magneticfield intopage fig. 10.2   (i) in the shaded region of fig. 10.2, draw a possible path for the \u03b1-particles in the  magnetic field. [2]   (ii) state and explain the effect on this path of reversing the current in the coils.  .. .. . [2]  [total: 9]",
+            "18": "18 0625/33/o/n/13 \u00a9 ucles 2013for examiner\u2019s use11 in a laboratory at a nuclear power station, a radiation detector is connected to a computer.  the readings recorded are displayed on the computer screen.  the detector is switched on. ten minutes later, at time t = 10 minutes, a small sample of radioactive material is removed from a nuclear reactor and placed near to the detector. readings are recorded for a further 40 minutes. fig. 11.1 shows the display. 0 0 1 02 03 04 05 0102030405060708090 time t / minutescount-rate counts  / minute fig. 11.1  (a) use fig. 11.1 to determine the background count-rate in the laboratory.   background count-rate =  . [1]  (b) use fig. 11.1 to determine the count-rate due to the radioactive sample   (i) at t = 10 minutes,  count-rate due to sample =  ..   (ii) at t = 19 minutes.  count-rate due to sample =  ..  [2]",
+            "19": "19 0625/33/o/n/13 \u00a9 ucles 2013for examiner\u2019s use (c) use the values obtained in (b) to estimate the half-life of the radioactive sample.  half-life =  . [2]  [total: 5]",
+            "20": "20 0625/33/o/n/13 \u00a9 ucles 2013permission 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.blank page"
+        },
+        "0625_w13_qp_51.pdf": {
+            "1": "this document consists of 9 printed pages and 3 blank pages. dc (leg/sw) 65805/7 \u00a9 ucles 2013 [turn overuniversity of cambridge international examinations international general certificate of secondary education *2655477732* physics 0625/51 paper 5  practical test october/november 2013  1 hour 15 minutes candidates answer on the question paper. additional materials: as listed in the confidential instructions. read these instructions first write your centre number, candidate number and name in the spaces at the top of the page. write in dark blue or black pen.y ou may use a pencil for any diagrams, graphs or rough working.do not use staples, paper clips, highlighters, glue or correction fluid.do not write in any barcodes. answer all questions. electronic calculators may be used.y ou may lose marks if you do not show your working or if you do not use appropriate units. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question. for examiner\u2019s use 1 234 total",
+            "2": "2 0625/51/o/n/13 \u00a9 ucles 2013for examiner\u2019s use1 in this experiment, you will investigate the stretching of a spring.  carry out the following instructions, referring to fig. 1.1 and fig. 1.2. do not move the large  load that is on the bench. at the start of the experiment, the spring should not be attached to  the forcemeter. forcemeter spring load benchunstretched spring load benchclamp          fig. 1.1               fig. 1.2           (a) (i) measure the unstretched length l 0 of the spring  , in mm.  l 0 =  mm   (ii) on fig. 1.1, mark clearly the distance you have measured.   (iii) attach the spring to the forcemeter, as shown in fig. 1.2. the load must remain on  the bench.   (iv) gently raise the forcemeter until it reads 1.0 n. clamp the forcemeter in this position.    record the forcemeter reading f in table 1.1. measure, and record in the table, the  new length l of the spring.   (v) calculate the extension e of the spring using the equation e = (l \u2013 l0). record the  value of e in the table.",
+            "3": "3 0625/51/o/n/13 \u00a9 ucles 2013 [turn overfor examiner\u2019s use  (vi) repeat steps (iv) and (v) using forcemeter readings of 2.0 n, 3.0 n, 4.0 n and 5.0 n.  record all the readings and results in the table. table 1.1 f / n l / mm e / mm  [4]  (b) plot a graph of e / mm (y-axis) against f / n (x-axis).  [4]  (c) determine the gradient g of the graph. show clearly on the graph how you obtained the necessary information.  g =  . [2]  [total: 10]",
+            "4": "4 0625/51/o/n/13 \u00a9 ucles 2013for examiner\u2019s use2 in this experiment, you will investigate the cooling of a thermometer bulb.   carry out the following instructions, referring to figs. 2.1, 2.2 and 2.3. water waterclamp thermometerclampthermometer in position a  fig. 2.1 fig. 2.2 waterclampthermometer in position b fig. 2.3  place the thermometer in the beaker of hot water, as shown in fig. 2.1.  (a) (i) when the thermometer reading stops rising, record the temperature \u03b8h of the hot  water.  \u03b8h =  ..[1]   (ii) quickly move the thermometer until the thermometer bulb is in position a, just  above the beaker, as shown in fig. 2.2. immediately start the stopclock.   (iii) after 30 s, measure the temperature \u03b8 shown on the thermometer. record the time  t = 30 s and the temperature reading in table 2.1.   (iv) continue recording the time and temperature readings every 30 s until you have six sets of readings.",
+            "5": "5 0625/51/o/n/13 \u00a9 ucles 2013 [turn overfor examiner\u2019s usetable 2.1 position a position b t / \u03b8 / \u03b8 /  [5]  (b) complete the column headings in the table.  (c) replace the thermometer in the beaker of hot water. when the thermometer reading  stops rising, record the temperature \u03b8h.  \u03b8h =  ..[1]  (d) (i) quickly move the thermometer at least 10 cm away from the beaker to position b, as shown in fig. 2.3. immediately start the stopclock.   (ii) after 30 s, measure the temperature  \u03b8 shown on the thermometer. record the  temperature reading in table 2.1.   (iii) continue recording the temperature every 30 s until you have six readings.  (e) describe briefly a precaution that you took in order to make the temperature readings reliable.  .. ..[1]  (f) a scientist is using this experiment as part of research into convection currents of air  above hot water.   suggest two conditions that should be kept constant when this experiment is repeated. 1.  .. 2.  ..  [2]  [total: 10]",
+            "6": "6 0625/51/o/n/13 \u00a9 ucles 2013for examiner\u2019s use3 in this experiment, you will investigate the power of lamps in a circuit.  carry out the following instructions, referring to fig. 3.1. a vxlamp 1 lamp 2power supply lamp 3y fig. 3.1  (a) (i) 1.  switch on. measure and record the potential difference v1 across lamp 1 and  the current i in the circuit. switch off.  v1 =  ..  i =  ..  [2]    2. calculate the power p1 of lamp 1 using the equation p1 = iv1.  p1 =  ..[1]   (ii) 1.  disconnect the voltmeter and reconnect it to measure the potential difference  v2 across lamp 2. switch on to take the reading and then switch off.  v2 =  ..    2. calculate the power p2 of lamp 2 using the equation p2 = iv2.  p2 =  ..  [1]   (iii) 1.  disconnect the voltmeter and reconnect it to measure the potential difference v 3 across lamp 3. switch on to take the reading and then switch off.  v3 =  ..     2. calculate the power p3 of lamp 3 using the equation p3 = iv3.  p3 =  ..  [1]",
+            "7": "7 0625/51/o/n/13 \u00a9 ucles 2013 [turn overfor examiner\u2019s use  (iv) 1.   disconnect the voltmeter. reconnect the voltmeter to measure the potential  difference v across all three lamps. switch on to take the reading and then  switch off.  v =  ..    2. calculate the total power pt of the three lamps using the equation pt = iv.  pt =  ..  [1]  (b) a student suggests that pt should be equal to p1 + p2 + p3.   state whether your results support this suggestion and justify your answer by reference  to the results. statement  .justification  ... ..  [1]  (c) (i) draw a circuit diagram, similar to that in fig. 3.1, to show    \u0081 a variable resistor in series with the power supply,    \u0081 the three lamps in parallel with each other between x and y,    \u0081 the voltmeter connected to measure the potential difference across the lamps.    use standard symbols. y ou are not asked to set up this circuit.  [2]   (ii) state the purpose of the variable resistor in this circuit. .. .. .. [1]  [total: 10]",
+            "8": "8 0625/51/o/n/13 \u00a9 ucles 2013for examiner\u2019s use4 in this experiment, you will determine the focal length of a converging lens.  carry out the following instructions, referring to fig. 4.1. illuminated object lensscreenuv fig. 4.1  (a) place the lens a distance u = 30.0 cm from the illuminated object. move the screen until  a sharply focused image of the object is seen on the screen.   (i) measure the distance v between the centre of the lens and the screen.  v =  ..[1]   (ii) calculate uv.  uv =  ..   (iii) calculate (u + v ).  (u + v ) =  ..  [1]   (iv) calculate the focal length f of the lens using the equation f = uv (u + v).  f =  ..[1]",
+            "9": "9 0625/51/o/n/13 \u00a9 ucles 2013for examiner\u2019s use (b) repeat the steps in (a) using u = 40.0 cm.  v =  ..  uv =  ..  u  + v =  ..  f =  ..  [2]  (c) (i) check that u = 40.0 cm. carefully move the screen backwards and forwards to  obtain the range of v values for which the image is well focused.  range of v values = ... to ... [1]   (ii) from your results in parts (a) and (b), calculate an average value fav for the focal  length of the lens, giving your answer to a suitable number of significant figures for this experiment.  f av =  ..[2]   (iii) state two precautions that you could take in this experiment to obtain reliable results. 1.  ...  ..2.  ...  ..  [2]  [total: 10]",
+            "10": "10 0625/51/o/n/13 \u00a9 ucles 2013blank page",
+            "11": "11 0625/51/o/n/13 \u00a9 ucles 2013blank page",
+            "12": "12 0625/51/o/n/13 \u00a9 ucles 2013permission 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.blank page"
+        },
+        "0625_w13_qp_52.pdf": {
+            "1": "this document consists of 10 printed pages and 2 blank pages. dc (nf/jg) 65726/5 \u00a9 ucles 2013 [turn overuniversity of cambridge international examinations international general certificate of secondary education *5833808786* physics 0625/52 paper 5  practical test october/november 2013  1 hour 15 minutes candidates answer on the question paper. additional materials: as listed in the confidential instructions. read these instructions first write your centre number, candidate number and name in the spaces at the top of the page. write in dark blue or black pen.y ou may use a pencil for any diagrams, graphs or rough working.do not use staples, paper clips, highlighters, glue or correction fluid.do not write in any barcodes. answer all questions. electronic calculators may be used.y ou may lose marks if you do not show your working or if you do not use appropriate units. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question. for examiner\u2019s use 1 234 total",
+            "2": "2 0625/52/o/n/13 \u00a9 ucles 2013for examiner\u2019s use1 in this experiment, you will investigate pendulums.  carry out the following instructions, referring to figs. 1.1 and 1.2. l bob one complete oscillationclamp clamp  fig. 1.1 fig. 1.2  a pendulum has been set up for you.  (a) adjust the pendulum until its length l = 30.0 cm. the length l is measured to the centre  of the bob.  (b) displace the pendulum bob slightly from its vertical position and release it so that it  swings. measure and record in table 1.1 the time t for 20 complete oscillations of the  pendulum (see fig. 1.2).  (c) calculate the period t of the pendulum. the period is the time for one complete  oscillation.   record the value of t in the table.  (d) adjust the length of the pendulum until its length l = 60.0 cm. repeat steps (b) and (c). table 1.1 l / cm t / s t / s 30.0 60.0  [4]",
+            "3": "3 0625/52/o/n/13 \u00a9 ucles 2013 [turn overfor examiner\u2019s use (e) a student suggests that doubling the length l of the pendulum should double the  period t.   state whether your results support this suggestion and justify your answer by reference  to the results. statement  .justification  ... .. ..  [2]  (f) another student suggests that   l should be directly proportional to t2. the student plots  a graph of l against t2.   state two pieces of information from the graph that would indicate that l is directly  proportional to t2. 1.  ..2.  ..  [2]  (g) remove the pendulum and replace it with the other pendulum provided. this pendulum  has a mass that is double the mass of the first pendulum.   adjust the length of the pendulum until its length  l = 30.0 cm. repeat steps (b) and (c).  record the readings in table 1.2. table 1.2 l / cm t / s t / s 30.0  [1]  (h) suggest a conclusion about the effect of doubling the mass of the pendulum.  .. . [1]  [total: 10]",
+            "4": "4 0625/52/o/n/13 \u00a9 ucles 2013for examiner\u2019s use2 in this laboratory investigation, you will investigate the cooling of water by four different  methods.  y ou are provided with a supply of hot water.  experiment a (cooling with stirring).  (a) (i) pour approximately 200 cm3 of the hot water supplied into beaker 1. place the  thermometer in the beaker of water. when the thermometer reading stops rising,  record the temperature \u03b81.  \u03b81 =  ...   (ii) start the stopclock and stir the water for one minute. record the temperature \u03b82 of  the water.  \u03b82 =  ...   (iii) calculate the temperature difference ( \u03b81\u2013\u03b82).  ( \u03b81\u2013\u03b82) =  ..  [3]  experiment b (cooling with pouring).  (b) (i) empty beaker 1 . pour approximately 200 cm3 of the hot water supplied into  beaker 2. place the thermometer in the beaker of water. when the thermometer  reading stops rising, record the temperature \u03b83.  \u03b83 =  ...   (ii) remove the thermometer. carefully pour the water from beaker 2 into beaker 1.  pour the water back into beaker 2. repeat this process four times.   (iii) place the thermometer in the beaker of water. record the temperature \u03b84 of the  water.  \u03b84 =  ...   (iv) calculate the temperature difference ( \u03b83\u2013 \u03b84).  ( \u03b83\u2013 \u03b84) =  ...  [1]  experiment c (cooling with a lid) and experiment d (cooling without a lid). (c) (i) empty both beakers.   (ii) pour approximately 200 cm 3 of the hot water supplied into beaker 1 . place the  thermometer in the beaker of water. when the thermometer reading stops rising,  record the temperature  \u03b85.  \u03b85 =  ...",
+            "5": "5 0625/52/o/n/13 \u00a9 ucles 2013 [turn overfor examiner\u2019s use  (iii) pour approximately 200 cm3 of the hot water supplied into beaker 2. place the  thermometer in the beaker of water. when the thermometer reading stops rising,  measure the temperature \u03b86.  \u03b86 =  ...   (iv) place the lid on beaker 1. start the stopclock. allow both beakers to cool for  3 minutes.   (v) at the end of the 3 minute cooling period, record the temperature \u03b87 of the water in  beaker 1 and the temperature \u03b88 of the water in beaker 2.  \u03b87 =  ...  \u03b88 =  ...   (vi) calculate the temperature difference  (\u03b85\u2013 \u03b87).  ( \u03b85\u2013 \u03b87) =  ..   (vii) calculate the temperature difference  (\u03b86\u2013 \u03b88).  ( \u03b86\u2013 \u03b88) =  ...  [3]  (d) rank the experiments in order with the one that produced the greatest temperature drop first.    greatest temperature drop 1.  ..     2.  ..     3.  ..    smallest temperature drop 4.  ..  [1]  (e) if this laboratory investigation is to be repeated many times to check the results, suggest one condition that should be kept constant in order to provide reliable results.  . [1]  (f) a student complains that the investigation is not a fair comparison.   suggest one way in which the investigation could be made more fair.  .. . [1]  [total: 10]",
+            "6": "6 0625/52/o/n/13 \u00a9 ucles 2013for examiner\u2019s use3 in this experiment, you will investigate the resistance of a wire.  carry out the following instructions, referring to fig. 3.1 which shows the circuit that has  been set up for you. x va acbpower supply resistance wire metre rule fig. 3.1  y ou are provided with a length of resistance wire ab.  (a) (i) place the sliding contact c on the resistance wire ab at a distance x from a, where  x = 0.200 m.   (ii) record the value of x in table 3.1.   (iii) switch on. measure the potential difference v across the wire between a and c.  record the value of v in table 3.1.   (iv) measure the current i in the wire.   i =  .. [1]   (v) take the sliding contact away from the wire ab and switch off.   (vi) calculate the resistance r of the section ac of the wire using the equation r = v i.    record r in table 3.1. table 3.1 x / m v / v r / \u03c9  [3]",
+            "7": "7 0625/52/o/n/13 \u00a9 ucles 2013 [turn overfor examiner\u2019s use (b) repeat the steps in (a) with the sliding contact at distances x = 0.350 m, 0.500 m,  0.650 m and 0.800 m from a.  (c) plot a graph of r / \u03c9 ( y-axis) against x / m (x-axis).  [4]  (d) using your graph, determine the length l of the resistance wire necessary to make a  resistor of resistance 1.2 \u03c9. show clearly on your graph how you obtained the necessary  information.  l =  .. [1]  (e) predict the resistance z of 1.50 m of the resistance wire. show your working.  z  =  .. [1]  [total: 10]",
+            "8": "8 0625/52/o/n/13 \u00a9 ucles 2013for examiner\u2019s use4 in this experiment, you will determine the focal length of a converging lens.  carry out the following instructions, referring to fig. 4.1. illuminated object lensscreenuv fig. 4.1  (a) (i) place the lens a distance u = 20.0 cm from the illuminated object.    move the screen until a sharply focused image of the object is seen on the screen.  the screen and the illuminated object must now remain in the same positions during the experiment.   (ii) measure and record the distance v from the centre of the lens to the screen.  v  =  .. [1]   (iii) calculate the value of uv.  uv =  ...   (iv) calculate the value of ( u + v).  ( u + v) =  ..   (v) calculate a value f 1 for the focal length of the lens, using the equation f1 = uv (u + v ).  f1 =  ...  [2]  (b) (i) do not move the position of the screen or the illuminated object. move the lens  towards the screen until a smaller, sharply focused image of the object is seen on the screen.   (ii) measure and record the distance v  from the centre of the lens to the screen.  v  =  ...",
+            "9": "9 0625/52/o/n/13 \u00a9 ucles 2013 [turn overfor examiner\u2019s use  (iii) measure and record the distance u from the centre of the lens to the illuminated  object.  u  =  ...   (iv) calculate the value of uv.  uv =  ...   (v) calculate the value of ( u + v ).  ( u + v ) =  ...  [1]   (vi) calculate a second value f2 for the focal length of the lens, using the equation    f2 = uv (u + v ).  f2 =  .. [1]  (c) a student suggests that f1 should be equal to f2.   state whether your results support this suggestion and justify your answer by reference  to the results. statement  .justification  ... ..  [2]  (d) state two precautions that you could take in this experiment to obtain reliable results.1.  .. ..2.  .. ..  [2] question 4 continues on the next page",
+            "10": "10 0625/52/o/n/13 \u00a9 ucles 2013for examiner\u2019s use (e) sketch a diagram of the image seen in part (b).  [1]  [total: 10]",
+            "11": "11 0625/52/o/n/13 \u00a9 ucles 2013blank page",
+            "12": "12 0625/52/o/n/13 \u00a9 ucles 2013permission 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.blank page"
+        },
+        "0625_w13_qp_53.pdf": {
+            "1": "this document consists of 11 printed pages and 1 blank page. dc (cw/sw) 65166/4 \u00a9 ucles 2013 [turn overuniversity of cambridge international examinations international general certificate of secondary education *9471839755* physics 0625/53 paper 5 practical test october/november 2013  1 hour 15 minutes candidates answer on the question paper. additional materials: as listed in the confidential instructions. read these instructions first write your centre number, candidate number and name in the spaces at the top of the page. write in dark blue or black pen.y ou may use a pencil for any diagrams, graphs or rough working.do not use staples, paper clips, highlighters, glue or correction fluid.do not write in any barcodes. answer all questions. electronic calculators may be used.y ou may lose marks if you do not show your working or if you do not use appropriate units. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [ ] at the end of each question or part question. for examiner\u2019s use 1 234 total",
+            "2": "2 0625/53/o/n/13 \u00a9 ucles 2013for examiner\u2019s use1 in this experiment, you will measure the capacity of a drinks cup by three methods. the  capacity of a cup is the maximum volume of liquid that it will hold in normal use.  y ou have been supplied with a cup on which the maximum level max is marked both inside and out, as shown in fig. 1.1. do not fill the cup beyond this level. max fig. 1.1  (a) method 1  in method 1, the capacity v 1 is determined from the mass of water in the cup.   (i) fill the cup to the marked level with water.   (ii) place the cup, containing the water, on the balance.    read and record its mass m.  m =  ...g [1]   (iii) leave the water in the cup for the next experiment.   (iv) calculate a value for the capacity v1, using your reading from (a)(ii) and the    equation v1 = m \u03c1, where \u03c1 = 1.00 g / cm3.  v1 =  ..[2]  (b) method 2  in method 2, the capacity v 2 is measured directly from the volume of water in the cup.   (i) carefully tip the water into the measuring cylinder.   (ii) read and record the volume v2 of the water in the measuring cylinder.   v2 =  ..[1]",
+            "3": "3 0625/53/o/n/13 \u00a9 ucles 2013 [turn overfor examiner\u2019s use (c) method 3   in method 3, the capacity v3 is estimated using the average diameter of the cup and   considering the cup as an approximate cylinder. d1 d2hmax fig. 1.2   (i) measure and record the diameter d1 of the top of the cup, as shown in fig. 1.2.  d1 =    cm   (ii) measure and record the diameter d2 of the base of the cup.  d2 =    cm   (iii) measure and record the height h from the base to the marked level max.  h =    cm [1]   (iv) calculate the average diameter d using your readings from (c)(i) and (c)(ii), and    the equation d = (d1 + d2) 2.  d =  ..   (v) calculate an approximate value for the capacity v3, using your results from (c)(iii)  and (c)(iv) and the equation v3 = \u03c0d  2h 4.  v3 =  .. [2]",
+            "4": "4 0625/53/o/n/13 \u00a9 ucles 2013for examiner\u2019s use (d) state a possible practical source of inaccuracy in method 2 and a possible practical  source of inaccuracy in method 3. method 2  ..  ..method 3  .. .. [2]  (e) state an additional measurement which could be taken to give a more accurate result in  method 1.  .. ..[1] [total: 10]",
+            "5": "5 0625/53/o/n/13 \u00a9 ucles 2013 [turn overblank page",
+            "6": "6 0625/53/o/n/13 \u00a9 ucles 2013for examiner\u2019s use2 in this experiment, you will investigate methods of preventing loss of thermal energy.  y ou are provided with two beakers labelled a and b. beaker a has a layer of insulation.  do not remove this insulation. beaker b has a lid but no insulation. y ou are also provided with a supply of hot water.  carry out the following instructions, referring to fig. 2.1. water beaker a beaker bwaterinsulationthermometerclamp clamp lid fig. 2.1  (a) (i) pour approximately 200 cm3 of hot water into beaker a.   (ii) place the thermometer into the water. when the reading has stopped rising, measure the initial temperature of the hot water in the beaker and, at the same time, start the stopclock.    record this temperature at time t = 0 s in the first row of table 2.1.   (iii) measure, and record in the table, the temperature of the hot water at times t = 30 s,  60 s, 90 s, 120 s, 150 s and 180 s.   (iv) remove the lid from beaker b and pour approximately 200 cm 3 of hot water into the  beaker. replace the lid.   (v) repeat steps (a)(ii) and (a)(iii) for beaker b.",
+            "7": "7 0625/53/o/n/13 \u00a9 ucles 2013 [turn overfor examiner\u2019s use  (vi) complete the column headings and enter the values of t in the table. table 2.1 beaker a beaker b t / \u03b8 / \u03b8 /  [5]  (b) state from which beaker, if any, the rate of loss of thermal energy is the greater. justify  your answer by referring to your results.   beaker  justification  ...  .. .. [2]  (c) state one condition that should be controlled to ensure that the comparison between  beaker a and beaker b is a fair one.  .. ..[1]  (d) a student points out that the experiment does not test the effectiveness of insulation in  reducing thermal energy loss.   suggest a change to this experiment which could be made so that the effect of insulation  could be investigated. explain why this change would help. suggestion  ... ..explanation  .. .. .. [2] [total: 10]",
+            "8": "8 0625/53/o/n/13 \u00a9 ucles 2013for examiner\u2019s use3 in this experiment, you will investigate the current and potential difference in an electrical  circuit.  the circuit has been set up for you.  carry out the following instructions, referring to fig. 3.1. v acrocodile clippower supply fe d c b aresistance wire fig. 3.1  (a) (i) connect the crocodile clip to the resistance wire at the position labelled a.   (ii) switch on.    read and record in table 3.1, the potential difference v and the current i.    switch off.   (iii) repeat step (a)(ii) with the crocodile clip at positions b, c, d, e and f. table 3.1 position v / v i / a a bcd e f  [2]",
+            "9": "9 0625/53/o/n/13 \u00a9 ucles 2013 [turn overfor examiner\u2019s use (b) plot a graph of v / v (y-axis) against i / a (x-axis). [4]  (c) (i) determine the gradient m of the graph. show clearly on the graph how you obtained  the necessary information.  m  =  ..[2]   (ii) the gradient m is numerically equal to the resistance r of the power supply.    write down the resistance r to a suitable number of significant figures for this  experiment.   r =  ..[2] [total: 10]",
+            "10": "10 0625/53/o/n/13 \u00a9 ucles 2013for examiner\u2019s use4 in this experiment, you will investigate the reflection of light by a plane mirror.  carry out the following instructions, referring to fig. 4.1. c dl anbo eyeray-trace sheet _ fig. 4.1",
+            "11": "11 0625/53/o/n/13 \u00a9 ucles 2013 [turn overfor examiner\u2019s use (a) draw a line about 8 cm from the bottom of your ray-trace sheet. label this line ab.   mark a point n, near the centre of ab.   draw a normal to ab at point n. label the other end of this normal l.  (b) draw a line cd passing through n and at an angle  \u03b1 to ab where \u03b1 = 20\u00b0.   (c) place two pins p 1 and p2 some distance apart on line ln.   label the positions of p1 and p2.  (d) place the mirror on line cd and view the images of p1 and p2 from the direction   indicated by the eye in fig. 4.1.   place two pins p3 and p4 some distance apart so that the images of p1 and p2, and the  pins p3 and p4, all appear exactly one behind the other.   label the positions of p3 and p4.  (e) remove the mirror and the pins.   repeat steps (b), (c) and (d) for an angle \u03b1 = 30\u00b0, replacing pins p1 and p2 in their  original positions in step (c).  (f) remove the mirror and the pins.  (g) draw a line passing through the first p3 and p4 positions and reaching ab.  (h) measure, and record in table 4.1, the angle \u03b8 between this line and the normal nl.  (i) repeat steps (g) and (h) for the second set of p3 and p4 positions. table 4.1 \u03b1 / \u00b0 \u03b8 / \u00b0 20 30 [1]  (j) a student suggests that \u03b8 should always be equal to 2 \u03b1.   state whether your experimental results support this idea. justify your answer with  reference to the results. statement  . ..justification  ...  .. .. [2]",
+            "12": "12 0625/53/o/n/13 \u00a9 ucles 2013for examiner\u2019s use (k) suggest two precautions that could be taken to ensure accurate results from this  experiment. 1.  .. ..2.  .. .. [2]   tie your ray-trace sheet between pages 10 and 11.  [5] [total: 10] 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."
+        },
+        "0625_w13_qp_61.pdf": {
+            "1": "this document consists of 16 printed pages. dc (sjf/cgw) 66236/6 \u00a9 ucles 2013 [turn over *5477409816* physics 0625/61 paper 6  alternative to practical october/november 2013  1 hour candidates answer on the question paper. no additional materials are required. read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen.y ou may use a pencil for any diagrams or graphs.do not use staples, paper clips, highlighters, glue or correction fluid.do not write in any barcodes. answer all questions. electronic calculators may be used.y ou may lose marks if you do not show your working or if you do not use appropriate units. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question.university of cambridge international examinations international general certificate of secondary education",
+            "2": "2 0625/61/o/n/13 \u00a9 ucles 2013for examiner\u2019s use1 the igcse class is carrying out a moments experiment by balancing a metre rule on a small  pivot.  (a) a student has a small pivot and a metre rule.    explain briefly how the student finds the position of the centre of mass of the metre rule.  ..  .. ..[1]  (b) the student finds that the centre of mass is not in the middle of the rule but at the  50.2 cm mark.    explain what the student could do to prevent this from affecting her results.  ..  ..[1]  (c) the student places the metre rule on a pivot so that it balances.    she places a load p on one side of the metre rule at a distance x from the pivot. she  places another load q on the metre rule and adjusts the position of the load q so that  the rule balances, as shown in fig. 1.1. xy metre rule pivotpq fig. 1.1   the load q is a distance y from the pivot.   the readings are shown in table 1.1. table 1.1 weight of p / n weight of q / n x / y / 2.0 5.0 39.0 15.5   (i) complete the column headings in the table. [1]",
+            "3": "3 0625/61/o/n/13 \u00a9 ucles 2013 [turn overfor examiner\u2019s use  (ii) calculate the clockwise moment and the anticlockwise moment using the equation     moment of a force = force \u00d7 perpendicular distance to the pivot.  clockwise moment =  ..  anticlockwise moment =  .. [1]  (d) in practice, it is difficult to adjust the loads to make the rule balance exactly.    explain briefly how you would reduce the uncertainty in the position of q required for  exact balance. .. ..[1] [total: 5]",
+            "4": "4 0625/61/o/n/13 \u00a9 ucles 2013for examiner\u2019s use2 an igcse student is investigating the cooling of a thermometer bulb.   the apparatus used is shown in figs. 2.1, 2.2 and 2.3. clampclamp waterthermometer constant temperature water bathconstant temperaturewater baththermometerin position a water clamp constant temperaturewater baththermometerin position b waterfig. 2.1 fig. 2.2 fig. 2.3  (a) the student places the thermometer in the water bath, as shown in fig. 2.1. \u201310 0 10 20 30 40 50 60 70 80 90 100 110 \u00b0c fig. 2.4   write down the temperature \u03b8h of the water bath, shown on the thermometer in fig. 2.4.  \u03b8h =  . [1]",
+            "5": "5 0625/61/o/n/13 \u00a9 ucles 2013 [turn overfor examiner\u2019s use (b) the student moves the thermometer until the thermometer bulb is in position a above  the surface of the water, as shown in fig. 2.2. she starts a stopclock.  she records the  time and temperature readings every 30 s.    she replaces the thermometer in the water bath, still at temperature \u03b8h.   she then moves the thermometer to position b, as shown in fig. 2.3. she records the  time and temperature readings every 30 s.   all the readings are shown in table 2.1. table 2.1 position a position b  t / \u03b8 / \u03b8 / 30 79 66 60 74 42 90 70 29 120 66 27 150 61 26 180 56 26   (i) complete the column headings in the table. [1]   (ii) state in which position, a or b, the thermometer has the greater rate of cooling in  the first 30 s.   position  ..   (iii) explain briefly how you reached this conclusion.  .. .. .. [1]   (iv) calculate the temperature difference from 30 s to 180 s for each set of readings.  temperature difference for position a =  ..  temperature difference for position b =  .. [1]   (v) estimate room temperature  \u03b8r.  \u03b8r =  . [1]",
+            "6": "6 0625/61/o/n/13 \u00a9 ucles 2013for examiner\u2019s use (c) describe briefly a precaution you would take to make the temperature readings reliable.  .. ..[1]  (d) a scientist is using this experiment as part of research into convection currents above  hot water.   suggest two conditions that should be kept constant when this experiment is repeated. 1.  .. 2.  .. [2] [total: 8]",
+            "7": "7 0625/61/o/n/13 \u00a9 ucles 2013 [turn overquestion 3 begins on page 8.",
+            "8": "8 0625/61/o/n/13 \u00a9 ucles 2013for examiner\u2019s use3 the igcse class is investigating the power of lamps in a circuit.  fig. 3.1 shows the circuit used. a vlamp 1pqlamp 2power supply lamp 3 fig. 3.1  (a) a student measures the potential difference v1 across lamp 1 and the current i in the  circuit. the meters are shown in fig. 3.2. 01 01 92 837465 v0 1.00.2 0.80.4 0.6 a fig. 3.2   (i) write down the readings shown on the meters in fig. 3.2.   v1 =  ..  i =  ..    (ii) calculate the power p1 of lamp 1 using the equation p1 = iv1.  p1 =  .. ",
+            "9": "9 0625/61/o/n/13 \u00a9 ucles 2013 [turn overfor examiner\u2019s use  (iii) the student reconnects the voltmeter to measure the potential difference v2 across  lamp 2 and then v3 across lamp 3.     write down the readings shown on the meters in figs. 3.3 and 3.4. 01 01 92 837465 v01 01 92 837465 v  fig. 3.3 fig. 3.4  v2 =  .  v3 =  ...   (iv) calculate the power for each lamp using the equation p = iv.    p2 =  ..  p3 =  .. [3]   (v) calculate the total power pt for the three lamps using the equation pt = p1 + p2 + p3.  pt =  . [1]  (b) the student connects the voltmeter across the three lamps and records the potential  difference. he calculates the power p.  1.61 w p  =  ..   another student suggests that pt should be equal to p.    state whether the results support this suggestion and justify your answer by reference  to the results. statement  .justification  ... .. [2]",
+            "10": "10 0625/61/o/n/13 \u00a9 ucles 2013for examiner\u2019s use (c) (i) draw a circuit diagram, similar to that in fig. 3.1,  to show:    \u0081 a variable resistor in series with the power supply,     \u0081 three lamps in parallel with each other between p and q,   \u0081 a voltmeter connected to measure the potential difference across the lamps.    use standard symbols.  [2]   (ii)  state the purpose of the variable resistor in this circuit.  .. .. [1] [total: 9]",
+            "11": "11 0625/61/o/n/13 \u00a9 ucles 2013 [turn overquestion 4 begins on page 12.",
+            "12": "12 0625/61/o/n/13 \u00a9 ucles 2013for examiner\u2019s use4 the igcse class is determining the focal length of a converging lens.  fig. 4.1 shows the apparatus used to produce an image on the screen. illuminated object lensscreenuv fig. 4.1  (a) (i) on fig. 4.1, measure the distance u  between the illuminated object and the centre  of the lens.   u =  ..   (ii) on fig. 4.1, measure the distance v between the centre of the lens and the screen.  v =  .. [2]  (b) (i) calculate uv.  uv =  ..   (ii) calculate u + v.  u + v =  ..   [1]   (iii) calculate x using the equation x = uv (u + v).  x =  . [1]  (c) fig. 4.1 is drawn 1/10th of actual size. the focal length f of the lens is given by the  equation f = 10x.    calculate a value for the focal length f of the lens, giving your answer to a suitable  number of significant figures for this experiment.  f =  . [2]",
+            "13": "13 0625/61/o/n/13 \u00a9 ucles 2013 [turn overfor examiner\u2019s use (d) a student carrying out this experiment changes the position of the lens and then moves  the screen to produce a well-focused image.    she records the distance v between the centre of the lens and the screen as v = 18.2 cm.  she finds it difficult to decide the exact point at which the image is sharpest.    suggest a range of v values for which the image may appear well-focused.   range of v values = ... to ... [1]  (e) state two precautions that you could take in this experiment to obtain reliable results. 1.  .. ..2.  .. .. [2] [total: 9]",
+            "14": "14 0625/61/o/n/13 \u00a9 ucles 2013for examiner\u2019s use5 the igcse class is investigating the stretching of a spring.  fig. 5.1 shows the apparatus. forcemeter spring l 0 load benchn 1050 fig. 5.1  (a) on fig. 5.1, measure the unstretched length l 0 of the spring, in mm.  l 0 =  ...mm [1]  (b) a student hangs the spring on the forcemeter with the load attached to the bottom of the  spring, as shown in fig. 5.1. the load remains on the bench.    he gently raises the forcemeter until it reads 1.0 n. he measures the new length l of the  spring. he repeats the procedure using a range of forcemeter readings. the readings  are recorded in table 5.1.",
+            "15": "15 0625/61/o/n/13 \u00a9 ucles 2013 [turn overfor examiner\u2019s usetable 5.1 f / n l / mm e / mm 1.0 67 2.0 773.0 914.0 1055.0 115     (i) calculate the extension e of the spring, for each set of readings, using the equation  e = (l  \u2013 l  0 ). record the values of e in table 5.1. [1]   (ii) plot a graph of e / mm (y-axis) against f / n (x-axis). [5]",
+            "16": "16 0625/61/o/n/13 \u00a9 ucles 2013for examiner\u2019s use  (iii) determine the gradient g of the graph. show clearly on the graph how you obtained  the necessary information.  g =  . [2] [total: 9] 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."
+        },
+        "0625_w13_qp_62.pdf": {
+            "1": "this document consists of 12 printed pages and 4 blank pages. dc (cw/cgw) 66361/5 \u00a9 ucles 2013 [turn overuniversity of cambridge international examinations international general certificate of secondary education *2371989261* physics 0625/62 paper 6 alternative to practical october/november 2013  1 hour candidates answer on the question paper. no additional materials are required. read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen.y ou may use a pencil for any diagrams or graphs.do not use staples, paper clips, highlighters, glue or correction fluid.do not write in any barcodes. answer all questions.electronic calculators may be used. y ou may lose marks if you do not show your working or if you do not use appropriate units. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question.",
+            "2": "2 0625/62/o/n/13 \u00a9 ucles 2013for examiner\u2019s use1 the igcse class is investigating pendulums.  the apparatus is shown in figs. 1.1 and 1.2. l bob one complete oscillationclamp clamp  fig. 1.1 fig. 1.2  (a) (i) on fig. 1.1, measure the length l of the pendulum.  l =  ..[1]   (ii) the pendulum is drawn 1/10th of actual size.    write the actual length of the pendulum in the first row of table 1.1.  (b) a student displaces the pendulum bob slightly and releases it so that it swings.   fig. 1.2 shows one complete oscillation of the pendulum bob.   the student uses a stopwatch to record the time t for 20 complete oscillations of the  pendulum. the reading is recorded in the table.   (i) calculate the period t of the pendulum. the period is the time for one complete  oscillation.    record the value of t in table 1.1.   (ii) complete the column headings in the table. table 1.1 l / cm t / t / 22.4 61.9 31.6 1.58 [3]",
+            "3": "3 0625/62/o/n/13 \u00a9 ucles 2013 [turn overfor examiner\u2019s use (c) the student adjusts the length of the pendulum until its length l = 61.9 cm. he repeats  the procedure in (b) and calculates t. the results are shown in table 1.1.   the student suggests that doubling the length l of the pendulum should double the  period t.   state whether the results support this suggestion and justify your answer by reference  to the results. statement  .justification  ... ..  [2]  (d) the student repeats the procedure in (b) four more times with different lengths of the  pendulum.   the student plots a graph of l against t     2.   state two pieces of information from the graph that would indicate that l is directly  proportional to t    2. 1.  ..2.  .. [2]  (e) the student uses another pendulum.   this pendulum has a mass that is double the mass of the first pendulum. its length is  61.9 cm. the period t = 1.61 s.   suggest a conclusion about the effect of doubling the mass of the pendulum.  .. ..[1] [total: 9]",
+            "4": "4 0625/62/o/n/13 \u00a9 ucles 2013for examiner\u2019s use2 the igcse class is investigating the cooling of water.  a student cools some water by four different methods.  experiment a (cooling with stirring)  (a) the student pours approximately 200 cm3 of hot water into a beaker.   she measures the temperature \u03b81. fig. 2.1 shows the thermometer. \u201310 0 10 20 30 40 50 60 70 80 90 100 110 \u00b0c fig. 2.1   write down the temperature \u03b81 shown on the thermometer in fig. 2.1.  \u03b81 =  ..[1]  (b) the student stirs the water for one minute. she then records the temperature \u03b82 of the  water. \u201310 0 10 20 30 40 50 60 70 80 90 100 110 \u00b0c fig. 2.2   (i) write down the temperature \u03b82 shown on the thermometer in fig. 2.2.  \u03b82 =  ..   (ii) calculate the temperature difference ( \u03b81 \u2013 \u03b82).  ( \u03b81 \u2013 \u03b82) =  ..  [1]  experiment b (cooling with pouring)  (c) the student starts again with approximately 200 cm3 of hot water at the same initial  temperature \u03b81.   she carefully pours the water from the beaker into another beaker. she pours the water  back into the first beaker. she repeats this process four times.   she measures the temperature \u03b83 of the water. fig. 2.3 shows this temperature. \u201310 0 10 20 30 40 50 60 70 80 90 100 110 \u00b0c fig. 2.3",
+            "5": "5 0625/62/o/n/13 \u00a9 ucles 2013 [turn overfor examiner\u2019s use  (i) write down the temperature \u03b83 shown on the thermometer in fig. 2.3.  \u03b83 =  ..   (ii) calculate the temperature difference ( \u03b81 \u2013 \u03b83).  ( \u03b81 \u2013 \u03b83) =  .. [1]  experiment c (cooling with a lid) and experiment d (cooling without a lid)  (d) the student pours approximately 200 cm3 of the hot water into each of two beakers. the  initial temperature of the water in each beaker is \u03b81.   she places a lid on one of the beakers. she allows both beakers to cool for 5 minutes.  at the end of the cooling period, she calculates the temperature differences. 11\u00b0c  temperature difference of c (with a lid) =  .. 31\u00b0c  temperature difference of d (without a lid) =  ..  rank the experiments a, b, c and d in order, with the one that produced the greatest  temperature drop first.   greatest temperature drop 1.  2.  3.   smallest temperature drop 4.   [1]  (e) if this laboratory investigation is to be repeated many times to check the results, suggest two conditions that should be kept constant in order to provide reliable results. 1.  ..2.  .. [2]  (f) a student complains that the investigation is not a fair comparison.   suggest one way in which the investigation could be more fair.  .. ..[1] [total: 7]",
+            "6": "6 0625/62/o/n/13 \u00a9 ucles 2013for examiner\u2019s use3 the igcse class is investigating the resistance of a wire.  the circuit used is shown in fig. 3.1. x va acbpower supply resistance wire fig. 3.1  (a) a student places the sliding contact c on the resistance wire ab at a distance x from a,  where x = 0.200 m.   (i) he measures the current i in the wire. fig. 3.2 shows the ammeter. 0 1.00.8 0.20.6 0.4 a fig. 3.2    record the value of i.  i =  ..[1]   (ii) the student measures the potential difference v across the wire between a and c.  fig. 3.3 shows the voltmeter. 0.0 2.01.8 0.21.6 0.41.4 0.61.2 0.81.0 v fig. 3.3    in the first row of table 3.1 record the value of v.",
+            "7": "7 0625/62/o/n/13 \u00a9 ucles 2013 [turn overfor examiner\u2019s use  (iii) calculate the resistance r of the section ac  of the wire using the equation r = v i.    record r in the first row of the table. table 3.1 x / m v / v r / \u03c9 0.200 0.350 0.80 2.670.500 1.00 3.330.650 1.25 4.170.800 1.60 5.33 [2]  (b) the student records the voltmeter readings using a range of x values. the readings are  shown in table 3.1.   plot a graph of r / \u03c9 (y-axis) against x / m (x-axis). [5]",
+            "8": "8 0625/62/o/n/13 \u00a9 ucles 2013for examiner\u2019s use (c) using your graph, determine the length l of the resistance wire necessary to make  a resistor of resistance 1.20 \u03c9. show clearly on your graph how you obtained the  necessary information.  l =  ..[1]  (d) predict the resistance z of 1.50 m of the resistance wire. show your working.  z =  ..[1]  [total: 10]",
+            "9": "9 0625/62/o/n/13 \u00a9 ucles 2013 [turn overblank page",
+            "10": "10 0625/62/o/n/13 \u00a9 ucles 2013for examiner\u2019s use4 the igcse class is determining the focal length of a converging lens.  fig. 4.1 shows the apparatus. illuminated object lensscreenuv fig. 4.1  (a) (i) on fig. 4.1, measure and record the distance u, in mm, between the illuminated  object and the lens.  u =  ... mm   (ii) measure and record the distance v, in mm, from the centre of the lens to the image  on the screen.  v =  ... mm [1]   (iii) calculate the value of uv.  uv =  ..   (iv) calculate the value of ( u + v  ).  ( u + v  ) =  ..   (v) calculate a value f1 for the focal length of the lens, using the equation f1 = uv (u + v  ).  f1 =  .. [2]  (b) a student does not move the position of the screen or the illuminated object. she moves the lens towards the screen until a smaller, sharply focused image of the object is seen on the screen.   the new values of u and v are 42 mm u = ...  25 mm v = ...   (i) calculate the value of uv.  uv =  ..   (ii) calculate the value of ( u + v  ).  ( u + v  ) =  ..",
+            "11": "11 0625/62/o/n/13 \u00a9 ucles 2013 [turn overfor examiner\u2019s use  (iii) calculate a second value f2 for the focal length of the lens, using the equation     f2 = uv (u + v  ).  f2 =  .. [1]  (c) a student suggests that f1 should be equal to f2.   state whether the results support this suggestion. justify your answer by reference to  the results. statement  .justification  ... ..  [2]  (d) state two precautions that you could take in this experiment to obtain reliable results.1.  .. ..2.  .. .. [2]  (e) the illuminated object is triangular, as shown in fig. 4.2. fig. 4.2   sketch the image you would see on the screen. [1]  [total: 9]",
+            "12": "12 0625/62/o/n/13 \u00a9 ucles 2013for examiner\u2019s use5 the igcse class is investigating pressure.  a student places a rectangular block on a sheet of paper on the bench and draws the outline.   fig. 5.1 shows the outline. x y fig. 5.1  (a) (i) on fig. 5.1, measure the length x of the block.  x =  ..[1]   (ii) on fig. 5.1, measure the width y of the block.  y =  ..[1]  (b) fig. 5.2 shows the block being weighed using a forcemeter.    (i) using fig. 5.2, write down the weight w of the block.  w =  ..[1]",
+            "13": "13 0625/62/o/n/13 \u00a9 ucles 2013for examiner\u2019s use forcemetern 100 fig. 5.2   (ii) calculate the pressure p that the block exerts on the bench. use the equation    p  = w a where a is the area of the block in contact with the bench ( a = xy  ).  p =  .. [1]  (c) the value calculated for p is slightly too small.   suggest one practical source of inaccuracy that would account for this.  ..  ..[1]  [total: 5]",
+            "14": "14 0625/62/o/n/13 \u00a9 ucles 2013blank page",
+            "15": "15 0625/62/o/n/13 \u00a9 ucles 2013blank page",
+            "16": "16 0625/62/o/n/13 \u00a9 ucles 2013blank page permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the publisher will be pleased to make amends at the earliest possible opportunity. 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."
+        },
+        "0625_w13_qp_63.pdf": {
+            "1": "this document consists of 14 printed pages and 2 blank pages. dc (nf/sw) 65303/5 \u00a9 ucles 2013 [turn overuniversity of cambridge international examinations international general certificate of secondary education *4598864690* physics 0625/63 paper 6  alternative to practical october/november 2013  1 hour candidates answer on the question paper. no additional materials are required. read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen.y ou may use a pencil for any diagrams or graphs.do not use staples, paper clips, highlighters, glue or correction fluid.do not write in any barcodes. answer all questions. electronic calculators may be used.y ou may lose marks if you do not show your working or if you do not use appropriate units. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [ ] at the end of each question or part question.",
+            "2": "2 0625/63/o/n/13 \u00a9 ucles 2013for examiner\u2019s use1 an igcse student is measuring the capacity of a drinks cup by three methods.  the capacity of a cup is the maximum volume of liquid that it will hold in normal use. this  maximum level is marked on the cup, as shown in fig. 1.1. max g  fig. 1.1 fig. 1.2  (a) method 1  in method 1, the capacity v 1 is determined from the mass of water in the cup.   (i) the cup is filled to the marked level with water.  it is then placed on the balance, as shown in fig. 1.2.    read and record its mass m.  m =  .. [1]   (ii) calculate a value for the capacity v 1, using your reading from (a)(i) and the equation     v1 = m \u03c1, where \u03c1 = 1.00 g / cm3.  v1 =  .. [2]",
+            "3": "3 0625/63/o/n/13 \u00a9 ucles 2013 [turn overfor examiner\u2019s use (b) method 2   in method 2, the capacity v2 is measured directly from the volume of water in the cup.   the cup is filled to the marked level and the water is tipped into a measuring cylinder, as  shown in fig. 1.3. 255075100125150175200225250cm3 measuring cylinder fig. 1.3   read and record the volume  v2 of water in the measuring cylinder.  v2 =  .. [1]",
+            "4": "4 0625/63/o/n/13 \u00a9 ucles 2013for examiner\u2019s use (c) method 3   in method 3, the capacity v3 is calculated by considering the cup as a cylinder, using  the average diameter of the cup and an approximate equation. d1 d2hmax fig. 1.4   (i) on fig. 1.4, measure and record the diameter d1 of the top of the cup.  d1 =  .. cm   (ii) on fig. 1.4, measure and record the diameter d2 of the base of the cup.  d2 =  .. cm   (iii) on fig. 1.4, measure and record the height h  from the base to the marked level  max.  h =  .. cm  [1]    (iv) calculate the average diameter d using your readings from (c)(i) and (c)(ii), and    the equation d = (d1 + d2) 2.  d =  ...",
+            "5": "5 0625/63/o/n/13 \u00a9 ucles 2013 [turn overfor examiner\u2019s use  (v) calculate a value for the capacity v3, using your results from (c)(iii) and (c)(iv)      and the equation v3 = \u03c0d2h 4.  v3 =  ...  [2]  (d) state a possible practical source of inaccuracy in method 2 and a possible practical  source of inaccuracy in method 3. method 2  ..  ..method 3  .. ..  [2]  (e) state an additional measurement which could be taken to give a more accurate result in  method 1.  .. . [1]  [total: 10]",
+            "6": "6 0625/63/o/n/13 \u00a9 ucles 2013for examiner\u2019s use2 an igcse student is investigating methods of preventing loss of thermal energy.  the student is using two beakers labelled a and b, as shown in fig. 2.1. hot water beaker a beaker binsulationthermometer thermometer lid\u201310 0 10 20 30 40 50 60 70 80 90 100 110 \u00b0c \u201310 0 10 20 30 40 50 60 70 80 90 100 110 \u00b0c fig. 2.1  beaker a has a layer of insulation and beaker b has a lid but no insulation.  the beakers contain hot water at the start of the experiment. the initial temperatures are as   shown in fig. 2.1.  (a) read, and record in the first row of table 2.1, the temperatures of the water in beakers  a and b at time t = 0. [1]  (b) the temperatures of the hot water after 30 s, 60 s, 90 s, 120 s, 150 s and 180 s are shown in table 2.1.   complete the column headings and enter the values of t in the table.  [2]",
+            "7": "7 0625/63/o/n/13 \u00a9 ucles 2013 [turn overfor examiner\u2019s usetable 2.1 beaker a beaker 8 t / \u03b8 / \u03b8 / 85.0 87.0 83.5 85.582.0 84.581.0 84.079.5 83.078.5 82.5  (c) state from which beaker, if either, the rate of loss of thermal energy is the greater. justify  your answer by referring to the results. beaker justification  ... .. ..  [2]  (d) state one condition that should be controlled to ensure that the comparison between  beaker a and beaker b is a fair one.  .. . [1]",
+            "8": "8 0625/63/o/n/13 \u00a9 ucles 2013for examiner\u2019s use (e) a student points out that the experiment does not test the effectiveness of insulation in  reducing thermal energy loss.   suggest a change to this experiment which could be made so that the effect of insulation  could be investigated. explain why this change would help. suggestion  ... ..explanation  .. .. ..  [2]  [total: 8]",
+            "9": "9 0625/63/o/n/13 \u00a9 ucles 2013 [turn overblank page",
+            "10": "10 0625/63/o/n/13 \u00a9 ucles 2013for examiner\u2019s use3 igcse students are investigating the current and potential difference in an electrical circuit.  the circuit is shown in fig. 3.1. a crocodile clippower supply fxy ed c b a resistance wire fig. 3.1  (a) the potential difference across part of the resistance wire, and the current in the circuit  are to be measured.   on fig. 3.1, use an appropriate circuit symbol to draw a voltmeter connected to measure  the potential difference between x and y.  [1]  (b) the crocodile clip is connected in turn to the resistance wire at points a , b, c, d, e and f .   the potential difference v and current i are measured for each position and recorded in  table 3.1. table 3.1 position v / v i / a a 1.3 0.20 b 1.2 0.35 c 1.1 0.46 d 0.9 0.74 e 0.8 0.87 f 0.6 1.13",
+            "11": "11 0625/63/o/n/13 \u00a9 ucles 2013 [turn overfor examiner\u2019s use  (i) plot a graph of v / v (y-axis) against i / a (x-axis).  [4]   (ii) determine the gradient m of the graph. show clearly on the graph how you obtained  the necessary information.  m  =  ..  [2]   (iii) the gradient m is numerically equal to the resistance r of the power supply.    write down the resistance r to a number of significant figures suitable for this  experiment.  r =  ..  [2]  [total: 9]",
+            "12": "12 0625/63/o/n/13 \u00a9 ucles 2013for examiner\u2019s use4 an igcse class is investigating the reflection of light by a plane mirror.  one student\u2019s ray-trace sheet is shown in fig. 4.1. c d fe anp5p3p4 p6 beyeray-trace sheet _ fig. 4.1  (a) in the first part of the experiment, a plane mirror is to be placed on line cd.   (i) draw a normal to ab at point n, towards the top of the page. label the other end of  this normal l.   (ii) two pins p1 and p2 are placed on line ln. label suitable positions for p1 and p2.  [1]",
+            "13": "13 0625/63/o/n/13 \u00a9 ucles 2013 [turn overfor examiner\u2019s use (b) the mirror is placed on line cd and the images of p1 and p2 are viewed from the  direction indicated by the eye in fig. 4.1.   two pins p3 and p4 are placed so that the images of p1 and p2, and the pin p3 all  appear exactly in line with p4.   (i) draw a line passing through p3 and p4 and reaching ab.   (ii) measure the angle \u03b8 between this line and the normal nl. record this value in  table 4.1. [1]  (c) the mirror is then moved to line ef and pins p5 and p6 are placed in line with the new  images.   repeat steps (b)(i) and (b)(ii) using the new mirror line and pin positions. [1] table 4.1 \u03b1 / \u00b0 \u03b8 / \u00b0 mirror on cd 20 mirror on ef 30  [1]  (d) a student suggests that \u03b8 should always be equal to 2 \u03b1.   state whether the experimental results support this idea. justify your answer with  reference to the results. statement  . ..justification  ...    .. ..  [2]  (e) suggest two precautions that could be taken to ensure accurate results from this  experiment. 1.  .. ..2.  .. ..  [2]  [total: 8]",
+            "14": "14 0625/63/o/n/13 \u00a9 ucles 2013for examiner\u2019s use5 two igcse students are investigating the melting of ice cubes in water.  they are dropping ice cubes into hot water at different temperatures and measuring the time  taken for the cubes to melt.  this is a page from one student\u2019s notebook. temperature 20 \u00b0c \u2013 time 216 seconds temperature 40 \u2013 time 95 sec temperature 60 \u00b0c \u2013 time 72 seconds temperature 30 \u2013 time 180 temperature 50 \u2013 time 108 seconds  (a) in the space below, draw a suitable table. enter the readings in such a way that it is easier to see a pattern from them.  [2]",
+            "15": "15 0625/63/o/n/13 \u00a9 ucles 2013for examiner\u2019s use (b) it appears that one of the readings does not fit the general pattern.   (i) at which temperature does this occur?  temperature  . [1]   (ii) suggest what the student might do next with the data to show more clearly that this  reading does not fit the general pattern.    explain how this would help to make it more clear. suggestion   ..explanation  ... ..  [2]  [total: 5]",
+            "16": "16 0625/63/o/n/13 \u00a9 ucles 2013permission 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.blank page"
+        }
+    },
+    "2014": {
+        "0625_s14_qp_11.pdf": {
+            "1": "  the syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificat e.  this document consists of 18 printed pages and 2 blank pages.  ib14 06_0625_11/7rp  \u00a9 ucles 2014 [turn over       *7061813147* cambridge international examinations  cambridge international general certificate of secondary education       physics 0625/11     paper 1  multiple choice  may/june 2014     45 minutes    additional materials: multiple choice answer sheet   soft clean eraser   soft pencil (type b or hb recommended)       read these instructions first    write in soft pencil.  do not use staples, paper clips, glue or correction fluid. write your name, centre number and candidate number on the answer sheet in the spaces provided  unless this has been done for you.  do not  write in any barcodes.   there are forty  questions on this paper. answer all questions. for each question there are four possible  answers a, b, c and d.   choose the one you consider correct and record your choice in soft pencil  on the separate answer sheet.    read the instructions on the answer sheet very carefully.   each correct answer will score one mark. a mark will not be deducted for a wrong answer. any rough working should be done in this booklet. electronic calculators may be used.   ",
+            "2": "2  \u00a9 ucles 2014 0625/11/m/j/14  1 a student wishes to measure accurately the volume of approximately 40 cm3 of water. she has  two measuring cylinders, a larger one that can hold 100  cm3, and a smaller one that can hold  50  cm3. the water forms a meniscus where it touches the glass.    top of meniscus bottom of meniscus     which cylinder should the student use and which water level should she use to ensure an  accurate result?     cylinder water level  a larger one bottom of meniscus  b larger one top of meniscus  c smaller one bottom of meniscus  d smaller one top of meniscus    2 which distance  / time graph represents the motion of an object moving at constant speed?    a 0 0distance timeb 0 0distance time c 0 0distance timed 0 0distance time    ",
+            "3": "3  \u00a9 ucles 2014 0625/11/m/j/14 [turn over  3 the graph shows how the speed of a car changes with time.    014 02 4 time  / sspeed m / s     which calculation gives the distance travelled by the car in 24 seconds?  a m2414\uf8f7 \uf8f8\uf8f6\uf8ec \uf8ed\uf8eb  b m1424\uf8f7 \uf8f8\uf8f6\uf8ec \uf8ed\uf8eb  c  m 21424     \uf8f7 \uf8f8\uf8f6\uf8ec \uf8ed\uf8eb \u00d7  d ) ( 1424   \u00d7 m     4 which instrument is used to compare the masses of objects?  a a balance  b a barometer  c a manometer  d a measuring cylinder    5 a liquid has a volume of 100  cm3 and a mass of 85  g.     the density of water is 1.0  g / cm3 .    how does the density of the liquid compare with the density of water?  a its density is higher than that of water.  b its density is lower than that of water.  c its density is the same as that of water.  d it is impossible to say with only this data.     ",
+            "4": "4  \u00a9 ucles 2014 0625/11/m/j/14  6 a plane lamina with centre of mass x touches the ground at point p.    which diagram shows the lamina in equilibrium?    pa pb p cp d 45\u00b0 45\u00b070\u00b0 20\u00b0 xxxx      ",
+            "5": "5  \u00a9 ucles 2014 0625/11/m/j/14 [turn over  7 a student adds weights to an elastic cord. he measures the length of the cord for each weight.    he then plots a graph from the results, as shown.    00 weight    what has he plotted on the vertical axis?  a measured length  b original length  c (measured length + original length)  d (measured length \u2013 original length)      8 which energy transfer takes place when a matchstick burns?  a chemical to thermal  b chemical to nuclear  c nuclear to chemical  d thermal to chemical      9 four cars are driven along a road.    the table shows the work done by the engine in  each car and the time taken by each car.    which engine produces the most power?     work done by  engine  / j time taken  / s  a 50  000 20  b 50  000 40  c 100  000 20  d 100  000 40    ",
+            "6": "6  \u00a9 ucles 2014 0625/11/m/j/14  10 which situation is an example of a force acting over a large area to produce a small pressure?  a a builder hammering a nail into a piece of wood  b a cook using a sharp knife to cut vegetables  c a nurse pushing a needle into a patient\u2019s arm  d a soldier marching in flat-soled boots      11 a student places four identical beakers on a bench.    two beakers contain salt water of density 1.1  g / cm3 and two beakers contain pure water of  density 1.0  g / cm3.    which beaker exerts the greatest pressure on the bench?    ab c d 150  cm3 of salt water100  cm3 of purewater150  cm3 of purewater100  cm3 of saltwater       12 a student places his thumb firmly on the outlet of a bicycle pump, to stop the air coming out.    direction of  motion  handle trappe d air      what happens to the pressure and what happens to the volume of the trapped air as the pump  handle is pushed in?     pressure volume  a decreases decreases  b decreases remains the same  c increases decreases  d increases remains the same    ",
+            "7": "7  \u00a9 ucles 2014 0625/11/m/j/14 [turn over  13 during evaporation, molecules escape rapidly from the surface of a liquid.    what happens to the average energy of the molecules of the remaining liquid and what happens  to the temperature of the remaining liquid?     average energy of  remaining molecules temperature of  remaining liquid  a decreases decreases  b decreases increases  c stays the same decreases  d stays the same increases      14 a telephone engineer connects a wire between two poles when the weather is very cold.  he makes the wire very loose. the wire passes over a road.    pole polevery loose wire     the weather changes and it becomes very hot.   what could happen to the wire and why?     what could happen why  a it breaks it contracts  b it breaks it expands  c it sags and touches  cars on the road it contracts  d it sags and touches  cars on the road it expands     ",
+            "8": "8  \u00a9 ucles 2014 0625/11/m/j/14  15 in an experiment, a thermometer is placed in a test-tube of hot liquid. the temperature of the  liquid is recorded every half minute. the table shows the results.    time  / minutes 0.0 0.5 1.0 1.5 2.0 2.5 3.0 3.5 4.0 4.5 5.0 5.5 6.0 6.5 7.0 7.5 temperature  / \u00b0c 73 65 59 55 55 55 51 48 45 42 40 38 36 35 34 33    what is the melting point of the substance?  a 0 \u00b0c b 33  \u00b0c c 55  \u00b0c d 73  \u00b0c     16 which statement about the transfer of thermal energy is correct?  a all metals conduct thermal energy equally well.  b convection can only occur in solids or liquids.  c convection occurs in liquids because hot liquid is more dense than cold liquid.  d the radiation that transfers thermal energy is a type of electromagnetic radiation.    17 the diagram shows a heater above a thermometer. the thermometer bulb is in the position  shown.    thermometerthermometer bulbairheater     which row shows how the heat energy from the heater reaches the thermometer bulb?     conduction convection radiation  a yes yes no  b yes no yes  c no yes no  d no no yes    ",
+            "9": "9  \u00a9 ucles 2014 0625/11/m/j/14 [turn over  18 scout p signals to scout q on the other side of a valley by using a mirror to reflect the sun\u2019s rays.    mirror scout p sun\u2019s  rays  scout q      which mirror position would allow the sun\u2019s rays to be reflected to scout q?    sun\u2019s rayssun\u2019s rayssun\u2019s rayssun\u2019s raysmirrora b c d        19 a small boat in a harbour is protected from waves on the sea by harbour walls.    seasea land sea small boat harbour harbour wallswaves     some waves can curve round the harbour walls and reach the boat.    what is the name of this effect?  a diffraction  b dispersion  c reflection  d refraction     ",
+            "10": "10  \u00a9 ucles 2014 0625/11/m/j/14  20 which list shows electromagnetic waves in order of increasing frequency?  a visible light, x-rays, \u03b3-rays  b visible light, \u03b3-rays, x-rays  c x-rays, \u03b3-rays, visible light  d \u03b3-rays, x-rays, visible light     21 which statement about a converging lens is not correct?  a a ray parallel to the principal axis of the lens is refracted through the principal focus.  b all rays of light refracted by the lens pass through the principal focus.  c the distance between the centre of the lens and the principal focus is the focal length.  d the principal focus of the lens is a point on the principal axis.     22 rays of light enter and leave a box.    ray 1 ray 2ray 1 ray 2     what could be inside the box to make the rays behave as shown?  a a converging lens  b a parallel-sided glass block  c a plane mirror  d a triangular prism     23 a boy blows a whistle that has a frequency of 10  000  hz. the boy\u2019s friend cannot hear the sound  from the whistle. the friend has normal hearing.    what could be a reason why he cannot hear the sound?  a the amplitude is too large.  b the amplitude is too small.  c the frequency is too high.  d the frequency is too low.     ",
+            "11": "11  \u00a9 ucles 2014 0625/11/m/j/14 [turn over  24 a lighted candle is placed in front of a loudspeaker that is making a loud, steady note. the candle  flame vibrates because of the sound wave.    candle flameloudspeaker     which type of waves are sound waves and in which direction does the flame vibrate?     type of wave direction of vibration  a longitudinal    b transverse    c longitudinal   d transverse      25 two iron nails hang from a bar magnet.    which diagram shows the magnetic poles induced in the nails?    a n n ns s sb n s ns n sc n n ss s nd n s ss n nbar magnet      ",
+            "12": "12  \u00a9 ucles 2014 0625/11/m/j/14  26 a steel magnet is placed inside a coil of wire. there is a large alternating current in the coil. the  magnet is slowly moved out of the coil to position p.    steel magnet moved out of coil 12 v a.c.pcoil of wire     how has the steel changed, if at all, when it reaches position p?  a it has become a stronger magnet.  b it has become demagnetised.  c the poles have changed ends.  d there has been no change.      27 a plastic rod and a dry cloth are uncharged.  the rod is now rubbed with the cloth and t hey both become charged. the rod becomes  negatively charged because some charged part icles move from the cloth to the rod.  what is the charge on the cloth and which particles moved in the charging process?   charge on  cloth particles that  moved  a negative electrons  b negative neutrons  c positive electrons  d positive neutrons    ",
+            "13": "13  \u00a9 ucles 2014 0625/11/m/j/14 [turn over  28 the diagram shows an incomplete circuit.    axy     four wires of different length and thickness are connected in turn between point x and point y.  all four wires are made of the same metal.    which wire will cause the greatest reading on the ammeter?  a long and thick  b long and thin  c short and thick  d short and thin     29 the diagram shows a circuit containing a battery, a lamp, a switch and another component x.  the switch is initially closed and the lamp is lit.  the switch is now opened and the lamp remains lit for several seconds before slowly going out.    component x    what is component x?  a a capacitor  b a light-dependent resistor  c a thermistor  d a variable resistor    ",
+            "14": "14  \u00a9 ucles 2014 0625/11/m/j/14  30 the diagram shows a circuit containing three lamps and three switches s 1, s2 and s 3.    lamp 1 lamp 2 lamp 3s1 s2 s3     lamp 1 and lamp 3 are lit, but lamp 2 is not lit.  which switch or switches is/are closed? a s 1 only  b s1 and s 2  c s1 and s 3  d s2 and s 3     31 the diagram shows part of an electric circuit.    12 v 0 vv     the light falling on the light-dependent resistor (ldr) increases in brightness.  what happens to the resistance of the ldr and what happens to the reading on the voltmeter?    resistance of  ldr reading on  voltmeter  a decreases decreases  b decreases increases  c increases decreases  d increases increases    ",
+            "15": "15  \u00a9 ucles 2014 0625/11/m/j/14 [turn over  32 which labelled component in the circuit shown controls the brightness of lamp x?    v a b  dcx      33 an appliance is connected to a mains supply. its circuit also contains a switch and a fuse.    which circuit shows the fuse in the correct position?    live neutralappliance live neutralappliance live neutralappliance live neutralapplianceab cd     ",
+            "16": "16  \u00a9 ucles 2014 0625/11/m/j/14  34 an electric current is passed through a coil of wire.    coil of wire    which diagram shows the shape of the magnetic field produced in the middle of the coil?    a b cd      ",
+            "17": "17  \u00a9 ucles 2014 0625/11/m/j/14 [turn over  35 when a wire is moved upwards between the poles of a magnet, an electromotive force (e.m.f.) is  induced across the ends of the wire.    wire motion of wire n s      which device uses a moving wire to induce an e.m.f.?  a a cathode-ray tube  b a generator  c a transformer  d an electromagnet      36 an input voltage of 10  v is supplied to the primary coil of a transformer. an output voltage of 40  v  is produced across the secondary coil.    the 10  v supply at the primary coil is now replaced with a 40  v supply.    what is the new output voltage across the secondary coil?  a 10  v b 40  v c 70  v d 160  v     37 a beam of cathode rays passes between two parallel metal plates connected to a high-voltage  d.c. power supply.    which path does the beam follow?    +++ cathode  rays  dcb a+++metal plate metal plate     ",
+            "18": "18  \u00a9 ucles 2014 0625/11/m/j/14  38 the table shows the results of an experiment to find the half-life of a radioactive substance.  time  / s second/ countssubstance from rate count  0 150  60 120  120 95  180 75  240 60    what is the half-life of the substance?  a 60 seconds  b 120 seconds  c 180 seconds  d 240 seconds     39 the diagram shows a box used for storing radioactive sources.        which material is best for lining the box to prevent the escape of most radioactive emissions?  a aluminium  b copper  c lead  d steel     40 a lithium nucleus contains 3 protons and 4 neutrons.    what is its nuclide notation?  a  li3 4 b li4 3 c li73 d li7 4   ",
+            "19": "19  \u00a9 ucles 2014 0625/11/m/j/14  blank page ",
+            "20": "20      permission to reproduce items where third -party owned material protected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to t race copyright holders, but if any items requiring clearance have unwittingly been included, the  publisher will be pleased to make amends at the earliest possible opportunity.    cambridge international examinations is part of the cambridge asse ssment group. cambridge assessment is the brand name of unive rsity of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge.    \u00a9 ucles 2014 0625/11/m/j/14  blank page  "
+        },
+        "0625_s14_qp_12.pdf": {
+            "1": "  the syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificat e.  this document consists of 19 printed pages and 1 blank page.  ib14 06_0625_12/4rp  \u00a9 ucles 2014 [turn over       *7124809139* cambridge international examinations  cambridge international general certificate of secondary education       physics 0625/12     paper 1  multiple choice  may/june 2014     45 minutes    additional materials: multiple choice answer sheet   soft clean eraser   soft pencil (type b or hb recommended)       read these instructions first    write in soft pencil.  do not use staples, paper clips, glue or correction fluid. write your name, centre number and candidate number on the answer sheet in the spaces provided  unless this has been done for you.  do not  write in any barcodes.   there are forty  questions on this paper. answer all questions. for each question there are four possible  answers a, b, c and d.   choose the one you consider correct and record your choice in soft pencil  on the separate answer sheet.    read the instructions on the answer sheet very carefully.   each correct answer will score one mark. a mark will not be deducted for a wrong answer. any rough working should be done in this booklet. electronic calculators may be used.   ",
+            "2": "2  \u00a9 ucles 2014 0625/12/m/j/14  1 the diagram shows part of a ruler. the ruler is used to find the length of a nail.    0 1234cm    what is the length of the nail?  a 2.2  cm b 2.7  cm c 3.2  cm d 3.7  cm     2 which distance  / time graph represents the motion of an object moving at constant speed?    a 0 0distance timeb 0 0distance time c 0 0distance timed 0 0distance time    3 a car takes 15 minutes to travel along a road that is 20 km long.  what is the average speed of the car?  a 0.75  km  / h b 5.0  km  / h c 80  km  / h d 300  km  / h    ",
+            "3": "3  \u00a9 ucles 2014 0625/12/m/j/14 [turn over  4 a customer goes to a market and buys some rice. the stallholder pours rice into a dish that  hangs from a spring balance. he records the reading on the spring balance.    0 1  2  3 4 5 6 spring balance  rice  dish     the customer then buys some pasta and the stallholder notices that the reading on the spring  balance, with just pasta in the dish, is the same as it was with just rice in the dish.    the rice and the pasta must have the same  a density.  b temperature.  c volume.  d weight.      5 the table gives the volumes and masses of four objects.    which object has the greatest density?     mass  / g volume  / cm3  a 5.4 2.0  b 13 3.0  c 15 6.0  d 18 5.0    ",
+            "4": "4  \u00a9 ucles 2014 0625/12/m/j/14  6 a wooden bar is pivoted at its centre so that it can rotate freely. two equal forces f are applied to  the bar.    in which diagram is the turning effect greatest?    ffa f fb f f c pivotd f fpivot      ",
+            "5": "5  \u00a9 ucles 2014 0625/12/m/j/14 [turn over  7 a student adds weights to an elastic cord. he measures the length of the cord for each weight.    he then plots a graph from the results, as shown.    00 weight    what has he plotted on the vertical axis?  a measured length  b original length  c (measured length + original length)  d (measured length \u2013 original length)      8 in a hydroelectric power station, one form of energy is stored in a lake or reservoir. this energy is  then transferred in stages to another useful form, which is the output.    which row gives the name of the stored energy and the name of the output energy?     stored energy output energy  a electrical thermal (heat)  b electrical kinetic  c gravitational electrical  d kinetic electrical      9 a certain machine is very efficient.  what does this mean?  a it produces a large amount of power.  b it uses very little energy.  c it wastes very little energy.  d it works very quickly.    ",
+            "6": "6  \u00a9 ucles 2014 0625/12/m/j/14  10 the diagram shows a simple mercury barometer.    p qmercury     atmospheric pressure decreases.    what happens to the level of the mercury at p and what happens to the level of the mercury at  q?     p q  a falls falls  b falls rises  c rises falls  d rises rises     11 a student places four identical beakers on a bench.    two beakers contain salt water of density 1.1  g / cm3 and two beakers contain pure water of  density 1.0  g / cm3.    which beaker exerts the greatest pressure on the bench?    ab c d 150  cm3 of salt water100  cm3 of purewater150  cm3 of purewater100  cm3 of saltwater      ",
+            "7": "7  \u00a9 ucles 2014 0625/12/m/j/14 [turn over  12 a student places his thumb firmly on the outlet of a bicycle pump, to stop the air coming out.    direction of  motion  handle trappe d air      what happens to the pressure and what happens to  the volume of the trapped air as the pump  handle is pushed in?     pressure volume  a decreases decreases  b decreases remains the same  c increases decreases  d increases remains the same      13 the diagram represents molecules of gas moving in a container.        what happens to the gas molecules when the temperature of the gas increases?  a they move more quickly.  b they move more slowly.  c they vibrate more quickly.  d they vibrate more slowly.      14 a liquid-in-glass thermometer is marked with a scale in \u00b0c.    \u2013 1 00 1 02 03 04 05 06 07 08 09 0 1 0 0 1 1 0\u00b0c     what is the temperature difference between the two fixed points for this thermometer?  a  40\u00b0c b 50\u00b0c c 100 \u00b0c d 120 \u00b0c   ",
+            "8": "8  \u00a9 ucles 2014 0625/12/m/j/14  15 which statement gives the thermal capacity of a solid body?  a the energy needed to melt the body without a change in temperature  b the energy per degree celsius needed to  raise the temperature of the body  c the increase in the volume of the body when its temperature is raised by one degree celsius  d the total amount of internal energy in the body      16 in an experiment, a thermometer is placed in a test-tube of hot liquid. the temperature of the  liquid is recorded every half minute. the table shows the results.    time  / minutes 0.0 0.5 1.0 1.5 2.0 2.5 3.0 3.5 4.0 4.5 5.0 5.5 6.0 6.5 7.0 7.5 temperature  / \u00b0c 73 65 59 55 55 55 51 48 45 42 40 38 36 35 34 33    what is the melting point of the substance?  a 0 \u00b0c b 33  \u00b0c c 55  \u00b0c d 73  \u00b0c     17 the diagram shows an air-conditioning unit on the wall of a room. the unit draws in warm air  from the room and releases cold air into the room.    air-conditioning unit     what happens to the cold air and why?   cold air why?  a falls it is less dense than warm air  b falls it is more dense than warm air  c rises it is less dense than warm air  d rises it is more dense than warm air    ",
+            "9": "9  \u00a9 ucles 2014 0625/12/m/j/14 [turn over  18 which statement about thermal radiation is correct?  a it can only occur in a vacuum.  b it involves movement of electrons through a material.  c it involves movement of atoms.  d it is infra-red radiation.      19 scout p signals to scout q on the other side of a valley by using a mirror to reflect the sun\u2019s rays.    mirror scout p sun\u2019s  rays  scout q      which mirror position would allow the sun\u2019s rays to be reflected to scout q?    sun\u2019s rayssun\u2019s rayssun\u2019s rayssun\u2019s raysmirrora b c d       ",
+            "10": "10  \u00a9 ucles 2014 0625/12/m/j/14  20 a small boat in a harbour is protected from waves on the sea by harbour walls.    seasea land sea small boat harbour harbour wallswaves     some waves can curve round the harbour walls and reach the boat.    what is the name of this effect?  a diffraction  b dispersion  c reflection  d refraction     21 which statement about ultraviolet waves is correct?  a they are used in television remote controllers.  b they can be detected by the human eye.  c they travel as longitudinal waves.  d they have the same speed in a vacuum as radio waves.    ",
+            "11": "11  \u00a9 ucles 2014 0625/12/m/j/14 [turn over  22 a boy wears a shirt with a letter f on the front. he stands in front of a plane mirror.    mirro r     what does he see in the mirror?    abcd      23 rays of light enter and leave a box.    ray 1 ray 2ray 1 ray 2     what could be inside the box to make the rays behave as shown?  a a converging lens  b a parallel-sided glass block  c a plane mirror  d a triangular prism     ",
+            "12": "12  \u00a9 ucles 2014 0625/12/m/j/14  24 the diagrams show the wave patterns of four sounds shown on a cathode-ray oscilloscope  (c.r.o.). the oscilloscope controls are set the same for each sound.    which sound has the highest pitch?    ab cd      25 a lighted candle is placed in front of a loudspeaker that is making a loud, steady note. the candle flame vibrates because of the sound wave.    candle flameloudspeaker     which type of waves are sound waves and in which direction does the flame vibrate?     type of wave direction of vibration  a longitudinal    b transverse    c longitudinal   d transverse     ",
+            "13": "13  \u00a9 ucles 2014 0625/12/m/j/14 [turn over  26 which row correctly shows whether copper and steel are ferrous or non-ferrous?     copper steel  a ferrous ferrous  b ferrous non-ferrous  c non-ferrous ferrous  d non-ferrous non-ferrous     27 a steel magnet is placed inside a coil of wire. there is a large alternating current in the coil. the  magnet is slowly moved out of the coil to position p.    steel magnet moved out of coil 12 v a.c.pcoil of wire     how has the steel changed, if at all, when it reaches position p?  a it has become a stronger magnet.  b it has become demagnetised.  c the poles have changed ends.  d there has been no change.     ",
+            "14": "14  \u00a9 ucles 2014 0625/12/m/j/14  28 two balloons, x and y, are suspended by insu lating threads. they are each held near a  negatively charged balloon. the balloons hang as shown.    \u2013\u2013 \u2013\u2013\u2013 \u2013\u2013\u2013 \u2013\u2013\u2013 \u2013insulating threads x\u2013\u2013 \u2013\u2013\u2013 \u2013\u2013\u2013 \u2013 \u2013\u2013 \u2013insulating threads y     what is the charge on balloon x and what is the charge on balloon y?     balloon x balloon y  a negative negative  b negative positive  c positive negative  d positive positive      29 which quantities is a voltmeter used to measure?  a current and e.m.f. only  b current and p.d. only  c e.m.f. and p.d. only  d e.m.f., current and p.d    30 the diagram shows a lamp and a resistor connected in a circuit. the lamp is too bright.        which change to the circuit will decrease the current in the lamp and make it less bright?  a connecting another resistor in parallel with the one in the circuit  b connecting another resistor in series with the one in the circuit  c exchanging the positions of the lamp and the resistor in the circuit  d increasing the e.m.f. of the battery in the circuit    ",
+            "15": "15  \u00a9 ucles 2014 0625/12/m/j/14 [turn over  31 which statement is not correct for lamps connected in parallel?  a they can be switched on and off separately.  b they will remain bright if another lamp is connected in parallel.  c they share the supply voltage equally between them.  d they still operate if one lamp is removed.      32 a student connects a circuit using an uncharged capacitor c, with a large capacitance, and a  resistor r, with a high resistance.     the switch is closed. the reading on the voltmeter p rises immediately to a maximum value, then  starts to fall gradually.  vv r p q c     what happens to the reading on the voltmeter q and what happens to the energy stored in the  capacitor?     reading on  voltmeter q energy stored  in capacitor  a falls decreases  b falls increases  c rises decreases  d rises increases     ",
+            "16": "16  \u00a9 ucles 2014 0625/12/m/j/14  33 which labelled component in the circuit shown controls the brightness of lamp x?    v a b  dcx      34 in the circuit shown, the current from the battery divides equally between the two lamps. each  ammeter reads 6.0  a.    a a     what is a suitable rating for the fuse in this circuit?  a 3.0  a b 6.0  a c 10.0  a d 13.0  a     ",
+            "17": "17  \u00a9 ucles 2014 0625/12/m/j/14 [turn over  35 a metal wire is placed between the poles of a magnet.    the wire can be moved in each of three directions op, qr and st.    r t qss pole n pole o p metal wire     in which direction or directions must the wire be moved to induce an e.m.f. across the ends of the  wire?    a op only b op or st c qr d st only    36 a transformer has 100 turns on its primary coil and 25 turns on its secondary coil. the primary  coil is connected to a 12  v a.c. supply.    100 turns primary coil 12 v secondary coil25 turns     what is the voltage induced across the secondary coil?  a 3.0  v b 4.0  v c 48  v d 300  v     ",
+            "18": "18  \u00a9 ucles 2014 0625/12/m/j/14  37 a beam of cathode rays passes between two parallel metal plates connected to a high-voltage  d.c. power supply.    which path does the beam follow?    +++ cathode  rays  dcb a+++metal plate metal plate      38 compared with \u03b2-particles and \u03b3-rays, \u03b1-particles  a are the only type of radiation to carry a charge.  b have the greatest ionising effect.  c have the greatest penetrating effect.  d have the smallest mass.     39 the diagram shows a box used for storing radioactive sources.        which material is best for lining the box to prevent the escape of most radioactive emissions?  a aluminium  b copper  c lead  d steel     ",
+            "19": "19  \u00a9 ucles 2014 0625/12/m/j/14  40 a particular nuclide of chlorine can be represented by the symbol shown.    lc37 17    how many electrons are there in a neutral atom of this nuclide?  a 17 b 20 c 37 d 54     ",
+            "20": "20      permission to reproduce items where thir d-party owned material protected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holder s, but if any items requiring clearance have unwittingly been included, the  publisher will be pleased to make amends at the earliest possible opportunity.    cambridge international examinations is part of the cambridge asse ssment group. cambridge assessment is the brand name of unive rsity of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge.    \u00a9 ucles 2014 0625/12/m/j/14  blank page  "
+        },
+        "0625_s14_qp_13.pdf": {
+            "1": "  the syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificat e.  this document consists of 19 printed pages and 1 blank page.  ib14 06_0625_13/fp  \u00a9 ucles 2014 [turn over       *4419978703* cambridge international examinations  cambridge international general certificate of secondary education       physics 0625/13     paper 1  multiple choice  may/june 2014     45 minutes    additional materials: multiple choice answer sheet   soft clean eraser   soft pencil (type b or hb recommended)       read these instructions first    write in soft pencil.  do not use staples, paper clips, glue or correction fluid. write your name, centre number and candidate number on the answer sheet in the spaces provided  unless this has been done for you.  do not  write in any barcodes.   there are forty  questions on this paper. answer all questions. for each question there are four possible  answers a, b, c and d.   choose the one you consider correct and record your choice in soft pencil  on the separate answer sheet.    read the instructions on the answer sheet very carefully.   each correct answer will score one mark. a mark will not be deducted for a wrong answer. any rough working should be done in this booklet. electronic calculators may be used.   ",
+            "2": "2  \u00a9 ucles 2014 0625/13/m/j/14  1 which instrument is used to compare the masses of objects?  a a balance  b a barometer  c a manometer  d a measuring cylinder      2 the graph shows how the speed of a car changes with time.    014 02 4 time  / sspeed m / s     which calculation gives the distance travelled by the car in 24 seconds?  a m2414\uf8f7 \uf8f8\uf8f6\uf8ec \uf8ed\uf8eb  b m1424\uf8f7 \uf8f8\uf8f6\uf8ec \uf8ed\uf8eb  c  m 21424     \uf8f7 \uf8f8\uf8f6\uf8ec \uf8ed\uf8eb \u00d7  d ) ( 1424   \u00d7 m     ",
+            "3": "3  \u00a9 ucles 2014 0625/13/m/j/14 [turn over  3 which distance  / time graph represents the motion of an object moving at constant speed?    a 0 0distance timeb 0 0distance time c 0 0distance timed 0 0distance time     4 a student wishes to measure accurately the volume of approximately 40 cm 3 of water. she has  two measuring cylinders, a larger one that can hold 100  cm3, and a smaller one that can hold  50  cm3. the water forms a meniscus where it touches the glass.    top of meniscus bottom of meniscus     which cylinder should the student use and which water level should she use to ensure an  accurate result?     cylinder water level  a larger one bottom of meniscus  b larger one top of meniscus  c smaller one bottom of meniscus  d smaller one top of meniscus     ",
+            "4": "4  \u00a9 ucles 2014 0625/13/m/j/14  5 a student adds weights to an elastic cord. he measures the length of the cord for each weight.    he then plots a graph from the results, as shown.    00 weight    what has he plotted on the vertical axis?  a measured length  b original length  c (measured length + original length)  d (measured length \u2013 original length)      6 a liquid has a volume of 100  cm3 and a mass of 85  g.    the density of water is 1.0  g / cm3 .    how does the density of the liquid compare with the density of water?  a its density is higher than that of water.  b its density is lower than that of water.  c its density is the same as that of water.  d it is impossible to say with only this data.      7 which situation is an example of a force acting over a large area to produce a small pressure?  a a builder hammering a nail into a piece of wood  b a cook using a sharp knife to cut vegetables  c a nurse pushing a needle into a patient\u2019s arm  d a soldier marching in flat-soled boots    ",
+            "5": "5  \u00a9 ucles 2014 0625/13/m/j/14 [turn over  8 a student places four identical beakers on a bench.    two beakers contain salt water of density 1.1  g / cm3 and two beakers contain pure water of  density 1.0  g / cm3.    which beaker exerts the greatest pressure on the bench?    ab c d 150  cm3 of salt water100  cm3 of purewater150  cm3 of purewater100  cm3 of saltwater      9 a plane lamina with centre of mass x touches the ground at point p.    which diagram shows the lamina in equilibrium?    pa pb p cp d 45\u00b0 45\u00b070\u00b0 20\u00b0 xxxx      ",
+            "6": "6  \u00a9 ucles 2014 0625/13/m/j/14  10 four cars are driven along a road.    the table shows the work done by the engine in  each car and the time taken by each car.    which engine produces the most power?     work done by  engine  / j time taken  / s  a 50  000 20  b 50  000 40  c 100  000 20  d 100  000 40     11 which energy transfer takes place when a matchstick burns?  a chemical to thermal  b chemical to nuclear  c nuclear to chemical  d thermal to chemical    12 the diagram shows a heater above a thermometer. the thermometer bulb is in the position  shown.    thermometerthermometer bulbairheater     which row shows how the heat energy from the heater reaches the thermometer bulb?     conduction convection radiation  a yes yes no  b yes no yes  c no yes no  d no no yes     ",
+            "7": "7  \u00a9 ucles 2014 0625/13/m/j/14 [turn over  13 which statement about the transfer of thermal energy is correct?  a all metals conduct thermal energy equally well.  b convection can only occur in solids or liquids.  c convection occurs in liquids because hot liquid is more dense than cold liquid.  d the radiation that transfers thermal energy is a type of electromagnetic radiation.      14 in an experiment, a thermometer is placed in a test-tube of hot liquid. the temperature of the  liquid is recorded every half minute. the table shows the results.    time  / minutes 0.0 0.5 1.0 1.5 2.0 2.5 3.0 3.5 4.0 4.5 5.0 5.5 6.0 6.5 7.0 7.5 temperature  / \u00b0c 73 65 59 55 55 55 51 48 45 42 40 38 36 35 34 33    what is the melting point of the substance?  a 0 \u00b0c b 33  \u00b0c c 55  \u00b0c d 73  \u00b0c     15 a telephone engineer connects a wire between two poles when the weather is very cold.  he makes the wire very loose. the wire passes over a road.    pole polevery loose wire     the weather changes and it becomes very hot.  what could happen to the wire and why?    what could happen why  a it breaks it contracts  b it breaks it expands  c it sags and touches  cars on the road it contracts  d it sags and touches  cars on the road it expands    ",
+            "8": "8  \u00a9 ucles 2014 0625/13/m/j/14  16 during evaporation, molecules escape rapidly from the surface of a liquid.    what happens to the average energy of the molecules of the remaining liquid and what happens  to the temperature of the remaining liquid?     average energy of  remaining molecules temperature of  remaining liquid  a decreases decreases  b decreases increases  c stays the same decreases  d stays the same increases      17 a student places his thumb firmly on the outlet of a bicycle pump, to stop the air coming out.    direction of  motion  handle trappe d air      what happens to the pressure and what happens to  the volume of the trapped air as the pump  handle is pushed in?     pressure volume  a decreases decreases  b decreases remains the same  c increases decreases  d increases remains the same      18 a boy blows a whistle that has a frequency of 10  000  hz. the boy\u2019s friend cannot hear the sound  from the whistle. the friend has normal hearing.    what could be a reason why he cannot hear the sound?  a the amplitude is too large.  b the amplitude is too small.  c the frequency is too high.  d the frequency is too low.     ",
+            "9": "9  \u00a9 ucles 2014 0625/13/m/j/14 [turn over  19 a lighted candle is placed in front of a loudspeaker that is making a loud, steady note. the candle  flame vibrates because of the sound wave.    candle flameloudspeaker     which type of waves are sound waves and in which direction does the flame vibrate?     type of wave direction of vibration  a longitudinal    b transverse    c longitudinal   d transverse      20 which list shows electromagnetic waves in order of increasing frequency?  a visible light, x-rays, \u03b3-rays  b visible light, \u03b3-rays, x-rays  c x-rays, \u03b3-rays, visible light  d \u03b3-rays, x-rays, visible light     ",
+            "10": "10  \u00a9 ucles 2014 0625/13/m/j/14  21 a small boat in a harbour is protected from waves on the sea by harbour walls.    seasea land sea small boat harbour harbour wallswaves     some waves can curve round the harbour walls and reach the boat.    what is the name of this effect?  a diffraction  b dispersion  c reflection  d refraction     22 scout p signals to scout q on the other side of a valley by using a mirror to reflect the sun\u2019s rays.    mirror scout p sun\u2019s  rays  scout q      which mirror position would allow the sun\u2019s rays to be reflected to scout q?    sun\u2019s rayssun\u2019s rayssun\u2019s rayssun\u2019s raysmirrora b c d      ",
+            "11": "11  \u00a9 ucles 2014 0625/13/m/j/14 [turn over  23 which statement about a converging lens is not correct?  a a ray parallel to the principal axis of the lens is refracted through the principal focus.  b all rays of light refracted by the lens pass through the principal focus.  c the distance between the centre of the lens and the principal focus is the focal length.  d the principal focus of the lens is a point on the principal axis.      24 rays of light enter and leave a box.    ray 1 ray 2ray 1 ray 2     what could be inside the box to make the rays behave as shown?  a a converging lens  b a parallel-sided glass block  c a plane mirror  d a triangular prism      25 a plastic rod and a dry cloth are uncharged.  the rod is now rubbed with the cloth and t hey both become charged. the rod becomes  negatively charged because some charged part icles move from the cloth to the rod.  what is the charge on the cloth and which particles moved in the charging process?   charge on  cloth particles that  moved  a negative electrons  b negative neutrons  c positive electrons  d positive neutrons    ",
+            "12": "12  \u00a9 ucles 2014 0625/13/m/j/14  26 the diagram shows a circuit containing three lamps and three switches s 1, s2 and s 3.    lamp 1 lamp 2 lamp 3s1 s2 s3     lamp 1 and lamp 3 are lit, but lamp 2 is not lit.  which switch or switches is/are closed? a s 1 only  b s1 and s 2  c s1 and s 3  d s2 and s 3     27 which labelled component in the circuit shown controls the brightness of lamp x?    v a b  dcx      ",
+            "13": "13  \u00a9 ucles 2014 0625/13/m/j/14 [turn over  28 the diagram shows part of an electric circuit.    12 v 0 vv     the light falling on the light-dependent resistor (ldr) increases in brightness.   what happens to the resistance of the ldr and what happens to the reading on the voltmeter?    resistance of  ldr reading on  voltmeter  a decreases decreases  b decreases increases  c increases decreases  d increases increases      29 the diagram shows an incomplete circuit.    axy     four wires of different length and thickness are connected in turn between point x and point y. all four wires are made of the same metal.    which wire will cause the greatest reading on the ammeter?  a long and thick  b long and thin  c short and thick  d short and thin     ",
+            "14": "14  \u00a9 ucles 2014 0625/13/m/j/14  30 the diagram shows a circuit containing a battery, a lamp, a switch and another component x.  the switch is initially closed and the lamp is lit.  the switch is now opened and the lamp remains lit for several seconds before slowly going out.    component x    what is component x?  a a capacitor  b a light-dependent resistor  c a thermistor  d a variable resistor      31 an appliance is connected to a mains supply. its circuit also contains a switch and a fuse.    which circuit shows the fuse in the correct position?    live neutralappliance live neutralappliance live neutralappliance live neutralapplianceab cd     ",
+            "15": "15  \u00a9 ucles 2014 0625/13/m/j/14 [turn over  32 two iron nails hang from a bar magnet.    which diagram shows the magnetic poles induced in the nails?    a n n ns s sb n s ns n sc n n ss s nd n s ss n nbar magnet       33 a steel magnet is placed inside a coil of wire. there is a large alternating current in the coil. the  magnet is slowly moved out of the coil to position p.    steel magnet moved out of coil 12 v a.c.pcoil of wire     how has the steel changed, if at all, when it reaches position p?  a it has become a stronger magnet.  b it has become demagnetised.  c the poles have changed ends.  d there has been no change.     ",
+            "16": "16  \u00a9 ucles 2014 0625/13/m/j/14  34 when a wire is moved upwards between the poles of a magnet, an electromotive force (e.m.f.) is  induced across the ends of the wire.    wire motion of wire n s      which device uses a moving wire to induce an e.m.f.?  a a cathode-ray tube  b a generator  c a transformer  d an electromagnet     ",
+            "17": "17  \u00a9 ucles 2014 0625/13/m/j/14 [turn over  35 an electric current is passed through a coil of wire.    coil of wire    which diagram shows the shape of the magnetic field produced in the middle of the coil?    a b cd       36 an input voltage of 10  v is supplied to the primary coil of a transformer. an output voltage of 40  v  is produced across the secondary coil.    the 10  v supply at the primary coil is now replaced with a 40  v supply.    what is the new output voltage across the secondary coil?  a 10  v b 40  v c 70  v d 160  v     37 a lithium nucleus contains 3 protons and 4 neutrons.    what is its nuclide notation?  a  li3 4 b li4 3 c li73 d li7 4     ",
+            "18": "18  \u00a9 ucles 2014 0625/13/m/j/14  38 the diagram shows a box used for storing radioactive sources.        which material is best for lining the box to prevent the escape of most radioactive emissions?  a aluminium  b copper  c lead  d steel     39 the table shows the results of an experiment to find the half-life of a radioactive substance.  time  / s second/ countssubstance from rate count  0 150  60 120  120 95  180 75  240 60    what is the half-life of the substance?  a 60 seconds  b 120 seconds  c 180 seconds  d 240 seconds     ",
+            "19": "19  \u00a9 ucles 2014 0625/13/m/j/14  40 a beam of cathode rays passes between two parallel metal plates connected to a high-voltage  d.c. power supply.    which path does the beam follow?    +++ cathode  rays  dcb a+++metal plate metal plate     ",
+            "20": "20      permission to reproduce items where thir d-party owned material protected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holder s, but if any items requiring clearance have unwittingly been included, the  publisher will be pleased to make amends at the earliest possible opportunity.    cambridge international examinations is part of the cambridge asse ssment group. cambridge assessment is the brand name of unive rsity of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge.    \u00a9 ucles 2014 0625/13/m/j/14  blank page  "
+        },
+        "0625_s14_qp_21.pdf": {
+            "1": "this document consists of 16 printed pages. dc (ac/jg) 81302/5 \u00a9 ucles 2014  [turn overcambridge international examinations cambridge international general certificate of secondary education * 6 0 9 5 6 0 8 8 0 2 * physics  0625/21 paper 2 core  may/june 2014  1 hour 15 minutes candidates answer on the question paper. no additional materials are required. read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen. y ou may use an hb pencil for any diagrams or graphs. do not use staples, paper clips, glue or correction fluid. do not  write in any barcodes. answer all questions. electronic calculators may be used. y ou may lose marks if you do not show your working or if you do not use appropriate units. take the weight of 1  kg to be 10  n (i.e. acceleration of free fall = 10  m / s2). at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [ ] at the end of each question or part question. the syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificate.",
+            "2": "2 0625/21/m/j/14 \u00a9 ucles 20141 a gardener studies the growth of one of his plants. at the same time each day, he measures the  height h of the top of the plant from the ground, as shown in fig. 1.1. h fig. 1.1  the table of his results is shown below. time since first measurement  / days 0 1 2 3 4 5 6 7 height h / cm 2.1 6.5 11.4 18.4 24.5 26.7 30.7 37.1  (a) from the values in the table, deduce the average speed of growth of the plant during the  7 days. work in days and cm.  average speed =  ...  cm / day [4]",
+            "3": "3 0625/21/m/j/14 \u00a9 ucles 2014 [turn over (b) (i) complete fig. 1.2 by plotting the last three values of height h against time. do not draw a  line through the points. h / cm 0 2 4 6 8010203040 time  / days  [2] fig. 1.2   (ii) describe how the graph shows that the speed of growth of the plant is not constant.  ...  ... [1]  [total: 7]",
+            "4": "4 0625/21/m/j/14 \u00a9 ucles 20142 fig. 2.1 shows a spring before and after a load is added. loadspring fig. 2.1  (a) what is meant by the extension  of the spring?  ...  ... [1]  (b) when the graph of extension against load is drawn for the spring, the result is the line shown  in fig. 2.2. extension  / cm load  / n00123 1 2 3 4 5 fig. 2.2",
+            "5": "5 0625/21/m/j/14 \u00a9 ucles 2014 [turn over  (i) the unstretched length of the spring is 9.0  cm.    1. calculate the total length of the spring when a 5.0  n load is hanging from the spring.  length =  ...  cm [2]    2. find the extension that will be caused by a load of 2.0  n.  extension =  ..  cm [1]   (ii) calculate the mass of a load of weight 2.0  n.  mass =  .. [2]  [total: 6]",
+            "6": "6 0625/21/m/j/14 \u00a9 ucles 20143 the apparatus in fig. 3.1 is being used to view the movement of some smoke particles trapped in  a box. air molecules and smoke particlesmicroscope light fig. 3.1  (a) describe what is seen when the smoke is viewed through the microscope.  ...  ...  ... [2]  (b) in the space below, sketch how one smoke particle might move during a short interval of time.  [2]  (c) what causes the smoke particles to move?  ...  ...  ... [2]  (d) what name is used for this motion of the smoke particles? complete the sentence. the motion of the smoke particles is known as    motion.  [1]  [total: 7]",
+            "7": "7 0625/21/m/j/14 \u00a9 ucles 2014 [turn over4 a young boy, skating on a frozen pond, has fallen through some thin ice about 10  m from the shore  of the pond. fig. 4.1 shows the situation. fig. 4.1  a man, standing near the pond, hears the boy\u2019s shouts for help.  the man weighs more than the boy.  (a) why would it be unsafe for the man to walk on the ice to rescue the boy?  ...  ... [1]  (b) suggest and explain what the man could do to cross the ice to reach the boy safely.  ...  ...  ...  ...  ... [4]  [total: 5]",
+            "8": "8 0625/21/m/j/14 \u00a9 ucles 20145 the thermometer in fig. 5.1 is recording the temperature of the laboratory.  \u201310 0 10 20 30 40 50 60 70 80 90 100 110\u00b0c fig. 5.1  (a) the bulb of the thermometer is placed in pure, boiling water at standard atmospheric pressure.   state the temperature increase .  temperature increase =  . \u00b0c [1]  (b) during the day, the temperature in the laboratory rises. in the late afternoon a thermometer  attached to the ceiling records a higher temperature than a thermometer placed close to the  ground.   explain why this happens.  ...  ...  ...  ... [3]  (c) at night, the temperature in the laboratory falls.    describe what can be seen happening to the liquid in a thermometer as the temperature falls,  and explain why this happens.  ...  ...  ... [2]  (d) on fig. 5.1, draw an arrow to show where the end of the liquid thread might be seen when the  temperature being measured is \u221215\u00b0c.  [1]  [total: 7]",
+            "9": "9 0625/21/m/j/14 \u00a9 ucles 2014 [turn over6 (a) a periscope is an optical instrument containing two mirrors in a long tube.    fig. 6.1 shows the path of a ray of light through a periscope, without the tube. mirror a mirror bnormal normal fig. 6.1   (i) on fig. 6.1,     1. use the letter i to indicate clearly the angle of incidence of the ray striking mirror a,    2. use the letter r to indicate clearly the angle of reflection of the ray leaving mirror a.  [1]   (ii) write down the equation that links i and r.  ... [1]   (iii) suggest a use for the periscope.  ... [1]   (iv) state what happens if mirror b is rotated through a small angle.  ... [1]",
+            "10": "10 0625/21/m/j/14 \u00a9 ucles 2014 (b) fig. 6.2 shows a converging lens. the lens has one principal focus at f1 and the other principal  focus at f2. f2f1principal axis fig. 6.2   use your ruler to help you answer this question.   (i) on fig. 6.2, clearly mark two distances that are each the focal length of the lens.  [1]   (ii) on fig. 6.2, draw a ray on the left side of the lens, which strikes the lens, above and  parallel to the principal axis. label this ray: ray 1 .    continue this ray to show its path through the lens and at least 6  cm to the right of the  lens.  [2]   (iii) on fig. 6.2, draw a ray that emerges from the lens, below and parallel to the principal  axis. label this ray: ray 2 .     show clearly the path of this ray before it reached the lens.  [1]  [total: 8]",
+            "11": "11 0625/21/m/j/14 \u00a9 ucles 2014 [turn over7 in fig. 7.1, xy is a copper rod placed between the n and s poles of a magnet. n s xy a b fig. 7.1  xy is connected to the terminals a and b of a sensitive, centre-zero instrument that measures  current.  (a) state the name of this instrument.  ...[1]  (b) when there is no current, the pointer on the instrument points half-way between a and b.   state what, if anything, is seen  happening to the pointer when xy is   (i) held stationary,   ... [1]   (ii) moved horizontally at a steady speed towards the n pole,  ... [1]   (iii) moved horizontally at a steady speed towards the s pole,  ... [1]   (iv) moved repeatedly up and down at right angles to the magnetic field.  ... [2]  (c) suggest one electrical device that makes use of the effect demonstrated in  (b).  ... [1]  [total: 7]",
+            "12": "12 0625/21/m/j/14 \u00a9 ucles 20148 a student connects the circuit shown in fig. 8.1.  6.0  v10 \u03c9s2s1 fig. 8.1  when operating normally, the lamp has a resistance of 10  \u03c9.  (a) (i) state the current in the lamp when both s1 and s2 are open.  ... [1]   (ii) the student closes switch s1.    calculate the current in the lamp, stating the unit of your answer.  current =  .  [4]   (iii) the student now closes s2 as well as s1.    state the current in the lamp with both switches closed.  ... [1]  (b) the student decides that she would like to be able to vary the brightness of the lamp.   (i) name an electrical component that she could add to the circuit to do this.  ... [1]",
+            "13": "13 0625/21/m/j/14 \u00a9 ucles 2014 [turn over  (ii) in the space below, redraw the circuit of fig. 8.1, including the component for varying the  lamp brightness.  [2]  [total: 9]",
+            "14": "14 0625/21/m/j/14 \u00a9 ucles 20149 (a) describe how the n pole of a bar magnet can be identified.   ...  ...  ... [2]  (b) use words from the following list to answer the three questions below. attractive force repulsive force no force   what force is there between   (i) two n poles,  ...   (ii) two s poles,  ...   (iii) a n pole and a s pole?  ...  [3]  (c) fig. 9.1 shows an iron bar placed close to the n pole of a bar magnet. nmagnet iron bar fig. 9.1   (i) on fig. 9.1, write n and s, to indicate the induced poles in the iron bar.  [1]   (ii) use a word from the list in  (b) to describe the force between the magnet and the iron bar.  ... [1]   (iii) the iron bar is reversed end-to-end.    describe the force that now exists between the magnet and the iron bar.  ... [1]  [total: 8]",
+            "15": "15 0625/21/m/j/14 \u00a9 ucles 2014 [turn over10 a transformer is a device for changing voltages.  fig. 10.1 shows a transformer that has a primary coil with 1000 turns and a secondary coil with  50 turns. primary coil 1000 turnssecondary coil 50 turnscore fig. 10.1  (a) state the material from which the core of the transformer is made.  ... [1]  (b) the primary coil is connected to a 240  v alternating current supply.   calculate the voltage across the secondary coil.  secondary coil voltage =  .. v [3]  [total: 4]",
+            "16": "16 0625/21/m/j/14 \u00a9 ucles 2014permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the  publisher will be pleased to make amends at the earliest possible opportunity. cambridge international examinations is part of the cambridge assessment group. cambridge assessment is the brand name of university of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge.11 polonium-210 84210poj `  is radioactive.  (a) name three  types of emission from radioactive sources. 1.  ... 2.  ... 3.  ...  [2]  (b) state which of these radiations   (i) carries a negative charge,  .   (ii) is most easily absorbed,     (iii) is the emitted particle in the decay 84210po82206pb+ emitted particle.  .  [3]  (c) polonium-210 has a half-life of 138 days.   a sample containing 8 \u00d7  1010 atoms of polonium-210 decays for 276 days.   (i) how many half-lives elapse in this time?  ...   (ii) how many atoms decay in this time?  number that decay =  ...   (iii) how many particles are emitted from the polonium-210 during this time?  number emitted =  ... [4]  [total: 9] 12 one nuclide of chlorine has 35 nucleons and the other nuclide of chlorine has 37 nucleons. the  proton number of chlorine is 17.  (a) how many protons are there in a neutral atom of chlorine-35?    (b) how many neutrons are there in a neutral atom of chlorine-37?  ..  (c) how many electrons are there in a neutral atom of chlorine-37?  ..  [3]  [total: 3]"
+        },
+        "0625_s14_qp_22.pdf": {
+            "1": "this document consists of 16 printed pages. dc (ac/jg) 81309/4 \u00a9 ucles 2014  [turn overcambridge international examinations cambridge international general certificate of secondary education * 3 9 5 6 7 0 6 6 2 6 * physics  0625/22 paper 2 core  may/june 2014  1 hour 15 minutes candidates answer on the question paper. no additional materials are required. read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen. y ou may use an hb pencil for any diagrams or graphs. do not use staples, paper clips, glue or correction fluid. do not  write in any barcodes. answer all questions. electronic calculators may be used. y ou may lose marks if you do not show your working or if you do not use appropriate units. take the weight of 1  kg to be 10  n (i.e. acceleration of free fall = 10  m / s2). at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [ ] at the end of each question or part question. the syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificate.",
+            "2": "2 0625/22/m/j/14 \u00a9 ucles 20141 fig. 1.1 is the speed-time graph for the motion of a bus along a road. 0 0 10 20 30 40 50 60 70 8012345678910 time  / sspeed m / s fig. 1.1  (a) calculate the distance travelled by the bus in the first 40  s.  distance =  . m [3]  (b) the distance travelled between 40  s and 80  s is 315  m.   calculate the average speed of the bus during the whole 80  s.  average speed =  . m / s [4]",
+            "3": "3 0625/22/m/j/14 \u00a9 ucles 2014 [turn over (c) describe the motion of the bus   (i) between 40  s and 70  s,  ...   (ii) between 70  s and 80  s.  ...  [2]  [total: 9]",
+            "4": "4 0625/22/m/j/14 \u00a9 ucles 20142 a student has been told to find the density of some liquid paraffin by measuring its mass and its  volume.  (a) which piece of laboratory equipment should she use to measure the volume of the liquid  paraffin?  ... [1]  (b) which piece of laboratory equipment should she use to find the mass of the liquid paraffin?  ... [1]  (c) describe the procedure she would follow in order to find the mass.  ...  ...  ...  ...  ... [3]  (d) these are the student\u2019s results.    mass of liquid =  62.4 g    volume of liquid =  80 cm3   calculate the density of the liquid paraffin.  density =  .. [4]  [total: 9]",
+            "5": "5 0625/22/m/j/14 \u00a9 ucles 2014 [turn over3 a rowing boat is moving through water, in the direction shown in fig. 3.1. oar movement of boatdrag forward thrustupthrust weight fig. 3.1  there are four forces acting on the boat.  the weight is the force of gravity on the boat.  the upthrust is the upwards force of the water on the boat.  the forward thrust is the force that drives the boat through the water, and is caused by the action  of the oars.  the drag is the resistance to the motion due to friction.  (a) the boat is floating.  what can be said about the upthrust and the weight?  ... [1]  (b) explain why it is important that the weight is not greater than the upthrust.  ...  ... [1]  (c) describe what happens to the boat when the forward thrust is greater than the drag.  ... [2]  (d) describe what happens to the moving boat when the oars are out of the water and the forward  thrust is zero.  ... [1]  [total: 5]",
+            "6": "6 0625/22/m/j/14 \u00a9 ucles 20144 a metal tyre for a wooden wheel is made from an iron ring. this is shown in fig. 4.1. wooden wheel iron ring joints fig. 4.1  the iron ring is made slightly too small to fit on the wheel.  (a) explain why heating the iron ring will help it fit on the wheel.  ...  ... [1]  (b) explain your answer to (a) in terms of the particles in the iron ring.  ...  ... [2]  (c) explain what will happen to the iron ring after it has been fitted on the wheel and left to cool.  ...  ... [1]  (d) suggest what happens to the joints in the wooden wheel after fitting the iron ring.  ...  ... [1]  [total: 5]  ",
+            "7": "7 0625/22/m/j/14 \u00a9 ucles 2014 [turn over5 (a) a copper rod and a plastic rod each pass through holes in rubber bungs, so that their ends  are inside a tank, as shown in fig. 5.1. hot waterrubber bung copper rod plastic rod fig. 5.1   both rods are covered with wax.   very hot water is poured into the tank, covering the end of each rod.   (i) what, if anything, is seen  happening on the rods during the next few minutes? copper rod  . plastic rod  ..  [2]   (ii) explain your answers to (a)(i) .  ...  ...  ... [2]  (b) explain, in terms of particles, how evaporation causes the hot water to cool.  ...  ...  ...  ... [3]  [total: 7]",
+            "8": "8 0625/22/m/j/14 \u00a9 ucles 20146 a metal rail is 330  m long.  sound travels at 5000  m / s in the metal.  (a) calculate the time taken for a sound to travel the length of the rail.  time taken =  .. s [3]  (b) sound in air takes 1.0  s to travel 330  m.   as shown in fig. 6.1, a man puts his right ear against one end of the rail. another man strikes  the other end of the rail with a hammer. hammer hits rail 330  m fig. 6.1 (not to scale)   describe and explain what each man hears. man with hammer  ..  ... man with one ear against rail  .  ...  ...  [3]  [total: 6]",
+            "9": "9 0625/22/m/j/14 \u00a9 ucles 2014 [turn over7 (a) fig. 7.1 represents a longitudinal wave. direction of wave travel fig. 7.1   (i) on fig. 7.1, mark carefully a distance that represents the wavelength of the wave.  [2]   (ii) a long spring (slinky) is used to demonstrate a longitudinal wave motion.     describe how a longitudinal wave could be set up in the spring.  ...  ...  ... [1]  (b) fig. 7.2 represents a cross-section through a water wave. direction of wave travel fig. 7.2   (i) on fig. 7.2, mark carefully a distance that represents the wavelength of the wave.  [1]   (ii) describe the change that would need to be made to fig. 7.2 in order to show a wave of  bigger amplitude.  ...  ... [1]",
+            "10": "10 0625/22/m/j/14 \u00a9 ucles 2014 (c) fig. 7.3 shows a cross-section through the water wave as it moves into a shallow region and  then out of the shallow region. shallow water piece of plasticwave moving this way fig. 7.3   state what, if anything, fig. 7.3 shows happening to   (i) the amplitude of the wave as it moves into the shallow region,  ...   (ii) the wavelength of the wave as it moves into the shallow region.  ...  [2]  [total: 7]",
+            "11": "11 0625/22/m/j/14 \u00a9 ucles 2014 [turn over8 here is a list of eight substances that may be found in a physics laboratory.    aluminium    copper    ebonite    glass    gold    iron    plastic    silk  (a) state one substance in the list above that   (i) is a conductor,  ...   (ii) is an insulator,  ...   (iii) can be magnetised,  ...   (iv) can be charged by rubbing with a cloth.    [4]  (b) describe briefly a method for magnetising a sample of the substance named in  (a)(iii) .  ...  ...  ..  [2]  [total: 6]",
+            "12": "12 0625/22/m/j/14 \u00a9 ucles 20149 the electric circuit shown in fig. 9.1 contains a battery, two resistors, a switch and another  component. 12 v sa 16.0  \u03c9 8.0 \u03c9 fig. 9.1  (a) (i) which instrument does the symbol a represent?  ... [1]   (ii) which quantity does this instrument measure? tick one box. charge current potential difference power  [1]",
+            "13": "13 0625/22/m/j/14 \u00a9 ucles 2014 [turn over (b) the switch is closed so that there is a current in the circuit.   (i) what flows in the circuit in order to create the current? tick one box. charge potential difference power resistance  [1]   (ii) using values from fig. 9.1, calculate    1. the combined resistance of the two resistors,  combined resistance =  . \u03c9 [2]    2. the current in the circuit, stating the unit of your answer.  current =  .. [4]  (c) when the switch is open, what is the potential difference across the 16  \u03c9 resistor? tick one  box. 12 v 8.0 v 6.0 v    0 v  [1]  [total: 10]",
+            "14": "14 0625/22/m/j/14 \u00a9 ucles 201410 a laboratory technician has a 12  v a.c. power supply. he wishes to use it to light a 6.0  v, 1.5  \u03c9  lamp, using either a transformer or a resistor.   (a) state what will happen if he connects the lamp directly to the 12  v power supply.  ... [1]  (b) (i) using a standard transformer symbol, complete the circuit in fig. 10.1 to show how the  transformer could be used to light the lamp at normal brightness.  input12 v a.c.6.0  v 1.5  \u03c9 lamp  [1] fig. 10.1   (ii)  the transformer is to light the lamp at normal brightness.      determine the value of the ratio:  number of turns on secondary coil  number of turns on primary coil.  ratio =  .. [2]  (c) (i) complete the circuit in fig. 10.2 to show how a single resistor could be connected so that  the lamp lights at normal brightness.   input12 v a.c.6.0  v 1.5  \u03c9 lamp  [2] fig. 10.2   (ii)  state the value of the resistance that is needed for the lamp to light at normal brightness.  resistance =  . \u03c9 [1]  [total: 7]",
+            "15": "15 0625/22/m/j/14 \u00a9 ucles 2014 [turn over11 one nuclide of sodium is represented in nuclide notation as 1123na.  for one neutral atom of 1123na, state  (a) its nucleon number,  ...  (b) its proton number,  ...  (c) the number of neutrons,    (d) the number of electrons.  ...  [4]  [total: 4] question 12 is on the next page.",
+            "16": "16 0625/22/m/j/14 \u00a9 ucles 201412 fig. 12.1 shows how the count rate from a radioactive specimen changes with time. 00500100015002000 2 4 6 8 10 12 14 16count rate counts  / minute time  / hours fig. 12.1  (a) use the graph to determine the half-life of the radioactive material.  make clear marks on the  graph to show how you obtained the answer.  half-life =  ..  hours  [2]  (b) measurements are made over the same period of time for another specimen of the same  material as the specimen in (a). the second specimen has half as many radioactive atoms at  time zero.   suggest the values this second specimen gives for   (i) the count rate at time zero,     counts  / minute   (ii) the half-life,    ...  hours   (iii) the count rate after 16 hours.     counts  / minute  [3]  [total: 5] permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the  publisher will be pleased to make amends at the earliest possible opportunity. cambridge international examinations is part of the cambridge assessment group. cambridge assessment is the brand name of university of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge."
+        },
+        "0625_s14_qp_23.pdf": {
+            "1": "this document consists of 18 printed pages and 2 blank pages. dc (ac/jg) 81311/4 \u00a9 ucles 2014 [turn overcambridge international examinations cambridge international general certificate of secondary education *3241510999* physics  0625/23 paper 2 core may/june 2014  1 hour 15 minutes candidates answer on the question paper. no additional materials are required. read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen. y ou may use an hb pencil for any diagrams or graphs. do not use staples, paper clips, glue or correction fluid. do not write in any barcodes. answer all questions. electronic calculators may be used. y ou may lose marks if you do not show your working or if you do not use appropriate units. take the weight of 1 kg to be 10 n (i.e. acceleration of free fall = 10 m / s2). at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [ ] at the end of each question or part question. the syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificat e.",
+            "2": "2 0625/23/m/j/14 \u00a9 ucles 20141 a motorcyclist travels from a to b along a straight road, as shown in fig. 1.1. 1850  mfloodba fig. 1.1  the motorcyclist passes over the minor crossroads at a at 15 m / s and, for most of the distance  between a and b, he continues at 15 m / s.    the road is flooded at one point, so he has to slow down to ride through the water. he also slows  down and stops at the major crossroads at b.  (a) on fig. 1.2, sketch the speed-time graph for the journey between a and b. 15 0 0               speed        m  / s        time [5] fig. 1.2  (b)  the distance between a and b is 1850 m.      (i) if the motorcyclist had been able to maintain 15 m / s all the way from a to b, calculate the  total time the ride would have taken.  time =  .. s [3]",
+            "3": "3 0625/23/m/j/14 \u00a9 ucles 2014 [turn over  (ii) suggest how the actual time taken from a to b compares with your value in (b)(i) . tick  one box. greater than calculated the same as calculated less than calculated  [1]    (c) the motorcyclist completes another journey. the speed-time graph for this journey is shown  in fig. 1.3. 2025 051015 0 5 10 15 20 25speed        m  / s        time  / s fig. 1.3   use the graph to determine the distance travelled by the motorcyclist during this journey.  distance travelled =  .m [4]  [total: 13]",
+            "4": "4 0625/23/m/j/14 \u00a9 ucles 20142 a spring is attached to the underside of the edge of a bench. a metre rule is fixed next to it, as  shown in fig. 2.1. xbench top pin metre rule fig. 2.1yspring load l fig. 2.2  when there is no load on the spring, the marker pin is at x.  when a load of weight l is hanging on the spring, the marker pin is at y , as shown in fig. 2.2.  (a) describe how you would determine the value of the extension of the spring caused by the  load.  .. .  .. .  .. .  .. .[3]  (b) on fig. 2.3, sketch the graph you would expect to be able to obtain as the spring is gradually  stretched from x to y . length xy 0 0 load l  [1] fig. 2.3  [total: 4]",
+            "5": "5 0625/23/m/j/14 \u00a9 ucles 2014 [turn over3 a wheel f on an axle is free to rotate about a horizontal axis, as shown in fig. 3.1. fp s waxle fig. 3.1  string s has a loop on one end, which is hooked over peg p on the axle. the string is wound  several times around the axle, and has a weight w attached to the other end.    w is released and accelerates downwards. the string comes off the peg just as w reaches the  ground.  (a) as w is accelerating downwards, what, if anything, happens to   (i) the gravitational potential energy of w, .   (ii) the kinetic energy of w, .   (iii) the gravitational potential energy of f , ..   (iv) the kinetic energy of f? .  [4]  (b) what happens to the kinetic energy of w when it hits the ground?  .. .[1]  (c) what happens to the kinetic energy of f after w hits the ground?  .. .[1]  [total: 6]",
+            "6": "6 0625/23/m/j/14 \u00a9 ucles 20144 a mercury manometer is connected to a gas supply, as shown in fig. 4.1. 050100150200250300mm from a gas supply mercury fig. 4.1  (a) using the scale on fig. 4.1, state the reading of   (i) the mercury level in the left-hand column, . mm   (ii) the mercury level in the right-hand column. . mm  [2]  (b) (i) is the pressure of the gas from the supply greater than or less than atmospheric pressure,  and how do you know?  .. .  .. .  .. .[1]   (ii) by how much is the gas pressure greater or less than atmospheric pressure?  pressure difference =  . mm of mercury [1]  ",
+            "7": "7 0625/23/m/j/14 \u00a9 ucles 2014 [turn over (c) the gas supply is turned off.  the rubber tube connecting the manometer to the gas supply is  disconnected, so that both ends of the manometer are open to the atmosphere.   what are the new readings of the mercury levels in each column?  left-hand column reading =  ... mm  right-hand column reading =  ... mm  [2]  (d) suggest why water could not be used in this manometer to measure the gas pressure from  the supply.  .. .  .. .[1]  [total: 7]",
+            "8": "8 0625/23/m/j/14 \u00a9 ucles 20145 as part of his meal, a workman has a cup containing a hot drink.  in order to keep the drink hot whilst he eats the rest of his meal, he covers the cup, as shown in  fig. 5.1. fig. 5.1  (a) which sources of energy loss does this action reduce? tick two boxes. convection from the surface of the liquid evaporation from the surface of the liquidconduction through the cupradiation from the surface of the cup  [2]        (b) suggest one other way that the workman can help to keep the drink hot while he eats the rest  of his meal.  .. .  .. .[1]  [total: 3]",
+            "9": "9 0625/23/m/j/14 \u00a9 ucles 2014 [turn over6 a laboratory worker hears the sound from a loudspeaker, as illustrated in fig. 6.1.   frequencyamplitudesignal generator fig. 6.1  the amplitude control knob and the frequency control knob on the signal generator are set so that  the worker hears a particular note from the loudspeaker.  (a) the two control knobs are left untouched but the worker stands further away from the  loudspeaker.   what difference, if any, does this make to the sound heard by the worker?  .. .[1]  (b) what difference, if any, does it make to the note heard by the worker if   (i) the amplitude of the sound wave is increased,  .. .   (ii) the frequency of the sound wave is increased?  .. .  [2]  (c) describe what happens to the air in order for the sound from the loudspeaker to reach the  laboratory worker\u2019s ear.  .. .  .. .  .. .[2]  (d) the human ear cannot detect all frequencies.   state the approximate range of frequencies for a healthy human ear.  lower frequency limit =  . hz  upper frequency limit =  . hz  [2]  [total: 7]",
+            "10": "10 0625/23/m/j/14 \u00a9 ucles 20147 a filament lamp emits white light, which passes through a small hole in a card. the light spreads  out from the hole, as shown in fig. 7.1. glass lensglass prism carda b qp filament lamp (white light source)screen fig. 7.1  the light from the hole then passes through a glass lens and a glass prism, and finally reaches a  screen.  (a) state what is seen in the region ab on the screen.  .. .[1]  (b) in fig. 7.1, what two things are shown happening to the light at surface pq? tick two boxes. diffraction dispersion reflection refraction  [2]",
+            "11": "11 0625/23/m/j/14 \u00a9 ucles 2014 [turn over (c) fig. 7.2 shows the same arrangement as in fig. 7.1, but with the prism removed. glass lens filament lamp (white light source)screen fig. 7.2   (i) on fig. 7.2, continue the rays until they reach the screen. [1]   (ii) describe fully what is now seen on the screen.  .. .  .. .  .. .[2]  [total: 6]  ",
+            "12": "12 0625/23/m/j/14 \u00a9 ucles 20148 fig. 8.1 shows a lens, to the left of which is a vertical object ax with one end on the principal axis. ax f p fig. 8.1  (a) distance pf is the focal length of the lens. state the name given to the point f .   .[1]  (b) (i) on fig. 8.1, draw a ray from the top of the object x, which is parallel to the principal axis.   continue this ray at least 6 cm after the lens, to show its path through the air on the other  side of the lens. [2]   (ii) on fig. 8.1, draw another ray that will enable you to locate the image of x. label this  image with the letter y . [2]  [total: 5]  ",
+            "13": "13 0625/23/m/j/14 \u00a9 ucles 2014 [turn over9 (a) what is the usual purpose of a transformer? tick one box. to increase or decrease a.c. to increase or decrease d.c. to turn a.c. into d.c.  [1]  (b) the transformer in fig. 9.1 is connected to a 240 v mains supply, and is being used to light a  6.0 v lamp connected between a and b. 240  v mains supply 8000 turns iron6.0 v lampa b fig. 9.1   (i) what name is given to the part of the transformer that is shown on fig. 9.1 as being  made of iron?  .. .[1]   (ii) the primary coil has 8000 turns.    1 . state the material from which the coil is usually made.     ... ..[1]    2 .  calculate the number of turns needed on the secondary coil in order to provide 6.0 v  between a and b.  number of turns =  ..[3]    3 .  suggest one difference that is seen in the appearance of the lamp when the mains  supply voltage is reduced to 120 v.     ... ..[1]  [total: 7] ",
+            "14": "14 0625/23/m/j/14 \u00a9 ucles 201410 a positively charged plastic ball is suspended on an insulating nylon thread, as shown in fig. 10.1.   negatively charged rodnylon thread positively charged plastic ball fig. 10.1   a negatively charged plastic rod is brought towards the positively charged ball.  (a) (i) describe how the rod might have been given its charge.  .. .  .. .  .. .[2]   (ii) describe what is seen  happening to the ball as the rod is brought near to it.  .. .  .. .[2]   (iii) state the reason for what you have described in (a)(ii) .  .. .  .. .[1]",
+            "15": "15 0625/23/m/j/14 \u00a9 ucles 2014 [turn over (b) the negatively charged rod is removed.   an identical plastic ball is suspended on another nylon thread of equal length, so that the  balls are a short distance from each other. the second ball is also given a positive charge.   in the space below, sketch how the two balls and their threads will hang.   [2]  [total: 7]",
+            "16": "16 0625/23/m/j/14 \u00a9 ucles 201411 in an attempt to measure the current in a lamp and a resistor, a student connects the circuit shown  in fig. 11.1. v fig. 11.1  (a) what instrument does the symbol v  represent?  .. .[1]  (b) when the lamp fails to light, she realises that she has used the wrong instrument to measure  the current.   (i) with which instrument should she replace it, in order to be able to measure the current?  .. .[1]   (ii) in the space below, redraw the circuit of fig. 11.1, but with the correct instrument in the     place of v, and with v connected in parallel with the cell.  [2]",
+            "17": "17 0625/23/m/j/14 \u00a9 ucles 2014 [turn over (c) when the circuit is working correctly, the student records that the potential difference across  the cell is 1.9 v and that the current in the circuit is 0.038 a.   (i) calculate the combined resistance of the lamp and the resistor. state the unit.  resistance = ...[4]   (ii) the positions in the circuit of the lamp and the resistor are interchanged, as shown in  fig. 11.2. the measuring instruments are not shown. fig. 11.2    what difference, if any, does interchanging the components make to the value of the  current? tick one box. increases the current decreases the currentmakes no difference to the current  [1]   [total: 9]  ",
+            "18": "18 0625/23/m/j/14 \u00a9 ucles 201412 a dish contains a sample of radioactive powder. the half-life of the radioactive substance is known  to be 26 minutes. it decays by \u03b2-particle emission.  a radiation detector, held close to the powder, records a count rate of 800 counts / min, after  subtraction of the background count rate.  a time of 26 minutes is allowed to elapse after recording the 800 counts / min count rate. a new  count rate is then taken.  (a) calculate the new count rate due to the powder.  count rate =  . counts / min [1]  (b) how many radioactive atoms of the original type remain in the sample after the 26 minutes  have elapsed? tick one box. no atoms are left the same as at the start half the number at the start twice the number at the start  [1]    (c) how many atoms in total remain in the sample after 26 minutes has elapsed? tick one box.   no atoms are left the same as at the start half the number at the start twice the number at the start  [1]  (d) the sample contains zirconium rz4084.   for one atom of rz4084, state   (i) its nucleon number, .    (ii) its proton number,  ...   (iii) the number of neutrons.  ..  [3]  [total: 6]",
+            "19": "19 0625/23/m/j/14 \u00a9 ucles 2014blank page",
+            "20": "20 0625/23/m/j/14 \u00a9 ucles 2014permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the  publisher will be pleased to make amends at the earliest possible opportunity. cambridge international examinations is part of the cambridge assessment group. cambridge assessment is the brand name of unive rsity of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge.blank page"
+        },
+        "0625_s14_qp_31.pdf": {
+            "1": "this document consists of 12 printed pages. dc (nf/sw) 81293/4 \u00a9 ucles 2014 [turn overcambridge international examinations cambridge international general certificate of secondary education *4923685292* physics  0625/31 paper 3 extended may/june 2014  1 hour 15 minutes candidates answer on the question paper. no additional materials are required. read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen. y ou may use an hb pencil for any diagrams or graphs. do not use staples, paper clips, glue or correction fluid. do not write in any barcodes. answer all questions. electronic calculators may be used. y ou may lose marks if you do not show your working or if you do not use appropriate units. take the weight of 1 kg to be 10 n (i.e. acceleration of free fall = 10 m / s2). at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [ ] at the end of each question or part question. the syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificat e.",
+            "2": "2 0625/31/m/j/14 \u00a9 ucles 20141 (a) fig. 1.1 shows a liquid-in-glass thermometer. \u201310 0 10 20 30 40 50 60 70 80 90 100 110 \u00b0c fig. 1.1   (i) in the process of making the thermometer, the scale divisions were spaced equally.    what assumption was made about the liquid?  .. .  ..  [1]   (ii) suggest two changes to the thermometer that would require the spacing of the scale  divisions to be larger. 1.  ...  2.  ...   [2]   (iii) as a result of the changes in (ii), what other change is needed to enable the thermometer  to be used for the same temperature range?  ..  [1]  (b) the expansion of a liquid is an example of a physical property that may be used to measure  temperature.   state two other physical properties that may also be used to measure temperature. 1. the  . of  .  2. the  . of  .   [2]  [total: 6]",
+            "3": "3 0625/31/m/j/14 \u00a9 ucles 2014 [turn over2 a student has a large number of coins of different diameters, all made of the same metal. she  wishes to find the density of the metal by a method involving placing the coins in water.  (a) state the formula needed to calculate the density.  ..  [1]  (b) describe how the measurements of the required quantities are carried out.  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  ..  [5]  (c) state one precaution taken when carrying out the measurements in (b) to ensure that  the  result is as accurate as possible.  .. .  ..  [1]  [total: 7]",
+            "4": "4 0625/31/m/j/14 \u00a9 ucles 20143 (a) on a day with no wind, a fountain in switzerland propels 30  000 kg of water per minute to a  height of 140 m.    calculate the power used in raising the water.  power =  ... [4]  (b) the efficiency of the pump which operates the fountain is 70%.   calculate the power supplied to the pump.  power =  ... [3]  (c) on another day, a horizontal wind is blowing. the water does not rise vertically.   explain why the water still rises to a height of 140 m.  .. .  ..  [1]  [total: 8]",
+            "5": "5 0625/31/m/j/14 \u00a9 ucles 2014 [turn over4 fig. 4.1 shows a heavy ball b of weight w suspended from a fixed beam by two ropes p and q. 45\u00b0 45\u00b0 b30 npbeam q 30 n w fig. 4.1  p and q are both at an angle of 45\u00b0 to the horizontal. the tensions in p and q are each 30 n.  (a) in the space below, draw a scale diagram to find the resultant of the tensions in p and q. use  a scale of 1.0 cm to represent 5.0 n. label the forces and show their directions with arrows.  resultant =  ... [4]  (b) state the direction of the resultant.  .. [ 1]  (c) state the magnitude of w. magnitude of w =  ... [1]  [total: 6]",
+            "6": "6 0625/31/m/j/14 \u00a9 ucles 20145 (a) a water tank has a rectangular base of dimensions 1.5 m by 1.2 m and contains 1440 kg of  water.   calculate   (i) the weight of the water,  weight =  ... [1]   (ii) the pressure exerted by the water on the base of the tank.  pressure =  ... [2]    (b) fig. 5.1 shows two water tanks p and q of different shape. both tanks are circular when  viewed from above. the tanks each contain the same volume of water. the depth of water in  both tanks is 1.4 m. 1.4 m q p fig. 5.1   (i) the density of water is 1000 kg / m3. the pressures exerted by the water on the base of  the two tanks are equal.    calculate this pressure.  pressure =  ... [2]   (ii) equal small volumes of water are removed from each tank.    state which tank, p or q, now has the greater water pressure on its base. explain your  answer.  .. .  .. .  ..  [2]  [total: 7]",
+            "7": "7 0625/31/m/j/14 \u00a9 ucles 2014 [turn over6 fig. 6.1 shows a quantity of gas in a cylinder fitted with a piston p . gasp fig. 6.1  (a) describe the motion of the molecules of the gas.  .. .  .. .  .. .  .. .  ..  [3]  (b) the piston is now slowly pushed down to decrease the volume of the gas. the temperature of  the gas does not change.   (i) state and explain, in terms of molecules, what happens to the pressure of the gas.  .. .  .. .  ..  [2]   (ii) before pushing the piston down, the pressure of the gas was 1.0 \u00d7 105 pa. pushing the  piston down reduces the volume of the gas from 500 cm3 to 240 cm3.    calculate the final pressure of the gas.  pressure =   [2]  [total: 7]",
+            "8": "8 0625/31/m/j/14 \u00a9 ucles 20147 (a) the following are three statements about boiling. \u0081 a liquid boils at a fixed temperature.\u0081 during boiling, vapour can form at any point within the liquid.\u0081 without a supply of thermal energy, boiling stops.   complete the following equivalent statements about evaporation. \u0081 a liquid evaporates at  . ...  .. ... . \u0081 during evaporation .. ...  .. ... . \u0081 without a supply of thermal energy, evaporation   .  [3]  (b) a pan containing water boiling at 100 \u00b0c   is standing on an electrically heated hot-plate. in  20 minutes, 0.075 kg of water is lost as steam. the specific latent heat of vaporisation of water is 2.25 \u00d7 10 6 j / kg.   (i) calculate the energy used in converting 0.075 kg of boiling water to steam.  energy =  ... [2]   (ii) the hot-plate operates at 240 v, 0.65 a.    calculate the energy supplied to the hot-plate in 20 minutes.  energy =  ... [2]   (iii) suggest why the answers to (b)(i)  and (b)(ii)  are not the same.  .. .  ..  [1]  [total: 8]",
+            "9": "9 0625/31/m/j/14 \u00a9 ucles 2014 [turn over8 (a) draw a straight line from each quantity on the left-hand side to a speed on the right-hand side  which is typical for that quantity. speed of sound in gas speed of sound in solid30 m / s 300 m / s 3000 m / s 30 000 m / s 300 000 m / s  [2]  (b) explain why sound waves are described as longitudinal .  .. .  ..  [2]  (c) fig. 8.1 shows how the displacement of air molecules, at an instant of time, varies with  distance along the path of a sound wave. 0displacement distance along path of sound wave0 fig. 8.1   (i) on fig. 8.1, sketch two cycles of a sound wave that has a shorter wavelength and a  greater amplitude. [2]   (ii) state two changes in the sound heard from this wave compared with the original wave. 1.  ...  2.  ...   [2]  [total: 8]",
+            "10": "10 0625/31/m/j/14 \u00a9 ucles 20149 in the circuit shown in fig. 9.1, resistors can be connected between terminals p and q. the e.m.f.  of the battery is 6.0 v. a pq6.0 v fig. 9.1  (a)  calculate the current shown by the ammeter when a 12.0 \u03c9 resistor and a 4.0 \u03c9 resistor are   (i) connected in series between p and q,  current =  ... [2]   (ii) connected in parallel between p and q.  current   =  ... [3]  (b) state the relationship between   (i) the resistance r and the length l of a wire of constant cross-sectional area,  .. .   (ii) the resistance r and the cross-sectional area a of a wire of constant length.  .. .  [2]   (c) the 12.0 \u03c9 and 4.0 \u03c9 resistors in (a) are wires of the same length and are made of the same  alloy.   calculate the ratio: cross-sectional area of 12.0 \u03c9 resistor cross-sectional area of 4.0 \u03c9 resistor  ratio =  ... [1]  [total: 8]  ",
+            "11": "11 0625/31/m/j/14 \u00a9 ucles 2014 [turn over10 fig. 10.1 shows a coil of wire rotating steadily in the magnetic field between the poles of a  permanent magnet. the current generated in the coil is to pass through resistor r. nsrotation of coilcoil ab rd c fig. 10.1  (a) the apparatus in fig. 10.1 is part of an a.c. generator. what is connected between the ends a  and b of the coil and the connections c and d?  ..  [1]  (b) (i) on fig. 10.2, sketch a graph to show the variation with time of the current through r. [1] current 0 time fig. 10.2   (ii) on fig. 10.2, show the time t corresponding to one complete rotation of the coil. [1]   (iii) state two ways in which the graph would be different if the coil spins at a faster rate. 1.  ...  2.  ... ... [2]  (c) suggest what could be connected between c and r so that the current in r is always in the  same direction.  ..  [1]  [total: 6]",
+            "12": "12 0625/31/m/j/14 \u00a9 ucles 2014permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the  publisher will be pleased to make amends at the earliest possible opportunity. cambridge international examinations is part of the cambridge assessment group. cambridge assessment is the brand name of unive rsity of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge.11 (a) complete the table below for the three types of radiation. radiation nature charge stopped by \u03b3electromagnetic  radiation \u03b2 negative \u03b1 thick paper  [3]  (b) an isotope of strontium is represented in nuclide notation as 90 38sr.   for a neutral atom of this isotope, state  (i) the proton number, ...   (ii) the nucleon number, ...   (iii) the number of neutrons, ...   (iv) the number of electrons. ...  [3]  (c) a sample of a radioactive material is placed near a radiation detector. a count-rate of  4800 counts / s is detected from the sample. after 36 hours the count-rate has fallen to 600 counts / s.   calculate how many more hours must pass for the count-rate to become 150 counts / s.  number of hours =  ... [3]  [total: 9]"
+        },
+        "0625_s14_qp_32.pdf": {
+            "1": "this document consists of 17 printed pages and 3 blank pages. dc (nf/sw) 81295/4 \u00a9 ucles 2014 [turn overcambridge international examinations cambridge international general certificate of secondary education *4400796608* physics  0625/32 paper 3 extended may/june 2014  1 hour 15 minutes candidates answer on the question paper. no additional materials are required. read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen. y ou may use an hb pencil for any diagrams or graphs. do not use staples, paper clips, glue or correction fluid. do not write in any barcodes. answer all questions. electronic calculators may be used. y ou may lose marks if you do not show your working or if you do not use appropriate units. take the weight of 1 kg to be 10 n (i.e. acceleration of free fall = 10 m / s2). at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [ ] at the end of each question or part question. the syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificat e.",
+            "2": "2 0625/32/m/j/14 \u00a9 ucles 20141 fig. 1.1 shows a distance-time graph for a moving object. 0030distance  / m time  / s50 15 40abc fig. 1.1  (a) describe the speed of the object between points   (i) a and b,  .. .   (ii) b and c.  .. .  [2]  (b) state whether the acceleration of the object is zero, negative or positive, as shown on the  graph between points   (i) a and b,  .. .   (ii) b and c.  .. .  [2]  (c) calculate the average speed of the object during the 40 seconds.  speed =   [2]  [total: 6]",
+            "3": "3 0625/32/m/j/14 \u00a9 ucles 2014 [turn over2 a surveyor measures the dimensions of a room of constant height. fig. 2.1 is a top view of the  room and shows the measurements taken. 6.01  m 4.25  m 3.26  m6.75  m fig. 2.1  (a) state an instrument that would be suitable to take these measurements.  ..  [1]  (b) the volume of air in the room is 76.4 m3. the density of the air is 1.2 kg / m3.   calculate the mass of air in the room.  mass =   [2]  (c) a window in the room is open. the next day, the temperature of the room has increased, but  the pressure of the air has stayed the same.   state and explain what has happened to the mass of air in the room.  .. .  .. .  .. .  ..  [3]  [total: 6]",
+            "4": "4 0625/32/m/j/14 \u00a9 ucles 20143 when a salmon swims up a river to breed, it often has to jump up waterfalls. fig. 3.1 shows a  salmon jumping above the surface of the water. on this occasion the salmon falls back down into  the river. salmon waterfall river fig. 3.1  the salmon has a mass of 2.0 kg.  (a) the salmon leaves the water vertically with a kinetic energy of 16.2 j.   (i) calculate the speed of the salmon as it leaves the water.  speed =   [2]   (ii) calculate the maximum height gained by the salmon. ignore air resistance.  gain in height =   [3]   (iii) after the salmon has re-entered the river, it has lost nearly all its original kinetic energy.    state what has happened to the lost energy.  .. .  .. .  .. .  ..  [2]",
+            "5": "5 0625/32/m/j/14 \u00a9 ucles 2014 [turn over (b) another salmon, of much greater mass, leaves the water vertically with the same speed.   state and explain how the height of this salmon\u2019s jump compares to the height reached by the  first salmon.  .. .  .. .  ..  [2]  [total: 9]",
+            "6": "6 0625/32/m/j/14 \u00a9 ucles 2014blank page",
+            "7": "7 0625/32/m/j/14 \u00a9 ucles 2014 [turn over4 (a) define the specific heat capacity of a substance.  .. .  ..  [2]  (b) fig. 4.1 shows a cylinder of aluminium heated by an electric heater. electric heater aluminium cylinderthermometerc.i.e. power pack v \u2013+ fig. 4.1   the mass of the cylinder is 800 g. the heater delivers 8700 j of thermal energy to the cylinder  and the temperature of the cylinder increases by 12 \u00b0c.   (i) calculate a value for the specific heat capacity of aluminium.  specific heat capacity =   [2]   (ii) calculate the thermal capacity (heat capacity) of the aluminium cylinder.  thermal capacity =   [2]  (c) state and explain a method of improving the accuracy of the experiment.  .. .  .. .  ..  [2]  [total: 8]",
+            "8": "8 0625/32/m/j/14 \u00a9 ucles 20145 (a) puddles of water form on a path after rainfall on a windy day.   in terms of molecules, state and explain how the rate of evaporation of the puddles is  affected by   (i) a reduction of wind speed,  .. .  .. .  .. .  ..  [2]   (ii) an increase of water temperature.  .. .  .. .  .. .  ..  [2]  (b) fig. 5.1 shows two puddles. large puddle small puddle fig. 5.1   state and explain how the rate of evaporation from the large puddle compares to that from the  small puddle under the same conditions.  .. .  .. .  .. .  ..  [2]",
+            "9": "9 0625/32/m/j/14 \u00a9 ucles 2014 [turn over (c) describe an experiment to demonstrate the difference between good and bad emitters of  infra-red radiation. y ou may include a diagram to help your description. state what readings should be taken.  .. .  .. .  .. .  .. .  .. .  .. .[3]  [total: 9]",
+            "10": "10 0625/32/m/j/14 \u00a9 ucles 20146 (a) fig. 6.1 shows a ray of light incident on the surface of a glass block. fig. 6.1   on fig. 6.1, accurately draw the reflected ray. [2]  (b) fig. 6.2 shows a ray of light incident on a glass prism. wx y zuv fig. 6.2   put one tick only  in each line of the table to indicate which of the angles labelled in fig. 6.2  are the angle of incidence and the angle of refraction. uvwxyz angle of incidence angle of refraction  [2]",
+            "11": "11 0625/32/m/j/14 \u00a9 ucles 2014 [turn over (c) the refractive index of water is 1.33. a ray of light passes from water into air. the angle of  incidence at the water-air interface is 30 \u00b0.   calculate the angle of refraction.  angle of refraction =   [3]  (d) fig. 6.3 shows rays of violet and red light incident on a prism. the dashed line shows the path  taken by the ray of violet light in the prism. path of rays of violet and red light fig. 6.3   on fig. 6.3, draw and label the path that the ray of red light takes in the prism. a calculation is  not required. [2]  [total: 9]",
+            "12": "12 0625/32/m/j/14 \u00a9 ucles 20147 (a) a solenoid connected to a battery produces a magnetic field. the wires are then connected to  the battery terminals the other way round.    tick one box in the table to indicate the effect on the magnetic field. decreases but not to zero decreases to zero reverses direction increases stays the same  [1]  (b) fig. 7.1 shows a top view of two bar magnets and a vertical rigid conducting rod carrying a  current. the direction of the current in the rod is coming out of the paper . s n s nvertical rod perpendicular to paper fig. 7.1   (i) on fig. 7.1, draw a single line with an arrow to show the direction of the magnetic field  due to the bar magnets at the position of the rod. [2]   (ii) state the direction of the force exerted on the vertical rod.  ..  [2]",
+            "13": "13 0625/32/m/j/14 \u00a9 ucles 2014 [turn over (c) the rod has a mass of 350 g and the resultant force acting on the rod is 0.21 n. the rod is free  to move.   calculate the initial acceleration of the rod.  acceleration =   [2]  [total: 7]",
+            "14": "14 0625/32/m/j/14 \u00a9 ucles 20148 fig. 8.1 shows three cells each with e.m.f. 1.5 v connected in series. 1.5 v 1.5 v 1.5 v 1.0 14.0 1 1.0 1 fig. 8.1  (a) calculate the combined e.m.f. of the cells.  e.m.f. =   [1]  (b) calculate the combined resistance of the three resistors shown in fig. 8.1.  resistance =   [2]  (c) calculate the current in the 4.0 \u03c9 resistor in fig. 8.1.  current =   [3]",
+            "15": "15 0625/32/m/j/14 \u00a9 ucles 2014 [turn over (d) calculate the combined e.m.f. of the cells if one cell is reversed.  e.m.f. =   [1]  [total: 7]",
+            "16": "16 0625/32/m/j/14 \u00a9 ucles 20149 fig. 9.1 shows a positively charged plastic rod, a metal block resting on an insulator, and a wire  connected to earth. positively charged plastic rod metal block wire connected to earthinsulator fig. 9.1  (a) on fig. 9.1, draw the charge distribution in the metal block. [2]  (b) the earth wire is held against the metal block, as shown in fig. 9.2. positively charged plastic rod metal block wire connected to earthinsulator fig. 9.2   on fig. 9.2, draw the new charge distribution. [1]  (c) the charged rod and the earth wire are removed and the metal block is left charged.   state the order in which the rod and the wire were removed. explain your answer.  .. .  .. .  .. .  ..  [2]  (d) name this charging process.  ..  [1]  [total: 6]",
+            "17": "17 0625/32/m/j/14 \u00a9 ucles 2014 [turn over10 (a) fig. 10.1 shows a digital logic circuit, not using the recognised symbols. and gate or gated output einput a input b input c fig. 10.1   complete the table below to indicate the logic levels of points d and e in the circuit, when  points a, b and c are at the logic levels indicated.   0 represents low or off. 1 represents high or on. abcde 000 001 111  [3]  (b) draw the recognised symbol for an and gate.  [1]  (c) a nand gate can be replaced by an and gate and a not gate.   draw a diagram to show how the and gate and the not gate should be connected. label  clearly the logic gates and any input or output.  [2]  [total: 6]",
+            "18": "18 0625/32/m/j/14 \u00a9 ucles 201411 fig. 11.1 shows a beam of radiation that contains \u03b1-particles, \u03b2-particles and \u03b3-rays. the beam  enters a very strong electric field between charged plates in a vacuum. plate at positive voltage plate at negative voltagebeam of radiation fig. 11.1  (a) indicate the deflection, if any, of the \u03b1-particles, \u03b2-particles and \u03b3-rays, by placing one tick in  each  column of the table. possible deflection \u03b1-particles \u03b2-particles \u03b3-rays no deflection towards positive plate towards negative plate out of the paper into the paper  [3]  (b) the radiation is said to be ionising . explain what this means.  .. .  .. .[1]  (c) \u03b1-particles are more strongly ionising and have a shorter range in air than \u03b3-rays.   use your knowledge of the nature of these radiations to explain these differences.  .. .  .. .  .. .  ..  [3]  [total: 7]",
+            "19": "19 0625/32/m/j/14 \u00a9 ucles 2014blank page",
+            "20": "20 0625/32/m/j/14 \u00a9 ucles 2014permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the  publisher will be pleased to make amends at the earliest possible opportunity. cambridge international examinations is part of the cambridge assessment group. cambridge assessment is the brand name of unive rsity of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge.blank page"
+        },
+        "0625_s14_qp_33.pdf": {
+            "1": "this document consists of 18 printed pages and 2 blank pages. dc (nf/sw) 81294/3 \u00a9 ucles 2014 [turn overcambridge international examinations cambridge international general certificate of secondary education *7907131038* physics  0625/33 paper 3 extended may/june 2014  1 hour 15 minutes candidates answer on the question paper. no additional materials are required. read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen. y ou may use an hb pencil for any diagrams or graphs. do not use staples, paper clips, glue or correction fluid. do not write in any barcodes. answer all questions. electronic calculators may be used. y ou may lose marks if you do not show your working or if you do not use appropriate units. take the weight of 1 kg to be 10 n (i.e. acceleration of free fall = 10 m / s2). at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [ ] at the end of each question or part question. the syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificat e.",
+            "2": "2 0625/33/m/j/14 \u00a9 ucles 20141 parachutes are used to slow down a certain racing car.  fig. 1.1 shows the racing car, of total mass 750 kg, slowing down by using parachutes. fig. 1.1  fig. 1.2 is the speed-time graph for 20 s after the car reaches full speed. 001020304050607080 2 4 6 8 10 12 14 16 18 20 time t / sspeed m / s fig. 1.2  at time t  = 6.0 s, the parachutes open.  (a) on fig. 1.2,   (i) mark a point, labelled a, where the car is moving at constant speed,   (ii) mark a point, labelled b, where the car is decelerating at a uniform rate,   (iii) mark a point, labelled c, where the car is decelerating at non-uniform rate.  [3]",
+            "3": "3 0625/33/m/j/14 \u00a9 ucles 2014 [turn over (b) calculate   (i) the deceleration of the car at time t  = 6.5 s,  deceleration =  ... [2]   (ii) the resultant force acting on the car at this time.  resultant force =  ... [2]  (c) explain why there is no resultant force acting on the car at time t  = 4.0 s.  .. .  ..  [1]  [total: 8]",
+            "4": "4 0625/33/m/j/14 \u00a9 ucles 20142 a student wishes to determine the density of a small, irregularly shaped stone.  (a) with the aid of a labelled diagram, describe an experiment to determine the volume of the  stone.  .. .  .. .  .. .  .. .  ..  [4]  (b) (i) state the other quantity, apart from the volume, that must be measured in order to  determine the density.  ..  [1]   (ii) state the formula that is used to calculate the density.  .. .  ..  [1]",
+            "5": "5 0625/33/m/j/14 \u00a9 ucles 2014 [turn over (c) the student now wishes to determine the volume of a small, irregularly shaped piece of wood  that floats in water. he notices that a small lead weight tied to the wood makes it sink in water.   describe how the student can adapt the experiment in (a) to determine the volume of the  wood. y ou may draw a diagram.  .. .  .. .  .. .  .. .  .. .  .. .  ..  [2]  [total: 8]",
+            "6": "6 0625/33/m/j/14 \u00a9 ucles 20143 a metre rule balances when the 50 cm mark is directly above a pivot.  (a) state where in the rule its centre of mass is located.  .. .  ..  [1]  (b) fig. 3.1 shows an apple and a 0.40 n weight placed on the rule so that the rule remains  balanced at the 50 cm mark. 25 cm45 cm pivot50 cm markapple0.40  n weight fig. 3.1 (not to scale)   the centre of mass of the apple is 25 cm from the pivot and the centre of mass of the weight  is 45 cm from the pivot.   calculate   (i) the weight of the apple,  weight =  ... [2]   (ii) the mass of the apple.  mass =  ... [1]",
+            "7": "7 0625/33/m/j/14 \u00a9 ucles 2014 [turn over (c) the apple is not moved. the weight is removed from the rule and the pivot is moved to the left  until the rule balances as shown in fig. 3.2. pivot50 cm markapple fig. 3.2  (not to scale)   (i) explain why the arrangement in fig. 3.2 balances.  .. .  .. .  ..  [2]   (ii) the pivot in fig. 3.2 is closer to the 50 cm mark than to the centre of mass of the apple.    compare the weight of the rule to the weight of the apple.  .. .  ..  [1]  [total: 7]",
+            "8": "8 0625/33/m/j/14 \u00a9 ucles 20144 a teacher shows a class examples of three states of matter. these are a solid metal block resting  on the bench, a liquid in a glass beaker and a gas in a clear balloon in the laboratory.  fig. 4.1a represents the arrangement of molecules in the solid. solid liquid gas  fig. 4.1a fig. 4.1b fig. 4.1c  (a) (i) complete fig. 4.1b, to show the arrangement of molecules in the liquid.   (ii) complete fig. 4.1c, to show the arrangement of molecules in the gas.  [3]  (b) (i) in the list below, draw a ring around the state of matter that is the easiest to compress. the solid                                 the liquid                                 the gas  [1]   (ii) in terms of its molecules, explain why this state of matter is the easiest to compress.  .. .  .. .  ..  [2]  [total: 6]",
+            "9": "9 0625/33/m/j/14 \u00a9 ucles 2014 [turn over5 during both boiling and evaporation, liquid water is converted into water vapour.  the rate at which the mass of boiling  water decreases depends only on the rate at which the  water is gaining thermal energy.  (a) the specific latent heat of vaporisation of water is 2.3 \u00d7 106 j / kg. thermal energy is supplied  to boiling water in a kettle at a rate of 460 w.   calculate the mass of water that is boiled away in 180 s.  mass =  ... [2]  (b) the rate at which the mass of evaporating  water decreases depends on other factors.   (i) state two of these factors. 1.  ...  2.  ...   [2]   (ii) state two other ways in which evaporation is different from boiling. 1.  ...  2.  ...   [2]  [total: 6]",
+            "10": "10 0625/33/m/j/14 \u00a9 ucles 20146 the liquids in five liquid-in-glass thermometers a, b, c, d and e expand linearly with temperature.  all the thermometers have scales marked in \u00b0c. fig. 6.1 accurately represents the scales of these  five thermometers. 250\u00b0c\u00b0c \u00b0c \u00b0c\u00b0c \u201350110 \u2013100 050 100300 3045 ab cde fig. 6.1  (a) (i) use information from the scales of the thermometers in fig. 6.1 to state which  thermometer has the greatest range.  ..  [1]   (ii) state and explain which thermometer has the greatest sensitivity.  .. .  ..  [1]  (b) suggest two design features that would cause a liquid-in-glass thermometer to have a large  sensitivity. 1.  ... ... 2.  ... ...  [2]",
+            "11": "11 0625/33/m/j/14 \u00a9 ucles 2014 [turn over (c) the distance on thermometer b between the 110 \u00b0c mark and the \u221210 \u00b0c mark is 18 cm.   calculate the length of the liquid thread above the \u221210 \u00b0c mark when the temperature  recorded by b is 70 \u00b0c.  length =  ... [2]  [total: 6]",
+            "12": "12 0625/33/m/j/14 \u00a9 ucles 20147 (a) state how a longitudinal wave differs from a transverse wave.  .. .  .. .  ..  [2]  (b) a sound wave of frequency 7.5 khz travels through a steel beam at a speed of 6100 m / s.   (i) calculate the wavelength of this sound wave in the steel beam.  wavelength =  ... [2]   (ii) the sound wave passes from the end of the beam into air.    state    1.  the  effect on the speed of the  sound,  .. . [1]    2.  the  effect on the wavelength of the  sound.  .. . [1]  [total: 6]",
+            "13": "13 0625/33/m/j/14 \u00a9 ucles 2014 [turn over8 a lamp in a large room is suspended below a horizontal mirror that is fixed to the ceiling. fig. 8.1 is  a scale diagram of the lamp and mirror. lampreflecting surface of mirror fig. 8.1  an image of the lamp is formed by the mirror.  (a) (i) on fig. 8.1, draw two rays from the centre of the lamp that strike the mirror. use these  rays to locate the image. label the image i. [3]   (ii) state two characteristics of this image. 1.  ...  2.  ...   [2]  (b) suggest an advantage of positioning a mirror above the lamp.  .. .  ..  [1]  [total: 6]",
+            "14": "14 0625/33/m/j/14 \u00a9 ucles 20149 fig. 9.1 represents two identical metal plates, positioned horizontally, one above the other in a  vacuum. fig. 9.1  a negative charge of 0.000 000 042 c (4.2 \u00d7 10\u22128 c) is transferred to the upper plate, leaving the  lower plate with a positive charge of the same size.  (a) on fig. 9.1, draw the pattern of the electric field between the two plates and indicate the  direction of the lines of force. [3]  (b) (i) a conducting copper wire is used to connect the two plates and this leaves the plates  uncharged. charge flows in the wire for 0.000 000 035 s (3.5 \u00d7 10\u22128 s).    calculate the average current in the wire during this time.  current =  ... [3]   (ii) state, in terms of its atomic structure, why the copper wire is an electrical conductor.  .. .  .. .  ..  [2]  [total: 8]",
+            "15": "15 0625/33/m/j/14 \u00a9 ucles 2014 [turn over10 the electric circuit in a clothes dryer contains two heaters x and y in parallel. fig. 10.1 shows the  circuit connected to a 230 v power supply. 230  v x y fig. 10.1  when both switches are closed, the current in x is 3.5 a.  (a) calculate the power developed in heater x.  power =  ... [2]  (b) the resistance of x is double that of y .   determine the total resistance of x and y in parallel.  resistance =  ... [4]  [total: 6]",
+            "16": "16 0625/33/m/j/14 \u00a9 ucles 201411 a battery charger includes a transformer and a rectifier.  fig. 11.1 represents the transformer, consisting of an iron core with two coils p and q wound on to  the core. coil p , 40  000 turns iron corecoil q, 2000 turns fig. 11.1  p consists of 40 000 turns and q consists of 2000 turns.  when p is connected to a 230 v a.c. supply, there is an e.m.f. across the terminals of q.  (a) (i) calculate the size of this e.m.f.  e.m.f. =  ... [2]   (ii) explain how this e.m.f. is generated.  .. .  .. .  .. .  .. .  ..  [3]",
+            "17": "17 0625/33/m/j/14 \u00a9 ucles 2014 [turn over (b) the output of q is connected to the rectifier circuit.   state   (i) the name of the circuit component that is used in a rectifier circuit to rectify the a.c.  (alternating current),  ..  [1]   (ii) the property of this component that is used to rectify the current.  ..  [1]  [total: 7]",
+            "18": "18 0625/33/m/j/14 \u00a9 ucles 201412 overhead power cables supply electrical power to a town that is a considerable distance from the  power station.  the voltage at which the power is transmitted in the cables is very much greater than the voltage  at the power station and the voltage of the mains supply in the town.  (a) explain the advantage of transmitting electrical power at a very high voltage.  .. .  .. .  .. .  .. .  ..  [3]  (b) it is suggested that the resistance of the cables can be changed by doubling their diameter.   (i) explain the effect of this change on the resistance of the cables.  .. .  .. .  ..  [2]   (ii) suggest one disadvantage of doubling the diameter of the cables.  .. .  ..  [1]  [total: 6]",
+            "19": "19 0625/33/m/j/14 \u00a9 ucles 2014blank page",
+            "20": "20 0625/33/m/j/14 \u00a9 ucles 2014permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the  publisher will be pleased to make amends at the earliest possible opportunity. cambridge international examinations is part of the cambridge assessment group. cambridge assessment is the brand name of unive rsity of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge.blank page"
+        },
+        "0625_s14_qp_51.pdf": {
+            "1": "*7270233363* physics  0625/51 paper 5 practical test may/june 2014  1 hour 15 minutes candidates answer on the question paper. additional materials: as listed in the confidential instructions. read these instructions first write your centre number, candidate number and name in the spaces at the top of the page. write in dark blue or black pen. y ou may use an hb pencil for any diagrams or graphs. do not use staples, paper clips, glue or correction fluid. do not write in any barcodes. answer all questions. electronic calculators may be used. y ou may lose marks if you do not show your working or if you do not use appropriate units. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [ ] at the end of each question or part question.cambridge international examinations cambridge international general certificate of secondary education for examiner\u2019s use 1 2 3 4 total this document consists of 11 printed pages and 1 blank page. dc (nh/sw) 81258/4 \u00a9 ucles 2014  [turn overthe syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificat e.",
+            "2": "2 0625/51/m/j/14 \u00a9 ucles 2014blank page",
+            "3": "3 0625/51/m/j/14 \u00a9 ucles 2014 [turn over1 in this experiment, you will investigate the motion of a mass hanging on a spring.  carry out the following instructions, referring to figs. 1.1 and 1.2. the spring has been set up for  you. clamp l massl 0 pin in cork clamp fig. 1.1                  fig. 1.2  (a) measure and record the length l0 of the unstretched spring, in mm.  l0 =  .mm [1]  (b) suspend a mass of 300 g from the spring.   (i) measure and record the new length l of the spring.  l =  .mm [1]   (ii) calculate the extension e of the spring, using the equation e = (l \u2013l0).  e  =  ..mm   (iii) calculate a value for the spring constant k using the equation k = f e , where f = 3.0 n.  include the appropriate unit.  k =    [1]",
+            "4": "4 0625/51/m/j/14 \u00a9 ucles 2014 (c) adjust the position of the lower clamp so that the pin is level with the bottom of the mass  when the mass is not moving. pull the mass down a short distance and release it so that it  oscillates up and down. fig. 1.3 shows one complete oscillation. highest position of mass lowest position of massposition of mass when stationaryposition of pin one complete oscillation fig. 1.3   (i) measure and record the time t taken for 10 complete oscillations.  t =     (ii) calculate the time t taken for one complete oscillation.  t =    [2]  (d) replace the mass of 300 g with a mass of 500 g. repeat the steps in part (c).  t  =    t  =    [2]",
+            "5": "5 0625/51/m/j/14 \u00a9 ucles 2014 [turn over (e) a student suggests that the time t taken for one oscillation should not be affected by the  change in mass.   state whether your results support this suggestion. justify your answer by reference to your  results. statement   .. justification     .. .  .. .   [2]  (f) explain briefly how you can avoid a line-of-sight (parallax) error when measuring the length of  the spring. y ou may draw a diagram.  .. .  .. .  .. .[1]  [total: 10]",
+            "6": "6 0625/51/m/j/14 \u00a9 ucles 20142 in this experiment, you will investigate the cooling of a thermometer bulb under different conditions.   carry out the following instructions, referring to figs. 2.1 and 2.2. thermometer waterthermometer cotton wool fig. 2.1                  fig. 2.2  (a) place the thermometer in the beaker of hot water, as shown in fig. 2.1.   (i) when the thermometer reading stops rising, record the temperature \u03b8h of the hot water.  \u03b8h =  [1]   (ii) remove the thermometer  from the beaker of hot water. immediately start the stopclock.   (iii) after 30 s, measure the temperature \u03b8 shown on the thermometer. record in table 2.1  the time t = 30 s and the temperature reading.   (iv) continue recording the time and temperature readings every 30 s until you have six sets  of readings. table 2.1 without insulation with insulation t / \u03b8 / \u03b8 /  [5]",
+            "7": "7 0625/51/m/j/14 \u00a9 ucles 2014 [turn over (b) complete the column headings in the table.  (c) replace the thermometer in the beaker of hot water and record its temperature.  \u03b8h =  [1]  (d) (i) remove the thermometer from the beaker of hot water and place it in the beaker  containing cotton wool. immediately start the stopclock. ensure that the thermometer bulb is completely surrounded by cotton wool as shown in fig. 2.2.   (ii) after 30 s, measure the temperature  \u03b8 shown on the thermometer. record the temperature  reading in table 2.1.   (iii) continue recording the temperature every 30 s until you have six readings.  (e) state whether the cotton wool insulation increases, decreases, or has no significant effect  on the rate of cooling of the thermometer bulb, compared with the rate of cooling with no insulation. justify your answer by reference to your results. statement   .. justification     .. .  [2]  (f) suggest one condition that should be kept constant when this experiment is repeated.  .. .[1]  [total: 10]",
+            "8": "8 0625/51/m/j/14 \u00a9 ucles 20143 in this experiment, you will investigate the resistance of a lamp filament.  carry out the following instructions, referring to fig. 3.1. x z resistance wirepower supply y s va fig. 3.1  (a) (i) switch on. connect the sliding contact s to point x in the circuit. measure and record the  potential difference v across the lamp and the current i in the circuit. switch off.  v =    i =     [2]   (ii) calculate the resistance r of the lamp filament using the equation r = v i.  r =  [1]  (b) (i) switch on. connect the sliding contact s to point y in the circuit. measure and record the  potential difference v across the lamp and the current i in the circuit. switch off.  v =    i =      (ii) calculate the resistance r of the lamp filament using the equation r = v i.  r =    [2]",
+            "9": "9 0625/51/m/j/14 \u00a9 ucles 2014 [turn over (c) (i) switch on. connect the sliding contact s to point z in the circuit. measure and record the  potential difference v across the lamp and the current i in the circuit. switch off.  v =    i =      (ii) calculate the resistance r of the lamp filament using the equation r = v i.  r =  [1]  (d) comment on the effect of increasing the current i on the resistance of the lamp filament. an increase in the current i in the lamp filament  ..  .. .[1]  (e) suggest a practical reason why, if you were to repeat this experiment, the repeat  measurements might be slightly different from the results you obtained.  .. .  .. .[1]  (f) a student carries out this experiment using a different lamp. he takes readings using various  lengths of resistance wire in the circuit. he plots a graph of v / v against i / a.   fig. 3.2 is a sketch of the graph. v / v i / a00 fig. 3.2   state whether the graph shows that the resistance increases, decreases or remains constant  as the current increases. justify your conclusion by reference to the graph. the resistance ... . justification     .. .  [2]  [total: 10]",
+            "10": "10 0625/51/m/j/14 \u00a9 ucles 20144 in this experiment, you will investigate reflection using a plane mirror.  carry out the following instructions, referring to fig. 4.1. 30\u00b0bn mr la\u0219 ray-trace sheet eye fig. 4.1",
+            "11": "11 0625/51/m/j/14 \u00a9 ucles 2014 [turn over (a) draw a line 10 cm long near the middle of the ray-trace sheet. label the line mr. draw a  normal to this line that passes through its centre. label the normal nl. label the point at  which nl crosses mr with the letter b.  (b)  draw a line 8 cm long from b at an angle of incidence i = 30\u00b0 to the normal, below  mr and to  the left of the normal. label the end of this line a.  (c) place two pins p1 and p2 on line ab a suitable distance apart.  (d) place the reflecting face of the mirror vertically on the line mr.  (e) view the images of pins p1 and p2 from the direction indicated by the eye in fig. 4.1. place  two pins p3 and p4 some distance apart, so that pins p3 and p4, and the images of p2 and p1,  all appear exactly one behind the other. label the positions of p3 and p4.  (f) remove pins p3 and p4 and the mirror. draw the line joining the positions of p3 and p4.  extend the line until it meets nl.  (g)  measure, and record in table 4.1, the angle \u03b1 between nl and the line joining the positions  of p3 and p4. at this stage the angle \u03b8 between the mirror and line mr is 0\u00b0 as shown in the  table.  (h) do not move pins p1 and p2. draw lines at angles \u03b8 = 10\u00b0, 20\u00b0, 30\u00b0 and 40\u00b0 to mr, one of  which is shown in fig. 4.1. repeat steps (d) to (g), placing the mirror on each of the new lines   in turn, so that you obtain five sets of readings.  [5] table 4.1 \u03b8 / \u00b0 \u03b1 / \u00b0  01020 3040",
+            "12": "12 0625/51/m/j/14 \u00a9 ucles 2014 (i)  plot a graph of \u03b1 / \u00b0 (y-axis) against \u03b8 / \u00b0 (x-axis).  [5] tie your ray-trace sheet into this booklet between pages 10 and 11.  [total: 10]  permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the  publisher will be pleased to make amends at the earliest possible opportunity. cambridge international examinations is part of the cambridge assessment group. cambridge assessment is the brand name of unive rsity of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge."
+        },
+        "0625_s14_qp_52.pdf": {
+            "1": "*7238610702* physics  0625/52 paper 5 practical test may/june 2014  1 hour 15 minutes candidates answer on the question paper. additional materials: as listed in the confidential instructions. read these instructions first write your centre number, candidate number and name in the spaces at the top of the page. write in dark blue or black pen. y ou may use an hb pencil for any diagrams or graphs. do not use staples, paper clips, glue or correction fluid. do not write in any barcodes. answer all questions. electronic calculators may be used. y ou may lose marks if you do not show your working or if you do not use appropriate units. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [ ] at the end of each question or part question.cambridge international examinations cambridge international general certificate of secondary education for examiner\u2019s use 1 2 3 4 total this document consists of 10 printed pages and 2 blank pages. dc (nh/sw) 81261/4 \u00a9 ucles 2014  [turn overthe syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificat e.",
+            "2": "2 0625/52/m/j/14 \u00a9 ucles 20141 in this experiment, you will take measurements of a pencil.  carry out the following instructions referring to fig. 1.1. x lysharpened section pencil fig. 1.1  (a) (i) measure, in cm, the total length l of the pencil supplied.  l =  ...cm   (ii) measure, in cm, the length x of the unsharpened section of the pencil.  x  =  ...cm   (iii) calculate the length y of the sharpened section of the pencil, using the equation y = (l \u2013 x).  y  =  ...cm  [2]  (b) use the string and the ruler to determine the circumference  c of the unsharpened  section of  the pencil. show your working.  c =  ..cm [3]  (c) suggest a source of inaccuracy in determining the circumference of the pencil.  .. .  .. .[1]",
+            "3": "3 0625/52/m/j/14 \u00a9 ucles 2014 [turn over (d) calculate the volume v of the unsharpened section of the pencil using the equation v = c2x 4\u03c0.  v =  [2]  (e) estimate the volume ve of the sharpened  section of the pencil. show your working or  reasoning.  ve =  [2]  [total: 10]",
+            "4": "4 0625/52/m/j/14 \u00a9 ucles 20142 in this experiment, you will investigate the cooling of water.  carry out the following instructions referring to fig. 2.1. thermometer water fig. 2.1  (a) pour 200 cm3 of hot water into the beaker. place the thermometer in the beaker of hot water,  as shown in fig. 2.1.   (i) when the thermometer reading stops rising, record in table 2.1 the temperature \u03b8h of  the hot water at time t = 0 s.  immediately start the stopclock.   (ii) after 30 s, measure the temperature \u03b8 shown on the thermometer. record the time  t = 30 s and the temperature reading in the table.   (iii) continue recording the time and temperature readings every 30 s until you have six sets  of readings. table 2.1 t /s \u03b8 / \u00b0c 0  [2]",
+            "5": "5 0625/52/m/j/14 \u00a9 ucles 2014 [turn over (b) plot a graph of \u03b8 / \u00b0c ( y-axis) against t/ s (x-axis).  [5]  (c) (i) describe briefly the shape of the best-fit graph line that you have drawn.  .. .   (ii) state what the shape of the graph line tells you about the change, if any, in the rate of  cooling of the water during the experiment.  .. .  .. .  [2]",
+            "6": "6 0625/52/m/j/14 \u00a9 ucles 2014 (d) describe briefly how you would read a measuring cylinder to obtain an accurate value for the  volume of water. y ou may draw a diagram.  .. .  .. .  .. .  .. .[1]  [total: 10]",
+            "7": "7 0625/52/m/j/14 \u00a9 ucles 2014 [turn overblank page",
+            "8": "8 0625/52/m/j/14 \u00a9 ucles 20143 in this experiment, you will investigate the resistance of a resistor.  carry out the following instructions, referring to fig. 3.1. vaxz spower supply resistance wireresistory fig. 3.1  (a) (i) switch on. connect the sliding contact s to point x in the circuit. measure and record the  potential difference v across the resistor and the current i in the circuit. switch off.  v  =    i =    [2]   (ii) calculate  the resistance r of the resistor using the equation r = v i.  r  =  [1]  (b) (i) switch on. connect the sliding contact s to point y in the circuit. measure and record the  potential difference v across the resistor and the current i in the circuit. switch off.  v  =    i =    [1]   (ii) calculate  the resistance r of the resistor using the equation r = v i.  r  =    (c) (i) switch on. connect the sliding contact s to point z in the circuit. measure and record the  potential difference v across the resistor and the current i in the circuit. switch off.  v  =    i =  ",
+            "9": "9 0625/52/m/j/14 \u00a9 ucles 2014 [turn over  (ii) calculate  the resistance r of the resistor using the equation r = v i.  r  =     [2]  (d) state how the value of r changes when i decreases.  .. .  .. .[1]  (e) a student carries out this experiment using a different resistor. he takes readings using  various lengths of resistance wire in the circuit. he plots a graph of v / v against i / a.   fig. 3.2 is a sketch of the graph. v / v i / a00 fig. 3.2   explain briefly how the student would use the graph to determine the gradient of the line. y ou  may draw on the graph of fig. 3.2. y ou are not asked to calculate the value of the gradient.  .. .  .. .  .. .  .. .[2]  (f) in this experiment, the resistance wire xyz acts as a variable resistor (rheostat).   draw the standard circuit symbol for a variable resistor.  [1]  [total: 10]",
+            "10": "10 0625/52/m/j/14 \u00a9 ucles 20144 in this experiment, you will determine the focal length of a converging lens.  carry out the following instructions, referring to fig. 4.1. illuminated object lensscreend x fig 4.1  (a) place the screen at a distance d = 80.0 cm from the illuminated object. the screen and the  illuminated object must remain in the same positions throughout the experiment.  (b) place the lens close to the illuminated object. move the lens until a sharply-focused, enlarged  image of the object is seen on the screen.   (i) measure and record, in cm, the distance x from the illuminated object to the centre of the  lens.  x =  ...cm   (ii) measure and record, in cm, the height h from the top to the bottom of the image on the  screen.  h =  ...cm  [2]  (c) move the lens towards the screen until a smaller, sharply-focused image of the object is seen  on the screen. measure and record, in cm, the distance y from the illuminated object to the  centre of the lens.  y =  ..cm [1]  (d) (i) calculate d using the equation d = (y \u2013 x).  d =     (ii) calculate d 2.  d 2 =    [1]",
+            "11": "11 0625/52/m/j/14 \u00a9 ucles 2014 (e) calculate the focal length f of the lens, using the equation f = d2 \u2013 d 2 4d.  f =  [2]  (f) state two precautions that you could take in this experiment to obtain reliable results. 1.  ...   .. . 2.  ...   .. .  [2]  (g) sketch a diagram of the image seen in part  (b).  [1]  (h) suggest a variable that could be changed when repeating this experiment to check the  accuracy of the value obtained for the focal length f. y ou are not asked to repeat the  experiment.  .. .[1]  [total: 10]",
+            "12": "12 0625/52/m/j/14 \u00a9 ucles 2014blank page permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the  publisher will be pleased to make amends at the earliest possible opportunity. cambridge international examinations is part of the cambridge assessment group. cambridge assessment is the brand name of unive rsity of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge."
+        },
+        "0625_s14_qp_53.pdf": {
+            "1": "*4753582642* physics  0625/53 paper 5 practical test may/june 2014  1 hour 15 minutes candidates answer on the question paper. additional materials: as listed in the confidential instructions. read these instructions first write your centre number, candidate number and name in the spaces at the top of the page. write in dark blue or black pen. y ou may use an hb pencil for any diagrams or graphs. do not use staples, paper clips, glue or correction fluid. do not write in any barcodes. answer all questions. electronic calculators may be used. y ou may lose marks if you do not show your working or if you do not use appropriate units. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [ ] at the end of each question or part question.cambridge international examinations cambridge international general certificate of secondary education for examiner\u2019s use 1 2 3 4 total this document consists of 12 printed pages. dc (nh/sw) 81266/4 \u00a9 ucles 2014  [turn overthe syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificat e.",
+            "2": "2 0625/53/m/j/14 \u00a9 ucles 20141 in this experiment, you will determine the density of water using two methods.  (a) method 1   carry out the following instructions, referring to figs. 1.1 and 1.2. water measuring cylinder balance fig. 1.1                 fig. 1.2   (i) place the empty measuring cylinder on the balance as shown in fig. 1.1. measure and  record the mass m1 of the empty measuring cylinder. remove the measuring cylinder  from the balance.  m1 =  ..g   (ii) pour approximately 70 cm3 of water into the measuring cylinder. measure and record the  volume v1 of the water.  v1 =  . cm3   (iii) place the measuring cylinder containing the water on the balance as shown in fig. 1.2.  measure and record the mass m2 of the measuring cylinder and water.  m2 =  ..g  [2]    leave the water in the measuring cylinder for use in method 2 . remove the measuring  cylinder from the balance.   (iv) calculate a value \u03c11 for the density of water using the equation \u03c11 = m2 \u2013 m1 v1. give an    appropriate unit.  \u03c11 =  [1]",
+            "3": "3 0625/53/m/j/14 \u00a9 ucles 2014 [turn over (b) method 2   carry out the following instructions, referring to figs. 1.3 and 1.4. test-tube air cotton fig. 1.3                  fig. 1.4   (i) place the empty test-tube on the balance as shown in fig. 1.3. measure and record the  mass m3 of the test-tube.  m3 =  ..g   (ii) carefully lower the test-tube, by means of the cotton, into the measuring cylinder until it  floats as shown in fig. 1.4. measure and record the new water level v2 in the measuring  cylinder.  v2 =  . cm3   (iii) using your results from (a)(ii)  and (b)(ii) , calculate v3, the change in the water level,  where v3 = (v2 \u2013 v1).  v3 =  . cm3  [2]   (iv) calculate and record a value \u03c12 for the density of water using the equation \u03c12 = m3 v3.  \u03c12 =  [1]",
+            "4": "4 0625/53/m/j/14 \u00a9 ucles 2014 (c) calculate an average value  \u03c1av for the density of water  using your  results from  (a)(iv) and (b)(iv) .  \u03c1av =  [1]  (d) suggest a precaution that should be taken in method 1  to ensure that the volume reading is  as accurate as possible. y ou may draw a diagram.  .. .  .. .  .. .[1]  (e) suggest a possible source of experimental inaccuracy in method 2 , other than with the  volume reading.   state and explain the effect that this would have on your value for \u03c12. suggestion  ... .  .. . effect and explanation    .. .  [2]  [total: 10]",
+            "5": "5 0625/53/m/j/14 \u00a9 ucles 2014 [turn overturn over for question 2",
+            "6": "6 0625/53/m/j/14 \u00a9 ucles 20142 in this experiment, you will investigate the cooling of water.  carry out the following instructions, referring to fig. 2.1.  the thermometer must remain in the clamp throughout the experiment, at the same height. thermometer beaker ab fig. 2.1  (a) (i) pour approximately 200 cm3 of hot water into beaker a.   (ii) wait for about 30 seconds before taking any measurements.   (iii) start the stopclock and read the thermometer.     in the top row of table 2.1, record this temperature \u03b8 at time t = 0.   (iv) in the table, record the temperature \u03b8 of the water at times t = 30 s, 60 s, 90 s, 120 s,150 s  and 180 s.   (v) complete the column headings in the table.   (vi) carefully remove the thermometer from beaker a.    place the thermometer in beaker b. table 2.1 beaker a with approximately  200 cm3 of waterbeaker b with approximately  100 cm3 of water t / \u03b8 / \u03b8 /  [5]",
+            "7": "7 0625/53/m/j/14 \u00a9 ucles 2014 [turn over (b) (i) pour approximately 100 cm3 of hot water into beaker b.   (ii) repeat (a)(ii)  to (iv) for beaker b.  (c) describe a similarity in the patterns of temperature change of the two volumes of water, apart  from the fact that the temperature of each decreases.  .. .  .. .  .. .[1]  (d) a student suggests that the rate of cooling is smaller for a larger volume of water than for a  smaller volume of water.   state whether your readings support this suggestion. justify your answer by referring to your  readings. statement . .. justification .   .. .  .. .  [2]  (e) another igcse student wants to repeat your experiment in order to check the results.   suggest two factors that should be kept the same in order for the comparison to be fair. 1.  ...   .. . 2.  ...   .. .  [2]  [total: 10]",
+            "8": "8 0625/53/m/j/14 \u00a9 ucles 20143 in this experiment, you will investigate resistance using a set of wires.  the circuit in fig. 3.1 has been set up for you.  carry out the following instructions, referring to fig. 3.1. power supply crocodile clipsva fig. 3.1  (a) (i) connect the crocodile clips to the ends of wire a.   (ii) switch on. measure, and record in table 3.1, the potential difference v and the current i.  switch off. table 3.1 wire v / i / a b c  [3]  (b) (i) disconnect wire a and connect the crocodile clips to the ends of wire b.   (ii) repeat step (a)(ii) .  (c) (i) disconnect wire b and connect the crocodile clips to the ends of wire c.   (ii) repeat step (a)(ii) .  (d)  complete the column headings in the table.",
+            "9": "9 0625/53/m/j/14 \u00a9 ucles 2014 [turn over (e) (i) calculate and record the resistance r of each wire, using your readings from the table    and the equation r = v\u2013i.      resistance of wire a, ra =       resistance of wire b, rb =       resistance of wire c, rc =   [3]   (ii) a student suggests that ra should be equal to rb + rc.    state whether your findings support this suggestion. justify your answer by reference to  your results. statement . ..  .. . justification .   .. .  .. .  [1]  (f) one problem encountered in this type of investigation is that resistance can be affected by a  rise in temperature of the wire.   suggest one way in which this effect could be kept to a minimum.  .. .  .. .  .. .[1]  (g) in a variation of this experiment, an igcse student wants to change the current in wire a  using a variable resistor (rheostat).   (i) in the space below, draw the standard circuit symbol for a variable resistor.   (ii) on fig. 3.1, mark with an x where the variable resistor could be connected so that it may  be used in this way.  [2]  [total: 10]",
+            "10": "10 0625/53/m/j/14 \u00a9 ucles 20144 in this experiment, you will investigate shadows.  carry out the following instructions, referring to fig. 4.1. object screenlamp card d d fig. 4.1  the lamp, card and screen have been set up for you. the card is to protect your eyes from the  glare of the lamp and should remain at the side of the lamp.  (a) (i) set the distance d between the centre of the lamp and the screen to 60 cm.    do not change this distance during the experiment.   (ii) place the object at a distance d = 55 cm from the centre of the lamp so that it produces a  shadow on the screen.   (iii) measure, and record in table 4.1, the width w and the height h of the shadow of the  square object. table 4.1 d / cm w / cm h / cm s / cm 55 45 35 25 20 15  [2]   (iv) repeat (a)(iii)  for d values of 45 cm, 35 cm, 25 cm, 20 cm and 15 cm.",
+            "11": "11 0625/53/m/j/14 \u00a9 ucles 2014 [turn over (b) (i) for each distance d, calculate, and record in the table, a value for the average side length    s, using your readings for w and h and the equation s = w + h 2.   (ii) the object you are using is square in shape.  state a practical reason why it is useful to  calculate s rather than just rely on w or h to show the size of the shadow.  .. .  .. .[1]  (c) plot a graph of s / cm ( y-axis) against d /cm ( x-axis).  [5]  (d) a value of d = 20 cm has been inserted between d = 25 cm and d = 15 cm. this does not  follow the pattern of the gaps of 10 cm between the other distances.   explain why it is useful to have this value when drawing the line on the graph.  .. .  .. .[1]",
+            "12": "12 0625/53/m/j/14 \u00a9 ucles 2014permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the  publisher will be pleased to make amends at the earliest possible opportunity. cambridge international examinations is part of the cambridge assessment group. cambridge assessment is the brand name of unive rsity of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge. (e) a student suggests that the distance between the lamp and the object in this experiment  should be no less than 15 cm.   from your observations, give a reason why this is a sensible suggestion.  .. .  .. .[1]  [total: 10]"
+        },
+        "0625_s14_qp_61.pdf": {
+            "1": "this document consists of 12 printed pages. dc (sjf/kn) 81312/3 \u00a9 ucles 2014 [turn overcambridge international examinations cambridge international general certificate of secondary education *7177366145* physics  0625/61 paper 6 alternative to practical may/june 2014  1 hour candidates answer on the question paper. no additional materials are required. read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen. y ou may use an hb pencil for any diagrams or graphs. do not use staples, paper clips, glue or correction fluid. do not write in any barcodes. answer all questions. electronic calculators may be used. y ou may lose marks if you do not show your working or if you do not use appropriate units. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [ ] at the end of each question or part question. the syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificat e.",
+            "2": "2 0625/61/m/j/14 \u00a9 ucles 20141 the igcse class is investigating the motion of a mass hanging on a spring.  fig. 1.1 shows the apparatus clamp holding spring spring clamp holding cork pin in cork benchl 0 fig. 1.1  (a) on fig. 1.1, measure the length l 0 of the unstretched spring, in mm.  l 0 =   mm  [1]  (b) the diagram is drawn one tenth of actual size. write down the actual length l0 of the  unstretched spring, in mm.  l0 =  .mm [1]   a student hangs a 300 g mass on the spring and measures the new length l of the spring. 255 mm l  =     (i) calculate the extension e of the spring using the equation e = (l \u2013 l0 ).   e  =  ..mm     (ii) calculate a value for the spring constant k using the equation k = f e , where f = 3.0 n.  include the appropriate unit.  k =    [2]",
+            "3": "3 0625/61/m/j/14 \u00a9 ucles 2014 [turn over (c) the student adjusts the position of the lower clamp so that the pin is level with the bottom  of the mass when the mass is not moving. she pulls the mass down a short distance and  releases it so that it oscillates up and down. fig. 1.2 shows one complete oscillation. highest position of mass lowest position of massposition of mass when stationaryposition of pin one complete oscillation fig. 1.2   she measures the time t taken for 20 complete oscillations. 26.84 s t  =     calculate the time t taken for one complete oscillation.  t  =  ...  [1]  (d) she replaces the 300 g mass with a 500 g mass. she repeats the timing as described in part  (c).  34.48 s t  =     (i) calculate the time t taken for one complete oscillation.  t  =     (ii) the student suggests that the time taken for the oscillations of the spring should not be  affected by the change in mass.    state whether her results support this suggestion and justify your answer by reference to  the results.  statement   .. justification     .. .  .. . [2]",
+            "4": "4 0625/61/m/j/14 \u00a9 ucles 2014 (e)  explain briefly how you avoid a line-of-sight (parallax) error when measuring the length of a  spring in this type of experiment. y ou may draw a diagram.  .. .  .. .  .. .[1] [total: 8]",
+            "5": "5 0625/61/m/j/14 \u00a9 ucles 2014 [turn over2 a student carries out an experiment to compare how quickly thermal energy is conducted along  rods made from different metals. each rod is heated at one end with a bunsen burner flame.  each rod carries a marker held on the rod with a little wax. when the wax melts, the marker falls.  heatrodwax marker tripod bench fig. 2.1  (a) one other piece of equipment is required to compare how quickly thermal energy is conducted.  name this piece of equipment.  .. .[1]  (b) suggest three  possible variables that the student should keep constant in order to make a  fair comparison between the different metals. 1.  ...  2.  ...  3.  ...  [3]  (c)  another student suggests that it would be helpful to measure the temperatures at both ends  of the rod. he suggests using a liquid-in-glass thermometer, normally used for measuring the  temperature of hot water.   suggest two reasons why a liquid-in-glass thermometer is not suitable. 1.  ...  2.  ...  [2] [total: 6]",
+            "6": "6 0625/61/m/j/14 \u00a9 ucles 20143 the igcse class is investigating the cooling of a thermometer bulb under different conditions.  a student places a thermometer in a beaker of hot water, as shown in fig. 3.1. thermometer water        \u201310 0 10 20 30 40 50 60 70 80 90 100 110 \u00b0c fig. 3.1              fig. 3.2  (a) write down the temperature \u03b8h of the hot water, as shown on the thermometer in fig. 3.2.  \u03b8h  ... [1]  (b) the student removes the thermometer from the beaker of water. he immediately starts a  stopclock. he records the temperature \u03b8 every 30 s. the readings are shown in table 3.1. table 3.1 without insulation with insulation t / \u03b8 / \u03b8 / 30 78 84 60 71 79 90 67 76 120 65 74 150 63 73",
+            "7": "7 0625/61/m/j/14 \u00a9 ucles 2014 [turn over  he replaces the thermometer in the beaker of hot water and records its temperature. 90 \u00b0c \u03b8h     he removes the thermometer from the beaker of hot water and places it in a beaker containing  only dry cotton wool. the thermometer bulb is completely surrounded by cotton wool. he immediately starts a stopclock, and records the temperature  \u03b8 every 30 s. the readings are  shown in table 3.1.   (i)  complete the column headings in the table. [1]   (ii)  state whether the cotton wool insulation increases, decreases, or has no significant  effect on the rate of cooling of the thermometer bulb, compared with the rate of cooling with no insulation. justify your answer by reference to the results. statement   .. justification     .. . [2]  (c)  suggest two conditions that should be kept constant when this experiment is repeated.  1.  ...   .. . 2.  ...   .. .  [2] [total: 6]",
+            "8": "8 0625/61/m/j/14 \u00a9 ucles 20144 the igcse class is investigating the resistance of a lamp filament.  the circuit is shown in fig. 4.1. x z resistance wirepower supply y s va fig. 4.1  (a) a student connects the sliding contact s to point x in the circuit. she measures the potential  difference v across the lamp and the current i in the circuit. the meters are shown in fig. 4.2. 00.20.4 0.6 0.8 1.0 a 01234567 8 9 10 v fig. 4.2   (i) write down the readings shown on the meters in fig. 4.2.  v  =    i =    [2]   (ii) calculate  the resistance r of the lamp filament using the equation r = v i.  r  =  ... [2]",
+            "9": "9 0625/61/m/j/14 \u00a9 ucles 2014 [turn over (b) the student repeats the steps in  (a) with the sliding contact s at point y and then at point z.   comment on the effect, if any, on the brightness of the lamp that you would expect to see  when the sliding contact is moved from x to y to z.  .. .  .. .[1]  (c) the student moves the sliding contact s back to point x.   suggest one practical reason why the new meter readings might be slightly different from  those shown in fig. 4.2.  .. .  .. .[1]  (d) another student carries out the experiment using a different lamp. he takes readings using  various lengths of resistance wire in the circuit. he plots a graph of v / v against i / a.    fig. 4.3 is a sketch of the graph. v / v i / a0 0 fig. 4.3   state whether the graph shows that the resistance increases, decreases or remains constant  as the current increases. justify your conclusion by reference to the graph.   the resistance ... . justification     .. . [2] [total: 8]",
+            "10": "10 0625/61/m/j/14 \u00a9 ucles 20145 the igcse class is investigating reflection using a plane mirror.  fig. 5.1 shows a student\u2019s ray-trace sheet with a line mr drawn on it. in the experiment the  reflecting face of a mirror is placed vertically on the line mr. the additional dashed line shows a  second mirror position. bmn r l\u0219 p3 p4ray-trace sheet fig. 5.1  (a) nl is a normal to line mr. draw a line 8.0 cm long from b at an angle of incidence i = 30\u00b0 to  the normal, below  mr and to the left of the normal. label the end of this line a.  [1]  (b)  the student  places two pins, p1 and p2, on line ab a suitable distance apart for this ray  tracing experiment. he views the images of pins p1 and p2 in the mirror and places two pins  p3 and p4 so that pins p3 and p4, and the images of p2 and p1, all appear exactly one behind  the other. the positions of p3 and p4 are shown in fig. 5.1.   (i) draw the line joining the positions of p3 and p4. extend the line until it meets nl.   (ii) measure the angle \u03b10 between nl and the line joining the positions of p3 and p4. at this  stage the angle \u03b8 between the mirror and line mr is 0\u00b0.   \u03b10 =   [2]",
+            "11": "11 0625/61/m/j/14 \u00a9 ucles 2014 [turn over (c) the student  draws lines at angles \u03b8 = 10\u00b0, 20\u00b0, 30\u00b0, and 40\u00b0 to mr. the first line, at 10\u00b0 to  mr, is shown in fig. 5.1. he repeats the procedure described in part (b), placing the mirror on  each of the new lines in turn. the readings are shown in table 5.1. table 5.1 \u03b8 / \u00b0 \u03b1 / \u00b0 10 5120 6930 9040 11150 130   plot a graph of  \u03b1 / \u00b0 (y-axis) against \u03b8 / \u00b0 (x-axis). [5]  (d) determine the gradient g of the graph. show clearly on the graph how you obtained the  necessary information.  g  =  ... [2]",
+            "12": "12 0625/61/m/j/14 \u00a9 ucles 2014 (e) in this experiment, when the mirror is moved though an angle \u03b8, the reflected ray moves  through an angle ( \u03b1 \u2013 \u03b10). table 5.2 \u03b8 / \u00b0\u03b1 / \u00b0(\u03b1 \u2013 \u03b10)/\u00b0 10 5120 6930 9040 11150 130   (i) complete table 5.2.   (ii) suggest the relationship between ( \u03b1 \u2013 \u03b10) and \u03b8. y ou may express the relationship in  words or as an equation.  .. .  .. .  [1]  (f) state one precaution, to improve accuracy, which you would take in this experiment.  .. .  .. .[1] [total: 12]  permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the  publisher will be pleased to make amends at the earliest possible opportunity. cambridge international examinations is part of the cambridge assessment group. cambridge assessment is the brand name of unive rsity of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge."
+        },
+        "0625_s14_qp_62.pdf": {
+            "1": "this document consists of 11 printed pages and 1 blank page. dc (sjf/kn) 81313/3 \u00a9 ucles 2014 [turn overcambridge international examinations cambridge international general certificate of secondary education *8982503172* physics  0625/62 paper 6 alternative to practical may/june 2014  1 hour candidates answer on the question paper. no additional materials are required. read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen. y ou may use an hb pencil for any diagrams or graphs. do not use staples, paper clips, glue or correction fluid. do not write in any barcodes. answer all questions. electronic calculators may be used. y ou may lose marks if you do not show your working or if you do not use appropriate units. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [ ] at the end of each question or part question. the syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificat e.",
+            "2": "2 0625/62/m/j/14 \u00a9 ucles 20141 an igcse student is taking measurements of a pencil.  fig. 1.1 shows the pencil, drawn full size. [ l\\vkdushqhg\u0003vhfwlrq shqflo fig. 1.1  (a) (i) on fig. 1.1, measure, in cm, the total length l of the pencil.  l  =  .. cm   (ii) measure, in cm, the length x of the unsharpened section of the pencil.  x =  .. cm   (iii) calculate the length y of the sharpened section of the pencil, using the equation  y = (l \u2013 x).  y =  .. cm [2]  (b) describe how you would use a length of string and a rule to determine the circumference c of  the unsharpened section of the pencil.  .. .  .. .  .. .  .. .  .. .[2]",
+            "3": "3 0625/62/m/j/14 \u00a9 ucles 2014 [turn over (c) the student\u2019s value for the circumference is c = 2.4 cm.   (i) suggest a source of inaccuracy in determining the circumference of the pencil.  .. .  .. .[1]   (ii) calculate the volume v of the unsharpened section of the pencil using the equation     v = c 2x 4\u03c0 .  v =  ... [1]   (iii) estimate the volume ve of the sharpened section of the pencil. show your working or  reasoning.  ve =  ... [2] [total: 8]",
+            "4": "4 0625/62/m/j/14 \u00a9 ucles 20142  the igcse class is investigating the cooling of water.  a student places a thermometer into a beaker containing 200 cm3 of hot water, as shown in  fig. 2.1. thermometer water fig. 2.1  (a) (i) record the temperature  \u03b8 h of the hot water, shown on the thermometer in fig. 2.2. write  the value in table 2.1 for time t = 0 s. \u201310 0 10 20 30 40 50 60 70 80 90 100 110 \u00b0c fig. 2.2",
+            "5": "5 0625/62/m/j/14 \u00a9 ucles 2014 [turn over  (ii) the student leaves the thermometer in the hot water and records the temperature \u03b8  every 30 s. the readings are shown in table 2.1. table 2.1 t / \u03b8 / 0 30 7460 6790 63 120 61150 59    complete the column headings in the table.  [2]  (b)  plot a graph of  \u03b8 / \u00b0c ( y-axis) against t /s (x-axis).  [5]",
+            "6": "6 0625/62/m/j/14 \u00a9 ucles 2014 (c) (i) describe briefly the shape of the best-fit graph line that you have drawn.  .. .   (ii) state what the shape of the graph line tells you about the change, if any, in the rate of  cooling of the water during the experiment.  .. .  .. . [2]  (d) describe briefly how you would read a measuring cylinder to obtain an accurate value for the  volume of water. y ou may draw a diagram.  .. .  .. .  .. .  .. .[1] [total: 10]",
+            "7": "7 0625/62/m/j/14 \u00a9 ucles 2014 [turn overblank page",
+            "8": "8 0625/62/m/j/14 \u00a9 ucles 20143 the igcse class is investigating the resistance of a resistor.  fig. 3.1 shows the circuit. vaxz spower supply resistance wireresistory fig. 3.1  (a) a student connects the sliding contact s to point x in the circuit. she measures the potential  difference v across the resistor and the current i in the circuit. the meters are shown in  fig. 3.2. 00.20.4 0.6 0.8 1.0 a 01234567 8 9 10 v fig. 3.2   (i) write down the readings shown on the meters in fig. 3.2.  v =    i =    [2]    (ii)  calculate the resistance r of the resistor using the equation r = v i.  r  =  ... [2]",
+            "9": "9 0625/62/m/j/14 \u00a9 ucles 2014 [turn over (b) the student repeats the steps in (a), moving the sliding contact to point y and then to point z.   comment on the effect, if any, on the current i in the circuit of changing the position of the  sliding contact in this way.  .. .  .. .[1]  (c) in this experiment, the resistance wire xyz acts as a variable resistor (rheostat).    draw the standard circuit symbol for a variable resistor. [1]  (d) a student carries out this experiment using a different resistor. he takes readings using  various lengths of resistance wire in the circuit. he plots a graph of v / v against i / a.    fig. 3.3 is a sketch of the graph. v / v 0 0i / a fig. 3.3   explain briefly how the student would use the graph to determine the gradient of the line. y ou  may draw on the graph of fig. 3.3. y ou are not asked to calculate the value of the gradient.  .. .  .. .  .. .[2] [total: 8]",
+            "10": "10 0625/62/m/j/14 \u00a9 ucles 20144 an igcse student is determining the focal length of a lens.   fig. 4.1 shows the apparatus. illuminated object lens lens position 1screend lens position 2 fig. 4.1  (a) the student places the screen at a distance d = 80.0 cm from the illuminated object. he  places the lens close to the illuminated object. he moves the lens until a sharply-focused  image of the object is seen on the screen (lens position 1).   he measures the distance x from the illuminated object to the centre of the lens.  19.5 cm  x =     he does not move the object or the screen, but moves the lens towards the screen until  another sharply-focused image of the object is seen on the screen (lens position 2). he  measures the distance y from the illuminated object to the centre of the lens.  60.4 cm y =     (i) on fig. 4.1, carefully mark and label the distances x and y. [1]   (ii) calculate d using the equation d = (y \u2013 x).  d =     (iii) calculate d 2.   d 2 = .",
+            "11": "11 0625/62/m/j/14 \u00a9 ucles 2014 [turn over  (iv) calculate the focal length  f of the lens, using the equation f = d 2 \u2013 d 2 4d.  f =   [2]  (b) state two precautions that you would take in this experiment to obtain reliable results. 1.  ...   .. . 2.  ...   .. . [2]  (c) in the experiment, the student produces two images on the screen. they are both sharply  focused.   (i) suggest two differences between the two images. 1.   2.     (ii) suggest one similarity between the two images.  .. .  .. . [3]  (d) suggest a variable that could be changed when repeating this experiment to check the  accuracy of the value obtained for the focal length f.  .. .[1] [total: 9]",
+            "12": "12 0625/62/m/j/14 \u00a9 ucles 2014permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the  publisher will be pleased to make amends at the earliest possible opportunity. cambridge international examinations is part of the cambridge assessment group. cambridge assessment is the brand name of unive rsity of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge.5 an igcse student is investigating the average speed of a toy car travelling down a slope.  she releases the toy car on the slope. she uses a stopwatch to measure the time taken for the car  to travel down part of the slope. fig. 5.1 shows the slope. support slopebenchhl fig. 5.1  (a) (i) suggest a suitable length l for the slope used in this school laboratory experiment.  l =      (ii)  suggest a suitable height h, above the laboratory bench, for one end of the slope.   h =    [2]  (b) the student tries to determine the time that the toy car takes to travel a distance down the  slope.   make three suggestions about what she could do to ensure that the distance travelled and  the time taken by the toy car are measured as reliably as possible.  1.  ...   .. . 2.  ...   .. . 3.  ...   .. . [3] [total: 5]"
+        },
+        "0625_s14_qp_63.pdf": {
+            "1": "this document consists of 13 printed pages and 3 blank pages. dc (sjf/kn) 81314/4 \u00a9 ucles 2014 [turn overcambridge international examinations cambridge international general certificate of secondary education *1926427520* physics  0625/63 paper 6 alternative to practical may/june 2014  1 hour candidates answer on the question paper. no additional materials are required. read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen. y ou may use an hb pencil for any diagrams or graphs. do not use staples, paper clips, glue or correction fluid. do not write in any barcodes. answer all questions. electronic calculators may be used. y ou may lose marks if you do not show your working or if you do not use appropriate units. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [ ] at the end of each question or part question. the syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificat e.",
+            "2": "2 0625/63/m/j/14 \u00a9 ucles 20141  the igcse students are carrying out measurements in order to determine the density of water  using two methods.  (a) method 1     fig. 1.1 shows an empty measuring cylinder on a balance and fig. 1.2 shows the measuring  cylinder containing water. 40:6880100 60 40 20 gcm3 measuring  cylinder balance 113:6080100 60 40 20 gcm3  fig. 1.1 fig. 1.2   (i)  read and record the mass m1 of the empty measuring cylinder.  m1 =  . g    (ii) read and record the mass m2 of the measuring cylinder and water.  m2 =  . g   (iii) read and record the volume v1 of water, as shown in fig. 1.2.  v1 =  . cm3      (iv) calculate a value \u03c11 for the density of water using your readings from (a)(i) , (ii) and (iii)     and the equation \u03c11 = m2 \u2013 m1 v1 . give an appropriate unit.  \u03c11 =   [3]",
+            "3": "3 0625/63/m/j/14 \u00a9 ucles 2014 [turn over (b) method 2    in this method, a test-tube is floated in the water left in the measuring cylinder from method 1  and the change in water level is measured. test-tube 15:47100 40 20gcm3 80 6080 cotton  fig. 1.3 fig. 1.4   (i) read and record the mass m3 of the test-tube, as shown in fig. 1.3.  m3 =     (ii) the test-tube is carefully lowered, by means of a piece of cotton, into the measuring  cylinder until it floats as shown in fig. 1.4. read and record the new water level v2 in the  measuring cylinder.  v2 =     (iii) using your results from (a)(iii)  and (b)(ii) , calculate v3, the change in the water level,  where v3 = (v2 \u2013 v1).   v3 =     (iv) calculate and record a value \u03c12 for the density of water using the equation \u03c12 = m3 v3 .  \u03c12 =   [3]",
+            "4": "4 0625/63/m/j/14 \u00a9 ucles 2014 (c) calculate an average value \u03c1av for the density of water using your results from (a)(iv) and  (b)(iv) .  \u03c1av =  ... [1]  (d) suggest a precaution that should be taken in method 1  to ensure that the volume reading is  as accurate as possible.  .. .  .. .  .. .[1]  (e) suggest a possible source of experimental inaccuracy in method 2 , other than with the  volume reading.    state and explain the effect that this would have on your value for \u03c12.  suggestion  ... .  .. . effect and explanation  ...   .. . [2] [total: 10]",
+            "5": "5 0625/63/m/j/14 \u00a9 ucles 2014 [turn overblank page",
+            "6": "6 0625/63/m/j/14 \u00a9 ucles 20142  the igcse class is investigating the cooling of water.  the apparatus is shown in figs. 2.1 and 2.2. \u201310 0 10 20 30 40 50 6070 8090 100 110\u00b0c beaker a\u201310 0 10 20 30 40 50 6070 8090 100 110\u00b0c beaker bthermometer  fig. 2.1 fig. 2.2  (a) approximately 200 cm3 of hot water is poured into beaker a and, after a short while, the  thermometer reading rises to the value shown in fig. 2.1.   read, and record in the top row of table 2.1, this temperature  \u03b8 at time  t = 0.  (b) approximately 100 cm3 of hot water is poured into beaker b. the thermometer reading rises  to the value shown in fig. 2.2.   read, and record in the top row of table 2.1, this temperature \u03b8 at time  t = 0.  (c) the temperatures \u03b8 of the thermometer in each experiment at times t = 30 s, 60 s, 90 s, 120 s,  150 s and 180 s are shown in table 2.1.     complete the column headings and record the values of t in the table.",
+            "7": "7 0625/63/m/j/14 \u00a9 ucles 2014 [turn overtable 2.1 beaker a with approximately  200 cm3 of waterbeaker b with approximately  100 cm3 of water t / \u03b8 / \u03b8 / 85.0 86.0 83.0 83.081.5 80.580.0 78.078.5 75.577.5 74.0[3]  (d)  describe a similarity in the patterns of temperature change of the two volumes of water, apart  from the fact that the temperature of each decreases.  .. .  .. .  .. .[1]  (e) a student suggests that the rate of cooling is less for a larger volume of water than for a  smaller volume of water.   state whether the readings support this suggestion. justify your answer by referring to the  readings. statement   .. justification     .. .  .. . [2]  (f)  another igcse student wants to repeat the experiment in order to check the results. suggest  two factors that should be kept the same in order for the comparison to be fair. 1.  ...   .. . 2.  ...   .. . [2] [total: 8] ",
+            "8": "8 0625/63/m/j/14 \u00a9 ucles 20143  some igcse students are investigating resistance using a set of wires.  the circuit they are using is shown in fig. 3.1.  they measure the potential difference and current for three wires a, b and c inserted in turn  between the crocodile clips. all three wires have the same diameter and are made from the same  material. power supply crocodile clipsva fig. 3.1  (a) the crocodile clips are connected to the ends of wire a and the circuit is switched on.   the readings on the voltmeter and ammeter are shown in fig. 3.2.  5 v6789 104321 0 a0.6 0.8 1.00.40.2 0 fig. 3.2   read, and record in table 3.1, the potential difference v and the current i. table 3.1 wire length / cm v / i / a 90.0 b 60.0 2.6 1.33 c 30.0 2.3 2.31[3]  (b) the procedure is repeated for wire b and for wire c and the readings are as shown in the table.         complete the column headings in the table.",
+            "9": "9 0625/63/m/j/14 \u00a9 ucles 2014 [turn over (c) (i) calculate and record the resistance r of each wire, using the readings from table 3.1    and the equation r = v i.  resistance of wire a, ra =  ...  resistance of wire b, rb =  ...  resistance of wire c, rc =  ... [2]   (ii)  one student suggests that ra should be equal to ( rb + rc).    state whether the findings support this suggestion. justify your answer by reference to  the results. statement   ..  .. . justification     .. .  .. . [1]  (d)  one problem encountered in this type of investigation is that resistance can be affected by a  rise in temperature of the wire.   suggest one way in which this effect could be kept to a minimum.  .. .  .. .  .. .[1] [total: 7]",
+            "10": "10 0625/63/m/j/14 \u00a9 ucles 20144 the igcse students are investigating the effect of an electromagnet.    fig. 4.1 shows part of the equipment they are using.  the current i in the coil of the electromagnet is gradually increased and the reading m on the  balance is recorded. gelectromagnet iron block balancepower supply fig. 4.1  (a) the students are using a variable resistor (rheostat) to change the current in the series circuit  that is connected to the electromagnet.   on fig. 4.1, use standard symbols to draw a circuit containing a variable resistor and an  ammeter connected in a way that would be suitable for the experiment. [2]     (b) the readings are shown in table 4.1.  table 4.1 i / a m / g m / g 0.00 61.37 0.00 1.00 57.25 4.12 2.00 53.13 3.00 49.01   (i) at each current, a value m is calculated.    m  = m0 \u2013 m, where m0 = 61.37 g, the balance reading when i = 0.00 a.    complete the table by calculating and recording m for currents of 2.00 a and 3.00 a. [1]",
+            "11": "11 0625/63/m/j/14 \u00a9 ucles 2014 [turn over  (ii)  state whether the results suggest that m is proportional to i.    justify your statement with reference to the results. statement   ..  .. . justification     .. .  .. .  [2]   [total: 5]",
+            "12": "12 0625/63/m/j/14 \u00a9 ucles 20145 an igcse student is investigating shadows.  the apparatus she is using is shown in fig. 5.1.  the object and the screen are square, with dimensions as shown in fig. 5.1. object screen dlamp 1.5 cm 8.0  cm fig. 5.1  she places the object at a distance d from the centre of the lamp so that it produces a shadow on  the screen.   for various values of d, she measures the width w and height h of the shadow and records them in  table 5.1.  for each distance d, she calculates a value s, the average side length of the shadow, using her  readings for w and h and the equation s = w + h 2 .  (a) fig. 5.2 shows the shadow produced on the screen when d = 35 cm. the shadow and screen  are shown full size. w hscreen shadow fig. 5.2",
+            "13": "13 0625/63/m/j/14 \u00a9 ucles 2014 [turn over  (i) measure, and record in table 5.1, the width w and the height h of the shadow. table 5.1 d / cm w / cm h / cm s / cm 55 1.7 1.7 1.745 2.0 2.0 2.03525 3.8 3.9 3.920 4.4 4.6 4.515 5.8 6.2 6.0[2]   (ii) calculate, and record in the table, the value of s when d = 35 cm.   (iii) the object is square in shape. state a practical reason why it is useful to calculate s  rather than just rely on w or h to show the size of the shadow.  .. .  .. .[1]  (b)  plot a graph of s / cm ( y-axis) against d / cm ( x-axis). [5]",
+            "14": "14 0625/63/m/j/14 \u00a9 ucles 2014 (c) a value of d = 20 cm has been inserted between d = 25 cm and d = 15 cm. this does not  follow the pattern of the gaps of 10 cm between the other distances.   explain why it is useful to have this value when drawing the line on the graph.   .. .  .. .[1]  (d) a student suggests that the distance between the lamp and the object in this experiment  should be no less than 15 cm.   from your observations of the readings and the apparatus being used, give a reason why this  is a sensible suggestion.  .. .  .. .[1] [total: 10]",
+            "15": "15 0625/63/m/j/14 \u00a9 ucles 2014blank page",
+            "16": "16 0625/63/m/j/14 \u00a9 ucles 2014permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the  publisher will be pleased to make amends at the earliest possible opportunity. cambridge international examinations is part of the cambridge assessment group. cambridge assessment is the brand name of unive rsity of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge.blank page"
+        },
+        "0625_w14_qp_11.pdf": {
+            "1": "  the syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificat e.  this document consists of 17 printed pages and 3 blank pages.  ib14 11_0625_11/3rp  \u00a9 ucles 2014 [turn over       *0254908917* cambridge international examinations  cambridge international general certificate of secondary education       physics 0625/11     paper 1  multiple choice  october/november 2014     45 minutes    additional materials: multiple choice answer sheet   soft clean eraser   soft pencil (type b or hb recommended)       read these instructions first    write in soft pencil.  do not use staples, paper clips, glue or correction fluid. write your name, centre number and candidate number on the answer sheet in the spaces provided  unless this has been done for you.  do not write in any barcodes.   there are forty  questions on this paper. answer all questions. for each question there are four possible  answers a, b, c and d.   choose the one you consider correct and record your choice in soft pencil  on the separate answer sheet.    read the instructions on the answer sheet very carefully.   each correct answer will score one mark. a mark will not be deducted for a wrong answer. any rough working should be done in this booklet. electronic calculators may be used.   ",
+            "2": "2  \u00a9 ucles 2014 0625/11/o/n/14  1 diagram 1 shows a measuring cylinder containing water.    five identical steel balls are now lowered into the measuring cylinder. diagram 2 shows the new  water level in the cylinder.    cm3 diagram 1100 90 8070605040302010cm3 diagram 2100 908070605040302010 steel ball     what is the volume of each steel ball?  a 6  cm3 b 14  cm3 c 30  cm3 d 70  cm3      2 the graph shows how the speed of a car changes with time.    speed uv w x y time 0     between which two times is the car stationary?  a u and v b v and w c w and x d x and y     ",
+            "3": "3  \u00a9 ucles 2014 0625/11/o/n/14 [turn over  3 a man stands by a railway track.      a train travelling at 40  m / s takes 2.0 s to pass the man.   what is the length of the train?  a 20  m b 38  m c 40  m d 80  m      4 the mass of an astronaut is 70  kg on the moon.    what is the mass of the astronaut on the earth?  a 7 kg b 70  kg c 80  kg d 700  kg     5 the weight of an object is found using the balance shown in the diagram. the object is put in the  left-hand pan and various weights are put in the right-hand pan.    object weights     these are the results.    weights in the right-hand pan effect  0.1  n, 0.1  n, 0.05  n, 0.02  n balance tips down slightly on the left-hand side  0.2  n, 0.1  n, 0.01  n balance tips down slightly on the right-hand side    what is the best estimate of the weight of the object?  a 0.27  n b 0.29  n c 0.31  n d 0.58  n     ",
+            "4": "4  \u00a9 ucles 2014 0625/11/o/n/14  6 the diagram shows the dimensions of a rectangular block of metal of mass m.    pq r     which expression is used to calculate the density of the metal?  a m \u00d7 p \u00d7 q  b m \u00d7 p \u00d7 q \u00d7 r  c ) (qpm \u00d7  d )  ( rqpm \u00d7\u00d7      7 in which situation is no resultant force needed?  a a car changing direction at a steady speed  b a car moving in a straight line at a steady speed  c a car slowing down  d a car speeding up      8 which properties of a body can be changed by applying a force to the body?  a mass, motion and shape  b mass and motion, but not shape  c mass and shape, but not motion  d motion and shape, but not mass    ",
+            "5": "5  \u00a9 ucles 2014 0625/11/o/n/14 [turn over  9 the list contains three energy resources p, q and r.     p geothermal energy from hot rocks   q nuclear fission in reactors   r sunlight on solar panels    which of these resources are renewable?  a p and q only  b p and r only  c q and r only  d p, q and r      10 the diagram shows three different containers j, k and l. each container contains water of the  same depth.    jk l    which statement about the pressure of the water on the base of each container is correct?  a the water pressure is greatest in container j.  b the water pressure is greatest in container k.  c the water pressure is greatest in container l.  d the water pressure is the same for all three containers.     11 which movement will require the greatest amount of work to be done?  a a force of 10  n moving an object a distance of 3.0  m  b a force of 10  n moving an object a distance of 5.0  m  c a force of 15  n moving an object a distance of 3.0  m  d a force of 15  n moving an object a distance of 5.0  m    ",
+            "6": "6  \u00a9 ucles 2014 0625/11/o/n/14  12 a water manometer is connected to a gas supply.    watergas supply pq     there is a gas leak and the pressure of the gas supply falls.    what happens to the water level at p and what happens to the water level at q?     water level at p water level at q  a falls falls  b falls rises  c rises falls  d rises rises     13 the diagram shows a beaker of water. four molecules are labelled. the relative amount of  energy of each molecule is shown.    which molecule is most likely to escape from the liquid?    molecule a (high energy) molecule b (low energy) molecule c (high energy)molecule d (low energy)    ",
+            "7": "7  \u00a9 ucles 2014 0625/11/o/n/14 [turn over  14 some gas is trapped in a container of fixed volume.  the temperature of the gas increases.  which graph shows how the pressure of the gas changes with temperature?    0 0pressure  / pa temperature  / \u00b0ca 0 0pressure  / pa temperature  / \u00b0cb 0 0pressure  / pa temperature  / \u00b0cc 0 0pressure  / pa temperature  / \u00b0cd      15 which points are the fixed points of the liquid-in-glass thermometer shown?    \u2013 1 00 1 02 03 04 05 06 07 08 09 0 1 0 0 1 1 0 \u00b0c    a the beginning and end points of the column of liquid  b the beginning and end points of the thermometer scale  c the points marked 0  \u00b0c and 100  \u00b0c  d the top and bottom points of the thermometer bulb    ",
+            "8": "8  \u00a9 ucles 2014 0625/11/o/n/14  16 equal masses of two different liquids are put into identical beakers.     liquid 1 is heated for 100  s and liquid 2 is heated for 200  s by heaters of the same power.     the temperature of both liquids increases by the same amount.    liquid 1 liquid 2 heating time = 100  s heating time = 200  sheaters of same powerdifferent liquids of same mass     which statement is correct?  a both liquids receive the same amount of energy.  b liquid 1 receives more energy than liquid 2.  c both liquids have equal thermal capacity.  d the thermal capacity of liquid 1 is less than the thermal capacity of liquid 2.     17 the metal surface of a kettle is hot.    what happens to the cool air outside the kettle when it comes into contact with the hot kettle?  a the density of the air decreases and the air falls.  b the density of the air decreases and the air rises.  c the density of the air increases and the air falls.  d the density of the air increases and the air rises.     ",
+            "9": "9  \u00a9 ucles 2014 0625/11/o/n/14 [turn over  18 one type of double glazing consists of two panes of glass separated by a vacuum.    glass vacuumglass     which method or methods of energy transfer are prevented by the vacuum?  a conduction and convection  b conduction and radiation  c convection and radiation  d radiation only      19 the diagram shows four waves drawn to the same scale.    00p distance00q distance 00r distance00s distancedisplacement displacement displacement displacement     which statement is correct?  a the amplitude of wave p is the same as the amplitude of wave r.  b the amplitude of wave s  is double the amplitude of wave q.  c the wavelength of wave q  is double the wavelength of wave p.  d the wavelength of wave s  is the same as the wavelength of wave q.     ",
+            "10": "10  \u00a9 ucles 2014 0625/11/o/n/14  20 light waves pass from air into glass and are refracted.  what always remains constant when this happens?  a direction  b frequency  c speed  d wavelength     21 which type of electromagnetic wave is used in airport security scanners?  a infra-red  b microwaves  c radio waves  d x-rays    22 which waves are longitudinal?    88:88b a c d light waves from a lampmicrowaves in an ovenwater waves on a pondsound waves from a trumpet    23 an object is placed in front of a converging lens. the lens has a focal length f.  the lens produces a real, enlarged image of the object.    in which labelled position is the object placed?    a b c d 2fflens  ",
+            "11": "11  \u00a9 ucles 2014 0625/11/o/n/14 [turn over  24 a fire alarm is not loud enough and the pitch is too low. an engineer adjusts the alarm so that it  produces a louder note of a higher pitch.  what effect does this have on the amplitude and on the frequency of the sound waves that the  alarm produces?     amplitude frequency  a larger larger  b larger smaller  c smaller larger  d smaller smaller      25 in an experiment to measure the speed of sou nd, a student uses a stopwatch to find the time  taken for a sound wave to travel from x to y. she does this six times.    sound travels from x to y x y    the table shows her results.    measurement time  / s  first 0.5  second 0.7  third 0.6  fourth 0.4  fifth 0.9  sixth 0.5    which value for the time should be used to calculate the speed of sound?  a 0.4  s b 0.5  s c 0.6  s d 0.9  s     ",
+            "12": "12  \u00a9 ucles 2014 0625/11/o/n/14  26 the ends of three metal rods are tested by hol ding end q of rod 1 close to the others in turn.    rod 1 rod 2 rod 3qr st u     the results are as follows.    end q: attracts end r,  attracts end s,  attracts end t,  repels end u.    which of the metal rods is a magnet?  a rod 1 only  b rod 1 and rod 2  c rod 1 and rod 3  d rod 3 only      27 a permanent magnet is made from metal and an electromagnet uses a metal core.  which metal is suitable for each of these purposes?   permanent  magnet core of  electromagnet a iron iron  b iron steel  c steel iron  d steel steel     28 which row gives the unit for energy and the unit for electromotive force (e.m.f.)?     energy e.m.f.  a j n  b j v  c w n  d w v     ",
+            "13": "13  \u00a9 ucles 2014 0625/11/o/n/14 [turn over  29 a student carries out an experiment to investi gate the resistance of a resistor r. she takes a  series of readings of potential difference (p.d.) and current, and plots a graph of her results.    which circuit should she use?    a r va a rvb a r vc a rvd       30 the diagram shows a circuit with a 3.0  \u03c9 resistor and a 2.0  \u03c9 resistor connected in parallel.    3.0 \u03c96.0 v 2.0 \u03c9a     the switch is open, and the ammeter reads 2.0  a.     the switch is now closed and the ammeter reads the total current in both resistors.    what is the ammeter reading with the switch closed?  a 1.2  a b 3.0  a c 4.0  a d 5.0  a     ",
+            "14": "14  \u00a9 ucles 2014 0625/11/o/n/14  31 the diagram shows a torch containing two cells, a switch and a lamp.    plastic  case  brass  connecting  strip switch  lamp cells     which is the circuit diagram for the torch?    c b a d       32 an engineer uses the potential divider shown in the diagram. he needs the output voltage to be  one tenth ( 101) of the input voltage.    x y output voltageinput voltage     which pair of values could he use for the two resistors x and y?     x / k\u03c9 y  / k\u03c9  a 1.0 9.0  b 1.0 10.0  c 9.0 1.0  d 10.0 1.0     ",
+            "15": "15  \u00a9 ucles 2014 0625/11/o/n/14 [turn over  33 the current in a kettle is 10  a and it is protected by a 13  a fuse.    the owner of the kettle replaces the 13  a fuse with a 3  a fuse.    what happens when the kettle is switched on?  a the fuse blows and the kettle is damaged.  b the fuse blows and the kettle is undamaged.  c the fuse does not blow and the kettle works correctly.  d the fuse does not blow but the kettle fails to work.      34 the diagram shows cables used in the transmission of electrical energy. high voltages are used  for the transmission.    transmission cables  power station    why are high voltages used for the transmission of electrical energy?  a fear of high voltages stops people from interfering with the cables.  b heat loss in the cables is smaller than if low voltages are used.  c high voltages increase the current in the cables.  d high voltages produce large magnetic fields, so less insulation is needed.      35 which diagram shows the magnetic field pattern around a wire that is carrying a current  perpendicular to the page?    a wire wirebc d      ",
+            "16": "16  \u00a9 ucles 2014 0625/11/o/n/14  36 the diagram shows a simple transformer with an input of 240  v and an output of 40  v.    there are 600 turns on the primary coil.    output input 600  turns 240  v4 0  vprimary coil secondary coil     how many turns are there on the secondary coil?  a 100 b 320 c 400 d 3600     37 in a cathode-ray tube, a hot tungsten cathode releases particles by thermionic emission.    what are these particles?  a \u03b1-particles  b electrons  c protons  d tungsten atoms     38 the diagram shows a radioactive source, a thick aluminium sheet and a radiation detector.    radioactive sourcethick aluminium sheetradiation detector      the radiation detector shows a reading greater than the background reading.    which type of radiation is being emitted by  the source and detected by the detector?  a \u03b1-radiation  b \u03b2-radiation  c \u03b3-radiation  d infra-red radiation    ",
+            "17": "17  \u00a9 ucles 2014 0625/11/o/n/14  39 the count rate from a radioactive isotope is recorded every hour. the count rate is corrected for  background radiation.   the table shows the readings.  time  / hours 0 1 2 3 4 5  s/ countsrate count corrected    800 620 480 370 290 220    what estimate of the half-life of the isotope can be obtained from the readings in the table?  a between 1 and 2 hours  b between 2 and 3 hours  c between 3 and 4 hours  d between 4 and 5 hours      40 a nuclide is represented by the symbol .xp q  how many neutrons are in one nucleus of the nuclide?  a p b q c p + q d p \u2013 q     ",
+            "18": "18  \u00a9 ucles 2014 0625/11/o/n/14  blank page ",
+            "19": "19  \u00a9 ucles 2014 0625/11/o/n/14  blank page ",
+            "20": "20      permission to reproduce items where thir d-party owned material protected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holder s, but if any items requiring clearance have unwittingly been included, the  publisher will be pleased to make amends at the earliest possible opportunity.    cambridge international examinations is part of the cambridge asse ssment group. cambridge assessment is the brand name of unive rsity of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge.    \u00a9 ucles 2014 0625/11/o/n/14  blank page  "
+        },
+        "0625_w14_qp_12.pdf": {
+            "1": "  the syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificat e.  this document consists of 17 printed pages and 3 blank pages.  ib14 11_0625_12/fp  \u00a9 ucles 2014 [turn over       *9297760973* cambridge international examinations  cambridge international general certificate of secondary education       physics 0625/12     paper 1  multiple choice  october/november 2014     45 minutes    additional materials: multiple choice answer sheet   soft clean eraser   soft pencil (type b or hb recommended)       read these instructions first    write in soft pencil.  do not use staples, paper clips, glue or correction fluid. write your name, centre number and candidate number on the answer sheet in the spaces provided  unless this has been done for you.  do not write in any barcodes.   there are forty  questions on this paper. answer all questions. for each question there are four possible  answers a, b, c and d.   choose the one you consider correct and record your choice in soft pencil  on the separate answer sheet.    read the instructions on the answer sheet very carefully.   each correct answer will score one mark. a mark will not be deducted for a wrong answer. any rough working should be done in this booklet. electronic calculators may be used.   ",
+            "2": "2  \u00a9 ucles 2014 0625/12/o/n/14  1 a man stands by a railway track.      a train travelling at 40  m / s takes 2.0 s to pass the man.   what is the length of the train?  a 20  m b 38  m c 40  m d 80  m      2 diagram 1 shows a measuring cylinder containing water.    five identical steel balls are now lowered into the measuring cylinder. diagram 2 shows the new  water level in the cylinder.    cm3 diagram 1100 90 8070605040302010cm3 diagram 2100 908070605040302010 steel ball     what is the volume of each steel ball?  a 6  cm3 b 14  cm3 c 30  cm3 d 70  cm3     ",
+            "3": "3  \u00a9 ucles 2014 0625/12/o/n/14 [turn over  3 the graph shows how the speed of a car changes with time.    speed uv w x y time 0     between which two times is the car stationary?  a u and v b v and w c w and x d x and y      4 the diagram shows the dimensions of a rectangular block of metal of mass m.    pq r     which expression is used to calculate the density of the metal?  a m \u00d7 p \u00d7 q  b m \u00d7 p \u00d7 q \u00d7 r  c ) (qpm \u00d7  d )  ( rqpm \u00d7\u00d7     ",
+            "4": "4  \u00a9 ucles 2014 0625/12/o/n/14  5 the weight of an object is found using the balance shown in the diagram. the object is put in the  left-hand pan and various weights are put in the right-hand pan.    object weights     these are the results.    weights in the right-hand pan effect  0.1  n, 0.1  n, 0.05  n, 0.02  n balance tips down slightly on the left-hand side  0.2  n, 0.1  n, 0.01  n balance tips down slightly on the right-hand side    what is the best estimate of the weight of the object?  a 0.27  n b 0.29  n c 0.31  n d 0.58  n     6 the mass of an astronaut is 70  kg on the moon.    what is the mass of the astronaut on the earth?  a 7 kg b 70  kg c 80  kg d 700  kg      7 which properties of a body can be changed by applying a force to the body?  a mass, motion and shape  b mass and motion, but not shape  c mass and shape, but not motion  d motion and shape, but not mass    8 in which situation is no resultant force needed?  a a car changing direction at a steady speed  b a car moving in a straight line at a steady speed  c a car slowing down  d a car speeding up    ",
+            "5": "5  \u00a9 ucles 2014 0625/12/o/n/14 [turn over  9 the diagram shows three different containers j, k and l. each container contains water of the  same depth.    jk l    which statement about the pressure of the water on the base of each container is correct?  a the water pressure is greatest in container j.  b the water pressure is greatest in container k.  c the water pressure is greatest in container l.  d the water pressure is the same for all three containers.     10 a water manometer is connected to a gas supply.    watergas supply pq     there is a gas leak and the pressure of the gas supply falls.    what happens to the water level at p and what happens to the water level at q?     water level at p water level at q  a falls falls  b falls rises  c rises falls  d rises rises    ",
+            "6": "6  \u00a9 ucles 2014 0625/12/o/n/14  11 the list contains three energy resources p, q and r.     p geothermal energy from hot rocks   q nuclear fission in reactors   r sunlight on solar panels    which of these resources are renewable?  a p and q only  b p and r only  c q and r only  d p, q and r      12 equal masses of two different liquids are put into identical beakers.     liquid 1 is heated for 100  s and liquid 2 is heated for 200  s by heaters of the same power.     the temperature of both liquids increases by the same amount.    liquid 1 liquid 2 heating time = 100  s heating time = 200  sheaters of same powerdifferent liquids of same mass     which statement is correct?  a both liquids receive the same amount of energy.  b liquid 1 receives more energy than liquid 2.  c both liquids have equal thermal capacity.  d the thermal capacity of liquid 1 is less than the thermal capacity of liquid 2.     ",
+            "7": "7  \u00a9 ucles 2014 0625/12/o/n/14 [turn over  13 which points are the fixed points of the liquid-in-glass thermometer shown?    \u2013 1 00 1 02 03 04 05 06 07 08 09 0 1 0 0 1 1 0 \u00b0c    a the beginning and end points of the column of liquid  b the beginning and end points of the thermometer scale  c the points marked 0  \u00b0c and 100  \u00b0c  d the top and bottom points of the thermometer bulb      14 the metal surface of a kettle is hot.    what happens to the cool air outside the kettle when it comes into contact with the hot kettle?  a the density of the air decreases and the air falls.  b the density of the air decreases and the air rises.  c the density of the air increases and the air falls.  d the density of the air increases and the air rises.     15 some gas is trapped in a container of fixed volume.  the temperature of the gas increases.  which graph shows how the pressure of the gas changes with temperature?    0 0pressure  / pa temperature  / \u00b0ca 0 0pressure  / pa temperature  / \u00b0cb 0 0pressure  / pa temperature  / \u00b0cc 0 0pressure  / pa temperature  / \u00b0cd  ",
+            "8": "8  \u00a9 ucles 2014 0625/12/o/n/14  16 the diagram shows four waves drawn to the same scale.    00p distance00q distance 00r distance00s distancedisplacement displacement displacement displacement     which statement is correct?  a the amplitude of wave p is the same as the amplitude of wave r.  b the amplitude of wave s  is double the amplitude of wave q.  c the wavelength of wave q  is double the wavelength of wave p.  d the wavelength of wave s  is the same as the wavelength of wave q.      17 the diagram shows a beaker of water. four molecules are labelled. the relative amount of  energy of each molecule is shown.    which molecule is most likely to escape from the liquid?    molecule a (high energy) molecule b (low energy) molecule c (high energy)molecule d (low energy)    ",
+            "9": "9  \u00a9 ucles 2014 0625/12/o/n/14 [turn over  18 one type of double glazing consists of two panes of glass separated by a vacuum.    glass vacuumglass     which method or methods of energy transfer are prevented by the vacuum?  a conduction and convection  b conduction and radiation  c convection and radiation  d radiation only      19 the diagram shows a circuit with a 3.0  \u03c9 resistor and a 2.0  \u03c9 resistor connected in parallel.    3.0 \u03c96.0 v 2.0 \u03c9a     the switch is open, and the ammeter reads 2.0  a.     the switch is now closed and the ammeter reads the total current in both resistors.    what is the ammeter reading with the switch closed?  a 1.2  a b 3.0  a c 4.0  a d 5.0  a     ",
+            "10": "10  \u00a9 ucles 2014 0625/12/o/n/14  20 the diagram shows cables used in the transmission of electrical energy. high voltages are used  for the transmission.    transmission cables  power station    why are high voltages used for the transmission of electrical energy?  a fear of high voltages stops people from interfering with the cables.  b heat loss in the cables is smaller than if low voltages are used.  c high voltages increase the current in the cables.  d high voltages produce large magnetic fields, so less insulation is needed.      21 the diagram shows a torch containing two cells, a switch and a lamp.    plastic  case  brass  connecting  strip switch  lamp cells     which is the circuit diagram for the torch?    c b a d       ",
+            "11": "11  \u00a9 ucles 2014 0625/12/o/n/14 [turn over  22 which diagram shows the magnetic field pattern around a wire that is carrying a current  perpendicular to the page?    a wire wirebc d       23 the diagram shows a simple transformer with an input of 240  v and an output of 40  v.    there are 600 turns on the primary coil.    output input 600  turns 240  v4 0  vprimary coil secondary coil     how many turns are there on the secondary coil?  a 100 b 320 c 400 d 3600     24 an engineer uses the potential divider shown in the diagram. he needs the output voltage to be  one tenth ( 101) of the input voltage.    x y output voltageinput voltage     which pair of values could he use for the two resistors x and y?     x / k\u03c9 y  / k\u03c9  a 1.0 9.0  b 1.0 10.0  c 9.0 1.0  d 10.0 1.0 ",
+            "12": "12  \u00a9 ucles 2014 0625/12/o/n/14  25 the current in a kettle is 10  a and it is protected by a 13  a fuse.    the owner of the kettle replaces the 13  a fuse with a 3  a fuse.    what happens when the kettle is switched on?  a the fuse blows and the kettle is damaged.  b the fuse blows and the kettle is undamaged.  c the fuse does not blow and the kettle works correctly.  d the fuse does not blow but the kettle fails to work.      26 which waves are longitudinal?    88:88b a c d light waves from a lampmicrowaves in an ovenwater waves on a pondsound waves from a trumpet     27 which type of electromagnetic wave is used in airport security scanners?  a infra-red  b microwaves  c radio waves  d x-rays      28 light waves pass from air into glass and are refracted.  what always remains constant when this happens?  a direction  b frequency  c speed  d wavelength    ",
+            "13": "13  \u00a9 ucles 2014 0625/12/o/n/14 [turn over  29 in an experiment to measure the speed of sound, a student uses a stopwatch to find the time  taken for a sound wave to travel from x to y. she does this six times.    sound travels from x to y x y    the table shows her results.    measurement time  / s  first 0.5  second 0.7  third 0.6  fourth 0.4  fifth 0.9  sixth 0.5    which value for the time should be used to calculate the speed of sound?  a 0.4  s b 0.5  s c 0.6  s d 0.9  s      30 a permanent magnet is made from metal and an electromagnet uses a metal core.  which metal is suitable for each of these purposes?   permanent  magnet core of  electromagnet a iron iron  b iron steel  c steel iron  d steel steel     31 a fire alarm is not loud enough and the pitch is too low. an engineer adjusts the alarm so that it  produces a louder note of a higher pitch.  what effect does this have on the amplitude and on the frequency of the sound waves that the  alarm produces?     amplitude frequency  a larger larger  b larger smaller  c smaller larger  d smaller smaller ",
+            "14": "14  \u00a9 ucles 2014 0625/12/o/n/14  32 which row gives the unit for energy and the unit for electromotive force (e.m.f.)?     energy e.m.f.  a j n  b j v  c w n  d w v     33 the ends of three metal rods are tested by hol ding end q of rod 1 close to the others in turn.    rod 1 rod 2 rod 3qr st u     the results are as follows.    end q: attracts end r,  attracts end s,  attracts end t,  repels end u.    which of the metal rods is a magnet?  a rod 1 only  b rod 1 and rod 2  c rod 1 and rod 3  d rod 3 only     34 which movement will require the greatest amount of work to be done?  a a force of 10  n moving an object a distance of 3.0  m  b a force of 10  n moving an object a distance of 5.0  m  c a force of 15  n moving an object a distance of 3.0  m  d a force of 15  n moving an object a distance of 5.0  m    ",
+            "15": "15  \u00a9 ucles 2014 0625/12/o/n/14 [turn over  35 an object is placed in front of a converging lens. the lens has a focal length f.  the lens produces a real, enlarged image of the object.    in which labelled position is the object placed?    a b c d 2fflens      36 a student carries out an experiment to investi gate the resistance of a resistor r. she takes a  series of readings of potential difference (p.d.) and current, and plots a graph of her results.    which circuit should she use?    a r va a rvb a r vc a rvd     ",
+            "16": "16  \u00a9 ucles 2014 0625/12/o/n/14  37 the diagram shows a radioactive source, a thick aluminium sheet and a radiation detector.    radioactive sourcethick aluminium sheetradiation detector      the radiation detector shows a reading greater than the background reading.    which type of radiation is being emitted by the source and detected by the detector?  a \u03b1-radiation  b \u03b2-radiation  c \u03b3-radiation  d infra-red radiation     38 the count rate from a radioactive isotope is recorded every hour. the count rate is corrected for  background radiation.   the table shows the readings.  time  / hours 0 1 2 3 4 5  s/ countsrate count corrected    800 620 480 370 290 220    what estimate of the half-life of the isotope can be obtained from the readings in the table?  a between 1 and 2 hours  b between 2 and 3 hours  c between 3 and 4 hours  d between 4 and 5 hours      39 a nuclide is represented by the symbol .xp q  how many neutrons are in one nucleus of the nuclide?  a p b q c p + q d p \u2013 q     ",
+            "17": "17  \u00a9 ucles 2014 0625/12/o/n/14  40 in a cathode-ray tube, a hot tungsten cathode releases particles by thermionic emission.    what are these particles?  a \u03b1-particles  b electrons  c protons  d tungsten atoms     ",
+            "18": "18  \u00a9 ucles 2014 0625/12/o/n/14  blank page     ",
+            "19": "19  \u00a9 ucles 2014 0625/12/o/n/14  blank page       ",
+            "20": "20      permission to reproduce items where thir d-party owned material protected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holder s, but if any items requiring clearance have unwittingly been included, the  publisher will be pleased to make amends at the earliest possible opportunity.    cambridge international examinations is part of the cambridge asse ssment group. cambridge assessment is the brand name of unive rsity of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge.    \u00a9 ucles 2014 0625/12/o/n/14  blank page       "
+        },
+        "0625_w14_qp_13.pdf": {
+            "1": "  the syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificat e.  this document consists of 18 printed pages and 2 blank pages.  ib14 11_0625_13/3rp  \u00a9 ucles 2014 [turn over       *2442981417* cambridge international examinations  cambridge international general certificate of secondary education       physics 0625/13     paper 1  multiple choice  october/november 2014     45 minutes    additional materials: multiple choice answer sheet   soft clean eraser   soft pencil (type b or hb recommended)       read these instructions first    write in soft pencil.  do not use staples, paper clips, glue or correction fluid. write your name, centre number and candidate number on the answer sheet in the spaces provided  unless this has been done for you.  do not write in any barcodes.   there are forty  questions on this paper. answer all questions. for each question there are four possible  answers a, b, c and d.   choose the one you consider correct and record your choice in soft pencil  on the separate answer sheet.    read the instructions on the answer sheet very carefully.   each correct answer will score one mark. a mark will not be deducted for a wrong answer. any rough working should be done in this booklet. electronic calculators may be used.   ",
+            "2": "2  \u00a9 ucles 2014 0625/13/o/n/14  1 a stopwatch is used to time a runner in a race. the diagrams show the stopwatch at the start and  at the end of a lap of the race.    start of lap end of lap0 : 50 : 10 1  : 40 : 10     how long did the runner take to finish the lap of the race?  a 50.00 seconds  b 50.10 seconds  c 90.00 seconds  d 100.10 seconds     2 the graph shows how the speed of a car changes with time.    speed uv w x y time 0     between which two times is the car stationary?  a u and v b v and w c w and x d x and y     ",
+            "3": "3  \u00a9 ucles 2014 0625/13/o/n/14 [turn over  3 an aeroplane flies from town x to town z, stopping for 1 hour at town y to pick up more  passengers. the distances between the towns are shown in the diagram.    300  km 200  kmy xz     the total time taken between leaving x and arriving at z is 3 hours.    what is the average speed of the aeroplane in the air ?  a 4500  km  / h b 3500  km  / h c 2500  km  / h d 1500  km  / h      4 the mass of an astronaut is 70  kg on the moon.    what is the mass of the astronaut on the earth?  a 7 kg b 70  kg c 80  kg d 700  kg     5 the weight of an object is found using the balance shown in the diagram. the object is put in the  left-hand pan and various weights are put in the right-hand pan.    object weights     these are the results.    weights in the right-hand pan effect  0.1  n, 0.1  n, 0.05  n, 0.02  n balance tips down slightly on the left-hand side  0.2  n, 0.1  n, 0.01  n balance tips down slightly on the right-hand side    what is the best estimate of the weight of the object?  a 0.27  n b 0.29  n c 0.31  n d 0.58  n     ",
+            "4": "4  \u00a9 ucles 2014 0625/13/o/n/14  6 diagram 1 shows an empty measuring cylinder on a balance.    diagram 2 shows the same measuring cylinder on the balance, but it now contains a liquid.    cm3 diagram 116.0 14.012.010.0 8.0 6.04.02.0 gcm3 diagram 216.0 14.012.010.0 8.0 6.04.02.0 g     what is the density of the liquid?  a 0.2  g / cm3 b 0.5  g / cm3 c 2.0  g / cm3 d 5.0  g / cm3      7 in which situation is no resultant force needed?  a a car changing direction at a steady speed  b a car moving in a straight line at a steady speed  c a car slowing down  d a car speeding up    ",
+            "5": "5  \u00a9 ucles 2014 0625/13/o/n/14 [turn over  8 the diagram shows a uniform, flat metal sheet hanging freely from a nail at point a. a weight also  hangs freely on a string tied to a.     one of the labelled points is at the centre of mass of the metal sheet.   which point is at the centre of mass?    nail  metal sheet weighta  b  c  d        9 when a bicycle lamp is switched on, what is the useful energy change within the battery ?  a chemical energy to electrical energy  b electrical energy to chemical energy  c electrical energy to light energy  d light energy to chemical energy     10 a student does some work by pulling a suitcase along a corridor.    she now pulls a second suitcase along the corridor.    which row indicates that the student is now doing twice as much work?     the force used  to pull suitcase the distance the  suitcase is pulled  a is doubled is doubled  b is doubled is halved  c stays the same is doubled  d stays the same is halved    ",
+            "6": "6  \u00a9 ucles 2014 0625/13/o/n/14  11 the scale diagram shows three identical blocks, p, q and r. the blocks have different areas of  contact with the ground.    pq r    which block exerts the greatest pressure on the ground?  a block p  b block q  c block r  d they all exert the same pressure      12 a manometer is used to measure the pressure of the air in a container.    hconnection to containermanometer liquid     which change would give a bigger value of height h ?  a using a less dense liquid  b using a more dense liquid  c using a narrower tube  d using a wider tube     ",
+            "7": "7  \u00a9 ucles 2014 0625/13/o/n/14 [turn over  13 the volume of a gas in a sealed syringe is increased. the temperature of the gas does not  change.    before change after change     after this change is made, what has happened to the gas molecules in the syringe?  a they move more quickly.  b they move more slowly.  c they hit the syringe walls less often.  d they hit the syringe walls more often.     14 some liquid is poured into a metal dish on a wooden table. the dish, the liquid, the table and the  air around the dish are all at the same temperature.    metal dishliquid wooden table     the temperature of the liquid now starts to decrease.    what could cause this temperature decrease?  a convection currents in the liquid  b conduction of heat through the metal dish  c evaporation of the liquid  d heat radiation from the liquid     ",
+            "8": "8  \u00a9 ucles 2014 0625/13/o/n/14  15 the diagram shows four labelled changes of state between solid, liquid and gas.    solid liquid gasp sq r    which changes need an energy input?  a p and q b q and r c r and s d s and p      16 equal masses of two different liquids are put into identical beakers.    liquid 1 is heated for 100  s and liquid 2 is heated for 200  s by heaters of the same power.      the temperature of both liquids increases by the same amount.    liquid 1 liquid 2 heating time = 100  s heating time = 200  sheaters of same powerdifferent liquids of same mass     which statement is correct?  a both liquids receive the same amount of energy.  b liquid 1 receives more energy than liquid 2.  c both liquids have equal thermal capacity.  d the thermal capacity of liquid 1 is less than the thermal capacity of liquid 2.     ",
+            "9": "9  \u00a9 ucles 2014 0625/13/o/n/14 [turn over  17 two methods by which thermal energy can be transferred are conduction and radiation.  which statement is correct?  a conduction involves density changes in fluids.  b conduction only occurs in solids.  c radiation cannot occur in a vacuum.  d radiation involves electromagnetic waves.     18 a heater is to be fitted in a room to warm the air throughout the room.  the diagram shows two possible positions to fit the heater, p and q.    position pposition q room     which position is better and why?   position why?  a p warmer air is less dense and rises  b p warmer air is more dense and rises  c q warmer air is less dense and falls  d q warmer air is more dense and falls    ",
+            "10": "10  \u00a9 ucles 2014 0625/13/o/n/14  19 the diagram shows four waves drawn to the same scale.    00p distance00q distance 00r distance00s distancedisplacement displacement displacement displacement     which statement is correct?  a the amplitude of wave p is the same as the amplitude of wave r.  b the amplitude of wave s  is double the amplitude of wave q.  c the wavelength of wave q  is double the wavelength of wave p.  d the wavelength of wave s  is the same as the wavelength of wave q.      20 waves travel more quickly on the surface of water when the water is deep.  a stone is dropped at point x into a pool of va rying depth. the diagram shows the first wavefront  on the surface of the pool.  the region between x and which labelled point is likely to be the deepest?    wavefront ab dcx      ",
+            "11": "11  \u00a9 ucles 2014 0625/13/o/n/14 [turn over  21 an intruder alarm sensor detects that a human is warmer than his surroundings.    which type of electromagnetic wave does the sensor detect?  a infra-red  b radio  c ultraviolet  d visible light     22 which waves are longitudinal?    88:88b a c d light waves from a lampmicrowaves in an ovenwater waves on a pondsound waves from a trumpet    23 an object is placed in front of a converging lens. the lens has a focal length f.  in which labelled position should the object be placed in order to produce a real image of the object that is smaller than the object?    a b c d 2fflens     ",
+            "12": "12  \u00a9 ucles 2014 0625/13/o/n/14  24 three vibrating objects p, q and r produce waves in the air of different frequencies as shown.  object frequency  / hz  p 25  q 1000  r 15  000  which of these waves can be heard by a human ear?  a p, q and r  b p and q only  c p and r only  d q and r only     25 in an experiment to measure the speed of sou nd, a student uses a stopwatch to find the time  taken for a sound wave to travel from x to y. she does this six times.    sound travels from x to y x y    the table shows her results.    measurement time  / s  first 0.5  second 0.7  third 0.6  fourth 0.4  fifth 0.9  sixth 0.5    which value for the time should be used to calculate the speed of sound?  a 0.4  s b 0.5  s c 0.6  s d 0.9  s    ",
+            "13": "13  \u00a9 ucles 2014 0625/13/o/n/14 [turn over  26 the ends of three metal rods are tested by hol ding end q of rod 1 close to the others in turn.    rod 1 rod 2 rod 3qr st u     the results are as follows.    end q: attracts end r,  attracts end s,  attracts end t,  repels end u.    which of the metal rods is a magnet?  a rod 1 only  b rod 1 and rod 2  c rod 1 and rod 3  d rod 3 only      27 the diagram shows two bar magnets, stored with metal keepers across the ends. the keepers  help to keep the magnets magnetised.    magnet magnetkeeper keeper     the material used for the keepers becomes strongly magnetised when placed in contact with the  magnets, but does not remain magnetised when taken away from the magnets.    what is a suitable metal to use for the magnets and what is a suitable metal to use for the keepers?     metal for  magnets metal for  keepers  a iron iron  b iron steel  c steel iron   d steel steel   ",
+            "14": "14  \u00a9 ucles 2014 0625/13/o/n/14  28 four wires are made from the same material.  which wire has the least resistance?     diameter of  wire  / mm length of  wire  / cm  a 0.2 100  b 0.2 200  c 0.4 100  d 0.4 200      29 a 30  \u03c9 resistor is connected in series with another resistor and a 6.0  v battery. the current in the  circuit is 0.12  a. a voltmeter is connected across the other resistor.    30 \u03c9 v0.12  a6.0 v     what is the reading on the voltmeter?  a 2.4  v b 3.6  v c 6.0  v d 9.6  v     30 a circuit contains four ammeters a, b, c and d, and three resistors with different values.  which ammeter shows the largest reading?    aaa a20 \u03c910 \u03c9 30 \u03c9a b cd      ",
+            "15": "15  \u00a9 ucles 2014 0625/13/o/n/14 [turn over  31 the diagram shows a torch containing two cells, a switch and a lamp.    plastic  case  brass  connecting  strip switch  lamp cells     which is the circuit diagram for the torch?    c b a d       32 the diagram shows a circuit with a fixed resistor connected in series with a light-dependent  resistor (ldr). a voltmeter is connected across the ldr.    v     a bright lamp shines light onto the ldr. the lamp is then switched off and this causes the voltmeter reading to change.    which row shows the change in the resistance of the ldr and the change in the voltmeter reading when the lamp is switched off?   resistance of  ldr voltmeter  reading  a decreases decreases  b decreases increases  c increases decreases  d increases increases    ",
+            "16": "16  \u00a9 ucles 2014 0625/13/o/n/14  33 the current in an electrical heater is 5.0  a.    the heater is connected to the mains by a flexible cable that can carry a current of up to 15  a.  the mains circuit can carry a current of up to 30  a.    different fuses are available for the heater.    which fuse is the most suitable?  a 4.0  a b 10  a c 20  a d 40  a     34 the diagram shows a thin copper wire in a magnetic field. the current in the wire is from right to  left. this causes an upward force on the wire.    force on wirecurrent     the direction of the current and the direction of the magnetic field are both reversed.    in which direction does the force act on the wire, after these changes are made?  a downwards  b into the page  c out of the page  d upwards     35 a solenoid is connected to a very sensitive ammeter. a rod is inserted into one end of the  solenoid. the ammeter shows that there is a small electric current in the circuit while the rod is moving.    solenoidrod a    which rod is being inserted?  a a heated copper rod  b a magnetised steel rod  c an uncharged nylon rod  d a radioactive uranium rod     ",
+            "17": "17  \u00a9 ucles 2014 0625/13/o/n/14 [turn over  36 the diagram shows the structure of a transformer.      primary coil core     which row shows a suitable material for the primary coil and a suitable material for the core?     primary coil core  a copper copper  b copper iron  c iron copper  d iron iron     37 in a cathode-ray tube, a hot tungsten cathode releases particles by thermionic emission.    what are these particles?  a \u03b1-particles  b electrons  c protons  d tungsten atoms     ",
+            "18": "18  \u00a9 ucles 2014 0625/13/o/n/14  38 a radioactive source emits three types of radiation r, s and t.     the diagram shows an experiment set up to study the penetrating properties of r, s and t.   paper few mm of aluminiumfew cm of leadr ts     which types of radiation are r, s and t?     r s t  a \u03b1-particles \u03b2-particles \u03b3-rays  b \u03b1-particles \u03b3-rays \u03b2-particles  c \u03b2-particles \u03b1-particles \u03b3-rays  d \u03b3-rays \u03b2-particles \u03b1-particles      39 the half-life of a radioactive substance is 10 minutes. a sample of the radioactive substance  contains 2000 nuclei.  how many radioactive nuclei were in the sample half an hour earlier?  a 250 b 4000 c 6000 d 16  000    40 which statement about the nuclei of all atoms is correct?  a they are very small compared with the size of the atoms.  b they always contain the same number of protons as neutrons.  c they contain electrons, neutrons and protons.  d they have a total charge of zero.    ",
+            "19": "19  \u00a9 ucles 2014 0625/13/o/n/14  blank page ",
+            "20": "20      permission to reproduce items where t hird-party owned material protected by copyright  is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holder s, but if any items requiring clearance have unwittingly been included, the  publisher will be pleased to make amends at the earliest possible opportunity.    cambridge international examinations is part of the cambridge asse ssment group. cambridge assessment is the brand name of unive rsity of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge.    \u00a9 ucles 2014 0625/13/o/n/14  blank page  "
+        },
+        "0625_w14_qp_21.pdf": {
+            "1": "this document consists of 19 printed pages and 1 blank page. dc (ac/sw) 81802/5 \u00a9 ucles 2014 [turn overcambridge international examinations cambridge international general certificate of secondary education *9691108524* physics  0625/21 paper 2  core october/november 2014  1 hour 15 minutes candidates answer on the question paper. no additional materials are required. read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen. y ou may use an hb pencil for any diagrams or graphs. do not use staples, paper clips, glue or correction fluid. do not write in any barcodes. answer all questions. electronic calculators may be used. y ou may lose marks if you do not show your working or if you do not use appropriate units. take the weight of 1 kg to be 10 n (i.e. acceleration of free fall = 10 m / s2). at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question. the syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificat e.",
+            "2": "2 0625/21/o/n/14 \u00a9 ucles 20141 a student hangs a spring vertically from a hook, as shown in fig. 1.1. 12.0  cm15.0  cm 2.0 n fig. 1.1  (a) describe how the length of the spring can be measured accurately, after it has been hung  from the hook.  .. .  .. .  .. .  .. .  .. .  .. .[3]  (b) with no load, the spring is 12.0 cm long.   with a load of 2.0 n on the end of the spring, its length is 15.0 cm.   calculate the extension of the spring.  extension =  . cm [1]",
+            "3": "3 0625/21/o/n/14 \u00a9 ucles 2014 [turn over (c) the load is attached to the spring and then released.   fig. 1.2 represents the forces acting on the load just after it is released. 2.0 n2.8 n fig. 1.2   calculate the resultant force acting on the load and give its direction.  resultant force =  ... n  direction =  ..  [2]  [total: 6]",
+            "4": "4 0625/21/o/n/14 \u00a9 ucles 20142 a steel object has 5 kg stamped on its side, as shown in fig. 2.1.   5 kg fig. 2.1  (a) express 5.0 kg in grams. 5.0 kg =  g [1]  (b) the density of the steel is 7.81 g / cm3.   calculate the volume of the object.   volume =  cm3 [3]  [total: 4]  ",
+            "5": "5 0625/21/o/n/14 \u00a9 ucles 2014 [turn over3 (a) use words from the list below to complete the sentences about work and energy.   initial acceleration   distance moved  force exerted  potential energy  time taken  an object is dragged across a rough surface.  in order to find the work done on the object, it is   necessary to know the . and the . .   to calculate the power, it is also necessary to know the . . [3] (b) a machine working in a factory actually uses more energy than is needed to do the task it is  involved in.   suggest why this is so.  .. .  .. .[2]  [total: 5]  ",
+            "6": "6 0625/21/o/n/14 \u00a9 ucles 20144 (a) thermal energy is supplied to a certain substance at a constant rate. the temperature of the  substance varies with time as shown in fig. 4.1. abcd timetemperature fig. 4.1   at the temperature indicated by point a on fig. 4.1, the substance is in the solid state.     state what is happening to the substance   (i) in the region ab,  .. .  .. .   (ii) in the region bc,  .. .  .. .   (iii) in the region cd.  .. .  .. .  [3]  (b) suggest why ice at 0 \u00b0c is more effective for cooling a drink than the same mass of water at  0 \u00b0c.  .. .  .. .  .. .[2]",
+            "7": "7 0625/21/o/n/14 \u00a9 ucles 2014 [turn over (c) steam is pumped into cold water in a container.   (i) state and explain what happens to the temperature of the water in the container. statement   .. explanation  .. ..  .. .  .. .  [2]   (ii) state and explain what happens to the mass of water in the container. statement   .. explanation  .. ..  .. .  [2]  [total: 9]  ",
+            "8": "8 0625/21/o/n/14 \u00a9 ucles 20145 fig. 5.1 shows a girl standing some distance away from a rock face. she has a flat piece of wood  in each hand.   rock face fig. 5.1  (not to scale)  when the girl bangs the two pieces of wood together, they make a loud sound. a short time later  she hears the sound again.  (a) why does she hear this second sound?  .. .  .. .[1]  (b) the time interval between the two sounds is 1.8 s. sound travels at 330 m / s in air.   calculate the distance of the girl from the rock face.  distance =  ... m [3]  (c) a boy standing very close to the rock face only hears one sound.   how long after the girl makes the sound does he hear this sound?  time interval =   s [1]",
+            "9": "9 0625/21/o/n/14 \u00a9 ucles 2014 [turn over (d) state two ways in which a sound wave is different from a light wave. 1.  ...  2.  ...  [2]  [total: 7]  ",
+            "10": "10 0625/21/o/n/14 \u00a9 ucles 20146 (a) describe   (i) how a dry cloth can be used to charge a plastic rod,  .. .  .. .   (ii) how the rod may be tested to check that it is charged.  .. .  .. .  [2]  (b) a lady has been riding in a car with plastic-covered seats. she gets out of the car. she touches  the door handle when her feet are on the ground. she experiences an electric shock.   suggest why this happens.  .. .  .. .  .. .[2]  [total: 4]  ",
+            "11": "11 0625/21/o/n/14 \u00a9 ucles 2014 [turn over7 fig. 7.1 is a ray diagram representing the formation of an image by a converging lens.   f2 f1oi c fig. 7.1  f1 and f2 are the two principal focuses of the lens.  the object is at o and its image is at i.  (a) on fig. 7.1,   (i) accurately mark the focal length of the lens and label it f, [2]   (ii) from the top of the object, draw the path of the ray that passes through f2, until it reaches  the image. [2]  (b) where would a screen need to be placed in order to see a focused image? tick one box. at f2 at c at f1 at i [1]    (c) the object is moved a small distance away from the lens.   state what this causes to happen to   (i) the position of the image,  .. .   (ii) the size of the image.  .. .  [2]  [total: 7]  ",
+            "12": "12 0625/21/o/n/14 \u00a9 ucles 20148 the electric circuit in fig. 8.1 contains a cell, two resistors and another component.   xy r1 r2 fig. 8.1  (a) (i) name the component that is shown in fig. 8.1 by the symbol .  .. .   (ii) what is the function of this component in the circuit?  .. .  .. .  .. .  [2]  (b) (i) what flows in the circuit in order to create the current in the circuit? tick one box. charge potential difference power resistance   (ii) in which unit do we measure current? ...  [2]  (c) resistor r1 has a resistance of 8 \u03c9 and resistor r2 has a resistance of 12 \u03c9.   calculate the combined resistance of r1 and r2 when arranged as in fig. 8.1.  resistance =  ..  \u03c9 [2]",
+            "13": "13 0625/21/o/n/14 \u00a9 ucles 2014 [turn over (d) r1 and r2 are removed from the circuit and then re-connected between x and y , so that they  have a different combined resistance.   (i) in the space below, draw the circuit showing r1 and r2 connected in this different way.  [2]   (ii) what word is used to describe this different way of connecting r1 and r2?  .. .[1]  [total: 9]  ",
+            "14": "14 0625/21/o/n/14 \u00a9 ucles 20149 fig. 9.1 shows a transformer used to allow lamps of different voltage ratings to be operated from a  240 v mains supply. 240  v primary coil 500 turnssecondary coil 500 turnsw zp yx fig. 9.1  the primary coil and the secondary coil both have 500 uniformly-wound turns.    electrical connections to the secondary coil can be made at four places, w, x, y and z.  (a) the piece of metal p provides a magnetic link between the coils.   state   (i) the name of this part of the transformer,    (ii) the metal from which p is made. ...  [2]  (b) a lamp, designed to light at normal brightness with a 120 v supply, lights normally when  connected between w and x.   calculate the number of turns between w and x.  number of turns = ...[3]",
+            "15": "15 0625/21/o/n/14 \u00a9 ucles 2014 [turn over (c) the lamp in (b) is connected between x and y .   describe and explain what happens to the lamp.  .. .  .. .  .. .[3]  (d) state what would happen if the 120 v lamp in (b) is connected between w and z.  .. .  .. .[1]  [total: 9]  ",
+            "16": "16 0625/21/o/n/14 \u00a9 ucles 201410 fig. 10.1 is a simplified drawing of a tube for producing, deflecting and detecting cathode rays.   h2 h1heater cathode anodeca y1y2 x1x2 path of cathode raysbottomtop screen y -plates x-plates fig. 10.1  the cathode rays are represented by the broken line in fig. 10.1.  (a) which particles make up cathode rays? ...[1]  (b) how does the screen show the presence of cathode rays?  .. .[1]  (c) between which two of the labelled terminals should a potential difference be connected in  order to   (i) make the cathode hot,  and  [1]   (ii) accelerate the cathode rays along the tube,   and  [1]   (iii) deflect the cathode rays to the top of the screen.  and  [1]  (d) in (c)(iii) , which of the two terminals should be made   (i) positive,    (ii) negative? .  [1]  [total: 6]",
+            "17": "17 0625/21/o/n/14 \u00a9 ucles 2014 [turn over11 fig. 11.1 represents the atomic structure of three neutral atoms.   a cab hydrogen deuteriumnucleusb nucleusc ca tritiumb nucleus fig. 11.1  (a) what letter in fig. 11.1 is used to represent   (i) an electron, ...   (ii) a proton,    (iii) a neutron? .  [2]  (b) state the nucleon number of the tritium atom. ... [1]  (c) all three atoms may be represented by the chemical symbol h. hydrogen can be represented  in nuclide notation as h11.   write down the nuclide notation for   (i) deuterium,    (ii) tritium. ...  [2]  [total: 5]",
+            "18": "18 0625/21/o/n/14 \u00a9 ucles 201412 350 dice are made from small cubes of wood with one face painted blue, as shown in fig. 12.1. blue face fig. 12.1  throwing large numbers of dice represents radioactive decay.  the 350 dice are thrown on a bench. all those dice that land with the blue face uppermost are removed. they are regarded as having \u201cdecayed\u201d.    the remaining dice are then thrown again, and the \u201cblue-uppermost\u201d dice are removed. this  process is repeated until the number of dice remaining is quite small.  the table below shows the number of dice remaining after each throw. throw 0 1 2 3456789 1 0 1 1 1 2 1 3 1 4 number of dice  remaining350 289 237 201 168 138 115 94 79 67 59 50 41 39 35  on fig. 12.2, points have been plotted for some of the readings in the table.  (a) on fig. 12.2, plot the first five points and draw the best smooth curve for all the points. [3]  (b) (i) complete the sentence below.    the half-life of a radioactive substance is the time taken to reduce the number of nuclei     of the original sort to ... its original value. [1]   (ii) throwing dice obeys the same laws as radioactive decay.    from your graph in fig. 12.2, find the \u201chalf-life\u201d of dice, showing clearly on fig. 12.2 how  you obtained your answer.  \u201chalf-life\u201d of dice =    throws [3]",
+            "19": "19 0625/21/o/n/14 \u00a9 ucles 20140050100150200250300350 2 4 6 8 10 12 throw numbernumber of dice remaining 14 fig. 12.2   (iii) the experiment is repeated with 800 dice.    1.  suggest how many throws it takes to reduce the number of dice to 400.  .. . 2. explain your answer.  .. .  .. .  [2]  [total: 9]  ",
+            "20": "20 0625/21/o/n/14 \u00a9 ucles 2014permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the  publisher will be pleased to make amends at the earliest possible opportunity. cambridge international examinations is part of the cambridge assessment group. cambridge assessment is the brand name of unive rsity of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge.blank page"
+        },
+        "0625_w14_qp_22.pdf": {
+            "1": "this document consists of 15 printed pages and 1 blank page. dc (ac/sw) 81803/5 \u00a9 ucles 2014 [turn overcambridge international examinations cambridge international general certificate of secondary education *0756672347* physics  0625/22 paper 2  core october/november 2014  1 hour 15 minutes candidates answer on the question paper. no additional materials are required. read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen. y ou may use an hb pencil for any diagrams or graphs. do not use staples, paper clips, glue or correction fluid. do not write in any barcodes. answer all questions. electronic calculators may be used. y ou may lose marks if you do not show your working or if you do not use appropriate units. take the weight of 1 kg to be 10 n (i.e. acceleration of free fall = 10 m / s2). at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question. the syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificat e.",
+            "2": "2 0625/22/o/n/14 \u00a9 ucles 20141 (a) which two conditions apply for an object on earth to be in equilibrium? tick two boxes. there are no forces acting on the object the object has no mass there is no resultant force on the object there is no resultant moment [2]  (b) fig. 1.1 is a simplified diagram of a balance with equal arms. fig. 1.1   a copper block of unknown mass is placed on the left-hand pan. six standard masses, placed  on the right-hand pan, cause the balance to be in equilibrium, with the beam horizontal.   the six standard masses on the right-hand pan are: 100 g,  100 g,  50 g,  10 g,  5 g,  2 g   (i) what is the mass of the copper block?   mass =  ...  g [1]   (ii) what will be seen to happen if the 2 g mass is removed from the right-hand pan?  .. .  .. .[1]   (iii) the volume of the copper block is 30 cm3.    calculate the density of copper. state the unit in your answer.  density =  . [4]  [total: 8]",
+            "3": "3 0625/22/o/n/14 \u00a9 ucles 2014 [turn over2 a car travels along a straight, horizontal road at a steady speed of 36 m / s. the total resistive force  on the car is 2800 n, as represented on fig. 2.1. 2800  n36 m / s resistive forcedriving force fig. 2.1  (a) the speed of the car is constant at 36 m / s.    what is the value of the driving force?  driving force =  ... n [1]  (b) later in the journey, the car\u2019s speed decreases uniformly from 36 m / s to zero in 18 s.   (i) on the axes in fig. 2.2, sketch the speed-time graph for the motion of the car during  these 18 s. mark 36 m / s and 18 s clearly on your graph. 0time  / sspeed m / s 0  [3] fig. 2.2   (ii) determine the distance travelled by the car in these 18 s.  distance =  ..  m [3]  [total: 7]  ",
+            "4": "4 0625/22/o/n/14 \u00a9 ucles 20143 (a) state two sources of energy that are renewable. 1.  ...  2.  ...   [2]   (b) state two sources of energy that will eventually run out or become uneconomic to extract. 1.  ...  2.  ...   [2]  (c) in a hydroelectric power station, water is stored high up behind a dam.   (i) state the type of energy stored by the water.  .. .[1]   (ii) explain what happens to the water in order to generate electricity.  .. .  .. .  ..  [2]  [total: 7]",
+            "5": "5 0625/22/o/n/14 \u00a9 ucles 2014 [turn over4 some water forms a shallow puddle on a metal surface in a laboratory, as shown in fig. 4.1. puddle of water metal surface fig. 4.1  later in the day, it is noticed that the puddle has disappeared and the metal surface is dry.  (a) which process has caused the disappearance of the puddle? tick one box. boiling condensation evaporation freezing [1]  (b) in terms of molecules, describe how this process occurs.  .. .  .. .  .. .[2]  (c) when this process occurs, it causes cooling.   in terms of molecules, explain why this cooling occurs.  .. .  .. .  .. .[2]  [total: 5]  ",
+            "6": "6 0625/22/o/n/14 \u00a9 ucles 20145 here are some statements about forces.  some statements are correct. put a tick ( \uf0fc) in the box alongside each of these.  other statements are false. put a cross ( \uf0fb) in the box alongside each of these. on earth, an object has weight due to a force acting towards the earth. work is done when an object moves in the direction of the force acting on it. when a single force acts on an object, it moves at constant speed. if the only forces acting on an object are two equal and opposite forces in the same  straight line, then the object is in equilibrium. an object at rest always has no forces acting on it.  [5]  [total: 5]  ",
+            "7": "7 0625/22/o/n/14 \u00a9 ucles 2014 [turn over6 (a) a laboratory liquid-in-glass thermometer has a range from \u201310 \u00b0c to 110 \u00b0c.   describe what you would do to check the accuracy of   (i) the 0 \u00b0c mark on the thermometer,  .. .  .. .  .. .[2]   (ii) the 100 \u00b0c mark on the thermometer.  .. .  .. .  .. .[1]  (b) the temperature of some water is reduced to \u201310 \u00b0c. in which state is the water at this temperature? [1]  (c) the measurement of temperature can be carried out using any physical property that changes  with temperature. two examples are given below.  the volume ofa liquid the resistance ofa wire   add two more examples. y ou may re-use words from the examples if you wish, but you do not  have to do so. 1. the of 2. the of   [2]   [total: 6]  ",
+            "8": "8 0625/22/o/n/14 \u00a9 ucles 20147 four school athletes are about to run a 100 m race, as shown in fig. 7.1.   100 m winning linebatimekeeperstarting pistolstarter fig. 7.1  (not to scale)  the runners start at a, when the starter fires the starting pistol, and they finish at b.  (a) suggest what equipment   (i) the groundsman used when he measured out the 100 m before marking the track,  .. .   (ii) the timekeeper uses to time how long the runners take to run the 100 m.  .. .  [2]  (b) the timing instrument is known to work correctly.   what might cause the timekeeper to introduce an inaccuracy into the timing of the race?  .. .[1]",
+            "9": "9 0625/22/o/n/14 \u00a9 ucles 2014 [turn over (c) the winner takes 12.5 s to run the race.   (i) calculate the average speed of the winner.  average speed =  ..  m / s [3]    (ii) suggest one reason why the average speed of the winner is less than his top speed.  .. .[1]  (d) on another occasion, the starter and timekeeper decide to measure the speed of the sound  from the gun. they use the same equipment they used to time the race.   (i) suggest how far apart they should be. ...   (ii) suggest how the timekeeper would know when to start timing.  .. .  .. . [2]  [total: 9]  ",
+            "10": "10 0625/22/o/n/14 \u00a9 ucles 20148 fig. 8.1 shows a section through the swimming pool in a hotel.   to make the pool more attractive at night, there are submerged lamps in the pool. fig. 8.1 shows  three rays coming from one of these lamps.  40\u00b0 50\u00b0 30\u00b0air water lampb a fig. 8.1  the critical angle for the water/air boundary is 48 \u00b0.  (a) state what is meant by the critical angle  for a ray of light.  .. .  .. .  .. .[3]  (b) on fig. 8.1, use your ruler to draw approximate paths for the rays after they reach the surface  at a and b. [4]  [total: 7]  ",
+            "11": "11 0625/22/o/n/14 \u00a9 ucles 2014 [turn over9 (a) which electrical quantity does a voltmeter measure? tick one box. current potential difference power resistance [1]  (b) the transformer in fig. 9.1 has 600 turns on its primary coil ab, and 400 turns on its secondary  coil cd. a bc d primary coil 600 turnssecondary coil 400 turnsiron core fig. 9.1   (i) ab is connected to a 120 v alternating mains supply. an a.c. voltmeter is connected  across cd.    calculate the reading on the voltmeter.  voltmeter reading =  .. v [3]   (ii) a large number of cells are connected in series, to make a 120 v battery.    the mains supply is disconnected from ab, and the 120 v battery is connected in its  place.    1.  state the voltage across cd. ..    2.  explain your answer.  .. .  .. .  [2]  [total: 6]",
+            "12": "12 0625/22/o/n/14 \u00a9 ucles 201410 a student is attempting to measure the resistance of a resistor r. to do this, she connects the  circuit of fig. 10.1. r es fig. 10.1  (a) the letter e on fig. 10.1 represents the electromotive force (e.m.f.) of the battery. in which unit is e measured?            [1]  (b) the circles on fig. 10.1 represent a voltmeter and an ammeter.   write v and a in the appropriate circles, to show which meter is which. [1]  (c) the battery cannot be changed.   (i) write down the label of the component that is used to vary the current in the circuit.  .. .   (ii) what is this component called?   .. .  [2]  (d) the table below gives the readings obtained by the student for different currents. ammeter reading / a 0 0.20 0.30 0.50 0.75 1.00 voltmeter reading / v 0 1.15 1.65 2.65 4.10 5.55",
+            "13": "13 0625/22/o/n/14 \u00a9 ucles 2014 [turn over  (i) on fig. 10.2, draw a graph of these values. the first two points have been plotted for you.  [2]    00123456 0.2 0.4 0.6 ammeter reading  / avoltmeter reading  / v 0.8 1.0 fig. 10.2   (ii) use your graph to find a value for the resistance of r.  resistance =  ..  \u03c9 [3]  [total: 9]  ",
+            "14": "14 0625/22/o/n/14 \u00a9 ucles 201411 the radiation detector and counter in fig. 11.1 are being used to count particles from a radioactive  source. counter radiation detectory x fig. 11.1  each time the counter is used to make a measurement, it is first reset to zero and then left switched  on for 3 minutes.  (a) with no radioactive source anywhere near the radiation detector, after being switched on for 3  minutes the reading on the counter is 85 counts.   suggest what radiation caused this reading.  .. .[1]  (b) a radioactive source emitting \u03b2-particles is placed at x. after 3 minutes, the counter reads  592 counts.   calculate the average count rate, in counts / min, from the radioactive source.  count rate =  ... counts / min [3]  (c) the \u03b2-particle source is left at x and a block of aluminium 4 cm thick is placed at y .   (i) suggest what the counter would read on this occasion, after 3 minutes.  .. .   (ii) explain your answer to (c)(i) .  .. .  .. .  [3]  [total: 7]  ",
+            "15": "15 0625/22/o/n/14 \u00a9 ucles 201412 fig. 12.1 is a very simple representation of the structure of an atom.   \u2013nucleus \u2013 \u2013\u2013 + + ++ fig. 12.1  the broken circle indicates the nucleus, and the particles inside this broken circle are the particles  in the nucleus.  charged particles are marked + or \u2013. uncharged particles are shown as empty circles.  (a) state the number of neutrons in this atom.     [1]  (b) state   (i) the nucleon number of the atom, ..   (ii) the proton number of the atom. ..  [2]  (c) what name is given to the negatively-charged particles?  [1]    [total: 4]",
+            "16": "16 0625/22/o/n/14 \u00a9 ucles 2014permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the  publisher will be pleased to make amends at the earliest possible opportunity. cambridge international examinations is part of the cambridge assessment group. cambridge assessment is the brand name of unive rsity of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge.blank page"
+        },
+        "0625_w14_qp_23.pdf": {
+            "1": "this document consists of 19 printed pages and 1 blank page. dc (lk/sw) 98699 \u00a9 ucles 2014 [turn overcambridge international examinations cambridge international general certificate of secondary education *7553808084* physics  0625/23 paper 2  core october/november 2014  1 hour 15 minutes candidates answer on the question paper. no additional materials are required. read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen. y ou may use an hb pencil for any diagrams or graphs. do not use staples, paper clips, glue or correction fluid. do not write in any barcodes. answer all questions. electronic calculators may be used. y ou may lose marks if you do not show your working or if you do not use appropriate units. take the weight of 1 kg to be 10 n (i.e. acceleration of free fall = 10 m / s2). at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question. the syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificat e.",
+            "2": "2 0625/23/o/n/14 \u00a9 ucles 20141 a student hangs a spring vertically from a hook, as shown in fig. 1.1. 12.0  cm15.0  cm 2.0 n fig. 1.1  (a) describe how the length of the spring can be measured accurately, after it has been hung  from the hook.  .. .  .. .  .. .  .. .  .. .  .. .[3]  (b) with no load, the spring is 12.0 cm long.   with a load of 2.0 n on the end of the spring, its length is 15.0 cm.   calculate the extension of the spring.  extension =  . cm [1]",
+            "3": "3 0625/23/o/n/14 \u00a9 ucles 2014 [turn over (c) the load is attached to the spring and then released.   fig. 1.2 represents the forces acting on the load just after it is released. 2.0 n2.8 n fig. 1.2   calculate the resultant force acting on the load and give its direction.  resultant force =  ... n  direction =  ..  [2]  [total: 6]",
+            "4": "4 0625/23/o/n/14 \u00a9 ucles 20142 a steel object has 5 kg stamped on its side, as shown in fig. 2.1.   5 kg fig. 2.1  (a) express 5.0 kg in grams. 5.0 kg =  g [1]  (b) the density of the steel is 7.81 g / cm3.   calculate the volume of the object.   volume =  cm3 [3]  [total: 4]  ",
+            "5": "5 0625/23/o/n/14 \u00a9 ucles 2014 [turn over3 (a) use words from the list below to complete the sentences about work and energy.   initial acceleration   distance moved  force exerted  potential energy  time taken  an object is dragged across a rough surface.  in order to find the work done on the object, it is   necessary to know the . and the . .   to calculate the power, it is also necessary to know the . . [3] (b) a machine working in a factory actually uses more energy than is needed to do the task it is  involved in.   suggest why this is so.  .. .  .. .[2]  [total: 5]  ",
+            "6": "6 0625/23/o/n/14 \u00a9 ucles 20144 (a) thermal energy is supplied to a certain substance at a constant rate. the temperature of the  substance varies with time as shown in fig. 4.1. abcd timetemperature fig. 4.1   at the temperature indicated by point a on fig. 4.1, the substance is in the solid state.     state what is happening to the substance   (i) in the region ab,  .. .  .. .   (ii) in the region bc,  .. .  .. .   (iii) in the region cd.  .. .  .. .  [3]  (b) suggest why ice at 0 \u00b0c is more effective for cooling a drink than the same mass of water at  0 \u00b0c.  .. .  .. .  .. .[2]",
+            "7": "7 0625/23/o/n/14 \u00a9 ucles 2014 [turn over (c) steam is pumped into cold water in a container.   (i) state and explain what happens to the temperature of the water in the container. statement   .. explanation  .. ..  .. .  .. .  [2]   (ii) state and explain what happens to the mass of water in the container. statement   .. explanation  .. ..  .. .  [2]  [total: 9]  ",
+            "8": "8 0625/23/o/n/14 \u00a9 ucles 20145 fig. 5.1 shows a girl standing some distance away from a rock face. she has a flat piece of wood  in each hand.   rock face fig. 5.1  (not to scale)  when the girl bangs the two pieces of wood together, they make a loud sound. a short time later  she hears the sound again.  (a) why does she hear this second sound?  .. .  .. .[1]  (b) the time interval between the two sounds is 1.8 s. sound travels at 330 m / s in air.   calculate the distance of the girl from the rock face.  distance =  ... m [3]  (c) a boy standing very close to the rock face only hears one sound.   how long after the girl makes the sound does he hear this sound?  time interval =   s [1]",
+            "9": "9 0625/23/o/n/14 \u00a9 ucles 2014 [turn over (d) state two ways in which a sound wave is different from a light wave. 1.  ...  2.  ...  [2]  [total: 7]  ",
+            "10": "10 0625/23/o/n/14 \u00a9 ucles 20146 (a) describe   (i) how a dry cloth can be used to charge a plastic rod,  .. .  .. .   (ii) how the rod may be tested to check that it is charged.  .. .  .. .  [2]  (b) a lady has been riding in a car with plastic-covered seats. she gets out of the car. she touches  the door handle when her feet are on the ground. she experiences an electric shock.   suggest why this happens.  .. .  .. .  .. .[2]  [total: 4]  ",
+            "11": "11 0625/23/o/n/14 \u00a9 ucles 2014 [turn over7 fig. 7.1 is a ray diagram representing the formation of an image by a converging lens.   f2 f1oi c fig. 7.1  f1 and f2 are the two principal focuses of the lens.  the object is at o and its image is at i.  (a) on fig. 7.1,   (i) accurately mark the focal length of the lens and label it f, [2]   (ii) from the top of the object, draw the path of the ray that passes through f2, until it reaches  the image. [2]  (b) where would a screen need to be placed in order to see a focused image? tick one box. at f2 at c at f1 at i [1]    (c) the object is moved a small distance away from the lens.   state what this causes to happen to   (i) the position of the image,  .. .   (ii) the size of the image.  .. .  [2]  [total: 7]  ",
+            "12": "12 0625/23/o/n/14 \u00a9 ucles 20148 the electric circuit in fig. 8.1 contains a cell, two resistors and another component.   xy r1 r2 fig. 8.1  (a) (i) name the component that is shown in fig. 8.1 by the symbol .  .. .   (ii) what is the function of this component in the circuit?  .. .  .. .  .. .  [2]  (b) (i) what flows in the circuit in order to create the current in the circuit? tick one box. charge potential difference power resistance   (ii) in which unit do we measure current? ...  [2]  (c) resistor r1 has a resistance of 8 \u03c9 and resistor r2 has a resistance of 12 \u03c9.   calculate the combined resistance of r1 and r2 when arranged as in fig. 8.1.  resistance =  ..  \u03c9 [2]",
+            "13": "13 0625/23/o/n/14 \u00a9 ucles 2014 [turn over (d) r1 and r2 are removed from the circuit and then re-connected between x and y , so that they  have a different combined resistance.   (i) in the space below, draw the circuit showing r1 and r2 connected in this different way.  [2]   (ii) what word is used to describe this different way of connecting r1 and r2?  .. .[1]  [total: 9]  ",
+            "14": "14 0625/23/o/n/14 \u00a9 ucles 20149 fig. 9.1 shows a transformer used to allow lamps of different voltage ratings to be operated from a  240 v mains supply. 240  v primary coil 500 turnssecondary coil 500 turnsw zp yx fig. 9.1  the primary coil and the secondary coil both have 500 uniformly-wound turns.    electrical connections to the secondary coil can be made at four places, w, x, y and z.  (a) the piece of metal p provides a magnetic link between the coils.   state   (i) the name of this part of the transformer,    (ii) the metal from which p is made. ...  [2]  (b) a lamp, designed to light at normal brightness with a 120 v supply, lights normally when  connected between w and x.   calculate the number of turns between w and x.  number of turns = ...[3]",
+            "15": "15 0625/23/o/n/14 \u00a9 ucles 2014 [turn over (c) the lamp in (b) is connected between x and y .   describe and explain what happens to the lamp.  .. .  .. .  .. .[3]  (d) state what would happen if the 120 v lamp in (b) is connected between w and z.  .. .  .. .[1]  [total: 9]  ",
+            "16": "16 0625/23/o/n/14 \u00a9 ucles 201410 fig. 10.1 is a simplified drawing of a tube for producing, deflecting and detecting cathode rays.   h2 h1heater cathode anodeca y1y2 x1x2 path of cathode raysbottomtop screen y -plates x-plates fig. 10.1  the cathode rays are represented by the broken line in fig. 10.1.  (a) which particles make up cathode rays? ...[1]  (b) how does the screen show the presence of cathode rays?  .. .[1]  (c) between which two of the labelled terminals should a potential difference be connected in  order to   (i) make the cathode hot,  and  [1]   (ii) accelerate the cathode rays along the tube,   and  [1]   (iii) deflect the cathode rays to the top of the screen.  and  [1]  (d) in (c)(iii) , which of the two terminals should be made   (i) positive,    (ii) negative? .  [1]  [total: 6]",
+            "17": "17 0625/23/o/n/14 \u00a9 ucles 2014 [turn over11 fig. 11.1 represents the atomic structure of three neutral atoms.   a cab hydrogen deuteriumnucleusb nucleusc ca tritiumb nucleus fig. 11.1  (a) what letter in fig. 11.1 is used to represent   (i) an electron, ...   (ii) a proton,    (iii) a neutron? .  [2]  (b) state the nucleon number of the tritium atom. ... [1]  (c) all three atoms may be represented by the chemical symbol h. hydrogen can be represented  in nuclide notation as h11.   write down the nuclide notation for   (i) deuterium,    (ii) tritium. ...  [2]  [total: 5]",
+            "18": "18 0625/23/o/n/14 \u00a9 ucles 201412 350 dice are made from small cubes of wood with one face painted blue, as shown in fig. 12.1. blue face fig. 12.1  throwing large numbers of dice represents radioactive decay.  the 350 dice are thrown on a bench. all those dice that land with the blue face uppermost are removed. they are regarded as having \u201cdecayed\u201d.    the remaining dice are then thrown again, and the \u201cblue-uppermost\u201d dice are removed. this  process is repeated until the number of dice remaining is quite small.  the table below shows the number of dice remaining after each throw. throw 0 1 2 3456789 1 0 1 1 1 2 1 3 1 4 number of dice  remaining350 289 237 201 168 138 115 94 79 67 59 50 41 39 35  on fig. 12.2, points have been plotted for some of the readings in the table.  (a) on fig. 12.2, plot the first five points and draw the best smooth curve for all the points. [3]  (b) (i) complete the sentence below.    the half-life of a radioactive substance is the time taken to reduce the number of nuclei     of the original sort to ... its original value. [1]   (ii) throwing dice obeys the same laws as radioactive decay.    from your graph in fig. 12.2, find the \u201chalf-life\u201d of dice, showing clearly on fig. 12.2 how  you obtained your answer.  \u201chalf-life\u201d of dice =    throws [3]",
+            "19": "19 0625/23/o/n/14 \u00a9 ucles 20140050100150200250300350 2 4 6 8 10 12 throw numbernumber of dice remaining 14 fig. 12.2   (iii) the experiment is repeated with 800 dice.    1.  suggest how many throws it takes to reduce the number of dice to 400.  .. . 2. explain your answer.  .. .  .. .  [2]  [total: 9]  ",
+            "20": "20 0625/23/o/n/14 \u00a9 ucles 2014permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the  publisher will be pleased to make amends at the earliest possible opportunity. cambridge international examinations is part of the cambridge assessment group. cambridge assessment is the brand name of unive rsity of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge.blank page"
+        },
+        "0625_w14_qp_31.pdf": {
+            "1": "this document consists of 20 printed pages. dc (nh/jg) 81775/4 \u00a9 ucles 2014 [turn over *8269683414* physics  0625/31 paper 3 extended october/november 2014  1 hour 15 minutes candidates answer on the question paper. no additional materials are required. read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen. y ou may use an hb pencil for any diagrams or graphs. do not use staples, paper clips, glue or correction fluid. do not write in any barcodes. answer all questions. electronic calculators may be used. y ou may lose marks if you do not show your working or if you do not use appropriate units. take the weight of 1 kg to be 10 n (i.e. acceleration of free fall = 10 m / s2). at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [ ] at the end of each question or part question.cambridge international examinations cambridge international general certificate of secondary education the syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificat e.",
+            "2": "2 0625/31/o/n/14 \u00a9 ucles 20141 (a) fig. 1.1 shows the distance-time graphs for three different objects a, b and c. distance 00a b c time fig. 1.1   describe the motion of each of the objects a, b and c by selecting the appropriate description  from the list below. constant speed  increasing speed  decreasing speed  stationary a   ... b   ... c   ... [2]",
+            "3": "3 0625/31/o/n/14 \u00a9 ucles 2014 [turn over (b) fig. 1.2 shows the speed-time graphs for three more objects d, e, and f . speed 00f timed e fig. 1.2   describe the motion of each of the objects d, e and f by selecting the appropriate description  from the list below. constant speed  constant acceleration  increasing acceleration  stationary d   ... e   ... f . ... [2]",
+            "4": "4 0625/31/o/n/14 \u00a9 ucles 2014 (c) fig. 1.3 shows a person bungee-jumping from a bridge. the person is attached to a long  elastic rope. riverstrong fixed point rope jumper fig. 1.3   (i) in 1.5 s the speed of the jumper increases from zero to 10.5 m / s.    calculate her average acceleration during this time.  acceleration =  [2]   (ii) at one point during the fall, she reaches her maximum speed.    1. state her acceleration at this point.  acceleration =  [1]    2. what can be said about the forces acting on her at this point?  .. .  .. .[1]  [total: 8] ",
+            "5": "5 0625/31/o/n/14 \u00a9 ucles 2014 [turn overturn over for question 2",
+            "6": "6 0625/31/o/n/14 \u00a9 ucles 20142 a diver climbs some steps on to a fixed platform above the surface of the water in a swimming-pool.  he dives into the pool. fig. 2.1 shows the diver about to enter the water. 8.0 m fig. 2.1  the mass of the diver is 65 kg. the platform is 8.0 m above the surface of the water.  (a) calculate   (i) the increase in the gravitational potential energy of the diver when he climbs up to the  platform.  increase in gravitational potential energy =  [1]   (ii) the speed with which the diver hits the surface of the water. ignore any effects of air  resistance.  speed =  [4]",
+            "7": "7 0625/31/o/n/14 \u00a9 ucles 2014 [turn over (b) in another dive from the same platform, the diver performs a somersault during the descent.  he straightens, and again enters the water as shown in fig. 2.1.   discuss whether the speed of entry into the water is greater than, less than or equal to the  speed calculated in (a)(ii) . ignore any effects of air resistance.  .. .  .. .  .. .  .. .[3] [total: 8]",
+            "8": "8 0625/31/o/n/14 \u00a9 ucles 20143 (a) fig. 3.1 shows an oil can containing only air at atmospheric pressure. can fig. 3.1   atmospheric pressure is 1.0 \u00d7 105 pa.   the pressure of the air in the can is reduced by means of a pump. the can collapses when  the pressure of the air in the can falls to 6000 pa.   (i) explain why the can collapses.  .. .  .. .[1]   (ii) the surface area of face x of the can is 0.12 m2.    calculate the resultant force on face x when the can collapses.  force =  [3]",
+            "9": "9 0625/31/o/n/14 \u00a9 ucles 2014 [turn over (b) mercury is poured into a u-shaped glass tube. water is then poured into one of the limbs of  the tube. oil is poured into the other limb until the surfaces of the mercury are at the same  level in both limbs.   fig. 3.2 shows the result. oilwater mercury0.32  m 0.25  m fig. 3.2   (i) state a condition that must be true in order for the mercury surfaces to be at the same  level in both limbs of the tube.  .. .[1]   (ii) the height of the water column is 0.25 m. the height of the oil column is 0.32 m. the  density of water is 1000 kg / m3.    calculate    1. the pressure exerted by the water on the surface of the mercury,  pressure =  [2]    2. the density of the oil.  density =  [2]  [total: 9]",
+            "10": "10 0625/31/o/n/14 \u00a9 ucles 20144 fig. 4.1 shows some of the apparatus that a student uses to determine the specific heat capacity  of aluminium. connections to electric circuit  electric heater insulating lid thermometer aluminium block insulating container fig. 4.1  (a) state the measurements the student needs to make, including those from the electric circuit.  for each quantity measured, state a symbol.  .. .  .. .  .. .  .. .  .. .  .. .  .. .[4]",
+            "11": "11 0625/31/o/n/14 \u00a9 ucles 2014 [turn over (b) use your symbols from (a) to complete the formula used to determine the specific heat  capacity c.  specific heat capacity c =   ...[2]  (c) another student performs the experiment without using insulation. he obtains a higher value  for c.   explain why this student\u2019s measurements lead to this higher value.  .. .  ..  [1] [total: 7]",
+            "12": "12 0625/31/o/n/14 \u00a9 ucles 20145 (a) two types of seismic waves are produced by earthquakes. they are called p-waves and  s-waves. p-waves are longitudinal and s-waves are transverse.   (i) explain what is meant by the terms longitudinal and transverse . longitudinal  . ...  .. . transverse . .. ...  .. .  [2]   (ii) state another example of    1 .  a longitudinal wave,      2 .  a transverse wave.  .  [2]   (iii) a seismic wave has a speed of 7.2 km / s and a frequency of 30 hz.    calculate its wavelength.  wavelength = .[2]",
+            "13": "13 0625/31/o/n/14 \u00a9 ucles 2014 [turn over (b) fig. 5.1 shows an electric bell ringing in a sealed glass chamber containing air. to vacuum pump bell fig. 5.1   a student hears the bell ringing. the air is then removed from the chamber.   state and explain any change in the sound heard by the student.  .. .  .. .  .. .  .. .[2]  [total: 8]",
+            "14": "14 0625/31/o/n/14 \u00a9 ucles 20146 (a) fig. 6.1 shows an object o placed in front of a plane mirror m. two rays from the object to the  mirror are shown. m o fig. 6.1   (i) on fig. 6.1, for one of the rays shown,    1. draw the normal to the mirror,    2. mark the angle of incidence. label this angle x.  [2]   (ii) on fig. 6.1, draw    1 .  the reflected rays for both incident rays,    2. construction lines to locate the image of o. label this image i.  [2]",
+            "15": "15 0625/31/o/n/14 \u00a9 ucles 2014 [turn over (b) in fig. 6.2, circular wavefronts from a point source in a tank of water strike a straight barrier. barrier source fig. 6.2   (i) the reflected wavefronts seem to come from a single point.    on fig. 6.2, mark a dot to show the position of this point. label this point c. [1]   (ii) draw, as accurately as you can, the reflected circular wavefronts. [2] [total: 7]",
+            "16": "16 0625/31/o/n/14 \u00a9 ucles 20147 a small cylinder of compressed helium gas is used to inflate balloons for a celebration.  (a) (i) in the box below, sketch a diagram to represent the arrangement of helium molecules in  a balloon.  [2]   (ii) state and explain how the size of the attractive forces acting between the molecules of a  gas compares with the size of the attractive forces between the molecules of a solid.  .. .  .. .  .. .[2]  (b) the helium in the cylinder has a volume of 6.0 \u00d7 10\u20133 m3 (0.0060 m3) and is at a pressure of  2.75 \u00d7 106 pa.   (i) the pressure of helium in each balloon is 1.1 \u00d7 105 pa. the volume of helium in an inflated  balloon is 3.0 \u00d7 10\u20133 (0.0030 m3). the temperature of the helium does not change.    calculate the number of balloons that were inflated.  number of balloons =  [3]   (ii) later, the temperature increases and some of the balloons burst.    suggest and explain why this happens.  .. .  .. .  .. .[2]  [total: 9]",
+            "17": "17 0625/31/o/n/14 \u00a9 ucles 2014 [turn over8 a charger for a cellphone (mobile phone) is marked:     input: a.c. 240 v, 50 hz, 80 ma.     output: d.c. 5.3 v, 500 ma.  (a) state   (i) the component in the charger that converts a.c. to d.c.,  .. .   (ii) the quantity that has the value 50 hz.  .. .  [2]  (b) calculate   (i) the output power of the charger,  output power =  [2]   (ii) the energy transferred in the output circuit when the cellphone is charged for 1.5 hours.  energy =  [2]  (c) in the following list, underline the quantity that is stored in the battery of the cellphone.      voltage  current  power  energy [1] [total: 7]",
+            "18": "18 0625/31/o/n/14 \u00a9 ucles 20149 a technician sets up a radiation detector in a university laboratory, for use in some experiments.  even before the radioactive source for the experiment is brought into the laboratory, the detector  registers a low count rate.  (a) suggest what causes this count rate.  .. .[1]  (b) a radioactive source that emits \u03b1-particles is placed on the laboratory bench and the source  is gradually moved closer to the detector.   at first, the detector continues to register a low count rate sometimes slightly less than the  count rate registered without the source. the count rate suddenly increases to a very high  value when the source is very close to the detector.   explain these changes in the count rate.  .. .  .. .  .. .  .. .  .. .[3]  (c) in a second experiment, \u03b1-particles pass between two parallel, horizontal metal plates in a  vacuum.   they then continue to the detector as shown in fig. 9.1. _-particles metal platesource detectormetal plate fig. 9.1   a positive charge is established on the upper plate and a negative charge on the lower plate.   (i) on fig. 9.1, sketch the new path of the \u03b1-particles. [2]   (ii) state what happens to the count rate registered by the detector.  .. .  .. .[1] [total: 7]",
+            "19": "19 0625/31/o/n/14 \u00a9 ucles 2014 [turn over10 (a) in a room in a house there are four electric lamps in parallel with each other, controlled by a  single switch.   with all the lamps working, one of the lamp filaments suddenly breaks.   what, if anything happens to the remaining lamps? explain your answer.  .. .  .. .  .. .  .. .[2]  (b) fig. 10.1 shows the circuit diagram for the lamp in another room. x and y are 2-way switches. 1 221lamp xy fig. 10.1   (i) complete the table, by indicating whether the lamp is on or off for each of the switch  positions. position of switch x position of switch y state of lamp 11 12 21 22 [2]   (ii) explain why this arrangement of switches is useful.  .. .  .. .[1]  [total: 5]",
+            "20": "20 0625/31/o/n/14 \u00a9 ucles 201411 (a) name the process that causes a potential difference across a solenoid due to the movement  of a nearby magnet.  .. .[1]  (b) fig. 11.1 shows a solenoid connected to a centre-zero voltmeter, m.   a bar magnet is held with its n-pole close to one end of the solenoid. n msolenoid fig. 11.1   (i) the magnet is pushed into the solenoid, and then brought to rest with its n-pole just  inside the solenoid.    describe the movement of the pointer of the meter m.  .. .  .. .[2]   (ii) the magnet is now pulled to the left out of the solenoid, at a higher speed than in (i).    compare the movement of the pointer of the meter with that seen in (i).  .. .  .. .[2] [total: 5] permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the  publisher will be pleased to make amends at the earliest possible opportunity. cambridge international examinations is part of the cambridge assessment group. cambridge assessment is the brand name of unive rsity of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge."
+        },
+        "0625_w14_qp_32.pdf": {
+            "1": "this document consists of 16 printed pages. dc (nf/jg) 81774/2 \u00a9 ucles 2014 [turn overcambridge international examinations cambridge international general certificate of secondary education *8627088378* physics  0625/32 paper 3 extended october/november 2014  1 hour 15 minutes candidates answer on the question paper. no additional materials are required. read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen. y ou may use an hb pencil for any diagrams or graphs. do not use staples, paper clips, glue or correction fluid. do not write in any barcodes. answer all questions. electronic calculators may be used. y ou may lose marks if you do not show your working or if you do not use appropriate units. take the weight of 1 kg to be 10 n (i.e. acceleration of free fall = 10 m / s2). at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [ ] at the end of each question or part question. the syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificat e.",
+            "2": "2 0625/32/o/n/14 \u00a9 ucles 20141 (a) state the two conditions necessary for a system of forces acting on a body to be in equilibrium. 1.  ... ...  .. . 2.  ... ...  .. .  [2]  (b) fig. 1.1 shows a loaded wheelbarrow held in equilibrium by a gardener. the wheel of the  wheelbarrow is in contact with the ground at point c. p q c w fig. 1.1   in fig. 1.1, there are three vertical forces acting on the wheelbarrow.  p is the upward force applied by the gardener.  q is the upward force of the ground on the wheel at point c.  w is the weight of the wheelbarrow and its contents.   explain why the force p is less than the force w   (i) by considering the forces p , q and w,  .. .  ..  [2]   (ii) by considering the moments of the forces p and w about point c.  .. .  ..  [2]",
+            "3": "3 0625/32/o/n/14 \u00a9 ucles 2014 [turn over (c) fig. 1.2 shows a kitchen cupboard resting on a support and attached to a wall by a screw. f 0.75  m 75 n0.24  m supportscrew wall cupboard pg fig. 1.2   the weight of the cupboard and its contents is 75 n. g is the position of the centre of mass of  the cupboard.   the clockwise and anticlockwise moments about point p are equal.   calculate the force f exerted by the screw.  f =  ... [3]  [total: 9]",
+            "4": "4 0625/32/o/n/14 \u00a9 ucles 20142 fig. 2.1 shows a tanker lorry full of liquid. cieliquids fig. 2.1  the tanker delivers the liquid and drives away empty.  (a) (i) compare the acceleration of the empty tanker with the acceleration of the full tanker for  the same resultant force. tick one box. acceleration of full tanker is less than acceleration of empty tanker acceleration of full tanker is the same as acceleration of empty tanker acceleration of full tanker is more than acceleration of empty tanker  [1]   (ii) explain your answer.  .. .  .. .  .. .  ..  [2]  (b) the empty tanker has a weight of 50 000 n. the forward force is 6000 n and the total resistive  force is 2000 n.   calculate the acceleration.  acceleration =  ... [3]  [total: 6]",
+            "5": "5 0625/32/o/n/14 \u00a9 ucles 2014 [turn over3 fig. 3.1 shows the speed- time graph of a firework rocket as it rises and then falls to the ground. rocket moving upwards rocket moving downwardsspeed timee d c b a  0 0  fig. 3.1  the rocket runs out of fuel at a. it reaches its maximum height at b. at e it returns to the ground.  (a) (i) state the gradient of the graph at b. gradient =  ... [1]   (ii) state why the gradient has this value at b.  .. .  ..  [1]  (b) state and explain the relationship between the shaded areas above and below the time axis.  .. .  .. .  .. .  .. .  .. .  ..  [3]  (c) another rocket, of the same size and mass, opens a parachute at point b.   on fig. 3.1, sketch a possible graph of its speed from b until it reaches the ground. [3]  [total: 8]",
+            "6": "6 0625/32/o/n/14 \u00a9 ucles 20144 fig. 4.1 shows a small wind-turbine used to generate electricity. fig. 4.1  the wind-turbine drives an electric generator.  the wind blows with a velocity of 7.0 m / s at right angles to the plane of the turbine. the mass of  air passing per second through the turbine is 6.7 kg.  (a) (i) calculate the kinetic energy of the air blown through the turbine per second.  kinetic energy =  ... [2]   (ii) only 8% of this energy is converted to electrical energy.    calculate the power output of the electric generator.  power output =  ... [2]",
+            "7": "7 0625/32/o/n/14 \u00a9 ucles 2014 [turn over (b) the volume of air passing through the  turbine each second is 5.6 m3 (flow rate is 5.6 m3 / s).   calculate the density of the air.  density of air =  ... [2]  (c) the turbine turns a generator.   describe the essential action within the generator that produces electricity.  .. .  .. .  ..  [2]  [total: 8]",
+            "8": "8 0625/32/o/n/14 \u00a9 ucles 20145 (a) in the box below, sketch a diagram to represent the molecular structure of a liquid. show the  molecules as small circles of equal size.  [2]  (b) a teacher in a school laboratory pours liquid ethanol from a bottle into a glass dish. the  glass dish rests on an electronic balance. although the temperature of the laboratory is below the boiling point of ethanol, the mass of ethanol in the dish quickly decreases as ethanol evaporates.   (i) state the effect of this evaporation on the temperature of the remaining ethanol.  ..  [1]   (ii) explain, in terms of the ethanol molecules, why this is happening.  .. .  ..  [1]   (iii) the specific latent heat of vaporisation of ethanol is 850 j / g.    calculate the thermal energy required to evaporate 3.4 g of ethanol.  thermal energy =  ... [2]   (iv) suggest two ways in which the rate of evaporation of ethanol from the dish can be  reduced. 1.  ...  2.  ...   [2]  [total: 8]",
+            "9": "9 0625/32/o/n/14 \u00a9 ucles 2014 [turn over6 a technician is designing a liquid-in-glass thermometer. the following is a list of properties of the  thermometer that she is considering. sensitivity               range               speed of response               linearity  (a) (i) 1.  which one of these properties is affected by the length of the stem of the  thermometer?  .. ..    2. explain your answer.  .. ..  .. ..  [2]   (ii) 1. which property is affected by the diameter of the capillary?  .. ..    2. explain your answer.  .. ..  .. ..  [2]  (b) the thermometer is to be used to measure temperatures between \u221210 \u00b0c and 50 \u00b0c. the  technician considers using water or red-coloured alcohol as the liquid in the thermometer.   (i) write down which liquid would be suitable.  .. .   (ii) give two reasons for your answer. 1.  ...   .. . 2.  ...   .. .  [2]  [total: 6]",
+            "10": "10 0625/32/o/n/14 \u00a9 ucles 20147 (a) a police car siren emits sound waves that vary in pitch.   tick two boxes that apply to the sound waves emitted by the siren. electromagnetic longitudinal transverse visible frequency 0.1\u201310 hz frequency 100\u201310 000 hz frequency 100 000\u20131 000 000 hz  [2]  (b) fig. 7.1 is a top view of one wavefront of a water wave before it strikes a hard boundary. wavefrontdirection of travel of wavefrontboundary fig. 7.1   (i) name the process that occurs as the wavefront strikes the boundary.  ..  [1]",
+            "11": "11 0625/32/o/n/14 \u00a9 ucles 2014 [turn over  (ii) explain, in terms of wave theory, what occurs as the wavefront strikes the boundary.  .. .  .. .  .. .  .. .  ..  [2]   (iii) state whether there is an increase, a decrease or no change in the wavelength of the  wave after it strikes the boundary.  ..  [1]   (iv) the speed of the wave is 3.0 m / s and its wavelength 7.0 cm.    calculate the frequency of the wave.  frequency =  ... [2]  [total: 8]",
+            "12": "12 0625/32/o/n/14 \u00a9 ucles 20148 (a) fig. 8.1 shows two resistors x and y in series. y x r2 ri fig. 8.1   complete the table below, using only the symbols i and r, alone or in combination. resistor resistance current potential differencepower x r i i2r y 2r 2ir  [3]  (b) fig. 8.2 represents the system used to transmit electricity from a power station to a factory. power stationfactorypower line power line750  a 11 000  v fig. 8.2   the power station generates 11 000 v and supplies a current of 750 a. the total resistance of  the power lines between the power station and the factory is 1.5 \u03c9.   calculate   (i) the power output of the power station,  power =  ... [1]",
+            "13": "13 0625/32/o/n/14 \u00a9 ucles 2014 [turn over  (ii) the potential difference across the 1.5 \u03c9 of the power lines,  potential difference =  ... [1]   (iii) the power supplied to the factory.  power =  ... [3]  [total: 8]",
+            "14": "14 0625/32/o/n/14 \u00a9 ucles 20149 a transformer is used to reduce the voltage of a supply from 120 v a.c. to 12 v a.c.  (a) explain how a transformer works. y our answer should include an explanation of why a  transformer would not work with a d.c. supply voltage.  .. .  .. .  .. .  .. .  .. .  .. .  ..  [3]  (b) the output current is 1.2 a.   (i) calculate the input current.  input current =  ... [2]   (ii) state an assumption you made in your calculation for (b)(i) .  .. .  ..  [1]  [total: 6]",
+            "15": "15 0625/32/o/n/14 \u00a9 ucles 2014 [turn over10 (a) a technician sets up a radiation detector in a university laboratory for use in a class   experiment.   (i) a radioactive source that emits \u03b2-particles is placed on the laboratory bench, 10 cm from  the detector. a small count rate is registered.    1. state the name of the particle, found in an atom, that is identical to a \u03b2-particle.  .. . [1]    2. the technician sets up the same equipment in the same way every year. he notices  that the count rate registered by the detector every year is slightly smaller than it  was the previous year.     suggest why this is so.  .. ..  .. ..  .. . [2]   (ii) in a second experiment, the same equipment is set up but a radioactive source that  emits \u03b1-particles is placed 10 cm from the detector. the same number of particles are  emitted every second from this source as were emitted from the \u03b2-source in (i).    explain why the count rate obtained is much lower.  .. .  .. .  ..  [2]  (b) in another experiment, \u03b2-particles pass between two parallel, horizontal metal plates in a  vacuum. they then continue to the detector as shown in fig. 10.1. `\u2013particles metal platesource detectormetal plate fig. 10.1   a very high p.d. is connected between the plates, with the lower plate positive.   on fig. 10.1, sketch the new path of the \u03b2-particles. [2]  [total: 7]",
+            "16": "16 0625/32/o/n/14 \u00a9 ucles 201411 fig. 11.1 shows part of the path of a ray of light pq travelling in an optical fibre. glass pq fig. 11.1  (a) on fig. 11.1, carefully complete the path of the ray of light, until it leaves this section of the  optical fibre. [2]  (b) the material of an optical fibre has a refractive index of 1.52.   calculate the critical angle.  critical angle =  [2]  (c) (i) state what sort of reflection takes place within an optical fibre.  ..  [1]   (ii) explain your answer.  .. .  ..  [1]  [total: 6] permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the  publisher will be pleased to make amends at the earliest possible opportunity. cambridge international examinations is part of the cambridge assessment group. cambridge assessment is the brand name of unive rsity of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge."
+        },
+        "0625_w14_qp_33.pdf": {
+            "1": "this document consists of 19 printed pages and 1 blank page. dc (sjf/jg) 81773/4 \u00a9 ucles 2014 [turn overcambridge international examinations cambridge international general certificate of secondary education *1843469512* physics  0625/33 paper 3 extended october/november 2014  1 hour 15 minutes candidates answer on the question paper. no additional materials are required. read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen. y ou may use a pencil for any diagrams or graphs. do not use staples, paper clips, glue or correction fluid. do not write in any barcodes. answer all questions. electronic calculators may be used. y ou may lose marks if you do not show your working or if you do not use appropriate units. take the weight of 1 kg to be 10 n (i.e. acceleration of free fall = 10 m / s2). at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [ ] at the end of each question or part question. the syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificat e.",
+            "2": "2 0625/33/o/n/14 \u00a9 ucles 20141 a free-fall parachutist jumps from a helium balloon, but does not open his parachute for some  time.  fig. 1.1 shows the speed-time graph for his fall. point b indicates when he opens his parachute. ab cd 00speed time fig. 1.1  (a) (i) state the value of the gradient of the graph immediately after time t = 0.      gradient =  [1]   (ii) explain why the gradient has this value.  .. .  .. .[1]  (b) state how fig. 1.1 shows that the acceleration decreased between time t = 0 and the time to a.  .. .  .. .[1]  (c) explain, in terms of forces, what is happening in section ab of the graph in fig. 1.1.  .. .  .. .  .. .[2]",
+            "3": "3 0625/33/o/n/14 \u00a9 ucles 2014 [turn over (d) a second parachutist of the same size and mass jumps from the balloon with a larger  parachute. he also opens his parachute at point b.    on fig. 1.1, sketch a possible speed-time graph for his fall after he opens his parachute. [3] [total: 8]",
+            "4": "4 0625/33/o/n/14 \u00a9 ucles 20142  fig. 2.1 shows a uniform, rectangular slab of concrete abcd standing upright on the ground. the  slab has height 0.60 m, width 0.30 m and mass 18 kg. a force of 40 n acts horizontally to the left  at b. 40 n 0.30  m0.60  m dab c fig. 2.1      (a) (i) calculate  the weight w of the concrete slab.  w  =  [1]   (ii) the thickness of the slab is 0.040 m.    calculate the pressure exerted by the slab on the ground.  pressure =  [2]",
+            "5": "5 0625/33/o/n/14 \u00a9 ucles 2014 [turn over (b) (i)  on fig. 2.1, draw and label an arrow to show the weight w of the slab acting at its centre  of mass. [1]   (ii)  calculate    1. the moment of the 40 n force about point d,  moment =     2. the moment of w about point d.  moment =  [3]   (iii) the ground is rough so that the slab does not slide.     state and explain what happens to the slab as the horizontal force at b is gradually  increased.  .. .  .. .  .. .[2] [total: 9]",
+            "6": "6 0625/33/o/n/14 \u00a9 ucles 20143 fig. 3.1 shows a long, plastic tube, sealed at both ends. the tube contains 0.15 kg of small metal  spheres. small metal spheres fig. 3.1  a physics teacher turns the tube upside down very quickly and the small metal spheres then fall  through 1.8 m and hit the bottom of the tube.  (a) calculate   (i) the decrease in gravitational potential energy as the spheres fall 1.8 m,  decrease in gravitational potential energy =  [2]   (ii) the speed of the  spheres as they hit the bottom of the tube.  speed =  [3]",
+            "7": "7 0625/33/o/n/14 \u00a9 ucles 2014 [turn over (b) the gravitational potential energy of the spheres is eventually transformed to thermal energy  in the metal spheres. the physics teacher explains that this procedure can be used to determine the specific heat capacity of the metal.   (i) state one other measurement that must be made in order for the specific heat capacity  of the metal to be determined.  .. .  .. .[1]   (ii) suggest a source of inaccuracy in determining the specific heat capacity using this  experiment.  .. .  .. .[1]   (iii) the teacher turns the tube upside down and lets the spheres fall to the bottom 100 times  within a short period of time.    explain why turning the tube upside down 100 times, instead of just once, produces a  more accurate value of the specific heat capacity.  .. .  .. .  .. .[2] [total: 9]",
+            "8": "8 0625/33/o/n/14 \u00a9 ucles 20144 (a) fig. 4.1 shows a syringe containing 100 cm3 of air at atmospheric pressure. atmospheric  pressure is 1.0 \u00d7 105 pa. piston  fig. 4.1   the open end of the syringe is sealed and the piston is pushed inwards until the air occupies  a volume of 40 cm3. the temperature of the air remains constant.    calculate the new pressure of the air in the syringe.  air pressure =  [2]  (b) a syringe is used to transfer smokey air from above a flame to a small glass container.    extremely small solid smoke particles are suspended in the air in the container.   the container is brightly illuminated from the side and viewed through a microscope.    (i) the movement of the suspended smoke particles is called brownian motion. describe  this brownian motion.   .. .  .. .  .. .[2]   (ii) explain what causes the motion of the smoke particles.   .. .  .. .  .. .[2]",
+            "9": "9 0625/33/o/n/14 \u00a9 ucles 2014 [turn over (c) in the space below, sketch a diagram to represent the molecular structure of a solid. show the  molecules as small circles of equal sizes. [2] [total: 8]",
+            "10": "10 0625/33/o/n/14 \u00a9 ucles 20145 light enters a glass fibre from air at an angle of incidence of 62 \u00b0. the angle of refraction in the  glass is 36 \u00b0.  (a) the speed of light in air is 3.0 \u00d7 108 m / s.   determine the speed of light in the glass fibre.  speed =  [4]  (b) describe how glass fibres are used in communications technology.  .. .  .. .  .. .  .. .[3] [total: 7]",
+            "11": "11 0625/33/o/n/14 \u00a9 ucles 2014 [turn over6 (a) explain why   (i) metals are good conductors of electricity,   .. .  .. .   (ii) insulators do not conduct electricity.  .. .  .. . [3]  (b) the battery of an electric car supplies a current of 96 a at 120 v to the motor which drives  the car.   (i) state the useful energy change that takes place in the battery.  .. .[1]   (ii) calculate the energy delivered to the motor in 10 minutes.  energy =  [2]   (iii) the motor operates with an efficiency of 88 %.    calculate the power output of the motor.  power =  [2] [total: 8]",
+            "12": "12 0625/33/o/n/14 \u00a9 ucles 20147 (a)  underline the most appropriate value below for the speed of sound in water. [1]   1.5 m / s   15 m / s   150 m / s   1 500 m / s   15 000 m / s  (b) sound travels in water as a series of compressions and rarefactions.   describe what is meant by a compression  and by a rarefaction . compression  .. ...  .. . rarefaction  .. ...  .. . [2]    (c) an echo-sounder sends out a pulse of sound to determine the depth of the sea bed. it  measures the time between sending out the pulse and receiving its echo.   fig. 7.1 shows a boat using an echo-sounder. echo sea bedpulse of sound 12 mecho-sounder fig. 7.1   the sea bed is 12 m below the echo-sounder.   (i) use your value for the speed of sound in water from (a) to calculate the time between the  sending out of the pulse and receiving its echo.  time =  [3]",
+            "13": "13 0625/33/o/n/14 \u00a9 ucles 2014 [turn over  (ii) the boat passes over a region of the sea bed of the same depth, where the reflection of  sound waves is weaker.     state whether there is an increase, a decrease or no change in the amplitude and pitch  of the reflected wave. amplitude   ... pitch   ... [2] [total: 8]",
+            "14": "14 0625/33/o/n/14 \u00a9 ucles 20148 a student sets up a circuit containing three identical cells. each cell has an e.m.f. (electromotive  force) of 2.0 v.     fig. 8.1 shows the cells in series with a length of uniform metal wire connected between two  terminals k and l, an ammeter and a resistor x. a xlkuniform metal wire fig. 8.1  (a) state the total e.m.f. of the three cells in series.  total e.m.f. =  [1]  (b) the ammeter reading is 0.25 a.     (i) state the name of the unit in which electric charge is measured.  .. .[1]   (ii) calculate the charge that flows through the circuit in twelve minutes.  charge =  [2]   (iii) the metal wire has a resistance of 16 \u03c9.    calculate the resistance of resistor x.  resistance =  [2]",
+            "15": "15 0625/33/o/n/14 \u00a9 ucles 2014 [turn over (c) the student removes the 16 \u03c9 wire from the circuit and cuts it into two equal lengths.   he then connects the two lengths in parallel between k and l, as shown in fig. 8.2. a xlkuniform metal wire fig. 8.2   calculate the resistance of the two lengths of wire in parallel.  resistance =  [3] [total: 9]",
+            "16": "16 0625/33/o/n/14 \u00a9 ucles 20149 a circuit contains a battery, a variable resistor and a solenoid. fig. 9.1 shows the magnetic field  pattern produced by the current in the solenoid. magnetic field linesolenoid fig. 9.1  (a) (i) state how the magnetic field pattern indicates regions where the magnetic field is  stronger.  .. .  .. .[1]   (ii) state what happens to the magnetic field when the current in the circuit is reversed.  .. .  .. .[1]",
+            "17": "17 0625/33/o/n/14 \u00a9 ucles 2014 [turn over (b) a second solenoid is placed next to the first solenoid.   fig. 9.2 shows the second solenoid connected to a very sensitive ammeter. avery sensitive ammeter second solenoid fig. 9.2   (i) the variable resistor is adjusted so that its resistance changes quickly.    state and explain what is seen to happen in the circuit of the second solenoid.  .. .  .. .  .. .  .. .  .. .[3]   (ii) the variable resistor is adjusted much more slowly than in (i).    state and explain the difference in what is seen to happen in the circuit of the second  solenoid.  .. .  .. .  .. .[2] [total: 7]",
+            "18": "18 0625/33/o/n/14 \u00a9 ucles 201410 a technician sets up a radiation detector in a university laboratory, for use in some experiments.  even before the radioactive source for the experiments is brought into the laboratory, the detector registers a small count rate due to background radiation.  (a) suggest one source of this background radiation.  .. .  .. .[1]  (b) the radioactive source emits \u03b3-rays. it is placed on the laboratory bench close to the detector.    (i) state what \u03b3-rays are.  .. .  .. .  .. .[2]   (ii) a lead sheet of thickness 10 mm is positioned between the detector and the radioactive  source.    state and explain what happens to the count rate on the detector.  .. .  .. .  .. .[2]",
+            "19": "19 0625/33/o/n/14 \u00a9 ucles 2014 (c) in a second experiment, \u03b3-rays pass through air to the detector, as shown in fig. 10.1. a-rays sourcedetector fig. 10.1   one end of a bar magnet is brought close to the path of the \u03b3-rays.   (i) tick one box to indicate the effect on the path of the \u03b3-rays. [1]      deflected into the page      deflected out of the page      deflected downwards      deflected upwards      no deflection   (ii) explain your answer to (i).  .. .  .. .[1]  [total: 7]",
+            "20": "20 0625/33/o/n/14 \u00a9 ucles 2014permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the  publisher will be pleased to make amends at the earliest possible opportunity. cambridge international examinations is part of the cambridge assessment group. cambridge assessment is the brand name of unive rsity of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge.blank page"
+        },
+        "0625_w14_qp_51.pdf": {
+            "1": "this document consists of 11 printed pages and 1 blank page. dc (sjf/kn) 82879/3 \u00a9 ucles 2014 [turn overcambridge international examinations cambridge international general certificate of secondary education *1804511447* physics  0625/51 paper 5  practical test october/november 2014  1 hour 15 minutes candidates answer on the question paper. additional materials: as listed in the confidential instructions. read these instructions first write your centre number, candidate number and name in the spaces at the top of the page. write in dark blue or black pen. y ou may use an hb pencil for any diagrams or graphs. do not use staples, paper clips, glue or correction fluid. do not write in any barcodes. answer all questions. electronic calculators may be used. y ou may lose marks if you do not show your working or if you do not use appropriate units. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question. for examiner\u2019s use 1 2 3 4 total the syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificat e.",
+            "2": "2 0625/51/o/n/14 \u00a9 ucles 20141 in this experiment, you will take measurements of a drinks cup.  carry out the following instructions referring to fig. 1.1. kg7 g% fig. 1.1  (a) (i) measure and record the height h of the cup supplied.  h =   cm   (ii) measure and record the diameter dt of the top of the cup.  dt =   cm   (iii) measure and record the diameter db of the bottom of the cup.   db =   cm   (iv) calculate the average diameter da using the equation da =  dt + db 2.   da =   cm   (v) calculate an approximate value for the volume v of the cup, using the equation    v = \u03c0da2h 4.  v  =  .. [4]",
+            "3": "3 0625/51/o/n/14 \u00a9 ucles 2014 [turn over (b) (i) use the string and the metre rule to determine the average circumference  (distance  around the outside) c of the cup. show your working.  c =  ... cm [3]   (ii) draw a diagram of the cup to show where you used the string to determine the average  circumference c.  [1]  (c) place the cup in the container provided. the container is to catch any water that may spill.   (i) use the measuring cylinder to determine the volume vw of water required to fill the cup  to the top.  vw =  . [1]   (ii) state which of the two values, vw or v obtained in (a)(v) , you would expect to be the  more reliable value for the volume of the cup. explain your answer.    more reliable value  explanation  .. ..  .. . [1] [total: 10]",
+            "4": "4 0625/51/o/n/14 \u00a9 ucles 20142 in this experiment, you will investigate the cooling of hot water under different conditions.   carry out the following instructions, referring to figs. 2.1 and 2.2.  (a) measure and record room temperature \u03b8r.  \u03b8r =  . [1]  (b) pour hot water into the  beaker labelled a until it is about two-thirds full. place the thermometer  in the beaker of hot water, as shown in fig. 2.1. thermometerclamp stand water fig. 2.1   (i) wait until the thermometer reading stops rising. read the temperature \u03b8 of the hot water  and immediately start the stopclock. record the temperature \u03b8 in table 2.1 at time t = 0 s.   (ii) after 30 s, measure the temperature \u03b8 shown on the thermometer. record the time  t = 30 s and the temperature reading in table 2.1.   (iii) continue recording the time and temperature readings every 30 s until you have six sets  of readings.",
+            "5": "5 0625/51/o/n/14 \u00a9 ucles 2014 [turn overtable 2.1 without insulation with insulation t / \u03b8 / \u03b8 / [5]  (c)  complete the column headings in the table.  (d) pour hot water into the  insulated  beaker until it is about two-thirds full. place the thermometer  in the beaker of hot water, as shown in fig. 2.2. thermometerclamp stand waterinsulation fig. 2.2   (i) wait until the thermometer reading stops rising. read the temperature \u03b8 of the hot water  and immediately start the stopclock. record the temperature \u03b8 in table 2.1 at time t = 0 s.   (ii) after 30 s, measure the temperature \u03b8 shown on the thermometer. record the time  t = 30 s and the temperature reading in table 2.1.   (iii) continue recording the time and temperature readings every 30 s until you have six sets  of readings.",
+            "6": "6 0625/51/o/n/14 \u00a9 ucles 2014 (e) state whether the cotton wool insulation increases, decreases, or has no significant effect on  the rate of cooling of the water, compared with the rate of cooling with no insulation. justify your answer by reference to your results. statement   .. justification     .. .  .. .  .. . [2]  (f) a student suggests that a significant cause of loss of thermal energy from the beakers is  evaporation.    suggest how you would reduce the evaporation in this experiment.  .. .[1]  (g) suggest one condition that should not be changed when this experiment is repeated.   .. .[1] [total: 10]",
+            "7": "7 0625/51/o/n/14 \u00a9 ucles 2014 [turn overquestion 3 begins on page 8",
+            "8": "8 0625/51/o/n/14 \u00a9 ucles 20143 in this experiment, you will investigate the resistance of a wire.  the circuit shown in fig. 3.1 has been set up for you. a la bpower supply resistance wire vsliding contact c fig. 3.1  (a) (i) switch on. measure and record in table 3.1 the current i in the circuit and the potential  difference v across a length l = 10.0 cm of the wire ab. switch off.    (ii)  calculate the resistance r of 10.0 cm of the wire ab, using the equation r = v i. record  this value of r in the table.   (iii) repeat steps (i) and (ii) with values of l equal to 20.0 cm, 30.0 cm, 40.0 cm and 50.0 cm. table 3.1 l / cm v / v i / a r / \u03c9 10.0 20.0 30.0 40.0 50.0 [3]",
+            "9": "9 0625/51/o/n/14 \u00a9 ucles 2014 [turn over (b) plot a graph of r / \u03c9 (y-axis) against  l / cm ( x-axis). start both axes at the origin (0,0). 00 [4]  (c) state whether your graph shows that the resistance r is directly proportional to the length l.  justify your answer by reference to the graph. statement   .. justification     .. . [2]  (d) suggest how you could further test your statement, in part (c), using the same apparatus. y ou  are not asked to carry out any further practical work.  .. .  .. .[1] [total: 10]",
+            "10": "10 0625/51/o/n/14 \u00a9 ucles 20144 in this experiment, you will determine the magnification of an image produced by a lens.  carry out the following instructions, referring to fig. 4.1. illuminated object lensscreenu x benchv fig. 4.1  (a) place the lens a distance u = 20.0 cm from the illuminated object. move the screen until a  sharply focused image of the object is seen on the screen.     (i) measure and record the distance v from the centre of the lens to the screen.   v =   cm    (ii) measure and record the height h from the top to the bottom of the image on the screen.  h =   cm  [2]   (iii) sketch a diagram of the image seen on the screen.    [1]   (iv) switch off the lamp. measure and record the height x from the top to the bottom of the  triangular illuminated object.  x =   cm   (b) (i) calculate h x.  h x =  ..   (ii) calculate v u.  v u =  .. [3]",
+            "11": "11 0625/51/o/n/14 \u00a9 ucles 2014 (c) the magnification m of the image is given by the equation m = h x. a student suggests that the    ratio v u also gives the magnification m.    state whether your results support this suggestion. justify your answer by reference to your  results. statement   .. justification     .. .  .. . [2]  (d) state two precautions that you could take in this experiment to obtain reliable results. 1.  ...   .. . 2.  ...   .. . [2]  [total: 10]",
+            "12": "12 0625/51/o/n/14 \u00a9 ucles 2014permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the  publisher will be pleased to make amends at the earliest possible opportunity. cambridge international examinations is part of the cambridge assessment group. cambridge assessment is the brand name of unive rsity of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge.blank page"
+        },
+        "0625_w14_qp_52.pdf": {
+            "1": "this document consists of 11 printed pages and 1 blank page. dc (rw/sw) 82877/3 \u00a9 ucles 2014 [turn overcambridge international examinations cambridge international general certificate of secondary education *3555524507* physics  0625/52 paper 5  practical test october/november 2014  1 hour 15 minutes candidates answer on the question paper. additional materials: as listed in the confidential instructions. read these instructions first write your centre number, candidate number and name in the spaces at the top of the page. write in dark blue or black pen. y ou may use an hb pencil for any diagrams, graphs or rough working. do not use staples, paper clips, glue or correction fluid. do not write in any barcodes. answer all questions. electronic calculators may be used. y ou may lose marks if you do not show your working or if you do not use appropriate units. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question. for examiner\u2019s use 1 2 3 4 total the syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificat e.",
+            "2": "2 0625/52/o/n/14 \u00a9 ucles 20141 in this experiment, you will take measurements of a sample of modelling clay.  carry out the following instructions referring to fig. 1.1. wmodelling clay dh fig. 1.1  (a) y ou are provided with a piece of modelling clay. the shape of the piece of modelling clay is  approximately a cube.   (i) measure the height h, width w and depth d of the piece of modelling clay.  h  =  .cm  w  =  .cm  d  =  .cm   (ii) calculate the volume va of the modelling clay, using the equation va = hwd.  va =  ... cm3   (iii) measure the mass m of the modelling clay, using the balance provided.  m  =  g   (iv) calculate the density \u03c1 of the modelling clay, using the equation \u03c1 = m va.  \u03c1 =  ..  [4]",
+            "3": "3 0625/52/o/n/14 \u00a9 ucles 2014 [turn over (b) (i) mould the piece of modelling clay into an approximate sphere. use the rule and the  blocks of wood to measure the diameter d of the sphere of modelling clay.  d  =  . [1]   (ii) draw a diagram to show how you used the blocks of wood and the rule to measure the  diameter of the sphere of modelling clay.  [1]  (c) (i) pour approximately 100 cm3 of water into the measuring cylinder. record the volume of  water v1 in the measuring cylinder.  v1 =  ..   (ii) mould the modelling clay into a shape that will fit into the measuring cylinder.    tie the thread round the modelling clay and lower it into the measuring cylinder until it is  completely covered with water. record the new volume v2.  v2 =  ..   (iii) calculate the volume vb of the modelling clay using the equation vb = (v2 \u2212 v1).  vb =  ..  [2]  (d) a student suggests that the volume of the modelling clay should not change when the shape  is changed.   assuming that the experiment has been carried out with care, suggest two reasons why the  values va and vb may not be the same. 1.  ...   .. . 2.  ...   .. .  [2]  [total: 10]",
+            "4": "4 0625/52/o/n/14 \u00a9 ucles 2014blank page",
+            "5": "5 0625/52/o/n/14 \u00a9 ucles 2014 [turn over2 in this experiment, you will investigate the cooling of hot water as cold water is added.  y ou are provided with a supply of hot water and a supply of cold water. carry out the following  instructions, referring to figs. 2.1 and 2.2. thermometerclamp stand water fig. 2.1  (a) measure and record the temperature \u03b8c of the cold water supplied.  \u03b8c =  . [1]  (b) (i) pour approximately 150 cm3 of the hot water supplied into the empty beaker. without  adding any cold water, place the thermometer in the beaker of hot water. when the  thermometer reading stops rising, measure the temperature \u03b8 of the water in the beaker.  in table 2.1, record \u03b8 at v = 0 cm3. v is the total volume of cold water added.   (ii) add 10 cm3 of the cold water to the hot water in the beaker. stir briefly. measure, and  record in the table, the temperature \u03b8 of the water in the beaker and the total volume v of  cold water added.   (iii) repeat step (ii) until you have added a total of 50 cm3 of cold water. record the readings  in the table. table 2.1 v / cm3\u03b8 / \u00b0c 0  [3]",
+            "6": "6 0625/52/o/n/14 \u00a9 ucles 2014 (c) y ou are provided with a drinks cup held above a measuring cylinder, as shown in fig. 2.2. the  cup has a small hole in its base. clamp stand measuring cylindercup 50100150200250  cm3 fig. 2.2   (i) place a finger over the hole in the cup, to prevent water coming out of the cup.   (ii) pour approximately 150 cm3 of cold water into the cup.   (iii) check that the measuring cylinder is directly under the cup. remove your finger from the  hole and immediately start the stopclock.    measure and record the time t1 taken for 50 cm3 of water to fall into the measuring  cylinder and immediately stop the flow of water with your finger.  t1 =  ..   (iv) return the stopclock to its zero reading. remove your finger from the hole and  immediately start the stopclock.    measure and record the time t2 taken for the next 50 cm3 of water to fall into the measuring  cylinder.  t2 =  ..   (v) allow the cup to empty into the measuring cylinder without taking any further  measurements.   (vi) calculate the average rate of flow of water r1 for the first 50 cm3, using the equation    r1 = k t1, where k = 50 cm3.  r1 =  ..",
+            "7": "7 0625/52/o/n/14 \u00a9 ucles 2014 [turn over  (vii) calculate the average rate of flow of water r2 for the next 50 cm3, using the equation    r2 = k t2, where k = 50 cm3.  r2 =  ..  [3]  (d) a student suggests that the experiment described in parts (a) and (b) would be improved by  having a steady flow of cold water added to the hot water by the method described in part (c).   suggest one possible disadvantage of using the method described in part (c) to produce  such a flow of water.  .. .  ..  [1]  (e) the experiment described in parts (a) and (b) could be repeated to check the results.   suggest two conditions that should be kept constant in order to provide a reliable check. 1.  ...  2.  ...   [2]  [total: 10]",
+            "8": "8 0625/52/o/n/14 \u00a9 ucles 20143 in this experiment, you will investigate the resistance of a wire.  carry out the following instructions, referring to fig. 3.1. a l pqpower supply resistance wiremetre rule v fig. 3.1  (a) (i) switch on. measure and record in table 3.1 the current i in the circuit and the potential  difference v across a length l = 0.250 m of the resistance wire connected between p and  q, as shown in fig. 3.1. switch off.   (ii) calculate the resistance r of the length l = 0.250 m of wire using the equation r = v i.    record this value of r in the table.   (iii) repeat steps (i) and (ii) using l  values of 0.350 m, 0.450 m, 0.550 m, 0.650 m and 0.750 m.   (iv) complete the heading for each column of the table. table 3.1 l  / v / i / r / 0.250 0.350 0.450 0.550 0.650 0.750  [2]",
+            "9": "9 0625/52/o/n/14 \u00a9 ucles 2014 [turn over (b) plot a graph of r / \u03c9 (y-axis) against l  / m (x-axis).  [4]  (c) determine the gradient g of the graph. show clearly on the graph how you obtained the  necessary information.  g =  . [2]  (d) predict the value of the resistance r1 of 1.00 m of the resistance wire connected between p  and q. give your answer to a number of significant figures that is suitable for this experiment.  r1 =  . [2]  [total: 10]",
+            "10": "10 0625/52/o/n/14 \u00a9 ucles 20144 in this experiment, you will investigate refraction of light through a transparent block.  carry out the following instructions, referring to fig. 4.1. eye ray-trace sheethole abne f m dc fig. 4.1  (a) place the transparent block, largest face down, on the blank ray-trace sheet supplied. the  block should be approximately in the middle of the paper. draw and label the outline of the  block abcd .  (b) remove the block and draw the normal nm to side ab so that the normal is 2.0 cm from a.  label the point f where nm crosses ab.  (c) draw the line ef at an angle i = 30\u00b0 to the normal as shown in fig. 4.1.  (d) place the paper on the pin board.  (e) place two pins p1 and p2 on line ef at a suitable distance apart for this experiment.",
+            "11": "11 0625/52/o/n/14 \u00a9 ucles 2014 [turn over (f) replace the block and observe the images of p1 and p2 through side cd of the block so that  the images of p1 and p2 appear one behind the other.   place two pins p3 and p4 between your eye and the block so that p3, p4 and the images of  p1 and p2, seen through the block, appear one behind the other.   label the positions of p1, p2, p3 and p4. remove the block and the pins.  (g) draw a line joining the positions of p3 and p4. continue the line until it meets side cd of the  block. label the point g where the line meets side cd. draw the line fg.  (h) measure and record the angle r between the normal and line fg.  r  =  . [1]  (i) turn the ray-trace sheet over. place the transparent block, largest face down, on the ray-trace  sheet but at right angles to the previous position. label the outline abcd  as shown in fig. 4.2. eyeray-trace sheethole a fe bn m d c fig. 4.2  (j) repeat steps (b) to (h).  r  =  . [1]  (k) a student suggests that the value of r should be the same in both experiments because the  material of the block has not changed.   state whether your results support this suggestion. justify your answer by reference to your  results. statement   .. justification     .. .  [1]",
+            "12": "12 0625/52/o/n/14 \u00a9 ucles 2014permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the  publisher will be pleased to make amends at the earliest possible opportunity. cambridge international examinations is part of the cambridge assessment group. cambridge assessment is the brand name of unive rsity of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge. (l) state two precautions that you should take in this experiment to obtain reliable results. 1.  ...   .. . 2.  ...   .. .  [2]  tie your ray-trace sheet into this booklet between pages 10 and 11.  [5]  [total: 10]"
+        },
+        "0625_w14_qp_53.pdf": {
+            "1": "this document consists of 12 printed pages. dc (nf/sw) 82873/4 \u00a9 ucles 2014 [turn overcambridge international examinations cambridge international general certificate of secondary education *4314503940* physics  0625/53 paper 5 practical test october/november 2014  1 hour 15 minutes candidates answer on the question paper additional materials: as listed in the confidential instructions read these instructions first write your centre number, candidate number and name in the spaces at the top of the page. write in dark blue or black pen. y ou may use an hb pencil for any diagrams or graphs. do not use staples, paper clips, glue or correction fluid. do not write in any barcodes. answer all questions. electronic calculators may be used. y ou may lose marks if you do not show your working or if you do not use appropriate units. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [ ] at the end of each question or part question. the syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificat e.for examiner\u2019s use 1 2 3 4 total",
+            "2": "2 0625/53/o/n/14 \u00a9 ucles 20141 in this experiment, you will investigate the magnification produced by a converging lens.  carry out the following instructions, referring to fig. 1.1. illuminated object lensscreenu h0 fig. 1.1  (a) measure and record the height h0 of the triangular object.  h0 =  .  cm  (b) (i) switch on the lamp.   (ii) set the distance u between the illuminated object and the lens to 30.0 cm.   (iii) move the screen until a sharp image of the illuminated object is seen.   (iv) measure, and record in table 1.1, the height hi of the image. table 1.1 u / cm hi / cm s 30.0 35.0 40.0 45.0 50.0 55.0  [3]   (v) repeat (b)(iii) and (b)(iv)  for u values of 35.0 cm, 40.0 cm, 45.0 cm, 50.0 cm and 55.0 cm.    (vi) switch off the lamp.  (c) for each distance u calculate, and record in the table, a value s using your results from (a)    and (b) and the equation s = h0 hi .",
+            "3": "3 0625/53/o/n/14 \u00a9 ucles 2014 [turn over (d) plot a graph of s (y-axis) against u / cm ( x-axis).  [5]  (e) (i) determine the gradient g of the graph.    show clearly on the graph how you obtained the necessary information.  g  =  .. [1]   (ii) calculate the focal length f of the lens, where f = 1 g cm.  f =  .. [1]  [total: 10]",
+            "4": "4 0625/53/o/n/14 \u00a9 ucles 20142 in this experiment, you will investigate how the surface of a container affects the rate at which  water cools.  two test-tubes, labelled a and b, have been set up for you. test-tube a has no covering.  test-tube b is covered with foil. each test-tube has a mark to show the required water level.  carry out the following instructions, referring to fig. 2.1. \u00b0c \u00b0c ab foilcork water level mark fig. 2.1  (a) (i) remove the cork and thermometer from test-tube a. pour hot water into the test-tube, up  to the mark.   (ii) carefully replace the cork and thermometer.  wait for about 30 seconds before taking any  measurements.   (iii) start the stopclock and read the thermometer. in the first row of table 2.1, record this  temperature \u03b8 at time t = 0 s.   (iv) record, in the table, the temperature \u03b8 of the thermometer at times  t = 30 s, 60 s,  90 s,120 s,150 s and 180 s.   (v) complete the column headings and column t values in the table.",
+            "5": "5 0625/53/o/n/14 \u00a9 ucles 2014 [turn overtable 2.1 test-tube a test-tube b t / \u03b8 / \u03b8 /  [5]  (b) (i) remove the cork and thermometer from test-tube b. pour hot water into the test-tube, up  to the mark.   (ii) repeat steps (a)(ii) to (a)(iv) .  (c) state in which test-tube, a or b, the water cools at the greater rate. justify your answer by  referring to your results.   test-tube .. justification     .. .  .. .  [2]  (d) suggest one aspect of the practical procedure which may be a source of unreliability in the  experiment.  .. .  ..  [1]",
+            "6": "6 0625/53/o/n/14 \u00a9 ucles 2014 (e) another igcse student wants to extend your experiment in order to test the effects of other  surface materials.   suggest two factors relating to the apparatus which she should keep the same in order for the  tests to be a fair comparison. 1.  ... ...  .. . 2.  ... ...  .. .  [2]  [total: 10]",
+            "7": "7 0625/53/o/n/14 \u00a9 ucles 2014 [turn over3 in this experiment, you will determine the resistance of a lamp in different electrical circuits.  circuit 1 has been set up for you as shown in fig. 3.1. do not alter the connections of the lamp,  voltmeter and ammeter between terminals x and y during the whole experiment.  carry out the following instructions, referring to fig. 3.1. circuit 1 a xyl vpower supply fig. 3.1  (a) (i) switch on. measure, and record in table 3.1, the potential difference v and the current i  for lamp l. switch off. table 3.1 circuit v / i / r / 1 2 3  [6]   (ii) calculate, and record in the table, the resistance r of lamp l, using the equation r = v i .   (iii) complete the column headings in the table.",
+            "8": "8 0625/53/o/n/14 \u00a9 ucles 2014 (b) (i) disconnect terminal y from the circuit. use the extra lamps and leads which have been  provided to connect circuit 2 as shown in fig. 3.2. circuit 2 a xyl vpower supply fig. 3.2   (ii) repeat steps (a)(i) and (a)(ii) .  (c) (i) disconnect terminal y from the circuit. use the lamps and leads which have been  provided to connect circuit 3 as shown in fig. 3.3. circuit 3 a xyl vpower supply fig. 3.3   (ii) repeat steps (a)(i) and (a)(ii) .",
+            "9": "9 0625/53/o/n/14 \u00a9 ucles 2014 [turn over (d) a student suggests that, as the same lamp l is used throughout the experiment, its resistance  in each circuit should be the same.   state whether your findings agree with this idea. justify your answer by reference to your  results. statement   ..  .. . justification     .. .  .. .  [1]  (e) theory suggests that the resistance of a lamp increases if its temperature rises.   explain whether or not your observations support this.  .. .  .. .  ..  [1]  (f) it is possible to obtain sets of readings in this experiment by using a variable resistor rather  than rearranging the circuit.   in the space below, redraw circuit 1 showing how a variable resistor could be included for this  purpose.  [2]  [total: 10]",
+            "10": "10 0625/53/o/n/14 \u00a9 ucles 20144 in this experiment, you will investigate the downward deflection of a metre rule clamped at one  end.  the metre rule has been set up for you and you are provided with an object m. carry out the  following instructions, referring to fig. 4.1. clamp metre rule free end floorh0 fig. 4.1  (a) measure and record the height h0 of the free end of the metre rule above the floor as indicated  in fig. 4.1.  h0 =  ...  cm  [1]  (b) carefully place m on the rule at a distance d = 60.0 cm from the free end of the rule, as shown  in fig. 4.2. hm fig. 4.2",
+            "11": "11 0625/53/o/n/14 \u00a9 ucles 2014 [turn over  (i) explain how you made sure that m was at the 60.0 cm mark. y ou may use a diagram.  .. .  .. .  ..  [1]   (ii) measure, and record in table 4.1, the new height h of the free end above the floor, as  indicated in fig. 4.2. table 4.1 d / cm h / cm h / cm ( d \u00d7 h) / cm2   60.050.040.030.020.0  [4]   (iii) repeat (b)(ii)  for d = 50.0 cm, d = 40.0 cm, d = 30.0 cm and d = 20.0 cm.  (c) (i) for each value of d, calculate and record in the table the downward deflection  h (change  in height) produced by m. use your results from (a) and from the table and the equation  h = h 0 \u2212 h.   (ii) for each value of d, calculate and record in the table the value of ( d \u00d7 h). use your  results from the table.  (d) a student suggests that d is inversely proportional to h (that is, d is proportional to 1 / h).   using some appropriate figures from table 4.1, explain why this cannot be the case.  .. .  .. .  ..  [1]",
+            "12": "12 0625/53/o/n/14 \u00a9 ucles 2014permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the  publisher will be pleased to make amends at the earliest possible opportunity. cambridge international examinations is part of the cambridge assessment group. cambridge assessment is the brand name of unive rsity of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge. (e) (i) when the metre rule is clamped in this way, the free end is slightly deflected downwards  even before m is placed on it.    explain why this deflection occurs.  .. .  .. .  ..  [1]   (ii) suggest how you could find the value of this deflection. y ou may draw a diagram.  .. .  .. .  ..  [2]  [total: 10]"
+        },
+        "0625_w14_qp_61.pdf": {
+            "1": "this document consists of 12 printed pages. dc (sjf/kn) 82881/3 \u00a9 ucles 2014 [turn overcambridge international examinations cambridge international general certificate of secondary education *6996537100* physics  0625/61 paper 6  alternative to practical october/november 2014  1 hour candidates answer on the question paper. no additional materials are required. read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen. y ou may use an hb pencil for any diagrams or graphs. do not use staples, paper clips, glue or correction fluid. do not write in any barcodes. answer all questions. electronic calculators may be used. y ou may lose marks if you do not show your working or if you do not use appropriate units. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question. the syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificat e.",
+            "2": "2 0625/61/o/n/14 \u00a9 ucles 20141 the igcse class is investigating the reflection of light by a plane mirror. fig. 1.1 shows a student\u2019s  ray-trace sheet. mirror fig. 1.1  (a) on fig. 1.1, draw a normal to the centre of the mirror. [1]  (b) on fig. 1.1, draw an incident ray at 30 \u00b0 to the normal and to the left of the normal. [1]  (c)   fig. 1.2  shows a diagram of a ray box.  lamp hole ray box fig. 1.2    on fig. 1.1, draw the ray box in a suitable position to produce the incident ray that you have  drawn. [1]  (d)  on fig. 1.1,  draw a reflected ray in the position you would expect it to be using the incident  ray that you have drawn. [1]",
+            "3": "3 0625/61/o/n/14 \u00a9 ucles 2014 [turn over (e) state two precautions that you could take in this experiment to obtain reliable results. 1.  ...   .. . 2.  ...   .. . [2] [total: 6]",
+            "4": "4 0625/61/o/n/14 \u00a9 ucles 20142  the igcse class is investigating the cooling of hot water under different conditions.   figs. 2.1 and 2.2 show the apparatus used. thermometer waterinsulationthermometer water  fig. 2.1 fig. 2.2  (a) record room temperature \u03b8r as shown on the thermometer in fig. 2.3. \u201310 0 10 20 30 40 50 60 70 80 90 100 110 \u00b0c fig. 2.3  \u03b8r =  . [1]  (b) a student  pours hot water into the  uninsulated  beaker shown in fig. 2.1 until it is about  two-thirds full. she measures the temperature and immediately starts a stopclock. she  records the temperature every 30 s. she repeats the procedure using the insulated beaker as  shown in fig. 2.2. the readings are shown in table 2.1. table 2.1 without insulation with insulation t / \u03b8 / \u03b8 /  08 0 7 9 30 77 76 60 74 73 907 2 7 1 120 70 70 150 6 9 69   complete the column headings in the table. [1]",
+            "5": "5 0625/61/o/n/14 \u00a9 ucles 2014 [turn over (c) state whether the cotton wool insulation increases, decreases, or has no significant effect on  the rate of cooling of the water, compared with the rate of cooling with no insulation. justify your answer by reference to the results. statement   .. justification     .. .  .. .  [2]  (d) the student suggests that a significant cause of loss of thermal energy from the beakers is  evaporation.    suggest how you would reduce the evaporation in this experiment.  .. .[1]  (e) suggest one condition that should not be changed when this experiment is repeated.   .. .[1] [total: 6] ",
+            "6": "6 0625/61/o/n/14 \u00a9 ucles 20143 the igcse class is investigating the resistance of a wire.  the circuit used is shown in fig. 3.1. $ l$ %&srzhu\u0003vrxufh 9 fig. 3.1  (a) a student  measures the potential difference  v across different lengths l of the wire ab and  the current i in the wire. the wire ab is 1.00  m long. the readings are shown in table 3.1.   calculate the resistance r of each length l of the wire ab, using the equation r = v i. record  the values of r in the table. table 3.1 l / cm v / v i / a r / \u03c9 10.0 0.36 0.73 20.0 0.70 0.71 30.0 1.10 0.73 40.0 1.45 0.73 50.0 1.80 0.72 [2]",
+            "7": "7 0625/61/o/n/14 \u00a9 ucles 2014 [turn over (b) plot a graph of r / \u03c9 (y-axis) against  l / cm (x-axis). start both axes at the origin (0,0). 00 [5]  (c) state whether your graph shows that the resistance r is proportional to the length l. justify  your answer by reference to the graph. statement   .. justification     .. . [2]  (d) suggest how you could further test your statement in (c), using the same apparatus.  .. .  .. .[1] [total: 10]",
+            "8": "8 0625/61/o/n/14 \u00a9 ucles 20144  the igcse class is determining the magnification of an image produced by a lens.  the apparatus is shown in fig. 4.1. illuminated object lensscreenu benchv fig. 4.1  (a) (i) on fig. 4.1,  measure and record in mm the distance u from the illuminated object to the  centre of the lens.   u =  ... mm    (ii) on fig. 4.1,  measure and record in mm the distance v from the centre of the lens to the  screen.   v =  ... mm  [1]  (b) calculate the ratio v u.   v u =  . [1]  (c)  the diagram is drawn one tenth of actual size.    (i) calculate the actual distance u from the illuminated object to the centre of the lens.   u =  ... mm    (ii) calculate the actual distance v from the centre of the lens to the screen.   v =  ... mm  [1]  (d) the student measures the height  h from the top to the bottom of the image on the screen.  4.5  h =   cm ",
+            "9": "9 0625/61/o/n/14 \u00a9 ucles 2014 [turn over  (i) on fig. 4.2, measure the height x of the illuminated object. illuminated object fig. 4.2 (full size)  x =  ..   (ii) calculate h x.  h x =  ..  [1]  (e) the magnification m of the image is given by the equation m = h x. the student suggests that    the ratio v u also gives the magnification m. state whether the results support this suggestion   and justify your answer by reference to the results. statement   .. justification     .. . [2]  (f) state two precautions that you could take in this experiment to obtain reliable results. 1.  ...   .. . 2.  ...   .. . [2]  (g) the image on the screen in this experiment is magnified and dimmer than the object.    state one other difference that you would expect to see between the image and the illuminated  object.  .. .[1]  (h) suggest one precaution that you would take in this experiment in order to focus the image as  clearly as possible.  .. .  .. .[1] [total: 10]",
+            "10": "10 0625/61/o/n/14 \u00a9 ucles 20145  an igcse student is taking measurements of a drinks cup.  carry out the following instructions, referring to fig. 5.1. d t d bh fig. 5.1  (a) (i) on fig. 5.1, measure the height h of the cup.   h  =   cm   (ii) on fig. 5.1, measure the diameter dt of the top of the cup.  dt =   cm   (iii) on fig. 5.1, measure the diameter db of the bottom of the cup.  db =   cm   (iv) calculate the average diameter da, using the equation da = dt + db 2.   da =   cm",
+            "11": "11 0625/61/o/n/14 \u00a9 ucles 2014 [turn over   (v) calculate an approximate value for the volume v of the cup, using the equation     v = \u03c0da2h 4.  v  =  .. [3]  (b) the student determines the average circumference  of the cup, using a 50 cm length of string  and a metre rule.   fig. 5.2 shows how the student used the string to determine the average circumference. fig. 5.2   describe how you would use the string to obtain a more reliable value for the average  circumference.  .. .  .. .  .. .[2] question 5 continues on the next page.",
+            "12": "12 0625/61/o/n/14 \u00a9 ucles 2014 (c) the student fills a measuring cylinder to the 500 cm3 mark. he pours water from the measuring  cylinder into the cup until the cup is full. fig. 5.3 shows the water remaining in the measuring  cylinder. 50100150200250300350400450500cm3 water fig. 5.3   (i) record the volume of water vr remaining in the measuring cylinder.  vr =  ..   (ii) calculate the volume vw of the water in the cup.  vw =  .. [2]  (d)  on fig. 5.3, show clearly the line of sight required to take the reading of vr. [1] [total: 8] permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the  publisher will be pleased to make amends at the earliest possible opportunity. cambridge international examinations is part of the cambridge assessment group. cambridge assessment is the brand name of unive rsity of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge."
+        },
+        "0625_w14_qp_62.pdf": {
+            "1": "this document consists of 15 printed pages and 1 blank page. dc (rw/sw) 82878/3 \u00a9 ucles 2014 [turn overcambridge international examinations cambridge international general certificate of secondary education *0185447811* physics  0625/62 paper 6 alternative to practical october/november 2014  1 hour candidates answer on the question paper. no additional materials are required. read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen. y ou may use an hb pencil for any diagrams or graphs. do not use staples, paper clips, glue or correction fluid. do not write in any barcodes. answer all questions. electronic calculators may be used. y ou may lose marks if you do not show your working or if you do not use appropriate units. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question. the syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificat e.",
+            "2": "2 0625/62/o/n/14 \u00a9 ucles 20141 an igcse student is taking measurements of a sample of modelling clay. she has moulded the  sample of modelling clay into a cube, as shown in fig. 1.1. wmodelling clay dh fig. 1.1  (a) (i) on fig. 1.2, measure the height h and width w of the piece of modelling clay. wh fig. 1.2  h  =  .cm  w  =  .cm   (ii) on fig. 1.3, measure the depth d of the piece of modelling clay. d fig. 1.3  d  =  .cm   (iii) calculate the volume va of the modelling clay using the equation va = hwd.  va =  ... cm3",
+            "3": "3 0625/62/o/n/14 \u00a9 ucles 2014 [turn over  (iv) the mass m of the piece of modelling clay is shown in fig. 1.4.     calculate the density \u03c1 of the modelling clay using the equation \u03c1 = m va. 58.6  g fig. 1.4  \u03c1 =  ..  [3]  (b) the student moulds the piece of modelling clay into a spherical shape.    draw a diagram to show how you would use two rectangular blocks of wood and a rule to  measure the diameter of the sphere of modelling clay.  [1]",
+            "4": "4 0625/62/o/n/14 \u00a9 ucles 2014 (c) the student pours water into a measuring cylinder, as shown in fig. 1.5. 100 watercm3 90 80 70 60 50 40 30 20 10 fig. 1.5   (i) record the volume v1 of water shown in fig. 1.5.  v1 =  ..[1]   (ii) on fig. 1.5, show clearly the line of sight required to take the reading of v1. [1]  (d) the student uses a piece of string to lower the sample of modelling clay into the measuring  cylinder until it is completely covered with water. the new volume reading v2 is 84 cm3.   calculate the volume vb of the modelling clay using the equation vb = (v2 \u2013 v1).  vb =  ..[1]  (e) the student suggests that the volume of the modelling clay should not change when the  shape is changed.    assuming that the experiment has been carried out with care, suggest two reasons why the  values va and vb may not be the same. 1.  ...   .. . 2.  ...   ..  [2]  [total: 9]",
+            "5": "5 0625/62/o/n/14 \u00a9 ucles 2014 [turn overblank page",
+            "6": "6 0625/62/o/n/14 \u00a9 ucles 20142 the igcse class is investigating the cooling of hot water as cold water is added.  the apparatus is shown in fig. 2.1. thermometerclamp stand water fig. 2.1  (a) record room temperature \u03b8r as shown on the thermometer in fig. 2.2. \u201310 0 10 20 30 40 50 60 70 80 90 100 110 \u00b0c fig. 2.2  \u03b8r =  . [1]",
+            "7": "7 0625/62/o/n/14 \u00a9 ucles 2014 [turn over (b) a student pours approximately 150 cm3 of hot water into a beaker. she measures the  temperature \u03b8 of the water in the beaker.   she adds a volume v = 10 cm3 of water at room temperature to the hot water in the beaker  and stirs it briefly. she measures the temperature of the water in the beaker.   she adds  a total of 50 cm3 of cold water, 10 cm3 at a time, stirring and measuring the  temperature each time. the readings are shown in table 2.1. table 2.1 v / \u03b8 / 08 2 75 69 656158   (i) the total volume of cold water added is v.    in table 2.1, complete the volume v column.   (ii) complete the column headings in the table.  [2]  (c) suggest one way you could reduce the loss of thermal energy to the surroundings during the  experiment.  .. .  ..  [1]",
+            "8": "8 0625/62/o/n/14 \u00a9 ucles 2014 (d) the student has a drinks cup, held above a measuring cylinder, as shown in fig. 2.3. the cup  has a small hole in its base. measuring cylindercup 50100150200250  cm3 fig. 2.3   she pours water into the cup until it is about two-thirds full.  she measures the time t1 taken for  50 cm3 of water to fall into the measuring cylinder. the stopwatch reading is shown in fig. 2.4. fig. 2.4   after setting the stopwatch to zero, she measures the time t2 taken for the next 50 cm3 of  water to fall into the measuring cylinder. the stopwatch reading is shown in fig. 2.5. fig. 2.5",
+            "9": "9 0625/62/o/n/14 \u00a9 ucles 2014 [turn over  (i) calculate the average rate of flow of water r1 for the first 50 cm3, using the equation    r1 = k t1, where k = 50 cm3.  r1 =  ..   (ii) calculate the average rate of flow of water r2 for the next 50 cm3, using the equation    r2 = k t2, where  k = 50 cm3.  r2 =  ..  [2]  (e) a student suggests that the experiment described in part (b) would be improved by having a  steady flow of cold water added to the hot water.    suggest one possible disadvantage of using the method described in part (d) to produce  such a flow of water.  .. .  .. .  [1]  (f) the experiment described in part (b) could be repeated to check the results.    suggest two conditions that should be kept constant in order to provide a reliable check. 1.  ...  2.  ...   [2]  [total: 9]",
+            "10": "10 0625/62/o/n/14 \u00a9 ucles 20143 the igcse class is investigating the resistance of a wire.  fig. 3.1 shows the circuit used. a l pqpower supply resistance wiremetre rule v fig. 3.1  (a) a student  measures the current i in the circuit and the p.d. v across a length l = 0.250 m of  the wire pq.   he repeats the readings using a range of different lengths of the wire. the readings are shown  in table 3.1. table 3.1 l / v / i / r / 0.250 0.50 0.33 0.350 0.6 9 0.36 0.450 0. 90 0.32 0.550 1.11 0.34 0.650 1.32 0.35 0.750 1.50 0.33   (i) calculate the resistance r of each length l of wire using the equation r = v i. record the  values of r in the table.   (ii)  complete the heading for each column of the table.  [1]",
+            "11": "11 0625/62/o/n/14 \u00a9 ucles 2014 [turn over (b) plot a graph of r / \u03c9 (y-axis) against l / m (x-axis).  [4]  (c) determine the gradient g of the graph. show clearly on the graph how you obtained the  necessary information.  g =  . [2]  (d) predict the value of the resistance r1 of 1.00 m of the resistance wire connected between p  and q. give your answer to a number of significant figures that is suitable for this experiment.  r1 =  . [2]  [total: 9]",
+            "12": "12 0625/62/o/n/14 \u00a9 ucles 20144 the igcse class is investigating refraction of light through a transparent block.  fig. 4.1 shows a student\u2019s ray-trace sheet. eye ray-trace sheetabn 30\u00b0 m dc fig. 4.1",
+            "13": "13 0625/62/o/n/14 \u00a9 ucles 2014 [turn over (a) (i) on fig. 4.1, label the point f at which the incident ray crosses the normal nm. label the  other end of the ray e.   (ii) on fig. 4.1, draw a refracted ray from f, at an angle of refraction r = 20\u00b0, to meet side cd  of the block. label the point g at which this ray meets side cd of the block.  [1]  (b) predict and draw on fig. 4.1 the line of the ray that emerges from the block at point g. label  the end of your line h. [2]  (c) to obtain the correct positions for the emergent ray in this experiment, the student places two  pins p1 and p2 on line ef. he observes the images of p1 and p2 through side cd of the block  so that the images of p1 and p2 appear one behind the other.   he places two pins p3 and p4 between his eye and the block so that p3, p4 and the images of  p1 and p2, seen through the block, appear one behind the other.   (i) on fig. 4.1, mark the positions of the pins p3 and p4 at a suitable distance apart for this  experiment. [1]   (ii) state two precautions that you should take in this experiment to obtain reliable results. 1.    .. . 2.    .. .  [2]",
+            "14": "14 0625/62/o/n/14 \u00a9 ucles 2014 (d) the student repeats the experiment with the block turned through 90\u00b0, as shown in fig. 4.2.  he measures the angle of refraction r.  r = . . eyeray-trace sheet30\u00b0 a bn m d c fig. 4.2   he suggests that the value of r should be the same in both experiments because the material  of the block has not changed.    state whether the results support this suggestion. justify your answer by reference to the  results. statement   .. justification     .. .  [1]  [total: 7]22\u00b0",
+            "15": "15 0625/62/o/n/14 \u00a9 ucles 2014 [turn over5 the igcse class is investigating the current in copper wires.  each student has a selection of wires and a range of apparatus that could be used, listed below.    30 cm ruler    ammeter   electrical leads   electromagnet   electronic balance   lamp   metre rule   12 v fixed-voltage power supply   switch   tape measure   variable resistor (rheostat)   voltmeter  (a) from the list, choose the most suitable device to measure the length of approximately 20 m of  copper wire.   ..  [1]  (b) (i) draw a circuit diagram to show the circuit that you would set up to measure the current in  a sample of copper wire. the current is to be measured for a range of potential differences that must also be measured. draw the symbol for a resistor to represent the sample of copper wire.  [3]   (ii) a student replaces the copper wire with a lamp. she switches on the circuit but the lamp  does not glow.     suggest how she can check that the lamp filament is not broken by using the circuit, and  without removing the lamp.  .. .  .. .[1]",
+            "16": "16 0625/62/o/n/14 \u00a9 ucles 2014permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the  publisher will be pleased to make amends at the earliest possible opportunity. cambridge international examinations is part of the cambridge assessment group. cambridge assessment is the brand name of unive rsity of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge.  (iii) state whether a 0 \u2013 300 v voltmeter is suitable for measuring a potential difference in the  circuit you have drawn in part (b)(i) . give a reason for your answer. statement   .. reason  ...   .. .  .. .  [1]  [total: 6]"
+        },
+        "0625_w14_qp_63.pdf": {
+            "1": "this document consists of 16 printed pages. dc (nf/sw) 82870/5 \u00a9 ucles 2014 [turn overcambridge international examinations cambridge international general certificate of secondary education *1315059264* physics  0625/63 paper 6 alternative to practical october/november 2014  1 hour candidates answer on the question paper. no additional materials are required. read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen. y ou may use an hb pencil for any diagrams or graphs. do not use staples, paper clips, glue or correction fluid. do not write in any barcodes. answer all questions. electronic calculators may be used. y ou may lose marks if you do not show your working or if you do not use appropriate units. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [ ] at the end of each question or part question. the syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificat e.",
+            "2": "2 0625/63/o/n/14 \u00a9 ucles 20141 the igcse class is investigating the downward deflection of a metre rule clamped at one end.  the apparatus has been set up as shown in fig. 1.1. the 0.0 cm mark is at the free end of the rule. clamp metre rule free end floorh0bench fig. 1.1  (a) (i) on fig. 1.1, measure h0.  h0 =    cm   (ii) fig. 1.1 is drawn to 1/10th scale.    calculate and record the actual height h0 of the free end of the metre rule above the  floor.  h0 =    cm [1]",
+            "3": "3 0625/63/o/n/14 \u00a9 ucles 2014 [turn over (b) a student carefully places a mass on the rule at a distance d = 60.0 cm from the free end of  the rule.   explain how he could make sure that the centre of the mass was at this 60.0 cm mark. y ou  may use a diagram.  .. .  .. .  ..  [1]  (c) fig. 1.2 shows the mass in place on the rule. 0.0 cm mark d hmass100.0  cm mark fig. 1.2   (i) on fig. 1.2, measure h.  h =    cm",
+            "4": "4 0625/63/o/n/14 \u00a9 ucles 2014  (ii) fig. 1.2 is also drawn to 1/10th scale.    calculate, and record in table 1.1, the actual height h of the free end of the rule above  the floor. table 1.1 d / cm h / cm d / cm ( d \u00d7 d) / cm2 60.0 50.0 82.5 1.540.0 81.5 2.530.0 80.3 3.720.0 79.0 5.0  [2]  (d) the procedure is repeated for d values of 50.0 cm, 40.0 cm, 30.0 cm and 20.0 cm. the results  are shown in the table.   (i) for d = 60.0 cm, calculate and record in the table the downward deflection d (change in  height) produced by the mass. use the results from (a)(ii)  and from the table, and the  equation d = h 0 \u2212 h.   (ii) for each value of d, use the results from the table to calculate and record in the table the  value of ( d \u00d7 d).  (e) a student suggests that the downward deflection d is inversely proportional to the distance d  (that is, d is proportional to 1/ d).   using some appropriate figures from table 1.1, explain why this cannot be the case.  .. .  .. .  ..  [1]  (f) (i) although the metre rule is flat when placed on the bench, one student notices that the  free end is slightly deflected downwards when clamped as shown in fig. 1.1, even when the mass is not placed on it.    explain why this deflection occurs.  .. .  .. .  ..  [1]",
+            "5": "5 0625/63/o/n/14 \u00a9 ucles 2014 [turn over  (ii) suggest how to find the value of this deflection. y ou may draw a diagram.  .. .  .. .  ..  [2]  [total: 8]",
+            "6": "6 0625/63/o/n/14 \u00a9 ucles 20142 an igcse student is investigating how the surface of a container affects the rate at which water  cools.  she is using two test-tubes, labelled a and b, as shown in fig. 2.1. test-tube a has no covering.  test-tube b is covered with foil. a bfoilwater-level markthermometers cork water water\u201310 0 10 20 30 40 50 60 70 80 90 100 110 \u00b0c \u201310 0 10 20 30 40 50 60 70 80 90 100 110 \u00b0c fig. 2.1  (a) the cork and thermometer are removed from test-tube a and hot water is poured into the  test-tube up to the marked level. the cork and thermometer are replaced.   (i) the thermometer reading rises to the value shown in fig. 2.1.    read and record, in the first row of table 2.1, this temperature \u03b8  at time t = 0 s.",
+            "7": "7 0625/63/o/n/14 \u00a9 ucles 2014 [turn over  (ii) the temperatures \u03b8 of the thermometer in test-tube a at times t = 30 s, 60 s, 90 s, 120 s,  150 s and 180 s are shown in table 2.1.    complete the column headings and column t  values in the table. table 2.1 test-tube a test-tube b t / \u03b8 / \u03b8 / 71.5 76.0 67.5 73.064.0 70.560.5 68.558.0 66.556.0 65.0  [3]  (b) the procedure is repeated for test-tube b. fig. 2.1 shows the thermometer reading of test- tube b at the start of the experiment.   read and record, in the first row of table 2.1, this temperature  \u03b8  at time t = 0 s.  (c) the temperatures \u03b8 of the thermometer in test-tube b at times t = 30 s, 60 s, 90 s, 120 s, 150 s  and 180 s are shown in the table.   state in which test-tube, a or b, the water cools at the greater rate. justify your answer by  referring to the results.   test-tube . justification     .. .  .. .  [2]  (d) suggest one aspect of the practical procedure which may be a source of unreliability in the  experiment.  .. .  ..  [1]",
+            "8": "8 0625/63/o/n/14 \u00a9 ucles 2014 (e) another igcse student wants to extend the experiment in order to test the effects of other  surface materials.   suggest two factors relating to the apparatus which he should keep the same in order for the  tests to be fair. 1.  ... ...  .. . 2.  ... ...  .. .  [2]  [total: 8]",
+            "9": "9 0625/63/o/n/14 \u00a9 ucles 2014 [turn over3 the igcse class is investigating the magnification produced by a converging lens.  the apparatus is set up as shown in fig. 3.1. illuminated object lensscreenu fig. 3.1  (a) on fig. 3.2, measure and record the height h0 of the triangular object.  h0 =  ..  cm  [1] h0 fig. 3.2",
+            "10": "10 0625/63/o/n/14 \u00a9 ucles 2014 (b) the distance u between the illuminated object and the lens is set to 30.0 cm. the screen is  moved until a sharp image of the illuminated object is seen, as shown in fig. 3.3. hiimage fig. 3.3   measure, and record in the first row of table 3.1, the height hi of the image. table 3.1 u / cm hi / cm s 30.0 35.0 1.5 40.0 1.2 45.0 1.0 50.0 0.9 55.0 0.8  [2]  (c) the process is repeated for u values of 35.0 cm, 40.0 cm, 45.0 cm, 50.0 cm and 55.0 cm. the  hi values obtained are shown in the table.   complete table 3.1 by calculating the values of s, using your result from (a) and the   equation s = h0 hi .",
+            "11": "11 0625/63/o/n/14 \u00a9 ucles 2014 [turn over (d) plot a graph of s (y-axis) against u / cm ( x-axis).  [5]  (e) (i) determine the gradient g of the graph. show clearly on the graph how you obtained the  necessary information.  g  =  . [1]   (ii) calculate the focal length f of the lens, where f = 1 g cm.  f =  . [1]  [total: 10]",
+            "12": "12 0625/63/o/n/14 \u00a9 ucles 20144 an igcse student is investigating the motion of a ball down a slope.  she is using the apparatus shown in fig. 4.1. epath of centre of the ball floorslope dbench fig. 4.1  she measures the angle \u03b8 of the slope, releases the ball from a marked point on the slope and  watches where it hits the floor.  she then measures the distance d  from the table to where the ball lands.  this is repeated for a number of angles, releasing the ball from the same point on the slope. her  results are shown in table 4.1. table 4.1 \u03b8 / \u00b0 d / cm 20 42 30 55 40 64 50 51 60 40",
+            "13": "13 0625/63/o/n/14 \u00a9 ucles 2014 [turn over (a) (i) describe the pattern in the values of d as \u03b8 is increased.  .. .  .. .  ..  [1]   (ii) from the pattern of results, predict what the d values may be for slope angles of 10 \u00b0  and 70 \u00b0.  10 \u00b0 ... 70 \u00b0 ...  [1]  (b) the student is being assessed and must carry out the experiment on her own. she says that  it is difficult to release the ball carefully and then be able to see exactly where it lands.   suggest an improvement she might make to the experiment, so that she could obtain a more  accurate measurement of d.  .. .  .. .  ..  [1]  (c) suggest how she might make sure that the results of the experiment are reliable.  .. .  .. .  ..  [2]  [total: 5]",
+            "14": "14 0625/63/o/n/14 \u00a9 ucles 20145 some igcse students are finding the resistance of a lamp in two different electrical circuits.  (a) circuit 1 is shown in fig. 5.1. circuit 1 alpower supply fig. 5.1   on fig. 5.1, draw a voltmeter connected to measure the potential difference across lamp  l.  [1]  (b) the switch is closed.   fig. 5.2 shows the readings on the voltmeter and ammeter measuring the potential difference  and the current for lamp l. 012 3 v4 5 00.20.4 0.6 a0.8 1.0 fig. 5.2   read, and record in table 5.1, the potential difference  v and the current i.",
+            "15": "15 0625/63/o/n/14 \u00a9 ucles 2014 [turn overtable 5.1 circuit v / i / r /appearance of  lamp l 1 bright 2 0.91 0.12 dim  (c) the circuit is reconnected as shown in fig. 5.3. circuit 2 alpower supply fig. 5.3   the potential difference v and the current i  for lamp l in this circuit are shown in the table.   (i) using the equation r = v i , calculate and record in the table the resistance r of lamp l    when connected in each circuit.   (ii) complete the column headings in the table.  [4]  (d) a student suggests that, as the same lamp l is used throughout the experiment, its resistance  in each circuit should be the same.   state whether the findings agree with this idea. justify your answer by reference to the results. statement   ..  .. . justification     .. .  .. .  [1]",
+            "16": "16 0625/63/o/n/14 \u00a9 ucles 2014permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the  publisher will be pleased to make amends at the earliest possible opportunity. cambridge international examinations is part of the cambridge assessment group. cambridge assessment is the brand name of unive rsity of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge. (e) theory suggests that the resistance of a lamp increases when its temperature rises.   explain whether the observations in table 5.1 support this.  .. .  .. .  ..  [1]  (f) it is possible to change the current in this type of experiment by using a variable resistor  rather than rearranging the circuit.   in the space below, draw a circuit with a power supply, a lamp, an ammeter and a variable  resistor used for this purpose.  [2]  [total: 9]"
+        }
+    },
+    "2015": {
+        "0625_m15_qp_12.pdf": {
+            "1": "  the syllabus is approved for use in england, wales and northern irela nd as a cambridge international level1/level 2 certificate .  this document consists of 17 printed pages and 3 blank pages.  ib15 03_0625_12/5rp  \u00a9 ucles 2015 [turn over       *1743635004* cambridge international examinations  cambridge international general certificate of secondary education       physics 0625/12     paper 1  multiple choice  february/march 2015     45 minutes    additional materials: multiple choice answer sheet   soft clean eraser   soft pencil (type b or hb recommended)       read these instructions first    write in soft pencil.  do not use staples, paper clips, glue or correction fluid. write your name, centre number and candidate number on the answer sheet in the spaces provided  unless this has been done for you.  do not  write in any barcodes.   there are forty  questions on this paper. answer all questions. for each question there are four possible  answers a, b, c and d.   choose the one you consider correct and record your choice in soft pencil  on the separate answer sheet.    read the instructions on the answer sheet very carefully.   each correct answer will score one mark. a mark will not be deducted for a wrong answer. any rough working should be done in this booklet. electronic calculators may be used.   ",
+            "2": "2  \u00a9 ucles 2015 0625/12/f/m/15  1 a student uses a measuring cylinder to measure the volume of some water. the diagram shows  part of the measuring cylinder. the top and bottom of the meniscus are labelled.    50 4540top of  meniscus bottom of meniscuscm3     what is the volume of the water?  a 47.0  cm3 b 47.5  cm3 c 49.0  cm3 d 49.5  cm3     2 the graph represents the motion of a train travelling between two stations.    00 100 200 300 400 50020 10 600 700 800 900speed m / s time  / s    which statement about the train is correct?  a its acceleration takes a longer time than its deceleration.  b it travels at constant speed for less than half of its journey time.  c it travels 2000  m in the first 100  s.  d it travels 10  000  m at constant speed.     ",
+            "3": "3  \u00a9 ucles 2015 0625/12/f/m/15 [turn over  3 a car travels 6.0  km along a main road in 6.0 minutes. it then travels 2.0  km along a minor road in  6.0 minutes.    main roadminor road 6.0 km 6.0 minutes2.0 km 6.0 minutes     which calculation of average speed for the whole journey is correct?  a 8.0 \u00f7 12.0 = 0.67  km  / minute  b 12.0 \u00f7 8.0 = 1.5  km  / minute  c 8.0 + 12.0 = 20  km  / minute  d 8.0 \u00d7 12.0 = 96  km  / minute      4 two metal blocks p and q have identical dimensions. they hang on identical spring balances.    0 1 2 3 4 65n 0 1 2 3 4 65n p q    what can be deduced about p and q?  a they have different volumes and different weights.  b they have different volumes, but equal masses.  c they have equal volumes and equal weights.  d they have equal volumes, but different masses.     ",
+            "4": "4  \u00a9 ucles 2015 0625/12/f/m/15  5 a person measures the length, width, height and mass of a metal block with rectangular sides.    which of these measurements must be used in order to calculate the density of the metal?  a mass only  b height and mass only  c length, width and height only  d length, width, height and mass     6 the diagram shows the only three forces acting on an object.    5.0 n3.0 n 2.0 n    what is the resultant force on the object?  a 0 n  b 5.0  n towards the left  c 5.0  n towards the right  d 10.0  n towards the right    7 a uniform rod rests on a pivot at its centre. the rod is not attached to the pivot. forces are then  applied to the rod in four different ways, as shown. the weight of the rod can be ignored.    which diagram shows the rod in equilibrium?    a 100  n 100  nb 100  n 100  n c100  n 100  n d 100  n 100  n100  n     ",
+            "5": "5  \u00a9 ucles 2015 0625/12/f/m/15 [turn over  8 a helicopter takes off from the ground and rises vertically. it then hovers at a constant height  above the ground.    which sequence of energy changes takes place during the gain in height?  a chemical \u2192 gravitational potential \u2192 kinetic  b chemical \u2192 kinetic \u2192 gravitational potential  c gravitational potential \u2192 chemical \u2192 kinetic  d kinetic \u2192 chemical \u2192 gravitational potential     9 four people of equal weight on a beach use different routes to get to the top of a sea wall.    beachslipwayladder sea wall     which person produces the greatest average power?    person route time taken  / s  a runs across the beach, then climbs the ladder 8  b walks across the beach, then climbs the ladder 16  c runs up the slipway 5  d walks up the slipway 10    10 a vehicle sinks into soft ground.    the vehicle is changed so that it does not sink as far.    which change is made?  a a lower centre of mass  b a more powerful engine  c wheels that are further apart  d wider tyres    ",
+            "6": "6  \u00a9 ucles 2015 0625/12/f/m/15  11 a manometer is used to measure the pressure of a gas trapped in a cylinder.    at which labelled point on the diagram is the pressure greatest?    gas cylinder acd b      12 extremely small pollen grains in water are viewed through a microscope. the grains are seen to  move continually and randomly.    what is the reason for this random movement?  a the grains are moved by randomly moving water molecules.  b the grains are moved by random convection currents in the water.  c the grains are moved by random rays of light reflecting off them.  d the grains are moved by the random motion of their own atoms.      13 a gas is compressed in a sealed cylinder by moving a piston.    gas initial positionpiston gas after gas has been compressedpiston     which row in the table states what happens to t he density of the gas and to the pressure of the  gas when it is compressed?     density pressure  a decreases decreases  b decreases increases  c increases decreases  d increases increases ",
+            "7": "7  \u00a9 ucles 2015 0625/12/f/m/15 [turn over  14 when steam condenses it becomes liquid water. when liquid water solidifies it becomes ice.    what happens to the temperature of steam while  it is condensing, and what happens to the  temperature of water while it is solidifying?     temperature of steam  while it is condensing temperature of water  while it is solidifying  a decreases decreases  b decreases stays the same  c stays the same decreases  d stays the same stays the same      15 a thermometer has graduations which start at \u201310  \u00b0c and end at 110  \u00b0c.    \u201310 0 100 110 \u00b0c    what is the lower fixed point and what is the upper fixed point of the celsius scale?     lower fixed point  / \u00b0c upper fixed point  / \u00b0c  a \u201310 100  b \u201310 110  c 0 100  d 0 110     16 what is the name of the process of heat transfer using electromagnetic waves?  a conduction  b convection  c evaporation  d radiation    ",
+            "8": "8  \u00a9 ucles 2015 0625/12/f/m/15  17 ice is trapped by a metal gauze at the bottom of a tube containing water.    the water is heated strongly at the top, but the ice only melts very slowly.    heatwater boiling metal gauze ice     why does the ice melt so slowly?  a heat energy always travels upwards.  b hot water is more dense than cold water.  c metal gauze does not allow heat to pass through.  d water is a poor conductor of heat.      18 a transverse wave moves along a rope.    the diagram shows the position of the rope at one particular time.    wx y zrope     which two labelled points are one wavelength apart?  a w and x b w and z c x and z d y and z     ",
+            "9": "9  \u00a9 ucles 2015 0625/12/f/m/15 [turn over  19 the diagram shows a water wave passing through a gap in a harbour wall. the wavefronts curve  round the wall and reach a small boat in the harbour.    boatharbour wall harbou rwavefront gap     what is the name of this curving effect, and how can the gap be changed so that the wavefronts  do not reach the boat?     name of effect change to the gap  a diffraction make the gap slightly bigger  b diffraction make the gap slightly smaller  c refraction make the gap slightly bigger  d refraction make the gap slightly smaller      20 which labelled distance is the focal length of the lens?    a cb d     ",
+            "10": "10  \u00a9 ucles 2015 0625/12/f/m/15  21 a ray of light is reflected by two parallel plane mirrors x and y.    mirror x  mirror y 30\u00b0 30\u00b0 eye     which statement is correct?  a the angle of incidence at mirror x is 30 \u00b0.  b the angle of incidence at mirror y is 60 \u00b0.  c the angle of reflection at mirror x is 120 \u00b0.  d the angle of reflection at mirror y is 0 \u00b0.      22 how do infra-red waves differ from ultraviolet waves?  a infra-red waves are longitudinal.  b infra-red waves have a lower speed in vacuo  (in a vacuum).  c infra-red waves have lower frequencies.  d infra-red waves have smaller wavelengths.    23 what is the approximate range of audible sound frequencies for a human with good hearing?  a from 20  hz to 2000  hz  b from 20  hz to 20  000  hz  c from 200  hz to 20  000  hz  d from 200  hz to 200  000  hz    ",
+            "11": "11  \u00a9 ucles 2015 0625/12/f/m/15 [turn over  24 a pulse of sound is produced at the bottom of a boat. the sound travels through the water and is  reflected from the sea-bed. the sound reaches the boat again after 1.3  s. the sea-bed is 1000  m  below the boat.    sea-bedboat 1000  m     using this information, what is the speed of sound in the water?  a 769  m / s b 1300  m / s c 1538  m / s d 2600  m / s     25 which metal is suitable to use to make a permanent magnet?  a aluminium  b brass  c iron  d steel    26 the diagram shows two magnets and two iron rods placed in a line.    ns magnet iron rodns magnetj iron rodk     which magnetic poles are induced at the ends j and k of the iron rods?     pole induced  at end j pole induced  at end k  a n n  b n s  c s n  d s s    ",
+            "12": "12  \u00a9 ucles 2015 0625/12/f/m/15  27 a teacher wishes to show the production of electrostatic charges.    she holds a rod and rubs it with a cotton cloth. a copper rod, a glass rod, a plastic rod and a steel  rod are available.    which two rods would both be suitable to use?  a a copper rod and a glass rod  b a glass rod and a plastic rod  c a plastic rod and a copper rod  d a plastic rod and a steel rod      28 a student wishes to determine the resistance of a resistor. she uses an ammeter and a voltmeter  in a circuit.  in which circuit are the ammeter and voltmeter connected correctly?    a va a v avb c a vd      ",
+            "13": "13  \u00a9 ucles 2015 0625/12/f/m/15 [turn over  29 a battery is connected to two crocodile clips and a lamp.    there is a gap between the crocodile clips.    crocodile clips    four cylinders w, x, y and z are made of the same metal but have different dimensions. the  cylinders are connected in turn, by their ends, between the crocodile clips. the diagrams of the  cylinders are all drawn to the same scale.    w x y z    which cylinder makes the lamp glow most brightly and which cylinder makes the lamp glow least  brightly?     most brightly least brightly  a w y  b w z  c x y  d x z     ",
+            "14": "14  \u00a9 ucles 2015 0625/12/f/m/15  30 in which circuit can the lamps be switched on and off independently?    a b d c       31 two resistors, with resistances r1 and r2, are connected in parallel.    the resistance r1 is greater than the resistance r2.    r1 r2     what is the resistance of the parallel combination?  a less than either r1 or r2  b equal to r1  c equal to r2  d the average of r1 and r2    ",
+            "15": "15  \u00a9 ucles 2015 0625/12/f/m/15 [turn over  32 in the circuit shown, the switch is closed for a long time, then opened.    v v v voltmeter 1  voltmeter 2 voltmeter 3 resistor capacitor     immediately after the switch is opened, which of the voltmeters reads zero?  a voltmeter 1 only  b voltmeter 2 only  c voltmeter 3 only  d voltmeter 1, voltmeter 2 and voltmeter 3     33 either a fuse or a circuit-breaker can be used to protect electrical cables from large currents that  could cause overheating.    electrical supplyx y appliance cable cablelive neutral     when a fuse is used, where should it be connected, and when a circuit-breaker is used, where  should it be connected?     position  of fuse position of  circuit-breaker  a x x  b x y  c y x  d y y     ",
+            "16": "16  \u00a9 ucles 2015 0625/12/f/m/15  34 which device uses slip rings?  a a d.c. electric motor  b a relay  c a transformer  d an a.c. generator      35 the diagram shows a coil of wire connected to a voltmeter.    vcoil of wire     a student has a magnet and an unmagnetised iron rod.  how can an e.m.f. be induced across the coil? a holding the magnet inside the coil  b holding the iron rod inside the coil  c pushing the magnet into the coil  d pushing the iron rod into the coil     36 a step-down transformer is used to light a 12  v lamp from a 240  v mains supply. the lamp lights  at normal brightness. the primary coil has 600 turns.    240  v 12 v lampprimary coil 600 turnssecondary coil     how many turns are in the secondary coil?  a 12 b 20 c 30 d 50     ",
+            "17": "17  \u00a9 ucles 2015 0625/12/f/m/15  37 what happens in the process of thermionic emission?  a complete molecules are emitted from the surface of a hot liquid.  b single atoms are emitted from the surface of a hot liquid.  c electrons are emitted from the surface of a hot metal.  d protons are emitted from the surface of a hot metal.      38 which row shows the relative ionising effects and penetrating abilities of \u03b1-particles and   \u03b2-particles?     ionising effect penetrating ability  a \u03b1 greater than \u03b2 \u03b1 greater than \u03b2  b \u03b1 greater than \u03b2 \u03b1 less than \u03b2  c \u03b1 less than \u03b2 \u03b1 greater than \u03b2  d \u03b1 less than \u03b2 \u03b1 less than \u03b2      39 a radioactive substance has a half-life of 2 weeks. at the beginning of an investigation, a sample  of the substance emits 3000 \u03b2-particles per minute.    how many \u03b2-particles will it emit per minute after 6 weeks?  a 0 b 375 c 500 d 1500      40 a nuclide has the symbol c14 6.    how many protons are there in one nucleus of this nuclide?  a 6 b 8 c 14 d 20     ",
+            "18": "18  \u00a9 ucles 2015 0625/12/f/m/15  blank page ",
+            "19": "19  \u00a9 ucles 2015 0625/12/f/m/15  blank page ",
+            "20": "20    permission to reproduce items where third-par ty owned material protected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to t race 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 onl ine in the cambridge  international examinations copyright acknowledgements booklet. this is  produced for each series of examinations and is freely a vailable to download at  www.cie.org.uk after the live examination series.    cambridge international examinations is part of the cambridge a ssessment group. cambridge assessment is the brand name of unive rsity of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge.    \u00a9 ucles 2015 0625/12/f/m/15  blank page  "
+        },
+        "0625_m15_qp_22.pdf": {
+            "1": "this document consists of 18 printed pages and 2 blank pages. dc (st/sw) 90397/5 \u00a9 ucles 2015 [turn overcambridge international examinations cambridge international general certificate of secondary education *2675880176* physics  0625/22 paper 2 core february/march 2015  1 hour 15 minutes candidates answer on the question paper. no additional materials are required. read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen. y ou may use an hb pencil for any diagrams or graphs. do not use staples, paper clips, glue or correction fluid. do not write in any barcodes. answer all questions. electronic calculators may be used. y ou may lose marks if you do not show your working or if you do not use appropriate units. take the weight of 1 kg to be 10 n (i.e. acceleration of free fall = 10 m / s2). at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [ ] at the end of each question or part question. the syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificat e.",
+            "2": "2 0625/22/f/m/15 \u00a9 ucles 20151 a coconut falls from position x to position y , as shown in fig. 1.1. xcoconut y fig. 1.1  (a) state what causes the coconut to accelerate.  .. .[1]  (b) compare the acceleration at positions x and y . tick one box.    much greater at x than at y    much greater at y than at x    about the same at x as at y [1]  (c) using the axes in fig. 1.2, sketch the graph showing how the speed of the coconut changes  as it falls from x to y . [2] 0 timespeed 0 fig. 1.2  (d) state how the distance xy is determined from your graph in (c).  .. .[1] [total: 5]",
+            "3": "3 0625/22/f/m/15 \u00a9 ucles 2015 [turn over2 fig. 2.1 shows a spring before and after it is stretched by a small load. loadafter before fig. 2.1  (a) on fig. 2.1,    (i) mark the extension caused by the load,   (ii) draw the apparatus needed to determine the extension.  [2]  (b) fig. 2.2 shows a sketch graph of the length of the spring, plotted against the weight of the  load. weight of load 00length fig. 2.2   on fig. 2.2, mark clearly the unstretched length of the spring. [1]  (c) state the unit in which the weight of the load is measured.  .. .[1] [total: 4]",
+            "4": "4 0625/22/f/m/15 \u00a9 ucles 20153 (a) a microphone is a device designed to convert an input of sound energy into an output of  electrical energy.   complete the table below. in each case, give the name of a device that is designed to give the  stated energy output with the stated energy input.  energy input useful energy output device sound electrical microphone electrical sound chemical electrical electrical thermalelectrical kinetic [4]  (b) the electrical energy output from the microphone is less than the sound energy input.   (i) state the principle of conservation of energy.  .. .  .. .[1]   (ii) explain how this principle applies to the microphone.  .. .  .. .[2] [total: 7]",
+            "5": "5 0625/22/f/m/15 \u00a9 ucles 2015 [turn over4 fig. 4.1 is a ray diagram representing two rays passing through a converging lens. a bx yz c fig. 4.1  (a) state which of the labelled points is a principal focus of the lens. ...  [1]  (b) state which of the distances bx, xy , yz or xz is the focal length of the lens.  ...  [1]  (c) on fig. 4.1, draw another ray from point a to locate the image of point a. label this image i.  [3]  (d) on the ray diagram in fig. 4.1, the refraction is shown occurring at the centre line of the lens.   state where the refraction actually occurs.  .. .  .. .[1] [total: 6]",
+            "6": "6 0625/22/f/m/15 \u00a9 ucles 20155 (a) a ray of light in glass meets a boundary with air.    in fig. 5.1, the three diagrams x, y and z each show a different angle of incidence for the ray. glass air ray xglass air yglass air z fig. 5.1   (i) write down the letter of any diagram, x, y or z, in which the ray undergoes    1.  refraction,  ..    2.  total internal reflection.  ..  [2]   (ii) on fig. 5.1, use the letter c to mark the critical angle for light at the glass-air boundary.  [1]",
+            "7": "7 0625/22/f/m/15 \u00a9 ucles 2015 [turn over (b) water waves move more slowly in shallow water than in deep water.   fig. 5.2 shows wavefronts of a wave in deep water meeting the boundary with some shallow  water. wave moves in this direction wavefrontsdeep water (fast) 321shallow water (slow) fig. 5.2   (i) using your ruler, carefully complete the wavefronts 1, 2 and 3, showing their possible  positions in the shallow water where they move more slowly. [3]   (ii) tick the one box that describes what is happening at the boundary.     diffraction     echo     refraction     total internal reflection [1] [total: 7]",
+            "8": "8 0625/22/f/m/15 \u00a9 ucles 20156 two students a and b are carrying out an experiment to determine the speed of sound.   they are standing side by side at a distance of 480 m from the school wall, as shown in fig. 6.1. a 480  mschool wall b fig. 6.1 (not to scale)  student a makes a loud sound by banging two pan lids together once. a short time later, both  students hear the sound again.  (a) state what causes this second sound.  .. .[1]  (b) underline the phrases that correctly complete the sentences below.    louder than   the second sound is equally as loud as the original sound.    quieter than                    amplitude    frequency  changed.   this is because the  of the sound has                                    speed  not changed.                                        wavelength [2]",
+            "9": "9 0625/22/f/m/15 \u00a9 ucles 2015 [turn over (c) the time between the two sounds, as measured by student b, is 3.0 s.   (i) suggest the instrument that student b used to measure the time.  .. .[1]   (ii) use the measurements to calculate the speed of sound.  speed =  .. m / s [3] [total: 7]",
+            "10": "10 0625/22/f/m/15 \u00a9 ucles 20157 the electric circuit in fig. 7.1 consists of a battery, two lamps and a switch. a voltmeter is connected  across one of the lamps.  v12 v ab fig. 7.1  (a) which quantity does the voltmeter measure? tick one box.    charge    current    potential difference    power [1]  (b) the switch is closed so that there is a current in the lamps.   (i) what flows in the circuit in order to create the current? tick one box.     charge     potential difference     power     resistance [1]",
+            "11": "11 0625/22/f/m/15 \u00a9 ucles 2015 [turn over  (ii) the resistance of each lamp is 18 \u03c9.    calculate    1.   the combined resistance of the lamps,  combined resistance =  .. \u03c9 [1]    2. the current in the circuit, stating the unit in your answer.  current =  ...[4]   (iii) calculate the value of the reading on the voltmeter.  voltmeter reading =   .. v [2]  (c) suggest one disadvantage of connecting lamps in series rather than in parallel.  .. .  .. .[1] [total: 10]",
+            "12": "12 0625/22/f/m/15 \u00a9 ucles 20158 (a) when materials are heated, they usually expand.   describe one example where   (i) the expansion is useful,  .. .  .. .  .. .[2]   (ii) the expansion causes problems that need to be allowed for.  .. .  .. .  .. .[2]  (b) state two things that happen to the molecules of a solid when it is cooled. 1.  ...  2.  ...  [2]  (c) fig. 8.1 shows some balloons that have been filled with gas and tied to a heavy box. heavy box fig. 8.1   (i) in the sunlight, the gas in the balloons gets warmer.    state what is seen to happen to the balloons.  .. .[1]",
+            "13": "13 0625/22/f/m/15 \u00a9 ucles 2015 [turn over  (ii) in terms of molecules, explain your answer to (c)(i) .  .. .  .. .  .. .[3] [total: 10]",
+            "14": "14 0625/22/f/m/15 \u00a9 ucles 20159 fig. 9.1 shows a simple motor. coil batteryswitch\u2013+n s fig. 9.1  (a) the switch is closed.    explain why the coil starts to rotate.  .. .  .. .  .. .  .. .  .. .  .. .  .. .[4]  (b) suggest one way of making the coil rotate faster.  .. .  .. .[1] [total: 5]",
+            "15": "15 0625/22/f/m/15 \u00a9 ucles 2015 [turn over10 (a) complete the three sentences below, to describe attraction and repulsion in electrostatics.   two positive charges .. .   two negative charges .. .   a positive charge and a negative charge .. .    a positive charge and an uncharged conductor .. . [3]  (b) a charged plastic sphere is hanging on an insulating thread.    when a negatively-charged rod is brought near, the sphere and thread move to the position  shown in fig. 10.1. \u2013rod insulating thread charged sphere\u2013 \u2013 \u2013 \u2013 \u2013 \u2013 \u2013 \u2013 \u2013 \u2013 \u2013 \u2013 fig. 10.1   (i) state the sign of the charge on the sphere.  ... .[1]   (ii) describe what happens to the sphere and thread when the rod is moved far away from them.  .. .  .. .[1]  (c) state the name of a material that is an electrical conductor.  .. .[1] [total: 6]",
+            "16": "16 0625/22/f/m/15 \u00a9 ucles 201511 fig. 11.1 shows how the count rate from a radioactive source varies with time. 00102030405060 20 40 60 80 100 120 140 time  / scount rate counts  / s 160 fig. 11.1  (a) using fig. 11.1, describe how the count rate changes with time.  .. .  .. .[2]  (b) (i) using fig. 11.1, determine how many seconds it takes for the count rate to change from  60 counts / s to 15 counts / s.  number of seconds =  ...[1]   (ii) state the number of half-lives in this time.   number of half-lives =  ...[1]  (c) calculate the half-life of the radioactive substance.  half-life =  ... s [2]",
+            "17": "17 0625/22/f/m/15 \u00a9 ucles 2015 [turn over (d) state the time taken for the count rate to change from 10 counts / s to 5 counts / s.  time =  s [1] [total: 7] question 12 is on the next page.",
+            "18": "18 0625/22/f/m/15 \u00a9 ucles 201512 fig. 12.1 represents a simple model of an atom. orbits nucleus fig. 12.1  the atom is composed of electrons, protons and neutrons.  (a) where in the atom are   (i) the electrons,     (ii) the protons,     (iii) the neutrons?   [3]  (b) which of these particles, electrons, protons or neutrons, have   (i) a positive charge,     (ii) a negative charge,     (iii) zero charge?   [2]  (c) complete the following sentence.   in every neutral atom, the number of  is equal to the number of     . [1] [total: 6]",
+            "19": "19 0625/22/f/m/15 \u00a9 ucles 2015blank page",
+            "20": "20 0625/22/f/m/15 \u00a9 ucles 2015permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here 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 onl ine in the cambridge international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to do wnload at www.cie.org.uk after  the live examination series. cambridge international examinations is part of the cambridge assessment group. cambridge assessment is the brand name of unive rsity of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge.blank page"
+        },
+        "0625_m15_qp_32.pdf": {
+            "1": "this document consists of 16 printed pages. dc (nf/jg) 95528/2 \u00a9 ucles 2015 [turn overcambridge international examinations cambridge international general certificate of secondary education *4817934472* physics  0625/32 paper 3 extended february/march 2015  1 hour 15 minutes candidates answer on the question paper. no additional materials are required. read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen. y ou may use an hb pencil for any diagrams or graphs. do not use staples, paper clips, glue or correction fluid. do not write in any barcodes. answer all questions. electronic calculators may be used. y ou may lose marks if you do not show your working or if you do not use appropriate units. take the weight of 1 kg to be 10 n (i.e. acceleration of free fall = 10 m / s2). at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [ ] at the end of each question or part question. the syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificat e.",
+            "2": "2 0625/32/f/m/15 \u00a9 ucles 20151 (a) a large stone, initially at rest, falls from the top of a building. the stone takes 3.2 s to fall to the  ground. for this stone, air resistance can be ignored.   (i) stating the formula that you use, show that the speed of the stone when it hits the ground  is 32 m / s. [1]   (ii) on fig. 1.1, draw the speed-time graph for the fall of the stone. label with an x the line  on the graph. [1] speed m / s40 30 20 10 0 01234 time  / s fig. 1.1   (iii) use the graph in (ii) to determine the height of the building.  height =   [2]  (b) a smaller stone than the stone in (a) falls from the same building. this stone is affected by air  resistance.   (i) what happens to the air resistance as the stone falls? underline your choice of answer.  air resistance decreases.            air resistance is constant.            air resistance increases. [1]   (ii) on fig. 1.1, draw a possible speed-time graph for the fall of this stone. label with a y this  line on the graph. [3] [total: 8]",
+            "3": "3 0625/32/f/m/15 \u00a9 ucles 2015 [turn over2 the rocket shown in fig. 2.1 is about to be launched. rocket fig. 2.1  the total mass of the rocket and its full load of fuel is 2.8 \u00d7 106 kg. the constant force provided by  the rocket\u2019s motors is 3.2 \u00d7 107 n.  (a) calculate   (i) the total weight of the rocket and the fuel,  weight =   [1]   (ii) the resultant force acting on the rocket,  resultant force =   [2]   (iii) the vertical acceleration of the rocket immediately after lift-off.  acceleration =   [2]  (b) suggest why the acceleration of the rocket increases as it rises above the earth\u2019s surface.  .. .  ..  [1] [total: 6]",
+            "4": "4 0625/32/f/m/15 \u00a9 ucles 20153 (a) complete the following statement.   an object is in equilibrium when both the .. and the   .. on the object are zero. [2]  (b) fig. 3.1 shows a ladder ab. end a of the ladder rests against a vertical wall. end b rests on  rough ground. 3.2 m ground 240  n1.2 ma p bladder wallf fig. 3.1   fig. 3.1 shows two of the forces acting on the ladder. the only force on the ladder at a is f,  which acts at right-angles to the wall. the weight of the ladder is 240 n acting at the centre of  mass of the ladder.   (i) 1.  calculate the moment of the weight of the ladder about point b.  moment =   [1]    2.  write an expression, in terms of f, for the moment of f about point b.  moment =   [1]   (ii) use your answers from (i) to calculate f.  f =   [2]",
+            "5": "5 0625/32/f/m/15 \u00a9 ucles 2015 [turn over  (iii) explain why there must be an upwards force acting on the ladder at b.  .. .  ..  [1] [total: 7]",
+            "6": "6 0625/32/f/m/15 \u00a9 ucles 20154 a scientist finds that the temperature of the water at the bottom of waterfalls is greater than the  temperature of the water at the tops of those waterfalls.  (a) (i) state the type of energy that falling water has because of its motion.  ..  [1]   (ii) in one waterfall, the water falls 300 m.    calculate the decrease in the gravitational potential energy (g.p.e.) of 1.0 kg of water as it  falls through this distance.  decrease in g.p.e. =   [2]   (iii) assume that the increase in internal energy of the 1.0 kg of water is equal to its decrease  in g.p.e.    calculate the rise in temperature of the water. the specific heat capacity of water is  4200 j / (kg \u00b0c).  rise in temperature =   [2]   (iv) suggest a reason why the actual increase in temperature of the water is less than the  value calculated in (a)(iii) .  .. .  ..  [1]  (b) state why the thermometer used to measure the temperature of the water in the scientist\u2019s  experiment required a high sensitivity.  .. .  ..  [1] [total: 7]",
+            "7": "7 0625/32/f/m/15 \u00a9 ucles 2015 [turn over5 (a) state the type of electromagnetic radiation   (i) used in luggage security checks at airports,  .. .   (ii) used by remote controls for tv sets.  .. . [2]  (b) (i) the electromagnetic waves used in a microwave oven have a frequency of 2.45 \u00d7 109 hz.  the speed of the waves is 3.00 \u00d7 108 m / s.    calculate the wavelength of the waves.  wavelength =   [2]   (ii) a 150 g block of ice at 0 \u00b0c is placed in the oven. the input power of the oven is 1100 w.  the energy absorbed by the block is 65% of the input energy.    calculate the time taken to melt the ice to water at 0 \u00b0c. the specific latent heat of fusion  of ice is 330 j / g.  time =   [4] [total: 8]",
+            "8": "8 0625/32/f/m/15 \u00a9 ucles 20156 fig. 6.1 shows a glass block abcd surrounded by air. a ray of red light, pq, is incident on face cd  of the block. b c da pq fig. 6.1  (a) on fig. 6.1,   (i) draw the normal at q and the refracted ray inside the block so that it meets face ab,   (ii) draw the ray emerging from face ab of the block and the normal where the ray emerges,   (iii) between the rays and the normals you have drawn, label two equal angles x. [3]",
+            "9": "9 0625/32/f/m/15 \u00a9 ucles 2015 [turn over (b) the angle of incidence of another red ray is 65\u00b0. the refractive index of the glass of block  abcd for red light is 1.62.   (i) calculate the angle of refraction in the glass for this ray.  angle =   [2]   (ii) the speed of light in air is 3.0 \u00d7 108 m / s.    calculate the speed of the red light in the glass.  speed =   [2]  (c) for the same angle of incidence, the angle of refraction of red light in glass is greater than the  angle of refraction of violet light.   state the term which describes the separation of red and violet refracted rays in glass.  ..  [1] [total: 8]",
+            "10": "10 0625/32/f/m/15 \u00a9 ucles 20157 (a) (i) state what is meant by an electric field .  .. .  ..  [1]   (ii) fig. 7.1 shows a small, positively charged sphere. + fig. 7.1    on fig. 7.1, sketch the pattern of the electric field in the space around the sphere. [2]",
+            "11": "11 0625/32/f/m/15 \u00a9 ucles 2015 [turn over (b) fig. 7.2 shows a metal sphere on an insulating support. fig. 7.2   a student has available two rods, one charged positively and one charged negatively. using  one of these rods, she gives the sphere a uniform negative charge by induction.   state which rod she chooses, and describe the procedure she follows.  .. .  .. . . . .  .. .  .. .  ..  [4] [total: 7]",
+            "12": "12 0625/32/f/m/15 \u00a9 ucles 20158 (a) fig. 8.1 shows a 12.0 v battery connected to a resistor and a component x in series. 4.0 1x 12.0  v fig. 8.1   (i) identify the component x.  ..  [1]   (ii) the p.d. across the 4.0 \u03c9 resistor is 11.3 v.    calculate    1. the p.d. across component x,  p.d. =   [1]    2.  the current in the 4.0 \u03c9 resistor.  current =   [2]",
+            "13": "13 0625/32/f/m/15 \u00a9 ucles 2015 [turn over (b) the circuit in fig. 8.1 is now modified as shown in fig. 8.2. 8.0 1 4.0 1 12.0  v fig. 8.2   (i) calculate    1. the current in the 8.0 \u03c9 resistor,  current =   [1]    2.  the current in the battery.  current =   [1]   (ii) the battery is now reversed.    state the current in the battery.  current =   [1] [total: 7]",
+            "14": "14 0625/32/f/m/15 \u00a9 ucles 20159 fig. 9.1 shows a simple electric motor with a single rectangular coil between magnetic poles x  and y . pxycoil fig. 9.1  (a) (i) add labels to the empty boxes to the right of fig. 9.1, to identify the parts indicated. [2]   (ii) the coil rotates in a clockwise direction when viewed from point p .    state which of the magnetic poles, x or y , is the n-pole. .. [1]  (b) (i) suggest two changes that cause the motor to spin faster. 1.  ...  2.  ...  [2]   (ii) state the effect on the motor of reversing the connections to the battery.  ..  [1]  (c) the battery in fig. 9.1 is replaced with a resistor. the coil is made to rotate by an external  mechanism.   explain why there is a current in the resistor.  .. .  .. .  .. .[2] [total: 8]",
+            "15": "15 0625/32/f/m/15 \u00a9 ucles 2015 [turn over10 some older types of oscilloscope contain a cathode-ray tube.  (a) in a cathode-ray tube,   (i) 1.  state the purpose of the heater,  .. .    2.  identify the electrode that emits electrons,  .. .    3.  identify the electrode that accelerates electrons.  .. . [3]   (ii) explain why the space inside the tube is a vacuum.  .. .  ..  [1]  (b) the trace shown in fig. 10.1 is seen on the screen of the tube. fig. 10.1   state   (i) what causes the up and down movement of the electron beam,  .. .  ..  [2]   (ii) what causes the horizontal movement of the electron beam,  .. .  ..  [1]   (iii) how the peak-to-peak height of the trace on the screen can be reduced.  ..  [1] [total: 8]",
+            "16": "16 0625/32/f/m/15 \u00a9 ucles 2015permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here 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 onl ine in the cambridge international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to do wnload at www.cie.org.uk after  the live examination series. cambridge international examinations is part of the cambridge assessment group. cambridge assessment is the brand name of unive rsity of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge.11 in a famous experiment, a beam consisting of a very large number of \u03b1-particles was projected, in  a vacuum, at a very thin gold foil.  fig. 11.1 shows the paths of three of the \u03b1-particles a, b and c travelling towards the foil. a b cgold foil fig. 11.1  \u03b1-particle a is travelling along a line which does not pass very close to a gold nucleus.  \u03b1-particle b is travelling along a line which passes close to a gold nucleus.  \u03b1-particle c is travelling directly towards a gold nucleus.  (a) explain why an \u03b1-particle and a gold nucleus repel each other.  ..  [1]  (b) on fig. 11.1, draw lines with arrows to show the continuation of the paths of \u03b1-particles a, b  and c. [3]  (c) state two conclusions, about gold atoms, which resulted from the experiment.  .. .  .. .  .. .  ..  [2] [total: 6]"
+        },
+        "0625_m15_qp_52.pdf": {
+            "1": "this document consists of 11 printed pages and 1 blank page. dc (nh/cgw) 94505/4 \u00a9 ucles 2015 [turn over *1703754357* physics  0625/52 paper 5 practical test february/march 2015  1 hour 15 minutes candidates answer on the question paper. additional materials: as listed in the confidential instructions. read these instructions first write your centre number, candidate number and name in the spaces at the top of the page. write in dark blue or black pen. y ou may use an hb pencil for any diagrams or graphs. do not use staples, paper clips, glue or correction fluid. do not write in any barcodes. answer all questions. electronic calculators may be used. y ou may lose marks if you do not show your working or if you do not use appropriate units. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [ ] at the end of each question or part question. the syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificat e.cambridge international examinations cambridge international general certificate of secondary education for examiner\u2019s use 1 2 3 4 total",
+            "2": "2 0625/52/f/m/15 \u00a9 ucles 20151 in this experiment, you will investigate the link between the brightness of a filament lamp and its  resistance.  the circuit has been set up for you. carry out the following instructions, referring to fig. 1.1. apower supply 2 v \u2013 3 v 0.0 cm markmetre rule resistance wire crocodile clipl fig. 1.1  (a) (i) on fig. 1.1, use standard symbols to show a voltmeter connected to measure the  potential difference across the lamp. [1]   (ii) connect the voltmeter in this position.  (b) (i) connect the crocodile clip to a length l of the resistance wire, where l = 100 cm.   (ii) switch on.  in table 1.1, record the potential difference v and the current i for the lamp.  switch off. table 1.1 l / cm v / v i / a r / \u03c9 100  70  30   (iii) repeat steps  (b)(i) and (b)(ii) for values of  l = 70 cm and 30 cm.  [2]",
+            "3": "3 0625/52/f/m/15 \u00a9 ucles 2015 [turn over (c) calculate, and record in the table, the resistance r of the lamp for each value of  l, using the   equation r = v i. [2]  (d) from your results and your observations of the lamp filament, state the link, if any, between  the brightness of the lamp and its resistance. explain clearly how your results support your statement. statement   .. explanation  .. .  .. .  .. .  .. .  [2]  (e) a student wishes to see if another lamp shows the same link between brightness and  resistance. however, his lamp only glows dimly when a potential difference of 3 v is applied across it.   the student decides that a method using a resistance wire is not suitable.   suggest an alternative circuit and apparatus which would allow him to vary the brightness  of his lamp and to measure the potential difference and current for his lamp. y ou may draw a circuit diagram.  .. .  .. .  .. .  .. .[3]  [total: 10]",
+            "4": "4 0625/52/f/m/15 \u00a9 ucles 20152 in this experiment, you will determine the focal length of a converging lens.  carry out the following instructions, referring to fig. 2.1. illuminated object screen lensu1 v1 fig. 2.1  (a) (i) place the lens at a distance u1 = 25.0 cm from the illuminated object.   (ii) move the screen until a sharp image of the object appears on the screen.    do not move the screen from this position for the remainder of the experiment.   (iii) record the distance v1 between the lens and the screen.  v1 =  ...[2]  (b)  calculate a value f1 for the focal length of the lens, using the values from (a) and the equation   f1 = u1v1 (u1 + v1) .  f1 =  ...[2]  (c) (i) keeping the illuminated object and screen in the same positions, move the lens towards  the screen until a second sharp image is seen on the screen.   (ii) record the new distance u2 between the illuminated object and the lens, and the new  distance v2 between the lens and the screen.  u2 =  ...  v2 =  ...  [1]  (d) calculate another value f2 for the focal length of the lens, using your results from (c)(ii)  and   the equation f2 = u2v2 (u2 + v2) .  f2 =  ...[1]",
+            "5": "5 0625/52/f/m/15 \u00a9 ucles 2015 [turn over (e) a student suggests that u2 and v1 should be equal.   state whether your findings support this suggestion. justify your statement by reference to  your results. statement   .. justification     .. .  .. .  [2]  (f) describe two precautions you took in order to obtain reliable results in this experiment.  1.  ...   .. . 2.  ...   .. .  [2]  [total: 10]",
+            "6": "6 0625/52/f/m/15 \u00a9 ucles 20153 in this experiment, you will determine the mass of a metre rule by a balancing method.  carry out the following instructions, referring to fig. 3.1. mass mmetre rule pivot 50.0  cm mark 95.0 cm markb a fig. 3.1  (a) (i) place the metre rule on the pivot.  place a mass m = 20 g with its centre at the 95.0 cm  mark. keeping the mass at the 95.0 cm mark, adjust the position of the metre rule on the  pivot until the metre rule is as near to being balanced as possible.    record, in table 3.1, the position of the pivot.   (ii) record in the table    \u0081 the distance a between the 50.0 cm mark and the pivot,    \u0081 the distance b between the 95.0 cm mark and the pivot. table 3.1 m / g position of  pivot / cma / cm b / cm s  20  40  60  80 100   (iii) repeat steps  (a)(i) and (a)(ii) for values of m = 40 g, 60 g, 80 g and 100 g.  [2]  (b) for each value of m, calculate and record in the table the value s, where s = a b. [1]",
+            "7": "7 0625/52/f/m/15 \u00a9 ucles 2015 [turn over (c) plot a graph of  s (y-axis) against m /g (x-axis).  [4]  (d) (i) determine the gradient g of the graph. show clearly on the graph how you obtained the  necessary information.  g =  ...[1]   (ii) the mass mr of the metre rule  is numerically equal to 1 g.    write down a value for mr to a suitable number of significant figures for this experiment.  mr =  g [1]",
+            "8": "8 0625/52/f/m/15 \u00a9 ucles 2015 (e) determination of mr by this method relies on the centre of mass of the rule being at the  50.0 cm mark.   suggest how you could use the apparatus to test whether this is the case. y ou may draw a  diagram. y ou are not asked to carry out the experiment.  .. .  .. .  .. .[1]  [total: 10]",
+            "9": "9 0625/52/f/m/15 \u00a9 ucles 2015 [turn overblank page",
+            "10": "10 0625/52/f/m/15 \u00a9 ucles 20154 in this experiment, you will investigate how the insulation around a container affects the rate at  which water cools.  two test-tubes, labelled a and b, have been set up for you. test-tube a has one layer of insulation.  test-tube b has three layers of insulation.  carry out the following instructions, referring to fig. 4.1. ab three layers of insulationone layer of insulationcorkthermometer fig. 4.1  (a) (i) remove the cork and thermometer from test-tube a. pour hot water into the test-tube, up  to the level of the top of the insulation.   (ii) carefully replace the cork and thermometer. the water level will rise.   (iii) measure the temperature \u03b8 of the hot water and start the stopclock. record this  temperature in the first row of table 4.1.   (iv) record in the table the temperature \u03b8 of the water at times  t = 30 s, 60 s, 90 s, 120 s,  150 s and 180 s.",
+            "11": "11 0625/52/f/m/15 \u00a9 ucles 2015 [turn over  (v) complete the column headings in the table. table 4.1 test-tube a (1 layer)test-tube b (3 layers) t / \u03b8 / \u03b8 /  [4]  (b) (i) pour hot water into test-tube b, up to the level of the top of the insulation.    remove the cork and thermometer from test-tube a. place the cork and thermometer in  test-tube b.   (ii) repeat steps (a)(iii) and (a)(iv) .  (c) from your results, state how increasing the number of layers of insulation affects the rate at  which water cools. justify your answer by referring to your results. statement   ..  .. . justification     .. .  .. .  .. .  [2]  (d) state two ways in which the temperature readings in this experiment were made as reliable  as possible. 1.  ...   .. . 2.  ...   .. .  [2]",
+            "12": "12 0625/52/f/m/15 \u00a9 ucles 2015permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here 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 onl ine in the cambridge international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to do wnload at www.cie.org.uk after  the live examination series. cambridge international examinations is part of the cambridge assessment group. cambridge assessment is the brand name of unive rsity of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge. (e) suggest two improvements to the apparatus or procedures which will ensure that the  investigation into the effect of insulation on the rate of cooling is more reliable. 1.  ...   .. . 2.  ...   .. .  [2]  [total: 10]"
+        },
+        "0625_m15_qp_62.pdf": {
+            "1": "this document consists of 14 printed pages and 2 blank pages. dc (nh/cgw) 94506/4 \u00a9 ucles 2015 [turn over *4390321859* physics  0625/62 paper 6 alternative to practical february/march 2015  1 hour  candidates answer on the question paper. no additional materials are required. read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen. y ou may use an hb pencil for any diagrams or graphs. do not use staples, paper clips, glue or correction fluid. do not write in any barcodes. answer all questions. electronic calculators may be used. y ou may lose marks if you do not show your working or if you do not use appropriate units. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [ ] at the end of each question or part question. the syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificat e.cambridge international examinations cambridge international general certificate of secondary education",
+            "2": "2 0625/62/f/m/15 \u00a9 ucles 20151 a student is determining the mass of a metre rule by a balancing method.  he is using the apparatus shown in fig. 1.1. mass mmetre rule pivot 50.0  cm mark 95.0 cm markb a fig. 1.1  (a) he places the metre rule on the pivot and then places a mass m = 20 g with its centre at the  95.0 cm mark.   suggest how he could ensure that the mass is placed accurately at the 95.0 cm mark. y ou  may draw a diagram.  .. .  .. .  .. .[1]  (b) keeping the mass at the 95.0 cm mark, he adjusts the position of the metre rule on the pivot  until the metre rule is as near to being balanced as possible.   the student then determines the distance a between the 50.0 cm mark and the pivot and the  distance b between the 95.0 cm mark and the pivot.   he repeats the procedure for values of m = 40 g, 60 g, 80 g and 100 g. his results are shown in  table 1.1. table 1.1 m / g a / cm b / cm s  20  6.5 38.5  40 11.2 33.8  60 15.2 29.8  80 17.1 27.9 100 20.0 25.0   for each value of m, calculate and record in the table the value s, where s = a b. [1]",
+            "3": "3 0625/62/f/m/15 \u00a9 ucles 2015 [turn over (c) plot a graph of  s (y-axis) against m / g (x-axis).  [4]  (d) (i) determine the gradient g of the graph. show clearly on the graph how you obtained the  necessary information.  g =  ...[1]   (ii) the mass mr of the metre rule  is numerically equal to 1 g.    write down a value for mr to a suitable number of significant figures for this experiment.  mr =  g [1]",
+            "4": "4 0625/62/f/m/15 \u00a9 ucles 2015 (e) determination of mr by this method relies on the centre of mass of the rule being at the  50.0 cm mark.   suggest how you could use the apparatus to test whether this is the case. y ou may draw a  diagram.  .. .  .. .  .. .[1]  [total: 9]",
+            "5": "5 0625/62/f/m/15 \u00a9 ucles 2015 [turn over2 the class is investigating whether the insulation around a container affects the rate at which water  cools.  two test-tubes are set up as shown in fig. 2.1. athermometers b fig. 2.1  test-tube  a has one layer of insulation. test-tube  b has three layers of insulation. this is indicated  by the cross-sections of the test-tubes shown in fig. 2.2. test-tube athree layers of insulationoverlap fixed by tape one layer of insulation test-tube b fig. 2.2",
+            "6": "6 0625/62/f/m/15 \u00a9 ucles 2015 (a) the students pour hot water into each test-tube, up to the level of the top of the insulation.   they record, in table 2.1, the temperatures \u03b8 of the water in each test-tube and immediately  start a stopclock. they also record the temperatures \u03b8 at times  t = 30 s, 60 s, 90 s, 120 s,150 s  and 180 s.   complete the table. table 2.1 test-tube a (1 layer)test-tube b (3 layers) t / \u03b8 / \u03b8 / 71.0 75.568.5 73.566.0 71.064.0 69.562.0 67.560.5 66.058.5 64.5  [2]  (b) from the results in the table, state how increasing the number of layers of insulation affects  the rate at which water cools. justify your answer by referring to the results. statement   ..  .. . justification     .. .  .. .  .. .  [2]  (c) state two ways in which the temperature readings in this experiment could be made as  reliable as possible. 1.  ...   .. . 2.  ...   .. .  [2]",
+            "7": "7 0625/62/f/m/15 \u00a9 ucles 2015 [turn over (d) suggest two improvements to the apparatus or procedures which will ensure that the  investigation into the effect of insulation on the rate of cooling is more reliable. 1.  ...   .. . 2.  ...   .. .  [2]  [total: 8]",
+            "8": "8 0625/62/f/m/15 \u00a9 ucles 20153 some students are investigating the link between the brightness of a filament lamp and its  resistance.  the circuit is shown in fig. 3.1. power supply 3 v a0.0 cm markmetre rule resistance wire crocodile clipl fig. 3.1  (a) on fig. 3.1, use standard symbols to show a voltmeter connected to measure the potential  difference across the lamp. [1]  (b) the students attach the crocodile clip to various lengths l of the resistance wire and record,  in table 3.1, the potential difference v and the current i for the lamp. they also record  observations of the lamp filament. table 3.1 l / cm v / v i / aobservation of  lamp filamentr / \u03c9 100 2.5 0.26 bright 60 1.5 0.19 dim 20 0.5 0.11 just glowing",
+            "9": "9 0625/62/f/m/15 \u00a9 ucles 2015 [turn over  voltmeters with the ranges shown in fig. 3.2 are available. 1.0 v1.21.41.6 1.8 2.00.80.60.4 0.2 0 v3 4 52 1 0 5 v6789 104321 0 fig. 3.2   (i) on fig. 3.2, circle the voltmeter which is most appropriate for this experiment.   (ii) draw an arrow on this voltmeter to show the reading when the crocodile clip is attached  to a length l = 60 cm of the resistance wire.  [2]  (c) calculate, and record in the table, the resistance r of the lamp for each value of  l, using the   equation r = v i. [2]  (d) from the results and the observations of the lamp filament, state the link, if any, between  the brightness of the lamp and its resistance. explain clearly how the results support your  statement. statement   .. explanation  .. .  .. .  .. .  .. .  [2]",
+            "10": "10 0625/62/f/m/15 \u00a9 ucles 2015 (e) a student wishes to see if another lamp shows the same link between brightness and  resistance. however, his lamp only glows dimly when a potential difference of 3 v is applied across it.   the student decides that a method using a resistance wire is not suitable.   suggest an alternative circuit and apparatus which would allow him to vary the brightness  of his lamp and measure the potential difference and current for his lamp. y ou may draw a circuit diagram.  .. .  .. .  .. .  .. .[3]  [total: 10]",
+            "11": "11 0625/62/f/m/15 \u00a9 ucles 2015 [turn overblank page",
+            "12": "12 0625/62/f/m/15 \u00a9 ucles 20154 a student is carrying out an experiment with a small converging lens. the student sets up the  apparatus as shown in fig. 4.1. the distances are shown full size. illuminated objectscreen lensu1 v1 fig. 4.1  (a) she moves the screen until a sharp image of the illuminated object appears on the screen.   (i) using fig. 4.1, measure and record the distance u1 between the illuminated object and  the lens, and the distance v1 between the lens and the screen.  u1 =  ...  v1 =  ...  [2]   (ii) calculate a value for the focal length f of the lens, using your results from (a)(i)  and the    equation f = u1v1 (u1 + v1) .  f =  ...[2]  (b) keeping the illuminated object and screen in the same positions, she moves the lens towards  the screen until a second sharp image is seen on the screen. the distances are shown full  size. illuminated objectscreen lensu2 fig. 4.2   (i) using fig. 4.2, measure and record the new distance u2 between the illuminated object  and the lens.  u2 =  ...",
+            "13": "13 0625/62/f/m/15 \u00a9 ucles 2015 [turn over  (ii) the student suggests that u2 and v1 should be equal.    state whether the lens positions obtained by the student support this suggestion. justify  your statement by reference to the results. statement   .. justification     .. .  .. .  [2]  (c) describe two precautions that should be taken in order to obtain reliable results in this type of  experiment. 1.  ...   .. . 2.  ...   .. .  [2]  [total: 8]",
+            "14": "14 0625/62/f/m/15 \u00a9 ucles 20155 two students are investigating thermal energy transfer.  they are using the apparatus shown in fig. 5.1. iron block beaker a beaker b \u201310 0 10 20 30 40 50 60 70 80 90 100 110 \u00b0c\u201310 0 10 20 30 40 50 60 70 80 90 100 110 \u00b0c fig. 5.1  beaker a contains hot water and beaker b contains cold water at room temperature.  (a) record the temperature \u03b8h of the hot water and the temperature \u03b8c of the cold water as  shown on the thermometers in fig. 5.1.  \u03b8h =  ...  \u03b8c =  ...  [1]  (b) using metal tongs, one of the students places the iron block in the hot water in beaker a for  30 seconds.   he then removes the block and places it in the cold water in beaker b.   the other student then measures the temperature of the water in beaker b and finds that it  has risen to 35 \u00b0c. their teacher suggests that this value is lower than expected.",
+            "15": "15 0625/62/f/m/15 \u00a9 ucles 2015  (i) the students suggest that, immediately before the iron block was put into the cold water,  the temperature of the iron block was not the same as \u03b8h.    suggest one reason for this and a possible improvement to the experiment which could  make the temperature of the block nearer to \u03b8h. reason  ...   .. .  .. . improvement  ..   .. .  .. .  [2]   (ii) the students also think that, when the block cooled in the water, not all of the thermal  energy lost by the block raised the temperature of the water.    suggest one reason for this and a possible improvement to the experiment which would  reduce thermal losses. reason  ...   .. .  .. . improvement  ..   .. .  .. .  [2]  [total: 5]",
+            "16": "16 0625/62/f/m/15 \u00a9 ucles 2015permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here 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 onl ine in the cambridge international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to do wnload at www.cie.org.uk after  the live examination series. cambridge international examinations is part of the cambridge assessment group. cambridge assessment is the brand name of unive rsity of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge.blank page"
+        },
+        "0625_s15_qp_11.pdf": {
+            "1": "  the syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificat e.  this document consists of 18 printed pages and 2 blank pages.  ib15 06_0625_11/2rp  \u00a9 ucles 2015 [turn over       *6194823567* cambridge international examinations  cambridge international general certificate of secondary education       physics 0625/11     paper 1  multiple choice  may/june 2015     45 minutes    additional materials: multiple choice answer sheet   soft clean eraser   soft pencil (type b or hb recommended)       read these instructions first    write in soft pencil.  do not use staples, paper clips, glue or correction fluid. write your name, centre number and candidate number on the answer sheet in the spaces provided  unless this has been done for you.  do not  write in any barcodes.   there are forty  questions on this paper. answer all questions. for each question there are four possible  answers a, b, c and d.   choose the one you consider correct and record your choice in soft pencil  on the separate answer sheet.    read the instructions on the answer sheet very carefully.   each correct answer will score one mark. a mark will not be deducted for a wrong answer. any rough working should be done in this booklet. electronic calculators may be used.   ",
+            "2": "2  \u00a9 ucles 2015 0625/11/m/j/15  1 a geologist compares the volumes of three rocks, x, y and z. three measuring cylinders contain  different volumes of water. he places each rock into one of the measuring cylinders.    the diagrams show the measuring cylinders before and after the rocks are put in.    100 90 80706050403020 10100 90 80706050403020 10to find the volume of x before aftercm3cm3 100 90 80706050403020 10100 90 80706050403020 10to find the volume of y before aftercm3cm3 100 90 80706050403020 10100 90 80706050403020 10to find the volume of z before aftercm3cm3 xy z     which row shows the volumes of x, y and z in order, from largest to smallest?     largest  volume  smallest  volume  a x z y  b y x z  c y z x  d z y x     ",
+            "3": "3  \u00a9 ucles 2015 0625/11/m/j/15 [turn over  2 a car moves with constant speed and then constant acceleration.   which graph is the speed-time graph for the car?    speed timea 0 0speed timeb 0 0speed timec 0 0speed timed 0 0    3 a car travels 100  km. the journey takes two hours. the highest speed of the car is 80  km  / h, and  the lowest speed is 40  km  / h.    what is the average speed for the journey?  a 40  km  / h b 50  km  / h c 60  km  / h d 120  km  / h      4 diagram 1 shows a piece of foam rubber that contains many pockets of air. diagram 2 shows the  same piece of foam rubber after it has been compressed so that its volume decreases.    diagram 1 (before compression)diagram 2 (after compression)     what happens to the mass and to the weight of the foam rubber when it is compressed?    mass weight  a increases increases  b increases no change  c no change increases  d no change no change     ",
+            "4": "4  \u00a9 ucles 2015 0625/11/m/j/15  5 a metal block has the dimensions shown. its mass is 1000  g.    2 cm10  cm5 cm     what is the density of the metal?  a \uf8f7 \uf8f8\uf8f6\uf8ec \uf8ed\uf8eb \u00d7\u00d7 2  100010  5g / cm3  b \uf8f7 \uf8f8\uf8f6\uf8ec \uf8ed\uf8eb \u00d7\u00d7 100010  5 2g / cm3  c \uf8f7 \uf8f8\uf8f6\uf8ec \uf8ed\uf8eb \u00d7\u00d7 10  52  1000g / cm3  d \uf8f7 \uf8f8\uf8f6\uf8ec \uf8ed\uf8eb \u00d7\u00d710  5 21000g / cm3     6 four objects are each acted on by only two forces, as shown.    which object is in equilibrium?    a b 3.0 n 2.0 n4.0 n 4.0 n1.0 n 2.0 n2.0 n 2.0 nc d     ",
+            "5": "5  \u00a9 ucles 2015 0625/11/m/j/15 [turn over  7 a student measures the length of a spring. she then hangs different weights from the spring. she  measures the length of the spring for each different weight.    the table shows her results.    weight  / n length  / mm  0 520  1.0 524  2.0 528  3.0 533  4.0 537  5.0 540    what is the extension of the spring when the weight hung from it is 3.0  n?  a 4 mm b 5 mm c 12  mm d 13  mm     8 which energy resource is used to generate electricity without using any moving parts?  a geothermal  b hydroelectric  c nuclear  d solar    9 a cyclist travels down a hill from rest at point x, without pedalling.    the cyclist applies his brakes and the cycle stops at point y.    x yhill     which energy changes have taken place between x and y?  a gravitational potential \u2192 kinetic \u2192 thermal (heat)  b gravitational potential \u2192 thermal (heat) \u2192 kinetic  c kinetic \u2192 gravitational potential \u2192 thermal (heat)  d kinetic \u2192 thermal (heat) \u2192 gravitational potential     ",
+            "6": "6  \u00a9 ucles 2015 0625/11/m/j/15  10 the diagram shows a simple mercury barometer.    which height is used as a measurement of atmospheric pressure?    d cb amercury       11 a block with flat, rectangular sides rests on a table.    block table     the block is now turned so that it rests with its largest side on the table.        how has this change affected the force and the pre ssure exerted by the block on the table?     force pressure  a decreased decreased  b decreased unchanged  c unchanged decreased  d unchanged unchanged     ",
+            "7": "7  \u00a9 ucles 2015 0625/11/m/j/15 [turn over  12 two states of matter are described as follows.  in state 1, the molecules are very far apart. they move about very quickly at random in straight  lines until they hit something.  in state 2, the molecules are quite closely packed together. they move about at random. they do  not have fixed positions.   what is state 1 and what is state 2?   state 1 state 2  a gas liquid  b gas solid  c liquid gas  d solid liquid     13 the pressure of a fixed mass of gas in a cylinder is measured. the temperature of the gas in the  cylinder is then slowly increased. the volume of the cylinder does not change.   which graph shows the pressure of the gas during this process?   pressure timea 0 0pressure timeb pressure timec pressure timed 0 00 0 0 0    ",
+            "8": "8  \u00a9 ucles 2015 0625/11/m/j/15  14 the thermometer in the diagram has no scale.    bulb stem     where must the bulb be placed so that 0  \u00b0c can be marked on the stem?  a in a freezer  b in pure boiling water  c in pure cold water  d in pure melting ice      15 a solid is heated from room temperature.    the graph shows how its temperature changes with time as it is heated constantly.    at which time has it just become completely  liquid?    0 0ab c droom temperaturetemperature time    ",
+            "9": "9  \u00a9 ucles 2015 0625/11/m/j/15 [turn over  16 thermal energy travels through space from the sun to the earth. space is a vacuum.    how is thermal energy transferred from the sun to the earth?  a by conduction only  b by convection only  c by radiation only  d by convection and radiation     17 a cupboard is placed in front of a heater. air can move through a gap under the cupboard.    wall floorheatercupboard air moves through gap     which row describes the temperature, and the direction of movement, of the air in the gap?     air temperature air direction  a cool away from the heater  b cool towards the heater  c warm away from the heater  d warm towards the heater      18 what is the number of wavefronts per second that pass a fixed point?  a the amplitude of the wave  b the frequency of the wave  c the speed of the wave  d the wavelength of the wave     ",
+            "10": "10  \u00a9 ucles 2015 0625/11/m/j/15  19 the diagrams represent water waves in a tank.    which diagram represents a wave that changes speed?    d deeper watershallower watera barrierb barrierc barrier       20 the diagram shows the electromagnetic spectrum, in order of increasing wavelength.    three types of radiation, p, q and r, are missing from the spectrum diagram.    \u03b3-rays x-rays p visible light q microwaves r    which types of electromagnetic radiation are represented by p, by q and by r?     p q r  a infra-red radio waves ultraviolet  b infra-red ultraviolet radio waves  c ultraviolet infra-red radio waves  d ultraviolet radio waves infra-red     21 radiation from the sun is dispersed by a prism. the prism does not absorb any of the radiation.  four identical thermometers are placed, one at each of the labelled positions.    in which position does the thermometer show the greatest rise in temperature?    a  b c dred light  violet light radiation from  the sun prism      ",
+            "11": "11  \u00a9 ucles 2015 0625/11/m/j/15 [turn over  22 a scientist tries to direct a ray of light in a glass block so that no light escapes from the top of the  block.     however, some light does escape.    x glass block  ray of  light top of block light escaping from top of block     the scientist changes angle x and stops the light escaping from the top.     which row in the table describes the change to  angle x and the name of the effect produced?     change to angle x name of effect produced  a decrease total internal reflection  b decrease total internal refraction  c increase total internal reflection  d increase total internal refraction      23 which row states two properties of sound waves?     can travel through type of wave  a a vacuum longitudinal  b a vacuum transverse  c water longitudinal   d water transverse    ",
+            "12": "12  \u00a9 ucles 2015 0625/11/m/j/15  24 a man holding a starting pistol stands 640  m away from a spectator.    640  m spectator      the spectator hears the sound of the starting pistol 2.0  s after seeing the flash from the pistol.    using this information, what is the speed of sound in air?  a 160  m / s b 320  m / s c 640  m / s d 1280  m / s      25 a magnet is placed on a balance. the balance reading changes when an iron bar or another  magnet is held close to the first magnet.    the arrangements are shown in the diagrams.    g 100 diagram 1s n g diagram 2s n g diagram 3s ns niron bar     which row gives the balance reading in diagram 2 and in diagram 3?     balance reading in diagram 2   / g balance reading in diagram 3   / g  a less than 100 less than 100  b less than 100 more than 100  c more than 100 less than 100  d more than 100 more than 100     ",
+            "13": "13  \u00a9 ucles 2015 0625/11/m/j/15 [turn over  26 an electromagnet with a soft-iron core is connected to a battery and an open switch. the soft-iron  core is just above some small soft-iron nails.    electromagnet soft-iron core soft-iron nails     the switch is now closed, left closed for a few seconds, and then opened.    what do the soft-iron nails do as the switch is clos ed, and what do they do when the switch is  then opened?     as switch is closed as switch is opened  a nails jump up nails fall down  b nails jump up nails stay up  c nails stay down nails jump up  d nails stay down nails stay down      27 the diagram shows a piece of metal resistance wire.        which wire, made of the same metal, has a smaller resistance?  a a wire of the same length with a larger diameter   b a wire of the same length with a smaller diameter   c a wire of greater length with the same diameter  d a wire of greater length with a smaller diameter      28 what is the unit of electromotive force (e.m.f.)?  a ampere  b joule  c volt  d watt    ",
+            "14": "14  \u00a9 ucles 2015 0625/11/m/j/15  29 the circuit diagram shows a 4.0  \u03c9 resistor and an 8.0  \u03c9 resistor connected to a 6.0  v battery.    4.0 \u03c9 8.0 \u03c96.0 v     what is the current in the battery?  a 0.50  a b 0.75  a c 1.5  a d 2.0  a      30 the diagram shows a circuit which includes an uncharged capacitor and a switch.    xy switch capacitor      the switch can be moved between position x and position y.    what happens to the capacitor when the switch is moved to position x, and what happens when  the switch is then moved to position y?     switch at x switch at y  a capacitor charges capacitor charges  b capacitor charges capacitor discharges c capacitor discharges capacitor charges  d capacitor discharges capacitor discharges   ",
+            "15": "15  \u00a9 ucles 2015 0625/11/m/j/15 [turn over  31 the diagram shows a 3.0  \u03c9 resistor and a 6.0  \u03c9 resistor connected in parallel.    3.0 \u03c9 6.0 \u03c9    what is the total resistance of this arrangement?  a less than 3.0  \u03c9  b 3.0  \u03c9  c 4.5  \u03c9  d more than 6.0  \u03c9      32 the diagram shows a 10  \u03c9 resistor and a 20  \u03c9 resistor connected in a potential divider circuit.    v10 \u03c9 20 \u03c912.0  v     what is the reading on the voltmeter?  a 4.0  v b 6.0  v c 8.0  v d 12.0  v     ",
+            "16": "16  \u00a9 ucles 2015 0625/11/m/j/15  33 in the circuit shown, only one of the fuses has blown, but none of the lamps is lit.    which fuse has blown?    a bc dpower supply      34 which diagram shows the pattern of the magnetic field produced by a current-carrying solenoid?    abcd solenoid solenoid solenoid solenoid       35 what is an advantage of transmitting electricity at a high voltage?  a it is faster.  b it is safer.  c less energy is wasted.  d less equipment is needed.    ",
+            "17": "17  \u00a9 ucles 2015 0625/11/m/j/15 [turn over  36 a transformer has 1200 turns on its primary coil and 400 turns on its secondary coil. an output  voltage of 90  v is induced across the secondary coil.    primary coil 1200 turnssecondary coil 400 turns output voltage 90 v     what is the input voltage of the transformer?  a 30  v b 90  v c 270  v d 1200  v      37 the diagram shows a design for a cathode-ray tube. a tube with this design does not work.    power supply cold cathodeheatedanode vacuum     which change should be made so that the t ube works properly to produce cathode rays?  a heat the cathode instead of the anode.  b reverse the connections of the power supply.  c use air in the tube instead of a vacuum.  d use an a.c. power supply instead of a d.c. power supply.     38 which row gives the properties of the radiation from radioactive materials?   most penetrating radiation most highly ionising radiation  a \u03b1 \u03b2  b \u03b2 \u03b3  c \u03b3 \u03b1  d \u03b3 \u03b3    ",
+            "18": "18  \u00a9 ucles 2015 0625/11/m/j/15  39 in a laboratory, a detector of ionising radiation records an average background count rate of  8 counts per second.    detector counts  / s    a radioactive source is now placed close to the det ector. the count rate on the detector rises to  200 counts per second.    radioactive sourcedetector counts  / s     what is the count rate due to radiation from the radioactive source?  a 25 counts  / s  b 192 counts  / s  c 200 counts  / s  d 208 counts  / s      40 c14 6 is a nuclide of carbon.    what is the composition of one nucleus of this nuclide?     neutrons protons  a   6   8  b   6 14  c   8   6  d 14   6     ",
+            "19": "19  \u00a9 ucles 2015 0625/11/m/j/15  blank page ",
+            "20": "20    permission to reproduce items where third-par ty owned material protected by copyright is  included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holder s, 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 onl ine in the cambridge  international examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely a vailable to download at  www.cie.org.uk after the live examination series.    cambridge international examinations is part of the cambridge asse ssment group. cambridge assessment is the brand name of unive rsity of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge.    \u00a9 ucles 2015 0625/11/m/j/15  blank page  "
+        },
+        "0625_s15_qp_12.pdf": {
+            "1": "  the syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificat e.  this document consists of 19 printed pages and 1 blank page.  ib15 06_0625_12/3rp  \u00a9 ucles 2015 [turn over       *1041620377* cambridge international examinations  cambridge international general certificate of secondary education       physics 0625/12     paper 1  multiple choice  may/june 2015     45 minutes    additional materials: multiple choice answer sheet   soft clean eraser   soft pencil (type b or hb recommended)       read these instructions first    write in soft pencil.  do not use staples, paper clips, glue or correction fluid. write your name, centre number and candidate number on the answer sheet in the spaces provided  unless this has been done for you.  do not  write in any barcodes.   there are forty  questions on this paper. answer all questions. for each question there are four possible  answers a, b, c and d.   choose the one you consider correct and record your choice in soft pencil  on the separate answer sheet.    read the instructions on the answer sheet very carefully.   each correct answer will score one mark. a mark will not be deducted for a wrong answer. any rough working should be done in this booklet. electronic calculators may be used.   ",
+            "2": "2  \u00a9 ucles 2015 0625/12/m/j/15  1 the diagram shows four identical spheres placed between two wooden blocks on a ruler.    cmwooden blocksphere 0 5 10 15    what is the diameter of one sphere?  a 1.0  cm b 2.0  cm c 3.0  cm d 4.0  cm     2 what does the area under a speed-time graph represent?  a acceleration  b average speed  c deceleration  d distance travelled    3 a car travels 100  km. the journey takes two hours. the highest speed of the car is 80  km  / h, and  the lowest speed is 40  km  / h.    what is the average speed for the journey?  a 40  km  / h b 50  km  / h c 60  km  / h d 120  km  / h      4 the diagram shows a uniform beam being used as a balance. the beam is pivoted at its centre.    a 1.0  n weight is attached to one end of the beam. an empty pan weighing 0.2  n is attached to  the other end of the beam.    1.0 nbeam pan (0.2  n)pivot     how many 0.1  n weights must be placed on the pan in order to balance the beam?  a 5 b 8 c 10 d 12    ",
+            "3": "3  \u00a9 ucles 2015 0625/12/m/j/15 [turn over  5 a metal block has the dimensions shown. its mass is 1000  g.    2 cm10  cm5 cm     what is the density of the metal?  a \uf8f7 \uf8f8\uf8f6\uf8ec \uf8ed\uf8eb \u00d7\u00d7 2  100010  5g / cm3  b \uf8f7 \uf8f8\uf8f6\uf8ec \uf8ed\uf8eb \u00d7\u00d7 100010  5 2g / cm3  c \uf8f7 \uf8f8\uf8f6\uf8ec \uf8ed\uf8eb \u00d7\u00d7 10  52  1000g / cm3  d \uf8f7 \uf8f8\uf8f6\uf8ec \uf8ed\uf8eb \u00d7\u00d710  5 21000g / cm3     6 the diagrams show four identical objects. each object is acted on by only the three forces shown.    which object accelerates to the right, with the smallest  acceleration?    a 10 n20 n 30 nb 10 n 20 n30 n c 10 n 30 n20 nd 10 n 20 n 30 n    ",
+            "4": "4  \u00a9 ucles 2015 0625/12/m/j/15  7 different weights are hung from a spring. the diagram shows the original length of the spring,  and the lengths when different weights are added.    20 n w15 cm 25 cm 35 cm     the extension of the spring is directly proportional to the weight hung from it.    what is the weight of w?  a 30  n b 35  n c 40  n d 45  n     8 which source of energy involves the splitting of heavy atoms?  a chemical energy  b geothermal energy  c hydroelectric energy  d nuclear energy    ",
+            "5": "5  \u00a9 ucles 2015 0625/12/m/j/15 [turn over  9 a cyclist travels down a hill from rest at point x, without pedalling.    the cyclist applies his brakes and the cycle stops at point y.    x yhill     which energy changes have taken place between x and y?  a gravitational potential \u2192 kinetic \u2192 thermal (heat)  b gravitational potential \u2192 thermal (heat) \u2192 kinetic  c kinetic \u2192 gravitational potential \u2192 thermal (heat)  d kinetic \u2192 thermal (heat) \u2192 gravitational potential     10 the diagram shows a stone suspended under the surface of a liquid from a string. the stone  experiences a pressure caused by the liquid.    liquidstring stone     what would increase the pressure on the stone?  a decreasing the surface area of the stone   b increasing the mass of the stone  c lowering the stone deeper into the liquid  d using a liquid with a lower density     ",
+            "6": "6  \u00a9 ucles 2015 0625/12/m/j/15  11 the diagram shows a simple mercury barometer, used to measure atmospheric pressure.    mercuryp l     atmospheric pressure decreases.    which row states what happens to the pressure at point p and what happens to the level l?     pressure at p level l  a decreases falls  b decreases rises  c stays the same falls  d stays the same rises      12 puddles of rain water remain after a storm. the water in the puddles gradually evaporates.    how does the evaporation affect the temperature of the water remaining in the puddle, and how  does it affect the average speed of the remaining water molecules in the puddle?     temperature of  water in puddle average speed of  water molecules  in puddle  a decreases decreases  b decreases increases  c increases decreases  d increases increases     ",
+            "7": "7  \u00a9 ucles 2015 0625/12/m/j/15 [turn over  13 the diagram represents moving gas molecules in a sealed container of fixed volume.    container gas molecule     the temperature of the gas is now increased.    what happens to the pressure of the gas, and w hat happens to the speed of the gas molecules?     pressure  of gas speed of  molecules  a increases increases  b increases unchanged  c unchanged increases  d unchanged unchanged     14 the thermometer in the diagram has no scale.    bulb stem     where must the bulb be placed so that 0  \u00b0c can be marked on the stem?  a in a freezer  b in pure boiling water  c in pure cold water  d in pure melting ice    ",
+            "8": "8  \u00a9 ucles 2015 0625/12/m/j/15  15 two metal blocks x and y are at room temperature. each block is heated so that its temperature  rises by 10  \u00b0c.    the blocks are now allowed to cool back to room temperature.    block y has a greater thermal capacity than block x.    which block needs more thermal (heat) energy to heat it up by 10  \u00b0c and which block loses more  thermal (heat) energy as it cools back to room temperature?     more energy  heating cooling  a x x  b x y  c y x  d y y     16 the diagram shows a vacuum flask used to keep liquid hot.    vacuum hot liquid     how does thermal energy pass through the vacuum?  a conduction only  b convection only  c radiation  d conduction and convection     ",
+            "9": "9  \u00a9 ucles 2015 0625/12/m/j/15 [turn over  17 a cupboard is placed in front of a heater. air can move through a gap under the cupboard.    wall floorheatercupboard air moves through gap     which row describes the temperature, and the direction of movement, of the air in the gap?     air temperature air direction  a cool away from the heater  b cool towards the heater  c warm away from the heater  d warm towards the heater     ",
+            "10": "10  \u00a9 ucles 2015 0625/12/m/j/15  18 the diagrams show two water waves p and q that are travelling at the same speed on the  surface of a pond. the diagrams are to the same scale.    p q     which wave has the greater amplitude and which wave has the greater frequency?     greater amplitude greater frequency  a p p  b p q  c q p  d q q      19 the diagrams represent water waves in a tank.    which diagram represents a wave that changes speed?    d deeper watershallower watera barrierb barrierc barrier      ",
+            "11": "11  \u00a9 ucles 2015 0625/12/m/j/15 [turn over  20 an object is placed in front of a thin converging lens.    the diagram shows the paths of two rays from the top of the object.    objectconverging lens     an image of the object is formed on a screen to the right of the lens.    how does this image compare with the object?  a it is larger and inverted.  b it is larger and the same way up.  c it is smaller and inverted.  d it is smaller and the same way up.     21 radiation from the sun is dispersed by a prism. the prism does not absorb any of the radiation.  four identical thermometers are placed, one at each of the labelled positions.    in which position does the thermometer show the greatest rise in temperature?    a  b c dred light  violet light radiation from  the sun prism      ",
+            "12": "12  \u00a9 ucles 2015 0625/12/m/j/15  22 a scientist tries to direct a ray of light in a glass block so that no light escapes from the top of the  block.     however, some light does escape.    x glass block  ray of  light top of block light escaping from top of block     the scientist changes angle x and stops the light escaping from the top.     which row in the table describes the change to  angle x and the name of the effect produced?     change to angle x name of effect produced  a decrease total internal reflection  b decrease total internal refraction  c increase total internal reflection  d increase total internal refraction      23 a quiet sound is produced by a loudspeaker. the loudness of the sound is increased.   which property of the sound wave is increased?  a amplitude  b frequency  c speed  d wavelength     ",
+            "13": "13  \u00a9 ucles 2015 0625/12/m/j/15 [turn over  24 a man holding a starting pistol stands 640  m away from a spectator.    640  m spectator      the spectator hears the sound of the starting pistol 2.0  s after seeing the flash from the pistol.    using this information, what is the speed of sound in air?  a 160  m / s b 320  m / s c 640  m / s d 1280  m / s      25 which group contains only non-ferrous metals?  a aluminium, brass, iron  b brass, copper, lead  c copper, iron, steel  d copper, lead, steel     26 an electromagnet with a soft-iron core is connected to a battery and an open switch. the soft-iron  core is just above some small soft-iron nails.    electromagnet soft-iron core soft-iron nails     the switch is now closed, left closed for a few seconds, and then opened.    what do the soft-iron nails do as the switch is clos ed, and what do they do when the switch is  then opened?     as switch is closed as switch is opened  a nails jump up nails fall down  b nails jump up nails stay up  c nails stay down nails jump up  d nails stay down nails stay down   ",
+            "14": "14  \u00a9 ucles 2015 0625/12/m/j/15  27 a student has wires of different lengths and different diameters. the wires are all made of the  same metal.    the student measures the resistance of one wire.    which wire has a greater resistance than the wire he has measured?  a a shorter wire with a larger diameter  b a shorter wire with the same diameter  c a wire of the same length with a larger diameter  d a wire of the same length with a smaller diameter      28 the circuit diagram shows a 4.0  \u03c9 resistor and an 8.0  \u03c9 resistor connected to a 6.0  v battery.    8.0 \u03c94.0 \u03c96.0 v     what is the potential difference (p.d.) across the 4.0  \u03c9 resistor?  a 0.5  v b 2.0  v c 4.0  v d 6.0  v     ",
+            "15": "15  \u00a9 ucles 2015 0625/12/m/j/15 [turn over  29 diagram 1 shows two thin, uncharged strips of plastic.    diagram 2 shows the same strips after they have been rubbed with a dry cloth.    diagram 1 diagram 2strips of plastic     which row describes the charge on the strips after rubbing, and the force between the strips after  rubbing?     charge on strips force between strips  a opposite attraction  b opposite repulsion  c the same attraction  d the same repulsion     ",
+            "16": "16  \u00a9 ucles 2015 0625/12/m/j/15  30 the diagram shows a circuit which includes an uncharged capacitor and a switch.    xy switch capacitor      the switch can be moved between position x and position y.    what happens to the capacitor when the switch is moved to position x, and what happens when  the switch is then moved to position y?     switch at x switch at y  a capacitor charges capacitor charges  b capacitor charges capacitor discharges c capacitor discharges capacitor charges  d capacitor discharges capacitor discharges    31 two 5.0  \u03c9 resistors are connected as shown in the diagram.    5.0 \u03c9 5.0 \u03c9    what is the total resistance of this combination?  a less than 5.0  \u03c9  b 5.0  \u03c9  c more than  5.0  \u03c9 but less than 10.0  \u03c9  d 10.0  \u03c9     ",
+            "17": "17  \u00a9 ucles 2015 0625/12/m/j/15 [turn over  32 the diagram shows a 10  \u03c9 resistor and a 20  \u03c9 resistor connected in a potential divider circuit.    v10 \u03c9 20 \u03c912.0  v     what is the reading on the voltmeter?  a 4.0  v b 6.0  v c 8.0  v d 12.0  v     33 in the circuit shown, only one of the fuses has blown, but none of the lamps is lit.    which fuse has blown?    a bc dpower supply     ",
+            "18": "18  \u00a9 ucles 2015 0625/12/m/j/15  34 an e.m.f. is induced across a wire when it moves through the magnetic field between the poles of  a magnet.    which electrical device operates because of this effect?  a a battery  b a cathode-ray tube  c a generator  d a motor     35 the diagram shows a flat, rectangular coil placed between the poles of a magnet.    there is a current in the coil that makes it turn in the direction shown in the diagram.    n scoildirection of turning current    which change would make the coil turn in the opposite direction?  a decreasing the current in the coil  b increasing the number of turns on the coil   c reversing both the direction of the current in the coil and the poles of the magnet  d reversing only the direction of the current in the coil     36 a transformer has 1000 turns on its primary coil. an input voltage of 12  v is applied to the primary  coil, and an output voltage of 120  v is induced across the secondary coil.     primary coil 1000 turns secondary coil input voltage 12 voutput voltage 120  v     how many turns are on the secondary coil of the transformer?  a 100 b 120 c 1000 d 10  000     ",
+            "19": "19  \u00a9 ucles 2015 0625/12/m/j/15  37 the diagram shows a cathode-ray tube.    heated cathodecold anodepower supply vacuum     the tube is not working properly.    which change should be made so that the tube works properly to produce a continuous beam of  cathode rays?  a heat the anode instead of the cathode.  b reverse the connections of the power supply.  c use an a.c. power supply instead of a d.c. power supply.  d use air in the tube instead of a vacuum.      38 which statement about \u03b1-radiation is correct?  a it is a stream of fast-moving electrons.  b it is a form of electromagnetic radiation.  c it is more highly ionising than \u03b3-radiation.  d it is more penetrating than \u03b2-radiation.     39 a radioactive source produces a count rate on a detector of 1600 counts  / s.   after 32 hours the count rate has fallen to 100 counts  / s.   both count rates have been corrected for background radiation.   what is the half-life of the source?  a 2.0 hours b 6.4 hours c 8.0 hours d 16 hours      40 a nuclide has the symbol ne22 10 .    what is the proton number of a nucleus of this nuclide?  a 10 b 12 c 22 d 32   ",
+            "20": "20    permission to reproduce items where third-par ty owned material protected by copyright is  included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holder s, 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 onl ine in the cambridge  international examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely a vailable to download at  www.cie.org.uk after the live examination series.    cambridge international examinations is part of the cambridge asse ssment group. cambridge assessment is the brand name of unive rsity of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge.    \u00a9 ucles 2015 0625/12/m/j/15  blank page   "
+        },
+        "0625_s15_qp_13.pdf": {
+            "1": "  the syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificat e.  this document consists of 18 printed pages and 2 blank pages.  ib15 06_0625_13/2rp  \u00a9 ucles 2015 [turn over       *0951356906* cambridge international examinations  cambridge international general certificate of secondary education       physics 0625/13     paper 1  multiple choice  may/june 2015     45 minutes    additional materials: multiple choice answer sheet   soft clean eraser   soft pencil (type b or hb recommended)       read these instructions first    write in soft pencil.  do not use staples, paper clips, glue or correction fluid. write your name, centre number and candidate number on the answer sheet in the spaces provided  unless this has been done for you.  do not  write in any barcodes.   there are forty  questions on this paper. answer all questions. for each question there are four possible  answers a, b, c and d.   choose the one you consider correct and record your choice in soft pencil  on the separate answer sheet.    read the instructions on the answer sheet very carefully.   each correct answer will score one mark. a mark will not be deducted for a wrong answer. any rough working should be done in this booklet. electronic calculators may be used.   ",
+            "2": "2  \u00a9 ucles 2015 0625/13/m/j/15  1 a cook wants to prepare some food to be cooked by 1.15  p.m. he uses an oven with an  automatic timer that can be set to switch on and off at certain times. the oven needs to be  switched on for 2 hours 10 minutes.    at which time does the oven need to switch on?  a 11.05  a.m. b 11.25  a.m. c 3.05  p.m. d 3.25  p.m.     2 the speed-time graph shows the motion of a car.    0 0speed timepqr     which row describes the motion?     between p and q between q and r  a accelerating moving at constant speed  b accelerating not moving  c moving at constant speed decelerating  d moving at constant speed not moving    3 a car travels 100  km. the journey takes two hours. the highest speed of the car is 80  km  / h, and  the lowest speed is 40  km  / h.    what is the average speed for the journey?  a 40  km  / h b 50  km  / h c 60  km  / h d 120  km  / h     4 weight is an example of which quantity?  a acceleration  b force  c mass  d pressure    ",
+            "3": "3  \u00a9 ucles 2015 0625/13/m/j/15 [turn over  5 a metal block has the dimensions shown. its mass is 1000  g.    2 cm10  cm5 cm     what is the density of the metal?  a \uf8f7 \uf8f8\uf8f6\uf8ec \uf8ed\uf8eb \u00d7\u00d7 2  100010  5g / cm3  b \uf8f7 \uf8f8\uf8f6\uf8ec \uf8ed\uf8eb \u00d7\u00d7 100010  5 2g / cm3  c \uf8f7 \uf8f8\uf8f6\uf8ec \uf8ed\uf8eb \u00d7\u00d7 10  52  1000g / cm3  d \uf8f7 \uf8f8\uf8f6\uf8ec \uf8ed\uf8eb \u00d7\u00d710  5 21000g / cm3     6 a car travels along a horizontal road at a constant speed. three horizontal forces act on the car.  the diagram shows two of these three forces.    air resistance 300  nforce from engine 1500  ndirection of motion forwards     what is the size and the direction of the third horizontal force acting on the car?  a 1200  n backwards  b 1200  n forwards  c 1800  n backwards  d 1800  n forwards    ",
+            "4": "4  \u00a9 ucles 2015 0625/13/m/j/15  7 the extension-load graph for a spring is shown. the unstretched length of the spring is 17.0  cm.    3 210 01234 load  / nextension  / cm     when an object is hung from the spring, the length of the spring is 19.2  cm.    what is the weight of the object?  a 1.4  n b 1.6  n c 2.6  n d 3.0  n     8 to calculate the power produced by a force, the size of the force must be known.     what else needs to be known to calculate the power?     the distance the force   moves the object the time for which the   force acts on the object   a \u0013 \u0013 key  b \u0013 \u0017 \u0013= needed  c \u0017 \u0013 \u0017= not needed  d \u0017 \u0017     ",
+            "5": "5  \u00a9 ucles 2015 0625/13/m/j/15 [turn over  9 a cyclist travels down a hill from rest at point x, without pedalling.    the cyclist applies his brakes and the cycle stops at point y.    x yhill     which energy changes have taken place between x and y?  a gravitational potential \u2192 kinetic \u2192 thermal (heat)  b gravitational potential \u2192 thermal (heat) \u2192 kinetic  c kinetic \u2192 gravitational potential \u2192 thermal (heat)  d kinetic \u2192 thermal (heat) \u2192 gravitational potential     10 the diagram shows a manometer with one side connected to a gas cylinder and the other side  open to the atmosphere.    gas cylinder liquid     which conclusion can be made using only the information from liquid levels in the manometer?  a the density of the gas is less than the density of air.  b the density of the gas is greater than the density of air.  c the pressure of the gas is less than atmospheric pressure.  d the pressure of the gas is greater than atmospheric pressure.     ",
+            "6": "6  \u00a9 ucles 2015 0625/13/m/j/15  11 the diagram shows a solid block resting on a bench. the dimensions of the block are shown.    bench80 cm20 cm40 cm prq     on which labelled surface should the block rest to produce the smallest pressure on the bench?  a p  b q  c r  d any of p, q or r     12 small smoke particles suspended in air are viewed through a microscope.    the smoke particles move randomly.    what does this show?  a the air consists of fast-moving molecules.  b the pressure of the air is increasing.  c there are convection currents in the air.  d the temperature of the air is increasing.    13 molecules escape from a liquid during evaporation. the temperature of the remaining liquid  changes.  which molecules escape and how does the temperature change?   molecules escaping temperature of  remaining liquid  a least energetic decreases  b least energetic increases  c most energetic decreases  d most energetic increases    ",
+            "7": "7  \u00a9 ucles 2015 0625/13/m/j/15 [turn over  14 the thermometer in the diagram has no scale.    bulb stem     where must the bulb be placed so that 0  \u00b0c can be marked on the stem?  a in a freezer  b in pure boiling water  c in pure cold water  d in pure melting ice      15 a solid is heated from room temperature. the graph shows how its temperature changes with  time as it is heated constantly.    timetemperature 00room temperaturepq rs t     between which labelled points on the graph is the substance partly solid and partly liquid?  a between p and q  b between q and r  c between r and s  d between s and t     ",
+            "8": "8  \u00a9 ucles 2015 0625/13/m/j/15  16 one method of heat transfer involves the energy travelling at a much greater speed than in other  methods.   what is the name of this method?  a conduction  b convection  c evaporation  d radiation     17 a cupboard is placed in front of a heater. air can move through a gap under the cupboard.    wall floorheatercupboard air moves through gap     which row describes the temperature, and the direction of movement, of the air in the gap?     air temperature air direction  a cool away from the heater  b cool towards the heater  c warm away from the heater  d warm towards the heater      18 what is the frequency of a wave?  a the distance that a wavefront travels every second  b the distance from one wavefront to the next  c the number of wavefronts produced per second  d the time taken for a wavefront to pass a certain point    ",
+            "9": "9  \u00a9 ucles 2015 0625/13/m/j/15 [turn over  19 the diagrams represent water waves in a tank.    which diagram represents a wave that changes speed?    d deeper watershallower watera barrierb barrierc barrier       20 which diagram shows how the light from a candle is reflected by a mirror, and shows the position  of the image formed?    eye candleimage of candlea  eyecandleeye candleimage of candleb  image of candlec d  eyecandle image of candlemirror  mirror mirror  mirror       ",
+            "10": "10  \u00a9 ucles 2015 0625/13/m/j/15  21 radiation from the sun is dispersed by a prism. the prism does not absorb any of the radiation.  four identical thermometers are placed, one at each of the labelled positions.    in which position does the thermometer show the greatest rise in temperature?    a  b c dred light  violet light radiation from  the sun prism      22 a scientist tries to direct a ray of light in a glass block so that no light escapes from the top of the  block.     however, some light does escape.    x glass block  ray of  light top of block light escaping from top of block     the scientist changes angle x and stops the light escaping from the top.     which row in the table describes the change to  angle x and the name of the effect produced?     change to angle x name of effect produced  a decrease total internal reflection  b decrease total internal refraction  c increase total internal reflection  d increase total internal refraction    ",
+            "11": "11  \u00a9 ucles 2015 0625/13/m/j/15 [turn over  23 the frequency of a musical note is increased.    a student hearing the sound detects an increase in which property?  a loudness of the sound  b pitch of the sound  c speed of the sound wave  d wavelength of the sound wave     24 a man holding a starting pistol stands 640  m away from a spectator.    640  m spectator      the spectator hears the sound of the starting pistol 2.0  s after seeing the flash from the pistol.    using this information, what is the speed of sound in air?  a 160  m / s b 320  m / s c 640  m / s d 1280  m / s     25 which action will demagnetise a magnetised piece of steel?  a cool it in a freezer for several hours.  b hit it repeatedly with a hammer.  c put it in a coil carrying a direct current (d.c.).  d put it near an unmagnetised piece of iron.    ",
+            "12": "12  \u00a9 ucles 2015 0625/13/m/j/15  26 an electromagnet with a soft-iron core is connected to a battery and an open switch. the soft-iron  core is just above some small soft-iron nails.    electromagnet soft-iron core soft-iron nails     the switch is now closed, left closed for a few seconds, and then opened.    what do the soft-iron nails do as the switch is clos ed, and what do they do when the switch is  then opened?     as switch is closed as switch is opened  a nails jump up nails fall down  b nails jump up nails stay up  c nails stay down nails jump up  d nails stay down nails stay down      27 what is the unit of electromotive force (e.m.f.)?  a ampere  b newton  c ohm  d volt    28 which sample of copper wire has the greatest electrical resistance?   length of wire  / m diameter of wire  / mm  a 1.0 2.0  b 1.0 4.0  c 10 2.0  d 10 4.0    ",
+            "13": "13  \u00a9 ucles 2015 0625/13/m/j/15 [turn over  29 the circuit diagram shows a 4.0  \u03c9 resistor and an 8.0  \u03c9 resistor connected to a 6.0  v battery.    8.0 \u03c94.0 \u03c96.0 v     what is the current in the 8.0  \u03c9 resistor?  a 0 a b 0.50  a c 0.75  a d 1.0  a      30 the diagram shows a circuit which includes an uncharged capacitor and a switch.    xy switch capacitor      the switch can be moved between position x and position y.    what happens to the capacitor when the switch is moved to position x, and what happens when the switch is then moved to position y?     switch at x switch at y  a capacitor charges capacitor charges  b capacitor charges capacitor discharges c capacitor discharges capacitor charges  d capacitor discharges capacitor discharges    ",
+            "14": "14  \u00a9 ucles 2015 0625/13/m/j/15  31 which component is represented by this circuit symbol?        a a bell  b a fuse  c a relay  d a transformer      32 the diagram shows a 10  \u03c9 resistor and a 20  \u03c9 resistor connected in a potential divider circuit.    v10 \u03c9 20 \u03c912.0  v     what is the reading on the voltmeter?  a 4.0  v b 6.0  v c 8.0  v d 12.0  v     ",
+            "15": "15  \u00a9 ucles 2015 0625/13/m/j/15 [turn over  33 in the circuit shown, only one of the fuses has blown, but none of the lamps is lit.    which fuse has blown?    a bc dpower supply      34 a student investigates the force on a bar magnet placed near a current-carrying coil. she carries  out three different experiments.    ns magnet attracted to coil experiment 1ns experiment 2n s experiment 3    in experiment 1, the magnet is attracted to the coil.    which row shows what happens in the other two experiments?     experiment 2 experiment 3  a magnet attracted magnet attracted  b magnet attracted magnet repelled  c magnet repelled magnet attracted  d magnet repelled magnet repelled    ",
+            "16": "16  \u00a9 ucles 2015 0625/13/m/j/15  35 which diagram represents the voltage output of a simple a.c. generator?    0voltage timea 0voltage timeb 0voltage timec 0voltage timed       36 a transformer has 400 turns on its secondary coil. an input voltage of 12  v is applied to the  primary coil, and an output voltage of 120  v is induced across the secondary coil.    primary coil secondary coil 400 turns input voltage 12 voutput voltage 120  v     how many turns are on the primary coil of the transformer?  a 12 b 40 c 400 d 4000     ",
+            "17": "17  \u00a9 ucles 2015 0625/13/m/j/15 [turn over  37 the diagram shows a cathode-ray tube.    anode cathodecathode-rays     which electrode should be heated, and which electrode should be positive?     heated electrode positive electrode  a anode anode  b anode cathode  c cathode anode  d cathode cathode      38 \u03b1, \u03b2 and \u03b3-radiations are emitted by radioactive substances.    which statement is correct?  a \u03b1-radiation consists of charged particles and is the most highly ionising radiation.  b \u03b2-radiation consists of charged particles and is the most penetrating radiation.  c \u03b2-radiation consists of uncharged particles and is the least highly ionising radiation.  d \u03b3-radiation consists of uncharged particles and is the least penetrating radiation.     39 the nucleus of an americium atom contains 146 neutrons and 95 protons. it decays by emitting  an \u03b1-particle.    how many neutrons and how many protons remain in the nucleus when this form of americium  decays?   number of neutrons  remaining number of protons  remaining  a 142 93  b 142 95  c 144 93  d 144 95   ",
+            "18": "18  \u00a9 ucles 2015 0625/13/m/j/15  40 which statement is correct for the nucleus of any atom?  a the nucleus contains electrons, neutrons and protons.  b the nucleus contains the same number of protons as neutrons.  c the nucleus has a total charge of zero.  d the nucleus is very small compared with the size of the atom.     ",
+            "19": "19  \u00a9 ucles 2015 0625/13/m/j/15  blank page ",
+            "20": "20    permission to reproduce items where third-par ty owned material protected by copyright is  included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holder s, 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 onl ine in the cambridge  international examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely a vailable to download at  www.cie.org.uk after the live examination series.    cambridge international examinations is part of the cambridge asse ssment group. cambridge assessment is the brand name of unive rsity of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge.    \u00a9 ucles 2015 0625/13/m/j/15  blank page  "
+        },
+        "0625_s15_qp_14.pdf": {
+            "1": "  the syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificat e.  this document consists of 18 printed pages and 2 blank pages.  ib15 06_0625_14/2rp  \u00a9 ucles 2015 [turn over       *3647450 832* cambridge international examinations  cambridge international general certificate of secondary education       physics 0625/14     paper 1  multiple choice  may/june 2015     45 minutes    additional materials: multiple choice answer sheet   soft clean eraser   soft pencil (type b or hb recommended)       read these instructions first    write in soft pencil.  do not use staples, paper clips, glue or correction fluid. write your name, centre number and candidate number on the answer sheet in the spaces provided  unless this has been done for you.  do not  write in any barcodes.   there are forty  questions on this paper. answer all questions. for each question there are four possible  answers a, b, c and d.   choose the one you consider correct and record your choice in soft pencil  on the separate answer sheet.    read the instructions on the answer sheet very carefully.   each correct answer will score one mark. a mark will not be deducted for a wrong answer. any rough working should be done in this booklet. electronic calculators may be used.   ",
+            "2": "2  \u00a9 ucles 2015 0625/14/m/j/15  1 the diagram shows a measuring instrument.        which quantity is this instrument used to measure?  a area  b density  c mass  d volume     2 the diagram shows the distance-time graph of an object.    00distance time    which statement describes the object?  a it is accelerating.  b it is moving at a constant speed.  c it is slowing down.  d it is stationary.    ",
+            "3": "3  \u00a9 ucles 2015 0625/14/m/j/15 [turn over  3 a tennis player hits a ball hard and 0.40  s later hears the echo from a wall.        the speed of sound in air is 330  m / s.    how far away is the player from the wall?  a 66  m b 132  m c 264  m d 825  m     4 weight is an example of which quantity?  a acceleration  b force  c mass  d pressure    5 which substance in the table has the lowest density?     substance mass  / g volume  / cm3  a nylon 1.2 1.0  b cotton 1.5 1.0  c olive oil 1.8 2.0  d water 2.0 2.0    ",
+            "4": "4  \u00a9 ucles 2015 0625/14/m/j/15  6 a car travels along a horizontal road at a constant speed. three horizontal forces act on the car.  the diagram shows two of these three forces.    air resistance 300  nforce from engine 1500  ndirection of motion forwards     what is the size and the direction of the third horizontal force acting on the car?  a 1200  n backwards  b 1200  n forwards  c 1800  n backwards  d 1800  n forwards     7 the extension-load graph for a spring is shown. the unstretched length of the spring is 17.0  cm.    3 210 01234 load  / nextension  / cm     when an object is hung from the spring, the length of the spring is 19.2  cm.    what is the weight of the object?  a 1.4  n b 1.6  n c 2.6  n d 3.0  n     ",
+            "5": "5  \u00a9 ucles 2015 0625/14/m/j/15 [turn over  8 which form of energy is used to generate electrical energy in a tidal power station?  a chemical energy  b gravitational energy  c internal energy (thermal energy)  d nuclear energy      9 four different model steam engines each lift a 1.0  kg object from the same  laboratory floor to the  same  laboratory bench. each engine takes a different time to lift the object.    how does the most powerful engine compare with the other engines?     speed of lifting  object onto bench useful work done  a faster more than other engines  b faster same as other engines  c slower less than other engines  d slower same as other engines     10 which statement is explained by reference to pressure?  a objects with greater mass have greater weight.  b one kilogram of water occupies more volume than one kilogram of lead.  c spikes on running-shoes sink into the ground.  d water cooled to a low enough temperature turns to ice.    11 small smoke particles suspended in air are viewed through a microscope.    the smoke particles move randomly.    what does this show?  a the air consists of fast-moving molecules.  b the pressure of the air is increasing.  c there are convection currents in the air.  d the temperature of the air is increasing.    ",
+            "6": "6  \u00a9 ucles 2015 0625/14/m/j/15  12 the gas in a container is heated but is kept at constant volume.    why does the gas pressure increase?  a the molecules expand.  b the molecules increase in mass.  c the molecules move further apart.  d the molecules move more rapidly.     13 which row is correct for the evaporation of a liquid?     the particles escaping  from the liquid are on  average the average kinetic  energy of particles  remaining in the liquid  a the least energetic decreases  b the least energetic increases  c the most energetic decreases  d the most energetic increases     14 a long thin bar of copper is heated evenly along its length.    copper ba r heat    what happens to the bar?  a it becomes less heavy.  b it becomes longer.  c it becomes shorter.  d it bends at the ends.     ",
+            "7": "7  \u00a9 ucles 2015 0625/14/m/j/15 [turn over  15 a solid is heated from room temperature. the graph shows how its temperature changes with  time as it is heated constantly.    timetemperature 00room temperaturepq rs t     between which labelled points on the graph is the substance partly solid and partly liquid?  a between p and q  b between q and r  c between r and s  d between s and t      16 one method of heat transfer involves the energy travelling at a much greater speed than in other  methods.   what is the name of this method?  a conduction  b convection  c evaporation  d radiation    ",
+            "8": "8  \u00a9 ucles 2015 0625/14/m/j/15  17 the diagram shows four markings on a liquid-in-glass thermometer.    \u201310  \u00b0c0 \u00b0c100  \u00b0c110  \u00b0c     which temperatures are the upper and lower fixed points?     upper fixed  point  / \u00b0c lower fixed  point  / \u00b0c  a 110 0  b 110 \u201310  c 100 0  d 100 \u201310     18 the diagram shows a block of ice placed in a warm room.    at which point is the temperature the lowest ?    tableclamp iceb c da     ",
+            "9": "9  \u00a9 ucles 2015 0625/14/m/j/15 [turn over  19 the thermal capacity of solid y is greater than that of solid z.    what is a consequence of this?  a solid y needs less thermal energy to melt it than solid z.  b solid y needs less thermal energy to raise its temperature by 1  \u00b0c than solid z.  c solid y needs more thermal energy to melt it than solid z.  d solid y needs more thermal energy to raise its temperature by 1  \u00b0c than solid z.      20 the diagram shows a water wave in a ripple tank.    which line represents a wavefront?    cdab      ",
+            "10": "10  \u00a9 ucles 2015 0625/14/m/j/15  21 which diagram shows how the light from a candle is reflected by a mirror, and shows the position  of the image formed?    eye candleimage of candlea  eyecandleeye candleimage of candleb  image of candlec d  eyecandle image of candlemirror  mirror mirror  mirror       ",
+            "11": "11  \u00a9 ucles 2015 0625/14/m/j/15 [turn over  22 the diagram shows a ray of white light incident on a triangular glass prism.    ray of white lightglass prism     the ray enters the prism.    which row correctly states if the light is refracted, and if the light is dispersed?     refracted dispersed  a no no  b no yes  c yes no  d yes yes      23 a parallel beam of light falls on a converging lens.    which diagram shows what happens to the beam of light?    a b c d      ",
+            "12": "12  \u00a9 ucles 2015 0625/14/m/j/15  24 in the experiment shown, the bell is heard ringing.  the air is gradually pumped out of the jar. no  change is made to the ringing bell.    air pump rubber bands bell glass jar     after a few minutes the bell can no longer be heard.    why is this?  a the amplitude of vibration of the bell decreases.  b the frequency of vibration of the bell increases.  c the sound waves from the bell become transverse.  d the sound waves need a medium to travel through.      25 what can be heard by the human ear?  a a whistle emitting a wave of frequency 50  khz  b a bat emitting a wave of frequency 30  khz  c an insect emitting a wave of frequency 300  hz  d a vibrating spring emitting a wave of frequency 5  hz    26 which action will demagnetise a magnetised piece of steel?  a cool it in a freezer for several hours.  b hit it repeatedly with a hammer.  c put it in a coil carrying a direct current (d.c.).  d put it near an unmagnetised piece of iron.    ",
+            "13": "13  \u00a9 ucles 2015 0625/14/m/j/15 [turn over  27 which row gives the unit for electromotive force (e.m.f.) and the unit for potential difference  (p.d.)?     electromotive  force potential  difference  a newton joule  b newton volt  c volt joule  d volt volt     28 a student investigates the force on a bar magnet placed near a current-carrying coil. she carries  out three different experiments.    ns magnet attracted to coil experiment 1ns experiment 2n s experiment 3    in experiment 1, the magnet is attracted to the coil.    which row shows what happens in the other two experiments?     experiment 2 experiment 3  a magnet attracted magnet attracted  b magnet attracted magnet repelled  c magnet repelled magnet attracted  d magnet repelled magnet repelled    29 which sample of copper wire has the greatest electrical resistance?   length of wire  / m diameter of wire  / mm  a 1.0 2.0  b 1.0 4.0  c 10 2.0  d 10 4.0    ",
+            "14": "14  \u00a9 ucles 2015 0625/14/m/j/15  30 a student uses the circuit shown to determine the resistance of the two identical resistors.    a v    the voltmeter reading is 2.2  v and the ammeter reading is 0.25  a.    what is the resistance of each resistor?  a 0.275  \u03c9 b 0.55  \u03c9 c 4.4  \u03c9 d 8.8  \u03c9     31 which component is represented by this circuit symbol?        a a bell  b a fuse  c a relay  d a transformer      32 a student sets up this circuit.        what is the purpose of the circuit?  a to allow a lamp to be made dimmer or brighter as required  b to amplify the sound of a voice  c to light a lamp in the dark  d to sound a bell when the temperature rises   ",
+            "15": "15  \u00a9 ucles 2015 0625/14/m/j/15 [turn over  33 three cores of different metals, p, q and r, are placed inside identical coils of wire.    at least one of the metals is non-ferrous.    the cores are held above some iron nails.    the three diagrams below show what happens when there is a current in the coils.      pcoil core iron nailsq r+ \u2013+ \u2013+ \u2013       the three diagrams below show what happens when the current is then switched off.     p q r+ \u2013+ \u2013+ \u2013      which row identifies whether the core metals are ferrous or non-ferrous?     ferrous non-ferrous  a p q and r  b p and q r  c q and r p  d r p and q    ",
+            "16": "16  \u00a9 ucles 2015 0625/14/m/j/15  34 which diagram represents the voltage output of a simple a.c. generator?    0voltage timea 0voltage timeb 0voltage timec 0voltage timed       35 in an electrical circuit, what is the purpose of a fuse?  a to connect the metal case of an appliance to the earth  b to cut off the electrical supply if the current is too large  c to keep an electrical appliance dry in damp conditions  d to maintain a steady voltage as the current varies    ",
+            "17": "17  \u00a9 ucles 2015 0625/14/m/j/15 [turn over  36 the diagram shows a cathode-ray tube.    anode cathodecathode-rays     which electrode should be heated, and which electrode should be positive?     heated electrode positive electrode  a anode anode  b anode cathode  c cathode anode  d cathode cathode      37 which particles are emitted during thermionic emission?  a atoms  b electrons  c neutrons  d protons     38 a uranium  u238 92 nucleus emits an \u03b1-particle.    what are the new nucleon and proton numbers?     nucleon number proton number  a 238 88  b 236 90  c 234 92  d 234 90     ",
+            "18": "18  \u00a9 ucles 2015 0625/14/m/j/15  39 which row shows the nature and the penetrating ability of \u03b2-particles?     nature most are stopped by  a electron a few mm of aluminium  b electron a thin sheet of paper  c helium nucleus a few mm of aluminium  d helium nucleus a thin sheet of paper     40 a radioactive isotope is placed near a detector. the readings on the detector are corrected for  background radiation and recorded every hour.    the table shows the corrected readings.    time  / hours 0 1.0 2.0 3.0 4.0  count rate  / counts per second 500 375 280 210 160    what is the half-life of the isotope?  a between 0 and 1 hour  b between 1 hour and 2 hours  c between 2 hours and 3 hours  d between 3 hours and 4 hours     ",
+            "19": "19  \u00a9 ucles 2015 0625/14/m/j/15  blank page ",
+            "20": "20    permission to reproduce items where third-par ty owned material protected by copyright is  included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holder s, 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 onl ine in the cambridge  international examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely a vailable to download at  www.cie.org.uk after the live examination series.    cambridge international examinations is part of the cambridge asse ssment group. cambridge assessment is the brand name of unive rsity of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge.    \u00a9 ucles 2015 0625/14/m/j/15  blank page  "
+        },
+        "0625_s15_qp_21.pdf": {
+            "1": "this document consists of 18 printed pages and 2 blank pages. dc (nf/sw) 90323/2 \u00a9 ucles 2015 [turn overcambridge international examinations cambridge international general certificate of secondary education *0930793009* physics  0625/21 paper 2 core may/june 2015  1 hour 15 minutes candidates answer on the question paper. no additional materials are required. read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen. y ou may use an hb pencil for any diagrams or graphs. do not use staples, paper clips, glue or correction fluid. do not write in any barcodes. answer all questions. electronic calculators may be used. y ou may lose marks if you do not show your working or if you do not use appropriate units. take the weight of 1 kg to be 10 n (i.e. acceleration of free fall = 10 m / s2). at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [ ] at the end of each question or part question. the syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificat e.",
+            "2": "2 0625/21/m/j/15 \u00a9 ucles 20151 a student has a stack of 20 identical coins.  fig. 1.1 shows the student measuring the height of the stack using a ruler. 15cm 10 5 0eye stack of 20 coins fig. 1.1  (a) with his eye at the position shown, the student\u2019s measurement of the height of the stack is  6.8 cm.   suggest two reasons why the student\u2019s measurement is inaccurate. 1.  ... ...  .. . 2.  ... ...  .. . [2]  (b) another student correctly determines the height of the stack as 7.7 cm.   calculate the average thickness of one coin.  thickness =    cm  [2]",
+            "3": "3 0625/21/m/j/15 \u00a9 ucles 2015 [turn over (c) the mass of a single coin is 12 g.   state this mass in kg.  mass =  .  kg  [1] [total: 5]",
+            "4": "4 0625/21/m/j/15 \u00a9 ucles 20152 (a) a car is travelling at a constant speed of 80 km / h.   calculate the distance travelled by the car in half an hour.  distance =   km  [1]  (b) the car in fig. 2.1 is travelling along a road on which there is a speed detector.   the speed detector consists of two parallel strips attached to the road and connected to a  timer. speed detector strips fig. 2.1   the speed detector strips are 0.50 m apart. the time interval between the car hitting the first  strip and the second strip is 0.040 s.   calculate the average speed of the car between the strips.  speed =  ... m / s  [3]",
+            "5": "5 0625/21/m/j/15 \u00a9 ucles 2015 [turn over (c) (i) a car is travelling at a speed of 15 m / s. the driver applies the brakes and brings the car  to a stop.    fig. 2.2 represents the last part of the journey. 00246810121416 1 2 3 4 5 6 time  / sspeed m / s 7 8 9 10 11 12 fig. 2.2    calculate the distance travelled by the car as it slows down.  distance =  ..  m  [2]   (ii) on another occasion, the car is travelling at the same speed of 15 m / s when the driver  sees a hazard ahead. she uses emergency braking to stop the car in 2.0 seconds.    on fig. 2.2, draw the speed-time graph for the emergency stop. [1] [total: 7]",
+            "6": "6 0625/21/m/j/15 \u00a9 ucles 20153 a student is sitting on a chair as shown in fig. 3.1. fig. 3.1  (a) (i) estimate the mass of the student. .. [1]   (ii) which statement is correct for the mass of the chair on the moon and the mass of the  chair on the earth?    tick the box next to the correct statement.     the mass of the chair is greater on the moon.     the mass of the chair is less on the moon but not zero.     the mass of the chair is the same on the moon.     the mass of the chair is zero on the moon. [1]  (b) the student tips his chair back to the position shown in fig. 3.2. centre of mass of student and chair fig. 3.2   (i) state and explain how the pressure exerted by the chair on the floor in fig. 3.2 compares  with the pressure exerted by the chair in fig. 3.1. statement   .. explanation  .. ..  .. .  .. . [3]",
+            "7": "7 0625/21/m/j/15 \u00a9 ucles 2015 [turn over  (ii) explain why the chair will topple over backwards. y ou may draw on fig. 3.2 as part of  your answer.  .. .  .. .  ..  [2] [total: 7]",
+            "8": "8 0625/21/m/j/15 \u00a9 ucles 2015blank page",
+            "9": "9 0625/21/m/j/15 \u00a9 ucles 2015 [turn over4 fig. 4.1 shows a battery-operated alarm clock. 1211 10 9 8 7654321 fig. 4.1  use words from the box to complete the sentences. chemical        electrical        kinetic        light        sound        thermal  the battery stores .. energy. when the battery is first connected, electrical  energy is transferred to .. energy of the clock\u2019s hands. some of the electrical  energy is transferred to the surroundings as .. energy. when the alarm bell  rings, electrical energy is transferred to .. energy. [4] [total: 4]",
+            "10": "10 0625/21/m/j/15 \u00a9 ucles 20155 (a) fig. 5.1 shows four traces produced by an oscilloscope for different sounds. for each trace  the same settings of the oscilloscope were used. a b c d fig. 5.1   (i) in the box, write the letter a, b, c or d of the trace showing the sound with the highest  pitch. [1]   (ii) complete the statement using the letters of the traces.    the two traces that have the same amplitude are .  and  . . [1]  (b) students are provided with a 100 m tape measure and stopwatches. the teacher has a  starting pistol.   describe an experiment that they can carry out to determine the speed of sound in air.  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  ..  [5] [total: 7]",
+            "11": "11 0625/21/m/j/15 \u00a9 ucles 2015 [turn over6 a round-bottomed flask is connected to a mercury manometer. the air inside the flask is warm.  the arrangement is shown in fig. 6.1. 500mm 400 300 200 100 0airmercury fig. 6.1  (a) (i) state the scale reading for the left-hand column.  left-hand column =  .  mm    state the scale reading for the right-hand column.  right-hand column =  .  mm [1]   (ii) atmospheric pressure is equal to 760 mm of mercury.    calculate the pressure of the air inside the flask.  pressure =  .  mm of mercury  [3]  (b) the air inside the flask cools.   (i) state what happens to the pressure of the air inside the flask as the air cools.  ..  [1]   (ii) in terms of the air molecules, state two ways in which the air changes as it cools.  .. .  .. .  .. .  ..  [2] [total: 7]",
+            "12": "12 0625/21/m/j/15 \u00a9 ucles 20157 fig. 7.1 shows a domestic hot water system. heatermetal storage tankwater jacket from water supplyto taps fig. 7.1  (a) the heater is placed at the bottom of the storage tank.   (i) name the process by which water in contact with the heater becomes hot.  ..  [1]   (ii) 1.   explain how the water at the top of the storage tank becomes hot. include the word  density  in your answer.  .. .  .. .  .. .  .. .  ..  [3]    2. state the name given to this process.  ..  [1]  (b) hot water storage tanks are often covered in a material such as polystyrene or a \u2018jacket\u2019 made  from a woollen material.   (i) state the purpose of this covering.  ..  [1]   (ii) suggest two reasons why the use of such a material is important. 1.  ...  2.  ...  [2] [total: 8]",
+            "13": "13 0625/21/m/j/15 \u00a9 ucles 2015 [turn over8 (a) a ray of red light passes through a glass block, as shown in fig. 8.1. air glass ray of red light fig. 8.1   (i) on fig. 8.1, clearly label the angle of refraction. [1]   (ii) state the name given to the dashed line drawn at 90\u00b0 to the boundary.  ..  [1]  (b) a roadside reflector is made of plastic. it reflects the light from car headlamps.   fig. 8.2 shows part of the path of a ray of light through the reflector. a 45\u00b0 45\u00b0roadside reflector fig. 8.2   the critical angle for the plastic is less than 45\u00b0.   (i) on fig. 8.2, complete the path of the ray of light. [1]   (ii) state the term used to describe this type of reflection.  ..  [1]   (iii) explain why the ray turns though 90\u00b0 at a.  .. .  ..  [1] [total: 5]",
+            "14": "14 0625/21/m/j/15 \u00a9 ucles 20159 in cold weather, houses are often heated with an electrical heater.  fig. 9.1 shows a simplified electrical circuit for a household heater. ma b c fig. 9.1  (a) what does the symbol    represent?  ..  [1]  (b) the heater has three identical heating elements, a fan driven by a motor and a lamp.   name the components that are working when switch a only is closed.  ..  [1]  (c) the heater has two switches, b and c, to give high, medium and low heat settings.   identify how each heat setting is obtained. complete the table by adding ticks to represent a  closed switch. heater settings switch b switch c high medium low [3]  (d) write down the equation that relates resistance, potential difference (p.d.) and current.  ..  [1]",
+            "15": "15 0625/21/m/j/15 \u00a9 ucles 2015 [turn over (e) the current in one of the heating elements is 5.0 a. the resistance of the heating element  is 50 \u03c9.   calculate the p.d. across the heating element. include the appropriate unit.  p.d. =  ... [2]  (f)  explain how the component with the symbol    protects the circuit.  .. .  .. .  .. .  ..  [2] [total: 10]",
+            "16": "16 0625/21/m/j/15 \u00a9 ucles 201510 (a) the box below contains the names of some metals. copper         gold         iron         lead         silver         steel   circle the metals which may be attracted to a magnet. [2]  (b) a student has 3 metal bars which all look the same. two of the metal bars are magnets and  one is not.   explain how the student can identify the two magnets without using any other equipment.  .. .  .. .  .. .  ..  [2]  (c) from the metals given in (a), state the name of the metal that can be used to make a  permanent magnet.  ..  [1]  (d) fig. 10.1 shows a vertical wire passing through a horizontal piece of card.  wire fig. 10.1   there is a direct current (d.c.) in the wire. the current produces a magnetic field around the  wire.   (i) name a piece of equipment that can be used to investigate the magnetic field produced  by the current-carrying wire.  ..  [1]",
+            "17": "17 0625/21/m/j/15 \u00a9 ucles 2015 [turn over  (ii) fig. 10.2 shows the wire and the card viewed from above. vertical wire fig. 10.2    on fig. 10.2, carefully draw two complete field lines produced by the current-carrying  wire. [1] [total: 7]",
+            "18": "18 0625/21/m/j/15 \u00a9 ucles 201511 fig. 11.1 represents the electromagnetic spectrum. visible lightradio wavesx-raysultra- violeta-rays fig. 11.1  (a) identify one feature that is the same for all radiations that form the electromagnetic spectrum.  .. .  ..  [1]  (b) fill in the blank spaces between visible light and radio waves by adding the names of the  radiations. [2]  (c) state the radiation that has the shortest wavelength.  ..  [1]  (d) (i) describe a common use of x-rays.  .. .  ..  [1]   (ii) state a precaution taken by those who work with x-rays.  .. .  ..  [1] [total: 6]",
+            "19": "19 0625/21/m/j/15 \u00a9 ucles 201512 some water is contaminated with a radioactive element.  in a laboratory, the count rate from a sample of the contaminated water is measured every 10 days.  the results are shown in the table. time / days    0   10   20   30  40  50  60  70 count rate counts / s3250 2300 1650 1200 980 550 400 320  (a) on fig. 12.1, complete the graph by plotting the first three points and drawing the best-fit  curve. [2] 00500100015002000250030003500 10 20 30 40 time  / dayscount-rate counts  / s 50 60 70 80 fig. 12.1  (b) one of the readings is incorrect due to an error.   circle this point on the graph and estimate the correct count rate for this day.    count rate =  ... [2]  (c) use the graph to determine the half-life of the radioactive element. ignore background  radiation.  half-life =  ... [3] [total: 7]",
+            "20": "20 0625/21/m/j/15 \u00a9 ucles 2015permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here 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 onl ine in the cambridge international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to do wnload at www.cie.org.uk after  the live examination series. cambridge international examinations is part of the cambridge assessment group. cambridge assessment is the brand name of unive rsity of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge.blank page"
+        },
+        "0625_s15_qp_22.pdf": {
+            "1": "this document consists of 16 printed pages. dc (nh/sw) 90331/4 \u00a9 ucles 2015 [turn over *2843429858* physics  0625/22 paper 2 core may/june 2015  1 hour 15 minutes candidates answer on the question paper. no additional materials are required. read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen. y ou may use an hb pencil for any diagrams or graphs. do not use staples, paper clips, glue or correction fluid. do not write in any barcodes. answer all questions. electronic calculators may be used. y ou may lose marks if you do not show your working or if you do not use appropriate units. take the weight of 1 kg to be 10 n (i.e. acceleration of free fall = 10 m / s2). at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [ ] at the end of each question or part question. the syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificat e.cambridge international examinations cambridge international general certificate of secondary education",
+            "2": "2 0625/22/m/j/15 \u00a9 ucles 20151 fig. 1.1 shows a distance-time graph for a falling object. 00.20.40.60.81.01.21.41.61.82.0 distance fallen / m 0 0.1 0.2 0.3 0.4 time  / s0.5 0.6 0.7 0.8 fig. 1.1  (a) use this graph to find the time it takes the object to fall from 0.60 m to 1.60 m.  time =  ... s [2]  (b) state and explain what the graph shows about the motion of the falling object.  .. .  .. .  .. .[2]  [total: 4]",
+            "3": "3 0625/22/m/j/15 \u00a9 ucles 2015 [turn over2 fig. 2.1 shows an irregularly shaped piece of card. fig. 2.1  a student is asked to find the centre of mass of the card. the student is provided with a clamp and  stand, a small mass attached to a thin string and a long pin.  (a) describe the procedure for finding the centre of mass of the card. y ou may draw a diagram.  .. .  .. .  .. .  .. .  .. .[ 3]  (b) what simple test can be carried out to confirm that the centre of mass has been found?  .. .  .. .[1]  [total: 4]",
+            "4": "4 0625/22/m/j/15 \u00a9 ucles 20153 a student has a beaker of liquid as shown in fig. 3.1. beaker liquid fig. 3.1  (a) the student makes some measurements. his results are shown in the table. mass of beaker and liquid 280 g mass of empty beaker 120 g volume of liquid 200 cm3   (i) calculate the mass of the liquid in the beaker.  mass of liquid =  ... g [1]   (ii) calculate the density of the liquid.  density =  ... g / cm3 [3]",
+            "5": "5 0625/22/m/j/15 \u00a9 ucles 2015 [turn over (b) the student warms the beaker and liquid on an electric heater as shown in fig. 3.2. electric heater fig. 3.2   (i) state the name of the process by which thermal energy is transferred through the glass  of the beaker.  .. .[1]   (ii) explain how thermal energy is transferred throughout the liquid by convection.  .. .  .. .  .. .  .. .[3]  (c) after heating for 20 minutes, the student re-weighs the beaker and liquid. he finds that the  mass of the beaker and liquid has decreased to 260 g.   (i) state the name of the process that causes this decrease in mass.  .. .[1]   (ii) in terms of molecules, explain how this process occurs.  .. .  .. .  .. .  .. .[2]  [total: 11]",
+            "6": "6 0625/22/m/j/15 \u00a9 ucles 20154 at a party, three balloons are filled with a gas less dense than air. the balloons are tied to an  empty drink can. the can floats, without moving, in the air above a table, as shown in fig. 4.1. top of tableempty drink canx y               fig. 4.1                  fig. 4.2  (a) fig. 4.2 represents the vertical forces acting on the can as it floats in the air.   state the name given to the downward force labelled y .  .. .[1]  (b) in terms of the vertical forces acting on the can, explain why the can does not rise or fall.  .. .  .. .[2]  (c) a window is opened, causing a draught of air into the room. the window is to the left of the  balloons and can, and at the same height.   on fig. 4.1, draw an arrow indicating the direction of the resultant force on the can. [1]  (d) one of the balloons suddenly bursts.   state and explain what happens to the can.  .. .  .. .  .. .[1]  [total: 5]",
+            "7": "7 0625/22/m/j/15 \u00a9 ucles 2015 [turn over5 a footballer kicks a football and it bounces to another player.  fig. 5.1 shows part of the path taken by the ball. fig. 5.1  (a) use words from the box to complete the sentences below. each word may be used once,  more than once, or not at all. direction  downwards  forwards  mass  shape  slower  upwards    (i) each time the football moves ., it gains gravitational potential  energy. [1]   (ii) each time the football hits the ground, it changes ., and this results  in energy stored as strain energy (elastic potential energy). [1]  (b) each time the football hits the ground, energy is transferred away from the ball.   (i) state how you can tell this from the diagram.  .. .  .. .[1]   (ii) state what happens to the energy that is transferred away from the ball.  .. .[1]  [total: 4]",
+            "8": "8 0625/22/m/j/15 \u00a9 ucles 20156 fig. 6.1 shows a hydroelectric power station. reservoir damhydroelectric power station outflow of waterpipes fig. 6.1  (a) these are some of the stages explaining how the power station works. they are not in the  correct order.   a the electromagnets turn inside a large coil.   b water flows down pipes from the reservoir to the turbine.   c inside the generator, the spinning shaft turns electromagnets.   d the falling water keeps the turbine spinning.   use the letters a, b, c and d to complete the flow chart to explain how the power station  works. rainwater flows off the hills into the reservoir behind the dam. the turbine transfers energy by a spinning shaft to a generator. electricity is generated.  [3]",
+            "9": "9 0625/22/m/j/15 \u00a9 ucles 2015 [turn over (b) hydroelectric power is described as a renewable source of energy.   explain what is meant by the term renewable.  .. .  .. .[1]  (c) using a renewable source of energy is one advantage of hydroelectric power compared with  other energy sources.   (i) state two other advantages of hydroelectric power. 1.   2.    [2]   (ii) state one disadvantage of hydroelectric power.  .. .[1]  [total: 7]",
+            "10": "10 0625/22/m/j/15 \u00a9 ucles 20157 fig. 7.1 shows a car and a snow tractor. fig. 7.1  the car and the snow tractor have the same weight.  (a) explain why the snow tractor can travel across soft snow without sinking, but the car cannot.  .. .  .. .  .. .  .. .  .. .[3]  (b) the car driver checks his tyre pressure in a warm garage. the pressure of the air inside the  tyre when it is warm is 24.0 n / cm2.   the car is driven outside and left in the snow.  (i) suggest a value for the pressure of the air inside the tyre when it is cold.  pressure =  .. n / cm 2 [1]   (ii) in terms of the air molecules inside the tyre, explain the change in the pressure of the air.  .. .  .. .  .. .  .. .[2]  [total: 6]",
+            "11": "11 0625/22/m/j/15 \u00a9 ucles 2015 [turn over8 (a) a student arranges two 45\u00b0 prisms as shown in fig. 8.1. he aims a ray of red light to hit the  surface of one of the prisms at 90\u00b0. 45\u00b0 45\u00b045\u00b0 45\u00b0ray of red light fig. 8.1   the critical angle for the glass is 42 \u00b0.   on fig. 8.1, draw the path of the light through the prisms. [4]  (b) visible light is one region of the electromagnetic spectrum, as represented in fig. 8.2. radio  wavesmicrowavesinfra-red  wavesvisible lightultraviolet waves long wavelength                             short wavelength fig. 8.2   (i) two regions of the electromagnetic spectrum are missing from fig. 8.2.    state the name of the missing region with the longer wavelength.  .. .[1]   (ii) an infra-red sensor is fitted into a room as part of an intruder alarm system.    explain how the sensor detects a person in the room.  .. .  .. .[2]   (iii) state two properties that are the same for all electromagnetic waves. 1.   2.    [2]  [total: 9]",
+            "12": "12 0625/22/m/j/15 \u00a9 ucles 20159 a student has two powerful bar magnets and an iron rod.  the student uses the n pole of one magnet and the s pole of the other magnet. starting from the  centre of the iron rod he rubs the poles against the rod out to its ends. he repeats this many times.  fig. 9.1 shows how the student uses the two magnets to make the iron rod into a magnet. n sns iron rod fig. 9.1  (a) label the magnetic poles created on the iron rod. [1]  (b) describe how to test whether the iron rod has become a magnet.  .. .  .. .[1]  (c) suggest a material that could be used to make a permanent magnet.  .. .[1]  (d) describe how a permanent magnet can be demagnetised.  .. .  .. .  .. .[2]",
+            "13": "13 0625/22/m/j/15 \u00a9 ucles 2015 [turn over (e) another way of making a magnet is shown in fig. 9.2. iron nail coil of insulated wire fig. 9.2   (i) state the name given to this type of magnet.  .. .[1]   (ii) suggest an advantage of this type of magnet.  .. .  .. .[1]   (iii) suggest one use for this type of magnet.  .. .[1]  [total: 8]",
+            "14": "14 0625/22/m/j/15 \u00a9 ucles 201510 fig. 10.1 shows  a charger for a mobile phone (cell phone). charger fig. 10.1  the charger contains a transformer.  (a) (i) suggest a suitable material for the coils of the transformer.  .. .[1]   (ii) the transformer has an input voltage of 240 v and an output voltage of 6.0 v. there are  6000 turns on the input coil.    calculate the number of turns on the output coil.  number of turns =  ...[3]  (b) place a tick in the box alongside the condition in which it could be dangerous to use the  charger.      cool      damp      dry      w a r m  [1]  [total: 5]",
+            "15": "15 0625/22/m/j/15 \u00a9 ucles 2015 [turn over11 in some areas there are high levels of background radiation.  (a) explain what is meant by background radiation .  .. .  .. .[2]  (b) suggest how background radiation can be detected.  .. .  .. .[1]  (c) radon-219 (21 89 6rn) is a radioactive gas.   complete the table below to show the number of each type of particle in a neutral atom  of 21 89 6rn. type of particle number electron neutron proton  [3]  (d) alpha particles are emitted when radon-219 decays.   (i) tick the box alongside the correct symbol for an alpha particle.       \u03b1       \u03b2       \u03b3  [1]   (ii) from what part of the radon-219 atom is the alpha particle emitted?  .. .[1]   (iii) complete the table below to show the composition of an alpha particle. type of particle number electron neutron proton  [2]  [total: 10]",
+            "16": "16 0625/22/m/j/15 \u00a9 ucles 201512 a student sets up the circuit shown in fig. 12.1. fig. 12.1  (a) on fig. 12.1, label the thermistor with a t. [1]  (b) the student wants to determine the resistance of the thermistor at different temperatures.   complete the sentences for the meters he should use in the circuit.   (i) the meter to be connected in series with the thermistor is .. . [1]   (ii) the meter to be connected in parallel with the thermistor is  . [1]  (c) these are the student\u2019s results for a temperature of 20 \u00b0c. p.d. across thermistor / v current in thermistor / a 3.2 0.0050   (i) calculate the resistance of the thermistor at 20 \u00b0c.  resistance =  ... \u03c9 [3]   (ii) when the temperature increases, the resistance of the thermistor decreases.    state what happens, if anything, to the current in the thermistor.  .. .[1]  [total: 7] permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here 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 onl ine in the cambridge international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to do wnload at www.cie.org.uk after  the live examination series. cambridge international examinations is part of the cambridge assessment group. cambridge assessment is the brand name of unive rsity of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge."
+        },
+        "0625_s15_qp_23.pdf": {
+            "1": "this document consists of 19 printed pages and 1 blank page. dc (cw/cgw) 90391/2 \u00a9 ucles 2015 [turn overcambridge international examinations cambridge international general certificate of secondary education *4669960870* physics  0625/23 paper 2 core may/june 2015  1 hour 15 minutes candidates answer on the question paper. no additional materials are required. read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen. y ou may use an hb pencil for any diagrams or graphs. do not use staples, paper clips, glue or correction fluid. do not write in any barcodes. answer all questions. electronic calculators may be used. y ou may lose marks if you do not show your working or if you do not use appropriate units. take the weight of 1 kg to be 10 n (i.e. acceleration of free fall = 10 m / s2). at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [ ] at the end of each question or part question. the syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificat e.",
+            "2": "2 0625/23/m/j/15 \u00a9 ucles 20151 in the past, burning candles were used as timers.  a boy carries out an experiment to make his own timer using a burning candle.  fig. 1.1 shows the length of the candle, and the clock he used, at the start of the experiment and  at the end of the experiment. start of the experiment end of the experiment 11:  50 5.0 cm 3.2 cmcandle at the startcandle at the end14 : 05clock clock fig. 1.1  (not to scale)  (a) the candle has a cross-sectional area of 1.6 cm2.   calculate the volume of candle at the start of the experiment.  volume =  ..  cm3 [2]  (b) use fig. 1.1 to complete the table. time at start of the experiment time at end of the experiment time for which the candle  was burning.. hours ..minutes = .. hours  [2]",
+            "3": "3 0625/23/m/j/15 \u00a9 ucles 2015 [turn over (c) the difference in the length of the candle from the start to the end of the experiment  was 1.8 cm.   calculate the rate, in cm / hour, at which the candle burns.  rate =  ... cm / hour [2]  (d) the boy estimates that he would need a candle about 24 cm long, of the same material and  diameter, to make a candle timer that would last at least one day.   state whether the boy\u2019s estimate is correct. give a reason for your answer.  .. .  .. .  .. .[2]  [total: 8]",
+            "4": "4 0625/23/m/j/15 \u00a9 ucles 20152 (a) a student is asked to find the density of a small block of metal, as shown in fig. 2.1. length width height fig. 2.1   use words from the list below to complete the following sentences. balance           beaker           measuring cylinder           protractor           rule           thermometer   (i) the student should use a . to measure the length, width and  height of the metal block.   (ii) the student should use a . to find the mass of the metal  block.  [2]  (b) a jeweller has a small block of metal. the block has a mass of 15.2 g and a volume of 1.36 cm3.   (i) calculate the density of the metal.  density =  ..  g / cm3 [3]   (ii) the jeweller looks up the values for the density of various metals and produces a table,  part of which is shown below. metaldensity g / cm3 gold 19.3 lead 11.3 platinum 21.5 silver 10.5    using your answer to (b)(i)  and the information in the table, state which metal the block is  most likely to be made from.  .. .[1]  [total: 6]",
+            "5": "5 0625/23/m/j/15 \u00a9 ucles 2015 [turn over3 in the columns below are physical quantities and the units in which they are measured.  draw a line from each quantity to its corresponding unit. one line is drawn for you. quantity unit energy \u00b0c resistance m / s speed j temperature \u03c9  [total: 2]",
+            "6": "6 0625/23/m/j/15 \u00a9 ucles 20154 a toy car is rolling down a slope. fig. 4.1 shows the total forward force and the total backward force  acting on the car. 16 n 12 n fig. 4.1  (a) calculate the resultant force on the car.  size of force =   n  direction of force =  ... [2]  (b) what will be the effect of this resultant force on the car\u2019s motion?  .. .  .. .[2] [total: 4]",
+            "7": "7 0625/23/m/j/15 \u00a9 ucles 2015 [turn over5 a girl cycles to meet a friend. the distance-time graph for her journey from start to finish is shown  in fig. 5.1. 020040060080010001200 0123 time  / minutesdistance  / m 45 ab cde fig. 5.1  (a) how far does the girl travel from start to finish?  distance =  ...[1]  (b) describe the motion of the girl between points b and c.  .. .[1]  (c) which section of the graph shows   (i) the part of the girl\u2019s journey that involves cycling up a hill 500 m long,  between  and  [1]   (ii) the girl travelling at the fastest speed?  between  and  [1]  (d) calculate her average speed, in m / s, for the whole journey.  average speed =  .. m / s [3]  [total: 7]",
+            "8": "8 0625/23/m/j/15 \u00a9 ucles 20156 different types of power station use different sources of energy.  (a) draw one straight line from each energy source to the type of power station that uses it. energy source type of power station fossil fuel hot rocks underground uranium fuel rodshydroelectric nuclear geothermal coal-fired wind farm  [3]",
+            "9": "9 0625/23/m/j/15 \u00a9 ucles 2015 [turn over (b) fig. 6.1 shows part of a solar power station. pluuruslsh\u0003fduu\\lqj zdwhu fig. 6.1   these are some of the stages explaining how the power station works. they are not in the  correct order.    a electricity is generated.    b the turbine turns the generator.    c steam drives the turbine.    d water in the pipe absorbs energy.   use the letters a, b, c and d to complete the flow chart to explain how the power station  works. radiation from the sun hits the mirror. radiation is reflected onto the pipe. hot water turns into steam. [3]  [total: 6]",
+            "10": "10 0625/23/m/j/15 \u00a9 ucles 20157 (a) the arrows on fig. 7.1 represent four changes of state. solid liquid gas fig. 7.1   on each arrow, write the name for the change of state. [3]  (b) the statements below are about particles in a gas.   tick three  boxes to show which statements are correct.     the particles move randomly.     the particles are in a regular repeating pattern.     the particles are much further apart than they are in a solid.     the particles vibrate about fixed positions.     the particles expand when they are heated.     the particles move faster when they are heated.  [3]  (c) a student spills a small amount of nail varnish remover on one of her hands. nail varnish  remover is a liquid with a low boiling point.   explain why this hand feels colder than her other hand.  .. .  .. .  .. .  .. .[3] [total: 9]",
+            "11": "11 0625/23/m/j/15 \u00a9 ucles 2015 [turn over8 a student looks into a vertical mirror to see the reflection of a burning candle.  fig. 8.1 shows one ray of light being reflected by the mirror. candleflamemirroreye fig. 8.1  (a) on the ray in fig. 8.1, mark arrows to indicate the direction of travel of the light. [1]  (b) on fig. 8.1, carefully mark the position of the image of the candle flame. [2]  (c) the candle is moved further from the mirror.   state what, if anything, happens to   (i) the position of the image  .. .   (ii) the size of the image.  .. .  [2] [total: 5]",
+            "12": "12 0625/23/m/j/15 \u00a9 ucles 20159 (a) fig. 9.1 represents a wave in a water tank. five distances are shown, labelled a, b, c, d  and e. a cbd e fig. 9.1   (i) 1.  which property of the wave is represented by distance c?  .. ..[1]    2. which of the labelled distances represents the wavelength of the wave?  .. ..[1]   (ii) water waves are transverse waves.    state another example of a transverse wave.  .. .[1]   (iii) the speed of the wavefronts is 7.5 cm / s.    calculate the distance moved by a wavefront in 4.0 s.  distance =   cm [2]",
+            "13": "13 0625/23/m/j/15 \u00a9 ucles 2015 [turn over (b) fig. 9.2 shows, from above, a wave travelling on water. shallow water wavefrontdirection of travel of wavewater tank deep water fig. 9.2   the wave has reached an area of shallow water, where it travels more slowly.   (i) complete the diagram to show the wavefronts in the shallow water. [3]   (ii) state the term used to describe what happens to the wave as it enters the shallow water.  .. .[1]  [total: 9]",
+            "14": "14 0625/23/m/j/15 \u00a9 ucles 201510 a student is investigating static electricity.   (i) the student charges a plastic rod by rubbing it with a dry cloth. the rod becomes  positively charged as shown in fig. 10.1. + ++ ++++ ++ +++++ +cloth rod fig. 10.1    1. state the sign of the charge, if any, on the cloth.  .. ..[1]    2. state which particles the cloth has gained for it to have this charge.  .. ..[1]   (ii) the student then rubs two thin plastic strips with another dry cloth. the strips are  suspended so that they are free to move.    fig. 10.2 shows the two plastic strips before and after the student rubs them with the dry  cloth. before rubbing after rubbing sticky tapestring string plastic strips fig. 10.2    explain why the bottom ends of the strips move apart after rubbing.  .. .  .. .[2]",
+            "15": "15 0625/23/m/j/15 \u00a9 ucles 2015 [turn over  (iii) a boy wears a shirt made from nylon. after wearing the shirt for some time he finds the  shirt clinging to his body.    use your knowledge of electrostatic charges to explain why this occurs.  .. .  .. .  .. .[2]  [total: 6]",
+            "16": "16 0625/23/m/j/15 \u00a9 ucles 201511 some cars have electrically heated front seats. each seat has a warm and a hot setting, controlled  by a switch.  the circuit for one seat is shown in fig. 11.1. 12.0  v heaterswitchfuse a bcx fig. 11.1  (a) the circuit contains a switch that can connect to any of the contacts a, b or c.   in the table below, put one tick for each switch setting to indicate the condition of the seat. condition of seat switch setting off warm hot a b c  [3]  (b) when the heater setting is on \u2018hot\u2019, the current in the heater is 6.0 a. the potential difference  across the heater is 10.0 v.   calculate the resistance of the heater.  resistance =  .. [3]",
+            "17": "17 0625/23/m/j/15 \u00a9 ucles 2015 [turn over (c) what is the name and purpose of component x? name of component   .. purpose  ... ..  .. . [2]  (d) the heated seat develops a fault and there is a large current in the circuit.   explain what happens to prevent further damage to the circuit.  .. .  .. .  .. .[2]  [total: 10]",
+            "18": "18 0625/23/m/j/15 \u00a9 ucles 201512 fig. 12.1 represents an atom of carbon. neutron x y fig. 12.1 (not to scale)  (a) (i) state the name of particle x.  .. .[1]   (ii) state the name of particle y .  .. .[1]  (b) carbon-14 is unstable. it decays by beta emission to form nitrogen.   complete the equation for this decay. 14 6c  . .n  +  0 \u20131e  [2]",
+            "19": "19 0625/23/m/j/15 \u00a9 ucles 2015 (c) the half-life of carbon-14 is 5800 years.   a piece of wood contained 20 000 carbon-14 atoms when it was buried in a landslide.   calculate the number of years it takes until the number of carbon-14 atoms in the wood  is 2500.  number of years =  .. [4]  [total: 8]",
+            "20": "20 0625/23/m/j/15 \u00a9 ucles 2015blank page permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here 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 onl ine in the cambridge international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to do wnload at www.cie.org.uk after  the live examination series. cambridge international examinations is part of the cambridge assessment group. cambridge assessment is the brand name of unive rsity of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge."
+        },
+        "0625_s15_qp_31.pdf": {
+            "1": "this document consists of 18 printed pages and 2 blank pages. dc (nf/jg) 94500/2 \u00a9 ucles 2015 [turn overcambridge international examinations cambridge international general certificate of secondary education *8981335670* physics  0625/31 paper 3 extended may/june 2015  1 hour 15 minutes candidates answer on the question paper. no additional materials are required. read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen. y ou may use an hb pencil for any diagrams or graphs. do not use staples, paper clips, glue or correction fluid. do not write in any barcodes. answer all questions. electronic calculators may be used. y ou may lose marks if you do not show your working or if you do not use appropriate units. take the weight of 1 kg to be 10 n (i.e. acceleration of free fall = 10 m / s2). at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [ ] at the end of each question or part question. the syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificat e.",
+            "2": "2 0625/31/m/j/15 \u00a9 ucles 2015blank page",
+            "3": "3 0625/31/m/j/15 \u00a9 ucles 2015 [turn over1 (a) figs. 1.1 and 1.2 show speed-time graphs for two objects, each moving in a straight line. speed timespeed time0 00 0  fig. 1.1 fig. 1.2   (i) describe the motion of the object shown by the graph in fig. 1.1.  .. .  .. .   (ii) describe the motion of the object shown by the graph in fig. 1.2.  .. .  .. . [3]  (b) on a day with no wind, a large object is dropped from a tall building. the object experiences  air resistance during its fall to the ground.   state and explain, in terms of the forces acting, how the acceleration of the object varies  during its fall.  .. .  .. .  .. .  .. .  .. .  .. .  .. .  ..  [4] [total: 7]",
+            "4": "4 0625/31/m/j/15 \u00a9 ucles 20152 a large stone block is to be part of a harbour wall. the block is supported beneath the surface of  the sea by a cable from a crane. fig. 2.1 shows the block with its top face a distance h beneath the  surface of the sea. blockcable surface of sea h fig. 2.1  the force acting downwards on the top face of the block, due to the atmosphere and the depth h  of water, is 3.5 \u00d7 104 n.  (a) the top face of the block has an area of 0.25 m2.   (i) calculate the pressure on the top face of the block.  pressure =   [2]   (ii) the atmospheric pressure is 1.0 \u00d7 105 pa.    calculate the pressure on the top face of the block due to the depth h of water.  pressure =   [1]   (iii) the density of sea water is 1020 kg / m3.    calculate the depth h.  h =   [2]",
+            "5": "5 0625/31/m/j/15 \u00a9 ucles 2015 [turn over (b) suggest two reasons why the tension force in the cable is not 3.5 \u00d7 104 n. 1.  ... ... 2.  ... ... [2]  (c) the block is lowered so that it rests on the sea-bed.   state what happens to the tension force in the cable.  ..  [1] [total: 8]",
+            "6": "6 0625/31/m/j/15 \u00a9 ucles 20153 fig. 3.1 shows an early water-powered device used to raise a heavy load. the heavy load rests on  piston b. cylinder a water piston acylinder b load pivot beampiston b connecting rod connecting rod fig. 3.1 (not to scale)  initially, a large weight of water in cylinder a pushes piston a down. this causes the left-hand end  of the beam to move down and the right-hand end of the beam to move up. piston b rises, lifting  the heavy load.  (a) the weight of water in cylinder a is 80 kn.   calculate the mass of water in cylinder a.  mass =   [2]",
+            "7": "7 0625/31/m/j/15 \u00a9 ucles 2015 [turn over (b) the density of water is 1000 kg / m3.   calculate the volume of water in cylinder a.  volume =   [2]  (c) piston a moves down a distance of 4.0 m.   calculate the gravitational potential energy lost by the water.  loss of gravitational potential energy =   [2]  (d) the heavy load lifted by piston b gains 96 kj of gravitational potential energy.   calculate the efficiency of the device.  efficiency =   [2] [total: 8]",
+            "8": "8 0625/31/m/j/15 \u00a9 ucles 20154 (a) (i) state two ways in which the molecular structure of a liquid is different from the molecular  structure of a solid. 1.  ...   .. . 2.  ...   .. . [2]   (ii) explain, in terms of energy, the process which takes place as a solid at its melting point  changes into a liquid at the same temperature.  .. .  .. .  ..  [1]  (b) during a severe snowstorm, a layer of snow (ice crystals) forms on the body of an animal in a  field. the snow and the surrounding air are at 0 \u00b0c. the snow begins to melt.   (i) the mass of snow that falls on the animal is 1.65 kg. the specific latent heat of fusion of  snow is 330 000 j / kg.    calculate the thermal energy needed to melt this snow.  thermal energy =  ... [2]   (ii) the animal derives energy from its food to maintain its body temperature.    state the energy change that takes place.  ..  [1] [total: 6]",
+            "9": "9 0625/31/m/j/15 \u00a9 ucles 2015 [turn over5 (a) state what is meant by the specific heat capacity  of a substance.  .. .  .. .  ..  [2]  (b) a student carries out an experiment to find the specific heat capacity of aluminium. he uses  an electric heater and a thermometer, inserted into separate holes in an aluminium block.   the following data are obtained.     mass of aluminium block = 2.0 kg     power of heating element = 420 w    time of heating = 95 s    initial temperature of block = 19.5 \u00b0c    final temperature of block = 40.5 \u00b0c   calculate the value of the specific heat capacity of aluminium given by this experiment.  specific heat capacity =   ... [4]  (c) in the experiment in (b), no attempt is made to prevent loss of thermal energy from the  surfaces of the block.   suggest two actions the student could take to reduce the loss of thermal energy from the  surfaces of the block. 1.  ... ... 2.  ... ... [2] [total: 8]",
+            "10": "10 0625/31/m/j/15 \u00a9 ucles 20156 a water wave in a tank travels from a region where the speed of the wave is faster into a region  where it is slower.  fig. 6.1 is a one-quarter scale diagram that shows the wavefronts in the region where the speed is  faster. slower regionfaster region wavefronts tank fig. 6.1 (scale: 1.0 cm represents 4.0 cm)  (a) (i) take measurements from the scale diagram in fig. 6.1 to determine the wavelength of  the water wave as it travels in the faster region.  wavelength =   [2]   (ii) the speed of the wave in the faster region is 0.39 m / s.    calculate the frequency of the wave.  frequency =   [2]  (b) on fig. 6.1, draw lines that indicate the positions of the wavefronts of the water wave in the  slower region. [2]",
+            "11": "11 0625/31/m/j/15 \u00a9 ucles 2015 [turn over (c) state what happens to the frequency of the water wave as it passes into the slower region.  .. .  ..  [1] [total: 7]",
+            "12": "12 0625/31/m/j/15 \u00a9 ucles 2015blank page",
+            "13": "13 0625/31/m/j/15 \u00a9 ucles 2015 [turn over7 (a) fig. 7.1 represents an object o placed in front of a converging lens. pq s roi fig. 7.1   (i) state a full description of the image i.  ..  [2]   (ii) using the letters on fig. 7.1, identify the focal length of the lens.  ..  [1]   (iii) on fig. 7.1, draw an eye suitably placed to view the image i. [1]  (b) fig. 7.2 shows an object o placed to the left of a converging lens. a principal focus of the lens  is at the position marked f . fo fig. 7.2   (i) on fig. 7.2,  draw two rays to locate the image of object o. draw the image.   (ii) on fig. 7.2,  draw one other ray from the upper tip of o to the image. [4] [total: 8]",
+            "14": "14 0625/31/m/j/15 \u00a9 ucles 20158 (a) fig. 8.1 shows a bar magnet suspended by a spring over a coil. the coil is connected to a  sensitive centre-zero millivoltmeter. spring magnet coilsensitive centre-zero millivoltmeter fig. 8.1   (i) the lower end of the magnet is pushed down into the upper end of the coil and  held at rest.    during the movement, an e.m.f. is induced in the coil. the meter shows a deflection to  the right and then returns to zero.    explain why this e.m.f. is induced.  .. .  ..  [1]   (ii) state what happens to the needle of the meter when    1.  the magnet is released from rest and is pulled up by the spring,  ..  [1]    2 .   the magnet continues to oscillate up and down, moving in and out of the coil with  each oscillation.  ..  [1]",
+            "15": "15 0625/31/m/j/15 \u00a9 ucles 2015 [turn over (b) fig. 8.2 shows a transformer. 240  v mains8000 turnscoil p coil s6.0 v lamp fig. 8.2   the primary coil p , connected to the 240 v mains supply, has 8000 turns. the secondary  coil s supplies 6.0 v to a lamp.   (i) calculate the number of  turns in the secondary coil.  number of turns =   [2]   (ii) 1. the current in the primary coil is 0.050 a.      calculate the power input to the transformer.  power =   [1]    2. 90% of the power input to the transformer is transferred to the lamp.      calculate the current in the lamp.  current =   [2] [total: 8]",
+            "16": "16 0625/31/m/j/15 \u00a9 ucles 20159 in fig. 9.1, a 12 v battery supplies a current i to a circuit. the circuit contains a thermistor and a  1000 \u03c9 resistor in parallel, with a 500 \u03c9 resistor in series. 12 v 1000  1500  1i fig. 9.1  (a) at a certain temperature, the thermistor has a resistance of 1000 \u03c9.   calculate   (i) the combined resistance of the thermistor and the 1000 \u03c9 resistor,  resistance =   [2]   (ii) the current i,  current =   [1]   (iii) the potential difference across the 500 \u03c9 resistor.  potential difference =   [2]",
+            "17": "17 0625/31/m/j/15 \u00a9 ucles 2015 [turn over (b) the temperature of the thermistor is increased so that its resistance decreases.   state the effect of this change in resistance on the current through the 500 \u03c9 resistor. explain  your answer.  .. .  .. .  ..  [2] [total: 7]",
+            "18": "18 0625/31/m/j/15 \u00a9 ucles 201510 fig. 10.1 shows two parallel conducting plates connected to a very high voltage supply. + + + + + + + + + + + + +\u2013 \u2013 \u2013 \u2013 \u2013 \u2013 \u2013 \u2013 \u2013 \u2013 \u2013 \u2013 \u2013 voltage supplyconducting plate fig. 10.1  the left-hand plate is positively charged and the right-hand plate is negatively charged.  (a) on fig. 10.1, draw the electric field pattern produced between the charged plates. use arrows  to show the direction of the field. [2]  (b) a light, conducting ball is suspended by an insulating string. fig. 10.2 shows the ball in the  middle of the gap between the plates. + + + + + + + + + + + + +\u2013 \u2013 \u2013 \u2013 \u2013 \u2013 \u2013 \u2013 \u2013 \u2013 \u2013 \u2013 \u2013 voltage supply fig. 10.2   on fig. 10.2, show the distribution of charge on the ball. [2]",
+            "19": "19 0625/31/m/j/15 \u00a9 ucles 2015 [turn over (c) the ball is displaced to the left and then oscillates backwards and forwards between the two  plates.   the ball touches a plate once every 0.05 s. every time it touches a plate, a charge of  2.8 \u00d7 10\u22128 c (0.000 000 028 c) is transferred.   calculate the average current produced by the repeated transfer of charge.  current =   [2] [total: 6] question 11 is on the next page.",
+            "20": "20 0625/31/m/j/15 \u00a9 ucles 2015permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here 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 onl ine in the cambridge international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to do wnload at www.cie.org.uk after  the live examination series. cambridge international examinations is part of the cambridge assessment group. cambridge assessment is the brand name of unive rsity of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge.11 (a) state the nature of \u03b3-rays.  .. .  ..  [1]  (b) a beam of \u03b1-particles and \u03b2-particles passes, in a vacuum, between the poles of a strong  magnet.   compare the deflections of the paths of the two types of particle.  .. .  .. .  ..  [2]  (c) a beam of \u03b2-particles passes, in a vacuum, through the electric field between a pair of  oppositely charged metal plates.   describe the path of the particles.  .. .  .. .  ..  [2]  (d) the nuclear equation shows the decay of an isotope of polonium. a z po    206 82 pb + 42 x   (i) state the nature of x.  .. .  ..  [1]   (ii) calculate the values of a and z.  a =   z = . [1] [total: 7]"
+        },
+        "0625_s15_qp_32.pdf": {
+            "1": "this document consists of 18 printed pages and 2 blank pages. dc (leg/sw) 91111/3 \u00a9 ucles 2015 [turn overcambridge international examinations cambridge international general certificate of secondary education *0807724150* physics  0625/32 paper 3 extended may/june 2015  1 hour 15 minutes candidates answer on the question paper. no additional materials are required. read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen. y ou may use an hb pencil for any diagrams or graphs. do not use staples, paper clips, glue or correction fluid. do not write in any barcodes. answer all questions. electronic calculators may be used. y ou may lose marks if you do not show your working or if you do not use appropriate units. take the weight of 1 kg to be 10 n (i.e. acceleration of free fall = 10 m / s2). at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [ ] at the end of each question or part question. the syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificat e.",
+            "2": "2 0625/32/m/j/15 \u00a9 ucles 20151 an experiment is carried out to find the acceleration of free fall.  a strip of paper is attached to a heavy object. the object is dropped and falls to the ground, pulling  the paper strip through a timer. the timer marks dots on the paper strip at intervals of 0.020 s.  fig. 1.1 shows a section of the paper strip with the first three dots marked. the first dot on the  paper strip, labelled a, is marked at the instant the object is dropped.  0.0076  m paper strip0.001 9 m a fig. 1.1  (not to scale)  (a) state how the dots on the paper strip show that the object is accelerating.  .. .  .. .[1]  (b) calculate the average speed of the object     (i) in the first 0.020 s after the object is dropped,  average speed =  .   (ii) in the second 0.020 s after the object is dropped.  average speed =  .  [3]  (c) use the results from (b) to calculate the acceleration of the falling object.  acceleration =  .[3]  [total: 7]",
+            "3": "3 0625/32/m/j/15 \u00a9 ucles 2015 [turn over2 fig. 2.1 shows a cylinder containing gas compressed by the movement of a piston. compressed gas final position of piston initial position of pistoncylinder fig. 2.1  initially the volume of the gas was 470 cm3. the piston moves up and compresses the gas to a  volume of 60 cm3. the whole arrangement is left for some time until the gas cools to its original  temperature. the pressure of the gas is now 800 kpa.  (a) calculate the initial pressure of the gas.  pressure =  .[3]  (b) explain, in terms of molecules, the effect on the pressure of the gas if it was not given time to  cool to its original temperature.  .. .  .. .  .. .  .. .[3]  (c) the area of the piston is 5.5 \u00d7 10\u20133 m2 (0.0055 m2).   calculate the force exerted by the gas on the piston when the pressure is 800 kpa.  force =  .[2]  [total: 8]",
+            "4": "4 0625/32/m/j/15 \u00a9 ucles 20153 an athlete of mass 64 kg is bouncing up and down on a trampoline.   at one moment, the athlete is stationary on the stretched surface of the trampoline. fig. 3.1 shows  the athlete at this moment.  springs fig. 3.1  (a) state the form of energy stored due to the stretching of the surface of the trampoline.  .. .[1]  (b) the stretched surface of the trampoline begins to contract. the athlete is pushed vertically  upwards and she accelerates. at time t, when her upwards velocity is 6.0 m / s, she loses  contact with the surface.   (i) calculate her kinetic energy at time t.   kinetic energy =  .[2]   (ii) calculate the maximum possible distance she can travel upwards after time t.  maximum distance =  .[3]",
+            "5": "5 0625/32/m/j/15 \u00a9 ucles 2015 [turn over  (iii) in practice, she travels upwards through a slightly smaller distance than the distance  calculated in (ii).    suggest why this is so.  .. .  .. .[1]  (c) the trampoline springs are tested. an extension-load graph is plotted for one spring. fig. 3.2  is the graph. 00extension loadx fig. 3.2   (i) state the name of the point x.  .. .[1]   (ii) state the name of the law that the spring obeys between the origin of the graph and  point x.  .. .[1]  [total: 9]",
+            "6": "6 0625/32/m/j/15 \u00a9 ucles 20154 (a) fig. 4.1 shows a device used as a thermocouple thermometer.  meter z wire of material ywire of material x wire of material x fig. 4.1   in the table put three  ticks against the correct statements about the thermocouple  thermometer.  meter z measures energy. meter z measures potential difference. meter z measures power. materials x and y are different materials. materials x and y are the same material. materials x and y are electrical conductors. materials x and y are electrical insulators.  [3]  (b) a liquid-in-glass thermometer is replaced by a similar thermometer with a larger bulb. no  other change is made.   state and explain the effect on the sensitivity.  .. .  .. .  .. .[2]",
+            "7": "7 0625/32/m/j/15 \u00a9 ucles 2015 [turn over (c) the capillary of a liquid-in-glass thermometer should have a constant diameter.   fig. 4.2 shows the capillary of a thermometer made with a manufacturing fault.  bulb capillarywalls of non-uniform capillaryglass fig. 4.2  (not to scale)   state and explain the effect of this fault on the linearity of the thermometer.  .. .  .. .  .. .[2]  [total: 7]",
+            "8": "8 0625/32/m/j/15 \u00a9 ucles 2015blank page",
+            "9": "9 0625/32/m/j/15 \u00a9 ucles 2015 [turn over5 (a) fig. 5.1 shows a metal strip, held in a clamp.  xmetal strip clampy z fig. 5.1   the end of the strip is pulled down and released, so that the strip vibrates. x and z are the  extreme positions of the end of the strip during this vibration. y is the mid-position.   explain what is meant by   (i) the frequency  of vibration of the strip,  .. .  .. .   (ii) the amplitude  of vibration of the end of the strip.  .. .  .. .  [2]",
+            "10": "10 0625/32/m/j/15 \u00a9 ucles 2015 (b) fig. 5.2 shows two tall buildings, a and b, that are 99 m apart. 33 m99 m pab fig. 5.2 (not to scale)   a student stands at p so that his distance from building a is 33 m. after clapping his hands  once, he hears several echoes. the speed of sound in air is 330 m / s.   calculate the time interval between clapping his hands and hearing    (i) the first echo,  time =  .[2]   (ii) the third  echo.  time =  .[1]  (c) write down an approximate value for the speed of sound   (i) in water,  speed =  .   (ii) in steel.  speed =  .  [2]",
+            "11": "11 0625/32/m/j/15 \u00a9 ucles 2015 [turn over (d) fig. 5.3 shows a dolphin in water emitting a sound wave of frequency 95 khz.  fig. 5.3 (not to scale)   using your value from (c)(i) , calculate the wavelength of this sound wave.  wavelength =  .[2]  [total: 9]",
+            "12": "12 0625/32/m/j/15 \u00a9 ucles 20156 the refractive index n of glass in air is 1.5.  (a) (i) state the equation that relates the speed of light in air va, the speed of light in glass vg  and n.  .. .[1]   (ii) the speed of light in air is 3.0 \u00d7 108 m / s.    calculate the speed of light in glass.  speed =  .[1]  (b) light travelling in glass strikes the edge of the glass. fig. 6.1 shows a ray of light at an angle  of 41\u00b0 to the normal. 41\u00b0air glassnormal fig. 6.1   (i) the light passes from the glass into the air.    calculate the angle that the ray makes with the normal in the air.  angle =  .[2]   (ii) state what happens to light that strikes the edge of the glass at an angle to the normal  much larger than 41\u00b0.  .. .[1]",
+            "13": "13 0625/32/m/j/15 \u00a9 ucles 2015 [turn over (c) describe one example of how optical fibres are used in medicine.  .. .  .. .  .. .  .. .[2]  [total: 7]",
+            "14": "14 0625/32/m/j/15 \u00a9 ucles 20157 a physics teacher suspends two pointers in a magnetic field. one pointer is made of brass and the  other is a magnet.  she holds the pointers in the initial positions shown in the two upper circles of fig. 7.1. she then  releases the pointers. brass pointer arrows show direction of strong magnetic field draw final position of brass pointer in this circledraw final position of magnet in this circlen pole of magnets pole of magnetns fig. 7.1  (a) in the lower circles of fig. 7.1, draw the settled final positions of the two pointers. [2]  (b) (i) explain the final position of the brass pointer.  .. .  .. .  .. .   (ii) explain the final position of the magnet.  .. .  .. .  .. .  [2]  (c) suggest a material from which the magnet is made.  .. .[1]  [total: 5]",
+            "15": "15 0625/32/m/j/15 \u00a9 ucles 2015 [turn over8 fig. 8.1 shows a circuit containing a battery of electromotive force (e.m.f.) 12 v and a heater of  resistance 6.0 \u03c9. a 6.0 112 v fig. 8.1  (a) state what is meant by electromotive force (e.m.f.).  .. .  .. .[1]  (b) (i) calculate the current in the heater.  current =  .[2]   (ii) state the name of the particles that flow through the heater.  .. .[1]   (iii) on fig. 8.1, draw an arrow next to the heater symbol to show the direction of flow of  these particles through the heater. [1]  (c) calculate the thermal energy produced in the heater in 10 minutes.  thermal energy =  .[2]  [total: 7]",
+            "16": "16 0625/32/m/j/15 \u00a9 ucles 20159 fig. 9.1 represents a transformer. a coil s coil p240  v a.c. 8000 turnsb fig. 9.1  (a) (i) name the process by which a changing current in the primary coil p causes a changing  current in the secondary coil s.  .. .[1]   (ii) suggest a material used for the coils. explain why this material is used.  .. .  .. .  .. .[2]  (b) the input to the primary coil p is 240 v. this coil has 8000 turns of wire. the voltage obtained  between terminals a and b is 12 v.   (i) calculate the number of turns of wire in the secondary coil s.  number of turns =  .[2]   (ii) the resistor connected between the terminals a and b is replaced by four 12 v lamps  connected in parallel. the current in each lamp is 1.5 a.    calculate the current in coil p . assume the transformer is 100% efficient.  current =  .[3]  [total: 8]",
+            "17": "17 0625/32/m/j/15 \u00a9 ucles 2015 [turn over10 (a) state the nature of an \u03b1-particle.  .. .  .. .[1]  (b) describe how an electric field between two charged plates could be used to determine  whether a beam of particles consists of \u03b1- or \u03b2-particles.  .. .  .. .  .. .[2]  (c) describe the path of \u03b3-rays in a magnetic field.  .. .  .. .[1]  (d)  state what is meant by the term isotopes . use the terms proton number and nucleon number  in your explanation.  .. .  .. .  .. .  .. .  .. .[3]  [total: 7]",
+            "18": "18 0625/32/m/j/15 \u00a9 ucles 201511 fig. 11.1 shows the main components of a cathode-ray oscilloscope. heater p plate y2plate y1 plate x1plate x2fluorescent screen anode systemgridbeam fig. 11.1  (a) (i) state the function of component p .  .. .  .. .[1]   (ii) tick one box to complete the sentence correctly.     a cathode-ray oscilloscope contains     air at about five times normal atmospheric pressure.     air at about normal atmospheric pressure.     air at about one fifth of normal atmospheric pressure.     a vacuum.     neon gas.  [1]",
+            "19": "19 0625/32/m/j/15 \u00a9 ucles 2015 (b) fig. 11.2 shows the front view of the screen of the cathode-ray oscilloscope.  ab c fig. 11.2   with no voltage applied between the x-plates or between the y -plates, the spot is at a.   (i) place two ticks in each  of the blank columns of the table to describe the voltages across  the plates when the spot is at points b and c. the column for the spot at a has been  completed as an example. spot at a spot at b spot at c plate x1 at higher voltage than plate x2 plate x1 at lower voltage than plate x2 no voltage between x-plates \u2713 plate y1 at higher voltage than plate y2 plate y1 at lower voltage than plate y2 no voltage between y -plates \u2713  [3]   (ii) explain your answers for the spot at point b.  .. .  .. .  .. .  .. .[1]  [total: 6]",
+            "20": "20 0625/32/m/j/15 \u00a9 ucles 2015permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here 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 onl ine in the cambridge international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to do wnload at www.cie.org.uk after  the live examination series. cambridge international examinations is part of the cambridge assessment group. cambridge assessment is the brand name of unive rsity of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge.blank page"
+        },
+        "0625_s15_qp_33.pdf": {
+            "1": "this document consists of 19 printed pages and 1 blank page. dc (cw) 105194/1 \u00a9 ucles 2015 [turn overcambridge international examinations cambridge international general certificate of secondary education *7651586991* physics  0625/33 paper 3 extended may/june 2015  1 hour 15 minutes candidates answer on the question paper. no additional materials are required. read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen. y ou may use an hb pencil for any diagrams or graphs. do not use staples, paper clips, glue or correction fluid. do not write in any barcodes. answer all questions. electronic calculators may be used. y ou may lose marks if you do not show your working or if you do not use appropriate units. take the weight of 1 kg to be 10 n (i.e. acceleration of free fall = 10 m / s2). at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [ ] at the end of each question or part question. the syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificat e.",
+            "2": "2 0625/33/m/j/15 \u00a9 ucles 20151 at a sports event, a champion runner and a car take part in a race.  (a) the runner runs at a constant speed of 10 m / s from the start of the race. during the first 5.0 s  of the race, the car\u2019s speed increases from 0 m / s to 25 m / s at a uniform rate.   on fig. 1.1, draw   (i) a graph to show the motion of the runner, [1]   (ii) a graph to show the motion of the car. 0 1.0 2.0 3.0 4.0 5.030 20 10 0speed m / s time  / s fig. 1.1 [1]  (b) use your graphs to determine   (i) the distance travelled by the runner in the 5.0 s,  distance =  ...[1]   (ii) the distance travelled by the car in the 5.0 s,  distance =  ...[2]   (iii) the time at which the car overtakes the runner.  time =  ...[2] [total: 7]",
+            "3": "3 0625/33/m/j/15 \u00a9 ucles 2015 [turn over2 an electric train is initially at rest at a railway station. the motor causes a constant force of  360 000 n to act on the train and the train begins to move.  (a) state the form of energy gained by the train as it begins to move.  .. .[1]  (b) the train travels a distance of 4.0 km along a straight, horizontal track.   (i) calculate the work done on the train during this part of the journey.  work done =  ...[2]   (ii) the mass of the train is 450 000 kg.    calculate the maximum possible speed of the train at the end of the first 4.0 km of the  journey.  maximum possible speed =  ...[3]   (iii) in practice, the speed of the train is much less than the value calculated in (ii).    suggest one reason why this is the case.  .. .  .. .[1]  (c) after travelling 4.0 km, the train reaches its maximum speed. it continues at this constant  speed on the next section of the track where the track follows a curve which is part of a circle.   state the direction of the resultant force on the train as it follows the curved path.  .. .[1] [total: 8]",
+            "4": "4 0625/33/m/j/15 \u00a9 ucles 20153 (a) the boxes on the left contain the names of some sources of energy. the boxes on the right  contain properties of some sources of energy.   draw two straight lines from each box  on the left to the two boxes on the right which describe  that source of energy. renewable not renewable polluting not pollutingsolar energy natural gas  [2]  (b) coal-fired power stations are polluting.   state an advantage of using coal as a source of energy.  .. .  .. .[1]  (c) a coal-fired power station generates electricity at night when it is not needed.   some of this energy is stored by pumping water up to a mountain lake. when there is high  demand for electricity, the water is allowed to flow back through turbines to generate electricity.   on one occasion, 2.05 \u00d7 108 kg of water is pumped up through a vertical height of 500 m.   (i) calculate the weight of the water.  weight =  ...[1]",
+            "5": "5 0625/33/m/j/15 \u00a9 ucles 2015 [turn over  (ii) calculate the gravitational potential energy gained by the water.  energy gained =  ...[2]   (iii) the electrical energy used to pump the water up to the mountain lake is 1.2 \u00d7 1012 j.  only 6.2 \u00d7 1011 j of electrical energy is generated when the water is released.    calculate the efficiency of this energy storage scheme.  efficiency =  ...[2] [total: 8]",
+            "6": "6 0625/33/m/j/15 \u00a9 ucles 20154 a liquid-in-glass thermometer has a linear scale and a range of 120 \u00b0c.  (a) state what is meant by a linear scale .  .. .  .. .[1]  (b) the highest temperature that this thermometer can measure is 110 \u00b0c.   state the lowest temperature that it can measure.  lowest temperature =  ...[1]  (c) a second liquid-in-glass thermometer has the same range but it has a greater sensitivity.   suggest two ways in which the second thermometer might differ from the first. 1.  ...  2.  ...  [2]",
+            "7": "7 0625/33/m/j/15 \u00a9 ucles 2015 [turn over (d) a thermometer has a bulb that is painted white and is shiny.   it is placed in boiling water for several minutes. it is then removed from the water and is held  in air.   fig. 4.1 shows how the thermometer reading changes during the next 8 minutes. 100 80 60 40 20 0 024 6 8 time  / minutestemperature / \u00b0c fig. 4.1   the bulb of this thermometer is now re-painted so that it has a matt, black surface.   the procedure is repeated.   (i) on fig. 4.1, sketch a second line to suggest how the reading of the re-painted  thermometer changes during the 8 minutes. [2]",
+            "8": "8 0625/33/m/j/15 \u00a9 ucles 2015  (ii) tick one of the boxes to show how painting the bulb black affects the linearity of the  scale, the range and the sensitivity of the thermometer.     the linearity, the range and the sensitivity all change.     only the linearity and the range change.     only the linearity and the sensitivity change.     only the range and the sensitivity change.     only the linearity changes.     only the range changes.     only the sensitivity changes.     none of these properties changes.  [1] [total: 7]",
+            "9": "9 0625/33/m/j/15 \u00a9 ucles 2015 [turn over5 (a) state what is meant by the specific latent heat of fusion  (melting ) of a substance.  .. .  .. .[2]  (b) ice cubes of total mass 70 g, and at 0 \u00b0c, are put into a drink of lemonade of mass 300 g.   all the ice melts as 23 500 j of thermal energy transfers from the lemonade to the ice. the  final temperature of the drink is 0 \u00b0c.   (i) calculate the specific latent heat of fusion for ice.  specific latent heat of fusion =  ...[2]   (ii) the thermal energy that causes the ice to melt is transferred from the lemonade as  it cools. the loss of this thermal energy causes the temperature of the 300 g of the lemonade to fall by 19 \u00b0c.    calculate the specific heat capacity of the lemonade.  specific heat capacity =  ...[2]   (iii) the melting ice floats on top of the lemonade.    explain the process by which the lemonade at the bottom of the drink becomes cold.  .. .  .. .  .. .[2] [total: 8]",
+            "10": "10 0625/33/m/j/15 \u00a9 ucles 20156 a glass, converging lens is used as a magnifying glass to observe a red ant.  (a) fig. 6.1 shows the lens, the principal axis, and the two principal focuses f1 and f2. lensf2 f1 principal axis fig. 6.1   (i) 1.   on fig. 6.1, mark a point on the principal axis, labelled a, to indicate a suitable  position for the ant.     2.   on fig. 6.1, mark a point on the principal axis, labelled e, to indicate a suitable  position for the observer\u2019s eye.  [1]   (ii) tick one of the boxes to indicate where, on the principal axis, the image of the ant is  located.     to the left of f1     between f1 and the lens     within the lens     between the lens and f2     to the right of f2 [1]   (iii) underline two words in the list that describe the image produced by the magnifying  glass. diminished            inverted            real            upright            virtual  [2]",
+            "11": "11 0625/33/m/j/15 \u00a9 ucles 2015 [turn over (b) (i) the red light from the ant passes into the lens.    as the light enters the lens, state what happens to    1.  its wavelength,  .. ..[1]    2.  its frequency.  .. ..[1]   (ii) state how the wavelength of violet light in air differs from the wavelength of red light in  air.  .. .[1]  [total: 7]",
+            "12": "12 0625/33/m/j/15 \u00a9 ucles 20157 (a) a sound wave in air consists of alternate compressions and rarefactions along its path.   (i) explain how a compression differs from a rarefaction.  .. .  .. .[1]   (ii) explain, in terms of compressions, what is meant by    1.  the wavelength of the sound,  .. ..  .. ..[1]    2.  the frequency of the sound.  .. ..  .. ..[1]  (b) at night, bats emit pulses of sound to detect obstacles and prey. the speed of sound in air is  340 m / s.   (i) a bat emits a pulse of sound of wavelength 0.0085 m.    calculate the frequency of the sound.  frequency =  ...[2]   (ii) state why this sound cannot be heard by human beings.  .. .  .. .[1]   (iii) the pulse of sound hits a stationary object and is reflected back to the bat. the pulse is  received by the bat 0.12 s after it was emitted.    calculate the distance travelled by the pulse of sound during this time.  distance =  ...[2] [total: 8]",
+            "13": "13 0625/33/m/j/15 \u00a9 ucles 2015 [turn over8 (a) a student determines the resistance of a length of aluminium wire.   she connects the wire in series with a battery and a variable resistor. the circuit is shown in  fig. 8.1. aluminium wire fig. 8.1   she knows that an ammeter and a voltmeter are needed in the circuit.   (i) on fig. 8.1, draw the circuit symbol for an ammeter connected in a suitable position. [1]   (ii) a variable resistor is included so that the current in the circuit may be changed.    suggest an advantage of being able to change the current.  .. .  .. .[1]  (b) electricity is transmitted from a power station to a distant city using an aluminium cable of  resistance 1.2 \u03c9. power loss occurs because of the resistance of the cable.   the current in the cable is 250 a.   (i) calculate the power loss in the cable.  power loss =  ...[3]   (ii) the aluminium cable is replaced with a new aluminium cable of the same length. the  current remains at 250 a. the diameter of the new cable is double the diameter of the  original cable.    state and explain how the power loss is affected by this change.  .. .  .. .  .. .[3] [total: 8]",
+            "14": "14 0625/33/m/j/15 \u00a9 ucles 20159 an extremely violent nuclear reaction is taking place at the centre of the sun. it is this reaction that  enables the sun to emit both a very large quantity of energy and an extremely large number of charged particles.  (a) name the type of nuclear reaction taking place in the sun.  .. .[1]  (b) many of the charged particles produced by the sun are emitted from its surface at high  speeds and travel out into space.   (i) explain why these particles constitute an electric current.  .. .  .. .[1]   (ii) state the equation that relates the electric current i to the charge q that is flowing. define  any other terms in the equation.  .. .  .. .[1]  (c) some of the particles emitted by the sun travel straight towards the earth until they enter the  earth\u2019s magnetic field. because they constitute a current, they experience a force and are deflected.   (i) describe the relationship between the direction of the force and    1.  the direction of the current,  .. ..[1]    2.  the direction of the magnetic field.  .. ..[1]",
+            "15": "15 0625/33/m/j/15 \u00a9 ucles 2015 [turn over  (ii) a negatively charged particle is travelling in a magnetic field. this is represented in  fig. 9.1. the direction of the magnetic field is into the page. negative particledirection of travel of particle magnetic field into page fig. 9.1    on fig. 9.1, draw an arrow, labelled f , to show the direction of the force that acts on the  particle. [1]  [total: 6]",
+            "16": "16 0625/33/m/j/15 \u00a9 ucles 201510 a solenoid is held in a vertical position. the solenoid is connected to a sensitive, centre-zero  ammeter.  a vertical bar magnet is held stationary at position x just above the upper end of the solenoid as  shown in fig. 10.1. magnet solenoids n magnetposition x position ya fig. 10.1    the magnet is released and it falls through the solenoid. during the initial stage of the fall, the  sensitive ammeter shows a small deflection to the left.  (a) explain why the ammeter shows a deflection.  .. .  .. .[1]  (b) the magnet passes the middle point of the solenoid and continues to fall. it reaches  position y .   describe and explain what is observed on the ammeter as the magnet falls from the middle  point of the solenoid to position y .  .. .  .. .  .. .  .. .  .. .  .. .[4]",
+            "17": "17 0625/33/m/j/15 \u00a9 ucles 2015 [turn over (c) suggest two changes to the apparatus that would increase the initial deflection of the  ammeter. 1.  ...   .. . 2.  ...   .. . [2]  [total: 7]",
+            "18": "18 0625/33/m/j/15 \u00a9 ucles 201511 (a) an underground water pipe has cracked and water is leaking into the surrounding ground.   fig. 11.1 shows a technician locating the position of the leak. technician crack in water pipemetal water pipewater that leaked into groundground surface fig. 11.1   a radioactive isotope is introduced into the water supply and the water that leaks from the  crack is radioactive.   the technician tries to locate an area above the pipe where the radioactive count rate is  higher than in the surrounding area.   (i) state and explain the type of radiation that must be emitted by the isotope for the leak to  be detected.  .. .  .. .  .. .[2]   (ii) the half-life of the isotope used is 6.0 hours.    explain why an isotope with this half-life is suitable.  .. .  .. .  .. .  .. .[2]",
+            "19": "19 0625/33/m/j/15 \u00a9 ucles 2015 (b) caesium-133 is a stable isotope of the element caesium, but caesium-135 is radioactive.   a nucleus of caesium-133 contains 78 neutrons and a nucleus of caesium-135 contains  80 neutrons.   put one tick in each row of the table to indicate how the number of particles in a neutral atom  of caesium-133 compares with the number of particles in a neutral atom of caesium-135.   the first row has been completed already. particles in caesium-133 2 more than  caesium-1351 more than  caesium-135equal to  caesium-1351 fewer than  caesium-1352 fewer than  caesium-135 number of  neutrons\u2713 number of protons number of  nucleons number of  electrons  [2]  [total: 6]",
+            "20": "20 0625/33/m/j/15 \u00a9 ucles 2015blank page permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here 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 onl ine in the cambridge international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to do wnload at www.cie.org.uk after  the live examination series. cambridge international examinations is part of the cambridge assessment group. cambridge assessment is the brand name of unive rsity of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge."
+        },
+        "0625_s15_qp_51.pdf": {
+            "1": "this document consists of 10 printed pages and 2 blank pages. dc (leg/jg) 91116/1 \u00a9 ucles 2015 [turn overcambridge international examinations cambridge international general certificate of secondary education *5163115603* physics  0625/51 paper 5 practical test may/june 2015  1 hour 15 minutes candidates answer on the question paper. additional materials: as listed in the confidential instructions. read these instructions first write your centre number, candidate number and name in the spaces at the top of the page. write in dark blue or black pen. y ou may use an hb pencil for any diagrams or graphs. do not use staples, paper clips, glue or correction fluid. do not write in any barcodes. answer all questions. electronic calculators may be used. y ou may lose marks if you do not show your working or if you do not use appropriate units. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [ ] at the end of each question or part question. the syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificat e.for examiner\u2019s use 1 2 3 4 total",
+            "2": "2 0625/51/m/j/15 \u00a9 ucles 20151 in this experiment, you will determine the weight of a metre rule using a balancing method.   carry out the following instructions, referring to fig. 1.1. pxy benchmetre rule pivot50.0  cm mark 90.0 cm mark fig. 1.1  (a) place the metre rule on the pivot. place the load p on the metre rule at the 90.0 cm mark.    keeping p at the 90.0 cm mark, adjust the position of the metre rule on the pivot so that the  metre rule is as near as possible to being balanced.   (i) write down the reading on the metre rule at the position of the pivot.  the pivot is at the   cm mark of the metre rule.   (ii) record the distance x from the 90.0 cm mark to the pivot.  x =  ...[1]   (iii) record the distance y from the pivot to the 50.0 cm mark.  y =  ...[1]   (iv) determine the weight w of the metre rule using the equation w = px y, where p = 2.0 n. p is the weight of load p.  w =  ...[1]  (b) keep the pivot at the same position, as recorded in (a)(i) .   move load p to the 95.0 cm mark. place the load q on the metre rule and adjust its position so  that the rule balances.   (i) on fig. 1.2 mark, with a letter x, the approximate position of q. [1] pa bench pivot50.0  cm mark 95.0 cm mark fig. 1.2",
+            "3": "3 0625/51/m/j/15 \u00a9 ucles 2015 [turn over  (ii) record the distance a from the 95.0 cm mark to the pivot.  a =  ...   (iii) record the distance b from q to the pivot.  b =  ...   (iv)  record the distance c from the 50.0  cm mark to the pivot.  c =  ...  [1]   (v) calculate the product ap, where p = 2.0 n. include the unit.  ap =  ...   (vi) calculate the product bq, where q = 1.0 n. q is the weight of load q.  bq =  ...   (vii) calculate the product cw, using the value of w determined in part (a)(iv) .  cw =  ...  [2]  (c) a student suggests that ap should be equal to bq + cw.   state whether your results support the suggestion. justify your answer by reference to the  results. statement   .. justification     .. .  [2]  (d)  suggest one practical reason why it is difficult to obtain exact results with this experiment.  .. .  .. .[1]  [total: 10]",
+            "4": "4 0625/51/m/j/15 \u00a9 ucles 20152 in this experiment, you will investigate the cooling of water.  carry out the following instructions referring to fig. 2.1. y ou are provided with a beaker containing  hot water and a thermometer. thermometer water fig. 2.1  (a) (i) place the thermometer in the beaker of water. when the thermometer reading stops  rising, measure the temperature \u03b8 of the water and immediately start the stopclock.  record \u03b8 in table 2.1 at time t = 0 s.   (ii) in table 2.1, record the temperature of the water at 30 s intervals until you have a total of  six values up to time t = 150 s.  table 2.1 t / s \u03b8 / \u00b0c 0 30 60 90 120 150  [3]",
+            "5": "5 0625/51/m/j/15 \u00a9 ucles 2015 [turn over (b) plot a graph of \u03b8 / \u00b0c ( y-axis) against t / s (x-axis).  [5]  (c) (i) state whether the rate of cooling of the water in the beaker increases, decreases or  stays approximately constant during the period of cooling. the rate of cooling of the water  .[1]   (ii) justify your statement by reference to the graph.  .. .  .. .  .. .[1]  [total: 10]",
+            "6": "6 0625/51/m/j/15 \u00a9 ucles 20153 in this experiment, you will investigate the resistance of lamp filaments in series and parallel  circuits.  the circuit shown in fig. 3.1 has been set up for you.  power supply a v fig. 3.1  (a) (i) switch on. measure and record the potential difference vs across the lamps and the  current is in the circuit. switch off.  vs =  ...  is =  ...   [2]   (ii) calculate the resistance rs of the lamp filaments using the equation rs = vs is.  rs =  ...[1]",
+            "7": "7 0625/51/m/j/15 \u00a9 ucles 2015 [turn over (b) the circuit is to be rearranged so that    \u0081 the lamps are in parallel   \u0081 the ammeter will measure the total current in the circuit   \u0081 the voltmeter will measure the potential difference across the lamps.   draw a diagram of this circuit using standard circuit symbols.  [2]  (c) rearrange the circuit as described in (b).   (i) switch on. measure and record the potential difference vp across the lamps and the  current ip in the circuit. switch off.  vp =  ...  ip =  ...   [1]   (ii) calculate the resistance rp of the lamp filaments using the equation rp = vp ip.  rp =  ...   (iii) calculate the ratio rs rp.  rs rp =  ...  [2]",
+            "8": "8 0625/51/m/j/15 \u00a9 ucles 2015 (d) a student wishes to investigate whether the ratio rs rp for the two lamps is the same under all  conditions.   (i) suggest a variable that you could change in order to obtain further sets of readings. y ou  are not asked to take any further readings.  .. .   (ii) explain briefly how you would change this variable.  .. .  .. .  [2]  [total: 10]",
+            "9": "9 0625/51/m/j/15 \u00a9 ucles 2015 [turn overblank page",
+            "10": "10 0625/51/m/j/15 \u00a9 ucles 20154 in this experiment, you will investigate the refraction of light passing through a transparent block.  carry out the following instructions, referring to fig. 4.1. gh b ln j f a e dm c eyeray-trace sheethole          fig. 4.1  (a) place the transparent block, largest face down, on the ray-trace sheet supplied. the block  should be approximately in the middle of the paper. draw the outline of the block abcd .  (b) remove the block and draw a normal nl at the centre of side ab. label the point e where  the normal crosses ab. label the point m where the normal crosses cd.  (c) draw a line gh, parallel to ab and 6.0 cm above ab. label the point j where the normal  crosses gh.  (d) draw a line, starting at e, to the left of the normal and at an angle of incidence i = 30\u00b0 to the  normal as shown in fig. 4.1. label the point f where the line meets gh.",
+            "11": "11 0625/51/m/j/15 \u00a9 ucles 2015 (e) place two pins p1 and p2 on the line fe, placing one pin close to e. label the positions of p1  and p2.  (f) replace the block and observe the images of p1 and p2 through side cd of the block so that  the images of p1 and p2 appear one behind the other. place two pins p3 and p4 between your  eye and the block so that p3 and p4, and the images of p1 and p2 seen through the block,  appear one behind the other. label the positions of p3 and p4. remove the block.  (g) draw a line joining the positions of p3 and p4. continue the line until it meets cd and label  this point k. draw the line ke.  (h) (i) measure and record the length a between points f and j.  a =  ...   (ii) measure and record the length b between points f and e.  b =  ...   (iii) measure and record the length c between points e and k.  c =  ...   (iv) measure and record the length d between points m and k.  d =  ...   [2]  (i) calculate n, the refractive index of the material of the block, using the equation n = ac bd .  n =  .. [1]  (j) repeat steps (d) \u2013 (h) but with the angle of incidence i = 50\u00b0.  a =  ...  b =  ...  c =  ...  d =  ...  n =  ...  [2]  (k) suggest one precaution that you should take with this experiment to obtain reliable results.  .. .  .. .  .. .[1]  tie your ray-trace sheet into this booklet between pages 10 and 11. [4]  [total: 10]",
+            "12": "12 0625/51/m/j/15 \u00a9 ucles 2015permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here 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 onl ine in the cambridge international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to do wnload at www.cie.org.uk after  the live examination series. cambridge international examinations is part of the cambridge assessment group. cambridge assessment is the brand name of unive rsity of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge.blank page"
+        },
+        "0625_s15_qp_52.pdf": {
+            "1": "this document consists of 10 printed pages and 2 blank pages. dc (cw/jg) 91127/2 \u00a9 ucles 2015 [turn overcambridge international examinations cambridge international general certificate of secondary education *3908655948* physics  0625/52 paper 5 practical test may/june 2015  1 hour 15 minutes candidates answer on the question paper. additional materials: as listed in the confidential instructions. read these instructions first write your centre number, candidate number and name in the spaces at the top of the page. write in dark blue or black pen. y ou may use an hb pencil for any diagrams or graphs. do not use staples, paper clips, glue or correction fluid. do not write in any barcodes. answer all questions. electronic calculators may be used. y ou may lose marks if you do not show your working or if you do not use appropriate units. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [ ] at the end of each question or part question. the syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificat e.for examiner\u2019s use 1 2 3 4 total",
+            "2": "2 0625/52/m/j/15 \u00a9 ucles 20151 in this experiment, you will investigate a pendulum.  carry out the following instructions referring to figs. 1.1 and 1.2. l bob one complete oscillationclamp clamp  fig. 1.1 fig. 1.2  a pendulum has been set up for you.   (a) adjust the pendulum until its length l = 50.0 cm. the length l is measured to the centre of the  bob.   state one precaution that you took to measure the length l as accurately as possible. y ou may  draw a diagram.  .. .  .. .[1]",
+            "3": "3 0625/52/m/j/15 \u00a9 ucles 2015 [turn over (b) (i) displace the pendulum bob slightly and release it so that it swings. measure the time t  for 20 complete oscillations of the pendulum (see fig. 1.2).  t =  .. [1]   (ii) calculate the period t of the pendulum. the period is the time for one complete  oscillation.  t =  ...[1]   (iii) explain why measuring the time for 20 oscillations, rather than for 1 oscillation, gives a  more accurate value for t.  .. .  .. .[1]  (c) adjust the length of the pendulum until its length l = 100.0 cm. repeat steps (b)(i)  and (b)(ii) .  t =  ...  t =  ...  [2]  (d) a student suggests that doubling the length l of the pendulum should double the period t.   state whether your results support this suggestion. justify your answer by reference to the  results. statement   .. justification     .. . [2]  (e) to continue the investigation of the relationship between the length l of the pendulum and the  period t, it is necessary to use a range of values of length l.   list additional l values that you would plan to use in the laboratory. y ou are not asked to make  any more measurements.  .. .[2] [total: 10]",
+            "4": "4 0625/52/m/j/15 \u00a9 ucles 20152 in this experiment, you will investigate the cooling of water.  carry out the following instructions referring to fig. 2.1. thermometer water beaker a fig. 2.1  (a) pour 100 cm3 of hot water into beaker a. place the thermometer in beaker a, as shown in  fig. 2.1.   (i) record the temperature \u03b8h of the hot water in beaker a.  \u03b8h =  ...[1]   (ii) state one precaution that you took to ensure that the temperature reading for the hot  water is as reliable as possible.  .. .  .. .[1]  (b) (i) add 50 cm3 of cold water to the hot water in beaker a. stir briefly. record the  temperature \u03b81.  \u03b81 =  ...    (ii) calculate the decrease in temperature \u03b8a using the equation \u03b8a = (\u03b8h \u2013 \u03b81).  \u03b8a =  ... [2]  (c) (i) add a further 100 cm3 of cold water to the water in beaker a. stir briefly. record the  temperature \u03b82.  \u03b82 =  ...    (ii) calculate the decrease in temperature \u03b8b using the equation \u03b8b = (\u03b81 \u2013 \u03b82).  \u03b8b =  ... [2]",
+            "5": "5 0625/52/m/j/15 \u00a9 ucles 2015 [turn over (d) suggest two factors, other than the volume and temperature of the cold water added, that  affect the decrease in temperature of the hot water. 1.  ...   .. . 2.  ...   .. . [2]  (e) describe briefly how a measuring cylinder is read to obtain an accurate value for the volume  of water. y ou may draw a diagram.  .. .  .. .  .. .  .. .[2] [total: 10]",
+            "6": "6 0625/52/m/j/15 \u00a9 ucles 20153 in this experiment, you will investigate the resistance of lamps.  the circuit shown in fig. 3.1 has been set up for you. power supply av fig. 3.1  (a) (i) switch on. measure and record the potential difference vp across the lamps and the  current ip in the circuit. switch off.  vp =  ...  ip =  ... [2]   (ii) calculate the combined resistance rp of the lamps using the equation rp = vp ip.  rp =  ...[1]",
+            "7": "7 0625/52/m/j/15 \u00a9 ucles 2015 [turn over (b) disconnect and remove one of the lamps.   the remaining components are to be arranged to make a circuit in which   \u0081 the two lamps are in series   \u0081 the ammeter will measure the total current in the circuit   \u0081 the voltmeter will measure the potential difference across both lamps.   in the space below, draw a diagram of this circuit using standard circuit symbols. [2]  (c) set up the circuit as described in (b).   (i) switch on. measure and record the potential difference vs across the two lamps and the  current is in the circuit. switch off.  vs =  ...  is =  ...  [1]   (ii) calculate the resistance rs of the lamps using the equation rs = vs is.  rs =  ...[2]  (d) (i) a student wishes to vary the current in the circuit in fig. 3.1, using a variable resistor.    in the space below, draw the standard circuit symbol for a variable resistor. [1]   (ii) on fig. 3.1, label with x a suitable position in the circuit for a variable resistor used to  vary the current in all the lamps. [1] [total: 10]",
+            "8": "8 0625/52/m/j/15 \u00a9 ucles 20154 in this experiment, you will investigate reflection using a plane mirror.  carry out the following instructions, referring to fig. 4.1. mr ln ba eye30\u00b0 ray-trace sheetehole fig. 4.1  (a) draw a line 10 cm long near the middle of the blank ray-trace sheet supplied. label the line  mr. draw a normal to this line that passes through its centre. label the normal nl. label the  point at which nl crosses mr with the letter a.  (b) draw a line 8 cm long from a at an angle of incidence i = 30\u00b0 to the normal, below mr and to  the left of the normal. label the end of this line b.  (c) place the reflecting face of the mirror vertically on the line mr.",
+            "9": "9 0625/52/m/j/15 \u00a9 ucles 2015 [turn over (d) place two pins p1 and p2 on line ab a suitable distance apart.  (e) view the images of pins p1 and p2 from the direction indicated by the eye in fig. 4.1. place  two pins p3 and p4, some distance apart, so that pins p3 and p4, and the images of p1 and  p2, all appear exactly one behind the other. label the positions of p3 and p4.  (f) remove pins p3 and p4 and the mirror. draw the line joining the positions of p3 and p4.  extend the line until it meets nl.  (g) measure, and record in table 4.1, the angle \u03b1 between nl and the line joining the positions  of p3 and p4. at this stage the angle \u03b8 between the mirror and line mr is 0 \u00b0, as shown in the  table.  (h) remove pins p1 and p2. draw lines at angles \u03b8 = 10 \u00b0, 20 \u00b0 and 30 \u00b0 to mr, one of which is  shown in fig. 4.1. repeat steps (d) to (g), placing the mirror on each of the new lines in turn,  so that you obtain four sets of readings. table 4.1 \u03b8 / \u00b0\u03b1 / \u00b0  0102030 [1]  (i) plot a graph of  \u03b1 / \u00b0 (y-axis) against \u03b8 / \u00b0 (x-axis). [4]",
+            "10": "10 0625/52/m/j/15 \u00a9 ucles 2015 (j) state whether your graph line shows that the angle \u03b1 is directly proportional to the angle \u03b8.  justify your statement by reference to your graph line. statement   .. justification     .. . [2]  tie your ray-trace sheet into this booklet between pages 10 and 11. [3] [total: 10]",
+            "11": "11 0625/52/m/j/15 \u00a9 ucles 2015blank page",
+            "12": "12 0625/52/m/j/15 \u00a9 ucles 2015blank page permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here 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 onl ine in the cambridge international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to do wnload at www.cie.org.uk after  the live examination series. cambridge international examinations is part of the cambridge assessment group. cambridge assessment is the brand name of unive rsity of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge."
+        },
+        "0625_s15_qp_53.pdf": {
+            "1": "this document consists of 11 printed pages and 1 blank page. dc (rw/sw) 91113/2 \u00a9 ucles 2015 [turn overcambridge international examinations cambridge international general certificate of secondary education *6846973442* physics  0625/53 paper 5 practical test may/june 2015  1 hour 15 minutes candidates answer on the question paper. additional materials: as listed in the confidential instructions. read these instructions first write your centre number, candidate number and name in the spaces at the top of the page. write in dark blue or black pen. y ou may use an hb pencil for any diagrams or graphs. do not use staples, paper clips, glue or correction fluid. do not write in any barcodes. answer all questions. electronic calculators may be used. y ou may lose marks if you do not show your working or if you do not use appropriate units. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [ ] at the end of each question or part question. the syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificat e.for examiner\u2019s use 1 2 3 4 total",
+            "2": "2 0625/53/m/j/15 \u00a9 ucles 20151 in this experiment, you will determine the mass of an object using two strings.  the apparatus has been set up for you. do not change  the position of the rule or the distance  between the stands. y ou are also provided with two loops of string labelled p and q.  carry out the following instructions, referring to figs. 1.1 and 1.2. string metre rule x 100  gpoint astand point b fig. 1.1  (a) (i) record the scale reading a0 on the rule, at point a, where the string crosses the rule, as  indicated in fig. 1.1.  a0 =  ...   (ii) record the scale reading b0 at point b.  b0 =  ...  [2]",
+            "3": "3 0625/53/m/j/15 \u00a9 ucles 2015 [turn over (b) carefully place loop p around the vertical strings so that the strings are pulled closer together  as shown in fig. 1.2. the loop must be horizontal and should be just above the rule. x 100  gloop p da point a1point b1db fig. 1.2   (i) record in table 1.1 the scale reading a1 at point a1, as indicated in fig. 1.2.   (ii) record in table 1.1 the scale reading b1 at point b1. table 1.1 loop a1 / cm b1 / cm da / cm db / cm m / g p q   (iii) calculate and record in the table the distance da, as indicated in fig. 1.2. use your results  from (a)(i)  and from the table. da is the difference between a0 and a1.   (iv) calculate and record the distance db. use your results from (a)(ii)  and from the table.   db is the difference between b0 and b1.   (v) calculate and record in the table a value for the mass m of object x, using your results  from the table  and the equation m = k db da , where k = 100 g.   (vi) remove loop  p from the vertical strings and replace it with loop q.   (vii) repeat steps  (b)(i) to (b)(v) for loop  q.  [5]",
+            "4": "4 0625/53/m/j/15 \u00a9 ucles 2015 (c) explain how you made sure that the loops were horizontal. y ou may draw a diagram.  .. .  .. .  .. .  .. .[1]  (d) a student suggests that da and db might be directly proportional to each other.   briefly describe how this experiment could be extended to investigate the suggestion.  .. .  .. .  .. .[2]  [total: 10]",
+            "5": "5 0625/53/m/j/15 \u00a9 ucles 2015 [turn overblank page",
+            "6": "6 0625/53/m/j/15 \u00a9 ucles 20152 in this experiment, you will investigate the cooling of water.  carry out the following instructions, referring to fig. 2.1. thermometer beaker fig. 2.1  (a) (i) pour approximately 100 cm3 of hot water into the beaker.   (ii) read the temperature of the hot water and immediately start the stopclock.    in the first row of table 2.1, record this temperature \u03b8.   (iii) record in the table, the temperature \u03b8 of the water at times  t = 30 s, 60 s, 90 s, 120 s,  150 s, 180 s, 210 s, 240 s and 270 s. table 2.1 t / s \u03b8 / \u00b0c 0  [2]",
+            "7": "7 0625/53/m/j/15 \u00a9 ucles 2015 [turn over (b) (i) calculate the average cooling rate x1 for the first 90 s of the experiment. use your  readings from the table and the equation x1 = (\u03b80 \u2013 \u03b890) t, where t = 90 s and \u03b80 and \u03b890  are the temperatures at 0 s and 90 s. give the unit for the cooling rate.  x1 =  ...[2]   (ii) calculate the average cooling rate x2 in the next 90 s of the experiment. use your readings  from the table and the equation x2 = (\u03b890 \u2013 \u03b8180) t, where t = 90 s and \u03b890 and \u03b8180 are the  temperatures at 90 s and 180 s.  x2 =  ...[1]   (iii) calculate the average cooling rate x3 in the last 90 s of the experiment. use your readings  from the table and the equation x3 = (\u03b8180 \u2013 \u03b8270) t, where t = 90 s and \u03b8180 and \u03b8270 are  the temperatures at 180 s and 270 s.  x3 =  ...[1]  (c) use your results from (b) to predict the average cooling rate x4 for the next 90 s, if the  experiment had been carried on for a longer time. justify your prediction by reference to your results.   prediction for x 4 = ... justification     .. .  .. .  [2]  (d) state one precaution which you took to ensure that the temperature readings were as reliable  as possible.  .. .  .. .[1]  (e) a student wishes to find out if a similar pattern of results might be obtained under different  conditions.   state a variable which he could change in your experiment to explore this.  .. .[1]  [total: 10]",
+            "8": "8 0625/53/m/j/15 \u00a9 ucles 20153 in this experiment, you will determine the resistance per unit length of a wire.  the circuit has been set up for you as shown in fig. 3.1.  carry out the following instructions, referring to fig. 3.1. a v tpower supply crocodile clip resistance wire metre rule fig. 3.1  (a) (i) connect the crocodile clip to a length l of the resistance wire where l = 0.900 m measured  from the end t.    switch on. measure, and record in table 3.1, the potential difference v and the current i.  switch off.   (ii) repeat (a)(i)  for l = 0.800 m, 0.700 m, 0.600 m and 0.500 m. table 3.1 l / m v / v i / a r / \u03c9 0.900 0.800 0.700 0.600 0.500  [2]  (b) calculate, and record in the table, the resistance r of each length of the wire, using the  equation r = v i. [1]",
+            "9": "9 0625/53/m/j/15 \u00a9 ucles 2015 [turn over (c) plot a graph of r / \u03c9 (y-axis) against l / m (x-axis).  [4]  (d) (i) determine the gradient g of the graph. show clearly on the graph how you obtained the  necessary information.  g  =  ...[1]   (ii) for this experiment and wire, the resistance per unit length r of the wire is numerically  equal to g.    give a value for r, to a suitable number of significant figures for this experiment. include  the unit.  r =  ...[2]  [total: 10]",
+            "10": "10 0625/53/m/j/15 \u00a9 ucles 20154 in this experiment, you will determine the focal length of a converging lens by two methods.  carry out the following instructions, referring to figs. 4.1 and 4.2. illuminated objectd f lensmirror card c fig. 4.1  (a) (i) arrange the illuminated object, lens and mirror as shown in fig. 4.1. set the distance d  between the mirror and the illuminated object to 20 cm.   (ii) move the lens until a sharp image appears on the front of the card c by the side of the  illuminated object.   (iii) measure, and record in table 4.1, the distance f between the lens and the illuminated  object. f is a value for the focal length of the lens in this experiment. table 4.1 d / cm f / cm 20 40  [1]  (b) (i) repeat steps (a)(i)  to (a)(iii)  for a distance d = 40 cm.   (ii) use your results from the table to calculate f1, an average value for f.  f1 =  ...[1]",
+            "11": "11 0625/53/m/j/15 \u00a9 ucles 2015 [turn over (c) (i) set up the lens, illuminated object and screen as shown in fig. 4.2. illuminated object u lensscreen v fig. 4.2   (ii) set the distance u between the illuminated object and the lens to 20.0 cm.   (iii) move the screen until a sharp image of the illuminated object appears on the screen.   (iv) measure, and record in table 4.2, the distance v between the lens and the screen. table 4.2 u / cm v / cm f / cm 20.0 30.0  [3]   (v) repeat steps (c)(ii)  to (c)(iv)  for a value of  u = 30.0 cm.   (vi) for each value of u, calculate and record in the table the focal length f, using your results  from the table and the equation f = uv (u + v) .  (d) (i) use your results from table 4.2 to calculate f2, a second average value for f.  f2 =  ...[1]   (ii) a student suggests that f1 and f2 should be equal.    state whether your findings support this suggestion. justify your statement by reference  to your results. statement   .. justification     .. .  [2]",
+            "12": "12 0625/53/m/j/15 \u00a9 ucles 2015permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here 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 onl ine in the cambridge international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to do wnload at www.cie.org.uk after  the live examination series. cambridge international examinations is part of the cambridge assessment group. cambridge assessment is the brand name of unive rsity of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge. (e) describe two precautions you took in order to obtain reliable results in this experiment. 1.  ...   .. . 2.  ...   .. .  [2]  [total: 10]"
+        },
+        "0625_s15_qp_61.pdf": {
+            "1": "this document consists of 13 printed pages and 3 blank pages. dc (leg/jg) 91120/3 \u00a9 ucles 2015 [turn overcambridge international examinations cambridge international general certificate of secondary education *4659947087* physics  0625/61 paper 6 alternative to practical may/june 2015  1 hour candidates answer on the question paper. no additional materials are required. read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen. y ou may use an hb pencil for any diagrams or graphs. do not use staples, paper clips, glue or correction fluid. do not write in any barcodes. answer all questions. electronic calculators may be used. y ou may lose marks if you do not show your working or if you do not use appropriate units. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [ ] at the end of each question or part question. the syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificat e.",
+            "2": "2 0625/61/m/j/15 \u00a9 ucles 20151 the class is determining the weight of a metre rule using a balancing method.  the apparatus is shown in fig. 1.1. pxy benchmetre rule pivot50.0  cm mark 90.0 cm mark fig. 1.1  (a)   a student places a load p at the 90.0 cm mark on a metre rule and then balances the rule on  a pivot.   (i) on fig. 1.1, measure the distance x from the 90.0 cm mark to the pivot.  x =  ...[1]   (ii) on fig. 1.1, measure the distance y from the pivot to the centre of the rule.  y =  ...[1]  (b) fig. 1.1 is drawn one tenth of actual size.   (i) calculate the actual distance x from the 90.0 cm mark to the pivot.  x =  ...   (ii) calculate the actual distance y from the pivot to the centre of the rule.  y =  ...  [1]   (iii) determine a value w1 for the weight of the metre rule using the equation w1 = px y,  where p = 2.0 n. p is the weight of the load p.  w1 =  ...[1]",
+            "3": "3 0625/61/m/j/15 \u00a9 ucles 2015 [turn over (c) the student keeps the pivot at the same position and moves load p to the 95.0 cm mark. he  places a load q of weight q = 1.0 n, on the metre rule. he adjusts its position so that the rule  balances.   on fig. 1.2 mark, with a letter z, the approximate position of the load q. y ou do not need to  carry out a detailed calculation. pa bench pivot50.0  cm mark 95.0 cm mark fig. 1.2  [1]  (d) the student uses the values of p and q and their distances from the pivot to calculate a  second value w2 for the weight of the rule.  1.12 n w2 =  ...   the student expects w1 and w2 to be the same.   state whether the results support his idea. justify your answer by reference to the results. statement   .. justification     .. .  .. .  [2]  (e) suggest one practical reason why it is difficult to obtain exact results with this experiment.   .. .  .. .[1]  [total: 8]",
+            "4": "4 0625/61/m/j/15 \u00a9 ucles 20152 the class is investigating the cooling of water.  fig. 2.1 shows some of the apparatus used.  (a) a student measures the initial temperature of hot water in a beaker, as indicated by the  thermometer in fig. 2.1. \u201310 0 10 20 30 40 50 60 70 8090 100 110\u00b0c water fig. 2.1   record this initial temperature in the first row of table 2.1.  (b) the student allows the water in the beaker to cool and records the temperature at 30 s  intervals. the readings are shown in the table.   complete the column headings in the table. table 2.1 t / \u03b8 / 0 30 72 60 64 90 60 120 57 150 56  [2]",
+            "5": "5 0625/61/m/j/15 \u00a9 ucles 2015 [turn over (c) plot a graph of \u03b8 / \u00b0c ( y-axis) against t / s (x-axis).  [5]  (d) (i) state whether the rate of cooling of the water in the beaker increases, decreases or  stays approximately constant during the period of cooling. the rate of cooling of the water  ... .[1]   (ii) justify your statement by reference to the graph.  .. .  .. .  .. .[1]  [total: 9] ",
+            "6": "6 0625/61/m/j/15 \u00a9 ucles 20153 the class is investigating the resistance of lamp filaments in series and parallel circuits.  fig. 3.1 shows the first circuit used. power supply a v fig. 3.1  (a) (i) write down the readings shown on the meters in figs. 3.2 and 3.3.  fig. 3.20123 v894567 10  vs =  ... fig. 3.300.20.4 0.6 0.8 1.0 a is =  ...  [2]   (ii) calculate the resistance rs of the lamp filaments using the equation rs = vs is.  rs =  ...[1]",
+            "7": "7 0625/61/m/j/15 \u00a9 ucles 2015 [turn over (b) the student rearranges the circuit so that    \u0081 the lamps are in parallel   \u0081 the ammeter will measure the total current in the circuit   \u0081 the voltmeter will measure the potential difference across the lamps.   (i) draw a diagram of this circuit using standard circuit symbols.  [2]   (ii) the student measures the potential difference vp across the lamps and the current ip in  the circuit.  2.0 v vp =  ...  0.60 a ip =  ...    calculate the resistance rp of the lamp filaments using the equation rp = vp ip.  rp =  ...   (iii) calculate the ratio rs rp.  rs rp =  ...  [1]",
+            "8": "8 0625/61/m/j/15 \u00a9 ucles 2015 (c) a student wishes to investigate whether the ratio rs rp for the two lamps is the same under all  conditions.   (i) suggest a variable that you could change in order to obtain further sets of readings.  .. .   (ii) explain briefly how you would change this variable.  .. .  .. .  [2]  [total: 8]",
+            "9": "9 0625/61/m/j/15 \u00a9 ucles 2015 [turn overblank page",
+            "10": "10 0625/61/m/j/15 \u00a9 ucles 20154 the class is investigating the refraction of light passing through a transparent block.  fig. 4.1 shows a student\u2019s ray-trace sheet. ab dc p3 p4 eyeray\u2013trace sheet fig. 4.1",
+            "11": "11 0625/61/m/j/15 \u00a9 ucles 2015 [turn over a student draws the outline abcd  of a transparent block.  (a) (i) draw a normal nl at the centre of side ab. label the point e where the normal crosses  ab. label the point m where the normal crosses cd.   (ii) draw a line gh, parallel to ab and 6.0 cm above ab. label the point j where the normal  crosses gh.   (iii) draw a line, starting at e, to the left of the normal and at an angle of incidence i = 30 \u00b0 to  the normal. label the point f where the line meets gh.  [3]  (b) the student places two pins p1 and p2 on the line fe.   on fig. 4.1, label suitable positions for pins p1 and p2. [1]  (c) the student observes the images of p1 and p2 through side cd of the block so that the  images of p1 and p2 appear one behind the other.   she places two pins p3 and p4 between her eye and the block so that p3 and p4, and the  images of p1 and p2 seen through the block, appear one behind the other. the positions of p3  and p4 are shown on fig. 4.1.   (i) draw a line joining the positions of p3 and p4. continue the line until it meets cd and  label this point k.   (ii) draw the line ke.   [1]  (d) (i) measure and record the length a between points f and j.  a =  ...   (ii) measure and record the length b between points f and e.  b =  ...   (iii) measure and record the length c between points e and k.  c =  ...   (iv) measure and record the length d between points m and k.  d =  ...  [1]   (v) calculate n, the refractive index of the material of the block, using the equation n = ac bd  .  n =  ...[1]",
+            "12": "12 0625/61/m/j/15 \u00a9 ucles 2015 (e) suggest one precaution that you would take with this experiment to obtain reliable results.  .. .  .. .  .. .[1]   (f) fig. 4.2 shows a ray box. lamp slit fig. 4.2   this experiment can be carried out using a ray box instead of the pins.    on fig. 4.1, draw a ray box in a suitable position for this experiment. [1]  [total: 9]",
+            "13": "13 0625/61/m/j/15 \u00a9 ucles 2015 [turn overblank page",
+            "14": "14 0625/61/m/j/15 \u00a9 ucles 20155 the class is investigating the oscillations of a pendulum.   figs. 5.1 and 5.2 show the apparatus. bob one complete oscillationclamp clamp l  fig. 5.1 fig. 5.2   a student measures the length l of the pendulum and takes readings of the time t for  20 complete oscillations. she calculates the period t of the pendulum. t is the time taken for  one complete oscillation. she repeats the procedure for a range of lengths.   she plots a graph of t 2 / s2 against l / m. fig. 5.3 shows the graph. t 2 / s2 l / m0 0 0.2 0.4 0.6 0.8 1.01234 fig. 5.3",
+            "15": "15 0625/61/m/j/15 \u00a9 ucles 2015 (a) using the graph, determine the length l of a pendulum that has a period t = 2.0 s. show  clearly on the graph how you obtained the necessary information.  l =  ...[3]  (b) explain why measuring the time for 20 swings, rather than for 1 swing, gives a more accurate  value for t.  .. .  .. .[1]  (c) another student investigates the effect that changing the mass m of the pendulum bob has on  the period t of the pendulum.   (i) suggest how many different masses the student should use for this laboratory experiment.  number of different masses =  ...   (ii) suggest a range of suitable values for the masses.  suitable range of masses =  ...  [2]  [total: 6]",
+            "16": "16 0625/61/m/j/15 \u00a9 ucles 2015permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here 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 onl ine in the cambridge international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to do wnload at www.cie.org.uk after  the live examination series. cambridge international examinations is part of the cambridge assessment group. cambridge assessment is the brand name of unive rsity of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge.blank page"
+        },
+        "0625_s15_qp_62.pdf": {
+            "1": "this document consists of 12 printed pages. dc (cw/jg) 91130/2 \u00a9 ucles 2015 [turn overcambridge international examinations cambridge international general certificate of secondary education *9466982423* physics  0625/62 paper 6 alternative to practical may/june 2015  1 hour candidates answer on the question paper. no additional materials are required. read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen. y ou may use an hb pencil for any diagrams or graphs. do not use staples, paper clips, glue or correction fluid. do not write in any barcodes. answer all questions. electronic calculators may be used. y ou may lose marks if you do not show your working or if you do not use appropriate units. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [ ] at the end of each question or part question. the syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificat e.",
+            "2": "2 0625/62/m/j/15 \u00a9 ucles 20151 the class is investigating a pendulum.  figs. 1.1 and 1.2 show the pendulum. l bob one complete oscillationclamp clamp  fig. 1.1 fig. 1.2  (a) a student adjusts the pendulum until its length l = 50.0 cm.   state one precaution that you would take to measure the length l as accurately as possible.  y ou may draw a diagram.  .. .  .. .[1]",
+            "3": "3 0625/62/m/j/15 \u00a9 ucles 2015 [turn over (b) the student displaces the pendulum bob slightly and releases it so that it swings. she  measures the time t  for 20 complete oscillations of the pendulum (see fig. 1.2).   (i) record the time t, in s, shown on the stopwatch in fig. 1.3. 0 : 28 40 fig. 1.3  t =  ... s [1]   (ii) calculate the period t of the pendulum. the period is the time for one complete  oscillation.  t =  ...[1]   (iii) explain why measuring the time for 20 oscillations, rather than 1 oscillation, gives a more  accurate value for t.  .. .  .. .[1]  (c) the student adjusts the length of the pendulum until its length l = 100.0 cm. she repeats the  procedure and obtains a value for the period t.       2.06 s  t =  ...   another student suggests that doubling the length l of the pendulum should double the  period t.   state whether the results support this suggestion. justify your answer by reference to the  results. statement   .. justification     .. .  [2]  (d) to continue the investigation of the relationship between the length l of the pendulum and the  period t, it is necessary to use a range of values of length l.   list additional l values that you would plan to use in the laboratory.  .. .[2] [total: 8]",
+            "4": "4 0625/62/m/j/15 \u00a9 ucles 20152 the class is investigating the cooling of water.  (a) a student pours 100 cm3 of hot water into a beaker. he places a thermometer in the water.  fig. 2.1 shows the thermometer. \u201310 0 10 20 30 40 50 60 70 8090 100 110\u00b0c water fig. 2.1   (i) record the temperature \u03b8h of the hot water as shown on the thermometer in fig. 2.1.  \u03b8h =  ...[1]   (ii) state one precaution that you would take to ensure that the temperature reading for the  hot water is as reliable as possible.  .. .  .. .[1]  (b) the student adds 50 cm3 of cold water to the hot water. he records the temperature \u03b81.       71 \u00b0c  \u03b81 =  ...   calculate the decrease in temperature \u03b8a using the equation \u03b8a = (\u03b8h \u2013 \u03b81).  \u03b8a =  ...[1]",
+            "5": "5 0625/62/m/j/15 \u00a9 ucles 2015 [turn over (c) the student adds a further 100 cm3 of cold water to the water in the beaker. he records the  temperature \u03b82.       57 \u00b0c  \u03b82 =  ...   calculate the decrease in temperature \u03b8b using the equation \u03b8b = (\u03b81 \u2013 \u03b82).  \u03b8b =  ...[1]  (d) suggest two factors, other than the volume and temperature of the cold water added, that  affect the decrease in temperature of the hot water. 1.  ...   .. . 2.  ...   .. . [2]  (e) describe briefly how a measuring cylinder is read to obtain an accurate value for the volume  of water. y ou may draw a diagram.  .. .  .. .  .. .  .. .[2] [total: 8]",
+            "6": "6 0625/62/m/j/15 \u00a9 ucles 20153 the class is investigating the resistance of lamps.  fig. 3.1 shows the first circuit used. power supply av fig. 3.1  (a) a student measures the potential difference vp across the lamps and the current ip in the  circuit. the readings are shown in figs. 3.2 and 3.3. 0123 v894567 10 00.20.4 0.60.8 1.0 a  fig. 3.2 fig. 3.3   (i) write down the readings shown on the meters.  vp =  ...  ip =  ...   [2]   (ii) calculate the resistance rp of the lamp filaments using the equation rp = vp ip.  rp =  ...[1]",
+            "7": "7 0625/62/m/j/15 \u00a9 ucles 2015 [turn over (b) the student rearranges the circuit so that    \u0081 the lamps are in series   \u0081 the ammeter will measure the total current in the circuit   \u0081 the voltmeter will measure the potential difference across all three lamps.   in the space below, draw a diagram of this circuit using standard circuit symbols. [2]  (c) the student measures the potential difference vs across the lamps and the current is in the  circuit in (b).       2.5 v  vs =  ...       0.22 a  is =  ...   calculate the resistance rs of the lamp filaments using the equation rs = vs is.  rs =  ...[1]  (d) (i) a student wishes to vary the current in the first circuit, shown in fig. 3.1, using a variable  resistor.    in the space below, draw the standard circuit symbol for a variable resistor.  [1]   (ii) on fig. 3.1, label with x a suitable position in the first circuit for a variable resistor used  to vary the current in all the lamps. [1] [total: 8]",
+            "8": "8 0625/62/m/j/15 \u00a9 ucles 20154 the class is investigating reflection using a plane mirror.  fig. 4.1 shows a student\u2019s ray-trace sheet. the student uses an a4 sheet of plain paper. mr ba eye30\u00b0 ray-trace sheete fig. 4.1  (a) on fig. 4.1, the mirror is placed along the line mr. label the normal nl. [1]  (b) the student places two pins p1 and p2 on line ab at a suitable distance apart, so that she  can accurately observe the reflection of line ab.   suggest a suitable distance between the two pins.  distance =  ...[1]",
+            "9": "9 0625/62/m/j/15 \u00a9 ucles 2015 [turn over (c) the student determines the angle between the reflected ray and the normal by viewing the  images of pins p1 and p2 from the direction indicated by the eye in fig. 4.1. she places two  pins p3 and p4, some distance apart, so that pins p3 and p4, and the images of p2 and p1, all  appear exactly one behind the other. she draws a line joining the positions of p3 and p4.   she measures the angle \u03b1 between the normal and the line joining the positions of p3 and p4.  at this stage the angle \u03b8 between the mirror and line mr is 0 \u00b0, as shown in table 4.1.   she moves the mirror to a new position, shown by the dotted line on fig. 4.1, at an angle  \u03b8 = 10 \u00b0 to mr. she repeats the procedure with pins p3 and p4.   she continues using angles \u03b8 = 20 \u00b0, 30 \u00b0 and 40 \u00b0. the readings are shown in table 4.1. table 4.1 \u03b8 / \u00b0\u03b1 / \u00b0  0 3 210  5020  6930  9240 108   (i) plot a graph of  \u03b1 / \u00b0 (y-axis) against \u03b8 / \u00b0 (x-axis).  [5]",
+            "10": "10 0625/62/m/j/15 \u00a9 ucles 2015  (ii) state whether your graph line shows that the angle \u03b1 is directly proportional to the  angle \u03b8. justify your statement by reference to your graph line. statement   .. justification     .. . [2]   (iii) suggest why, when this experiment is carried out carefully, the points plotted may not all  lie on the graph line.  .. .  .. .[1] [total: 10]",
+            "11": "11 0625/62/m/j/15 \u00a9 ucles 2015 [turn over5 the class is investigating the image formed by a converging lens.  fig. 5.1 shows the experimental set up. illuminated object u lensscreenv fig. 5.1  a student positions the illuminated object and the lens and then moves the screen away from the  lens until a sharply focused image of the object is formed on the screen.  the student measures the distances u and v, as shown in fig. 5.1.       25.8 cm  u =  ...       36.2 cm  v =  ...  (a) calculate the focal length f of the lens using the equation f = uv (u + v). give your answer to a  suitable number of significant figures for this experiment.  f =  ...[2]  (b) state two precautions you would take in the laboratory in order to obtain reliable measurements  when doing this experiment. 1.  ...  2.  ...  [2] question 5 continues on the next page.",
+            "12": "12 0625/62/m/j/15 \u00a9 ucles 2015 (c) the object in fig. 5.1 is an illuminated triangle, as shown in fig. 5.2. fig. 5.2   suggest two differences between the appearance of the illuminated object and the well- focused image on the screen. 1.  ...  2.  ...  [2] [total: 6] permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here 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 onl ine in the cambridge international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to do wnload at www.cie.org.uk after  the live examination series. cambridge international examinations is part of the cambridge assessment group. cambridge assessment is the brand name of unive rsity of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge."
+        },
+        "0625_s15_qp_63.pdf": {
+            "1": "this document consists of 13 printed pages and 3 blank pages. dc (rw/sw) 91114/3 \u00a9 ucles 2015 [turn overcambridge international examinations cambridge international general certificate of secondary education *6795210236* physics  0625/63 paper 6 alternative to practical may/june 2015  1 hour candidates answer on the question paper. no additional materials are required. read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen. y ou may use an hb pencil for any diagrams or graphs. do not use staples, paper clips, glue or correction fluid. do not write in any barcodes. answer all questions. electronic calculators may be used. y ou may lose marks if you do not show your working or if you do not use appropriate units. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [ ] at the end of each question or part question. the syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificat e.",
+            "2": "2 0625/63/m/j/15 \u00a9 ucles 20151 the class is determining the mass of an object using two strings.  the apparatus is set up as shown in fig. 1.1. strings metre rulex 100  gpoint a point b76 75 7477 26 2527 fig. 1.1  (a) (i) record the scale reading a0 at point a, where the string crosses the rule, as indicated in  the enlarged section of fig. 1.1.  a0 =  ...   (ii) record the scale reading b0 at point b.  b0 =  ...  [2]",
+            "3": "3 0625/63/m/j/15 \u00a9 ucles 2015 [turn over (b) a loop of string is placed around the vertical strings so that they are pulled closer together, as  shown in fig. 1.2. the loop is horizontal and is just above the rule. loop da point a1 point b1x 100  gdb72 71 70 33 3234 fig. 1.2   (i) record the scale reading a1 at point a1 as indicated in the enlarged section of fig. 1.2.  a1 =  ...   (ii) record the scale reading b1 at point b1.  b1 =  ...  [1]   (iii) calculate and record the distance da, shown in fig. 1.2. use your results from (a)(i)  and  (b)(i) . da is the difference between a0 and a1.  da =  ...   (iv) calculate and record the distance db. use your results from (a)(ii)  and (b)(ii) .    db is the difference between b1 and b0.  db =  ...  [1]  (c) calculate the mass m of object x, using your results from (b)(iii)  and (b)(iv)  and the equation  m = k db da  where k = 100 g.  m =  ...[2]",
+            "4": "4 0625/63/m/j/15 \u00a9 ucles 2015 (d) explain how you could ensure that the loop is horizontal in (b). y ou may draw a diagram.  .. .  .. .  .. .[1]  (e) a student suggests that da and db might be directly proportional to each other.   briefly describe how this experiment could be extended to investigate the suggestion.  .. .  .. .  .. .[2]   [total: 9]",
+            "5": "5 0625/63/m/j/15 \u00a9 ucles 2015 [turn over2 a student is studying the cooling of water.  she is using the apparatus shown in fig. 2.1. \u2013100 1 02 03 04 05 06 07 08 090 100 110\u00b0c thermometer beaker fig. 2.1  (a) record the room temperature \u03b8r as indicated by the thermometer in fig. 2.1.  \u03b8r =  ...[1]",
+            "6": "6 0625/63/m/j/15 \u00a9 ucles 2015 (b) the student pours approximately 100 cm3 of hot water into the beaker.   she reads the thermometer at the start of the experiment and again at times t = 30 s, 60 s,  90 s, 120 s, 150 s, 180 s, 210 s, 240 s and 270 s.   her readings of the temperature \u03b8 are shown in table 2.1.   complete the table. table 2.1 t / s \u03b8 / \u00b0c 0 85.0 82.080.077.575.574.072.070.569.067.5  [1]  (c) (i) calculate the average cooling rate x 1 for the first 90 s of the experiment. use the readings  from the table and the equation x1 = (\u03b80 \u2013 \u03b890) t , where t = 90 s and \u03b80 and \u03b890 are the  temperatures at 0 s and 90 s. give the unit for the cooling rate.  x1 =  ...[2]",
+            "7": "7 0625/63/m/j/15 \u00a9 ucles 2015 [turn over  (ii) calculate the average cooling rate x2 in the next 90 s of the experiment. use the readings  from the table and the equation x2 = (\u03b890 \u2013 \u03b8180) t , where t = 90 s and \u03b890 and \u03b8180 are the  temperatures at 90 s and 180 s.  x2 =  ...   (iii) calculate the average cooling rate x3 in the last 90 s of the experiment. use the readings  from the table and the equation x3 = (\u03b8180 \u2013 \u03b8270) t , where t = 90 s and \u03b8180 and \u03b8270 are  the temperatures at 180 s and 270 s.  x3 =  ...  [1]  (d) use your results from (c) to predict the average cooling rate x4 for the next 90 s, if the  experiment had been carried on for a longer time. justify your prediction by reference to your results.   prediction for x 4 = ... justification     .. .  .. .  [2]  (e) state two precautions that you would take in this experiment to ensure that the temperature  readings are as reliable as possible. 1.  ...   .. . 2.  ...   .. .  [2]  [total: 9]",
+            "8": "8 0625/63/m/j/15 \u00a9 ucles 20153 some students are determining the resistance per unit length of a wire.  they are using the circuit shown in fig. 3.1. apower supply resistance wire metre rule l fig. 3.1  the crocodile clip is connected to a length l of the wire and the current and potential difference are  measured.  (a) on fig. 3.1, draw the symbol for a voltmeter correctly connected to measure the potential  difference across the selected length l of the resistance wire. [1]  (b) the potential difference v and current i for various lengths l of the wire are shown in table 3.1. table 3.1 l / m v / v i / a r / \u03c9 0.900 2.98 0.42 0.800 2.86 0.46 0.700 2.89 0.53 0.600 2.82 0.60 0.500 2.83 0.72   for each value of l, calculate and record in the table the resistance r of the wire, using the  equation r = v i . [1]",
+            "9": "9 0625/63/m/j/15 \u00a9 ucles 2015 [turn over (c) plot a graph of r / \u03c9 (y-axis) against l / m (x-axis).  [4]  (d) (i) determine the gradient g of the graph.    show clearly on the graph how you obtained the necessary information.  g =  ...[1]   (ii) for this experiment and wire, the resistance per unit length r of the wire is numerically  equal to g.    give a value for r, to a suitable number of significant figures for this experiment. include  the unit.  r =  ...[2]  [total: 9]",
+            "10": "10 0625/63/m/j/15 \u00a9 ucles 20154 a student is determining the focal length of a converging lens by two methods.  first, he uses the apparatus shown in fig. 4.1. illuminated objectd f lensmirror card c fig. 4.1  (a) he sets the distance d between the mirror and the illuminated object to 30.0 cm.   he then moves the lens until a sharp image appears on card c by the side of the illuminated  object.   (i) on fig. 4.1, measure the distance f between the illuminated object and the lens.  f =  ...[1]   (ii) fig. 4.1 is drawn to 1/5th scale.    calculate, and record in table 4.1, the actual distance f between the illuminated object  and the lens. f is a value for the focal length of the lens in this experiment. table 4.1 d / cm f / cm 30.0 50.0 15.7  [1]  (b) the student repeats the procedure for a distance d = 50.0 cm. his result is shown in the table.   use the results from the table to calculate f1, an average value of f.  f1 =  ...[1]",
+            "11": "11 0625/63/m/j/15 \u00a9 ucles 2015 [turn over (c) the student arranges the lens, illuminated object and a screen as shown in fig. 4.2. illuminated object u lensscreen v fig. 4.2   he measures the distance u between the illuminated object and the lens.   he moves the screen until a sharp image of the illuminated object appears on the screen, and  measures the distance v between the lens and the screen.  20.0 cm his readings are: u =  ...  72.5 cm  v =  ...   (i) calculate f2, another value for the focal length of the lens, using the student\u2019s results  and the equation f2 = uv (u + v) .  f2 =  ...[1]   (ii) a student suggests that f1 and f2 should be equal.    state whether your findings support this idea. justify your statement by reference to the  results. statement   .. justification     .. .  [2]  (d) describe a precaution that you would take in order to obtain reliable results in this experiment.   .. .  .. .[1]  [total: 7]",
+            "12": "12 0625/63/m/j/15 \u00a9 ucles 20155 a student is investigating the behaviour of a solar panel.  she is using the apparatus shown in fig. 5.1. v ae stand lamp solar panel fig. 5.1  she switches the lamp on. she changes the angle \u03b8 between the solar panel and the vertical and  measures the voltage produced at each angle.  figs. 5.2 and 5.3 show the solar panel at two different angles. the voltmeter readings for these  angles are shown in table 5.1. stand solar panel  fig. 5.2  fig. 5.3",
+            "13": "13 0625/63/m/j/15 \u00a9 ucles 2015 (a) (i) measure each value of the angle \u03b8 and record it in the table. table 5.1 \u03b8 / \u00b0 v / v fig. 5.2 3.62fig. 5.3 2.50  [1]   (ii) explain what practical steps should be taken to obtain accurate measurements of  \u03b8 in  the experiment. y ou may draw a diagram to show the procedure.  .. .  .. .  .. .[1]  (b) the student finds that a reading of 0.63 v is obtained even when the lamp is switched off.   suggest a reason for this and explain what she could do to overcome this problem. reason  ...   .. . solution  .   .. .  [2]  (c) suggest two aspects of the apparatus that should be kept constant in order to make the  results of the experiment as reliable as possible. 1.  ...   .. . 2.  ...   .. .  [2]  [total: 6]",
+            "14": "14 0625/63/m/j/15 \u00a9 ucles 2015blank page",
+            "15": "15 0625/63/m/j/15 \u00a9 ucles 2015blank page",
+            "16": "16 0625/63/m/j/15 \u00a9 ucles 2015permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here 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 onl ine in the cambridge international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to do wnload at www.cie.org.uk after  the live examination series. cambridge international examinations is part of the cambridge assessment group. cambridge assessment is the brand name of unive rsity of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge.blank page"
+        },
+        "0625_w15_qp_11.pdf": {
+            "1": "  the syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificat e.  this document consists of 16 printed pages.  ib15 11_0625_11/2rp  \u00a9 ucles 2015 [turn over       *3168315335* cambridge international examinations  cambridge international general certificate of secondary education       physics 0625/11     paper 1  multiple choice  october/november 2015     45 minutes    additional materials: multiple choice answer sheet   soft clean eraser   soft pencil (type b or hb recommended)       read these instructions first    write in soft pencil.  do not use staples, paper clips, glue or correction fluid. write your name, centre number and candidate number on the answer sheet in the spaces provided  unless this has been done for you.  do not write in any barcodes.   there are forty  questions on this paper. answer all questions. for each question there are four possible  answers a, b, c and d.   choose the one you consider correct and record your choice in soft pencil  on the separate answer sheet.    read the instructions on the answer sheet very carefully.   each correct answer will score one mark. a mark will not be deducted for a wrong answer. any rough working should be done in this booklet. electronic calculators may be used.   ",
+            "2": "2  \u00a9 ucles 2015 0625/11/o/n/15  1 which option contains only apparatus that could be used to determine the volume of a small  block of unknown material?  a measuring cylinder, metre rule  b measuring cylinder, stopwatch  c metre rule, balance  d metre rule, stopwatch      2 the graph represents the motion of a car.    0 0 20  10  5 10 15 20 25 30  time  / sspeed m / s     what is the distance travelled by the car while it is moving at a constant speed?  a 100  m b 150  m c 250  m d 300  m      3 a car travels along the route pqrst in 30 minutes.    pq rs t10 km5 km 5 km 10 km     what is the average speed of the car?  a 10  km  / hour b 20  km  / hour c 30  km  / hour d 60  km  / hour     ",
+            "3": "3  \u00a9 ucles 2015 0625/11/o/n/15 [turn over  4 the mass of an object is measured on earth. the mass is 5.0  kg.    the object is taken to the moon. the mass of the object is measured on the moon.    what is the mass of the object on the moon?  a 0 kg  b more than 0  kg, but less than 5.0  kg  c 5.0  kg  d more than 5.0  kg      5 a student wishes to determine the density of the solid block shown.        which quantities must be known?  a the area of the shaded face and the volume of the block  b the area of the shaded face and the weight of the block  c the mass of the block and the height of the block  d the mass of the block and the volume of the block     ",
+            "4": "4  \u00a9 ucles 2015 0625/11/o/n/15  6 a heavy beam rests on two supports. the diagram shows the only three forces f 1, f2 and f 3  acting on the beam.    f1 f2 f3support supportbeam     the beam is in equilibrium.    which statement is correct?  a all the forces are equal in size.  b the resultant force on the beam is in the opposite direction to the resultant turning effect.  c the resultant force on the beam is zero and the resultant turning effect on the beam is zero.  d the total upward force is twice the total downward force.     7 which list contains only properties of an object that can be changed by a force?  a direction of motion, mass, shape  b direction of motion, mass, speed  c direction of motion, shape, speed  d mass, shape, speed    8 what needs to be known to calculate the work done by a force acting on an object?     the size of   the force the distance  the force  moves the  object the time for  which the force  acts   a \u0013 \u0013 \u0013 key  b \u0013 \u0013 \u0017 \u0013= needed  c \u0013 \u0017 \u0013 \u0017= not needed  d \u0013 \u0017 \u0017     ",
+            "5": "5  \u00a9 ucles 2015 0625/11/o/n/15 [turn over  9 electrical energy may be obtained from nuclear fission.    in which order is the energy transferred in this process?  a nuclear fuel \u2192 generator \u2192 reactor and boiler \u2192 turbines  b nuclear fuel \u2192 generator \u2192 turbines \u2192 reactor and boiler  c nuclear fuel \u2192 reactor and boiler \u2192 generator \u2192 turbines  d nuclear fuel \u2192 reactor and boiler \u2192 turbines \u2192 generator      10 the diagram shows a manometer containing a liquid. the manometer is used to find the  difference between the pressure of a gas and atmospheric pressure.    which distance represents this pressure difference?    bac dgas pressure liquid    11 four physics teachers investigate pressure. they wear identical clothes and lie on different beds  of nails.    the table gives the weight of each teacher and the total area of contact between the teacher and  the nails.    which teacher experiences the least pressure from the nails?     weight of  teacher  / n total area of  contact  / cm2  a 700 13  b 800 20  c 900 14  d 1000 21    ",
+            "6": "6  \u00a9 ucles 2015 0625/11/o/n/15  12 a cylinder of constant volume contains a fixed mass of gas. the gas is cooled.    what happens to the pressure of the gas and what happens to the kinetic energy of the gas  molecules?     pressure of gas kinetic energy   of molecules  a decreases decreases  b decreases increases  c increases decreases  d increases increases      13 a swimmer feels cold after leaving warm water on a warm, windy day.    why does she feel cold even though the air is warm?  a the less energetic water molecules on her skin escape quickly.  b the more energetic water molecules on her skin do not escape quickly.  c the water on her skin does not evaporate quickly enough to keep her warm.  d the water on her skin evaporates quickly and cools her skin.    14 a circular metal disc is heated.    which quantity decreases?  a its density  b its diameter  c its thickness  d its volume     15 the same quantity of thermal (heat) energy is given to two objects x and y. the temperature rise  of object x is less than the temperature rise of object y.    what accounts for this difference?  a x has a larger thermal capacity than y.  b x is a better thermal conductor than y.  c y has a larger thermal capacity than x.  d y is a better thermal conductor than x.     ",
+            "7": "7  \u00a9 ucles 2015 0625/11/o/n/15 [turn over  16 the air in a room is heated by a heater. the diagr am shows the circulation of the air in the room.    roomcirculation of air heater     which statement about the air that is heated is correct?  a the air contracts and becomes less dense.  b the air contracts and becomes more dense.  c the air expands and becomes less dense.  d the air expands and becomes more dense.     17 four rods are made from different metals p, q, r and s. the rods have equal lengths and equal  diameters. the rods are heated at one end, in the same way.    the table shows the time taken for the temperatur e at the other end of each rod to rise by 1.0  \u00b0c.    which metal is the best conductor of thermal energy (heat)?    metal time taken  / s  p 35  q 30  r 45  s 40    a metal p b metal q c metal r d metal s    ",
+            "8": "8  \u00a9 ucles 2015 0625/11/o/n/15  18 the diagram shows a side view of a water wave at a particular time. the diagram is drawn full  size.    direction of travel of wave     which statement about the wave is correct?  a the wave is longitudinal and the frequency can be measured from the diagram.  b the wave is longitudinal and the wavelength can be measured from the diagram.  c the wave is transverse and the frequency can be measured from the diagram.  d the wave is transverse and the wavelength can be measured from the diagram.      19 the diagram shows a water wave approaching a barrier with a gap.    barrier direction of travel water wavep     the wave reaches point p.    what is the name of the effect that causes the wave to reach point p?  a diffraction  b dispersion  c reflection  d refraction      20 the diagram represents the electromagnetic spectrum.    some regions have been labelled, and some labels are missing.    which region should be labelled as infra-red waves?    radio  waves a b visible  light c d \u03b3-rays    ",
+            "9": "9  \u00a9 ucles 2015 0625/11/o/n/15 [turn over  21 a student draws a diagram representing three rays of light from point p passing through a  converging lens. each point labelled f is a principal focus of the lens.    ffp ray x ray y ray zlens     which of the rays has the student drawn correctly?  a ray x and ray y  b ray x and ray z  c ray y only  d ray z only     22 the diagram shows a ray of light inside a glass rod. the critical angle for the light in the glass is  42\u00b0.    40\u00b0normal glass rodray of lightairsurface of glass rod     which row shows what happens to the light when it reaches the surface of the glass rod?     any light  reflected? any light  refracted?  a no no  b no yes  c yes no  d yes yes     ",
+            "10": "10  \u00a9 ucles 2015 0625/11/o/n/15  23 which row states whether light waves and whether sound waves can travel in a vacuum?   sound waves light waves  a no no  b no yes  c yes no  d yes yes      24 sounds are produced by vibrating objects. a certain object vibrates but a person nearby cannot  hear any sound.    which statement could explain why nothing is heard?  a the amplitude of the sound waves is too large.  b the frequency of the vibration is too high.  c the sound waves are transverse.  d the speed of the sound waves is too high.      25 which row states whether each metal is ferrous or non-ferrous?   ferrous non-ferrous  a aluminium copper  b copper iron  c iron steel  d steel aluminium     26 which procedure may be used to demagnetise a steel bar?  a cooling it in a freezer for several hours  b earthing it with a copper wire for several seconds  c removing it slowly from a coil carrying an alternating current (a.c.)  d rubbing it in one direction with a woollen cloth    27 what is the unit of electrical power?  a ampere  b joule  c volt  d watt   ",
+            "11": "11  \u00a9 ucles 2015 0625/11/o/n/15 [turn over  28 some resistors are made using one type of wire. two different lengths of wire are available. each  length is available in two different diameters.    which wire has the highest resistance?  a the wire with the greater length and the larger diameter  b the wire with the greater length and the smaller diameter  c the wire with the smaller length and the larger diameter  d the wire with the smaller length and the smaller diameter     29 four students are each given an identical resistor and asked to find its resistance. they each  measure the potential difference across the resistor and the current in it.   one student makes a mistake.   which row shows the results of the student that makes a mistake?   potential difference  / v current  / a  a 1.2 0.500  b 2.4 1.100  c 1.5 0.625  d 3.0 1.250     30 what is the circuit symbol for a variable resistor?    a b c d     ",
+            "12": "12  \u00a9 ucles 2015 0625/11/o/n/15  31 the diagram shows a circuit containing three ammeters p, q and r.    a a a qr p     which statement about the readings on the ammeters is correct?  a the reading on p is equal to the reading on q.  b the reading on p is equal to the reading on r.  c the reading on q is greater than the reading on p.  d the reading on q is greater than the reading on r.      32 the diagram shows a light-dependent resistor (ldr) connected in a potential divider circuit.    v     the brightness of the light falling on the ldr is increased.    which row shows what happens to the resistanc e of the ldr, and what happens to the reading  on the voltmeter?     resistance of ldr reading on voltmeter  a decreases decreases  b decreases increases  c increases decreases  d increases increases     ",
+            "13": "13  \u00a9 ucles 2015 0625/11/o/n/15 [turn over  33 four lamps are each labelled '60  w 230  v'.    in which circuit are the lamps connected so that they operate at normal brightness?    a 230  vb 230  vc  230  vd  230  v      34 a step-up transformer is used before electricity is transmitted by overhead cables.    which statement explains why the step-up transformer is used?  a it increases the current to increase the speed at which the electricity travels.  b it increases the current to reduce energy loss in the cables.  c it increases the voltage to increase the speed at which the electricity travels.  d it increases the voltage to reduce energy loss in the cables.    ",
+            "14": "14  \u00a9 ucles 2015 0625/11/o/n/15  35 a current-carrying wire xy lies in the magnetic field between the two poles of a u-shaped  electromagnet. a force acts on the wire xy because of the magnetic field.    current-carrying wireelectromagnety x    each of the following actions is carried out separately.    \u25cf the current in the wire xy is reversed.  \u25cf the magnetic field is reversed.  \u25cf both the current in the wire xy and the magnetic field are reversed at the same  time.    how many of these actions cause the directi on of the force on the wire xy to be reversed?  a 0 b 1 c 2 d 3     36 a current-carrying coil in a magnetic field experiences a turning effect.    nspower supply +\u2013 coil    how can the turning effect be increased?  a increase the number of turns on the coil.  b reduce the size of the current.  c reverse the direction of the magnetic field.  d use thinner wire for the coil.     ",
+            "15": "15  \u00a9 ucles 2015 0625/11/o/n/15 [turn over  37 the diagram shows cathode rays entering an electric field between two charged plates.    \u2013\u2013\u2013 \u2013\u2013\u2013+++ +++ cathode rays     how does the path of the cathode rays change and why?  a they move towards the negative plate because cathode rays have a negative charge.  b they move towards the negative plate because cathode rays have a positive charge.  c they move towards the positive plate because cathode rays have a negative charge.  d they move towards the positive plate because cathode rays have a positive charge.      38 the nuclide symbol for radioactive polonium is po210 84 .    a nucleus of this type of polonium emits an \u03b1-particle.    what is the proton number (atomic number) of the nucleus after it has emitted the \u03b1-particle?  a 82 b 83 c 84 d 85     ",
+            "16": "16    permission to reproduce items where third-par ty owned material protected by copyright is  included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holder s, 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 onl ine in the cambridge  international examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely a vailable to download at  www.cie.org.uk after the live examination series.    cambridge international examinations is part of the cambridge asse ssment group. cambridge assessment is the brand name of unive rsity of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge.    \u00a9 ucles 2015 0625/11/o/n/15  39 a student investigates how the radiation from a radioactive source changes with time.    the table shows the results from the detector used by the student.    time  /  minutes count rate  /  counts per minute 0 340  2.0 180  4.0 100  6.0 60  8.0 40    the experiment is repeated by many other students, who also measure the count rate every two  minutes.    the half-life of the source is known to be exactly 2.0 minutes.    why is the measured count rate always  greater  than half the previous value?  a radioactive emissions occur randomly with time.  b the detector used is very close to the source.  c there is background radiation present.  d the radioactive source is decaying.     40 the nuclide notation for radium-226 is ra226 88 .    how many electrons orbit the nucleus of a neutral atom of radium-226?  a 0 b 88 c 138 d 226       "
+        },
+        "0625_w15_qp_12.pdf": {
+            "1": "  the syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificat e.  this document consists of 18 printed pages and 2 blank pages.  ib15 11_0625_12/4rp  \u00a9 ucles 2015 [turn over       *4829649266* cambridge international examinations  cambridge international general certificate of secondary education       physics 0625/12     paper 1  multiple choice  october/november 2015     45 minutes    additional materials: multiple choice answer sheet   soft clean eraser   soft pencil (type b or hb recommended)       read these instructions first    write in soft pencil.  do not use staples, paper clips, glue or correction fluid. write your name, centre number and candidate number on the answer sheet in the spaces provided  unless this has been done for you.  do not write in any barcodes.   there are forty  questions on this paper. answer all questions. for each question there are four possible  answers a, b, c and d.   choose the one you consider correct and record your choice in soft pencil  on the separate answer sheet.    read the instructions on the answer sheet very carefully.   each correct answer will score one mark. a mark will not be deducted for a wrong answer. any rough working should be done in this booklet. electronic calculators may be used.   ",
+            "2": "2  \u00a9 ucles 2015 0625/12/o/n/15  1 the diagram shows a measuring cylinder used to measure the volume of a small stone.    1020304050cm3 1020304050cm3 stone     what is the volume of the stone?  a 8  cm3 b 9  cm3 c 14  cm3 d 26  cm3      2 the table shows the readings on a car speedometer at 5 second intervals.    time  / s h/kmspeed     0 0  5 30  10 50  15 60  20 65    which row describes the speed and the acceleration of the car?   speed acceleration  a decreasing zero  b decreasing not zero  c increasing zero  d increasing not zero    ",
+            "3": "3  \u00a9 ucles 2015 0625/12/o/n/15 [turn over  3 a car travels along the route pqrst in 30 minutes.    pq rs t10 km5 km 5 km 10 km     what is the average speed of the car?  a 10  km  / hour b 20  km  / hour c 30  km  / hour d 60  km  / hour      4 which statement about mass or weight is correct?  a mass is a force.  b mass is measured in newtons.  c weight is a force.  d weight is measured in kilograms.     5 two cylinders are made of the same metal. both cylinders have the same cross-sectional area  but one is longer than the other.    cylinder 1 cylinder 2    which quantity is the same for both cylinders?  a density  b mass  c resistance  d volume     ",
+            "4": "4  \u00a9 ucles 2015 0625/12/o/n/15  6 a heavy beam rests on two supports. the diagram shows the only three forces f 1, f2 and f 3  acting on the beam.    f1 f2 f3support supportbeam     the beam is in equilibrium.    which statement is correct?  a all the forces are equal in size.  b the resultant force on the beam is in the opposite direction to the resultant turning effect.  c the resultant force on the beam is zero and the resultant turning effect on the beam is zero.  d the total upward force is twice the total downward force.     7 the diagrams show four solid cones. the centre of mass of each cone is marked by a point  labelled m.    which cone is the most stable?    abcd mmmm       8 a car is stationary at the top of a hill with the engine switched off. the brakes are released and the car rolls down the hill.    at which labelled point does the car have the greatest kinetic energy? ignore friction.    a b d c    ",
+            "5": "5  \u00a9 ucles 2015 0625/12/o/n/15 [turn over  9 electrical energy may be obtained from nuclear fission.    in which order is the energy transferred in this process?  a nuclear fuel \u2192 generator \u2192 reactor and boiler \u2192 turbines  b nuclear fuel \u2192 generator \u2192 turbines \u2192 reactor and boiler  c nuclear fuel \u2192 reactor and boiler \u2192 generator \u2192 turbines  d nuclear fuel \u2192 reactor and boiler \u2192 turbines \u2192 generator      10 the table gives four forces and the surface area on which each force acts.    which row gives the largest pressure on the surface?     force  / n area  / m2  a 20 2  b 40 2  c 20 4  d 40 4      11 what does a barometer measure?  a the current in a circuit  b the density of a liquid   c the pressure of air   d the temperature of an object      ",
+            "6": "6  \u00a9 ucles 2015 0625/12/o/n/15  12 the diagrams represent the molecules in two different states of matter. the arrows show the  motion of the molecules.    state 2 state 1molecule     what is state 1, and what is state 2?     state 1 state 2  a gas liquid  b gas solid  c liquid gas  d liquid solid     13 a swimmer feels cold after leaving warm water on a warm, windy day.    why does she feel cold even though the air is warm?  a the less energetic water molecules on her skin escape quickly.  b the more energetic water molecules on her skin do not escape quickly.  c the water on her skin does not evaporate quickly enough to keep her warm.  d the water on her skin evaporates quickly and cools her skin.     14 a circular metal disc is heated.    which quantity decreases?  a its density  b its diameter  c its thickness  d its volume     ",
+            "7": "7  \u00a9 ucles 2015 0625/12/o/n/15 [turn over  15 a block of copper and a block of lead are heated. the internal energy of each block increases by  the same amount.    the block of copper has a lower thermal capacity than the block of lead.    which conclusion can be made from this information?  a the temperature increase of the copper is greater than the temperature increase of the lead.  b the temperature increase of the copper is the same as the temperature increase of the lead.  c the temperature increase of the copper is less than the temperature increase of the lead.  d the melting point of copper is lower than the melting point of lead.      16 in a refrigerator, the cooling unit can be fitted either at the top or at the bottom. in an oven, the  heater can be fitted either at the top or at the bottom.    which row shows the best position for the cooling unit and the best position for the heater?     cooling unit heater  a bottom bottom  b bottom top  c top bottom  d top top      17 a girl is outdoors. she warms her hands by holding them near a fire, as shown.    hands fire      how does the heat from the fire reach her hands?  a conduction only  b convection and conduction  c convection and radiation  d radiation only     ",
+            "8": "8  \u00a9 ucles 2015 0625/12/o/n/15  18 the diagram represents a water wave.    4 m 2 m     which row shows the amplitude and the wavelength of the wave?     amplitude  / m wavelength  / m  a 1 2  b 1 4  c 2 2  d 2 4     ",
+            "9": "9  \u00a9 ucles 2015 0625/12/o/n/15 [turn over  19 the diagram represents circular wavefronts coming from point s. the wavefronts strike a barrier  and are reflected so that they appear to come from point s 1.    ss1 barrier    which diagram shows the reflected wavefronts?    c dba ss1 ss1ss1 ss1      ",
+            "10": "10  \u00a9 ucles 2015 0625/12/o/n/15  20 a plane mirror is fitted to a wall.    which statement about the image formed by the mirror is correct?  a the image is real.  b the image is left to right (laterally inverted).  c the image is smaller than the object.  d the image is upside down.     21 a student draws a diagram representing three rays of light from point p passing through a  converging lens. each point labelled f is a principal focus of the lens.    ffp ray x ray y ray zlens     which of the rays has the student drawn correctly?  a ray x and ray y  b ray x and ray z  c ray y only  d ray z only      22 which group contains only electromagnetic waves?  a light waves, radio waves, \u03b3-rays  b light waves, radio waves, sound waves  c light waves, sound waves, \u03b3-rays  d radio waves, sound waves, \u03b3-rays    ",
+            "11": "11  \u00a9 ucles 2015 0625/12/o/n/15 [turn over  23 two sounds x and y are produced by loudspeakers.  the amplitude and frequency of each sound wave is given in the table.   amplitude  / mm frequency  / hz  x 1.3 475  y 2.0 235    how does sound y compare with sound x?  a y is louder and has a higher pitch.  b y is louder and has a lower pitch.  c y is quieter and has a higher pitch.  d y is quieter and has a lower pitch.     24 sounds are produced by vibrating objects. a certain object vibrates but a person nearby cannot  hear any sound.    which statement could explain why nothing is heard?  a the amplitude of the sound waves is too large.  b the frequency of the vibration is too high.  c the sound waves are transverse.  d the speed of the sound waves is too high.     25 which statement about a permanent bar magnet is correct?  a it is made from a soft magnetic material.  b it repels a non-magnetic material.  c its field lines cross each other where the magnetic field is strong.  d its n-pole repels the n-pole of another magnet.    26 which procedure may be used to demagnetise a steel bar?  a cooling it in a freezer for several hours  b earthing it with a copper wire for several seconds  c removing it slowly from a coil carrying an alternating current (a.c.)  d rubbing it in one direction with a woollen cloth    ",
+            "12": "12  \u00a9 ucles 2015 0625/12/o/n/15  27 two plastic rods p and q are both negatively charged. rod p hangs freely.    xy rod p rod q     the end of rod q is brought near to end x of rod p, and then near to end y  of rod p.    what happens to the rods in each position?     near end x  near end y   a they attract they attract  b they attract they repel  c they repel they attract  d they repel they repel     ",
+            "13": "13  \u00a9 ucles 2015 0625/12/o/n/15 [turn over  28 which circuit shows a voltmeter measuring the p.d. across a resistor?    va vb vc vd      29 a student has four pieces of resistance wire made of the same material. each piece is connected  in turn between the terminals x and y in the circuit.    xy     in which wire is the current the largest?     length of wire  / m diameter of wire  / mm  a 0.5 0.5  b 0.5 1.0  c 1.0 0.5  d 1.0 1.0    ",
+            "14": "14  \u00a9 ucles 2015 0625/12/o/n/15  30 a student connects the circuit shown.    1 2 34     which switches must be closed for both the bell to ring and the lamp to light?  a 1 and 4 only  b 2 and 3 only  c 1, 2 and 3 only  d 1, 2, 3 and 4      31 two resistors are connected in parallel.    20 \u03c9 30 \u03c9     which value could be the resistance of the combination?  a 12  \u03c9 b 20  \u03c9 c 25  \u03c9 d 50  \u03c9     ",
+            "15": "15  \u00a9 ucles 2015 0625/12/o/n/15 [turn over  32 the circuit contains a variable potential divider pq, a lamp and a voltmeter.    power supply +\u2013 pq sliding contact v    the sliding contact of the potential divider is moved towards end q.    what happens to the brightness of the lamp and what happens to the voltmeter reading?     brightness of lamp voltmeter reading  a becomes brighter decreases  b becomes brighter increases  c does not change decreases  d does not change increases      33 four lamps are each labelled '60  w 230  v'.    in which circuit are the lamps connected so that they operate at normal brightness?    a 230  vb 230  vc  230  vd  230  v     ",
+            "16": "16  \u00a9 ucles 2015 0625/12/o/n/15  34 a fuse is used to protect an electric circuit.    which diagram shows where the fuse should be connected?    live  neutral a  live  neutral b  live  neutral c d  live  neutral      35 a transformer has 2400 turns on its primary coil and 200 turns on its secondary coil.    secondary coil 200 turnsprimary coil 2400 turns output voltage 240  v     what input voltage is needed to give an output voltage of 240  v?  a 12  v b 20  v c 240  v d 2880  v    ",
+            "17": "17  \u00a9 ucles 2015 0625/12/o/n/15 [turn over  36 a current-carrying coil in a magnetic field experiences a turning effect.    nspower supply +\u2013 coil    how can the turning effect be increased?  a increase the number of turns on the coil.  b reduce the size of the current.  c reverse the direction of the magnetic field.  d use thinner wire for the coil.     37 a beam of cathode rays enters an electric field between two charged plates.    which diagram shows a path that the rays could take?    \u2013 +a \u2013 +b \u2013 +c \u2013 +dcathode rays cathode rayscathode rays cathode rays     ",
+            "18": "18  \u00a9 ucles 2015 0625/12/o/n/15  38 radioactive carbon-14 decays into nitrogen by emitting a \u03b2-particle. the equation below  represents the decay.    c14 p  \u2192  n14 7  +  \u03b20 q    what are the values of p and q?     p q  a 6 1  b 6 \u20131  c 8 1  d 8 \u20131     39 a student investigates how the radiation from a radioactive source changes with time.    the table shows the results from the detector used by the student.    time  /  minutes count rate  /  counts per minute 0 340  2.0 180  4.0 100  6.0 60  8.0 40    the experiment is repeated by many other students, who also measure the count rate every two minutes.    the half-life of the source is known to be exactly 2.0 minutes.    why is the measured count rate always  greater  than half the previous value?  a radioactive emissions occur randomly with time.  b the detector used is very close to the source.  c there is background radiation present.  d the radioactive source is decaying.      40 the nuclide notation for radium-226 is ra226 88 .    how many electrons orbit the nucleus of a neutral atom of radium-226?  a 0 b 88 c 138 d 226   ",
+            "19": "19  \u00a9 ucles 2015 0625/12/o/n/15  blank page ",
+            "20": "20    permission to reproduce items where third-par ty owned material protected by copyright is  included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holder s, 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 onl ine in the cambridge  international examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely a vailable to download at  www.cie.org.uk after the live examination series.    cambridge international examinations is part of the cambridge asse ssment group. cambridge assessment is the brand name of unive rsity of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge.    \u00a9 ucles 2015 0625/12/o/n/15  blank page  "
+        },
+        "0625_w15_qp_13.pdf": {
+            "1": "  the syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificat e.  this document consists of 16 printed pages.  ib15 11_0625_13/3rp  \u00a9 ucles 2015 [turn over       *1302138713* cambridge international examinations  cambridge international general certificate of secondary education       physics 0625/13     paper 1  multiple choice  october/november 2015     45 minutes    additional materials: multiple choice answer sheet   soft clean eraser   soft pencil (type b or hb recommended)       read these instructions first    write in soft pencil.  do not use staples, paper clips, glue or correction fluid. write your name, centre number and candidate number on the answer sheet in the spaces provided  unless this has been done for you.  do not write in any barcodes.   there are forty  questions on this paper. answer all questions. for each question there are four possible  answers a, b, c and d.   choose the one you consider correct and record your choice in soft pencil  on the separate answer sheet.    read the instructions on the answer sheet very carefully.   each correct answer will score one mark. a mark will not be deducted for a wrong answer. any rough working should be done in this booklet. electronic calculators may be used.   ",
+            "2": "2  \u00a9 ucles 2015 0625/13/o/n/15  1 a student uses a measuring cylinder to measure the volume of a quantity of water.    which action would make her result less accurate?  a making sure her eye is level with the water surface  b making sure the cylinder is vertical  c reading the bottom of the meniscus  d using the largest measuring cylinder possible     2 the diagram shows the distance-time graph for a car.    at which labelled point is the car moving with constant speed?    a d b cdistance 0 0t i m e    3 a car travels along the route pqrst in 30 minutes.    pq rs t10 km5 km 5 km 10 km     what is the average speed of the car?  a 10  km  / hour b 20  km  / hour c 30  km  / hour d 60  km  / hour     ",
+            "3": "3  \u00a9 ucles 2015 0625/13/o/n/15 [turn over  4 what is the weight of an object?  a the force of gravity on the object  b the gravitational potential energy of the object  c the internal energy of the object  d the mass of the object      5 the mass of a piece of metal is 1200  g.    a measuring cylinder contains 150  cm3 of water.    the piece of metal is put into the measuring cylinder. the water level rises to 250  cm3 and covers  the metal.    what is the density of the metal?  a 3.0  g / cm3 b 4.8  g / cm3 c 8.0  g / cm3 d 12.0  g / cm3     6 a heavy beam rests on two supports. the diagram shows the only three forces f 1, f2 and f 3  acting on the beam.    f1 f2 f3support supportbeam     the beam is in equilibrium.    which statement is correct?  a all the forces are equal in size.  b the resultant force on the beam is in the opposite direction to the resultant turning effect.  c the resultant force on the beam is zero and the resultant turning effect on the beam is zero.  d the total upward force is twice the total downward force.     ",
+            "4": "4  \u00a9 ucles 2015 0625/13/o/n/15  7 a heavy truck on wheels has a platform attached to it.    a man stands on the platform.    the truck does not fall over.    which position a, b, c or d could be the centre of mass of the whole system (truck, platform and  man)?    truck abcdplatformman       8 which row gives the energy change in a battery and the energy change in a solar cell?     battery solar cell  a chemical to electrical electrical to light  b chemical to electrical light to electrical  c electrical to chemical electrical to light  d electrical to chemical light to electrical     9 electrical energy may be obtained from nuclear fission.    in which order is the energy transferred in this process?  a nuclear fuel \u2192 generator \u2192 reactor and boiler \u2192 turbines  b nuclear fuel \u2192 generator \u2192 turbines \u2192 reactor and boiler  c nuclear fuel \u2192 reactor and boiler \u2192 generator \u2192 turbines  d nuclear fuel \u2192 reactor and boiler \u2192 turbines \u2192 generator     ",
+            "5": "5  \u00a9 ucles 2015 0625/13/o/n/15 [turn over  10 a man is in contact with the floor.   in which of these situations does he produce the least pressure on the floor?  a kneeling  b lying flat on his back  c standing on both feet  d standing on one foot      11 the water in a lake is at 5  \u00b0c. a diver measures the pressure of the water at two different depths  in the lake. he repeats the measurements on a different day when the water is at 15  \u00b0c.    the density of the water decreases when its temperature increases.    which combination of depth and temperat ure produces the greatest water pressure?     depth  / m temperature  / \u00b0c  a 10 5  b 10  15  c 20 5  d 20  15      12 a car tyre has a constant volume.    why does the pressure of the air in the tyre increase when its temperature increases?  a the air molecules hit each other less often.  b the air molecules hit the inside of the tyre less often.  c the average speed of the air molecules in the tyre is greater.  d there are more air molecules in the tyre.     13 a swimmer feels cold after leaving warm water on a warm, windy day.    why does she feel cold even though the air is warm?  a the less energetic water molecules on her skin escape quickly.  b the more energetic water molecules on her skin do not escape quickly.  c the water on her skin does not evaporate quickly enough to keep her warm.  d the water on her skin evaporates quickly and cools her skin.    ",
+            "6": "6  \u00a9 ucles 2015 0625/13/o/n/15  14 a circular metal disc is heated.    which quantity decreases?  a its density  b its diameter  c its thickness  d its volume     15 the diagram shows a mercury-in-glass thermometer. the scale of the thermometer has not been  marked.    l     the length l increases uniformly with temperature.    the length l is measured when the thermometer bulb is placed in water at 0  \u00b0c, and also when it  is in water at 100  \u00b0c. the table shows the results.    temperature  / \u00b0c length l / cm  0 2.0  100 26.0    what is the value of l when the bulb is placed in water at 50  \u00b0c?  a 12.0  cm b 13.0  cm c 14.0  cm d 16.0  cm     16 a heating engineer fits a heater to the ceiling of an office so that workers in the office are kept  warm.   how does thermal energy reach the workers below the heater?  a conduction and convection  b convection and radiation  c convection only  d radiation only     ",
+            "7": "7  \u00a9 ucles 2015 0625/13/o/n/15 [turn over  17 which row shows how heating changes the density of air, and the name of the method of energy  transfer caused by this density change?   density method of energy transfer  a decreases conduction  b decreases convection  c increases conduction  d increases convection     18 which row correctly defines a type of wave and gives a correct example?     wave type direction of vibrations example  a longitudinal parallel to direction of wave travel radio waves  b longitudinal perpendicular to direction of wave travel light waves  c transverse parallel to direction of wave travel light waves  d transverse perpendicular to direction of wave travel radio waves    19 a water wave moves quickly in deep water.    deep watershallow water water waves    the wave now enters shallow water and its speed decreases.    which row shows what happens to the frequency of the wave, and what happens to the wavelength of the wave?     frequency wavelength  a decreases decreases  b decreases does not change  c does not change decreases  d does not change does not change    ",
+            "8": "8  \u00a9 ucles 2015 0625/13/o/n/15  20 the diagram shows the electromagnetic spectrum.    \u03b3-rays x-rays ultraviolet visible light infra-red microwavesradio waves increasing ..    a word is missing from the label below the spectrum.    which word is missing?  a amplitude  b frequency  c speed  d wavelength      21 a student draws a diagram representing three rays of light from point p passing through a  converging lens. each point labelled f is a principal focus of the lens.    ffp ray x ray y ray zlens     which of the rays has the student drawn correctly?  a ray x and ray y  b ray x and ray z  c ray y only  d ray z only     ",
+            "9": "9  \u00a9 ucles 2015 0625/13/o/n/15 [turn over  22 the diagram shows a ray of light travelling in a substance p. the ray reaches a boundary with a  substance q. total internal reflection occurs at the boundary.    substance p substance q angle x ray of lightboundarynormal     which row contains correct statements about angle x and about the optical density of substance  q?     angle x substance q  a smaller than the critical angle less dense than substance p  b smaller than the critical angle more dense than substance p  c greater than the critical angle less dense than substance p  d greater than the critical angle more dense than substance p      23 a pulse of sound is produced at the bottom of a boat. the sound travels through the water and is  reflected from the sea bed. the sound reaches the boat again after 1.2  s. the speed of sound in  the water is 1500  m / s.    sea bedboat     how far below the bottom of the boat is the sea bed?  a 450  m b 900  m c 1800  m d 3600  m     ",
+            "10": "10  \u00a9 ucles 2015 0625/13/o/n/15  24 sounds are produced by vibrating objects. a certain object vibrates but a person nearby cannot  hear any sound.    which statement could explain why nothing is heard?  a the amplitude of the sound waves is too large.  b the frequency of the vibration is too high.  c the sound waves are transverse.  d the speed of the sound waves is too high.     25 which metal could be used for a permanent magnet and which metal could be used for the core  of an electromagnet?     permanent  magnet core of  electromagnet  a iron copper  b iron steel  c steel copper  d steel iron    26 which procedure may be used to demagnetise a steel bar?  a cooling it in a freezer for several hours  b earthing it with a copper wire for several seconds  c removing it slowly from a coil carrying an alternating current (a.c.)  d rubbing it in one direction with a woollen cloth    27 a plastic rod is rubbed with a cotton cloth. this process causes the rod and the cloth to become  charged. these charges cause a force between the rod and the cloth.   which row compares the charges on the rod and the cloth, and describes the effect of the force between the rod and the cloth?   charges on rod  and cloth effect  a opposite they attract  b opposite they repel  c the same they attract  d the same they repel    ",
+            "11": "11  \u00a9 ucles 2015 0625/13/o/n/15 [turn over  28 a metal wire of circular cross-section has diameter d and length l.    current wire dl     which pair of changes, if both are carried out, must  increase the resistance of the wire?  a decrease l and decrease d  b decrease l and increase d  c increase l and decrease d  d increase l and increase d      29 the circuit shown contains a battery, a 6.0  \u03c9 resistor and two meters x and y.    one meter records current and one meter records potential difference.    meter x meter y6.0 \u03c9     which row shows possible values for the readings on the meters?     meter x meter y  a 2.0  a 12  v  b 2.0  v 12  a  c 12  a 2.0  v  d 12  v 2.0  a     ",
+            "12": "12  \u00a9 ucles 2015 0625/13/o/n/15  30 a student designs a circuit to switch on a lamp after a time delay.    which components are used in a time-delay circuit?  a a light-dependent resistor and a relay  b a resistor and a capacitor  c a resistor and a transformer  d a thermistor and a variable resistor     31 identical resistors are connected together to form arrangements x, y and z.    arrangement x arrangement y arrangement z    what is the correct order of the resistances of the arrangements from the largest to the smallest?  a x \u2192 y \u2192 z  b y \u2192 x \u2192 z  c z \u2192 x \u2192 y  d z \u2192 y \u2192 x     ",
+            "13": "13  \u00a9 ucles 2015 0625/13/o/n/15 [turn over  32 the diagram shows a potential divider circuit.    vqvp     the resistance of the variable resistor is increased.    which row shows what happens to the readings on voltmeter p and on voltmeter q?     reading on voltmeter p reading on voltmeter q  a decreases decreases  b decreases increases  c increases decreases  d increases increases      33 four lamps are each labelled '60  w 230  v'.    in which circuit are the lamps connected so that they operate at normal brightness?    a 230  vb 230  vc  230  vd  230  v      ",
+            "14": "14  \u00a9 ucles 2015 0625/13/o/n/15  34 a student investigates electromagnetic induction. she has a bar magnet and a coil of wire that is  connected to a sensitive ammeter.    ns  sens itive ammeter  coil of wirea magnet    which movement does not cause a reading on the ammeter?  a moving the coil to the right  b moving both the magnet and the coil to the left at the same speed  c moving both the magnet and the coil towards each other at the same speed  d moving the magnet to the left     35 the primary coil of a transformer has 200 turns. this primary coil is connected to an a.c. power  supply of 25  v.    a voltmeter connected across the secondary coil reads 50  v.         25 v a.c.50 vprimary coil 200 turns secondary coil v     how many turns are on the secondary coil?  a 25 b 100 c 200 d 400     ",
+            "15": "15  \u00a9 ucles 2015 0625/13/o/n/15 [turn over  36 a current-carrying coil in a magnetic field experiences a turning effect.    nspower supply +\u2013 coil    how can the turning effect be increased?  a increase the number of turns on the coil.  b reduce the size of the current.  c reverse the direction of the magnetic field.  d use thinner wire for the coil.     37 the diagram shows a cathode-ray tube. the tube is not working.    power supply heated cathodecoldanode air     which change should be made to make the tube work to produce cathode rays?  a change round the connections of the power supply.  b heat the anode instead of the cathode.  c use an a.c. power supply instead of a d.c. power supply.  d use a vacuum in the tube instead of air.     ",
+            "16": "16    permission to reproduce items where third-par ty owned material protected by copyright is  included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holder s, 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 onl ine in the cambridge  international examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely a vailable to download at  www.cie.org.uk after the live examination series.    cambridge international examinations is part of the cambridge asse ssment group. cambridge assessment is the brand name of unive rsity of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge.    \u00a9 ucles 2015 0625/13/o/n/15  38 a radioactive nucleus contains 128 nucleons. it emits a \u03b2-particle.    how many nucleons are now in the nucleus?  a 124 b 127 c 128 d 129     39 a student investigates how the radiation from a radioactive source changes with time.    the table shows the results from the detector used by the student.    time  /  minutes count rate  /  counts per minute 0 340  2.0 180  4.0 100  6.0 60  8.0 40    the experiment is repeated by many other students, who also measure the count rate every two minutes.    the half-life of the source is known to be exactly 2.0 minutes.    why is the measured count rate always  greater  than half the previous value?  a radioactive emissions occur randomly with time.  b the detector used is very close to the source.  c there is background radiation present.  d the radioactive source is decaying.     40 the nuclide notation for radium-226 is ra226 88 .    how many electrons orbit the nucleus of a neutral atom of radium-226?  a 0 b 88 c 138 d 226       "
+        },
+        "0625_w15_qp_21.pdf": {
+            "1": "this document consists of 21 printed pages and 3 blank pages. dc (nf/cgw) 96018/4 \u00a9 ucles 2015 [turn overcambridge international examinations cambridge international general certificate of secondary education *9482364447* physics  0625/21 paper 2 core october/november 2015  1 hour 15 minutes candidates answer on the question paper. no additional materials are required. read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen. y ou may use an hb pencil for any diagrams or graphs. do not use staples, paper clips, glue or correction fluid. do not write in any barcodes. answer all questions. electronic calculators may be used. y ou may lose marks if you do not show your working or if you do not use appropriate units. take the weight of 1 kg to be 10 n (i.e. acceleration of free fall = 10 m / s2). at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [ ] at the end of each question or part question. the syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificat e.",
+            "2": "2 0625/21/o/n/15 \u00a9 ucles 20151 a student investigates the density of three different liquids.  the student pours liquid honey into a container, as shown in fig. 1.1. 10203040 honey50cm3 fig. 1.1  (a) (i) name the container shown in fig. 1.1.  ..  [1]   (ii) name the other piece of apparatus necessary when determining the density of the honey.  ..  [1]  (b) the student then carefully adds some water and then some kerosene. the liquids do not mix  but form three separate layers as shown in fig. 1.2. 10203040kerosene water honey50cm3 fig. 1.2",
+            "3": "3 0625/21/o/n/15 \u00a9 ucles 2015 [turn over  identify the correct statements about the densities of the liquids. tick only two boxes. honey has the smallest density. honey has a larger density than water.kerosene has the largest density.kerosene has a smaller density than water.water has a larger density than honey.water has a smaller density than kerosene. [2]  (c) the mass of 13 cm 3 of the kerosene is 10.5 g.   calculate the density of the kerosene, including an appropriate unit.  density =  .. [4] [total: 8]",
+            "4": "4 0625/21/o/n/15 \u00a9 ucles 20152 cameras are used to check average speeds on a long straight road. each camera records the  exact time that a car passes the camera.  fig. 2.1 shows three cameras and the times at which the car passes. camera a camera b camera c min sh 08 : 54 : 20min sh 08 : 45 : 57min sh 08 : 43 : 17 fig. 2.1 (not to scale)  (a) (i) calculate the time taken for the car to travel between camera a and camera b. state your  answer in seconds.  time taken =  ... s  [2]   (ii) the cameras are placed 5000 m apart.    calculate the average speed of the car between camera a and camera b.  average speed = .. m / s  [3]",
+            "5": "5 0625/21/o/n/15 \u00a9 ucles 2015 [turn over  (iii) using the information on the clocks, describe the average speed of the car between  camera b and camera c. tick one box. slightly slower than between a and b much slower than between a and bsame as between a and bslightly faster than between a and bmuch faster than between a and b [1]  (b) the speed limit for the road is 30 m / s.   use your answers to (a)(ii)  and (a)(iii)  to estimate whether the car\u2019s average speed was  greater or less than the speed limit when travelling between camera a and camera c. explain how you decided on your answer. estimate  . ... explanation  .. .  .. .  .. . [3] [total: 9]",
+            "6": "6 0625/21/o/n/15 \u00a9 ucles 20153 (a) there are three states of matter.   draw three lines, each line connecting a state of matter to the diagram representing the  arrangement of the particles in that state of matter. diagram state of matter solid liquid gas [1]  (b) fig. 3.1 shows a perfume bottle. air and vapour perfume bottleperfumeplastic stopper fig. 3.1   (i) a student pours a small amount of perfume onto her arm. she notices that her arm feels  cold as the perfume evaporates.    explain why the evaporating perfume produces a cooling effect on her arm.  .. .  .. .  ..  [2]",
+            "7": "7 0625/21/o/n/15 \u00a9 ucles 2015 [turn over  (ii) when the perfume bottle is left by a window on a hot day, the stopper pops out of the  bottle.    suggest why the stopper pops out of the bottle.  .. .  .. .  .. .  ..  [3] [total: 6]",
+            "8": "8 0625/21/o/n/15 \u00a9 ucles 20154 a student has a mobile (cell) phone. the phone receives a signal from a transmitter and produces  a ring tone.  (a) state two differences between the microwave signal received by the phone and the sound  wave produced when the phone rings. 1.  ... ... 2.  ... ... [2]  (b) fig. 4.1 represents the waves emitted by the mobile phone. the waves interact with a wall,  and a doorway, in the room. mobile phoneview from above walldoorway fig. 4.1 (not to scale)   with reference to fig. 4.1, complete each of  the following sentences using a word from the  box below. diffracted        dispersed        reflected        refracted   (i) when the waves hit the wall, the waves are .. . [1]   (ii) when the waves pass through the doorway, the waves are .. . [1] [total: 4]",
+            "9": "9 0625/21/o/n/15 \u00a9 ucles 2015 [turn over5 fig. 5.1 shows a simple liquid-in-glass (alcohol) thermometer made by a technician in a laboratory.  fig. 5.1  the thermometer is to be used to measure temperatures in the range \u221210 \u00b0c to 110 \u00b0c. there is  no scale on the thermometer.  (a) the scale is added using fixed points.   state the temperature of each of the fixed points used.  upper fixed point =  ..  \u00b0c lower fixed point =  ..  \u00b0c [2]  (b) describe how the thermometer is cooled to its lower fixed point.  .. .  .. .  .. .  ..  [2]  (c) identify the physical property used by a liquid-in-glass thermometer to measure temperature.  tick one box. colour expansionpressureresistance [1] [total: 5]",
+            "10": "10 0625/21/o/n/15 \u00a9 ucles 20156 fig. 6.1 shows a sign used to warn drivers of a road hazard. slow downsolar panels fig. 6.1  the sign lights up as cars approach.  (a) the sign makes use of two sources of renewable energy, one of which is solar energy.   identify the other source of renewable energy used by the sign. tick the correct box. chemical geothermal light wind [1]  (b) fill in the blank spaces to complete one of the useful energy conversions taking place when  the sign is operating using solar energy.     solar energy    .    . [2]",
+            "11": "11 0625/21/o/n/15 \u00a9 ucles 2015 [turn over (c) (i) in certain conditions, the sign cannot use its sources of renewable energy.    state these conditions.  ..  [2]   (ii) the sign needs to be able to operate at all times.    suggest a way of overcoming the problem identified in (c)(i) .  ..  [1]  (d) after passing the sign, the cars climb a steep hill.   state the type of energy gained by cars as they climb the hill.  ..  [1] [total: 7]",
+            "12": "12 0625/21/o/n/15 \u00a9 ucles 20157 fig. 7.1 shows an experiment to identify the pattern and direction of field lines around a bar  magnet. paper ab dc magnet ns fig. 7.1  the bar magnet is placed on a sheet of paper. a plotting compass is placed in each of the four  positions labelled a, b, c and d.  the plotting compass is a small pivoted magnet, as shown in fig. 7.2. sn pivot pointerplotting compass fig. 7.2",
+            "13": "13 0625/21/o/n/15 \u00a9 ucles 2015 [turn over (a) in each of positions a, b, c and d on fig. 7.1, carefully draw an arrow showing the position of  the pointer. ignore the magnetic field due to the surroundings. [3]  (b) on fig. 7.1, carefully draw two complete magnetic field lines, one through position b and the  other through position d. the lines you draw should start and finish on the bar magnet. [1]  (c) state the material from which a permanent magnet is made.  ..  [1] [total: 5]",
+            "14": "14 0625/21/o/n/15 \u00a9 ucles 20158 fig. 8.1 shows part of a wiring diagram for a car. relay coilsstarter motor m fig. 8.1  when the driver closes switch s, there is a current of 200 a in the starter motor.  (a) (i) explain how closing switch s causes the starter motor to operate.  .. .  .. .  ..  [2]   (ii) explain why the cable connecting the motor to the battery is much thicker than the wire  connecting the switch s to the battery.  .. .  .. .  ..  [2]",
+            "15": "15 0625/21/o/n/15 \u00a9 ucles 2015 [turn over (b) fig. 8.2 shows part of a lighting circuit for a car. fuse12 vp fig. 8.2   (i) the switch is closed. there is a current of 1.2 a in the fuse.    state the current at point p .  current =  .. a  [1]   (ii) the lights of the car are connected in parallel.    state one reason for connecting lights in parallel.  ..  [1] [total: 6]",
+            "16": "16 0625/21/o/n/15 \u00a9 ucles 20159 a student investigates how the resistance of a thermistor changes with temperature. fig. 9.1  shows the circuit that the student uses. a fig. 9.1  (a) (i) label clearly the thermistor in fig. 9.1. [1]   (ii) on fig. 9.1, draw a voltmeter connected so that the resistance of the thermistor can be  determined. [2]  (b) the student varies the temperature of the thermistor and records the ammeter readings. the  results are shown in table 9.1. table 9.1 temperature of thermistor / \u00b0c 0 10 20 30 40 50 current in thermistor / ma 1.0 2.0 4.0 7.5 14.0 24.5   (i) the potential difference (p.d.) across the thermistor is 6.0 v at 20 \u00b0c.    calculate the resistance of the thermistor at 20 \u00b0c. include the unit.  resistance =  .. [4]",
+            "17": "17 0625/21/o/n/15 \u00a9 ucles 2015 [turn over  (ii) fig. 9.2 shows the student\u2019s results plotted on a graph. 25 20 15 10 01 0 2 0 3 0 temperature  / \u00b0c40 50current in thermistor  / ma 5 0 fig. 9.2    the student suggests that the current in the thermistor is directly proportional to the  temperature of the thermistor.    explain how the graph shown in fig. 9.2 shows that the suggestion is incorrect.  .. .  ..  [1] [total: 8]",
+            "18": "18 0625/21/o/n/15 \u00a9 ucles 201510 a camera has a circuit containing a light-dependent resistor (ldr). fig. 10.1 shows part of this  circuit. 6v fig. 10.1  (a) describe what happens to the resistance of the ldr and the current in the ldr when a bright  light is shone on the ldr.  .. .  ..  [2]  (b) a camera lens is used to produce an image of an object ox. the arrangement is shown in  fig. 10.2. fprincipal axisx of fig. 10.2   the principal focuses of the lens are labelled f .   on fig. 10.2,   (i) draw a ray from the top of the object, parallel to the principal axis and continuing through  and beyond the lens, [2]   (ii) draw in another ray to locate the position of the image of ox, [2]   (iii) carefully draw and label the image obtained. [1] [total: 7]",
+            "19": "19 0625/21/o/n/15 \u00a9 ucles 2015 [turn over11 three types of radioactive decay are by the emission of  \u03b1 - radiation,  \u03b2 - radiation,  \u03b3 - radiation.  (a) state which of the three types of emission has the greatest speed.  ..  [1]  (b) a nucleus of americium-241 decays to become a nucleus of neptunium-237 by the emission  of one particle.   the equation below describes the change. the symbol a z x represents the particle emitted. 241 95am      237 93 np  +  a z x   (i) state the name given to each of the numbers a and z.  a is the   number.  z is the   number. [2]   (ii) determine the values of a and z.  a  =  ...  z =  ... [2]   (iii) state the name of the particle emitted.  ..  [1] [total: 6]",
+            "20": "20 0625/21/o/n/15 \u00a9 ucles 201512 fig. 12.1 is a diagram of a power station that uses coal. boiler coalwatersteam cooling towertransformergenerator transmission linesx fig. 12.1  (a) (i) state the name of the part of the power station labelled x.  ..  [1]   (ii) state two disadvantages of generating electricity using fossil fuels. 1.  ...  2.  ...  [2]  (b) the transformer converts the 25 kv output from the generator to 115 kv. the primary coil of  the transformer has 500 turns.   calculate the number of turns on the secondary coil.  number of turns =  .. [3]",
+            "21": "21 0625/21/o/n/15 \u00a9 ucles 2015 (c) explain the advantages of transmitting electricity at high voltages such as 115 kv.  .. .  .. .  ..  [3] [total: 9]",
+            "22": "22 0625/21/o/n/15 \u00a9 ucles 2015blank page",
+            "23": "23 0625/21/o/n/15 \u00a9 ucles 2015blank page",
+            "24": "24 0625/21/o/n/15 \u00a9 ucles 2015blank page permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here 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 onl ine in the cambridge international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to do wnload at www.cie.org.uk after  the live examination series. cambridge international examinations is part of the cambridge assessment group. cambridge assessment is the brand name of unive rsity of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge."
+        },
+        "0625_w15_qp_22.pdf": {
+            "1": "this document consists of 18 printed pages and 2 blank pages. dc (nf/cgw) 96017/4 \u00a9 ucles 2015 [turn overcambridge international examinations cambridge international general certificate of secondary education *9171762934* physics  0625/22 paper 2 core october/november 2015  1 hour 15 minutes candidates answer on the question paper. no additional materials are required. read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen. y ou may use an hb pencil for any diagrams or graphs. do not use staples, paper clips, glue or correction fluid. do not write in any barcodes. answer all questions. electronic calculators may be used. y ou may lose marks if you do not show your working or if you do not use appropriate units. take the weight of 1 kg to be 10 n (i.e. acceleration of free fall = 10 m / s2). at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [ ] at the end of each question or part question. the syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificat e.",
+            "2": "2 0625/22/o/n/15 \u00a9 ucles 2015blank page",
+            "3": "3 0625/22/o/n/15 \u00a9 ucles 2015 [turn over1 a student uses a rule to measure a thin piece of wire as shown in fig. 1.1. 0 cm123456789 1 0 1 1wire 12 13 14 15 fig. 1.1  the student records the length of the wire as 12.8 cm.  (a) state two errors in the student\u2019s measurement of the length of wire. 1.  ... ...  .. . 2.  ... ...  .. . [2]  (b) the student is asked to measure the thickness of the wire using the same ruler. the student  does this by bending a short length of the wire and measuring distance x as shown in fig. 1.2. 0 cm12 3xwire fig. 1.2   (i) use the ruler in fig. 1.2 to determine the distance x.  distance x =   cm   [1]   (ii) calculate the average thickness of the wire, in mm . give your answer correct to two  significant figures.  average thickness of wire =  .. mm  [3] [total: 6]",
+            "4": "4 0625/22/o/n/15 \u00a9 ucles 20152 two cyclists, a and b, are riding their bicycles on a flat and straight road.   (a) fig. 2.1 shows a speed-time graph for the first part of their journey. 0520 10 0 10 time  / sspeed m / s 15 20cyclist a cyclist acyclist b cyclist b fig. 2.1   (i) state the speed of cyclist b.  speed =  .. m / s  [1]   (ii) calculate the distance travelled by cyclist b during the first 20 s.  distance travelled =  .  m  [2]   (iii) determine the time for which cyclist a was accelerating.  time =  .. s  [1]",
+            "5": "5 0625/22/o/n/15 \u00a9 ucles 2015 [turn over (b) fig. 2.2 shows the horizontal forces acting on cyclist a and his bicycle at one instant. forwards force 90 nbackwards force 40 n fig. 2.2   (i) calculate the resultant force acting on cyclist a and his bicycle.  force =   n  direction =  .. [2]   (ii) describe the effect of this resultant force on the cyclist\u2019s motion.  ..  [1]   (iii) at time t = 20 s, the backwards force on the cyclist increases suddenly to 100 n. the  forwards force remains the same at 90 n.    state the immediate effect on the cyclist\u2019s motion.  ..  [1] [total: 8]",
+            "6": "6 0625/22/o/n/15 \u00a9 ucles 20153 the following statements are about solids, liquids and gases.  complete each of the statements by adding in the spaces the words decreases , increases  or  does not change .  (a) when a liquid evaporates, the more energetic molecules escape from the surface and the  temperature of the remaining liquid ... . [1]  (b) when the volume of a gas is decreased at constant temperature, the pressure of the gas  ... . [1]  (c) when the temperature of a gas is increased at constant volume, the pressure of the gas  ... . [1]  (d) when a metal block is heated, the volume of the block ... , the mass of  the block ... and the density of the block ... .  [3] [total: 6]",
+            "7": "7 0625/22/o/n/15 \u00a9 ucles 2015 [turn over4 fig. 4.1 shows a farmer driving a tractor that has a diesel engine. fig. 4.1  (a) (i) state the unit of energy.  ..  [1]   (ii) state the useful energy obtained from the diesel engine as the tractor starts to move.  ..  [1]   (iii) state two other forms of energy output from the diesel engine.    .. and .. [2]   (iv) complete the following sentence by ticking one box.    modern diesel engines waste less energy than older diesel engines. this means modern  diesel engines are faster. more efficient.more reliable. [1]  (b) the tractor in fig. 4.1 is a lot heavier than a car. a car sinks into soft ground. the tractor does  not sink.   explain why this is.  .. .  .. .  ..  [3] [total: 8]",
+            "8": "8 0625/22/o/n/15 \u00a9 ucles 20155 a bimetallic strip is made from two metals, brass and invar, stuck together. a student clamps the  bimetallic strip, as shown in fig. 5.1, and heats the end. clamp standclamp invar heatbrass fig. 5.1  when the bimetallic strip is heated, the brass expands more than the invar. the bimetallic strip  bends.  (a) on fig. 5.1, sketch the position of the strip after it has been heated. [1]  (b) (i) suggest how the bimetallic strip may be used to measure temperature. include the idea  of fixed points.  .. .  .. .  .. .  .. .  .. .  ..  [3]   (ii) suggest one reason why, in practice, a thermometer using this bimetallic strip would be  difficult to use.  .. .  ..  [1] [total: 5]",
+            "9": "9 0625/22/o/n/15 \u00a9 ucles 2015 [turn over6 fig. 6.1 shows a piece of apparatus used to show the transfer of thermal energy in liquids. water glass tubecrystals heatcoloured water fig. 6.1  the glass tube is filled with cold water. crystals that dissolve slowly are inserted into the bottom of  the tube. the water around the crystals becomes coloured.  when the glass tube is heated as shown in fig. 6.1, the coloured water moves.  (a) (i) on fig. 6.1, draw arrows indicating the direction of movement of the water in each section  of the tube. [1]   (ii) state the name of this method of thermal energy transfer in the water.  ..  [1]  (b) explain why the water moves in this way.  .. .  .. .  .. .  .. .  .. .  ..  [4] [total: 6]",
+            "10": "10 0625/22/o/n/15 \u00a9 ucles 20157 a battle re-enactment enables observers to see and hear an old cannon being fired.  fig. 7.1 shows the battle site and the distant cliffs. 500  mvalleycliffs observerscannon fig. 7.1 (not to scale)  the cannon is fired. observers see the smoke and then hear the bang.  (a) (i) explain why there is a short delay between seeing the smoke and hearing the bang of  the cannon.  .. .  .. .  ..  [2]   (ii) an observer notices that, after the cannon is fired, she hears a loud bang and then a  quieter bang a short time later.    tick one box to identify the reason for the second bang. diffraction of the sound in the valley dispersion of the sound in the valley reflection of the sound from the cliff refraction of the sound from the cliff [1]",
+            "11": "11 0625/22/o/n/15 \u00a9 ucles 2015 [turn over (b) another observer is standing 500 m away from the cannon. he uses a stopwatch to measure  the time delay between seeing the smoke and hearing the first bang. his timings are shown in the table. measurement time delay / s 1 1.92 1.53 1.34 1.45 1.7   use the measurements in the table to calculate an accurate value for the speed of the sound  produced by the cannon.  speed of sound =  .. m / s  [4] [total: 7]",
+            "12": "12 0625/22/o/n/15 \u00a9 ucles 20158 fig. 8.1 represents an object positioned on the principal axis of a thin lens. f1object c fig. 8.1  the principal focus on the left hand side of the lens is labelled f1.  (a) (i) on fig. 8.1, clearly mark the position of the principal focus on the right hand side of the  lens and label it f2.   (ii) on fig. 8.1, carefully draw a ray from the top of the object  that passes through the  centre c of the lens. continue the path of the ray to the edge of the graph paper.   (iii) on fig. 8.1, carefully draw a second ray from the top of the object that passes through a  principal focus. continue the path of the ray to the edge of the graph paper.   (iv) on fig. 8.1, carefully draw the position of the image produced. [4]  (b) which of the following words describe the image produced? tick all that are correct. diminished enlarged inverted upright real [3] [total: 7]",
+            "13": "13 0625/22/o/n/15 \u00a9 ucles 2015 [turn over9 a child has an electric car racing game. the game operates from a 120 v a.c. supply.  (a) on fig. 9.1, sketch a graph showing how voltage output varies with time for an a.c. supply. 0     fig. 9.1  [1]  (b) (i) a device is used to change the 120 v supply to the 10 v needed by the toy cars.    state the name of the device.  ..  [1]   (ii) the device used in part (b)(i)  has a primary coil consisting of 4800 turns.    calculate the number of turns on the secondary coil.  turns on secondary coil =  .. [3] [total: 5]",
+            "14": "14 0625/22/o/n/15 \u00a9 ucles 201510 a coil is wound on an iron core. a student places a permanent bar magnet near the coil, as shown  in fig. 10.1. switchd.c. supply ns iron corebar magnet fig. 10.1  when the switch is closed, the bar magnet moves away from the coil.  (a) (i) explain why the magnet moves away.  .. .  .. .  ..  [2]   (ii) the iron core is replaced with a new core. when the current is switched on, this new core  becomes a permanent magnet.    state the name of the material used for the new core.  ..  [1]",
+            "15": "15 0625/22/o/n/15 \u00a9 ucles 2015 [turn over (b) fig. 10.2 shows apparatus used to identify the pattern and direction of field lines around a bar  magnet. the bar magnet is placed on a piece of card. a small pivoted magnet, with n-pole  and s-pole as shown in fig. 10.3, is placed near the magnet. card bar magnet pivoted magnetns fig. 10.2 pivotn s fig. 10.3   starting from the arrangement shown in fig. 10.2, describe how the apparatus is used to  produce a pattern of the field lines around the bar magnet.  .. .  .. .  .. .  .. .  .. .  ..  [3] [total: 6]",
+            "16": "16 0625/22/o/n/15 \u00a9 ucles 201511 hair dryers are used by many people. fig. 11.1 shows an example of a hair dryer.  blower heater hot air motor fig. 11.1  the hair dryer has two switches, one for the heater, the other for the motor that operates the  blower. fig. 11.2 shows a simplified circuit diagram for the hair dryer. s tm fig. 11.2  (a) complete the table identifying which of the circuit\u2019s components, if any, is operating. switch s switch t component or components operating closed closed closed open open closed open open [3]  (b) state the equation that links potential difference (p.d.), current and resistance.  ..  [1]",
+            "17": "17 0625/22/o/n/15 \u00a9 ucles 2015 [turn over (c) the current in the heater is 2.0 a when the potential difference across the heater is 250 v.    calculate the resistance of the heater.  resistance =  . \u03c9  [2]  (d) the hair dryer circuit contains a fuse.   (i) on fig. 11.2, draw the symbol for a fuse between the power supply and switch s. [1]   (ii) state what happens if a fault develops in the hair dryer, causing a large current in the  circuit.  .. .  .. .  ..  [2] [total: 9]",
+            "18": "18 0625/22/o/n/15 \u00a9 ucles 201512 a smoke detector contains a source of ionising radiation.  (a) different types of ionising radiation have different properties, as shown in the table. name nature charge \u03b1-particle 2+ \u03b2-particle an electron \u03b3-ray electromagnetic wave zero   complete the table by filling in the two blank spaces. [2]  (b) a smoke detector is placed in a building to warn people if there is a fire.   (i) fig. 12.1 is a diagram of a smoke detector. \u00efcharged metal platesair _-particle source__ _+ alarm circuit fig. 12.1    the \u03b1-particles ionise the air inside the smoke detector. this results in a small current  between the charged metal plates.    when smoke enters the smoke detector the current decreases and an alarm sounds.     explain why \u03b1-particles are used rather than \u03b2-particles or \u03b3-rays.  .. .  .. .  .. .  ..  [2]",
+            "19": "19 0625/22/o/n/15 \u00a9 ucles 2015  (ii) suggest which of the following times would be a suitable half-life for the source of  \u03b1-particles used in the smoke detector. tick one box. 100 minutes 100 hours100 days100 years [1]  (c) the radioactive source in the smoke detector contains americium-241.   an americium-241 nucleus emits an \u03b1-particle to become a neptunium nucleus.   complete the equation to show the nucleon number and proton number of neptunium. 241 95 am         np   +   4 2 \u03b1 [2] [total: 7]",
+            "20": "20 0625/22/o/n/15 \u00a9 ucles 2015blank page permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here 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 onl ine in the cambridge international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to do wnload at www.cie.org.uk after  the live examination series. cambridge international examinations is part of the cambridge assessment group. cambridge assessment is the brand name of unive rsity of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge."
+        },
+        "0625_w15_qp_23.pdf": {
+            "1": "this document consists of 21 printed pages and 3 blank pages. dc (cw/cgw) 116361 \u00a9 ucles 2015 [turn overcambridge international examinations cambridge international general certificate of secondary education *2005035584* physics  0625/23 paper 2 core october/november 2015  1 hour 15 minutes candidates answer on the question paper. no additional materials are required. read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen. y ou may use an hb pencil for any diagrams or graphs. do not use staples, paper clips, glue or correction fluid. do not write in any barcodes. answer all questions. electronic calculators may be used. y ou may lose marks if you do not show your working or if you do not use appropriate units. take the weight of 1 kg to be 10 n (i.e. acceleration of free fall = 10 m / s2). at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [ ] at the end of each question or part question. the syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificat e.",
+            "2": "2 0625/23/o/n/15 \u00a9 ucles 20151 a student investigates the density of three different liquids.  the student pours liquid honey into a container, as shown in fig. 1.1. 10203040 honey50cm3 fig. 1.1  (a) (i) name the container shown in fig. 1.1.  ..  [1]   (ii) name the other piece of apparatus necessary when determining the density of the honey.  ..  [1]  (b) the student then carefully adds some water and then some kerosene. the liquids do not mix  but form three separate layers as shown in fig. 1.2. 10203040kerosene water honey50cm3 fig. 1.2",
+            "3": "3 0625/23/o/n/15 \u00a9 ucles 2015 [turn over  identify the correct statements about the densities of the liquids. tick only two boxes. honey has the smallest density. honey has a larger density than water.kerosene has the largest density.kerosene has a smaller density than water.water has a larger density than honey.water has a smaller density than kerosene. [2]  (c) the mass of 13 cm 3 of the kerosene is 10.5 g.   calculate the density of the kerosene, including an appropriate unit.  density =  .. [4] [total: 8]",
+            "4": "4 0625/23/o/n/15 \u00a9 ucles 20152 cameras are used to check average speeds on a long straight road. each camera records the  exact time that a car passes the camera.  fig. 2.1 shows three cameras and the times at which the car passes. camera a camera b camera c min sh 08 : 54 : 20min sh 08 : 45 : 57min sh 08 : 43 : 17 fig. 2.1 (not to scale)  (a) (i) calculate the time taken for the car to travel between camera a and camera b. state your  answer in seconds.  time taken =  ... s  [2]   (ii) the cameras are placed 5000 m apart.    calculate the average speed of the car between camera a and camera b.  average speed = .. m / s  [3]",
+            "5": "5 0625/23/o/n/15 \u00a9 ucles 2015 [turn over  (iii) using the information on the clocks, describe the average speed of the car between  camera b and camera c. tick one box. slightly slower than between a and b much slower than between a and bsame as between a and bslightly faster than between a and bmuch faster than between a and b [1]  (b) the speed limit for the road is 30 m / s.   use your answers to (a)(ii)  and (a)(iii)  to estimate whether the car\u2019s average speed was  greater or less than the speed limit when travelling between camera a and camera c. explain how you decided on your answer. estimate  . ... explanation  .. .  .. .  .. . [3] [total: 9]",
+            "6": "6 0625/23/o/n/15 \u00a9 ucles 20153 (a) there are three states of matter.   draw three lines, each line connecting a state of matter to the diagram representing the  arrangement of the particles in that state of matter. diagram state of matter solid liquid gas [1]  (b) fig. 3.1 shows a perfume bottle. air and vapour perfume bottleperfumeplastic stopper fig. 3.1   (i) a student pours a small amount of perfume onto her arm. she notices that her arm feels  cold as the perfume evaporates.    explain why the evaporating perfume produces a cooling effect on her arm.  .. .  .. .  ..  [2]",
+            "7": "7 0625/23/o/n/15 \u00a9 ucles 2015 [turn over  (ii) when the perfume bottle is left by a window on a hot day, the stopper pops out of the  bottle.    suggest why the stopper pops out of the bottle.  .. .  .. .  .. .  ..  [3] [total: 6]",
+            "8": "8 0625/23/o/n/15 \u00a9 ucles 20154 a student has a mobile (cell) phone. the phone receives a signal from a transmitter and produces  a ring tone.  (a) state two differences between the microwave signal received by the phone and the sound  wave produced when the phone rings. 1.  ... ... 2.  ... ... [2]  (b) fig. 4.1 represents the waves emitted by the mobile phone. the waves interact with a wall,  and a doorway, in the room. mobile phoneview from above walldoorway fig. 4.1 (not to scale)   with reference to fig. 4.1, complete each of  the following sentences using a word from the  box below. diffracted        dispersed        reflected        refracted   (i) when the waves hit the wall, the waves are .. . [1]   (ii) when the waves pass through the doorway, the waves are .. . [1] [total: 4]",
+            "9": "9 0625/23/o/n/15 \u00a9 ucles 2015 [turn over5 fig. 5.1 shows a simple liquid-in-glass (alcohol) thermometer made by a technician in a laboratory.  fig. 5.1  the thermometer is to be used to measure temperatures in the range \u221210 \u00b0c to 110 \u00b0c. there is  no scale on the thermometer.  (a) the scale is added using fixed points.   state the temperature of each of the fixed points used.  upper fixed point =  ..  \u00b0c lower fixed point =  ..  \u00b0c [2]  (b) describe how the thermometer is cooled to its lower fixed point.  .. .  .. .  .. .  ..  [2]  (c) identify the physical property used by a liquid-in-glass thermometer to measure temperature.  tick one box. colour expansionpressureresistance [1] [total: 5]",
+            "10": "10 0625/23/o/n/15 \u00a9 ucles 20156 fig. 6.1 shows a sign used to warn drivers of a road hazard. slow downsolar panels fig. 6.1  the sign lights up as cars approach.  (a) the sign makes use of two sources of renewable energy, one of which is solar energy.   identify the other source of renewable energy used by the sign. tick the correct box. chemical geothermal light wind [1]  (b) fill in the blank spaces to complete one of the useful energy conversions taking place when  the sign is operating using solar energy.     solar energy    .    . [2]",
+            "11": "11 0625/23/o/n/15 \u00a9 ucles 2015 [turn over (c) (i) in certain conditions, the sign cannot use its sources of renewable energy.    state these conditions.  ..  [2]   (ii) the sign needs to be able to operate at all times.    suggest a way of overcoming the problem identified in (c)(i) .  ..  [1]  (d) after passing the sign, the cars climb a steep hill.   state the type of energy gained by cars as they climb the hill.  ..  [1] [total: 7]",
+            "12": "12 0625/23/o/n/15 \u00a9 ucles 20157 fig. 7.1 shows an experiment to identify the pattern and direction of field lines around a bar  magnet. paper ab dc magnet ns fig. 7.1  the bar magnet is placed on a sheet of paper. a plotting compass is placed in each of the four  positions labelled a, b, c and d.  the plotting compass is a small pivoted magnet, as shown in fig. 7.2. sn pivot pointerplotting compass fig. 7.2",
+            "13": "13 0625/23/o/n/15 \u00a9 ucles 2015 [turn over (a) in each of positions a, b, c and d on fig. 7.1, carefully draw an arrow showing the position of  the pointer. ignore the magnetic field due to the surroundings. [3]  (b) on fig. 7.1, carefully draw two complete magnetic field lines, one through position b and the  other through position d. the lines you draw should start and finish on the bar magnet. [1]  (c) state the material from which a permanent magnet is made.  ..  [1] [total: 5]",
+            "14": "14 0625/23/o/n/15 \u00a9 ucles 20158 fig. 8.1 shows part of a wiring diagram for a car. relay coilsstarter motor m fig. 8.1  when the driver closes switch s, there is a current of 200 a in the starter motor.  (a) (i) explain how closing switch s causes the starter motor to operate.  .. .  .. .  ..  [2]   (ii) explain why the cable connecting the motor to the battery is much thicker than the wire  connecting the switch s to the battery.  .. .  .. .  ..  [2]",
+            "15": "15 0625/23/o/n/15 \u00a9 ucles 2015 [turn over (b) fig. 8.2 shows part of a lighting circuit for a car. fuse12 vp fig. 8.2   (i) the switch is closed. there is a current of 1.2 a in the fuse.    state the current at point p .  current =  .. a  [1]   (ii) the lights of the car are connected in parallel.    state one reason for connecting lights in parallel.  ..  [1] [total: 6]",
+            "16": "16 0625/23/o/n/15 \u00a9 ucles 20159 a student investigates how the resistance of a thermistor changes with temperature. fig. 9.1  shows the circuit that the student uses. a fig. 9.1  (a) (i) label clearly the thermistor in fig. 9.1. [1]   (ii) on fig. 9.1, draw a voltmeter connected so that the resistance of the thermistor can be  determined. [2]  (b) the student varies the temperature of the thermistor and records the ammeter readings. the  results are shown in table 9.1. table 9.1 temperature of thermistor / \u00b0c 0 10 20 30 40 50 current in thermistor / ma 1.0 2.0 4.0 7.5 14.0 24.5   (i) the potential difference (p.d.) across the thermistor is 6.0 v at 20 \u00b0c.    calculate the resistance of the thermistor at 20 \u00b0c. include the unit.  resistance =  .. [4]",
+            "17": "17 0625/23/o/n/15 \u00a9 ucles 2015 [turn over  (ii) fig. 9.2 shows the student\u2019s results plotted on a graph. 25 20 15 10 01 0 2 0 3 0 temperature  / \u00b0c40 50current in thermistor  / ma 5 0 fig. 9.2    the student suggests that the current in the thermistor is directly proportional to the  temperature of the thermistor.    explain how the graph shown in fig. 9.2 shows that the suggestion is incorrect.  .. .  ..  [1] [total: 8]",
+            "18": "18 0625/23/o/n/15 \u00a9 ucles 201510 a camera has a circuit containing a light-dependent resistor (ldr). fig. 10.1 shows part of this  circuit. 6v fig. 10.1  (a) describe what happens to the resistance of the ldr and the current in the ldr when a bright  light is shone on the ldr.  .. .  ..  [2]  (b) a camera lens is used to produce an image of an object ox. the arrangement is shown in  fig. 10.2. fprincipal axisx of fig. 10.2   the principal focuses of the lens are labelled f .   on fig. 10.2,   (i) draw a ray from the top of the object, parallel to the principal axis and continuing through  and beyond the lens, [2]   (ii) draw in another ray to locate the position of the image of ox, [2]   (iii) carefully draw and label the image obtained. [1] [total: 7]",
+            "19": "19 0625/23/o/n/15 \u00a9 ucles 2015 [turn over11 three types of radioactive decay are by the emission of  \u03b1 - radiation,  \u03b2 - radiation,  \u03b3 - radiation.  (a) state which of the three types of emission has the greatest speed.  ..  [1]  (b) a nucleus of americium-241 decays to become a nucleus of neptunium-237 by the emission  of one particle.   the equation below describes the change. the symbol a z x represents the particle emitted. 241 95am      237 93 np  +  a z x   (i) state the name given to each of the numbers a and z.  a is the   number.  z is the   number. [2]   (ii) determine the values of a and z.  a  =  ...  z =  ... [2]   (iii) state the name of the particle emitted.  ..  [1] [total: 6]",
+            "20": "20 0625/23/o/n/15 \u00a9 ucles 201512 fig. 12.1 is a diagram of a power station that uses coal. boiler coalwatersteam cooling towertransformergenerator transmission linesx fig. 12.1  (a) (i) state the name of the part of the power station labelled x.  ..  [1]   (ii) state two disadvantages of generating electricity using fossil fuels. 1.  ...  2.  ...  [2]  (b) the transformer converts the 25 kv output from the generator to 115 kv. the primary coil of  the transformer has 500 turns.   calculate the number of turns on the secondary coil.  number of turns =  .. [3]",
+            "21": "21 0625/23/o/n/15 \u00a9 ucles 2015 (c) explain the advantages of transmitting electricity at high voltages such as 115 kv.  .. .  .. .  ..  [3] [total: 9]",
+            "22": "22 0625/23/o/n/15 \u00a9 ucles 2015blank page",
+            "23": "23 0625/23/o/n/15 \u00a9 ucles 2015blank page",
+            "24": "24 0625/23/o/n/15 \u00a9 ucles 2015blank page permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here 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 onl ine in the cambridge international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to do wnload at www.cie.org.uk after  the live examination series. cambridge international examinations is part of the cambridge assessment group. cambridge assessment is the brand name of unive rsity of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge."
+        },
+        "0625_w15_qp_31.pdf": {
+            "1": "this document consists of 16 printed pages. dc (cw/sw) 96031/2 \u00a9 ucles 2015 [turn overcambridge international examinations cambridge international general certificate of secondary education *1020540899* physics  0625/31 paper 3 extended october/november 2015  1 hour 15 minutes candidates answer on the question paper. no additional materials are required. read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen. y ou may use an hb pencil for any diagrams or graphs. do not use staples, paper clips, glue or correction fluid. do not write in any barcodes. answer all questions. electronic calculators may be used. y ou may lose marks if you do not show your working or if you do not use appropriate units. take the weight of 1 kg to be 10 n (i.e. acceleration of free fall = 10 m / s2). at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [ ] at the end of each question or part question. the syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificat e.",
+            "2": "2 0625/31/o/n/15 \u00a9 ucles 20151 fig. 1.1 shows a rocket-powered sled travelling along a straight track. the sled is used to test  components before they are sent into space. sled track fig. 1.1  fig. 1.2 is the speed-time graph for the sled from time t = 0 s. 00200400600speed m / s8001000 1.0 2.0 3.0 time  / s4.0 fig. 1.2  (a) on fig. 1.2, mark a point labelled p to indicate a time when the acceleration of the sled is not  constant. [1]  (b) (i) calculate the acceleration of the sled at t = 1.0 s.  acceleration =  ...[2]   (ii) determine the distance travelled by the sled between t = 1.0 s and t = 2.0 s.  distance =  ...[2]",
+            "3": "3 0625/31/o/n/15 \u00a9 ucles 2015 [turn over (c) the resultant force acting on the sled remains constant during the test.   suggest why the acceleration of the sled is not constant.  .. .  .. .[1]  [total: 6]",
+            "4": "4 0625/31/o/n/15 \u00a9 ucles 20152 (a) (i) mass is a scalar quantity.    state another scalar quantity.  .. .   (ii) force is a vector quantity.    state another vector quantity.  .. . [2]  (b) a boat is floating on still water.   the mass of the boat is 290 000 kg. a resultant force of 50 kn acts on the boat.   calculate the acceleration of the boat.  acceleration =  ...[3]  (c) fig. 2.1, not to scale, shows the view from above of the boat, now on a fast-flowing river. the  boat accelerates.   two forces are shown acting on the boat. the resultant of these forces is at right angles to the  river banks. river bank boatdirection of river current direction of force on boat from river currentdirection of force from engine river bank fig. 2.1  (not to scale)",
+            "5": "5 0625/31/o/n/15 \u00a9 ucles 2015 [turn over  fig. 2.2 is an incomplete vector diagram of the forces acting on the boat. force from river currentresultant force fig. 2.2   the force from the river current is 80 kn.     (i) determine the scale that has been used in the vector diagram.  scale is  ...   (ii) on fig. 2.2, complete the vector diagram to determine the magnitude and direction of the  force from the engine. measure the angle between the direction of the current and the  force from the engine.  magnitude of force from engine =  ...  angle =  ... [4]  [total: 9]",
+            "6": "6 0625/31/o/n/15 \u00a9 ucles 20153 fig. 3.1 shows a skier taking part in a downhill race. fig. 3.1  (a) the mass of the skier, including his equipment, is 75 kg. in the ski race, the total vertical  change in height is 880 m.   calculate the decrease in the gravitational potential energy (g.p.e.) of the skier.  decrease in g.p.e. =  ...[2]  (b) the skier starts from rest. the total distance travelled by the skier during the descent is  2800 m. the average resistive force on the skier is 220 n.   calculate  (i) the work done against the resistive force,  work done =  ...[2]   (ii) the kinetic energy of the skier as he crosses the finishing line at the end of the race.  kinetic energy =  ...[2]  (c) suggest why the skier bends his body as shown in fig. 3.1.   .. .[1]  [total: 7]",
+            "7": "7 0625/31/o/n/15 \u00a9 ucles 2015 [turn over4 (a) an object of mass m and specific heat capacity c is supplied with a quantity of thermal  energy q. the temperature of the object increases by \u03b4\u03b8.   write down an expression for c in terms of q, m and \u03b4\u03b8.  c = [1]  (b) fig. 4.1 shows the heating system of a hot water shower. power supply cold water in hot water out heating element fig. 4.1   cold water at 15 \u00b0c flows in at the rate of 0.0036 m3 / minute. hot water flows out at the same  rate.   (i) calculate the mass of water that passes the heating element in one minute. the density  of water is 1000 kg / m3.  mass =  ...[2]   (ii) the power of the heating element is 8.5 kw.    calculate the temperature of the hot water that flows out. the specific heat capacity of  water is 4200 j /(kg \u00b0c).  temperature =  ...[4]  [total: 7]",
+            "8": "8 0625/31/o/n/15 \u00a9 ucles 20155 (a) smoke particles are introduced into a glass box containing air. light shines into the box so  that, when observed through a microscope, the smoke particles can be seen as bright points  of light.   describe the motion of the smoke particles and account for this motion in terms of the air  molecules.  .. .  .. .  .. .  .. .  .. .  .. .[4]  (b) fig. 5.1 shows a quantity of gas in a cylinder sealed by a piston that is free to move. gas cylinder piston fig. 5.1   (i) the temperature of the gas is increased.    state what happens, if anything,    1. to the piston,  .. .    2. to the pressure of the gas.  .. . [2]   (ii) the piston is now fixed in place and the temperature of the gas is increased further.    explain, in terms of the behaviour of molecules, what happens to the pressure of the gas.   .. .  .. .  .. .[2]  [total: 8]",
+            "9": "9 0625/31/o/n/15 \u00a9 ucles 2015 [turn over6 a sound wave, travelling in air, approaches a solid barrier with a gap in the middle. fig. 6.1  represents the compressions and rarefactions of the sound wave. the compressions are labelled  a, b and c. a compressionbarrier rarefactionbc fig. 6.1  (a) state how a compression  differs from a rarefaction .  .. .  .. .[1]  (b) the speed of sound in air is 340 m / s. the frequency of the sound is 850 hz.   for this wave, determine   (i) the wavelength,  wavelength =  ...[2]   (ii) the time that elapses before compression a reaches the barrier.  time =  ...[2]  (c) on fig. 6.1, draw the shape and positions of compressions b and c as compression a  reaches the barrier. [2]  (d) sound waves can also travel in water.   state how the speed of sound in water compares with the speed of sound in air.  .. .[1]  [total: 8]",
+            "10": "10 0625/31/o/n/15 \u00a9 ucles 20157 (a) fig. 7.1 shows a convex lens being used to produce an image of an object. image objectprincipal focus fig. 7.1   (i) place three  ticks in the table that describe this image. can only be formed on a screen diminished enlarged inverted real same size upright virtual  [3]   (ii) on fig. 7.1, mark a letter e to indicate a possible position for an eye to be placed to  observe this image. [1]   (iii) state an application in which a convex lens is used in this way.  .. .[1]",
+            "11": "11 0625/31/o/n/15 \u00a9 ucles 2015 [turn over (b) in the space below, draw a ray diagram to locate the image of an object of height 1.0 cm  placed 5.0 cm from a convex lens of focal length 2.0 cm. draw your diagram full size. y ou are advised to locate the lens roughly in the centre of the space. label the image.  [3]  [total: 8]",
+            "12": "12 0625/31/o/n/15 \u00a9 ucles 20158 a digital watch is powered by a 1.3 v cell. the cell supplies a current of 4.1 \u00d7 10\u20135 a (0.000041 a)  for 1.6 \u00d7 107 s.  calculate (a) the charge that passes through the cell in this time,  charge =  ...[2]  (b) the resistance of the electrical circuit in the watch,  resistance =  ...[2]  (c) the output power of the cell.  power =  ...[2]  [total: 6]",
+            "13": "13 0625/31/o/n/15 \u00a9 ucles 2015 [turn over9 fig. 9.1 shows two separate coils of wire wound around an iron core. iron coreprimary coilsecondary coil fig. 9.1  an a.c. supply is connected across the primary coil and a 12 v lamp is connected across the  secondary coil. the lamp glows with normal brightness.  (a) state the name of the device shown in fig. 9.1.  .. .[1]  (b) explain why there is a current in the lamp.  .. .  .. .  .. .  .. .  .. .[4]  (c) (i) the coil connected to the lamp has 450 turns. the e.m.f. of the a.c. supply is 240 v.    calculate the number of turns on the coil connected to the a.c. supply.  number of turns =  ...[2]   (ii) a 240 v d.c. supply is used instead of the 240 v a.c. supply. tick one box to indicate what  happens to the lamp.     glows more brightly     glows with the same brightness     glows less brightly     does not glow [1]  [total: 8]",
+            "14": "14 0625/31/o/n/15 \u00a9 ucles 201510 (a) fig. 10.1 shows the symbol for a logic gate. fig. 10.1   (i) state the name of this gate. . [1]   (ii) on fig. 10.1, label an input and an output. [1]    (iii) in the space below, draw the symbol for a nand gate.  [1]",
+            "15": "15 0625/31/o/n/15 \u00a9 ucles 2015 [turn over (b) a very low frequency alternating voltage is applied between a and b in the circuit shown in  fig. 10.2. a centre-zero ammeterab fig. 10.2   on each diagram, draw a possible position of the indicator needle of the ammeter at the time  in the cycle when   (i) a is positive and b is negative, 0 \u20131 +1 \u20132 +2 a   (ii) there is no p.d. between a and b, 0 \u20131 +1 \u20132 +2 a   (iii) a is negative and b is positive. 0 \u20131 +1 \u20132 +2 a  [3]  [total: 6]",
+            "16": "16 0625/31/o/n/15 \u00a9 ucles 201511 (a) state, in terms of the particles in each nucleus, how the nuclei of two isotopes of the same  element are different.  .. .[1]  (b) fig. 11.1 shows a graph of nucleon number against proton number. the nucleus 21 82 3 bi is  plotted on the graph at the cross marked p . 208 7980 81 82 proton number83 84209210211 nucleon number212213 p fig. 11.1   (i) on fig. 11.1,    1.   plot a cross labelled q for the nucleus formed when the 21 82 3 bi nucleus emits an  \u03b1-particle,    2.   plot a cross labelled r for the nucleus formed when the 21 82 3 bi nucleus emits a  \u03b2-particle.  [4]   (ii) the half-life for the decay of 21 82 3 bi is 60 minutes.    a sample of 21 82 3 bi is placed at a fixed distance from a detector. the initial measurement  of the count rate from the sample of 21 82 3 bi is 2400 counts per minute.    calculate the count rate from the sample 5.0 hours later.  count-rate =  ...[2]  [total: 7] to avoid the issue of disclosure of answer-related information to candidates, all copyright acknowledgements are reproduced onl ine in the cambridge international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to do wnload at www.cie.org.uk after  the live examination series."
+        },
+        "0625_w15_qp_32.pdf": {
+            "1": "this document consists of 18 printed pages and 2 blank pages. dc (cw/sw) 96033/2 \u00a9 ucles 2015 [turn overcambridge international examinations cambridge international general certificate of secondary education *5862445146* physics  0625/32 paper 3 extended october/november 2015  1 hour 15 minutes candidates answer on the question paper. no additional materials are required. read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen. y ou may use an hb pencil for any diagrams or graphs. do not use staples, paper clips, glue or correction fluid. do not write in any barcodes. answer all questions. electronic calculators may be used. y ou may lose marks if you do not show your working or if you do not use appropriate units. take the weight of 1 kg to be 10 n (i.e. acceleration of free fall = 10 m / s2). at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [ ] at the end of each question or part question. the syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificat e.",
+            "2": "2 0625/32/o/n/15 \u00a9 ucles 20151 a comet, travelling in space, enters the atmosphere of a planet.  fig. 1.1 is the speed-time graph for the comet from time t = 0 s.  0010 000speed m / s 20 00030 00040 000 4.0 8.0 12.0 time  / s16.0 fig. 1.1  (a) (i) during the period t = 0 s to t = 6.0 s, both the speed of the comet and the velocity of the  comet remain constant.    state what this suggests about the motion of the comet.  .. .  .. .[1]   (ii) determine the distance travelled during the period t = 0 s to  t = 6.0 s.  distance =  ...[2]  (b) explain what the graph shows about the motion of the comet during the period t = 6.0 s to  t = 10.0 s.  .. .  .. .  .. .[2]",
+            "3": "3 0625/32/o/n/15 \u00a9 ucles 2015 [turn over (c) determine the acceleration of the comet at t = 11.0 s.  acceleration =  ...[2]  (d) suggest what happens to the comet at t = 12.0 s.  .. .  .. .[1]  [total: 8]",
+            "4": "4 0625/32/o/n/15 \u00a9 ucles 20152 a student wishes to find the volume of a piece of wood of irregular shape. her experiment requires  the use of a small brass object of mass 200 g.  (a) calculate the volume of the brass object. the density of brass is 8.4 g / cm3.  volume =  ...[2]  (b) to find the volume of the piece of wood, the student has a measuring cylinder, a supply of  water and the brass object in (a). the piece of wood and the brass object are small enough to  be placed in the measuring cylinder.    (i) the piece of wood does not sink in water.    suggest why.  .. .[1]   (ii) describe what the student does to find the volume of the piece of wood, stating the  measurements that she makes and any calculations required.  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .[4]  [total: 7]",
+            "5": "5 0625/32/o/n/15 \u00a9 ucles 2015 [turn over3 (a) (i) define power .  .. .[1]   (ii) in the following list, tick the two boxes next to the two quantities needed to calculate the  work done on an object.     mass of the object     force acting on the object     speed of the object     acceleration of the object     distance moved by the object [1]  (b) a lift (elevator) in a high building transports 12 passengers, each of mass 65 kg, through a  vertical height of 150 m in a time of 64 s.   (i) calculate the power needed to transport the passengers through this height.  power =  ...[4]   (ii) the lift (elevator) is driven by an electric motor.    state a reason, other than friction, why the power supplied by the motor is greater than  the power needed to transport the passengers.  .. .  .. .[1]  [total: 7]",
+            "6": "6 0625/32/o/n/15 \u00a9 ucles 20154 (a) fig. 4.1 shows a top view of a tourist vehicle in a game park and two elephants pushing  against the vehicle. the two forces indicated are at right angles to each other. 4.0 kn 6.0 knvehicle elephant elephant fig. 4.1   in the space below, draw a scale vector diagram to determine the magnitude of the resultant  force. label the two forces applied and the resultant, and clearly state the scale you use.  magnitude of resultant force =  ...[3]",
+            "7": "7 0625/32/o/n/15 \u00a9 ucles 2015 [turn over (b) fig. 4.2 shows another elephant pushing horizontally against a vehicle with a force of 11 kn at  a distance 1.8 m above the ground. point m is the centre of mass of the vehicle. elephant vehicle 1.25  m11 kn 1.8 m am fig. 4.2   (i) calculate the moment about point a of the force exerted by the elephant.  moment =  ...[2]   (ii) the mass of the vehicle is 1900 kg, and it does not slide when pushed by the elephant.    determine whether the elephant tips the vehicle over. show your working.    calculation conclusion  ... ..[2]  [total: 7]",
+            "8": "8 0625/32/o/n/15 \u00a9 ucles 20155 (a) x and y are liquid-in-glass thermometers. the scale of each thermometer starts at 0 \u00b0c.   x has a large range, good linearity and high sensitivity.   y has a small range, poor linearity and low sensitivity.   explain what is meant by    (i) the difference in their ranges ,  .. .  .. .   (ii) the difference in their linearities ,  .. .  .. .   (iii) the difference in their sensitivities .  .. .  .. . [3]  (b) a thermocouple is used to measure the temperature of a small volume of liquid.   (i) draw and label a sketch of the arrangement.  [3]   (ii) the temperature of the liquid is changing rapidly.     explain why the thermocouple is able to respond quickly to this rapid change.  .. .  .. .  .. .[2]  [total: 8]",
+            "9": "9 0625/32/o/n/15 \u00a9 ucles 2015 [turn over6 (a) in the space below, draw a simple labelled diagram of the apparatus used to demonstrate  brownian motion.  [2]  (b) state what is observed.  .. .  .. .  .. .[2]  (c) explain what is observed in terms of molecules.  .. .  .. .  .. .  .. .[2]  [total: 6]",
+            "10": "10 0625/32/o/n/15 \u00a9 ucles 20157 sound from a loudspeaker is travelling in air towards a solid wall.  fig. 7.1 shows compressions of the incident sound wave and the direction of travel of the wave. 8.5 m compressionsdirection of travelwallpq fig. 7.1  (a) state what is meant by a compression .  .. .  .. .[1]  (b) the distance from point p to point q is 8.5 m. it takes 25 ms for the compression at p to  reach q.   for this sound wave, determine   (i) the wavelength,  wavelength =  ...[1]   (ii) the frequency.   frequency =  ...[2]  (c) as it strikes the wall, the sound reflects.   complete fig. 7.1 to show the positions of three compressions of the reflected sound wave.  [2]",
+            "11": "11 0625/32/o/n/15 \u00a9 ucles 2015 [turn over (d) the loudspeaker is immersed in water, where it continues to produce sound of the same  frequency.   state and explain how the wavelength of the sound wave in water compares with the  wavelength determined in (b)(i) .  .. .  .. .  .. .[2]  [total: 8]",
+            "12": "12 0625/32/o/n/15 \u00a9 ucles 20158 (a) fig. 8.1 is a ray diagram of a convex lens being used as a magnifying glass to produce a  virtual image. fig. 8.1   on fig. 8.1,   (i) label the object o,   (ii) label the image i,   (iii) label a principal focus f ,   (iv) put arrows on the two rays to indicate their directions.  [4]",
+            "13": "13 0625/32/o/n/15 \u00a9 ucles 2015 [turn over (b) fig. 8.2 shows a ray of light in air incident on an interface with glass. the refractive index of  glass is 1.5. glass air incident ray fig. 8.2   on fig. 8.2, accurately draw the ray as it travels in the glass. y ou will need to take a  measurement from fig. 8.2 and carry out an appropriate calculation. show your working.  [3]  [total: 7]",
+            "14": "14 0625/32/o/n/15 \u00a9 ucles 20159 (a) fig. 9.1 shows the symbol for a logic gate. fig. 9.1   (i) state the name of this gate.  .. .   (ii) on fig. 9.1, clearly label an input and an output.  [2]  (b) in the space below, draw the symbol for a fuse.  [1]  (c) fig. 9.2 shows a circuit. a b6 v fig. 9.2   component a is not emitting light. it only emits light when the p.d. across it is greater than 1 v.   (i) a change to the environment around component b causes component a to emit light.    state the environmental change.  .. .[1]",
+            "15": "15 0625/32/o/n/15 \u00a9 ucles 2015 [turn over  (ii) explain your answer to (i).  .. .  .. .  .. .  .. .[3]  (d) the combined resistance of the two resistors shown in fig. 9.3 is 4.0 \u03c9. r6.0 1 fig. 9.3   calculate the resistance of resistor r.  resistance of r =  ...[2]  [total: 9]",
+            "16": "16 0625/32/o/n/15 \u00a9 ucles 201510 (a) fig. 10.1 shows the gap between the n-pole and the s-pole of a magnet. n s fig. 10.1   the magnetic field in the gap is uniform.   on fig. 10.1, draw four field lines to show the pattern and direction of the magnetic field in the  gap. [2]  (b) fig. 10.2 shows a horizontal copper wire pq between two opposite magnetic poles. q pcopper wirean s fig. 10.2   a circuit is made by connecting a sensitive digital ammeter between p and q. the wire pq is  then moved vertically downwards.   (i) state and explain what is observed on the ammeter.   .. .  .. .  .. .  .. .[3]",
+            "17": "17 0625/32/o/n/15 \u00a9 ucles 2015 [turn over  (ii) state what is observed on the ammeter when pq is moved     1. vertically downwards at a greater speed,  .. .[1]    2. vertically upwards at the same speed as in 1.  .. .[1]  [total: 7]",
+            "18": "18 0625/32/o/n/15 \u00a9 ucles 201511 (a) the counter of a radiation detector placed close to a radioactive source gives a count rate of  1600 counts / s. the half-life of the source is 1 week.   ignoring background radiation, calculate the count rate   (i) 1 week after the first measurement,  count rate =  ...[1]   (ii) 3 weeks after the first measurement.  count rate =  ...[1]  (b) fig. 11.1 shows the arrangement for an experiment to investigate the shielding of radioactive  sources. e d c b a 20 cm airposition of samplesthick card 5  mm steel 20  cm lead fig. 11.1  (not to scale)   samples containing three different radioactive sources are placed, one at a time, in the  position shown.   the table shows the count rates when a radiation detector is placed at the positions a to e.   complete the table to indicate whether \u03b1-particles, \u03b2-particles or \u03b3-rays are emitted from each  sample. a b c d e type of radiation emitted sample 1 high high high high low sample 2 high high low 0 0 sample 3 high 0 0 0 0  [3]  (c) state which type of radiation, \u03b1, \u03b2 or \u03b3, is the most strongly ionising.  .. .[1]  [total: 6]",
+            "19": "19 0625/32/o/n/15 \u00a9 ucles 2015blank page",
+            "20": "20 0625/32/o/n/15 \u00a9 ucles 2015blank page permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here 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 onl ine in the cambridge international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to do wnload at www.cie.org.uk after  the live examination series. cambridge international examinations is part of the cambridge assessment group. cambridge assessment is the brand name of unive rsity of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge."
+        },
+        "0625_w15_qp_33.pdf": {
+            "1": "this document consists of 14 printed pages and 2 blank pages. dc (cw/sw) 96032/2 \u00a9 ucles 2015 [turn overcambridge international examinations cambridge international general certificate of secondary education *8951814332* physics  0625/33 paper 3 extended october/november 2015  1 hour 15 minutes candidates answer on the question paper. no additional materials are required. read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen. y ou may use a pencil for any diagrams or graphs. do not use staples, paper clips, glue or correction fluid. do not write in any barcodes. answer all questions. electronic calculators may be used. y ou may lose marks if you do not show your working or if you do not use appropriate units. take the weight of 1 kg to be 10 n (i.e. acceleration of free fall = 10 m / s2). at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [ ] at the end of each question or part question. the syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificat e.",
+            "2": "2 0625/33/o/n/15 \u00a9 ucles 20151 a plastic ball is dropped from the balcony of a tall building and falls towards the ground in a straight  line.  fig. 1.1 is the speed-time graph for the falling ball. 002.0speed m / s 4.06.08.0 1.0 2.0time  / s3.0 fig. 1.1  (a) state and explain, in terms of forces,  what is happening to the speed of the ball between time  t = 2.0 s and t = 3.0 s.  .. .  .. .  .. .[2]  (b) on fig. 1.1, mark a point p on the line where the acceleration of the ball is not constant. [1]  (c) using fig. 1.1,   (i) calculate the acceleration of the ball between t = 0 s and t = 0.25 s,  acceleration =  ...[2]   (ii) estimate the distance that the ball falls in the first 3.0 s.  distance =  ...[2]  [total: 7]",
+            "3": "3 0625/33/o/n/15 \u00a9 ucles 2015 [turn over2 a student has 500 identical, rectangular sheets of paper.  the mass of 1.0 m2 of the paper is  0.080 kg.  (a) using a metre rule, she measures the length of one sheet of paper and its width. the length is  0.300 m and the width is 0.210 m.   (i) calculate the mass of one sheet of paper.  mass =  ...[1]   (ii) the student makes a single pile of the 500 sheets of paper.    with a metre rule, she measures the height of the pile. the height of the pile is 0.048 m.    calculate the density of the paper.  density =  ...[3]  (b) a second student has only 5 sheets of the same type of paper.   suggest how this student determines the density of the paper to a similar accuracy. additional  apparatus may be used.  .. .  .. .  .. .  .. .[2]  [total: 6]",
+            "4": "4 0625/33/o/n/15 \u00a9 ucles 20153 fig. 3.1 shows part of the extension-load graph for a spring. 3.0 00 12.0b a load  / nextension  / cm fig. 3.1  the spring obeys hooke\u2019s law between points a and b.  (a) (i) on fig. 3.1, complete the graph between a and b. [1]   (ii) state the name of point b.  .. .[1]  (b) the average value of the load between a and b is 6.0 n.   calculate the work done in extending the spring from a to b.  work done =  ...[2]",
+            "5": "5 0625/33/o/n/15 \u00a9 ucles 2015 [turn over (c) the spring has an unstretched length of 4.0 cm.   an object is hung on the spring and the spring length increases from 4.0 cm to 6.0 cm.   (i) calculate the mass of the object.  mass =  ...[3]   (ii) the object is immersed in a liquid but remains suspended from the spring.    the liquid exerts an upward force on the object and the length of the spring decreases  to 5.0 cm.    calculate the upward force exerted on the object by the liquid.  upward force =  ...[2]  [total: 9]",
+            "6": "6 0625/33/o/n/15 \u00a9 ucles 20154 a soft rubber ball of mass 0.15 kg is dropped, in a vacuum, from a height of 2.0 m on to a hard  surface. the ball then bounces.  (a) state the main energy changes taking place when   (i) the ball is falling,  .. .   (ii) the ball hits the surface and is changing shape,     .. .   (iii) the ball is regaining its shape and is rising from the surface.  .. . [3]  (b) calculate the speed with which the ball hits the surface.  speed =  .. [4]  (c) after rebounding from the surface, the ball rises to a height of 1.9 m.   suggest why the height to which the ball rises is less than the height from which the ball falls.  .. .  .. .[1]  [total: 8]",
+            "7": "7 0625/33/o/n/15 \u00a9 ucles 2015 [turn over5 (a) state two examples of physical properties that vary with temperature and that may be used  for the measurement of temperature. 1.  ...  2.  ...  [2]  (b) when first manufactured, a liquid-in-glass thermometer has no scale markings.   (i) describe the procedure needed to determine    1. the position on the thermometer of the lower fixed point,  .. ..  .. ..  .. ..    2. the position on the thermometer of the upper fixed point.  .. ..  .. ..  .. .. [3]   (ii) explain why    1.   the graduations marked on the thermometer between the fixed points are spaced  equally,  .. ..  .. ..[1]    2.  the expansion of the glass of the thermometer is ignored.  .. ..  .. ..[1] [total: 7]",
+            "8": "8 0625/33/o/n/15 \u00a9 ucles 20156 a dolphin produces a sound wave in water of frequency 7800 hz.  fig. 6.1 represents rarefactions of the sound wave travelling in the water and hitting the side of a  wooden ship at an angle. abwater wood rarefactionsdirection of wave travel fig. 6.1  (a) state what is meant by a rarefaction .  .. .  .. .[1]  (b) on fig. 6.1, two rarefactions a and b are labelled. the distance between rarefaction a and  rarefaction b is 0.76 m.   determine   (i) the wavelength in water of the sound wave,  wavelength =  ...[1]   (ii) the time taken for the rarefaction at a to reach the point where rarefaction b is now  positioned.  time =  ...[2]",
+            "9": "9 0625/33/o/n/15 \u00a9 ucles 2015 [turn over (c) the sound wave passes from the water into the wood where the speed of sound is greater.   state what happens to   (i) the frequency,  .. .[1]   (ii) the wavelength.  .. .[1]  (d) on fig. 6.1, sketch the positions in the wood of the three incomplete rarefactions. [2]  [total: 8]",
+            "10": "10 0625/33/o/n/15 \u00a9 ucles 20157 (a) the refractive index of a type of glass is 1.6.   calculate the critical angle for light in this type of glass.  critical angle =  ...[3]  (b) a waterproof laser is immersed in water. fig. 7.1 shows the laser shining light up towards the  horizontal surface of the water. beam of light lasermovement of lasernormalair water e fig. 7.1   initially, the angle \u03b8 is much less than the critical angle for this light in water.   the laser moves and \u03b8 gradually increases until it is much greater than the critical angle.   describe, for different angles of the laser, what happens to the light beam after it hits the  surface.  .. .  .. .  .. .  .. .  .. .  .. .  .. .[4]  [total: 7]",
+            "11": "11 0625/33/o/n/15 \u00a9 ucles 2015 [turn over8 a metal sphere, mounted on an insulating plastic stand, is positively charged.  (a) state the name of the unit in which electric charge is measured.   .. .[1]  (b) a smaller metal sphere, also mounted on an insulating plastic stand, is uncharged.   this smaller sphere is moved close to the positively charged sphere. fig. 8.1 shows the two  spheres. plastic standssmaller spherepositively charged sphere fig. 8.1   (i) on fig. 8.1, draw the distribution of charge on the smaller sphere. [2]   (ii) an earthed metal wire is touched against the smaller metal sphere.    state and explain what happens to the charge on the smaller sphere.  .. .  .. .  .. .[2]  (c) explain, in terms of their structures, why the metal wire is an electrical conductor but the  plastic stand is an electrical insulator.  .. .  .. .  .. .[2]  [total: 7]",
+            "12": "12 0625/33/o/n/15 \u00a9 ucles 20159 (a) place one tick in each row of the table to indicate one use of a thermistor and one use of a  transistor. heat  detectorlight  detectormagnetic  field  detectorrectifier switch thermistor transistor  [2]  (b) in fig. 9.1, lamp a is not glowing brightly. 6 vb a fig. 9.1   suggest and explain what could be done to component b to make lamp a glow brightly.  .. .  .. .  .. .  .. .  .. .  .. .[4]  [total: 6]",
+            "13": "13 0625/33/o/n/15 \u00a9 ucles 2015 [turn over10 the output of an a.c. generator in a power station is 5000 v.  a transformer increases the voltage to 115 000 v before the electrical power is transmitted to a  distant town.  (a) state and explain, using a relevant equation, one advantage of transmitting electrical power  at a high voltage.  .. .  .. .  .. .  .. .  .. .[3]  (b) the transformer contains two coils, the primary coil and the secondary coil.   (i) state the other main component of a transformer and the material from which it is made.  .. .  .. .[1]   (ii) state the component in the transformer to which the a.c. generator is connected.  .. .  .. .[1]   (iii) there are 400 turns on the primary coil of the transformer.    calculate the number of turns on the secondary coil.  number of turns =  ...[2]  (c) transformers within the town reduce the voltage to 230 v.   suggest one reason for this.  .. .  .. .[1]  [total: 8]",
+            "14": "14 0625/33/o/n/15 \u00a9 ucles 201511 uranium-238 and uranium-234 are radioactive isotopes of the element uranium.  a uranium-238 nucleus is different from a uranium-234 nucleus but both decay by the emission of  an \u03b1-particle.  (a) (i) in terms of the particles in each, state how a nucleus of uranium-238 differs from a  nucleus of uranium-234.  .. .  .. .[2]   (ii) although the two nuclei are different, they are both nuclei of uranium.    state a property that makes these isotopes the same element.  .. .  .. .[1]  (b) when \u03b1-particles pass through air, they are more strongly ionising than \u03b2-particles.   suggest two reasons why this is so.   .. .  .. .[2]  (c) in an experiment, \u03b1-particles are allowed to strike a thin gold foil in a vacuum.   almost all the \u03b1-particles pass straight through the gold undeflected. only a very small  number of \u03b1-particles are deflected from their original path.   this result reveals certain features of the atoms of the gold.   state what is shown about atoms by the fact that   (i) most \u03b1-particles pass straight through the gold undeflected,  .. .  .. .[1]   (ii) some \u03b1-particles are deflected back the way they came.  .. .  .. .[1]  [total: 7]",
+            "15": "15 0625/33/o/n/15 \u00a9 ucles 2015blank page",
+            "16": "16 0625/33/o/n/15 \u00a9 ucles 2015blank page permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here 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 onl ine in the cambridge international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to do wnload at www.cie.org.uk after  the live examination series. cambridge international examinations is part of the cambridge assessment group. cambridge assessment is the brand name of unive rsity of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge."
+        },
+        "0625_w15_qp_51.pdf": {
+            "1": "this document consists of 12 printed pages. dc (lk/cgw) 95682/2 \u00a9 ucles 2015 [turn over *3777290667* physics  0625/51 paper 5  practical test october/november 2015  1 hour 15 minutes candidates answer on the question paper. additional materials: as listed in the confidential instructions. read these instructions first write your centre number, candidate number and name in the spaces at the top of the page. write in dark blue or black pen. y ou may use an hb pencil for any diagrams or graphs. do not use staples, paper clips, glue or correction fluid. do not write in any barcodes. answer all questions. electronic calculators may be used. y ou may lose marks if you do not show your working or if you do not use appropriate units. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question. the syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificat e.cambridge international examinations cambridge international general certificate of secondary education for examiner\u2019s use 1 2 3 4 total",
+            "2": "2 0625/51/o/n/15 \u00a9 ucles 20151 in this experiment, you will investigate two different types of pendulum.  carry out the following instructions, referring to figs. 1.1, 1.2 and 1.3. clamp boblclamp one complete oscillationclamp0 cm mark 50.0  cm mark1.0 cm markpivot fig. 1.1 fig. 1.2 fig. 1.3  a pendulum has been set up for you as shown in fig. 1.1.  (a) adjust the pendulum until its length l = 50.0 cm. the length l is measured to the centre of the  bob.   explain briefly how you measured the length l as accurately as possible.  .. .  .. .  .. .[1]",
+            "3": "3 0625/51/o/n/15 \u00a9 ucles 2015 [turn over (b) (i) displace the pendulum bob slightly and release it so that it swings.     measure the time ts for 20 complete oscillations of the pendulum (see fig. 1.2).  ts =  ...[1]   (ii) calculate the period ts of the pendulum. the period is the time for one complete  oscillation.  ts =  ...[2]   (iii) explain why measuring the time for 20 swings, rather than for 1 swing, gives a more  accurate value for ts.  .. .  .. .  .. .[1]  (c) the pendulum shown in fig. 1.3 is a solid strip of length 50.0 cm. it has been set up for you.   (i) displace this pendulum slightly and release it so that it swings.     measure the time tc for 20 complete oscillations of the pendulum.  tc =  ...   (ii) calculate the period tc of the pendulum. the period is the time for one complete  oscillation.  tc =  ...  [2]",
+            "4": "4 0625/51/o/n/15 \u00a9 ucles 2015 (d) a student suggests that tc should be equal to  ts.   state whether your results support this suggestion. justify your answer by reference to the  results. statement   .. justification     .. .  .. .  [2]  (e) assume that the length l of the first pendulum has been measured accurately and that the  length of the strip that forms the second pendulum is exactly 50.0 cm long.   suggest why it may not be fair to state that both pendulums have the same length  l = 50.0 cm.  .. .  .. .[1]  [total: 10]",
+            "5": "5 0625/51/o/n/15 \u00a9 ucles 2015 [turn over2 in this experiment, you will investigate the cooling of water.  (a) measure the temperature \u03b8 r of the water in beaker a.  \u03b8 r =  ...[1]  (b) pour 100 cm3 of hot water into beaker b. place the thermometer in beaker b, as shown in  fig. 2.1. thermometer waterbeaker b fig. 2.1   (i) record the temperature \u03b8h of the hot water in beaker b.  \u03b8h =  ...[1]   (ii) state one precaution that you took to ensure that the temperature reading is as reliable  as possible.  .. .  .. .[1]",
+            "6": "6 0625/51/o/n/15 \u00a9 ucles 2015 (c) add the water from beaker a to the hot water in beaker b. stir briefly. record the  temperature \u03b8 m.  \u03b8 m =  ...[1]  (d) calculate the average temperature \u03b8a of the hot water and the cold water using the equation   \u03b8a = (\u03b8h + \u03b8r) 2.  \u03b8a =  ...[2]  (e) a student carefully carries out this experiment and finds that \u03b8 m is less than \u03b8 a.    he was expecting that the temperature \u03b8 m of the mixture would be the same as the average  temperature \u03b8 a of the hot water and cold water.    suggest two factors that could cause \u03b8 m and \u03b8 a  to be different. 1.  ...   .. . 2.  ...   .. .  .. . [2]  (f) fig. 2.2 shows a measuring cylinder. 102030405060708090100 cm3 fig. 2.2",
+            "7": "7 0625/51/o/n/15 \u00a9 ucles 2015 [turn over  three students take the volume reading. their readings are:    \u0081 student 1: 80 cm3    \u0081 student 2: 79 cm3    \u0081 student 3: 78 cm3   (i) state the correct reading.  correct reading =  ...   (ii) explain briefly the mistake made by one of the other students. student ... is incorrect, because   .. .  [2]  [total: 10]",
+            "8": "8 0625/51/o/n/15 \u00a9 ucles 20153 in this experiment, you will determine the resistance of a resistor.  the circuit shown in fig. 3.1 has been set up for you. apower supply resistance wire sliding contact cr abl v fig. 3.1  (a) (i) switch on. measure the current i in the circuit.  i =  ...[1]    (ii) place the sliding contact c at a distance  l = 20.0 cm from a.    measure, and record in table 3.1, the reading on the voltmeter.   (iii) repeat the procedure in (ii) using  l values of 40.0 cm, 60.0 cm, 80.0 cm and 100.0 cm.  switch off. table 3.1 l / cm v / v  20.0  40.0  60.0  80.0 100.0  [1]",
+            "9": "9 0625/51/o/n/15 \u00a9 ucles 2015 [turn over (b) plot a graph of v / v (y-axis) against l / cm ( x-axis). start both axes at the origin (0, 0).  [5]  (c) (i) determine the value of the intercept y on the y-axis.  y =  ...[1]   (ii) calculate the ratio y i. the value of i is your answer to part (a) (i).  y i =  ...   (iii) y i is numerically equal to the resistance r of the resistor r.    write down a value for r to a suitable number of significant figures for this experiment.  include the unit.  r  =  ...  [2]  [total: 10]",
+            "10": "10 0625/51/o/n/15 \u00a9 ucles 20154 in this experiment, you will investigate reflection using a plane mirror.  carry out the following instructions, using the separate ray-trace sheet provided. y ou may refer to  fig. 4.1 for guidance. eyeman l30\u00b0rhole b fig. 4.1",
+            "11": "11 0625/51/o/n/15 \u00a9 ucles 2015 [turn over (a) draw a line 10.0 cm long near the middle of your ray-trace sheet. label the line mr. draw  a normal to this line that passes through its centre. label the normal nl. label the point at  which nl crosses mr with the letter a.  (b) draw a line 8.0 cm long from a at an angle of incidence i = 30\u00b0 to the normal, below mr and  to the left of the normal. label the end of this line b.   (c) place the reflecting face of the mirror vertically on the line mr.  (d) place a pin p1 at point b, 8.0 cm from the point a.   (e) place pin p2 on line ab a suitable distance from pin p1.  (f) view the images of pins p1 and p2 from the direction indicated by the eye in fig. 4.1. place  two pins p3 and p4, a suitable distance apart, so that pins p3 and p4, and the images of p2  and p1, all appear exactly one behind the other. label the positions of p3 and p4.  (g) remove the pins and the mirror. draw the line joining the positions of p3 and p4. extend the  line until it meets nl.  (h) measure, and record in table 4.1, the angle r between nl and the line joining the positions of  p3 and p4. table 4.1 i / \u00b0 r / \u00b0 30  [2]  (i) draw a second normal to line mr, 2.0 cm to the right of nl. label the normal xy. label the  point at which xy crosses mr with the letter c. draw the line bc. measure, and record in the  table, the angle i between bc and xy.  (j) place pin p1 at point b. place pin p2 on line bc a suitable distance from pin p1.  (k) repeat the procedure in parts (f) and (g) using the new normal xy.  (l) measure, and record in the table, the angle  r between xy and the line joining the new positions  of p3 and p4.  (m) state two precautions that you took in this experiment in order to obtain reliable readings. 1.  ...   .. . 2.  ...   .. .  [2]",
+            "12": "12 0625/51/o/n/15 \u00a9 ucles 2015permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here 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 onl ine in the cambridge international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to do wnload at www.cie.org.uk after  the live examination series. cambridge international examinations is part of the cambridge assessment group. cambridge assessment is the brand name of unive rsity of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge. (n) a student has done this experiment very carefully, taking these precautions.   she is disappointed to find that her lines for the reflected rays are not exactly where she  predicts from the theory.   suggest a practical reason for this.  .. .[1]  tie your ray-trace sheet into this booklet between pages 10 and 11.  [5]  [total: 10]"
+        },
+        "0625_w15_qp_52.pdf": {
+            "1": "this document consists of 12 printed pages. dc (cw/sw) 96027/2 \u00a9 ucles 2015 [turn overcambridge international examinations cambridge international general certificate of secondary education *5893801224* physics  0625/52 paper 5  practical test october/november 2015  1 hour 15 minutes candidates answer on the question paper. additional materials: as listed in the confidential instructions. read these instructions first write your centre number, candidate number and name in the spaces at the top of the page. write in dark blue or black pen. y ou may use an hb pencil for any diagrams, graphs or rough working. do not use staples, paper clips, glue or correction fluid. do not write in any barcodes. answer all questions. electronic calculators may be used. y ou may lose marks if you do not show your working or if you do not use appropriate units. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question. the syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificat e.for examiner\u2019s use 1 2 3 4 total",
+            "2": "2 0625/52/o/n/15 \u00a9 ucles 20151 in this experiment, you will investigate the masses of two loads, p and q.  carry out the following instructions, referring to fig. 1.1. pabq 10.0  cm mark50.0  cm mark metre rule bench pivot fig. 1.1  (a) place the metre rule on the pivot at the 50.0 cm mark. place the load p on the metre rule at  the 10.0 cm mark.   place the load q on the metre rule and adjust its position so that the metre rule is as near as  possible to being balanced.   (i) measure, and record in table 1.1, the distance a between the centre of load p and the  50.0 cm mark.   (ii) measure, and record in the table, the distance b from the 50.0 cm mark to the centre of  load q.  (b) repeat the procedure in (a) using distances a = 35.0 cm, 30.0 cm, 25.0 cm and 20.0 cm. table 1.1 a / cm b / cm  [2]",
+            "3": "3 0625/52/o/n/15 \u00a9 ucles 2015 [turn over (c) plot a graph of b / cm ( y-axis) against a / cm ( x-axis). [4]  (d) determine the gradient g of the graph. show clearly on the graph how you obtained the  necessary information.  g =  ...[2]  (e) the gradient g is the ratio of the masses of the two loads p and q.   estimate an approximate value for the mass of p. use this, and your value for g, to determine  an estimate for the mass of q.  estimated mass of p =  ...  estimated mass of q =  ...  [2]  [total: 10]",
+            "4": "4 0625/52/o/n/15 \u00a9 ucles 20152 in this experiment, you will investigate the cooling of a thermometer bulb.  carry out the following instructions, referring to figs. 2.1 and 2.2. y ou are provided with a beaker  labelled a containing hot water, a thermometer and a supply of cold water. thermometer water  fig. 2.1  fig. 2.2  (a) place the thermometer in the beaker of hot water labelled a. when the thermometer reading  stops rising, measure the temperature of the water. in table 2.1, record this temperature in  the \u03b81 column at time t = 0 s. [1]  (b) remove the thermometer from the beaker, as shown in fig. 2.2, immediately start the  stopclock and record the temperature \u03b81 every 10 s for 1 minute. record your readings in the  table. table 2.1 t / \u03b81 / \u03b82 / 0  [3]  (c) add 100 cm3 of the cold water supplied to the water in beaker a. replace the thermometer in  beaker a.   (i) when the thermometer reading stops rising, measure the temperature of the water.  record this temperature in the \u03b82 column of the table at time t = 0 s. [1]   (ii) remove the thermometer from the beaker, immediately start the stopclock and record  the temperature \u03b82 every 10 s for 1 minute. record the readings in the table.   (iii) complete the column headings in the table.",
+            "5": "5 0625/52/o/n/15 \u00a9 ucles 2015 [turn over (d) (i) using the readings in the \u03b81 column of the table, calculate the decrease in temperature  \u03b4\u03b81 in 60 s.  \u03b4\u03b81 =  ...   (ii) using the readings in the \u03b82 column of the table, calculate the decrease in temperature  \u03b4\u03b82 in 60 s.  \u03b4\u03b82 =  ... [2]   (iii) state the reason why \u03b4\u03b82 is less than \u03b4\u03b81.  .. .  .. .[1]  (e) state a precaution that you took when reading the thermometer scale in order to obtain  reliable readings.  .. .[1]  (f) suggest one reason why other students, carrying out this experiment with care, might obtain  values of \u03b4\u03b81 and \u03b4\u03b82 different from your values.  .. .  .. .[1]  [total: 10]",
+            "6": "6 0625/52/o/n/15 \u00a9 ucles 20153 in this experiment, you will investigate the combined resistance of resistors in series and parallel  arrangements.  the circuit shown in fig. 3.1 has been set up for you. a vpower supply xyabc fig. 3.1  (a) (i) switch on. measure and record the potential difference v1 across the three resistors, and  the current i1 in the circuit. switch off.  v1 =  ...  i1 =  ... [2]   (ii) calculate the combined resistance r1 of the resistors, using the equation r1 = v1 i1 .  r1 =  ...[1]",
+            "7": "7 0625/52/o/n/15 \u00a9 ucles 2015 [turn over (b) the circuit is now to be rearranged.    \u0081 disconnect resistors a and b.   \u0081 connect together the resistors a and b in parallel.   \u0081  connect one side of this parallel combination to the resistor c at the point labelled y in  fig. 3.1.   \u0081 connect the other side of the parallel combination to the point labelled x in fig. 3.1.   \u0081 do not make any other changes to the circuit.   on fig. 3.2, complete the diagram of this new circuit using standard circuit symbols. apower supply x fig. 3.2  [2]  (c) (i) switch on. measure and record the potential difference v2 across the three resistors, and  the current i2 in the circuit. switch off.  v2 =  ...  i2 =  ...  [1]   (ii) calculate the combined resistance r2 of the resistors using the equation r2 = v2 i2 .  r2 =  ...",
+            "8": "8 0625/52/o/n/15 \u00a9 ucles 2015  (iii) calculate the ratio r1 r2 .  r1 r2 =  ...  [2]  (d) r1 should equal 2 \u00d7 r2 when all three resistors are identical.   state whether your results indicate that the resistors are identical. justify your answer by  reference to your results. statement   .. justification     .. .  .. .  [2]  [total: 10]",
+            "9": "9 0625/52/o/n/15 \u00a9 ucles 2015 [turn over4 in this experiment, you will investigate reflection using a plane mirror.  carry out the following instructions, using the separate ray-trace sheet provided. y ou may refer to   fig. 4.1 for guidance. 30\u00b0 ba ln r m eyehole fig. 4.1  (a) draw a line 10.0 cm long near the middle of your ray-trace sheet. label the line mr. draw  a normal to this line that passes through its centre. label the normal nl. label the point at  which nl crosses mr with the letter a.  (b) draw a line 8.0 cm long from a at an angle of incidence i = 30 \u00b0 to the normal, below mr and  to the left of the normal. label the end of this line b.",
+            "10": "10 0625/52/o/n/15 \u00a9 ucles 2015 (c) place the reflecting face of the mirror vertically on the line mr.   (d) place a pin p1 at point b, 8.0 cm from the point a.  (e) place a pin p2 on line ab a suitable distance from pin p1.  (f) view the images of pins p1 and p2 from the direction indicated by the eye in fig. 4.1. place  two pins p3 and p4, a suitable distance apart, so that pins p3 and p4, and the images of p2  and p1, all appear exactly one behind the other. label the positions of p3 and p4.  (g) remove the pins and the mirror. draw the line joining the positions of p3 and p4. extend the  line until it meets nl.  (h) measure, and record in the first row of table 4.1, the angle r between nl and the line joining  the positions of p3 and p4. table 4.1 i / \u00b0 r / \u00b0 3030  [2]  (i) state two precautions that you took with the pins in this experiment in order to obtain reliable  readings. 1.  ...   .. . 2.  ...   .. . [2]",
+            "11": "11 0625/52/o/n/15 \u00a9 ucles 2015 [turn over (j) turn your ray-trace sheet through 180 \u00b0. draw a line 8 cm long from a at an angle of incidence  i = 30 \u00b0 to the normal, below mr and to the right of the normal, as shown in fig. 4.2. label the  end of this line c.n lr m b creflecting surface a eyehole fig. 4.2  (k) place the reflecting face of the mirror vertically on the line mr, so that it is facing you.  (l) repeat the procedure in (d) \u2013 (h) using point c and the line ac. record the angle r in the  second row of table 4.1.",
+            "12": "12 0625/52/o/n/15 \u00a9 ucles 2015 (m) a student, doing this experiment with care, expected that the results would show all the  incident rays and reflected rays meeting at point a.   suggest a practical reason why the lines may not meet exactly at point a.  .. .  .. .[1]  tie your ray-trace sheet into this booklet between pages 10 and 11. [5]  [total: 10] permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here 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 onl ine in the cambridge international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to do wnload at www.cie.org.uk after  the live examination series. cambridge international examinations is part of the cambridge assessment group. cambridge assessment is the brand name of unive rsity of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge."
+        },
+        "0625_w15_qp_53.pdf": {
+            "1": "this document consists of 12 printed pages. dc (lk/ar) 96014/5 \u00a9 ucles 2015 [turn over *2366762448* physics  0625/53 paper 5 practical test october/november 2015  1 hour 15 minutes candidates answer on the question paper additional materials: as listed in the confidential instructions read these instructions first write your centre number, candidate number and name in the spaces at the top of the page. write in dark blue or black pen. y ou may use an hb pencil for any diagrams or graphs. do not use staples, paper clips, glue or correction fluid. do not write in any barcodes. answer all questions. electronic calculators may be used. y ou may lose marks if you do not show your working or if you do not use appropriate units. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [ ] at the end of each question or part question. the syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificat e.cambridge international examinations cambridge international general certificate of secondary education for examiner\u2019s use 1 2 3 4 total",
+            "2": "2 0625/53/o/n/15 \u00a9 ucles 20151 in this experiment, you will investigate the resistance of identical wires connected in parallel.  the circuit has been set up for you as shown in fig. 1.1, with crocodile clip a connected to the  right-hand end of wire a.    carry out the following instructions, referring to fig. 1.1. srzhu\u0003vxsso\\ zluh\u0003$$ zluh\u0003% zluh\u0003&%& furfrgloh\u0003folsv$ fig. 1.1  (a) (i) on fig. 1.1, use the appropriate symbol to show a voltmeter connected to measure the  potential difference across wire a. [1]   (ii) connect the voltmeter in this position.  (b) (i) switch on. measure, and record in table 1.1, for wire a, the potential difference v and  the current i in the circuit. switch off. table 1.1 wire combinationv / v i / a a a and b a, b and c  [3]",
+            "3": "3 0625/53/o/n/15 \u00a9 ucles 2015 [turn over  (ii) without disconnecting crocodile clip a, connect crocodile clip b to the right hand end of  wire b. it does not matter if crocodile clips a and b touch.    repeat step  (b)(i)  for this combination of wires, a and b in parallel.   (iii) without disconnecting crocodile clips a or b, connect crocodile clip c to the right hand  end of wire c. it does not matter if the crocodile clips touch.    repeat step (b)(i)  for this combination of wires, a, b and c in parallel.   (c) calculate the resistance r of each wire combination, using the equation r =  v i.     resistance of wire a r1 = .     resistance of wires a and b in parallel  r2 = .     resistance of wires a, b and c in parallel   r3 = .  [3]  (d) (i) a student suggests that when 2 identical wires are connected in parallel, their resistance  should be equal to 1 2 of the resistance of a single wire.    state whether your findings agree with this suggestion.     justify your answer by reference to your results, giving values to support your justification. statement   ..  .. . justification     .. .  .. .  [2]   (ii) use your results to suggest the relationship that should exist between r3 and r1.  .. .  .. .[1]  [total: 10]",
+            "4": "4 0625/53/o/n/15 \u00a9 ucles 20152 in this experiment, you will investigate the refraction of light in a transparent block. y ou will  determine a quantity known as the refractive index of the material of the block.  carry out the following instructions, using the separate ray-trace sheet provided. y ou may refer to  fig. 2.1 for guidance.  kroh wudqvsduhqw\u0003eorfnh\\h $%&' /1 fig. 2.1  (a) draw a line approximately 12 cm long and about 6 cm from the bottom of the ray-trace sheet.   label this line ab.   draw a normal to ab at its centre. extend the normal for at least 15 cm above ab towards the  top of the sheet. label the normal nl.   label the point at which nl crosses ab with the letter c.  (b) place the transparent block so that its long side is on line ab, as shown in fig. 2.1.     (c) (i) carefully draw around the block.   (ii) place a pin p1 at point c.",
+            "5": "5 0625/53/o/n/15 \u00a9 ucles 2015 [turn over  (iii) view the image of p1 through the block, from the direction indicated by the eye in fig. 2.1.     place two pins p2 and p3 , a suitable distance apart, so that pins p2 and p3 and the  image of p1 all appear exactly one behind the other. label the positions of p2 and p3.   (iv) remove the block and pins from the ray-trace sheet.    (v) label the point at which nl crosses the top edge of the block with the letter d.   (vi) draw a line joining the positions of p2 and p3. extend this line until it crosses nl. label  the point at which the line crosses nl with the letter e.  (d) (i) measure the length a of line dc.  a =  ...   (ii) measure the length b of line de.  b =  ...  [2]   (iii) calculate a value n1 for the refractive index of the block, using your values from (d)(i) and  (d)(ii)  and the equation n1 = a b.  n1 =  ...[1] question 2 continues on the next page.",
+            "6": "6 0625/53/o/n/15 \u00a9 ucles 2015 (e) (i) place the block so that its shorter side is on line ab, as shown in fig. 2.2. wudqvsduhqw\u0003eorfn $%& /1 ) fig. 2.2   (ii) repeat steps (c)(i)  to (c)(iv) .   (iii) label the point at which nl crosses the top edge of the block with the letter f.    (iv) draw a line joining the new positions of p2 and p3. extend this line until it crosses nl.   label the point at which the line crosses nl with the letter g.   (f) (i) measure the length c of line  fc.  c =  ...   (ii) measure the length d of line fg.  d =  ...   (iii) calculate a second value n 2 for the refractive index of the block, using your values from  (f)(i) and (f)(ii)  and the equation n2 = c d.  n2 =  ...  [1]",
+            "7": "7 0625/53/o/n/15 \u00a9 ucles 2015 [turn over (g) a student suggests that a third value for the refractive index could be obtained by repeating  the experiment with the block standing on edge, as shown in fig. 2.3.   y ou are not required to carry out this experiment. wudqvsduhqw\u0003eorfn $%& /1 fig. 2.3   state and explain whether this third value for the refractive index is likely to be more or less  reliable than the other two values for the refractive index. statement   .. explanation  .. .  .. .  .. .  [2]  tie your ray-trace sheet into this booklet between pages 6 and 7.  [4]  [total: 10] ",
+            "8": "8 0625/53/o/n/15 \u00a9 ucles 20153 in this experiment, you will investigate the behaviour of a spring, and then use the spring to  determine the weight of an object.  the stand and spring have been set up. y ou are provided with an object x and a set of loads which  will be used to stretch the spring.  carry out the following instructions, referring to fig. 3.1. fodps l  ordgvsulqj fig. 3.1  (a) (i) hang a load of weight l = 1.0 n on the spring.     measure, and record in table 3.1, the stretched length l of the spring, as indicated in  fig. 3.1.   (ii) describe a precaution that you took when measuring the length of the spring, to ensure  a reliable reading. y ou may draw a diagram.  .. .  .. .[1]",
+            "9": "9 0625/53/o/n/15 \u00a9 ucles 2015 [turn over  (iii) repeat step (a)(i) for l values of 2.0 n, 3.0 n, 4.0 n and 5.0 n.   (iv) remove the load from the spring.  table 3.1 l / n l / cm 1.0 2.0 3.0 4.0 5.0  [1]  (b)  plot a graph of l / cm ( y-axis) against l / n (x-axis). 0 0  [4]  (c) use your graph to determine the length l 0 of the spring with no load attached.  l 0 =  ...[1]",
+            "10": "10 0625/53/o/n/15 \u00a9 ucles 2015 (d) (i) suspend object x from the spring and measure the stretched length l of the spring.  l =  ...   (ii) use the graph, and your reading from (d)(i) , to determine the weight w of object x. show  clearly on the graph how you obtained your answer.  w  =   n   [2]  (e) a student measures the weight of a different load using this same method. he gives the  weight as 2.564 n.   explain why this is not a suitable number of significant figures for this experiment.  .. .  .. .  .. .[1]  [total: 10]",
+            "11": "11 0625/53/o/n/15 \u00a9 ucles 2015 [turn over4 in this experiment, you will investigate the transfer of thermal energy.  carry out the following instructions, referring to fig. 4.1. thermometers boiling tubebeaker fig. 4.1  (a) (i) pour 40 cm3 of cold water into the boiling tube.     record, in the first row of table 4.1, the temperature \u03b8c of the cold water.   (ii) pour 300 cm3 of hot water into the beaker.    record, in the first row of the table, the temperature \u03b8h of the hot water.   (iii) lower the boiling tube into the beaker of hot water and immediately start the stopclock.      record, in the table, the temperature \u03b8c of the cold water and the temperature \u03b8h of the  hot water at times  t = 30 s, 60 s, 90 s, 120 s, 150 s and 180 s. table 4.1 boiling tube with 40 cm3  of cold waterboiling tube with 20 cm3  of cold water t / \u03b8c / \u03b8h / \u03b8c / \u03b8h / 0 30 60 90 120 150 180    [4]",
+            "12": "12 0625/53/o/n/15 \u00a9 ucles 2015permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here 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 onl ine in the cambridge international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to do wnload at www.cie.org.uk after  the live examination series. cambridge international examinations is part of the cambridge assessment group. cambridge assessment is the brand name of unive rsity of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge. (b) (i) carefully pour away the water from the boiling tube and the beaker. make sure that the  boiling tube is secure in the clamp.    pour 20 cm3 of cold water into the boiling tube. record its temperature \u03b8c in the table.    repeat steps (a)(ii) and (a)(iii) .   (ii) complete the column headings in the table.  (c) write a conclusion stating how the quantity of cold water in the boiling tube affects its  temperature rise.  .. .  .. .  .. .[1]   (d) another student wishes to check your conclusion by repeating the experiment with 10 cm 3 of  cold water.   suggest two conditions which he should keep the same so that the comparison will be fair. 1.  ...   .. . 2.  ...   .. .  [2]  (e) scientists in an industrial laboratory wish to use this experiment as a model of a heat  exchanger, which transfers thermal energy between liquids.   suggest two different improvements to the apparatus which would make the heating of the  cold water more efficient.   for your first suggestion, explain why it would be an improvement. suggestion 1  .  explanation  .. .  .. . suggestion 2  .    [3]  [total: 10]"
+        },
+        "0625_w15_qp_61.pdf": {
+            "1": "this document consists of 12 printed pages. dc (lk/cgw) 95681/4 \u00a9 ucles 2015 [turn over *4128547204* physics  0625/61 paper 6  alternative to practical october/november 2015  1 hour candidates answer on the question paper. no additional materials are required. read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen. y ou may use an hb pencil for any diagrams or graphs. do not use staples, paper clips, glue or correction fluid. do not write in any barcodes. answer all questions. electronic calculators may be used. y ou may lose marks if you do not show your working or if you do not use appropriate units. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question. the syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificat e.cambridge international examinations cambridge international general certificate of secondary education",
+            "2": "2 0625/61/o/n/15 \u00a9 ucles 20151 the class is investigating two different types of pendulum.  figs. 1.1 and 1.2 show the apparatus used.   clamp bobstring lclamp0 cm mark 50.0  cm mark1.0 cm markpivot rule fig. 1.1 fig. 1.2  (a) (i) on fig. 1.1, measure the length l of the pendulum.   l =  ...[1]   (ii) explain briefly how you would measure the length l of a pendulum, of the type shown in  fig. 1.1, as accurately as possible.  .. .  .. .[1]  (b) a student adjusts the length l of the pendulum shown in fig. 1.1 to be exactly 50.0 cm. she  displaces the pendulum bob slightly and releases it so that it swings. she measures the time  ts for 20 complete oscillations of the pendulum.   (i) record the time ts as shown in fig. 1.3. 00.28  20plq v fig. 1.3  ts =  ...[1]   (ii) calculate the period ts of the pendulum. the period is the time for one complete  oscillation.  ts =  ...[1]",
+            "3": "3 0625/61/o/n/15 \u00a9 ucles 2015 [turn over  (iii) explain why measuring the time for 20 oscillations, rather than for 1 oscillation, gives a  more accurate value for ts.  .. .  .. .  .. .[1]  (c) the pendulum shown in fig. 1.2 is a 50.0 cm rule. the student displaces this pendulum slightly  and releases it so that it swings. she measures the time tc for 20 complete oscillations of the  pendulum.  tc = 23.2 s     (i) state a precaution that you would take to ensure that the measurement of time tc is  reliable.  .. .   (ii) calculate the period tc of the pendulum. the period is the time for one complete  oscillation.  tc =  ...   [1]  (d) a student suggests that tc should be equal to  ts.    state whether the results support this suggestion. justify your answer by reference to the  results. statement   .. justification     .. .  .. .  [2]  (e) assume that the length l of the first pendulum has been measured accurately at 50.0 cm and  that the length of the strip that forms the second pendulum is exactly 50.0 cm long.   suggest why it may not be correct to state that both pendulums have the same length   l = 50.0 cm.  .. .  .. .[1]  [total: 9]",
+            "4": "4 0625/61/o/n/15 \u00a9 ucles 20152 the class is determining the resistance of a resistor.  fig. 2.1 shows the circuit. apower supply resistance wire sliding contact cr abl v fig. 2.1  (a) a student places the sliding contact c at a distance  l from end a of the resistance wire. she  records the reading on the voltmeter.    (i) read the meter shown in fig. 2.2. record, in table 2.1, this value of v for length  l = 100 cm. 5 v6789 104321 0 a0.6 0.8 1.00.4 0.2 0     fig. 2.2  fig. 2.3 table 2.1 l / cm v / v  20.0 1.1  40.0 1.4  60.0 1.6  80.0 1.9 100.0  [1]",
+            "5": "5 0625/61/o/n/15 \u00a9 ucles 2015 [turn over  (ii) read the meter shown in fig. 2.3. record this current i.  i =  ...[1]  (b) plot a graph of v / v (y-axis) against l   / cm ( x-axis). start both axes at the origin (0, 0).  [4]  (c) (i) determine the value of the intercept y on the y-axis.  y =  ...[1]   (ii) calculate the ratio y i. the value of i is your answer to part (a) (ii).  y i =  ...   (iii) y i is numerically equal to the resistance r of the resistor r.    write down a value for r to a suitable number of significant figures for this experiment.  include the unit.  r  =  ...  [2]  [total: 9]",
+            "6": "6 0625/61/o/n/15 \u00a9 ucles 20153 the class is investigating reflection using a plane mirror.  fig. 3.1. shows a student\u2019s ray-trace sheet. eyemr p3 p4 ray-trace sheet fig. 3.1",
+            "7": "7 0625/61/o/n/15 \u00a9 ucles 2015 [turn over (a) the student draws the line mr to mark the position of a plane mirror.    (i) draw a normal to this line that passes through its centre. label the normal nl. label the  point at which nl crosses mr with the letter a.   (ii) draw a line 8.0 cm long from a at an angle of incidence i = 30\u00b0 to the normal, below mr  and to the left of the normal. label the end of this line b.  [3]  (b) the student places a pin p1 at point b. he places a second pin p2 on line ab.   label a position x on line ab to show a suitable position for pin p2. [1]  (c) he views the images of pins p1 and p2 from the direction indicated by the eye in fig. 3.1. he  places two pins p3 and p4, a suitable distance apart, so that pins p3 and p4, and the images of p2  and p1, all appear exactly one behind the other. the positions of p3 and p4 are shown in fig. 3.1.   (i) draw the line joining the positions of p3 and p4. extend the line until it meets nl.   (ii) measure the angle r between nl and the line joining the positions of p3 and p4.  r =  ... [2]  (d) state two precautions that you would take in this experiment in order to obtain reliable  readings.  1.  ...   .. . 2.  ...   .. .  [2]  (e) a student has done this experiment very carefully, taking these precautions.   she is disappointed to find that her line for the reflected ray is not exactly where she predicts  from the theory.    suggest a practical reason for this.  .. .  .. .[1]  [total: 9] ",
+            "8": "8 0625/61/o/n/15 \u00a9 ucles 20154 the class is investigating the cooling of water.  fig. 4.1 shows the apparatus used. thermometer water fig. 4.1  (a) record the temperature \u03b8 c of the cold water shown on the thermometer in fig. 4.2. \u201310 0 10 20 30 40 50 60 70 80 90 100 110\u00b0c fig. 4.2  \u03b8 c =  ...[1]",
+            "9": "9 0625/61/o/n/15 \u00a9 ucles 2015 [turn over (b) a student pours 100 cm3 of hot water into a beaker. he records the temperature \u03b8 h of the hot  water in the beaker.  \u03b8 h = 83 \u00b0c     state one precaution that you would take to ensure that the temperature reading is as reliable  as possible.  .. .  .. .[1]  (c) the student adds 100 cm3 of cold water to the hot water in the beaker. he records the  temperature \u03b8 m of the mixture.  \u03b8 m = 46 \u00b0c     calculate the average temperature \u03b8a of the hot water and the cold water using the equation   \u03b8a = (\u03b8h + \u03b8c) 2.  \u03b8a =  ...  [1]  (d) the student carried out this experiment carefully.    he was expecting that the temperature \u03b8 m of the mixture would be the same as the average  temperature \u03b8 a of the hot water and the cold water.   suggest two factors that could cause \u03b8 m and \u03b8 a to be different. 1.  ...   .. . 2.  ...   .. .  [2]",
+            "10": "10 0625/61/o/n/15 \u00a9 ucles 2015 (e) fig. 4.3 shows a measuring cylinder.   three students take the volume reading. their readings are:    \u0081 student 1: 80 cm3    \u0081 student 2: 79 cm3    \u0081 student 3: 78 cm3 102030405060708090100 cm3 fig. 4.3   (i) state the correct reading.  correct reading =  ...    (ii) explain briefly the mistake made by one of the other students. student ... is incorrect, because    .. .  [2]  [total:  7]",
+            "11": "11 0625/61/o/n/15 \u00a9 ucles 2015 [turn over5 the class is doing a lens experiment.  fig. 5.1 shows some of the apparatus used. lens screenilluminated object fig. 5.1  (a) draw a diagram to show how the apparatus shown in fig. 5.1 is arranged for an experiment to  determine the focal length of the lens. the laboratory bench is drawn for you. bench  [2]  (b) the focal length of the lens is known to be approximately 15 cm.    suggest a suitable distance d between the illuminated object and the screen so that a  well-focused image can be seen on the screen.  d  =  . cm [1]  (c) suggest two practical difficulties that may cause inaccuracy in the value of focal length  obtained. 1.  ...   .. . 2.  ...   .. . [2]",
+            "12": "12 0625/61/o/n/15 \u00a9 ucles 2015permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here 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 onl ine in the cambridge international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to do wnload at www.cie.org.uk after  the live examination series. cambridge international examinations is part of the cambridge assessment group. cambridge assessment is the brand name of unive rsity of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge. (d) fig. 5.2 shows the shape of the illuminated object.  fig. 5.2   in the space below, draw a diagram to show the focused image that you would expect to see  on the screen. [1]  [total: 6]"
+        },
+        "0625_w15_qp_62.pdf": {
+            "1": "this document consists of 14 printed pages and 2 blank pages. dc (cw/sw) 96029/2 \u00a9 ucles 2015 [turn overcambridge international examinations cambridge international general certificate of secondary education *7002032522* physics  0625/62 paper 6 alternative to practical october/november 2015  1 hour candidates answer on the question paper. no additional materials are required. read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen. y ou may use an hb pencil for any diagrams or graphs. do not use staples, paper clips, glue or correction fluid. do not write in any barcodes. answer all questions. electronic calculators may be used. y ou may lose marks if you do not show your working or if you do not use appropriate units. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question. the syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificat e.",
+            "2": "2 0625/62/o/n/15 \u00a9 ucles 20151 the class is investigating the masses of two loads, p and q.  fig. 1.1 shows the apparatus. pq benchmetre rule pivot fig. 1.1  (a) a student places the metre rule on the pivot at the 50.0 cm mark.   he places the load p on the metre rule. he then places the load q on the metre rule and  adjusts its position so that the metre rule is as near as possible to being balanced.   (i) on fig. 1.1, measure the distance x from the centre of load p to the pivot.  x =  ...   (ii) on fig. 1.1, measure the distance y from the pivot to the centre of load q.  y =  ...  [1]   (iii) fig. 1.1 is drawn 1/10th full size.    calculate the actual distance a from the centre of load p to the pivot. calculate the actual  distance b from the pivot to the centre of load q. write the results in table 1.1. [1] table 1.1 a / cm b / cm 35.0 17.6 30.0 14.8 25.0 12.7 20.0 10.1",
+            "3": "3 0625/62/o/n/15 \u00a9 ucles 2015 [turn over (b) the student repeats the procedure using different positions of p. his readings are shown in  the table.   plot a graph of b / cm ( y-axis) against a / cm ( x-axis).  [4]  (c) determine the gradient g of the graph. show clearly on the graph how you obtained the  necessary information.  g =  ...[2]  (d) the gradient g is the ratio of the masses of the two loads p and q.   suggest a suitable value for the mass of p in this experiment. use this, and your value for g,  to determine an estimate for the mass of q.  estimated mass of p =  ...  estimated mass of q =  ... [2]  [total: 10]",
+            "4": "4 0625/62/o/n/15 \u00a9 ucles 20152 the class is investigating the cooling of a thermometer bulb.  figs. 2.1 and 2.2 show the apparatus. thermometer stand beakerthermometer water  fig. 2.1 fig. 2.2  (a) in the space in table 2.1, record the temperature \u03b81 of the hot water as shown on the  thermometer in fig. 2.3.  [1] fig. 2.3",
+            "5": "5 0625/62/o/n/15 \u00a9 ucles 2015 [turn over (b) a student removes the thermometer from the beaker of hot water, as shown in fig. 2.2. she  immediately starts a stopclock, and records the temperature \u03b81 every 10 s for 1 minute. the  temperature readings are shown in table 2.1. table 2.1 t / \u03b81 / \u03b82 / 03 3 72 3065 2859 2753 2648 2643 25   she then adds 100 cm 3 of cold water to the water in the beaker and repeats the procedure.  she records the temperature readings in the \u03b82 column of the table.   (i) complete the column headings in the table.   (ii) record the time readings in the table.  [2]  (c) (i) using the readings in the \u03b81 column of the table, calculate the decrease in temperature  \u03b4\u03b81 in 60 s.  \u03b4\u03b81 =  ...   (ii) using the readings in the \u03b82 column of the table, calculate the decrease in temperature  \u03b4\u03b82 in 60 s.  \u03b4\u03b82 =  ...   (iii) state the reason why \u03b4\u03b82 is less than \u03b4\u03b81.  .. .  .. . [2]  (d) state a precaution that you would take when reading the thermometer scale in order to obtain  reliable readings.  .. .[1]",
+            "6": "6 0625/62/o/n/15 \u00a9 ucles 2015 (e) suggest one reason why other students, carrying out this experiment with care, might obtain  values of \u03b4\u03b81 and \u03b4\u03b82 different from the values in part (c).  .. .  .. .[1]  [total: 7]",
+            "7": "7 0625/62/o/n/15 \u00a9 ucles 2015 [turn over3 the class is investigating the combined resistance of resistors in series and parallel arrangements.  the circuit is shown in fig. 3.1. a vpower supply xyabc fig. 3.1  (a) (i) record the potential difference v1 across the resistors and the current i1 in the circuit, as  shown in figs. 3.2 and 3.3. v32 1 0 fig. 3.2  v1 =  ... a0.60.8 1.00.40.2 0 fig. 3.3  i1 =  ... [2]",
+            "8": "8 0625/62/o/n/15 \u00a9 ucles 2015  (ii) calculate the combined resistance r1 of the resistors using the equation r1 = v1 i1 .  r1 =  ...[1]  (b) a student rearranges the circuit shown in fig. 3.1. he follows these instructions:   \u0081 disconnect resistors a and b.   \u0081 connect together the resistors a and b in parallel.   \u0081  connect one side of this parallel combination to the resistor c at the point labelled y in  fig. 3.1.   \u0081 connect the other side of the parallel combination to the point labelled x in fig. 3.1.   \u0081 do not make any other changes to the circuit.   on fig. 3.4, complete the diagram of this new circuit using standard circuit symbols. apower supply x fig. 3.4  [2]",
+            "9": "9 0625/62/o/n/15 \u00a9 ucles 2015 [turn over (c) using the new circuit, a student measures the potential difference v2 across the three  resistors and the current i2 in the circuit.  v2 = 2.1 v    i2 = 0.69 a     (i) calculate the combined resistance r2 of the resistors using the equation r2 = v2 i2 .  r2 =  ...   (ii) calculate the ratio r1 r2 .  r1 r2  =  ...  [2]  (d) r1 should equal 2 \u00d7 r2 when all three resistors are identical.   state whether the results indicate that the resistors are identical. justify your answer by  reference to the results. statement   .. justification     .. .  .. .  [2] [total: 9]",
+            "10": "10 0625/62/o/n/15 \u00a9 ucles 20154 the class is investigating reflection using a plane mirror.  fig. 4.1 shows a student\u2019s ray-trace sheet. r m eye ray-trace sheetp3 p4 fig. 4.1  (a) the student draws the line mr to mark the position of a plane mirror.    (i) on fig. 4.1, draw a normal to this line that passes through its centre. label the normal  nl. label the point at which nl crosses mr with the letter a.   (ii) draw a line 8.0 cm long from a at an angle of incidence i = 30 \u00b0 to the normal, below mr  and to the left of the normal. label the end of this line b.  [3]",
+            "11": "11 0625/62/o/n/15 \u00a9 ucles 2015 [turn over (b) the student places a pin p1 at point b. she places a second pin p2 on line ab.   label a position x on line ab to show a suitable position for pin p2. [1]  (c) she views the images of pins p1 and p2 from the direction indicated by the eye in fig. 4.1.  she places two pins p3 and p4, some distance apart, so that pins p3 and p4, and the images  of p2 and p1, all appear exactly one behind the other. the positions of p3 and p4 are shown in  fig. 4.1.   (i) draw the line joining the positions of p3 and p4. extend the line until it meets nl.   (ii) measure the angle r between nl and the line joining the positions of p3 and p4.  r =  ...  [2]  (d) state two precautions that you would take with the pins in this experiment in order to obtain  reliable readings. 1.  ...   .. . 2. . ..   .. .  [2]",
+            "12": "12 0625/62/o/n/15 \u00a9 ucles 2015 (e) the student turns the ray-trace sheet through 180 \u00b0. she draws a line ac at an angle of  incidence i = 30 \u00b0 to the normal, below mr and to the right of the normal.   she repeats the procedure described in parts (b) and (c). her ray-trace is shown in fig. 4.2.r mn a b c l eyeray-trace sheetreflecting surface fig. 4.2   she carried out the experiment very carefully. she expected that the results would show all  the incident rays and reflected rays meeting at point a.   suggest a practical reason why the lines may not meet exactly at point a.  .. .  .. .[1]  [total: 9]",
+            "13": "13 0625/62/o/n/15 \u00a9 ucles 2015 [turn over5 the class is investigating the motion of a small steel ball when it is dropped on to a tray full of  sand. fig. 5.1 shows the apparatus. steel ball sand fig. 5.1  (a) a student is measuring the time it takes for the steel ball to fall through 2.00 m on to the sand.  he uses a stopwatch.   suggest a cause of inaccuracy in the timing.  .. .  .. .[1]  (b) when the steel ball falls into the sand it creates a circular hole.   suggest how you would measure the diameter of the hole as reliably as possible. name the  measuring device that you would use. y ou may draw a diagram.  .. .  .. .  .. .[2]",
+            "14": "14 0625/62/o/n/15 \u00a9 ucles 2015 (c) the student suggests that the diameter of the hole depends on the height from which the ball  is dropped, because this affects the speed.   suggest two other variables on which the size of the hole may depend. 1.  ...  2.  ...  [2]  [total: 5]",
+            "15": "15 0625/62/o/n/15 \u00a9 ucles 2015blank page",
+            "16": "16 0625/62/o/n/15 \u00a9 ucles 2015blank page permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here 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 onl ine in the cambridge international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to do wnload at www.cie.org.uk after  the live examination series. cambridge international examinations is part of the cambridge assessment group. cambridge assessment is the brand name of unive rsity of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge."
+        },
+        "0625_w15_qp_63.pdf": {
+            "1": "this document consists of 17 printed pages and 3 blank pages. dc (lk/ar) 96012/3 \u00a9 ucles 2015 [turn over *8062298981* physics  0625/63 paper 6 alternative to practical october/november 2015  1 hour candidates answer on the question paper. no additional materials are required. read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen. y ou may use an hb pencil for any diagrams or graphs. do not use staples, paper clips, glue or correction fluid. do not write in any barcodes. answer all questions. electronic calculators may be used. y ou may lose marks if you do not show your working or if you do not use appropriate units. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [ ] at the end of each question or part question. the syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificat e.cambridge international examinations cambridge international general certificate of secondary education",
+            "2": "2 0625/63/o/n/15 \u00a9 ucles 20151 a student is investigating the transfer of thermal energy.  he uses the apparatus shown in fig. 1.1. glass tubethermometers glass  beakerwater  level water  level cold water hot water fig. 1.1  (a) the student pours 50 cm3 of cold water into the glass tube and 300 cm3 of hot water into the  beaker. the water levels are approximately as shown in fig. 1.1.   in table 1.1, record the temperatures \u03b8c of the cold water and \u03b8h of the hot water as shown  on the thermometers in fig. 1.1. [1]",
+            "3": "3 0625/63/o/n/15 \u00a9 ucles 2015 [turn overtable 1.1 tube with 50 cm3  of cold watertube with 25 cm3  of cold water t / \u03b8c / \u03b8h / \u03b8c / \u03b8h / 0 20.0 87.0 30 33.0 82.0 34.0 82.060 40.5 79.0 49.0 79.590 49.0 78.0 59.5 76.0 120 56.0 76.0 65.5 75.0150 60.0 75.0 69.5 74.5180 63.0 74.0 72.0 74.0  (b) the student lowers the glass tube into the beaker of hot water and immediately starts a  stopclock.   table 1.1 shows the readings of the temperature  \u03b8c of the cold water and the temperature \u03b8h  of the hot water at times  t = 30 s, 60 s, 90 s, 120 s, 150 s and 180 s.   the student repeats the procedure with the same volume of hot water in the beaker but with  25 cm3 of cold water in the glass tube. the results are shown in the table.    complete the column headings in the table. [1]  (c) write a conclusion stating how the volume of cold water in the tube affects its temperature  rise.  .. .  .. .  .. .[1]   (d) another student wishes to check the conclusion by repeating the experiment with 12.5 cm 3 of  cold water.   suggest two conditions which he should keep the same so that the comparison will be fair. 1.  ...   .. . 2.  ...   .. .  [2]",
+            "4": "4 0625/63/o/n/15 \u00a9 ucles 2015 (e) scientists in an industrial laboratory wish to use this experiment as a model of a heat  exchanger, which transfers thermal energy between liquids.   suggest two different improvements to the apparatus which would make the heating of the  cold water more efficient.   for your first suggestion, explain why it would be an improvement. suggestion 1  .  explanation  .. .  .. . suggestion 2  .   [3]  [total: 8]",
+            "5": "5 0625/63/o/n/15 \u00a9 ucles 2015 [turn over2 the class is investigating the behaviour of a spring, and then using the spring to determine the  weight of an object.  the apparatus is shown in fig. 2.1. l  loadclamp spring fig. 2.1  (a) a load of weight l = 1.0 n is hung on the spring. the stretched length l of the spring, as  indicated in fig. 2.1, is recorded in table 2.1.   suggest a precaution that you would take when measuring the length of the spring, to ensure  a reliable reading. y ou may draw a diagram.  .. .  .. .[1]",
+            "6": "6 0625/63/o/n/15 \u00a9 ucles 2015 (b) step (a) is repeated for values of l = 2.0 n, 3.0 n, 4.0 n and 5.0 n. the readings are shown in  table 2.1. table 2.1 l / n l / cm 1.0 6.1 2.0 9.0 3.0 13.4 4.0 16.8 5.0 21.0   plot a graph of l /cm ( y-axis) against l / n (x-axis). 0 0  [4]  (c) use your graph to determine the length l 0 of the spring with no load attached.  l 0 =  ...[1]",
+            "7": "7 0625/63/o/n/15 \u00a9 ucles 2015 [turn overl  object fig. 2.2  (d) the loads are removed and an object is suspended from the spring, as shown in fig. 2.2.   (i) on fig. 2.2, measure the stretched length l of the spring.  l =  ...[1]   (ii) use the graph, and your reading from (d)(i) , to determine the weight w of the object.  show clearly on the graph how you obtained your answer.  w  =   n   [2]  (e) a student measures the weight of a different load using this same method. he gives the  weight as 2.564 n.   explain why this is not a suitable number of significant figures for this experiment.  .. .  .. .  .. .[1]  [total: 10]",
+            "8": "8 0625/63/o/n/15 \u00a9 ucles 20153 some students are carrying out experiments on a model wind turbine.  some of their apparatus is shown in fig. 3.1. jhqhudwrueodghv idq vsrzhu vxsso\\ fig. 3.1  the turbine blades have been cut from cardboard. an electric fan is used to make the blades  rotate. when they rotate, they turn a small generator.    (a) one student is studying the effect of changing the electric current in the fan.     (i) using standard symbols, complete the circuit in fig. 3.1 to show a variable resistor and  an ammeter connected for this purpose. [2]   (ii) the student is carrying out the investigation over a number of days.     suggest a variable that he must keep constant in each of his tests.  .. .  .. .[1]",
+            "9": "9 0625/63/o/n/15 \u00a9 ucles 2015 [turn over (b) other students wish to test different aspects of the model wind turbine.   suggest two variables, other than that already mentioned in (a)(ii) , which they could change  and which would affect the output of the generator. 1.  ...   .. . 2.  ...   .. .  [2]   [total: 5] ",
+            "10": "10 0625/63/o/n/15 \u00a9 ucles 20154 the class is studying the resistance of identical wires connected in parallel.  the circuit is set up as shown in fig. 4.1, with a crocodile clip connected to the right-hand end of  wire a. srzhu\u0003vxsso\\ zluh\u0003$ phwuh\u0003uxoh zluh\u0003% zluh\u0003&furfrgloh\u0003folsv$ fig. 4.1  (a) on fig. 4.1, use the appropriate symbol to show a voltmeter connected to measure the  potential difference across wire a. [1]  (b) in table 4.1, write down the potential difference v and the current i for wire a as shown in  figs. 4.2 and 4.3.  5 v6789 104321 0 a0.6 0.8 1.00.4 0.2 0 fig. 4.2 fig. 4.3",
+            "11": "11 0625/63/o/n/15 \u00a9 ucles 2015 [turn overtable 4.1 wire combinationv / v i /a a only a and b  in parallel2.9 0.77 a, b and c in parallel2.6 0.98  [1]  (c) the other crocodile clips are used, first to connect wires a and b in parallel, and then wires  a, b and c in parallel. the readings for each circuit are shown in table 4.1.   on figs. 4.4 and 4.5, draw arrows to show the meter readings for the circuit in which wires  a and b are connected in parallel. 5 v6789 104321 0 a0.6 0.8 1.00.4 0.2 0 fig. 4.4 fig. 4.5  [1]  (d) calculate, and record below, the resistance r of each wire combination, using the equation   r = v i.     resistance of wire a r1 =  ...     resistance of wires a and b in parallel r2 =  ...     resistance of wires a, b and c in parallel r3 =  ...  [3]",
+            "12": "12 0625/63/o/n/15 \u00a9 ucles 2015 (e) (i) a student suggests that when 2 identical wires are connected in parallel, their resistance  should be equal to 1/2 of the resistance of a single wire.    state whether your findings agree with this suggestion.     justify your answer by reference to your results, giving values to support your justification. statement   ..  .. . justification     .. .  [2]   (ii) use your results to suggest the relationship that should exist between r3 and r1.  .. .  .. .[1]  [total: 9]",
+            "13": "13 0625/63/o/n/15 \u00a9 ucles 2015 [turn overturn over for question 5.",
+            "14": "14 0625/63/o/n/15 \u00a9 ucles 20155 a student is investigating the refraction of light in a transparent block. her ray-trace will be used to  determine a quantity known as the refractive index of the material of the block.  fig. 5.1 shows her ray-trace sheet. transparent blockray-trace sheet p2 p3 a b dnc fig. 5.1",
+            "15": "15 0625/63/o/n/15 \u00a9 ucles 2015 [turn over the student draws the outline abcd  of the transparent block.  (a) draw a normal to the line dc through point n. extend the normal beyond line ab.    label the upper end of the normal with the letter l. label the point at which nl crosses ab  with the letter e. [1]    (b) the student places a pin p1 against the block at point n and views the image of p1 through  the side ab of the block.   she places two pins p2 and p3, as shown in fig. 5.1, so that pins p2 and p3, and the image of  p1, all appear exactly one behind the other.   (i) draw a line joining the positions of p2 and p3. extend this line until it crosses nl. label  the point at which the line crosses nl with the letter f. [1]   (ii) measure the length a of line en.  a =  ...   (iii) measure the length b of line ef.  b =  ...  [2]  (c) calculate a value n for the refractive index of the block, using your values from (b)(ii) and  (b)(iii)  and the equation n = a b.  n =  ...[1]  (d) suggest a practical precaution that you would take to ensure a reliable result in this type of  experiment.   .. .  .. .[1] question 5 continues on the next page.",
+            "16": "16 0625/63/o/n/15 \u00a9 ucles 2015 (e) the student  obtains a second value for the refractive index n by repeating the experiment with  the block standing on edge, as shown in fig. 5.2.   she views the image of p1 from the direction indicated by the arrow. the block is 1.5 cm thick. ud\\\u0010wudfh\u0003vkhhw wudqvsduhqw\u0003eorfn 3\u0014gluhfwlrq\u0003 ri\u0003ylhzlqj \u0014\u0011\u0018\u0003fp fig. 5.2",
+            "17": "17 0625/63/o/n/15 \u00a9 ucles 2015  state and explain whether this value for the refractive index is likely to be more or less reliable  than the value n obtained for the refractive index in part (c). statement   .. explanation  .. .  .. .  .. .  [2]  [total: 8]",
+            "18": "18 0625/63/o/n/15 \u00a9 ucles 2015blank page",
+            "19": "19 0625/63/o/n/15 \u00a9 ucles 2015blank page",
+            "20": "20 0625/63/o/n/15 \u00a9 ucles 2015permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here 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 onl ine in the cambridge international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to do wnload at www.cie.org.uk after  the live examination series. cambridge international examinations is part of the cambridge assessment group. cambridge assessment is the brand name of unive rsity of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge.blank page"
+        }
+    },
+    "2016": {
+        "0625_m16_qp_12.pdf": {
+            "1": "  the syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificat e.  this document consists of 17 printed pages and 3 blank pages.  ib16 03_0625_12/3rp  \u00a9 ucles 2016 [turn over       *7917388689* cambridge international examinations  cambridge international general certificate of secondary education       physics 0625/12     paper 1  multiple choice (core)  february/march 2016     45 minutes    additional materials: multiple choice answer sheet   soft clean eraser   soft pencil (type b or hb recommended)       read these instructions first    write in soft pencil.  do not use staples, paper clips, glue or correction fluid. write your name, centre number and candidate number on the answer sheet in the spaces provided  unless this has been done for you.  do not  write in any barcodes.   there are forty  questions on this paper. answer all questions. for each question there are four possible  answers a, b, c and d.   choose the one you consider correct and record your choice in soft pencil  on the separate answer sheet.    read the instructions on the answer sheet very carefully.   each correct answer will score one mark. a mark will not be deducted for a wrong answer. any rough working should be done in this booklet. electronic calculators may be used. take the weight of 1.0  kg to be 10  n (acceleration of free fall = 10  m / s2).    ",
+            "2": "2  \u00a9 ucles 2016 0625/12/f/m/16  1 a student wishes to find the volume of a small, irregularly-shaped stone.    stone     a ruler and a measuring cylinder containing some water are available.    which apparatus is needed?  a neither the ruler nor the measuring cylinder  b the measuring cylinder only  c the ruler and the measuring cylinder  d the ruler only      2 a ball is dropped from a table-top. air resistance may be ignored.    x     which row describes the velocity and the acceleration of the ball at point x?     acceleration velocity  a constant constant  b constant increasing  c increasing constant  d increasing increasing     ",
+            "3": "3  \u00a9 ucles 2016 0625/12/f/m/16 [turn over  3 the diagram shows the speed-time graph for a car.    0 0xyspeed time    which area represents the distance travelled while the car is accelerating?  a x b x + y c y d y \u2013 x     4 which quantities are measured in the same unit?  a energy, power and work  b energy and power, but not work  c energy and work, but not power  d power and work, but not energy    5 five identical bags of rice are balanced on a uniform beam by an object of mass 10  kg.    10 kg pivotfive bags of rice     two more identical bags of rice are added to the other five. the average position of the bags on the beam does not change.    what mass now balances the bags?  a 3.5  kg b 7.0  kg c 12  kg d 14  kg     ",
+            "4": "4  \u00a9 ucles 2016 0625/12/f/m/16  6 the diagram shows a cuboid block made from a metal of density 2.5  g / cm3.    2.0 cm 2.0 cm10 cm     what is the mass of the block?  a 8.0  g b 16  g c 50  g d 100  g     7 the diagram shows an unbalanced rod. two loads x and y can be moved along the rod.     pivotrod movement of rodmovement of rodxy     the rod turns in a clockwise direction as shown.    which action could make the rod balance?  a moving x to the left  b moving x to the right  c moving y to the right  d moving the pivot to the left    ",
+            "5": "5  \u00a9 ucles 2016 0625/12/f/m/16 [turn over  8 a box is being lifted by a fork-lift truck.     fork-lift truck box      the weight of the box is 3000  n.   the force exerted by the fork-lift truck on the box is 3500  n vertically upwards.    what is the resultant vertical force on the box?  a 500  n downwards  b 500  n upwards  c 6500  n downwards  d 6500  n upwards      9 the diagram shows a ball hanging on a string. the ball swings from point w to point z and back  to point w.    ball w x yz     which statement about the ball is correct?  a the kinetic energy of the ball is greatest at point w.  b the kinetic energy of the ball is greatest at point x.  c the kinetic energy of the ball is greatest at point y.  d the kinetic energy of the ball is the same at all points of the swing.     ",
+            "6": "6  \u00a9 ucles 2016 0625/12/f/m/16  10 a person in a factory has to lift a box on to a shelf.    boxhigh shelf low shelf     which action involves the person doing the least  amount of work?  a lifting the box quickly to the high shelf  b lifting the box slowly to the high shelf  c lifting the box to the low shelf first then lifting it to the high shelf  d lifting the box to the low shelf instead of to the high shelf     11 which is a non-renewable energy resource?  a coal  b solar  c tides  d wind    12 the diagram shows a simple mercury barometer.    which labelled length is measured when finding atmospheric pressure?    mercurya bcd     ",
+            "7": "7  \u00a9 ucles 2016 0625/12/f/m/16 [turn over  13 identical toy bricks are placed one on top of another to make a tower on a table.    bricks tower of bricks table     which graph shows the relationship between the pressure p that the tower exerts on the table  and the weight w of the tower?    a p w0 0b p w0 0c p w0 0d p w0 0     14 the table lists the melting points and the boiling points of four different substances.    which substance is a liquid at 0  \u00b0c?     melting point  / \u00b0c boiling point  / \u00b0c  a \u2013219 \u2013183  b \u20137 58  c 98 890  d 1083 2582    ",
+            "8": "8  \u00a9 ucles 2016 0625/12/f/m/16  15 air in a sealed syringe is slowly compressed by mo ving the piston. the temperature of the air  stays the same.    syringeair piston    which statement about the air is correct?  a the pressure of the air decreases because its molecules now travel more slowly.  b the pressure of the air decreases because the area of the syringe walls is now smaller.  c the pressure of the air increases because its molecules now hit the syringe walls more  frequently.  d the pressure of the air increases because its molecules now travel more quickly.     16 which quantity gives the thermal capacity  of a solid object?  a the energy lost by radiation from the object in 1.0  s  b the energy needed to melt the object  c the energy needed to raise the temperature of the object by 1.0  \u00b0c  d the total amount of thermal energy in the object     17 to mark a temperature scale on a thermometer, standard temperatures known as fixed points are  needed.    which of these is a fixed point on the celsius scale?  a room temperature  b the temperature inside a freezer  c the temperature of pure melting ice  d the temperature of pure warm water     ",
+            "9": "9  \u00a9 ucles 2016 0625/12/f/m/16 [turn over  18 the diagram shows electricity cables being put up on a warm day. the cables are left loose  between the poles, as shown in the diagram.        why are the cables left loose?  a they will contract on cold days.  b they will contract on very warm days.  c they will expand on cold days.  d they will expand on very warm days.      19 a cotton sheet is ironed with a hot electric iron.    how is energy transferred through the metal base of the iron to the sheet?  a by conduction only  b by convection only  c by radiation only  d by convection and radiation only    ",
+            "10": "10  \u00a9 ucles 2016 0625/12/f/m/16  20 two plastic cups are placed one inside the other. a small spacer keeps the two cups separated.     hot water is poured into the inner cup and a lid is put on top, as shown.   lid small spacer small air gap hot water bench     which statement is correct?  a the bench is heated by convection from the bottom of the outer cup.  b the lid reduces the energy lost by convection.  c there is no thermal conduction through the sides of either cup.  d thermal radiation is prevented by the small air gap.     21 a water wave in a shallow tank passes through a gap in a barrier.    water wavebarrie r gap     what happens to the speed and what happens to the wavelength of the wave as it passes through the gap?     speed wavelength  a decreases decreases  b decreases remains constant  c remains constant decreases  d remains constant remains constant   ",
+            "11": "11  \u00a9 ucles 2016 0625/12/f/m/16 [turn over  22 which is a unit of wavelength?  a hertz  b metre  c metre per second  d second      23 which diagram correctly shows a ray of light reflected by a plane mirror?    40\u00b0 ray of light50\u00b0a 40\u00b0 ray of light 50\u00b0b 40\u00b0 40\u00b0ray of lightcray of light 50\u00b050\u00b0 d      ",
+            "12": "12  \u00a9 ucles 2016 0625/12/f/m/16  24 a ray of white light is incident on a glass prism.    prismray of white light     which ray diagram shows the ray as it passes through the prism and emerges from the opposite  side?    violeta red violetspectrumb redspectrum c red violetspectrumd redviolet spectrum       25 a sound wave travels from a point x to another point y.    x y    which diagram represents the movement of the air molecules, due to the sound wave, in the  region between x and y?    d c b a       26 sound wave p has a greater amplitude and a larger wavelength in air than sound wave q.    how do the loudness and pitch of p com pare with the loudness and pitch of q?  a p is louder and higher in pitch than q.  b p is louder and lower in pitch than q.  c p is quieter and higher in pitch than q.  d p is quieter and lower in pitch than q. ",
+            "13": "13  \u00a9 ucles 2016 0625/12/f/m/16 [turn over  27 in which pair are both materials magnetic?  a aluminium and copper  b copper and iron  c iron and steel  d steel and aluminium      28 the diagram shows the magnetic field around two bar magnets.        which diagram shows the poles of the magnets?    n a sn s n b ss n s c nn s s d ns n     29 which produces an electromotive force (e.m.f.)?  a a battery  b a filament lamp  c a resistor  d a spring balance    ",
+            "14": "14  \u00a9 ucles 2016 0625/12/f/m/16  30 the table describes four different resistance wires. they are all made from the same metal.    which wire has the smallest resistance?     length of   wire  / m diameter of   wire  / mm  a 2.0 1.0  b 2.0 1.5  c 3.0 1.0  d 3.0 1.5      31 four lamps are each labelled 240  v.    in which circuit do all four lamps have normal brightness?    240  va 240  vb 240  vc 240  vd      ",
+            "15": "15  \u00a9 ucles 2016 0625/12/f/m/16 [turn over  32 the diagram shows a 40  \u03c9 resistor and a 60  \u03c9 resistor connected in parallel.    40 \u03c960 \u03c9 pq     what is the total resistance between points p and q?  a less than 40  \u03c9  b 50  \u03c9  c between 60  \u03c9 and 100  \u03c9  d 100  \u03c9      33 the diagram shows a potential divider connected to two voltmeters p and q.    vvoltmeter qvvoltmeter p     the resistance of the variable resistor is decreased.    which row shows what happens to the reading on each voltmeter?     reading on  voltmeter p reading on  voltmeter q  a decreases decreases  b decreases increases  c increases decreases  d increases increases    ",
+            "16": "16  \u00a9 ucles 2016 0625/12/f/m/16  34 after some building work in a house, a bare (uninsulated) live wire is left protruding from a wall.    what is the greatest hazard?  a a fire  b a fuse blows  c an electric shock  d no current flows     35 a coil carries a current in a magnetic field. the coil experiences a turning effect.    which device uses this effect?  a a d.c. motor  b an electromagnet  c a relay  d a transformer      36 a magnet is suspended from a spring so that it can move freely inside a stationary coil. the coil is  connected to a sensitive centre-zero galvanometer.    n sspring moving magnet stationary coilcentre-zero galvanometer     the magnet repeatedly moves slowly up and down.  what does the galvanometer show?  a a constantly changing reading  b a steady reading to the left  c a steady reading to the right  d a steady reading of zero     ",
+            "17": "17  \u00a9 ucles 2016 0625/12/f/m/16  37 a nucleus of element x is represented as x56 26.    which is an isotope of element x?  a x2656 b x5426 c x56 24 d x54 28     38 the charge on a proton is e.    what is the charge on an electron and what is the charge on a neutron?     electron neutron  a e e  b e 0  c \u2013e \u2013e  d \u2013e 0     39 a scientist carries out an experiment using a sealed source which emits \u03b2-particles. the range of  the \u03b2-particles in the air is about 30  cm.    which precaution is the most effective to protect the scientist from the radiation?  a handling the source with long tongs  b keeping the temperature of the source low  c opening all windows in the laboratory  d washing his hands before leaving the laboratory      40 which row describes the nature of \u03b1-particles and of \u03b3-rays?     \u03b1-particles \u03b3-rays  a helium nuclei electromagnetic radiation  b helium nuclei electrons  c protons electromagnetic radiation  d protons electrons     ",
+            "18": "18  \u00a9 ucles 2016 0625/12/f/m/16  blank page      ",
+            "19": "19  \u00a9 ucles 2016 0625/12/f/m/16  blank page      ",
+            "20": "20    permission to reproduce items where third-par ty owned material protected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to t race 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 onl ine in the cambridge  international examinations copyright acknowledgements booklet. this is  produced for each series of examinations and is freely a vailable to download at  www.cie.org.uk after the live examination series.    cambridge international examinations is part of the cambridge asse ssment group. cambridge assessment is the brand name of unive rsity of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge.    \u00a9 ucles 2016 0625/12/f/m/16  blank page      "
+        },
+        "0625_m16_qp_22.pdf": {
+            "1": "  the syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificat e.  this document consists of 17 printed pages and 3 blank pages.  ib16 03_0625_22/3rp  \u00a9 ucles 2016 [turn over       *5652212684* cambridge international examinations  cambridge international general certificate of secondary education       physics 0625/22     paper 2  multiple choice (extended)  february/march 2016     45 minutes    additional materials: multiple choice answer sheet   soft clean eraser   soft pencil (type b or hb recommended)       read these instructions first    write in soft pencil.  do not use staples, paper clips, glue or correction fluid. write your name, centre number and candidate number on the answer sheet in the spaces provided  unless this has been done for you.  do not write in any barcodes.   there are forty  questions on this paper. answer all questions. for each question there are four possible  answers a, b, c and d.   choose the one you consider correct and record your choice in soft pencil  on the separate answer sheet.    read the instructions on the answer sheet very carefully.   each correct answer will score one mark. a mark will not be deducted for a wrong answer. any rough working should be done in this booklet. electronic calculators may be used. take the weight of 1.0  kg to be 10  n (acceleration of free fall = 10  m / s2).   ",
+            "2": "2  \u00a9 ucles 2016 0625/22/f/m/16  1 the diameter of a copper wire is thought to be approximately 0.3  mm.    which instrument should be used to obtain a more accurate measurement of the diameter of the  wire?  a measuring tape  b metre rule  c micrometer  d ruler     2 which is a unit of acceleration?  a g  / cm3 b m  / s c m  / s2 d n  / m    3 an object is released from rest and falls to earth. during its fall, the object is affected by air  resistance. the air resistance eventua lly reaches a constant value.    which description about successive stages of the motion of the object is correct?  a constant acceleration, then constant deceleration  b constant deceleration, then zero acceleration  c decreasing acceleration, then constant deceleration  d decreasing acceleration, then zero acceleration    4 a concrete post is carried up a very high mountain. at the top of the mountain, the gravitational  field is slightly weaker than at the bottom.    what is the effect of this weaker field on the mass and on the weight of the post at the top of the mountain?     mass weight  a is less is less  b is less is unchanged  c is unchanged is less  d is unchanged is unchanged    ",
+            "3": "3  \u00a9 ucles 2016 0625/22/f/m/16 [turn over  5 the diagram shows a cuboid block made from a metal of density 2.5  g / cm3.    2.0 cm 2.0 cm10 cm     what is the mass of the block?  a 8.0  g b 16  g c 50  g d 100  g     6 the diagram shows an object moving at a constant speed in a circular path in the direction  shown.    a force acts on the object to keep it in the circular path.    in which labelled direction does this force act, when the object is in the position shown?    a cdbobject path of object     ",
+            "4": "4  \u00a9 ucles 2016 0625/22/f/m/16  7 a spring obeys hooke\u2019s law.    which graph is obtained by plotting the exten sion of the spring against the load applied?    extension 0 0 loadb extension 0 0 loadc extension 0 0 loaddextension 0 0 loada      8 which is the value of a vector quantity?  a 200  v  b 100  kg  / m3  c 20  m / s, east  d 50  j / (kg  \u00b0c)    9 the table gives four energy sources and states whether the energy of the source is derived from  the sun.    which row is correct?     source of energy derived from the sun  a geothermal yes  b oil no  c water held behind a dam yes  d wind no    ",
+            "5": "5  \u00a9 ucles 2016 0625/22/f/m/16 [turn over  10 a weight-lifter raises a 2000  n weight through a vertical height of 2.0  m in 0.80  s.    what useful power does he develop in doing this?  a 800  w b 3200  w c 4000  w d 5000  w     11 a wind turbine generates 54  kw of useful power from an input of 180  kw of wind power.    which calculation gives the percentage efficiency of the turbine?  a 100  00018000054    \u00d7 %  b 100  00054000180    \u00d7 %  c 000180100  00054   \u00d7 %  d 00054100  000180   \u00d7 %      12 a force acts on an area to produce a pressure.    which changes produce the same pressure?  a double the area and double the force  b double the area and halve the force  c double the area and make the force four times bigger  d halve the area and double the force    ",
+            "6": "6  \u00a9 ucles 2016 0625/22/f/m/16  13 identical toy bricks are placed one on top of another to make a tower on a table.    bricks tower of bricks table     which graph shows the relationship between the pressure p that the tower exerts on the table  and the weight w of the tower?    a p w0 0b p w0 0c p w0 0d p w0 0     14 gases can be compressed, but liquids cannot.    which statement explains this difference?  a each molecule in a gas is more compressible than each molecule in a liquid.  b molecules in a gas are further apart than molecules in a liquid.  c molecules in a gas attract each other more strongly than molecules in a liquid.  d molecules in a gas move more slowly than molecules in a liquid.     ",
+            "7": "7  \u00a9 ucles 2016 0625/22/f/m/16 [turn over  15 the diagram shows a quantity of gas trapped in a cylinder. the piston is pushed in slowly and the  gas is compressed. the temperature of the gas does not change.    gas pistonpiston pushed in     which graph shows the relationship between the pressure and the volume of the gas?    a pressure volume0 0b pressure volume0 0 c pressure volume0 0d pressure volume0 0     16 which quantity gives the thermal capacity  of a solid object?  a the energy lost by radiation from the object in 1.0  s  b the energy needed to melt the object  c the energy needed to raise the temperature of the object by 1.0  \u00b0c  d the total amount of thermal energy in the object    ",
+            "8": "8  \u00a9 ucles 2016 0625/22/f/m/16  17 to mark a temperature scale on a thermometer, standard temperatures known as fixed points are  needed.    which of these is a fixed point on the celsius scale?  a room temperature  b the temperature inside a freezer  c the temperature of pure melting ice  d the temperature of pure warm water     18 in an experiment, a liquid is heated at a constant rate.    the temperature of the liquid increases and eventually becomes constant.    which statement about the experiment is correct?  a boiling occurs at all temperatures but only on the liquid surface.  b boiling occurs throughout the liquid but only at the constant temperature.  c evaporation occurs throughout the liquid and at all temperatures.  d evaporation occurs only at the constant temperature and only on the liquid surface.     19 one end of a copper rod is heated.    what is one method by which thermal energy is transferred in the copper rod?  a free electrons transfer energy from the cooler end to the hotter end.  b free electrons transfer energy from the hotter end to the cooler end.  c molecules of copper move from the cooler end to the hotter end.  d molecules of copper move from the hotter end to the cooler end.    ",
+            "9": "9  \u00a9 ucles 2016 0625/22/f/m/16 [turn over  20 two plastic cups are placed one inside the other. a small spacer keeps the two cups separated.     hot water is poured into the inner cup and a lid is put on top, as shown.   lid small spacer small air gap hot water bench     which statement is correct?  a the bench is heated by convection from the bottom of the outer cup.  b the lid reduces the energy lost by convection.  c there is no thermal conduction through the sides of either cup.  d thermal radiation is prevented by the small air gap.     21 which is a unit of wavelength?  a hertz  b metre  c metre per second  d second    ",
+            "10": "10  \u00a9 ucles 2016 0625/22/f/m/16  22 which diagram correctly shows a ray of light reflected by a plane mirror?    40\u00b0 ray of light50\u00b0a 40\u00b0 ray of light 50\u00b0b 40\u00b0 40\u00b0ray of lightcray of light 50\u00b050\u00b0 d      ",
+            "11": "11  \u00a9 ucles 2016 0625/22/f/m/16 [turn over  23 which diagram shows how a converging lens is used as a magnifying glass?    lensfa bf objectimage lensfc f objectimage d lensf fobject imagelensf fimage object      ",
+            "12": "12  \u00a9 ucles 2016 0625/22/f/m/16  24 a sound wave travels from a point x to a point y.    x y    which diagram represents the movement of the air molecules, due to the sound wave, in the  region between x and y?    d c b a     25 the speed of sound in air is 340  m / s.    which row gives typical values for the speed of sound in a liquid and in a solid?     speed of sound in  a liquid  / (m  / s) speed of sound in  a solid  / (m  / s)  a   250   180  b   250 5000  c 1500   180  d 1500 5000    26 in which pair are both materials magnetic?  a aluminium and copper  b copper and iron  c iron and steel  d steel and aluminium    27 which methods could be used to demagnetise a magnet?    method 1: place it in an east-west direction and hammer it  method 2: place it in an east-west direction and heat it until it is red hot  method 3: pull it slowly from a coil that is carrying an alternating current  method 4: put it slowly into a coil that is carrying a direct current    a methods 1, 2 and 3  b methods 2, 3 and 4  c methods 1 and 2 only  d methods 3 and 4 only     ",
+            "13": "13  \u00a9 ucles 2016 0625/22/f/m/16 [turn over  28 which produces an electromotive force (e.m.f.)?  a a battery  b a filament lamp  c a resistor  d a spring balance      29 the table describes four different resistance wires. they are all made from the same metal.    which wire has the smallest resistance?     length of   wire  / m diameter of   wire  / mm  a 2.0 1.0  b 2.0 1.5  c 3.0 1.0  d 3.0 1.5     30 which circuit shows the directions of the conventional current i and the flow of electrons?    electrons ia electrons ib electrons ic electrons id      ",
+            "14": "14  \u00a9 ucles 2016 0625/22/f/m/16  31 four lamps are each labelled 240  v.    in which circuit do all four lamps have normal brightness?    240  va 240  vb 240  vc 240  vd      32 a battery charger plugs into a 230  v a.c. supply. the charger is used to charge a 6.0  v d.c.  battery.    the charger contains diodes and a transformer.    what is the purpose of these components?     diodes transformer  a rectify the a.c. steps down the voltage  b rectify the a.c. steps up the voltage  c step down the voltage rectifies the a.c.  d step up the voltage rectifies the a.c.    ",
+            "15": "15  \u00a9 ucles 2016 0625/22/f/m/16 [turn over  33 the diagram shows a potential divider connected to two voltmeters p and q.    vvoltmeter qvvoltmeter p     the resistance of the variable resistor is decreased.    which row shows what happens to the reading on each voltmeter?     reading on  voltmeter p reading on  voltmeter q  a decreases decreases  b decreases increases  c increases decreases  d increases increases      34 after some building work in a house, a bare (uninsulated) live wire is left protruding from a wall.    what is the greatest hazard?  a a fire  b a fuse blows  c an electric shock  d no current flows     ",
+            "16": "16  \u00a9 ucles 2016 0625/22/f/m/16  35 an electron moves into a uniform magnetic field.    the arrow shows the initial direction of motion of the electron.    the direction of the magnetic field is into the plane of the page (away from you).    uniform magnetic field electron     in which direction does a force act on the electron when it enters the magnetic field?  a into the page  b out of the page  c towards the bottom of the page  d towards the top of the page      36 the diagram shows an a.c. generator.    nscoil output voltagerotation of coil     as the coil passes through the position shown, the output voltage is +10  v.    when does the output voltage become \u201310  v?  a when the coil has turned through 90 \u00b0  b when the coil has turned through 180 \u00b0  c when the coil has turned through 270 \u00b0  d when the coil has turned through 360 \u00b0   ",
+            "17": "17  \u00a9 ucles 2016 0625/22/f/m/16  37 the scattering of \u03b1-particles by a thin metal foil supports the nuclear model of an atom.    why are \u03b1-particles used rather than neutrons?  a because they always travel more slowly  b because they are heavier  c because they are larger in diameter  d because they have a positive charge      38 a nucleus of a radioactive substance  po218 84 undergoes an \u03b1-decay followed by a \u03b2-decay.    what are the nucleon (mass) number and proton (atomic) number of the nuclide formed after  both decays have happened?     nucleon number proton number  a 214 85  b 216 85  c 214 83  d 216 83     39 a scientist carries out an experiment using a sealed source which emits \u03b2-particles. the range of  the \u03b2-particles in the air is about 30  cm.    which precaution is the most effective to protect the scientist from the radiation?  a handling the source with long tongs  b keeping the temperature of the source low  c opening all windows in the laboratory  d washing his hands before leaving the laboratory      40 which row describes the nature of \u03b1-particles and of \u03b3-rays?     \u03b1-particles \u03b3-rays  a helium nuclei electromagnetic radiation  b helium nuclei electrons  c protons electromagnetic radiation  d protons electrons     ",
+            "18": "18  \u00a9 ucles 2016 0625/22/f/m/16  blank page      ",
+            "19": "19  \u00a9 ucles 2016 0625/22/f/m/16  blank page      ",
+            "20": "20    permission to reproduce items where third-par ty owned material protected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to t race 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 onl ine in the cambridge  international examinations copyright acknowledgements booklet. this is  produced for each series of examinations and is freely a vailable to download at  www.cie.org.uk after the live examination series.    cambridge international examinations is part of the cambridge asse ssment group. cambridge assessment is the brand name of unive rsity of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge.    \u00a9 ucles 2016 0625/22/f/m/16  blank page       "
+        },
+        "0625_m16_qp_32.pdf": {
+            "1": "this document consists of 23 printed pages and 1 blank page. dc (nh/sg) 107600/3 \u00a9 ucles 2016 [turn over *2580177094* physics  0625/32 paper 3 theory (core) february/march 2016  1 hour 15 minutes candidates answer on the question paper. no additional materials are required. read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen. y ou may use an hb pencil for any diagrams or graphs. do not use staples, paper clips, glue or correction fluid. do not write in any barcodes. answer all questions. electronic calculators may be used. y ou may lose marks if you do not show your working or if you do not use appropriate units. take the weight of 1.0 kg to be 10 n (acceleration of free fall = 10 m / s2). at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [ ] at the end of each question or part question. the syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificat e.cambridge international examinations cambridge international general certificate of secondary education",
+            "2": "2 0625/32/f/m/16 \u00a9 ucles 20161 a student is investigating volume and density.  the student has a box, as shown in fig. 1.1, a balance, a rule and some dry sand.  (a) fig. 1.1 shows the dimensions of the inside of the box. 4.0 cm 4.0 cm 5.0 cm fig. 1.1 (not to scale)   calculate the volume of sand needed to fill the box.  volume of sand =  ... cm3 [1]  (b) the student measures the mass of the box when empty and when filled with sand. quantity mass / g mass of box filled with sand 216.0 mass of empty box  40.0   calculate the mass of the sand in the box, using her results.  mass of sand =  ... g [1]",
+            "3": "3 0625/32/f/m/16 \u00a9 ucles 2016 [turn over (c) calculate the density of the sand.  density of sand =  ... g / cm3 [3]  (d) a miner has a bag containing a mixture of gold dust and sand. gold has a density of  19.3 g / cm3.   he heats the mixture until the gold melts.   predict whether the sand will float on top of the molten gold. explain your answer.  .. .  .. .  .. .[2]  [total: 7]",
+            "4": "4 0625/32/f/m/16 \u00a9 ucles 20162 three students walk together from school to a bridge. the students stand together on the bridge  for three minutes and then return separately to school.  the distance-time graphs for student a, student b and student c are shown in fig. 2.1. 400 200 0 0 5 10 15 time  / minutesdistance  / m students walk togetherstudents together on bridge student astudent bstudent c fig. 2.1  (a) (i) determine the distance from the school to the bridge.  distance =  ..  m [1]   (ii) calculate the average speed of the students when they are walking to the bridge. give  your answer in m / s.  average speed =  ...m / s [4]",
+            "5": "5 0625/32/f/m/16 \u00a9 ucles 2016 [turn over (b) the students return to school at different speeds. one student walks slowly, one student  walks quickly and the other student runs.   state which student runs. explain how this is shown by the graph.   student  explanation  .. .  .. .[2]  [total: 7]",
+            "6": "6 0625/32/f/m/16 \u00a9 ucles 20163 fig. 3.1 shows a see-saw. the see-saw is horizontal when not in use. p fig. 3.1  a small child sits on one seat of the see-saw. this creates a turning effect about point p .  (a) which of these words means the turning effect of a force? tick one box. equilibrium moment resultant  [1]  (b) state the scientific name for point p .  .. .[1]",
+            "7": "7 0625/32/f/m/16 \u00a9 ucles 2016 [turn over (c) a much heavier boy sits on the other end of the see-saw, as shown in fig. 3.2. p end a end bboy moves fig. 3.2   the heavier boy moves slowly along the see-saw from end b until he reaches point p .   describe and explain what happens to the see-saw.  .. .  .. .  .. .  .. .  .. .[4]  [total: 6]",
+            "8": "8 0625/32/f/m/16 \u00a9 ucles 20164 fig. 4.1 shows  a balloon near a window on a warm sunny day. fig. 4.1  fig. 4.2 shows how the volume of the balloon changes throughout the day. 510 508 506 504 502 500 10:00 12:00 time of day14:00 16:00 18:00volume of balloon  / cm3 fig. 4.2",
+            "9": "9 0625/32/f/m/16 \u00a9 ucles 2016 [turn over (a) describe how the volume changes throughout the day.  .. .[1]  (b) explain, in terms of the gas molecules inside the balloon, why the volume changes in this way  between 10:00 and 14:00.  .. .  .. .  .. .  .. .  .. .  .. .[3]  [to tal: 4]",
+            "10": "10 0625/32/f/m/16 \u00a9 ucles 20165 fig. 5.1 shows a wave-powered generator. it generates electricity from the movement of sea  waves. chamber air incoming waves waves make water rise and fallturbine and generator fig. 5.1  (a) the sentences below describe how the wave-powered generator works.    a  air is pushed through the turbine, making it spin.    b water rises and falls in the chamber.    c the turbine turns a generator.    d the generator produces electrical energy.    e waves travel towards the chamber.   write letters in the boxes below to arrange the sentences in the correct order. the first one is  done for you. e  [3]",
+            "11": "11 0625/32/f/m/16 \u00a9 ucles 2016 [turn over (b) more electricity needs to be generated from renewable sources instead of from burning fossil  fuels.   state three  benefits of generating electricity from renewable sources rather than from fossil  fuels.  .. .  .. .  .. .  .. .  .. .[3]  [total: 6]",
+            "12": "12 0625/32/f/m/16 \u00a9 ucles 20166 (a) fig. 6.1 shows a plane mirror reflecting a ray of light. wxy zmirror fig. 6.1   (i) there is a dashed line drawn at right angles to the mirror.    state the name of this line.  .. .[1]   (ii) state which angle, w, x, y, or z, is the angle of reflection.  .. .[1]  (b) fig. 6.2 shows a ray of white light entering a semi-circular glass block. the ray of light emerges  at point r and travels alongside the flat surface. glass white lightrs tscreen fig. 6.2   a spectrum of colours can be seen on the screen between s and t.   (i) state the colours in the correct order. one has been done for you.          red     colour at s .       .       .       .       .       .      colour at t . [1]",
+            "13": "13 0625/32/f/m/16 \u00a9 ucles 2016 [turn over  (ii) the angle of the ray is changed.    on fig. 6.3, complete the path of the ray of light. explain your answer. glass white lightair fig. 6.3  .. .  .. .  .. .[3]  [total: 6]",
+            "14": "14 0625/32/f/m/16 \u00a9 ucles 20167 fig. 7.1 shows a room with a heater. convector heaterceiling of room fig. 7.1  (a) the temperature in the room is hottest near to the ceiling. explain why.  .. .  .. .[2]  (b) the ceiling of the room is made from an insulating material as shown in fig. 7.2. top bottomaluminium foil foam with air trapped inside aluminium foil fig. 7.2   explain how this reduces the transfer of thermal energy through the ceiling.  .. .  .. .  .. .  .. .  .. .  .. .[4]  [total: 6]",
+            "15": "15 0625/32/f/m/16 \u00a9 ucles 2016 [turn over8 (a) some students want to determine the speed of sound in air.   describe a method they could use. include the measurements they must make.  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .[4]",
+            "16": "16 0625/32/f/m/16 \u00a9 ucles 2016 (b) the graph in fig. 8.1 represents a sound wave. 0a cd efbdisplacement distance fig. 8.1   (i) which distance represents the amplitude of the wave? circle your answer. [1] ac   af   be   de   cf   (ii) which distance represents the wavelength of the wave? circle your answer. [1] ac   af   be   de   cf   (iii) another sound wave, of the same wavelength, is louder.    on fig. 8.1, draw this wave. [2]  [total: 8]",
+            "17": "17 0625/32/f/m/16 \u00a9 ucles 2016 [turn over9 waves from different regions of the electromagnetic spectrum have different uses.  (a) draw one line from each type of electromagnetic wave to its use. household lights microwaves television remote control loudspeaker infra-red waves satellite communications security check of suitcases  [2]  (b) many years ago, some shoe shops used x-ray machines to make images of feet, as shown in  fig. 9.1. fig. 9.1   explain the risk to health of using these x-ray machines.  .. .  .. .  .. .  .. .[2]  [total: 4]",
+            "18": "18 0625/32/f/m/16 \u00a9 ucles 201610 a student  uses a bar magnet to distinguish between an unlabelled magnet and an iron bar.  (a)  describe how the student identifies which is the magnet and which is the iron bar.  .. .  .. .  .. .  .. .[2]  (b) the student suspends the iron bar near to a coil, as shown in fig. 10.1. the iron bar is free to  move. s coilsuspended iron bar fig. 10.1   describe and explain what happens when the switch s is closed.  .. .  .. .  .. .  .. .  .. .  .. .[3]",
+            "19": "19 0625/32/f/m/16 \u00a9 ucles 2016 [turn over (c) fig. 10.2 shows a wire passing through a piece of card. cardlarge current fig. 10.2   there is a current in the wire in the direction of the arrow.   on fig. 10.3, draw the pattern of the magnetic field lines due to the current in the wire. include  the direction of the field. [3] card wire carrying current into the page fig. 10.3  [total: 8]",
+            "20": "20 0625/32/f/m/16 \u00a9 ucles 201611 (a) a student changes the current in a filament lamp. she measures the current and the potential  difference (p.d.) across the lamp.   fig. 11.1 is an incomplete circuit diagram. fig. 11.1   (i) on fig. 11.1, complete the unfinished circuit symbols. [3]   (ii) one pair of readings for the lamp is shown in the table. p.d. / v current /a 6.0 1.2    calculate the resistance of the filament in the lamp for these readings.  resistance of filament =  ... \u03c9 [3]   (iii) after many hours of use, the filament wire in a lamp becomes thinner.    state the effect, if any, on the resistance of the lamp.  .. .[1]",
+            "21": "21 0625/32/f/m/16 \u00a9 ucles 2016 [turn over  (b)(i) complete the circuit in fig. 11.2 to show a battery connected to three lamps arranged in  parallel. fig. 11.2  [2]   (ii) describe two advantages of connecting these lamps in parallel with the battery.  .. .  .. .[2]  [total: 11]",
+            "22": "22 0625/32/f/m/16 \u00a9 ucles 201612 three types of ionising radiation are alpha, beta and gamma.  (a) draw one straight line from each type of radiation to a property of that radiation. type of radiation property of radiation alpha \u03b1 beta \u03b2 gamma \u03b3has a negative charge has a long half-life is stopped by paper is electromagnetic radiation  [3]  (b) polonium-210 has the nuclide notation 210 84po.   for one neutral atom of polonium-210,   (i) determine the number of protons,  .[1]   (ii) determine the number of neutrons.  ...[1]",
+            "23": "23 0625/32/f/m/16 \u00a9 ucles 2016 (c) fig. 12.1 shows a decay curve for polonium-210. 0 2 04 06 08 0 1 0 0 time  / weeks18000 16000 14000 12000 10000 8000 6000 4000 2000 0count rate  /  counts per second fig. 12.1    use the graph to determine the half-life of polonium-210.  half-life =  ... weeks [2]  [total: 7]",
+            "24": "24 0625/32/f/m/16 \u00a9 ucles 2016permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here 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 onl ine in the cambridge international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to do wnload at www.cie.org.uk after  the live examination series. cambridge international examinations is part of the cambridge assessment group. cambridge assessment is the brand name of unive rsity of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge.blank page"
+        },
+        "0625_m16_qp_42.pdf": {
+            "1": "this document consists of 16 printed pages. dc (st/sg) 107601/3 \u00a9 ucles 2016 [turn overcambridge international examinations cambridge international general certificate of secondary education *7032633375* physics  0625/42 paper 4 theory (extended) february/march 2016  1 hour 15 minutes candidates answer on the question paper. no additional materials are required. read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen. y ou may use an hb pencil for any diagrams or graphs. do not use staples, paper clips, glue or correction fluid. do not write in any barcodes. answer all questions. electronic calculators may be used. y ou may lose marks if you do not show your working or if you do not use appropriate units. take the weight of 1.0 kg to be 10 n (acceleration of free fall = 10 m / s2). at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [ ] at the end of each question or part question. the syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificat e.",
+            "2": "2 0625/42/f/m/16 \u00a9 ucles 20161 a driving instructor gives a student a sudden order to stop the car in the shortest possible time.     fig. 1.1 shows the speed-time graph of the motion of the car from the moment the order is given. speed m / s30 20 10 0 0 1.0 2.0 3.0 4.0 5.0 time t  / s fig. 1.1  (a) the order to stop is given at time t = 0 s.   (i) state the speed of the car at t = 0 s.  speed =  ...[1]   (ii) suggest why the car continues to travel at this speed for 0.9 s.  .. .  .. .[1]  (b) calculate   (i) the deceleration of the car between t = 0.9 s and t = 4.0 s,  deceleration =  ...[2]   (ii) the total distance travelled by the car from t = 0 s.  distance =  ...[3]",
+            "3": "3 0625/42/f/m/16 \u00a9 ucles 2016 [turn over (c) describe and explain a danger to a driver of not wearing a safety belt during a sudden stop.  .. .  .. .  .. .  .. .[2] [total: 9]",
+            "4": "4 0625/42/f/m/16 \u00a9 ucles 20162 fig. 2.1 shows a hammer being used to drive a nail into a piece of wood. hammer head nail wood fig. 2.1             the mass of the hammer head is 0.15 kg.  the speed of the hammer head when it hits the nail is 8.0 m / s.  the time for which the hammer head is in contact with the nail is 0.0015 s.  the hammer head stops after hitting the nail.             (a) calculate the change in momentum of the hammer head.   change in momentum =  ...[2]  (b) state the impulse given to the nail.  impulse =  ...[1]  (c) calculate the average force between the hammer and the nail.  average force =  ...[2]  [total: 5]",
+            "5": "5 0625/42/f/m/16 \u00a9 ucles 2016 [turn over3 (a) (i) on fig. 3.1, draw a graph of extension against load for a spring which obeys hooke\u2019s law.  [1] extension 0 0load fig. 3.1   (ii) state the word used to describe the energy stored in a spring that has been stretched or  compressed.  .. .[1]  (b) fig. 3.2 shows a model train, travelling at speed v, approaching a buffer. model train buffer spring fig. 3.2   the train, of mass 2.5 kg, is stopped by compressing a spring in the buffer. after the train has  stopped, the energy stored in the spring is 0.48 j.    calculate the initial speed v of the train.   v =  ...[4] [total: 6]",
+            "6": "6 0625/42/f/m/16 \u00a9 ucles 20164 (a) the source of solar energy is the sun.   tick the box next to those resources for which the sun is also the source of energy.     coal      geothermal      hydroelectric      nuclear      wind  [2]  (b) fig. 4.1 shows a solar water-heating panel on the roof of a house.  copper tubes, painted black roof fig. 4.1   cold water flows into the copper tubes, which are heated by solar radiation. hot water flows  out of the tubes and is stored in a tank.   (i) explain why the tubes are made of copper and are painted black.  .. .  .. .  .. .[2]    (ii) in 5.0 s, 0.019 kg of water flows through the tubes. the temperature of the water increases  from 20 \u00b0c to 72 \u00b0c. the specific heat capacity of water is 4200 j / (kg \u00b0c).    calculate the thermal energy gained by the water in 5.0 s.   thermal energy =  ...[3]",
+            "7": "7 0625/42/f/m/16 \u00a9 ucles 2016 [turn over  (iii) the efficiency of the solar panel is 70 %.    calculate the power of the solar radiation incident on the panel.  power =  ...[2]  [total: 9]",
+            "8": "8 0625/42/f/m/16 \u00a9 ucles 20165 (a) a student carries out an experiment to find the relationship between the pressure p and the  volume v of a fixed mass of gas. the table contains four of her sets of measurements. p / kpa 250 500 750 1000 v / cm330.0 15.2 9.8 7.6   (i) use the data in the table to suggest the relationship between the pressure and the  volume in this experiment. explain how you reach your conclusion.  .. .  .. .  .. .  .. .[2]   (ii) state the property of the gas, apart from the mass, that remains constant during the  experiment.  .. .[1]  (b) a lake is 5.0  m deep. the density of the water is 1000  kg / m3.   (i) calculate the pressure at the bottom of the lake due to this depth of water.   pressure =  ...[2]   (ii) a bubble of gas escapes from the mud at the bottom of the lake and rises to the surface.    place one tick in each row of the table to indicate what happens to the volume, the mass  and the density of the gas in the bubble. assume that no gas or water vapour enters or leaves the bubble.   increases stays the same decreases volume of bubble mass of gas in bubble  density of gas in bubble [2] [total: 7]",
+            "9": "9 0625/42/f/m/16 \u00a9 ucles 2016 [turn over6 (a) fig. 6.1 represents the waveform of a sound wave. the wave is travelling at constant speed. displacement of particles distance along wave fig. 6.1   (i) on fig. 6.1,    1.  label with the letter x the marked distance corresponding to the amplitude of the  wave, [1]    2.   label with the letter y the marked distance corresponding to the wavelength of the  wave. [1]   (ii)  state what happens to the amplitude and the wavelength of the wave if    1.  the loudness of the sound is increased at constant pitch, amplitude  ... wavelength  .  [1]     2. the pitch of the sound is increased at constant loudness. amplitude  ... wavelength  .  [1]   (b) a ship uses pulses of sound to measure the depth of the sea beneath the ship. a sound pulse  is transmitted into the sea and the echo from the sea-bed is received after 54 ms. the speed  of sound in seawater is 1500 m / s.   calculate the depth of the sea beneath the ship.  depth =  ...[3] [total: 7]",
+            "10": "10 0625/42/f/m/16 \u00a9 ucles 20167 (a) explain what is meant by   (i) total internal reflection ,  .. .  .. .[1]   (ii) critical angle .  .. .  .. .[1]  (b) fig. 7.1 shows a ray of light, travelling in air, incident on a glass prism. 60\u00b0 30\u00b0 fig. 7.1   (i) the speed of light in air is 3.0 \u00d7 108 m / s. its speed in the glass is 2.0 \u00d7 108 m / s.    calculate the refractive index of the glass.  refractive index =  ...[2]",
+            "11": "11 0625/42/f/m/16 \u00a9 ucles 2016 [turn over  (ii) show that the critical angle for the glass-air boundary is 42\u00b0. [1]   (iii) on fig. 7.1, draw carefully, without calculation, the continuation of the ray through the  prism and into the air. [3] [total: 8]",
+            "12": "12 0625/42/f/m/16 \u00a9 ucles 20168 (a) fig. 8.1 shows 3 lamps and a fuse connected to a power supply. 220  v fig. 8.1   the e.m.f. of the supply is 220 v. each lamp is labelled 220 v, 40 w. the rating of the fuse is  2.0 a.   calculate   (i) the current in each lamp,  current =  ...[2]   (ii) the current in the fuse,  current =  ...[1]   (iii) the total number of lamps, all in parallel, that could be connected without blowing the  fuse.  number =  ...[2]",
+            "13": "13 0625/42/f/m/16 \u00a9 ucles 2016 [turn over (b) after a very long period of use, the wire filament of one of the lamps becomes thinner.   (i) underline the effect of this change on the resistance of the filament.    resistance increases  resistance remains the same  resistance decreases [1]  (ii) state and explain the effect of this change on the power of the lamp.  .. .  .. .  .. .[2] [total: 8]",
+            "14": "14 0625/42/f/m/16 \u00a9 ucles 20169 (a) (i) state what is meant by the direction  of an electric field.  .. .  .. .[1]   (ii) fig. 9.1 shows a pair of oppositely-charged horizontal metal plates with the top plate  positive. + + + + + + + + + + + + +  \u2013 \u2013 \u2013 \u2013 \u2013 \u2013 \u2013 \u2013 \u2013 \u2013 \u2013 \u2013 \u2013  fig. 9.1    the electric field between the plates in fig. 9.1 is uniform.    draw lines on fig. 9.1 to represent this uniform field. add arrows to these lines to show  the direction of the field. [3]  (b) fig. 9.2 shows a very small negatively-charged oil drop in the air between a pair of oppositely  charged horizontal metal plates. the oil drop does not move up or down. \u2013 oil drop fig. 9.2   (i) suggest, in terms of forces, why the oil drop does not move up or down.  .. .  .. .[2]   (ii) without losing any of its charge, the oil drop begins to evaporate.    state and explain what happens to the oil drop.  .. .  .. .[2] [total: 8]",
+            "15": "15 0625/42/f/m/16 \u00a9 ucles 2016 [turn over10 (a) an iodine isotope 131 53 i decays by \u03b2-emission to an isotope of xenon (xe).   (i) state the number of each type of particle in a neutral atom of 131 53 i.    protons .  neutrons .  electrons .  [2]   (ii) state the symbol, in nuclide notation, for the xenon nucleus.  .. .[2]  (b) the background count rate of radioactivity in a laboratory is 30 counts / min.   a radioactive sample has a half-life of 50 minutes. the sample is placed at a fixed distance  from a detector. the detector measures an initial count rate from the sample, including  background, of 310 counts / min.    on fig. 10.1, plot suitable points and draw a graph of the count rate from the sample,  corrected for background , as it changes with time.    300 200 100 0 0 20 40 60 80 100 120 140 160corrected count rate counts  / min time  / min fig. 10.1 [3]  [total: 7]",
+            "16": "16 0625/42/f/m/16 \u00a9 ucles 201611 (a) (i) fig. 11.1 shows the symbol for a logic gate and its truth table. outputa binput a input b output 0 1 0 10 0 1 10 0 0 1 fig. 11.1  state the name of this logic gate.  [1]   (ii) complete the truth table for the logic gate shown in fig. 11.2. outputa binput a input b output 0 1 0 10 0 1 1 fig. 11.2 [2]  (b) fig. 11.3 shows the system of logic gates used to ensure the security of the strongroom of a  bank. a b cd ef fig. 11.3   the strongroom door will only open when the output f is logic 1.   complete the table to show the logic states at a, b, c, d and e when the strongroom door  can be opened. input a input b input c output d output e output f 1 [3] [total: 6] to avoid the issue of disclosure of answer-related information to candidates, all copyright acknowledgements are reproduced onl ine in the cambridge international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to do wnload at www.cie.org.uk after  the live examination series."
+        },
+        "0625_m16_qp_52.pdf": {
+            "1": "this document consists of 11 printed pages and 1 blank page. dc (lk/sg) 107589/3 \u00a9 ucles 2016 [turn overcambridge international examinations cambridge international general certificate of secondary education *3488363661* physics  0625/52 paper 5 practical test february/march 2016  1 hour 15 minutes candidates answer on the question paper. additional materials: as listed in the confidential instructions. read these instructions first write your centre number, candidate number and name in the spaces at the top of the page. write in dark blue or black pen. y ou may use an hb pencil for any diagrams or graphs. do not use staples, paper clips, glue or correction fluid. do not write in any barcodes. answer all questions. y ou are advised to spend about 20 minutes on each of questions 1 to 3, and 15 minutes on question 4. electronic calculators may be used. y ou may lose marks if you do not show your working or if you do not use appropriate units. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [ ] at the end of each question or part question. the syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificat e.for examiner\u2019s use 1 2 3 4 total",
+            "2": "2 0625/52/f/m/16 \u00a9 ucles 20161 in this experiment, you will determine the density of glass.  carry out the following instructions, referring to fig. 1.1. d lboiling tube fig. 1.1  (a) (i) \u0081 measure the length l of the boiling tube provided.  l  =  ..cm    \u0081  measure the external diameter d of the boiling tube. use the wooden blocks to  help you.  d =  ..cm  [1]   (ii) describe how you measured the external diameter d of the boiling tube. y ou may draw a  diagram. include one precaution you took to ensure that the value of d is as reliable as  possible.  .. .  .. .  .. .[2]   (iii) assuming that the boiling tube is an approximate cylinder, calculate a value for its    external volume v1 using the equation v1 = \u03c0d 2l 4.  v1 =  ... cm3 [1]",
+            "3": "3 0625/52/f/m/16 \u00a9 ucles 2016 [turn over (b) (i) \u0081 completely fill the boiling tube with water.    \u0081 pour the water from the boiling tube into the measuring cylinder.    \u0081 read and record the volume v2 of the water.  v2 =  ..  cm3 [1]   (ii) describe briefly how you read the measuring cylinder to obtain a reliable value for the  volume of water. y ou may draw a diagram.  .. .  .. .  .. .[1]   (iii) calculate the volume v3 of the glass, using the equation v3 = v1 \u2013 v2.  v3 =  ..  cm3 [1]  (c) \u0081 use the balance to measure the mass m of the boiling tube.  m =  .g   \u0081 calculate the density \u03c1 of the glass, using the equation  \u03c1 = m v3.  \u03c1 =  ...  [2]  (d) state one possible source of inaccuracy in the experiment. explain what effect this inaccuracy  would have on the value obtained for \u03c1.  .. .  .. .  .. .  .. .  .. .[2]  [total: 11]",
+            "4": "4 0625/52/f/m/16 \u00a9 ucles 20162 in this experiment, you will investigate the relationship between potential difference and current for  a resistor.  the circuit has been set up for you.  carry out the following instructions, referring to fig. 2.1. power supply a vslide wire crocodile clipresistor fig. 2.1  (a) \u0081 switch on.   \u0081 adjust the position of the crocodile clip on the slide wire until the potential difference  v across the resistor is 0.4 v.   \u0081 record, in table 2.1, the value of the current  i shown on the ammeter.    \u0081 move the crocodile clip and record values of i for v = 0.8 v, 1.2 v, 1.6 v and 2.0 v.   \u0081 switch off.  table 2.1 v / v i / a 0.4 0.8 1.2 1.6 2.0  [1]",
+            "5": "5 0625/52/f/m/16 \u00a9 ucles 2016 [turn over (b) plot a graph of v / v (y-axis) against i / a (x-axis). start both axes at the origin (0,0). 00  [4]  (c) (i) determine the gradient g of the graph. show clearly on the graph how you obtained the  necessary information.  g  =  ...[1]   (ii) the resistance r of the resistor is numerically equal to g.    give a value for r, to a suitable number of significant figures for this experiment. include  the unit.  r =  ...[2] ",
+            "6": "6 0625/52/f/m/16 \u00a9 ucles 2016 (d) a student suggests that potential difference and current for this resistor should be proportional.   state whether your graph supports this suggestion. justify your statement by reference to  your graph. statement   ..  .. . justification     .. .  .. .  [2]  (e) the student notices that her slide wire becomes very hot during the experiment.   suggest a change to the apparatus or procedure that might prevent this.  .. .  .. .  .. .[1]  [total: 11]",
+            "7": "7 0625/52/f/m/16 \u00a9 ucles 2016 [turn overblank page",
+            "8": "8 0625/52/f/m/16 \u00a9 ucles 20163 in this experiment, you will investigate the refraction of light by a transparent block. y ou will  determine a quantity known as the refractive index for the material of the block.  carry out the following instructions, using the separate ray-trace sheet provided. y ou may refer to  fig. 3.1 for guidance. m a dn lcbhole ray-trace sheet eyee fig. 3.1  (a) \u0081  place the block approximately in the centre of the ray-trace sheet. carefully draw around  the block and label the corners abcd  as indicated by fig. 3.1.   \u0081 remove the block from the ray-trace sheet.   \u0081  draw a normal to line ab at its centre. extend the normal so that it crosses line cd.  label the point at which the normal crosses ab with the letter n and the point at which it  crosses cd with the letter l. [1]  (b) draw a line nm, as indicated by fig. 3.1, approximately 8 cm long and at an angle  \u03b8 = 20\u00b0.  [1]",
+            "9": "9 0625/52/f/m/16 \u00a9 ucles 2016 [turn over (c) \u0081 replace the block in exactly the same position as in (a).   \u0081 place two pins p1 and p2 on line nm, a suitable distance apart.   \u0081 label the positions of p1 and p2.   \u0081 view the images of p1 and p2 through the block, from the direction indicated by the eye  in fig. 3.1. place two pins p3 and p4, a suitable distance apart, so that pins p3 and p4,  and the images of p1 and p2, all appear exactly one behind the other.    \u0081 label the positions of p3 and p4.   \u0081 remove the block and pins from the ray-trace sheet.  [1]  (d) (i) \u0081 draw a line joining p3 and p4. extend this line until it meets nl.    \u0081 label the point at which this line crosses cd with the letter e, and the point at which it  meets nl with the letter f.    \u0081 draw a line joining points n and e.  [1]   (ii) \u0081 measure the length a of line ne.  a =  ...    \u0081 measure the length b of line fe.  b =  ...    \u0081 calculate a value n1 for the refractive index, using the equation n1 = a b.  n1 =  ...  [3]  (e) (i) \u0081 repeat steps (b) and (c) for a new angle \u03b8 = 40\u00b0.    \u0081 draw a line joining the new positions of p3 and p4. extend this line until it meets nl.    \u0081 label the point at which this line crosses cd with the letter g and the point at which it  meets nl with the letter h.    \u0081 draw a line joining points n and g.  [1]",
+            "10": "10 0625/52/f/m/16 \u00a9 ucles 2016  (ii) \u0081 measure the length c of line ng.  c =  ...    \u0081 measure the length d of line hg.  d =  ...    \u0081 calculate a second value n2 for the refractive index, using the equation n2 = c d .  n2 =  ...  [1]  (f) describe two precautions you took in order to obtain reliable results in this experiment.  1.  ...   .. . 2.  ...   .. .  [2]  tie your ray-trace sheet into this booklet between pages 10 and 11. [total: 11]",
+            "11": "11 0625/52/f/m/16 \u00a9 ucles 2016 [turn over4 a student suggests that the area of the water surface will affect the rate of cooling of hot water in a  container.  plan an experiment to investigate the relationship between surface area and rate of cooling.  write a plan for the experiment, including:  \u0081 the apparatus needed  \u0081 how you will obtain a range of surface areas  \u0081 instructions for carrying out the experiment   \u0081 the measurements you will take  \u0081 the precautions you will take to ensure that the results are as reliable as possible  \u0081 the graph you will plot from your results \u2013 you should sketch the axes, with appropriate labels.  a diagram is not required but you may draw one if it helps to explain your plan.  ..   ..   ..   ..   ..   ..   ..   ..   ..   ..   ..   .. ",
+            "12": "12 0625/52/f/m/16 \u00a9 ucles 2016permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here 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 onl ine in the cambridge international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to do wnload at www.cie.org.uk after  the live examination series. cambridge international examinations is part of the cambridge assessment group. cambridge assessment is the brand name of unive rsity of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge. ..   ..   ..   ..   ..   ..   ..   ..   ..   ..   ..   ..   ..   ..   ..   ..   ..   ..   ..   ..   ..   ..   .. [7]  [total: 7]"
+        },
+        "0625_m16_qp_62.pdf": {
+            "1": "this document consists of 11 printed pages and 1 blank page. dc (lk/sg) 107592/4 \u00a9 ucles 2016 [turn overcambridge international examinations cambridge international general certificate of secondary education *3251965538* physics  0625/62 paper 6 alternative to practical february/march 2016  1 hour candidates answer on the question paper. no additional materials are required. read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen. y ou may use an hb pencil for any diagrams or graphs. do not use staples, paper clips, glue or correction fluid. do not write in any barcodes. answer all questions. electronic calculators may be used. y ou may lose marks if you do not show your working or if you do not use appropriate units. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question. the syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificat e.",
+            "2": "2 0625/62/f/m/16 \u00a9 ucles 20161 some students are investigating the relationship between potential difference and current for a  resistor. they are using the circuit shown in fig. 1.1. power supply a vslide wire crocodile clipresistor fig. 1.1  the crocodile clip is connected at various positions on the slide wire, and the current and potential  difference for the resistor are measured.  (a) the readings of potential difference v and current i for various positions of the crocodile clip  are shown in table 1.1.   draw arrows on figs. 1.2 and 1.3 to show the meter readings for the values of v and i in the  first row of the table. 9\u0016 \u0017 \u0018\u0015 \u0014 \u0013 $\u0013\u0011\u0019 \u0013\u0011\u001b \u0014\u0011\u0013\u0013\u0011\u0017 \u0013\u0011\u0015 \u0013 fig. 1.2 fig. 1.3  [2]",
+            "3": "3 0625/62/f/m/16 \u00a9 ucles 2016 [turn overtable 1.1 v / v i / a 0.4 0.08 0.8 0.17 1.2 0.25 1.6 0.34 2.0 0.41    (b)  plot a graph of v / v (y-axis) against i / a (x-axis).  start both axes at the origin (0,0). 0 0  [4]  (c) (i) determine the gradient g of the graph. show clearly on the graph how you obtained the  necessary information.  g  =  ...[1]",
+            "4": "4 0625/62/f/m/16 \u00a9 ucles 2016  (ii) the resistance value r of the resistor is numerically equal to g.    give a value for r, to a suitable number of significant figures for this experiment. include  the unit.  r =  ...[2]   (d) a student suggests that potential difference and current for this resistor should be proportional.   state whether your graph supports this suggestion. justify your statement by reference to  your graph. statement   ..  .. . justification     .. .  .. .  [2]  (e) the students notice that the slide wire becomes very hot during the experiment.   suggest a change to the apparatus or procedure that might prevent this.  .. .  .. .  .. .[1]  [total: 12]",
+            "5": "5 0625/62/f/m/16 \u00a9 ucles 2016 [turn over2 the class is carrying out an experiment to determine the density of glass.   each student has a test-tube, as shown in fig. 2.1.   d lglass test-tube fig. 2.1  (a) (i) \u0081 measure the length l of the test-tube shown in fig. 2.1.  l  =  ..cm    \u0081 measure the external diameter d of the test-tube.  d =  ..cm  [1]   (ii) a student uses two wooden blocks to help him to measure the diameter d of the test-tube.     describe his method. y ou may draw a diagram. include one precaution which could be  taken to ensure that the value of d is as reliable as possible.  .. .  .. .  .. .[2]",
+            "6": "6 0625/62/f/m/16 \u00a9 ucles 2016  (iii) assuming that the test-tube is an approximate cylinder, calculate a value for its    external volume v1 using the equation v1 = \u03c0d 2l 4.  v1 =  ... cm3 [1]  (b) the test-tube is completely filled with water and then the water from the test-tube is poured  into a measuring cylinder.   (i) read and record the volume v2 of the water as shown in fig. 2.2. 100 80 60 40 20cm3 fig. 2.2  v2 =  ..  cm3 [1]   (ii) describe briefly how you would read the measuring cylinder to obtain a reliable value for  the volume of water. y ou may add to fig. 2.2 to illustrate your explanation.  .. .  .. .  .. .[1]   (iii) calculate the volume v3 of the glass, using the equation v3 = v1 \u2013 v2.  v3 =  ..  cm3 [1]",
+            "7": "7 0625/62/f/m/16 \u00a9 ucles 2016 [turn over (c) one student uses a balance to measure the mass m of the test-tube, as shown in fig. 2.3. gtest-tube fig. 2.3   (i) calculate the density \u03c1 of the glass, using the equation  \u03c1 = m v3.  \u03c1 =  .. [2]   (ii) other students are using a balance which only measures to the nearest gram.    record the mass m of the test-tube to the nearest gram.     m =  ... g [1]  (d) the precision of the balance does not affect the accuracy of this experiment.   state one possible source of inaccuracy in the experiment. explain what effect this inaccuracy  would have on the value obtained for \u03c1.  .. .  .. .  .. .  .. .  .. .[2]  [total: 12]",
+            "8": "8 0625/62/f/m/16 \u00a9 ucles 20163  a student is investigating the refraction of light by a transparent block. she uses her results to  determine a quantity known as the refractive index for the material of the block.  the student\u2019s ray-trace sheet is shown in fig. 3.1. ray-trace sheet eyem ab dcn p3 p4 fig. 3.1",
+            "9": "9 0625/62/f/m/16 \u00a9 ucles 2016 [turn over (a) the student places a transparent block abcd  on the ray-trace sheet, as indicated in fig. 3.1.  she draws a line nm.   (i) \u0081 draw a normal to line ab at point n. the normal should start above  ab and extend  below ab so that it crosses line cd.    \u0081 label the point at which the normal crosses cd with the letter l.  [1]   (ii) measure the angle \u03b8 between the normal and line nm.  \u03b8 =  ...[1]  (b) the student places two pins p1 and p2 on line nm, a suitable distance apart.    on fig. 3.1, mark and label appropriate positions for p1 and p2. [1]  (c) the student views the images of p1 and p2 through the block, from the direction indicated by  the eye in fig. 3.1.   she places two pins p3 and p4, as shown in fig. 3.1, so that pins p3 and p4, and the images  of p1 and p2, all appear exactly one behind the other.    (i) \u0081 draw a line joining p3 and p4. extend this line until it meets nl.    \u0081 label the point at which this line crosses cd with the letter e, and the point at which it  meets nl with the letter  f.    \u0081 draw a line joining points n and e.     \u0081 measure the length a of line ne.  a =  ...    \u0081 measure the length b of line fe.  b =  ...  [2]    (ii)  calculate a value n for the refractive index, using the equation n = a b.  n =  ...[2]  (d) describe two precautions that you would take in order to obtain reliable results in this type of  experiment.  1.  ...   .. . 2.  ...   .. .  [2]  [total: 9]",
+            "10": "10 0625/62/f/m/16 \u00a9 ucles 20164 a student suggests that the area of the water surface will affect the rate of cooling of hot water in a  container.  plan an experiment to investigate the relationship between surface area and rate of cooling.  write a plan for the experiment, including:  \u0081 the apparatus needed  \u0081 how you will obtain a range of surface areas  \u0081 instructions for carrying out the experiment   \u0081 the measurements you will take  \u0081 the precautions you will take to ensure that the results are as reliable as possible  \u0081 the graph you will plot from your results \u2013 you should sketch the axes, with appropriate labels.  a diagram is not required but you may draw one if it helps to explain your plan.   ..   ..   ..   ..   ..   ..   ..   ..   ..   ..   ..   .. ",
+            "11": "11 0625/62/f/m/16 \u00a9 ucles 2016 ..   ..   ..   ..   ..   ..   ..   ..   ..   ..   ..   ..   ..   ..   ..   ..   ..   ..   ..   ..   ..   ..   ..   ..   ..   ..   .. [7]  [total: 7]",
+            "12": "12 0625/62/f/m/16 \u00a9 ucles 2016permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here 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 onl ine in the cambridge international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to do wnload at www.cie.org.uk after  the live examination series. cambridge international examinations is part of the cambridge assessment group. cambridge assessment is the brand name of unive rsity of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge.blank page"
+        },
+        "0625_s16_qp_11.pdf": {
+            "1": "  the syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificat e.  this document consists of 17 printed pages and 3 blank pages.  ib16 06_0625_11/2rp  \u00a9 ucles 2016 [turn over       *1549637503* cambridge international examinations  cambridge international general certificate of secondary education       physics 0625/11     paper 1  multiple choice (core)  may/june 2016     45 minutes    additional materials: multiple choice answer sheet   soft clean eraser   soft pencil (type b or hb recommended)       read these instructions first    write in soft pencil.  do not use staples, paper clips, glue or correction fluid. write your name, centre number and candidate number on the answer sheet in the spaces provided  unless this has been done for you.  do not  write in any barcodes.   there are forty  questions on this paper. answer all questions. for each question there are four possible  answers a, b, c and d.   choose the one you consider correct and record your choice in soft pencil  on the separate answer sheet.    read the instructions on the answer sheet very carefully.   each correct answer will score one mark. a mark will not be deducted for a wrong answer. any rough working should be done in this booklet. electronic calculators may be used. take the weight of 1.0  kg to be 10  n (acceleration of free fall = 10  m / s2).    ",
+            "2": "2  \u00a9 ucles 2016 0625/11/m/j/16  1 the diagram shows an enlarged drawing of the end of a metre rule. it is being used to measure  the length of a small feather.    1mm cm 2 310 20 30     what is the length of the feather?  a 19  mm b 29  mm c 19  cm d 29  cm     2 a train begins a journey from a station and travels 60  km in a time of 20 minutes.    what is the average speed of the train?  a 3.0  m / s b 5.0  m / s c 50  m / s d 60  m / s      3 two runners take part in a race.    the graph shows how the speed of each runner changes with time.    00speed timerunner 1 runner 2 t    what does the graph show about the runners at time t ?  a both runners are moving at the same speed.  b runner 1 has zero acceleration.  c runner 1 is overtaking runner 2.  d runner 2 is slowing down.    ",
+            "3": "3  \u00a9 ucles 2016 0625/11/m/j/16 [turn over  4 a cup contains hot liquid.    some of the liquid evaporates.    what happens to the mass and what happens to the weight of the liquid in the cup?     mass weight  a decreases decreases  b decreases stays the same  c stays the same decreases  d stays the same stays the same     5 an object has a mass of 50  kg.    the gravitational field strength on earth is 10.0  n / kg.    the gravitational field strength on a distant planet is 4.0  n / kg.    what is the weight of the object on earth, and what is its weight on the distant planet?     on earth on the distant  planet  a 5.0  kg 12.5  kg  b 5.0  n 12.5  n  c 500  kg 200  kg  d 500  n 200  n    ",
+            "4": "4  \u00a9 ucles 2016 0625/11/m/j/16  6 a student wishes to determine the density of an irregularly-shaped stone.    first he finds the mass of the stone. next he lo wers the stone into a measuring cylinder  containing water.    the diagrams show the measuring cylinder before and after the stone is lowered into it.    stonestone waterwaterreading 2 reading 1     how should the student calculate the density of the stone?  a mass of stone \u00d7 reading 2  b mass of stone \u00d7 (reading 2 \u2013 reading 1)  c mass of stone \u00f7 reading 2  d mass of stone \u00f7 (reading 2 \u2013 reading 1)      7 which is an example of a force?  a energy  b power  c pressure  d weight    ",
+            "5": "5  \u00a9 ucles 2016 0625/11/m/j/16 [turn over  8 the diagram shows an object of weight w and an object of weight z balanced on a uniform metre  rule.    pivot50 cm markab object of weight wobject ofweight z metre rule    which equation relating to w, z, a and b is correct?  a bz aw=  b w \u00d7 z = a \u00d7 b  c w \u00d7 a = z \u00d7 b  d w \u00d7 (a + b) = z     9 a skier walks from the bottom of a ski slope to the top and gains 10  000  j of gravitational potential  energy.    she skis down the slope. at the bottom of the slope, her kinetic energy is 2000  j.        how much energy is dissipated in overcoming friction and air resistance as the skier moves down the slope?  a 2000  j b 8000  j c 10  000  j d 12  000  j     ",
+            "6": "6  \u00a9 ucles 2016 0625/11/m/j/16  10 a coal-fired power station generates electricity. coal is burnt and the energy released is used to  boil water. the steam from the water makes the generator move and this produces electricity.    which words are used to describe the energy stored in the coal and the energy of the moving  generator?     coal generator  a chemical hydroelectric  b chemical kinetic  c geothermal hydroelectric  d geothermal kinetic      11 four different children run up the same set of stairs.    for which child is the useful power to climb the stairs the greatest?     mass of child  / kg time taken  / s  a 40 15  b 50 25  c 60 25  d 70 15      12 the diagram shows three vases each with the same base area. each vase contains water of the  same depth.    p q rwater water water     which statement about the water pressures at points p, q and r is correct?  a the pressure at point p is the greatest.  b the pressure at point q is the least.  c the pressure at point r is the greatest.  d the pressures at points p, q and r are the same.     ",
+            "7": "7  \u00a9 ucles 2016 0625/11/m/j/16 [turn over  13 the diagram shows a simple mercury barometer.    v w x y zmercury     the atmospheric pressure increases.    which distance increases?  a vw b wy c xy d xz      14 which statement about evaporation is correct?  a evaporation causes the temperature of the remaining liquid to decrease.  b evaporation does not occur from a cold liquid near its freezing point.  c evaporation does not occur from a dense liquid, such as mercury.  d evaporation occurs from all parts of a liquid.      15 a gas is stored in a sealed container of consta nt volume. the temperature of the gas increases.  this causes the pressure of the gas to increase.    what happens to the gas molecules during this pressure increase?  a the average kinetic energy of the molecules increases.  b the average separation of the molecules decreases.  c the average separation of the molecules increases.  d the volume of each molecule increases.     ",
+            "8": "8  \u00a9 ucles 2016 0625/11/m/j/16  16 a substance loses thermal energy (heat) to the surroundings at a steady rate.    the graph shows how the temperature of the substance changes with time.    00 timetemperature p q     what could the portion pq of the graph represent?  a gas condensing  b gas cooling   c liquid cooling  d liquid solidifying      17 a student wishes to check the upper and the lo wer fixed points on a celsius scale thermometer.    110\u00b0c 10090 80 70 60 50 40 30 20 100 \u201310     she has four beakers p, q, r and s.    beaker p contains a mixture of ice and salt.  beaker q contains a mixture of ice and water. beaker r contains boiling salt solution.  beaker s contains boiling water.    which two beakers should she use to check the fixed points?  a p and r b p and s c q and r d q and s     ",
+            "9": "9  \u00a9 ucles 2016 0625/11/m/j/16 [turn over  18 the same quantity of thermal energy is supplied to two solid objects x and y. the temperature  increase of object x is greater than the temperature increase of object y.    which statement explains this?  a x has a lower melting point than y.  b x has a lower density than y.  c x has a lower thermal capacity than y.  d x is a better thermal conductor than y.     19 a liquid is heated in a beaker.    heatingliquid     the density of the liquid changes as its temperature increases. this causes energy to be transferred throughout the liquid.    how does the density change and what is this energy transfer process?     density energy transfer  process  a decreases conduction  b decreases convection  c increases conduction  d increases convection      20 a rod is made half of glass and half of copper. four pins a, b, c and d are attached to the rod by  wax. the rod is heated in the centre as shown.    the pins fall off when the wax melts.    which pin falls off first?    heatpin apin bpin cpin dglass copper  ",
+            "10": "10  \u00a9 ucles 2016 0625/11/m/j/16  21 which row shows the natures of light waves, sound waves and x-rays?     light waves sound waves x-rays  a longitudinal longitudinal transverse  b longitudinal transverse longitudinal  c transverse longitudinal transverse  d transverse transverse longitudinal     22 radio waves are received at a house at the bottom of a hill.    hillradio waves house     the waves reach the house because the hill has caused them to be  a diffracted.  b radiated.  c reflected.  d refracted.     23 the ray diagram shows the image of an object formed by a converging lens.    72 cm 40 cm 50 cmobject imageconverging lens     what is the focal length of the lens?  a 40  cm b 50  cm c 72  cm d 90  cm     ",
+            "11": "11  \u00a9 ucles 2016 0625/11/m/j/16 [turn over  24 the diagram shows the dispersion of white light by a prism.    white lightx y zspectrumof coloursprism     which row could be correct for the colours seen at x, at y and at z?     colour at x colour at y colour at z  a red violet yellow  b red yellow violet  c violet yellow red  d yellow red violet     25 why can ultrasound not be heard by humans?  a the amplitude is too great.  b the frequency is too great.  c the speed is too great.  d the wavelength is too great.    26 a sound wave has a certain amplitude and a certain frequency.    a second sound wave is quieter and lower in pitch than the first sound wave.    the second wave has  a a larger amplitude and a greater frequency.  b a larger amplitude and a smaller frequency.  c a smaller amplitude and a greater frequency.  d a smaller amplitude and a smaller frequency.     27 which statement about a magnet is correct?  a a magnet attracts a gold rod.  b a magnet does not attract a plastic rod.  c a magnet never repels another magnet.  d a magnet sometimes repels an unmagnetised nickel rod.   ",
+            "12": "12  \u00a9 ucles 2016 0625/11/m/j/16  28 a student wishes to make a permanent magnet. she has an iron rod and a steel rod.    which rod should she use to make the permanent magnet, and is this rod a hard magnetic  material or a soft magnetic material?     rod type of magnetic material  a iron hard  b iron soft  c steel hard  d steel soft      29 the circuit shown includes two meters x and y, connected correctly.    yx     which row gives the unit of the quantity measured by x and the unit of the quantity measured   by y?     meter x meter y  a ampere ampere  b ampere volt  c volt ampere  d volt volt    ",
+            "13": "13  \u00a9 ucles 2016 0625/11/m/j/16 [turn over  30 a polythene rod is rubbed with a cloth.    polythene rod cloth    the rod and the cloth both become charged as electrons move between them.    the rod becomes negatively charged.    which diagram shows how the rod becomes negatively charged, and the final charge on the  cloth?    a + +++ + ++++\u2013\u2013\u2013\u2013\u2013\u2013\u2013 \u2013\u2013\u2013\u2013 \u2013\u2013\u2013\u2013 \u2013\u2013\u2013\u2013\u2013\u2013electron movementelectronmovement electron movement electronmovementb + +++ + ++++\u2013\u2013\u2013\u2013\u2013 c \u2013 \u2013\u2013\u2013 \u2013 \u2013\u2013\u2013\u2013\u2013\u2013\u2013\u2013\u2013d \u2013 \u2013\u2013\u2013 \u2013 \u2013\u2013\u2013\u2013\u2013\u2013\u2013\u2013\u2013      31 what is the function of a relay?  a to allow a current in one circuit to operate a switch in another circuit  b to prevent an electric shock by earthing a metal case  c to protect a circuit by melting if the current becomes too large  d to transform a d.c. voltage to a different value    ",
+            "14": "14  \u00a9 ucles 2016 0625/11/m/j/16  32 the circuit shown contains three ammeters x, y and z.    10 \u03c9 20 \u03c9aaax yz     which ammeter has the largest reading?  a x  b y  c z  d they all have the same reading.     33 the diagram shows part of a circuit used to switch street lamps on and off automatically.    + \u2013ldr     in the evening it gets dark.    which row shows the effect on the resistance of the light-dependent resistor (ldr) and on the  potential difference (p.d.) across it?     resistance of ldr p.d. across ldr  a decreases decreases  b decreases increases  c increases decreases  d increases increases     ",
+            "15": "15  \u00a9 ucles 2016 0625/11/m/j/16 [turn over  34 a domestic circuit includes a 30  a fuse. this protects the wiring if there is too much current in the  circuit.    in which wire is the 30  a fuse positioned, and what does it do when it operates?     position operation  a live wire disconnects the circuit  b live wire reduces the current to 30  a  c neutral wire disconnects the circuit  d neutral wire reduces the current to 30  a     35 a strong electromagnet is used to attract pins.    core pinscoilcurrent     what happens when the current in the coil is halved?  a no pins are attracted.  b some pins are attracted, but not as many.  c the same number of pins is attracted.  d more pins are attracted.     ",
+            "16": "16  \u00a9 ucles 2016 0625/11/m/j/16  36 the diagram shows a transformer.    primary coil 800 turnssecondary coil 40 turnsinput voltageoutput  voltage       the input voltage is 240  v.    what is the output voltage?  a 6.0  v b 12  v c 20  v d 40  v      37 how many neutrons are in a nucleus of the nuclide lc37 17 ?  a 17 b 20 c 37 d 54      38 a certain element has several isotopes.  which statement about these isotopes is correct?  a they must have different numbers of electrons orbiting their nuclei.  b they must have the same number of neutrons in their nuclei.  c they must have the same number of nucleons in their nuclei.  d they must have the same number of protons in their nuclei.      39 a radioactive nucleus emits either an \u03b1-particle or a \u03b2-particle.    what are the products of these two types of radioactive emission?     product after \u03b1-emission product after \u03b2-emission  a a nucleus of a different element a nucleus of a different element  b a nucleus of a different element a nucleus of the same element  c a nucleus of the same element a nucleus of a different element  d a nucleus of the same element a nucleus of the same element     ",
+            "17": "17  \u00a9 ucles 2016 0625/11/m/j/16  40 a reading is taken every 10 minutes of the number of emissions per second from a radioactive  source. the table shows the readings.    time  / min number of  emissions  per second  0 800  10 560  20 400  30 280  40 200  50 140  60 100    what is the half-life of the source?  a 10  min b 20  min c 40  min d 60  min     ",
+            "18": "18  \u00a9 ucles 2016 0625/11/m/j/16  blank page     ",
+            "19": "19  \u00a9 ucles 2016 0625/11/m/j/16  blank page     ",
+            "20": "20    permission to reproduce items where third-par ty owned material protected by copyright is  included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holder s, 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 onl ine in the cambridge  international examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely a vailable to download at  www.cie.org.uk after the live examination series.    cambridge international examinations is part of the cambridge asse ssment group. cambridge assessment is the brand name of unive rsity of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge.    \u00a9 ucles 2016 0625/11/m/j/16  blank page      "
+        },
+        "0625_s16_qp_12.pdf": {
+            "1": "  the syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificat e.  this document consists of 16 printed pages.  ib16 06_0625_12/2rp  \u00a9 ucles 2016 [turn over       *8209657760* cambridge international examinations  cambridge international general certificate of secondary education       physics 0625/12     paper 1  multiple choice (core)  may/june 2016     45 minutes    additional materials: multiple choice answer sheet   soft clean eraser   soft pencil (type b or hb recommended)       read these instructions first    write in soft pencil.  do not use staples, paper clips, glue or correction fluid. write your name, centre number and candidate number on the answer sheet in the spaces provided  unless this has been done for you.  do not  write in any barcodes.   there are forty  questions on this paper. answer all questions. for each question there are four possible  answers a, b, c and d.   choose the one you consider correct and record your choice in soft pencil  on the separate answer sheet.    read the instructions on the answer sheet very carefully.   each correct answer will score one mark. a mark will not be deducted for a wrong answer. any rough working should be done in this booklet. electronic calculators may be used. take the weight of 1.0  kg to be 10  n (acceleration of free fall = 10  m / s2).    ",
+            "2": "2  \u00a9 ucles 2016 0625/12/m/j/16  1 the diagram shows an enlarged drawing of the end of a metre rule. it is being used to measure  the length of a small feather.    1mm cm 2 310 20 30     what is the length of the feather?  a 19  mm b 29  mm c 19  cm d 29  cm     2 the graph shows how the speed of a van changes with time for part of its journey.    in which labelled section is the van decelerating?    0 0speed time ab c d    3 a large stone is dropped from a bridge into a river. air resistance can be ignored.    which row describes the acceleration and the speed of the stone as it falls?     acceleration   of the stone speed of   the stone  a constant constant  b constant increasing  c increasing constant  d increasing increasing    ",
+            "3": "3  \u00a9 ucles 2016 0625/12/m/j/16 [turn over  4 a cup contains hot liquid.    some of the liquid evaporates.    what happens to the mass and what happens to the weight of the liquid in the cup?     mass weight  a decreases decreases  b decreases stays the same  c stays the same decreases  d stays the same stays the same     5 a boy throws a stone. the stone leaves the boy\u2019s hand and moves vertically upwards. air  resistance can be ignored.    how should the force on the stone be descri bed just after the stone leaves the boy\u2019s hand?  a downwards and constant  b downwards and increasing  c upwards and constant  d upwards and decreasing    6 the diagrams show the dimensions and masses of four regular solid objects. the objects are  made from different metals.    which metal has the greatest density?    a mass = 20  g1.0 cm 2.0 cm 2.0 cmb mass = 6.0  g1.0 cm 1.0 cm 1.0 cmc mass = 14  g1.0 cm 1.0 cm2.0 cmd mass = 32  g2.0 cm 2.0 cm 2.0 cm      ",
+            "4": "4  \u00a9 ucles 2016 0625/12/m/j/16  7 a car travels along a straight road.    the speed-time graph for this journey is shown.    during which labelled part of the journey is the resultant force on the car zero?    timespeed 0 0abc d      8 the diagrams show four objects a, b, c and d. the centre of mass m of each object is marked  on the diagrams.    which object is not in equilibrium?    ab c d m m mm       9 a skier walks from the bottom of a ski slope to the top and gains 10  000  j of gravitational potential  energy.    she skis down the slope. at the bottom of the slope, her kinetic energy is 2000  j.        how much energy is dissipated in overcoming friction and air resistance as the skier moves down the slope?  a 2000  j b 8000  j c 10  000  j d 12  000  j     ",
+            "5": "5  \u00a9 ucles 2016 0625/12/m/j/16 [turn over  10 which energy source is one that is used to boil water to make steam in power stations?  a energy from tides  b energy from waves  c hydroelectric energy  d nuclear energy      11 in a factory, two men x and y try to move identical heavy boxes p and q.    man x tries to push box p along the floor. the box does not move because an object is in the  way.    man y lifts box q from the floor onto a shelf.    box p box qman x man y direction of forcedirection of force objectshelf     which man does the most work on the box, and which box gains the most energy?     man doing  most work box gaining  most energy  a x p  b x q  c y p  d y q     ",
+            "6": "6  \u00a9 ucles 2016 0625/12/m/j/16  12 a t-shaped girder is placed on the ground in positi on x. it is then turned over to position y.    position x position yground     what happens to the force on the ground and w hat happens to the pressure on the ground?     force pressure  a increases increases  b increases remains the same  c remains the same increases  d remains the same remains the same     13 the diagram shows a simple mercury barometer.    v w x y zmercury     the atmospheric pressure increases.    which distance increases?  a vw b wy c xy d xz     ",
+            "7": "7  \u00a9 ucles 2016 0625/12/m/j/16 [turn over  14 a liquid is evaporating. the liquid is not boiling.    which statement about the liquid is correct?  a any molecule can escape, and from any part of the liquid.  b any molecule can escape, but only from the liquid surface.  c only molecules with enough energy can escape, and only from the liquid surface.  d only molecules with enough energy can escape, but from any part of the liquid.     15 the diagram shows a quantity of gas enclosed in a cylinder by a piston.    gas cylinder pistonmoves to the left moves to the right     the piston is moved to the left or to the right. the temperature of the gas is kept constant.    which row describes the effect of moving the piston slowly in the direction shown in the table?     movement   of piston speed of gas  molecules pressure   of gas  a to the left increases decreases  b to the left no change increases  c to the right increases decreases  d to the right no change increases     16 which statement describes what happens as ice at 0  \u00b0c starts to melt to become water?  a energy is absorbed and the temperature remains constant.  b energy is absorbed and the temperature rises.  c energy is released and the temperature remains constant.  d energy is released and the temperature rises.      17 what is meant by the fixed points  of the scale of a liquid-in-glass thermometer?  a the distance between one scale division and the next  b the highest and lowest temperatures that the thermometer can record  c the maximum and minimum depth to which the thermometer should be submerged in a liquid  d the two agreed temperatures used for marking the temperature scale   ",
+            "8": "8  \u00a9 ucles 2016 0625/12/m/j/16  18 a liquid at room temperature fills a flask and a glass tube to level x.    x y liquid     the flask is now placed in ice, and the liquid level in the tube falls to level y.    why does the level fall?  a the flask contracts.  b the flask expands.  c the liquid contracts.  d the liquid expands.     19 which process involves convection?  a bread toasting under a grill  b energy from the sun warming a road surface  c hot air rising to the top of a cool room  d thermal energy transfer through a copper bar    20 a rod is made half of glass and half of copper. four pins a, b, c and d are attached to the rod by  wax. the rod is heated in the centre as shown.    the pins fall off when the wax melts.    which pin falls off first?    heatpin apin bpin cpin dglass copper    ",
+            "9": "9  \u00a9 ucles 2016 0625/12/m/j/16 [turn over  21 which row shows the natures of light waves, sound waves and x-rays?     light waves sound waves x-rays  a longitudinal longitudinal transverse  b longitudinal transverse longitudinal  c transverse longitudinal transverse  d transverse transverse longitudinal     22 radio waves are received at a house at the bottom of a hill.    hillradio waves house     the waves reach the house because the hill has caused them to be  a diffracted.  b radiated.  c reflected.  d refracted.     ",
+            "10": "10  \u00a9 ucles 2016 0625/12/m/j/16  23 the diagram shows a ray of light in air incident on a glass block. some of the light is refracted,  and some of the light is reflected. two angles p and q are marked on the diagram.    air glasspqray of light     which row gives the angle of incidence and shows whether the ray undergoes total internal  reflection?     angle of  incidence total internal  reflection  a p no  b p yes  c q no  d q yes      24 visible light has a frequency of approximately 5.0 \u00d7 1014  hz.    m and n are two other types of electromagnetic radiation.    the frequency of m is 5.0 \u00d7 106  hz.    the frequency of n is 5.0 \u00d7 1015  hz.    which types of radiation are m and n?     m n  a radio waves infra-red  b radio waves ultraviolet  c ultraviolet x-rays  d x-rays infra-red     25 what is the approximate range of hearing of a healthy human ear?  a 2.0  hz to 2.0  khz  b 2.0  hz to 20  khz  c 20  hz to 2.0  khz  d 20  hz to 20  khz   ",
+            "11": "11  \u00a9 ucles 2016 0625/12/m/j/16 [turn over  26 a singer sings two notes. the first note is louder and lower in pitch than the second note.    which statement about the two notes is correct?  a the first note has a larger amplitude and a larger frequency than the second note.  b the first note has a larger amplitude and a smaller frequency than the second note.  c the first note has a smaller amplitude and a larger frequency than the second note.  d the first note has a smaller amplitude and a smaller frequency than the second note.     27 two nickel bars are placed close to the n-pole of a bar magnet.    the nickel bars become magnetised.    q p n smagnetnickel bars     which row states the pole induced at p, the pole induced at q, and the type of magnetic force  between p and q?     pole induced  at p pole induced  at q force between  p and q  a n s attraction  b n s repulsion  c s n attraction  d s n repulsion    28 a student wishes to make a permanent magnet. she has an iron rod and a steel rod.    which rod should she use to make the permanent magnet, and is this rod a hard magnetic material or a soft magnetic material?     rod type of magnetic material  a iron hard  b iron soft  c steel hard  d steel soft    ",
+            "12": "12  \u00a9 ucles 2016 0625/12/m/j/16  29 two meters are connected in a circuit to measure the current in a component and the potential  difference across the component.    which meters are used and how are they connected to the component?  a an ammeter in parallel for current, a voltmeter in series for potential difference  b an ammeter in series for current, a voltmeter in parallel for potential difference  c a voltmeter in parallel for current, an ammeter in series for potential difference  d a voltmeter in series for current, an ammeter in parallel for potential difference     30 a wire has a certain electrical resistance.    the diameter and length of the wire may be changed.    which pair of changes must  cause the resistance of the wire to increase?     change of  diameter change of  length  a decrease decrease  b decrease increase  c increase decrease  d increase increase      31 p and q are the circuit symbols for two electrical components.    pq    which components are represented by p and by q?     p q  a thermistor fuse  b thermistor relay  c variable resistor fuse  d variable resistor relay     ",
+            "13": "13  \u00a9 ucles 2016 0625/12/m/j/16 [turn over  32 the diagram shows two resistors connected in a circuit.    6.0 \u03c9 12 \u03c9    what could be the combined resistance of this arrangement of resistors?  a 4.0  \u03c9 b 6.0  \u03c9 c 9.0  \u03c9 d 18  \u03c9      33 the diagram shows part of a circuit used to switch street lamps on and off automatically.    + \u2013ldr     in the evening it gets dark.    which row shows the effect on the resistance of the light-dependent resistor (ldr) and on the  potential difference (p.d.) across it?     resistance of ldr p.d. across ldr  a decreases decreases  b decreases increases  c increases decreases  d increases increases    ",
+            "14": "14  \u00a9 ucles 2016 0625/12/m/j/16  34 a domestic circuit includes a 30  a fuse. this protects the wiring if there is too much current in the  circuit.    in which wire is the 30  a fuse positioned, and what does it do when it operates?     position operation  a live wire disconnects the circuit  b live wire reduces the current to 30  a  c neutral wire disconnects the circuit  d neutral wire reduces the current to 30  a     35 a strong electromagnet is used to attract pins.    core pinscoilcurrent     what happens when the current in the coil is halved?  a no pins are attracted.  b some pins are attracted, but not as many.  c the same number of pins is attracted.  d more pins are attracted.     ",
+            "15": "15  \u00a9 ucles 2016 0625/12/m/j/16 [turn over  36 the diagram shows a transformer.    primary coil 800 turnssecondary coil 40 turnsinput voltageoutput  voltage       the input voltage is 240  v.    what is the output voltage?  a 6.0  v b 12  v c 20  v d 40  v     37 a neutral atom consists of electrons orbiting a nucleus. the nucleus contains protons and  neutrons.    which statement about the atom must  be correct?  a the number of electrons is equal to the number of neutrons.  b the number of electrons is equal to the number of protons.  c the number of neutrons is equal to the number of protons.  d the number of electrons, neutrons and protons are all different.    38 below are the symbols for five different nuclides.    x35 17                x3717                x38 18                x81 35                x81 37   nuclide 1 nuclide 2 nuclide 3 nuclide 4 nuclide 5    which two nuclides are isotopes of the same element?  a nuclide 1 and nuclide 2  b nuclide 2 and nuclide 3  c nuclide 2 and nuclide 5  d nuclide 4 and nuclide 5     ",
+            "16": "16    permission to reproduce items where third-par ty owned material protected by copyright is  included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holder s, 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 onl ine in the cambridge  international examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely a vailable to download at  www.cie.org.uk after the live examination series.    cambridge international examinations is part of the cambridge asse ssment group. cambridge assessment is the brand name of unive rsity of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge.    \u00a9 ucles 2016 0625/12/m/j/16  39 which row describes the nature and a property of all \u03b2-particles?     nature property  a electrons can travel through a vacuum  b electrons stopped by a thin sheet of paper  c helium nuclei can travel through a vacuum  d helium nuclei stopped by a thin sheet of paper     40 the graph shows how the decay rate of a radioactive source changes with time.    4000 300020001000 0 02468 1 0 time  / daysdecay rate decays  / s     what will be the activity at 8 days?  a 0 decays  / s  b 125 decays  / s  c 250 decays  / s  d 500 decays  / s       "
+        },
+        "0625_s16_qp_13.pdf": {
+            "1": "  the syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificat e.  this document consists of 17 printed pages and 3 blank pages.  ib16 06_0625_13/3rp  \u00a9 ucles 2016 [turn over       *0740940604* cambridge international examinations  cambridge international general certificate of secondary education       physics 0625/13     paper 1  multiple choice (core)  may/june 2016     45 minutes    additional materials: multiple choice answer sheet   soft clean eraser   soft pencil (type b or hb recommended)       read these instructions first    write in soft pencil.  do not use staples, paper clips, glue or correction fluid. write your name, centre number and candidate number on the answer sheet in the spaces provided  unless this has been done for you.  do not  write in any barcodes.   there are forty  questions on this paper. answer all questions. for each question there are four possible  answers a, b, c and d.   choose the one you consider correct and record your choice in soft pencil  on the separate answer sheet.    read the instructions on the answer sheet very carefully.   each correct answer will score one mark. a mark will not be deducted for a wrong answer. any rough working should be done in this booklet. electronic calculators may be used. take the weight of 1.0  kg to be 10  n (acceleration of free fall = 10  m / s2).    ",
+            "2": "2  \u00a9 ucles 2016 0625/13/m/j/16  1 the diagram shows an enlarged drawing of the end of a metre rule. it is being used to measure  the length of a small feather.    1mm cm 2 310 20 30     what is the length of the feather?  a 19  mm b 29  mm c 19  cm d 29  cm     2 an object moves at a constant speed for some time, then begins to accelerate.    which distance-time graph shows this motion?    distance time0 0a distance time0 0b distance time0 0c distance time0 0d     ",
+            "3": "3  \u00a9 ucles 2016 0625/13/m/j/16 [turn over  3 a car travels at an average speed of 60  km  / h for 15 minutes.    how far does the car travel in this time?  a 4.0  km b 15  km c 240  km d 900  km     4 a heavy object is released near the surface of the earth and falls freely. air resistance can be  ignored.    which statement about the acceleration of the object due to gravity is correct?  a the acceleration depends on the mass of the object.  b the acceleration depends on the volume of the object.  c the acceleration is constant.  d the acceleration is initially zero and increases as the object falls.      5 a cup contains hot liquid.    some of the liquid evaporates.    what happens to the mass and what happens to the weight of the liquid in the cup?     mass weight  a decreases decreases  b decreases stays the same  c stays the same decreases  d stays the same stays the same    ",
+            "4": "4  \u00a9 ucles 2016 0625/13/m/j/16  6 diagram 1 shows a measuring cylinder containing water.    diagram 2 shows the same measuring cylinder and water after 10 identical solid glass spheres  have been added.    diagram 1100 90 8070605040302010100 908070605040302010cm3 diagram 2cm3     the mass of one of the spheres is 10  g.    what is the density of the glass from which the spheres are made?  a 0.25  g / cm3 b 0.40  g / cm3 c 2.5  g / cm3 d 4.0  g / cm3      7 a feather falls through the air. its downward speed is constant.    which statement about the feather is correct?  a no energy is lost to the air as the feather falls.  b the air resistance acting on the feather is greater than its weight.  c the feather experiences no resultant vertical force.  d there is a resultant downward force on the feather.     ",
+            "5": "5  \u00a9 ucles 2016 0625/13/m/j/16 [turn over  8 the diagram shows an l-shaped piece of card suspended freely from a pin at b.    when the card is pushed, it swings and then comes to a stop in the position shown.    at which labelled point is the centre of mass of the card?    a b cdcard suspended from here      9 a skier walks from the bottom of a ski slope to the top and gains 10  000  j of gravitational potential  energy.    she skis down the slope. at the bottom of the slope, her kinetic energy is 2000  j.        how much energy is dissipated in overcoming friction and air resistance as the skier moves down the slope?  a 2000  j b 8000  j c 10  000  j d 12  000  j     ",
+            "6": "6  \u00a9 ucles 2016 0625/13/m/j/16  10 which energy source is renewable and reliably available at all times?  a coal  b geothermal  c nuclear  d wind      11 two workers are stacking cans on to a shelf in a shop. the workers lift the same number of  identical cans on to the same shelf from the same level.    worker p takes 3.0 minutes to lift the cans. worker q takes 4.0 minutes to lift the cans.    which statement about the workers is correct?  a worker p develops less useful power than worker q.  b worker p develops more useful power than worker q.  c worker p does less useful work than worker q.  d worker p does more useful work than worker q.     12 the diagram shows four solid pieces of the same metal. each piece has the same thickness and  stands on a bench as shown.    which piece of metal produces the greatest pressure on the bench?    1.0 cm 1.0 cm 3.0 cm 2.0 cmabcd     ",
+            "7": "7  \u00a9 ucles 2016 0625/13/m/j/16 [turn over  13 the diagram shows a simple mercury barometer.    v w x y zmercury     the atmospheric pressure increases.    which distance increases?  a vw b wy c xy d xz      14 what causes the random, zig-zag movement (brownian motion) of smoke particles suspended in  air?  a air molecules colliding with smoke particles  b convection currents as the hot smoke rises  c smoke particles colliding with each other  d smoke particles reacting with oxygen molecules in the air      15 a sealed bottle of constant volume contains air.    the air in the bottle is heated by the sun.    what is the effect on the average speed of the air molecules in the bottle, and the average  distance between them?     average speed   of air molecules average distance  between air  molecules  a decreases decreases  b decreases stays the same  c increases increases  d increases stays the same    ",
+            "8": "8  \u00a9 ucles 2016 0625/13/m/j/16  16 the melting points of ethanol and mercury are shown.     melting point  / \u00b0c  ethanol \u2013114  mercury   \u201339    which of these two liquids is  / are suitable to use in a liquid-in-glass thermometer to measure  temperatures of \u201350  \u00b0c and \u2013120  \u00b0c?  a ethanol only  b ethanol and mercury  c mercury only  d neither ethanol nor mercury      17 a jug of water is at room temperature.     several ice cubes at a temperature of 0  \u00b0c are dropped into the water and they begin to melt  immediately.    what happens to the temperature of the water and what happens to the temperature of the ice  cubes while they are melting?     temperature of  the water temperature of  the ice cubes  a decreases increases  b decreases stays constant  c stays constant increases  d stays constant stays constant      18 which quantity gives the thermal capacity  of a beaker?  a the thermal energy required to change the state  of the beaker at constant temperature  b the thermal energy required to raise the temperature of the beaker by 1  \u00b0c  c the total mass of hot liquid that the beaker can hold  d the total volume of hot liquid that the beaker can hold    ",
+            "9": "9  \u00a9 ucles 2016 0625/13/m/j/16 [turn over  19 a student suggests some uses for containers made from good thermal conductors and for  containers made from poor thermal conductors.    in which row are both suggested uses correct?     good thermal conductor poor thermal conductor  a keeping a cold liquid at  a low temperature transferring thermal energy  quickly from a hot liquid  b keeping a hot liquid at  a high temperature keeping a cold liquid at  a low temperature  c  transferring thermal energy  quickly from a hot liquid transferring thermal energy  quickly to a cold liquid  d transferring thermal energy  quickly to a cold liquid keeping a hot liquid at  a high temperature      20 a rod is made half of glass and half of copper. four pins a, b, c and d are attached to the rod by  wax. the rod is heated in the centre as shown.    the pins fall off when the wax melts.    which pin falls off first?    heatpin apin bpin cpin dglass copper      21 which row shows the natures of light waves, sound waves and x-rays?     light waves sound waves x-rays  a longitudinal longitudinal transverse  b longitudinal transverse longitudinal  c transverse longitudinal transverse  d transverse transverse longitudinal    ",
+            "10": "10  \u00a9 ucles 2016 0625/13/m/j/16  22 radio waves are received at a house at the bottom of a hill.    hillradio waves house     the waves reach the house because the hill has caused them to be  a diffracted.  b radiated.  c reflected.  d refracted.      23 the diagram shows an object in front of a plane mirror.    at which labelled position is the image of the object formed?    objecteyeadbc plane mirro r      ",
+            "11": "11  \u00a9 ucles 2016 0625/13/m/j/16 [turn over  24 white light enters a glass prism. the light leaving the other side of the prism is separated into  colours.    diagram 1white light colour 1 colour 2 diagram 2whitelight colour 1 colour 2glassprism glassprism     which row correctly describes what happens?     path taken by  the light colour 1 colour 2  a diagram 1 red violet  b diagram 1 violet red  c diagram 2 red violet  d diagram 2 violet red     25 which range of wave frequencies includes only sounds that can be heard by a human with  normal hearing?  a 3.0  hz to 300  hz  b 30  hz to 3000  hz  c 300  hz to 30  000  hz  d 3000  hz to 300  000  hz     ",
+            "12": "12  \u00a9 ucles 2016 0625/13/m/j/16  26 a candle flame is placed in front of a loudspeaker.    the loudspeaker produces a sound wave that causes air particles to vibrate. the vibrating air  particles make the candle flame vibrate in the same direction as the air particles.    candle flame loudspeaker     which row shows the direction of vibration of the candle flame, and the nature of sound waves?     direction of  vibration nature of   sound waves  a   longitudinal  b   transverse  c  longitudinal  d  transverse      27 which statement about magnetism is correct?  a an unmagnetised iron bar becomes magnetised when it is placed near a magnet.  b an unmagnetised steel bar can be magnetised by passing a current through it.  c the direction of magnetic field lines is from an s-pole to an n-pole.  d the n-poles of two magnets attract each other.     28 a student wishes to make a permanent magnet. she has an iron rod and a steel rod.    which rod should she use to make the permanent magnet, and is this rod a hard magnetic material or a soft magnetic material?     rod type of magnetic material  a iron hard  b iron soft  c steel hard  d steel soft    ",
+            "13": "13  \u00a9 ucles 2016 0625/13/m/j/16 [turn over  29 a flexible electrical cable consists of a central conductor and outer insulation.    outer insulationcentral conductor     which pair of materials is suitable for the cable?     central conductor outer insulation  a copper plastic  b lead wood  c plastic copper  d wood lead      30 the diagram shows a battery connected to two resistors.    r     four students separately measure the electromotive force (e.m.f.) of the battery, the current in  the resistors, and the potential difference (p.d.) across resistor r.    their results are shown in the table below.    which row shows values with their correct units?     e.m.f. current p.d.  a 3.0  a 0.30  v 1.5  a  b 3.0  a 0.30  a 1.5  v  c 3.0  v 0.30  v 1.5  a  d 3.0  v 0.30  a 1.5  v      31 why are lamps in a house lighting circuit connected in parallel rather than in series?  a if one lamp stops working, the remaining lamps become brighter.  b less current is taken from the power supply.  c the lamps can be turned off independently using switches.  d when more lamps are added, their brightness decreases.     ",
+            "14": "14  \u00a9 ucles 2016 0625/13/m/j/16  32 the diagram shows a cell connected to two 6.0  \u03c9 resistors. three currents, i1, i2 and i3, are  labelled.    6.0 \u03c9 6.0 \u03c9i2i1 i3     which row correctly compares i2 and i3 with i1?     i2 i3  a same as i1 same as i1  b same as i1 smaller than i1  c smaller than i1 same as i1  d smaller than i1 smaller than i1      33 the diagram shows part of a circuit used to switch street lamps on and off automatically.    + \u2013ldr     in the evening it gets dark.    which row shows the effect on the resistance of the light-dependent resistor (ldr) and on the potential difference (p.d.) across it?     resistance of ldr p.d. across ldr  a decreases decreases  b decreases increases  c increases decreases  d increases increases   ",
+            "15": "15  \u00a9 ucles 2016 0625/13/m/j/16 [turn over  34 a domestic circuit includes a 30  a fuse. this protects the wiring if there is too much current in the  circuit.    in which wire is the 30  a fuse positioned, and what does it do when it operates?     position operation  a live wire disconnects the circuit  b live wire reduces the current to 30  a  c neutral wire disconnects the circuit  d neutral wire reduces the current to 30  a     35 a strong electromagnet is used to attract pins.    core pinscoilcurrent     what happens when the current in the coil is halved?  a no pins are attracted.  b some pins are attracted, but not as many.  c the same number of pins is attracted.  d more pins are attracted.     ",
+            "16": "16  \u00a9 ucles 2016 0625/13/m/j/16  36 the diagram shows a transformer.    primary coil 800 turnssecondary coil 40 turnsinput voltageoutput  voltage       the input voltage is 240  v.    what is the output voltage?  a 6.0  v b 12  v c 20  v d 40  v     37 a proton and a neutron are each close to a positive nucleus.    + proton neutron positive nucleus    how does the charge on the nucleus affect  the proton and the neutron, if at all?  a the neutron is attracted; the proton is repelled.  b the neutron is not affected; the proton is repelled.  c the proton is attracted; the neutron is repelled.  d the proton is not affected; the neutron is repelled.    38 below are four statements about isotopes of a certain element.  which statement about the isotopes must  be correct?  a they are radioactive.  b they are unstable.  c they have the same number of neutrons.  d they have the same number of protons.    ",
+            "17": "17  \u00a9 ucles 2016 0625/13/m/j/16  39 radioactive materials should be handled carefully.    which safety precaution does not reduce the risk to people using a radioactive material?  a keeping the material a long distance from people  b keeping the material at a low temperature  c using lead screening between the material and people  d using the material for only a short time     40 a sample of a radioactive isotope has an initial rate of emission of 128 counts per minute and a  half-life of 4 days.    how long will it take for the rate of emission to fall to 32 counts per minute?  a 2 days b 4 days c 8 days d 12 days     ",
+            "18": "18  \u00a9 ucles 2016 0625/13/m/j/16  blank page      ",
+            "19": "19  \u00a9 ucles 2016 0625/13/m/j/16  blank page      ",
+            "20": "20    permission to reproduce items where thir d-party owned material protected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holder s, 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 onl ine in the cambridge  international examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely a vailable to download at  www.cie.org.uk after the live examination series.    cambridge international examinations is part of the cambridge asse ssment group. cambridge assessment is the brand name of unive rsity of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge.    \u00a9 ucles 2016 0625/13/m/j/16  blank page      "
+        },
+        "0625_s16_qp_21.pdf": {
+            "1": "  the syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificat e.  this document consists of 18 printed pages and 2 blank pages.  ib16 06_0625_21/2rp  \u00a9 ucles 2016 [turn over       *9170531728* cambridge international examinations  cambridge international general certificate of secondary education       physics 0625/21     paper 2  multiple choice (extended)  may/june 2016     45 minutes    additional materials: multiple choice answer sheet   soft clean eraser   soft pencil (type b or hb recommended)       read these instructions first    write in soft pencil.  do not use staples, paper clips, glue or correction fluid. write your name, centre number and candidate number on the answer sheet in the spaces provided  unless this has been done for you.  do not write in any barcodes.   there are forty  questions on this paper. answer all questions. for each question there are four possible  answers a, b, c and d.   choose the one you consider correct and record your choice in soft pencil  on the separate answer sheet.    read the instructions on the answer sheet very carefully.   each correct answer will score one mark. a mark will not be deducted for a wrong answer. any rough working should be done in this booklet. electronic calculators may be used. take the weight of 1.0  kg to be 10  n (acceleration of free fall = 10  m / s2).   ",
+            "2": "2  \u00a9 ucles 2016 0625/21/m/j/16  1 the diagram shows an enlarged drawing of the end of a metre rule. it is being used to measure  the length of a small feather.    1mm cm 2 310 20 30     what is the length of the feather?  a 19  mm b 29  mm c 19  cm d 29  cm     2 the speed-time graph shown is for a car moving in a straight line.    15 10 50 0 2 04 06 08 0 time  / sspeed m / s     what is the acceleration of the car when the time is 40  s?  a 0  m / s2 b 04315\u2212m / s2 c 0415m / s2 d (15 \u2013 3)  m / s2     ",
+            "3": "3  \u00a9 ucles 2016 0625/21/m/j/16 [turn over  3 two runners take part in a race.    the graph shows how the speed of each runner changes with time.    00speed timerunner 1 runner 2 t    what does the graph show about the runners at time t ?  a both runners are moving at the same speed.  b runner 1 has zero acceleration.  c runner 1 is overtaking runner 2.  d runner 2 is slowing down.      4 a satellite orbits the earth above the atmosphere at a constant speed.    the diagram shows the satellite at one point in its circular orbit around the earth.    which labelled arrow shows the direction of the resultant force on the satellite at the position shown?    earthdirection of rotation of satellite a b cd satellite     ",
+            "4": "4  \u00a9 ucles 2016 0625/21/m/j/16  5 a cup contains hot liquid.    some of the liquid evaporates.    what happens to the mass and what happens to the weight of the liquid in the cup?     mass weight  a decreases decreases  b decreases stays the same  c stays the same decreases  d stays the same stays the same     6 the diagrams show three uniform beams p, q and r, each pivoted at its centre.    the two forces acting on each beam are also shown.    4.0 n2.0 m 1.0  m 4.0 np 2.0 n4.0 m 2.0  m 5.0 nq 1.5 n2.0 m 4.0  m 1.0 nr     which beams rotate clockwise?  a p and q only  b p and r only  c q and r only  d p, q and r    ",
+            "5": "5  \u00a9 ucles 2016 0625/21/m/j/16 [turn over  7 an object of mass 50  kg accelerates from a velocity of 2.0  m / s to a velocity of 10  m / s in the same  direction.    what is the impulse provided to cause this acceleration?  a 250  n s b 400  n s c 850  n s d 2500  n s     8 a scalar quantity has  a magnitude and direction.  b no magnitude and no direction.  c magnitude but no direction.  d direction but no magnitude.    9 energy is released in some nuclear reactions.    which nuclear reaction takes place in a nuclear power station, and which nuclear reaction takes  place in the sun?     nuclear power  station the sun  a fission fission  b fission fusion  c fusion fission  d fusion fusion     10 a lorry of mass 4000  kg is travelling at a speed of 4.0  m / s.    a car has a mass of 1000  kg. the kinetic energy of the car is equal to the kinetic energy of the  lorry.    what is the speed of the car?  a 2.0  m / s b 4.0  m / s c 8.0  m / s d 16.0  m / s     ",
+            "6": "6  \u00a9 ucles 2016 0625/21/m/j/16  11 a force acts on an object and causes the object to move a certain distance, in the same direction  as the force.    which row represents a situation in which the largest amount of work is done on the object by the  force?     force  / n distance moved  / m  a 2.0 40.0  b 10.0 2.0  c 20.0 6.0  d 100.0 1.0      12 a diver under water uses breathing apparatus at a depth where the pressure is 1.25 \u00d7 105  pa.        a bubble of gas breathed out by the diver has a volume of 20  cm3 when it is released. the bubble  moves upwards to the surface of the water.    at the surface of the water, the atmospheric pressure is 1.00 \u00d7 105  pa.    the temperature of the water is the same at all depths.    what is the volume of this bubble when it reaches the surface?  a 15  cm3 b 16  cm3 c 20  cm3 d 25  cm3     ",
+            "7": "7  \u00a9 ucles 2016 0625/21/m/j/16 [turn over  13 the diagram shows a simple mercury barometer.    v w x y zmercury     the atmospheric pressure increases.    which distance increases?  a vw b wy c xy d xz      14 which statement about evaporation is correct?  a evaporation causes the temperature of the remaining liquid to decrease.  b evaporation does not occur from a cold liquid near its freezing point.  c evaporation does not occur from a dense liquid, such as mercury.  d evaporation occurs from all parts of a liquid.      15 a beaker contains 0.500  kg of water at a temperature of 3.0  \u00b0c. the beaker is heated, and the  internal energy of the water increases by 21.0  kj.    the specific heat capacity of water is 4200  j / (kg  \u00b0c).    what is the temperature of the water after it has been heated?  a 5.5  \u00b0c b 10.0  \u00b0c c 13.0  \u00b0c d 31.5  \u00b0c     ",
+            "8": "8  \u00a9 ucles 2016 0625/21/m/j/16  16 a substance loses thermal energy (heat) to the surroundings at a steady rate.    the graph shows how the temperature of the substance changes with time.    00 timetemperature p q     what could the portion pq of the graph represent?  a gas condensing  b gas cooling   c liquid cooling  d liquid solidifying      17 a student wishes to check the upper and the lo wer fixed points on a celsius scale thermometer.    110 \u00b0c 10090 80 70 60 50 40 30 20 100 \u201310     she has four beakers p, q, r and s.    beaker p contains a mixture of ice and salt.  beaker q contains a mixture of ice and water. beaker r contains boiling salt solution.  beaker s contains boiling water.    which two beakers should she use to check the fixed points?  a p and r b p and s c q and r d q and s     ",
+            "9": "9  \u00a9 ucles 2016 0625/21/m/j/16 [turn over  18 two otherwise identical cars, one black and one white, are at the same initial temperature. the  cars are left in bright sunshine and their temperatures increase. during the night their  temperatures decrease.    which car shows the greater rate of temperature increase and which car shows the greater rate  of temperature decrease?     greater rate of  temperature  increase greater rate of  temperature  decrease  a black black  b black white  c white black  d white white     19 a liquid is heated in a beaker.    heatingliquid     the density of the liquid changes as its temperature increases. this causes energy to be  transferred throughout the liquid.    how does the density change and what is this energy transfer process?     density energy transfer  process  a decreases conduction  b decreases convection  c increases conduction  d increases convection      20 sound waves of frequency 2.0  khz travel through a substance at a speed of 800  m / s.  what is the wavelength of the waves?  a 0.40  m b 2.5  m c 400  m d 1600  m     ",
+            "10": "10  \u00a9 ucles 2016 0625/21/m/j/16  21 which row shows the natures of light waves, sound waves and x-rays?     light waves sound waves x-rays  a longitudinal longitudinal transverse  b longitudinal transverse longitudinal  c transverse longitudinal transverse  d transverse transverse longitudinal     22 the diagram shows light travelling from air into glass.    four angles v, w, x and y are shown.    vw y xnormal air glasslight     which formula is used to calculate the refractive index n of the glass?  a n =  yv  sin sin b n =  xv  sin sin c n =  yw  sin sin d n =  xw  sin sin      23 the diagram shows a converging lens forming an image of an object.    image objectx y     which statement about the image is correct?  a it is real and can be seen by an eye at x.  b it is real and can be seen by an eye at y.  c it is virtual and can be seen by an eye at x.  d it is virtual and can be seen by an eye at y. ",
+            "11": "11  \u00a9 ucles 2016 0625/21/m/j/16 [turn over  24 a sound wave travels through air as a series of compressions and rarefactions.    which row correctly compares the air pressure in a compression and the air pressure in a  rarefaction to the air pressure nearby where there is no sound wave?     air pressure in  a compression air pressure in  a rarefaction  a higher higher  b higher lower  c lower higher  d lower lower      25 a sound wave has a certain amplitude and a certain frequency.    a second sound wave is quieter and lower in pitch than the first sound wave.    the second wave has  a a larger amplitude and a greater frequency.  b a larger amplitude and a smaller frequency.  c a smaller amplitude and a greater frequency.  d a smaller amplitude and a smaller frequency.      26 what is an electric field?  a a region around a wire carrying an electric current in which a compass needle experiences a  force  b a region in which an electric charge experiences a force  c a region in which an electric charge is attracted by the earth\u2019s gravity  d a region through which electromagnetic radiation is passing     ",
+            "12": "12  \u00a9 ucles 2016 0625/21/m/j/16  27 a negatively charged rod is held close to one side of a metal sphere. the other side of the sphere  is earthed.    which diagram shows the distribution of charge on the metal sphere?    a \u2013\u2013\u2013 \u2013\u2013\u2013\u2013\u2013+ +\u2013\u2013b \u2013\u2013\u2013\u2013 ++++c \u2013\u2013\u2013\u2013+++ +d \u2013\u2013\u2013\u2013      28 a cell is connected to a lamp, as shown.    +\u2013     a charge of 4.0  c flows through the lamp in 2.0  s.    what is the direction of the electron flow in the lamp and what is the current in the lamp?     direction of electron  flow in lamp current  / a  a from left to right 2.0  b from left to right 8.0  c from right to left 2.0  d from right to left 8.0    ",
+            "13": "13  \u00a9 ucles 2016 0625/21/m/j/16 [turn over  29 the diagrams show four current-voltage graphs.    which two graphs show the characteristics of an ohmic resistor and of a filament lamp?    current voltagew current voltagex current voltagey current voltagez 0 00 00 00 0     ohmic  resistor filament  lamp  a w y  b x y  c w z  d x z      30 the four circuits shown all include an a.c. power supply, two diodes and a lamp.    in which circuit is there a rectified current in the lamp?    a c db     ",
+            "14": "14  \u00a9 ucles 2016 0625/21/m/j/16  31 the diagram shows a combination of logic gates.    input p (= 0)output x output y input q (= 1)    input p is at a logic state 0 (low) and input q is at a logic state 1 (high).    what are the logic states at output x and at output y?     output x output y  a 0 0  b 0 1  c 1 0  d 1 1     32 the diagram shows part of a circuit used to switch street lamps on and off automatically.    + \u2013ldr     in the evening it gets dark.    which row shows the effect on the resistance of the light-dependent resistor (ldr) and on the potential difference (p.d.) across it?     resistance of ldr p.d. across ldr  a decreases decreases  b decreases increases  c increases decreases  d increases increases    ",
+            "15": "15  \u00a9 ucles 2016 0625/21/m/j/16 [turn over  33 a domestic circuit includes a 30  a fuse. this protects the wiring if there is too much current in the  circuit.    in which wire is the 30  a fuse positioned, and what does it do when it operates?     position operation  a live wire disconnects the circuit  b live wire reduces the current to 30  a  c neutral wire disconnects the circuit  d neutral wire reduces the current to 30  a     34 a strong electromagnet is used to attract pins.    core pinscoilcurrent     what happens when the current in the coil is halved?  a no pins are attracted.  b some pins are attracted, but not as many.  c the same number of pins is attracted.  d more pins are attracted.     ",
+            "16": "16  \u00a9 ucles 2016 0625/21/m/j/16  35 the diagram shows a transformer.    primary coil 800 turnssecondary coil 40 turnsinput voltageoutput  voltage       the input voltage is 240  v.    what is the output voltage?  a 6.0  v b 12  v c 20  v d 40  v     36 the diagram shows a shaded area where the direction of a magnetic field is into the page.    a beam of \u03b2-particles enters the field as shown.    magnetic field into the page beam of \u03b2-particles     in which direction is the beam of \u03b2-particles deflected as they enter the magnetic field?  a into the page  b out of the page  c down the page  d up the page     ",
+            "17": "17  \u00a9 ucles 2016 0625/21/m/j/16 [turn over  37 the arrangement shown is used to check whether the flour inside a cardboard packet is above a  certain level. if it is above this level, the flour absorbs the radiation from the source so that it  doesn\u2019t reach the detector.    radioactive source cardboard packetdetecto r flour     which type of radiation is suitable to use?  a \u03b1-particles only  b \u03b2-particles only  c either \u03b1-particles or \u03b2-particles  d \u03b3-rays only      38 a nucleus of americium am243 95  emits an \u03b1-particle to form a nucleus of neptunium (np).    which equation represents this decay?  a am243 95   \u2192  np247 97   +  \u03b14 2  b am243 95   \u2192  np243 96   +  \u03b10 1-  c am243 95   \u2192  np243 94   +  \u03b10 1-  d am243 95   \u2192  np239 93   +  \u03b14 2     39 a certain element has several isotopes.  which statement about these isotopes is correct?  a they must have different numbers of electrons orbiting their nuclei.  b they must have the same number of neutrons in their nuclei.  c they must have the same number of nucleons in their nuclei.  d they must have the same number of protons in their nuclei.     ",
+            "18": "18  \u00a9 ucles 2016 0625/21/m/j/16  40 a reading is taken every 10 minutes of the number of emissions per second from a radioactive  source. the table shows the readings.    time  / min number of  emissions  per second  0 800  10 560  20 400  30 280  40 200  50 140  60 100    what is the half-life of the source?  a 10  min b 20  min c 40  min d 60  min     ",
+            "19": "19  \u00a9 ucles 2016 0625/21/m/j/16  blank page      ",
+            "20": "20    permission to reproduce items where third-par ty owned material protected by copyright is  included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holder s, 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 onl ine in the cambridge  international examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely a vailable to download at  www.cie.org.uk after the live examination series.    cambridge international examinations is part of the cambridge asse ssment group. cambridge assessment is the brand name of unive rsity of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge.    \u00a9 ucles 2016 0625/21/m/j/16  blank page      "
+        },
+        "0625_s16_qp_22.pdf": {
+            "1": "  the syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificat e.  this document consists of 16 printed pages.  ib16 06_0625_22/2rp  \u00a9 ucles 2016 [turn over       *5762424157* cambridge international examinations  cambridge international general certificate of secondary education       physics 0625/22     paper 2  multiple choice (extended)  may/june 2016     45 minutes    additional materials: multiple choice answer sheet   soft clean eraser   soft pencil (type b or hb recommended)       read these instructions first    write in soft pencil.  do not use staples, paper clips, glue or correction fluid. write your name, centre number and candidate number on the answer sheet in the spaces provided  unless this has been done for you.  do not write in any barcodes.   there are forty  questions on this paper. answer all questions. for each question there are four possible  answers a, b, c and d.   choose the one you consider correct and record your choice in soft pencil  on the separate answer sheet.    read the instructions on the answer sheet very carefully.   each correct answer will score one mark. a mark will not be deducted for a wrong answer. any rough working should be done in this booklet. electronic calculators may be used. take the weight of 1.0  kg to be 10  n (acceleration of free fall = 10  m / s2).   ",
+            "2": "2  \u00a9 ucles 2016 0625/22/m/j/16  1 the diagram shows an enlarged drawing of the end of a metre rule. it is being used to measure  the length of a small feather.    1mm cm 2 310 20 30     what is the length of the feather?  a 19  mm b 29  mm c 19  cm d 29  cm     2 a car travels along a straight road.    the speed-time graph for this journey is shown.    during which labelled part of the journey is the resultant force on the car zero?    timespeed 0 0abc d      3 a large stone is dropped from a bridge into a river. air resistance can be ignored.    which row describes the acceleration and the speed of the stone as it falls?     acceleration   of the stone speed of   the stone  a constant constant  b constant increasing  c increasing constant  d increasing increasing     ",
+            "3": "3  \u00a9 ucles 2016 0625/22/m/j/16 [turn over  4 a cup contains hot liquid.    some of the liquid evaporates.    what happens to the mass and what happens to the weight of the liquid in the cup?     mass weight  a decreases decreases  b decreases stays the same  c stays the same decreases  d stays the same stays the same     5 below are four statements about acceleration.  which statement is not correct?  a acceleration always involves changing speed.  b changing direction always involves acceleration.  c changing speed always involves acceleration.  d circular motion always involves acceleration.     6 the diagram shows a non-uniform beam of weight 120  n, pivoted at one end. the beam is kept in  equilibrium by force f.    20 cm 60  cm weight 120  nfpivot centre of mass of beam     what is the value of force f?  a 30  n b 40  n c 360  n d 480  n     ",
+            "4": "4  \u00a9 ucles 2016 0625/22/m/j/16  7 an object is acted upon by a 3  n force and by a 4  n force.    each diagram shows the two forces.    which diagram also shows the resultant x of these two forces?    a 3 n 4 nxb 3 n 4 nxc 3 n 4 n xd 3 n 4 nx       8 the engine of a car produces a driving force of 5000  n on the car. resistive forces r also act on  the car, as shown.    r 5000  n     the car has a mass of 800  kg and an acceleration of 1.0  m / s2.    what is the value of r?  a 800  n b 4200  n c 5800  n d 8000  n     9 a stone of mass m is held at rest in water. the stone is released and falls vertically a distance h.  the stone reaches a speed v.    some of the original energy of the stone is transferred to the water. as it falls, resistive forces  cause the temperature of the water and stone to increase.    which expression gives the work done against the resistive forces?  a  21mv  2  b mgh  \u2013  21mv  2  c mgh  d mgh  +  21mv  2     ",
+            "5": "5  \u00a9 ucles 2016 0625/22/m/j/16 [turn over  10 which energy resource does not derive its energy from the sun?  a geothermal  b hydroelectric  c oil  d waves      11 some processes are more efficient than others.    which expression gives the efficiency of a process?  a  input energy  totaloutput energy  total \u00d7 100%  b  input energy  totaloutput energy  useful \u00d7 100%  c  input energy  totaloutput energy  wasted \u00d7 100%  d  output energy  usefuloutput energy  wasted \u00d7 100%      12 a diver under water uses breathing apparatus at a depth where the pressure is 1.25 \u00d7 105  pa.        a bubble of gas breathed out by the diver has a volume of 20  cm3 when it is released. the bubble  moves upwards to the surface of the water.    at the surface of the water, the atmospheric pressure is 1.00 \u00d7 105  pa.    the temperature of the water is the same at all depths.    what is the volume of this bubble when it reaches the surface?  a 15  cm3 b 16  cm3 c 20  cm3 d 25  cm3     ",
+            "6": "6  \u00a9 ucles 2016 0625/22/m/j/16  13 the diagram shows a simple mercury barometer.    v w x y zmercury     the atmospheric pressure increases.    which distance increases?  a vw b wy c xy d xz      14 which statement describes what happens as ice at 0  \u00b0c starts to melt to become water?  a energy is absorbed and the temperature remains constant.  b energy is absorbed and the temperature rises.  c energy is released and the temperature remains constant.  d energy is released and the temperature rises.      15 smoke particles, illuminated by a bright light, are seen through a microscope. they move about  randomly.    what causes this motion?  a attraction between the smoke particles and the molecules of the air  b collisions between the smoke particles and the molecules of the air  c evaporation of the faster-moving smoke particles  d warming of the smoke particles by the lamp     ",
+            "7": "7  \u00a9 ucles 2016 0625/22/m/j/16 [turn over  16 a liquid is at a temperature below its boiling point.    the liquid is then heated so that it becomes a gas at a temperature above its boiling point.    which row correctly compares the liquid with the gas?     average distance  between the particles average speed  of the particles  a greater in the liquid greater in the liquid  b greater in the liquid smaller in the liquid  c smaller in the liquid greater in the liquid  d smaller in the liquid smaller in the liquid     17 a beaker of liquid is left on a laboratory bench. there is an electric fan in the laboratory causing a  draught over the liquid.    the liquid evaporates.    which row shows two changes that will both  cause the liquid to evaporate more quickly?     change to  surface area  of the liquid change to  speed of fan  a decrease decrease  b decrease increase  c increase decrease  d increase increase    18 which processes occur in a metal to cause thermal conduction?     electron  transfer proton  transfer lattice  vibration   a \u0013 \u0013 \u0013 key  b \u0013 \u0013 \u0017 \u0013= process occurs  c \u0013 \u0017 \u0013 \u0017= process does not occur  d \u0017 \u0013 \u0013     ",
+            "8": "8  \u00a9 ucles 2016 0625/22/m/j/16  19 a wooden beam is painted part black and part white. the beam absorbs infra-red radiation from  the sun during the day, and loses infra-red radiation to the surroundings at night.    wooden beam     which part of the beam heats up more quickly during the day, and which part cools down more  quickly at night?     part heating up  more quickly part cooling down  more quickly  a black black  b black white  c white black  d white white      20 5.0  g of water at 25  \u00b0c is dropped onto a large block of ice at 0  \u00b0c. the water cools to 0  \u00b0c and  some of the ice melts.    assume that all the energy lost by the water is gained by the ice.    what is the mass of ice that melts?    the specific heat capacity of water is 4.2  j / (g \u00b0c).    the specific latent heat of fusion of ice is 340  j / g.  a 0.062  g b 0.087  g c 1.5  g d 10  g     21 the frequency of a wave is doubled. the speed of the wave does not change.  what happens to the wavelength of the wave?  a it becomes four times as large.  b it does not change.  c it doubles.  d it halves.     ",
+            "9": "9  \u00a9 ucles 2016 0625/22/m/j/16 [turn over  22 which row shows the natures of light waves, sound waves and x-rays?     light waves sound waves x-rays  a longitudinal longitudinal transverse  b longitudinal transverse longitudinal  c transverse longitudinal transverse  d transverse transverse longitudinal     23 the diagram shows light passing from air into glass.    30\u00b060\u00b0air glass normalnot to scale     the glass has a refractive index of 1.5.    what is the angle of refraction in the glass?  a 19 \u00b0 b 22 \u00b0 c 35 \u00b0 d 49 \u00b0      24 visible light has a frequency of approximately 5.0 \u00d7 1014  hz.    m and n are two other types of electromagnetic radiation.    the frequency of m is 5.0 \u00d7 106  hz.    the frequency of n is 5.0 \u00d7 1015  hz.    which types of radiation are m and n?     m n  a radio waves infra-red  b radio waves ultraviolet  c ultraviolet x-rays  d x-rays infra-red     ",
+            "10": "10  \u00a9 ucles 2016 0625/22/m/j/16  25 the diagram shows a converging lens forming an image of an object.    image objectx y     which statement about the image is correct?  a it is real and can be seen by an eye at x.  b it is real and can be seen by an eye at y.  c it is virtual and can be seen by an eye at x.  d it is virtual and can be seen by an eye at y.      26 a small potential difference v is applied across a filament lamp. the current i in the lamp is  measured. v is increased in stages and i is measured at each stage.    which graph shows the results obtained?    0 0 via 0 0 vib 0 0 vic 0 0 vid      27 a resistor of resistance r is connected to a battery of e.m.f. v.    there is a current i in the resistor.    power p is dissipated by the resistor, and in time t the energy transferred is e.    which expression is correct?  a e = ivt b e = pit c p = vir d  rvp=     ",
+            "11": "11  \u00a9 ucles 2016 0625/22/m/j/16 [turn over  28 a wire has a certain electrical resistance.    the diameter and length of the wire may be changed.    which pair of changes must  cause the resistance of the wire to increase?     change of  diameter change of  length  a decrease decrease  b decrease increase  c increase decrease  d increase increase     29 the four circuits shown all include an a.c. power supply, two diodes and a lamp.    in which circuit is there a rectified current in the lamp?    a c db      ",
+            "12": "12  \u00a9 ucles 2016 0625/22/m/j/16  30 p and q are the circuit symbols for two electrical components.    pq    which components are represented by p and by q?     p q  a thermistor fuse  b thermistor relay  c variable resistor fuse  d variable resistor relay     31 the diagram shows a combination of logic gates.    input p (= 0)output x output y input q (= 1)    input p is at a logic state 0 (low) and input q is at a logic state 1 (high).    what are the logic states at output x and at output y?     output x output y  a 0 0  b 0 1  c 1 0  d 1 1     ",
+            "13": "13  \u00a9 ucles 2016 0625/22/m/j/16 [turn over  32 the diagram shows part of a circuit used to switch street lamps on and off automatically.    + \u2013ldr     in the evening it gets dark.    which row shows the effect on the resistance of the light-dependent resistor (ldr) and on the  potential difference (p.d.) across it?     resistance of ldr p.d. across ldr  a decreases decreases  b decreases increases  c increases decreases  d increases increases     33 a domestic circuit includes a 30  a fuse. this protects the wiring if there is too much current in the  circuit.    in which wire is the 30  a fuse positioned, and what does it do when it operates?     position operation  a live wire disconnects the circuit  b live wire reduces the current to 30  a  c neutral wire disconnects the circuit  d neutral wire reduces the current to 30  a     ",
+            "14": "14  \u00a9 ucles 2016 0625/22/m/j/16  34 a strong electromagnet is used to attract pins.    core pinscoilcurrent     what happens when the current in the coil is halved?  a no pins are attracted.  b some pins are attracted, but not as many.  c the same number of pins is attracted.  d more pins are attracted.     35 the diagram shows a transformer.    primary coil 800 turnssecondary coil 40 turnsinput voltageoutput  voltage       the input voltage is 240  v.    what is the output voltage?  a 6.0  v b 12  v c 20  v d 40  v     ",
+            "15": "15  \u00a9 ucles 2016 0625/22/m/j/16 [turn over  36 the diagram shows a shaded area where the direction of a magnetic field is into the page.    a beam of \u03b2-particles enters the field as shown.    magnetic field into the page beam of \u03b2-particles     in which direction is the beam of \u03b2-particles deflected as they enter the magnetic field?  a into the page  b out of the page  c down the page  d up the page     37 a very important experiment increased scientists\u2019 understanding of the structure of matter.    in the experiment, particles scattered as they passed through a thin metal foil.    which particles were used, and to which conclusion did the experiment lead?     particles conclusion  a alpha particles matter is made up of atoms  b alpha particles atoms have a very small nucleus  c beta particles matter is made up of atoms  d beta particles atoms have a very small nucleus      38 below are the symbols for five different nuclides.    x35 17                x3717                x38 18                x81 35                x81 37   nuclide 1 nuclide 2 nuclide 3 nuclide 4 nuclide 5    which two nuclides are isotopes of the same element?  a nuclide 1 and nuclide 2  b nuclide 2 and nuclide 3  c nuclide 2 and nuclide 5  d nuclide 4 and nuclide 5   ",
+            "16": "16    permission to reproduce items where third-par ty owned material protected by copyright is  included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holder s, 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 onl ine in the cambridge  international examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely a vailable to download at  www.cie.org.uk after the live examination series.    cambridge international examinations is part of the cambridge asse ssment group. cambridge assessment is the brand name of unive rsity of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge.    \u00a9 ucles 2016 0625/22/m/j/16  39 a radioactive decay can be represented as shown.    pa233 91  \u2192 u233 92    the equation is incomplete.    in this decay, the nucleus changes by  a absorbing a neutron.  b absorbing a proton.  c emitting an \u03b1-particle.  d emitting a \u03b2-particle.     40 the graph shows how the decay rate of a radioactive source changes with time.    4000 300020001000 0 02468 1 0 time  / daysdecay rate decays  / s     what will be the decay rate at 8 days?  a 0 decays  / s  b 125 decays  / s  c 250 decays  / s  d 500 decays  / s       "
+        },
+        "0625_s16_qp_23.pdf": {
+            "1": "  the syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificat e.  this document consists of 17 printed pages and 3 blank pages.  ib16 06_0625_23/3rp  \u00a9 ucles 2016 [turn over       *5153628261* cambridge international examinations  cambridge international general certificate of secondary education       physics 0625/23     paper 2  multiple choice (extended)  may/june 2016     45 minutes    additional materials: multiple choice answer sheet   soft clean eraser   soft pencil (type b or hb recommended)       read these instructions first    write in soft pencil.  do not use staples, paper clips, glue or correction fluid. write your name, centre number and candidate number on the answer sheet in the spaces provided  unless this has been done for you.  do not write in any barcodes.   there are forty  questions on this paper. answer all questions. for each question there are four possible  answers a, b, c and d.   choose the one you consider correct and record your choice in soft pencil  on the separate answer sheet.    read the instructions on the answer sheet very carefully.   each correct answer will score one mark. a mark will not be deducted for a wrong answer. any rough working should be done in this booklet. electronic calculators may be used. take the weight of 1.0  kg to be 10  n (acceleration of free fall = 10  m / s2).   ",
+            "2": "2  \u00a9 ucles 2016 0625/23/m/j/16  1 the diagram shows an enlarged drawing of the end of a metre rule. it is being used to measure  the length of a small feather.    1mm cm 2 310 20 30     what is the length of the feather?  a 19  mm b 29  mm c 19  cm d 29  cm     2 an object moves at a constant speed for some time, then begins to accelerate.    which distance-time graph shows this motion?    distance time0 0a distance time0 0b distance time0 0c distance time0 0d     ",
+            "3": "3  \u00a9 ucles 2016 0625/23/m/j/16 [turn over  3 a heavy object is released near the surface of the earth and falls freely. air resistance can be  ignored.    which statement about the acceleration of the object due to gravity is correct?  a the acceleration depends on the mass of the object.  b the acceleration depends on the volume of the object.  c the acceleration is constant.  d the acceleration is initially zero and increases as the object falls.     4 a cup contains hot liquid.    some of the liquid evaporates.    what happens to the mass and what happens to the weight of the liquid in the cup?     mass weight  a decreases decreases  b decreases stays the same  c stays the same decreases  d stays the same stays the same    5 an object moves in a circle at constant speed.    which statement about the force needed on the object is correct?  a a force away from the centre of the circle keeps the object moving in the circle.  b a force in the direction of motion of the object keeps it moving in the circle.  c a force towards the centre of the circle keeps the object moving in the circle.  d no force is needed to keep the object moving at constant speed in the circle.     ",
+            "4": "4  \u00a9 ucles 2016 0625/23/m/j/16  6 a long plank xy lies on the ground. a load of 120  n is placed on it, at a distance of 0.50  m from  end x, as shown.    end y is lifted off the ground. the upward force needed to do this is 65  n.    120  n0.50  m 1.5  m 2.0  m65 n wxyload ground     in the diagram, w is the weight of the plank, acting at its mid-point.    what is the value of w ?  a 35  n b 47  n c 100  n d 133  n     7 which list contains only vector quantities?  a energy, force, velocity  b speed, acceleration, force  c velocity, energy, acceleration  d velocity, force, acceleration     8 a gas molecule strikes the wall of a container. the molecule rebounds with the same speed.    before hitting the wall after hitting the wallwall gas moleculewall gas molecule     what happens to the kinetic energy and what happens to the momentum of the molecule?     kinetic energy momentum  a changes changes  b changes stays the same  c stays the same changes  d stays the same stays the same    ",
+            "5": "5  \u00a9 ucles 2016 0625/23/m/j/16 [turn over  9 which energy resource does not derive its energy from the sun?  a hydroelectric  b nuclear fission  c waves  d wind      10 the diagram shows the energy used by a modern lamp.    60 w input of electrical power 48 w of power wasted in heating surroundings12 w of useful power output as light     which expression gives the efficiency of the lamp?  a  6012 \u00d7 100% b  4812 \u00d7 100% c  6048 \u00d7 100% d  1248 \u00d7 100%     11 three boxes each weigh 100  n. a man lifts all the boxes together from the ground on to a shelf  that is 1.5  m above the ground. the man takes 2.0  s to do this.    boxes shelf 1.5 m     how much useful power does the man produce to lift the boxes?  a 75  w b 225  w c 300  w d 900  w     ",
+            "6": "6  \u00a9 ucles 2016 0625/23/m/j/16  12 a diver under water uses breathing apparatus at a depth where the pressure is 1.25 \u00d7 105  pa.        a bubble of gas breathed out by the diver has a volume of 20  cm3 when it is released. the bubble  moves upwards to the surface of the water.    at the surface of the water, the atmospheric pressure is 1.00 \u00d7 105  pa.    the temperature of the water is the same at all depths.    what is the volume of this bubble when it reaches the surface?  a 15  cm3 b 16  cm3 c 20  cm3 d 25  cm3      13 the diagram shows a simple mercury barometer.    v w x y zmercury     the atmospheric pressure increases.    which distance increases?  a vw b wy c xy d xz      14 what causes the random, zig-zag movement (brownian motion) of smoke particles suspended in  air?  a air molecules colliding with smoke particles  b convection currents as the hot smoke rises  c smoke particles colliding with each other  d smoke particles reacting with oxygen molecules in the air ",
+            "7": "7  \u00a9 ucles 2016 0625/23/m/j/16 [turn over  15 a sealed bottle of constant volume contains air.    the air in the bottle is heated by the sun.    what is the effect on the average speed of the air molecules in the bottle, and the average  distance between them?     average speed   of air molecules average distance  between air  molecules  a decreases decreases  b decreases stays the same  c increases increases  d increases stays the same     16 the diagram shows a liquid-in-glass thermometer.    \u201310 0 10 20 30 40 50 60 70 80 90100 110\u00b0c liquid threadstem glass bulb liquidtube     how can the thermometer be made more sensitive?  a increase the internal diameter of the tube containing the liquid thread  b increase the internal volume of the glass bulb and the volume of the liquid  c increase the length of the tube and stem  d increase the thickness of the glass in the glass bulb      17 in an experiment to measure specific heat capacity, a block of aluminium is heated and its rise in  temperature is measured.    the amount of energy gained by the block is e. the mass of the block is m. the rise in  temperature of the block is \u2206t.    which expression gives the specific heat capacity of aluminium?  a  tem \u2206  b  etm\u2206  c  tme \u2206  d  mte\u2206      ",
+            "8": "8  \u00a9 ucles 2016 0625/23/m/j/16  18 which row shows the surface that is the better absorber and the surface that is the better emitter  of infra-red radiation?     better absorber better emitter  a black surface black surface  b black surface white surface  c white surface black surface  d white surface white surface     19 a student suggests some uses for containers made from good thermal conductors and for  containers made from poor thermal conductors.    in which row are both suggested uses correct?     good thermal conductor poor thermal conductor  a keeping a cold liquid at  a low temperature transferring thermal energy  quickly from a hot liquid  b keeping a hot liquid at  a high temperature keeping a cold liquid at  a low temperature  c  transferring thermal energy  quickly from a hot liquid transferring thermal energy  quickly to a cold liquid  d transferring thermal energy  quickly to a cold liquid keeping a hot liquid at  a high temperature    20 a water wave passes into a region where the wave travels more slowly.    as it passes into the slow region, what happens to the frequency and what happens to the wavelength of the wave?     frequency wavelength  a decreases remains the same  b increases remains the same  c remains the same decreases  d remains the same increases    ",
+            "9": "9  \u00a9 ucles 2016 0625/23/m/j/16 [turn over  21 which row shows the natures of light waves, sound waves and x-rays?     light waves sound waves x-rays  a longitudinal longitudinal transverse  b longitudinal transverse longitudinal  c transverse longitudinal transverse  d transverse transverse longitudinal     22 the diagram shows an object in front of a plane mirror. the mirror forms an image of the object.    nm object     at which labelled point is the image formed, and which type of image is formed?     where the image  is formed type of image  a at m real  b at m virtual  c at n real  d at n virtual      23 light enters a glass block at an angle of incidence of 46 \u00b0.    the light refracts at an angle of refraction of 26 \u00b0.    what is the refractive index of the glass?  a 0.57 b 0.61 c 1.64 d 1.77     ",
+            "10": "10  \u00a9 ucles 2016 0625/23/m/j/16  24 the diagram shows a converging lens forming an image of an object.    image objectx y     which statement about the image is correct?  a it is real and can be seen by an eye at x.  b it is real and can be seen by an eye at y.  c it is virtual and can be seen by an eye at x.  d it is virtual and can be seen by an eye at y.      25 the sound from a loudspeaker must pass through two materials to reach a microphone.    material 1 material 2loudspeaker microphone     which combination of materials gives the shortest time for the sound to reach the microphone?     material 1 material 2  a air hydrogen  b air water  c copper aluminium  d water oil     26 which range of wave frequencies includes only sounds that can be heard by a human with  normal hearing?  a 3.0  hz to 300  hz  b 30  hz to 3000  hz  c 300  hz to 30  000  hz  d 3000  hz to 300  000  hz     ",
+            "11": "11  \u00a9 ucles 2016 0625/23/m/j/16 [turn over  27 each diagram shows two charged metal plates.    which diagram shows the pattern and the direction of the electric field between the plates?    \u2013\u2013\u2013\u2013 ++++a \u2013\u2013\u2013\u2013 ++++b \u2013\u2013\u2013\u2013 ++++c d \u2013\u2013\u2013\u2013 ++++      28 the four circuits shown all include an a.c. power supply, two diodes and a lamp.    in which circuit is there a rectified current in the lamp?    a c db     ",
+            "12": "12  \u00a9 ucles 2016 0625/23/m/j/16  29 the diagram shows a battery connected to two resistors.    r     four students separately measure the electromotive force (e.m.f.) of the battery, the current in  the resistors, and the potential difference (p.d.) across resistor r.    their results are shown in the table below.    which row shows values with their correct units?     e.m.f. current p.d.  a 3.0  a 0.30  v 1.5  a  b 3.0  a 0.30  a 1.5  v  c 3.0  v 0.30  v 1.5  a  d 3.0  v 0.30  a 1.5  v      30 a 3.0  \u03c9 resistor and a 6.0  \u03c9 resistor are connected in parallel.    6.0 \u03c93.0 \u03c9     what is their combined resistance?  a 0.50  \u03c9 b 2.0  \u03c9 c 4.5  \u03c9 d 9.0  \u03c9     ",
+            "13": "13  \u00a9 ucles 2016 0625/23/m/j/16 [turn over  31 the diagram shows a combination of logic gates.    input p (= 0)output x output y input q (= 1)    input p is at a logic state 0 (low) and input q is at a logic state 1 (high).    what are the logic states at output x and at output y?     output x output y  a 0 0  b 0 1  c 1 0  d 1 1     32 the diagram shows part of a circuit used to switch street lamps on and off automatically.    + \u2013ldr     in the evening it gets dark.    which row shows the effect on the resistance of the light-dependent resistor (ldr) and on the potential difference (p.d.) across it?     resistance of ldr p.d. across ldr  a decreases decreases  b decreases increases  c increases decreases  d increases increases    ",
+            "14": "14  \u00a9 ucles 2016 0625/23/m/j/16  33 a domestic circuit includes a 30  a fuse. this protects the wiring if there is too much current in the  circuit.    in which wire is the 30  a fuse positioned, and what does it do when it operates?     position operation  a live wire disconnects the circuit  b live wire reduces the current to 30  a  c neutral wire disconnects the circuit  d neutral wire reduces the current to 30  a     34 a strong electromagnet is used to attract pins.    core pinscoilcurrent     what happens when the current in the coil is halved?  a no pins are attracted.  b some pins are attracted, but not as many.  c the same number of pins is attracted.  d more pins are attracted.     ",
+            "15": "15  \u00a9 ucles 2016 0625/23/m/j/16 [turn over  35 the diagram shows a transformer.    primary coil 800 turnssecondary coil 40 turnsinput voltageoutput  voltage       the input voltage is 240  v.    what is the output voltage?  a 6.0  v b 12  v c 20  v d 40  v     36 the diagram shows a shaded area where the direction of a magnetic field is into the page.    a beam of \u03b2-particles enters the field as shown.    magnetic field into the page beam of \u03b2-particles     in which direction is the beam of \u03b2-particles deflected as they enter the magnetic field?  a into the page  b out of the page  c down the page  d up the page     ",
+            "16": "16  \u00a9 ucles 2016 0625/23/m/j/16  37 below are four statements about isotopes of a certain element.  which statement about the isotopes must  be correct?  a they are radioactive.  b they are unstable.  c they have the same number of neutrons.  d they have the same number of protons.     38 which diagram represents an experiment that provided evidence for the nuclear atom?    gold nucleus\u03b1-particlea gold nucleus\u03b2-particleb gold nucleus\u03b1-particle \u03b2-particlec gold nucleusd     39 sodium-24 decays to magnesium-24 according to the following equation.    24 11na \u2192 24 12mg  +  emitted particle    what is the emitted particle?  a \u03b1-particle  b \u03b2-particle  c neutron  d proton     ",
+            "17": "17  \u00a9 ucles 2016 0625/23/m/j/16  40 the reading on a detector placed near a radioactive material is 536 counts per second.    the background count rate is 44 counts per second.    the half-life of the radioactive material is 34 hours.    what is the reading on the detector after 68 hours?  a 44 counts per second  b 123 counts per second  c 134 counts per second  d 167 counts per second     ",
+            "18": "18  \u00a9 ucles 2016 0625/23/m/j/16  blank page     ",
+            "19": "19  \u00a9 ucles 2016 0625/23/m/j/16  blank page     ",
+            "20": "20    permission to reproduce items where thir d-party owned material protected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holder s, 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 onl ine in the cambridge  international examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely a vailable to download at  www.cie.org.uk after the live examination series.    cambridge international examinations is part of the cambridge asse ssment group. cambridge assessment is the brand name of unive rsity of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge.    \u00a9 ucles 2016 0625/23/m/j/16  blank page      "
+        },
+        "0625_s16_qp_31.pdf": {
+            "1": "this document consists of 18 printed pages and 2 blank pages. dc (lk/fd) 107602/6 \u00a9 ucles 2016 [turn overcambridge international examinations cambridge international general certificate of secondary education *6437538466* physics  0625/31 paper 3 theory (core) may/june 2016  1 hour 15 minutes candidates answer on the question paper. no additional materials are required. read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen. y ou may use an hb pencil for any diagrams or graphs. do not use staples, paper clips, glue or correction fluid. do not write in any barcodes. answer all questions. electronic calculators may be used. y ou may lose marks if you do not show your working or if you do not use appropriate units. take the weight of 1.0 kg to be 10 n (acceleration of free fall = 10 m / s2). at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [ ] at the end of each question or part question. the syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificat e.",
+            "2": "2 0625/31/m/j/16 \u00a9 ucles 20161 fig. 1.1 shows part of the speed-time graphs for a cyclist and for a runner. 002468 speed p\u0003/ v10 246 time w / s81 0 1 2runnercyclist fig. 1.1  (a) compare the motion of the cyclist and the runner during the first 6 seconds. explain your  answer.  .. .  .. .  .. .  .. .[3]  (b) describe the motion of the cyclist between time t = 6.0 s and time t = 12.0 s.  .. .[1]  (c) calculate the total distance travelled by the cyclist between t = 0 and t = 12.0 s.  distance travelled =  .. m [4]",
+            "3": "3 0625/31/m/j/16 \u00a9 ucles 2016 [turn over (d) after the first 6.0 seconds, the runner moves at constant speed for 4.0 seconds. he then  slows down uniformly and stops in a further 2.0 seconds.   on fig. 1.1, complete the graph for the runner\u2019s motion. [2]  [total: 10]",
+            "4": "4 0625/31/m/j/16 \u00a9 ucles 20162 a boy steps off a high board into a swimming pool.  fig. 2.1 shows the forces acting on the boy at one point in his fall. 100  nboard swimming pool540  n fig. 2.1  (a) the 540 n force is caused by gravitational attraction.   state the cause of the 100 n force.  .. .[1]  (b) calculate the mass of the boy.  mass of boy =  . kg [2]  (c) calculate the resultant force on the boy. state its direction.  resultant force =  ..   n  direction =  ...  [2]  [total: 5]",
+            "5": "5 0625/31/m/j/16 \u00a9 ucles 2016 [turn over3 fig. 3.1 shows a metal plate-warmer. metal warming-trayplate of food handle candle heater fig. 3.1  the plate-warmer contains two small candle heaters. plates of food are placed on top of the  warming-tray.  (a) (i) state the name of a process by which the thermal energy from the candles passes to the  warming-tray.  .. .[1]   (ii) state the name of the process by which thermal energy moves through the warming-tray.  .. .[1]  (b) the outside of the plate-warmer is shiny.    suggest how this helps the plate-warmer to stay hot.  .. .[1]  (c) the handles of the plate-warmer are made from metal.    identify a problem with this, and suggest how the problem could be solved. problem:  . ... action:  .. .  [2]  [total: 5]",
+            "6": "6 0625/31/m/j/16 \u00a9 ucles 20164 fig. 4.1 is a simplified diagram of a geothermal power station. xvery hot watersteamturbine generator steamcooling towerpower lines water fig. 4.1  (a) describe the energy resource labelled x in fig. 4.1.  .. .[1]  (b) identify the useful energy transformation that takes place in the geothermal power station.  tick one box in each column. input energy output energy chemical chemical electrical electrical gravitational gravitational sound sound thermal thermal  [2]  (c) state two disadvantages of obtaining energy from fossil fuels. 1.  ... ...  .. . 2.  ... ...  .. .  [2]  [total: 5]",
+            "7": "7 0625/31/m/j/16 \u00a9 ucles 2016 [turn over5 fig. 5.1 shows two men repairing a weak roof using a crawler-board.  crawler-boardroof fig. 5.1  (a) explain why use of the crawler-board prevents the men from falling through the roof.  .. .  .. .  .. .  .. .[2]  (b) the crawler-board has a weight of 400 n. the total weight of the two men is 1600 n. the area  of the crawler-board in contact with the roof is 0.8 m2.   calculate the pressure on the roof when the men are on the crawler-board. include the unit.  pressure = [5]  [total: 7]",
+            "8": "8 0625/31/m/j/16 \u00a9 ucles 20166 fig. 6.1 shows an experiment to observe the motion of smoke particles in air. microscope light smoke particles in airp bright dot fig. 6.1 fig. 6.2  (a) (i)  fig. 6.2 shows the view through the microscope of one smoke particle, labelled p .    on fig. 6.2, draw 3 lines to show the movement of this particle.  [2]   (ii) explain what causes the smoke particle to move.  .. .  .. .  .. .  .. .[2]  (b) the air containing the smoke particles becomes warmer.   suggest how this changes the movement of the smoke particles.  .. .  .. .[1]  [total: 5]",
+            "9": "9 0625/31/m/j/16 \u00a9 ucles 2016 [turn over7 fig. 7.1 shows equipment used to demonstrate thermal expansion. pointer roller supportheatcopper rod fixed block fig. 7.1  (a) the copper rod is heated and expands. it turns the roller and moves the pointer.    on fig. 7.1, draw the new position of the pointer.   [1]  (b) as the rod is heated, some of its properties change.    identify how each property changes. place one tick in each row of the table. property of rod decreases increasesstays the  same volume mass density  [3]  (c) suggest one disadvantage of thermal expansion.  .. .[1]  [total: 5]",
+            "10": "10 0625/31/m/j/16 \u00a9 ucles 20168 a student directs a ray of light towards a plane mirror, as shown in fig. 8.1. ray of lightplane mirror ;de fig. 8.1  (a) (i) name the line labelled x.  .. .[1]   (ii) when angle a is 45\u00b0, angle b is also 45\u00b0.    angle a is changed to 20\u00b0.    what is the new value of angle b? tick one box.     20\u00b0  25\u00b0  45\u00b0  65\u00b0  80\u00b0   [1]",
+            "11": "11 0625/31/m/j/16 \u00a9 ucles 2016 [turn over (b) the student now makes the ray of light from fig. 8.1 pass into a glass block, as shown in  fig. 8.2. ray of lightplane mirror d fg h i j 67534eglass block fig. 8.2   complete the table, using the labels from fig. 8.2. the first label is done for you. description label an angle of incidence a an angle of refraction an internally reflected angle a critical angle a refracted ray  [4]",
+            "12": "12 0625/31/m/j/16 \u00a9 ucles 2016 (c) the student uses a converging lens to produce an image of an object. fig. 8.3 shows the  arrangement. o ffkey: f = principal focus o = object fig. 8.3   on fig. 8.3, using a ruler, carefully draw two rays from the object o to locate the position of  the image. use an arrow to represent the image. [3]  [total: 9]",
+            "13": "13 0625/31/m/j/16 \u00a9 ucles 2016 [turn over9 fig. 9.1 represents the regions of the electromagnetic spectrum. radio wavesmicro- wavesvisible lightultraviolet wavesx-raysgamma rays increasing fig. 9.1  (a) complete fig. 9.1:   (i) add the label of the missing region. [1]   (ii) complete the label under the arrow. [1]  (b) (i) state two uses of x-rays. 1.  ...  2.  ...   [2]   (ii) describe two safety precautions taken by people using x-rays. 1.  ...  2.  ...   [2]   (iii) x-rays and light waves can both travel through a vacuum.    identify the correct statement. tick one box.     x-rays travel at a slower speed than light waves.     x-rays travel at the same speed as light waves.     x-rays travel at a faster speed than light waves.  [1]  [total: 7]",
+            "14": "14 0625/31/m/j/16 \u00a9 ucles 201610 a student makes the circuit shown in fig. 10.1 using a 12 v battery. x y12 v fig. 10.1  (a) complete the sentences about the circuit. use words from the box. fixed resistor      lamp       light-dependent resistor        parallel       series         thermistor   (i) components x and y are connected in  .[1]   (ii) the component y is a  [1]  (b) fig. 10.2 shows how the resistance of y varies with temperature. 0020406080100120140160 5 1 01 52 02 53 03 5 temperature  / \u00b0cresistance  / 1 40 45 50 fig. 10.2   (i) describe how the resistance of y varies with temperature.   .. .  .. .  .. .[2]",
+            "15": "15 0625/31/m/j/16 \u00a9 ucles 2016 [turn over  (ii) the temperature of y is 10 \u00b0c. the resistance of x is 20 \u03c9.    calculate the combined resistance of y and x.  resistance =  . \u03c9  [3]   (iii) calculate the current in the circuit.  current =  .  a  [3]  [total: 10]",
+            "16": "16 0625/31/m/j/16 \u00a9 ucles 201611 (a) put a ring around the names of the metals which are attracted to magnets. aluminium     copper     iron     mercury      magnesium      steel      tin  [2]  (b) fig. 11.1 and fig. 11.2 show magnetic field patterns for bar magnets.   on each diagram, correctly label the poles. write n or s. fig. 11.1 fig. 11.2  [2]",
+            "17": "17 0625/31/m/j/16 \u00a9 ucles 2016 [turn over (c) for each diagram in fig. 11.3, describe the force acting, if any. use the words attraction ,  repulsion , or no force . charged sphere magnet uncharged plastic strip... ... ...ss n snn++ + ++++++ ++ + ++++++ fig. 11.3  [3]  [total: 7]",
+            "18": "18 0625/31/m/j/16 \u00a9 ucles 201612 two radioactive sources are used by a teacher. one source emits only alpha particles and the  other source emits only beta particles.   (a) suggest how the sources can be identified.  .. .  .. .  .. .  .. .  .. .[2]  (b) the teacher also has a source that emits gamma rays.    state two ways in which gamma rays are different from alpha particles. 1.  ... ... 2.  ... ...  [2]  (c) state an effect of ionising radiation on living things.  .. .[1]  [total: 5]",
+            "19": "19 0625/31/m/j/16 \u00a9 ucles 2016blank page",
+            "20": "20 0625/31/m/j/16 \u00a9 ucles 2016permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here 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 onl ine in the cambridge international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to do wnload at www.cie.org.uk after  the live examination series. cambridge international examinations is part of the cambridge assessment group. cambridge assessment is the brand name of unive rsity of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge.blank page"
+        },
+        "0625_s16_qp_32.pdf": {
+            "1": "this document consists of 19 printed pages and 1 blank page. dc (nf/sg) 107603/6 \u00a9 ucles 2016 [turn overcambridge international examinations cambridge international general certificate of secondary education *5249192930* physics  0625/32 paper 3 theory (core) may/june 2016  1 hour 15 minutes candidates answer on the question paper. no additional materials are required. read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen. y ou may use an hb pencil for any diagrams or graphs. do not use staples, paper clips, glue or correction fluid. do not write in any barcodes. answer all questions. electronic calculators may be used. y ou may lose marks if you do not show your working or if you do not use appropriate units. take the weight of 1.0 kg to be 10 n (acceleration of free fall = 10 m / s2). at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [ ] at the end of each question or part question. the syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificat e.",
+            "2": "2 0625/32/m/j/16 \u00a9 ucles 20161 a student investigates water dripping from a tap (faucet).  fig. 1.1 shows the dripping tap and a rule next to a container collecting the drops of water. 0cm 1234567891 0ruletap (faucet) drop of water container water fig. 1.1  (a) name the quantity that the student is measuring with the rule.  ..  [1]  (b) the student uses a digital stopwatch to measure the time between the drops of water. she  repeats her measurement.   fig. 1.2 shows the reading on the stopwatch for all her measurements. min sec1/100th sec min sec1/100th sec min sec1/100th sec time =  s time =  s time =  s fig. 1.2   (i) on the line below each stopwatch, record the time, in seconds, measured by the student.  [1]   (ii) calculate the average time between drops of water. show your working.  average time between drops =   s  [2]",
+            "3": "3 0625/32/m/j/16 \u00a9 ucles 2016 [turn over (c) the student collects drops of water for 15.5 minutes.   calculate how many drops leave the tap in 15.5 minutes. use your answer to part b(ii).  number of drops =  ... [3] [total: 7]",
+            "4": "4 0625/32/m/j/16 \u00a9 ucles 20162 fig. 2.1 shows the speed-time graph for a student cycling along a straight, flat road. 8 6 4 2 0 0 5 10 15 20 25 30 35 time  / sspeed m / s fig. 2.1  (a) calculate the distance he travels in the first 10 s.  distance =  ..  m  [3]",
+            "5": "5 0625/32/m/j/16 \u00a9 ucles 2016 [turn over (b) fig. 2.2 shows three pairs of forces a, b and c. a60 n backward force20 n forward force b50 n backward force50 n forward force c20 n backward force70 n forward force fig. 2.2   identify which pair of forces, a, b or c, acts on the cyclist between 11 s and 16 s. explain your  choice. pair of forces  ... .. explanation  .. .  .. .  .. . [3]  (c) the cyclist pushes on one pedal with a force of 120 n. the area of his shoe in contact with the  pedal is 16 cm2.   calculate the pressure on the pedal. include the unit.  pressure =  ... [4] [total: 10]",
+            "6": "6 0625/32/m/j/16 \u00a9 ucles 20163 fig. 3.1 shows a girl and a boy on a see-saw. 300 n w log pivotboygirl2.4 m1 . 6  m fig. 3.1  the see-saw pivots on the log.  (a) calculate the girl\u2019s moment about the pivot.  girl\u2019s moment =  ...  n m  [2]  (b) the see-saw is balanced horizontally.    calculate the weight w of the boy.  weight of boy =  ... n  [3] [total: 5]",
+            "7": "7 0625/32/m/j/16 \u00a9 ucles 2016 [turn over4 a student is investigating a mixture of water and ice. the water and ice are at the same temperature.  he uses a thermometer.  (a) fig. 4.1 shows a thermometer. \u201310 0 10 20 30 40 50 60 70 80 90 100 110 \u00b0cx                                        y                                         scale narrow tube glass fig. 4.1   (i) on fig. 4.1, label x and y . [2]   (ii) the thermometer is put into the mixture of water and ice.    on fig. 4.2, draw an arrow pointing to the reading on the scale. [1] \u201310 0 10 20 30 40 50 60 70 80 90 100 110 \u00b0c fig. 4.2  (b) the beaker of ice and water is left in a warm room for five hours.   state what happens to the ice during this time. describe this process in terms of the molecules  in the ice.  .. .  .. .  .. .  .. .  .. .  .. . [4] [total: 7]",
+            "8": "8 0625/32/m/j/16 \u00a9 ucles 20165 fig. 5.1 shows two circuits, a and b. circuit a circuit b fig. 5.1  both circuits contain a 6 v power supply and two 6 v lamps.  (a) state two advantages of circuit b compared to circuit a.  .. .  .. .  .. .  ..  [2]  (b) fig. 5.2 shows the energy input and outputs, in one second, for one electric lamp. energy input 10.0  j wasted energy 8.2 juseful energy output fig. 5.2   (i) calculate the useful energy output, in one second, of the lamp.  useful energy output =   j  [1]",
+            "9": "9 0625/32/m/j/16 \u00a9 ucles 2016 [turn over  (ii) in the space below draw a labelled diagram, similar to fig. 5.2, for a more efficient lamp. [1]  (c) electricity can be generated using wind turbines.   fig. 5.3 shows two wind turbines. fig. 5.3   state two advantages and two disadvantages of using wind turbines, rather than fossil fuels,  to generate electricity. advantages  ...   .. .  .. .  .. . disadvantages  ...  .. .  .. .  .. . [4] [total: 8]",
+            "10": "10 0625/32/m/j/16 \u00a9 ucles 20166 fig. 6.1 shows the regions of the electromagnetic spectrum. two regions have not been named. gamma  raysultraviolet raysvisible  lightinfra-red wavesradio  waves fig. 6.1  (a) complete fig. 6.1 by labelling the two regions that have not been named. [2]  (b) on fig. 6.1, circle the region with the longest wavelength. [1]  (c) (i) suggest a use for gamma radiation.  .. .  ..  [1]   (ii) suggest a use for ultraviolet radiation.  .. .  ..  [1] [total: 5]",
+            "11": "11 0625/32/m/j/16 \u00a9 ucles 2016 [turn over7 fig. 7.1 shows a ray of light incident on a rectangular glass block at point x. w x q s rp air glass fig. 7.1  the ray of light is refracted at x.  on fig. 7.1,  (a) draw the normal at x, [1]  (b) draw the path of the ray through the glass block until it reaches the surface rs, [1]  (c) label, at x, the angle of incidence with a letter  i and the angle of refraction with a letter r, [2]  (d) draw the path of the ray of light leaving the glass block. [1] [total: 5]",
+            "12": "12 0625/32/m/j/16 \u00a9 ucles 20168 researchers have found that the best temperature for drinking coffee is  60 \u00b0c.  a designer has developed a new type of cup for keeping coffee at 60 \u00b0c. the cup is shown in  fig. 8.1. plastic lid inner steel walls shiny outer steel wall vacuumcoffee material z fig. 8.1  material z has a melting point of 60 \u00b0c. at room temperature, material z is solid.  coffee, at a temperature of 90 \u00b0c, is poured into the cup. the coffee cools rapidly to 60 \u00b0c.  (a) state what happens to material z when the hot coffee is poured into the cup.  ..  [1]  (b) explain how the features of the cup enable the coffee to be kept at 60 \u00b0c for a long time. plastic lid  .. .  .. .  .. . vacuum  ... ..  .. .  .. . shiny outer steel wall  ... .  .. .  .. .",
+            "13": "13 0625/32/m/j/16 \u00a9 ucles 2016 [turn overmaterial z  ... ...  .. .  .. .  .. .  .. . [5] [total: 6]",
+            "14": "14 0625/32/m/j/16 \u00a9 ucles 20169 (a) the resistance of a long piece of wire is 6.0 \u03c9. the potential difference across the wire is 2.0 v.   calculate the current in the wire.  current =  ... a  [3]  (b) a force acts on a wire carrying a current in a magnetic field.   fig. 9.1 shows the direction of the current in the wire and the direction of the force acting on  the wire. n swire current direction of force fig. 9.1   (i) on fig. 9.1, draw arrows to indicate the direction of the magnetic field. [1]   (ii) the magnetic field is reversed.    state what happens, if anything, to the direction of the force on the wire.  ..  [1]",
+            "15": "15 0625/32/m/j/16 \u00a9 ucles 2016 [turn over (c)  fig. 9.2 shows a current-carrying coil in a magnetic field. n n ssaxle axlecoil magnetmagnet + \u2013to battery fig. 9.2   the coil starts to turn about its axle.   (i) state two ways of increasing the turning effect on the coil. 1.  ...  2.  ...  [2]   (ii) describe and  explain  the effect of reversing the connections to the battery.  .. .  .. .  .. .  ..  [2] [total: 9]",
+            "16": "16 0625/32/m/j/16 \u00a9 ucles 201610 fig. 10.1 shows the charger for a laptop computer. charger fig. 10.1  the charger contains a transformer.  (a) the voltage across the primary coil of the transformer is 230 v.   the primary coil has  4995 turns and the secondary coil has 555 turns.   calculate the output voltage of the transformer.  output voltage =  ...  v  [3]  (b) state the term used to describe this type of transformer.  ..  [1] [total: 4]",
+            "17": "17 0625/32/m/j/16 \u00a9 ucles 2016 [turn over11 (a) any atomic nucleus can be represented as a zx.   (i) state which letter, a, x or z, is the \u0081 chemical symbol, .\u0081 nucleon number, .\u0081 proton number. . [2]   (ii) a nucleus of americium-241 can be written as  241 95am.    1.  determine the number of electrons in a neutral atom of americium-241.  number of electrons =  ... [1]    2.  determine the number of neutrons in a nucleus of americium-241.  number of neutrons  =  ... [1]  (b) explain what is meant by isotopes  of an element.  .. .  .. .  .. .  ..  [2] [total: 6]",
+            "18": "18 0625/32/m/j/16 \u00a9 ucles 201612 (a) a radioactive nucleus decays by the emission of a \u03b2-particle.   state what a \u03b2-particle is and give its charge.  .. .  ..  [2]  (b) the graph in fig. 12.1 shows how the count rate from a sample of a radioactive substance  varies with time. count rate counts  / min time  / days4000 3500 3000 2500 2000 1500 1000 500 0 0 4 8 12 16 20 24 28 32 36 40 fig. 12.1   use the graph to find the half-life. show your working on the graph.  half-life =  .  days  [2]  (c) following an accident, the soil around a nuclear power station is contaminated by  caesium-137, which is radioactive.   a sample of this soil containing caesium-137 has a count rate of 180 counts / min. caesium-137  has a half-life of 30 years and decays by \u03b2-emission.   (i) calculate the count rate from the caesium-137 in the sample after 60 years.  count rate =  ..  counts / min  [2]",
+            "19": "19 0625/32/m/j/16 \u00a9 ucles 2016  (ii) suggest why people do not want to live near the power station, even after it has closed.  .. .  .. .  .. .  ..  [2] [total: 8]",
+            "20": "20 0625/32/m/j/16 \u00a9 ucles 2016permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here 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 onl ine in the cambridge international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to do wnload at www.cie.org.uk after  the live examination series. cambridge international examinations is part of the cambridge assessment group. cambridge assessment is the brand name of unive rsity of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge.blank page"
+        },
+        "0625_s16_qp_33.pdf": {
+            "1": "this document consists of 19 printed pages and 1 blank page. dc (fd/sg) 126848 \u00a9 ucles 2016 [turn overcambridge international examinations cambridge international general certificate of secondary education *1137125136* physics  0625/33 paper 3 theory (core) may/june 2016  1 hour 15 minutes candidates answer on the question paper. no additional materials are required. read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen. y ou may use an hb pencil for any diagrams or graphs. do not use staples, paper clips, glue or correction fluid. do not write in any barcodes. answer all questions. electronic calculators may be used. y ou may lose marks if you do not show your working or if you do not use appropriate units. take the weight of 1.0 kg to be 10 n (acceleration of free fall = 10 m / s2). at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [ ] at the end of each question or part question. the syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificat e.",
+            "2": "2 0625/33/m/j/16 \u00a9 ucles 20161 a student investigates water dripping from a tap (faucet).  fig. 1.1 shows the dripping tap and a rule next to a container collecting the drops of water. 0cm 1234567891 0ruletap (faucet) drop of water container water fig. 1.1  (a) name the quantity that the student is measuring with the rule.  ..  [1]  (b) the student uses a digital stopwatch to measure the time between the drops of water. she  repeats her measurement.   fig. 1.2 shows the reading on the stopwatch for all her measurements. min sec1/100th sec min sec1/100th sec min sec1/100th sec time =  s time =  s time =  s fig. 1.2   (i) on the line below each stopwatch, record the time, in seconds, measured by the student.  [1]   (ii) calculate the average time between drops of water. show your working.  average time between drops =   s  [2]",
+            "3": "3 0625/33/m/j/16 \u00a9 ucles 2016 [turn over (c) the student collects drops of water for 15.5 minutes.   calculate how many drops leave the tap in 15.5 minutes. use your answer to part b(ii).  number of drops =  ... [3] [total: 7]",
+            "4": "4 0625/33/m/j/16 \u00a9 ucles 20162 fig. 2.1 shows the speed-time graph for a student cycling along a straight, flat road. 8 6 4 2 0 0 5 10 15 20 25 30 35 time  / sspeed m / s fig. 2.1  (a) calculate the distance he travels in the first 10 s.  distance =  ..  m  [3]",
+            "5": "5 0625/33/m/j/16 \u00a9 ucles 2016 [turn over (b) fig. 2.2 shows three pairs of forces a, b and c. a60 n backward force20 n forward force b50 n backward force50 n forward force c20 n backward force70 n forward force fig. 2.2   identify which pair of forces, a, b or c, acts on the cyclist between 11 s and 16 s. explain your  choice. pair of forces  ... .. explanation  .. .  .. .  .. . [3]  (c) the cyclist pushes on one pedal with a force of 120 n. the area of his shoe in contact with the  pedal is 16 cm2.   calculate the pressure on the pedal. include the unit.  pressure =  ... [4] [total: 10]",
+            "6": "6 0625/33/m/j/16 \u00a9 ucles 20163 fig. 3.1 shows a girl and a boy on a see-saw. 300 n w log pivotboygirl2.4 m1 . 6  m fig. 3.1  the see-saw pivots on the log.  (a) calculate the girl\u2019s moment about the pivot.  girl\u2019s moment =  ...  n m  [2]  (b) the see-saw is balanced horizontally.    calculate the weight w of the boy.  weight of boy =  ... n  [3] [total: 5]",
+            "7": "7 0625/33/m/j/16 \u00a9 ucles 2016 [turn over4 a student is investigating a mixture of water and ice. the water and ice are at the same temperature.  he uses a thermometer.  (a) fig. 4.1 shows a thermometer. \u201310 0 10 20 30 40 50 60 70 80 90 100 110 \u00b0cx                                        y                                         scale narrow tube glass fig. 4.1   (i) on fig. 4.1, label x and y . [2]   (ii) the thermometer is put into the mixture of water and ice.    on fig. 4.2, draw an arrow pointing to the reading on the scale. [1] \u201310 0 10 20 30 40 50 60 70 80 90 100 110 \u00b0c fig. 4.2  (b) the beaker of ice and water is left in a warm room for five hours.   state what happens to the ice during this time. describe this process in terms of the molecules  in the ice.  .. .  .. .  .. .  .. .  .. .  .. . [4] [total: 7]",
+            "8": "8 0625/33/m/j/16 \u00a9 ucles 20165 fig. 5.1 shows two circuits, a and b. circuit a circuit b fig. 5.1  both circuits contain a 6 v power supply and two 6 v lamps.  (a) state two advantages of circuit b compared to circuit a.  .. .  .. .  .. .  ..  [2]  (b) fig. 5.2 shows the energy input and outputs, in one second, for one electric lamp. energy input 10.0  j wasted energy 8.2 juseful energy output fig. 5.2   (i) calculate the useful energy output, in one second, of the lamp.  useful energy output =   j  [1]",
+            "9": "9 0625/33/m/j/16 \u00a9 ucles 2016 [turn over  (ii) in the space below draw a labelled diagram, similar to fig. 5.2, for a more efficient lamp. [1]  (c) electricity can be generated using wind turbines.   fig. 5.3 shows two wind turbines. fig. 5.3   state two advantages and two disadvantages of using wind turbines, rather than fossil fuels,  to generate electricity. advantages  ...   .. .  .. .  .. . disadvantages  ...  .. .  .. .  .. . [4] [total: 8]",
+            "10": "10 0625/33/m/j/16 \u00a9 ucles 20166 fig. 6.1 shows the regions of the electromagnetic spectrum. two regions have not been named. gamma  raysultraviolet raysvisible  lightinfra-red wavesradio  waves fig. 6.1  (a) complete fig. 6.1 by labelling the two regions that have not been named. [2]  (b) on fig. 6.1, circle the region with the longest wavelength. [1]  (c) (i) suggest a use for gamma radiation.  .. .  ..  [1]   (ii) suggest a use for ultraviolet radiation.  .. .  ..  [1] [total: 5]",
+            "11": "11 0625/33/m/j/16 \u00a9 ucles 2016 [turn over7 fig. 7.1 shows a ray of light incident on a rectangular glass block at point x. w x q s rp air glass fig. 7.1  the ray of light is refracted at x.  on fig. 7.1,  (a) draw the normal at x, [1]  (b) draw the path of the ray through the glass block until it reaches the surface rs, [1]  (c) label, at x, the angle of incidence with a letter  i and the angle of refraction with a letter r, [2]  (d) draw the path of the ray of light leaving the glass block. [1] [total: 5]",
+            "12": "12 0625/33/m/j/16 \u00a9 ucles 20168 researchers have found that the best temperature for drinking coffee is  60 \u00b0c.  a designer has developed a new type of cup for keeping coffee at 60 \u00b0c. the cup is shown in  fig. 8.1. plastic lid inner steel walls shiny outer steel wall vacuumcoffee material z fig. 8.1  material z has a melting point of 60 \u00b0c. at room temperature, material z is solid.  coffee, at a temperature of 90 \u00b0c, is poured into the cup. the coffee cools rapidly to 60 \u00b0c.  (a) state what happens to material z when the hot coffee is poured into the cup.  ..  [1]  (b) explain how the features of the cup enable the coffee to be kept at 60 \u00b0c for a long time. plastic lid  .. .  .. .  .. . vacuum  ... ..  .. .  .. . shiny outer steel wall  ... .  .. .  .. .",
+            "13": "13 0625/33/m/j/16 \u00a9 ucles 2016 [turn overmaterial z  ... ...  .. .  .. .  .. .  .. . [5] [total: 6]",
+            "14": "14 0625/33/m/j/16 \u00a9 ucles 20169 (a) the resistance of a long piece of wire is 6.0 \u03c9. the potential difference across the wire is 2.0 v.   calculate the current in the wire.  current =  ... a  [3]  (b) a force acts on a wire carrying a current in a magnetic field.   fig. 9.1 shows the direction of the current in the wire and the direction of the force acting on  the wire. n swire current direction of force fig. 9.1   (i) on fig. 9.1, draw arrows to indicate the direction of the magnetic field. [1]   (ii) the magnetic field is reversed.    state what happens, if anything, to the direction of the force on the wire.  ..  [1]",
+            "15": "15 0625/33/m/j/16 \u00a9 ucles 2016 [turn over (c)  fig. 9.2 shows a current-carrying coil in a magnetic field. n n ssaxle axlecoil magnetmagnet + \u2013to battery fig. 9.2   the coil starts to turn about its axle.   (i) state two ways of increasing the turning effect on the coil. 1.  ...  2.  ...  [2]   (ii) describe and  explain  the effect of reversing the connections to the battery.  .. .  .. .  .. .  ..  [2] [total: 9]",
+            "16": "16 0625/33/m/j/16 \u00a9 ucles 201610 fig. 10.1 shows the charger for a laptop computer. charger fig. 10.1  the charger contains a transformer.  (a) the voltage across the primary coil of the transformer is 230 v.   the primary coil has  4995 turns and the secondary coil has 555 turns.   calculate the output voltage of the transformer.  output voltage =  ...  v  [3]  (b) state the term used to describe this type of transformer.  ..  [1] [total: 4]",
+            "17": "17 0625/33/m/j/16 \u00a9 ucles 2016 [turn over11 (a) any atomic nucleus can be represented as a zx.   (i) state which letter, a, x or z, is the \u0081 chemical symbol, .\u0081 nucleon number, .\u0081 proton number. . [2]   (ii) a nucleus of americium-241 can be written as  241 95am.    1.  determine the number of electrons in a neutral atom of americium-241.  number of electrons =  ... [1]    2.  determine the number of neutrons in a nucleus of americium-241.  number of neutrons  =  ... [1]  (b) explain what is meant by isotopes  of an element.  .. .  .. .  .. .  ..  [2] [total: 6]",
+            "18": "18 0625/33/m/j/16 \u00a9 ucles 201612 (a) a radioactive nucleus decays by the emission of a \u03b2-particle.   state what a \u03b2-particle is and give its charge.  .. .  ..  [2]  (b) the graph in fig. 12.1 shows how the count rate from a sample of a radioactive substance  varies with time. count rate counts  / min time  / days4000 3500 3000 2500 2000 1500 1000 500 0 0 4 8 12 16 20 24 28 32 36 40 fig. 12.1   use the graph to find the half-life. show your working on the graph.  half-life =  .  days  [2]  (c) following an accident, the soil around a nuclear power station is contaminated by  caesium-137, which is radioactive.   a sample of this soil containing caesium-137 has a count rate of 180 counts / min. caesium-137  has a half-life of 30 years and decays by \u03b2-emission.   (i) calculate the count rate from the caesium-137 in the sample after 60 years.  count rate =  ..  counts / min  [2]",
+            "19": "19 0625/33/m/j/16 \u00a9 ucles 2016  (ii) suggest why people do not want to live near the power station, even after it has closed.  .. .  .. .  .. .  ..  [2] [total: 8]",
+            "20": "20 0625/33/m/j/16 \u00a9 ucles 2016permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here 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 onl ine in the cambridge international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to do wnload at www.cie.org.uk after  the live examination series. cambridge international examinations is part of the cambridge assessment group. cambridge assessment is the brand name of unive rsity of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge.blank page"
+        },
+        "0625_s16_qp_41.pdf": {
+            "1": "cambridge international examinations cambridge international general certificate of secondary education 0625/41 physics may/june 2016 paper 4 theory (extended) 1 hour 15 minutes candidates answer on the question paper. no additional materials are required. read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen.you may use an hb pencil for any diagrams or graphs.do not use staples, paper clips, glue or correction fluid.donot write in any barcodes. answer allquestions. electronic calculators may be used.you may lose marks if you do not show your working or if you do not use appropriate units.take the weight of 1.0 kg to be 10 n (acceleration of free fall = 10 m / s 2). at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [ ] at the end of each question or part question. the syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificate. this document consists of 20printed pages. [turn over 06_0625_41_2016_1.10 \u00a9 ucles 2016 *9332191914*",
+            "2": "a bus travels at a constant speed. it stops for a short time and then travels at a higher constant speed.(a)1 using the axes in fig. 1.1, draw a distance-time graph for this bus journey. timedistance 0 0 fig. 1.1 [3] a lift (elevator) starts from rest at the ground floor of a building.(b) fig. 1.2 is the speed-time graph for the motion of the lift to the top floor of the building. 4.0 3.02.01.0 0 0 5 10 15 20 25speed m  / s time  / s fig. 1.2 06_0625_41_2016_1.10 \u00a9 ucles 20162",
+            "3": "use the graph to determine the distance from the ground floor to the top floor of the building. distance =. [4] [total: 7] [turn over06_0625_41_2016_1.10 \u00a9 ucles 20163",
+            "4": "fig. 2.1 shows a dummy of mass 70 kg used in a crash test to investigate the safety of a new car.2 barrierpassenger compartmentdummy windscreen fig. 2.1 the car approaches a solid barrier at 20 m / s. it crashes into the barrier and stops suddenly. calculate the momentum of the dummy immediately before the crash.(i) (a) momentum = . [2] determine the impulse that must be applied to the dummy to bring it to rest.(ii) impulse = . [1] 06_0625_41_2016_1.10 \u00a9 ucles 20164",
+            "5": "in the crash test, the passenger compartment comes to rest in 0.20 s.(b) calculate the deceleration of the passenger compartment. deceleration = . [2] the seat belt and air bag bring the dummy to rest so that it does not hit the windscreen. the dummy has an average deceleration of 80 m / s2.(c) calculate the average resultant force applied to the dummy, of mass 70 kg. force = . [2] the deceleration of the dummy is less than the deceleration of the passenger compartment.(d) explain why this is of benefit for the safety of a passenger  ...  ...  ...  ...  ...  [2] [total: 9] [turn over 06_0625_41_2016_1.10 \u00a9 ucles 20165",
+            "6": "fig. 3.1 shows an oil tank that has a rectangular base of dimensions 2.4 m by 1.5 m.3 2.4 m1.5 mdepth of oil 1.5 moil fig. 3.1 the tank is filled with oil of density 850 kg / m3to a depth of 1.5 m. calculate(a) the pressure exerted by the oil on the base of the tank,(i) pressure = . [2] the force exerted by the oil on the base of the tank.(ii) force = . [2] 06_0625_41_2016_1.10 \u00a9 ucles 20166",
+            "7": "the force calculated in (a)(ii) is the weight of the oil. (b) calculate the mass of oil in the tank. mass = . [1] when he is checking the level of oil in the tank, a man drops a brass key into the oil and it sinks to the bottom of the oil.(c) state what this shows about the density of brass.(i) ... . [1] explain how attaching the key to a piece of wood could prevent the key from sinking.(ii) ... . ... . ... . [1] [total: 7] [turn over06_0625_41_2016_1.10 \u00a9 ucles 20167",
+            "8": "explain, in terms of molecules, why it is possible to compress a gas, but not a liquid.(a)4 ...  ...  ...  ...  [2] two containers made of insulating material contain the same volume of water at room temperature. the containers do not have lids. the volume of liquid in each container graduallydecreases.(b) after a certain time, the temperature of the water has decreased to below room temperature.(i) explain, in terms of molecules, why the temperature has decreased. ... . ... . ... . ... . [2] one of the containers is wide and shallow. the other container is narrow and deep.(ii) predict which container has the greater rate of cooling. explain your answer . ... . ... . [2] [total: 6] 06_0625_41_2016_1.10 \u00a9 ucles 20168",
+            "9": "state what happens to the molecules of a gas in a sealed container when the temperature of the gas is increased.(a)5 ...  [1] a quantity of gas is contained in a sealed container of fixed volume. the temperature of the gas is increased.(b) state, in terms of molecules, tworeasons why the pressure of the gas increases. 1. .  2. .  [2] a helium-filled weather balloon is held at ground level. the volume of the balloon is 4800 m3. the pressure of the helium is 98 kpa.(c) the balloon is released and rises to a height where the volume of the balloon is 7200 m3. calculate the new pressure of the helium. assume that the temperature stays constant.(i) pressure = . [2] suggest why it may be necessary to release helium from the balloon as it rises even higher.(ii) ... . ... . [1] [total: 6] [turn over06_0625_41_2016_1.10 \u00a9 ucles 20169",
+            "10": "two students are measuring the speed of sound. the students are provided with a starting pistol, a stopwatch and a long measuring tape. the starting pistol, when fired, produces a loud sound and a puff of smoke at the same instant.(a)6 describe how the students use the apparatus and how they calculate the speed. you may draw a diagram. ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  [4] 06_0625_41_2016_1.10 \u00a9 ucles 201610",
+            "11": "a device at the bottom of the sea emits a sound wave of frequency 200 hz.(b) the speed of sound in sea-water is 1500 m / s.(i) calculate the wavelength of the sound in sea-water. wavelength = . [2] the sound wave passes from the sea-water into the air.(ii) state what happens, if anything, to\u2022 the frequency of the sound, ... ... . \u2022 the speed of the sound.  . [2] [total: 8] [turn over 06_0625_41_2016_1.10 \u00a9 ucles 201611",
+            "12": "a ray of light passes through a length of curved optical fibre.(i) (a)7 draw a diagram showing the fibre and the path of the ray of light. [1] describe one use of optical fibres in medicine. you may draw a diagram.(ii) ... . ... . ... . ... . ... . ... . ... . [3] 06_0625_41_2016_1.10 \u00a9 ucles 201612",
+            "13": "draw a straight line from each wave on the left to the most appropriate speed.(b) light in air90 m / s (9 \u00d7 10) 6000  m / s (6 \u00d7 103) 100  000  m / s (1 \u00d7 105) 1 000  000  m / s (1 \u00d7 106) 300  000  000  m / s (3 \u00d7 108) 60 000  000  000  m / s (6 \u00d7 1010)microwaves in a vacuum sound in steel [3] the refractive index of a block of glass is 1.5.(c) use your value for the speed of light from (b)to calculate the speed of light in this block. speed = . [2] [total: 9] [turn over06_0625_41_2016_1.10 \u00a9 ucles 201613",
+            "14": "two straight, vertical wires x and y pass through holes in a horizontal card.(a)8 fig. 8.1 shows the card viewed from above. xy wire in holecard wire in hole fig. 8.1 there is a current in each wire in a downward direction (into the page). the magnetic field at y due to the current in x produces a force on y.(i) place a tick in each blank column of the table to indicate the direction of this magnetic field and the direction of the force. force on ymagnetic field at y towards the top of the page towards the bottom of the pageto the leftto the rightinto the pageout of the page [2] 06_0625_41_2016_1.10 \u00a9 ucles 201614",
+            "15": "state and explain whether there is also a force on wire x.(ii) ... . ... . [1] fig. 8.2 shows a d.c. supply connected to the input of a transformer.(b) iron core s d.c. supply galvanometer fig. 8.2 when switch s is first closed, the needle of the galvanometer deflects briefly, then returns to zero. explain why the brief deflection occurs  ...  ...  ...  ...  [3] [total: 6] [turn over 06_0625_41_2016_1.10 \u00a9 ucles 201615",
+            "16": "fig. 9.1 shows a 12 v battery connected in a circuit containing resistors a, b, c and d. each resistor has a resistance of 6.0 \u03c9.9 a b cd12 v fig. 9.1 calculate the combined resistance of(a) resistors a and b,(i) resistance = . [1] resistors a, b and c,(ii) resistance = . [2] resistors a, b, c and d.(iii) resistance = . [1] 06_0625_41_2016_1.10 \u00a9 ucles 201616",
+            "17": "calculate(b) the current in the battery,(i) current = . [1] the energy transferred from the battery to the circuit in 50 s.(ii) energy transferred = . [2] [total: 7] [turn over06_0625_41_2016_1.10 \u00a9 ucles 201617",
+            "18": "fig. 10.1 shows the symbol for a circuit component.(i) (a)10 fig. 10.1 name this component. ... . [1] in the space below, draw the symbol for a not gate.(ii) [1] fig. 10.2 shows a digital circuit.(b) a b dec fig. 10.2 complete the truth table for this circuit. output e input d output c input b input a 0 0 0 1 0 0 0 1 0 1 1 0 0 0 1 1 0 1 0 1 1 1 1 1 [3] 06_0625_41_2016_1.10 \u00a9 ucles 201618",
+            "19": "suggest a modification to the circuit in fig. 10.2 to produce the output z in the truth table below. it may help you to compare this truth table with the truth table in (b).(c) output z input d input b input a 0 0 0 0 0 1 0 0 0 0 1 0 0 1 1 0 0 0 0 1 0 1 0 1 0 0 1 1 1 1 1 1 ...  ...  [1] [total: 6] [turn over06_0625_41_2016_1.10 \u00a9 ucles 201619",
+            "20": "bismuth-214 is radioactive. it has a half-life of 20 minutes.11 the nuclide notation for bismuth-214 is  bi. (a) state the composition of the nucleus of bismuth-214. ...  ...  [2] bismuth-214 decays by \u03b2-decay to an isotope of polonium, po. (b) complete the equation for the decay of bismuth-214. 214bi\u03b2  + po83\u2192... .. ... [3] the count rate from a sample of bismuth-214 is 360 counts / s.(c) predict the count rate from the sample after 60 minutes. count rate = . [2] state twoof the social, economic or environmental issues involved in the storage of radioactive materials with very long half-lives.(d) ...  ...  ...  ...  [2] [total: 9] to avoid the issue of disclosure of answer-related information to candidates, all copyright acknowledgements are reproduced online in the cambridg e international examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download at www.cie.o rg.uk after the live examination series. 06_0625_41_2016_1.10 \u00a9 ucles 201620"
+        },
+        "0625_s16_qp_42.pdf": {
+            "1": "cambridge international examinations cambridge international general certificate of secondary education 0625/42 may/june 2016 1 hour 15 minutesphysics paper 4 theory (extended) candidates answer on the question paper. no additional materials are required. read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen.you may use an hb pencil for any diagrams or graphs.do not use staples, paper clips, glue or correction fluid.donot write in any barcodes. answer allquestions. electronic calculators may be used.you may lose marks if you do not show your working or if you do not use appropriate units.take the weight of 1.0 kg to be 10 n (acceleration of free fall = 10 m / s 2). at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [ ] at the end of each question or part question. the syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificate. this document consists of 22printed pages and 2blank pages. [turn over 06_0625_42_2016_1.11 \u00a9 ucles 2016 *6573684646*",
+            "2": "an object is moving in a straight line at constant speed. a force is applied to the object. state the possible changes in the motion of the object.(a)1 ...  ...  ...  [2] fig. 1.1 shows a skier taking part in a speed competition. the winner of the competition has the highest average speed over the 100 m section shown in fig. 1.1.(b) start skier 100  m fig. 1.1 the skier starts from rest and has a constant acceleration. he reaches a speed of 60 m / s in 16 s. calculate the skier\u2019s acceleration.(i) acceleration = . [2] 06_0625_42_2016_1.11 \u00a9 ucles 20162",
+            "3": "over the length of the 100 m section, the time recorded is 1.85 s. calculate the skier\u2019s average speed over the section.(ii) average speed = . [2] suggest why the skier bends his body, as shown in fig. 1.1. explain your answer.(iii) ... . ... . ... . [2] [total: 8] [turn over06_0625_42_2016_1.11 \u00a9 ucles 20163",
+            "4": "fig. 2.1 shows two railway trucks on a track.2 truck b 5000  kgtruck a track6000  kg5.0 m / s buffer fig. 2.1 truck a of mass 6000 kg is moving at 5.0 m / s. it is approaching truck b of mass 5000 kg, which is stationary. calculate the momentum of truck a.(a) momentum = . [2] the trucks collide, their buffers compress and then they bounce off each other, remaining undamaged.(b) after the collision, truck b has a momentum of 27 000 kg m / s. determine the impulse applied to truck b.(i) impulse = . [2] the trucks are in contact for 0.60 s. calculate the average force on truck b.(ii) force = . [2] 06_0625_42_2016_1.11 \u00a9 ucles 20164",
+            "5": "calculate the final speed of truck a.(iii) speed = . [3] [total: 9] [turn over06_0625_42_2016_1.11 \u00a9 ucles 20165",
+            "6": "fig. 3.1 shows a cabin used to transport passengers up a hillside.3 pulley pulleypulley a bcdrive pulley connected to electric moto r cable50 m cabin support cabinnot to scale fig. 3.1 the cabin is attached to a cable which moves horizontally from a to b, then up the hill from b to c. there is an electrical input of energy to the motor which moves the cable.place twoticks against types of energy that increase as the cabin moves horizontally at constant speed f r o mat ob .(a) kinetic energy of the cabin gravitational potential energy of the cabin gravitational potential energy of the cable internal energy of the surroundings internal energy of the wires of the motor [2] the cabin and passengers have a total mass of 800 kg. the vertical distance between ba n dci s5 0m . calculate the increase of gravitational potential energy of the cabin and passengers when they move from b to c.(b) energy = . [2] 06_0625_42_2016_1.11 \u00a9 ucles 20166",
+            "7": "the cabin then descends back from c to b. the weight of the cabin pulls the cable, which rotates the motor. the electric motor acts as a generator when rotated in this way. explain the environmental and economic benefits of this arrangement.(c) ...  ...  ...  ...  ...  ...  [3] [total: 7] [turn over06_0625_42_2016_1.11 \u00a9 ucles 20167",
+            "8": "an archaeologist is investigating a shipwreck and discovers a wooden box on the seabed.4 surface of sea 15 m 0.80  m 1.2 mwooden boxlidnot to scale fig. 4.1 the dimensions of the lid of the box are 1.2 m by 0.80 m and the pressure of the atmosphere is 1.0 \u00d7 105pa. the lid is 15 m below the surface of the sea. the density of sea-water is 1020 kg / m3. (a) calculate the pressure on the lid of the box due to the sea-water,(i) pressure = . [2] the total pressure on the lid,(ii) pressure = . [1] 06_0625_42_2016_1.11 \u00a9 ucles 20168",
+            "9": "the downward force that the total pressure produces on the lid.(iii) force = . [2] the force needed to open the lid is notequal to the value calculated in (a)(iii) . suggest tworeasons for this.(b) 1. . .. ...  2. . .. ...  [2] [total: 7] [turn over06_0625_42_2016_1.11 \u00a9 ucles 20169",
+            "10": "two pans containing water are placed on the hotplates of an electric cooker, as shown in fig. 5.1.5 hotplateslarge pansmall pan fig. 5.1 the hotplates are switched on and the temperature of the water in the pans starts to increase. when the temperature of the water is below 100 \u00b0c, some water is evaporating. at 100 \u00b0c, the water starts to boil and its temperature remains constant. state and explain which pan has the greater rate of evaporation of water when both pans of water are at the same temperature.(a) ...  ...  ...  [1] apart from the temperature at which it occurs, state how boiling differs from evaporation.(b) ...  ...  ...  [1] when the water is boiling, thermal energy is being supplied to the water at a rate of 920 w.(c) explain the effect on the molecules of the thermal energy supplied.(i) ... . ... . ... . [2] 06_0625_42_2016_1.11 \u00a9 ucles 201610",
+            "11": "the specific latent heat of vaporisation of water is 2.3 \u00d7 106j / kg. calculate the mass of water that boils away in 5.0 minutes.(ii) mass = . [3] [total: 7] [turn over06_0625_42_2016_1.11 \u00a9 ucles 201611",
+            "12": "fig. 6.1 shows a protractor superimposed on the path of a ray of light. the light is travelling in glass towards the boundary with air.(a)60 180170160150140130120110100 807060 50 40 30 20 10 01020304050607080 100110120 130 140 150 160 17018090air glass incident ray fig. 6.1 use the protractor to measure the angle of incidence of the ray of light at the boundary with the air.(i) angle of incidence = . [1] the refractive index of the glass is 1.56. calculate the angle of refraction in the air.(ii) angle of refraction = . [3] state what is meant by critical angle . (i) (b) ... . ... . [1] 06_0625_42_2016_1.11 \u00a9 ucles 201612",
+            "13": "calculate the critical angle of light in glass of refractive index 1.56.(ii) critical angle = . [2] fig. 6.2 shows a water wave crossing a boundary from shallow water to deep water.(c) original wave directionnew wave direction shallow waterdeep water fig. 6.2 name the process that takes place at the boundary between the shallow water and the deep water.(i) ... . [1] tickone box corresponding to the property of the wave that is the same in the shallow water as in the deep water.(ii) amplitude frequency speed wavelength [1] [total: 9] [turn over06_0625_42_2016_1.11 \u00a9 ucles 201613",
+            "14": "describe the use of x-rays in a security application. include a diagram.(a)7 ...  ...  ...  ...  ...  [3] 06_0625_42_2016_1.11 \u00a9 ucles 201614",
+            "15": "draw a straight line from each wave to the most appropriate speed.(b) radio waves in air300  m / s (3 \u00d7 102) 6000  m / s (6 \u00d7 103) 1 000  000  m / s (1 \u00d7 106) 300  000  000  m / s (3 \u00d7 108) 60 000  000  000  m / s (6 \u00d7 1010) 1 000  000  000  000  m / s (1 \u00d7 1012)ultrasound in air x-rays in a vacuum [3] [total: 6] [turn over06_0625_42_2016_1.11 \u00a9 ucles 201615",
+            "16": "fig. 8.1 shows a coil wound around a steel bar that is initially unmagnetised. any appropriate power supply can be connected between the terminals a and b. no other apparatus is available.(a)8 absteel bar fig. 8.1 describe \u2022how the steel bar can be magnetised, \u2022how the steel bar can then be demagnetised. magnetised:  .. ...  ...  demagnetised: .. ...  ...  [4] 06_0625_42_2016_1.11 \u00a9 ucles 201616",
+            "17": "fig. 8.2 shows a transformer.(b) p s lamp240  v mains fig. 8.2 a 240 v mains supply is connected to the primary coil p. the voltage across the secondary coil s is 12 v. a lamp, in series with a 3.0 a fuse, is connected to s. the number of turns in the coils of the transformer is not shown accurately in fig. 8.2.predict, with a suitable calculation, whether the fuse blows when there is a current of 0.20 a in the primary coil. ...  ...  ...  ...  ...  [3] [total: 7] [turn over 06_0625_42_2016_1.11 \u00a9 ucles 201617",
+            "18": "fig. 9.1 shows a conducting ball that oscillates between two charged plates.9 sensitive ammeterpositive plate negative plateclamp insulating thread \u2013 + very high voltage supplyball fig. 9.1 the ball repeatedly strikes each plate in turn. explain, in terms of the charge on the ball, why the ball moves to the positive plate after striking the negative plate.(a) ...  ...  ...  ...  [2] state which particles move through the sensitive ammeter and the direction in which they move.(b) ...  ...  [2] 06_0625_42_2016_1.11 \u00a9 ucles 201618",
+            "19": "for each complete oscillation of the ball moving between the plates, a charge of 8.5 \u00d7 10-10c is transferred from one plate to the other. the frequency of oscillation is 4.0 hz. calculate the current shown on the sensitive ammeter.(c) current = . [3] [total: 7] [turn over06_0625_42_2016_1.11 \u00a9 ucles 201619",
+            "20": "fig. 10.1 shows part of the circuit of a hair-dryer with a 240 v a.c. supply.10 z yxa b c240  v fig. 10.1 the switch can be in one of three positions: \u2022 position a: off (as shown), \u2022 position b: low heater power,\u2022 position c: high heater power. all three heaters x, y and z each have a power of 1000 w when used in this hair-dryer.heaters y and z have equal resistances.calculate the resistance of heater x,(a) resistance = . [2] the resistance of heater y,(b) resistance = . [1] 06_0625_42_2016_1.11 \u00a9 ucles 201620",
+            "21": "the current in heater z when the switch is in position c.(c) current = . [2] [total: 5] [turn over06_0625_42_2016_1.11 \u00a9 ucles 201621",
+            "22": "radon-220 is a radioactive isotope.11 the nuclide notation for radon-220 is  rn. describe the composition of a neutral atom of radon-220.(a) ...  ...  ...  ...  [3] a nucleus of radon-220 decays to an isotope of polonium (po) by emitting an alpha particle. complete the nuclide equation for the decay of radon-220.(b) 220rn \u03b1  + po86\u2192... .. ... [3] a detector of radiation is placed near a sample of radon-220 and gives a reading of 720 counts / s. the half-life of radon-220 is 55 s. calculate the reading after 220 s. ignore background radiation.(c) reading = . [2] [total: 8] 06_0625_42_2016_1.11 \u00a9 ucles 201622",
+            "23": "blank page 06_0625_42_2016_1.11 \u00a9 ucles 201623",
+            "24": "blank page permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. every reasonable effort has been made by the publisher (ucles) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the pub lisher 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 cambridg e international examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download at www.cie.o rg.uk after the live examination series. cambridge international examinations is part of the cambridge assessment group. cambridge assessment is the brand name of university of cambridge l ocal examinations syndicate (ucles), which is itself a department of the university of cambridge. 06_0625_42_2016_1.11 \u00a9 ucles 201624"
+        },
+        "0625_s16_qp_43.pdf": {
+            "1": "cambridge international examinations cambridge international general certificate of secondary education 0625/43 may/june 2016 1 hour 15 minutesphysics paper 4 theory (extended) candidates answer on the question paper. no additional materials are required. read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen.you may use an hb pencil for any diagrams or graphs.do not use staples, paper clips, glue or correction fluid.donot write in any barcodes. answer allquestions. electronic calculators may be used.you may lose marks if you do not show your working or if you do not use appropriate units.take the weight of 1.0 kg to be 10 n (acceleration of free fall = 10 m / s 2). at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [ ] at the end of each question or part question. the syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificate. this document consists of 22printed pages and 2blank pages. [turn over 06_0625_43_2016_1.8 \u00a9 ucles 2016 *8543501407*",
+            "2": "state why force is a vector quantity. (a)1 ...  [1] a 20 n force and a 15 n force act at the same time on an object of mass 14 kg.(b) calculate the maximum possible force on the object due to these two forces,(i) force = . [1] the acceleration caused by a resultant force equal to this maximum force.(ii) acceleration = . [2] 06_0625_43_2016_1.8 \u00a9 ucles 20162",
+            "3": "fig. 1.1 shows a river in which the velocity of the flowing water is 0.85 m / s parallel to the river banks.(c) river bank velocity of water 0.85  m / svelocity of swimmer    relative to water      1.2  m / s 45\u00b0not to  scale fig. 1.1 a swimmer sets off from one bank. the velocity of the swimmer relative to the water is 1.2 m / s at 45\u00b0 to the river banks, as shown in fig. 1.1. in the space below, draw a scale diagram to determine the resultant velocity of the swimmer relative to the river banks. this velocity is the resultant of the two velocities shown on fig. 1.1.label this resultant on your diagram. resultant velocity = . [3] [total: 7] [turn over 06_0625_43_2016_1.8 \u00a9 ucles 20163",
+            "4": "fig. 2.1 shows two cars, a and b, before they collide.2 car a car bstationary18 m / s fig. 2.1 car b, of mass 1200 kg, is stationary. car a, of mass 2000 kg, is travelling towards car b at 18 m / s. calculate the momentum of car a.(a) momentum = . [2] the cars collide and car b experiences an impulse. car a continues to move in the same direction, with a momentum of 21 000 kg m / s.(b) calculate the momentum of car b immediately after the collision.(i) momentum = . [1] determine the average impulse experienced by car b during the collision.(ii) impulse = . [1] 06_0625_43_2016_1.8 \u00a9 ucles 20164",
+            "5": "the cars are in contact for 0.20 s. calculate the average resultant force experienced by car b during the collision.(iii) force = . [2] a modern car is designed so that, during a collision, the front section of the car is crushed and the time of contact increases. explain the benefit of increasing the time of contact for the people in the car.(c) ...  ...  ...  ...  [2] [total: 8] [turn over06_0625_43_2016_1.8 \u00a9 ucles 20165",
+            "6": "a test-tube containing solid wax is heated by placing it in a beaker of very hot water for several minutes. the solid wax becomes a liquid.3 state, in terms of molecules, how a solid differs from a liquid.(a) ...  ...  ...  ...  [2] explain, in terms of molecules, why thermal energy must be supplied for a solid to become a liquid.(b) ...  ...  ...  [1] the test-tube is removed from the hot water and held in a clamp stand.(c) fig. 3.1 shows the test-tube and liquid wax cooling in air. hot waterthermometer liquid waxstopwatch fig. 3.1 as the wax cools, its temperature is recorded at regular time intervals. 06_0625_43_2016_1.8 \u00a9 ucles 20166",
+            "7": "fig. 3.2 is the temperature-time graph for the wax. 0 4 8 12 16 20 time  / min100 806040 20temperature  / \u00b0c fig. 3.2 using fig. 3.2, determine the melting point of the wax.(i) melting point = . [1] the specific latent heat of fusion of the wax is 210 j / g. the test-tube contains 50 g of wax. using fig. 3.2, determine the rate at which the wax is losing internal energy as the wax solidifies. give your answer in j / min.(ii) rate of loss of energy = ... j / min [4] [total: 8] [turn over06_0625_43_2016_1.8 \u00a9 ucles 20167",
+            "8": "in an industrial process, a gas that is already at high pressure is trapped in a large cylinder by a piston.4 fig. 4.1 shows the gas, the cylinder and the piston. high-pressure gas cylinderpiston fig. 4.1 the piston is pushed into the cylinder. as the pressure of the gas changes, its temperature remains constant. fig. 4.2 shows how the pressure of the trapped gas depends on its volume.(a) 20 1510 50 0 0.10 0.20 0.30 0.40 volume  / m3pressure  / mpa fig. 4.2 06_0625_43_2016_1.8 \u00a9 ucles 20168",
+            "9": "describe the relationship shown by the graph between the pressure of the gas and the volume it occupies. explain this relationship in terms of the molecules.(i) ... . ... . ... . ... . ... . ... . [3] determine the volume occupied by the gas when it is released into the atmosphere at a pressure of 0.10 mpa. you will need to use data from fig. 4.2.(ii) volume = ... [2] an unused cylinder of the compressed gas is moved into a cold warehouse. the temperature of the gas decreases.(b) state how the decrease in the temperature affects the motion of the gas molecules,(i) ... . [1] the pressure of the gas in the cylinder.(ii) ... . [1] [total: 7] [turn over06_0625_43_2016_1.8 \u00a9 ucles 20169",
+            "10": "radio waves, ultrasound and visible light are all waves.(a)5 state what is meant by ultrasound and suggest a value for the minimum possible frequency of ultrasound waves.(i) ... . ... . ... . [2] state which of these waves are(ii) \u2022 electromagnetic, ... . \u2022 longitudinal . [2] 06_0625_43_2016_1.8 \u00a9 ucles 201610",
+            "11": "ultrasound passes through both human flesh and bone. fig. 5.1 shows an ultrasound source sending an ultrasound wave into human flesh.(b) flesh flesh bone xy ultrasound source thickness t fig. 5.1 the ultrasound wave travels through the flesh to point x and then through the thickness of the bone to point y. at y, some ultrasound is reflected and returns to x. the total time taken for ultrasound to travel in the bone from x to y and back to x is 9.0 \u00d7 10\u20136s. the speed of ultrasound in bone is 4100 m / s. calculate the thickness tof the bone. [3] thickness t= . [total: 7] [turn over06_0625_43_2016_1.8 \u00a9 ucles 201611",
+            "12": "a block is made from a particular type of glass.(a)6 fig. 6.1 shows light passing from air into the glass block. 33\u00b029\u00b0air glass not to scale fig. 6.1 using information from fig. 6.1, calculate the refractive index of light in this type of glass,(i) refractive index = . [3] the critical angle for light travelling in this type of glass.(ii) critical angle = . [2] 06_0625_43_2016_1.8 \u00a9 ucles 201612",
+            "13": "state one application of optical fibres. draw a diagram that shows how an optical fibre is used in this application.(b) ...  ...  ...  [3] [total: 8] [turn over06_0625_43_2016_1.8 \u00a9 ucles 201613",
+            "14": "a lightning conductor protects a tall building and the people in it against damage and injury caused by lightning strikes.7 the lightning conductor is a very long strip of copper that is attached to the side of the building. at the top of the building, the strip of copper is connected to a vertical metal pole and at the bottomof the building, it is buried in the ground. fig. 7.1 shows a thundercloud passing over the building. building groundmetal pole lightning conductor\u2013\u2013\u2013\u2013\u2013\u2013thundercloud fig. 7.1 the bottom of the thundercloud is negatively charged. as the cloud moves closer to the building, the top of the metal pole becomes charged. state the sign of the charge at the top of the metal pole. explain, in terms of the particles involved, how it becomes charged.(a) ...  ...  ...  ...  [2] 06_0625_43_2016_1.8 \u00a9 ucles 201614",
+            "15": "as the cloud passes over the building, a lightning strike occurs and a charge of 0.84 c flows through the lightning conductor. the charge flows for 3.5 \u00d7 10\u20135s.(b) calculate the average current in the lightning conductor during this time.(i) current = . [2] it is suggested that the current in the lightning conductor could be measured by connecting a laboratory ammeter between the pole and the copper strip. state one reason why this cannot be successful.(ii) ... . ... . [1] the copper strip has a large cross-sectional area. state how increasing the cross-sectional area of the copper strip affects its resistance.(c) ...  ...  [1] [total: 6] [turn over06_0625_43_2016_1.8 \u00a9 ucles 201615",
+            "16": "in the space below, draw the symbol for a nor gate.(i) (a)8 [1] complete the truth table for a nor gate.(ii) output input 2 input 1 0 0 1 0 0 1 1 1 [2] the fuel for an engine needs to be warm in order for the engine to work. if the temperature of the fuel is below the working temperature tw, an led emits light.(b) fig. 8.1 is the diagram of the circuit that includes the led. x y fig. 8.1 component y is in thermal contact with the fuel. state the name of component x and the name of component y.(i) x  y  [2] 06_0625_43_2016_1.8 \u00a9 ucles 201616",
+            "17": "the fuel is too cold and the led is emitting light. state and explain what happens in the circuit as the temperature of the fuel increases to a value above tw.(ii) ... . ... . ... . ... . ... . ... . [3] in fig. 8.2, the led is now in parallel with component x instead of with component y.(c) x y fig. 8.2 the temperature of component y increases from a value below twto a value above tw. predict what happens in this circuit. suggest a use for the circuit  ...  ...  ...  [2] [total: 10] [turn over 06_0625_43_2016_1.8 \u00a9 ucles 201617",
+            "18": "the two ends of a metal rod are connected by copper wire to a very sensitive ammeter. the rod is placed horizontally in the horizontal magnetic field between the n-pole and s-pole of a permanentmagnet, as shown in fig. 9.1.9 n sahorizontal metal rod magnet magnetsensitive ammetervertical movementn s fig. 9.1 the rod is moved upwards at constant speed in the direction shown by the arrow in fig. 9.1.(a) an e.m.f. is induced in the rod. state twofactors that determine the size of the induced e.m.f. (i) 1.  2.  [2] the size of the current in the ammeter depends on the size of the induced e.m.f. state one other factor that affects the size of the current.(ii) ... . [1] 06_0625_43_2016_1.8 \u00a9 ucles 201618",
+            "19": "the direction of motion of the rod is now changed . it moves at a constant speed towards the n-pole, as shown in fig. 9.2.(iii) ahorizontal movement n sn s fig. 9.2 state and explain what happens to the induced e.m.f. ... . ... . ... . [2] [turn over06_0625_43_2016_1.8 \u00a9 ucles 201619",
+            "20": "fig. 9.3 shows a rectangular coil of wire placed in the same horizontal magnetic field.(b) rotation rectangular coil n sn s fig. 9.3 the coil rotates in the direction shown by the arrow in fig. 9.3. an e.m.f. is induced in the coil. on fig. 9.4, sketch a graph to show how the e.m.f. varies with time for twocomplete revolutions of the coil.(i) 0 0 timee.m.f. fig. 9.4 [2] on your sketch in fig. 9.4, mark a letter t to indicate a time when the coil is horizontal, as shown in fig. 9.3. [1](ii) [total: 8] 06_0625_43_2016_1.8 \u00a9 ucles 201620",
+            "21": "a sample contains atoms of a particular isotope of protactinium  . 10 a nucleus of this protactinium isotope contains 91 protons and 143 neutrons.(a) state the values of x and y in the symbol  . (i) x = . y = . [2] this isotope is radioactive and it decays by the emission of a \u03b2-particle,  \u03b2,t oa n isotope of uranium, u. complete the equation for the decay of a protactinium nucleus.(ii) \u03b2  + u. . pa..0 \u20131 [2] a radiation detector measures a background count rate in a laboratory of 32 counts / minute.(b) suggest twonaturally occurring sources of background radiation. (i) 1.  2.  [2] the sample is placed in the laboratory close to the radiation detector, and the count rate increases to 544 counts / minute. this isotope of protactinium has a half-life of 400 minutes.predict a value for the count rate measured 1200 minutes later.(ii) count rate = ... [4] [turn over 06_0625_43_2016_1.8 \u00a9 ucles 201621",
+            "22": "suggest one reason why the count rate measured 1200 minutes later may differ slightly from the value predicted in (b)(ii) .(iii) ... . ... . [1] [total: 11] 06_0625_43_2016_1.8 \u00a9 ucles 201622",
+            "23": "blank page 06_0625_43_2016_1.8 \u00a9 ucles 201623",
+            "24": "blank page permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. every reasonable effort has been made by the publisher (ucles) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the pub lisher 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 cambridg e international examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download at www.cie.o rg.uk after the live examination series. cambridge international examinations is part of the cambridge assessment group. cambridge assessment is the brand name of university of cambridge l ocal examinations syndicate (ucles), which is itself a department of the university of cambridge. 06_0625_43_2016_1.8 \u00a9 ucles 201624"
+        },
+        "0625_s16_qp_51.pdf": {
+            "1": "this document consists of 10 printed pages and 2 blank pages. dc (nf/sw) 107596/4 \u00a9 ucles 2016 [turn overcambridge international examinations cambridge international general certificate of secondary education *8691016182* physics  0625/51 paper 5 practical test may/june 2016  1 hour 15 minutes candidates answer on the question paper. additional materials: as listed in the confidential instructions read these instructions first write your centre number, candidate number and name in the spaces at the top of the page. write in dark blue or black pen. y ou may use an hb pencil for any diagrams or graphs. do not use staples, paper clips, glue or correction fluid. do not write in any barcodes. answer all questions. y ou are advised to spend about 20 minutes on each of questions 1 to 3, and 15 minutes on question 4. electronic calculators may be used. y ou may lose marks if you do not show your working or if you do not use appropriate units. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [ ] at the end of each question or part question. the syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificat e.for examiner\u2019s use 1 2 3 4 total",
+            "2": "2 0625/51/m/j/16 \u00a9 ucles 20161 in this experiment, you will determine the weight of a metre rule using a balancing method.  carry out the following instructions, referring to fig. 1.1. 5.0 cm mark 45.0  cm markmetre rule benchpivotpqxy fig. 1.1  (a) \u0081 place load p on the metre rule at the 5.0 cm mark. place the metre rule on the pivot at     the 45.0 cm mark. place load q on the rule and adjust its position so that the metre rule  is as near as possible to being balanced. \u0081 record, in table 1.1, the distance x between the centre of load p and the pivot. \u0081 measure, and record in the table, the distance y from the centre of load q to the pivot. \u0081 calculate a = px, where p = 1.00 n. record the value in the table. p is the weight of  load p. \u0081 calculate b = qy, where q = 0.80 n. record the value in the table. q is the weight of  load q. \u0081 repeat the steps above, placing the load p at the 10.0 cm mark, 15.0 cm mark, 20.0 cm  mark and 25.0 cm mark. keep the pivot at the 45.0 cm mark each time.  record all the  readings and values of a and b in the table. table 1.1 x / cm y / cm a / n cm b / n cm [3]",
+            "3": "3 0625/51/m/j/16 \u00a9 ucles 2016 [turn over (b) plot a graph of a / n cm ( y-axis) against b / n cm ( x-axis). start both axes at the origin (0,0). [4]  (c) use the graph to determine the vertical intercept y, the value of a when b = 0 n cm. show  clearly on the graph how you obtained this value.  y =  ... [1]  (d) calculate the weight w of the  metre rule using the equation w = y z , where z = 5.0 cm.  w =  ... [1]  (e) suggest one practical reason why it is difficult to obtain exact results with this experiment.  .. .  ..  [1]  (f) use the balance provided to  measure the mass of the metre rule.  mass =  ... [1] [total: 11]",
+            "4": "4 0625/51/m/j/16 \u00a9 ucles 20162 in this experiment, you will investigate the resistance of a lamp filament.  carry out the following instructions, referring to fig. 2.1. the circuit is set up for you. va resistance wirepower supply ld ac b fig. 2.1  (a) \u0081 switch on. place the sliding contact c on the resistance wire at a distance d = 0.200 m     from point a. \u0081 measure and record in table 2.1 the current i in the circuit and the p.d. v across the  lamp l. switch off. \u0081 calculate the resistance r of the lamp filament, using the equation r = v i . \u0081 repeat the procedure using values for d of 0.400 m, 0.600 m and 0.800 m. \u0081 complete the column headings in the table. table 2.1 d / v / i / r / 0.200 0.400 0.600 0.800 [4]",
+            "5": "5 0625/51/m/j/16 \u00a9 ucles 2016 [turn over (b)  a student suggests that the resistance r of the lamp filament should be constant.   state and explain whether your results show that r is constant within the limits of experimental  accuracy. statement   .. explanation  .. .  .. .  .. . [2]  (c) suggest, referring to a practical observation, a reason why the resistance r may not be  constant in this experiment.  .. .  .. .  ..  [2]  (d) (i) name an electrical component that could be used, in place of the resistance wire ab  and sliding contact, to vary the current i.  ..  [1]   (ii) draw a diagram of the circuit including this component in place of the resistance wire  and sliding contact. [2] [total: 11]",
+            "6": "6 0625/51/m/j/16 \u00a9 ucles 20163 in this experiment, you will determine the focal length of a lens by two different methods.  method 1  (a) set up the apparatus as shown in fig. 3.1. illuminated object u lensscreen v fig. 3.1   (i) \u0081 place the lens at a distance u = 50.0 cm from the illuminated object. \u0081 move the screen until a sharply focused image of the object is seen on the screen. \u0081 measure and record the distance v from the screen to the centre of the lens.  v =  . cm  [1]   (ii) calculate  a value f1 for the focal length of the lens, using the equation f1 = uv (u + v) .  f1 =  ..  [1]  (b) (i) \u0081 place the lens at a distance u = 60.0 cm from the illuminated object. move the screen       until a sharply focused image of the object is seen on the screen. \u0081 measure and record the distance v  from the screen to the centre of the lens.  v =  . cm  [1]   (ii) calculate  a value f2 for the focal length of the lens using the equation f2 = uv (u + v) .  f2 =  ..  [1]",
+            "7": "7 0625/51/m/j/16 \u00a9 ucles 2016 [turn over (c) calculate the average value fa for the focal length of the lens. show your working.  fa  =  ..  [1]  method 2  (d) \u0081 remove the screen. \u0081 place the lens about 25 cm from the object. \u0081 place the mirror close to the lens, as shown in fig. 3.2. 25.0  cm illuminated object lensmirror fig. 3.2 \u0081 move the lens slowly towards the object until a sharply focused image is obtained close  to the object, as shown in fig. 3.3. image illuminated object fig. 3.3 \u0081 measure the distance f3 between the lens and the object. this is the focal length of the  lens.  f3 =  ... [2]",
+            "8": "8 0625/51/m/j/16 \u00a9 ucles 2016 (e) (i) \u0081 remove the mirror. \u0081 place the lens a distance x = 2f3 from the illuminated object. record the value of x.  x =  ... \u0081 place the screen the same distance x = 2f3 from the centre of the lens. the lens  must be between the illuminated object and the screen. \u0081 carefully adjust the position of the screen until a sharply focused image of the object  is seen on the screen. \u0081 measure the distance y between the centre of the lens and the screen.  y =    [1]   (ii) calculate the difference x \u2212 y.  x \u2212 y =  ... [1]  (f) state two precautions that should be taken in this experiment to obtain reliable results. 1.  ... ...  .. . 2.  ... ...  .. . [2] [total: 11]",
+            "9": "9 0625/51/m/j/16 \u00a9 ucles 2016 [turn overblank page",
+            "10": "10 0625/51/m/j/16 \u00a9 ucles 20164 a student is investigating the effect of insulation on the rate of cooling of hot water in a 250 cm3  container.  the student can choose from the following apparatus:   thermometer   250 cm3 glass beaker   250 cm3 plastic beaker   250 cm3 copper can   250 cm3 measuring cylinder   three different insulating materials  clamp, boss and stand  stopwatch.  plan an experiment to investigate the effectiveness of the three insulating materials. y ou are not  required to carry out this investigation.  y ou should  \u0081 explain briefly how you would carry out the investigation,\u0081 state the key variables that you would control,\u0081 draw a table or tables, with column headings, to show how you would display your readings.  y ou are not required to enter any readings in the table, \u0081 explain how you would use your readings to reach a conclusion.  a diagram is not required but you may draw a diagram if it helps your explanation.  ..   .. ",
+            "11": "11 0625/51/m/j/16 \u00a9 ucles 2016 ..   ..   ..   ..   ..   ..   ..   ..   ..   ..   ..   ..   ..   ..   ..   ..   ..   ..   ..   ..   ..   ..   ..   ..   ..   ..   .. ... [7] [total: 7]",
+            "12": "12 0625/51/m/j/16 \u00a9 ucles 2016permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here 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 onl ine in the cambridge international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to do wnload at www.cie.org.uk after  the live examination series. cambridge international examinations is part of the cambridge assessment group. cambridge assessment is the brand name of unive rsity of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge.blank page"
+        },
+        "0625_s16_qp_52.pdf": {
+            "1": "this document consists of 11 printed pages and 5 blank pages. dc (st/cgw) 108858/4 \u00a9 ucles 2016 [turn overcambridge international examinations cambridge international general certificate of secondary education *6498998425* physics  0625/52 paper 5 practical test may/june 2016  1 hour 15 minutes candidates answer on the question paper. additional materials: as listed in the confidential instructions. read these instructions first write your centre number, candidate number and name in the spaces at the top of the page. write in dark blue or black pen. y ou may use an hb pencil for any diagrams or graphs. do not use staples, paper clips, glue or correction fluid. do not write in any barcodes. answer all questions. y ou are advised to spend about 20 minutes on each of questions 1 to 3, and 15 minutes on question 4. electronic calculators may be used. y ou may lose marks if you do not show your working or if you do not use appropriate units. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [ ] at the end of each question or part question. the syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificat e.for examiner\u2019s use 1 2 3 4 total",
+            "2": "2 0625/52/m/j/16 \u00a9 ucles 20161 in this experiment, you will investigate the stretching of a spring.  carry out the following instructions, referring to fig. 1.1.  metre rule scale readingclamp benchspring 1000   fig. 1.1  (a) \u0081  record the scale reading s0 on the metre rule at the level of the bottom of the spring, as  shown in fig. 1.1.  s0 =   mm   \u0081  hang a load l of 1.0 n on the spring. record, in table 1.1, the scale reading s on the  metre rule at the level of the bottom of the spring.    \u0081  calculate the extension e of the spring using the equation e = (s \u2013 s0). record the value  of e in the table.   \u0081  repeat the procedure using loads l of 2.0 n, 3.0 n, 4.0 n and 5.0 n. record all the  readings and results in the table.",
+            "3": "3 0625/52/m/j/16 \u00a9 ucles 2016 [turn overtable 1.1 l / n s / mm e / mm 0.0 0 1.02.03.04.05.0 [3]  (b) explain briefly one precaution that you took in order to obtain reliable readings.  .. .  .. .[1]  (c) plot a graph of e / mm ( y-axis) against l / n (x-axis). [4]",
+            "4": "4 0625/52/m/j/16 \u00a9 ucles 2016 (d)  \u0081 remove the loads from the spring. hang the load x on the spring.   \u0081  record the scale reading sx on the metre rule at the level of the bottom of the spring.   sx =   mm   \u0081 calculate the extension e of the spring using the equation e = (sx \u2013 s0).  e =   mm   \u0081  use the graph to determine the weight w of the load x. show clearly on the graph how  you obtained the necessary information.   w =  ... [3] [total: 11]",
+            "5": "5 0625/52/m/j/16 \u00a9 ucles 2016 [turn overblank page",
+            "6": "6 0625/52/m/j/16 \u00a9 ucles 20162 in this experiment, you will investigate the cooling of water.  carry out the following instructions, referring to fig. 2.1.   lidthermometer waterinsulation beaker a fig. 2.1  (a) \u0081  pour 200 cm3 of hot water into beaker a. place the thermometer in beaker a, as shown  in fig. 2.1, with the lid covering the top of the beaker. this beaker is insulated and has  a lid.   \u0081  measure the temperature \u03b8 of the hot water in beaker a. record this temperature in  table 2.1 at time  t = 0 s.   \u0081 immediately start the stopclock.   \u0081  after 30 s, measure the temperature \u03b8 shown on the thermometer. record the temperature  in the table.   \u0081 continue recording the temperature every 30 s until you have six sets of readings.   \u0081 repeat the procedure using beaker b. this beaker is insulated but has no lid.    \u0081 repeat the procedure using beaker c. this beaker has a lid but no insulation. ",
+            "7": "7 0625/52/m/j/16 \u00a9 ucles 2016 [turn overtable 2.1 beaker a insulation and lidbeaker b insulation, no lidbeaker c lid, no insulation t / s \u03b8 / \u03b8 / \u03b8 /   0 30 60 90120150 [4]  (b) complete the column headings in the table.                    [1]  (c) (i)  tick the statement that best describes the results of your experiment.       removing the lid speeds up the cooling significantly more than removing the  insulation.      removing the insulation speeds up the cooling significantly more than removing  the lid.      there is no significant difference between removing the lid and removing the  insulation. [1]   (ii)  justify your answer by reference to your readings.  .. .  .. .  .. .[1]  (d)  state two of the conditions that should be kept the same in this experiment in order for the  comparison to be fair. 1.  ...   .. . 2.  ...   .. . [2]",
+            "8": "8 0625/52/m/j/16 \u00a9 ucles 2016 (e) describe briefly how a measuring cylinder is read to obtain a reliable value for the volume of  water. y ou may draw a diagram.  .. .  .. .  .. .  .. .[2] [total: 11]",
+            "9": "9 0625/52/m/j/16 \u00a9 ucles 2016 [turn overblank page",
+            "10": "10 0625/52/m/j/16 \u00a9 ucles 20163 in this experiment, you will investigate the magnification of images produced by a lens.  carry out the following instructions, referring to fig. 3.1. ab dscreen lensilluminated object fig. 3.1   place the screen at a distance d = 80.0 cm from the illuminated object. the screen and the  illuminated object must remain in the same positions throughout the experiment.  (a) (i) \u0081 place the lens close to the illuminated object.     \u0081  move the lens until a sharply focused, enlarged  image of the object is seen on the  screen.     \u0081  measure and record the distance a from the illuminated object to the centre of the  lens.   a =  ..cm    \u0081 measure and record the distance b from the centre of the lens to the screen.   b =  ..cm  [2]   (ii) calculate the magnification m1 of the image, using the equation m1 = b a .  m1 =  .. [1]   (iii) measure and record the height h1 from the top to the bottom of the image on the screen.  h1 =   cm [1]",
+            "11": "11 0625/52/m/j/16 \u00a9 ucles 2016 [turn over (b) (i) move the lens towards the screen until a smaller , sharply focused image of the object is  seen on the screen.     \u0081  measure and record the distance x from the illuminated object to the centre of the  lens.   x =  ..cm    \u0081 measure and record the distance y from the centre of the lens to the screen.   y =  . cm  [1]   (ii) \u0081 calculate the magnification m2 of the image, using the equation m2 = y x .  m2 =  ...    \u0081  measure and record the height h2 from the top to the bottom of the image on the  screen.  h2 =  ..cm  [2]  (c) a student suggests that m1 \u00d7 m2 should equal 1.    state whether your results support this suggestion. justify your answer by reference to your  results.   statement   .. justification     .. . [2]  (d) state two precautions that you would take in this experiment to obtain reliable results. 1.  ...   .. . 2.  ...   .. . [2]  [total: 11]",
+            "12": "12 0625/52/m/j/16 \u00a9 ucles 20164  a student is investigating how the resistance of a wire depends on the length of the wire. the  student aims to plot a graph.  the following apparatus is available to the student:  ammeter   voltmeter  power supply  variable resistor  switch  connecting leads  resistance wires of different lengths   metre rule.  plan an experiment to investigate how the resistance of a wire depends on the length of the wire.  y ou are not required to carry out this investigation.  y ou should   \u0081 draw a diagram of the circuit you could use to determine the resistance of each wire \u0081 explain briefly how you would carry out the investigation \u0081 suggest suitable lengths of wire \u0081 state the key variables that you would control \u0081  draw a table, or tables, with column headings to show how you would display your readings.  y ou are not required to enter any readings in the table.",
+            "13": "13 0625/52/m/j/16 \u00a9 ucles 2016 ..   ..   ..   ..   ..   ..   ..   ..   ..   ..   ..   ..   ..   ..   ..   ..   ..   ..   ..   ..   ..   ..   ..   ..   ..   ..   .. [7] [total: 7]",
+            "14": "14 0625/52/m/j/16 \u00a9 ucles 2016blank page",
+            "15": "15 0625/52/m/j/16 \u00a9 ucles 2016blank page",
+            "16": "16 0625/52/m/j/16 \u00a9 ucles 2016permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here 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 onl ine in the cambridge international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to do wnload at www.cie.org.uk after  the live examination series. cambridge international examinations is part of the cambridge assessment group. cambridge assessment is the brand name of unive rsity of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge.blank page"
+        },
+        "0625_s16_qp_53.pdf": {
+            "1": "this document consists of 11 printed pages and 5 blank pages. dc (nf/cgw) 124937 \u00a9 ucles 2016 [turn overcambridge international examinations cambridge international general certificate of secondary education *5573062538* physics  0625/53 paper 5 practical test may/june 2016  1 hour 15 minutes candidates answer on the question paper. additional materials: as listed in the confidential instructions. read these instructions first write your centre number, candidate number and name in the spaces at the top of the page. write in dark blue or black pen. y ou may use an hb pencil for any diagrams or graphs. do not use staples, paper clips, glue or correction fluid. do not write in any barcodes. answer all questions. y ou are advised to spend about 20 minutes on each of questions 1 to 3, and 15 minutes on question 4. electronic calculators may be used. y ou may lose marks if you do not show your working or if you do not use appropriate units. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [ ] at the end of each question or part question. the syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificat e.for examiner\u2019s use 1 2 3 4 total",
+            "2": "2 0625/53/m/j/16 \u00a9 ucles 20161 in this experiment, you will investigate the stretching of a spring.  carry out the following instructions, referring to fig. 1.1.  metre rule scale readingclamp benchspring 1000   fig. 1.1  (a) \u0081  record the scale reading s0 on the metre rule at the level of the bottom of the spring, as  shown in fig. 1.1.  s0 =   mm   \u0081  hang a load l of 1.0 n on the spring. record, in table 1.1, the scale reading s on the  metre rule at the level of the bottom of the spring.    \u0081  calculate the extension e of the spring using the equation e = (s \u2013 s0). record the value  of e in the table.   \u0081  repeat the procedure using loads l of 2.0 n, 3.0 n, 4.0 n and 5.0 n. record all the  readings and results in the table.",
+            "3": "3 0625/53/m/j/16 \u00a9 ucles 2016 [turn overtable 1.1 l / n s / mm e / mm 0.0 0 1.02.03.04.05.0 [3]  (b) explain briefly one precaution that you took in order to obtain reliable readings.  .. .  .. .[1]  (c) plot a graph of e / mm ( y-axis) against l / n (x-axis). [4]",
+            "4": "4 0625/53/m/j/16 \u00a9 ucles 2016 (d)  \u0081 remove the loads from the spring. hang the load x on the spring.   \u0081  record the scale reading sx on the metre rule at the level of the bottom of the spring.   sx =   mm   \u0081 calculate the extension e of the spring using the equation e = (sx \u2013 s0).  e =   mm   \u0081  use the graph to determine the weight w of the load x. show clearly on the graph how  you obtained the necessary information.   w =  ... [3] [total: 11]",
+            "5": "5 0625/53/m/j/16 \u00a9 ucles 2016 [turn overblank page",
+            "6": "6 0625/53/m/j/16 \u00a9 ucles 20162 in this experiment, you will investigate the cooling of water.  carry out the following instructions, referring to fig. 2.1.   lidthermometer waterinsulation beaker a fig. 2.1  (a) \u0081  pour 200 cm3 of hot water into beaker a. place the thermometer in beaker a, as shown  in fig. 2.1, with the lid covering the top of the beaker. this beaker is insulated and has  a lid.   \u0081  measure the temperature \u03b8 of the hot water in beaker a. record this temperature in  table 2.1 at time  t = 0 s.   \u0081 immediately start the stopclock.   \u0081  after 30 s, measure the temperature \u03b8 shown on the thermometer. record the temperature  in the table.   \u0081 continue recording the temperature every 30 s until you have six sets of readings.   \u0081 repeat the procedure using beaker b. this beaker is insulated but has no lid.    \u0081 repeat the procedure using beaker c. this beaker has a lid but no insulation. ",
+            "7": "7 0625/53/m/j/16 \u00a9 ucles 2016 [turn overtable 2.1 beaker a insulation and lidbeaker b insulation, no lidbeaker c lid, no insulation t / s \u03b8 / \u03b8 / \u03b8 /   0 30 60 90120150 [4]  (b) complete the column headings in the table.                    [1]  (c) (i)  tick the statement that best describes the results of your experiment.       removing the lid speeds up the cooling significantly more than removing the  insulation.      removing the insulation speeds up the cooling significantly more than removing  the lid.      there is no significant difference between removing the lid and removing the  insulation. [1]   (ii)  justify your answer by reference to your readings.  .. .  .. .  .. .[1]  (d)  state two of the conditions that should be kept the same in this experiment in order for the  comparison to be fair. 1.  ...   .. . 2.  ...   .. . [2]",
+            "8": "8 0625/53/m/j/16 \u00a9 ucles 2016 (e) describe briefly how a measuring cylinder is read to obtain a reliable value for the volume of  water. y ou may draw a diagram.  .. .  .. .  .. .  .. .[2] [total: 11]",
+            "9": "9 0625/53/m/j/16 \u00a9 ucles 2016 [turn overblank page",
+            "10": "10 0625/53/m/j/16 \u00a9 ucles 20163 in this experiment, you will investigate the magnification of images produced by a lens.  carry out the following instructions, referring to fig. 3.1. ab dscreen lensilluminated object fig. 3.1   place the screen at a distance d = 80.0 cm from the illuminated object. the screen and the  illuminated object must remain in the same positions throughout the experiment.  (a) (i) \u0081 place the lens close to the illuminated object.     \u0081  move the lens until a sharply focused, enlarged  image of the object is seen on the  screen.     \u0081  measure and record the distance a from the illuminated object to the centre of the  lens.   a =  ..cm    \u0081 measure and record the distance b from the centre of the lens to the screen.   b =  ..cm  [2]   (ii) calculate the magnification m1 of the image, using the equation m1 = b a .  m1 =  .. [1]   (iii) measure and record the height h1 from the top to the bottom of the image on the screen.  h1 =   cm [1]",
+            "11": "11 0625/53/m/j/16 \u00a9 ucles 2016 [turn over (b) (i) move the lens towards the screen until a smaller , sharply focused image of the object is  seen on the screen.     \u0081  measure and record the distance x from the illuminated object to the centre of the  lens.   x =  ..cm    \u0081 measure and record the distance y from the centre of the lens to the screen.   y =  . cm  [1]   (ii) \u0081 calculate the magnification m2 of the image, using the equation m2 = y x .  m2 =  ...    \u0081  measure and record the height h2 from the top to the bottom of the image on the  screen.  h2 =  ..cm  [2]  (c) a student suggests that m1 \u00d7 m2 should equal 1.    state whether your results support this suggestion. justify your answer by reference to your  results.   statement   .. justification     .. . [2]  (d) state two precautions that you would take in this experiment to obtain reliable results. 1.  ...   .. . 2.  ...   .. . [2]  [total: 11]",
+            "12": "12 0625/53/m/j/16 \u00a9 ucles 20164  a student is investigating how the resistance of a wire depends on the length of the wire. the  student aims to plot a graph.  the following apparatus is available to the student:  ammeter   voltmeter  power supply  variable resistor  switch  connecting leads  resistance wires of different lengths   metre rule.  plan an experiment to investigate how the resistance of a wire depends on the length of the wire.  y ou are not required to carry out this investigation.  y ou should   \u0081 draw a diagram of the circuit you could use to determine the resistance of each wire \u0081 explain briefly how you would carry out the investigation \u0081 suggest suitable lengths of wire \u0081 state the key variables that you would control \u0081  draw a table, or tables, with column headings to show how you would display your readings.  y ou are not required to enter any readings in the table.",
+            "13": "13 0625/53/m/j/16 \u00a9 ucles 2016 ..   ..   ..   ..   ..   ..   ..   ..   ..   ..   ..   ..   ..   ..   ..   ..   ..   ..   ..   ..   ..   ..   ..   ..   ..   ..   .. [7] [total: 7]",
+            "14": "14 0625/53/m/j/16 \u00a9 ucles 2016blank page",
+            "15": "15 0625/53/m/j/16 \u00a9 ucles 2016blank page",
+            "16": "16 0625/53/m/j/16 \u00a9 ucles 2016permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here 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 onl ine in the cambridge international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to do wnload at www.cie.org.uk after  the live examination series. cambridge international examinations is part of the cambridge assessment group. cambridge assessment is the brand name of unive rsity of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge.blank page"
+        },
+        "0625_s16_qp_61.pdf": {
+            "1": "this document consists of 12 printed pages. dc (nf/sw) 107598/3 \u00a9 ucles 2016 [turn overcambridge international examinations cambridge international general certificate of secondary education *9948394932* physics  0625/61 paper 6 alternative to practical may/june 2016  1 hour candidates answer on the question paper. no additional materials are required. read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen. y ou may use an hb pencil for any diagrams or graphs. do not use staples, paper clips, glue or correction fluid. do not write in any barcodes. answer all questions. electronic calculators may be used. y ou may lose marks if you do not show your working or if you do not use appropriate units. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [ ] at the end of each question or part question. the syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificat e.",
+            "2": "2 0625/61/m/j/16 \u00a9 ucles 20161 a student is determining the weight of a metre rule using a balancing method.  the apparatus is shown in fig. 1.1. 5.0 cm mark 45.0  cm markmetre rule benchpivotpqxy     fig. 1.1  (not to scale)    (a) \u0081 the student places the load p on the metre rule at the 5.0 cm mark. \u0081 she places the metre rule on the pivot at the 45.0 cm mark. \u0081 she places load q on the rule and adjusts its position so that the metre rule is as near as  possible to being balanced. \u0081 she measures the distance x between the centre of load p and the pivot and the  distance y  from the centre of load q to the pivot. \u0081 she repeats the procedure, placing the load p at the 10.0 cm mark, at the 15.0 cm mark,  at the 20.0 cm mark and at the 25.0 cm mark. the readings are shown in table 1.1. table 1.1 x / y  / a / b / 40.0 42.5 35.0 36.0 30.0 30.0 25.0 24.0 20.0 17.5   (i) \u0081 for each value of x, calculate a = px, where p = 1.00 n. record the values in the      table. p is the weight of load p. \u0081 for each value of y, calculate b = qy, where q = 0.80 n. record the values in the  table. q is the weight of load  q. [1]   (ii) complete the column headings in the table. [1]",
+            "3": "3 0625/61/m/j/16 \u00a9 ucles 2016 [turn over (b) plot a graph of a / n cm ( y-axis) against b / n cm ( x-axis). start both axes at the origin (0,0). [4]  (c)  using the graph, determine the vertical intercept y (the value of a when b = 0 n cm). show  clearly on the graph how you obtained this value.  y =  ... [1]  (d) calculate the weight w of the  metre rule using the equation w = y z , where z = 5.0 cm.  w =  ... [1]  (e) suggest one practical reason why it is difficult to obtain exact results with this experiment.  .. .  ..  [1]",
+            "4": "4 0625/61/m/j/16 \u00a9 ucles 2016 (f) the student uses an accurate electronic balance  to obtain a second value  for the weight of  the metre rule.   1.24 n  weight obtained on the balance =     state and explain whether the two values for the weight agree within the limits of experimental  accuracy. statement   .. justification     .. . [1] [total: 10]",
+            "5": "5 0625/61/m/j/16 \u00a9 ucles 2016 [turn over2 a student is heating  water in a beaker using an electrical heater.  (a) he measures the potential difference v across the heater and the current i in the heater. 01 019283746  5 va 01 . 00.2 0.80.4 0.6  fig. 2.1   write down the readings shown on the meters in fig. 2.1.  v  =    i =   [3]  (b) he measures the temperature of the water before heating. \u201310 0 10 20 30 40 50 60 70 80 90 100 110 \u00b0c fig. 2.2   write down the temperature reading  \u03b8 shown in fig. 2.2.  \u03b8 =  ... [1]  (c) on fig. 2.3, draw a line and an eye to show clearly the line of sight required to read the  volume of water in the measuring cylinder. 510152025cm3 water [1] fig. 2.3 [total: 5]",
+            "6": "6 0625/61/m/j/16 \u00a9 ucles 20163 a student is investigating the resistance of a lamp filament.  the circuit is shown in fig. 3.1. va resistance wirepower supply 2.5 v ld ac b fig. 3.1  (a) the student  places a sliding contact c on the resistance wire at a distance d  = 0.200 m from  point a. he measures the current i in the circuit and the p.d. v across the lamp l.   he repeats the procedure using values for d of 0.400 m, 0.600 m and 0.800 m. the readings  are shown in table 3.1.   (i) calculate the resistance r of the lamp filament for each set of readings. use the equation     r  =  v i . [2]   (ii) complete the column headings in the table. [1] table 3.1 d  / v / i / r /appearance of  lamp filament 0.200 1.6 1.00 very bright 0.400 1.3 0.86 bright 0.600 1.0 0.74 dim 0.800 0.8 0.66 does not glow",
+            "7": "7 0625/61/m/j/16 \u00a9 ucles 2016 [turn over (b) the student notices that the lamp does not glow when he takes the final set of readings. he  thinks that the filament has broken.   state whether the student is correct and give a reason for your answer. statement   .. reason  ...   .. . [1]  (c) a student suggests that the resistance r of the lamp filament should be constant.   suggest, referring to the observations, a reason why the resistance r may not be constant in  this experiment.  .. .  .. .  .. .  ..  [2]  (d) (i) name an electrical component that could be used, instead of the resistance wire ab and  sliding contact, to vary the current i.  ..  [1]   (ii) draw a diagram of the circuit including this component instead of the resistance wire and  sliding contact. [2] [total: 9]",
+            "8": "8 0625/61/m/j/16 \u00a9 ucles 20164 a student is investigating the effect of insulation on the rate of cooling of hot water in a 250 cm3  container.  the student can choose from the following apparatus:   thermometer   250 cm3 glass beaker   250 cm3 plastic beaker   250 cm3 copper can   250 cm3 measuring cylinder   three different insulating materials  clamp, boss and stand  stopwatch.  plan an experiment to investigate the effectiveness of the three insulating materials.  y ou should \u0081 explain briefly how you would carry out the investigation,\u0081 state the key variables that you would control,\u0081 draw a table, or tables, with column headings, to show how you would display your readings.  y ou are not required to enter any readings in the table, \u0081 explain how you would use your readings to reach a conclusion.  a diagram is not required but you may draw a diagram if it helps your explanation.  ..   .. ",
+            "9": "9 0625/61/m/j/16 \u00a9 ucles 2016 [turn over ..   ..   ..   ..   ..   ..   ..   ..   ..   ..   ..   ..   ..   ..   ..   ..   ..   ..   ..   ..   ..   ..   ..   ..   ..   ..   .. ... [7] [total: 7]",
+            "10": "10 0625/61/m/j/16 \u00a9 ucles 20165 a student determines the focal length of a lens.  the apparatus is shown in fig. 5.1. illuminated object u lensscreen v fig. 5.1  (a) the student places the lens at a distance u from the illuminated object. he moves the screen  until a sharply focused image of the object is seen on the screen.   on fig. 5.1, \u0081 measure the distance u from the illuminated object to the centre of the lens,  u  =  .  mm \u0081 measure the distance v from the screen to the centre of the lens.  v  =  .  mm [1]  (b) fig. 5.1 is drawn 1/10th actual size.   (i) \u0081 calculate the actual distance u from the illuminated object to the centre of the lens.  u  =  .  mm \u0081 calculate the actual distance v  from the screen to the centre of the lens.  v  =  .  mm [1]   (ii) calculate  a value f1 for the focal length of the lens using the equation f1 = uv (u + v) .  f1 =  .  mm [2]",
+            "11": "11 0625/61/m/j/16 \u00a9 ucles 2016 [turn over (c) a second student repeats the experiment three times using a different lens. his values for the  focal length of his lens are shown in table 5.1. table 5.1 123 focal length /mm 132 141 135   calculate the average value f2 for the focal length of this student\u2019s lens.  f2 =    mm [1]  (d) a third student, using the same method, finds that the focal length f of her lens is 200 mm.    she reads in a book that when u = 2f, the distances u and v, as shown in fig. 5.1, are equal. \u0081 calculate 2 f  for this student\u2019s lens.  2 f =  .  mm   the student sets up the apparatus as shown in fig. 5.2. she adjusts both x and y to be  400 mm. illuminated objectx screen y fig. 5.2   she observes that the image is blurred. the student slowly increases the distance y, and  obtains a sharply focused image when y = 406 mm.   discuss whether the student\u2019s results confirm the statement in the book.  .. .  .. .  .. . [2]",
+            "12": "12 0625/61/m/j/16 \u00a9 ucles 2016permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here 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 onl ine in the cambridge international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to do wnload at www.cie.org.uk after  the live examination series. cambridge international examinations is part of the cambridge assessment group. cambridge assessment is the brand name of unive rsity of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge. (e) suggest two precautions that you would take in this investigation in order to obtain reliable  results. 1.  ... ...  .. . 2.  ... ...  .. . [2] [total: 9]"
+        },
+        "0625_s16_qp_62.pdf": {
+            "1": "this document consists of 12 printed pages. dc (st/cgw) 108857/4 \u00a9 ucles 2016 [turn overcambridge international examinations cambridge international general certificate of secondary education *6408338408* physics  0625/62 paper 6 alternative to practical may/june 2016  1 hour candidates answer on the question paper. no additional materials are required. read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen. y ou may use an hb pencil for any diagrams or graphs. do not use staples, paper clips, glue or correction fluid. do not write in any barcodes. answer all questions. electronic calculators may be used. y ou may lose marks if you do not show your working or if you do not use appropriate units. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [ ] at the end of each question or part question. the syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificat e.",
+            "2": "2 0625/62/m/j/16 \u00a9 ucles 20161 a student is investigating the stretching of a spring.  the apparatus is shown in fig. 1.1.  clamp springl 0 fig. 1.1  (a) on fig. 1.1, measure the unstretched length l 0 of the spring. record l 0 in the first row of  table 1.1. [1]  (b)  the student hangs a load l of 1.0 n on the spring and measures the new length l of the spring.  she repeats the measurements using loads of 2.0 n, 3.0 n, 4.0 n and 5.0 n. the readings are  shown in table 1.1.     (i) for each set of readings, calculate the extension e of the spring using the equation  e = (l \u2013 l 0). record the values of e in the table. table 1.1 l / n l / mm e / mm 0.0 0 1.0 59 2.0 64 3.0 69 4.0 74 5.0 78 [1]   (ii) explain briefly one precaution that you would take in order to obtain reliable readings.  .. .  .. .[1]",
+            "3": "3 0625/62/m/j/16 \u00a9 ucles 2016 [turn over (c) plot a graph of e / mm ( y-axis) against l / n (x-axis). [4]  (d)  the student removes the load from the spring and hangs an unknown load x on the spring.  she measures the length l of the spring.   72 mm l =  ...   (i)  calculate the extension e of the spring.  e =  .. [1]   (ii) use the graph to determine the weight w of the load x. show clearly on the graph how  you obtained the necessary information.   w =  .. [2] [total: 10]",
+            "4": "4 0625/62/m/j/16 \u00a9 ucles 20162 a student is using a balancing method to determine the weight of a piece of soft modelling clay.  the apparatus is shown in fig. 2.1. pq pivotbench50.0  cm marksoft modelling clay metre rule fig. 2.1  p  is a metal cube of weight p = 1.0 n. q is the piece of soft modelling clay.   the student places the cube p so that its weight acts at a distance x from the pivot.   he adjusts the position of q to balance the rule and measures the distance y from the centre of q  to the pivot. he calculates the weight w of q using the equation w = px y .  (a) on fig. 2.1 , mark clearly the distance x.   [1]  (b) suggest a change to q that would make it easier to find the value of y accurately.  .. .  .. .[1]  (c) it is difficult to achieve an exact balance of the metre rule in this type of experiment. this can  make the result unreliable.    explain how you would reduce the effect of this problem to improve the reliability of the  experiment.  .. .  .. .  .. .[1]",
+            "5": "5 0625/62/m/j/16 \u00a9 ucles 2016 [turn over (d) the metal cube p is larger than the width of the metre rule.    explain briefly how you would determine the reading of the metre rule scale at the position of  the centre of mass of p. y ou may draw a diagram.  .. .  .. .  .. .[2]  (e) before starting the experiment, the student determines the position of the centre of mass of  the metre rule.    explain briefly how you would do this.  .. .  .. .[1] [total: 6]",
+            "6": "6 0625/62/m/j/16 \u00a9 ucles 20163 a student is investigating the magnification of images produced by a lens.  the apparatus is shown in fig. 3.1. ab dscreen lensilluminated object fig. 3.1  the student places a screen at a distance d = 80.0 cm from an illuminated object. the screen and  the illuminated object remain in the same positions throughout the experiment.  (a) she places the lens close to the illuminated object. she moves the lens until she sees a  sharply focused, enlarged  image of the object on the screen.    she measures the distance a from the illuminated object to the centre of the lens.   20.3 cm  a =    she measures the distance b from the centre of the lens to the screen.   59.7 cm  b =    calculate the magnification m1 of the image, using the equation m1 = b a .  m1 =  .. [1]",
+            "7": "7 0625/62/m/j/16 \u00a9 ucles 2016 [turn over (b) the student then  moves the lens towards the screen until a smaller , sharply focused image  of the object is seen on the screen.    she measures the distance x from the illuminated object to the centre of the lens.   60.2 cm x =  ...   she measures the distance y from the centre of the lens to the screen.   19.8 cm  y =  ...   calculate the magnification m2 of the image, using the equation m2 = y x .  m2 =  .. [1]  (c) a student suggests that m1 \u00d7 m2 should equal 1.    state whether the results support this suggestion. justify your answer by reference to the  results.   statement   .. justification     .. . [2]  (d) state two precautions that you would take in this experiment to obtain reliable results. 1.  ...   .. . 2.  ...   .. . [2]  (e)  suggest one reason why it is difficult, in this type of experiment, to decide on the best position  of the lens to obtain a sharply focused image on the screen.  .. .  .. .[1] [total: 7] ",
+            "8": "8 0625/62/m/j/16 \u00a9 ucles 20164  a student is investigating how the resistance of a wire depends on the length of the wire. the  student aims to plot a graph.  the following apparatus is available to the student:  ammeter   voltmeter  power supply  variable resistor  switch  connecting leads  resistance wires of different lengths   metre rule.  plan an experiment to investigate how the resistance of a wire depends on the length of the wire.   y ou should   \u0081 draw a diagram of the circuit you could use to determine the resistance of each wire  \u0081 explain briefly how you would carry out the investigation \u0081 suggest suitable lengths of wire \u0081 state the key variables that you would control \u0081  draw a table, or tables, with column headings to show how you would display your readings.  y ou are not required to enter any readings in the table.",
+            "9": "9 0625/62/m/j/16 \u00a9 ucles 2016 [turn over ..   ..   ..   ..   ..   ..   ..   ..   ..   ..   ..   ..   ..   ..   ..   ..   ..   ..   ..   ..   ..   ..   ..   ..   ..   ..   .. [7] [total: 7]",
+            "10": "10 0625/62/m/j/16 \u00a9 ucles 20165  a student is investigating the cooling of water.  some of the apparatus is shown in fig. 5.1.   lidthermometer waterinsulation beaker a 70 80 90\u00b0c fig. 5.1  (a) the student pours 200 cm3 of hot water into a 250 cm3 insulated beaker labelled a. he covers  the top of the beaker with a lid.   the student takes a temperature reading every 30 s as the water cools. the readings are  shown in table 5.1.   (i) complete the column headings in the table.  [1]   (ii) the starting temperature \u03b8 of the hot water in beaker a is shown on fig. 5.1.     record this temperature in the table at time t = 0 s. [1] table 5.1 beaker a insulation and lidbeaker b insulation, no lidbeaker c lid, no insulation t / \u03b8 / \u03b8 / \u03b8 /   0 8 5 7 8  30 80 79 74  60 77 74 71  90 75 70 68 120 73 67 66 150 71 64 64",
+            "11": "11 0625/62/m/j/16 \u00a9 ucles 2016 [turn over (b) the student repeats the procedure using a 250 cm3 beaker labelled b. this beaker is insulated  but has no lid.    he repeats the procedure again using a 250 cm3 beaker labelled c. this beaker has a lid but  no insulation.    all the readings are shown in table 5.1.   (i) tick the statement that best describes the results of the investigation.      removing the lid speeds up the rate of cooling significantly more than removing  the insulation.      removing the insulation speeds up the rate of cooling significantly more than  removing the lid.      there is no significant difference between removing the lid and removing the  insulation. [1]   (ii)  justify your answer by reference to the readings.  .. .  .. .  .. .[1]   (c)  state two of the conditions that should be kept the same in this experiment in order for the  comparison to be fair. 1.  ...   .. . 2.  ...   .. . [2]  (d)  suggest a suitable material for the lid. give a reason for your choice of material. material  .  reason  ...   .. . [2]",
+            "12": "12 0625/62/m/j/16 \u00a9 ucles 2016 (e) describe briefly how a measuring cylinder is read in order to obtain a reliable value for the  volume of water. y ou may draw a diagram.  .. .  .. .  .. .  .. .[2] [total: 10]  permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here 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 onl ine in the cambridge international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to do wnload at www.cie.org.uk after  the live examination series. cambridge international examinations is part of the cambridge assessment group. cambridge assessment is the brand name of unive rsity of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge."
+        },
+        "0625_s16_qp_63.pdf": {
+            "1": "this document consists of 12 printed pages. dc (leg/sg) 108868/5 \u00a9 ucles 2016 [turn overcambridge international examinations cambridge international general certificate of secondary education *4731768129* physics  0625/63 paper 6 alternative to practical may/june 2016  1 hour candidates answer on the question paper. no additional materials are required. read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen. y ou may use an hb pencil for any diagrams or graphs. do not use staples, paper clips, glue or correction fluid. do not write in any barcodes. answer all questions. electronic calculators may be used. y ou may lose marks if you do not show your working or if you do not use appropriate units. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [ ] at the end of each question or part question. the syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificat e.",
+            "2": "2 0625/63/m/j/16 \u00a9 ucles 20161 some students are comparing the rates of cooling of two thermometer bulbs under wet and dry  conditions.  they are using the apparatus shown in fig. 1.1. thermometer a insulationthermometer b hot waterinsulation fig. 1.1  thermometer a has a layer of cotton wool insulation fixed around the bulb.  (a) record the room temperature \u03b8r, as shown on the thermometer in fig. 1.2. \u201310 0 10 20 30 40 50 60 70 80 90 100 110 \u00b0c fig. 1.2  \u03b8r =  ...[1]",
+            "3": "3 0625/63/m/j/16 \u00a9 ucles 2016 [turn over (b) \u0081 thermometer a is placed into hot water, at 81.0 \u00b0c, for two minutes and then removed.   \u0081 a student records, in table 1.1, the temperature \u03b8 of the thermometer bulb every 30 s.   \u0081  thermometer b is placed into hot water, also at 81.0 \u00b0c, for two minutes.   \u0081  the student removes thermometer b from the water and quickly wraps a layer of dry  cotton wool insulation around the bulb.   \u0081  he then records the temperature \u03b8 of the thermometer bulb every 30 s.   complete the column headings and time column in table 1.1. table 1.1 thermometer a with wet insulationthermometer b with dry insulation time / \u03b8 / \u03b8 / 0 80.0 77.5 75.0 70.567.0 64.059.5 5 9.0 53.5 54.548.0 50.543.0 47.5  [2]  (c) (i) write a conclusion to this experiment, stating for which thermometer the cooling is faster.   explain your answer by reference to the results.  .. .  .. .  .. .  .. .  .. .[2]   (ii) describe what is unusual about the pattern of cooling for thermometer a.   .. .  .. .  .. .[1]",
+            "4": "4 0625/63/m/j/16 \u00a9 ucles 2016 (d) the student first wrapped dry insulation around the bulb of thermometer b before starting the  timing.    (i) suggest why he did this.   .. .  .. .  .. .[1]   (ii) suggest what problem this delay in starting the timing might have caused with the  procedure.  .. .  .. .  .. .[1]  (e) suggest two factors which should be kept constant to ensure that the comparison is fair. 1.  ...   .. . 2.  ...   .. .  [2]  [total: 10]",
+            "5": "5 0625/63/m/j/16 \u00a9 ucles 2016 [turn over2 a student is using a forcemeter and a set of different loads to determine the weight of a metre rule.  she is using the apparatus shown in fig. 2.1. forcemeter loadmetre rule bench fig. 2.1  (a) fig. 2.2 shows the position of the load on the metre rule. the load is always at this position on  the rule.68 67 66 65 6469707172737475load fig. 2.2 (not full size)   determine the scale reading  on the metre rule at which the centre of the load is located.   show your working.  scale reading  =  .cm [2]  ",
+            "6": "6 0625/63/m/j/16 \u00a9 ucles 2016 (b) the student measures the force f indicated by the forcemeter for different loads placed on  the rule.    figs. 2.3 (a)\u2013(e) show the scale of the forcemeter for values of load l = 1.00 n, 2.00 n, 3.00 n,  4.00 n and 5.00 n. 0 1 2 3 4 50 1 2 3 4 5n 0 1 2 3 4 50 1 2 3 4 5n 0 1 2 3 4 50 1 2 3 4 5n 0 1 2 3 4 50 1 2 3 4 5n 0 1 2 3 4 50 1 2 3 4 5n (a) (b) (c) (d) (e) fig. 2.3   in table 2.1, record the value of f for each load. table 2.1 l / n f / n 1.00 2.00 3.00 4.00 5.00  [2]",
+            "7": "7 0625/63/m/j/16 \u00a9 ucles 2016 [turn over (c) plot a graph of  f / n (y-axis) against l / n (x-axis). start your graph at the origin (0,0).  [4]  (d) (i)  determine the value y of the intercept of the line on the f axis.  y =  ...[1]    (ii) the weight w of the metre rule  is numerically equal to 2 y.    write down a value for w to a suitable number of significant figures for this experiment.  w  =  ...[2]  (e) assuming that the procedure is carried out carefully, suggest a possible source of inaccuracy  in this experiment.  .. .  .. .  .. .[1]  [total: 12]",
+            "8": "8 0625/63/m/j/16 \u00a9 ucles 20163 a student notices that the size of the image produced by a converging lens changes when the lens  is moved further away from an object.  plan an experiment to investigate how the size of the image varies with the object distance for a  converging lens suitable for school experiments.  write a plan for the experiment, including:  \u0081 a labelled diagram of the apparatus needed   \u0081 instructions for carrying out the experiment  \u0081 the factors that will limit the range of object distances  \u0081 the graph you will plot  \u0081  one precaution you will take to ensure reliable results, explaining what might be the effect of  not taking this precaution.  ..   ..   ..   ..   ..   ..   ..   ..   ..   ..   ..   ..   .. ",
+            "9": "9 0625/63/m/j/16 \u00a9 ucles 2016 [turn over ..   ..   ..   ..   ..   ..   ..   ..   ..   ..   ..   ..   ..   ..   ..   ..   ..   ..   .. [7]  [total: 7] ",
+            "10": "10 0625/63/m/j/16 \u00a9 ucles 20164 the class is investigating a circuit containing two lamps in series.  they are using the circuit shown in fig. 4.1. apower supply pq fig. 4.1  (a) on fig. 4.1, use the standard symbol to show a voltmeter connected to measure the potential  difference (p.d.) across lamp p. [1]  (b) record the current i in the circuit, as shown on the ammeter in fig. 4.2.  i =  ...[2] a0.6 0.8 1.00.4 0.2 0 fig. 4.2",
+            "11": "11 0625/63/m/j/16 \u00a9 ucles 2016 [turn over (c) fig. 4.3 shows the readings on voltmeters connected to measure the potential difference  across each lamp. v3 4 52 1 0 v3 4 52 1 0 lamp p lamp q fig. 4.3   in table 4.1, record the potential difference vp across lamp p and the potential difference vq  across lamp q. table 4.1 lamppotential  difference / vobservation of  brightness p vp = . very bright q vq = . not glowing  [1]  (d) table 4.1 also shows the brightness of each lamp.   (i) a student thinks that, as lamp q is not glowing, its filament must have broken.    state one piece of evidence from the results in (b) and (c) that shows this cannot be the  case.  .. .  .. .[1]    (ii) the working potential difference for each lamp to be at its full brightness is 2.5 v.    suggest how the results for vp and vq might help to explain the observations of the  brightness of the lamps.  .. .  .. .  .. .  .. .[2] ",
+            "12": "12 0625/63/m/j/16 \u00a9 ucles 2016 (e) calculate the total resistance r of the lamps in the circuit, using the equation    r  = (vp + vq) i .  r  =  ...[2]  (f) a student measures the potential difference vs across the power supply.  vs = 3.1 v      he suggests that vs should be equal to vp + vq .   state whether the measurements support this suggestion. justify your statement by reference  to the results. statement   .. justification     .. .  [2]  [total: 11] permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here 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 onl ine in the cambridge international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to do wnload at www.cie.org.uk after  the live examination series. cambridge international examinations is part of the cambridge assessment group. cambridge assessment is the brand name of unive rsity of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge."
+        },
+        "0625_w16_qp_11.pdf": {
+            "1": "  the syllabus is approved for use in england, wales and northern ir eland as a cambridge international level 1/level 2 certificat e.  this document consists of 17 printed pages and 3 blank pages.  ib16 11_0625_11/5rp  \u00a9 ucles 2016 [turn over     *8912063471* cambridge international examinations  cambridge international general certificate of secondary education       physics 0625/11     paper 1  multiple choice (core)  october/november 2016     45 minutes    additional materials: multiple choice answer sheet   soft clean eraser   soft pencil (type b or hb recommended)       read these instructions first    write in soft pencil.  do not use staples, paper clips, glue or correction fluid. write your name, centre number and candidate number on the answer sheet in the spaces provided  unless this has been done for you.  do not  write in any barcodes.   there are forty  questions on this paper. answer all questions. for each question there are four possible  answers a, b, c and d.   choose the one you consider correct and record your choice in soft pencil  on the separate answer sheet.    read the instructions on the answer sheet very carefully.    each correct answer will score one mark. a ma rk will not be deducted for a wrong answer.  any rough working should be done in this booklet. electronic calculators may be used. take the weight of 1.0  kg to be 10  n (acceleration of free fall = 10  m / s2).        ",
+            "2": "2  \u00a9 ucles 2016 0625/11/o/n/16  1 a student has a can of oil.   which quantity can be measured using only a measuring cylinder?  a density of the oil  b mass of the oil  c volume of the oil  d weight of the oil      2 the graph shows how the distance trave lled by a vehicle changes with time.    0 0distance timepqrs     which row describes the speed of the vehicle in each section of the graph?     p to q q to r r to s  a constant zero constant  b constant zero decreasing  c increasing constant decreasing  d increasing zero constant    ",
+            "3": "3  \u00a9 ucles 2016 0625/11/o/n/16 [turn over  3 a stone falls freely from the top of a cliff. air resistance may be ignored.    which graph shows how the acceleration of the stone varies with time as it falls?    0 0 time acceleration a  0 0 time acceleration b  0 0 time acceleration c  0 0 time acceleration d        4 what name is given to the gravitational force of the earth on an object?  a density  b mass  c volume  d weight     ",
+            "4": "4  \u00a9 ucles 2016 0625/11/o/n/16  5 the diagrams show an empty rectangular box, and the same box filled with liquid.    the box has a mass of 60  g when empty. when filled with liquid, the total mass of the box and the  liquid is 300  g.    box filled with liquid 300  gempty box 60  g    the density of the liquid is 1.2  g / cm3.    what is the volume of the liquid in the box?  a 50  cm3 b 200  cm3 c 250  cm3 d 300  cm3      6 the diagrams show four identical objects. each object is acted on by only the forces shown.    which diagram shows an object in equilibrium?    a 10 n1 0  n 20 nb 10 n1 0  n 10 nc 10 n 10 n 10 nd 10 n1 0  n20 n     ",
+            "5": "5  \u00a9 ucles 2016 0625/11/o/n/16 [turn over  7 a student investigates a steel spring. he measures the length of the spring, then he hangs  different weights from the spring. he measures th e length of the spring for each different weight.    the table shows his results.    weight  / n length of  spring  / mm  0.0 108  2.0 116  4.0 124  6.0 132    a weight of 3.0 n is hung from the spring.    what is the extension of the spring?  a 4 mm b 12  mm c 40  mm d 120  mm     8 the diagram shows a plank balanced on a pivot. three forces f, p and q act on the plank, as  shown.    pivot pf q    the force f is increased, but continues to act at the same distance from the pivot. the plank is no  longer balanced.    which change could make the plank balance again?  a decrease q  b increase p  c move p further from the pivot  d move q further from the pivot    9 which energy transfer takes place when petrol is burned?  a chemical to internal energy of surroundings (heat)  b chemical to nuclear  c gravitational potential to internal energy of surroundings (heat)  d kinetic to chemical    ",
+            "6": "6  \u00a9 ucles 2016 0625/11/o/n/16  10 the box contains the names of eight different energy resources.    natural gas geothermal solar waves  hydroelectric oil wind coal    how many of these energy resources are renewable?  a 3 b 4 c 5 d 6     11 a child runs up a set of stairs four times. the time taken for each run is recorded.    which time is measured when the child\u2019s useful power is greatest?    a 10  s b 20  s c 30  s d 40  s    12 the diagrams show the actual sizes of the heels of four different shoes, as seen from underneath  the shoe.    which heel is most  likely to cause damage to wooden floors?    abcd     13 the diagram shows an instrument used to measure gas pressure.    liquid     what is the instrument called?  a ammeter  b barometer  c manometer  d thermometer     ",
+            "7": "7  \u00a9 ucles 2016 0625/11/o/n/16 [turn over  14 smoke particles in air are illuminated by a beam of light. the particles are viewed through a  microscope. they are seen to move in a random zig-zag way.    what causes this movement?  a convection currents in the air  b impacts of fast-moving air molecules  c the energy of the beam of light  d vibrations of the atoms in the smoke particles     15 when a liquid evaporates, some of its molecules escape from the surface and the temperature of  the liquid changes.    which row describes the escaping molecules and the change in temperature of the liquid?     escaping molecules temperature of  the liquid  a less energetic goes down  b less energetic goes up  c more energetic goes down  d more energetic goes up     16 a piece of melting ice at 0  \u00b0c and a beaker of boiling water are both in a laboratory. the  laboratory is at 20  \u00b0c.    melting iceboiling water bunsen burner heating water     what is happening to the temperature of the melting ice and what is happening to the  temperature of the boiling water?     temperature of  melting ice temperature of  boiling water  a constant constant  b constant increasing  c increasing constant  d increasing increasing    ",
+            "8": "8  \u00a9 ucles 2016 0625/11/o/n/16  17 changes in which physical property cannot  be used for temperature measurement?  a decay rate of a radioactive source  b electrical resistance of a solid  c pressure of a gas  d volume of a liquid      18 which statement about infra-red radiation is correct?  a a black surface is a poor absorber of infra-red radiation.  b a dull surface is a better emitter of infra-red radiation than a shiny surface.  c a shiny surface is a better absorber of infra-red radiation than a dull surface.  d a white surface is a poor reflector of infra-red radiation.      19 a pan is made for heating water on a stove.    handle pan     from which type of materials should the pan and its handle be made?     material for pan material for handle  a good thermal conductor good thermal conductor  b good thermal conductor poor thermal conductor  c poor thermal conductor good thermal conductor  d poor thermal conductor poor thermal conductor    ",
+            "9": "9  \u00a9 ucles 2016 0625/11/o/n/16 [turn over  20 a toy boat floats on water in a tank. the boat is initially stationary.    a stone is thrown into the tank, which causes a transverse water wave to move across the  surface.    the diagram shows the view from above the tank.    stone toy boatwaterwavefront     how does the boat behave as the wave passes it?  a it moves steadily away from where the stone hit the water.  b it moves steadily towards where the stone hit the water.  c it stays the same distance from where the stone hi t the water, and vibrates from side to side.  d it stays the same distance from where the stone hit the water, and vibrates up and down.      21 below are four statements about the diffraction of a wave on the surface of water.  which statement is correct?  a diffraction involves a change in the speed of the wave.  b diffraction involves a change in the wavelength of the wave.  c when a wave passes through a gap, its direction changes.  d when a wave passes through a gap, its frequency changes.     ",
+            "10": "10  \u00a9 ucles 2016 0625/11/o/n/16  22 a child wears a t-shirt with the letter \u2018f\u2019 written on it.        the child stands in front of a vertical plane mirror.    what does the child see?    a b c d      23 when white light passes through a glass prism, it disperses as shown in the diagram.    red violetface 2 face 1 glass prismwhite light     which row compares the refraction of violet light with the refraction of red light at the faces 1 and  2 of the prism?     face 1 face 2  a violet refracts less violet refracts less  b violet refracts less violet refracts more  c violet refracts more violet refracts less  d violet refracts more violet refracts more     ",
+            "11": "11  \u00a9 ucles 2016 0625/11/o/n/16 [turn over  24 radiation from which part of the electromagnetic spectrum is used in the remote controller for a  television?  a infra-red waves  b microwaves  c radio waves  d ultraviolet waves     25 a girl notices that, when she shouts into a cave, she hears an echo.    which wave property causes the echo?  a diffraction  b dispersion  c reflection  d refraction     26 the diagrams represent the displacement in four different sound waves. all the diagrams are  drawn to the same scale.    which diagram represents the sound with the highest pitch?    a b d ctime time time timedisplacementdisplacement displacementdisplacement 0 0 0 00 0 0 0      ",
+            "12": "12  \u00a9 ucles 2016 0625/11/o/n/16  27 in two separate experiments, a magnet is brought near to an unmagnetised iron bar. this causes  the bar to become magnetised.    ns magnet x iron bar n s magnet y iron barexperiment 1 experiment 2     which magnetic pole is induced at x and at y?     pole induced at x pole induced at y  a n n  b n s  c s n  d s s      28 a polythene rod is rubbed with a cloth. the rod becomes positively charged because of the  movement of charged particles.    which row gives the name of these charged particles, and the direction in which they move?     charged  particles direction of  movement  a electrons from cloth to rod  b electrons from rod to cloth  c protons from cloth to rod  d protons from rod to cloth    ",
+            "13": "13  \u00a9 ucles 2016 0625/11/o/n/16 [turn over  29 the diagram shows a lamp in a circuit.    p     which change to the circuit would increase the current in the lamp?  a adding another resistor in parallel with the one in the circuit  b adding another resistor in series with the one in the circuit  c decreasing the electromotive force (e.m.f.) of the battery in the circuit  d moving the lamp to point p in the circuit      30 an ammeter and an 18  \u03c9 resistor are connected in series with a battery. the reading on the  ammeter is 0.50  a.    18  \u03c9a     what is the electromotive force (e.m.f.) of the battery?  a 9.0  n b 9.0  v c 36  n d 36  v    ",
+            "14": "14  \u00a9 ucles 2016 0625/11/o/n/16  31 a source of constant electromotive force (e.m.f.) is connected across a thermistor.    there is an electric current in the thermistor.    current     the temperature of the thermistor is reduced.    which row shows what happens to the resistance of the thermistor and what happens to the current?     resistance current  a increases decreases  b increases increases  c stays the same decreases  d stays the same increases     32 the diagram shows a circuit containing a battery, a resistor with high resistance, a switch and a  lamp.    12 v battery 12 v lampresistor     initially the switch is open.    what happens to the lamp when the switch is closed?  a it glows more brightly.  b it glows less brightly.  c it goes out.  d its brightness does not change.     ",
+            "15": "15  \u00a9 ucles 2016 0625/11/o/n/16 [turn over  33 the diagram shows a circuit containing two identical lamps and three ammeters.    aa a ammeter 1 ammeter 3 ammeter 2     the current in ammeter 1 is 0.30  a.    which row gives possible values for the currents in ammeters 2 and 3?     ammeter 2   / a ammeter 3   / a  a 0.15 0.00  b 0.15 0.30  c 0.30 0.00  d 0.30 0.30      34 two electrical appliances are connected to the mains supply.     the cable connected to one appliance includes an earth wire.     the cable connected to the second appliance does not need an earth wire.    what is a reason for this difference?  a one appliance has a metal case, but the other appliance does not.  b one appliance is fitted with a fuse, but the other appliance is not.  c one appliance is fitted with a switch, but the other appliance is not.  d one appliance needs more current than the other appliance.     ",
+            "16": "16  \u00a9 ucles 2016 0625/11/o/n/16  35 the diagram represents a transformer.    primary coilcore     which row shows materials suitable for making the core and the primary coil?     core primary coil  a iron copper  b iron plastic  c steel copper  d steel plastic      36 an electric current can produce a heating effect and a magnetic effect.    which row shows the effect that a relay uses and one application of a relay?     effect used by a relay one application of a relay  a heating effect allowing a small current to switch on a large current  b heating effect changing the voltage of an a.c. supply  c magnetic effect allowing a small current to switch on a large current  d magnetic effect changing the voltage of an a.c. supply      37 a nuclide of sodium can be represented by na.23 11    which row gives the numbers of particles in a neutral sodium atom?     number of  electrons number of  protons number of  neutrons  a 11 11 12  b 12 11 23  c 12 12 11  d 23 23 11     ",
+            "17": "17  \u00a9 ucles 2016 0625/11/o/n/16  38 radioactive materials may emit \u03b1-particles or \u03b2-particles.  which statement about the effect of these emissions is correct?  a both \u03b1-particles and \u03b2-particles cause the nucleus to change into that of a different chemical  element.  b neither \u03b1-particles nor \u03b2-particles cause the nucleus to change into that of a different  chemical element.  c only \u03b1-particles cause the nucleus to change into that of a different chemical element.  d only \u03b2-particles cause the nucleus to change into that of a different chemical element.      39 radioactive source s emits \u03b1-particles, \u03b2-particles and \u03b3-rays. a detector is placed 5  cm away  from s. a thin sheet of paper is placed as shown in the diagram.    s 5 cmthin sheet of paper detecto r     which emissions from the source can be detected?  a \u03b1-particles and \u03b2-particles only  b \u03b1-particles and \u03b3-rays only  c \u03b2-particles and \u03b3-rays only  d \u03b1-particles, \u03b2-particles and \u03b3-rays     40 the half-life of a radioactive nuclide is 2.0 hours.    the decay rate of a sample of this nuclide is measured at 1.0 hour intervals. the table shows the  measurements, with one value shown as x.    time  /  hours s / decaysrate decay     0 240  1.0 170  2.0 120  3.0 85  4.0 x    what is the most likely value of x?  a 15 b 42 c 50 d 60 ",
+            "18": "18    blank page   \u00a9 ucles 2016 0625/11/o/n/16  ",
+            "19": "19    blank page   \u00a9 ucles 2016 0625/11/o/n/16  ",
+            "20": "20    blank page     permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to trac e 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 ans wer-related information to candidates, all copyright acknowledgements are reproduced onl ine in the cambridge  international examinations copyright acknow ledgements booklet. this is produced for each  series of examinations and is freely a vailable to download at  www.cie.org.uk after the live examination series.   cambridge international examinations is part of the cambridge as sessment group. cambridge assessment is the brand name of unive rsity of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge.    \u00a9 ucles 2016 0625/11/o/n/16   "
+        },
+        "0625_w16_qp_12.pdf": {
+            "1": "  the syllabus is approved for use in england, wales and northern ir eland as a cambridge international level 1/level 2 certificat e.  this document consists of 17 printed pages and 3 blank pages.  ib16 11_0625_12/4rp  \u00a9 ucles 2016 [turn over     *9107539250 * cambridge international examinations  cambridge international general certificate of secondary education       physics 0625/12     paper 1  multiple choice (core)  october/november 2016     45 minutes    additional materials: multiple choice answer sheet   soft clean eraser   soft pencil (type b or hb recommended)       read these instructions first    write in soft pencil.  do not use staples, paper clips, glue or correction fluid. write your name, centre number and candidate number on the answer sheet in the spaces provided  unless this has been done for you.  do not  write in any barcodes.   there are forty  questions on this paper. answer all questions. for each question there are four possible  answers a, b, c and d.   choose the one you consider correct and record your choice in soft pencil  on the separate answer sheet.    read the instructions on the answer sheet very carefully.    each correct answer will score one mark. a ma rk will not be deducted for a wrong answer.  any rough working should be done in this booklet. electronic calculators may be used. take the weight of 1.0  kg to be 10  n (acceleration of free fall = 10  m / s2).        ",
+            "2": "2  \u00a9 ucles 2016 0625/12/o/n/16  1 the diagram shows two identical spheres placed beside a ruler.    mmspheres 01 0 2 0 3 0     what is the radius of one sphere?  a 4.0  mm b 5.0  mm c 8.0  mm d 10  mm     2 the graph shows how the distance trave lled by a vehicle changes with time.    0 0distance timepqrs     which row describes the speed of the vehicle in each section of the graph?     p to q q to r r to s  a constant zero constant  b constant zero decreasing  c increasing constant decreasing  d increasing zero constant    ",
+            "3": "3  \u00a9 ucles 2016 0625/12/o/n/16 [turn over  3 a stone falls freely from the top of a cliff. air resistance may be ignored.    which graph shows how the acceleration of the stone varies with time as it falls?    0 0 time acceleration a  0 0 time acceleration b  0 0 time acceleration c  0 0 time acceleration d        4 a student writes about mass and weight.   which statement is correct?  a a ship which is floating has mass but no weight.  b mass is a scientific word that means the same as weight.  c mass is measured in newtons.  d the mass of an astronaut is the same on the moon as on the earth.     ",
+            "4": "4  \u00a9 ucles 2016 0625/12/o/n/16  5 a student uses a measuring cylinder and a balance to find the density of oil. the diagram shows  the arrangement used.    g gm1 m2empty measuring cylindermeasuring cylinder containing volume v of oil oil     which calculation gives the density of the oil?  a  2mv b () 1 2m mv \u2212 c  vm2 d ( ) vm m 1 2\u2212     6 each diagram shows all the forces acting on an object.    in which diagram is the object in equilibrium?    15 na 15 n1 5  n 15 n15 n 15 nb 15 n 15 n 15 nc 15 n 15 n1 5  n 15 n 15 n15 nd 15 n ",
+            "5": "5  \u00a9 ucles 2016 0625/12/o/n/16 [turn over  7 the diagrams show a spring and a graph of the length of the spring against the load applied to it.    loadlengthspring8 76543210 0 2 04 06 0 load  / n80 100length  / cm     what is the extension of the spring when a load of 40  n is applied to it?  a 1.5  cm b 2.5  cm c 4.0  cm d 6.5  cm      8 a force is applied to a long crowbar so as to move a large rock.    which labelled arrow represents the smallest force needed to move the rock?    crowbar a b cd pivotrock       9 what is the main energy change taking place in the battery of a mobile phone (cell phone) as it is  being charged but not used?  a chemical energy increases  b elastic energy increases  c gravitational potential energy increases  d kinetic energy increases     ",
+            "6": "6  \u00a9 ucles 2016 0625/12/o/n/16  10 electricity can be generated using different energy resources.  which energy resource is used to generate electricity without needing any moving parts?  a geothermal  b hydroelectric  c solar  d water waves     11 a child runs up a set of stairs four times. the time taken for each run is recorded.    which time is measured when the child\u2019s useful power is greatest?    a 10  s b 20  s c 30  s d 40  s     12 the diagrams show the actual sizes of the heels of four different shoes, as seen from underneath  the shoe.    which heel is most  likely to cause damage to wooden floors?    abcd       13 the diagram shows an instrument used to measure gas pressure.    liquid     what is the instrument called?  a ammeter  b barometer  c manometer  d thermometer   ",
+            "7": "7  \u00a9 ucles 2016 0625/12/o/n/16 [turn over  14 water can exist in three states: solid (ice), liquid and gas (steam).    in which state, or states, is the motion of the molecules only vibrational?  a ice only  b steam only  c liquid water only  d liquid water and ice only     15 which statement about evaporation is correct?  a evaporation causes heating of the liquid.  b evaporation only happens from liquids.  c molecules escape from anywhere in the liquid.  d only the least energetic molecules escape.     16 a piece of melting ice at 0  \u00b0c and a beaker of boiling water are both in a laboratory. the  laboratory is at 20  \u00b0c.    melting iceboiling water bunsen burner heating water     what is happening to the temperature of the melting ice and what is happening to the temperature of the boiling water?     temperature of  melting ice temperature of  boiling water  a constant constant  b constant increasing  c increasing constant  d increasing increasing     ",
+            "8": "8  \u00a9 ucles 2016 0625/12/o/n/16  17 a liquid-in-glass thermometer is to be calibrated in degrees celsius.  where should the bulb of the thermometer be placed to set a fixed point on the temperature  scale?  a in a mixture of water and ice  b in a hot drink  c in a bunsen burner flame  d in a refrigerator      18 aluminium foil is attached to the walls of a warm room in a cold country. this reduces the rate of  thermal energy loss from inside the warm room.    which method or methods of thermal energy transfer are reduced by the foil?  a conduction and convection only  b conduction only  c convection and radiation only  d radiation only    19 on a very cold day, a boy puts one hand on the metal handlebars of his bicycle. he puts the  other hand on the rubber hand grip.    the metal feels colder than the rubber hand grip, although they are both at the same  temperature.    why is this?  a the metal has a higher melting point than the rubber.  b the metal has a lower thermal capacity than the rubber.  c the metal is a better thermal conductor than the rubber.  d the metal radiates more infra-red radiation than the rubber.     20 the box contains a list of four types of wave.  \u03b3-rays      sound      ultraviolet      x-rays     how many waves in the list are transverse waves?  a 1 b 2 c 3 d 4    ",
+            "9": "9  \u00a9 ucles 2016 0625/12/o/n/16 [turn over  21 which wave has an amplitude equal to half its wavelength?    displacement / cm1.0 0 \u20131.01234 0 distance  / cma displacement / cm1.0 0 \u20131.01234 0 distance  / cmb displacement / cm1.0 0 \u20131.01234 0 distance  / cmc displacement / cm1.0 0 \u20131.01234 0 distance  / cmd      ",
+            "10": "10  \u00a9 ucles 2016 0625/12/o/n/16  22 a card with the letter r is made by a student. the letter is drawn on one side , as shown.        a plane mirror is mounted vertically on a bench. the student places the card on the bench so that  the letter is upright and facing the mirror .    benchplane mirro r     how does the image formed by the mirror appear to the student?    d c b a      ",
+            "11": "11  \u00a9 ucles 2016 0625/12/o/n/16 [turn over  23 a student draws four diagrams to represent light passing from air through a glass block and then  back into the air.    the critical angle for the glass is 42 \u00b0.    in which diagram is the path of the light through the glass block not correct?    45\u00b045\u00b0ab 60\u00b0 60\u00b0cd 45\u00b0 glass glassglassglass       24 which part of the electromagnetic spectrum is used to send television signals from a satellite to  earth?  a infra-red  b microwaves  c ultraviolet  d visible light      25 a girl notices that, when she shouts into a cave, she hears an echo.    which wave property causes the echo?  a diffraction  b dispersion  c reflection  d refraction    ",
+            "12": "12  \u00a9 ucles 2016 0625/12/o/n/16  26 which property of a sound wave affects the loudness of the sound?  a amplitude  b frequency  c speed  d wavelength      27 in two separate experiments, a magnet is brought near to an unmagnetised iron bar. this causes  the bar to become magnetised.    ns magnet x iron bar n s magnet y iron barexperiment 1 experiment 2     which magnetic pole is induced at x and at y?     pole induced at x pole induced at y  a n n  b n s  c s n  d s s      28 in the diagram, rod r hangs from an insulating thread.    +++++q r moves away from rod qinsulating thread     when the positively charged rod q is brought close to rod r, rod r moves away from rod q.    which conclusion can be made from this observation?  a rod r is charged, but it is not possible to identify the sign of the charge.  b rod r must be positively charged.  c rod r must be negatively charged.  d rod r is uncharged. ",
+            "13": "13  \u00a9 ucles 2016 0625/12/o/n/16 [turn over  29 the diagram shows a lamp in a circuit.    p     which change to the circuit would increase the current in the lamp?  a adding another resistor in parallel with the one in the circuit  b adding another resistor in series with the one in the circuit  c decreasing the electromotive force (e.m.f.) of the battery in the circuit  d moving the lamp to point p in the circuit      30 an ammeter and an 18  \u03c9 resistor are connected in series with a battery. the reading on the  ammeter is 0.50  a.    18  \u03c9a     what is the electromotive force (e.m.f.) of the battery?  a 9.0  n b 9.0  v c 36  n d 36  v    ",
+            "14": "14  \u00a9 ucles 2016 0625/12/o/n/16  31 a source of constant electromotive force (e.m.f.)  is connected across a light-dependent resistor  (ldr).    there is an electric current in the ldr.    current     the brightness of the light falling on the ldr is reduced.    which row shows what happens to the resistance of the ldr and what happens to the current?     resistance current  a decreases decreases  b decreases increases  c increases decreases  d increases increases      32 the diagram shows an electric circuit.    r st switch    when the switch is open, which lamp or lamps are not lit?  a r only  b s only  c r, s and t  d s and t only    ",
+            "15": "15  \u00a9 ucles 2016 0625/12/o/n/16 [turn over  33 in which circuit does the ammeter read 2.0  a?    aa 12 v 6.0 \u03c9 6.0 \u03c9 ab 6.0 v 6.0 \u03c9 6.0 \u03c9a c12 v 3.0 \u03c9 3.0 \u03c9 ad 18 v 3.0 \u03c9 3.0 \u03c9     34 an electric kettle has a metal casing. the cable for the kettle contains a wire that is connected to  the earth pin of the plug.    which danger does this guard against?  a the cable to the kettle becoming too hot  b the casing of the kettle becoming live  c the casing of the kettle becoming wet on the outside  d the casing of the kettle overheating     ",
+            "16": "16  \u00a9 ucles 2016 0625/12/o/n/16  35 a transformer has an input voltage of 240  v and an output voltage of 12  v.    input voltage 240  v  output voltage 12  v     what is a possible pair of values for the number of turns in the primary coil and the number of  turns in the secondary coil?     number of turns  in primary coil number of turns  in secondary coil  a 12 4800  b 240 4800  c 4800 12  d 4800 240      36 an electric current can produce a heating effect and a magnetic effect.    which row shows the effect that a relay uses and one application of a relay?     effect used by a relay one application of a relay  a heating effect allowing a small current to switch on a large current  b heating effect changing the voltage of an a.c. supply  c magnetic effect allowing a small current to switch on a large current  d magnetic effect changing the voltage of an a.c. supply      37 a nuclide of sodium can be represented by na.23 11    which row gives the numbers of particles in a neutral sodium atom?     number of  electrons number of  protons number of  neutrons  a 11 11 12  b 12 11 23  c 12 12 11  d 23 23 11   ",
+            "17": "17  \u00a9 ucles 2016 0625/12/o/n/16  38 which is the most effective precaution to reduce the risk when handling, storing or using a  radioactive source that emits \u03b3-rays?  a handle the source for the least possible time.  b have a fire extinguisher nearby when using the source.  c store the source at a low temperature.  d wear plastic safety goggles when handling the source.     39 radioactive source s emits \u03b1-particles, \u03b2-particles and \u03b3-rays. a detector is placed 5  cm away  from s. a thin sheet of paper is placed as shown in the diagram.    s 5 cmthin sheet of paper detecto r     which emissions from the source can be detected?  a \u03b1-particles and \u03b2-particles only  b \u03b1-particles and \u03b3-rays only  c \u03b2-particles and \u03b3-rays only  d \u03b1-particles, \u03b2-particles and \u03b3-rays     40 a radioactive source has a half-life of 3.0 days. it emits radiation at a rate of 1200 particles per  minute.  at what rate was it emitting radiation 6.0 days earlier ?  a 300 particles per minute  b 2400 particles per minute  c 4800 particles per minute  d 7200 particles per minute    ",
+            "18": "18    blank page   \u00a9 ucles 2016 0625/12/o/n/16  ",
+            "19": "19    blank page   \u00a9 ucles 2016 0625/12/o/n/16  ",
+            "20": "20    blank page     permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to trac e 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 ans wer-related information to candidates, all copyright acknowledgements are reproduced onl ine in the cambridge  international examinations copyright acknow ledgements booklet. this is produced for each  series of examinations and is freely a vailable to download at  www.cie.org.uk after the live examination series.   cambridge international examinations is part of the cambridge as sessment group. cambridge assessment is the brand name of unive rsity of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge.    \u00a9 ucles 2016 0625/12/o/n/16   "
+        },
+        "0625_w16_qp_13.pdf": {
+            "1": "  the syllabus is approved for use in england, wales and northern ir eland as a cambridge international level 1/level 2 certificat e.  this document consists of 19 printed pages and 1 blank page.  ib16 11_0625_13/4rp  \u00a9 ucles 2016 [turn over     *7133156965 * cambridge international examinations  cambridge international general certificate of secondary education       physics 0625/13     paper 1  multiple choice (core)  october/november 2016     45 minutes    additional materials: multiple choice answer sheet   soft clean eraser   soft pencil (type b or hb recommended)       read these instructions first    write in soft pencil.  do not use staples, paper clips, glue or correction fluid. write your name, centre number and candidate number on the answer sheet in the spaces provided  unless this has been done for you.  do not  write in any barcodes.   there are forty  questions on this paper. answer all questions. for each question there are four possible  answers a, b, c and d.   choose the one you consider correct and record your choice in soft pencil  on the separate answer sheet.    read the instructions on the answer sheet very carefully.    each correct answer will score one mark. a ma rk will not be deducted for a wrong answer.  any rough working should be done in this booklet. electronic calculators may be used. take the weight of 1.0  kg to be 10  n (acceleration of free fall = 10  m / s2).        ",
+            "2": "2  \u00a9 ucles 2016 0625/13/o/n/16  1 diagram 1 shows a measuring cylinder containing some water.    diagram 2 shows the same measuring cylinder after a piece of rock has been slowly submerged  in the water.    50 40302010 diagram 1cm 3 5040302010 diagram 2cm 3 piece of rock     what is the volume of the piece of rock?  a 15  cm3 b 20  cm3 c 23  cm3 d 35  cm3      2 the graph shows how the distance trave lled by a vehicle changes with time.    0 0distance timepqrs     which row describes the speed of the vehicle in each section of the graph?     p to q q to r r to s  a constant zero constant  b constant zero decreasing  c increasing constant decreasing  d increasing zero constant    ",
+            "3": "3  \u00a9 ucles 2016 0625/13/o/n/16 [turn over  3 a stone falls freely from the top of a cliff. air resistance may be ignored.    which graph shows how the acceleration of the stone varies with time as it falls?    0 0 time acceleration a  0 0 time acceleration b  0 0 time acceleration c  0 0 time acceleration d        4 which statement about mass or weight is not correct?  a masses can be compared using a balance.  b mass is a force.  c weights can be compared using a balance.  d weight is a force.     ",
+            "4": "4  \u00a9 ucles 2016 0625/13/o/n/16  5 the diagrams show an empty container, and the same container filled with liquid.    the empty container has a mass of 120  g. when filled with the liquid, the total mass of the  container and the liquid is 600  g.    container filled with liquid 600  gempty container 120  g    the volume of liquid in the container is 600  cm3.    what is the density of the liquid?  a 0.020  g / cm3 b 0.80  g / cm3 c 1.0  g / cm3  d 1.2  g / cm3      6 the diagram shows all the horizontal forces acting on a truck.    300  n500  n 500  ntruck     what is the size of the resultant horizontal force on the truck?  a 200  n b 300  n c 700  n d 1000  n     ",
+            "5": "5  \u00a9 ucles 2016 0625/13/o/n/16 [turn over  7 different loads are hung on a spring. the diagram shows the length of the spring with and without  the loads attached.    200  n 400  n20  cm 40  cm 65  cm     what is the extension of the spring when the load is 400  n?  a 5 cm b 25  cm c 40  cm d 45  cm     8 a uniform bar is pivoted at its centre.    4.0 m 3.0  m pivot 6.0 n f    what force f is needed to balance the bar?  a 2.0  n b 4.5  n c 6.0  n d 8.0  n    ",
+            "6": "6  \u00a9 ucles 2016 0625/13/o/n/16  9 a ball is released from point x on a rough semicircular track. it comes to rest for an instant at  point y. the gravitational potential energy of the ball at point x is ex. the gravitational potential  energy of the ball at point y is ey.    x y     which equation relates the energy of the ball at point x to its energy at point y?  a ex = ey + work done against friction  b ex = ey \u2013 work done against friction  c ex + ey = work done against friction  d ex + ey + work done against friction = 0      10 two cars p and q have different engines.  the input power from the fuel is the same for both engines. the engine in car p is more efficient than the engine in car q.  which statement about the cars or their engines must  be true?  a car p has a higher maximum speed than car q.  b car p has a lower maximum speed than car q.  c the engine in car p uses less energy per hour than the engine in car q.  d the engine in car p wastes less energy per hour than the engine in car q.     11 a child runs up a set of stairs four times. the time taken for each run is recorded.    which time is measured when the child\u2019s useful power is greatest?    a 10  s b 20  s c 30  s d 40  s    ",
+            "7": "7  \u00a9 ucles 2016 0625/13/o/n/16 [turn over  12 the diagrams show the actual sizes of the heels of four different shoes, as seen from underneath  the shoe.    which heel is most  likely to cause damage to wooden floors?    abcd      13 the diagram shows an instrument used to measure gas pressure.    liquid     what is the instrument called?  a ammeter  b barometer  c manometer  d thermometer     14 which diagram best represents the movement of a smoke particle displaying brownian motion?    ab cdsmoke particlesmoke particle smoke particlesmoke particle    ",
+            "8": "8  \u00a9 ucles 2016 0625/13/o/n/16  15 a cylinder containing trapped air is put into a freezer.    cylinder piston at room temperaturecylinder piston in a freezerair air     as the air cools, the piston moves to the left as shown.    how has the air changed?  a its density is less.  b its mass is less.  c the average speed of its molecules is less.  d the average volume of its molecules is less.      16 a piece of melting ice at 0  \u00b0c and a beaker of boiling water are both in a laboratory. the  laboratory is at 20  \u00b0c.    melting iceboiling water bunsen burner heating water     what is happening to the temperature of the melting ice and what is happening to the  temperature of the boiling water?     temperature of  melting ice temperature of  boiling water  a constant constant  b constant increasing  c increasing constant  d increasing increasing     ",
+            "9": "9  \u00a9 ucles 2016 0625/13/o/n/16 [turn over  17 a liquid-in-glass thermometer works because the liquid shows a change in  a colour.  b mass.  c thermal capacity.  d volume.      18 which description applies to infra-red radiation?  a longitudinal and electromagnetic  b longitudinal but not electromagnetic  c transverse and electromagnetic  d transverse but not electromagnetic     ",
+            "10": "10  \u00a9 ucles 2016 0625/13/o/n/16  19 the diagram shows the temperature-time graph for hot water that is cooling in an uninsulated  beaker.    80 604020 0 0123 time  / hourstemperature / \u00b0c     the beaker is now insulated. the same volume of hot water, at the same initial temperature as  before, is put into the insulated beaker. the beaker is in the same room as before.    which is the new temperature-time graph for the water as it cools?    80 604020 0 0123 time  / hourstemperature / \u00b0cc 80604020 0 0123 time  / hourstemperature / \u00b0cd80 6040 20 0 0123 time  / hourstemperature / \u00b0ca 80 6040 20 0 0123 time  / hourstemperature / \u00b0cb      ",
+            "11": "11  \u00a9 ucles 2016 0625/13/o/n/16 [turn over  20 a small plastic ball floats on the surface of deep water. a stone is dropped into the water at   point x.    a wave spreads out across the water surface, causing the ball to move.    xwater surface ball     which type of wave is produced by the stone, and in which direction does the ball move?     type of wave direction of  movement of ball  a longitudinal left and right  b longitudinal up and down  c transverse left and right  d transverse up and down      21 waves travel more slowly on the surface of shallow water than on the surface of deep water.    which diagram shows a wave travelling from deep water into shallower water?    shallow water (slow)c shallow water (slow)dshallow water (slow)a shallow water (slow)b deep water (fast)deep water (fast)deep water (fast)deep water (fast)      ",
+            "12": "12  \u00a9 ucles 2016 0625/13/o/n/16  22 light strikes a plane mirror and is reflected. the angle between the ray of light and the mirror is  20\u00b0.    20\u00b0ray of lightnormal mirror    what is the size of the angle of reflection?  a 20 \u00b0 b 70 \u00b0 c 140 \u00b0 d 160 \u00b0      23 a student draws a ray diagram to show how a converging lens, of focal length f, forms an image  of an object.    he draws three rays to locate the image.    he then adds a fourth ray after the position of the image is known.    which of the labelled rays must have been drawn after  the position of the image was known?    object image f fa b c d      24 which group shows four electromagnetic waves in order, from the largest wavelength to the  smallest?  a microwaves, radio waves, x-rays, visible light  b radio waves, microwaves, visible light, x-rays  c visible light, x-rays, radio waves, microwaves  d x-rays, visible light, microwaves, radio waves     ",
+            "13": "13  \u00a9 ucles 2016 0625/13/o/n/16 [turn over  25 a girl notices that, when she shouts into a cave, she hears an echo.    which wave property causes the echo?  a diffraction  b dispersion  c reflection  d refraction     26 a man stands 110  m from a high wall. he makes a short, sharp sound and then hears an echo  from the wall.  the speed of sound in air is 330  m / s.  how long after making the sound does the man hear the echo?  a 0.33  s b 0.67  s c 1.5  s d 3.0  s     27 in two separate experiments, a magnet is brought near to an unmagnetised iron bar. this causes  the bar to become magnetised.    ns magnet x iron bar n s magnet y iron barexperiment 1 experiment 2     which magnetic pole is induced at x and at y?     pole induced at x pole induced at y  a n n  b n s  c s n  d s s     ",
+            "14": "14  \u00a9 ucles 2016 0625/13/o/n/16  28 a student holds a rod in his hand.    rodhandcloth     he rubs the rod with a cloth. the rod gains a positive charge.     of which material could the rod be made, and which transfer of charge has happened?     material of rod transfer of charge  a metal negative charge from rod to cloth  b metal positive charge from cloth to rod  c plastic negative charge from rod to cloth  d plastic positive charge from cloth to rod     29 the diagram shows a lamp in a circuit.    p     which change to the circuit would increase the current in the lamp?  a adding another resistor in parallel with the one in the circuit  b adding another resistor in series with the one in the circuit  c decreasing the electromotive force (e.m.f.) of the battery in the circuit  d moving the lamp to point p in the circuit     ",
+            "15": "15  \u00a9 ucles 2016 0625/13/o/n/16 [turn over  30 an ammeter and an 18  \u03c9 resistor are connected in series with a battery. the reading on the  ammeter is 0.50  a.    18  \u03c9a     what is the electromotive force (e.m.f.) of the battery?  a 9.0  n b 9.0  v c 36  n d 36  v    31 in which circuit will the ammeter reading be greatest?    2.0  \u03c9 2.0  \u03c92.0  v 2.0  v 2.0  v 2.0  v aa 2.0  \u03c92.0  \u03c9 ab 2.0  \u03c9 2.0  \u03c9ac d 2.0  \u03c92.0  \u03c9 a       32 an electric washing machine is protected by an earth wire.    to which part of the washing machine should the earth wire be connected?  a the fuse  b the live wire  c the metal case  d the switch     ",
+            "16": "16  \u00a9 ucles 2016 0625/13/o/n/16  33 the diagram shows a potential divider.    6 v 0 v     when brighter light falls on the light-dependent resistor (ldr), its resistance changes.    what happens to the resistance of the ldr and what happens to the current in it?     resistance of ldr current in ldr  a decreases decreases  b decreases increases  c increases decreases  d increases increases     34 why is a fuse used in an electrical circuit?  a so that the current can have only one value  b to prevent the current becoming too large  c to provide a path to earth if a fault occurs  d to save electrical energy     ",
+            "17": "17  \u00a9 ucles 2016 0625/13/o/n/16 [turn over  35 which transformer can change a 240  v a.c. input into a 15  v a.c. output?    800 turns 40 turnsa 1000 turns 25 turnsb 1200 turns 75 turnsc 2400 turns 15 turnsd      36 an electric current can produce a heating effect and a magnetic effect.    which row shows the effect that a relay uses and one application of a relay?     effect used by a relay one application of a relay  a heating effect allowing a small current to switch on a large current  b heating effect changing the voltage of an a.c. supply  c magnetic effect allowing a small current to switch on a large current  d magnetic effect changing the voltage of an a.c. supply      37 a nuclide of sodium can be represented by na.23 11    which row gives the numbers of particles in a neutral sodium atom?     number of  electrons number of  protons number of  neutrons  a 11 11 12  b 12 11 23  c 12 12 11  d 23 23 11     ",
+            "18": "18  \u00a9 ucles 2016 0625/13/o/n/16  38 below are four statements about different isotopes of a certain element.  which statement must  be true?  a they have a different number of electrons.  b they have the same number of neutrons.  c they have the same number of nucleons.  d they have the same number of protons.     39 radioactive source s emits \u03b1-particles, \u03b2-particles and \u03b3-rays. a detector is placed 5  cm away  from s. a thin sheet of paper is placed as shown in the diagram.    s 5 cmthin sheet of paper detecto r     which emissions from the source can be detected?  a \u03b1-particles and \u03b2-particles only  b \u03b1-particles and \u03b3-rays only  c \u03b2-particles and \u03b3-rays only  d \u03b1-particles, \u03b2-particles and \u03b3-rays     ",
+            "19": "19  \u00a9 ucles 2016 0625/13/o/n/16  40 a radioactive material emits \u03b1-particles.    the table shows the rate of emission of \u03b1-particles from the material at different times.    time   / hours rate of emission  / particles per minute  0.0 160  4.0 40  8.0     what is the half-life of the material and what is the missing value at 8.0 hours?     half-life  / hours rate of emission at 8.0 hours  / particles per minute  a 2.0 0  b 2.0 10  c 4.0 0  d 4.0 10     ",
+            "20": "20    blank page     permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to trac e 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 ans wer-related information to candidates, all copyright acknowledgements are reproduced onl ine in the cambridge  international examinations copyright acknow ledgements booklet. this is produced for each  series of examinations and is freely a vailable to download at  www.cie.org.uk after the live examination series.   cambridge international examinations is part of the cambridge as sessment group. cambridge assessment is the brand name of unive rsity of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge.    \u00a9 ucles 2016 0625/13/o/n/16   "
+        },
+        "0625_w16_qp_21.pdf": {
+            "1": "  the syllabus is approved for use in england, wales and northern ir eland as a cambridge international level 1/level 2 certificat e.  this document consists of 16 printed pages.  ib16 11_0625_21/8rp  \u00a9 ucles 2016 [turn over     *2117549282* cambridge international examinations  cambridge international general certificate of secondary education       physics 0625/21     paper 2  multiple choice (extended)  october/november 2016     45 minutes    additional materials: multiple choice answer sheet   soft clean eraser   soft pencil (type b or hb recommended)       read these instructions first    write in soft pencil.  do not use staples, paper clips, glue or correction fluid. write your name, centre number and candidate number on the answer sheet in the spaces provided  unless this has been done for you.  do not write in any barcodes.   there are forty  questions on this paper. answer all questions. for each question there are four possible  answers a, b, c and d.   choose the one you consider correct and record your choice in soft pencil  on the separate answer sheet.    read the instructions on the answer sheet very carefully.    each correct answer will score one mark. a ma rk will not be deducted for a wrong answer.  any rough working should be done in this booklet. electronic calculators may be used. take the weight of 1.0  kg to be 10  n (acceleration of free fall = 10  m / s2).       ",
+            "2": "2  \u00a9 ucles 2016 0625/21/o/n/16  1 the graph shows how the distance trave lled by a vehicle changes with time.    0 0distance timepqrs     which row describes the speed of the vehicle in each section of the graph?     p to q q to r r to s  a constant zero constant  b constant zero decreasing  c increasing constant decreasing  d increasing zero constant     2 a stone falls freely from the top of a cliff. air resistance may be ignored.    which graph shows how the acceleration of the stone varies with time as it falls?    0 0 time acceleration a  0 0 time acceleration b  0 0 time acceleration c  0 0 time acceleration d   ",
+            "3": "3  \u00a9 ucles 2016 0625/21/o/n/16 [turn over  3 a car travels along a horizontal road in a straight line. the driver presses the accelerator to  increase the speed of the car.    the speed-time graph for the car is shown.    30 2010 0 0 5 10 15 20speed m / s time  / s    what is the acceleration of the car?  a 0.50  m / s2 b 1.00  m / s2 c 1.50  m / s2 d 2.00  m / s2     4 a spaceship approaches the earth from deep space. near the earth, a force on the spaceship  causes it to have weight. this causes it to change its speed and direction.   which type of force causes the spaceship\u2019s wei ght, and which property of the spaceship resists  its change in speed and direction?   force that  causes weight property that resists change in  speed and direction  a gravitational mass  b gravitational volume  c magnetic mass  d magnetic volume    ",
+            "4": "4  \u00a9 ucles 2016 0625/21/o/n/16  5 the diagrams show an empty rectangular box, and the same box filled with liquid.    the box has a mass of 60  g when empty. when filled with liquid, the total mass of the box and the  liquid is 300  g.    box filled with liquid 300  gempty box 60  g    the density of the liquid is 1.2  g / cm3.    what is the volume of the liquid in the box?  a 50  cm3 b 200  cm3 c 250  cm3 d 300  cm3      6 an object travels in a circular path at constant speed.  which statement about the object is correct?  a it has changing kinetic energy.  b it has changing momentum.  c it has constant velocity.  d it is not accelerating.      7 which diagram shows the magnitude and direction of the resultant r of the two forces f1 and f2?    f1 f2b f1 f2r ra f1 f2rc rf1 f2d      ",
+            "5": "5  \u00a9 ucles 2016 0625/21/o/n/16 [turn over  8 two cars, p and q, have different masses and different speeds as shown.    speed 20  m / smass 500  kg car pspeed 10  m / smass 1000  kg car q    which row correctly compares the momentum and the kinetic energy of p with the momentum  and the kinetic energy of q?     momentum kinetic energy  a p greater than q p equal to q  b p equal to q p equal to q  c p equal to q p less than q  d p less than q p greater than q    9 a car of mass 800  kg travels over a hill of height h.    hhill not to scale    by travelling to the top of the hill, the car gains 40  000  j of gravitational potential energy.    the gravitational field strength g is 10  n / kg.    what is the height h of the hill?  a 5.0  m b 20  m c 50  m d 500  m    10 a lamp has a power input of 5.0  w. it wastes 1.0  w of power heating the surroundings.  what is the efficiency of the lamp?  a 20% b 50% c 80% d 120%      11 the box contains the names of eight different energy resources.    natural gas geothermal solar waves  hydroelectric oil wind coal    how many of these energy resources are renewable?  a 3 b 4 c 5 d 6 ",
+            "6": "6  \u00a9 ucles 2016 0625/21/o/n/16  12 the diagram shows a dam holding back water.    damwater 65 m     the depth of the water is 65  m.    the density of the water is 1000  kg  / m3. the gravitational field strength g is 10  n / kg.    what is the pressure exerted at the base of the dam due to the water?  a 15.4  pa b 154  pa c 65  000  pa d 650  000  pa     13 air is trapped in a cylinder by a piston. the original volume of the trapped air is v and the original  pressure of the trapped air is p. the piston is pushed to the left. the temperature of the gas does  not change.    25 50 25 50 trapped airbefore piston is pushed in after piston is pushed in piston cylinder trapped air    what is the new volume and what is the new pressure of the trapped air?     new volume new pressure  a 2v 2p  b 2v 2 p  c 2v 2p  d 2v 2p     ",
+            "7": "7  \u00a9 ucles 2016 0625/21/o/n/16 [turn over  14 when a liquid evaporates, some of its molecules escape from the surface and the temperature of  the liquid changes.    which row describes the escaping molecules and the change in temperature of the liquid?     escaping molecules temperature of  the liquid  a less energetic goes down  b less energetic goes up  c more energetic goes down  d more energetic goes up     15 a gas at a constant temperature is in a container of fixed volume. the gas exerts a pressure on  the walls of the container. the pressure is caused by the gas molecules striking the walls.  which statement about the gas molecules when they strike the walls is correct?  a the average kinetic energy of the gas molecules changes.   b the average momentum of the gas molecules changes.  c the average speed of the gas molecules changes.  d the chemical energy of the gas molecules changes.      16 a piece of melting ice at 0  \u00b0c and a beaker of boiling water are both in a laboratory. the  laboratory is at 20  \u00b0c.    melting iceboiling water bunsen burner heating water     what is happening to the temperature of the melting ice and what is happening to the  temperature of the boiling water?     temperature of  melting ice temperature of  boiling water  a constant constant  b constant increasing  c increasing constant  d increasing increasing    ",
+            "8": "8  \u00a9 ucles 2016 0625/21/o/n/16  17 the diagram shows a liquid-in-glass thermometer.    \u201310 0 10 20 30 40 50 60 70 80 90100 110\u00b0c liquid threadstem glass bulb liquidtube     which feature would give a thermometer with an increased range?  a a smaller internal diameter of the tube containing the liquid thread  b a thinner glass bulb  c a larger length of the tube and stem  d a larger volume of the liquid     18 a copper container of mass 0.20  kg contains 0.10  kg of water.    the specific heat capacity of copper is 385  j / (kg  \u00b0c) and the specific heat capacity of water  is 4200  j / (kg  \u00b0c).    how much energy, in joules, is needed to raise the temperature of the copper container and the  water by 10  \u00b0c?  a (0.20 \u00d7 385 \u00d7 10) \u2013 (0.10 \u00d7 4200 \u00d7 10)  b (0.20 \u00d7 385 \u00d7 10) + (0.10 \u00d7 4200 \u00d7 10)  c (0.10 + 0.20) \u00d7 \uf8f7 \uf8f8\uf8f6\uf8ec \uf8ed\uf8eb + 2385  4200 \u00d7 10  d (0.10 + 0.20) \u00d7 (4200 + 385) \u00d7 10     19 the thermal transfer of energy through a copper rod involves electrons.   a second process is also involved.   what is this method of thermal energy transfer, and what is the second process?   method second process  a conduction density change  b conduction lattice vibration  c convection density change  d convection lattice vibration     ",
+            "9": "9  \u00a9 ucles 2016 0625/21/o/n/16 [turn over  20 the diagrams show four spherical objects at the same temperature. two of the objects are small  and two are large. two of the objects are white and two are black.    which object emits infra-red radiation at the greatest rate?    a b c d       21 the diagram represents plane wavefronts being diffracted by passing through a gap in a barrier.    barrier wavefronts gap     which pair of changes must  increase the amount of diffraction that occurs?  a decrease the wavelength and decrease the size of the gap  b decrease the wavelength and increase the size of the gap  c increase the wavelength and decrease the size of the gap  d increase the wavelength and increase the size of the gap     22 an image is formed by a plane mirror. a second image is formed by a lens used as a magnifying  glass.  which row states the nature of each of these images?   plane mirror magnifying glass  a real real  b real virtual  c virtual real  d virtual virtual     ",
+            "10": "10  \u00a9 ucles 2016 0625/21/o/n/16  23 light travelling at a speed of 3.0 \u00d7 108  m / s strikes the surface of a glass block and undergoes  refraction as it enters the block.    the diagram shows a ray of this light before and after it enters the block.    33\u00b055\u00b0 glass block     what is the speed of light in the glass?  a 1.8 \u00d7 108  m / s  b 2.0 \u00d7 108  m / s  c 4.5 \u00d7 108  m / s  d 5.0 \u00d7 108  m / s     24 radiation from which part of the electromagnetic spectrum is used in the remote controller for a  television?  a infra-red waves  b microwaves  c radio waves  d ultraviolet waves      25 a girl notices that, when she shouts into a cave, she hears an echo.    which wave property causes the echo?  a diffraction  b dispersion  c reflection  d refraction    ",
+            "11": "11  \u00a9 ucles 2016 0625/21/o/n/16 [turn over  26 the diagrams represent the displacement in four different sound waves. all the diagrams are  drawn to the same scale.    which diagram represents the sound with the highest pitch?    a b d ctime time time timedisplacementdisplacement displacementdisplacement 0 0 0 00 0 0 0      27 a student suggests three methods for demagnetising a piece of steel.    1 placing it in an east-west direction and hammering it hard  2 placing it in an east-west direction and heating it until red hot 3 removing it slowly from a coil carrying alternating current    which of the methods will demagnetise the piece of steel?  a 1 only b 2 only c 3 only d 1, 2 and 3     ",
+            "12": "12  \u00a9 ucles 2016 0625/21/o/n/16  28 in two separate experiments, a magnet is brought near to an unmagnetised iron bar. this causes  the bar to become magnetised.    ns magnet x iron bar n s magnet y iron barexperiment 1 experiment 2     which magnetic pole is induced at x and at y?     pole induced at x pole induced at y  a n n  b n s  c s n  d s s      29 a polythene rod is rubbed with a cloth. the rod becomes positively charged because of the  movement of charged particles.    which row gives the name of these charged particles, and the direction in which they move?     charged  particles direction of  movement  a electrons from cloth to rod  b electrons from rod to cloth  c protons from cloth to rod  d protons from rod to cloth     ",
+            "13": "13  \u00a9 ucles 2016 0625/21/o/n/16 [turn over  30 the diagram shows a lamp in a circuit.    p     which change to the circuit would increase the current in the lamp?  a adding another resistor in parallel with the one in the circuit  b adding another resistor in series with the one in the circuit  c decreasing the electromotive force (e.m.f.) of the battery in the circuit  d moving the lamp to point p in the circuit      31 a 12.0  \u03c9 resistor and a 6.0  \u03c9 resistor are connected in parallel.    another 6.0  \u03c9 resistor is then connected in series with the parallel combination.    6.0 \u03c912.0  \u03c9 6.0 \u03c9    what is the combined resistance of all three resistors?    a 8.0  \u03c9 b 10  \u03c9 c 15  \u03c9 d 24  \u03c9     32 the circuit shows a 12  v battery connected to a lamp of resistance 3.0  \u03c9.    12 v     how much energy is transferred to the surroundings by the lamp in 2.0 minutes?  a 48  j b 96  j c 2880  j d 5760  j     ",
+            "14": "14  \u00a9 ucles 2016 0625/21/o/n/16  33 the diagram shows a circuit containing a battery, a resistor with high resistance, a switch and a  lamp.    12 v battery 12 v lampresistor     initially the switch is open.    what happens to the lamp when the switch is closed?  a it glows more brightly.  b it glows less brightly.  c it goes out.  d its brightness does not change.     34 this is the truth table for a logic gate.    input 1 input 2 output  0 0 1  0 1 1  1 0 1  1 1 0    which symbol represents the logic gate?    abc d       35 why is a fuse used in an electrical circuit?  a so that the current can have only one value  b to prevent the current becoming too large  c to provide a path to earth if a fault occurs  d to save electrical energy     ",
+            "15": "15  \u00a9 ucles 2016 0625/21/o/n/16 [turn over  36 an electric current can produce a heating effect and a magnetic effect.    which row shows the effect that a relay uses and one application of a relay?     effect used by a relay one application of a relay  a heating effect allowing a small current to switch on a large current  b heating effect changing the voltage of an a.c. supply  c magnetic effect allowing a small current to switch on a large current  d magnetic effect changing the voltage of an a.c. supply      37 a very important experiment improved scientists\u2019 understanding of the structure of matter.  the experiment involved \u03b1-particles being fired at a thin gold foil.  what happened?  a all the \u03b1-particles were absorbed by the nuclei of the gold atoms.  b all the \u03b1-particles were unaffected by the gold atoms.  c some of the \u03b1-particles were attracted by the neutrons in the nuclei of the gold atoms.  d some of the \u03b1-particles were repelled by the protons in the nuclei of the gold atoms.      38 what is meant by nuclear fusion?  a the emission of an electron from a nucleus  b the emission of two protons from a nucleus  c the joining together of two nuclei  d the splitting of a nucleus into two smaller nuclei    39 a nucleus undergoes radioactive decay. the proton number increases by one. the nucleon  number does not change.   which particle has been emitted in this decay?  a a neutron  b a proton  c an \u03b1-particle  d a \u03b2-particle    ",
+            "16": "16    permission to reproduce items where third-party owned material pr otected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to trac e 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 ans wer-related information to candidates, all copyright acknowledgements are reproduced onl ine in the cambridge  international examinations copyright acknow ledgements booklet. this is produced for each  series of examinations and is freely a vailable to download at  www.cie.org.uk after the live examination series.    cambridge international examinations is part of the cambridge as sessment group. cambridge assessment is the brand name of unive rsity of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge.    \u00a9 ucles 2016 0625/21/o/n/16  40 radioactive source s emits \u03b1-particles, \u03b2-particles and \u03b3-rays. a detector is placed 5  cm away  from s. a thin sheet of paper is placed as shown in the diagram.    s 5 cmthin sheet of paper detecto r     which emissions from the source can be detected?  a \u03b1-particles and \u03b2-particles only  b \u03b1-particles and \u03b3-rays only  c \u03b2-particles and \u03b3-rays only  d \u03b1-particles, \u03b2-particles and \u03b3-rays       "
+        },
+        "0625_w16_qp_22.pdf": {
+            "1": "  the syllabus is approved for use in england, wales and northern ir eland as a cambridge international level 1/level 2 certificat e.  this document consists of 16 printed pages.  ib16 11_0625_22/6rp  \u00a9 ucles 2016 [turn over     *0209924104 * cambridge international examinations  cambridge international general certificate of secondary education       physics 0625/22     paper 2  multiple choice (extended)  october/november 2016     45 minutes    additional materials: multiple choice answer sheet   soft clean eraser   soft pencil (type b or hb recommended)       read these instructions first    write in soft pencil.  do not use staples, paper clips, glue or correction fluid. write your name, centre number and candidate number on the answer sheet in the spaces provided  unless this has been done for you.  do not write in any barcodes.   there are forty  questions on this paper. answer all questions. for each question there are four possible  answers a, b, c and d.   choose the one you consider correct and record your choice in soft pencil  on the separate answer sheet.    read the instructions on the answer sheet very carefully.    each correct answer will score one mark. a ma rk will not be deducted for a wrong answer.  any rough working should be done in this booklet. electronic calculators may be used. take the weight of 1.0  kg to be 10  n (acceleration of free fall = 10  m / s2).       ",
+            "2": "2  \u00a9 ucles 2016 0625/22/o/n/16  1 the graph shows how the distance trave lled by a vehicle changes with time.    0 0distance timepqrs     which row describes the speed of the vehicle in each section of the graph?     p to q q to r r to s  a constant zero constant  b constant zero decreasing  c increasing constant decreasing  d increasing zero constant     2 a stone falls freely from the top of a cliff. air resistance may be ignored.    which graph shows how the acceleration of the stone varies with time as it falls?    0 0 time acceleration a  0 0 time acceleration b  0 0 time acceleration c  0 0 time acceleration d   ",
+            "3": "3  \u00a9 ucles 2016 0625/22/o/n/16 [turn over  3 the speed-time graph for an object is shown.    05 1 5 2 520 0 time  / sspeed m / s pxy zw     below are four statements about the acceleration of the object.    which statement is correct?  a the acceleration in the first 5  s is given by area p.  b the acceleration increases between w and x.  c the acceleration is negative between y and z.  d the deceleration between y and z is (20 \u00f7 25)  m / s2.     4 an object tends to keep moving with the same speed and in the same direction due to a certain  property.   the object also has weight due to the action of a field.   what is the name of the property, and what is the name of the field?   property field  a mass electric  b mass gravitational  c volume electric  d volume gravitational     ",
+            "4": "4  \u00a9 ucles 2016 0625/22/o/n/16  5 a student uses a measuring cylinder and a balance to find the density of oil. the diagram shows  the arrangement used.    g gm1 m2empty measuring cylindermeasuring cylinder containing volume v of oil oil     which calculation gives the density of the oil?  a  2mv b () 1 2m mv \u2212 c  vm2 d ( ) vm m 1 2\u2212      6 an object travels in a circular path at constant speed.  which statement about the object is correct?  a it has changing kinetic energy.  b it has changing momentum.  c it has constant velocity.  d it is not accelerating.    ",
+            "5": "5  \u00a9 ucles 2016 0625/22/o/n/16 [turn over  7 the diagrams show a spring and a graph of the length of the spring against the load applied to it.    loadlengthspring8 76543210 0 2 04 06 0 load  / n80 100length  / cm     what is the extension of the spring when a load of 40  n is applied to it?  a 1.5  cm b 2.5  cm c 4.0  cm d 6.5  cm      8 a girl of mass 50  kg runs at 6.0  m / s.    what is her momentum?  a 300  j b 300  kg  m / s c 900  j d 900  kg  m / s    9 which list contains only vector quantities?  a acceleration, energy, force, mass  b acceleration, force, momentum, velocity  c distance, energy, mass, speed  d distance, momentum, power, speed    10 electricity can be generated using different energy resources.  which energy resource is used to generate electricity without needing any moving parts?  a geothermal  b hydroelectric  c solar  d water waves ",
+            "6": "6  \u00a9 ucles 2016 0625/22/o/n/16  11 a lamp has a power input of 5.0  w. it wastes 1.0  w of power heating the surroundings.  what is the efficiency of the lamp?  a 20% b 50% c 80% d 120%    12 a pendulum bob swings along the path wxyz and back again.    resistive forces can be ignored.    pendulum bob w z xy    which statement describes the total energy of the bob?  a it has a maximum value at x.  b it has a maximum value at y.  c it has a maximum value at z.  d it has the same value at w, x, y and z.     13 the equation used to find the pressure caused by a liquid can be written as    p = h \u00d7 y \u00d7 z    where p is the pressure and h is the depth of the liquid.    which row gives the quantities y and z?     y z  a cross-sectional area gravitational field strength  b cross-sectional area volume  c density cross-sectional area  d density gravitational field strength     ",
+            "7": "7  \u00a9 ucles 2016 0625/22/o/n/16 [turn over  14 the diagram shows a gas that is trapped in a cylinder by a piston. the volume of the gas is  120  cm3 and the pressure of the gas is p.    gas piston    the piston is moved slowly to the left so that the volume of the gas is reduced to 30  cm3. the  temperature of the gas does not change.    what is the new pressure of the trapped gas?  a 4p b 2p c p d 4p      15 a piece of melting ice at 0  \u00b0c and a beaker of boiling water are both in a laboratory. the  laboratory is at 20  \u00b0c.    melting iceboiling water bunsen burner heating water     what is happening to the temperature of the melting ice and what is happening to the temperature of the boiling water?     temperature of  melting ice temperature of  boiling water  a constant constant  b constant increasing  c increasing constant  d increasing increasing    ",
+            "8": "8  \u00a9 ucles 2016 0625/22/o/n/16  16 a puddle of water is formed after a rain shower on a windy day.    which statement explains the effect of the wind on the rate of evaporation of the water in the  puddle?  a the wind gives molecules in the water extra kinetic energy and so increases the rate of  evaporation.  b the wind removes evaporated water from near the surface and so decreases the rate of  evaporation.  c the wind removes evaporated water from near the surface and so increases the rate of  evaporation.  d the wind takes energy from molecules near the surface and so decreases the rate of  evaporation.    17 a copper container of mass 0.20  kg contains 0.10  kg of water.    the specific heat capacity of copper is 385  j / (kg  \u00b0c) and the specific heat capacity of water  is 4200  j / (kg  \u00b0c).    how much energy, in joules, is needed to raise the temperature of the copper container and the  water by 10  \u00b0c?  a (0.20 \u00d7 385 \u00d7 10) \u2013 (0.10 \u00d7 4200 \u00d7 10)  b (0.20 \u00d7 385 \u00d7 10) + (0.10 \u00d7 4200 \u00d7 10)  c (0.10 + 0.20) \u00d7 \uf8f7 \uf8f8\uf8f6\uf8ec \uf8ed\uf8eb + 2385  4200 \u00d7 10  d (0.10 + 0.20) \u00d7 (4200 + 385) \u00d7 10     18 on a very cold day, a boy puts one hand on the metal handlebars of his bicycle. he puts the  other hand on the rubber hand grip.     the metal feels colder than the rubber hand grip, although they are both at the same  temperature.    why is this?  a the metal has a higher melting point than the rubber.  b the metal has a lower thermal capacity than the rubber.  c the metal is a better thermal conductor than the rubber.  d the metal radiates more infra-red radiation than the rubber.    ",
+            "9": "9  \u00a9 ucles 2016 0625/22/o/n/16 [turn over  19 the diagrams show four spherical objects of the same colour and same type of surface. two of  the objects are small and two are large. two of the objects are at the same high temperature and two are at the same low temperature.    which object emits infra-red radiation at the greatest rate?    a b c d high temperaturelow temperaturehigh temperaturelow temperature     20 which wave has an amplitude equal to half its wavelength?    displacement / cm1.0 0 \u20131.01234 0 distance  / cma displacement / cm1.0 0 \u20131.01234 0 distance  / cmb displacement / cm1.0 0 \u20131.01234 0 distance  / cmc displacement / cm1.0 0 \u20131.01234 0 distance  / cmd  ",
+            "10": "10  \u00a9 ucles 2016 0625/22/o/n/16  21 which diagram shows what happens when plane waves pass the edge of the object shown?    a objectb c dobject object object      22 an image is formed by a plane mirror. a second image is formed by a lens used as a magnifying  glass.  which row states the nature of each of these images?   plane mirror magnifying glass  a real real  b real virtual  c virtual real  d virtual virtual     ",
+            "11": "11  \u00a9 ucles 2016 0625/22/o/n/16 [turn over  23 the diagram shows light passing from air into glass. two angles p and q are marked.    air glassnormal p q     which pair of equations can both be used to calculate the refractive index n of the glass?  a n =  glass in light of speedair in light of speed, n =  qp  sin sin  b  n =  air in light of speedglass in light of speed, n =  qp  sin sin  c n =  glass in light of speedair in light of speed, n =  pq  sin sin  d n =  air in light of speedglass in light of speed, n =  pq  sin sin      24 which part of the electromagnetic spectrum is used to send television signals from a satellite to  earth?  a infra-red  b microwaves  c ultraviolet  d visible light      25 a girl notices that, when she shouts into a cave, she hears an echo.    which wave property causes the echo?  a diffraction  b dispersion  c reflection  d refraction    ",
+            "12": "12  \u00a9 ucles 2016 0625/22/o/n/16  26 which property of a sound wave affects the loudness of the sound?  a amplitude  b frequency  c speed  d wavelength      27 in two separate experiments, a magnet is brought near to an unmagnetised iron bar. this causes  the bar to become magnetised.    ns magnet x iron bar n s magnet y iron barexperiment 1 experiment 2     which magnetic pole is induced at x and at y?     pole induced at x pole induced at y  a n n  b n s  c s n  d s s      28 a student suggests three methods for demagnetising a piece of steel.    1 placing it in an east-west direction and hammering it hard  2 placing it in an east-west direction and heating it until red hot  3 removing it slowly from a coil carrying alternating current    which of the methods will demagnetise the piece of steel?  a 1 only b 2 only c 3 only d 1, 2 and 3    ",
+            "13": "13  \u00a9 ucles 2016 0625/22/o/n/16 [turn over  29 the diagram shows a lamp in a circuit.    p     which change to the circuit would increase the current in the lamp?  a adding another resistor in parallel with the one in the circuit  b adding another resistor in series with the one in the circuit  c decreasing the electromotive force (e.m.f.) of the battery in the circuit  d moving the lamp to point p in the circuit     30 the diagram shows a circuit.    a    the reading on the ammeter is 12  a.    how much charge passes through the ammeter in 2.0 minutes?  a 0.10  c b 6.0  c c 24  c d 1440  c     31 a copper wire has a resistance of 2.0  \u03c9.    a second copper wire is twice as long as the firs t wire, and its diameter is twice the diameter of  the first wire.    what is the resistance of the second wire?  a 1.0  \u03c9 b 2.0  \u03c9 c 8.0  \u03c9 d 16.0  \u03c9     ",
+            "14": "14  \u00a9 ucles 2016 0625/22/o/n/16  32 which combination of resistors in parallel has an effective resistance of 0.50  \u03c9?    a b c d1.0 \u03c9 2.0 \u03c9 1.0 \u03c9 4.0 \u03c91.0 \u03c9 2.0 \u03c9 3.0 \u03c9 4.0 \u03c9      33 in the circuit shown, the voltmeter reads 2.0  v. a charge of 5.0  c passes through the resistor in a  certain time.    v    how much energy is supplied to the resistor in this time?  a 0.40  j b 2.5  j c 10  j d 20  j     34 two nand gates are connected together as shown.    input 1 input 2output     the arrangement acts like a single logic gate.    what is the name of this single logic gate?  a and b nor c not d or    ",
+            "15": "15  \u00a9 ucles 2016 0625/22/o/n/16 [turn over  35 an electric kettle has a metal casing. the cable for the kettle contains a wire that is connected to  the earth pin of the plug.    which danger does this guard against?  a the cable to the kettle becoming too hot  b the casing of the kettle becoming live  c the casing of the kettle becoming wet on the outside  d the casing of the kettle overheating    36 an electric current can produce a heating effect and a magnetic effect.    which row shows the effect that a relay uses and one application of a relay?     effect used by a relay one application of a relay  a heating effect allowing a small current to switch on a large current  b heating effect changing the voltage of an a.c. supply  c magnetic effect allowing a small current to switch on a large current  d magnetic effect changing the voltage of an a.c. supply      37 what happens in the process of nuclear fission?  a electrons are added to a nucleus  b electrons are removed from a nucleus  c the nucleus of an atom splits  d two atomic nuclei join together      38 a \u03b2-particle enters a uniform magnetic field directed out of the page.    uniform magnetic field out of the page\u03b2-particle     in which direction is the \u03b2-particle deflected by the field?  a towards the top of the page  b into the page  c out of the page  d towards the bottom of the page    ",
+            "16": "16    permission to reproduce items where third-party owned material pr otected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to trac e 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 ans wer-related information to candidates, all copyright acknowledgements are reproduced onl ine in the cambridge  international examinations copyright acknow ledgements booklet. this is produced for each  series of examinations and is freely a vailable to download at  www.cie.org.uk after the live examination series.    cambridge international examinations is part of the cambridge as sessment group. cambridge assessment is the brand name of unive rsity of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge.    \u00a9 ucles 2016 0625/22/o/n/16  39 the radioactive nucleus bi214 83   decays to another nucleus by the emission of a \u03b2-particle.  what is the proton number and what is the nucleon number of the nucleus formed by this decay?   proton number nucleon number  a 81 210  b 81 212  c 84 213  d 84 214      40 radioactive source s emits \u03b1-particles, \u03b2-particles and \u03b3-rays. a detector is placed 5  cm away  from s. a thin sheet of paper is placed as shown in the diagram.    s 5 cmthin sheet of paper detecto r     which emissions from the source can be detected?  a \u03b1-particles and \u03b2-particles only  b \u03b1-particles and \u03b3-rays only  c \u03b2-particles and \u03b3-rays only  d \u03b1-particles, \u03b2-particles and \u03b3-rays      "
+        },
+        "0625_w16_qp_23.pdf": {
+            "1": "  the syllabus is approved for use in england, wales and northern ir eland as a cambridge international level 1/level 2 certificat e.  this document consists of 18 printed pages and 2 blank pages.  ib16 11_0625_23/6rp  \u00a9 ucles 2016 [turn over     *5649030721 * cambridge international examinations  cambridge international general certificate of secondary education       physics 0625/23     paper 2  multiple choice (extended)  october/november 2016     45 minutes    additional materials: multiple choice answer sheet   soft clean eraser   soft pencil (type b or hb recommended)       read these instructions first    write in soft pencil.  do not use staples, paper clips, glue or correction fluid. write your name, centre number and candidate number on the answer sheet in the spaces provided  unless this has been done for you.  do not write in any barcodes.   there are forty  questions on this paper. answer all questions. for each question there are four possible  answers a, b, c and d.   choose the one you consider correct and record your choice in soft pencil  on the separate answer sheet.    read the instructions on the answer sheet very carefully.    each correct answer will score one mark. a ma rk will not be deducted for a wrong answer.  any rough working should be done in this booklet. electronic calculators may be used. take the weight of 1.0  kg to be 10  n (acceleration of free fall = 10  m / s2).       ",
+            "2": "2  \u00a9 ucles 2016 0625/23/o/n/16  1 the graph shows how the distance trave lled by a vehicle changes with time.    0 0distance timepqrs     which row describes the speed of the vehicle in each section of the graph?     p to q q to r r to s  a constant zero constant  b constant zero decreasing  c increasing constant decreasing  d increasing zero constant     2 a stone falls freely from the top of a cliff. air resistance may be ignored.    which graph shows how the acceleration of the stone varies with time as it falls?    0 0 time acceleration a  0 0 time acceleration b  0 0 time acceleration c  0 0 time acceleration d   ",
+            "3": "3  \u00a9 ucles 2016 0625/23/o/n/16 [turn over  3 the speed-time graph for an object is shown.    01 0 3 0 5 010 0 time  / sspeed m / sxy zw     below are four statements about the acceleration of the object.    which statement is true?  a the acceleration in the first 10  s is (10 \u00f7 10)  m / s2.  b the acceleration increases between w and x.  c the acceleration decreases between y and z.  d the deceleration between y and z is (10 \u00f7 50)  m / s2.      4 an astronaut on the moon weighs less than on earth.  what is the reason for this difference, and how does his mass on the moon compare with his  mass on earth?   reason for weight difference mass on moon  a the moon has a weaker  gravitational field less than on earth  b the moon has a weaker  gravitational field same as on earth  c the moon has a weaker  magnetic field less than on earth  d the moon has a weaker  magnetic field same as on earth    ",
+            "4": "4  \u00a9 ucles 2016 0625/23/o/n/16  5 the diagrams show an empty container, and the same container filled with liquid.    the empty container has a mass of 120  g. when filled with the liquid, the total mass of the  container and the liquid is 600  g.    container filled with liquid 600  gempty container 120  g    the volume of liquid in the container is 600  cm3.    what is the density of the liquid?  a 0.020  g / cm3 b 0.80  g / cm3 c 1.0  g / cm3  d 1.2  g / cm3     6 an object travels in a circular path at constant speed.  which statement about the object is correct?  a it has changing kinetic energy.  b it has changing momentum.  c it has constant velocity.  d it is not accelerating.     ",
+            "5": "5  \u00a9 ucles 2016 0625/23/o/n/16 [turn over  7 different loads are hung on a spring. the diagram shows the length of the spring with and without  the loads attached.    200  n 400  n20  cm 40  cm 65  cm     what is the extension of the spring when the load is 400  n?  a 5 cm b 25  cm c 40  cm d 45  cm     8 a vehicle of mass 900  kg is travelling with a velocity of 20  m / s.    what is the momentum of the vehicle?  a 45  kg  m / s b 450  kg  m / s c 18  000  kg  m / s d 180  000  kg  m / s      9 which list contains only scalar quantities?  a acceleration, energy, force, mass  b acceleration, force, momentum, velocity  c distance, energy, mass, speed  d distance, momentum, speed, velocity     ",
+            "6": "6  \u00a9 ucles 2016 0625/23/o/n/16  10 a ball is dropped onto a floor.    its speed just before hitting the floor is 3.0  m / s.    which change would result in a speed of 6.0  m / s just before hitting the floor?  ignore any effects due to air resistance.  a drop the ball from double the height above the floor.  b drop the ball from four times the height above the floor.  c use a ball with double the mass.  d use a ball with four times the mass.      11 which list contains only energy resource s that derive their energy from the sun?  a geothermal, nuclear, tidal  b hydroelectric, water waves, wind  c geothermal, hydroelectric, solar  d nuclear, solar, water waves      12 a lamp has a power input of 5.0  w. it wastes 1.0  w of power heating the surroundings.  what is the efficiency of the lamp?  a 20% b 50% c 80% d 120%      13 a container is filled with liquid to a certain depth h.    hcontainer liquid     the pressure of the liquid at the bottom of the container depends on several factors.    which is one factor on which the pressure does not depend?  a the strength of the earth\u2019s gravitational field  b the density of the liquid  c the depth of the liquid  d the strength of the earth\u2019s magnetic field     ",
+            "7": "7  \u00a9 ucles 2016 0625/23/o/n/16 [turn over  14 which diagram best represents the movement of a smoke particle displaying brownian motion?    ab cdsmoke particlesmoke particle smoke particlesmoke particle       15 the volume of a gas is measured at different pressures.   the pressure p and the volume v of the gas are found to be related by the equation:  pv = constant.  which quantities are kept constant and which quantities change?   density of gas mass of gas temperature of gas   a \u0016 \u0016 \u001a key  b \u0016 \u001a \u0016 \u0016= constant  c \u001a \u0016 \u0016 \u001a= changed  d \u001a \u001a \u0016      ",
+            "8": "8  \u00a9 ucles 2016 0625/23/o/n/16  16 a piece of melting ice at 0  \u00b0c and a beaker of boiling water are both in a laboratory. the  laboratory is at 20  \u00b0c.    melting iceboiling water bunsen burner heating water     what is happening to the temperature of the melting ice and what is happening to the temperature of the boiling water?     temperature of  melting ice temperature of  boiling water  a constant constant  b constant increasing  c increasing constant  d increasing increasing     17 a scientist has two thermometers available: a liquid-in-glass thermometer and a thermocouple  thermometer.  which thermometer is better for measuring a very high temperature, and which thermometer is  better for measuring a rapidly varying temperature?   very high temperature rapidly varying temperature  a liquid-in-glass liquid-in-glass  b liquid-in-glass thermocouple  c thermocouple liquid-in-glass  d thermocouple thermocouple     ",
+            "9": "9  \u00a9 ucles 2016 0625/23/o/n/16 [turn over  18 a copper container of mass 0.20  kg contains 0.10  kg of water.    the specific heat capacity of copper is 385  j / (kg  \u00b0c) and the specific heat capacity of water  is 4200  j / (kg  \u00b0c).    how much energy, in joules, is needed to raise the temperature of the copper container and the  water by 10  \u00b0c?  a (0.20 \u00d7 385 \u00d7 10) \u2013 (0.10 \u00d7 4200 \u00d7 10)  b (0.20 \u00d7 385 \u00d7 10) + (0.10 \u00d7 4200 \u00d7 10)  c (0.10 + 0.20) \u00d7 \uf8f7 \uf8f8\uf8f6\uf8ec \uf8ed\uf8eb + 2385  4200 \u00d7 10  d (0.10 + 0.20) \u00d7 (4200 + 385) \u00d7 10     19 the diagrams show four spherical objects of the same size. two of the objects are white and two  are black. two of the objects are at the same high temperature and two are at the same low temperature.    which object emits infra-red radiation at the greatest rate?    a bcd high temperaturehigh temperaturelow temperaturelow temperature      20 a man is talking at the side of a house. he can be heard by a woman at the front of the house  even though she cannot see him.        what is the explanation for this?  a sound waves are longitudinal and light waves are transverse.  b sound waves are transverse and light waves are longitudinal.  c the sound waves have a long wavelength and the light waves have short wavelength.  d the sound waves have a short wavelength and the light waves have long wavelength.    ",
+            "10": "10  \u00a9 ucles 2016 0625/23/o/n/16  21 an image is formed by a plane mirror. a second image is formed by a lens used as a magnifying  glass.  which row states the nature of each of these images?   plane mirror magnifying glass  a real real  b real virtual  c virtual real  d virtual virtual      22 the speed of light in air is 3.0 \u00d7 108  m / s.    the critical angle for light in a transparent plastic material placed in air is 37 \u00b0.    what is the speed of light in the plastic material?  a 1.8 \u00d7 108  m / s  b 2.4 \u00d7 108  m / s  c 3.8 \u00d7 108  m / s  d 5.0 \u00d7 108  m / s      23 which description applies to infra-red radiation?  a longitudinal and electromagnetic  b longitudinal but not electromagnetic  c transverse and electromagnetic  d transverse but not electromagnetic    24 a girl notices that, when she shouts into a cave, she hears an echo.    which wave property causes the echo?  a diffraction  b dispersion  c reflection  d refraction    ",
+            "11": "11  \u00a9 ucles 2016 0625/23/o/n/16 [turn over  25 a man stands 110  m from a high wall. he makes a short, sharp sound and then hears an echo  from the wall.  the speed of sound in air is 330  m / s.  how long after making the sound does the man hear the echo?  a 0.33  s b 0.67  s c 1.5  s d 3.0  s    26 a student suggests three methods for demagnetising a piece of steel.    1 placing it in an east-west direction and hammering it hard  2 placing it in an east-west direction and heating it until red hot  3 removing it slowly from a coil carrying alternating current    which of the methods will demagnetise the piece of steel?  a 1 only b 2 only c 3 only d 1, 2 and 3     27 in two separate experiments, a magnet is brought near to an unmagnetised iron bar. this causes  the bar to become magnetised.    ns magnet x iron bar n s magnet y iron barexperiment 1 experiment 2     which magnetic pole is induced at x and at y?     pole induced at x pole induced at y  a n n  b n s  c s n  d s s     ",
+            "12": "12  \u00a9 ucles 2016 0625/23/o/n/16  28 a student holds a rod in his hand.    rodhandcloth     he rubs the rod with a cloth. the rod gains a positive charge.     of which material could the rod be made, and which transfer of charge has happened?     material of rod transfer of charge  a metal negative charge from rod to cloth  b metal positive charge from cloth to rod  c plastic negative charge from rod to cloth  d plastic positive charge from cloth to rod     29 the diagram shows a lamp in a circuit.    p     which change to the circuit would increase the current in the lamp?  a adding another resistor in parallel with the one in the circuit  b adding another resistor in series with the one in the circuit  c decreasing the electromotive force (e.m.f.) of the battery in the circuit  d moving the lamp to point p in the circuit    ",
+            "13": "13  \u00a9 ucles 2016 0625/23/o/n/16 [turn over  30 the graph shows the relationship between the current in a circuit component and the potential  difference (p.d.) across it. the graph has a straight section and a curved section.    current p.d.0 0    what happens to the resistance of the component in these two sections as the current increases?     straight section curved section  a resistance increases resistance decreases  b resistance increases resistance increases  c no change in resistance resistance decreases  d no change in resistance resistance increases      31 in the circuit shown there is a current of 10  a.        how much charge passes through the resistor in 2.0 minutes?  a 0.083  c b 5 c c 20  c d 1200  c    ",
+            "14": "14  \u00a9 ucles 2016 0625/23/o/n/16  32 the four circuits shown each contain four diodes.    in which circuit is the direction of the current in the resistor always from the red terminal to the  black terminal?    red terminalblack terminal12 va red terminalblack terminal12 vb red terminalblack terminal12 vc red terminalblack terminal12 vd      ",
+            "15": "15  \u00a9 ucles 2016 0625/23/o/n/16 [turn over  33 the diagram shows a potential divider.    6 v 0 v     when brighter light falls on the light-dependent resistor (ldr), its resistance changes.    what happens to the resistance of the ldr and what happens to the current in it?     resistance of ldr current in ldr  a decreases decreases  b decreases increases  c increases decreases  d increases increases      34 the diagram shows two logic gates connected together.    low (0) low (0)p q     the two inputs are both low (0).    what are the logic states at p and at q?     p q  a high (1) high (1)  b high (1) low (0)  c low (0) high (1)  d low (0) low (0)     ",
+            "16": "16  \u00a9 ucles 2016 0625/23/o/n/16  35 two electrical appliances are connected to the mains supply.     the cable connected to one appliance includes an earth wire.     the cable connected to the second appliance does not need an earth wire.    what is a reason for this difference?  a one appliance has a metal case, but the other appliance does not.  b one appliance is fitted with a fuse, but the other appliance is not.  c one appliance is fitted with a switch, but the other appliance is not.  d one appliance needs more current than the other appliance.     36 an electric current can produce a heating effect and a magnetic effect.    which row shows the effect that a relay uses and one application of a relay?     effect used by a relay one application of a relay  a heating effect allowing a small current to switch on a large current  b heating effect changing the voltage of an a.c. supply  c magnetic effect allowing a small current to switch on a large current  d magnetic effect changing the voltage of an a.c. supply     37 which particle is absorbed by a nucleus to cause nuclear fission?  a a neutron  b a proton  c an \u03b1-particle  d a \u03b2-particle     ",
+            "17": "17  \u00a9 ucles 2016 0625/23/o/n/16 [turn over  38 an \u03b1-particle enters a uniform magnetic field directed out of the page.    uniform magnetic field out of the page \u03b1-particle    in which direction is the \u03b1-particle deflected by the field?  a into the page  b out of the page  c to the left  d to the right     39 radioactive source s emits \u03b1-particles, \u03b2-particles and \u03b3-rays. a detector is placed 5  cm away  from s. a thin sheet of paper is placed as shown in the diagram.    s 5 cmthin sheet of paper detecto r     which emissions from the source can be detected?  a \u03b1-particles and \u03b2-particles only  b \u03b1-particles and \u03b3-rays only  c \u03b2-particles and \u03b3-rays only  d \u03b1-particles, \u03b2-particles and \u03b3-rays    ",
+            "18": "18  \u00a9 ucles 2016 0625/23/o/n/16  40 uranium-238 is radioactive and decays to thorium-234 by the emission of a particle.    u238 92  \u2192  th234 90   +  particle    which particle is emitted in this process?  a an \u03b1-particle  b a \u03b2-particle  c a neutron  d a proton    ",
+            "19": "19    blank page   \u00a9 ucles 2016 0625/23/o/n/16  ",
+            "20": "20    blank page     permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to trac e 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 ans wer-related information to candidates, all copyright acknowledgements are reproduced onl ine in the cambridge  international examinations copyright acknow ledgements booklet. this is produced for each  series of examinations and is freely a vailable to download at  www.cie.org.uk after the live examination series.   cambridge international examinations is part of the cambridge as sessment group. cambridge assessment is the brand name of unive rsity of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge.    \u00a9 ucles 2016 0625/23/o/n/16   "
+        },
+        "0625_w16_qp_31.pdf": {
+            "1": "this document consists of 17 printed pages and 3 blank pages. dc (kn/sg) 115850/8 \u00a9 ucles 2016  [turn overcambridge international examinations cambridge international general certificate of secondary education *0501787989* physics  0625/31 paper 3  theory (core)  october/november 2016  1 hour 15 minutes candidates answer on the question paper. no additional materials are required. read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen. you may use an hb pencil for any diagrams or graphs. do not use staples, paper clips, glue or correction fluid. do not  write in any barcodes. answer all questions. electronic calculators may be used. you may lose marks if you do not show your working or if you do not use appropriate units. take the weight of 1.0  kg to be 10  n (acceleration of free fall  = 10 m / s2). at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part  question. the syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificate.",
+            "2": "2 0625/31/o/n/16 \u00a9 ucles 2016 1 fig. 1.1 shows the speed-time graph for a cyclist travelling along a flat, straight road. 0 5 10 15 20 25 30 35 40810 6 4 2 0 time  / sspeed m / s fig. 1.1  (a) complete the following sentence.   the cyclist has the greatest acceleration between .. seconds   and .. seconds.  [1]  (b) calculate the distance travelled by the cyclist between 10  s and 25  s.  distance = ..  m [3]",
+            "3": "3 0625/31/o/n/16 \u00a9 ucles 2016 [turn over  (c) fig. 1.2 shows the horizontal forces acting on the cyclist at three different times.   the length of each arrow represents the size of the force. a b c fig. 1.2   (i) which pair of forces, a, b or c, act on the cyclist when the time is 20  s? tick one box.      a        b        c  [1]   (ii) explain your answer to (c)(i) .  ...  ...  ...  ... [2]  [total: 7]",
+            "4": "4 0625/31/o/n/16 \u00a9 ucles 2016 2 a student investigates the stretching of elastic bands.  table 2.1 shows some of his results for elastic band a. table 2.1 load attached  / nelastic band a length  / cm extension  / cm 0 10.2 0.0 1 10.9 0.7 2 11.5 1.3 3 12.3 2.1 4 13.0 2.8 5 13.7 6 14.5  (a) complete table 2.1 by calculating the missing extensions.   [2]  (b) the student repeats his experiment using elastic band b. elastic band b is twice as long as  elastic band a. it has the same thickness and is made of the same material.   fig. 2.1 shows how he uses the apparatus. 0 10 20 30 40 50support elastic band loadruler with cm scale fig. 2.1   describe two changes the student could make to improve the accuracy of his measurements. 1.  ...  ... 2.  ...  ...    [2]",
+            "5": "5 0625/31/o/n/16 \u00a9 ucles 2016 [turn over  (c) the student draws a graph of extension against load for each elastic band.   the lines of best fit for elastic bands a and b are shown in fig. 2.2. 0.0 0.0 1.0 2.0 3.0 4.02.04.06.08.010.012.0 extension  / cm load  / n fig. 2.2   (i) use information from table 2.1 to label each of the graph lines. label the lines band a   and band b . explain how you decided on your answer.  ...  ...  ... [1]   (ii) the student repeats his experiment using elastic band c, which is three times as long as  elastic band a. it has the same thickness and is made of the same material.    on fig. 2.2, draw a line to suggest how extension would vary with load for elastic   band c. label the line band c . [1]  [total: 6]",
+            "6": "6 0625/31/o/n/16 \u00a9 ucles 2016 3 fig. 3.1 shows a barrier pivoted near one end. the barrier is raised to allow cars to pass. pivot barrier support 2.0 m 200  n fig. 3.1  (a) a force is used to raise the barrier off the support.   on fig. 3.1, draw an arrow to show the position and direction of the smallest force that can be  used to raise the barrier.   [2]  (b) the barrier has a weight of 200  n. this acts at a distance of 2.0  m from the pivot, as shown in  fig. 3.1.   calculate the moment of the weight of the barrier about the pivot.  moment = ...  n m [2]  (c) to reduce the force needed to raise the barrier, a counterweight is added, as shown in fig. 3.2. pivot 2.0 m 200  ncounterweight 0.50  m w fig. 3.2 (not to scale)   the weight w of the counterweight acts at a distance of 0.5  m from the pivot. the barrier is in  equilibrium, without the support.   calculate the weight w of the counterweight.  weight = ..  n [2]  [total: 6]",
+            "7": "7 0625/31/o/n/16 \u00a9 ucles 2016 [turn over 4 an electric motor is used to lift a load. the energy involved is shown in fig. 4.1. energy input to motor 100  jwork done in lifting load 80 j waste energy 20 j fig. 4.1  (a) (i) state the term used to describe the energy gained by the load due to its increase in  height.  ... [1]   (ii) what effect does the waste energy from the motor have on its surroundings?  ... [1]   (iii) state the principle of conservation of energy and explain how it applies to the working of  the motor. use information from fig. 4.1 in your answer.  ...  ...  ... [2]    (b) the electrical power for the motor is generated in a coal-fired power station.   state two benefits of using coal-fired power stations and state two problems that arise from  their use. benefits 1.  ...  ... 2.  ...  ... problems 1.  ...  ... 2.  ...  ...    [4]  [total: 8]",
+            "8": "8 0625/31/o/n/16 \u00a9 ucles 2016 5 (a) fig. 5.1 shows a ray of red light passing through a semi-circular glass block. ray of red light semi-circular glass block fig. 5.1   (i) the ray of light changes direction as it travels into the block.    state the name that is given to this change of direction.  ... [1]   (ii) fig. 5.2 shows another ray of red light travelling into the semi-circular glass block.   it meets the curved surface at 90\u00b0.     inside the block, the ray meets the flat surface of the block at an angle greater than the  critical angle. ray of red lightair glassflat surface of block fig. 5.2    on fig. 5.2, complete the path of the ray of red light.  [2]",
+            "9": "9 0625/31/o/n/16 \u00a9 ucles 2016 [turn over  (b) fig. 5.3 shows the view from above of a car approaching an observer, marked with a   cross ( \u00d7). carheadlights treesshop window shop window shop window houses observer\u00d7 fig. 5.3   (i) the observer sees the car\u2019s headlights reflected in one of the shop windows.   the car\u2019s headlights are labelled.     in which shop window does the observer see the reflection? show your answer  by drawing, on fig. 5.3, the path of a ray of light from a headlight to the observer.   use a ruler.  [1]   (ii) state the law that you used to answer (b)(i) .  ... [1]   (iii) add labels to fig. 5.3 to show how the law stated in (b)(ii)  applies.  [2]    [total: 7]",
+            "10": "10 0625/31/o/n/16 \u00a9 ucles 2016 6 fig. 6.1 shows a flask of hot water. liquid waterflask water vapour in the air table fig. 6.1  (a) describe the arrangement and movement of the molecules in the liquid water and in the  water vapour.  ...  ...  ...  ... [3]  (b) describe, in terms of molecules, how water in the flask becomes water vapour in the air.    state the name of the process. description    ...  ... process  .    [3]  (c) the total weight of the flask and water is 5.6  n.    the area of the flask in contact with the table is 140  cm2.   calculate the pressure of the flask on the table.  pressure = ..  n / cm2 [3]    [total: 9]",
+            "11": "11 0625/31/o/n/16 \u00a9 ucles 2016 [turn over 7 fig. 7.1 represents the electromagnetic spectrum. radio  wavesmicro-  wavesinfra-red wavesvisible  lightx-raysgamma  rays fig. 7.1  (a) one type of wave is missing from fig. 7.1.   state its name.  ... [1]  (b) one type of electromagnetic wave is used to send signals to satellites.   state its name.  ... [1]  (c) gamma rays and light waves travel through the vacuum of space to the earth.   which statement is correct? tick one box.      gamma rays travel at a slower speed than light waves.        gamma rays travel at the same speed as light waves.        gamma rays travel at a faster speed than light waves.  [1]  (d) state one way in which sound waves are different from electromagnetic waves.  ... [1]    [total: 4]",
+            "12": "12 0625/31/o/n/16 \u00a9 ucles 2016 8 a student measures the resistance of a sample of wire.  she plans to use the circuit shown in fig. 8.1. 6.0 v sample of wire fig. 8.1  two circuit symbols are incomplete.  (a) complete the symbols for the two meters on fig. 8.1.  [2]  (b) the current in the wire is 0.20  a. the potential difference across the wire is 6.0  v.   calculate the resistance of the wire.  resistance = ..  \u03c9 [3]  (c) the student tests a thinner wire. it is the same length as the wire in (b) and is made of the  same material. the potential difference across the wire is 6.0  v.   explain how the current in this thinner wire compares with that in the first wire.   ...  ...  ... [2]  [total: 7]",
+            "13": "13 0625/31/o/n/16 \u00a9 ucles 2016 [turn over 9 the charger for a mobile phone contains a transformer. fig. 9.1 shows a simple transformer. output voltagecore secondary coil primary coil240  v a.c. fig. 9.1  (a) state the name of the material used in the core.  ... [1]  (b) (i) the transformer has 36  000 turns on the primary coil and 900 turns on the secondary  coil. the input voltage is 240  v.    calculate the output voltage.  output voltage = ... v [3]   (ii) state whether this transformer is step-up  or step-down . give a reason for your answer.  ...  ... [1]  (c) transformers can produce high voltages for transmitting electricity from power stations to  towns.   describe the advantages of transmitting electricity at a high voltage.  ...  ...  ... [2]  [total: 7]",
+            "14": "14 0625/31/o/n/16 \u00a9 ucles 2016 10 (a) fig. 10.1 shows two bar magnets. s n s n fig. 10.1   draw a ring around the correct description of the force between the magnets. attractive force                  repulsive force                  no force  [1]  (b) fig. 10.2 shows a current-carrying solenoid, wound on a piece of card.  card b a fig. 10.2   the ends of the solenoid are labelled a and b. the arrows show the direction of the current in  the solenoid.   (i) when there is a current in the solenoid, the ends of the solenoid act like the poles of a  bar magnet.    complete table 10.1 by naming the pole produced at end a and at end b. table 10.1 position pole end a end b  [1]",
+            "15": "15 0625/31/o/n/16 \u00a9 ucles 2016 [turn over   (ii) fig. 10.3 shows the current-carrying solenoid viewed from above. the arrows show the  direction of the current in the solenoid. cardb a fig. 10.3    on fig. 10.3, draw the pattern of the magnetic field produced by the solenoid.     draw at least two magnetic field lines above line ab and two below the line ab.  [2]   (iii)  draw arrows on the field lines to show the direction of the magnetic field produced by the  solenoid.  [1]  (c)  a current-carrying solenoid is wrapped around an iron rod to create an electromagnet.   state two reasons why an electromagnet can be more useful than a permanent magnet. 1.  ... 2.  ...   [2]  [total: 7]",
+            "16": "16 0625/31/o/n/16 \u00a9 ucles 2016 11 a student is given a length of wire, a sensitive voltmeter and two bar magnets.  (a) describe how he could use the equipment to demonstrate the induction of an e.m.f. in the  wire. you may include a diagram in your answer.  ...  ...  ...  ... [3]  (b) state how the student will know when an e.m.f. has been induced.  ... [1]  (c) describe two ways the student could increase the size of the induced e.m.f. 1.  ... 2.  ...      [2]  [total: 6]",
+            "17": "17 0625/31/o/n/16 \u00a9 ucles 2016 12 caesium-137 is formed in nuclear reactors.  the nucleus of caesium-137 can be represented as 137 55 cs  (a) complete table 12.1 by stating the two types of particle in a nucleus of caesium-137, and the  number of each particle present. table 12.1 type of particle number of particles  [4]  (b) caesium has more than one isotope.   explain what is meant by the term isotope .  ...  ...  ... [2]  [total: 6]",
+            "18": "18 0625/31/o/n/16 \u00a9 ucles 2016 blank page",
+            "19": "19 0625/31/o/n/16 \u00a9 ucles 2016 blank page",
+            "20": "20 0625/31/o/n/16 \u00a9 ucles 2016 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 international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download at www.cie.org.uk after  the live examination series. 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.blank page"
+        },
+        "0625_w16_qp_32.pdf": {
+            "1": "this document consists of 16 printed pages. dc (nh/ar) 115919/8 \u00a9 ucles 2016  [turn over *8749902441* physics  0625/32 paper 3  theory (core)  october/november 2016  1 hour 15 minutes candidates answer on the question paper. no additional materials are required. read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen. you may use an hb pencil for any diagrams or graphs. do not use staples, paper clips, glue or correction fluid. do not  write in any barcodes. answer all questions. electronic calculators may be used. you may lose marks if you do not show your working or if you do not use appropriate units. take the weight of 1.0  kg to be 10  n (acceleration of free fall  = 10 m / s2). at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question. the syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificate.cambridge international examinations cambridge international general certificate of secondary education",
+            "2": "2 0625/32/o/n/16 \u00a9 ucles 2016 1 fig. 1.1 is an incomplete graph that shows the motion of an object. the axes labels are incomplete. 9 8 7 6 65 4 3 2 8 4 21 0 0 10. m / s . /  sab cd e  fig. 1.1  (a) on fig. 1.1, complete the label on each of the axes.  [1]  (b) identify the part of the graph which shows the greatest acceleration. tick one box.     a to b     b to c     c to d     d to e  [1]  (c) calculate the distance travelled by the object between points c and d.  distance =  ..  m [3]",
+            "3": "3 0625/32/o/n/16 \u00a9 ucles 2016 [turn over  (d) another object starts from rest at the same time as the object shown by the graph in fig. 1.1.   this object has constant acceleration for 10  s. after 10  s it moves at 8.0  m / s.   on fig. 1.1, draw a line to show the motion of this object between 0 and 10  s. [1]  [total: 6]",
+            "4": "4 0625/32/o/n/16 \u00a9 ucles 2016 2 fig. 2.1 shows a block of wood. 5.0 cm 5.0 cm 10.0  cm fig. 2.1  (not to scale)  (a) a student measures the mass of the block. he then measures the length of each side, as  shown in fig. 2.1.   state the names of the measuring instruments used by the student. 1.  ... 2.  ...  [2]  (b) calculate the volume of the block of wood.  volume =  ... cm3 [1]  (c) the block of wood shown in fig. 2.1 has a mass of 200  g.   calculate the density of the wood.  density =   g / cm3 [3]",
+            "5": "5 0625/32/o/n/16 \u00a9 ucles 2016 [turn over  (d) the table shows the densities of five liquids. liquiddensity g / cm3 does the block float? alcohol 0.75 freon 1.37 glycerol 1.13 petrol 0.72 sea water 1.02   indicate the liquids on which the block of wood will float by placing ticks ( 3) in the final column.  [2]  [total: 8]",
+            "6": "6 0625/32/o/n/16 \u00a9 ucles 2016 3 fig. 3.1 shows a child and an adult on a see-saw. 1.4 m 0.6 m 300  n wpivot fig. 3.1  (a) the see-saw shown in fig. 3.1 is in equilibrium.   tick the box alongside any correct statement.     the resultant force on the see-saw is zero.     the resultant turning effect on the see-saw is zero.  [1]  (b) calculate the moment of the child about the pivot.  moment =  ...  n m [3]  (c) calculate the weight w of the adult.  weight =  ... n [3]  (d) state what would happen if the child moved further away from the pivot.  ...  ... [1]  [total: 8]",
+            "7": "7 0625/32/o/n/16 \u00a9 ucles 2016 [turn over 4 fig. 4.1 shows a student standing on soft sand. the student does not sink into the sand. soft sand fig. 4.1  the student has a mass of 40  kg.  (a) calculate the force of her body acting on the sand.  force =  ... n [2]  (b) the total area of both her shoes in contact with the sand is 0.02  m2.   calculate the pressure the student exerts on the sand, when standing as shown in fig. 4.1.  pressure =    n / m2 [3]  (c) the student lifts one foot off the sand. the other foot sinks into the sand.   explain why this happens. a calculation is not required.  ...  ...  ... [2]  [total: 7]",
+            "8": "8 0625/32/o/n/16 \u00a9 ucles 2016 5 fig. 5.1 shows an electrical heater placed so that it is the same distance from two cans. shiny silver can with waterlid lid dull black can with waterthermometers electrical  heater fig. 5.1  the cans are the same size and contain equal volumes of water, initially at the same temperature.   (a) energy travels to the cans from the heater.   state the name of this process.  ... [1]  (b) both cans are heated by the process in (a) for 20 minutes.   compare the temperature of the water in the two cans at the end of the 20 minutes. explain  your answer.  ...  ...  ...  ... [3]  (c) some water is spilt on the bench when the cans are filled. at the end of the experiment the  bench is dry.   state what happened to the water on the bench and explain the process in terms of the water  molecules.  ...  ...  ...  ... [3]  [total: 7]",
+            "9": "9 0625/32/o/n/16 \u00a9 ucles 2016 [turn over 6 (a) fig. 6.1 shows a ray of light striking a plane mirror. plane  mirror ray of lightx fig. 6.1   state the name given to angle x.  ... [1]  (b) fig. 6.2 shows an incorrect  ray diagram for an image of object o formed by a plane mirror. oplane mirror fig. 6.2   (i) on fig. 6.2, clearly mark the correct  position of the image. label this i. [1]   (ii) explain why the ray diagram shown in fig. 6.2 is incorrect.  ...  ...  ... [2]  [total: 4]",
+            "10": "10 0625/32/o/n/16 \u00a9 ucles 2016 7 fig. 7.1 shows how a fishing boat uses ultrasound to locate fish. sea surface fishsound wave returnedsound wave sent out fig. 7.1  (a) the boat sends out a pulse of ultrasound. the pulse reflects off the fish and returns to the  boat.   the time between sending and receiving the pulse is 0.3  s. the speed of sound in sea water  is 1500  m / s.   calculate the distance from the boat to the fish.  distance =  ... m [3]  (b) tick the box alongside the correct statement for ultrasound.     the frequency of ultrasound is less than 20  hz.     the frequency of ultrasound is between 20  hz and 2000  hz.     the frequency of ultrasound is between 2000  hz and 20  000 hz.     the frequency of ultrasound is more than 20  000 hz. [1]  (c) ultrasound is not part of the electromagnetic spectrum.   state the name of a wave that forms part of the electromagnetic spectrum.  ... [1]  [total: 5]",
+            "11": "11 0625/32/o/n/16 \u00a9 ucles 2016 [turn over 8 a vibrating source sends a wave along a string.  fig. 8.1 shows the wave on the string. 30 cmstring fig. 8.1  (a) calculate the wavelength of the wave using information from fig. 8.1.  wavelength =  . cm [2]  (b) explain what is meant by the frequency of a wave.  ...  ... [1]  (c) the wave pattern shown in fig. 8.1 is produced by the vibrating source in a time of 0.05  s.   calculate the frequency of the wave. include the unit.  frequency =  ... [3]  [total: 6]",
+            "12": "12 0625/32/o/n/16 \u00a9 ucles 2016 9 fig. 9.1 shows a laptop and a charger. the charger contains a step-down transformer. charger laptop fig. 9.1  (a) (i) explain the function of a step-down transformer.  ...  ... [1]   (ii) state the name of the material from which the two coils of the transformer are made.  ... [1]   (iii) the transformer has an input voltage of 240  v and an output voltage of 12  v. there are  10 000 turns on the input coil.    calculate the number of turns on the output coil.  number of turns =  ... [3]  (b) electricity is transmitted at high voltages.   state two advantages of transmitting electricity in this way. 1.  ...   2.  ...  [2]  [total: 7]",
+            "13": "13 0625/32/o/n/16 \u00a9 ucles 2016 [turn over 10 fig. 10.1 shows a simplified circuit diagram for a fan-assisted electric oven. the fan is driven by a  motor. component xpower supply m        fig. 10.1  (a) on fig. 10.1, circle the symbol representing the heater.  [1]  (b) fig. 10.1 includes a variable resistor.   (i) state the function of a variable resistor.  ... [1]   (ii) suggest how using a variable resistor can affect the heater.  ... [1]  (c) the potential difference across the motor is 250  v. the current in the motor is 2.0  a.   calculate the resistance of the motor.  resistance =  ... \u03c9 [3]  (d) state the name of component x and explain how it contributes to the safety of the user. name of component x  .. explanation  ...  ...  [2]  [total: 8]",
+            "14": "14 0625/32/o/n/16 \u00a9 ucles 2016 11 fig. 11.1 shows a relay. contacts pivot iron armature circuit 1switch xcircuit 2 high-voltage a.c. supplymotor ym fig. 11.1  (a) (i) the relay is used to switch on the motor in the high-voltage circuit 2.    circuit 1 uses direct current (d.c.).    state what is meant by direct current .  ... [1]   (ii) state a suitable material for y and explain why it is made from this material. material  . explanation    ...  [2]  (b) closing switch x in circuit 1 results in a current in circuit 2.   use fig. 11.1 to explain why this happens.  ...  ...  ...  ...  ... [3]  (c) circuit 2 requires thicker wires than the wires in circuit 1.   suggest why circuit 2 needs thicker wires.  ...  ... [1]  [total: 7]",
+            "15": "15 0625/32/o/n/16 \u00a9 ucles 2016 [turn over 12 (a) carbon-14 is a radioactive element.   describe what is meant by the term radioactive .  ...  ...  ... [2]  (b) the radioactive decay curve for carbon-14 is shown in fig. 12.1. count rate counts  / min time  / years70 60 50 40 30 20 10 0 0 5000 10 000 15 000 20 000 25 000 30 000 fig. 12.1   (i) complete the table using information from fig. 12.1. the first value has been done for  you. count rate counts  / minutetime / years 40 3800 20 10  [1]   (ii) determine the half-life of carbon-14.  half-life =  . years [1]",
+            "16": "16 0625/32/o/n/16 \u00a9 ucles 2016 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 international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download at www.cie.org.uk after  the live examination series. 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. (c) a radioactive iodine isotope has a half-life of 8 days. a sample contains 10  g of this iodine  isotope.   calculate the mass of the iodine isotope remaining in the sample after 16 days.  mass remaining =  ...  g [2]  (d) state one safety precaution taken by people who use radioactive sources.  ... [1]  [total: 7]"
+        },
+        "0625_w16_qp_33.pdf": {
+            "1": "this document consists of 18 printed pages and 2 blank pages. dc (nf/jg) 120582/6 \u00a9 ucles 2016  [turn over *1691942825* physics  0625/33 paper 3  theory (core)  october/november 2016  1 hour 15 minutes candidates answer on the question paper. no additional materials are required. read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen. you may use an hb pencil for any diagrams or graphs. do not use staples, paper clips, glue or correction fluid. do not  write in any barcodes. answer all questions. electronic calculators may be used. you may lose marks if you do not show your working or if you do not use appropriate units. take the weight of 1.0  kg to be 10  n (acceleration of free fall  = 10 m / s2). at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question. the syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificate.cambridge international examinations cambridge international general certificate of secondary education",
+            "2": "2 0625/33/o/n/16 \u00a9 ucles 2016 1 fig. 1.1 shows a speed-time graph for part of a train\u2019s journey. 00 0.1 0.2 0.3 0.4 0.5 0.6 0.7 0.8 0.9 1.0 1.1 1.220406080100120 speed km / h time  / hoursl pr s t km n fig. 1.1  (a) state the maximum speed of the train.  maximum speed =  ...  km / h  [1]  (b) identify the regions of the graph that show the train moving at constant speed.    tick (\u2713) the correct boxes. k\u2013l l\u2013m m\u2013n p\u2013r r\u2013s s\u2013t [1]  (c) during the journey the train stopped for a short period of time.   state the time, in minutes, for which the train was not moving.  time =  ...  minutes  [2]",
+            "3": "3 0625/33/o/n/16 \u00a9 ucles 2016 [turn over  (d) calculate the distance travelled by the train between points m and n.  distance travelled =  .  km [3] [total: 7]",
+            "4": "4 0625/33/o/n/16 \u00a9 ucles 2016 blank page",
+            "5": "5 0625/33/o/n/16 \u00a9 ucles 2016 [turn over 2 fig. 2.1 shows a cyclist travelling along a level road. forwards forcebackwards force fig. 2.1  (a) describe the movement of the bicycle when the forces shown in fig. 2.1 are of equal size.  ..  [1]  (b) fig. 2.2 shows the forces on the bicycle later in the journey. 225  n 150  n fig. 2.2   determine the size and direction of the resultant force.  size of resultant force =    n  direction of resultant force =  ... [2]  (c) at the end of the journey the cyclist applies the brakes to stop the bicycle.   name and describe the force that causes the bicycle to stop. force  .. description    ... [2] [total: 5]",
+            "6": "6 0625/33/o/n/16 \u00a9 ucles 2016 3 a load is hung from a spring, as shown in fig. 3.1. load fig. 3.1  the load is pulled down a few centimetres and then released. the spring and load oscillate up  and down.  (a) state the position of the load   (i) when the spring has maximum elastic (strain) energy,  ..  [1]   (ii) when the load has maximum kinetic energy.  ..  [1]",
+            "7": "7 0625/33/o/n/16 \u00a9 ucles 2016 [turn over  (b) the spring oscillates up and down for a short time.   (i) state the principle of conservation of energy.  ...  ..  [1]   (ii) describe the energy changes as the spring and load oscillate and suggest why the load  and spring eventually stop moving.  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ..  [3] [total: 6]",
+            "8": "8 0625/33/o/n/16 \u00a9 ucles 2016 4 fig. 4.1 shows a car parked on a road. fig. 4.1  (a) the car has a mass of 1000  kg.   calculate the weight of the car.  weight of car =  ..  n  [2]  (b) (i) the combined weight of the car and its driver is 10  500 n. the area of each tyre in contact  with the road is 125  cm2. each tyre supports a quarter of the combined weight of the car  and driver.    calculate the pressure that each tyre exerts on the ground.  pressure =  ..  n / cm2  [3]   (ii) later, the car is parked on some long wooden planks on a muddy field.    explain why the planks prevent the car from sinking into the mud.  ...  ...  ...  ..  [2]",
+            "9": "9 0625/33/o/n/16 \u00a9 ucles 2016 [turn over  (c) (i) a driver needs to remove a wheel from the car. to undo the wheel nuts the driver uses a  wrench, as shown in fig. 4.2. wrench wheel nut0.25 m0.25 m200  n200  n200  n fig. 4.2    a force of 200  n is applied perpendicular to the wrench. the force is applied 0.25  m from  the centre of a wheel nut.    calculate the moment produced by this force. include the unit.  moment =  ..  [3]   (ii) one of the wheel nuts is difficult to turn.    describe how the driver can increase the moment when using the same force of 200  n  applied to the wrench.  ...  ..  [1] [total: 11]",
+            "10": "10 0625/33/o/n/16 \u00a9 ucles 2016 5 a fisherman notices that the water in a lake is warm and that there is a cool breeze from the land,  as shown in fig. 5.1. warm lakelandcool breeze fig. 5.1  (a) the fisherman tries to explain why there is a cool breeze from the land.   the statements below describe his ideas.   put a tick ( \u2713) in the box alongside each correct statement.     air above the surface of the warm lake becomes less dense.     air is a good thermal conductor.     denser water rises to the surface of the lake.     the cool breeze occurs as a result of convection.     warmer air rises.     water is a good thermal conductor. [3]  (b) as the night gets colder, the fisherman puts on a jacket to keep warm.   explain how the jacket keeps the fisherman warm.  ...  ...  ...  ..  [2] [total: 5]",
+            "11": "11 0625/33/o/n/16 \u00a9 ucles 2016 [turn over 6 a candle is placed in front of a vertical mirror. fig. 6.1 shows a ray of light reflected from the mirror. candlemirror normal fig. 6.1  (a) (i) on fig. 6.1, draw an arrow on the ray to show the direction of travel of the ray of light.       [1]   (ii) on fig. 6.1, label the angle of incidence  i and the angle of reflection  r. [1]   (iii) tick (\u2713) two boxes to describe the image of the candle in the mirror.      closer to the mirror than the candle      the same distance from the mirror as the candle      on the surface of the mirror      smaller than the candle      the same size as the candle  [2]  (b) other rays of light also strike the mirror and are reflected.   state the rule that always links the angle of incidence and the angle of reflection.  ..  [1] [total: 5]",
+            "12": "12 0625/33/o/n/16 \u00a9 ucles 2016 7 two people watch a storm cloud above a tree. person a is watching from her house and person b  is watching from a distant hill.  lightning creates a bright flash and loud thunder at the same time. the lightning strikes the tree  not far from person a\u2019s house, as shown in fig. 7.1. ablightning fig. 7.1  for each person, describe the time interval between seeing the lightning and hearing the thunder  and explain your answers. person a description of time interval    ..  .. person b description of time interval    ..  .. explanation  ...  ..  ..  ..  .. [4]  [total: 4]",
+            "13": "13 0625/33/o/n/16 \u00a9 ucles 2016 [turn over 8 fig. 8.1 shows two uncharged (neutral) plastic spheres. each sphere is suspended by an insulating  thread. insulating thread fig. 8.1  (a) suggest a material for the insulating threads.  ..  [1]  (b) the spheres can be given a charge.   three different experiments are carried out using the arrangements shown in fig. 8.2. experiment 1 experiment 2 experiment 3negatively charged positively chargedkey fig. 8.2   for each experiment, describe the force, if any, between the spheres. experiment 1  . experiment 2  . experiment 3  . [3]  (c) state and explain how one of the plastic spheres can be given a positive charge.  ...  ...  ..  [2] [total: 6]",
+            "14": "14 0625/33/o/n/16 \u00a9 ucles 2016 9 fig. 9.1 shows the electric circuit for a fan heater. 24 v mp motor for fan heater fig. 9.1  the fan blows air over the heater. the fan is driven by a motor connected to a 24  v d.c. supply.  (a) explain the difference between an a.c. supply and a d.c. supply.  ...  ..  [1]  (b) the circuit includes a component labelled p.   (i) name this component.  ..  [1]   (ii) explain the function of this component in the circuit.  ...  ..  [2]  (c) (i) the heater has a resistance of 8.5  \u03c9 and the potential difference across it is 24  v.    calculate the current in the heater. include the unit.  current =  ..  [4]   (ii) suggest the rating of the fuse needed for the heater.  ..  [1]",
+            "15": "15 0625/33/o/n/16 \u00a9 ucles 2016 [turn over  (d) a different fan heater for use in a house is connected to a 110  v supply. this heater has a  metal case.    explain the benefit of earthing the metal case.  ...  ...  ...  ..  [1] [total: 10]",
+            "16": "16 0625/33/o/n/16 \u00a9 ucles 2016 10 this question is about atoms.  (a) complete the sentences below with the correct type of particle in each case. \u2022 in a neutral atom, the nucleus is surrounded by negative   . \u2022 the nucleus is made up of positive  and neutral       . [2]  (b) explain the meaning of the term isotope .  ...  ...  ..  [1]  (c) \u03b1-particles, \u03b2-particles and \u03b3-rays may be emitted from radioactive nuclei.   complete the table. place one tick (\u2713) in each column. negatively charged most ionising most penetrating \u03b1-particle \u03b2-particle \u03b3-rays [3] [total: 6]",
+            "17": "17 0625/33/o/n/16 \u00a9 ucles 2016 [turn over 11 fig. 11.1 represents part of an electricity transmission system. power station transformers housetransmission lines x y fig. 11.1  (a) transformers can be step-up  or step-down .   state the type of transformer shown at x and the type of transformer shown at y. x  ... y  ... [1]  (b) a transformer has a primary coil of 24  000 turns, a secondary coil of 2000 turns and an input  voltage of 132  000 v.   calculate the output voltage.  output voltage =  ..  v  [2]  (c)  state two advantages of transmitting electricity at high voltages. 1.  .. 2.  .. [2] [total: 5]",
+            "18": "18 0625/33/o/n/16 \u00a9 ucles 2016 12 fig. 12.1 shows a coil of wire between the poles of a magnet. b cmagnet a dn s springy contacts (brushes) fig. 12.1  (a) (i) on fig. 12.1, complete the circuit diagram by adding a battery and a switch in series with  the coil.  [2]   (ii) when the switch is closed there is a current in the coil which produces a turning effect.    state three  ways of increasing the turning effect on the coil. 1.  .. 2.  .. 3.  .. [3]",
+            "19": "19 0625/33/o/n/16 \u00a9 ucles 2016  (b) (i) a student has a coil of wire, a magnet and a galvanometer.    describe an experiment using this equipment to demonstrate electromagnetic induction.  you may draw a diagram to show the arrangement.  ...  ...  ...  ...  ..  [3]   (ii) the strength of the magnetic field affects the size of the induced e.m.f.    name two other factors that also affect the size of the induced e.m.f. 1.  .. 2.  .. [2] [total: 10]",
+            "20": "20 0625/33/o/n/16 \u00a9 ucles 2016 blank page permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the  publisher will be pleased to make amends at the earliest possible opportunity. to avoid the issue of disclosure of answer-related information to candidates, all copyright acknowledgements are reproduced online in the cambridge international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download at www.cie.org.uk after  the live examination series. 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."
+        },
+        "0625_w16_qp_41.pdf": {
+            "1": "this document consists of 16 printed pages. dc (cw/fd) 116034/8 \u00a9 ucles 2016  [turn overcambridge international examinations cambridge international general certificate of secondary education *5254520812* physics  0625/41 paper 4  theory (extended)  october/november 2016  1 hour 15 minutes candidates answer on the question paper. no additional materials are required. read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen. you may use an hb pencil for any diagrams or graphs. do not use staples, paper clips, glue or correction fluid. do not  write in any barcodes. answer all questions. electronic calculators may be used. you may lose marks if you do not show your working or if you do not use appropriate units. take the weight of 1.0  kg to be 10  n (acceleration of free fall  = 10 m / s2). at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part  question. the syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificate.",
+            "2": "2 0625/41/o/n/16 \u00a9 ucles 2016 1 an astronaut on the moon drops a feather from rest, off the top of a small cliff. the acceleration  due to gravity on the moon is 1.6  m / s2. there is no air on the moon.  (a) the feather falls for 4.5  s before it hits the ground.   (i) on fig. 1.1, draw the speed-time graph for the falling feather.  [2] 00246speed m / s8 1 2 3 4 time  / s5  fig. 1.1   (ii) determine the distance fallen by the feather.  distance =  ..  [2]",
+            "3": "3 0625/41/o/n/16 \u00a9 ucles 2016 [turn over  (b) on fig. 1.2, sketch the shape of a speed-time graph for the same feather falling on earth. 0 timespeed 0 fig. 1.2  [2]  (c) explain the difference between speed and velocity. include the words vector  and scalar  in  your answer.  ...  ...  ...  ... [2]  [total: 8]",
+            "4": "4 0625/41/o/n/16 \u00a9 ucles 2016 2 fig. 2.1 represents the cross-section of an oil tanker in a river. 15 mtanker river water fig. 2.1  (a) the bottom of the tanker is 15  m below the surface of the water. the area of the bottom of the  tanker is 6000  m2. the density of the water is 1000  kg / m3.   (i) calculate the pressure due to the water at the depth of 15  m.  pressure =  ... [2]   (ii) calculate the force due to the water pressure on the bottom of the tanker.  force =  ... [2]   (iii) deduce the weight of the tanker.  weight =  ... [1]",
+            "5": "5 0625/41/o/n/16 \u00a9 ucles 2016 [turn over  (b) the tanker sails out onto a calm sea. the density of sea-water is greater than the density of  river water.   state and explain any change in the depth of the bottom of the tanker below the surface.  ...  ...  ...  ... [3]  [total: 8]",
+            "6": "6 0625/41/o/n/16 \u00a9 ucles 2016 3 (a) a closed container holds a quantity of gas.   explain, in terms of momentum, how molecules of the gas exert a force on a wall of the  container.  ...  ...  ... [2]  (b) fig. 3.1 shows a glass tube containing mercury. airmercury qh fig. 3.1   the mercury traps a fixed mass of air in the left-hand arm of the tube. the right-hand arm of  the tube is open to the atmosphere. the difference in mercury levels in the two arms is h.   (i) the pressure of the atmosphere on the surface of the mercury in the right-hand arm of  the tube is 760  mm hg. the distance h is 120  mm.    calculate the total pressure at level q, in mm of mercury (mm  hg), due to the atmosphere  and the mercury above q.  pressure =  ..  mm hg [1]   (ii) state the pressure exerted by the air in the left-hand arm of the tube.  pressure =  ..  mm hg [1]",
+            "7": "7 0625/41/o/n/16 \u00a9 ucles 2016 [turn over   (iii) initially, the volume of air trapped in the left-hand arm of the tube is 12  cm3.    more mercury is poured into the right-hand arm of the tube. the volume of the trapped  air decreases. the temperature does not change. the difference in levels, h, becomes  240 mm.    calculate the new volume of the trapped air.  volume =  ... [3]  [total: 7]",
+            "8": "8 0625/41/o/n/16 \u00a9 ucles 2016 4 (a) in an experiment, cold water is poured into a bowl made of an insulating material. the container  is placed in a draught-free room. after several hours, the volume and the temperature of the  water are found to have decreased.   name and describe the process that causes the decrease in the volume of the water, and  explain why the temperature of the water decreases.  ...  ...  ...  ...  ...  ...  ...  ... [4]  (b) in a second experiment, using the same apparatus and the same initial amount of cold water  as in (a), an electric fan blows air over the top of the bowl.   predict and explain how the results of this experiment compare with the results of the  experiment in (a).  ...  ...  ... [2]  (c) in a third experiment, the same initial amount of cold water as in (a) is poured into a metal   bowl. the metal bowl is the same shape and size as the bowl used in (a).   compared with the experiment in (a), the decrease in temperature is less in the same time.   explain why.  ...  ...  ... [2]  [total: 8]",
+            "9": "9 0625/41/o/n/16 \u00a9 ucles 2016 [turn over 5 (a) compare the arrangement and motion of the molecules in ice and in liquid water. ice  .  ... water  .  ... [2]  (b) an ice-hockey rink has an area of 1800  m2. the ice has a thickness of 0.025  m. the density of  ice is 920  kg / m3.   (i) calculate the mass of ice on the rink.  mass =  ... [2]   (ii) the ice is at 0  \u00b0c. to form the ice, water at 0  \u00b0c was poured onto the floor of the rink and  then frozen. the specific latent heat of fusion of ice is 3.3 \u00d7 105 j / kg.    calculate the energy removed from the water to form the ice at  0 \u00b0c.  energy =  ... [2]  [total: 6]",
+            "10": "10 0625/41/o/n/16 \u00a9 ucles 2016 6 (a) (i) state a typical value for the speed of sound in air.  speed =  ... [1]   (ii) state the range of frequencies that can be heard by a healthy human ear.  ... [1]  (b) a sound wave in air has a wavelength of 22  mm.   fig. 6.1 represents wavefronts of this sound. these wavefronts are successive compressions. 22 mm fig. 6.1   (i) using your value for the speed of sound in (a)(i) , calculate the frequency of the sound  wave.  frequency =  ... [2]   (ii) on fig. 6.1, draw dotted lines to represent three  different rarefactions.  [1]   (iii) state, in terms of both molecules and pressure, what is meant by a rarefaction .  ...  ...  ...  ... [2]  [total: 7]",
+            "11": "11 0625/41/o/n/16 \u00a9 ucles 2016 [turn over 7 fig. 7.1 shows a box abcd. a b d cemergent rayprism 1 ray of light box fig. 7.1  the box contains two identical glass prisms, one of which is shown. light incident on prism 1  undergoes total internal reflection within the glass.  (a) (i) on fig. 7.1, complete the path of the ray of light through prism 1.  [2]   (ii) on fig. 7.1, draw a second prism inside the dashed square, positioned so that the light  reflects inside the glass and emerges from the box as shown. complete the path of the  ray. [2]  (b) select the statements that correctly describe the necessary conditions for the light to undergo  total internal reflection. tick two boxes.    the angle of incidence in the glass is less than the critical angle of light in the glass.    the angle of incidence in the glass is greater than the critical angle of light in the  glass.    the angle of reflection in the glass is equal to the angle of refraction.    the speed of light in the glass is greater than the speed of light in air.    the speed of light in the glass is equal to the speed of light in air.    the speed of light in the glass is less than the speed of light in air.  [2]  [total: 6]",
+            "12": "12 0625/41/o/n/16 \u00a9 ucles 2016 8 a battery is made up of 8 cells in series. each cell has an e.m.f. of 1.5  v.  the battery is connected to one 8.0  \u03c9 resistor for 40 minutes.  (a) calculate the e.m.f. of the battery.  e.m.f. =  ... [1]  (b) calculate the energy transferred from the battery in 40 minutes.  energy =  ... [4]  (c) describe the energy changes that take place during the 40 minutes.  ...  ... [2]  [total: 7]",
+            "13": "13 0625/41/o/n/16 \u00a9 ucles 2016 [turn over 9 fig. 9.1 shows a gardener cutting damp grass with a high-powered electric mower. weather-proof socket on walldamp grass gardener electric mower cut in insulation covered with tapesocket designed for indoor useexcess length of cable coiled upextension cable with thin wires plug fig. 9.1  the mower cable has thick wires appropriate for the current of the mower and the correct fuse.  this cable is too short, and so the gardener uses an extension cable with thin wires, intended for  use with a reading lamp. this cable has no fuse.  discuss any dangers of the electrical arrangement shown in fig. 9.1.  ..  ..  ..  ..  ..  ..  ..  .. [4]  [total: 4]",
+            "14": "14 0625/41/o/n/16 \u00a9 ucles 2016 10 fig. 10.1 shows a wire ab suspended on two supports so that it is between the poles of a strong  magnet.  the wire ab is loosely held so that it is free to move. a b ns support support magnetpower supply fig. 10.1  describe and explain any movement of the wire ab when there is  (a) a large direct current (d.c.) in the wire in the direction from a to b,  ...  ...  ...  ... [3]  (b) a large alternating current (a.c.) in the wire.  ...  ...  ...  ... [2]  [total: 5]",
+            "15": "15 0625/41/o/n/16 \u00a9 ucles 2016 [turn over 11 (a) state what is meant by   (i) an electric field ,  ...  ... [1]   (ii) the direction of an electric field at a point.  ...  ... [1]  (b) fig. 11.1 shows a positively charged sphere. fig. 11.1   on fig. 11.1, draw the pattern of the electric field in the region around the positively charged  sphere. show the direction of the field with arrows.  [2]  (c) the charge on the sphere in (b) is + 2.0 \u00d7 10\u20135 c. a high resistance wire is now connected  between the sphere and earth. it takes 20 minutes for the sphere to become completely  discharged through the wire.   (i) suggest why there is a current in the wire between the sphere and earth.  ... [1]   (ii) calculate the average current in the wire between the sphere and earth.  average current =  ... [2]  [total: 7]",
+            "16": "16 0625/41/o/n/16 \u00a9 ucles 2016 12 the nuclear equation below shows the decay of a plutonium (pu) nucleus to an americium (am)  nucleus and a \u03b2-particle. 241 zpu  241 95am + \u03b2  (a) (i) state the quantity that is represented by the letter z in this equation.  ... [1]   (ii) state the numerical value of z.  z = ..[1]  (b) the americium nucleus decays by the emission of an \u03b1-particle into a neptunium (np)  nucleus.   complete the nuclear equation for this decay. 241 95am   [2]  (c) the half-life of this americium nuclide is 470 years. a sample of this nuclide contains  8.0 \u00d7 1014 atoms.   after some time, 6.0 \u00d7 1014 americium atoms have decayed.   calculate the time required for this decay.  time =  ... [3]  [total: 7] 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 international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download at www.cie.org.uk after  the live examination series. 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."
+        },
+        "0625_w16_qp_42.pdf": {
+            "1": "this document consists of 19 printed pages and 1 blank page. dc (nf/ar) 116042/5 \u00a9 ucles 2016 [turn overcambridge international examinations cambridge international general certificate of secondary education *1785823706* physics  0625/42 paper 4 theory (extended) october/november 2016  1 hour 15 minutes candidates answer on the question paper. no additional materials are required. read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen. y ou may use an hb pencil for any diagrams or graphs. do not use staples, paper clips, glue or correction fluid. do not write in any barcodes. answer all questions. electronic calculators may be used. y ou may lose marks if you do not show your working or if you do not use appropriate units. take the weight of 1.0 kg to be 10 n (acceleration of free fall = 10 m / s2). at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [ ] at the end of each question or part question. the syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificat e.",
+            "2": "2 0625/42/o/n/16 \u00a9 ucles 20161 fig. 1.1 shows a student travelling down a hill in an unpowered vehicle. fig. 1.1  fig. 1.2 is part of the speed-time graph for the vehicle travelling down the hill. 8 6 4 2 0 0246 8 1 0 time  / sspeed m / sc b a fig. 1.2  (a) (i) state how the graph shows that the acceleration is constant between a and b.  ..  [1]   (ii)  calculate the acceleration between a and b.  acceleration =  .. [2]",
+            "3": "3 0625/42/o/n/16 \u00a9 ucles 2016 [turn over  (iii) describe how the acceleration changes between b and c.  ..  [1]  (b) use fig. 1.2 to obtain an approximate value for the distance travelled by the vehicle in the first  10 s, as shown on the graph.  distance =  .. [4] [total: 8]",
+            "4": "4 0625/42/o/n/16 \u00a9 ucles 20162 (a) (i) state an expression for the kinetic energy of an object of mass m that is moving with a  speed v.  ..  [1]   (ii) state and explain whether kinetic energy is a scalar quantity or a vector quantity.  ..  [1]  (b) fig. 2.1 shows  two fairground \u201cbumper\u201d cars. stationary  empty car 50 kgmoving  car 200  kg springs2.5 m / s fig. 2.1   the car with passengers, of total mass 200 kg, is moving in a straight line. it is travelling at  2.5 m / s when it hits a stationary empty car of mass 50 kg.   after the collision, the empty car moves forwards in the same direction at a speed of 4.0 m / s.   for the car with passengers, determine   (i) its momentum when it is travelling at 2.5 m / s,  momentum =  .. [2]   (ii) the speed and direction of its motion immediately after the collision.  speed =  ...  direction:  ... [3]",
+            "5": "5 0625/42/o/n/16 \u00a9 ucles 2016 [turn over  (iii) fixed to the front and the back of the cars are large springs.    when the cars collide the springs compress.    the total kinetic energy of the cars after the collision is equal to the total kinetic energy  before the collision.    describe the energy transfers that occur as the cars collide and then separate.  .. .  .. .  ..  [2] [total: 9]",
+            "6": "6 0625/42/o/n/16 \u00a9 ucles 20163 fig. 3.1 shows a mercury barometer correctly set up to measure the atmospheric pressure in  mm hg (millimetres of mercury). p tube mercury dish  fig. 3.1  (a) (i) state what is in the space labelled p .  ..  [1]   (ii) on fig. 3.1, mark carefully the length which gives the atmospheric pressure. [1]   (iii) the tube containing mercury is pushed further down into the dish.    state what happens, if anything, to the vertical distance between the mercury surface in  the tube and the mercury surface in the dish.  ..  [1]  (b) another barometer is set up incorrectly. the space p contains some air which exerts a  pressure equivalent to 15 mm hg. the true atmospheric pressure is 760 mm hg.   (i) calculate the reading of atmospheric pressure given by the barometer.  reading =  .  mm hg  [1]",
+            "7": "7 0625/42/o/n/16 \u00a9 ucles 2016 [turn over  (ii) the tube is now pushed down into the dish so that the volume of the space p is reduced  from 12.0 cm3 to 4.0 cm3.    calculate the new reading of atmospheric pressure given by the barometer.  reading =  .  mm hg  [4] [total: 8]",
+            "8": "8 0625/42/o/n/16 \u00a9 ucles 20164 a small wind turbine drives a generator to provide electricity for an isolated village.  (a) the decrease in kinetic energy of the wind striking the turbine is 16 200 j every second. the  output of the generator is 23 a at 240 v.   calculate the efficiency of the turbine and generator.  efficiency =  .. [4]  (b) when electrical energy is not required, the generator charges batteries that then provide  electricity during periods of no wind.   state the term used to describe the energy stored in the batteries.  ..  [1]  (c) the use of wind turbines on a large scale has environmental and economic impacts.   describe one environmental impact and one economic impact. environmental     .. .  .. . economic  . ..  .. .  .. . [2] [total: 7]",
+            "9": "9 0625/42/o/n/16 \u00a9 ucles 2016 [turn over5 (a) state a comparison of   (i) the arrangement of the molecules in ice and in liquid water, ice  ..  liquid water  . ... [1]   (ii) the movement of the molecules of ice and liquid water. ice  ..  liquid water  . ...  [1]  (b) the mass of the ice on an ice-hockey rink is 51 000 kg.   (i) the density of ice is 920 kg / m3.    calculate the volume of ice on the rink.  volume =  .. [2]   (ii) to form the ice, water at 0 \u00b0c was poured onto the floor of the rink and then frozen. the  specific latent heat of fusion of ice is 3.3 \u00d7 105 j / kg.    calculate the quantity of energy removed from the water to form this ice at 0 \u00b0c.  energy =  .. [2]  (c) the temperature of the ice is monitored by a thermometer made up of wires of two different  metals connected to a remote voltmeter. the junction of the two wires is embedded in the ice.   state the name of this type of thermometer.  ..  [1] [total: 7]",
+            "10": "10 0625/42/o/n/16 \u00a9 ucles 20166 (a) (i) the pitch of a sound wave increases.    tick one box to indicate the change that occurs.   amplitude decreases   amplitude increases   frequency decreases   frequency increases  [1]   (ii) the loudness of a sound wave increases.    tick one box to indicate the change that occurs.   amplitude decreases   amplitude increases   frequency decreases   frequency increases [1]  (b) fig. 6.1 shows an astronaut and a spacecraft on the surface of the moon, where there is no  atmosphere. fig. 6.1   a piece of machinery within the spacecraft produces a loud sound of frequency 12 khz.   tick the one box that indicates the reason why the astronaut cannot hear this sound.   the material of the space suit is soundproof.   sound cannot travel through a vacuum.   sound of frequency 12 khz cannot travel through the air in the spacesuit.   sound of frequency 12 khz cannot be heard by any human ear.  [1]",
+            "11": "11 0625/42/o/n/16 \u00a9 ucles 2016 [turn over (c) some training for space travel is carried out under water.   (i) state an approximate value for the speed of sound in water.  ..  [1]   (ii) calculate the wavelength in water of a sound wave of frequency 12 khz.  wavelength =  .. [2]  (d) fig. 6.2 shows successive crests of a water wave approaching a narrow gap in a barrier. direction of travel of wave barrier barriergap fig. 6.2   on fig. 6.2, draw three crests of the wave that have just passed through the gap in the barrier.  [3] [total: 9]",
+            "12": "12 0625/42/o/n/16 \u00a9 ucles 2016blank page",
+            "13": "13 0625/42/o/n/16 \u00a9 ucles 2016 [turn over7 (a) in the space below, draw the circuit symbol for a thermistor. [1]  (b) fig. 7.1 shows the connections between two logic gates. a b cd e fig. 7.1   complete the truth table of this combination of logic gates. inputs intermediate  pointoutput abc d e 011 101 110 111 [3]  (c) in the space below, draw a truth table to show the action of a not gate. [2] [total: 6] ",
+            "14": "14 0625/42/o/n/16 \u00a9 ucles 20168 a student draws a diagram to represent the electromagnetic spectrum.  fig. 8.1 is the student\u2019s diagram. visible light gamma-rays x-rays ultrasound radiationinfra-red radiationmicrowaves earthquake waves increasing wavelength fig. 8.1  the student has made two mistakes.  (a) on fig. 8.1, cross out what is wrong and correct the diagram. [2]  (b) the speed of light in an optical fibre is 2.0 \u00d7 108 m / s.   (i) state the speed of light in a vacuum.  speed of light =  .. [1]   (ii) for light in the material from which the optical fibre is made, calculate    1 .  the refractive index,  refractive index =  .. [2]    2 .  the critical angle.  critical angle =  .. [2]",
+            "15": "15 0625/42/o/n/16 \u00a9 ucles 2016 [turn over  (iii) fig. 8.2 shows a section of the optical fibre. ray optical  fibre fig. 8.2    light is travelling in the optical fibre.    state the full name of the process that takes place each time the light changes direction.  ..  [1] [total: 8]",
+            "16": "16 0625/42/o/n/16 \u00a9 ucles 20169 fig. 9.1 is a circuit diagram. 55 160 1 30 1 fig. 9.1  the circuit consists of three resistors and three identical 1.5 v cells.  (a) state the total electromotive force (e.m.f.) of the three 1.5 v cells in series.  total e.m.f. =  .. [1]  (b) calculate   (i) the combined resistance of the resistors in parallel,  resistance =  .. [2]   (ii) the total resistance of the circuit,  resistance =  .. [1]   (iii) the current  in the 55 \u03c9 resistor.  current =  .. [2]",
+            "17": "17 0625/42/o/n/16 \u00a9 ucles 2016 [turn over (c) the currents in the 30 \u03c9, the 55 \u03c9 and the 60 \u03c9 resistors are all dif ferent.   state the resistance of the resistor in which the current is   (i) the largest,  resistance =  .. [1]   (ii) the smallest.  resistance =  .. [1] [total: 8]",
+            "18": "18 0625/42/o/n/16 \u00a9 ucles 201610 (a) the size of  the charge on an electron is e. since the charge on an electron is negative, it is  written \u2013 e.   complete the table by writing down the charges, in terms of e, on the particles and radioactive  emissions shown. particle charge proton neutron \u03b1-particle \u03b2-particle \u03b3-ray [3]  (b) fig. 10.1 shows a radioactive source emitting \u03b1-particles, \u03b2-particles and \u03b3-rays into a vacuum  tube. radioactive source n pole of  strong magnet n block of lead with hole s pole of strong magnettubevacuum s fig. 10.1   the block of lead ensures that the radiation is in a narrow beam when it passes between the  poles of the magnet.   state the direction of any deflection of   (i) the \u03b1-particles,  .. .  ..  [1]",
+            "19": "19 0625/42/o/n/16 \u00a9 ucles 2016 [turn over  (ii) the \u03b2-particles,  .. .  ..  [1]   (iii) the \u03b3-rays.  .. .  ..  [1] [total: 6]",
+            "20": "20 0625/42/o/n/16 \u00a9 ucles 201611 a radioactive nuclide has a half-life of 4.0 days. a sample contains 9.6 \u00d7 108 atoms of the nuclide.  (a) calculate the number of atoms of the nuclide remaining after 12 days.  number =  .. [2]  (b) the count rate from the sample is measured in a laboratory where the background count rate  is 16 counts / minute.   a detector is placed at a fixed distance from the sample. the initial count rate measured by  the detector is 160 counts / minute.   calculate the count rate measured by the detector after 12 days.  count rate =  .. [2] [total: 4] permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here 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 onl ine in the cambridge international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to do wnload at www.cie.org.uk after  the live examination series. cambridge international examinations is part of the cambridge assessment group. cambridge assessment is the brand name of unive rsity of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge."
+        },
+        "0625_w16_qp_43.pdf": {
+            "1": "this document consists of 15 printed pages and 1 blank page. dc (nf/fd) 116044/8 \u00a9 ucles 2016  [turn overcambridge international examinations cambridge international general certificate of secondary education *1030994387* physics  0625/43 paper 4  theory (extended)  october/november 2016  1 hour 15 minutes candidates answer on the question paper. no additional materials are required. read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen. you may use an hb pencil for any diagrams or graphs. do not use staples, paper clips, glue or correction fluid. do not  write in any barcodes. answer all questions. electronic calculators may be used. you may lose marks if you do not show your working or if you do not use appropriate units. take the weight of 1.0  kg to be 10  n (acceleration of free fall  = 10 m / s2). at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part  question. the syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificate.",
+            "2": "2 0625/43/o/n/16 \u00a9 ucles 2016 1 a diver in the sea uses breathing apparatus, which releases gas bubbles.  fig. 1.1 shows bubbles rising to the surface. fig. 1.1  the bubbles start from rest and, at first, they move upwards with a constant acceleration.  fig. 1.2 is an incomplete speed-time graph for one of the bubbles from time t = 0 s until t = 10 s. 001.02.0speed m / s2.5 0.51.5 2.0 4.0 6.0 t / s8.0 10 fig. 1.2  (a) using fig. 1.2, determine the acceleration of the bubble during the first 2.0  s.  acceleration =  ..  [3]  (b) (i) after t = 2.0 s, the acceleration of this bubble decreases gradually until at t = 10 s its  acceleration is zero.    complete fig. 1.2, by sketching a possible continuation of the speed-time graph.  [2]   (ii) state the name given to a negative acceleration.  ..  [1] [total: 6]",
+            "3": "3 0625/43/o/n/16 \u00a9 ucles 2016 [turn over 2 two mechanics, a and b, are trying to use a two-person spanner (wrench) to loosen a nut on a  large wheel.  fig. 2.1 shows the forces exerted by the two mechanics. 1.2 m1.2 mp500  n force exerted by mechanic a400  n force exerted by mechanic btwo-person spanner (wrench)nutswheel fig. 2.1  mechanic a exerts a force of 500  n at a distance of 1.2  m from nut p. mechanic b exerts a force of  400 n at a distance of 1.2  m on the other side of nut p.  (a) calculate the magnitude and the direction of the resultant moment exerted by the mechanics  on nut p.  magnitude of resultant moment =  ...  direction  ... [4]  (b) mechanic b reverses the direction of the 400  n force that he exerts on the spanner.  mechanic  a continues to exert the same force of 500  n downwards.   (i) calculate the magnitude of the new resultant moment exerted by the mechanics.  magnitude of resultant moment =  ..  [1]   (ii) calculate the magnitude of the resultant force now exerted by the mechanics on the spanner.  force =  ..  [1] [total: 6]",
+            "4": "4 0625/43/o/n/16 \u00a9 ucles 2016 3 (a) (i) state how a vector quantity differs from a scalar  quantity.  ...  ..  [1]   (ii) state and explain whether momentum  is a vector quantity or a scalar quantity.  ...  ..  [1]  (b) a spacecraft of mass 35  kg is travelling in a straight line at a velocity of 1200  m / s. assume no  external forces act on the spacecraft.   calculate   (i) the momentum of the spacecraft,  momentum =  ..  [2]   (ii) the kinetic energy of the spacecraft.  kinetic energy =  ..  [2]  (c) the rocket fuel stored in the moving spacecraft in (b) explodes and the spacecraft splits into  two sections. one section speeds up and the other section slows down.   (i) state what happens to the total momentum.  ..  [1]   (ii) predict and explain what happens to the total kinetic energy.  ...  ..  [2] [total: 9]",
+            "5": "5 0625/43/o/n/16 \u00a9 ucles 2016 [turn over 4 a manometer containing a liquid x, is used to measure the pressure of a gas supply. fig. 4.1  shows the manometer.   liquid xhgas supply fig. 4.1  atmospheric pressure is 9.9  \u00d7 104 pa.  (a) the height h is 0.36  m. the density of liquid x is 840  kg / m3.   calculate   (i) the pressure due to a column of liquid x of height 0.36  m,  pressure =  ..  [2]   (ii) the pressure of the gas supply.  pressure =  ..  [1]  (b) the pressure of the gas supply stays constant.   describe what happens to the liquid levels when   (i) the liquid x is replaced by the same volume of a liquid of greater density,  ...  ..  [2]   (ii) a manometer tube with a slightly smaller area of cross-section, containing an identical  volume of liquid x, is used.  ...  ..  [2] [total: 7]",
+            "6": "6 0625/43/o/n/16 \u00a9 ucles 2016 5 (a) (i) the temperature of a quantity of air is increased.    describe the effect of this increase in temperature on the air molecules.  ...  ..  [1]   (ii) the temperature of a block of aluminium is decreased.    describe the effect of this decrease in temperature on the density of the aluminium.  explain your answer in terms of the separation of the atoms. effect .. explanation    ..  [2]  (b) a road is covered with a layer of snow. the temperature of the snow is 0  \u00b0c. the specific  latent heat of fusion of snow is 3.3  \u00d7 105 j / kg.   the snow forms a layer of uniform thickness on the road surface.   (i) calculate the power needed to melt 0.12  kg of the snow in 220  s.  power =  ..  [4]   (ii) the snow is melted by solar radiation. in 220  s, exactly 0.12  kg of the snow melts to  produce water at 0  \u00b0c.    the power of the solar radiation incident on each 0.12  kg of snow is greater than the  power calculated in (b)(i) .    suggest one reason why this is so.  ...  ..  [1] [total: 8]",
+            "7": "7 0625/43/o/n/16 \u00a9 ucles 2016 [turn over blank page",
+            "8": "8 0625/43/o/n/16 \u00a9 ucles 2016 6 (a) fig. 6.1 shows the crests of a wave in the sea as it reaches the entrance to a harbour. direction of travel of wavesea gapharbour wallharbour fig. 6.1   (i) the wave reaches the gap in the harbour wall and passes into the harbour.    on fig. 6.1, draw the first three crests to the right of the harbour wall.  [3]",
+            "9": "9 0625/43/o/n/16 \u00a9 ucles 2016 [turn over   (ii) a wave with a larger wavelength approaches the harbour. fig. 6.2 shows this wave. sea gapharbour wallharbour direction of travel of wave fig. 6.2    this second wave reaches the gap in the harbour wall and passes into the harbour.    on fig. 6.2, draw the first three crests to the right of the harbour wall.  [1]  (b) an earthquake produces two types of wave, p-waves and s-waves.   the vibrations in p-waves are parallel to the direction of travel of the wave.   the vibrations in s-waves are perpendicular to the direction of travel of the wave.   place one tick for each type of wave, to indicate whether it is longitudinal or transverse. type of wave longitudinal wave transverse wave electromagnetic wave p-wave s-wave sound wave ultrasound wave [3] [total: 7]",
+            "10": "10 0625/43/o/n/16 \u00a9 ucles 2016 7 some of the components of the electromagnetic spectrum, in order of decreasing wavelength, are  shown.  radio waves       microwaves       visible light       ultraviolet radiation       gamma rays  (a) (i) state the speed at which all electromagnetic waves travel in a vacuum.  ..  [1]   (ii) state which of the components of the electromagnetic spectrum shown has the lowest  frequency.  ..  [1]   (iii) two components of the electromagnetic spectrum are not listed above.    state the names of these components. 1.  .. 2.  .. [2]  (b) one application of microwaves is in microwave ovens, which cook food very quickly.   fig. 7.1 shows the inside of the glass door of a microwave oven, covered with a metal mesh. metal mesh fig. 7.1   the metal mesh prevents the microwaves from escaping by reflecting them back into the  oven.   (i) suggest one reason why it is sensible to prevent microwaves from escaping.  ...  ..  [1]   (ii) state one further application of microwaves, other than in microwave ovens.  ..  [1] [total: 6]",
+            "11": "11 0625/43/o/n/16 \u00a9 ucles 2016 [turn over 8 for blue light, the refractive index of a particular type of transparent plastic is 1.5.  (a) calculate the critical angle for blue light in this type of plastic.  critical angle =  ..  [2]  (b) a block is made of this type of plastic. blue light travelling in a vacuum is incident on the side  of the block at point p.   fig. 8.1 shows that the angle of incidence is 45\u00b0. 45\u00b0 p fig. 8.1   at p, some of the light is refracted into the block and some of the light is reflected.   (i) the blue light used in this experiment is monochromatic.    state, in terms of a measurable quantity, what is meant by monochromatic .  ..  [1]   (ii) calculate the angle of refraction of the light in the block.  angle of refraction =  ..  [2]   (iii) on fig. 8.1, draw the path taken by the light that passes into the block and the path of  the light that is reflected at p.  [1] [total: 6]",
+            "12": "12 0625/43/o/n/16 \u00a9 ucles 2016 9 a circuit consists of a 12  v battery, three resistors and a switch.  fig. 9.1 is the circuit diagram. 12 v 20 \u03c9 24 \u03c928 \u03c9 fig. 9.1  (a) the battery consists of 2.0  v cells in series.   state the number of 2.0  v cells in series in the battery.  number of cells =  ..  [1]  (b) calculate   (i) the combined resistance of the two resistors in series,  resistance =  ..  [1]   (ii) the total resistance of the circuit.  resistance =  ..  [2]",
+            "13": "13 0625/43/o/n/16 \u00a9 ucles 2016 [turn over  (c) the switch is closed.   calculate   (i) the current in the 20  \u03c9 resistor,  current =  ..  [2]   (ii) the charge that flows through the 20  \u03c9  resistor in 6.0 minutes.  charge =  ..  [2] [total: 8]",
+            "14": "14 0625/43/o/n/16 \u00a9 ucles 2016 10 a wire ab hangs loosely between the n pole and the s pole of a strong magnet.  fig. 10.1 shows the arrangement. power supply bsna fig. 10.1  (a) the wire is connected to a power supply.   (i) when the power supply is switched on, there is a very large  direct current (d.c.) in the  wire in the direction from b to a.    describe what happens to the wire as the power supply is switched on.  ...  ..  [2]   (ii) the power supply is adjusted and there is now a large alternating current (a.c.) in the  wire.    describe what happens to the wire.  ...  ..  [1]",
+            "15": "15 0625/43/o/n/16 \u00a9 ucles 2016 [turn over  (b) the power supply is removed from the circuit and a galvanometer is connected in its place.   (i) the wire is moved quickly to the right, between the poles of the magnet.    explain why the galvanometer registers a current.  ...  ..  [2]   (ii) state what is observed on the galvanometer when the wire is moved to the left at the  same speed as in (b)(i) .  ...  ..  [2]   (iii) state what is observed on the galvanometer when the wire is moved to the right at a  much lower speed than in (b)(i) .  ...  ..  [1] [total: 8]",
+            "16": "16 0625/43/o/n/16 \u00a9 ucles 2016 11 (a) state, using nuclide notation, the symbol for   (i) an iron (atomic symbol fe) nucleus which has nucleon number 56 and proton number  26,  ..  [1]   (ii) a platinum (atomic symbol pt) nucleus which contains 78 protons and 118 neutrons.  ..  [2]  (b) (i) a nucleus of plutonium-238 (238 94pu) decays to a uranium (atomic symbol u) nucleus by  the emission of an \u03b1-particle.    write down the nuclear equation that represents this radioactive decay.  ..  [3]   (ii) the half-life of plutonium-238 is 90 years. a sample contains 9.6  \u00d7 1010 atoms  of plutonium-238.    predict the number of plutonium-238 atoms in the sample that decay in 270  years.  number of atoms that decay =  ..  [3] [total: 9] 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 international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download at www.cie.org.uk after  the live examination series. 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."
+        },
+        "0625_w16_qp_51.pdf": {
+            "1": "this document consists of 10 printed pages and 2 blank pages. dc (rw/fd) 115984/6 \u00a9 ucles 2016 [turn overcambridge international examinations cambridge international general certificate of secondary education *8880412447* physics  0625/51 paper 5  practical test october/november 2016  1 hour 15 minutes candidates answer on the question paper. additional materials: as listed in the confidential instructions. read these instructions first write your centre number, candidate number and name in the spaces at the top of the page. write in dark blue or black pen. y ou may use an hb pencil for any diagrams or graphs. do not use staples, paper clips, glue or correction fluid. do not write in any barcodes. answer all questions. y ou are advised to spend about 20 minutes on each of questions 1 to 3, and 15 minutes on question 4. electronic calculators may be used. y ou may lose marks if you do not show your working or if you do not use appropriate units. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question. the syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificat e.for examiner\u2019s use 1 2 3 4 total",
+            "2": "2 0625/51/o/n/16 \u00a9 ucles 20161 in this experiment, you will use a pendulum to determine a value for the acceleration of free fall g.  carry out the following instructions, referring to figs. 1.1 and 1.2. bobclamp lclamp one complete oscillation  fig. 1.1 fig. 1.2  a pendulum has been set up for you as shown in fig. 1.1.  (a) adjust the pendulum until its length l = 50.0 cm. the length l is measured to the centre of the  bob.   explain briefly how you avoided a parallax (line of sight) error when measuring the length l.  .. .  .. .  .. .[1]  (b) displace the pendulum bob slightly and release it so that it swings. fig. 1.2 shows one  complete oscillation of the pendulum.   (i) measure the time t for 20 complete oscillations.  t =  ...[1]   (ii) calculate the period t of the pendulum. the period is the time for one complete  oscillation.  t =  ...[2]",
+            "3": "3 0625/51/o/n/16 \u00a9 ucles 2016 [turn over  (iii) measuring the time for a large number of oscillations, rather than for 1 oscillation, gives a  more accurate value for t.    suggest one practical reason why measuring the time for 200 oscillations, rather than  20 oscillations, may not be suitable.  .. .  .. .[1]  (c) (i) calculate t 2.  t 2 =  ...[1]   (ii) calculate the acceleration of free fall g using the equation g = 4\u03c02l t 2 . give your answer to  a suitable number of significant figures for this experiment.  g =  . m / s2 [2]  (d) a student checks the value of the acceleration of free fall g in a text book. the value in the  book is 9.8 m / s2.   (i) suggest a practical reason why the result obtained from the experiment may be different.  .. .  .. .  .. .[1]   (ii) suggest two improvements to the experiment. 1.    .. . 2.    .. .  [2]  [total: 11]",
+            "4": "4 0625/51/o/n/16 \u00a9 ucles 20162 in this experiment, you will investigate the cooling of water.  (a) \u0081 pour 100 cm3 of the hot water provided into beaker a.   \u0081 measure the temperature \u03b8h of the water in beaker a.  \u03b8h =  ...   \u0081 pour 100 cm3 of the cold water provided into beaker b.   \u0081 measure the temperature \u03b8c of the water in beaker b.  \u03b8c =  ...   \u0081 calculate the average temperature  \u03b8av using the equation \u03b8av = \u03b8h + \u03b8c 2 .  \u03b8av =  ...  [3]  (b) add the water from beaker b to the hot water in beaker a. stir briefly.   measure the temperature \u03b8m of the mixture.  \u03b8m =  ...[1]  (c) state one precaution that you took to ensure that the temperature readings are as reliable as  possible.  .. .  .. .[1]",
+            "5": "5 0625/51/o/n/16 \u00a9 ucles 2016 [turn over (d) empty both beakers.   y ou are provided with    \u0081 a lid, with a hole for the thermometer,   \u0081 some insulating material,   \u0081 two elastic bands.  (i) in the space below, draw a labelled diagram to show how you will use these items to  reduce the loss of thermal energy when the procedure is repeated.  [2]   (ii) using the improvements shown in your diagram, repeat the procedure in parts (a) and  (b).   \u03b8h =  ...  \u03b8c =  ...  \u03b8av =  ...  \u03b8m =  ...  [1]   (iii) comment on whether the improvements made to the apparatus have significantly  changed the value of the temperature \u03b8m. use your results to justify your answer.  .. .  .. .  .. .[1]   (iv) suggest two conditions that should be kept constant for all parts of this experiment. 1.   2.    [2]  [total: 11]",
+            "6": "6 0625/51/o/n/16 \u00a9 ucles 20163 in this experiment, you will investigate refraction using a transparent block.  carry out the following instructions, using the separate ray-trace sheet provided. y ou may refer to  fig. 3.1 for guidance. hole angle eyea db e ce fig. 3.1",
+            "7": "7 0625/51/o/n/16 \u00a9 ucles 2016 [turn over (a) \u0081  place the transparent block, largest face down, on the ray-trace sheet supplied. the block  should be approximately in the middle of the paper. draw the outline of the block abcd .   \u0081  remove the block and draw a normal at the centre of side ab. label the point e where  the normal crosses ab.   \u0081 draw a line fe to the left of the normal and at an angle i = 20\u00b0 to the normal.   \u0081  place a pin p on the line fe, at a suitable distance from the block for producing an  accurate ray trace.   \u0081  there are vertical lines l1 and l2 drawn on the block. replace the block so that line l1 is  at point e.   \u0081  observe the images of l1 and p through side cd of the block. carefully move the block,  keeping line l1 at point e, until the vertical line l2 and the images of l1 and p appear  one behind the other. this is indicated by the dashed position of the block shown in fig. 3.1.   \u0081 draw a line along side ab of the block to mark its new position.   \u0081 remove the block.  \u0081  measure the angle  \u03b8 between the original position of ab and the new position of ab, as  indicated in fig. 3.1.   \u0081 record i = 20\u00b0 and \u03b8 in table 3.1.   \u0081 repeat the procedure using values of i = 30\u00b0, 40\u00b0, 50\u00b0 and 60\u00b0. table 3.1 i / \u00b0 \u03b8 / \u00b0  [4]",
+            "8": "8 0625/51/o/n/16 \u00a9 ucles 2016blank page",
+            "9": "9 0625/51/o/n/16 \u00a9 ucles 2016 [turn over (b) plot a graph of \u03b8 / \u00b0 (y-axis) against i / \u00b0 (x-axis).  [4]  (c) determine the gradient g of the graph. show clearly on the graph how you obtained the  necessary information.  g =  ...[2]  (d) referring to your graph, comment on the quality of your measurements.  .. .  .. .[1]  tie your ray-trace sheet into this booklet between pages 8 and 9. [total: 11]",
+            "10": "10 0625/51/o/n/16 \u00a9 ucles 20164 a student is investigating resistors connected in parallel.  the following apparatus is available to the student:   ammeter   voltmeter   power supply   variable resistor   switch   connecting leads   a box of identical resistors.  plan an experiment to investigate how the combined resistance of the resistors, connected in  parallel, depends on the number of resistors. y ou are not required to carry out this investigation.  y ou should: \u0081  draw a diagram of the circuit you could use to determine the resistance of resistors connected  in parallel (show only two resistors in your diagram)  \u0081 explain briefly how you would carry out the investigation \u0081  draw a table or tables, with column headings, to show how you would display your readings.  y ou are not required to enter any readings into the table.  ..   ..   ..   .. ",
+            "11": "11 0625/51/o/n/16 \u00a9 ucles 2016 ..   ..   ..   ..   ..   ..   ..   ..   ..   ..   ..   ..   ..   ..   ..   ..   ..   ..   ..   ..   ..   ..   ..   ..   ..   ..   [7]  [total: 7]",
+            "12": "12 0625/51/o/n/16 \u00a9 ucles 2016permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here 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 onl ine in the cambridge international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to do wnload at www.cie.org.uk after  the live examination series. cambridge international examinations is part of the cambridge assessment group. cambridge assessment is the brand name of unive rsity of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge.blank page"
+        },
+        "0625_w16_qp_52.pdf": {
+            "1": "this document consists of 11 printed pages and 1 blank page. dc (nh/jg) 115584/2 \u00a9 ucles 2016 [turn over *4374149433* physics  0625/52 paper 5 practical test october/november 2016  1 hour 15 minutes candidates answer on the question paper. additional materials: as listed in the confidential instructions. read these instructions first write your centre number, candidate number and name in the spaces at the top of the page. write in dark blue or black pen. y ou may use an hb pencil for any diagrams, graphs or rough working. do not use staples, paper clips, glue or correction fluid. do not write in any barcodes. answer all questions. y ou are advised to spend about 20 minutes on each of questions 1 to 3, and 15 minutes on question 4. electronic calculators may be used. y ou may lose marks if you do not show your working or if you do not use appropriate units. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [ ] at the end of each question or part question. the syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificat e.cambridge international examinations cambridge international general certificate of secondary education for examiner\u2019s use 1 2 3 4 total",
+            "2": "2 0625/52/o/n/16 \u00a9 ucles 20161 in this experiment, you will determine the weight of a load using a balancing method.  carry out the following instructions, referring to fig. 1.1. 1.0 nxyqmetre rule bench pivot fig. 1.1  (a) (i)  place the metre rule on the pivot and adjust its position so that the metre rule is as near  as possible to being balanced. the rule must remain at this position on the pivot  throughout the experiment .    record the scale reading of the metre rule at the point where the rule balances on the  pivot.  scale reading = . ..cm [1]   (ii) place the 1.0 n load on the metre rule so that its centre is exactly at the 20.0 cm mark on  the rule.    record the distance x between the 20.0 cm mark and the pivot.  x  =  .cm [1]   (iii)  place the load q on the metre rule and adjust the position of q so that the metre rule is  as near as possible to being balanced.    measure the distance y between the centre of load q and the pivot.  y  =  .cm [1]   (iv) calculate the weight w of the load q using the equation w = kx y, where k = 1.0 n.  w =  ...[1]",
+            "3": "3 0625/52/o/n/16 \u00a9 ucles 2016 [turn over (b) repeat the procedure using a different, suitably chosen, distance x.  x =  ..cm  y  =  ..cm  w =  ..  [3]  (c) suggest two reasons why your values for w in (a)(iv) and (b) may not be the same. 1.  ...  2.  ...   [2]  (d)  calculate the average wav of your values for w, the weight of load q. give your answer to a  suitable number of significant figures for this experiment.  wav =  ...[2]  [total: 11]",
+            "4": "4 0625/52/o/n/16 \u00a9 ucles 20162 in this experiment, you will investigate the resistance of a resistor.  the circuit shown in fig. 2.1 has been set up for you. r a db cvapower supply wandering lead fig. 2.1  (a) (i) connect the wandering lead to point b in the circuit. switch on.    measure and record the potential difference v1 across the resistor r and the current i1 in  the circuit. switch off.  v1 =  ...  i1 =  ...  [1]   (ii) calculate  the resistance r of the resistor r using the equation r = v1 i1.  r  =  ...[1]  (b) connect the wandering lead to point d in the circuit. switch on.   (i) measure and record the potential difference v2 across the resistor r and the current i2 in  the circuit. switch off.  v2 =  ...  i2 =  ...  [2]   (ii) calculate  the resistance r of the resistor r using the equation r = v2 i2.  r  =  ...[1]",
+            "5": "5 0625/52/o/n/16 \u00a9 ucles 2016 [turn over (c) connect points a and d together using a spare lead.   connect the wandering lead to point b in the circuit. switch on.   (i) measure and record the potential difference v3 across the resistor r and the current i3 in  the circuit. switch off.  v3 =  ...  i3 =  ...  [1]   (ii) calculate  the resistance r of the resistor r using the equation r = v3 i3.  r  =  ...[1]  (d) connect the wandering lead to point a in the circuit. switch on.   (i) measure and record the potential difference v4 across the resistor r and the current i4 in  the circuit. switch off.  v4 =  ...  i4 =  ...   (ii) calculate  the resistance r of the resistor r using the equation r = v4 i4.  r  =  ...[1]  (e) a student suggests that the resistance r should be constant throughout the experiment.   state whether your results agree with this suggestion. justify your answer by reference to the  results. statement   .. justification     .. .  .. .[2]  (f) suggest one practical reason why the value obtained for v1 may be different from your value  in (a)(i)  if the experiment is repeated. y ou are not required to repeat the experiment.  .. .  .. .[1]  [total: 11]",
+            "6": "6 0625/52/o/n/16 \u00a9 ucles 20163 in this experiment, you will investigate reflection using a plane mirror.  carry out the following instructions, using the separate ray-trace sheet provided. y ou may refer to  fig. 3.1 for guidance. 20\u00b0 bca ln mr y x eyehole fig. 3.1",
+            "7": "7 0625/52/o/n/16 \u00a9 ucles 2016 [turn over (a) \u0081 draw a line 18.0 cm long near the top of your ray-trace sheet. label the line mr.   \u0081  draw a normal to this line that passes through its centre. label the normal nl. label the  point at which nl crosses mr with the letter a.   \u0081  draw a line 8.0 cm long from a at an angle of incidence i = 20\u00b0 to the normal, below  mr  and to the left of the normal. label the end of this line b.   \u0081  draw a line 18.0 cm long, 5.0 cm below mr and parallel to mr. label the line xy. label  the point at which nl crosses xy with the letter c.  [2]  (b) \u0081  place the reflecting face of the mirror vertically along the line mr. the mirror should be  approximately centred on point a.   \u0081 place a pin p1 at point b, 8.0 cm from the point a.   \u0081 place a pin p2 on line ab a suitable distance from pin p1.   \u0081  view the images of pins p1 and p2 from the direction indicated by the eye in fig. 3.1.  place two pins p3 and p4, a suitable distance apart, so that pins p3 and p4, and the  images of p2 and p1, all appear exactly one behind the other. label the positions of p3  and p4.  [1]",
+            "8": "8 0625/52/o/n/16 \u00a9 ucles 2016 (c) \u0081  remove the pins and the mirror. draw the line joining the positions of p3 and p4. label  the point at which this line crosses xy with the letter d.   \u0081 measure, and record in table 3.1, the distance d between c and d, for i = 20\u00b0.   \u0081 when i = 0\u00b0, d = 0.0 cm. these values are already entered in table 3.1.   \u0081  repeat the procedure to determine the distance d for lines with  i values of 30\u00b0, 40\u00b0, 50\u00b0  and 60\u00b0. record all your results in table 3.1. table 3.1 i / \u00b0 d / cm 0 0.0 2030405060  [3]",
+            "9": "9 0625/52/o/n/16 \u00a9 ucles 2016 [turn over (d) plot a graph of d / cm ( y-axis) against i / \u00b0 (x-axis).  [4]  (e) suggest one practical difficulty in obtaining accurate readings in this experiment.  .. .  .. .[1]  tie your ray-trace sheet into this booklet between pages 8 and 9.  [total: 11]",
+            "10": "10 0625/52/o/n/16 \u00a9 ucles 20164 a student is investigating whether using a lid reduces the time taken to heat a beaker of water to  boiling point.  the student can use the following apparatus:   thermometer   250 cm3 glass beaker   250 cm3 measuring cylinder   heatproof mat   lid to fit the beaker   clamp, boss and stand.  plan an experiment to investigate whether using a lid reduces the heating time. y ou are not  required to carry out this experiment.  y ou should  \u0081 list the additional apparatus that you would require  \u0081 explain briefly how you would carry out the investigation  \u0081 state the key variables that you would control  \u0081 draw a table with column headings, to show how you would display your readings; you are not  required to enter any readings in the table  \u0081 explain how you would use your readings to reach a conclusion.  a diagram is not required but you may draw a diagram if it helps your explanation.  ..   .. ",
+            "11": "11 0625/52/o/n/16 \u00a9 ucles 2016 ..   ..   ..   ..   ..   ..   ..   ..   ..   ..   ..   ..   ..   ..   ..   ..   ..   ..   ..   ..   ..   ..   ..   ..   ..   ..   .. [7]  [total: 7]",
+            "12": "12 0625/52/o/n/16 \u00a9 ucles 2016permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here 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 onl ine in the cambridge international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to do wnload at www.cie.org.uk after  the live examination series. cambridge international examinations is part of the cambridge assessment group. cambridge assessment is the brand name of unive rsity of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge. blank page"
+        },
+        "0625_w16_qp_53.pdf": {
+            "1": "this document consists of 10 printed pages and 2 blank pages. dc (lk/jg) 115856/6 \u00a9 ucles 2016 [turn over *7758375544* physics  0625/53 paper 5 practical test october/november 2016  1 hour 15 minutes candidates answer on the question paper additional materials: as listed in the confidential instructions read these instructions first write your centre number, candidate number and name in the spaces at the top of the page. write in dark blue or black pen. y ou may use an hb pencil for any diagrams or graphs. do not use staples, paper clips, glue or correction fluid. do not write in any barcodes. answer all questions. y ou are advised to spend about 20 minutes on each of questions 1 to 3, and 15 minutes on question 4. electronic calculators may be used. y ou may lose marks if you do not show your working or if you do not use appropriate units. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [ ] at the end of each question or part question. the syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificat e.cambridge international examinations cambridge international general certificate of secondary education for examiner\u2019s use 1 2 3 4 total",
+            "2": "2 0625/53/o/n/16 \u00a9 ucles 20161 in this experiment, you will investigate how the surface area of water exposed to the air affects the  rate at which the water cools.  carry out the following instructions, referring to fig. 1.1. beaker b is bigger than beaker a. thermometer a b fig. 1.1  (a) \u0081 pour 75 cm3 of hot water into beaker a. \u0081   record, in the first row of table 1.1, the temperature \u03b8 of the water in beaker a and  immediately start the stopclock. \u0081 record, in the table, the temperature \u03b8 of the water at times t = 30 s, 60 s, 90 s, 120 s,  150 s and 180 s.  [1]  (b) (i) repeat step (a), using beaker b. [1]   (ii) complete the headings and the time column in the table. [2] table 1.1 beaker a beaker b t / \u03b8 / \u03b8 / 0",
+            "3": "3 0625/53/o/n/16 \u00a9 ucles 2016 [turn over (c) describe a precaution that you took to ensure that the temperature readings were as reliable  as possible in the experiment.  .. .  .. .[1]  (d) (i) write a conclusion stating how increasing the surface area of the hot water affects the  rate of cooling of the water. justify your answer by reference to your results.  .. .  .. .  .. .  .. .  .. .  .. .[2]   (ii)  suggest a change to the apparatus to make the comparison of the effect of surface area  on cooling a fairer test.    explain why this change is an improvement and state the likely effect on the recorded  temperatures. change  ... ...  .. . explanation  .. ..  .. . effect on temperatures  .. .. .  [3]  (e) students in other classrooms are carrying out the same experiment.   suggest a factor that they should all keep the same if they are to obtain temperature readings  that are similar to your readings.   .. .  .. .[1]  [total: 11]",
+            "4": "4 0625/53/o/n/16 \u00a9 ucles 20162 in this experiment, you will investigate the resistance of a lamp.  the circuit has been set up for you. carry out the following instructions, referring to fig. 2.1. power supply slide wire crocodile clip va fig. 2.1  (a) \u0081 switch on. \u0081 adjust the position of the crocodile clip on the slide wire until the potential difference  v across the lamp is 0.2 v. \u0081 record, in table 2.1, the value of the current i shown on the ammeter. \u0081 move the crocodile clip and record values of i for v = 0.8 v, 1.4 v, 2.0 v and 2.6 v. \u0081 switch off.   [2]  (b) calculate, and record in the table, the resistance r of the lamp at each value of v.   use the equation r = v i.  [1] table 2.1 v / v i / a r / \u03c9 0.2 0.8 1.4 2.0 2.6",
+            "5": "5 0625/53/o/n/16 \u00a9 ucles 2016 [turn over (c)  plot a graph of r / \u03c9 (y-axis) against v / v (x-axis).  [4]  (d) state what the shape of the graph tells you about the change, if any, in the resistance of the  lamp during the experiment.   .. .  .. .  .. .  .. .[2] question 2 continues on the next page.",
+            "6": "6 0625/53/o/n/16 \u00a9 ucles 2016 (e) in this type of experiment, it is possible to change the current and potential difference for the  lamp by using a variable resistor rather than a slide wire.   on fig. 2.2, complete the circuit diagram to show a variable resistor used for this purpose. power supply va fig. 2.2  [2]  [total: 11]",
+            "7": "7 0625/53/o/n/16 \u00a9 ucles 2016 [turn overblank page",
+            "8": "8 0625/53/o/n/16 \u00a9 ucles 20163 in this experiment, you will determine the focal length of a converging lens by two different  methods.  carry out the following instructions, referring to fig. 3.1. illuminated triangleu holensscreen v fig. 3.1  (a) arrange the apparatus as shown in fig. 3.1.   set the distance u between the illuminated triangle and the lens to 30.0 cm.    place the screen near the lens. move the screen until a sharp image of the triangle is seen on  the screen.   (i) \u0081 measure ho, the height of the illuminated triangle, as indicated in fig. 3.1.  ho =  ... \u0081 measure hi, the height of the image on the screen.  hi =  ...  [1]   (ii) calculate a value m for the magnification, using the equation m = hi ho.  m =  ...[2]   (iii) calculate a value f1 for the focal length of the lens, using the equation f1 = u m (m + 1).  f1 =  ...[2] ",
+            "9": "9 0625/53/o/n/16 \u00a9 ucles 2016 [turn over  (iv) describe one difficulty experienced when measuring the height of the image on the  screen.    suggest an improvement to the apparatus to overcome this difficulty. difficulty  ... ..  .. . improvement  ..   .. .  [2]  (b) adjust the position of the lens so that u = 40.0 cm.   move the screen until a sharp image of the triangle is seen on the screen.   (i) measure the distance v between the lens and the screen, as indicated in fig. 3.1.  v  =  ...[1]   (ii) calculate a second value f2 for the focal length of the lens, using the equation    f2 = u v (u + v ) .  f2 =  ...[1]    (iii) a student suggests that f1 and f2 should be equal.    state whether your results support this suggestion. justify your statement with reference  to your results.   .. .  .. .  .. .  .. .[1]  (c) state one precaution, not included in your answer to (a)(iv) , that should be taken to make the  experiment reliable.  .. .  .. .[1]  [total: 11]",
+            "10": "10 0625/53/o/n/16 \u00a9 ucles 20164 a student has noticed that different types of paper have different strengths.  plan an experiment which will enable you to compare the strengths of different samples of thin  paper, prepared as shown in fig. 4.1. y ou are not required to carry out the experiment. hookthin paperwooden block adhesive tape fig. 4.1  write a plan for the experiment, including: \u0081 the additional apparatus needed \u0081 instructions for carrying out the experiment, including any precautions you will take \u0081 what you will measure \u0081 how you will present your results \u0081 how you will determine which paper is the strongest \u0081 the variables you will keep the same to ensure the comparison is a fair test.     y ou may draw a diagram if it helps to explain your plan.   ..   .. ",
+            "11": "11 0625/53/o/n/16 \u00a9 ucles 2016 ..   ..   ..   ..   ..   ..   ..   ..   ..   ..   ..   ..   ..   ..   ..   ..   ..   ..   ..   ..   ..   ..   ..   ..   ..   ..   .. ... [7] [total: 7]",
+            "12": "12 0625/53/o/n/16 \u00a9 ucles 2016permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here 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 onl ine in the cambridge international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to do wnload at www.cie.org.uk after  the live examination series. cambridge international examinations is part of the cambridge assessment group. cambridge assessment is the brand name of unive rsity of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge.blank page"
+        },
+        "0625_w16_qp_61.pdf": {
+            "1": "this document consists of 15 printed pages and 1 blank page. dc (rw/fd) 115986/5 \u00a9 ucles 2016 [turn overcambridge international examinations cambridge international general certificate of secondary education *3067840024* physics  0625/61 paper 6  alternative to practical october/november 2016  1 hour candidates answer on the question paper. no additional materials are required. read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen. y ou may use an hb pencil for any diagrams or graphs. do not use staples, paper clips, glue or correction fluid. do not write in any barcodes. answer all questions. electronic calculators may be used. y ou may lose marks if you do not show your working or if you do not use appropriate units. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question. the syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificat e.",
+            "2": "2 0625/61/o/n/16 \u00a9 ucles 20161 a student uses a pendulum to determine a value for the acceleration of free fall g.  figs. 1.1 and 1.2 show the apparatus.   bobclamp lclamp one complete oscillation  fig. 1.1 fig. 1.2  (a) on fig. 1.1, measure the length l of the pendulum.  l =   cm [1]  (b) the student adjusts the pendulum until its length l = 50.0 cm. the length l is measured to the  centre of the bob.   explain briefly how the student avoids a parallax (line of sight) error when measuring length l.  .. .  .. .  .. .[1]",
+            "3": "3 0625/61/o/n/16 \u00a9 ucles 2016 [turn over (c) the student displaces the pendulum bob slightly and releases it so that it swings.   he measures the time t for 20 complete oscillations of the pendulum.  27.8 s t =  ...   (i) calculate the period t of the pendulum. the period is the time for one complete  oscillation.  t =  ...[1]   (ii) measuring the time for a large number of oscillations, rather than for one oscillation,  gives a more accurate value for t.    suggest one practical reason why measuring the time for 200 oscillations, rather than  20 oscillations, may not be suitable.  .. .  .. .[1]   (iii) calculate t 2.  t 2 =  ...[1]   (iv) calculate the acceleration of free fall g using the equation g = 4\u03c02l t 2 . give your answer to  a suitable number of significant figures for this experiment.  g =  . m / s2 [2]",
+            "4": "4 0625/61/o/n/16 \u00a9 ucles 2016 (d) the student checks the value of the acceleration of free fall g in a text book. the value in the  book is 9.8 m / s2.   (i) suggest a practical reason why the result obtained from the experiment may be different.  .. .  .. .  .. .[1]   (ii) suggest two improvements to the experiment. 1.    .. . 2.    .. .  [2]  [total: 10]",
+            "5": "5 0625/61/o/n/16 \u00a9 ucles 2016 [turn over2 a student is investigating the cooling of water.  (a) she pours 100 cm3 of hot water into a beaker. \u201310 0 10 20 30 40 50 60 70 80 90 100 110 \u00b0c hot water fig. 2.1   (i) record the temperature \u03b8h of the hot water, as shown in fig. 2.1.  \u03b8h =  ...[1]   (ii) the student measures the temperature \u03b8c of an equal volume of cold water.  19 \u00b0c \u03b8c =  ...    calculate the average temperature \u03b8av using the equation \u03b8av = \u03b8h + \u03b8c 2 .  \u03b8av =  ...[1]",
+            "6": "6 0625/61/o/n/16 \u00a9 ucles 2016 (b) the student adds the cold water to the hot water. she records the temperature \u03b8m of the  mixture.  46 \u00b0c \u03b8m =  ...   state one precaution that you would take to ensure that the temperature readings are as  reliable as possible.  .. .  .. .[1]  (c) the student is provided with:   \u0081 a lid, with a hole for the thermometer  \u0081 some insulating material  \u0081 two elastic bands.  in the space below, draw a labelled diagram to show how you would use these items to  reduce the loss of thermal energy when the procedure is repeated.  [2]",
+            "7": "7 0625/61/o/n/16 \u00a9 ucles 2016 [turn over (d) using the improvements shown in your diagram, the student repeats the procedure and  obtains these readings.  86 \u00b0c \u03b8h =  ...  20 \u00b0c \u03b8c =  ...  53 \u00b0c \u03b8av =  ...  49 \u00b0c \u03b8m =  ...   comment on whether the improvements made to the apparatus have significantly changed  the value of the temperature \u03b8m. use the results to justify your answer.  .. .  .. .  .. .[1]  (e) suggest two conditions that should be kept constant for all parts, (a) to (d), of this experiment. 1.  ...  2.  ...   [2]  [total: 8]",
+            "8": "8 0625/61/o/n/16 \u00a9 ucles 20163 a student is investigating refraction using a transparent block.  fig. 3.1 shows the first stage of the student\u2019s ray trace. abcd  is the outline of the transparent  block. e is at the centre of ab and g is at the centre of cd. anglenormal eyea db e g ce fig. 3.1",
+            "9": "9 0625/61/o/n/16 \u00a9 ucles 2016 [turn over (a) on fig. 3.1, draw a line fe to the left of the normal, above the outline of the block, and at an  angle i = 20\u00b0 to the normal. [1]  (b) \u0081 the student places a pin p on the line fe, at a suitable distance from the block.   \u0081  there is a vertical line l1 drawn on side ab of the block at point e. there is a second  vertical line l2 drawn on side cd at point g.   \u0081  the student observes the images of l1 and p through side cd of the block. he carefully  turns the block to the dashed position in fig. 3.1. in this position the vertical line l2 and  the images of l1 and p appear one behind the other.   (i) on fig. 3.1, mark with a cross (\u00d7) a suitable position for pin p . [1]   (ii) explain briefly the experimental reason for your choice of position for pin p .  .. .  .. .  .. .[1]   (iii) on fig. 3.1, measure the angle \u03b8 and enter it in the first row of table 3.1, on page 10. [1]",
+            "10": "10 0625/61/o/n/16 \u00a9 ucles 2016 (c) \u0081  the student measures the angle \u03b8 between the original position of ab and the new  position of ab, as indicated in fig. 3.1.   \u0081 he repeats the procedure, using values of i = 30\u00b0, 40\u00b0, 50\u00b0 and 60\u00b0.   \u0081 the readings are shown in table 3.1. table 3.1 i / \u00b0 \u03b8 / \u00b0 2030 2940 4150 5160 59   plot a graph of  \u03b8 / \u00b0 (y-axis) against i / \u00b0 (x-axis).  [4]",
+            "11": "11 0625/61/o/n/16 \u00a9 ucles 2016 [turn over (d) determine the gradient g of the graph. show clearly on the graph how you obtained the  necessary information.  g =  ...[2]  [total: 10]",
+            "12": "12 0625/61/o/n/16 \u00a9 ucles 20164 a student is investigating resistors connected in parallel.  the following apparatus is available to the student:   ammeter   voltmeter  power supply  variable resistor  switch  connecting leads  a box of identical resistors.  plan an experiment to investigate how the combined resistance of the resistors, connected in  parallel, depends on the number of resistors.  y ou should:  \u0081  draw a diagram of the circuit you could use to determine the resistance of resistors connected  in parallel (show only two resistors in your diagram),  \u0081 explain briefly how you would carry out the investigation, \u0081  draw a table or tables, with column headings, to show how you would display your readings.  y ou are not required to enter any readings into the table.  ..   .. ",
+            "13": "13 0625/61/o/n/16 \u00a9 ucles 2016 [turn over ..   ..   ..   ..   ..   ..   ..   ..   ..   ..   ..   ..   ..   ..   ..   ..   ..   ..   ..   ..   ..   ..   ..   ..   ..   ..   [7]  [total: 7]",
+            "14": "14 0625/61/o/n/16 \u00a9 ucles 20165 a student is investigating the extension of a spring.  (a) fig. 5.1 shows the spring with, and without, a load attached. spring loada b c d fig. 5.1   tick the distance that shows the extension of the spring when the load is added.    a  b  c  d  [1]",
+            "15": "15 0625/61/o/n/16 \u00a9 ucles 2016 (b) the graph shows the student\u2019s results. 001234 load  / n extension  / mm5 5 10 15 20 25   (i) state whether the graph shows that the load and the extension are directly proportional.  justify your answer by reference to the graph. statement   .. justification     .. .  [2]   (ii) the student determines the gradient g of the graph line.   0.1744729 g =  ...    g is numerically equal to a constant k for the spring.    write down the value of the constant k. give your answer to a suitable number of  significant figures and include the unit.  k =  ...[2]  [total: 5]",
+            "16": "16 0625/61/o/n/16 \u00a9 ucles 2016permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here 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 onl ine in the cambridge international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to do wnload at www.cie.org.uk after  the live examination series. cambridge international examinations is part of the cambridge assessment group. cambridge assessment is the brand name of unive rsity of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge.blank page"
+        },
+        "0625_w16_qp_62.pdf": {
+            "1": "this document consists of 12 printed pages. dc (nh/jg) 115585/3 \u00a9 ucles 2016 [turn over *8820346500* physics  0625/62 paper 6 alternative to practical october/november 2016  1 hour candidates answer on the question paper. no additional materials are required. read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen. y ou may use an hb pencil for any diagrams or graphs. do not use staples, paper clips, glue or correction fluid. do not write in any barcodes. answer all questions. electronic calculators may be used. y ou may lose marks if you do not show your working or if you do not use appropriate units. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [ ] at the end of each question or part question. the syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificat e.cambridge international examinations cambridge international general certificate of secondary education",
+            "2": "2 0625/62/o/n/16 \u00a9 ucles 20161 a student is determining the weight of a load using a balancing method.  fig. 1.1 shows the apparatus. it is not drawn to scale. pxyqmetre rule bench pivot fig. 1.1 (not to scale)  (a) the student places the metre rule on the pivot and adjusts its position so that the metre rule  is as near as possible to being balanced. he records the scale reading of the metre rule at the  point where the rule balances on the pivot.     50.2 cm scale reading =  ...   he places a 2.00 n load p on the metre rule so that its centre is exactly at the 20.0 cm mark  on the rule.   (i) use this information to determine the distance x.  x  =  .cm [1]   (ii) explain how you would ensure that the centre of the load p is exactly at the 20.0 cm mark  on the rule. y ou may draw a diagram.  .. .  .. .  .. .  .. .[2]",
+            "3": "3 0625/62/o/n/16 \u00a9 ucles 2016 [turn over (b) the student places a load q on the metre rule and adjusts its position so that the metre rule  is as near as possible to being balanced.   he measures the distance y between the centre of load q and the pivot.     15.3 cm y =    calculate the weight w of load q using the equation w = kx y, where k = 2.00 n.  w =  ...[1]  (c) the student repeats the procedure using a different, suitably chosen, distance x.   suggest a suitable distance x.  x =  .cm [1]  (d) the student calculates a new value of w.     4.04 n w =  ...   suggest two reasons why the values determined for w may not be the same. 1.  ...  2.  ...   [2]  (e) calculate the average wav of the values for w, the weight of load q. give your answer to a  suitable number of significant figures for this experiment.  wav =  ... n [2]  [total: 9]",
+            "4": "4 0625/62/o/n/16 \u00a9 ucles 20162 a student is investigating the resistance of a resistor.  the circuit is shown in fig. 2.1. ab and cd are lengths of resistance wire. r a db cvapower supply wandering lead fig. 2.1  (a) the student connects the wandering lead to point b in the circuit. the readings of potential  difference v1 and current i1 are shown in figs. 2.2 and 2.3. 5 v6789 104321 0 fig. 2.2 a0.6 0.8 1.00.4 0.2 0 fig. 2.3   (i) record the readings shown on the meters.  v1 =  ...  i1 =  ...  [2]",
+            "5": "5 0625/62/o/n/16 \u00a9 ucles 2016 [turn over  (ii) calculate the resistance r of the resistor r using the equation r = v1 i1.  r =  ...[1]  (b) the student connects the wandering lead to point d in the circuit and repeats the readings.   she connects points a and d together. she connects the wandering lead to point b and  repeats the readings.   finally, she connects the wandering lead to point a and repeats the readings.   the new values for the resistance r of resistor r that she obtains are:     4.96 \u03c9, 5.12 \u03c9, 4.89 \u03c9 r =  ...   a student suggests that the resistance r should be constant throughout the experiment.   state whether the results agree with this suggestion. justify your answer by reference to the  results. statement   .. justification     .. .  .. .  [2]  (c) (i) name a component that could be used to control the current in the circuit, in place of the  wires ab and cd.  .. .[1]   (ii) in the space below, draw the circuit with this component in place of the wires ab and cd.  show one end of the component connected at a and the wandering lead connected to  the other end of the component.  [2]  [total: 8]",
+            "6": "6 0625/62/o/n/16 \u00a9 ucles 20163 (a) a student hangs a mass on a spring and observes it as it oscillates up and down.   the student wants to find the factors that affect the time taken for one complete oscillation.  she finds that increasing the mass increases the time.   suggest two other variables that the student could investigate. 1.  ...  2.  ...   [2]  (b) another student is investigating the oscillations of the pendulum shown in fig. 3.1. le mass m fig. 3.1   the variables are   \u0081 the length l of the pendulum   \u0081 the mass m of the pendulum bob   \u0081 the amplitude \u03b8 of the swing.   the time taken for one complete oscillation is called the period t.   she carries out three experiments. each experiment investigates the effect on the period t of  changing one variable.",
+            "7": "7 0625/62/o/n/16 \u00a9 ucles 2016 [turn over  her results are shown in tables 3.1, 3.2 and 3.3. table 3.1       table 3.2       table 3.3 l / m t / s 0.200 0.890.400 1.250.600 1.540.800 1.781.000 1.99m / g t / s 50 1.4060 1.4270 1.3980 1.4190 1.38\u03b8 / \u00b0 t / s  4 2.00 6 1.98 8 2.0610 2.0212 1.97   (i) study the results tables and use words from this list to complete the sentences.      increases     decreases     has no effect on     is proportional to   \u0081 an increase in length l  the period t.    \u0081 an increase in mass m  the period t.    \u0081 an increase in amplitude  \u03b8  the period t.  [3]   (ii) suggest a precaution you would take in this pendulum experiment to obtain t values that  are as reliable as possible.  .. .  .. .  .. .[1]  [total: 6]",
+            "8": "8 0625/62/o/n/16 \u00a9 ucles 20164 a student is investigating whether using a lid reduces the time taken to heat a beaker of water to  boiling point.  the student has the following apparatus available:   thermometer   250 cm3 glass beaker   250 cm3 measuring cylinder   heatproof mat  lid to fit the beaker  clamp, boss and stand.  plan an experiment to investigate whether using a lid reduces the heating time.  y ou should  \u0081 list the additional apparatus that you would require \u0081 explain briefly how you would carry out the investigation \u0081 state the key variables that you would control \u0081  draw a table, with column headings, to show how you would display your readings; you are  not required to enter any readings in the table  \u0081 explain how you would use your readings to reach a conclusion. a diagram is not required but you may draw a diagram if it helps your explanation.  ..   .. ",
+            "9": "9 0625/62/o/n/16 \u00a9 ucles 2016 [turn over ..   ..   ..   ..   ..   ..   ..   ..   ..   ..   ..   ..   ..   ..   ..   ..   ..   ..   ..   ..   ..   ..   ..   ..   ..   ..   .. [7]  [total: 7]",
+            "10": "10 0625/62/o/n/16 \u00a9 ucles 20165 a student is investigating reflection using a plane mirror.  fig. 5.1 shows the student\u2019s ray-trace sheet. 20\u00b0 bca mr y x eye fig. 5.1  (a) the line mr marks the position of the mirror. the student draws another line xy parallel to  line mr. he draws a line from a at an angle of incidence i = 20\u00b0. he labels the end of this line  b. the student places a pin p1 at point b. he places a pin p2 on line ab at a suitable distance  from pin p1 to produce a ray trace.   (i) on fig. 5.1, measure the length l of line ab.  l =  ...[1]   (ii) on fig. 5.1, mark with a cross (x) a suitable position for pin p2. [1]",
+            "11": "11 0625/62/o/n/16 \u00a9 ucles 2016 [turn over (b) the student views the images of pins p1 and p2 from the direction indicated by the eye in  fig. 5.1. he places two pins p3 and p4, a suitable distance apart, so that pins p3 and p4, and  the images of p2 and p1, all appear exactly one behind the other.   he draws a line joining the positions of p3 and p4. he labels the point at which this line  crosses xy with the letter d. he measures the distance d between c and d.   he repeats the procedure using i values of 0\u00b0, 30\u00b0, 40\u00b0, 50\u00b0 and 60\u00b0. the readings are shown  in table 5.1. table 5.1 i / \u00b0 d / cm 0 0.0 20 1.830 2.940 4.250 6.060 8.7   plot a graph of d / cm ( y-axis) against i / \u00b0 (x-axis).  [4]",
+            "12": "12 0625/62/o/n/16 \u00a9 ucles 2016 (c) a student suggests that i should be directly proportional to d.   state whether the graph supports this suggestion. justify your answer by reference to the  graph. statement   .. justification     .. .  [2]  (d) suggest two practical difficulties in obtaining accurate readings in this experiment.  1.  ...   .. . 2.  ...   .. .  [2]  [total: 10] permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here 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 onl ine in the cambridge international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to do wnload at www.cie.org.uk after  the live examination series. cambridge international examinations is part of the cambridge assessment group. cambridge assessment is the brand name of unive rsity of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge."
+        },
+        "0625_w16_qp_63.pdf": {
+            "1": "this document consists of 12 printed pages. dc (lk/jg) 115857/4 \u00a9 ucles 2016 [turn over *3359455932* physics  0625/63 paper 6 alternative to practical october/november 2016  1 hour candidates answer on the question paper. no additional materials are required. read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen. y ou may use an hb pencil for any diagrams or graphs. do not use staples, paper clips, glue or correction fluid. do not write in any barcodes. answer all questions. electronic calculators may be used. y ou may lose marks if you do not show your working or if you do not use appropriate units. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [ ] at the end of each question or part question. the syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificat e.cambridge international examinations cambridge international general certificate of secondary education",
+            "2": "2 0625/63/o/n/16 \u00a9 ucles 20161 some students are investigating how the surface area of water exposed to the air affects the rate  at which the water cools.  they are using the apparatus shown in fig. 1.1. beaker b is bigger than beaker a. \u2013100 1 02 03 04 05 06 07 08 090100 110 \u201310 \u20131001 0 2 0 3 0 4 0 5 060 70 80 90 100 110 abwater surface hot water\u00b0c\u00b0c fig. 1.1   (a) the students pour 75 cm3 of hot water into beaker a and 75 cm3 of hot water into beaker b.  they immediately start a stopclock.    (i) record, in the first row of table 1.1, the initial temperatures \u03b8 of the water in beaker a  and in beaker b, as shown in fig. 1.1. [1]   (ii) the students record the temperatures \u03b8 of the water every 30 s. their readings are  shown in table 1.1.    complete the headings and the time t column in table 1.1. [2]",
+            "3": "3 0625/63/o/n/16 \u00a9 ucles 2016 [turn overtable 1.1 beaker a beaker b t / \u03b8 / \u03b8 / 0 80.0 76.078.0 73.576.5 71.075.0 68.573.5 66.572.5 65.0  (b) describe two precautions which should be taken, when using this apparatus, to ensure that  the temperature readings are as reliable as possible in the experiment. 1.  ...   .. . 2.  ...   .. .  [2]  (c) (i) write a conclusion, stating how increasing the surface area of the hot water affects the  rate of cooling of the water. justify your answer by reference to the results.  .. .  .. .  .. .  .. .[2]",
+            "4": "4 0625/63/o/n/16 \u00a9 ucles 2016  (ii)  suggest a change to the apparatus to make the comparison of the effect of surface area  on cooling a fairer test.    explain why the change is an improvement and state the likely effect on the recorded  temperatures. change  ... ...  .. . explanation  .. ..  .. . effect on temperatures  .. .. .  [3]  (d) students in other classrooms are carrying out the same experiment.    suggest a factor that they should keep the same if they are all to obtain similar temperature  readings.   .. .  .. .[1]  [total: 11]",
+            "5": "5 0625/63/o/n/16 \u00a9 ucles 2016 [turn over2 some students are determining the focal length of a converging lens by two different methods.  they are using the apparatus shown in fig. 2.1. illuminated triangle u lensscreen fig. 2.1  (a) a student sets the distance u between the illuminated triangle and the lens to 20.0 cm. she  moves the screen until a sharp image of the triangle is seen on the screen.   (i) \u0081 measure ho, the height of the illuminated triangle, as shown in fig. 2.2.  ho =  ... \u0081 measure hi, the height of the image on the screen, as shown in fig. 2.3.  hi =  ...  [2] ho                                             h i     fig. 2.2 fig. 2.3   (ii) calculate a value m for the magnification, using the equation m = hi ho.  m =  ...[1]   (iii) calculate a value for the focal length f1 of the lens, using the equation f1 = u m (m + 1) ,  where u = 20.0 cm.  f1 =  ...[2] ",
+            "6": "6 0625/63/o/n/16 \u00a9 ucles 2016  (iv) describe one difficulty that might be experienced when measuring the height of the  image. suggest an improvement to the apparatus to overcome this. difficulty  ... ..  .. . improvement  ..   .. .  [2]  (b) the student adjusts the position of the lens so that u = 40.0 cm.   she moves the screen until a sharp image of the triangle is again seen on the screen.  fig. 2.4 is a scale diagram showing her result. illuminated triangle lensscreen fig. 2.4   (i) \u0081 on fig. 2.4, measure the distance between the lens and the screen.  distance =  ... \u0081 fig. 2.4 is drawn to 1/5th scale. determine the actual distance v between the lens and the screen in the experiment.  v =  ...  [1]",
+            "7": "7 0625/63/o/n/16 \u00a9 ucles 2016 [turn over  (ii) \u0081 calculate a second value f2 for the focal length of the lens, using the equation      f2 = u v (u + v ) , where u = 40.0 cm.  f2 =  ...  \u0081 the student suggests that f1 and f2 should be equal. state whether the results support this suggestion. justify your statement with  reference to the results.   .. ..  .. ..  .. ..  [2]  (c) state one precaution, not included in your answer to (a)(iv) , that you would take to make the  experiment reliable.  .. .  .. .[1]  [total: 11]",
+            "8": "8 0625/63/o/n/16 \u00a9 ucles 20163 a student is investigating the resistance of a lamp.  he is using the circuit shown in fig. 3.1. power supply slide wire crocodile clip va fig. 3.1  (a) the student connects the crocodile clip on the slide wire to give particular values of the  potential difference v across the lamp. he measures the current i in the lamp for each  position.   figs. 3.2 to 3.6 show the ammeter readings for values of v = 0.5 v, 1.0 v, 1.5 v, 2.0 v and 2.5 v,  respectively.   read, and record in table 3.1, the value of i for each value of potential difference v. record  each value to 2 significant figures. 00.10.2 0.3 0.4 0.5a 00.10.2 0.3 0.4 0.5a 00.10.2 0.3 0.4 0.5a 00.10.2 0.3 0.4 0.5a 00.10.2 0.3 0.4 0.5afig. 3.2 fig. 3.3 fig. 3.4 fig. 3.5 fig. 3.6  [2]",
+            "9": "9 0625/63/o/n/16 \u00a9 ucles 2016 [turn over (b) calculate, and record in table 3.1, the resistance r of the lamp at each value of v.    use the equation r = v i.  [1] table 3.1 v / v i / a r / \u03c9 0.51.01.52.02.5  (c)  plot a graph of r / \u03c9 (y-axis) against v / v (x-axis).  [4]  (d) state what the shape of the graph tells you about the change, if any, in the resistance of the  lamp during the experiment.   .. .  .. .  .. .  .. .[2]",
+            "10": "10 0625/63/o/n/16 \u00a9 ucles 2016 (e) in this type of experiment, it is possible to change the current and potential difference for the  lamp by using a variable resistor rather than a slide wire.   on fig. 3.7, complete the circuit diagram to show a variable resistor used for this purpose. power supply va fig. 3.7  [2]   [total: 11]",
+            "11": "11 0625/63/o/n/16 \u00a9 ucles 2016 [turn over4 a student has noticed that different types of paper have different strengths.  plan an experiment which will enable you to compare the strengths of different samples of thin  paper, prepared as shown in fig. 4.1. hookthin paperwooden block adhesive tape fig. 4.1  write a plan for the experiment, including: \u0081 the additional apparatus needed \u0081 instructions for carrying out the experiment, including any precautions you will take \u0081 what you will measure \u0081 how you will present your results \u0081 how you will determine which paper is the strongest \u0081 the variables you will keep the same to ensure the comparison is a fair test.  y ou may draw a diagram if it helps to explain your plan.  ..   .. ",
+            "12": "12 0625/63/o/n/16 \u00a9 ucles 2016permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here 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 onl ine in the cambridge international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to do wnload at www.cie.org.uk after  the live examination series. cambridge international examinations is part of the cambridge assessment group. cambridge assessment is the brand name of unive rsity of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge. ..   ..   ..   ..   ..   ..   ..   ..   ..   ..   ..   ..   ..   ..   ..   ..   ..   ..   ..   ..   ..   .. ... [7] [total: 7]"
+        }
+    },
+    "2017": {
+        "0625_m17_qp_12.pdf": {
+            "1": "  the syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificat e.  this document consists of 19 printed pages and 1 blank page.  ib17 03_0625_12/3rp  \u00a9 ucles 2017 [turn over       *9265727117* cambridge international examinations  cambridge international general certificate of secondary education       physics 0625/12     paper 1  multiple choice (core)  february/march 2017     45 minutes    additional materials: multiple choice answer sheet   soft clean eraser   soft pencil (type b or hb recommended)       read these instructions first    write in soft pencil.  do not use staples, paper clips, glue or correction fluid. write your name, centre number and candidate number on the answer sheet in the spaces provided  unless this has been done for you.  do not  write in any barcodes.   there are forty  questions on this paper. answer all questions. for each question there are four possible  answers a, b, c and d.   choose the one you consider correct and record your choice in soft pencil  on the separate answer sheet.    read the instructions on the answer sheet very carefully.   each correct answer will score one mark. a mark will not be deducted for a wrong answer. any rough working should be done in this booklet. electronic calculators may be used. take the weight of 1.0  kg to be 10  n (acceleration of free fall = 10  m / s2).    ",
+            "2": "2  \u00a9 ucles 2017 0625/12/f/m/17  1 the diagram shows the height of a stack of identical coins.    2.40  cmstack of coins     what is the thickness of one coin?  a 0.20  mm b 2.0  mm c 0.24  cm d 2.0  cm     2 in a laboratory, a ball is dropped in a vacuum and falls 200  cm.    0 cm 50 cm 100  cm 150  cm 200  cmball rule     which statement describes the acceleration of the ball?  a it is greater at 10  cm than at 200  cm.  b it is greatest at 200  cm.  c it is smaller at 50  cm than at 100  cm.  d it is the same value at 50  cm as at 150  cm.    ",
+            "3": "3  \u00a9 ucles 2017 0625/12/f/m/17 [turn over  3 a man stands by a railway track.        a train travelling at 40  m / s takes 2.0  s to pass the man.    what is the length of the train?  a 20  m b 38  m c 40  m d 80  m      4 which statement about the masses and weights of objects on the earth is correct?  a a balance can only be used to compare weights, not masses.  b heavy objects always have more mass than light ones.  c large objects always have more mass than small ones.  d mass is a force but weight is not.     5 a stone has a weight of 5.7  n.    the gravitational field strength g is 10  n / kg.    what is the mass of the stone?  a 0.57  kg b 5.7  kg c 57  kg d 570  kg     6 the block of metal shown has a mass of 240  g.    5.0 cm3.0 cm4.0 cm     what is the density of the metal?  a 0.25  g / cm3 b 4.0  g / cm3 c 16  g / cm3 d 14  400  g / cm3     ",
+            "4": "4  \u00a9 ucles 2017 0625/12/f/m/17  7 a car engine causes a forward force of 100  kn to act on the car. the total resistive force on the  car is 20  kn.    what is the resultant force on the car?  a 5.0  kn b 60  kn c 80  kn d 120  kn     8 a student sets up the apparatus shown in the diagr am to find the centre of mass of the card.    cork standpin or nail card string bobsmall hole     the student makes sure that the card, the string and the bob are all at rest.    what should the student do next?  a mark a horizontal line on the card level with the middle of the string.  b mark the line of the string on the card.  c pull the bob on the string to one side and release it.  d replace the bob with a heavier bob.    ",
+            "5": "5  \u00a9 ucles 2017 0625/12/f/m/17 [turn over  9 a man can either take an escalator or a lift to travel up between two floors in a hotel.    escalator lift    the escalator takes 20 seconds to carry the man between the two floors. the useful work done  against gravity is w. the useful power developed is p.    the lift takes 30 seconds to carry the same man between the same two floors.    how much useful work against gravity is done by the lift, and how much useful power is developed by the lift?     useful work  done against  gravity by lift useful power  developed by lift  a more than w less than p  b more than w p  c w less than p  d w p    10 the engine of a motor vehicle develops a large amount of power.    which statement is correct?  a the driving force acting on the vehicle must be large.  b the engine must have a very large volume.  c the engine must transfer large amounts of energy each second.  d the vehicle must be very fast.     ",
+            "6": "6  \u00a9 ucles 2017 0625/12/f/m/17  11 the diagrams show two mercury barometers. the right-hand diagram shows a tube of larger  diameter. there is a vacuum above the mercury in both tubes.    which labelled position on the right-hand tube shows the mercury level in the right-hand tube?    mercury glass tubesa  b  c  d       12 the diagram shows four solid objects resting on a horizontal surface. the objects all have the  same  weight, and are drawn to the same scale.    which object exerts the least pressure on the surface?    a sphereb cylinderc cubed cone     13 on a hot day, the pressure of the air in a car tyre is greater than on a cold day.    why is the pressure greater on a hot day?  a the air molecules strike each other more frequently.  b the air molecules strike each other with greater force.  c the air molecules strike the tyre walls more frequently.  d the number of air molecules in the tyre increases.     ",
+            "7": "7  \u00a9 ucles 2017 0625/12/f/m/17 [turn over  14 very small pollen grains are suspended in water. a bright light shines from the side.    when looked at through a microscope, small specks of light are seen to be moving in a random,  jerky manner.    bright light pollen grains in watermicroscopeeye     what are the moving specks of light?  a pollen grains being hit by other pollen grains  b pollen grains being hit by water molecules  c water molecules being hit by other water molecules  d water molecules being hit by pollen grains     15 when a thermometer is calibrated, the fixed points are marked.    what are fixed points?  a all the marks on the temperature scale which cannot be removed  b all the marks of the temperature scale  c the lowest and highest temperatures shown on the thermometer  d two temperatures of known value which are easily reproduced     ",
+            "8": "8  \u00a9 ucles 2017 0625/12/f/m/17  16 which statement defines the thermal capacity (heat capacity) of a solid body?  a the energy needed to melt the body without a change in temperature  b the energy needed to raise the temperature of the body by one degree celsius  c the increase in the volume of the body when its temperature is raised by one degree celsius  d the total amount of internal energy in the body      17 a substance can exist in three different states: solid, liquid or gas.    each of the two statements below describes a change of state.    change 1 molecules move closer together but continue to travel throughout the  substance.  change 2 molecules stop travelling throughout the substance and just vibrate about  fixed positions.    which changes of state do these statements describe?     change 1 change 2  a condensation melting  b condensation solidification  c solidification condensation  d solidification melting      18 the diagram shows the gap between a hot surface and a cold surface. the gap can contain air,  solid iron, a vacuum or liquid water.    gapcold hot    which row shows whether heat can be transferred between the surfaces by conduction and  convection?      conduction convection  a air (gas) yes no  b iron (solid) yes no  c vacuum no yes  d water (liquid) yes no     ",
+            "9": "9  \u00a9 ucles 2017 0625/12/f/m/17 [turn over  19 ice is trapped by a piece of wire gauze at the bottom of a tube containing water. the water at the  top of the tube boils before the ice at the bottom of the tube melts.    gentle heatingwater wire gauze ice    why does this happen?  a convection currents are circulating throughout the water.  b ice is a poor emitter of thermal energy.  c water is a poor conductor of thermal energy.  d wire gauze is a good conductor of thermal energy.     ",
+            "10": "10  \u00a9 ucles 2017 0625/12/f/m/17  20 in a shallow tank, a water wave moves towards a barrier with a narrow gap.    barrier water wave     which diagram shows the wave beyond the barrier?    ab cd      ",
+            "11": "11  \u00a9 ucles 2017 0625/12/f/m/17 [turn over  21 a ray of light is incident on the surface of a glass block.    air glassnormal direction of ray of light     which row describes how the speed and the direction of the ray of light change when it enters the  glass?     speed in glass direction in glass  a decreases closer to the normal  b decreases further from the normal  c increases closer to the normal  d increases further from the normal      22 a boy sees a fish in a lake.    which labelled path is taken by the light travelling from the fish to the boy\u2019s eye?    air water ab c d      ",
+            "12": "12  \u00a9 ucles 2017 0625/12/f/m/17  23 the points labelled f are the principal foci of a lens. a beam of parallel light is incident on the  lens.    which diagram shows the path of the light after it passes through the lens?    a ff b ff c ff d ff       24 what is the main type of radiation given out by a campfire?  a infra-red  b microwave  c ultraviolet  d x-ray    ",
+            "13": "13  \u00a9 ucles 2017 0625/12/f/m/17 [turn over  25 a student stands a few hundred metres away from a wall and shouts. he hears a faint echo.    which statement is correct?  a the sound waves returning are quiet because they have a reduced frequency.  b the sound waves returning are quiet because they have a reduced wavelength.  c the sound waves returning to the student are longitudinal.  d the sound waves returning to the student are transverse.     26 which statement about ultrasound is correct?  a it is produced by a rapidly vibrating source.  b it is uncomfortable to human ears.  c its frequency must be greater than 300  khz.  d it travels the fastest in a vacuum.    27 a small compass is placed close to a strong bar magnet, the same distance from each end.    which diagram shows the direction in which the compass needle points?    na snb snc snd scompass compass compass compass       28 a student wishes to magnetise two steel bars x and y.    she places bar x in a coil connected to a d.c. power supply.    she places bar y parallel to a magnetic field and hammers it.    which bars become magnetised?  a x and y  b x only  c y only  d neither x nor y     ",
+            "14": "14  \u00a9 ucles 2017 0625/12/f/m/17  29 which particles move in a metal to cause an electric current?  a electrons  b neutrons  c nucleons  d protons      30 the diagrams represent four copper wires.    which wire has the greatest resistance?    10 mm 1 mm 2  mm 1  mm 2  mm10 mm20 mm 20 mma b c d       31 an air-conditioning unit, a lamp and an electric fire all receive electrical energy from the mains  supply.    from which of these devices is all this energy eventually transferred to the surroundings?     air- conditioning  unit lamp electric  fire   a \u0013 \u0013 \u0013 key  b \u0013 \u0017 \u0013 \u0013= all energy transferred to surroundings  c \u0017 \u0013 \u0013 \u0017= not all energy transferred to surroundings  d \u0017 \u0017 \u0013     ",
+            "15": "15  \u00a9 ucles 2017 0625/12/f/m/17 [turn over  32 in the circuits shown, each of the resistors has a resistance of 1.0  \u03c9.    which circuit has the greatest resistance?    a b c d      ",
+            "16": "16  \u00a9 ucles 2017 0625/12/f/m/17  33 the diagram shows an electric circuit.    v     the light falling on the light-dependent resistor (ldr) increases in brightness.    what happens to the resistance of the ldr, the current in the fixed resistor and the reading on  the voltmeter?     resistance of  ldr current in  fixed resistor reading on  voltmeter  a decreases increases decreases  b decreases increases increases  c increases decreases decreases  d increases decreases increases    ",
+            "17": "17  \u00a9 ucles 2017 0625/12/f/m/17 [turn over  34 the diagram shows two linked circuits to control when a bell is switched on.        the conditions are altered and only one pair of conditions causes the bell to ring.    which pair causes the bell to ring?  a bright light and high temperature  b bright light and low temperature  c dim light and high temperature  d dim light and low temperature     35 in this circuit, a component at x automatically protects the wiring from overheating if there is a  fault.    electrical supply x     which row indicates components that are suitable?     circuit  breaker fuse switch   a \u0013 \u0013 \u0013 key  b \u0013 \u0013 \u0017 \u0013= suitable  c \u0013 \u0017 \u0013 \u0017= not suitable  d \u0017 \u0013 \u0017     ",
+            "18": "18  \u00a9 ucles 2017 0625/12/f/m/17  36 the diagram shows a simple transformer with an input of 240  v and an output of 40  v.    there are 600 turns on the primary coil.    output input 600  turns 240  v4 0  vprimary coil secondary coil     how many turns are there on the secondary coil?  a 100 b 320 c 400 d 3600     37 a wire is placed between the poles of a horseshoe magnet. there is a current in the wire in the  direction shown, and this causes a force to act on the wire.    n s wirecurrentmagnet force    three other arrangements p, q and r of the wire and magnet are set up as shown.    s nn ss npqr magnet turned around current direction reversed current direction reversed and magnet turned around    which arrangements cause a force in the same direction as the original arrangement?  a p, q and r b p and q only c p only d r only      38 the nuclide notation for an isotope of silver is ag109 47 .    how many nucleons are in a nucleus of this isotope?  a 47 b 62 c 109 d 156     ",
+            "19": "19  \u00a9 ucles 2017 0625/12/f/m/17  39 a radioactive substance emits radiation at a rate of 600 emissions per second. four hours later, it  emits radiation at a rate of 300 emissions per second.    what is the half-life of the substance and what is the rate of emission after a further four hours?     half-life  / hours rate of emission after  a further four hours  / emissions per second  a 2 0  b 2 150  c 4 0  d 4 150      40 a radioactive source is placed near a detector.    the radiation arriving at the detector from the source is measured for 10 minutes with different materials placed between the source and the detector.    materials placed here detector(geiger-m\u00fcller tube) radioactivesource     material between  source and detector radiation detected  / counts  none 5626  sheet of paper 5629  thick sheet of aluminium 2226  thick sheet of lead 255    which types of radiation are emitted by the source?  a \u03b1-particles and \u03b3-rays  b \u03b1-particles only  c \u03b2-particles and \u03b3-rays  d \u03b2-particles only     ",
+            "20": "20    permission to reproduce items where third-par ty owned material protected by copyright is  included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holder s, 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 onl ine in the cambridge  international examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely a vailable to download at  www.cie.org.uk after the live examination series.    cambridge international examinations is part of the cambridge asse ssment group. cambridge assessment is the brand name of unive rsity of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge.    \u00a9 ucles 2017 0625/12/f/m/17  blank page  "
+        },
+        "0625_m17_qp_22.pdf": {
+            "1": "  the syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificat e.  this document consists of 16 printed pages.  ib17 03_0625_22/4rp  \u00a9 ucles 2017 [turn over       *9900917881* cambridge international examinations  cambridge international general certificate of secondary education       physics 0625/22     paper 2  multiple choice (extended)  february/march 2017     45 minutes    additional materials: multiple choice answer sheet   soft clean eraser   soft pencil (type b or hb recommended)       read these instructions first    write in soft pencil.  do not use staples, paper clips, glue or correction fluid. write your name, centre number and candidate number on the answer sheet in the spaces provided  unless this has been done for you.  do not write in any barcodes.   there are forty  questions on this paper. answer all questions. for each question there are four possible  answers a, b, c and d.   choose the one you consider correct and record your choice in soft pencil  on the separate answer sheet.    read the instructions on the answer sheet very carefully.   each correct answer will score one mark. a mark will not be deducted for a wrong answer. any rough working should be done in this booklet. electronic calculators may be used. take the weight of 1.0  kg to be 10  n (acceleration of free fall = 10  m / s2).   ",
+            "2": "2  \u00a9 ucles 2017 0625/22/f/m/17  1 the diagram shows the height of a stack of identical coins.    2.40  cmstack of coins     what is the thickness of one coin?  a 0.20  mm b 2.0  mm c 0.24  cm d 2.0  cm     2 four balls with different masses are dropped from the heights shown.    4.0 kgp 1.0 m3.0 kgq 2.0 m2.0 kgr 3.0 m1.0 kgs 4.0 m ground     air resistance may be ignored.    which statement about the balls is correct?  a ball p has the greatest acceleration.  b balls q and r take the same time to fall to the ground.  c the acceleration of ball r is half the acceleration of ball p.  d ball s has the greatest average speed.     ",
+            "3": "3  \u00a9 ucles 2017 0625/22/f/m/17 [turn over  3 an object is travelling in a straight line. the diagram is the speed-time graph for the object.    at which labelled point is the object accelerating at a changing rate?    b 0 0speed m / s time  / sac d       4 which statement about the masses and weights of objects on the earth is correct?  a a balance can only be used to compare weights, not masses.  b heavy objects always have more mass than light ones.  c large objects always have more mass than small ones.  d mass is a force but weight is not.    5 an object in a space probe above the earth weighs 3.5  n. the gravitational field strength at the  height of the space probe is 7.0  n / kg.    the gravitational field strength on the earth\u2019s surface is 10  n / kg.    what are the mass and the weight of the object on the earth\u2019s surface?     mass  / kg weight  / n  a 0.50 3.5  b 0.50 5.0  c 2.0 3.5  d 2.0 20    ",
+            "4": "4  \u00a9 ucles 2017 0625/22/f/m/17  6 a skydiver jumps from a stationary helicopter and reaches a steady vertical speed. she then  opens her parachute.    which statement about the falling skydiver is correct?  a as her parachute opens, her acceleration is upwards.  b as she falls at a steady speed with her parachute open, her weight is zero.  c when she accelerates, the resultant force on her is zero.  d when she falls at a steady speed, air resistance is zero.     7 a car moves in a circular path as it turns a corner on a horizontal road.    the car moves at constant speed.    path of ca rcar direction of travel     which description of the forces acting on the car is correct?  a all the forces are balanced as the car is moving at constant speed.  b the forces are unbalanced and the resultant force acts away from the centre of the circle.  c the forces are unbalanced and the resultant force acts towards the centre of the circle.  d the forces are unbalanced and the resultant force is in the direction of travel of the car.     8 a moving body undergoes a change of momentum.    what is a unit for change of momentum?  a n  m b n / m c n s d n / s     ",
+            "5": "5  \u00a9 ucles 2017 0625/22/f/m/17 [turn over  9 a man can either take an escalator or a lift to travel up between two floors in a hotel.    escalator lift    the escalator takes 20 seconds to carry the man between the two floors. the useful work done  against gravity is w. the useful power developed is p.    the lift takes 30 seconds to carry the same man between the same two floors.    how much useful work against gravity is done by the lift, and how much useful power is developed by the lift?     useful work  done against  gravity by lift useful power  developed by lift  a more than w less than p  b more than w p  c w less than p  d w p    10 a 40  w lamp wastes 34  j of energy every second by heating its surroundings.    what is the efficiency of the lamp?  a 0.15% b 15% c 18% d 85%      11 a column of liquid has height h, mass m and density \u03c1. the gravitational field strength is g.    which expression gives the pressure due to the column of liquid?  a h\u03c1 b m\u03c1 c mgh d \u03c1 gh     ",
+            "6": "6  \u00a9 ucles 2017 0625/22/f/m/17  12 the diagrams show two mercury barometers. the right-hand diagram shows a tube of larger  diameter. there is a vacuum above the mercury in both tubes.    which labelled position on the right-hand tube shows the mercury level in the right-hand tube?    mercury glass tubesa  b  c  d       13 very small pollen grains are suspended in water. a bright light shines from the side.    when looked at through a microscope, small specks of light are seen to be moving in a random,  jerky manner.    bright light pollen grains in watermicroscopeeye     what are the moving specks of light?  a pollen grains being hit by other pollen grains  b pollen grains being hit by water molecules  c water molecules being hit by other water molecules  d water molecules being hit by pollen grains     ",
+            "7": "7  \u00a9 ucles 2017 0625/22/f/m/17 [turn over  14 at \u201339  \u00b0c, liquid mercury solidifies without a change of temperature.    which row shows whether the mercury absorbs or releases energy and what happens to the  bonds between the mercury atoms?     energy bonds between  atoms  a absorbed stronger  b absorbed weaker  c released stronger  d released weaker    15 a model thermometer consists of a flask of coloured water and a stopper with a glass tube  passing through it, as shown.    glass tube stopper coloured wate rflasktemperature scale     the model thermometer can be changed in one of two ways.    \u25cf the flask can be replaced with a larger one full of coloured water.  \u25cf the glass tube can be replaced with one with a larger internal diameter.    which statement is correct?  a only using a larger flask increases the sensitivity.  b only using a wider tube increases the sensitivity.  c using a larger flask increases the sensitivity and using a wider tube increases the sensitivity.  d neither using a larger flask nor using a wider tube increases the sensitivity.     ",
+            "8": "8  \u00a9 ucles 2017 0625/22/f/m/17  16 a metal has a specific heat capacity of 360  j / (kg  \u00b0c). an object made of this metal has a mass of  2.0  kg.    what is the thermal capacity (heat capacity) of the object?  a 180  j / \u00b0c b 180  j / kg c 720  j / \u00b0c d 720  j / kg      17 in which type of substance are free electrons involved in the transfer of thermal energy?  a all liquids  b all solids  c metals only  d plastics only      18 four objects, made of the same material and having the same mass, are at the same  temperature. the objects have different surfaces and different surface areas.    which object emits infra-red radiation at the greatest rate?     surface surface area  a dull large  b dull small  c shiny large  d shiny small     19 a person uses a surfboard to ride every 30th wave crest towards the beach. the wave crest  travels at a speed of 1.6  m / s and the distance between each wave crest is 24  m.    how many wave crests does the person surf in one hour?  a 1 b 2 c 8 d 450    ",
+            "9": "9  \u00a9 ucles 2017 0625/22/f/m/17 [turn over  20 in a shallow tank, a water wave moves towards a barrier with a narrow gap.    barrier water wave     which diagram shows the wave beyond the barrier?    ab cd       21 light passes along an optical fibre.    what happens to the light within the fibre?  a diffraction  b dispersion  c refraction  d total internal reflection     ",
+            "10": "10  \u00a9 ucles 2017 0625/22/f/m/17  22 the points labelled f are the principal foci of a lens. a beam of parallel light is incident on the  lens.    which diagram shows the path of the light after it passes through the lens?    a ff b ff c ff d ff       23 which statement about sound waves is correct?  a they are able to travel through a vacuum.  b they are able to travel through solids.  c they are transverse waves.  d they travel at the same speed in all substances.     24 which statement about ultrasound is correct?  a it is produced by a rapidly vibrating source.  b it is uncomfortable to human ears.  c its frequency must be greater than 300  khz.  d it travels the fastest in a vacuum.   ",
+            "11": "11  \u00a9 ucles 2017 0625/22/f/m/17 [turn over  25 a small compass is placed close to a strong bar magnet, the same distance from each end.    which diagram shows the direction in which the compass needle points?    na snb snc snd scompass compass compass compass      26 a bar magnet can be demagnetised by hammering it for a long time or by slowly removing it from  a coil connected to a power supply.    which row completes the descriptions of how these processes are carried out?     hammering bar magnet  for a long time with slowly removing bar magnet from a coil connected to  a magnet aligned e-w a d.c. power supply  b magnet aligned e-w an a.c. power supply  c magnet aligned n-s a d.c. power supply  d magnet aligned n-s an a.c. power supply    27 which particles move in a metal to cause an electric current?  a electrons  b neutrons  c nucleons  d protons    ",
+            "12": "12  \u00a9 ucles 2017 0625/22/f/m/17  28 the diagrams represent four copper wires.    which wire has the greatest resistance?    10 mm 1 mm 2  mm 1  mm 2  mm10 mm20 mm 20 mma b c d        29 an air-conditioning unit, a lamp and an electric fire all receive electrical energy from the mains  supply.    from which of these devices is all this energy eventually transferred to the surroundings?     air- conditioning  unit lamp electric  fire   a \u0013 \u0013 \u0013 key  b \u0013 \u0017 \u0013 \u0013= all energy transferred to surroundings  c \u0017 \u0013 \u0013 \u0017= not all energy transferred to surroundings  d \u0017 \u0017 \u0013     30 four circuits are set up.    in which circuit does the ammeter show the greatest reading?    2.0 \u03c9 3.0 \u03c9a12 va 2.0 \u03c9 3.0 \u03c9a12 vb 2.0 \u03c9 3.0 \u03c9a12 vc 2.0 \u03c9 3.0 \u03c9a12 vd      ",
+            "13": "13  \u00a9 ucles 2017 0625/22/f/m/17 [turn over  31 the diagram shows an electric circuit.    v     the light falling on the light-dependent resistor (ldr) increases in brightness.    what happens to the resistance of the ldr, the current in the fixed resistor and the reading on  the voltmeter?     resistance of  ldr current in  fixed resistor reading on  voltmeter  a decreases increases decreases  b decreases increases increases  c increases decreases decreases  d increases decreases increases    32 the diagram shows two linked circuits to control when a bell is switched on.        the conditions are altered and only one pair of conditions causes the bell to ring.    which pair causes the bell to ring?  a bright light and high temperature  b bright light and low temperature  c dim light and high temperature  d dim light and low temperature   ",
+            "14": "14  \u00a9 ucles 2017 0625/22/f/m/17  33 the truth table for a logic gate is shown.    input 1 input 2 output  0 0 1  0 1 0  1 0 0  1 1 0    which type of logic gate is it?  a and b nor c not d or      34 in this circuit, a component at x automatically protects the wiring from overheating if there is a  fault.    electrical supply x     which row indicates components that are suitable?     circuit  breaker fuse switch   a \u0013 \u0013 \u0013 key  b \u0013 \u0013 \u0017 \u0013= suitable  c \u0013 \u0017 \u0013 \u0017= not suitable  d \u0017 \u0013 \u0017      ",
+            "15": "15  \u00a9 ucles 2017 0625/22/f/m/17 [turn over  35 the diagram shows a simple transformer with an input of 240  v and an output of 40  v.    there are 600 turns on the primary coil.    output input 600  turns 240  v4 0  vprimary coil secondary coil     how many turns are there on the secondary coil?  a 100 b 320 c 400 d 3600      36 the diagram shows a current-carrying wire. the wire is at 90 \u00b0 to a magnetic field. the direction of  the magnetic field is into the page.    wiremagnetic field into the pagecurrent     a force acts on the wire due to the current and the magnetic field.    in which direction does the force act?  a into the page  b out of the page  c towards the bottom of the diagram  d towards the top of the diagram     ",
+            "16": "16    permission to reproduce items where third-par ty owned material protected by copyright is  included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holder s, 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 onl ine in the cambridge  international examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely a vailable to download at  www.cie.org.uk after the live examination series.    cambridge international examinations is part of the cambridge asse ssment group. cambridge assessment is the brand name of unive rsity of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge.    \u00a9 ucles 2017 0625/22/f/m/17  37 a radioactive substance emits radiation at a rate of 600 emissions per second. four hours later, it  emits radiation at a rate of 300 emissions per second.    what is the half-life of the substance and what is the rate of emission after a further four hours?     half-life  / hours rate of emission after  a further four hours  / emissions per second  a 2 0  b 2 150  c 4 0  d 4 150      38 the nuclide notation for an isotope of silver is ag109 47 .    how many nucleons are in a nucleus of this isotope?  a 47 b 62 c 109 d 156     39 the equation represents an isotope of radium ra decaying to an isotope of radon rn with the  emission of particle x.    ra226 88  \u2192 rn222 86  + x    what is particle x?  a e0 1\u2212 b h1 1 c he4 2 d n1 0      40 an atomic nucleus decays by one or more radioactive decay processes.    what causes the proton number to decrease  by 1?  a \u03b1-decay followed by \u03b2-decay  b \u03b1-decay only  c \u03b2-decay followed by \u03b3-decay  d \u03b2-decay only      "
+        },
+        "0625_m17_qp_32.pdf": {
+            "1": "this document consists of 16 printed pages. dc (nh/sw) 127036/8 \u00a9 ucles 2017  [turn over *9619798250* physics  0625/32 paper 3  theory (core)  february/march 2017  1 hour 15 minutes candidates answer on the question paper. no additional materials are required. read these instructions first write your centre number, candidate number and name in the spaces at the top of the page. write in dark blue or black pen. you may use an hb pencil for any diagrams or graphs. do not use staples, paper clips, glue or correction fluid. do not  write in any barcodes. answer all questions. electronic calculators may be used. you may lose marks if you do not show your working or if you do not use appropriate units. take the weight of 1.0  kg to be 10  n (acceleration of free fall  = 10 m / s2). at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part  question. the syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificate.cambridge international examinations cambridge international general certificate of secondary education",
+            "2": "2 0625/32/f/m/17 \u00a9 ucles 2017 1 fig. 1.1 shows how the speed of a car varies over a short time. 00481216 4 8 12 16 time  / sspeed m / s 20 24 32 28abc d e fig. 1.1  (a) different parts of the journey are labelled  a, b, c, d and e.   (i) state a part of the graph that shows the car at rest.  ... [1]   (ii) state a part of the graph that shows the car moving with constant speed.  ... [1]   (iii) during part of the journey the car decelerates.    calculate the distance travelled by the car when it is decelerating.  distance travelled =  ... m [3]  (b) another car accelerates, from rest, starting at time 0  s. this car has a constant acceleration.  its speed at 20  s is 10  m / s.   on fig. 1.1, draw a line to show this motion.  [2]  (c) describe, using fig. 1.1, how you can decide which car has the greater acceleration.  ...  ... [1]  [total: 8]",
+            "3": "3 0625/32/f/m/17 \u00a9 ucles 2017 [turn over 2 a student wants to find the density of a small stone. fig. 2.1 shows a measuring cylinder, containing  water, placed on a balance. measuring cylinder waterreading k balance reading l fig. 2.1  the stone is placed in the water as shown in fig. 2.2.   reading m stone reading n fig. 2.2  (a) the student determines the mass of the stone and its volume.   use the labels k, l, m and n from fig. 2.1 and fig. 2.2 to show how to calculate the mass  and the volume of the stone.     mass of stone = reading   minus reading      volume of stone = reading   minus reading   [2]",
+            "4": "4 0625/32/f/m/17 \u00a9 ucles 2017  (b) the student obtained the following values.          78.0 g mass of stone =  ...          30.0 cm3  volume of stone =  ...   calculate the density of the stone. include the unit.  density =  ...  unit ... [3]  [total: 5]",
+            "5": "5 0625/32/f/m/17 \u00a9 ucles 2017 [turn over 3 fig. 3.1 shows a beam on a pivot. the beam is balanced at its centre of mass. benchpivotbeam fig. 3.1  (a) explain the meaning of centre of mass .  ...  ... [1]  (b) fig. 3.2 shows a load of 2.5  n on one side of the beam. the beam is balanced by a load of  1.5 n suspended by a thin string. 18 cm x load of 2.5 n load of 1.5 nstring fig. 3.2  (not to scale)   (i) calculate the distance x from the pivot to the string.  distance from pivot =  . cm [3]   (ii) calculate the mass of the 2.5  n load.  mass =  .. kg [3]  [total: 7]",
+            "6": "6 0625/32/f/m/17 \u00a9 ucles 2017 4 nuclear power stations produce a useful form of energy. fig. 4.1 shows part of a nuclear reactor. cold water from turbines pumpsteam to drive turbines control rod fuel rodconcrete casing fig. 4.1  (a) state the name of the process that releases energy in the nuclear reactor.   ... [1]  (b) suggest a suitable radioactive material used for the fuel rods.  ... [1]  (c) below are four statements that describe the operation of a nuclear power station.   they are not in the correct order.   j the generator produces electricity.   k the energy is used to boil water.   l the nuclei split, releasing energy.   m the steam drives a turbine.   place the statements in the correct order.            [3]  (d) the nuclear reactor is contained in a very thick concrete casing. suggest why.  ...  ... [2]",
+            "7": "7 0625/32/f/m/17 \u00a9 ucles 2017 [turn over  (e) suggest one advantage  and one disadvantage  of a nuclear power station compared with a  wind turbine. advantage  .  ... disadvantage    ...  [2]  (f) wind turbines use a renewable source of energy.   state the name of another renewable source of energy.  ... [1]  [total: 10]",
+            "8": "8 0625/32/f/m/17 \u00a9 ucles 2017 5 the bucket at the front of a tractor is used to push fence posts down into the ground, as shown in  fig. 5.1. bucket tractor fence post fig. 5.1  the area of each post in contact with the ground is 100  cm2. when the bucket pushes a post, the  downward force from the post on the ground is 6500  n.  (a) calculate the pressure that the post exerts on the ground.  pressure =  ... n / cm2 [3]  (b) a farmer cuts the bottom of one of the posts to make it more pointed. the bucket applies the  same force as before.   explain the effect this has on the pressure exerted by the post on the ground.  ...  ...  ...  ...  ... [2]  [total: 5]",
+            "9": "9 0625/32/f/m/17 \u00a9 ucles 2017 [turn over 6 water can exist as ice, liquid water and steam. fig. 6.1 represents the arrangement of the  molecules in the three forms of water. steamliquid waterice fig. 6.1  (a) each diagram in fig. 6.2 shows a change of state.    add the correct label for each change. the first has been done for you. condensation ... ... ...  [3] fig. 6.2  (b) some gas is heated at constant pressure.   describe what happens to the molecules of gas as the temperature increases.  ...  ... [2]",
+            "10": "10 0625/32/f/m/17 \u00a9 ucles 2017  (c) fig. 6.3 shows a metal bar. width lengthheight fig. 6.3   when the metal bar is heated, the bar expands.   identify the dimensions that increase in size when the bar is heated.   tick (3) all boxes that apply.     length     width     height  [1]  (d) state one use and one disadvantage  of the expansion of materials when they are heated. use   disadvantage    [2]  [total: 8]",
+            "11": "11 0625/32/f/m/17 \u00a9 ucles 2017 [turn over 7 fig. 7.1 represents a wave on a string. position of string without a wave p q r fig. 7.1  (a) complete the sentences about the wave. use words from the box.   amplitude      energy      frequency      matter      oscillation      wavelength   the wave transfers .  .   the number of waves per second passing point  p is the .  .   the distance between p and q is the .  .   the distance between points q and r is the .  .  [4]  (b) the wave on the string is an example of a transverse wave.   explain how a transverse wave differs from a longitudinal wave.  ...  ... [1]  [total: 5]",
+            "12": "12 0625/32/f/m/17 \u00a9 ucles 2017 8 a cruise ship has a firework display near a cliff as shown in fig. 8.1. 1.0 kmexploding firework 1.0 kmcliff cruise ship container ship fig. 8.1 (not to scale)  a firework is sent into the air from the cruise ship. the firework explodes with a bright flash of light  and a loud bang.  (a) people on a container ship see the flash before they hear the bang.   explain why.  ...  ... [2]  (b) the people on the container ship hear two bangs. they hear the second bang shortly after  the first bang.   (i) explain why they hear two bangs.  ...  ... [2]   (ii) the speed of sound in air is 330  m / s. the firework explodes at a distance of 1.0  km from  the container ship.    1. calculate the time for the first bang to reach the people on the container ship.  time =   s [3]    2. estimate the time delay between hearing the first bang and second bang.  time =   s [1]  [total: 8]",
+            "13": "13 0625/32/f/m/17 \u00a9 ucles 2017 [turn over 9 fig. 9.1 shows an electric heating element in a beaker containing water. the heating element is  switched on. water heating elementbeaker fig. 9.1  explain how thermal energy is transferred throughout the water in the beaker. use ideas about  density and expansion in your answer.  ..  ..  ..  ..  ..  .. [5]  [total: 5]",
+            "14": "14 0625/32/f/m/17 \u00a9 ucles 2017 10 fig. 10.1 shows two mirrors placed at right angles to each other. a ray of light is incident on  mirror  a, which is then reflected towards mirror b. 20\u00b0 mirror bmirror a fig. 10.1  (a) determine the angle of incidence of the ray on mirror a.  angle of incidence =  ... [1]  (b) (i) the ray is also reflected from mirror b.    on fig. 10.1, continue the path of the ray of light. show the position of the reflected ray  and the normal to mirror b.  [2]   (ii) on fig. 10.1, use the letter r to label the angle of reflection from mirror b . [1]  (c) state the law you used to complete the ray diagram.  ... [1]  [total: 5]",
+            "15": "15 0625/32/f/m/17 \u00a9 ucles 2017 [turn over 11 an electrical conductor is placed between the poles of a magnet as shown in fig. 11.1. electrical conductor n poles pole0 fig. 11.1  (a) state a material from which an electrical conductor can be made.  ... [1]  (b) (i) a centre-zero meter measures the electromotive force (e.m.f.) across the conductor.    state the unit of e.m.f.  unit =  ... [1]   (ii) state what, if anything, is shown by the centre-zero meter when the conductor is moved.     \u2022 horizontally, from side-to-side, between the poles of the magnet,      \u2022 vertically, up-and-down, between the poles of the magnet.    [3]  (c) state two factors that affect the size of the e.m.f. across the conductor. 1   2    [2]  [total: 7]",
+            "16": "16 0625/32/f/m/17 \u00a9 ucles 2017 12 this question is about the structure of an atom.  (a) an atom contains three types of particle.   complete the table with the name of each type of particle. particle charge 0 +1 \u20131  [3]  (b) draw a labelled diagram to show the structure of a lithium atom, 7 3li.  [4]  [total: 7] 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 international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download at www.cie.org.uk after  the live examination series. 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."
+        },
+        "0625_m17_qp_42.pdf": {
+            "1": "this document consists of 16 printed pages. dc (lk/fd) 125811/7 \u00a9 ucles 2017  [turn overcambridge international examinations cambridge international general certificate of secondary education *0342021651* physics  0625/42 paper 4  theory (extended)  february/march 2017  1 hour 15 minutes candidates answer on the question paper. no additional materials are required. read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen. you may use an hb pencil for any diagrams or graphs. do not use staples, paper clips, glue or correction fluid. do not  write in any barcodes. answer all questions. electronic calculators may be used. you may lose marks if you do not show your working or if you do not use appropriate units. take the weight of 1.0  kg to be 10  n (acceleration of free fall  = 10 m / s2). at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part  question. the syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificate.",
+            "2": "2 0625/42/f/m/17 \u00a9 ucles 2017 1 (a) fig. 1.1 shows the axes used to plot distance-time graphs. distance time 00 fig. 1.1   on fig. 1.1, draw graphs for an object that is   (i) moving with constant speed, labelling the graph a,   (ii) moving with decreasing speed, labelling the graph b.  [2]  (b) fig. 1.2 shows the axes used to plot speed-time graphs. speed time 00 fig. 1.2   on fig. 1.2, draw graphs for an object that is   (i) moving with constant acceleration, labelling the graph s,   (ii) moving with increasing acceleration, labelling the graph t.  [2]",
+            "3": "3 0625/42/f/m/17 \u00a9 ucles 2017 [turn over  (c) a plane is at rest on an airport runway. the brakes of the plane are released and the engine  of the plane provides a constant accelerating force.   using the following data, calculate the take-off speed of the plane. ignore any resistive forces.   constant forward force = 56  000 n   mass of plane = 16  000 kg   time of travel along runway = 16  s  speed =  ... [4]  [total: 8]",
+            "4": "4 0625/42/f/m/17 \u00a9 ucles 2017 2 (a) explain why momentum is a vector quantity.  ... [1]  (b) the crumple zone at the front of a car is designed to collapse during a collision. crumple zoneconcrete wall fig. 2.1   in a laboratory test, a car of mass 1200  kg is driven into a concrete wall, as shown in fig.  2.1.   a video recording of the test shows that the car is brought to rest in 0.36  s when it collides  with the wall. the speed of the car before the collision is 7.5  m / s.   calculate   (i) the change of momentum of the car,  change of momentum =  ... [2]   (ii) the average force acting on the car.  average force =  ... [2]",
+            "5": "5 0625/42/f/m/17 \u00a9 ucles 2017 [turn over  (c) a different car has a mass of 1500  kg. it collides with the same wall and all of the energy  transferred during the collision is absorbed by the crumple zone.   (i) the energy absorbed by the crumple zone is 4.3 \u00d7 105 j. show that the speed of the car  before the collision is 24  m / s.  [2]   (ii) suggest what would happen to the car if it is travelling faster than 24  m / s when it hits   the wall.   ...  ... [1]  [total: 8]",
+            "6": "6 0625/42/f/m/17 \u00a9 ucles 2017 3 (a) a stationary object is acted upon by a number of forces.   state the conditions which must  be true if the object   (i) does not accelerate,  ... [1]   (ii) does not rotate.  ... [1]  (b) fig. 3.1 shows a boat that has been lifted out of a river. the boat is suspended by two ropes.  it is stationary. t1 t2 1.20  m0.40  m 24 knc p fig. 3.1 (not to scale)   the weight of the boat, acting at the centre of mass, is 24  kn. the tensions in the ropes are  t1 and t2.   determine   (i) the moment of the weight of the boat about the point p,  moment =  ... [1]   (ii) the tension t1,  t1 =  ... [3]   (iii) the tension t2.  t2 =  ... [2]  [total: 8]",
+            "7": "7 0625/42/f/m/17 \u00a9 ucles 2017 [turn over4 fig. 4.1 shows a galilean thermometer. this thermometer is used to measure the approximate  temperature of the surrounding air. glass cylinderbulb e, label: 28  \u00b0c bulb d, label: 26  \u00b0c bulb c, label: 24  \u00b0c bulb b, label: 22  \u00b0c bulb a, label: 20  \u00b0cwater fig. 4.1  the glass cylinder contains water. when the temperature of the water changes, so does its density.  each bulb has a label printed with a temperature, as shown in fig. 4.1. the bulbs have different  densities. at 21 \u00b0c, only bulb a is at the bottom of the cylinder.  (a) explain, in terms of density, why bulb a is at the bottom of the cylinder and the other bulbs are  floating.  ...  ...  ...  ... [2]  (b) the temperature of the surrounding air increases to a temperature above 23 \u00b0c.    (i) suggest one reason why there is a delay before the temperature of the water increases to 23 \u00b0c.  ... [1]   (ii) explain why, after this delay, bulb b sinks. assume the bulbs do not expand.  ...  ...  ...  ... [3]  (c) bulbs a, b and c are now at the bottom of the cylinder. bulbs d and e are floating.   state the possible temperature range of the water in the cylinder.  ... [1]  [total: 7]",
+            "8": "8 0625/42/f/m/17 \u00a9 ucles 2017 5 (a) (i) state two ways in which evaporation  is different from boiling . 1    ... 2    ...  [2]   (ii) give one example of a change of state which does not involve boiling or evaporation.  ... [1]   (b) the graph in fig. 5.1 shows the variation of temperature with time for a substance that is  initially liquid. temperature timeab c fig. 5.1   (i) state what is taking place at points a, b and c. you should say what changes of state, if  any, are taking place. point a  ... point b   point c  ...  [3]   (ii) suggest why the graph is steeper at point c than at point a.  ...  ... [1]  [total: 7]",
+            "9": "9 0625/42/f/m/17 \u00a9 ucles 2017 [turn over 6 fig. 6.1 shows apparatus that is used to demonstrate some effects of the transfer of energy by  radiation. glass bulb painted matt black glass tubeheater shiny glass bulb glass tube air liquidair fig. 6.1  the glass bulb painted matt black, the shiny glass bulb and the spaces above the liquid in the tube  all contain air.  the heater glows red when switched on. the heater is the same distance from each bulb.  (a) state the two types of radiation that are emitted by the heater. 1   2    [1]  (b) before the heater is switched on, the liquid levels in the glass tube are the same.   state and explain any changes in the liquid levels that take place when the heater is  switched  on.  ...  ...  ...  ...  ...  ...  ... [4]  [total: 5]",
+            "10": "10 0625/42/f/m/17 \u00a9 ucles 2017 7 fig. 7.1 shows an object and its image formed by a converging lens. one ray from the tip of the  object to the tip of the image is shown.  fig. 7.1 is drawn full size. object imagelens fig. 7.1  (a) place a tick ( 3) in all boxes that correctly describe the image.       diminished       enlarged       inverted         upright       real       virtual  [2]  (b) on fig. 7.1, draw a ray, passing through a principal focus of the lens, from the tip of the object  to the tip of the image. label the principal focus f.  [1]  (c) use the ray you have drawn in (b) to determine the focal length of the lens.  focal length =  ... [1]  (d) draw another ray, not passing through a principal focus of the lens, that passes from the tip  of the object to the tip of the image.  [1]  [total: 5]",
+            "11": "11 0625/42/f/m/17 \u00a9 ucles 2017 [turn over 8 (a) a transformer consists of two coils of wire wound on a core.   (i) suggest the material from which the two coils are made. state the reason for using this  material. material  .. reason    [2]   (ii) suggest the material from which the core is made. state the reason for using this  material. material  .. reason    [2]  (b) fig. 8.1 represents the system of transmission of electrical energy from a power station to a  home that is a long distance away. power station hometransmission cables and pylons132  kv 22 kvtransformer x transformer y 240  v fig. 8.1   (i) state the difference between transformer x and transformer y.  ... [1]   (ii) explain why a very high voltage is used for transmission over large distances.  ...  ...  ...  ... [3]   (iii) suggest why the voltage for use by a home consumer is 240  v, and not a much higher  value.  ...  ... [1]  [total: 9]",
+            "12": "12 0625/42/f/m/17 \u00a9 ucles 2017 9 fig. 9.1 shows a graph of current against potential difference (p.d.) for a filament lamp. 000.200.400.600.80 current  / a 2.0 4.0 6.0 p.d.  / v8.0 fig. 9.1  (a) state what happens to the resistance of the filament of the lamp as the p.d. changes    (i) from 0  v to 1.0  v,  ... [1]   (ii) from 1.0  v to 8.0  v.  ... [1]  (b) at normal brightness, the p.d. across the lamp is 8.0  v.   calculate, for normal brightness,   (i) the resistance of the lamp,  resistance =  ... [3]   (ii) the power of the lamp.  power =  ... [2]",
+            "13": "13 0625/42/f/m/17 \u00a9 ucles 2017 [turn over  (c) five of these lamps, operating at normal brightness, are connected in parallel to a power  supply. power supply fig. 9.2   determine   (i) the electromotive force (e.m.f.) of the power supply,  e.m.f. =  ... [1]   (ii) the current from the power supply.  current =  ... [1]  [total: 9]",
+            "14": "14 0625/42/f/m/17 \u00a9 ucles 2017 10 (a) describe, in terms of particles and the terminals of the battery, the movement of charge in an  electric circuit.  ...  ... [2]  (b) fig. 10.1 shows a lightning flash between a cloud and the ground beneath. cloud lightning flash ground fig. 10.1   the charge built up on the cloud before the lightning flash is 0.60  c. this charge is completely  transferred to the ground by the lightning flash in 5.0 \u00d7 10\u20135 s (0.000050  s).   (i) calculate the current between the cloud and the ground.  current =  ... [2]   (ii) the potential difference (p.d.) between the cloud and the ground during the lightning flash is   2.5 \u00d7 108 v.    calculate the energy transferred during the lightning flash.  energy =  ... [2]   (iii) suggest what happens to the energy calculated in (b)(ii) .  ...  ... [1]  [total: 7]",
+            "15": "15 0625/42/f/m/17 \u00a9 ucles 2017 [turn over 11 a radioactive source is placed 20  mm from a radiation detector, as shown in fig. 11.1. 20 mmsourcelead narrow beam of radiationdetector fig. 11.1 (not to scale)  the initial count rate recorded by the detector is 150 counts  / s.  a sheet of paper is placed between the source and the detector. the count rate recorded by the  detector falls to 60 counts  / s.  with the paper still in place, a magnetic field is set up perpendicular to the direction of the radiation.  the count rate recorded by the detector falls to 20 counts  / s.  the count rates have not been corrected for background. the background count is measured as  20 counts  / s.  (a) state the evidence that each type of radiation is present in, or absent from, the radiation  emitted by the source. \u03b1-particles  .  ... \u03b2-particles   .    ... \u03b3-rays      ...  [5]",
+            "16": "16 0625/42/f/m/17 \u00a9 ucles 2017 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 international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download at www.cie.org.uk after  the live examination series. 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. (b) determine how much of the original count rate of 150 counts  / s, if any, is due to each type of  radiation.  \u03b1-particles    counts  / s  \u03b2-particles    counts  / s  \u03b3-rays    counts  / s  [2]  [total: 7]"
+        },
+        "0625_m17_qp_52.pdf": {
+            "1": "this document consists of 11 printed pages and 1 blank page. dc (nh/fd) 125966/8 \u00a9 ucles 2017  [turn over *7131906396* physics  0625/52 paper 5  practical test  february/march 2017  1 hour 15 minutes candidates answer on the question paper. additional materials:  as listed in the confidential instructions. read these instructions first write your centre number, candidate number and name in the spaces at the top of the page. write in dark blue or black pen. you may use an hb pencil for any diagrams or graphs. do not use staples, paper clips, glue or correction fluid. do not  write in any barcodes. answer all questions. you are advised to spend about 20 minutes on each of questions 1 to 3, and about 15 minutes on question 4. electronic calculators may be used. you may lose marks if you do not show your working or if you do not use appropriate units. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question. the syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificate.cambridge international examinations cambridge international general certificate of secondary education for examiner\u2019s use 1 2 3 4 total",
+            "2": "2 0625/52/f/m/17 \u00a9 ucles 2017 1 in this experiment, you will investigate how the surrounding temperature affects the rate at which  water cools.  carry out the following instructions, referring to fig. 1.1. boiling tube beakerthermometer fig. 1.1  (a) (i) \u2022 pour 200  cm3 of cold water into the beaker.    \u2022 record the temperature \u03b81 of the water in the beaker. \t\u03b81 =  ... [1]   (ii) \u2022  pour hot water into the boiling tube until it is about half full. gently place the  thermometer into the boiling tube. place the boiling tube into the beaker of water.    \u2022  record, in the first row  of table 1.1, the temperature \u03b8 of the water in the boiling  tube and immediately start the stopclock.    \u2022  record, in the table, the temperature \u03b8 of the water in the boiling tube at times   t = 30  s, 60  s, 90  s, 120  s, 150  s and 180  s. use the first and second columns.  [1]  (b) (i) \u2022 carefully empty the boiling tube and the beaker.    \u2022 pour 150  cm3 of cold water and 50  cm3 of hot water into the beaker .    \u2022 record the temperature \u03b82 of the warm water in the beaker.  \u03b82 =  ...    \u2022  repeat the steps in (a)(ii) , recording the temperature  \u03b8 of the water in the boiling  tube in the third column of the table . [1]",
+            "3": "3 0625/52/f/m/17 \u00a9 ucles 2017 [turn over   (ii) complete the heading and the time column in the table.  [2] table 1.1 tube in beaker with  cold watertube in beaker  with warm water t / \u03b8 / \u03b8 / (first row) 0  (c) describe two precautions that you took to ensure that the temperature readings were as  accurate as possible in the experiment. 1    ... 2    ...  [2]  (d)  write a conclusion stating how increasing the temperature of the surrounding water affects  the rate of cooling of the water in the boiling tube.   justify your answer by reference to your results.  ...  ...  ...  ... [2]",
+            "4": "4 0625/52/f/m/17 \u00a9 ucles 2017  (e) suggest one change to the apparatus or procedure to ensure that the comparison of the  effect of surrounding temperature on cooling is a fair test.   explain why the change is an improvement. change  ..  ... explanation  ...  ...  [2]  [total: 11]",
+            "5": "5 0625/52/f/m/17 \u00a9 ucles 2017 [turn over question 2 begins on the next page.",
+            "6": "6 0625/52/f/m/17 \u00a9 ucles 2017 2 in this experiment, you will investigate the resistance of three wires x, y and z. the circuit has  been set up for you.  carry out the following instructions, referring to fig. 2.1.       x y za resistance wirespower supply vcrocodile clip fig. 2.1  (a) (i) \u2022 measure and record, in table 2.1, the length l of resistance wire x.    \u2022 switch on.    \u2022 record, in the table, the potential difference v and the current i for wire x.    \u2022 switch off.    \u2022  disconnect both crocodile clips from x and connect them to the ends of wire y.  record your measurements for l, v and i.    \u2022 take and record measurements for wire z. table 2.1 wire l  /  m v  /  v i  /  a r  /  \u03c9 x y z  [3]   (ii) on fig. 2.2, draw an arrow ( ) to indicate precisely  between which two points you  measured l . connecting leadresistance wire crocodile clip      fig. 2.2  [1]",
+            "7": "7 0625/52/f/m/17 \u00a9 ucles 2017 [turn over  (b) calculate, and record in the table, the resistance r of each wire.   use the equation r = v i .  [2]  (c) (i) calculate the resistance per unit length r of each wire using the equation r = r l.  r  for wire x =  ...  r  for wire y =  ...  r  for wire z =  ...  [2]   (ii) a student suggests that r should be the same for each wire.    state whether your results support this suggestion. justify your statement with reference  to your results. statement  .. justification    ...  ...  [2]  (d) one possible problem with this type of experiment is heating of the resistance wires.    suggest a precaution that could be taken to reduce this.  ...  ...  ... [1]  [total: 11]",
+            "8": "8 0625/52/f/m/17 \u00a9 ucles 2017 3 in this experiment, you will investigate the magnification produced by a converging lens.  carry out the following instructions, referring to fig. 3.1. illuminated triangle lensscreenu ho fig. 3.1  (a) measure the height ho of the illuminated triangle, as indicated in fig. 3.1.  ho =  ... [1]  (b) arrange the apparatus as shown in fig. 3.1.   \u2022 set the distance u between the illuminated triangle and the lens to 20.0  cm.   \u2022  place the screen near the lens. move the screen until a sharp image of the triangle is  formed on the screen.   \u2022 measure and record, in table 3.1, the height hi of the image formed on the screen.   \u2022 repeat the procedure for values of u = 25.0  cm, 35.0  cm, 45.0  cm and 55.0  cm. table 3.1 u  / cm hi  / cm m 20.0 25.0 35.0 45.0 55.0  [1]  (c) calculate and record, in table 3.1, a value for the magnification  m at each distance of u.   use your result from (a) and the equation  m = hi ho .  [1]",
+            "9": "9 0625/52/f/m/17 \u00a9 ucles 2017 [turn over  (d) plot a graph of m (y-axis) against u  / cm (x-axis).  [4]  (e) from your graph, determine the value of u when m = 1.0. show clearly on your graph how  you obtained the information.  u =  ... [2]  (f) describe one difficulty that might be experienced when measuring the height of the image.  suggest one improvement to the apparatus to overcome this. difficulty  .  ... improvement  .  ...  [2]  [total: 11]",
+            "10": "10 0625/52/f/m/17 \u00a9 ucles 2017 4  a student is investigating how the material of a spring affects its behaviour when stretched.  the following apparatus is available to the student:   wires of different thickness, length and material   a set of 10  g masses and a set of 100  g masses, both with hangers   a wooden rod approximately 1  cm in diameter   other standard laboratory equipment.  plan an experiment which would enable you to test the stretch of springs made from different  materials. you are not required to carry out the experiment.  in your plan, you should include:  \u2022 instructions for making a spring from the wire that is provided,  \u2022 what you would measure,  \u2022 instructions for carrying out the experiment,  \u2022 the variables you would keep the same to ensure the comparison is a fair test,  \u2022 any precaution which should be taken or difficulty which might occur,  \u2022 how you would present your results.  you may draw a diagram if it helps to explain your plan.  ..  ..",
+            "11": "11 0625/52/f/m/17 \u00a9 ucles 2017  ..  ..  ..  ..  ..  ..  ..  ..  ..  ..  ..  ..  ..  ..  ..  ..  .. [7]  [total: 7]",
+            "12": "12 0625/52/f/m/17 \u00a9 ucles 2017 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 international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download at www.cie.org.uk after  the live examination series. 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.blank page"
+        },
+        "0625_m17_qp_62.pdf": {
+            "1": "this document consists of 12 printed pages. dc (st/fc) 125968/9 \u00a9 ucles 2017  [turn overcambridge international examinations cambridge international general certificate of secondary education *5901732637* physics  0625/62 paper 6  alternative to practical  february/march 2017  1 hour candidates answer on the question paper. no additional materials are required. read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen. you may use an hb pencil for any diagrams or graphs. do not use staples, paper clips, glue or correction fluid. do not  write in any barcodes. answer all questions. electronic calculators may be used. you may lose marks if you do not show your working or if you do not use appropriate units. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question. the syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificate.",
+            "2": "2 0625/62/f/m/17 \u00a9 ucles 2017 1 some students are investigating how the surrounding temperature affects the rate at which water  cools.  they are using the apparatus shown in fig. 1.1.  test-tube hot water beaker\u00b0c \u00b0c cold water beaker  a beaker  bhot water \u20131001020304050607080 102030405060708090100 warm water fig. 1.1   (a) using fig. 1.1 \u2022 record the temperature \u03b8a of the cold water in beaker a, \t\u03b8a =  ... \u2022 record the temperature \u03b8b of the warm water in beaker b.  \t\u03b8b =  ... [1]",
+            "3": "3 0625/62/f/m/17 \u00a9 ucles 2017 [turn over  (b)  the test-tubes of hot water are placed into beakers a and b.    the students record the temperatures \u03b8 of the water in the test-tubes every 30  s. their  readings are shown in table 1.1.   complete the units and the time column in table 1.1. table 1.1 timetube in beaker a  with cold watertube in beaker b  with warm water t / \u03b8 / \u03b8 / 0 80.5 81.0 52.5 64.5 42.0 55.0 36.0 50.5 32.5 48.0 30.5 46.5 29.0 45.5   [2]  (c) describe two precautions that you would take, before reading the thermometer, to ensure  that the temperature readings are as accurate as possible in the experiment. 1.  ...  ... 2.  ...  ...  [2]  (d)  write a conclusion stating how increasing the temperature of the surrounding water affects  the rate of cooling of the water in the test-tube.   justify your answer by reference to the results in table 1.1.  ...  ...  ...  ... [2]   ",
+            "4": "4 0625/62/f/m/17 \u00a9 ucles 2017  (e) suggest one change to the experiment shown in fig. 1.1 to ensure that the comparison of the  effect of surrounding temperature on cooling is a fair test.   explain why the change is an improvement. change  ..  ... explanation  ...  ... [2]  (f) the students use a measuring cylinder to measure 200  cm3 of cold water.   describe briefly how to read a measuring cylinder to obtain an accurate value for the volume  of water. you may draw a diagram.   ...  ...  ...  ... [2]  [total: 11]",
+            "5": "5 0625/62/f/m/17 \u00a9 ucles 2017 [turn over 2 a student is investigating the resistance of three wires a, b and c. he is using the circuit shown in  fig. 2.1.  the circuit is set up to test wire a. the length, l of each wire is measured and recorded. a b ca resistance wirespower supply crocodile clip fig. 2.1  (a) on fig. 2.1, draw a voltmeter connected so that it will measure the potential difference across  wire a.  [1]",
+            "6": "6 0625/62/f/m/17 \u00a9 ucles 2017  (b) in the first line of table 2.1, record the potential difference v and current i for wire a, as  shown in figs. 2.2 and 2.3.  [2] v3 4 52 1 0 a0.6 0.8 1.00.4 0.2 0  fig. 2.2  fig. 2.3 table 2.1 wire l / m v / v i / a r / \u03c9 a 0.900 b 0.500 2.4 0.75 c 0.400 2.2 0.85  (c) the student connects the crocodile clips to wire b and then wire c in turn. his readings of  potential difference and current are shown in table 2.1.   calculate, and record in table 2.1, the resistance r of each wire.    use the equation r = v i.    [2]",
+            "7": "7 0625/62/f/m/17 \u00a9 ucles 2017 [turn over  (d) (i)  calculate the resistance per unit length r of each wire using the equation r = r l .    include the unit.   r  for wire a =  ...  r  for wire b =  ...  r  for wire c =  ... [2]    (ii) another student suggests that r should be the same for each wire.     state whether your results support this suggestion. justify your statement with reference  to your results.  statement  .. justification    ...  ... [2]    (e)  the student measures the length of each wire to be tested.    on fig. 2.4, draw an arrow ( ) to indicate precisely  between which two points he should  measure l.  connecting leadresistance wire crocodile clip fig. 2.4   [1]  (f) one possible problem with this type of experiment is heating of the resistance wires.   suggest a precaution that could be taken to reduce this.   ...  ...  ... [1]  [total: 11]",
+            "8": "8 0625/62/f/m/17 \u00a9 ucles 2017 3  some students are investigating the magnification produced by a converging lens.  they are using the apparatus shown in fig. 3.1. illuminated triangle lensscreenu fig. 3.1  (a) a student sets the distance u between the illuminated triangle and the lens to 20.0  cm.    she moves the screen until a sharp image of the triangle is seen on the screen.   the student measures the height of the illuminated triangle ho.     1.5 cm ho =  ...   measure and record, in table 3.1, the height of the image of the triangle hi on the screen, as  shown in fig.  3.2. [1] hi fig. 3.2 table 3.1 u / cm hi / cm m 20.0 25.0 2.25 35.0 1.10 45.0 0.75 55.0 0.55",
+            "9": "9 0625/62/f/m/17 \u00a9 ucles 2017 [turn over  (b) the student measures the height hi of the image for u values of 25.0  cm, 35.0  cm, 45.0  cm  and 55.0  cm. her results are shown in table 3.1.   for each value of u, calculate and record in table 3.1 a value for the magnification m.    use the equation m = hi ho and the value of ho from (a). [1]  (c) plot a graph of m (y-axis) against u / cm (x-axis). [4]  (d)  from your graph, determine the value of  u when m = 1.0. show clearly on your graph how  you obtained the information.  u =  ... [2]",
+            "10": "10 0625/62/f/m/17 \u00a9 ucles 2017  (e) describe one difficulty that might be experienced when measuring the height of the image in  this experiment. suggest one improvement to the apparatus to overcome this. difficulty  .  ... improvement  .  ... [2]  (f) when setting up the apparatus, the student makes sure that the card with the illuminated  triangle, the lens and the screen are all perpendicular to the bench.   explain why this is an important precaution in this experiment.  ...  ...  ... [1] [total: 11]",
+            "11": "11 0625/62/f/m/17 \u00a9 ucles 2017 [turn over 4  a student is investigating how the material of a spring affects its behaviour when stretched.  the following apparatus is available to the student:   wires of different thickness, length and material   a set of 10  g masses and a set of 100  g masses, both with hangers   a wooden rod approximately 1  cm in diameter   other standard laboratory equipment.  plan an experiment which will enable you to test the extension of springs made from different  types of wire.  in your plan, you should include: \u2022 instructions for making a spring from the wire that is provided, \u2022 what you will measure, \u2022 instructions for carrying out the experiment,  \u2022 the variables you will keep the same to ensure the comparison is a fair test, \u2022 any precaution which should be taken or difficulty which might occur , \u2022 how you will present your results.  you may draw a diagram if it helps to explain your plan.   ..  ..",
+            "12": "12 0625/62/f/m/17 \u00a9 ucles 2017 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 international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download at www.cie.org.uk after  the live examination series. 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. ..  ..  ..  ..  ..  ..  ..  ..  ..  ..  ..  ..  ..  ..  ..  ..  .. [7]  [total: 7]"
+        },
+        "0625_s17_qp_11.pdf": {
+            "1": "  the syllabus is approved for use in england, wales and northern ir eland as a cambridge international level 1/level 2 certificat e.  this document consists of 19 printed pages and 1 blank page.  ib17 06_0625_11_ml/2rp  \u00a9 ucles 2017 [turn over     *8820004965 * cambridge international examinations  cambridge international general certificate of secondary education       physics 0625/11     paper 1  multiple choice (core)  may/june 2017     45 minutes    additional materials: multiple choice answer sheet   soft clean eraser   soft pencil (type b or hb recommended)    modified language       read these instructions first    write in soft pencil.  do not use staples, paper clips, glue or correction fluid.  write your name, centre number and candidate number on the answer sheet in the spaces provided  unless this has been done for you.  do not  write in any barcodes.    there are forty  questions on this paper. answer all questions. for each question there are four possible  answers a, b, c and d.   choose the one you consider correct and record your choice in soft pencil  on the separate answer sheet.    read the instructions on the answer sheet very carefully.    each correct answer will score one mark. a ma rk will not be deducted for a wrong answer.  any rough working should be done in this booklet.  electronic calculators may be used.  take the weight of 1.0  kg to be 10  n (acceleration of free fall = 10  m / s2).     ",
+            "2": "2  \u00a9 ucles 2017 0625/11/m/j/17  1 a stopwatch is used to time a runner in a race. the diagrams show the stopwatch at the start and  at the end of the race.    min s1/100 sstart min s1/100 send     how long did the runner take to run the race?  a 70.00 seconds  b 110.00 seconds  c 115.20 seconds  d 155.20 seconds      2 on earth, a ball is dropped and falls 2.0  m in a vacuum.    the acceleration of the ball at 1.0  m is 10  m / s2.    0 m 0.5 m 1.0 m 1.5 m 2.0 mball     what is the acceleration of the ball at 0.5  m?  a 5.0  m / s2 b 10  m / s2 c 15  m / s2 d 20  m / s2    ",
+            "3": "3  \u00a9 ucles 2017 0625/11/m/j/17 [turn over  3 the speed-time graph represents a motorcycle journey.    in which part of the graph is the acceleration equal to zero?    10 20 30 40 50 60 70 80 90 10040 302010 0 0speed m  / s aabbcc dd time  / s     4 diagram 1 shows a sealed plastic bottle containing a hollow glass sphere and a steel ball.    diagram 2 shows the same bottle after it has been shaken.    diagram 3 shows the same bottle after it has been shaken again until the broken glass is in tiny pieces.    sealed plastic bottle steel ballhollow glasssphere steel ballbrokenglass steel balltiny piecesof brokenglass diagram 1 diagram 2 diagram 3    the mass of the bottle and contents in diagram 1 is m1.    the mass of the bottle and contents in diagram 2 is m2.    the mass of the bottle and contents in diagram 3 is m3.    which statement gives the correct relation between m1, m2 and m3?  a m1 is equal to m2 and m2 is equal to m3.  b m1 is greater than m2 and m2 is greater than m3.  c m1 is less than m2 and m2 is greater than m3.  d m1 is less than m2 and m2 is less than m3.     ",
+            "4": "4  \u00a9 ucles 2017 0625/11/m/j/17  5 a student is weighed on laboratory scales.    which row about weight and mass is correct?     unit of weight unit of mass  a kg kg  b kg n  c n kg  d n n     6 a measuring cylinder containing only water is placed  on an electronic balance. a small, irregularly  shaped stone is now completely immersed in the water.    the diagrams show the equipment before and after the stone is immersed.    100 90 8070605040302010measuring cylinder water balance g before the stone is immersed100 90 8070605040302010 g after the stone is immersedcm3cm3 stone     what is the density of the material of the stone?  a 1.7  g / cm3 b 3.3  g / cm3 c 4.5  g / cm3 d 8.7  g / cm3     ",
+            "5": "5  \u00a9 ucles 2017 0625/11/m/j/17 [turn over  7 a boat is travelling at a steady speed in a straight line across the surface of a lake.    which statement about the boat is correct?  a the resultant force on the boat is in the direction of motion.  b the resultant force on the boat is in the opposite direction to its motion.  c the resultant force on the boat is vertically downwards.  d the resultant force on the boat is zero.    8 the diagram shows three uniform, solid wooden bl ocks with a square cross-sectional area resting  on a horizontal table.    tablepq r     which list puts the blocks in order from the least  stable to the most  stable?  a p \u2192 q \u2192 r  b p \u2192 r \u2192 q  c r \u2192 p \u2192 q  d r \u2192 q \u2192 p    9 energy resources are used to generate electricity.    which resource is renewable and does not release carbon dioxide when being used to produce  electricity?  a biomass  b nuclear  c oil  d wind     ",
+            "6": "6  \u00a9 ucles 2017 0625/11/m/j/17  10 a student does some simple exercises.    in which exercise is the most work done?    1 kglifting through 1  ma 1 kgpushing through 1 m against a frictional force of 4  nb 2 kglifting through 2  m 2 kgpulling through 2 m against a frictional force of 2  nc d       11 the diagram shows a box of dimensions 6.0  cm \u00d7 8.0  cm \u00d7 4.0  cm.    8.0 cm6.0 cm 4.0 cmx yz     the box rests on a flat horizontal surface.    on which face must the box rest to exert the least pressure?  a face x  b face y  c face z  d the pressure is the same for all the faces.     ",
+            "7": "7  \u00a9 ucles 2017 0625/11/m/j/17 [turn over  12 two identical fish tanks are filled to the same level with water.    one tank contains fresh water. the other tank contains sea-water.    sea-water is more dense than fresh water.    which fish experiences the greatest pressure?    fresh water sea-waterca db       13 a student has a syringe which has its open end sealed. the syringe is completely filled with a  certain substance, as shown in diagram 1. the student pushes the piston of the syringe in as far as possible, as shown in diagram 2.    sealed endsyringe piston diagram 1 diagram 2    what is in the syringe?  a a gas and a liquid  b a solid and a liquid  c a liquid only  d a solid only     14 when a microscope is used to look at smoke particles in air, brownian motion is observed.    what causes the smoke particles to move at random?  a smoke particles are hit by air molecules.  b smoke particles are moved by convection currents in the air.  c smoke particles have different weights and fall at different speeds.  d smoke particles hit the walls of the container.    ",
+            "8": "8  \u00a9 ucles 2017 0625/11/m/j/17  15 the diagram shows a metal foot bridge located in the sahara desert where the temperature is  much less at night than during the day. the ends of the bridge are firmly fixed to the sides of a narrow valley.    the solid line shows the bridge during the coldest part of the night.    which dotted line shows the bridge at the hottest part of the day?    a b c d      16 equal masses of two different liquids are put into identical beakers.    liquid 1 is heated for 100  s and liquid 2 is heated for 200  s by heaters of the same power .    each liquid has the same rise in temperature.    liquid 1 liquid 2 heating time = 100  s heating time = 200  sdifferent liquids of same mass     which statement is correct?  a each beaker of liquid has the same thermal capacity.  b each beaker of liquid receives the same energy.  c liquid 1 receives more energy than liquid 2.  d the thermal capacity of liquid 1 is less than the thermal capacity of liquid 2.     ",
+            "9": "9  \u00a9 ucles 2017 0625/11/m/j/17 [turn over  17 it is a warm and humid day. a glass contains an iced drink. water starts to form on the outside of  the glass.        what is the name of the effect by which the water forms?  a condensation  b conduction  c convection  d evaporation     18 a copper bar and a wooden bar are joined. a piece of paper is wrapped tightly around the join.    the bar is heated strongly at the centre for a short time, and the paper goes brown on one side only.    paper copper wood heat    which side goes brown, and what does this show about wood and copper?     brown side wood copper  a copper conductor insulator  b copper insulator conductor  c wood conductor insulator  d wood insulator conductor     ",
+            "10": "10  \u00a9 ucles 2017 0625/11/m/j/17  19 four identical metal plates are painted either black or white and have either a dull or a shiny  surface.    they are heated to the same temperature.    which plate radiates thermal energy at the greatest rate?  a the plate that is dull and black  b the plate that is dull and white  c the plate that is shiny and black  d the plate that is shiny and white      20 what causes the change in direction when light travels from air into glass?  a the amplitude of the light changes.  b the colour of the light changes.  c the frequency of the light changes.  d the speed of the light changes.     21 the diagram shows rays of light passing through a converging lens.    which labelled arrow represents the focal length of the lens?    a b dc      ",
+            "11": "11  \u00a9 ucles 2017 0625/11/m/j/17 [turn over  22 which diagram shows what happens when a ray of white light passes through a prism?    a  spectrum b spectrum c spectrumd spectrumwhite light white lightwhite light white light      23 the diagrams show four sources of waves.    which source produces longitudinal waves?    d c b a stick pushed up and down in waterradio transmitterloudspeaker lamp      ",
+            "12": "12  \u00a9 ucles 2017 0625/11/m/j/17  24 the table shows different types of wave in the electromagnetic spectrum.    radio  waves micro- waves infra-red  waves visible  light ultraviolet  waves x-rays gamma  rays    where do all the waves travel at the same speed?  a in a vacuum  b in diamond  c in glass  d in water     25 a fire alarm is not loud enough and the pitch is too low. an engineer adjusts the alarm so that it  produces a louder note of a higher pitch.  what effect does this have on the amplitude and on the frequency of the sound?     amplitude frequency  a larger greater  b larger smaller  c smaller greater  d smaller smaller     ",
+            "13": "13  \u00a9 ucles 2017 0625/11/m/j/17 [turn over  26 in a child\u2019s toy, a metal rod is used to lift metal fish out of a toy pond. the fish are magnetically  attracted to the end of the rod. there is no magnetic force between the fish.    toy pondmetal rod metal fish    what are possible materials from which the fish and the rod are made?     fish rod  a aluminium soft iron  b aluminium steel  c soft iron soft iron  d soft iron steel     27 which diagram shows the pattern of magnetic field lines around a bar magnet?    s na s nb s nc s nd      ",
+            "14": "14  \u00a9 ucles 2017 0625/11/m/j/17  28 a student rubs a plastic rod with a cloth.    the rod becomes positively charged.    what has happened to the rod?  a it has gained electrons.  b it has gained protons.  c it has lost electrons.  d it has lost protons.     29 the circuit shows a 2.0  \u03c9 resistor and a 1.0  \u03c9 resistor connected to a 12  v battery.    2.0 \u03c912 v 1.0 \u03c9     what is the current in the 2.0  \u03c9 resistor?  a 4.0  a b 6.0  a c 24  a d 36  a     30 a computer engineer wants the speed of a fan to increase automatically when the temperature  inside a computer rises. the engineer knows that a larger current causes the fan to turn more quickly.    power supply xfan motor computerm     which component should be placed at x to make this happen?  a a relay  b a thermistor  c a transformer  d a variable resistor    ",
+            "15": "15  \u00a9 ucles 2017 0625/11/m/j/17 [turn over  31 the diagram shows a power supply with a constant electromotive force (e.m.f.). it is connected to  a voltmeter, a variable resistor and two identical lamps, p and q. both lamps are lit.    v qp     the resistance of the variable resistor is increased. the voltmeter reading remains unchanged.    what happens to the brightness of the lamps?     lamp p lamp q  a brighter brighter  b dimmer dimmer  c dimmer unchanged  d unchanged unchanged     ",
+            "16": "16  \u00a9 ucles 2017 0625/11/m/j/17  32 a student connects a variable potential divider (potentiometer) circuit.    r  s t v  12  v     as the sliding terminal t is moved from r to s,  what happens to the reading on the voltmeter?  a it decreases from 12  v to 0  v.  b it increases from 0  v to 12  v.  c it remains at 0  v.  d it remains at 12  v.     33 a light-dependent resistor (ldr) and a resistor r are connected in a series circuit. light falls on  the ldr.    a r    the brightness of the light falling on the ldr decreases.    what happens to the resistance of the ldr and what happens to the reading on the ammeter?     resistance  of ldr reading on  ammeter  a decreases decreases  b decreases increases  c increases decreases  d increases increases     ",
+            "17": "17  \u00a9 ucles 2017 0625/11/m/j/17 [turn over  34 a circuit-breaker is designed to protect a circuit which usually carries a current of 2  a.    the time taken to break the circuit depends on the current, as shown in the graph.    0.16 0.140.120.100.080.060.040.02 0 0 2 4 6 8 1 01 21 41 61 82 0 current  / atime taken to break thecircuit  / s     what happens when the current in the circuit is 2  a and what happens when the current is 18  a?     when the current is 2  a when the current is 18  a  a the circuit breaks in less than 0.01  s the circuit breaks in less than 0.01  s  b the circuit breaks in less than 0.01  s the circuit does not break  c the circuit does not break the circuit breaks in less than 0.01  s  d the circuit does not break the circuit does not break     ",
+            "18": "18  \u00a9 ucles 2017 0625/11/m/j/17  35 the diagram shows a transformer with primary coil p and secondary coil s. the input potential  difference across coil p is vp. the output potential difference across coil s is vs. the number of  turns in coil p is np. the number of turns in coil s is ns.    outputcore input ps     which equation relates the input and output voltages to the numbers of turns in p and in s?  a  sp vv =  sp nn  b vp \u00d7 vs = np \u00d7 ns  c  sp vv =  ps nn  d  sp vv = ) (s pp nnn +      36 what is the purpose of a relay?  a to change a large voltage into a small voltage  b to change a small voltage into a large voltage  c to use a large current to switch on a small current  d to use a small current to switch on a large current     37 which row gives the relative charge of an electron, a neutron and a proton?     electron neutron proton  a \u20131 0 \u20131  b \u20131 0 +1  c +1 \u20131 0  d +1 0 +1     ",
+            "19": "19  \u00a9 ucles 2017 0625/11/m/j/17  38 an element has two isotopes.    which row compares the numbers of particles in the nuclei of the atoms of these isotopes?     number of  neutrons number of  protons number of  nucleons  a different the same different  b different the same the same  c the same different different  d the same different the same      39 a hospital doctor is using a source of \u03b3-rays for a medical treatment.    each diagram shows a view from  above of the treatment room.    which diagram shows the best way to protect the doctor and staff in the corridor from the \u03b3-rays?    a  dense  concrete  source of \u03b3-rays source of \u03b3-rayssource of \u03b3-rayssource of \u03b3-rays corridor doctor b  dense  concrete  corridor doctor  c  dense  concrete  corridor doctor d  dense  concrete  corridor doctor wooden  door wooden door  wooden door  wooden door        40 a sample of radioactive isotope is decaying.    the nuclei of which atoms will decay first?  a it is impossible to know because radioactive decay is random.  b it is impossible to know unless the age of the material is known.  c the atoms near the centre will decay first because they are surrounded by more atoms.  d the atoms near the surface will decay first because the radiation can escape more easily.     ",
+            "20": "20    permission to reproduce items where third-party owned material pr otected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to trac e 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 ans wer-related information to candidates, all copyright acknowledgements are reproduced onl ine in the cambridge  international examinations copyright acknow ledgements booklet. this is produced for each  series of examinations and is freely a vailable to download at  www.cie.org.uk after the live examination series.    cambridge international examinations is part of the cambridge as sessment group. cambridge assessment is the brand name of unive rsity of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge.    \u00a9 ucles 2017 0625/11/m/j/17  blank page  "
+        },
+        "0625_s17_qp_12.pdf": {
+            "1": "  the syllabus is approved for use in england, wales and northern ir eland as a cambridge international level 1/level 2 certificat e.  this document consists of 20 printed pages.  ib17 06_0625_12/3rp  \u00a9 ucles 2017 [turn over     *2009621188* cambridge international examinations  cambridge international general certificate of secondary education       physics 0625/12     paper 1  multiple choice (core)  may/june 2017     45 minutes    additional materials: multiple choice answer sheet   soft clean eraser   soft pencil (type b or hb recommended)       read these instructions first    write in soft pencil.  do not use staples, paper clips, glue or correction fluid.  write your name, centre number and candidate number on the answer sheet in the spaces provided  unless this has been done for you.  do not  write in any barcodes.    there are forty  questions on this paper. answer all questions. for each question there are four possible  answers a, b, c and d.   choose the one you consider correct and record your choice in soft pencil  on the separate answer sheet.    read the instructions on the answer sheet very carefully.    each correct answer will score one mark. a ma rk will not be deducted for a wrong answer.  any rough working should be done in this booklet.  electronic calculators may be used.  take the weight of 1.0  kg to be 10  n (acceleration of free fall = 10  m / s2).    ",
+            "2": "2  \u00a9 ucles 2017 0625/12/m/j/17  1 which device is used to measure the time it takes for a 10  cm3 block of ice to melt in a laboratory  at room temperature?  a measuring cylinder  b ruler  c stopwatch  d thermometer     2 a student determines the average speed of a bubble rising through a liquid at constant speed.    when the student starts the stopwatch the bubble is at position p.    after 2.0  s the bubble is at position q.    18 1920212223242526 cm 27q pbubble bubble    what is the speed of the bubble between p and q?  a 3.2  cm  / s b 3.7  cm  / s c 6.4  cm  / s d 7.4  cm  / s     ",
+            "3": "3  \u00a9 ucles 2017 0625/12/m/j/17 [turn over  3 the speed-time graph represents a motorcycle journey.    in which part of the graph is the acceleration equal to zero?    10 20 30 40 50 60 70 80 90 10040 302010 0 0speed m  / s aabbcc dd time  / s      4 which expression is used to find gravitational field strength g?  a mass \u00d7 density  b mass \u00f7 weight  c weight \u00d7 mass  d weight \u00f7 mass     5 a block of ice is removed from a freezer. some of the ice melts to produce water. some of the  water that is produced evaporates.    the original mass of the ice is p. the mass of the ice that has not yet melted is q. the mass of  the water is r. the mass of the water vapour is s.    the diagram shows these changes.    before melting mass pafter melting and evaporation mass q mass r mass sice ice water water vapour     which equation gives the relationship between p, q, r and s?  a p = q + r  b p = q + r + s  c p = q + r \u2013 s  d p = q + s     ",
+            "4": "4  \u00a9 ucles 2017 0625/12/m/j/17  6 the masses of a measuring cylinder before and after pouring some liquid into it are shown in the  diagram.    200 100cm3 mass = 80  g200100cm 3 mass = 180  gliquid     what is the density of the liquid?  a 120100g / cm3 b 140100g / cm3 c 120180g / cm3 d 140180g / cm3      7 a car travels forwards along a straight horizontal road. only the horizontal forces acting on it are  shown.    driving forceair resistance and friction     the length of each arrow represents the size of each force.    how do these forces affect the motion of the car?  a the car moves at constant speed.  b the car moves backwards.  c the car slows down.  d the car\u2019s forward speed increases.     ",
+            "5": "5  \u00a9 ucles 2017 0625/12/m/j/17 [turn over  8 the centre of a uniform metre rule rests on a pivot. a load of weight 3.0  n is placed at the 70  cm  mark.    a force f acts upwards at the 80  cm mark. the rule is in equilibrium.    0 cm 100  cm 50 cm 70 cm 3.0 n80 cm pivotrulef     what is the magnitude of f ?  a 2.0  n b 2.6  n c 3.0  n d 4.5  n      9 an energy resource is used to generate electrical energy.    which energy resource uses a transfer of gravitational potential energy to generate this electrical  energy?  a geothermal  b hydroelectric  c solar  d wind     ",
+            "6": "6  \u00a9 ucles 2017 0625/12/m/j/17  10 the diagrams show athletes training by stretching springs.    each spring has the same stiffness.    which athlete does the most work?    a one spring stretched by 0.60  m two springs stretched by 0.60  mb one spring stretched by 0.80  m cd two springs stretched by 0.80  m     ",
+            "7": "7  \u00a9 ucles 2017 0625/12/m/j/17 [turn over  11 the diagram shows a conical vessel full of water.    the pressure at point x due to the water is p. a point q is a distance h above point x.    water xq h     which graph shows how the pressure due to the water at q varies with distance h?    00pressure p distance hc 00pressure p distance hd00pressure p distance ha 00pressure p distance hb      ",
+            "8": "8  \u00a9 ucles 2017 0625/12/m/j/17  12 in diagram 1 a manometer containing mercury (hg) is connected to a gas tap. the tap is turned  off and the mercury is at the same level on both sides.    gas supplygas tap mercurydiagram 1     when the gas supply is turned on, the mercury in the tube connected to the supply falls by 40  mm  and the mercury in the tube open to the atmosphere rises by 40  mm, as shown in diagram 2.    gassupplygas tap mercurydiagram 2     what is the pressure of the gas in the gas supply?  a 40  mm hg above atmospheric pressure  b 40  mm hg below atmospheric pressure  c 80  mm hg above atmospheric pressure  d 80  mm hg below atmospheric pressure     ",
+            "9": "9  \u00a9 ucles 2017 0625/12/m/j/17 [turn over  13 brownian motion is observed when using a microscope to look at smoke particles in air.    what causes the smoke particles to move at random?  a smoke particles are hit by air molecules.  b smoke particles are moved by convection currents in the air.  c smoke particles have different weights and fall at different speeds.  d smoke particles hit the walls of the container.     14 which change is evaporation?    liquidsolid gasliquidda bc     15 a glass bottle has a metal cap. the cap fits very tightly and is difficult to remove.    the cap and the neck of the bottle are dipped in a bowl of hot water. the cap can be removed more easily.    what happens to allow the cap to be removed more easily from the bottle?  a the cap contracts.  b the cap expands.  c the glass bottle contracts.  d the glass bottle expands.     ",
+            "10": "10  \u00a9 ucles 2017 0625/12/m/j/17  16 equal masses of two different liquids are put into identical beakers.    liquid 1 is heated for 100  s and liquid 2 is heated for 200  s by heaters of the same power .    each liquid has the same rise in temperature.    liquid 1 liquid 2 heating time = 100  s heating time = 200  sdifferent liquids of same mass     which statement is correct?  a each beaker of liquid has the same thermal capacity.  b each beaker of liquid receives the same energy.  c liquid 1 receives more energy than liquid 2.  d the thermal capacity of liquid 1 is less than the thermal capacity of liquid 2.     ",
+            "11": "11  \u00a9 ucles 2017 0625/12/m/j/17 [turn over  17 a copper bar and a wooden bar are joined. a piece of paper is wrapped tightly around the join.    the bar is heated strongly at the centre for a short time, and the paper goes brown on one side  only.    paper copper wood heat    which side goes brown, and what does this show about wood and copper?     brown side wood copper  a copper conductor insulator  b copper insulator conductor  c wood conductor insulator  d wood insulator conductor     18 a glass of water is taken out of a refrigerator. several ice cubes are put into the glass of water.  the glass is then left in the room for several hours.    the graph shows how the temperature of the water in the glass varies from the time it is taken  out of the refrigerator.    temperature time 0x     what does the temperature marked x represent?  a boiling point of water  b melting point of ice  c room temperature  d temperature inside refrigerator     ",
+            "12": "12  \u00a9 ucles 2017 0625/12/m/j/17  19 a hollow aluminium cube is filled with very hot water.    side x of the cube is opposite side y of the cube. one of these two sides is black and one is  white.    a student holds the back of one hand 5  cm from side x, and then immediately holds the back of  the other hand 5  cm from side y.    5 cm 5 cmside x side y very hot wateraluminium cube     the hand held near side y feels warmer than the hand held near side x.    which row identifies the black side and correctly compares the rate of emission of thermal radiation from each side?     black side rate of emission  of thermal radiation  a x greater for x  b x the same for x and y  c y greater for y  d y the same for x and y     20 what causes the change in direction when light travels from air into glass?  a the amplitude of the light changes.  b the colour of the light changes.  c the frequency of the light changes.  d the speed of the light changes.     ",
+            "13": "13  \u00a9 ucles 2017 0625/12/m/j/17 [turn over  21 light passes into a glass block.    which is the angle of refraction?    a b cd       22 which diagram shows what happens when a ray of white light passes through a prism?    a  spectrum b spectrum c spectrumd spectrumwhite light white lightwhite light white light      ",
+            "14": "14  \u00a9 ucles 2017 0625/12/m/j/17  23 the diagrams show four sources of waves.    which source produces longitudinal waves?    d c b a stick pushed up and down in waterradio transmitterloudspeaker lamp      24 the table shows different types of wave in the electromagnetic spectrum.    radio  waves micro- waves infra-red  waves visible  light ultraviolet  waves x-rays gamma  rays    where do all the waves travel at the same speed?  a in a vacuum  b in diamond  c in glass  d in water     25 a fire alarm is not loud enough and the pitch is too low. an engineer adjusts the alarm so that it  produces a louder note of a higher pitch.  what effect does this have on the amplitude and on the frequency of the sound?     amplitude frequency  a larger greater  b larger smaller  c smaller greater  d smaller smaller    ",
+            "15": "15  \u00a9 ucles 2017 0625/12/m/j/17 [turn over  26 what is wrong with this labelled diagram of a permanent magnet?    n siron disc     a the cross-section should be rectangular.  b the length should be greater than the diameter.  c the magnet should be made of steel.  d the n-pole and the s-pole should be reversed.      27 which statement about magnetism is correct?  a an unmagnetised iron bar becomes magnetised when it is placed near a magnet.  b an unmagnetised steel bar can be magnetised by passing a current through it.  c steel is used as the core of an electromagnet.  d when an iron bar has been magnetised, it is difficult to demagnetise it.     28 a student tests the electrical conduction of four materials.    aluminium  iron  plastic silver    which materials conduct electricity?  a aluminium, iron and silver only  b aluminium and silver only  c iron, silver and plastic only  d plastic only     ",
+            "16": "16  \u00a9 ucles 2017 0625/12/m/j/17  29 the circuit diagram shows three resistors connected in series across a 6.0  v supply.    3.0 \u03c9 4.0 \u03c96.0 v 5.0 \u03c9    what is the potential difference (p.d.) across the 4.0  \u03c9 resistor?  a 0.67  v b 1.5  v c 2.0  v d 6.0  v    30 a thermistor is connected in series with a sensitive ammeter and a battery.    thermistor a    which change will give a larger ammeter reading?  a adding another thermistor in series  b cooling the thermistor  c heating the thermistor  d reducing the number of cells in the battery    ",
+            "17": "17  \u00a9 ucles 2017 0625/12/m/j/17 [turn over  31 three ammeters measure the currents in different parts of the circuit shown. the diagram  indicates the reading on the ammeters.    18 \u03c9 6 \u03c9a a a3.0 a 2.0 a 1.5 a    how do we know that at least one of the ammeters must be faulty?  a all three ammeters must read the same value.  b all the current takes the easier path through the 6  \u03c9 resistor.  c the current from the battery must be equal to the sum of the currents in the two resistors.  d the current in the two parallel resistors must be the same.    32 a student connects a variable potential divider (potentiometer) circuit.    r  s t v  12  v     what happens to the reading on the voltmeter as the sliding terminal t is moved from r to s?  a it decreases from 12  v to 0  v.  b it increases from 0  v to 12  v.  c it remains at 0  v.  d it remains at 12  v.    ",
+            "18": "18  \u00a9 ucles 2017 0625/12/m/j/17  33 the diagram shows an electric circuit.    10 \u03c90.40  a 20 \u03c9     what is the potential difference (p.d.) across the ldr?  a 4.0  v b 8.0  v c 25  v d 50  v    34 a circuit-breaker is designed to protect a circuit which usually carries a current of 2  a.    the time taken to break the circuit depends on the current, as shown in the graph.    0.16 0.140.120.100.080.060.040.02 0 0 2 4 6 8 1 01 21 41 61 82 0 current  / atime taken to break thecircuit  / s     what happens when the current in the circuit is 2  a and what happens when the current is 18  a?     when the current is 2  a when the current is 18  a  a the circuit breaks in less than 0.01  s the circuit breaks in less than 0.01  s  b the circuit breaks in less than 0.01  s the circuit does not break  c the circuit does not break the circuit breaks in less than 0.01  s  d the circuit does not break the circuit does not break     ",
+            "19": "19  \u00a9 ucles 2017 0625/12/m/j/17 [turn over  35 what is the purpose of a relay?  a to change a large voltage into a small voltage  b to change a small voltage into a large voltage  c to use a large current to switch on a small current  d to use a small current to switch on a large current      36 a coil of four loops of wire is placed in a magnetic field. when there is a current, the coil  experiences a turning effect.    some extra loops of wire are wound on the coil but the current is unchanged.    how does this affect the turning effect?  a it is unchanged.  b its direction changes.  c it decreases.  d it increases.    37 which particle has a negative charge?  a an alpha particle  b an electron  c a neutron  d a proton     38 the diagram represents the nucleus of an atom. the charged particles are shown.    + + +     which row gives the proton number and the nucleon number for this nucleus?     proton  number nucleon  number  a 3 4  b 3 7  c 4 3  d 4 7     ",
+            "20": "20    permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to trac e 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 ans wer-related information to candidates, all copyright acknowledgements are reproduced onl ine in the cambridge  international examinations copyright acknow ledgements booklet. this is produced for each  series of examinations and is freely a vailable to download at  www.cie.org.uk after the live examination series.    cambridge international examinations is part of the cambridge as sessment group. cambridge assessment is the brand name of unive rsity of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge.    \u00a9 ucles 2017 0625/12/m/j/17  39 a sample of radioactive isotope is decaying.    the nuclei of which atoms will decay first?  a it is impossible to know because radioactive decay is random.  b it is impossible to know unless the age of the material is known.  c the atoms near the centre will decay first because they are surrounded by more atoms.  d the atoms near the surface will decay first because the radiation can escape more easily.    40 the half-life of a radioactive isotope is 4.0 years.    a sample of this material contains 24 million radioactive nuclei.    how many of these radioactive nuclei remain undecayed after 12 years?  a 0.5 million  b 2.0 million  c 3.0 million  d 6.0 million       "
+        },
+        "0625_s17_qp_13.pdf": {
+            "1": "  the syllabus is approved for use in england, wales and northern ir eland as a cambridge international level 1/level 2 certificat e.  this document consists of 17 printed pages and 3 blank pages.  ib17 06_0625_13/3rp  \u00a9 ucles 2017 [turn over     *3488282495* cambridge international examinations  cambridge international general certificate of secondary education       physics 0625/13     paper 1  multiple choice (core)  may/june 2017     45 minutes    additional materials: multiple choice answer sheet   soft clean eraser   soft pencil (type b or hb recommended)       read these instructions first    write in soft pencil.  do not use staples, paper clips, glue or correction fluid. write your name, centre number and candidate number on the answer sheet in the spaces provided  unless this has been done for you.  do not  write in any barcodes.   there are forty  questions on this paper. answer all questions. for each question there are four possible  answers a, b, c and d.   choose the one you consider correct and record your choice in soft pencil  on the separate answer sheet.    read the instructions on the answer sheet very carefully.    each correct answer will score one mark. a ma rk will not be deducted for a wrong answer.  any rough working should be done in this booklet. electronic calculators may be used. take the weight of 1.0  kg to be 10  n (acceleration of free fall = 10  m / s2).    ",
+            "2": "2  \u00a9 ucles 2017 0625/13/m/j/17  1 a candle burns evenly. it is used as a timer.    the candle is lit and burns down to point x in 2 hours.    to which labelled point does the candle burn down after a further 30 minutes?    height of candle before it is lit a b x c d       2 a pendulum is swinging. five students each measure the time it takes to swing through ten  complete swings.    three students measure the time as 17.2  s. another student measures it as 16.9  s, and the fifth  student measures it as 17.0  s.    what is the average period of the pendulum?  a 1.69  s b 1.70  s c 1.71  s d 1.72  s     ",
+            "3": "3  \u00a9 ucles 2017 0625/13/m/j/17 [turn over  3 the speed-time graph represents a motorcycle journey.    in which part of the graph is the acceleration equal to zero?    10 20 30 40 50 60 70 80 90 10040 302010 0 0speed m  / s aabbcc dd time  / s     4 a shopkeeper pours rice into a dish that hangs from a spring balance. he records the reading.    01 2 3456spring balance rice dish    a customer buys some pasta. the shopkeeper notices that the reading on the spring balance, with just pasta in the dish, is the same as it was with just rice in the dish.    which quantity must  be the same for the rice and for the pasta?  a density  b temperature  c volume  d weight    ",
+            "4": "4  \u00a9 ucles 2017 0625/13/m/j/17  5 four identical steel blocks weigh 120  n in total.    the gravitational field strength g is 10  n / kg.    what is the mass of one steel block?  a 3.0  kg b 12  kg c 30  kg d 48  kg     6 a steel ball bearing has a mass of 24  g and a density of 8.0  g / cm3. it is lowered into a measuring  cylinder containing 12  cm3 of water.    what is the new water level in the cylinder?  a 3.0  cm3 b 4.0  cm3 c 15  cm3 d 16  cm3    7 the diagram shows an object being acted upon by two forces.    3.0 n 6.0 n     what is the size of the resultant force on the object?  a 2.0  n b 3.0  n c 9.0  n d 18  n     8 a student is asked to investigate the extension of a spring using the apparatus shown in the  diagram.    known weights     which other piece of equipment is needed?  a measuring cylinder  b metre rule  c stopwatch  d protractor     ",
+            "5": "5  \u00a9 ucles 2017 0625/13/m/j/17 [turn over  9 in which power station are atoms of one elemen t changed to atoms of other lighter elements?  a a coal-fired power station  b a hydroelectric power station  c a nuclear power station  d a solar power station      10 the diagrams show four different athletes training by doing pull-ups.    which athlete does the most work?    a weight of athlete = 700  n distance lifted = 0.50  mb weight of athlete = 700  n distance lifted = 0.55  mc weight of athlete = 800  n distance lifted = 0.50  md weight of athlete = 800  n distance lifted = 0.55  m    11 a student uses her thumb to push in a drawing pin (thumb tack) into a notice board.    the pin goes into the board but does not penetrate her thumb.    which statement explains this?  a the force exerted by the pin on her thumb is greater than the force exerted on the notice  board.  b the force exerted by the pin on the notice board is greater than the force exerted on her  thumb.  c the pressure of the pin on her thumb is greater than the pressure on the notice board.  d the pressure of the pin on the notice board is greater than the pressure on her thumb.    ",
+            "6": "6  \u00a9 ucles 2017 0625/13/m/j/17  12 a solid cube has sides 0.50  m long and a mass of 120  kg. it stands on the ground on one face.    what pressure does the cube exert on the ground?  a 480  kg  / m3 b 960  kg  / m3 c 4800  n / m2 d 9600  n / m2      13 the diagram represents molecules of a gas inside a closed container of constant volume.        what happens to the molecules of the gas when the container is heated?  a they expand.  b they get closer together.  c they hit the container walls with less force.  d they move faster.     14 brownian motion is observed when using a microscope to look at smoke particles in air.    what causes the smoke particles to move at random?  a smoke particles are hit by air molecules.  b smoke particles are moved by convection currents in the air.  c smoke particles have different weights and fall at different speeds.  d smoke particles hit the walls of the container.      15 the temperature of a bridge rises from 5  \u00b0c on a cold night to 25  \u00b0c at midday.    what happens to the bridge?  a it becomes heavier.  b it becomes more dense.  c its length increases.  d its mass increases.     ",
+            "7": "7  \u00a9 ucles 2017 0625/13/m/j/17 [turn over  16 equal masses of two different liquids are put into identical beakers.    liquid 1 is heated for 100  s and liquid 2 is heated for 200  s by heaters of the same power .    each liquid has the same rise in temperature.    liquid 1 liquid 2 heating time = 100  s heating time = 200  sdifferent liquids of same mass     which statement is correct?  a each beaker of liquid has the same thermal capacity.  b each beaker of liquid receives the same energy.  c liquid 1 receives more energy than liquid 2.  d the thermal capacity of liquid 1 is less than the thermal capacity of liquid 2.     ",
+            "8": "8  \u00a9 ucles 2017 0625/13/m/j/17  17 a solid substance is heated at a constant rate. the solid changes into a liquid and then into a  gas.    the graph shows how the temperature of the substance changes.    700 600500400300200100 0temperature /  \u00b0c time 0    what is the melting point and what is the boiling point of the substance?     melting  point  / \u00b0c boiling  point  / \u00b0c  a 200 300  b 200 500  c 300 500  d 300 700     ",
+            "9": "9  \u00a9 ucles 2017 0625/13/m/j/17 [turn over  18 a copper bar and a wooden bar are joined. a piece of paper is wrapped tightly around the join.    the bar is heated strongly at the centre for a short time, and the paper goes brown on one side  only.    paper copper wood heat    which side goes brown, and what does this show about wood and copper?     brown side wood copper  a copper conductor insulator  b copper insulator conductor  c wood conductor insulator  d wood insulator conductor    19 which types of thermal energy transfer require a medium?  a conduction and convection  b conduction only  c convection and radiation  d radiation only     20 what causes the change in direction when light travels from air into glass?  a the amplitude of the light changes.  b the colour of the light changes.  c the frequency of the light changes.  d the speed of the light changes.     ",
+            "10": "10  \u00a9 ucles 2017 0625/13/m/j/17  21 which diagram shows how a converging lens forms a real image of an object o?    a b c d o oo o      22 which diagram shows what happens when a ray of white light passes through a prism?    a  spectrum b spectrum c spectrumd spectrumwhite light white lightwhite light white light     ",
+            "11": "11  \u00a9 ucles 2017 0625/13/m/j/17 [turn over  23 the table shows different types of wave in the electromagnetic spectrum.    radio  waves micro- waves infra-red  waves visible  light ultraviolet  waves x-rays gamma  rays    where do all the waves travel at the same speed?  a in a vacuum  b in diamond  c in glass  d in water     24 the diagrams show four sources of waves.    which source produces longitudinal waves?    d c b a stick pushed up and down in waterradio transmitterloudspeaker lamp     25 a fire alarm is not loud enough and the pitch is too low. an engineer adjusts the alarm so that it  produces a louder note of a higher pitch.  what effect does this have on the amplitude and on the frequency of the sound?     amplitude frequency  a larger greater  b larger smaller  c smaller greater  d smaller smaller    ",
+            "12": "12  \u00a9 ucles 2017 0625/13/m/j/17  26 from which materials are the coil and the core of an electromagnet made?     coil core  a copper soft iron  b copper steel  c soft iron copper  d steel soft iron      27 in which way are a bar magnet and an electromagnet similar?  a a bar magnet and an electromagnet are always magnetised when stored.  b a bar magnet and an electromagnet can both be used to separate magnetic and   non-magnetic materials.  c a bar magnet can be made of steel and an electromagnet uses a steel core.  d the magnetic field strength of a bar magnet and of an electromagnet can both be varied.     28 which material is a conductor of electricity?  a brass  b glass  c plastic  d wood     ",
+            "13": "13  \u00a9 ucles 2017 0625/13/m/j/17 [turn over  29 the diagram shows a circuit containing two resistors of resistance 1.0  \u03c9 and 2.0  \u03c9.    a voltmeter is connected across the 1.0  \u03c9 resistor by connecting p to x.    the reading on the voltmeter is 6.0  v.    v1.0 \u03c9 2.0 \u03c9xy p     p is moved to point y in the circuit.    what is the new reading on the voltmeter?  a 3.0  v b 6.0  v c 12  v d 18  v     30 the circuit diagram shows a simple circuit with  a battery of electromotive force (e.m.f.) 6.0  v and  two bulbs each of resistance 2.0  \u03c9.    a a ammeter 2 ammeter 1     which row gives the readings on the ammeters?     reading on  ammeter 1  / a reading on  ammeter 2  / a  a 1.5 0  b 1.5 1.5  c 3.0 0  d 3.0 1.5     ",
+            "14": "14  \u00a9 ucles 2017 0625/13/m/j/17  31 the diagram shows three identical heating elements connected to a power supply.    switch 1 switch 2 switch 3 power supply    which arrangement of switches causes most  power to be used?     switch 1 switch 2 switch 3  a closed closed closed  b closed open closed  c closed open open  d open closed closed     32 a student connects a variable potential divider (potentiometer) circuit.    r  s t v  12  v     what happens to the reading on the voltmeter as the sliding terminal t is moved from r to s?  a it decreases from 12  v to 0  v.  b it increases from 0  v to 12  v.  c it remains at 0  v.  d it remains at 12  v.    ",
+            "15": "15  \u00a9 ucles 2017 0625/13/m/j/17 [turn over  33 the diagram shows a circuit used to make a light detector.    a xy    one component is connected between x and y.    which component causes the ammeter reading to increase when the light gets brighter?    a b c d      34 a circuit-breaker is designed to protect a circuit which usually carries a current of 2  a.    the time taken to break the circuit depends on the current, as shown in the graph.    0.16 0.140.120.100.080.060.040.02 0 0 2 4 6 8 1 01 21 41 61 82 0 current  / atime taken to break thecircuit  / s     what happens when the current in the circuit is 2  a and what happens when the current is 18  a?     when the current is 2  a when the current is 18  a  a the circuit breaks in less than 0.01  s the circuit breaks in less than 0.01  s  b the circuit breaks in less than 0.01  s the circuit does not break  c the circuit does not break the circuit breaks in less than 0.01  s  d the circuit does not break the circuit does not break     ",
+            "16": "16  \u00a9 ucles 2017 0625/13/m/j/17  35 a wire moves in the direction shown between the poles of a magnet.    n s movement of wirewire     which change increases the magnitude of the induced electromotive force (e.m.f.) across the  ends of the wire?  a increasing the gap between the poles of the magnet  b moving the wire faster  c using a shorter wire  d using a thinner wire    36 what is the purpose of a relay?  a to change a large voltage into a small voltage  b to change a small voltage into a large voltage  c to use a large current to switch on a small current  d to use a small current to switch on a large current     37 which description of a neutral atom of copper is correct?  a a nucleus surrounded by electrons  b a nucleus surrounded by molecules  c electrons surrounded by a nucleus  d electrons surrounded by molecules     38 a nuclide of iodine is represented by  i131 53.  how many neutrons are in a nucleus of this nuclide?  a 53 b 78 c 131 d 184    ",
+            "17": "17  \u00a9 ucles 2017 0625/13/m/j/17  39 a sample of radioactive isotope is decaying.    the nuclei of which atoms will decay first?  a it is impossible to know because radioactive decay is random.  b it is impossible to know unless the age of the material is known.  c the atoms near the centre will decay first because they are surrounded by more atoms.  d the atoms near the surface will decay first because the radiation can escape more easily.    40 the diagram shows a decay curve for a radioactive substance.    timecount rate counts  / s50 4540353025201510 50 0     according to the curve shown, what is the background radiation count?  a 40 counts  / s  b 20 counts  / s  c 5 counts  / s  d 0 counts  / s     ",
+            "18": "18  \u00a9 ucles 2017 0625/13/m/j/17  blank page",
+            "19": "19  \u00a9 ucles 2017 0625/13/m/j/17  blank page",
+            "20": "20    permission to reproduce items where third-party owned material pr otected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to trac e 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 ans wer-related information to candidates, all copyright acknowledgements are reproduced onl ine in the cambridge  international examinations copyright acknow ledgements booklet. this is produced for each  series of examinations and is freely a vailable to download at  www.cie.org.uk after the live examination series.    cambridge international examinations is part of the cambridge as sessment group. cambridge assessment is the brand name of unive rsity of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge.    \u00a9 ucles 2017 0625/13/m/j/17  blank page  "
+        },
+        "0625_s17_qp_21.pdf": {
+            "1": "  the syllabus is approved for use in england, wales and northern ir eland as a cambridge international level 1/level 2 certificat e.  this document consists of 18 printed pages and 2 blank pages.  ib17 06_0625_21_vi_lil/fp  \u00a9 ucles 2017 [turn over     *8388841185* cambridge international examinations  cambridge international general certificate of secondary education       physics 0625/21     paper 2  multiple choice (extended)  may/june 2017     45 minutes    additional materials: multiple choice answer sheet   soft clean eraser   soft pencil (type b or hb recommended)       read these instructions first    write in soft pencil.  do not use staples, paper clips, glue or correction fluid. write your name, centre number and candidate number on the answer sheet in the spaces provided  unless this has been done for you.  do not write in any barcodes.   there are forty  questions on this paper. answer all questions. for each question there are four possible  answers a, b, c and d.   choose the one you consider correct and record your choice in soft pencil  on the separate answer sheet.    read the instructions on the answer sheet very carefully.    each correct answer will score one mark. a ma rk will not be deducted for a wrong answer.  any rough working should be done in this booklet. electronic calculators may be used. take the weight of 1.0  kg to be 10  n (acceleration of free fall = 10  m / s2).   ",
+            "2": "2  \u00a9 ucles 2017 0625/21/m/j/17  1 what is the most accurate and precise method to measure the thickness of a coin?  a use a micrometer screw gauge.  b use a ruler and look at the scale perpendicularly.  c use a top pan balance.  d use the displacement method with water in a measuring cylinder.      2 on earth, a ball is dropped and falls 2.0  m in a vacuum.    the acceleration of the ball at 1.0  m is 10  m / s2.    0 m 0.5 m 1.0 m 1.5 m 2.0 mball     what is the acceleration of the ball at 0.5  m?  a 5.0  m / s2 b 10  m / s2 c 15  m / s2 d 20  m / s2    3 a skydiver reaches terminal velocity. then he opens his parachute.    what happens to the skydiver as the parachute opens?  a there is a decrease in weight.  b there is acceleration upwards.  c there is an increase in speed.  d there is movement upwards.     ",
+            "3": "3  \u00a9 ucles 2017 0625/21/m/j/17 [turn over  4 a piece of steel is taken from the earth to the moon for an experiment. the gravitational field  strength on the moon is smaller than on the earth.    which statement about the piece of steel is correct?  a it has less mass on the moon than on the earth.  b it has more mass on the moon than on the earth.  c it weighs less on the moon than on the earth.  d it weighs more on the moon than on the earth.     5 a measuring cylinder containing only water is placed  on an electronic balance. a small, irregularly  shaped stone is now completely immersed in the water.    the diagrams show the equipment before and after the stone is immersed.    100 90 8070605040302010measuring cylinder water balance g before the stone is immersed100 90 8070605040302010 g after the stone is immersedcm3cm3 stone     what is the density of the material of the stone?  a 1.7  g / cm3 b 3.3  g / cm3 c 4.5  g / cm3 d 8.7  g / cm3     ",
+            "4": "4  \u00a9 ucles 2017 0625/21/m/j/17  6 a boat is travelling at a steady speed in a straight line across the surface of a lake.    which statement about the boat is correct?  a the resultant force on the boat is in the direction of motion.  b the resultant force on the boat is in the opposite direction to its motion.  c the resultant force on the boat is vertically downwards.  d the resultant force on the boat is zero.     7 a ball of weight 1.2  n drops through the air at terminal velocity.    a sudden gust of wind exerts a horizontal force of 0.5  n on the ball from the left.    which diagram shows the resultant force on the ball while the wind is blowing?    ball resultant force1.2 n0.5 na ball resultant force1.2 n0.5 nb resultant force0.5 nc ballresultant force1.2 n1.2 n 1.2 n0.5 nd ball     ",
+            "5": "5  \u00a9 ucles 2017 0625/21/m/j/17 [turn over  8 the diagram shows a uniform bridge, 4.0  m long and weighing 10  000  n.    the bridge is pivoted at one end. a force at the other end gradually increases until the bridge  begins to lift.    pivotbridge 4.0 mlifting force     what is the lifting force as the bridge starts to move upwards?   a 2500  n b 5000  n c 10  000  n d 20  000  n     9 a bullet of mass 0.10  kg travels horizontally at a speed of 600  m / s. it strikes a stationary wooden  block of mass 1.90  kg resting on a frictionless, horizontal surface.    the bullet stays in the block.    what is the speed of the bullet and the block immediately after the impact?  a 30  m / s b 32  m / s c 60  m / s d 134  m / s     ",
+            "6": "6  \u00a9 ucles 2017 0625/21/m/j/17  10 a box of mass m slides down a slope of length l and vertical height d against a frictional force f.    dlmass m f stop     as the box slides down the slope, it loses gravitat ional potential energy and it does work against  the friction.    which row gives the loss in gravitational potential energy and the work done against friction?     loss in gravitational  potential energy work done  against friction  a mgd f l  b mgd fd  c mg l f l  d mg l fd      11 the diagram represents the energy transfers for a device.    input energy wasted output energyuseful output energy     the device is 50% efficient.    which equation is correct?  a input energy = useful output energy \u00f7 2  b useful output energy = wasted output energy \u00f7 2  c wasted output energy = useful output energy  d wasted output energy = useful output energy \u00f7 2     ",
+            "7": "7  \u00a9 ucles 2017 0625/21/m/j/17 [turn over  12 a student carries out some simple exercises.    in which exercise is the most work done?    1 kglifting through 1  ma 1 kgpushing through 1 m against a frictional force of 4  nb 2 kglifting through 2  m 2 kgpulling through 2 m against a frictional force of 2  nc d      13 four different liquids are poured into four containers.    the diagrams show the depth and the density of liquid in each container.    in which container is the pressure on its base the greatest?    a liquid density = 3.1  g / cm310 cmb liquid density = 1.2  g / cm320 cmc liquid density = 1.3  g / cm330 cmd liquid density = 0.8  g / cm340 cm      ",
+            "8": "8  \u00a9 ucles 2017 0625/21/m/j/17  14 brownian motion is observed when using a microscope to look at smoke particles in air.    what causes the smoke particles to move at random?  a smoke particles are hit by air molecules.  b smoke particles are moved by convection currents in the air.  c smoke particles have different weights and fall at different speeds.  d smoke particles hit the walls of the container.     15 gas molecules striking a container wall cause a pressure to be exerted on the wall.    which statement explains this?  a when a molecule rebounds there must be a change in its energy.  b when a molecule rebounds there must be a change in its momentum.  c when a molecule rebounds there must be a change in its speed.  d when a molecule rebounds there must be a change in its temperature.       ",
+            "9": "9  \u00a9 ucles 2017 0625/21/m/j/17 [turn over  16 equal masses of two different liquids are put into identical beakers.    liquid 1 is heated for 100  s and liquid 2 is heated for 200  s by heaters of the same power .    each liquid has the same rise in temperature.    liquid 1 liquid 2 heating time = 100  s heating time = 200  sdifferent liquids of same mass     which statement is correct?  a each beaker of liquid has the same thermal capacity.  b each beaker of liquid receives the same energy.  c liquid 1 receives more energy than liquid 2.  d the thermal capacity of liquid 1 is less than the thermal capacity of liquid 2.      17 water of mass 100  g at a temperature of 100  \u00b0c is converted into steam at 100  \u00b0c. the specific  latent heat of vaporisation of water is 2300  j / g.    how much thermal energy is absorbed by the water?  a 23  j b 230  j c 230  000  j d 23  000  000  j     ",
+            "10": "10  \u00a9 ucles 2017 0625/21/m/j/17  18 a copper bar and a wooden bar are joined. a piece of paper is wrapped tightly around the join.    the bar is heated strongly at the centre for a short time, and the paper goes brown on one side  only.    paper copper wood heat    which side goes brown, and what does this show about wood and copper?     brown side wood copper  a copper conductor insulator  b copper insulator conductor  c wood conductor insulator  d wood insulator conductor    ",
+            "11": "11  \u00a9 ucles 2017 0625/21/m/j/17 [turn over  19 different waves hit barriers with different sized gaps.    the waves will diffract.    in which diagram does the greatest spreading occur?    gap 2.0  cma barrier wavelength 1.0 cmgap 2.0  cmb barrier wavelength 2.0 cm wavelength 2.0 cmgap 3.0  cmc barrier wavelength 1.0 cmgap 3.0  cmd barrier      20 a converging lens is used as a magnifying glass to view an object.    which statement is correct?  a the image is inverted.  b the image is nearer the lens than the object.  c the image is the same size.  d the image is virtual.    ",
+            "12": "12  \u00a9 ucles 2017 0625/21/m/j/17  21 which diagram shows what happens when a ray of white light passes through a prism?    a  spectrum b spectrum c spectrumd spectrumwhite light white lightwhite light white light      22 light travels in a vacuum and then enters a glass block. the speed of the light in the glass block  is 2.0 \u00d7 10 8  m / s.    which statement about the speed of light is correct?  a the speed in a vacuum is 1.5 times the speed in the glass.  b the speed in the glass is the same as the speed in a vacuum.  c the speed in the glass is 1.5 times the speed in a vacuum.  d the speed in the glass is 1.0 \u00d7 108 times the speed in a vacuum.    23 a fire alarm is not loud enough and the pitch is too low. an engineer adjusts the alarm so that it  produces a louder note of a higher pitch.  what effect does this have on the amplitude and on the frequency of the sound?     amplitude frequency  a larger greater  b larger smaller  c smaller greater  d smaller smaller    ",
+            "13": "13  \u00a9 ucles 2017 0625/21/m/j/17 [turn over  24 in a child\u2019s toy, metal fish are lifted out of a toy pond using a metal rod. the fish are magnetically  attracted to the end of the rod. there is no magnetic force between the fish themselves.    toy pondmetal rod metal fish    what are possible materials from which the fish and the rod are made?     fish rod  a aluminium soft iron  b aluminium steel  c soft iron soft iron  d soft iron steel      25 what is the most effective method of demagnetising a bar magnet?  a placing the magnet in a solenoid carrying a large alternating current and gradually  decreasing the current  b placing the magnet in a solenoid carrying a large direct current and gradually decreasing the  current  c placing the magnet in a solenoid that produces a magnetic field in the opposite direction to  the magnet  d placing the magnet next to an identical bar magnet with its poles in the opposite direction     26 a magnet near a coil of wire is attracted to the coil only when there is a current in the coil.    which statement explains this force of attraction?  a the coil of wire has its own gravitational field.  b the coil of wire is made from soft iron.  c the current in the coil of wire creates a magnetic field.  d the current in the coil of wire induces a charge on the magnet.     ",
+            "14": "14  \u00a9 ucles 2017 0625/21/m/j/17  27 a student rubs a plastic rod with a cloth.    the rod becomes positively charged.    what has happened to the rod?  a it has gained electrons.  b it has gained protons.  c it has lost electrons.  d it has lost protons.     28 which quantity is measured in coulombs?  a charge  b current  c electromotive force  d power     29 a cylinder of conducting putty has length l, diameter d and resistance r. the putty is now  moulded into a cylinder of diameter 2 d that has the same volume.    rl d     by which factor does the resistance of the putty cylinder decrease?  a 2 b 4 c 8 d 16      30 the average current during a lightning strike between a cloud and the ground is 1.5 \u00d7 104  a.    the lightning releases 3.0 \u00d7 108  j of energy and lasts for 2.0 \u00d7 10\u20134  s.    what is the average electromotive force (e.m.f.) between the cloud and the ground?  a 4.0  v b 100  v c 1.0 \u00d7 108  v d 9.0 \u00d7 108  v     ",
+            "15": "15  \u00a9 ucles 2017 0625/21/m/j/17 [turn over  31 a student connects a variable potential divider (potentiometer) circuit.    r  s t v  12  v     what happens to the reading on the voltmeter as the sliding terminal t is moved from r to s?  a it decreases from 12  v to 0  v.  b it increases from 0  v to 12  v.  c it remains at 0  v.  d it remains at 12  v.     32 the circuit diagram shows a circuit with an a.c. supply, a diode and a resistor.        which diagram shows how the current i in the resistor varies with time t ?    a b c d0ii iitt tt00 0 0 00 0      ",
+            "16": "16  \u00a9 ucles 2017 0625/21/m/j/17  33 a light-dependent resistor (ldr) and a resistor r are connected in a series circuit. light falls on  the ldr.    a r    the brightness of the light falling on the ldr decreases.    what happens to the resistance of the ldr and what happens to the reading on the ammeter?     resistance  of ldr reading on  ammeter  a decreases decreases  b decreases increases  c increases decreases  d increases increases     34 the diagram shows a logic gate.    pr q     which input combinations at p and q gives an output of 0 at r?     p q  a 0 0  b 0 1  c 1 0  d 1 1    ",
+            "17": "17  \u00a9 ucles 2017 0625/21/m/j/17 [turn over  35 a simple d.c. electric motor is fitted with a coil that rotates in a magnetic field. a commutator  connects the power supply to the coil.    what is the purpose of the commutator?  a it converts a.c. into d.c. in the coil.  b it prevents the current from becoming too great, because the coil has a low resistance.  c it reverses the direction of the current in the coil after every 180 \u00b0 rotation of the coil.  d it switches the current off momentarily after every 90 \u00b0 rotation of the coil.      36 what is the purpose of a relay?  a to change a large voltage into a small voltage  b to change a small voltage into a large voltage  c to use a large current to switch on a small current  d to use a small current to switch on a large current      37 which row gives the relative charge of an electron, a neutron and a proton?     electron neutron proton  a \u20131 0 \u20131  b \u20131 0 +1  c +1 \u20131 0  d +1 0 +1      38 a nuclide of element x undergoes \u03b2-decay.    which statement is correct?  a the nucleon number increases by 1.  b the nucleon number stays the same.  c the product is another nuclide of an isotope of x.  d the proton number decreases by 1.    ",
+            "18": "18  \u00a9 ucles 2017 0625/21/m/j/17  39 a sample of radioactive isotope is decaying.    the nuclei of which atoms will decay first?  a it is impossible to know because radioactive decay is random.  b it is impossible to know unless the age of the material is known.  c the atoms near the centre will decay first because they are surrounded by more atoms.  d the atoms near the surface will decay first because the radiation can escape more easily.    40 a detector of ionising radiation gives a background reading of 20 counts  / minute.    a radioactive isotope with a half-life of 2.0 days is brought near to the detector. the reading on  the detector increases to 100 counts  / minute.    how long does it take for the reading on the detector to decrease to 40 counts  / minute?  a 2.0 days b 4.0 days c 5.0 days d 10 days    ",
+            "19": "19  \u00a9 ucles 2017 0625/21/m/j/17  blank page",
+            "20": "20    permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to trac e 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 ans wer-related information to candidates, all copyright acknowledgements are reproduced onl ine in the cambridge  international examinations copyright acknow ledgements booklet. this is produced for each  series of examinations and is freely a vailable to download at  www.cie.org.uk after the live examination series.    cambridge international examinations is part of the cambridge as sessment group. cambridge assessment is the brand name of unive rsity of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge.    \u00a9 ucles 2017 0625/21/m/j/17  blank page  "
+        },
+        "0625_s17_qp_22.pdf": {
+            "1": "  the syllabus is approved for use in england, wales and northern ir eland as a cambridge international level 1/level 2 certificat e.  this document consists of 17 printed pages and 3 blank pages.  ib17 06_0625_22/3rp  \u00a9 ucles 2017 [turn over     *7478947670* cambridge international examinations  cambridge international general certificate of secondary education       physics 0625/22     paper 2  multiple choice (extended)  may/june 2017     45 minutes    additional materials: multiple choice answer sheet   soft clean eraser   soft pencil (type b or hb recommended)       read these instructions first    write in soft pencil.  do not use staples, paper clips, glue or correction fluid. write your name, centre number and candidate number on the answer sheet in the spaces provided  unless this has been done for you.  do not write in any barcodes.   there are forty  questions on this paper. answer all questions. for each question there are four possible  answers a, b, c and d.   choose the one you consider correct and record your choice in soft pencil  on the separate answer sheet.    read the instructions on the answer sheet very carefully.    each correct answer will score one mark. a ma rk will not be deducted for a wrong answer.  any rough working should be done in this booklet. electronic calculators may be used. take the weight of 1.0  kg to be 10  n (acceleration of free fall = 10  m / s2).   ",
+            "2": "2  \u00a9 ucles 2017 0625/22/m/j/17  1 what is the most accurate and precise method to measure the thickness of a coin?  a use a micrometer screw gauge.  b use a ruler and look at the scale perpendicularly.  c use a top pan balance.  d use the displacement method with water in a measuring cylinder.      2 a student determines the average speed of a bubble rising through a liquid at constant speed.    when the student starts the stopwatch the bubble is at position p.    after 2.0  s the bubble is at position q.    18 1920212223242526 cm 27q pbubble bubble    what is the speed of the bubble between p and q?  a 3.2  cm  / s b 3.7  cm  / s c 6.4  cm  / s d 7.4  cm  / s     ",
+            "3": "3  \u00a9 ucles 2017 0625/22/m/j/17 [turn over  3 the diagram shows the speed-time graph for a toy car travelling in a straight line.    01.0 2.0 3.0 time  / s4.0 5.04.0 3.02.01.0 0speed m  / s     what is the acceleration of the car during the first two seconds and what is the total distance that  it travels?     acceleration  m / s2 total  distance  / m  a 0.50 10  b 0.50 20  c 2.0 10  d 2.0 20     4 in which pair are both quantities measured in newtons?  a force and pressure  b force and weight  c mass and pressure  d mass and weight     ",
+            "4": "4  \u00a9 ucles 2017 0625/22/m/j/17  5 the masses of a measuring cylinder before and after pouring some liquid into it are shown in the  diagram.    200 100cm3 mass = 80  g200100cm 3 mass = 180  gliquid     what is the density of the liquid?  a 120100g / cm3 b 140100g / cm3 c 120180g / cm3 d 140180g / cm3      6 a spring which obeys hooke\u2019s law has an unstretched length of 10  cm.    a load of 20  n is hung from the spring.    the new length of the spring is 36  cm.    what is the spring constant k of the spring?  a 0.56  n / cm b 0.77  n / cm c 1.3  n / cm d 1.8  n / cm     7 a car travels forwards along a straight horizontal road. only the horizontal forces acting on it are  shown.    driving forceair resistance and friction     the length of each arrow represents the size of each force.    how do these forces affect the motion of the car?  a the car moves at constant speed.  b the car moves backwards.  c the car slows down.  d the car\u2019s forward speed increases.    ",
+            "5": "5  \u00a9 ucles 2017 0625/22/m/j/17 [turn over  8 the diagram shows a wooden beam of weight 20  n. the centre of mass of the beam is labelled  m.    there is a pivot at one end of the beam. the beam is kept horizontal by an upward force, f.    1.2 m2.0 mf m 20 npivot wooden beam     what is the magnitude of f ?  a 12  n b 20  n c 30  n d 33  n      9 a ball of mass 2.0  kg is travelling at a speed of 12  m / s. it moves towards an object of mass 3.0  kg  which is at rest.    12 m / s 2.0 kg3.0 kg at rest     the ball hits the object and sticks to it.    which row gives the total momentum, and the speed of both objects immediately after the  collision?     total momentum  kg  m / s speed  m / s  a 0 4.8  b 0 8.0  c 24 4.8  d 24 8.0    ",
+            "6": "6  \u00a9 ucles 2017 0625/22/m/j/17  10 an object falls from a height of 5.0  m.    air resistance can be ignored.    as it hits the ground the object has 750  j of kinetic energy.    what is its mass?  a 15  kg b 50  kg c 75  kg d 150  kg     11 an electric generator produces an electromotive force (e.m.f.) of 200  v and produces a current of  3.0  a in a circuit. the generator is driven by an engine with a power of 2.4  kw.    what is the efficiency of the generator?  a 2.8% b 25% c 28% d 36%    12 the diagrams show athletes training by stretching springs.    each spring has the same stiffness.    which athlete does the most work?    a one spring stretched by 0.60  m two springs stretched by 0.60  mb one spring stretched by 0.80  m cd two springs stretched by 0.80  m    ",
+            "7": "7  \u00a9 ucles 2017 0625/22/m/j/17 [turn over  13 four different liquids are poured into four containers.    the diagrams show the depth and the density of liquid in each container.    in which container is the pressure on its base the greatest?    a liquid density = 3.1  g / cm310 cmb liquid density = 1.2  g / cm320 cmc liquid density = 1.3  g / cm330 cmd liquid density = 0.8  g / cm340 cm       14 brownian motion is observed when using a microscope to look at smoke particles in air.    what causes the smoke particles to move at random?  a smoke particles are hit by air molecules.  b smoke particles are moved by convection currents in the air.  c smoke particles have different weights and fall at different speeds.  d smoke particles hit the walls of the container.     15 a student blows air through a liquid using a straw. this causes the liquid to evaporate quickly and  therefore to cool.    which statement explains why the remaining liquid cools?  a slower-moving molecules are carried away by the air bubbles.  b the air molecules conduct heat from the liquid.  c the air sets up convection currents in the liquid.  d the molecules with most energy leave the liquid.      16 what is meant by the specific latent heat of fusion of ice?  a the energy needed to change unit mass of ice into water at constant temperature  b the energy needed to change unit volume of ice into water at constant temperature  c the energy needed to produce unit temperature increase of unit mass of ice  d the energy needed to produce unit temperature increase of unit volume of ice     ",
+            "8": "8  \u00a9 ucles 2017 0625/22/m/j/17  17 equal masses of two different liquids are put into identical beakers.    liquid 1 is heated for 100  s and liquid 2 is heated for 200  s by heaters of the same power .    each liquid has the same rise in temperature.    liquid 1 liquid 2 heating time = 100  s heating time = 200  sdifferent liquids of same mass     which statement is correct?  a each beaker of liquid has the same thermal capacity.  b each beaker of liquid receives the same energy.  c liquid 1 receives more energy than liquid 2.  d the thermal capacity of liquid 1 is less than the thermal capacity of liquid 2.     ",
+            "9": "9  \u00a9 ucles 2017 0625/22/m/j/17 [turn over  18 a copper bar and a wooden bar are joined. a piece of paper is wrapped tightly around the join.    the bar is heated strongly at the centre for a short time, and the paper goes brown on one side  only.    paper copper wood heat    which side goes brown, and what does this show about wood and copper?     brown side wood copper  a copper conductor insulator  b copper insulator conductor  c wood conductor insulator  d wood insulator conductor    ",
+            "10": "10  \u00a9 ucles 2017 0625/22/m/j/17  19 different waves hit barriers with different sized gaps.    the waves will diffract.    in which diagram does the greatest spreading occur?    gap 2.0  cma barrier wavelength 1.0 cmgap 2.0  cmb barrier wavelength 2.0 cm wavelength 2.0 cmgap 3.0  cmc barrier wavelength 1.0 cmgap 3.0  cmd barrier      ",
+            "11": "11  \u00a9 ucles 2017 0625/22/m/j/17 [turn over  20 the incomplete ray diagram shows two rays of light that have passed from one point on an object  through a thin converging lens.    lens rightobject rays of lightleft     which type of image is formed, and on which side of the lens is it formed?     type of image which side of lens  a real on the left  b real on the right  c virtual on the left  d virtual on the right     21 which diagram shows what happens when a ray of white light passes through a prism?    a  spectrum b spectrum c spectrumd spectrumwhite light white lightwhite light white light     ",
+            "12": "12  \u00a9 ucles 2017 0625/22/m/j/17  22 light travels in a vacuum and then enters a glass block. the speed of the light in the glass block  is 2.0 \u00d7 108  m / s.    which statement about the speed of light is correct?  a the speed in a vacuum is 1.5 times the speed in the glass.  b the speed in the glass is the same as the speed in a vacuum.  c the speed in the glass is 1.5 times the speed in a vacuum.  d the speed in the glass is 1.0 \u00d7 108 times the speed in a vacuum.      23 a fire alarm is not loud enough and the pitch is too low. an engineer adjusts the alarm so that it  produces a louder note of a higher pitch.  what effect does this have on the amplitude and on the frequency of the sound?     amplitude frequency  a larger greater  b larger smaller  c smaller greater  d smaller smaller      24 a student demagnetises a magnetised steel bar.    he places the bar in a solenoid connected to a power supply. he then removes the bar from the solenoid.    which row indicates the most effective way of demagnetising the bar?     type of  power supply speed to  remove bar  a a.c. fast  b a.c. slow  c d.c. fast  d d.c. slow     ",
+            "13": "13  \u00a9 ucles 2017 0625/22/m/j/17 [turn over  25 a magnet near a coil of wire is attracted to the coil only when there is a current in the coil.    which statement explains this force of attraction?  a the coil of wire has its own gravitational field.  b the coil of wire is made from soft iron.  c the current in the coil of wire creates a magnetic field.  d the current in the coil of wire induces a charge on the magnet.     26 what is wrong with this labelled diagram of a permanent magnet?    n siron disc     a the cross-section should be rectangular.  b the length should be greater than the diameter.  c the magnet should be made of steel.  d the n-pole and the s-pole should be reversed.    27 a student tests the electrical conduction of four materials.    aluminium  iron plastic silver    which materials conduct electricity?  a aluminium, iron and silver only  b aluminium and silver only  c iron, silver and plastic only  d plastic only     ",
+            "14": "14  \u00a9 ucles 2017 0625/22/m/j/17  28 what is the unit of charge?  a ampere  b coulomb  c ohm  d volt      29 an isolated metal sphere is positively charged.    it is then brought near to another isolated metal sphere that is neutral.    ++ + +++++++++ neutral metal spherepositively charged metal sphere    what happens to the charges on the neutral sphere as the positively charged sphere is brought  close to it?  a some positive charges move to the left and some negative charges move to the right.  b some positive charges move to the right and some negative charges move to the left.  c some positive charges move to the right, but the negative charges do not move.  d the positive charges do not move, but some negative charges move to the left.      30 which diagram is the current-voltage ( i-v) characteristic graph for a metallic conductor at  constant temperature?    a 00 vib 00 vic 00 vid 00 vi      ",
+            "15": "15  \u00a9 ucles 2017 0625/22/m/j/17 [turn over  31 four circuits each contain a 6  v battery, a diode, an ammeter and a lamp. none of the  components is faulty.    which circuit shows a possible ammeter reading?    aa reading = 1.0  aab reading = 0  a ac reading = 1.0  aad reading = \u20131.0  a     32 a student connects a variable potential divider (potentiometer) circuit.    r  s t v  12  v     what happens to the reading on the voltmeter as the sliding terminal t is moved from r to s?  a it decreases from 12  v to 0  v.  b it increases from 0  v to 12  v.  c it remains at 0  v.  d it remains at 12  v.     ",
+            "16": "16  \u00a9 ucles 2017 0625/22/m/j/17  33 the diagram shows an electric circuit.    10 \u03c90.40  a 20 \u03c9     what is the potential difference (p.d.) across the ldr?  a 4.0  v b 8.0  v c 25  v d 50  v     34 what does the symbol shown represent?        a an and gate  b a nor gate  c a not gate  d an or gate     35 what is the purpose of a relay?  a to change a large voltage into a small voltage  b to change a small voltage into a large voltage  c to use a large current to switch on a small current  d to use a small current to switch on a large current      36 which device uses a split-ring commutator?  a a d.c. motor  b a relay  c a transformer  d an a.c. generator     ",
+            "17": "17  \u00a9 ucles 2017 0625/22/m/j/17  37 which particle has a negative charge?  a an alpha particle  b an electron  c a neutron  d a proton      38 a type of nuclear reaction takes place in stars.    which row describes this type of reaction?     nuclear reaction nuclei formed energy transfer  a fission larger than original nuclei released  b fission smaller than original nuclei absorbed  c fusion larger than original nuclei released  d fusion smaller than original nuclei absorbed    39 a sample of radioactive isotope is decaying.    the nuclei of which atoms will decay first?  a it is impossible to know because radioactive decay is random.  b it is impossible to know unless the age of the material is known.  c the atoms near the centre will decay first because they are surrounded by more atoms.  d the atoms near the surface will decay first because the radiation can escape more easily.     40 a sample of a radioactive isotope emits particles at a rate of 240 per minute.    after 48 hours the rate of emission has decreased to 15 per minute.    what is the half-life of the radioactive material?  a 4.0 hours b 8.0 hours c 12 hours d 16 hours    ",
+            "18": "18  \u00a9 ucles 2017 0625/22/m/j/17  blank page",
+            "19": "19  \u00a9 ucles 2017 0625/22/m/j/17  blank page",
+            "20": "20    permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to trac e 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 ans wer-related information to candidates, all copyright acknowledgements are reproduced onl ine in the cambridge  international examinations copyright acknow ledgements booklet. this is produced for each  series of examinations and is freely a vailable to download at  www.cie.org.uk after the live examination series.    cambridge international examinations is part of the cambridge as sessment group. cambridge assessment is the brand name of unive rsity of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge.    \u00a9 ucles 2017 0625/22/m/j/17  blank page  "
+        },
+        "0625_s17_qp_23.pdf": {
+            "1": "  the syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificat e.  this document consists of 18 printed pages and 2 blank pages.  ib17 06_0625_23_vi_yel/fp  \u00a9 ucles 2017 [turn over     *3182427838* cambridge international examinations  cambridge international general certificate of secondary education       physics 0625/23     paper 2  multiple choice (extended)  may/june 2017     45 minutes    additional materials: multiple choice answer sheet   soft clean eraser   soft pencil (type b or hb recommended)       read these instructions first    write in soft pencil.  do not use staples, paper clips, glue or correction fluid. write your name, centre number a nd candidate number on the answer sheet in the spaces provided  unless this has been done for you. do not write in any barcodes.   there are forty  questions on this paper. answer all questions. for each questi on there are four possible  answers a, b, c and d.   choose the one you consider correct and record your choice in soft pencil  on the separate answer sheet.    read the instructions on the answer sheet very carefully.    each correct answer will score one mark. a mark will not be deducted for a wrong answer.  any rough working should be done in this booklet.  electronic calculators may be used. take the weight of 1.0  kg to be 10  n (acceleration of free fall = 10  m / s2).   ",
+            "2": "2  \u00a9 ucles 2017 0625/23/m/j/17  1 what is the most accurate and precise method to measure the thickness of a coin?  a use a micrometer screw gauge.  b use a ruler and look at the scale perpendicularly.  c use a top pan balance.  d use the displacement method with water in a measuring cylinder.      2 a pendulum is swinging. five students each meas ure the time it takes to swing through ten  complete swings.    three students measure the time as 17.2  s. another student measures it as 16.9  s, and the fifth  student measures it as 17.0  s.    what is the average period of the pendulum?  a 1.69  s b 1.70  s c 1.71  s d 1.72  s     3 which distance-time graph represents a body whose speed is decreasing?    a 00distance timeb 00distance time c 00distance timed 00distance time    ",
+            "3": "3  \u00a9 ucles 2017 0625/23/m/j/17 [turn over  4 what are the units for mass, pressure and velocity?     mass pressure velocity  a kg n  s pa  b kg pa m  / s  c n s pa m  / s  d pa n  s m  / s      5 a steel ball bearing has a mass of 24  g and a density of 8.0  g / cm3. it is lowered into a measuring  cylinder containing 12  cm3 of water.    what is the new water level in the cylinder?  a 3.0  cm3 b 4.0  cm3 c 15  cm3 d 16  cm3      6 the diagram shows an object being acted upon by two forces.    3.0 n 6.0 n     what is the size of the resultant force on the object?  a 2.0  n b 3.0  n c 9.0  n d 18  n     ",
+            "4": "4  \u00a9 ucles 2017 0625/23/m/j/17  7 the diagram shows a man holding a sack and barrow stationary. he applies a vertical force to  the handle.    the centre of mass and the weight of the sack and barrow are shown. the wheel acts as a pivot.    weight of sack and barrow 200  n15 cm 45  cm80 cm20 cmforce exerted by man centre of mass of sack and barrow     what is the magnitude of the vertical force exerted by the man?  a 38  n b 50  n c 67  n d 200  n     ",
+            "5": "5  \u00a9 ucles 2017 0625/23/m/j/17 [turn over  8 the diagram shows the only two forces f1 and f2 acting on an object. the magnitude of each  force is represented by the length of each arrow.    f2110 \u00b0f1     the resultant force acting on the object is r.    which vector diagram shows how forces f1 and f2 add to produce r?    f1 f2110 \u00b0a f1f270\u00b0 r rrb f1 f2110 \u00b0c f1f2r 70\u00b0d      ",
+            "6": "6  \u00a9 ucles 2017 0625/23/m/j/17  9 the diagrams show four bodies moving in the directions shown. the only forces acting on the  bodies are shown in each diagram.    which body gains the most kinetic energy when moving a distance of 1.0  m?    a 20 n 10 nb 10 n c 10 n3 0  n3 0  n 25 ndmovement movement movementmovement      10 a steel ball is fired vertically upwards with a velocity v. the ball reaches a height h.    the same ball is now fired vertically upwards from the same position with a velocity 2 v.    air resistance can be ignored.    what is the new height reached by the ball?  a h b 2h c 4h d 8h    ",
+            "7": "7  \u00a9 ucles 2017 0625/23/m/j/17 [turn over  11 a solar panel is used to recharge a battery. the solar panel produces 0.80  w of electrical power.  the panel is 20% efficient.    solar panel sunlight power to battery 0.80  w     what is the power input of the sunlight onto the solar panel?  a 0.16  w b 4.0  w c 8.0  w d 16  w     12 the diagrams show four different athletes training by doing pull-ups.    which athlete does the most work?    a weight of athlete = 700  n distance lifted = 0.50  mb weight of athlete = 700  n distance lifted = 0.55  mc weight of athlete = 800  n distance lifted = 0.50  md weight of athlete = 800  n distance lifted = 0.55  m    ",
+            "8": "8  \u00a9 ucles 2017 0625/23/m/j/17  13 four different liquids are poured into four containers.    the diagrams show the depth and the density of liquid in each container.    in which container is the pressure on its base the greatest?    a liquid density = 3.1  g / cm310 cmb liquid density = 1.2  g / cm320 cmc liquid density = 1.3  g / cm330 cmd liquid density = 0.8  g / cm340 cm       14 brownian motion is observed when using a microscope to look at smoke particles in air.    what causes the smoke particles to move at random?  a smoke particles are hit by air molecules.  b smoke particles are moved by convection currents in the air.  c smoke particles have different weights and fall at different speeds.  d smoke particles hit the walls of the container.     15 the diagrams show four open dishes. each dish contains water at the same temperature.    the dishes are different shapes and a draught blows over two of them.    from which container does the water evaporate at the greatest rate?    a draughtb draught no draught no draughtc d      ",
+            "9": "9  \u00a9 ucles 2017 0625/23/m/j/17 [turn over  16 equal masses of two different liquids are put into identical beakers.    liquid 1 is heated for 100  s and liquid 2 is heated for 200  s by heaters of the same power .    each liquid has the same rise in temperature.    liquid 1 liquid 2 heating time = 100  s heating time = 200  sdifferent liquids of same mass     which statement is correct?  a each beaker of liquid has the same thermal capacity.  b each beaker of liquid receives the same energy.  c liquid 1 receives more energy than liquid 2.  d the thermal capacity of liquid 1 is less than the thermal capacity of liquid 2.     ",
+            "10": "10  \u00a9 ucles 2017 0625/23/m/j/17  17 a block of ice at \u201320  \u00b0c is heated until it turns to steam. the graph of temperature against thermal  energy absorbed is shown.    the latent heat of fusion of ice is 340  kj / kg.    100 80 604020 0 \u201320temperature \u00b0c 0 200 400 600 800 1000 1200 1400 1600 1800 2000 2200 2400 2600 1146  kj 126  kj 2406  kj thermal energy absorbed  / kj    what is the mass of the ice?  a 1.0  kg b 2.0  kg c 3.0  kg d 4.0  kg     18 a copper bar and a wooden bar are joined. a piece of paper is wrapped tightly around the join.    the bar is heated strongly at the centre for a short time, and the paper goes brown on one side  only.    paper copper wood heat    which side goes brown, and what does this show about wood and copper?     brown side wood copper  a copper conductor insulator  b copper insulator conductor  c wood conductor insulator  d wood insulator conductor     ",
+            "11": "11  \u00a9 ucles 2017 0625/23/m/j/17 [turn over  19 different waves hit barriers with different sized gaps.    the waves will diffract.    in which diagram does the greatest spreading occur?    gap 2.0  cma barrier wavelength 1.0 cmgap 2.0  cmb barrier wavelength 2.0 cm wavelength 2.0 cmgap 3.0  cmc barrier wavelength 1.0 cmgap 3.0  cmd barrier      ",
+            "12": "12  \u00a9 ucles 2017 0625/23/m/j/17  20 a converging lens is used to make an image on a screen.    candlescreen converging lens image formed here     what type of image is formed on the screen?  a real and inverted  b real and upright  c virtual and inverted  d virtual and upright     21 which diagram shows what happens when a ray of white light passes through a prism?    a  spectrum b spectrum c spectrumd spectrumwhite light white lightwhite light white light     ",
+            "13": "13  \u00a9 ucles 2017 0625/23/m/j/17 [turn over  22 light travels in a vacuum and then enters a glass blo ck. the speed of the light in the glass block  is 2.0 \u00d7 108  m / s.    which statement about the speed of light is correct?  a the speed in a vacuum is 1.5 times the speed in the glass.  b the speed in the glass is the same as the speed in a vacuum.  c the speed in the glass is 1.5 times the speed in a vacuum.  d the speed in the glass is 1.0 \u00d7 108 times the speed in a vacuum.      23 a fire alarm is not loud enough and the pitch is too low. an engineer adjusts the alarm so that it  produces a louder note of a higher pitch.  what effect does this have on the amplitude and on the frequency of the sound?     amplitude frequency  a larger greater  b larger smaller  c smaller greater  d smaller smaller      24 in which way are a bar magnet and an electromagnet similar?  a a bar magnet and an electromagnet are always magnetised when stored.  b a bar magnet and an electromagnet can both be used to separate magnetic and   non-magnetic materials.  c a bar magnet can be made of steel and an electromagnet uses a steel core.  d the magnetic field strength of a bar magnet and of an electromagnet can both be varied.      25 a magnet near a coil of wire is attracted to the coil only when there is a current in the coil.    which statement explains this force of attraction?  a the coil of wire has its own gravitational field.  b the coil of wire is made from soft iron.  c the current in the coil of wire creates a magnetic field.  d the current in the coil of wire induces a charge on the magnet.    ",
+            "14": "14  \u00a9 ucles 2017 0625/23/m/j/17  26 a steel magnet is placed in a coil and demagnetised.    which type of current is established in the coil, and how is the current changed?  a a direct current in the coil, then reduce the current quickly to zero  b a direct current in the coil, then reduce the current slowly to zero  c an alternating current in the coil, then reduce the current quickly to zero  d an alternating current in the coil, then reduce the current slowly to zero      27 which material is a conductor of electricity?  a brass  b glass  c plastic  d wood     28 the diagrams each show a positive point charge.    which diagram represents the pattern and the direction of the electric field due to the charge?    +a +b +cd +      29 which quantity is equivalent to 1.0  v?  a 1.0  j / c b 1.0  kj / c c 1.0  j / s d 1.0  kj / s      30 a circuit contains a fixed resistor. the potential difference across the resistor is 24.0  v and the  current in the resistor is 2.30  a.    how much energy is transferred in the resistor in a time of 17.0  minutes?  a 938  j b 5630  j c 56.3  kj d 9.38  kj    ",
+            "15": "15  \u00a9 ucles 2017 0625/23/m/j/17 [turn over  31 a battery, an ammeter, a switch, a lamp and a resistor are connected together in a circuit.    a     with the switch open, the ammeter reads 2.4  a. when the switch is closed, this reading increases  to 4.0  a.    what is the current through the resistor with the switch closed?  a 0  a b 1.6  a c 3.2  a d 6.4  a     32 a student connects a variable potential divider (potentiometer) circuit.    r  s t v  12  v     what happens to the reading on the voltmeter as the sliding terminal t is moved from r to s?  a it decreases from 12  v to 0  v.  b it increases from 0  v to 12  v.  c it remains at 0  v.  d it remains at 12  v.     ",
+            "16": "16  \u00a9 ucles 2017 0625/23/m/j/17  33 the diagram shows a circuit used to make a light detector.    a xy    one component is connected between x and y.    which component causes the ammeter reading to increase when the light gets brighter?    a b c d      34 a truth table for a type of logic gate is shown.    input 1 input 2 output  0 0 0  0 1 1  1 0 1  1 1 1    which type of logic gate is it?  a and b nor c not d or    35 in which device is a split-ring commutator used, and what is its purpose?     device purpose  a   a.c. generator   to change the direction of the  current in the coil as it turns  b   a.c. generator   to change the output current  from d.c. into a.c.  c   d.c. motor   to change the direction of the  current in the coil as it turns  d   d.c. motor   to change the input current  from a.c. into d.c.    ",
+            "17": "17  \u00a9 ucles 2017 0625/23/m/j/17 [turn over  36 what is the purpose of a relay?  a to change a large voltage into a small voltage  b to change a small voltage into a large voltage  c to use a large current to switch on a small current  d to use a small current to switch on a large current      37 when a source of d-particles is directed towards a thin metal foil they become scattered.    which observation of this experiment provides evidence for a small charged nucleus?  a a small proportion of the d-particles come straight back from the foil towards the source.  b a small proportion of the d-particles pass straight through the foil.  c some of the d-particles are deflected by an angle of less than 90 \u00b0.  d some of the d-particles follow a curved path after leaving the foil.      38 which description of a neutral atom of copper is correct?  a a nucleus surrounded by electrons  b a nucleus surrounded by molecules  c electrons surrounded by a nucleus  d electrons surrounded by molecules      39 a sample of radioactive isotope is decaying.    the nuclei of which atoms will decay first?  a it is impossible to know because radioactive decay is random.  b it is impossible to know unless the age of the material is known.  c the atoms near the centre will decay first because they are surrounded by more atoms.  d the atoms near the surface will decay first because the radiation can escape more easily.    ",
+            "18": "18  \u00a9 ucles 2017 0625/23/m/j/17  40 a student determines the half-life of a radioactive isotope.    the student uses a detector over five minutes and plots a graph showing how the count rate shown on the detector varies with time.    the count rate due to background radiation is 30 counts per minute.    250 200150100 50 0 0 1 2 3 4 5count rate counts  / minute time  / minutes    what is the half-life of this isotope?  a 0.30 minutes  b 1.2 minutes  c 1.5 minutes  d 5.0 minutes    ",
+            "19": "19  \u00a9 ucles 2017 0625/23/m/j/17  blank page",
+            "20": "20    permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here 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 onl ine in the cambridge  international examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely a vailable to download at  www.cie.org.uk after the live examination series.    cambridge international examinations is part of the cambridge assessment group. cambridge assessment is the brand name of unive rsity of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge.    \u00a9 ucles 2017 0625/23/m/j/17  blank page  "
+        },
+        "0625_s17_qp_31.pdf": {
+            "1": "this document consists of 15 printed pages and 1 blank page. dc (nf/jg) 148052/5  r \u00a9 ucles 2017  [turn overcambridge international examinations cambridge international general certificate of secondary education *4319809767* physics  0625/31 paper 3  theory (core)  may/june 2017  1 hour 15 minutes candidates answer on the question paper. no additional materials are required. read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen. you may use an hb pencil for any diagrams or graphs. do not use staples, paper clips, glue or correction fluid. do not  write in any barcodes. answer all questions. electronic calculators may be used. you may lose marks if you do not show your working or if you do not use appropriate units. take the weight of 1.0  kg to be 10  n (acceleration of free fall  = 10 m / s2). at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question. the syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificate.",
+            "2": "2 0625/31/m/j/17 \u00a9 ucles 2017 1 a pipe drips water into an empty glass jar. a student takes measurements to find how fast the  water is rising up the jar. fig. 1.1 shows the arrangement. pipe water drip glass jar water fig. 1.1  (a) the student measures the depth of the water every minute.   state the two pieces of equipment that she uses. 1.  .. 2.  .. [2]",
+            "3": "3 0625/31/m/j/17 \u00a9 ucles 2017 [turn over  (b) the student records her observations in a table. she then plots a graph using the axes shown  in fig. 1.2. 00 fig. 1.2   (i) on fig. 1.2, label both axes with title and unit.  [2]   (ii) the water rises up the jar at a constant rate.    draw a line on fig. 1.2 to show the student\u2019s graph. start the line from the time when the  jar is empty.  [2]  (c) a puddle of water forms on the ground. the average depth of the water is 2.5  mm.   determine the average depth of the water in m.  depth =  .  m  [2] [total: 8]",
+            "4": "4 0625/31/m/j/17 \u00a9 ucles 2017 2 three racing cars, a, b and c, all accelerate steadily and then continue at a constant speed.  fig. 2.1 gives information about the movement of car a and car b at the start of the race. 0 10 20 30 40010203040 time  / sspeed m / s a b fig. 2.1  (a) state the maximum speed of car a.  ..  [1]  (b) calculate the distance travelled by car b when accelerating.  distance =  .  m  [3]  (c) car c has a greater acceleration than car a, but it reaches a lower constant speed than car b.   on fig. 2.1, draw a line to show the movement of car c.  [2] [total: 6]",
+            "5": "5 0625/31/m/j/17 \u00a9 ucles 2017 [turn over 3 fig. 3.1 shows a tyre hanging from the branch of a tree. 2.5 m pbranch rope tyre fig. 3.1  (a) the mass of the tyre is 15  kg.   calculate its weight.  weight of tyre =  ..  n  [2]  (b) the weight of the tyre exerts a moment on the branch, about point p where the branch joins  the tree.   (i) explain what is meant by the term moment .  ..  [1]   (ii) a child sits on the tyre. the weight of the child and tyre together is 425  n. calculate the  moment of this force about point p. use information given in fig. 3.1. include the unit.  moment =  ..  [4]   (iii) a heavier child wants to sit on the tyre. describe how the tyre position should be adjusted  so that the moment is the same as in (b)(ii) .  ..  [1] [total: 8]",
+            "6": "6 0625/31/m/j/17 \u00a9 ucles 2017 4 fig. 4.1 shows a hydroelectric power system located in the mountains. reservoir areservoir b reservoir c pipeline pipeline citypumping stationhydroelectric station fig. 4.1  (a) the reservoirs store energy.   state the terms used to describe the energy stored in the reservoirs.  ..  [1]  (b) describe how the energy stored in reservoir c becomes useful energy for the city at the  hydroelectric station.  ...  ...  ...  ...  ...  ...  ..  [3]  (c) some of the stored energy is wasted. explain what happens to this energy.  ...  ..  [2]  (d) water from reservoirs a and b may flow into reservoir c. it is more efficient to fill reservoir c  using water from reservoir b only.   suggest a reason for this.  ...  ..  [1] [total: 7]",
+            "7": "7 0625/31/m/j/17 \u00a9 ucles 2017 [turn over 5 a laboratory floor has a surface that prevents people from slipping when the floor is wet.  (a) name the force that prevents a person from slipping.  ..  [1]  (b) a stool has a round non-slip pad fitted to the bottom of each leg.   (i) the stool has four legs. the area of each pad is 3  cm2. the weight of the stool is 75  n.  a student sits on the stool. the weight of the student is 525  n.    calculate the pressure acting on the floor due to the student and the stool.  pressure =  ..  n / cm2  [5]   (ii) the legs of the stool are made of hollow metal tubes. fig. 5.1 shows the bottom of a  stool leg with and without a pad. with pad without a padmetal tube fig. 5.1    explain why a stool leg without a pad does more damage to the floor.  ...  ..  [2] [total: 8]",
+            "8": "8 0625/31/m/j/17 \u00a9 ucles 2017 6 fig. 6.1 shows workers pouring liquid metal. fig. 6.1  (a) the metal changes from hot liquid to cool solid.   describe what happens to the arrangement, separation and motion of the atoms as the metal  changes from hot liquid to cool solid.  ...  ...  ...  ...  ...  ...  ..  [3]  (b) the workers cool their tools in water. they spill some water onto the floor but later the floor is  dry.   explain what happens to the water. state the name of the process. explanation  ...  ...  ...  ...  ... process  . [3] [total: 6]",
+            "9": "9 0625/31/m/j/17 \u00a9 ucles 2017 [turn over 7 this question is about the electromagnetic spectrum.  (a) fig. 7.1 shows labels for parts of the electromagnetic spectrum, in order. radio wavesmicrowaves visible light gamma raysinfra-red radiation.. .. fig. 7.1  complete fig. 7.1 by adding the two missing labels.  [2]  (b) state a use of infra-red radiation.  ..  [1]  (c) describe the harmful effect of microwaves on people.  ...  ..  [1] [total: 4]",
+            "10": "10 0625/31/m/j/17 \u00a9 ucles 2017 8 iodine-131 is a radioactive isotope of iodine. iodine-131 decays by the emission of a \u03b2-particle  and a \u03b3-ray.  (a) a nucleus of iodine-131 can be represented as 131 53i   determine the number of neutrons in a nucleus of iodine-131.  number of neutrons  ..  [1]  (b) \u03b2-particles and \u03b3-rays are ionising radiations.   explain the meaning of ionising  radiations.  ...  ..  [1]  (c) fig. 8.1 shows a decay curve for iodine-131. 004000800012 00016 00020 00024 00028 00032 000 481216202428323640count rate counts  / minute time  / days fig. 8.1   use information from fig. 8.1 to determine the half-life of iodine-131. show clearly how you  used the graph.  half-life =    days  [3]",
+            "11": "11 0625/31/m/j/17 \u00a9 ucles 2017 [turn over  (d) a different radioactive substance has a half-life of 120 hours.   calculate the time for it to decay to 25% of its original amount.  time =  ...  hours  [2] [total: 7]",
+            "12": "12 0625/31/m/j/17 \u00a9 ucles 2017 9 fig. 9.1 shows the position of a man working in a rock quarry. a single explosion is used to break  part of one rock face. front rock faceback rock faceexplosion man 430  m170  m fig. 9.1  (a) explain why the man sees the flash of the explosion before he hears the bang.  ...  ..  [1]  (b) the man hears a second bang shortly after the first bang.   (i) state the name given to this second bang.  ..  [1]   (ii) state how the second bang compares with the first bang in terms of its amplitude and  speed. amplitude  ... speed   [2]  (c) the man stands 170  m from the back rock face. the time between hearing the first bang and  hearing the second bang is 1.0  s.   use the information in fig. 9.1 to determine the speed of sound in the quarry.  speed of sound =  ..  m / s  [3] [total: 7]",
+            "13": "13 0625/31/m/j/17 \u00a9 ucles 2017 [turn over 10 fig. 10.1 shows a demonstration with magnets. strong magnet small magnet string bench fig. 10. 1  the strong magnet has a pole on its top surface and a pole on its bottom surface. the strong  magnet is placed above a small magnet that is connected to a bench by a string.  (a) (i) explain why the small magnet is in the position shown in fig. 10.1.  ...  ..  [2]   (ii) the strong magnet is turned so that the opposite surface is now facing the small magnet.  state and explain what happens, if anything.  ..  [1]  (b) (i) describe a method for magnetising an iron pin using a permanent magnet.  ...  ...  ..  [2]   (ii) explain how you would identify the poles of the magnet made in (b)(i) .  ...  ..  [2] [total: 7]",
+            "14": "14 0625/31/m/j/17 \u00a9 ucles 2017 11 fig. 11.1 shows a power supply in series with a resistance wire and a switch. power supply thin resistance wire fig. 11.1  (a) when the switch is closed, energy is transferred from the power supply. explain what happens  to this energy.  ...  ..  [2]  (b) a student wants to determine the resistance of the wire. he adds components to the circuit  shown in fig. 11.1.   (i) he measures the current in the circuit. state the name of the component that he uses.  ..  [1]   (ii) the student measures the potential difference (p.d.) across the resistance wire.  on fig. 11.1, draw the correct symbol for the component he uses and show how he  connects it.  [2]   (iii) fig. 11.2 shows the symbol for another component that the student adds to the circuit. fig. 11.2    state the name and function of this component. name  . function  ..  ... [2] [total: 7]",
+            "15": "15 0625/31/m/j/17 \u00a9 ucles 2017 12 a student demonstrates electromagnetic induction.  (a) describe how to demonstrate electromagnetic induction using a magnet, a coil of wire and a  sensitive ammeter. you may include a diagram.  ...  ...  ...  ..  [3]  (b) state two factors that affect the size of an induced electromotive force (e.m.f.) 1.  ... 2.  ..  [2] [total: 5]",
+            "16": "16 0625/31/m/j/17 \u00a9 ucles 2017 blank page permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the  publisher will be pleased to make amends at the earliest possible opportunity. to avoid the issue of disclosure of answer-related information to candidates, all copyright acknowledgements are reproduced online in the cambridge international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download at www.cie.org.uk after  the live examination series. 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."
+        },
+        "0625_s17_qp_32.pdf": {
+            "1": "this document consists of 19 printed pages and 1 blank page. dc (rw/sw) 125817/6 \u00a9 ucles 2017  [turn overcambridge international examinations cambridge international general certificate of secondary education *4195070969* physics  0625/32 paper 3  theory (core)  may/june 2017  1 hour 15 minutes candidates answer on the question paper. no additional materials are required. read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen. you may use an hb pencil for any diagrams or graphs. do not use staples, paper clips, glue or correction fluid. do not  write in any barcodes. answer all questions. electronic calculators may be used. you may lose marks if you do not show your working or if you do not use appropriate units. take the weight of 1.0  kg to be 10  n (acceleration of free fall  = 10 m / s2). at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question. the syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificate.",
+            "2": "2 0625/32/m/j/17 \u00a9 ucles 2017 1 fig. 1.1 shows students about to start a 50.0  m swimming race. fig. 1.1  (a) the length of the pool is 50.0  m.   name a suitable piece of equipment that could be used to measure the length of the pool.  ... [1]  (b) the race starts and the students swim to the end of the 50.0  m pool.   fig. 1.2 shows the times recorded on the stop watches for the winner and the swimmer in  second place. 0.5875min s s1 100winner 1.0587min s s1 100second place fig. 1.2   (i) determine the time taken by the winner to swim 50.0  m. use information from fig. 1.2. \t winner\u2019s\ttime\t=\t ..  s [1]   (ii) calculate the average speed of the winner.  average speed =  ..  m/s [2]   (iii) calculate the time difference between the winner and the swimmer in second place.  time difference =  ..  s [1]  [total: 5]",
+            "3": "3 0625/32/m/j/17 \u00a9 ucles 2017 [turn over 2 (a) the walls of a room are to be painted.   a tin of paint has a total mass of 7000  g and a volume of 5000  cm3.   the empty tin has a mass of 500  g.   (i) determine the mass of the paint.  mass of paint =  ..  g [1]   (ii) calculate the density of the paint. include the unit.  density =  .  [3]  (b) the painter drops a brush into the tin of paint. the brush floats.   suggest why the brush floats.  ...  ... [1]  [total: 5]",
+            "4": "4 0625/32/m/j/17 \u00a9 ucles 2017 3 fig. 3.1 shows a large sunshade. basesupportpivotarm sunshade fig. 3.1  the arm holding the sunshade pivots about the end of a support.  (a) the sunshade has a mass of 20.0  kg.   calculate the weight of the sunshade.  weight =  .  n [3]  (b) (i) another sunshade is shown in fig. 3.2.    this sunshade weighs 180  n.    the arm holding the sunshade extends 2.5  m from the pivot. basesupport 180  npivot2.5 m fig. 3.2    calculate the moment of the sunshade about the pivot.  moment =  ..  n m [3]",
+            "5": "5 0625/32/m/j/17 \u00a9 ucles 2017 [turn over   (ii) how can the moment produced by the sunshade be reduced? tick one box.     by decreasing the height of the support     by decreasing the length of the arm holding the sunshade     by increasing the weight of the base     by increasing the weight of the sunshade  [1]  [total: 7]",
+            "6": "6 0625/32/m/j/17 \u00a9 ucles 2017 4 a house has white wooden walls and a black wooden door, as shown in fig. 4.1. white black fig. 4.1  (a) the sun is shining on the door and the front wall of the house.   (i) state the name of the process by which thermal energy is transferred from the sun to the  earth.  ... [1]   (ii) fig. 4.2 shows part of the white wall and the black door of the house. two thermometers  have been attached, one to the wall and the other to the door. thermometer a thermometer b fig. 4.2    thermometer  a measures the temperature of the white wall. thermometer  b measures  the temperature of the black door.    the thermometer readings are recorded after the sun has been shining on the house for  some time.    suggest which thermometer has the higher temperature and explain why. higher temperature   explanation    ...  ...  ... [3]",
+            "7": "7 0625/32/m/j/17 \u00a9 ucles 2017 [turn over  (b) the air conditioning unit inside a room in the house is switched on. the air conditioning unit  takes in warm air and gives out cold air, as shown in fig. 4.3. doorcold air air conditioning unitceiling room fig. 4.3   explain how the air conditioning unit cools all the air in the room.  ...  ...  ...  ...  ... [3]  [total: 7]",
+            "8": "8 0625/32/m/j/17 \u00a9 ucles 2017 5 (a) a potato snack packet is taken onto an aeroplane. during the flight the pressure inside the  aeroplane changes and the potato snack packet changes shape, as shown in fig.  5.1. potaansckto potato snack potato snack potaanscktopotato snack packet before flight potato snack packet during flight fig. 5.1   explain why the packet changes shape. use ideas about the gas molecules inside and  outside the packet in your answer.  ...  ...  ...  ...  ...  ... [2]  (b) a deep-sea diver on a diving-boat experiences atmospheric pressure. when she is working  underwater, she experiences an increased pressure.   state two factors that affect the size of the increased pressure. 1.  ... 2.  ...  [2]",
+            "9": "9 0625/32/m/j/17 \u00a9 ucles 2017 [turn over  (c) fig. 5.2 shows a device used for measuring atmospheric pressure. mercury fig. 5.2   (i) state the name of the device shown in fig. 5.2.  ... [1]   (ii) fig. 5.3 shows a manometer connected to a gas supply. the pressure of the gas supply  is greater than atmospheric pressure. atmospheric pressure is equal to 1033.6  cm of  water. 1 cm234 watergas supply fig. 5.3    determine the pressure of the gas supply.  pressure =  .  cm of water  [3]  [total: 8]",
+            "10": "10 0625/32/m/j/17 \u00a9 ucles 2017 6 (a) fig. 6.1 shows an overhead view of two cars approaching a road junction. a plane mirror  helps the drivers to see other cars. driver 2 tall buildingdriver 1ray of light from car 1plane mirror car 1car 2road fig. 6.1   (i) a ray of light from car 1 is shown.    on fig. 6.1, clearly draw the normal to the plane mirror where this ray hits the plane  mirror. label the normal n.  [1]   (ii) on fig. 6.1, carefully draw the reflected ray of light.  [1]   (iii) state the law used in your answer to (a)(ii) .  ... [1]   (iv) can each driver see the other car?  ...    explain your answer.  ... [1]",
+            "11": "11 0625/32/m/j/17 \u00a9 ucles 2017 [turn over  (b) fig. 6.2 shows a ray of light incident on a glass block. ray of lightglass block fig. 6.2   (i) on fig. 6.2, continue the path of the ray into the block.  [1]   (ii) on fig. 6.2, clearly label the angle of incidence i and the angle of refraction r. [2]  [total: 7]",
+            "12": "12 0625/32/m/j/17 \u00a9 ucles 2017 7 fig. 7.1 shows the regions of the electromagnetic spectrum. radio wavesmicrowavesinfra-red waves1ultraviolet wavesx-rays 2 fig. 7.1  (a) (i) give the names of the two regions that are labelled 1 and 2. 1.  ... 2.  ...  [2]   (ii) use words from the box to complete the sentence.    acceleration            amplitude            frequency            speed            wavelength    compared with other regions in the electromagnetic spectrum, radio waves have the     largest . and the smallest . .  [2]  (b) sound is not an electromagnetic wave.   give one other way in which sound waves are different from radio waves.  ... [1]  (c) two students, x and y, carry out an experiment to determine the speed of sound in air.   x has two blocks of wood that make a loud, sharp sound when banged together.   y has a tape measure and a stopwatch.   describe how x and y can use the equipment to measure the speed of sound in air.  ...  ...  ...  ...  ...  ... [4]  [total: 9]",
+            "13": "13 0625/32/m/j/17 \u00a9 ucles 2017 [turn over 8 (a) fig. 8.1 shows a bar magnet. s n fig. 8.1   on fig. 8.1, draw lines to show the shape of the magnetic field around the bar magnet.   include at least one arrow to show the direction of the field.  [3]  (b) explain how a coil of wire can be used to create a bar magnet from a suitable piece of metal.  ...  ...  ... [2]  (c) which of these metals could be used to make a bar magnet? tick one box.     aluminium     copper     soft iron     steel  [1]  [total: 6]",
+            "14": "14 0625/32/m/j/17 \u00a9 ucles 2017 9 fig. 9.1 shows a current-carrying coil in a magnetic field. batteryccoil connections to batterydb a f + \u2013n scurrent fig. 9.1  the direction of the current in side ab of the coil is labelled.  the force f on side ab is also labelled.  (a) on fig. 9.1, draw   \u2022  an arrow labelled x, on side cd, to show the direction of the current in this side of the  coil,   \u2022 an arrow labelled p, to show the direction of the force on cd.  [2]  (b) give two ways of increasing the forces f and p on the sides of the coil. 1.  ...  ... 2.  ...  ...  [2]",
+            "15": "15 0625/32/m/j/17 \u00a9 ucles 2017 [turn over  (c) (i) name the particles that flow in the metal wire of the coil.  ... [1]   (ii) the wire of the coil is replaced by a thinner wire. this wire is the same length and is  made of the same metal.    state and explain how this changes the current in the coil.  ...  ...  ... [2]  [total: 7]",
+            "16": "16 0625/32/m/j/17 \u00a9 ucles 2017 10 a student wants to investigate how the resistance of a light-dependent resistor (ldr) varies with  the brightness of the light in the room.  (a) to investigate this, the student connects the circuit shown in fig. 10.1. vv fig. 10.1   the student has made three errors.   identify the three\terrors\tin\tthe\tstudent\u2019s\tcircuit. 1.  ...  ... 2.  ...  ... 3.  ...  ...  [3]",
+            "17": "17 0625/32/m/j/17 \u00a9 ucles 2017 [turn over  (b) the student corrects the errors. his results are shown in fig. 10.2. 0 0 20 40 60 % of full brightnessresistance of ldr  / \u03c9 80 100200040006000800010 00012 00014 00016 00018 000 fig. 10.2   (i) use the information in fig. 10.2 to describe how the brightness of the light in the room  affects the resistance of the ldr.  ...  ... [1]   (ii) the potential difference across the ldr is 8.0  v.    calculate the current in the ldr when the light is 60% of full brightness.  current =  ..  a [4]  [total: 8]",
+            "18": "18 0625/32/m/j/17 \u00a9 ucles 2017 11 (a) the plug for a television contains a fuse.   explain the purpose of the fuse.  ...  ...  ... [2]  (b) the circuit of the television includes transformers.   (i) state the metal used for the two coils of each transformer.  ... [1]   (ii) one transformer has an input voltage of 224  v and an output voltage of 16.0  v.    the input coil contains 308 turns.    calculate the number of turns on the output coil.  number of turns =  .  [3]  [total: 6]",
+            "19": "19 0625/32/m/j/17 \u00a9 ucles 2017 12 fig. 12.1 represents the particles in an atom of the element lithium. xneutron fig. 12.1  (not to scale)  (a) (i) state the name of particle x.  ... [1]   (ii) state the charge of particle x.  ... [1]   (iii) tick one box in fig.  12.2 that correctly represents an isotope of lithium.         fig. 12.2  [1]  (b) a sample of lithium contains 1.00  mg of a radioactive isotope of lithium.   calculate the mass of the isotope that remains after 2 half-lives.  mass =  ...  mg [2]  [total: 5]",
+            "20": "20 0625/32/m/j/17 \u00a9 ucles 2017 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 international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download at www.cie.org.uk after  the live examination series. 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.blank page"
+        },
+        "0625_s17_qp_33.pdf": {
+            "1": "this document consists of 16 printed pages. dc (st/sw) 125970/6 \u00a9 ucles 2017  [turn overcambridge international examinations cambridge international general certificate of secondary education *9365024139* physics  0625/33 paper 3  theory (core)  may/june 2017  1 hour 15 minutes candidates answer on the question paper. no additional materials are required. read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen. you may use an hb pencil for any diagrams or graphs. do not use staples, paper clips, glue or correction fluid. do not  write in any barcodes. answer all questions. electronic calculators may be used. you may lose marks if you do not show your working or if you do not use appropriate units. take the weight of 1.0  kg to be 10  n (acceleration of free fall  = 10 m / s2). at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question. the syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificate.",
+            "2": "2 0625/33/m/j/17 \u00a9 ucles 2017 1  a student measures a book.   (a)  he measures the length of the book, as shown in fig. 1.1. physics 0 5 centimetres10 15 20 25 30 fig. 1.1   the student records his measurement.     19.9 cm length of book =  ...   his measurement is not accurate.   describe two ways that the student can improve the accuracy of his measurement. 1.  ...  ... 2.  ...  ... [2]  (b) the book contains 200 thin sheets of paper.   the student wants to find the average (mean) thickness of a sheet of paper in the book.   describe how he can determine such a small distance using only a ruler.  ...  ...  ...  ...  ... [3]",
+            "3": "3 0625/33/m/j/17 \u00a9 ucles 2017 [turn over  (c)  the book has a mass of 400  g.   calculate the weight of the book. include the unit.  weight =  .. [4] [total: 9]",
+            "4": "4 0625/33/m/j/17 \u00a9 ucles 2017 2 a student has a laptop computer. the computer is powered by a battery.  (a)  state the word used to describe the energy stored in the battery.  ... [1]  (b)  the student opens the laptop using a force of 3.0  n, as shown in fig. 2.1.   3.0 n 25.0  cm pivot fig. 2.1   (i) calculate the moment of the 3.0  n force about the pivot.  moment =  .  n cm [3]   (ii) the student does work as he opens the laptop.    explain how the principle of conservation of energy applies to this example.  ...  ... [2]  (c)  the student is in a country with many hours of sunshine each day. he charges his laptop  using a solar panel.   give two advantages of using a solar panel, compared with using a mains electrical supply. 1.  ... 2.  ... [2]  (d)  a mains battery charger has a power output of 80  w.   the solar panel has a power output of 16  w.   describe one disadvantage of using the solar panel, compared with using the mains battery  charger.  ... [1] [total: 9]",
+            "5": "5 0625/33/m/j/17 \u00a9 ucles 2017 [turn over 3 a woman drives a car from town a to town b. she stops at a garage during her journey.  the distance-time graph for the journey is shown in fig. 3.1. 0 0 0.5 1.0 1.5 time  / hdistance  / km 2.0 2.520406080100120 town atown b fig. 3.1  (a)  (i)  determine the total time for the whole journey.  time =  ...  h [1]   (ii)  determine the time for which the car is not moving.    time =  ...  h [1]   (iii)  determine the distance between town a and town b.  distance =    km [1]   (iv)  calculate the average speed of the car between 0 and 0.75  h.  average speed =    km / h [3]  (b)  the speed of the car before stopping at the garage is different from its speed after stopping at  the garage.    describe this difference in speed and explain how the graph in fig. 3.1 shows it.  ...  ...  ... [2] [total: 8]",
+            "6": "6 0625/33/m/j/17 \u00a9 ucles 2017 4  fig. 4.1 shows a car tyre in contact with the road.     roadtyre fig. 4.1  the area of tyre in contact with the road is 0.015  m2.  the tyre exerts a pressure on the road of 240  kn / m2.  (a)  calculate the force on the road from the tyre.  force =  ..  n [4]  (b) the tyre is filled with air at high pressure.    use ideas about molecules to explain how this air exerts a pressure on the inside of the tyre.  ...  ...  ...  ...  ...  ...  ... [3] [total: 7]",
+            "7": "7 0625/33/m/j/17 \u00a9 ucles 2017 [turn over 5 a nuclear power station generates electricity.  (a) the main stages in the operation of a nuclear power station are listed below. they are not in  the correct order.     a  the turbine turns a generator    b  fission produces thermal energy     c  water in the boiler becomes hot    d  steam turns a turbine    e  nuclei split apart in the reactor     f  electromagnetic induction produces the output energy    g  steam is produced    complete the flow chart to describe how a nuclear power station works. insert the missing  letters in the empty boxes.   e          c          d           [3]  (b)  some people are opposed to the use of nuclear power stations.   give two disadvantages of using nuclear power stations. 1.  ...  ... 2.  ...  ...  [2]  (c)  one use of electricity is to turn an electric motor.   the efficiency of an electric motor is always less than 100  %.    state the meaning of the term efficiency .  ...  ... [2] [total: 7]",
+            "8": "8 0625/33/m/j/17 \u00a9 ucles 2017 6  (a)  the diagrams in fig. 6.1 show reflection , refraction  and diffraction .   on fig. 6.1, write the correct word next to each diagram for the process shown. ray of light ray of light air waterbarrier  . . fig. 6.1 [3]",
+            "9": "9 0625/33/m/j/17 \u00a9 ucles 2017 [turn over  (b) fig. 6.2 shows a transverse wave. 0displacement distance fig. 6.2   (i)  on fig. 6.2, label the amplitude of the wave.   [1]   (ii)  on fig. 6.2, label the wavelength of the wave.  [1]  (c)  a thin converging lens forms an image of an object, as shown in fig. 6.3. objectlens imagex y fig. 6.3   only one ray is shown in fig. 6.3.   on fig. 6.3, draw two more rays from point x on the object that can be used to locate point y  on the image.   [2] [total: 7]",
+            "10": "10 0625/33/m/j/17 \u00a9 ucles 2017 7  a sound wave is a longitudinal wave.  fig. 7.1 shows a spring being used to demonstrate a longitudinal wave. spring coilsdirection of wave travel fig. 7.1  (a) the coils of the spring vibrate.    draw two arrows on fig. 7.1 to show the directions of the vibrations.  [2]  (b) through which of these is sound not able to travel? tick one box.    air    steel    vacuum    water [1]  (c)  (i) very old people cannot hear the highest frequencies of sound that can be heard by  young people.     suggest the highest frequency that very old people can hear.  ... [2]   (ii) state the meaning of the term ultrasound .  ... [1] [total: 6]",
+            "11": "11 0625/33/m/j/17 \u00a9 ucles 2017 [turn over 8  a theatre has three coloured lamps. fig. 8.1 shows the circuit for the coloured lamps. it is not  complete. redypower supply x green blue fig. 8.1  (a) the circuit needs additional components so that \u2022 each lamp can be switched on and off separately, \u2022 the brightness of each lamp can be changed.   complete the circuit diagram in fig. 8.1.   [3]  (b) suggest the purpose of switch x.  ... [1]  (c) state the name of component y and describe how it works. name  . description    ...  ...  ...  ... [3] [total: 7]",
+            "12": "12 0625/33/m/j/17 \u00a9 ucles 2017 9 (a) a student has four similar metal bars. two of the bars are permanent magnets, one is a bar of  unmagnetised iron and the other is a bar of tin.   in four different experiments, the bars are placed end-to-end in pairs, as shown in fig. 9.1. n s s n  s n tin  n s n s  s n unmagnetised iron  fig. 9.1   state what happens to each pair of metal bars. choose from the words attract, repel and no  effect. you may use each word once, more than once or not at all.  [2]  (b)  the magnetic properties of soft iron and steel are different.   describe the differences.  ...  ...  ...  ...  ... [2]  [total: 4]",
+            "13": "13 0625/33/m/j/17 \u00a9 ucles 2017 [turn over 10 a transformer is connected to a 240  v supply. it is used to provide the correct voltage for the motor  in an electric drill. fig. 10.1 shows the circuit.   mcoil x coil y240  v fig. 10.1  (a) the transformer consists of two coils, labelled coil x and coil y.   state the name of each coil. x  ...   y  ... [1]  (b) coil x has 6400 turns and coil y has 400 turns.   calculate the voltage provided to the motor of the electric drill.  voltage =  ..  v [3]  [total: 4]",
+            "14": "14 0625/33/m/j/17 \u00a9 ucles 2017 11  fig. 11.1 shows a coil connected in series with a d.c. supply. b coila fig. 11.1  (a) fig. 11.2 shows a plan view of the coil. the arrows represent the current direction at the top  of the coil. b a fig. 11.2   on fig. 11.2, draw lines to show the magnetic field due to the current in the coil.  \u2022 draw two field lines above the line ab and two lines below it. \u2022 add arrows to show the direction of the magnetic field.  [3]",
+            "15": "15 0625/33/m/j/17 \u00a9 ucles 2017 [turn over  (b) (i)  an iron rod is placed inside the coil, as shown in fig. 11.3. iron rod fig. 11.3    state the name given to the combination of iron rod and coil when used in this way.  ... [1]   (ii)  the arrangement shown in fig. 11.3 is adapted to a number of commercial uses.    suggest one of these uses.  ... [1] [total: 5]",
+            "16": "16 0625/33/m/j/17 \u00a9 ucles 2017 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 international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download at www.cie.org.uk after  the live examination series. 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.12 (a)  a scientist has a sample of a radioactive substance.   suggest how he can determine whether the sample is emitting \u03b1-particles and whether it is  emitting \u03b2-particles.  ...  ...  ...  ...  ...  ...  ...  ...  ...  ... [4]  (b) the table lists the charge and location of particles in an atom.    complete the table by stating the charge and the location for each type of particle in an atom. particle charge location electron negative neutron proton in the nucleus [3] [total: 7]"
+        },
+        "0625_s17_qp_41.pdf": {
+            "1": "this document consists of 16 printed pages. dc (st/jg) 129077/7 \u00a9 ucles 2017  [turn overcambridge international examinations cambridge international general certificate of secondary education *8058158713* physics  0625/41 paper 4  theory (extended)  may/june 2017  1 hour 15 minutes candidates answer on the question paper. no additional materials are required. read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen. you may use an hb pencil for any diagrams or graphs. do not use staples, paper clips, glue or correction fluid. do not  write in any barcodes. answer all questions. electronic calculators may be used. you may lose marks if you do not show your working or if you do not use appropriate units. take the weight of 1  kg to be 10  n (acceleration of free fall  = 10 m / s2). at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question. the syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificate.",
+            "2": "2 0625/41/m/j/17 \u00a9 ucles 2017 1 fig. 1.1 is the speed-time graph for an ice skater. 0.0 2.0 4.0 6.0 8.0 10.0 12.0speed m / s time t / s024681012   fig. 1.1  (a) explain what is meant by deceleration .    ... [1]  (b) use fig. 1.1 to determine     (i) the distance travelled between times t = 3.0  s and t = 6.0  s,    distance =  ... [2]",
+            "3": "3 0625/41/m/j/17 \u00a9 ucles 2017 [turn over   (ii) the deceleration between times t = 3.0  s and t = 6.0  s.    deceleration =  ... [2]  (c) (i) state what happens to the size of the deceleration after time t = 6.0  s.    ...  ... [1]     (ii) state what happens to the resultant force on the skater after time t = 6.0  s.    ...  ... [1] [total: 7]  ",
+            "4": "4 0625/41/m/j/17 \u00a9 ucles 2017 2 a footballer kicks a ball vertically upwards. initially, the ball is stationary.  (a) his boot is in contact with the ball for 0.050  s. the average resultant force on the ball during  this time is 180  n. the ball leaves his foot at 20  m / s.     calculate   (i) the impulse of the force acting on the ball,    impulse =  ... [2]   (ii) the mass of the ball,    mass =  ... [2]   (iii) the height to which the ball rises. ignore air resistance.    height =  ... [3]  (b) while the boot is in contact with the ball, the ball is no longer spherical.    state the word used to describe the energy stored in the ball.    ... [1] [total: 8]",
+            "5": "5 0625/41/m/j/17 \u00a9 ucles 2017 [turn over3 fig. 3.1 shows remote sensing equipment on the surface of a distant planet.   fig. 3.1  (a) the mass of the equipment is 350 kg. the acceleration of free fall on the surface of this planet  is 7.5 m / s2.    (i) state what is meant by the term weight .    ...  ... [1]   (ii) calculate the weight of the equipment on the planet.    weight =  ... [2]  (b) the equipment releases a balloon from a point that is a small distance above the surface  of the planet. the atmosphere at the surface of this planet has a density of 0.35 kg / m 3. the  inflated balloon has a mass of 80 g and a volume of 0.30 m3.   make an appropriate calculation and then predict and explain the direction of any motion of  the balloon. show your working.   prediction  .. explanation  ...  ... [4] [total: 7]",
+            "6": "6 0625/41/m/j/17 \u00a9 ucles 2017 4 (a) a 240  v, 60  w lamp is connected to a 240  v supply. the lamp has a constant temperature.     state   (i) the rate at which the lamp transfers energy to the surroundings,    rate =  ... [1]   (ii) the names of the thermal processes by which the lamp transfers energy to the  surroundings.    ...  ... [1]  (b) fig. 4.1 shows a thick copper block that has been heated to 400  \u00b0c. one side of the block is  dull black. the other side of the block is polished and shiny.      thermometer a thermometer b copper block dull black surface polished shiny surface   fig. 4.1   (i) in experiment 1, the thermometer bulbs are both painted black. they are placed at equal  distances from the surfaces of the block. the maximum temperature shown by each  thermometer is recorded.    explain any difference between the maximum temperature shown by the two  thermometers.    ...  ...  ...  ... [3]  ",
+            "7": "7 0625/41/m/j/17 \u00a9 ucles 2017 [turn over   (ii) in experiment 2, the thermometer bulbs are both shiny silver-coloured. they are placed  at the same distances from the surfaces of the block as in experiment 1.    state and explain any differences that are observed in the maximum temperatures  shown by the thermometers in experiments 1 and 2.  ...  ...  ...  ...  ... [2]  (c) fig. 4.2 shows a firefighter wearing shiny silver-coloured clothing. fig. 4.2     state the benefit to a firefighter of wearing shiny silver-coloured clothing.  ...  ... [1] [total: 8]  ",
+            "8": "8 0625/41/m/j/17 \u00a9 ucles 2017 5 fig. 5.1 shows some gas trapped in a metal cylinder by a piston. gaspistonmetal cylinder   fig. 5.1  (a) the position of the piston is fixed. the cylinder is moved from a cold room to a warm room.    explain, in terms of molecules, what happens to the pressure of the gas in the cylinder.    ...  ...  ...  ...  ...  ... [4]  (b) the piston is now released. it moves to the right and finally stops.   explain these observations in terms of the pressure and the volume of the gas in the cylinder.    ...  ...  ...  ... [2] [total: 6]  ",
+            "9": "9 0625/41/m/j/17 \u00a9 ucles 2017 [turn over 6 (a) a ray of light in glass is incident on a boundary with air.     state what happens to the ray when the angle of incidence of the ray is   (i) less than the critical angle of the glass,    ... [1]   (ii) greater than the critical angle of the glass.    ... [1]  (b) fig. 6.1 shows a ray of light incident on a glass block at a. the critical angle of the glass   is 41\u00b0.   30\u00b0air ray of lightab glass block   fig. 6.1 (not to scale)   (i) on fig. 6.1, without calculation, continue the ray from point b until it leaves the glass  block.  [2]   (ii) calculate the refractive index of the glass.    refractive index =  ... [2] [total: 6]  ",
+            "10": "10 0625/41/m/j/17 \u00a9 ucles 2017 7 a loudspeaker produces a sound wave of constant frequency.  (a) state what is meant by frequency .    ...  ... [1]  (b) the sound wave travels in air towards a barrier with a small gap at its centre. fig.  7.1  represents the compressions of the wave travelling towards the barrier.   direction of travel compression\u03bbbarrier gap barrier fig. 7.1   (i) state what is meant by a compression .    ... [1]   (ii) the width of the gap is smaller than the wavelength \u03bb of the wave.     on fig. 7.1, draw the pattern of the compressions after the sound wave has passed  through the gap.  [2]   (iii) the barrier is adjusted so that the gap becomes wider.    describe how this affects the pattern of the compressions after the sound wave has  passed through the gap.    ...  ...  ... [1]",
+            "11": "11 0625/41/m/j/17 \u00a9 ucles 2017 [turn over  (c) the frequency of the sound wave is 6800  hz. the speed of sound in air is 340  m / s.     (i) calculate the wavelength of the sound wave in air.    wavelength =  ... [2]   (ii) state a typical value for the speed of sound in a liquid.    ... [1] [total: 8]  ",
+            "12": "12 0625/41/m/j/17 \u00a9 ucles 2017 8 a bar magnet is made of metal.  (a) suggest a metal from which the bar magnet is made.    ... [1]  (b) fig. 8.1 shows the bar magnet being inserted into a coil of wire. the n-pole and the s-pole of  the bar magnet are marked.   n smovement of magnetcoil   fig. 8.1   the coil is connected to a galvanometer.   (i) explain why the galvanometer deflects as the bar magnet is being inserted into the coil.    ...  ...  ...  ... [3]   (ii) explain what determines the direction of the reading on the galvanometer.    ...  ...  ... [2]    (c) describe a method for demagnetising a bar magnet.    ...  ...  ... [2] [total: 8]  ",
+            "13": "13 0625/41/m/j/17 \u00a9 ucles 2017 [turn over 9 (a) the resistance of a circuit component varies with the brightness of the light falling on its  surface.     (i) state the name of the component.    ... [1]   (ii) draw the circuit symbol for this component.   [1]  (b) fig. 9.1 shows a 6.0  v battery connected in series with a 1.2  k\u03c9 resistor and a thermistor.   1.2 k\u03c9 6.0 v v fig. 9.1   (i) at a certain temperature, the resistance of the thermistor is 2.4  k\u03c9.     calculate the reading on the voltmeter.    voltmeter reading =  ... [4]   (ii) the battery connected to the circuit in fig. 9.1 is not changed.    suggest a change that would cause the reading of the voltmeter to decrease.    ... [1] [total: 7]",
+            "14": "14 0625/41/m/j/17 \u00a9 ucles 2017 10 (a) describe the movement of charge that causes an object to become positively charged.    ... [1]  (b) fig. 10.1 shows a negatively charged rod held over an uncharged metal sphere.               insulating supportuncharged metal spherenegatively charged rod\u2013\u2013\u2013\u2013\u2013\u2013\u2013\u2013\u2013 fig. 10.1   (i) on fig. 10.1, add + and \u2013 signs to represent the results of the movement of charge  within the sphere.  [2]     (ii) describe the actions that must be taken to obtain an even distribution of positive charge  on the surface of the sphere.    ...  ...  ... [2] [total: 5]  ",
+            "15": "15 0625/41/m/j/17 \u00a9 ucles 2017 [turn over 11 (a) a radioactive source is tested over a number of hours with a radiation detector. the readings  are shown in table 11.1.   table 11.1 time / hours 0 1 2 3 4 5 6 7 8 9 10 detector reading  / (counts  / s) 324 96 39 23 21 17 21 20 19 20 18   use the readings to suggest a value for the background count rate during the test, and to  determine the half-life of the sample.  background count rate =  ...  half-life of sample =  ... [4]  (b) hydrogen-3 (tritium) has one proton and two neutrons. the nucleon number of tritium is three.  it decays by emitting a \u03b2-particle.   complete the nuclide equation to show this decay. the symbol x represents the nuclide  produced by this decay.   h \u03b2  + x... .. .. ... [3]  ",
+            "16": "16 0625/41/m/j/17 \u00a9 ucles 2017 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 international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download at www.cie.org.uk after  the live examination series. 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. (c) the arrows in fig. 11.1 show the paths of three \u03b1-particles moving towards gold nuclei in a  thin foil.   gold nucleus gold nucleus gold nucleus   fig. 11.1   on fig. 11.1, complete the paths of the three \u03b1-particles.  [3] [total: 10]  "
+        },
+        "0625_s17_qp_42.pdf": {
+            "1": "this document consists of 20 printed pages. dc (st/jg) 129079/5 \u00a9 ucles 2017  [turn overcambridge international examinations cambridge international general certificate of secondary education *2094772086* physics  0625/42 paper 4  theory (extended)  may/june 2017  1 hour 15 minutes candidates answer on the question paper. no additional materials are required. read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen. you may use an hb pencil for any diagrams or graphs. do not use staples, paper clips, glue or correction fluid. do not  write in any barcodes. answer all questions. electronic calculators may be used. you may lose marks if you do not show your working or if you do not use appropriate units. take the weight of 1  kg to be 10  n (acceleration of free fall  = 10 m / s2). at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question. the syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificate.",
+            "2": "2 0625/42/m/j/17 \u00a9 ucles 2017 1 (a) (i) speed is a scalar quantity and velocity is a vector quantity.     state how a scalar  quantity differs from a vector  quantity.    ...  ... [1]   (ii) underline the two scalar quantities in the list below.    energy     force     impulse     momentum     temperature  [1]    (b) a boat is moving at constant speed.   on fig. 1.1, sketch a distance-time graph for the boat.   distance time   fig. 1.1    [1]  ",
+            "3": "3 0625/42/m/j/17 \u00a9 ucles 2017 [turn over  (c) the boat in (b) is moving due west at a speed of 6.5  m / s relative to the water. the water is  moving due south at 3.5  m / s.   in the space below, draw a scale diagram to determine the size and direction of the resultant  of these two velocities. state the scale used.    scale  ...  size of resultant velocity =  ...  direction of resultant  ... [4] [total: 7]  ",
+            "4": "4 0625/42/m/j/17 \u00a9 ucles 20172 fig. 2.1 shows a vehicle designed to be used on the moon.   fig. 2.1  the brakes of the vehicle are tested on earth.  (a) the acceleration of free fall on the moon is one sixth (61) of its value on earth.   tick one box in each column of the table to predict the value of that quantity when the vehicle  is used on the moon, compared to the test on earth.   mass of vehicle on  moonweight of vehicle on  moondeceleration of vehicle  on moon with same  braking force 10 # value on earth  6 # value on earth same as value on earth  61 # value on earth  101 # value on earth [3]  ",
+            "5": "5 0625/42/m/j/17 \u00a9 ucles 2017 [turn over  (b) fig. 2.2 shows the brake pedal of the vehicle. 24 cm7.0 cmpivotpiston pedallink force exerted by driveroilcylinder   fig. 2.2 (not to scale)   the driver exerts a force on the pedal, which increases the pressure in the oil to operate the  brakes.   the area of the piston in the cylinder is 6.5 # 10\u20134 m2 (0.00065  m2). the pressure increase in  the oil is 5.0 # 105 pa (500  000 pa).   calculate the force exerted by the driver on the brake pedal.  force =  ... [4] [total: 7]",
+            "6": "6 0625/42/m/j/17 \u00a9 ucles 2017 3 (a) underline the pair of quantities which must be multiplied together to calculate impulse .      force and mass  force and velocity  mass and time      time and velocity  weight and velocity  force and time   [1]  (b) fig. 3.1 shows a collision between two blocks a and b on a smooth, horizontal surface.   before collision2.4 kga 1.2 kgb after collisiona b 3.0 m / s v   fig. 3.1   before the collision, block a, of mass 2.4  kg, is moving at 3.0  m / s. block b, of mass 1.2  kg, is  at rest.    after the collision, blocks a and b stick together and move with velocity v.   (i) calculate      1. the momentum of block a before the collision,  momentum =  ... [2]    2. the velocity v,  velocity =  ... [2]    3. the impulse experienced by block b during the collision.  impulse =  ... [2]   (ii) suggest why the total kinetic energy of blocks a and b after the collision is less than the  kinetic energy of block a before the collision.  ...  ... [1] [total: 8]",
+            "7": "7 0625/42/m/j/17 \u00a9 ucles 2017 [turn over 4 a balloon contains a fixed mass of gas.  (a) explain, in terms of the momentum of molecules, how the gas in the balloon exerts a pressure.    ...  ...  ...  ... [2]  (b) explain, in terms of molecules, why the pressure of the gas increases when the volume of the  balloon decreases. the temperature of the gas is constant.    ...  ...  ...  ... [2]    (c) the initial volume of the gas is 500  cm3 and its pressure is 1.1  # 105 pa. the volume is  reduced to 200  cm3. the temperature of the gas is constant.   calculate the new pressure.    pressure =  ... [2] [total: 6]",
+            "8": "8 0625/42/m/j/17 \u00a9 ucles 2017 5 (a) (i) an electric kettle contains 600  g of water at 20  \u00b0c. the heater in the kettle operates at  240 v. the specific heat capacity of water is 4200  j / (kg \u00b0c).    the current in the heater is 12   a.    calculate the time taken for the temperature of the water to rise to 100  \u00b0c.    time =  ... [4]   (ii) state one assumption you made in your calculation in  (a)(i) .    ... [1]  ",
+            "9": "9 0625/42/m/j/17 \u00a9 ucles 2017 [turn over  (b) using the apparatus shown in fig. 5.1, describe an experiment to demonstrate good and bad  emitters of thermal radiation. include the expected results and the conclusion.   you may use a diagram. a ruler supply of hot water 2 thermometers metal water bottleblack sidewhite side fig. 5.1  ...  ...  ...  ...  ...  ...  ...  ... [4] [total: 9]  ",
+            "10": "10 0625/42/m/j/17 \u00a9 ucles 2017 6 (a) the graph in fig. 6.1 represents a wave on a rope.   0 20 40 60 80 100 1208.0 6.0 4.0 2.0 0 distance along rope  / cmvertical position  / cm fig. 6.1   using fig. 6.1, determine   (i) the amplitude of the wave,    amplitude =  ... [1]   (ii) the wavelength of the wave.    wavelength =  ... [1]",
+            "11": "11 0625/42/m/j/17 \u00a9 ucles 2017 [turn over  (b) a wave travelling on the surface of water has a wavelength of 2.5  cm and a speed of 8.0  cm / s.    calculate the frequency of the wave.    frequency =  ... [2]  (c) the wave in (b) approaches a barrier that has a large gap in its centre.     fig. 6.2 shows the crests of the wave viewed from above. direction of wave travel wave crest\u03bb barriergapbarrier fig. 6.2   the gap in the barrier is larger than the wavelength \u03bb.   (i) on fig. 6.2, draw the pattern formed by three crests after the wave passes through the  gap in the barrier.  [2]   (ii) water is added to the tank and the speed of a wave in the deeper water is greater  than that in the shallower water. the frequency of the wave remains constant but its  wavelength is different.      1. state and explain how the wavelength in the deeper water has changed.     [1]    2. apart from the change in wavelength, describe one other difference in the pattern  formed by the crests after the wave passes through the gap.     [1] [total: 8]",
+            "12": "12 0625/42/m/j/17 \u00a9 ucles 2017 7 (a) the speed of light in air is 3.0  # 108 m / s.    the speed of light in a transparent liquid is 2.0  # 108 m / s.     a ray of light is incident on the surface of the liquid at an angle of incidence of 40\u00b0.    calculate     (i) the refractive index of the liquid,    refractive index =  ... [2]   (ii) the angle of refraction in the liquid.    angle of refraction =  ... [2]  ",
+            "13": "13 0625/42/m/j/17 \u00a9 ucles 2017 [turn over  (b) fig. 7.1 shows a side view of an object at the bottom of a tank of liquid. light travels slower in  this liquid than in air.   tankeye air liquid object   fig. 7.1   on fig. 7.1, draw two rays from the object into the air. use these rays to locate the image.  label this image i. [3] [total: 7]",
+            "14": "14 0625/42/m/j/17 \u00a9 ucles 2017 8 fig. 8.1 shows a 12.0  v power supply connected in a circuit. 12.0  v a x b sliding contactresistance wire   fig. 8.1 (not to scale)  the circuit includes a lamp and a resistance wire ab of constant cross-sectional area. there is a  sliding contact that can be moved between a and b.  (a) the rating of the lamp at normal brightness is 6.0  v, 9.0  w.     calculate     (i) the current in the lamp at normal brightness,    current =  ... [2]   (ii) the resistance of the lamp at normal brightness.    resistance =  ... [2]",
+            "15": "15 0625/42/m/j/17 \u00a9 ucles 2017 [turn over  (b) ab is 1.00  m long and has a resistance of 5.0  \u03c9. the lamp has normal brightness when the  sliding contact is at x.     (i) the sliding contact is moved to b.    explain, without a calculation, why the lamp becomes dimmer.    ...  ...  ... [1]   (ii) calculate the distance ax for the lamp to have normal brightness.    distance ax =  ... [3] [total: 8]  ",
+            "16": "16 0625/42/m/j/17 \u00a9 ucles 2017 9 fig. 9.1 shows a horizontal wire pq placed in the gap between the n  pole and the s  pole of a  magnet. n s pq   fig. 9.1  there is a current in the wire in the direction p to q.   a force acts on the current-carrying wire in the magnetic field.  (a) on fig. 9.1, draw     (i) an arrow, labelled m to show the direction of the magnetic field in the gap between the  poles of the magnet,  [1]     (ii) an arrow, labelled f to show the direction of the force on the current-carrying wire due to  the magnetic field of the magnet.  [1]    (b) state the effect of reversing the direction of the current in wire pq.    ... [1]  (c) the magnet is removed and the horizontal, current-carrying wire is left on its own, as shown  in fig. 9.2.   pq   fig. 9.2   (i) on fig. 9.2, sketch the pattern of the magnetic field due to the current in the wire.     indicate the field direction.  [3]     (ii) the current in pq is increased .    state the effect of this change in current on the magnetic field.    ... [1]",
+            "17": "17 0625/42/m/j/17 \u00a9 ucles 2017 [turn over  (d) a small magnet is placed at a point where the magnetic field is vertically upwards. state the  direction of the force on the s  pole of the small magnet.    ...  ... [1] [total: 8]",
+            "18": "18 0625/42/m/j/17 \u00a9 ucles 2017 10 (a) in the space, draw the standard symbol for a light-emitting diode (led). [1]  (b) table 10.1 shows the truth table for a logic gate.   table 10.1 input 1 input 2 output 0 0 1 0 1 0 1 0 0 1 1 0   state the name of the logic gate which has this truth table.    ... [1]    (c) it is possible to connect together the two inputs of the gate in (b).   using two or more of the logic gates in (b), design a circuit with two inputs and one output  which has the truth table shown in table 10.2. table 10.2 input 1 input 2 intermediate point, x output 0 0 0 0 1 1 1 0 1 1 1 1   (i) draw your circuit in the space below.     there is no need to use the symbol for the logic gate. boxes with the two inputs and one  output are sufficient.  [2]   (ii) label an intermediate point of your circuit with the letter x. complete the table with the  logic levels for this point in the blank column of the table.  [1] [total: 5]",
+            "19": "19 0625/42/m/j/17 \u00a9 ucles 2017 [turn over 11 (a) the arrows in fig. 11.1 represent the paths of three \u03b1-particles moving towards gold nuclei in  a thin foil. the gold nuclei are shown as shaded circles.     fig. 11.1   on fig. 11.1, complete the paths of the three \u03b1-particles.  [3]  ",
+            "20": "20 0625/42/m/j/17 \u00a9 ucles 2017 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 international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download at www.cie.org.uk after  the live examination series. 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. (b) fig. 11.2 shows a geologist holding a radiation detector near a rock.   radiation detectorrock fig. 11.2   she holds the detector in a fixed position and records the readings shown in table 11.1. table 11.1 time / minutes 0 1 2 3 4 5 detector reading   counts  / minute16 14 17 13 17 15   explain the changes in the detector readings.  ...  ...  ...  ... [2]  (c) a technician is handling a solid radioactive sample that emits \u03b1-particles and \u03b2-particles.   the technician wears thick rubber gloves.   explain why this may provide some protection from the radiation, but it is not sufficient  protection.    ...  ...  ...  ... [2] [total: 7]"
+        },
+        "0625_s17_qp_43.pdf": {
+            "1": "this document consists of 18 printed pages and 2 blank pages. dc (kn/jg) 129080/5 \u00a9 ucles 2017  [turn overcambridge international examinations cambridge international general certificate of secondary education *0161671419* physics  0625/43 paper 4  theory (extended)  may/june 2017  1 hour 15 minutes candidates answer on the question paper. no additional materials are required. read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen. you may use an hb pencil for any diagrams or graphs. do not use staples, paper clips, glue or correction fluid. do not  write in any barcodes. answer all questions. electronic calculators may be used. you may lose marks if you do not show your working or if you do not use appropriate units. take the weight of 1  kg to be 10  n (acceleration of free fall  = 10 m / s2). at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question. the syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificate.",
+            "2": "2 0625/43/m/j/17 \u00a9 ucles 2017 1 (a) acceleration is a vector quantity.   underline the two vector quantities in the list below.   energy    force    frequency    impulse    mass    refractive index  [1]  (b) a car accelerates uniformly from rest at 2.2  m / s2 for 3.0  s.   (i) calculate the speed of the car at time t = 3.0  s.  speed =  ... [2]   (ii) at time t = 3.0  s, it has travelled a distance of 9.9  m.    calculate the average speed of the car during the first 3.0  s of the journey.  speed =  ... [1]   (iii) on fig. 1.1, sketch a distance-time graph for the first 3.0  s of the journey. distance  / m time  / s010 0 3.0 fig. 1.1  [3]  [total: 7]",
+            "3": "3 0625/43/m/j/17 \u00a9 ucles 2017 [turn over 2 (a) state the word equation that defines momentum .  ... [1]  (b) a metal block a, travelling in a straight line at 4.0  m / s on a smooth surface, collides with a  second metal block b which is at rest. fig. 2.1 shows the two metal blocks a and b before  and after the collision. 4.0 m / sat restbefore collision a3.2 kg 1.6 kg b 1.5 m / svafter collision ab fig. 2.1   the mass of a is 3.2  kg. the mass of b is 1.6  kg.    after the collision, the velocity of a is 1.5  m / s.   calculate   (i) the momentum of a before the collision,  momentum =  ... [2]   (ii) the velocity v of b after the collision.  v =  ... [3]",
+            "4": "4 0625/43/m/j/17 \u00a9 ucles 2017  (c) in the collision that occurred in (b), block a and block b are in contact for 0.050  s.    calculate the average force that is exerted on b during the collision.  average force =  ... [2]  (d) after the collision in (b), the total kinetic energy of the two blocks is less than the kinetic  energy of block a before the collision.   suggest one reason for this.  ...  ... [1]  [total: 9]",
+            "5": "5 0625/43/m/j/17 \u00a9 ucles 2017 [turn over 3 a block of wood has a volume of 210  cm3 and a mass of 180  g.  (a) calculate the density of the block of wood.  density =  ... [2]  (b) the block is held just above the surface of a liquid of density 0.88  g / cm3.    predict and explain what happens when the block is released.  ...  ...  ... [2]  [total: 4]",
+            "6": "6 0625/43/m/j/17 \u00a9 ucles 2017 4 in the braking system of a car, the brake pedal rotates about a pivot when the pedal is pressed.  fig. 4.1 shows part of the braking system. 22 cm8.0 cmpivotpiston pedallink 200  n oilcylinder fig. 4.1  (not to scale)  the driver exerts a force of 200  n on the pedal at a distance 22  cm from the pivot. as the pedal  rotates about the pivot, a force is exerted on the piston and the pressure of the oil increases.  the area of the piston in the cylinder is 5.0 \u00d7 10 \u20134 m2 (0.00050  m2).   calculate the increase in the pressure of the oil.  increase in pressure =  ... [4] [total: 4]",
+            "7": "7 0625/43/m/j/17 \u00a9 ucles 2017 [turn over 5 a footballer and a referee are discussing a puddle of water that has formed on the pitch. the  footballer wears a white shirt whilst the referee wears a black shirt which, apart from its colour, is  identical.  fig. 5.1 shows the two men looking at the puddle. puddlewhite shirt black shirt fig. 5.1  the weather is bright and sunny.  (a) state and explain how the temperature of the white shirt differs from the temperature of the  black shirt.  ...  ...  ... [2]  (b) the volume of water in the puddle is slowly decreasing.   (i) describe how two changes in the weather conditions could affect the rate at which the  puddle dries. change 1  ... effect  ..  ... change 2  ... effect  ..  ...    [2]",
+            "8": "8 0625/43/m/j/17 \u00a9 ucles 2017   (ii) explain, in terms of the water molecules, what happens as the puddle dries.  ...  ...  ... [2]    [total: 6]",
+            "9": "9 0625/43/m/j/17 \u00a9 ucles 2017 [turn over6 fig. 6.1 shows a child releasing a balloon filled with helium. fig. 6.1  the pressure of the helium in the balloon keeps the balloon inflated.  (a) explain how the particles of helium produce this pressure.  ... ...  ...  ... [3]  (b) as the balloon travels upwards through the atmosphere, the volume o f the helium increases.  the temperature of the helium remains constant.   (i) state an equation th at relates the volume of the helium to its pressure.  ... [1]",
+            "10": "10 0625/43/m/j/17 \u00a9 ucles 2017   (ii) fig. 6.2 shows how the air pressure in the atmosphere changes with the height above  ground level. 120 100 80 60 40 20 0 0 2000 4000 height  / mpressure kpa 6000 8000 fig. 6.2    1. using fig. 6.2, determine the pressure at ground level. give the unit.  pressure =    unit = . [2]    2. using fig. 6.2, determine the height at which the volume of the helium in the balloon  is twice the volume at ground level.  height =  ... [2]  [total: 8]",
+            "11": "11 0625/43/m/j/17 \u00a9 ucles 2017 [turn over 7 a loudspeaker is built into the side of a swimming pool. the loudspeaker produces sound waves  in the water of wavelength 0.25  m.  (a) (i) the frequency of the sound waves is 6.0  khz.    calculate the speed of the sound waves in water.  speed of sound waves in water =  ... [2]   (ii) state a typical value for the speed of sound in air.  speed of sound in air =  ... [1]   (iii) state and explain, for the sound produced by the loudspeaker, how the wavelength of  the sound in air compares with the wavelength of the sound in water.  ...  ... [1]  (b) sound is a longitudinal wave.   explain what is meant by a longitudinal  wave.  ...  ...  ... [2]  (c) the sound emerges from the loudspeaker through a gap. the sound diffracts as it passes  through the gap.   (i) state how the width of the gap affects the diffraction.  ...  ... [1]   (ii) state how the wavelength of the sound affects the diffraction.  ...  ... [1]  [total: 8]",
+            "12": "12 0625/43/m/j/17 \u00a9 ucles 2017 8 red light travelling in air strikes the curved surface of a semi-circular glass block at p.   fig. 8.1 shows the ray of light. o p qred light air 30\u00b0semi-circular glass block fig. 8.1  the light travels in a straight line from o to q.  (a) explain why the light does not change direction as it enters the glass block at p.  ...  ... [1]  (b) the light travels in the glass to q where it strikes the edge of the block at 30\u00b0 to the normal.   the light then emerges into the air.   (i) the refractive index of the glass is 1.5.    calculate the angle between the normal and the ray in the air after the light emerges  from the block at q.  angle =  ... [3]   (ii) on fig. 8.1, sketch the path of the light in the air after it emerges at q.  [1]",
+            "13": "13 0625/43/m/j/17 \u00a9 ucles 2017 [turn over  (c) the direction of the light striking the curved surface of the glass block is changed. the angle  between the ray and the normal at q gradually increases from 30\u00b0 to 90\u00b0.   describe what happens to the light that strikes the block at q as this angle increases.  ...  ...  ...  ...  ...  ... [3]  [total: 8]",
+            "14": "14 0625/43/m/j/17 \u00a9 ucles 2017 9 a 12 v battery is connected in series to a 24  w lamp and to a parallel pair of identical resistors x  and y. fig. 9.1 is the circuit diagram. x ya b12 v fig. 9.1  the 24  w lamp lights at normal brightness when the potential difference (p.d.) across it is 6.0  v.  the lamp is at normal brightness.   (a) calculate the resistance of the lamp.  resistance =  ... [3]  (b) determine   (i) the p.d. between a and b,  p.d. =  ... [1]   (ii) the combined resistance of the parallel pair of identical resistors x and y,  resistance =  ... [1]   (iii) the resistance of x.  resistance =  ... [2]",
+            "15": "15 0625/43/m/j/17 \u00a9 ucles 2017 [turn over  (c) resistor x is removed from the circuit in fig 9.1.    explain why the lamp becomes dimmer.  ...  ...  ...  ... [2]  [total: 9]",
+            "16": "16 0625/43/m/j/17 \u00a9 ucles 2017 10 fig. 10.1 shows a transformer that consists of two coils p and q, and an iron core.    iron core coil p 200 turnscoil q 340 turns fig. 10.1  there are 200 turns on coil p and 340 turns on coil q.  a 4.0  v a.c. power supply is connected to coil p.  (a) (i) explain why there is a voltage between the two terminals of coil q.  ...  ...  ...  ...  ... [3]   (ii) explain why the core of the transformer is made of soft iron.  ...  ... [1]  (b) (i) calculate the voltage between the two terminals of coil q.  voltage =  ... [2]",
+            "17": "17 0625/43/m/j/17 \u00a9 ucles 2017 [turn over   (ii) a heater is connected to coil q. the current in the heater is 3.5  a. the transformer is  100% efficient.    calculate the current in coil p.  current =  ... [2]  (c) a transformer is used to step up the voltage before electrical energy is transmitted over long  distances.   state and explain one economic effect of transmitting electrical energy at a high voltage.  ...  ...  ...  ... [2]  [total: 10]",
+            "18": "18 0625/43/m/j/17 \u00a9 ucles 2017 11 (a) fig. 11.1 shows equipment that is used to investigate the effect of a magnetic field on the  path of a beam of \u03b3-rays. beam of \u03b3-rays source of \u03b3-rays \u03b3-ray detectorthick lead plates fig. 11.1   a radioactive source emits \u03b3-rays. the \u03b3-rays pass through two small holes in thick lead  plates. then the \u03b3-rays pass through the shaded region and into the detector.   (i) suggest the purpose of the two lead plates.  ...  ... [1]   (ii) a magnetic field, directed into the page, is set up in the shaded region.     state and explain what happens to the reading of the detector.  ...  ...  ...  ... [3]  (b) state the relative ionising effects of \u03b1-particles, \u03b2-particles and \u03b3-rays. suggest an explanation  for the differences.  ...  ...  ...  ... [3]  [total: 7]",
+            "19": "19 0625/43/m/j/17 \u00a9 ucles 2017 blank page",
+            "20": "20 0625/43/m/j/17 \u00a9 ucles 2017 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 international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download at www.cie.org.uk after  the live examination series. 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.blank page"
+        },
+        "0625_s17_qp_51.pdf": {
+            "1": "this document consists of 9 printed pages and 3 blank pages. dc (st/fc) 126913/6 \u00a9 ucles 2017  [turn overcambridge international examinations cambridge international general certificate of secondary education *9788788264* physics  0625/51 paper 5  practical test  may/june 2017  1 hour 15 minutes candidates answer on the question paper. additional materials:  as listed in the confidential instructions read these instructions first write your centre number, candidate number and name in the spaces at the top of the page. write in dark blue or black pen. you may use an hb pencil for any diagrams or graphs. do not use staples, paper clips, glue or correction fluid. do not  write in any barcodes. answer all questions. you are advised to spend about 20  minutes on each of questions 1 to 3, and 15  minutes on question  4. electronic calculators may be used. you may lose marks if you do not show your working or if you do not use appropriate units. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question. the syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificate.for examiner\u2019s use 1 2 3 4 total",
+            "2": "2 0625/51/m/j/17 \u00a9 ucles 2017 1 in this experiment, you will investigate the stretching of a spring.  carry out the following instructions, referring to fig. 1.1.  benchmetre rule clamp spring standboss   fig. 1.1 (not to scale)  (a) \u2022 do not remove the spring from the clamp. use the metre rule to measure the length l0 of  the coiled part of the spring.     record l0, in table 1.1 at load l = 0.0  n.   \u2022 on fig. 1.1, show clearly the length l0. [1]  (b) \u2022 place a load l = 1.0  n on the spring. record, in table 1.1, the length l of the coiled part  of the spring.   \u2022 repeat this procedure using loads l = 2.0  n, 3.0  n, 4.0  n and 5.0  n. table 1.1 l / n 0.0 1.0 2.0 3.0 4.0 5.0 l / mm [2]  (c) describe one precaution that you took in order to obtain reliable readings.  ...  ...  ... [1]",
+            "3": "3 0625/51/m/j/17 \u00a9 ucles 2017 [turn over  (d) plot a graph of l / mm ( y-axis) against l / n (x-axis). [4]  (e) a student suggests that the length l of the spring is directly proportional to the load l.   state whether your readings support this suggestion. justify your answer by reference to the  graph line.  ...  ...  ... [1]  (f) use your results to predict the load l that would give a length l twice the value of l0.    show clearly how you obtained your answer.  load l =  ... [2] [total: 11]",
+            "4": "4 0625/51/m/j/17 \u00a9 ucles 2017 2 in this experiment, you will investigate the cooling of water.  (a) use the thermometer to measure room temperature \u03b8r.   \u03b8r =  ... [1]  (b) \u2022 pour 200  cm3 of hot water into the beaker. place the thermometer in the beaker.    \u2022 measure the temperature \u03b8 of the hot water in the beaker. record this temperature in  table 2.1 at time t = 0 s.   \u2022 immediately start the stopclock.   \u2022 after 180  s, measure the temperature \u03b8 shown on the thermometer. record the time and  temperature in the table.   \u2022 after a total of 360  s, measure the temperature \u03b8 shown on the thermometer. record the  time and temperature in the table. table 2.1 t / s \u03b8\u2009/ \u00b0c 0 [4]  (c)  (i) \u2022 calculate the temperature fall \u03b4\u03b81 during the first 180  s. \u2009 \u03b4\u03b81 =  ...    \u2022 calculate the temperature fall \u03b4\u03b82 during the next 180  s. \u2009 \u03b4\u03b82 =  ... [1]   (ii)  suggest why \u03b4\u03b81 is different from \u03b4\u03b82.  ...  ... [1]   (d) suggest two changes that you could make to the procedure to obtain a larger difference  between the values of \u03b4\u03b81 and \u03b4\u03b82. 1.   2.   [2]",
+            "5": "5 0625/51/m/j/17 \u00a9 ucles 2017 [turn over  (e) fig. 2.1 shows a measuring cylinder. a, b, c and d are four possible lines of sight that could  be used to read the volume of the water.  100cm3 90 80 70 60 50 40 30 20 10cd ab water fig. 2.1   give two reasons why b should be used to obtain the most accurate reading.  1.         2.         [2] [total: 11]",
+            "6": "6 0625/51/m/j/17 \u00a9 ucles 2017 3 in this experiment, you will investigate the refraction of light passing through a transparent block.  carry out the following instructions, using the separate ray-trace sheet provided. you may refer to  fig. 3.1 for guidance.   a e m lnfhole db c ray-trace sheet eye fig. 3.1  (a) \u2022  place the transparent block, largest face down, on the ray-trace sheet supplied. the  block should be approximately in the middle of the paper. draw the outline of the block  abcd .   \u2022  remove the block and draw a normal nl at the centre of side ab. label the point e  where the normal crosses ab. label the point m where the normal crosses cd.",
+            "7": "7 0625/51/m/j/17 \u00a9 ucles 2017 [turn over   \u2022 draw a line fe, to the left of the normal and at an angle of incidence i = 30\u00b0 to the  normal, as shown in fig. 3.1.    \u2022 place two pins p1 and p2 on the line fe placing one pin close to point e. label the  positions of p1 and p2.   \u2022 replace the block and observe the images of p1 and p2 through side cd of the block  so that the images of p1 and p2 appear one behind the other. place two pins p3 and p4  between your eye and the block so that p3 and p4, and the images of p1 and p2 seen  through the block, appear one behind the other. label the positions of p3 and p4.    \u2022 remove the block.   \u2022 draw a line joining the positions of p3 and p4. continue the line until it meets the normal  nl and label this point k. [4]  (b) \u2022 measure and record the angle \u03b1 between the line joining the positions of p3 and p4 and  the line kl.  \u03b1 =  ...   \u2022 measure and record the length x between points m and k.  x =  ...    [2]  (c) repeat steps (a) and (b) with the angle of incidence i = 50\u00b0.   \u03b1 =  ...  x =  ... [2]  (d) a student suggests that the angle \u03b1 should always be equal to the angle of incidence i.    state whether your results support this suggestion. justify your answer by reference to the  readings. statement  .. justification    ... [2]  (e) suggest one precaution that you should take with this experiment to obtain reliable results.  ...  ...  ... [1]  [total: 11]  tie your ray-trace sheet into this question paper between pages 6 and 7.",
+            "8": "8 0625/51/m/j/17 \u00a9 ucles 2017 4 a student is investigating whether the resistance of a wire depends on the material from which the  wire is made.   resistance r is given by the equation r = v i .  the following apparatus is available to the student:   ammeter   voltmeter   power supply (0\u20133  v)   micrometer screw gauge   variable resistor   switch   connecting leads   wires made of different materials.  plan an experiment to investigate whether the resistance of a wire depends on the material from  which the wire is made. you are not required to carry out this investigation.  you should:  \u2022 draw a diagram of the circuit you would use to determine the resistance of each wire  \u2022  explain briefly how you would carry out the investigation, including the measurements you  would take  \u2022 state the key variables that you would control  \u2022  draw a suitable table, with column headings, to show how you would display your readings  (you are not required to enter any readings in the table).  ..  ..",
+            "9": "9 0625/51/m/j/17 \u00a9 ucles 2017  ..  ..  ..  ..  ..  ..  ..  ..  ..  ..  ..  ..  ..  ..  ..  ..  .. [7] [total: 7]",
+            "10": "10 0625/51/m/j/17 \u00a9 ucles 2017 blank page",
+            "11": "11 0625/51/m/j/17 \u00a9 ucles 2017 blank page",
+            "12": "12 0625/51/m/j/17 \u00a9 ucles 2017 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 international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download at www.cie.org.uk after  the live examination series. 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.blank page"
+        },
+        "0625_s17_qp_52.pdf": {
+            "1": "*5092083713* this document consists of 12 printed pages. dc (cw/fd) 127040/7 \u00a9 ucles 2017  [turn overcambridge international examinations cambridge international general certificate of secondary education physics  0625/52 paper 5  practical test  may/june 2017  1 hour 15 minutes candidates answer on the question paper. additional materials:  as listed in the confidential instructions. read these instructions first write your centre number, candidate number and name in the spaces at the top of the page. write in dark blue or black pen. you may use an hb pencil for any diagrams or graphs. do not use staples, paper clips, glue or correction fluid. do not  write in any barcodes. answer all questions. you are advised to spend about 20 minutes on each of questions 1 to 3, and 15 minutes on question 4. electronic calculators may be used. you may lose marks if you do not show your working or if you do not use appropriate units. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question. the syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificate.for examiner\u2019s use 1 2 3 4 total",
+            "2": "2 0625/52/m/j/17 \u00a9 ucles 2017 1 in this experiment, you will investigate the resistance of two resistance wires. the circuit has been  set up for you.  carry out the following instructions, referring to fig. 1.1. a vpower supply resistance wiresdb ca s fig. 1.1  (a) (i) \u2022  switch on. place the sliding contact s on the resistance wire ab at a distance  l = 0.200  m from point a.    \u2022  measure and record in table 1.1 the current i in the circuit and the potential  difference (p.d.) v across the length l = 0.200  m of resistance wire ab.    \u2022  calculate the resistance r of the length l = 0.200  m of resistance wire ab, using the      equation r = v i. record r in the table.    \u2022 repeat the procedure using the distance l = 0.400  m. switch off.    \u2022 complete the column headings in the table. table 1.1 l\u2009\u200a\u200a/ v / i / r / 0.200 0.400  [4]   (ii) calculate the difference between the two values for r.  difference =  ..  [1]",
+            "3": "3 0625/52/m/j/17 \u00a9 ucles 2017 [turn over  (b) (i) \u2022  switch on. place the sliding contact s on the resistance wire ab at a distance  l = 0.500  m from point a.    \u2022 measure and record the current i1 in the circuit and the potential difference v1.  i1 =  ...  v1 =  ...    \u2022  calculate the resistance r1 of the length l = 0.500  m of resistance wire ab, using      the equation r1 = v1 i1.  r1 =  ..  [1]   (ii) use the short connecting lead provided to connect points b and d.    \u2022  switch on. place the sliding contact s on the resistance wire ab at a distance  l = 0.500  m from point a.    \u2022 measure and record the current i2 in the circuit and the potential difference v2.  i2 =  ...  v2 =  ...      calculate the combined resistance r2 of resistance wires ab and cd, using the      equation r2 =  v2 i2.  r2 =  ..  [2]  (c) use the results in (b)(i)  and (b)(ii)  to compare the resistance r1 of wire ab with the resistance  r2 of wires ab and cd connected together.    tick one box next to the description that most closely matches your results.    r1 = r2    r1 = 2r2    2r1 = r2    there is no simple relationship between r1 and r2.  [1]",
+            "4": "4 0625/52/m/j/17 \u00a9 ucles 2017  (d) suggest two reasons why different students all carrying out this experiment carefully, with the  same apparatus, may not obtain identical results. 1.  ...  ... 2.  ...  ...  [2]  [total: 11]",
+            "5": "5 0625/52/m/j/17 \u00a9 ucles 2017 [turn over 2 in this experiment, you will investigate the principle of moments.  carry out the following instructions, referring to fig. 2.1. p qa 5.0 cm mark45.0  cm markmetre rule bench pivotb fig. 2.1  (a) place the load p on the metre rule at the 5.0  cm mark. place the metre rule on the pivot at the  45.0 cm mark. place load q on the rule and adjust its position so that the metre rule is as near  as possible to being balanced.   \u2022 record, in table 2.1, the distance a between the centre of load p and the pivot.   \u2022 measure and record in the table the distance b from the centre of load q to the pivot.   \u2022  repeat the steps above, placing the load p at the 10.0  cm mark, 15.0  cm mark, 20.0  cm  mark and 25.0  cm mark. keep the pivot at the 45.0  cm mark each time. record all the  readings in the table. table 2.1 a / cm b / cm  [2]",
+            "6": "6 0625/52/m/j/17 \u00a9 ucles 2017  (b) plot a graph of b / cm (y-axis) against a / cm (x-axis). start both axes at the origin (0,0).  [4]  (c) a student suggests that a is directly proportional to b.   state whether your readings support this suggestion. justify your answer by reference to the  graph line.  ...  ...  ... [1]  (d) (i) \u2022 use the balance provided to measure the mass m, in grams, of the metre rule.  m =    g    \u2022 calculate the value of mx, where x = 0.05  n cm / g.  mx =  .  n cm [1]",
+            "7": "7 0625/52/m/j/17 \u00a9 ucles 2017 [turn over   (ii) \u2022  use the value of a in the first row of table 2.1 to calculate pa, where p = 1.00  n.      p is the weight of load p. include the unit.  pa =  ...    \u2022  use the value of b in the first row of table 2.1 to calculate qb, where q = 0.80  n.      q is the weight of load q. include the unit.  qb =  ...  [2]  (e) a student states that pa should be equal to qb.    look carefully at fig. 2.1 and your answers to (d) and suggest what the student has not  realised.  ...  ... [1]  [total: 11]",
+            "8": "8 0625/52/m/j/17 \u00a9 ucles 2017 3 in this experiment, you will investigate the refraction of light passing through a transparent block.  carry out the following instructions, using the separate ray-trace sheet provided. you may refer to  fig. 3.1 for guidance. da e m ln cb ray-trace sheeteyefhole fig. 3.1  \u2022 place the transparent block, largest face down, on the ray-trace sheet supplied. the block  should be approximately in the middle of the paper. draw the outline of the block abcd .  \u2022 remove the block and draw a normal nl at the centre of side ab. label the point e where  the normal crosses ab. label the point m where the normal crosses cd.",
+            "9": "9 0625/52/m/j/17 \u00a9 ucles 2017 [turn over  (a) \u2022  draw a line fe to the left of the normal, and at an angle of incidence i = 40\u00b0 to the normal,  as shown in fig.  3.1.   \u2022  place two pins p1 and p2 on the line fe, placing one pin close to e. label the positions  of p1 and p2.   \u2022  replace the block and observe the images of p1 and p2 through side cd of the block  so that the images of p1 and p2 appear one behind the other. place two pins p3 and  p4 between your eye and the block so that p3 and p4, and the images of p1 and p2  seen through the block, appear one behind the other. label the positions of p3 and p4.  remove the block.  [2]  (b) \u2022  draw a line joining the positions of p3 and p4. continue the line until it meets the normal  nl. label the point k where this line crosses cd.   \u2022  measure and record the angle \u03b1 between the line joining the positions of p3 and p4 and  the normal nl.  \u03b1 =  ...   \u2022 measure and record the length x between points m and k.  x =  ...    [3]  (c) \u2022 repeat the steps in (a) but with the line fe to the right of the normal.   \u2022  draw a line joining the new positions of p3 and p4. continue the line until it meets the  normal nl. label the point q where this line crosses cd.   \u2022  measure and record the angle \u03b2 between the line joining the new positions of p3 and p4  and the normal nl.  \u03b2 =  ...   \u2022 measure and record the length y between points m and q.  y =  ...  [3]  (d) a student suggests that the results for \u03b1 and x should be the same as the results for   \u03b2 and y. state whether your results support this suggestion. justify your answer by reference  to the results. statement  .. justification    ...  [2]",
+            "10": "10 0625/52/m/j/17 \u00a9 ucles 2017  (e) suggest one precaution that you should take with this experiment to obtain reliable results.  ...  ...  ... [1]   tie your ray-trace sheet into this question paper between pages 8 and 9.  [total: 11]",
+            "11": "11 0625/52/m/j/17 \u00a9 ucles 2017 [turn over 4 a student is investigating the effect of draughts (moving air) on the rate of cooling of hot water.  the following apparatus is available:   electric fan with four speed settings   supply of hot water   thermometer   250 cm3 beaker   250 cm3 measuring cylinder   stopwatch   clamp, boss and stand.  plan an experiment to investigate the effect of draughts on the rate of cooling of hot water.  you are not required to carry out this investigation.  you should:   \u2022 explain briefly how you would carry out the investigation   \u2022 state the key variables that you would control   \u2022  draw a table, or tables, with column headings, to show how you would display your  readings (you are not required to enter any readings in the table)   \u2022 explain how you would use your readings to reach a conclusion.  you may draw a diagram if it helps your explanation.  ..  ..",
+            "12": "12 0625/52/m/j/17 \u00a9 ucles 2017  ..  ..  ..  ..  ..  ..  ..  ..  ..  ..  ..  ..  .. [7]  [total: 7] 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 international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download at www.cie.org.uk after  the live examination series. 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."
+        },
+        "0625_s17_qp_53.pdf": {
+            "1": "this document consists of 12 printed pages. dc (kn/sg) 125972/7 \u00a9 ucles 2017  [turn overcambridge international examinations cambridge international general certificate of secondary education *9430622255* physics  0625/53 paper 5  practical test  may/june 2017  1 hour 15 minutes candidates answer on the question paper. additional materials:  as listed in the confidential instructions. read these instructions first write your centre number, candidate number and name in the spaces at the top of the page. write in dark blue or black pen. you may use an hb pencil for any diagrams or graphs. do not use staples, paper clips, glue or correction fluid. do not  write in any barcodes. answer all questions. you are advised to spend about 20 minutes on each of questions 1 to 3, and 15 minutes on question 4. electronic calculators may be used. you may lose marks if you do not show your working or if you do not use appropriate units. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question. the syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificate.for examiner\u2019s use 1 2 3 4 total",
+            "2": "2 0625/53/m/j/17 \u00a9 ucles 2017 1   in this experiment, you will investigate the resistance of a power supply. the circuit has been set  up for you.    carry out the following instructions, referring to fig. 1.1. a resistance wire crocodile clippower supply p q xv fig. 1.1  (a) \u2022 connect the crocodile clip near end x of the resistance wire.   \u2022 switch on.   \u2022  adjust the position of the crocodile clip until the potential difference v across terminals p  and q is 2.0  v.   \u2022 record, in table 1.1, the value of the current i shown on the ammeter.   \u2022 move the crocodile clip and record values of i for v = 1.8  v, 1.6  v, 1.4  v and 1.2  v.   \u2022 switch off.       table 1.1 i / a v / v 2.0 1.8 1.6 1.4 1.2    [2]",
+            "3": "3 0625/53/m/j/17 \u00a9 ucles 2017 [turn over  (b) plot a graph of v / v (y-axis) against i / a (x-axis).    [4]    (c) (i)  determine the gradient m of the graph.    show clearly on the graph how you obtained the necessary information.  m =  ..  [1]   (ii) the gradient m is numerically equal to the resistance r of the power supply.      write down the resistance r to a suitable number of significant figures for this experiment.   r =  ..  [2]  (d) suggest one practical reason why the crocodile clip should not be connected to very short  lengths of resistance wire in order to obtain smaller potential differences.  ...  ...  ... [1]",
+            "4": "4 0625/53/m/j/17 \u00a9 ucles 2017  (e) in this type of experiment, it is possible to change the potential difference by using a variable  resistor rather than using different lengths of a resistance wire.   in the space, draw the standard circuit symbol for a variable resistor.  [1]  [total: 11]",
+            "5": "5 0625/53/m/j/17 \u00a9 ucles 2017 [turn over 2 in this experiment, you will determine the density of water by two methods.    method 1  carry out the following instructions, referring to figs. 2.1 and 2.2. forcemeter modelling clayloop of string          measuring cylinder           fig. 2.1                                                                      fig. 2.2  (a) measure the weight w1 of the piece of modelling clay, as shown in fig. 2.1.     w1 =  ... n [1]",
+            "6": "6 0625/53/m/j/17 \u00a9 ucles 2017  (b) (i) pour approximately 150  cm3 of water into the measuring cylinder.    record the volume v1 of the water in the measuring cylinder.  v1 =  ... cm3 [1]   (ii) describe briefly how a measuring cylinder is read to obtain an accurate value for the  volume of water. you may draw a diagram.  ...  ...  ... [2]  (c) lower the piece of modelling clay into the water as shown in fig. 2.2.   \u2022 record the new reading w2 of the forcemeter.  w2 =   n    \u2022  record the new reading v2 of the measuring cylinder, with the piece of modelling clay in  the water.  v2 =   cm3     \u2022 remove the modelling clay from the measuring cylinder.   \u2022 do not empty the measuring cylinder . [1]  (d)  calculate a value \u03c11 for the density of water, using your readings from (a), (b) and (c) and the  equation        \u03c11 = (w1 \u2013 w2) (v2 \u2013 v1) \u00d7 k   where k = 100  g / n.   \t\u03c11 =  ... [2]",
+            "7": "7 0625/53/m/j/17 \u00a9 ucles 2017 [turn over  method 2  (e) \u2022  measure the mass m1 of the measuring cylinder, still containing the volume v1 of water.   use the balance provided.  m1 =  ...     \u2022 empty the measuring cylinder.   \u2022 measure the mass m2 of the empty measuring cylinder.  m2 =  ...     [1]  (f)  calculate a second value \u03c12 for the density of water, using your readings from (b) and (e) and   the equation \t\t\t \t\t \t \t \u03c12 = (m1 \u2013 m2) v1 .  \u03c12 =  ..  [1]  (g) suggest a possible source of inaccuracy in either method 1  or method 2 , even when they  are carried out carefully.   explain how an improvement might be made to reduce this inaccuracy. suggestion    ... explanation of improvement  .  ...  ...    [2]  [total: 11]",
+            "8": "8 0625/53/m/j/17 \u00a9 ucles 2017 3 in this experiment, you will investigate the refraction of light by a transparent block.  you will determine a quantity known as the refractive index of the material of the block.  carry out the following instructions, using the separate ray-trace sheet provided.    you may refer to fig. 3.1 for guidance. i eye position xeye position y f n l a b d chole ray-trace sheet 1 cm fig. 3.1",
+            "9": "9 0625/53/m/j/17 \u00a9 ucles 2017 [turn over  (a) \u2022  place the block approximately in the centre of the ray-trace sheet. carefully draw round  the block and label the corners abcd , as indicated in fig. 3.1.   \u2022 remove the block from the ray-trace sheet.   \u2022  draw a normal to line ab at a point l, 1 cm from a. label the other end of the normal  with the letter n.   \u2022 draw a line fl, 8 cm long and at an angle \u03b8 = 30\u00b0, as indicated by fig. 3.1.  [1]  (b) \u2022 replace the block in exactly the same position as in (a).   \u2022 place two pins p1 and p2 on line fl, a suitable distance apart for accurate ray tracing.     \u2022 label the positions of p1 and p2.   \u2022  view the images of p1 and p2 through the block, from the direction indicated by the eye  in position x in fig. 3.1. place two pins p3 and p4, a suitable distance apart, so that pins  p3 and p4, and the images of p1 and p2, all appear exactly one behind the other.     \u2022 label the positions of p3 and p4.   \u2022 remove the block and pins from the ray-trace sheet.    [1]  (c) (i)  \u2022 draw a line joining p3 and p4. extend this line until it meets cd.     \u2022 label the point at which this line meets  cd with the letter g.     \u2022 draw a line through g, at 90\u00b0 to cd. extend this line until it crosses ab.     \u2022 label the point at which this line crosses ab with the letter h.     \u2022 extend line fl until it meets gh.     \u2022 label the point at which it meets gh with the letter k.     \u2022 join points  l and g with a straight line.   [1]   (ii) \u2022 measure the length a of line lg.  a =  .  cm    \u2022 measure the length b of line lk.  b =  .  cm    \u2022 calculate a value n for the refractive index, using the equation n = a\u2013b .  n =  ...  [3]",
+            "10": "10 0625/53/m/j/17 \u00a9 ucles 2017  (d) \u2022 replace the block in exactly the same position as in (a).   \u2022 replace the two pins p1 and p2 on line fl.     \u2022 place the mirror against side cd, with the reflecting surface towards the block.   \u2022  view the images of p1 and p2 from the direction indicated by the eye in position y in   fig. 3.1. place two pins p5 and p6, a suitable distance apart, so that pins p5 and p6, and  the images of p1 and p2, all appear exactly one behind the other.     \u2022 label the positions of p5 and p6.     \u2022 remove the block and pins from the ray-trace sheet.    [1]  (e)  (i) \u2022 draw a line joining p5 and p6.  extend this line until it meets gh.    \u2022 label the point at which this line meets gh with the letter m.    \u2022 label the other end of the line with the letter r.    \u2022 measure the angle \u03b1, where \u03b1 is the smaller angle between lines rm and gh.    \u03b1 =  ..  [1]   (ii) a student suggests that angle \u03b1 and angle \u03b8, measured in part (a), should be equal.    state whether your results support this suggestion. justify your answer with reference to  your results. statement  .. justification    ...     [2]   (f) suggest why different students, all carrying out this experiment carefully, may not obtain  identical results.  ...  ... [1]  [total: 11] tie your ray-trace sheet into this question paper between pages 8 and 9.",
+            "11": "11 0625/53/m/j/17 \u00a9 ucles 2017 [turn over 4 plan an experiment to investigate how increasing the number of layers of insulation affects the  rate of cooling of hot water in a beaker.    you are not required to carry out the experiment.  write a plan for the experiment, including:  \u2022 the apparatus needed  \u2022 what you would measure  \u2022 the variables you would keep the same to ensure the comparison is a fair test  \u2022 instructions for carrying out the experiment  \u2022 how you would present your results  \u2022 how you would use your readings to reach a conclusion.    you may draw a diagram if it helps to explain your plan.   ..  ..  ..  ..  ..  ..  ..  ..  ..  ..",
+            "12": "12 0625/53/m/j/17 \u00a9 ucles 2017 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 international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download at www.cie.org.uk after  the live examination series. 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. ..  ..  ..  ..  ..  ..  ..  ..  ..  ..  ..  ..  ..  ..  ..  ..  ..  ..  ..  ..    ..  ..  .. [7]  [total: 7]"
+        },
+        "0625_s17_qp_61.pdf": {
+            "1": "this document consists of 12 printed pages. dc (st/fc) 126914/7 \u00a9 ucles 2017  [turn overcambridge international examinations cambridge international general certificate of secondary education *4000051718* physics  0625/61 paper 6  alternative to practical  may/june 2017  1 hour candidates answer on the question paper. no additional materials are required. read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen. you may use an hb pencil for any diagrams or graphs. do not use staples, paper clips, glue or correction fluid. do not  write in any barcodes. answer all questions. electronic calculators may be used. you may lose marks if you do not show your working or if you do not use appropriate units. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question. the syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificate.",
+            "2": "2 0625/61/m/j/17 \u00a9 ucles 2017 1 the class is investigating the stretching of a spring.  fig. 1.1 shows the apparatus. l0 x benchmetre rule clamp spring standboss fig. 1.1  (a) (i) on fig. 1.1, measure the length l0.    record l0 in table 1.1 at load l = 0.0  n. [1]   (ii) explain why l0 is not measured to point x on the spring.  ...  ... [1]  (b) a student hangs a 1.0  n load on the spring. he records the new length l of the spring.   he repeats the procedure using loads of 2.0  n, 3.0  n, 4.0  n and 5.0  n. the readings are shown  in table 1.1. table 1.1 l / n 0.0 1.0 2.0 3.0 4.0 5.0 l / mm 17 20 21 23 25   describe one precaution that you would take in order to obtain reliable readings.  ...  ... [1]",
+            "3": "3 0625/61/m/j/17 \u00a9 ucles 2017 [turn over  (c) plot a graph of l / mm ( y-axis) against l / n (x-axis). [4]  (d) a student suggests that the length l of the spring is directly proportional to the load l.   state whether your readings support this suggestion. justify your answer by reference to the  graph line.  ...  ... [1]  (e) use the results to predict the load l that would give a length l twice the value of l0.   show clearly how you obtained your answer.  load l =  ... [2] [total: 10]",
+            "4": "4 0625/61/m/j/17 \u00a9 ucles 2017 2 the class is investigating the refraction of light passing through a transparent block. a student is  using optics pins to trace the paths of rays of light.  fig. 2.1 shows the student\u2019s ray-trace sheet.   a db c p3 p4 ray-trace sheet eye fig. 2.1",
+            "5": "5 0625/61/m/j/17 \u00a9 ucles 2017 [turn over  (a) \u2022 on fig. 2.1, draw a normal at the centre of side ab. label this line nl. label the point e  where the normal crosses ab. label the point m where the normal crosses cd.   \u2022 draw a line above ab to the left of the normal and at an angle of incidence i = 30\u00b0 to the  normal. label this line fe.   \u2022 label the positions of two pins p1 and p2 placed a suitable distance apart on fe for  accurate ray tracing.  [2]  (b) the student observes the images of p1 and p2 through side cd of the block so that the  images of p1 and p2 appear one behind the other. he places two pins p3 and p4 between his  eye and the block so that p3 and p4, and the images of p1 and p2 seen through the block,  appear one behind the other. the positions of p3 and p4 are marked on fig. 2.1.   draw a line joining the positions of p3 and p4. continue the line until it meets the normal.  label this point k. [1]  (c) \u2022 measure and record the angle \u03b1 between the line joining the positions of p3 and p4 and  the line km. \t\u03b1  =  ...   \u2022 measure and record the length  x between points m and k.  x =  ...  [2]  (d)  the student repeats the procedure with the angle of incidence i = 50\u00b0.    his readings for \u03b1 and x are shown.     52\u00b0 \u03b1 =  ...     19 mm x =  ...   a student suggests that the angle \u03b1 should always be equal to the angle of incidence i.    state whether the results support this suggestion. justify your answer by reference to the  values of \u03b1 for i = 30\u00b0 and i = 50\u00b0. statement  .. justification   [2]  (e) suggest one precaution that you would take with this experiment to obtain reliable results.  ...  ...  ... [1]  [total: 8]",
+            "6": "6 0625/61/m/j/17 \u00a9 ucles 2017 3 the class is investigating the cooling of water.  fig. 3.1 shows the apparatus. waterthermometer beaker fig. 3.1  (a) the thermometer in fig. 3.2 shows the room temperature \u03b8r at the beginning of the  experiment.   record \u03b8r. \u201310 0 10 20 30 40 50 60 70 80 90 100 110\u00b0c fig. 3.2  \u03b8r =  ... [1]",
+            "7": "7 0625/61/m/j/17 \u00a9 ucles 2017 [turn over  (b) \u2022 a student pours 200  cm3 of hot water into the beaker.    \u2022 she measures the temperature \u03b8 of the hot water in the beaker.    \u2022 she immediately starts a stopclock.   \u2022 after 180  s, she measures the temperature \u03b8 of the hot water.   \u2022 after 360  s, she measures the temperature \u03b8 of the hot water again.    the readings are shown in table 3.1.  table 3.1 t / s \u03b8\t/ \u00b0c   0 85 180 74 360 66   (i) \u2022 calculate the temperature fall \u03b4\u03b81 during the first 180  s. \t\u03b4 \u03b81 =  ...    \u2022 calculate the temperature fall \u03b4\u03b82 during the next 180  s. \t\u03b4 \u03b82 =  ... [1]   (ii)  suggest why \u03b4\u03b81 is different from \u03b4\u03b82 .  ...  ... [1]   (c)  another student plans to investigate the factors affecting the difference between the values of  \u03b4\u03b81 and \u03b4\u03b82 .   suggest two changes that he could make to the procedure to obtain a larger value of this  difference. 1.   2.   [2]",
+            "8": "8 0625/61/m/j/17 \u00a9 ucles 2017  (d) the volume of water used in this experiment is measured using a measuring cylinder.    fig. 3.3 shows a measuring cylinder.    a, b, c and d are four possible lines of sight that could be used to read the volume of the  water.   100cm3 90 80 70 60 50 40 30 20 10cd ab water   fig. 3.3   give two reasons why b should be used to obtain the most accurate reading.  1.         2.         [2] [total: 7]",
+            "9": "9 0625/61/m/j/17 \u00a9 ucles 2017 [turn over 4 the class is investigating the motion of a pendulum.  fig. 4.1 shows the apparatus. metre rule set squarebobclamp fig. 4.1    (a) (i)  on fig. 4.1, show clearly the length l of the pendulum.  [1]   (ii) use fig. 4.2 to explain how you would measure the length l accurately. you may draw on  the diagram.      bobclamp fig. 4.2  ...  ...  ...  ...  ... [2]",
+            "10": "10 0625/61/m/j/17 \u00a9 ucles 2017  (b) a student determines the period t of the pendulum. the period is the time taken for one  complete oscillation. the student measures the time  t for 20 oscillations.   fig. 4.3 shows the time t.  fig. 4.3   (i) calculate the period t of the pendulum.  t =  ... [1]   (ii) explain how measuring the time for 20 oscillations rather than one oscillation helps the  student to obtain a more reliable value for the period.  ...  ...  ... [2]  (c) the student wants to determine a value for the acceleration of free fall from his results.   he needs the value of t  2 to do this.    calculate t  2.   give your answer to a suitable number of significant figures and include the unit.  t  2 =  ..  [2] [total: 8]",
+            "11": "11 0625/61/m/j/17 \u00a9 ucles 2017 [turn over 5 a student is investigating whether the resistance of a wire depends on the material from which the  wire is made.   resistance r is given by the equation r = v i.  the following apparatus is available to the student:   ammeter   voltmeter   micrometer screw gauge   power supply (0\u20133  v)   variable resistor   switch   connecting leads   wires of different materials.  plan an experiment to investigate whether the resistance of a wire depends on the material from  which it is made.  you should:  \u2022 draw a diagram of the circuit you would use to determine the resistance of each wire  \u2022  explain briefly how you would carry out the investigation, including the measurements you  would take  \u2022 state the key variables that you would control  \u2022  draw a suitable table, with column headings, to show how you would display your readings   (you are not required to enter any readings in the table).  ..  ..",
+            "12": "12 0625/61/m/j/17 \u00a9 ucles 2017 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 international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download at www.cie.org.uk after  the live examination series. 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. ..  ..  ..  ..  ..  ..  ..  ..  ..  ..  ..  ..  ..  ..  ..  ..  .. [7] [total: 7]"
+        },
+        "0625_s17_qp_62.pdf": {
+            "1": "*3211388097* this document consists of 12 printed pages. dc (cw/fd) 127039/7 \u00a9 ucles 2017  [turn overcambridge international examinations cambridge international general certificate of secondary education physics  0625/62 paper 6  alternative to practical  may/june 2017  1 hour candidates answer on the question paper. no additional materials are required. read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen. you may use an hb pencil for any diagrams or graphs. do not use staples, paper clips, glue or correction fluid. do not  write in any barcodes. answer all questions. electronic calculators may be used. you may lose marks if you do not show your working or if you do not use appropriate units. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question. the syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificate.",
+            "2": "2 0625/62/m/j/17 \u00a9 ucles 2017 1 the class is investigating the resistances of two resistance wires.  the circuit used is shown in fig. 1.1. a vpower supply resistance wiresdb ca s fig. 1.1  (a) a student places a sliding contact s on the resistance wire ab at a distance l = 0.200  m from  point a. she measures the current i in the circuit and the potential difference v across the  length l = 0.200  m of resistance wire.   figs. 1.2 and 1.3 show the voltmeter and ammeter readings.     (i) write down the readings shown on the meters in figs. 1.2 and 1.3.  5 v6789 104321 0  a0.6 0.8 1.00.4 0.2 0  fig. 1.2  fig. 1.3  v = ...  i = ...  [2]   (ii) calculate the resistance r of the length l = 0.200  m of resistance wire, using the equation    r = v i.   r =  ... [1]",
+            "3": "3 0625/62/m/j/17 \u00a9 ucles 2017 [turn over  (b) the student repeats the procedure using the distance l = 0.400  m. her result is shown.   2.54 \u03c9 r =  ...   (i) calculate the difference between the two values for r.  difference =  ... [1]   (ii) suggest a relationship between the length l and the resistance r of the wire that matches  the results, within the limits of experimental accuracy.  ...  ... [1]  (c) using the same method as in (a), the student determines the resistance r1 of the resistance  wire ab of total length l = 0.500  m.   3.08 \u03c9 r1 =  ...   she then uses a short lead to connect points b and d. she uses the same method again  to determine the combined resistance r2 of the resistance wires ab and cd connected  together.   1.50 \u03c9 r2 =  ...   use the student\u2019s results to compare the resistance r1 of wire ab with the resistance r2 of  wires ab and cd connected together.   tick the box next to the description that most closely matches the results.    r1 = r2    r1 = 2r2    2r1 = r2    there is no simple relationship between r1 and r2.  [1]  (d) suggest two reasons why different students, all carrying out this experiment carefully, with  the same apparatus, may not obtain identical results. 1.  ...  ... 2.  ...  ...  [2]  [total: 8]",
+            "4": "4 0625/62/m/j/17 \u00a9 ucles 2017 2 the class is investigating the refraction of light passing through a transparent block. a student is  using optics pins to trace the paths of rays of light.  fig. 2.1 shows the student\u2019s ray-trace sheet. da c p3 p4b ray-trace sheeteye fig. 2.1  (a) \u2022  on fig. 2.1, draw and label a normal nl at the centre of side ab. label the point e  where the normal crosses ab. label the point m where the normal crosses cd. [1]   \u2022  draw a line fe, to the left of the normal and at an angle of incidence i = 40\u00b0 to the  normal.   \u2022  label the positions of two pins p1 and p2 on fe placed a suitable distance apart for  accurate ray tracing.  [2]",
+            "5": "5 0625/62/m/j/17 \u00a9 ucles 2017 [turn over  (b) the student observes the images of p1 and p2 through side cd of the block so that the  images of p1 and p2 appear one behind the other.   he places two pins p3 and p4 between his eye and the block so that p3 and p4, and the  images of p1 and p2 seen through the block, appear one behind the other.   the positions of p3 and p4 are marked on fig. 2.1.   draw a line joining the positions of p3 and p4. continue the line until it meets the normal nl.  label the point k where this line crosses cd. [1]  (c) \u2022  measure and record the angle \u03b1 between the line joining the positions of p3 and p4 and  the normal line.  \u03b1 =  ...   \u2022 measure and record the length x between points m and k.  x =  ...    [2]  (d) the student repeats the procedure but with the line fe to the right of the normal.   he measures the angle \u03b2 between the line joining the new positions of p3 and p4 and the  normal.   41\u00b0 \u03b2 =  ...   he measures the length y between m and the new position of k.   21 mm y =  ...   a student suggests that the results for \u03b1 and x should be the same as the results for \u03b2 and y.   state whether the results support this suggestion. justify your answer by reference to the  results. statement  .. justification    ...  [2]  (e) suggest one precaution that you would take with this experiment to obtain reliable results.  ...  ...  ... [1]  [total: 9]",
+            "6": "6 0625/62/m/j/17 \u00a9 ucles 2017 3 the class is investigating images formed on a screen using a lens.  fig. 3.1 shows the apparatus. illuminated object lensscreenv u fig. 3.1  (a) the lens has a focal length of 15.0  cm.   suggest a suitable distance d between the illuminated object and the screen in order to form  a clearly focused image on the screen.  d =  ... [1]  (b) the student places the lens as shown in the diagram a distance u from the object. she then  moves the screen until she obtains a clearly focused image on the screen.   it is difficult to decide on the exact position of the screen that gives the best image.   explain how you would find the best position for the screen as reliably as possible.  ...  ... [1]  (c) another student uses a different lens and obtains these readings:   15.0 cm u =  ...   29.7 cm v =  ...   calculate the focal length f of the lens using the equation f = uv (u + v).    include the unit and give your answer to a suitable number of significant figures.  f =  ... [2]",
+            "7": "7 0625/62/m/j/17 \u00a9 ucles 2017 [turn over  (d) suggest one difference that you would expect to see in this experiment between the  appearance of the object and the image.  ... [1]  (e) which of the following procedures, a\u2013f, are sensible for this experiment?   circle one or more of the letters.   a carry out the experiment in a darkened room.   b close one eye when taking readings.   c draw thin lines.   d fix the rule in position on the bench.   e make sure the pins are at least 5  cm apart.   f repeat the experiment using different values of u and determine an average value for f.  [3]  [total: 8]",
+            "8": "8 0625/62/m/j/17 \u00a9 ucles 2017 4 the class is investigating the principle of moments.  fig. 4.1 shows the apparatus used. p qa 5.0 cm mark 45.0  cm markmetre rule bench pivotb fig. 4.1  (a) a student places a load p on the metre rule at the 5.0  cm mark. he places the metre rule on  the pivot at the 45.0  cm mark. he places a load q on the rule and adjusts its position so that  the metre rule is as near as possible to being balanced.   \u2022 he measures the distance a between the centre of load p and the pivot.    \u2022 he measures the distance b from the centre of load q to the pivot.    \u2022  he repeats the procedure placing the load p at the 10.0  cm mark, the 15.0  cm mark, the  20.0 cm mark and at the 25.0  cm mark. he keeps the pivot at the 45.0  cm mark each  time. the readings are recorded in table 4.1. table 4.1 a  / cm b  / cm 40.0 42.5 35.0 36.4 30.0 30.1 25.0 23.9 20.0 17.5",
+            "9": "9 0625/62/m/j/17 \u00a9 ucles 2017 [turn over   (i) plot a graph of b / cm (y-axis) against a / cm (x-axis). start both axes at the origin (0,0).  [3]   (ii) draw the line of best fit.  [1]  (b) a student suggests that a is directly proportional to b.   state whether the readings support this suggestion. justify your answer by reference to the  graph line.  ...  ...  ... [1]",
+            "10": "10 0625/62/m/j/17 \u00a9 ucles 2017  (c) the student uses a balance to measure the mass m of the metre rule.   120 g m =  ...   \u2022 calculate the value of mx, where x = 0.05  n cm / g.  mx =  ..  n cm   \u2022  use the value of a in the first row of table 4.1 to calculate pa, where p = 1.00  n.      p is the weight of load p. include the unit.  pa =  ...   \u2022  use the value of b in the first row of table 4.1 to calculate qb, where q = 0.80  n.      q is the weight of load q.  qb =  ...  [2]  (d) a student states that pa should be equal to qb.   look carefully at fig. 4.1 and the information in (c) and suggest what the student has not  realised.  ...  ... [1]  [total: 8]",
+            "11": "11 0625/62/m/j/17 \u00a9 ucles 2017 [turn over 5 a student is investigating the effect of draughts (moving air) on the rate of cooling of hot water.  the following apparatus is available to the student:   an electric fan with four speed settings   a supply of hot water   thermometer   250 cm3 beaker   250 cm3 measuring cylinder   stopwatch   clamp, boss and stand.  plan an experiment to investigate the effect of draughts on the rate of cooling of hot water.   you should:   \u2022 explain briefly how you would carry out the investigation   \u2022 state the key variables that you would control   \u2022  draw a table, or tables, with column headings, to show how you would display your  readings (you are not required to enter any readings in the table)   \u2022 explain how you would use your readings to reach a conclusion.  you may draw a diagram if it helps your explanation.  ..  ..",
+            "12": "12 0625/62/m/j/17 \u00a9 ucles 2017  ..  ..  ..  ..  ..  ..  ..  ..  ..  ..  ..  ..  .. [7]  [total: 7] 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 international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download at www.cie.org.uk after  the live examination series. 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."
+        },
+        "0625_s17_qp_63.pdf": {
+            "1": "this document consists of 14 printed pages and 2 blank pages. dc (kn/sg) 125971/6 \u00a9 ucles 2017  [turn overcambridge international examinations cambridge international general certificate of secondary education *8290184847* physics  0625/63 paper 6  alternative to practical  may/june 2017  1 hour candidates answer on the question paper. no additional materials are required. read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen. you may use an hb pencil for any diagrams or graphs. do not use staples, paper clips, glue or correction fluid. do not  write in any barcodes. answer all questions. electronic calculators may be used. you may lose marks if you do not show your working or if you do not use appropriate units. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question. the syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificate.",
+            "2": "2 0625/63/m/j/17 \u00a9 ucles 2017 1 a student is determining the density of water by two methods.  method 1 n 0.0 0.5 1.0 1.5 2.0 5075125 25100150175200225250cm3forcemeter modelling claymeasuring cylinder fig. 1.1                                                               fig. 1.2  (a) record the weight w1 of the piece of modelling clay shown in fig. 1.1.  w1 =  ... n [1]",
+            "3": "3 0625/63/m/j/17 \u00a9 ucles 2017 [turn over  (b) (i) record the volume v1 of the water in the measuring cylinder shown in fig. 1.2.  v1 =  ... cm3 [1]    (ii) describe briefly how a measuring cylinder is read to obtain an accurate value for the  volume of water. you may draw a diagram.  ...  ...  ... [2]",
+            "4": "4 0625/63/m/j/17 \u00a9 ucles 2017 n 0.0 0.5 1.0 1.5 2.0 5075125 25100150175200225250cm3 fig. 1.3",
+            "5": "5 0625/63/m/j/17 \u00a9 ucles 2017 [turn over  (c) the student lowers the modelling clay into the water, as shown in fig. 1.3.   \u2022 record the new reading w2 of the forcemeter.  w2 =   n    \u2022  record the new reading v2 of the measuring cylinder, with the piece of modelling clay in  the water.  v2 =  ...  cm3  [1]  (d) calculate a value \u03c11 for the density of water, using your readings from (a), (b) and (c) and the   equation       \u03c11 = (w1 \u2013 w2) (v2 \u2013 v1) \u00d7 k       where k = 100  g / n.   \t\u03c11 =  ... [2]  method 2  (e) the student removes the modelling clay from the water and places the measuring cylinder on  a balance. 5075125 25100150175200225250cm3 measuring cylinder gbalance fig. 1.4   the reading for the mass m1 of the measuring cylinder and water is shown in fig. 1.4.   record m1 to the nearest gram.  m1 =  ... [1] ",
+            "6": "6 0625/63/m/j/17 \u00a9 ucles 2017  (f) the student pours the water out of the measuring cylinder and measures the mass m2 of the  empty measuring cylinder. 93 m2 =  . g   \u2022  calculate a second value \u03c12 for the density of water, using your readings from (b), (e)  and (f) and the equation            \u03c12 = (m1 \u2013 m2) v1 .  \u03c12 =  ...   \u2022 calculate an average value \u03c1av for the density of water, using your results for \u03c11 and \u03c12.  \u03c1av =  ...      [1]  (g) suggest a possible source of inaccuracy in either method 1  or method 2 , even when they  are carried out carefully.   explain how an improvement might be made to reduce this inaccuracy. suggestion    ... improvement  .  ...    [2]  [total: 11]",
+            "7": "7 0625/63/m/j/17 \u00a9 ucles 2017 [turn over 2 some students are investigating the resistance of a power supply.  they are using the circuit shown in fig. 2.1.  a resistance wirepower supply p q crocodile clip fig. 2.1  (a) (i) a student connects the crocodile clip to the resistance wire at positions which give  particular values of the potential difference v between terminals p and q. he measures  the current i in the circuit for each position.    on fig. 2.1, draw a voltmeter connected to measure the potential difference v between  terminals p and q. [1]",
+            "8": "8 0625/63/m/j/17 \u00a9 ucles 2017   (ii) fig. 2.2 shows the ammeter reading for a value of v = 2.2  v. a0.6 0.8 1.00.4 0.2 0 fig. 2.2    read, and record in table 2.1, this value of i. table 2.1 i / a v / v 2.2 0.47 2.0 0.55 1.8 0.69 1.6 0.76 1.4  [1]  (b) plot a graph of v / v (y-axis) against i / a (x-axis).    [4]",
+            "9": "9 0625/63/m/j/17 \u00a9 ucles 2017 [turn over  (c) (i) determine the gradient m of the line you have drawn.    show clearly on the graph how you obtained the necessary information.  m =  ..  [1]   (ii) the gradient m is numerically equal to the resistance r of the power supply.      write down the resistance r to a suitable number of significant figures for this experiment.   r =  ..  [2]  (d) suggest one practical reason why the crocodile clip should not be connected to very short  lengths of resistance wire in order to obtain smaller potential differences.  ...  ...  ... [1]  (e) in this type of experiment, it is possible to change the potential difference by using a variable  resistor rather than using different lengths of a resistance wire.   in the space below, draw the standard circuit symbol for a variable resistor.  [1]  [total: 11]",
+            "10": "10 0625/63/m/j/17 \u00a9 ucles 2017 3 a student is investigating the refraction of light by a transparent block.  she uses her results to determine a quantity known as the refractive index of the material of the  block.  the student\u2019s ray-trace sheet is shown full size in fig. 3.1. i eye position xeye position y e n l a b sr d g c fp1 p5 p2 p3 p4p6 fig. 3.1",
+            "11": "11 0625/63/m/j/17 \u00a9 ucles 2017 [turn over  (a) the student places a transparent block abcd  at the centre of the ray-trace sheet, as indicated  in fig. 3.1. she draws round the block. she removes the block and then draws lines nl   and el.   measure the angle \u03b8 between the lines nl and el.  \u03b8 =  ... [1]  (b)  the student places two pins p1 and p2 on line el, a suitable distance apart for accurate   ray-tracing.     suggest a suitable distance between the two pins.  distance =  ... [1]  (c) the student replaces the block. she views the images of p1 and p2 through the block from  the direction indicated by the eye in position x in fig. 3.1.     she places two pins p3 and p4 so that pins p3 and p4, and the images of p1 and p2, all  appear exactly one behind the other.     she labels the positions of p3 and p4 and then removes the block and pins from the ray-trace  sheet.   she draws a line fg through p3 and p4, extending it as far as cd.   (i) \u2022 draw a normal to cd at point g and extend it to meet ab.    \u2022 label the point at which this normal meets ab with the letter h.      [1]   (ii) \u2022 draw a line joining points l and g.    \u2022 extend line el until it meets gh.    \u2022 label the point at which this line meets gh with the letter k.     \u2022 measure the length a of line lg.  a =  .  cm    \u2022 measure the length b of line lk.  b =  .  cm  [1]     (iii) calculate a value n for the refractive index, using the equation n = a\u2013b .       n =  ... [2]",
+            "12": "12 0625/63/m/j/17 \u00a9 ucles 2017  (d) the student places a mirror against side cd, with the reflecting surface facing towards the  block.   she views the images of p1 and p2 from the direction indicated by the eye in position y in   fig. 3.1.     she places two pins p5 and p6 so that pins p5 and p6, and the images of p1 and p2, all  appear exactly one behind the other.     she labels the positions of p5 and p6 and then removes the mirror and the pins from the   ray-trace.   the student draws a line rs through pins p5 and p6.   (i) \u2022 extend line rs until it meets gh.    \u2022 label the point at which this line meets gh with the letter t.     \u2022 measure the angle \u03b1, where \u03b1 is the smaller angle between lines rt and gh.    \u03b1 =  ...  [2]   (ii) a student suggests that angle \u03b1 and angle \u03b8, measured in part (a), should be equal.    state whether the results support this suggestion. justify your answer with reference to  the results. statement  .. justification    [2]   (e) suggest why different students, all carrying out this experiment carefully, may not obtain  identical results.  ...  ... [1]  [total: 11]",
+            "13": "13 0625/63/m/j/17 \u00a9 ucles 2017 [turn over 4  plan an experiment to investigate how increasing the number of layers of insulation affects the  rate of cooling of hot water in a beaker.  write a plan for the experiment, including:  \u2022 the apparatus needed  \u2022 what you would measure  \u2022 the variables you would keep the same to ensure the comparison is a fair test  \u2022 instructions for carrying out the experiment  \u2022 how you would present your results  \u2022 how you would use your readings to reach a conclusion.  you may draw a diagram if it helps to explain your plan.   ..  ..  ..  ..  ..  ..  ..  ..  ..  ..  ..  ..  ..",
+            "14": "14 0625/63/m/j/17 \u00a9 ucles 2017  ..  ..  ..  ..  ..  ..  ..  ..  ..  ..  ..  ..  ..  ..  ..  ..  ..  ..  ..  ..  ..  ..  ..  ..  ..  ..  .. [7]   [total: 7]",
+            "15": "15 0625/63/m/j/17 \u00a9 ucles 2017 blank page",
+            "16": "16 0625/63/m/j/17 \u00a9 ucles 2017 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 international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download at www.cie.org.uk after  the live examination series. 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.blank page"
+        },
+        "0625_w17_qp_11.pdf": {
+            "1": "  the syllabus is approved for use in england, wales and northern ir eland as a cambridge international level 1/level 2 certificat e.  this document consists of 19 printed pages and 1 blank page.  ib17 11_0625_11/3rp  \u00a9 ucles 2017 [turn over     *2729597850 * cambridge international examinations  cambridge international general certificate of secondary education       physics 0625/11     paper 1  multiple choice (core)  october/november 2017     45 minutes    additional materials: multiple choice answer sheet   soft clean eraser   soft pencil (type b or hb recommended)       read these instructions first    write in soft pencil.  do not use staples, paper clips, glue or correction fluid. write your name, centre number and candidate number on the answer sheet in the spaces provided  unless this has been done for you.  do not  write in any barcodes.   there are forty  questions on this paper. answer all questions. for each question there are four possible  answers a, b, c and d.   choose the one you consider correct and record your choice in soft pencil  on the separate answer sheet.    read the instructions on the answer sheet very carefully.    each correct answer will score one mark. a ma rk will not be deducted for a wrong answer.  any rough working should be done in this booklet. electronic calculators may be used. take the weight of 1.0  kg to be 10  n (acceleration of free fall = 10  m / s2).    ",
+            "2": "2  \u00a9 ucles 2017 0625/11/o/n/17  1 a student measures the volume of a cork.    he puts some water into a measuring cylinder and then one glass ball. he puts the cork and then  a second, identical glass ball into the water as shown.    100 806040 20 diagram 1cm3 100 806040 20 diagram 2cm3 100 806040 20 diagram 3cm3 glass ball glass ballcorkglass ball     diagram 1 shows the first water level.    diagram 2 shows the water level after one glass ball is added.    diagram 3 shows the water level after the cork and the second glass ball are added.    what is the volume of the cork?  a 30  cm3 b 40  cm3 c 50  cm3 d 100  cm3     2 the graph shows how the speed of a car varies over a period of 10  s.    010 0 5 10speed m / s time  / s    how far does the car travel during the 10  s?  a 10  m b 50  m c 75  m d 100  m    ",
+            "3": "3  \u00a9 ucles 2017 0625/11/o/n/17 [turn over  3 the diagram shows how the speed of a falling object changes with time.    00speed timexyz     which row describes the motion of the object between x and y, and between y and z?     between x and y between y and z  a accelerating at rest  b accelerating constant speed  c decelerating at rest  d decelerating constant speed     4 a spring is stretched by hanging a piece of metal from it.    spring metal     which name is given to the force that stretches the spring?  a friction  b mass  c pressure  d weight     ",
+            "4": "4  \u00a9 ucles 2017 0625/11/o/n/17  5 the graph shows how weight varies with mass on planet p and on planet q.    0 2 04 06 08 0400 300200100 0weight  / nplanet p planet q mass  / kg    an object weighs 400  n on planet p. the object is taken to planet q.    which row is correct?     mass of object  on planet q  / kg weight of object  on planet q  / n  a 40 200  b 40 400  c 80 200  d 80 400      6 what is needed to determine the density of a regularly shaped block?  a a balance and a beaker  b a balance and a ruler  c a measuring cylinder and a beaker  d a measuring cylinder and a ruler     ",
+            "5": "5  \u00a9 ucles 2017 0625/11/o/n/17 [turn over  7 a student conducts an experiment by hanging different loads on a spring. the diagrams show the  lengths of the spring with different loads.    2.0  n 4.0  n3.0  cm 6.0  cm 9.0  cm     which row gives the correct extensions of the spring?     extension  / cm  0 n 2.0  n 4.0  n  a 0 3.0 3.0  b 0 3.0 6.0  c 3.0 3.0 3.0  d 3.0 6.0 9.0     8 a car mechanic is trying to loosen a wheel nut. he applies a force to the end of a spanner  (wrench) at right-angles to the spanner.    which method provides the largest turning effect on the nut?  a applying double the force to a spanner that is half as long  b applying double the force to a spanner that is twice as long  c applying double the force to the same spanner  d applying the same force to a spanner that is twice as long    ",
+            "6": "6  \u00a9 ucles 2017 0625/11/o/n/17  9 the diagrams show four table lamps resting on a table. the position of the centre of mass of  each lamp is labelled x.    which lamp is the most stable?    a b c d xx xxx xx      10 a pendulum bob swings from w, through points x and y, to z and then back to w.    w xyz     which statement is correct?  a the gravitational potential energy of the bob is smallest at w.  b the gravitational potential energy of the bob is smallest at x.  c the gravitational potential energy of the bob is smallest at y.  d the gravitational potential energy of the bob is the same at all points of the swing.    ",
+            "7": "7  \u00a9 ucles 2017 0625/11/o/n/17 [turn over  11 a student runs up a flight of stairs.    lengthheight     which information is not needed to calculate the rate at which the student is doing work against  gravity?  a the height of the flight of stairs  b the length of the flight of stairs  c the time taken to run up the stairs  d the weight of the student      12 what is a manometer used to determine?  a the difference between two densities  b the difference between two forces  c the difference between two heights  d the difference between two pressures     ",
+            "8": "8  \u00a9 ucles 2017 0625/11/o/n/17  13 the diagram shows a simple mercury barometer.    90 8070605040302010cm vacuum metre rule mercury     which length is used to find the value of atmospheric pressure?  a 12  cm b 74  cm c 86  cm d 100  cm     14 a pollen grain in a beaker of still water is viewed through a microscope.    which diagram shows the most likely movement of the pollen grain?    a b c d     ",
+            "9": "9  \u00a9 ucles 2017 0625/11/o/n/17 [turn over  15 the diagram shows an air-filled rubber toy. a child sits on the toy and its volume decreases.    the temperature of the air in the toy does not change.        how does the air pressure in the toy change and why?     pressure reason  a decreases air molecules move more slowly  b decreases air molecules strike the rubber less frequently  c increases air molecules move more quickly  d increases air molecules strike the rubber more frequently     16 a strip of iron and a strip of brass are firmly attached to each other along their entire length. this  combination is a bimetallic strip.    iron strip brass strip    this bimetallic strip is heated and it bends as shown.    fixed supportiron brass     the bimetallic strip is now cooled and becomes straight again.    what causes the bimetallic strip to become straight again?  a the brass contracts more than the iron.  b the brass expands more than the iron.  c the iron contracts more than the brass.  d the iron expands more than the brass.    ",
+            "10": "10  \u00a9 ucles 2017 0625/11/o/n/17  17 the diagram shows an electric heater being used to heat a beaker of water and an identical  beaker containing oil. both are heated for one minute.    water oil electric heate r    the temperature of the water and the temperature of the oil increase steadily. the increase in  temperature of the oil is much greater than that of the water.    why is this?  a oil has a higher boiling point than water.  b oil has a lower boiling point than water.  c the oil has a larger thermal capacity than the water.  d the oil has a smaller thermal capacity than the water.      18 the air temperature in a cold room is 15  \u00b0c.    a heater that contains water at 50  \u00b0c is used to heat the room.    by which process is most of the thermal energy transferred throughout the air in the room?  a conduction  b convection  c evaporation  d radiation      19 which statement about convection currents is correct?  a convection currents occur because, when cooled, liquids contract and become more dense.  b convection currents occur because, when warmed, liquids expand and become more dense.  c convection currents only occur in liquids.  d convection currents only occur in solids and liquids.     ",
+            "11": "11  \u00a9 ucles 2017 0625/11/o/n/17 [turn over  20 the diagram represents a wave travelling along a rope.    which labelled arrow indicates the wavelength of the wave?    b acdrope      21 the diagram represents plane wavefronts of a water wave about to strike a solid barrier.    wavefronts     which diagram shows the position of the wavefronts after reflection at the barrier?    reflecteda reflectedb reflectedc reflectedd  ",
+            "12": "12  \u00a9 ucles 2017 0625/11/o/n/17  22 the diagram shows an object in front of a plane mirror. a ray of light from the object is incident on  the mirror.    object q pr s plane mirror    through which point does the reflected ray pass, and at which point is the image of the object  formed?     point through which  reflected ray passes point at which  image is formed  a p r  b p s  c q r  d q s    23 which ray diagram shows a converging lens forming a real image of a small object o?    oa ob oc od     ",
+            "13": "13  \u00a9 ucles 2017 0625/11/o/n/17 [turn over  24 visible light, x-rays and microwaves are all components of the electromagnetic spectrum.    which statement about the waves is correct?  a in a vacuum, microwaves travel faster than visible light and have a shorter wavelength.  b in a vacuum, microwaves travel at the same speed as visible light and have a shorter  wavelength.  c in a vacuum, x-rays travel faster than visible light and have a shorter wavelength.  d in a vacuum, x-rays travel at the same speed as visible light and have a shorter wavelength.    25 space is a vacuum. waves from stars are used to reveal information about the stars.    which type of waves do not reveal information about stars?  a infra-red  b radio waves  c ultrasound  d \u03b3-rays     26 a student stands 180  m in front of a vertical, flat cliff and bangs together two pieces of wood to  make a short, loud sound.    a timer records the echo of the sound 1.5 seconds after the pieces of wood are banged together.    based on this result, what is the speed of sound?  a 120  m / s b 240  m / s c 270  m / s d 540  m / s    27 a train of steel nails and a train of iron nails hang from a strong magnet.    magnet train of steel nailstrain of iron nails     the trains are then carefully removed from the magnet.    what happens to the trains?  a both trains fall apart.  b both trains stay together.  c only the train of iron nails falls apart.  d only the train of steel nails falls apart.     ",
+            "14": "14  \u00a9 ucles 2017 0625/11/o/n/17  28 the north pole of a bar magnet is placed in turn next to each end of a rod x. one end of the rod  moves away from the north pole but the other end moves towards the north pole.    the experiment is repeated with the bar magnet and a different rod y but this time both ends of  the rod move towards the north pole.    from which materials could the rods x  and y be made?     rod x rod y  a soft iron copper  b soft iron soft iron  c steel copper  d steel soft iron      29 a student investigates the electrostatic charges on three objects p, q and r.    the student places object p on the insulated pan of a balance and notes the reading on the balance.    the student then holds object q a small distance above object p and notes the reading on the balance.    finally, the student holds object r the small distance above object p and notes the reading on  the balance.    the student\u2019s observations are shown.    86.5  gobject p 131.7  g 78.2  gobject q object r     which row gives possible charges that explain these observations?     charge on p charge on q charge on r  a negative positive negative  b negative negative negative  c positive positive negative  d positive negative positive     ",
+            "15": "15  \u00a9 ucles 2017 0625/11/o/n/17 [turn over  30 which equation is used to calculate resistance?  a resistance = p.d. + current  b resistance = p.d. \u2013 current  c resistance = p.d. \u00d7 current  d resistance = p.d. \u00f7 current     31 a student connects a circuit with a power supply, a lamp and an ammeter.    where must the ammeter be connected?  a in parallel with the lamp to measure current in the lamp  b in parallel with the lamp to measure potential difference across the lamp  c in series with the lamp to measure current in the lamp  d in series with the lamp to measure potential difference across the lamp     32 two 3.0  \u03c9 resistors are connected in parallel.    which statement about their combined resistance is correct?  a the combined resistance is less than 3.0  \u03c9.  b the combined resistance is 3.0  \u03c9.  c the combined resistance is more than 3.0  \u03c9 but less than 6.0  \u03c9.  d the combined resistance is 6.0  \u03c9.     ",
+            "16": "16  \u00a9 ucles 2017 0625/11/o/n/17  33 the diagram shows a potential divider circuit.    x z yvslider     how does the movement of the slider affect the voltmeter reading?     movement  of slider voltmeter  reading  a z to x falls to zero  b z to x increases  c z to y falls to zero  d z to y increases     ",
+            "17": "17  \u00a9 ucles 2017 0625/11/o/n/17 [turn over  34 the diagram shows a circuit with a fixed resistor connected in series with a thermistor and an  ammeter.    a     which row shows how temperature change affects the resistance of the thermistor and the current in the circuit?     temperature resistance of  thermistor current in circuit  a decreases decreases increases  b decreases increases decreases  c increases decreases decreases  d increases increases increases      35 an appliance is connected to a mains supply. its circuit also contains a switch and a fuse.    which circuit shows the fuse in the correct position?    live neutralappliance live neutralapplianceab live neutralappliancelive neutralappliance cd      ",
+            "18": "18  \u00a9 ucles 2017 0625/11/o/n/17  36 there is an electric current in a straight wire in the direction into the page. this produces a  magnetic field around the wire. all the field lines are circles but only one field line is shown.    wire with current into the pagemagnetic field line     which row describes the magnetic field?     direction of  the field lines spacing of  the field lines  a   anti-clockwise   evenly spaced over  the whole field  b   anti-clockwise   more widely spaced  further from the wire  c   clockwise   evenly spaced over  the whole field  d   clockwise   more widely spaced  further from the wire     37 a wire carrying a current is placed in a magnetic field. the wire experiences a force due to the  field.    which action does not change the direction of the force?  a increasing the current and reversing the field direction  b increasing the current, keeping the field direction constant  c reversing the current and increasing the field strength  d reversing the current, keeping the field direction constant     ",
+            "19": "19  \u00a9 ucles 2017 0625/11/o/n/17  38 different isotopes of chlorine are represented as lc35 17  and lc37 17 .    they behave the same way chemically.    why is this?  a they have the same nuclide notation.  b they have the same number of neutrons.  c they have the same number of nucleons.  d they have the same number of protons.    39 a radioactive source emits three types of radiation r, s and t.    the diagram shows an experiment set up to study the penetrating properties of r, s and t.    paper few mm of aluminiumfew cm of leadr ts     which types of radiation are r, s and t?     r s t  a \u03b1-particles \u03b2-particles \u03b3-rays  b \u03b1-particles \u03b3-rays \u03b2-particles  c \u03b2-particles \u03b1-particles \u03b3-rays  d \u03b3-rays \u03b2-particles \u03b1-particles     40 what is meant by the half-life  of a radioactive isotope?  a half of the time taken for all of the original nuclei to decay  b the time taken for half of the original nuclei to decay  c the time taken for the charges on all the nuclei to halve  d the time taken for the mass of each nucleus to halve    ",
+            "20": "20    permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to trac e 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 ans wer-related information to candidates, all copyright acknowledgements are reproduced onl ine in the cambridge  international examinations copyright acknow ledgements booklet. this is produced for each  series of examinations and is freely a vailable to download at  www.cie.org.uk after the live examination series.    cambridge international examinations is part of the cambridge as sessment group. cambridge assessment is the brand name of unive rsity of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge.    \u00a9 ucles 2017 0625/11/o/n/17  blank page  "
+        },
+        "0625_w17_qp_12.pdf": {
+            "1": "  the syllabus is approved for use in england, wales and northern ir eland as a cambridge international level 1/level 2 certificat e.  this document consists of 19 printed pages and 1 blank page.  ib17 11_0625_12/4rp  \u00a9 ucles 2017 [turn over     *0285820688 * cambridge international examinations  cambridge international general certificate of secondary education       physics 0625/12     paper 1  multiple choice (core)  october/november 2017     45 minutes    additional materials: multiple choice answer sheet   soft clean eraser   soft pencil (type b or hb recommended)       read these instructions first    write in soft pencil.  do not use staples, paper clips, glue or correction fluid. write your name, centre number and candidate number on the answer sheet in the spaces provided  unless this has been done for you.  do not  write in any barcodes.   there are forty  questions on this paper. answer all questions. for each question there are four possible  answers a, b, c and d.   choose the one you consider correct and record your choice in soft pencil  on the separate answer sheet.    read the instructions on the answer sheet very carefully.    each correct answer will score one mark. a ma rk will not be deducted for a wrong answer.  any rough working should be done in this booklet. electronic calculators may be used. take the weight of 1.0  kg to be 10  n (acceleration of free fall = 10  m / s2).    ",
+            "2": "2  \u00a9 ucles 2017 0625/12/o/n/17  1 a student investigates the rate of flow of oil through a funnel.    the diagrams show the experiment and the volume of oil in the measuring cylinder at the start of  the experiment, and one minute later.    80 6040 20cm380 6040 20cm 3 initial measurementafter 1.0 minute    what is the rate of flow of oil through the funnel during the one minute?  a 0.73  cm3  / s b 0.80  cm3  / s c 44  cm3  / s d 48  cm3  / s      2 the graph represents the motion of a vehicle.    20 0 0 400 time  / sspeed m / s     what is the distance travelled by the vehicle in 400  s?  a 20  m b 400  m c 4000  m d 8000  m     ",
+            "3": "3  \u00a9 ucles 2017 0625/12/o/n/17 [turn over  3 the speed-time graph represents the motion of an object.    18 16141210 8.0 6.04.02.00.0 0.0 1.0 2.0 3.0 4.0 5.0 6.0speed m  / s time  / s    what is the average speed of the object?  a 2.0  m / s b 6.0  m / s c 8.5  m / s d 11  m / s     4 a spring is stretched by hanging a piece of metal from it.    spring metal     which name is given to the force that stretches the spring?  a friction  b mass  c pressure  d weight     ",
+            "4": "4  \u00a9 ucles 2017 0625/12/o/n/17  5 the graph shows how weight varies with mass on planet p and on planet q.    0 2 04 06 08 0400 300200100 0weight  / nplanet p planet q mass  / kg    an object weighs 400  n on planet p. the object is taken to planet q.    which row is correct?     mass of object  on planet q  / kg weight of object  on planet q  / n  a 40 200  b 40 400  c 80 200  d 80 400      6 what is needed to determine the density of a regularly shaped block?  a a balance and a beaker  b a balance and a ruler  c a measuring cylinder and a beaker  d a measuring cylinder and a ruler     ",
+            "5": "5  \u00a9 ucles 2017 0625/12/o/n/17 [turn over  7 the diagram shows an aircraft flying in a straight horizontal line at constant speed.    w is the weight of the aircraft.  l is the lift (upward force) due to air flow over the wings.  t is the thrust force due to the engine.  d is the air resistance (drag).    the diagram shows the direction of these forces.    dtl w    what are the relationships between the forces?  a l = w and t = d  b l = w and t is greater than d  c l is greater than w and t = d  d l is greater than w and t is greater than d     ",
+            "6": "6  \u00a9 ucles 2017 0625/12/o/n/17  8 a pivoted beam supports a load p at one end and a load q at the other end.    the weight of the beam can be ignored.    30 cm 70  cm pqpivot     the beam is balanced.    which row gives possible values for p and for q?     p / n q / n  a 21 7  b 21 9  c 30 10  d 30 70     9 each diagram shows a metal plate with four parallel forces acting on it. these are the only forces  acting on the plates.    in which diagram is the plate in equilibrium?    a 1.0 n 2.0 n2.0 n 1.0 nb 2.0 n 1.0 n1.0 n 2.0 n c 1.0 n 2.0 n1.0 n 2.0 nd 2.0 n 2.0 n1.0 n 2.0 n    ",
+            "7": "7  \u00a9 ucles 2017 0625/12/o/n/17 [turn over  10 a load is attached to the end of a spring. a student pulls the load down from its rest position and  releases it. it oscillates vertically and eventually comes to rest.    loadload     which row gives the type of energy transferred to the apparatus, and the type of energy to which  this has then been transferred when the load comes to rest?     type of energy transferred  to the apparatus type of energy to which this  has then been transferred  when the load comes to rest  a elastic energy in the spring   chemical energy in the  spring and in the air  b elastic energy in the spring   thermal energy in the  spring and in the air  c gravitational potential  energy in the load chemical energy in the  spring and in the air  d gravitational potential  energy in the load thermal energy in the  spring and in the air      11 a student runs up a flight of stairs.    lengthheight     which information is not needed to calculate the rate at which the student is doing work against  gravity?  a the height of the flight of stairs  b the length of the flight of stairs  c the time taken to run up the stairs  d the weight of the student     ",
+            "8": "8  \u00a9 ucles 2017 0625/12/o/n/17  12 a book has a mass of 400  g.    one of its surfaces measures 0.10  m \u00d7 0.20  m. this surface is in contact with a table.    the gravitational field strength g is10  n / kg.    what is the pressure exerted on the table due to the book?  a 0.08  n / m2 b 8.0  n / m2 c 20  n / m2 d 200  n / m2      13 the diagram shows a simple mercury barometer.    90 8070605040302010cm vacuum metre rule mercury     which length is used to find the value of atmospheric pressure?  a 12  cm b 74  cm c 86  cm d 100  cm     14 a pollen grain in a beaker of still water is viewed through a microscope.    which diagram shows the most likely movement of the pollen grain?    a b c d     ",
+            "9": "9  \u00a9 ucles 2017 0625/12/o/n/17 [turn over  15 the diagram shows an air-filled rubber toy. a child sits on the toy and its volume decreases.    the temperature of the air in the toy does not change.        how does the air pressure in the toy change and why?     pressure reason  a decreases air molecules move more slowly  b decreases air molecules strike the rubber less frequently  c increases air molecules move more quickly  d increases air molecules strike the rubber more frequently     16 which row identifies the fixed points on the celsius scale?     lower fixed point upper fixed point  a boiling point of mercury melting point of pure ice  b boiling point of pure water melting point of pure ice  c melting point of mercury boiling point of pure water  d melting point of pure ice boiling point of pure water    ",
+            "10": "10  \u00a9 ucles 2017 0625/12/o/n/17  17 the diagram shows an electric heater being used to heat a beaker of water and an identical  beaker containing oil. both are heated for one minute.    water oil electric heate r    the temperature of the water and the temperature of the oil increase steadily. the increase in  temperature of the oil is much greater than that of the water.    why is this?  a oil has a higher boiling point than water.  b oil has a lower boiling point than water.  c the oil has a larger thermal capacity than the water.  d the oil has a smaller thermal capacity than the water.      18 which statement about the direction of a change of state is correct?  a evaporation is the reverse process to boiling.  b evaporation is the reverse process to condensation.  c evaporation is the reverse process to melting.  d evaporation is the reverse process to solidification.     ",
+            "11": "11  \u00a9 ucles 2017 0625/12/o/n/17 [turn over  19 three cups are made from the same insulating material.    cup 1 cup 2 cup 3    the cups are each filled with the same volume of hot tea.    in which cup does the tea cool most quickly and in which cup does it cool most slowly?     most quickly most slowly  a 1 3  b 2 1  c 3 2  d 3 1      20 why does a balloon filled with hot air rise?  a cold air is less dense than hot air.  b cold air is more dense than hot air.  c heat rises.  d the density of the balloon is greater than the density of the surrounding gas.     21 a wave moves along the surface of water.    what is the wavelength of the wave?  a the distance between one crest and the next crest  b the distance that a crest moves along the surface in one second  c the distance that a particle of water moves up and down  d the number of waves that pass a fixed point in one second     ",
+            "12": "12  \u00a9 ucles 2017 0625/12/o/n/17  22 the diagram represents plane wavefronts of a water wave about to strike a solid barrier.    wavefronts     which diagram shows the position of the wavefronts after reflection at the barrier?    reflecteda reflectedb reflectedc reflectedd      ",
+            "13": "13  \u00a9 ucles 2017 0625/12/o/n/17 [turn over  23 the diagram shows an object o in front of a thin converging lens of focal length f.    at which point will the lens form a sharp image of the object?    ffa b c do       24 the diagram shows light travelling from glass to air.    air glass20\u00b0 50\u00b0     what is the angle of refraction for this ray of light?  a 20\u00b0 b 40\u00b0 c 50\u00b0 d 70\u00b0      25 which piece of equipment is designed to produce a type of electromagnetic wave?  a electric fire  b electric generator  c electric motor  d electromagnet      26 what is ultrasound?  a sound waves that are so loud that they damage human hearing  b sound waves that are too high-pitched for humans to hear  c sound waves that are too low-pitched for humans to hear  d sound waves that are too quiet for humans to hear     ",
+            "14": "14  \u00a9 ucles 2017 0625/12/o/n/17  27 a student finds that it takes sound 0.33 seconds to travel 100 metres.    from this information, what is the speed of sound?  a 30  m / s b 60  m / s c 300  m / s d 600  m / s      28 a train of steel nails and a train of iron nails hang from a strong magnet.    magnet train of steel nailstrain of iron nails     the trains are then carefully removed from the magnet.    what happens to the trains?  a both trains fall apart.  b both trains stay together.  c only the train of iron nails falls apart.  d only the train of steel nails falls apart.     29 two circuits are set up as shown. the iron rods are placed close together and are able to move.    xs iron rod iron rod     what happens to the size of the gap at x when switch s is closed?  a it decreases.  b it decreases then increases.  c it increases.  d it does not change.     ",
+            "15": "15  \u00a9 ucles 2017 0625/12/o/n/17 [turn over  30 which circuit can be used to determine the resistance of resistor r?    aa v ab v ac v ad rr rrv       31 a wire has a resistance r.    a second wire made from the same metal has double the length and has double the diameter of  the first wire.    what is the resistance of the second wire?  a 2r b r c 4r d 8r      32 the circuit diagram shows a 4.0  \u03c9 resistor and an 8.0  \u03c9 resistor connected to a 6.0  v battery.    8.0 \u03c9 4.0 \u03c96.0 v     what is the potential difference (p.d.) across the 4.0  \u03c9 resistor?  a 0.5  v b 2.0  v c 4.0  v d 6.0  v    ",
+            "16": "16  \u00a9 ucles 2017 0625/12/o/n/17  33 the diagram shows a motor and a light-dependent resistor (ldr) connected in a circuit.    m     which change decreases the current in the motor so that it turns more slowly?  a connecting a resistor in parallel with the ldr  b connecting a resistor in series with the ldr  c exchanging the positions of the motor and the ldr in the circuit  d increasing the brightness of the light falling on the ldr     34 the diagram shows a circuit with a fixed resistor connected in series with a thermistor and an  ammeter.    a     which row shows how temperature change affects the resistance of the thermistor and the  current in the circuit?     temperature resistance of  thermistor current in circuit  a decreases decreases increases  b decreases increases decreases  c increases decreases decreases  d increases increases increases     ",
+            "17": "17  \u00a9 ucles 2017 0625/12/o/n/17 [turn over  35 an appliance is connected to a mains supply. its circuit also contains a switch and a fuse.    which circuit shows the fuse in the correct position?    live neutralappliance live neutralapplianceab live neutralappliancelive neutralappliance cd       36 the diagram shows a bar magnet and a coil of wire. the bar magnet is moved at the same speed  in each experiment.    in which situation is the largest el ectromotive force (e.m.f.) induced?    bar magnet coilmoves right stationarya bar magnet coilmoves left stationaryb bar magnet coilmoves rightmoves left at same speed as bar magnetc bar magnet coilmoves leftmoves left at same speed as bar magnetd      ",
+            "18": "18  \u00a9 ucles 2017 0625/12/o/n/17  37 diagram 1 shows a wire carrying an electric current. the wire is between the poles of a magnet.    the current and the magnetic field produce a force on the wire which is upwards, as shown.    ns currentforce diagram 1sncurrent diagram 2    the magnetic poles and the current are now both reversed, as in diagram 2.    in which direction is the force on the wire in diagram 2?  a downwards  b towards the north pole of the magnet  c towards the south pole of the magnet  d upwards     38 a nuclide of radon-222 is represented by  rn222 86 .    how many protons and how many neutrons are in a nucleus of this nuclide?     protons neutrons  a 86 136  b 86 222  c 222 86  d 222 136     ",
+            "19": "19  \u00a9 ucles 2017 0625/12/o/n/17  39 a radioactive source emits three types of radiation r, s and t.    the diagram shows an experiment set up to study the penetrating properties of r, s and t.    paper few mm of aluminiumfew cm of leadr ts     which types of radiation are r, s and t?     r s t  a \u03b1-particles \u03b2-particles \u03b3-rays  b \u03b1-particles \u03b3-rays \u03b2-particles  c \u03b2-particles \u03b1-particles \u03b3-rays  d \u03b3-rays \u03b2-particles \u03b1-particles     40 a radioactive source has a half-life of 0.5 hours.    a detector near the source shows a reading of 6000 counts per second.    background radiation can be ignored.    what is the reading on the detector 1.5 hours later?  a 750 counts per second  b 1500 counts per second  c 2000 counts per second  d 3000 counts per second    ",
+            "20": "20    permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to trac e 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 ans wer-related information to candidates, all copyright acknowledgements are reproduced onl ine in the cambridge  international examinations copyright acknow ledgements booklet. this is produced for each  series of examinations and is freely a vailable to download at  www.cie.org.uk after the live examination series.    cambridge international examinations is part of the cambridge as sessment group. cambridge assessment is the brand name of unive rsity of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge.    \u00a9 ucles 2017 0625/12/o/n/17  blank page  "
+        },
+        "0625_w17_qp_13.pdf": {
+            "1": "  the syllabus is approved for use in england, wales and northern ir eland as a cambridge international level 1/level 2 certificat e.  this document consists of 19 printed pages and 1 blank page.  ib17 11_0625_13/4rp  \u00a9 ucles 2017 [turn over     *2982654513 * cambridge international examinations  cambridge international general certificate of secondary education       physics 0625/13     paper 1  multiple choice (core)  october/november 2017     45 minutes    additional materials: multiple choice answer sheet   soft clean eraser   soft pencil (type b or hb recommended)       read these instructions first    write in soft pencil.  do not use staples, paper clips, glue or correction fluid. write your name, centre number and candidate number on the answer sheet in the spaces provided  unless this has been done for you.  do not  write in any barcodes.   there are forty  questions on this paper. answer all questions. for each question there are four possible  answers a, b, c and d.   choose the one you consider correct and record your choice in soft pencil  on the separate answer sheet.    read the instructions on the answer sheet very carefully.    each correct answer will score one mark. a ma rk will not be deducted for a wrong answer.  any rough working should be done in this booklet. electronic calculators may be used. take the weight of 1.0  kg to be 10  n (acceleration of free fall = 10  m / s2).    ",
+            "2": "2  \u00a9 ucles 2017 0625/13/o/n/17  1 a measuring cylinder contains some water. a small metal block is slowly lowered into the water  and is then removed.    finally a piece of plastic is attached to the metal block and the block is again slowly lowered into  the water.    the diagrams show the measuring cylinder at each stage of this process.    100 908070605040302010cm 31 100908070605040302010cm 32 100908070605040302010cm 33 metal block metal blockplastic     what is the volume of the piece of plastic?  a 10  cm3 b 25  cm3 c 70  cm3 d 80  cm3     ",
+            "3": "3  \u00a9 ucles 2017 0625/13/o/n/17 [turn over  2 a car accelerates from rest and travels a distance of 100  m in 10 seconds.    which speed-time graph represents the motion of this car?    15 10 0 00 05 0speed m / s time  / sa 20 100speed m / s time  / sb 10 10 100speed m / s time  / sc 100speed m / s time  / sd      3 the diagram is the speed-time graph for a bicycle journey.    0 0 20 40 50 70speed time  / s    when is the bicycle moving at a constant speed?  a between 0 and 20  s  b between 20  s and 40  s  c between 40  s and 50  s  d between 50  s and 70  s    ",
+            "4": "4  \u00a9 ucles 2017 0625/13/o/n/17  4 a spring is stretched by hanging a piece of metal from it.    spring metal     which name is given to the force that stretches the spring?  a friction  b mass  c pressure  d weight     5 the graph shows how weight varies with mass on planet p and on planet q.    0 2 04 06 08 0400 300200100 0weight  / nplanet p planet q mass  / kg    an object weighs 400  n on planet p. the object is taken to planet q.    which row is correct?     mass of object  on planet q  / kg weight of object  on planet q  / n  a 40 200  b 40 400  c 80 200  d 80 400     ",
+            "5": "5  \u00a9 ucles 2017 0625/13/o/n/17 [turn over  6 what is needed to determine the density of a regularly shaped block?  a a balance and a beaker  b a balance and a ruler  c a measuring cylinder and a beaker  d a measuring cylinder and a ruler      7 a cart experiences a forward force of 500  n.    the cart also experiences a backward force of 200  n.    there are no other forward or backward forces on the cart.    what is the resultant force on the cart?  a 300  n backwards  b 300  n forwards  c 700  n backwards  d 700  n forwards      8 the diagram shows a beam with a pivot, a load p at one end and a load q at the other end.    the pivot can be moved left or right and the loads can be increased or decreased.    the weight of the beam can be ignored.    0 10 20 30 40 50 60 70 80 90 100 load p load qpivot     which combination of pivot position and loads causes the beam to be in equilibrium?     pivot position  / cm load p  / n load q  / n  a 30 6.0 4.0  b 40 6.0 4.0  c 50 5.0 9.0  d 60 3.0 9.0    ",
+            "6": "6  \u00a9 ucles 2017 0625/13/o/n/17  9 the lamp in the diagram is not very stable and falls over easily.    basestemshade     which row shows changes that would definitely make the lamp more stable?     base centre of gravity  a narrower higher  b narrower lower  c wider higher  d wider lower     10 a toy car without a motor is moving at high speed along a track. the toy car follows a vertical  loop as shown.    start    which row describes the changes that are taking place in the kinetic energy and in the  gravitational potential energy of the car in the position shown?     kinetic energy gravitational  potential energy  a decreasing decreasing  b decreasing increasing  c increasing decreasing  d increasing increasing    ",
+            "7": "7  \u00a9 ucles 2017 0625/13/o/n/17 [turn over  11 a student runs up a flight of stairs.    lengthheight     which information is not needed to calculate the rate at which the student is doing work against  gravity?  a the height of the flight of stairs  b the length of the flight of stairs  c the time taken to run up the stairs  d the weight of the student      12 the diagram shows a simple mercury barometer.    90 8070605040302010cm vacuum metre rule mercury     which length is used to find the value of atmospheric pressure?  a 12  cm b 74  cm c 86  cm d 100  cm     13 a polystyrene cube of mass 5.0  kg is placed on a horizontal surface. the pressure due to the  cube is 89  n / m2.    what is the length of the sides of the cube?  a 0.56  m b 0.75  m c 1.3  m d 1.8  m     ",
+            "8": "8  \u00a9 ucles 2017 0625/13/o/n/17  14 a pollen grain in a beaker of still water is viewed through a microscope.    which diagram shows the most likely movement of the pollen grain?    a b c d       15 the diagram shows an air-filled rubber toy. a child sits on the toy and its volume decreases.    the temperature of the air in the toy does not change.        how does the air pressure in the toy change and why?     pressure reason  a decreases air molecules move more slowly  b decreases air molecules strike the rubber less frequently  c increases air molecules move more quickly  d increases air molecules strike the rubber more frequently     16 which property cannot  be used for the measurement of temperature?  a half-life of a radioactive isotope  b length of a solid metal bar  c pressure of a gas  d volume of a liquid     ",
+            "9": "9  \u00a9 ucles 2017 0625/13/o/n/17 [turn over  17 the diagram shows an electric heater being used to heat a beaker of water and an identical  beaker containing oil. both are heated for one minute.    water oil electric heate r    the temperature of the water and the temperature of the oil increase steadily. the increase in  temperature of the oil is much greater than that of the water.    why is this?  a oil has a higher boiling point than water.  b oil has a lower boiling point than water.  c the oil has a larger thermal capacity than the water.  d the oil has a smaller thermal capacity than the water.      18 why is the heating coil of a domestic immersion heater placed at the bottom of the tank?  a cold water is less dense than hot water and therefore sinks.  b cold water is more dense than hot water and therefore rises.  c hot water is less dense than cold water and therefore rises.  d hot water is more dense than cold water and therefore sinks.     19 a plane wave in a shallow tank of water of uniform depth is incident normally on the small gap in  a barrier.    what happens after the wave passes through the gap?  a the frequency increases.  b the speed decreases.  c the wavelength decreases.  d the wave spreads out.     ",
+            "10": "10  \u00a9 ucles 2017 0625/13/o/n/17  20 the diagram represents plane wavefronts of a water wave about to strike a solid barrier.    wavefronts     which diagram shows the position of the wavefronts after reflection at the barrier?    reflecteda reflectedb reflectedc reflectedd      ",
+            "11": "11  \u00a9 ucles 2017 0625/13/o/n/17 [turn over  21 the diagram shows a ray of light in glass. the ray reaches a boundary with air.    one weak ray of light is missing from the diagram.    50\u00b0air glass     which statement is correct?  a at the boundary, the speed of the light will become less.  b the critical angle for light at this boundary is 50 \u00b0.  c the diagram shows an example of diffraction of light.  d the missing ray is a weak reflected ray.     22 light enters a transparent block.    the light is refracted into the block and then strikes the top edge of the block at the critical angle.    which diagram correctly shows the angle of refraction r and the critical angle c?    a b c drc cc rr rc      ",
+            "12": "12  \u00a9 ucles 2017 0625/13/o/n/17  23 which statement about radio waves is correct?  a they are used in television remote controllers.  b they can be detected by the human eye.  c they travel as longitudinal waves.  d they have the same speed in a vacuum as ultraviolet waves.      24 which types of thermal energy transfer are due to electromagnetic waves?  a conduction and convection  b convection and radiation  c convection only  d radiation only      25 the speed of sound in air is 330  m / s.    the speed of ultraviolet waves in air is 300  000  000  m / s.    which row gives a possible frequency and speed of an ultrasound wave in air?     frequency  / hz speed  m / s  a 4000 330  b 4000 300  000  000  c 40  000 330  d 40  000 300  000  000    ",
+            "13": "13  \u00a9 ucles 2017 0625/13/o/n/17 [turn over  26 the diagram shows the earth and its surroundings.    through which labelled region can sound not be transmitted?    a sea (water)b land (rock)c atmosphere (air)d outer space (vacuum) not to scale      27 a train of steel nails and a train of iron nails hang from a strong magnet.    magnet train of steel nailstrain of iron nails     the trains are then carefully removed from the magnet.    what happens to the trains?  a both trains fall apart.  b both trains stay together.  c only the train of iron nails falls apart.  d only the train of steel nails falls apart.     ",
+            "14": "14  \u00a9 ucles 2017 0625/13/o/n/17  28 the diagram shows an electromagnet.    x     which material is part x made from?  a copper  b iron  c steel  d tin     29 in which unit is the electromotive force (e.m.f.) of a battery measured?  a a b j c n d v    ",
+            "15": "15  \u00a9 ucles 2017 0625/13/o/n/17 [turn over  30 the diagram shows a circuit symbol for a component that can be used as an input transducer.        which graph shows how the resistance of the component varies with its intended input variable?    a resistance temperature0 0b resistance temperature0 0 c resistance light intensity0 0d resistance light intensity0 0      31 which statement is not correct for two identical lamps connected in parallel?  a the potential difference across each lamp is half the supply voltage.  b the remaining lamp still operates when one lamp is removed.  c they can be switched on and off separately.  d they remain bright if another lamp is connected in parallel.     ",
+            "16": "16  \u00a9 ucles 2017 0625/13/o/n/17  32 only one of the ammeters in the circuit is showing an incorrect reading.    which ammeter is showing the incorrect  reading?    a aaaammeter a: reading = 0.30  a ammeter d: reading = 0.20  a ammeter c: reading = 0.25  aammeter b: reading = 0.10  a       33 the diagram shows a circuit with a fixed resistor connected in series with a thermistor and an  ammeter.    a     which row shows how temperature change affects the resistance of the thermistor and the  current in the circuit?     temperature resistance of  thermistor current in circuit  a decreases decreases increases  b decreases increases decreases  c increases decreases decreases  d increases increases increases    ",
+            "17": "17  \u00a9 ucles 2017 0625/13/o/n/17 [turn over  34 an appliance is connected to a mains supply. its circuit also contains a switch and a fuse.    which circuit shows the fuse in the correct position?    live neutralappliance live neutralapplianceab live neutralappliancelive neutralappliance cd       35 an electrical device requires a voltage of 5.0  v to operate normally. the mains supply voltage is  250  v.    which row shows a transformer that provides output voltage that enables the device to operate  normally when connected to the mains supply?     number of turns on  the primary coil number of turns on  the secondary coil  a 500 2500  b 500 25  000  c 2500 500  d 25  000 500     ",
+            "18": "18  \u00a9 ucles 2017 0625/13/o/n/17  36 a straight current-carrying wire has a magnetic field around it.    which diagram best shows the magnetic field pattern around the wire?    a b c d      37 which row states the charge on an electron and states whether electrons are located inside the  nucleus of an atom?     charge located inside  the nucleus  a negative no  b negative yes  c positive no  d positive yes    38 the element sodium, symbol na, has a proton number of 11.    which is a possible symbol for a sodium nuclide?  a  na9 11  b na11 9 c na11 23  d na23 11      ",
+            "19": "19  \u00a9 ucles 2017 0625/13/o/n/17  39 a radioactive source emits three types of radiation r, s and t.    the diagram shows an experiment set up to study the penetrating properties of r, s and t.    paper few mm of aluminiumfew cm of leadr ts     which types of radiation are r, s and t?     r s t  a \u03b1-particles \u03b2-particles \u03b3-rays  b \u03b1-particles \u03b3-rays \u03b2-particles  c \u03b2-particles \u03b1-particles \u03b3-rays  d \u03b3-rays \u03b2-particles \u03b1-particles      40 radioactive iodine-131 emits \u03b2-particles and has a half-life of 8 days. it decays to produce   xenon-131.    which statement about this decay is correct?  a after 8 days no more \u03b2-particles are emitted.  b after 8 days the number of xenon-131 atoms has halved.  c after 16 days the iodine-131 has decayed completely.  d after 16 days the number of iodine-131 atoms has reduced to one quarter.     ",
+            "20": "20    permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to trac e 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 ans wer-related information to candidates, all copyright acknowledgements are reproduced onl ine in the cambridge  international examinations copyright acknow ledgements booklet. this is produced for each  series of examinations and is freely a vailable to download at  www.cie.org.uk after the live examination series.    cambridge international examinations is part of the cambridge as sessment group. cambridge assessment is the brand name of unive rsity of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge.    \u00a9 ucles 2017 0625/13/o/n/17  blank page  "
+        },
+        "0625_w17_qp_21.pdf": {
+            "1": "  the syllabus is approved for use in england, wales and northern ir eland as a cambridge international level 1/level 2 certificat e.  this document consists of 20 printed pages.  ib17 11_0625_21/4rp  \u00a9 ucles 2017 [turn over     *6133216338 * cambridge international examinations  cambridge international general certificate of secondary education       physics 0625/21     paper 2  multiple choice (extended)  october/november 2017     45 minutes    additional materials: multiple choice answer sheet   soft clean eraser   soft pencil (type b or hb recommended)       read these instructions first    write in soft pencil.  do not use staples, paper clips, glue or correction fluid. write your name, centre number and candidate number on the answer sheet in the spaces provided  unless this has been done for you.  do not write in any barcodes.   there are forty  questions on this paper. answer all questions. for each question there are four possible  answers a, b, c and d.   choose the one you consider correct and record your choice in soft pencil  on the separate answer sheet.    read the instructions on the answer sheet very carefully.    each correct answer will score one mark. a ma rk will not be deducted for a wrong answer.  any rough working should be done in this booklet. electronic calculators may be used. take the weight of 1.0  kg to be 10  n (acceleration of free fall = 10  m / s2).   ",
+            "2": "2  \u00a9 ucles 2017 0625/21/o/n/17  1 a student measures the volume of a cork.    he puts some water into a measuring cylinder and then one glass ball. he puts the cork and then  a second, identical glass ball into the water as shown.    100 806040 20 diagram 1cm3 100 806040 20 diagram 2cm3 100 806040 20 diagram 3cm3 glass ball glass ballcorkglass ball     diagram 1 shows the first water level.    diagram 2 shows the water level after one glass ball is added.    diagram 3 shows the water level after the cork and the second glass ball are added.    what is the volume of the cork?  a 30  cm3 b 40  cm3 c 50  cm3 d 100  cm3     2 four balls with different masses are dropped from the heights shown.    air resistance may be ignored.    which ball has the smallest average speed?    4.0 kga 1.0 m3.0 kgb 2.0 m2.0 kgc 3.0 m1.0 kgd 4.0 m ground     ",
+            "3": "3  \u00a9 ucles 2017 0625/21/o/n/17 [turn over  3 an ice crystal falls vertically from a cloud.    what happens to the acceleration of the ice crystal as it falls?  a it decreases because of air resistance.  b it decreases because of gravity.  c it increases because of air resistance.  d it increases because of gravity.     4 a spring is stretched by hanging a piece of metal from it.    spring metal     which name is given to the force that stretches the spring?  a friction  b mass  c pressure  d weight      5 which object has the greatest weight?  a an object of mass 10  kg in a 15  n / kg gravitational field  b an object of mass 15  kg in a 13  n / kg gravitational field  c an object of mass 20  kg in a 9.0  n / kg gravitational field  d an object of mass 50  kg in a 3.0  n / kg gravitational field     ",
+            "4": "4  \u00a9 ucles 2017 0625/21/o/n/17  6 a uniform beam xy is 100  cm long and weighs 4.0  n.    fx y 8.0 ncentre of beampivot10 cm60 cm80 cm     the beam rests on a pivot 60  cm from end x.    a load of 8.0  n hangs from the beam 10  cm from end x.    the beam is kept balanced by a force f acting on the beam 80  cm from end x.    what is the magnitude of force f ?  a 8.0  n b 18  n c 22  n d 44  n     7 the diagrams show four table lamps resting on a table. the position of the centre of mass of  each lamp is labelled x.    which lamp is the most stable?    a b c d xx xxx xx      ",
+            "5": "5  \u00a9 ucles 2017 0625/21/o/n/17 [turn over  8 the diagram shows an incomplete scale drawing to find the resultant of two 10  n forces acting at  a point in the directions shown.    10 n 10 n     what is the magnitude of the resultant force?  a 7.5  n b 8.6  n c 18  n d 20  n     9 a tennis ball of mass 0.060  kg travels horizontally at a speed of 25  m / s. the ball hits a tennis  racket and rebounds horizontally at a speed of 40  m / s.    ballracket before hitting racket25 m / s after hitting racket40 m / s     the ball is in contact with the racket for 50  ms.    what force does the racket exert on the ball?  a 0.018  n b 0.078  n c 18  n d 78  n    ",
+            "6": "6  \u00a9 ucles 2017 0625/21/o/n/17  10 the diagram shows the path of a stone that is thrown from x and reaches its maximum height  at y.    path of stoney x    the stone gains 10  j of gravitational potential energy as it moves from x to y.    the stone has 2.0  j of kinetic energy at y.    air resistance can be ignored.    how much kinetic energy did the stone have immediately after it was thrown at x?  a 2.0  j b 8.0  j c 10  j d 12  j     11 a motor is used to lift a load of 40  n.    40 nloadmotor load lifted through 0.50  m     the power of the motor is 40  w and the system is 20% efficient.    how long does it take the motor to lift the load through 0.50  m?  a 0.50  s b 2.5  s c 5.0  s d 25  s     ",
+            "7": "7  \u00a9 ucles 2017 0625/21/o/n/17 [turn over  12 a student runs up a flight of stairs.    lengthheight     which information is not needed to calculate the rate at which the student is doing work against  gravity?  a the height of the flight of stairs  b the length of the flight of stairs  c the time taken to run up the stairs  d the weight of the student      13 the diagram shows a simple mercury barometer.    90 8070605040302010cm vacuum metre rule mercury     which length is used to find the value of atmospheric pressure?  a 12  cm b 74  cm c 86  cm d 100  cm     ",
+            "8": "8  \u00a9 ucles 2017 0625/21/o/n/17  14 the diagram shows a glass flask, sealed with a small volume of mercury in a glass tube. when  the flask is gently warmed the mercury rises up the tube.    air watermercuryglass tube     what is the main cause of the movement of the mercury?  a expansion of air in the flask  b expansion of the glass flask  c expansion of the glass tube  d expansion of the mercury     15 a pollen grain in a beaker of still water is viewed through a microscope.    which diagram shows the most likely movement of the pollen grain?    a b c d     ",
+            "9": "9  \u00a9 ucles 2017 0625/21/o/n/17 [turn over  16 the diagram shows an air-filled rubber toy. a child sits on the toy and its volume decreases.    the temperature of the air in the toy does not change.        how does the air pressure in the toy change and why?     pressure reason  a decreases air molecules move more slowly  b decreases air molecules strike the rubber less frequently  c increases air molecules move more quickly  d increases air molecules strike the rubber more frequently     17 a strip of iron and a strip of brass are firmly attached to each other along their entire length. this  combination is a bimetallic strip.    iron strip brass strip    this bimetallic strip is heated and it bends as shown.    fixed supportiron brass     the bimetallic strip is now cooled and becomes straight again.    what causes the bimetallic strip to become straight again?  a the brass contracts more than the iron.  b the brass expands more than the iron.  c the iron contracts more than the brass.  d the iron expands more than the brass.    ",
+            "10": "10  \u00a9 ucles 2017 0625/21/o/n/17  18 an aluminium block has a mass of 200  g.    the specific heat capacity of aluminium is 900  j / (kg  \u00b0c).    how much energy is needed to raise the temperature of the block from 20  \u00b0c to 110  \u00b0c?  a 2.0  j b 200  j c 16  200  j d 16  200  000  j      19 which statement about convection currents is correct?  a convection currents occur because, when cooled, liquids contract and become more dense.  b convection currents occur because, when warmed, liquids expand and become more dense.  c convection currents only occur in liquids.  d convection currents only occur in solids and liquids.     ",
+            "11": "11  \u00a9 ucles 2017 0625/21/o/n/17 [turn over  20 the diagram represents plane wavefronts of a water wave about to strike a solid barrier.    wavefronts     which diagram shows the position of the wavefronts after reflection at the barrier?    reflecteda reflectedb reflectedc reflectedd      ",
+            "12": "12  \u00a9 ucles 2017 0625/21/o/n/17  21 the diagram shows an object in front of a plane mirror. a ray of light from the object is incident on  the mirror.    object q pr s plane mirror    through which point does the reflected ray pass, and at which point is the image of the object  formed?     point through which  reflected ray passes point at which  image is formed  a p r  b p s  c q r  d q s    22 a laser is a source of light with a single frequency.    which description of this type of light is correct?  a dispersed  b focused  c monochromatic  d refracted     23 visible light, x-rays and microwaves are all components of the electromagnetic spectrum.    which statement about the waves is correct?  a in a vacuum, microwaves travel faster than visible light and have a shorter wavelength.  b in a vacuum, microwaves travel at the same speed as visible light and have a shorter  wavelength.  c in a vacuum, x-rays travel faster than visible light and have a shorter wavelength.  d in a vacuum, x-rays travel at the same speed as visible light and have a shorter wavelength.     ",
+            "13": "13  \u00a9 ucles 2017 0625/21/o/n/17 [turn over  24 the moon is 380  000  km from the earth. a laser light beam is directed from the earth to the  moon. the beam is reflected back to the earth.    how long does it take for the light to travel to the moon and back to the earth?  a 1.27  ms b 2.53  ms c 1.27  s d 2.53  s      25 which wavefront is travelling at a speed closest to that of a sound wave through a solid?  a one that moves 10  m in 0.01  s  b one that moves 50  m in 0.5  s  c one that moves 1000  m in 100  s  d one that moves 2000  m in 2000  s      26 different waves travel through air.    which waves have the greatest difference in speed?  a ultrasound waves and sound waves  b ultrasound waves and ultraviolet waves  c ultraviolet waves and light waves  d ultraviolet waves and radio waves     27 a student stands 180  m in front of a vertical, flat cliff and bangs together two pieces of wood to  make a short, loud sound.    a timer records the echo of the sound 1.5 seconds after the pieces of wood are banged together.    based on this result, what is the speed of sound?  a 120  m / s b 240  m / s c 270  m / s d 540  m / s    ",
+            "14": "14  \u00a9 ucles 2017 0625/21/o/n/17  28 a train of steel nails and a train of iron nails hang from a strong magnet.    magnet train of steel nailstrain of iron nails     the trains are then carefully removed from the magnet.    what happens to the trains?  a both trains fall apart.  b both trains stay together.  c only the train of iron nails falls apart.  d only the train of steel nails falls apart.      29 how can a permanent magnet be demagnetised?  a cool the magnet for a long time.  b place it next to another magnet.  c slowly pull it out of a coil connected to an a.c. supply.  d slowly pull it out of a coil connected to a d.c. supply.     30 a positively-charged rod is held near to, but not touching, an uncharged metal sphere.    the sphere is briefly now connected to earth.    the rod is removed.    which statement about the charge on the sphere is correct?  a it is charged negatively because negative charges have moved from earth to the sphere.  b it is charged negatively because positive charges have moved from the sphere to earth.  c it is charged positively because negative charges have moved from the sphere to earth.  d it is charged positively because positive charges have moved to earth from the sphere.     ",
+            "15": "15  \u00a9 ucles 2017 0625/21/o/n/17 [turn over  31 the diagram shows a circuit with a gap between points p and q.    four pieces of metal wire of the same material are connected, in turn, between points p and q in  the circuit.    a pq    the table gives the diameters and lengths of the wires.    in which wire is the current the largest?  diameter  / mm length  / m  a 0.10 1.0  b 0.10 2.0  c 0.20 1.0  d 0.20 2.0    32 a torch has a simple circuit with a 3.0  v battery and a lamp. there is a 20  ma current in the lamp.    how much energy is transferred to the lamp in 5.0 minutes?  a 0.30  j b 18  j c 60  j d 0.30  kj     ",
+            "16": "16  \u00a9 ucles 2017 0625/21/o/n/17  33 a student connects the circuit shown.        which graph shows the variation with time of the current in the resistor?    current 0 0 timea current timeb 0 0 0 0current 0 0 timec current timed      ",
+            "17": "17  \u00a9 ucles 2017 0625/21/o/n/17 [turn over  34 the diagram shows a circuit with a fixed resistor connected in series with a thermistor and an  ammeter.    a     which row shows how temperature change affects the resistance of the thermistor and the  current in the circuit?     temperature resistance of  thermistor current in circuit  a decreases decreases increases  b decreases increases decreases  c increases decreases decreases  d increases increases increases      35 what does the symbol shown represent?        a an and gate  b a nor gate  c a not gate  d an or gate     ",
+            "18": "18  \u00a9 ucles 2017 0625/21/o/n/17  36 the diagram shows a copper wire xy connected to a resistor.    the wire is moved in the magnetic field between the poles of a magnet.    there is an induced current in the wire from x to y.    in which labelled direction is the wire moving?    nsab c dc yx       37 the graph shows how the voltage induced across a coil changes with time as the coil spins in a  magnetic field.    voltage 0 0 time     which graph shows what happens when the coil spins more quickly?    (all graphs are drawn to the same scale.)    voltagea 0 0 timevoltageb 0 0 time voltagec 0 0 timevoltaged 0 0 time     ",
+            "19": "19  \u00a9 ucles 2017 0625/21/o/n/17 [turn over  38 emissions x and y from radioactive material are passed through a magnetic field. the diagram  shows the direction of the emissions, the direction of the magnetic field and the effect on the emissions.    emission x emission ymagnetic field into the page     which type of emission is x, and which type of emission is y?     emission x emission y  a \u03b1-particles \u03b2-particles  b \u03b1-particles \u03b3-rays  c \u03b2-particles \u03b1-particles  d \u03b2-particles \u03b3-rays      39 what is meant by the half-life  of a radioactive isotope?  a half of the time taken for all of the original nuclei to decay  b the time taken for half of the original nuclei to decay  c the time taken for the charges on all the nuclei to halve  d the time taken for the mass of each nucleus to halve    ",
+            "20": "20    permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to trac e 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 ans wer-related information to candidates, all copyright acknowledgements are reproduced onl ine in the cambridge  international examinations copyright acknow ledgements booklet. this is produced for each  series of examinations and is freely a vailable to download at  www.cie.org.uk after the live examination series.    cambridge international examinations is part of the cambridge as sessment group. cambridge assessment is the brand name of unive rsity of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge.    \u00a9 ucles 2017 0625/21/o/n/17  40 the rate of emission of a radioactive source is measured until the reading reaches the  background rate of 20 counts per minute.    the results are shown.    0 1 02 03 04 05 06 0200 190180170160150140130120 110 100 908070605040302010 0rate of emission counts  / minute time  / minute    what is the best estimate of the half-life of the source?  a 10 minutes  b 12 minutes  c 14 minutes  d 30 minutes       "
+        },
+        "0625_w17_qp_22.pdf": {
+            "1": "  the syllabus is approved for use in england, wales and northern ir eland as a cambridge international level 1/level 2 certificat e.  this document consists of 18 printed pages and 2 blank pages.  ib17 11_0625_22/4rp  \u00a9 ucles 2017 [turn over     *2664559192 * cambridge international examinations  cambridge international general certificate of secondary education       physics 0625/22     paper 2  multiple choice (extended)  october/november 2017     45 minutes    additional materials: multiple choice answer sheet   soft clean eraser   soft pencil (type b or hb recommended)       read these instructions first    write in soft pencil.  do not use staples, paper clips, glue or correction fluid. write your name, centre number and candidate number on the answer sheet in the spaces provided  unless this has been done for you.  do not write in any barcodes.   there are forty  questions on this paper. answer all questions. for each question there are four possible  answers a, b, c and d.   choose the one you consider correct and record your choice in soft pencil  on the separate answer sheet.    read the instructions on the answer sheet very carefully.    each correct answer will score one mark. a ma rk will not be deducted for a wrong answer.  any rough working should be done in this booklet. electronic calculators may be used. take the weight of 1.0  kg to be 10  n (acceleration of free fall = 10  m / s2).   ",
+            "2": "2  \u00a9 ucles 2017 0625/22/o/n/17  1 a student investigates the rate of flow of oil through a funnel.    the diagrams show the experiment and the volume of oil in the measuring cylinder at the start of  the experiment, and one minute later.    80 6040 20cm380 6040 20cm 3 initial measurementafter 1.0 minute    what is the rate of flow of oil through the funnel during the one minute?  a 0.73  cm3  / s b 0.80  cm3  / s c 44  cm3  / s d 48  cm3  / s      2 four balls with different masses are dropped simultaneously from the heights shown.    air resistance may be ignored.    which ball hits the floor last?    1.0 kga 0.5 m2.0 kgb 1.0 m3.0 kgc 1.5 m4.0 kgd 2.0 m ground      ",
+            "3": "3  \u00a9 ucles 2017 0625/22/o/n/17 [turn over  3 the gravitational field strength on the earth is greater than the gravitational field strength on the  moon. the earth has an atmosphere, but the moon does not.    which speed-time graph represents the motion of a light ball dropped from a great height near  the surface of the earth and near the surface of the moon?    0 0speed timea earth moon 0 0speed timeb earthmoon 0 0speed timec earth moon 0 0speed timed earth moon      4 a spring is stretched by hanging a piece of metal from it.    spring metal     which name is given to the force that stretches the spring?  a friction  b mass  c pressure  d weight     ",
+            "4": "4  \u00a9 ucles 2017 0625/22/o/n/17  5 a body of mass m has a weight w in a location where the gravitational field strength is g.    which statement about these quantities is correct?  a m and w are both forces.  b m and w are both vector quantities.  c m and w are related by the equation mw= g.  d m and w have the same unit.      6 an object is pivoted at point p. a student ties a length of string to a peg on the object. he pulls  the string with a force f.    p qrstf objectstring peg     what is the moment of the force f about the point p?  a f \u00d7 q b f \u00d7 r c f \u00d7 s d f \u00d7 t      7 each diagram shows a metal plate with four parallel forces acting on it. these are the only forces  acting on the plates.    in which diagram is the plate in equilibrium?    a 1.0 n 2.0 n2.0 n 1.0 nb 2.0 n 1.0 n1.0 n 2.0 n c 1.0 n 2.0 n1.0 n 2.0 nd 2.0 n 2.0 n1.0 n 2.0 n   ",
+            "5": "5  \u00a9 ucles 2017 0625/22/o/n/17 [turn over  8 the diagram shows an incomplete scale drawing to find the resultant of two 10  n forces acting at  a point in the directions shown.    10 n 10 n     what is the magnitude of the resultant force?  a 7.5  n b 8.6  n c 18  n d 20  n     9 a ball has a mass of 0.30  kg. it moves horizontally with a speed of 3.0  m / s in the direction shown.    the ball hits a wall.    before hitting the wall3.0 m / s after hitting the wall2.0 m / swall ballwall ball     the ball rebounds from the wall with a horizontal speed of 2.0  m / s.    what is the change in momentum of the ball?  a 0.30  kg  m / s b 1.0  kg  m / s c 1.5  kg  m / s d 5.0  kg  m / s    10 an object has a mass of 500  kg.    it moves with a speed of 30  m / s.    what is its kinetic energy?  a 7.5  kj b 15  kj c 225  kj d 450  kj    ",
+            "6": "6  \u00a9 ucles 2017 0625/22/o/n/17  11 different processes have different efficiencies.    which row shows the most efficient process?     energy  input  / j useful energy  output  / j  a 10 3  b 40 10  c 100 25  d 2000 250     12 a student runs up a flight of stairs.    lengthheight     which information is not needed to calculate the rate at which the student is doing work against  gravity?  a the height of the flight of stairs  b the length of the flight of stairs  c the time taken to run up the stairs  d the weight of the student     ",
+            "7": "7  \u00a9 ucles 2017 0625/22/o/n/17 [turn over  13 the diagram shows a simple mercury barometer.    90 8070605040302010cm vacuum metre rule mercury     which length is used to find the value of atmospheric pressure?  a 12  cm b 74  cm c 86  cm d 100  cm     14 a pollen grain in a beaker of still water is viewed through a microscope.    which diagram shows the most likely movement of the pollen grain?    a b c d     ",
+            "8": "8  \u00a9 ucles 2017 0625/22/o/n/17  15 the diagram shows an air-filled rubber toy. a child sits on the toy and its volume decreases.    the temperature of the air in the toy does not change.        how does the air pressure in the toy change and why?     pressure reason  a decreases air molecules move more slowly  b decreases air molecules strike the rubber less frequently  c increases air molecules move more quickly  d increases air molecules strike the rubber more frequently     16 the diagram shows a glass flask, sealed with a small volume of mercury in a glass tube. when  the flask is gently warmed the mercury rises up the tube.    air watermercuryglass tube     what is the main cause of the movement of the mercury?  a expansion of air in the flask  b expansion of the glass flask  c expansion of the glass tube  d expansion of the mercury     ",
+            "9": "9  \u00a9 ucles 2017 0625/22/o/n/17 [turn over  17 which row identifies the fixed points on the celsius scale?     lower fixed point upper fixed point  a boiling point of mercury melting point of pure ice  b boiling point of pure water melting point of pure ice  c melting point of mercury boiling point of pure water  d melting point of pure ice boiling point of pure water      18 aluminium has a specific heat capacity of 900  j / (kg  \u00b0c).    the internal energy of a 2.0  kg block of aluminium increases by 13  500  j.    by how much does the temperature of the block increase?  a 0.067  \u00b0c b 0.13  \u00b0c c 7.5  \u00b0c d 15  \u00b0c     19 why does a balloon filled with hot air rise?  a cold air is less dense than hot air.  b cold air is more dense than hot air.  c heat rises.  d the density of the balloon is greater than the density of the surrounding gas.    ",
+            "10": "10  \u00a9 ucles 2017 0625/22/o/n/17  20 the diagram represents plane wavefronts of a water wave about to strike a solid barrier.    wavefronts     which diagram shows the position of the wavefronts after reflection at the barrier?    reflecteda reflectedb reflectedc reflectedd      ",
+            "11": "11  \u00a9 ucles 2017 0625/22/o/n/17 [turn over  21 the diagram shows an object o in front of a thin converging lens of focal length f.    at which point will the lens form a sharp image of the object?    ffa b c do       22 the diagram shows a ray of light incident on the surface of a rectangular glass block at 90 \u00b0 to the  surface.    ray of light glass block     which quantities remain unchanged as the light enters the glass block?  a direction and frequency  b direction and speed  c frequency and speed  d speed and wavelength      23 which piece of equipment is designed to produce a type of electromagnetic wave?  a electric fire  b electric generator  c electric motor  d electromagnet     24 the moon is 380  000  km from the earth. a laser light beam is directed from the earth to the  moon. the beam is reflected back to the earth.    how long does it take for the light to travel to the moon and back to the earth?  a 1.27  ms b 2.53  ms c 1.27  s d 2.53  s    ",
+            "12": "12  \u00a9 ucles 2017 0625/22/o/n/17  25 different waves travel through air.    which waves have the greatest difference in speed?  a ultrasound waves and sound waves  b ultrasound waves and ultraviolet waves  c ultraviolet waves and light waves  d ultraviolet waves and radio waves     26 the speed of sound is different in different states of matter.    the speed of sound in water is 1500  m / s.    which row correctly compares the speed of sound in ice and the speed of sound in steam with the speed of sound in water?     speed of sound in ice  m / s speed of sound in steam  m / s  a less than 1500 less than 1500  b less than 1500 more than 1500  c more than 1500 less than 1500  d more than 1500 more than 1500    27 a student finds that it takes sound 0.33 seconds to travel 100 metres.    from this information, what is the speed of sound?  a 30  m / s b 60  m / s c 300  m / s d 600  m / s     ",
+            "13": "13  \u00a9 ucles 2017 0625/22/o/n/17 [turn over  28 a train of steel nails and a train of iron nails hang from a strong magnet.    magnet train of steel nailstrain of iron nails     the trains are then carefully removed from the magnet.    what happens to the trains?  a both trains fall apart.  b both trains stay together.  c only the train of iron nails falls apart.  d only the train of steel nails falls apart.     29 an old and expensive steel watch becomes magnetised.    the owner wants to use the watch again. he must demagnetise the watch.    what is the best method to do this?  a insert the watch in a solenoid that carries alternating current and then slowly remove it.  b insert the watch in a solenoid that carries direct current and then slowly remove it.  c pass alternating current through the watch.  d pass direct current through the watch.    30 which diagram represents the electric field due to a negatively-charged conducting sphere?    a \u2013 \u2013 \u2013 \u2013b cd      ",
+            "14": "14  \u00a9 ucles 2017 0625/22/o/n/17  31 the diagram shows a circuit with a gap between points p and q.    four pieces of metal wire of the same material are connected, in turn, between points p and q in  the circuit.    a pq    the table gives the diameters and lengths of the wires.    in which wire is the current the largest?  diameter  / mm length  / m  a 0.10 1.0  b 0.10 2.0  c 0.20 1.0  d 0.20 2.0    32 the graph shows the way in which one physical quantity y varies with another physical quantity x.    0 0y x    which row gives suitable quantities for y and x?     y x  a   the number of atoms of a  radioactive isotope present the time taken    b   the potential difference  across a metallic conductor the current in the metallic conductor    c the resistance of a length of wire the diameter of the wire  d   the volume of a 1.0  kg object   the density of the material from  which the object is made     ",
+            "15": "15  \u00a9 ucles 2017 0625/22/o/n/17 [turn over  33 the potential difference across a car headlamp is 12  v. the current in the lamp is 2.5  a.    how much energy is transferred by the lamp in 1.0 hour?  a 1800  j b 1800  w c 108  000  j d 108  000  w      34 the diagram shows a circuit with a fixed resistor connected in series with a thermistor and an  ammeter.    a     which row shows how temperature change affects the resistance of the thermistor and the  current in the circuit?     temperature resistance of  thermistor current in circuit  a decreases decreases increases  b decreases increases decreases  c increases decreases decreases  d increases increases increases    ",
+            "16": "16  \u00a9 ucles 2017 0625/22/o/n/17  35 an incomplete truth table for a nand gate is shown.    input p input q output  0 0 w  0 1 x  1 0 y  1 1 z    what are the values of w, x, y and z?     w x y z  a 0 0 0 1  b 0 1 1 1  c 1 0 0 0  d 1 1 1 0     36 the diagram shows a wire hanging freely between the poles of a magnet. there is a current in  the wire in the direction shown.    s n currentwire     the magnet and current cause a force to act on the wire.    in which direction does this force act?  a into the page (away from you)  b out of the page (toward you)  c to the left  d to the right    ",
+            "17": "17  \u00a9 ucles 2017 0625/22/o/n/17 [turn over  37 a 100% efficient transformer has 6000 turns on its primary coil and 600 turns on its secondary  coil. the output voltage of the transformer is 12  v.    a resistor is connected across the secondary coil and dissipates 24  w of power.    primary coil 6000 turnssecondary coil 600 turns  output voltage 12  v power 24  w     what is the current in the primary coil of the transformer?  a 0.050  a b 0.20  a c 5.0  a d 20  a     38 in the diagram, the circle represents an atom (not to scale) with the nucleus at its centre.    a particle is emitted by a radioactive source and approaches the nucleus of the atom. the curved  arrow shows the path of the particle.    path of particlenucleus     what is the nature and charge of the particle?     nature of particle charge of particle  a \u03b1-particle negative  b \u03b1-particle positive  c \u03b2-particle negative  d \u03b2-particle positive     ",
+            "18": "18  \u00a9 ucles 2017 0625/22/o/n/17  39 which row describes the behaviour of \u03b3-rays in an electric field and in a magnetic field?     electric field magnetic field  a deflected deflected  b deflected undeflected  c undeflected deflected  d undeflected undeflected     40 a radioactive source has a half-life of 0.5 hours.    a detector near the source shows a reading of 6000 counts per second.    background radiation can be ignored.    what is the reading on the detector 1.5 hours later?  a 750 counts per second  b 1500 counts per second  c 2000 counts per second  d 3000 counts per second     ",
+            "19": "19  \u00a9 ucles 2017 0625/22/o/n/17  blank page",
+            "20": "20    permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to trac e 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 ans wer-related information to candidates, all copyright acknowledgements are reproduced onl ine in the cambridge  international examinations copyright acknow ledgements booklet. this is produced for each  series of examinations and is freely a vailable to download at  www.cie.org.uk after the live examination series.    cambridge international examinations is part of the cambridge as sessment group. cambridge assessment is the brand name of unive rsity of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge.    \u00a9 ucles 2017 0625/22/o/n/17  blank page  "
+        },
+        "0625_w17_qp_23.pdf": {
+            "1": "  the syllabus is approved for use in england, wales and northern ir eland as a cambridge international level 1/level 2 certificat e.  this document consists of 18 printed pages and 2 blank pages.  ib17 11_0625_23/4rp  \u00a9 ucles 2017 [turn over     *7509628836 * cambridge international examinations  cambridge international general certificate of secondary education       physics 0625/23     paper 2  multiple choice (extended)  october/november 2017     45 minutes    additional materials: multiple choice answer sheet   soft clean eraser   soft pencil (type b or hb recommended)       read these instructions first    write in soft pencil.  do not use staples, paper clips, glue or correction fluid. write your name, centre number and candidate number on the answer sheet in the spaces provided  unless this has been done for you.  do not write in any barcodes.   there are forty  questions on this paper. answer all questions. for each question there are four possible  answers a, b, c and d.   choose the one you consider correct and record your choice in soft pencil  on the separate answer sheet.    read the instructions on the answer sheet very carefully.    each correct answer will score one mark. a ma rk will not be deducted for a wrong answer.  any rough working should be done in this booklet. electronic calculators may be used. take the weight of 1.0  kg to be 10  n (acceleration of free fall = 10  m / s2).   ",
+            "2": "2  \u00a9 ucles 2017 0625/23/o/n/17  1 a measuring cylinder contains some water. a small metal block is slowly lowered into the water  and is then removed.    finally a piece of plastic is attached to the metal block and the block is again slowly lowered into  the water.    the diagrams show the measuring cylinder at each stage of this process.    100 908070605040302010cm 31 100908070605040302010cm 32 100908070605040302010cm 33 metal block metal blockplastic     what is the volume of the piece of plastic?  a 10  cm3 b 25  cm3 c 70  cm3 d 80  cm3     2 four balls with different masses are dropped simultaneously from the heights shown.    air resistance may be ignored.    which ball hits the floor first?    1.0 kga 0.5 m2.0 kgb 1.0 m3.0 kgc 1.5 m4.0 kgd 2.0 m ground      ",
+            "3": "3  \u00a9 ucles 2017 0625/23/o/n/17 [turn over  3 the diagram shows the vertical forces acting on a ball as it falls vertically through the air. the ball  does not reach terminal velocity.    air resistance weight    which row describes what happens to the resultant force on the ball and what happens to the  acceleration of the ball as it falls through the air?     resultant force acceleration  a decreases decreases  b decreases increases  c increases decreases  d increases increases    4 a spring is stretched by hanging a piece of metal from it.    spring metal     which name is given to the force that stretches the spring?  a friction  b mass  c pressure  d weight     ",
+            "4": "4  \u00a9 ucles 2017 0625/23/o/n/17  5 on the moon, all objects fall with the same acceleration.    which statement explains this?  a on the moon, all objects have the same weight.  b the moon has a smaller gravitational field strength than the earth.  c the weight of an object is directly proportional to its mass.  d the weight of an object is inversely proportional to its mass.     6 a pair of cutters is used to cut a rope.    rsqpblade bladehandle handle    where should the rope be positioned and at which labelled points should the hands be positioned to produce the greatest cutting force?     rope  positioned hands  positioned  a p r  b p s  c q r  d q s    ",
+            "5": "5  \u00a9 ucles 2017 0625/23/o/n/17 [turn over  7 the lamp in the diagram is not very stable and falls over easily.    basestemshade     which row shows changes that would definitely make the lamp more stable?     base centre of gravity  a narrower higher  b narrower lower  c wider higher  d wider lower     8 the diagram shows an incomplete scale drawing to find the resultant of two 10  n forces acting at  a point in the directions shown.    10 n 10 n     what is the magnitude of the resultant force?  a 7.5  n b 8.6  n c 18  n d 20  n    ",
+            "6": "6  \u00a9 ucles 2017 0625/23/o/n/17  9 an object has a mass of 60  kg.    it decelerates from 50  m / s to 20  m / s when a resultant force of 300  n acts on it.    for how long does the force act?  a 0.071  s b 0.17  s c 6.0  s d 14  s     10 a car, starting from rest at position x, accelerates up a hill. the car reaches a speed of 10  m / s at  position y.    the kinetic energy of the car at position y is equal to its gain in gravitational potential energy from  x to y.    xy gain in height of car    take the gravitational field strength g to be 10  n / kg.    what is the gain in height of the car between x and y?  a 0.50  m b 5.0  m c 10  m d 50  m    11 a 150  w filament lamp has an efficiency of 10%. a 40  w compact fluorescent lamp (cfl) has an  efficiency of 30%.    each lamp is switched on for the same amount of time.    which lamp produces more light and which lamp converts more energy into other forms of  energy?     produces more light converts more energy  into other forms  a cfl lamp cfl lamp  b cfl lamp filament lamp  c filament lamp cfl lamp  d filament lamp filament lamp    ",
+            "7": "7  \u00a9 ucles 2017 0625/23/o/n/17 [turn over  12 a student runs up a flight of stairs.    lengthheight     which information is not needed to calculate the rate at which the student is doing work against  gravity?  a the height of the flight of stairs  b the length of the flight of stairs  c the time taken to run up the stairs  d the weight of the student      13 the diagram shows a simple mercury barometer.    90 8070605040302010cm vacuum metre rule mercury     which length is used to find the value of atmospheric pressure?  a 12  cm b 74  cm c 86  cm d 100  cm     ",
+            "8": "8  \u00a9 ucles 2017 0625/23/o/n/17  14 a pollen grain in a beaker of still water is viewed through a microscope.    which diagram shows the most likely movement of the pollen grain?    a b c d       15 the diagram shows an air-filled rubber toy. a child sits on the toy and its volume decreases.    the temperature of the air in the toy does not change.        how does the air pressure in the toy change and why?     pressure reason  a decreases air molecules move more slowly  b decreases air molecules strike the rubber less frequently  c increases air molecules move more quickly  d increases air molecules strike the rubber more frequently    ",
+            "9": "9  \u00a9 ucles 2017 0625/23/o/n/17 [turn over  16 the diagram shows a glass flask, sealed with a small volume of mercury in a glass tube. when  the flask is gently warmed the mercury rises up the tube.    air watermercuryglass tube     what is the main cause of the movement of the mercury?  a expansion of air in the flask  b expansion of the glass flask  c expansion of the glass tube  d expansion of the mercury      17 which property cannot  be used for the measurement of temperature?  a half-life of a radioactive isotope  b length of a solid metal bar  c pressure of a gas  d volume of a liquid     18 a student uses an immersion heater to heat some water in a beaker.    the water is heated from 20  \u00b0c to 80  \u00b0c.    the energy supplied to the water is 60.0  kj.    what is the thermal capacity of the water? (ignore any heat loss.)  a 667  j / \u00b0c b 750  j / \u00b0c c 1000  j / \u00b0c d 3000  j / \u00b0c     ",
+            "10": "10  \u00a9 ucles 2017 0625/23/o/n/17  19 why is the heating coil of a domestic immersion heater placed at the bottom of the tank?  a cold water is less dense than hot water and therefore sinks.  b cold water is more dense than hot water and therefore rises.  c hot water is less dense than cold water and therefore rises.  d hot water is more dense than cold water and therefore sinks.      20 the diagram represents plane wavefronts of a water wave about to strike a solid barrier.    wavefronts     which diagram shows the position of the wavefronts after reflection at the barrier?    reflecteda reflectedb reflectedc reflectedd     ",
+            "11": "11  \u00a9 ucles 2017 0625/23/o/n/17 [turn over  21 the diagram shows a ray of light in glass. the ray reaches a boundary with air.    one weak ray of light is missing from the diagram.    50\u00b0air glass     which statement is correct?  a at the boundary, the speed of the light will become less.  b the critical angle for light at this boundary is 50 \u00b0.  c the diagram shows an example of diffraction of light.  d the missing ray is a weak reflected ray.      22 light travelling in air enters a plastic block at an angle of incidence of 62 \u00b0.    the plastic has a refractive index of 1.48.    62\u00b0 ray of lightplastic block     what is the angle of refraction?  a 18\u00b0 b 28\u00b0 c 37\u00b0 d 42\u00b0     ",
+            "12": "12  \u00a9 ucles 2017 0625/23/o/n/17  23 a sound wave travels from a medium in one state into the same medium but in another state.  this causes the speed of the wave to change from approximately 300  m / s to approximately  3000  m / s.    between which two states is the sound wave travelling?  a gas to solid  b liquid to gas  c liquid to solid  d solid to liquid      24 the moon is 380  000  km from the earth. a laser light beam is directed from the earth to the  moon. the beam is reflected back to the earth.    how long does it take for the light to travel to the moon and back to the earth?  a 1.27  ms b 2.53  ms c 1.27  s d 2.53  s      25 which statement about radio waves is correct?  a they are used in television remote controllers.  b they can be detected by the human eye.  c they travel as longitudinal waves.  d they have the same speed in a vacuum as ultraviolet waves.     26 the diagram shows the earth and its surroundings.    through which labelled region can sound not be transmitted?    a sea (water)b land (rock)c atmosphere (air)d outer space (vacuum) not to scale    ",
+            "13": "13  \u00a9 ucles 2017 0625/23/o/n/17 [turn over  27 different waves travel through air.    which waves have the greatest difference in speed?  a ultrasound waves and sound waves  b ultrasound waves and ultraviolet waves  c ultraviolet waves and light waves  d ultraviolet waves and radio waves    28 a train of steel nails and a train of iron nails hang from a strong magnet.    magnet train of steel nailstrain of iron nails     the trains are then carefully removed from the magnet.    what happens to the trains?  a both trains fall apart.  b both trains stay together.  c only the train of iron nails falls apart.  d only the train of steel nails falls apart.      29 what is the best method to demagnetise a steel rod?  a pass the rod through a coil connected to an a.c. supply.  b pass the rod through a coil connected to a d.c. supply.  c place the rod next to another magnet.  d stroke the rod with another magnet.     30 there is a current in a metal wire.    which particles in the wire move to cause this current?  a \u03b1-particles  b electrons  c neutrons  d protons    ",
+            "14": "14  \u00a9 ucles 2017 0625/23/o/n/17  31 the diagram shows a circuit with a gap between points p and q.    four pieces of metal wire of the same material are connected, in turn, between points p and q in the circuit.    a pq    the table gives the diameters and lengths of the wires.    in which wire is the current the largest?  diameter  / mm length  / m  a 0.10 1.0  b 0.10 2.0  c 0.20 1.0  d 0.20 2.0     32 a battery is connected to a circuit. it is switched on for 1.0 minute. during that time, there is a  current of 0.40  a in the circuit and the battery supplies a total of 48  j of energy.    which row gives the charge that passes and the electromotive force (e.m.f.) of the battery?     charge that passes  in 1.0 minute  / c e.m.f. of the  battery  / v  a 0.40 2.0  b 0.40 120  c 24 2.0  d 24 120     ",
+            "15": "15  \u00a9 ucles 2017 0625/23/o/n/17 [turn over  33 identical cells and identical resistors are used to make the circuits shown.    a a circuit 1 circuit 2    in circuit 1, the ammeter reads 2.0  a.    what is the ammeter reading in circuit 2?  a 1.0  a b 2.0  a c 4.0  a d 8.0  a    34 the diagram shows a circuit with a fixed resistor connected in series with a thermistor and an  ammeter.    a     which row shows how temperature change affects the resistance of the thermistor and the  current in the circuit?     temperature resistance of  thermistor current in circuit  a decreases decreases increases  b decreases increases decreases  c increases decreases decreases  d increases increases increases     ",
+            "16": "16  \u00a9 ucles 2017 0625/23/o/n/17  35 the diagram shows an and gate and an or gate connected together.    outputx y z    which combination of inputs x, y and z gives an output of 0?     x y z  a 0 0 1  b 0 1 1  c 1 0 0  d 1 1 0     36 the diagram shows a short-circuited copper coil swinging about an axis at right-angles to a  strong magnetic field. the motion induces a current in the coil.    magnetic fieldaxis of rotation of coil coil direction of swing of coil    what is the effect, if any, of this induced current in the coil?  a the induced current has no effect on the movement of the coil because copper is non- magnetic.  b the induced current produces a magnetic field of constant magnitude in the coil.  c the induced current produces forces that assist the change causing it.  d the induced current produces forces that oppose the changes causing it.     ",
+            "17": "17  \u00a9 ucles 2017 0625/23/o/n/17 [turn over  37 diagram 1 shows a magnet being pushed into a coil that is connected to a centre-zero  galvanometer.    n s diagram 10n s diagram 20 n s diagram 30stationary magnet     which row shows the directions of the pointer when the magnet is as shown in diagrams 2   and 3?     diagram 2 diagram 3  a     b     c     d        ",
+            "18": "18  \u00a9 ucles 2017 0625/23/o/n/17  38 radioactive carbon-14 decays to nitrogen-14 by the emission of a particle.    c14 6  \u2192  n14 7  +  particle    which particle has been emitted in this process?  a a \u03b2-particle  b an \u03b1-particle  c a neutron  d a proton     39 as \u03b1-particles pass through the electric field be tween two charged plates, they are deflected  downwards.    +++++++++ \u2013\u2013\u2013\u2013\u2013\u2013\u2013\u2013\u2013\u03b1-particles     what happens to \u03b3-rays passing through the same electric field?  a they are deflected downwards more than the \u03b1-particles.  b they are deflected upwards.  c they are not deflected at all.  d they follow the same path as the \u03b1-particles.     40 radioactive iodine-131 emits \u03b2-particles and has a half-life of 8 days. it decays to produce   xenon-131.    which statement about this decay is correct?  a after 8 days no more \u03b2-particles are emitted.  b after 8 days the number of xenon-131 atoms has halved.  c after 16 days the iodine-131 has decayed completely.  d after 16 days the number of iodine-131 atoms has reduced to one quarter.    ",
+            "19": "19  \u00a9 ucles 2017 0625/23/o/n/17  blank page",
+            "20": "20    permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to trac e 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 ans wer-related information to candidates, all copyright acknowledgements are reproduced onl ine in the cambridge  international examinations copyright acknow ledgements booklet. this is produced for each  series of examinations and is freely a vailable to download at  www.cie.org.uk after the live examination series.    cambridge international examinations is part of the cambridge as sessment group. cambridge assessment is the brand name of unive rsity of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge.    \u00a9 ucles 2017 0625/23/o/n/17  blank page  "
+        },
+        "0625_w17_qp_31.pdf": {
+            "1": "this document consists of 19 printed pages and 1 blank page. dc (nf/sg) 132269/7 \u00a9 ucles 2017  [turn overcambridge international examinations cambridge international general certificate of secondary education *8414511595* physics  0625/31 paper 3  theory (core)  october/november 2017  1 hour 15 minutes candidates answer on the question paper. no additional materials are required. read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen. you may use an hb pencil for any diagrams or graphs. do not use staples, paper clips, glue or correction fluid. do not  write in any barcodes. answer all questions. electronic calculators may be used. you may lose marks if you do not show your working or if you do not use appropriate units. take the weight of 1.0  kg to be 10  n (acceleration of free fall  = 10 m / s2). at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part  question. the syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificate.",
+            "2": "2 0625/31/o/n/17 \u00a9 ucles 2017 1 a student clamps a metre rule to the end of a bench, as shown in fig. 1.1. he attaches a mass to  the end of the rule. mass metre rulebench fig. 1.1  the student displaces the end of the rule by a small distance. the rule oscillates up and down.  the student measures the time for ten complete oscillations.  (a) state the name of a measuring device for timing the oscillations.  ..  [1]  (b) state a reason why the student measures the time for ten oscillations, rather than for one.  ..  [1]  (c) the student repeats the procedure. his results are shown in the table. results time for ten complete oscillations  / seconds 1st 3.93 2nd 4.07 3rd 3.55 4th 3.99   (i) one of the results is incorrect. on the table, draw a ring around the incorrect result.  [1]   (ii) calculate the average value for the time for ten complete oscillations.  average time = ...  s  [2]   (iii) determine the time for one complete oscillation. state your answer to two significant  figures.  time =   s [1] [total: 6]",
+            "3": "3 0625/31/o/n/17 \u00a9 ucles 2017 [turn over 2 fig. 2.1 shows a river flowing through a village. there are two bridges across the river.  bridge x bridge ydirection of flow fig. 2.1  two students plan to measure the speed of a stick as it floats on the river between bridge x  and bridge  y.  (a) the students plan to drop a stick into the middle of the river from bridge x. the stick moves  with the water between bridge x and bridge y.   describe how the students can determine the average speed of the stick.  ...  ...  ...  ...  ...  ...  ...  ..  [4]  (b) the stick moves with constant speed.    one statement correctly describes the horizontal forces acting on the stick.   put a tick ( \u2713) in the box next to the correct statement.     only a forward force acts.     the forward force and the backward force are equal.     the forward force is greater than the backward force.     the backward force is greater than the forward force. [1] [total: 5]",
+            "4": "4 0625/31/o/n/17 \u00a9 ucles 2017 3 fig 3.1 shows a warning marker floating on the surface of a lake. warning marker heavy objectsurface of lake bottom of lakemetal chain fig. 3.1  the marker is attached by a metal chain to a heavy object on the bottom of the lake.  (a) fig. 3.2 shows the forces acting on the marker at one moment in time. 280  n 250  n fig. 3.2   calculate the resultant force on the marker.  resultant force =   n  direction = ... [2]",
+            "5": "5 0625/31/o/n/17 \u00a9 ucles 2017 [turn over  (b) fig. 3.3 shows part of the metal chain. it is made from small metal loops. fig. 3.3   a damaged loop is removed from the chain. describe a method to determine the density of  the metal from which the loops are made.  ...  ...  ...  ...  ...  ...  ..  [5] [total: 7]",
+            "6": "6 0625/31/o/n/17 \u00a9 ucles 2017 4 fig. 4.1 shows two methods for generating electricity using renewable sources.  fig. 4.1a  fig. 4.1b fig. 4.1  (a) name the energy source for each method. in fig. 4.1a, the energy source is  . in fig. 4.1b, the energy source is  . [2]  (b) (i) state two advantages of using renewable sources for generating electricity compared to  using a coal-fired power station. 1.  ...  ... 2.  ...  ..  [2]   (ii) state one disadvantage of using renewable sources for generating electricity compared  to using a coal-fired power station.  ...  ..  [1] [total: 5]",
+            "7": "7 0625/31/o/n/17 \u00a9 ucles 2017 [turn over 5 complete the sentences. choose from the words in the box. solid                liquid                gas  the words may be used once, more than once or not at all.  (a) the atoms are usually arranged in regular patterns in a .  . [1]  (b) the state of matter with the lowest density is a .  . [1]  (c) evaporation takes place when the most energetic molecules leave the surface of a     .  . [1]  (d) a small force can change the volume of a .  . [1] [total: 4]",
+            "8": "8 0625/31/o/n/17 \u00a9 ucles 2017 6 (a) fig. 6.1 shows a ray of light inside a semi-circular glass block. air glass fig. 6.1   the angle of incidence at the straight surface is less than the critical angle for the glass.   on fig. 6.1, continue the path of the ray.  [2]  (b)  fig. 6.2 shows another ray of light inside a semi-circular glass block. air glass     fig. 6.2     the angle of incidence at the straight surface is greater  than the critical angle for the glass.   (i) on fig. 6.2, continue the path of the ray.  [2]   (ii) state the term used to describe what happens to the light when it strikes the straight  surface in fig. 6.2.  ..  [1]",
+            "9": "9 0625/31/o/n/17 \u00a9 ucles 2017 [turn over  (c) a wave on the surface of water approaches a barrier. there is a small gap in the barrier, as  shown in fig. 6.3. water wavebarrier gap fig. 6.3   on fig. 6.3, draw three  wavefronts that have passed through the gap.  [2] [total: 7]",
+            "10": "10 0625/31/o/n/17 \u00a9 ucles 2017 7 (a) fig. 7.1 shows a man listening to a radio. x centre of loudspeaker fig. 7.1   (i) sound from the radio makes an air particle at x vibrate.    on fig. 7.1 draw two arrows on point x to show the directions of vibration of the air  particle.  [2]   (ii) which of these terms correctly describes the sound wave?    tick one box.      transverse      longitudinal      electromagnetic   [1]   (iii) suggest a value for the frequency of the sound that the man can hear. state the unit.  frequency =    [2]   (iv) explain why the man cannot hear ultrasound.  ...  ..  [1]",
+            "11": "11 0625/31/o/n/17 \u00a9 ucles 2017 [turn over  (b) fig. 7.2 shows a distance-time graph for ultrasound travelling in sea-water. 1000 800 600 400 200 0 0 0.20 0.40 0.60 0.80distance  / m time  / s fig. 7.2   (i) use the graph to calculate the speed of ultrasound in sea-water.  speed = .  m / s  [2]   (ii) a scientist measures the depth of the sea by using ultrasound. she sends a pulse of  ultrasound from the ship to the seabed. it reflects from the seabed as shown in fig. 7.3. pulse of ultrasoundreflection fig. 7.3    the time taken between sending a pulse and receiving the echo is 0.60  s. use the graph  to determine the depth of the sea.  depth = .  m  [2] [total: 10]",
+            "12": "12 0625/31/o/n/17 \u00a9 ucles 2017 8 fig. 8.1 shows a plotting compass and a bar magnet. the plotting compass consists of a small  magnet in the shape of an arrow. the arrow can rotate freely on a pivot. n splotting compass bar magnetpivot fig. 8.1  (a) describe how to use this apparatus to identify the magnetic field pattern of the bar magnet.  ...  ...  ...  ...  ...  ..  [3]",
+            "13": "13 0625/31/o/n/17 \u00a9 ucles 2017 [turn over  (b)  fig. 8.2 shows a bar magnet. n s fig. 8.2   on fig. 8.2 draw the magnetic field pattern around the bar magnet. use arrows to show the  direction of the field.  [3] [total: 6]",
+            "14": "14 0625/31/o/n/17 \u00a9 ucles 2017 9 a student investigates how the resistance of a thermistor changes with temperature.  fig. 9.1 shows part of the circuit the student uses. apower source fig. 9.1  (a) (i) on fig. 9.1, label the thermistor.  [1]   (ii) the student measures the potential difference (p.d.) across the thermistor.    on fig. 9.1, draw a voltmeter symbol, correctly connected, to measure this potential  difference.  [2]  (b) the student varies the temperature of the thermistor and measures the current in it.   some of the results are shown in the table. temperature of  thermistor  / \u00b0c20 40 60 80 current in thermistor  / a 0.005 0.010 0.040   (i) the potential difference across the thermistor is 6.0  v.    calculate the resistance of the thermistor when its temperature is 40  \u00b0c.   resistance = ..  \u03c9  [3]",
+            "15": "15 0625/31/o/n/17 \u00a9 ucles 2017 [turn over   (ii) describe and explain what happens to the current in the thermistor as the temperature of  the thermistor rises.  ...  ...  ..  [2]   (iii) suggest a value for the current in the thermistor at 80  \u00b0c. ...  a  [1]  (c) at a different temperature, the resistance of the thermistor is 300  \u03c9 and the resistance of the  variable resistor is 400  \u03c9.   calculate the value of their combined resistance.  combined resistance = ..  \u03c9  [1] [total: 10]",
+            "16": "16 0625/31/o/n/17 \u00a9 ucles 2017 10 (a) a student investigates electromagnetic induction.   fig. 10.1 shows the arrangement she uses. s 0+2 \u20132 sensitive centre-zero meterwire n fig. 10.1   when the student holds the wire stationary, as shown in fig. 10.1, the reading on the meter is  zero.   she moves the wire down between the poles of the magnet. then she holds it stationary and  then moves it up.   (i) the meter measures the size and direction of the induced electromotive force (e.m.f.).  on fig. 10.2, draw the position of the pointer on the meter at each stage.    one has been done for you. 0+2 \u201320+2 \u201320+2 \u20132 wire stationary wire moving up wire moving down [2] fig. 10.2   (ii) describe how the student could increase the size of the induced electromotive force  (e.m.f.).  ...  ...  ..  [2]",
+            "17": "17 0625/31/o/n/17 \u00a9 ucles 2017 [turn over  (b) a transformer is used near a power station.   there are 60 turns on the input coil and 660 turns on the output coil.   the input voltage is 25  000 v.   calculate the output voltage.  output voltage = ..  v  [3]  (c) state two advantages of high-voltage transmission of electrical energy. 1.  ... 2.  ..  [2] [total: 9]",
+            "18": "18 0625/31/o/n/17 \u00a9 ucles 2017 11 a nucleus of polonium-210 can be represented as 210 84po.  (a) (i) state the number of protons in a nucleus of polonium-210  ..  [1]   (ii) state the number of neutrons in a nucleus of polonium-210    [1]   (iii) state the number of electrons in a neutral atom of polonium-210  ...  [1]  (b) polonium-210 is radioactive. when polonium-210 decays it emits alpha radiation.   name two other types of radiation emitted when radioactive elements decay.   ...      and      ...  [1]  (c) polonium-210 has a half-life of 138 days.   a sample of polonium-210 has a mass of 0.4  g.   calculate the time for the sample to decay until only 0.1  g of polonium-210 remains.  time =   days  [3] [total: 7]",
+            "19": "19 0625/31/o/n/17 \u00a9 ucles 2017 12 a scientist needs to reduce the risks when working with radioactive sources.  (a) explain why radioactive sources can be dangerous.  ...  ...  ..  [2]  (b) describe how to reduce the risks when working with radioactive sources.  ...  ...  ...  ..  [2] [total: 4]",
+            "20": "20 0625/31/o/n/17 \u00a9 ucles 2017 blank page permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the  publisher will be pleased to make amends at the earliest possible opportunity. to avoid the issue of disclosure of answer-related information to candidates, all copyright acknowledgements are reproduced online in the cambridge international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download at www.cie.org.uk after  the live examination series. 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."
+        },
+        "0625_w17_qp_32.pdf": {
+            "1": "this document consists of 15 printed pages and 1 blank page. dc (nf/sg) 132270/7 \u00a9 ucles 2017  [turn over *4342807288* physics  0625/32 paper 3  theory (core)  october/november 2017  1 hour 15 minutes candidates answer on the question paper. no additional materials are required. read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen. you may use an hb pencil for any diagrams or graphs. do not use staples, paper clips, glue or correction fluid. do not  write in any barcodes. answer all questions. electronic calculators may be used. you may lose marks if you do not show your working or if you do not use appropriate units. take the weight of 1.0  kg to be 10  n (acceleration of free fall  = 10 m / s2). at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question. the syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificate.cambridge international examinations cambridge international general certificate of secondary education",
+            "2": "2 0625/32/o/n/17 \u00a9 ucles 2017 1 (a) nuclear power stations generate electricity.   which of these statements describe an advantage of using nuclear power stations, and which  of them describe a disadvantage?   put a tick ( \u2713) in the correct column for each statement. the first one is done for you. statement advantage disadvantage nuclear power stations require high levels of security \u2713 nuclear power stations produce small amounts of carbon  dioxide nuclear power stations have a small effect on climate  change waste radioactive material can take a very long time to  decay [3]  (b) describe how electricity may be generated using geothermal resources.  ...  ...  ...  ...  ...  ...  ..  [3] [total: 6]",
+            "3": "3 0625/32/o/n/17 \u00a9 ucles 2017 [turn over 2 fig. 2.1 shows a speed-time graph for a ship starting to move. 10 8 6 4 2 0 0 1 2 3 4 5 6 7 8 9 10 time  / minutesspeed m / s abcd fig. 2.1  (a) describe the motion of the ship during each section of the graph. a  ...  ... b  ...  ... c  ...  ... d  ...  ..  [4]  (b) determine the distance travelled by the ship in section b of the graph.  distance =  .  m  [3] [total: 7]",
+            "4": "4 0625/32/o/n/17 \u00a9 ucles 20173 fig. 3.1 shows a glass vase used for displaying flowers. fig. 3.1  (a) the mass of the glass is 450 g. the volume of glass in the vase is 145 cm3.   (i) calculate the density of the glass.  density =  ..  g / cm3  [3]   (ii) calculate the weight of the glass.  weight =  ..  n  [3]  (b) another vase has a weight of 30 n. the area of the base in contact with a table is 80.0 cm2.   calculate the pressure this vase exerts on the table.  pressure =  ..  n / cm2  [3] [total: 9]",
+            "5": "5 0625/32/o/n/17 \u00a9 ucles 2017 [turn over 4 fig. 4.1 shows a fairground ride. cabinpath of cabinstarting positionpylonpylon fig. 4.1  people sit inside a cabin suspended between two pylons. the cabin is lifted to the starting position  shown in fig. 4.1.  (a) state the name of the type of energy gained by the cabin as it rises.  ..  [1]  (b) the cabin is released and swings down between the two pylons. the path of the cabin is  shown on fig. 4.1. the cabin has maximum kinetic energy at one point on its path. draw this  point on fig. 4.1 and label this point x.  [1]  (c) a force opposes the motion of the cabin as it falls. state the name of this force.  ..  [1]  (d) after a few swings, a brake system stops the cabin (not shown on the diagram).   use ideas about energy transfer to suggest how the brake system stops the cabin.  ...  ...  ...  ..  [3] [total: 6]",
+            "6": "6 0625/32/o/n/17 \u00a9 ucles 2017 5 a cup made from plastic, containing a hot drink, is shown in fig. 5.1. plastic sides hot drink air fig. 5.1  (a) state the term given to materials that reduce the transfer of thermal energy.  ..  [1]  (b) the hot drink gradually cools.   describe and explain two processes by which thermal energy is transferred from the hot  drink.  ...  ...  ...  ...  ...  ...  ...  ..  [5] [total: 6]",
+            "7": "7 0625/32/o/n/17 \u00a9 ucles 2017 [turn over 6 fig. 6.1 shows a ray of light reflected from mirror 1 at point p and striking mirror 2 at point q. 45\u00b0 p qplane mirror 1 plane mirror 2ray of light fig. 6.1  (a) on fig. 6.1, \u2022 clearly mark the position of the normal at q, \u2022 draw the ray reflected from point q, \u2022 mark the angle of reflection at q using the letter r,   state the law you used to draw the reflected ray.  ... [4]  (b) compare the direction of the ray reflected from mirror 2 at q with the direction of the ray  incident on mirror 1 at p. tick one box.   the ray of light reflected from mirror 2 is    parallel to the incident ray at p,    perpendicular to the incident ray at p,    at an angle of 45\u00b0 to the incident ray at p.  [1]",
+            "8": "8 0625/32/o/n/17 \u00a9 ucles 2017  (c) a thin, converging lens forms an image, i, of an object, o, as shown in fig. 6.2. o24 cm 10 cm 8 cm i fig. 6.2   (i) on fig. 6.2, label a principal focus of the lens, using the letter f. [1]   (ii) state the focal length of the lens.  focal length =    cm  [1] [total: 7]",
+            "9": "9 0625/32/o/n/17 \u00a9 ucles 2017 [turn over 7 fig. 7.1 shows the regions of the electromagnetic spectrum. r o y _ b _ vvisibleradio wavesmicro- wavesinfra-red ultraviolet x-rays gamma rays fig. 7.1  (a) fig. 7.1 shows the first letter of some colours in the visible part of the spectrum.   state which colours are missing.   ... and ...  [1]  (b) state the names of the regions of the electromagnetic spectrum that are used in   (i) communications,     ... and ...  [1]   (ii) remote controls for televisions and dvd players.  ..  [1]  (c) describe how high levels of microwave energy can be dangerous to people.  ...  ..  [1]  (d) state two safety precautions required when using x-rays. 1.  ... 2.  ..  [2] [total: 6]",
+            "10": "10 0625/32/o/n/17 \u00a9 ucles 2017 8 (a) an atom of carbon contains protons, neutrons and electrons.   indicate where each particle is found in the atom. place a tick in the appropriate box. particle in the   nucleusorbiting the   nucleus electron neutron proton [3]  (b) an atom of carbon contains 6 protons, 7 neutrons and 6 electrons.   (i) state the proton number of the carbon.  ..  [1]   (ii) state the nucleon number of the carbon.  ..  [1]  (c) carbon has many different isotopes.   (i) explain the meaning of the term  isotope .  ...  ...  ..  [2]   (ii) the nuclide notation for the carbon in (b) is 13 6c.    suggest the nuclide notation for another possible isotope of carbon.  ..  [1] [total: 8]",
+            "11": "11 0625/32/o/n/17 \u00a9 ucles 2017 [turn over 9 some metals can be used to make permanent magnets.  (a) identify the metal that can form a permanent magnet.   tick one box.    copper   iron  steel  [1]  (b) fig. 9.1 shows a circuit that is used to make a permanent magnet. a12 v coil fig. 9.1   (i) on fig. 9.1, label the variable resistor with the letter x.  [1]   (ii) describe how the circuit is used to make a permanent magnet.  ...  ...  ..  [3]  (c) fig. 9.2 shows the coil from fig. 9.1. fig. 9.2   on fig. 9.2 carefully sketch the pattern of the magnetic field produced by the coil.  [2] [total: 7]",
+            "12": "12 0625/32/o/n/17 \u00a9 ucles 2017 10 fig. 10.1 shows a series circuit. a5.6 \u03c9fixed resistor light-dependent resistor (ldr) fig. 10.1  (a) in dim light, the resistance of the ldr is 20.0  \u03c9.   (i) the resistance of the battery and ammeter can be ignored.    calculate the resistance of the circuit.  resistance =  ..  \u03c9  [1]   (ii) the current in the circuit is 0.23  a.    calculate the potential difference across the fixed resistor.  potential difference (voltage) =  ..  v  [3]  (b) a bright light shines on to the ldr.   state and explain what happens to the current in the circuit.  ...  ..  [2] [total: 6]",
+            "13": "13 0625/32/o/n/17 \u00a9 ucles 2017 [turn over 11 fig. 11.1 shows a charger for a mobile (cell) phone. the charger contains a transformer. fig. 11.1  (a) the primary coil of the transformer has 900 turns and the secondary coil has 49 turns.   the input voltage to the transformer is 220  v.   calculate the output voltage.  output voltage =  ..  v  [3]  (b) state the name of the metal used to make the coils of the transformer.  ..  [1]  (c) a transformer uses an alternating current (a.c.).   describe the difference between alternating current (a.c.) and direct current (d.c.).  ...  ...  ..  [1] [total: 5]",
+            "14": "14 0625/32/o/n/17 \u00a9 ucles 2017 12 fig. 12.1 shows some equipment used in a demonstration. rubber bungwires from battery electric bellglass jar hammer gong to vacuum pump fig. 12.1  the glass jar is connected to a vacuum pump. the electric bell is switched on. the observers see  and hear the bell working.  (a) (i) the vacuum pump removes air from the glass jar. state what the observers see and  what they hear after the air is removed. observers see    ... observers hear  ..  ..  [2]   (ii) state what the demonstration in (a)(i)  shows about the transmission of sound waves.  ...  ...  ..  [2]   (iii) when the bell is working, the hammer strikes the gong. describe how the gong produces  the sound.  ...  ..  [1]",
+            "15": "15 0625/32/o/n/17 \u00a9 ucles 2017  (b) indicate the lowest and highest frequencies that can be heard by the human ear.   tick one box from each column.  lowest frequency  highest frequency   2 hz  20 khz   20 hz  200 khz   200 hz  2 mhz   2 khz  20 mhz [2] [total: 7]",
+            "16": "16 0625/32/o/n/17 \u00a9 ucles 2017 blank page permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the  publisher will be pleased to make amends at the earliest possible opportunity. to avoid the issue of disclosure of answer-related information to candidates, all copyright acknowledgements are reproduced online in the cambridge international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download at www.cie.org.uk after  the live examination series. 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."
+        },
+        "0625_w17_qp_33.pdf": {
+            "1": "this document consists of 16 printed pages. dc (nf/sg) 132271/7 \u00a9 ucles 2017  [turn over *6324801284* physics  0625/33 paper 3  theory (core)  october/november 2017  1 hour 15 minutes candidates answer on the question paper. no additional materials are required. read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen. you may use an hb pencil for any diagrams or graphs. do not use staples, paper clips, glue or correction fluid. do not  write in any barcodes. answer all questions. electronic calculators may be used. you may lose marks if you do not show your working or if you do not use appropriate units. take the weight of 1.0  kg to be 10  n (acceleration of free fall  = 10 m / s2). at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question. the syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificate.cambridge international examinations cambridge international general certificate of secondary education",
+            "2": "2 0625/33/o/n/17 \u00a9 ucles 2017 1 (a) a student determines the speed of three cars on a straight road.   the student measured the time for the cars to travel 50  m.   the table shows the measurements. car distance travelled  / m time taken  / s a 50 3.2 b 50 4.0 c 50 3.6   (i) without calculation, identify the fastest car and the slowest car.    complete the table. car the fastest car the slowest car [2]   (ii) calculate the speed of car b.  speed =  ..  m / s  [3]  (b) (i) estimate the time, in minutes, for car c to travel 5000  m.  estimated time =  ...  minutes  [2]   (ii) explain why your answer in (b)(i)  may not be the same as the actual time taken for the  car to travel 5000  m.  ...  ..  [1] [total: 8]",
+            "3": "3 0625/33/o/n/17 \u00a9 ucles 2017 [turn over 2 fig. 2.1 shows a metal object discovered by a scientist using a metal detector. fig. 2.1  the scientist wants to know the type of metal from which the object is made. she needs to find the  density of the metal.  (a) describe how the scientist can measure the volume of the object, using the method of  displacement.  ...  ...  ...  ...  ...  ..  [4]  (b) the mass of the metal object is 347  g and its volume is 18  cm3.   calculate the density of the metal.  density =  ..  g / cm3  [3] [total: 7]",
+            "4": "4 0625/33/o/n/17 \u00a9 ucles 2017 3 fig. 3.1 shows a large box with a heavy lid. fig. 3.1  (a) the weight of the box is 2250  n.   calculate the mass of the box.  mass =  .  kg  [3]  (b) a man wants to lift the lid of the box. he puts a strong metal bar between the box and the lid.  he applies a force to the bar as shown in fig. 3.2. 400  n pivot40 cmmetal bar fig. 3.2   (i) calculate the moment of his force about the pivot. state the unit.  moment =  ..  [4]   (ii) the moment in (b)(i)  is not sufficient to lift the lid. describe how the man can increase  the moment, using the same force.  ...  ..  [1] [total: 8]",
+            "5": "5 0625/33/o/n/17 \u00a9 ucles 2017 [turn over 4 a catapult consists of a rubber band attached to a handle. a student uses the catapult to fire a ball  towards a target. fig. 4.1 shows the catapult just before the student releases the rubber band. rubber band ball handle fig. 4.1  (a) when the student releases the rubber band, the ball moves towards the target.   complete the following sentences about energy transfers during this process. use words  from the box. you may use each word once, more than once or not at all.   elastic            force            friction            gravitational            kinetic            thermal   (i) as the rubber band is pulled back, the work done is transferred into ...  potential energy.  [1]   (ii) when the student releases the rubber band, the ball moves forward horizontally. stored     ... potential energy is transferred into  ... energy.  [2]   (iii) as the ball travels through the air there is friction with air molecules. this causes some of     the ball\u2019s ... energy to be transferred into ... energy.  [2]",
+            "6": "6 0625/33/o/n/17 \u00a9 ucles 2017  (b) the ball does not reach the target, as shown in fig. 4.2. path of ball fig. 4.2   describe how the student can increase the energy of the ball, using the same catapult.  ..  [1] [total: 6]",
+            "7": "7 0625/33/o/n/17 \u00a9 ucles 2017 [turn over 5 a vehicle may have tyres of type a or type b, as shown in fig. 5.1. type a type b fig. 5.1  (a) state and explain the type of tyre that is suitable for travelling over soft ground.  ...  ...  ...  ..  [3]  (b) the temperature of the air in a tyre increases. this affects the motion of the air molecules in  the tyre.   describe and explain the changes.  ...  ...  ...  ...  ..  [3] [total: 6]",
+            "8": "8 0625/33/o/n/17 \u00a9 ucles 2017 6 fig. 6.1 shows a liquid-in-glass thermometer. \u201310 0 10 20 30 40 50 60 70 80 90 100 110\u00b0cliquid fig. 6.1  (a) (i) which of these metals is often used for the liquid in thermometers?    tick the correct box.   magnesium   mercury   silver  [1]   (ii) the thermometer is placed inside a freezer containing ice.    suggest the temperature of the ice. draw an arrow on fig. 6.1.  [1]   (iii) a thermometer is calibrated using two fixed points. state the temperatures of the two  fixed points.    lower fixed point = .  \u00b0c    upper fixed point = .  \u00b0c [1]  (b) the sentences are about thermal processes.   complete each sentence. use words from the box. each word may be used once, more than  once or not at all.   conductor           convection           emitter           insulator           radiation           reflection \u2022 a dull black surface is a good ... \u2022 copper is used to make pans because it is a good thermal  \u2022 in fluids, thermal energy is transferred mainly by  \u2022 thermal energy reaches earth from the sun by means of .. [4] [total: 7]",
+            "9": "9 0625/33/o/n/17 \u00a9 ucles 2017 [turn over 7 fig. 7.1 shows a floating plastic ball attached by a long rope to a weight on the bottom of a lake.  a water wave on the surface of the lake causes the ball to move vertically up and down. direction of travel of the water waveball rope weight24 cm fig. 7.1  (a) on fig. 7.1, indicate the wavelength of the wave. label the distance w. [1]  (b) determine the amplitude of the wave.  amplitude =    cm  [1]  (c) the ball reaches its maximum height 40 times in 60 seconds. calculate the frequency of the  wave.  frequency =    hz  [2]  (d) explain how the motion of the ball shows that the water wave is transverse.  ...  ...  ..  [1]  (e) state another example of a transverse wave.  ..  [1] [total: 6]",
+            "10": "10 0625/33/o/n/17 \u00a9 ucles 2017 8 fig 8.1 shows two parallel rays of light that pass through a thin converging lens. the diagram is  incomplete. there is a principal focus at f1 and at f2. x yf1f2cc fig. 8.1  (a) (i) on fig. 8.1, complete the ray diagram to show how the lens focuses the light.  [3]   (ii) which distance on fig. 8.1 is a focal length of the lens? tick ( \u2713) one box.      c to f2      f1 to f2      f2 to y [1]  (b) (i) a ray of light travels through a semicircular glass block, as shown in fig. 8.2. zair glass block fig. 8.2    state the term given to the angle of incidence labelled z.  ..  [1]   (ii) fig. 8.3 shows another ray of light travelling in the semicircular glass block. air glass block fig. 8.3    the angle of incidence is greater than z. continue the path of the ray of light until it  leaves the block.  [2] [total: 7]",
+            "11": "11 0625/33/o/n/17 \u00a9 ucles 2017 [turn over 9 a machine pushes a metal post into the ground using a hammer, as shown in fig. 9.1. the hammer  makes a loud noise when it hits the post. hammer postmachine fig. 9.1  a man stands 160  m from the hammer.  (a) a man sees the hammer hit the post and a short time later hears the sound of the post being  hit. explain the delay in hearing the sound.  ...  ..  [1]  (b) (i) the hammer is 320  m from a large building as shown in fig. 9.2. large building 320  m 160  m postmachine man fig. 9.2    the man hears the hammer hit the post and then hears an echo. explain why he hears  the echo.  ...  ..  [1]",
+            "12": "12 0625/33/o/n/17 \u00a9 ucles 2017   (ii) the speed of sound in air is 320  m / s.    calculate the time difference between the man hearing the first sound and the time at  which he hears the echo.  time difference =  ..  [3]  (c) suggest how the sound of the echo is different from the first sound.  ..  [1] [total: 6]",
+            "13": "13 0625/33/o/n/17 \u00a9 ucles 2017 [turn over 10 a student places a bar magnet onto a sheet of paper, as shown in fig. 10.1. s nx ysheet of paper fig. 10.1  (a) the student shows the pattern of the magnetic field lines around the magnet.   (i) on fig. 10.1 carefully draw two magnetic field lines above the centre line xy and two  magnetic field lines below xy.  [2]   (ii) indicate the direction of the magnetic field lines. use an arrow. mark one field line above  xy and one field line below xy.  [1]   (iii) state the name of a piece of equipment that can be used to determine the direction of  the magnetic field.  ..  [1]  (b) describe how the student can use a bar magnet to test whether a metal rod is a magnet.  ...  ...  ..  [2] [total: 6]",
+            "14": "14 0625/33/o/n/17 \u00a9 ucles 2017 11 a student wants to find the resistance of a wire. he connects the circuit shown in fig. 11.1. wirev a fig. 11.1  (a) a teacher checks the circuit and identifies three errors.   using the components given in fig. 11.1, carefully draw the correct circuit diagram in the  space below. [3]  (b) the student uses the correct circuit. the student finds that the current is 0.3  a when the  potential difference across the wire is 2.7  v.   calculate the resistance of the wire.  resistance =  ..  \u03c9  [3]",
+            "15": "15 0625/33/o/n/17 \u00a9 ucles 2017 [turn over  (c) the student tests two other pieces of wire made of the same metal. he compares each  resistance value with that of the first wire.   state how the resistance compares with the first wire   (i) for a wire that is longer, but of the same thickness,  ..  [1]   (ii) for a wire that is thicker, but of the same length.  ..  [1] [total: 8]",
+            "16": "16 0625/33/o/n/17 \u00a9 ucles 2017 12 this question is about radioactive materials.  (a) state the name of the electromagnetic radiation emitted by some nuclei when they decay.  ..  [1]  (b) describe the composition and the penetrating ability of an \u03b1-particle. composition  ..  ... penetrating ability  .  ..  [2]  (c) americium-241 is a radioactive isotope. it has a half-life of 400 years.   a sample contains americium-241. calculate the percentage of americium-241 that remains  in the sample after 800 years have passed.  percentage remaining =  .  %  [2] [total: 5] 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 international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download at www.cie.org.uk after  the live examination series. 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."
+        },
+        "0625_w17_qp_41.pdf": {
+            "1": "this document consists of 14 printed pages and 2 blank pages. dc (lk/sg) 133346/7 \u00a9 ucles 2017  [turn overcambridge international examinations cambridge international general certificate of secondary education *2939187014* physics  0625/41 paper 4  theory (extended)  october/november 2017  1 hour 15 minutes candidates answer on the question paper. no additional materials are required. read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen. you may use an hb pencil for any diagrams or graphs. do not use staples, paper clips, glue or correction fluid. do not  write in any barcodes. answer all questions. electronic calculators may be used. you may lose marks if you do not show your working or if you do not use appropriate units. take the weight of 1.0  kg to be 10  n (acceleration of free fall  = 10 m / s2). at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part  question. the syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificate.",
+            "2": "2 0625/41/o/n/17 \u00a9 ucles 2017 1 fig. 1.1 shows the speed-time graph for the motion of a car. 20 15 10 5 0 0 10 20 30 40 time  / sspeed m / s fig. 1.1  the mass of the car is 1200  kg.  (a) calculate, for the first 20  s of the motion,   (i) the distance travelled by the car,  distance =  ... [2]   (ii) the acceleration of the car,  acceleration =  ... [2]   (iii) the resultant force acting on the car.  resultant force =  ... [2]  (b) describe the motion of the car in the period of time from 25  s to 40  s.  ...  ... [1]  [total: 7]",
+            "3": "3 0625/41/o/n/17 \u00a9 ucles 2017 [turn over 2 (a) state hooke\u2019s law.  ...  ... [1]  (b) for forces up to 120  n, a spring obeys hooke\u2019s law.   a force of 120  n causes an extension of 64  mm.   (i) on fig. 2.1, draw the force-extension graph for the spring for loads up to 120  n. [1] 150 100 50 0 0 20 40 60 80 extension  / mmforce  / n fig. 2.1   (ii) calculate the spring constant k of the spring.  k =  ... [2]  (c) a student makes a spring balance using the spring in (b). the maximum reading of this  balance is 150  n.   the student tests his balance with a known weight of 140  n. he observes that the reading of  the balance is not 140  n.   suggest and explain why the reading is not 140 n.     ...  ...  ... [2]  [total: 6]",
+            "4": "4 0625/41/o/n/17 \u00a9 ucles 2017 3 all the sides of a plastic cube are 8.0  cm long. fig. 3.1 shows the cube. 8.0 cm fig. 3.1 (not to scale)  the mass of the cube is 0.44  kg.  (a) explain what is meant by mass .  ... [1]  (b) (i) calculate the density of the plastic from which the cube is made.  density =  ... [2]   (ii) the density of one type of oil is 850  kg / m3.    state and explain whether the cube floats or sinks when placed in a container of this oil.  ...  ... [1]  (c) on the moon, the weight of the cube is 0.70  n.    (i) calculate the gravitational field strength on the moon.  gravitational field strength =  ... [2]",
+            "5": "5 0625/41/o/n/17 \u00a9 ucles 2017 [turn over   (ii) in a laboratory on the moon, the plastic cube is held stationary, using a clamp, in a  beaker of  the oil of density 850  kg / m3.    the arrangement is shown in fig. 3.2. 3.0 cmcube oilclamp standclamp bench fig. 3.2    the lower face of the cube is 3.0  cm below the surface of the oil.      use your answer to (c)(i)  to calculate the pressure due to the oil on the lower face of the  cube.  pressure =  ... [2]  [total: 8]",
+            "6": "6 0625/41/o/n/17 \u00a9 ucles 2017 4 fig. 4.1 shows a balloon filled with helium that is used to lift measuring instruments to a great  height above the earth\u2019s surface. fig. 4.1  (a) explain, in terms of momentum, how the atoms of helium produce a force on the wall of the  balloon.  ...  ...  ...  ... [3]  (b) at ground level, the pressure of the helium in the balloon is 1.0 \u00d7 105 pa. the volume occupied  by the helium is 9.6  m3.    the balloon is released and it rises quickly through the atmosphere. the volume occupied by  the helium increases, but the temperature of the helium may be assumed to stay constant.   (i) explain, in terms of the helium atoms in the balloon, why the pressure in the balloon is  smaller than at ground level.  ...  ...  ... [2]   (ii) calculate the pressure of the helium when it occupies a volume of 12  m3.  pressure =  ... [2]  [total: 7]",
+            "7": "7 0625/41/o/n/17 \u00a9 ucles 2017 [turn over 5 (a) a wave passes through a gap in a barrier. the wavelength of the wave is the same magnitude  as the width of the gap in the barrier.   tick one box to indicate what happens to the wave. diffraction and dispersion diffraction only dispersion only refraction and diffraction refraction and dispersion refraction only  [1]  (b) fig. 5.1 shows six wavefronts of a wave travelling on the surface of deep water. the wave is  incident on a boundary with a region where the water is shallow.  direction of wave deep waterboundary shallow water fig. 5.1   (i) on fig. 5.1, draw the wavefronts of the wave in the shallow water where the wave travels  more slowly.  [2]   (ii) the depth of the shallow water is now changed so that the speed of the wave in the  shallow water is 0.60  m / s. the speed of the wave in the deep water is 0.80  m / s.    the distance between successive wavefronts in the deep water is 1.4  cm.    calculate the wavelength of the wave in the shallow water.  wavelength =  ... [4]  [total: 7]",
+            "8": "8 0625/41/o/n/17 \u00a9 ucles 2017 6 (a) the left-hand column of the table shows some possible speeds of a sound wave.   in the right-hand column, write down the medium in which a sound wave has this speed.   choose from solid, liquid or gas. speed of sound wave m / smedium 1500 5000 300  [2]  (b) fig. 6.1 represents a series of compressions and rarefactions of a sound wave. fig. 6.1   (i) on fig. 6.1, mark, with the letters x and y, the mid-points of two rarefactions.  [1]   (ii) state, in terms of pressure, what is meant by a rarefaction .  ...  ... [1]  (c) astronauts set up a mirror on the moon\u2019s surface. a laser beam is transmitted from the earth\u2019s  surface to the mirror and is then reflected back to earth.   on a certain day, the time between transmitting the beam from a point on the earth\u2019s surface  and receiving the reflected signal at the same point is 2.56  s.   the speed of the laser beam is 3.00 \u00d7 108 m / s.   calculate the distance between the earth\u2019s surface and the moon\u2019s surface.  distance =  ... [3]  [total: 7]",
+            "9": "9 0625/41/o/n/17 \u00a9 ucles 2017 [turn over 7 (a) fig. 7.1 shows a converging lens and its principal axis. the points labelled f are each a  principal focus of the lens. f fo fig. 7.1   on fig. 7.1, draw two rays from the top of the object o, to locate the image of o.   label the image i. [3]  (b) underline three  of the terms below to describe the nature of the image produced by a  converging lens used as a magnifying glass. diminished    enlarged    inverted    real   same size    upright    virtual  [2]  (c) fig. 7.2 shows the path of a ray of red light passing through a glass prism. prism air fig. 7.2   a ray of green light enters the prism along the same path as the ray of red light.   on fig. 7.2, draw the path of the ray of green light as it passes through the prism and emerges  into the air.  [2]  [total: 7]",
+            "10": "10 0625/41/o/n/17 \u00a9 ucles 2017 8 (a) describe a renewable process by which electrical energy is obtained from the energy stored  in water. you may draw a diagram in the space.  ...  ...  ...  ...  ...  ... [4]  (b) explain why the process described in (a) can be regarded as renewable.  ...  ...  ...  ... [2]  (c) explain whether the sun is the source of the energy stored in the water in (a).  ...  ...  ...  ... [2]  [total: 8]",
+            "11": "11 0625/41/o/n/17 \u00a9 ucles 2017 [turn over 9 fig. 9.1 shows a circuit with three 1.5  v cells. 3.0 \u03c9 6.0 \u03c9a c d eb g fh fig. 9.1  (a) calculate   (i) the total electromotive force (e.m.f.) of the cells,  e.m.f. =  ... [1]   (ii) the total resistance of the circuit,  resistance =  ... [3]   (iii) the current in the 3.0  \u03c9 resistor.  current =  ... [2]  (b) state, using the letters in fig. 9.1, how you would connect   (i) an ammeter to measure the total current in the circuit,  ...  ... [1]     (ii) a voltmeter to measure the potential difference (p.d.) across the 6.0  \u03c9 resistor.  ...  ... [1]  [total: 8]",
+            "12": "12 0625/41/o/n/17 \u00a9 ucles 2017 10 (a) (i) draw the circuit symbol for a diode.  [1]   (ii) state the function of a diode.  ... [1]  (b) fig. 10.1 shows the proposed system for charging the battery of an electric toothbrush.  b acoil x 230  v a.c.coil ybattery handle of toothbrush base of charger+ \u2013 fig. 10.1   the handle of the brush contains the battery and a coil x. the circuit from coil x to the battery  is not shown.   the base of the charger contains a coil y, wound on an iron core, connected to the a.c. mains  supply.   to charge the battery, the handle is lowered so that coil y is inside coil x.   fig. 10.1 shows the direction needed for the charging current at the battery.",
+            "13": "13 0625/41/o/n/17 \u00a9 ucles 2017 [turn over   (i) on fig. 10.1, complete the circuit from terminals a and b of coil x to the battery.    include a diode.  [2]   (ii) explain how an alternating voltage is produced in coil x.  ...  ...  ...  ...  ...  ... [3]  [total: 7]",
+            "14": "14 0625/41/o/n/17 \u00a9 ucles 2017 11 the radioactive isotope carbon-14 (14 6 c) emits \u03b2-particles as it decays.  (a) the decay of carbon-14 produces an isotope of nitrogen (n).   (i) state the nature of a \u03b2-particle and state where it is produced.  ...  ... [2]   (ii) complete the nuclide equation for the radioactive decay of carbon-14.     14 6 c          . .n  +    . .\u03b2\b [3]  (b) the half-life of carbon-14 is 5700 years.   explain what is meant by the term half-life .  ...  ... [1]  (c) a workman operates a machine that uses \u03b2-particles to determine the level of liquid in a  plastic water bottle that is  being filled.   suggest why   (i) \u03b1-particles are not suitable for the same purpose,  ...  ... [1]   (ii) \u03b3-rays are not suitable for the same purpose.  ...  ... [1]  [total: 8]",
+            "15": "15 0625/41/o/n/17 \u00a9 ucles 2017 blank page",
+            "16": "16 0625/41/o/n/17 \u00a9 ucles 2017 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 international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download at www.cie.org.uk after  the live examination series. 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.blank page"
+        },
+        "0625_w17_qp_42.pdf": {
+            "1": "this document consists of 16 printed pages. dc (lk/sg) 133347/6 \u00a9 ucles 2017  [turn overcambridge international examinations cambridge international general certificate of secondary education *7664196292* physics  0625/42 paper 4  theory (extended)  october/november 2017  1 hour 15 minutes candidates answer on the question paper. no additional materials are required. read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen. you may use an hb pencil for any diagrams or graphs. do not use staples, paper clips, glue or correction fluid. do not  write in any barcodes. answer all questions. electronic calculators may be used. you may lose marks if you do not show your working or if you do not use appropriate units. take the weight of 1.0  kg to be 10  n (acceleration of free fall  = 10 m / s2). at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part  question. the syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificate.",
+            "2": "2 0625/42/o/n/17 \u00a9 ucles 2017 1 fig. 1.1 shows a cylinder made from copper of density 9000  kg / m3.   fig. 1.1   the volume of the cylinder is 75  cm3.  (a) calculate the mass of the cylinder.  mass =  ... [2]  (b) the gravitational field strength is 10  n / kg.   (i) calculate the weight of the cylinder.  weight =  ... [2]   (ii) state one way in which weight differs from mass.  ...  ...  ... [1]",
+            "3": "3 0625/42/o/n/17 \u00a9 ucles 2017 [turn over  (c) fig. 1.2 shows the cylinder immersed in a liquid.  2.7 cmliquid cylinder fig. 1.2 (not to scale)   the upper face of the cylinder is at a depth of 2.7  cm below the surface of the liquid.   the pressure due to the liquid at the upper face of the cylinder is 560  pa.   (i) calculate the density of the liquid.  density =  ... [2]   (ii) explain why the cylinder does not float in this liquid.  ...  ... [1]  [total: 8]",
+            "4": "4 0625/42/o/n/17 \u00a9 ucles 2017 2 (a) an object is moving in a straight line at constant speed. a resultant force begins to act upon  the object.   state the  ways in which the force may change the motion of the object.  ...  ...  ...  ... [2]  (b) state one other effect a force could have on the object.  ... [1]  (c) the mass of a car is 1400  kg. the car, initially at rest, is moved along a level road by a  resultant force of 3500  n. the car reaches a speed of 30  m / s.   (i) calculate the average acceleration of the car.  acceleration =  ... [2]   (ii) calculate  the time for which the force is applied.  time =  ... [2]   (iii) state the name of a force which opposes the motion of the car.  ... [1]  [total: 8]",
+            "5": "5 0625/42/o/n/17 \u00a9 ucles 2017 [turn over 3 (a) state the name of a fuel that is burnt to produce large amounts of electrical energy.   describe a process by which electrical energy is obtained from the chemical energy stored in  this fuel. name of fuel:   description of process:  .  ...  ...  ...  ... [4]  (b) explain why the sun is the source of the energy stored in the fuel in (a).  ...  ...  ...  ... [2]  (c) explain whether the process in (a) is renewable.  ...  ...  ...  ... [2]  [total: 8]",
+            "6": "6 0625/42/o/n/17 \u00a9 ucles 2017 4 a beaker contains water at room temperature. fig. 4.1 shows the beaker placed on a tripod above  a bunsen burner. fig. 4.1  the bunsen burner is lit and the temperature of the water begins to increase.  (a) the water is evaporating.   (i) describe one difference between evaporation and boiling.  ...  ...  ... [2]   (ii) state and explain what happens to the rate at which the water evaporates as its  temperature increases.  ...  ...  ... [1]",
+            "7": "7 0625/42/o/n/17 \u00a9 ucles 2017 [turn over  (b) after a few minutes, the water reaches its boiling point temperature. the water continues to  gain energy from the bunsen burner.   (i) state what happens to the temperature of the water in the beaker.  ...  ... [1]   (ii) the specific latent heat of vaporisation of water is 2.3 \u00d7 106 j / kg. after the water reaches  its boiling point, it takes 12 minutes for 0.095  kg of water to boil away.    calculate the average rate at which energy is being supplied to the water by heating.  rate of energy supplied =  ... [3]  [total: 7]",
+            "8": "8 0625/42/o/n/17 \u00a9 ucles 2017 5 (a) explain why houses in hot countries are often painted white.   use ideas about the transfer of thermal energy in your answer.  ...  ...  ...  ... [3]  (b)  as a star approaches the end of its life, the amount of radiation emitted from it per second  changes.   the star cools down.   state any effect on the rate of emission of radiation.  ...  ... [1]  [total: 4]",
+            "9": "9 0625/42/o/n/17 \u00a9 ucles 2017 [turn over 6 fig. 6.1 represents wavefronts of a water wave on the surface of water approaching a gap in a  barrier.  direction of travel of wavefrontsbarrier with gap fig. 6.1  (a) the wavefronts to the right of the barrier spread out as far as the dashed lines in fig. 6.1.   (i) state the name of the process of spreading out.  ... [1]   (ii) draw four wavefronts to the right of the barrier.  [2]  (b) (i) state the effect of increasing the width of the gap in the barrier.  ...  ... [1]   (ii) state and explain the effect of decreasing the frequency of the water wave.  ...  ...  ... [2]  [total: 6]",
+            "10": "10 0625/42/o/n/17 \u00a9 ucles 2017 7 (a) fig. 7.1 is a diagram of a converging lens used to produce an image of an object. each point  marked f is a principal focus. f fobject image fig. 7.1   write down three  terms that describe the image produced.  ...  ...  ... [3]  (b) fig. 7.2 shows a plane mirror, a point object o and an observer\u2019s eye. omirror eye fig. 7.2   (i) on fig. 7.2, draw two rays from the object reflected to the observer\u2019s eye.  [2]   (ii) on fig. 7.2, complete your drawing to determine the position of the image of the object  o.  label this image i.  [2]  [total: 7] ",
+            "11": "11 0625/42/o/n/17 \u00a9 ucles 2017 [turn over 8 fig. 8.1 is a circuit diagram.  24 v 8.0 \u03c9 4.0 \u03c9 6.0 \u03c9 fig. 8.1  calculate  (a) the resistance of the circuit,  resistance =  ... [4]   (b) the potential difference (p.d.) across the 8.0  \u03c9 resistor.  p.d. =  ... [2]   [total: 6]",
+            "12": "12 0625/42/o/n/17 \u00a9 ucles 2017 9 (a) fig. 9.1 is a circuit diagram. a bc fig. 9.1   (i) state the names of circuit components a, b and c. component a  .   component b  .   component c  .  [2]   (ii) the circuit can be used to indicate a change in temperature.    state and explain what would be observed when the temperature changes from hot   to cold.  ...  ...  ...  ...  ...  ... [4]",
+            "13": "13 0625/42/o/n/17 \u00a9 ucles 2017 [turn over  (b) fig. 9.2 shows a digital circuit. a b cx  fig. 9.2   complete column x of the truth table for this circuit. use the blank column for your working.   a b c x 0 0 0 0 1 0 1 0 0 1 1 0 0 0 1 0 1 1 1 0 1 1 1 1  [3]   [total: 9]",
+            "14": "14 0625/42/o/n/17 \u00a9 ucles 2017 10 (a) fig. 10.1 shows a wire that carries a current into the page.   the circles on fig. 10.1 show the pattern of the magnetic field around the wire. fig. 10.1   (i) on fig. 10.1, draw an arrow on each circle to show the direction of the magnetic field.  [1]   (ii) state why the spacing of the circles increases as the distance from the wire increases.  ...  ... [1]",
+            "15": "15 0625/42/o/n/17 \u00a9 ucles 2017 [turn over  (b) fig. 10.2 shows an  electric door lock.   the slot in the door contains an unmagnetised iron bolt attached to a spring.    the slot in the door frame is empty. this slot is surrounded by the coils of a solenoid.   in fig. 10.2 the door is unlocked. the spring is not stretched. door door frame solenoid spring unmagnetised iron bolt s fig. 10.2   in fig. 10.3 the door is locked. the spring is now stretched. fig. 10.3   the bolt is initially in the position shown in fig. 10.2.   describe and explain what happens when    (i) the switch s is closed,  ...  ...  ...  ...  ... [4]   (ii) the switch s is reopened.  ...  ...  ... [2]  [total: 8]",
+            "16": "16 0625/42/o/n/17 \u00a9 ucles 2017 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 international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download at www.cie.org.uk after  the live examination series. 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.11 the radioactive isotope bismuth-210 (210 83 bi) decays by \u03b2-particle emission to an isotope of  polonium  (po).  (a) complete the nuclide equation that represents this decay. 210 83 bi          . .po  +    . .\u2009\u03b2  [3]  (b) a radiation detector is placed on a bench in a laboratory where there are no artificial sources  of radiation. the detector is switched on.   in seven one-minute periods, the detector displays these readings. 24            22            25            25            21            20            24   (i) explain why, in the absence of any artificial source, there are readings on the detector.  suggest one origin of this effect.  ...  ...  ... [2]    (ii) explain why the readings obtained are not all the same.  ...  ... [1]   (iii) the half-life of bismuth-210 is 5.0 days.    a sample of bismuth-210 is brought close to the detector and in one minute, the reading  displayed is 487. the equipment is left in the same place for exactly 10 days.    predict the reading in a one-minute period at the end of this time.  reading =  ... [3]  [total: 9]"
+        },
+        "0625_w17_qp_43.pdf": {
+            "1": "this document consists of 14 printed pages and 2 blank pages. dc (lk/sg) 133348/6 \u00a9 ucles 2017  [turn overcambridge international examinations cambridge international general certificate of secondary education *1159195484* physics  0625/43 paper 4  theory (extended)  october/november 2017  1 hour 15 minutes candidates answer on the question paper. no additional materials are required. read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen. you may use an hb pencil for any diagrams or graphs. do not use staples, paper clips, glue or correction fluid. do not  write in any barcodes. answer all questions. electronic calculators may be used. you may lose marks if you do not show your working or if you do not use appropriate units. take the weight of 1.0  kg to be 10  n (acceleration of free fall  = 10 m / s2). at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part  question. the syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificate.",
+            "2": "2 0625/43/o/n/17 \u00a9 ucles 2017 1 a truck accelerates uniformly along a straight, horizontal road. the mass of the truck is  2.0 \u00d7 104 kg.   (a) the speed of the truck increases from rest to 12  m / s in 30  s.   calculate   (i) the distance travelled by the truck during this time,  distance =  ... [2]   (ii) the resultant force on the truck.   resultant force =  ... [4]  (b) to maintain a uniform acceleration, the forward force on the truck must change.   explain why.  ...  ...  ... [2]  [total: 8]",
+            "3": "3 0625/43/o/n/17 \u00a9 ucles 2017 [turn over 2 fig. 2.1 shows a measuring cylinder that contains a coloured liquid. xh90100cm3 01020304050607080 fig. 2.1  the measuring cylinder contains 82  cm3 of the liquid. the density of the liquid is 950  kg / m3.  (a) calculate the mass of the liquid.  mass =  ... [3]  (b) the height h of the liquid in the measuring cylinder is 0.094  m.   (i) calculate the pressure due to the liquid at point x in fig. 2.1.  pressure =  ... [2]",
+            "4": "4 0625/43/o/n/17 \u00a9 ucles 2017   (ii) the true pressure at point x is different from the value calculated in (b)(i) .    explain why.  ...  ... [1]  (c) a small object is made of steel. it is placed level with the top surface of the liquid in the  measuring cylinder and then released. the object sinks in this liquid.   (i) explain why the object sinks in this liquid.  .. .  ... [1]        (ii) describe how the volume of the object can now be determined.  ...  ...  ... [1]  [total: 8]",
+            "5": "5 0625/43/o/n/17 \u00a9 ucles 2017 [turn over 3 fig. 3.1 shows  solar cells that use radiation from the sun to generate electricity. fig. 3.1  (a) (i) state the name of the process which releases energy in the sun.  ... [1]   (ii) a reaction takes place in the sun as energy is released.    describe what happens in this reaction.    ...  ...  ... [2]  (b) apart from solar cells, there are other energy resources used on earth for which the radiation  from the sun is the source.   state the name of one of these energy resources and explain whether it is renewable.  ...  ...  ... [2]  (c) state two advantages and two disadvantages of using solar cells to generate electricity. advantage 1  ..  ... advantage 2  ..  ... disadvantage 1  .  ... disadvantage 2  .  ...  [4]  [total: 9]",
+            "6": "6 0625/43/o/n/17 \u00a9 ucles 2017 4 (a) the molecules of most liquids are, on average, slightly further apart than the molecules of a  solid.   state one other difference between the molecular structures of a solid and a liquid.  ...  ... [1]  (b) a glass tube passes through a stopper and into a glass flask. fig. 4.1 shows that the flask is  completely full of a liquid and that there is also some liquid in the tube. stopper glass flaskglass tube liquid fig. 4.1   the flask is immersed in a large beaker of very hot water. at first, the level of the liquid in the  tube falls, but after a short time it rises.   (i) explain why, at first, the level of the liquid in the tube falls.  ...  ...  ...  ... [3]   (ii) explain why the liquid level in the tube stops falling and starts to rise.  ...  ...  ... [2]  [total: 6]",
+            "7": "7 0625/43/o/n/17 \u00a9 ucles 2017 [turn over 5 a silver spoon has a thermal capacity of 7.2  j / \u00b0c.  (a) explain what is meant by thermal capacity .  ...  ...  ... [2]  (b) the silver spoon is dropped into a saucepan of boiling water. the internal energy of the  spoon increases as its temperature increases from 22  \u00b0c to 100  \u00b0c.   (i) calculate the increase in the internal energy of the spoon.  increase in internal energy =  ... [1]   (ii) state, in terms of the atoms, what is meant by internal energy .   ...  ...  ... [2]  (c) the spoon is removed from the boiling water and immediately it begins to transfer energy to  the surroundings. the temperature of the surroundings is 22  \u00b0c.    on fig. 5.1, sketch a graph to show how the temperature of the spoon changes with time  from the instant that it is removed from the water.  [3] 100 80 60 40 20 0 0temperature  / \u00b0c time fig. 5.1  [total: 8]",
+            "8": "8 0625/43/o/n/17 \u00a9 ucles 2017 6 visible light is one component of the electromagnetic spectrum.   (a) (i) in the table, place a tick in the box next to the approximate value of the speed of light   in air.  [1] speed m / s   3.0 \u00d7 1010 3.0 \u00d7 108 3.0 \u00d7 106 3.0 \u00d7 104 3.0 \u00d7 102   (ii) the frequency of a light wave is 4.8 \u00d7 1014 hz.     calculate the wavelength of this light in air.  wavelength =  ... [2]  (b) light is travelling in an optical fibre that is made of glass.   (i) the glass has a refractive index of 1.5.     1. explain why the quantity refractive index  does not have a unit.       [1]      2. calculate the speed of light in the glass.  speed =  ... [2]   (ii) describe one use of optical fibres in communication technology.  ...  ...  ...  ...  ... [3]  [total: 9]",
+            "9": "9 0625/43/o/n/17 \u00a9 ucles 2017 [turn over 7 (a) fig. 7.1 shows a converging lens and its principal axis. the points f1 and f2 are each a  principal focus of the lens. principal axis f1f2o fig. 7.1   an object o is placed between f1 and the lens.   (i) on fig. 7.1, draw two rays from the top of the object o to locate the image.     label the image i. [3]   (ii) the object o is moved to the left along the principal axis so that it is further from the lens  than f1.    fig. 7.2 is a diagram of the new arrangement with the new image shown.  f1f2o imageprincipal axis fig. 7.2    underline three  of the terms below that describe the image shown in fig. 7.2.  [2] diminished         enlarged         inverted         real           same size          upright         virtual",
+            "10": "10 0625/43/o/n/17 \u00a9 ucles 2017  (b) fig. 7.3 shows yellow light passing through a glass prism. fig. 7.3   blue light enters the prism along the same path as the yellow light.   on fig. 7.3, draw the path of the blue light as it enters, passes through and leaves the prism.  [2]  [total: 7]",
+            "11": "11 0625/43/o/n/17 \u00a9 ucles 2017 [turn over 8 (a) fig. 8.1 shows an uncharged conducting sphere on an insulating stand placed close to a  positively charged rod. + + + + + +positively charged rod insulating standconducting sphere fig. 8.1   the rod and the sphere are not moved.   describe how to charge the sphere using a wire connected to earth and explain whether the  sphere becomes positively charged or negatively charged.  ...  ...  ...  ... [3]  (b) fig. 8.2 shows a small black circle that represents a positive charge.   on fig. 8.2, draw the pattern and the direction of the electric field in the region around the  charge.  [2] fig. 8.2  (c) a charge of 7.0  c flows along a wire in 5.0 minutes.   calculate the current in the wire.  current =  ... [2]  [total: 7]",
+            "12": "12 0625/43/o/n/17 \u00a9 ucles 2017 9 (a) fig. 9.1 shows the structure of an alternating current (a.c.) generator.   ndirection of rotationcoil slip rings voltage outputs coil fig. 9.1   the coil completes one rotation every 0.020  s.   (i) using the axes in fig. 9.2, sketch a graph to show how the voltage output of the generator  varies with time during a period of 0.040  s. [2] 0 0 0.020 0.040voltage output time  / s fig. 9.2   (ii) on your graph in fig. 9.2, mark a point labelled a to indicate a time when the coil is  vertical.  [1]",
+            "13": "13 0625/43/o/n/17 \u00a9 ucles 2017 [turn over  (b) there is an alternating current (a.c.) in a horizontal wire that is buried in a wall. a builder must  miss this wire when drilling a hole in the wall.   the builder places an instrument against the wall that registers a reading when it is close to  the wire. the instrument includes a long coil (solenoid) s that has an iron core and a sensitive  voltmeter. fig. 9.3 shows the circuit of the instrument close to the wire. s vx alternating current in wiresurface of wall iron coreend view of wire fig. 9.3   (i) explain why there is a reading on the voltmeter.  ...  ...  ...  ... [3]   (ii) state the name and the effect of the component labelled x in fig. 9.3.   ...  ...  ... [2]  [total: 8]",
+            "14": "14 0625/43/o/n/17 \u00a9 ucles 2017 10 (a) state the nature of \u03b3-rays.  ...  ... [2]  (b) a nucleus of technetium-99 (99 43tc) emits only a \u03b3-ray.   state any effect of this on   (i) the proton number of the nucleus,  ... [1]   (ii) the nucleon number of the nucleus.  ... [1]  (c) in a laboratory a radiation detector displays a count rate of 16  counts  / minute due to  background radiation.   (i)  state what is meant by background radiation .  ...  ... [1]   (ii) a sample of a radioactive isotope is placed near to the radiation detector and a count  rate of 112 counts  / minute is recorded.    after 18 hours, the count rate recorded is 28  counts  / minute.    determine the half-life of this isotope.  half-life =  ... [3]  (d) radioactive isotopes are stored in thick lead containers.   state two precautions to be taken when radioactive isotopes are used . 1.  ... 2.  ...  [2]  [total: 10]",
+            "15": "15 0625/43/o/n/17 \u00a9 ucles 2017 blank page",
+            "16": "16 0625/43/o/n/17 \u00a9 ucles 2017 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 international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download at www.cie.org.uk after  the live examination series. 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.blank page"
+        },
+        "0625_w17_qp_51.pdf": {
+            "1": "this document consists of 10 printed pages and 2 blank pages. dc (nh/ar) 133341/5 \u00a9 ucles 2017  [turn over *4606254857* physics  0625/51 paper 5  practical test  october/november 2017  1 hour 15 minutes candidates answer on the question paper. additional materials:  as listed in the confidential instructions. read these instructions first write your centre number, candidate number and name in the spaces at the top of the page. write in dark blue or black pen. you may use an hb pencil for any diagrams or graphs. do not use staples, paper clips, glue or correction fluid. do not  write in any barcodes. answer all questions. you are advised to spend about 20 minutes on each of questions 1 to 3, and 15 minutes on question 4. electronic calculators may be used. you may lose marks if you do not show your working or if you do not use appropriate units. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question. the syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificate.cambridge international examinations cambridge international general certificate of secondary education for examiner\u2019s use 1 2 3 4 total",
+            "2": "2 0625/51/o/n/17 \u00a9 ucles 2017 1 in this experiment, you will determine the weight of a load using a balancing method.  carry out the following instructions, referring to fig. 1.1. metre rule pivotbenchp qa b fig. 1.1  (a) place the metre rule on the pivot and adjust its position so that the metre rule is as near as  possible to being balanced. the 30.0  cm mark must be on the left-hand side of the pivot. the  metre rule must remain at this position on the pivot throughout the experiment.   place the load p on the metre rule so that its centre is exactly at the 30.0  cm mark on the  metre rule.   record the distance a between the 30.0  cm mark and the pivot.  a =  . cm [1]  (b) place a load q on the metre rule and adjust the position of q so that the metre rule is as near  as possible to being balanced. load q has a weight q of 1.0  n.   (i) measure the distance b between the centre of load q and the pivot. record the weight q  and the distance b in table 1.1.   (ii) repeat the procedure, with the load p remaining at the 30.0  cm mark, using q values of  2.0 n, 3.0  n, 4.0  n and 5.0  n. record all the readings in the table. table 1.1 q  /  n b\u200a\u2009/\u2009\u200acm q11 n   (iii) for each value of q, calculate q1 and record the result in the table.  [3]",
+            "3": "3 0625/51/o/n/17 \u00a9 ucles 2017 [turn over  (c) plot a graph of b\u200a\u2009/\u200a\u2009cm\u2009(y-axis) against q11 n (x-axis).  [4]  (d) determine the gradient g of the graph. show clearly on the graph how you obtained the  necessary information.  g =  ... [2]  (e) calculate the weight p of load  p using the equation pag=.  p =  ... [1]  [total: 11]",
+            "4": "4 0625/51/o/n/17 \u00a9 ucles 2017 2 in this experiment, you will investigate resistance.  the circuit shown in fig. 2.1 has been set up for you. apower  supply ra v fig. 2.1  (a) (i) switch on. measure and record the potential difference v1 across the resistor ra and the  current i1 in the circuit.   v1 =  ...  i1 =  ...  [2]   (ii) switch off. calculate  the resistance r1 of the resistor ra using the equation irv 1 11= .  r1 =  ... [1]  (b) disconnect the voltmeter.   connect the resistor rb in series with ra.   connect the voltmeter across the two resistors ra and rb. switch on.   (i) measure and record the potential difference v2 across resistors ra and rb combined  and the current i2 in the circuit.  v2 =  ...  i2 =  ...   (ii) switch off. calculate  the resistance r2 of resistors ra and rb combined in series, using      the equation irv 2 22= .  r2 =  ...  [1]",
+            "5": "5 0625/51/o/n/17 \u00a9 ucles 2017 [turn over  (c) disconnect the voltmeter.   connect the resistor rc in series with ra and rb.   connect the voltmeter across all three resistors. switch on.   (i) measure and record the potential difference v3 across the three resistors and the current  i3 in the circuit.   v3 =  ...  i3 =  ...  [1]   (ii) switch off. calculate  the resistance r3 of resistors ra, rb and rc combined in series,      using the equation irv 3 33= .  r3 =  ... [1]  (d) a student suggests that r3 = 3 \u00d7 r1.   state whether your results agree with this suggestion. justify your answer by reference to  your results. statement  .. justification    ...  ...  [1]  (e) another student suggests that the three resistors,  ra, rb and rc, have the same value of  resistance.    explain how you could use the circuit shown in fig. 2.1 to check this suggestion.   you are not required to carry out this experiment.  ...  ... [1]",
+            "6": "6 0625/51/o/n/17 \u00a9 ucles 2017  (f) complete the circuit diagram in fig. 2.2 to show: \u2022 the three resistors connected in parallel \u2022 the voltmeter connected to measure the potential difference across the resistors \u2022 a variable resistor connected to control the current in all three resistors. apower  supply fig. 2.2  [2]  (g) the circuit in fig. 2.2 could be used to determine the combined resistance of three resistors  connected in parallel.   suggest a reason for connecting a variable resistor in the circuit.  ...  ... [1]  [total: 11]",
+            "7": "7 0625/51/o/n/17 \u00a9 ucles 2017 [turn over blank page",
+            "8": "8 0625/51/o/n/17 \u00a9 ucles 2017 3 in this experiment, you will determine the focal length f of a lens.  carry out the following instructions, referring to fig. 3.1. illuminated objectscreen lensud v bench fig. 3.1  (a) place the centre of the lens at a distance u = 20.0  cm from the illuminated object.   place the screen close to the lens and move it away from the lens until a sharply-focused  image is formed on the screen.   \u2022 measure the distance v from the centre of the lens to the screen. record v in table 3.1.   \u2022 calculate uv and record the result in the table.   \u2022 measure and record in the table the distance d from the illuminated object to the screen.  [3]  (b) repeat the steps in (a) with the lens at a distance u = 30.0  cm from the illuminated object.  record all the readings in the table. table 3.1 u\u200a/\u200acm v\u200a/\u200acm uv\u200a/\u200acm2d\u200a/\u200acm 20.0 30.0  [2]  (c) state one difference that you observe between the image formed on the screen when  u = 20.0 cm and when u = 30.0  cm.  ...  ... [1]",
+            "9": "9 0625/51/o/n/17 \u00a9 ucles 2017 [turn over  (d) (i) use the results in the first row of the table to calculate a value f1 for the focal length of the    lens. use the equation fduv 1= .  f1 =  ...   (ii) use the results in the second row of the table to calculate a value f2 for the focal length of     the lens. use the equation fduv 2= .  f2 =  ...  [1]   (iii) calculate the average  value  fa for the focal length of the lens. give your answer to a  suitable number of significant figures for this experiment.  fa =  ...  [2]  (e) suggest two reasons why the results you have obtained may not be reliable. 1.  ...  ... 2.  ...  ...  [2]  [total: 11]",
+            "10": "10 0625/51/o/n/17 \u00a9 ucles 2017 4 a student is investigating whether the diameter of a pendulum bob affects the period of a  pendulum. the period is the time taken for one complete oscillation of the pendulum. fig. 4.1  shows a pendulum.   fig. 4.2 shows one complete oscillation. bobclamp threadstand          one complete oscillation            fig. 4.1                  fig. 4.2  the student has the following apparatus: pendulum bobs made of polystyrene with diameters 1  cm, 2  cm, 3  cm, 4  cm and 5  cm a supply of thread and a pair of scissors clamp and stand  plan an experiment to investigate whether the diameter of a pendulum bob affects the period of a  pendulum. you are not required to carry out this experiment.  you should:   \u2022 list additional apparatus that you would require   \u2022 explain briefly how you would carry out the investigation   \u2022 state the key variables that you would control   \u2022  draw a table with column headings, to show how you would display your readings (you  are not required to enter any readings in the table.)   \u2022 explain briefly how you would use your readings to reach a conclusion.",
+            "11": "11 0625/51/o/n/17 \u00a9 ucles 2017  ..  ..  ..  ..  ..  ..  ..  ..  ..  ..  ..  ..  ..  ..  ..  .. [7]  [total: 7]",
+            "12": "12 0625/51/o/n/17 \u00a9 ucles 2017 blank page permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the  publisher will be pleased to make amends at the earliest possible opportunity. to avoid the issue of disclosure of answer-related information to candidates, all copyright acknowledgements are reproduced online in the cambridge international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download at www.cie.org.uk after  the live examination series. 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."
+        },
+        "0625_w17_qp_52.pdf": {
+            "1": "*9855181159* this document consists of 10 printed pages and 2 blank pages. dc (st/sg) 134121/5 \u00a9 ucles 2017  [turn overphysics  0625/52 paper 5  practical test  october/november 2017  1 hour 15 minutes candidates answer on the question paper. additional materials:  as listed in the confidential instructions. read these instructions first write your centre number, candidate number and name in the spaces at the top of the page. write in dark blue or black pen. you may use an hb pencil for any diagrams, graphs or rough working. do not use staples, paper clips, glue or correction fluid. do not  write in any barcodes. answer all questions. you are advised to spend about 20 minutes on each of questions 1 to 3, and about 15 minutes on question 4. electronic calculators may be used. you may lose marks if you do not show your working or if you do not use appropriate units. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question. the syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificate.cambridge international examinations cambridge international general certificate of secondary education for examiner\u2019s use 1 2 3 4 total",
+            "2": "2 0625/52/o/n/17 \u00a9 ucles 2017 1 in this experiment, you will compare the oscillations of two pendulums. carry out the following  instructions, referring to figs. 1.1 and 1.2.   clamp d bobclamp one complete oscillation  fig. 1.1  fig. 1.2  a pendulum has been set up for you as shown in fig. 1.1. this pendulum has a spherical  pendulum  bob.  (a) adjust the pendulum until the distance d measured to the bottom  of the bob is 50.0  cm.    explain briefly how to use the set-square to avoid a parallax (line of sight) error when  measuring the distance d. you may draw a diagram.  ...  ... [1]",
+            "3": "3 0625/52/o/n/17 \u00a9 ucles 2017 [turn over  (b) move the bob slightly to the side and release it so that it swings. fig. 1.2 shows one complete  oscillation of the pendulum.   (i) measure the time t1 for 20 complete oscillations.      t1 =  ... [1]   (ii) calculate the period t1 of the pendulum. the period is the time for one complete  oscillation.  t1 =  ... [2]  (c) remove the pendulum from the clamp and attach the second pendulum provided to the  clamp. this has a long, thin bob. adjust the pendulum until the distance d measured to the  bottom  of the bob is 50.0  cm.    displace the bob slightly and release it so that it swings.    (i) measure the time t2 for 20 complete oscillations.       t2 =  ... [1]   (ii) calculate the period t2 of the pendulum.   t2 =  ... [1]  (d) a student suggests that the periods t1 and t2 should be equal.    state whether your results support this suggestion. justify your answer by reference to the  results. statement  .. justification    ...  ... [2]",
+            "4": "4 0625/52/o/n/17 \u00a9 ucles 2017  (e) the period t of a pendulum can be determined by measuring the time t for 20 complete  oscillations and then calculating the period. some students are asked to explain the reason  for this method being more accurate than measuring the time taken for one oscillation.   tick the box next to the sentence that gives the best explanation.    the method eliminates errors from the measurements.    the method is more accurate because the experiment is repeated.    the method includes more readings so there is less chance for errors.    the method reduces the effect of errors when starting and stopping the stopwatch. [1]  (f) a student plans to carry out more pendulum experiments. he considers possible variables,  and precautions to improve accuracy.   in the following list, mark the possible variables with the letter v and the precautions with the  letter p.    amplitude of swing    length of pendulum    mass of pendulum bob    shape of pendulum bob    use of a reference point to aid counting    viewing the rule at right angles when measuring the length [2] [total: 11]",
+            "5": "5 0625/52/o/n/17 \u00a9 ucles 2017 [turn over 2 in this experiment, you will investigate the cooling of water.  (a) measure room temperature \u03b8r.  \u03b8r =  ... [1]  (b) \u2022 pour 50  cm3 of the hot water provided into beaker a.  \u2022 measure the temperature \u03b8h of the water in beaker a.   \u03b8h =  ... \u2022 add 50  cm3 of the cold water provided to the hot water in beaker a. stir the water briefly. \u2022 measure the temperature \u03b8m of the water in beaker a.   \u03b8m =  ... \u2022 calculate the temperature fall \u03b8f using the equation \u03b8f  = \u03b8h \u2212 \u03b8m.  \u03b8f =  ... \u2022 empty beaker a.  [3]  (c) suggest one reason for stirring the water before reading \u03b8m.  ...  ... [1]  (d) repeat the procedure in (b) using 75  cm3 of hot water and 75  cm3 of cold water.  \u03b8h =  ...  \u03b8m =  ...    \u03b8f =  ... [1]  (e) repeat the procedure in (b) using 100  cm3 of hot water and 100  cm3 of cold water.  \u03b8h =  ...  \u03b8m =  ...    \u03b8f =  ... [1]",
+            "6": "6 0625/52/o/n/17 \u00a9 ucles 2017  (f) measure room temperature \u03b8r again.  \u03b8r =  ...   complete the appropriate sentence. \u2022 room temperature has remained constant at ... . \u2022 room temperature has decreased by ... . \u2022 room temperature has increased by ... . [1]  (g)  a student states that the temperature fall \u03b8f should be the same each time because the  proportions of hot and cold water are the same.    suggest a reason why \u03b8f could be very different in  (b), (d) and (e).   ...  ...  ... [1]  (h) suggest an improvement to the apparatus to make it more likely that \u03b8f would be the same  each time.    ...  ...  ... [1]  (i)  suggest a condition, not included in your answer to (h), that could be controlled to make it  more likely that \u03b8f would be the same each time.    ...  ...  ... [1] [total: 11]",
+            "7": "7 0625/52/o/n/17 \u00a9 ucles 2017 [turn over blank page",
+            "8": "8 0625/52/o/n/17 \u00a9 ucles 2017 3 in this experiment, you will determine the focal length f of a lens.  carry out the following instructions referring to fig. 3.1. illuminated objectu lensscreen benchv fig. 3.1  (a)  (i) place the screen 100  cm from the illuminated object. \u2022 place the lens between the object and the screen so that the centre of the lens is at  a distance u = 20.0  cm from the object.  \u2022 adjust the position of the screen until a clearly focused image is formed on the  screen. \u2022 measure the distance v between the centre of the lens and the screen. record the  values of u and v in table 3.1. table 3.1 u / cm v / cm   (ii)  repeat the procedure using values for u of 22.0  cm, 25.0  cm, 30.0  cm and 35.0  cm. [3] ",
+            "9": "9 0625/52/o/n/17 \u00a9 ucles 2017 [turn over  (b)  plot a graph of v / cm (y-axis) against u / cm (x-axis). you do not need to start your axes at the  origin (0, 0). draw the best-fit curve.   [4]  (c) (i) \u2022 mark, with a cross, the point on the graph grid where u = 25.0  cm and v = 25.0  cm. \u2022 mark, with a cross, the point on the graph grid where u = 35.0  cm and v = 35.0  cm. \u2022 join these two points with a straight line.  [1]   (ii) \u2022  record u1, the value of u at the point where the straight line crosses your graph line.  u1 =  .. cm \u2022 record v1, the value of v at the point where the straight line crosses your graph line.                                                                                                    v1 =  .. cm [1]   (iii) calculate the focal length f of the lens using the equation f = (u1 + v1) 4.    f =  .. cm  [2] [total: 11]",
+            "10": "10 0625/52/o/n/17 \u00a9 ucles 2017 4 a student has a selection of rubber bands of different thicknesses. he is investigating the amount  of stretch produced by different loads. fig. 4.1 shows the set-up used. clamp rubber band bench hookstandboss fig. 4.1  in addition to the apparatus shown in fig. 4.1, the following apparatus is available to the student:   metre rule   selection of different rubber bands   selection of loads.  plan an experiment to investigate how rubber bands of different thicknesses stretch when loaded.   you are not required to carry out this experiment.  you should \u2022 explain briefly how you would carry out the investigation  \u2022 state the key variables that you would control \u2022 draw a table, or tables, with column headings to show how you would display your readings  (you are not required to enter any readings in the table.) \u2022 explain briefly how you would use your readings to reach a conclusion.  ..  ..  ..  ..",
+            "11": "11 0625/52/o/n/17 \u00a9 ucles 2017  ..  ..  ..  ..  ..  ..  ..  ..  ..  ..  ..  ..  ..  ..  ..  ..  ..  .. [7]    [total: 7]",
+            "12": "12 0625/52/o/n/17 \u00a9 ucles 2017 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 international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download at www.cie.org.uk after  the live examination series. 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.blank page"
+        },
+        "0625_w17_qp_53.pdf": {
+            "1": "this document consists of 11 printed pages and 1 blank page. dc (st/ar) 132966/7 \u00a9 ucles 2017  [turn overcambridge international examinations cambridge international general certificate of secondary education *2763230970* physics  0625/53 paper 5  practical test  october/november 2017  1 hour 15 minutes candidates answer on the question paper. additional materials:  as listed in the confidential instructions read these instructions first write your centre number, candidate number and name in the spaces at the top of the page. write in dark blue or black pen. you may use an hb pencil for any diagrams or graphs. do not use staples, paper clips, glue or correction fluid. do not  write in any barcodes. answer all questions. you are advised to spend about 20 minutes on each of questions 1 to 3, and about 15 minutes on question  4. electronic calculators may be used. you may lose marks if you do not show your working or if you do not use appropriate units. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part  question. the syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificate.for examiner\u2019s use 1 2 3 4 total",
+            "2": "2 0625/53/o/n/17 \u00a9 ucles 2017 1 in this experiment, you will investigate how the use of a lid affects the rate of cooling of water in a  beaker.  carry out the following instructions, referring to fig. 1.1. a bbeakers lidthermometer fig. 1.1   (a) \u2022 pour 100  cm3 of hot water into beaker a.    \u2022 place the thermometer in the water in beaker a.   \u2022  in table 1.1, record the temperature \u03b8 of the water at time t = 0 s and immediately start  the stopclock.    \u2022  record, in the table, the temperature \u03b8 of the water at times t = 30  s, 60  s, 90  s, 120  s,  150 s and 180  s.    \u2022 remove the thermometer from the beaker.     [1]  (b) (i) remove the lid from beaker b.     repeat the procedure in (a) for beaker b, using 75  cm3 of hot water, and replace the lid  immediately after pouring in the water.   [1]     (ii) complete the headings and the time column in table 1.1.   [2] table 1.1 beaker a without a lidbeaker b with a lid t / \u03b8 / \u03b8 / 0",
+            "3": "3 0625/53/o/n/17 \u00a9 ucles 2017 [turn over  (c) describe two precautions that you took to ensure that the temperature readings were as  accurate as possible in the experiment. 1    ... 2    ... [2]  (d) (i) write a conclusion, stating how the use of the lid affects the rate of cooling of the water.    justify your answer by reference to your results.  ...  ...  ...  ... [2]     (ii) suggest one change to the apparatus or procedure to make the comparison a fairer test.    explain why the change makes the test fairer. change  ..  ... explanation    ...  ...  [2]   (iii) the temperature of the water in each beaker decreases.    describe one other similarity in the pattern of cooling in beakers a and b.  ...  ...  ... [1]    [total: 11]",
+            "4": "4 0625/53/o/n/17 \u00a9 ucles 2017 2  in this experiment, you will investigate a circuit containing resistors.  the circuit has been set up for you.  carry out the following instructions, referring to fig. 2.1.   apower supply x y fig. 2.1  (a) on fig. 2.1, draw a voltmeter connected so that it measures the potential difference across  resistor x. [1]  (b) (i) switch on. record the value of the current is in the circuit.   is =  ... [1]    (ii) \u2022  use the voltmeter to measure and record the value of the potential difference vx  across resistor x.  vx =  ...    disconnect the voltmeter.    \u2022  reconnect the voltmeter to measure and record the potential difference vy across  resistor y.  vy =  ...  [1]    disconnect the voltmeter.   (iii) reconnect the voltmeter to measure and record the potential difference vs across the  combination of both resistors.  vs =  ... [1]    switch off. ",
+            "5": "5 0625/53/o/n/17 \u00a9 ucles 2017 [turn over   (iv) a student suggests that vs should be equal to ( vx + vy).     state whether your readings support this suggestion. justify your statement with  reference to your results. statement  .. justification    ...  ... [2]   (c) calculate the resistance rs of the combination of resistors, using your readings from (b)(i)   and (b)(iii)  and the equation                   rs = vs is .  rs =  ... [2]  ",
+            "6": "6 0625/53/o/n/17 \u00a9 ucles 2017  (d) the circuit components are to be rearranged so that: \u2022 resistors x and y are in parallel \u2022 the ammeter will measure the total current in the circuit \u2022 the voltmeter will measure the potential difference across both resistors.   in the space below, draw a diagram of this circuit using standard electrical symbols. [2]  (e) set up the circuit as described in (d).     switch on. measure and record the total current ip in the circuit and the potential difference  vp across the resistors.   ip =  ...       vp =  ... [1]   switch off.  [total: 11]",
+            "7": "7 0625/53/o/n/17 \u00a9 ucles 2017 [turn over blank page",
+            "8": "8 0625/53/o/n/17 \u00a9 ucles 2017 3  in this experiment, you will determine the weight of a metre rule.  carry out the following instructions, referring to fig. 3.1. 0.0 cm mark 100  g massforcemeter metre ruleclamp 100.0  cm mark benchclamp d fig. 3.1  (a) (i) \u2022 move the 100  g mass to a distance d = 10.0  cm from the 0.0  cm end of the rule.    \u2022 adjust the height of the clamp holding the forcemeter so that the rule is horizontal.    \u2022 read, and record in table 3.1, the forcemeter reading f.    \u2022 repeat this procedure for values of d =  30.0 cm, 50.0  cm, 70.0  cm and 90.0  cm.  table 3.1 d / cm f / n 10.0 30.0 50.0 70.0 90.0[2]   (ii)  explain how you made sure that the rule was horizontal before each reading.     you may draw a diagram.  ...  ...  ... [1]",
+            "9": "9 0625/53/o/n/17 \u00a9 ucles 2017 [turn over  (b)  plot a graph of f / n (y-axis) against d / cm (x-axis).   start your axes from the origin (0,0).   draw a best-fit line. [4]  (c) (i) from your graph, determine f0, the value of f when d = 0.0  cm.  f0  ...   (ii) calculate the weight wr of the metre rule, using the equation wr = 2 \u00d7 f0.      give wr to a suitable number of significant figures for this experiment.  wr =  ... [2]",
+            "10": "10 0625/53/o/n/17 \u00a9 ucles 2017  (d) a student correctly plots your data points on another sheet of graph paper.   state and explain whether his best-fit line is likely to be the same as yours.   justify your answer with reference to the plots.   statement  .. explanation  ...  ...  ... [1]  (e) another student, carrying out the same experiment, is not sure if some of his values of f are  correct.   suggest one improvement to the procedure which would help him to obtain more reliable f  values.  ...  ...  ... [1] [total: 11]",
+            "11": "11 0625/53/o/n/17 \u00a9 ucles 2017 [turn over 4  a student has a box of converging lenses, but does not know their focal lengths.  plan an experiment that will enable her to determine an accurate value for the focal length f of one  of the lenses, using the equation  f = uv (u + v )  where u is the distance between an object and the lens and v is the distance between the lens and  the focused image of the object.  the apparatus available includes:   a lens holder   a 12 v lamp in a holder, with a power supply   a card with a triangular hole covered with tracing paper.  write a plan for the experiment.  you should:   \u2022 list any additional apparatus needed    \u2022 draw a diagram of how the apparatus would be arranged, clearly labelling u and v   \u2022 write a method for carrying out the experiment including how f would be determined   \u2022 state the precautions which should be taken to obtain a clear, focused image   \u2022  state the precautions which should be taken to ensure that measurements are accurate  once a focused image has been obtained.  you are not required to carry out the experiment.  ..  ..  ..  ..",
+            "12": "12 0625/53/o/n/17 \u00a9 ucles 2017 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 international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download at www.cie.org.uk after  the live examination series. 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. ..  ..  ..  ..  ..  ..  ..  ..  ..  ..  ..  ..  ..  ..  ..  ..  ..  .. [7]   [total: 7]"
+        },
+        "0625_w17_qp_61.pdf": {
+            "1": "this document consists of 12 printed pages. dc (nh/ar) 133344/5 \u00a9 ucles 2017  [turn over *0337260198* physics  0625/61 paper 6  alternative to practical  october/november 2017  1 hour candidates answer on the question paper. no additional materials are required. read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen. you may use an hb pencil for any diagrams or graphs. do not use staples, paper clips, glue or correction fluid. do not  write in any barcodes. answer all questions. electronic calculators may be used. you may lose marks if you do not show your working or if you do not use appropriate units. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question. the syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificate.cambridge international examinations cambridge international general certificate of secondary education",
+            "2": "2 0625/61/o/n/17 \u00a9 ucles 2017 1 a student is investigating resistance using the circuit shown in fig. 1.1. apower  supply ra v fig. 1.1  (a) the student  measures the potential difference v1 across the resistor ra and the current i1 in  the circuit. figs. 1.2 and 1.3 show the voltmeter and ammeter scales. 5 v67891043210    a0.60.8 1.00.40.2 0 fig. 1.2              fig. 1.3   (i) write down the readings shown on the scales in figs. 1.2 and 1.3.  v1 =  ...  i1 =  ...  [2]   (ii) calculate the resistance r1 of the resistor ra using the equation irv 1 11= .  r1 =  ..  [1]",
+            "3": "3 0625/61/o/n/17 \u00a9 ucles 2017 [turn over  (b) the student connects a resistor rb in series with ra.   she measures the potential difference v2 across the two resistors ra and rb combined and  the current i2 in the circuit.  1.8 v v2 =  ...  0.19 a i2 =  ...   calculate  the resistance r2 of resistors ra and rb combined in series, using the equation   irv 2 22= .  r2 =  ... [1]  (c) the student connects a third resistor rc in series with ra and rb.   she measures the potential difference v3 across the three resistors and the current i3 in the  circuit.  1.7 v v3 =  ...  0.13 a i3 =  ...   (i) calculate  the resistance r3 of resistors ra, rb and rc combined in series, using the    equation irv 3 33= .  r3 =  ...",
+            "4": "4 0625/61/o/n/17 \u00a9 ucles 2017   (ii) on fig. 1.4, draw a line for the needle on the ammeter to show the reading of 0.13  a. a0.6 0.8 1.00.4 0.2 0  [1] fig. 1.4  (d) a student suggests that r3 = 3 \u00d7 r1.   state whether the results agree with this suggestion. justify your answer by reference to the  results. statement  .. justification    ...  ...  [1]  (e) another student suggests that the three resistors ra, rb and rc each have the same value  of resistance.   explain how you could use the circuit shown in fig. 1.1 to check this suggestion.  ...  ... [1]",
+            "5": "5 0625/61/o/n/17 \u00a9 ucles 2017 [turn over  (f) complete the circuit diagram in fig. 1.5 to show:    \u2022 the three resistors connected in parallel    \u2022 the voltmeter connected to measure the potential difference across the resistors    \u2022 a variable resistor connected to control the current in all three resistors. apower  supply fig. 1.5  [2]  (g) the circuit in fig. 1.5 could be used to determine the combined resistance of three resistors  connected in parallel.   suggest a reason for connecting a variable resistor in the circuit.  ...  ... [1]  [total: 10]",
+            "6": "6 0625/61/o/n/17 \u00a9 ucles 2017 2 a student is determining the focal length f of a lens.  fig. 2.1 shows the apparatus used. illuminated objectscreen lensud v bench fig. 2.1  (a) the student obtains a sharply-focused image on the screen.   (i) on fig. 2.1, measure the distance v from the lens to the screen.  v =  ...   (ii) on fig. 2.1, measure the distance d from the illuminated object to the screen.   d =  ...  [2]  (b) fig. 2.1 is drawn 1/10th actual size.   (i) calculate v, the actual distance from the lens to the screen. record the value of v in the  first row of table 2.1.   (ii) calculate d, the actual distance from the illuminated object to the screen. record the  value of d in the first row of the table.   (iii) calculate uv and record the result in the table.  [2]  (c) the student repeated the procedure with the lens at a distance u = 30.0  cm from the  illuminated object. all the readings are recorded in the table. table 2.1 u / cm v / cm uv / cm2d / cm 20.0 30.0 29.5 885 59.5   state one difference that you would expect to observe between the image formed on the  screen when u = 20.0  cm and when u = 30.0  cm.  ...  ... [1]",
+            "7": "7 0625/61/o/n/17 \u00a9 ucles 2017 [turn over  (d) (i) use the results in the first row of the table to calculate a value f1 for the focal length of the    lens. use the equation fduv 1= .  f1 =  ...   (ii) use the results in the second row of the table to calculate a value f2 for the focal length of     the lens. use the equation fduv 2= .  f2 =  ...   (iii) calculate the average  value  fa for the focal length of the lens. give your answer to a  suitable number of significant figures for this experiment.  fa =  ...  [3]  (e) suggest two reasons why it may be difficult to obtain reliable results in this experiment. 1.  ...  ... 2.  ...  ...  [2]  (f) a student states that a more reliable value for the focal length is obtained if more values of u,  v and d are collected, enabling a graph to be drawn of uv against d.   (i) suggest a suitable number of values for u.  ...   (ii) suggest a suitable range of values for u.  ...  [2]  [total: 12]",
+            "8": "8 0625/61/o/n/17 \u00a9 ucles 2017 3 a student is investigating whether the diameter of a pendulum bob affects the period of a  pendulum. the period is the time taken for one complete oscillation of the pendulum. fig.  3.1  shows a pendulum.  fig. 3.2 shows one complete oscillation. bobclamp threadstand      one complete oscillation fig. 3.1           fig. 3.2  the student has the following apparatus: pendulum bobs made of polystyrene with diameters 1  cm, 2  cm, 3  cm, 4  cm and 5  cm a supply of thread and a pair of scissors clamp and stand.  plan an experiment to investigate whether the diameter of a pendulum bob affects the period of a  pendulum.  you should:   \u2022 list additional apparatus that you would require   \u2022 explain briefly how you would carry out the investigation   \u2022 state the key variables that you would control   \u2022  draw a table with column headings, to show how you would display your readings (you  are not required to enter any readings in the table.)   \u2022 explain briefly how you would use your readings to reach a conclusion.",
+            "9": "9 0625/61/o/n/17 \u00a9 ucles 2017 [turn over  ..  ..  ..  ..  ..  ..  ..  ..  ..  ..  ..  ..  ..  ..  ..  .. [7]  [total: 7]",
+            "10": "10 0625/61/o/n/17 \u00a9 ucles 2017 4 a student is determining the weight of a load using a balancing method.  fig. 4.1 shows the apparatus used. metre rule pivotbenchp qa b fig. 4.1  the student places the metre rule on the pivot and adjusts its position so that the metre rule is as  near as possible to being balanced.  he places a load p on the metre rule so that its centre is exactly at the 30.0  cm mark.  he records the distance a between p and the pivot.  19.8 cm a =  ...  he places a load q of weight q = 1.0  n on the metre rule and adjusts the position of q so that the  metre rule is as near as possible to being balanced.  he measures the distance b between the centre of load q and the pivot.  he repeats the procedure, with the load p remaining at the 30.0  cm mark, using q values of 2.0  n,  3.0 n, 4.0  n and 5.0  n. all the readings are recorded in table 4.1. table 4.1 q / n b / cm q11 n 1.0 40.0 2.0 19.5 3.0 13.5 4.0 10.5 5.0 7.5  (a) for each value of q, calculate q1 and record the result in the table.  [1]",
+            "11": "11 0625/61/o/n/17 \u00a9 ucles 2017 [turn over  (b) plot a graph of b / cm (y-axis) against q11 n (x-axis).  [4]  (c) (i) determine the gradient g of the graph. show clearly on the graph how you obtained the  necessary information.  g =  ... [2]   (ii) calculate the weight p of load p using the equation p = ag, where a = 19.8  cm.  p =  ... [1]",
+            "12": "12 0625/61/o/n/17 \u00a9 ucles 2017  (d) the student measures the weight p of load p using a forcemeter. fig. 4.2 shows the  forcemeter. n0.0 1.0 2.0 load p fig. 4.2   write down the reading p shown on the forcemeter.  p =  ... n [1]  (e) the student has carried out the experiment with care and is expecting the two values of p in  (c) and (d) to be the same.   suggest two reasons why the values of p may be different. 1.  ...  ... 2.  ...  ...  [2]  [total: 11] 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 international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download at www.cie.org.uk after  the live examination series. 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."
+        },
+        "0625_w17_qp_62.pdf": {
+            "1": "*2329403777* this document consists of 12 printed page s. dc (st/fc) 134120/4 \u00a9 ucles 2017  [turn overphysics  0625/62 paper 6  alternative to practical  october/november 2017  1 hour candidates answer on the question paper. no additional materials are required. read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen. you may use an hb pencil for any diagrams or graphs. do not use staples, paper clips, glue or correction fluid. do not  write in any barcodes. answer all questions. electronic calculators may be used. you may lose marks if you do not show your working or if you do not use appropriate units. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question. the syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificate.cambridge international examinations cambridge international general certificate of secondary education",
+            "2": "2 0625/62/o/n/17 \u00a9 ucles 2017 1 a student is comparing the oscillations of two pendulums. fig. 1.1 shows the first pendulum.   clamp d bob fig. 1.1   (a) (i)  on fig. 1.1, measure the distance d, from the bottom of the clamp to the bottom of the  bob.  d =  . cm [1]   (ii)  fig. 1.1 is drawn 1/10th actual size. calculate the actual distance d from the bottom of  the clamp to the bottom of the bob.  d =  . cm [1]   (iii)  explain briefly how to use a set-square to avoid a parallax (line-of-sight) error when  measuring the length of this pendulum. you may draw a diagram.  ...  ... [1]",
+            "3": "3 0625/62/o/n/17 \u00a9 ucles 2017 [turn over  (b) the student displaces the bob slightly and releases it so that it swings. she measures the  time t for 20 complete oscillations. the time t is shown on the stopwatch in fig. 1.2.  fig. 1.2   (i) write down the time t shown in fig. 1.2.  t =  ... [1]   (ii) calculate the period t1 of the pendulum. the period is the time for one complete  oscillation.  t1 =  ... [2]",
+            "4": "4 0625/62/o/n/17 \u00a9 ucles 2017  (c) the student repeats the procedure using another pendulum as shown in fig. 1.3. this has  a long, thin pendulum bob. the distance d from the bottom of the clamp to the bottom of the  pendulum bob is the same as for the first pendulum.  bobclamp d fig. 1.3   she determines the period t2 of this pendulum.   1.37 s t2 =  ...   in this experiment, both pendulum bobs have the same mass. a student suggests that since  both pendulums have the same overall length d and mass, the periods t1 and t2 should be  equal. state whether the results support this suggestion. justify your answer by reference to  the results. statement  .. justification    ...  ... [2] ",
+            "5": "5 0625/62/o/n/17 \u00a9 ucles 2017 [turn over  (d) the period t of a pendulum can be determined by measuring the time t for 20 complete  oscillations and then calculating the period. some students are asked to explain the reason  for this method being more accurate than measuring the time taken for a single oscillation.   tick the box next to the sentence that gives the best explanation.    the method eliminates errors from the measurements.    the method is more accurate because the experiment is repeated.    the method includes more readings so there is less chance for errors.    the method reduces the effect of errors when starting and stopping the stopwatch. [1]  (e) a student plans to carry out more pendulum experiments. he considers possible variables  and precautions to improve accuracy.    in the following list, mark the possible variables with the letter v and the precautions with the  letter p.    amplitude of swing    length of pendulum    mass of pendulum bob    shape of pendulum bob    use of a reference point to aid counting    viewing the rule at right-angles when measuring the length [2] [total: 11]",
+            "6": "6 0625/62/o/n/17 \u00a9 ucles 2017 2 a student is investigating the cooling of water.  (a) the thermometer in fig. 2.1 shows room temperature \u03b8r at the beginning of the experiment.  record \u03b8r. \u201310 0 10 20 30 40 50 60 70 80 90100 110\u00b0c fig. 2.1  \u03b8r =  .  \u00bac [1]  (b) the student pours 50  cm3 of hot water into a beaker.    he measures the temperature \u03b8h of the hot water.   86 \u00b0c  \u03b8h =  ...     he adds 50  cm3 of cold water to the beaker. he stirs the water briefly.   he measures the new temperature \u03b8m of the water in the beaker.   52 \u00b0c  \u03b8m =  ...     calculate the temperature fall \u03b8f using the equation \u03b8f = (\u03b8h \u2212 \u03b8m).     \u03b8f =  ... [1]  (c) he repeats the procedure in (b) using 100  cm3 of hot water and 100  cm3 of cold water.  84 \u00b0c  \u03b8h =  ...    54 \u00b0c  \u03b8m =  ...     calculate the temperature fall \u03b8f using the equation \u03b8f = (\u03b8h \u2212 \u03b8m).  \u03b8f =  ... [1]   (d) suggest one reason for stirring the water before reading \u03b8m.  ...  ... [1]  (e)  a student states that the temperature fall \u03b8f should be the same each time because the  proportions of hot and cold water are the same.    suggest one reason why \u03b8f could be significantly different in  (b) and (c).   ...  ...  ... [1]",
+            "7": "7 0625/62/o/n/17 \u00a9 ucles 2017 [turn over  (f) suggest an improvement to the apparatus to make it more likely that \u03b8f would be the same  each time.   ...  ...  ... [1]  (g)  suggest a condition, not included in your answer to (f), that you would control to make it more  likely that \u03b8f would be the same each time.   ...  ...  ... [1]  (h)  the student uses a measuring cylinder to measure the volume of water he uses. draw a  measuring cylinder about half-full of water. show clearly on your diagram the line-of-sight  required for obtaining a correct reading for the volume of water. [3]  [total: 10]",
+            "8": "8 0625/62/o/n/17 \u00a9 ucles 2017 3 a student is determining the focal length f of a lens.  fig. 3.1 shows the apparatus used. illuminated objectu lensscreen v fig. 3.1  (a) \u2022 the student places the screen about 100  cm from the illuminated object. \u2022 she places the lens between the object and the screen so that the centre of the lens is at  a distance u = 20.0  cm from the object.  \u2022 she adjusts the position of the screen until a clearly focused image is formed on the  screen. \u2022 she measures the distance v between the centre of the lens and the screen.  \u2022 she repeats the procedure using values for u of 22.0  cm, 25.0  cm, 30.0  cm and 35.0  cm. \u2022 the readings are shown in table 3.1. table 3.1 u / cm v / cm 20.0 60.0 22.0 47.1 25.0 37.5 30.0 29.8 35.0 26.3  ",
+            "9": "9 0625/62/o/n/17 \u00a9 ucles 2017 [turn over   plot a graph of v / cm (y-axis) against u / cm (x-axis). you do not need to start your axes at the  origin (0, 0). draw the best-fit curve. [4]  (b) (i) \u2022 mark, with a cross, the point on the graph grid where u = 25.0  cm and v = 25.0  cm. \u2022 mark with a cross, the point on the graph grid where  u = 35.0  cm and v = 35.0  cm. \u2022 join these two points with a straight line.  [1]   (ii) \u2022 record u1, the value of u at the point where the straight line crosses your graph line.   u1 =  .. cm \u2022 record v1, the value of v at the point where the straight line crosses your graph line.   v1 =  .. cm [1]   (iii) calculate the focal length f of the lens using the equation f = (u1 + v1) 4.    f =  .. cm  [2]",
+            "10": "10 0625/62/o/n/17 \u00a9 ucles 2017  (c) suggest two differences that you would expect to see between the appearance of the  illuminated object and the image on the screen. 1.  ... 2.  ... [2]  (d)  suggest two precautions that you would take in order to obtain reliable readings in this  experiment. 1.  ... 2.  ... [2] [total: 12]",
+            "11": "11 0625/62/o/n/17 \u00a9 ucles 2017 [turn over 4 a student has a selection of rubber bands of different widths. he is investigating the extension  produced by adding loads. fig. 4.1 shows the set-up used. clamp rubber band bench hookstandboss fig. 4.1  in addition to the apparatus shown in fig. 4.1, the following apparatus is available to the student:   a metre rule   a selection of different rubber bands   a selection of loads.  plan an experiment to investigate how strips of rubber of different widths stretch when loaded.   you should  \u2022 explain briefly how you would carry out the investigation  \u2022 state the key variables that you would control \u2022 draw a table, or tables, with column headings to show how you would display your readings  (you are not required to enter any readings in the table.) \u2022 explain briefly how you would use your readings to reach a conclusion.  ..  ..  ..  ..",
+            "12": "12 0625/62/o/n/17 \u00a9 ucles 2017 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 international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download at www.cie.org.uk after  the live examination series. 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. ..  ..  ..  ..  ..  ..  ..  ..  ..  ..  ..  .. [7]  [total: 7]"
+        },
+        "0625_w17_qp_63.pdf": {
+            "1": "this document consists of 14 printed pages and 2 blank pages. dc (nh/cgw) 132967/3 \u00a9 ucles 2017  [turn over *4841109280* physics  0625/63 paper 6  alternative to practical  october/november 2017  1 hour candidates answer on the question paper. no additional materials are required. read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen. you may use an hb pencil for any diagrams or graphs. do not use staples, paper clips, glue or correction fluid. do not  write in any barcodes. answer all questions. electronic calculators may be used. you may lose marks if you do not show your working or if you do not use appropriate units. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question. the syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificate.cambridge international examinations cambridge international general certificate of secondary education",
+            "2": "2 0625/63/o/n/17 \u00a9 ucles 2017 1 some students are investigating how the use of a lid affects the rate of cooling of water in a  beaker.  they are using the apparatus shown in fig. 1.1. a bbeakers lidthermometer fig. 1.1   \u2022 a student pours 100  cm3 of hot water into beaker a.   \u2022 he records the temperature of the water in beaker a and immediately starts a stopclock.    \u2022  the student records the temperature \u03b8 of the water every 30  s. his readings are shown  in table 1.1.   \u2022 the student repeats the procedure for beaker b using 75  cm3 of hot water.  (a) complete the headings and the time column in table 1.1.  [2] table 1.1 beaker a without a lidbeaker b with a lid t / \u03b8 / \u03b8 / 80.0 81.0 77.0 79.0 74.5 77.5 72.5 76.0 70.5 75.0 69.0 74.0 68.0 73.5",
+            "3": "3 0625/63/o/n/17 \u00a9 ucles 2017 [turn over  (b) describe two precautions which should be taken to ensure that the temperature readings are  as accurate as possible in the experiment. 1    ... 2    ...  [2]  (c) (i) write a conclusion, stating how the use of the lid affects the rate of cooling of the water.    justify your answer by reference to the results.  ...  ...  ...  ... [2]   (ii) suggest one change to the apparatus or procedure to make the comparison a fairer test.    explain why the change makes the test fairer. change  ..  ... explanation    ...  ...  [2]   (iii) the temperature of the water in each beaker decreases.    describe one other similarity in the pattern of cooling in beakers  a and b.  ...  ... [1]",
+            "4": "4 0625/63/o/n/17 \u00a9 ucles 2017  (d) \u201310 0 10 20 30 40 50 60 70 80 90 100 110\u00b0c fig. 1.2   (i) record the room temperature \u03b8r, shown on the thermometer in fig. 1.2.  \u03b8r =  ..  [1]     (ii) another student is carrying out the same experiment in a room with a room temperature  that is much higher than \u03b8r.    suggest whether this might affect the cooling of the water in beaker a in her experiment.  briefly explain your answer.  suggestion  . explanation    ...    ...  [1]  [total: 11]",
+            "5": "5 0625/63/o/n/17 \u00a9 ucles 2017 [turn over 2 a student is investigating a circuit containing resistors.  she is using the circuit shown in fig. 2.1. a xpower supply y fig. 2.1  (a) on fig. 2.1, show a voltmeter connected so that it measures the potential difference across  resistor x. [1]  (b) the student uses the ammeter to measure the current is in the circuit. a0.6 0.8 1.00.4 0.2 0 fig. 2.2   record the current is, as shown on the ammeter in fig. 2.2.  is =  ... [1]",
+            "6": "6 0625/63/o/n/17 \u00a9 ucles 2017  (c) (i) the student uses the voltmeter to measure the potential difference  vx across resistor x  and then reconnects it to measure the potential difference vy across resistor  y. v3 4 52 1 0   v3 4 52 1 0 fig. 2.3                   fig. 2.4    \u2022 record the value of the potential difference  vx across resistor x, shown in fig. 2.3.  vx =  ...    \u2022 record the value of the potential difference  vy across resistor y, shown in fig. 2.4.  vy =  ...   [1]   (ii) she then measures  the potential difference  vs across the combination of both resistors. v3 4 52 1 0 fig. 2.5    record the value of the potential difference  vs across the combination of both resistors,  shown in fig. 2.5.  vs =  ... [1]",
+            "7": "7 0625/63/o/n/17 \u00a9 ucles 2017 [turn over   (iii) a student suggests that vs should be equal to ( vx + vy).    state whether the readings support this suggestion. justify your statement with reference  to the results. statement  .. justification    ...  ...  [2]  (d) calculate the resistance rs of the combination of resistors, using the readings from (b)  and (c)(ii)  and the equation                   rs = vs is.  rs =  ... [2]  (e) (i) the circuit components are to be rearranged so that:    \u2022 resistors x and y are in parallel    \u2022 the ammeter will measure the total current in the circuit    \u2022 the voltmeter will measure the potential difference across both resistors.    in the space below, draw a diagram of this circuit using standard electrical symbols.  [2]",
+            "8": "8 0625/63/o/n/17 \u00a9 ucles 2017   (ii) the student sets up the circuit as described in (e)(i) .    she measures and records the total current ip in the circuit and the potential difference  vp across the resistors.  ip =  0.81  a  vp =    3.6  v    the resistance of two resistors connected in parallel is less than the resistance of the  same two resistors connected in series.    state whether the readings indicate that she has set up the circuit correctly.    explain your answer. suggestion  . explanation    ...  ...  [1]  [total: 11]\u2013\u2013\u2013\u2013\u2013\u2013\u2013\u2013 \u2013\u2013\u2013\u2013\u2013\u2013\u2013\u2013",
+            "9": "9 0625/63/o/n/17 \u00a9 ucles 2017 [turn over 3 some students are determining the weight of a metre rule.  they use the apparatus shown in fig. 3.1. 0.0 cm mark 200  g massforcemeter metre ruleclamp 100.0  cm mark benchclamp d fig. 3.1  (a) (i) the students suspend a 200  g mass at a distance d from the end of the rule.    they then adjust the height of the clamp holding the forcemeter so that the rule is  horizontal.    fig. 3.2 shows the forcemeter when the value of d is 10.0  cm. n 0.50.0 1.0 1.5 2.0 2.5 metre rule fig. 3.2",
+            "10": "10 0625/63/o/n/17 \u00a9 ucles 2017    in table 3.1, record the forcemeter reading f, as shown in fig. 3.2.  [1] table 3.1 d / cm f / n 10.0 30.0 1.05 50.0 1.65 70.0 1.95 90.0 2.25   (ii) the students repeat the procedure for values of d = 30.0  cm, 50.0  cm, 70.0  cm and  90.0 cm. their readings are shown in table 3.1.    explain how the students could make sure that the rule is horizontal before each reading.    you may draw a diagram.  ...  ...  ... [1]",
+            "11": "11 0625/63/o/n/17 \u00a9 ucles 2017 [turn over  (b) plot a graph of f / n (y-axis) against d / cm (x-axis).   start your axes from the origin (0, 0).   draw a best-fit line.  [4]  (c) (i) from your graph, determine  f0, the value of f when d = 0.0  cm.  f0 =  ... [1]   (ii) calculate the weight wr of the metre rule, using the equation wr = 2 \u00d7 f0.    give wr to a suitable number of significant figures for this experiment.  wr =  ... [2]",
+            "12": "12 0625/63/o/n/17 \u00a9 ucles 2017  (d) a student correctly plots your data points on another sheet of graph paper.   state and explain whether his best-fit line is likely to be the same as yours.   justify your answer with reference to the plots. statement  .. explanation  ...  ...  ...  [1]  (e) another student, carrying out the same experiment, is not sure if some of his values of f are  correct.   suggest one improvement to the procedure which would help him to obtain more reliable  f values.  ...  ...  ... [1]  [total: 11]",
+            "13": "13 0625/63/o/n/17 \u00a9 ucles 2017 [turn over blank page",
+            "14": "14 0625/63/o/n/17 \u00a9 ucles 2017 4 a student has a box of converging lenses but does not know their focal lengths.  plan an experiment which will enable her to determine an accurate value for the focal length f of  one of the lenses, using the equation f = uv (u + v )  where u is the distance between an object and the lens and v is the distance between the lens and  the focused image of the object.  the apparatus available includes:   a lens holder   a 12 v lamp in a holder, with a power supply   a card with a triangular hole covered with tracing paper.  write a plan for the experiment.  you should:   \u2022 list any additional apparatus needed    \u2022 draw a diagram of how the apparatus will be arranged, clearly labelling u and v   \u2022 write a method for carrying out the experiment including how  f will be determined   \u2022 state the precautions which should be taken to obtain a clear, focused image   \u2022  state the precautions which should be taken to ensure that measurements are accurate  once a focused image has been obtained.  ..  ..  ..  ..",
+            "15": "15 0625/63/o/n/17 \u00a9 ucles 2017  ..  ..  ..  ..  ..  ..  ..  ..  ..  ..  ..  ..  ..  ..  ..  ..  ..  .. [7]  [total: 7]",
+            "16": "16 0625/63/o/n/17 \u00a9 ucles 2017 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 international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download at www.cie.org.uk after  the live examination series. 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.blank page"
+        }
+    },
+    "2018": {
+        "0625_m18_qp_12.pdf": {
+            "1": "  the syllabus is approved for use in england, wales and northern ir eland as a cambridge international level 1/level 2 certificat e.  this document consists of 18 printed pages and 2 blank pages.  ib18 03_0625_12/3rp  \u00a9 ucles 2018 [turn over     *8208222047 * cambridge international examinations  cambridge international general certificate of secondary education       physics 0625/12     paper 1  multiple choice (core)  february/march 2018     45 minutes    additional materials: multiple choice answer sheet   soft clean eraser   soft pencil (type b or hb recommended)       read these instructions first    write in soft pencil.  do not use staples, paper clips, glue or correction fluid. write your name, centre number and candidate number on the answer sheet in the spaces provided  unless this has been done for you.  do not  write in any barcodes.   there are forty  questions on this paper. answer all questions. for each question there are four possible  answers a, b, c and d.   choose the one you consider correct and record your choice in soft pencil  on the separate answer sheet.    read the instructions on the answer sheet very carefully.    each correct answer will score one mark. a ma rk will not be deducted for a wrong answer.  any rough working should be done in this booklet. electronic calculators may be used. take the weight of 1.0  kg to be 10  n (acceleration of free fall = 10  m / s2).    ",
+            "2": "2  \u00a9 ucles 2018 0625/12/f/m/18  1 a student is asked to find the volume of a small irregularly-shaped piece of rock.    he has the following apparatus available.    100 90 8070605040302010 10 0 2 03 04 05 06 07 08 09 0 1 0 0 measuring cylinder containing waterrule balance     which apparatus must the student use to find the volume of the small piece of rock?  a balance and rule  b rule only  c balance and measuring cylinder  d measuring cylinder only      2 the speed-time graph represents the motion of a car travelling along a straight level road.    0 0speed time    which statement describes the motion of the car?  a it accelerates and reaches a constant speed.  b it accelerates and then stops moving.  c it decelerates and then reaches a constant speed.  d it decelerates and then stops moving.     ",
+            "3": "3  \u00a9 ucles 2018 0625/12/f/m/18 [turn over  3 an athlete runs 300 metres up a hill at a steady speed of 3.0  m / s.    she then immediately runs the same distance down the hill at a steady speed of 6.0  m / s.    what is her average speed for the 600 metre run?  a 2.0  m / s b 3.0  m / s c 4.0  m / s d 4.5  m / s      4 which statement is correct?  a mass is a gravitational force but weight is not a gravitational force.  b mass is not a gravitational force and weight is not a gravitational force.  c the unit of mass is the kilogram and the unit of weight is the newton.  d the unit of mass is the newton and the unit of weight is the kilogram.     5 the diagram shows a bird in flight. the bird is flying in a horizontal direction to the right.    in which direction does air resistance act on the bird?    a d cb     ",
+            "4": "4  \u00a9 ucles 2018 0625/12/f/m/18  6 a measuring cylinder contains 30  cm3 of a liquid.    1020304050cm3 balance     some more of the liquid is added until the liquid level reaches the 50  cm3 mark.    the reading on the balance increases by 30  g.    what is the density of the liquid?  a 0.60  g / cm3 b 0.67  g / cm3 c 1.5  g / cm3 d 1.7  g / cm3     7 a car is travelling along a straight horizontal road. the speed-time graph is shown.    in which labelled part of the journey is the resultant force on the car zero?    0 0speed timeabc d     8 the diagram shows a uniform metre rule balanced at its mid-point.    0 20 50 70 100 w 6.0 n    what is the weight w placed at the 20  cm mark?  a 0.25  n b 4.0  n c 9.0  n d 21  n   ",
+            "5": "5  \u00a9 ucles 2018 0625/12/f/m/18 [turn over  9 a wooden plank rests in equilibrium on two rocks on opposite sides of a narrow stream.    three forces p, q and r act on the plank.    qp r plank     how are the sizes of the forces related?  a p + q = r  b p + r = q  c p = q = r  d p = q + r     10 a ball is at rest at the top of a hill. it rolls down the hill. at the bottom of the hill the ball hits a wall  and stops.    which energy changes occur?  a gravitational potential energy \u2192 internal energy \u2192 kinetic energy  b gravitational potential energy \u2192 kinetic energy \u2192 internal energy  c kinetic energy \u2192 gravitational potential energy \u2192 internal energy  d kinetic energy \u2192 internal energy \u2192 gravitational potential energy    ",
+            "6": "6  \u00a9 ucles 2018 0625/12/f/m/18  11 a man pulls a truck a distance of 20  m, as shown in the three diagrams.    10 m1 2 10 m10 m10 m 10 m10 m 3     which statement concerning the work done against gravity is correct?  a most work is done in 1.  b no work is done in 3.  c the work done in all three is equal.  d the work done in 1 and 2 is equal.     12 which source of energy is used in a nuclear power station to generate electrical energy?  a different types of atom regrouping  b heavy nuclei splitting  c radioactive isotopes decaying  d radioactive atoms emitting \u03b2-particles     13 two beakers are filled to the same depth, one with water and one with oil.    the density of water is 1000  kg  / m3 and the density of oil is 920  kg  / m3.    in which position is the pressure the greatest?    a ba bcd wateroil    ",
+            "7": "7  \u00a9 ucles 2018 0625/12/f/m/18 [turn over  14 a water manometer is connected to a gas supply.    watergas supply pq     there is a gas leak and the pressure of the gas supply falls.    what happens to the water level at p and what happens to the water level at q?     water level at p water level at q  a falls falls  b falls rises  c rises falls  d rises rises     ",
+            "8": "8  \u00a9 ucles 2018 0625/12/f/m/18  15 a cylinder with a tap contains a fixed mass of gas x. the gas is contained by a piston which can  move freely towards or away from the tap.    tap closedgas x piston cylinderatmosphere     when the tap is opened, the piston moves slightly to the right, towards the tap.    tap opengas xatmosphere     what can be deduced about the pressure of gas x?     before opening tap after opening tap  a less than atmospheric pressure more than atmospheric pressure  b same as atmospheric pressure more than atmospheric pressure  c more than atmospheric pressure less than atmospheric pressure  d more than atmospheric pressure same as atmospheric pressure      16 which quantity does not change when there is an increase in temperature?  a the density of a steel block  b the diameter of the hole in a metal nut  c the length of an iron rod  d the mass of a metal coin     17 a thermometer has a low thermal capacity.    why is this an advantage?  a the thermometer does not absorb much thermal energy to raise its own temperature.  b the thermometer does not conduct much thermal energy to the surroundings.  c the thermometer does not melt when it gets hot.  d the thermometer does not radiate much thermal energy to the surroundings.     ",
+            "9": "9  \u00a9 ucles 2018 0625/12/f/m/18 [turn over  18 in an experiment, a thermometer is placed in a test-tube of hot liquid. the temperature reading of  the liquid is recorded every half minute. the table shows the results.    time  / minutes 0.0 0.5 1.0 1.5 2.0 2.5 3.0 3.5 4.0 4.5 5.0 5.5 6.0 6.5 7.0 7.5 temperature  / \u00b0c 73 65 59 55 55 55 51 48 45 42 40 38 36 35 34 33    what is the melting point of the substance?  a 0 \u00b0c b 33  \u00b0c c 55  \u00b0c d 73  \u00b0c     19 a teacher demonstrates an experiment to a class. a boiling tube is filled with water and some ice  cubes are trapped at the bottom of the tube. the teacher then heats the boiling tube in the  position shown until the water at the top boils.    icewater metal meshheat     the ice does not melt.    what does this demonstrate?  a water is a good conductor of thermal energy.  b water is a good convector of thermal energy.  c water is a poor conductor of thermal energy.  d water is a poor convector of thermal energy.    ",
+            "10": "10  \u00a9 ucles 2018 0625/12/f/m/18  20 a hot metal plate is placed near to a cold metal plate. infra-red radiation transfers thermal energy  between the two plates.    cold platehot plate     which choice of colour causes the temperature of the cold plate to increase most slowly?     hot plate cold plate  a matt black matt black  b matt black shiny white  c shiny white matt black  d shiny white shiny white      21 which row shows an example of a transverse wa ve and an example of a longitudinal wave?     transverse longitudinal  a light radio  b radio sound  c sound water  d water light      22 an object is placed before a plane mirror as shown.    a student views the image of the object in the mirror from point p.    where does she see the image?    object pbca d mirror   ",
+            "11": "11  \u00a9 ucles 2018 0625/12/f/m/18 [turn over  23 light passes through a prism as shown. the light changes direction and produces a spectrum of  colours.    white light spectrum of colours    which term is used to describe the production of the spectrum of colours?  a diffraction  b dispersion  c refraction  d total internal reflection      24 which type of waves are produced by a television remote controller?  a infra-red waves  b radio waves  c ultraviolet waves  d visible light      25 both the amplitude and the frequency of a sound wave decrease.    what happens to the sound heard?  a the sound is louder and has a higher pitch.  b the sound is louder and has a lower pitch.  c the sound is quieter and has a higher pitch.  d the sound is quieter and has a lower pitch.    26 an electromagnet is used to remove a splinter from an eye.    what material is the splinter made from?  a aluminium  b glass  c iron  d wood    ",
+            "12": "12  \u00a9 ucles 2018 0625/12/f/m/18  27 which diagram shows the magnetic field around a bar magnet?    a b cdns ns ns ns       28 a metal conductor is connected to a battery.     which statement describes the current in the metal conductor?  a it is a flow of electrons from the negative to the positive terminal.  b it is a flow of electrons from the positive to the negative terminal.  c it is a flow of protons from the negative to the positive terminal.  d it is a flow of protons from the positive to the negative terminal.     ",
+            "13": "13  \u00a9 ucles 2018 0625/12/f/m/18 [turn over  29 a student sets up the circuit shown to measure three quantities.    1 the current in the circuit  2 the electromotive force (e.m.f.) of the cell  3 the potential difference across the lamp        how many ammeters and how many voltmeters are needed?     ammeters voltmeters  a 0 3  b 1 2  c 2 1  d 3 0      30 the current in a car headlamp is 3.0  a when connected to a 12  v battery.    what is the resistance of the lamp when it is lit?  a 0.25  \u03c9 b 4.0  \u03c9 c 15  \u03c9 d 36  \u03c9    ",
+            "14": "14  \u00a9 ucles 2018 0625/12/f/m/18  31 the diagram shows a circuit containing a cell, an ammeter, a lamp and a variable resistor.    a     the resistance of the variable resistor is increased.    what happens to the ammeter reading and what happens to the brightness of the lamp?     ammeter reading lamp brightness  a decreases decreases  b decreases increases  c increases decreases  d increases increases      32 diagram 1 shows two identical lamps connected in series with a cell. diagram 2 shows the same  two lamps connected in parallel with an identical cell.    diagram 1 diagram 2    which statement is correct?  a the cell in diagram 1 can supply current to the lamps for longer than the cell in diagram 2.  b the current in the cell in diagram 1 is greater than the current in the cell in diagram 2.  c the lamps in diagram 1 are brighter than the lamps in diagram 2.  d the voltage across each lamp in diagram 1 is greater than the voltage in diagram 2.     ",
+            "15": "15  \u00a9 ucles 2018 0625/12/f/m/18 [turn over  33 a circuit contains four ammeters and three resistors with different values.  which ammeter shows the largest reading?    aaa a20 \u03c910 \u03c9 30 \u03c9a b cd      34 the diagram shows the arrangement of the coil, armature and contacts of a relay.    which diagram shows this arrangement when there is no current in the coil?    pivota contacts coilb c darmature      ",
+            "16": "16  \u00a9 ucles 2018 0625/12/f/m/18  35 the diagram represents a magnetic field.        what causes this field?  a a bar magnet  b a solenoid carrying a current  c a straight wire carrying a current  d two north poles close together     36 the diagram shows a simple d.c. electric motor which is rotating.    sn magnet magnetcoil     which change makes the motor rotate more quickly?  a increasing the number of turns on the coil  b removing the magnets  c reversing the battery  d reversing the polarity of the magnets     ",
+            "17": "17  \u00a9 ucles 2018 0625/12/f/m/18 [turn over  37 the notation for an isotope of sodium is na23 11 .    which row gives the composition of a neutral atom of this isotope of sodium?     number of  protons number of  neutrons number of  electrons  a 11 12 11  b 11 12 12  c 11 23 11  d 12 11 12      38 which diagram represents a nucleus of h3 1?    nn pa nppb nnn ppp pp nncd key = a neutron = a proton      39 when measuring the emissions from a radioactive rock brought into the laboratory, a teacher  mentions that background radiation must be taken into account.    what is this background radiation?  a infra-red radiation from warm objects in the laboratory  b infra-red radiation from the sun  c ionising radiation from the radioactive rock brought into the laboratory  d ionising radiation in the laboratory when the radioactive rock is not present    ",
+            "18": "18  \u00a9 ucles 2018 0625/12/f/m/18  40 the graph shows the percentage of a radioactive isotope that remains as time passes.    100 755025 0 0 5 10 15 20 25 30 35 40 time  / minutespercentage of isotoperemaining  / %     a student measures the initial rate of emission of this isotope as 40  000 emissions per second.    how long does it take for the rate of emission to fall to 5000 emissions per second?  a 5 minutes b 15 minutes c 20 minutes d 40 minutes    ",
+            "19": "19    blank page   \u00a9 ucles 2018 0625/12/f/m/18 ",
+            "20": "20    blank page     permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to trac e 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 ans wer-related information to candidates, all copyright acknowledgements are reproduced onl ine in the cambridge  international examinations copyright acknow ledgements booklet. this is produced for each  series of examinations and is freely a vailable to download at  www.cie.org.uk after the live examination series.    cambridge international examinations is part of the cambridge as sessment group. cambridge assessment is the brand name of unive rsity of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge.    \u00a9 ucles 2018 0625/12/f/m/18   "
+        },
+        "0625_m18_qp_22.pdf": {
+            "1": "  the syllabus is approved for use in england, wales and northern ir eland as a cambridge international level 1/level 2 certificat e.  this document consists of 15 printed pages and 1 blank page.  ib18 03_0625_22/4rp  \u00a9 ucles 2018 [turn over     *8385724903 * cambridge international examinations  cambridge international general certificate of secondary education       physics 0625/22     paper 2  multiple choice (extended)  february/march 2018     45 minutes    additional materials: multiple choice answer sheet   soft clean eraser   soft pencil (type b or hb recommended)       read these instructions first    write in soft pencil.  do not use staples, paper clips, glue or correction fluid. write your name, centre number and candidate number on the answer sheet in the spaces provided  unless this has been done for you.  do not write in any barcodes.   there are forty  questions on this paper. answer all questions. for each question there are four possible  answers a, b, c and d.   choose the one you consider correct and record your choice in soft pencil  on the separate answer sheet.    read the instructions on the answer sheet very carefully.    each correct answer will score one mark. a ma rk will not be deducted for a wrong answer.  any rough working should be done in this booklet. electronic calculators may be used. take the weight of 1.0  kg to be 10  n (acceleration of free fall = 10  m / s2).    ",
+            "2": "2  \u00a9 ucles 2018 0625/22/f/m/18  1 which instrument is used to measure accurately the diameter of a thin metal wire?  a 30  cm ruler  b measuring tape  c metre rule  d micrometer screw gauge      2 a parachutist is falling through  the air at terminal velocity.    which statement about the parachutist is correct?  a every force acting on the parachutist is equal to zero and his acceleration is equal to zero.  b every force acting on the parachutist is equal to zero and his velocity is equal to zero.  c the resultant force acting on the parachutist is equal to zero and his acceleration is equal to  zero.  d the resultant force acting on the parachutist is equal to zero and his velocity is equal to zero.     3 the curved line on the graph shows the motion of a car.    12.0 10.0 8.06.04.02.0 0 0 2.01.0 3.0 4.0 5.0speed m  / s time  / s    what is the acceleration of the car at the time of 4.0  s?  a 0.33  m / s2 b 0.44  m / s2 c 2.3  m / s2 d 3.0  m / s2     ",
+            "3": "3  \u00a9 ucles 2018 0625/22/f/m/18 [turn over  4 the diagram shows a bird in flight. the bird is flying in a horizontal direction to the right.    in which direction does air resistance act on the bird?    a d cb      5 the gravitational field strength on the moon is 1.6  n / kg.    an astronaut has a mass of 75  kg.    what is the weight of the astronaut on the moon?  a 47  n b 75  n c 120  n d 750  n    6 a measuring cylinder contains 30  cm3 of a liquid.    1020304050cm3 balance     some more of the liquid is added until the liquid level reaches the 50  cm3 mark.    the reading on the balance increases by 30  g.    what is the density of the liquid?  a 0.60  g / cm3 b 0.67  g / cm3 c 1.5  g / cm3 d 1.7  g / cm3 ",
+            "4": "4  \u00a9 ucles 2018 0625/22/f/m/18  7 a stone of mass 0.12  kg is fired from a catapult. the velocity of the stone changes from 0 to  5.0  m / s in 0.60  s.    what is the average resultant force acting on the stone while it is being fired?  a 1.0  n b 2.5  n c 3.6  n d 8.3  n      8 a uniform rod xy of weight 2.0  n has a length of 80  cm.    the rod is suspended by a thread 20  cm from end x. a weight of 5.0  n is suspended from end x.    20 cm 80 cm 5.0 nthread uniform rod x y     a student hangs a 6.0  n weight on the rod so that it is in equilibrium.    what is the distance of the 6.0  n weight from end x?  a 6 cm b 10  cm c 26  cm d 30  cm      9 a wooden plank rests in equilibrium on two rocks on opposite sides of a narrow stream.    three forces p, q and r act on the plank.    qp r plank     how are the sizes of the forces related?  a p + q = r  b p + r = q  c p = q = r  d p = q + r     ",
+            "5": "5  \u00a9 ucles 2018 0625/22/f/m/18 [turn over  10 a ball of mass 0.16  kg is moving forwards at a speed of 0.50  m / s. a second ball of mass 0.10  kg  is stationary. the first ball strikes the second ball. the second ball moves forwards at a speed of 0.50  m / s.    what is the speed of the first ball after the collision?  a 0.0  m / s b 0.19  m / s c 0.31  m / s d 0.50  m / s     11 a ball is at rest at the top of a hill. it rolls down the hill. at the bottom of the hill the ball hits a wall  and stops.    which energy changes occur?  a gravitational potential energy \u2192 internal energy \u2192 kinetic energy  b gravitational potential energy \u2192 kinetic energy \u2192 internal energy  c kinetic energy \u2192 gravitational potential energy \u2192 internal energy  d kinetic energy \u2192 internal energy \u2192 gravitational potential energy    12 a student cycles along a level road at a speed of 5.0  m / s.    the total mass of the student and bicycle is 120  kg.    the student applies the brakes and stops. the braking distance is 10  m.    what is the average braking force?  a 150  n b 300  n c 15  000  n d 30  000  n     ",
+            "6": "6  \u00a9 ucles 2018 0625/22/f/m/18  13 a water manometer is connected to a gas supply.    watergas supply pq     there is a gas leak and the pressure of the gas supply falls.    what happens to the water level at p and what happens to the water level at q?     water level at p water level at q  a falls falls  b falls rises  c rises falls  d rises rises      14 a submarine is 20  m below the surface of the sea. the pressure due to the water at this depth  is p.    on another day, the submarine is 26  m below the surface of fresh water.    the density of sea water is 1.3 times the density of fresh water.    what is the pressure due to the fresh water at a depth of 26  m?  a 3.1p b p c 1.3  p d 1.7  p     ",
+            "7": "7  \u00a9 ucles 2018 0625/22/f/m/18 [turn over  15 a cylinder with a tap contains a fixed mass of gas x. the gas is contained by a piston which can  move freely towards or away from the tap.    tap closedgas x piston cylinderatmosphere     when the tap is opened, the piston moves slightly to the right, towards the tap.    tap opengas xatmosphere     what can be deduced about the pressure of gas x?     before opening tap after opening tap  a less than atmospheric pressure more than atmospheric pressure  b same as atmospheric pressure more than atmospheric pressure  c more than atmospheric pressure less than atmospheric pressure  d more than atmospheric pressure same as atmospheric pressure      16 liquid evaporates from a beaker.    what happens to the temperature of the remaining liquid and how does this temperature change  affect the rate of evaporation?     temperature rate of  evaporation  a decreases decreases  b decreases increases  c increases decreases  d increases increases     ",
+            "8": "8  \u00a9 ucles 2018 0625/22/f/m/18  17 which quantity does not change when there is an increase in temperature?  a the density of a steel block  b the diameter of the hole in a metal nut  c the length of an iron rod  d the mass of a metal coin      18 a thermocouple is used to measure temperature.    which is an advantage of using a thermocouple instead of a liquid-in-glass thermometer?  a it can measure temperature in the range \u201310  \u00b0c to 110  \u00b0c.  b it can measure temperature that changes rapidly.  c it has a linear scale.  d it is more sensitive.    19 a block of copper has a mass of 2.0  kg.    the block of copper absorbs 12  000  j thermal energy.    the specific heat capacity of copper is 385  j / (kg  \u00b0c).    what is the temperature rise of the copper?  a 15.6  \u00b0c b 31.2  \u00b0c c 46.8  \u00b0c d 62.4  \u00b0c    ",
+            "9": "9  \u00a9 ucles 2018 0625/22/f/m/18 [turn over  20 a teacher demonstrates an experiment to a class. a boiling tube is filled with water and some ice  cubes are trapped at the bottom of the tube. the teacher then heats the boiling tube in the position shown until the water at the top boils.    icewater metal meshheat     the ice does not melt.    what does this demonstrate?  a water is a good conductor of thermal energy.  b water is a good convector of thermal energy.  c water is a poor conductor of thermal energy.  d water is a poor convector of thermal energy.    21 a metal cup has a plastic lining. the cup is filled with hot water and held by a hand.     which statement about the transfer of thermal energy from the water to the hand is correct?  a in the plastic, no energy is transferred directly between adjacent molecules.  b in the plastic, fast moving molecules interact with free electrons, making the electrons move  very quickly.  c in the metal, energy is transferred only by electrons.  d in the metal, energy is transferred by electrons and by vibrations of the lattice.     22 which row shows an example of a transverse wave and an example of a longitudinal wave?     transverse longitudinal  a light radio  b radio sound  c sound water  d water light     ",
+            "10": "10  \u00a9 ucles 2018 0625/22/f/m/18  23 a wave passes through a gap and diffraction causes the wave to spread out.    which wave spreads out the most?  a large wavelength through a gap slightly larger than the wavelength  b large wavelength through a gap much smaller than the wavelength  c small wavelength through a gap much larger than the wavelength  d small wavelength through a gap much smaller than the wavelength    24 an object is placed before a plane mirror as shown.    a student views the image of the object in the mirror from point p.    where does she see the image?    object pbca d mirror      25 light has a speed of 1.24 \u00d7 108  m / s in diamond.    what is the refractive index of diamond?  a 0.41 b 1.54 c 2.42 d 3.72     26 which statement describes monochromatic light?  a light that does not diffract  b light that has a single frequency  c light that spreads out when shone through a glass prism  d light that travels at the same speed in all materials    ",
+            "11": "11  \u00a9 ucles 2018 0625/22/f/m/18 [turn over  27 both the amplitude and the frequency of a sound wave decrease.    what happens to the sound heard?  a the sound is louder and has a higher pitch.  b the sound is louder and has a lower pitch.  c the sound is quieter and has a higher pitch.  d the sound is quieter and has a lower pitch.    28 a sound wave is travelling through water.    what is a possible speed for the wave?  a 150  m / s b 300  m / s c 1500  m / s d 5000  m / s     29 an electromagnet is used to remove a splinter from an eye.    what material is the splinter made from?  a aluminium  b glass  c iron  d wood    30 a metal conductor is connected to a battery.    which statement describes the current in the metal conductor?  a it is a flow of electrons from the negative to the positive terminal.  b it is a flow of electrons from the positive to the negative terminal.  c it is a flow of protons from the negative to the positive terminal.  d it is a flow of protons from the positive to the negative terminal.     31 in an electric circuit, 40  c of electric charge pass a point in 5.0  s.    what is the current in the circuit?  a 0.13  a b 8.0  a c 45  a d 200  a    32 there is a current of 5.0  a in a resistor.    the potential difference (p.d.) across the resistor is 24  v.    how much energy is transferred in the resistor in 1.0 minute?  a 5.0  j b 120  j c 290  j d 7200  j ",
+            "12": "12  \u00a9 ucles 2018 0625/22/f/m/18  33 the diagram shows a circuit.    slamp 1 lamp 2     switch s is closed.    which lamps light?  a lamp 1 only  b lamp 2 only  c lamp 1 and lamp 2  d neither lamp 1 nor lamp 2      34 a circuit contains four ammeters and three resistors with different values.  which ammeter shows the largest reading?    aaa a20 \u03c910 \u03c9 30 \u03c9a b cd      ",
+            "13": "13  \u00a9 ucles 2018 0625/22/f/m/18 [turn over  35 the diagrams show pairs of circuits containing logic gates.    in which diagram does the lower circuit of the pair not behave in the same way as the upper  circuit?    a b c d      36 the current in a coil produces a magnetic field around it, as shown.    \u2013 +     the magnitude of the potential difference across the coil is increased and its direction is reversed.    what happens to the magnetic field?  a the lines become closer together and the right-hand end becomes a south pole.  b the lines become closer together and the right-hand end remains a north pole.  c the lines become further apart and the right-hand end becomes a south pole.  d the lines become further apart and the right-hand end remains a north pole.    ",
+            "14": "14  \u00a9 ucles 2018 0625/22/f/m/18  37 the notation for an isotope of sodium is na23 11 .    which row gives the composition of a neutral atom of this isotope of sodium?     number of  protons number of  neutrons number of  electrons  a 11 12 11  b 11 12 12  c 11 23 11  d 12 11 12      38 the radioactive isotope of hydrogen undergoes beta decay to the isotope he3 2.    what is the nuclide notation for the hydrogen isotope?  a h1 1 b h2 1 c h3 1 d h4 2     39 when measuring the emissions from a radioactive rock brought into the laboratory, a teacher  mentions that background radiation must be taken into account.    what is this background radiation?  a infra-red radiation from warm objects in the laboratory  b infra-red radiation from the sun  c ionising radiation from the radioactive rock brought into the laboratory  d ionising radiation in the laboratory when the radioactive rock is not present     ",
+            "15": "15  \u00a9 ucles 2018 0625/22/f/m/18 40 solid caesium-137 decays by the emission of a \u03b2-particle to form solid barium-137, which emits a  \u03b3-ray.    the barium-137 undergoes no further decay. the half-life of caesium-137 is 33 years.    a block of pure caesium-137 has a mass of 2.0  \u00b5g.    the diagram shows a radiation detector a distance of 5  cm from the block. the detector registers  a count rate of 2000 counts  / second.    5 cmcounte rdetector block     which statement is not correct?  a after 33 years, the mass of the block is 1.0  \u00b5g.  b after 66 years, the sample contains 1.5  \u00b5g of barium.  c with 5  cm of lead between the block and the detector, the count rate is just above  background level.  d with 2  mm of aluminium between the block and the detector, the count rate is reduced  significantly.     ",
+            "16": "16    blank page     permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to trac e 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 ans wer-related information to candidates, all copyright acknowledgements are reproduced onl ine in the cambridge  international examinations copyright acknow ledgements booklet. this is produced for each  series of examinations and is freely a vailable to download at  www.cie.org.uk after the live examination series.    cambridge international examinations is part of the cambridge as sessment group. cambridge assessment is the brand name of unive rsity of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge.    \u00a9 ucles 2018 0625/22/f/m/18   "
+        },
+        "0625_m18_qp_32.pdf": {
+            "1": "*7183265192* this document consists of 20 printed pages. dc (nf/sw) 149763/5 \u00a9 ucles 2018  [turn overphysics  0625/32 paper 3  theory (core)  february/march 2018  1 hour 15 minutes candidates answer on the question paper. no additional materials are required. read these instructions first write your centre number, candidate number and name in the spaces at the top of the page. write in dark blue or black pen. you may use an hb pencil for any diagrams or graphs. do not use staples, paper clips, glue or correction fluid. do not  write in any barcodes. answer all questions. electronic calculators may be used. you may lose marks if you do not show your working or if you do not use appropriate units. take the weight of 1.0  kg to be 10  n (acceleration of free fall  = 10 m / s2). at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part  question. this syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificate.cambridge international examinations cambridge international general certificate of secondary education",
+            "2": "2 0625/32/f/m/18 \u00a9 ucles 2018 1 a student has a pile of a4 paper for his computer printer.  fig. 1.1 shows the dimensions of the pile of paper. 30.0  cm20.0  cm 5.0 cm fig. 1.1 (not to scale)  (a) the pile contains 500 sheets of paper.   calculate the average thickness of one sheet of paper.  average thickness =    cm  [1]  (b) show that the pile of paper has a volume of 3000  cm3. use the information shown in fig.  1.1. [1]",
+            "3": "3 0625/32/f/m/18 \u00a9 ucles 2018 [turn over  (c) the student measures the total mass of the paper in the pile.   state the name of a device used to measure mass.  ..  [1]  (d) the mass of the paper in the pile is 2400  g.   calculate the density of the paper.  density =  ..  g / cm3  [3] [total: 6]",
+            "4": "4 0625/32/f/m/18 \u00a9 ucles 2018 2 some cyclists are racing around a track.  (a) fig. 2.1 shows the speed-time graph for one cyclist. 005.010.015.020.025.0 10 20 30 40 50 time  / sspeed m / s 60 70ab c d fig. 2.1   (i) tick the box that represents the cyclist travelling at constant speed.      a      b      c      d [1]   (ii) calculate the distance travelled by the cyclist in the first 5 seconds.  distance =  .  m  [3]",
+            "5": "5 0625/32/f/m/18 \u00a9 ucles 2018 [turn over  (b) the length of the track is  250 m.   another cyclist goes around the track four times (four laps). this takes 80.0 seconds.   (i) calculate the average speed of this cyclist.  average speed =  .  m / s  [4]   (ii) a friend of the cyclist starts a stopwatch at the beginning of the race.    fig. 2.2 shows the reading on the stopwatch when the cyclist has gone around the track  once .    fig. 2.3 shows the reading on the stopwatch when the cyclist has gone around the track  twice . min s s1 100 min s s1 100  fig. 2.2 fig. 2.3    calculate the time taken for the cyclist to go around the track during the second lap.  time =  ...  s  [1] [total: 9]",
+            "6": "6 0625/32/f/m/18 \u00a9 ucles 2018 3 fig. 3.1 shows the load-extension graphs for two springs, a and b. 00102025 515 10 20 30 40 extension  / mmload  / n spring a spring b fig. 3.1  (a) determine the extension of spring a for a load of 10  n.  extension =  ..  mm  [1]  (b) state which spring is easier to stretch and give a reason for your answer. spring   reason  ...  ... [2]",
+            "7": "7 0625/32/f/m/18 \u00a9 ucles 2018 [turn over  (c) a different spring is suspended from the edge of a bench, as shown in fig.  3.2. 19.7 cmbench 43.9 cmpinspring metre rule 100  cm mark 100  cm markload = 6.0  n  fig. 3.2 fig. 3.3   with no load on the spring, the pin points to 19.7  cm on the metre rule, as shown in fig. 3.2.   when a load of 6.0  n is attached to the spring, the pin points to 43.9  cm, as shown in fig. 3.3.   (i) calculate the extension of this spring for a load of 6.0  n.  extension =    cm  [1]   (ii) describe how a student could use the equipment in fig. 3.2 to obtain accurate readings  for a load-extension graph for this spring.  ...  ...  ...  ...  ..  [2] [total: 6]",
+            "8": "8 0625/32/f/m/18 \u00a9 ucles 2018 4 fig. 4.1 represents a hydroelectric system for generating electrical energy. power stationpipe waterreservoir fig. 4.1  (a) describe how the power station uses the water in the reservoir to generate electrical energy.  ...  ...  ...  ...  ...  ..  [3]  (b) state three  advantages of generating electrical energy using a hydroelectric system  compared with using a coal-fired power station. 1.  ...  ... 2.  ...  ... 3.  ...  ... [3]",
+            "9": "9 0625/32/f/m/18 \u00a9 ucles 2018 [turn over  (c) an electric drill is shown in fig.  4.2. it uses electrical energy. fig. 4.2   complete the sentences about the electric drill.   use words from the box. each word may be used once, more than once, or not at all. efficient        kinetic        potential        powerful        reliable        thermal   (i) the electric drill usefully transforms electrical energy into .. energy.  [1]   (ii) a second electric drill transforms the same amount of electrical energy per second as the  first one. it wastes more of this energy.    the second drill is less . than the first drill.  [1] [total: 8]",
+            "10": "10 0625/32/f/m/18 \u00a9 ucles 2018 5 fig. 5.1 shows a glass bottle containing air. the bottle is sealed with a cap. cap air fig. 5.1  (a) the air in the bottle becomes warmer.   (i) state what happens to the pressure of the air in the bottle.  ..  [1]   (ii) explain why the pressure of the air in the bottle changes. use your ideas about gas  molecules.  ...  ...  ...  ...  ...  ..  [4]  (b) the bottle has a weight of 5.4  n and an area of 9.2  cm2 in contact with the table.   calculate the pressure produced by the bottle on the table. give the unit.  pressure =  .   [3]",
+            "11": "11 0625/32/f/m/18 \u00a9 ucles 2018 [turn over  (c) fig. 5.2 shows another bottle. the bottle is on a table. part of the base of this bottle is not in  contact with the table. bottom of bottlecap air fig. 5.2   fig. 5.3 shows the base of the bottle. the shaded area is not in contact with the table. 4.0 cm fig. 5.3 (not to scale)   (i) the base of the bottle is circular. the radius of the outer circle is 4.0  cm as shown in  fig. 5.3. calculate the area of this circle.  area =  ..  cm2  [1]   (ii) the bottle shown in fig. 5.2 has the same mass as the bottle shown in fig. 5.1. explain  why the bottle shown in fig. 5.2 exerts more pressure on the table than the bottle shown  in fig. 5.1.  ...  ..  [1] [total: 10]",
+            "12": "12 0625/32/f/m/18 \u00a9 ucles 2018 6 a thermometer is used to measure the temperature inside a room in a house.  (a) state a physical property that varies with temperature and can be used in a thermometer.  ..  [1]  (b) fig. 6.1 shows how the temperature of the room changes between 6:00  pm and 11:00  pm. 6:00  pm 7:00  pm 8:00  pm 9:00  pm time of day10:00  pm 11:00  pm101520 temperature  / \u00b0c fig. 6.1   a heater in the room is switched on at 6  pm. the room has a large window. a large amount of  thermal energy is transferred through the window. the window in the room has thick curtains.  closing the curtains reduces the loss of thermal energy from the room.   (i) suggest the time at which the heater is switched off.  ..  [1]   (ii) suggest the time at which the curtains were closed and explain your answer. use  information from the graph. time  ... explanation    ... [2]",
+            "13": "13 0625/32/f/m/18 \u00a9 ucles 2018 [turn over  (c) in cool climates, people use mineral wool to reduce heat loss from houses. mineral wool is  made of fibres and trapped air, as shown in fig.  6.2. pocket of trapped airfibres fig. 6.2   use words from the box to complete the sentences. each word may be used once, more than  once, or not at all. conductor      conduction      convection      emitter      insulator      radiation      radiator   air is a good   .   when air is trapped between fibres, it reduces heat loss by . and by    . [3] [total: 7]",
+            "14": "14 0625/32/f/m/18 \u00a9 ucles 2018 7 (a) a ray of light refracts as it travels from air into glass, as shown in fig.  7.1. wx y zray of lightnormal air glass fig. 7.1   (i) state which angle w, x, y or z, is the angle of refraction.  ..  [1]   (ii) light is a transverse wave.    state another example of a transverse wave.  ..  [1]  (b) fig. 7.2 represents some wavefronts approaching a barrier with a narrow gap. direction of travel for wavefrontsbarrier with narrow gap fig. 7.2   (i) on fig.  7.2, draw three wavefronts that have passed through the gap.  [2]   (ii) state the name of the effect in (b)(i) .  ..  [1] [total: 5]",
+            "15": "15 0625/32/f/m/18 \u00a9 ucles 2018 [turn over 8 a student sets up an electrical circuit. she draws part of the circuit diagram, as shown in  fig. 8.1. lamp a lamp b fig. 8.1  (a) on fig.  8.1, draw the circuit symbols for three devices so that the student can:   (i) measure the total current in the circuit  [1]   (ii) vary the current in the lamp b only  [1]   (iii) measure the potential difference (p.d.) across lamp b.  [2]  (b) the current in lamp a is 0.20  a. the potential difference (p.d.) across lamp a is 6.0  v.   calculate the resistance of lamp a.  resistance =  ..  \u03c9  [3] [total: 7]",
+            "16": "16 0625/32/f/m/18 \u00a9 ucles 2018 9 (a) fig. 9.1 represents the seven main regions of the electromagnetic spectrum. radio waves microwavesinfra-red  radiationultraviolet visible light gamma rays fig. 9.1   (i) in fig.  9.1, one region is not named.    state the name of the radiation in this region.  ..  [1]   (ii) state which region has waves with the longest wavelength.  ..  [1]  (b) tick the box for the wave with the lowest speed in air.      ultraviolet      ultrasound      visible light  [1]  (c) a group of students want to determine the speed of sound in air.   describe a method they can use. state the measurements they need to make.  ...  ...  ...  ...  ...  ...  ...  ...  ..  [4] [total: 7]",
+            "17": "17 0625/32/f/m/18 \u00a9 ucles 2018 [turn over 10 (a) a teacher demonstrates electromagnetic induction using the apparatus shown in fig.  10.1. centre-zero millivoltmeternsmagnet coilspring fig. 10.1   the teacher pulls the magnet down until one end is inside the coil. the teacher then releases  the magnet. the magnet moves up and down repeatedly. as it moves, one end of the magnet  enters and leaves the coil.   describe and explain the readings on the centre-zero millivoltmeter as the magnet enters and  leaves the coil.  ...  ...  ...  ...  ..  [4]",
+            "18": "18 0625/32/f/m/18 \u00a9 ucles 2018  (b) fig. 10.2 shows a system for transmitting electricity from a power station. homespower station x ypylon 240  v 22 000  v132  000  v fig. 10.2   state the name of the device used in x and the name of the device used in y. x  ... y  ... [2] [total: 6]",
+            "19": "19 0625/32/f/m/18 \u00a9 ucles 2018 [turn over 11 (a) a student rubs a polythene rod with a dry cloth. the polythene rod becomes negatively  charged.   describe and explain how the rod becomes negatively charged.  ...  ...  ..  [3]  (b) the negatively charged polythene rod hangs from a nylon thread so that it is free to turn.   the student charges a second polythene rod and brings it close to the first rod, as shown in  fig. 11.1. negatively charged polythene rodnylon thread negatively charged polythene rod fig. 11.1   describe and explain what happens when the negatively charged rods are close to each  other.  ...  ..  [2] [total: 5]",
+            "20": "20 0625/32/f/m/18 \u00a9 ucles 2018 12 fig. 12.1 shows a radioactive source placed close to a radiation detector and counter. the detector  can detect \u03b1, \u03b2 and \u03b3 radiation. radioactive sourceradiation detectorcounter fig. 12.1  the radioactive source emits \u03b2-particles only.  describe how you could show that the source emits \u03b2-particles only.  as part of your answer, you may draw on fig.  12.1 and add any other apparatus you may need.  ..  ..  ..  ..  ..  ..  .  [4] [total: 4] 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 international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download at www.cie.org.uk after  the live examination series. 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."
+        },
+        "0625_m18_qp_42.pdf": {
+            "1": "*9439985640* this syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificate. this document consists of 16 printed pages. dc (sc/sw) 149762/5 \u00a9 ucles 2018  [turn overcambridge international examinations cambridge international general certificate of secondary education physics  0625/42 paper 4  theory (extended)  february/march 2018  1 hour 15 minutes candidates answer on the question paper. no additional materials are required. read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen. you may use an hb pencil for any diagrams or graphs. do not use staples, paper clips, glue or correction fluid. do not  write in any barcodes. answer all questions. electronic calculators may be used. you may lose marks if you do not show your working or if you do not use appropriate units. take the weight of 1.0  kg to be 10  n (acceleration of free fall  = 10 m / s2). at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part  question.",
+            "2": "2 0625/42/f/m/18 \u00a9 ucles 2018 1 (a) define acceleration .  ..  [1]  (b) fig. 1.1 shows the speed-time axes for the graph of the motion of a car. 00102030 10 20 30 40 time  / sspeed m / s 50 fig. 1.1   (i) the car starts from rest.    from time = 0 to time = 15  s, the car has a constant acceleration to a speed of 28  m / s.    from time = 15  s to time = 32  s, the car has a constant speed of 28  m / s.    from time = 32  s, the car has a constant deceleration of 2.0  m / s2 until it comes to rest.    on fig. 1.1, draw the graph, using the space below for any calculations.  [5]   (ii) from time = 15  s to time = 32  s, the path of the car is part of a circle.    for this motion, state    1. the direction of the resultant force on the car,  ...    2. what happens to the velocity of the car.  ...  [2]  [total: 8]",
+            "3": "3 0625/42/f/m/18 \u00a9 ucles 2018 [turn over 2 (a) a force is used to move an object from the earth\u2019s surface to a greater height.   explain why the gravitational potential energy (g.p.e.) of the object increases.  ...  ..  [1]  (b) fig. 2.1 shows a train moving up towards the top of a mountain. fig. 2.1   the train transports 80 passengers, each of average mass 65  kg, through a vertical height of  1600  m.   calculate the increase in the total gravitational potential energy (g.p.e.) of the passengers.  increase in g.p.e. =  .  [2]  (c) the engine of the train has a power of 1500  kw. the time taken to reach the top of the  mountain is 30 minutes.    calculate the efficiency of the engine in raising the 80 passengers 1600  m to the top of the  mountain.  efficiency =  .  [4]  [total: 7]",
+            "4": "4 0625/42/f/m/18 \u00a9 ucles 2018 3 (a) complete the statement by writing in the blank spaces. the moment of a force about a pivot is equal to  .. multiplied by  ..  [1]  (b) fig. 3.1 shows a horizontal rod of length 2.4  m and weight 160  n. the weight of the rod acts  at its centre. the rod is suspended by two vertical ropes x and y. the tension in each rope is  80 n. 2.4 m80 n rope x rope y rod80 n 160  n fig. 3.1   (i) state the name given to the point at which the weight of the rod acts.  ..  [1]   (ii) calculate the mass of the rod.  mass =  .  [1]   (iii) the rod is in equilibrium.    using data from fig. 3.1, explain why.  ...  ...  ...  ...  ...  ..  [4]  [total: 7]",
+            "5": "5 0625/42/f/m/18 \u00a9 ucles 2018 [turn over 4 fig. 4.1 shows a cold plastic spoon that has just been placed in hot liquid in a cup. plastic spoon hot liquid fig. 4.1  (a) describe, in terms of molecules, why the temperature of the whole of the spoon increases.  ...  ...  ...  ...  ..  [3]  (b) the plastic spoon is replaced by a metal spoon.   describe an additional process by which the temperature of the whole of this spoon increases.  ...  ...  ..  [2]  (c) the cup contains 150  g of liquid of specific heat capacity 4.2  j / (g \u00b0c). when the cold spoon is  placed into the hot liquid, the temperature of the liquid decreases from 80  \u00b0c to 56  \u00b0c.   calculate the loss of thermal energy from the liquid.  energy loss =  .  [3]  [total: 8]",
+            "6": "6 0625/42/f/m/18 \u00a9 ucles 2018 5 (a) fig. 5.1 shows the apparatus used to observe the motion of smoke particles that are in the air  in a box. lightair molecules and smoke particlesmicroscopeeye fig. 5.1   light from a lamp enters the box through a window in one side of the box. the smoke particles  are observed using a microscope fixed above a window in the top of the box.   (i) the motion of a single smoke particle is observed through the microscope.    in the circle shown, sketch the path of this smoke particle.  [1]   (ii) explain why the smoke particle follows the path that is observed.  ...  ...  ...  ..  [3]",
+            "7": "7 0625/42/f/m/18 \u00a9 ucles 2018 [turn over  (b) a tennis player is practising by hitting a ball many times against a wall.   the ball hits the wall 20 times in 60  s. the average change in momentum for each collision  with the wall is 4.2  kg m / s.   calculate the average force that the ball exerts on the wall.  average force =  .  [3]  [total: 7]",
+            "8": "8 0625/42/f/m/18 \u00a9 ucles 2018 6 (a) fig. 6.1 represents the electromagnetic spectrum. radio waves microwaves a bvisible light c d fig. 6.1   state the radiation in each of the regions represented by a, b, c and d in fig.  6.1. a   b  ... c  ... d  ...  [2]",
+            "9": "9 0625/42/f/m/18 \u00a9 ucles 2018 [turn over  (b) a source emits visible light.   fig. 6.2 shows a ray of red light from the source incident on the face xy of a glass prism at  point s. is y zx normal ray of red light fig. 6.2   the angle of incidence i of the ray is 35  \u00b0. the refractive index of the glass for red light is 1.5.   (i) calculate the angle of refraction in the glass at s.  angle of refraction =  .  [2]   (ii) on fig. 6.2, draw the refracted ray at face xy and the ray emerging from face xz of the  prism. label this ray r.  [2]   (iii) a ray of blue light follows the same path as the ray of red light incident on the face xy.    on fig. 6.2, draw the path of this ray in the prism and emerging from the prism.    label this ray b.  [2]  [total: 8]",
+            "10": "10 0625/42/f/m/18 \u00a9 ucles 2018 7 (a) the speed of a light wave in air is 3.00 \u00d7 108 m / s. the refractive index of water is 1.33.   calculate the speed of the light wave in water.  speed =  .  [2]  (b) fig. 7.1 shows parallel wavefronts of a light wave in air incident on a boundary with a  transparent plastic. direction of light wave air transparent plastic fig. 7.1   on fig. 7.1,    (i) draw the positions of the four refracted wavefronts in the plastic,  [3]   (ii) draw an arrow to show the direction of travel of the refracted wave,  [1]   (iii) label the angle of refraction r of the light wave.  [1]  [total: 7]",
+            "11": "11 0625/42/f/m/18 \u00a9 ucles 2018 [turn over 8 (a) the lamp of a car headlight is rated at 12  v, 50  w.   calculate the current in the lamp when operating normally.  current =  .  [2]  (b) a car is driven at night.   in a journey, the total charge that passes through the 12  v battery is 270  kc.   (i) calculate the electrical energy transferred.  energy =  .  [3]   (ii) the fuel used by the car provides 3.6 \u00d7 104 j / cm3.    calculate the volume of fuel used to provide the energy calculated in (b)(i) .  volume =  .  [2]  [total: 7]",
+            "12": "12 0625/42/f/m/18 \u00a9 ucles 2018 9 fig. 9.1 shows current-potential difference graphs for a resistor and for a lamp. 002.04.06.0 2.0 4.0 6.0 8.0 potential difference  / vcurrent  / a lamp resistor fig. 9.1  (a) (i) the potential difference (p.d.) applied to the resistor is increased. tick the box that  indicates the effect on the resistance of the resistor.      resistance increases      resistance is constant      resistance decreases  [1]   (ii) the potential difference (p.d.) applied to the lamp is increased. tick the box that indicates  the effect on the resistance of the lamp.      resistance increases      resistance is constant      resistance decreases  [1]  (b) the p.d. across the lamp is 6.0  v. calculate the resistance of the lamp.  resistance =  .  [2]",
+            "13": "13 0625/42/f/m/18 \u00a9 ucles 2018 [turn over (c) the lamp and the resistor are connected in parallel  to a 6.0  v supply.   calculate the current from the supply.  current =  .  [2]  (d) the lamp and the resistor are connected in series  to another power supply. the current in  the circuit is 4.0  a.   calculate the total p.d. across the lamp and the resistor.  p.d. =  .  [2]  [total: 8]",
+            "14": "14 0625/42/f/m/18 \u00a9 ucles 2018 10 (a) fig. 10.1 shows a straight wire ab placed in the magnetic field between the poles of a magnet.  the ends of ab are connected to a galvanometer. n sa b fig. 10.1   when ab is moved vertically, the needle of the galvanometer shows a deflection.   state three  factors that affect the size of the deflection. 1  ... 2  ... 3  ...  [3]  (b) fig. 10.2 shows a transformer. 240  v p12 v s ba fig. 10.2   (i) the primary coil p has 8000 turns and an input of 240  v. the secondary coil s has an  output of 12  v.    calculate the number of turns in the secondary coil.  number =  .  [2]",
+            "15": "15 0625/42/f/m/18 \u00a9 ucles 2018   (ii) a circuit containing a resistor is connected to the terminals a and b.    a direct current (d.c.) is required in this resistor.    on fig. 10.2, draw this circuit.  [1]  [total: 6] [turn over",
+            "16": "16 0625/42/f/m/18 \u00a9 ucles 2018 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 international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download at www.cie.org.uk after  the live examination series. 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.11 (a) to ensure the safety of workers in laboratories where radioactive sources are used, describe  how radioactive materials   (i) should be stored,  ...  ..  [1]   (ii) should be handled.  ...  ..  [1]  (b) complete the table below for three types of emission from radioactive sources. type of emission nature range in air absorbed by electromagnetic radiation several km helium nucleus 0.2 mm paper electron  [3]  (c) state the type of radiation emitted when   (i) an americium nucleus (241 95 am) decays into a neptunium nucleus (237 93 np),  ..  [1]   (ii) a phosphorus nucleus (32 15 p) decays into a silicon nucleus (32 16 si).  ..  [1]  [total: 7]"
+        },
+        "0625_m18_qp_52.pdf": {
+            "1": "*0725775348* this syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificate. this document consists of 12 printed pages. dc (sc/jg) 150178/5 \u00a9 ucles 2018  [turn overphysics  0625/52 paper 5  practical test  february/march 2018  1 hour 15 minutes candidates answer on the question paper. additional materials:  as listed in the confidential instructions. read these instructions first write your centre number, candidate number and name in the spaces at the top of the page. write in dark blue or black pen. you may use an hb pencil for any diagrams or graphs. do not use staples, paper clips, glue or correction fluid. do not  write in any barcodes. answer all questions. you are advised to spend about 20 minutes on each of questions 1 to 3, and about 15 minutes on question 4. electronic calculators may be used. you may lose marks if you do not show your working or if you do not use appropriate units. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question.cambridge international examinations cambridge international general certificate of secondary education for examiner\u2019s use 1 2 3 4 total",
+            "2": "2 0625/52/f/m/18 \u00a9 ucles 2018 1 in this experiment, you will determine the mass of a metre rule by a balancing method.  carry out the following instructions, referring to fig.  1.1. a b metre rule 50.0  cm mark 0 cm mark 100  cm markpivot pblock q fig. 1.1  (a) place the metre rule on the pivot. place block q on the metre rule with its centre at the  95.0 cm mark. keep q at the 95.0  cm mark and adjust the position of the metre rule on the  pivot until the metre rule is as near to being balanced as possible.   the distance a between the centre of q and the 50.0  cm mark has been recorded in table  1.1.   in the table, record the position of the pivot p.   calculate the distance b between the centre of q and the pivot p, using the formula b = (position of q \u2013 position of p).   repeat the procedure for positions of q at the 90.0  cm, 85.0  cm, 80.0  cm and 75.0  cm marks.  record your values for the position of p and your values for b in the table. table 1.1 position of q  / cma / cmposition of p  / cmb / cm 95.0 45.0 90.0 40.0 85.0 35.0 80.0 30.0 75.0 25.0  [2]",
+            "3": "3 0625/52/f/m/18 \u00a9 ucles 2018 [turn over  (b) plot a graph of a / cm (y-axis) against b / cm (x-axis). you do not need to start your axes at the  origin (0,0).  [4]  (c) (i) determine the gradient g of the graph. show clearly on the graph how you obtained the  necessary information.  g =  ...  [1]   (ii) calculate the mass mr of the metre rule using the equation mr = m (g \u2013 1) ,    where m = 20  g. record the value for mr to a suitable number of significant figures for  this experiment.  mr =  ...  [2]",
+            "4": "4 0625/52/f/m/18 \u00a9 ucles 2018  (d) describe why it is difficult to place the block q at the correct mark on the metre rule each time.  explain how you overcame this difficulty. you may draw a diagram to help your explanation.  ...  ...  ..  [1]  (e) two students carry out the experiment correctly but with different values for the mass of  block  q. one student obtains values of b that are larger than those obtained by the other  student.   state and explain whether the larger values of b are likely to produce a more accurate value  for the mass of the metre rule.  ...  ...  ..  [1]  [total: 11]",
+            "5": "5 0625/52/f/m/18 \u00a9 ucles 2018 [turn over 2 in this experiment, you will investigate a circuit containing different lamps.  the circuit has been set up for you.  carry out the following instructions, referring to fig. 2.1. power supply a vx y fig. 2.1  (a) (i) switch on. record the current is in the circuit.  is =  ...  [1]   (ii) record the potential difference (p.d.) vx across lamp x.  vx =      disconnect the voltmeter.     connect the voltmeter to measure the p.d. vy across lamp y.     record vy .  vy =    [1]   (iii) disconnect the voltmeter.     connect the voltmeter to measure the p.d. vs across both lamps x and y connected in  series.    record vs.  vs =   [1]    switch off. ",
+            "6": "6 0625/52/f/m/18 \u00a9 ucles 2018   (iv) a student suggests that vs should be equal to ( vx + vy).    state whether your readings support this suggestion. justify your statement with  reference to your results. statement  .. justification    ...  ...  [2]   (b) calculate the resistance r1 of lamp x. use your readings from (a)(i)  and (a)(ii)  and the   equation r1 = vx is . record your answer to a suitable number of significant figures for your  experiment.  r1 =  ...  [2]  (c) the circuit components are to be rearranged so that   \u2022 lamps x and y are connected in parallel   \u2022 the ammeter measures the current in lamp x only   \u2022 the voltmeter measures the p.d. across the lamps.   draw a circuit diagram of this arrangement.  [2]",
+            "7": "7 0625/52/f/m/18 \u00a9 ucles 2018 [turn over  (d) (i) set up the circuit as described in (c).    switch on. measure and record the current ip in lamp x and the p.d. vp across the  lamps.  ip =    vp =    [1]    switch off.   (ii) calculate the new resistance r2 of lamp x. use your readings from (d)(i)  and the    equation r2 = vp ip .  r2 =  ...  [1]  [total: 11]",
+            "8": "8 0625/52/f/m/18 \u00a9 ucles 2018 3 in this experiment, you will investigate how the volume of water affects the rate at which water in a  beaker cools.  carry out the following instructions, referring to fig. 3.1.  the thermometer must remain in the clamp throughout the experiment. beaker benchclamp thermometer fig. 3.1  (a) pour 200  cm3 of hot water into the beaker.    place the thermometer in the water.   in the first row of table 3.1, record the maximum temperature \u03b8 of the water and immediately  start the stopclock.   record, in the table, the temperature \u03b8 of the water at times t = 30  s, 60  s, 90  s, 120  s, 150  s  and 180  s.   remove the thermometer from the beaker and empty the beaker.  [1]  (b) (i) repeat (a), using 100  cm3 of hot water in the beaker.  [1]   (ii) complete the headings and the time column in the table.  [2]",
+            "9": "9 0625/52/f/m/18 \u00a9 ucles 2018 [turn over table 3.1 beaker   with 200  cm3 of hot waterbeaker   with 100  cm3 of hot water t / \u03b8 / \u03b8 / 0  (c) write a conclusion stating how the volume of water in the beaker affects the rate of cooling of  the water. justify your answer by reference to your results.  ...  ...  ...  ...  ..  [2]  (d) (i) using your results for 100  cm3 of water, calculate the average rate of cooling x1 for the  first 90 s of the experiment. use your readings from the table and the equation x1 = \u03b80 \u2013 \u03b890 t,    where t = 90  s and \u03b80 and \u03b890 are the temperatures at 0  s and 90  s.    include the unit for the rate of cooling.  x1 =  ...  [1]   (ii) using your results for 100  cm3 of water, calculate the average rate of cooling x2 in the  last 90 s of the experiment. use your readings from the table and the equation  x2 = \u03b890 \u2013 \u03b8180 t,    where t = 90  s and \u03b890 and \u03b8180 are the temperatures at 90  s and 180  s.    include the unit for the rate of cooling.  x2 =  ...  [1]",
+            "10": "10 0625/52/f/m/18 \u00a9 ucles 2018  (e) a student suggests that it is important that the experiments with the two volumes of water  should have the same starting temperatures.    state whether your values for x1 and x2 support this suggestion. justify your statement with  reference to your results. statement  .. justification    ...  ...  [1]   (f) another student wants to investigate whether more thermal energy is lost from the water  surface than from the sides of the beakers.   describe an experiment that could be done to investigate this.   you are not required to carry out the experiment.   you may draw a diagram to help your description.  ...  ...  ..  [2]  [total: 11]",
+            "11": "11 0625/52/f/m/18 \u00a9 ucles 2018 [turn over 4 a student is investigating the factors that affect the size of the crater (hole) a ball makes when it is  dropped into sand.  plan an experiment which would enable you to investigate one factor which might affect the size  of the crater. you are not required to carry out the experiment.  the apparatus available includes:   metal balls of different sizes    a tray of sand.  write a plan for the experiment.  in your plan, you should:  \u2022 state which factor is being investigated,  \u2022 state the key variables that you would control,  \u2022 list any additional apparatus needed,  \u2022  explain briefly how you would carry out the experiment including what would be measured  and how this would be done,  \u2022 state the precautions which should be taken to obtain reliable results,  \u2022 suggest a suitable graph which could be drawn from the results.  you may draw a diagram if it helps to explain your plan.    ..  ..",
+            "12": "12 0625/52/f/m/18 \u00a9 ucles 2018  ..  ..  ..  ..  ..  ..  ..  ..  ..  ..  ..  ..  ..  ..  ..  ..  ..  ..  ..  ..  .  [7]  [total: 7] 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 international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download at www.cie.org.uk after  the live examination series. 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."
+        },
+        "0625_m18_qp_62.pdf": {
+            "1": "*7917946542* this document consists of 14 printed pages and 2 blank pages. dc (nf/sw) 150177/4 \u00a9 ucles 2018  [turn overcambridge international examinations cambridge international general certificate of secondary education physics  0625/62 paper 6  alternative to practical  february/march 2018  1 hour candidates answer on the question paper. no additional materials are required. read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen. you may use an hb pencil for any diagrams or graphs. do not use staples, paper clips, glue or correction fluid. do not  write in any barcodes. answer all questions. electronic calculators may be used. you may lose marks if you do not show your working or if you do not use appropriate units. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question. this syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificate.",
+            "2": "2 0625/62/f/m/18 \u00a9 ucles 2018 blank page",
+            "3": "3 0625/62/f/m/18 \u00a9 ucles 2018 [turn over 1 a student is determining the mass of a metre rule by a balancing method.  he is using the apparatus shown in fig. 1.1. a b metre rule 50.0  cm mark 0 cm mark 100  cm markpivotblock q fig. 1.1  (a) he places the metre rule on the pivot and then places block q with its centre at the 95.0  cm  mark.   the student stated that it is difficult to place the mass accurately at the 95.0  cm mark.   explain how the student could overcome this. you may draw a diagram to help your  explanation.  ...  ...  ... [1]",
+            "4": "4 0625/62/f/m/18 \u00a9 ucles 2018  (b) the student keeps block  q at the 95.0  cm mark and adjusts the position of the metre rule on  the pivot until the metre rule is as near to being balanced as possible.   describe a method to find the point at which the metre rule is as near to being balanced as  possible.    ...  ...  ...  ... [2]  (c) the student determines the distance a between the centre of block q and the 50.0  cm mark  and also the distance b between the centre of block q and the pivot.   he repeats the procedure for positions of block q at the 90.0  cm, 85.0  cm, 80.0  cm and  75.0 cm marks. his results are shown in table 1.1. table 1.1 position of q  / cma / cm b / cm 95.0 45.0 39.0 90.0 40.0 34.3 85.0 35.0 30.0 80.0 30.0 25.2 75.0 25.0 21.4",
+            "5": "5 0625/62/f/m/18 \u00a9 ucles 2018 [turn over   (i) plot a graph of a / cm (y-axis) against b / cm (x-axis). you do not need to start your axes at  the origin (0,  0). [4]   (ii)  determine the gradient g of your line. show clearly on the graph how you obtained the  necessary information.  g =  ... [1]   (iii) calculate the mass mr of the metre rule  using the equation mr  =  m (g \u2013 1) ,    where m = 20  g. record the value for mr to a suitable number of significant figures for  this experiment.  mr =  ... [2]",
+            "6": "6 0625/62/f/m/18 \u00a9 ucles 2018  (d) two students carry out the experiment correctly but with different values for the mass of  block  q. one student obtains values of b that are larger than those obtained by the other  student.   state and explain whether the larger values of b are likely to produce a more accurate value  for the mass of the metre rule.  ...  ...  ... [1] [total: 11]",
+            "7": "7 0625/62/f/m/18 \u00a9 ucles 2018 [turn over blank page",
+            "8": "8 0625/62/f/m/18 \u00a9 ucles 2018 2 some students are investigating how the volume of water affects the rate at which water in a  beaker cools.  they are using the apparatus shown in fig. 2.1. 8090100 8090100 clampclamp beaker athermometer a beaker bbenchthermometer b fig. 2.1  (a) (i) 200 cm3 of hot water is poured into beaker a and the initial temperature rises to the value  shown on thermometer a in fig. 2.1.    in the first row of table 2.1, record this temperature \u03b8a for time  t = 0.    100 cm3 of hot water is poured into beaker b. the temperature rises to the value shown  on thermometer b in fig. 2.1.    in the first row of the table, record this temperature \u03b8b for time  t = 0. [1]   (ii) the temperatures \u03b8a and \u03b8b of the water in each experiment at times t = 30 s, 60  s, 90  s,  120 s, 150  s and 180  s are shown in the table.    complete the headings and the time column in the table.  [2] table 2.1 beaker a with 200  cm3 of waterbeaker b with 100  cm3 of water t / \u03b8a / \u03b8b / 0 85.0 86.0 83.0 83.0 81.5 80.5 80.0 78.0 78.5 76.0 77.5 74.5",
+            "9": "9 0625/62/f/m/18 \u00a9 ucles 2018 [turn over  (b) describe one precaution which should be taken to ensure that the temperature readings in  the experiment are as accurate as possible.  ...  ... [1]  (c) write a conclusion stating how the volume of water in the beaker affects the rate of cooling of  the water. justify your answer by reference to the results.  ...  ...  ...  ...  ... [2]  (d) (i) using the results for 100  cm3 of water, calculate the average rate of cooling x1 for the  first 90 s of the experiment. use the readings from the table and the equation x1 = \u03b80 \u2013 \u03b890 t ,    where t = 90 s and \u03b80 and \u03b890 are the temperatures at time 0 and at time 90  s.    include the unit for the rate of cooling.  x1 =  ... [1]   (ii) using the results for 100  cm3 of water, calculate the average rate of cooling x2 in the last  90 s of the experiment. use the readings from the table and the equation  x2 = \u03b890 \u2013 \u03b8180 t ,    where t = 90 s and \u03b890 and \u03b8180 are the temperatures at time 90  s and at time 180  s.    include the unit for the rate of cooling.  x2 =   [1]",
+            "10": "10 0625/62/f/m/18 \u00a9 ucles 2018  (e) a student suggests that it is important that the experiments with the two volumes of water  should have the same starting temperatures.   state whether your values for x1 and x2 support this suggestion. justify your statement with  reference to your results. statement  .. justification    ...  ... [1]  (f) another student plans to investigate whether more thermal energy is lost from the water  surface than from the sides of the beakers.   describe an experiment that could be done to investigate this.   you may draw a diagram to help your description.  ...  ...  ... [2] [total: 11]",
+            "11": "11 0625/62/f/m/18 \u00a9 ucles 2018 [turn over 3 a student is investigating a circuit containing different lamps.  she is using the circuit shown in fig. 3.1. x ypower supply a fig. 3.1  (a) on fig. 3.1, draw a voltmeter connected so that it measures the potential difference (p.d.)  across lamp x. [1]  (b) the student uses the ammeter to measure the current in the circuit. a0.6 0.8 1.00.4 0.2 0 fig. 3.2  record the current is in the circuit, as shown in fig. 3.2.  is =   [1]",
+            "12": "12 0625/62/f/m/18 \u00a9 ucles 2018  (c) (i) the student uses the voltmeter to measure the p.d.  vx across lamp x and then  reconnects the voltmeter to measure the p.d. vy across lamp  y. v3 4 52 1 0 v3 4 52 1 0  fig. 3.3  fig. 3.4    record the value of the p.d.  vx across lamp x, shown in fig. 3.3.  vx =  ...    record the value of the p.d.  vy across lamp y, shown in fig. 3.4.  vy =  ... [1]   (ii) she then measures  the p.d.  vs across both lamps in series. v3 4 52 1 0 fig. 3.5    record the value of the p.d.  vs across both lamps in series, shown in fig. 3.5.  vs =  ... [1]",
+            "13": "13 0625/62/f/m/18 \u00a9 ucles 2018 [turn over   (iii) a student suggests that vs should be equal to ( vx + vy).    state whether the readings support this suggestion. justify your statement with reference  to the results. statement  .. justification    ...  ... [2]  (d) calculate the resistance r1 of lamp x. use the readings from (b) and (c)(i)  and the    equation r1 = vx is .  r1 =  ..  \u03c9  [1]  (e) (i) the circuit components are to be rearranged so that \u2022 lamps x and y are connected in parallel \u2022 the ammeter measures the current in lamp x only \u2022 the voltmeter measures the p.d. across the lamps.    draw a circuit diagram of this arrangement. [2]",
+            "14": "14 0625/62/f/m/18 \u00a9 ucles 2018   (ii) the student sets up the circuit as described in (e)(i) .    she measures and records the current in lamp x and the p.d. across the lamps.    she then calculates a new resistance r2 for lamp x in this parallel circuit.   8.3 \u03c9  r2 =  ...    the student notices that lamp x is very bright in this parallel circuit, but it was dim in the  series circuit in (a).    suggest how temperature affects the resistance of a lamp.    justify your suggestion by reference to the value of r1 from (d) and the value of r2.  ...  ...  ...  ... [2] [total: 11]",
+            "15": "15 0625/62/f/m/18 \u00a9 ucles 2018 [turn over 4 a student is investigating the factors that affect the size of the crater (hole) a ball makes when it is  dropped into sand.  plan an experiment which would enable you to investigate one factor which might affect the size  of the crater.  the apparatus available includes   metal balls of different sizes   a tray of sand  write a plan for the experiment.  in your plan you should: \u2022 state which factor is being investigated, \u2022 state the key variables that you would control, \u2022 list any additional apparatus needed, \u2022 explain briefly how you would carry out the experiment including what would be measured  and how this would be done, \u2022 state the precautions which should be taken to obtain reliable results, \u2022 suggest a suitable graph which could be drawn from the results.  you may draw a diagram if it helps to explain your plan.  ..  ..",
+            "16": "16 0625/62/f/m/18 \u00a9 ucles 2018 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 international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download at www.cie.org.uk after  the live examination series. 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. ..  ..  ..  ..  ..  ..  ..  ..  ..  ..  ..  ..  ..  ..  ..  ..  ..  ..  ..   .  .. [7] [total: 7]"
+        },
+        "0625_s18_qp_11.pdf": {
+            "1": "  the syllabus is approved for use in england, wales and northern ir eland as a cambridge international level 1/level 2 certificat e.  this document consists of 15 printed pages and 1 blank page.  ib18 06_0625_11/3rp  \u00a9 ucles 2018 [turn over     *8871621324 * cambridge international examinations  cambridge international general certificate of secondary education       physics 0625/11     paper 1  multiple choice (core)  may/june 2018     45 minutes    additional materials: multiple choice answer sheet   soft clean eraser   soft pencil (type b or hb recommended)       read these instructions first    write in soft pencil.  do not use staples, paper clips, glue or correction fluid. write your name, centre number and candidate number on the answer sheet in the spaces provided  unless this has been done for you.  do not  write in any barcodes.   there are forty  questions on this paper. answer all questions. for each question there are four possible  answers a, b, c and d.   choose the one you consider correct and record your choice in soft pencil  on the separate answer sheet.    read the instructions on the answer sheet very carefully.    each correct answer will score one mark. a ma rk will not be deducted for a wrong answer.  any rough working should be done in this booklet. electronic calculators may be used. take the weight of 1.0  kg to be 10  n (acceleration of free fall = 10  m / s2).    ",
+            "2": "2  \u00a9 ucles 2018 0625/11/m/j/18  1 a length of cotton is measured between two points on a ruler.    1 c m 23456789 1 0 1 1 1 2 1 3 1 4 1 5 1 6cotton     when the length of cotton is wound closely around a pen, it goes round six times.    pensix turns of cotton     what is the distance once round the pen?  a 2.2  cm b 2.6  cm c 13.2  cm d 15.6  cm      2 a car is moving along a straight, level road, with a constant acceleration.    which graph shows the motion of the car?    distance 0 0a timedistance 0 0b time speed 0 0c timespeed 0 0d time      3 a car takes 15 minutes to travel along a road that is 20  km long.  what is the average speed of the car?  a 0.75  km  / h b 5.0  km  / h c 80  km  / h d 300  km  / h   ",
+            "3": "3  \u00a9 ucles 2018 0625/11/m/j/18 [turn over  4 diagram 1 shows a beam balance. a beaker with a wire loop balances the standard masses.    the beaker is then removed and hung from a spring. the spring extends by 5.0  cm, as in  diagram 2.    diagram 1 diagram 2 beam balancestandard massesbeaker with wire loopattached beaker withwire loopattachedspring     the experiment is repeated with the same apparatus on the moon, where the acceleration of free  fall is less than on earth.    which statement describes what happens on the moon?  a the beam balance is balanced and the spring extends by 5.0  cm.  b the beam balance is balanced and the spring extends by less than 5.0  cm.  c the right-hand balance pan is higher and the spring extends by 5.0  cm.  d the right-hand balance pan is higher and the spring extends by less than 5.0  cm.     5 an empty beaker is placed on a top-pan balance. some water is now poured into the beaker.    0.106  kg beaker + water0.062  kg empty beaker    what is the weight of the water?  a 0.044  kg b 0.168  kg c 0.0044  n d 0.44  n    ",
+            "4": "4  \u00a9 ucles 2018 0625/11/m/j/18  6 three liquids p, q and r have different densities and do not mix. the liquids are placed in a  measuring cylinder and allowed to settle. a small block is then dropped into the measuring  cylinder and comes to rest, as shown.    blockr q p     which statement about the density of the block is correct?  a it is equal to the density of q.  b it is greater than the density of p.  c it is greater than the density of r.  d it is less than the density of q.     7 the diagram shows some liquid in a measuring cylinder.    the mass of the liquid is 16  g.    25 201510 5cm 3     what is the density of the liquid?  a 0.80  g / cm 3 b 1.25  g / cm 3 c 36  g / cm 3 d 320  g / cm 3     ",
+            "5": "5  \u00a9 ucles 2018 0625/11/m/j/18 [turn over  8 a car is moving in a straight line on a level road. its engine provides a forward force on the car. a  second force of equal size acts on the car due to resistive forces.    which statement describes what happens?  a the car changes direction.  b the car moves at a constant speed.  c the car slows down.  d the car speeds up.     9 a hole is drilled in a square tile. the diagram shows the tile hanging freely on a nail.    where is the centre of mass of the tile?    a d b cnail tile     10 the diagram shows the energy transferred in a lamp in one second.    total energy in = 100  jlight energy out = 60  j wasted energy out = 40  j    which type of wasted energy is produced by the lamp?  a chemical potential energy  b electrical energy  c gravitational potential energy  d thermal energy ",
+            "6": "6  \u00a9 ucles 2018 0625/11/m/j/18  11 which energy resource is not renewable?  a fossil fuel  b sunlight  c tides  d wind      12 a student does work by pulling a box across a horizontal floor.    she now pulls a second box along the same floor.    which row indicates that the student is now doing twice as much work?     force used  to pull box distance the  box is pulled  a is doubled is doubled  b is doubled is halved  c stays the same is doubled  d stays the same is halved     13 four identical beakers are filled with equal volumes of liquids p or q, as shown. liquid p is more  dense than liquid q.    at which point is the pressure the least?    liquid p ab liquid q cd      14 a woman has a weight of 600  n. she stands on a horizontal floor. the area of her feet in contact  with the floor is 0.050  m2.    what is the pressure she exerts on the floor?  a 1.2 \u00d7 103  n / m2  b 2.4 \u00d7 103  n / m2  c 1.2 \u00d7 104  n / m2  d 2.4 \u00d7 104  n / m2     ",
+            "7": "7  \u00a9 ucles 2018 0625/11/m/j/18 [turn over  15 on a warm day, a carton of fresh milk is covered with a wet cloth.    why does this help to reduce the temperature of the milk?  a some water evaporates from the cloth so the remaining water becomes cooler.  b the water has a very high thermal capacity.  c the water insulates the milk from the warm air around it.  d water is always colder than the air around it.     16 air is trapped in a cylinder by a piston.    the piston is pushed inwards and the volume of the air is reduced.    the temperature of the trapped air remains constant.    which row describes how the average speed of the air molecules and the average distance between them changes?     average speed  of molecules average distance  between molecules  a increases decreases  b increases unchanged  c unchanged decreases  d unchanged increases     17 a wooden wheel can be strengthened by putting a tight circle of iron around it.    wooden wheel iron circle     which action would make it easier to fit the circle over the wood?  a cooling the iron circle  b heating the iron circle  c heating the wooden wheel and cooling the iron circle  d heating the wooden wheel but not heating or cooling the iron circle     ",
+            "8": "8  \u00a9 ucles 2018 0625/11/m/j/18  18 a student wishes to calibrate a mercury-in-glass thermometer with a \u00b0c scale.    which values should she use for the lower fixed point and for the upper fixed point?     lower fixed point upper fixed point  a melting point of ice boiling point of mercury  b melting point of ice boiling point of water  c melting point of mercury boiling point of mercury  d melting point of mercury boiling point of water     19 which row gives the correct name for each change of state shown?     change of state  gas to liquid liquid to solid solid to liquid  a condensation melting solidification  b condensation solidification melting  c evaporation melting solidification  d evaporation solidification melting    20 on a cold day, a metal front-door knob x and a similar plastic knob y are at the same  temperature.    why does x feel cooler to the touch than y?  a x convects thermal energy better than y.  b x is a better thermal conductor than y.  c x is a better insulator than y.  d x is a better radiator of thermal energy than y.      21 a liquid is heated and it expands.    how does this lead to the formation of a convection current?  a the density of the heated liquid decreases.  b the density of the heated liquid increases.  c the mass of the heated liquid molecules decreases.  d the mass of the heated liquid molecules increases.     ",
+            "9": "9  \u00a9 ucles 2018 0625/11/m/j/18 [turn over  22 which arrow on the graph shows the amplitude of the wave?    0 0displacement distancec dab      23 in which situation is the wavelength of the wave changed?  a light from the sun passing from air into water  b radio waves travelling from an earth satellite to the moon  c sound reflecting from a wall  d water waves passing through a narrow gap     24 scout p signals to scout q on the other side of a valley by using a mirror to reflect the sun\u2019s light.    mirrorscout psun\u2019s light scout q     which mirror position allows the sun\u2019s light to be reflected to scout q?    sun\u2019s lightsun\u2019s lightsun\u2019s lightsun\u2019s lightmirrora b c d      ",
+            "10": "10  \u00a9 ucles 2018 0625/11/m/j/18  25 the diagram shows the electromagnetic spectrum. the numbers indicate the approximate  wavelength at the boundaries between the various regions of the spectrum.    for a device to be able to make use of electromagnetic radiation, it needs an aerial of  approximately the same size as the radiation it is designed to work with.    p q r s t u v   1  m 10\u20133  m 7 \u00d7 10\u20137  m 4 \u00d7 10\u20137  m 10\u20138  m 10\u201311  m    which statement is correct?  a a mobile phone uses radiation from region p.  b a television satellite dish uses radiation from region q.  c the receptor cells in an eye use radiation from region r.  d the remote controller for a television uses radiation from region u.      26 a dolphin has a range of audible frequencies of 150  hz\u2013150  khz.    which range of frequencies can be heard both by humans with good hearing and by dolphins?  a 20  hz\u2013150  hz  b 20  hz\u2013150  khz  c 20  khz\u2013150  khz  d 150  hz\u201320  khz     27 a permanent magnet is placed close to a bar of soft iron.    sn pqpermanent magnetsoft iron bar     what are the polarities of end p and of end q?     end p end q  a n n  b n s  c s n  d s s    ",
+            "11": "11  \u00a9 ucles 2018 0625/11/m/j/18 [turn over  28 which metal is used for the core of an electromagnet?  a copper  b iron  c magnesium  d steel      29 the diagram shows a cell connected to three resistors r 1, r2 and r 3.    r1 position 3r2 r3position 4 position 1 position 2     a student connects an ammeter first in position 1, then in position 2, 3 and 4 in turn.    in which positions does the ammeter show the current in r 1?  a 1, 2 and 4 b 1 and 2 only c 3 only d 4 only    30 a plastic rod is rubbed with a cloth. the rod becomes positively charged.    what happens to the plastic rod and what is the charge on the cloth?     plastic rod charge on cloth  a gains electrons negative  b gains electrons positive  c loses electrons negative  d loses electrons positive      31 a student measures the potential difference across a device and the current in the device.    which calculation gives the resistance of the device?  a current  +  potential difference  b current   \u00f7   potential difference  c potential difference   \u00f7   current  d potential difference   \u00d7   current     ",
+            "12": "12  \u00a9 ucles 2018 0625/11/m/j/18  32 the diagram shows three identical resistors, three ammeters and a battery, connected in a  circuit.    a aa ammeter 3ammeter 2ammeter 1     what is the order of the magnitudes of the readin gs on the ammeters from smallest to largest?     smallest intermediate largest  a ammeter 1 ammeter 2 ammeter 3  b ammeter 1 ammeter 3 ammeter 2  c ammeter 2 ammeter 3 ammeter 1  d ammeter 3 ammeter 2 ammeter 1      33 a student sets up this circuit.        what is the purpose of the circuit?  a to allow a lamp to be made dimmer or brighter as required  b to amplify the sound of a voice  c to light a lamp in the dark  d to sound a bell when the temperature rises    ",
+            "13": "13  \u00a9 ucles 2018 0625/11/m/j/18 [turn over  34 the diagram shows two voltmeters p and q connected to a potential divider.    xv vvoltmeter p voltmeter q     the sliding connection at point x is moved towards the top of the diagram.    what happens to the reading on p and to the reading on q?     reading on p reading on q  a decreases decreases  b decreases increases  c increases decreases  d increases increases     35 which statement about electromagnetic induction is correct?  a a strong magnet that is held stationary near a stationary conductor causes a greater effect  than a weak magnet.  b the effect occurs when a magnet and a conductor are both moved with the same speed and  in the same direction.  c the effect occurs when a magnet is moved away from a nearby conductor.  d the effect only occurs when a magnet is moved towards a conductor.    36 an electrical device changes the voltage of an electrical supply from 240  v a.c. to 20  v a.c.    what is this device?  a a generator  b a relay  c a transformer  d a voltmeter     ",
+            "14": "14  \u00a9 ucles 2018 0625/11/m/j/18  37 in the atomic model, an atom consists of a central mass, orbited by much smaller particles.    central massorbitingparticle     what is the name of the central mass and of the orbiting particles?     central mass orbiting particles  a neutron \u03b1-particles  b neutron electrons  c nucleus \u03b1-particles  d nucleus electrons      38 a neutral atom of argon-40 ( a40 18) and a neutral atom of potassium-39 ( k3919) are compared.    which atom has more electrons, and which atom has more protons?     more electrons more protons  a argon argon  b argon potassium  c potassium argon  d potassium potassium      39 which statement about \u03b1-particles and \u03b2-particles is correct?  a \u03b1-particles are less ionising than \u03b2-particles.  b \u03b1-particles are more penetrating than \u03b2-particles.  c \u03b1-particles have greater mass than \u03b2-particles.  d \u03b1-particles have the same charge as \u03b2-particles.    ",
+            "15": "15  \u00a9 ucles 2018 0625/11/m/j/18  40 an explosion in a nuclear reactor spread the isotope caesium-137 across a large area.    ninety years after the explosion, the quantity of caesium-137 present will be 12.5 % of its original  level.    what is the half-life of caesium-137?  a 11.25 years b 22.5 years c 30.0 years d 45.0 years    ",
+            "16": "16    permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to trac e 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 ans wer-related information to candidates, all copyright acknowledgements are reproduced onl ine in the cambridge  international examinations copyright acknow ledgements booklet. this is produced for each  series of examinations and is freely a vailable to download at  www.cie.org.uk after the live examination series.    cambridge international examinations is part of the cambridge as sessment group. cambridge assessment is the brand name of unive rsity of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge.    \u00a9 ucles 2018 0625/11/m/j/18  blank page  "
+        },
+        "0625_s18_qp_12.pdf": {
+            "1": "  the syllabus is approved for use in england, wales and northern ir eland as a cambridge international level 1/level 2 certificat e.  this document consists of 16 printed pages.  ib18 06_0625_12/2rp  \u00a9 ucles 2018 [turn over     *0690604720 * cambridge international examinations  cambridge international general certificate of secondary education       physics 0625/12     paper 1  multiple choice (core)  may/june 2018     45 minutes    additional materials: multiple choice answer sheet   soft clean eraser   soft pencil (type b or hb recommended)       read these instructions first    write in soft pencil.  do not use staples, paper clips, glue or correction fluid. write your name, centre number and candidate number on the answer sheet in the spaces provided  unless this has been done for you.  do not  write in any barcodes.   there are forty  questions on this paper. answer all questions. for each question there are four possible  answers a, b, c and d.   choose the one you consider correct and record your choice in soft pencil  on the separate answer sheet.    read the instructions on the answer sheet very carefully.    each correct answer will score one mark. a ma rk will not be deducted for a wrong answer.  any rough working should be done in this booklet. electronic calculators may be used. take the weight of 1.0  kg to be 10  n (acceleration of free fall = 10  m / s2).    ",
+            "2": "2  \u00a9 ucles 2018 0625/12/m/j/18  1 a length of cotton is measured between two points on a ruler.    1 c m 23456789 1 0 1 1 1 2 1 3 1 4 1 5 1 6cotton     when the length of cotton is wound closely around a pen, it goes round six times.    pensix turns of cotton     what is the distance once round the pen?  a 2.2  cm b 2.6  cm c 13.2  cm d 15.6  cm      2 a ball is dropped in an evacuated tube. a series of photographs is taken at equal time intervals  from the time of release. another ball of the same size but twice the mass is also dropped in the  same evacuated tube and photographed.    which diagram shows the motion of the heavier ball?    a first ball b c d heavier ball (mass \u00d72)      ",
+            "3": "3  \u00a9 ucles 2018 0625/12/m/j/18 [turn over  3 a car takes 15 minutes to travel along a road that is 20  km long.  what is the average speed of the car?  a 0.75  km  / h b 5.0  km  / h c 80  km  / h d 300  km  / h      4 which statement about the mass and the weight of an object is correct?  a they are both affected by changes in the acceleration of free fall.  b they are both forces.  c they have different units.  d weight is calculated by dividing mass by the acceleration of free fall.     5 two objects p and q are placed in a beaker containing a liquid.    object p floats in the liquid and object q sinks.    which row for the densities of object p, object q and the liquid is possible?      3cm / gp object of density  3cm / gq object of density  3cm / gliquid of density   a 1.2 0.6 0.8  b 1.2 1.4 1.0  c 11.3 8.9 13.6  d 11.3 19.3 13.6    6 the diagram shows some liquid in a measuring cylinder.    the mass of the liquid is 16  g.    25 201510 5cm 3     what is the density of the liquid?  a 0.80  g / cm 3 b 1.25  g / cm 3 c 36  g / cm 3 d 320  g / cm 3     ",
+            "4": "4  \u00a9 ucles 2018 0625/12/m/j/18  7 a spacecraft is travelling in space with no resultant force and no resultant moment acting on it.    which statement about the spacecraft is correct?  a its direction is changing.  b it is in equilibrium.  c its speed is decreasing.  d its speed is increasing.     8 a man holds a short ladder in four different positions.    the weight of the ladder causes a moment about the man\u2019s shoulder.    in which position is the moment greatest?    ab c d      9 a hole is drilled in a square tile. the diagram shows the tile hanging freely on a nail.    where is the centre of mass of the tile?    a d b cnail tile      ",
+            "5": "5  \u00a9 ucles 2018 0625/12/m/j/18 [turn over  10 which source of energy is renewable?  a coal  b natural gas  c oil  d wind      11 a student does work by pulling a box across a horizontal floor.    she now pulls a second box along the same floor.    which row indicates that the student is now doing twice as much work?     force used  to pull box distance the  box is pulled  a is doubled is doubled  b is doubled is halved  c stays the same is doubled  d stays the same is halved     12 air is trapped in a closed tube by a thread of mercury. the mercury thread is 100  mm long. the  tube is held as shown.    mercuryair 100  mm     atmospheric pressure is 770  mm  hg.    what is the pressure of the trapped air?  a 100  mm  hg b 670   mm  hg c 770   mm  hg d 870   mm  hg     ",
+            "6": "6  \u00a9 ucles 2018 0625/12/m/j/18  13 brownian motion is the random motion of particles due to molecular bombardment.    in which states of matter is brownian motion observed?  a gases, liquids and solids  b gases and liquids only  c gases and solids only  d liquids and solids only     14 the diagram shows the relative number of molecules in a liquid that have a given kinetic energy.    the graph is divided into sections so that each section contains the same number of molecules.    from which section does the greatest number of molecules escape from the liquid per unit time?    0 0relative number of molecules kinetic energyab c d      15 an electric kettle heats some water. the same kettle then heats a different liquid. the  temperature of the liquid rises more rapidly than the temperature of the water.    what is a possible explanation of this difference?  a the liquid condenses on the cooler parts of the kettle less than the water does.  b the liquid expands more than the water as it heats up.  c the liquid has a lower boiling point than the water.  d the liquid has a smaller thermal capacity than the water.     ",
+            "7": "7  \u00a9 ucles 2018 0625/12/m/j/18 [turn over  16 a wooden wheel can be strengthened by putting a tight circle of iron around it.    wooden wheel iron circle     which action would make it easier to fit the circle over the wood?  a cooling the iron circle  b heating the iron circle  c heating the wooden wheel and cooling the iron circle  d heating the wooden wheel but not heating or cooling the iron circle      17 a student wishes to calibrate a mercury-in-glass thermometer with a \u00b0c scale.    which values should she use for the lower fixed point and for the upper fixed point?     lower fixed point upper fixed point  a melting point of ice boiling point of mercury  b melting point of ice boiling point of water  c melting point of mercury boiling point of mercury  d melting point of mercury boiling point of water      18 four thermometers, with their bulbs painted different colours, are placed at equal distances from  a radiant heater.    which thermometer shows the slowest temperature rise when the heater is first switched on?  a matt black  b matt white  c shiny black  d shiny white     ",
+            "8": "8  \u00a9 ucles 2018 0625/12/m/j/18  19 a tank contains water. ripples are produced on the surface of the water.    what causes the ripples to refract?  a the cold water in the tank is replaced by warm water.  b the ripples change speed as they move from deep to shallow water.  c the ripples hit the wall of the tank.  d the ripples pass through a narrow gap.     20 the diagrams show a wave on the surface of the water in a tank at times 1.0  s apart. the wave is  produced at p and travels to the right.    p p4.0 cm     which row gives the frequency and the speed of this water wave?     frequency  / hz speed  cm  / s  a 2.0 4.0  b 2.0 8.0  c 4.0 4.0  d 4.0 8.0    21 light passes from glass into air.    which diagram shows a ray of light incident at the critical angle on the air-glass boundary?    glass aira glass airb glass airc glassaird      ",
+            "9": "9  \u00a9 ucles 2018 0625/12/m/j/18 [turn over  22 scout p signals to scout q on the other side of a valley by using a mirror to reflect the sun\u2019s light.    mirrorscout psun\u2019s light scout q     which mirror position allows the sun\u2019s light to be reflected to scout q?    sun\u2019s lightsun\u2019s lightsun\u2019s lightsun\u2019s lightmirrora b c d       23 the table describes white light that passes through a prism and forms a spectrum.    which row is correct?     colour refracted  the most colour next  to the red  a red orange  b red yellow  c violet orange  d violet yellow     24 where do all types of electromagneti c waves travel at the same speed?  a air  b a vacuum  c glass  d water     ",
+            "10": "10  \u00a9 ucles 2018 0625/12/m/j/18  25 a siren is emitting a sound. as time passes, the sound becomes louder and higher pitched.    what is happening to the amplitude and to the frequency of the emitted sound wave?     amplitude frequency  a decreasing decreasing  b decreasing increasing  c increasing decreasing  d increasing increasing     26 a permanent magnet is placed close to a bar of soft iron.    sn pqpermanent magnetsoft iron bar     what are the polarities of end p and of end q?     end p end q  a n n  b n s  c s n  d s s    27 the diagrams show three ammeters.    0.01.02.03.0 4.0 5.0 a12 0.02.04.06.0 8.0 10.0 a3 4.50  a     which ammeters show the same value of current?  a 1, 2 and 3 b 1 and 2 only c 1 and 3 only d 2 and 3 only     ",
+            "11": "11  \u00a9 ucles 2018 0625/12/m/j/18 [turn over  28 a student measures the potential difference across a device and the current in the device.    which calculation gives the resistance of the device?  a current  +  potential difference  b current  \u00f7  potential difference  c potential difference  \u00f7  current  d potential difference  \u00d7  current      29 a lamp is connected across one cell, then across two cells. the potential difference (p.d.) across  the lamp and the current in it are measured in each case.    the results are shown.    number  of cells p.d.  / v current  / a  1 2.8 0.25  2 5.4 0.40    what is the change in the resistance of the lamp when the number of cells is increased from one  to two?  a it decreases by 0.015  \u03c9.  b it increases by 1.5  \u03c9.  c it increases by 2.3  \u03c9.  d it increases by 17  \u03c9.     ",
+            "12": "12  \u00a9 ucles 2018 0625/12/m/j/18  30 an electrical heater transfers thermal energy to the surroundings.    the graph shows how the amount of thermal energy transferred varies with time.    0 2.0 4.0 6.0 8.0 10.0400 300200100 0thermal energy transferred  / j  time  / s     the heater continues to transfer energy at the same rate.    how much thermal energy is transferred by the heater in 5.0 minutes?  a 200  j b 400  j c 2000  j d 12  000  j     31 which electrical component does the symbol represent?        a a fuse  b a relay coil  c a thermistor  d a variable resistor    ",
+            "13": "13  \u00a9 ucles 2018 0625/12/m/j/18 [turn over  32 a student sets up this circuit.        what is the purpose of the circuit?  a to allow a lamp to be made dimmer or brighter as required  b to amplify the sound of a voice  c to light a lamp in the dark  d to sound a bell when the temperature rises     33 the diagram shows two voltmeters p and q connected to a potential divider.    xv vvoltmeter p voltmeter q     the sliding connection at point x is moved towards the top of the diagram.    what happens to the reading on p and to the reading on q?     reading on p reading on q  a decreases decreases  b decreases increases  c increases decreases  d increases increases      34 a simple electric generator induces an electromotive force (e.m.f.).    which modification would increase the induced e.m.f.?  a increase the number of turns in the coil of the generator.  b increase the distance between the magnetic poles.  c reduce the strength of the magnetic field around the coil.  d reverse the direction of the magnetic field. ",
+            "14": "14  \u00a9 ucles 2018 0625/12/m/j/18  35 a transformer has np turns in the primary coil and ns turns in the secondary coil.    which row gives the values of np and ns for a transformer that steps up a voltage of 1200  v to  36  000  v?     np ns  a 2 000 60  000  b 2 000 600  000  c 60  000 2  000  d 600  000 2  000      36 a straight wire is perpendicular to the paper. it carries a current into the paper.    what is the magnetic field pattern and its direction near the wire?    a b c d key wire with current into the page     ",
+            "15": "15  \u00a9 ucles 2018 0625/12/m/j/18 [turn over  37 in the atomic model, an atom consists of a central mass, orbited by much smaller particles.    central massorbitingparticle     what is the name of the central mass and of the orbiting particles?     central mass orbiting particles  a neutron \u03b1-particles  b neutron electrons  c nucleus \u03b1-particles  d nucleus electrons     38 the table shows the composition of three different nuclei.    nucleusnumber of  protons number of  neutrons  x 3 3  y 3 4  z 4 3    which nuclei are isotopes of the same element?  a x, y and z b x and y only c x and z only d y and z only    ",
+            "16": "16    permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to trac e 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 ans wer-related information to candidates, all copyright acknowledgements are reproduced onl ine in the cambridge  international examinations copyright acknow ledgements booklet. this is produced for each  series of examinations and is freely a vailable to download at  www.cie.org.uk after the live examination series.    cambridge international examinations is part of the cambridge as sessment group. cambridge assessment is the brand name of unive rsity of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge.    \u00a9 ucles 2018 0625/12/m/j/18  39 the table compares the penetrating abilities and ionising effects of \u03b1-radiation and of \u03b3-radiation.    which row is correct?     least  penetrating most  ionising  a \u03b1 \u03b1  b \u03b1 \u03b3  c \u03b3 \u03b1  d \u03b3 \u03b3     40 radioactive materials must be handled in a safe way.    what is not a safety procedure?  a monitor exposure time to radioactive materials.  b store radioactive materials in cardboard boxes.  c use tongs to pick up the radioactive source.  d wear protective clothing.       "
+        },
+        "0625_s18_qp_13.pdf": {
+            "1": "  the syllabus is approved for use in england, wales and northern ir eland as a cambridge international level 1/level 2 certificat e.  this document consists of 16 printed pages.  ib18 06_0625_13/4rp  \u00a9 ucles 2018 [turn over     *9915199420* cambridge international examinations  cambridge international general certificate of secondary education       physics 0625/13     paper 1  multiple choice (core)  may/june 2018     45 minutes    additional materials: multiple choice answer sheet   soft clean eraser   soft pencil (type b or hb recommended)       read these instructions first    write in soft pencil.  do not use staples, paper clips, glue or correction fluid. write your name, centre number and candidate number on the answer sheet in the spaces provided  unless this has been done for you.  do not  write in any barcodes.   there are forty  questions on this paper. answer all questions. for each question there are four possible  answers a, b, c and d.   choose the one you consider correct and record your choice in soft pencil  on the separate answer sheet.    read the instructions on the answer sheet very carefully.    each correct answer will score one mark. a ma rk will not be deducted for a wrong answer.  any rough working should be done in this booklet. electronic calculators may be used. take the weight of 1.0  kg to be 10  n (acceleration of free fall = 10  m / s2).    ",
+            "2": "2  \u00a9 ucles 2018 0625/13/m/j/18  1 a length of cotton is measured between two points on a ruler.    1 c m 23456789 1 0 1 1 1 2 1 3 1 4 1 5 1 6cotton     when the length of cotton is wound closely around a pen, it goes round six times.    pensix turns of cotton     what is the distance once round the pen?  a 2.2  cm b 2.6  cm c 13.2  cm d 15.6  cm      2 four balls with different masses are dropped from the heights shown.    air resistance may be ignored.    which ball has the greatest average speed?    4.0 kga 1.0 m3.0 kgb 2.0 m2.0 kgc 3.0 m1.0 kgd 4.0 m ground       3 a car takes 15 minutes to travel along a road that is 20  km long.  what is the average speed of the car?  a 0.75  km  / h b 5.0  km  / h c 80  km  / h d 300  km  / h     ",
+            "3": "3  \u00a9 ucles 2018 0625/13/m/j/18 [turn over  4 a person steps onto a bathroom scales.    the bathroom scales records both mass and weight.    which row shows the readings on the scales?     mass weight  a 60  n 600  kg  b 60  kg 600  n  c 600  kg 60  n  d 600  n 60  kg      5 which properties of an object can be changed by a force?  a direction of motion, mass and speed   b direction of motion, shape and speed  c direction of motion and speed only  d mass, shape and speed      6 a man holds a ladder in four different positions, pivoting around his shoulder.    the weight of the ladder causes a moment about the man\u2019s shoulder.    in which position is the moment greatest?    ab c d    ",
+            "4": "4  \u00a9 ucles 2018 0625/13/m/j/18  7 a hole is drilled in a square tile. the diagram shows the tile hanging freely on a nail.    where is the centre of mass of the tile?    a d b cnail tile      8 which method of drying clothes has the least impact on the environment?  a evaporate the water in them in an electrically heated tumble dryer.  b hang them on a washing line in direct sunlight.  c remove the water from them in an electric spin dryer.  d suspend them close to a coal fire.     9 a student does work by pulling a box across a horizontal floor.    she now pulls a second box along the same floor.    which row indicates that the student is now doing twice as much work?     force used  to pull box distance the  box is pulled  a is doubled is doubled  b is doubled is halved  c stays the same is doubled  d stays the same is halved     ",
+            "5": "5  \u00a9 ucles 2018 0625/13/m/j/18 [turn over  10 a simple barometer includes a column of mercury.    which property of this column of mercury is used to give a measurement of atmospheric  pressure?  a its cross-sectional area  b its height  c its temperature  d its thermal capacity     11 the diagram shows some liquid in a measuring cylinder.    the mass of the liquid is 16  g.    25 201510 5cm 3     what is the density of the liquid?  a 0.80  g / cm 3 b 1.25  g / cm 3 c 36  g / cm 3 d 320  g / cm 3     12 brownian motion of particles is observed.    which statements describe the movement of the particles?    1 the particles all travel along a curved path.  2 the particles move randomly. 3 the particles all travel in the same direction.    a 1 and 3 b 1 only c 2 and 3 d 2 only     ",
+            "6": "6  \u00a9 ucles 2018 0625/13/m/j/18  13 a pure liquid is left in an open beaker and some of the liquid molecules escape by evaporation.    which statement about this process is correct?  a none of the escaping molecules return to the liquid.  b the escaping molecules are generally the more energetic ones.  c the rate of escape of the molecules can be increased by increasing the depth of the liquid in  the beaker.  d the temperature of the remaining liquid is unaffected by the escape of the molecules.     14 a wooden wheel can be strengthened by putting a tight circle of iron around it.    wooden wheel iron circle     which action would make it easier to fit the circle over the wood?  a cooling the iron circle  b heating the iron circle  c heating the wooden wheel and cooling the iron circle  d heating the wooden wheel but not heating or cooling the iron circle      15 a student wishes to calibrate a mercury-in-glass thermometer with a \u00b0c scale.    which values should she use for the lower fixed point and for the upper fixed point?     lower fixed point upper fixed point  a melting point of ice boiling point of mercury  b melting point of ice boiling point of water  c melting point of mercury boiling point of mercury  d melting point of mercury boiling point of water     ",
+            "7": "7  \u00a9 ucles 2018 0625/13/m/j/18 [turn over  16 which diagram shows how the thermal capacity of a silver object depends on its mass?    thermal capacity massa 0 0thermalcapacity massb 0 0 thermalcapacity massc 0 0thermalcapacity massd 0 0      17 the diagram shows a pan used for cooking food.    base of panhandle of pan     which row is correct for the materials used to make the base and the handle of the pan?     base of pan handle of pan  a good thermal conductor good thermal conductor  b good thermal conductor poor thermal conductor  c poor thermal conductor good thermal conductor  d poor thermal conductor poor thermal conductor     ",
+            "8": "8  \u00a9 ucles 2018 0625/13/m/j/18  18 a saucepan of water is heated from its base on an electric hob.    after five minutes the water near the top of the saucepan is becoming hot.    what is the main process of heat transfer within the water?  a condensation  b conduction  c convection  d radiation      19 the diagram shows a wave.    2.0 1.0 0 \u20131.0\u20132.0displacement /  cm distance/  cm0 4.0 8.0 12.0 16.0 20.0 24.0 28.0     which row is correct?     amplitude of  the wave  / cm wavelength of  the wave  / cm  a 1.0 4.0  b 1.0 8.0  c 2.0 4.0  d 2.0 8.0     ",
+            "9": "9  \u00a9 ucles 2018 0625/13/m/j/18 [turn over  20 the diagram shows a ray of light passing from glass to air, at the critical angle.    xw yzair glass     which angles are the angle of incidence and the angle of refraction?     angle of  incidence angle of  refraction  a w y  b w z  c x y  d x z      21 scout p signals to scout q on the other side of a valley by using a mirror to reflect the sun\u2019s light.    mirrorscout psun\u2019s light scout q     which mirror position allows the sun\u2019s light to be reflected to scout q?    sun\u2019s lightsun\u2019s lightsun\u2019s lightsun\u2019s lightmirrora b c d     ",
+            "10": "10  \u00a9 ucles 2018 0625/13/m/j/18  22 it takes 0.24 seconds for a microwave signal to travel from a transmitting station on earth to a  satellite and then back to the station on earth. microwaves travel at 3.0 \u00d7 108  m / s.    how far is the transmitting station from the satellite?  a 36  000  km  b 72  000  km  c 36  000  000  km  d 72  000  000  km      23 the diagram shows the ranges of human hearing and of ultrasound waves.    01 01 2 \u00d7 1012 \u00d7 104102103104105106range of human hearingultrasound     to which characteristic of sound waves do the numbers on the diagram refer?  a amplitude in cm  b frequency in hz  c speed in metres  / second  d wavelength in metres     24 a permanent magnet is placed close to a bar of soft iron.    sn pqpermanent magnetsoft iron bar     what are the polarities of end p and of end q?     end p end q  a n n  b n s  c s n  d s s     ",
+            "11": "11  \u00a9 ucles 2018 0625/13/m/j/18 [turn over  25 the diagram shows a permanent bar magnet placed on a wooden table. a student draws arrows  to show the direction of the magnetic field at four points.    which arrow shows the direction of the magnetic field at that position?    nsa cb d       26 which statement about electric charges is correct?  a like charges attract and unlike charges attract.  b like charges attract and unlike charges repel.  c like charges repel and unlike charges attract.  d like charges repel and unlike charges repel.     27 the diagrams show two readings on the same ammeter. reading 1 is taken before the ammeter  is connected in a circuit. reading 2 shows the reading when the ammeter is connected in a circuit.    2 31 0 a reading 1 not connected in a circuit2 31 0 a reading 2 connected in a circuit    what is the current in the circuit?  a 0.80  a b 0.90  a c 0.95  a d 1.20  a     ",
+            "12": "12  \u00a9 ucles 2018 0625/13/m/j/18  28 a student measures the potential difference across a device and the current in the device.    which calculation gives the resistance of the device?  a current  +  potential difference  b current   \u00f7   potential difference  c potential difference   \u00f7   current  d potential difference   \u00d7   current      29 a battery in an electric circuit is connected to a lamp.    chemical energy in the battery is transferred to which other types of energy?  a internal energy only  b kinetic energy and sound energy  c light energy and thermal energy  d light energy only    30 which component is represented by the symbol shown?        a fixed resistor  b fuse  c thermistor  d variable resistor    ",
+            "13": "13  \u00a9 ucles 2018 0625/13/m/j/18 [turn over  31 a student sets up a circuit which she calls circuit 1. she records the value of the current i1, and  calculates the resistance r1 of the circuit.    a v circuit 1a v circuit 2    she then connects an identical resistor in parallel with the original resistor. she calls this circuit 2.  she records current i2 and calculates the total resistance r2 of this circuit.    which row correctly compares the two currents and the two resistances in the circuits?     i2 r2  a greater than i1 greater than r1  b greater than i1 less than r1  c less than i1 greater than r1  d less than i1 less than r1     32 a student sets up this circuit.        what is the purpose of the circuit?  a to allow a lamp to be made dimmer or brighter as required  b to amplify the sound of a voice  c to light a lamp in the dark  d to sound a bell when the temperature rises    ",
+            "14": "14  \u00a9 ucles 2018 0625/13/m/j/18  33 the diagram shows two voltmeters p and q connected to a potential divider.    xv vvoltmeter p voltmeter q     the sliding connection at point x is moved towards the top of the diagram.    what happens to the reading on p and to the reading on q?     reading on p reading on q  a decreases decreases  b decreases increases  c increases decreases  d increases increases      34 the diagram shows a transformer.    primary coil secondary coil  core     which materials are the most suitable for the core and for the coils?     core material coil material  a copper copper  b copper iron  c iron copper  d iron iron     ",
+            "15": "15  \u00a9 ucles 2018 0625/13/m/j/18 [turn over  35 a current-carrying conductor placed in a magnetic field experiences a force.    which changes result in reversing the direction of the force?  a decrease the current, keeping the field direction constant.  b increase the current and reverse the field direction.  c increase the current, keeping the field direction constant.  d reverse the current and reverse the field direction.    36 a solenoid is connected to a battery.    solenoidaxis of solenoid     which statement about the magnetic field at the centre of the solenoid is correct?  a the magnetic field along the axis is zero.  b the direction of the magnetic field is at an angle of 45 \u00b0 to the axis.  c the direction of the magnetic field is parallel to the axis.  d the direction of the magnetic field is perpendicular to the axis.     37 in the atomic model, an atom consists of a central mass, orbited by much smaller particles.    central massorbitingparticle     what is the name of the central mass and of the orbiting particles?     central mass orbiting particles  a neutron \u03b1-particles  b neutron electrons  c nucleus \u03b1-particles  d nucleus electrons     ",
+            "16": "16    permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to trac e 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 ans wer-related information to candidates, all copyright acknowledgements are reproduced onl ine in the cambridge  international examinations copyright acknow ledgements booklet. this is produced for each  series of examinations and is freely a vailable to download at  www.cie.org.uk after the live examination series.    cambridge international examinations is part of the cambridge as sessment group. cambridge assessment is the brand name of unive rsity of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge.    \u00a9 ucles 2018 0625/13/m/j/18  38 one isotope of lead is represented by the nuclide symbol 214 82pb.    how many neutrons and how many protons does one nucleus of this isotope contain?     number of  neutrons number of  protons  a 82 132  b 82 214  c 132 82  d 214 82     39 three sources of background radiation are listed.    1 cosmic rays  2 medical x-rays  3 radioactive emissions from radon gas from the ground    which of these sources are naturally occurring?  a 1 and 3 only b 1 only c 2 and 3 only d 2 only     40 the rates of emission from four radioactive sources are measured at 20 minute intervals.    each row in the table shows the results for one of the radioactive sources.    which source has the longest half-life?     rate of emission  / emissions per minute  time 0 time 20  min time 40  min  a 120 60 30  b 120 110 101  c 240 60 15  d 240 170 122       "
+        },
+        "0625_s18_qp_21.pdf": {
+            "1": "  the syllabus is approved for use in england, wales and northern ir eland as a cambridge international level 1/level 2 certificat e.  this document consists of 15 printed pages and 1 blank page.  ib18 06_0625_21/3rp  \u00a9 ucles 2018 [turn over     *7516764361 * cambridge international examinations  cambridge international general certificate of secondary education       physics 0625/21     paper 2  multiple choice (extended)  may/june 2018     45 minutes    additional materials: multiple choice answer sheet   soft clean eraser   soft pencil (type b or hb recommended)       read these instructions first    write in soft pencil.  do not use staples, paper clips, glue or correction fluid. write your name, centre number and candidate number on the answer sheet in the spaces provided  unless this has been done for you.  do not write in any barcodes.   there are forty  questions on this paper. answer all questions. for each question there are four possible  answers a, b, c and d.   choose the one you consider correct and record your choice in soft pencil  on the separate answer sheet.    read the instructions on the answer sheet very carefully.    each correct answer will score one mark. a ma rk will not be deducted for a wrong answer.  any rough working should be done in this booklet. electronic calculators may be used. take the weight of 1.0  kg to be 10  n (acceleration of free fall = 10  m / s2).   ",
+            "2": "2  \u00a9 ucles 2018 0625/21/m/j/18  1 a length of cotton is measured between two points on a ruler.    1 c m 23456789 1 0 1 1 1 2 1 3 1 4 1 5 1 6cotton     when the length of cotton is wound closely around a pen, it goes round six times.    pensix turns of cotton     what is the distance once round the pen?  a 2.2  cm b 2.6  cm c 13.2  cm d 15.6  cm     2 when does an object falling vertically through the air reach terminal velocity?  a when the acceleration of the object becomes negative  b when the acceleration of the object is equal to g  c when the air resistance equals the weight of the object  d when the air resistance is greater than the weight of the object    ",
+            "3": "3  \u00a9 ucles 2018 0625/21/m/j/18 [turn over  3 a car is moving along a straight, level road, with a constant acceleration.    which graph shows the motion of the car?    distance 0 0a timedistance 0 0b time speed 0 0c timespeed 0 0d time     ",
+            "4": "4  \u00a9 ucles 2018 0625/21/m/j/18  4 diagram 1 shows a beam balance. a beaker with a wire loop balances the standard masses.    the beaker is then removed and hung from a spring. the spring extends by 5.0  cm, as in  diagram 2.    diagram 1 diagram 2 beam balancestandard massesbeaker with wire loopattached beaker withwire loopattachedspring     the experiment is repeated with the same apparatus on the moon, where the acceleration of free  fall is less than on earth.    which statement describes what happens on the moon?  a the beam balance is balanced and the spring extends by 5.0  cm.  b the beam balance is balanced and the spring extends by less than 5.0  cm.  c the right-hand balance pan is higher and the spring extends by 5.0  cm.  d the right-hand balance pan is higher and the spring extends by less than 5.0  cm.     5 an object always has mass but does not always have weight.    what must be present and acting on the mass for it to have weight?  a a gravitational field  b a set of scales  c displaced water  d friction due to air resistance    6 a force acting on a moving ball causes its motion to change. this force stays constant.    what makes the force produce a greater change in the motion of the ball?  a decreasing the total mass of the ball  b increasing the temperature of the ball  c using a ball with a hollow centre but the same mass  d using a different material for the ball so that it has a lower density but the same mass   ",
+            "5": "5  \u00a9 ucles 2018 0625/21/m/j/18 [turn over  7 a balloon and a mass are attached to a rod that is pivoted at p.    35 40 45 cm30 25 20 15 10 5p massballoon     the balloon is filled with helium, a gas less dense than air, so that it applies an upward force on  the rod.    the rod is horizontal and stationary.    which action causes the rod to rotate clockwise?  a move both the balloon and mass 10  cm to the left.  b move both the balloon and mass 10  cm to the right.  c move both the balloon and mass to the 25  cm mark.  d move the balloon to the 20  cm mark and the mass to the 30  cm mark.     8 a car is moving in a straight line on a level road. its engine provides a forward force on the car. a second force of equal size acts on the car due to resistive forces.    which statement describes what happens?  a the car changes direction.  b the car moves at a constant speed.  c the car slows down.  d the car speeds up.      9 which expression gives the momentum of an object?  a mass \u00d7 acceleration  b mass \u00d7 gravitational field strength  c mass \u00d7 velocity  d  21 \u00d7 mass \u00d7 (velocity)2     ",
+            "6": "6  \u00a9 ucles 2018 0625/21/m/j/18  10 as energy is transferred into different forms, it eventually becomes dissipated.    what does this mean?  a all the energy disappears.  b the energy finally changes into every possible form of energy.  c the energy spreads out among the objects and their surroundings.  d the total amount of energy becomes less.     11 a ball of mass 1.2  kg is dropped from a height of 30  m. as it falls, 25% of its initial gravitational  potential energy is transferred to thermal energy.    what is the kinetic energy of the ball just before it hits the ground?  a 27  j b 90  j c 270  j d 360  j    12 a girl hangs by her hands from a bar in the gymnasium. she pulls herself up until her chin is level  with the bar.    the mass of the girl is 48  kg.    she pulls herself up through a distance of 0.25  m.    she does this in 2.0  s.    what is the useful power she uses to pull herself up?  a 6.0  w b 24  w c 60  w d 240  w    13 four identical beakers are filled with equal volumes of liquids p or q, as shown. liquid p is more  dense than liquid q.    at which point is the pressure the least?    liquid p ab liquid q cd     14 an oil tank has a base of area 2.5  m2 and is filled with oil to a depth of 1.2  m.    the density of the oil is 800  kg  / m3.    what is the force exerted on the base of the tank due to the oil?  a 960  n b 2400  n c 9600  n d 24  000  n     ",
+            "7": "7  \u00a9 ucles 2018 0625/21/m/j/18 [turn over  15 when molecules of a gas rebound from a wall of a container, the wall experiences a pressure.    what is the cause of this pressure?  a the change in energy of the molecules  b the change in momentum of the molecules  c the change in power of the molecules  d the change in speed of the molecules      16 a student wishes to calibrate a mercury-in-glass thermometer with a \u00b0c scale.    which values should she use for the lower fixed point and for the upper fixed point?     lower fixed point upper fixed point  a melting point of ice boiling point of mercury  b melting point of ice boiling point of water  c melting point of mercury boiling point of mercury  d melting point of mercury boiling point of water      17 which statements about boiling and about evaporation are both correct?     boiling evaporation  a takes place only at the surface takes place only at the surface  b takes place only at the surface takes place throughout the liquid  c takes place throughout the liquid takes place only at the surface  d takes place throughout the liquid takes place throughout the liquid     18 on a cold day, a metal front-door knob x and a similar plastic knob y are at the same  temperature.    why does x feel cooler to the touch than y?  a x convects thermal energy better than y.  b x is a better thermal conductor than y.  c x is a better insulator than y.  d x is a better radiator of thermal energy than y.     ",
+            "8": "8  \u00a9 ucles 2018 0625/21/m/j/18  19 light travels at a speed of  2.0 \u00d7 108  m / s in a glass block.    in the glass, the wavelength of the light is 4.0 \u00d7 10\u20137  m.    what is the frequency of the light?  a 2.0 \u00d7 10\u201315  hz  b 1.3 \u00d7 10\u20132  hz  c 80  hz  d 5.0 \u00d7 1014  hz      20 which arrow on the graph shows the amplitude of the wave?    0 0displacement distancec dab      21 scout p signals to scout q on the other side of a valley by using a mirror to reflect the sun\u2019s light.    mirrorscout psun\u2019s light scout q     which mirror position allows the sun\u2019s light to be reflected to scout q?    sun\u2019s lightsun\u2019s lightsun\u2019s lightsun\u2019s lightmirrora b c d    ",
+            "9": "9  \u00a9 ucles 2018 0625/21/m/j/18 [turn over  22 a prism is made from transparent plastic. in this plastic, light travels at 0.80  c, where c is its speed  in air. light enters one face of the prism at right-angles as shown.    \u03b8not to scale     the light just escapes from the sloping face of the prism.    what is angle \u03b8 ?  a 37 \u00b0 b 39 \u00b0 c 51 \u00b0 d 53 \u00b0     23 the sun emits infra-red radiation and light.    light from the sun reaches the earth in 8 minutes.    which row gives correct information about the infra-red radiation?     wavelength of  infra-red radiation time taken for infra-red  radiation to reach earth  a longer than wavelength of light 8 minutes  b longer than wavelength of light much less than 8 minutes  c shorter than wavelength of light 8 minutes  d shorter than wavelength of light much more than 8 minutes     24 a dolphin has a range of audible frequencies of 150  hz\u2013150  khz.    which range of frequencies can be heard both by humans with good hearing and by dolphins?  a 20  hz\u2013150  hz  b 20  hz\u2013150  khz  c 20  khz\u2013150  khz  d 150  hz\u201320  khz    ",
+            "10": "10  \u00a9 ucles 2018 0625/21/m/j/18  25 a permanent magnet is placed close to a bar of soft iron.    sn pqpermanent magnetsoft iron bar     what are the polarities of end p and of end q?     end p end q  a n n  b n s  c s n  d s s     26 a steel magnet is placed inside a coil of wire.    which method is used to demagnetise the magnet?  a connect the coil to an a.c. power supply  b connect the coil to an a.c. power supply and slowly remove the magnet from the coil  c connect the coil to a d.c. power supply  d connect the coil to a d.c. power supply and slowly remove the magnet from the coil    27 the electromotive force (e.m.f.) of a rechargeable battery is 6.0  v.    what does this mean?  a 6.0  j is the maximum energy the battery can provide in 1.0  s.  b 6.0  j is the total energy the battery can provide before it has to be recharged.  c 6.0  j of energy is provided by the battery to drive a charge of 1.0  c around a complete circuit.  d 6.0  j of energy is provided by the battery to drive a current of 1.0  a around a complete circuit.     28 a student measures the potential difference across a device and the current in the device.    which calculation gives the resistance of the device?  a current  +  potential difference  b current  \u00f7  potential difference  c potential difference  \u00f7  current  d potential difference  \u00d7  current    ",
+            "11": "11  \u00a9 ucles 2018 0625/21/m/j/18 [turn over  29 a water heater is connected to a 230  v supply and there is a current of 26  a in the heater. it takes  20 minutes to heat the water to the required temperature.    how much energy is supplied by the heater?  a 6.0 \u00d7 103  j b 1.0 \u00d7 104  j c 1.2 \u00d7 105  j d 7.2 \u00d7 106  j     30 which electrical symbol represents a diode?    abcd      31 a student sets up this circuit.        what is the purpose of the circuit?  a to allow a lamp to be made dimmer or brighter as required  b to amplify the sound of a voice  c to light a lamp in the dark  d to sound a bell when the temperature rises    ",
+            "12": "12  \u00a9 ucles 2018 0625/21/m/j/18  32 the diagram shows two voltmeters p and q connected to a potential divider.    xv vvoltmeter p voltmeter q     the sliding connection at point x is moved towards the top of the diagram.    what happens to the reading on p and to the reading on q?     reading on p reading on q  a decreases decreases  b decreases increases  c increases decreases  d increases increases      33 the diagram represents a digital circuit using a nor gate and an and gate.    x y zoutputnor and     what is the truth table for this circuit?    x 0 000111 1y 0 011001 1z 0 101010 1output 0 001010 1 a x 0 000111 1y 0 011001 1z 0 101010 1output 0 100000 0 b x 0 000111 1y 0 011001 1z 0 101010 1output 1 110101 0 c x 0 000111 1y 0 011001 1z 0 101010 1output 1 011111 1 d      ",
+            "13": "13  \u00a9 ucles 2018 0625/21/m/j/18 [turn over  34 which statement about electromagnetic induction is correct?  a a strong magnet that is held stationary near a stationary conductor causes a greater effect  than a weak magnet.  b the effect occurs when a magnet and a conductor are both moved with the same speed and  in the same direction.  c the effect occurs when a magnet is moved away from a nearby conductor.  d the effect only occurs when a magnet is moved towards a conductor.    35 the diagram shows a current-carrying conductor in a magnetic field.    which arrow shows the direction of the force acting on the conductor?    sna b cd       36 power losses in transmission cables are reduced by increasing the transmission voltage.    what is the explanation for this reduction?  a the current decreases, reducing thermal energy losses.  b the current increases, increasing the flow of charge.  c the resistance of the cable increases, reducing the current.  d the resistance of the cable decreases.     ",
+            "14": "14  \u00a9 ucles 2018 0625/21/m/j/18  37 in the atomic model, an atom consists of a central mass, orbited by much smaller particles.    central massorbitingparticle     what is the name of the central mass and of the orbiting particles?     central mass orbiting particles  a neutron \u03b1-particles  b neutron electrons  c nucleus \u03b1-particles  d nucleus electrons     38 nuclear fusion is a reaction that takes place in stars.    which row describes this reaction?     action of atomic nuclei energy  a   an atomic nucleus splits into  two or more smaller nuclei absorbed    b   an atomic nucleus splits into  two or more smaller nuclei released    c   atomic nuclei join together  to form a larger nucleus absorbed    d   atomic nuclei join together  to form a larger nucleus released      ",
+            "15": "15  \u00a9 ucles 2018 0625/21/m/j/18  39 the diagram shows emissions from a source passing into the electric field between two charged  plates.    ++++++++++ \u2013\u2013\u2013\u2013\u2013\u2013\u2013\u2013\u2013\u2013source     what is emitted by this source?  a neutrons and \u03b3-rays only  b \u03b1-particles and \u03b2-particles only  c \u03b1-particles and \u03b3-rays only  d \u03b2-particles and \u03b3-rays only    40 the graph shows how the count rate registered by a counter near to a sample of a radioactive  isotope changes over a period of a few days. the background count rate is 5 counts per minute.    50 40302010 0count rate counts  / minute time  / days012345678     what is the half-life of the isotope?  a 2.0 days b 2.5 days c 3.0 days d 4.0 days    ",
+            "16": "16    permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to trac e 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 ans wer-related information to candidates, all copyright acknowledgements are reproduced onl ine in the cambridge  international examinations copyright acknow ledgements booklet. this is produced for each  series of examinations and is freely a vailable to download at  www.cie.org.uk after the live examination series.    cambridge international examinations is part of the cambridge as sessment group. cambridge assessment is the brand name of unive rsity of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge.    \u00a9 ucles 2018 0625/21/m/j/18  blank page  "
+        },
+        "0625_s18_qp_22.pdf": {
+            "1": "  the syllabus is approved for use in england, wales and northern ir eland as a cambridge international level 1/level 2 certificat e.  this document consists of 14 printed pages and 2 blank pages.  ib18 06_0625_22/3rp  \u00a9 ucles 2018 [turn over     *7373168877 * cambridge international examinations  cambridge international general certificate of secondary education       physics 0625/22     paper 2  multiple choice (extended)  may/june 2018     45 minutes    additional materials: multiple choice answer sheet   soft clean eraser   soft pencil (type b or hb recommended)       read these instructions first    write in soft pencil.  do not use staples, paper clips, glue or correction fluid. write your name, centre number and candidate number on the answer sheet in the spaces provided  unless this has been done for you.  do not write in any barcodes.   there are forty  questions on this paper. answer all questions. for each question there are four possible  answers a, b, c and d.   choose the one you consider correct and record your choice in soft pencil  on the separate answer sheet.    read the instructions on the answer sheet very carefully.    each correct answer will score one mark. a ma rk will not be deducted for a wrong answer.  any rough working should be done in this booklet. electronic calculators may be used. take the weight of 1.0  kg to be 10  n (acceleration of free fall = 10  m / s2).   ",
+            "2": "2  \u00a9 ucles 2018 0625/22/m/j/18  1 a length of cotton is measured between two points on a ruler.    1 c m 23456789 1 0 1 1 1 2 1 3 1 4 1 5 1 6cotton     when the length of cotton is wound closely around a pen, it goes round six times.    pensix turns of cotton     what is the distance once round the pen?  a 2.2  cm b 2.6  cm c 13.2  cm d 15.6  cm     2 when does an object falling vertically through the air reach terminal velocity?  a when the acceleration of the object becomes negative  b when the acceleration of the object is equal to g  c when the air resistance equals the weight of the object  d when the air resistance is greater than the weight of the object    ",
+            "3": "3  \u00a9 ucles 2018 0625/22/m/j/18 [turn over  3 a ball is dropped in an evacuated tube. a series of photographs is taken at equal time intervals  from the time of release. another ball of the same size but twice the mass is also dropped in the  same evacuated tube and photographed.    which diagram shows the motion of the heavier ball?    a first ball b c d heavier ball (mass \u00d72)      4 which statement about the mass and the weight of an object is correct?  a they are both affected by changes in the acceleration of free fall.  b they are both forces.  c they have different units.  d weight is calculated by dividing mass by the acceleration of free fall.      5 which statement about the mass of an object is correct?  a it is equal to the density divided by the volume.  b it is equal to weight multiplied by the gravitational field strength.  c it is the effect of a gravitational field on the object.  d it is the property that resists a change in velocity.     ",
+            "4": "4  \u00a9 ucles 2018 0625/22/m/j/18  6 an object decelerates from 25.0  m / s to 5.0  m / s in a time of 4.0  s.    it has a mass of 50  kg.    what is the resultant force on the object?  a 0.63  n b 10  n c 250  n d 4000  n     7 a beam is pivoted at one end, as shown.    pivot40 cm 6.0 nbeamx     the beam weighs 6.0  n and its weight acts at a point x, 40  cm from the pivot.    a force of 4.0  n is applied to the beam causing it to balance horizontally.    in which direction and where is the 4.0  n force applied?  a downwards at 20  cm to the left of x  b downwards at 20  cm to the right of x  c upwards at 20  cm to the left of x  d upwards at 20  cm to the right of x    8 a spacecraft is travelling in space with no resultant force and no resultant moment acting on it.    which statement about the spacecraft is correct?  a its direction is changing.  b it is in equilibrium.  c its speed is decreasing.  d its speed is increasing.      9 a car of mass 1000  kg travelling at 8.0  m / s collides with a lorry of mass 3000  kg that is travelling  at 2.0  m / s in the same direction. after colliding, the two vehicles stick together.    what is their speed after the collision?  a 2.0  m / s b 2.5  m / s c 3.5  m / s d 5.0  m / s     ",
+            "5": "5  \u00a9 ucles 2018 0625/22/m/j/18 [turn over  10 what is the main process by which energy is released in the sun?  a \u03b1-decay  b \u03b2-decay  c nuclear fission  d nuclear fusion    11 the work done w by a force is related to the magnitude f of the force and the distance d moved  in the direction of the force.  which equation for w is correct?  a w = d \u00f7 f  b w = d + f  c w = f \u00f7 d  d w = f \u00d7 d    12 a crane on a construction site lifts concrete beams.    the useful work done by the crane is 4000  kj in a time of 160  s.    what is the useful output power of the crane?  a 0.04  kw b 25  w c 25  kw d 640  kw     13 a submarine is in water of density 1.0  \u00d7 103  kg  / m3. the submarine changes its depth. this causes  the pressure on it to change by 0.10  mpa.    what is the change in depth of the submarine?    a 0.10  m b 10  m c 100  m d 1000  m    14 an oil tank has a base of area 2.5  m2 and is filled with oil to a depth of 1.2  m.    the density of the oil is 800  kg  / m3.    what is the force exerted on the base of the tank due to the oil?  a 960  n b 2400  n c 9600  n d 24  000  n    ",
+            "6": "6  \u00a9 ucles 2018 0625/22/m/j/18  15 when molecules of a gas rebound from a wall of a container, the wall experiences a pressure.    what is the cause of this pressure?  a the change in energy of the molecules  b the change in momentum of the molecules  c the change in power of the molecules  d the change in speed of the molecules     16 a student wishes to calibrate a mercury-in-glass thermometer with a \u00b0c scale.    which values should she use for the lower fixed point and for the upper fixed point?     lower fixed point upper fixed point  a melting point of ice boiling point of mercury  b melting point of ice boiling point of water  c melting point of mercury boiling point of mercury  d melting point of mercury boiling point of water      17 in an experiment, an object is heated.    the data from the experiment is shown.    \u25cf the energy transferred to the object is 3.0  kj.  \u25cf the mass of the object is 2.0  kg.  \u25cf the rise in temperature of the object is 10  \u00b0c.  \u25cf the specific heat capacity of the object is 150  j / (kg  \u00b0c).    what is the thermal capacity of the object?  a 30  j / \u00b0c b 300  j / \u00b0c c 3000  j / \u00b0c d 9000  j / \u00b0c    18 four thermometers, with their bulbs painted different colours, are placed at equal distances from  a radiant heater.    which thermometer shows the slowest temperature rise when the heater is first switched on?  a matt black  b matt white  c shiny black  d shiny white     ",
+            "7": "7  \u00a9 ucles 2018 0625/22/m/j/18 [turn over  19 a tank contains water. ripples are produced on the surface of the water.    what causes the ripples to refract?  a the cold water in the tank is replaced by warm water.  b the ripples change speed as they move from deep to shallow water.  c the ripples hit the wall of the tank.  d the ripples pass through a narrow gap.     20 light travels at a speed of  2.0 \u00d7 10 8  m / s in a glass block.    in the glass, the wavelength of the light is 4.0 \u00d7 10\u20137  m.    what is the frequency of the light?  a 2.0 \u00d7 10\u201315  hz  b 1.3 \u00d7 10\u20132  hz  c 80  hz  d 5.0 \u00d7 1014  hz     21 scout p signals to scout q on the other side of a valley by using a mirror to reflect the sun\u2019s light.    mirrorscout psun\u2019s light scout q     which mirror position allows the sun\u2019s light to be reflected to scout q?    sun\u2019s lightsun\u2019s lightsun\u2019s lightsun\u2019s lightmirrora b c d      ",
+            "8": "8  \u00a9 ucles 2018 0625/22/m/j/18  22 a scientist describes light as being monochromatic.    what does this tell you about the light?  a it has a single frequency.  b it has more than one wavelength.  c it travels at a single speed in a single direction.  d it travels at different speeds in different directions.     23 which statement is not correct?  a the speed of long-wavelength infra-red radiation in a vacuum is greater than that of short- wavelength ultraviolet light.  b the speed of microwaves in air is approximately 3.0 \u00d7 10 8  m / s.  c the speed of \u03b3-rays emitted from a sample of cobalt-60 is 3.0 \u00d7 105  km  / s.  d the x-rays emitted in a supernova explosion reach the earth at the same time as the visible  light emitted.     24 a siren is emitting a sound. as time passes, the sound becomes louder and higher pitched.    what is happening to the amplitude and to the frequency of the emitted sound wave?     amplitude frequency  a decreasing decreasing  b decreasing increasing  c increasing decreasing  d increasing increasing     25 a permanent magnet is placed close to a bar of soft iron.    sn pqpermanent magnetsoft iron bar     what are the polarities of end p and of end q?     end p end q  a n n  b n s  c s n  d s s     ",
+            "9": "9  \u00a9 ucles 2018 0625/22/m/j/18 [turn over  26 which method is used to demagnetise a bar magnet?  a lower it into water  b heat it with a bunsen burner  c place it in a metal box  d suspend it in a sling      27 what is the electromotive force (e.m.f.) of a cell?  a the amount of charge that passes through the cell per unit time  b the energy gained per unit charge as charge passes through the cell  c the total amount of charge flowing through the cell  d the total energy stored in the cell      28 a student measures the potential difference across a device and the current in the device.    which calculation gives the resistance of the device?  a current  +  potential difference  b current  \u00f7  potential difference  c potential difference  \u00f7  current  d potential difference  \u00d7  current      29 a piece of wire is 40  cm long and has a diameter of 2.0  mm.    its resistance is 0.30  \u03c9.    which wire of the same material has a resistance of 0.15  \u03c9?     length  / cm diameter  / mm  a 20 1.0  b 20 4.0  c 80 1.0  d 80 4.0     ",
+            "10": "10  \u00a9 ucles 2018 0625/22/m/j/18  30 a diode is used as a rectifier.    what is the purpose of a rectifier?  a to allow current to pass in either direction  b to change alternating current into direct current  c to switch off the circuit in case of a large current  d to provide an efficient source of light    31 a student sets up this circuit.        what is the purpose of the circuit?  a to allow a lamp to be made dimmer or brighter as required  b to amplify the sound of a voice  c to light a lamp in the dark  d to sound a bell when the temperature rises     32 the diagram shows two voltmeters p and q connected to a potential divider.    xv vvoltmeter p voltmeter q     the sliding connection at point x is moved towards the top of the diagram.    what happens to the reading on p and to the reading on q?     reading on p reading on q  a decreases decreases  b decreases increases  c increases decreases  d increases increases ",
+            "11": "11  \u00a9 ucles 2018 0625/22/m/j/18 [turn over  33 the circuit shown contains two gates.    p qr     which truth table describes the operation of the circuit?    a  b  c  d  p q r  p q r  p q r  p q r  0 0 0  0 0 0  0 0 1  0 0 1  0 1 1  0 1 0  0 1 0  0 1 0  1 0 1  1 0 1  1 0 0  1 0 1  1 1 1  1 1 1  1 1 0  1 1 1     34 in an a.c. generator, a coil is rotated in a magnetic field and an electromotive force (e.m.f.) is  induced in the coil.    in which position of the coil does the e.m.f. have the largest value?    n scoila n scoilb n scoilc n scoild      ",
+            "12": "12  \u00a9 ucles 2018 0625/22/m/j/18  35 wire p carries a current directed perpendicularly into the page. a compass is placed at point q  which is close to wire p.    the magnetic field at q due to the current is very much larger than the magnetic field of the  earth.    in which direction does the north pole of the compass point?    p q ab c d      36 a transformer has np turns in the primary coil and ns turns in the secondary coil.    which row gives the values of np and ns for a transformer that steps up a voltage of 1200  v to  36  000  v?     np ns  a 2 000 60  000  b 2 000 600  000  c 60  000 2  000  d 600  000 2  000     ",
+            "13": "13  \u00a9 ucles 2018 0625/22/m/j/18 [turn over  37 in the atomic model, an atom consists of a central mass, orbited by much smaller particles.    central massorbitingparticle     what is the name of the central mass and of the orbiting particles?     central mass orbiting particles  a neutron \u03b1-particles  b neutron electrons  c nucleus \u03b1-particles  d nucleus electrons      38 an isotope of polonium has the nuclide notation po218 84 .    a nucleus of this isotope decays by emitting an \u03b1-particle. a \u03b2-particle is then emitted to form  nuclide x.    what is the notation for nuclide x?  a 214 81x b 213 82x c 213 83x d 214 83x      39 the table compares the penetrating abilities and ionising effects of \u03b1-radiation and of \u03b3-radiation.    which row is correct?     least  penetrating most  ionising  a \u03b1 \u03b1  b \u03b1 \u03b3  c \u03b3 \u03b1  d \u03b3 \u03b3     ",
+            "14": "14  \u00a9 ucles 2018 0625/22/m/j/18  40 the graph shows how the count rate registered by a counter near to a sample of a radioactive  isotope changes over a period of a few days. the background count rate is 5 counts per minute.    50 40302010 0count rate counts  / minute time  / days012345678     what is the half-life of the isotope?  a 2.0 days b 2.5 days c 3.0 days d 4.0 days     ",
+            "15": "15  \u00a9 ucles 2018 0625/22/m/j/18  blank page",
+            "16": "16    permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to trac e 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 ans wer-related information to candidates, all copyright acknowledgements are reproduced onl ine in the cambridge  international examinations copyright acknow ledgements booklet. this is produced for each  series of examinations and is freely a vailable to download at  www.cie.org.uk after the live examination series.    cambridge international examinations is part of the cambridge as sessment group. cambridge assessment is the brand name of unive rsity of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge.    \u00a9 ucles 2018 0625/22/m/j/18  blank page  "
+        },
+        "0625_s18_qp_23.pdf": {
+            "1": "  the syllabus is approved for use in england, wales and northern ir eland as a cambridge international level 1/level 2 certificat e.  this document consists of 16 printed pages.  ib18 06_0625_23/4rp  \u00a9 ucles 2018 [turn over     *9561144955* cambridge international examinations  cambridge international general certificate of secondary education       physics 0625/23     paper 2  multiple choice (extended)  may/june 2018     45 minutes    additional materials: multiple choice answer sheet   soft clean eraser   soft pencil (type b or hb recommended)       read these instructions first    write in soft pencil.  do not use staples, paper clips, glue or correction fluid. write your name, centre number and candidate number on the answer sheet in the spaces provided  unless this has been done for you.  do not write in any barcodes.   there are forty  questions on this paper. answer all questions. for each question there are four possible  answers a, b, c and d.   choose the one you consider correct and record your choice in soft pencil  on the separate answer sheet.    read the instructions on the answer sheet very carefully.    each correct answer will score one mark. a ma rk will not be deducted for a wrong answer.  any rough working should be done in this booklet. electronic calculators may be used. take the weight of 1.0  kg to be 10  n (acceleration of free fall = 10  m / s2).   ",
+            "2": "2  \u00a9 ucles 2018 0625/23/m/j/18  1 a length of cotton is measured between two points on a ruler.    1 c m 23456789 1 0 1 1 1 2 1 3 1 4 1 5 1 6cotton     when the length of cotton is wound closely around a pen, it goes round six times.    pensix turns of cotton     what is the distance once round the pen?  a 2.2  cm b 2.6  cm c 13.2  cm d 15.6  cm     2 when does an object falling vertically through the air reach terminal velocity?  a when the acceleration of the object becomes negative  b when the acceleration of the object is equal to g  c when the air resistance equals the weight of the object  d when the air resistance is greater than the weight of the object     3 a sprinter runs a 100  m race in a straight line. the table shows how his speed changes with time  for the first 5.0  s of the race.    s/mspeed 0 1.7 4.1 5.7 6.5 6.8  time  / s 0 1.0 2.0 3.0 4.0 5.0    what is the average acceleration of the sprinter between time 2.0  s and time 3.0  s?  a 1.6  m / s2 b 1.9  m / s2 c 4.1  m / s2 d 5.7  m / s2     ",
+            "3": "3  \u00a9 ucles 2018 0625/23/m/j/18 [turn over  4 a person steps onto a bathroom scales.    the bathroom scales records both mass and weight.    which row shows the readings on the scales?     mass weight  a 60  n 600  kg  b 60  kg 600  n  c 600  kg 60  n  d 600  n 60  kg      5 an object has a weight of 7600  n in a gravitational field of strength 100  n / kg.    what is the mass of the object?  a 76  kg b 760  n c 7600  g d 76  000  n      6 a load is hung from a steel wire. the load is increased.    the length of the wire increases until the limit of proportionality is reached.    the load is now increased slightly.    what happens?  a the extension of the wire increases and the wire no longer obeys hooke\u2019s law.  b the extension of the wire decreases and the wire no longer obeys hooke\u2019s law.  c the extension of the wire increases and it obeys hooke\u2019s law.  d the extension of the wire decreases and it obeys hooke\u2019s law.      7 the diagram shows a uniform metre rule pivoted at the 30  cm mark.    6.0 n30 cm 0 cm 100  cm 70 cm 2.0 nmetre rule pivot     the rule balances when a weight of 6.0  n is hanging from the zero mark and a weight of 2.0  n is  hanging from the 70  cm mark.    what is the weight of the rule?  a 2.0  n b 5.0  n c 6.0  n d 13.0  n ",
+            "4": "4  \u00a9 ucles 2018 0625/23/m/j/18  8 an astronaut orbits the earth in a space station.    which is a vector quantity?  a the mass of the astronaut  b the speed of the satellite  c the temperature inside the satellite  d the weight of the astronaut     9 a visitor to a fairground throws a soft object of mass 0.12  kg at a coconut of mass 0.48  kg. the  soft object stops moving when it hits the coconut. in order to dislodge the coconut, it must be  made to move at 0.10  m/s.     what is the minimum speed with which the visitor should throw the soft object in order to dislodge  the coconut?  a 0.20  m/s  b 0.40  m/s  c 2.0  m/s  d 4.0  m/s     10 an aircraft with a mass of 300  000  kg is flying at an altitude of 2000  m with a speed of 100 m  / s.    what is the kinetic energy of the aircraft?  a 1.5 \u00d7 104  kj b 1.5 \u00d7 106  kj c 3.0 \u00d7 106  kj d 6.0 \u00d7 106  kj     11 which method of drying clothes has the least impact on the environment?  a evaporate the water in them in an electrically heated tumble dryer.  b hang them on a washing line in direct sunlight.  c remove the water from them in an electric spin dryer.  d suspend them close to a coal fire.     ",
+            "5": "5  \u00a9 ucles 2018 0625/23/m/j/18 [turn over  12 the vertical displacement of a mass of 0.20  kg changes with time. the graph shows how this  displacement changes.    3 210 \u20131 \u20132\u201330 0.2 0.4 0.6 0.8 1.0 1.2 1.4 time  / sdisplacement / cm     at which rate does it gain gravitational potential energy as it moves upwards?  a 0.025  w b 0.050  w c 0.20  w d 0.40  w     13 a simple barometer includes a column of mercury.    which property of this column of mercury is used to give a measurement of atmospheric  pressure?  a its cross-sectional area  b its height  c its temperature  d its thermal capacity     14 an oil tank has a base of area 2.5  m2 and is filled with oil to a depth of 1.2  m.    the density of the oil is 800  kg  / m3.    what is the force exerted on the base of the tank due to the oil?  a 960  n b 2400  n c 9600  n d 24  000  n     ",
+            "6": "6  \u00a9 ucles 2018 0625/23/m/j/18  15 when molecules of a gas rebound from a wall of a container, the wall experiences a pressure.    what is the cause of this pressure?  a the change in energy of the molecules  b the change in momentum of the molecules  c the change in power of the molecules  d the change in speed of the molecules     16 two liquid-in-glass thermometers p and q contain the same volume of mercury and have  capillary tubes of the same length.    thermometer p has a capillary tube with a smaller diameter than thermometer q.    which thermometer has the greater range and which has the greater sensitivity?     greater  range greater  sensitivity  a p p  b p q  c q p  d q q      17 a student wishes to calibrate a mercury-in-glass thermometer with a \u00b0c scale.    which values should she use for the lower fixed point and for the upper fixed point?     lower fixed point upper fixed point  a melting point of ice boiling point of mercury  b melting point of ice boiling point of water  c melting point of mercury boiling point of mercury  d melting point of mercury boiling point of water   ",
+            "7": "7  \u00a9 ucles 2018 0625/23/m/j/18 [turn over  18 the diagram shows a pan used for cooking food.    base of panhandle of pan     which row is correct for the materials used to make the base and the handle of the pan?     base of pan handle of pan  a good thermal conductor good thermal conductor  b good thermal conductor poor thermal conductor  c poor thermal conductor good thermal conductor  d poor thermal conductor poor thermal conductor     19 the diagram shows a wave.    2.0 1.0 0 \u20131.0\u20132.0displacement /  cm distance/  cm0 4.0 8.0 12.0 16.0 20.0 24.0 28.0     which row is correct?     amplitude of  the wave  / cm wavelength of  the wave  / cm  a 1.0 4.0  b 1.0 8.0  c 2.0 4.0  d 2.0 8.0     ",
+            "8": "8  \u00a9 ucles 2018 0625/23/m/j/18  20 light travels at a speed of  2.0 \u00d7 108  m / s in a glass block.    in the glass, the wavelength of the light is 4.0 \u00d7 10\u20137  m.    what is the frequency of the light?  a 2.0 \u00d7 10\u201315  hz  b 1.3 \u00d7 10\u20132  hz  c 80  hz  d 5.0 \u00d7 1014  hz      21 scout p signals to scout q on the other side of a valley by using a mirror to reflect the sun\u2019s light.    mirrorscout psun\u2019s light scout q     which mirror position allows the sun\u2019s light to be reflected to scout q?    sun\u2019s lightsun\u2019s lightsun\u2019s lightsun\u2019s lightmirrora b c d      ",
+            "9": "9  \u00a9 ucles 2018 0625/23/m/j/18 [turn over  22 images formed by lenses and mirrors can either be described as real or as virtual.    which row describes real and virtual images of a point object?     real images virtual images  a   formed where light rays  meet an image in a plane mirror is an  example of a virtual image  b   formed where light rays  meet can be projected onto a screen    c   formed from where light rays  appear to diverge  an image in a plane mirror is an  example of a virtual image  d   formed from where light rays  appear to diverge  can be projected onto a screen       23 the diagram shows the air molecules in part of a sound wave at a particular moment in time.    x     which statement is not correct?  a earlier, there was compression at x.  b later, there will be a rarefaction at x.  c this part of the wave is travelling horizontally across the page.  d this part of the wave is travelling towards the top of the page.    ",
+            "10": "10  \u00a9 ucles 2018 0625/23/m/j/18  24 the diagram shows the ranges of human hearing and of ultrasound waves.    01 01 2 \u00d7 1012 \u00d7 104102103104105106range of human hearingultrasound     to which characteristic of sound waves do the numbers on the diagram refer?  a amplitude in cm  b frequency in hz  c speed in metres  / second  d wavelength in metres     25 a permanent magnet is placed close to a bar of soft iron.    sn pqpermanent magnetsoft iron bar     what are the polarities of end p and of end q?     end p end q  a n n  b n s  c s n  d s s     26 which method is used to demagnetise a magnet?  a cool it in a freezer  b drop it into a beaker of water  c place it inside a coil carrying a direct current  d strike it with a hammer     ",
+            "11": "11  \u00a9 ucles 2018 0625/23/m/j/18 [turn over  27 two power supplies are connected in separate circuits. both power supplies provide the same  magnitude current.    power supply p has an electromotive force (e.m.f.) of 1.5  v and power supply q has an e.m.f. of  3.0  v.    which statements are correct?    1 source q supplies twice the charge per unit time.  2 source q supplies twice the energy per unit charge.  3 source q supplies twice the energy per unit time.    a 1, 2 and 3 b 1 and 2 only c 1 and 3 only d 2 and 3 only     28 a student measures the potential difference across a device and the current in the device.    which calculation gives the resistance of the device?  a current  +  potential difference  b current  \u00f7  potential difference  c potential difference  \u00f7  current  d potential difference  \u00d7  current     29 an electricity meter records that 200  mj of electrical energy are drawn from the 240  v mains  supply in a 24 hour period.    what is the average rate of electrical charge passing through the meter?  a 9.6  c / h b 580  c / h c 35  kc  / h d 0.83  mc  / h     30 a 3.0  \u03c9 resistor is connected in parallel with a 4.0  \u03c9 resistor.    4.0 \u03c93.0 \u03c9     what is the resistance of this combination?  a 0.14  \u03c9 b 0.58  \u03c9 c 1.7  \u03c9 d 7.0  \u03c9     ",
+            "12": "12  \u00a9 ucles 2018 0625/23/m/j/18  31 a student sets up this circuit.        what is the purpose of the circuit?  a to allow a lamp to be made dimmer or brighter as required  b to amplify the sound of a voice  c to light a lamp in the dark  d to sound a bell when the temperature rises     32 the diagram shows two voltmeters p and q connected to a potential divider.    xv vvoltmeter p voltmeter q     the sliding connection at point x is moved towards the top of the diagram.    what happens to the reading on p and to the reading on q?     reading on p reading on q  a decreases decreases  b decreases increases  c increases decreases  d increases increases     ",
+            "13": "13  \u00a9 ucles 2018 0625/23/m/j/18 [turn over  33 the diagram shows a logic circuit with inputs x and y.    qx y     the output is q.    which truth table is correct?     a    b   x y q  x y q  0 0 0  0 0 1  0 1 1  0 1 0  1 0 1  1 0 0  1 1 0  1 1 1   c    d   x y q  x y q  0 0 1  0 0 0  0 1 1  0 1 0  1 0 1  1 0 0  1 1 1  1 1 0     34 a wire connected to a resistor is moved in a magnetic field. a current is induced in the direction  shown.    in which direction is the wire moved?    nsda b cb rwire induced current     ",
+            "14": "14  \u00a9 ucles 2018 0625/23/m/j/18  35 the diagram shows a transformer.    primary coil secondary coil  core     which materials are the most suitable for the core and for the coils?     core material coil material  a copper copper  b copper iron  c iron copper  d iron iron      36 a solenoid is connected to a battery.    solenoidaxis of solenoid     which statement about the magnetic field at the centre of the solenoid is correct?  a the magnetic field along the axis is zero.  b the direction of the magnetic field is at an angle of 45 \u00b0 to the axis.  c the direction of the magnetic field is parallel to the axis.  d the direction of the magnetic field is perpendicular to the axis.     ",
+            "15": "15  \u00a9 ucles 2018 0625/23/m/j/18 [turn over  37 in the atomic model, an atom consists of a central mass, orbited by much smaller particles.    central massorbitingparticle     what is the name of the central mass and of the orbiting particles?     central mass orbiting particles  a neutron \u03b1-particles  b neutron electrons  c nucleus \u03b1-particles  d nucleus electrons     38 the radiation from a radioactive source passes between two metal plates, and is deflected as  shown in the diagram. between the plates there is a magnetic field directed into the plane of the paper, as indicated by the crosses.    \u00d7   \u00d7   \u00d7   \u00d7   \u00d7   \u00d7   \u00d7   \u00d7   \u00d7   \u00d7 \u00d7   \u00d7   \u00d7   \u00d7   \u00d7   \u00d7   \u00d7   \u00d7   \u00d7   \u00d7    only one type of radiation is present.    which situation is possible?  a the source emits alpha particles and there is an upwards electric field between the plates.  b the source emits alpha particles and there is no electric field between the plates.  c the source emits beta particles and there is an upwards electric field between the plates.  d the source emits gamma radiation and there is a downwards electric field between the  plates.    ",
+            "16": "16    permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to trac e 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 ans wer-related information to candidates, all copyright acknowledgements are reproduced onl ine in the cambridge  international examinations copyright acknow ledgements booklet. this is produced for each  series of examinations and is freely a vailable to download at  www.cie.org.uk after the live examination series.    cambridge international examinations is part of the cambridge as sessment group. cambridge assessment is the brand name of unive rsity of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge.    \u00a9 ucles 2018 0625/23/m/j/18  39 the nucleus of an isotope of nitrogen (n) absorbs a neutron. it then decays into an isotope of  carbon (c) and emits x.    n1 0  +  n14 7  \u2192  c14 6  +  x    what is x?  a \u03b1-particle  b \u03b2-particle  c \u03b3-radiation  d proton    40 the graph shows how the count rate registered by a counter near to a sample of a radioactive  isotope changes over a period of a few days. the background count rate is 5 counts per minute.    50 40302010 0count rate counts  / minute time  / days012345678     what is the half-life of the isotope?  a 2.0 days b 2.5 days c 3.0 days d 4.0 days      "
+        },
+        "0625_s18_qp_31.pdf": {
+            "1": "*1535064344* this document consists of 19 printed pages and 1 blank page. dc (lk/cgw) 150265/5 \u00a9 ucles 2018  [turn overcambridge international examinations cambridge international general certificate of secondary education physics  0625/31 paper 3  theory (core)  may/june 2018  1 hour 15 minutes candidates answer on the question paper. no additional materials are required. read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen. you may use an hb pencil for any diagrams or graphs. do not use staples, paper clips, glue or correction fluid. do not  write in any barcodes. answer all questions. electronic calculators may be used. you may lose marks if you do not show your working or if you do not use appropriate units. take the weight of 1.0  kg to be 10  n (acceleration of free fall  = 10 m / s2). at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question. this syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificate.",
+            "2": "2 0625/31/m/j/18 \u00a9 ucles 2018 1 model trains move along a track passing through two model stations.  students analyse the motion  of a train. they start a digital timer as the train starts to move. they record the time that it enters  station a and the time it enters station b.  fig. 1.1 shows the time on entering station a and the time on entering station b. time entering station a time entering station bhour min sec hour min sec fig. 1.1  (a) calculate the time taken from the train entering station a to the train entering station b.   state your answer in seconds.  time taken =  ...  s [1]  (b) a faster train takes 54  s to travel from station a to station b. the distance between the stations  is 120  m.   calculate the average speed of this train.  average speed =  ..  m / s [3]",
+            "3": "3 0625/31/m/j/18 \u00a9 ucles 2018 [turn over  (c) fig. 1.2 shows the speed-time graph for a train travelling on a different part of the track. 4.0 3.0 2.0 1.0 0 0 2.0 4.0 6.0 8.0 10.0 12.0 time  / sspeed m / s 14.0 fig. 1.2  determine the total distance travelled by the train on this part of the track.  distance =  ..  m [4]  [total: 8]",
+            "4": "4 0625/31/m/j/18 \u00a9 ucles 2018 2 a 250  cm3 beaker containing some liquid is shown in fig. 2.1.  unknown volume of liquidbeaker fig. 2.1  (a) (i) a student has a measuring cylinder and a balance.    describe an experiment to determine the density of the liquid.  ...  ...  ...  ...  ...  ...  ...  ... [5]   (ii) suggest the unit of density used by the student.  ... [1]  (b) fig. 2.2 shows a block of polythene. polythene fig. 2.2   (i) polythene floats in water. explain why polythene floats.  ... [1]",
+            "5": "5 0625/31/m/j/18 \u00a9 ucles 2018 [turn over   (ii) the weight of the polythene block is 0.84  n.    calculate the mass of the block.  mass =  .  kg [3]  [total: 10]",
+            "6": "6 0625/31/m/j/18 \u00a9 ucles 2018 3 (a) fig. 3.1 shows the vertical forces on a rocket. weight 43.0  nair resistance 2.4  nthrust 74.2  n fig. 3.1   calculate the resultant force on the rocket.  resultant force =  ...  n  direction =  ... [3]  (b) fig. 3.2 shows the speed and direction of motion of an object at a point in time. 150.0  m / s object fig. 3.2   the resultant force on the object is zero for 10 seconds.   deduce the speed and direction of motion after 5 seconds. indicate the speed and direction  of the object by drawing a labelled  arrow next to the object in fig. 3.3. fig. 3.3  [1]  [total: 4]",
+            "7": "7 0625/31/m/j/18 \u00a9 ucles 2018 [turn over 4 (a) fig. 4.1 shows a smoke cell. the cell contains smoke particles and air molecules. it is lit from  the side. a student views the motion of smoke particles in the cell by using a microscope. lightsmoke cellmicroscope air molecules and smoke particles fig. 4.1   describe and explain what the student sees when viewing the smoke particles through the  microscope.  ...  ...  ...  ...  ...  ... [4]  (b) drops of water on a warm surface disappear after a short time. state the term used to  describe this process. explain the process, using your ideas about molecules. name of process   ... explanation  ...  ...  ...  [3]  [total: 7]",
+            "8": "8 0625/31/m/j/18 \u00a9 ucles 2018 5 fig. 5.1 shows a geothermal power station. it generates electricity. hot water rises to the surfacecold water pumped downgenerating station fig. 5.1  (a) in a geothermal power station, the process of generating electricity includes seven stages.  four of the stages are shown below.   p steam turns a turbine   q hot underground rocks heat the cold water   r the turbine spins a generator   s hot water rises to the surface   the flow chart in fig.  5.2 shows the seven stages, but it is incomplete. complete the flow  chart by adding the letters p, q, r and s in the correct sequence. cold water is pumped down hot water produces steam electricity is generated fig. 5.2  [3]",
+            "9": "9 0625/31/m/j/18 \u00a9 ucles 2018 [turn over  (b) the cost of electrical energy obtained from a geothermal power station is similar to the cost of  electrical energy obtained from wind turbines.   describe one advantage and one disadvantage of using a geothermal power station to  generate electricity compared with using wind turbines. advantage  .  ... disadvantage    ...  [2]  [total: 5]",
+            "10": "10 0625/31/m/j/18 \u00a9 ucles 2018 6 a student constructs a device for absorbing thermal energy from the sun. fig.  6.1 shows the  device. thermometerthermometer tank a tank bcold water white plastic pipe warm watersun fig. 6.1  the student places the white plastic pipe in sunlight. the cold water flows slowly from tank a to  tank b. energy from the sun heats the water in the pipe.  fig. 6.2 shows the temperatures in tank a and tank b. \u201310 0 10 20 30 40 50 60 70 80 90 100 110\u00b0c thermometer showing temperature in tank a. \u201310 0 10 20 30 40 50 60 70 80 90 100 110\u00b0c thermometer showing temperature in tank b. fig. 6.2  (a) determine the rise in temperature of the water.  temperature rise =    \u00b0 c [1]",
+            "11": "11 0625/31/m/j/18 \u00a9 ucles 2018 [turn over  (b) the student wants to increase the thermal energy absorbed by the water in the pipe. suggest  three improvements he can make to increase the thermal energy absorbed. 1    ... 2    ...   3    ...  [3]  (c) describe how the thermal energy is transferred from the sun to the water inside the pipe.  ...  ... [2]  [total: 6]",
+            "12": "12 0625/31/m/j/18 \u00a9 ucles 2018 7 the spectrum of white light is made up of seven colours.  (a) fig. 7.1 shows a partially-completed spectrum. two labels are missing. violet indigo green orange red fig. 7.1   (i) on fig. 7.1, write the name of the missing colour in each blank space.  [2]   (ii) on fig. 7.1, indicate the direction of increasing  wavelength for the spectrum. draw an  arrow in the box below the spectrum of colours.  [1]  (b) a ray of red light strikes one face of a triangular glass prism as shown in fig. 7.2. glass prismray of red light fig. 7.2   (i) on fig.  7.2, draw the path of the ray as it travels through the glass prism and enters   the air.  [2]   (ii) state the term used to describe what happens to the ray of red light as it enters and  leaves the prism.  ... [1]  [total: 6]",
+            "13": "13 0625/31/m/j/18 \u00a9 ucles 2018 [turn over 8 this question is about measuring the speed of sound in air.  a student stands in front of a large wall. she hits a drum and hears an echo. fig. 8.1 shows the  position of the student and the wall. studentwall fig. 8.1  (a) (i) state the name of a piece of equipment for measuring the distance from the student to  the wall.  ... [1]   (ii) explain how sound forms an echo.  ...  ... [1]  (b) the student hits her drum repeatedly once per second. she walks away from the wall and  listens for the echo. when the student is 170  m from the wall she hears the echo from one  beat of the drum at the same time as the next beat of the drum.   use this information to determine the speed of sound. state the unit.  speed =  ..  [4]  [total: 6]",
+            "14": "14 0625/31/m/j/18 \u00a9 ucles 2018 9 fig. 9.1 shows a partially-labelled diagram of the electromagnetic spectrum. gamma ray ultraviolet visible infra-red radioa b fig. 9.1   (a) (i) on fig. 9.1, add the names of the missing radiations at a and at b. [2]   (ii) indicate the radiation that has the lowest frequency. on fig. 9.1, draw a ring around the  radiation.  [1]  (b) state two safety precautions when handling sources that emit gamma radiation. 1   2    [2]  [total: 5]",
+            "15": "15 0625/31/m/j/18 \u00a9 ucles 2018 [turn over 10 fig. 10.1 shows a circuit for determining the resistance of a component. a v fig. 10.1  (a) on fig. 10.1, label the fixed resistor, by writing the letter r.  [1]  (b) two components in fig. 10.1 measure electrical quantities.   identify the quantity that each component measures.   write each quantity and the unit of each quantity in the correct place in table 10.1. component quantity unit a v table 10.1  [4]  (c) a student uses the circuit in fig.  10.1 to determine the resistance of wires made from the  same material.    state how the resistance of a wire is related to its length and its diameter. length    ... diameter    ...  [2]  [total: 7]",
+            "16": "16 0625/31/m/j/18 \u00a9 ucles 2018 11 fig. 11.1 shows a vertical conductor passing through a horizontal piece of card. cardconductor fig. 11.1  (a) (i) on fig.  11.1, draw a cell and a switch in series with the conductor to form a complete  circuit.    use the correct circuit symbols.  [2]   (ii) a student sprinkles iron filings onto the card and closes the switch. there is a current in  the conductor. describe the pattern of the magnetic field seen.  ...  ... [2]   (iii) the student reverses the direction of the current in the conductor. state the effect, if any,  on the pattern he sees.  ... [1]",
+            "17": "17 0625/31/m/j/18 \u00a9 ucles 2018 [turn over  (b) describe an experiment to show that a force acts on a current-carrying conductor in a  magnetic field. show how to arrange the equipment. include a diagram in your answer.  ...  ...  ...  ...  ...  ...  ... [4]  [total: 9]",
+            "18": "18 0625/31/m/j/18 \u00a9 ucles 2018 12 radioactive decay may include the emission of:     \u03b1-radiation \t\t\t\t\u03b2 -radiation \t\t\t\t\u03b3 -radiation  (a) (i) from the list, state the type of radiation which has the greatest  ionising effect.  ... [1]   (ii) from the list, state the type of radiation which has the lowest  penetrating ability.  ... [1]  (b) in a factory, rollers press aluminium metal to make thin foil sheets. an automatic system for  controlling the thickness of the foil uses  a radioactive source. the automatic system changes  the gap between the top and bottom roller. fig. 12.1 shows the equipment. rollersradioactive source radiation detectorradiationthin aluminium foil roller controller counter fig. 12.1   (i) use your ideas about the properties of radiation to suggest and explain the type of  radiation used. type of radiation  . explanation    ...  ...  ...  [2]",
+            "19": "19 0625/31/m/j/18 \u00a9 ucles 2018   (ii) the aluminium foil passing the radiation detector is too thin. describe how this fault  affects the reading on the counter.   ... [1]   (iii) suggest how the fault in (b)(ii)  is corrected. state what happens to the rollers.  ... [1]   (iv) the source used is strontium-90. a nucleus of strontium-90 can be described as 90 38 sr.  state the number of protons in a nucleus of strontium-90.  ... [1]  [total: 7]",
+            "20": "20 0625/31/m/j/18 \u00a9 ucles 2018 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 international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download at www.cie.org.uk after  the live examination series. 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.blank page"
+        },
+        "0625_s18_qp_32.pdf": {
+            "1": "*4631482877* this document consists of 16 printed pages. dc (lk/cgw) 150266/5 \u00a9 ucles 2018  [turn overcambridge international examinations cambridge international general certificate of secondary education physics  0625/32 paper 3  theory (core)  may/june 2018  1 hour 15 minutes candidates answer on the question paper. no additional materials are required. read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen. you may use an hb pencil for any diagrams or graphs. do not use staples, paper clips, glue or correction fluid. do not  write in any barcodes. answer all questions. electronic calculators may be used. you may lose marks if you do not show your working or if you do not use appropriate units. take the weight of 1.0  kg to be 10  n (acceleration of free fall  = 10 m / s2). at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question. this syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificate.",
+            "2": "2 0625/32/m/j/18 \u00a9 ucles 2018 1 fig. 1.1 shows the speed-time graph for a car. 25 20speed m / s 15 10 5 0 0 20 10 30 40 60 50 70 time  / s80 100 90x y z w fig. 1.1  (a) on fig. 1.1, the labels w, x, y and z show the points when the car\u2019s motion changed.   on fig. 1.2, draw a line from each section of the graph to the correct description of the motion. section of graph from w to x from x to y from y to zdescription of the motion accelerating decelerating stationary constant speed     fig. 1.2  [3]  (b) calculate the distance that the car travels between 60  s and 100  s.  distance travelled =  ..  m [3]  (c) fig. 1.1 shows that the car\u2019s acceleration is greater than its deceleration.   explain how the graph shows this.  ...  ... [1]  [total: 7]",
+            "3": "3 0625/32/m/j/18 \u00a9 ucles 2018 [turn over 2 fig. 2.1 shows a wooden raft. the raft is made from 8 logs.  the logs are all of the same type of wood. log of wood fig. 2.1  (a)  the average mass of each log is 65.0  kg.   calculate the total weight of the raft.  total weight of the raft =  ... n [3]  (b) (i) the mass of one of the logs is 66.0  kg. it is 3.0  m long and has a cross sectional area of  0.040  m2.    calculate the density of the wood in the log.  density =  ...  kg / m3 [3]   (ii) explain why the log in (b)(i)  floats on water.  ...  ... [1]  [total: 7]",
+            "4": "4 0625/32/m/j/18 \u00a9 ucles 2018 3 a man uses a metal bar to remove an iron nail from a piece of wood, as shown in fig. 3.1. nail wood pivot150  n 0.50  m fig. 3.1  (a) (i) the man applies a force of 150  n at a distance of 0.50  m from the pivot.    calculate the moment of this force about the pivot. include a unit.  moment =  ... [4]   (ii) the force applied by the man produces a turning effect (moment) about the pivot.    describe another example of using the turning effect of a force.  ...  ... [1]  (b) the man tries to use the metal bar to remove another nail from the piece of wood. he applies  the same force of 150  n at a distance of 0.50  m from the pivot.   the turning effect produced is not enough to remove this nail from the piece of wood.   describe how the man can increase the turning effect without increasing the force.  ...  ... [1]  [total: 6]",
+            "5": "5 0625/32/m/j/18 \u00a9 ucles 2018 [turn over 4 a bunsen burner heats a beaker of water, as shown in fig. 4.1. standthermometer beaker water bunsen burner fig. 4.1  (a) (i) fig. 4.2 shows the thermometer used in fig. 4.1.    state the temperature shown on the thermometer. \u201310 0 10 20 30 40 50 60 70 80 90 100 110\u00b0c fig. 4.2  temperature =    \u00b0 c [1]   (ii) the thermometer shown in fig.  4.2 uses a physical property that changes with  temperature.    indicate the measurable property that changes with temperature. tick one box.     expansion of glass     expansion of liquid     colour of liquid     colour of glass  [1]",
+            "6": "6 0625/32/m/j/18 \u00a9 ucles 2018  (b) thermal energy (heat) transfers through the bottom of the beaker to the water.   state the name given to this process.  ... [1]  (c) thermal energy transfers throughout the water in the beaker.   describe and explain how this happens.  ...  ...  ...  ...  ... [4]  [total: 7]",
+            "7": "7 0625/32/m/j/18 \u00a9 ucles 2018 [turn over 5 fig. 5.1 represents an object positioned on the principal axis of a thin lens. f fobjectprincipal axis fig. 5.1  each small square of the grid represents 0.5  cm. each principal focus of the lens is labelled f.  (a) use the grid to determine the focal length of the lens.  focal length =  . cm [1]  (b) (i) on fig. 5.1, draw a ray from the top of the object that passes through a principal focus,  then through the lens and beyond it.  [1]   (ii) on fig. 5.1, draw a second ray from the top of the object that passes through the centre  of the lens. continue the path of this ray to the edge of the grid.  [1]   (iii) on fig. 5.1, draw an arrow to show the position and nature of the image produced by the  lens.  [2]  [total: 5]",
+            "8": "8 0625/32/m/j/18 \u00a9 ucles 2018 6 nuclear fission is used in nuclear power stations to release thermal energy.  (a) describe how the thermal energy is used to generate electricity.  ...  ...  ...  ...  ...  ... [3]  (b) describe two environmental problems that are due to using nuclear power stations. 1.  ...  ... 2.  ...  ...  [2]  [total: 5]",
+            "9": "9 0625/32/m/j/18 \u00a9 ucles 2018 [turn over 7 fig. 7.1 shows some parts of the electromagnetic spectrum. radio wavesinfra-red wavesvisible lightultraviolet wavesx-rays \u03b3-rays fig. 7.1  (a) (i) in fig. 7.1, one part of the electromagnetic spectrum is not labelled.    state the name of this part.  ... [1]   (ii) the speed of visible light waves in a vacuum is 3.0 \u00d7 108 m / s.    suggest a value for the speed of infra-red waves in a vacuum.  speed =  ..  m / s [1]   (iii) some parts of the electromagnetic spectrum have a wavelength shorter than that of  visible light.    state one example.  ... [1]  (b) (i) x-rays and \u03b3-rays are used in hospitals.    describe one medical use for x-rays and one use for \u03b3-rays. x-rays    ... \u03b3-rays  .  ... [2]   (ii) explain why \u03b3-rays are dangerous to living things.  ...  ...  ... [2]  [total: 7]",
+            "10": "10 0625/32/m/j/18 \u00a9 ucles 2018 8 (a) complete the sentences about sound. use words from the box above each sentence.   (i) glows     reflects     refracts     vibrates    sound is produced when a source ..  . [1]   (ii) electromagnetic     longitudinal     transverse    sound waves are .. waves.  [1]   (iii) metal     vacuum     liquid    sound waves cannot travel through a ..  . [1]  (b) humans, elephants, mice and dolphins have different hearing ranges. fig.  8.1 shows the  hearing range for each type of animal. 010100 humans elephants mice dolphins1000frequency  / hz 10 000100  0001000  000 fig. 8.1   (i) state the lowest frequency of sound that can be heard by mice.    hz [1]   (ii) state the highest frequency of sound that can be heard by elephants.    hz [1]",
+            "11": "11 0625/32/m/j/18 \u00a9 ucles 2018 [turn over   (iii) explain how the chart shows that elephants can hear some sounds that humans cannot   hear.  ...  ...  ... [2]   (iv) state the term given to the high frequencies that dolphins can hear but humans cannot    hear.  ... [1]  [total: 8]",
+            "12": "12 0625/32/m/j/18 \u00a9 ucles 2018 9 (a) fig. 9.1 shows a simple circuit. va0.50  a 12.0  \u03c9 6.0 \u03c9 fig. 9.1   (i) the current in the wires of the circuit is a flow of particles.    indicate the name of these particles. tick one box.     electrons     atoms     protons  [1]   (ii) calculate the combined resistance of the two resistors.  resistance =  ..  \u03c9 [1]   (iii) calculate the potential difference (p.d.) reading that would be shown on the voltmeter.  potential difference (p.d.) =  ..  v [3]  (b) the circuit is changed.   the two resistors are connected in parallel.   explain what happens, if anything, to the current reading on the ammeter.  ...  ...  ... [2]  [total: 7]",
+            "13": "13 0625/32/m/j/18 \u00a9 ucles 2018 [turn over 10 (a) fig. 10.1 shows a balloon hanging from an insulating thread. insulating thread balloon fig. 10.1   (i) a student gives the balloon a positive charge.    which statement explains why the balloon becomes positively charged? tick one box.     the balloon gains electrons     the balloon loses electrons     the balloon gains protons     the balloon loses protons  [1]",
+            "14": "14 0625/32/m/j/18 \u00a9 ucles 2018   (ii) the student brings a charged rod close to the balloon as shown in fig. 10.2. charged rod++ ++ + + +++++++ fig. 10.2    state the type of charge on the rod.    ..    explain your answer.  ...  ...  [2]  (b) electrical charges can move easily through some materials.   draw a circle around each material that charges can move through easily.  copper     plastic     rubber     silver     wood  [1]  [total: 4]",
+            "15": "15 0625/32/m/j/18 \u00a9 ucles 2018 [turn over 11 fig. 11.1 represents a transformer. qp a.c. input primary coil fig. 11.1  (a) (i) state the name of the part of the transformer labelled q in fig. 11.1.  ... [1]   (ii) in fig. 11.1, part p is made from a metal. 1. state the metal used to make part p.  .. 2. state the term given to part p.    [2]   (iii) there is an alternating current (a.c.) in the primary coil.    describe what this current produces in part p.  ...  ... [2]   (iv) complete the sentence using terms from the box. more     fewer     step-up     step-down    when there are . turns in the primary coil than in q, the device is called a    . transformer.  [1]  (b) the high-voltage transmission of electricity uses transformers.   describe two advantages of transmitting electricity at high voltages rather than at low  voltages. 1.  ...  ... 2.  ...  ...  [2]  [total: 8]",
+            "16": "16 0625/32/m/j/18 \u00a9 ucles 2018 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 international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download at www.cie.org.uk after  the live examination series. 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.12 (a) the nuclide notation a z x describes the nucleus of one type of atom.   draw a line from each symbol to the correct description for that symbol. symbol description a z xnumber of neutrons element symbol proton number nucleon number number of atoms  [3]  (b) (i) one radioactive isotope has a half-life of 6.0  years.    a sample of this isotope has a mass of 12  mg.    calculate the mass of this isotope that remains in the sample after 18  years.  mass remaining =    mg [3]   (ii) the sample decays by emitting a \u03b2-particle.    describe the nature of a \u03b2-particle.  ...  ... [2]   (iii) describe how the nucleus of the isotope changes due to the emission of a \u03b2-particle.  ...  ... [1]  [total: 9]"
+        },
+        "0625_s18_qp_33.pdf": {
+            "1": "*5561498289* this document consists of 16 printed pages. dc (lk/cgw) 150267/3 \u00a9 ucles 2018  [turn overcambridge international examinations cambridge international general certificate of secondary education physics  0625/33 paper 3  theory (core)  may/june 2018  1 hour 15 minutes candidates answer on the question paper. no additional materials are required. read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen. you may use an hb pencil for any diagrams or graphs. do not use staples, paper clips, glue or correction fluid. do not  write in any barcodes. answer all questions. electronic calculators may be used. you may lose marks if you do not show your working or if you do not use appropriate units. take the weight of 1.0  kg to be 10  n (acceleration of free fall  = 10 m / s2). at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question. this syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificate.",
+            "2": "2 0625/33/m/j/18 \u00a9 ucles 2018 1 a student watches a car race around a track. he uses a stopwatch to measure the time for the car  to make one lap of the track.  (a) the student forgets to reset the stopwatch at the start of the race. fig. 1.1 shows the time on  the stopwatch at the start and the time after going around the track once.     time at start   time after going around the track once 01:22 .min s s1 100 02:33 .min s s1 100 fig. 1.1   calculate the time the car takes to go around the track once, in seconds.  time =  ...  s [2]  (b) the length of the track is 4.0  km. the car goes around the track 20 times. the car takes  26 minutes and 40 seconds to complete the 20 laps.   calculate the average speed of the car in m  / s.  average speed =  ..  m / s [4]",
+            "3": "3 0625/33/m/j/18 \u00a9 ucles 2018 [turn over  (c) fig. 1.2 shows a speed-time graph for the car during part of the race. 020.0 5.0 10.0 15.0 20.0 25.0 time  / s30.0 35.0 040.0speed m / s 60.080.0 pqrstv fig. 1.2   (i) state the section of the graph that shows the greatest acceleration.  ...    explain your answer.  ...  [2]   (ii) calculate the distance travelled by the car during the first 2.5 seconds.  distance =  ..  m [3]  [total: 11]",
+            "4": "4 0625/33/m/j/18 \u00a9 ucles 2018 2 a student is using some 50  g masses.  (a) calculate the weight of one 50  g mass.  weight of 50  g mass =  ..  n [3]  (b) the student uses the 50  g masses as loads to stretch a spring.   fig. 2.1 shows the apparatus the student uses to obtain readings for a load-extension graph. 50 g masses 50 g mass hangerspring stand rulepin fig. 2.1 (not to scale)   describe how the student could use the apparatus and ensure that the readings are  accurate.  ...  ...  ...  ...  ...  ...  ...  ...  ...  ... [4]  [total: 7]",
+            "5": "5 0625/33/m/j/18 \u00a9 ucles 2018 [turn over 3 (a) the mass of a small steel ball is 120  g. the volume of the ball is 16.0  cm3.   (i) calculate the density of the steel ball.  density =  ...  g / cm3 [3]   (ii) the ball falls to the ground from rest. at a time of 0.2  s after it started to fall, its acceleration  is 10  m / s2.    state the acceleration of the ball at a time of 0.1  s after it started to fall.  ... [1]  (b) fig. 3.1 shows the vertical forces that act on a large plastic ball as it is falling. 0.3 n 1.2 nlarge plastic ball fig. 3.1  (not to scale)   (i) state the name given to each of the forces shown in fig. 3.1. 1.  ... 2.  ...  [1]   (ii) calculate the size of the resultant force on the ball.  resultant force =  ..  n [1]  [total: 6]",
+            "6": "6 0625/33/m/j/18 \u00a9 ucles 2018 4 a lamp is attached to a wall, as shown in fig. 4.1. 90.0  cm pivotlamp 25.0  nwall fig. 4.1  calculate the moment of the lamp about the pivot. give the unit.  moment =  ..  [4]  [total: 4]",
+            "7": "7 0625/33/m/j/18 \u00a9 ucles 2018 [turn over 5 (a) fig. 5.1 shows a metal can containing air. the can is sealed with a lid. canlid fig. 5.1  the air in the can exerts a pressure of 20  000 n / m2 on the lid. the area of the can lid is 0.09  m2.  calculate the force on the lid due to the air in the can.  force =  ..  n [3]  (b) the air in the can becomes warmer.   state and explain what happens to the pressure of the air in the can. use your ideas about  gas molecules.  ...  ...  ...  ...  ...  ...  ... [3]  [total: 6]",
+            "8": "8 0625/33/m/j/18 \u00a9 ucles 2018 6 a student investigates the thermal energy lost from two metal cans, x and y. the cans are identical  apart from their outside colour.  the student pours the same volume of hot water into each can and seals each can. the student  records the temperature of the water in each can at regular time intervals for a period of 35  minutes.  the equipment is shown in fig. 6.1. hot water hot water can x can ythermometer thermometer fig. 6.1  fig. 6.2 is a graph of the results from the investigation. 5.0 10.0 0020406080 15.0 20.0 25.0 30.0 time  / minutestemperature  / \u00b0c 35.0can x can y fig. 6.2",
+            "9": "9 0625/33/m/j/18 \u00a9 ucles 2018 [turn over  (a) for can x, use fig. 6.2 to determine the drop in temperature of the water   (i) in the first five minutes  ... [1]   (ii) in the last five minutes.  ... [1]  (b) explain why the water cools at a greater rate during the first five minutes of the experiment,  compared with the last five minutes.  ...  ...  ... [2]  (c) the outside of one can is dull black and the outside of the other is shiny white.   state the colour of can y.   ..   explain your answer.  ...  ...  ...  [2]  [total: 6]",
+            "10": "10 0625/33/m/j/18 \u00a9 ucles 2018 7 fig. 7.1 shows an incomplete diagram of the electromagnetic spectrum. 1mwavelength  / m 10\u2212110\u2212210\u2212310\u2212410\u2212510\u2212610\u2212710\u2212810\u2212910\u22121010\u221212 \u03b3-rays x-rays infra-red ultraviolet microwaves b a10\u22121310\u221211 fig. 7.1  (a) (i) in fig. 7.1, section  a and section b of the electromagnetic spectrum are not labelled.    state the names of these parts. a   b    [2]   (ii) an electromagnetic wave has a wavelength of 1.0 \u00d7 10\u20139 m. use fig. 7.1 to identify the  type of electromagnetic wave.  ... [1]  (b) all electromagnetic waves travel at the same speed in a vacuum.   state one other property that is the same for all electromagnetic waves.  ... [1]  (c) for each purpose, state one type of electromagnetic radiation that can be used.   (i) remote controllers for televisions  ... [1]   (ii) killing bacterial cells  ... [1]  [total: 6]",
+            "11": "11 0625/33/m/j/18 \u00a9 ucles 2018 [turn over 8  (a) the boxes contain words about waves.   complete each sentence. choose a term from each box.   (i) an electromagnetic     a longitudinal     a transverse    sound travels as .. wave.  [1]   (ii) amplitude     pitch     speed     wavelength    a loud sound has a large ..  . [1]   (iii) amplitude     pitch     speed     wavelength    a student listens to two sounds. the sound with the higher frequency has a higher     ..  . [1]  (b) explain what is meant by the term ultrasound .  ...  ... [2]  [total: 5]",
+            "12": "12 0625/33/m/j/18 \u00a9 ucles 2018 9 a student magnetises a steel rod by using a permanent magnet.  (a) describe a method that the student could use. you may draw a diagram to help you.  ...  ...  ... [2]  (b) explain how the student could test that the steel rod has been magnetised.  ...  ...  ...  ... [2]  (c) magnets can be made from soft iron or from steel.   state one difference between the magnetic properties of soft iron and steel.  ...  ...  ... [1]  [total: 5]",
+            "13": "13 0625/33/m/j/18 \u00a9 ucles 2018 [turn over 10 (a) fig. 10.1 shows an electrical circuit. v12 v power supply a x r fig. 10.1   (i) state the name for the component labelled x and state its function in this circuit. name for component  . function  ..  ... [2]   (ii) describe how the circuit shown in fig. 10.1 could be used to find the resistance of the  fixed resistor r.  ...  ...  ...  ...  ... [3]  (b) an electrical heater has a resistance of 21.8  \u03c9 when connected to a 240  v mains supply.    (i) calculate the current in the heater.  current =  ...  a [3]   (ii) suggest a rating for the fuse to be fitted to the mains plug for the heater.  fuse rating =  ...  a [1]  [total: 9]",
+            "14": "14 0625/33/m/j/18 \u00a9 ucles 2018 11 fig. 11.1 shows a coil (solenoid) wrapped around a plastic tube. there is a current in the coil.  the arrows show the direction of the current in the coil. plastic tube fig. 11.1  (a) on fig. 11.1, draw the pattern of the magnetic field lines around the coil.    add arrows to show the direction of the magnetic field.  [3]  (b) a long soft iron bar is placed inside the plastic tube. there is a current in the coil. this forms a  device. state the name of the device.  ... [1]",
+            "15": "15 0625/33/m/j/18 \u00a9 ucles 2018 [turn over  (c) fig. 11.2 shows a relay operated by switch s.  pivot soft iron armature soft iron core scoil of wireinsulatorspringy metal bacontactsm fig. 11.2   using fig. 11.2, describe how closing the switch, s, causes the electric motor to operate.  ...  ...  ...  ...  ...  ... ...   [4]  [total: 8]",
+            "16": "16 0625/33/m/j/18 \u00a9 ucles 2018 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 international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download at www.cie.org.uk after  the live examination series. 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.12 (a) fig. 12.1 shows a diagram to represent a helium atom, and an incomplete key. proton.. .. ..key fig. 12.1   complete the key in fig. 12.1. state the name of each particle.  [2]  (b) the table in fig. 12.2 compares two isotopes of helium. 3 2he5 2he number of protons number of neutrons  fig. 12.2   for each isotope, write the number of protons and the number of neutrons in the correct  places in the table.  [2]  (c) the nucleus of the helium atom in (a) is the same as an \u03b1-particle.    (i) describe the penetrating ability of \u03b1-particles.  ...  ... [1]   (ii) explain why it is dangerous to swallow a source that emits \u03b1-particles.  ...  ...  ...  ... [2]  [total: 7]"
+        },
+        "0625_s18_qp_41.pdf": {
+            "1": "*5498152391* this document consists of 14 printed pages and 2 blank pages. dc (ce/sw) 150767/5 \u00a9 ucles 2018  [turn overcambridge international examinations cambridge international general certificate of secondary education physics  0625/41 paper 4  theory (extended)  may/june 2018  1 hour 15 minutes candidates answer on the question paper. no additional materials are required. read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen. you may use an hb pencil for any diagrams or graphs. do not use staples, paper clips, glue or correction fluid. do not  write in any barcodes. answer all questions. electronic calculators may be used. you may lose marks if you do not show your working or if you do not use appropriate units. take the weight of 1.0  kg to be 10  n (acceleration of free fall  = 10 m / s2). at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question. this syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificate.",
+            "2": "2 0625/41/m/j/18 \u00a9 ucles 2018 1 fig. 1.1 shows the speed-time graph for a vehicle accelerating from rest. 0051015202530 20 40 60 80 time  / sspeed m / s 100 120 140 160 fig. 1.1  (a) calculate the acceleration of the vehicle at time = 30  s.  acceleration =  ... [2]  (b) without further calculation, state how the acceleration at time = 100  s compares to the  acceleration at time = 10  s. suggest, in terms of force, a reason why any change has taken  place.  ...  ...  ... [3]  (c) determine the distance travelled by the vehicle between time = 120  s and time = 160  s.  distance =  ... [3]    [total: 8]",
+            "3": "3 0625/41/m/j/18 \u00a9 ucles 2018 [turn over 2 fig. 2.1 shows a fork-lift truck lifting a box. box fig. 2.1  the electric motor that drives the lifting mechanism is powered by batteries.  (a) state the form of the energy stored in the batteries.  ... [1]  (b) the lifting mechanism raises a box of mass 32  kg through a vertical distance of 2.5  m in 5.4  s.   (i) calculate the gravitational potential energy gained by the box.  gravitational potential energy =  ... [2]   (ii) the efficiency of the lifting mechanism is 0.65 (65%).    calculate the input power to the lifting mechanism.  input power =  ... [3]  (c) the batteries are recharged from a mains voltage supply that is generated in an oil-fired  power station.   by comparison with a wind farm, state one advantage and one disadvantage of running a  power station using oil. advantage  .  ... disadvantage    ... [2] [total: 8]",
+            "4": "4 0625/41/m/j/18 \u00a9 ucles 2018 3 a rectangular container has a base of dimensions 0.12  m \u00d7 0.16 m. the container is filled with a  liquid. the mass of the liquid in the container is 4.8  kg.  (a) calculate   (i) the weight of liquid in the container,  weight =  ... [1]   (ii) the pressure due to the liquid on the base of the container.  pressure =  ... [2]  (b) explain why the total pressure on the base of the container is greater than the value calculated  in (a)(ii) .  ...  ... [1]  (c) the depth of liquid in the container is 0.32  m.   calculate the density of the liquid.  density =  ... [2] [total: 6]",
+            "5": "5 0625/41/m/j/18 \u00a9 ucles 2018 [turn over 4 (a) describe the movement of the molecules in   (i) a solid,  ...  ... [1]   (ii) a gas.  ...  ... [2]  (b) a closed box contains gas molecules.   explain, in terms of momentum, how the molecules exert a pressure on the walls of the box.  ...  ...  ...  ...  ...  ... [4] [total: 7]",
+            "6": "6 0625/41/m/j/18 \u00a9 ucles 2018 5 (a) a ray of light in air is incident on a glass block. the light changes direction.   state   (i) the name of this effect,  ... [1]   (ii) the cause of this effect.  ... [1]  (b) fig. 5.1, drawn to full scale, shows a thin converging lens of focal length 3.5  cm. 1.0 cm1.0 cmo lens fig. 5.1   (i) on fig. 5.1, mark each of the two principal focuses and label each with the letter f.  [1]   (ii) an object o of height 4.4  cm is placed a distance of 7.5  cm from the lens.    on fig. 5.1, draw rays from the tip of the object o to locate the image. draw and label  the image.  [3]   (iii) determine the height of the image.  height of the image =  ... [1]   (iv) state and explain whether the image is real or virtual.  ...  ... [1] [total: 8]",
+            "7": "7 0625/41/m/j/18 \u00a9 ucles 2018 [turn over 6 (a) fig. 6.1 shows wavefronts approaching a gap in a barrier. wavefront barrier fig. 6.1   (i) on fig. 6.1, draw three  wavefronts to the right of the barrier.  [2]   (ii) fig. 6.2 shows the gap in the barrier increased to five times the gap in fig. 6.1. wavefront barrier fig. 6.2    on fig. 6.2, draw three  wavefronts to the right of the barrier.  [2] ",
+            "8": "8 0625/41/m/j/18 \u00a9 ucles 2018  (b) describe, with a labelled diagram, an experiment using water waves that shows the reflection  of wavefronts that occur at a straight barrier.  ...  ...  ...  ...  ...  ... [4] [total: 8]",
+            "9": "9 0625/41/m/j/18 \u00a9 ucles 2018 [turn over blank page",
+            "10": "10 0625/41/m/j/18 \u00a9 ucles 2018 7 (a) state, in terms of their structure, why metals are good conductors of electricity.  ...  ... [1]  (b) a cylindrical metal wire w1, of length l and cross-sectional area a, has a resistance of 16  \u03c9.   a second cylindrical wire w2 having length l 2 and cross-sectional area 2  a, is made from the  same metal.   determine   (i) the resistance of w2,  resistance of w2 =  ... [2]   (ii) the effective resistance of w1 and w2 when connected in parallel.  resistance of parallel pair =  ... [2]  (c) the parallel pair of resistors in (b)(ii)  is connected to a battery that is made from three cells in  series, each of electromotive force (e.m.f.) e. there is a current in each resistor.   (i) state the e.m.f. of the battery.  ... [1]   (ii) the current in the battery is ib, the current in w1 is i1 and the current in w2 is i2.    place a tick ( 3) in one box to indicate how these three currents are related.     i1 > i2 > ib     i1 > ib > i2     i2 > i1 > ib     i2 > ib > i1     ib > i1 > i2     ib > i2 > i1     i1 = i2 = ib  [1] [total: 7]",
+            "11": "11 0625/41/m/j/18 \u00a9 ucles 2018 [turn over 8 in a laboratory at normal room temperature, 200  g of water is poured into a beaker. a thermometer  placed in the water has a reading of 22  \u00b0c.  small pieces of ice at 0  \u00b0c are added to the water one by one. the mixture is stirred after each  addition until the ice has melted. this process is continued until the temperature recorded by the  thermometer is 0  \u00b0c.  the total mass of ice added to the water is found to be 60  g.  (a) the specific heat capacity of water is 4.2  j/(g \u00b0c).   calculate the thermal energy lost by the water originally in the beaker.  thermal energy =  ... [2]  (b) assume that all the thermal energy lost by the water originally in the beaker is transferred to  the ice.   calculate the specific latent heat of fusion of ice.  specific latent heat of fusion of ice =  ... [2]  (c) suggest a reason for any inaccuracy in the value of the specific latent heat of fusion of ice  calculated in (b). assume the temperature readings and the values for the mass of the water  and the mass of the ice are accurate.  ...  ... [1] [total: 5]",
+            "12": "12 0625/41/m/j/18 \u00a9 ucles 2018 9 (a) a student wants to demagnetise a permanent bar magnet. she suggests these steps:   1. place the magnet in a long coil.   2. switch on a large alternating current in the coil.   3. switch off the current.   4. remove the bar from the coil.   state and explain whether the steps will always be able to demagnetise the magnet.  ...  ...  ...  ... [3]  (b) (i) fig. 9.1 shows a coil supplied with current using a split-ring commutator. nscoil magnet split-ring carbon brush battery fig. 9.1    state and explain any motion of the coil.  ...  ...  ...  ...  ... [3]",
+            "13": "13 0625/41/m/j/18 \u00a9 ucles 2018 [turn over   (ii) the coil in fig. 9.1 consists of three turns of wire. the magnetic field strength of the  magnet is m. with a current of 2.0  a in the coil, the coil experiences a turning effect t.    the first row of table 9.1 shows this data. table 9.1 number of turns current in the coil  / amagnetic field  strengthturning effect 3 2.0 m t 3 8.0 m 6 2.0 m 3 2.0m 2    complete table 9.1 to give the turning effect for the changes made to the arrangement  shown in fig. 9.1. choose your answers from the box. t 8 t 4 t 2 t 2 t 4 t 8 t  [3] [total: 9]",
+            "14": "14 0625/41/m/j/18 \u00a9 ucles 2018 10 (a) explain why the voltage of the supply to the primary coil of a transformer must be alternating.  ...  ...  ...  ... [2]     (b) fig. 10.1 shows a transformer. 240  v mains8000 turnsa b fig. 10.1   there are 8000 turns in the primary coil of the transformer. the primary coil is connected to a  240 v mains supply. a 6.0  v lamp connected to the secondary coil operates at full brightness.    (i) calculate the number of turns in the secondary coil,  number of turns =  ... [2]   (ii) the current in the lamp is 2.0  a. the transformer operates with 100% efficiency.    calculate the current in the primary circuit.  current =  ... [2]   (iii) the primary circuit contains a 2  a fuse.    calculate the maximum number of lamps, identical to the lamp in (ii), that can be  connected in parallel in the secondary circuit without blowing the fuse.  number of lamps =  ... [1] [total: 7]",
+            "15": "15 0625/41/m/j/18 \u00a9 ucles 2018 11 radon-222 is radioactive. it can be represented as 222 86 rn.  (a) for a neutral atom of radon-222, state   1. the number of protons,   ...   2. the number of neutrons,   ...   3. the number of electrons.   ...  [2]  (b) a radon-222 nucleus decays by \u03b1-particle emission to a polonium (po) nucleus.   complete the equation for the decay of radon-222.    222 86 rn   [2]  (c) radon-222 has a half-life of 3.8 days.   at a certain time, a sample contains 6.4 \u00d7 106 radon nuclei.   calculate the number of \u03b1-particles emitted by the radon nuclei in the following 7.6 days.  number =  ... [3] [total: 7]",
+            "16": "16 0625/41/m/j/18 \u00a9 ucles 2018 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 international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download at www.cie.org.uk after  the live examination series. 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.blank page"
+        },
+        "0625_s18_qp_42.pdf": {
+            "1": "*0939772161* this document consists of 17 printed pages and 3 blank pages. dc (ce/sw) 150768/5 \u00a9 ucles 2018  [turn overcambridge international examinations cambridge international general certificate of secondary education physics  0625/42 paper 4  theory (extended)  may/june 2018  1 hour 15 minutes candidates answer on the question paper. no additional materials are required. read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen. you may use an hb pencil for any diagrams or graphs. do not use staples, paper clips, glue or correction fluid. do not  write in any barcodes. answer all questions. electronic calculators may be used. you may lose marks if you do not show your working or if you do not use appropriate units. take the weight of 1.0  kg to be 10  n (acceleration of free fall  = 10 m / s2). at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question. this syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificate.",
+            "2": "2 0625/42/m/j/18 \u00a9 ucles 2018 1 (a) fig. 1.1 shows the axes of a distance-time graph for an object moving in a straight line.  0020406080 10 8 6 4 2 time  / sdistance  / m fig. 1.1   (i) 1.  on fig. 1.1, draw between time = 0 and time = 10  s, the graph for an object moving  with a constant speed of 5.0  m / s. start your graph at distance = 0  m.    2. state the property of the graph that represents speed.   [2]   (ii) between time = 10  s and time = 20  s the object accelerates. the speed at time = 20  s is        9.0 m / s.    calculate the average acceleration between time = 10  s and time = 20  s.  acceleration =  ... [2]",
+            "3": "3 0625/42/m/j/18 \u00a9 ucles 2018 [turn over  (b) fig. 1.2 shows the axes of a speed-time graph for a different object.  001020304050 40 time  / s80 100 20 60speed m / s fig. 1.2   (i) the object has an initial speed of 50  m / s and decelerates uniformly at 0.35  m / s2 for  100 s.    on fig. 1.2, draw the graph to represent the motion of the object.  [2]   (ii) calculate the distance travelled by the object from time = 0 to time = 100  s.  distance =  ... [3] [total: 9]",
+            "4": "4 0625/42/m/j/18 \u00a9 ucles 2018 2 fig. 2.1 shows a hollow metal cylinder containing air, floating in the sea. 1.2 m1.8 m bottomairsurface of sea seawater fig. 2.1  (a) the density of the metal used to make the cylinder is greater than the density of seawater.   explain why the cylinder floats.  ...  ... [1]  (b) the cylinder has a length of 1.8  m. it floats with 1.2  m submerged in the sea. the bottom of  the cylinder has an area of cross-section of 0.80  m2.   the density of seawater is 1020  kg / m3. calculate the force exerted on the bottom of the  cylinder due to the depth of the seawater.  force =  ... [4]  (c) deduce the weight of the cylinder. explain your answer.   weight = ... explanation  ...  ... [2] [total: 7]",
+            "5": "5 0625/42/m/j/18 \u00a9 ucles 2018 [turn over 3 fig. 3.1 shows an aircraft on the deck of an aircraft carrier. fig. 3.1  the aircraft accelerates from rest along the deck. at take-off, the aircraft has a speed of 75  m / s.  the mass of the aircraft is 9500  kg.  (a) calculate the kinetic energy of the aircraft at take-off.  kinetic energy =  ... [3]  (b) on an aircraft carrier, a catapult provides an accelerating force on the aircraft. the catapult  provides a constant force for a distance of 150  m along the deck.   calculate the resultant force on the aircraft as it accelerates. assume that all of the kinetic  energy at take-off is from the work done on the aircraft by the catapult.  force =  ... [2] [total: 5]",
+            "6": "6 0625/42/m/j/18 \u00a9 ucles 2018 4 (a) fig. 4.1 represents an atom. fig. 4.1   representing atoms by circles approximately the same size as in fig. 4.1, sketch   (i) on fig. 4.2, the arrangement of atoms in a crystalline solid,  [1]   (ii) on fig. 4.3, the arrangement of atoms in a gas.  [1]               solid  gas  fig. 4.2  fig. 4.3  (b) (i) describe the motion of the atoms in a solid.  ... [1]    (ii) a sculptor makes a statue from a block of crystalline rock using a cutting tool. explain  why he must apply a large force to the tool to remove a small piece of rock.  ...  ... [2]  (c) a helium-filled balloon in the room of a house suddenly bursts.   state and explain, in terms of atoms, what happens to the helium from the balloon after the  balloon has burst.  ...  ...  ... [2] [total: 7]",
+            "7": "7 0625/42/m/j/18 \u00a9 ucles 2018 [turn over 5 a student wants to investigate good and bad absorbers of thermal radiation. she has the apparatus  shown in fig. 5.1, a supply of cold water and a metre rule. small polished cansmall black-painted can2 thermometers electric heater fig. 5.1  explain how the student could use the apparatus she has available to carry out her investigation.  describe the results she would expect to obtain. draw a diagram of the set-up.  ..  ..  ..  ..  ..  ..  ..  .. [4] [total: 4]",
+            "8": "8 0625/42/m/j/18 \u00a9 ucles 2018 6 (a) circle two of the following that apply to an ultrasound wave travelling in air.   frequency 3.5  hz   frequency 350  hz   frequency 35  000 hz   longitudinal   transverse    speed 1.5  m / s   speed 1.5 \u00d7 103 m / s   speed 1.5 \u00d7 106 m / s  [2]  (b) calculate the wavelength in a vacuum of x-rays of frequency 1.3 \u00d7 1017 hz.  wavelength =  ... [3]  (c) a dentist takes an x-ray photograph of a patient\u2019s teeth. explain why it is safe for the patient  to be close to the source of x-rays, but the dentist must stand away from the source.  ...  ...  ...  ... [2]  (d) state, with a reason, why microwave ovens are designed only to work with the door closed.  ...  ...  ... [2] [total: 9]",
+            "9": "9 0625/42/m/j/18 \u00a9 ucles 2018 [turn over blank page",
+            "10": "10 0625/42/m/j/18 \u00a9 ucles 2018 7 (a) fig. 7.1 shows a ray of light in water that is incident on a submerged, transparent plastic  block.  water plastic fig. 7.1   state what happens to the speed of light as it enters the plastic block. explain your answer.  ...  ...  ... [2]  (b) fig. 7.2 shows the two principal focuses f1 and f2 of a thin converging lens. 1.0 cmf1f2 1.0 cmo lens fig. 7.2   fig. 7.2 also shows an object o of height 1.2  cm placed close to the lens. two rays from the  tip of the object o are incident on the lens.",
+            "11": "11 0625/42/m/j/18 \u00a9 ucles 2018 [turn over   (i) on fig. 7.2, continue the paths of these two rays for a further distance of at least 5  cm.  [2]   (ii) using your answer to (b)(i) , find and mark on fig. 7.2 the image i of object o and label  this image.  [2]   (iii) determine the height of image i.  height =  ... [1]   (iv) state and explain whether i is a real image or a virtual image.  ...  ... [1] [total: 8]",
+            "12": "12 0625/42/m/j/18 \u00a9 ucles 2018 8 fig. 8.1 shows a circuit that contains a battery of electromotive force (e.m.f.) 6.0  v, an ammeter, a  20 \u03c9 resistor and component x. a 20 \u03c96.0 v x fig. 8.1  (a) (i) state the name of component x.  ... [1]   (ii) the potential difference (p.d.) across the 20  \u03c9 resistor is measured with a voltmeter.    on fig. 8.1, draw the symbol for this voltmeter connected to the circuit.  [1]   (b) the p.d. across the 20  \u03c9 resistor is varied from zero to 6.0  v. for each value of p.d. a  corresponding current is measured.",
+            "13": "13 0625/42/m/j/18 \u00a9 ucles 2018 [turn over   on fig. 8.2, draw a line to indicate how the current measured by the ammeter depends on  the p.d. across the 20  \u03c9 resistor. 000.100.200.300.40 1.0 2.0 p.d.  / vcurrent  / a 3.0 4.0 5.0 6.0 fig. 8.2  [3]  (c) a second resistor is connected into the circuit in parallel with the 20  \u03c9 resistor.   (i) state how the combined resistance of the two resistors in parallel compares with the  resistance of each of the resistors on its own.  ...  ... [1]   (ii) the p.d. across the two parallel resistors is changed and the current in the battery for  each value of the p.d. is measured. a second line could be drawn on fig. 8.2 to indicate  how the current measured by the ammeter depends on the p.d. across the two resistors  in parallel.    state how the second line differs from the original line. you are not expected to draw this  second line.  ...  ... [1] [total: 7]",
+            "14": "14 0625/42/m/j/18 \u00a9 ucles 2018 9 (a) fig. 9.1 shows a coil abcd with two turns. the coil is in a magnetic field.  n sb c ad fig. 9.1   when there is a current in the coil, the coil experiences a turning effect.   (i) explain why there is a turning effect.  ...  ...  ... [1]   (ii) the value of the current is 3  a. place one tick in each column of the table to indicate how  the turning effect changes with the change described. turning effect number of turns on coil  increased to sixcurrent increased to 9  astrength of magnetic  field decreased by a  factor of 2 decreased by factor of 4 decreased by factor of 3 decreased by factor of 2 no change increased by factor of 2 increased by factor of 3 increased by factor of 4 [3]",
+            "15": "15 0625/42/m/j/18 \u00a9 ucles 2018 [turn over  (b) fig. 9.2 shows a magnet held just below a vertical coil connected to a galvanometer. n s fig. 9.2   the magnet is released.   (i) state any effect on the galvanometer.  ...  ...  ... [2]   (ii) state any effect on the magnetic field produced by the coil.  ...  ...  ... [2] [total: 8]",
+            "16": "16 0625/42/m/j/18 \u00a9 ucles 2018 10 (a) an uncharged conducting metal plate rests on insulating supports. fig. 10.1 shows the plate  and a positively charged insulating plastic sheet placed on top of the metal plate. plastic sheet metal plate insulating support insulating support fig. 10.1   (i) describe any flow of charge that takes place when the plastic sheet is placed onto the  metal plate.  ...  ... [1]   (ii) on fig. 10.1, draw how charges are now arranged within the metal plate.  [1]   (iii) state and explain if this arrangement of charge helps to keep the plastic sheet in place.  ...  ...  ...  ... [2]",
+            "17": "17 0625/42/m/j/18 \u00a9 ucles 2018 [turn over  (b) fig. 10.2 shows two uncharged conducting spheres suspended on insulating threads. fig. 10.2   1.  the spheres are now both given positive charges. on fig. 10.2, draw a possible position  of each sphere and thread.   2. explain the positions you have drawn.  ...  ... [2] [total: 6]",
+            "18": "18 0625/42/m/j/18 \u00a9 ucles 2018 11 (a) a radioactive nucleus of uranium-235 decays to a nucleus of thorium and emits an \u03b1-particle.   complete the equation. 235 92 u      ... ...   th  +  \u200a\u200a4 2 \u03b1  [2]  (b) a nucleus of uranium-235 undergoes nuclear fission in a reactor.   (i) state what is meant by nuclear fission .  ...  ...  ... [1]   (ii) suggest why a nuclear reactor is surrounded by thick concrete walls.  ...  ...  ...  ... [2]    (iii) state one environmental advantage and one environmental disadvantage of using a  fission reactor to generate electrical energy in a power station. advantage  .  ... disadvantage  .  ... [2]  (c) the thorium produced by the decay in (a) is also radioactive and has a half-life of 26 hours.   at a certain time, a pure sample of this isotope initially contains 4.8 \u00d7 109 atoms.   calculate the number of atoms of this sample that decay in the following 52 hours.  number =  ... [3] [total: 10]",
+            "19": "19 0625/42/m/j/18 \u00a9 ucles 2018 blank page",
+            "20": "20 0625/42/m/j/18 \u00a9 ucles 2018 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 international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download at www.cie.org.uk after  the live examination series. 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.blank page"
+        },
+        "0625_s18_qp_43.pdf": {
+            "1": "this document consists of 15 printed pages and 1 blank page. dc (leg/sg) 152968/4 \u00a9 ucles 2018  [turn overcambridge international examinations cambridge international general certificate of secondary education *5718291804* physics  0625/43 paper 4  theory (extended)  may/june 2018  1 hour 15 minutes candidates answer on the question paper. no additional materials are required. read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen. you may use an hb pencil for any diagrams or graphs. do not use staples, paper clips, glue or correction fluid. do not  write in any barcodes. answer all questions. electronic calculators may be used. you may lose marks if you do not show your working or if you do not use appropriate units. take the weight of 1.0  kg to be 10  n (acceleration of free fall  = 10 m / s2). at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question. this syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificate.",
+            "2": "2 0625/43/m/j/18 \u00a9 ucles 2018 1 there is no atmosphere on the moon.  a space probe is launched from the surface of the moon. fig. 1.1 shows the speed-time graph of  the space probe.  5000 4000 3000 2000 1000 0 0 100 time  / s200 300speed m / s fig. 1.1  (a) determine the acceleration of the space probe at time = 0.  acceleration =  ... [3]  (b) between time = 0 and time = 150  s, the acceleration of the space probe changes.   (i) without calculation, state how the graph shows this.  ...  ... [1]",
+            "3": "3 0625/43/m/j/18 \u00a9 ucles 2018 [turn over   (ii) during this time, the thrust exerted on the space probe by the motor remains constant.    state one possible reason why the acceleration changes in the way shown by fig. 1.1.  ...    ... [1]  (c) calculate the distance travelled by the space probe from time = 200  s to time = 300  s.  distance =  ... [3]  [total: 8]",
+            "4": "4 0625/43/m/j/18 \u00a9 ucles 2018 2 a rifle fires a bullet of mass 0.020  kg vertically upwards through the air. as it leaves the rifle, the  speed of the bullet is 350  m / s.  (a) calculate   (i) the kinetic energy of the bullet as it leaves the rifle,  kinetic energy =  ... [3]   (ii) the maximum possible height that the bullet can reach.  maximum height =  ... [2]  (b) the actual height reached by the bullet is less than the value calculated in (a)(ii) .   (i) explain, in terms of the forces acting on the bullet, why this is so.  ...  ...  ... [2]   (ii) as the bullet rises through the air, its kinetic energy decreases.    state what happens to this energy.  ...  ...  ... [2]  [total: 9]",
+            "5": "5 0625/43/m/j/18 \u00a9 ucles 2018 [turn over 3 on a particular day, the atmospheric pressure is 1.0 \u00d7 105 pa. a bubble of gas forms at a point  5.0 m below the surface of a lake. the density of water is 1000  kg / m3.  (a) determine   (i) the total pressure at a depth of 5.0  m in the water,  pressure =  ... [3]   (ii) the pressure of the gas in the bubble.  pressure =  ... [1]  (b) as the bubble rises to the surface, the mass of gas in the bubble stays constant. the  temperature of the water in the lake is the same throughout.   explain why the bubble rises to the surface and why its volume increases as it rises.   ...  ...  ...  ...  ...  ... [3]  [total: 7]",
+            "6": "6 0625/43/m/j/18 \u00a9 ucles 2018 4 a beaker contains some water at room temperature. a student places a mercury-in-glass  thermometer in the water with the bulb of the thermometer just beneath the surface of the water.  fig. 4.1 shows the arrangement. waterthermometer fig. 4.1  the student uses an electric fan to blow air across the open top of the beaker. she notices that the  reading on the thermometer begins to decrease.   (a) explain, in terms of water molecules, why the temperature of the water at the surface begins  to decrease.  ...  ...  ...  ...  ... [3]  (b) the student places the thermometer near the bottom of the beaker. the electric fan continues  to blow air across the top of the beaker. after some time, the student observes that the  temperature of the water at the bottom of the beaker is decreasing.   state the name of the thermal transfer method causing this and explain what is happening in  the water.  ...  ...  ...  ...  ... [3]",
+            "7": "7 0625/43/m/j/18 \u00a9 ucles 2018 [turn over  (c) the thermometer used in this experiment has a small range and a large sensitivity.   (i) state what is meant by    1. range ,     [1]    2. sensitivity .     [1]   (ii) state and explain the effect on the range of the thermometer of using a smaller bulb that  contains less mercury.  ...  ... [1]  [total: 9]",
+            "8": "8 0625/43/m/j/18 \u00a9 ucles 2018 5 (a) a microscope that produces a very high magnification is used to observe the brownian motion  of smoke particles in air.   fig. 5.1(a) shows the apparatus used with the microscope. fig. 5.1(b) represents the view  through the microscope and shows one of the smoke particles being observed. lightmicroscope air molecules and smoke particlessmoke particle            fig. 5.1(a)                                                  fig. 5.1(b)   (i) on fig. 5.1(b), draw a possible path for the smoke particle.  [2]   (ii) describe how air molecules cause the smoke particle to follow the observed path.  ...  ...  ...  ... [2]   (b) fig. 5.2 shows a volume of gas in a cylinder. gaspiston air at atmospheric pressure fig. 5.2   the piston in the cylinder is free to move. the piston moves to the left when the temperature  of the gas is decreased.   explain, in terms of the molecules of the gas, why this happens.  ...  ...  ...  ...  ... [4]  [total: 8]",
+            "9": "9 0625/43/m/j/18 \u00a9 ucles 2018 [turn over 6 sound is a longitudinal wave.  (a) sketch a representation of a longitudinal wave. on your sketch \u2022 indicate and label a distance to show the wavelength , \u2022 mark and label the centre of one compression, \u2022 mark and label the centre of one rarefaction.  [3]  (b) a longitudinal wave passes from one medium into another medium.  the speed of the wave is  slower in the second medium.   state what happens to   (i) the frequency of the wave,  ... [1]   (ii) the wavelength of the wave.  ... [1]  (c) state a typical value for the speed of sound in air.  ... [1]  [total: 6]",
+            "10": "10 0625/43/m/j/18 \u00a9 ucles 2018 7 (a) a ray of light travelling in air strikes a glass block at an angle of 30\u00b0 to the normal. the light  slows down as it enters the glass block.   state and explain, in terms of wavefronts, what happens to the light.  ...  ...  ...  ... [3]  (b) the speed of light in this block of glass is 1.9 \u00d7 108 m / s.   calculate the refractive index of the glass.  refractive index =  ... [2]  [total: 5]",
+            "11": "11 0625/43/m/j/18 \u00a9 ucles 2018 [turn over 8 (a) a thin converging lens is used to produce an image i of object o.   fig. 8.1 shows o, i and the screen on which the image is produced. o principal axis i 1.0 cm 1.0 cmscreen fig. 8.1     (i) on fig. 8.1, draw a straight line to represent a ray from the tip of the arrowhead of o to  the tip of the arrowhead of i. draw a vertical dotted line to indicate the position of the  lens. this dotted line must extend above and below the principal axis.  [2]   (ii) draw a second ray from the tip of the object o to the tip of image i. this ray should pass  through a principle focus. label the principle focus, f.  [1]   (iii) determine the focal length of the lens.    focal length =  ... [1]   (iv) image i is further from the lens than object o is from the lens. image i is described as  enlarged and inverted.    state and explain one other characteristic of i.  ...  ... [1]",
+            "12": "12 0625/43/m/j/18 \u00a9 ucles 2018  (b) fig. 8.2 shows a spherical fishbowl, full of water, by a window. a black curtain hangs behind  the fishbowl. black curtain bright sunlightwindow waterfishbowl fig. 8.2   when full of water, the fishbowl can act as a converging lens.   suggest one possible hazard of leaving the fishbowl next to the window in bright sunlight.  ...  ... [1]  [total: 6]",
+            "13": "13 0625/43/m/j/18 \u00a9 ucles 2018 [turn over 9 fig. 9.1 shows a circuit that includes a battery of electromotive force (e.m.f.) 12  v.  a v 20 \u03c912 v fig. 9.1  the reading on the ammeter is 0.15  a.  (a) calculate the resistance of the circuit.  resistance =  ... [2]  (b) the variable resistor is adjusted so that its resistance decreases.   (i) state what happens to the reading on the ammeter.  ... [1]   (ii) state and explain what happens to the reading on the voltmeter.  ...  ...  ... [2]  (c) the battery is formed from cells of electromotive force (e.m.f.) 1.5  v.   (i) explain, in terms of electrical energy, what is meant by an electromotive force  (e.m.f.)   of 1.5  v.  ...  ... [2]   (ii) state how many 1.5  v cells are connected in series to form the battery.  ... [1]  [total: 8]",
+            "14": "14 0625/43/m/j/18 \u00a9 ucles 2018 10 (a) a bar magnet is held with its n-pole just inside one end of a coil.   fig. 10.1 shows the coil connected to a galvanometer that has the zero mark in the centre of  the scale. l s n fig. 10.1   the magnet is pulled horizontally to the right at a constant speed through a large distance.     (i) state what happens to the galvanometer reading as time passes.  ...  ...  ... [2]   (ii)  as the magnet moves, an n-pole is produced at the left-hand end l of the coil.     explain why the pole at l is an n-pole.  ...  ...  ... [2]  (b) a transformer has np turns on the primary coil and ns turns on the secondary coil. the  transformer is used in a school laboratory as a 12  v alternating current (a.c.) supply. the  transformer is powered from the 240  v a.c. mains supply.     (i) determine the turns ratio np / ns of the transformer.  np / ns  =  ... [2]   (ii) the laboratory 12  v a.c. supply is rectified to produce a direct current (d.c.) supply.    underline the component that the rectification circuit must include. and gate          diode          not gate          potentiometer          thermistor  [1]  [total: 7]",
+            "15": "15 0625/43/m/j/18 \u00a9 ucles 2018 11 (a) state the type of radioactive emission that causes   (i) the proton number of a nuclide to increase by 1,  ... [1]   (ii) the nucleon number of a nuclide to decrease by 4,  ... [1]   (iii) no change in the proton number and no change in the nucleon number of a nuclide.  ... [1]  (b) the isotope radon-220 is radioactive and it decays by \u03b1-particle emission.   (i) fig. 11.1 shows a beam of \u03b1-particles entering the electric field between two charged  plates. electric field beam of \u03b1-particles+++++++++ \u2013 \u2013 \u2013 \u2013 \u2013 \u2013 \u2013 \u2013 \u2013 \u2013+charged plate charged plate fig. 11.1    on fig. 11.1, sketch the path that the beam of \u03b1-particles follows in the electric field.  [1]   (ii) the half-life of radon-220 is 56  s.    a sample of this isotope contains 7.2 \u00d7 106 atoms.    predict the number of \u03b1-particles that the radon-220 in the sample emits in the next  168 s.  number of \u03b1-particles emitted =  ... [3]  [total: 7]",
+            "16": "16 0625/43/m/j/18 \u00a9 ucles 2018 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 international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download at www.cie.org.uk after  the live examination series. 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.blank page"
+        },
+        "0625_s18_qp_51.pdf": {
+            "1": "*6269455228* this syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificate. this document consists of 10 printed pages and 2 blank pages. dc (st/ct) 150765/5 \u00a9 ucles 2018  [turn overcambridge international examinations cambridge international general certificate of secondary education physics  0625/51 paper 5  practical test  may/june 2018  1 hour 15 minutes candidates answer on the question paper. additional materials:  as listed in the confidential instructions read these instructions first write your centre number, candidate number and name in the spaces at the top of the page. write in dark blue or black pen. you may use an hb pencil for any diagrams or graphs. do not use staples, paper clips, glue or correction fluid. do not  write in any barcodes. answer all questions. you are advised to spend about 20  minutes on each of questions 1 to 3, and 15  minutes on question  4. electronic calculators may be used. you may lose marks if you do not show your working or if you do not use appropriate units. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question. for examiner\u2019s use 1 2 3 4 total",
+            "2": "2 0625/51/m/j/18 \u00a9 ucles 2018 1 in this experiment, you will determine the acceleration of free fall g using a pendulum. carry out  the following instructions, referring to fig. 1.1 and fig. 1.2. dclamp bob         clamp one complete oscillation  fig. 1.1  fig. 1.2  a pendulum has been set up for you as shown in fig. 1.1.   (a) adjust the length of the pendulum until the distance d measured to the centre of the bob is  50.0 cm.    displace the bob slightly and release it so that it swings. fig. 1.2 shows one complete  oscillation of the pendulum.   (i) measure the time t for 10 complete oscillations.   t =  ..  [1]   (ii) calculate the period t of the pendulum. the period is the time for one complete  oscillation.  t =  ..  [1]   (iii) calculate t 2.  t 2 =  ..  [2]   (iv) calculate the acceleration of free fall g using the equation g = 20 t 2.  g =  ..  [1]",
+            "3": "3 0625/51/m/j/18 \u00a9 ucles 2018 [turn over  (b) adjust the pendulum until the distance d measured to the centre of the bob is 100.0  cm.    (i) repeat the procedure in (a)(i) , (a)(ii) and (a)(iii) .    t =  ...    t =  ...    t 2 =  ... [1]   (ii)  calculate the acceleration of free fall g using the equation g = 40 t 2.  g =  ...   [2]  (c) a student states that repeating the experiment improves the reliability of the value obtained  for g.    suggest two changes that you would make to improve the reliability. the stopwatch cannot  be changed. 1.         2.         [2]  (d) state one precaution that you took in this experiment in order to obtain accurate readings.  ...  ... [1] [total: 11]",
+            "4": "4 0625/51/m/j/18 \u00a9 ucles 2018 2  in this experiment, you will investigate resistance.  the circuit shown in fig. 2.1 has been set up for you.  vapower supply r1r2r3 fig. 2.1  (a) (i) switch on. measure and record the potential difference v1 across the resistor r1 and the  current i in the circuit. switch off.  v1 =  ...  i =  ... [2]   (ii) calculate the resistance of the resistor r1 using the equation r1 = v1 i.  r1 =  ..  [1]  (b) disconnect the voltmeter.    connect the voltmeter across the resistor r2. switch on.    (i) measure and record the potential difference v2 across the resistor r2. switch off.  v2 =  ...   (ii) calculate the resistance of the resistor r2 using the equation r2 = v2 i.  r2 =  ..  [1]",
+            "5": "5 0625/51/m/j/18 \u00a9 ucles 2018 [turn over  (c) disconnect the voltmeter.    connect the voltmeter across the resistor r3. switch on.    (i) measure and record the potential difference v3 across the resistor r3. switch off.  v3 =  ...   (ii) calculate the resistance of the resistor r3 using the equation r3 = v3 i.  r3 =  ..  [1]   (iii) calculate the resistance r of resistors r1, r2 and r3 connected in series, using the  equation r = r1 + r2 + r3. give your answer to a suitable number of significant figures  for this experiment.  r =  ..  [1]  (d) state whether your results suggest that the three resistors have the same value of resistance.  justify your statement by reference to your results. statement  .. justification    ...  ... [2]",
+            "6": "6 0625/51/m/j/18 \u00a9 ucles 2018  (e) complete the circuit diagram in fig. 2.2 to show:    \u2022 the three resistors connected in parallel   \u2022 the voltmeter connected to measure the potential difference across the resistors   \u2022 a variable resistor connected to control the current in all three resistors.   you are not required to set up this circuit.   apower supply fig. 2.2 [3] [total: 11]",
+            "7": "7 0625/51/m/j/18 \u00a9 ucles 2018 [turn over blank page",
+            "8": "8 0625/51/m/j/18 \u00a9 ucles 2018 3 in this experiment, you will determine the focal length f of a lens.  carry out the following instructions referring to fig. 3.1. illuminated object u lensscreen v fig. 3.1  (a) \u2022 place the screen a distance d = 70.0  cm from the illuminated object.   \u2022 place the lens between the object and the screen so that the lens is very close to the  screen.   \u2022 move the lens slowly away from the screen until a clearly focused image is formed on  the screen.   (i) \u2022 measure, and record in table 3.1, the distance u between the centre of the lens and  the illuminated object.     \u2022 measure, and record in the table, the distance v between the centre of the lens and  the screen.    (ii) calculate the product uv. record your answer in the table.   (iii) repeat the procedure using values for d of 75.0  cm, 80.0  cm, 85.0  cm and 90.0  cm. table 3.1 d / cm u / cm v / cm uv / cm2 70.0 75.0 80.0 85.0 90.0 [3]",
+            "9": "9 0625/51/m/j/18 \u00a9 ucles 2018 [turn over  (b) plot a graph of uv / cm2 (y-axis) against d / cm (x-axis). you do not need to start your axes at  the origin (0,0). [4]  (c)  the focal length f of the lens is numerically equal to the gradient of the line.   determine the gradient g of the line. show clearly on the graph how you obtained the  necessary information.  g =  ... [2]  (d) suggest two difficulties in this experiment when trying to obtain accurate readings. 1.         2.         [2]   [total: 11]",
+            "10": "10 0625/51/m/j/18 \u00a9 ucles 2018 4 a student is investigating the effect of double-walled insulation on the rate of cooling of hot water  in a copper container. the student places the copper container inside a larger metal container. he  is investigating the effect of the size of the air gap between the copper container and larger metal  containers.   plan an experiment to investigate the effect of the size of the air gap between the copper container  and larger metal containers on the rate of cooling of hot water.   the following apparatus is available:   a copper container   a number of metal containers of different diameters (all larger than the copper container)    a thermometer   a stopwatch   a measuring cylinder   a supply of hot water.  you can also use other apparatus and materials that are usually available in a school laboratory.  you are not required to carry out this investigation.  in your plan, you should:  \u2022 explain briefly how you would carry out the investigation  \u2022 state the key variables that you would control  \u2022  draw a table, or tables, with column headings, to show how you would display your readings  (you are not required to enter any readings in the table)  \u2022 explain how you would use your readings to reach a conclusion.  you may draw a diagram if it helps your explanation.  ..  ..",
+            "11": "11 0625/51/m/j/18 \u00a9 ucles 2018  ..  ..  ..  ..  ..  ..  ..  ..  ..  ..  ..  ..  ..  ..  ..  ..  .. [7] [total: 7]",
+            "12": "12 0625/51/m/j/18 \u00a9 ucles 2018 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 international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download at www.cie.org.uk after  the live examination series. 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.blank page"
+        },
+        "0625_s18_qp_52.pdf": {
+            "1": "this document consists of 10 printed pages and 2 blank pages. dc (leg/cgw) 150763/5 \u00a9 ucles 2018  [turn overcambridge international examinations cambridge international general certificate of secondary education *8353946662* physics  0625/52 paper 5  practical test  may/june 2018  1 hour 15 minutes candidates answer on the question paper. additional materials:  as listed in the confidential instructions. read these instructions first write your centre number, candidate number and name in the spaces at the top of the page. write in dark blue or black pen. you may use an hb pencil for any diagrams or graphs. do not use staples, paper clips, glue or correction fluid. do not  write in any barcodes. answer all questions. you are advised to spend about 20 minutes on each of questions 1 to 3, and 15 minutes on question 4. electronic calculators may be used. you may lose marks if you do not show your working or if you do not use appropriate units. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question. this syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificate.for examiner\u2019s use 1 2 3 4 total",
+            "2": "2 0625/52/m/j/18 \u00a9 ucles 2018 1 in this experiment, you will determine the density of water.   carry out the following instructions, referring to fig. 1.1.   you are provided with a plastic drinks cup.  cup square arim base fig. 1.1  (a) (i) place the cup, with the base at the bottom, in square a on this page. draw carefully  around the base of the cup. remove the cup from the paper. take measurements from  your drawing to determine an accurate value for the diameter db of the base of the cup.    square a  db =    cm [2]",
+            "3": "3 0625/52/m/j/18 \u00a9 ucles 2018 [turn over   (ii) place the cup, with the rim at the bottom, in square b on this page. draw carefully around  the rim of the cup.    remove the cup from the paper. take measurements from your drawing to determine  the diameter dt of the rim of the cup.    square b  dt =    cm [1]   (iii) calculate the average diameter d of the cup using the equation d = db + dt 2.  d =    cm [1]  (b) (i) measure the vertical height h of the cup.  h =    cm [1]   (ii) 1. calculate the volume v of the cup using the equation v =  0.785  d 2 h.  v =  ...  cm3    2. calculate v / 2.  v / 2 =  ...  cm3  [1]",
+            "4": "4 0625/52/m/j/18 \u00a9 ucles 2018  (c) you are provided with water in beaker w.    pour a volume  v / 2 of water into the measuring cylinder. pour this water into the cup.   (i) use the balance provided to measure the mass m of the cup containing the water.  m =  ...  g [1]   (ii) determine the density \u03c1 of water using the equation \u03c1 = 2 m v.     give your answer to a suitable number of significant figures for this experiment. include  the unit.  \u03c1 =  ..  [3]  (d) a student carries out all the instructions for this experiment with care, but his value for the  density of water \u03c1 is not equal to the expected value.   suggest, with a reason, a part of the procedure, (a), (b) or (c) that could give an unreliable  result. part   reason  ...  ...  [1]  [total: 11]",
+            "5": "5 0625/52/m/j/18 \u00a9 ucles 2018 [turn over blank page",
+            "6": "6 0625/52/m/j/18 \u00a9 ucles 2018 2 in this experiment, you will investigate the cooling of water.  carry out the following instructions referring to fig. 2.1. thermometer bench fig. 2.1  (a) use the thermometer to measure room temperature \u03b8r.  \u03b8r =  ..  [1]  (b) pour 200  cm3 of hot water into the beaker. place the thermometer in the beaker of hot water. \u2022 record in table 2.1 the temperature \u03b8 of the hot water at time t = 0 s. immediately start  the stopclock. \u2022 after 30  s, measure the temperature \u03b8 shown on the thermometer. record the time   t = 30 s and the temperature reading in the table. \u2022 continue recording the time and temperature readings every 30  s until you have six sets  of readings.  [2] table 2.1 t / s \u03b8 / \u00b0c 0",
+            "7": "7 0625/52/m/j/18 \u00a9 ucles 2018 [turn over  (c)  plot a graph of \u03b8 / \u00b0c (y-axis) against t / s (x-axis). you do not need to start the y-axis at the  origin (0,0) but the value of room temperature \u03b8r must be marked on the y-axis.  [4]  (d) draw a horizontal line across the graph grid to show the value of room temperature \u03b8r during  the experiment.  [1]  (e) a student plans to repeat the experiment using the same thermometer and the same volume  of water. suggest  two changes to the apparatus or the procedure that would increase the  rate of cooling of the water. 1.  ...  ... 2.  ...  ...  [2]  (f) state one precaution that you took in order to record accurate readings.  ...  ... [1]  [total: 11]",
+            "8": "8 0625/52/m/j/18 \u00a9 ucles 2018 3 in this experiment, you will determine the focal length f of a lens.  carry out the following instructions referring to fig. 3.1. illuminated object u lensscreenv fig. 3.1  (a) \u2022 place the screen about 100  cm from the illuminated object.   \u2022  place the lens between the object and the screen so that the centre of the lens is at a  distance u1 = 20.0  cm from the object.   \u2022 adjust the position of the screen until a clearly focused image is formed on the screen.   (i) measure the distance v1 between the centre of the lens and the screen.   v1 =  ..  [1]   (ii) calculate the focal length f1 of the lens using the equation f1 = u1v1 (u1 + v1).  f1 =  ..  [1]  (b)  (i) repeat the procedure in (a), placing the lens between the object and the screen so that  the centre of the lens is at a distance u2 = 30.0  cm from the object.  v2 =  ..  [1]   (ii)  calculate the focal length f2 of the lens using the equation f2 = u2v2 (u2 + v2).  f2 =  ..  [2]  (c)  calculate the average value of the focal length f of the lens, using the two results from parts  (a) and (b). give your answer to a suitable number of significant figures for this experiment.  f  =  ..  [2]",
+            "9": "9 0625/52/m/j/18 \u00a9 ucles 2018 [turn over  (d)  the student states that taking more measurements improves the reliability of the value  obtained for f.   suggest additional values for u that you would use.   ...  ...  ... [2]  (e) state two precautions that should be taken in this experiment to obtain accurate readings. 1.  ...  ... 2.  ...  ...  [2]  [total: 11]",
+            "10": "10 0625/52/m/j/18 \u00a9 ucles 2018 4 a student is investigating whether the distance that a toy truck will travel along a horizontal floor,  before stopping, depends on its mass.   the following apparatus is available to the student:   a ramp   blocks to support the ramp as shown in fig. 4.1   toy truck   a selection of masses   other standard apparatus from the physics laboratory.  plan an experiment to investigate whether the distance that the toy truck will travel along a  horizontal floor, before stopping, depends on its mass.   you are not required to carry out this investigation.  in your plan, you should:   \u2022 explain briefly how you would carry out the investigation   \u2022 state any apparatus that you would use that is not included in the list above   \u2022 state the key variables that you would control   \u2022  draw a table, or tables, with column headings to show how you would display your  readings (you are not required to enter any readings in the table).  you may add to the diagram in fig. 4.1 to help your description. ramp floorblocks fig. 4.1",
+            "11": "11 0625/52/m/j/18 \u00a9 ucles 2018  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ... [7]  [total: 7]",
+            "12": "12 0625/52/m/j/18 \u00a9 ucles 2018 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 international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download at www.cie.org.uk after  the live examination series. 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.blank page"
+        },
+        "0625_s18_qp_53.pdf": {
+            "1": "*6034350790* this syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificate. this document consists of 10 printed pages and 2 blank pages. dc (st/jg) 150761/5 \u00a9 ucles 2018  [turn overcambridge international examinations cambridge international general certificate of secondary education physics  0625/53 paper 5  practical test  may/june 2018  1 hour 15 minutes candidates answer on the question paper. additional materials:  as listed in the confidential instructions. read these instructions first write your centre number, candidate number and name in the spaces at the top of the page. write in dark blue or black pen. you may use an hb pencil for any diagrams or graphs. do not use staples, paper clips, glue or correction fluid. do not  write in any barcodes. answer all questions. you are advised to spend about 20 minutes on each of questions 1 to 3, and 15 minutes on question 4. electronic calculators may be used. you may lose marks if you do not show your working or if you do not use appropriate units. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question. for examiner\u2019s use 1 2 3 4 total",
+            "2": "2 0625/53/m/j/18 \u00a9 ucles 2018 1  in this experiment, you will investigate how partly covering the surface of the water in a beaker  affects the rate at which the water cools.   carry out the following instructions, referring to fig. 1.1. thermometer lid partly covering surface fig. 1.1  lid a lid b beaker uncovered area uncovered area  fig. 1.2  fig. 1.3  (a) \u2022 pour 100  cm3 of hot water into the beaker and cover half of it with lid a as shown in  fig. 1.2. this leaves 50  % of the water surface uncovered.    \u2022 place the thermometer into the hot water and record, in the first row of table 1.1, the  temperature \u03b8 of the water at time t = 0. immediately start the stopclock.    \u2022 record, in the table, the temperature \u03b8 of the water at times t = 30  s, 60  s, 90  s, 120  s,  150 s and 180  s.       \u2022 pour the water out of the beaker.  [1]",
+            "3": "3 0625/53/m/j/18 \u00a9 ucles 2018 [turn over  (b) (i) repeat (a), using lid b instead of lid a to cover more of the beaker as shown in fig. 1.3.  this leaves only 25  % of the water surface uncovered.   [1]   (ii) complete the headings and the time t column in the table.   [2] table 1.1 beaker with lid a beaker with lid b t / \u03b8 / \u03b8 / 0   (c) (i) write a conclusion to this experiment, stating for which lid the cooling rate is greater.    explain your answer by reference to your results.  ...  ...  ...  ... [2]       (ii) suggest a change to the apparatus  that could produce a greater difference between the  rates of cooling for lid a and lid b.    explain why the change might produce a greater difference.  change  ..  ... explanation    ...  [2]",
+            "4": "4 0625/53/m/j/18 \u00a9 ucles 2018  (d) a student thinks that the cooling rate is directly proportional to the percentage of the surface  area uncovered. he wants to draw a graph of cooling rate against the percentage of uncovered  area to investigate this.    describe how his graph line will show whether the cooling rate and the percentage of surface  area uncovered are directly proportional.  ...  ... [2]  (e) students in other countries are carrying out the same experiment.    suggest a factor that they should keep the same if they are to obtain similar readings.   ...  ... [1] [total: 11]",
+            "5": "5 0625/53/m/j/18 \u00a9 ucles 2018 [turn over 2  in this experiment, you will investigate a circuit containing resistors.  the circuit has been set up for you.  the fixed resistor must remain connected throughout the experiment.  resistor x has a resistance r = 1 \u03c9.   carry out the following instructions, referring to fig. 2.1.  power supplyfixed resistor a v x    fig. 2.1  (a) \u2022 switch on.     measure, and record in table 2.1, the value of the current i in the circuit and the value of  the potential difference v across resistor x.      switch off.   \u2022 replace resistor x with resistor y of value r = 3 \u03c9.     repeat the above procedure.   \u2022 replace resistor y with resistor z of value r = 10  \u03c9.     repeat the above procedure. [3] table 2.1     resistor r / \u03c9 i / v / x  1 y  3 z 10  (b) add appropriate units to the column headings in the table.  [1]",
+            "6": "6 0625/53/m/j/18 \u00a9 ucles 2018  (c) calculate the power p supplied to each of the resistors x, y and z.   use your readings from (a) and the equation p = i \u00d7 v.   give your answers to a suitable number of significant figures.    power p supplied to resistor x =  ... w  power p supplied to resistor y =  ... w  power p supplied to resistor z =  ... w  [3]    (d) describe how the value of the power p changes as r increases.  ...  ...  ... [2]  (e) a student wishes to investigate the relationship between p and r in more detail.   suggest two modifications to the procedure that will enable him to do this. 1.         2.         [2] [total: 11]  ",
+            "7": "7 0625/53/m/j/18 \u00a9 ucles 2018 [turn over blank page",
+            "8": "8 0625/53/m/j/18 \u00a9 ucles 2018 3 in this experiment, you will investigate the image produced by a converging lens.  carry out the following instructions, referring to fig. 3.1. triangular object u holensscreen fig. 3.1  (a) \u2022 measure and record the height ho of the triangular object.  ho =  .. cm   \u2022 switch on the lamp.   \u2022 set the distance between the triangular object and the lens, u, to 30.0  cm.     move the screen until a clear focused image of the triangular object is seen.    measure, and record in table 3.1, the height hi of the image.    \u2022 repeat the procedure for u values of 35.0  cm, 40.0  cm, 45.0  cm and 50.0  cm.    \u2022 switch off the lamp.      table 3.1 u / cm hi / cm n 30.0 35.0 40.0 45.0 50.0   [2]  (b) for each distance u, calculate, and record in the table, a value n using your results from (a)    and the equation n = ho hi. [1]",
+            "9": "9 0625/53/m/j/18 \u00a9 ucles 2018 [turn over  (c) plot a graph of u / cm (y-axis) against n (x-axis). you do not need to start your axes at the  origin (0,0).  [4]  (d) determine the gradient g of the graph.   show clearly on the graph how you obtained the necessary information.         g =  ... [2]  (e) describe one difficulty that might be experienced when measuring the height of the image hi.  suggest an improvement to the apparatus to overcome this difficulty. difficulty  .  ... improvement  .    ...  [2]  [total: 11]  ",
+            "10": "10 0625/53/m/j/18 \u00a9 ucles 2018 4  a student is investigating the force needed to just slide a block across a surface.  plan an experiment which will enable him to investigate how the force needed varies with the  mass of the block.  the apparatus available includes:   a light, flat wooden block fitted with a hook as shown in fig. 4.1   a pulley which can be clamped to a bench. flat block hook fig. 4.1  in your plan, you should:   \u2022 list any additional apparatus needed   \u2022 draw a clearly labelled diagram of how the apparatus will be arranged   \u2022 give brief instructions for carrying out the experiment   \u2022 describe any precautions which should be taken to ensure reliable results   \u2022 suggest a graph which could be drawn.  you are not required to carry out the experiment.",
+            "11": "11 0625/53/m/j/18 \u00a9 ucles 2018  ..  ..  ..  ..  ..  ..  ..  ..  ..  ..  ..  ..  ..  ..  ..  ..  ..  ..  ..  ..  ..  .. [7]  [total: 7]",
+            "12": "12 0625/53/m/j/18 \u00a9 ucles 2018 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 international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download at www.cie.org.uk after  the live examination series. 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.blank page"
+        },
+        "0625_s18_qp_61.pdf": {
+            "1": "*3553402582* this syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificate. this document consists of 11 printed pages and 1 blank page. dc (sc/cgw) 150894/5 \u00a9 ucles 2018  [turn overcambridge international examinations cambridge international general certificate of secondary education physics  0625/61 paper 6  alternative to practical  may/june 2018  1 hour candidates answer on the question paper. no additional materials are required. read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen. you may use an hb pencil for any diagrams or graphs. do not use staples, paper clips, glue or correction fluid. do not  write in any barcodes. answer all questions. electronic calculators may be used. you may lose marks if you do not show your working or if you do not use appropriate units. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question.",
+            "2": "2 0625/61/m/j/18 \u00a9 ucles 2018 1 a student is determining the acceleration of free fall g using a pendulum. fig. 1.1 shows the  pendulum. fig. 1.2 shows one complete oscillation of the pendulum. dclamp bob         clamp one complete oscillation  fig. 1.1  fig. 1.2  (a) on fig. 1.1, measure the distance d.  d =  ...  cm [1]  (b) fig. 1.1 is drawn 1/10th actual size.   (i) calculate the actual distance d from the bottom of the clamp to the centre of the bob.  d =  ...  cm [1]   the student displaces the bob slightly and releases it so that it swings. he measures the  time t for 10 complete oscillations. the time t is shown on the stopwatch in fig. 1.3. min sec fig. 1.3   (ii) write down the time t shown in fig. 1.3.  t =  .  [1]   (iii) calculate the period t of the pendulum. the period is the time for one complete  oscillation.  t =  .  [1]",
+            "3": "3 0625/61/m/j/18 \u00a9 ucles 2018 [turn over   (iv) calculate t2.  t2 =  .  [1]   (v) calculate the acceleration of free fall g using the equation g = 20 t2.  g =  .  [1]  (c) the student adjusts the pendulum until the distance d measured to the centre of the bob  is 100.0  cm.    he repeats the procedure and obtains another value of t2.  3.94 t2 = ..   (i) on the dotted line above, write the unit for t2. [1]   (ii) calculate the acceleration of free fall g using the equation g = 40 t2 and the value of t2    from (c). give your answer to a suitable number of significant figures for this experiment.  g =  .  [1]  (d) another student states that repeating the experiment improves the reliability of the value  obtained for g.   suggest two changes that you would make to improve the reliability. the stopwatch cannot  be changed. 1.  ...  ... 2.  ...  ...  [2]  (e) state one precaution that you would take in this experiment in order to obtain accurate  readings.  ...  ..  [1]  [total: 11]",
+            "4": "4 0625/61/m/j/18 \u00a9 ucles 2018 2 a student is investigating resistance.  she uses the circuit shown in fig. 2.1.  vpower supply r1r2r3a fig. 2.1  (a) she measures the potential difference v1 across the resistor r1 and the current i in the  circuit.   figs. 2.2 and 2.3 show the voltmeter and ammeter readings.   (i) write down the readings shown on the meters in figs. 2.2 and 2.3.  v1 =  ..  i =  ..  [2]  a0.4 0.6 0.2 1.00.8 0 v4 653 72 1 9 108 0  fig. 2.2  fig. 2.3",
+            "5": "5 0625/61/m/j/18 \u00a9 ucles 2018 [turn over   (ii) calculate the resistance of the resistor r1 using the equation r1 = v1 i.  r1 =  .  [1]  (b) the student measures the potential difference across each resistor in turn. she calculates  values for the resistance r2 and r3 of the resistor r2 and of the resistor r3. she records her  values as:  4.75 \u03c9 r2 =  ..  4.81 \u03c9 r3 =  ..   state whether the results suggest that the three resistors have the same value of resistance.  justify your statement by reference to the results. statement  .. justification    ...  ...  [2]  (c) calculate the combined resistance r of resistors r1, r2 and r3 connected in series, using  the equation r = r1 + r2 + r3. give your answer to a suitable number of significant figures  for this experiment.  r =  .  [2]  (d) the student checks her result by connecting the voltmeter across all three resistors connected  in series. tick the potential difference reading you would expect to be closest to the reading  she obtains.    v1 3    v1    3v1  [1]",
+            "6": "6 0625/61/m/j/18 \u00a9 ucles 2018  (e) complete the circuit diagram in fig. 2.4 to show   \u2022 the three resistors connected in parallel   \u2022 the voltmeter connected to measure the potential difference across the resistors   \u2022 a variable resistor connected to control the current in all three resistors. apower supply fig. 2.4  [3]  [total: 11]",
+            "7": "7 0625/61/m/j/18 \u00a9 ucles 2018 [turn overquestion 3 starts on the next page.",
+            "8": "8 0625/61/m/j/18 \u00a9 ucles 2018 3 a student is determining the focal length f of a lens.  fig. 3.1 shows the apparatus. illuminated object u lensscreen v fig. 3.1  (a) the student places the screen a distance d = 70.0  cm from the illuminated object.   he places the lens close to the screen and moves the lens slowly away from the screen until  a clearly focused image is formed on the screen.   he measures the distance u between the centre of the lens and the illuminated object.   he measures the distance v between the centre of the lens and the screen.   he repeats the procedure using values for d of 75.0  cm, 80.0  cm, 85.0  cm and 90.0  cm.   the readings are shown in table 3.1.   calculate, and record in table 3.1, uv for each value of d. table 3.1 d / cm u / cm v / cm uv / cm2 70.0 22.0 48.4 75.0 20.7 54.5 80.0 20.0 60.0 85.0 19.5 65.8 90.0 19.0 71.2  [1]",
+            "9": "9 0625/61/m/j/18 \u00a9 ucles 2018  (b) plot a graph of uv / cm2 (y-axis) against d / cm (x-axis). you do not need to start your axes at  the origin (0,0).  [4]  (c) determine the gradient g of the line. show clearly on the graph how you obtained the  necessary information.  g =  .  [2]  (d) the focal length f of the lens is numerically equal to the gradient g of the graph. write down  a value for the focal length f of the lens. give your answer to a suitable number of significant  figures for this experiment.  f =  .  [2]  (e) suggest two difficulties in this experiment when trying to obtain accurate readings. 1.  ...  ... 2.  ...  ...  [2]  [total: 11] [turn over",
+            "10": "10 0625/61/m/j/18 \u00a9 ucles 2018 4 a student is investigating the effect of double-walled insulation on the rate of cooling of hot water  in a copper container. the student places the copper container inside a larger metal container. he  is investigating the effect of the size of the air gap between the copper container and larger metal  containers.  plan an experiment to investigate the effect of the size of the air gap between the copper container  and larger metal containers on the rate of cooling of hot water.   the following apparatus is available:   a copper container   a number of metal containers of different diameters (all larger than the copper container)    a thermometer   a stopwatch   a measuring cylinder   a supply of hot water.  you can also use other apparatus and materials that are usually available in a school laboratory.  in your plan, you should:   \u2022 explain briefly how you would carry out the investigation  \u2022 state the key variables that you would control  \u2022  draw a table, or tables, with column headings, to show how you would display your readings  (you are not required to enter any readings in the table)  \u2022 explain how you would use your readings to reach a conclusion.  you may draw a diagram if it helps your explanation.  ..  ..  ..",
+            "11": "11 0625/61/m/j/18 \u00a9 ucles 2018  ..  ..  ..  ..  ..  ..  ..  ..  ..  ..  ..  ..  ..  ..  ..  .. [7] [total: 7]",
+            "12": "12 0625/61/m/j/18 \u00a9 ucles 2018 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 international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download at www.cie.org.uk after  the live examination series. 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.blank page"
+        },
+        "0625_s18_qp_62.pdf": {
+            "1": "*4322915781* this syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificate. this document consists of 11 printed pages and 1 blank page. dc (sc/cgw) 150895/6 \u00a9 ucles 2018  [turn overcambridge international examinations cambridge international general certificate of secondary education physics  0625/62 paper 6  alternative to practical  may/june 2018  1 hour candidates answer on the question paper. no additional materials are required. read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen. you may use an hb pencil for any diagrams or graphs. do not use staples, paper clips, glue or correction fluid. do not  write in any barcodes. answer all questions. electronic calculators may be used. you may lose marks if you do not show your working or if you do not use appropriate units. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question.",
+            "2": "2 0625/62/m/j/18 \u00a9 ucles 2018 1 a student is determining the density of water. she is provided with a plastic cup, shown in fig.  1.1. fig. 1.1  (a) she draws around the base of the cup. her drawing is shown in fig. 1.2. fig. 1.2   (i) from fig. 1.2, take and record measurements to determine an accurate value for the  diameter db of the base of the cup.  db =  ...  cm [2]   (ii) the student places the cup upside down and draws around the rim of the cup.    she determines the diameter dt of the rim of the cup.  7.2 cm dt =  ..    calculate the average diameter d of the cup using the equation d = db + dt 2 .  d =  ...  cm [1]",
+            "3": "3 0625/62/m/j/18 \u00a9 ucles 2018 [turn over  (b) 1. on fig. 1.3, measure the vertical height h of the cup. h fig. 1.3  h =    cm   2. calculate the volume v of the cup using the equation v =  0.785  d 2 h.   v =  ..  cm3  [1]  (c) the student fills the cup with water. the mass of the cup with the water is shown in fig. 1.4. 232  g fig. 1.4   determine the density \u03c1 of water using the equation \u03c1 = m v  and your value from (b)2.   give your answer to a suitable number of significant figures for this experiment. include the  unit.  \u03c1 =  .  [3]",
+            "4": "4 0625/62/m/j/18 \u00a9 ucles 2018  (d) suggest, with a reason, a part of the procedure (a), (b) or (c) that could give an unreliable  result for the density of water. part  ... reason  ...  ...  [1]  (e) the student pours the water from the cup into a measuring cylinder.   draw a diagram to show water in a measuring cylinder. show clearly the meniscus and the  line of sight the student should use to obtain an accurate value for the volume of the water.  [2]  [total: 10]",
+            "5": "5 0625/62/m/j/18 \u00a9 ucles 2018 [turn over 2 a student is investigating the cooling of water.  fig. 2.1 shows the apparatus used. thermometer bench fig. 2.1  (a) the thermometer in fig. 2.2 shows room temperature \u03b8r at the beginning of the experiment.  record \u03b8r. \u201310 0 10 20 30 40 50 60 70 80 90 100 110\u00b0c fig. 2.2  \u03b8r =  .  [1]  (b) the student pours 200  cm3 of hot water into the beaker.   he records the temperature \u03b8h of the hot water at time t = 0 and immediately starts a  stopclock.   he continues recording the temperature readings every 30  s. the readings are shown in  table  2.1.   (i) explain why the student should wait a few seconds after placing the thermometer in the  hot water before taking the first temperature reading.  ...  ..  [1]",
+            "6": "6 0625/62/m/j/18 \u00a9 ucles 2018   (ii) complete the column headings in table 2.1.  [1]   (iii) complete the time column in table 2.1.  [1] table 2.1 t / \u03b8 / 0 70 60 52 49 46 43   (iv) plot a graph of \u03b8 / \u00b0c (y-axis) against t / s (x-axis). you do not need to start the y-axis at  the origin (0,0) but the value of room temperature \u03b8r must be marked on the y-axis.  [4]",
+            "7": "7 0625/62/m/j/18 \u00a9 ucles 2018 [turn over  (c) draw a horizontal line across the graph grid to indicate the value of room temperature \u03b8r, as  shown by the thermometer in fig. 2.2.  [1]  (d) state two precautions that you would take in order to obtain accurate readings in  this experiment. 1.  ..  ... 2.  ..  ...  [2]  (e) a student plans to repeat the experiment using the same thermometer and the same volume  of water.   suggest two changes to the apparatus or the procedure that would increase  the rate of  cooling of the water. 1.  ..  ... 2.  ..  ...  [2]  [total: 13]",
+            "8": "8 0625/62/m/j/18 \u00a9 ucles 2018 3 a student is determining the focal length of a lens.  fig. 3.1 shows the apparatus used. illuminated object lensscreen v fig. 3.1  (a) the student adjusts the position of the screen until a clearly focused image is formed on  the screen.   (i) on fig. 3.1, measure the distance v between the centre of the lens and the screen.  v =  .  [1]   (ii) fig. 3.1 is drawn 1/5th actual size.    calculate v, the actual distance from the lens to the screen  v =  .  [1]   (iii) with a clearly focused image formed on the screen, the actual distance from the centre  of the lens to the illuminated object, u is 20.0  cm.     calculate the focal length f1 of the lens using the equation f1 = uv (u + v).  f1 =  .  [2]  (b) the student repeats the procedure in (a), using a different distance u. she obtains another  value for the focal length f2.  12.2 cm f2 =  ..   calculate the average value fa of the focal length of the lens, using f2 and your value for f1  in (a)(iii) . give your answer to a suitable number of significant figures for this experiment.  fa =  .  [2]",
+            "9": "9 0625/62/m/j/18 \u00a9 ucles 2018 [turn over  (c) the student states that taking more measurements improves the reliability of the value  obtained for fa.   suggest additional values for u that you would use.   ...  ...  ..  [2]  (d) state two precautions that you would take in this experiment to obtain accurate readings. 1.  ...  ... 2.  ...  ...  [2]  [total: 10]",
+            "10": "10 0625/62/m/j/18 \u00a9 ucles 2018 4 a student is investigating whether the distance that a toy truck will travel along a horizontal floor,  before stopping, depends on its mass.  the following apparatus is available to the student:   a ramp   blocks to support the ramp as shown in fig. 4.1   toy truck   a selection of masses   other standard apparatus from the physics laboratory.  plan an experiment to investigate whether the distance that the toy truck will travel along a  horizontal floor, before stopping, depends on its mass.  in your plan, you should:   \u2022 explain briefly how you would carry out the investigation   \u2022 state any apparatus that you would use that is not included in the list above   \u2022 state the key variables that you would control   \u2022  draw a table, or tables, with column headings to show how you would display your  readings (you are not required to enter any readings in the table).  you may add to the diagram in fig. 4.1 to help your description. ramp floorblocks fig. 4.1",
+            "11": "11 0625/62/m/j/18 \u00a9 ucles 2018  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ... [7]  [total: 7]",
+            "12": "12 0625/62/m/j/18 \u00a9 ucles 2018 blank page permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the  publisher will be pleased to make amends at the earliest possible opportunity. to avoid the issue of disclosure of answer-related information to candidates, all copyright acknowledgements are reproduced online in the cambridge international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download at www.cie.org.uk after  the live examination series. 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."
+        },
+        "0625_s18_qp_63.pdf": {
+            "1": "*6072737399* this document consists of 11 printed pages and 1 blank page. dc (sc/cgw) 150896/6 \u00a9 ucles 2018  [turn overcambridge international examinations cambridge international general certificate of secondary education physics  0625/63 paper 6  alternative to practical  may/june 2018  1 hour candidates answer on the question paper. no additional materials are required. read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen. you may use an hb pencil for any diagrams or graphs. do not use staples, paper clips, glue or correction fluid. do not  write in any barcodes. answer all questions. electronic calculators may be used. you may lose marks if you do not show your working or if you do not use appropriate units. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question. this syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificate.",
+            "2": "2 0625/63/m/j/18 \u00a9 ucles 2018 1 a student is investigating how partly covering the surface of the water in a beaker affects the rate  at which the water cools.  the apparatus used is shown in fig. 1.1. thermometer waterlid fig. 1.1  (a) \u201310 0 10 20 30 40 50 60 70 80 90 100 110\u00b0c fig. 1.2   record the room temperature \u03b8r, shown on the thermometer in fig. 1.2.  \u03b8r =  .  [1]  (b) the student pours 100  cm3 of hot water into a beaker. she places lid a on the beaker. this  leaves half of the water surface uncovered, as shown in fig.  1.3.   she records the temperature of the water in the beaker and immediately starts a stopclock.   she records the temperature \u03b8 of the water every 30  s. her readings are shown in table 1.1.   she repeats the procedure using lid b. this leaves a quarter of the water surface uncovered,  as shown in fig. 1.4. beakerlid a lid b beaker uncovered areauncovered area  fig. 1.3  fig. 1.4",
+            "3": "3 0625/63/m/j/18 \u00a9 ucles 2018 [turn over   complete the headings and the time t column in table 1.1.  [2] table 1.1 beaker with lid abeaker with lid b t / \u03b8 / \u03b8 / 0 80.0 81.0 77.0 79.0 74.5 77.5 72.5 76.0 70.5 75.0 69.0 74.0 68.0 73.5  (c) describe a precaution that should be taken to ensure that the temperature readings are as  accurate as possible in the experiment.  ...  ..  [1]  (d) (i) write a conclusion to this experiment, stating for which lid the rate of cooling is greater.    explain your answer by reference to the results.  ...  ...  ...  ..  [2]   (ii) suggest a change to the apparatus  that could produce a greater difference between the  rates of cooling for lid a and lid b.    explain why the change might produce a greater difference.  change  ..  ... explanation    ...  [2]",
+            "4": "4 0625/63/m/j/18 \u00a9 ucles 2018  (e) a student suggests that the rate of cooling is directly proportional to the percentage of the  uncovered surface area. he wants to draw a graph of cooling rate against the percentage of  uncovered area to investigate this.    describe how his graph line will show whether the rate of cooling and the percentage of  uncovered surface area are directly proportional.  ...  ..  [2]  (f) students in other countries carry out the same experiment.   suggest one factor that they should keep the same if they are to obtain similar readings.  ...  ..  [1]  [total: 11]",
+            "5": "5 0625/63/m/j/18 \u00a9 ucles 2018 [turn over blank page",
+            "6": "6 0625/63/m/j/18 \u00a9 ucles 2018 2 a student is investigating a circuit containing resistors.  he is using the circuit shown in fig. 2.1.  resistor x has a resistance r = 1 \u03c9. a xpower supply fig. 2.1  (a) on fig. 2.1, draw a voltmeter connected so that it measures the potential difference  (p.d.)  across resistor  x. [1]  (b) the student uses the ammeter to measure the current in the circuit and uses the voltmeter to  measure the potential difference  (p.d.) across resistor x. the readings are shown in fig.  2.2  and fig.  2.3. a0.4 0.6 0.2 1.00.8 0 v2 3 1 54 0  fig. 2.2  fig. 2.3",
+            "7": "7 0625/63/m/j/18 \u00a9 ucles 2018 [turn over   (i) the student repeats the procedure using resistors y and z.    his readings are shown in table 2.1.     record, in table 2.1, the value of the current i in the circuit and the value of the potential  difference  (p.d.) v across resistor x shown in fig. 2.2 and fig. 2.3. table 2.1 resistor r / i / v / x 1 y 3 0.55 1.7 z 10 0.24 2.4  [2]   (ii) add units to the column headings in table 2.1.  [2]  (c) calculate the power p supplied to each of the resistors x, y and z.   use the readings from table 2.1 and the equation p = i \u00d7 v.   give your answers to a suitable number of significant figures.  power p supplied to resistor x =  .  w  power p supplied to resistor y =  .  w  power p supplied to resistor z =  .  w  [2]  (d) describe how the value of the power p changes as r increases.  ...  ...  ..  [2]  (e) another student plans to investigate the relationship between p and r in more detail.   suggest two modifications to the procedure that will enable her to do this. 1.  ..  ... 2.  ..  ...  [2]  [total: 11]",
+            "8": "8 0625/63/m/j/18 \u00a9 ucles 2018 3 a student is investigating the image produced by a converging lens.  she is using the apparatus shown in fig. 3.1. illuminated object u lensscreen fig. 3.1  (a) the illuminated object consists of a triangular-shaped hole in a piece of card. fig. 3.2 shows,  full size, the illuminated object. measure and record the height ho of the triangular -shaped  hole.  ho =  ...  cm [1] hocard fig. 3.2",
+            "9": "9 0625/63/m/j/18 \u00a9 ucles 2018 [turn over (b) the distance u between the triangular object and the centre of the lens is set to 20.0  cm.   the screen is moved until a focused image of the illuminated object is seen, as shown  in fig. 3.3. hiscreen fig. 3.3   the student repeats the procedure for u values of 30.0  cm, 40.0  cm, 50.0  cm and 60.0  cm. her  results are shown in table 3.1.    (i) measure and record in the first row of table 3.1, the height hi of the image.  [1]   (ii)  calculate, and record in the table, a value n using your measurements for ho and hi and     the equation n = ho hi. table 3.1 u / cm hi / cm n 20.0 30.0 1.5 0.93 40.0 0.9 1.6 50.0 0.6 2.3 60.0 0.5 2.8  [1]",
+            "10": "10 0625/63/m/j/18 \u00a9 ucles 2018  (c) plot a graph of u / cm (y-axis) against n (x-axis). you do not have to start your graph at the  origin (0, 0).  [4]  (d) determine the gradient g of the graph.   show clearly on the graph how you obtained the necessary information.  g =  .  [2]  (e) describe one difficulty that might be experienced when measuring the height of the   image hi. suggest an improvement to the apparatus to overcome this difficulty. difficulty  .  ... improvement  .  ...  [2]  [total: 11]",
+            "11": "11 0625/63/m/j/18 \u00a9 ucles 2018 4 a student is investigating the force needed to just slide a block across a surface.  plan an experiment that will enable him to investigate how the force needed varies with the mass  of the block.  the apparatus available includes:    a light, flat wooden block with a hook fitted as shown in fig. 4.1    a pulley which can be clamped to a bench. wooden block hook fig. 4.1  in your plan, you should:   \u2022 list any additional apparatus needed   \u2022 draw a clearly labelled diagram of how the apparatus will be arranged   \u2022 give brief instructions for carrying out the experiment   \u2022 describe any precautions which should be taken to ensure reliable results   \u2022 suggest a graph which could be drawn. [turn over",
+            "12": "12 0625/63/m/j/18 \u00a9 ucles 2018 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 international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download at www.cie.org.uk after  the live examination series. 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. ..  ..  ..  ..  ..  ..  ..  ..  ..  ..  ..  ..  ..  ..  ..  ..  ..  ..  ..  ..  ..  .  [7]  [total: 7]"
+        },
+        "0625_w18_qp_11.pdf": {
+            "1": "  the syllabus is approved for use in england, wales and northern ir eland as a cambridge international level 1/level 2 certificat e.  this document consists of 16 printed pages.  ib18 11_0625_11/2rp  \u00a9 ucles 2018 [turn over     *2777991637 * cambridge international examinations  cambridge international general certificate of secondary education       physics 0625/11     paper 1  multiple choice (core)  october/november 2018     45 minutes    additional materials: multiple choice answer sheet   soft clean eraser   soft pencil (type b or hb recommended)       read these instructions first    write in soft pencil.  do not use staples, paper clips, glue or correction fluid. write your name, centre number and candidate number on the answer sheet in the spaces provided  unless this has been done for you.  do not  write in any barcodes.   there are forty  questions on this paper. answer all questions. for each question there are four possible  answers a, b, c and d.   choose the one you consider correct and record your choice in soft pencil  on the separate answer sheet.    read the instructions on the answer sheet very carefully.    each correct answer will score one mark. a ma rk will not be deducted for a wrong answer.  any rough working should be done in this booklet. electronic calculators may be used. take the weight of 1.0  kg to be 10  n (acceleration of free fall = 10  m / s2).    ",
+            "2": "2  \u00a9 ucles 2018 0625/11/o/n/18  1 a pendulum is set in motion and timed. the time measured for 20 complete swings is 30  s.    what is the time for one complete swing of the pendulum?  a 0.67  s b 0.75  s c 1.5  s d 3.0  s      2 the diagrams are distance-time graphs for four bodies.    which body is moving with an increasing speed?    distance timea 0 0distance timeb distance timec distance timed 0 00 0 0 0     3 a runner runs 300  m at an average speed of 3.0  m / s. she then runs another 300  m at an average  speed of 6.0  m / s.    what is her average speed for the total distance of 600  m?  a 2.0  m / s b 4.0  m / s c 4.5  m / s d 8.0  m / s     4 which quantity is measured in newtons?  a energy  b mass  c weight  d work     ",
+            "3": "3  \u00a9 ucles 2018 0625/11/o/n/18 [turn over  5 four identical steel blocks are placed on a balance. the reading on the balance is 220  n.    what is the mass of one steel block?  a 5.5  kg b 22  kg c 55  kg d 88  kg      6 a liquid has a volume of 0.040  m3 and a mass of 30  000  g.    what is the density of the liquid?  a 0.075  kg  / m3 b 7.5  kg  / m3 c 750  kg  / m3 d 7500  kg  / m3     7 the unstretched lengths and extension-load graphs are shown for each of four different springs.    which spring is the longest when a load of 5.0  n is hung from each spring?    100 90 8070605040 30 20 10 0 012345a unstretched length 65  mm 6789 1 0 load  / nextension / mm100 908070605040 30 20 10 0 012345b unstretched length 90  mm 6789 1 0 load  / nextension / mm 100 908070605040302010 0 012345c unstretched length 105  mm 6789 1 0 load  / nextension/  mm100 908070605040302010 0 012345d unstretched length 110  mm 6789 1 0 load  / nextension/  mm      ",
+            "4": "4  \u00a9 ucles 2018 0625/11/o/n/18  8 a car moves along a level road.    the diagram shows all of the horizontal forces acting on the car.    2000  n force from engine500  n friction800  n air resistance     which statement is correct?  a the car is slowing down.  b the car is speeding up.  c the car is moving at a constant speed.  d the car is moving backwards.      9 which force and distance produce the smallest moment about a pivot?  a a 6.0  n force at a perpendicular distance of 4.0  m from the pivot  b a 7.0  n force at a perpendicular distance of 6.0  m from the pivot  c a 10  n force at a perpendicular distance of 4.0  m from the pivot  d a 12  n force at a perpendicular distance of 3.0  m from the pivot      10 which device is designed to convert chemical energy into kinetic energy?  a an a.c. generator  b a battery-powered torch  c a car engine  d a wind-up mechanical clock     11 a man climbs a ladder.    which two quantities can be used to calculate the useful power of the man?  a the weight of the man and the time taken only  b the weight of the man and the vertical distance moved only  c the work done by the man and the time taken only  d the work done by the man and the vertical distance moved only    ",
+            "5": "5  \u00a9 ucles 2018 0625/11/o/n/18 [turn over  12 a manometer is used to measure the pressure of gas inside a metal container.    liquidmetal containergas     what is the pressure inside the container?  a equal to the atmospheric pressure  b greater than the atmospheric pressure  c less than the atmospheric pressure but greater than zero  d zero      13 a manometer is used to measure the pressure of a gas supply.    hconnection to gas supplymanometer liquid     which change gives a greater value of height h ?  a using a less dense liquid  b using a more dense liquid  c using a narrower tube  d using a wider tube     ",
+            "6": "6  \u00a9 ucles 2018 0625/11/o/n/18  14 during evaporation of a liquid, the more energetic molecules escape. the temperature of the  remaining liquid changes.    which row identifies where these molecules escape from and describes the temperature change?     molecules  escape from the temperature of  remaining liquid  a body of the liquid decreases  b body of the liquid increases  c surface of the liquid decreases  d surface of the liquid increases     15 diagram 1 shows apparatus being used to observe smoke particles.    diagram 2 shows how a smoke particle moves randomly.    microscope air molecules andsmoke particleslightdiagram 1 diagram 2 random movementeye     why do the smoke particles move randomly?  a they are hit by air molecules.  b they are less dense than air.  c they are moved by convection currents.  d they gain energy from the light.     ",
+            "7": "7  \u00a9 ucles 2018 0625/11/o/n/18 [turn over  16 the distance between two electricity pylons is 60  m. an engineer fits a cable of length 62  m  between the pylons.    why does the engineer choose a cable that is longer than the distance between the two pylons?  a to allow for contraction of the cable in cold weather  b to create a slope in the cable for electrons to flow down  c to keep the current low and the voltage high   d to reduce magnetic fields around the cable     17 some ice is slowly heated and its temperature is measured. a graph is plotted of temperature  against time.    100 0 \u201310temperature  / \u00b0c timex     which row describes what happens to the thermal energy and to the temperature in section x?     thermal energy temperature of ice  a gained by ice rises  b gained by ice stays the same  c not gained by ice rises  d not gained by ice stays the same    ",
+            "8": "8  \u00a9 ucles 2018 0625/11/o/n/18  18 some of the sun\u2019s radiation passes through a prism. the diagram shows the spectrum of the  radiation.    which point on the screen does the infra-red radiation reach?    radiation from thesunprism screenab c dvisiblenot visible not visiblered violet       19 on a cold day, a shiny metal rod feels colder to the touch than a black plastic rod.    which statement explains this observation?  a the metal rod is a better absorber of infra-red radiation than the plastic rod.  b the metal rod is a better thermal conductor than the plastic rod.  c the metal rod is a worse absorber of infra-red radiation than the plastic rod.  d the metal rod is a worse thermal conductor than the plastic rod.     20 a boat moves up and down repeatedly as a water wave passes it.    which name is given to the number of up-and-down movements of the boat per unit time?  a amplitude  b frequency  c speed  d wavelength     ",
+            "9": "9  \u00a9 ucles 2018 0625/11/o/n/18 [turn over  21 plane water waves travel from a shallow region into a deeper region. they travel more quickly in  the deeper water.    wave directionshallow water deep waterboundary     which diagram shows the wave pattern in the deeper water?    abcd       22 a parallel beam of light is incident on a plane mirror.    which diagram shows how the beam is reflected by the mirror?    a b c d spectrum    ",
+            "10": "10  \u00a9 ucles 2018 0625/11/o/n/18  23 the diagram shows a parallel, cyli ndrical light beam of diameter d incident on a thin converging  lens. a screen is placed a distance equal to two focal lengths 2 f from the lens.    d2f screenlensbeam of light     which diagram shows the size of the spot of light seen on the screen?    abcd 2d dd 2       24 different parts of the electromagnetic spectrum are used for different purposes. below are four  statements about parts of the spectrum.    statement 1: infra-red waves are used in television remote controllers.  statement 2: radio waves are used to transmit television pictures from satellites to earth.  statement 3: ultraviolet waves are used for intruder alarms.  statement 4: x-rays are used for security checks.    which statements are correct?  a 1 and 2 b 1 and 4 c 2 and 3 d 3 and 4     ",
+            "11": "11  \u00a9 ucles 2018 0625/11/o/n/18 [turn over  25 a woman hears the first note produced by a clarinet.    she then hears a second note that has a higher pitch and is quieter.    which row compares the frequency and the amplitude of the two notes?     first note second note  a higher frequency larger amplitude  b higher frequency smaller amplitude  c lower frequency larger amplitude  d lower frequency smaller amplitude      26 the diagram shows a bar magnet and four plotting compasses.    which compass shows the direction of the magnetic field due to the magnet?    sna b d c    27 iron is used for the core of a transformer and steel is used to make a bar magnet.    which statement explains these uses of iron and of steel?  a iron is a magnetic material and steel is a non-magnetic material.  b iron is a permanent magnetic material and steel is a temporary magnetic material.  c iron is a temporary magnetic material and steel is a permanent magnetic material.  d iron is a non-magnetic material and steel is a magnetic material.     ",
+            "12": "12  \u00a9 ucles 2018 0625/11/o/n/18  28 a negatively charged plastic rod p is placed above a positively charged plastic rod q.    +++++q\u2013\u2013\u2013\u2013\u2013p     what are the directions of the electrostatic forces on rod p and on rod q?     electrostatic force  on rod p electrostatic force  on rod q  a downwards downwards  b downwards upwards  c upwards downwards  d upwards upwards      29 the diagrams show the scales of three ammeters.    3 4 52 1 03 4 52 1 06 8 104 2 0 a ammeter 1a ammeter 2a ammeter 3    which ammeters show the same current reading?  a all three ammeters  b ammeter 1 and ammeter 2 only  c ammeter 1 and ammeter 3 only  d ammeter 2 and ammeter 3 only      30 the resistance of a component in a circuit is found using an ammeter and a voltmeter.    how are the ammeter and the voltmeter connected?  a the voltmeter and ammeter in parallel with the component  b the voltmeter and ammeter in series with the component  c the voltmeter in parallel with the component and the ammeter in series with the component  d the voltmeter in series with the component and the ammeter in parallel with the component   ",
+            "13": "13  \u00a9 ucles 2018 0625/11/o/n/18 [turn over  31 the diagram shows a circuit with a power supply and four components.    +\u2013 n    what is component n?  a fixed resistor  b fuse  c thermistor  d variable resistor     32 two lamps are connected in parallel.    s1 s2 s3     which switches must be closed so that both lamps light?  a s 1 and s 2 only  b s 1 and s 3 only  c s 2 and s 3 only  d s 1, s2 and s 3     ",
+            "14": "14  \u00a9 ucles 2018 0625/11/o/n/18  33 the circuit diagram shows a variable potential divider.    vpq slider     the slider is moved from p towards q.    what happens to the reading on the voltmeter and to the brightness of the lamp?     reading on  voltmeter brightness  of lamp  a decreases decreases  b decreases increases  c increases decreases  d increases increases     34 either a fuse or a circuit-breaker can be used to protect electrical cables from large currents that  could cause overheating.    electrical supplyx y appliancecable cablelive neutral     when a fuse is used, where should it be connected, and when a circuit-breaker is used, where  should it be connected?     position  of fuse position of  circuit-breaker  a x x  b x y  c y x  d y y ",
+            "15": "15  \u00a9 ucles 2018 0625/11/o/n/18 [turn over  35 which electrical device uses the turning effect produced by a current-carrying coil in a magnetic  field?  a a.c. generator  b d.c. motor  c relay  d transformer     36 a wire is placed in a strong magnetic field. when a current is passed through the wire it moves  upwards, as shown.    s nmovement     the current is reversed.    in which direction does the wire move?  a downwards  b towards the north pole  c towards the south pole  d upwards     37 which diagram represents the structure of a neutral atom?    + + \u2013\u2013 \u2013key neutron proton electrona b ++\u2013 ++c +++d \u2013 \u2013\u2013 \u2013     ",
+            "16": "16    permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to trac e 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 ans wer-related information to candidates, all copyright acknowledgements are reproduced onl ine in the cambridge  international examinations copyright acknow ledgements booklet. this is produced for each  series of examinations and is freely a vailable to download at  www.cie.org.uk after the live examination series.    cambridge international examinations is part of the cambridge as sessment group. cambridge assessment is the brand name of unive rsity of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge.    \u00a9 ucles 2018 0625/11/o/n/18  38 each nucleus of nuclide x contains 10 protons and a total of 22 nucleons.    which notation is correct for this nuclide?  a x22 10 b x22 32 c x12 10 d x10 22      39 the diagram shows the paths of three different types of radiation x, y and z.    x  y z  2  mm of plastic10 mm of aluminium50 mm of lead    which row correctly identifies x, y and z?     x y z  a \u03b1-particles \u03b2-particles \u03b3-rays  b \u03b2-particles \u03b1-particles \u03b3-rays  c \u03b2-particles \u03b3-rays \u03b1-particles  d \u03b3-rays \u03b1-particles \u03b2-particles      40 a sample of a radioactive isotope emits 9600 \u03b1-particles per second.    after 40 hours the rate of emission has fallen to 600 \u03b1-particles per second.    what is the half-life of this isotope?  a 4.0 hours b 8.0 hours c 10 hours d 20 hours      "
+        },
+        "0625_w18_qp_12.pdf": {
+            "1": "  the syllabus is approved for use in england, wales and northern ir eland as a cambridge international level 1/level 2 certificat e.  this document consists of 16 printed pages.  ib18 11_0625_12/3rp  \u00a9 ucles 2018 [turn over     *0300250686* cambridge international examinations  cambridge international general certificate of secondary education       physics 0625/12     paper 1  multiple choice (core)  october/november 2018     45 minutes    additional materials: multiple choice answer sheet   soft clean eraser   soft pencil (type b or hb recommended)       read these instructions first    write in soft pencil.  do not use staples, paper clips, glue or correction fluid. write your name, centre number and candidate number on the answer sheet in the spaces provided  unless this has been done for you.  do not  write in any barcodes.   there are forty  questions on this paper. answer all questions. for each question there are four possible  answers a, b, c and d.   choose the one you consider correct and record your choice in soft pencil  on the separate answer sheet.    read the instructions on the answer sheet very carefully.    each correct answer will score one mark. a ma rk will not be deducted for a wrong answer.  any rough working should be done in this booklet. electronic calculators may be used. take the weight of 1.0  kg to be 10  n (acceleration of free fall = 10  m / s2).    ",
+            "2": "2  \u00a9 ucles 2018 0625/12/o/n/18  1 a pendulum is set in motion and timed. the time measured for 20 complete swings is 30  s.    what is the time for one complete swing of the pendulum?  a 0.67  s b 0.75  s c 1.5  s d 3.0  s      2 the graph shows how the speed of an object varies with time.    at which point on the graph is the greatest distance travelled per second?    0 0speed timeabcd      3 an athlete runs at a speed of 8  m / s for 10  s, and then at a speed of 6  m / s for 12  s.    which calculation gives the average speed of the athlete in  m / s?  a 268+  b  2212)(6 10)(8 \u00d7+ \u00d7  c  2212)(6 10)(8 \u00f7+ \u00f7  d  226) (128) (10 \u00f7 +\u00f7    4 which quantity is measured in newtons?  a energy  b mass  c weight  d work    ",
+            "3": "3  \u00a9 ucles 2018 0625/12/o/n/18 [turn over  5 an object is suspended from a spring balance on the earth. the same object is suspended from  the same spring balance on another planet.    32 410 reading on earth32 410 reading on another planet    which statement explains the difference between the two readings?  a both the mass and the weight of the object are greater on the other planet.  b the mass of the object is greater on the other planet than on earth, but the weight is  unchanged.  c the spring stretches more easily when on the other planet.  d the weight of the object is greater on the other planet than on earth, but the mass is  unchanged.     6 the diagram shows four blocks of different metals. each block has a mass of 12  g.    which metal has the largest density?    2 cm1 cm1 cm 3 cm1 cm1 cm2 cm2 cm1 cm 3 cm2 cm1 cmab cd     ",
+            "4": "4  \u00a9 ucles 2018 0625/12/o/n/18  7 which is an example of a force?  a density  b mass  c volume  d weight      8 a car moves along a level road.    the diagram shows all of the horizontal forces acting on the car.    2000  n force from engine500  n friction800  n air resistance     which statement is correct?  a the car is slowing down.  b the car is speeding up.  c the car is moving at a constant speed.  d the car is moving backwards.     9 point x is the centre of mass of a lamina in the shape of a triangle with sides of equal length. the  top of the triangle is cut off along the dotted line shown.    x     what happens to the centre of mass, x?  a moves towards the bottom of the page  b moves to the left  c moves to the right  d moves towards the top of the page     ",
+            "5": "5  \u00a9 ucles 2018 0625/12/o/n/18 [turn over  10 which device is designed to convert chemical energy into kinetic energy?  a an a.c. generator  b a battery-powered torch  c a car engine  d a wind-up mechanical clock      11 which two physical quantities must be used to calculate the power developed by a student  running up a flight of steps?  a force exerted and the vertical height of the steps only  b force exerted and the time taken only  c work done and the vertical height of the steps only  d work done and the time taken only     12 a simple mercury barometer is used to measure the atmospheric pressure.    which height is measured to find the atmospheric pressure?    a bcd       13 the particles of a gas, in a container of fixed volume, are given more energy.    which effect does this have on the gas?  a both the pressure and temperature of the gas increase.  b only the temperature of the gas increases.  c neither the pressure nor temperature of the gas increases.  d only the pressure of the gas increases.    ",
+            "6": "6  \u00a9 ucles 2018 0625/12/o/n/18  14 a manometer is used to measure the pressure of a gas supply.    hconnection to gas supplymanometer liquid     which change gives a greater value of height h ?  a using a less dense liquid  b using a more dense liquid  c using a narrower tube  d using a wider tube      15 diagram 1 shows apparatus being used to observe smoke particles.    diagram 2 shows how a smoke particle moves randomly.    microscope air molecules andsmoke particleslightdiagram 1 diagram 2 random movementeye     why do the smoke particles move randomly?  a they are hit by air molecules.  b they are less dense than air.  c they are moved by convection currents.  d they gain energy from the light.     ",
+            "7": "7  \u00a9 ucles 2018 0625/12/o/n/18 [turn over  16 the metal lid on a glass jar is difficult to unscrew.    the jar is placed in a warm oven until the jar and the lid reach the same temperature. the lid is  now easily unscrewed.    which property accounts for this?  a thermal capacity of the jar  b thermal capacity of the lid  c thermal conduction  d thermal expansion      17 two cold metal containers x and y are both filled with the same mass of hot water at the same  temperature.    both containers are well insulated.    the thermal capacity of container x is greater than that of container y.    how do the final temperatures of the water in x and in y compare?  a the temperature in x is higher than in y.  b the temperature in x is lower than in y.  c the temperatures in x and in y are equal but lower than the initial temperature of the water.  d the temperatures in x and in y are the same as the initial temperature of the water.    18 some of the sun\u2019s radiation passes through a prism. the diagram shows the spectrum of the  radiation.    which point on the screen does the infra-red radiation reach?    radiation from thesunprism screenab c dvisiblenot visible not visiblered violet      ",
+            "8": "8  \u00a9 ucles 2018 0625/12/o/n/18  19 which statement about convection is not correct?  a it enables water in a pan on a cooker to get evenly heated.  b it happens in liquids and gases.  c it means that heat rises.  d it occurs because the density of a fluid decreases when it is heated.      20 what is meant by the frequency of a water wave?  a the distance between consecutive crests of the wave  b the distance moved by the wave per unit time  c the maximum vertical displacement of the wave  d the number of crests passing a point per unit time      21 plane water waves travel from a shallow region into a deeper region. they travel more quickly in  the deeper water.    wave directionshallow water deep waterboundary     which diagram shows the wave pattern in the deeper water?    abcd     ",
+            "9": "9  \u00a9 ucles 2018 0625/12/o/n/18 [turn over  22 the diagram shows two plane mirrors at 90 \u00b0 to each other. a ray of light is incident on one of the  mirrors. the ray reflects off both mirrors before reaching a screen.    at which labelled point does the ray reach the screen?    ray of lightscreen a b c d       23 which diagram shows the formation of a real image  of an object o placed in front of a converging  lens?    a b c do oo o      ",
+            "10": "10  \u00a9 ucles 2018 0625/12/o/n/18  24 different parts of the electromagnetic spectrum are used for different purposes. below are four  statements about parts of the spectrum.    statement 1: infra-red waves are used in television remote controllers.  statement 2: radio waves are used to transmit television pictures from satellites to earth.  statement 3: ultraviolet waves are used for intruder alarms. statement 4: x-rays are used for security checks.    which statements are correct?  a 1 and 2 b 1 and 4 c 2 and 3 d 3 and 4      25 which statement about ultrasound is correct?  a ultrasound must have greater amplitude than audible sound.  b ultrasound must have greater frequency than audible sound.  c ultrasound must have lower amplitude than audible sound.  d ultrasound must have lower frequency than audible sound.      26 an iron bar pq is placed close to a bar magnet.    in which diagram does end p become an induced north pole?    a s n p qb n sp qc p q s nd s np q     ",
+            "11": "11  \u00a9 ucles 2018 0625/12/o/n/18 [turn over  27 the diagram shows a bar magnet at rest on a smooth horizontal surface. a length of soft-iron  wire is held parallel to the magnet.    n ssoft-iron wire magnet     the wire is released.    what happens?  a the wire moves away from the magnet.  b the wire moves towards the magnet.  c the wire\u2019s centre stays in its present position and the wire rotates through 90 \u00b0 in a clockwise  direction.  d the wire\u2019s centre stays in its present position and the wire rotates through 90 \u00b0 in an  anticlockwise direction.     28 a negatively charged plastic rod p is placed above a positively charged plastic rod q.    +++++q\u2013\u2013\u2013\u2013\u2013p     what are the directions of the electrostatic forces on rod p and on rod q?     electrostatic force  on rod p electrostatic force  on rod q  a downwards downwards  b downwards upwards  c upwards downwards  d upwards upwards    ",
+            "12": "12  \u00a9 ucles 2018 0625/12/o/n/18  29 the diagrams show the readings on an ammeter in a series circuit before and after the switch in  the circuit has been closed.    3 4 52 1 0 aswitch open 3 4 52 1 0 aswitch closed     what is the current in the circuit when the switch is closed?  a 3.2  a b 3.4  a c 3.6  a d 3.8  a     30 a student investigates the resistance of a lamp.    which row states how the meters must be connected?     ammeter voltmeter  a in parallel with the lamp in parallel with the lamp  b in parallel with the lamp in series with the lamp  c in series with the lamp in parallel with the lamp  d in series with the lamp in series with the lamp    31 a lamp is connected into a circuit so that the potential difference across it can be varied from 0 to  12  v.    which circuit is suitable?    12 va 12 vb 12 vc 12 vd     ",
+            "13": "13  \u00a9 ucles 2018 0625/12/o/n/18 [turn over  32 the diagram shows a circuit.    a     which statement describes and explains how the circuit behaves?  a the ammeter reading decreases when the light intensity decreases.  b the ammeter reading decreases when the temperature decreases.  c the ammeter reading increases when the light intensity decreases.  d the ammeter reading increases when the temperature decreases.      33 which component uses a small direct current (d.c.) in one circuit to switch on a much larger  current in a second circuit?  a potential divider  b relay  c transformer  d variable resistor     ",
+            "14": "14  \u00a9 ucles 2018 0625/12/o/n/18  34 either a fuse or a circuit-breaker can be used to protect electrical cables from large currents that  could cause overheating.    electrical supplyx y appliancecable cablelive neutral     when a fuse is used, where should it be connected, and when a circuit-breaker is used, where  should it be connected?     position  of fuse position of  circuit-breaker  a x x  b x y  c y x  d y y    35 the diagram shows a horizontal wire between the two magnetic poles of a u-shaped magnet.  the u-shaped magnet is on a balance.    when the switch closed, the reading on the balance decreases.    125.20 g123.49 gswitch open magnetic polesswitch closed magnetic poles     the experiment is carried out three more times with the following changes made.    1 only the current is reversed.  2 only the magnetic field is reversed.  3 both the current and the magnetic field are reversed at the same time.    which changes cause an increase in the reading on the balance?  a 1 only b 2 only c 3 only d 1 and 2 only   ",
+            "15": "15  \u00a9 ucles 2018 0625/12/o/n/18 [turn over  36 the diagram shows a coil of wire between the poles of a magnet.    20 turns ns +\u2013 power supply    the coil consists of 20 turns of insulated wire.    the coil is connected to a variable resistor and a power supply.    how can the turning effect on the coil be increased?  a by moving the poles of the magnet closer to the coil  b by reducing the number of turns on the coil while keeping the current constant  c by increasing the resistance of the variable resistor  d by reversing the terminals of the power supply      37 which diagram represents the structure of a neutral atom?    + + \u2013\u2013 \u2013key neutron proton electrona b ++\u2013 ++c +++d \u2013 \u2013\u2013 \u2013      38 the nuclide notation for the isotope lithium-7 is li7 3.    how many neutrons are there in an atom of lithium-7?  a 3 b 4 c 7 d 10     ",
+            "16": "16    permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to trac e 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 ans wer-related information to candidates, all copyright acknowledgements are reproduced onl ine in the cambridge  international examinations copyright acknow ledgements booklet. this is produced for each  series of examinations and is freely a vailable to download at  www.cie.org.uk after the live examination series.    cambridge international examinations is part of the cambridge as sessment group. cambridge assessment is the brand name of unive rsity of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge.    \u00a9 ucles 2018 0625/12/o/n/18  39 the diagram shows the paths of three different types of radiation x, y and z.    x  y z  2  mm of plastic10 mm of aluminium50 mm of lead    which row correctly identifies x, y and z?     x y z  a \u03b1-particles \u03b2-particles \u03b3-rays  b \u03b2-particles \u03b1-particles \u03b3-rays  c \u03b2-particles \u03b3-rays \u03b1-particles  d \u03b3-rays \u03b1-particles \u03b2-particles      40 samples of four different radioactive isotopes all emit radiation at the same rate.    as time passes, the rates of emission decrease for all the samples.    which sample of isotope has the greatest decrease in rate?     isotope half-life  a americium-241 470 years  b iodine-128 25 minutes  c thoron-220 54.5 seconds  d uranium-237 6.75 days       "
+        },
+        "0625_w18_qp_13.pdf": {
+            "1": "  the syllabus is approved for use in england, wales and northern ir eland as a cambridge international level 1/level 2 certificat e.  this document consists of 16 printed pages.  ib18 11_0625_13/2rp  \u00a9 ucles 2018 [turn over     *6069758649 * cambridge international examinations  cambridge international general certificate of secondary education       physics 0625/13     paper 1  multiple choice (core)  october/november 2018     45 minutes    additional materials: multiple choice answer sheet   soft clean eraser   soft pencil (type b or hb recommended)       read these instructions first    write in soft pencil.  do not use staples, paper clips, glue or correction fluid. write your name, centre number and candidate number on the answer sheet in the spaces provided  unless this has been done for you.  do not  write in any barcodes.   there are forty  questions on this paper. answer all questions. for each question there are four possible  answers a, b, c and d.   choose the one you consider correct and record your choice in soft pencil  on the separate answer sheet.    read the instructions on the answer sheet very carefully.    each correct answer will score one mark. a ma rk will not be deducted for a wrong answer.  any rough working should be done in this booklet. electronic calculators may be used. take the weight of 1.0  kg to be 10  n (acceleration of free fall = 10  m / s2).    ",
+            "2": "2  \u00a9 ucles 2018 0625/13/o/n/18  1 a pendulum is set in motion and timed. the time measured for 20 complete swings is 30  s.    what is the time for one complete swing of the pendulum?  a 0.67  s b 0.75  s c 1.5  s d 3.0  s      2 a girl goes for a ride on her bicycle.    the diagram shows how her speed changes with time for part of her journey.    in which labelled section is she moving with constant speed?    0 0speed time ab c d     3 a boy runs 400  m at an average speed of 4.0  m / s.    he runs the first 200  m in 40  s.    how long does he take to run the second 200  m?  a 60  s b 66.7  s c 80  s d 140  s     4 which quantity is measured in newtons?  a energy  b mass  c weight  d work     5 the acceleration of free fall on mars is 3.7  m / s2.    what is the weight of a 100  g mass on mars?  a 0.037  n b 0.37  n c 37  n d 370  n    ",
+            "3": "3  \u00a9 ucles 2018 0625/13/o/n/18 [turn over  6 a student carries out experiments to find the mass and the volume of four samples of rock.    the graph shows the results.    200 100 0 0 50 100mass  / g volume  / cm3sample p sample q sample r sample s     which pair are samples of the same type of rock?  a p and q b p and s c r and q d q and s      7 four objects each have two forces acting on them.    which object is in equilibrium?    1.0 n 1.0  na1.0 n 1.0 nb 1.0 n1.0 nc 1.0 n1.0 nd      8 a car moves along a level road.    the diagram shows all of the horizontal forces acting on the car.    2000  n force from engine500  n friction800  n air resistance     which statement is correct?  a the car is slowing down.  b the car is speeding up.  c the car is moving at a constant speed.  d the car is moving backwards. ",
+            "4": "4  \u00a9 ucles 2018 0625/13/o/n/18  9 the diagram shows an aluminium sheet of constant thickness.    four significant points on the aluminium sheet are labelled p, q, r and s.    p q rs     how can the centre of mass be found?  a by finding where a line from p to r crosses a line from s to q  b by suspending the sheet and a plumb-line from q and finding where the plumb-line crosses a  line from p to r  c by suspending the sheet and a plumb-line from p and then from s and finding where the  plumb-lines cross  d by suspending the sheet and a plumb-line from p and finding where the plumb-line crosses a  line from s to q     10 which device is designed to convert chemical energy into kinetic energy?  a an a.c. generator  b a battery-powered torch  c a car engine  d a wind-up mechanical clock     11 a weight hangs from a rope.    force weight     in which case does the force do the most work on the weight?  a the force raises the weight 1.0  m in 15  s.  b the force raises the weight 2.0  m in 45  s.  c the weight is held at the same level for 10  s.  d the weight is held at the same level for 60  s.   ",
+            "5": "5  \u00a9 ucles 2018 0625/13/o/n/18 [turn over  12 diagram 1 shows a conical flask containing water.    diagram 2 shows a beaker with the same base area as the flask and containing water of the  same depth d.    d d diagram 1 diagram 2water water xp y     which statement is correct?  a the pressure at p is equal to the pressure at x.  b the pressure at p is greater than the pressure at y.  c the pressure at p is greater than the pressure at x.  d the pressure at y is greater than the pressure at x.     13 a manometer is used to measure the pressure of a gas supply.    hconnection to gas supplymanometer liquid     which change gives a greater value of height h ?  a using a less dense liquid  b using a more dense liquid  c using a narrower tube  d using a wider tube     ",
+            "6": "6  \u00a9 ucles 2018 0625/13/o/n/18  14 liquid in a dish evaporates. this causes the temperature of the remaining liquid to change.    which row is correct?      change in  temperature reason for temperature change  a increase the most energetic molecules remain in the liquid  b increase the most energetic molecules escape from the liquid  c decrease the most energetic molecules remain in the liquid  d decrease the most energetic molecules escape from the liquid      15 diagram 1 shows apparatus being used to observe smoke particles.    diagram 2 shows how a smoke particle moves randomly.    microscope air molecules andsmoke particleslightdiagram 1 diagram 2 random movementeye     why do the smoke particles move randomly?  a they are hit by air molecules.  b they are less dense than air.  c they are moved by convection currents.  d they gain energy from the light.     ",
+            "7": "7  \u00a9 ucles 2018 0625/13/o/n/18 [turn over  16 which row shows the relative order of thermal expansion of solids, liquids and gases?     most expansion  least expansion  a solids liquids gases  b solids gases liquids  c gases solids liquids  d gases liquids solids      17 steam at 100  \u00b0c condenses to form water at 100  \u00b0c.    what happens to the average separation and what happens to the average speed of the water  molecules?     separation average speed  a decreases decreases  b decreases remains the same  c increases decreases  d increases remains the same     18 some of the sun\u2019s radiation passes through a prism. the diagram shows the spectrum of the  radiation.    which point on the screen does the infra-red radiation reach?    radiation from thesunprism screenab c dvisiblenot visible not visiblered violet      ",
+            "8": "8  \u00a9 ucles 2018 0625/13/o/n/18  19 one end of a shiny metal rod is heated and the other end quickly gets hot.    which statement describes why the other end quickly gets hot?  a metals are good thermal conductors.  b metals are poor thermal conductors.  c shiny surfaces are good emitters of infra-red radiation.  d shiny surfaces are poor emitters of infra-red radiation.      20 which statement about waves is correct?  a waves do not transfer either energy or matter.  b waves transfer both energy and matter.  c waves transfer energy without transferring matter.  d waves transfer matter without transferring energy.     21 plane water waves travel from a shallow region into a deeper region. they travel more quickly in  the deeper water.    wave directionshallow water deep waterboundary     which diagram shows the wave pattern in the deeper water?    abcd     ",
+            "9": "9  \u00a9 ucles 2018 0625/13/o/n/18 [turn over  22 a plane mirror is fixed so that it is at an angle of 45 \u00b0 to a table. a ray of light, initially parallel to  the table, is incident on the mirror.    45\u00b0ray of lightplane mirror table     which angle does the reflected ray make with the table?  a 0\u00b0 b 22.5 \u00b0 c 45\u00b0 d 90\u00b0     23 an object is placed 20  cm in front of a thin converging lens. the scale drawing shows how the  lens forms a real, inverted image.    object scale 5.0 cmimage     which row gives the focal length of the lens and the distance of the image from the lens?     focal length  of lens  / cm distance of image  from lens  / cm  a 4.0 5.0  b 5.0 4.0  c 8.0 10.0  d 10.0 8.0    ",
+            "10": "10  \u00a9 ucles 2018 0625/13/o/n/18  24 different parts of the electromagnetic spectrum are used for different purposes. below are four  statements about parts of the spectrum.    statement 1: infra-red waves are used in television remote controllers.  statement 2: radio waves are used to transmit television pictures from satellites to earth.  statement 3: ultraviolet waves are used for intruder alarms. statement 4: x-rays are used for security checks.    which statements are correct?  a 1 and 2 b 1 and 4 c 2 and 3 d 3 and 4      25 which row gives the nature of sound waves and the name of the effect that causes an echo of a  sound?     nature of sound waves effect causing an echo  a longitudinal reflection  b longitudinal refraction  c transverse reflection  d transverse refraction      26 which diagram shows the pattern and the direction of the magnetic field lines around a bar  magnet?    s nc s nds na s nb     ",
+            "11": "11  \u00a9 ucles 2018 0625/13/o/n/18 [turn over  27 the diagram shows part of a circuit which contains an ammeter, a voltmeter and a resistor r. the  ammeter and the voltmeter are in the correct po sitions to determine the resistance of r.    r meter qmeter p     which expression gives the value of r?  a reading of meter p \u00f7 reading of meter q  b (reading of meter p)2 \u00d7 reading of meter q  c reading of meter q \u00d7 reading of meter p  d reading of meter q \u00f7 reading of meter p     28 a negatively charged plastic rod p is placed above a positively charged plastic rod q.    +++++q\u2013\u2013\u2013\u2013\u2013p     what are the directions of the electrostatic forces on rod p and on rod q?     electrostatic force  on rod p electrostatic force  on rod q  a downwards downwards  b downwards upwards  c upwards downwards  d upwards upwards    29 which row shows the meaning of the quantity e.m.f. and the unit in which it is measured?     meaning unit  a electromagnetic force n  b electromagnetic force v  c electromotive force n  d electromotive force v    ",
+            "12": "12  \u00a9 ucles 2018 0625/13/o/n/18  30 diagram 1 shows a voltmeter that is not connected to anything. it shows a small reading, called a  zero error, because it is not correctly adjusted.    diagram 2 shows the same meter used to measure the p.d. across a resistor in a circuit.    6 8 104 2 0 v diagram 16 8 104 2 0 v diagram 2    what is the p.d. across the resistor?  a 4.6  v b 4.7  v c 5.2  v d 5.4  v     31 the diagram shows a potential divider used to control the brightness of a lamp.        what happens as the slider on the potential divider is moved to the right?  a the potential difference across the lamp decreases and the lamp gets brighter.  b the potential difference across the lamp decreases and the lamp gets dimmer.  c the potential difference across the lamp increases and the lamp gets brighter.  d the potential difference across the lamp increases and the lamp gets dimmer.     ",
+            "13": "13  \u00a9 ucles 2018 0625/13/o/n/18 [turn over  32 the diagram shows three identical resistors connected to a battery.    aa aammeter 1 ammeter 2ammeter 3     which row gives the possible readings on the three ammeters?     ammeter 1  / a ammeter 2  / a ammeter 3  / a  a 1.5 3.0 4.5  b 3.0 1.5 4.5  c 3.0 4.5 1.5  d 4.5 1.5 3.0      33 a 4  \u03c9 resistor and a 2  \u03c9 resistor are connected to a 12  v battery in a circuit.    4 \u03c9 2 \u03c912 v     what is the current in the 2  \u03c9 resistor?  a 0.5  a b 2.0  a c 3.0  a d 6.0  a    ",
+            "14": "14  \u00a9 ucles 2018 0625/13/o/n/18  34 either a fuse or a circuit-breaker can be used to protect electrical cables from large currents that  could cause overheating.    electrical supplyx y appliancecable cablelive neutral     when a fuse is used, where should it be connected, and when a circuit-breaker is used, where should it be connected?     position  of fuse position of  circuit-breaker  a x x  b x y  c y x  d y y     35 there is an electric current in a wire. the wire is placed in a magnetic field. a force acts on the  wire due to the current.    which statement is correct?  a the magnetic field must be produced by a permanent magnet and not by an electromagnet.  b the wire must be made from a magnetic material.  c when both the current and the magnetic field are reversed, the direction of the force is  unchanged.  d when the current is reversed, but not the magnetic field, there will be no force on the wire.     ",
+            "15": "15  \u00a9 ucles 2018 0625/13/o/n/18 [turn over  36 which diagram shows the pattern and direction of the magnetic field due to a current in a straight  wire?    currentab ccurrent currentd current       37 which diagram represents the structure of a neutral atom?    + + \u2013\u2013 \u2013key neutron proton electrona b ++\u2013 ++c +++d \u2013 \u2013\u2013 \u2013     ",
+            "16": "16    to avoid the issue of disclosure of ans wer-related information to candidates, all copyright acknowledgements are reproduced onl ine in the cambridge  international examinations copyright acknow ledgements booklet. this is produced for each  series of examinations and is freely a vailable to download at  www.cie.org.uk after the live examination series.    \u00a9 ucles 2018 0625/13/o/n/18  38 what is a carbon nucleus, c12 6, composed of?  a 6 neutrons and 6 electrons  b 6 neutrons, 6 protons and 6 electrons  c 6 protons and 6 electrons  d 6 protons and 6 neutrons     39 the diagram shows the paths of three different types of radiation x, y and z.    x  y z  2  mm of plastic10 mm of aluminium50 mm of lead    which row correctly identifies x, y and z?     x y z  a \u03b1-particles \u03b2-particles \u03b3-rays  b \u03b2-particles \u03b1-particles \u03b3-rays  c \u03b2-particles \u03b3-rays \u03b1-particles  d \u03b3-rays \u03b1-particles \u03b2-particles     40 the count rate due to a sample of a radioactive isotope is measured for 80 minutes.    time  /  minutes second/ countsrate count     0 480  20 380  40 300  60 240  80 190    what is the half-life of the isotope?  a 20 minutes b 40 minutes c 60 minutes d 80 minutes    "
+        },
+        "0625_w18_qp_21.pdf": {
+            "1": "  the syllabus is approved for use in england, wales and northern ir eland as a cambridge international level 1/level 2 certificat e.  this document consists of 16 printed pages.  ib18 11_0625_21/2rp  \u00a9 ucles 2018 [turn over     *8207631209 * cambridge international examinations  cambridge international general certificate of secondary education       physics 0625/21     paper 2  multiple choice (extended)  october/november 2018     45 minutes    additional materials: multiple choice answer sheet   soft clean eraser   soft pencil (type b or hb recommended)       read these instructions first    write in soft pencil.  do not use staples, paper clips, glue or correction fluid. write your name, centre number and candidate number on the answer sheet in the spaces provided  unless this has been done for you.  do not write in any barcodes.   there are forty  questions on this paper. answer all questions. for each question there are four possible  answers a, b, c and d.   choose the one you consider correct and record your choice in soft pencil  on the separate answer sheet.    read the instructions on the answer sheet very carefully.    each correct answer will score one mark. a ma rk will not be deducted for a wrong answer.  any rough working should be done in this booklet. electronic calculators may be used. take the weight of 1.0  kg to be 10  n (acceleration of free fall = 10  m / s2).   ",
+            "2": "2  \u00a9 ucles 2018 0625/21/o/n/18  1 the diagram shows part of a micrometer screw gauge.    0 mm1245 40 35 30     what is the smallest reading that can be achieved using this micrometer screw gauge?  a 0.0001  mm b 0.01  mm c 0.1  mm d 1 mm     2 a small, light ball is dropped from the top of a tall building.    which graph shows how the speed of the ball changes with time?    speed time 0a 0speed time 0b 0 speed time 0c 0speed time 0d 0     3 a runner runs 300  m at an average speed of 3.0  m / s. she then runs another 300  m at an average  speed of 6.0  m / s.    what is her average speed for the total distance of 600  m?  a 2.0  m / s b 4.0  m / s c 4.5  m / s d 8.0  m / s    ",
+            "3": "3  \u00a9 ucles 2018 0625/21/o/n/18 [turn over  4 a helium balloon is tied to a top-pan balance. a metal block of mass 100  g is placed on the  balance. the reading on the balance is 91  g.    91 gmetal blockhelium balloon     which statement can be deduced from this experiment?  a the balloon exerts a downward force of 0.09  n on the top-pan balance.  b the helium has a mass of \u20139  g.  c the helium has a mass of +9  g.  d the resultant downward force on the top-pan balance is 0.91  n.     5 a liquid has a volume of 0.040  m3 and a mass of 30  000  g.    what is the density of the liquid?  a 0.075  kg  / m3 b 7.5  kg  / m3 c 750  kg  / m3 d 7500  kg  / m3    6 a resultant force of 4.0  n acts on an object of mass 0.50  kg for 3.0 seconds.    what is the change in velocity caused by this force?  a 4.0  m / s b 6.0  m / s c 12  m / s d 24  m / s      7 which quantities are both vectors?  a acceleration and force  b acceleration and pressure  c density and force  d density and pressure     ",
+            "4": "4  \u00a9 ucles 2018 0625/21/o/n/18  8 a moving ball with a momentum of 25  kg  m / s collides head-on with a wall.    wall ball     it rebounds from the wall with the same speed but in the opposite direction. the time of collision  is 50  ms.    what is the average force exerted on th e wall by the ball during the collision?  a 0.50  n b 1.00  n c 500  n d 1000  n    9 which device is designed to convert chemical energy into kinetic energy?  a an a.c. generator  b a battery-powered torch  c a car engine  d a wind-up mechanical clock     10 an object, initially at rest, is  dropped from a height of 12.0  m. the change in gravitational potential  energy when it falls to the ground is 565  j.    the frictional forces are negligible.    what is its speed when it hits the ground?  a 4.71  m / s b 15.5  m / s c 47.1  m / s d 240  m / s     11 a man climbs a ladder.    which two quantities can be used to calculate the useful power of the man?  a the weight of the man and the time taken only  b the weight of the man and the vertical distance moved only  c the work done by the man and the time taken only  d the work done by the man and the vertical distance moved only    ",
+            "5": "5  \u00a9 ucles 2018 0625/21/o/n/18 [turn over  12 a manometer is used to measure the pressure of a gas supply.    hconnection to gas supplymanometer liquid     which change gives a greater value of height h ?  a using a less dense liquid  b using a more dense liquid  c using a narrower tube  d using a wider tube      13 a washbasin has an exit pipe covered with a plug of area 12  cm2. a chain is attached to the  centre of the plug to assist in pulling the plug away from the exit hole. the washbasin contains  water to a depth of 0.080  m.    the density of the water is 1000  kg  / m3.    chain plug     what is the force acting on the plug due to the water?  a 0.96  n b 800  n c 9600  n d 80  000  n     ",
+            "6": "6  \u00a9 ucles 2018 0625/21/o/n/18  14 diagram 1 shows apparatus being used to observe smoke particles.    diagram 2 shows how a smoke particle moves randomly.    microscope air molecules andsmoke particleslightdiagram 1 diagram 2 random movementeye     why do the smoke particles move randomly?  a they are hit by air molecules.  b they are less dense than air.  c they are moved by convection currents.  d they gain energy from the light.     15 the gas in a sealed container is compressed at constant temperature.    which graph shows how the pressure of the gas changes with its volume?    0 0pressure volumea 0 0pressure volumeb 0 0pressure volumec 0 0pressure volumed  ",
+            "7": "7  \u00a9 ucles 2018 0625/21/o/n/18 [turn over  16 the distance between two electricity pylons is 60  m. an engineer fits a cable of length 62  m  between the pylons.    why does the engineer choose a cable that is longer than the distance between the two pylons?  a to allow for contraction of the cable in cold weather  b to create a slope in the cable for electrons to flow down  c to keep the current low and the voltage high   d to reduce magnetic fields around the cable     17 the diagram shows a liquid-in-glass thermometer.    bulb capillary tube     which change increases the sensitivity of the thermometer?  a a narrower capillary tube  b a wider capillary tube  c thicker glass around the bulb  d thinner glass around the bulb      18 an object of mass 800  g and specific heat capacity 250  j / (kg  \u00b0c) is heated. it absorbs 5300  j of  energy.    what is the increase in temperature of the object?  a 0.027  \u00b0c b 17  \u00b0c c 27  \u00b0c d 17  000  \u00b0c     19 on a cold day, a shiny metal rod feels colder to the touch than a black plastic rod.    which statement explains this observation?  a the metal rod is a better absorber of infra-red radiation than the plastic rod.  b the metal rod is a better thermal conductor than the plastic rod.  c the metal rod is a worse absorber of infra-red radiation than the plastic rod.  d the metal rod is a worse thermal conductor than the plastic rod.     ",
+            "8": "8  \u00a9 ucles 2018 0625/21/o/n/18  20 one end of a copper bar is heated to a high temperature.    which mechanism is responsible for the transfer of thermal energy to the other end of the copper  bar?  a the lattice vibrations of copper ions only  b the lattice vibrations of copper ions and the movement of high energy electrons along the bar  c the movement of high energy copper ions along the bar  d the movement of high energy electrons along the bar only     21 plane water waves travel from a shallow region into a deeper region. they travel more quickly in  the deeper water.    wave directionshallow water deep waterboundary     which diagram shows the wave pattern in the deeper water?    abcd      22 which statement about the image formed by a plane mirror is correct?  a the image is larger than the object.  b the image is smaller than the object.  c the image is twice as far from the mirror as the object.  d the image is virtual.     ",
+            "9": "9  \u00a9 ucles 2018 0625/21/o/n/18 [turn over  23 a ray of light is incident on a glass-air surface. the diagrams show the ray of light at different  angles of incidence in the glass.    40\u00b0air glass 44\u00b0airglass 48\u00b0airglass     what is the refractive index of the glass?  a 1.35 b 1.44 c 1.50 d 1.55     24 different parts of the electromagnetic spectrum are used for different purposes. below are four  statements about parts of the spectrum.    statement 1: infra-red waves are used in television remote controllers.  statement 2: radio waves are used to transmit television pictures from satellites to earth. statement 3: ultraviolet waves are used for intruder alarms. statement 4: x-rays are used for security checks.    which statements are correct?  a 1 and 2 b 1 and 4 c 2 and 3 d 3 and 4      25 iron is used for the core of a transformer and steel is used to make a bar magnet.    which statement explains these uses of iron and of steel?  a iron is a magnetic material and steel is a non-magnetic material.  b iron is a permanent magnetic material and steel is a temporary magnetic material.  c iron is a temporary magnetic material and steel is a permanent magnetic material.  d iron is a non-magnetic material and steel is a magnetic material.     ",
+            "10": "10  \u00a9 ucles 2018 0625/21/o/n/18  26 a sheet of ice floats on water. a source of sound s is positioned at the edge of the ice sheet.    four microphones are placed equal distances from s.    which microphone detects the sound from s first?    sa cdb iceair water      27 a bar magnet is placed inside a current-carrying coil. the diagram shows four different  experiments.    magnet slowly removed1 magnet slowly removed2 current in coil slowly reduced3+ \u2013 current in coil slowly reduced4 + \u2013    in which experiments is the magnet demagnetised?  a 1 and 2 b 1 and 3 c 2 and 4 d 3 and 4     ",
+            "11": "11  \u00a9 ucles 2018 0625/21/o/n/18 [turn over  28 the diagrams represent two different electric fields.    field 1 field 2    a single electron is located in each of the fields.    which row gives the correct direction of the force on the electron and the field in which there is a larger force on it?     direction of  the force larger force  a \u2193 field 1  b \u2193 field 2  c \u2191 field 1  d \u2191 field 2     29 the resistance of a component in a circuit is found using an ammeter and a voltmeter.    how are the ammeter and the voltmeter connected?  a the voltmeter and ammeter in parallel with the component  b the voltmeter and ammeter in series with the component  c the voltmeter in parallel with the component and the ammeter in series with the component  d the voltmeter in series with the component and the ammeter in parallel with the component    30 the table gives data for four different electrical devices.    which device develops the greatest power?     device voltage current  a car headlight 12  v 3.0  a  b cooling fan 110  v 0.40  a  c electric spark generator 400  kv 0.10  ma  d mains lamp 240  v 0.20  a     ",
+            "12": "12  \u00a9 ucles 2018 0625/21/o/n/18  31 the circuit diagram shows a fixed resistor r and a thermistor t used in a potential divider circuit.    t r     vr and vt are the potential differences across r and t respectively.    what happens to vr and to vt as the temperature of the thermistor decreases?     vr vt  a decreases increases  b increases decreases  c stays the same decreases  d stays the same increases     32 the circuit diagram shows a power supply connected to some circuit components.    in the diagram, p and q are the terminals of the d.c. power supply.    apq r1 r2     under which circumstances does the ammeter show a reading other than zero?  a when p is positive or negative  b the ammeter always shows a zero reading  c only when p is negative  d only when p is positive     ",
+            "13": "13  \u00a9 ucles 2018 0625/21/o/n/18 [turn over  33 the diagram shows a digital circuit with two inputs and one output.    outputinput 1 input 2     what describes the action of the circuit?  a and b nand c nor d or      34 either a fuse or a circuit-breaker can be used to protect electrical cables from large currents that  could cause overheating.    electrical supplyx y appliancecable cablelive neutral     when a fuse is used, where should it be connected, and when a circuit-breaker is used, where should it be connected?     position  of fuse position of  circuit-breaker  a x x  b x y  c y x  d y y     ",
+            "14": "14  \u00a9 ucles 2018 0625/21/o/n/18  35 there is a current of 3.0  a in a conductor.    the current is changed to 6.0  a in the opposite direction.    which effect does this have on the magnetic field around the conductor?  a it decreases and it acts in the opposite direction.  b it decreases and it acts in the same direction.  c it increases and it acts in the opposite direction.  d it increases and it acts in the same direction.     36 a wire is placed in a strong magnetic field. when a current is passed through the wire it moves  upwards, as shown.    s nmovement     the current is reversed.    in which direction does the wire move?  a downwards  b towards the north pole  c towards the south pole  d upwards    ",
+            "15": "15  \u00a9 ucles 2018 0625/21/o/n/18 [turn over  37 which diagram represents the structure of a neutral atom?    + + \u2013\u2013 \u2013key neutron proton electrona b ++\u2013 ++c +++d \u2013 \u2013\u2013 \u2013     38 when a uranium-235 nucleus absorbs a neutron, it becomes unstable and undergoes fission.    the fission process produces a barium (ba) nucleus, a krypton (kr) nucleus and 3 neutrons.    the fission process is represented by the nuclear equation shown.    n1 0  +  u235 92  \u2192  ba144 56   +  kr... ...  +  3 n1 0    which symbol represents the resulting krypton nucleus?  a kr89 36 b kr91 34 c kr91 35 d kr91 36     39 the diagram shows the paths of three different types of radiation x, y and z.    x  y z  2  mm of plastic10 mm of aluminium50 mm of lead    which row correctly identifies x, y and z?     x y z  a \u03b1-particles \u03b2-particles \u03b3-rays  b \u03b2-particles \u03b1-particles \u03b3-rays  c \u03b2-particles \u03b3-rays \u03b1-particles  d \u03b3-rays \u03b1-particles \u03b2-particles     ",
+            "16": "16    permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to trac e 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 ans wer-related information to candidates, all copyright acknowledgements are reproduced onl ine in the cambridge  international examinations copyright acknow ledgements booklet. this is produced for each  series of examinations and is freely a vailable to download at  www.cie.org.uk after the live examination series.    cambridge international examinations is part of the cambridge as sessment group. cambridge assessment is the brand name of unive rsity of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge.    \u00a9 ucles 2018 0625/21/o/n/18  40 a scientist measures the count rate of a radioactive sample in a laboratory over a period of  12 weeks.    the background radiation count rate in the laboratory remains constant at 20 counts per minute.    the table shows the scientist\u2019s results before the background radiation count rate is taken into account.    time  /  weeks count rate  / counts per minute  0 100  2 80  4 65  6 54  8 45  10 39  12 34    in which range does the half-life of the radioactive isotope lie?  a between 4 and 6 weeks  b between 6 and 8 weeks  c between 8 and 10 weeks  d more than 12 weeks       "
+        },
+        "0625_w18_qp_22.pdf": {
+            "1": "  the syllabus is approved for use in england, wales and northern ir eland as a cambridge international level 1/level 2 certificat e.  this document consists of 16 printed pages.  ib18 11_0625_22/3rp  \u00a9 ucles 2018 [turn over     *3081874355 * cambridge international examinations  cambridge international general certificate of secondary education       physics 0625/22     paper 2  multiple choice (extended)  october/november 2018     45 minutes    additional materials: multiple choice answer sheet   soft clean eraser   soft pencil (type b or hb recommended)       read these instructions first    write in soft pencil.  do not use staples, paper clips, glue or correction fluid. write your name, centre number and candidate number on the answer sheet in the spaces provided  unless this has been done for you.  do not write in any barcodes.   there are forty  questions on this paper. answer all questions. for each question there are four possible  answers a, b, c and d.   choose the one you consider correct and record your choice in soft pencil  on the separate answer sheet.    read the instructions on the answer sheet very carefully.    each correct answer will score one mark. a ma rk will not be deducted for a wrong answer.  any rough working should be done in this booklet. electronic calculators may be used. take the weight of 1.0  kg to be 10  n (acceleration of free fall = 10  m / s2).   ",
+            "2": "2  \u00a9 ucles 2018 0625/22/o/n/18  1 the diagram shows part of a micrometer screw gauge.    0 mm1245 40 35 30     what is the smallest reading that can be achieved using this micrometer screw gauge?  a 0.0001  mm b 0.01  mm c 0.1  mm d 1 mm     2 the speed-time graph shows the motion of a car.    at which time is its acceleration greatest?    speed timea bcd00     3 an athlete runs at a speed of 8  m / s for 10  s, and then at a speed of 6  m / s for 12  s.    which calculation gives the average speed of the athlete in  m / s?  a 268+  b  2212)(6 10)(8 \u00d7+ \u00d7  c  2212)(6 10)(8 \u00f7+ \u00f7  d  226) (128) (10 \u00f7 +\u00f7     ",
+            "3": "3  \u00a9 ucles 2018 0625/22/o/n/18 [turn over  4 a helium balloon is tied to a top-pan balance. a metal block of mass 100  g is placed on the  balance. the reading on the balance is 91  g.    91 gmetal blockhelium balloon     which statement can be deduced from this experiment?  a the balloon exerts a downward force of 0.09  n on the top-pan balance.  b the helium has a mass of \u20139  g.  c the helium has a mass of +9  g.  d the resultant downward force on the top-pan balance is 0.91  n.     5 the diagram shows four blocks of different metals. each block has a mass of 12  g.    which metal has the largest density?    2 cm1 cm1 cm 3 cm1 cm1 cm2 cm2 cm1 cm 3 cm2 cm1 cmab cd     ",
+            "4": "4  \u00a9 ucles 2018 0625/22/o/n/18  6 the graph shows how the length of a spring changes when the stretching force is increased.    30 25201510 5 0 0 1 2 3 4 5 6length of spring  / cm force  / n    in the hooke\u2019s law region, what is the spring constant for this spring?  a 0.20  n / cm b 0.22  n / cm c 0.28  n / cm d 0.33  n / cm     7 point x is the centre of mass of a lamina in the shape of a triangle with sides of equal length. the  top of the triangle is cut off along the dotted line shown.    x     what happens to the centre of mass, x?  a moves towards the bottom of the page  b moves to the left  c moves to the right  d moves towards the top of the page     ",
+            "5": "5  \u00a9 ucles 2018 0625/22/o/n/18 [turn over  8 an object of mass 3.0  kg, travelling at a speed of 6.0  m / s, collides with an object of mass 2.0  kg,  travelling in the opposite direction at a speed of 2.0  m / s.    3.0 kg6.0 m / s 2.0 kg2.0 m / s     the objects stick together during the collision.    what is the speed and direction of the combined mass after the collision?  a 4.4  m / s to the left  b 4.4  m / s to the right  c 2.8  m / s to the left  d 2.8  m / s to the right      9 which device is designed to convert chemical energy into kinetic energy?  a an a.c. generator  b a battery-powered torch  c a car engine  d a wind-up mechanical clock      10 the diagram shows a pendulum.    pr q10 cm     the pendulum swings from p to q to r and back to p.    p is 10  cm higher than q.    at which speed does the pendulum bob pass through q?  a 0.44  m / s b 1.0  m / s c 1.4  m / s d 2.0  m / s    ",
+            "6": "6  \u00a9 ucles 2018 0625/22/o/n/18  11 a crane on a building site lifts bricks of total mass 200  kg, initially at rest on the ground, with  uniform acceleration.    when the bricks are 5.0  m from the ground, they have a speed of 5.0  m / s.    how much work is done during this process?  a 2.5  kj b 10.0  kj c 12.5  kj d 35  kj     12 a manometer is used to measure the pressure of a gas supply.    hconnection to gas supplymanometer liquid     which change gives a greater value of height h ?  a using a less dense liquid  b using a more dense liquid  c using a narrower tube  d using a wider tube     13 a washbasin has an exit pipe covered with a plug of area 12  cm2. a chain is attached to the  centre of the plug to assist in pulling the plug away from the exit hole. the washbasin contains water to a depth of 0.080  m.    the density of the water is 1000  kg  / m3.    chain plug     what is the force acting on the plug due to the water?  a 0.96  n b 800  n c 9600  n d 80  000  n     ",
+            "7": "7  \u00a9 ucles 2018 0625/22/o/n/18 [turn over  14 diagram 1 shows apparatus being used to observe smoke particles.    diagram 2 shows how a smoke particle moves randomly.    microscope air molecules andsmoke particleslightdiagram 1 diagram 2 random movementeye     why do the smoke particles move randomly?  a they are hit by air molecules.  b they are less dense than air.  c they are moved by convection currents.  d they gain energy from the light.     15 a closed container of gas is heated. the pressure of the gas increases.    which statement explains this increase in pressure?  a the changes in the momentum of the gas molecules striking the walls of the container increase.  b the forces of attraction between the gas molecules and the walls of the container increase.  c the gas molecules collide with each other more frequently.  d the gas molecules lose more energy when they strike the walls of the container.    ",
+            "8": "8  \u00a9 ucles 2018 0625/22/o/n/18  16 the metal lid on a glass jar is difficult to unscrew.    the jar is placed in a warm oven until the jar and the lid reach the same temperature. the lid is now easily unscrewed.    which property accounts for this?  a thermal capacity of the jar  b thermal capacity of the lid  c thermal conduction  d thermal expansion      17 a block of iron of mass m is heated and gains 10  kj of internal energy. the temperature of the  block rises by \u03b8 \u00b0c.    a second block of iron of mass 2 m is heated and gains 5.0  kj of internal energy.    what is the temperature rise of the second block in \u00b0c?  a 4\u03b8 b 2\u03b8 c 2\u03b8 d 4\u03b8     18 which factors affect the sensitivity of a thermometer?    1 the diameter of the bore of the tube  2 the length of the capillary tube 3 the thickness of the bulb wall    a 1 only b 1 and 2 only c 1 and 3 only d 1, 2 and 3      19 which statement about convection is not correct?  a it enables water in a pan on a cooker to get evenly heated.  b it happens in liquids and gases.  c it means that heat rises.  d it occurs because the density of a fluid decreases when it is heated.     ",
+            "9": "9  \u00a9 ucles 2018 0625/22/o/n/18 [turn over  20 a lamp has a metal filament that glows when heated by an electric current.    the middle of the filament is at a very high temperature. the ends of the filament, which are  connected to the base of the lamp, are cooler.    which statement is correct?  a some thermal energy is conducted to the base of the lamp.  b the filament radiates energy equally at all points along its length.  c the lamp transfers all of the electrical energy it receives into light energy.  d when the voltage across the filament is halved, the power output is halved.      21 plane water waves travel from a shallow region into a deeper region. they travel more quickly in  the deeper water.    wave directionshallow water deep waterboundary     which diagram shows the wave pattern in the deeper water?    abcd       22 a thin converging lens has a focal length of 6.0  cm. an observer looks through the lens at an  object which is placed 4.0  cm from the lens.    4.0 cm objecteye     which description of the image that is observed is correct?  a diminished and inverted  b diminished and virtual  c enlarged and inverted  d enlarged and virtual ",
+            "10": "10  \u00a9 ucles 2018 0625/22/o/n/18  23 a transmitter produces radio waves of wavelength 1500  m. it takes the waves 0.025  s to travel  from the transmitter to a radio receiver.    what is the distance between the radio transmitter and the receiver?  a 5.0 \u00d7 103  m b 2.0 \u00d7 105  m c 7.5 \u00d7 106  m d 1.1 \u00d7 1010  m     24 different parts of the electromagnetic spectrum are used for different purposes. below are four  statements about parts of the spectrum.    statement 1: infra-red waves are used in television remote controllers.  statement 2: radio waves are used to transmit television pictures from satellites to earth. statement 3: ultraviolet waves are used for intruder alarms. statement 4: x-rays are used for security checks.    which statements are correct?  a 1 and 2 b 1 and 4 c 2 and 3 d 3 and 4     25 a sheet of ice floats on water. a source of sound s is positioned at the edge of the ice sheet.    four microphones are placed equal distances from s.    which microphone detects the sound from s first?    sa cdb iceair water      ",
+            "11": "11  \u00a9 ucles 2018 0625/22/o/n/18 [turn over  26 the diagram shows a bar magnet at rest on a smooth horizontal surface. a length of soft-iron  wire is held parallel to the magnet.    n ssoft-iron wire magnet     the wire is released.    what happens?  a the wire moves away from the magnet.  b the wire moves towards the magnet.  c the wire\u2019s centre stays in its present position and the wire rotates through 90 \u00b0 in a clockwise  direction.  d the wire\u2019s centre stays in its present position and the wire rotates through 90 \u00b0 in an  anticlockwise direction.    27 the diagram shows point x between two charged plates.    + +++++\u2013 \u2013\u2013\u2013\u2013\u2013 x     which diagram shows the electric field pattern near point x?    a b c d      ",
+            "12": "12  \u00a9 ucles 2018 0625/22/o/n/18  28 a bar magnet is placed inside a current-carrying coil. the diagram shows four different  experiments.    magnet slowly removed1 magnet slowly removed2 current in coil slowly reduced3+ \u2013 current in coil slowly reduced4 + \u2013    in which experiments is the magnet demagnetised?  a 1 and 2 b 1 and 3 c 2 and 4 d 3 and 4     29 copper wire is available in fixed lengths but in various diameters d. each diameter has a different  resistance r.    which relationship between r and d is correct?  a r is directly proportional to d.  b r is directly proportional to d  2.  c r is inversely proportional to d.  d r is inversely proportional to d 2.    30 a student investigates the resistance of a lamp.    which row states how the meters must be connected?     ammeter voltmeter  a in parallel with the lamp in parallel with the lamp  b in parallel with the lamp in series with the lamp  c in series with the lamp in parallel with the lamp  d in series with the lamp in series with the lamp ",
+            "13": "13  \u00a9 ucles 2018 0625/22/o/n/18 [turn over  31 the circuit shown is used to change the voltage vout as the temperature of device x changes.    voutdevice x 0 v+6.0  v     which row is correct?     name of this  type of circuit name of  device x  a potential divider fuse  b potential divider thermistor  c variable resistor fuse  d variable resistor thermistor     32 the circuit diagram shows a d.c. power supply connected to two resistors r 1 and r 2 and four  diodes.    + \u2013r1 r2     which statement is correct?  a there is a current in r 1 and a current in r 2.  b there is a current in r 1 but no current in r 2.  c there is no current in r 1 but a current in r 2.  d there is no current in r 1 and no current in r 2.     ",
+            "14": "14  \u00a9 ucles 2018 0625/22/o/n/18  33 a logic gate has inputs 0,0 and an output 1.    which two types of logic gate behave in this way?  a or, and  b or, nand  c nor, and  d nor, nand    34 either a fuse or a circuit-breaker can be used to protect electrical cables from large currents that  could cause overheating.    electrical supplyx y appliancecable cablelive neutral     when a fuse is used, where should it be connected, and when a circuit-breaker is used, where should it be connected?     position  of fuse position of  circuit-breaker  a x x  b x y  c y x  d y y     35 electrical power is transmitted at 400  kv and transformed down to 240  v before being delivered to  consumers.    which statement is correct?  a a 400  kv cable requires less insulation than a 240  v cable.  b birds are subject to a high-voltage shock when resting on a high-voltage cable.  c the current in the transmission wires is equal to the current delivered to the consumers.  d with a 400  kv transmission system, a smaller proportion of the energy is used to heat the  atmosphere than with a 240  v system.    ",
+            "15": "15  \u00a9 ucles 2018 0625/22/o/n/18 [turn over  36 the diagram shows a coil of wire between the poles of a magnet.    20 turns ns +\u2013 power supply    the coil consists of 20 turns of insulated wire.    the coil is connected to a variable resistor and a power supply.    how can the turning effect on the coil be increased?  a by moving the poles of the magnet closer to the coil  b by reducing the number of turns on the coil while keeping the current constant  c by increasing the resistance of the variable resistor  d by reversing the terminals of the power supply      37 which diagram represents the structure of a neutral atom?    + + \u2013\u2013 \u2013key neutron proton electrona b ++\u2013 ++c +++d \u2013 \u2013\u2013 \u2013      38 a radioactive nucleus rn220 86  decays in two stages to produce pb212 82 .    which two particles are emitted in this process?  a an \u03b1-particle and a \u03b2-particle  b an \u03b1-particle and a proton  c two \u03b1-particles  d two \u03b2-particles     ",
+            "16": "16    permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to trac e 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 ans wer-related information to candidates, all copyright acknowledgements are reproduced onl ine in the cambridge  international examinations copyright acknow ledgements booklet. this is produced for each  series of examinations and is freely a vailable to download at  www.cie.org.uk after the live examination series.    cambridge international examinations is part of the cambridge as sessment group. cambridge assessment is the brand name of unive rsity of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge.    \u00a9 ucles 2018 0625/22/o/n/18  39 the diagram shows the paths of three different types of radiation x, y and z.    x  y z  2  mm of plastic10 mm of aluminium50 mm of lead    which row correctly identifies x, y and z?     x y z  a \u03b1-particles \u03b2-particles \u03b3-rays  b \u03b2-particles \u03b1-particles \u03b3-rays  c \u03b2-particles \u03b3-rays \u03b1-particles  d \u03b3-rays \u03b1-particles \u03b2-particles      40 the count rate measured when near a radioactive source drops from 542 counts per minute to  94 counts per minute in 12 hours. the background count remains constant at 30 counts per minute.    what is the half-life of the source?  a 2 hours b 3 hours c 4 hours d 8 hours       "
+        },
+        "0625_w18_qp_23.pdf": {
+            "1": "  the syllabus is approved for use in england, wales and northern ir eland as a cambridge international level 1/level 2 certificat e.  this document consists of 16 printed pages.  ib18 11_0625_23/4rp  \u00a9 ucles 2018 [turn over     *9510057274* cambridge international examinations  cambridge international general certificate of secondary education       physics 0625/23     paper 2  multiple choice (extended)  october/november 2018     45 minutes    additional materials: multiple choice answer sheet   soft clean eraser   soft pencil (type b or hb recommended)       read these instructions first    write in soft pencil.  do not use staples, paper clips, glue or correction fluid. write your name, centre number and candidate number on the answer sheet in the spaces provided  unless this has been done for you.  do not write in any barcodes.   there are forty  questions on this paper. answer all questions. for each question there are four possible  answers a, b, c and d.   choose the one you consider correct and record your choice in soft pencil  on the separate answer sheet.    read the instructions on the answer sheet very carefully.    each correct answer will score one mark. a ma rk will not be deducted for a wrong answer.  any rough working should be done in this booklet. electronic calculators may be used. take the weight of 1.0  kg to be 10  n (acceleration of free fall = 10  m / s2).   ",
+            "2": "2  \u00a9 ucles 2018 0625/23/o/n/18  1 the diagram shows part of a micrometer screw gauge.    0 mm1245 40 35 30     what is the smallest reading that can be achieved using this micrometer screw gauge?  a 0.0001  mm b 0.01  mm c 0.1  mm d 1 mm     2 an object falls in a gravitational field with air resistance.    which distance-time graph shows this motion?    distance fallen timea 0 0distancefallen timeb 0 0 distancefallen timec 0 0distancefallen timed 0 0     3 a boy runs 400  m at an average speed of 4.0  m / s.    he runs the first 200  m in 40  s.    how long does he take to run the second 200  m?  a 60  s b 66.7  s c 80  s d 140  s    ",
+            "3": "3  \u00a9 ucles 2018 0625/23/o/n/18 [turn over  4 a helium balloon is tied to a top-pan balance. a metal block of mass 100  g is placed on the  balance. the reading on the balance is 91  g.    91 gmetal blockhelium balloon     which statement can be deduced from this experiment?  a the balloon exerts a downward force of 0.09  n on the top-pan balance.  b the helium has a mass of \u20139  g.  c the helium has a mass of +9  g.  d the resultant downward force on the top-pan balance is 0.91  n.     5 a student carries out experiments to find the mass and the volume of four samples of rock.    the graph shows the results.    200 100 0 0 50 100mass  / g volume  / cm3sample p sample q sample r sample s     which pair are samples of the same type of rock?  a p and q b p and s c r and q d q and s     ",
+            "4": "4  \u00a9 ucles 2018 0625/23/o/n/18  6 an object accelerates from 10  m / s to 30  m / s in 4.0 seconds.    the accelerating force is 150  n.    what is the mass of the object?  a 0.033  kg b 5.0  kg c 7.5  kg d 30  kg     7 the diagram shows a uniform bar of length 120  cm and weight w. the bar is pivoted at a point  40  cm from the left end of the bar.  a load of 2w is suspended from the right-hand end of the bar.  a downward force f is applied to the left-hand end of the bar to keep it in equilibrium.    pivot bar f bar\u2019s weight w w 204 0  cm 60  cm 120  cm     what is the magnitude of force f ?  a 2w b w c 23w d 2w      8 an electron is moving at a speed of 5 \u00d7 106  m / s.  a neutron is moving at a speed of 5 \u00d7 104  m / s.    the mass of the electron is m.  the mass of the neutron is 2000 m.    which row is correct?     greater  momentum greater  kinetic energy  a electron electron  b electron neutron  c neutron electron  d neutron neutron     ",
+            "5": "5  \u00a9 ucles 2018 0625/23/o/n/18 [turn over  9 which device is designed to convert chemical energy into kinetic energy?  a an a.c. generator  b a battery-powered torch  c a car engine  d a wind-up mechanical clock      10 a barrel of mass 40  kg is raised to a height of 1.5  m by rolling it up a ramp. the length of the ramp  is 8.0  m. the force f applied to the barrel acts parallel to the ramp. the frictional force is  negligible.    1.5 m8.0 m 40 kgf     which row is correct?     gain in gravitational  potential energy  / j force f / n  a 60 7.5  b 60 40  c 600 75  d 600 400     11 what is the main process by which energy is produced in the sun?  a combustion  b nuclear fission  c nuclear fusion  d radioactive decay     ",
+            "6": "6  \u00a9 ucles 2018 0625/23/o/n/18  12 a manometer is used to measure the pressure of a gas supply.    hconnection to gas supplymanometer liquid     which change gives a greater value of height h ?  a using a less dense liquid  b using a more dense liquid  c using a narrower tube  d using a wider tube      13 a washbasin has an exit pipe covered with a plug of area 12  cm2. a chain is attached to the  centre of the plug to assist in pulling the plug away from the exit hole. the washbasin contains  water to a depth of 0.080  m.    the density of the water is 1000  kg  / m3.    chain plug     what is the force acting on the plug due to the water?  a 0.96  n b 800  n c 9600  n d 80  000  n     ",
+            "7": "7  \u00a9 ucles 2018 0625/23/o/n/18 [turn over  14 diagram 1 shows apparatus being used to observe smoke particles.    diagram 2 shows how a smoke particle moves randomly.    microscope air molecules andsmoke particleslightdiagram 1 diagram 2 random movementeye     why do the smoke particles move randomly?  a they are hit by air molecules.  b they are less dense than air.  c they are moved by convection currents.  d they gain energy from the light.     15 a bubble of air has a volume of 2.0  cm3 at the bottom of a lake where the total pressure is  4.0 \u00d7 105  pa. the temperature of the water in the lake is constant. the atmospheric pressure at  the surface is 1.0 \u00d7 105  pa.    what is the volume of the bubble when it rises to the surface?  a 0.13  cm3 b 0.17  cm3 c 6.0  cm3 d 8.0  cm3      16 which row shows the relative order of thermal expansion of solids, liquids and gases?     most expansion  least expansion  a solids liquids gases  b solids gases liquids  c gases solids liquids  d gases liquids solids     ",
+            "8": "8  \u00a9 ucles 2018 0625/23/o/n/18  17 a block of ice is at a temperature of \u2013100  \u00b0c. energy is supplied at a constant rate. the graph  shows how its temperature changes.    time200 100 0 \u2013100temperature / \u00b0c 1 23 4     at which points has the ice completely changed state to water and all the water completely  changed state to steam?     completely  changed to water completely  changed to steam  a 1 3  b 1 4  c 2 3  d 2 4     18 the temperature of the water at the bottom of a waterfall is greater than the temperature of the  water at the top.    the gravitational potential energy of the water at the top is transferred to thermal energy at the  bottom.    the specific heat capacity of water is 4200  j / (kg  \u00b0c).    what is the temperature difference for a waterfall of height 21  m?  a 0.005  \u00b0c b 0.05  \u00b0c c 20  \u00b0c d 200  \u00b0c    19 one end of a shiny metal rod is heated and the other end quickly gets hot.    which statement describes why the other end quickly gets hot?  a metals are good thermal conductors.  b metals are poor thermal conductors.  c shiny surfaces are good emitters of infra-red radiation.  d shiny surfaces are poor emitters of infra-red radiation.     ",
+            "9": "9  \u00a9 ucles 2018 0625/23/o/n/18 [turn over  20 four different surfaces are at the same high temperature.    which surface will emit thermal radiation at the slowest rate?     colour of  surface texture of  surface surface  area  / cm2  a black dull 10  b black dull 100  c white shiny 10  d white shiny 100      21 plane water waves travel from a shallow region into a deeper region. they travel more quickly in  the deeper water.    wave directionshallow water deep waterboundary     which diagram shows the wave pattern in the deeper water?    abcd      22 an object is placed 8.0  cm from a thin converging lens of focal length 5.0  cm.    5.0 cm 8.0 cmconverging lens fobject     which statement about the image formed by the lens is correct?  a the image is real and inverted.  b the image is real and upright.  c the image is virtual and inverted.  d the image is virtual and upright. ",
+            "10": "10  \u00a9 ucles 2018 0625/23/o/n/18  23 light travels through air and then enters and travels through a parallel-sided glass block.    which statement is correct?  a the angle of incidence is greater than the angle of refraction as the light leaves the block.  b the light emerging from the block is parallel to the light entering the block.  c the speed of the light decreases as it leaves the block.  d the wavelength of the light does not change as it enters the block.     24 different parts of the electromagnetic spectrum are used for different purposes. below are four  statements about parts of the spectrum.    statement 1: infra-red waves are used in television remote controllers.  statement 2: radio waves are used to transmit television pictures from satellites to earth. statement 3: ultraviolet waves are used for intruder alarms. statement 4: x-rays are used for security checks.    which statements are correct?  a 1 and 2 b 1 and 4 c 2 and 3 d 3 and 4     25 a sheet of ice floats on water. a source of sound s is positioned at the edge of the ice sheet.    four microphones are placed equal distances from s.    which microphone detects the sound from s first?    sa cdb iceair water     ",
+            "11": "11  \u00a9 ucles 2018 0625/23/o/n/18 [turn over  26 which diagram shows the pattern and the direction of the magnetic field lines around a bar  magnet?    s nc s nds na s nb      27 a bar magnet is placed inside a current-carrying coil. the diagram shows four different  experiments.    magnet slowly removed1 magnet slowly removed2 current in coil slowly reduced3+ \u2013 current in coil slowly reduced4 + \u2013    in which experiments is the magnet demagnetised?  a 1 and 2 b 1 and 3 c 2 and 4 d 3 and 4 ",
+            "12": "12  \u00a9 ucles 2018 0625/23/o/n/18  28 which row shows the meaning of the quantity e.m.f. and the unit in which it is measured?     meaning unit  a electromagnetic force n  b electromagnetic force v  c electromotive force n  d electromotive force v      29 which diagram shows the current-voltage ( i - v) characteristic for a filament lamp?    0 0 va i 0 0 vb i 0 0 vc i 0 0 vd i      30 the diagram shows a light-dependent resistor (ldr) connected in a potential divider circuit.    v     the brightness of the light falling on the ldr is increased.    which row shows what happens to the resistance of the ldr, and what happens to the reading on the voltmeter?     resistance of ldr reading on voltmeter  a decreases decreases  b decreases increases  c increases decreases  d increases increases    ",
+            "13": "13  \u00a9 ucles 2018 0625/23/o/n/18 [turn over  31 the diagram shows part of an electric circuit. the reading on the voltmeter is 16  v. the current in  the resistor is 8.0  a.    v pq 8.0 a    one coulomb of charge flows from p to q through the resistor.    how much energy is transferred in the resistor?  a 2.0  j b 8.0  j c 16  j d 128  j     32 which symbol represents an and gate?    abcd       33 either a fuse or a circuit-breaker can be used to protect electrical cables from large currents that  could cause overheating.    electrical supplyx y appliancecable cablelive neutral     when a fuse is used, where should it be connected, and when a circuit-breaker is used, where  should it be connected?     position  of fuse position of  circuit-breaker  a x x  b x y  c y x  d y y    ",
+            "14": "14  \u00a9 ucles 2018 0625/23/o/n/18  34 the circuit diagram shows an a.c. power supply connected to two diodes and a resistor.    a.c. power supplyx y     the graph shows the current from the supply.    current time 00     which graph shows the current in diode x?    current timea 00current timeb 00 current timec 00current timed 00       35 a 100% efficient step-down transformer has primary voltage  vp and primary current  ip.    which row compares the secondary voltage with vp and the secondary current with ip?     secondary voltage secondary current  a greater than vp greater than ip  b greater than vp less than ip  c less than vp greater than ip  d less than vp less than ip   ",
+            "15": "15  \u00a9 ucles 2018 0625/23/o/n/18 [turn over  36 there is an electric current in a wire. the wire is placed in a magnetic field. a force acts on the  wire due to the current.    which statement is correct?  a the magnetic field must be produced by a permanent magnet and not by an electromagnet.  b the wire must be made from a magnetic material.  c when both the current and the magnetic field are reversed, the direction of the force is  unchanged.  d when the current is reversed, but not the magnetic field, there will be no force on the wire.     37 which diagram represents the structure of a neutral atom?    + + \u2013\u2013 \u2013key neutron proton electrona b ++\u2013 ++c +++d \u2013 \u2013\u2013 \u2013      38 a nucleus of ra228 88  decays into an isotope of actinium, which then decays into a nucleus of  th228 90.    what types of radiation have been emitted during this process?  a one alpha particle only  b one alpha particle and one beta particle  c two alpha particles  d two beta particles     ",
+            "16": "16    permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to trac e 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 ans wer-related information to candidates, all copyright acknowledgements are reproduced onl ine in the cambridge  international examinations copyright acknow ledgements booklet. this is produced for each  series of examinations and is freely a vailable to download at  www.cie.org.uk after the live examination series.    cambridge international examinations is part of the cambridge as sessment group. cambridge assessment is the brand name of unive rsity of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge.    \u00a9 ucles 2018 0625/23/o/n/18  39 the diagram shows the paths of three different types of radiation x, y and z.    x  y z  2  mm of plastic10 mm of aluminium50 mm of lead    which row correctly identifies x, y and z?     x y z  a \u03b1-particles \u03b2-particles \u03b3-rays  b \u03b2-particles \u03b1-particles \u03b3-rays  c \u03b2-particles \u03b3-rays \u03b1-particles  d \u03b3-rays \u03b1-particles \u03b2-particles      40 the count rate due to a sample of a radioactive isotope is measured for 80 minutes.    time  / minutes second/ countsrate count     0 480  20 380  40 300  60 240  80 190    what is the half-life of the isotope?  a 20 minutes b 40 minutes c 60 minutes d 80 minutes       "
+        },
+        "0625_w18_qp_31.pdf": {
+            "1": "this document consists of 14 printed pages and 2 blank pages. dc (nh/cgw) 151472/4 \u00a9 ucles 2018  [turn over *7220313829* physics  0625/31 paper 3  theory (core)  october/november 2018  1 hour 15 minutes candidates answer on the question paper. no additional materials are required. read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen. you may use an hb pencil for any diagrams or graphs. do not use staples, paper clips, glue or correction fluid. do not  write in any barcodes. answer all questions. electronic calculators may be used. you may lose marks if you do not show your working or if you do not use appropriate units. take the weight of 1.0  kg to be 10  n (acceleration of free fall  = 10 m / s2). at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part  question. this syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificate.cambridge international examinations cambridge international general certificate of secondary education",
+            "2": "2 0625/31/o/n/18 \u00a9 ucles 2018 1 fig. 1.1 shows a speed-time graph for a student who is running. 0 0 10 20 30 40 50 60 70 80 90 100123speed m / s time  / s45 fig. 1.1  (a) (i) describe the movement of the student, as shown in fig. 1.1.  ...  ...  ... [2]   (ii) calculate the distance travelled by the student between 80  s and 100  s.  distance travelled =  ... m [3]  (b) an athlete runs 630  m in 130  s on a flat section of a road and then 254  m in 40  s on a downhill  slope.   calculate the average speed for the total distance run by the athlete.  average speed =  ... m / s [3]  [total: 8]",
+            "3": "3 0625/31/o/n/18 \u00a9 ucles 2018 [turn over 2 fig. 2.1 shows a raft floating on water. raft water fig. 2.1  (a) a force of 20  000 n acts on the raft in the direction of the arrow shown in fig. 2.1.   (i) state the name given to the force shown in fig. 2.1.  ... [1]   (ii) calculate the mass of the raft.  mass =  .. kg [3]  (b) a sail is added to the raft, as shown in fig. 2.2. 800  n 1200  nsail fig. 2.2   fig. 2.2 shows the horizontal forces acting on the raft at one moment.   calculate the resultant horizontal force acting on the raft and state the direction of this force.  force =   n  direction =  ... [2]  [total: 6]",
+            "4": "4 0625/31/o/n/18 \u00a9 ucles 2018 3 a tower crane has a load w, as shown in fig. 3.1. loadpivot tower80 000  ncounterweight8.0 m 5.0 m w fig. 3.1  (a) the counterweight has a weight of 80  000 n. this acts at a distance of 5.0  m from the pivot, as  shown in fig. 3.1.   calculate the moment of the counterweight about the pivot. give the unit.  moment =  ... [3]  (b) the tower crane in fig. 3.1 balances horizontally when holding the load w.   calculate the weight of load w.  weight =  ... n [3]  [total: 6]",
+            "5": "5 0625/31/o/n/18 \u00a9 ucles 2018 [turn over 4 a student draws diagrams that represent three states of matter, as shown in fig. 4.1.  box b shows the arrangement of particles in a liquid. box a box b box c fig. 4.1  (a) (i) in box a, draw the arrangement of particles in a solid.  [1]   (ii) in box c, draw the arrangement of particles in a gas.  [1]  (b) write the correct term for each change of state below each arrow in fig. 4.2. solid liquid gas liquid  [2] fig. 4.2  (c) a wet beaker is in a warm room. after several hours the beaker is dry.   state and explain what happens to the water.    use your ideas about molecules in your answer.  ...  ...  ...  ...  ...  ... [3]  [total: 7]",
+            "6": "6 0625/31/o/n/18 \u00a9 ucles 2018 5 a tidal barrage (dam) produces electricity using tides. fig. 5.1 shows a diagram of a tidal barrage  (simplified). tide coming in river turbinehigh tide flow of waterflow of water ocean oceanlow tidetide going out riverbarrage barrage turbine fig. 5.1  (a) the water behind the barrage (dam) is a store of energy. state the name of this stored energy.  ... [1]  (b) explain how the tidal barrage (dam) produces electricity.  ...  ...  ...  ... [3]  [total: 4]",
+            "7": "7 0625/31/o/n/18 \u00a9 ucles 2018 [turn over 6  (a) some materials are poor conductors of thermal energy (heat energy).   state the term that describes materials that are poor conductors of thermal energy.  ... [1]  (b) some materials are good conductors of thermal energy.   draw a ring around each material that is a good conductor of thermal energy.     air    aluminium     copper     glass     plastic     water  [1]  (c) a student has two rods made of different materials. the rods are the same size.   describe an experiment to identify which material is the better conductor of thermal energy.   you may draw a diagram in the space below.  ...  ...  ...  ...  ...  ...  ... [3]  [total: 5]",
+            "8": "8 0625/31/o/n/18 \u00a9 ucles 2018 7 fig. 7.1 shows the electromagnetic spectrum. one type of radiation is not labelled. radio wavesmicro- wavesinfra-red wavesvisible lightx-raysgamma rays fig. 7.1  (a) (i) on fig. 7.1, add the label for the missing type of radiation.  [1]   (ii) the arrow in fig. 7.1 indicates a property that is increasing.    state the name of the property that is increasing in the direction of the arrow.   ... [1]   (iii) compare the speeds of radio waves and visible light in a vacuum.  ... [1]  (b) (i) describe how x-rays are used for security in airports.  ...  ...  ... [2]   (ii) explain the properties of x-rays that make them useful in airport security.  ...  ...  ... [2]  [total: 7]",
+            "9": "9 0625/31/o/n/18 \u00a9 ucles 2018 [turn over 8 (a) fig. 8.1 shows a tuning fork and a wooden block. tuning fork wooden block fig. 8.1   (i) the tuning fork is hit against the wooden block and then makes a sound.    describe how the tuning fork produces the sound.  ...  ... [1]   (ii) the tuning fork produces a sound with a frequency of 659  hz.    state whether a healthy human ear can hear this frequency of sound. explain your  answer.  ...  ... [2]  (b) fig. 8.2 represents the sound wave produced by a tuning fork. time fig. 8.2   a second tuning fork produces a different sound.   compared with the sound represented in fig. 8.2, this sound is quieter and has half the  frequency.   on fig. 8.2, draw the wave to show the sound produced by the second tuning fork.  [2]  [total: 5]",
+            "10": "10 0625/31/o/n/18 \u00a9 ucles 2018 9 a student experiments with electric charge.  (a) the student uses a dry cloth to rub a plastic rod. the rod becomes positively charged.   explain how the friction between the rod and the cloth causes the rod to become positively  charged.   use your ideas about the movement of charge.  ...  ...  ... [2]  (b) the student suspends a balloon from an insulating thread, as shown in fig. 9.1. ballooninsulating thread fig. 9.1   the balloon has an electric charge.   explain how the student can use a positively charged rod to determine the charge on the  balloon.  ...  ...  ... [3]  [total: 5]",
+            "11": "11 0625/31/o/n/18 \u00a9 ucles 2018 [turn over blank page",
+            "12": "12 0625/31/o/n/18 \u00a9 ucles 2018 10 (a) a student does an experiment to determine the resistance of a fixed resistor, r.   the student draws an incomplete diagram of the circuit, as shown in fig. 10.1. open switch variable resistor r fig. 10.1   (i) on fig. 10.1, draw the missing circuit symbols.  [3]   (ii) describe how the student could use the circuit to determine a reliable value for the  resistance of r.  ...  ...  ...  ...  ...  ...  ...  ... [4]",
+            "13": "13 0625/31/o/n/18 \u00a9 ucles 2018 [turn over  (b) fig. 10.2 shows a 20  \u03c9 resistor connected to a power supply. 20 \u03c90.4 a fig. 10.2   a second 20  \u03c9 resistor is connected in series with the first. state and explain how this affects  the current in the circuit.  ...  ...  ...  ... [4]  [total: 11]",
+            "14": "14 0625/31/o/n/18 \u00a9 ucles 2018 11 (a) a student has a model electric railway. the model railway uses a step-down transformer.   the input voltage is 230  v. the transformer has 1710 turns on the input coil and 90 turns on  the output coil.   calculate the output voltage of the transformer.  output voltage =  ... v [3]  (b) a step-up  transformer is used to increase voltage.   step-up transformers and step-down transformers have different coil arrangements.   describe the differences in the coil arrangement for the two types of transformer.  ...  ...  ...  ...  ... [2]  (c) explain the advantage of transmitting electricity at high voltages, rather than at low voltages.  ...  ...  ...  ... [2]  [total: 7]",
+            "15": "15 0625/31/o/n/18 \u00a9 ucles 2018 12 this notation represents the nucleus of a neutral atom of carbon-14. 14 6c  (a) state the number of:   1. protons in the nucleus of an atom of carbon-14  ... [1]   2. electrons orbiting the nucleus of an atom of carbon-14  ... [1]   3. neutrons in the nucleus of an atom of carbon-14.  ... [1]  (b) carbon-14 is an isotope of carbon. carbon-12 is another isotope of carbon.   compare the nucleus of carbon-14 with the nucleus of carbon-12.   state the similarities and differences.  ...  ...  ...  ...  ... [3]  (c) scientists use carbon-14 to estimate the age of wood that is very old.   a very old sample of wood contains 1.0 \u00d7 108 carbon-14 atoms.   when the sample was new, it contained 8.0 \u00d7 108 carbon-14 atoms.   the half-life of carbon-14 is 5  700 years.   estimate the age of the sample of wood.  age of wood =    years [3]  [total: 9]",
+            "16": "16 0625/31/o/n/18 \u00a9 ucles 2018 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 international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download at www.cie.org.uk after  the live examination series. 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.blank page"
+        },
+        "0625_w18_qp_32.pdf": {
+            "1": "*3218157755* this syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificate. this document consists of 16 printed pages. dc (sc/sw) 151471/4 \u00a9 ucles 2018  [turn overphysics  0625/32 paper 3  theory (core)  october/november 2018  1 hour 15 minutes candidates answer on the question paper. no additional materials are required. read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen. you may use an hb pencil for any diagrams or graphs. do not use staples, paper clips, glue or correction fluid. do not  write in any barcodes. answer all questions. electronic calculators may be used. you may lose marks if you do not show your working or if you do not use appropriate units. take the weight of 1.0  kg to be 10  n (acceleration of free fall  = 10 m / s2). at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question.cambridge international examinations cambridge international general certificate of secondary education",
+            "2": "2 0625/32/o/n/18 \u00a9 ucles 2018 1 a person on roller skates makes a journey. fig. 1.1 shows the speed-time graph for the journey. 00510152025 10 20 30 40 50 60 70 80 time  / sspeed m / s 90 100wx y z fig. 1.1  (a) the graph shows three types of motion.   complete the table to show when each type of motion occurs. use the letters shown on  fig. 1.1. add a letter to each of the blank spaces.   the first row is done for you. motion start of motion end of motion acceleration w x deceleration constant speed  [2]  (b) calculate the distance travelled between 60  s and 100  s.  distance =  .  m [3]  (c) the size of the acceleration is greater than the deceleration.    describe how fig. 1.1 shows this.  ...  ..  [1]  [total: 6]",
+            "3": "3 0625/32/o/n/18 \u00a9 ucles 2018 [turn over 2 a student is studying elephants. fig. 2.1 shows an elephant.  fig. 2.1  (a) the student measures the elephant and records the values, as shown in the table.   complete the table by adding a suitable unit for each measurement. choose the units from  those shown in the box. m2    kg    cm    mm2    g    m    cm2    mg    mm measurements value unit mass of elephant 4000 height of elephant      3.0 average area of an elephant\u2019s foot        0.125  [2]  (b) using information from the table in (a):   (i) calculate the weight of the elephant.  weight =  .  n [3]   (ii) calculate the pressure the elephant exerts on the ground when it is standing on four  feet. include a unit.  pressure =  .  [4]  [total: 9]",
+            "4": "4 0625/32/o/n/18 \u00a9 ucles 2018 3 a flask contains gas with a pressure lower than atmospheric pressure.  fig. 3.1 shows equipment being used to measure the pressure of the gas in the flask. a b280  mm mercurygasflaskatmospheric pressure fig. 3.1  (a) state the name of the equipment shown in fig. 3.1 that is used to measure the pressure of  the gas.  ..  [1]  (b) the atmospheric pressure is equal to 760  mm hg.    the distance between mercury level a and mercury level b is 280  mm.   determine the pressure of the gas inside the flask.  pressure =    mm hg [2]  (c) the flask is cooled. describe the effect, if any, the cooling has on mercury level a  . mercury level b  .  [1]  [total: 4]",
+            "5": "5 0625/32/o/n/18 \u00a9 ucles 2018 [turn over4 a drone is a machine that can fly. fig. 4.1 shows a drone rising into the air, lifting a camera. camera fig. 4.1  the drone obtains energy from a battery of cells.  (a) complete the sequence of useful energy transfers as the drone rises into the air. one part is  done for you.   .  electrical energy  .. [2]  (b) the drone can move in any direction up or down, backwards or forwards, left or right. it can  also remain stationary above the ground.   describe the motion and position of the drone when it has both a large  quantity of potential  energy and a small  quantity of kinetic energy.  ...  ..  [2]  (c) when the drone moves, it wastes some energy. state the form of wasted energy and describe  what happens to this energy. form of energy  .. description    ..  [2]  [total: 6]",
+            "6": "6 0625/32/o/n/18 \u00a9 ucles 2018 5 (a) state the meaning of the term thermal capacity .  ...  ..  [1]  (b) when a material is cooled or heated there may be a change of state.   complete each statement by using words from the box. each word can be used once, more  than once or not at all. condensation     evaporation     freezing     melting the change from solid to liquid is called  . the change from liquid to gas is called   . the change from liquid to solid is called  . the change from gas to liquid is called   .  .  [4]  (c) a student heats a gas and keeps its volume constant.   state and explain the effect on the pressure of the gas. in your answer, use your ideas about  molecules.  ...  ...  ...  ..  [3]  [total: 8]",
+            "7": "7 0625/32/o/n/18 \u00a9 ucles 2018 [turn over 6 (a) fig. 6.1 shows a ray of red light incident on part of a lens. lens red light fig. 6.1   (i) on fig. 6.1, continue the path of the ray as it passes through the lens and emerges  from it. [2]   (ii) state the term used to describe the process as the ray enters and leaves the lens.  ..  [1]  (b) fig. 6.2 shows two parallel rays of light travelling towards another lens. fig. 6.2   the two rays of light pass through the lens to form an image.   on fig. 6.2, continue the path of the rays. extend the rays for at least 5  cm beyond the  lens.  [2]  [total: 5]",
+            "8": "8 0625/32/o/n/18 \u00a9 ucles 2018 7 (a) a ray of white light is incident on a glass prism. it forms a spectrum that is visible on the  screen. fig. 7.1 shows the arrangement. ray of white lightnarrow slit violetredscreen fig. 7.1   two of the colours in the visible spectrum are listed in the box below.   complete the box. list the five missing colours of the visible spectrum, in the correct order. red  ..   ..   ..   ..   ..   violet  [2]  (b) electromagnetic radiation has many uses.   (i) draw a line from each use to the type of radiation it requires.  use type of radiation  detecting an intruder at night communicating by satellite  for a telephone detecting broken bones in  the bodyradio waves infra-red gamma raysx-raysultravioletvisible lightmicrowaves  [3]",
+            "9": "9 0625/32/o/n/18 \u00a9 ucles 2018 [turn over   (ii) the types of radiation listed in (b)(i)  form the electromagnetic spectrum. amplitude     frequency     velocity    complete the sentence. choose a word from the box. the position of each type of radiation in the electromagnetic spectrum depends on its      . [1]  [total: 6]",
+            "10": "10 0625/32/o/n/18 \u00a9 ucles 2018 8 (a) a healthy human ear can hear a range of frequencies.   three frequency ranges are shown.   draw a ring around the range for a healthy human ear. 0 hz \u2013 20  hz      10 hz \u2013 10  000 hz      20 hz \u2013 20  000 hz  [1]  (b) explain the meaning of the term ultrasound .  ...  ..  [2]  (c) a student listens to two different sounds, p and q.   the two different sounds are represented on a computer screen on the same scale.   fig. 8.1 shows the screens. sound p sound q fig. 8.1   state and explain how sound p is different from sound q.  ...  ...  ...  ..  [3]  [total: 6]",
+            "11": "11 0625/32/o/n/18 \u00a9 ucles 2018 [turn over 9 a student fits an electrical generator to a bicycle. when the front wheel turns, a magnet rotates  between two coils of wire.  a lamp is connected to the coils of wire. when the magnet is rotating, the lamp is lit.  fig. 9.1 shows the magnet, the coils of wire and the lamp. n s lamp fig. 9.1  (a) describe and explain how rotating the magnet causes the lamp to light.  ...  ...  ...  ..  [3]  (b) state three ways of increasing the brightness of the bicycle lamp. 1.  ... 2.  ... 3.  ..  [3]  (c) the generator provides an a.c. supply for the lamp.   (i) state the meaning of the term  a.c.  ..  [1]   (ii) describe how a.c. differs from d.c.  ...  ..  [1]  [total: 8]",
+            "12": "12 0625/32/o/n/18 \u00a9 ucles 2018 10 fig. 10.1 shows a circuit used by a student to test a metal wire made of nichrome. a avammeter x ammeter y0.8 a nichrome wirecomponent z fig. 10.1  (a) state the name of component z.  ..  [1]  (b) the current reading on ammeter x is 0.8  a. state the reading on ammeter y.  ..  [1]  (c) the current in the nichrome wire is 0.8  a. the potential difference (p.d.) across the nichrome  wire is 4.5  v.   calculate the resistance of the nichrome wire.   resistance =  .  \u03c9 [3]  (d) the student tests a different nichrome wire, which is thicker than the wire in (c), but of the  same length. when testing this wire, the current in the wire is different from the value given  in (c).   state and explain the difference in current.  ...  ...  ..  [2]  [total: 7]",
+            "13": "13 0625/32/o/n/18 \u00a9 ucles 2018 [turn over 11 (a) a long straight wire passes through a piece of card. there is a current in the wire, as shown  in fig. 11.1. current card fig. 11.1   fig. 11.2 shows the view of the card from above. the current is into the page. card magnetic field line fig. 11.2   the current in the wire produces a magnetic field around the wire. one magnetic field line is   drawn.   on fig. 11.2, draw two more magnetic field lines around the wire. show the direction of the  magnetic field by drawing an arrow on each field line.  [2]",
+            "14": "14 0625/32/o/n/18 \u00a9 ucles 2018  (b) fig. 11.3 shows the circuit for an electric bell. springy metal strip coils of wire switchcontact screw soft iron armaturehammer bell fig. 11.3   explain how the circuit causes the hammer to hit the bell repeatedly when the switch is  closed.   use your ideas about circuits and electromagnets.  ...  ...  ...  ...  ...  ...  ..  [5]  [total: 7]",
+            "15": "15 0625/32/o/n/18 \u00a9 ucles 2018 [turn over 12 (a) draw a line from each part of the atom to its description.  part of the atom  description  nucleus electron neutronis an electromagnetic wave has no electric charge orbits the centre of an atomis the centre of the atom  [3]  (b) tritium is an isotope of hydrogen. it can be represented by 13h.   (i) explain the meaning of the term isotope .  ...  ...  ..  [2]",
+            "16": "16 0625/32/o/n/18 \u00a9 ucles 2018   (ii) fig. 12.1 shows how the activity of a sample of tritium varies with time. 00200040006000800010 00012 00014 00016 00018 000 10 20 30 40 50 time  / yearscount rate counts  / min 60 fig. 12.1    use fig. 12.1 to calculate the half-life of tritium. show clearly how you used the graph.  half-life =  ...  years [3]  [total: 8] 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 international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download at www.cie.org.uk after  the live examination series. 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."
+        },
+        "0625_w18_qp_33.pdf": {
+            "1": "*2763639155* this document consists of 16 printed pages. dc (lk/ct) 151470/5 \u00a9 ucles 2018  [turn overphysics  0625/33 paper 3  theory (core)  october/november 2018  1 hour 15 minutes candidates answer on the question paper. no additional materials are required. read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen. you may use an hb pencil for any diagrams or graphs. do not use staples, paper clips, glue or correction fluid. do not  write in any barcodes. answer all questions. electronic calculators may be used. you may lose marks if you do not show your working or if you do not use appropriate units. take the weight of 1.0  kg to be 10  n (acceleration of free fall  = 10 m / s2). at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question. this syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificate.cambridge international examinations cambridge international general certificate of secondary education",
+            "2": "2 0625/33/o/n/18 \u00a9 ucles 2018 1 fig. 1.1 shows a large tank containing water. the tank leaks. drops of water fall from the tank.  the drops hit the ground at a regular rate. 12 mtank water grounddrops of water fig. 1.1  (a) a student measures the time interval between two drops of water hitting the ground.   she uses a stopwatch and repeats the procedure three times. fig. 1.2 shows each stopwatch     reading. 0...0124min s s1 100 0.0114 min s s1 100 0.0116min s s1 100 .. .. time =  s   time =  s   time =  s fig. 1.2   (i) on the line below each stopwatch, state the time readings shown, in seconds.  [1]   (ii) calculate the average time interval between two drops of water hitting the ground.  average time =  ...  s [2]",
+            "3": "3 0625/33/o/n/18 \u00a9 ucles 2018 [turn over  (b) another student measures the average time taken for a drop of water to fall from the tank to  the ground. the time taken is 1.6  s.   calculate the average speed of this drop of water.  average speed =  ...  m/s [3]  (c) fig. 1.3 shows the speed-time graph for a different drop of water. 0.50.51.01.52.02.53.03.54.04.55.0 1.0 1.5 2.0 2.50 0speed m / s time  / sp q fig. 1.3   use fig. 1.3 to determine the distance fallen by the drop between p and q.   distance  =  ..  m [3]  [total: 9]",
+            "4": "4 0625/33/o/n/18 \u00a9 ucles 2018 2 (a) a student has a piece of metal that has an irregular shape. the weight of the metal is 3.0  n.   calculate the mass of the metal.  mass =  .  kg [2]  (b) fig. 2.1 shows the piece of metal, a measuring cylinder and a beaker containing water. metal measuring cylinderbeakerwater fig. 2.1   (i) describe how to determine the volume of the metal, using the equipment in fig. 2.1.  ...  ...  ...  ...  ...  ... [4]   (ii) explain why the procedure in (b)(i)  is not suitable for finding the volume of a piece of   low-density wood that is of similar shape and size to the piece of metal in (a).  ...  ... [1]    (iii) the mass of another piece of metal is 405  g and its volume is 150  cm3.    calculate the density of the metal. state the unit.  density =  ..  [3]  [total: 10]",
+            "5": "5 0625/33/o/n/18 \u00a9 ucles 2018 [turn over 3 fig. 3.1 shows devices that generate electricity. fig. 3.1  (a) describe how the devices shown in fig. 3.1 generate electrical energy.  ...  ...  ...  ... [3]  (b) describe the  advantages and disadvantages of generating electrical energy by using a  coal-fired power station compared with the devices shown in fig. 3.1.  ...  ...  ...  ...  ...  ...  ...  ... [4]  [total: 7]",
+            "6": "6 0625/33/o/n/18 \u00a9 ucles 2018 4 (a) in fig. 4.1, each box represents a state of matter. each arrow shows a change of state. some  labels are missing. liquidfreezing boiling fig. 4.1   (i) on fig. 4.1, write the name of the state of matter in each of the empty boxes.  [1]   (ii) on fig. 4.1, on each unlabelled arrow, write the change of state that it represents.  [1]  (b) these statements are about particles in a liquid. two statements are correct.   tick the boxes next to the two correct statements.    the particles are in a regular pattern.    the particles are as far apart as those in a gas.    the particles are a similar distance apart to those in a solid.    the particles vibrate about fixed positions.    the particles move randomly.  [2]  [total: 4]",
+            "7": "7 0625/33/o/n/18 \u00a9 ucles 2018 [turn over 5  (a) fig. 5.1 shows a transverse wave.  four distances a, b, c and d are marked on the wave. ba cd fig. 5.1   state the letter that shows the amplitude of the wave.   ... [1]  (b) state the meaning of the term frequency  of a wave.  ...  ... [2]  (c) a long spring is fixed at one end, as shown in fig. 5.2. the spring is moved towards and  away from the fixed end, repeatedly. the compressions and rarefactions on the spring at a  particular time can be seen. direction of wave travel towards and away from fixed endfixed end 0 1 m 2 m 3 m 4 m tape measure fig. 5.2   (i) state the type of wave in the spring.  ... [1]   (ii) state one other example of this type of wave.  ... [1]   (iii) use the scale in fig. 5.2 to  determine  the wavelength of the wave in the spring.  wavelength =    cm [1]  [total: 6]",
+            "8": "8 0625/33/o/n/18 \u00a9 ucles 2018 6 (a) fig. 6.1 shows a ray of green light hitting a glass prism. ray of green lightnormalscreen fig. 6.1   (i) on fig. 6.1, label the angle of incidence for the ray, using the letter, i. [1]   (ii) on fig. 6.1, complete the path of the ray of green light until it hits the screen.  [2]  (b) the ray of green light is replaced with a ray of white light.   (i) the white light splits into a spectrum of colours. state the term used to describe this  effect.  ... [1]   (ii) state the colour that is refracted most by the prism.  ... [1]  [total: 5]",
+            "9": "9 0625/33/o/n/18 \u00a9 ucles 2018 [turn over 7 some students make statements about sound.  in each part of the question, only one statement is correct.   place a tick in the box next to each correct statement.  (a)  sound travels at the same speed as light.    sound travels faster than the speed of light.    sound travels slower than the speed of light.  [1]  (b)  healthy human ears can hear sounds in the range 2.0  hz to 2000  hz.    healthy human ears can hear sounds in the range 20  hz to 20  000 hz.    healthy human ears can hear sounds in the range 200  hz to 200  000 hz. [1]  (c)  increasing the amplitude of a sound wave increases its speed.    increasing the amplitude of a sound wave increases its frequency.    increasing the amplitude of a sound wave increases its loudness.  [1]  (d)  an echo is produced when sound is diffracted.    an echo is produced when sound is refracted.    an echo is produced when sound is reflected.  [1]  [total: 4]",
+            "10": "10 0625/33/o/n/18 \u00a9 ucles 2018 8 fig. 8.1 shows a sheet of paper. a bar magnet is underneath the paper. a student sprinkles iron  filings onto the paper. paper position of magnet under paper fig. 8.1  (a) on fig. 8.1 \u2022 label the position of each pole of the magnet. use the label n for the north pole and s  for the south pole. \u2022 draw one magnetic field line above the magnet and draw one magnetic field line below  the magnet.  \u2022 add one arrow to show the direction of the magnetic field.    [4]  (b) a student places a soft iron rod inside a coil of insulated wire. the coil is connected to a  battery, as shown in fig. 8.2. switchbatterysoft iron rod coil of insulated wire fig. 8.2   (i) state the name given to the device shown in fig. 8.2.  ... [1]",
+            "11": "11 0625/33/o/n/18 \u00a9 ucles 2018 [turn over   (ii) the student puts one end of the device in fig. 8.2 just above a pile of iron filings.     he closes the switch for a short time and then opens it again.     describe the effect this has on the iron filings.  ...  ... [1]   (iii) the student removes the soft iron rod and replaces it with a steel rod.    he puts one end of the steel rod just above the pile of iron filings. he closes the switch  for a short time and then opens it again.    describe the effect this has on the iron fillings.  ...  ...  ... [1]  [total: 7]",
+            "12": "12 0625/33/o/n/18 \u00a9 ucles 2018 9 fig. 9.1 shows a circuit with two lamps and three ammeters connected in series to a power supply. a2a1a3 fig. 9.1  (a) the current shown on ammeter a1 is 0.6  a.   complete the table with the values for the current that would be shown on the other two  ammeters. ammeter current  / a a2 a3  [1]  (b) the resistance of each lamp is 20  \u03c9.   determine the combined resistance of the lamps.  resistance =  ..  \u03c9 [1]  (c) the circuit is changed. the two lamps are connected in parallel.   (i) compare the current from the power supply with the current in each lamp.  ...  ... [1]   (ii) compare the resistance of one lamp in this circuit with the combined resistance of the  two lamps connected in parallel.  ...  ... [1]  (d) a different series circuit contains a 140  \u03c9 fixed resistor. an ammeter in the circuit shows a  current of 0.30  a.    calculate the potential difference (p.d.) across the resistor. state the unit.  potential difference =  ..  [4]  [total: 8]",
+            "13": "13 0625/33/o/n/18 \u00a9 ucles 2018 [turn over 10  (a) state the name of the component represented by the symbol .   describe its purpose. name  . purpose  . [2]  (b) fig. 10.1 shows an electrical cooker hood used in some kitchens.  fan driven by motor light fig. 10.1   the cooker hood removes steam from the kitchen. it has a fan driven by a motor. it also has  a lamp.   fig. 10.2 shows a simplified circuit diagram for the cooker hood. t szym fig. 10.2   (i) state the type of electrical supply used by the cooker hood.  ... [1]   (ii) switch s is closed. switch t is moved to position y. state the name of any components  that are switched on.  ... [1]   (iii) switch t is moved from position y to position z. suggest how this change affects the  motor.  ... [1]",
+            "14": "14 0625/33/o/n/18 \u00a9 ucles 2018  (c) electrical appliances with metal cases can become dangerous if there is a fault. suggest a  hazard and describe a safety feature to reduce the danger. hazard  ...  ... safety feature    ... [2]  [total: 7]",
+            "15": "15 0625/33/o/n/18 \u00a9 ucles 2018 [turn over 11 (a) fig. 11.1 shows a simple electric motor. n s wzxy brush contact fig. 11.1   (i) there is a current in the coil wxyz. the direction of this current is shown by the arrows.    on fig. 11.1, draw an arrow to show the direction of the force acting on side wx and an  arrow to show the direction of the force acting on side yz.  [1]   (ii) state three ways of increasing the turning effect of the motor. 1.  ... 2.  ... 3.  ... [3]  (b) in a home, a step-down transformer reduces the mains voltage of 225  v to 4.5  v.   the transformer has 4000 turns on the primary coil.   calculate the number of turns on the secondary coil.  number of turns =  ..  [3]  [total: 7]",
+            "16": "16 0625/33/o/n/18 \u00a9 ucles 2018 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 international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download at www.cie.org.uk after  the live examination series. 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.12 a nuclear power station uses uranium to generate thermal energy.   (a) the fuel for the power station is an isotope of uranium.   explain the meaning of the term isotope .  ...  ...  ... [2]  (b) when the nucleus of a uranium atom decays, it releases a \u03b2-particle.    describe the relative ionising effect, and the relative penetrating ability, of a \u03b2-particle. relative ionising effect  ...  ... relative penetrating ability  .  ... [2]  (c) a sample of rock includes some uranium-239.    the half-life of uranium-239 is 23 minutes.     determine the fraction of the uranium-239 that remains after 46 minutes.  fraction remaining =  ... [2]  [total: 6]"
+        },
+        "0625_w18_qp_41.pdf": {
+            "1": "this document consists of 15 printed pages and 1 blank page. dc (nh/sw) 151945/4 \u00a9 ucles 2018  [turn over *8192377358* physics  0625/41 paper 4  theory (extended)  october/november 2018  1 hour 15 minutes candidates answer on the question paper. no additional materials are required. read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen. you may use an hb pencil for any diagrams or graphs. do not use staples, paper clips, glue or correction fluid. do not  write in any barcodes. answer all questions. electronic calculators may be used. you may lose marks if you do not show your working or if you do not use appropriate units. take the weight of 1.0  kg to be 10  n (acceleration of free fall  = 10 m / s2). at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part  question. this syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificate.cambridge international examinations cambridge international general certificate of secondary education",
+            "2": "2 0625/41/o/n/18 \u00a9 ucles 2018 1 a train of mass 5.6 \u00d7 105 kg is at rest in a station.  at time t = 0 s, a resultant force acts on the train and it starts to accelerate forwards.  fig. 1.1 is the distance-time graph for the train for the first 120  s. 0010002000300040005000 20 40 60 80 100 time t / sdistance  / m 120 fig. 1.1  (a) (i) use fig. 1.1 to determine:    1. the average speed of the train during the 120  s  average speed =  ... [1]    2. the speed of the train at time t = 100  s.  speed =  .. .[2]",
+            "3": "3 0625/41/o/n/18 \u00a9 ucles 2018 [turn over   (ii) describe how the acceleration of the train at time t = 100  s differs from the acceleration  at time t = 20  s.  ...  ...  ... [2]  (b) (i) the initial acceleration of the train is 0.75  m / s2.    calculate the resultant force that acts on the train at this time.  resultant force =  ... [2]   (ii) at time t = 120  s, the train begins to decelerate.    state what is meant by deceleration .  ...  ... [1]  [total: 8]",
+            "4": "4 0625/41/o/n/18 \u00a9 ucles 2018 2 fig. 2.1 shows a uniform plank ab of length 2.0  m suspended from two ropes x and y. 0.5 m1.5 m rope x a b w = 210  nrope yp q fig. 2.1  the weight w of the plank is 210  n. the force in rope x is p. the force in rope y is q.  (a) state, in terms of p, the moment of force p about b.  ... [1]  (b) calculate:   (i) the moment of w about b  moment =  ... [1]   (ii) the force p  force p =  ... [2]   (iii) the force q.  force q =  ... [2]  [total: 6]",
+            "5": "5 0625/41/o/n/18 \u00a9 ucles 2018 [turn over 3 (a) state what is meant by the principle of conservation of energy .  ...  ... [1]  (b) fig. 3.1 shows a girl throwing a heavy ball. ball fig. 3.1   (i) state the energy changes that take place from when the girl begins to exert a force on  the ball until the ball hits the ground and stops moving.  ...  ...  ...  ...  ... [2]   (ii) the mass of the ball is 4.0  kg. the girl exerts a force on the ball for 0.60  s. the speed of  the ball increases from 0  m / s to 12  m / s before it leaves the girl\u2019s hand.    calculate:    1. the momentum of the ball  on leaving the girl\u2019s hand  momentum =  ... [2]    2. the average resultant force exerted on the ball.  average resultant force =  ... [2]  [total: 7]",
+            "6": "6 0625/41/o/n/18 \u00a9 ucles 2018 4 (a) fig. 4.1 shows liquid in a cylinder. cylinder liquid fig. 4.1   the depth of the liquid is 10  cm and the radius of the cylinder is 3.0  cm. the weight of the  liquid in the cylinder is 2.5  n.   calculate the density of the liquid.  density =  ... [3]  (b) fig. 4.2 shows a device that measures the pressure of a gas supply. liquidgas supply h fig. 4.2   (i) state the name of the device.  ... [1]",
+            "7": "7 0625/41/o/n/18 \u00a9 ucles 2018 [turn over   (ii) the difference h between the two liquid levels is 2.0  cm. the density of the liquid  is  800 kg / m3.    calculate the difference between the pressure of the gas and atmospheric pressure.  pressure difference =  ... [2]   (iii) a similar device with a tube of smaller cross-sectional area is connected to a gas supply  at the same pressure.    state and explain any effect on the value of h.  ...  ...  ... [2]  [total: 8]",
+            "8": "8 0625/41/o/n/18 \u00a9 ucles 2018 5 (a) (i) in the space below, draw a labelled diagram of the structure of a thermocouple  thermometer. include the device from which a reading is taken.  [3]   (ii) a thermocouple thermometer is used to measure the temperature of the flame of a small   candle.    state two reasons why the thermocouple thermometer is suitable for this application. 1.  ...  ... 2.  ...  ...  [2]  (b) state and explain any effect on the sensitivity of a liquid-in-glass thermometer of:   (i) reducing the diameter of the capillary tube  ...  ...  ... [2]   (ii) increasing the volume of the liquid-filled bulb.  ...  ...  ... [2]  [total: 9]",
+            "9": "9 0625/41/o/n/18 \u00a9 ucles 2018 [turn over 6 (a) state three factors that determine the rate of evaporation of water. 1.  ... 2.  ... 3.  ...  [3]  (b) a person climbs out of a swimming pool and stands in the open air.   explain why evaporation of water from the surface of the person\u2019s body causes the person to  feel cold.  ...  ...  ...  ... [2]  [total: 5]",
+            "10": "10 0625/41/o/n/18 \u00a9 ucles 2018 7 (a) a laser produces a beam of monochromatic light. state what is meant by the term  monochromatic .  ... [1]  (b) a wave, in air, is incident on a glass block. fig. 7.1 shows the wavefronts at the air-glass  boundary. the arrow shows the direction of travel of the wavefronts. airdirection of travel of wavefronts glass fig. 7.1   the wave undergoes reflection and refraction at the air-glass boundary.   on fig. 7.1 draw:   (i) the wavefronts of the reflected wave  [3]   (ii) the wavefronts of the refracted wave.  [3]  (c) a transverse wave is produced in a long, horizontal rope. the rope is much longer than the  wavelength of the wave.   in the space below, sketch a diagram to show the appearance of the rope as the wave passes  along it. label two important features of the wave.  [2]  [total: 9]",
+            "11": "11 0625/41/o/n/18 \u00a9 ucles 2018 [turn over 8 a vibrating source on a ship produces a sound wave that travels through the ocean. the wave  produced is a longitudinal wave.  (a) explain what is meant by the term longitudinal wave .  ...  ...  ...  ... [3]  (b) the frequency of the sound wave is 800  hz.   (i) the speed of sound in air is 330  m / s.    state a typical value for the speed of sound in a liquid.  ..  [1]   (ii) using your value from (b)(i) , calculate the wavelength of the sound wave in the  ocean.  wavelength =  ... [2]  [total: 6]",
+            "12": "12 0625/41/o/n/18 \u00a9 ucles 2018 9 fig. 9.1 shows the symbol for a 12  v battery. 12 v fig. 9.1  (a) two lamps are connected in parallel with the battery. on fig. 9.1, using the correct symbols,  complete the circuit diagram.  [1]  (b) one of these lamps has a resistance of 6.0  \u03c9.   calculate, for this lamp:   (i) the current  current =  ... [1]   (ii) the power.  power =  ... [2]  (c) the power of the other lamp is 36  w.   calculate the total energy delivered to this lamp in 20 hours.  energy =  ... [3]  [total: 7]",
+            "13": "13 0625/41/o/n/18 \u00a9 ucles 2018 [turn over 10 a transformer consists of two coils of wire wound on a metal core. fig.  10.1 represents the  transformer. core secondary coil primary coil fig. 10.1  (a) state the name of the metal from which the core is made.  ... [1]  (b) the primary coil of the transformer is connected to the output voltage of an a.c. generator  which supplies an alternating current.   (i) explain why there is a voltage between the two terminals of the secondary coil.  ...  ...  ...  ... [3]   (ii) there are 560 turns on the primary coil and 910 turns on the secondary coil of the   transformer. the voltage between the two terminals of the secondary coil is 78  v.    calculate the voltage supplied by the a.c. generator.  generator voltage =   [2]  (c) transformers are used to increase the voltage when electrical energy is transmitted in cables  across long  distances.   explain why power losses in the cables are lower when the voltage is high.  ...  ...  ... [2] [total: 8]",
+            "14": "14 0625/41/o/n/18 \u00a9 ucles 2018 11 (a) fig. 11.1 shows data about nine elements. proton number element symbol 2 helium he 3 lithium li 4 beryllium be 5 boron b 6 carbon c 7 nitrogen n 8 oxygen o 9 fluorine f 10 neon ne fig. 11.1   carbon-14 is a radioactive isotope with a nucleon number of 14. it decays by emitting  \u03b2-particles.   use any data you need from fig. 11.1 to write down the nuclide equation for this decay.  [4]",
+            "15": "15 0625/41/o/n/18 \u00a9 ucles 2018  (b) a radioactive sample is placed close to a detector. the radioactive isotope in the sample has  a long half -life. the detector records a count rate of 597  counts  / s.   fig. 11.2 shows the readings when different materials are placed between the radioactive  sample and the detector. materialcount rate  counts  / s a sheet of paper 602 a piece of thin aluminium 598 a piece of thin lead 510 fig. 11.2   explain whether any \u03b1-particles, \u03b2-particles or \u03b3-rays are emitted by the radioactive sample. \u03b1-particles  .  ... \u03b2-particles  .  ... \u03b3-rays    ...  [3]  [total: 7]",
+            "16": "16 0625/41/o/n/18 \u00a9 ucles 2018 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 international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download at www.cie.org.uk after  the live examination series. 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.blank page"
+        },
+        "0625_w18_qp_42.pdf": {
+            "1": "this document consists of 18 printed pages and 2 blank pages. dc (nh/sw) 151944/4 \u00a9 ucles 2018  [turn over *6754074248* physics  0625/42 paper 4  theory (extended)  october/november 2018  1 hour 15 minutes candidates answer on the question paper. no additional materials are required. read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen. you may use an hb pencil for any diagrams or graphs. do not use staples, paper clips, glue or correction fluid. do not  write in any barcodes. answer all questions. electronic calculators may be used. you may lose marks if you do not show your working or if you do not use appropriate units. take the weight of 1.0  kg to be 10  n (acceleration of free fall  = 10 m / s2). at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part  question. this syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificate.cambridge international examinations cambridge international general certificate of secondary education",
+            "2": "2 0625/42/o/n/18 \u00a9 ucles 2018 1 a lorry is travelling along a straight, horizontal road.  fig. 1.1 is the distance-time graph for the lorry. 00100020003000 20 40 60 80 100 time t / sdistance  / m 120 140 fig. 1.1  (a) using fig. 1.1, determine:   (i) the speed of the lorry at time t = 30  s  speed =  ... [2]   (ii) the average speed of the lorry between time t = 60  s and time t = 120  s.  average speed =  ... [2]",
+            "3": "3 0625/42/o/n/18 \u00a9 ucles 2018 [turn over  (b) at time t = 30  s, the total resistive force acting on the lorry is 1.4 \u00d7 104 n.   (i) using fig. 1.1, determine  the magnitude of the acceleration of the lorry at time t = 30  s.  acceleration =  ... [1]   (ii) determine the forward force on the lorry due to its engine at time t = 30  s.  forward force =  ... [1]  (c) describe the motion of the lorry between time t = 60  s and time t = 130  s.  ...  ...  ... [2]  [total: 8]",
+            "4": "4 0625/42/o/n/18 \u00a9 ucles 2018 2 (a) fig 2.1 shows liquid in a cylinder. cylinder liquid fig. 2.1   table 2.1 gives some data about the cylinder and the liquid. table 2.1 radius of cylinder  3.5 cm weight of empty cylinder 2.5 n depth of liquid 12.0 cm density of liquid 900 kg / m3   the cylinder containing liquid is placed on a digital balance that displays the mass in kg.   calculate the reading shown on the balance.  reading  .. kg [4]",
+            "5": "5 0625/42/o/n/18 \u00a9 ucles 2018 [turn over  (b) fig. 2.2 shows a device that measures the pressure of a gas. 50 mmglass tubegas supply liquid fig. 2.2   (i) state the name of the device.  ... [1]   (ii) the pressure of the gas is 400  pa greater than atmospheric pressure.    calculate the density of the liquid.  density =  ... [2]   (iii) with the gas supply connected, the top of the tube on the left of the device is sealed  securely with a rubber stopper. the gas pressure is then increased.    state and explain what happens to the liquid in the device.  ...  ...  ...  ... [2] [total: 9]",
+            "6": "6 0625/42/o/n/18 \u00a9 ucles 2018 3 (a) the velocity of an object of mass m increases from u to v.   state, in terms of m, u and v, the change of momentum of the object.  ... [1]  (b) in a game of tennis, a player hits a stationary ball with his racquet.   (i) the racquet is in contact with the ball for 6.0  ms. the average force on the ball during  this time is 400  n.    calculate the impulse on the tennis ball.  impulse =  ... [2]   (ii) the mass of the ball is 0.056  kg.    calculate the speed with which the ball leaves the racquet.  speed =  ... [2]   (iii) state the energy transfer that takes place:    1. as the ball changes shape during the contact between the racquet and the ball  ...  ...    2. as the ball leaves the racquet .  ...  ...  [2]  [total: 7]",
+            "7": "7 0625/42/o/n/18 \u00a9 ucles 2018 [turn over blank page",
+            "8": "8 0625/42/o/n/18 \u00a9 ucles 2018 4 fig. 4.1 shows apparatus used by a student to measure the specific heat capacity of iron. electric heater iron blockthermometer fig. 4.1  (a) the student improves the accuracy of the experiment by placing material around the block,  as shown in fig. 4.2. material fig. 4.2   (i) suggest the name of a possible material the student could use and explain how it  improves the accuracy of the experiment. suggestion  . explanation    ...  ...  [3]",
+            "9": "9 0625/42/o/n/18 \u00a9 ucles 2018 [turn over   (ii) state how the student could further improve the accuracy of the experiment by using  more of the material used in fig. 4.2.  ...  ...  ... [1]  (b) the current in the heater is 3.8  a and the potential difference (p.d.) across it is 12  v. the iron  block has a mass of 2.0  kg. when the heater is switched on for 10 minutes, the temperature  of the block rises from 25  \u00b0c to 55  \u00b0c.   calculate the specific heat capacity of iron.  specific heat capacity =  ... [4]  [total: 8]",
+            "10": "10 0625/42/o/n/18 \u00a9 ucles 2018 5 (a) fig. 5.1 shows a visible spectrum focused on a screen by passing light from a source of white  light through a lens and a prism. visible spectrumascreenglass prism bglass lens filament lamp (white light source) fig. 5.1   (i) state the name of the process that separates the colours in white light.  ... [1]   (ii) state the colour of the light on the screen at:    point a      point b    [1]   (iii) state the property of the glass of the prism that causes white light to be split into the  different colours  of the spectrum.  ... [1]",
+            "11": "11 0625/42/o/n/18 \u00a9 ucles 2018 [turn over  (b) fig. 5.2 shows a section of an optical fibre in air. a ray of light is incident on the fibre wall at x. x optical fibre ray of light fig. 5.2   (i) on fig. 5.2, continue the path of the ray of light up to the end of the fibre.  [1]   (ii) the refractive index of the material of the fibre is 1.46. calculate the critical angle of the  material of the fibre.  critical angle =  ... [2]   (iii) state two uses of optical fibres. 1   2    [2]  [total: 8]",
+            "12": "12 0625/42/o/n/18 \u00a9 ucles 2018 6 fig. 6.1 represents a sound wave of wavelength 0.45  m travelling from left to right. fig. 6.1  (not to scale)  (a) on fig. 6.1:   (i) at the centre of a compression, mark a cross and label it c  [1]   (ii) at the centre of a rarefaction, mark a cross and label it r  [1]   (iii) draw a double-headed arrow to represent a distance of 0.90  m. [1]  (b) the frequency of the wave is 750  hz.   calculate the speed of the wave.  speed =  ... [2]  (c) suggest a medium through which the sound wave is travelling and state your reasoning. medium  .. reason    ...  [1]  (d) another type of wave that consists of compressions and rarefactions is ultrasound.   (i) state one other similarity between sound of frequency 750  hz and ultrasound.  ...  ... [1]   (ii) state one way in which sound of frequency 750  hz is different from ultrasound.  ...  ... [1]  [total: 8]",
+            "13": "13 0625/42/o/n/18 \u00a9 ucles 2018 [turn over blank page",
+            "14": "14 0625/42/o/n/18 \u00a9 ucles 2018 7 fig. 7.1 shows three identical lamps and an ammeter connected to a power supply. apower supply fig. 7.1  the switches are closed. each lamp is rated at 60  w and operates at its normal working voltage of  110 v.  (a) calculate:   (i) the current in each lamp  current =   [2]   (ii) the current in the ammeter  current =  ... [1]   (iii) the voltage of the power supply.  voltage =  ... [1]",
+            "15": "15 0625/42/o/n/18 \u00a9 ucles 2018 [turn over  (b) (i) calculate the resistance of the filament of one of the lamps when working normally.  resistance =  ... [2]   (ii) another lamp x has a filament with twice the resistance of each lamp in the circuit of  fig. 7.1. the material and the temperature of the filament in lamp x is the same as the  filaments in the lamps in fig.  7.1.    in table 7.1, tick any box in the right-hand column that shows a possible difference  between the filament of lamp x and a filament of one of the lamps in the circuit. table 7.1 x has half the length x has twice the length x has one quarter the area of cross-section x has half the area of cross-section x has two times the area of cross-section x has four times the area of cross-section  [2]  [total: 8]",
+            "16": "16 0625/42/o/n/18 \u00a9 ucles 2018 8 (a) (i) fig. 8.1 shows a positively charged cube of insulating material. the cube is fixed to a  piece of wood that is floating on water. a negatively charged rod is held above the piece  of wood and brought close to the cube, as shown. +\u2013 +\u2013 +\u2013positively charged cube of insulating materialnegatively charged rod piece of wood floating on water fig. 8.1    state and explain any movement of the piece of wood.  ...  ...  ...  ... [2]   (ii) fig. 8.2 shows two cubes of insulating material. one is positively charged and the other  is negatively charged. the cubes are fixed to a piece of wood that is floating on water.  charged rods are held above the piece of wood and brought close to the cubes, as  shown. negatively charged cube of insulating material positively charged rodpositively charged cube of insulating materialnegatively charged rod piece of wood floating on water\u2013\u2013\u2013+\u2013 + +\u2013 + +\u2013 fig. 8.2",
+            "17": "17 0625/42/o/n/18 \u00a9 ucles 2018 [turn over    state and explain any movement of the piece of wood.  ...  ...  ...  ... [2]  (b) in terms of a simple electron model, describe the differences between conductors and  insulators. conductors    ...  ... insulators  ..  ...  ...  [2]  (c) on fig. 8.3, draw the electric field pattern around a single point positive charge. + fig. 8.3  [1]  [total: 7]",
+            "18": "18 0625/42/o/n/18 \u00a9 ucles 2018 9 fig. 9.1 shows a permanent bar magnet next to a circuit that contains a coil and a galvanometer. n s q fig. 9.1  (a) suggest a metal from which the magnet is made.  ... [1]  (b) the magnet is moved to the left and inserted a small distance into the coil. the galvanometer  deflects briefly and shows that there is a current in the coil.   (i) explain why there is a current in the coil.  ...  ...  ...  ... [2]   (ii) as the magnet is moving near to the coil, end q of the coil behaves as a magnetic pole.    state the polarity of end q and explain why it has this polarity.  ...  ...  ... [2]  (c) suggest two ways in which the deflection of the galvanometer can be reversed. 1.  ...  ... 2.  ...  ...  [2]  [total: 7]",
+            "19": "19 0625/42/o/n/18 \u00a9 ucles 2018 [turn over 10 (a) a detector of ionising radiation measures the background count rate in a classroom where  there are no radioactive samples present.   the readings, in counts/minute, taken over a period of time are shown in table 10.1. table 10.1 counts  / minute 16 12 14 16 15 17   (i) state two possible sources of this background radiation.  ...  ... [2]   (ii) explain why the readings are not the same.  ...  ... [1]  (b) with no radioactive sample present, a scientist records a background radiation count of  40 counts  / minute.   he brings a radioactive sample close to the detector. the count rate increases to  200 counts  / minute.   after 24 days the count rate is 50 counts  / minute.   calculate the half-life of the radioactive sample.  half-life =  ... [4]",
+            "20": "20 0625/42/o/n/18 \u00a9 ucles 2018 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 international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download at www.cie.org.uk after  the live examination series. 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. (c) draw a line between each type of ionising radiation and its property and another line between  the property and its use. one has been done for you. name of  ionising  radiation x-ray \u03b1-particle \u03b2-particle \u03b3-rayproperty it is the most  ionising radiation  and is most easily  absorbed by very  small amounts of  substance penetration is  affected by small  changes in the  amount of solid it is  passing through it is highly  penetrating and is  poorly ionising can pass easily  through soft living  tissue. calcium  absorbs more than  soft tissueuse remotely detecting  leaks in underground  water pipes detecting fractures in  bones detecting smoke in a  fire alarm system detecting a change  in  the thickness of  aluminium foil during  its manufacture  [3]  [total: 10]"
+        },
+        "0625_w18_qp_43.pdf": {
+            "1": "this document consists of 14 printed pages and 2 blank pages. dc (nh/sw) 151946/4 \u00a9 ucles 2018  [turn over *6076533628* physics  0625/43 paper 4  theory (extended)  october/november 2018  1 hour 15 minutes candidates answer on the question paper. no additional materials are required. read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen. you may use an hb pencil for any diagrams or graphs. do not use staples, paper clips, glue or correction fluid. do not  write in any barcodes. answer all questions. electronic calculators may be used. you may lose marks if you do not show your working or if you do not use appropriate units. take the weight of 1.0  kg to be 10  n (acceleration of free fall  = 10 m / s2). at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part  question. this syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificate.cambridge international examinations cambridge international general certificate of secondary education",
+            "2": "2 0625/43/o/n/18 \u00a9 ucles 2018 1 fig. 1.1 is the distance-time graph for a moving car. 00100200300400500 10 20 30 40 50 time t / sdistance  / m 60 fig. 1.1  (a) on fig. 1.1, mark a point p where the acceleration of the car is zero.  [1]  (b) determine:   (i) the speed of the car at time t = 15  s  speed =  ... [2]   (ii) the average speed of the car between time t = 30  s and time t = 45  s.  average speed =  ... [2]  (c) at time t = 45  s, the car starts to decelerate. at time t = 55  s and at a distance of 400  m from  the starting point, the car stops. it then remains stationary for 5.0  s.   on fig. 1.1, draw a possible continuation of the distance-time graph.  [3]  [total: 8]",
+            "3": "3 0625/43/o/n/18 \u00a9 ucles 2018 [turn over 2 (a) complete fig. 2.1 by writing in the right-hand column the name of the quantity given by the  product in the left-hand column. product quantity mass \u00d7 acceleration force \u00d7 time  [2] fig. 2.1 (b) fig. 2.2 shows a man hitting a ball with a golf club. golf club ball fig. 2.2   the ball has a mass of 0.046  kg. the golf club is in contact with the ball for 5.0  \u00d7 10\u20134 s and  the ball leaves the golf club at a speed of 65  m / s.   (i) calculate:    1. the momentum of the ball as it leaves the golf club  momentum =  ... [2]    2. the average resultant force acting on the ball while it is in contact with the golf club.  average force =  ... [2]   (ii) while the golf club is in contact with the ball, the ball becomes compressed and changes  shape.    state the type of energy stored in the ball during its contact with the golf club.  ... [1]  [total: 7]",
+            "4": "4 0625/43/o/n/18 \u00a9 ucles 2018 3 the density of mercury is 1.4 \u00d7 104 kg / m3.  (a) fig. 3.1 shows an instrument that is being used to determine the atmospheric pressure. 760  mmspace a mercury fig. 3.1  (not to scale)   (i) state the name of the instrument.  ... [1]   (ii) state what is in space a.  ... [1]   (iii) calculate the atmospheric pressure.  atmospheric pressure =  ... [2]  (b) fig. 3.2 shows mercury stored in a cylindrical glass jar of internal radius 4.0  cm. the depth of  mercury in the jar is 12  cm. 12 cm 8.0 cmmercury fig. 3.2 (not to scale)   calculate the weight of mercury in the jar.  weight =  ... [3]  [total: 7]  ",
+            "5": "5 0625/43/o/n/18 \u00a9 ucles 2018 [turn over 4 a wave is travelling across the surface of water in a tank at a speed of 0.15  m / s.  (a) the wavelength of the wave is 0.030  m.   calculate the frequency of the wave.  frequency =  .. .[2]  (b) this water wave is a transverse wave.   (i) explain what is meant by the term transverse wave motion .  ...  ...  ...  ... [3]   (ii) draw a diagram that represents a transverse wave travelling from left to right across the  page. on your diagram, label: \u2022 the wavelength \u2022 the amplitude.  [3]  [total: 8]",
+            "6": "6 0625/43/o/n/18 \u00a9 ucles 2018 5 (a) a student is supplied with a small block of iron, a thermometer and an electrical heater of  power p.   there are two holes drilled in the iron block. the heater fits tightly into one hole and the  student places the thermometer into the other hole.   fig. 5.1 shows the equipment. cable heater iron blockthermometer fig. 5.1   the student uses this equipment when determining the specific heat capacity of iron.   state: \u2022 the other equipment the student will need \u2022 the measurements the student needs to take \u2022 the equation used when calculating the value of the specific heat capacity of iron.  ...  ...  ...  ...  ...  ...  ...  ... [4]",
+            "7": "7 0625/43/o/n/18 \u00a9 ucles 2018 [turn over  (b) in the student\u2019s home there is a wood-burning stove, which is also made of iron. the mass of  the wood-burning stove is 85  kg.   (i) state what is meant by the thermal capacity  of an object.  ...  ... [1]   (ii) the specific heat capacity of iron is 460  j / (kg \u00b0c).    calculate the thermal capacity of the wood-burning stove.   thermal capacity =  ... [2]  [total: 7]",
+            "8": "8 0625/43/o/n/18 \u00a9 ucles 2018 6 (a) fig. 6.1 shows white light incident at point x on a glass prism. prismscreen ray of white lightx fig. 6.1   (i) from point x on fig. 6.1, draw a ray of red light, labelled r and a ray of violet light,  labelled v, to show how a spectrum is formed on the screen.  [2]   (ii) state the colour of light in the visible spectrum with the shortest wavelength.  ... [1]  (b) the critical angle for a type of glass is 42\u00b0.   fig. 6.2 and fig. 6.3 show two prisms abc and pqr made of this type of glass. a ray of  monochromatic red light passes into each of the prisms. normal normalp q c ba ry 60\u00b0 60\u00b0 45\u00b045\u00b0         fig. 6.2                  fig. 6.3   (i) state what is meant by monochromatic  light.  ...  ... [1]",
+            "9": "9 0625/43/o/n/18 \u00a9 ucles 2018 [turn over   (ii) describe and explain what happens to the ray of light in fig. 6.2 as it strikes side ac of  the prism.  ...  ...  ... [2]   (iii) describe and explain what happens to the ray of light in fig. 6.3 as it strikes the glass at  point y.  ...  ...  ...  ... [3]  [total: 9]",
+            "10": "10 0625/43/o/n/18 \u00a9 ucles 2018 7 a defibrillator is a machine that sends an electrical charge  through the heart of a patient whose  heart is not beating correctly. doctors learn to use a defibrillator by practising on a medical dummy.  fig. 7.1 shows the two contacts of a defibrillator attached to a medical dummy. medical dummydefibrillatorcontacts fig. 7.1  the contacts that touch the dummy are made from metal, and when the defibrillator is being used,  one contact becomes strongly negatively charged and the other contact becomes strongly positively  charged. the handles of the contacts are made from plastic, which is an electrical insulator.  (a) (i) state how the structure of an electrical insulator differs from the structure of a conductor.  ...  ... [1]   (ii) suggest why the handles are made from an electrical insulator.  ...  ...  ... [2]  (b) explain, in terms of the particles involved, how one contact becomes negatively charged and  how the other contact becomes positively charged.  ...  ...  ... [2]  (c) the defibrillator passes a charge of 9.1 \u00d7 10\u20133 c through the medical dummy in 6.5 \u00d7 10\u20134 s.   calculate the average current in the dummy.  current =  ... [2]  [total: 7]",
+            "11": "11 0625/43/o/n/18 \u00a9 ucles 2018 [turn over 8 a 9.0  v battery is connected to a 120  \u03c9 resistor in series with wire p.  fig. 8.1 shows a voltmeter connected across the 120  \u03c9 resistor. 9.0 v 120  \u03c9 vp fig. 8.1  (a) state the energy changes that are taking place in the circuit.  ...  ...  ... [2]  (b) the reading on the voltmeter is 2.4  v.   calculate:   (i) the current in the 120  \u03c9 resistor  current =  ... [2]   (ii) the potential difference (p.d.) across wire p  p.d. =  ... [1]   (iii) the resistance of wire p.  resistance =  ... [1]  (c) wire p has a diameter d and a length l. a second piece of wire q is made of the same  material as p.   the diameter of wire q is 0.50 \u00d7 d and its length is 5.0 \u00d7 l.   calculate the resistance of wire q.  resistance =  ... [4]  [total: 10]",
+            "12": "12 0625/43/o/n/18 \u00a9 ucles 2018 9 (a) describe how a direct current (d.c.) differs from an alternating current (a.c.).  ...  ... [1]  (b) fig. 9.1 shows how the voltage output of an a.c. generator varies with time. 02.0 0.4 0.6 0.8 1.04.0voltage  / v time  / s6.08.0 \u20138.0\u20136.0\u20134.0\u20132.00.2 time  / s1.21.2 1.0 0.8 0.4 0.6 0.2 0 fig. 9.1   a heater is connected directly to the a.c. generator and the maximum current in the heater is  0.75 a.   (i) on fig. 9.2, sketch a graph to indicate how the current in the heater varies with time. 00.25 0.4 0.6 0.8 1.00.50current  / a time  / s0.751.00 \u20131.00\u20130.75\u20130.50\u20130.250.2 time  / s1.21.2 1.0 0.8 0.4 0.6 0.2 0  [1] fig. 9.2",
+            "13": "13 0625/43/o/n/18 \u00a9 ucles 2018 [turn over   (ii) calculate the power produced by the heater when the current is 0.75  a.  power =  ... [2]  (c) fig. 9.3 shows the coil abcd of the a.c. generator between two magnetic poles. a db crotation direction n ss fig. 9.3   (i) on fig. 9.3, draw a straight arrow to indicate the direction in which side ab of the coil is  moving. label this arrow m.  [1]   (ii) deduce the direction of the current induced in side ab of the coil and explain your  reasoning.  ...  ...  ...  ... [2]   (iii) the rate at which the coil of the a.c. generator rotates increases.    state two ways in which the alternating voltage changes. 1.  ...  ... 2.  ...  ...  [2]  [total: 9]",
+            "14": "14 0625/43/o/n/18 \u00a9 ucles 2018 10 thorium-234 (23 94 0th) is radioactive. it decays by \u03b2-emission to form an isotope of protactinium  (pa).  (a) complete the nuclide equation for this decay. 23 94 0th  . .pa + . .\u03b2  [2]  (b) a pure sample of thorium-234 emits \u03b2-particles at a count rate of 2480 counts  / second.   the half-life of thorium-234 is 24 days.   calculate the count rate for the emission of \u03b2-particles from the thorium in the sample after  72 days have passed.  count rate  ... [3]  (c) the isotope of protactinium in (a) is also radioactive. it decays by \u03b2-emission and has a  half-life of 70 seconds.   state and explain how this would affect the observed  count rate for the sample in (b) after  72 days.  ...  ...  ...  ... [3]  [total: 8]",
+            "15": "15 0625/43/o/n/18 \u00a9 ucles 2018 blank page",
+            "16": "16 0625/43/o/n/18 \u00a9 ucles 2018 blank page permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the  publisher will be pleased to make amends at the earliest possible opportunity. to avoid the issue of disclosure of answer-related information to candidates, all copyright acknowledgements are reproduced online in the cambridge international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download at www.cie.org.uk after  the live examination series. 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."
+        },
+        "0625_w18_qp_51.pdf": {
+            "1": "this document consists of 12 printed pages and 4 blank pages. dc (nh/sg) 151996/4 \u00a9 ucles 2018  [turn over *0695520946* physics  0625/51 paper 5  practical test  october/november 2018  1 hour 15 minutes candidates answer on the question paper. additional materials:  as listed in the confidential instructions. read these instructions first write your centre number, candidate number and name in the spaces at the top of the page. write in dark blue or black pen. you may use an hb pencil for any diagrams or graphs. do not use staples, paper clips, glue or correction fluid. do not  write in any barcodes. answer all questions. you are advised to spend about 20 minutes on each of questions 1 to 3, and 15 minutes on question 4. electronic calculators may be used. you may lose marks if you do not show your working or if you do not use appropriate units. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question. this syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificate.for examiner\u2019s use 1 2 3 4 totalcambridge international examinations cambridge international general certificate of secondary education",
+            "2": "2 0625/51/o/n/18 \u00a9 ucles 2018 1 in this experiment, you will determine the spring constant k of a spring by two methods.  some of the apparatus has been set up for you.  carry out the following instructions, referring to fig. 1.1 and fig. 1.2.  method 1  (a) measure the unstretched length l0 of the spring, in mm.  l0 =  ... .mm [1]  (b) hang the 300  g mass on the spring, as shown in fig. 1.1. clamp holding corkclamp holding spring spring mass pin in cork bench fig. 1.1   (i) measure the new length l of the spring.  l =   mm [1]   (ii) use the equation e = ( l \u2013 l0) to calculate the extension e of the spring.  e =   mm [1]   (iii) calculate a value for the spring constant k using the equation kef=, where f = 3.0  n.  k =  ... n / mm [1]",
+            "3": "3 0625/51/o/n/18 \u00a9 ucles 2018 [turn over  method 2  (c) adjust the position of the lower clamp so that the pin is level with the bottom of the mass when  the mass is not moving. pull the mass down about 1.5  cm and release it so that it oscillates  up and down. fig. 1.2 shows one complete oscillation. clamp holding corkclamp holding spring one complete oscillation bench fig. 1.2   (i) measure the time t taken for 10 complete oscillations. start the stopwatch as the bottom  of the mass passes the pin.  t =   s [1]   (ii) 1. calculate the time t taken for one complete oscillation.  t =  . s    2. calculate t 2.  t 2 =  ...  [1]   (iii) calculate the spring constant k using the equation .ktm 0040 2= , where m = 0.300  kg.  k =  ... n / mm [1]",
+            "4": "4 0625/51/o/n/18 \u00a9 ucles 2018  (d) state and explain briefly whether your two values for k are the same within the limits of  experimental accuracy. statement  .. explanation  ...  ...  [2]  (e) a student states that repeating method 1 with different masses would improve the reliability of  the value obtained for k.   suggest additional values for the mass m that you would use when repeating the experiment  to improve the reliability.  ...  ...  ... [2]  [total: 11]",
+            "5": "5 0625/51/o/n/18 \u00a9 ucles 2018 [turn over blank page",
+            "6": "6 0625/51/o/n/18 \u00a9 ucles 2018 2 in this experiment, you will determine the resistance of a piece of wire. a vpower supply sliding contact cwirepl fig. 2.1  (a) (i) carry out the following instructions, referring to fig. 2.1. \u2022 switch on. \u2022 measure the current i in the circuit.  i =  ... [1]   (ii) place the sliding contact c at a distance  l = 20.0  cm from p. \u2022 measure, and record in table 2.1, the reading on the voltmeter. \u2022 repeat the procedure using  l values of 40.0  cm, 60.0  cm, 80.0  cm and 100.0  cm. \u2022 switch off. table 2.1 l / cm v / v  20.0  40.0  60.0  80.0 100.0  [2]",
+            "7": "7 0625/51/o/n/18 \u00a9 ucles 2018 [turn over  (b) plot a graph of v / v (y-axis) against l / cm (x-axis). start both axes at the origin (0,0).  [4]  (c) (i) determine the gradient g of the graph. show clearly on the graph how you obtained the  necessary information.  g =  ... [2]   (ii) calculate the resistance r of each centimetre of the wire. use the equation r = g k i,     where  k = 1.0  v / cm and i is the current recorded in (a)(i) . include the unit.  r =  ... [2]  [total: 11]",
+            "8": "8 0625/51/o/n/18 \u00a9 ucles 2018 3 in this experiment, you will determine the refractive index n of the material of a transparent block. hole eyee a dbn lf gc fig. 3.1  (a) carry out the following instructions, using the separate ray-trace sheet provided. refer to  fig. 3.1 for guidance. \u2022 place the transparent block, largest face down, on the ray-trace sheet supplied. the  block should be approximately in the middle of the paper. \u2022 draw and label the outline of the block abcd . \u2022 remove the block and draw the normal nl at the centre of side ab. continue the normal  so that it passes through side cd of the block. \u2022 label the point f where nl crosses ab. \u2022 label the point g where nl crosses cd.  [2]",
+            "9": "9 0625/51/o/n/18 \u00a9 ucles 2018 [turn over  (b) \u2022 draw the line ef at an angle i = 30\u00b0 to the normal as shown in fig. 3.1. \u2022 place the paper on the pin board. \u2022 place two pins p1 and p2 on line ef at a suitable distance apart for this experiment. \u2022 replace the block and look from the position of the eye shown in fig. 3.1, to observe  the images of p1 and p2 through side cd of the block. adjust your line of sight until the  images of p1 and p2 appear one behind the other. \u2022 place two pins p3 and p4 between your eye and the block so that p3, p4, and the images  of p1 and p2 seen through the block, appear one behind the other. \u2022 label the positions of p1, p2, p3 and p4. \u2022 remove the block and the pins. \u2022 draw a line joining the positions of p3 and p4. continue the line until it meets the normal  nl. \u2022 label the point h where the line meets side cd. draw the line fh.  [1]  (c) (i) measure and record the length a of the line gh.  a =  ... [1]   (ii) measure and record the length b of the line fh.  b =  ... [1]   (iii) calculate the refractive index n using the equation .nab050= .  n =  ... [2]  (d) repeat the procedure in (b) using an angle i = 45\u00ba.   (i) repeat the measurements in (c)(i)  and (c)(ii)  for i = 45\u00ba.  a =  ...  b =  ...  [1]   (ii) calculate the refractive index n using the equation .nab071= .  n =  ... [1]",
+            "10": "10 0625/51/o/n/18 \u00a9 ucles 2018  (e) a student carries out this experiment with care and expects the two values of refractive index   n obtained in this experiment to be equal.   state two difficulties with this type of experiment that could explain any difference in the two  values of n. 1.  ...  ... 2.  ...  ...  [2]  [total: 11]   tie your ray-trace sheet into this question booklet between pages 10 and 11.",
+            "11": "11 0625/51/o/n/18 \u00a9 ucles 2018 [turn over blank page",
+            "12": "12 0625/51/o/n/18 \u00a9 ucles 2018 4 a student is investigating the relationship between the power produced by an electrical heater and  the time taken to heat a beaker of water. the power of the heater is given by the equation p = vi,  where v is the potential difference (p.d.) across the heater and i is the current in the heater.  plan an experiment to investigate the relationship between the power produced by an electrical  heater and the time taken to heat a beaker of water.  you are not required to carry out this investigation.  the following apparatus is available:   ammeter   voltmeter   0\u201312  v variable power supply   250 cm3 beaker   heater   thermometer   stopwatch  the student can also use other apparatus and materials that are usually available in a school  laboratory.  you should: \u2022 complete the diagram in fig. 4.1 to show the circuit that you would use \u2022 explain briefly how you would carry out the investigation \u2022 state the key variables that you would control \u2022 draw a table with column headings, to show how you would display your readings (you  are not required to enter any readings in the table) \u2022 explain how you would use your results to reach a conclusion.",
+            "13": "13 0625/51/o/n/18 \u00a9 ucles 2018 [turn over beaker heater water fig. 4.1  ..  ..  ..  ..  ..  ..  ..  ..  ..  ..  ..  ..  ..",
+            "14": "14 0625/51/o/n/18 \u00a9 ucles 2018  ..  ..  ..  ..  ..  ..  ..  ..  ..  .. [7]  [total: 7]",
+            "15": "15 0625/51/o/n/18 \u00a9 ucles 2018 blank page",
+            "16": "16 0625/51/o/n/18 \u00a9 ucles 2018 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 international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download at www.cie.org.uk after  the live examination series. 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.blank page"
+        },
+        "0625_w18_qp_52.pdf": {
+            "1": "this document consists of 12 printed pages. dc (nh/sw) 152111/4 \u00a9 ucles 2018  [turn over *4019313866* physics  0625/52 paper 5  practical test  october/november 2018  1 hour 15 minutes candidates answer on the question paper. additional materials:  as listed in the confidential instructions. read these instructions first write your centre number, candidate number and name in the spaces at the top of the page. write in dark blue or black pen. you may use an hb pencil for any diagrams, graphs or rough working. do not use staples, paper clips, glue or correction fluid. do not  write in any barcodes. answer all questions. you are advised to spend about 20 minutes on each of questions 1 to 3, and about 15 minutes on question 4. electronic calculators may be used. you may lose marks if you do not show your working or if you do not use appropriate units. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question. this syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificate.for examiner\u2019s use 1 2 3 4 totalcambridge international examinations cambridge international general certificate of secondary education",
+            "2": "2 0625/52/o/n/18 \u00a9 ucles 2018 1 in this experiment, you will determine the spring constant k of a spring.  carry out the following instructions, referring to fig. 1.1. clamp standspringmetre rule \u2018blu-tack\u2019 between ruler and clamp rod benchl0 fig. 1.1  (a) the metre rule is fixed in position close to the spring. do not change the position of the  metre rule.   (i) use the set-square provided to take readings from the metre rule in order to determine  the length l0 of the coiled part of the spring. record of readings taken  ..  ... [1]   (ii) record in table 1.1 the value of the length of the spring l0 when the load l is 0.00  n. [1]   (iii) \u2022  place a load of 0.20  n on the spring. record in table 1.1 the new length l of the  spring. \u2022 use the equation e = ( l \u2013 l0) to calculate the extension e of the spring. record the  value of e in the table. \u2022 repeat the procedure  using loads of 0.40  n, 0.60  n, 0.80  n and 1.00  n. record all  the readings and results in the table.",
+            "3": "3 0625/52/o/n/18 \u00a9 ucles 2018 [turn over table 1.1 l / n l / mm e / mm 0.00 0 0.20 0.40 0.60 0.80 1.00  [2]  (b) plot a graph of l / n (y-axis) against  e / mm ( x-axis).  [4]  (c) determine the gradient g of the graph. show clearly on the graph how you obtained the  necessary information.  g =  ... [2]",
+            "4": "4 0625/52/o/n/18 \u00a9 ucles 2018  (d) the gradient g is numerically equal to the spring constant k.   write down a value for k to a suitable number of significant figures for this experiment.  k =  ... n / mm [1]  [total: 11]",
+            "5": "5 0625/52/o/n/18 \u00a9 ucles 2018 [turn over 2 in this experiment, you will investigate the power of lamps.  the circuit shown in fig. 2.1 has been set up for you.  va x y fig. 2.1  (a) (i) switch on.    measure and record the potential difference (p.d.) vt across the lamps and the current  it in the circuit. switch off.  vt =  ...  it =  ...  [2]   (ii) calculate  the power pt produced by  the lamp filaments, using the equation pt = vt it .  pt =  ... [1]",
+            "6": "6 0625/52/o/n/18 \u00a9 ucles 2018  (b) disconnect the voltmeter. reconnect the voltmeter across lamp x. switch on.   (i) measure and record the potential difference (p.d.) vx across lamp x and the current ix in  the circuit. switch off.  vx =  ...  ix =  ...  [1]   (ii) calculate  the power px produced by  the lamp filament using the equation px = vx ix.  px =  ... [1]  (c) disconnect the voltmeter. reconnect the voltmeter across lamp y. switch on.   (i) measure and record the potential difference vy across lamp y and the current iy in the  circuit. switch off.  vy =  ...  iy =  ...  [1]   (ii) calculate  the power py produced by  the lamp filament using the equation py = vy iy.  py =  ... [1]  (d) state and explain briefly whether your two values for power,  px and py are the same within  the limits of experimental accuracy. statement  .. explanation  ...  ...    [2]",
+            "7": "7 0625/52/o/n/18 \u00a9 ucles 2018 [turn over  (e) draw a circuit diagram to show the circuit rearranged so that: \u2022 the lamps are connected in parallel \u2022 the ammeter will measure the total current in the circuit \u2022 the voltmeter will measure the p.d. across the lamps.   you are not asked to set up this circuit.  [2]  [total: 11]",
+            "8": "8 0625/52/o/n/18 \u00a9 ucles 2018 3 in this experiment, you will determine the refractive index n of the material of a transparent block.  eyeholee n lf gb a c d fig. 3.1  (a) carry out the following instructions, using the separate ray-trace sheet provided. refer to  fig. 3.1 for guidance. \u2022 place the transparent block, largest face down, on the ray-trace sheet supplied. the  block should be approximately in the middle of the paper. \u2022 draw and label the outline of the block abcd . \u2022 remove the block and draw the normal nl at the centre of side ab. continue the normal  so that it passes through side cd of the block. \u2022 label the point f where nl crosses ab. \u2022 label the point g where nl crosses cd.  [2]",
+            "9": "9 0625/52/o/n/18 \u00a9 ucles 2018 [turn over  (b) \u2022 draw the line ef at an angle i = 30\u00b0 to the normal as shown in fig. 3.1. \u2022 place the paper on the pin board. \u2022 place two pins p1 and p2 on line ef at a suitable distance apart for this experiment. \u2022 replace the block and look from the position of the eye shown in fig. 3.1, to observe  the images of p1 and p2 through side cd of the block. adjust your line of sight until the  images of p1 and p2 appear one behind the other. \u2022 place two pins p3 and p4 between your eye and the block so that p3, p4, and the images  of p1 and p2, seen through the block, appear one behind the other. \u2022 label the positions of p1, p2, p3 and p4. \u2022 remove the block and the pins. \u2022 draw a line joining the positions of p3 and p4. continue the line until it meets the normal  nl. \u2022 label the point j where the line meets the normal nl. \u2022 label the point h where the line meets side cd. draw the line fh.  [1]  (c) (i) measure and record the length a of the line fh.  a =  ... [1]   (ii) measure and record the length b of the line hj.  b =  ... [1]   (iii) calculate the refractive index n using the equation n = a b  n =  ... [2]  (d) repeat the procedure in (b) using the angle of incidence  i = 40\u00b0.   (i) repeat the measurements in (c) for i = 40\u00b0.  a =  ...  b =  ...  [1]   (ii) calculate the refractive index n using the equation n = a b  n =  ... [1]",
+            "10": "10 0625/52/o/n/18 \u00a9 ucles 2018  (e) a student carries out this experiment with care and expects the two values of refractive index   n obtained in this experiment to be equal.    state two difficulties with this type of experiment that could account for any difference in the  two values of n. 1.  ...  ... 2.  ...  ...  [2]  [total: 11]   tie your ray-trace sheet into this question booklet between pages 8 and 9.",
+            "11": "11 0625/52/o/n/18 \u00a9 ucles 2018 [turn over 4 a student is investigating whether the type of container affects the time taken for water to be  heated from room temperature to boiling point.  the following apparatus is available:   250 cm3 copper can   250 cm3 aluminium can   250 cm3 glass beaker   bunsen burner   measuring cylinder   thermometer   tripod and gauze   stopwatch  other apparatus normally used in the school laboratory is also available.  plan an experiment to investigate whether the type of container affects the time taken for water  to be heated from room temperature to boiling point. you are not required to carry out this  investigation.  you should: \u2022 explain briefly how you would carry out the investigation \u2022 state the key variables that you would control \u2022 draw a table, or tables, with column headings to show how you would display your readings  (you are not required to enter any readings in the table) \u2022 explain briefly how you would use your readings to reach a conclusion.  ..  ..  ..  ..  ..  ..  ..  ..",
+            "12": "12 0625/52/o/n/18 \u00a9 ucles 2018 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 international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download at www.cie.org.uk after  the live examination series. 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. ..  ..  ..  ..  ..  ..  ..  ..  ..  ..  ..  ..  .. [7]  [total: 7]"
+        },
+        "0625_w18_qp_53.pdf": {
+            "1": "*2895237765* this syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificate. this document consists of 12 printed pages and 4 blank pages. dc (sc/cgw) 152107/4 \u00a9 ucles 2018  [turn overcambridge international examinations cambridge international general certificate of secondary education physics  0625/53 paper 5  practical test  october/november 2018  1 hour 15 minutes candidates answer on the question paper. additional materials:  as listed in the confidential instructions read these instructions first write your centre number, candidate number and name in the spaces at the top of the page. write in dark blue or black pen. you may use an hb pencil for any diagrams or graphs. do not use staples, paper clips, glue or correction fluid. do not  write in any barcodes. answer all questions. you are advised to spend about 20 minutes on each of questions 1 to 3, and about 15 minutes on question  4. electronic calculators may be used. you may lose marks if you do not show your working or if you do not use appropriate units. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part  question. for examiner\u2019s use 1 2 3 4 total",
+            "2": "2 0625/53/o/n/18 \u00a9 ucles 2018 1 in this experiment, you will determine the density of modelling clay.  carry out the following instructions, referring to fig. 1.1. modelling clayw h l fig. 1.1  (a) (i) measure the length l, width w and height h of the block of modelling clay.  l =    cm  w =    cm  h =    cm  [1]   (ii) calculate the volume v1 of the block, using your measurements from (a)(i)  and the  equation v1 = l \u00d7 w \u00d7 h.  v1 =  ..  cm3 [1]  (b) suggest a possible source of inaccuracy in measuring the block and describe an improvement  to the procedure that will produce more reliable measurements of the block. suggestion    ... improvement  .  ...  ...  [2]",
+            "3": "3 0625/53/o/n/18 \u00a9 ucles 2018 [turn over forcemeter loop of string modelling clay fig. 1.2  (c) measure the weight w of the block of modelling clay, as shown in fig. 1.2.  w =  .  n [1]  (d) calculate a value \u03c11 for the density of the modelling clay, using your results from (a)(ii)  and   (c) and the equation \u03c11 = w \u00d7 k v1, where k = 100  g / n.  \u03c11 =  .  [2]",
+            "4": "4 0625/53/o/n/18 \u00a9 ucles 2018 modelling claymeasuring cylinder fig. 1.3  (e) \u2022 pour approximately 150  cm3 of water into the measuring cylinder.   \u2022 record the volume v2 of the water in the measuring cylinder.  v2 =  ...  cm3   \u2022  remove the loop of string from the forcemeter and lower the block of modelling clay  carefully into the water in the measuring cylinder as shown in fig. 1.3.   \u2022  record the new reading v3 of the measuring cylinder, with the piece of modelling clay in  the water.  v3 =  ...  cm3  [1]  (f) describe how a measuring cylinder is read to obtain a value for the volume of water.  you  may draw a diagram to help you.  ...  ...  ..  [1]",
+            "5": "5 0625/53/o/n/18 \u00a9 ucles 2018 [turn over  (g) (i) calculate another value \u03c12 for the density of modelling clay, using your readings from (c)    and (e) and the equation \u03c12 = w \u00d7 k (v3 \u2013 v2), where k = 100  g / n.  \u03c12 =  .  [1]   (ii) suggest which of \u03c11 or \u03c12 is likely to be the more accurate value for the density of the  modelling clay.    justify your answer by referring to the procedure.  ...  ...  ..  [1]  [total: 11]",
+            "6": "6 0625/53/o/n/18 \u00a9 ucles 2018 2 in this experiment, you will determine the resistance per unit length of wire x.  the circuit has been set up for you. apower supply wire x v crocodile clip c resistance wire fig. 2.1  (a) carry out the following instructions, referring to fig. 2.1.   \u2022 connect the crocodile clip c to the free end of the resistance wire.   \u2022  switch on. adjust the position of the crocodile clip c until the current shown on the  ammeter is as near to 0.40  a as possible.   \u2022  measure, and record in table 2.1, the potential difference (p.d.) v across wire x.  switch  off.   \u2022 repeat the procedure for i = 0.50  a, 0.60  a, 0.70  a and 0.80  a. table 2.1 i / a v / v 0.40 0.50 0.60 0.70 0.80  [2]",
+            "7": "7 0625/53/o/n/18 \u00a9 ucles 2018 [turn over  (b) plot a graph of v / v (y-axis) against i / a (x-axis).  [4]  (c) (i) determine the gradient g of the graph. show clearly on the graph how you obtained the  necessary information.  g =  .  [1]   (ii) measure the length l of wire x.  l =  ...  cm [1]   (iii) calculate the resistance r of each centimetre of wire x, using the equation r = g \u00d7 k l,    where k = 1.0  \u03c9 cm.    give the value for r, to a suitable number of significant figures for this experiment.   r =  .  [2]",
+            "8": "8 0625/53/o/n/18 \u00a9 ucles 2018  (d) a student discovers that the resistance wire becomes very hot when the crocodile clip is  connected to short lengths of the wire.   suggest an improvement that would help to reduce this effect.  ...  ...  ..  [1]  [total: 11]",
+            "9": "9 0625/53/o/n/18 \u00a9 ucles 2018 [turn over blank page",
+            "10": "10 0625/53/o/n/18 \u00a9 ucles 2018 3 in this experiment, you will investigate the reflection of light by a plane mirror. a b dnholeray-trace sheet eye c \u03b1 fig. 3.1  (a) carry out the following instructions, using the separate ray-trace sheet provided.     refer to fig. 3.1 for guidance.   \u2022 draw a line about 10  cm from the bottom of your ray-trace sheet. label this line ab.   \u2022 mark a point n, near the centre of ab.   \u2022  draw a normal to ab at point n, towards the top of the page. label the other end of this  normal line l. [1]  (b) draw a line cd passing through n and at an angle \u03b1 to ab where \u03b1 = 20\u00b0.  [1]",
+            "11": "11 0625/53/o/n/18 \u00a9 ucles 2018 [turn over  (c) \u2022  place two pins p1 and p2 on line ln, a suitable distance apart for ray tracing. label the  positions of p1 and p2.   \u2022  place the reflecting surface of the mirror on line cd and view the images of p1 and p2  from the direction indicated by the eye in fig. 3.1.   \u2022  place two pins p3 and p4 some distance apart so that the images of p1 and p2, and the  pins p3 and p4, all appear exactly one behind the other. label the positions of p3 and p4.   \u2022 remove the mirror and the pins.   \u2022 draw a line passing through the p3 and p4 positions and reaching ln.   \u2022 measure and record in table 3.1, the angle \u03b8 between this line and the normal ln. table 3.1 \u03b1 / \u00b0 \u03b8 / \u00b0 20 35  [3]  (d) repeat steps (b) and (c) for an angle \u03b1 = 35\u00b0, replacing pins p1 and p2 in their original  positions in step (c). [2]  (e) a student suggests that when the mirror is moved, the change in  \u03b8 should be equal to twice  the change in  \u03b1.   state whether your readings support this idea. justify your answer with reference to the  readings. statement  .. justification    ...  ...  [2]  (f) suggest two precautions that you took to ensure accurate results from this type of experiment. 1    ... 2 .  ...  [2]  [total: 11] tie your ray trace sheet between pages 10 and 11.",
+            "12": "12 0625/53/o/n/18 \u00a9 ucles 2018 4 a student is investigating the conduction of thermal energy by metals.  plan an experiment to compare the rates at which different metals conduct thermal energy.  you are not required to carry out the experiment.  the apparatus available includes:   strips of different metals, shaped as shown in fig. 4.1   a test-tube in a clamp stand   a beaker   a supply of cold water   a supply of hot water. fig. 4.1  the shorter section of each strip of metal can fit inside a test-tube.  write a plan for the experiment.  you should: \u2022 list any additional apparatus needed \u2022 draw a labelled diagram of how the apparatus will be arranged \u2022 explain briefly how you will carry out the experiment \u2022 explain how the metals will be compared \u2022 state the precautions which should be taken to obtain reliable results.",
+            "13": "13 0625/53/o/n/18 \u00a9 ucles 2018  ..  ..  ..  ..  ..  ..  ..  ..  ..  ..  ..  ..  ..  ..  ..  ..  ..  ..  ..  ..  ..  ..  .  [7]  [total: 7]",
+            "14": "14 0625/53/o/n/18 \u00a9 ucles 2018 blank page",
+            "15": "15 0625/53/o/n/18 \u00a9 ucles 2018 blank page",
+            "16": "16 0625/53/o/n/18 \u00a9 ucles 2018 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 international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download at www.cie.org.uk after  the live examination series. 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.blank page"
+        },
+        "0625_w18_qp_61.pdf": {
+            "1": "*2551796082* this syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificate. this document consists of 13 printed pages and 3 blank pages. dc (sc/cgw) 152085/3 \u00a9 ucles 2018  [turn overphysics  0625/61 paper 6  alternative to practical  october/november 2018  1 hour candidates answer on the question paper. no additional materials are required. read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen. you may use an hb pencil for any diagrams or graphs. do not use staples, paper clips, glue or correction fluid. do not  write in any barcodes. answer all questions. electronic calculators may be used. you may lose marks if you do not show your working or if you do not use appropriate units. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question.cambridge international examinations cambridge international general certificate of secondary education",
+            "2": "2 0625/61/o/n/18 \u00a9 ucles 2018 1 a student is determining the spring constant k of a spring by two methods.  fig. 1.2 shows how the apparatus is used.  method 1  (a) on fig. 1.1, measure the unstretched length l0 of the spring, in mm. springl0 fig. 1.1  l0 =  .  mm [1]  (b) the student attaches the spring to the clamp as shown in fig. 1.2.   he hangs a 300  g mass on the spring. clamp holding cork pin in cork benchclamp holding spring spring 300  g mass fig. 1.2   he measures the new length l of the spring.   53  l =  ..  mm",
+            "3": "3 0625/61/o/n/18 \u00a9 ucles 2018 [turn over   (i) calculate the extension e of the spring using the equation e = l \u2013 l0.  e =  .  mm [1]   (ii) calculate a value for the spring constant k using the equation k = f e, where f = 3.0  n.  k =    n / mm [1]  method 2  (c) the student pulls the mass down a short distance and releases it so that it oscillates up and  down. fig. 1.3 shows the time t taken for 10 complete oscillations. 00:03 .46min sec sec fig. 1.3   (i) record the time t taken for 10 complete oscillations.  t =    [1]   (ii) 1. calculate the time t taken for one complete oscillation.  t =  .    2. calculate t2.   t2 =  .  [2]   (iii) calculate the spring constant k using the equation k = 0.040  m t2, where m = 0.300  kg.  k =    n / mm [1]",
+            "4": "4 0625/61/o/n/18 \u00a9 ucles 2018  (d) state and explain whether your two values for k are the same within the limits of experimental  accuracy. statement  .. explanation  ...  ...  [2]  (e) a student states that repeating method 1 with different masses would improve the reliability of  the value obtained for k.   suggest additional values for the mass m that you would use when repeating the experiment  to improve the reliability.  ...  ...  ..  [2]  [total: 11]",
+            "5": "5 0625/61/o/n/18 \u00a9 ucles 2018 [turn over blank page",
+            "6": "6 0625/61/o/n/18 \u00a9 ucles 2018 2 a student is determining the resistance of a piece of wire.  fig. 2.1 shows the circuit she uses. a vpower supply sliding contact cl wirep fig. 2.1  (a) record the current i in the circuit, as shown on the ammeter in fig. 2.2.  i =    [1] a0.6 0.8 1.00.4 0.2 0    v3 4 52 1 0  fig. 2.2  fig. 2.3  (b) the student places the sliding contact c at a distance l = 20.0  cm from p. the voltmeter  reading is shown in fig. 2.3. record the voltmeter reading in table 2.1 for l = 20.0  cm. [1]",
+            "7": "7 0625/61/o/n/18 \u00a9 ucles 2018 [turn over  (c) the student repeats the procedure using values of l = 40.0  cm, 60.0  cm, 80.0  cm and 100.0  cm.  the readings are shown in table 2.1.   complete the column headings in the table.  [1] table 2.1 l / v / 20.0 40.0 0.9 60.0 1.6 80.0 2.0 100.0 2.4  (d) plot a graph of v / v (y-axis) against l / cm (x-axis). start both axes at the origin (0, 0).  [4]",
+            "8": "8 0625/61/o/n/18 \u00a9 ucles 2018  (e) (i) determine the gradient g of the graph. show clearly on the graph how you obtained the  necessary information.  g =    [2]   (ii) calculate the resistance r of each centimetre of the wire. use the equation r = g k i,  where k = 1.0  v / cm and where i is the current recorded in (a).    include the unit.  r =    [2]  [total: 11]",
+            "9": "9 0625/61/o/n/18 \u00a9 ucles 2018 [turn over blank page",
+            "10": "10 0625/61/o/n/18 \u00a9 ucles 2018 3 a student is determining the refractive index n of the material of a transparent block.  fig. 3.1 shows the outline abcd  of the transparent block. a b d p3 p4c eye fig. 3.1",
+            "11": "11 0625/61/o/n/18 \u00a9 ucles 2018 [turn over  (a) (i) on fig. 3.1: \u2022 draw a normal nl at the centre of side ab \u2022 continue the normal so that it passes through side cd of the block \u2022 label the point f where nl crosses ab \u2022 label the point g where nl crosses cd. [1]   (ii) draw a line ef at an angle i = 30\u00b0 to the left of the normal and above side ab. [1]   (iii) mark the positions of two pins p1 and p2 on line ef placed at a suitable distance apart  for this type of ray-tracing experiment.  [1]  (b) the student observes the images of p1 and p2 through side cd of the block so that the  images of p1 and p2 appear one behind the other.   he places two pins p3 and p4 between his eye and the block so that p3, p4 and the images of  p1 and p2 seen through the block, appear one behind the other.   the positions of p3 and p4 are marked on fig. 3.1.   (i) \u2022  draw a line joining the positions of p3 and p4. continue the line until it meets the  normal nl. \u2022 label the point h where the line meets side cd. draw the line fh.  [1]   (ii) measure and record the length a of the line gh.  a =    [1]   (iii) measure and record the length b of the line fh.  b =    [1]   (iv) calculate the refractive index n using the equation n = 0.5b a .  n =    [1]",
+            "12": "12 0625/61/o/n/18 \u00a9 ucles 2018  (c) the student repeats the procedure using the angle of incidence i = 45\u00b0.   3.2  a =  ...  cm   6.9  b =  ...  cm   calculate the refractive index n, using the equation n = 0.71b a .  n =    [1]  (d) the student expected the two values of refractive index n obtained in this experiment to be  equal.   state two difficulties with this type of experiment that could explain any difference in the two  values of n. 1.  ...  ... 2.  ...  ...  [2]  (e) a student suggests precautions to take in this experiment to obtain reliable results.   tick one box to indicate the most sensible suggestion.    carry out the experiment in a darkened room.    use pins that are taller than the height of the block.    view the bases of the pins.    view the pins with one eye closed.  [1]  [total: 11] ",
+            "13": "13 0625/61/o/n/18 \u00a9 ucles 2018 [turn over blank page",
+            "14": "14 0625/61/o/n/18 \u00a9 ucles 2018 4 a student is investigating the relationship between the power produced by an electrical heater and  the time taken to heat a beaker of water. the power of the heater is given by the equation p = vi,  where v is the potential difference (p.d.) across the heater and i is the current in the heater.  plan an experiment to investigate the relationship between the power produced by an electrical  heater and the time taken to heat a beaker of water.  the following apparatus is available:   ammeter   voltmeter   0\u201312  v variable power supply   250 cm3 beaker   heater   thermometer   stopwatch  the student can also use other apparatus and materials that are usually available in a school  laboratory.  you should: \u2022 complete the diagram in fig. 4.1 to show the circuit that you would use \u2022 explain briefly how you would carry out the investigation \u2022 state the key variables that you would control \u2022 draw a table with column headings, to show how you would display your readings (you  are not required to enter any readings in the table) \u2022 explain how you would use your results to reach a conclusion.",
+            "15": "15 0625/61/o/n/18 \u00a9 ucles 2018 [turn over electrical heaterbeaker water fig. 4.1  ..  ..  ..  ..  ..  ..  ..  ..  ..  ..  ..  ..  ..  ..",
+            "16": "16 0625/61/o/n/18 \u00a9 ucles 2018 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 international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download at www.cie.org.uk after  the live examination series. 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. ..  ..  ..  ..  ..  ..  ..  .  [7]  [total: 7]"
+        },
+        "0625_w18_qp_62.pdf": {
+            "1": "*9270767330* this document consists of 11 printed page s and 1 blank page . dc (nf/sw) 152110/5 \u00a9 ucles 2018  [turn overphysics  0625/62 paper 6  alternative to practical  october/november 2018  1 hour candidates answer on the question paper. no additional materials are required. read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen. you may use an hb pencil for any diagrams or graphs. do not use staples, paper clips, glue or correction fluid. do not  write in any barcodes. answer all questions. electronic calculators may be used. you may lose marks if you do not show your working or if you do not use appropriate units. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question. this syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificate.cambridge international examinations cambridge international general certificate of secondary education",
+            "2": "2 0625/62/o/n/18 \u00a9 ucles 2018 1 a student is determining the spring constant k of a spring.  fig. 1.1 shows the apparatus used. clamp standspringmetre rule \u2018blu-tack\u2019 between ruler and clamp rod benchl0 fig. 1.1  (a) on fig. 1.1, measure the unstretched length l0 of the coiled part of the spring, in mm.   record this value of length l in table 1.1 for l = 0.00 n. [1]  (b) on fig. 1.1, show how a set-square could be used to take readings in order to determine the  length l0 of the coiled part of the spring.  [1]  (c) the student places a 0.20  n load on the spring. he records the new length l of the spring in  table 1.1.   he repeats the procedure using loads of 0.40  n, 0.60  n, 0.80  n and 1.00  n. all the readings  are recorded in table 1.1.   (i) calculate the extension e of the spring for each value of load l, using the equation    e = (l \u2013 l0). record the values of e in table 1.1.  [1]   (ii) complete the column headings in table 1.1.",
+            "3": "3 0625/62/o/n/18 \u00a9 ucles 2018 [turn over table 1.1 l / l / e / 0.00 0 0.20 31 0.40 40 0.60 46 0.80 55 1.00 63 [1]  (d) plot a graph of l / n (y-axis) against  e / mm ( x-axis). [4]  (e) determine the gradient g of the graph. show clearly on the graph how you obtained the  necessary information.  g =  ..  [2]",
+            "4": "4 0625/62/o/n/18 \u00a9 ucles 2018  (f) the gradient g is numerically equal to the spring constant k.   write down a value for k to a suitable number of significant figures for this experiment.  k =  ..  n / mm  [1] [total: 11]",
+            "5": "5 0625/62/o/n/18 \u00a9 ucles 2018 [turn over 2 a student is investigating the power of two lamps.  the circuit is shown in fig. 2.1. va x y fig. 2.1  (a) (i) record the potential difference (p.d.) vt across the lamps and the current it in the circuit,  as shown in fig. 2.2 and fig. 2.3. a0.4 0.6 0.2 1.00.8 0 v4 653 72 1 9 108 0                        a0.4 0.6 0.2 1.00.8 0 v4 653 72 1 9 108 0  fig. 2.2  fig. 2.3  vt = ...  it = ... [2]   (ii)  calculate  the power pt produced by  the lamp filaments, using the equation pt = vtit .  pt =  ...  [1]",
+            "6": "6 0625/62/o/n/18 \u00a9 ucles 2018  (b) the student connects the voltmeter across lamp x  only. she records the p.d. vx across lamp  x and the current ix in the circuit.  1.3 vx =  .  v  0.18 ix =  .  a   she repeats the procedure with the voltmeter connected across lamp y only.  1.2 vy =  .  v  0.18 iy =  .  a   (i) calculate the power px produced by the lamp filament x using the equation px = vxix,  and calculate the power py produced by the lamp filament y using the equation  py = vyiy.  px =    py =   [1]   (ii) state and explain briefly whether the two values for power  px and py are the same  within the limits of experimental accuracy. statement  .. explanation    ... [2]  (c) the student repeats the experiment using two other lamps. she notices that one lamp is  dimly lit, but the other lamp does not light at all.   the p.d. vt across the lamps is the same as in (b), but the current it in the circuit is  approximately half of the original value.   the student concludes that the filament of one of the lamps  is broken.   state whether you agree with the student and give a reason for your answer. statement  .. reason  ...  ... [2]",
+            "7": "7 0625/62/o/n/18 \u00a9 ucles 2018 [turn over  (d) draw a circuit diagram to show the circuit in fig. 2.1 rearranged so that: \u2022 the lamps are connected in parallel \u2022 a variable resistor is connected to control the total current in the circuit \u2022 the ammeter will measure the total current in the circuit \u2022 the voltmeter will measure the p.d. across the lamps. [3] [total: 11]",
+            "8": "8 0625/62/o/n/18 \u00a9 ucles 2018 3 a student is determining the refractive index n of the material of a transparent block.  fig. 3.1 shows the outline abcd  of the block. a b d c p3 p4 eye fig. 3.1  (a) (i) \u2022 on fig. 3.1, draw a normal nl at the centre of side ab. \u2022 continue the normal so that it passes through side cd of the block. [1]",
+            "9": "9 0625/62/o/n/18 \u00a9 ucles 2018 [turn over   (ii) \u2022 label the point f where nl crosses ab. \u2022 label the point g where nl crosses cd. \u2022 draw a line ef at an angle i = 30\u00b0 to the left of the normal and above side ab. [1]   (iii) mark the positions of two pins p1 and p2 on line ef placed  at a suitable distance apart  for this type of ray-tracing experiment.  [1]  (b) the student observes the images of p1 and p2 through side cd of the block.   he places two pins p3 and p4 between his eye and the block so that p3, p4 and the images of  p1 and p2 seen through the block, all appear exactly one behind the other.   the positions of p3 and p4 are marked on fig. 3.1. \u2022 draw a line passing through p3 and p4. continue the line until it meets the normal  nl. \u2022 label the point j where the line meets the normal. \u2022 label the point h where the line meets side cd. draw the line fh. [1]  (c) (i) measure and record the length a of the line fh.  a =  ...  [1]   (ii) measure and record the length b of the line hj.  b =  ...  [1]   (iii) calculate the refractive index n using the equation n = a b .  n =  ...  [2]  (d) a student states that repeating the experiment improves the reliability of the value obtained  for n.   suggest additional values for the angle of incidence i  that you would use when repeating the  experiment to improve the reliability.  ...  ...  ..  [2]  (e) state one precaution that you would take in this experiment to obtain accurate results.  ...  ..  [1] [total: 11]",
+            "10": "10 0625/62/o/n/18 \u00a9 ucles 2018 4 a student is investigating whether the type of container affects the time taken for water to be  heated from room temperature to boiling point.  the following apparatus is available:   250 cm3 copper can   250 cm3 aluminium can   250 cm3 glass beaker   bunsen burner   measuring cylinder   thermometer   tripod and gauze   stopwatch  other apparatus normally available in the school laboratory is also available.  plan an experiment to investigate whether the type of container affects the time taken for water to  be heated from room temperature to boiling point.  you should: \u2022 explain briefly how you would carry out the investigation \u2022 state the key variables that you would control \u2022 draw a table, or tables, with column headings to show how you would display your readings  (you are not required to enter any readings in the table) \u2022 explain briefly how you would use your readings to reach a conclusion.  ..  ..  ..  ..  ..  ..  ..  ..  ..  ..  ..  ..  ..",
+            "11": "11 0625/62/o/n/18 \u00a9 ucles 2018  ..  ..  ..  ..  ..  ..  ..  ..  ..  ..  ..  .  [7] [total: 7]",
+            "12": "12 0625/62/o/n/18 \u00a9 ucles 2018 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 international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download at www.cie.org.uk after  the live examination series. 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.blank page"
+        },
+        "0625_w18_qp_63.pdf": {
+            "1": "*8273129571* this syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificate. this document consists of 12 printed pages and 4 blank pages. dc (sc/ct) 152109/6 \u00a9 ucles 2018  [turn overphysics  0625/63 paper 6  alternative to practical  october/november 2018  1 hour candidates answer on the question paper. no additional materials are required. read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen. you may use an hb pencil for any diagrams or graphs. do not use staples, paper clips, glue or correction fluid. do not  write in any barcodes. answer all questions. electronic calculators may be used. you may lose marks if you do not show your working or if you do not use appropriate units. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question.cambridge international examinations cambridge international general certificate of secondary education",
+            "2": "2 0625/63/o/n/18 \u00a9 ucles 2018 1 a student is determining the density of modelling clay.  he is using the block shown in fig. 1.1 and fig. 1.2. l w h  fig. 1.1  fig. 1.2  (side view)  (a) (i) measure the dimensions of the block of modelling clay, as shown in fig. 1.1 and fig. 1.2.  length l =    cm   width w =    cm  height h =    cm  [1]   (ii) calculate the volume v1 of the block, using your measurements from (a)(i)  and the  equation v1 = l \u00d7 w \u00d7 h.  v1 =  ..  cm3 [1]  (b) suggest a possible source of inaccuracy in measuring the dimensions of the block and  describe an improvement to the procedure that will produce more reliable measurements of  the block. suggestion    ... improvement  .  ...  ...  [2]",
+            "3": "3 0625/63/o/n/18 \u00a9 ucles 2018 [turn over  (c) the student suspends the piece of modelling clay from a forcemeter, as shown in fig. 1.3. n 0.4 0.6 0.80.0 0.2 1.0 1.2 1.4 1.6 1.8 2.0 modelling clayforcemeter fig. 1.3   record the weight w of the block of modelling clay shown in fig. 1.3.  w =  .  n [1]  (d) calculate a value \u03c11 for the density of the modelling clay, using your results from (a)(ii)  and  (c) and the equation  \u03c11 = w \u00d7 k v1 ,   where k = 100  g / n.  \u03c11 =  .  [2]",
+            "4": "4 0625/63/o/n/18 \u00a9 ucles 2018  (e) the student pours some water into a measuring cylinder, as shown in fig. 1.4. 255075100125150175200225250cm3 fig. 1.4   (i) record the volume v2 of the water in the measuring cylinder shown in fig. 1.4.  v2 =  ..  cm3 [1]    (ii) describe how a measuring cylinder is read to obtain an accurate value for the volume of  water. you may draw a diagram to help you.  ...  ...  ..  [1]",
+            "5": "5 0625/63/o/n/18 \u00a9 ucles 2018 [turn over  (f) the student lowers the modelling clay into the water, as shown in fig. 1.5. cm3 255075100125150175200225250 modelling clay fig. 1.5   (i) \u2022  record the new reading v3 of the measuring cylinder in fig. 1.5, with the block of  modelling clay in the water.  v3 =  ...  cm3 \u2022 calculate another value \u03c12 for the density of modelling clay, using your value for v3,  your readings from (c) and (e)(i)  and the equation  \u03c12 = w \u00d7 k (v3 \u2013 v2),  where k = 100  g / n.  \u03c12 =  ..  [1]   (ii) suggest which of \u03c11 or \u03c12 is likely to be the more accurate value for the density of the  modelling clay.    justify your answer by referring to the procedure.  ...  ...  ..  [1]  [total: 11]",
+            "6": "6 0625/63/o/n/18 \u00a9 ucles 2018 2 some students are determining the resistance per unit length of wire x.  they are using the circuit shown in fig. 2.1. power supply awire x crocodile clip resistance wire fig. 2.1  the crocodile clip is connected to a length of the resistance wire. the current in the circuit and  potential difference (p.d.) across wire x are measured.  (a) on fig. 2.1, draw the symbol for a voltmeter correctly connected to measure the p.d. across  wire x. [1]  (b) a student adjusts the position of the crocodile clip until the current in the circuit is 0.80  a.   in table 2.1, record the value of the p.d. v across wire x, as shown in fig. 2.2. 10.5 1.5 2 0 v fig. 2.2  [1]",
+            "7": "7 0625/63/o/n/18 \u00a9 ucles 2018 [turn over  (c) the student records the p.d. v for different currents, as shown in table 2.1. table 2.1 i / a v / v 0.80 0.70 1.58 0.60 1.34 0.50 1.03 0.40 0.81   (i) plot a graph of v / v (y-axis) against i / a (x-axis).  [4]   (ii) determine the gradient g of the graph. show clearly on the graph how you obtained the  necessary information.  g =  .  [1]",
+            "8": "8 0625/63/o/n/18 \u00a9 ucles 2018   (iii) fig. 2.3 shows wire x. l fig. 2.3 \u2022 on fig. 2.3, measure the length l.  l =    cm \u2022 the wire in fig. 2.3 is shown to 1/3rd scale. calculate the actual length l of wire x.  l =    cm  [1]   (iv) calculate the resistance r of each centimetre of wire x, using the equation  r = g \u00d7 k l,     where k = 1.0  \u03c9\u2009cm.    give the value for r, to a suitable number of significant figures for this experiment.  r =  .  [2]  (d) a student notices that the resistance wire becomes very hot when the crocodile clip is  connected to short lengths of the wire.   suggest an improvement that would help to reduce this effect.  ...  ...  ..  [1]  [total: 11]",
+            "9": "9 0625/63/o/n/18 \u00a9 ucles 2018 [turn over blank page",
+            "10": "10 0625/63/o/n/18 \u00a9 ucles 2018 3 a student is investigating the reflection of light by a plane mirror.  her ray-trace sheet is shown in fig. 3.1. a nc b dray-trace sheeteye p4p3 p6p5 \u03b1 fig. 3.1  (a) (i) measure and record in table 3.1 the angle \u03b1 between an and cn, as shown in fig. 3.1.   [1]   (ii) draw a normal to ab at point n, towards the top of the page. label the top point of this  normal l. [1]   (iii) two pins p1 and p2 are placed on line ln, a suitable distance apart for ray tracing. on  fig. 3.1, label suitable positions for p1 and p2. [1]",
+            "11": "11 0625/63/o/n/18 \u00a9 ucles 2018 [turn over  (b) the student places the reflecting surface of a plane mirror on line cd and views the images  of p1 and p2 from the direction indicated by the eye in fig. 3.1.   she places two pins p3 and p4 so that the images of p1 and p2, and the pins p3 and p4, all  appear exactly one behind the other.   (i) draw a line passing through p3 and p4 and reaching point n. [1]   (ii) measure the angle \u03b8 between this line and the normal ln. record this value in table 3.1.  [1]   table 3.1 \u03b1\u2009/ \u00b0 \u03b8 / \u00b0 mirror on cd mirror on ef 35  (c) the student moves the mirror to a line ef at an angle \u03b1 = 35\u00b0 to an. line ef is not shown in  fig. 3.1.   the student repeats the process with the mirror on ef and places pins p5 and p6 in line with  the new images.   (i) draw a line passing through p5 and p6 and reaching point n. [1]   (ii) measure the angle \u03b8 between this new line and the normal ln. record this value in table 3.1.  [1]  (d) a student suggests that when the mirror is moved, the change in  \u03b8 should be equal to twice  the change in  \u03b1.   state whether your readings support this idea. justify your answer with reference to the  readings. statement  .. justification    ...  ...  [2]  (e) suggest two precautions that you would take to ensure accurate results from this type of  experiment. 1    ... 2    ...  [2]  [total: 11]",
+            "12": "12 0625/63/o/n/18 \u00a9 ucles 2018 4 a student is investigating the conduction of thermal energy by metals.  plan an experiment to compare the rates at which different metals conduct thermal energy.  the apparatus available includes:   strips of different metals, shaped as shown in fig. 4.1   a test-tube in a clamp stand   a beaker   a supply of cold water   a supply of hot water. fig. 4.1  the shorter section of each strip of metal can fit inside a test-tube.  write a plan for the experiment.  you should: \u2022 list any additional apparatus needed \u2022 draw a labelled diagram of how the apparatus will be arranged \u2022 explain briefly how you will carry out the experiment \u2022 explain how the metals will be compared \u2022 state the precautions which should be taken to obtain reliable results.",
+            "13": "13 0625/63/o/n/18 \u00a9 ucles 2018  ..  ..  ..  ..  ..  ..  ..  ..  ..  ..  ..  ..  ..  ..  ..  ..  ..  ..  ..  ..  ..  ..  .  [7]  [total: 7]",
+            "14": "14 0625/63/o/n/18 \u00a9 ucles 2018 blank page",
+            "15": "15 0625/63/o/n/18 \u00a9 ucles 2018 blank page",
+            "16": "16 0625/63/o/n/18 \u00a9 ucles 2018 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 international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download at www.cie.org.uk after  the live examination series. 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.blank page"
+        }
+    },
+    "2019": {
+        "0625_m19_qp_12.pdf": {
+            "1": "  this syllabus is regulated for use in england, wales and northern ireland as a cambridge international level 1/level 2 certific ate.  this document consists of 16 printed pages.  ib19 03_0625_12/3rp  \u00a9 ucles 2019   [turn over     *2318147385 * cambridge assessment international education  cambridge international general certificate of secondary education       physics 0625/12     paper 1  multiple choice (core)  february/march 2019     45 minutes    additional materials: multiple choice answer sheet   soft clean eraser   soft pencil (type b or hb recommended)       read these instructions first    write in soft pencil.  do not use staples, paper clips, glue or correction fluid. write your name, centre number and candidate number on the answer sheet in the spaces provided  unless this has been done for you.  do not  write in any barcodes.   there are forty  questions on this paper. answer all questions. for each question there are four possible  answers a, b, c and d.   choose the one you consider correct and record your choice in soft pencil  on the separate answer sheet.    read the instructions on the answer sheet very carefully.    each correct answer will score one mark. a ma rk will not be deducted for a wrong answer.  any rough working should be done in this booklet. electronic calculators may be used. take the weight of 1.0  kg to be 10  n (acceleration of free fall = 10  m / s2).    ",
+            "2": "2  \u00a9 ucles 2019 0625/12/f/m/19  1 water drips from a tap into a measuring cylinder.    the table shows the volume of water in the cylinder every minute for four minutes.    time  / minutes volume of  water  / cm3  0 0  1.0 27  2.0 57  3.0 83  4.0 112    what is the average volume of water collected in the cylinder each minute?  a 22  cm3 b 28  cm3 c 56  cm3 d 57  cm3     2 an object is moving with uniform deceleration.    which statement describes its motion?  a its rate of change of speed is decreasing.  b its speed is constant.  c its speed is decreasing.  d its speed is increasing.      3 a ball rolls down a ramp. the time it takes to move from x to y is measured.    x yrampheight of rampball     which other quantity must be measured in order to calculate the average speed of the ball  between point x and point y?  a angle of slope  b diameter of ball  c distance between x and y  d height of ramp     ",
+            "3": "3  \u00a9 ucles 2019 0625/12/f/m/19 [turn over  4 an astronaut in a space station orbits above the earth.    in the space station, the acceleration due to gravity is 7.5  m / s2.    on earth, the acceleration due to gravity is 10  m / s2.    which statement about the astronaut\u2019s mass and weight in the space station is correct?     mass of astronaut weight of astronaut  a same as on the earth less than on the earth  b same as on the earth greater than on the earth  c lower than on the earth less than on the earth  d lower than on the earth greater than on the earth      5 the mass of a full bottle of cooking oil is 1.30  kg.    when exactly half of the oil has been used, the mass of the bottle plus the remaining oil is 0.90  kg.    0.90kg 1.30kg     what is the mass of the empty bottle?  a 0.40  kg b 0.50  kg c 0.65  kg d 0.80  kg     6 a solid ball has a volume of 4.0  cm3. the density of the ball is 1.6  g / cm3.    what is the mass of the ball?  a 0.4  g b 2.5  g c 4.0  g d 6.4  g    ",
+            "4": "4  \u00a9 ucles 2019 0625/12/f/m/19  7 which property of an object cannot  be changed by applying forces?  a mass  b shape  c speed  d volume      8 the extension  / load graph for a spring is shown. the unstretched length of the spring is 15.0  cm.    3 210 012345 load  / nextension  / cm     when an object of unknown weight is suspended on the spring, the length of the spring is  16.4  cm.    what is the weight of the object?  a 0.55  n b 0.67  n c 3.5  n d 4.1  n     9 the diagram shows a wooden beam with two forces acting on it.    5.0 n5.0 n     which way will the beam move?  a accelerate up the page  b accelerate down the page  c turn anticlockwise  d turn clockwise ",
+            "5": "5  \u00a9 ucles 2019 0625/12/f/m/19 [turn over  10 which source of energy uses the production of steam to generate electrical energy?  a hydroelectric  b nuclear  c tides  d waves      11 what is the unit of power?  a joule  b newton  c pascal  d watt      12 the diagram shows a u-tube manometer containing three liquids: mercury, liquid x and liquid y.  neither liquid x or liquid y mixes with mercury.    liquid x liquid y mercury     which row compares the pressure exerted by liquid x and by liquid y on the mercury, and the  density of liquid x and the density of liquid y?     pressure exerted by x and  by y on the mercury densities of   x and of y  a pressure of x is greater than y density of x is greater than y  b pressure of y is greater than x density of y is greater than x  c pressure of x and of y is the same density of x is greater than y  d pressure of x and of y is the same density of y is greater than x    ",
+            "6": "6  \u00a9 ucles 2019 0625/12/f/m/19  13 which diagram shows an athlete exerting least pressure on the ground?    ab c d      14 a car tyre runs over a nail which makes a hole in it. the air in the tyre leaks out.    air    why does the air leave the tyre?  a the pressure inside the tyre is greater than the pressure outside.  b the pressure inside the tyre is less than the pressure outside.  c the temperature inside the tyre is greater than the temperature outside.  d the temperature inside the tyre is less than the temperature outside.     ",
+            "7": "7  \u00a9 ucles 2019 0625/12/f/m/19 [turn over  15 on a cold day, a metal measuring tape graduated in millimetres is used to measure the distance  between two fence posts. the measuring tape reads 3.000  m.    on a much hotter day, the metal measuring tape is used to measure the length of the same  distance again. the metal measuring tape has a higher temperature than the ground. the  temperature of the ground remains constant.    which statement is correct?  a the measuring tape reads less than 3.000  m because the graduations are closer together.  b the measuring tape reads less than 3.000  m because the graduations are further apart.  c the measuring tape reads more than 3.000  m because the graduations are closer together.  d the measuring tape reads more than 3.000  m because the graduations are further apart.     16 a thermometer has graduations which start at \u201310  \u00b0c and end at 110  \u00b0c.    \u201310 0 100 110 \u00b0c    what is the lower fixed point and what is the upper fixed point of the celsius scale?     lower fixed point  / \u00b0c upper fixed point  / \u00b0c  a \u201310 100  b \u201310 110  c 0 100  d 0 110     17 which row describes the process of melting?     initial state final state change in  temperature?  a liquid gas yes  b liquid solid no  c solid gas yes  d solid liquid no    ",
+            "8": "8  \u00a9 ucles 2019 0625/12/f/m/19  18 four campers are warming their food on a fire.    they use different rods, each of the same dimensions, to hold their food near the fire.    rod food fire     which material is the best choice to prevent their hands from getting too hot?  a aluminium  b copper  c steel  d wood     19 a beaker of water is heated and thermal energy travels through the water by convection.    what happens to the density of the water when it is heated and how does the water move?  a the density decreases and the heated water moves downwards.  b the density decreases and the heated water moves upwards.  c the density increases and the heated water moves downwards.  d the density increases and the heated water moves upwards.     20 the diagram shows a wave before it reflects from a barrier.    which labelled section of the diagram represents a wavefront?    ba c dbarrier  ",
+            "9": "9  \u00a9 ucles 2019 0625/12/f/m/19 [turn over  21 the diagram shows a transverse wave.    12 3 54 distance     which distance is equal to one wavelength?  a the distance between points 1 and 2  b the distance between points 1 and 3  c the distance between points 2 and 3  d the distance between points 4 and 5      22 a ray of light is reflected by a plane mirror.    psqr     which row shows the angle of incidence and the angle of reflection?     angle of  incidence angle of  reflection  a p q  b p s  c q r  d r s     ",
+            "10": "10  \u00a9 ucles 2019 0625/12/f/m/19  23 which diagram correctly represents rays of light passing through a converging lens in a camera?    a b c objectimagecameradobjectimagecamera object lensimagecameralensobjectimagecamera lens lens       24 which statement about microwaves is correct?  a microwaves are longitudinal waves.  b the frequencies of microwaves are greater than the frequencies of visible light.  c the speed of microwaves in a vacuum is equal to the speed of visible light in a vacuum.  d the wavelengths of microwaves are smaller than the wavelengths of infra-red.      25 a pulse of sound is produced at the bottom of a boat. the sound travels through the water and is  reflected from the sea-bed. the sound reaches the boat again after 1.3  s. the sea-bed is 1000  m  below the boat.    sea-bedboat 1000  m     using this information, what is the speed of sound in the water?  a 770  m / s b 1300  m / s c 1500  m / s d 2600  m / s   ",
+            "11": "11  \u00a9 ucles 2019 0625/12/f/m/19 [turn over  26 which action will not magnetise a rod?  a placing a copper rod inside a coil carrying a direct current  b stroking a steel rod with a permanent magnet  c hammering a steel rod aligned with the earth\u2019s magnetic field  d placing a soft-iron rod close to a permanent magnet      27 the ends of three metal rods are tested by holding end q of rod 1 close to the others in turn.    rod 1 rod 2 rod 3qr st u     the results are as follows.    end q attracts end r.  end q attracts end s. end q attracts end t.  end q repels end u.    which of the metal rods is a magnet?  a rod 1 only  b rod 1 and rod 2  c rod 1 and rod 3  d rod 3 only      28 which statement about a voltmeter is correct?  a a voltmeter measures the current in a component and is connected in series with the  component.  b a voltmeter measures the current in a component and is connected in parallel with the  component.  c a voltmeter measures the potential difference (p.d.) across a component and is connected in  series with the component.  d a voltmeter measures the potential difference (p.d.) across a component and is connected in  parallel with the component.     ",
+            "12": "12  \u00a9 ucles 2019 0625/12/f/m/19  29 four wires are made from the same metal.    which wire has the lowest resistance?     length of  wire  / cm diameter of  wire  / mm  a 20 0.20  b 20 0.40  c 40 0.20  d 40 0.40     30 a student sets up a circuit containing a battery of two cells and three lamps, as shown.    + \u2013 + \u2013     what is the circuit diagram for this arrangement?    a b c d      31 the diagrams show different resistor arrangements.    which arrangement has the smallest combined resistance?    10 \u03c9a 5 \u03c910 \u03c9 10 \u03c9 10 \u03c9 10 \u03c9 5 \u03c9b 10 \u03c9cd      ",
+            "13": "13  \u00a9 ucles 2019 0625/12/f/m/19 [turn over  32 the diagram shows a potential divider circuit.    vqvp     the resistance of the variable resistor is increased.    which row shows what happens to the reading on voltmeter p and on voltmeter q?     reading on voltmeter p reading on voltmeter q  a decreases decreases  b decreases increases  c increases decreases  d increases increases     33 the current in a kettle is 10  a and the kettle is protected by a 13  a fuse.    the owner of the kettle replaces the 13  a fuse with a 3  a fuse.    what happens when the kettle is switched on?  a the fuse melts and the kettle might be damaged.  b the fuse melts and the kettle is undamaged.  c the fuse does not melt and the kettle works correctly.  d the fuse does not melt but the kettle fails to work.     34 a student wishes to demonstrate electromagnetic induction.    he has a magnet and connecting wires.    which other apparatus does he need?     voltmeter battery   a \u0016 \u0016 key  b \u0016 \u001a \u0016= needed  c \u001a \u0016 \u001a= not needed  d \u001a \u001a  ",
+            "14": "14  \u00a9 ucles 2019 0625/12/f/m/19  35 the diagram shows a transformer connected to a 240  v a.c. supply.    primary coil 60 turnssecondary coil 30 turns 240  v a.c.soft-iron core     what is the potential difference across the secondary coil of the transformer?  a 30  v b 120  v c 240  v d 480  v    36 a current-carrying coil is placed in a magnetic field.    magnetic field linesview from above coil    which effect does the coil experience?  a a change in shape  b a change in weight  c a resultant force  d a turning effect      37 which statement about the structure of an atom is correct?  a negative electrons surround a neutral nucleus.  b negative electrons surround a positive nucleus.  c positive electrons surround a neutral nucleus.  d positive electrons surround a negative nucleus.     ",
+            "15": "15  \u00a9 ucles 2019 0625/12/f/m/19 [turn over  38 what are isotopes of an element?  a atoms of a different element with a different number of neutrons  b atoms of a different element with a different number of protons  c atoms of the same element with a different number of neutrons  d atoms of the same element with a different number of protons      39 a student measures the level of radiation emitted by a radioactive sample.    radioactive sampledetectorcounte r     the table shows the readings she records on the counter over a short period of time.    counter reading  / counts per minute 106 96 98 100    the sample is removed and the counter then shows a background radiation reading of 4 counts per minute.    what is the best estimate for the average count rate due to the radioactive sample?  a 96 counts per minute  b 98 counts per minute   c 100 counts per minute  d 104 counts per minute     ",
+            "16": "16    permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to trac e 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 ans wer-related information to candidates, all copyright acknowledgements are reproduced onl ine in the cambridge  assessment international education copyri ght acknowledgements booklet. this is produc ed 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 the ca mbridge assessment group. cambri dge assessment is the brand name of the university of  cambridge local examinations syndicate (ucles), which it self is a department of the university of cambridge.    \u00a9 ucles 2019 0625/12/f/m/19  40 four students are discussing ideas about radioactive decay.    which student\u2019s statement is correct?    when a \u03b3-ray is emitted, the nucleus changes to that of a different element.a cb dwhen a \u03b2-particle is emitted, the nucleusremains unchanged.when an \u03b1-particle is emitted, the nucleus changes to thatof a different element. stable nuclei are dangerousbecause they emit highlevels of \u03b3-radiation.        "
+        },
+        "0625_m19_qp_22.pdf": {
+            "1": "  this syllabus is regulated for use in england, wales and northern ireland as a cambridge international level 1/level 2 certific ate.  this document consists of 15 printed pages and 1 blank page.  ib19 03_0625_22/3rp  \u00a9 ucles 2019   [turn over     *1358010994 * cambridge assessment international education  cambridge international general certificate of secondary education       physics 0625/22     paper 2  multiple choice (extended)  february/march 2019     45 minutes    additional materials: multiple choice answer sheet   soft clean eraser   soft pencil (type b or hb recommended)       read these instructions first    write in soft pencil.  do not use staples, paper clips, glue or correction fluid. write your name, centre number and candidate number on the answer sheet in the spaces provided  unless this has been done for you.  do not write in any barcodes.   there are forty  questions on this paper. answer all questions. for each question there are four possible  answers a, b, c and d.   choose the one you consider correct and record your choice in soft pencil  on the separate answer sheet.    read the instructions on the answer sheet very carefully.    each correct answer will score one mark. a ma rk will not be deducted for a wrong answer.  any rough working should be done in this booklet. electronic calculators may be used. take the weight of 1.0  kg to be 10  n (acceleration of free fall = 10  m / s2).   ",
+            "2": "2  \u00a9 ucles 2019 0625/22/f/m/19  1 which row shows the best choice of measuring instruments to obtain accurate values for the  distances shown?     diameter of wire height of bench length of laboratory  a   measuring tape   measuring tape   micrometer  screw gauge  b   metre rule   micrometer  screw gauge measuring tape    c   micrometer  screw gauge measuring tape   metre rule    d   micrometer  screw gauge metre rule   measuring tape       2 an object is moving with uniform deceleration.    which statement describes its motion?  a its rate of change of speed is decreasing.  b its speed is constant.  c its speed is decreasing.  d its speed is increasing.     3 the graph shows how the speed of a car varies during part of its journey.    20 1510 50 02468 1 0 1 2speed m  / s time  / s    what is the value of the car\u2019s acceleration between 6  s and 10  s?  a 0.50  m / s2 b 0.80  m / s2 c 1.25  m / s2 d 1.50  m / s2     ",
+            "3": "3  \u00a9 ucles 2019 0625/22/f/m/19 [turn over  4 the gravitational field strength on the moon is less than on the earth.    which of these is different  when done on the moon compared with when done on the earth?  a the gravitational potential energy gained by a stone lifted through the same vertical height  b the kinetic energy gained by a ball when hit with the same force for the same period of time  c the momentum gained by a bullet when fired from the same gun  d the work done in accelerating a stone from rest to the same speed     5 the mass of a full bottle of cooking oil is 1.30  kg.    when exactly half of the oil has been used, the mass of the bottle plus the remaining oil is 0.90  kg.    0.90kg 1.30kg     what is the mass of the empty bottle?  a 0.40  kg b 0.50  kg c 0.65  kg d 0.80  kg      6 a solid ball has a volume of 4.0  cm3. the density of the ball is 1.6  g / cm3.    what is the mass of the ball?  a 0.4  g b 2.5  g c 4.0  g d 6.4  g     ",
+            "4": "4  \u00a9 ucles 2019 0625/22/f/m/19  7 the extension  / load graph for a spring is shown. the unstretched length of the spring is 15.0  cm.    3 210 012345 load  / nextension  / cm     when an object of unknown weight is suspended on the spring, the length of the spring is  16.4  cm.    what is the weight of the object?  a 0.55  n b 0.67  n c 3.5  n d 4.1  n     8 a box of mass 2.0  kg is pulled across the floor by a force of 6.0  n.    the frictional force acting on the box is 1.0  n.    what is the acceleration of the box?  a 0.40  m / s2 b 2.5  m / s2 c 3.0  m / s2 d 3.5  m / s2      9 which moving body has a resultant force acting on it?  a a diver rising vertically through water at constant speed  b an aircraft circling an airport at constant speed  c a train going up a straight incline at constant speed  d a parachutist descending vertically at terminal velocity     ",
+            "5": "5  \u00a9 ucles 2019 0625/22/f/m/19 [turn over  10 a constant force acts on a body causing the momentum of the body to increase.    which expression relates the force to the momentum and the time taken?  a force = taken timemomentum in change  b force = taken timemomentum  c force = change in momentum \u00d7 time taken  d force = momentum \u00d7 time taken     11 a car of mass 1500  kg has a speed of 20  m / s. it accelerates until its speed is 25  m / s.    what is the increase in the kinetic energy of the car?  a 19  kj b 38  kj c 170  kj d 340  kj    12 which source of energy uses the production of steam to generate electrical energy?  a hydroelectric  b nuclear  c tides  d waves     13 a car, travelling on a straight horizontal road, has 1.6  mj of kinetic energy. it accelerates for 20  s  until it has 2.5  mj of kinetic energy.    what is the average power output used to increase the kinetic energy of the car?  a 45  w b 205  w c 45  kw d 205  kw      14 which diagram shows an athlete exerting least pressure on the ground?    ab c d      ",
+            "6": "6  \u00a9 ucles 2019 0625/22/f/m/19  15 the diagram shows a u-tube manometer containing three liquids: mercury, liquid x and liquid y.  neither liquid x or liquid y mixes with mercury.    liquid x liquid y mercury     which row compares the pressure exerted by liquid x and by liquid y on the mercury, and the  density of liquid x and the density of liquid y?     pressure exerted by x and  by y on the mercury densities of   x and of y  a pressure of x is greater than y density of x is greater than y  b pressure of y is greater than x density of y is greater than x  c pressure of x and of y is the same density of x is greater than y  d pressure of x and of y is the same density of y is greater than x      16 gas molecules exert a pressure when they collide with the walls of a container.    which statement is correct?  a they experience a change in force which exerts a pressure equal to momentum \u00d7 area on  the walls.  b they experience a change in force which exerts a pressure equal to areamomentum on the  walls.  c they experience a change in momentum which exerts a pressure equal to force \u00d7 area on  the walls.  d they experience a change in momentum which exerts a pressure equal to areaforce on the  walls.     ",
+            "7": "7  \u00a9 ucles 2019 0625/22/f/m/19 [turn over  17 a thermometer has graduations which start at \u201310  \u00b0c and end at 110  \u00b0c.    \u201310 0 100 110 \u00b0c    what is the lower fixed point and what is the upper fixed point of the celsius scale?     lower fixed point  / \u00b0c upper fixed point  / \u00b0c  a \u201310 100  b \u201310 110  c 0 100  d 0 110      18 a 1  kg block of aluminium requires more thermal energy to raise its temperature by 1  \u00b0c than a  1 kg block of copper requires.    why is this?  a aluminium is a better conductor of thermal energy than copper.  b aluminium is a poorer conductor of thermal energy than copper.  c aluminium has a higher specific heat capacity than copper.  d aluminium has a lower specific heat capacity than copper.     19 four campers are warming their food on a fire.    they use different rods, each of the same dimensions, to hold their food near the fire.    rod food fire     which material is the best choice to prevent their hands from getting too hot?  a aluminium  b copper  c steel  d wood ",
+            "8": "8  \u00a9 ucles 2019 0625/22/f/m/19  20 two metal cans are identical, except that one has a shiny silver outer surface and the other has a  dull black outer surface. they each have 300  g of water at 80  \u00b0c sealed inside them. they are  both in a vacuum, in the darkness of outer space.    how does the temperature of the water in each one change?  a neither one will cool down.  b the water in the black can cools more slowly than that in the shiny can.  c the water in the shiny can cools more slowly than that in the black can.  d they both cool down at the same rate.      21 the diagram shows a wave before it reflects from a barrier.    which labelled section of the diagram represents a wavefront?    ba c dbarrier       22 a vibrating object produces ripples on the surface of a liquid. the object completes 20 vibrations  every second. the spacing of the ripples, from one crest to the next, is 3.0  cm.    what is the speed of the ripples?  a 0.15  cm  / s b 6.7  cm  / s c 60  cm  / s d 120  cm  / s     ",
+            "9": "9  \u00a9 ucles 2019 0625/22/f/m/19 [turn over  23 a narrow beam of light is travelling through a transparent liquid. it meets the surface as shown, at  an angle of incidence of 40 \u00b0. the refractive index of the liquid is 1.5.    40\u00b0air liquid     what is the angle of refraction as the light enters the air?  a 25 \u00b0 b 27 \u00b0 c 60 \u00b0 d 75 \u00b0     24 which diagram correctly represents rays of light passing through a converging lens in a camera?    a b c objectimagecameradobjectimagecamera object lensimagecameralensobjectimagecamera lens lens     25 what is the speed of x-rays in a vacuum and in air?     in a vacuum in air  a 3.0 \u00d7 106  m / s 2.0 \u00d7 106  m / s  b 3.0 \u00d7 106  m / s 3.0 \u00d7 106  m / s  c 3.0 \u00d7 108  m / s 2.0 \u00d7 108  m / s  d 3.0 \u00d7 108  m / s 3.0 \u00d7 108  m / s ",
+            "10": "10  \u00a9 ucles 2019 0625/22/f/m/19  26 a sound wave passes a point. the air pressure at that point increases and then decreases  300 times every second.    which descriptions apply to this sound wave?     the type of wave motion the frequency of the sound  a longitudinal outside human hearing range  b longitudinal within human hearing range  c transverse outside human hearing range  d transverse within human hearing range     27 a boy stands 150  m from a wall. he claps and when he hears the echo, he immediately claps  again. he continues this for some time.    another student has a stop-watch. she starts the watch on the first clap and stops it on the eleventh clap. the watch reads 10.0  s.    which value do her measurements give for the speed of sound in air?  a 150  m / s b 170  m / s c 300  m / s d 330  m / s      28 the ends of three metal rods are tested by holding end q of rod 1 close to the others in turn.    rod 1 rod 2 rod 3qr st u     the results are as follows.    end q attracts end r.  end q attracts end s. end q attracts end t.  end q repels end u.    which of the metal rods is a magnet?  a rod 1 only  b rod 1 and rod 2  c rod 1 and rod 3  d rod 3 only     ",
+            "11": "11  \u00a9 ucles 2019 0625/22/f/m/19 [turn over  29 a metal sphere is charged by induction. there are four stages w, x, y and z in this process.    w a charged rod is brought near to the sphere  x the sphere is earthed  y the charged rod is taken away from the sphere  z the earth connection is removed    in which order are the four stages carried out?  a w  \u2192  x  \u2192  y  \u2192  z  b w  \u2192  x  \u2192  z  \u2192  y  c z  \u2192  w  \u2192  x  \u2192  y  d x  \u2192  z  \u2192  w  \u2192  y     30 which electrical quantity is defined in terms of the energy supplied in driving charge round a  complete circuit?  a current  b electromotive force  c potential difference  d power    31 a student sets up a circuit containing a battery of two cells and three lamps, as shown.    + \u2013 + \u2013     what is the circuit diagram for this arrangement?    a b c d  ",
+            "12": "12  \u00a9 ucles 2019 0625/22/f/m/19  32 in which circuit does the lamp light?    d c b a       33 each potential divider is placed in a circuit with a power supply.    which potential divider makes the potential difference across component y increase when the  light intensity increases?    xa yxb yxc yxd y      ",
+            "13": "13  \u00a9 ucles 2019 0625/22/f/m/19 [turn over  34 there are two inputs to the combination of logic gates shown, and one output.    input 1 input 2output     which truth table represents the action of this combination of gates?    input 1 input 2 output 0 01101010001a input 1 input 2 output 0 01101010111b input 1 input 2 output 0 01101011110c input 1 input 2 output 0 01101011000d      35 the current in a kettle is 10  a and the kettle is protected by a 13  a fuse.    the owner of the kettle replaces the 13  a fuse with a 3  a fuse.    what happens when the kettle is switched on?  a the fuse melts and the kettle might be damaged.  b the fuse melts and the kettle is undamaged.  c the fuse does not melt and the kettle works correctly.  d the fuse does not melt but the kettle fails to work.      36 which statement about the direction of a magnetic field at a point is correct?  a it is the direction of the force on a north pole placed at that point.  b it is the direction of the force on a south pole placed at that point.  c it is the direction of the force on a positive charge placed at that point.  d it is the direction of the force on a negative charge placed at that point.     ",
+            "14": "14  \u00a9 ucles 2019 0625/22/f/m/19  37 a current-carrying coil is placed in a magnetic field.    magnetic field linesview from above coil    which effect does the coil experience?  a a change in shape  b a change in weight  c a resultant force  d a turning effect     38 what are isotopes of an element?  a atoms of a different element with a different number of neutrons  b atoms of a different element with a different number of protons  c atoms of the same element with a different number of neutrons  d atoms of the same element with a different number of protons    39 a radioactive isotope of carbon  14c decays by beta emission to give an isotope of nitrogen 14n  and a beta particle. the equation for the reaction is shown.    14c  \u2192  14n  +  0\u03b2x7 y    what is the value of x and of y?     x y  a 6 \u20131  b 6 1  c 8 \u20131  d 8 1     ",
+            "15": "15  \u00a9 ucles 2019 0625/22/f/m/19 40 a beta particle is a fast moving electron.    which statement explains how beta particles are emitted from an atom?  a an electron is emitted as a beta particle from an inner electron shell of the atom.  b an electron is emitted as a beta particle from an outer electron shell of the atom.  c a neutron changes into a proton and a beta particle is emitted from the nucleus.  d a proton changes into a neutron and a beta particle is emitted from the nucleus.     ",
+            "16": "16    blank page     permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to trac e 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 ans wer-related information to candidates, all copyright acknowledgements are reproduced onl ine in the cambridge  assessment international education copyri ght acknowledgements booklet. this is produc ed 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 the ca mbridge assessment group. cambri dge assessment is the brand name of the university of  cambridge local examinations syndicate (ucles), which it self is a department of the university of cambridge.    \u00a9 ucles 2019 0625/22/f/m/19   "
+        },
+        "0625_m19_qp_32.pdf": {
+            "1": "this document consists of 16 printed pages. dc (st/jg) 167382/4 \u00a9 ucles 2019  [turn over *6422375003* physics  0625/32 paper 3  theory (core)  february/march 2019  1 hour 15 minutes candidates answer on the question paper. no additional materials are required. read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen. you may use an hb pencil for any diagrams or graphs. do not use staples, paper clips, glue or correction fluid. do not  write in any barcodes. answer all questions. electronic calculators may be used. you may lose marks if you do not show your working or if you do not use appropriate units. take the weight of 1.0  kg to be 10  n (acceleration of free fall  = 10 m / s2). at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part  question.cambridge assessment international education cambridge international general certificate of secondary education this syllabus is regulated for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificate.",
+            "2": "    this document consists of 1 printed page.   \u00a9 uc les 2019          \uf02a\uf038\uf039\uf034\uf038\uf038\uf039\uf031\uf036\uf035\uf034 \uf02a\uf020  cambridge assessment international education   cambridge international  general certificate of secondary education        physics  0625/32     paper 3 theory (core)  february/march 2019      1 hour 15 minutes         erratum notice  to be opened on the day of the examination        for the attention of the examinations officer and invigilator    to be given to candidates with the question paper        turn to page 9.    question 6(a) reads:    fig. 6.1 shows a cross-section of the inside of an electric oven.      question 6(a) should read:    fig. 6.1 is a diagram of the inside of an electric oven. the diagram shows a side view of the  oven.",
+            "3": "2 0625/32/f/m/19 \u00a9 ucles 2019 1 fig. 1.1 shows a set of masses made from the same material. fig. 1.1  (a) identify the quantity that is the same for all the masses.   tick one box.     density     volume     weight  [1]  (b) the largest mass is 2.5  kg.   state the number of grams in 2.5  kg.  2.5 kg =  ..  g [1]  (c) the three largest masses are 2.5  kg, 1.0  kg and 0.5  kg.   calculate the combined weight  of these three masses. include the unit.  weight =  .  [4] [total: 6]",
+            "4": "3 0625/32/f/m/19 \u00a9 ucles 2019 [turn over 2 fig. 2.1 shows students getting onto a school bus. fig. 2.1  (a) a student describes part of the journey.   the bus accelerates from rest at a constant rate for 10  s. it reaches a maximum speed of  10 m / s.   the bus maintains a constant speed of 10  m / s for 60  s.   the bus then decelerates at a constant rate for 15  s, until it stops.   on fig. 2.2, draw the speed-time graph for this part of the journey made by the bus. 0024681012 20 10 40 50 60 70 30 80 90 100 time  / sspeed m / s fig. 2.2 [5]  (b) on another part of the journey, the average speed of the bus is 7.5  m / s.   calculate the distance the bus travels in 150  s.  distance =  .  m [3] [total: 8]",
+            "5": "4 0625/32/f/m/19 \u00a9 ucles 2019 3 a load is attached to a spring, as shown in fig. 3.1. two arrows indicate the vertical forces acting  on the load. the spring and the load are stationary. loadspring 4.0 nsupport fig. 3.1  (a) (i) state the name of the force acting vertically downwards.  .  [1]   (ii) the vertical force that acts upwards is 4.0  n.     state the value of the force acting vertically downwards.  force =  .  n [1]  (b) the load is pulled downwards and then released. the load moves up and down.   fig. 3.2 represents the vertical forces acting on the load at some time after it is released. 7.6 n 2.8 n fig. 3.2   calculate the resultant force on the load and state its direction.  resultant force =  ...  n  direction =  ... [2]",
+            "6": "5 0625/32/f/m/19 \u00a9 ucles 2019 [turn over  (c) (i) state the principle of conservation of energy.  ...  .  [1]   (ii) eventually the load stops moving up and down.     describe and explain why the load stops moving. use your ideas about conservation of  energy.  ...  ...  ...  .  [2] [total: 7]",
+            "7": "6 0625/32/f/m/19 \u00a9 ucles 2019 4 fig. 4.1 shows a truck lifting a heavy load. truckload pivot fig. 4.1  (a) (i) the truck is stationary. identify the quantities that determine the work done as it lifts the  load.    tick the box next to each correct quantity.      distance      force      time [1]   (ii)  draw a ring around the unit for work done from the list.     joule       newton       pascal       watt [1]  (b) identify the quantities that determine the power of the truck.   tick the box next to each correct quantity.     energy transferred     temperature     time [1]",
+            "8": "7 0625/32/f/m/19 \u00a9 ucles 2019 [turn over  (c) the truck has a pivot near the front wheel. fig. 4.2 represents the pivot and the vertical forces  acting on the truck. 1.5 m 1.0 m 30 000  n load pivot fig. 4.2   the truck is in equilibrium.    calculate the load.  load =  .  n [3]  (d)  fig. 4.3 shows another truck lifting a pile of identical bricks. pile of bricks fig. 4.3   (i) on fig. 4.3, draw a cross to indicate the centre of mass of the pile of bricks.  [1]   (ii) the truck can tilt the pile of bricks backwards, as shown in fig. 4.4. fig. 4.4    explain how tilting the pile of bricks backwards makes the truck more stable.  ...  ...  ...  .  [1] [total: 8]",
+            "9": "8 0625/32/f/m/19 \u00a9 ucles 2019 5 fig. 5.1 shows part of a solar farm. the solar panels tilt and rotate. solar panel support fig. 5.1  (a) the solar farm converts energy from a source into a different, useful form of energy.   state the energy source and the useful form of energy. source  ... useful form of energy   [2]  (b) solar farms have advantages and disadvantages.   (i) state two advantages of a solar farm. 1.  ... 2.  ... [2]   (ii) state one disadvantage of a solar farm.  .  [1]  (c)  suggest why it is useful that the panels can tilt and rotate.  ...  .  [1] [total: 6]",
+            "10": "9 0625/32/f/m/19 \u00a9 ucles 2019 [turn over 6 (a)  fig. 6.1 shows a cross-section of the inside of an electric oven. metal casing glass front heating element  fig. 6.1   the heater is switched on.   (i)  on fig. 6.1, draw two arrows to show how thermal energy moves throughout the oven by  convection.  [2]   (ii) explain how thermal energy moves throughout the oven by convection. use your ideas  about density and expansion.  ...  ...  ...  .  [3]   (iii) use a word from the box to complete the sentence. conduction     expansion     insulation     radiation thermal energy travels at the speed of light by  ..  [1]  (b) the oven is in a kitchen that is fitted with a smoke detector.   warm, moving air can carry smoke particles.   suggest the best position for the smoke detector in the kitchen.  .  [1] [total: 7]",
+            "11": "10 0625/32/f/m/19 \u00a9 ucles 2019 7 light and sound both travel as waves.  draw a line from each statement to the correct term that describes it. one has been done for you. statement term amplitudechange in direction of light when  entering a medium very high frequency sounds a glass prism producing a spectrum light spreading after passing through a narrow gap sound reflecting from a wall seven colours of lightdispersion diffraction echo longitudinal refraction spectrum ultrasound [5] [total: 5]",
+            "12": "11 0625/32/f/m/19 \u00a9 ucles 2019 [turn over 8 (a)  fig. 8.1 shows an incomplete diagram of the electromagnetic spectrum. visible light ultraviolet higher frequencyradio waves longer wavelength fig. 8.1   complete fig. 8.1 with the names of the missing types of radiation in the correct boxes.  [4]  (b) state one use for ultraviolet radiation.  .  [1] [total: 5]",
+            "13": "12 0625/32/f/m/19 \u00a9 ucles 2019 9 fig. 9.1 and fig. 9.2 each show an electrical circuit. each circuit has two lamps connected to an  electrical supply.  x y    .. circuit  .. circuit  fig. 9.1  fig. 9.2  (a)  state the term used to describe each electrical circuit. write the term under each circuit.  [2]  (b) state two disadvantages of the circuit in fig. 9.2. 1.  ... 2.  ... [2]  (c) redraw the circuit in fig. 9.1 with switches that will turn lamps x and y on and off independently  of each other. [2]",
+            "14": "13 0625/32/f/m/19 \u00a9 ucles 2019 [turn over  (d) fig. 9.3 shows another circuit. k w z js1s2 fig. 9.3   the lamps can be turned on and off using two different switches s1 and s2.   complete the table stating when the lamps are on or off. the first one has been done for you. switch positionslamps on or offs1s2 k z off k w j w j z [3] [total: 9]",
+            "15": "14 0625/32/f/m/19 \u00a9 ucles 2019 10 fig. 10.1 shows the apparatus for an experiment on electrostatics. aluminium clamp and standiron nail cotton thread plastic stirrup polythene strip fig. 10.1  (a) identify the pieces of equipment that are electrical conductors and those that are electrical  insulators. draw a line from each piece of equipment to the correct box. aluminium clamp and stand plastic stirrup iron nail cotton threadconductor insulator [1]  (b) state and explain how the polythene strip can be given a negative charge.  ...  ...  .  [2]  (c) describe how the apparatus in fig.  10.1 could be used to demonstrate that the polythene  strip has a negative charge.  ...  ...  .  [2] [total: 5]",
+            "16": "15 0625/32/f/m/19 \u00a9 ucles 2019 [turn over 11 fig. 11.1 shows a relay. contacts armaturepivot primary circuitto secondary circuit c fig. 11.1  (a) the statements describe the action of a relay. they are not in the correct order.    p current in the coil creates an electromagnet.    q secondary circuit is completed.    r armature pivots, closing the contacts.    s part c attracts the armature.    t the switch in the primary circuit is closed.   place the statements in the correct order. one has been done for you.     s    [3]  (b) fig. 11.1 includes the part labelled c, which is made from a metal.    state the name of the metal and explain why this metal is used in the electromagnet. metal  . explanation  ...  ... [2] [total: 5]",
+            "17": "16 0625/32/f/m/19 \u00a9 ucles 2019 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 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.12 astatine-210 is a radioactive material. the nucleus of astatine can be represented by the symbol  shown. 210 85at  (a) complete the table to describe the nucleus of astatine-210. type of particle number of particles charge on particle neutron positive [4]  (b) astatine-210 has a half-life of 8 hours.   (i)  the count rate of a sample of astatine-210 is measured over 24 hours.     on fig. 12.1, sketch a line to show how the count rate changes over the 24 hours.   time  / hourscount rate 0 8 16 24 fig. 12.1 [2]   (ii) the mass of a sample of astatine-210 is 0.500  kg.     calculate how long it takes for 0.375  kg of the sample to decay.  decay time =  ...  hours  [3] [total: 9]"
+        },
+        "0625_m19_qp_42.pdf": {
+            "1": "this document consists of 14 printed pages and 2 blank pages. dc (st/ct) 167383/5 \u00a9 ucles 2019  [turn over *6092531240* physics  0625/42 paper 4  theory (extended)  february/march 2019  1 hour 15 minutes candidates answer on the question paper. no additional materials are required. read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen. you may use an hb pencil for any diagrams or graphs. do not use staples, paper clips, glue or correction fluid. do not  write in any barcodes. answer all questions. electronic calculators may be used. you may lose marks if you do not show your working or if you do not use appropriate units. take the weight of 1.0  kg to be 10  n (acceleration of free fall  = 10 m / s2). at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part  question.cambridge assessment international education cambridge international general certificate of secondary education this syllabus is regulated for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificate.",
+            "2": "2 0625/42/f/m/19 \u00a9 ucles 2019 1 (a) define acceleration .  .  [1]  (b) fig. 1.1 shows the distance-time graph for the journey of a cyclist. 0 5 15 25 350100150 50200250300350 10 20 30 40 time  / sdistance  / m fig. 1.1   (i) describe the motion of the cyclist in the time between:    1. time = 0 and time = 15  s  ...    2. time = 15  s and time = 30  s  ...    3. time = 30  s and time = 40  s.  ... [3]   (ii)  calculate, for the 40  s journey:    1. the average speed  average speed =  .  [2]    2. the maximum speed.  maximum speed =  .  [2] [total: 8]",
+            "3": "3 0625/42/f/m/19 \u00a9 ucles 2019 [turn over 2 (a) state one advantage and one disadvantage of using a wind turbine as a source of electrical  energy. advantage  . disadvantage   [2]  (b) fig. 2.1 shows a wind turbine. wind speed 16 m / s area swept out by the turbine blades fig. 2.1   (i) the wind blows at a speed of 16  m / s towards the turbine blades. in one second, a  volume of 24  000 m3 of air passes through the circular area swept out by the blades. the  density of air is 1.3  kg / m3.    calculate:    1. the mass of air that passes through the circular area swept out by the blades in 1.0  s  mass =  .  [2]    2.  the kinetic energy of the mass of air that passes through the area swept out by the  blades.  kinetic energy =  .  [2]   (ii) suggest why some of the kinetic energy of the air that passes through the circular area  swept out by the blades is not converted into electrical energy.  ...  .  [1] [total: 7]",
+            "4": "4 0625/42/f/m/19 \u00a9 ucles 2019 3 (a) an object is moving in a straight line at constant speed.   state three  ways in which a force may change the motion of the object. 1  ... 2  ... 3  ... [2]  (b)  fig. 3.1 shows an object suspended from two ropes. the weight of the object is 360  n. the  magnitude of the tension in each rope is t. object45\u00b0 360  n45\u00b0t t fig. 3.1   in the space below, determine the tension t by drawing a vector diagram of the forces acting  on the object.   state the scale you have used.  scale  ...  t =  ... [5] [total: 7]",
+            "5": "5 0625/42/f/m/19 \u00a9 ucles 2019 [turn over 4 (a) fig. 4.1 shows a mercury barometer. the tube containing the mercury is vertical. hs mercury fig. 4.1   (i)  the height h indicates a value of the atmospheric pressure.    state what is contained in the space labelled s.  .  [1]   (ii)  on a particular day the atmospheric pressure is 1.02 \u00d7 105 pa. the density of mercury  is 13  600 kg / m3.    calculate the value of h indicated by the barometer.  h =  .  [2]   (iii)  the tube containing mercury is now tilted so that it makes an angle of 10\u00b0 with the  vertical. after tilting, there continues to be a space above the mercury in the tube.    state and explain whether the vertical height of mercury in the tube is smaller, the same,  or greater than the value calculated in (a)(ii) .  ...  ...  .  [2]  (b)  another mercury barometer in the same room at the same time shows a lower value of h than  the barometer in (a).   suggest and explain a reason for the lower value.  ...  ...  .  [2] [total: 7]",
+            "6": "6 0625/42/f/m/19 \u00a9 ucles 2019 5  (a)  state the values of the fixed points  of a temperature scale.  .  [1]  (b) (i) the graduations on a liquid-in-glass thermometer are equally spaced.    for the equal spacing of the graduations to be correct, state:    1. an assumption that is made about the liquid in the thermometer  ...    2. an assumption that is made about the structure of the thermometer.  ...    [2]   (ii) liquid-in-glass thermometer a has a greater range than liquid-in-glass thermometer b.    state one way the design of thermometer a is different from thermometer b.  ...  .  [1]   (iii) liquid-in-glass thermometer c has a greater sensitivity than liquid-in-glass thermometer d.    state one way the design of thermometer c is different from thermometer d.  ...  .  [1]",
+            "7": "7 0625/42/f/m/19 \u00a9 ucles 2019 [turn over  (c) (i) in the space provided, draw a labelled diagram of a thermocouple thermometer. [3]   (ii) suggest when a thermocouple thermometer is more suitable than a liquid-in-glass  thermometer.  ...  .  [1] [total: 9]",
+            "8": "8 0625/42/f/m/19 \u00a9 ucles 2019 6  an electrical heater is placed on the floor of a room in a house. the heater is switched on.  (a) state the main process by which thermal energy is transferred to the air in all parts of the  room.  .  [1]  (b)  the heater has a power of 1.5  kw. the air in the room has a mass of 65  kg. the specific heat  capacity of air is 720  j / (kg \u00b0c).   (i) calculate the time it takes for this heater to raise the temperature of the air in the room  from 8.0  \u00b0c to 15.0  \u00b0c.  time =  .  [4]   (ii) state two reasons why the time calculated in (b)(i)  is smaller than the actual time taken  to raise the temperature of the air in the room from 8.0  \u00b0c to 15.0  \u00b0c. 1  ...  ... 2  ...  ... [2] [total: 7]",
+            "9": "9 0625/42/f/m/19 \u00a9 ucles 2019 [turn over 7 (a) in fig. 7.1, the small circles represent molecules. the arrows refer to the change of state  from the arrangement of molecules on the left to the arrangement of molecules on the right. x y fig. 7.1   complete the following by writing solid, liquid or gas in each of the blank spaces.   1. change of state x is from  to  .   2. change of state y is from  to  . [2]  (b) explain, in terms of the forces between their molecules, why gases expand more than solids  when they undergo the same rise in temperature.  ...  ...  ...  .  [2]  (c)  a cylinder of volume 0.012  m3 contains a compressed gas at a pressure of 1.8 \u00d7 106 pa.   a valve is opened and all the compressed gas escapes from the cylinder into the atmosphere.   the temperature of the gas does not change.   calculate the volume that the escaped  gas occupies at the atmospheric pressure  of 1.0 \u00d7 105 pa.  volume =  .  [3] [total: 7]",
+            "10": "10 0625/42/f/m/19 \u00a9 ucles 2019 8  fig. 8.1 shows parallel wavefronts of a light wave in ice. the wavefronts are incident on a boundary  with air. direction of wave airice fig. 8.1  the speed of the light wave in air is 3.0 \u00d7 108 m / s. the refractive index of the ice is 1.3.  (a)  on fig. 8.1:   (i)  draw the wavefronts of the wave that passes into the air  [3]   (ii)  draw arrows to show the direction of travel of the refracted wave   [1]   (iii)  label the angle of incidence i and the angle of refraction r.  [1]  (b)  calculate the speed of the light wave in the ice.  speed =  .  [2] [total: 7]",
+            "11": "11 0625/42/f/m/19 \u00a9 ucles 2019 [turn over blank page",
+            "12": "12 0625/42/f/m/19 \u00a9 ucles 2019 9  fig. 9.1 shows current-potential difference (p.d.) graphs for a resistor and for a thermistor. 02.0 2.0 4.0 6.0 8.0 04.06.0 current  / a p.d.  / vthermistorresistor fig. 9.1  (a)  calculate the resistance of the thermistor when the p.d. across it is 7.0  v.  resistance =  .  [2]  (b)  in table 9.1, tick the boxes that indicate the effect on the resistances of the resistor and of the  thermistor when the p.d. across them is increased from 0 to 7.0  v.  table 9.1 component resistance increases resistance is constant resistance decreases resistor thermistor  [2]",
+            "13": "13 0625/42/f/m/19 \u00a9 ucles 2019 [turn over  (c)  the thermistor and the resistor are connected in  parallel  to a 7.0  v supply.   calculate:   (i)  the current from the supply  current =  .  [2]   (ii) the energy transferred from the supply in 5.0 minutes.  energy =  .  [2] [total: 8]",
+            "14": "14 0625/42/f/m/19 \u00a9 ucles 2019 10  (a) the electrical energy produced by a power station is transmitted over long distances at a very  high voltage.   explain why a very high voltage is used.  ...  ...  ...  ...  ...  .  [3]  (b)  fig. 10.1 represents a transformer. 120  v 9.0 v s p ba 4000 turnscore fig. 10.1   (i)  the primary coil p has 4000 turns and an input of 120  v. the secondary coil s has an  output of 9.0  v.    calculate the number of turns in the secondary coil.  number =  .  [2]   (ii) state a suitable material for the core of the transformer.  .  [1] [total: 6]",
+            "15": "15 0625/42/f/m/19 \u00a9 ucles 2019 11 (a) (i) one isotope of iridium-194 is represented by 194 77 ir    this isotope decays by \u03b2-emission to a stable isotope of platinum (pt).    complete the nuclide equation for this decay. 194 77 ir  .. .. pt  +  .. .. \u03b2  [3]   (ii) the half-life of iridium-194 is 19 hours. a sample of iridium-194 has an initial count-rate  of 1100 counts  / min.    calculate the count-rate from this sample after 38 hours.  count-rate =  .  [2]  (b)  state two ways in which \u03b3-emission differs from \u03b2-emission. 1  ... 2  ... [2] [total: 7]",
+            "16": "16 0625/42/f/m/19 \u00a9 ucles 2019 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 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.blank page"
+        },
+        "0625_m19_qp_52.pdf": {
+            "1": "this document consists of 12 printed pages. dc (kn/tp) 168081/6 \u00a9 ucles 2019  [turn over *1574295149* physics  0625/52 paper 5  practical test  february/march 2019  1 hour 15 minutes candidates answer on the question paper. additional materials:  as listed in the confidential instructions. read these instructions first write your centre number, candidate number and name in the spaces at the top of the page. write in dark blue or black pen. you may use an hb pencil for any diagrams or graphs. do not use staples, paper clips, glue or correction fluid. do not  write in any barcodes. answer all questions. you are advised to spend about 20 minutes on each of questions 1 to 3, and about 15 minutes on question 4. electronic calculators may be used. you may lose marks if you do not show your working or if you do not use appropriate units. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question.cambridge assessment international education cambridge international general certificate of secondary education this syllabus is regulated for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificate.for examiner\u2019s use 1 2 3 4 total",
+            "2": "2 0625/52/f/m/19 \u00a9 ucles 2019 1 in this experiment, you will investigate the reflection of light by a plane mirror.  carry out the following instructions, using the separate ray-trace sheet provided.    you may refer to fig. 1.1 for guidance.  10 cm 4 cm\u03b8ray-trace sheet lamphole a e b fnl dc screen with slit fig. 1.1  (a) \u2022  draw a line ab 4 cm from the edge of the ray-trace sheet and in the middle of the paper,  as shown in fig. 1.1.   \u2022 draw a line cd parallel to line ab and 10  cm from it.    \u2022  draw a normal to line ab at a point n in the centre of line ab. point n must be an equal  distance from the top and bottom of the sheet.    \u2022  extend the normal to line cd and label the point at which it crosses line cd with the  letter l.  [1]  (b) draw a line ef, through point n, as shown in fig. 1.1 and at an angle \u03b8 = 5\u00b0.  [1]  (c) \u2022  place the plane mirror on line ef with the reflecting surface facing to the right.   \u2022   place the screen with a slit on line cd and arrange the lamp so a ray of light shines  along line ln.    \u2022   mark the ray that is reflected from the mirror, using a small cross at a suitable distance  from point n. label this cross g.    \u2022  remove the mirror, screen and lamp from the ray-trace sheet.  [1]",
+            "3": "3 0625/52/f/m/19 \u00a9 ucles 2019 [turn over  (d) \u2022  draw a line joining point n and point g. extend this line until it meets line cd.   \u2022  label the point at which line ng meets line cd with the letter h.   \u2022  measure, and record in table 1.1, the length a of line lh.    [1]  (e) repeat (b), (c) and (d) for values of \u03b8 = 10\u00b0, 15\u00b0, 20\u00b0 and 25\u00b0. table 1.1   \u03b8\u2009/ \u00b0 a / cm 5 10 15 20 25  [1]  (f) plot a graph of a / cm (y-axis) against \u03b8\u2009/ \u00b0 (x-axis).  [4]",
+            "4": "4 0625/52/f/m/19 \u00a9 ucles 2019  (g) suggest a possible source of inaccuracy in this experiment, even if it is carried out carefully.  ...  .  [1]  (h) a student wishes to check if his values for a are reliable.   suggest how he could extend the experiment, using the same apparatus, to check the  reliability of his results.   you are not required to carry out this extended experiment.   ...  ...  .  [1]  [total: 11]  tie your ray-trace sheet into this question paper between pages 2 and 3.",
+            "5": "5 0625/52/f/m/19 \u00a9 ucles 2019 [turn over 2  in this experiment, you will investigate how the use of a lid or insulation affects the rate of cooling  of hot water in a beaker.   carry out the following instructions, referring to fig. 2.1.   insulation lid beaker athermometer beaker b bench fig. 2.1   (a) the thermometer must remain in the clamp throughout the experiment. \u2022 use the measuring cylinder to pour 100  cm3 of hot water into beaker a.  \u2022 place the thermometer in the water in beaker a. \u2022 in the first row of table 2.1, record the temperature \u03b8 of the water at time t = 0 and  immediately start the stopclock.  \u2022 record, in table 2.1, the temperature \u03b8 of the water at times t = 30  s, 60  s, 90  s, 120  s,  150 s and 180  s.  \u2022 remove the thermometer from the beaker.  [1]  (b)  (i) repeat (a) for beaker b. ensure that the lid is removed before pouring the hot water into  the beaker. replace the lid immediately after pouring.  [2]   (ii) complete the headings and the time column in the table.  [2] table 2.1 beaker a with insulation  onlybeaker b with a lid only t / \u03b8 / \u03b8 / 0",
+            "6": "6 0625/52/f/m/19 \u00a9 ucles 2019  (c) write a conclusion stating whether the insulation or the lid is more effective in reducing the  cooling rate of the water in the beakers in this experiment.   justify your answer by reference to your results.  ...  ...  ...  .  [2]    (d) a student thinks that the experiment does not show how effective insulation is on its own or  how effective a lid is on its own.   suggest an additional experiment which could be used to show how effective a lid or insulation  is on its own.   explain how the additional results could be used.   you are not required to carry out this experiment. additional experiment  ...  ...  ... explanation  ...  ...  ...  [2]",
+            "7": "7 0625/52/f/m/19 \u00a9 ucles 2019 [turn over  (e) students in another school are carrying out this experiment using equipment which is identical  to yours.   state whether it is important for the students to make the initial temperature of the water the  same as yours if they are to obtain average cooling rates that are the same as yours. assume  that the room temperature is the same in each case.   use values from your results for beaker a in table 2.1 to justify if this factor should be  controlled.  statement  ..  ... explanation  ...  ...  ...  [2]  [total: 11]",
+            "8": "8 0625/52/f/m/19 \u00a9 ucles 2019 3 in this experiment, you will investigate a resistance wire.    the circuit has been set up for you.  carry out the following instructions, referring to fig. 3.1. power supply a resistance wirecrocodile clip lv 0.0 cm markmetre rule fig. 3.1  (a) \u2022 connect the crocodile clip to a length l = 90.0  cm of the resistance wire. \u2022 switch on. \u2022 record, in table 3.1, the value of potential difference (p.d.) v and current i for the wire.  \u2022 switch off.  \u2022 move the crocodile clip and repeat the procedure for lengths of resistance wire   l = 60.0  cm and l = 40.0  cm.  [3]",
+            "9": "9 0625/52/f/m/19 \u00a9 ucles 2019 [turn over  (b) complete the column headings in table 3.1.  [1] table 3.1 l / cm v / i / r / \u03c9r l / \u03c9 cm  (c) (i) calculate, and record in table 3.1, the resistance r of each length l of the wire.      use your readings from the table and the equation r = v i .  [2]   (ii) calculate, and record in table 3.1, the value of r l  for each wire.  [1]  (d) use your results in table 3.1 to calculate the resistance r25 of a 25.0  cm length of the  resistance wire.   show your working.   you must not carry out an experiment to measure this value.  r25 =  .. \u03c9 [1]  (e) suggest one reason why different students, carrying out the experiment carefully with the  same equipment, may not obtain identical results.    ...  ...  .  [1]",
+            "10": "10 0625/52/f/m/19 \u00a9 ucles 2019  (f) a student finds that, during the experiment, the wire becomes hot because of a high current.     he decides to use a variable resistor to prevent this.   complete the circuit in fig. 3.2 to show a variable resistor used for this purpose in the  experiment.   you are not required to carry out this experiment.  power supply resistance wire fig. 3.2  [2]  [total: 11]",
+            "11": "11 0625/52/f/m/19 \u00a9 ucles 2019 [turn over 4  a student wants to investigate the effect of air resistance on the swing of a pendulum.  plan an experiment which will enable him to investigate how air resistance changes the way in  which a pendulum swings.  you are not required to carry out the experiment.  the apparatus available includes:    a light wooden rod, approximately 80  cm long with a hole at one end, through which a nail   will fit   a piece of modelling clay to act as a pendulum bob, as shown in fig. 4.1   a sheet of thick card which will provide the air resistance when the pendulum swings.  in your plan, you should: \u2022 list any additional apparatus needed \u2022 explain briefly how you would carry out the experiment including exactly which measurements  should be taken \u2022 state the key variables that you would control \u2022 draw a table, or tables, with column headings, to show how you would display your readings  (you are not required to enter any readings in the table) \u2022 explain how you would use your readings to reach a conclusion.  you may add to fig. 4.1 or draw an additional diagram if it helps to explain your plan. nail bobwooden rod fig. 4.1  ..  ..  ..  ..",
+            "12": "12 0625/52/f/m/19 \u00a9 ucles 2019 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 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. ..  ..  ..  ..  ..  ..  ..  ..  ..  ..  ..  ..  ..  ..  ..  ..  ..  ..    [7]  [total: 7]"
+        },
+        "0625_m19_qp_62.pdf": {
+            "1": "this document consists of 12 printed pages. dc (nh/tp) 168080/5 \u00a9 ucles 2019  [turn over *9499791551* physics  0625/62 paper 6  alternative to practical  february/march 2019  1 hour candidates answer on the question paper. no additional materials are required. read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen. you may use an hb pencil for any diagrams or graphs. do not use staples, paper clips, glue or correction fluid. do not  write in any barcodes. answer all questions. electronic calculators may be used. you may lose marks if you do not show your working or if you do not use appropriate units. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question.cambridge assessment international education cambridge international general certificate of secondary education this syllabus is regulated for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificate.",
+            "2": "2 0625/62/f/m/19 \u00a9 ucles 2019 1 a student is investigating the reflection of light by a plane mirror.  fig. 1.1 shows his ray-trace sheet at full size. e ac dbn\u03b8 fp lampray-trace sheet fig. 1.1  (a) the student carries out an initial experiment.   he draws lines ab and cd as shown in fig. 1.1.   he then draws a line ef through a point n as shown in fig. 1.1 and at an angle \u03b8 to line ab.   (i) measure the angle \u03b8.  \u03b8 =    [1]   (ii) draw a normal to line ab at point n and extend the normal to line cd. label the point at  which the normal crosses line cd with the letter l. [1]",
+            "3": "3 0625/62/f/m/19 \u00a9 ucles 2019 [turn over  (b) the student places a plane mirror on line  ef and a screen with a 2  mm slit on line cd. he  arranges the screen so that a ray of light shines along line ln.   the ray reflected from the mirror passes through point p.   state and explain whether point p, shown on fig. 1.1, is at a suitable distance from point n  for this investigation. statement  .. explanation  ...  [1]  (c) \u2022 draw a line joining point n and point p. extend this line until it meets line cd. \u2022 label the point at which this line meets line cd with the letter g. \u2022 measure the length a of line lg.  a =  ... cm [2]  (d) the student repeats the procedure for values of \u03b8 = 25\u00b0, 20\u00b0, 15\u00b0, 10\u00b0 and 5\u00b0.   his values for a are shown in table 1.1.   table 1.1 \u03b8 / \u00b0 a / cm 25 12.2 20 8.3 15 5.7 10 3.6 5 1.8",
+            "4": "4 0625/62/f/m/19 \u00a9 ucles 2019   use the values from table 1.1 to plot a graph of a / cm (y-axis) against \u03b8 / \u00b0 (x-axis).  [4]  (e) suggest a possible source of inaccuracy in this experiment, even if it is carried out carefully.  ...  .  [1]  (f) a student wishes to check if his values for a are reliable.   suggest how he could improve the experiment, using the same apparatus, to check the  reliability of his results.  ...  ...  .  [1]  [total: 11]",
+            "5": "5 0625/62/f/m/19 \u00a9 ucles 2019 [turn over 2 students are investigating how the use of a lid or insulation affects the rate of cooling of hot water  in a beaker. they use the apparatus shown in fig. 2.1. thermometer 2030400lid beakers a binsulation fig. 2.1  (a) record the room temperature \u03b8r shown on the thermometer in fig. 2.1.  \u03b8r =    [1]  (b) \u2022  100 cm3 of hot water is poured into beaker a and the initial temperature \u03b8 is recorded in  table 2.1. \u2022 the temperature \u03b8 of the water at times t = 30  s, 60  s, 90  s, 120  s, 150  s and 180  s are  shown in table 2.1. \u2022 this process is repeated for beaker b.   complete the headings and the time column in table 2.1.  [2] table 2.1 beaker a with insulationbeaker b with a lid t / \u03b8 / \u03b8 / 0 83.0 86.0 79.0 84.0 75.5 82.5 73.0 81.0 71.0 80.0 69.5 79.0 68.5 78.5",
+            "6": "6 0625/62/f/m/19 \u00a9 ucles 2019  (c) write a conclusion stating whether the insulation or the lid is more effective in reducing the  cooling rate of the water in the beakers in this experiment.   justify your answer by reference to the results.  ...  ...  ...  .  [2]  (d) one student thinks that the experiment does not show how effective insulation is on its own  or how effective a lid is on its own.   suggest an additional experiment which could be used to show how effective a lid or insulation  is.   explain how the additional results could be used. additional experiment  ...  ...  ... explanation  ...  ...  ...  [2]",
+            "7": "7 0625/62/f/m/19 \u00a9 ucles 2019 [turn over  (e) (i) calculate xa, the average cooling rate for beaker a over the whole experiment. use the  readings for beaker a from table 2.1 and the equation xa = \u03b80 \u2013 \u03b8180 t    where t = 180  s and \u03b80 and \u03b8180 are the temperatures at time t = 0 and time t = 180  s.    include the unit for the cooling rate.  xa =    [2]   (ii) students in another school are carrying out this experiment using identical equipment.    state why they should make the initial temperature of the water the same as in this  experiment if they are to obtain average cooling rates that are the same as in table 2.1.  assume that the room temperature is the same in each case.    use the results from beaker  a to explain why this factor should be controlled. statement  ..  ... explanation    ...  ...  [2]  [total: 11]",
+            "8": "8 0625/62/f/m/19 \u00a9 ucles 2019 3 a student is investigating a resistance wire. she uses the circuit shown in fig. 3.1. apower supply crocodile clipq resistance wirelp fig. 3.1  (a) (i) on fig. 3.1, draw a voltmeter connected to measure the potential difference v across   terminals p and q. [1]   (ii) the student connects the crocodile clip to a length l = 90.0  cm of the resistance wire  and  measures the potential difference v across terminals p and q and the current i in the  circuit. v3 4 52 1 0 a0.6 0.8 1.00.4 0.2 0 fig. 3.2                  fig. 3.3    read, and record in table 3.1, the values of v and i shown on the meters in fig. 3.2 and  fig. 3.3. [2]",
+            "9": "9 0625/62/f/m/19 \u00a9 ucles 2019 [turn over  (b) the student then connects the crocodile clip to lengths l = 60.0  cm and l = 40.0  cm of the  resistance wire. she measures the potential difference v across terminals p and q and the  current i in the circuit. her readings are shown in table 3.1.   complete the column headings in table 3.1.  [1] table 3.1 l / cm v / i / r / \u03c9r l / \u03c9 cm 90.0 60.0 2.5 0.52 40.0 2.3 0.71  (c) (i) calculate, and record in table 3.1, the resistance r of each length  l of the wire.    use the readings from table 3.1 and the equation r = v i.  [2]   (ii) calculate, and record in table 3.1, the value of  r l for each length of the wire.  [1]  (d) use your results in table 3.1 to calculate the resistance r25 of a 25.0  cm length of the  resistance wire.   show your working.  r25 =  . \u03c9 [1]  (e) suggest one reason why different students, carrying out the experiment carefully with the  same equipment, may not obtain identical results.   ...  ...  .  [1]",
+            "10": "10 0625/62/f/m/19 \u00a9 ucles 2019  (f) the student finds that, during the experiment, the wire becomes hot because of a high  current.   she decides to use a variable resistor to prevent this.   complete the circuit in fig. 3.4 to show a variable resistor used for this purpose in the  experiment.  power supply resistance wire  [2] fig. 3.4  [total: 11]",
+            "11": "11 0625/62/f/m/19 \u00a9 ucles 2019 [turn over 4  a student wants to investigate the effect of air resistance on the swing of a pendulum.  plan an experiment which will enable him to investigate how air resistance changes the way in  which a pendulum swings.  the apparatus available includes:   a light wooden rod, approximately 80  cm long with a hole at one end, through which a nail  will fit   a piece of modelling clay to act as a pendulum bob, as shown in fig. 4.1   a sheet of thick card which will provide the air resistance when the pendulum swings.  in your plan, you should: \u2022 list any additional apparatus needed \u2022 explain briefly how you would carry out the experiment including exactly which measurements  should be taken \u2022 state the key variables that you would control \u2022 draw a table, or tables, with column headings, to show how you would display your readings  (you are not required to enter any readings in the table) \u2022 explain how you would use your readings to reach a conclusion.  you may add to fig. 4.1 or draw an additional diagram if it helps to explain your plan. nail bobwooden rod fig. 4.1  ..  ..  ..  ..  ..",
+            "12": "12 0625/62/f/m/19 \u00a9 ucles 2019 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 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. ..  ..  ..  ..  ..  ..  ..  ..  ..  ..  ..  ..  ..  ..  ..  ..  ..    [7]  [total: 7]"
+        },
+        "0625_s19_qp_11.pdf": {
+            "1": "  this syllabus is regulated for use in england, wales and northern ireland as a cambridge international level 1/level 2 certific ate.  this document consists of 19 printed pages and 1 blank page.  ib19 06_0625_11/2rp  \u00a9 ucles 2019   [turn over     *1585078804* cambridge assessment international education  cambridge international general certificate of secondary education       physics 0625/11     paper 1  multiple choice (core)  may/june 2019     45 minutes    additional materials: multiple choice answer sheet   soft clean eraser   soft pencil (type b or hb recommended)       read these instructions first    write in soft pencil.  do not use staples, paper clips, glue or correction fluid. write your name, centre number and candidate number on the answer sheet in the spaces provided  unless this has been done for you.  do not  write in any barcodes.   there are forty  questions on this paper. answer all questions. for each question there are four possible  answers a, b, c and d.   choose the one you consider correct and record your choice in soft pencil  on the separate answer sheet.    read the instructions on the answer sheet very carefully.    each correct answer will score one mark. a ma rk will not be deducted for a wrong answer.  any rough working should be done in this booklet. electronic calculators may be used. take the weight of 1.0  kg to be 10  n (acceleration of free fall = 10  m / s2).    ",
+            "2": "2  \u00a9 ucles 2019 0625/11/m/j/19  1 a digital stop-clock measures time in minutes and seconds.    the stop-clock reads 00:50 when it is started (i.e. 00 minutes 50 seconds).    it reads 02:10 when it is stopped.    what is the shortest possible time that has elapsed between starting and stopping the   stop-clock?  a 1 minute 20 seconds  b 2 minutes 00 seconds  c 2 minutes 10 seconds  d 3 minutes 00 seconds     2 a long-distance runner wishes to calculate her average speed for a race.    which calculation should she use?  a average speed =  time totaldistance total  b average speed = total distance \u00d7 total time  c average speed = distance totaltime total  d average speed = total distance + total time     ",
+            "3": "3  \u00a9 ucles 2019 0625/11/m/j/19 [turn over  3 a heavy metal ball falls vertically downwards through air past four equally spaced levels j, k, l  and m.    level j level k level l level mmetal ball     the times taken to fall from one level to the next are measured.    where is the speed of the ball greatest and which time is shortest?     speed is  greatest between time is  shortest between  a j and k j and k  b j and k l and m  c l and m j and k  d l and m l and m     4 an arrow travels horizontally in a straight line at constant speed.    in which direction does the weight act?    direction of motion ad bc ground      ",
+            "4": "4  \u00a9 ucles 2019 0625/11/m/j/19  5 two rectangular blocks consist of different materials.    four different methods are suggested to compare the two masses.    1 compare the accelerations with which they fall freely.  2 compare the values of their lengths \u00d7 breadths \u00d7 heights.  3 hang each in turn from the same spring. compare the extensions.  4 place one in the right-hand pan of a beam balance and the other in the left-hand  pan.    which methods give a comparison of the two masses?  a 1, 2 and 3 b 1 and 2 only c 3 and 4 only d 4 only     6 the diagrams show four solid blocks with their dimensions and masses.    which block has the greatest density?    a mass = 14  garea = 10  cm2 b mass = 48  garea = 20  cm2 2.0 cm 2.0  cm c mass = 54  garea = 10  cm2 d mass = 68  g2.0 cm 2.0 cmarea = 20  cm2     7 a mass of 20  kg is held stationary by a rope passing over a frictionless pulley.    20 kgtpulley     what is the tension t in the rope?  a 10  kg b 20  kg c 100  n d 200  n    ",
+            "5": "5  \u00a9 ucles 2019 0625/11/m/j/19 [turn over  8 a spring is suspended from a stand. loads are added and the extensions are measured.    loadsspring stand rule     which graph shows the result of plotting extension against load?    loadextensiona loadextensionb loadextensionc loadextensiond0 00 0 0 00 0     ",
+            "6": "6  \u00a9 ucles 2019 0625/11/m/j/19  9 a wooden bar is pivoted at its centre so that it can rotate freely. two equal forces f are applied to  the bar.    in which diagram is the turning effect greatest?    ffa f fb f f c d f fpivot pivot pivot pivot      10 a machine is very efficient.    what does this mean?  a it produces a large amount of power.  b it uses very little energy.  c it wastes very little energy.  d it works very quickly.      11 an object is lifted vertically by a motor.    in which example is the power produced the greatest?  a lifting it a shorter distance in a longer time  b lifting it the same distance in a longer time  c lifting it a shorter distance in the same time  d lifting it the same distance in a shorter time ",
+            "7": "7  \u00a9 ucles 2019 0625/11/m/j/19 [turn over  12 four identical submarines p, q, r and s are lowered from one depth to another in water of a  constant density.    the initial and final depths of each submarine are shown in the diagram.    submarine p 10 m submarine q30 msubmarine r 50 msubmarine s 70 mwater surface     which row is correct for the difference in pressure from the initial to final depth of each  submarine?     least change  in pressure greatest change  in pressure  a submarines p and q submarines r and s  b submarines p and q submarine r only  c submarine p only submarines r and s  d submarine p only submarine r only    ",
+            "8": "8  \u00a9 ucles 2019 0625/11/m/j/19  13 the diagram shows a stone suspended on a string under the surface of a liquid. the stone  experiences a pressure caused by the liquid.    liquidstring stone     what would increase the pressure on the stone?  a decreasing the surface area of the stone   b increasing the mass of the stone  c lowering the stone deeper into the liquid  d using a liquid with a lower density      14 why can a gas be compressed easily into a smaller volume?  a the molecules are far apart.  b the molecules do not attract each other.  c the molecules move randomly.  d the volume of each molecule can be reduced.      15 when a liquid evaporates, some molecules escape. the temperature of the remaining liquid changes.    what is the effect on the temperature and from where do the molecules escape?     temperature of liquid molecules escape from  a decreases everywhere within the liquid  b decreases the surface only  c increases everywhere within the liquid  d increases the surface only     16 what happens when a metal block is heated?  a its breadth, height and length all increase.  b its width increases only.  c its height increases only.  d its length increases only. ",
+            "9": "9  \u00a9 ucles 2019 0625/11/m/j/19 [turn over  17 a night storage heater contains a large block of material that is heated electrically during the  night. during the day the block cools down, releasing thermal energy into the room.        which thermal capacity and which night-time temp erature increase will cause the most energy to  be stored by the block?     thermal capacity  of block night-time  temperature increase  a large large  b large small  c small large  d small small      18 the diagram shows the changes of state p, q, r and s that occur in solids, liquids and gases when they gain or lose thermal energy.    liquid gas solidp sq rgain thermal energy lose thermal energy    what is the name of change r?  a condensation  b solidification  c boiling  d melting     ",
+            "10": "10  \u00a9 ucles 2019 0625/11/m/j/19  19 in which does thermal conduction not occur?  a a gas  b a liquid  c a solid  d a vacuum      20 the metal surface of a kettle is hot.    what happens to the cool air outside the kettle when it comes into contact with the hot kettle?  a the density of the air decreases and the air falls.  b the density of the air decreases and the air rises.  c the density of the air increases and the air falls.  d the density of the air increases and the air rises.     21 ultrasound is used in a hospital to scan a patient. ultrasound refracts at the boundary between muscle and bone because it travels at a greater speed in bone.    which change takes place when the ultrasound travels from muscle into bone?  a the frequency of the wave decreases.  b the frequency of the wave increases.  c the wavelength of the wave decreases.  d the wavelength of the wave increases.     ",
+            "11": "11  \u00a9 ucles 2019 0625/11/m/j/19 [turn over  22 the diagram shows a cork with a weight attached so that the cork floats upright in water.    xycork water surface weight    transverse waves travel across the water from x to y.    in which direction do the waves make the cork move?  a \u2192 \u2190 right and left  b \u2191\u2193 up and down  c \u2192 only to the right  d \u2190 only to the left     23 an object is placed 30  cm in front of a plane mirror.    which statement describes the image of the object?  a the image is the same size and 30  cm from the object.  b the image is the same size and 60  cm from the object.  c the image is smaller and 30  cm from the object.  d the image is smaller and 60  cm from the object.    ",
+            "12": "12  \u00a9 ucles 2019 0625/11/m/j/19  24 the diagram shows light incident at a glass-air boundary. the angle of incidence i of the ray is  greater than the critical angle.    which line shows the path of the light after it meets the boundary?    air glassi incident ray of light abcd       25 the diagram shows radiation from a lamp passing through a prism.    radiation from lampp red lightscreen prism     which type of radiation is found at p?  a \u03b3-rays  b infrared  c ultraviolet  d x-rays    ",
+            "13": "13  \u00a9 ucles 2019 0625/11/m/j/19 [turn over  26 a pulse of sound is produced at the bottom of a boat. the sound travels through the water and is  reflected from a shoal of fish. the sound reaches the boat again after 1.2  s. the speed of sound  in the water is 1500  m / s.    shoal of fishboat     how far below the bottom of the boat is the shoal of fish?  a 450  m b 900  m c 1800  m d 3600  m      27 which range is approximately correct for the audio frequencies that can be detected by a healthy  human ear?  a 2 hz to 2000  hz  b 2 hz to 20  000  hz  c 20  hz to 2000  hz  d 20  hz to 20  000  hz      28 why is soft iron used for the core of an electromagnet?  a soft iron easily becomes a permanent magnet.  b soft iron is a good electrical conductor.  c soft iron is a poor thermal conductor.  d soft iron loses its magnetism when the current in the coil is switched off.     ",
+            "14": "14  \u00a9 ucles 2019 0625/11/m/j/19  29 an iron ball on a horizontal wooden table rolls near the north pole of a bar magnet which is lying  on the table.    which diagram shows the most likely path of the ball, as seen from above the table?    s na magnet balls nb magnet s nc magnet balls nd magnet ballstops hereball      30 diagram 1 shows two thin, uncharged strips of plastic.    diagram 2 shows the same strips after they have been rubbed with a dry cloth.    diagram 1 diagram 2strips of plasticstrips of plastic     which row describes the charge on the strips after rubbing, and the force between the strips after  rubbing?     charge on strips force between strips  a opposite attraction  b opposite repulsion  c the same attraction  d the same repulsion ",
+            "15": "15  \u00a9 ucles 2019 0625/11/m/j/19 [turn over  31 a voltmeter and an ammeter are used to measure the resistance of a resistor.    which diagram shows the voltmeter and the ammeter correctly connected?    a va a v av a vbcd      32 a student sets up four circuits.    in which circuit is there a heater in series with a fuse?    a b c d      ",
+            "16": "16  \u00a9 ucles 2019 0625/11/m/j/19  33 the diagram shows a circuit containing a d.c. power supply, a motor and a variable resistor.    three ammeters x, y and z show the current in different parts of the circuit.    aa a mxz y+\u2013     the reading on x is 4.0  a.    which statement is correct?  a the readings on y and z are both less than 4.0  a.  b the readings on y and z are both equal to 4.0  a.  c the readings on y and z are both greater than 4.0  a.  d the reading on z is zero.    34 a lamp is to be connected in a circuit so that the potential difference (p.d.) across it can be varied  from 0 to 6  v.    which circuit would be most suitable?    6 va 6 vb 6 vc 6 vd      ",
+            "17": "17  \u00a9 ucles 2019 0625/11/m/j/19 [turn over  35 an electric heater is plugged into the mains supply using a fused plug.    the current in the heater is 10  a.    the cable attached to the heater is rated at 15  a.    the fuses available are rated at 1  a, 3  a, 5  a and 13  a.    which fuse should be used?  a 1 a b 3 a c 5 a d 13 a      36 a bar magnet is held near a coil of wire. the coil is connected to a sensitive voltmeter.    nbar magnet vcoil of wire     the n-pole of the magnet is moved quickly towards the coil. the voltmeter shows a reading of +10  mv.    the n-pole of the magnet is then moved slowly away from the same end of the coil. the reading  on the voltmeter is observed.    which voltmeter reading is possible?  a \u201315  mv b \u20135  mv c 0  mv d +5  mv    ",
+            "18": "18  \u00a9 ucles 2019 0625/11/m/j/19  37 four small compasses are placed around a solenoid.    solenoid     a current is now switched on in the solenoid.    which diagram shows possible new directions of the compass needles?    a b c d       38 four nuclides are represented below.    e6 3          g73          l64          m75    which pair of nuclides are isotopes of the same element?  a e and g b e and l c g and l d g and m     ",
+            "19": "19  \u00a9 ucles 2019 0625/11/m/j/19 39 a student measures the level of radiation emitted from a radioactive substance. he places a  detector very close to the substance. he puts different absorbers between the radioactive substance and the detector.    radioactive substancedetectorcounte r absorber    the student\u2019s results are shown. these results are corrected for background radiation.    absorber minute per countsreading counter  none 95  thin paper 52  few mm of aluminium 52  several cm of lead 12    which types of radiation are being emitted by the substance?  a \u03b1-particles and \u03b2-particles only  b \u03b1-particles and \u03b3-rays only  c \u03b2-particles and \u03b3-rays only  d \u03b1-particles, \u03b2-particles and \u03b3-rays     40 the nuclei of the atoms in a substance are changing randomly and emitting radiation.    what is happening to the substance?  a it is undergoing electromagnetic induction.  b it is undergoing magnetisation.  c it is undergoing solidification.  d it is undergoing radioactive decay.    ",
+            "20": "20    blank page     permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to trac e 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 ans wer-related information to candidates, all copyright acknowledgements are reproduced onl ine in the cambridge  assessment international education copyri ght acknowledgements booklet. this is produc ed 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 the ca mbridge assessment group. cambri dge assessment is the brand name of the university of  cambridge local examinations syndicate (ucles), which it self is a department of the university of cambridge.    \u00a9 ucles 2019 0625/11/m/j/19   "
+        },
+        "0625_s19_qp_12.pdf": {
+            "1": "  this syllabus is regulated for use in england, wales and northern ireland as a cambridge international level 1/level 2 certific ate.  this document consists of 20 printed pages.  ib09 06_0625_12_ml/rp  \u00a9 ucles 2019 [turn over     *4935266364 * cambridge assessment international education  cambridge international general certificate of secondary education       physics 0625/12     paper 1  multiple choice (core)  may/june 2019     45 minutes    additional materials: multiple choice answer sheet   soft clean eraser   soft pencil (type b or hb recommended)    modified language      read these instructions first    write in soft pencil.  do not use staples, paper clips, glue or correction fluid.  write your name, centre number and candidate number on the answer sheet in the spaces provided  unless this has been done for you.  do not  write in any barcodes.    there are forty  questions on this paper. answer all questions. for each question there are four possible  answers a, b, c and d.   choose the one you consider correct and record your choice in soft pencil  on the separate answer sheet.   read the instructions on the answer sheet very carefully.   each correct answer will score one mark. a ma rk will not be deducted for a wrong answer.  any rough working should be done in this booklet.  electronic calculators may be used.  take the weight of 1.0  kg to be 10  n (acceleration of free fall = 10  m / s2).     ",
+            "2": "2  \u00a9 ucles 2019 0625/12/m/j/19  1 diagram 1 shows a measuring cylinder containing water. a metal weight with a cork attached by  a thread is held above the water.    diagram 2 shows the apparatus after the weight has been lowered into the water.    diagram 3 shows the apparatus after the weight and the cork have been submerged.    cm3 diagram 150 40302010cm 3 diagram 25040302010cm 3 diagram 3cork metal weightmeasuringcylinder50 40302010thread     what is the volume of the cork?  a 20  cm3 b 30  cm3 c 45  cm3 d 70  cm3     ",
+            "3": "3  \u00a9 ucles 2019 0625/12/m/j/19 [turn over  2 a car travels at constant speed.    which pair of graphs show how the distance travelled by the car and how the car\u2019s speed vary  with time?    distance timea 0 0speed time0 0 distance timeb 0 0speed time0 0 distance timec 0 0speed time0 0 distance timed 0 0speed time0 0     ",
+            "4": "4  \u00a9 ucles 2019 0625/12/m/j/19  3 a heavy metal ball falls vertically downwards through air past four equally spaced levels j, k, l  and m.    level j level k level l level mmetal ball     the times taken to fall from one level to the next are measured.    where is the speed of the ball greatest and which time is shortest?     speed is  greatest between time is  shortest between  a j and k j and k  b j and k l and m  c l and m j and k  d l and m l and m     4 which row contains two correct statements about the mass and the weight of an object?     mass of an object weight of an object  a is measured using a measuring cylinder is measured using a balance  b is the gravitational force exerted on the object is the amount of matter in the object  c is measured in newtons is measured in kilograms  d is the same everywhere can vary from place to place    ",
+            "5": "5  \u00a9 ucles 2019 0625/12/m/j/19 [turn over  5 the table gives approximate values of the acceleration due to gravity and the atmospheric  pressure on three planets.     earth venus mars  acceleration due to gravity  m / s2 10 9 4  atmospheric pressure  / kpa 100 9000 1    a body has a mass of 10  kg on earth.    which statement about the weight of the body is correct?  a the weight is greatest on earth.  b the weight is greatest on mars.  c the weight is greatest on venus.  d the weight is the same on each planet.     6 a metal has a density of 8.0  g / cm3. a solid cube of mass 1.0  kg is made from this metal.    how long is each side of the cube?  a 0.50  cm b 2.0  cm c 5.0  cm d 42  cm    7 which object is in equilibrium?    a 2 n 2 nb 2 n2 nc 2 n2  n 2 nd 2 n     ",
+            "6": "6  \u00a9 ucles 2019 0625/12/m/j/19  8 a spring is suspended from a stand. loads are added and the extensions are measured.    loadsspring stand rule     which graph shows the result of plotting extension against load?    loadextensiona loadextensionb loadextensionc loadextensiond0 00 0 0 00 0     ",
+            "7": "7  \u00a9 ucles 2019 0625/12/m/j/19 [turn over  9 a wooden bar is pivoted at its centre so that it can rotate freely. two equal forces f are applied to  the bar.    in which diagram is the turning effect greatest?    ffa f fb f f c d f fpivot pivot pivot pivot      10 a machine is very efficient.    what does this mean?  a it produces a large amount of power.  b it uses very little energy.  c it wastes very little energy.  d it works very quickly.     ",
+            "8": "8  \u00a9 ucles 2019 0625/12/m/j/19  11 an object falls under gravity.    what happens to the gravitational potential energy and to the kinetic energy of the object?     gravitational potential  energy kinetic energy  a decreases decreases  b decreases increases  c increases decreases  d increases increases     12 a student is testing four different electric motors. he measures the time it takes for a motor to lift  either a heavy load or a light load through a height of 1 metre.    motor load     he makes a similar measurement for the other three motors.    the table shows his results.    which motor produces the most power?     load time taken  / s  a heavy 12  b heavy 16  c light 12  d light 16    ",
+            "9": "9  \u00a9 ucles 2019 0625/12/m/j/19 [turn over  13 the diagram shows a stone suspended on a string under the surface of a liquid. the stone  experiences a pressure caused by the liquid.    liquidstring stone     what would increase the pressure on the stone?  a decreasing the surface area of the stone   b increasing the mass of the stone  c lowering the stone deeper into the liquid  d using a liquid with a lower density      14 a sample of mercury is heated.    in which states of matter will its volume increase as its temperature rises?  a gas only  b liquid and gas only  c solid and liquid only  d solid, liquid and gas      15 when water evaporates, what escapes from the surface of the water?  a individual atoms  b individual molecules   c individual protons  d tiny drops of water     ",
+            "10": "10  \u00a9 ucles 2019 0625/12/m/j/19  16 the resistance of a resistor varies linearly with temperature as shown on the graph.    120 110 100 90807060 \u201320 0 20 40 60 80 100resistance  / \u03c9 temperature  / \u00b0c    which statement is correct?  a when immersed in boiling water, the resistance is 120  \u03c9.  b the resistance at the lower fixed point is 80  \u03c9.  c when the resistance is 100  \u03c9 the temperature is 120  \u00b0c.  d the resistor can only be used at temperatures between 0  \u00b0c and 100  \u00b0c.     17 a night storage heater contains a large block of material that is heated electrically during the  night. during the day the block cools down, releasing thermal energy into the room.        which thermal capacity and which night-time temp erature increase will cause the most energy to  be stored by the block?     thermal capacity  of block night-time  temperature increase  a large large  b large small  c small large  d small small ",
+            "11": "11  \u00a9 ucles 2019 0625/12/m/j/19 [turn over  18 which row describes the process of condensation?     change of state separation  of molecules  a gas to liquid decreases  b gas to liquid increases  c liquid to gas decreases  d liquid to gas increases     19 the metal surface of a kettle is hot.    what happens to the cool air outside the kettle when it comes into contact with the hot kettle?  a the density of the air decreases and the air falls.  b the density of the air decreases and the air rises.  c the density of the air increases and the air falls.  d the density of the air increases and the air rises.     20 vacuum flasks usually have silvered walls that help to keep the contents of the flask hot.    why are the walls silvered?  a to absorb thermal energy from the air around the flask  b to increase the rate of convection inside the flask  c to reduce energy loss to the surroundings by conduction  d to reflect thermal radiation back into the flask     ",
+            "12": "12  \u00a9 ucles 2019 0625/12/m/j/19  21 the diagrams show graphs of displacement against time for four waves. all the graphs are drawn  to the same scale.    which wave has the largest amplitude and the highest frequency?    displacementa timedisplacementb time displacementc timedisplacementd time0 0 0 00 0 0 0       22 the diagram shows a cork with a weight attached so that the cork floats upright in water.    xycork water surface weight    transverse waves travel across the water from x to y.    in which direction do the waves make the cork move?  a \u2192 \u2190 right and left  b \u2191\u2193 up and down  c \u2192 only to the right  d \u2190 only to the left     ",
+            "13": "13  \u00a9 ucles 2019 0625/12/m/j/19 [turn over  23 which conditions are necessary for light to be totally internally reflected?     the incident light is in angle of incidence  a the less dense medium less than the critical angle  b the less dense medium greater than the critical angle  c the more dense medium less than the critical angle  d the more dense medium greater than the critical angle      24 which diagram shows the dispersion of white light by a glass prism?    violetreda violetvioletred redb white white violetredc violet violetred redd violetred white white      25 the diagram shows radiation from a lamp passing through a prism.    radiation from lampp red lightscreen prism     which type of radiation is found at p?  a \u03b3-rays  b infrared  c ultraviolet  d x-rays ",
+            "14": "14  \u00a9 ucles 2019 0625/12/m/j/19  26 a pulse of sound is produced at the bottom of a boat. the sound travels through the water and is  reflected from a shoal of fish. the sound reaches the boat again after 1.2  s. the speed of sound  in the water is 1500  m / s.    shoal of fishboat     how far below the bottom of the boat is the shoal of fish?  a 450  m b 900  m c 1800  m d 3600  m      27 an observer stands at the finish line of a 100  m race. he wants to time the winner\u2019s run. he starts  his stop-watch as soon as he sees the smoke from the starting gun instead of when he hears the bang.    what is the reason for doing this?  a light travels much faster than sound.  b there is a risk he might respond to an echo from a wall.  c humans react slower to sound than to light.  d humans react more quickly to sound than to light.     28 a soft iron bar is a long way from any magnetic field.    how can the material of the bar be described?  a it is magnetic and strongly magnetised.  b it is magnetic and unmagnetised.  c it is non-magnetic and strongly magnetised.  d it is non-magnetic and unmagnetised.     ",
+            "15": "15  \u00a9 ucles 2019 0625/12/m/j/19 [turn over  29 an iron ball on a horizontal wooden table rolls near the north pole of a bar magnet which is lying  on the table.    which diagram shows the most likely path of the ball, as seen from above the table?    s na magnet balls nb magnet s nc magnet balls nd magnet ballstops hereball      30 diagram 1 shows two thin, uncharged strips of plastic.    diagram 2 shows the same strips after they have been rubbed with a dry cloth.    diagram 1 diagram 2strips of plasticstrips of plastic     which row describes the charge on the strips after rubbing, and the force between the strips after  rubbing?     charge on strips force between strips  a opposite attraction  b opposite repulsion  c the same attraction  d the same repulsion ",
+            "16": "16  \u00a9 ucles 2019 0625/12/m/j/19  31 an ammeter and a voltmeter are used to determine the resistance of a resistor.    which circuit diagram shows the ammeter and the voltmeter correctly connected?    ava avb a vcd r r vrra      32 the diagram shows a circuit.        what is connected in parallel with the thermistor?  a heater  b lamp  c light-dependent resistor  d variable resistor    ",
+            "17": "17  \u00a9 ucles 2019 0625/12/m/j/19 [turn over  33 the circuit shows a relay being used to operate a mains lamp.    two ammeters are labelled p and q.    a ap q mains lamp     the variable resistor is used to vary the current in the relay coil. the mains lamp switches on  when there is a large enough current in the relay coil.    the graph shows how the reading on ammeter q changes as the reading on ammeter p increases.    0.20 0.150.100.050.00 0.00 0.10 0.20 0.30 0.40 0.50 0.60 reading on ammeter p  / areading on ammeter q  / a     what is the minimum current needed in the relay coil to switch on the mains lamp?  a 0.15  a b 0.20  a c 0.35  a d 0.60  a    ",
+            "18": "18  \u00a9 ucles 2019 0625/12/m/j/19  34 a lamp is to be connected in a circuit so that the potential difference (p.d.) across it can be varied  from 0 to 6  v.    which circuit would be most suitable?    6 va 6 vb 6 vc 6 vd      35 which components are designed to improve the safe working of a mains electrical supply?     circuit  breaker earth  wire fuse  a \u0016 \u0016 \u001a  b \u0016 \u001a \u0016  c \u001a \u0016 \u0016  d \u0016 \u0016 \u0016     ",
+            "19": "19  \u00a9 ucles 2019 0625/12/m/j/19 [turn over  36 a bar magnet is held near a solenoid. the coil is connected to a galvanometer.    bar magnetsolenoid     the magnet is moved into the coil of wire and then held stationary inside the coil.    which graph shows how the induced electromotive force (e.m.f.) varies with time?    e.m.f. time0 0a e.m.f. time0 0b e.m.f. time0 0c e.m.f. time0 0d      37 a wire xy lies between the poles of a magnet.    the diagram shows the upward force on the wire xy caused when there is an electric current in  the direction xy as shown.    n sforcex ycurrent     three tests are made using this apparatus.    1 the current direction is reversed.  2 the n and s poles are swapped around. 3 the current is switched off.    which will result in no change  in the size of the force on the wire?  a 1 and 2 only b 1 only c 2 only d 3 only     ",
+            "20": "20    permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to trac e 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 ans wer-related information to candidates, all copyright acknowledgements are reproduced onl ine in the cambridge  assessment international education copyri ght acknowledgements booklet. this is produc ed 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 the ca mbridge assessment group. cambri dge assessment is the brand name of the university of  cambridge local examinations syndicate (ucles), which it self is a department of the university of cambridge.    \u00a9 ucles 2019 0625/12/m/j/19  38 a simple model of the atom consists of small particles orbiting a central nucleus.    which row is correct?     charge on  nucleus charge on  orbiting particles  a negative negative  b negative positive  c positive negative  d positive positive      39 which statement explains the meaning of the half-life of a radioactive isotope?  a half the time taken for one nucleus of the isotope to decay  b half the time taken for the isotope to decay completely  c the time taken for half of the nuclei of the isotope to decay  d the time taken for one nucleus of the isotope to split in half    40 the diagram shows a lead-lined box used for storing radioactive sources.        why is the inside of the box lined with lead?  a it helps the sources to stay radioactive for longer.  b it makes the box heavier.  c it makes the radioactive sources more stable.  d it reduces the amount of radiation that can escape from the box.      "
+        },
+        "0625_s19_qp_13.pdf": {
+            "1": "  this syllabus is regulated for use in england, wales and northern ireland as a cambridge international level 1/level 2 certific ate.  this document consists of 20 printed pages.  ib19 06_0625_13/2rp  \u00a9 ucles 2019   [turn over     *2575934791 * cambridge assessment international education  cambridge international general certificate of secondary education       physics 0625/13     paper 1  multiple choice (core)  may/june 2019     45 minutes    additional materials: multiple choice answer sheet   soft clean eraser   soft pencil (type b or hb recommended)       read these instructions first    write in soft pencil.  do not use staples, paper clips, glue or correction fluid. write your name, centre number and candidate number on the answer sheet in the spaces provided  unless this has been done for you.  do not  write in any barcodes.   there are forty  questions on this paper. answer all questions. for each question there are four possible  answers a, b, c and d.   choose the one you consider correct and record your choice in soft pencil  on the separate answer sheet.    read the instructions on the answer sheet very carefully.    each correct answer will score one mark. a ma rk will not be deducted for a wrong answer.  any rough working should be done in this booklet. electronic calculators may be used. take the weight of 1.0  kg to be 10  n (acceleration of free fall = 10  m / s2).    ",
+            "2": "2  \u00a9 ucles 2019 0625/13/m/j/19  1 the diagram shows a measuring cylinder containing liquid.    50 40302010cm 3 liquidmeasuring  cylinder     what is the reading for the volume of liquid in the cylinder?  a 13.0  cm3 b 13.5  cm3 c 16.0  cm3 d 17.0  cm3      2 the diagram shows the speed-time graph for a car.    speed time0 0y x     which row describes the motion of the car at point x and at point y?     point x point y  a at rest moving with constant speed  b moving with constant speed at rest  c moving with changing speed at rest  d moving with changing speed moving with constant speed    ",
+            "3": "3  \u00a9 ucles 2019 0625/13/m/j/19 [turn over  3 a heavy metal ball falls vertically downwards through air past four equally spaced levels j, k, l  and m.    level j level k level l level mmetal ball     the times taken to fall from one level to the next are measured.    where is the speed of the ball greatest and which time is shortest?     speed is  greatest between time is  shortest between  a j and k j and k  b j and k l and m  c l and m j and k  d l and m l and m     4 an object which has a mass of 600  kg is on the planet mars.    the acceleration due to gravity on mars is 4.0  m / s2.    what is the weight of the object on mars?  a 60  n b 150  n c 2400  n d 6000  n     5 two objects are placed on a balance, one on each side:        which properties of the objects can be compared using the balance?  a weight, mass and volume  b weight and mass only  c volume and density  d density only   ",
+            "4": "4  \u00a9 ucles 2019 0625/13/m/j/19  6 x, y and z are three regularly shaped solid objects.    their dimensions and masses are shown in the diagrams.    200 g10 cm2 cm 5 cmobject x 200 g6 cm3 cm 4 cmobject y 50 g25 cm1 cm 1 cmobject zelectronic balance     which objects have the same density?  a x, y and z b x and y only c x and z only d y and z only     ",
+            "5": "5  \u00a9 ucles 2019 0625/13/m/j/19 [turn over  7 a car is driven from rest on a long straight ro ad. the car engine exerts a constant driving force.    the diagram shows the horizontal forces acting on the car. the resistive forces are proportional  to the speed of the car.    resistive forcesdriving force (from engine)     why does the car eventually reach a maximum speed?  a the resistive forces decrease to make the acceleration of the car negative.  b the resistive forces decrease to make the acceleration of the car zero.  c the resistive forces increase to make the acceleration of the car negative.  d the resistive forces increase to make the acceleration of the car zero.     ",
+            "6": "6  \u00a9 ucles 2019 0625/13/m/j/19  8 a spring is suspended from a stand. loads are added and the extensions are measured.    loadsspring stand rule     which graph shows the result of plotting extension against load?    loadextensiona loadextensionb loadextensionc loadextensiond0 00 0 0 00 0     ",
+            "7": "7  \u00a9 ucles 2019 0625/13/m/j/19 [turn over  9 a wooden bar is pivoted at its centre so that it can rotate freely. two equal forces f are applied to  the bar.    in which diagram is the turning effect greatest?    ffa f fb f f c d f fpivot pivot pivot pivot      10 a machine is very efficient.    what does this mean?  a it produces a large amount of power.  b it uses very little energy.  c it wastes very little energy.  d it works very quickly.      11 a body is lifted against gravity.    which equation shows the work done on the body?  a work done = change in distance moved by the body  b work done = change in energy of the body  c work done = change in force on the body  d work done = change in power of the body ",
+            "8": "8  \u00a9 ucles 2019 0625/13/m/j/19  12 the diagram shows a simple mercury barometer.    hvacuum glass tube mercury     a change is made and the vertical height h of the column increases.    which change causes this increase?  a a liquid with a lower density than mercury has been used.  b atmospheric pressure decreases.  c a narrower glass tube is used.  d the glass tube is tilted.      13 the diagram shows a stone suspended on a string under the surface of a liquid. the stone  experiences a pressure caused by the liquid.    liquidstring stone     what would increase the pressure on the stone?  a decreasing the surface area of the stone   b increasing the mass of the stone  c lowering the stone deeper into the liquid  d using a liquid with a lower density     ",
+            "9": "9  \u00a9 ucles 2019 0625/13/m/j/19 [turn over  14 which statement is correct?  a a solid can flow.  b a solid can be compressed easily.  c a solid has a fixed shape.  d a solid takes the shape of its container.      15 on a hot summer day, the level of the water in a pond falls.    which statement explains this?  a the least energetic water molecules escape from the surface and do not return.  b the least energetic water molecules escape from the surface and then return.  c the most energetic water molecules escape from the surface and do not return.  d the most energetic water molecules escape from the surface and then return.     16 here are three statements about a liquid-in-glass thermometer with a celsius scale.    1 the lower fixed point is the temperature at which pure water freezes.  2 the upper fixed point is the temperature at which pure water boils.  3 a scale is made by dividing the dist ance between the fixed points into equal  divisions.    which statements are correct?  a 1 and 2 only b 2 and 3 only c 1 and 3 only d 1, 2 and 3     ",
+            "10": "10  \u00a9 ucles 2019 0625/13/m/j/19  17 a night storage heater contains a large block of material that is heated electrically during the  night. during the day the block cools down, releasing thermal energy into the room.        which thermal capacity and which night-time temp erature increase will cause the most energy to  be stored by the block?     thermal capacity  of block night-time  temperature increase  a large large  b large small  c small large  d small small      18 a student investigates the melting point of a pure substance. she heats the substance slowly and takes readings of its temperature as the substance starts to melt and when it finishes melting.    which statement is correct?  a the temperature decreases slightly as the substance melts.  b the temperature fluctuates as the substance melts.  c the temperature increases as the substance melts.  d the temperature stays the same as the substance melts.     19 a person holds an empty glass beaker and pours hot water into it.    why does it take a few seconds before his hand starts to feel hot?  a glass is a poor conductor of heat.  b water is a poor conductor of heat.  c glass is a better conductor of heat than water.  d water is a better conductor of heat than glass.     ",
+            "11": "11  \u00a9 ucles 2019 0625/13/m/j/19 [turn over  20 the metal surface of a kettle is hot.    what happens to the cool air outside the kettle when it comes into contact with the hot kettle?  a the density of the air decreases and the air falls.  b the density of the air decreases and the air rises.  c the density of the air increases and the air falls.  d the density of the air increases and the air rises.     21 a student draws a diagram to show two different properties of a water wave. the arrows show  the wave directions.    shallow waterdeep water     which two wave properties does the diagram show?  a refraction and diffraction  b reflection and dispersion  c reflection and diffraction  d reflection and refraction     ",
+            "12": "12  \u00a9 ucles 2019 0625/13/m/j/19  22 the diagram shows a cork with a weight attached so that the cork floats upright in water.    xycork water surface weight    transverse waves travel across the water from x to y.    in which direction do the waves make the cork move?  a \u2192 \u2190 right and left  b \u2191\u2193 up and down  c \u2192 only to the right  d \u2190 only to the left     23 a student draws a ray diagram to show how a ray of light is reflected by a number of mirrors.    which reflection has not been drawn correctly?    a bc d     ",
+            "13": "13  \u00a9 ucles 2019 0625/13/m/j/19 [turn over  24 light passes through a glass block.    what is the path of the light?    air glass dc b a     25 the diagram shows radiation from a lamp passing through a prism.    radiation from lampp red lightscreen prism     which type of radiation is found at p?  a \u03b3-rays  b infrared  c ultraviolet  d x-rays     26 a pulse of sound is produced at the bottom of a boat. the sound travels through the water and is  reflected from a shoal of fish. the sound reaches the boat again after 1.2  s. the speed of sound  in the water is 1500  m / s.    shoal of fishboat     how far below the bottom of the boat is the shoal of fish?  a 450  m b 900  m c 1800  m d 3600  m ",
+            "14": "14  \u00a9 ucles 2019 0625/13/m/j/19  27 which statement about ultrasound is correct?  a it has a higher frequency than audible sound, and it is a longitudinal wave.  b it has a higher frequency than audible sound, and it is a transverse wave.  c it has a lower frequency than audible sound, and it is a longitudinal wave.  d it has a lower frequency than audible sound, and it is a transverse wave.      28 a metal bar is placed inside a current-carrying coil, as shown in diagram 1.    there is a small current in the coil. the bar holds a few nails, as shown in diagram 2.    diagram 1 diagram 2nails     when there is no current in the coil, the nails drop off.    which row is correct?     metal from which  the bar is made effect of a larger  current in the coil  a soft iron it makes no difference  b soft iron the bar holds more nails  c steel it makes no difference  d steel the bar holds more nails     ",
+            "15": "15  \u00a9 ucles 2019 0625/13/m/j/19 [turn over  29 an iron ball on a horizontal wooden table rolls near the north pole of a bar magnet which is lying  on the table.    which diagram shows the most likely path of the ball, as seen from above the table?    s na magnet balls nb magnet s nc magnet balls nd magnet ballstops hereball      30 diagram 1 shows two thin, uncharged strips of plastic.    diagram 2 shows the same strips after they have been rubbed with a dry cloth.    diagram 1 diagram 2strips of plasticstrips of plastic     which row describes the charge on the strips after rubbing, and the force between the strips after  rubbing?     charge on strips force between strips  a opposite attraction  b opposite repulsion  c the same attraction  d the same repulsion ",
+            "16": "16  \u00a9 ucles 2019 0625/13/m/j/19  31 a battery stores chemical potential energy. the battery is connected to a resistor.    as the battery runs down, what happens to its chemical energy?     the energy is transferred by and ends up as  a electrical working internal energy in the resistor  b electrical working potential energy in the resistor  c mechanical working internal energy in the resistor  d mechanical working potential energy in the resistor     32 the diagram shows a circuit including a lamp, an electric bell and three switches s 1, s2 and s 3.     the lamp and bell are not faulty.    s1 s2 s3    the bell is ringing but the lamp is not lit.    which switches are closed?  a s 1 only  b s 1 and s 2 only  c s 1 and s 3 only  d s 1, s2 and s 3     ",
+            "17": "17  \u00a9 ucles 2019 0625/13/m/j/19 [turn over  33 a student is designing a lighting circuit for a dolls\u2019 house. he sets up two different circuits.    each circuit contains a 12  v power supply and three identical lamps.    each lamp is designed to operate at normal brightness when connected individually to a 12  v  supply.    circuit 1 circuit 2121212 v power supply12 v power supply     which statement is correct?  a in circuit 1, each of the lamps is at normal brightness.  b in circuit 1, if one lamp fails, the other lamps remain lit.  c in circuit 2, if one lamp fails, the other lamps remain lit.  d in circuit 2, the current from the power supply is less than in circuit 1.     34 a lamp is to be connected in a circuit so that the potential difference (p.d.) across it can be varied  from 0 to 6  v.    which circuit would be most suitable?    6 va 6 vb 6 vc 6 vd  ",
+            "18": "18  \u00a9 ucles 2019 0625/13/m/j/19  35 a simple wiring diagram for an electric cooker is shown.    live neutral earth connection to casingelectric cooker metal casing     why is there a wire connecting the metal case of the cooker to earth?  a it improves the efficiency of the cooker.  b it prevents the metal case from becoming too hot when the cooker is left on.  c it reduces the risk of an electric shock if the live wire touches the metal case.  d the electric cooker will not switch on without it.    ",
+            "19": "19  \u00a9 ucles 2019 0625/13/m/j/19 [turn over  36 in an experiment, a wire is held above a compass needle as shown.    ns     an electric current is switched on in the wire and the compass needle is deflected.    which row explains why this happens and then describes what happens when the current is reversed?     why this happens what happens when  the current is reversed  a   there is a magnetic  field inside the wire the compass needle deflects  in the opposite direction  b   there is a magnetic  field inside the wire there is no effect on  the compass needle  c   there is a magnetic  field around the wire the compass needle deflects  in the opposite direction  d   there is a magnetic  field around the wire there is no effect on  the compass needle    37 which device relies upon the magnetic effect of an electric current?  a fuse  b relay  c thermistor  d variable resistor    38 which statement about the structure of an atom is correct?  a it contains positively charged particles only.  b it contains negatively charged particles only.  c it contains no charged particles.  d it contains positively charged particles and negatively charged particles.    ",
+            "20": "20    permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to trac e 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 ans wer-related information to candidates, all copyright acknowledgements are reproduced onl ine in the cambridge  assessment international education copyri ght acknowledgements booklet. this is produc ed 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 the ca mbridge assessment group. cambri dge assessment is the brand name of the university of  cambridge local examinations syndicate (ucles), which it self is a department of the university of cambridge.    \u00a9 ucles 2019 0625/13/m/j/19  39 which statement about \u03b3-radiation is correct?  a it consists of very small charged particles.  b it is a form of electromagnetic radiation.  c it is less penetrating than \u03b2-radiation.  d it is more highly ionising than \u03b1-radiation.     40 a radioactive element undergoes \u03b1-decay.    which statement is not correct?  a a different element is formed.  b radiation is emitted from the nucleus.  c the decay is a random process.  d the number of particles in the nucleus stays the same.     "
+        },
+        "0625_s19_qp_21.pdf": {
+            "1": "  this syllabus is regulated for use in england, wales and northern ireland as a cambridge international level 1/level 2 certific ate.  this document consists of 16 printed pages.  ib19 06_0625_21/3rp  \u00a9 ucles 2019   [turn over     *7296374499* cambridge assessment international education  cambridge international general certificate of secondary education       physics 0625/21     paper 2  multiple choice (extended)  may/june 2019     45 minutes    additional materials: multiple choice answer sheet   soft clean eraser   soft pencil (type b or hb recommended)       read these instructions first    write in soft pencil.  do not use staples, paper clips, glue or correction fluid. write your name, centre number and candidate number on the answer sheet in the spaces provided  unless this has been done for you.  do not write in any barcodes.   there are forty  questions on this paper. answer all questions. for each question there are four possible  answers a, b, c and d.   choose the one you consider correct and record your choice in soft pencil  on the separate answer sheet.    read the instructions on the answer sheet very carefully.    each correct answer will score one mark. a ma rk will not be deducted for a wrong answer.  any rough working should be done in this booklet. electronic calculators may be used. take the weight of 1.0  kg to be 10  n (acceleration of free fall = 10  m / s2).    ",
+            "2": "2  \u00a9 ucles 2019 0625/21/m/j/19  1 which quantity can be measured dire ctly using a micrometer screw gauge?  a the area of a sheet of paper  b the mass of a sheet of paper  c the thickness of a sheet of paper  d the volume of a sheet of paper      2 the velocity of an object increases from 30  m / s to 50  m / s in 5.0 seconds.    what is the average acceleration of the object?  a 0.10  m / s2 b 0.25  m / s2 c 4.0  m / s2 d 10  m / s2     3 a heavy metal ball falls vertically downwards through air past four equally spaced levels j, k, l  and m.    level j level k level l level mmetal ball     the times taken to fall from one level to the next are measured.    where is the speed of the ball greatest and which time is shortest?     speed is  greatest between time is  shortest between  a j and k j and k  b j and k l and m  c l and m j and k  d l and m l and m     ",
+            "3": "3  \u00a9 ucles 2019 0625/21/m/j/19 [turn over  4 a body is moved from place x to place y where the gravitational field strength is different.    what happens to its mass and to its weight due to the move?     mass weight  a changes changes  b changes stays the same  c stays the same changes  d stays the same stays the same     5 the diagrams show four solid blocks with their dimensions and masses.    which block has the greatest density?    a mass = 14  garea = 10  cm2 b mass = 48  garea = 20  cm2 2.0 cm 2.0  cm c mass = 54  garea = 10  cm2 d mass = 68  g2.0 cm 2.0 cmarea = 20  cm2     6 a student wishes to determine the spring constant of a spring where it obeys hooke\u2019s law.    different loads are hung from the spring and its length is measured for each different load.    the table shows the results of the experiment.    weight of load  / n 0 2.0 4.0 5.0  length of spring  / cm 12 20 28 38    what is the value of the spring constant of the spring?  a 0.13  n / cm b 0.14  n / cm c 0.19  n / cm d 0.25  n / cm     ",
+            "4": "4  \u00a9 ucles 2019 0625/21/m/j/19  7 a mass of 20  kg is held stationary by a rope passing over a frictionless pulley.    20 kgtpulley     what is the tension t in the rope?  a 10  kg b 20  kg c 100  n d 200  n      8 a boat starts moving across a river at velocity v perpendicular to the river bank.    the boat encounters a current along the river of velocity u, as shown.    v u river     which vector diagram shows the resultant velocity r of the boat?    v ua r v ub r vuc rvu rd      ",
+            "5": "5  \u00a9 ucles 2019 0625/21/m/j/19 [turn over  9 a ball of mass 0.50  kg falls and hits the floor at 10  m / s.    it rebounds at speed 8.0  m / s, as shown.    10 m / s 8 m / sbefore collision after collision     the collision between the ball and the floor lasts for 0.50  s.    what is the average force acting on the ball during the collision?  a 2.0  n upwards  b 2.0  n downwards  c 18  n upwards  d 18  n downwards     10 an object falls from the top of a building that is 25  m high. air resistance is negligible.    what is the speed of the object when it hits the ground?  a 10  m / s b 22  m / s c 25  m / s d 625  m / s     11 a machine is very efficient.    what does this mean?  a it produces a large amount of power.  b it uses very little energy.  c it wastes very little energy.  d it works very quickly.     12 a crane takes 2.0 minutes to lift a load to the top of a building. the change in gravitational  potential energy of the load is 360  kj.    what is the useful power output of the crane?  a 3.0  kw b 180  kw c 720  kw d 43  200  kw     ",
+            "6": "6  \u00a9 ucles 2019 0625/21/m/j/19  13 the diagram shows a stone suspended on a string under the surface of a liquid. the stone  experiences a pressure caused by the liquid.    liquidstring stone     what would increase the pressure on the stone?  a decreasing the surface area of the stone   b increasing the mass of the stone  c lowering the stone deeper into the liquid  d using a liquid with a lower density      14 a stationary smoke particle is hit by a fast-moving nitrogen molecule.    which row describes the motion of the smoke particle and of the nitrogen molecule after the collision?     smoke particle nitrogen molecule  a moves rebounds  b moves stops  c remains stationary rebounds  d remains stationary stops    ",
+            "7": "7  \u00a9 ucles 2019 0625/21/m/j/19 [turn over  15 a night storage heater contains a large block of material that is heated electrically during the  night. during the day the block cools down, releasing thermal energy into the room.        which thermal capacity and which night-time temp erature increase will cause the most energy to  be stored by the block?     thermal capacity  of block night-time  temperature increase  a large large  b large small  c small large  d small small      16 100  g of water at 25  \u00b0c is poured into an insulating cup. 50  g of ice at 0  \u00b0c is added to the water.  the water is stirred until the temperature of the water has fallen to 0  \u00b0c.    18  g of ice remains unmelted.    the specific heat capacity of water is 4.2  j / g \u00b0c.    which value does this experiment give for the specific latent heat of fusion of ice?  a 210  j / g b 330  j / g c 580  j / g d 770  j / g      17 in which does thermal conduction not occur?  a a gas  b a liquid  c a solid  d a vacuum     ",
+            "8": "8  \u00a9 ucles 2019 0625/21/m/j/19  18 the metal surface of a kettle is hot.    what happens to the cool air outside the kettle when it comes into contact with the hot kettle?  a the density of the air decreases and the air falls.  b the density of the air decreases and the air rises.  c the density of the air increases and the air falls.  d the density of the air increases and the air rises.     19 some hot water is sealed inside a metal can. the can is in a vacuum in outer space. the hot  water slowly cools down.    how does the thermal energy escape into space?  a by conduction then convection  b by conduction then radiation  c by evaporation then convection  d by evaporation then radiation     20 when water waves pass through a gap they diffract.    the diagrams show wavefronts approaching a narrow gap.    in which diagram will the diffraction be least?    a b c d      21 an object is placed 30  cm in front of a plane mirror.    which statement describes the image of the object?  a the image is the same size and 30  cm from the object.  b the image is the same size and 60  cm from the object.  c the image is smaller and 30  cm from the object.  d the image is smaller and 60  cm from the object.     ",
+            "9": "9  \u00a9 ucles 2019 0625/21/m/j/19 [turn over  22 a small object o is placed near a converging lens, as shown. the lens forms an image i.    i o     which statement is correct?  a the image i is diminished.  b the image i is inverted.  c the image i is real.  d the object o is closer to the lens than its principal focus.     23 an eclipse of the sun happens when the moon comes between the earth and the sun.    which statement is correct?  a infra-red radiation from the sun disappears before visible light and ultra-violet radiation.  b ultra-violet radiation from the sun disappears before visible light and infra-red radiation.  c visible light from the sun disappears before ultra-violet radiation and infra-red radiation.  d infra-red radiation, ultra-violet radiation and visible light from the sun all disappear at the  same moment.      24 a pulse of sound is produced at the bottom of a boat. the sound travels through the water and is  reflected from a shoal of fish. the sound reaches the boat again after 1.2  s. the speed of sound  in the water is 1500  m / s.    shoal of fishboat     how far below the bottom of the boat is the shoal of fish?  a 450  m b 900  m c 1800  m d 3600  m     ",
+            "10": "10  \u00a9 ucles 2019 0625/21/m/j/19  25 what is the approximate value of the speed of sound in air at normal temperature?  a 340  m / s b 34  000  m / s c 340  km  / s d 3.0 \u00d7 108  m / s      26 why is soft iron used for the core of an electromagnet?  a soft iron easily becomes a permanent magnet.  b soft iron is a good electrical conductor.  c soft iron is a poor thermal conductor.  d soft iron loses its magnetism when the current in the coil is switched off.     27 diagram 1 shows two thin, uncharged strips of plastic.    diagram 2 shows the same strips after they have been rubbed with a dry cloth.    diagram 1 diagram 2strips of plasticstrips of plastic     which row describes the charge on the strips after rubbing, and the force between the strips after  rubbing?     charge on strips force between strips  a opposite attraction  b opposite repulsion  c the same attraction  d the same repulsion     ",
+            "11": "11  \u00a9 ucles 2019 0625/21/m/j/19 [turn over  28 a cell has an electromotive force (e.m.f.) of 1.5  v.    what does this statement mean?  a the cell converts 1.0  j of energy when driving 1.5  c of charge round a complete circuit.  b the cell converts 1.5  j of energy when driving 1.0  c of charge round a complete circuit.  c the cell converts 1.5  j of energy per second when driving 1.0  c of charge round a complete  circuit.  d the cell converts 1.5  w of power when driving 1.0  c of charge round a complete circuit.      29 which two changes to a metal wire both increase resistance?  a decreasing its length and increasing its temperature  b increasing its length and decreasing its temperature  c decreasing its thickness and increasing its temperature  d increasing its thickness and decreasing its temperature     30 the diagram shows a circuit containing a d.c. power supply, a motor and a variable resistor.    three ammeters x, y and z show the current in different parts of the circuit.    aa a mxz y+\u2013     the reading on x is 4.0  a.    which statement is correct?  a the readings on y and z are both less than 4.0  a.  b the readings on y and z are both equal to 4.0  a.  c the readings on y and z are both greater than 4.0  a.  d the reading on z is zero.     ",
+            "12": "12  \u00a9 ucles 2019 0625/21/m/j/19  31 a lamp is to be connected in a circuit so that the potential difference (p.d.) across it can be varied  from 0 to 6  v.    which circuit would be most suitable?    6 va 6 vb 6 vc 6 vd      32 which logic gate is represented by the symbol shown?        a and b nand c nor d or    33 the diagram shows a combination of logic gates.        which single logic gate is equivalent to this combination?  a and b nor c not d or    ",
+            "13": "13  \u00a9 ucles 2019 0625/21/m/j/19 [turn over  34 an alternating current (a.c.) power supply is connected in series with a resistor r and a diode.    r v    which graph shows how the voltage v across the resistor r varies with time?    voltage v 0 00 0timea voltage v timeb voltage v 0 timec voltage v timed 00 0       35 an electric heater is plugged into the mains supply using a fused plug.    the current in the heater is 10  a.    the cable attached to the heater is rated at 15  a.    the fuses available are rated at 1  a, 3  a, 5  a and 13  a.    which fuse should be used?  a 1 a b 3 a c 5 a d 13 a    36 what is the purpose of the commutator in a d.c. electric motor?  a to control the speed at which the motor rotates  b to reverse the direction of the voltage across the power supply every half-turn  c to reverse the direction of the current in the motor coil every half-turn  d to reverse the direction of spin of the motor coil every half-turn ",
+            "14": "14  \u00a9 ucles 2019 0625/21/m/j/19  37 the diagram shows a wire between two magnetic poles. the wire is connected in a circuit with an  ammeter.    n s awire     the wire is moved downwards, towards the bottom of the page. a current is induced in the wire.    in which direction is the force on the wire caused by this current?  a towards the bottom of the page  b towards the left of the page  c towards the right of the page  d towards the top of the page     38 the chemical symbol for sodium is na. the equation represents the radioactive decay of   sodium-24.    24na\u21921124mg +xye\u20131    what are the numbers x and y?     x y  a 10 0  b 10 1  c 12 0  d 12 1    ",
+            "15": "15  \u00a9 ucles 2019 0625/21/m/j/19 [turn over  39 a radioactive source emits \u03b1-particles, \u03b2-particles and \u03b3-rays into a vacuum where there is a  magnetic field.    the magnetic field acts perpendicularly into the plane of the paper.    the paths x, y and z of the three types of radiation through the magnetic field are shown.    xy z radioactive sourcemagnetic fieldinto paper     which radiation follows path x, path y and path z?     x y z  a \u03b1-particles \u03b2-particles \u03b3-rays  b \u03b1-particles \u03b3-rays \u03b2-particles  c \u03b2-particles \u03b1-particles \u03b3-rays  d \u03b2-particles \u03b3-rays \u03b1-particles     ",
+            "16": "16    permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to trac e 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 ans wer-related information to candidates, all copyright acknowledgements are reproduced onl ine in the cambridge  assessment international education copyri ght acknowledgements booklet. this is produc ed 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 the ca mbridge assessment group. cambri dge assessment is the brand name of the university of  cambridge local examinations syndicate (ucles), which it self is a department of the university of cambridge.    \u00a9 ucles 2019 0625/21/m/j/19  40 a student measures the level of radiation emitted from a radioactive substance. he places a  detector very close to the substance. he puts different absorbers between the radioactive substance and the detector.    radioactive substancedetectorcounte r absorber    the student\u2019s results are shown. these results are corrected for background radiation.    absorber minute per countsreading counter  none 95  thin paper 52  few mm of aluminium 52  several cm of lead 12    which types of radiation are being emitted by the substance?  a \u03b1-particles and \u03b2-particles only  b \u03b1-particles and \u03b3-rays only  c \u03b2-particles and \u03b3-rays only  d \u03b1-particles, \u03b2-particles and \u03b3-rays     "
+        },
+        "0625_s19_qp_22.pdf": {
+            "1": "  this syllabus is regulated for use in england, wales and northern ireland as a cambridge international level 1/level 2 certific ate.  this document consists of 16 printed pages.  ib19 06_0625_22_ml/rp  \u00a9 ucles 2019 [turn over     *8579442859 * cambridge assessment international education  cambridge international general certificate of secondary education       physics 0625/22     paper 2  multiple choice (extended)  may/june 2019     45 minutes    additional materials: multiple choice answer sheet   soft clean eraser   soft pencil (type b or hb recommended)    modified language      read these instructions first    write in soft pencil.  do not use staples, paper clips, glue or correction fluid.  write your name, centre number and candidate number on the answer sheet in the spaces provided  unless this has been done for you.  do not write in any barcodes.    there are forty  questions on this paper. answer all questions. for each question there are four possible  answers a, b, c and d.   choose the one you consider correct and record your choice in soft pencil  on the separate answer sheet.   read the instructions on the answer sheet very carefully.   each correct answer will score one mark. a ma rk will not be deducted for a wrong answer.  any rough working should be done in this booklet.  electronic calculators may be used.  take the weight of 1.0  kg to be 10  n (acceleration of free fall = 10  m / s2).   ",
+            "2": "2  \u00a9 ucles 2019 0625/22/m/j/19  1 which quantity can be measured dire ctly using a micrometer screw gauge?  a the area of a sheet of paper  b the mass of a sheet of paper  c the thickness of a sheet of paper  d the volume of a sheet of paper      2 four objects are moving along a straight line.    the distance of an object from a fixed point on the line is plotted against time for each object.    which object is decelerating?    00a distance from fixed point time00b distance fromfixed point time 00c distance fromfixed point time 00d distance fromfixed point time      ",
+            "3": "3  \u00a9 ucles 2019 0625/22/m/j/19 [turn over  3 a heavy metal ball falls vertically downwards through air past four equally spaced levels j, k, l  and m.    level j level k level l level mmetal ball     the times taken to fall from one level to the next are measured.    where is the speed of the ball greatest and which time is shortest?     speed is  greatest between time is  shortest between  a j and k j and k  b j and k l and m  c l and m j and k  d l and m l and m     4 four students make statements about the mass of an object.    which statement is correct?  a the mass of an object depends on the gravitational field which acts on the object.  b the mass of an object divided by its weight is equal to the acceleration with which it falls  freely.  c the mass of an object increases when the temperature of the object increases.  d the mass of an object resists change in motion of the object.      5 a metal has a density of 8.0  g / cm3. a solid cube of mass 1.0  kg is made from this metal.    how long is each side of the cube?  a 0.50  cm b 2.0  cm c 5.0  cm d 42  cm    ",
+            "4": "4  \u00a9 ucles 2019 0625/22/m/j/19  6 an experiment is done to determine the spring constant for a spring.    different loads are hung from the spring and its length is measured for each different load.    the graph shows how its length varies with load.    4.0 3.02.01.0 0 048 1 2 1 6 length of spring  / cmweight of load  / n 20     what is the value of the spring constant?  a 0.20  n / cm b 0.25  n / cm c 4.0  n / cm d 5.0  n / cm      7 a beam is pivoted at its centre of mass.    it is acted upon by two forces, 10  n and 5.0  n, as shown.    15 cm25 cm 10 n 5.0 npivot     what is the resultant moment about the pivot?  a 25  n cm anticlockwise  b 25  n cm clockwise  c 175  n cm anticlockwise  d 175  n cm clockwise     ",
+            "5": "5  \u00a9 ucles 2019 0625/22/m/j/19 [turn over  8 which object is in equilibrium?    a 2 n 2 nb 2 n2 nc 2 n2  n 2 nd 2 n       9 an object of mass 4.0  kg is moving with a velocity of 3.0  m / s in a straight line.    what is the momentum of the object?  a 0.75  kg  m / s b 1.3  kg  m / s c 12  kg  m / s d 24  kg  m / s     10 a machine is very efficient.    what does this mean?  a it produces a large amount of power.  b it uses very little energy.  c it wastes very little energy.  d it works very quickly.     11 a force f acts on a body and the body moves a distance d in the direction of the force.    which expression for the work done w is correct?  a w = fd b w = fd  2 c w = 21fd d w = 21fd  2     12 a boy produces an average power output of 60  w as he rides his bicycle for 2.0 minutes.    how much useful energy does he expend?  a 0.50  j b 30  j c 120  j d 7200  j     ",
+            "6": "6  \u00a9 ucles 2019 0625/22/m/j/19  13 the diagram shows a stone suspended on a string under the surface of a liquid. the stone  experiences a pressure caused by the liquid.    liquidstring stone     what would increase the pressure on the stone?  a decreasing the surface area of the stone   b increasing the mass of the stone  c lowering the stone deeper into the liquid  d using a liquid with a lower density      14 at room temperature, iron is difficult to compress.    at the same temperature, oxygen is much easier to compress.    which comparison of the structures of iron and oxygen explains this?  a the iron particles are closer together.  b the iron particles have a greater mass.  c the iron particles can be magnetised.  d the iron particles have less average kinetic energy.     ",
+            "7": "7  \u00a9 ucles 2019 0625/22/m/j/19 [turn over  15 a night storage heater contains a large block of material that is heated electrically during the  night. during the day the block cools down, releasing thermal energy into the room.        which thermal capacity and which night-time temp erature increase will cause the most energy to  be stored by the block?     thermal capacity  of block night-time  temperature increase  a large large  b large small  c small large  d small small      16 100  g of water at 25  \u00b0c is poured into an insulated cup. 50  g of ice at 0  \u00b0c is added to the water.  the water is stirred until the temperature of the water has fallen to 0  \u00b0c.    18  g of ice remains unmelted.    the specific heat capacity of water is 4.2  j / g \u00b0c.    which value does this experiment give for the specific latent heat of fusion of ice?  a 210  j / g b 330  j / g c 580  j / g d 770  j / g     17 the handle of a metal saucepan is made of plastic. as the saucepan heats up, the handle gets  warmer.    which statement explains this?  a molecules of the plastic radiate their energy to other molecules.  b molecules of the plastic vibrate more and pass on their energy to nearby molecules.  c the free electrons in the plastic transfer the thermal energy along the handle.  d the heated molecules very slowly move along the plastic handle.     ",
+            "8": "8  \u00a9 ucles 2019 0625/22/m/j/19  18 the metal surface of a kettle is hot.    what happens to the cool air outside the kettle when it comes into contact with the hot kettle?  a the density of the air decreases and the air falls.  b the density of the air decreases and the air rises.  c the density of the air increases and the air falls.  d the density of the air increases and the air rises.     19 vacuum flasks usually have silvered walls that help to keep the contents of the flask hot.    why are the walls silvered?  a to absorb thermal energy from the air around the flask  b to increase the rate of convection inside the flask  c to reduce energy loss to the surroundings by conduction  d to reflect thermal radiation back into the flask     20 when water waves pass through a gap they diffract.    the diagrams show wavefronts approaching a narrow gap.    in which diagram will the diffraction be least?    a b c d      21 which conditions are necessary for light to be totally internally reflected?     the incident light is in angle of incidence  a the less dense medium less than the critical angle  b the less dense medium greater than the critical angle  c the more dense medium less than the critical angle  d the more dense medium greater than the critical angle     ",
+            "9": "9  \u00a9 ucles 2019 0625/22/m/j/19 [turn over  22 light is travelling through air. the light strikes a glass block at an angle of incidence of 45 \u00b0. the  glass has a refractive index of 1.4.    what is the angle of refraction of the light as it enters the glass?  a 29 \u00b0 b 30 \u00b0 c 32 \u00b0 d 82 \u00b0     23 an eclipse of the sun happens when the moon comes between the earth and the sun.    which statement is correct?  a infra-red radiation from the sun disappears before visible light and ultra-violet radiation.  b ultra-violet radiation from the sun disappears before visible light and infra-red radiation.  c visible light from the sun disappears before ultra-violet radiation and infra-red radiation.  d infra-red radiation, ultra-violet radiation and visible light from the sun all disappear at the  same moment.      24 a pulse of sound is produced at the bottom of a boat. the sound travels through the water and is  reflected from a shoal of fish. the sound reaches the boat again after 1.2  s. the speed of sound  in the water is 1500  m / s.    shoal of fishboat     how far below the bottom of the boat is the shoal of fish?  a 450  m b 900  m c 1800  m d 3600  m      25 an observer stands at the finish line of a 100  m race. he wants to time the winner\u2019s run. he starts  his stop-watch as soon as he sees the smoke from the starting gun instead of when he hears the bang.    what is the reason for doing this?  a light travels much faster than sound.  b there is a risk he might respond to an echo from a wall.  c humans react slower to sound than to light.  d humans react more quickly to sound than to light.     ",
+            "10": "10  \u00a9 ucles 2019 0625/22/m/j/19  26 a soft iron bar is a long way from any magnetic field.    how can the material of the bar be described?  a it is magnetic and strongly magnetised.  b it is magnetic and unmagnetised.  c it is non-magnetic and strongly magnetised.  d it is non-magnetic and unmagnetised.     27 diagram 1 shows two thin, uncharged strips of plastic.    diagram 2 shows the same strips after they have been rubbed with a dry cloth.    diagram 1 diagram 2strips of plasticstrips of plastic     which row describes the charge on the strips after rubbing, and the force between the strips after  rubbing?     charge on strips force between strips  a opposite attraction  b opposite repulsion  c the same attraction  d the same repulsion     28 a cell has an electromotive force (e.m.f.) of 1.5  v.    what does this statement mean?  a the cell converts 1.0  j of energy when driving 1.5  c of charge round a complete circuit.  b the cell converts 1.5  j of energy when driving 1.0  c of charge round a complete circuit.  c the cell converts 1.5  j of energy per second when driving 1.0  c of charge round a complete  circuit.  d the cell converts 1.5  w of power when driving 1.0  c of charge round a complete circuit.   ",
+            "11": "11  \u00a9 ucles 2019 0625/22/m/j/19 [turn over  29 a metal wire of length 100  cm and cross-sectional area 0.20  mm2 has a resistance of 8.0  \u03c9.    what is the resistance of a wire of the same metal of length 50  cm and cross-sectional area of  0.40  mm2?  a 2.0  \u03c9 b 8.0  \u03c9 c 16  \u03c9 d 32  \u03c9     30 the diagram shows a circuit.        what is connected in parallel with the thermistor?  a heater  b lamp  c light-dependent resistor  d variable resistor     ",
+            "12": "12  \u00a9 ucles 2019 0625/22/m/j/19  31 a lamp is to be connected in a circuit so that the potential difference (p.d.) across it can be varied  from 0 to 6  v.    which circuit would be most suitable?    6 va 6 vb 6 vc 6 vd      32 components x and y can be inserted to complete the circuit below. the completed circuit is a  potential divider in which the potential difference across component y increases when the temperature increases.    vx y     which row shows the components x and y?     x y  a light-dependent resistor resistor  b resistor light-dependent resistor  c resistor thermistor  d thermistor resistor     ",
+            "13": "13  \u00a9 ucles 2019 0625/22/m/j/19 [turn over  33 which two logic gates each have a high output (1) when both of their inputs are low (0)?  a and and or  b and and nor  c nand and nor  d nand and or      34 two nand gates are joined together as shown.    input 1 input 2output     which single logic gate is equivalent to this combination?  a and b nand c nor d or    35 which components are designed to improve the safe working of a mains electrical supply?     circuit  breaker earth  wire fuse  a \u0016 \u0016 \u001a  b \u0016 \u001a \u0016  c \u001a \u0016 \u0016  d \u0016 \u0016 \u0016     ",
+            "14": "14  \u00a9 ucles 2019 0625/22/m/j/19  36 the diagram shows a current-carrying wire placed between two magnetic poles. the current is in  the direction shown.    s nwire current direction    what is the direction of the force on the wire?  a towards the bottom of the page  b towards the top of the page  c towards the left-hand side of the page  d towards the right-hand side of the page    ",
+            "15": "15  \u00a9 ucles 2019 0625/22/m/j/19 [turn over  37 diagram 1 shows an a.c. generator. the coil is turning as shown.    n scoildiagram 1     diagram 2 shows the output voltage produced by the generator as the coil turns.    which point on diagram 2 shows the voltage induced when the coil is moving through the position  shown in diagram 1?    0 0output voltage timediagram 2 a b c d      38 which observation provides evidence for the nuclear atom?  a attraction of opposite charges  b emission of \u03b3-rays during the decay of a radioactive nuclide  c scattering of \u03b1-particles by thin metal foils  d scattering of \u03b3-rays by a thin metal foil    ",
+            "16": "16    permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to trac e 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 ans wer-related information to candidates, all copyright acknowledgements are reproduced onl ine in the cambridge  assessment international education copyri ght acknowledgements booklet. this is produc ed 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 the ca mbridge assessment group. cambri dge assessment is the brand name of the university of  cambridge local examinations syndicate (ucles), which it self is a department of the university of cambridge.    \u00a9 ucles 2019 0625/22/m/j/19  39 the chemical symbol for uranium is u. the equation represents the radioactive decay of  uranium-235.    \u2192 +4he2235u92xthy    what are the numbers x and y?     x y  a 231 94  b 231 90  c 239 94  d 239 90      40 an experiment is done to measure the radiation from a radioactive source that has a   half-life of 10 minutes.    the source is placed close to a detector that is connected to a counter, as shown.    radioactive source detectorcounter     the average background count-rate is 20 counts  / minute.    at the start of the experiment, the count-rate recorded by the counter is 1000 counts  / minute.    what is the count-rate 10 minutes later?  a 490 counts  / minute  b 500 counts  / minute  c 510 counts  / minute  d 530 counts  / minute      "
+        },
+        "0625_s19_qp_23.pdf": {
+            "1": "  this syllabus is regulated for use in england, wales and northern ireland as a cambridge international level 1/level 2 certific ate.  this document consists of 16 printed pages.  ib19 06_0625_23/4rp  \u00a9 ucles 2019   [turn over     *7151954492* cambridge assessment international education  cambridge international general certificate of secondary education       physics 0625/23     paper 2  multiple choice (extended)  may/june 2019     45 minutes    additional materials: multiple choice answer sheet   soft clean eraser   soft pencil (type b or hb recommended)       read these instructions first    write in soft pencil.  do not use staples, paper clips, glue or correction fluid. write your name, centre number and candidate number on the answer sheet in the spaces provided  unless this has been done for you.  do not write in any barcodes.   there are forty  questions on this paper. answer all questions. for each question there are four possible  answers a, b, c and d.   choose the one you consider correct and record your choice in soft pencil  on the separate answer sheet.    read the instructions on the answer sheet very carefully.    each correct answer will score one mark. a ma rk will not be deducted for a wrong answer.  any rough working should be done in this booklet. electronic calculators may be used. take the weight of 1.0  kg to be 10  n (acceleration of free fall = 10  m / s2).    ",
+            "2": "2  \u00a9 ucles 2019 0625/23/m/j/19  1 which quantity can be measured dire ctly using a micrometer screw gauge?  a the area of a sheet of paper  b the mass of a sheet of paper  c the thickness of a sheet of paper  d the volume of a sheet of paper      2 a brass ball and a feather are released at the same time.    on earth, the ball reaches the ground first.    on the moon, they reach the ground at the same time.    what is the explanation for this?  a both weigh the same on the moon.  b both weigh less on the moon.  c there is a greater air resistance on the moon.  d there is no air resistance on the moon.      3 a heavy metal ball falls vertically downwards through air past four equally spaced levels j, k, l  and m.    level j level k level l level mmetal ball     the times taken to fall from one level to the next are measured.    where is the speed of the ball greatest and which time is shortest?     speed is  greatest between time is  shortest between  a j and k j and k  b j and k l and m  c l and m j and k  d l and m l and m     ",
+            "3": "3  \u00a9 ucles 2019 0625/23/m/j/19 [turn over  4 on earth, a spring stretches by 5.0  cm when a mass of 3.0  kg is suspended from one end.    the gravitational field strength on the moon is 1 6 of that on earth.    which mass, on the moon, would stretch the spring by the same extension?  a 0.50  kg b 3.0  kg c 5.0  kg d 18  kg     5 x, y and z are three regularly shaped solid objects.    their dimensions and masses are shown in the diagrams.    200 g10 cm2 cm 5 cmobject x 200 g6 cm3 cm 4 cmobject y 50 g25 cm1 cm 1 cmobject zelectronic balance     which objects have the same density?  a x, y and z b x and y only c x and z only d y and z only     ",
+            "4": "4  \u00a9 ucles 2019 0625/23/m/j/19  6 an experiment is carried out to determine the spri ng constant for a spring that obeys hooke\u2019s law.    a load is hung from the spring and the extension of the spring is measured.    which calculation is used to calculate the spring constant?  a load the of massextension  b load the of weightextension  c extensionload the of smas  d extensionload the of weight      7 a car is driven from rest on a long straight road. the car engine exerts a constant driving force.    the diagram shows the horizontal forces acting on the car. the resistive forces are proportional to the speed of the car.    resistive forcesdriving force (from engine)     why does the car eventually reach a maximum speed?  a the resistive forces decrease to make the acceleration of the car negative.  b the resistive forces decrease to make the acceleration of the car zero.  c the resistive forces increase to make the acceleration of the car negative.  d the resistive forces increase to make the acceleration of the car zero.     ",
+            "5": "5  \u00a9 ucles 2019 0625/23/m/j/19 [turn over  8 a beam of weight 6.0  n is suspended from two strings p and q.    string p is 30  cm from the left-hand end of the beam, as shown. string q is not shown.    20 cm30 cm 6.0 n2.0 n string p beam     the tension in string p is 2.0  n.    what is the tension in string q and where is it attached so that the beam is in equilibrium?  a 4.0  n at 10.0  cm from the left-hand end  b 4.0  n at 15.0  cm from the left-hand end  c 6.0  n at 10.0  cm from the left-hand end  d 8.0  n at 7.5  cm from the left-hand end    9 how is momentum p calculated in terms of the mass m of a body and its velocity v, and what type  of quantity is p?     equation type of quantity  a p = m \u00d7 v scalar  b p = m \u00d7 v vector  c p = vm scalar  d p = vm vector      10 an object is in free fall. the change in gravitational potential energy of the body depends upon its  mass m, the change in height \u2206h and the gravitational field strength g.    what is the correct expression for the change in gravitational potential energy?  a gm\u2206h b hgm \u2206 c mhg\u2206 d ghm\u2206     ",
+            "6": "6  \u00a9 ucles 2019 0625/23/m/j/19  11 a machine is very efficient.    what does this mean?  a it produces a large amount of power.  b it uses very little energy.  c it wastes very little energy.  d it works very quickly.    12 a box is pulled along a floor by a force of 3.0  n.    the friction acting on the box is 1.0  n, as shown.    3.0 n 1.0 nbox     how much kinetic energy does the box gain in moving 2.0  m?  a 2.0  j b 4.0  j c 6.0  j d 8.0  j    13 the diagram shows a stone suspended on a string under the surface of a liquid. the stone  experiences a pressure caused by the liquid.    liquidstring stone     what would increase the pressure on the stone?  a decreasing the surface area of the stone   b increasing the mass of the stone  c lowering the stone deeper into the liquid  d using a liquid with a lower density    ",
+            "7": "7  \u00a9 ucles 2019 0625/23/m/j/19 [turn over  14 water in a beaker evaporates when it is left on a bench for a period of time.    increasing the surface area and increasing the temperature of the water each change the rate of evaporation.    which row is correct?     increasing the surface area increasing the temperature  a rate of evaporation decreases rate of evaporation decreases  b rate of evaporation decreases rate of evaporation increases  c rate of evaporation increases rate of evaporation decreases  d rate of evaporation increases rate of evaporation increases      15 a night storage heater contains a large block of material that is heated electrically during the  night. during the day the block cools down, releasing thermal energy into the room.        which thermal capacity and which night-time temp erature increase will cause the most energy to  be stored by the block?     thermal capacity  of block night-time  temperature increase  a large large  b large small  c small large  d small small      16 100  g of water at 25  \u00b0c is poured into an insulating cup. 50  g of ice at 0  \u00b0c is added to the water.  the water is stirred until the temperature of the water has fallen to 0  \u00b0c.    18  g of ice remains unmelted.    the specific heat capacity of water is 4.2  j / g \u00b0c.    which value does this experiment give for the specific latent heat of fusion of ice?  a 210  j / g b 330  j / g c 580  j / g d 770  j / g   ",
+            "8": "8  \u00a9 ucles 2019 0625/23/m/j/19  17 why does a metal rod conduct thermal energy much better than a similar-sized plastic rod?  a the molecules in the plastic are much closer together than the atoms in the metal.  b the molecules in the plastic are much larger than the atoms in the metal.  c the molecules in the plastic are much more tightly held together than the atoms in the metal.  d the molecular structure in the plastic contains no free electrons, but the metal has free  electrons.     18 the metal surface of a kettle is hot.    what happens to the cool air outside the kettle when it comes into contact with the hot kettle?  a the density of the air decreases and the air falls.  b the density of the air decreases and the air rises.  c the density of the air increases and the air falls.  d the density of the air increases and the air rises.    19 when water waves pass through a gap they diffract.    the diagrams show wavefronts approaching a narrow gap.    in which diagram will the diffraction be least?    a b c d      20 sound travels through air at a speed of 340  m / s. a source generates sound waves at a frequency  of 1.2  khz.    what is the wavelength of the sound waves?  a 0.28  m b 3.5  m c 280  m d 410  m    ",
+            "9": "9  \u00a9 ucles 2019 0625/23/m/j/19 [turn over  21 which conditions are necessary for light to be totally internally reflected?     the incident light is in angle of incidence  a the less dense medium less than the critical angle  b the less dense medium greater than the critical angle  c the more dense medium less than the critical angle  d the more dense medium greater than the critical angle      22 a beam of light passes through a vacuum and then  enters a liquid. the diagram shows the path it  takes.    40\u00b0 25\u00b0vacuum liquid     the light travels through the vacuum at a speed of 3.0 \u00d7 108  m / s.    what is the speed of light in the liquid?  a 1.9 \u00d7 108  m / s  b 2.0 \u00d7 108  m / s  c 4.6 \u00d7 108  m / s  d 4.8 \u00d7 108  m / s     23 an eclipse of the sun happens when the moon comes between the earth and the sun.    which statement is correct?  a infra-red radiation from the sun disappears before visible light and ultra-violet radiation.  b ultra-violet radiation from the sun disappears before visible light and infra-red radiation.  c visible light from the sun disappears before ultra-violet radiation and infra-red radiation.  d infra-red radiation, ultra-violet radiation and visible light from the sun all disappear at the  same moment.     ",
+            "10": "10  \u00a9 ucles 2019 0625/23/m/j/19  24 a pulse of sound is produced at the bottom of a boat. the sound travels through the water and is  reflected from a shoal of fish. the sound reaches the boat again after 1.2  s. the speed of sound  in the water is 1500  m / s.    shoal of fishboat     how far below the bottom of the boat is the shoal of fish?  a 450  m b 900  m c 1800  m d 3600  m      25 which statement about ultrasound is correct?  a it has a higher frequency than audible sound, and it is a longitudinal wave.  b it has a higher frequency than audible sound, and it is a transverse wave.  c it has a lower frequency than audible sound, and it is a longitudinal wave.  d it has a lower frequency than audible sound, and it is a transverse wave.      26 a metal bar is placed inside a current-carrying coil, as shown in diagram 1.    there is a small current in the coil. the bar holds a few nails, as shown in diagram 2.    diagram 1 diagram 2nails     when there is no current in the coil, the nails drop off.    which row is correct?     metal from which  the bar is made effect of a larger  current in the coil  a soft iron it makes no difference  b soft iron the bar holds more nails  c steel it makes no difference  d steel the bar holds more nails     ",
+            "11": "11  \u00a9 ucles 2019 0625/23/m/j/19 [turn over  27 diagram 1 shows two thin, uncharged strips of plastic.    diagram 2 shows the same strips after they have been rubbed with a dry cloth.    diagram 1 diagram 2strips of plasticstrips of plastic     which row describes the charge on the strips after rubbing, and the force between the strips after  rubbing?     charge on strips force between strips  a opposite attraction  b opposite repulsion  c the same attraction  d the same repulsion     28 a cell has an electromotive force (e.m.f.) of 1.5  v.    what does this statement mean?  a the cell converts 1.0  j of energy when driving 1.5  c of charge round a complete circuit.  b the cell converts 1.5  j of energy when driving 1.0  c of charge round a complete circuit.  c the cell converts 1.5  j of energy per second when driving 1.0  c of charge round a complete  circuit.  d the cell converts 1.5  w of power when driving 1.0  c of charge round a complete circuit.     ",
+            "12": "12  \u00a9 ucles 2019 0625/23/m/j/19  29 two wires x and y are made from the same metal and have the same resistance.    which row identifies a possible pair of values for x and for y?     length of x  / cm diameter of x  / mm length of y  / cm diameter of y  / mm  a 50 0.40 200 0.10  b 50 0.40 200 0.20  c 50 0.40 200 0.80  d 50 0.40 200 1.60     30 the diagram shows a circuit including a lamp, an electric bell and three switches s 1, s2 and s 3.     the lamp and bell are not faulty.    s1 s2 s3    the bell is ringing but the lamp is not lit.    which switches are closed?  a s 1 only  b s 1 and s 2 only  c s 1 and s 3 only  d s 1, s2 and s 3    ",
+            "13": "13  \u00a9 ucles 2019 0625/23/m/j/19 [turn over  31 a lamp is to be connected in a circuit so that the potential difference (p.d.) across it can be varied  from 0 to 6  v.    which circuit would be most suitable?    6 va 6 vb 6 vc 6 vd       32 a 12  v battery is connected to a combination of 2.0  \u03c9 resistors as shown.    2.0 \u03c92.0 \u03c9 2.0 \u03c912 v     what is the current in the battery?  a 1.5  a b 2.0  a c 4.0  a d 6.0  a    ",
+            "14": "14  \u00a9 ucles 2019 0625/23/m/j/19  33 a student is designing a lighting circuit for a dolls\u2019 house. he sets up two different circuits.    each circuit contains a 12  v power supply and three identical lamps.    each lamp is designed to operate at normal brightness when connected individually to a 12  v  supply.    circuit 1 circuit 2121212 v power supply12 v power supply     which statement is correct?  a in circuit 1, each of the lamps is at normal brightness.  b in circuit 1, if one lamp fails, the other lamps remain lit.  c in circuit 2, if one lamp fails, the other lamps remain lit.  d in circuit 2, the current from the power supply is less than in circuit 1.     34 the combination of logic gates shown has two inputs and one output.    input 1 input 2output     which single logic gate is equivalent to this combination?  a and b nor c not d or    ",
+            "15": "15  \u00a9 ucles 2019 0625/23/m/j/19 [turn over  35 a simple wiring diagram for an electric cooker is shown.    live neutral earth connection to casingelectric cooker metal casing     why is there a wire connecting the metal case of the cooker to earth?  a it improves the efficiency of the cooker.  b it prevents the metal case from becoming too hot when the cooker is left on.  c it reduces the risk of an electric shock if the live wire touches the metal case.  d the electric cooker will not switch on without it.     36 \u03b1-particles are directed at a metal foil.    most of the particles pass through the foil with little change in direction.    a small proportion of the particles are scattered back through large angles.    what does this evidence suggest about the structure of an atom?  a it consists of a charged centre much smaller than the size of the atom and with little of the  mass of the atom.  b it consists of a negative charge the size of the atom containing small positive charges  scattered through it.  c it consists of a charged centre much smaller than the size of the atom but with most of the  mass of the atom.  d it consists of a positive charge the size of the atom containing small negative charges  scattered through it.    ",
+            "16": "16    permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to trac e 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 ans wer-related information to candidates, all copyright acknowledgements are reproduced onl ine in the cambridge  assessment international education copyri ght acknowledgements booklet. this is produc ed 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 the ca mbridge assessment group. cambri dge assessment is the brand name of the university of  cambridge local examinations syndicate (ucles), which it self is a department of the university of cambridge.    \u00a9 ucles 2019 0625/23/m/j/19  37 a conductor carrying a current is placed in a magnetic field.    in which direction does the force on the conductor act?    current nsa b cd       38 what is nuclear fission?  a the merging of two nuclei to create a heavier nucleus  b the process by which electrons are removed from an atom  c the process by which stars generate energy  d the splitting of a nucleus to create two smaller nuclei     39 which statement about \u03b3-radiation is correct?  a it consists of very small charged particles.  b it is a form of electromagnetic radiation.  c it is less penetrating than \u03b2-radiation.  d it is more highly ionising than \u03b1-radiation.      40 a radium nucleus with nucleon number 226 decays by emitting an \u03b1-particle.    the proton number of radium is 88.    what are the nucleon number and proton number for the nucleus produced by this decay?     nucleon number proton number  a 222 86  b 222 87  c 226 86  d 226 87   "
+        },
+        "0625_s19_qp_31.pdf": {
+            "1": "this document consists of 16 printed pages. dc (leg/jg) 168104/5 \u00a9 ucles 2019  [turn over *9089743291* physics  0625/31 paper 3  theory (core)  may/june 2019  1 hour 15 minutes candidates answer on the question paper. no additional materials are required. read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen. you may use an hb pencil for any diagrams or graphs. do not use staples, paper clips, glue or correction fluid. do not  write in any barcodes. answer all questions. electronic calculators may be used. you may lose marks if you do not show your working or if you do not use appropriate units. take the weight of 1.0  kg to be 10  n (acceleration of free fall  = 10 m / s2). at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question.cambridge assessment international education cambridge international general certificate of secondary education this syllabus is regulated for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificate.",
+            "2": "2 0625/31/m/j/19 \u00a9 ucles 2019 1 (a) a student has a metal object.   (i) the student measures the mass of the object.    state the name of the equipment used to measure the mass.  .  [1]    (ii) the mass of the metal object is 1260  g. the volume of the metal is 150  cm3.    calculate the density of the metal. include the unit.  density =  .  [4]   (iii) the mass of the metal object is given in grams. state the mass in kg.  mass =    kg [1]  (b) a vase is placed on a table. forces x and y act on the vase, as shown in fig. 1.1. vasex y fig. 1.1   the mass of the vase is 0.25  kg. the vase is not moving.   calculate the value of force x and the value of force y.   x ...   y ...  [4]  [total: 10]",
+            "3": "3 0625/31/m/j/19 \u00a9 ucles 2019 [turn over 2 fig. 2.1 shows a man pushing down on a lever to lift one end of a heavy log. heavy loglever fig. 2.1  (a) state the term used to describe the turning force exerted by the man.  .  [1]  (b) (i) fig. 2.2 shows the forces acting as the man starts to lift the heavy log. 0.3 m1.2 m 400  n pivot lever f fig. 2.2    calculate the force f, exerted by the lever on the heavy log.  force f =  .  n [3]   (ii) describe how the man can use a smaller force to lift the heavy log.  ...  .  [1]  [total: 5]",
+            "4": "4 0625/31/m/j/19 \u00a9 ucles 2019 3 a teacher investigates the reaction time of five students. a 0.50  m ruler is held above the hand of a  student before being allowed to fall. the arrangement is shown in fig. 3.1. teacher\u2019s handstudent\u2019s hand fig. 3.1  as soon as the ruler falls the student closes their hand, catching the ruler. the further the ruler  falls, the greater the reaction time of the student. the results obtained are shown in fig. 3.2. 2 04681012141618202224 a b c d edistance ruler falls  / cm students fig. 3.2",
+            "5": "5 0625/31/m/j/19 \u00a9 ucles 2019 [turn over  (a) using the results shown in fig. 3.2, calculate the average distance that the ruler drops.  average distance =  ...  cm [2]  (b) list the students in order of their reaction times, with the shortest reaction time at the top of  the table. one has been done for you. order student 1st 2nd 3rd b 4th 5th  [2]  (c) in a similar investigation, a ruler drops a distance of 11.0  cm and has an average speed   of 16  cm / s.   calculate the reaction time.  reaction time =  ..  s [3]  [total: 7]",
+            "6": "6 0625/31/m/j/19 \u00a9 ucles 2019 4 fig. 4.1 shows a pin. fig. 4.2 shows a person pushing the pin into a wall.  top surface of the pin    fig. 4.1  fig. 4.2  (a) (i) the area of the top surface of the pin is 1.8  cm2. the person applies a force of 50  n.    calculate the pressure exerted on the top surface of the pin.  pressure =  .  n / cm2 [3]   (ii) the area of the top surface of the pin is 500 times larger than the area of the point.  calculate the value of the pressure exerted by the point on the wall.  pressure =  .  n / cm2 [1]  (b) fig. 4.3 shows a simple device for measuring atmospheric pressure. mercurymercury columnspace 760  mm fig. 4.3   (i) state the name given to the device shown in fig. 4.3.  .  [1]   (ii) state what, if anything, is in the space at the top of the tube, above the mercury column.  .  [1]   (iii) fig. 4.3 shows normal atmospheric pressure. suggest a possible value for the height of  the mercury column when atmospheric pressure decreases. include the unit.  reading =  .  [1]  [total: 7]",
+            "7": "7 0625/31/m/j/19 \u00a9 ucles 2019 [turn over 5 coal is a non-renewable source of energy.  (a) (i) explain what is meant by the term non-renewable .  ...  .  [1]   (ii) there are other non-renewable sources of energy.     place a tick in the box by each non-renewable source of energy.      nuclear       oil      solar      wave      wind  [1]  (b) state two advantages and two disadvantages of using natural gas as an energy source. advantages 1.  ...  ... 2.  ...  ... disadvantages 1.  ...  ... 2.  ...  ...  [4]  [total: 6]",
+            "8": "8 0625/31/m/j/19 \u00a9 ucles 2019 6 a liquid-in-glass thermometer is placed in some ice made from pure water. the ice is heated. it  changes to water and then to steam.   the graph in fig. 6.1 shows how the temperature varies with time. the values of temperature are  missing from the y-axis. 0 10 20 30 40 50 60 70 time  / minutestemperature  / \u00b0c yy xx fig. 6.1  (a) on fig. 6.1, suggest a value for the temperature at each of the three points marked on the  y-axis.   write a value in each of the boxes.  [2]",
+            "9": "9 0625/31/m/j/19 \u00a9 ucles 2019 [turn over  (b) in both section x and section y the line on the graph is horizontal.     for each section, state the name for the process taking place and explain what is happening  to the molecules.   (i) section x  name  . explanation    ...  ...  ...  [2]   (ii) section y name  . explanation    ...  ...  ...  [2]  [total: 6]",
+            "10": "10 0625/31/m/j/19 \u00a9 ucles 2019 7 (a) fig. 7.1 shows some devices that each use one type of electromagnetic radiation.  device  electromagnetic radiation radio binoculars for daytime use sunbedtv remote controllergamma rays x-rays ultraviolet light visible light infra-red rays microwaves radio waves fig. 7.1   draw one line from each device to the correct type of electromagnetic radiation. one has  been done for you.  [3]  (b) (i) state the name of one type of radiation that has a longer wavelength than visible light.  .  [1]   (ii) complete the sentence about electromagnetic radiation. use a word from the box. amplitude       frequency       speed       wavelength    all types of electromagnetic radiation travel through a vacuum with the same   ..   [1]  [total: 5]",
+            "11": "11 0625/31/m/j/19 \u00a9 ucles 2019 [turn over 8 (a) a student rubs a plastic rod with a dry cloth, as shown in fig. 8.1. the rod becomes negatively  charged. plastic rod dry cloth fig. 8.1   (i) use words from the box to complete the sentence. air       cloth       electrons       hand       neutrons       protons    the rod becomes negatively charged because . move from the     . to the rod.  [2]   (ii) the student moves the rod close to a suspended, charged rod. the two rods repel each  other.    state the type of charge on the suspended rod.  .  [1]   (iii) explain your answer to (a)(ii) .  ...  .  [1]  (b) a device has a metal case. any charge on the case must be able to move to earth.    (i) draw one ring around a material that is suitable for the connection to earth.     copper             glass             plastic             rubber  [1]   (ii) explain your answer to (b)(i) .  ...  .  [1]  [total: 6]",
+            "12": "12 0625/31/m/j/19 \u00a9 ucles 2019 9 a student makes a circuit to switch on a 6.0  v lamp from two different switches x and y.  fig. 9.1 shows the circuit. 6.0 v+ \u2013 switch x switch yp r s q fig. 9.1  (a) switch x is in position p. state the position of switch y for the lamp to be lit.  .  [1]  (b) the current in the lamp is 0.50  a when the potential difference (p.d.) across the lamp is 6.0  v.   calculate the resistance of the lamp. include the unit.  resistance =  .  [4]  (c) the student connects another 6.0  v lamp in parallel with the first lamp, as shown in fig. 9.2. 6.0 v+ \u2013 switch x switch y fig. 9.2   give two advantages of connecting the lamps in parallel.  ...  ...  .  [2]  [total: 7]",
+            "13": "13 0625/31/m/j/19 \u00a9 ucles 2019 [turn over 10 (a) a teacher demonstrates the action of a device. fig. 10.1 shows the symbol for the device. fig. 10.1   state the name of this device.   .  [1]  (b) fig. 10.2 shows another device being used in a circuit. the circuit contains a 6.0  v lamp. 12 v+ \u2013 sliding contactc b a fig. 10.2   (i) the sliding contact of this device is at position a, as shown in fig. 10.2.    describe and explain the brightness of the lamp when the sliding contact is in this  position. brightness of lamp  . explanation    [2]   (ii) the teacher moves the sliding contact from position a to position b. describe and explain  what happens to the brightness of the lamp.  ...  .  [2]   (iii) the teacher moves the sliding contact from position b to position c. suggest what  happens to the lamp.  .  [1]  [total: 6]",
+            "14": "14 0625/31/m/j/19 \u00a9 ucles 2019 11 (a) fig. 11.1 shows in each of the diagrams a current-carrying conductor and a magnetic field  pattern. a b ccurrent-carrying conductorcurrent-carrying conductorcurrent-carrying conductor fig. 11.1   state the diagram which correctly shows the magnetic field around a current-carrying  conductor.  .  [1]  (b) fig. 11.2 shows three pieces of equipment. coil coil with 100 turns of wiresensitive centre-zero meterbar magnets n  fig. 11.2   (i) describe how to generate and detect an electromotive force (e.m.f.) using the equipment  in fig.  11.2. you may draw a diagram.  ...  ...  ...  .  [3]",
+            "15": "15 0625/31/m/j/19 \u00a9 ucles 2019 [turn over   (ii) describe two changes that will generate a larger e.m.f. using similar equipment to that in  fig. 11.2.  ...  ...  ...  .  [2]  (c) a student connects a lamp and centre-zero galvanometer in series with a generator, as shown  in fig. 11.3. lamp centre-zero galvanometergenerator g fig. 11.3   the student observes the galvanometer needle moving from side-to-side repeatedly.   explain why the needle moves in this way.  ...  ...  .  [1]  [total: 7]",
+            "16": "16 0625/31/m/j/19 \u00a9 ucles 2019 12 (a) use words from the box to complete the sentences about the charges in an atom. words can  be used once, more than once or not at all. negative                 neutral                 positive   the charge on the nucleus of an atom is ..   the charge on a proton is ..   the charge on electrons orbiting the nucleus is ..  [3]  (b) a nucleus of radium-226 has the nuclide notation shown. 226 88ra   (i) determine the number of protons in a nucleus of radium-226.  .  [1]   (ii) determine the number of neutrons in a nucleus of radium-226.  .  [1]   (iii) radium has another isotope, radium-223.    write the nuclide notation for radium-223 in the space.  [1]  (c) radium-226 has a half-life of 1600 years.   a sample contains 8.0  mg of radium-226.   calculate the time for the sample to decay until only 1.0  mg of radium-226 remains.  time =  ...  years  [2]  [total: 8] 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 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."
+        },
+        "0625_s19_qp_32.pdf": {
+            "1": "this document consists of 16 printed pages. dc (ce/jg) 168103/5 \u00a9 ucles 2019  [turn over *0781809913* physics  0625/32 paper 3  theory (core)  may/june 2019  1 hour 15 minutes candidates answer on the question paper. no additional materials are required. read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen. you may use an hb pencil for any diagrams or graphs. do not use staples, paper clips, glue or correction fluid. do not  write in any barcodes. answer all questions. electronic calculators may be used. you may lose marks if you do not show your working or if you do not use appropriate units. take the weight of 1.0  kg to be 10  n (acceleration of free fall  = 10 m / s2). at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question.cambridge assessment international education cambridge international general certificate of secondary education this syllabus is regulated for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificate.",
+            "2": "2 0625/32/m/j/19 \u00a9 ucles 2019 1 a student moves a model car along a bench.  fig. 1.1 is the speed-time graph for the motion of the model car. 001.02.03.04.0 5.0 10.0 15.0 20.0ab c d time  / sspeed m / s fig. 1.1  (a) describe the motion of the car in each of the sections a, b, c and d. a  ... b  ... c  ... d  ...  [4]  (b) determine the distance moved by the model car in the first five seconds.  distance =     m [3]  [total: 7]",
+            "3": "3 0625/32/m/j/19 \u00a9 ucles 2019 [turn over 2 a bottle contains some oil.  (a) the mass of the oil and the bottle is 678  g. the mass of the empty bottle is 318  g.   calculate the mass of the oil.  mass =   .  g [1]  (b) some of the oil from (a) is poured into measuring cylinder a. the rest of the oil is poured into  measuring cylinder b, as shown in fig. 2.1. 250 200 150 100 50oilcm3 250 200 150 100 50oilcm3 a b fig. 2.1   (i) state the volume of oil in measuring cylinder b, as shown in fig. 2.1.  volume =   .  cm3 [1]   (ii) calculate the total volume of oil.  volume =   .  cm3 [1]   (iii) calculate the density of the oil.  density =   .  g / cm3 [3]  [total: 6]",
+            "4": "4 0625/32/m/j/19 \u00a9 ucles 2019 3 fig. 3.1 shows a simple pendulum swinging backwards and forwards between p and q. one  complete oscillation of the pendulum is when the bob swings from p to q and then back to p. support string p rq pendulum bob fig. 3.1  (a) a student starts two stopwatches at the same time while the pendulum bob is swinging.   the student stops one stopwatch when the pendulum bob is at p. he stops the other  stopwatch when the pendulum bob next is at q.   fig. 3.2 shows the readings on the stopwatches. 0 :2 :22min s s1 100 0 :2 :77min s s1 100reading at p reading at q fig. 3.2   (i) use readings from fig. 3.2 to determine the time for one complete oscillation of the  pendulum.   time =   .. s [2]",
+            "5": "5 0625/32/m/j/19 \u00a9 ucles 2019 [turn over   (ii) the method described in (a) does not give an accurate value for one complete oscillation  of the pendulum.    describe how the student could obtain an accurate value for one complete oscillation of  the pendulum.  ...  ...  ...  ...  ...  .  [4]  (b) as the pendulum bob moves from r to q it gains 0.4  j of gravitational potential energy.   air resistance can be ignored.   state the value of kinetic energy of the pendulum bob at   1. r    j   2. q  . j [2]  [total: 8]",
+            "6": "6 0625/32/m/j/19 \u00a9 ucles 20194 a student places a balloon filled with air next to a window, as shown in fig. 4.1. the sun warms  the air in the balloon. fig. 4.1  (a) (i) suggest what happens to the balloon as the air in it becomes hotter than the surroundings.  .  [1]   (ii) use ideas about molecules to explain your answer to (a)(i) .  ...  ...  ...  ...  .  [3]  (b) the student uses a pump to inflate another balloon.   fig. 4.2 shows the student inflating a balloon. pump handleballoon fig. 4.2   the student applies a force of 30 n to the pump handle. the force acts on an area of 12 cm2.   calculate the pressure on the pump handle. include the unit.  pressure =    [4]  [total: 8]",
+            "7": "7 0625/32/m/j/19 \u00a9 ucles 2019 [turn over 5 (a) a nuclear power station generates electrical energy.   the main stages in the operation of the nuclear power station are listed.   they are not in the correct order.   e electrical energy is produced.   f the fission of uranium nuclei releases thermal energy.   g a turbine drives a generator.   h thermal energy heats water to produce steam.   complete the flow chart to describe how a nuclear power station works.   in each empty box, insert the letter for the correct statement. the nuclear power station uses uranium as a fuel. \u2193 \u2193 \u2193 the steam drives a turbine. \u2193 \u2193 electrical energy is transmitted.   [2]",
+            "8": "8 0625/32/m/j/19 \u00a9 ucles 2019  (b) electrical energy from the power station is used to power two different lamps. fig. 5.1 shows  how the light outputs from two types of lamp vary with the power input. 0 0 20 40 60 80 100 1202004006008001000 light output j/spower input to lamp  / wfilament lamp led lamp fig. 5.1   (i) an experiment requires a lamp with a light output of 70  j / s.    for the led lamp and for the filament lamp determine the input power required to give a  light output of 70  j / s. use information from fig. 5.1.     1. for the led lamp, input power =  w     2. for the filament lamp, input power =  w  [2]   (ii) explain why using led lamps is better for the environment. use information from fig.  5.1  in your answer.  ...  ...  ...  .  [2]  [total: 6]",
+            "9": "9 0625/32/m/j/19 \u00a9 ucles 2019 [turn over 6 fig. 6.1 shows a ray of light that is reflected by a mirror. mirror line xray of lightzy fig. 6.1  (a) (i) state the name of line x shown on fig. 6.1.  .  [1]   (ii) state the name of angle y shown on fig. 6.1.  .  [1]   (iii) a student moves the ray of light and doubles the size of angle y. state the effect on  angle  z.  .  [1]  (b) fig. 6.2 shows a converging lens used to form an image i of an object o. object o image iff f lens fig. 6.2   (i) state the name of the points labelled f on fig. 6.2.  .  [1]   (ii) describe the nature of the image i.  ...  ...  .  [2]  [total: 6]",
+            "10": "10 0625/32/m/j/19 \u00a9 ucles 2019 7 (a) solid, liquid and gas are three states of matter.   for each state of matter describe the arrangement of the molecules. solid  ..  ... liquid  .  ... gas    ...  [3]  (b) a liquid is spilt on a bench in a warm laboratory. after a short time, the liquid disappears.   (i) state the name of the process that causes the liquid to disappear.  .  [1]   (ii) the process in (b)(i)  causes a cooling effect.    explain why the cooling effect occurs. use your ideas about molecules.  ...  ...  ...  ...  .  [3]  [total: 7]",
+            "11": "11 0625/32/m/j/19 \u00a9 ucles 2019 [turn over 8 (a) fig. 8.1 shows the magnetic field pattern around a bar magnet. fig. 8.1   (i) on fig. 8.1, mark the north and south poles of the magnet. use the letter n for the north  pole and s for the south pole.  [1]   (ii) a small bar of unmagnetised iron is placed next to a bar magnet, as shown in fig. 8.2. n smagnet iron bar fig. 8.2    the iron bar moves towards the magnet.    explain why the iron bar moves.  ...  ...  .  [2]",
+            "12": "12 0625/32/m/j/19 \u00a9 ucles 2019  (b) fig. 8.3 shows a coil of wire wrapped around an iron core. a student uses these to make an  electromagnet. iron corecoil fig. 8.3   (i) complete the diagram in fig. 8.3 to show how it could be used to make an electromagnet.  [1]     (ii) state one advantage of an electromagnet compared to a permanent magnet.  .  [1]  [total: 5]",
+            "13": "13 0625/32/m/j/19 \u00a9 ucles 2019 [turn over 9 fig. 9.1 shows a plastic ruler. fig. 9.1  (a) suggest and explain how a student could give a positive charge to a plastic ruler.  ...  ...  .  [3]  (b) a plastic ruler is given a positive charge. a sphere hangs from an insulating thread.   a student holds the ruler near the sphere, as shown in fig. 9.2. the ruler repels the sphere. positively charged ruler sphereinsulating thread fig. 9.2   (i) state what charge, if any, the sphere carries.  .  [1]   (ii) explain your answer to (b)(i) .  .  [1]  [total: 5]",
+            "14": "14 0625/32/m/j/19 \u00a9 ucles 2019 10 fig. 10.1 shows an incomplete circuit diagram for two identical lamps arranged in parallel. the  circuit contains an ammeter and a voltmeter. fig. 10.1  (a) on fig. 10.1, complete the symbols for two lamps, an ammeter and a voltmeter positioned  correctly.  [5]  (b) one of the lamps breaks.   state the effect, if any, this has on the brightness of the other lamp. explain your answer. effect  . explanation  ...  ...  [2]  [total: 7]",
+            "15": "15 0625/32/m/j/19 \u00a9 ucles 2019 [turn over 11 fig. 11.1 shows a transformer that can provide two different output voltages from a 240 volt mains  a.c. supply. 240  v  a.c. metal core primary coil 5000 turnssecondary coilp q r fig. 11.1  in the transformer, the primary coil has 5000 turns.  the secondary coil has 250 turns between p and r.  (a) state the term used to describe this type of transformer.  .  [1]  (b) the primary and secondary coils are mounted on a metal core.   state the metal used for the core and explain why it is suitable. metal  . explanation  ...  ...  [2]  (c) (i) the secondary coil has 125 turns between p and q. calculate the output voltage  between connections p and q.  voltage =  .  v [3]   (ii) compare the output voltage between p and q with the output voltage between p and r.    explain your answer. comparison   explanation   [2] [total: 8]",
+            "16": "16 0625/32/m/j/19 \u00a9 ucles 2019 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 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.12 (a) radioactive emission is a random process.   explain the meaning of the word random .  ...  .  [1]  (b) the table compares three types of radioactive emission. emission relative ionising ability relative penetrating ability alpha beta gamma   table 12.1   complete the table by choosing words from the box. high    low    medium  [3]  (c) a radioactive substance decays by emitting an \u03b1-particle.   an \u03b1-particle can be represented as 4 2\u03b1.   draw a labelled diagram showing the composition of an \u03b1-particle.      [3]  [total: 7]"
+        },
+        "0625_s19_qp_33.pdf": {
+            "1": "this document consists of 16 printed pages. dc (lk/ct) 168102/6 \u00a9 ucles 2019  [turn over *4410060547* physics  0625/33 paper 3  theory (core)  may/june 2019  1 hour 15 minutes candidates answer on the question paper. no additional materials are required. read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen. you may use an hb pencil for any diagrams or graphs. do not use staples, paper clips, glue or correction fluid. do not  write in any barcodes. answer all questions. electronic calculators may be used. you may lose marks if you do not show your working or if you do not use appropriate units. take the weight of 1.0  kg to be 10  n (acceleration of free fall  = 10 m / s2). at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question.cambridge assessment international education cambridge international general certificate of secondary education this syllabus is regulated for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificate.",
+            "2": "2 0625/33/m/j/19 \u00a9 ucles 2019 1 fig. 1.1 shows three metal blocks. each block has the same mass. a b c fig. 1.1  the volumes of the blocks are different.  each block is made of a different metal. the table gives the density of each metal. name of metal density (g  / cm3) aluminium 2.83 iron 6.95 lead 11.3  (a) use the data from the table to identify the metal used to make each block.   a ...   b ...   c ...  [1]  (b) another metal block is made of brass. its mass is 200  g.   the density of brass is 8.4  g / cm3.   calculate the volume of the brass block.  volume =  .  cm3 [3]",
+            "3": "3 0625/33/m/j/19 \u00a9 ucles 2019 [turn over  (c) describe a method for determining the volume of a small, dense, irregularly-shaped object.   you may draw a labelled diagram.  ...  ...  ...  ...  ...  .  [4]  [total: 8]",
+            "4": "4 0625/33/m/j/19 \u00a9 ucles 2019 2 fig. 2.1 shows a distance-time graph for a man walking from home to a caf\u00e9. at the caf\u00e9 the man  stops for a drink. on the return journey from the caf\u00e9, the man stops to rest. 002.04.06.08.010.012.0 1.0 2.0 3.0 time  / hoursdistance  / km 4.0 5.0 6.0 fig. 2.1  (a) using fig. 2.1, determine   (i) the distance from the man\u2019s home to the caf\u00e9.  distance =  ..  km [1]   (ii) the time taken to walk to the caf\u00e9.  time =  ..  hours  [1]   (iii) the speed, in km  / hour, of the man as he walks to the caf\u00e9.  speed =  .  km / hour [3]",
+            "5": "5 0625/33/m/j/19 \u00a9 ucles 2019 [turn over  (b) on the return journey from the caf\u00e9, the man stopped to rest.   (i) the man left home at 13:00.     determine the time when the man began his rest.  time when rest began    [1]   (ii) for how long did the man rest on the return journey? state the time in minutes.  time =  ..  minutes  [1]   (iii) describe, in words, how the graph in fig. 2.1 shows that the man travelled at a slower  speed on the return journey after resting.  ...  .  [1]  [total: 8]",
+            "6": "6 0625/33/m/j/19 \u00a9 ucles 2019 3 fig. 3.1 shows a wheelbarrow and fig. 3.2 shows the dimensions of its wheel. pivotload 1.50  m 35 cm = diameter of wheel  25 mm = diameter of axle     fig. 3.1  fig. 3.2  (a) complete the table to show the diameter of the wheel and axle in metres. measurement  measurement in metres diameter of wheel 35 cm diameter of axle 25 mm  [2]  (b) the mass of the wheelbarrow is 20  kg. the mass of the load in the wheelbarrow is 30  kg.    calculate the total weight of the wheelbarrow and its load.  weight of wheelbarrow and load =    n [3]  (c) a man lifts the handle of the wheelbarrow. he applies a force of 140  n, as shown in fig. 3.3. wheelbarrow handle140  n 1.30  m pivot fig. 3.3   calculate the moment of the force about the pivot. include the unit.  moment =    [4]  [total: 9]",
+            "7": "7 0625/33/m/j/19 \u00a9 ucles 2019 [turn over 4 fig. 4.1 shows a flat-top cone and a sphere, resting on a table. flat-top conesphere table fig. 4.1  (a) on fig. 4.1, mark a cross on each object to show the position of the centre of mass of each  object.  [2]  (b) the cone is inverted and balanced on its top, as shown in fig. 4.2. inverted flat-top coneflat-top cone fig. 4.2   explain why the flat-top cone is less stable when it is inverted.  ...  ...  ...  ...  .  [3]  [total: 5]",
+            "8": "8 0625/33/m/j/19 \u00a9 ucles 2019 5 fig. 5.1 represents part of a roller coaster track.  car and passengersa bc d e fig. 5.1  (a) the car is lifted to point a and then released. it continues along the track.   complete the sentences about the energy of the car using letters from fig. 5.1.   the car has maximum gravitational potential energy at point  ...   the car has maximum kinetic energy at point  ...  [2]  (b) (i) state the principle of conservation of energy.  ...  .  [2]   (ii) a machine lifts the car to point a. the machine is not 100% efficient.    suggest why the machine is not 100% efficient. use your ideas about energy.  ...  .  [1]  [total: 5]",
+            "9": "9 0625/33/m/j/19 \u00a9 ucles 2019 [turn over6 fig. 6.1 shows a metal pan containing water being heated by an electrical heater. water electrical heatermetal pan fig. 6.1  (a) complete the sentences to describe how thermal energy is transferred.   (i) thermal energy is transferred from the electrical heater to the bottom of the pan by . [1]   (ii) thermal energy is transferred through the bottom of the metal pan  by .  [1]   (iii) thermal energy is transferred throughout the water by  ..  [1]  (b) a student carries out an experiment to determine which surface is the better emitter of thermal  energy. she uses two similar metal containers. one of the containers has a dull black surface.  the other has a shiny white surface. fig. 6.2 shows the metal containers on a bench.    (i) suggest a procedure for her experiment. you may add to fig. 6.2 to assist with your  explanation. shiny white surface benchdull black surface fig. 6.2  ...  ...  ...  .  [3]   (ii) predict the result of the experiment described in (b)(i) .   ...  .  [1]  [total: 7]",
+            "10": "10 0625/33/m/j/19 \u00a9 ucles 2019 7 fig. 7.1 shows a ray of red light being reflected at the flat surface of a glass block. glass block ray of red lightair fig. 7.1  (a) explain why the ray of red light is totally internally reflected by the surface of the glass block.  ...  .  [1]  (b) a ray of white light passes through a prism and produces a spectrum of colours on a screen,  as shown in fig. 7.2. a bscreen ray of white light spectrum of colours fig. 7.2   (i) state the name of the process of separating white light into a spectrum.  .  [1]",
+            "11": "11 0625/33/m/j/19 \u00a9 ucles 2019 [turn over   (ii) write the names of the seven colours that appear on the screen between a and b.    colour at a  ..      ..      ..      ..      ..      ..    colour at b  ..  [1]  (c) visible light is one part of the electromagnetic spectrum.   state the name of one other part of the electromagnetic spectrum and describe a use of this  type of radiation. name of radiation  .. use of radiation  .  [2]  [total: 5]",
+            "12": "12 0625/33/m/j/19 \u00a9 ucles 2019 8 (a) fig. 8.1 shows an incomplete ray diagram of a converging lens forming an image of the  object, o. x lenso y fig. 8.1   (i) state the term given to the line xy.  .  [1]   (ii) on fig. 8.1, indicate the position of one principal focus of the lens. label the principal  focus, f.  [1]  (b) (i) on fig. 8.1, draw a ray of light from the top of the object that passes through the lens to  form the image. use a ruler.  [2]   (ii) on fig. 8.1, draw the image formed by the lens. label the image i. [1]   (iii) choose words from the box that describe the image formed by the lens in fig. 8.1. diminished   enlarged   horizontal   inverted   same size   upright    draw a ring around each correct word.  [2]  [total: 7]",
+            "13": "13 0625/33/m/j/19 \u00a9 ucles 2019 [turn over 9 (a) a student tests some materials to find which ones are electrical conductors.   he uses the circuit in fig. 9.1. a x ycomponent b fig. 9.1   (i) state the name of component b.  .  [1]   (ii) describe how the student can use the circuit in fig. 9.1  to test whether a material is an  electrical conductor.  ...  ...  ...  .  [2]   (iii) state which materials are electrical conductors.    put a tick in the box next to each material that is an electrical conductor.    plastic   copper      rubber   gold  [1]  (b) the student connects a resistor r, between x and y. the student determines the resistance  of the resistor.   (i) name the instrument he uses to measure the potential difference (p.d.) across resistor  r.  .  [1]   (ii) the current in resistor r is 0.2  a when the p.d. across the resistor is 6.0  v. calculate the  resistance of resistor r.  resistance =    \u03c9 [3]  [total: 8]",
+            "14": "14 0625/33/m/j/19 \u00a9 ucles 2019 10 fig. 10.1 shows a desktop computer. the computer is connected to a mains supply by a plug  containing a fuse. fig. 10.1  (a) the computer has a metal case.  a fault occurs and a live wire touches the metal case.   explain how an earth wire and the fuse in the plug protect the user.  ...  ...  ...  ...  .  [3]  (b) the computer contains a transformer. the input voltage to the transformer is 240  v and the  output voltage is 12.0  v. the input coil of the transformer has 3000 turns.   calculate the number of turns on the output coil.  number of turns =    [3]  [total: 6]",
+            "15": "15 0625/33/m/j/19 \u00a9 ucles 2019 [turn over 11 (a) table 11.1 includes information about the properties of three types of naturally occurring,  nuclear radiation. table 11.1 type of radiation charge mass (atomic mass units) nature 0 0 electromagnetic wave  \u03b1  (alpha) +2 helium-4 nucleus 1/2000   complete the table.  [4]  (b) the graph shows the decay curve for a radioactive substance. 0010002000300040005000600070008000count rate counts  /minute900010000 20 40 time  / minutes60 80   use the graph to determine the half-life of the radioactive substance.  half-life =  ..  minutes  [3]   [total: 7]",
+            "16": "16 0625/33/m/j/19 \u00a9 ucles 2019 12 a student uses the equipment shown in fig. 12.1. s ncoil magnet pointer sensitive centre-zero milli-voltmeter fig. 12.1  the student moves the magnet to the right into the coil and then holds the magnet stationary for a  few seconds. the pointer deflects to the right and then returns to the centre.  the student then moves the magnet to the left so that it is completely out of the coil and moves it  far away from the coil.  (a) describe how the pointer moves when the student moves the magnet out of the coil.  ...  .  [2]  (b) explain why the pointer behaves as described in (a).  ...  ...  ...  ...  .  [3]  [total: 5] 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 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."
+        },
+        "0625_s19_qp_41.pdf": {
+            "1": "this document consists of 18 printed pages and 2 blank pages. dc (ks/tp) 169309/4 \u00a9 ucles 2019  [turn over *4702702278*cambridge assessment international education cambridge international general certificate of secondary education this syllabus is regulated for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificate.physics  0625/41 paper 4  theory (extended)  may/june 2019  1 hour 15 minutes candidates answer on the question paper. no additional materials are required. read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen. you may use an hb pencil for any diagrams or graphs. do not use staples, paper clips, glue or correction fluid. do not  write in any barcodes. answer all questions. electronic calculators may be used. you may lose marks if you do not show your working or if you do not use appropriate units. take the weight of 1.0  kg to be 10  n (acceleration of free fall  = 10 m / s2). at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question.",
+            "2": "2 0625/41/m/j/19 \u00a9 ucles 2019 1 a rocket is stationary on the launchpad. at time t = 0, the rocket engines are switched on and  exhaust gases are ejected from the nozzles of the engines. the rocket accelerates upwards.  fig. 1.1 shows how the acceleration of the rocket varies between time t = 0 and time t = tf. acceleration 0 tf0 time  t fig. 1.1  (a) define acceleration .  ...  .  [1]  (b) on fig. 1.2, sketch a graph to show how the speed of the rocket varies between time t = 0  and time t = tf. 0 tf0 time  tspeed fig. 1.2  [3]",
+            "3": "3 0625/41/m/j/19 \u00a9 ucles 2019 [turn over  (c) some time later, the rocket is far from the earth. the effect of the earth\u2019s gravity on the  motion of the rocket is insignificant. as the rocket accelerates, its momentum increases.   (i) state the principle of the conservation of momentum.  ...  ...  .  [2]   (ii) explain how the principle of the conservation of momentum applies to the accelerating  rocket and the exhaust gases.  ...  ...  ...  .  [2]  [total: 8]",
+            "4": "4 0625/41/m/j/19 \u00a9 ucles 2019 2 fig. 2.1 shows a sign that extends over a road. 1.8 m w 1.3 mconcrete block p 70 cmsupport post signaccident slow down  fig. 2.1  the mass of the sign is 3.4  \u00d7 103 kg.  (a) calculate the weight w of the sign.  w =  .  [2]  (b) the weight of the sign acts at a horizontal distance of 1.8  m from the centre of the support  post and it produces a turning effect about point p.    point p is a horizontal distance of 1.3  m from the centre of the support post.   (i) calculate the moment about p due to the weight of the sign.  moment =  .  [3]",
+            "5": "5 0625/41/m/j/19 \u00a9 ucles 2019 [turn over   (ii) a concrete block is positioned on the other side of the support post with its centre of  mass a horizontal distance of 70  cm from the centre of the support post.    1. state what is meant by centre of mass .    ..  [1]    2. the weight of the concrete block produces a moment about point p that exactly  cancels the moment caused by the weight w.     calculate the weight of the concrete block.  weight =  .  [2]  (c) the concrete block is removed. the sign and support post rotate about point p in a clockwise  direction.   state and explain what happens to the moment about point p due to the weight of the sign as  it rotates.  ...  ...  .  [2]  [total: 10]",
+            "6": "6 0625/41/m/j/19 \u00a9 ucles 2019 3 a cube of side 0.040  m is floating in a container of liquid. fig. 3.1 shows that the surface of the  liquid is 0.028  m above the level of the bottom face of the cube. cube liquid pump0.040  mair 0.028  m valve fig. 3.1  the pressure of the air above the cube exerts a force on the top face of the cube. the valve is  closed.  (a) explain, in terms of air molecules, how the force due to the pressure of the air is produced.  ...  ...  ...  .  [3]  (b) the density of the liquid in the container is 1500  kg / m3.   calculate:    (i) the pressure due to the liquid at a depth of 0.028  m  pressure =  .  [2]   (ii) the force on the bottom face of the cube caused by the pressure due to the liquid.  force =  .  [2]",
+            "7": "7 0625/41/m/j/19 \u00a9 ucles 2019 [turn over  (c) the valve is opened and liquid is pumped into the container. the surface of the liquid rises a  distance of 0.034  m.   the cube remains floating in the liquid with its bottom face 0.028  m below the surface of the  liquid.   (i) calculate the work done on the cube by the force in (b)(ii) .  work done =  .  [2]   (ii) suggest one reason why this is not an efficient method of lifting up the cube.  ...  .  [1]  [total: 10]",
+            "8": "8 0625/41/m/j/19 \u00a9 ucles 2019 4 gas of mass 0.23  g is trapped in a cylinder by a piston. the gas is at atmospheric pressure which  is 1.0  \u00d7 105 pa. fig. 4.1 shows the piston held in position by a catch.  gas catch heaterpistoncylinder air at atmospheric pressure fig. 4.1  the volume of the trapped gas is 1.9  \u00d7 10\u20134 m3.  an electrical heater is used to increase the temperature of the trapped gas by 550  \u00b0c.  (a) the specific heat capacity of the gas is 0.72  j / (g \u00b0c).   (i) calculate the energy required to increase the temperature of the trapped gas by 550  \u00b0c.  energy =  .  [2]   (ii) the power of the heater is 2.4  w.    1. calculate how long it takes for the heater to supply the energy calculated in (a)(i) .   time =  .  [2]    2. in practice, it takes much longer to increase the temperature of the gas by 550  \u00b0c  using the heater.     suggest one reason for this.      ..  [1]",
+            "9": "9 0625/41/m/j/19 \u00a9 ucles 2019 [turn over  (b) when the temperature of the gas has increased by 550  \u00b0c, its pressure is 2.9  \u00d7 105 pa. the  catch is then released allowing the piston to move. as the piston moves, the temperature of  the gas remains constant.   (i) state and explain what happens to the piston.  ...  ...  .  [2]   (ii) determine the volume of the gas when the piston stops moving.  volume =  .  [2]  [total: 9]",
+            "10": "10 0625/41/m/j/19 \u00a9 ucles 2019 5 liquids and gases are two states of matter.  (a) in both boiling and evaporation, a liquid changes into a gas.    (i) state two ways in which boiling differs from evaporation. 1.  ...  ... 2.  ...  ...  [2]   (ii) before injecting a patient, a doctor wipes a small amount of a volatile liquid on to the  patient\u2019s skin.     explain, in terms of molecules, how this procedure cools the patient\u2019s skin.  ...  ...  ...  ...  .  [4]   (b) gases can be compressed but liquids are incompressible.   explain, in terms of molecules, why liquids are incompressible.  ...  ...  .  [2]  [total: 8]",
+            "11": "11 0625/41/m/j/19 \u00a9 ucles 2019 [turn over blank page",
+            "12": "12 0625/41/m/j/19 \u00a9 ucles 2019 6 green light of frequency 5.7  \u00d7 1014 hz is travelling in air at a speed of 3.0  \u00d7 108 m / s. the light is  incident on the surface of a transparent solid.  fig. 6.1 shows the wavefronts and the direction of travel of the light in the air.  airwavefront solid fig. 6.1  the light travels more slowly in the transparent solid.  (a) explain, in terms of the wavefronts, why the light changes direction as it enters the solid. you  may draw on fig. 6.1 as part of your answer.  ...  ...  ...  .  [3]   (b) the refractive index of the transparent solid is 1.3.    (i) the light is incident on the surface of the solid at an angle of incidence of 67\u00b0.    calculate the angle of refraction of the light in the solid.  angle of refraction =  .  [2]",
+            "13": "13 0625/41/m/j/19 \u00a9 ucles 2019 [turn over   (ii) determine the wavelength of the green light in the transparent solid.  wavelength =  .  [4]  [total: 9]  ",
+            "14": "14 0625/41/m/j/19 \u00a9 ucles 2019 7 fig. 7.1 shows a circuit diagram that includes component x. a 20 \u03c9x 30 \u03c9 fig. 7.1  (a) state the name of component x.  .  [1]  (b) the electromotive force (e.m.f.) of the battery is e. the switch is closed.   the potential difference (p.d.) across the 30  \u03c9 resistor is v30.    the p.d. across the 20  \u03c9 resistor is v20.    the p.d. across component x is vx.   state an equation that relates vx to:   (i) v30  .  [1]   (ii) e and v20.  .  [1]",
+            "15": "15 0625/41/m/j/19 \u00a9 ucles 2019 [turn over  (c) the e.m.f. of the battery is 6.0  v and the resistance of component x is 15  \u03c9.   calculate:   (i) the total resistance of the circuit   resistance =  .  [3]   (ii) the ammeter reading.  reading =  .  [2]  (d) the temperature of component x increases.   state and explain what happens to the ammeter reading.  ...  ...  .  [2]  [total: 10]",
+            "16": "16 0625/41/m/j/19 \u00a9 ucles 2019 8 a student turns the handle of an alternating current (a.c.) generator and the coil rotates.   fig. 8.1 represents the structure of the a.c. generator. ncoil slip rings voltage outputhandle s coil brush fig. 8.1  (a) there is an alternating voltage output between the two terminals.   (i) explain why rotating the coil produces an output voltage.  ...  ...  ...  .  [3]   (ii) state the position of the rotating coil when the alternating output voltage is at a maximum  value and explain why the maximum output occurs at this position.  ...  ...  .  [2]",
+            "17": "17 0625/41/m/j/19 \u00a9 ucles 2019 [turn over  (b) a lamp and an open switch are connected in series to the output terminals of the a.c.  generator.   the switch is closed and the lamp lights up. the student has to apply a greater force on the  handle.   explain why a greater force is needed to keep the lamp lit.  ...  ...  ...  .  [3]  [total: 8]",
+            "18": "18 0625/41/m/j/19 \u00a9 ucles 2019 9 (a) fig. 9.1 shows a beam of \u03b1-particles moving towards a thin sheet of gold in a vacuum.  beam of \u03b1-particles vacuumdetectorsgold sheet fig. 9.1   detectors in the region surrounding the thin gold sheet detect the \u03b1-particles and determine  the number of particles that travel in various directions.   state and explain what can be deduced from the following observations.   (i) the majority of the \u03b1-particles pass through the gold sheet undeflected and are detected  on the far side. deduction  ... explanation    .  [2]   (ii) a small number of \u03b1-particles are deflected as they pass through the gold sheet. deduction  ... explanation    .  [2]   (iii) a very small number of \u03b1-particles are deflected through very large angles or return back  the way they came. deduction  ... explanation    .  [2]",
+            "19": "19 0625/41/m/j/19 \u00a9 ucles 2019  (b) a beam that consists of both \u03b1-particles and \u03b2-particles is passed through a region of space  where there is a magnetic field perpendicular to the direction of the beam.   state two ways in which the deflection of the \u03b1-particles differs from that of the \u03b2-particles. 1.  ... 2.  ...  [2]  [total: 8]",
+            "20": "20 0625/41/m/j/19 \u00a9 ucles 2019 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 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.blank page"
+        },
+        "0625_s19_qp_42.pdf": {
+            "1": "this document consists of 15 printed pages and 1 blank page. dc (ce/fc) 169310/4 \u00a9 ucles 2019  [turn over *3376120828* physics  0625/42 paper 4  theory (extended)  may/june 2019  1 hour 15 minutes candidates answer on the question paper. no additional materials are required. read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen. you may use an hb pencil for any diagrams or graphs. do not use staples, paper clips, glue or correction fluid. do not  write in any barcodes. answer all questions. electronic calculators may be used. you may lose marks if you do not show your working or if you do not use appropriate units. take the weight of 1.0  kg to be 10  n (acceleration of free fall  = 10 m / s2). at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question.cambridge assessment international education cambridge international general certificate of secondary education this syllabus is regulated for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificate.",
+            "2": "2 0625/42/m/j/19 \u00a9 ucles 2019 1 a bus is travelling between points a and d. there are bus stops at \u200aa, b, c and d but the bus does  not stop at b and c. fig. 1.1 is a speed-time graph for the bus. speed km / h40 30 20 10 0 0 1.0 2.0ab c d 3.0 4.0 time  / min5.0 fig. 1.1  (a) describe the motion of the bus between each of the bus stops. select the appropriate  description from the list below.   constant acceleration    decreasing acceleration       increasing acceleration    moving backwards at constant speed   moving forwards at constant speed    stationary   1. between a and b  ..   2. between b and c  ..   3. between c and d  .  [3]  (b) the average speed of the bus between a and d is 23  km / h.   calculate the distance between a and d.  distance =    [3]  (c) the bus stops at d for 1 min and then travels at a constant acceleration for 30 seconds.   on fig. 1.1, sketch a possible graph for this additional motion. label x when the bus starts to  accelerate and label y for 30 seconds later.  [3]  [total: 9]",
+            "3": "3 0625/42/m/j/19 \u00a9 ucles 2019 [turn over 2 fig. 2.1 shows a model fire engine. its brakes are applied. firemodel fire engine containing water tank jet of water fig. 2.1  0.80 kg of water is emitted in the jet every 6.0  s at a velocity of 0.72  m / s relative to the model.  (a) calculate the change in momentum of the water that is ejected in 6.0  s.  momentum =    [2]  (b) calculate the magnitude of the force acting on the model because of the jet of water.  force =    [2]  (c) the brakes of the model are released.   state and explain the direction of the acceleration of the model. statement  . explanation  ...  ...  [2]  (d) in (c) the model contains a water tank, which is initially full.   state and explain any change in the magnitude of the initial acceleration if the brakes are first  released when the tank is nearly empty. statement  . explanation  ...  ...  ...  [3]  [total: 9]",
+            "4": "4 0625/42/m/j/19 \u00a9 ucles 2019 3 fig. 3.1 shows solar cells used to generate electrical energy. fig. 3.1  (a) state the main form of energy transferred from the sun to the solar cells for the generation of  electrical energy.  .  [1]  (b) consider the generation of electrical energy by a large number of solar cells, as shown in  fig. 3.1.   (i) state one environmental advantage and one environmental disadvantage. advantage  .  ... disadvantage  .  ...  [2]   (ii) state and explain whether this source of electrical energy is renewable.  ...  .  [1]",
+            "5": "5 0625/42/m/j/19 \u00a9 ucles 2019 [turn over  (c) each group of solar cells is arranged in a rectangle 1.2  m \u00d7 2.8  m. the solar cells are situated  in a region where 260  w of solar energy is received per square metre of the cells. the  electrical output of each group of solar cells is a current of 2.5   a with a potential difference of  86 v.   calculate the efficiency of the solar cells.  efficiency =    % [4] [total: 8]",
+            "6": "6 0625/42/m/j/19 \u00a9 ucles 2019 4 (a) state and explain, in terms of molecules, any change in the pressure of a gas when the  volume is reduced at a constant temperature. statement  . explanation  ...  ...  ...  ...  ...  ...  [3]  (b) complete table 4.1 to give the relative order of magnitude of the expansion of gases, liquids  and solids for the same increase of temperature.   write one of these words in each blank space: gas   liquid    solid table 4.1 expands most expands least  [2]  [total: 5]",
+            "7": "7 0625/42/m/j/19 \u00a9 ucles 2019 [turn over 5 (a) (i) a liquid is heated so that bubbles of its vapour rise to the surface and molecules escape  to the atmosphere. state the name of this process    [1]   (ii) at a lower temperature than in (a)(i) , molecules escape from the surface to the  atmosphere. state the name of this process    [1]  (b) (i) fig. 5.1 shows apparatus used to determine the power output of a heater. electric heater metal blockthermometer fig. 5.1    the metal block has a mass of 2.7  kg. the metal of the block has a specific heat capacity  of 900  j / (kg \u00b0c).    in 2 min 30  s, the temperature of the block increases from 21  \u00b0c to 39  \u00b0c.    calculate the power of the heater.  power =    [4]   (ii) state and explain a precaution that can be taken to improve the accuracy of the  experiment. statement  .. explanation  ...  ...  [2]  [total: 8]",
+            "8": "8 0625/42/m/j/19 \u00a9 ucles 2019 6 (a) fig. 6.1 shows a water wave in a ripple tank. original wave directionnew wave direction region aregion b fig. 6.1   (i) state the name of the process that occurs as the wave moves from region a to region b.  .  [1]   (ii) suggest a cause for the change in direction of the wave.  .  [1]",
+            "9": "9 0625/42/m/j/19 \u00a9 ucles 2019 [turn over  (b) fig. 6.2 shows a transverse wave. displacement 0 time fig. 6.2   on fig. 6.2, draw a wave which has half the amplitude and a greater frequency than the wave  shown.  [2]  (c) a train travels along steel rails. a person waiting at a station hears the sound of the train  through the rails before he hears the sound through the air.   (i) explain why this happens.  ...  .  [1]   (ii) the speed of sound in the rails is 5800  m / s.    calculate the wavelength of sound of frequency 1100  hz travelling at this speed.  wavelength =    [2]  [total: 7]",
+            "10": "10 0625/42/m/j/19 \u00a9 ucles 2019 7 (a) in fig. 7.1, a converging lens projects a sharp image of an object o on to a screen.   complete the paths of the two rays from the object to the screen. converging lensscreen o fig. 7.1  [2]  (b) the converging lens in (a) is replaced with a thinner converging lens. the object o and the  screen remain in the same positions as in (a). the thinner converging lens has a longer focal  length than the converging lens in (a).   complete the paths of the two rays from the object to the screen in fig. 7.2. thinner converging lensscreen o fig. 7.2  [2]  (c) a converging lens is used as a magnifying glass.   the focal length of the lens is 10  cm.   (i) describe the position of the object in relation to the lens.  ...  .  [1]   (ii) describe the position of the image in relation to the lens and the object.  ...  .  [1]   (iii) give three properties of the image formed by a magnifying glass.  ...  ...  .  [2]  [total: 8]",
+            "11": "11 0625/42/m/j/19 \u00a9 ucles 2019 [turn over 8 (a) a conducting sphere is mounted on an insulating stand. explain how you would use a  positively charged rod of insulating material to charge the sphere by induction.  ...  ...  ...  ...  .  [3]  (b) fig. 8.1 shows an electronic component. fig. 8.1 state the name of the component shown in fig. 8.1  ..  [1]  (c) in the space below, write down the truth table for a nand gate. [2]",
+            "12": "12 0625/42/m/j/19 \u00a9 ucles 2019  (d) fig. 8.2 shows the connections to two logic gates. cbad e fig. 8.2   table 8.1 shows part of the truth table for the arrangement of logic gates in fig. 8.2.   complete table  8.1 for the input values shown. table 8.1 inputsintermediate  pointoutput a b c d e 0 0 1 0 1 1 1 1 0 1 1 1  [3]  [total: 9]",
+            "13": "13 0625/42/m/j/19 \u00a9 ucles 2019 [turn over 9 (a) describe how to demagnetise a bar magnet using alternating current (a.c.) in a coil.  ...  ...  ...  .  [3]  (b) fig. 9.1 shows a simple direct current (d.c.) motor. d.c. power supply split-ring commutator coiln s fig. 9.1   (i) explain the purpose of the split-ring commutator.  ...  ...  ...  .  [3]   (ii) the voltage of the power supply is increased.     state the effect this has on the motor.  .  [1]  [total: 7]",
+            "14": "14 0625/42/m/j/19 \u00a9 ucles 2019 10 fig. 10.1 shows a circuit containing a filament lamp of resistance 0.30  \u03c9 and two resistors, each of  resistance 0.20  \u03c9. 0.20  \u03c90.20  \u03c9 0.30\u03c9 fig. 10.1  (a) calculate the combined resistance of the lamp and the two resistors.  resistance =    [3]  (b) the potential difference (p.d.) of the supply is increased so that the current in the lamp  increases.   state and explain any change in the resistance of the lamp. statement  . explanation  ...  ...  [2]  [total: 5]",
+            "15": "15 0625/42/m/j/19 \u00a9 ucles 2019 11 (a) a radon-222 nucleus contains 86 protons and 136 neutrons. it decays by emitting an  \u03b1-particle and becomes a nucleus of an isotope of polonium. the symbol for radon is rn and  the symbol for polonium is po.   write down the nuclide equation for this decay.  [3]  (b) carbon-14 is radioactive with a half-life of 5700 years. an animal bone is dug up in an  archaeological excavation. the quantity of carbon-14 in the bone is 25% of what it was when  the bone was buried.   calculate the time that has elapsed since it was buried.  time =  ..  years  [2]  [total: 5]",
+            "16": "16 0625/42/m/j/19 \u00a9 ucles 2019 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 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.blank page"
+        },
+        "0625_s19_qp_43.pdf": {
+            "1": "this document consists of 18 printed pages and 2 blank pages. dc (rw/sw) 169311/4 \u00a9 ucles 2019  [turn over *8247445056* physics  0625/43 paper 4  theory (extended)  may/june 2019  1 hour 15 minutes candidates answer on the question paper. no additional materials are required. read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen. you may use an hb pencil for any diagrams or graphs. do not use staples, paper clips, glue or correction fluid. do not  write in any barcodes. answer all questions. electronic calculators may be used. you may lose marks if you do not show your working or if you do not use appropriate units. take the weight of 1.0  kg to be 10  n (acceleration of free fall  = 10 m / s2). at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question.cambridge assessment international education cambridge international general certificate of secondary education this syllabus is regulated for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificate.",
+            "2": "2 0625/43/m/j/19 \u00a9 ucles 2019 blank page",
+            "3": "3 0625/43/m/j/19 \u00a9 ucles 2019 [turn over 1 fig. 1.1 shows a distance\u2011time graph for a cyclist travelling between points p and v on a straight  road. 00200400600800 100 200 300 400 time  / sdistance  / m 500q prs tuv fig. 1.1  (a) describe the motion between: q and r   r and s  . s and t.  .  [3]  (b) calculate the speed between u and v.  speed =  .  [2]  (c) after point v, the straight road continues down a steep hill. the cyclist travels down the steep  hill. he does not apply the brakes and all resistive forces can be ignored.   on fig.  1.1, sketch a possible motion for the cyclist after v.  [1]  [total: 6]",
+            "4": "4 0625/43/m/j/19 \u00a9 ucles 2019 2 fig. 2.1 is the top view of a small ship of mass 1.2  \u00d7 106 kg. the ship is moving slowly sideways at  0.040  m / s as it comes in to dock. 0.040  m / ssmall shipdock walllarge wooden pillars fig. 2.1  the ship hits the wooden pillars which move towards the dock wall.  (a) calculate the kinetic energy of the ship before it hits the pillars.  kinetic energy =  .  [2]  (b) the ship is in contact with the pillars for 0.30  s as it comes to rest.   calculate the average force exerted on the side of the ship.  force =  .  [4]",
+            "5": "5 0625/43/m/j/19 \u00a9 ucles 2019 [turn over  (c) assume that the kinetic energy calculated in (a) is used to do work moving the pillars.   calculate the distance moved by the pillars.  distance =  .  [2]  (d) dock walls sometimes have the pillars replaced with rubber car tyres.   explain how this reduces the possibility of damage when a boat docks.  ...  ...  .  [1]  [total: 9]",
+            "6": "6 0625/43/m/j/19 \u00a9 ucles 2019 3 fig. 3.1 shows a small submarine submerged below the surface of the sea. 3.0 \u00d7 103 msea water submarinesurface of the sea fig. 3.1  (a) the density of sea water is 1030  kg / m3.   calculate the pressure due to the sea water on the top of the submarine when it is 3.0  \u00d7 103 m  below the surface.  pressure =  .  [2]",
+            "7": "7 0625/43/m/j/19 \u00a9 ucles 2019 [turn over  (b) the submarine emits a pulse of sound to detect other objects in the sea. the speed of sound  in sea water is 1500  m / s. an echo is received with a time delay of 0.50  s after the original  sound is emitted.   (i) calculate the distance between the submarine and the other object.  distance =  .  [3]   (ii) another pulse of sound is emitted through the air when the submarine is on the surface.    an echo is received from a second object that is in the air. this echo is received 0.50  s  after the pulse of sound is emitted.    compare the distance of the second object from the submarine with the distance  calculated in (b)(i) . tick one box. give a reason for your answer.    distance is smaller      distance is the same      distance is larger   reason    [1]  [total: 6]",
+            "8": "8 0625/43/m/j/19 \u00a9 ucles 2019 4 (a) water molecules escape to the atmosphere from water boiling in a pan. water molecules  evaporate from the surface of a bowl of cool water and also escape to the atmosphere.   state two ways in which boiling is different from evaporation. 1.  ...  ... 2.  ...  ...  [2]  (b) fig. 4.1 shows a heater in a metal block. electric heater metal blockthermometer fig. 4.1   the power of the heater is 370  w and it is switched on for 4.0  minutes. the metal block has a  specific heat capacity of 420  j / (kg \u00b0c) and a mass of 5.0  kg.   calculate the increase of temperature of the block. assume all the thermal energy from the  heater is transferred to the block.  temperature increase =  .  [4]  [total: 6]",
+            "9": "9 0625/43/m/j/19 \u00a9 ucles 2019 [turn over 5 fig. 5.1 shows a cross\u2011section of the inside of a vacuum flask containing a cold liquid. the walls of  the vacuum flask are made of glass. stopper silvered surfaces vacuum glass fig. 5.1  (a) the vacuum flask is being used to keep a liquid cool on a hot day.   explain how the labelled features of the vacuum flask keep the liquid cool by reducing thermal  energy transfer. include the names of the processes involved.  ...  ...  ...  ...  ...  ...  .  [5]  (b) suggest a suitable material for the stopper.  .  [1]  [total: 6]",
+            "10": "10 0625/43/m/j/19 \u00a9 ucles 2019 6 (a) fig. 6.1 shows wavefronts of a wave approaching a narrow gap and passing through the gap.  the wavelength is \u03bb. \u03bbdirection of travelwavefronts gap barrier barrier fig. 6.1   (i) state the name of the process that occurs as the wave passes through the gap.  .  [1]   (ii) a wave with a wavelength \u03bb 2 approaches the same gap.    on fig.  6.2, draw three wavefronts for this wave as it approaches the gap and three  more wavefronts as the wave continues beyond it.  [3] fig. 6.2",
+            "11": "11 0625/43/m/j/19 \u00a9 ucles 2019 [turn over  (b) table  6.1 shows 5 different types of electromagnetic wave.   in the blank column in table  6.1, write the numbers 1 to 5 to show the order of wavelength.  write  1 for the wave with the shortest wavelength and 5 for the wave with the longest  wavelength.  [2] table 6.1 type of electromagnetic wave order of wavelength gamma rays light microwaves ultraviolet x\u2011rays  (c) (i) state the speed of radio waves in air.  .  [1]   (ii) a radio station transmits radio waves with a frequency of 96  mhz.    calculate the wavelength of these radio waves.  wavelength =  .  [3]  [total: 10]",
+            "12": "12 0625/43/m/j/19 \u00a9 ucles 2019 blank page",
+            "13": "13 0625/43/m/j/19 \u00a9 ucles 2019 [turn over 7 fig. 7.1 shows light approaching a boundary between two materials at speed v. the speed of the  light after crossing the boundary is 1.3 v. 50\u00b0light boundary fig. 7.1  (a) determine the angle of incidence.  angle of incidence =  .  [1]  (b) calculate the angle of refraction.  angle of refraction =  .  [3]  [total: 4]",
+            "14": "14 0625/43/m/j/19 \u00a9 ucles 2019 8 fig. 8.1 shows a 240  v mains supply connected to an air\u2011conditioning unit and a freezer. a fuse x  is placed in the circuit as shown. freezerair-conditioning unitx 240  v mains supply fig. 8.1  the freezer has an operating power of 700  w.  (a) calculate the current in the freezer.  current =  .  [2]  (b) the maximum operating current of the air\u2011conditioning unit is 7.5  a.   fuses of current rating 1  a, 3 a, 5 a, 10  a, 13  a and 30  a are available.   suggest a suitable rating for fuse x. give two reasons for your answer. fuse rating  . reason 1  ..  ...  ... reason 2  ..  ...  .  [3]",
+            "15": "15 0625/43/m/j/19 \u00a9 ucles 2019 [turn over  (c) a fuse is made out of a short length of wire.   explain why fuses of a higher rating are made of thicker wire.  ...  ...  ...  ...  .  [3]  (d) electrical energy can be obtained from renewable and non\u2011renewable sources of energy.   (i) state two renewable sources of energy.    source 1     source 2   [2]   (ii) state one social, economic or environmental disadvantage of one of your answers to  (d)(i) .  ...  ...  .  [1]  [total: 11]",
+            "16": "16 0625/43/m/j/19 \u00a9 ucles 2019 9 (a) fig. 9.1 shows an electrical component. fig. 9.1 state the name of the component shown in fig.  9.1.  .  [1]  (b) in the space below, write down the truth table for a nor gate.  [2]",
+            "17": "17 0625/43/m/j/19 \u00a9 ucles 2019 [turn over  (c) fig. 9.2 shows the connections between two logic gates. a b ced fig. 9.2   complete the truth table shown in table  9.1 for this combination of logic gates. table 9.1 inputs intermediate  pointoutput a b c d e 0 1 1 1 0 1 1 1 0 1 1 1  [3]  (d) referring to a simple electron model, state what distinguishes electrical conductors from  electrical insulators.  ...  ...  ...  .  [1]  [total: 7]",
+            "18": "18 0625/43/m/j/19 \u00a9 ucles 2019 10 fig. 10.1 shows a simple alternating current generator. outputcoilrotation of coil n s p q fig. 10.1  (a) on fig.  10.2, sketch a graph to show how the electromotive force (e.m.f.) induced varies with  time for one revolution of the coil. assume that the coil starts in the horizontal position, as  shown in fig.  10.1.   label the points on the time axis where the coil has completed 1/4 revolution and  3/4 revolution.  [3] timee.m.f. 00 fig. 10.2  (b) explain why an e.m.f. is induced only when the coil is turning.  ...  ...  .  [1]",
+            "19": "19 0625/43/m/j/19 \u00a9 ucles 2019 [turn over  (c) state the name of the components labelled p and q and state their purpose. name:  ... purpose:  ...  .  [2]  (d) state two possible changes that cause a larger e.m.f. to be induced. 1.  ... 2.  ...  [2]  [total: 8]",
+            "20": "20 0625/43/m/j/19 \u00a9 ucles 2019 permission to reproduce items where third \u2011party 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 \u2011related 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 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.11 (a) americium (am) is a radioactive isotope. a nucleus of americium contains 95 protons and  146 neutrons. it decays by emitting an \u03b1\u2011particle to form a nucleus of an isotope of neptunium  (np).   write down the nuclide equation for the decay of americium to neptunium.  [4]  (b) ionisation smoke detectors contain americium and two small electrodes with a small voltage  between them. the air between the electrodes is ionised by \u03b1\u2011particles so that there is a  small electric current between the electrodes.   (i) suggest and explain the effect of smoke on the current between the electrodes in the  smoke detector. suggestion:  ...  ... explanation:  ..  .  [1]   (ii) suggest two reasons for using an \u03b1\u2011particle emitter in a smoke detector. reason 1  ...  ... reason 2  ...  .  [2]  [total: 7]"
+        },
+        "0625_s19_qp_51.pdf": {
+            "1": "this document consists of 9 printed pages and 3 blank pages. dc (kn/fc) 171384/3 \u00a9 ucles 2019  [turn over *3276272928* physics  0625/51 paper 5  practical test  may/june 2019  1 hour 15 minutes candidates answer on the question paper. additional materials:  as listed in the confidential instructions read these instructions first write your centre number, candidate number and name in the spaces at the top of the page. write in dark blue or black pen. you may use an hb pencil for any diagrams or graphs. do not use staples, paper clips, glue or correction fluid. do not  write in any barcodes. answer all questions. you are advised to spend about 20  minutes on each of questions 1 to 3, and 15  minutes on question  4. electronic calculators may be used. you may lose marks if you do not show your working or if you do not use appropriate units. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question.cambridge assessment international education cambridge international general certificate of secondary education this syllabus is regulated for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificate.for examiner\u2019s use 1 2 3 4 total",
+            "2": "2 0625/51/m/j/19 \u00a9 ucles 2019 1 in this experiment, you will determine the weight of a metre rule using a balancing method.  carry out the following instructions, referring to fig. 1.1. 90.0  cm mark50.0  cm mark metre rule 0 100bench pivotp a b fig. 1.1  (a) place the metre rule on the pivot. place the load p with its centre on the metre rule at the  90.0 cm mark. keeping the load p at the 90.0  cm mark, adjust the position of the metre rule on  the pivot so that the metre rule is as near as possible to being balanced.   measure, and record in the first row of table 1.1, the distance a from the 90.0  cm mark to the  pivot.   measure, and record in the first row of table 1.1, the distance b from the pivot to the 50.0  cm  mark.   repeat the steps above, placing the centre of the load p at the 85.0  cm, 80.0  cm, 75.0  cm and  70.0 cm marks. record all values of a and b in table 1.1. table 1.1 a / cm b / cm    [3]",
+            "3": "3 0625/51/m/j/19 \u00a9 ucles 2019 [turn over  (b) plot a graph of a / cm (y-axis) against b / cm (x-axis). you do not need to begin your axes at  the origin (0, 0).  [4]  (c) determine the gradient g of the graph. show clearly on the graph how you obtained the  necessary information.  g =    [1]  (d) calculate the weight w of the metre rule using the equation w = g \u00d7 p, where p = 1.0  n.  w =    [1]  (e) suggest one practical reason why it is difficult to obtain accurate readings for a and b in this  type of experiment.  ...  .  [1]  (f)  use the balance provided to measure the mass of the metre rule.  mass =    [1]  [total: 11]",
+            "4": "4 0625/51/m/j/19 \u00a9 ucles 2019 2 in this experiment, you will determine the resistance of a resistance wire.  carry out the following instructions, referring to fig. 2.1. power supply sliding contact cresistance wiremetre rule 100l b va fig. 2.1  (a) (i) switch on.    measure the current i in the circuit.  i =    [1]    (ii)  place the sliding contact c at a distance l = 20.0  cm from b.    measure, and record in table 2.1, the potential difference v across the length l of the  resistance wire.    calculate, and record in table 2.1, v l .    repeat the procedure using l values of 40.0  cm, 60.0  cm, 80.0  cm and 100.0  cm.    switch off. table 2.1 l / cm v / vv lv  cm  20.0  40.0  60.0  80.0 100.0  [4]",
+            "5": "5 0625/51/m/j/19 \u00a9 ucles 2019 [turn over  (b) look carefully at the values of v l in table 2.1.   (i)  tick the box to show your conclusion from the results.     v l  is approximately constant.     v l  is decreasing as v increases.     v l  is increasing as v increases.     there is no simple pattern for v l  in the results.     [1]   (ii)  justify your conclusion by reference to your results.  ...  .  [1]  (c) calculate the resistance of 100  cm of the resistance wire using the equation r = v i , where v  is the potential difference across 100  cm of the resistance wire. use the value of current i from  part (a)(i) . give your answer to a suitable number of significant figures for this experiment  and include the unit.  r =    [3]  (d) in this type of experiment, it is sensible to keep the temperature of the resistance wire as  close to room temperature as possible. suggest one way to minimise the rise in temperature  of the resistance wire.  ...  .  [1]  [total: 11]",
+            "6": "6 0625/51/m/j/19 \u00a9 ucles 2019 3  in this experiment, you will investigate the rate of cooling of water under different conditions. a  greater rate of cooling occurs if there is a greater change in the temperature during the same  period of time.  carry out the following instructions referring to fig. 3.1. you are provided with a beaker labelled a  and a can labelled b. thermometer clamp stand benchbeaker ahot waterlid fig. 3.1  (a) use the thermometer to measure room temperature \u03b8r.  \u03b8r =    [1]  (b) pour 200  cm3 of hot water into beaker a. place the lid on the beaker and place the thermometer  in the beaker, as shown in fig. 3.1.   record in table 3.1 the temperature \u03b8 of the hot water at time t = 0. immediately start the  stopclock.   after 30  s, measure the temperature \u03b8 shown on the thermometer. record the time t = 30  s  and the temperature reading in table 3.1.   continue recording the time and the temperature readings every 30  s until you have six sets  of readings.  [3]      table 3.1  table 3.2 beaker a can b t\u200a\u2009/\u2009\u200as \u03b8\u200a\u2009/\u2009\u200a\u00bac t\u200a\u2009/\u2009\u200as \u03b8\u200a\u2009/\u2009\u200a\u00bac",
+            "7": "7 0625/51/m/j/19 \u00a9 ucles 2019 [turn over  (c) pour 200  cm3 of hot water into can b. place the lid on the can and place the thermometer in  the can.   record in table 3.2 the temperature \u03b8 of the hot water at time t = 0. immediately start the  stopclock.   after 30  s, measure the temperature \u03b8 shown on the thermometer. record the time t = 30  s  and the temperature reading in table 3.2.   continue recording the time and temperature readings every 30  s until you have six sets of  readings.    [2]  (d)  look carefully at the readings in table 3.1 and in table 3.2.   (i)  tick the box to show your conclusion from the readings.     the water in the beaker has a greater rate of cooling than the water in the can.     the water in the beaker has a smaller rate of cooling than the water in the can.      there is no significant difference between the rates of cooling of the water in the  beaker and the can.    [1]   (ii)  justify your conclusion by reference to your readings.  ...  ...  ...  .  [2]  (e) a student in another school carries out the experiment and reports that the rate of cooling of  the water in the can is different from the rate of cooling of the water in the beaker. he plans a  change to the experiment to find out whether this difference in the rates of cooling is caused  by  \u2022 the matt black surface of the can being a better radiator of thermal energy than the shiny  surface of the beaker \u2022 the metal of the can being a better conductor of thermal energy than the material of the  beaker.   suggest two suitable changes to the apparatus that the student could make. 1.  ...  ... 2.  ...  ...    [2]  [total: 11]",
+            "8": "8 0625/51/m/j/19 \u00a9 ucles 2019 4  a student is investigating the work required to pull a box containing some masses up a sloping  wooden board. fig. 4.1 shows the board and the box.  plan an experiment to investigate how the work required to pull the box up the slope depends on  the mass of the box and its contents.   work done is calculated using the equation:   work done = force \u00d7 distance moved in the direction of the force.  you are not required to carry out this experiment.  the following apparatus is available to the students:   a wooden board   a box with a length of string attached   a selection of masses that fit in the box   a metre rule   an electronic balance.  in your plan, you should: \u2022 list any other apparatus that you would use \u2022 explain briefly how you would carry out the investigation, including the measurements you  would take \u2022 state the key variables that you would control \u2022 draw a suitable table, with column headings, to show how you would display your readings  (you are not required to enter any readings in the table) \u2022 explain how you would use the results to reach a conclusion.  you may add to the diagram if it helps your explanation. string wooden boardbox masses fig. 4.1",
+            "9": "9 0625/51/m/j/19 \u00a9 ucles 2019  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  .  [7]  [total: 7]",
+            "10": "10 0625/51/m/j/19 \u00a9 ucles 2019 blank page",
+            "11": "11 0625/51/m/j/19 \u00a9 ucles 2019 blank page",
+            "12": "12 0625/51/m/j/19 \u00a9 ucles 2019 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 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.blank page"
+        },
+        "0625_s19_qp_52.pdf": {
+            "1": "this syllabus is regulated for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificate.physics  0625/52 paper 5  practical test  may/june 2019  1 hour 15 minutes candidates answer on the question paper. additional materials:  as listed in the confidential instructions. read these instructions first write your centre number, candidate number and name in the spaces at the top of the page. write in dark blue or black pen. you may use an hb pencil for any diagrams or graphs. do not use staples, paper clips, glue or correction fluid. do not  write in any barcodes. answer all questions. you are advised to spend about 20 minutes on each of questions 1 to 3, and 15 minutes on question 4. electronic calculators may be used. you may lose marks if you do not show your working or if you do not use appropriate units. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question. this document consists of 11 printed pages and 1 blank page. dc (ks/sg) 171386/5 \u00a9 ucles 2019  [turn over *7592061561*cambridge assessment international education cambridge international general certificate of secondary education for examiner\u2019s use 1 2 3 4 total",
+            "2": "2 0625/52/m/j/19 \u00a9 ucles 2019 1 in this experiment, you will investigate moments using a balancing method.  carry out the following instructions, referring to fig. 1.1. metre rule 100 0bench pivotp q a wb fig. 1.1  (a) place the metre rule on the pivot, without the loads p and q, and adjust its position so that the  metre rule is as near as possible to being balanced. the rule must remain at this position  on the pivot throughout the experiment .   place the load p on the metre rule so that the edge  that is furthest from the pivot is exactly at  the 10.0  cm mark on the rule.    record in table 1.1, the distance a between this edge  of the load p and the pivot, as shown  in fig. 1.1.   place the load q on the metre rule and adjust the position of load q so that the metre rule is  as near as possible to being balanced.    determine the distance b between the centre  of load q and the pivot, as shown in fig.  1.1.  record the distance b in table 1.1.   repeat the procedure, with the edge  of the load p that is furthest from the pivot at the 15.0  cm,  20.0 cm, 25.0  cm and 30.0  cm marks. record all the readings in table 1.1. table 1.1 a / cm b / cm  [2]",
+            "3": "3 0625/52/m/j/19 \u00a9 ucles 2019 [turn over  (b) plot a graph of a / cm (y-axis) against b / cm (x-axis). start both axes at the origin (0,0).  [4]  (c) determine the gradient g of the graph. show clearly on the graph how you obtained the  necessary information.  g =    [2]  (d) determine the intercept c on the y-axis of the graph. this is the value of a when b = 0.  c =    [1]  (e) measure the width w of the load p .  w =    [1]  (f) suggest one practical reason why it is difficult to obtain accurate values for a and b.  ...  .  [1]  [total: 11]",
+            "4": "4 0625/52/m/j/19 \u00a9 ucles 2019 2 in this experiment, you will investigate the rate of cooling of water under different conditions. a  greater rate of cooling occurs if there is a greater change in the temperature during the same  period of time.  carry out the following instructions referring to fig. 2.1 and fig. 2.2.  beaker a has a lid. beaker b is on a mat made of the same material as the lid. the mat and the lid  have the same thickness. thermometer beaker alidclamp stand bench fig. 2.1 thermometer beaker b matclamp stand bench fig. 2.2",
+            "5": "5 0625/52/m/j/19 \u00a9 ucles 2019 [turn over  (a) use the thermometer to measure room temperature \u03b8r.  \u03b8r =    [1]  (b) pour 200  cm3 of hot water into beaker a. place the lid on the beaker and place the thermometer  in the beaker, as shown in fig. 2.1.   record in table 2.1 the temperature \u03b8 of the hot water at time t = 0.  immediately start the  stopclock.   after 30  s, measure the temperature \u03b8 shown on the thermometer. record the time t = 30 s  and the temperature reading in table 2.1.   continue recording the time and temperature readings every 30  s until you have six sets of  readings in table 2.1.  [3] table 2.1 table 2.2 beaker a, with lid beaker b, on mat t / s \u03b8\u2009/ \u00b0c t / s \u03b8\u2009/ \u00b0c  (c) pour 200  cm3 of hot water into beaker b. check that the beaker is on the mat and place the  thermometer in the beaker, as shown in fig. 2.2. do not use the lid.   record in table 2.2 the temperature \u03b8 of the hot water at time t = 0.  immediately start the  stopclock.   after 30  s, measure the temperature \u03b8 shown on the thermometer. record the time t = 30 s  and the temperature reading in table 2.2.   continue recording the time and temperature readings every 30  s until you have six sets of  readings in table 2.2.  [2]",
+            "6": "6 0625/52/m/j/19 \u00a9 ucles 2019  (d) look carefully at the readings in table 2.1 and in table 2.2.    (i) tick the box to show your conclusion from the readings.      the lid reduces the rate of cooling of the water significantly more than the mat  reduces the rate of cooling of the water.      the mat reduces the rate of cooling of the water significantly more than the lid  reduces the rate of cooling of the water.      there is no significant difference between the lid and the mat in reducing the  rate of cooling of the water.  [1]   (ii) justify your conclusion by reference to your readings.  ...  ...    [2]  (e) a student plans to repeat the experiment using the same apparatus and the same volume of  water. suggest one change to the procedure that would decrease the rate of cooling of the  water.  ...  .  [1]  (f) state one precaution that you took in order to record accurate temperature readings.  ...  .  [1]  [total: 11]",
+            "7": "7 0625/52/m/j/19 \u00a9 ucles 2019 [turn over 3 in this experiment, you will investigate resistance.  the circuit shown in fig. 3.1 has been set up for you.  power supply va p l fig. 3.1  (a) (i) switch on. measure and record the potential difference v1 across the resistor p and the  current i1 in the circuit. switch off.  v1 =  ..  i1 =  ..  [2]   (ii) calculate  the resistance r1 of the resistor p  using the equation r1 = v1 i1.  r1 =    [1]",
+            "8": "8 0625/52/m/j/19 \u00a9 ucles 2019  (b) disconnect the voltmeter.    connect the voltmeter across the lamp l. switch on.    measure and record the potential difference v2 across the lamp l. switch off.  v2 =  ..   calculate the resistance r2 of the lamp l  using the equation r2 = v2 i1.  r2 =    [1]  (c) disconnect the voltmeter. replace the  resistor p with the  resistor q.   connect the voltmeter across the resistor q. switch on.   measure and record the potential difference v3 across the resistor q and the current i2 in the  circuit. switch off.  v3 =  ..  i2 =  ..   calculate the resistance r3 of the resistor q using the equation r3 = v3 i2.  r3 =    [1]  (d) disconnect the voltmeter.    connect the voltmeter across the lamp l. switch on.    measure and record the potential difference v4 across the lamp l. switch off.  v4 =  ..   calculate the resistance r4 of the lamp l  using the equation r4 = v4 i2.  r4 =    [1]",
+            "9": "9 0625/52/m/j/19 \u00a9 ucles 2019 [turn over  (e) state whether your results suggest that resistor p and resistor q have the same value of  resistance, within the limits of experimental accuracy. justify your statement by reference to  your results. statement  .. justification    ...  ...  [2]  (f) complete the circuit diagram in fig. 3.2 to show that:  \u2022 the two resistors and the lamp are all connected in parallel \u2022 the voltmeter is connected to measure the potential difference across the resistors and  the lamp   you are not required to set up this circuit. a fig. 3.2  [2]  (g) state the name of the circuit component that you would add to the circuit you have drawn to  control the current in the circuit.  .  [1]  [total: 11]",
+            "10": "10 0625/52/m/j/19 \u00a9 ucles 2019 4 a student is investigating the relationship between the thickness of a converging (convex) lens  and its focal length. fig. 4.1 shows the cross-section of a converging lens.  the focal length f of a lens can be calculated if u (the distance between the object and the lens)  and v (the distance between the lens and the image on a screen) are known.  the equation is:  f =()uvuv + t fig. 4.1  plan an experiment to investigate the relationship between the thickness t and the focal length f of  converging lenses. you may add to fig. 4.1 as part of your answer. you are not required to carry  out this experiment.  the following apparatus is available to the student:   illuminated object   selection of lenses of different thicknesses and a lens holder   screen   metre rule   30 cm ruler   two rectangular wooden blocks with the longest sides longer than the diameter of the lenses.   in your plan, you should: \u2022 draw a diagram to show the arrangement of the apparatus, labelling u and v \u2022 explain briefly how you would carry out the investigation, including the measurements you  would take \u2022 explain briefly how you would determine the thickness t of each lens (you may draw a diagram  if it helps your explanation) \u2022 draw a suitable table, with column headings, to show how you would display your readings  (you do not need to use the equation to calculate focal length).",
+            "11": "11 0625/52/m/j/19 \u00a9 ucles 2019  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  [7]  [total: 7]",
+            "12": "12 0625/52/m/j/19 \u00a9 ucles 2019 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 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.blank page"
+        },
+        "0625_s19_qp_53.pdf": {
+            "1": "*5629887572*cambridge assessment international education cambridge international general certificate of secondary education this syllabus is regulated for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificate. this document consists of 11 printed pages and 1 blank page. dc (nf/cgw) 171388/4 \u00a9 ucles 2019  [turn overphysics  0625/53 paper 5  practical test  may/june 2019  1 hour 15 minutes candidates answer on the question paper. additional materials:  as listed in the confidential instructions. read these instructions first write your centre number, candidate number and name in the spaces at the top of the page. write in dark blue or black pen. you may use an hb pencil for any diagrams or graphs. do not use staples, paper clips, glue or correction fluid. do not  write in any barcodes. answer all questions. you are advised to spend about 20 minutes on each of questions 1 to 3, and 15 minutes on question 4. electronic calculators may be used. you may lose marks if you do not show your working or if you do not use appropriate units. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question. for examiner\u2019s use 1 2 3 4 total",
+            "2": "2 0625/53/m/j/19 \u00a9 ucles 2019 1 in this experiment, you will determine the mass of a block u by a balancing method.  carry out the following instructions, referring to fig. 1.1. metre ruleblock ublock m pivotb a 50.0  cm mark 0.0 cm markbench fig. 1.1  (a) place the metre rule with the pivot below the 50.0  cm mark. the pivot must stay in this  position for the duration of the experiment.   place block u on the metre rule with its centre at the 5.0  cm mark.   place block m on the metre rule on the other side of the pivot as shown in fig. 1.1. adjust the  position of block m until the metre rule is as near to being balanced as possible.   the distance a between the centre of block u and the 50.0  cm mark has been recorded in  table 1.1.   in table 1.1, record the position of block m.   calculate the distance b between the centre of block u and the centre of block m, using the  equation: b = (position of block m  \u2013 position of block u).   repeat the procedure for positions of block u at the 10.0  cm, 15.0  cm, 20.0  cm and 25.0  cm  marks. table 1.1 position of  block u  / cma / cmposition of  block m  / cmb / cm 5.0 45.0 10.0 40.0 15.0 35.0 20.0 30.0 25.0 25.0 [2]",
+            "3": "3 0625/53/m/j/19 \u00a9 ucles 2019 [turn over  (b) plot a graph of  b / cm (y-axis) against a / cm (x-axis). you do not need to start the axis at the  origin (0,0). [4]  (c) (i) determine the gradient g of the graph. show clearly on the graph how you obtained the  necessary information.  g =    [1]   (ii) calculate the mass mu of block u using the equation mu = (g \u2013 1) \u00d7 k, where k = 200 g.    record the value of mu to a suitable number of significant figures for this experiment.  mu =    [2]",
+            "4": "4 0625/53/m/j/19 \u00a9 ucles 2019  (d) describe why it is difficult to place the block u at the correct mark on the metre rule each  time. explain how you overcame this difficulty. you may draw a diagram.  ...  ...  .  [1]  (e) it is difficult to balance the metre rule in this type of experiment.   describe how to adjust the position of block m on the metre rule until the metre rule is as  close to balance as possible.   you may draw a diagram if it helps your explanation.  ...  ...  .  [1] [total: 11]",
+            "5": "5 0625/53/m/j/19 \u00a9 ucles 2019 [turn over 2 in this experiment, you will investigate the transfer of thermal energy between hot water in a  beaker and cold water in a glass tube.  carry out the following instructions, referring to fig. 2.1. beakerthermometers glass tube clamp stand bench fig. 2.1   the glass tube must remain in the clamp throughout the experiment.  (a) use one of the thermometers to measure the room temperature \u03b8r.  \u03b8r =    [1]  (b) pour 50  cm3 of cold water into the glass tube.   pour 300  cm3 of hot water into the beaker.   in the first row of table 2.1, for t = 0, record the temperature \u03b8c of the water in the glass tube  and the temperature \u03b8h of the water in the beaker.   place the glass tube in the beaker and immediately start the stopclock.   record, in table 2.1, the temperatures \u03b8c of the water in the glass tube and the temperatures  \u03b8h of the water in the beaker at times  t = 30 s, 60  s, 90  s, 120  s, 150  s and 180  s. [3]",
+            "6": "6 0625/53/m/j/19 \u00a9 ucles 2019 table 2.1 glass tube beaker t / \u03b8c / \u03b8h / 0  (c) complete the headings and the time column in the table.  [2]  (d) (i) state what you expect the temperature of the water in the glass tube will be when \u03b8c  stops rising.    justify your answer by reference to your readings. statement  .. justification    ...  ... [2]   (ii) state what you expect the temperature \u03b8h of the water in the beaker will be after a few  hours.  \u03b8h =    [1]  (e) suggest two changes that could be made to the apparatus or the procedure to ensure that  the temperature \u03b8c of the cold water in the glass tube rises more quickly. 1.  ...  ...  ... 2.  ...  ...  ... [2] [total: 11]",
+            "7": "7 0625/53/m/j/19 \u00a9 ucles 2019 [turn over 3 in this experiment, you will investigate a circuit containing different resistors.  the circuit has been set up for you.  carry out the following instructions, referring to fig. 3.1. apower supply x y z v fig. 3.1  (a) switch on.   measure, and record in table 3.1, the current i in the circuit.   use the voltmeter to measure and record the potential difference v across resistor x. table 3.1 resistor combinationi / v / r / x x and y x, y and z [1]  (b) disconnect the voltmeter.   connect the voltmeter to measure the potential difference v across the combination of  resistors x and y.   measure, and record in table 3.1, the current i in the circuit and the potential difference v  across the combination of resistors x and y. [1]",
+            "8": "8 0625/53/m/j/19 \u00a9 ucles 2019  (c) (i) disconnect the voltmeter.    connect the voltmeter to measure the potential difference v across the combination of  resistors x, y and z.    measure, and record in table 3.1, the current i in the circuit and the potential difference  v across the combination of resistors x, y and z.    switch off.    complete the headings in table 3.1.  [1]   (ii) a student suggests that the current should remain constant when the voltmeter is used  to measure potential differences across the different combinations of resistors.    state whether your readings support this suggestion.    justify your answer by reference to your readings. statement  .. justification    ...  ... [1]  (d) (i) calculate, and record in table 3.1, the resistance r of each combination of resistors.    use your readings from table 3.1 and the equation r = v i . [2]   (ii) for resistors in series, the total resistance of the combination is the sum of the individual  resistances.    use your results from table 3.1 to calculate the resistances ry and rz of resistors y   and z.  ry =  ..  rz =  .. [1]",
+            "9": "9 0625/53/m/j/19 \u00a9 ucles 2019 [turn over  (e) the circuit components are to be rearranged so that \u2022 resistors x, y and z are in parallel \u2022 the ammeter will measure the current in the circuit \u2022 the voltmeter will measure the potential difference across the resistors.   in the space below, draw a diagram of this circuit. [2]  (f) set up the circuit as described in (e).   switch on. measure and record the current ip in the circuit and the potential difference vp  across the resistors.  ip =  ..  vp =  ..   switch off.   calculate the resistance rp of the resistors in parallel. use your readings and the    equation  rp = vp ip .  rp =  .. [2] [total: 11]",
+            "10": "10 0625/53/m/j/19 \u00a9 ucles 2019 4 a student wants to investigate the factors that affect the height to which a ball bounces when it is  dropped.  plan an experiment that will enable him to investigate in detail how the height from which a ball is  dropped affects how high it bounces.  you are not required to carry out the experiment.  the apparatus available includes:   balls of different materials and sizes   sheets of different floor coverings.  write a plan for the experiment.  in your plan, you should: \u2022 list any additional apparatus needed \u2022 explain briefly how you would carry out the experiment \u2022 describe a precaution which could be taken to ensure that measurements of the height of  bounce are reliable \u2022 state the key variables that you would control \u2022 draw a table, with column headings, to show how you would display your readings   (you are not required to enter any readings in the table) \u2022 explain how you could analyse your readings to reach a conclusion.  you may draw a diagram if it helps to explain your plan.  ..  ..  ..  ..",
+            "11": "11 0625/53/m/j/19 \u00a9 ucles 2019  ..  ..  ..  ..  ..  ..  ..  ..  ..  ..  ..  ..  ..  ..  ..  ..  ..  ..  ..  ..  ..    [7] [total: 7]",
+            "12": "12 0625/53/m/j/19 \u00a9 ucles 2019 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 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.blank page"
+        },
+        "0625_s19_qp_61.pdf": {
+            "1": "this document consists of 12 printed pages. dc (sc/sw) 171390/3 \u00a9 ucles 2019  [turn over *3954095811* physics  0625/61 paper 6  alternative to practical  may/june 2019  1 hour candidates answer on the question paper. no additional materials are required. read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen. you may use an hb pencil for any diagrams or graphs. do not use staples, paper clips, glue or correction fluid. do not  write in any barcodes. answer all questions. electronic calculators may be used. you may lose marks if you do not show your working or if you do not use appropriate units. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question.cambridge assessment international education cambridge international general certificate of secondary education this syllabus is regulated for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificate.",
+            "2": "2 0625/61/m/j/19 \u00a9 ucles 2019 1 a student is determining the weight of a metre rule using a balancing method.  fig. 1.1 shows the apparatus. 90.0  cm mark50.0  cm mark metre rule 0 100 bench pivotp a b fig. 1.1  the student places the metre rule on the pivot. he places the load p on the metre rule at the  90.0 cm mark. keeping load p at the 90.0  cm mark, he adjusts the position of the metre rule on the  pivot so that the metre rule is as near as possible to being balanced.  he records the distance a from the 90.0  cm mark to the pivot.  he records the distance b from the pivot to the 50.0  cm mark.  he repeats the steps, placing the load p at the 85.0  cm, the 80.0  cm, the 75.0  cm and the 70.0  cm  marks.  the readings are shown in table 1.1. table 1.1 a / cm b / cm 21.0 19.1 18.0 17.2 16.0 14.1 13.0 11.8 10.5 9.5",
+            "3": "3 0625/61/m/j/19 \u00a9 ucles 2019 [turn over  (a) plot a graph of a / cm (y-axis) against b / cm (x-axis). you do not need to begin your axes at  the origin (0,0).  [4]  (b) determine the gradient g of the graph. show clearly on the graph how you obtained the  necessary information.  g =    [2]  (c) calculate the weight w1 of the metre rule using the equation w1 = g \u00d7 p, where p = 1.0  n.  w1 =    [2]  (d) suggest one practical reason why it is difficult to obtain accurate readings for a and b in this  type of experiment.  ...  .  [1]",
+            "4": "4 0625/61/m/j/19 \u00a9 ucles 2019  (e) the student measures the mass of the rule on a balance. write down the mass m shown on  the balance in fig. 1.2 to the nearest gram. grammetre rule fig. 1.2  m =  .  g [1]  (f) (i) calculate the weight w2 of the metre rule using the equation w2 = mg, where  g = 10.0 n / kg.  w2 =    n [1]   (ii) state and explain whether this value of w2 can be considered equal to the value of w1  obtained in part (c) within the limits of experimental accuracy.  ...  .  [1]  [total: 12]",
+            "5": "5 0625/61/m/j/19 \u00a9 ucles 2019 [turn over 2 a student is determining the resistance of a resistance wire.  the circuit is shown in fig. 2.1. power supply sliding contact cresistance wirel b va fig. 2.1  (a) record the current i in the circuit, as shown on the ammeter in fig. 2.2. 00.20.4 0.6 a0.8 1.0 fig. 2.2  i =    [1]",
+            "6": "6 0625/61/m/j/19 \u00a9 ucles 2019  (b) the student places the sliding contact c at a distance l = 20.0  cm from b.   she records the potential difference v across the length l of the resistance wire.   she repeats the procedure using l values of 40.0  cm, 60.0  cm, 80.0  cm and 100.0  cm. all the  readings are shown in table 2.1.   calculate, and record in table 2.1, v l for each value of l.   complete the v l column heading. table 2.1 l / cm v / v v l / 20.0 0.50 40.0 0.92 60.0 1.62 80.0 2.08 100.0 2.40  [3]  (c) look carefully at the values of v l in table 2.1.   (i) tick the box to show your conclusion from the results.     v l is approximately constant.     v l is decreasing as v increases.     v l is increasing as v increases.     there is no simple pattern for v l in the results.  [1]   (ii) justify your conclusion by reference to your results.  ...  .  [1]",
+            "7": "7 0625/61/m/j/19 \u00a9 ucles 2019 [turn over  (d) calculate the resistance of 100  cm of the resistance wire using the equation r = v i, where     v is the potential difference across 100  cm of the resistance wire. use the value of current i  from part (a). give your answer to a suitable number of significant figures for this experiment  and include the unit.  r =    [3]  (e) in this type of experiment, it is sensible to keep the temperature of the resistance wire as  close to room temperature as possible. suggest one way to minimise the rise in temperature  of the resistance wire.  ...  .  [1]  (f) draw the circuit symbol for a variable resistor.  [1]  [total: 11]",
+            "8": "8 0625/61/m/j/19 \u00a9 ucles 2019 3 a student is investigating the rate of cooling of water under different conditions. a greater rate of  cooling occurs if there is a greater change in the temperature during the same period of time.  fig. 3.1 shows some of the apparatus. thermometer clamp stand bench beakerhot waterlid fig. 3.1  (a) the thermometer in fig.  3.2 shows the room temperature \u03b8r at the beginning of the  experiment. record \u03b8r. \u201310 0 10 20 30 40 50 60 70 80 90 100 110\u00b0c fig. 3.2  \u03b8r =    [1]  (b) the student pours 200  cm3 of hot water into the beaker.   she records the temperature \u03b8 of the hot water at time t = 0. she immediately starts a  stopclock.   she continues recording the time and the temperature readings every 30  s. the readings are  shown in table 3.1.",
+            "9": "9 0625/61/m/j/19 \u00a9 ucles 2019 [turn over  table 3.1  table 3.2  beaker  can t / \u03b8 / 0 93 30 91 60 90 90 89 120 88 150 87t / \u03b8 / 0 94 30 93 60 92 90 91 120 90 150 89   the student repeats the procedure using a metal can, painted matt black, in place of the  beaker.   the readings are shown in table 3.2.   (i) complete the column headings in table 3.1 and in table 3.2.  [1]   (ii) look carefully at the readings in table 3.1 and in table 3.2.    tick the box to show your conclusion from the readings.     the water in the beaker has a greater rate of cooling than the water in the can.     the water in the beaker has a smaller rate of cooling than the water in the can.     there is no significant difference between the rates of cooling of the water in  the beaker and the can.  [1]   (iii) justify your conclusion by reference to the readings.  ...  ...  ...  .  [2]",
+            "10": "10 0625/61/m/j/19 \u00a9 ucles 2019  (c) a student in another school carries out the experiment and reports that the rate of cooling of  the water in the can is different from the rate of cooling of the water in the beaker. he plans a  change to the experiment to find out whether this difference in the rates of cooling is caused  by \u2022 the matt black surface of the can being a better radiator of thermal energy than the shiny  surface of the beaker \u2022 the metal of the can being a better conductor of thermal energy than the material of the  beaker.    (i) suggest two suitable changes to the apparatus that the student could make. 1.  ...  ... 2.  ...  ...  [2]   (ii) suggest two variables that should be controlled in order to make the experiment a fair  test. 1.  ...  ... 2.  ...  ...  [2]  (d) state one precaution that you would take in order to record accurate temperature readings.  ...  .  [1]  [total: 10]",
+            "11": "11 0625/61/m/j/19 \u00a9 ucles 2019 [turn over 4 a student is investigating the work required to pull a box containing some masses up a sloping  wooden board. fig. 4.1 shows the board and the box.  plan an experiment to investigate how the work required to pull the box up the slope depends on  the mass of the box and its contents.  work done is calculated using the equation:   work done = force \u00d7 distance moved in the direction of the force.  the following apparatus is available to the students:   a wooden board   a box with a length of string attached   a selection of masses that fit in the box   a metre rule   an electronic balance.  in your plan, you should: \u2022 list any other apparatus that you would use \u2022 explain briefly how you would carry out the investigation, including the measurements you  would take \u2022 state the key variables that you would control \u2022 draw a suitable table, with column headings, to show how you would display your readings  (you are not required to enter any readings in the table) \u2022 explain how you would use the results to reach a conclusion.  you may add to the diagram if it helps your explanation. string wooden boardbox masses fig. 4.1",
+            "12": "12 0625/61/m/j/19 \u00a9 ucles 2019 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 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. ..  ..  ..  ..  ..  ..  ..  ..  ..  ..  ..  ..  ..  ..  ..  ..  ..  ..  ..  ..  ..  ..    [7]  [total: 7]"
+        },
+        "0625_s19_qp_62.pdf": {
+            "1": "this document consists of 12 printed pages. dc (sc/cb) 171391/5 \u00a9 ucles 2019  [turn over *3230481029* physics  0625/62 paper 6  alternative to practical  may/june 2019  1 hour candidates answer on the question paper. no additional materials are required. read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen. you may use an hb pencil for any diagrams or graphs. do not use staples, paper clips, glue or correction fluid. do not  write in any barcodes. answer all questions. electronic calculators may be used. you may lose marks if you do not show your working or if you do not use appropriate units. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question.cambridge assessment international education cambridge international general certificate of secondary education this syllabus is regulated for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificate.",
+            "2": "2 0625/62/m/j/19 \u00a9 ucles 2019 1 a student is investigating moments using a balancing method.  fig. 1.1 shows the apparatus. benchmetre rule p qa b w100 0 pivot fig. 1.1  (a) the student places the metre rule, without the loads, on the pivot and adjusts its position  so that the metre rule is as near as possible to being balanced. she keeps the rule at this  position on the pivot throughout the experiment.   explain briefly why this position on the pivot may not be exactly at the 50.0  cm mark of the  rule.  ...  .  [1]  (b) she places a load p on the metre rule so that the edge  that is furthest from the pivot is exactly  at the 10.0  cm mark on the rule.   she measures the distance a between this edge  of the load p and the pivot, as shown in  fig. 1.1.   she places a load q on the metre rule and adjusts the position of load q so that the metre  rule is as near as possible to being balanced.   she measures the distance b between the centre  of load q and the pivot, as shown in  fig. 1.1.   she repeats the procedure, with the edge  of the load p that is furthest from the pivot at the  15.0 cm, 20.0  cm, 25.0  cm and 30.0  cm marks. all the readings are shown in table 1.1. table 1.1 a / cm b / cm 38.0 44.5 33.0 38.5 28.0 33.6 23.0 27.2 18.0 22.0",
+            "3": "3 0625/62/m/j/19 \u00a9 ucles 2019 [turn over   plot a graph of a / cm (y-axis) against b / cm (x-axis). start both axes at the origin (0,0).   [4]  (c) determine the gradient g of the graph. show clearly on the graph how you obtained the  necessary information.  g =    [2]  (d) determine the intercept c on the x-axis of the graph. this is the value of b when a = 0.  c =    [1]  (e) on fig. 1.2, measure the width w of the load p. wp fig. 1.2  w =    [1]",
+            "4": "4 0625/62/m/j/19 \u00a9 ucles 2019  (f) another student suggests that the value of the intercept c should be equal to half the width  w of the load p. state whether the results support the suggestion. justify your answer by  reference to the results. statement  .. justification    ...  [2]  (g) suggest one practical reason why it is difficult to obtain accurate values for a and for b.  ...  .  [1]  [total: 12]",
+            "5": "5 0625/62/m/j/19 \u00a9 ucles 2019 [turn over 2 a student is investigating the rate of cooling of water under different conditions. a greater rate of  cooling occurs if there is a greater change in the temperature during the same period of time.  fig. 2.1 and fig. 2.2 show the apparatus used.  beaker a has a lid. beaker b is on a mat made of the same material as the lid. the mat and the lid  have the same thickness. thermometer beaker alid fig. 2.1 thermometer beaker b mat fig. 2.2  (a) the thermometer in fig. 2.3 shows the room temperature \u03b8r at the beginning of the  experiment. record \u03b8r. \u201310 0 10 20 30 40 50 60 70 80 90 100 110\u00b0c fig. 2.3  \u03b8r =    [1]",
+            "6": "6 0625/62/m/j/19 \u00a9 ucles 2019  (b) the student pours 200  cm3 of hot water into beaker a. he places the lid on the beaker and  places the thermometer in the beaker, as shown in fig. 2.1.   he records the temperature \u03b8 of the hot water at time t = 0. he immediately starts the  stopclock.   he records the time and temperature readings every 30  s until he has six sets of readings.   he repeats the procedure using beaker b. this beaker is on a mat but has no lid.   all the readings are shown in table 2.1 and table 2.2.  table 2.1  table 2.2   beaker a, with lid t / \u03b8 / 0 81 30 80 60 79 90 78 120 77 150 76beaker b, on a mat t / \u03b8 / 0 83 30 82 60 80 90 79 120 78 150 77   (i) complete the column headings in table 2.1 and in table 2.2.  [1]   (ii) look carefully at the readings in table 2.1 and in table 2.2.    tick the box to show your conclusion from the readings.      the lid reduces the rate of cooling of the water significantly more than the mat  reduces the rate of cooling of the water.      the mat reduces the rate of cooling of the water significantly more than the lid  reduces the rate of cooling of the water.      there is no significant difference between the lid and the mat in reducing the  rate of cooling of the water.  [1]   (iii) justify your conclusion by reference to the readings.  ...  .  [2]",
+            "7": "7 0625/62/m/j/19 \u00a9 ucles 2019 [turn over  (c) a student plans to repeat the experiment using the same apparatus and the same volume  of water. suggest one change to the procedure that will decrease the rate of cooling of the  water.  ...  .  [1]  (d) state one precaution that you must take in order to record accurate temperature readings.  ...  .  [1]  (e) suggest two variables that must be controlled in order to make the experiment a fair test. 1.  ...  ... 2.  ...  ...  [2]  (f) it is important to view a measuring cylinder correctly to obtain an accurate value of the volume  of a liquid. tick the box that gives the best description of how to read a measuring cylinder.    the line of sight should be along the scale.    the line of sight should be vertical.    the line of sight should be at right-angles to the scale.    the line of sight should be parallel to the scale.  [1]  [total: 10]",
+            "8": "8 0625/62/m/j/19 \u00a9 ucles 2019 3 a student is investigating electrical resistance.  she uses the circuit shown in fig. 3.1. apower supply p l v fig. 3.1  (a) write down the readings shown on the meters in figs. 3.2 and 3.3.  v1 =  ..  i1 =  ..  [2] 01357 924 6 v8 10 fig. 3.2 00.20.4 0.6 a0.8 1.0 fig. 3.3",
+            "9": "9 0625/62/m/j/19 \u00a9 ucles 2019 [turn over  (b) calculate the resistance r1 of the resistor p using the equation r1 = v1 i1.  r1 =    [1]  (c) the student connects the voltmeter across the lamp l.    she records the potential difference v2 across the lamp l.  2.4 v v2 =  ..   calculate the resistance r2 of the lamp l using the equation r2 = v2 i1.  r2 =    [1]  (d) the student replaces the resistor p with the resistor q.   she records the potential difference v3 across the resistor q and the current i2 in the circuit.   3.5 v v3 =  ..  0.31 a i2 =  ..   (i) calculate the resistance r3 of the resistor q using the equation r3 = v3 i2.  r3 =    [1]   (ii) state whether the results r1 and r3 suggest that resistor p and resistor q have the same  value of resistance, within the limits of experimental accuracy. justify your statement by  reference to your results. statement  .. justification    ...  ...  [2]",
+            "10": "10 0625/62/m/j/19 \u00a9 ucles 2019  (e) the student connects the voltmeter across the lamp l.   she records the potential difference v4 across the lamp l.  2.5 v v4 =  ..   she calculates the resistance r4 of the lamp l.  8.1 \u03c9 r4 =  ..   she suggests that the change in resistance of the lamp from part (c) is due to a change in  temperature of the lamp filament. suggest an observation that she could make to confirm that  the temperature of the lamp filament changes.  .  [1]  (f) complete the circuit diagram in fig. 3.4 to show that: \u2022 the two resistors and the lamp are all connected in parallel \u2022 the voltmeter is connected to measure the potential difference across the resistors and  the lamp. a fig. 3.4  [2]  (g) state the name of the circuit component that you would add to the circuit you have drawn to  control the current in the circuit.   .  [1]  [total: 11]",
+            "11": "11 0625/62/m/j/19 \u00a9 ucles 2019 [turn over 4 a student is investigating the relationship between the thickness of a converging (convex) lens  and its focal length. fig. 4.1 shows the cross-section of a converging lens.  the focal length f of a lens can be calculated if u (the distance between the object and the lens)  and v (the distance between the lens and the image on a screen) are known.   the equation is:  f = uv (u + v) t fig. 4.1  plan an experiment to investigate the relationship between the thickness t and the focal length f of  converging lenses. you may add to fig. 4.1 as part of your answer.  the following apparatus is available to the student:   illuminated object   selection of lenses of different thicknesses and a lens holder   screen   metre rule   30 cm ruler   two rectangular wooden blocks with the longest sides longer than the diameter of the lenses.  in your plan, you should: \u2022 draw a diagram to show the arrangement of the apparatus, labelling u and v \u2022 explain briefly how you would carry out the investigation, including the measurements you  would take \u2022 explain briefly how you would determine the thickness t of each lens (you may draw a diagram  if it helps your explanation) \u2022 draw a suitable table, with column headings, to show how you would display your readings  (you do not need to use the equation to calculate focal length).",
+            "12": "12 0625/62/m/j/19 \u00a9 ucles 2019 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 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. ..  ..  ..  ..  ..  ..  ..  ..  ..  ..  ..  ..  ..  ..  ..  ..  ..  ..  ..  ..  ..  ..    [7]   [total: 7]"
+        },
+        "0625_s19_qp_63.pdf": {
+            "1": "this document consists of 12 printed pages. dc (lk/cb) 171392/4 \u00a9 ucles 2019  [turn over *0164169978* physics  0625/63 paper 6  alternative to practical  may/june 2019  1 hour candidates answer on the question paper. no additional materials are required. read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen. you may use an hb pencil for any diagrams or graphs. do not use staples, paper clips, glue or correction fluid. do not  write in any barcodes. answer all questions. electronic calculators may be used. you may lose marks if you do not show your working or if you do not use appropriate units. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question.cambridge assessment international education cambridge international general certificate of secondary education this syllabus is regulated for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificate.",
+            "2": "2 0625/63/m/j/19 \u00a9 ucles 2019 1 some students are determining the mass of a block u by a balancing method.  they are using the apparatus shown in fig. 1.1. block ublock m metre rule pivotb a 50.0  cm mark fig. 1.1  (a) one student places the metre rule on the pivot at the 50.0  cm mark and then places block u  with its centre at the 5.0  cm mark.   suggest why it might be difficult to place block u accurately at the 5.0  cm mark. explain how  the student could overcome this difficulty. you may draw a diagram.  ...  ...  .  [1]  (b) (i) the student places block m on the metre rule as shown in fig. 1.1 and adjusts the  position of block m until the metre rule is as near to being balanced as possible.    briefly describe a method to find the position at which the metre rule is as near to being  balanced as possible.   ...  ...  ...  .  [1]",
+            "3": "3 0625/63/m/j/19 \u00a9 ucles 2019 [turn over   (ii) the student determines the distance a between the centre of block u and the pivot. he  also determines the distance b between the centre of block u and the centre of block m.    he repeats the procedure for positions of block u at the 10.0  cm, 15.0  cm, 20.0  cm and  25.0 cm marks.    his results are shown in table 1.1. table 1.1 position of  block u  / cma / cm b / cm 5.0 45.0 65.5 10.0 40.0 59.0 15.0 35.0 51.8 20.0 30.0 45.0 25.0 25.0 38.6    plot a graph of b / cm (y-axis) against a / cm (x-axis). you do not need to start the axes at  the origin (0,0).  [4]",
+            "4": "4 0625/63/m/j/19 \u00a9 ucles 2019  (c) (i) determine the gradient g of the graph. show clearly on the graph how you obtained the  necessary information.  g =    [1]   (ii) calculate the mass mu of block u using the equation mu = (g \u2013 1) \u00d7 k, where k = 200  g.    record the value of mu to a suitable number of significant figures for this experiment.  mu =    [2]  (d) a student suggests that a and b are proportional.   state whether the results support this suggestion.   justify your statement by reference to some results from table 1.1. statement  ..   justification    ...  ...  [2]  [total: 11]",
+            "5": "5 0625/63/m/j/19 \u00a9 ucles 2019 [turn over 2 a student is investigating the transfer of thermal energy between hot water in a beaker and cold  water in a glass boiling tube.  he is using the apparatus shown in fig. 2.1. 10102030405070beakerclamp standthermometers glass boiling tube bench fig. 2.1   (a) record the room temperature \u03b8r, shown on the thermometer in the boiling tube.  \u03b8r =    [1]  (b) the student pours cold water into the boiling tube and hot water into the beaker.   he places the boiling tube into the beaker of hot water.   he then records the temperatures \u03b8c of the water in the boiling tube and the temperatures \u03b8h  of the water in the beaker every 30  s.   his readings are shown in table 2.1.    (i) complete the headings and the time column in table 2.1.  [2]",
+            "6": "6 0625/63/m/j/19 \u00a9 ucles 2019   (ii) it is difficult to read both thermometers every 30  s.    describe briefly a technique that would ensure the temperature readings are as accurate  as possible in the experiment.  ...  ...  .  [1] table 2.1 boiling tube beaker difference in  temperature t / \u03b8c / \u03b8h / (\u03b8h - \u03b8c) / 0 19.5 88.5 69.0 31.0 83.0 52.0 39.5 80.0 40.5 47.5 77.5 30.0 54.0 75.5 21.5 59.0 74.0 15.0 63.0 73.0 10.0  (c) write a conclusion stating how the difference in temperature between the cold water and the  hot water affects the rate of heating of the water in the boiling tube.   justify your answer by reference to the readings.  ...  ...  ...  .  [2]",
+            "7": "7 0625/63/m/j/19 \u00a9 ucles 2019 [turn over  (d) (i) state what you expect the temperature in the boiling tube will be when \u03b8c stops rising.    justify your answer by reference to the readings. statement  .. justification    ...  ...  [2]   (ii) state what you predict the temperature \u03b8h of the water in the beaker will be after a few  hours.  \u03b8h =    [1]  (e) suggest two changes that could be made to the apparatus or the procedure to ensure that  the temperature \u03b8c of the cold water in the boiling tube rises more quickly. 1.  ...  ...  ... 2.  ...  ...  ...  [2]  [total: 11]",
+            "8": "8 0625/63/m/j/19 \u00a9 ucles 2019 3 some students are investigating a circuit containing different resistors.  they are using the circuit shown in fig. 3.1. apower supply x y z fig. 3.1  (a) on fig. 3.1, draw the symbol for a voltmeter connected to measure the potential difference v  across resistor  x. [1]  (b) a student connects the voltmeter as described in (a) and measures the current i in the circuit  and the potential difference v across resistor x. 00.20.4 0.6 a0.8 1.0  012 3 v4 5     fig. 3.2  fig. 3.3   read, and record in table 3.1, the values of i and v shown on the meters in fig. 3.2 and in  fig. 3.3.",
+            "9": "9 0625/63/m/j/19 \u00a9 ucles 2019 [turn over table 3.1 resistor combinationi / v / r /  x x and y 0.23 3.3 x, y and z 0.21 5.0   the student connects the voltmeter to measure the potential difference v across the  combination of resistors x and y together and then x, y and z together.    her readings are shown in table 3.1.   complete the headings in table 3.1.  [3]  (c) a student suggests that the current should remain constant when the voltmeter is used to  measure potential differences across the different combinations of resistors.   state whether the readings in table 3.1 support this suggestion.   justify your answer by reference to the readings. statement  .. justification    ...  ...  [1]  (d) (i) calculate, and record in table 3.1, the resistance r of each combination of resistors.    use the readings from table 3.1 and the equation r = v i.  [2]   (ii) for resistors in series, the total resistance of the combination is the sum of the individual  resistances.     use your results from table 3.1 to calculate the resistances ry and rz of resistors y  and z.      ry =  ..  rz =  ..  [1]",
+            "10": "10 0625/63/m/j/19 \u00a9 ucles 2019  (e) (i) the circuit components are to be rearranged so that \u2022 resistors x, y and z are in parallel \u2022 the ammeter will measure the current in the circuit \u2022 the voltmeter will measure the potential difference across the resistors.    in the space below, draw a diagram of this circuit.  [2]   (ii) one student sets up the circuit as described in (e)(i) .    she measures the current ip in the circuit and the potential difference vp across the  resistors.    she uses these values to calculate the resistance rp of the resistors in parallel.       2.31 rp =  ..  \u03c9    use the student\u2019s result and your result from table 3.1 to compare rp with the resistance  rs of the three resistors connected in series.    tick the box next to the description that most closely matches the results.       rp = rs       rp = 10 rs       10rp = rs       none of these descriptions apply  [1]  [total: 11]",
+            "11": "11 0625/63/m/j/19 \u00a9 ucles 2019 [turn over 4 a student wants to investigate the factors that affect the height to which a ball bounces when it is  dropped.  plan an experiment that will enable him to investigate in detail how the height from which a ball is  dropped affects how high it bounces.  the apparatus available includes:   balls of different materials and sizes    sheets of different floor coverings.  write a plan for the experiment.  in your plan, you should: \u2022 list any additional apparatus needed \u2022 explain briefly how you would carry out the experiment \u2022 describe a precaution which could be taken to ensure that measurements of the height of  bounce are reliable \u2022 state the key variables that you would control \u2022 draw a table, with column headings, to show how you would display your readings  (you are not required to enter any readings in the table) \u2022 explain how you could analyse your readings to reach a conclusion.  you may draw a diagram if it helps to explain your plan.      ..  ..  ..  ..  ..",
+            "12": "12 0625/63/m/j/19 \u00a9 ucles 2019 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 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. ..  ..  ..  ..  ..  ..  ..  ..  ..  ..  ..  ..  ..  ..  ..  ..  ..  ..  ..  ..    [7]  [total: 7]"
+        },
+        "0625_w19_qp_11.pdf": {
+            "1": "  this syllabus is regulated for use in england, wales and northern ireland as a cambridge international level 1/level 2 certific ate.  this document consists of 16 printed pages.  ib19 11_0625_11/4rp  \u00a9 ucles 2019 [turn over     *6108751254* cambridge assessment international education  cambridge international general certificate of secondary education       physics 0625/11     paper 1  multiple choice (core)  october/november 2019     45 minutes    additional materials: multiple choice answer sheet   soft clean eraser   soft pencil (type b or hb recommended)       read these instructions first    write in soft pencil.  do not use staples, paper clips, glue or correction fluid. write your name, centre number and candidate number on the answer sheet in the spaces provided  unless this has been done for you.  do not  write in any barcodes.   there are forty  questions on this paper. answer all questions. for each question there are four possible  answers a, b, c and d.   choose the one you consider correct and record your choice in soft pencil  on the separate answer sheet.    read the instructions on the answer sheet very carefully.    each correct answer will score one mark. a ma rk will not be deducted for a wrong answer.  any rough working should be done in this booklet. electronic calculators may be used. take the weight of 1.0  kg to be 10  n (acceleration of free fall = 10  m / s2).    ",
+            "2": "2  \u00a9 ucles 2019 0625/11/o/n/19  1 a student measures the volume of a small irregularly-shaped stone.    which apparatus must be used?  a a measuring cylinder containing water and a ruler only  b a measuring cylinder containing water only  c an empty measuring cylinder and a ruler only   d a ruler only      2 the graph shows how the speed of an object changes with time.    12 8 40 02468 1 0speed m  / s time  / s    how far does the object travel in 10 seconds?  a 8 m b 10  m c 40  m d 80  m      3 a car travels at an average speed of 60  km  / h for 15 minutes.    how far does the car travel in 15 minutes?  a 4.0  km b 15  km c 240  km d 900  km     4 which quantity is a force due to a gravitational field?  a density  b mass  c weight  d volume     5 the density of air is 1.2  kg  / m3.    a room has dimensions 5.0  m \u00d7 4.0  m \u00d7 3.0  m.    what is the mass of the air in the room?  a 0.02  kg b 0.10  kg c 50  kg d 72  kg     ",
+            "3": "3  \u00a9 ucles 2019 0625/11/o/n/19 [turn over  6 a student measures the length of a spring. she then attaches different weights to the spring. she  measures the length of the spring for each weight.    the table shows her results.    weight  / n length  / mm  0 520  1.0 524  2.0 528  3.0 533  4.0 537  5.0 540    what is the extension of the spring with a weight of 3.0  n attached to it?  a 4 mm b 5 mm c 12  mm d 13  mm     7 which statement gives a complete description of any object that is in equilibrium?  a there are no forces acting.  b there is no resultant force.  c there is no resultant force and no resultant turning effect.  d there is no resultant turning effect.    8 the diagram shows a lamp.    lampshade pole basecentre of mass ground     changing which feature increases the stability of the lamp?  a a larger lampshade  b a longer pole  c a heavier base  d a higher centre of mass   ",
+            "4": "4  \u00a9 ucles 2019 0625/11/o/n/19  9 brakes are used to slow down a moving car.    into which form of energy is most of the ki netic energy converted as the car slows down?  a chemical  b elastic  c thermal  d sound      10 which does not transfer useful energy?  a emitting a sound wave  b measuring a temperature  c passing an electric current  d pushing a box along the floor     11 the power output from solar panels is recorded every day for a month.    the graph shows the output recorded.    123456789 1 0 1 1 1 2 1 3 1 4 1 5 1 6 1 7 1 8 1 9 2 0 2 1 2 2 2 3 2 4 2 5 2 6 2 7 2 8 2 9 3 0 3 1power output day of the month    which conclusion can be drawn from this graph?  a the power output from the solar panels changes from day to day.  b the power output from the solar panels is cheap to produce.  c solar panels create no pollution.  d solar energy is renewable.     ",
+            "5": "5  \u00a9 ucles 2019 0625/11/o/n/19 [turn over  12 a drawing pin (thumb tack) has a sharp point at one end and a flat surface at the other end.    flat surface sharp point     the pin is pushed into a wooden board.    how do the pressure and the force at the sharp point compare with the pressure and the force on  the flat surface?     force at the sharp point pressure at the sharp point  a greater than on the flat surface greater than on the flat surface  b greater than on the flat surface less than on the flat surface  c the same as on the flat surface greater than on the flat surface  d the same as on the flat surface less than on the flat surface     13 the table shows four forces. each force acts on a different surface.    which row shows the least  pressure?     size of the  force  / n area of the surface  / m2  a 0.30 0.040  b 10 2.0  c 60 15  d 1200 40      14 a test-tube contains 1.0  cm3 of liquid water at 100  \u00b0c. the liquid water boils to form 1600  cm3 of  steam.    what is the reason for the large increase in volume?  a steam molecules are bigger than water molecules.  b the average distance between the molecules is much greater in the steam.  c the molecules do not move until the water turns into a gas.  d there are more steam molecules than there were water molecules.     ",
+            "6": "6  \u00a9 ucles 2019 0625/11/o/n/19  15 which statement about the evaporation of a liquid is correct?  a the least energetic molecules escape from the surface and the temperature of the liquid  decreases.  b the least energetic molecules escape from the surface and the temperature of the liquid  increases.  c the most energetic molecules escape from the surface and the temperature of the liquid  decreases.  d the most energetic molecules escape from the surface and the temperature of the liquid  increases.     16 which effect is caused by thermal expansion?  a a metal surface heating up in direct sunlight  b ice-cream melting on a hot day  c a railway track buckling on a hot day  d ice forming on a pond on a cold day    17 a liquid-in-glass thermometer uses a change in a property of a liquid to measure temperature.    which property is used?  a mass  b thermal capacity  c volume  d weight      18 the diagram shows four labelled changes of state between solid, liquid and gas.    solid liquid gasp sq r    which changes need an energy input?  a p and q b q and r c r and s d s and p     ",
+            "7": "7  \u00a9 ucles 2019 0625/11/o/n/19 [turn over  19 a glass test-tube containing water is heated at the top. the water at the top boils, but the water at  the bottom remains cold.    water test-tube heat     which row explains why the water at the bottom of the test-tube remains cold?     glass water  a good thermal conductor good thermal conductor  b good thermal conductor poor thermal conductor  c poor thermal conductor good thermal conductor  d poor thermal conductor poor thermal conductor     20 in countries where it is usually hot, houses are often painted white.    what is the reason for this?  a white surfaces are good reflectors of radiant energy.  b white surfaces are good transmitters of radiant energy.  c white surfaces are good absorbers of radiant energy.  d white surfaces are good emitters of radiant energy.     ",
+            "8": "8  \u00a9 ucles 2019 0625/11/o/n/19  21 the diagram shows wavefronts on the surface of water, viewed from above.    region 1 region 2deep watershallow wate r     which row is correct for the wavefronts moving from region 1 to region 2?     name of process the speeds of  the wavefronts in  regions 1 and 2 are  a diffraction different  b diffraction the same  c refraction different  d refraction the same     ",
+            "9": "9  \u00a9 ucles 2019 0625/11/o/n/19 [turn over  22 plane water waves approach a narrow gap in a barrier.    which diagram shows the diffraction pattern that would occur?    a b c d       23 the diagram shows the image of a clock in a plane mirror.        which is the actual time?  a 04:15 b 04:45 c 07:15 d 07:45     ",
+            "10": "10  \u00a9 ucles 2019 0625/11/o/n/19  24 total internal reflection may occur when light reaches an air-glass boundary.    under which conditions is light totally internally reflected?   medium in which light  travels towards the  boundary angle of incidence  a air greater than the critical angle  b air less than the critical angle  c glass greater than the critical angle  d glass less than the critical angle     25 the diagram shows the electromagnetic spectrum.    \u03b3-rays x-rays ultraviolet visible light infrared microwavesradio waves increasing ..    a word is missing from the label below the spectrum.    which word is missing?  a amplitude  b frequency  c speed  d wavelength      26 a man hears a starting pistol fire 1.5 seconds after he sees a puff of smoke from the pistol. the  sound and the smoke are made at the same time. the starting pistol is 450 metres away from the  man.    what is the speed of sound calculated from this observation?  a 150  m / s b 300  m / s c 330  m / s d 625  m / s     ",
+            "11": "11  \u00a9 ucles 2019 0625/11/o/n/19 [turn over  27 a student has a bar magnet. he brings the magnet close to an object. the magnet and the object  repel each other.    what must the object be?  a another permanent magnet  b any magnetic material  c a block of wood  d a piece of copper     28 two soft-iron rods are placed end-to-end inside a coil. the coil is connected to a battery.    soft-iron rod soft-iron rodcoil     the connections from the battery to the coil are now reversed.    what happens to the soft-iron rods in each case?     battery connections  as shown battery connections  reversed  a rods attract rods attract  b rods attract rods repel  c rods repel rods attract  d rods repel rods repel    ",
+            "12": "12  \u00a9 ucles 2019 0625/11/o/n/19  29 a plastic rod is rubbed with a dry cloth. the rod becomes positively charged.    why has the rod become positively charged?  a it has gained electrons.  b it has gained neutrons.  c it has lost electrons.  d it has lost neutrons.     30 a teacher asks her class \u201cwhat quantity can be recorded in volts?\u201d.    student 1 says \u201cthe potential difference across a resistor\u201d.    student 2 says \u201cthe rating of a fuse\u201d.    student 3 says \u201cthe electromotive force of a battery\u201d.    which students are correct?  a 1 only b 1 and 2 c 1 and 3 d 2 and 3    ",
+            "13": "13  \u00a9 ucles 2019 0625/11/o/n/19 [turn over  31 the circuit shows two lamps connected to a d.c. supply.        the same lamps and power supply are arranged in different ways, as shown.    p q r     in which circuits will the lamps be the same brightness as in the original circuit?  a q only b p and q only c p and r only d p, q and r     32 identical resistors are connected together to form arrangements x, y and z.    xy z    what is the correct order of the resistances of the arrangements from the largest to the smallest?  a x \u2192 y \u2192 z  b y \u2192 x \u2192 z  c z \u2192 x \u2192 y  d z \u2192 y \u2192 x     ",
+            "14": "14  \u00a9 ucles 2019 0625/11/o/n/19   33 a student uses 100  cm of resistance wire xy in a circuit to make a potential divider.    v yx sliding contact l     he changes the length of wire l by moving the sliding contact along the resistance wire.    which graph shows how the voltmeter reading changes as the length of wire l is increased from  zero to 100  cm?    voltmeter reading  / v l / cm0 0a 100voltmeter reading  / v l / cm0 0b 100 voltmeter reading  / v l / cm0 0c 100voltmeter reading  / v l / cm0 0d 100       34 where must a fuse be connected in a mains electric circuit?  a the earth wire only  b the live wire only  c the neutral wire only  d the live wire and the earth wire     ",
+            "15": "15  \u00a9 ucles 2019 0625/11/o/n/19 [turn over  35 a student investigates the output voltage induced across a coil of wire by a bar magnet.    when will the induced voltage have the greatest value?  a the student slowly moves the bar magnet into the coil of wire.  b the student leaves the bar magnet stationary in the coil of wire.  c the student quickly removes the bar magnet from the coil of wire.  d the student places the bar magnet at rest outside the coil of wire.    36 there is a current in a wire. the direction of the current is out of the page.    which diagram shows the magnetic field pattern produced?    a b c dkey wire carrying a current out of the page       37 which diagram shows a possible structure of a neutral atom?    d cb a key proton neutronelectron  ",
+            "16": "16    permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to trac e 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 ans wer-related information to candidates, all copyright acknowledgements are reproduced onl ine in the cambridge  assessment international education copyri ght acknowledgements booklet. this is produc ed 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 the ca mbridge assessment group. cambri dge assessment is the brand name of the university of  cambridge local examinations syndicate (ucles), which it self is a department of the university of cambridge.    \u00a9 ucles 2019 0625/11/o/n/19  38 a nuclide of cobalt contains 27 protons and 32 neutrons.    which symbol represents this nuclide?  a 27 59co  b 32 27co  c 32 59co  d 59 27co       39 an isotope of radon is radioactive. it decays by emitting an \u03b1-particle.    what happens to the nucleus of a radon atom during the emission of the \u03b1-particle?  a it becomes the nucleus of a different isotope of radon with fewer neutrons.  b it becomes the nucleus of a different isotope of radon with more neutrons.  c it becomes the nucleus of an element with a higher proton number.  d it becomes the nucleus of an element with a lower proton number.     40 why are some radioactive sources stored in boxes made from lead?  a lead absorbs emissions from the radioactive sources.  b lead decreases the half-life of radioactive sources.  c lead increases the half-life of radioactive sources.  d lead repels emissions from the radioactive sources.      "
+        },
+        "0625_w19_qp_12.pdf": {
+            "1": "  this syllabus is regulated for use in england, wales and northern ireland as a cambridge international level 1/level 2 certific ate.  this document consists of 15 printed pages and 1 blank page.  ib19 11_0625_12/4rp  \u00a9 ucles 2019 [turn over     *5658967703* cambridge assessment international education  cambridge international general certificate of secondary education       physics 0625/12     paper 1  multiple choice (core)  october/november 2019     45 minutes    additional materials: multiple choice answer sheet   soft clean eraser   soft pencil (type b or hb recommended)       read these instructions first    write in soft pencil.  do not use staples, paper clips, glue or correction fluid. write your name, centre number and candidate number on the answer sheet in the spaces provided  unless this has been done for you.  do not  write in any barcodes.   there are forty  questions on this paper. answer all questions. for each question there are four possible  answers a, b, c and d.   choose the one you consider correct and record your choice in soft pencil  on the separate answer sheet.    read the instructions on the answer sheet very carefully.    each correct answer will score one mark. a ma rk will not be deducted for a wrong answer.  any rough working should be done in this booklet. electronic calculators may be used. take the weight of 1.0  kg to be 10  n (acceleration of free fall = 10  m / s2).    ",
+            "2": "2  \u00a9 ucles 2019 0625/12/o/n/19  1 a measuring cylinder contains 10  cm3 of water.    a piece of steel is lowered into the measuring cylinder until it is fully submerged. the volume  reading increases to 12  cm3.    a second piece of steel is lowered into the measuring cylinder so that it is also fully submerged.  the volume reading increases to 15  cm3.    which row shows the volumes of the two pieces of steel?     volume of first  piece of steel  / cm3 volume of second  piece of steel  / cm3  a 2 3  b 2 5  c 12 3  d 12 15     2 the graph shows the motion of a car for a five-second period.    speed time  / s0 0 3 5      which row is correct?     the car is at rest at the car is moving at  a constant speed at  a 0.0  s 2.0  s  b 0.0  s 4.0  s  c 4.0  s 0.0  s  d 4.0  s 2.0  s     3 a car travels at an average speed of 60  km  / h for 15 minutes.    how far does the car travel in 15 minutes?  a 4.0  km b 15  km c 240  km d 900  km     ",
+            "3": "3  \u00a9 ucles 2019 0625/12/o/n/19 [turn over  4 a box is placed on the ground. an upward force of 15  n is needed to lift the box at constant  speed.    which row correctly describes the box?     mass of the box weight of the box  a 1.5  kg 15  n  b 15  n 1.5  kg  c 15  n 150  kg  d 150  kg 15  n     5 the table gives the mass and the volume of three objects p, q and r.    object mass  / g volume  / cm3  p 23 36  q 170 720  r 240 340    which objects can float in a liquid of density 0.85  g / cm3?  a p and q only  b p and r only  c q and r only  d p, q and r    6 a student measures the length of a spring. she then attaches different weights to the spring. she  measures the length of the spring for each weight.    the table shows her results.    weight  / n length  / mm  0 520  1.0 524  2.0 528  3.0 533  4.0 537  5.0 540    what is the extension of the spring with a weight of 3.0  n attached to it?  a 4 mm b 5 mm c 12  mm d 13  mm   ",
+            "4": "4  \u00a9 ucles 2019 0625/12/o/n/19  7 what is the unit of the moment of a force?  a n b n / kg c n / m d n m     8 the diagrams show a block of wood on a frictionless surface. in each diagram, the block has two  forces acting on its sides.    e 2 n2 nf 2 n2  n 2 n2  ng 2 n2  nh     which diagrams show the block in equilibrium?  a e, g and h only  b e and f only  c g and h only  d e, f, g and h      9 brakes are used to slow down a moving car.    into which form of energy is most of the kinetic energy converted as the car slows down?  a chemical  b elastic  c thermal  d sound      10 what is the unit of thermal energy?  a \u00b0c b n c j d w     11 which source of energy is non-renewable?  a oil  b solar  c tidal  d wind    ",
+            "5": "5  \u00a9 ucles 2019 0625/12/o/n/19 [turn over  12 a drawing pin (thumb tack) has a sharp point at one end and a flat surface at the other end.    flat surface sharp point     the pin is pushed into a wooden board.    how do the pressure and the force at the sharp point compare with the pressure and the force on  the flat surface?     force at the sharp point pressure at the sharp point  a greater than on the flat surface greater than on the flat surface  b greater than on the flat surface less than on the flat surface  c the same as on the flat surface greater than on the flat surface  d the same as on the flat surface less than on the flat surface     13 a metal block of weight w rests on a table. in order to calculate the pressure that the block exerts  on the table, one other quantity must be known.    what is the other quantity?  a the area of contact between the block and the table  b the density of the block  c the mass of the block  d the volume of the block     14 which row describes the arrangement and the motion of the molecules in a gas?     arrangement motion  a far apart move freely  b far apart vibrate only  c tightly packed move freely  d tightly packed vibrate only    ",
+            "6": "6  \u00a9 ucles 2019 0625/12/o/n/19  15 a driver of a car measures the pressure of the air in the tyres. he measures the pressure again  after a long journey. the pressure reading has increased.    which row states what has happened to the speed of the air molecules and the temperature of  the air in the tyres?     speed of molecules temperature  a decreases decreases  b decreases increases  c increases decreases  d increases increases     16 some water in a glass flask is gently heated.    waterglass flaskglass tube heatwater level in tube     why does the water level in the glass tube rise during heating?  a only the glass flask expands.  b only the water expands.  c the glass flask expands more than the water.  d the water expands more than the glass flask.      17 what is the temperature difference between the fixed points on the \u00b0c temperature scale?  a 10  \u00b0c b 100  \u00b0c c 110  \u00b0c d 120  \u00b0c     ",
+            "7": "7  \u00a9 ucles 2019 0625/12/o/n/19 [turn over  18 the diagram shows four labelled changes of state between solid, liquid and gas.    solid liquid gasp sq r    which changes need an energy input?  a p and q b q and r c r and s d s and p     19 which method of thermal transfer occurs when the density of some of a liquid decreases and the liquid moves upwards?  a conduction  b convection  c evaporation  d radiation      20 the diagram shows a tent made from a new material.    new material     what type of material should the tent be made of to reflect the radiant energy from the sun?     material  texture material  surface colour  a dull black  b dull white  c shiny black  d shiny white     ",
+            "8": "8  \u00a9 ucles 2019 0625/12/o/n/19  21 which row correctly describes the vibrations of a transverse wave and also gives a correct  example of a transverse wave?     description of vibration example of a  transverse wave  a right-angles to the wave direction sound  b right-angles to the wave direction water wave  c parallel to the wave direction sound  d parallel to the wave direction water wave     22 plane water waves approach a narrow gap in a barrier.    which diagram shows the diffraction pattern that would occur?    a b c d     ",
+            "9": "9  \u00a9 ucles 2019 0625/12/o/n/19 [turn over  23 a ray of light is incident on a plane mirror. a student measures the angle of incidence i and the  angle of reflection r.    incident rayreflectedrayi r     the student varies the angle of incidence and then plots a graph of r against i.    what does the graph look like?    0 0a r i0 0b r i0 0c r i0 0d r i     24 the diagram shows the path of a ray of green light through a glass prism.    the angle of deviation is the angle between the incident ray and the ray leaving the prism.    angle of deviationincident ray of green lightprism     when a ray of white light is incident on the prism, it separates into the colours of the visible  spectrum.    what is the name of this effect and which colour of light has the smallest angle of deviation?     name of effect colour with smallest  angle of deviation  a diffraction red  b diffraction violet  c dispersion red  d dispersion violet     ",
+            "10": "10  \u00a9 ucles 2019 0625/12/o/n/19  25 the diagram shows the electromagnetic spectrum.    \u03b3-rays x-rays ultraviolet visible light infrared microwavesradio waves increasing ..    a word is missing from the label below the spectrum.    which word is missing?  a amplitude  b frequency  c speed  d wavelength     26 a man hears a starting pistol fire 1.5 seconds after he sees a puff of smoke from the pistol. the  sound and the smoke are made at the same time. the starting pistol is 450 metres away from the  man.    what is the speed of sound calculated from this observation?  a 150  m / s b 300  m / s c 330  m / s d 625  m / s     27 a bar magnet is slowly moved towards an unmagnetised metal object x.    x n sbar magnet     when it is a few centimetres away, the object begins to slide towards the magnet.    why does this happen?  a x is a non-magnetic material and magnetism is induced in it.  b x is a non-magnetic material and magnetism is not induced in it.  c x is a magnetic material and magnetism is induced in it.  d x is a magnetic material and magnetism is not induced in it.      ",
+            "11": "11  \u00a9 ucles 2019 0625/12/o/n/19 [turn over  28 two soft-iron rods are placed end-to-end inside a coil. the coil is connected to a battery.    soft-iron rod soft-iron rodcoil     the connections from the battery to the coil are now reversed.    what happens to the soft-iron rods in each case?     battery connections  as shown battery connections  reversed  a rods attract rods attract  b rods attract rods repel  c rods repel rods attract  d rods repel rods repel      29 a plastic rod is rubbed with a dry cloth. the rod becomes positively charged.    why has the rod become positively charged?  a it has gained electrons.  b it has gained neutrons.  c it has lost electrons.  d it has lost neutrons.      30 which quantity has the same unit as potential difference (p.d.)?  a current  b electromotive force (e.m.f.)  c resistance  d moment of a force     ",
+            "12": "12  \u00a9 ucles 2019 0625/12/o/n/19  31 a student determines the resistance of an electric lamp.    he measures the current in the lamp and the potential difference (p.d.) across it.    which circuit did he use?    a va vb a ac d av v      32 identical resistors are connected together to form arrangements x, y and z.    xy z    what is the correct order of the resistances of the arrangements from the largest to the smallest?  a x \u2192 y \u2192 z  b y \u2192 x \u2192 z  c z \u2192 x \u2192 y  d z \u2192 y \u2192 x     ",
+            "13": "13  \u00a9 ucles 2019 0625/12/o/n/19 [turn over  33 the circuit shows a wire wx connected to a cell.    100  cm wx v    the potential difference (p.d.) between w and x is 1.5  v.    what is the reading on the voltmeter?  a 0.4  v b 0.6  v c 0.9  v d 4.0  v     34 where must a fuse be connected in a mains electric circuit?  a the earth wire only  b the live wire only  c the neutral wire only  d the live wire and the earth wire    35 the n-pole of a magnet is moved into a coil of wire connected to a galvanometer.    n scoil     the needle of the galvanometer moves.    which situation must  give a smaller galvanometer reading?  a use a coil with fewer turns and a stronger magnet.  b use a coil with fewer turns and a weaker magnet.  c use a coil with more turns and a stronger magnet.  d use a coil with more turns and a weaker magnet.    ",
+            "14": "14  \u00a9 ucles 2019 0625/12/o/n/19  36 the diagram shows a conductor carrying current in a direction out of the plane of the page.    which set of arrows represents the direction of the magnetic field due to this current?    a b cdkey wire carrying a current out of the paper      37 the diagrams show the simple atomic structure for two neutral atoms x and y of different  elements.    x y    which row is correct?     atom with  more electrons atom with a more  positively charged nucleus  a x x  b x y  c y x  d y y     ",
+            "15": "15  \u00a9 ucles 2019 0625/12/o/n/19  38 a nuclide of chlorine has the symbol shown.    35cl17    what is the nucleon number of this nuclide of chlorine?  a 17 b 18 c 35 d 52    39 which type of radiation can be stopped by a sheet of paper?  a \u03b1-particles  b \u03b2-particles  c \u03b3-rays  d \u03c7-rays     40 why are some radioactive sources stored in boxes made from lead?  a lead absorbs emissions from the radioactive sources.  b lead decreases the half-life of radioactive sources.  c lead increases the half-life of radioactive sources.  d lead repels emissions from the radioactive sources.    ",
+            "16": "16    permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to trac e 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 ans wer-related information to candidates, all copyright acknowledgements are reproduced onl ine in the cambridge  assessment international education copyri ght acknowledgements booklet. this is produc ed 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 the ca mbridge assessment group. cambri dge assessment is the brand name of the university of  cambridge local examinations syndicate (ucles), which it self is a department of the university of cambridge.    \u00a9 ucles 2019 0625/12/o/n/19  blank page  "
+        },
+        "0625_w19_qp_13.pdf": {
+            "1": "  this syllabus is regulated for use in england, wales and northern ireland as a cambridge international level 1/level 2 certific ate.  this document consists of 15 printed pages and 1 blank page.  ib19 11_0625_13/4rp  \u00a9 ucles 2019 [turn over     *8984949399* cambridge assessment international education  cambridge international general certificate of secondary education       physics 0625/13     paper 1  multiple choice (core)  october/november 2019     45 minutes    additional materials: multiple choice answer sheet   soft clean eraser   soft pencil (type b or hb recommended)       read these instructions first    write in soft pencil.  do not use staples, paper clips, glue or correction fluid. write your name, centre number and candidate number on the answer sheet in the spaces provided  unless this has been done for you.  do not  write in any barcodes.   there are forty  questions on this paper. answer all questions. for each question there are four possible  answers a, b, c and d.   choose the one you consider correct and record your choice in soft pencil  on the separate answer sheet.    read the instructions on the answer sheet very carefully.    each correct answer will score one mark. a ma rk will not be deducted for a wrong answer.  any rough working should be done in this booklet. electronic calculators may be used. take the weight of 1.0  kg to be 10  n (acceleration of free fall = 10  m / s2).    ",
+            "2": "2  \u00a9 ucles 2019 0625/13/o/n/19  1 a student uses a ruler to find the volume of water in a tank.    she measures the lengths ef and fg.    efghi j k water     what other length does she need to measure?  a fj b fk c h i d ij     2 an object begins to fall close to the earth\u2019s surface. air resistance can be ignored.    which statement about the object\u2019s acceleration is correct?  a the acceleration is constant.  b the acceleration decreases as the body falls.  c the acceleration increases as the body falls.  d the acceleration is zero.     3 a car travels at an average speed of 60  km  / h for 15 minutes.    how far does the car travel in 15 minutes?  a 4.0  km b 15  km c 240  km d 900  km      4 which equation shows the relationship between the weight w and the mass m of an object?  a w = m g  b w = mg  c w = m + g  d w = g m     ",
+            "3": "3  \u00a9 ucles 2019 0625/13/o/n/19 [turn over  5 four hollow glass spheres p, q, r and s each have a mass of 72  g.    their volumes are given in the table.     volume  / cm3  p 55  q 65  r 75  s 85    which spheres sink in a liquid of density 0.9  g / cm3?  a p, q and r b q, r and s c r and s only d s only     6 a student measures the length of a spring. she then attaches different weights to the spring. she  measures the length of the spring for each weight.    the table shows her results.    weight  / n length  / mm  0 520  1.0 524  2.0 528  3.0 533  4.0 537  5.0 540    what is the extension of the spring with a weight of 3.0  n attached to it?  a 4 mm b 5 mm c 12  mm d 13  mm    7 the diagram shows a uniform metre rule. the rule is pivoted at its mid-point. a downward force of 4.0  n acts on the rule at the 5  cm mark. the rule is held by a string at the 30  cm mark. the rule is  in equilibrium.    5 4.0 n50100  cm mark 300 cm markmetre rule pivotstring     what is the upward force that the string exerts on the rule?  a 0.67  n b 4.0  n c 6.0  n d 9.0  n ",
+            "4": "4  \u00a9 ucles 2019 0625/13/o/n/19  8 the diagrams represent the only two forces acting on an object.    which object could be moving to the right at constant speed?    b 1.0 n 1.0  na 1.0 n 1.0  n c 1.0 n 2.0  nd 2.0 n 1.0  n      9 brakes are used to slow down a moving car.    into which form of energy is most of the kinetic energy converted as the car slows down?  a chemical  b elastic  c thermal  d sound     10 three situations are listed.    1 someone blowing air into a party balloon  2 a crane lifting a block of concrete 3 a pile of books at rest on a shelf    in which situations is work being done?  a 1 only b 1 and 2 only c 2 and 3 only d 1, 2 and 3     ",
+            "5": "5  \u00a9 ucles 2019 0625/13/o/n/19 [turn over  11 a boy lifts a brick from the ground and places it at rest on a higher shelf. he does 30  j of work  against gravity.    which row correctly describes the final energies of the brick?     gravitational potential  energy gained by the brick  / j kinetic energy gained  by the brick  / j  a  0 30  b 15 15  c 30  0  d 27  3     12 a drawing pin (thumb tack) has a sharp point at one end and a flat surface at the other end.    flat surface sharp point     the pin is pushed into a wooden board.    how do the pressure and the force at the sharp point compare with the pressure and the force on  the flat surface?     force at the sharp point pressure at the sharp point  a greater than on the flat surface greater than on the flat surface  b greater than on the flat surface less than on the flat surface  c the same as on the flat surface greater than on the flat surface  d the same as on the flat surface less than on the flat surface     13 pressure is related to force and area.    which situation cannot  be explained using this relationship?  a using a longer spanner than normal to undo a tight nut.  b hammering a nail into a piece of wood.  c tractors using wide tyres in a muddy field.  d a sharp kitchen knife cutting vegetables more easily than a blunt one.    ",
+            "6": "6  \u00a9 ucles 2019 0625/13/o/n/19  14 which row compares the separation and the motion of the molecules of a hot gas with those of a  cool liquid? (both the gas and the liquid are at the same pressure.)     separation motion  a greater for a gas faster for a gas  b greater for a gas slower for a gas  c smaller for a gas faster for a gas  d smaller for a gas slower for a gas     15 a fixed mass of gas is trapped in a container. the temperature of the gas is increased but the volume of the gas is kept constant.    fixed massof gas     how does this change affect the kinetic energy of the molecules and the pressure on the walls of  the container?     kinetic energy pressure  a increases  increases  b stays the same increases  c increases decreases  d decreases increases      16 the diagram shows a liquid-in-glass thermometer.    \u2013 1 00 1 02 03 04 05 06 07 08 09 0 1 0 0 1 1 0\u00b0cliquid thread     when the temperature of the thermometer rises, the changes produced cause the liquid thread to  move to the right.    why does this happen when the temperature of the thermometer rises?  a gases contract and liquids expand.  b gases contract and solids expand.  c liquids expand more than gases.  d liquids expand more than solids.   ",
+            "7": "7  \u00a9 ucles 2019 0625/13/o/n/19 [turn over  17 a liquid-in-glass thermometer has a range from \u201310  \u00b0c to 110  \u00b0c.    what are the fixed point temperatures used when calibrating this thermometer in \u00b0c?  a \u201310  \u00b0c and 0  \u00b0c  b \u201310  \u00b0c and 110  \u00b0c  c 0 \u00b0c and 100  \u00b0c  d 0 \u00b0c and 110  \u00b0c     18 the diagram shows four labelled changes of state between solid, liquid and gas.    solid liquid gasp sq r    which changes need an energy input?  a p and q b q and r c r and s d s and p     19 a beaker contains some cold water. a purple crystal is placed on the bottom of the beaker. the beaker is gently heated beneath the crystal. the crystal dissolves in the water. the colour spreads, as shown in the diagram.    gentle heat    three students each make a statement about the experiment.    student 1 says the purple water is less dense than the rest of the water.    student 2 says the purple water is warmer than the rest of the water.    student 3 says all of the water will eventually get heated, even though water is a poor conductor of thermal energy.    which students are correct?  a 1 and 2 only b 1 and 3 only c 2 and 3 only d 1, 2 and 3    ",
+            "8": "8  \u00a9 ucles 2019 0625/13/o/n/19  20 why are the outside walls of houses often painted white in very hot countries?  a white surfaces are good absorbers of infrared radiation.  b white surfaces are good emitters of infrared radiation.  c white surfaces are poor absorbers of infrared radiation.  d white surfaces are poor reflectors of infrared radiation.      21 which type of wave is not an example of a transverse wave?    a sound wave  b microwave  c infrared wave  d radio wave    22 plane water waves approach a narrow gap in a barrier.    which diagram shows the diffraction pattern that would occur?    a b c d     ",
+            "9": "9  \u00a9 ucles 2019 0625/13/o/n/19 [turn over  23 a person stands 1.0  m in front of a plane mirror. the mirror is moved away from the person at a  speed of 1.0  m / s.    which statement is correct?  a the image moves away from the person at a speed of 1.0  m / s.  b the image moves away from the person at a speed of 2.0  m / s.  c the image moves towards the person at a speed of 1.0  m / s.  d the image moves towards the person at a speed of 2.0  m / s.     24 which diagram shows total internal reflection of light by a glass prism?    abc d       25 the diagram shows the electromagnetic spectrum.    \u03b3-rays x-rays ultraviolet visible light infrared microwavesradio waves increasing ..    a word is missing from the label below the spectrum.    which word is missing?  a amplitude  b frequency  c speed  d wavelength     26 a man hears a starting pistol fire 1.5 seconds after he sees a puff of smoke from the pistol. the  sound and the smoke are made at the same time. the st arting pistol is 450 metres away from the  man.    what is the speed of sound calculated from this observation?  a 150  m / s b 300  m / s c 330  m / s d 625  m / s     ",
+            "10": "10  \u00a9 ucles 2019 0625/13/o/n/19  27 the diagram represents a magnetic field. the field increases in strength from left to right.    p     a small compass is placed at p.    which way will the compass needle point?    na nb nc nd       28 two soft-iron rods are placed end-to-end inside a coil. the coil is connected to a battery.    soft-iron rod soft-iron rodcoil     the connections from the battery to the coil are now reversed.    what happens to the soft-iron rods in each case?     battery connections  as shown battery connections  reversed  a rods attract rods attract  b rods attract rods repel  c rods repel rods attract  d rods repel rods repel     ",
+            "11": "11  \u00a9 ucles 2019 0625/13/o/n/19 [turn over  29 a plastic rod is rubbed with a dry cloth. the rod becomes positively charged.    why has the rod become positively charged?  a it has gained electrons.  b it has gained neutrons.  c it has lost electrons.  d it has lost neutrons.     30 a resistor is connected to a battery. there is a current in the resistor.    what is the main energy change?  a chemical energy is converted into thermal energy.  b chemical energy is converted into  gravitational potential energy.  c nuclear energy is converted into thermal energy.  d nuclear energy is converted into gravitational potential energy.     31 lamps x and y are designed to operate at normal brightness when each are connected to a 3.0  v  supply.    lamp z is designed to operate at normal brightness when connected to a 6.0  v supply.    in which circuit do all three lamps operate at normal brightness?    a b c d 6 v6  v3  v6  v xyz zyx y zx y zx     ",
+            "12": "12  \u00a9 ucles 2019 0625/13/o/n/19  32 identical resistors are connected together to form arrangements x, y and z.    xy z    what is the correct order of the resistances of the arrangements from the largest to the smallest?  a x \u2192 y \u2192 z  b y \u2192 x \u2192 z  c z \u2192 x \u2192 y  d z \u2192 y \u2192 x      33 which circuit shows a variable resistor used to control the brightness of a lamp?    a b c d       34 where must a fuse be connected in a mains electric circuit?  a the earth wire only  b the live wire only  c the neutral wire only  d the live wire and the earth wire     35 a step-up transformer produces a 60  v a.c. output from a 12  v a.c. input.    there are 50 turns on the secondary coil.    how many turns are there on the primary coil?  a 5 b 10 c 50 d 250    ",
+            "13": "13  \u00a9 ucles 2019 0625/13/o/n/19 [turn over  36 a student uses a balance, a magnet and a power supply to determine the force on a wire in a  magnetic field.    the wire is held between the poles of the magnet.    the student switches on the power supply.    the diagrams show the readings with and without a current in the wire.    108 gn s magnet balancepower supply off 107 gn spower supply on wire no current in wire current in wirewire     the student reverses the current in the wire. the magnitude of the current does not change.   what is the new reading on the balance?  a 106  g b 107  g c 108  g d 109  g     ",
+            "14": "14  \u00a9 ucles 2019 0625/13/o/n/19  37 the diagram represents a neutral atom.    nucleus     which row identifies each type of particle in the diagram?         a electron neutron proton  b electron proton neutron  c neutron electron proton  d proton electron neutron      38 an iron nuclide is represented by the symbol shown.    56 26fe    which statements about a nucleus of this iron nuclide are correct?    1 the nucleus contains 56 neutrons.  2 the nucleon number is 30. 3 the proton number is 26.    a 1 and 2 only b 1 and 3 only c 2 and 3 only d 3 only    ",
+            "15": "15  \u00a9 ucles 2019 0625/13/o/n/19  39 three types of radiation that can cause ionisation are \u03b1-, \u03b2- and \u03b3-radiation.    which row identifies the least and the most ionising of these radiations?     least  ionising most  ionising  a \u03b1 \u03b2  b \u03b1 \u03b3  c \u03b3 \u03b2  d \u03b3 \u03b1      40 why are some radioactive sources stored in boxes made from lead?  a lead absorbs emissions from the radioactive sources.  b lead decreases the half-life of radioactive sources.  c lead increases the half-life of radioactive sources.  d lead repels emissions from the radioactive sources.    ",
+            "16": "16    permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to trac e 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 ans wer-related information to candidates, all copyright acknowledgements are reproduced onl ine in the cambridge  assessment international education copyri ght acknowledgements booklet. this is produc ed 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 the ca mbridge assessment group. cambri dge assessment is the brand name of the university of  cambridge local examinations syndicate (ucles), which it self is a department of the university of cambridge.    \u00a9 ucles 2019 0625/13/o/n/19  blank page  "
+        },
+        "0625_w19_qp_21.pdf": {
+            "1": "  this syllabus is regulated for use in england, wales and northern ireland as a cambridge international level 1/level 2 certific ate.  this document consists of 15 printed pages and 1 blank page.  ib19 11_0625_21/4rp  \u00a9 ucles 2019 [turn over     *8731446642 * cambridge assessment international education  cambridge international general certificate of secondary education       physics 0625/21     paper 2  multiple choice (extended)  october/november 2019     45 minutes    additional materials: multiple choice answer sheet   soft clean eraser   soft pencil (type b or hb recommended)       read these instructions first    write in soft pencil.  do not use staples, paper clips, glue or correction fluid. write your name, centre number and candidate number on the answer sheet in the spaces provided  unless this has been done for you.  do not write in any barcodes.   there are forty  questions on this paper. answer all questions. for each question there are four possible  answers a, b, c and d.   choose the one you consider correct and record your choice in soft pencil  on the separate answer sheet.    read the instructions on the answer sheet very carefully.    each correct answer will score one mark. a ma rk will not be deducted for a wrong answer.  any rough working should be done in this booklet. electronic calculators may be used. take the weight of 1.0  kg to be 10  n (acceleration of free fall = 10  m / s2).   ",
+            "2": "2  \u00a9 ucles 2019 0625/21/o/n/19  1 a student measures the diameter of a pencil.    which measuring instrument will give the most precise reading?  a a measuring tape  b a metre rule  c a micrometer screw gauge  d a ruler     2 a light object is dropped from rest. it falls a large distance vertically through air.    how can the motion of the object be described?  a constant acceleration  b increasing acceleration  c decreasing acceleration and then moving at terminal velocity  d increasing acceleration and then moving at terminal velocity     3 a car travels at an average speed of 60  km  / h for 15 minutes.    how far does the car travel in 15 minutes?  a 4.0  km b 15  km c 240  km d 900  km      4 which quantity is a force due to a gravitational field?  a density  b mass  c weight  d volume     5 the density of air is 1.2  kg  / m3.    a room has dimensions 5.0  m \u00d7 4.0  m \u00d7 3.0  m.    what is the mass of the air in the room?  a 0.02  kg b 0.10  kg c 50  kg d 72  kg     ",
+            "3": "3  \u00a9 ucles 2019 0625/21/o/n/19 [turn over  6 a car is travelling around a circular track at a constant speed, as shown.    in which direction is the resultant force on the car?    d ba c direction of movementcar       7 two forces p and q act on a metre rule as shown. the metre rule is pivoted at one end. the rule  starts to rotate in a clockwise direction.    q pab pivotmetre rule     which statement is correct?  a p equals q  b p is less than q  c (p \u00d7 a) is equal to ( q \u00d7 b)  d (p \u00d7 a) is greater than ( q \u00d7 (a + b))     8 which statement gives a complete description of any object that is in equilibrium?  a there are no forces acting.  b there is no resultant force.  c there is no resultant force and no resultant turning effect.  d there is no resultant turning effect.    ",
+            "4": "4  \u00a9 ucles 2019 0625/21/o/n/19  9 two objects x and y move directly towards each other. the objects have the same mass.    object x has a velocity of 5.0  m / s to the right. object y has a velocity of 3.0  m / s to the left.    5.0 m / s 3.0 m / s xy    object x and object y collide and stick together.    what is their velocity after colliding?  a 1.0  m / s to the left  b 1.0  m / s to the right  c 4.0  m / s to the left  d 4.0  m / s to the right      10 brakes are used to slow down a moving car.    into which form of energy is most of the kinetic energy converted as the car slows down?  a chemical  b elastic  c thermal  d sound     11 a man carries 20 tiles from the ground to the roof of a house. each tile has a mass of 1.2  kg. the  roof of the house is 15  m above the ground.    how much work does the man do against gravity on the tiles in carrying them to the roof?  a 36  j b 180  j c 360  j d 3600  j    12 a car is moving along a straight horizontal road. the car has 1.6  mj of kinetic energy. the car  accelerates for 20  s until the kinetic energy of the car increases to 2.5  mj.    what is the minimum average power developed by the car engine for this acceleration?  a 45  w b 205  w c 45  kw d 205  kw     ",
+            "5": "5  \u00a9 ucles 2019 0625/21/o/n/19 [turn over  13 a drawing pin (thumb tack) has a sharp point at one end and a flat surface at the other end.    flat surface sharp point     the pin is pushed into a wooden board.    how do the pressure and the force at the sharp point compare with the pressure and the force on  the flat surface?     force at the sharp point pressure at the sharp point  a greater than on the flat surface greater than on the flat surface  b greater than on the flat surface less than on the flat surface  c the same as on the flat surface greater than on the flat surface  d the same as on the flat surface less than on the flat surface     14 an object is 20  cm below the surface of a liquid. the density of the liquid is 1200  kg  / m3.    what is the pressure on the object due to the liquid?  a 600  pa b 2400  pa c 60  000  pa d 240  000  pa      15 which statement about the evaporation of a liquid is correct?  a the least energetic molecules escape from the surface and the temperature of the liquid  decreases.  b the least energetic molecules escape from the surface and the temperature of the liquid  increases.  c the most energetic molecules escape from the surface and the temperature of the liquid  decreases.  d the most energetic molecules escape from the surface and the temperature of the liquid  increases.     16 a bubble of gas is formed deep under water. the bubble has a volume of 40  cm3 and the  pressure inside the bubble is p.    the bubble rises up through the water. the volume of the bubble increases to 56  cm3 and the  pressure becomes 100  kpa. the temperature of the gas does not change.    what is the initial pressure p ?  a 71  pa b 71  kpa c 140  pa d 140  kpa    ",
+            "6": "6  \u00a9 ucles 2019 0625/21/o/n/19  17 which change in the design of a liquid-in-glass thermometer makes it more sensitive?  a a larger liquid reservoir  b a longer tube  c a smaller liquid reservoir  d a wider tube      18 a liquid turns into a gas. this occurs only at one particular temperature, and the change happens throughout the liquid.    what is this process called?  a boiling  b condensation  c evaporation  d fusion     19 one end of a rod of copper is placed in hot water. thermal energy travels along the rod to make the other end warmer.    what is the behaviour of the copper at an atomic level that accounts for most of the transfer of  thermal energy from one end to the other?  a atoms at the hot end gain kinetic energy and move towards the other end.  b atoms at the hot end expand, colliding with other atoms and transferring energy.  c free electrons at the hot end gain energy and move towards the other end, colliding with  atoms along the rod.  d free electrons at the hot end gain energy from the hot water and move directly to the other  end.     20 a surface is made so that it is a good source of infrared radiation.    which surface is not suitable?  a a surface that is painted matt black  b a surface that is painted white   c a surface that is heated to a high temperature  d a surface that has a large surface area     ",
+            "7": "7  \u00a9 ucles 2019 0625/21/o/n/19 [turn over  21 a large hill blocks the direct path between a transmitter of radio waves and a receiver, as shown.    hilltransmitter receive r     the receiver picks up the signal from the transmitter even though the radio waves do not travel  through the hill.     which row is correct?     a possible way  for this to happen is a stronger signal is  received using  a diffraction round the hill. longer wavelengths.  b diffraction round the hill. shorter wavelengths.  c refraction round the hill. longer wavelengths.  d refraction round the hill. shorter wavelengths.     22 the diagram shows the image of a clock in a plane mirror.        which is the actual time?  a 04:15 b 04:45 c 07:15 d 07:45    ",
+            "8": "8  \u00a9 ucles 2019 0625/21/o/n/19  23 a converging lens produces an image of an object o. the focal length of the lens is f.    which position of the object produces a virtual image?    f 2foa f 2fob cf 2fo d f 2fo      24 the diagram shows the electromagnetic spectrum.    \u03b3-rays x-rays ultraviolet visible light infrared microwavesradio waves increasing ..    a word is missing from the label below the spectrum.    which word is missing?  a amplitude  b frequency  c speed  d wavelength     ",
+            "9": "9  \u00a9 ucles 2019 0625/21/o/n/19 [turn over  25 which row gives a  possible  set of values for the speed of sound in ice, in water and in steam?        speed of sound in ice m/s     speed of sound in water m/s    speed of sound in steam m/s  a 500 1500 4000  b 1500 4000 500  c 4000 500 1500  d 4000 1500 500      26 a steel bar is placed in an east-west direction for it to be demagnetised. no other magnet is  nearby.    which method is not suitable?  a hammering the bar.  b heating the bar to a very high temperature.  c slowly taking the bar out of a coil that carries an alternating current.   d slowly taking the bar out of a coil that carries a direct current.    27 a plastic rod is rubbed with a dry cloth. the rod becomes positively charged.    why has the rod become positively charged?  a it has gained electrons.  b it has gained neutrons.  c it has lost electrons.  d it has lost neutrons.     28 a circuit contains a cell of electromotive force (e.m.f.) of 2.0  v. the current in the circuit is 2.0  a.    how much energy is converted by the cell in 2.0 minutes?  a 2.0  j b 4.0  j c 8.0  j d 480  j    ",
+            "10": "10  \u00a9 ucles 2019 0625/21/o/n/19  29 the circuit diagram shows a cell connected in series to a resistor and a component x.    x     what is component x?  a bell  b diode  c heater  d thermistor    30 identical resistors are connected together to form arrangements x, y and z.    xy z    what is the correct order of the resistances of the arrangements from the largest to the smallest?  a x \u2192 y \u2192 z  b y \u2192 x \u2192 z  c z \u2192 x \u2192 y  d z \u2192 y \u2192 x    ",
+            "11": "11  \u00a9 ucles 2019 0625/21/o/n/19 [turn over  31 a circuit contains a cell of electromotive force (e.m.f.) 2.0  v, three resistors, three ammeters and  two voltmeters. one ammeter is labelled p and one voltmeter is labelled q.    the readings on the other two ammeters and on the other voltmeter are shown.    aa a 0.50  v2.0 v 0.50  a2.0 a v vp q    what is the reading on ammeter p and what is the reading on voltmeter q?     reading on p  / a reading on q  / v  a 1.5 1.5  b 1.5 2.5  c 2.5 1.5  d 2.5 2.5     ",
+            "12": "12  \u00a9 ucles 2019 0625/21/o/n/19  32 there are two inputs and one output for the combination of logic gates shown.    input 1 input 2output     which truth table represents the operation of this combination of logic gates?    input 1 input 2 output 0 01101010011a input 1 input 2 output 0 01101010010b input 1 input 2 output 0 01101011100c input 1 input 2 output 0 01101011011d       33 where must a fuse be connected in a mains electric circuit?  a the earth wire only  b the live wire only  c the neutral wire only  d the live wire and the earth wire    34 a student investigates the output voltage induced across a coil of wire by a bar magnet.    when will the induced voltage have the greatest value?  a the student slowly moves the bar magnet into the coil of wire.  b the student leaves the bar magnet stationary in the coil of wire.  c the student quickly removes the bar magnet from the coil of wire.  d the student places the bar magnet at rest outside the coil of wire.     ",
+            "13": "13  \u00a9 ucles 2019 0625/21/o/n/19 [turn over  35 there is a current in a wire. the direction of the current is out of the page.    which diagram shows the magnetic field pattern produced?    a b c dkey wire carrying a current out of the page      ",
+            "14": "14  \u00a9 ucles 2019 0625/21/o/n/19  36 diagram 1 shows a coil of wire p between the poles of a magnet. the ends of coil p are  connected to a battery by slip rings.    diagram 2 shows a coil of wire q between the poles of a different magnet. the ends of coil q are  connected to a battery by a split-ring commutator.    ns ns diagram 1 diagram 2pq     what happens to coils p and q?     coil p coil q  a   continuously turns  anticlockwise makes one quarter turn  anticlockwise then stops  b   continuously turns  clockwise makes one quarter turn  clockwise then stops  c   makes one quarter turn  anticlockwise then stops continuously turns  anticlockwise  d   makes one quarter turn  clockwise then stops continuously turns  clockwise     37 which diagram shows a possible structure of a neutral atom?    d cb a key proton neutronelectron  ",
+            "15": "15  \u00a9 ucles 2019 0625/21/o/n/19  38 the scattering of particles by a thin gold foil  provided scientists with evidence for the nuclear  atom.    which particles were scattered by the gold nuclei in the thin foil?  a \u03b1-particles  b \u03b2-particles  c neutrons  d protons      39 the diagram shows \u03b2-particles being directed between the poles of a magnet.    n s\u03b2-particles     in which direction will the particles be deflected?  a into the page  b out of the page  c towards the bottom of the page  d towards the top of the page      40 why are some radioactive sources stored in boxes made from lead?  a lead absorbs emissions from the radioactive sources.  b lead decreases the half-life of radioactive sources.  c lead increases the half-life of radioactive sources.  d lead repels emissions from the radioactive sources.     ",
+            "16": "16    permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to trac e 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 ans wer-related information to candidates, all copyright acknowledgements are reproduced onl ine in the cambridge  assessment international education copyri ght acknowledgements booklet. this is produc ed 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 the ca mbridge assessment group. cambri dge assessment is the brand name of the university of  cambridge local examinations syndicate (ucles), which it self is a department of the university of cambridge.    \u00a9 ucles 2019 0625/21/o/n/19  blank page  "
+        },
+        "0625_w19_qp_22.pdf": {
+            "1": "  this syllabus is regulated for use in england, wales and northern ireland as a cambridge international level 1/level 2 certific ate.  this document consists of 14 printed pages and 2 blank pages.  ib19 11_0625_22/5rp  \u00a9 ucles 2019 [turn over     *9597730633* cambridge assessment international education  cambridge international general certificate of secondary education       physics 0625/22     paper 2  multiple choice (extended)  october/november 2019     45 minutes    additional materials: multiple choice answer sheet   soft clean eraser   soft pencil (type b or hb recommended)       read these instructions first    write in soft pencil.  do not use staples, paper clips, glue or correction fluid. write your name, centre number and candidate number on the answer sheet in the spaces provided  unless this has been done for you.  do not write in any barcodes.   there are forty  questions on this paper. answer all questions. for each question there are four possible  answers a, b, c and d.   choose the one you consider correct and record your choice in soft pencil  on the separate answer sheet.    read the instructions on the answer sheet very carefully.    each correct answer will score one mark. a ma rk will not be deducted for a wrong answer.  any rough working should be done in this booklet. electronic calculators may be used. take the weight of 1.0  kg to be 10  n (acceleration of free fall = 10  m / s2).   ",
+            "2": "2  \u00a9 ucles 2019 0625/22/o/n/19  1 a student measures the dimensions of a cylindrical glass beaker.     for which measurement should she use a micrometer screw gauge?  a circumference of the beaker  b diameter of the beaker  c height of the beaker  d thickness of the glass wall of the beaker     2 the graph shows how the speed of a car varies during part of a journey.    20.0 15.010.0 5.0 0 0 2.0 4.0 6.0 8.0 10.0 12.0speed m  / s time  / s    what is the acceleration of the car between 6.0  s and 10.0  s?  a 0.50  m / s2 b 0.80  m / s2 c 1.25  m / s2 d 1.50  m / s2     3 a car travels at an average speed of 60  km  / h for 15 minutes.    how far does the car travel in 15 minutes?  a 4.0  km b 15  km c 240  km d 900  km     4 a box is placed on the ground. an upward force of 15  n is needed to lift the box at constant  speed.    which row correctly describes the box?     mass of the box weight of the box  a 1.5  kg 15  n  b 15  n 1.5  kg  c 15  n 150  kg  d 150  kg 15  n    ",
+            "3": "3  \u00a9 ucles 2019 0625/22/o/n/19 [turn over  5 the table gives the mass and the volume of three objects p, q and r.    object mass  / g volume  / cm3  p 23 36  q 170 720  r 240 340    which objects can float in a liquid of density 0.85  g / cm3?  a p and q only  b p and r only  c q and r only  d p, q and r      6 a hook is used to lift a metal plate, as shown.    w40 cm100  n 50 cmhook pivotmetal plate     an upward force of 100  n is needed to lift the metal plate about the pivot, as shown.    what is the weight w of the metal plate?  a 80  n b 100  n c 180  n d 225  n      7 what is the unit of the moment of a force?  a n b n / kg c n / m d n m     ",
+            "4": "4  \u00a9 ucles 2019 0625/22/o/n/19  8 a ship travels due north through still water at a speed of 20  m / s.    it enters a channel where there is a current in the water from west to east. the speed of the  current is 20  m / s.    which diagram shows the resultant velocity v of the ship?    a 20 m / s 20 m / s2 0  m / sb 20 m / s c 20 m / s 20 m / s2 0  m / sd 20 m / sv vv vn se w      9 a ball is at rest on the ground. a boy kicks the ball. the boy\u2019s boot is in contact with the ball for  0.040  s.    the average force on the ball is 200  n. the ball leaves the boy\u2019s boot with a speed of 20  m / s.    which row gives the impulse of the boot on the ball and the average acceleration of the ball?     impulse on ball  n s average acceleration of ball  m / s2  a 8 0.8  b 8 500  c 5000 0.8  d 5000 500    ",
+            "5": "5  \u00a9 ucles 2019 0625/22/o/n/19 [turn over  10 an object p of mass 80  g collides with another object q of mass 40  g.    after the collision, p and q stick together and then travel on together.    before the collision, p is travelling at a speed of 6.0  m / s and q is at rest.    what is the speed of p and q after the collision?  a 2.0  m / s b 3.0  m / s c 4.0  m / s d 6.0  m / s     11 brakes are used to slow down a moving car.    into which form of energy is most of the ki netic energy converted as the car slows down?  a chemical  b elastic  c thermal  d sound     12 a box of mass 8.0  kg is lifted from the ground and placed on a shelf. the box gains 100  j of  potential energy.    the box falls off the shelf. air resistance can be ignored.    at what speed does the box hit the ground?  a 3.5  m / s b 5.0  m / s c 25  m / s d 28  m / s     13 a car is moving along a straight horizontal road. the car has 1.6  mj of kinetic energy. the car  accelerates for 20  s until the kinetic energy of the car increases to 2.5  mj.    what is the minimum average power developed by the car engine for this acceleration?  a 45  w b 205  w c 45  kw d 205  kw    ",
+            "6": "6  \u00a9 ucles 2019 0625/22/o/n/19  14 a drawing pin (thumb tack) has a sharp point at one end and a flat surface at the other end.    flat surface sharp point     the pin is pushed into a wooden board.    how do the pressure and the force at the sharp point compare with the pressure and the force on  the flat surface?     force at the sharp point pressure at the sharp point  a greater than on the flat surface greater than on the flat surface  b greater than on the flat surface less than on the flat surface  c the same as on the flat surface greater than on the flat surface  d the same as on the flat surface less than on the flat surface     15 the density of mercury is 13  600  kg  / m3.    what is the pressure at the bottom of a column of mercury that has a height of 75.0  cm?  a 1.02 \u00d7 104  pa  b 1.02 \u00d7 105  pa  c 1.02 \u00d7 106  pa  d 1.02 \u00d7 107  pa     16 which row describes the arrangement and the motion of the molecules in a gas?     arrangement motion  a far apart move freely  b far apart vibrate only  c tightly packed move freely  d tightly packed vibrate only     17 a bubble of air of volume 3.0  mm3 is under water. the bubble is at a depth where the pressure of  the air inside the bubble is four times atmospheric pressure.    the temperature of the air in the bubble stays the same as it rises to the surface.    what is the volume of the air in the bubble as it reaches the surface?  a 3.0  mm3 b 9.0  mm3 c 12  mm3 d 15  mm3 ",
+            "7": "7  \u00a9 ucles 2019 0625/22/o/n/19 [turn over  18 the same quantity of thermal energy is supplied to each of four blocks. each block is made from  a different material.    which block has the greatest thermal capacity?    a temperature increase is 1 \u00b0cb temperature increase is 4 \u00b0cc temperature increase is 2 \u00b0cd temperature increase is 3 \u00b0c     19 a liquid turns into a gas. this occurs only at one particular temperature, and the change happens  throughout the liquid.    what is this process called?  a boiling  b condensation  c evaporation  d fusion     20 in a cold country, a bicycle has been left outside all night. the cyclist finds the plastic hand grips  feel less cold to the touch than the steel handlebars.    which row correctly describes the temperature and the property of the two materials?     the temperature of the two materials the property of the two materials  a   the temperature of the steel is  much lower than that of the plastic the plastic is a better thermal  conductor than the steel  b   the temperature of the steel is  much lower than that of the plastic the steel is a better thermal  conductor than the plastic  c   the steel and the plastic are  both at the same temperature the plastic is a better thermal  conductor than the steel  d   the steel and the plastic are  both at the same temperature the steel is a better thermal  conductor than the plastic     ",
+            "8": "8  \u00a9 ucles 2019 0625/22/o/n/19  21 the diagram shows a tent made from a new material.    new material     what type of material should the tent be made of to reflect the radiant energy from the sun?     material  texture material  surface colour  a dull black  b dull white  c shiny black  d shiny white     22 a large hill blocks the direct path between a transmitter of radio waves and a receiver, as shown.    hilltransmitter receive r     the receiver picks up the signal from the transmitter even though the radio waves do not travel through the hill.     which row is correct?     a possible way  for this to happen is a stronger signal is  received using  a diffraction round the hill. longer wavelengths.  b diffraction round the hill. shorter wavelengths.  c refraction round the hill. longer wavelengths.  d refraction round the hill. shorter wavelengths.    ",
+            "9": "9  \u00a9 ucles 2019 0625/22/o/n/19 [turn over  23 a ray of light is incident on a plane mirror. a student measures the angle of incidence i and the  angle of reflection r.    incident rayreflectedrayir     the student varies the angle of incidence and then plots a graph of r against i.    what does the graph look like?    0 0a r i0 0b r i0 0c r i0 0d r i      24 what is monochromatic light?  a light of a single amplitude  b light of a single frequency  c light of more than one colour  d light which travels with constant velocity     25 the diagram shows the electromagnetic spectrum.    \u03b3-rays x-rays ultraviolet visible light infrared microwavesradio waves increasing ..    a word is missing from the label below the spectrum.    which word is missing?  a amplitude  b frequency  c speed  d wavelength   ",
+            "10": "10  \u00a9 ucles 2019 0625/22/o/n/19  26 which row gives a  possible  set of values for the speed of sound in ice, in water and in steam?        speed of sound in ice m/s     speed of sound in water m/s    speed of sound in steam m/s  a 500 1500 4000  b 1500 4000 500  c 4000 500 1500  d 4000 1500 500      27 a steel bar is placed in an east-west direction for it to be demagnetised. no other magnet is  nearby.    which method is not suitable?  a hammering the bar.  b heating the bar to a very high temperature.  c slowly taking the bar out of a coil that carries an alternating current.   d slowly taking the bar out of a coil that carries a direct current.    28 a plastic rod is rubbed with a dry cloth. the rod becomes positively charged.    why has the rod become positively charged?  a it has gained electrons.  b it has gained neutrons.  c it has lost electrons.  d it has lost neutrons.     29 there is a current of 2.0  a in a resistor for 30  s. the potential difference (p.d.) across the resistor  is 12  v.    how much energy is transferred in the resistor?  a 1.25  j b 5.0  j c 180  j d 720  j    ",
+            "11": "11  \u00a9 ucles 2019 0625/22/o/n/19 [turn over  30 identical resistors are connected together to form arrangements x, y and z.    xy z    what is the correct order of the resistances of the arrangements from the largest to the smallest?  a x \u2192 y \u2192 z  b y \u2192 x \u2192 z  c z \u2192 x \u2192 y  d z \u2192 y \u2192 x      31 resistors of 1.0  \u03c9, 2.0  \u03c9 and 3.0  \u03c9 are connected in parallel with a cell.    which statement is correct?  a the current in each resistor is different but the potential difference (p.d.) across each resistor  is the same.  b the current in each resistor is the same but the potential difference across each resistor is  different.  c the potential difference across the 3.0  \u03c9 is greater than the potential difference across the  1.0  \u03c9 resistor.  d the sum of the potential differences across each resistor is equal to the electromotive force  (e.m.f.) of the cell.     32 the diagram shows a circuit component.           what is it used for?  a to allow current in one direction only  b to change the direction of the current  c to emit light when there is a current  d to increase the size of the current    ",
+            "12": "12  \u00a9 ucles 2019 0625/22/o/n/19  33 which single logic gate behaves the same as the combination of logic gates shown?           a and b nor c not d or    34 where must a fuse be connected in a mains electric circuit?  a the earth wire only  b the live wire only  c the neutral wire only  d the live wire and the earth wire     35 the n-pole of a magnet is moved into a coil of wire connected to a galvanometer.    n scoil     the needle of the galvanometer moves.    which situation must  give a smaller galvanometer reading?  a use a coil with fewer turns and a stronger magnet.  b use a coil with fewer turns and a weaker magnet.  c use a coil with more turns and a stronger magnet.  d use a coil with more turns and a weaker magnet.    36 a step-down transformer is 100% efficient. it has an input voltage of 240  v a.c. and an output  voltage of 60  v a.c.    the current in the primary coil is 0.50  a.    what is the current in the secondary coil?  a 0.13  a b 0.50  a c 2.0  a d 8.0  a     ",
+            "13": "13  \u00a9 ucles 2019 0625/22/o/n/19 [turn over  37 the diagrams show the simple atomic structure for two neutral atoms x and y of different  elements.    x y    which row is correct?     atom with  more electrons atom with a more  positively charged nucleus  a x x  b x y  c y x  d y y      38 plutonium-238 decays by the emission of an \u03b1-particle.    which equation represents the decay of a plutonium-238 nucleus?  a 238 94pu   \u2192  238 95u  +  0 \u20131\u03b1  b 238 94pu   \u2192  234 92u  +  4 2\u03b1  c 238 94pu   \u2192  234 92u  +  2 4\u03b1  d 238 94pu   \u2192  242 96u  +  4 2\u03b1      39 a radioactive isotope has a half-life of 8 days.    a detector close to a sample of this isotope gives a count rate of 200 counts per minute. without the source, the background count is 20 counts per minute.    what is the count rate due to the source after 8 days?  a 80 counts per minute  b 90 counts per minute  c 100 counts per minute  d 110 counts per minute ",
+            "14": "14  \u00a9 ucles 2019 0625/22/o/n/19  40 why are some radioactive sources stored in boxes made from lead?  a lead absorbs emissions from the radioactive sources.  b lead decreases the half-life of radioactive sources.  c lead increases the half-life of radioactive sources.  d lead repels emissions from the radioactive sources.     ",
+            "15": "15  \u00a9 ucles 2019 0625/22/o/n/19  blank page",
+            "16": "16    permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to trac e 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 ans wer-related information to candidates, all copyright acknowledgements are reproduced onl ine in the cambridge  assessment international education copyri ght acknowledgements booklet. this is produc ed 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 the ca mbridge assessment group. cambri dge assessment is the brand name of the university of  cambridge local examinations syndicate (ucles), which it self is a department of the university of cambridge.    \u00a9 ucles 2019 0625/22/o/n/19  blank page  "
+        },
+        "0625_w19_qp_23.pdf": {
+            "1": "  this syllabus is regulated for use in england, wales and northern ireland as a cambridge international level 1/level 2 certific ate.  this document consists of 14 printed pages and 2 blank pages.  ib19 11_0625_23/4rp  \u00a9 ucles 2019 [turn over     *5638834072 * cambridge assessment international education  cambridge international general certificate of secondary education       physics 0625/23     paper 2  multiple choice (extended)  october/november 2019     45 minutes    additional materials: multiple choice answer sheet   soft clean eraser   soft pencil (type b or hb recommended)       read these instructions first    write in soft pencil.  do not use staples, paper clips, glue or correction fluid. write your name, centre number and candidate number on the answer sheet in the spaces provided  unless this has been done for you.  do not write in any barcodes.   there are forty  questions on this paper. answer all questions. for each question there are four possible  answers a, b, c and d.   choose the one you consider correct and record your choice in soft pencil  on the separate answer sheet.    read the instructions on the answer sheet very carefully.    each correct answer will score one mark. a ma rk will not be deducted for a wrong answer.  any rough working should be done in this booklet. electronic calculators may be used. take the weight of 1.0  kg to be 10  n (acceleration of free fall = 10  m / s2).   ",
+            "2": "2  \u00a9 ucles 2019 0625/23/o/n/19  1 which is the best apparatus to use to measure the thickness of a coin?  a balance  b ruler with a millimetre scale  c micrometer screw gauge  d pressure gauge      2 the graph shows how the speed of an object varies with time.    at which labelled time is the object decelerating?    0 0speed timec b d a     3 a car travels at an average speed of 60  km  / h for 15 minutes.    how far does the car travel in 15 minutes?  a 4.0  km b 15  km c 240  km d 900  km     4 which equation shows the relationship between the weight w and the mass m of an object?  a w = m g  b w = mg  c w = m + g  d w = g m      5 a box of mass 2.0  kg is pulled across a horizontal floor by a force of 6.0  n.    the frictional force acting on the box is 1.0  n.    what is the acceleration of the box?  a 0.40  m / s2 b 2.5  m / s2 c 3.0  m / s2 d 3.5  m / s2    ",
+            "3": "3  \u00a9 ucles 2019 0625/23/o/n/19 [turn over  6 four hollow glass spheres p, q, r and s each have a mass of 72  g.    their volumes are given in the table.     volume  / cm3  p 55  q 65  r 75  s 85    which spheres sink in a liquid of density 0.9  g / cm3?  a p, q and r b q, r and s c r and s only d s only     7 the diagram shows a uniform metre rule. the rule is pivoted at its mid-point. a downward force of  4.0  n acts on the rule at the 5  cm mark. the rule is held by a string at the 30  cm mark. the rule is  in equilibrium.    5 4.0 n50100  cm mark 300 cm markmetre rule pivotstring     what is the upward force that the string exerts on the rule?  a 0.67  n b 4.0  n c 6.0  n d 9.0  n      8 a ship sails due north at a speed of 20  m / s. a current in the water begins to move from east to  west. the speed of this current is 20  m / s.    what is the magnitude of the resultant velocity of the ship? a 0  m / s b 20  m / s c 28  m / s d 40  m / s     9 the momentum of a body is changed by a force acting on it for a period of time.    which action increases the change in momentum?  a doubling the force and halving the time  b doubling the force for the same time  c halving both the force and time  d halving the force and doubling the time     ",
+            "4": "4  \u00a9 ucles 2019 0625/23/o/n/19  10 a toy train p of mass 0.50  kg is travelling along a straight track with a velocity of 3.0  m / s. it  collides with a stationary train q of mass 1.0  kg. the two trains then stick together.    what is the velocity of the combined trains?  a 1.0  m / s in the same direction as p was travelling originally  b 1.0  m / s in the reverse direction to that in which p was travelling originally  c 1.5  m / s in the same direction as p was travelling originally  d 1.5  m / s in the reverse direction to that in which p was travelling originally     11 brakes are used to slow down a moving car.    into which form of energy is most of the kinetic energy converted as the car slows down?  a chemical  b elastic  c thermal  d sound      12 a force of 25  n acts on an object. the work done by the force is 400  j.    how far does the object move in the direction of the force?  a 6.3  cm b 16  cm c 16  m d 10  km     13 a car is moving along a straight horizontal road. the car has 1.6  mj of kinetic energy. the car  accelerates for 20  s until the kinetic energy of the car increases to 2.5  mj.    what is the minimum average power developed by the car engine for this acceleration?  a 45  w b 205  w c 45  kw d 205  kw    ",
+            "5": "5  \u00a9 ucles 2019 0625/23/o/n/19 [turn over  14 a drawing pin (thumb tack) has a sharp point at one end and a flat surface at the other end.    flat surface sharp point     the pin is pushed into a wooden board.    how do the pressure and the force at the sharp point compare with the pressure and the force on  the flat surface?     force at the sharp point pressure at the sharp point  a greater than on the flat surface greater than on the flat surface  b greater than on the flat surface less than on the flat surface  c the same as on the flat surface greater than on the flat surface  d the same as on the flat surface less than on the flat surface     15 which row compares the separation and the motion of the molecules of a hot gas with those of a  cool liquid? (both the gas and the liquid are at the same pressure.)     separation motion  a greater for a gas faster for a gas  b greater for a gas slower for a gas  c smaller for a gas faster for a gas  d smaller for a gas slower for a gas      16 a fixed mass of gas has a volume of 25  cm3. the pressure of the gas is 100  kpa.    the volume of the gas is slowly decreased by 15  cm3 at constant temperature.    what is the change in pressure of the gas?  a 67  kpa b 150  kpa c 170  kpa d 250  kpa    ",
+            "6": "6  \u00a9 ucles 2019 0625/23/o/n/19  17 a liquid turns into a gas. this occurs only at one particular temperature, and the change happens  throughout the liquid.    what is this process called?  a boiling  b condensation  c evaporation  d fusion     18 the diagram shows a liquid-in-glass thermometer.    \u2013 1 00 1 02 03 04 05 06 07 08 09 0 1 0 0 1 1 0\u00b0cliquid thread     when the temperature of the thermometer rises, the changes produced cause the liquid thread to move to the right.    why does this happen when the temperature of the thermometer rises?  a gases contract and liquids expand.  b gases contract and solids expand.  c liquids expand more than gases.  d liquids expand more than solids.     ",
+            "7": "7  \u00a9 ucles 2019 0625/23/o/n/19 [turn over  19 a sealed metal box contains a fixed mass of air. the sides of the box are insulated.    top bottomair insulation metal box    a scientist investigates the thermal conductivity of air. she measures how quickly thermal energy  passes between the top and bottom of the box.    which row gives the correct procedure and conclusion?     procedure conclusion  a heat bottom surface air is a good thermal conductor  b heat bottom surface air is a poor thermal conductor  c heat top surface air is a good thermal conductor  d heat top surface air is a poor thermal conductor      20 in a cold country, the ground is covered in snow. there is a pile of black sand outdoors and its temperature is the same as that of the snow. a man sprinkles a thin layer of this sand over the snow.    why does the black sand help to melt the snow during the day?  a any thermal energy still left in the sand will melt the snow.  b the black sand is a good absorber of the infrared radiation from the sun.  c the black sand is a good conductor of thermal energy.  d the black sand lowers the melting point of the snow.    ",
+            "8": "8  \u00a9 ucles 2019 0625/23/o/n/19  21 a large hill blocks the direct path between a transmitter of radio waves and a receiver, as shown.    hilltransmitter receive r     the receiver picks up the signal from the transmitter even though the radio waves do not travel  through the hill.     which row is correct?     a possible way  for this to happen is a stronger signal is  received using  a diffraction round the hill. longer wavelengths.  b diffraction round the hill. shorter wavelengths.  c refraction round the hill. longer wavelengths.  d refraction round the hill. shorter wavelengths.     22 a person stands 1.0  m in front of a plane mirror. the mirror is moved away from the person at a  speed of 1.0  m / s.    which statement is correct?  a the image moves away from the person at a speed of 1.0  m / s.  b the image moves away from the person at a speed of 2.0  m / s.  c the image moves towards the person at a speed of 1.0  m / s.  d the image moves towards the person at a speed of 2.0  m / s.      23 white light is refracted and dispersed when it enters a glass prism from air.    which colour has the lowest speed as it moves through the glass prism?  a blue light  b orange light  c red light  d violet light     ",
+            "9": "9  \u00a9 ucles 2019 0625/23/o/n/19 [turn over  24 the diagram shows the electromagnetic spectrum.    \u03b3-rays x-rays ultraviolet visible light infrared microwavesradio waves increasing ..    a word is missing from the label below the spectrum.    which word is missing?  a amplitude  b frequency  c speed  d wavelength     25 which row gives a  possible  set of values for the speed of sound in ice, in water and in steam?        speed of sound in ice m/s     speed of sound in water m/s    speed of sound in steam m/s  a 500 1500 4000  b 1500 4000 500  c 4000 500 1500  d 4000 1500 500      26 a steel bar is placed in an east-west direction for it to be demagnetised. no other magnet is nearby.    which method is not suitable?  a hammering the bar.  b heating the bar to a very high temperature.  c slowly taking the bar out of a coil that carries an alternating current.   d slowly taking the bar out of a coil that carries a direct current.    ",
+            "10": "10  \u00a9 ucles 2019 0625/23/o/n/19  27 a plastic rod is rubbed with a dry cloth. the rod becomes positively charged.    why has the rod become positively charged?  a it has gained electrons.  b it has gained neutrons.  c it has lost electrons.  d it has lost neutrons.    28 there is a current of 3.0  a in a resistor for time t. during time t, a charge of 120  c flows through  the resistor.    what is time t ?  a 0.025 minutes  b 0.025  s  c 40 minutes  d 40  s     29 identical resistors are connected together to form arrangements x, y and z.    xy z    what is the correct order of the resistances of the arrangements from the largest to the smallest?  a x \u2192 y \u2192 z  b y \u2192 x \u2192 z  c z \u2192 x \u2192 y  d z \u2192 y \u2192 x     ",
+            "11": "11  \u00a9 ucles 2019 0625/23/o/n/19 [turn over  30 resistors of resistance 1.0  \u03c9, 2.0  \u03c9 and 3.0  \u03c9 are connected in parallel across the terminals of   a cell.    which statement is correct?  a the currents in the resistors are equal.  b the sum of the currents in the three resistors is equal to the current in the cell.  c the sum of the potential differences (p.d.\u2019s) across the resistors is equal to the electromotive  force (e.m.f.) of the cell.  d the potential difference across the 3.0  \u03c9 resistor is greater than the potential difference  across the other two resistors.    31 diagram 1 shows a circuit containing an a.c. power supply, an unknown component x and a fixed  resistor.    the graph in diagram 2 shows how the potential difference (p.d.) across the resistor varies with time.    x diagram 1 diagram 20 0p.d. time     what is component x?  a thermistor  b relay coil  c diode  d light-dependent resistor    ",
+            "12": "12  \u00a9 ucles 2019 0625/23/o/n/19  32 an and gate has two inputs and one output.    which truth table represents the action of the and gate?     a    b   input 1 input 2 output  input 1 input 2 output  0 0 0  0 0 0  0 1 1  0 1 0  1 0 1  1 0 0  1 1 1  1 1 1           c    d   input 1 input 2 output  input 1 input 2 output  0 0 1  0 0 1  0 1 1  0 1 0  1 0 1  1 0 0  1 1 0  1 1 0      33 where must a fuse be connected in a mains electric circuit?  a the earth wire only  b the live wire only  c the neutral wire only  d the live wire and the earth wire      34 a wire xy is connected to a resistor r. the wire  is moved in the magnetic field between two  magnetic poles.    in which direction must the wire be moved so that the induced current is in the direction shown?    s n ra bd cx yinduced current    ",
+            "13": "13  \u00a9 ucles 2019 0625/23/o/n/19 [turn over  35 a step-up transformer produces a 60  v a.c. output from a 12  v a.c. input.    there are 50 turns on the secondary coil.    how many turns are there on the primary coil?  a 5 b 10 c 50 d 250     36 an a.c. generator contains a coil that rotates at a rate of 4500 revolutions per minute.    what is the frequency of the alternating current?  a 1.25  hz b 75  hz c 150  hz d 4500  hz      37 why are some radioactive sources stored in boxes made from lead?  a lead absorbs emissions from the radioactive sources.  b lead decreases the half-life of radioactive sources.  c lead increases the half-life of radioactive sources.  d lead repels emissions from the radioactive sources.      38 the diagram represents a neutral atom.    nucleus     which row identifies each type of particle in the diagram?         a electron neutron proton  b electron proton neutron  c neutron electron proton  d proton electron neutron     ",
+            "14": "14  \u00a9 ucles 2019 0625/23/o/n/19  39 a thin metal foil is placed in a vacuum. \u03b1-particles are fired at the foil and most go straight  through. a very small proportion of the \u03b1-particles are deflected through large angles.    what does this provide evidence for?  a \u03b1-particles are very small.  b there are negative electrons in each atom.  c there is a tiny nucleus in each atom.  d there are neutrons in each atom.     40 the background count rate measured by a radiation counter is 40 counts per minute.    with the counter close to a radioactive source, the counter reading is 960 counts per minute.    the half-life of the source is 20 minutes.    what is the counter reading one hour later?  a 115 counts per minute  b 120 counts per minute  c 155 counts per minute  d 160 counts per minute     ",
+            "15": "15  \u00a9 ucles 2019 0625/23/o/n/19  blank page",
+            "16": "16    permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to trac e 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 ans wer-related information to candidates, all copyright acknowledgements are reproduced onl ine in the cambridge  assessment international education copyri ght acknowledgements booklet. this is produc ed 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 the ca mbridge assessment group. cambri dge assessment is the brand name of the university of  cambridge local examinations syndicate (ucles), which it self is a department of the university of cambridge.    \u00a9 ucles 2019 0625/23/o/n/19  blank page  "
+        },
+        "0625_w19_qp_31.pdf": {
+            "1": "this document consists of 20 printed pages. dc (sc/fc) 172324/4 \u00a9 ucles 2019  [turn over *3507567167* physics  0625/31 paper 3  theory (core)  october/november 2019  1 hour 15 minutes candidates answer on the question paper. no additional materials are required. read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen. you may use an hb pencil for any diagrams or graphs. do not use staples, paper clips, glue or correction fluid. do not  write in any barcodes. answer all questions. electronic calculators may be used. you may lose marks if you do not show your working or if you do not use appropriate units. take the weight of 1.0  kg to be 10  n (acceleration of free fall  = 10 m / s2). at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part  question.cambridge assessment international education cambridge international general certificate of secondary education this syllabus is regulated for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificate.",
+            "2": "2 0625/31/o/n/19 \u00a9 ucles 2019 1 fig. 1.1 shows a plastic water barrel. the barrel is full of water. barrel fig. 1.1  (a) the water barrel contains 0.050  m3 of pure water. the density of pure water is 1000  kg / m3.   calculate the mass of pure water in the barrel.  mass of water =   kg [3]  (b) the density of sea water is 1030  kg / m3. the density of the plastic is 1000  kg / m3. use this  information and the information in (a) to state and explain whether the full barrel will float in  sea water. statement  .. explanation  ...  ...  ...  [2]  [total: 5]",
+            "3": "3 0625/31/o/n/19 \u00a9 ucles 2019 [turn over 2 four students p, q, r and s each attempt to measure the time period (the time for one complete  oscillation) of a pendulum. the arrows in fig. 2.1 show the movements of the pendulum that each  student times. p start end start endq start endr start ends fig. 2.1  (a) state the student who has chosen the correct movement for one period of a pendulum.   student .  [1]  (b) another student uses a stopwatch to measure the time taken for 50 periods of a pendulum.  fig. 2.2 shows the time taken on the stopwatch. 01:23.37min s s1 100 fig. 2.2   calculate the time for one period of the pendulum. give your answer to 3 significant figures.  time for one period =  .. s [3]",
+            "4": "4 0625/31/o/n/19 \u00a9 ucles 2019  (c) the student measures the displacement of the pendulum bob from its rest position. the  displacement is 16.5  cm, as shown in fig. 2.3. 16.5  cm fig. 2.3   state the displacement in millimetres.  displacement =  .. mm [1]  [total: 5]",
+            "5": "5 0625/31/o/n/19 \u00a9 ucles 2019 [turn over 3 fig. 3.1 shows a spring with no load attached. fig. 3.2 shows the same spring with a load attached.  loadspringstand  fig. 3.1  fig. 3.2  (a) describe how a student can determine the extension of the spring. you may draw on fig.  3.1  and fig.  3.2 as part of your answer.  ...  ...  ...  ...  .  [3]",
+            "6": "6 0625/31/o/n/19 \u00a9 ucles 2019  (b) the student plots a graph of load against extension, as shown in fig. 3.3. 00.02.04.06.08.010.0 1.03.05.07.09.0 8 16 24 extension  / cmload  / n 32 40 4 12 20 28 36 fig. 3.3   (i) determine the extension produced by a load of 7.5  n.  extension =  ... cm [1]   (ii) determine the load that would produce an extension of 10.0  cm.   load =  . n [1]  (c) calculate the mass that has a weight of 6.0  n.  mass =   kg [3]  [total: 8]",
+            "7": "7 0625/31/o/n/19 \u00a9 ucles 2019 [turn over 4 fig. 4.1 shows a tractor fitted with a device for breaking up soil in a field. device pivot pointheavy weight soiltractor fig. 4.1  (a) (i) the tractor has a heavy weight at the front. explain why the heavy weight is needed.  ...  .  [1]   (ii) fig. 4.2 represents the weight of the device and its distance from the pivot.  6000  n2.1 mpivot fig. 4.2    calculate the moment of the weight of the device about the pivot. state the unit.  moment =    [4]",
+            "8": "8 0625/31/o/n/19 \u00a9 ucles 2019  (b) fig. 4.3 shows a tractor fitted with narrow tyres and the same tractor fitted with wide tyres. tractor fitted with narrow tyressame tractor fitted with wide tyreswide tyre narrow tyre fig. 4.3  (view from the front)   explain why wide tyres are more suitable for the tractor on soft soil.  ...  ...  ...  .  [3]  [total: 8]",
+            "9": "9 0625/31/o/n/19 \u00a9 ucles 2019 [turn over 5 here are some statements about energy and energy resources.  some statements are correct. put a tick ( \u2713) in the box alongside each of these.    building hydroelectric power stations has an impact on the environment.    burning fossil fuels produces atmospheric pollution.    wind turbines are turned using gravitational potential energy.    coal and crude oil are sources of renewable energy.    geothermal energy is obtained from hot rocks below the ground.  [3]  [total: 3]",
+            "10": "10 0625/31/o/n/19 \u00a9 ucles 2019 6  fig. 6.1 shows a mirror periscope. the periscope is used to view a golfer over the heads of other  people. the periscope has two plane mirrors each at an angle of 45\u00b0 to the vertical. periscope plane mirror golfer45\u00b0 45\u00b0ray of light plane mirror fig. 6.1  (not to scale)  (a) (i) on fig. 6.1:    1. continue the ray of light from the golfer towards the upper mirror of the periscope    2. draw and label the normal at the point where the ray strikes the mirror.  [1]   (ii) on fig. 6.1, continue the ray of light after reflection at the upper mirror until it leaves the  periscope.  [1]   (iii) state the law of reflection used to deduce the position of the ray of light after striking the  mirrors.  .  [1]",
+            "11": "11 0625/31/o/n/19 \u00a9 ucles 2019 [turn over  (b) fig. 6.2 shows three rays of red light each entering a semi-circular glass block.  ray of red lightx semi-circular glass blockair air airray of red lightysemi-circular glass block ray of red lightzsemi-circular glass block fig. 6.2 table 6.1 angle of incidence description x less than the critical angle y equal to the critical angle z greater than the critical angle   using the information in table 6.1, draw on fig.  6.2 to complete the path of each ray of red  light.  [3]  [total: 6]",
+            "12": "12 0625/31/o/n/19 \u00a9 ucles 2019 7 an object, ox, is placed in front of a converging lens.  fig. 7.1 shows a ray of light from the object passing through the lens. x o fig. 7.1  (a) (i) the lens forms an image of object ox.    on fig. 7.1, draw another ray from x to locate the position of the image.  [1]   (ii) on fig. 7.1, draw an arrow to represent the image of ox and label it i. [1]   (iii) on fig. 7.1, mark a principal focus for the lens and label it f.  [1]   (iv) on fig. 7.1, measure and record the focal length of the lens.  focal length =  ... cm [1]  (b) describe the image i.   choose words from the list. tick ( \u2713) two boxes.     enlarged     diminished     same size     inverted     upright  [2]  [total: 6]",
+            "13": "13 0625/31/o/n/19 \u00a9 ucles 2019 [turn over8 (a) fig. 8.1 shows a student listening to the sound produced by a tuning fork. tuning fork fig. 8.1   (i) state how the tuning fork produces the sound.  .  [1]   (ii) complete the following sentence. choose a word from the box. electromagnetic   longitudinal   transverse    a sound wave is . [1]   (iii) a loudspeaker produces a sound with a frequency of 25 khz.    a student with healthy ears cannot hear this sound. explain why.  ...  .  [2]",
+            "14": "14 0625/31/o/n/19 \u00a9 ucles 2019  (b) fig. 8.2 represents a sound wave travelling in air. fig. 8.2  (drawn full size)   (i) the air particles are moving. on fig. 8.2, draw two arrows in opposite directions to show  the movement of the air particles.  [1]   (ii) use fig. 8.2 to determine the wavelength of the sound wave.  wavelength =  ... cm [1]  (c) describe a method of using water waves to demonstrate refraction.  ...  ...  ...  ...  ...  .  [4]  [total: 10]",
+            "15": "15 0625/31/o/n/19 \u00a9 ucles 2019 [turn over 9 a student is experimenting with magnets and electric charges.  (a) the student places a bar magnet on a piece of paper, as shown in fig. 9.1. n s piece of paper fig. 9.1   show the pattern of magnetic field lines around the bar magnet.   draw two lines above the magnet and two lines below the magnet. start and finish each line  at a pole. include one arrow to show the direction of the magnetic field.  [3]  (b) the student rubs a plastic rod with a dry cloth. the plastic rod becomes positively charged.   explain why the friction between the plastic and the cloth causes the plastic to become  positively charged.  ...  ...  ...  .  [2]",
+            "16": "16 0625/31/o/n/19 \u00a9 ucles 2019  (c) the student investigates the forces between two pairs of objects.   fig. 9.2 and fig.  9.3 show the pairs of objects.   state whether there is a force of attraction, a force of repulsion, or no force between the pairs  of objects. draw a ring around one phrase for each pair of objects.  1. two positively charged spheres 2. a bar magnet and a bar of copper metalthin cotton force of attraction force of repulsion no force force of attraction force of repulsion no forcebar of copper metal++ ++ +++ +++ ++ +++ + n sfig. 9.2 fig. 9.3  [2]  [total: 7]",
+            "17": "17 0625/31/o/n/19 \u00a9 ucles 2019 [turn over 10 a teacher is investigating the resistance of a lamp.  fig. 10.1 shows part of the circuit she uses. the circuit is incomplete. component xswitch fig. 10.1  (a) (i) to determine the resistance of the lamp, the teacher adds two meters to her circuit.    on fig. 10.1, draw circuit symbols to show each meter correctly connected in the circuit.  [3]   (ii) when the current in the lamp is 0.25  a, the potential difference (p.d.) across the lamp is  4.5 v. calculate the resistance of the lamp.  resistance =  . \u03c9 [3]  (b) (i) state the name of component x.  .  [1]   (ii) describe and explain how the teacher uses component x to investigate the resistance of  the lamp.  ...  ...  ...  .  [2]  [total: 9]",
+            "18": "18 0625/31/o/n/19 \u00a9 ucles 2019 11 a student is experimenting with electromagnetic effects.  (a) describe an experiment, using any standard laboratory equipment, to demonstrate  electromagnetic induction. you may draw a diagram.  ...  ...  ...  .  [3]  (b) fig. 11.1 shows a transformer connected to an input voltage of 12  v a.c. output voltagecore secondary coil 300 turnsprimary coil 20 turns12 v a.c.input voltage fig. 11.1   (i) state the name of a suitable material for the core of the transformer.  .  [1]   (ii) explain how the diagram in fig. 11.1 shows a step-up transformer.  ...  .  [1]   (iii) using the information in fig. 11.1, calculate the output voltage of the transformer.  output voltage =  .. v [3]  [total: 8]",
+            "19": "19 0625/31/o/n/19 \u00a9 ucles 2019 [turn over 12 a teacher carries out two experiments at the same time.  (a) in the first experiment the count rate for a sample of a radioactive isotope is measured every  30 seconds for 6 minutes.   the results are shown in table  12.1. table 12.1 time / minutescount rate counts  / second 0.0 1246 0.5 1036 1.0 941 1.5 810 2.0 686 2.5 621 3.0 550 3.5 468 4.0 421 4.5 368 5.0 318 5.5 280 6.0 242   estimate the half-life of the radioactive isotope. use the information in the table.  half-life =  ... minutes  [1]  (b) in the second experiment the teacher repeats the procedure with another sample of the same  radioactive isotope. the mass of the second sample is greater than that of the first sample.   suggest a value for the count rate for this sample at the start of the experiment.  count rate =   counts  / second  [1]",
+            "20": "20 0625/31/o/n/19 \u00a9 ucles 2019 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 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. (c) one type of particle emitted during radioactive decay is an \u03b1-particle (alpha particle).   describe:   (i) the nature of an \u03b1-particle  .  [1]   (ii) the ionising ability of an \u03b1-particle  .  [1]   (iii) the penetrating ability of an \u03b1-particle.  .  [1]  [total: 5]"
+        },
+        "0625_w19_qp_32.pdf": {
+            "1": "this document consists of 19 printed pages and 1 blank page. dc (lk/tp) 172323/6 \u00a9 ucles 2019  [turn over *1097389924* physics  0625/32 paper 3  theory (core)  october/november 2019  1 hour 15 minutes candidates answer on the question paper. no additional materials are required. read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen. you may use an hb pencil for any diagrams or graphs. do not use staples, paper clips, glue or correction fluid. do not  write in any barcodes. answer all questions. electronic calculators may be used. you may lose marks if you do not show your working or if you do not use appropriate units. take the weight of 1.0  kg to be 10  n (acceleration of free fall  = 10 m / s2). at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question.cambridge assessment international education cambridge international general certificate of secondary education this syllabus is regulated for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificate.",
+            "2": "2 0625/32/o/n/19 \u00a9 ucles 2019 1 fig. 1.1 shows a water tank that is leaking. drops of water fall from the tank at a constant rate. water tank water groundsupportsdrops of water fig. 1.1   (not to scale)  (a) a student uses a stopwatch to determine the time between two drops hitting the ground.   he sets the stopwatch to zero. he starts the stopwatch when the first drop hits the ground.   he stops the stopwatch after a further 30 drops have hit the ground.     the reading on the stopwatch is recorded and shown in fig. 1.2. 00:13. 20min s s1 100 fig. 1.2   (i) state the time taken for 30 drops to hit the ground.  time =  .  s [1]   (ii) calculate the average time between two drops hitting the ground.  time =  .  s [2]",
+            "3": "3 0625/32/o/n/19 \u00a9 ucles 2019 [turn over   (iii) explain why the student measures the time for 30 drops to hit the ground instead of  measuring the time for one drop to hit the ground.  ...  .  [1]  (b) fig. 1.1 shows that the drops get further apart as they get close to the ground.   state why the drops get further apart.  ...  .  [1]  (c) in another experiment the student determines the speed of a falling weight at different times.  the speed\u2013time graph for his results is shown in fig. 1.3. 005.010.015.0 0.5 1.0 1.5 time  / sspeed m / s fig. 1.3   calculate the distance fallen by the weight in the first 1.5  s.  distance =    m [3]  [total: 8]",
+            "4": "4 0625/32/o/n/19 \u00a9 ucles 2019 2 (a) a student has an irregularly shaped piece of metal, a beaker of water and a measuring  cylinder, as shown in fig. 2.1. water piece of metalmeasuring cylinder fig. 2.1   describe how the student can accurately determine the volume of the piece of metal using  the equipment provided.  ...  ...  ...  ...  ...  .  [4]  (b) the student measures the mass of the piece of metal. its mass is 146  g.   (i) state the name of the instrument used to measure the mass.  .  [1]   (ii) the volume of the piece of metal is 20  cm3.    calculate the density of the metal. state the unit.  density =    [4]  [total: 9]",
+            "5": "5 0625/32/o/n/19 \u00a9 ucles 2019 [turn over 3 (a) fig. 3.1 shows the horizontal forces acting on a swimmer. 120  n110  n fig. 3.1   (i) calculate the size and direction of the resultant horizontal force on the swimmer.     size of resultant horizontal force =    n     direction of resultant horizontal force =    [1]   (ii) state the name of the 110  n force on the swimmer.  .  [1]   (iii) fig. 3.2 shows the horizontal forces acting on the swimmer as he moves forwards a  short time later. 120  n120  n fig. 3.2    describe and explain the motion of the swimmer.  ...  .  [2]",
+            "6": "6 0625/32/o/n/19 \u00a9 ucles 2019  (b) another swimmer weighs 700  n. he stands on a diving board, as shown in fig. 3.3. 3.5 m diving boardp 700  n fig. 3.3   calculate the moment of the swimmer\u2019s weight about point p.  moment =  .  n m [3]  [total: 7]",
+            "7": "7 0625/32/o/n/19 \u00a9 ucles 2019 [turn over 4 (a) fig. 4.1 shows a metal triangle suspended from a thread. metal trianglethread fig. 4.1   complete the sentence. choose the correct word or phrase from the box. above   below   to the left of   to the right of   the metal triangle will come to rest with its centre of mass directly . the  point of suspension.  [1]",
+            "8": "8 0625/32/o/n/19 \u00a9 ucles 2019  (b) a student finds the centre of mass of a shape made of thin card. fig. 4.2 shows the equipment. nail or pin plumbline clamp stand and clamp shape made of thin card fig. 4.2 (not to scale)   describe how the student finds the centre of mass of the card. choose from these sentences.   a a line is drawn on the card showing the position of the string.   b a pin held in a clamp is put through the hole in the card.   c the centre of mass is where the lines cross on the card.   d the process is repeated using holes near the other two edges.   complete the flow chart. write the letter for the correct sentence in each box. a small hole is made near one edge of the card the plumbline is attached to the pin  [3]  [total: 4]",
+            "9": "9 0625/32/o/n/19 \u00a9 ucles 2019 [turn over 5 (a) energy sources used to generate electricity are shown in the box. gas    oil    tides     waves     wind   which energy sources are non-renewable?   draw a ring around each  energy source that is non-renewable.  [1]  (b) the diagram shows a geothermal power station.  steam and  hot water cracks in  rockshot rockscold water pumped downgenerating station fig. 5.1   describe how the geothermal power station generates electricity.  ...  ...  ...  ...  ...  .  [4]  [total: 5]",
+            "10": "10 0625/32/o/n/19 \u00a9 ucles 2019 6 (a) fig. 6.1 shows a liquid-in-glass thermometer. \u201310 0 10 20 30 40 50 60 70 80 90 100 110\u00b0c fig. 6.1   (i) state the name of a liquid used in liquid-in-glass thermometers.  .  [1]   (ii) the thermometer is calibrated using two fixed points.    state the values of these fixed points.  ... \u00b0c and  ... \u00b0c  [1]  (b) a student heats some water in a metal can, as shown in fig. 6.2. water heatmovement of watermetal can fig. 6.2",
+            "11": "11 0625/32/o/n/19 \u00a9 ucles 2019 [turn over   (i) complete the sentence. choose a word from the box. conduction   convection   radiation thermal (heat) energy moves through the metal can by    [1]   (ii) describe how thermal energy is transferred throughout the water. include your ideas  about density changes.  ...  ...  ...  ...  ...  ...  .  [3]  [total: 6]",
+            "12": "12 0625/32/o/n/19 \u00a9 ucles 2019 7 all matter is made up of atoms and molecules.  (a) describe the arrangement, separation and motion of gas molecules. arrangement  . separation  . motion  ...  [3]  (b) the motion of smoke particles in air can be observed using a smoke cell and microscope.  fig. 7.1 shows the arrangement. microscope light source lensglass plate smoke cell fig. 7.1   smoke is placed inside the glass smoke cell. light enters from the side of the smoke cell.    a student looks through the microscope. she sees tiny spots of light moving. each spot of  light is a smoke particle.   fig. 7.2 represents the path of a smoke particle seen in the eyepiece of the microscope. smoke particle fig. 7.2   (i) on fig. 7.2, continue the path of the smoke particle.  [2]   (ii) state the term used to describe the movement of the smoke particle.  .  [1]  [total: 6]",
+            "13": "13 0625/32/o/n/19 \u00a9 ucles 2019 [turn over 8 fig. 8.1 is a partially completed ray diagram. oobject if2 f1c fig. 8.1  the object is at o and its image is at i.  (a) which distance is the focal length of the lens? tick one box.      c to f1      o to c      f2 to i      o to i [1]  (b) on fig. 8.1, extend the two rays from the arrowhead on the object until both reach the position  of the image.  [3]  (c) the object is moved a small distance away  from the lens. state the effect, if any, this has on  the position and size of the image. position  . size  ...  [2]  [total: 6]",
+            "14": "14 0625/32/o/n/19 \u00a9 ucles 2019 9 a boat race starts on the sea, but close to land. fig. 9.1 shows the boats at the start of the race. fig. 9.1  on the land, a cannon produces a loud bang to start the race. there is a flash of light at the same  time as the bang.  (a) (i) at the start of the race, the sailors watch for the flash of light from the cannon.    suggest why the sailors watch for the flash of light rather than listen for the bang.  ...  .  [1]   (ii) one of the sailors is 500  m from the cannon. she measures a time difference of  1.6 seconds between seeing the flash of light and hearing the bang.    calculate the speed of sound.  speed of sound =    m / s [3]   (iii) the value of the speed of sound obtained in (a)(ii)  is lower than expected.    suggest a reason for this difference.  ...  .  [1]  (b) the race is held close to a part of the coast with high cliffs. a sailor hears a second bang  shortly after the first bang.   state the term for the second bang and explain how it is produced.   term . explanation  ...  [2]  [total: 7]",
+            "15": "15 0625/32/o/n/19 \u00a9 ucles 2019 [turn over 10 a circuit is made from two lamps, a cell and a switch, as shown in fig. 10.1. fig. 10.1  (a) (i) draw the circuit symbol for a cell.  [1]   (ii) state the term used for the arrangement of lamps in the circuit in fig. 10.1.  .  [1]   (iii) the switch is closed and the lamps light.    state the name of the charged particles that are flowing through the wires  .  [1]",
+            "16": "16 0625/32/o/n/19 \u00a9 ucles 2019  (b) fig. 10.2 represents a different type of circuit.  fig. 10.2   (i) compare fig. 10.1 and fig. 10.2. state two advantages of the type of circuit shown in  fig. 10.2 with the type of circuit shown in fig. 10.1. 1.  ... 2.  ...  [2]   (ii) the potential difference across the power source in fig. 10.2 is 3.0  v. the combined  resistance of the two lamps is 12  \u03c9. calculate the size of the current in the circuit.  current =  .  a [3]  [total: 8]",
+            "17": "17 0625/32/o/n/19 \u00a9 ucles 2019 [turn over 11 (a) identify which of the following metals can be permanently magnetised. place a tick ( 3) in the  box next to any correct metal.      aluminium      copper      steel      tungsten  [1]  (b) two metal rods are thought to be permanent magnets. describe the test you would carry out  to confirm that both rods are permanent magnets.  ...  ...  .  [2]  (c) (i) describe how to make an electromagnet. you may draw a labelled diagram to help your  answer.  ...  ...  ...  .  [3]   (ii) suggest two factors that affect the strength of the magnetic field of an electromagnet. 1 . 2    [2]  [total: 8]",
+            "18": "18 0625/32/o/n/19 \u00a9 ucles 2019 12 a radioactive substance decays by emitting an \u03b1-particle.  (a) the nuclide notation for an \u03b1-particle is 4 2 \u03b1   (i) state the term given to the number 4, written in the nuclide notation.  .  [1]   (ii) state the term given to the number 2, written in the nuclide notation.  .  [1]  (b) fig. 12.1 shows the decay curve for a radioactive material. 002004006008001000 2 4 6 8 10 time  / minutescount rate counts  / min fig. 12.1   (i) use information from the graph in fig.  12.1 to determine the half-life of the material.  clearly show how you used the graph to obtain your answer.  half-life =  ..  minutes  [3]",
+            "19": "19 0625/32/o/n/19 \u00a9 ucles 2019   (ii) another radioactive material with the same half-life has an initial count rate of  600 counts  / min. on fig. 12.1 sketch the decay curve for this material.  [1]  [total: 6]",
+            "20": "20 0625/32/o/n/19 \u00a9 ucles 2019 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 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.blank page"
+        },
+        "0625_w19_qp_33.pdf": {
+            "1": "this document consists of 15 printed pages and 1 blank page. dc (leg/cb) 172322/6 \u00a9 ucles 2019  [turn over *5830106124* physics  0625/33 paper 3  theory (core)  october/november 2019  1 hour 15 minutes candidates answer on the question paper. no additional materials are required. read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen. you may use an hb pencil for any diagrams or graphs. do not use staples, paper clips, glue or correction fluid. do not  write in any barcodes. answer all questions. electronic calculators may be used. you may lose marks if you do not show your working or if you do not use appropriate units. take the weight of 1.0  kg to be 10  n (acceleration of free fall  = 10 m / s2). at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question.cambridge assessment international education cambridge international general certificate of secondary education this syllabus is regulated for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificate.",
+            "2": "2 0625/33/o/n/19 \u00a9 ucles 2019 1 (a) a student uses a stopwatch in a timing experiment.   fig. 1.1 shows the stopwatch readings.  reading at the start  reading at the end  of the experiment  of the experiment min s s1 100 min s s1 100 fig. 1.1   calculate the time interval between the two readings.  time interval =  ..  s [2]  (b) a device has a light-emitting diode (led) that flashes briefly at regular intervals.   describe how to determine accurately the average time for each interval, using a stopwatch.  ...  ...  ...  ...  ...  .  [4]  [total: 6]",
+            "3": "3 0625/33/o/n/19 \u00a9 ucles 2019 [turn over 2 a student reviews some data about athletes and footballers.  (a) an athlete runs 12  km in 1.5 hours.   calculate the athlete\u2019s average speed in km  / h.    average speed =  ...  km / h [3]  (b) fig. 2.1 shows the speed-time graph for a footballer for the first 15.0 seconds of a game. speed m / s time / s0 0 2.0 4.0 6.0 8.0 10.0 12.0 14.0 15.0 1.0 3.0 5.0 7.0 9.0 11.0 13.01.02.03.04.05.06.07.0 fig. 2.1   (i) use the graph in fig. 2.1 to calculate the distance travelled by the footballer during the  first 4.0 seconds.  distance =  .  m [3]   (ii) use the graph in fig. 2.1 to determine when the footballer is moving with greatest  acceleration. between .. s and .. s    give a reason for your answer.  ...  ...  [2]  (c) another footballer has a mass of 72  kg.   calculate the weight of this footballer.  weight =  .. n [3]  [total: 11]",
+            "4": "4 0625/33/o/n/19 \u00a9 ucles 20193 a model aircraft is flying through air. fig. 3.1 shows the forces acting on the model aircraft. the  weight of the model aircraft is 15.0 n. 15.0 n15.0 n direction of motion 19.0 n11.0 n fig. 3.1  (a) (i) determine the size and direction of the resultant horizontal  force acting on the model  aircraft.  size of resultant horizontal  force =  ...  n  direction of resultant horizontal  force =  ...  [1]   (ii) describe the change in the motion of the model aircraft.   ...  .  [2]  (b) the horizontal forces acting on the model aircraft become balanced.    suggest how the horizontal forces acting on the model aircraft have changed.  ...  .  [1]  [total: 4]",
+            "5": "5 0625/33/o/n/19 \u00a9 ucles 2019 [turn over 4 (a) a man is working on a platform. he uses a rope to raise a bag from the ground to the platform  as shown in fig. 4.1. man rope bagplatform fig. 4.1   (i) state the type of energy gained by the bag as it is lifted at constant speed.  .  [1]   (ii) the man then lifts a second bag from the ground to the platform. the first bag weighs  100 n and the second bag weighs 150  n. on which bag of materials does the man do more work?  ... explain your answer.  ...  ...  [1]   (iii) the man wants to determine his useful power as he lifts one of the bags. he knows the  weight of the bag. state the two other quantities he needs to know. 1   2    [2]",
+            "6": "6 0625/33/o/n/19 \u00a9 ucles 2019  (b) the statements describe processes in a coal-fired power station. they are not in the correct  order.   a thermal energy boils water.   b coal burns to produce thermal (heat) energy.   c electricity is transmitted to a step-up transformer.   d a turbine turns coils in a magnetic field.   e steam turns a turbine.   use the letters a, b, c, d and e to complete the flow chart explaining how the power station  works. coal is crushed to a fine powder. hot air blows the coal powder into a furnace. boiling water produces steam. electricity is generated.  [3]  [total: 7]",
+            "7": "7 0625/33/o/n/19 \u00a9 ucles 2019 [turn over 5 (a) the arrows on fig. 5.1 represent changes of state. solid1 .. 2 .. 3 .. 4 condensationliquid gas fig. 5.1   one of the arrows is labelled. label each of the other arrows with the correct change of state.   write the change of state on the dotted lines next to each arrow.  [3]  (b) a beaker contains some liquid with a low boiling point. the beaker is placed onto a small  amount of water, as shown in fig. 5.2. water on benchbeaker benchliquid with low  boiling point fig. 5.2   the liquid in the beaker evaporates quickly. the water on the bench cools and turns to ice.    explain why the water cools.  ...  ...  ...  ...  .  [3]  [total: 6]",
+            "8": "8 0625/33/o/n/19 \u00a9 ucles 2019 6 (a) fig. 6.1 represents a transverse wave drawn full size. point x represents a point on the wave. x fig. 6.1   (i) on fig. 6.1, mark clearly the directions in which point x moves.  [1]   (ii) use fig. 6.1 to measure the wavelength of the wave.  wavelength =  ...  cm [1]   (iii) the frequency of the wave is increased. describe how the wave pattern in fig. 6.1 would  be different.  ...  .  [1]  (b) (i) place a tick in a box next to any transverse wave.     light     sound     radio  [1]   (ii) state a type of wave that cannot  travel in a vacuum.  .  [1]  [total: 5]",
+            "9": "9 0625/33/o/n/19 \u00a9 ucles 2019 [turn over 7 (a) complete the sentences. add the missing word to each of the blank spaces.   the unit of temperature is called the . .   the physical property that varies with temperature in a liquid-in-glass thermometer is the     . of the liquid.  [2]  (b) a student has a thermometer without a marked scale.    to produce a scale for the thermometer, the student must use two fixed points.   give the temperature value for each fixed point and describe what happens to water at each  of these temperatures. lower fixed point  ..  ... upper fixed point  ..  ...  [4]  [total: 6]",
+            "10": "10 0625/33/o/n/19 \u00a9 ucles 2019 8 fig. 8.1 shows a ray of light travelling through a glass block and then reflecting from a mirror. nglass block mqpr stmirror fig. 8.1  (a) state the term used for the dashed lines drawn in fig. 8.1.  .  [1]  (b) use fig. 8.1 to identify the three angles in the list. place the correct letter in the box to indicate  each angle.    angle of incidence    angle of reflection    angle of refraction  [3]  (c) the ray of light in fig. 8.1 changes direction as it enters the glass block. state the name of  this effect and explain why it happens. name of effect  ... explanation  ...  ...  ...  [2]  [total: 6]",
+            "11": "11 0625/33/o/n/19 \u00a9 ucles 2019 [turn over 9 two bar magnets are placed next to each other as shown in fig. 9.1. magnet a                 magnet b fig. 9.1  magnet a is slowly moved towards magnet b. this causes magnet b to move away from magnet a.  (a) (i) on fig. 9.1, suggest the poles of each bar magnet.    label n and s on each of the magnets.  [1]   (ii) state the term used to describe the direction of the forces acting between magnet a and  magnet b.  .  [1]   (iii) magnet b is removed and replaced with a steel bar of the same size.    describe what happens when magnet a is slowly moved towards the steel bar.  ...  .  [1]",
+            "12": "12 0625/33/o/n/19 \u00a9 ucles 2019  (b) a student makes an electromagnet. he places an iron rod inside a coil of wire and connects  the coil to a d.c. power supply, as shown in fig. 9.2. coiliron rodd.c. power supply fig. 9.2   (i) the switch is closed so there is a current in the coil. the s pole of a bar magnet is placed  near to each end of the iron rod in turn.    suggest what happens at each end of the iron rod and give a reason for your predictions. suggestions  ..  ...  ... reason  ...  ...  [2]   (ii) the student removes the iron rod from the coil. the student places a steel rod inside  the coil. he closes the switch and the steel rod becomes a magnet. he then opens the  switch.    the student removes the steel rod and moves it close to the iron rod.    describe and explain what happens as the two rods are moved close together.  ...  ...  .  [2]   (iii) state one use for an electromagnet.   .  [1]  [total: 8]",
+            "13": "13 0625/33/o/n/19 \u00a9 ucles 2019 [turn over 10 fig. 10.1 shows the symbol for an electrical component. fig. 10.1   (a) state the name of the component shown in fig. 10.1.  .  [1]  (b) the resistance of the component shown in fig. 10.1 varies with temperature. fig. 10.2 shows  a graph of resistance against temperature for the component. \u201310010002000300040005000 10 30 50 temperature  / \u00b0cresistance  / \u03c9 70 90 110 fig. 10.2   (i) use fig. 10.2 to determine the resistance of the component at a temperature of 10  \u00b0c.   .. \u03c9 [1]   (ii) at another temperature, the resistance of the component is 800  \u03c9.     calculate the current in the component when it is connected to a 12.0  v supply.  current =  ... a [3]  [total: 5]",
+            "14": "14 0625/33/o/n/19 \u00a9 ucles 2019 11 fig. 11.1 shows a diagram of an electrical device. the diagram is not complete. the coil rotates in   a magnetic field when connected to a d.c. power supply. magnet coil xyns fig. 11.1  (a) (i) explain the meaning of the term d.c.  ...  .  [1]   (ii) complete the diagram in fig. 11.1 by drawing the symbols for two cells in series and a  switch to make a circuit.  [2]  (b) (i) state the name of the electrical device shown in fig. 11.1.  .  [1]   (ii) state two changes to the electrical device that will make the coil in the device rotate  faster. 1.  ... 2.  ...  [2]  [total: 6]",
+            "15": "15 0625/33/o/n/19 \u00a9 ucles 2019 12 fig. 12.1 shows the nuclide notation for three isotopes of an element.  1 2 3 x               y               z  1 1 1 fig. 12.1  (a) (i) describe how the nuclide notation shows that each isotope is of the same element.  ...  .  [1]   (ii) describe how the nuclide notation shows the differences between the isotopes.  ...  .  [1]  (b) radioactive sources emit radiation when they decay. state the names of three  types of  radioactive emission. 1   2   3    [2]  (c) radioactive emissions have differing characteristics. one characteristic is their ionising effect.   complete the statement about ionisation, using words from the box. the words can be used  once, more than once or not at all. electrons           negatively           neutrons           positively           neutrally           protons   when atoms are ionised,   ... may be removed, leaving ... charged atoms (ions), or   ... may be gained, forming ... charged atoms (ions).  [4]  (d) polonium-210 has a half-life of 140 days. a sample of polonium-210 has 8.0 \u00d7 1010 atoms.   calculate the number of polonium-210 atoms remaining in the sample after 280 days.  number of atoms =  .  [2]  [total: 10]",
+            "16": "16 0625/33/o/n/19 \u00a9 ucles 2019 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 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.blank page"
+        },
+        "0625_w19_qp_41.pdf": {
+            "1": "this document consists of 18 printed pages and 2 blank pages. dc (nh/cgw) 174867/3 \u00a9 ucles 2019  [turn over *0431991628* physics  0625/41 paper 4  theory (extended)  october/november 2019  1 hour 15 minutes candidates answer on the question paper. no additional materials are required. read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen. you may use an hb pencil for any diagrams or graphs. do not use staples, paper clips, glue or correction fluid. do not  write in any barcodes. answer all questions. electronic calculators may be used. you may lose marks if you do not show your working or if you do not use appropriate units. take the weight of 1.0  kg to be 10  n (acceleration of free fall  = 10 m / s2). at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part  question.cambridge assessment international education cambridge international general certificate of secondary education this syllabus is regulated for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificate.",
+            "2": "2 0625/41/o/n/19 \u00a9 ucles 2019 1 a car accelerates from rest at time t = 0 to its maximum speed.  fig. 1.1 is the speed-time graph for the first 25  s of its motion. 0010203040 5 10 15 20 25 t / sspeed m / s fig. 1.1  (a) the mass of the car is 2300  kg.   for the time between t = 0 and t = 5.0  s, determine:    (i) the acceleration of the car  acceleration =    [2]   (ii) the resultant force acting on the car.  resultant force =    [2]",
+            "3": "3 0625/41/o/n/19 \u00a9 ucles 2019 [turn over  (b) describe the motion of the car between t = 10  s and t = 15  s. explain how fig.  1.1 shows this.  ...  ...  ...  .  [3]  (c) between t = 10  s and t = 15  s, the force exerted on the car due to the engine remains constant.   suggest and explain why the car moves in the way shown by fig.  1.1.  ...  ...  .  [2]  [total: 9]",
+            "4": "4 0625/41/o/n/19 \u00a9 ucles 2019 2 (a) state two properties of an object that may be changed by the action of forces.  1.  ... 2.  ...  [2]  (b) a chest expander is a piece of equipment used by athletes in a gym.  fig. 2.1 shows a chest  expander that consists of five identical springs connected in parallel between two handles. springs fig. 2.1   each spring has an unstretched length of 0.63  m.   two athletes are stretching the chest expander by pulling on the two handles in opposite  directions.   (i) the springs obey hooke\u2019s law.    explain what is meant by this statement.  ...  ...  .  [2]   (ii) each athlete pulls the handle towards himself with a force of 1300  n.    1. state the tension in each spring.  tension =    [1]    2. the chest expander stretches and each spring is now 0.94  m long.     calculate the spring constant k of each spring.  k =    [2]",
+            "5": "5 0625/41/o/n/19 \u00a9 ucles 2019 [turn over   (iii) state the energy changes taking place as the two athletes use their muscles to stretch  the chest expander.  ...  ...  .  [2]  [total: 9]",
+            "6": "6 0625/41/o/n/19 \u00a9 ucles 2019 3 fig. 3.1 shows a shooting competition, where air rifles fire soft metal pellets at distant targets. air rifletarget fig. 3.1  when an air rifle is fired, it exerts an impulse of 0.019  n s on the pellet.  (a) define impulse .  ...  .  [1]  (b) the pellet has a mass of 1.1 \u00d7 10\u20134 kg.   determine:   (i) the speed with which the pellet leaves the rifle  speed =    [2]   (ii) the kinetic energy of the pellet as it leaves the rifle.  kinetic energy =    [3]",
+            "7": "7 0625/41/o/n/19 \u00a9 ucles 2019 [turn over  (c) the pellet melts when it strikes the target.   describe how the molecular structure of the liquid metal differs from that of the solid metal.  ...  ...  ...  .  [3]  [total: 9]",
+            "8": "8 0625/41/o/n/19 \u00a9 ucles 2019 4 fig. 4.1 shows a loudspeaker that is producing a sound wave in air of frequency 15  000 hz. hollow paper cone fig. 4.1  (a) describe how the cone of the loudspeaker produces this sound.  ...  ...  ...  .  [3]  (b) the speed of sound in air is 330  m / s.   calculate the wavelength of this sound.  wavelength =    [2]",
+            "9": "9 0625/41/o/n/19 \u00a9 ucles 2019 [turn over  (c) the loudspeaker is placed a considerable distance to the left of a barrier with a gap. the  width of the gap is double the wavelength of the sound. sound from the loudspeaker reaches  the barrier and passes through the gap.   fig. 4.2 shows the gap in the barrier. barrier barrier fig. 4.2  (not to scale)   on fig. 4.2, sketch a diagram that represents the sound wave as a series of wavefronts \u2022 travelling towards the barrier \u2022 in the gap \u2022 and travelling away from the barrier.  [3]  [total: 8]",
+            "10": "10 0625/41/o/n/19 \u00a9 ucles 2019 5 fig. 5.1 shows a sphere that is negatively charged. the sphere is attached to a plastic stand. plastic stand fig. 5.1  (a) on fig. 5.1, draw arrows to indicate the pattern and direction of the electric field in the region  surrounding the sphere.  [2]  (b) a smaller, uncharged metal sphere s is suspended by a plastic thread and brought close to  the negatively charged sphere. fig. 5.2 shows the two spheres. plastic thread s fig. 5.2   (i) by drawing on fig. 5.2, indicate the distribution of charge on s.  [2]   (ii) state what happens to s.  ...  .  [1]   (iii) an earth wire is then touched against s.    describe what happens in the wire and state how this affects the charge on s.  ...  ...  .  [2]",
+            "11": "11 0625/41/o/n/19 \u00a9 ucles 2019 [turn over  (c) the metal sphere s is an electrical conductor. the plastic thread is an electrical insulator.   explain this difference by referring to the structures of the two materials.  ...  ...  .  [2]  [total: 9]",
+            "12": "12 0625/41/o/n/19 \u00a9 ucles 2019 6 fig. 6.1 shows a shower that takes in cold water. the water passes through an electric water  heater and emerges from the showerhead at a higher temperature. showerhead electric water heater fig. 6.1  the power of the heater is 9000  w.  (a) the shower is powered by a 230  v electricity supply.   (i) calculate the current in the heater when it is switched on.  current =    [2]   (ii) suggest a suitable rating for the fuse in the heater circuit.  fuse rating =    [1]  (b) the specific heat capacity of water is 4200  j / (kg \u00b0c). the initial temperature of the cold water  is 16  \u00b0c.   determine the maximum mass of water that can be heated to a temperature of 35  \u00b0c in 1.0  s.  mass =    [4]",
+            "13": "13 0625/41/o/n/19 \u00a9 ucles 2019 [turn over  (c) a safety control in the shower switches off the shower when the water becomes dangerously  hot. the control uses a thermocouple thermometer to measure the temperature of the heated  water.   (i) describe the structure of a thermocouple thermometer. include a diagram in your answer.  ...  ...  .  [2]   (ii) suggest one reason why a thermocouple thermometer is suitable for this purpose.  ...  .  [1]  [total: 10]",
+            "14": "14 0625/41/o/n/19 \u00a9 ucles 20197 the resistance of a 1.0 m length of resistance wire is 7.6 \u03c9. a length of this wire is taped to a metre  rule. a crocodile clip is connected to one end of the resistance wire exactly at the 0 m mark of the  rule. fig. 7.1 shows the crocodile clip connected to terminal p. 0 m mark crocodile clip0 1.0 m markmetre rule movable contact resistance wire terminal q terminal pl connecting wire fig. 7.1  a second terminal q is connected to a movable contact using a long length of connecting wire.  the movable contact is in contact with the resistance wire at a length l from the 0 m mark on the  rule.  the movable contact is placed at different points on the resistance wire. the resistance r of the  length l of the wire depends on l.  (a) on fig. 7.2, sketch a graph to show how r varies with l for values of l between l = 0 and  l = 1.0 m. mark appropriate values on the axes of the graph. 0 0 l / mr / \u03c9 fig. 7.2  [2]",
+            "15": "15 0625/41/o/n/19 \u00a9 ucles 2019 [turn over (b) fig. 7.3 shows a battery of electromotive force (e.m.f.) 12 v connected across the 1.0 m length  of the resistance wire. metre rule movable contact12 v resistance wire terminal q terminal pl fig. 7.3   (i) state what is meant by electromotive force  (e.m.f.).  ...  ...  .  [2]   (ii) calculate:    1. the current in the resistance wire  current =    [2]    2. the potential difference (p.d.) between terminal p and terminal q when l = 0.35 m  p.d. =    [1]    3. the charge that passes through the resistance wire in 5.5 minutes.  charge =    [2]  [total: 9]",
+            "16": "16 0625/41/o/n/19 \u00a9 ucles 2019 8 fig. 8.1 shows a ray of red light incident on one side of a glass prism in air. red lightglass prism fig. 8.1  for red light, the refractive index of glass is  nr.  (a) the angle of incidence is 53\u00b0 and the angle of refraction in the glass is 30\u00b0.   (i) calculate nr.  nr =    [2]   (ii) on fig. 8.1, sketch a line to indicate the path of the red light when it emerges from the  glass prism. label this path r.  [1]   (iii) explain why the quantity refractive index  does not have a unit.  ...  .  [1]  (b) for violet light, the refractive index nv of glass is slightly larger than nr.   (i) a ray of violet light is incident on the prism along the same path as the ray of red light.    on fig. 8.1, sketch a line to indicate the path of the violet light in the prism and when it  emerges into the air. label this path v.  [1]   (ii) when a ray of white light is incident on the prism, dispersion produces a continuous  spectrum of coloured light.    state how the speed of light in glass depends on its frequency. explain how this is shown  by the dispersion of white light in the prism. statement  .. explanation    ...  [3]  [total: 8]",
+            "17": "17 0625/41/o/n/19 \u00a9 ucles 2019 [turn over blank page",
+            "18": "18 0625/41/o/n/19 \u00a9 ucles 2019 9 (a) the chemical symbol of the element lithium is li. the proton number of lithium is 3.   fig. 9.1 is a representation of a nucleus of a radioactive isotope of lithium that is about to  decay. fig. 9.1   (i) write down, using nuclide notation, the symbol that represents this isotope of lithium.  .  [1]   (ii) this isotope of lithium decays by \u03b2-particle emission to form another nucleus.    complete fig. 9.2 to represent this decay by: \u2022 using the same representation as in fig. 9.1 and in the space after the arrow, draw  a diagram of the nucleus formed by the decay \u2022 writing the name of the particle that is identical to a \u03b2-particle on the answer line  provided.    +  . fig. 9.2  [3]  (b) a radiation detector is set up in a laboratory where there are no radioactive samples.   on six separate occasions, the detector is switched on for 1.0 minute and the background  count is recorded. the counts are:      23   27   25   24   20   25   (i) state why the readings are not all identical.  .  [1]   (ii) suggest a possible source for this background radiation.  .  [1]",
+            "19": "19 0625/41/o/n/19 \u00a9 ucles 2019   (iii) a sample containing only one radioactive isotope is brought into the laboratory. the  half-life of the isotope is 15  hours.    the sample is placed near to the radiation detector in this laboratory. the detector is  switched on and, after 1.0  minute, a count of 440 is recorded.    the sample is left next to the detector and the experiment is repeated 45  hours later.    the detector is switched on for 1.0 minute.    predict the reading for the count obtained on this occasion.  reading    [3]  [total: 9]",
+            "20": "20 0625/41/o/n/19 \u00a9 ucles 2019 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 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.blank page"
+        },
+        "0625_w19_qp_42.pdf": {
+            "1": "*6524394752*cambridge assessment international education cambridge international general certificate of secondary education this syllabus is regulated for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificate. this document consists of 14 printed pages and 2 blank pages. dc (nf/cb) 174868/3 \u00a9 ucles 2019  [turn overphysics  0625/42 paper 4  theory (extended)  october/november 2019  1 hour 15 minutes candidates answer on the question paper. no additional materials are required. read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen. you may use an hb pencil for any diagrams or graphs. do not use staples, paper clips, glue or correction fluid. do not  write in any barcodes. answer all questions. electronic calculators may be used. you may lose marks if you do not show your working or if you do not use appropriate units. take the weight of 1.0  kg to be 10  n (acceleration of free fall  = 10 m / s2). at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part  question.",
+            "2": "2 0625/42/o/n/19 \u00a9 ucles 2019 1 fig. 1.1 is the top view of a rectangular paddling pool of constant depth. the pool is filled with  sea water. 44.0  m 20.0  m fig. 1.1  (not to scale)  (a) the volume of the sea water in the pool is 264  m3.   calculate the depth of the pool.  depth =    [3]",
+            "3": "3 0625/42/o/n/19 \u00a9 ucles 2019 [turn over  (b) the mass of the sea water in the pool is 2.70 \u00d7 105 kg.   calculate the density of the sea water. give your answer to 3 significant figures.  density =    [2]  (c) calculate the pressure due to the sea water at the bottom of the pool.  pressure =    [2]  (d) state a suitable instrument for measuring the dimensions given in fig. 1.1.  .  [1] [total: 8]",
+            "4": "4 0625/42/o/n/19 \u00a9 ucles 2019 2  (a) state the two conditions which must be true for an object to be in equilibrium. condition 1   condition 2   [2]  (b) fig. 2.1 shows a uniform metre rule pq in equilibrium. 0.50  np qf 10 cm 40 cm pivot fig. 2.1   the distance pq is 100  cm. the mass of the metre rule is 0.12  kg and its weight is w.   (i) on fig 2.1, draw and label:    1. an arrow to show the force w acting on pq at the centre of mass    2. an arrow to show the force r acting on pq at the pivot. [2]   (ii) by taking moments about the pivot, calculate f.  f =    [4]   (iii) calculate r.  r =    [2] [total: 10]",
+            "5": "5 0625/42/o/n/19 \u00a9 ucles 2019 [turn over3 fig. 3.1 shows a gas contained in a cylinder enclosed by a piston. pressure gauge cylinderpiston gas fig. 3.1  (a) describe, in terms of momentum of the molecules, how a pressure is exerted on the walls of  the cylinder.  ...  ...  ...  ...  .  [3]  (b) the piston is pushed into the cylinder. the volume decreases from 820 cm3 to 330 cm3 . the  pressure gauge measures the pressure after compression as 20 000 pa. the temperature  remains constant.   calculate the value of the pressure before the gas was compressed.  pressure =    [3] [total: 6]",
+            "6": "6 0625/42/o/n/19 \u00a9 ucles 2019 4 (a) a student carries out an experiment to determine the thermal capacity of a metal block. the  block is heated by an electric heater for 23 minutes. the current in the heater is 3.0  a at a  potential difference (p.d.) of 12  v.   the temperature of the block rises from 20  \u00b0c to 70  \u00b0c.   calculate the thermal capacity of the block.  thermal capacity =    [4]  (b) 1. two metal spheres of different diameters are heated to 900  \u00b0c in a hot oven. the two  spheres are removed from the oven.   state and explain any difference in the initial rates of emission of radiation of thermal energy  between the two spheres.  ...  ...  ...   2. one hot sphere is now heated in a hotter oven.   state and explain any effect on the rate of emission of radiation of thermal energy from that  sphere when it is removed from the hotter oven.  ...  ... [3] [total: 7]",
+            "7": "7 0625/42/o/n/19 \u00a9 ucles 2019 [turn over 5 (a) one difference between a longitudinal wave and a transverse wave is that a longitudinal  wave consists of compressions and rarefactions.   (i) explain the terms compression and rarefaction using ideas about particles. compression  ..  ...  ... rarefaction  .  ...  ... [2]   (ii) describe one other way in which longitudinal wave motion differs from transverse wave  motion. longitudinal wave motion  ..  ...  ... transverse wave motion  ...  ...  ... [2]  (b) (i) a sound wave of frequency 0.120  khz travels through a rock at a speed of 3500  m / s.    calculate the wavelength of the wave.  wavelength =    [3]   (ii) the wave travels from the rock into the air.    state and explain whether the wave will be audible to a healthy human ear. statement  .. explanation    ... [2] [total: 9]",
+            "8": "8 0625/42/o/n/19 \u00a9 ucles 2019 6 (a) fig. 6.1 shows an empty container and an observer\u2019s eye. there is a small coin at position o.  the observer is unable to see the coin. eye o fig. 6.1   the observer and the coin stay in the same position and the container is filled with water. the  observer can now see the coin.   (i) explain why the coin can be seen by the observer.  ...  .  [2]   (ii) state the name of the wave process which occurs as the light passes from the water into  the air.  .  [1]   (iii) explain why the image of the coin is a virtual image.  .  [1]  (b) state the speed of light in air.  .  [1]  (c) the refractive index of water is 1.3.   calculate the speed of light in water.  speed of light in water =    [3] [total: 8]",
+            "9": "9 0625/42/o/n/19 \u00a9 ucles 2019 [turn over 7 (a) fig. 7.1 shows a coil of wire wound on a thin plastic cylinder. the plastic has no effect on any  magnetic field. the galvanometer is extremely sensitive. bsn a plastic cylindermagnet small trolleycoil of wire  fig. 7.1   a magnet is fixed to a small trolley that runs without friction on a track through the cylinder  and coil.   (i) the trolley is released from point a so it runs through the coil from right to left.    state and explain what is observed on the galvanometer.  ...  ...  .  [2]   (ii) the trolley is now released from point b so it runs through the coil from right to left again.    state what is observed on the galvanometer and explain why it is different to your answer  in (a)(i) .  ...  ...  .  [2]",
+            "10": "10 0625/42/o/n/19 \u00a9 ucles 2019 (b) fig. 7.2 shows an extension lead used to supply power to a 3 kw electric heater on a cool  evening. damp grass3 kw electric heater cut in outer insulation plug and socket lying on grass paved area extension lead designed for use with a 25  w lamp fig. 7.2   state and explain three dangers with this arrangement. danger 1  ...  ...  ... danger 2  ...  ...  ... danger 3  ...    ...  ... [4] [total: 8]",
+            "11": "11 0625/42/o/n/19 \u00a9 ucles 2019 [turn over 8 (a) a wire of length 2.0  m and cross-sectional area 0.40  mm2 has a resistance of 0.14  \u03c9.   calculate the resistance of another wire of the same material of length 3.0  m and  cross -sectional area 0.90  mm2.  resistance =  .  \u03c9 [4]  (b) a student is designing a digital electronic circuit. fig. 8.1 shows her partly completed design. ac o d b fig. 8.1   (i) table 8.1 is a truth table.    complete the columns in this truth table to show the values for input b in the circuit. table 8.1 input a input b point c point d output o 1 0 0 1 0 0 0 1 1 0 1 0 0 1 0 0 [2]   (ii) the column o in the truth table shows the desired output values for the circuit.    on fig. 8.1, complete the circuit to achieve these output values. label any gate used.  [2] [total: 8]",
+            "12": "12 0625/42/o/n/19 \u00a9 ucles 2019 9 (a) describe what is meant by the term electric field .  ...  .  [1]  (b) fig. 9.1 shows two parallel conducting plates connected to a battery. conducting plate fig. 9.1   on fig. 9.1, draw five lines to show the electric field pattern between the two plates.  [2]",
+            "13": "13 0625/42/o/n/19 \u00a9 ucles 2019 [turn over  (c) when fully charged, a 1.2  v rechargeable battery can deliver a current of 210  ma for 10  hours.   (i) calculate the charge that can be delivered by the fully charged battery.   charge =    [3]   (ii) calculate the energy stored in the battery when fully charged.   energy stored =    [2]   (iii) state the type of energy stored when the battery is charged.  .  [1] [total: 9]",
+            "14": "14 0625/42/o/n/19 \u00a9 ucles 2019 10 (a) the nucleus of a hydrogen atom is a proton. the mass of a proton is m and the size of the  charge on a proton is e.   complete table 10.1. express your answers in terms of m and e. three spaces have already  been completed. table 10.1 particle or emission mass charge proton m e neutron m \u03b3-ray nucleus of helium-4 (4 2he) [4]  (b) many schools and colleges use radioactive isotopes for teaching and research. describe how  these radioactive isotopes are handled, used and stored in a safe way.  ...  ...  ...  ...  ...  .  [3] [total: 7]",
+            "15": "15 0625/42/o/n/19 \u00a9 ucles 2019 blank page",
+            "16": "16 0625/42/o/n/19 \u00a9 ucles 2019 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 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.blank page"
+        },
+        "0625_w19_qp_43.pdf": {
+            "1": "this document consists of 15 printed pages and 1 blank page. dc (pq/sg) 174869/4 \u00a9 ucles 2019  [turn over *0333479926* physics  0625/43 paper 4  theory (extended)  october/november 2019  1 hour 15 minutes candidates answer on the question paper. no additional materials are required. read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen. you may use an hb pencil for any diagrams or graphs. do not use staples, paper clips, glue or correction fluid. do not  write in any barcodes. answer all questions. electronic calculators may be used. you may lose marks if you do not show your working or if you do not use appropriate units. take the weight of 1.0  kg to be 10  n (acceleration of free fall  = 10 m / s2). at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part  question.cambridge assessment international education cambridge international general certificate of secondary education this syllabus is regulated for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificate.",
+            "2": "2 0625/43/o/n/19 \u00a9 ucles 2019 1 fig. 1.1 is the top view of a tank in an aquarium. the tank is filled with salt water. 1.6 m 3.2 m1.1 m 1.0 m fig. 1.1 (not to scale)  the depth of the water in the tank is 2.0  m.  (a) calculate the volume of the water in the tank.  volume =    [3]  (b) the density of the water in the tank is 1.1 \u00d7 103 kg / m3.    calculate the mass of the water in the tank.  mass =    [2]",
+            "3": "3 0625/43/o/n/19 \u00a9 ucles 2019 [turn over  (c) calculate the pressure due to the water at a level of 0.80  m above the base of the tank.  pressure =    [3]  [total: 8]",
+            "4": "4 0625/43/o/n/19 \u00a9 ucles 2019 2 (a) (i) state, in words, the equation that defines the moment of a force .  ...  .  [2]   (ii) state what is meant by the moment of a force .  .  [1]   (iii) force  is a vector quantity.    explain what is meant by the term vector .  ...  .  [1]  (b) fig. 2.1 shows a tower crane used to lift a load on a construction site.  counterweight load fig. 2.1   explain how the counterweight prevents the crane from toppling over.  ...  ...  .  [2] [total: 6]",
+            "5": "5 0625/43/o/n/19 \u00a9 ucles 2019 [turn over 3 (a) fig. 3.1 shows a waterfall. h fig. 3.1   (i) describe the main energy transfer which is taking place as the water falls.  .  [2]   (ii) the speed of the water as it hits the bottom is 21  m / s.    calculate the height h of the waterfall.   height =    [3]   (iii) state and explain any assumption you made in (ii).  .  [1]  (b) the sun is the source of energy for most energy resources used to produce electricity.   state two energy resources that have another source for their energy. 1.  ..   2.  ..    [2] [total: 8]",
+            "6": "6 0625/43/o/n/19 \u00a9 ucles 2019 4 solids have a fixed shape. liquids adapt to the shape of their container. gases fill their container.  explain in terms of forces between molecules and arrangement of molecules, why solids, liquids  and gases have these properties. solids  ...  ..  .. liquids  ..  ..  .. gases  ...  ..  ..  [6] [total: 6]",
+            "7": "7 0625/43/o/n/19 \u00a9 ucles 2019 [turn over 5 an electric kettle contains water at a temperature of 19  \u00b0c. the kettle has a power rating of 3.0  kw  and is switched on for 3.5 minutes.    (a) calculate the energy supplied to the kettle by the electricity supply.  electrical energy =    [3]  (b) at 3.5 minutes, the temperature of the water reaches 100  \u00b0c. the volume of the water in  the kettle is 1700  cm3 and its density is 1.0  g / cm3. the specific heat capacity of water is  4200  j / (kg \u00b0c).    calculate the thermal energy gained by the water.  thermal energy =    [5]  (c) calculate the efficiency of the kettle.  efficiency =    [2] [total: 10]",
+            "8": "8 0625/43/o/n/19 \u00a9 ucles 2019 6 fig. 6.1 represents wavefronts of a sound wave travelling in air from left to right. ab fig. 6.1  (a) state the name given to the:   (i) region around a in the diagram  ...  [1]   (ii) region around b in the diagram.  ...  [1]  (b) on fig. 6.1, draw a double-headed arrow to show one wavelength.  [1]  (c) the loudness of the sound increases at the same pitch.    state and explain any change there would be in the pattern of wavefronts shown in fig. 6.1.  ...  ...  ...  .  [3]  (d) the wave passes into water.    state and explain any change in the pattern of wavefronts shown in fig. 6.1.  ...  ...  ...  .  [3] [total: 9]",
+            "9": "9 0625/43/o/n/19 \u00a9 ucles 2019 [turn over 7 (a) fig. 7.1 shows the position of a converging lens, its principal axis and an object o. f f lensoprincipal axis fig. 7.1   each principal focus of the lens is labelled f.   on fig. 7.1, draw a ray diagram to locate the position of the image formed by the lens.     label the image i. [3]  (b) describe the nature of the image i.  .  [2]  (c) images formed by lenses sometimes have coloured edges.    suggest a reason for this.    ...  .  [1] [total: 6]",
+            "10": "10 0625/43/o/n/19 \u00a9 ucles 2019 8 (a) fig. 8.1 shows a negatively charged conducting sphere. \u2212 \u2212\u2212 \u2212\u2212 \u2212\u2212 \u2212 fig. 8.1   on fig. 8.1, draw the electric field pattern around the sphere.  [2]  (b) the current in an electrical device is 0.21  a.   calculate the charge that flows during a 75  s period of time.  charge =    [2] [total: 4]",
+            "11": "11 0625/43/o/n/19 \u00a9 ucles 2019 [turn over 9 fig. 9.1 shows a circuit containing an led and two resistors in parallel, each of resistance r. r r 3.7 v fig. 9.1  the normal operating voltage of the led is 2.1  v and the normal current is 0.19  a.  (a) (i) the potential difference (p.d.) across the led is measured with a voltmeter.     on fig. 9.1, draw the symbol for this voltmeter connected to the circuit.  [1]    (ii) the current in the led is measured with an ammeter.    on fig. 9.1, draw the symbol for this ammeter connected to the circuit.  [1]  (b) calculate the value of r when the led is operating normally.  r =    [5] [total: 7]",
+            "12": "12 0625/43/o/n/19 \u00a9 ucles 2019 10 (a) a magnet and a coil are attached separately to a door and a door frame as shown in   fig. 10.1.   the purpose of the arrangement is to activate a circuit connected to an led indicator when  the door is opening or closing. this will provide a visual indication that the door is being used. n smagnetcoil doorindicator door frame fig. 10.1   initially, the door is closed and then it is opened.   (i) explain why the indicator comes on and then goes off when the door is opened.  ...  ...  .  [2]    (ii) the door shuts. the indicator comes on more brightly but for a shorter time than it  did in (i). suggest and explain why this happens.  ...  ...  .  [2] ",
+            "13": "13 0625/43/o/n/19 \u00a9 ucles 2019 [turn over  (b) a circuit breaker is recommended for use with an electric lawnmower.   state two reasons for this recommendation. reason 1  .  ... reason 2  .  ...    [2]  [total: 6]",
+            "14": "14 0625/43/o/n/19 \u00a9 ucles 2019 11 (a) the circles shown in fig. 11.1 represent three gold nuclei. three \u03b1-particles are approaching  the gold nuclei. \u03b1-particle \u03b1-particle \u03b1-particle fig. 11.1   on fig. 11.1, complete the path of each \u03b1-particle.  [3]  (b) a detector of radioactivity in a laboratory indicates an average of 16 counts  / min when no  radioactive samples are present. a radioactive sample of half-life 1.5 days is placed close to  the detector, which indicates a count rate of 208 counts  / min.    calculate the count rate that is indicated 6 days later.  count rate =  .. counts  / min [4]",
+            "15": "15 0625/43/o/n/19 \u00a9 ucles 2019  (c) the waste from nuclear power stations includes the isotopes technetium-99, tin-126 and  selenium-79. these isotopes are radioactive with half-lives of many thousands of years.   state three  economic and environmental consequences of producing this waste.  ...  ...  ...  ...  ...  ...  .  [3] [total: 10]",
+            "16": "16 0625/43/o/n/19 \u00a9 ucles 2019 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 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.blank page"
+        },
+        "0625_w19_qp_51.pdf": {
+            "1": "this document consists of 10 printed pages and 2 blank pages. dc (pq/tp) 176076/2 \u00a9 ucles 2019  [turn over *0485289887* physics  0625/51 paper 5  practical test  october/november 2019  1 hour 15 minutes candidates answer on the question paper. additional materials:  as listed in the confidential instructions. read these instructions first write your centre number, candidate number and name in the spaces at the top of the page. write in dark blue or black pen. you may use an hb pencil for any diagrams or graphs. do not use staples, paper clips, glue or correction fluid. do not  write in any barcodes. answer all questions. you are advised to spend about 20 minutes on each of questions 1 to 3, and 15 minutes on question 4. electronic calculators may be used. you may lose marks if you do not show your working or if you do not use appropriate units. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question.cambridge assessment international education cambridge international general certificate of secondary education this syllabus is regulated for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificate.for examiner\u2019s use 1 2 3 4 total",
+            "2": "2 0625/51/o/n/19 \u00a9 ucles 2019 1 in this experiment, you will determine the weight of a metre rule using a balancing method.  carry out the following instructions, referring to fig. 1.1. a b p metre rule0 cm mark bench pivot50.0  cm mark 90.0  cm mark fig. 1.1  (a) \u2022  place the metre rule on the pivot. place the load p, labelled 1.5 n, on the metre rule at  the 90.0  cm mark. keep p at the 90.0  cm mark and adjust the position of the metre rule  on the pivot so that the metre rule is as near as possible to being balanced. \u2022 in table 1.1, record the distance a from the 50.0  cm mark to the pivot. \u2022 in table 1.1, record the distance b from the 90.0  cm mark to the pivot. \u2022 calculate a b. record its value in table 1.1. \u2022 repeat the procedure using the loads labelled 1.2 n, 1.0 n, 0.8 n and 0.5 n.  table 1.1 weight of  load p / na / cm b / cma b 1.5 1.2 1.0 0.8 0.5  [3]",
+            "3": "3 0625/51/o/n/19 \u00a9 ucles 2019 [turn over  (b)  plot a graph of weight of load p / n (y-axis) against a b (x-axis). you do not need to begin your  axes at the origin, (0,0).  [4]  (c) determine the gradient g of the graph. show clearly on the graph how you obtained the  necessary information.  g =    [2]  (d) the gradient g is numerically equal to the weight w of the metre rule.   write down the value of w to an appropriate number of significant figures for this experiment.  include the unit.  w =    [2]  [total: 11]",
+            "4": "4 0625/51/o/n/19 \u00a9 ucles 2019 2 in this experiment, you will investigate the resistance of lamps.  the circuit shown in fig. 2.1 has been set up for you.  a vpower supply l1 fig. 2.1  (a) (i) close the switch. measure and record the potential difference (p.d.) v1 across the lamp  l1 and the current i1 in the circuit. open the switch.  v1 =  ..  i1 =  ..  [2]   (ii) calculate the resistance r1 of the lamp l1 using the equation r1 = v1 i1.  r1 =    [1]",
+            "5": "5 0625/51/o/n/19 \u00a9 ucles 2019 [turn over  (b) disconnect the voltmeter.    connect the lamp l2 in series with the lamp l1.   connect the voltmeter across the two lamps  l1 and l2. close the switch.  \u2022  measure and record the p.d. v2 across lamps l1 and l2 and the current i2 in the circuit.  open the switch.  v2 =  ..  i2 =  .. \u2022  calculate the combined resistance r2 of lamps l1 and l2 connected in series, using the  equation r2 = v2 i2.  r2 =  ..  [1]  (c) disconnect the voltmeter.    connect the lamp  l3 in series with lamps l1 and l2.     connect the voltmeter across all three lamps. close the switch.  \u2022  measure and record the potential difference v3 across the three lamps and the current i3  in the circuit. open the switch.  v3 =  ..  i3 =  .. \u2022  calculate the combined resistance r3 of lamps l1, l2 and l3 connected in series, using  the equation r3 = v3 i3.  r3 =  ..   [2]",
+            "6": "6 0625/51/o/n/19 \u00a9 ucles 2019  (d) a student suggests that the resistance r3 of the three lamps connected in series should be  given by the equation r3 = 3 \u00d7 r1.   state whether your results agree with this suggestion. justify your answer by reference to  your results.  statement  .. justification  .  ...  ...  [2]  (e)  complete the circuit diagram in fig. 2.2 to show:  \u2022 three lamps connected in parallel \u2022 a voltmeter connected to measure the potential difference across the lamps \u2022 a variable resistor connected to control the current in all three lamps. apower supply fig. 2.2  [3]  [total: 11]",
+            "7": "7 0625/51/o/n/19 \u00a9 ucles 2019 [turn over blank page",
+            "8": "8 0625/51/o/n/19 \u00a9 ucles 2019 3 in this experiment, you will investigate the cooling of water.  (a) use the thermometer to measure room temperature \u03b8r.   \u03b8r =    [1]  (b) \u2022 pour 200  cm3 of hot water into the beaker. place the thermometer in the beaker.  \u2022 measure the temperature \u03b8 of the hot water in the beaker and immediately start the  stopclock.  \u2022 record this temperature in table 3.1 at time t = 0. \u2022 continue recording the temperature \u03b8 of the water every 60  s until you have a total of six  sets of readings of time and temperature in table 3.1. \u2022 complete the column headings in table 3.1. table 3.1 t / \u03b8 / 0  [2]   (c) \u2022 calculate the decrease in temperature \u03b4\u03b81 during the  first  120 s.  \u03b4\u03b81 =  .. \u2022 calculate the decrease in temperature \u03b4\u03b82 during the last 120 s.  \u03b4\u03b82 =  ..  [1]",
+            "9": "9 0625/51/o/n/19 \u00a9 ucles 2019 [turn over  (d)  (i) tick the box to show your conclusion from the results in (c).      \t\tthe average rate of cooling is greater in the first 120  s than the average rate of  cooling in the last 120  s.       \t\tthe average rate of cooling is less in the first 120  s than the average rate of  cooling in the last 120  s.       \tthe average rate of cooling is the same in the first 120  s as in the last 120  s.  [1]   (ii)  justify your conclusion in (d)(i)  by reference to the results.  ...  ...  .  [2]  (e) suggest two ways in which you could reduce the rate of loss of thermal energy from the  beaker in this type of experiment. 1  ...  ... 2  ...  ...  [2]  (f) draw a diagram of a measuring cylinder being used to determine the volume of water poured  into the measuring cylinder. show clearly the water level and draw a straight line showing the  line of sight required to obtain an accurate reading of the volume of water.    [2]  [total: 11]",
+            "10": "10 0625/51/o/n/19 \u00a9 ucles 2019 4 a student investigates the time taken for metal balls to stop moving after being released on a  curved track. fig. 4.1 shows the shape of the track. the track is flexible, so the shape of the curve  can be changed. metal ball fig. 4.1  the following apparatus is available:  a selection of metal balls of different masses  the flexible track  clamps to hold the track  a stopwatch  a tape measure  a metre rule  the student can also use other apparatus and materials that are usually available in a school  laboratory.  plan an experiment to investigate a factor that affects the time taken for metal balls to stop moving  after being released on a curved track. you are not required to carry out this investigation.  in your plan, you should: \u2022 describe how you would expect the balls to move \u2022 explain how you would carry out the investigation \u2022 state which variables you would keep constant and which variable you would change \u2022 draw a table, or tables, with column headings, to show how you would display your readings  (you are not required to enter any readings in the table) \u2022 explain how you would use your readings to reach a conclusion.  you may add to the diagram in fig. 4.1 if it helps your explanation.",
+            "11": "11 0625/51/o/n/19 \u00a9 ucles 2019  ..  ..  ..  ..  ..  ..  ..  ..  ..  ..  ..  ..  ..  ..  ..  ..  ..  ..  ..  ..  ..  ..  ..  ..  ..  [7]  [total: 7]",
+            "12": "12 0625/51/o/n/19 \u00a9 ucles 2019 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 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.blank page"
+        },
+        "0625_w19_qp_52.pdf": {
+            "1": "this document consists of 9 printed pages and 3 blank pages. dc (jc/sg) 176074/3 \u00a9 ucles 2019  [turn over *9354553539* physics  0625/52 paper 5  practical test  october/november 2019  1 hour 15 minutes candidates answer on the question paper. additional materials:  as listed in the confidential instructions. read these instructions first write your centre number, candidate number and name in the spaces at the top of the page. write in dark blue or black pen. you may use an hb pencil for any diagrams, graphs or rough working. do not use staples, paper clips, glue or correction fluid. do not  write in any barcodes. answer all questions. you are advised to spend about 20 minutes on each of questions 1 to 3, and about 15 minutes on question 4. electronic calculators may be used. you may lose marks if you do not show your working or if you do not use appropriate units. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question.cambridge assessment international education cambridge international general certificate of secondary education this syllabus is regulated for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificate.for examiner\u2019s use 1 2 3 4 total",
+            "2": "2 0625/52/o/n/19 \u00a9 ucles 2019 1 in this experiment, you will investigate a pendulum. carry out the following instructions, referring  to fig. 1.1 and fig. 1.2. clamp one complete oscillationdclamp bob   fig. 1.1  fig. 1.2  a pendulum has been set up for you as shown in fig. 1.1.  (a) \u2022  adjust the length of the pendulum until the distance d measured to the centre of the bob  is 50.0  cm.    \u2022  displace the bob slightly and release it so that it swings. fig. 1.2 shows one complete  oscillation of the pendulum.   \u2022  measure, and record in table 1.1, the time t for 20 complete oscillations.    \u2022  calculate, and record in table 1.1, the period t of the pendulum. the period is the time  for one complete oscillation.   \u2022  calculate t 2. record its value in table 1.1.   \u2022  repeat the procedure using d = 60.0  cm, 70.0  cm, 80.0  cm and 100.0  cm. table 1.1 d / cm t / s t / s t  2 / s2  50.0  60.0  70.0  80.0 100.0  [4]",
+            "3": "3 0625/52/o/n/19 \u00a9 ucles 2019 [turn over  (b) plot a graph of t  2 / s2 (y-axis) against d / cm (x-axis). you do not need to start your axes at the  origin (0,0).  [4]  (c) determine the gradient g of the line. show clearly on the graph how you obtained the  necessary information.  g =  .  [1]  (d) calculate the acceleration of free fall g in m  / s2 using the equation g = 0.395 g , where g is your  gradient from (c).   write down the value of g to a suitable number of significant figures for this experiment.  g =  . m / s2 [2] [total: 11]",
+            "4": "4 0625/52/o/n/19 \u00a9 ucles 2019 2 in this experiment, you will determine the resistance of a resistance wire.  carry out the following instructions, referring to fig. 2.1. a l p sliding contact  cresistance wire metre rulepower supply v fig. 2.1  (a) (i) close switch.    measure and record the current i in the circuit.  i =  .  [2]    (ii) \u2022  place the sliding contact c at a distance l = 20.0  cm from p.  \u2022 measure, and record in table 2.1, the potential difference v across the length l of  the resistance wire. \u2022 calculate, and record in table 2.1, the resistance r of 20.0  cm of the resistance     wire. use the equation r = v i . \u2022 repeat the procedure using l values of 40.0  cm, 60.0  cm, 80.0  cm and 100.0  cm.  \u2022 open switch. table 2.1 l / cm v / v r / \u03c9  20.0  40.0  60.0  80.0 100.0  [4]",
+            "5": "5 0625/52/o/n/19 \u00a9 ucles 2019 [turn over  (b) look carefully at the values of l and r in table 2.1.    (i) tick one box to show your conclusion from the results.     r is constant within the limits of experimental accuracy.     r is directly proportional to l within the limits of experimental accuracy.     r decreases as l increases.     there is no simple relationship between r and l.  [1]   (ii)  justify your conclusion by reference to your results.  ...  ...  .  [1]  (c) (i) use the values in table 2.1 to estimate the potential difference ve across 50.0  cm of the  resistance wire.  ve =  .  [1]   (ii) calculate the resistance of 50.0  cm of the resistance wire using the equation r = ve i .    use the value of current i from part (a). give your answer to a suitable number of  significant figures for this experiment and include the unit.  r =  .  [2] [total: 11]",
+            "6": "6 0625/52/o/n/19 \u00a9 ucles 2019 3 in this experiment, you will determine the focal length f of a lens.  carry out the following instructions referring to fig. 3.1. illuminated objectud lensscreen benchv fig. 3.1  (a) \u2022  place the screen a distance d = 80.0  cm from the illuminated object. \u2022 place the lens between the object and the screen so that the lens is very close to the  screen. \u2022 move the lens slowly away from the screen until a clearly focused image is formed on  the screen.   (i) measure, and record in table 3.1, the distance u between the centre of the lens and the  illuminated object.  [1]   (ii) measure, and record in table 3.1, the distance v between the centre of the lens and the  screen.  [1]   (iii) calculate, and record in table 3.1, the focal length f of the lens using the equation   f = uv d . [1]  (b) keep the screen at the distance d = 80.0  cm from the illuminated object. \u2022 move the lens slowly away from the screen. the image will go out of focus.  \u2022 continue to move the lens slowly further away from the screen until another clearly  focused (and now magnified) image is formed on the screen.  \u2022 measure, and record in table 3.1, the distance u between the centre of the lens and the  illuminated object.  \u2022 measure, and record in table 3.1, the distance v between the centre of the lens and the  screen.  \u2022 calculate, and record in table 3.1, the focal length f of the lens using the equation    f = uv d .  [2]",
+            "7": "7 0625/52/o/n/19 \u00a9 ucles 2019 [turn over table 3.1 u / cm v / cm f / cm  (c) calculate the average value fa of the focal length of the lens. give your answer to a suitable  number of significant figures for this experiment.  fa =  ...  cm [2]  (d) state one precaution that you would take to obtain accurate readings in this experiment.  ...  .  [1]  (e) another student wants to obtain more measurements for u and for v to check the value for the  focal length f of this lens. the student moves the screen a distance of 40.0  cm to the right.   (i) calculate the new value for the distance d between the illuminated object and the  screen.  d =  ...  cm [1]   (ii) the student moves the lens to a new position which is a distance from the object  u = 22.2 cm. he observes the image on the screen and says it is clearly focussed at a  distance v = 97.9  cm.    calculate the new value of the focal length f of the lens using f = uv d .  f =  ...  cm [1]   (iii) state and explain briefly whether the values for fa and f \u200ain (e)(ii)  are the same within the  limits of experimental accuracy.  ...  ...  .  [1] [total: 11]",
+            "8": "8 0625/52/o/n/19 \u00a9 ucles 2019 4 a student investigates the time taken for ice cubes in a container to melt using different insulating  materials on the container.   the following apparatus is available:   a copper container   a variety of insulating materials that can be wrapped around the copper container   a thermometer   a stopwatch   a supply of ice cubes  the student can also use other apparatus and materials that are usually available in a school  laboratory.  plan an experiment to investigate the time taken for ice cubes to melt using different insulating  materials.  you are not required to carry out this investigation.  in your plan, you should: \u2022 draw a diagram of the apparatus used \u2022 explain briefly how you would carry out the investigation \u2022 state the key variables that you would control \u2022 draw a table, or tables, with column headings, to show how you would display your readings  (you are not required to enter any readings in the table) \u2022 explain how you would use your readings to reach a conclusion.  ..  ..  ..  ..  ..  ..  ..",
+            "9": "9 0625/52/o/n/19 \u00a9 ucles 2019  ..  ..  ..  ..  ..  ..  ..  ..  ..  ..    [7] [total: 7]",
+            "10": "10 0625/52/o/n/19 \u00a9 ucles 2019 blank page",
+            "11": "11 0625/52/o/n/19 \u00a9 ucles 2019 blank page",
+            "12": "12 0625/52/o/n/19 \u00a9 ucles 2019 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 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.blank page"
+        },
+        "0625_w19_qp_53.pdf": {
+            "1": "this document consists of 11 printed pages and 1 blank page. dc (sc/cb) 176072/2 \u00a9 ucles 2019  [turn over *9524381544* physics  0625/53 paper 5  practical test  october/november 2019  1 hour 15 minutes candidates answer on the question paper. additional materials:  as listed in the confidential instructions read these instructions first write your centre number, candidate number and name in the spaces at the top of the page. write in dark blue or black pen. you may use an hb pencil for any diagrams or graphs. do not use staples, paper clips, glue or correction fluid. do not  write in any barcodes. answer all questions. you are advised to spend about 20 minutes on each of questions 1 to 3, and about 15 minutes on question  4. electronic calculators may be used. you may lose marks if you do not show your working or if you do not use appropriate units. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part  question.cambridge assessment international education cambridge international general certificate of secondary education this syllabus is regulated for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificate.for examiner\u2019s use 1 2 3 4 total",
+            "2": "2 0625/53/o/n/19 \u00a9 ucles 2019 1 in this experiment, you will investigate how the resistance of a filament lamp changes as the  potential difference (p.d.) across it changes.  the circuit has been set up for you.  carry out the following instructions, referring to fig. 1.1. power supply crocodile clipslide wire metre rule lamp0.0 cm mark al v fig. 1.1  (a) \u2022 close the switch. \u2022 adjust the position of the crocodile clip, so that the length l of the slide wire connected is  20.0 cm. \u2022 record in table 1.1 the value of the p.d. v and the current i for the lamp. \u2022 move the crocodile clip and record values of v and i for l = 40.0  cm, 60.0  cm, 80.0  cm  and 100.0  cm. \u2022 open the switch.  [2] table 1.1 l / cm v / v i / a r / \u03c9 20.0 40.0 60.0 80.0 100.0  (b) calculate, and record in table 1.1, the resistance r of the lamp at each value of l.   use the equation r = v i. [1]",
+            "3": "3 0625/53/o/n/19 \u00a9 ucles 2019 [turn over  (c) plot a graph of r / \u03c9 (y-axis) against v / v (x-axis).  [4]  (d) state what the shape of the graph tells you about how the resistance of the lamp changes  with the temperature of the filament.   justify your statement using your results from the graph and your observation of the brightness  of the lamp as the length of the slide wire changes. statement  .. justification    ...  [2]",
+            "4": "4 0625/53/o/n/19 \u00a9 ucles 2019  (e) in this type of experiment, it is possible to change the current and potential difference for the  lamp by using a variable resistor instead of a slide wire.   on fig. 1.2, complete the circuit diagram to show a variable resistor used for this purpose. power supply a v fig. 1.2  [2]  [total: 11]",
+            "5": "5 0625/53/o/n/19 \u00a9 ucles 2019 [turn over 2 in this experiment you will determine the focal length of a converging lens by two different methods.  carry out the following instructions, referring to fig. 2.1. illuminated triangle lensscreen benchu v ho fig. 2.1  (a)  \u2022 arrange the apparatus as shown in fig. 2.1 and switch on the lamp. \u2022 set the distance u between the illuminated triangle and the lens to 25.0  cm. \u2022 place the screen near the lens.  \u2022 move the screen until a sharp image of the triangle is seen on the screen.  method 1   (i) measure the distance v between the lens and the screen as indicated in fig. 2.1.  v =  .  [1]   (ii) calculate a value f1 for the focal length of the lens, using the equation f1 = uv (u + v).  f1 =  .  [2]   (iii) briefly describe a technique to obtain an image on the screen that is as sharp as possible  in this experiment.  ...  ...  .  [1]",
+            "6": "6 0625/53/o/n/19 \u00a9 ucles 2019  method 2  (b) keep the screen and lens in the same place so that u and v are the same as in (a).   (i) measure hi, the height of the image of the triangle on the screen.  hi =  ...    measure ho, the height of the illuminated triangle, as indicated in fig. 2.1.  ho =  ...  [1]   (ii) calculate a value m for the magnification, using the equation m = hi ho.  m =  .  [1]   (iii) calculate a second value f2 for the focal length of the lens, using the equation f2 = v (m + 1).  f2 =  .  [1]  (c) a student suggests that f1 and f2 should be equal.   state whether your results support this suggestion. justify your statement with reference to  your results. statement  .. justification    ...  [2]  (d) state one precaution that could be taken to ensure that the measurements in the experiment  can be taken as reliably as possible.  ...  .  [1]  (e) suggest which of method 1  or method 2  is likely to give the more accurate value for the focal  length.   explain the reason for your choice. suggestion   explanation  ...  ...  ...  [1]  [total: 11]",
+            "7": "7 0625/53/o/n/19 \u00a9 ucles 2019 [turn over 3 in this experiment you will investigate the behaviour of a spring.  a stand and spring have been set up for you as shown in fig. 3.1. clamp springl0 fig. 3.1  (a) (i) measure the length l0 of the spring without any load.  l0 =   cm [1]   (ii) describe two precautions that could be taken when measuring the length of the  stationary spring, to ensure an accurate reading. you may draw a diagram. 1  ...  ... 2  ...  ...  [2]",
+            "8": "8 0625/53/o/n/19 \u00a9 ucles 2019  (b) carry out the following instructions, referring to fig. 3.2. loadl fig. 3.2 \u2022 hang a load l = 1.0  n on the spring as shown in fig. 3.2.  \u2022 measure, and record in table 3.1, the stretched length l of the spring. \u2022 repeat the process for l values of 2.0  n and 3.0  n. table 3.1 l\u2009\u200a/\u2009\u200an l\u2009\u200a/\u2009\u200acm e\u2009\u200a/\u2009\u200acm 1.0 2.0 3.0  [1]  (c) calculate, and record in table 3.1, the extension e of the spring for each load l.   use your values from (a) and (b) and the equation e = ( l \u2013 l0).  [1]",
+            "9": "9 0625/53/o/n/19 \u00a9 ucles 2019 [turn over  (d)  \u2022 remove load l from the spring. suspend object x from the spring. measure the stretched  length lx of the spring.  lx =  .. cm \u2022 estimate the weight wx of object x.    explain how you obtained your answer.  ...  ...  ...  wx =  ...  n  [2]  (e) (i) a student suggests that e is directly proportional to l.    state whether your results support this suggestion.    use values from your results in table 3.1 to justify your statement.  statement  .. justification    ...  ...  [2]   (ii) the student wishes to plot a graph of l against e to test if the two quantities are  proportional.    state how her graph line could show that e is directly proportional to l.  ...  ...  .  [2]  [total: 11]",
+            "10": "10 0625/53/o/n/19 \u00a9 ucles 2019 4 a student is investigating ways of slowing the rate of cooling of hot liquids in a container.  the student knows that a lid will reduce the rate of cooling. he wants to find out if the thickness of  the lid makes any difference to the rate of cooling.  plan an experiment which will enable him to compare the effects of lids of different thicknesses.  you are not required to carry out the experiment.  in your plan, you should: \u2022 list the apparatus needed \u2022 explain briefly how you would carry out the investigation, including the measurements to  be taken \u2022 state any key variables that would need to be kept the same \u2022 draw a suitable table or tables, with column headings, to show how the readings would  be displayed (you are not required to enter any readings in the table) \u2022 explain how you would use your readings to reach a conclusion.  you may draw a diagram if it helps to explain your plan.  ..  ..  ..  ..  ..",
+            "11": "11 0625/53/o/n/19 \u00a9 ucles 2019  ..  ..  ..  ..  ..  ..  ..  ..  ..  ..  ..  ..  ..  ..  ..  ..  ..  ..  ..  ..  ..  ..  ..    [7]  [total: 7]",
+            "12": "12 0625/53/o/n/19 \u00a9 ucles 2019 blank page permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the  publisher will be pleased to make amends at the earliest possible opportunity. 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 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."
+        },
+        "0625_w19_qp_61.pdf": {
+            "1": "this document consists of 11 printed pages and 1 blank page. dc (pq/tp) 176070/2 \u00a9 ucles 2019  [turn over *1100468699* physics  0625/61 paper 6  alternative to practical  october/november 2019  1 hour candidates answer on the question paper. no additional materials are required. read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen. you may use an hb pencil for any diagrams or graphs. do not use staples, paper clips, glue or correction fluid. do not  write in any barcodes. answer all questions. electronic calculators may be used. you may lose marks if you do not show your working or if you do not use appropriate units. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question.cambridge assessment international education cambridge international general certificate of secondary education this syllabus is regulated for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificate.",
+            "2": "2 0625/61/o/n/19 \u00a9 ucles 2019 1 a student determines the weight of a metre rule using a balancing method.  fig. 1.1. shows the apparatus.  a b p metre rule0 cm mark bench pivot50.0  cm mark 90.0  cm mark fig. 1.1  (a) \u2022 the student places the metre rule on the pivot.  \u2022 he places the load p, labelled 1.5 n, on the metre rule at the 90.0  cm mark. \u2022 keeping p at the 90.0  cm mark, he adjusts the position of the metre rule on the pivot so  that the metre rule is as near as possible to being balanced. \u2022 in table 1.1, he records the distance a from the 50.0  cm mark to the pivot.   (i) calculate, and record in table 1.1, the distance b between the centre of load p and the  pivot.  [1]     (ii) calculate a b. record its value in table 1.1.  [1]  (b) the student repeats the procedure using loads of 1.2  n, 1.0  n, 0.8  n and 0.5  n. the readings  and results are shown in table 1.1. table 1.1 weight of  load, p / na / cm b / cma b 1.5 23.1 1.2 21.2 18.8 1.13 1.0 18.9 21.1 0.900 0.8 16.8 23.2 0.724 0.5 12.5 27.5 0.455",
+            "3": "3 0625/61/o/n/19 \u00a9 ucles 2019 [turn over   plot a graph of weight of load p / n (y-axis) against a b (x-axis). you do not need to begin your  axes at the origin, (0,0).  [4]  (c) determine the gradient g of the graph. show clearly on the graph how you obtained the  necessary information.  g =    [2]  (d) the gradient g is numerically equal to the weight w of the metre rule. write down the value of  w to an appropriate number of significant figures for this experiment. include the unit.  w =    [2]  (e) the student has assumed that the centre of mass of the metre rule is at the 50.0  cm mark.  explain briefly how you would find as accurately as possible the position of the centre of  mass of the metre rule. no extra apparatus or materials are available.  ...  ...  .  [1]",
+            "4": "4 0625/61/o/n/19 \u00a9 ucles 2019  (f) briefly state the main difficulty that you would have when carrying out this type of balancing  experiment.  ...  .  [1]  [total: 12]",
+            "5": "5 0625/61/o/n/19 \u00a9 ucles 2019 [turn over 2 a student investigates the resistance of lamps.  she uses the circuit shown in fig. 2.1. a vpower supply l1 fig. 2.1  (a) she records the potential difference v1 across the lamp l1 and the current i1 in the circuit.  the meters are shown in fig. 2.2 and fig. 2.3.    (i) write down the meter readings.  v67 38 9 1 1045 2 0  00.20.4 0.6 a0.8 1.0  fig. 2.2   fig. 2.3  v1 =  ..  i1 =  ..  [3]    (ii) calculate the resistance r1 of the lamp l1 using the equation r1 = v1 i1.  r1 =    [1]",
+            "6": "6 0625/61/o/n/19 \u00a9 ucles 2019  (b) the student connects a lamp l2 in series with lamp l1.     she records the potential difference v2 across lamps l1 and l2 and the current i2 in the  circuit.   2.4 v  v2 =  ..  i2 =  ..       0.21 a   calculate the combined resistance r2 of lamps l1 and l2 connected in series, using the  equation   r2 = v2 i2.  r2 =  ..  [1]  (c) she connects a lamp l3 in series with lamps l1 and l2.    she records the potential difference v3 across the three lamps and the current i3 in the circuit.    she calculates the combined resistance r3.  2.4 v  v3 =  ..   0.17 a  i3 =  ..   14.1 \u03c9  r3 =  ..   a student suggests that the resistance r3 of the three lamps connected in series should  be given by the equation r3 = 3 \u00d7 r1. state whether the results agree with this suggestion.  justify your answer by reference to the results.  statement  .. justification  ... .  ...  ...  [2]",
+            "7": "7 0625/61/o/n/19 \u00a9 ucles 2019 [turn over  (d) complete the circuit diagram in fig. 2.4 to show:  \u2022  the three lamps connected in parallel \u2022  the voltmeter connected to measure the potential difference across the lamps \u2022  a variable resistor connected to control the current in all three lamps. apower supply fig. 2.4  [3]  [total: 10]",
+            "8": "8 0625/61/o/n/19 \u00a9 ucles 2019 3 a student investigates the cooling of water.  (a) the thermometer in fig. 3.1 shows room temperature \u03b8r at the beginning of the experiment.  record \u03b8r. \u201310 0 10 20 30 40 50 60 70 80 90 100 110\u00b0c fig. 3.1  \u03b8r =    [1]  (b) \u2022  the student pours 200  cm3 of hot water into a beaker. he places a thermometer in the  water.  \u2022  he measures the temperature \u03b8 of the hot water in the beaker.  \u2022  he immediately starts the stopclock and continues recording the temperature of the  water every 60  s. the temperature readings are shown in table 3.1. table 3.1 t / \u03b8 / 0 95 89 85 81 78   (i) complete the time column in table 3.1.  [1]    (ii) complete the column headings in table 3.1.  [1]  (c)  \u2022 calculate the decrease in temperature \u03b4\u03b81 during the first 120 s.  \u03b4\u03b81 =  .. \u2022  calculate the decrease in temperature \u03b4\u03b82 during the last 120 s.  \u03b4\u03b82 =  ..  [1]",
+            "9": "9 0625/61/o/n/19 \u00a9 ucles 2019 [turn over  (d)  (i) tick the box to show your conclusion from the results in (c).     \t\tthe average rate of cooling is greater in the first 120  s than the average rate of  cooling in the last 120  s.      \t\tthe average rate of cooling is less in the first 120  s than the average rate of  cooling in the last 120  s.      \tthe average rate of cooling is the same in the first 120  s as the last 120  s.  [1]   (ii)  justify your conclusion in (d)(i)  by reference to the results.  ...  ...  .  [2]  (e) suggest two ways in which the student could reduce the rate of loss of thermal energy from  the beaker in this type of experiment. 1  ... 2  ...  [2]  (f) draw a diagram of a measuring cylinder being used to determine the volume of water. show  clearly the water level and draw, with a ruler, a straight line showing the line of sight required  to obtain an accurate reading of the volume of water.  [2]  [total: 11]",
+            "10": "10 0625/61/o/n/19 \u00a9 ucles 2019 4 a student is investigating the time taken for metal balls to stop moving after being released on a  curved track. fig. 4.1 shows the shape of the track. the track is flexible, so the shape of the curve  can be changed. metal ball fig. 4.1  the following apparatus is available:  a selection of metal balls of different masses  the flexible track  clamps to hold the track  a stopwatch  a tape measure  a metre rule  the student can also use other apparatus and materials that are usually available in a school  laboratory.  plan an experiment to investigate a factor that affects the time taken for metal balls to stop moving  after being released on a curved track.   in your plan, you should: \u2022 state how you would expect the balls to move \u2022 explain how you would carry out the investigation \u2022 state which variables you would keep constant and which variable you would change \u2022 draw a table, or tables, with column headings, to show how you would display your readings  (you are not required to enter any readings in the table) \u2022 explain how you would use your readings to reach a conclusion.",
+            "11": "11 0625/61/o/n/19 \u00a9 ucles 2019  you may add to the diagram in fig. 4.1 if it helps your explanation.  ..  ..  ..  ..  ..  ..  ..  ..  ..  ..  ..  ..  ..  ..  ..  ..  ..  ..  ..  ..  ..  ..  ..  ..  ..  [7]  [total: 7]",
+            "12": "12 0625/61/o/n/19 \u00a9 ucles 2019 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 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.blank page"
+        },
+        "0625_w19_qp_62.pdf": {
+            "1": "this document consists of 11 printed pages and 1 blank page. dc (jc/sg) 176069/4 \u00a9 ucles 2019  [turn over *9783901804* physics  0625/62 paper 6  alternative to practical  october/november 2019  1 hour candidates answer on the question paper. no additional materials are required. read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen. you may use an hb pencil for any diagrams or graphs. do not use staples, paper clips, glue or correction fluid. do not  write in any barcodes. answer all questions. electronic calculators may be used. you may lose marks if you do not show your working or if you do not use appropriate units. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question.cambridge assessment international education cambridge international general certificate of secondary education this syllabus is regulated for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificate.",
+            "2": "2 0625/62/o/n/19 \u00a9 ucles 2019 1 a student investigates a pendulum. fig.  1.1 and fig.  1.2 show some of the apparatus used. dclamp bobclamp one complete oscillation   fig. 1.1  fig. 1.2    (a) the student adjusts the length of the pendulum until the distance d, measured to the centre of  the bob, is 50.0  cm. state one precaution that you would take to obtain the length of 50.0  cm  as accurately as possible.  ...  .  [1]  (b) the student displaces the bob slightly and releases it so that it swings. fig. 1.2 shows one  complete oscillation of the pendulum.   (i) he measures the time t for 20 complete oscillations. the time t is shown on the stopwatch  in fig. 1.3. 00:27. 60min seconds s1 100 fig. 1.3    in the first row of table 1.1, record the time t shown in fig. 1.3.  [1]     (ii) calculate, and record in table 1.1, the period t of the pendulum. the period is the time  for one complete oscillation.  [1]   (iii) calculate t  2. record its value in table 1.1.  [1]",
+            "3": "3 0625/62/o/n/19 \u00a9 ucles 2019 [turn over  (c) the student repeats the procedure in (b) using d = 60.0  cm, 70.0  cm, 80.0  cm and 100.0  cm.  the readings are shown in table 1.1. table 1.1 d / cm t / s t / s t  2 / s2  50.0  60.0 30.00 1.50 2.25  70.0 33.20 1.66 2.76  80.0 35.80 1.79 3.20 100.0 39.80 1.99 3.96   plot a graph of t  2 / s2 (y-axis) against d / cm (x-axis). you do not need to start your axes at the  origin (0,0).  [4]  (d)  determine the gradient g of the line. show clearly on the graph how you obtained the  necessary information.  g =     [2]",
+            "4": "4 0625/62/o/n/19 \u00a9 ucles 2019  (e) calculate the acceleration of free fall g in m  / s2 using the equation g = 0.395 g , where g is your  gradient from (d).    write down the value of g to a suitable number of significant figures for this experiment.  g =  . m / s2 [2] [total: 12]",
+            "5": "5 0625/62/o/n/19 \u00a9 ucles 2019 [turn over 2 a student determines the resistance of a resistance wire.  she uses the circuit shown in fig. 2.1. a l p sliding contact  cresistance wirepower supply v fig. 2.1  (a) she measures the current i in the circuit. write down the current reading shown in fig. 2.2.  i =  .  [2]  00.20.4 0.6 a0.8 1.0 fig. 2.2",
+            "6": "6 0625/62/o/n/19 \u00a9 ucles 2019  (b) she places the sliding contact c at a distance l = 20.0  cm from p.    she records the potential difference v across the length l of the resistance wire.   she repeats the procedure using l values of 40.0  cm, 60.0  cm, 80.0  cm and 100.0  cm.    the readings are shown in table 2.1. table 2.1 l / cm v / r /  20.0 0.60  40.0 1.10 1.96  60.0 1.71 3.05  80.0 2.30 4.11 100.0 2.78 4.96   (i) calculate, and record in table 2.1, the resistance r of 20.0  cm of the resistance wire.    use the equation r = v i. [2]   (ii) complete the column headings in table 2.1.  [1]",
+            "7": "7 0625/62/o/n/19 \u00a9 ucles 2019 [turn over  (c) look carefully at the values of l and r in table 2.1.    (i)  tick one box to show your conclusion from the results.     r is constant within the limits of experimental accuracy.     r is directly proportional to l within the limits of experimental accuracy.     r decreases as l increases.     there is no simple relationship between r and l. [1]   (ii)  justify your conclusion by reference to the results.  ...  ...  .  [1]  (d) (i) use the values in table 2.1 to estimate the potential difference ve across 50.0  cm of the  resistance wire.  ve =  .  [1]   (ii) calculate the resistance of 50.0  cm of the resistance wire using the equation r = ve i.     use the value of current i from part (a). give your answer to a suitable number of  significant figures for this experiment and include the unit.  r =  .  [2]  (e) in this type of experiment, it is sensible to keep the temperature of the resistance wire as  close to room temperature as possible. suggest one simple way to minimise the rise in  temperature of the resistance wire.  ...  .  [1]  [total: 11]",
+            "8": "8 0625/62/o/n/19 \u00a9 ucles 2019 3 a student determines the focal length f of a lens.  fig. 3.1 shows the set-up. illuminated objectud lensscreen benchv fig. 3.1  (a) \u2022 he places the screen at a fixed distance from the illuminated object.   \u2022  he places the lens between the object and the screen so that the lens is very close to  the screen.   \u2022  he moves the lens slowly away from the screen until a clearly focused image is formed  on the screen.   \u2022  he measures the distance u between the object and the centre of the lens and the  distance v between the centre of the lens and the screen. the readings are shown in  table 3.1.   (i) on fig. 3.1, measure the distance d between the illuminated object and the screen.   d =  .  [1]   (ii) fig. 3.1 is drawn 1  / 10th actual size. calculate the actual distance d between the  illuminated object and the screen.  d =  .  [1]  (b) calculate, and record in table 3.1, the focal length f of the lens using the equation f = uv d. [1]  (c) \u2022 the student keeps the screen at the same fixed distance d from the illuminated object.   \u2022  he moves the lens slowly away from the screen. the image goes out of focus.    \u2022  he continues to move the lens slowly away from the screen until another clearly focused  image is formed on the screen.    \u2022  he records the new readings of u and v in table 3.1.   (i) calculate, and record in table 3.1 the new value for the focal length f of the lens using  the equation f = uv d. [1] ",
+            "9": "9 0625/62/o/n/19 \u00a9 ucles 2019 [turn over table 3.1 u / cm v / cm f / cm 59.8 20.4 19.8 60.0   (ii) calculate the average value fa of the focal length of the lens. give your answer to a  suitable number of significant figures for this experiment.  fa =  ...  cm [2]  (d) state one precaution that you would take to obtain accurate readings in this experiment.  ...  .  [1]  (e) another student wants to obtain more measurements for u and for v to check the value for the  focal length f of the lens. the student moves the screen a distance of 40.0  cm to the right.   (i) calculate the new value for the distance d between the illuminated object and the  screen.  d =  ...  cm [1]   (ii) the student moves the lens to a new position which is a distance from the object  u = 22.2 cm. he observes the image on the screen and says it is clearly focussed at a  distance v = 97.9  cm.    calculate the new value of the focal length f of the lens using f = uv d.  f =  ...  cm [1]   (iii) state and explain briefly whether the values for fa and f \u200ain (e)(ii)  are the same within the  limits of experimental accuracy.  ...  ...  .  [1] [total: 10]",
+            "10": "10 0625/62/o/n/19 \u00a9 ucles 2019 4 a student investigates the time taken for ice cubes in a container to melt using different insulating  materials on the container.  the following apparatus is available:   a copper container   a variety of insulating materials that can be wrapped round the copper container   a thermometer   a stopwatch   a supply of ice cubes  the student can also use other apparatus and materials that are usually available in a school  laboratory.  plan an experiment to investigate the time taken for ice cubes to melt using different insulating  materials.  in your plan, you should: \u2022 draw a diagram of the apparatus used \u2022 explain briefly how you would carry out the investigation \u2022 state the key variables that you would control \u2022 draw a table, or tables, with column headings, to show how you would display your readings  (you are not required to enter any readings in the table) \u2022 explain how you would use your readings to reach a conclusion.  ..  ..  ..  ..  ..  ..  ..  ..  ..",
+            "11": "11 0625/62/o/n/19 \u00a9 ucles 2019  ..  ..  ..  ..  ..  ..  ..  ..    [7] [total: 7]",
+            "12": "12 0625/62/o/n/19 \u00a9 ucles 2019 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 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.blank page"
+        },
+        "0625_w19_qp_63.pdf": {
+            "1": "this document consists of 13 printed pages and 3 blank pages. dc (sc/cb) 176068/2 \u00a9 ucles 2019  [turn over *6736931972* physics  0625/63 paper 6  alternative to practical  october/november 2019  1 hour candidates answer on the question paper. no additional materials are required. read these instructions first write your centre number, candidate number and name on all the work you hand in. write in dark blue or black pen. you may use an hb pencil for any diagrams or graphs. do not use staples, paper clips, glue or correction fluid. do not  write in any barcodes. answer all questions. electronic calculators may be used. you may lose marks if you do not show your working or if you do not use appropriate units. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question.cambridge assessment international education cambridge international general certificate of secondary education this syllabus is regulated for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificate.",
+            "2": "2 0625/63/o/n/19 \u00a9 ucles 2019 1 a student investigates how the resistance of a filament lamp changes with the potential  difference  (p.d.) across it.  he uses the circuit shown in fig. 1.1. power supply crocodile clipslide wire lampal fig. 1.1  (a) on fig. 1.1, draw the symbol for a voltmeter connected to measure the potential difference  across the lamp.  [1]  (b) the student connects the crocodile clip to a length l = 20.0  cm of the slide wire.   he measures the potential difference v and the current i for the lamp.   (i) record the voltmeter and ammeter readings shown in fig. 1.2 for a value of l = 20.0  cm.   v =  ...  i =  ...  [1] a00.20.4 0.6 0.8 1.0 v012 3 4 5 fig. 1.2",
+            "3": "3 0625/63/o/n/19 \u00a9 ucles 2019 [turn over   (ii) calculate, and record in table 1.1, the resistance r of the lamp at l = 20.0  cm.     use your readings from (b)(i)  and the equation r = v i. [1] table 1.1 l / cm r / \u03c9 20.0 40.0 7.5 60.0 10 80.0 12 100.0 13  (c) the student connects the crocodile clip to other lengths l of the slide wire.   he measures the potential difference v and the current i for the lamp and calculates the  resistance each time. his results are shown in table 1.1.   plot a graph of r\u200a\u2009/\u2009\u200a\u03c9 (y-axis) against l\u2009\u200a/\u2009\u200acm\u2009(x-axis).  [4]",
+            "4": "4 0625/63/o/n/19 \u00a9 ucles 2019  (d) the student notices that the lamp is very dim when l = 20.0  cm but becomes very bright when  l = 100.0  cm.   state what the shape of the graph tells you about how the resistance of the lamp changes  with the temperature of the filament.   justify your statement using your results from the graph. statement  .. justification    ...  [2]  (e) in this type of experiment, it is possible to change the current in the lamp by using a variable  resistor instead of a slide wire.   on fig. 1.3, complete the circuit diagram to show a variable resistor used for this purpose. apower supply fig. 1.3  [2]  [total: 11]",
+            "5": "5 0625/63/o/n/19 \u00a9 ucles 2019 [turn over 2 some students determine the focal length of a converging lens by two different methods.  they use the apparatus shown in fig. 2.1. illuminated triangle lensscreen benchu v fig. 2.1  (a) a student sets the distance u between the illuminated triangle and the lens.   she moves the screen until a sharp image of the triangle is seen on the screen.  method 1   (i) on fig. 2.1, measure the distance u between the illuminated triangle and the lens.  u =  ...    on fig. 2.1, measure the distance v between the lens and the screen.  v =  ...  [1]   (ii) fig. 2.1 is drawn to 1/5th scale.    calculate the actual distance u between the illuminated triangle and the lens in the  experiment.  u =  ...    calculate the actual distance v between the lens and the screen in the experiment.  v =  ...  [1]   (iii) calculate a value f1 for the focal length of the lens, using the equation f1 = uv (u + v).  f1 =  .  [1]",
+            "6": "6 0625/63/o/n/19 \u00a9 ucles 2019   (iv) briefly describe a technique to obtain an image on the screen that is as sharp as possible  in this experiment.  ...  ...  .  [1]  method 2  (b) (i) on fig. 2.2, measure ho, the height of the illuminated triangle.  ho =  ...    on fig. 2.3, measure hi, the height of the image on the screen.  hi =  ...  [1]  ho  hi  fig. 2.2  fig. 2.3   (ii) calculate a value for the magnification m, using the equation m = hi ho.  m =  .  [1]   (iii) calculate a second value f2 for the focal length of the lens, using the equation f2 = v (m + 1)  and the value of v from (a)(ii) .  f2 =  .  [1]  (c) a student suggests that f1 and f2 should be equal.   state whether the results support this suggestion. justify your statement with reference to the  results. statement  .. justification    ...  [2]",
+            "7": "7 0625/63/o/n/19 \u00a9 ucles 2019 [turn over  (d) state one precaution that could be taken to ensure that the measurements in the experiment  are taken as reliably as possible.  ...  .  [1]  (e) suggest which of method 1  or method 2  is likely to give the more accurate value for the focal  length.   explain the reason for your choice. suggestion   explanation  ...  ...  ...  [1]  [total: 11]",
+            "8": "8 0625/63/o/n/19 \u00a9 ucles 2019 3 the class is investigating the behaviour of a spring, and then using the spring to determine the  weight of an object.  the apparatus is shown in fig. 3.1. clamp spring loadl fig. 3.1  (a) the stretched length l of the spring, indicated in fig. 3.1, is to be measured.   describe two precautions that could be taken when measuring the length of the stationary  spring, to ensure an accurate reading. you may draw a diagram. 1  ...  ... 2  ...  ...  [2]",
+            "9": "9 0625/63/o/n/19 \u00a9 ucles 2019 [turn over  (b) \u2022 a student measures the length l0 of the spring without any load.   2.1  l0 =  .. cm \u2022 various loads l are hung on the spring.    the stretched length l of the spring for each load is recorded in table 3.1. table 3.1 l / n l / cm e / cm 1.0 6.3 2.0 10.5 3.0 14.7 \u2022 calculate, and record in table 3.1, the extension e of the spring for each load l.    use the equation e = ( l \u2013 l0).  [1]",
+            "10": "10 0625/63/o/n/19 \u00a9 ucles 2019  (c) the loads are removed and an object x is suspended from the spring. object xlx fig. 3.2   (i) measure the stretched length lx of the spring on fig. 3.2.  lx =   cm [1]   (ii) estimate the weight wx of object x.    explain how you obtained your answer.  ...  ...  ...  wx =  ...  n  [2]",
+            "11": "11 0625/63/o/n/19 \u00a9 ucles 2019 [turn over  (d) a student measures the weight of a different load using a similar method. he gives the weight  as 4.532  n.   explain why this is not a suitable number of significant figures for this experiment.  ...  ...  .  [1]  (e) (i) another student suggests that e is directly proportional to l.    state whether the results support her suggestion.    use values from the results in table 3.1 to justify your statement. statement  .. justification    ...  ...  [2]   (ii) the student wishes to plot a graph of l against e to test if the two quantities are directly  proportional.    state how her graph line could show that e is directly proportional to l.  ...  ...  .  [2]  [total: 11]",
+            "12": "12 0625/63/o/n/19 \u00a9 ucles 2019 4 a student is investigating ways of slowing the rate of cooling of hot liquids in a container.  the student knows that a lid will reduce the rate of cooling. he wants to find out if the thickness of  the lid makes any difference to the rate of cooling.  plan an experiment which will enable him to compare the effects of lids of different thicknesses.  in your plan, you should: \u2022 list the apparatus needed \u2022 explain briefly how you would carry out the investigation, including the measurements to  be taken \u2022 state any key variables that would need to be kept the same \u2022 draw a suitable table or tables, with column headings, to show how the readings would  be displayed (you are not required to enter any readings in the table) \u2022 explain how you would use your readings to reach a conclusion.  you may draw a diagram if it helps to explain your plan.  ..  ..  ..  ..  ..  ..",
+            "13": "13 0625/63/o/n/19 \u00a9 ucles 2019  ..  ..  ..  ..  ..  ..  ..  ..  ..  ..  ..  ..  ..  ..  ..  ..  ..  ..  ..  ..  ..  ..    [7]  [total: 7]",
+            "14": "14 0625/63/o/n/19 \u00a9 ucles 2019 blank page",
+            "15": "15 0625/63/o/n/19 \u00a9 ucles 2019 blank page",
+            "16": "16 0625/63/o/n/19 \u00a9 ucles 2019 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 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.blank page"
+        }
+    },
+    "2020": {
+        "0625_m20_qp_12.pdf": {
+            "1": "    this document has 20 pages. blank pages are indicated.  ib20 03_0625_12/5rp   \u00a9 ucles 2020   [turn ove r   *6993319596*cambridge igcse\u2122       physics  0625/12     paper 1 multiple choice (core)  february/march 2020     45 minutes    you must answer on the multiple choice answer sheet.    you will need: multiple choice answer sheet   soft clean eraser   soft pencil (type b or hb is recommended)       instructions   \u2022 there are forty  questions on this paper. answer all questions.   \u2022 for each question there are four possible answers a, b, c and d. choose the one you consider correct  and record your choice in soft pencil on the multiple choice answer sheet.   \u2022 follow the instructions on the mu ltiple choice answer sheet.  \u2022 write in soft pencil.  \u2022 write your name, centre number and candidate num ber on the multiple choice answer sheet in the  spaces provided unless this has been done for you.  \u2022 do not use correction fluid.  \u2022 do not write on any bar codes.  \u2022 you may use a calculator.  \u2022 take the weight of 1.0  kg to be 10  n (acceleration of free fall = 10  m / s2).      information  \u2022 the total mark for this paper is 40.  \u2022 each correct answer will score one mark. a ma rk will not be deducted for a wrong answer.  \u2022 any rough working should be done on this question paper.   ",
+            "2": "2  \u00a9 ucles 2020 0625/12/f/m/20  1 the diagram shows a rectangular metal sheet close to two rulers.    00102030 10 20 30 40 50 cmcmmetal sheet     what is the area of the metal sheet?  a 700  cm2 b 875  cm2 c 900  cm2 d 1125  cm2     2 the graph shows how the speed of a car changes with time over part of a journey.    0 0speed time12 3 4     which section of the graph shows acceleration and which section of the graph shows deceleration?     acceleration deceleration  a 1 2  b 1 3  c 2 4  d 3 1    ",
+            "3": "3     \u00a9 ucles 2020 0625/12/f/m/20 [turn over  3 a steel ball is dropped from the top floor of a building. air resistance can be ignored.    which statement describes the motion of the ball?  a the ball falls with constant acceleration.  b the ball falls with constant speed.  c the ball falls with decreasing speed.  d the ball falls with increasing acceleration.     4 diagram 1 shows a piece of flexible material that  contains many pockets of air. diagram 2 shows  the same piece of flexible material after it has been compressed so that its volume decreases.    diagram 1 (before compression)diagram 2 (after compression)    what happens to the mass and to the weight of the flexible material when it is compressed?     mass weight  a increases increases  b increases no change  c no change increases  d no change no change    5 on the moon, the gravitational field strength g is 1.6  n / kg.    an object has a mass of 2.0  kg.    what is the weight of the object on the moon?  a 0  n b 1.3  n c 3.2  n d 20.0  n    6 a measuring cylinder contains 40  cm3 of water.    a solid metal ball is dropped into the water and the water level rises to 56  cm3.    the mass of the ball is 80  g.    what is the density of the metal from which the ball is made?  a 0.20  g / cm3 b 1.4  g / cm3 c 2.0  g / cm3 d 5.0  g / cm3   ",
+            "4": "4  \u00a9 ucles 2020 0625/12/f/m/20  7 a car travels along a horizontal road at constant speed. three horizontal forces act on the car.  the diagram shows two of these forces.    air resistance 300  nforce from engine 1500  ndirection of motion forwards     what is the size and the direction of the third horizontal force acting on the car?  a 1200  n backwards  b 1200  n forwards  c 1800  n backwards  d 1800  n forwards      8 a force f is applied to a spanner, as shown.    fnutspanner     which action increases the moment of f about the centre of the nut?  a apply the force f to the end of the spanner handle  b apply the force f parallel to the spanner handle  c spray oil on the nut  d use a shorter spanner      9 a ball is released from rest and rolls down a track from the position shown.    what is the furthest position that it is possible for the ball to reach?    ball startshere ac b d    ",
+            "5": "5     \u00a9 ucles 2020 0625/12/f/m/20 [turn over  10 which row describes an advantage and a disadvantage of wind turbines?     advantage disadvantage  a no fuel needed harmful gases released  b variable supply fuel needed  c no harmful gases released variable supply  d constant supply noisy      11 a box of mass m and weight w is carried up some stairs of total height x and total width y.    yxbox     on which quantities does the work done against gravity on the box depend?  a m and y b w and x c w and y d x and y    ",
+            "6": "6  \u00a9 ucles 2020 0625/12/f/m/20  12 diagram 1 shows a tube sealed at one end and partly immersed in mercury. the tube has a  diameter d. the top of the mercury in the tube is a height h above the mercury reservoir.    hvacuum mercury reservoirdiagram 1     diagram 2 shows a similar arrangement with a tube that has a diameter 2 d.    xvacuumdiagram 2 mercury reservoir     what is the relationship between h and x?  a x = 2h  b x = h  c x = 2h  d x = 4h     ",
+            "7": "7     \u00a9 ucles 2020 0625/12/f/m/20 [turn over  13 a skier is standing still on a flat area of snow.    skis     the weight of the skier is 550  n. the total area of his skis in contact with the ground is 0.015  m2.    what is the pressure exerted on the ground by the skier?  a 0.83  n / m2 b 8.3  n / m2 c 3700  n / m2 d 37  000  n / m2     14 the molecules of a substance in a particular state of matter move freely with random motion. the  average speed of the molecules is increasing.    what is being described?  a a gas being heated  b a liquid evaporating  c a solid being heated  d a solid melting      15 a student measures the mass of warm water in an open container over two minutes. the  container is kept at a constant temperature. the results are in the table.    time  / minutes mass  / g  0.0 33.9  0.5 30.6  1.0 27.6  1.5 24.9  2.0 22.5    why does the mass of the water change?  a the water evaporates.  b the water freezes.  c the water condenses.  d the water boils.     ",
+            "8": "8  \u00a9 ucles 2020 0625/12/f/m/20  16 which points are the fixed points of the liquid-in-glass thermometer shown?    \u2013 1 00 1 02 03 04 05 06 07 08 09 0 1 0 0 1 1 0 \u00b0c    a the beginning and end points of the column of liquid  b the points marked \u201310  \u00b0c and 110  \u00b0c  c the points marked 0  \u00b0c and 100  \u00b0c  d the top and bottom points of the thermometer bulb     17 four different metal blocks are given the same quantity of thermal energy.    which block has the greatest thermal capacity?    a temperature rise = 1  \u00b0cb temperature rise = 2  \u00b0cc temperature rise = 3  \u00b0cd temperature rise = 4  \u00b0c    18 a solid is heated from room temperature.    the graph shows how its temperature changes with time as it is heated constantly.    at which time has it just become completely liquid?    0 0abc droom temperaturetemperature time    ",
+            "9": "9     \u00a9 ucles 2020 0625/12/f/m/20 [turn over  19 rods of the same shape and size are inserted through corks into a tank of hot water. each rod is  covered with a layer of solid wax that has a low melting point. after a period of time, some wax  melts.    hot watertank good thermal conductor bad thermalconductor moderate thermal conductorcork     on which rod will the wax melt first?  a all at the same time  b good thermal conductor  c bad thermal conductor  d moderate thermal conductor     20 a boy jumps into an indoor swimming pool. he notices that the water appears to get colder as he  goes deeper underwater. this is due to convection.    which statement is correct?  a cold water is more dense than warm water so it sinks to the bottom of the pool.  b warm water is more dense than cold water so it rises to the surface of the pool.  c the molecules in cold water have more kinetic energy than the molecules in warm water so  they move to the bottom of the pool faster.  d the molecules in warm water are closer together than the molecules in cold water so they  rise to the surface of the pool.     ",
+            "10": "10  \u00a9 ucles 2020 0625/12/f/m/20  21 the diagrams show examples of wave motion.    12 waves on water waves in air waves on a rope waves in a spring34ripple tank drum     which waves are longitudinal?  a 1 only b 2 and 3 only c 2, 3 and 4 d 2 and 4 only     ",
+            "11": "11     \u00a9 ucles 2020 0625/12/f/m/20 [turn over  22 waves on the surface of water travel from deep to shallow water.    which diagram shows the correct path of the waves in the shallow water?    deep watera shallow waterdeep waterb shallow water deep waterc shallow water deep waterd shallow water      ",
+            "12": "12  \u00a9 ucles 2020 0625/12/f/m/20  23 which diagram shows how the light from a candle is reflected by a mirror, and shows the position  of the image formed?    eye candleimage of candlea  eyecandleeye candleimage of candleb  image of candlec d  eyecandle image of candlemirror  mirror mirror  mirror       ",
+            "13": "13     \u00a9 ucles 2020 0625/12/f/m/20 [turn over  24 the diagram shows an image being formed by a converging lens.    fobject imagef 2f 2f     which description of the image formed is correct?  a enlarged and inverted  b enlarged and upright  c diminished and inverted  d diminished and upright      25 the horn on a ship makes a sound. the captain on the ship hears an echo from a cliff 4.0  s later.    the speed of sound is 340  m / s.  how far away is the cliff from the ship?  a 170  m b 340  m c 680  m d 1360  m     26 bats produce ultrasound waves to navigate.    what is a possible frequency range for these waves?   a 0\u201320  hz  b 20  hz\u20132000  hz  c 2  khz\u201320  khz  d 20  khz\u2013120  khz    27 the table shows the forces that exist between magnetic poles.    which row is correct?     n pole and n pole n pole and s pole  a attraction attraction  b attraction repulsion  c repulsion attraction  d repulsion repulsion   ",
+            "14": "14  \u00a9 ucles 2020 0625/12/f/m/20  28 the diagrams show three different metal rods p, q and r, inside coils of wire.    small iron nails are placed on a wooden bench under the rods.    diagram 1 shows the situation when there are electric currents in the wires.    diagram 2 shows the situation when the currents are switched off.    p wooden benchcurrentin coilsdiagram 1 q r p nocurrentin coilsdiagram 2 q r woodenbench     which row correctly identifies the metal rods?     p q r  a copper soft iron steel  b soft iron copper steel  c steel soft iron copper  d copper steel soft iron     29 a polythene rod becomes negatively charged when it is rubbed with a cloth.    which statement explains this?  a the rod gains electrons.  b the rod loses electrons.  c the rod gains protons.  d the rod loses protons.     ",
+            "15": "15     \u00a9 ucles 2020 0625/12/f/m/20 [turn over  30 the diagram shows a reading on an ammeter.    6 8 104 2 0 a     what is the reading?  a 0.45  a b 0.50  a c 4.5  a d 5.0  a     31 a student is to determine the resistance of resistor r. she uses a circuit including a voltmeter and  an ammeter.    which circuit should be used?    a a v rb r avc r avd r va      ",
+            "16": "16  \u00a9 ucles 2020 0625/12/f/m/20  32 the diagram shows a battery connected to two resistors. three ammeters m 1, m 2 and m 3 are  connected in the circuit.    m1 m2m3a aa     ammeter m 1 reads 1.0  a.    what are the readings on m 2 and on m 3?     reading on  m2 / a reading on  m3 / a  a 0.0 0.0  b 0.5 0.5  c 0.5 1.0  d 1.0 1.0     33 lamps in a circuit are connected in parallel.    what is the advantage of this?  a if one lamp breaks, the others remain lit.  b less current is taken from the power supply.  c the lamps use less power than if they were connected in series.  d the potential difference across each lamp is less than that of the power supply.     ",
+            "17": "17     \u00a9 ucles 2020 0625/12/f/m/20 [turn over  34 the diagram shows a relay being used to control a buzzer.    relay     what is the function of the circuit?  a the buzzer switches off when the circuit becomes cold.  b the buzzer switches off when the circuit becomes light.  c the buzzer switches on when the circuit becomes cold.  d the buzzer switches on when the circuit becomes light.     35 there is a 5  a fuse in the circuit of an appliance.    what is the purpose of the fuse and in which wire is it connected?     purpose wire in which  it is connected  a breaks the circuit if the current is greater than 5  a earth  b breaks the circuit if the current is greater than 5  a live  c breaks the circuit if the current is less than 5  a earth  d breaks the circuit if the current is less than 5  a live    36 the diagram shows a transformer that has an output voltage of 12  v.    240  v a.c. input12 v a.c. outputprimary coil with 1000 turns secondary coilsoft iron core     how many turns of wire are in the secondary coil?  a 12 b 20 c 50 d 20  000    ",
+            "18": "18  \u00a9 ucles 2020 0625/12/f/m/20  37 a current-carrying conductor is placed between two magnetic poles. the current causes a force  to act on the wire.    nsforce wire current direction    three other arrangements p, q and r, of the wire and magnetic poles are set up as shown.    ns current reversedp sn magnetic poles switched aroundq sn current reversed and magnetic poles switched aroundr     which arrangements will cause a force in the opposite direction to that shown in the top diagram?  a p, q and r b p and q only c p only d r only      38 the symbol for a radioactive nuclide of carbon is 14 6c.  how many neutrons are in its nucleus?  a 6 b 8 c 14 d 20     ",
+            "19": "19     \u00a9 ucles 2020 0625/12/f/m/20 [turn over  39 a student measures the rate at which ionising radiation is emitted from a radioactive substance.    he places a detector at different distances from the radioactive source.    radioactive sourcedetectorcounte r distance d    the table shows how the reading on the counter varies with distance d.    the readings on the counter are corrected for background radiation.    distance d / cm 0 2 4 6  counter reading  / counts per minute 1250 115 0 0    which type of ionising radiation is being emitted by the substance?  a \u03b1-particles  b \u03b2-particles  c \u03b3-rays  d x-rays    ",
+            "20": "20    permission to reproduce items where third-party owned material pr otected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to trac e 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 ans wer-related information to candidates, all copyright acknowledgements are reproduced onl ine 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 the ca mbridge assessment group. cambri dge assessment is the brand name of the university of  cambridge local examinations syndicate (ucles), which it self is a department of the university of cambridge.    \u00a9 ucles 2020 0625/12/f/m/20  40 the graph shows the count rate from a radioactive source over a period of time.    2000 15001000 500 0 0123 time  / hourscount rate counts  / s     what is the half-life of the source?  a 0.5 hour b 1.0 hour c 1.5 hours d 3.0 hours      "
+        },
+        "0625_m20_qp_22.pdf": {
+            "1": "    this document has 20 pages. blank pages are indicated.  ib20 03_0625_22/5rp   \u00a9 ucles 2020   [turn ove r   *6305326820 *cambridge igcse\u2122       physics  0625/22     paper 2 multiple choice (extended)  february/march 2020     45 minutes    you must answer on the multiple choice answer sheet.    you will need: multiple choice answer sheet   soft clean eraser   soft pencil (type b or hb is recommended)       instructions   \u2022 there are forty  questions on this paper. answer all questions.   \u2022 for each question there are four possible answers a, b, c and d. choose the one you consider correct  and record your choice in soft pencil on the multiple choice answer sheet.   \u2022 follow the instructions on the mu ltiple choice answer sheet.  \u2022 write in soft pencil.  \u2022 write your name, centre number and candidate num ber on the multiple choice answer sheet in the  spaces provided unless this has been done for you.  \u2022 do not use correction fluid.  \u2022 do not write on any bar codes.  \u2022 you may use a calculator.  \u2022 take the weight of 1.0  kg to be 10  n (acceleration of free fall = 10  m / s2).      information  \u2022 the total mark for this paper is 40.  \u2022 each correct answer will score one mark. a ma rk will not be deducted for a wrong answer.  \u2022 any rough working should be done on this question paper.   ",
+            "2": "2  \u00a9 ucles 2020 0625/22/f/m/20  1 the diagram shows a rectangular metal sheet close to two rulers.    00102030 10 20 30 40 50 cmcmmetal sheet     what is the area of the metal sheet?  a 700  cm2 b 875  cm2 c 900  cm2 d 1125  cm2     2 a ball falls from rest through the air towards the ground. the diagram shows two forces acting on  the ball.    air resistance gravitational force     as the ball falls, the air resistance increases.    which statement is correct?  a the acceleration of the ball decreases.  b the acceleration of the ball increases.  c the speed of the ball decreases.  d the gravitational force on the ball decreases.     ",
+            "3": "3     \u00a9 ucles 2020 0625/22/f/m/20 [turn over  3 a compressed spring projects a ball horizontally in a vacuum chamber.    on the earth, the ball reaches the chamber floor 4.0  m in front of the spring.    an identical experiment is done on the moon. the gravitational field strength is lower on the  moon than on the earth.    the experimental results on the moon are compared with those on the earth.    which statement is correct?  a the horizontal speed is greater on the moon and the ball hits the floor 4.0  m in front of the  spring.  b the horizontal speed is greater on the moon and the ball hits the floor more than 4.0  m in  front of the spring.  c the horizontal speed is the same on the moon and the ball hits the floor 4.0  m in front of the  spring.  d the horizontal speed is the same on the moon and the ball hits the floor more than 4.0  m in  front of the spring.     4 diagram 1 shows a piece of flexible material that  contains many pockets of air. diagram 2 shows  the same piece of flexible material after it has been compressed so that its volume decreases.    diagram 1 (before compression)diagram 2 (after compression)    what happens to the mass and to the weight of the flexible material when it is compressed?     mass weight  a increases increases  b increases no change  c no change increases  d no change no change    ",
+            "4": "4  \u00a9 ucles 2020 0625/22/f/m/20  5 the graph shows how the strength of the earth\u2019s gravitational field varies as the distance from  the earth\u2019s surface increases.    strength of the earth\u2019sgravitationalfield distance from the surface of the earth 0 0     which row describes the effect that this has on the mass and on the weight of an object as it  moves further away from the earth\u2019s surface?     mass of object weight of object  a decreases decreases  b decreases unchanged  c unchanged decreases  d unchanged unchanged    6 a measuring cylinder contains 40  cm3 of water.    a solid metal ball is dropped into the water and the water level rises to 56  cm3.    the mass of the ball is 80  g.    what is the density of the metal from which the ball is made?  a 0.20  g / cm3 b 1.4  g / cm3 c 2.0  g / cm3 d 5.0  g / cm3     ",
+            "5": "5     \u00a9 ucles 2020 0625/22/f/m/20 [turn over  7 a car travels along a horizontal road at constant speed. three horizontal forces act on the car.  the diagram shows two of these forces.    air resistance 300  nforce from engine 1500  ndirection of motion forwards     what is the size and the direction of the third horizontal force acting on the car?  a 1200  n backwards  b 1200  n forwards  c 1800  n backwards  d 1800  n forwards      8 a car is driven round a bend in the road at a constant speed.    car direction of the motion of the ca r     what is the direction of the resultant force on the car when it is going round the bend?  a parallel to the motion and in the same direction as the motion  b parallel to the motion and in the opposite direction to the motion  c perpendicular to the motion and towards the inside of the bend  d perpendicular to the motion and towards the outside of the bend     ",
+            "6": "6  \u00a9 ucles 2020 0625/22/f/m/20  9 an athlete with mass 70  kg trains by performing press-ups with a load on his back. the diagram  shows the perpendicular distances involved.    the centre of mass of the athlete is c m and the centre of mass of the load he is carrying is c l.    load0.1 m 0.3  m 0.9  m clcl cmcm     the mass of the load is 6.0  kg.    what is the upward force exerted by his two arms?  a 54  n b 76  n c 540  n d 760  n     10 an air pistol fires a pellet forwards.    what is the motion of the air pistol?  a the air pistol moves backwards with speed greater than the pellet.  b the air pistol moves backwards with speed less than the pellet.  c the air pistol moves forward with speed greater than the pellet.  d the air pistol moves forward with speed less than the pellet.      11 which row describes an advantage and a disadvantage of wind turbines?     advantage disadvantage  a no fuel needed harmful gases released  b variable supply fuel needed  c no harmful gases released variable supply  d constant supply noisy     12 an electric motor provides 900  j of useful output energy. the efficiency of the motor is 60  %.    how much electrical energy is supplied to the motor?  a 15  j b 540  j c 1500  j d 5400  j ",
+            "7": "7     \u00a9 ucles 2020 0625/22/f/m/20 [turn over  13 a crane takes 2.0 minutes to lift a 500  kg load to the top of a building that is 12  m high.    what is the useful power developed against gravity by the crane?  a 21  w b 50  w c 500  w d 30  000  w      14 a skier is standing still on a flat area of snow.    skis     the weight of the skier is 550  n. the total area of his skis in contact with the ground is 0.015  m2.    what is the pressure exerted on the ground by the skier?  a 0.83  n / m2 b 8.3  n / m2 c 3700  n / m2 d 37  000  n / m2     ",
+            "8": "8  \u00a9 ucles 2020 0625/22/f/m/20  15 a tall cylinder is partly filled with two liquids which do not mix. the two liquids have different  densities. a student measures the pressure due to the liquids at different depths.    position p position qtwo liquids with different densities     which graph shows how the liquid pressure varies between positions p and q?    pressure pressure depth depthab ppqq pressure pressure depth depthcd ppq q      16 when pollen grains in water are viewed through a microscope, they are seen to be in continuous, rapid random motion.    what causes a pollen grain to move in this way?  a convection currents in the water  b bombardment by a single molecule of water   c uneven bombardment on different sides by water molecules  d collision with another pollen grain due to their kinetic energies     ",
+            "9": "9     \u00a9 ucles 2020 0625/22/f/m/20 [turn over  17 a student measures the mass of warm water in an open container over two minutes. the  container is kept at a constant temperature. the results are in the table.    time  / minutes mass  / g  0.0 33.9  0.5 30.6  1.0 27.6  1.5 24.9  2.0 22.5    why does the mass of the water change?  a the water evaporates.  b the water freezes.  c the water condenses.  d the water boils.      18 which points are the fixed points of the liquid-in-glass thermometer shown?    \u2013 1 00 1 02 03 04 05 06 07 08 09 0 1 0 0 1 1 0 \u00b0c    a the beginning and end points of the column of liquid  b the points marked \u201310  \u00b0c and 110  \u00b0c  c the points marked 0  \u00b0c and 100  \u00b0c  d the top and bottom points of the thermometer bulb     ",
+            "10": "10  \u00a9 ucles 2020 0625/22/f/m/20  19 the specific heat capacities of aluminium, iron, ethanol and water are given.    substance specific heat capacity  j / kg  \u00b0c  aluminium 900  iron 450  ethanol 2400  water 4200    1 kg of each metal is put into 5  kg of each liquid.    the starting temperature of each metal is 60  \u00b0c. the starting temperature of each liquid is 10  \u00b0c.    which example has the highest final temperature?     metal liquid  a aluminium ethanol  b iron ethanol  c aluminium water  d iron water     20 metals are good thermal conductors.    insulators are poor thermal conductors.    which description of the mechanism of thermal conductivity is correct?  a in insulators, conduction takes place by electron transfer and molecular vibrations.  b in insulators, conduction takes place by electron transfer only.  c in metals, conduction takes place by electron transfer and molecular vibrations.  d in metals, conduction takes place by electron transfer only.     ",
+            "11": "11     \u00a9 ucles 2020 0625/22/f/m/20 [turn over  21 a teacher shows his class a polystyrene cup. the cup is made from thick plastic with lots of tiny  air bubbles in it.    he asks the class why the cup is so good at keeping a hot drink warm. three suggestions are  made.    1 it contains air which is a poor thermal conductor.  2 the air is trapped in tiny bubbles so very little convection is possible. 3 the plastic is a poor thermal conductor.    which suggestions are correct?  a 1 and 2 only b 1 and 3 only c 2 and 3 only d 1, 2 and 3     22 a boy jumps into an indoor swimming pool. he notices that the water appears to get colder as he  goes deeper underwater. this is due to convection.    which statement is correct?  a cold water is more dense than warm water so it sinks to the bottom of the pool.  b warm water is more dense than cold water so it rises to the surface of the pool.  c the molecules in cold water have more kinetic energy than the molecules in warm water so  they move to the bottom of the pool faster.  d the molecules in warm water are closer together than the molecules in cold water so they  rise to the surface of the pool.     23 four students a, b, c and d, investigate the diffraction of water waves through a gap.        each student uses a different gap size and a different wavelength for the water waves.    which student produces the waves which have the most diffraction?     gap size  / cm wavelength  / cm  a 2.0 1.8  b 3.0 2.1  c 4.0 2.0  d 5.0 0.9   ",
+            "12": "12  \u00a9 ucles 2020 0625/22/f/m/20  24 the diagrams show examples of wave motion.    12 waves on water waves in air waves on a rope waves in a spring34ripple tank drum     which waves are longitudinal?  a 1 only b 2 and 3 only c 2, 3 and 4 d 2 and 4 only     ",
+            "13": "13     \u00a9 ucles 2020 0625/22/f/m/20 [turn over  25 which diagram shows how the light from a candle is reflected by a mirror, and shows the position  of the image formed?    eye candleimage of candlea  eyecandleeye candleimage of candleb  image of candlec d  eyecandle image of candlemirror  mirror mirror  mirror       26 a converging lens can be used as a magnifying glass.    what will be the nature of the image?  a real, inverted, diminished  b real, upright, enlarged  c virtual, inverted, enlarged  d virtual, upright, enlarged     ",
+            "14": "14  \u00a9 ucles 2020 0625/22/f/m/20  27 the wavelength of blue light changes from 4.7 \u00d7 10\u20137  m to 3.5 \u00d7 10\u20137  m as it passes from air to  water.    what is the speed of this light in water?  a 7.4 \u00d7 107  m / s  b 1.3 \u00d7 108   m / s  c 2.2 \u00d7 108   m / s  d 3.0 \u00d7 108   m / s     28 the diagram shows compressions and rarefactions in air as a sound wave moves from left to  right.    rarefaction compression    a quieter sound of the same frequency is made.    what will happen to the number of particles in a region of rarefaction and in a region of compression?     number of particles in  region of rarefaction number of particles in  region of compression  a decrease decrease  b decrease increase  c increase decrease  d increase increase     ",
+            "15": "15     \u00a9 ucles 2020 0625/22/f/m/20 [turn over  29 the diagrams show three different metal rods p, q and r, inside coils of wire.    small iron nails are placed on a wooden bench under the rods.    diagram 1 shows the situation when there are electric currents in the wires.    diagram 2 shows the situation when the currents are switched off.    p wooden benchcurrentin coilsdiagram 1 q r p nocurrentin coilsdiagram 2 q r woodenbench     which row correctly identifies the metal rods?     p q r  a copper soft iron steel  b soft iron copper steel  c steel soft iron copper  d copper steel soft iron     ",
+            "16": "16  \u00a9 ucles 2020 0625/22/f/m/20  30 which row describes conventional current and electron flow in a circuit containing a cell?     conventional current electron flow  a   from the negative terminal of the cell  to the positive terminal of the cell from the negative terminal of the cell  to the positive terminal of the cell  b   from the negative terminal of the cell  to the positive terminal of the cell from the positive terminal of the cell to  the negative terminal of the cell  c   from the positive terminal of the cell to  the negative terminal of the cell from the negative terminal of the cell  to the positive terminal of the cell  d   from the positive terminal of the cell to  the negative terminal of the cell from the positive terminal of the cell to  the negative terminal of the cell     31 a student makes four resistors using different pieces of wire. the wires have different diameters  and lengths. all the pieces of wire are made of the same material.    which piece of wire will make the resistor with the largest resistance?     diameter  / mm length  / cm  a 0.8 10  b 0.8 17  c 2.0 10  d 2.0 17      32 a student is to determine the resistance of resistor r. she uses a circuit including a voltmeter and  an ammeter.    which circuit should be used?    a a v rb r avc r avd r va     ",
+            "17": "17     \u00a9 ucles 2020 0625/22/f/m/20 [turn over  33 the diagram shows a battery connected to two resistors. three ammeters m 1, m 2 and m 3 are  connected in the circuit.    m1 m2m3a aa     ammeter m 1 reads 1.0  a.    what are the readings on m 2 and on m 3?     reading on  m2 / a reading on  m3 / a  a 0.0 0.0  b 0.5 0.5  c 0.5 1.0  d 1.0 1.0      34 a cell is connected to a parallel combination of a 2.0  \u03c9 resistor and a 4.0  \u03c9 resistor. the current  in the 4.0  \u03c9 resistor is 1.0  a.    2.0 \u03c9 4.0 \u03c9 1.0 a    what is the current in the cell?  a 1.0  a b 1.5  a c 2.0  a d 3.0  a    ",
+            "18": "18  \u00a9 ucles 2020 0625/22/f/m/20  35 the two inputs of a nand gate are joined together.    input output    which truth table represents the action of this gate?    a  b  c  d  input output  input output  input output  input output  0 0  0 1  0 0  0 1  1 0  1 0  1 1  1 1     36 the diagram shows a transformer that has an output voltage of 12  v.    240  v a.c. input12 v a.c. outputprimary coil with 1000 turns secondary coilsoft iron core     how many turns of wire are in the secondary coil?  a 12 b 20 c 50 d 20  000    ",
+            "19": "19     \u00a9 ucles 2020 0625/22/f/m/20 [turn over  37 the diagrams show different particles moving through a magnetic field.    which particle experiences a magnetic force acting up out of the plane of the paper?    a protonprotonb c delectron electron       38 when rutherford bombarded thin gold foil with \u03b1-particles, he found that some \u03b1-particles were  deflected through large angles.    which statement explains this deflection?  a most of the atom consists of empty space.  b all of the positive charge and most of the mass of the gold atom are concentrated in a small  volume.  c positive charge in the gold atom is spread evenly throughout the atom.  d all of the negative charge is concentrated at its centre.     ",
+            "20": "20    permission to reproduce items where third-party owned material pr otected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to trac e 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 ans wer-related information to candidates, all copyright acknowledgements are reproduced onl ine 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 the ca mbridge assessment group. cambri dge assessment is the brand name of the university of  cambridge local examinations syndicate (ucles), which it self is a department of the university of cambridge.    \u00a9 ucles 2020 0625/22/f/m/20  39 the diagram shows the path followed by \u03b1-particles as they pass between two charged plates.  they are deflected downwards.    +++++++++ \u2013\u2013\u2013\u2013\u2013\u2013\u2013\u2013\u2013\u03b1-particles\u03b2-particles     what happens to \u03b2-particles passing through the same electric field?  a they are deflected downwards more than the \u03b1-particles.  b they are deflected upwards.  c they are not deflected at all.  d they are deflected downwards by the same amount as the \u03b1-particles.    40 the graph shows the count rate from a radioactive source over a period of time.    2000 15001000 500 0 0123 time  / hourscount rate counts  / s     what is the half-life of the source?  a 0.5 hour b 1.0 hour c 1.5 hours d 3.0 hours "
+        },
+        "0625_m20_qp_32.pdf": {
+            "1": "cambridge igcse\u2122dc (jc/jg) 187444/4 \u00a9 ucles 2020  [turn overthis document has 16 pages. blank pages are indicated. *4541584141* physics  0625/32 paper 3 theory (core)  february/march  2020  1 hour 15 minutes you must answer on the question paper. no additional materials are needed. instructions  \u25cf answer all questions.  \u25cf use a black or dark blue pen. you may use an hb pencil for any diagrams or graphs.  \u25cf write your name, centre number and candidate number in the boxes at the top of the page.  \u25cf write your answer to each question in the space provided.  \u25cf do not use an erasable pen or correction fluid.  \u25cf do not write on any bar codes.  \u25cf you may use a calculator.  \u25cf you should show all your working and use appropriate units.  \u25cf take the weight of 1.0  kg to be 10  n (acceleration of free fall = 10  m / s2). information  \u25cf the total mark for this paper is 80.  \u25cf the number of marks for each question or part question is shown in brackets [  ].",
+            "2": "2 0625/32/f/m/20 \u00a9 ucles 2020 1 (a) a student places 8 similar coins in a pile, as shown in fig. 1.1. 2.4 cmpile of 8 coins fig. 1.1  (not to scale)   the height of the pile of coins is 2.4  cm.    calculate the average thickness of one coin.  average thickness =  ..  cm [2]  (b) fig. 1.2 shows the pile of coins, a measuring cylinder and a beaker containing some water. pile of 8 coins water measuring cylinder fig. 1.2  (not to scale)   describe how the student can measure the volume of one of the coins using the set-up shown  in fig. 1.2.   ...  ...  ...  .  [4]  [total: 6]",
+            "3": "3 0625/32/f/m/20 \u00a9 ucles 2020 [turn over 2 a 50 cm rule is balanced at its mid-point. a force of 8.0  n acts at a distance of 10  cm from one end  of the rule.   fig. 2.1 shows the arrangement. 10 cm 50 cm rule25 cm pivot 8.0 n fig. 2.1  (a) calculate the moment of the 8.0  n force about the pivot. give the unit.  moment =  ..  unit =  ..  [5]  (b) another force acts at a point 10  cm from the pivot. it makes the rule balance.    on fig. 2.1, draw an arrow to show the position and direction of this force.  [2]  [total: 7]",
+            "4": "4 0625/32/f/m/20 \u00a9 ucles 2020 3 a student drops a ball from a high window.  (a) the mass of the ball is 0.12  kg.   calculate the weight of the ball.  weight =    n [3]  (b) fig. 3.1 shows the speed of the ball while it is falling. the points s, t, u, v and w are shown  on the graph.  0 0 1.0 2.0 3.0 4.0 5.0510152025 speed m / s time  / su v w st fig. 3.1   draw one line from each section of the graph to the correct description of the motion.   one has been drawn for you. section of graph description of motion s \u2013 t  t \u2013 u  u \u2013 vat rest decreasing acceleration constant acceleration moving with constant speed slowing down  [2]",
+            "5": "5 0625/32/f/m/20 \u00a9 ucles 2020 [turn over  (c) determine the distance fallen by the ball in section u \u2013 v of the graph.  distance =    m [3]  (d) state the distance fallen by the ball in section v \u2013 w of the graph.  distance =    m [1]  [total: 9]",
+            "6": "6 0625/32/f/m/20 \u00a9 ucles 2020 4 fig. 4.1 shows an electric circuit. fig. 4.1  an electric current transfers energy from the battery to the filament lamp.  (a) state the two forms of energy emitted by the filament lamp. 1.  ... 2.  ...  [2]  (b) state which form of energy in the battery is decreasing.  .  [1]  (c) explain how the principle of conservation of energy applies to this circuit.  ...  ...  .  [1]  [total: 4]",
+            "7": "7 0625/32/f/m/20 \u00a9 ucles 2020 [turn over 5 fig. 5.1 shows a wind turbine. fig. 5.1  (a) describe how the wind turbine produces electrical energy.  ...  ...  ...  .  [3]  (b) wind turbines are used in many countries to replace coal-fired power stations.    (i) state one disadvantage of using wind turbines compared to coal-fired power stations.  ...  .  [1]   (ii) state two advantages of using wind turbines instead of coal-fired power stations. 1.  ... 2.  ...  [2]  [total: 6]",
+            "8": "8 0625/32/f/m/20 \u00a9 ucles 2020 6 (a) table 6.1 gives a list of statements about molecules in gases and solids. table 6.1 statement gas solid molecules are closely packed molecules are free to move around from place to place molecules are far apart compared to their size molecules can only vibrate about a fixed position molecules change position randomly   put one tick in every row to indicate whether each statement refers to a gas or a solid.  [4]  (b) fig. 6.1 represents a smoke particle in air. the smoke particle is moving. smoke particleair fig. 6.1   fig. 6.2 shows the path of the smoke particle and the position of the smoke particle a short  time later. smoke particle air fig. 6.2   (i) state the term given to the movement of the smoke particle.  .  [1]",
+            "9": "9 0625/32/f/m/20 \u00a9 ucles 2020 [turn over   (ii) state what the motion of the smoke particle shows about air molecules.  ...  ...  ...  .  [3]   [total: 8]",
+            "10": "10 0625/32/f/m/20 \u00a9 ucles 2020 7 (a) equal volumes of steel, oil and hydrogen are heated from 20  \u00b0c to 60  \u00b0c.    their volumes increase by thermal expansion.   state which of these substances has the greatest increase in volume.  .  [1]  (b) fig. 7.1 shows a liquid-in-glass thermometer. \u201310 0 10 20 30 40 50 60 70 80 90 100 110\u00b0c fig. 7.1   (i) state the temperature reading  on the thermometer.  .  [1]   (ii) state the temperature range  of the thermometer.  .  [1]   (iii) state the values of the fixed points of the celsius scale of temperature.  .  [1]  (c) the liquid-in-glass thermometer uses the thermal expansion of mercury.   state and explain one other application or consequence of thermal expansion.  ...  ...  ...  ...  .  [3]  [total: 7]",
+            "11": "11 0625/32/f/m/20 \u00a9 ucles 2020 [turn over 8 fig. 8.1 represents a travelling wave at an instant in time. distance from source of waves  / cmdisplacement  / cmdirection of wave travel 1.0 0 \u20131.0 0 10 20 30 40 50 60 70 80 90 100 110 120 fig. 8.1  (a) (i) determine the amplitude of the wave.  amplitude =  ..  cm [1]   (ii) determine the wavelength of the wave.  wavelength =  ..  cm [2]   (iii) it takes 2.0  s for a source to emit the wave shown in fig. 8.1.     calculate the frequency of the wave.  frequency =  ...  hz [2]",
+            "12": "12 0625/32/f/m/20 \u00a9 ucles 2020  (b) fig. 8.2 shows the main regions of the electromagnetic spectrum. radio  wavesmicrowavesvisible  light  wavesx-rays \u03b3-rays fig. 8.2   (i) two of the regions are not labelled.    add the correct label to each of the unlabelled regions by writing in each box.  [2]   (ii) describe one use of \u03b3-rays.  ...  .  [1]  [total: 8]",
+            "13": "13 0625/32/f/m/20 \u00a9 ucles 2020 [turn over 9 (a) fig. 9.1 shows two rays of light x and y leaving an object o. the rays strike a plane mirror.  ray x is reflected as shown.  plane  mirror ray of light x ray of light yo fig. 9.1   (i) on fig. 9.1, draw the normal at the point where ray x strikes the mirror.  [1]   (ii) on fig. 9.1, draw the path of ray y after it strikes the mirror.  [1]        (b) an object o is placed on the left of a thin converging lens. f is the principal focus.   this arrangement is shown in fig. 9.2. f olens fig. 9.2   two rays from the top of the object are incident on the lens, as shown in fig. 9.2.    on fig. 9.2, draw the path of each ray to locate the position of the image of o formed by the  lens.   on fig. 9.2, draw an arrow to represent the image and label it i.  [3]  [total: 5]",
+            "14": "14 0625/32/f/m/20 \u00a9 ucles 2020 10 fig. 10.1 shows an arrangement for making an electromagnet. a12 v x coil of thick copper wirecore of electromagnet fig. 10.1  (a) (i) state a material which is suitable for the core of the electromagnet.  .  [1]   (ii) state the name for component x in fig. 10.1.  .  [1]   (iii) describe and explain how component x varies the strength of the electromagnet.  ...  ...  .  [2]  (b) the switch is closed. the reading on the ammeter is 1.5  a.   calculate the resistance of the circuit.  resistance =    \u03c9 [3]  [total: 7]",
+            "15": "15 0625/32/f/m/20 \u00a9 ucles 2020 [turn over 11 fig. 11.1 shows lamps in series. fig. 11.2 shows lamps in parallel.  the lamps are all identical 6.0  v lamps. in each circuit there are three ammeters a1, a2 and a3.  a1 a2a36.0 v    6.0 v a1 a3a2  fig. 11.1  fig. 11.2  (a) (i) compare the readings on ammeters a1, a2 and a3 in fig. 11.1.  .  [1]   (ii) compare the readings on ammeters a1, a2 and a3 in fig. 11.2.  .  [1]   (iii) state two advantages of connecting the 6.0  v lamps in parallel with the 6.0  v battery,  compared with connecting the lamps in series with the battery. 1.  ...  ... 2.  ...  ... [2]  (b) each lamp has a resistance of 12  \u03c9.   (i) determine the combined resistance of the two lamps connected in series .  resistance =    \u03c9 [1]   (ii) compare the resistance of one lamp with the combined resistance of the two lamps in  parallel .  ...  .  [1]  [total: 6]",
+            "16": "16 0625/32/f/m/20 \u00a9 ucles 2020 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 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.12 a nucleus of americium-241 has the nuclide notation shown. 241 95am  (a) (i) determine the number of neutrons in a nucleus of americium-241.  number of neutrons =    [1]   (ii) determine the charge on a nucleus of americium-241.  charge =    [2]  (b) americium-241 decays by emitting \u03b1-particles.   put a tick in the box next to each correct statement.   \u03b1-particles are electromagnetic waves.     \u03b1-particles are fast-moving electrons.     \u03b1-particles are helium nuclei.     \u03b1-particles are stopped by a sheet of paper.     \u03b1-particles can pass through 3  cm of aluminium.   [2]  (c) americium-241 has a half-life of 432 years.    a sample contains 16  mg of americium-241.   calculate the time it takes until only 4.0  mg of americium-241 are left in the sample.  time =  ..  years  [2]  [total: 7]"
+        },
+        "0625_m20_qp_42.pdf": {
+            "1": "cambridge igcse\u2122this document has 16 pages. blank pages are indicated. dc (jc/jg) 187443/4 \u00a9 ucles 2020  [turn over *6553459997* physics  0625/42 paper 4 theory (extended)  february/march  2020  1 hour 15 minutes you must answer on the question paper. no additional materials are needed. instructions  \u25cf answer all questions.  \u25cf use a black or dark blue pen. you may use an hb pencil for any diagrams or graphs.  \u25cf write your name, centre number and candidate number in the boxes at the top of the page.  \u25cf write your answer to each question in the space provided.  \u25cf do not use an erasable pen or correction fluid.  \u25cf do not write on any bar codes.  \u25cf you may use a calculator.  \u25cf you should show all your working and use appropriate units.  \u25cf take the weight of 1.0  kg to be 10  n (acceleration of free fall = 10  m / s2). information  \u25cf the total mark for this paper is 80.  \u25cf the number of marks for each question or part question is shown in brackets [  ].",
+            "2": "2 0625/42/f/m/20 \u00a9 ucles 2020 1 a rocket is launched vertically upwards from the ground. the rocket travels with uniform  acceleration from rest. after 8.0  s, the speed of the rocket is 120  m / s.  (a)  calculate the acceleration of the rocket.  acceleration =    [2]  (b) (i) on fig. 1.1, draw the graph for the motion of the rocket in the first 8.0  s.  0 5 10 15 20 25050100150200 speed m / s time  / s fig. 1.1  [1]   (ii) use the graph to determine the height of the rocket at 8.0  s.    height =    [2]   (iii) from time  = 8.0 s to time  = 20.0 s, the rocket rises with increasing speed but with  decreasing acceleration.    from time  = 20.0 s to time  = 25.0 s, the rocket has a constant speed of less than 200  m / s.    on fig. 1.1, draw the graph for this motion.  [3]  [total: 8]",
+            "3": "3 0625/42/f/m/20 \u00a9 ucles 2020 [turn over 2 fig. 2.1 shows an athlete crossing the finishing line in a race. as she crosses the finishing line, her  speed is 10.0  m / s. she slows down to a speed of 4.0  m / s. fig. 2.1  (a) the mass of the athlete is 71  kg. calculate the impulse applied to her as she slows down.  impulse =    [3]  (b) (i)  define impulse  in terms of force  and time.  ...  .  [1]   (ii) the athlete takes 1.2  s to slow down from a speed of 10.0  m / s to a speed of 4.0  m / s.     calculate the average resultant force applied to the athlete as she slows down.  force =    [2]  (c) calculate the force required to give a mass of 71  kg an acceleration of 6.4  m / s2.  force =    [2]  [total: 8]",
+            "4": "4 0625/42/f/m/20 \u00a9 ucles 2020 3 fig. 3.1 shows a model of a wind turbine used to demonstrate the use of wind energy to generate  electricity. the wind is blowing towards the model, as shown. vawindturbine blades circular area swept out by turbine blades fig. 3.1  (a) the mass of air passing through the circular area swept out by the turbine blades each  second is 7.5  kg. the kinetic energy of the air that passes through this circular area each  second is 240  j.   (i) calculate the speed of the air.  speed =    [3]   (ii) the kinetic energy of the air drives a generator. state the input power of the air passing  through the turbine blades.  input power =    [1]",
+            "5": "5 0625/42/f/m/20 \u00a9 ucles 2020 [turn over  (b) the output current of the generator is 2.0  a. the output potential difference (p.d.) of the  generator is 11  v.   (i) calculate the output power of the generator.  output power =    [2]   (ii) calculate the efficiency of the wind turbine.  efficiency =    % [2]  (c) the density of air is 1.3  kg / m3.   calculate the volume of air passing through the circular area swept out by the turbine blades  each second.  volume =    [2]  [total: 10]",
+            "6": "6 0625/42/f/m/20 \u00a9 ucles 2020 4 (a) define the specific latent heat of fusion  of a substance.  ...  ...  .  [2]  (b) small pieces of ice at 0  \u00b0c are added to 0.35  kg of water. the initial temperature of the water is  24.5 \u00b0c. the temperature of the water decreases to 0  \u00b0c. the water loses 35  000 j of thermal  energy as it cools. all of the ice added to the water melts.   the specific latent heat of fusion of ice is 3.3 \u00d7 105 j / kg.    calculate:   (i) the specific heat capacity of water  specific heat capacity =    [2]   (ii) the mass of ice added to the water.  mass =    [3]  [total: 7]",
+            "7": "7 0625/42/f/m/20 \u00a9 ucles 2020 [turn over 5 (a) complete the sentences with words that describe the main process of thermal energy transfer  in each case.   a man goes for a walk on a cold day. he touches a metal gate, which removes thermal     energy from his hands by . . he holds the sides of a cup containing a     hot drink. his hands gain thermal energy by . . some farm workers have     lit a fire. the man warms his hands by the side of the fire. his hands gain thermal energy by     . .   [3]   (b) describe in terms of particles the transfer of thermal energy through the metal of the gate  after transfer from the man\u2019s hands.  ...  .  [2]  (c) fig. 5.1 shows a car on a sunny day in a hot country.  windscreen object a fig. 5.1   the object labelled a is placed inside the windscreen. it is used by the owner of the car to  reduce the temperature rise of the air in the car.   ring the most suitable material for the outer surface of object a. explain your choice. dull black     dull white     shiny black     shiny white explanation    .  [2]  [total: 7]",
+            "8": "8 0625/42/f/m/20 \u00a9 ucles 2020 6 (a) fig. 6.1 shows crests of a water wave moving from left to right in a harbour.  crest of wave harbour walla fig. 6.1   (i) on fig. 6.1, draw three more crests to the right of point a.  [2]   (ii) state the name of the wave process that occurs as the wave passes point a.  .  [1]  (b) fig. 6.2 shows the crests of another wave moving from left to right in a different part of the  harbour. this wave moves from deep water to shallow water. deep water crest of waveshallow water fig. 6.2   (i) on fig. 6.2, draw an arrow to show the direction of movement of the wave after it has  passed into the shallow water.  [1]   (ii) state the name of the process that occurs as the wave passes into the shallow water.  .  [1]",
+            "9": "9 0625/42/f/m/20 \u00a9 ucles 2020 [turn over   (iii) complete table 6.1 to state whether each of the properties of the wave increases ,  decreases  or stays the same as the wave passes into the shallow water. table 6.1 property effect wavelength frequency speed   [3]  [total: 8]",
+            "10": "10 0625/42/f/m/20 \u00a9 ucles 2020 7 (a) fig. 7.1 shows a converging lens and the image i formed when an object is placed to the left  of the lens. the principal focuses are labelled a and b and the centre of the lens is labelled c.   (i) on fig. 7.1, draw two rays to locate the position of the object.     draw the object and label it o. a c b ilens fig. 7.1  [3]   (ii) ring all of the following distances that are equal to the focal length of the lens.         ab     ac     cb     2ab  [2]",
+            "11": "11 0625/42/f/m/20 \u00a9 ucles 2020 [turn over  (b) fig. 7.2 shows green light passing through a triangular glass block. fig. 7.2   red light enters the triangular glass block shown in fig. 7.2 along the same path as the green  light.   (i) on fig. 7.2, draw the path of the red light within the triangular glass block.  [1]   fig. 7.3 shows green light passing through a rectangular glass block.   red light enters the rectangular glass block shown in fig. 7.3 along the same path as the  green light. fig. 7.3   on fig. 7.3:    (ii) draw the path of the red light within the rectangular glass block  [1]   (iii) draw the path of the red light after leaving the rectangular glass block.  [1]  [total: 8]",
+            "12": "12 0625/42/f/m/20 \u00a9 ucles 2020 8 fig. 8.1 shows a circuit.  a x y12 v 2.0 m6.0 \u03c92.0 \u03c93.0 \u03c9 fig. 8.1  the lamp has a resistance of 3.0  \u03c9. line xy represents a uniform resistance wire of resistance  6.0 \u03c9.  (a) calculate the reading on the ammeter.  ammeter reading =    [2]",
+            "13": "13 0625/42/f/m/20 \u00a9 ucles 2020 [turn over  (b) fig. 8.2 shows the circuit with a different connection to the resistance wire and an added  resistor. the length xy of the whole resistance wire is 2.0  m. the contact is made at q where  the distance xq is 0.60  m. a x q y12 v 0.60  m2.0 \u03c93.0 \u03c9 1.5 \u03c9 2.0 m fig. 8.2   calculate the resistance of the circuit.  resistance =    [4]  [total: 6]",
+            "14": "14 0625/42/f/m/20 \u00a9 ucles 2020 9 (a) state the name of the logic gate with the symbol shown in fig. 9.1. fig. 9.1  .  [1]  (b) state the name of the logic gate with the truth table shown in table 9.1. table 9.1 input output  0 1 1 0  .  [1]  (c) fig. 9.2 shows a digital circuit. ac deb fig. 9.2   complete the truth table in table 9.2 for this circuit for all possible combinations of input. table 9.2 a b c d e 1 1 1 0 1 0 0 0  [4]  [total: 6]",
+            "15": "15 0625/42/f/m/20 \u00a9 ucles 2020 [turn over10 (a) fig. 10.1 is a simplified top view of a flat coil. there is an alternating current (a.c.) in the coil. fig. 10.1   describe the magnetic effect of this alternating current.  ...  ...  .  [2]  (b) fig. 10.2 shows a pan placed above the coil. the base of the pan is made of steel. pan coil fig. 10.2   state what quantity is induced in the base of the pan.  .  [1]  (c) the pan contains water.   state and explain the effect of the quantity induced in part (b) on the temperature of the water  in the pan.  ...  ...  .  [3]  [total: 6]",
+            "16": "16 0625/42/f/m/20 \u00a9 ucles 2020 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 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.11 (a) the isotope hydrogen-1 has a proton number of 1 and a nucleon number of 1.   two isotopes of helium are helium-3 and helium-4.    helium-3 has a proton number of 2 and a nucleon number of 3.    helium-4 has a nucleon number of 4.   complete table 11.1 for neutral atoms of these isotopes of helium. table 11.1 helium-3 helium-4 number of neutrons number of electrons mass compared to a neutral  atom of hydrogen-1  [3]  (b) an experiment takes place in a laboratory shielded from all background radiation. a sample  of radioactive material is wrapped in aluminium foil of thickness 0.1  mm. a detector of ionising  radiation placed 1  cm from the foil records a reading.    a piece of aluminium of thickness 5  mm is placed between the detector and the foil. the  detector reading drops to zero.    state and explain any type of radiation passing through the aluminium foil.   ...  ...  ...  .  [3]  [total: 6]"
+        },
+        "0625_m20_qp_52.pdf": {
+            "1": "cambridge igcse\u2122this document has 12 pages. blank pages are indicated. dc (jc/ct) 187075/4 \u00a9 ucles 2020  [turn over *7343252239* physics  0625/52 paper 5 practical test  february/march  2020  1 hour 15 minutes you must answer on the question paper. you will need:  the materials and apparatus listed in the confidential instructions instructions  \u25cf answer all questions.  \u25cf use a black or dark blue pen. you may use an hb pencil for any diagrams or graphs.  \u25cf write your name, centre number and candidate number in the boxes at the top of the page.  \u25cf write your answer to each question in the space provided.  \u25cf do not use an erasable pen or correction fluid.  \u25cf do not write on any bar codes.  \u25cf you may use a calculator.  \u25cf you should show all your working and use appropriate units. information  \u25cf the total mark for this paper is 40.  \u25cf the number of marks for each question or part question is shown in brackets [  ]. for examiner\u2019s use 1 2 3 4 total",
+            "2": "2 0625/52/f/m/20 \u00a9 ucles 2020 1 in this experiment, you will determine the density of wood by two methods.  carry out the following instructions, referring to fig. 1.1. l d wooden rod loop of thread fig. 1.1  method 1  (a) (i) use a ruler to measure the length l and the diameter d of the wooden rod you are using.  l =    cm   d =    cm  [2]    (ii) suggest a more accurate method for measuring the diameter of the rod.     list any additional apparatus you would require and briefly describe how you would  determine the diameter. you may draw a diagram if it helps to explain your answer.     you are not asked to carry out this method.  ...  ...  .  [2]   (b) measure the mass m of the wooden rod using the balance provided.  m =  ...  g [1]",
+            "3": "3 0625/52/f/m/20 \u00a9 ucles 2020 [turn over  (c) calculate a value \u03c11 for the density of the wooden rod. use your values from (a)(i)  and (b)  and the equation \u03c11 = 4 m \u03c0 d\u200a2 l . include a suitable unit.  \u03c11 =  ..  [2]  method 2  (d) (i) pour approximately 150  cm3 of water into the measuring cylinder.    record the reading v1 of the water level in the measuring cylinder.  v1 =  ..  cm3    gently lower the wooden rod into the water so that it floats freely as shown in fig. 1.2. measuring cylinder water fig. 1.2   record the new reading v2 of the water level in the measuring cylinder.  v2 =  ..  cm3   [1]   (ii) on fig. 1.2, draw  an arrow on the left\u2011hand side showing the correct line of sight for  reading the volume of water in the measuring cylinder.  [1] ",
+            "4": "4 0625/52/f/m/20 \u00a9 ucles 2020 (e)  fig. 1.3  fig. 1.4     remove the rod from the measuring cylinder and lower the modelling clay into the water until  it is completely submerged as shown in fig. 1.3.   record the new reading v3 of the water level in the measuring cylinder.  v3 =  ..  cm3    remove the modelling clay from the measuring cylinder.    attach the rod to the modelling clay using the hook on the modelling clay and the loop of  thread on the rod as shown in fig. 1.4.    lower the modelling clay and rod into the water until the rod is completely submerged.   record the new reading v4 of the water level in the measuring cylinder.  v4 =  ..  cm3    calculate another value \u03c12 for the density of the wooden rod.    use your values from (d) and (e) and the equation \u03c12 = (v2 \u2013 v1) (v4 \u2013 v3) \u00d7 k where k = 1.0  g / cm3.   \u03c12 =  ..  [2]   [total: 11]",
+            "5": "5 0625/52/f/m/20 \u00a9 ucles 2020 [turn over 2 in this experiment, you will investigate the cooling of hot water in a beaker.  carry out the following instructions, referring to fig. 2.1.  beakerthermometer bench fig. 2.1   (a) (i) measure the room temperature \u03b8\u200ar shown on the thermometer.  \u03b8\u200ar =  ..  [1]   (ii) pour 150  cm3 of hot water into the beaker.    place the thermometer in the water in the beaker.    in the first row of table 2.1, record the temperature \u03b8 of the water at time t  =  0 and  immediately start the stop\u2011clock.    in table 2.1, record the temperature \u03b8 of the water at times t = 30  s, 60  s, 90  s, 120  s,  150 s, 180  s, 210  s, 240  s and 270  s. [1]  (b) complete the headings in table 2.1.  [1] table 2.1 t / \u03b8 / 0 30 60 90 120 150 180 210 240 270",
+            "6": "6 0625/52/f/m/20 \u00a9 ucles 2020  (c) (i) calculate the average cooling rate x1 during the first 90  s of the experiment. use your  readings from table 2.1 and the equation  x1 = \u03b80 \u2013 \u03b890 t     where t = 90  s and \u03b80 and \u03b890 are the temperatures at t = 0 and t = 90  s.    include the unit for the cooling rate.  x1 =  ..  [1]   (ii) calculate the average cooling rate x2 during the middle 90  s of the experiment. use your  readings from table 2.1 and the equation  x2 = \u03b890 \u2013 \u03b8180 t    where t = 90  s and \u03b890 and \u03b8180 are the temperatures at t = 90  s and t = 180  s.   x2 =  ..  [1]   (iii) calculate the average cooling rate x3 during the last 90  s of the experiment. use your  readings from table 2.1 and the equation  x3 = \u03b8180 \u2013 \u03b8270 t    where t = 90  s and \u03b8180 and \u03b8270 are the temperatures at t = 180  s and t = 270  s.   x3 =  ..  [1]  (d) (i) the temperature of the water falls as time passes. use your results from (c) to describe  the pattern of the rate of cooling of the water during the experiment.    justify your answer by reference to your results.  ...  ...  ...  .  [1]    (ii) give an estimate of the probable final temperature \u03b8f of the water if left to cool for many  hours.   \u03b8f =  ..  [1]",
+            "7": "7 0625/52/f/m/20 \u00a9 ucles 2020 [turn over  (e) (i) a student in another school carries out a similar experiment.    she starts with the hot water at a lower initial temperature.     suggest how her cooling rates are likely to compare with those calculated in (c).    use your results to explain your answer. suggestion  .  ... explanation    ...  ...  [2]   (ii) state one variable, other than the initial temperature, which the student should control.  ...  .  [1]   [total: 11]",
+            "8": "8 0625/52/f/m/20 \u00a9 ucles 2020 3 in this experiment, you will investigate a power supply.   the circuit has been set up for you.  carry out the following instructions, referring to fig. 3.1.  power supply a resistance wirecrocodile clip lv fig. 3.1  (a) connect the crocodile clip to a length l = 100.0  cm of the resistance wire.   switch on.   measure the value of potential difference v0 and current i0 for the wire.   v0 =  ..  v  i0 =  ...  a   switch off.    calculate the resistance r0 of 100.0  cm of the wire. use your values of v0 and i0 and the     equation r0 = v0 i0.  r0 =  .  \u03c9   [1]",
+            "9": "9 0625/52/f/m/20 \u00a9 ucles 2020 [turn over  (b) (i) switch on.    connect the crocodile clip to lengths l = 70.0  cm, 60.0  cm, 50.0  cm, 40.0  cm and 30.0  cm  of the resistance wire in turn.    for each length l measure the current i in the circuit. record your readings in table  3.1.  [1]    switch off. table 3.1 l / cm i / a1 i / 1 a 70.0 60.0 50.0 40.0 30.0   (ii) calculate, and record in table 3.1, the value of 1 i for each length l of the wire.  [1]  (c) plot a graph of l / cm (y\u2011axis) against 1 i / 1 a (x\u2011axis). you do not need to start your axes at the  origin (0,0).  [4]",
+            "10": "10 0625/52/f/m/20 \u00a9 ucles 2020  (d)  (i)  determine the gradient g of the graph. show clearly on the graph how you obtained the  necessary information.  g =  ..  [1]   (ii) calculate the electromotive force (e.m.f.) e of the power supply. use your value of r0  from (a) and the equation e = g \u00d7 r0 k, where k = 100  cm.  e =  ...  v [1]  (e) the ammeter in this circuit has a small resistance which affects the current. the effect of  this resistance on the measured current i will be different for each measured length l of the  resistance wire.   state and explain which length l will be most affected by the resistance of the ammeter. statement  .. explanation  ...  ...  [2]  [total: 11]",
+            "11": "11 0625/52/f/m/20 \u00a9 ucles 2020 [turn over 4  a student investigates a wind turbine, which is an electrical generator driven by a propeller blade.  plan an experiment which will enable him to investigate how the current in a resistor connected  across the terminals of the turbine varies with the speed of the air flow through the turbine.  you are not required to carry out the experiment.  the apparatus available includes:   a model wind turbine as shown in fig. 4.1   an electric fan to provide the moving air to turn the turbine   a device for measuring air speed.  in your plan, you should: \u2022 list any additional apparatus needed \u2022 complete the wind turbine circuit diagram on fig. 4.1 \u2022 state the key variables to be kept constant \u2022 explain briefly how to carry out the experiment, including how the speed of the air flow is to  be changed  \u2022 explain how to use the readings to reach a conclusion. resistor wind turbine electric fan propeller blade bench fig. 4.1  ..  ..  ..  ..  ..  ..  ..",
+            "12": "12 0625/52/f/m/20 \u00a9 ucles 2020  ..  ..  ..  ..  ..  ..  ..  ..  ..  ..  ..  ..  ..  ..  ..    [7]  [total: 7] permission to reproduce items where third \u2011party 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 \u2011related 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 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."
+        },
+        "0625_m20_qp_62.pdf": {
+            "1": "this document has 16 pages. blank pages are indicated. dc (rw/fc) 189188/4 \u00a9 ucles 2020  [turn over *2932959090*cambridge igcse\u2122 physics  0625/62 paper 6 alternative to practical  february/march  2020  1 hour you must answer on the question paper. no additional materials are needed. instructions  \u25cf answer all questions.  \u25cf use a black or dark blue pen. you may use an hb pencil for any diagrams or graphs.  \u25cf write your name, centre number and candidate number in the boxes at the top of the page.  \u25cf write your answer to each question in the space provided.  \u25cf do not use an erasable pen or correction fluid.  \u25cf do not write on any bar codes.  \u25cf you may use a calculator.  \u25cf you should show all your working and use appropriate units. information  \u25cf the total mark for this paper is 40.  \u25cf the number of marks for each question or part question is shown in brackets [  ].",
+            "2": "2 0625/62/f/m/20 \u00a9 ucles 2020 1 a student is determining the density of wood by two methods.  he is using the wooden rod shown in fig.  1.1. wooden rod loop of threadlength diameter fig. 1.1  method  1  the dimensions of the wooden rod are shown full size in fig.  1.2. l d fig. 1.2  (a) (i) measure the length l and the diameter d of the wooden rod in fig.  1.2.  l =  . cm  d =  . cm  [2]   (ii) suggest an accurate method for measuring the diameter of the wooden rod in this  experiment.    list any additional apparatus that might be required and briefly describe how you would  determine the diameter.    you may draw a diagram if it helps to explain your answer.  ...  ...  .  [2]",
+            "3": "3 0625/62/f/m/20 \u00a9 ucles 2020 [turn over  (b) the student uses a balance to measure the mass m of the wooden rod as shown in fig.  1.3. wooden rod 7.8 g fig. 1.3   record the mass m of the rod.  m =   g   calculate a value \u03c11 for the density of the wooden rod. use your values from (a)(i)  and (b)    and the equation \u03c11 = 4 m \u03c0 d\u200a2 l . include a suitable unit.  \u03c11 =    [2]",
+            "4": "4 0625/62/f/m/20 \u00a9 ucles 2020  method 2  (c) the student pours water into a measuring cylinder as shown in fig.  1.4.   he then floats the wooden rod in the water as shown in fig.  1.5. 150 140160 150  fig. 1.4  fig. 1.5   record the reading v1 of the water level in the measuring cylinder as shown in fig.  1.4.  v1 =   cm3   record the new reading v2 of the water level in the measuring cylinder with the rod floating in  the water as shown in fig.  1.5.  v2 =   cm3  [1]",
+            "5": "5 0625/62/f/m/20 \u00a9 ucles 2020 [turn over  (d) the student removes the rod and lowers a piece of modelling clay into the water as shown in  fig. 1.6.   he then hooks the rod to the modelling clay and lowers them into the water as shown in  fig. 1.7. hook modelling clay  fig. 1.6  fig. 1.7   he records the new reading v3 of the water level in the measuring cylinder with the modelling  clay.   he records the reading v4 of the water level in the measuring cylinder with the modelling clay  and rod.   164 v3 =   cm3   178 v4 =   cm3   calculate another value \u03c12 for the density of the wooden rod. use the values from (c) and (d)    and the equation \u03c12 = (v2 \u2013 v1) (v4 \u2013 v3) \u00d7 k   where k = 1.0  g / cm3.  \u03c12 =    [2]",
+            "6": "6 0625/62/f/m/20 \u00a9 ucles 2020  (e) fig. 1.8   on fig.  1.8, draw  an arrow showing the correct line of sight for reading the volume of water in  the measuring cylinder.  [1]  (f) suggest a possible source of inaccuracy in method  2, even if it was carried out carefully.  ...  .  [1]  [total: 11]",
+            "7": "7 0625/62/f/m/20 \u00a9 ucles 2020 [turn over 2 students are investigating the cooling of hot water in a beaker.  they are using the apparatus shown in fig.  2.1. 010203040506070thermometer beaker bench fig. 2.1  (a) record room temperature \u03b8r shown on the thermometer in fig.  2.1.  \u03b8r =    [1]",
+            "8": "8 0625/62/f/m/20 \u00a9 ucles 2020  (b) a volume of 150  cm3 of hot water is poured into the beaker and the initial temperature \u03b8 is  recorded in table  2.1.   the temperature of the water is recorded every 30  s. the values are shown in table  2.1.   (i) complete the headings in table  2.1. [1] table 2.1 t / \u03b8 / 0 95.0 30 89.0 60 83.5 90 79.0 120 75.0 150 71.5 180 68.5 210 66.0 240 64.0 270 62.5   (ii) describe one precaution that you would take to ensure that the temperature readings in  the experiment are as accurate as possible.  ...  .  [1]",
+            "9": "9 0625/62/f/m/20 \u00a9 ucles 2020 [turn over  (c) (i) calculate the average cooling rate x1 during the first 90  s of the experiment. use the  readings from table  2.1 and the equation     x1 = \u03b80 \u2013 \u03b890 t    where t = 90  s and \u03b80 and \u03b890 are the temperatures at t = 0 and t = 90  s.    include the unit for the cooling rate.  x1 =    [1]   (ii) calculate the average cooling rate x2 during the middle 90  s of the experiment. use the  readings from table  2.1 and the equation     x2 = \u03b890 \u2013 \u03b8180 t    where t = 90  s and \u03b890 and \u03b8180 are the temperatures at t = 90  s and t = 180  s.  x2 =    [1]   (iii) calculate the average cooling rate x3 during the last 90  s of the experiment. use the  readings from table  2.1 and the equation     x3 = \u03b8180 \u2013 \u03b8270 t    where t = 90  s and \u03b8180 and \u03b8270 are the temperatures at t = 180  s and t = 270  s.  x3 =    [1]  (d) (i) the temperature of the water falls as time passes. use the results from (c) to describe  the pattern of the rate of cooling of the water during the experiment.    justify your answer by reference to the results.  ...  ...  ...  .  [1]   (ii) give an estimate of the probable final temperature \u03b8f of the water if left to cool for many  hours.  \u03b8f =    [1]",
+            "10": "10 0625/62/f/m/20 \u00a9 ucles 2020  (e) (i) a student in another school carries out a similar experiment.    she starts with the hot water at a lower initial temperature.    suggest how her cooling rates are likely to compare with those calculated in (c).    use the results to explain your answer. suggestion  .  ... explanation    ...  ...  [2]   (ii) state one variable, other than the initial temperature, which the student should control.  ...  .  [1]  [total: 11]",
+            "11": "11 0625/62/f/m/20 \u00a9 ucles 2020 [turn over 3 a student is investigating a power supply.  she is using the circuit shown in fig.  3.1. p q lcrocodile clippower supply resistance wire fig. 3.1  (a) the student connects the crocodile clip to a length l = 100.0  cm of the resistance wire and  measures the potential difference v0 across terminals p and q and the current i0 in the  circuit. v3 4 52 1 0 a0.6 0.8 1.00.4 0.2 0  fig. 3.2  fig. 3.3   (i) record the values of v0 and i0 shown on the meters in fig.  3.2 and fig.  3.3.  v0 =  ... v  i0 =  ...  a  [1]   (ii) calculate the resistance r0 of 100.0  cm of the wire. use your values of v0 and i0 and the     equation r0 = v0 i0 .  r0 =  ... \u03c9  [1]",
+            "12": "12 0625/62/f/m/20 \u00a9 ucles 2020  (b) the student then connects the crocodile clip to lengths l = 70.0 cm, 60.0  cm, 50.0  cm, 40.0  cm  and 30.0  cm of the resistance wire. she measures the current i in the circuit for each length.  her readings are shown in table  3.1. table 3.1 l / cm i / a1 i / 1 a 70.0 0.35 60.0 0.40 2.50 50.0 0.44 2.27 40.0 0.53 1.89 30.0 0.65 1.54   calculate, and record in table  3.1, the value of 1 i for length l = 70.0  cm of the wire.  [1]  (c) plot a graph of l / cm (y-axis) against 1 i / 1 a (x-axis). you do not need to start your axes at the  origin (0,0).  [4]",
+            "13": "13 0625/62/f/m/20 \u00a9 ucles 2020 [turn over  (d) (i) determine the gradient g of the graph. show clearly on the graph how you obtained the  necessary information.  g =    [1]   (ii) calculate the electromotive force (e.m.f.) e of the power supply. use your value of r0     from (a)(ii)  and the equation e = g \u00d7 r0 k , where k = 100  cm.  e =  .. v [1]  (e) the ammeter in this circuit has a small resistance which affects the current. the effect of  this resistance on the measured current i will be different for each measured length l of the  resistance wire.   state and explain which length l will be most affected by the resistance of the ammeter. statement  .. explanation  ...  ...  [2]  [total: 11]",
+            "14": "14 0625/62/f/m/20 \u00a9 ucles 2020 4 a student investigates a wind turbine, which is an electrical generator driven by a propeller blade.  plan an experiment which will enable him to investigate how the current in a resistor connected  across the terminals of the turbine varies with the speed of the air flow through the turbine.  the apparatus available includes:   a model wind turbine as shown in fig.  4.1   an electric fan to provide the moving air to turn the turbine   a device for measuring air speed.  in your plan, you should: \u2022 list any additional apparatus needed \u2022 complete the wind turbine circuit diagram on fig.  4.1 \u2022 state the key variables to be kept constant \u2022 explain briefly how to carry out the experiment, including how the speed of the air flow is to  be changed \u2022 explain how to use the readings to reach a conclusion. resistor wind turbine electric fan propeller blade bench fig. 4.1  ..  ..  ..  ..  ..  ..  ..",
+            "15": "15 0625/62/f/m/20 \u00a9 ucles 2020  ..  ..  ..  ..  ..  ..  ..  ..  ..  ..  ..  ..  ..  ..   .    [7]  [total: 7]",
+            "16": "16 0625/62/f/m/20 \u00a9 ucles 2020 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 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.blank page"
+        },
+        "0625_s20_qp_11.pdf": {
+            "1": "    this document has 20 pages. blank pages are indicated.  ib20 06_0625_11/3rp   \u00a9 ucles 2020   [turn ove r   *4756656737 *cambridge igcse\u2122       physics  0625/11     paper 1 multiple choice (core)  may/june 2020     45 minutes    you must answer on the multiple choice answer sheet.    you will need: multiple choice answer sheet   soft clean eraser   soft pencil (type b or hb is recommended)       instructions   \u2022 there are forty  questions on this paper. answer all questions.   \u2022 for each question there are four possible answers a, b, c and d. choose the one you consider correct  and record your choice in soft pencil on the multiple choice answer sheet.   \u2022 follow the instructions on the mu ltiple choice answer sheet.  \u2022 write in soft pencil.  \u2022 write your name, centre number and candidate num ber on the multiple choice answer sheet in the  spaces provided unless this has been done for you.  \u2022 do not use correction fluid.  \u2022 do not write on any bar codes.  \u2022 you may use a calculator.  \u2022 take the weight of 1.0  kg to be 10  n (acceleration of free fall = 10  m / s2).      information  \u2022 the total mark for this paper is 40.  \u2022 each correct answer will score one mark. a ma rk will not be deducted for a wrong answer.  \u2022 any rough working should be done on this question paper.   ",
+            "2": "2  \u00a9 ucles 2020 0625/11/m/j/20  1 a pendulum makes 50 complete swings in 2  min 40  s.    what is the time period for 1 complete swing?  a 1.6  s b 3.2  s c 4.8  s d 6.4  s      2 the motion of an object is represented by the speed\u2013time graph shown.    area under the graphspeed time0 0    which quantity is equal to the area under the graph?  a acceleration  b average speed  c distance travelled  d kinetic energy      3 which statement about acceleration is correct?  a it is related to the changing speed of an object.  b it is the distance an object travels in one second.  c it is the force acting on an object divided by the distance it travels in one second.  d it is the force acting on an object when it is near to the earth.     ",
+            "3": "3     \u00a9 ucles 2020 0625/11/m/j/20 [turn over  4 two metal blocks p and q have identical dimensions. they hang on identical spring balances.    0 1 2 3 4 65n 0 1 2 3 4 65n qp     which statement about p and q is correct?  a they have different volumes and different weights.  b they have different volumes and equal weights.  c they have equal volumes and equal weights.  d they have equal volumes and different weights.     5 a mass of 6.0  kg rests on the surface of a planet.    on this planet, g = 20  n / kg.    what is the weight of the object?  a 0.30  n b 0.60  n c 60  n d 120  n    ",
+            "4": "4  \u00a9 ucles 2020 0625/11/m/j/20  6 the mass of a measuring cylinder is 190  g.    400  cm3 of liquid is put into the measuring cylinder.    the total mass of the measuring cylinder and the liquid is 560  g.    four solid objects are lowered in turn into the liquid. the densities of the objects are shown.    1 0.40  g / cm3  2 0.90  g / cm3  3 1.2  g / cm3  4 2.7  g / cm3    which objects will float in the liquid?  a 1 only b 1 and 2 only c 1, 2 and 3 d 3 and 4 only      7 a sledge is pulled in a straight line by dogs, as shown.    sledgedogs surface     the dogs produce a total horizontal driving force of 600  n.    the frictional force between the sledge and the surface is 150  n and the air resistance on the  sledge is 450  n.    what is the resultant force acting on the sledge?  a 0  n b 300  n c 900  n d 1200  n      8 forces are applied to four identical objects.    the lengths of the arrows indicate the magnitude of each force.    which object is in equilibrium?    a bc d      ",
+            "5": "5     \u00a9 ucles 2020 0625/11/m/j/20 [turn over  9 the diagram shows part of a rollercoaster ride with the car at different positions.    the car runs freely down from position x to position y and up the hill on the other side.    x ycar     what happens to the kinetic energy and to the gravitational potential energy of the car as it  moves from position x to position y?     kinetic energy gravitational  potential energy  a decreases decreases  b decreases increases  c increases decreases  d increases increases     10 student p uses a force of 35  n to push a box 3.0  m across the floor.    student q uses a force of 22  n to push another box 1.8  m across the floor.    which statement gives a full explanation why student p uses more energy than student q?  a student p pushes his box a greater distance than student q.  b student p pushes his box a greater distance and uses a bigger force than student q.  c student p uses a bigger force than student q.  d student p pushes a heavier box than student q.     ",
+            "6": "6  \u00a9 ucles 2020 0625/11/m/j/20  11 a man can either take an escalator or a lift to travel up between two floors in a hotel.    escalator lift    the escalator takes 20 seconds to carry the man between the two floors. the useful work done  against gravity is w. the useful power developed is p.    the lift takes 30 seconds to carry the same man between the same two floors.    how much useful work against gravity is done by the lift, and how much useful power is developed by the lift?     useful work  done against  gravity by lift useful power  developed by lift  a more than w less than p  b more than w p  c w less than p  d w p    ",
+            "7": "7     \u00a9 ucles 2020 0625/11/m/j/20 [turn over  12 the diagram shows a solid block resting on a bench. the dimensions of the block are shown.    bench80 cm20 cm40 cm prq     on which labelled surface should the block rest to produce the smallest pressure on the bench?  a p  b q  c r  d p, q and r produce the same pressure     ",
+            "8": "8  \u00a9 ucles 2020 0625/11/m/j/20  13 four submarines are submerged. the density of fresh water is 1000  kg  / m3 and the density of  sea water is 1020  kg  / m3.    which submarine experiences the greatest pressure due to the water?    water surface fresh water100  ma fresh water 120  mb submarinesubmarine sea water100  mc sea water 120  md submarinesubmarinewater surfacewater surface water surface      14 a gas is heated in a sealed container.    the volume of the container does not change.    what happens to the molecules of the gas?  a the average distance between molecules increases.  b the average kinetic energy of the molecules increases.  c the mass of each molecule increases.  d the volume of each molecule increases.     ",
+            "9": "9     \u00a9 ucles 2020 0625/11/m/j/20 [turn over  15 a student is investigating evaporation. she soaks a piece of cotton wool in a liquid and attaches  this to the bulb of a thermometer.    as the liquid evaporates the temperature reading on the thermometer changes.    thermomete rcotton wool soaked in liquid     which statement is correct?  a the more energetic molecules leave the liquid and the temperature reading decreases.  b the more energetic molecules leave the liquid and the temperature reading increases.  c the less energetic molecules leave the liquid and the temperature reading decreases.  d the less energetic molecules leave the liquid and the temperature reading increases.      16 the thermometer in the diagram has no scale.    before this thermometer can be used to measure temperature, two standard temperatures known  as fixed points are needed. these are labelled x and y.    bulbx y     which row describes these fixed points on the celsius scale?     x y  a temperature of pure boiling water normal body temperature  b temperature of pure boiling water temperature of pure melting ice  c normal body temperature temperature of pure boiling water  d temperature of pure melting ice temperature of pure boiling water     ",
+            "10": "10  \u00a9 ucles 2020 0625/11/m/j/20  17 when a hot gas is left to cool, its internal energy decreases.    what causes this?  a a decrease in the kinetic energy of the gas particles  b a decrease in the gravitational potential energy of the gas particles  c an increase in the average speed of the gas particles  d an increase in the average distance of separation of the gas particles     18 the diagrams show four blocks of steel. the blocks are all drawn to the same scale.    the same quantity of thermal energy is given to each block.    which block shows the greatest rise in temperature?    a b c d      19 one ice cube is placed on a metal block. an identical ice cube is placed on a plastic block. the  blocks are left next to each other on a table in a laboratory.    plastic block metal blockice cube     which ice cube melts first and why?  a the ice cube on the plastic block melts first because plastic is a good insulator of thermal  energy.  b the ice cube on the plastic block melts first because plastic is a good conductor of thermal  energy.  c the ice cube on the metal block melts first because metal is a good conductor of thermal  energy.  d the ice cube on the metal block melts first because metal is a good insulator of thermal  energy.     ",
+            "11": "11     \u00a9 ucles 2020 0625/11/m/j/20 [turn over  20 two freezers x and y are identical except that one has a door opening at the front and the other  has a door opening at the top.    xfreezer door yfreezerdoor     both doors are the same size and are opened for the same amount of time.    which freezer gains the least amount of thermal energy in this time and why?     freezer gaining the  least thermal energy reason  a x cold air falls  b x warm air falls  c y cold air falls  d y warm air falls     21 the diagram shows a wave.    8 cm 4 cm3 cm 6 cm     what are the amplitude and the wavelength of this wave?     amplitude  / cm wavelength  / cm  a 3 4  b 3 8  c 6 4  d 6 8 ",
+            "12": "12  \u00a9 ucles 2020 0625/11/m/j/20  22 waves travel more quickly on the surface of water when the water is deep.    a stone is dropped at point x into a pool of varying depth. the diagram shows the first three  wavefronts on the surface of the pool.    the region between x and which labelled point is likely to be the deepest?    wavefronts ab dcx      23 the diagram shows a beam of light travelling through glass and meeting a glass-air interface.    60\u00b0 glass airreflected light     which row correctly describes what is happening at the glass-air interface?     angle of incidence  at the interface observation  a 30\u00b0 some internal reflection  b 30\u00b0 total internal reflection  c 60\u00b0 some internal reflection  d 60\u00b0 total internal reflection    ",
+            "13": "13     \u00a9 ucles 2020 0625/11/m/j/20 [turn over  24 a narrow beam of white light passes through a prism and is dispersed into a spectrum.    1 2 3white light     which row is correct?     colour 1 colour 2 colour 3  a blue yellow red  b red blue yellow  c red yellow blue  d yellow blue red     25 an intruder alarm sensor detects that a person is warmer than his surroundings.    which type of electromagnetic wave does the sensor detect?  a infrared  b radio  c ultraviolet  d visible light     ",
+            "14": "14  \u00a9 ucles 2020 0625/11/m/j/20  26 the graphs show the displacement of particles in sound waves from three sources x, y and z.  the scales on the graphs are all identical.    displacement timesource x displacement timesource y displacement timesource z0 00 0 0 0     which sources are producing sound waves with the same pitch?  a x and y only b y and z only c x and z only d x, y and z      27 a permanent magnet is to be made.    which row gives the correct material to use and the correct reason for choosing this material?     material reason  a soft iron easy to demagnetise  b soft iron hard to demagnetise  c steel easy to demagnetise  d steel hard to demagnetise     ",
+            "15": "15     \u00a9 ucles 2020 0625/11/m/j/20 [turn over  28 four nails a, b, c and d are tested to find which makes the strongest permanent magnet.    one of the nails is placed against a bar magnet and the number of paper clips which the nail can  support is recorded.    nsnail bar magnet paper clips     the bar magnet is then removed and the number of paper clips remaining attached to the nail is  recorded. each nail is tested individually.    which nail becomes the strongest permanent magnet?     number of paper clips attached to the nail  bar magnet present bar magnet removed a 2 0  b 2 1  c 4 3  d 5 2     29 three statements about electric charge are given.    1 an ammeter directly measures how much electric charge is in an object.  2 a moving electric charge can be detected by an ammeter. 3 a flow of electric charge is an electric current.    which statements are correct?  a 1 and 2 only b 1 and 3 only c 2 and 3 only d 1, 2 and 3     ",
+            "16": "16  \u00a9 ucles 2020 0625/11/m/j/20  30 each of the four diagrams m, n, o and p shows a separate pair of insulating rods. each rod is  charged as shown.    diagram m \u2013 \u2013\u2013\u2013 \u2013\u2013\u2013\u2013 \u2013\u2013\u2013 \u2013\u2013\u2013diagram n + +++ +++ diagram o \u2013 \u2013\u2013\u2013 \u2013\u2013\u2013+ +++ +++diagram p + +++ ++++ +++ +++    in which two arrangements do the pairs of rods experience a force of repulsion?  a m and n b o and p c m and p d n and o     31 a student uses the circuit shown to determine the resistance of two identical resistors.    a v    the voltmeter reading is 2.2  v and the ammeter reading is 0.25  a.    what is the resistance of each resistor?  a 0.275  \u03c9 b 0.55  \u03c9 c 4.4  \u03c9 d 8.8  \u03c9     ",
+            "17": "17     \u00a9 ucles 2020 0625/11/m/j/20 [turn over  32 in the circuit shown, a 1 and a 2 are ammeters.    sa2 a1     switch s is closed.    which row is correct?     the resistance of  the whole circuit reading of a 1 reading of a 2  a decreases stays the same increases  b decreases increases increases  c increases stays the same stays the same  d increases decreases decreases      33 what happens to the resistance of an ldr when the brightness of light falling on it increases?  a its resistance decreases.  b its resistance increases.  c its resistance increases then decreases.  d its resistance stays the same.     ",
+            "18": "18  \u00a9 ucles 2020 0625/11/m/j/20  34 a student constructs four circuits, each containing a fuse.    the fuse blows in one circuit and both lamps in the circuit go out.    in which circuit does the fuse blow and both lamps go out?    a b c d      35 a transformer has 200 turns on its primary coil and is connected to a 240  v a.c. supply.    the output voltage of the transformer is 60  v a.c..    how many turns are on the secondary coil of the transformer?  a 20 b 50 c 72 d 800    ",
+            "19": "19     \u00a9 ucles 2020 0625/11/m/j/20 [turn over  36 a conducting wire is placed between the poles of a magnet. when an electric current in the wire  is in the direction shown, then the force on the wire acts out of the page.    n swire     three statements of different conditions and how the wire is affected are given.    1 the current is towards the top of the page and the direction of the magnetic field is  unchanged then the force produced acts into the page.  2 the current is towards the bottom of the page and the magnetic field is reversed  then the force produced acts into the page.  3 the current in the wire is alternating and the wire vibrates into and out of the page.    which statements are correct?  a 1 and 2 only b 1 and 3 only c 2 and 3 only d 1, 2 and 3      37 a nuclide of the element iron has the symbol shown.    56fe26    what does a neutral atom of this nuclide contain?     protons neutrons electrons  a 26 30 26  b 26 56 30  c 30 26 56  d 56 26 30     38 what is the nucleon number of a nuclide?  a the number of neutrons in the nucleus  b the number of protons in the nucleus  c the number of protons minus the number of neutrons in the nucleus  d the number of protons plus the number of neutrons in the nucleus    ",
+            "20": "20    permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to trac e 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 ans wer-related information to candidates, all copyright acknowledgements are reproduced onl ine in the cambridge  assessment international education copyri ght acknowledgements booklet. this is produc ed 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 the ca mbridge assessment group. cambri dge assessment is the brand name of the university of  cambridge local examinations syndicate (ucles), which it self is a department of the university of cambridge.    \u00a9 ucles 2020 0625/11/m/j/20  39 a thin sheet of paper is placed between a radioactive source and a radiation detector. the count  rate falls to a very low reading.    sourcepaper detector counter     from this result, which type of radiation is the source emitting?  a \u03b1-particles  b \u03b2-particles  c \u03b3-rays  d x-rays    40 in 1986 the chernobyl nuclear power station in ukraine suffered a meltdown.    this caused background radiation in many countries, thousands of kilometres from chernobyl, to  increase.    what was transported in the atmosphere to these countries to cause this rise in background  radiation?  a \u03b1-particles  b \u03b2-particles  c \u03b3-rays  d radioactive isotopes       "
+        },
+        "0625_s20_qp_12.pdf": {
+            "1": "    this document has 20 pages. blank pages are indicated.  ib20 06_0625_12/4rp   \u00a9 ucles 2020   [turn ove r   *4118729190*cambridge igcse\u2122       physics 0625/12     paper 1 multiple choice (core)  may/june 2020     45 minutes    you must answer on the multiple choice answer sheet.    you will need: multiple choice answer sheet   soft clean eraser   soft pencil (type b or hb is recommended)       instructions   \u2022 there are forty  questions on this paper. answer all questions.   \u2022 for each question there are four possible answers a, b, c and d. choose the one you consider correct  and record your choice in soft pencil on the multiple choice answer sheet.   \u2022 follow the instructions on the mu ltiple choice answer sheet.  \u2022 write in soft pencil.  \u2022 write your name, centre number and candidate num ber on the multiple choice answer sheet in the  spaces provided unless this has been done for you.  \u2022 do not use correction fluid.  \u2022 do not write on any bar codes.  \u2022 you may use a calculator.  \u2022 take the weight of 1.0  kg to be 10  n (acceleration of free fall = 10  m / s2).      information  \u2022 the total mark for this paper is 40.  \u2022 each correct answer will score one mark. a ma rk will not be deducted for a wrong answer.  \u2022 any rough working should be done on this question paper.   ",
+            "2": "2  \u00a9 ucles 2020 0625/12/m/j/20  1 five athletes p, q, r, s and t compete in a race. the table shows the finishing times for the  athletes.    athlete p q r s t  finishing time  / s 22.50 24.40 25.20 26.50 23.20    which statement is correct?  a athlete p won the race and was 0.70  s ahead of the athlete in second place.  b athlete p won the race and was 1.90  s ahead of the athlete in second place.  c athlete s won the race and was 1.30  s ahead of the athlete in second place.  d athlete s won the race and was 2.10  s ahead of the athlete in second place.      2 the graph shows how the speed of an object varies with time.    at which labelled time is the acceleration greatest?    0 0speed time ab c d      3 which statement about acceleration is correct?  a it is related to the changing speed of an object.  b it is the distance an object travels in one second.  c it is the force acting on an object divided by the distance it travels in one second.  d it is the force acting on an object when it is near to the earth.     ",
+            "3": "3     \u00a9 ucles 2020 0625/12/m/j/20 [turn over  4 two metal blocks p and q have identical dimensions. they hang on identical spring balances.    0 1 2 3 4 65n 0 1 2 3 4 65n qp     which statement about p and q is correct?  a they have different volumes and different weights.  b they have different volumes and equal weights.  c they have equal volumes and equal weights.  d they have equal volumes and different weights.     5 a space probe is taken from the earth to mars.    the force of gravity on the surface of mars is less than the force of gravity on the surface of the earth.    how do the weight and the mass of a space probe on the surface of mars compare to their values when the probe is on the surface of the earth?     weight on mars mass on mars  a decreased decreased  b decreased unchanged  c unchanged decreased  d unchanged unchanged     ",
+            "4": "4  \u00a9 ucles 2020 0625/12/m/j/20  6 water has a density of 1000 kg  / m3.    a rectangular swimming pool has an average depth of 1.6  m.    the length of the pool is 25  m.    the width of the pool is 10  m.    what is the mass of the water in the swimming pool?  a 2.5 kg b 400  kg c 400  000  kg d 800  000  kg      7 the diagram shows an extension\u2013load graph for a spring.    10.0 9.0 8.07.06.05.04.03.02.01.0 0 0 2.0 4.0 6.0 8.0 10.0 12.0 14.0 16.0 18.0 20.0extension  / cm load  / n    an empty can of weight 3.0  n is suspended from the spring.    liquid is poured into the can until the extension is 8.0  cm.    what is the weight of the liquid?  a 4.0  n b 10.0  n c 13.0  n d 16.0  n     ",
+            "5": "5     \u00a9 ucles 2020 0625/12/m/j/20 [turn over  8 what is meant by the moment of a force on an object?  a the magnitude of the force on the object  b the direction of the force on the object  c the time for which the force acts on the object  d the turning effect of the force on the object      9 which energy resource is not renewable?  a geothermal  b nuclear fission  c solar  d wind      10 two motors x and y lift loads of the same weight through the same vertical distance.    motor x is more efficient than motor y.    which statement about the motors is correct?  a the useful energy output of motor x is larger than that of motor y.  b the useful energy output of motor x is smaller than that of motor y.  c the energy input of motor x is larger than that of motor y.  d the energy input of motor x is smaller than that of motor y.     ",
+            "6": "6  \u00a9 ucles 2020 0625/12/m/j/20  11 a man can either take an escalator or a lift to travel up between two floors in a hotel.    escalator lift    the escalator takes 20 seconds to carry the man between the two floors. the useful work done  against gravity is w. the useful power developed is p.    the lift takes 30 seconds to carry the same man between the same two floors.    how much useful work against gravity is done by the lift, and how much useful power is developed by the lift?     useful work  done against  gravity by lift useful power  developed by lift  a more than w less than p  b more than w p  c w less than p  d w p    ",
+            "7": "7     \u00a9 ucles 2020 0625/12/m/j/20 [turn over  12 the diagram shows a solid block resting on a bench. the dimensions of the block are shown.    bench80 cm20 cm40 cm prq     on which labelled surface should the block rest to produce the smallest pressure on the bench?  a p  b q  c r  d p, q and r produce the same pressure      13 a beaker contains a liquid.    xliquid     on what does the liquid pressure at position x depend?  a both the density of the liquid and the depth of x below the surface  b both the surface area of the liquid and the depth of x below the surface  c both the surface area of the liquid and the volume of the liquid  d the depth of x below the surface only     14 evaporation occurs from the surface of a pool of water.    which statement describes this change of state?  a electrons move from the liquid and become a gas.  b molecules that move from the liquid have the same energy as those that stay in the liquid.  c the more energetic molecules escape the liquid.  d the more energetic molecules remain in the liquid.     ",
+            "8": "8  \u00a9 ucles 2020 0625/12/m/j/20  15 a gas, in a sealed container, is compressed slowly so that its temperature does not change.    what happens to the molecules of the gas as a result of this compression?  a the average speed of the molecules increases.  b the average force in a collision between a molecule and the container increases.  c there are more frequent collisions between molecules and the container.  d the volume of each molecule decreases.     16 the diagram shows a liquid-in-glass thermometer.    \u201310 0 10 20 30 40 50 60 70 80 90 100 110\u00b0c     what is the temperature difference between the two fixed points on the celsius scale?  a 10  \u00b0c b 100  \u00b0c c 110  \u00b0c d 120  \u00b0c     17 a metal block is left overnight in a cool, shady room. in the morning, the metal block is moved  into warm surroundings.    which statement about the metal block is correct in the morning?  a the internal energy of the metal block increases.  b the temperature of the metal block decreases.  c convection transfers energy throughout the metal block.  d the metal contracts slightly.      18 the diagrams show four blocks of steel. the blocks are all drawn to the same scale.    the same quantity of thermal energy is given to each block.    which block shows the greatest rise in temperature?    a b c d      ",
+            "9": "9     \u00a9 ucles 2020 0625/12/m/j/20 [turn over  19 a room is heated by a radiator. the diagrams x a nd y show two possible circulations of hot air,  which heat the room.    diagram x radiatordiagram y radiatorceiling floorceiling floor     which diagram and reason explain the heating of the room by convection?     diagram reason  a x air density decreases when air is heated  b x air density increases when air is heated  c y air density decreases when air is heated  d y air density increases when air is heated     20 two similar liquid-in-glass thermometers p and q are placed in direct sunlight.    the bulb of thermometer p is painted white. the bulb of thermometer q is painted black.    how and why would the thermometer readings differ?  a p would read higher than q because black is a good absorber of radiation.  b p would read higher than q because black is a poor absorber of radiation.  c p would read lower than q because black is a good absorber of radiation.  d p would read lower than q because black is a poor absorber of radiation.    ",
+            "10": "10  \u00a9 ucles 2020 0625/12/m/j/20  21 the diagram shows a wave.    8 cm 4 cm3 cm 6 cm     what are the amplitude and the wavelength of this wave?     amplitude  / cm wavelength  / cm  a 3 4  b 3 8  c 6 4  d 6 8     22 waves travel more quickly on the surface of water when the water is deep.    a stone is dropped at point x into a pool of varying depth. the diagram shows the first three  wavefronts on the surface of the pool.    the region between x and which labelled point is likely to be the deepest?    wavefronts ab dcx     ",
+            "11": "11     \u00a9 ucles 2020 0625/12/m/j/20 [turn over  23 the diagram shows a ray of light incident on the surface of a glass block.    2 3 41 glass block     the ray of light is partially reflected back into the air and partially refracted into the glass block.    which row correctly identifies the angle of reflection and the angle of refraction?     angle of  reflection angle of  refraction  a 1 3  b 1 4  c 2 3  d 2 4      24 a beam of light consists of yellow and blue light.    the beam of light is incident on a glass prism.    which diagram is correct?    blue yellow blueglass prismc yellowglass prismdblueyellow yellowblue glass prisma glass prismb     ",
+            "12": "12  \u00a9 ucles 2020 0625/12/m/j/20  25 an intruder alarm sensor detects that a person is warmer than his surroundings.    which type of electromagnetic wave does the sensor detect?  a infrared  b radio  c ultraviolet  d visible light     26 a dolphin sends out a sound wave. an echo returns 0.010  s later from a fish which is 7.5  m from  the dolphin.    what is the speed of the sound wave in water?  a 0.075  m / s b 0.15  m / s c 750  m / s d 1500  m / s    27 the diagrams show two bar magnets which are attracting each other.    which diagram shows the magnetic field pattern between the poles?    n s n sa n s n sb n s n sc n s n sd     ",
+            "13": "13     \u00a9 ucles 2020 0625/12/m/j/20 [turn over  28 four nails a, b, c and d are tested to find which makes the strongest permanent magnet.    one of the nails is placed against a bar magnet and the number of paper clips which the nail can  support is recorded.    nsnail bar magnet paper clips     the bar magnet is then removed and the number of paper clips remaining attached to the nail is  recorded. each nail is tested individually.    which nail becomes the strongest permanent magnet?     number of paper clips attached to the nail  bar magnet present bar magnet removed a 2 0  b 2 1  c 4 3  d 5 2     29 a cloth is used to rub an uncharged plastic rod.    both the rod and the cloth become charged.    why does the plastic rod become negatively charged and the cloth become positively charged?  a the rod gains electrons and the cloth gains positive charges.  b the rod gains electrons and the cloth loses electrons.  c the rod loses electrons and the cloth gains electrons.  d the rod loses electrons and the cloth loses positive charges.     ",
+            "14": "14  \u00a9 ucles 2020 0625/12/m/j/20  30 the diagram shows a circuit. the wire between p and q can be removed and replaced by a  circuit component.    p r s tq     where should a voltmeter be connected to measure the potential difference (p.d.) across the  lamp?  a between p and q in place of the wire  b in parallel with r and s  c in parallel with r and t  d in parallel with s and t     31 a student uses the circuit shown to determine the resistance of two identical resistors.    a v    the voltmeter reading is 2.2  v and the ammeter reading is 0.25  a.    what is the resistance of each resistor?  a 0.275  \u03c9 b 0.55  \u03c9 c 4.4  \u03c9 d 8.8  \u03c9    ",
+            "15": "15     \u00a9 ucles 2020 0625/12/m/j/20 [turn over  32 the circuit shown contains five lamps j, k, l, m and n. all the lamps are glowing.    lamp k lamp nlamp jlamp l lamp m     one lamp is removed and two other lamps go out.    which lamp is removed?  a lamp j  b lamp k  c lamp l  d lamp m     33 the diagram shows a control circuit. the lamp is lit.        the temperature of the surroundings increases.    what will happen to the brightness of the lamp?  a it will be brighter.  b it will be less bright.  c it will not change.  d it will become brighter and then less bright.    ",
+            "16": "16  \u00a9 ucles 2020 0625/12/m/j/20  34 a student constructs four circuits, each containing a fuse.    the fuse blows in one circuit and both lamps in the circuit go out.    in which circuit does the fuse blow and both lamps go out?    a b c d      35 the diagrams p, q and r show three voltage\u2013time graphs.    voltage time0 0diagram p voltage time0 0diagram q voltage++ +\u2013\u2013 \u2013time0 0diagram r     which graphs show an alternating voltage?  a p and q only b p and r only c q and r only d p, q and r    ",
+            "17": "17     \u00a9 ucles 2020 0625/12/m/j/20 [turn over  36 the diagram shows a transformer.     primary coil 40 turnssecondary coil 40 000 turnscore     which statement about this transformer is correct?  a it can operate from a 12  v battery.  b it has a core which is made of steel.  c it steps the input voltage up by a factor of 1000.  d it steps the input voltage down by a factor of 1000.     37 a nuclide of the element iron has the symbol shown.    56fe26    what does a neutral atom of this nuclide contain?     protons neutrons electrons  a 26 30 26  b 26 56 30  c 30 26 56  d 56 26 30      38 which statement about the nuclei of all atoms is correct?  a they all contain electrons.  b they are all always stable.  c they all contain protons and electrons.  d they all have a positive charge.    ",
+            "18": "18  \u00a9 ucles 2020 0625/12/m/j/20  39 a thin sheet of paper is placed between a radioactive source and a radiation detector. the count  rate falls to a very low reading.    sourcepaper detector counter     from this result, which type of radiation is the source emitting?  a \u03b1-particles  b \u03b2-particles  c \u03b3-rays  d x-rays    40 a radioactive isotope has a half-life of 120 minutes.    it emits radiation at a rate of 100 particles per second.    how long does it take for the rate of emission to fall to 25 particles per second?  a 30 minutes b 45 minutes c 90 minutes d 240 minutes    ",
+            "19": "19     \u00a9 ucles 2020 0625/12/m/j/20  blank page",
+            "20": "20    permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to trac e 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 ans wer-related information to candidates, all copyright acknowledgements are reproduced onl ine in the cambridge  assessment international education copyri ght acknowledgements booklet. this is produc ed 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 the ca mbridge assessment group. cambri dge assessment is the brand name of the university of  cambridge local examinations syndicate (ucles), which it self is a department of the university of cambridge.    \u00a9 ucles 2020 0625/12/m/j/20  blank page  "
+        },
+        "0625_s20_qp_13.pdf": {
+            "1": "    this document has 20 pages. blank pages are indicated.  ib20 06_0625_13/4rp   \u00a9 ucles 2020   [turn ove r   *6608142237*cambridge igcse\u2122       physics  0625/13     paper 1 multiple choice (core)  may/june 2020     45 minutes    you must answer on the multiple choice answer sheet.    you will need: multiple choice answer sheet   soft clean eraser   soft pencil (type b or hb is recommended)       instructions   \u2022 there are forty  questions on this paper. answer all questions.   \u2022 for each question there are four possible answers a, b, c and d. choose the one you consider correct  and record your choice in soft pencil on the multiple choice answer sheet.   \u2022 follow the instructions on the mu ltiple choice answer sheet.  \u2022 write in soft pencil.  \u2022 write your name, centre number and candidate num ber on the multiple choice answer sheet in the  spaces provided unless this has been done for you.  \u2022 do not use correction fluid.  \u2022 do not write on any bar codes.  \u2022 you may use a calculator.  \u2022 take the weight of 1.0  kg to be 10  n (acceleration of free fall = 10  m / s2).      information  \u2022 the total mark for this paper is 40.  \u2022 each correct answer will score one mark. a ma rk will not be deducted for a wrong answer.  \u2022 any rough working should be done on this question paper.   ",
+            "2": "2  \u00a9 ucles 2020 0625/13/m/j/20  1 diagram 1 shows a solid, rectangular-sided block.    top side front diagram 1    diagram 2 shows the same block from the front and from the side.    1cm2345678 1cm234567 9 1 01 11 21 31 41 51 61 71 81 9 20 21 22front side diagram 2    metre rules have been shown close to the edges of the block.    what is the volume of the block?  a 120  cm3 b 168  cm3 c 264  cm3 d 1155  cm3      2 the speed\u2013time graph shows the motion of an object.    005 5 1 01 52 02 5speed m / s time  / s    how far does the object travel at constant speed?  a 25  m b 50  m c 75  m d 125  m ",
+            "3": "3     \u00a9 ucles 2020 0625/13/m/j/20 [turn over  3 which statement about acceleration is correct?  a it is related to the changing speed of an object.  b it is the distance an object travels in one second.  c it is the force acting on an object divided by the distance it travels in one second.  d it is the force acting on an object when it is near to the earth.      4 two metal blocks p and q have identical dimensions. they hang on identical spring balances.    0 1 2 3 4 65n 0 1 2 3 4 65n qp     which statement about p and q is correct?  a they have different volumes and different weights.  b they have different volumes and equal weights.  c they have equal volumes and equal weights.  d they have equal volumes and different weights.     5 which row gives the correct weight for the mass shown?     the value of g is 10  n / kg.     mass  / kg weight  / n  a 2 20  b 10 1  c 10 10  d 20 2   ",
+            "4": "4  \u00a9 ucles 2020 0625/13/m/j/20  6 a rectangular gymnasium is 50  m long, 25  m wide and 8.0  m high.    the density of air is 1.2  kg  / m3.    what is the best estimate of the mass of air in the gymnasium?  a 0.00012  kg b 100  kg c 8300  kg d 12  000  kg     7 the diagram shows two of the three vertical forces acting on a hot-air balloon. the hot-air balloon  is moving upwards at constant speed.    upthrust = 2500  n weight = 2200  n     what is the air resistance acting on the hot-air balloon?  a 300  n downwards  b 300  n upwards  c 4700  n downwards  d 4700  n upwards     8 which statement about the moment of a force is not correct?  a if an object is balanced about a pivot the resultant moment on the object must be zero.  b the moment of a force is a measure of its turning effect.  c the moment of a force about a point is equal to: force \u00d7 perpendicular distance from the  point.  d the moment of a force about a point increases when the perpendicular distance of the force  from the point decreases.    ",
+            "5": "5     \u00a9 ucles 2020 0625/13/m/j/20 [turn over  9 a mass bounces up and down on a steel spring. the diagram shows the mass and the spring at  different points during the motion.    highest point lowestpointmassmovingdown massmovingup     at which point does the mass have the least gravitational potential energy and at which point is  the most elastic energy stored in the spring?     least amount of  gravitational  potential energy most elastic energy  stored in spring  a mass moving down mass moving up  b mass moving down lowest point  c lowest point mass moving up  d lowest point lowest point      10 which energy resource stores kinetic energy?  a coal  b nuclear fission  c solar  d wind     ",
+            "6": "6  \u00a9 ucles 2020 0625/13/m/j/20  11 a man can either take an escalator or a lift to travel up between two floors in a hotel.    escalator lift    the escalator takes 20 seconds to carry the man between the two floors. the useful work done  against gravity is w. the useful power developed is p.    the lift takes 30 seconds to carry the same man between the same two floors.    how much useful work against gravity is done by the lift, and how much useful power is developed by the lift?     useful work  done against  gravity by lift useful power  developed by lift  a more than w less than p  b more than w p  c w less than p  d w p    ",
+            "7": "7     \u00a9 ucles 2020 0625/13/m/j/20 [turn over  12 the diagram shows a solid block resting on a bench. the dimensions of the block are shown.    bench80 cm20 cm40 cm prq     on which labelled surface should the block rest to produce the smallest pressure on the bench?  a p  b q  c r  d p, q and r produce the same pressure      13 the diagram shows a u-shaped glass tube, closed at one end by a tap. the glass tube contains  a liquid as shown.    x yatmospheric pressure trapped gasclosed tap liquid     some of the trapped gas is removed.    what will happen to the levels x and y?     level x level y  a higher lower  b higher higher  c lower higher  d lower lower     ",
+            "8": "8  \u00a9 ucles 2020 0625/13/m/j/20  14 what is the correct particle diagram for a solid?    a b c d      15 a sealed box contains a fixed mass of gas.    which action results in each molecule of the gas colliding with the walls of the container less  frequently and with a smaller force?  a decrease the temperature of the gas.  b decrease the volume of the container.  c increase the temperature of the gas.  d increase the volume of the container.      16 the diagram shows a liquid-in-glass thermometer.    xy     which row gives the correct labels for the thermometer?     x y  a water narrow tube of uniform diameter  b alcohol narrow tube of uniform diameter  c water this end immersed in substance to be measured  d alcohol this end immersed in substance to be measured    ",
+            "9": "9     \u00a9 ucles 2020 0625/13/m/j/20 [turn over  17 the diagrams show four blocks of steel. the blocks are all drawn to the same scale.    the same quantity of thermal energy is given to each block.    which block shows the greatest rise in temperature?    a b c d       18 a gas is cooled so that its molecules move more slowly, come closer together and do not move freely.    which process is being described?  a boiling  b condensing  c freezing  d melting     19 the diagram shows a vacuum flask used to keep a liquid warm.    airtight lid outer cover vacuum silvered walls     which methods of heat loss are reduced by the vacuum  between the silvered walls?  a conduction only  b conduction and convection only  c convection and radiation only  d conduction, convection and radiation ",
+            "10": "10  \u00a9 ucles 2020 0625/13/m/j/20  20 equal volumes of water at 100  \u00b0c are put in four containers. two containers have matt black  sides and two containers have shiny white sides. one of each type of container has a lid.    the containers are left for two minutes.    which container has the highest temperature?    a matt black sidesb matt black sideslidc shiny white sidesd shiny white sideslid       21 the diagram shows a wave.    8 cm 4 cm3 cm 6 cm     what are the amplitude and the wavelength of this wave?     amplitude  / cm wavelength  / cm  a 3 4  b 3 8  c 6 4  d 6 8     ",
+            "11": "11     \u00a9 ucles 2020 0625/13/m/j/20 [turn over  22 waves travel more quickly on the surface of water when the water is deep.    a stone is dropped at point x into a pool of varying depth. the diagram shows the first three  wavefronts on the surface of the pool.    the region between x and which labelled point is likely to be the deepest?    wavefronts ab dcx      23 the diagram shows a ray of light incident on a plane mirror.    35\u00b0mirror     the angle between the ray and the mirror is 35 \u00b0.    the ray is reflected by the mirror.    what is the angle of reflection?  a 35 \u00b0 b 55 \u00b0 c 70 \u00b0 d 110 \u00b0    24 a beam of white light is split into a spectrum of seven colours.    which name is given to this process?  a diffraction  b dispersion  c reflection  d refraction     ",
+            "12": "12  \u00a9 ucles 2020 0625/13/m/j/20  25 an intruder alarm sensor detects that a person is warmer than his surroundings.    which type of electromagnetic wave does the sensor detect?  a infrared  b radio  c ultraviolet  d visible light     26 a tuning fork produces a sound when it vibrates.    what is the effect on the sound produced when the tuning fork vibrates more times every second  and with a larger amplitude?  a higher pitch and less loud  b higher pitch and louder  c lower pitch and less loud  d lower pitch and louder      27 the diagram shows a magnet with some plotting compasses. the compasses show the direction  of the magnetic field of the magnet.    which plotting compass has the needle pointing in the wrong direction?    nsa cb d      ",
+            "13": "13     \u00a9 ucles 2020 0625/13/m/j/20 [turn over  28 four nails a, b, c and d are tested to find which makes the strongest permanent magnet.    one of the nails is placed against a bar magnet and the number of paper clips which the nail can  support is recorded.    nsnail bar magnet paper clips     the bar magnet is then removed and the number of paper clips remaining attached to the nail is  recorded. each nail is tested individually.    which nail becomes the strongest permanent magnet?     number of paper clips attached to the nail  bar magnet present bar magnet removed a 2 0  b 2 1  c 4 3  d 5 2     29 the diagram shows a positively charged conducting sphere and a wire connected to earth.    + ++ +++ earthinsulating supportpositively charged sphere wire     what happens when the wire is touched onto the sphere?  a electrons flow from earth to the sphere.  b electrons flow from the sphere to earth.  c positive charges flow from earth to the sphere.  d positive charges flow from the sphere to earth.   ",
+            "14": "14  \u00a9 ucles 2020 0625/13/m/j/20  30 three electrical quantities are listed.    \u25cf potential difference  \u25cf electromotive force  \u25cf current    which quantities are measured in volts?  a potential difference only  b potential difference and current only  c potential difference and electromotive force only  d potential difference, electromotive force and current     31 a student uses the circuit shown to determine the resistance of two identical resistors.    a v    the voltmeter reading is 2.2  v and the ammeter reading is 0.25  a.    what is the resistance of each resistor?  a 0.275  \u03c9 b 0.55  \u03c9 c 4.4  \u03c9 d 8.8  \u03c9    32 the diagram shows part of a circuit containing three identical lamps.    wx yz     at which two points do the currents have the same value?  a w and x b w and z c x and y d y and z    ",
+            "15": "15     \u00a9 ucles 2020 0625/13/m/j/20 [turn over  33 which circuit contains a thermistor and a heater?    a b c d       34 a student constructs four circuits, each containing a fuse.    the fuse blows in one circuit and both lamps in the circuit go out.    in which circuit does the fuse blow and both lamps go out?    a b c d      ",
+            "16": "16  \u00a9 ucles 2020 0625/13/m/j/20  35 the graphs show how the currents in three circuits vary with time.    1.5 1.00.50.0 \u20130.5\u20131.0\u20131.5 timecircuit 2 current  / a1.5 1.00.50.0 \u20130.5\u20131.0\u20131.5 timecircuit 1 current  / a 1.5 1.00.50.0 \u20130.5\u20131.0\u20131.5 timecircuit 3 current  / a     in which circuits is there a direct current?  a 1 and 2 b 1 and 3 c 2 only d 3 only    36 the diagram represents the transmission of electricity from a power station to homes that are  many kilometres away. two transformers are labelled x and y.    y xlarge distancepower stationhousescablespylon pylontransmission cables ground     what type of transformers are x and y?     x y  a step-down transformer step-down transformer  b step-down transformer step-up transformer  c step-up transformer step-down transformer  d step-up transformer step-up transformer     ",
+            "17": "17     \u00a9 ucles 2020 0625/13/m/j/20 [turn over  37 a nuclide of the element iron has the symbol shown.    56fe26    what does a neutral atom of this nuclide contain?     protons neutrons electrons  a 26 30 26  b 26 56 30  c 30 26 56  d 56 26 30      38 the diagram shows an early model of the structure of an atom.    negatively chargedelectronball ofpositivecharge     this early model is different from the atomic model accepted today.    which statement about the early model is not included in the model accepted today?  a the atom is mainly filled with a ball of positive charge.  b the electrons are negatively charged.  c there are positive and negative charges.  d there are small particles called electrons.    ",
+            "18": "18  \u00a9 ucles 2020 0625/13/m/j/20  39 a thin sheet of paper is placed between a radioactive source and a radiation detector. the count  rate falls to a very low reading.    sourcepaper detector counter     from this result, which type of radiation is the source emitting?  a \u03b1-particles  b \u03b2-particles  c \u03b3-rays  d x-rays     40 why should all radioactive materials be handled carefully?  a they all make anything they touch radioactive.  b they all catch fire very easily.  c they all emit ionising radiation.  d they all have long half-lives.    ",
+            "19": "19     \u00a9 ucles 2020 0625/13/m/j/20  blank page",
+            "20": "20    permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to trac e 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 ans wer-related information to candidates, all copyright acknowledgements are reproduced onl ine in the cambridge  assessment international education copyri ght acknowledgements booklet. this is produc ed 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 the ca mbridge assessment group. cambri dge assessment is the brand name of the university of  cambridge local examinations syndicate (ucles), which it self is a department of the university of cambridge.    \u00a9 ucles 2020 0625/13/m/j/20  blank page  "
+        },
+        "0625_s20_qp_21.pdf": {
+            "1": "    this document has 16 pages. blank pages are indicated.  ib20 06_0625_21/4rp   \u00a9 ucles 2020   [turn ove r   *6425434103*cambridge igcse\u2122       physics 0625/21     paper 2 multiple choice (extended)  may/june 2020     45 minutes    you must answer on the multiple choice answer sheet.    you will need: multiple choice answer sheet   soft clean eraser   soft pencil (type b or hb is recommended)       instructions   \u2022 there are forty  questions on this paper. answer all questions.   \u2022 for each question there are four possible answers a, b, c and d. choose the one you consider correct  and record your choice in soft pencil on the multiple choice answer sheet.   \u2022 follow the instructions on the mu ltiple choice answer sheet.  \u2022 write in soft pencil.  \u2022 write your name, centre number and candidate num ber on the multiple choice answer sheet in the  spaces provided unless this has been done for you.  \u2022 do not use correction fluid.  \u2022 do not write on any bar codes.  \u2022 you may use a calculator.  \u2022 take the weight of 1.0  kg to be 10  n (acceleration of free fall = 10  m / s2).      information  \u2022 the total mark for this paper is 40.  \u2022 each correct answer will score one mark. a ma rk will not be deducted for a wrong answer.  \u2022 any rough working should be done on this question paper.   ",
+            "2": "2  \u00a9 ucles 2020 0625/21/m/j/20  1 a pendulum makes 50 complete swings in 2  min 40  s.    what is the time period for 1 complete swing?  a 1.6  s b 3.2  s c 4.8  s d 6.4  s      2 a student investigates the motion of a ball rolling down a slope.    the diagram shows the speed v of the ball at different times t.    t = 0  s v = 0  cm / s t = 0.2  s v = 2.8  cm / s t = 0.4  s v = 5.1  cm / s t = 0.6  s v = 7.0  cm / sball     which statement describes the motion of the ball?  a the acceleration is not constant.  b the acceleration is negative.  c the speed is decreasing.  d the velocity is constant.      3 which statement about acceleration is correct?  a it is related to the changing speed of an object.  b it is the distance an object travels in one second.  c it is the force acting on an object divided by the distance it travels in one second.  d it is the force acting on an object when it is near to the earth.      4 which statement correctly describes the effects of placing a heavy load in a car?  a it is easier to accelerate the car and easier to bring the car to rest.  b it is easier to accelerate the car but more difficult to bring the car to rest.  c it is more difficult to accelerate the car and more difficult to bring the car to rest.  d it is more difficult to accelerate the car but easier to bring the car to rest.     ",
+            "3": "3     \u00a9 ucles 2020 0625/21/m/j/20 [turn over  5 a mass of 6.0  kg rests on the surface of a planet.    on this planet, g = 20  n / kg.    what is the weight of the object?  a 0.30  n b 0.60  n c 60  n d 120  n     6 the mass of a measuring cylinder is 190  g.    400  cm3 of liquid is put into the measuring cylinder.    the total mass of the measuring cylinder and the liquid is 560  g.    four solid objects are lowered in turn into the liquid. the densities of the objects are shown.    1 0.40  g / cm3  2 0.90  g / cm3  3 1.2  g / cm3  4 2.7  g / cm3    which objects will float in the liquid?  a 1 only b 1 and 2 only c 1, 2 and 3 d 3 and 4 only      7 the diagram shows a wooden beam pq, of negligible weight, which is attached to a wall by a  hinge at p and kept in a horizontal position by a vertical rope attached at q.    the beam is 3.0  m in length.    a man of weight 800  n walks along the beam from p to q.    q hingebeamropemanwall p     what is the distance of the man from p when the tension in the rope at q becomes equal to  500  n?  a 0.53  m b 1.1   m c 1.9   m d 2.5   m     ",
+            "4": "4  \u00a9 ucles 2020 0625/21/m/j/20  8 which quantity is a vector?  a acceleration  b distance  c speed  d mass      9 an object of mass 1.2  kg is moving with a velocity of 2.0  m / s when it is acted on by a force of  4.0  n. the velocity of the object increases to 5.0  m / s.    for what period of time does the force act on the object?  a 0.90  s b 1.1  s c 1.5  s d 3.6  s      10 the diagram shows part of a rollercoaster ride with the car at different positions.    the car runs freely down from position x to position y and up the hill on the other side.    x ycar     what happens to the kinetic energy and to the gravitational potential energy of the car as it  moves from position x to position y?     kinetic energy gravitational  potential energy  a decreases decreases  b decreases increases  c increases decreases  d increases increases     ",
+            "5": "5     \u00a9 ucles 2020 0625/21/m/j/20 [turn over  11 which energy resource does not have the sun as the original source?  a coal  b geothermal  c hydroelectric  d wind      12 the diagram shows a solid block resting on a bench. the dimensions of the block are shown.    bench80 cm20 cm40 cm prq     on which labelled surface should the block rest to produce the smallest pressure on the bench?  a p  b q  c r  d p, q and r produce the same pressure     13 the pressure due to the liquid on an object immersed in that liquid is 4500  pa.    the density of the liquid is 900  kg  / m3.    what is the depth of the object below the surface of the liquid?  a 0.5  cm b 2.0  cm c 50  cm d 200  cm     14 a gas is heated in a sealed container.    the volume of the container does not change.    what happens to the molecules of the gas?  a the average distance between molecules increases.  b the average kinetic energy of the molecules increases.  c the mass of each molecule increases.  d the volume of each molecule increases. ",
+            "6": "6  \u00a9 ucles 2020 0625/21/m/j/20  15 water in a beaker evaporates when left on a bench for a period of time.    which three factors all affect the rate of evaporation of the water?  a wind speed, surface area, temperature  b wind speed, temperature, volume  c wind speed, surface area, volume  d surface area, temperature, volume     16 a solid is heated causing it to expand.    what effect does this have on its mass and on its density?     mass density  a decreases decreases  b decreases stays constant  c stays constant decreases  d stays constant stays constant      17 the diagrams show four blocks of steel. the blocks are all drawn to the same scale.    the same quantity of thermal energy is given to each block.    which block shows the greatest rise in temperature?    a b c d       18 why are metals better thermal conductors than other solids?  a metals contain free electrons which help transfer the energy.  b molecules in metals are in fixed positions.  c molecules in metals can move freely.  d molecules in metals vibrate faster than those in other solids.     ",
+            "7": "7     \u00a9 ucles 2020 0625/21/m/j/20 [turn over  19 two freezers x and y are identical except that one has a door opening at the front and the other  has a door opening at the top.    xfreezer door yfreezerdoor     both doors are the same size and are opened for the same amount of time.    which freezer gains the least amount of thermal energy in this time and why?     freezer gaining the  least thermal energy reason  a x cold air falls  b x warm air falls  c y cold air falls  d y warm air falls     20 a wave of frequency 6600  hz travels 1320  m in 4.0  s.    what is the wavelength?  a 0.050  m b 0.80  m c 1.3  m d 20  m    ",
+            "8": "8  \u00a9 ucles 2020 0625/21/m/j/20  21 the diagram shows a wave.    8 cm 4 cm3 cm 6 cm     what are the amplitude and the wavelength of this wave?     amplitude  / cm wavelength  / cm  a 3 4  b 3 8  c 6 4  d 6 8      22 which statement is correct?  a the speed of light in glass is equal to the speed of light in a vacuum multiplied by the  refractive index of glass.  b the incident angle of a light ray at an air-glass surface is the angle between the ray and the  glass surface.  c the sine of the critical angle at an air-glass surface is equal to glass of index  refractive1.  d the angle of refraction for light passing through an air-glass surface is proportional to the  angle of incidence at that surface.     ",
+            "9": "9     \u00a9 ucles 2020 0625/21/m/j/20 [turn over  23 a narrow beam of white light passes through a prism and is dispersed into a spectrum.    1 2 3white light     which row is correct?     colour 1 colour 2 colour 3  a blue yellow red  b red blue yellow  c red yellow blue  d yellow blue red     24 an intruder alarm sensor detects that a person is warmer than his surroundings.    which type of electromagnetic wave does the sensor detect?  a infrared  b radio  c ultraviolet  d visible light      25 sound travels through air as a series of compressions and rarefactions.    which statement correctly compares a compression with a rarefaction?  a in a compression the wavelength is longer than in a rarefaction.  b in a compression the wavelength is shorter than in a rarefaction.  c in a compression the density of the air is greater than in a rarefaction.  d in a compression the density of the air is lower than in a rarefaction.     ",
+            "10": "10  \u00a9 ucles 2020 0625/21/m/j/20  26 four nails a, b, c and d are tested to find which makes the strongest permanent magnet.    one of the nails is placed against a bar magnet and the number of paper clips which the nail can  support is recorded.    nsnail bar magnet paper clips     the bar magnet is then removed and the number of paper clips remaining attached to the nail is  recorded. each nail is tested individually.    which nail becomes the strongest permanent magnet?     number of paper clips attached to the nail  bar magnet present bar magnet removed a 2 0  b 2 1  c 4 3  d 5 2     27 the circuit shows one method of magnetising a steel bar.    +\u2013 steel ba r    how can the circuit be altered so that it can be used to demagnetise the magnetised steel bar?  a remove the steel bar from the coil whilst the current is switched on  b replace the d.c. supply with an a.c. supply and gradually reduce the supply voltage to zero  c reverse the polarity of the d.c. supply  d reverse the polarity of the d.c. supply and gradually reduce the supply voltage to zero       ",
+            "11": "11     \u00a9 ucles 2020 0625/21/m/j/20 [turn over  28 a student uses the circuit shown to determine the resistance of two identical resistors.    a v    the voltmeter reading is 2.2  v and the ammeter reading is 0.25  a.    what is the resistance of each resistor?  a 0.275  \u03c9 b 0.55  \u03c9 c 4.4  \u03c9 d 8.8  \u03c9    29 an electric fire is connected to a 240  v supply and transfers energy at a rate of 1.0  kw.    how much charge passes through the fire in 1.0  h?  a 42  c b 250  c c 1.5 \u00d7 104  c d 2.4 \u00d7 105  c    30 the diagram shows an incomplete circuit. the temperature and light levels around the circuit  remain unchanged.    apq     four electrical components are connected in turn across pq. the cell is reversed and the four electrical components are connected again in turn across pq.    for which component is there a significant change in the magnitude of the current?  a diode  b light-dependent resistor  c resistor  d thermistor    ",
+            "12": "12  \u00a9 ucles 2020 0625/21/m/j/20  31 in the circuit shown, a 1 and a 2 are ammeters.    sa2 a1     switch s is closed.    which row is correct?     the resistance of  the whole circuit reading of a 1 reading of a 2  a decreases stays the same increases  b decreases increases increases  c increases stays the same stays the same  d increases decreases decreases      32 which symbol represents an or gate?    abc d      ",
+            "13": "13     \u00a9 ucles 2020 0625/21/m/j/20 [turn over  33 a digital circuit consists of two logic gates.    when the input to the circuit is 1 and 1, the output is 0.    digital circuit1 0 1input output     which combination of logic gates gives this result?    a b c d      34 the diagram shows a wire between the poles of a magnet.    the wire is perpendicular to the page.    n swireleft right     the wire is moved and a current is induced upwards, out of the paper.    in which direction is the wire moved?  a left to right  b right to left  c up the page  d down the page    ",
+            "14": "14  \u00a9 ucles 2020 0625/21/m/j/20  35 a 100% efficient transformer converts a 240  v input voltage to a 12  v output voltage. the output  power of the transformer can be a maximum of 20  w.    the output is connected to two 0.30  a bulbs in parallel. one of the bulbs fails.    how does the current in the primary coil change?  a it decreases by 0.30  a.  b it decreases by 0.015  a.  c it increases by 0.15  a.  d it remains unchanged.      36 cables transmit electrical power from the output of the transformer at a power station to the input  of the transformer at a substation.    transformer at power stationtransformer at substationcables output input     the power at the output of the transformer at the power station is 400  mw.    which situation delivers the most power to the input of the transformer at the substation?     potential difference at  power station transformer  output  / kv diameter of cables  a 200 large  b 200 small  c 400 large  d 400 small     ",
+            "15": "15     \u00a9 ucles 2020 0625/21/m/j/20 [turn over  37 uranium-235 is a radioactive isotope. it under goes a chain of decays and eventually forms the  stable isotope lead-207. these two isotopes are represented as shown.    235u92207pb82    during this chain of decay, how many protons and how many neutrons are lost from a single nucleus of uranium-235 to form a single nucleus of lead-207?     protons neutrons  a 10 18  b 10 28  c 18 10  d 28 10     38 a radioactive material has a half-life of 20 days.    a sample of the material contains 8.0 \u00d7 10 10 atoms.    how many atomic nuclei have decayed after 60 days?  a 1.0 \u00d7 1010 b 4.0 \u00d7 1010 c 6.0 \u00d7 1010 d 7.0 \u00d7 1010     39 a thin sheet of paper is placed between a radioactive source and a radiation detector. the count  rate falls to a very low reading.    sourcepaper detector counter     from this result, which type of radiation is the source emitting?  a \u03b1-particles  b \u03b2-particles  c \u03b3-rays  d x-rays     ",
+            "16": "16    permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to trac e 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 ans wer-related information to candidates, all copyright acknowledgements are reproduced onl ine in the cambridge  assessment international education copyri ght acknowledgements booklet. this is produc ed 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 the ca mbridge assessment group. cambri dge assessment is the brand name of the university of  cambridge local examinations syndicate (ucles), which it self is a department of the university of cambridge.    \u00a9 ucles 2020 0625/21/m/j/20  40 \u03b1-particles, \u03b2-particles and \u03b3-rays are emitted by radioactive nuclei when they decay.    which emissions can be deflected by an electric field?  a \u03b1-particles and \u03b2-particles only  b \u03b2-particles and \u03b3-rays only  c \u03b3-rays and \u03b1-particles only  d \u03b1-particles, \u03b2-particles and \u03b3-rays       "
+        },
+        "0625_s20_qp_22.pdf": {
+            "1": "    this document has 16 pages. blank pages are indicated.  ib20 06_0625_22/4rp   \u00a9 ucles 2020   [turn ove r   *2715201136*cambridge igcse\u2122       physics 0625/22     paper 2 multiple choice (extended)  may/june 2020     45 minutes    you must answer on the multiple choice answer sheet.    you will need: multiple choice answer sheet   soft clean eraser   soft pencil (type b or hb is recommended)       instructions   \u2022 there are forty  questions on this paper. answer all questions.   \u2022 for each question there are four possible answers a, b, c and d. choose the one you consider correct  and record your choice in soft pencil on the multiple choice answer sheet.   \u2022 follow the instructions on the mu ltiple choice answer sheet.  \u2022 write in soft pencil.  \u2022 write your name, centre number and candidate num ber on the multiple choice answer sheet in the  spaces provided unless this has been done for you.  \u2022 do not use correction fluid.  \u2022 do not write on any bar codes.  \u2022 you may use a calculator.  \u2022 take the weight of 1.0  kg to be 10  n (acceleration of free fall = 10  m / s2).      information  \u2022 the total mark for this paper is 40.  \u2022 each correct answer will score one mark. a ma rk will not be deducted for a wrong answer.  \u2022 any rough working should be done on this question paper.   ",
+            "2": "2  \u00a9 ucles 2020 0625/22/m/j/20  1 five athletes p, q, r, s and t compete in a race. the table shows the finishing times for the  athletes.    athlete p q r s t  finishing time  / s 22.50 24.40 25.20 26.50 23.20    which statement is correct?  a athlete p won the race and was 0.70  s ahead of the athlete in second place.  b athlete p won the race and was 1.90  s ahead of the athlete in second place.  c athlete s won the race and was 1.30  s ahead of the athlete in second place.  d athlete s won the race and was 2.10  s ahead of the athlete in second place.      2 a student investigates the motion of a ball rolling down a slope.    the diagram shows the speed v of the ball at different times t.    t = 0  s v = 0  cm / s t = 0.2  s v = 2.8  cm / s t = 0.4  s v = 5.1  cm / s t = 0.6  s v = 7.0  cm / sball     which statement describes the motion of the ball?  a the acceleration is not constant.  b the acceleration is negative.  c the speed is decreasing.  d the velocity is constant.      3 which statement about acceleration is correct?  a it is related to the changing speed of an object.  b it is the distance an object travels in one second.  c it is the force acting on an object divided by the distance it travels in one second.  d it is the force acting on an object when it is near to the earth.     ",
+            "3": "3     \u00a9 ucles 2020 0625/22/m/j/20 [turn over  4 which statement correctly describes the effects of placing a heavy load in a car?  a it is easier to accelerate the car and easier to bring the car to rest.  b it is easier to accelerate the car but more difficult to bring the car to rest.  c it is more difficult to accelerate the car and more difficult to bring the car to rest.  d it is more difficult to accelerate the car but easier to bring the car to rest.      5 a space probe is taken from the earth to mars.    the force of gravity on the surface of mars is less than the force of gravity on the surface of the earth.    how do the weight and the mass of a space probe on the surface of mars compare to their values when the probe is on the surface of the earth?     weight on mars mass on mars  a decreased decreased  b decreased unchanged  c unchanged decreased  d unchanged unchanged    6 water has a density of 1000 kg  / m3.    a rectangular swimming pool has an average depth of 1.6  m.    the length of the pool is 25  m.    the width of the pool is 10  m.    what is the mass of the water in the swimming pool?  a 2.5 kg b 400  kg c 400  000  kg d 800  000  kg     7 a satellite orbits the earth at constant speed in a circular orbit.    which statement is correct?  a the resultant force on the satellite is zero.  b the resultant force on the satellite is towards the earth.  c the resultant force on the satellite is away from the earth.  d the resultant force on the satellite is in the direction of motion.     ",
+            "4": "4  \u00a9 ucles 2020 0625/22/m/j/20  8 two forces p and q act on an object.    which diagram shows the resultant of these two forces?    ab cd pppp qqqqresultant resultant resultant resultant      9 an object is moving at +3.0  m / s.    a force acts on the object.    after a time, the object is moving at \u2013  4.0  m / s.    the mass of the object is 5.0  kg.    what is the change in momentum of the body?  a \u201335  kg  m / s b \u20135.0  kg  m / s c +5.0  kg  m / s d +35  kg  m / s     10 which energy resource is not renewable?  a geothermal  b nuclear fission  c solar  d wind     11 a car of mass 500  k g  i s  m o v i n g  a t  1 0  m / s. the engine does work on the car and the speed  increases to 16  m / s.    how much work is done by the engine to increase the speed of the car?  a 3000  j b 9000  j c 39  000  j d 78  000  j    ",
+            "5": "5     \u00a9 ucles 2020 0625/22/m/j/20 [turn over  12 the diagram shows a solid block resting on a bench. the dimensions of the block are shown.    bench80 cm20 cm40 cm prq     on which labelled surface should the block rest to produce the smallest pressure on the bench?  a p  b q  c r  d p, q and r produce the same pressure      13 an object is 60  cm below the surface of a liquid. the pressure due to the liquid at this depth is  9000  pa.    what is the density of the liquid?  a 15  kg  / m3 b 540  kg  / m3 c 1500  kg  / m3 d 54  000  kg  / m3      14 which row describes the forces between the molecules and the motion of the molecules in a  solid?     forces between  molecules motion  of molecules  a strong move freely  b strong vibrate only  c weak move freely  d weak vibrate only     ",
+            "6": "6  \u00a9 ucles 2020 0625/22/m/j/20  15 wet clothes are hanging outside to dry.    which condition decreases the rate of evaporation of the water from the clothes?  a folded clothes  b higher temperature  c wetter clothes  d windy day     16 the diagram shows a liquid-in-glass thermometer.    0 10 \u201310 20 30 40 50 60 70 80 90 100glass bulb stem capillary tube liquid    the design of this thermometer includes the following features.    1 a liquid which expands linearly when it is heated  2 a glass bulb which has a thick glass wall 3 a capillary tube with a very small diameter    which features increase the sensitivity of the thermometer?  a 1 only b 1 and 2 c 2 and 3 d 3 only     17 the diagrams show four blocks of steel. the blocks are all drawn to the same scale.    the same quantity of thermal energy is given to each block.    which block shows the greatest rise in temperature?    a b c d      ",
+            "7": "7     \u00a9 ucles 2020 0625/22/m/j/20 [turn over  18 a room is heated by a radiator. the diagrams x a nd y show two possible circulations of hot air,  which heat the room.    diagram x radiatordiagram y radiatorceiling floorceiling floor     which diagram and reason explain the heating of the room by convection?     diagram reason  a x air density decreases when air is heated  b x air density increases when air is heated  c y air density decreases when air is heated  d y air density increases when air is heated     19 two copper containers p and q are filled with hot water.    the diagrams are both drawn to the same scale.    pq    container p emits more infrared radiation from its surfaces than container q.    what is a possible reason for this?  a the surfaces of p are painted white and the surfaces of q are painted black.  b the surfaces of p are shiny and the surfaces of q are dull.  c the surfaces of p have a smaller area than the surfaces of q.  d the water in p is hotter than the water in q.     ",
+            "8": "8  \u00a9 ucles 2020 0625/22/m/j/20  20 the diagram shows a wave.    8 cm 4 cm3 cm 6 cm     what are the amplitude and the wavelength of this wave?     amplitude  / cm wavelength  / cm  a 3 4  b 3 8  c 6 4  d 6 8     21 the frequency of the microwaves used in a microwave oven is 2400  mhz.    what is the wavelength of these microwaves?  a 0.125  m b 8.00  m c 125  m d 7200  m     ",
+            "9": "9     \u00a9 ucles 2020 0625/22/m/j/20 [turn over  22 an object o is placed in front of a plane mirror as shown.    12o plane mirro r     which row is correct?     position of  the image nature of  the image  a 1 real  b 1 virtual  c 2 real  d 2 virtual      23 which statement is correct?  a the speed of light in glass is equal to the speed of light in a vacuum multiplied by the  refractive index of glass.  b the incident angle of a light ray at an air-glass surface is the angle between the ray and the  glass surface.  c the sine of the critical angle at an air-glass surface is equal to glass of index  refractive1.  d the angle of refraction for light passing through an air-glass surface is proportional to the  angle of incidence at that surface.     24 an intruder alarm sensor detects that a person is warmer than his surroundings.    which type of electromagnetic wave does the sensor detect?  a infrared  b radio  c ultraviolet  d visible light      25 a dolphin sends out a sound wave. an echo returns 0.010  s later from a fish which is 7.5  m from  the dolphin.    what is the speed of the sound wave in water?  a 0.075  m / s b 0.15  m / s c 750  m / s d 1500  m / s   ",
+            "10": "10  \u00a9 ucles 2020 0625/22/m/j/20  26 four nails a, b, c and d are tested to find which makes the strongest permanent magnet.    one of the nails is placed against a bar magnet and the number of paper clips which the nail can  support is recorded.    nsnail bar magnet paper clips     the bar magnet is then removed and the number of paper clips remaining attached to the nail is  recorded. each nail is tested individually.    which nail becomes the strongest permanent magnet?     number of paper clips attached to the nail  bar magnet present bar magnet removed a 2 0  b 2 1  c 4 3  d 5 2    ",
+            "11": "11     \u00a9 ucles 2020 0625/22/m/j/20 [turn over  27 a student wants to demagnetise a steel bar. he uses the apparatus shown. he switches on the  circuit for a few seconds and then switches off. he finds that the steel bar is still magnetised.    coil steel bar a.c. supply    what should he do to improve his method?  a change the supply from an alternating to a direct voltage  b use a lower alternating voltage  c remove the steel bar from the coil whilst the circuit is switched on  d use a coil that has fewer turns on it      28 a cloth is used to rub an uncharged plastic rod.    both the rod and the cloth become charged.    why does the plastic rod become negatively charged and the cloth become positively charged?  a the rod gains electrons and the cloth gains positive charges.  b the rod gains electrons and the cloth loses electrons.  c the rod loses electrons and the cloth gains electrons.  d the rod loses electrons and the cloth loses positive charges.     ",
+            "12": "12  \u00a9 ucles 2020 0625/22/m/j/20  29 a student uses the circuit shown to determine the resistance of two identical resistors.    a v    the voltmeter reading is 2.2  v and the ammeter reading is 0.25  a.    what is the resistance of each resistor?  a 0.275  \u03c9 b 0.55  \u03c9 c 4.4  \u03c9 d 8.8  \u03c9    30 a cell passes a current of 2.0  a in a circuit for 30  s. in this time the cell transfers 120  j of energy.    what is the electromotive force (e.m.f.) of the cell?  a 0.50  v b 1.5  v c 2.0  v d 8.0  v    31 the circuit shown contains five lamps j, k, l, m and n. all the lamps are glowing.    lamp k lamp nlamp jlamp l lamp m     one lamp is removed and two other lamps go out.    which lamp is removed?  a lamp j  b lamp k  c lamp l  d lamp m    ",
+            "13": "13     \u00a9 ucles 2020 0625/22/m/j/20 [turn over  32 what is the effective resistance of the following combination of resistors?    8.0 \u03c96.0 \u03c9 4.0 \u03c9     a 1.8  \u03c9 b 7.4  \u03c9 c 11  \u03c9 d 18  \u03c9     33 which symbol represents a nand gate?    abc d       34 the diagram shows a circuit used to switch on a heater when the temperature drops below a  certain value.    x y     which row shows the components that should be connected at x and at y?     x y  a     b     c     d    ",
+            "14": "14  \u00a9 ucles 2020 0625/22/m/j/20  35 the diagram shows the magnetic field due to a current in a solenoid.    where is the magnetic field the strongest?    da cb       36 a beam of electrons is passed through the magnetic field of a magnet.    how must the magnet be positioned to deflect the beam in the direction shown?    na sdirection of beam direction of beame\u2013 sc ndirection of beame\u2013s nb e\u2013 direction of beamn sd e\u2013      ",
+            "15": "15     \u00a9 ucles 2020 0625/22/m/j/20 [turn over  37 uranium-235 can undergo nuclear fission in many ways.    which equation correctly shows a possible fission reaction for uranium-235?  1n0 31n092kr36235u92141ba56a + \u2192 ++ 1n0 21n091sr38235u92144xe54b + \u2192 + 95rb37136cs55+ 87br35146la57++ 1n0 31n0235u92c + \u2192 + 1n0 41n0235u92d + \u2192 +      38 a radioactive material has a half-life of 20 days.    a sample of the material contains 8.0 \u00d7 10 10 atoms.    how many atomic nuclei have decayed after 60 days?  a 1.0 \u00d7 1010 b 4.0 \u00d7 1010 c 6.0 \u00d7 1010 d 7.0 \u00d7 1010     39 a thin sheet of paper is placed between a radioactive source and a radiation detector. the count  rate falls to a very low reading.    sourcepaper detector counter     from this result, which type of radiation is the source emitting?  a \u03b1-particles  b \u03b2-particles  c \u03b3-rays  d x-rays    ",
+            "16": "16    permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to trac e 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 ans wer-related information to candidates, all copyright acknowledgements are reproduced onl ine in the cambridge  assessment international education copyri ght acknowledgements booklet. this is produc ed 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 the ca mbridge assessment group. cambri dge assessment is the brand name of the university of  cambridge local examinations syndicate (ucles), which it self is a department of the university of cambridge.    \u00a9 ucles 2020 0625/22/m/j/20  40 \u03b1-particles, \u03b2-particles and \u03b3-rays are emitted by radioactive nuclei when they decay.    which emissions can be deflected by an electric field?  a \u03b1-particles and \u03b2-particles only  b \u03b2-particles and \u03b3-rays only  c \u03b3-rays and \u03b1-particles only  d \u03b1-particles, \u03b2-particles and \u03b3-rays       "
+        },
+        "0625_s20_qp_23.pdf": {
+            "1": "    this document has 20 pages. blank pages are indicated.  ib20 06_0625_23/3rp   \u00a9 ucles 2020   [turn ove r   *4570649359*cambridge igcse\u2122       physics 0625/23     paper 2 multiple choice (extended)  may/june 2020     45 minutes    you must answer on the multiple choice answer sheet.    you will need: multiple choice answer sheet   soft clean eraser   soft pencil (type b or hb is recommended)       instructions   \u2022 there are forty  questions on this paper. answer all questions.   \u2022 for each question there are four possible answers a, b, c and d. choose the one you consider correct  and record your choice in soft pencil on the multiple choice answer sheet.   \u2022 follow the instructions on the mu ltiple choice answer sheet.  \u2022 write in soft pencil.  \u2022 write your name, centre number and candidate num ber on the multiple choice answer sheet in the  spaces provided unless this has been done for you.  \u2022 do not use correction fluid.  \u2022 do not write on any bar codes.  \u2022 you may use a calculator.  \u2022 take the weight of 1.0  kg to be 10  n (acceleration of free fall = 10  m / s2).      information  \u2022 the total mark for this paper is 40.  \u2022 each correct answer will score one mark. a ma rk will not be deducted for a wrong answer.  \u2022 any rough working should be done on this question paper.   ",
+            "2": "2  \u00a9 ucles 2020 0625/23/m/j/20  1 diagram 1 shows a solid, rectangular-sided block.    top side front diagram 1    diagram 2 shows the same block from the front and from the side.    1cm2345678 1cm234567 9 1 01 11 21 31 41 51 61 71 81 9 20 21 22front side diagram 2    metre rules have been shown close to the edges of the block.    what is the volume of the block?  a 120  cm3 b 168  cm3 c 264  cm3 d 1155  cm3     ",
+            "3": "3     \u00a9 ucles 2020 0625/23/m/j/20 [turn over  2 a student investigates the motion of a ball rolling down a slope.    the diagram shows the speed v of the ball at different times t.    t = 0  s v = 0  cm / s t = 0.2  s v = 2.8  cm / s t = 0.4  s v = 5.1  cm / s t = 0.6  s v = 7.0  cm / sball     which statement describes the motion of the ball?  a the acceleration is not constant.  b the acceleration is negative.  c the speed is decreasing.  d the velocity is constant.      3 which statement about acceleration is correct?  a it is related to the changing speed of an object.  b it is the distance an object travels in one second.  c it is the force acting on an object divided by the distance it travels in one second.  d it is the force acting on an object when it is near to the earth.     4 which statement correctly describes the effects of placing a heavy load in a car?  a it is easier to accelerate the car and easier to bring the car to rest.  b it is easier to accelerate the car but more difficult to bring the car to rest.  c it is more difficult to accelerate the car and more difficult to bring the car to rest.  d it is more difficult to accelerate the car but easier to bring the car to rest.    ",
+            "4": "4  \u00a9 ucles 2020 0625/23/m/j/20  5 which row gives the correct weight for the mass shown?     the value of g is 10  n / kg.     mass  / kg weight  / n  a 2 20  b 10 1  c 10 10  d 20 2     6 a rectangular gymnasium is 50  m long, 25  m wide and 8.0  m high.    the density of air is 1.2  kg  / m3.    what is the best estimate of the mass of air in the gymnasium?  a 0.00012  kg b 100  kg c 8300  kg d 12  000  kg    7 which moving object has a resultant force acting on it?  a a diver rising vertically through water at constant speed  b an aircraft circling an airport at constant speed  c a parachutist descending vertically at terminal velocity  d a train going up a straight slope at constant speed    8 which quantity is not a vector?  a acceleration  b temperature  c velocity  d weight    ",
+            "5": "5     \u00a9 ucles 2020 0625/23/m/j/20 [turn over  9 a ball falls vertically to the floor and rebounds vertically upwards.    just before it hits the floor, its speed is 4.0  m / s.    as it rebounds, its speed is 3.0  m / s.    the mass of the ball is 0.50  kg.    what is the change in momentum of the ball?  a 0.50  kg  m / s downwards  b 0.50  kg  m / s upwards  c 3.5  kg  m / s downwards  d 3.5  kg  m / s upwards     10 a mass bounces up and down on a steel spring. the diagram shows the mass and the spring at  different points during the motion.    highest point lowestpointmassmovingdown massmovingup     at which point does the mass have the least gravitational potential energy and at which point is  the most elastic energy stored in the spring?     least amount of  gravitational  potential energy most elastic energy  stored in spring  a mass moving down mass moving up  b mass moving down lowest point  c lowest point mass moving up  d lowest point lowest point    ",
+            "6": "6  \u00a9 ucles 2020 0625/23/m/j/20  11 the velocity v of an object increases as it falls towards the ground.    which quantity is directly proportional to v2?  a the speed of the object  b the gravitational potential energy of the object  c the kinetic energy of the object  d the momentum of the object     12 the diagram shows a solid block resting on a bench. the dimensions of the block are shown.    bench80 cm20 cm40 cm prq     on which labelled surface should the block rest to produce the smallest pressure on the bench?  a p  b q  c r  d p, q and r produce the same pressure    13 a pipe full of water connects a water supply on a hill to a tap lower down the hill.    the length of the pipe is 500  m. the height of the supply above the tap is 100  m.    the density of the water is 1000  kg  / m3. the effect of atmospheric pressure is negligible.    what is the water pressure at the tap?  a 100  000  pa  b 500  000  pa  c 1  000  000  pa  d 5  000  000  pa     ",
+            "7": "7     \u00a9 ucles 2020 0625/23/m/j/20 [turn over  14 when a molecule rebounds from a wall, a force is exerted on the wall.    what causes this force?  a the kinetic energy gained by the molecule  b the kinetic energy lost by the molecule  c the change of momentum of the molecule  d the change of speed of the molecule     15 the relationship between pressure p and volume v of a gas is given as pv = constant.    under which conditions for the mass of a gas and for its temperature does the equation hold?     mass temperature  a changing changing  b changing constant  c constant changing  d constant constant    16 the diagram shows a liquid-in-glass thermometer.    xy     which row gives the correct labels for the thermometer?     x y  a water narrow tube of uniform diameter  b alcohol narrow tube of uniform diameter  c water this end immersed in substance to be measured  d alcohol this end immersed in substance to be measured    ",
+            "8": "8  \u00a9 ucles 2020 0625/23/m/j/20  17 the diagrams show four blocks of steel. the blocks are all drawn to the same scale.    the same quantity of thermal energy is given to each block.    which block shows the greatest rise in temperature?    a b c d        18 why are metals better conductors of thermal energy than non-metals?  a they contain free electrons.  b their molecules are further apart.  c their molecules vibrate at a higher frequency.  d they have smoother surfaces.     19 the diagram shows a vacuum flask used to keep a liquid warm.    airtight lid outer cover vacuum silvered walls     which methods of heat loss are reduced by the vacuum  between the silvered walls?  a conduction only  b conduction and convection only  c convection and radiation only  d conduction, convection and radiation     ",
+            "9": "9     \u00a9 ucles 2020 0625/23/m/j/20 [turn over  20 an earthquake-monitoring station records the arrival of 16 complete waves of an earthquake  wave in 20  s.    the speed of the earthquake wave is 6.0  km  / s.    what is the wavelength of the earthquake wave?  a 1.3 \u00d7 10\u20134  m  b 2.1 \u00d7 10\u20134  m  c 4.8 \u00d7 103  m  d 7.5 \u00d7 103  m      21 the diagram shows a wave.    8 cm 4 cm3 cm 6 cm     what are the amplitude and the wavelength of this wave?     amplitude  / cm wavelength  / cm  a 3 4  b 3 8  c 6 4  d 6 8     22 which statement is correct?  a the speed of light in glass is equal to the speed of light in a vacuum multiplied by the  refractive index of glass.  b the incident angle of a light ray at an air-glass surface is the angle between the ray and the  glass surface.  c the sine of the critical angle at an air-glass surface is equal to  glass of index  refractive1.  d the angle of refraction for light passing through an air-glass surface is proportional to the  angle of incidence at that surface. ",
+            "10": "10  \u00a9 ucles 2020 0625/23/m/j/20  23 which statement about converging lenses is correct?  a a real image of an object projected onto a screen by a converging lens is always inverted.  b the image formed by a converging lens is always upright.  c the image formed by a converging lens when used as a magnifying glass is a real image.  d parallel rays entering a converging lens are focused at a distance greater than the focal  length from the lens.     24 an intruder alarm sensor detects that a person is warmer than his surroundings.    which type of electromagnetic wave does the sensor detect?  a infrared  b radio  c ultraviolet  d visible light     25 two people are standing outdoors on either side of a high wall.    person 1 person 2    person 1 can hear person 2 talking although he cannot see her.    which statement explains this?  a the sound waves have diffracted around the wall.  b the sound waves have passed unaffected through the wall.  c the sound waves have reflected around the wall.  d the sound waves have refracted around the wall.     ",
+            "11": "11     \u00a9 ucles 2020 0625/23/m/j/20 [turn over  26 four nails a, b, c and d are tested to find which makes the strongest permanent magnet.    one of the nails is placed against a bar magnet and the number of paper clips which the nail can  support is recorded.    nsnail bar magnet paper clips     the bar magnet is then removed and the number of paper clips remaining attached to the nail is  recorded. each nail is tested individually.    which nail becomes the strongest permanent magnet?     number of paper clips attached to the nail  bar magnet present bar magnet removed a 2 0  b 2 1  c 4 3  d 5 2    ",
+            "12": "12  \u00a9 ucles 2020 0625/23/m/j/20  27 the diagrams show a magnetised steel rod inside a solenoid connected to a potentiometer.    in diagram 1, the potentiometer is connected to a d.c. power supply.    in diagram 2, the potentiometer is connected to an a.c. power supply.    d.c. diagram 1q p a.c. diagram 2s rmagnetised steelmagnetisedsteel     which action would demagnetise the piece of steel?  a in diagram 1, move the potentiometer slide from p to q.  b in diagram 1, move the potentiometer slide from q to p.  c in diagram 2, move the potentiometer slide from r to s.  d in diagram 2, move the potentiometer slide from s to r.     28 the diagram shows a positively charged conducting sphere and a wire connected to earth.    + ++ +++ earthinsulating supportpositively charged sphere wire     what happens when the wire is touched onto the sphere?  a electrons flow from earth to the sphere.  b electrons flow from the sphere to earth.  c positive charges flow from earth to the sphere.  d positive charges flow from the sphere to earth.     ",
+            "13": "13     \u00a9 ucles 2020 0625/23/m/j/20 [turn over  29 a student uses the circuit shown to determine the resistance of two identical resistors.    a v    the voltmeter reading is 2.2  v and the ammeter reading is 0.25  a.    what is the resistance of each resistor?  a 0.275  \u03c9 b 0.55  \u03c9 c 4.4  \u03c9 d 8.8  \u03c9     30 there is a current of 2.0  a in a resistor of resistance 8.0  \u03c9.    how much power is dissipated in the resistor?  a 0.25  w b 4.0  w c 16  w d 32  w    31 the lamps, the diodes and the batteries in the circuits are identical.    in which circuit does the ammeter give the greatest reading?    d c b a a a a a      32 two resistors are connected in series with a power supply.    which statement about the circuit is correct?  a the current from the supply is greater than the current in each resistor.  b the current from the supply is equal to the current in each resistor.  c the current from the supply is less than the current in each resistor.  d the current from the supply is the sum of the currents in each resistor.     ",
+            "14": "14  \u00a9 ucles 2020 0625/23/m/j/20  33 which two logic gates each have a high output when both of their inputs are high?  a and and or  b and and nor  c nand and nor  d nand and or      34 the diagram shows a series of logic gates and part of its corresponding truth table.    r stp q     p q r s t  0 0 0 0 1  0 1     1 0 0 1 1  1 1 1 1 0    what are the missing values in row 2 of the truth table?  a 0 1 0 b 0 1 1 c 1 0 0 d 1 1 1     ",
+            "15": "15     \u00a9 ucles 2020 0625/23/m/j/20 [turn over  35 the graphs show how the currents in three circuits vary with time.    1.5 1.00.50.0 \u20130.5\u20131.0\u20131.5 timecircuit 2 current  / a1.5 1.00.50.0 \u20130.5\u20131.0\u20131.5 timecircuit 1 current  / a 1.5 1.00.50.0 \u20130.5\u20131.0\u20131.5 timecircuit 3 current  / a     in which circuits is there a direct current?  a 1 and 2 b 1 and 3 c 2 only d 3 only    ",
+            "16": "16  \u00a9 ucles 2020 0625/23/m/j/20  36 the coil of a simple a.c. generator rotates steadily in a uniform magnetic field.    the diagram shows the position of the coil at time t = 0.    n scoil     which graph shows the output voltage for one revolution of the coil?    00a v t 00b v t 00c v t 00d v t       37 what occurs during nuclear fusion?  a two light atomic nuclei join together and emit energy.  b two light atomic nuclei join together and absorb energy.  c a heavy atomic nucleus splits and emits energy.  d a heavy atomic nucleus splits and absorbs energy.    ",
+            "17": "17     \u00a9 ucles 2020 0625/23/m/j/20 38 a radioactive material has a half-life of 20 days.    a sample of the material contains 8.0 \u00d7 1010 atoms.    how many atomic nuclei have decayed after 60 days?  a 1.0 \u00d7 1010 b 4.0 \u00d7 1010 c 6.0 \u00d7 1010 d 7.0 \u00d7 1010    39 a thin sheet of paper is placed between a radioactive source and a radiation detector. the count  rate falls to a very low reading.    sourcepaper detector counter     from this result, which type of radiation is the source emitting?  a \u03b1-particles  b \u03b2-particles  c \u03b3-rays  d x-rays      40 \u03b1-particles, \u03b2-particles and \u03b3-rays are emitted by radioactive nuclei when they decay.    which emissions can be deflected by an electric field?  a \u03b1-particles and \u03b2-particles only  b \u03b2-particles and \u03b3-rays only  c \u03b3-rays and \u03b1-particles only  d \u03b1-particles, \u03b2-particles and \u03b3-rays     ",
+            "18": "18  \u00a9 ucles 2020 0625/23/m/j/20  blank page",
+            "19": "19     \u00a9 ucles 2020 0625/23/m/j/20 blank page",
+            "20": "20    permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to trac e 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 ans wer-related information to candidates, all copyright acknowledgements are reproduced onl ine in the cambridge  assessment international education copyri ght acknowledgements booklet. this is produc ed 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 the ca mbridge assessment group. cambri dge assessment is the brand name of the university of  cambridge local examinations syndicate (ucles), which it self is a department of the university of cambridge.    \u00a9 ucles 2020 0625/23/m/j/20  blank page  "
+        },
+        "0625_s20_qp_31.pdf": {
+            "1": "cambridge igcse\u2122this document has 16 pages. blank pages are indicated. dc (ce/cgw) 191610/3 \u00a9 ucles 2020  [turn overphysics  0625/31 paper 3 theory (core)  may/june  2020  1 hour 15 minutes you must answer on the question paper. no additional materials are needed. instructions  \u25cf answer all questions.  \u25cf use a black or dark blue pen. you may use an hb pencil for any diagrams or graphs.  \u25cf write your name, centre number and candidate number in the boxes at the top of the page.  \u25cf write your answer to each question in the space provided.  \u25cf do not use an erasable pen or correction fluid.  \u25cf do not write on any bar codes.  \u25cf you may use a calculator.  \u25cf you should show all your working and use appropriate units.  \u25cf take the weight of 1.0  kg to be 10  n (acceleration of free fall = 10  m / s2). information  \u25cf the total mark for this paper is 80.  \u25cf the number of marks for each question or part question is shown in brackets [  ]. *1840871821*",
+            "2": "2 0625/31/ m/j/20 \u00a9 ucles 2020 1 fig. 1.1 shows a coil of wire. length of coil fig. 1.1 (not to scale)  (a) a student measures the length of the coil using a ruler. his measurement is 3.8  cm.   there are 20 turns of wire in the coil. the student uses his measurement to calculate the  average thickness of the wire.   (i) show that the average thickness of the wire is about 0.2  cm.  average thickness of wire =  ..  cm [2]   (ii) the student\u2019s measurement of 3.8  cm is inaccurate.    suggest one reason why the measurement is inaccurate.  ...  .  [1]  (b) the volume of the wire in the coil is 16.6  cm3 and its mass is 148  g.   calculate the density of the metal used for the wire in the coil.  density =  .  g / cm3 [3]",
+            "3": "3 0625/31/ m/j/20 \u00a9 ucles 2020 [turn over  (c) the student has a measuring cylinder and a beaker of water, as shown in fig. 1.2. measuring cylinderbeaker of water coil fig. 1.2   describe how the student can determine the volume of the coil by using the equipment shown  in fig. 1.2.  ...  ...  ...  ...  ...  .  [4]  [total: 10]",
+            "4": "4 0625/31/ m/j/20 \u00a9 ucles 2020 2 (a) a student stretches a spring by adding different loads to it. she measures the length of the  spring for each load. she plots a graph of the results.   fig. 2.1 shows the graph of her results. 04.08.0 0 1.0 2.0 3.0 load  / nlength  / cm 4.0 5.0 6.012.016.0 fig. 2.1   use the graph to determine:   (i) the length of the spring without a load  length =  ..  cm [1]   (ii) the length of the spring with a load of 4.0  n  length =  ..  cm [1]   (iii) the extension due to a 4.0  n load.  extension =  ..  cm [1]  (b) complete the sentence about effects of forces. choose words from the box. colour       friction       pressure       shape       size       speed   stretching a spring with a load is an example of how a force can change the   and the  of an object.  [2] [total: 5]",
+            "5": "5 0625/31/ m/j/20 \u00a9 ucles 2020 [turn over 3 some gas molecules are in a box at room temperature.   fig. 3.1 shows the position of some of the molecules and the direction of movement of each  molecule.  wall of box fig. 3.1  (a) (i) describe the movement of the gas molecules.  ...  ...  .  [2]   (ii) describe how the molecules exert a pressure on the walls of the box.  ...  ...  ...  .  [2]  (b) the gas in fig. 3.1 is cooled. the gas turns into a liquid then into a solid.   state how the average separation of molecules in the gas is different from the average  separation of molecules in the solid.  ...  .  [1] [total: 5]",
+            "6": "6 0625/31/ m/j/20 \u00a9 ucles 2020 4 (a) during part of a race, a skier travels a distance of 200  m in a time of 6.4  s.   calculate the average speed of the skier.  average speed =    m / s [3]  (b) fig. 4.1 shows a speed\u2013time graph for the skier in another part of the race. 05.010.0 0 5.0 10.0 15.0 time  / sspeed m / s 20.0 25.0 30.015.020.0 pq r s fig. 4.1   describe the motion of the skier at each point p, q, r and s on the graph.   p  ...   q  ...   r  ...   s  ... [4]  (c) skis are strapped to a skier\u2019s feet and are longer and wider than the skier\u2019s feet.   explain how the skis prevent the skier from sinking into soft snow.  ...  ...  .  [2] [total: 9]",
+            "7": "7 0625/31/ m/j/20 \u00a9 ucles 2020 [turn over 5 a metre rule is balanced on a pivot by three vertical forces, as shown in fig. 5.1. 5.0 n40 cm pivot weight  of rule = 2.0  n f10 cm100  cm fig. 5.1 (not to scale)  (a) show that the moment of the 5.0  n force about the pivot is 200  n cm.  [2]  (b) calculate the size of force f.  f =    n [4] [total: 6]",
+            "8": "8 0625/31/ m/j/20 \u00a9 ucles 2020 6 fig. 6.1 shows a liquid-in-glass thermometer. liquid ice pointliquid\u2013100102030405060708090100110 fig. 6.1  (a) (i) this thermometer is used for measuring temperatures in science experiments.    state the unit for measuring temperature.  .  [1]   (ii) on fig. 6.1, an arrow points to the temperature reading when the thermometer is placed  in pure melting ice. this is labelled ice point .    on fig. 6.1, draw an arrow pointing to the temperature reading when the thermometer is  at the upper fixed point. label this arrow steam point . [1]  (b) a liquid-in-glass thermometer uses the property of expansion of a liquid to measure  temperature.   state one other application or consequence of thermal expansion.  ...  .  [1]  (c) a student is testing how different surfaces absorb radiant heat.    the student puts two metal plates in holders and places them on either side of a radiant  heater as shown in fig. 6.2. one plate has a shiny metal side facing towards the heater and  the other plate has a dull black side facing towards the heater.   a metal disc is attached to each plate using wax. 8 cm 10 cmwaxmetal disc waxmetal discdull black surfaceradiant heatershiny metal surface fig. 6.2",
+            "9": "9 0625/31/ m/j/20 \u00a9 ucles 2020 [turn over   (i) the student turns on the radiant heater and starts a stop-clock. the wax on the plate  with a dull black side melts and the metal disc falls off the plate 53 seconds after the  stop-clock is started.    the metal disc on the plate with a shiny metal side remains attached for another  32 seconds after the metal disc on the first plate falls.    explain why the metal disc on the plate with a dull black side falls before the metal disc  on the plate with a shiny metal side.  ...  ...  ...  ...  .  [2]   (ii) another student observes the experiment shown in fig. 6.2 and says that the comparison  of the two plates is not fair.    suggest why the experiment is not fair.  ...  .  [2] [total: 7]",
+            "10": "10 0625/31/ m/j/20 \u00a9 ucles 2020 7 (a) fig. 7.1 shows a ray of light striking a plane mirror at point p. ray of light30\u00b0p fig. 7.1 (not to scale)   (i) determine the value of the angle of incidence for the ray of light at point p.  angle of incidence =  ..  \u00b0 [1]   (ii) on fig. 7.1, \u2022 draw a normal at point p \u2022 draw the ray reflected at point p \u2022 determine the angle of reflection at point p.  angle of reflection =  ..  \u00b0 [3]  (b) fig. 7.2 shows an object ob positioned 20  cm from a thin converging lens. both principal  focuses of the lens are labelled f.   b f fo fig. 7.2   two rays from the tip b of the object are incident on the lens, as shown in fig. 7.2.   on fig. 7.2, continue the paths of these two rays to show the position of the image of ob  formed by the lens. draw an arrow to show the size, position and orientation of the image  of ob. [4] [total: 8]",
+            "11": "11 0625/31/ m/j/20 \u00a9 ucles 2020 [turn over 8 fig. 8.1 represents the pressure at one instant along part of a sound wave. 20 40 60 80 100 120 distance  / cmdirection of wave travel normal air pressureabove normal air pressure below normal air pressure fig. 8.1  (a) (i) determine the wavelength of the sound wave.  wavelength of the sound wave =  ..  cm [1]   (ii) on fig. 8.1, draw a wave representing a louder sound of the same wavelength.  [1]  (b) state the range of audible frequencies for a healthy human ear. include the unit.  .  [2] [total: 4]",
+            "12": "12 0625/31/ m/j/20 \u00a9 ucles 2020 9 (a) fig. 9.1 shows the magnetic field pattern around a bar magnet. bar magnet fig. 9.1   (i) on fig. 9.1, write the letters n and s to indicate the north and south poles of the magnet.  [1]   (ii) fig. 9.2 shows a soft-iron bar placed close to a permanent magnet. permanent magnet soft-iron bar fig. 9.2    state and explain what happens to the soft-iron bar. you may draw on fig. 9.2.  ...  ...  .  [3]  (b) three balls p, q and r are electrically charged. the balls are suspended by threads of  insulating material. fig. 9.3 shows the arrangement. ball p\u2013 ball qball rinsulated thread fig. 9.3",
+            "13": "13 0625/31/ m/j/20 \u00a9 ucles 2020 [turn over   ball p is negatively charged.   (i) state the charge on ball q and the charge on ball r. ball q  . ball r  . [2]   (ii) explain your answer for part (i) for the charge on ball q.  ...  ...  .  [2] [total: 8]",
+            "14": "14 0625/31/ m/j/20 \u00a9 ucles 2020 10 (a) a student investigates the electrical resistance of some components.   fig. 10.1 shows an incomplete diagram of the circuit used by the student. y fig. 10.1   (i) state the term used for component y. .  [1]   (ii) the student uses the circuit to measure the resistance of component y.    complete the diagram in fig. 10.1 by adding electrical symbols to show an ammeter and  a voltmeter correctly connected to determine the resistance of component y.  [3]  (b) fig. 10.2 shows two resistors a and b. 5.0 \u03c9 7.0 \u03c9a b fig. 10.2   (i) resistor a and resistor b are connected in series.    state the value of their combined resistance.  .  \u03c9 [1]   (ii) resistor a and resistor b are connected in parallel.    compare the combined resistance when in parallel with the resistance of resistor  a  alone.  .  [1] [total: 6]",
+            "15": "15 0625/31/ m/j/20 \u00a9 ucles 2020 [turn over 11 a teacher uses a power supply in a metal case. the circuit for the power supply includes a fuse.  (a) (i) draw the electrical symbol for a fuse.  [1]   (ii) the metal case of the power supply is earthed. a fault occurs and a live wire touches the  metal case.    explain how earthing the metal case protects the teacher.  ...  ...  ...  .  [3]  (b) the power supply circuit includes a transformer. its input voltage is 240  v. there are 960  turns on the input coil and 64 turns on the output coil.   calculate the output voltage of the transformer.  output voltage =  .  v [3] [total: 7]",
+            "16": "16 0625/31/ m/j/20 \u00a9 ucles 2020 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 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.12 radioactive sources emit \u03b1-(alpha), \u03b2-(beta) and \u03b3-(gamma) radiations.  (a) state which of these types of radiation can pass through paper.  .  [1]  (b) barium-137 is a radioactive isotope. the nuclide notation for barium-137 is 137 56ba   determine the number of neutrons in a nucleus of barium-137.  number of neutrons =    [1]  (c) an isotope of barium-137 has a half-life of 3 minutes.   a radioactive source contains 36  mg of this isotope.   calculate the mass of the isotope that remains in the source after 9 minutes.  mass of the isotope remaining =  ..  mg [3] [total: 5]"
+        },
+        "0625_s20_qp_32.pdf": {
+            "1": "cambridge igcse\u2122this document has 16 pages. blank pages are indicated.physics  0625/32 paper 3 theory (core)  may/june  2020  1 hour 15 minutes you must answer on the question paper. no additional materials are needed. instructions  \u25cf answer all questions.  \u25cf use a black or dark blue pen. you may use an hb pencil for any diagrams or graphs.  \u25cf write your name, centre number and candidate number in the boxes at the top of the page.  \u25cf write your answer to each question in the space provided.  \u25cf do not use an erasable pen or correction fluid.  \u25cf do not write on any bar codes.  \u25cf you may use a calculator.  \u25cf you should show all your working and use appropriate units.  \u25cf take the weight of 1.0  kg to be 10  n (acceleration of free fall = 10  m / s2). information  \u25cf the total mark for this paper is 80.  \u25cf the number of marks for each question or part question is shown in brackets [  ]. *7777940319* dc (cj/cb) 191838/3 \u00a9 ucles 2020  [turn over",
+            "2": "2 0625/32/ m/j/20 \u00a9 ucles 2020 1 some students observe drops of water falling from a tap that leaks, as shown in fig. 1.1. fig. 1.1  (a) the students measure the time for 50 drops to fall from the tap. the time for 50 drops to fall is  20 s.   calculate the average time between two drops falling.  average time =  .  s [2]  (b) the students collect some drops of water.   (i) the students measure the volume of the water they collect.    state the term for the equipment that is suitable for measuring the volume accurately.  .  [1]   (ii) in a similar experiment, another student collects 0.21  kg of water.    calculate the weight of this water.  weight of water =    n [3]  [total: 6]",
+            "3": "3 0625/32/ m/j/20 \u00a9 ucles 2020 [turn over 2 (a) some students determine the speed of a car on a road. the students measure the time for  the car to travel 30  m along the road. the time is 5.4  s.   calculate the average speed of the car.  average speed =    m / s [3]  (b) another car moves at a constant speed of 16  m / s for 4.0 seconds. during the next 2.0  seconds,  the car decelerates from a speed of 16  m / s to a speed of 13  m / s. it then continues at a  constant speed of 13  m / s for 3.0 seconds.    on fig. 2.1, plot the speed\u2013time graph for the motion of the car during these 9.0  s. time  / s005101520 2.0 4.0 6.0 8.0 10.0speed m / s    fig. 2.1  [3]",
+            "4": "4 0625/32/ m/j/20 \u00a9 ucles 2020  (c) a motorcycle accelerates as shown in fig. 2.2. calculate the distance the motorcycle travels  while it is accelerating. use information from fig. 2.2. speed m / s time  / s0 1.0030 20 1040 2.0 3.0 4.0 5.0 fig. 2.2  distance travelled =    m [3]  [total: 9] ",
+            "5": "5 0625/32/ m/j/20 \u00a9 ucles 2020 [turn over 3 fig. 3.1 shows an archer pulling the string of a bow. fingers on string archerarrow bowstring hand pushing bow fig. 3.1  (a) the archer uses a force of 120  n. the force acts on an area of 0.5  cm2 on the archer\u2019s fingers.   calculate the pressure on the archer\u2019s fingers.  pressure on fingers =    n / cm2 [3]  (b) the archer\u2019s other hand is pushing the bow with the same force of 120  n. this force acts on a  larger area than the force in (a).    state whether the pressure on this hand is greater than, the same as or less than the pressure  on the fingers holding the string.  .  [1]  (c) state the type of energy stored in the bow when the archer bends it as shown in fig. 3.1.  .  [1]  [total: 5]",
+            "6": "6 0625/32/ m/j/20 \u00a9 ucles 2020 4 (a) match each description with the correct state of matter in table 4.1.   write the correct letter in table 4.1.   a \u2013 molecules move around freely and are far apart from each other.   b \u2013 molecules vibrate about fixed positions.   c \u2013 molecules move around randomly and are close to each other. table 4.1 state of matter description solids liquids gases  [2]  (b) some students heat water in a beaker. they measure the temperature every minute. they  heat the water for 8 minutes until it boils, and then continue to heat it for a further 5 minutes.   describe and explain how the temperature of the water changes during the 13 minutes.  ...  ...  ...  ...  ...  ...  .  [3]  [total: 5]  ",
+            "7": "7 0625/32/ m/j/20 \u00a9 ucles 2020 [turn over 5 fig. 5.1 shows a ray of red light passing through a semicircular glass block. air pq r s semicircular glass blockray of red light fig. 5.1  (a) (i) state the term for the dotted line shown in fig. 5.1.  .  [1]   (ii) state which angle p, q, r or s is the angle of incidence for the ray of red light.  .  [1]   (iii) state which angle p, q, r or s is the angle of refraction.  .  [1]   (iv) state what happens to the speed of the red light as it enters the semicircular glass block  from the air.  .  [1]",
+            "8": "8 0625/32/ m/j/20 \u00a9 ucles 2020  (b) fig. 5.2 shows the path of a ray of light entering a semicircular glass block. the critical angle  for the glass block is 42\u00b0.   on fig. 5.2, continue the path of the ray. show clearly its direction on leaving the glass block.  semicircular glass blockray of light 62\u00b0 fig. 5.2  [2]  (c) a ray of white light passes through two prisms as shown in fig. 5.3. d e fprisms ray of white light fig. 5.3",
+            "9": "9 0625/32/ m/j/20 \u00a9 ucles 2020 [turn over   draw one line to link the letter for each position to the correct effect at that position.  position effect (i) refraction d diffraction total internal reflection [1] (ii) reflection e dispersion diffraction [1] (iii) red, green and blue light  only produced f white light produced spectrum of visible light  produced  [1]  [total: 9]",
+            "10": "10 0625/32/ m/j/20 \u00a9 ucles 2020 6 fig. 6.1 shows a hot liquid in a vacuum flask. the vacuum flask keeps the temperature of the  liquid in the flask constant for a long time. stopper shiny silver surface vacuum (space without particles)hot liquid shiny silver surface fig. 6.1  (a) describe how each feature helps to keep the liquid hot for longer.   (i) shiny silver surface  ...  .  [2]   (ii) the vacuum between the silvered surfaces  ...  ...  .  [3]     (b) (i) suggest a material for the stopper that will help to keep the liquid hot for longer. material  ...  [1]   (ii) give a reason for your answer. reason  ...  .  [1]  [total: 7]",
+            "11": "11 0625/32/ m/j/20 \u00a9 ucles 2020 [turn over 7 fig. 7.1 shows a diagram of the main regions of the electromagnetic spectrum. two labels are  missing. \u03b3-rays x-rays ultraviolet .. infrared .. radio fig. 7.1  (a) (i) complete the labels on fig. 7.1.  [2]   (ii) state two properties that are the same for all waves in the electromagnetic spectrum. 1. .. 2. ..  [2]  (b) state which region of the electromagnetic spectrum is used in each situation.   (i) detecting objects without opening baggage at a security check   .  [1]   (ii) television remote control  .  [1]   (iii) satellite television transmissions  .  [1]  [total: 7]",
+            "12": "12 0625/32/ m/j/20 \u00a9 ucles 2020 8 sound travels as a wave.   (a) complete each sentence.   sound is produced when an object .. .   an echo is produced when sound is .. from a hard surface.   compared with a quiet sound, a loud sound always has a greater ... .   compared with a high pitched sound, a low pitched sound always has a smaller ... .   waves transfer energy without transferring . .  [5]  (b) state the meaning of the term ultrasound.  .  [1]  [total: 6]",
+            "13": "13 0625/32/ m/j/20 \u00a9 ucles 2020 [turn over 9 some students plot the magnetic field lines around a bar magnet. they have the apparatus shown  in fig. 9.1 and a large sheet of paper. bar magnet plotting compass pencil fig. 9.1  (a) describe how the students use the apparatus in fig. 9.1 to show the pattern of the magnetic  field lines around the bar magnet.    you may draw a diagram to assist with your description.  ...  ...  ...  ...  ...  .  [3]  (b) draw at least four lines above and below the bar magnet in fig. 9.2 to show the magnetic  field around the bar magnet. draw an arrow on the field lines to show the direction of the  magnetic field. s n fig. 9.2  [3]    [total: 6]",
+            "14": "14 0625/32/ m/j/20 \u00a9 ucles 2020 10 a student connects three identical lamps j, k and l in a circuit, as shown in fig. 10.1.   switch s1 is open and the current in ammeter a1 = 0.2\u200a a. a1 a2 a3k j l s1 fig. 10.1  use words from the box to complete the sentences.   each word may be used once, more than once, or not at all. the same increased decreased  (a) the switch s1 in fig. 10.1 is closed. state and explain the effect on the circuit.   (i) the current in ammeter a1 is  because the resistance of the whole      circuit is  .  [2]   (ii) the current in ammeter a2 is  .  [1]  (b) a student measures the potential difference (p.d.) across lamp j by using a voltmeter.   on fig. 10.1, draw the correct electrical symbol for the voltmeter with the correct connections.   [2]  (c) the p.d. across lamp j is 3.0  v and the current shown by ammeter a3 is 0.15\u200a a.   calculate the resistance of lamp j. include the unit in your answer.  resistance of lamp j = . unit.  [4]  [total: 9]",
+            "15": "15 0625/32/ m/j/20 \u00a9 ucles 2020 [turn over 11 a model train uses an electric motor. the motor has a coil of wire in a magnetic field.  (a) fig. 11.1 shows a coil of wire in a magnetic field. snnorth pole current coil of wiresouth pole fig. 11.1   describe two ways of increasing the turning effect on the coil.  ...  .  [2]  (b) the motor for the model train uses an alternating voltage of 12  v. this is supplied by the  secondary coil of a transformer.   the primary coil of the transformer is connected to a mains voltage of 240  v.   the primary coil has 900 turns.    calculate the number of turns on the secondary coil.  number of turns on the secondary coil =  .  [3]  [total: 5]",
+            "16": "16 0625/32/ m/j/20 \u00a9 ucles 2020 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 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.12 (a) carbon-14 is a radioactive isotope of carbon. an atom of carbon-14 has 6 protons in its  nucleus.   another isotope of carbon is carbon-12.    (i) determine the number of protons in a carbon-12 nucleus.   .  [1]   (ii) determine the number of neutrons in a carbon-14 nucleus.   .  [1]   (iii) determine the number of electrons orbiting the nucleus of a single carbon-14 atom.    .  [1]  (b) carbon-14 decays by emitting a \u03b2-particle.   state what happens to a nucleus of carbon-14 when it emits a \u03b2-particle.  .  [1]  (c) people working with radioactive sources need to take safety precautions.   (i) a shielding material can absorb ionising radiation and reduce the damage to living tissue.    state a suitable material that will absorb all types of naturally occurring nuclear radiation.  .  [1]   (ii) apart from using shielding, state how a person can reduce the amount of ionising  radiation they absorb when they handle samples of radioactive substances.  .  [1]  [total: 6]"
+        },
+        "0625_s20_qp_41.pdf": {
+            "1": "cambridge igcse\u2122this document has 16 pages. blank pages are indicated. dc (st/ct) 194261/3 \u00a9 ucles 2020  [turn overphysics  0625/41 paper 4 theory (extended)  may/june  2020  1 hour 15 minutes you must answer on the question paper. no additional materials are needed. instructions  \u25cf answer all questions.  \u25cf use a black or dark blue pen. you may use an hb pencil for any diagrams or graphs.  \u25cf write your name, centre number and candidate number in the boxes at the top of the page.  \u25cf write your answer to each question in the space provided.  \u25cf do not use an erasable pen or correction fluid.  \u25cf do not write on any bar codes.  \u25cf you may use a calculator.  \u25cf you should show all your working and use appropriate units.  \u25cf take the weight of 1.0  kg to be 10  n (acceleration of free fall = 10  m / s2). information  \u25cf the total mark for this paper is 80.  \u25cf the number of marks for each question or part question is shown in brackets [  ]. *4454872498*",
+            "2": "2 0625/41/ m/j/20 \u00a9 ucles 2020 1 an aeroplane of mass 2.5 \u00d7 105 kg lands with a speed of 62  m / s, on a horizontal runway at time  t = 0. the aeroplane decelerates uniformly as it travels along the runway in a straight line until it  reaches a speed of 6.0  m / s at t = 35  s.  (a) calculate:   (i) the deceleration of the aeroplane in the 35  s after it lands  deceleration =  .  [2]   (ii) the resultant force acting on the aeroplane as it decelerates  force =  .  [2]   (iii) the momentum of the aeroplane when its speed is 6.0  m / s.  momentum =  .  [2]  (b) at t = 35 s, the aeroplane stops decelerating and moves along the runway at a constant speed  of 6.0  m / s for a further 15  s.   on fig. 1.1, sketch the shape of the graph for the distance travelled by the aeroplane along  the runway between t = 0 and t = 50 s. you are not required to calculate distance values. distance 0 0 35 50 time  / s fig. 1.1 [3]",
+            "3": "3 0625/41/ m/j/20 \u00a9 ucles 2020 [turn over  (c) as the aeroplane decelerates, its kinetic energy decreases.   suggest what happens to this energy.  ...  .  [1] [total: 10]",
+            "4": "4 0625/41/ m/j/20 \u00a9 ucles 2020 2 fig. 2.1 is the extension\u2013load graph for a light spring s. 0 0 2 4 6 8 10102030 load  / nextension  / cm fig. 2.1  (a) state the range of loads for which s obeys hooke\u2019s law.  from ... to  ..  [1]  (b) using information from fig. 2.1, determine the spring constant k of spring s.  k =  .  [2]",
+            "5": "5 0625/41/ m/j/20 \u00a9 ucles 2020 [turn over  (c) a second spring, identical to spring s, is attached to spring s. the two springs are attached  to a rod, as shown in fig. 2.2. a load of 4.0  n is suspended from the bottom of spring s. the  arrangement is in equilibrium. rod second spring spring s 4.0 n load fig. 2.2   (i) state the name of the form of energy stored in the two springs when they are stretched.  .  [1]   (ii) determine the extension of the arrangement in fig. 2.2.  extension =  ...  cm [1]   (iii) the load is carefully increased to 6.0  n in total.    calculate the distance moved by the load to the new equilibrium position as the load  increases from 4.0  n to 6.0  n.  distance moved =  .  [1] [total: 6]",
+            "6": "6 0625/41/ m/j/20 \u00a9 ucles 2020 3 fig. 3.1 shows gas trapped in the sealed end of a tube by a dense liquid. cm3 10 20 30 40 50 60 70trapped gasopen end sealed end dense liquid fig. 3.1  the scale marked on the sealed end of the tube is calibrated to read the volume of gas trapped  above the liquid surface. fig. 3.1 shows that initially the volume v1 of the gas is 60  cm3.  the pressure of the atmosphere is 1.0 \u00d7 105 pa.  (a) state how fig. 3.1 shows that the pressure of the trapped gas is equal to the pressure of the  atmosphere.  ...  .  [1]  (b) explain, in terms of the momentum of its molecules, why the trapped gas exerts a pressure  on the walls of the tube.  ...  ...  ...  .  [3] ",
+            "7": "7 0625/41/ m/j/20 \u00a9 ucles 2020 [turn over  (c) more of the dense liquid is poured into the open end of the tube. the level of the liquid surface  in both the sealed and the open ends of the tube rises as shown in fig. 3.2. the temperature  of the trapped gas and atmospheric pressure both remain constant. cm3 10 20 30 40 50 60 70trapped gasopen end dense liquid15 cm sealed end fig. 3.2   (i) in the sealed end of the tube, the volume v2 of the trapped gas is 50  cm3. in the open  end of the tube, the liquid surface is 15  cm above the new level in the sealed tube.    calculate the pressure p2 of the trapped gas.  pressure p2 =  .  [2]   (ii) calculate the density of the liquid in the tube.  density =  .  [2] [total: 8]",
+            "8": "8 0625/41/ m/j/20 \u00a9 ucles 2020 4 water has a specific heat capacity of 4200  j / (kg \u00b0c) and a boiling point of 100  \u00b0c.  (a) state what is meant by boiling point .  ...  .  [1]  (b) a mass of 0.30  kg of water at its boiling point is poured into a copper container which is  initially at 11  \u00b0c. after a few seconds, the temperature of the container and the water are both  95 \u00b0c.   (i) calculate the energy transferred from the water.  energy transferred =  .  [2]   (ii) calculate the thermal capacity of the copper container.  thermal capacity of the copper container =  .  [2]   (iii) water from the container evaporates and the temperature of the remaining water  decreases slowly.    explain, in terms of molecules, why evaporation causes the temperature of the remaining  water to decrease.  ...  ...  ...  .  [3] [total: 8]",
+            "9": "9 0625/41/ m/j/20 \u00a9 ucles 2020 [turn over 5  the distance between the centre of a thin converging lens and each principal focus is 5.0  cm.  (a) describe what is meant by the term principal focus for a thin converging lens.  ...  ...  .  [2]  (b) the lens is used as a magnifying glass to produce an image i of an object o.   (i) underline the terms that describe the nature of the image produced by a magnifying  glass.  [2]    diminished   enlarged   inverted   real  same size   upright   virtual   (ii) fig. 5.1 is a full-scale diagram of the lens and the image i. centre of lens 1 cm 1 cmi centre of lens 1 cm 1 cmi fig. 5.1 (full-scale)    1. on fig. 5.1, mark both principal focuses and label each of them f.  [1]    2.  by drawing on fig. 5.1, find the position of object o and add object o to the diagram.    [3]   (iii) using fig. 5.1, determine the distance of object o from the centre of the lens.  distance =  .  [1] [total: 9]",
+            "10": "10 0625/41/ m/j/20 \u00a9 ucles 2020 6 the speed of sound in air is 340  m / s.  (a) calculate the range of wavelengths for sounds that are audible by a healthy human ear. wavelengths range from . to .  [2]  (b) sound waves are longitudinal waves.   describe how a longitudinal wave differs from a transverse wave.  ...  ...  ...  .  [3]  (c) fig. 6.1 shows a band in front of a building. fig. 6.1   the drum produces a low frequency sound. other musical instruments produce a high  frequency sound. these sounds are equally loud.   a young man at the side of the building hears the drum but not the high frequency sounds  from the other musical instruments.   explain why this happens.  ...  ...  .  [3] [total: 8]",
+            "11": "11 0625/41/ m/j/20 \u00a9 ucles 2020 [turn over 7 an electromagnet consists of a solenoid x that is made of copper wire. the solenoid contains an  iron core.  (a) explain why:   (i) the structure of copper makes it a suitable material for the wire  ...  ...  .  [2]   (ii) iron is a suitable material for the core of an electromagnet.  ...  ...  .  [2]  (b) fig. 7.1 shows the electromagnet inside a second solenoid y. terminals of y iron core solenoid x solenoid y a.c. power supply fig. 7.1   (i) describe and explain what happens in solenoid y when solenoid x is connected to an  alternating current (a.c.) power supply.  ...  ...  ...  .  [3]   (ii) a switch and a lamp are connected in series with the terminals of solenoid y. when the  switch is closed, the lamp lights up at normal brightness.    describe and explain what happens to the current in solenoid x when the switch is  closed.  ...  ...  .  [2] [total: 9]",
+            "12": "12 0625/41/ m/j/20 \u00a9 ucles 2020 8 the power supply used in an electric vehicle contains 990 rechargeable cells each of electromotive  force (e.m.f.) 1.2  v.  the cells are contained in packs in which all the cells are in series with each other. the e.m.f. of  each pack is 54  v.  (a) calculate the number of packs in the power supply.  number of packs =  .  [2]  (b) when in use, each pack supplies a current of 3.5  \u200aa.   (i) calculate the rate at which each cell is transferring chemical energy to electrical energy.  rate of energy transfer =  .  [2]   (ii) the packs are connected in parallel to supply a large current to drive the electric vehicle.    explain why it is necessary to use thick wires to carry this current.  ...  ...  ...  .  [3] [total: 7]",
+            "13": "13 0625/41/ m/j/20 \u00a9 ucles 2020 [turn over 9 (a) describe how a digital signal differs from an analogue signal. you may draw a diagram.  ...  ...  .  [2]  (b) (i) in the appropriate box, draw the symbol for an and gate and the symbol for an or gate. and gate or gate     [1]   (ii) state how the behaviour of an and gate differs from that of an or gate.  ...  .  [1]",
+            "14": "14 0625/41/ m/j/20 \u00a9 ucles 2020  (c) an arrangement of logic gates a, b and c is shown in fig. 9.1. the arrangement has two  inputs, x and y and two outputs p and q. x yp qa b c fig. 9.1   output p of logic gate b has logic state 1 (high).   (i) determine the logic states of the two inputs of logic gate b.  upper input =  ...  lower input =  ... [1]   (ii) determine and explain the logic state of output q.  ...  ...  ...  ...  logic state of q =  .  [3] [total: 8]",
+            "15": "15 0625/41/ m/j/20 \u00a9 ucles 2020 10 fig. 10.1 represents a neutral atom of an isotope of element x. fig. 10.1  (a) state one similarity between this atom and a neutral atom of a different isotope of element x.  ...  .  [1]  (b) the isotope of element x is radioactive. it decays to form an isotope of element y by emitting  a \u03b2-particle.   (i) using fig. 10.1 deduce the nuclide notation for the isotope of y produced by this decay.    nuclide notation:  .. ..y [3]   (ii) \u03b2-particles ionise the air they pass through less strongly than the same number of  \u03b1-particles.    suggest why this is so.  ...  ...  .  [3] [total: 7]",
+            "16": "16 0625/41/ m/j/20 \u00a9 ucles 2020 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 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.blank page"
+        },
+        "0625_s20_qp_42.pdf": {
+            "1": "cambridge igcse\u2122dc (st/ct) 194263/3 \u00a9 ucles 2020  [turn overthis document has 12 pages. blank pages are indicated. *5120470800* physics  0625/42 paper 4 theory (extended)  may/june  2020  1 hour 15 minutes you must answer on the question paper. no additional materials are needed. instructions  \u25cf answer all questions.  \u25cf use a black or dark blue pen. you may use an hb pencil for any diagrams or graphs.  \u25cf write your name, centre number and candidate number in the boxes at the top of the page.  \u25cf write your answer to each question in the space provided.  \u25cf do not use an erasable pen or correction fluid.  \u25cf do not write on any bar codes.  \u25cf you may use a calculator.  \u25cf you should show all your working and use appropriate units.  \u25cf take the weight of 1.0  kg to be 10  n (acceleration of free fall = 10  m / s2). information  \u25cf the total mark for this paper is 80.  \u25cf the number of marks for each question or part question is shown in brackets [  ].",
+            "2": "2 0625/42/ m/j/20 \u00a9 ucles 2020 1  fig. 1.1 shows the speed\u2013time graph of a person on a journey.   on the journey, he walks and then waits for a bus. he then travels by bus. he gets off the bus and  waits for two minutes. he then walks again. his journey takes 74 minutes. 0 0 10 20 30 40 50 60 70 801020304050 speed km / h time  / min fig. 1.1  (a) for the whole journey calculate:   (i) the distance travelled  distance =  .  [3]   (ii) the average speed.  average speed =  .  [2]",
+            "3": "3 0625/42/ m/j/20 \u00a9 ucles 2020 [turn over  (b) state and explain which feature of a speed\u2013time graph shows acceleration.  ...  .  [2]  (c) state and explain the acceleration of the person at time = 40 minutes.  ...  .  [2] [total: 9]",
+            "4": "4 0625/42/ m/j/20 \u00a9 ucles 2020 2 fig. 2.1 shows a train. fig. 2.1  the total mass of the train and its passengers is 750  000 kg. the train is travelling at a speed of  84 m / s. the driver applies the brakes and the train takes 80  s to slow down to a speed of 42  m / s.  (a) calculate the impulse applied to the train as it slows down.  impulse =  .  [3]  (b) calculate the average resultant force applied to the train as it slows down.  force =  .  [2]  (c) suggest how the shape of the train helps it to travel at high speeds.  ...  .  [1]  (d) the train took 80  s to reduce its speed from 84  m / s to 42  m / s. explain why, with the same  braking force, the train takes more than 80  s to reduce its speed from 42  m / s to zero.  ...  .  [1]  (e) on a wet day, the train travels a greater distance before it stops along the same track. the  train has the same speed of 84  m / s before the brakes are applied.   suggest a reason for this.  ...  .  [1] [total: 8]",
+            "5": "5 0625/42/ m/j/20 \u00a9 ucles 2020 [turn over 3 (a) a solar panel receives energy from the sun at a rate of 5.0  kw.    thermal energy is transferred from the solar panel to water with an efficiency of 20%.    cold water of mass 15  kg enters the solar panel every hour.    the specific heat capacity of water is 4200  j / (kg \u00b0c).   calculate the temperature increase of the water.  temperature increase =  . \u00b0c [4]  (b) state and explain one advantage and one disadvantage of heating the water in a solar panel  compared with heating the water in a coal-burning boiler. advantage  . explanation  ...  ... disadvantage   explanation  ...  .  [4] [total: 8]",
+            "6": "6 0625/42/ m/j/20 \u00a9 ucles 2020 4  fig. 4.1 shows a liquid-in-glass thermometer without a temperature scale.  the liquid inside the thermometer has a melting point of \u201339  \u00b0c. fig. 4.1  (a) describe simple experiments to mark the positions of the fixed points on this liquid-in-glass  thermometer.  ...  ...  ...  ...  ...  .  [4]  (b)  a scientist is measuring temperatures at the south pole. these temperatures have a minimum  value of \u201390  \u00b0c.   state why the liquid used in the thermometer in fig. 4.1 would not be suitable for this scientist.  .  [1]  (c)  state a design change that:   (i) increases the sensitivity of a liquid-in-glass thermometer  .  [1]   (ii) increases the range of a liquid-in-glass thermometer.  .  [1]  (d) state the property of the liquid which ensures that the scale on a liquid-in-glass thermometer  is linear.   .  [1] [total: 8]",
+            "7": "7 0625/42/ m/j/20 \u00a9 ucles 2020 [turn over 5  fig. 5.1 shows crests of a wave approaching a barrier where the wave is reflected. barriercrestdirection of travel of wave fig. 5.1  (a)  on fig. 5.1, draw three  crests of the reflected wave.   [3]  (b)  the wave has a wavelength of 36  cm and a speed of 1.2  m / s.   calculate the frequency of the wave.  frequency =  .  [3]  (c)  complete the following sentences.   an echo is the name for a reflected .. wave.   the waves that form an echo are a type of longitudinal wave. longitudinal waves are made    up of .. and rarefactions.  [2] [total: 8]",
+            "8": "8 0625/42/ m/j/20 \u00a9 ucles 2020 6 (a) fig. 6.1 shows an arrangement of glass prisms inside a box. the angles of the prisms are  45\u00b0, 45\u00b0 and 90\u00b0. box prism 1 prism 2 eyeincident ray of light wall fig. 6.1  (not to scale)   this is a device used to view objects that are behind a wall.   the incident ray of light undergoes total internal reflection in the prisms.   on fig. 6.1, complete the path of the ray through the device and show the ray as it emerges  from the box.   [3]  (b) show that the refractive index of glass with a critical angle of 45\u00b0 is 1.41. [2] [total: 5]",
+            "9": "9 0625/42/ m/j/20 \u00a9 ucles 2020 [turn over 7 (a) a student makes a transformer that uses an alternating current (a.c.) supply with an  electromotive force (e.m.f.) of 12.0  v to induce an output potential difference (p.d.) of 2.0  v.   the student is provided with two lengths of insulated wire and the u-shaped piece of iron  shown in fig. 7.1. iron fig. 7.1   (i)  complete and label fig. 7.1 to show the transformer connected to the supply and the  output from the transformer.   [3]   (ii) explain the function of the piece of iron in the transformer.  ...  ...  .  [2]   (iii)  the output of the transformer is connected to a lamp. the current in the lamp is 100  ma.  the transformer is 100% efficient.    calculate the input current to the transformer.  current =  .  [2]  (b) another transformer is used in a school laboratory to step down a mains supply with a p.d. of  110 v to 12  v. this transformer is mounted in a metal case.   state and explain an essential safety feature required for this arrangement.  ...  .  [2] [total: 9]",
+            "10": "10 0625/42/ m/j/20 \u00a9 ucles 2020 8  (a)  a light-emitting diode (led) is a diode that emits light when there is a current in it. draw a  circuit diagram showing an led, connected so that it is lit, in series with a battery and a fixed  resistor. use standard electrical symbols.    [4]  (b)  the p.d. across the led when lit is 3.1  v and the current in the led is 0.030  a.   calculate the value of the resistance of the led when lit.  resistance =  .  [2]  (c)  fig. 8.1 shows a power supply of e.m.f. 10.5  v connected in series with a lamp and a heater.  the p.d. across the lamp is 2.1  v and the current in the lamp is 1.5  a. fig. 8.1   calculate:   (i)  the resistance of the heater  resistance =  .  [2]   (ii)  the power of the heater.  power =  .  [2] [total: 10]",
+            "11": "11 0625/42/ m/j/20 \u00a9 ucles 2020 [turn over 9  (a) complete the truth table shown in table 9.1 for a nand gate. table 9.1 input 1 input 2 output 0 0 0 1 1 0 1 1[1]  (b) the circuit shown in fig. 9.1 contains two different types of gate, labelled x and y. a bc dex yx fig. 9.1   table 9.2 shows a partially completed truth table for this circuit. table 9.2 input intermediate point output a b c d e 0 0 0 0 0 1 1 0 1 0 1 0 1 1 1 1   (i) from table 9.2, deduce the name of logic gate y.     ring your answer from the list. and     nand     nor     not     or  [1]   (ii)  complete the truth table in table 9.2.  [2]  (c) there is a current of 3.0  a in a copper wire. calculate how many electrons pass through the  copper wire every 60  s. the charge on an electron is 1.6 \u00d7 10\u201319 c.  number of electrons =  .  [3]  [total: 7]",
+            "12": "12 0625/42/ m/j/20 \u00a9 ucles 2020 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 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.10 fig. 10.1 shows a vacuum tube with a radioactive source. the radioactive source emits \u03b1-particles,  \u03b2-particles and \u03b3\u200a-rays. there is a very strong magnetic field between the n pole and the s pole of  the magnet. vacuum n slead cylinder with narrow central hole radioactive source \u03b1-particles, \u03b2-particles and \u03b3-rays fig. 10.1  (a)  the lead cylinder has a narrow central hole. state and explain the effect of the lead cylinder.  ...  .  [2]  (b)  describe the paths of the \u03b1-particles, \u03b2-particles and \u03b3\u200a-rays as they pass through the magnetic  field. explain your answers.   (i) \u03b1-particles  ...  ...  .  [2]   (ii) \u03b2-particles  ...  ...  ...  .  [2]   (iii) \u03b3\u200a-rays  ...  ...  .  [2] [total: 8]"
+        },
+        "0625_s20_qp_43.pdf": {
+            "1": "cambridge igcse\u2122this document has 16 pages. blank pages are indicated. *5408512063* dc (st/ct) 194262/3 \u00a9 ucles 2020  [turn overphysics  0625/43 paper 4 theory (extended)  may/june  2020  1 hour 15 minutes you must answer on the question paper. no additional materials are needed. instructions  \u25cf answer all questions.  \u25cf use a black or dark blue pen. you may use an hb pencil for any diagrams or graphs.  \u25cf write your name, centre number and candidate number in the boxes at the top of the page.  \u25cf write your answer to each question in the space provided.  \u25cf do not use an erasable pen or correction fluid.  \u25cf do not write on any bar codes.  \u25cf you may use a calculator.  \u25cf you should show all your working and use appropriate units.  \u25cf take the weight of 1.0  kg to be 10  n (acceleration of free fall = 10  m / s2). information  \u25cf the total mark for this paper is 80.  \u25cf the number of marks for each question or part question is shown in brackets [  ].",
+            "2": "2 0625/43/ m/j/20 \u00a9 ucles 2020 1 (a) define acceleration .  ...  .  [1]  (b) fig. 1.1 shows two speed\u2013time graphs, a and b, and two distance\u2013time graphs, c and d. 0distance 0 time0speed 0 time cb 0distance 0 time0speed 0 time da fig. 1.1   describe the motion shown by:   (i) graph a  ..     .  [2]   (ii) graph b  ..     .  [2]   (iii) graph c  .     .  [1]   (iv) graph d.       .  [1] [total: 7]",
+            "3": "3 0625/43/ m/j/20 \u00a9 ucles 2020 [turn over 2  a scientist fills a container with sea water. the container has dimensions 30  cm \u00d7 30  cm \u00d7 40  cm.  the density of sea water is 1020  kg / m3.  (a)  calculate the mass of the sea water in the container.  mass =  .  [3]  (b) fig. 2.1 shows a submarine. the submarine is fully submerged in the sea. hatch top surface submarine fig. 2.1   (i) the atmospheric pressure is 100  kpa and the total pressure on the top surface of the  submarine is 500  kpa.    calculate the depth of the top surface of the submarine below the surface of the sea.  depth =  .  [3]   (ii)  a hatch (an opening door) on the top surface of the submarine has an area of 0.62  m2.    calculate the downward force on the hatch due to the total pressure on the top surface  of the submarine.  force =  .  [2] [total: 8]",
+            "4": "4 0625/43/ m/j/20 \u00a9 ucles 2020 3 in a double-decker bus there are two passenger compartments, one above the other.  (a) fig. 3.1 shows a double-decker bus on a tilted platform. top compartment bottom compartment platform angle fig. 3.1   the platform is used to test the stability of the bus.   the angle the bus makes with the horizontal is gradually increased until the bus begins to  topple to the left.   explain why the bus begins to topple.  ...  ...  .  [1]  (b) there are 30 passengers in the upper compartment of the bus and 2 passengers in the  bottom compartment of the bus.   state how this affects the stability of the bus and the reason for this.  ...  ...  .  [2]",
+            "5": "5 0625/43/ m/j/20 \u00a9 ucles 2020 [turn over  (c)  a bus is travelling along a straight road. the bus and the driver have a combined mass of  16 000 kg when there are no passengers in it. the bus has 73 passengers. the average  mass of each of the passengers is 65  kg.    (i) calculate the total mass of the bus, the driver and the 73 passengers.  mass =  .  [2]   (ii) the fully loaded bus accelerates uniformly from rest to a speed of 14  m / s. the time  taken to reach a speed of 14  m / s is 20  s.    calculate the resultant force on the bus during the acceleration.  force =  .  [2] [total: 7]",
+            "6": "6 0625/43/ m/j/20 \u00a9 ucles 2020 4 (a)  describe, in terms of molecules, what happens when a liquid evaporates.  ...  ...  ...  ...  ...  .  [4]  (b)  fig. 4.1 shows wet clothes drying on a washing line in an outside area. washing line fig. 4.1   state two changes in the weather that help the wet clothes to dry more quickly. 1.  ... 2.  ... [2] [total: 6]",
+            "7": "7 0625/43/ m/j/20 \u00a9 ucles 2020 [turn over 5 (a)  fig. 5.1 shows a plastic cup. the cup contains sand, an electric heater and a thermometer. thermometer plastic cupelectric heater sand fig. 5.1   the power of the heater is 50  w. the mass of the sand in the cup is 550  g. the initial  temperature of the sand is 20  \u00b0c. the heater is switched on for 2.0 minutes. the temperature  is recorded until the temperature stops increasing. the highest temperature recorded by the  thermometer is 33  \u00b0c.   (i)  calculate the energy supplied by the heater.  energy =  .  [2]   (ii) calculate a value for the specific heat capacity of the sand, using your answer to (a)(i)   and the data in the question.  specific heat capacity =  .  [3]   (iii)  explain why the specific heat capacity of sand may be different from the value calculated  in (a)(ii) .  ...  .  [2]",
+            "8": "8 0625/43/ m/j/20 \u00a9 ucles 2020  (b)  on a sunny day, the temperature of the sand on a beach is much higher than the temperature  of the sea.   explain why.  ...  ...  .  [2]  (c) draw a labelled diagram to show the structure of a thermocouple thermometer. [3] [total: 12]",
+            "9": "9 0625/43/ m/j/20 \u00a9 ucles 2020 [turn over 6 (a) fig. 6.1 shows crests of a sound wave after reflection from a solid surface. solid surfacedirection of travel of reflected wave fig. 6.1   on fig. 6.1, draw three  crests of the incident wave.  [3]  (b) tick four statements in the list below that are false  for a sound wave that is audible to a  healthy human ear.   the wave is longitudinal.     the wave is transverse.     the frequency of the wave is 1  hz.    the frequency of the wave is 1  khz.    the frequency of the wave is 1  mhz.     the wave travels in a vacuum.     the wave could travel in aluminium.   [3]  (c) state a typical value for the speed of a sound wave in water.  .  [1] [total: 7]",
+            "10": "10 0625/43/ m/j/20 \u00a9 ucles 2020 7 fig. 7.1 shows red light travelling from air into a prism made of diamond. the path of the red light  is incomplete. diamondray of red lightyx40\u00b0a fig. 7.1  (not to scale)  (a)  the refractive index of diamond is 2.42.   calculate angle x.  angle x =  .  [2]  (b)  explain the term total internal reflection .  ...  ...  ...  ...  .  [3]  (c)  the angle y is greater than the critical angle of diamond.   on fig. 7.1, draw the path of the red light through and out of the prism after point a.  [2] [total: 7]",
+            "11": "11 0625/43/ m/j/20 \u00a9 ucles 2020 [turn over 8 (a) (i) describe what is meant by an electric field .  ...  .  [1]   (ii) state what is meant by the direction  of an electric field.  ...  .  [1]  (b) fig. 8.1 shows a polystyrene ball covered with aluminium paint. the polystyrene ball is  suspended between two charged metal plates by an insulated thread. positively charged metal platenegatively charged metal plateinsulated thread polystyrene ball covered with aluminium paint fig. 8.1   the ball oscillates between the two charged plates.   explain why the ball oscillates.  ...  ...  ...  ...  ...  .  [4]  (c) there is a current of 0.29  a in an electrical circuit.   calculate the time taken for a charge of 15  c to flow through the electrical circuit.  time =  .  [3] [total: 9]",
+            "12": "12 0625/43/ m/j/20 \u00a9 ucles 2020 9 fig. 9.1 shows a simple direct current (d.c.) electric motor. the coil rotates about the axis when  there is a current in the coil. the coil is connected to the rest of the circuit by the brushes. +\u2013brushbrushcoilaxis ns fig. 9.1  (a) (i) on fig. 9.1, draw a pair of arrows to show which way the coil rotates. explain the direction  you have chosen.  ...  ...  .  [3]   (ii) on fig. 9.1, draw an arrow to show the direction in which electrons flow through the coil.  [1]   (iii) explain why the electrons flow in the direction you have shown in (a)(ii) .  ...  .  [1]",
+            "13": "13 0625/43/ m/j/20 \u00a9 ucles 2020 [turn over  (b) state any difference each of the following changes makes to the rotation of the coil in   fig. 9.1:   (i) changing the polarity of the power supply to that shown in fig. 9.2 +\u2013 fig. 9.2  .  [1]   (ii) changing the coil to the new coil shown in fig. 9.3 original coil new coil fig. 9.3  .  [1]   (iii) using a stronger magnetic field.  .  [1] [total: 8]",
+            "14": "14 0625/43/ m/j/20 \u00a9 ucles 2020 10 (a) a radioactive nucleus of carbon decays to a nucleus of nitrogen by emitting a particle.   complete the nuclide equation and state the name of the particle. 14 6 c    14 7 n + . . x   name of particle x \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026..  [3]  (b)  a radiation detector in a laboratory records a reading of 10 counts  / min. there are no  radioactive samples in the laboratory.   (i)  explain why the radiation detector records a reading and suggest a possible source.    explanation  source  ...  .  [2]   (ii)  carbon-14 has a half-life of 5700 years. there are atoms of carbon-14 in all living  organisms.    an archaeologist digs up some ancient wood. in the same laboratory as in (b)(i) , a  sample of this ancient wood gives a reading of 20 counts  / min. an equivalent sample of  living wood gives a reading of 80 counts  / min. it is suggested that the age of the ancient  sample is 11  400 years.    do a calculation to check whether this suggestion is correct. [4] [total: 9]",
+            "15": "15 0625/43/ m/j/20 \u00a9 ucles 2020 blank page",
+            "16": "16 0625/43/ m/j/20 \u00a9 ucles 2020 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 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.blank page"
+        },
+        "0625_s20_qp_51.pdf": {
+            "1": "cambridge igcse\u2122this document has 12 pages. blank pages are indicated. dc (lk/sw) 195012/3 \u00a9 ucles 2020  [turn overphysics  0625/51 paper 5 practical test  may/june  2020  1 hour 15 minutes you must answer on the question paper. you will need:  the materials and apparatus listed in the confidential instructions instructions  \u25cf answer all questions.  \u25cf use a black or dark blue pen. you may use an hb pencil for any diagrams or graphs.  \u25cf write your name, centre number and candidate number in the boxes at the top of the page.  \u25cf write your answer to each question in the space provided.  \u25cf do not use an erasable pen or correction fluid.  \u25cf do not write on any bar codes.  \u25cf you may use a calculator.  \u25cf you should show all your working and use appropriate units. information  \u25cf the total mark for this paper is 40.  \u25cf the number of marks for each question or part question is shown in brackets [  ]. *2662337535* for examiner\u2019s use 1 2 3 4 total",
+            "2": "2 0625/51/ m/j/20 \u00a9 ucles 2020 1 in this experiment, you will investigate the balancing of a metre rule.  carry out the following instructions, referring to fig. 1.1. 90.0  cm mark50.0  cm mark load xq 100 0metre rule bench pivotweight p fig. 1.1  (a) \u2022 place the metre rule on the pivot at the 50.0  cm mark. \u2022 place the object q with its centre on the metre rule at the 90.0  cm mark.  \u2022 place a load of weight p = 2.0  n on the metre rule. \u2022 adjust the position of the load so that the metre rule is as near as possible to being  balanced and horizontal.   (i) measure, and record in table 1.1, the distance x from the centre of the load to the pivot.    record also the weight of the load.  [1]   (ii) calculate, and record in table 1.1, the value of 1 x. [1]   (iii) repeat the steps above, using loads of weight p = 3.0  n, 4.0  n, 5.0  n and 6.0  n. record    all the values of p, x and 1 x in table 1.1.  [3] table 1.1 p / n x / cm1 x  1 cm",
+            "3": "3 0625/51/ m/j/20 \u00a9 ucles 2020 [turn over  (b) plot a graph of p / n (y-axis) against 1 x  1 cm (x-axis). start both axes at the origin (0,0).  [4]  (c) in this experiment, xmax , the maximum possible value for x is 50.0  cm. calculate 1 xmax.  1 xmax = .  1 cm   use the graph to determine the minimum value of p required to balance the metre rule in this  experiment. show clearly on the graph how you determined this value.  minimum value of p = ...  [2]  [total: 11]",
+            "4": "4 0625/51/ m/j/20 \u00a9 ucles 2020 2 in this experiment, you will determine the resistances of filament lamps.  carry out the following instructions, referring to fig. 2.1. a vpower supply l1 fig. 2.1  (a) switch on.   (i) measure the current i1 in the circuit.  i1 = ..  a [1]   (ii) measure the potential difference v1 across lamp l1.  v1 = ..  v [1]    switch off.   (iii) calculate the resistance r1 of the filament of lamp l1. use the equation r1 = v1 i1. include  the unit.  r1 = .  [2]",
+            "5": "5 0625/51/ m/j/20 \u00a9 ucles 2020 [turn over  (b) disconnect the voltmeter. connect lamp l2 in series with lamp l1. connect the voltmeter  across lamp l2. switch on.   measure the current i2 in the circuit.  i2 = ...  a   measure the potential difference v2 across lamp l2.  v2 = ...  v   switch off.   calculate the resistance r2 of the filament of lamp l2. use the equation r2 = v2 i2.  r2 = ...  [1]  (c) disconnect the voltmeter. connect lamp l3 in series with lamps l1 and l2. connect the  voltmeter across lamp l3. switch on.   measure the current i3 in the circuit.  i3 = ..  a     measure the potential difference v3 across lamp l3.  v3 = ..  v   switch off.   calculate the resistance r3 of the filament of lamp l3. use the equation r3 = v3 i3.  r3 = ...  [1]  (d) calculate r1 + r2 + r3. give your answer to a suitable number of significant figures for this  experiment.  r1 + r2 + r3 = .  [1]",
+            "6": "6 0625/51/ m/j/20 \u00a9 ucles 2020  (e) some students make suggestions about the results of the experiment.    suggestion a: r1 + r2 + r3 should be equal to 3 \u00d7 r1.   suggestion b: r1 + r2 + r3 should be less than 3 \u00d7 r1.   suggestion c: r1 + r2 + r3 should be greater than 3 \u00d7 r1.   state which suggestion, a, b or c, agrees with your results. justify your answer by reference  to your results.   statement ... justification    ...  [2]  (f) a student investigates whether the statement in (e) is always true for the same three lamps  connected in series.    state a variable that he changes and how he changes the variable. you are not required to  do this extra experiment. variable to change   method of changing the variable  ..  ...  ...  [2]  [total: 11]",
+            "7": "7 0625/51/ m/j/20 \u00a9 ucles 2020 [turn over blank page",
+            "8": "8 0625/51/ m/j/20 \u00a9 ucles 2020 3 in this experiment you will investigate the position of the image in a plane mirror.  carry out the following instructions, using the separate ray-trace sheet provided. you may refer to  fig. 3.1 for guidance. eye ray-trace sheethole p2 p1 aln m rb fig. 3.1",
+            "9": "9 0625/51/ m/j/20 \u00a9 ucles 2020 [turn over  (a) (i) draw a line 10  cm long near the middle of the ray-trace sheet. label the line mr. draw a  normal to this line that passes through the centre of mr. label the normal nl. label the  point at which nl crosses mr with the letter b. [1]   (ii) draw a line 7.0  cm long from b at an angle of incidence i = 30\u00b0 to the normal below mr  and to the left of the normal. label the end of this line a. [1]   (iii) place a pin p1 on line ab at a distance 6.0  cm from b.    place a pin p2 on line ab close to mr. [1]  (b) (i) place the reflecting face of the mirror vertically on the line mr.    view the images of pins p1 and p2 from the direction indicated by the eye in fig. 3.1.    place two pins p3 and p4 some distance apart so that pin p3 and the images of p2 and  p1 all appear exactly behind pin p4. label the positions of p3 and p4.    remove the pins and the mirror and draw the line joining the positions of p3 and p4.  [1]   (ii) continue the line until it extends at least 7.0  cm beyond mr. [1]  (c) replace pin p1 on line ab at a distance 6.0  cm from b.   place pin p2 1.0 cm to the right of its position in part (a).   repeat the steps in part (b).   label with the letter y the point where the two lines cross beyond mr.   (i) draw a line from p1 to mr that meets mr at a right angle. measure and record the  length a of this line.  a = .  [1]   (ii) draw a line from the point labelled y to mr that meets mr at a right angle. measure and  record the length b of this line.  b = .  [1]",
+            "10": "10 0625/51/ m/j/20 \u00a9 ucles 2020  (d) (i) replace the mirror on mr. place pin p1 on the normal at a distance 6.0  cm from the front  of the mirror.    view the image of p1 in the mirror.     place pin p2 on the normal behind the mirror.     adjust the position of p2 along the normal so that the image of the bottom of the pin p1  seen in the mirror and the top of pin p2 seen over the mirror appear as one pin when  viewed from all angles in front of the mirror.    label the position of p2.  [1]   (ii) remove the pins and the mirror.    measure the distance x along the normal between p2 and the mirror.  x = .  [2]  (e) a student carries out this experiment with care.    suggest a practical reason why the results may not be accurate.  ...  .  [1]   tie your ray-trace sheet into this booklet between pages 8 and 9.  [total: 11]",
+            "11": "11 0625/51/ m/j/20 \u00a9 ucles 2020 [turn over 4 a student investigates the effect of the colour of the surface of a metal container on the rate of loss  of heat from the container. she knows that black surfaces are better radiators of thermal energy  than white surfaces and wants to investigate the effect of other colours.  the following apparatus is available:  metal containers each with the outer surface painted a different colour  a thermometer  a stop-watch  a supply of hot water.  she can also use other apparatus and materials that are usually available in a school laboratory.  plan an experiment to investigate the effect of the colour of the surface of a metal container on the  rate of loss of heat from the container. you are not required to carry out this investigation.  you should: \u2022 draw a diagram of the apparatus used \u2022 explain briefly how you would carry out the investigation \u2022 state the key variables that you would control \u2022 draw a table, or tables, with column headings, to show how you would display your readings  (you are not required to enter any readings in the table) \u2022 explain how you would use your readings to reach a conclusion.  ..  ..  ..  ..",
+            "12": "12 0625/51/ m/j/20 \u00a9 ucles 2020 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 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. ..  ..  ..  ..  ..  ..  ..  ..  ..  ..  ..  ..  ..  ..  ..  ..  ..    [7]  [total: 7]"
+        },
+        "0625_s20_qp_52.pdf": {
+            "1": "cambridge igcse\u2122this document has 12 pages. blank pages are indicated. dc (lk/sw) 195014/2 \u00a9 ucles 2020  [turn overphysics  0625/52 paper 5 practical test  may/june  2020  1 hour 15 minutes you must answer on the question paper. you will need:  the materials and apparatus listed in the confidential instructions instructions  \u25cf answer all questions.  \u25cf use a black or dark blue pen. you may use an hb pencil for any diagrams or graphs.  \u25cf write your name, centre number and candidate number in the boxes at the top of the page.  \u25cf write your answer to each question in the space provided.  \u25cf do not use an erasable pen or correction fluid.  \u25cf do not write on any bar codes.  \u25cf you may use a calculator.  \u25cf you should show all your working and use appropriate units. information  \u25cf the total mark for this paper is 40.  \u25cf the number of marks for each question or part question is shown in brackets [  ]. *2367719586* for examiner\u2019s use 1 2 3 4 total",
+            "2": "2 0625/52/ m/j/20 \u00a9 ucles 2020 1 in this experiment, you will investigate the period of a pendulum. carry out the following  instructions, referring to fig. 1.1 and fig. 1.2. clamp bob ad one complete oscillationclamp     fig. 1.1  fig. 1.2  a pendulum labelled a has been set up for you as shown in fig. 1.1.   (a) adjust the length of the pendulum until the distance d measured from the bottom of the clamp  to the centre of the bob is 50.0  cm.   explain how you used the metre rule and set square to measure the length d as accurately as  possible. you may draw a diagram.  ...  .  [1]",
+            "3": "3 0625/52/ m/j/20 \u00a9 ucles 2020 [turn over  (b) displace the bob slightly and release it so that it swings. fig. 1.2 shows one complete  oscillation of the pendulum.   (i) measure the time t1 for 10 complete oscillations.  t1 = .  [1]   (ii) calculate the period t1 of the pendulum. the period is the time for one complete  oscillation.  t1 = .  [1]  (c) adjust the pendulum until the distance d is 100.0  cm.   repeat the procedure in (b).  t2 = ...    t2 = ...  [2]  (d) remove the pendulum from the clamp. using the balance provided, measure the mass ma of  the pendulum. the mass includes the pendulum bob and the thread.  ma = ..  g [1]  (e) using the balance, measure the mass mb of pendulum b.  mb = ..  g [1]",
+            "4": "4 0625/52/ m/j/20 \u00a9 ucles 2020  (f) hang pendulum b from the clamp. adjust the length of the pendulum until the distance d is  50.0 cm.    (i) repeat the procedure in (b) and (c).    distance d = 50.0  cm:  t3 = ...    t3 = ...      distance d = 100.0  cm:  t4 = ...    t4 = ...    [1]   (ii) explain briefly why timing 10 oscillations gives a more accurate result for the period t  than timing 1 oscillation.  ...  .  [1]  (g) (i) using the results t1, t2, t3 and t4, for the period of each pendulum set up, tick ( 3) the  response that matches your results within the limits of experimental accuracy.     the period t is affected by d only     the period t is affected by both d and m     the period t is affected by m only     the period t is not affected by d or m  [1]   (ii) justify your answer to (g)(i)  by reference to your results.  ...  .  [1]  [total: 11]",
+            "5": "5 0625/52/ m/j/20 \u00a9 ucles 2020 [turn over blank page",
+            "6": "6 0625/52/ m/j/20 \u00a9 ucles 2020 2 in this experiment, you will investigate how the potential difference across a resistance wire varies  with the length of the wire.  carry out the following instructions, referring to fig. 2.1. a vpower supply bresistance wire sliding  contact cl fig. 2.1  (a) \u2022 switch on.  \u2022 place the sliding contact c on the resistance wire at a distance l = 10.0  cm from b.  \u2022 measure, and record in table 2.1, the potential difference v across the length l of the  resistance wire. \u2022 measure, and record in table 2.1, the current i in the circuit. \u2022 repeat the procedure using l = 30.0  cm, 50.0  cm, 70.0  cm and 90.0  cm.  \u2022 switch off. table 2.1 l / cm v / v i / a 10.0 30.0 50.0 70.0 90.0  [3]",
+            "7": "7 0625/52/ m/j/20 \u00a9 ucles 2020 [turn over  (b) plot a graph of v / v (y-axis)  against l / cm (x-axis). start both axes at the origin (0,0).  [4]  (c) (i) write a conclusion about the value of the current i in the circuit as the position of the  sliding contact c is changed.  ...  .  [1]   (ii) justify your conclusion by reference to your results.  ...  .  [1]  (d) using the graph, determine the potential difference vl when the length l = 60.0  cm.   show clearly on the graph how you obtained your result.  vl = .  [2]  [total: 11]",
+            "8": "8 0625/52/ m/j/20 \u00a9 ucles 2020 3 in this experiment, you will investigate some thermal properties of sand and water.  carry out the following instructions referring to fig. 3.1. hot waterbeaker bthermometer benchsandbeaker a fig. 3.1  (a) use the thermometer to measure room temperature \u03b8s.  \u03b8s = ...   use the thermometer to measure the temperature \u03b8h of the hot water in beaker b.  \u03b8h = ...  [1]  (b) beaker a contains sand. pour 100  cm3 of hot water from beaker b into beaker a. carefully stir  the water and sand mixture.   record the highest temperature \u03b8m of the mixture.  \u03b8m = .  [1]",
+            "9": "9 0625/52/ m/j/20 \u00a9 ucles 2020 [turn over  (c) (i) calculate the rise in temperature \u03b8r of the sand using the equation \u03b8r = (\u03b8m \u2013 \u03b8s). \t\u03b8r = ...    calculate the fall in temperature \u03b8f of the hot water using the equation \u03b8f = (\u03b8h \u2013 \u03b8m).  \u03b8f = .  [1]   (ii) calculate the ratio s using the equation s = \u03b8r \u03b8f.  s = .  [1]  (d) measure the new temperature \u03b8h of the hot water supplied.  \u03b8h = .  [1]  (e) beaker c contains water at room temperature. pour 100  cm3 of the hot water into beaker c.  carefully stir the water.   record the highest temperature \u03b8m of the mixture.  \u03b8m = .  [1]  (f) calculate the rise in temperature \u03b8r of the cold water using the equation \u03b8r = (\u03b8m \u2013 \u03b8s). use  the value of room temperature \u03b8s recorded in (a) and the value of \u03b8m recorded in (e).  \u03b8r = ...   calculate the fall in temperature \u03b8f of the hot water using the equation \u03b8f = (\u03b8h \u2013 \u03b8m). use the  value of \u03b8h from (d) and \u03b8m from (e). \t\u03b8f = ...   calculate the ratio w using the equation w = \u03b8r \u03b8f.  w = ...    [1]",
+            "10": "10 0625/52/ m/j/20 \u00a9 ucles 2020  (g) a student studies the thermal properties of sand and water. he predicts that s should be  equal to 6 \u00d7 w.   state whether your results support the prediction. justify your answer by reference to your  readings. statement  .. justification      ...  ...  [2]   (h) suggest two temperatures that it would be sensible to keep constant when carrying out the  experiments.   1. ..     2. ..  [2]  [total: 11]",
+            "11": "11 0625/52/ m/j/20 \u00a9 ucles 2020 [turn over 4 a student investigates the bending of 1  m length strips of different materials. she compares how  far they bend when loaded at one end.  plan an experiment to investigate how the material from which the strips are made affects the  bending of the strips when loaded at one end.  you are not required to carry out this experiment.  the following apparatus is available to the student:  strips of wood, plastic, steel and aluminium, all 1  m long  a set of slotted masses  a metre rule  a g-clamp (used to hold the strips to the laboratory bench).  other apparatus normally available in a school laboratory can also be used.  in your plan, you should: \u2022 draw a diagram to show the arrangement of the apparatus \u2022 explain briefly how you would carry out the investigation, including the measurements you  would take \u2022 state the key variables to be kept constant \u2022 draw a suitable table, with column headings, to show how you would display your readings  (you are not required to enter any readings in the table) \u2022 explain how you would use the results to reach a conclusion.  ..  ..  ..  ..",
+            "12": "12 0625/52/ m/j/20 \u00a9 ucles 2020 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 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. ..  ..  ..  ..  ..  ..  ..  ..  ..  ..  ..  ..  ..  ..  ..  ..  ..  ..  [7]  [total: 7]"
+        },
+        "0625_s20_qp_53.pdf": {
+            "1": "cambridge igcse\u2122this document has 12 pages. blank pages are indicated.physics  0625/53 paper 5 practical test  may/june  2020  1 hour 15 minutes you must answer on the question paper. you will need:  the materials and apparatus listed in the confidential instructions instructions  \u25cf answer all questions.  \u25cf use a black or dark blue pen. you may use an hb pencil for any diagrams or graphs.  \u25cf write your name, centre number and candidate number in the boxes at the top of the page.  \u25cf write your answer to each question in the space provided.  \u25cf do not use an erasable pen or correction fluid.  \u25cf do not write on any bar codes.  \u25cf you may use a calculator.  \u25cf you should show all your working and use appropriate units. information  \u25cf the total mark for this paper is 40.  \u25cf the number of marks for each question or part question is shown in brackets [  ]. *4478585609* dc (cj/cgw) 195056/3 \u00a9 ucles 2020  [turn overfor examiner\u2019s use 1 2 3 4 total",
+            "2": "2 0625/53/ m/j/20 \u00a9 ucles 2020 1   in this experiment, you will determine the weight of a metre rule.  carry out the following instructions, referring to fig. 1.1. stand 10.0  cm mark boss pivotlforcemeter stand benchloop of thread90.0  cm markboss 200  g massmetre rule fig. 1.1  (a) (i) ensure that the 10.0  cm mark on the metre rule is immediately above the pivot and that  the metre rule is suspended from the forcemeter at the 90.0  cm mark.      the metre rule should always be in this position before taking a reading.    move the 200  g mass to a distance l = 20.0  cm from the pivot as shown in fig. 1.1.    adjust the height of the clamp holding the pivot so that the metre rule is horizontal.    read, and record in table 1.1, the forcemeter reading f.    repeat this procedure for values of l = 30.0  cm, 40.0  cm, 50.0  cm and 60.0  cm.  table 1.1 l / cm f / n 20.0 30.0 40.0 50.0 60.0  [2]",
+            "3": "3 0625/53/ m/j/20 \u00a9 ucles 2020 [turn over   (ii) explain how you made sure that the metre rule was horizontal before each reading was  taken.     you may draw a diagram.  ...  ...  .  [1]  (b) plot a graph of f / n (y-axis) against l / cm (x-axis).   start your axes from the origin (0,0).  [4]",
+            "4": "4 0625/53/ m/j/20 \u00a9 ucles 2020  (c) (i) from your graph determine f0, the value of f when l = 0.  f0 =    [1]   (ii) calculate the weight wr of the metre rule, using the equation wr = 2 \u00d7 f0.      give wr to a suitable number of significant figures for this experiment.  wr =    [2]  (d) a student carrying out this experiment places the 200  g mass on the metre rule instead of  hanging it from the loop of thread.   suggest which of these is likely to be the more accurate method.   explain your answer by reference to the procedure.  ...  ...  .  [1]  [total: 11]",
+            "5": "5 0625/53/ m/j/20 \u00a9 ucles 2020 [turn over 2 in this experiment, you will investigate a circuit containing different combinations of resistors.  the circuit has been set up for you.  carry out the following instructions, referring to fig. 2.1.    qpower supply pa v fig. 2.1  (a) (i) switch on.      measure the potential difference v1 and the current i1 in the circuit.   v1 =  ..  i1 =  ..  [1]    switch off.   (ii) calculate a resistance r1 using your values from (a)(i)  and the equation r1 = v1 i1 .  r1 =    [1]  (b) (i) connect both resistors in series between terminals p and q as shown in fig. 2.2. q p fig. 2.2    switch on.      measure the potential difference v2 and the current i2 in the circuit.   v2 =  ..  i2 =  ..  [1]    switch off.",
+            "6": "6 0625/53/ m/j/20 \u00a9 ucles 2020   (ii) calculate a resistance r2 using your values from (b)(i)  and the equation r2 = v2 (i2 \u00d7 2) .  r2 =    [1]  (c) (i) connect both resistors in parallel  between terminals p and q as shown in fig. 2.3. q p fig. 2.3    switch on.      measure the potential difference v3 and the current i3 in the circuit.   v3 =  ..  i3 =  ..  [1]    switch off.   (ii) calculate a resistance r3 using your values from (c)(i)  and the equation r3 = (v3 \u00d7 2) i3 .  r3 =    [1]  (d) a student suggests that r1, r2 and r3 should be equal.   state whether your results support this suggestion. justify your statement with reference to  your results.  statement  .. justification    ...  [2]",
+            "7": "7 0625/53/ m/j/20 \u00a9 ucles 2020 [turn over  (e) (i) a student wants to determine r1 by using a variable resistor to control the current in  the circuit. complete the circuit in fig. 2.4 to show a variable resistor connected for this  purpose. you are not required to do this experiment. qpower supply pa v fig. 2.4  [2]   (ii) briefly explain how using the circuit in fig. 2.4 will give a more reliable value for r1 than  using the procedure you were asked to carry out in (a).    ...  ...  .  [1]   [total: 11]",
+            "8": "8 0625/53/ m/j/20 \u00a9 ucles 2020 3 in this experiment you will determine the focal length of a converging lens.  carry out the following instructions, referring to fig. 3.1. illuminated triangle u lensscreen v bench fig. 3.1  method 1  (a) arrange the apparatus as shown in fig. 3.1.   place the lens a distance u = 20.0  cm from the illuminated triangle.    place the screen near the lens.    move the screen until a sharp image of the triangle is seen on the screen.   (i) measure the distance v between the lens and the screen as indicated in fig. 3.1.  v =    [1]   (ii) calculate a value f1 for the focal length of the lens. use the equation  f1 = uv (u + v) .  f1 =    [1]",
+            "9": "9 0625/53/ m/j/20 \u00a9 ucles 2020 [turn over  method 2  (b) keep the screen in the same position so that the values of u and v are the same as in  (a).   (i) move the lens closer to the screen until another sharp image of the triangle is seen on  the screen. illuminated triangle hov u fig. 3.2    measure the new distance  u between the illuminated triangle and the lens as indicated in  fig. 3.2.  u =  ..    measure the new distance v between the lens and the screen.  v =  ..  [2]   (ii) calculate a second value  f2 for the focal length of the lens. use the equation  f2 = uv (u + v) .  f2 =    [1]  method 3  (c) keep the screen in the same position so that the values of u and v are the same as in (b).   (i) measure ho, the height of the illuminated triangle, as indicated in fig. 3.2.  ho=  ..    measure hi, the height of the image of the triangle on the screen.  hi =  ..  [1]   (ii) calculate a value m for the magnification, using the equation m = hi ho .  m =    [1]",
+            "10": "10 0625/53/ m/j/20 \u00a9 ucles 2020   (iii) calculate a third value f3 for the focal length of the lens.     use your value of v from (b)(i)  and the equation  f3 = v (m + 1) .  f3 =    [1]   (d) state one precaution that you took to ensure that the measurements  of u and v in this  experiment are as reliable as possible.  ...  .  [1]  (e) (i) explain why method 3  is likely to produce a less accurate value for the focal length than  method 1 .  ...  ...  .  [1]   (ii) suggest one improvement to make method 3 more accurate.  ...  ...  .  [1]  [total: 11]",
+            "11": "11 0625/53/ m/j/20 \u00a9 ucles 2020 [turn over 4  a student investigates the factors affecting the electrical output of a solar cell. a solar cell is a  device which transforms light energy into electrical energy.  plan an experiment which will enable him to investigate how the potential difference across the  terminals of the solar cell varies with the angle of the incident light.  you are not required to carry out the experiment.  the apparatus available includes:     a solar cell as shown in fig. 4.1   a laboratory lamp.   in your plan, you should: \u2022 list any additional apparatus needed  \u2022 state the key variables to be kept constant \u2022 explain briefly how to carry out the experiment, including any precautions that must be taken  to ensure reliable results \u2022 draw a table, with column headings, to show how to display the readings (you are not required  to enter any readings in the table) \u2022 explain how to use the readings to reach a conclusion.  you may add to fig. 4.1 or draw another diagram if it helps to explain your plan. solar cell benchconnecting leadslamp fig. 4.1",
+            "12": "12 0625/53/ m/j/20 \u00a9 ucles 2020 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 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... .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. ..   [7]  [total: 7]"
+        },
+        "0625_s20_qp_61.pdf": {
+            "1": "cambridge igcse\u2122this document has 12 pages. blank pages are indicated. dc (lk/sw) 195015/4 \u00a9 ucles 2020  [turn overphysics  0625/61 paper 6 alternative to practical  may/june  2020  1 hour you must answer on the question paper. no additional materials are needed. instructions  \u25cf answer all questions.  \u25cf use a black or dark blue pen. you may use an hb pencil for any diagrams or graphs.  \u25cf write your name, centre number and candidate number in the boxes at the top of the page.  \u25cf write your answer to each question in the space provided.  \u25cf do not use an erasable pen or correction fluid.  \u25cf do not write on any bar codes.  \u25cf you may use a calculator.  \u25cf you should show all your working and use appropriate units. information  \u25cf the total mark for this paper is 40.  \u25cf the number of marks for each question or part question is shown in brackets [  ]. *3593500484*",
+            "2": "2 0625/61/ m/j/20 \u00a9 ucles 2020 1 a student investigates the balancing of a metre rule.   fig. 1.1 shows the arrangement.  90.0  cm mark50.0  cm mark load xobject q 100 0metre rule bench pivotweight p fig. 1.1  (a) the student places the metre rule on the pivot at the 50.0  cm mark. he places an object q on  the metre rule with its centre at the 90.0  cm mark. he places a load of weight p = 2.0  n on the  metre rule and adjusts the position of the load so that the metre rule is as near as possible to  being balanced.     he measures the distance x from the centre of the load to the pivot.   he repeats the procedure using loads of weight p = 3.0  n, 4.0  n, 5.0  n and 6.0  n. all the  values of p and x are recorded in table 1.1. table 1.1 p / n x / cm1 x  1 cm 2.0 40.0 3.0 27.0 4.0 20.0 5.0 15.9 6.0 13.3   calculate, and record in table 1.1, the values of 1 x. [2]",
+            "3": "3 0625/61/ m/j/20 \u00a9 ucles 2020 [turn over  (b) plot a graph of p / n (y-axis) against 1 x  1 cm (x-axis). start both axes at the origin (0,0).  [4]  (c) in this experiment, xmax , the maximum possible value for x is 50.0  cm. calculate 1 xmax.  1 xmax = .  1 cm   use the graph to determine the minimum value of p required to balance the metre rule in this  experiment. show clearly on the graph how you determined this value.  minimum value of p = .  [2]",
+            "4": "4 0625/61/ m/j/20 \u00a9 ucles 2020  (d) in this experiment, the width of object q is slightly greater than the width of the metre rule.  explain briefly how you would place the object q as accurately as possible on the 90.0  cm  mark of the metre rule. you may draw a diagram.  ...  ...  ...  .  [1]  (e) in this experiment, it is difficult to determine the exact position of the load that will make the  metre rule balance.   (i) explain briefly why this is difficult.  ...  ...  .  [1]   (ii) explain briefly how you would find the best position of the load that will make the metre  rule balance.  ...  ...  .  [1]  [total: 11]",
+            "5": "5 0625/61/ m/j/20 \u00a9 ucles 2020 [turn over 2 a student determines the resistances of some filament lamps.  fig. 2.1 shows the first circuit she uses. a vpower supply l1 fig. 2.1  (a) (i) record the potential difference v1 across the lamp l1, as shown on the voltmeter in  fig. 2.2. v3 4 52 1 0 a0.6 0.8 1.00.4 0.2 0     fig. 2.2  fig. 2.3  v1 = ..  v [1]    (ii) record the current i1 in the circuit, as shown in fig. 2.3.  i1 = ..  a [1]   (iii) calculate the resistance r1 of the filament of lamp l1. use the equation r1 = v1 i1. include  the unit.  r1 = .  [2]",
+            "6": "6 0625/61/ m/j/20 \u00a9 ucles 2020  (b) the student disconnects the voltmeter. she connects lamp l2 in series with lamp l1. she  connects the voltmeter across lamp l2.   she measures the current i2 in the circuit and the potential difference v2 across lamp l2.      0.30 a i2 = ...      1.7 v v2 = ...   calculate the resistance r2 of the filament of lamp l2. use the equation r2 = v2 i2.  r2 = ...   the student disconnects the voltmeter. she connects lamp l3 in series with lamps l1 and l2.  she connects the voltmeter across lamp l3.   she measures the current i3 in the circuit and the potential difference v3 across lamp l3.      0.26 a i3 = ...      1.2 v v3 = ...   calculate the resistance r3 of the filament of lamp l3. use the equation r3 = v3 i3.  r3 = ...  [1]  (c) calculate r1 + r2 + r3. give your answer to a suitable number of significant figures for this  experiment.  r1 + r2 + r3 = .  [1]  (d) some students make suggestions about the results of the experiment.   suggestion a: r1 + r2 + r3 should be equal to 3 \u00d7 r1.   suggestion b: r1 + r2 + r3 should be less than 3 \u00d7 r1.   suggestion c: r1 + r2 + r3 should be greater than 3 \u00d7 r1.   state which suggestion a, b or c agrees with your results. justify your answer by reference  to your results.   statement ... justification    ...  [2]",
+            "7": "7 0625/61/ m/j/20 \u00a9 ucles 2020 [turn over  (e) draw a circuit diagram to show the circuit used in part (b) with all three lamps connected in  series.  [3]  [total: 11]",
+            "8": "8 0625/61/ m/j/20 \u00a9 ucles 2020 3 a student investigates the position of the image in a plane mirror.  fig. 3.1 shows the ray-trace sheet he uses. eye ray-trace sheetp1p3 p4p6p5p8 ln m arb fig. 3.1",
+            "9": "9 0625/61/ m/j/20 \u00a9 ucles 2020 [turn over  (a)  \u2022 the student draws the line mr.  \u2022 he draws a normal nl to this line that passes through the centre of mr. \u2022 he labels the point at which nl crosses mr with the letter b. \u2022 he draws a line from b at an angle of incidence i = 30\u00b0 to the normal below mr and to  the left of the normal. he labels the end of this line a.  \u2022 he places a pin p1 on line ab, as shown in fig. 3.1. he places another pin p2 on the  line ab. \u2022 he places the reflecting face of the mirror vertically on the line mr.  \u2022 he views the images of pins p1 and p2 from the direction indicated by the eye in fig.  3.1.    (i) on fig. 3.1, mark with a cross a suitable position for pin p2 in this experiment.  [1] \u2022 he places two pins p3 and p4 some distance apart so that pin p3 and the images of  p2 and p1 all appear exactly behind pin p4. the positions of p3 and p4 are shown on  fig. 3.1.   (ii) draw the line joining the positions of p3 and p4. continue the line until it extends at least  7.0 cm beyond mr. [2]  (b) \u2022 the student keeps pin p1 in the same position but moves pin p2 so that the angle of  incidence i = 40\u00b0. \u2022 the pin positions p5 and p6 for the reflected ray are marked on fig. 3.1.   (i) draw the line joining the positions of p5 and p6. continue the line until it extends at least  7.0 cm beyond mr.    label with the letter y the point where the two lines cross beyond mr. [1]   (ii) draw a line from p1 to mr that meets mr at a right angle. measure and record the  length a of this line.  a = .  [1]   (iii) draw a line from the point labelled y to mr that meets mr at a right angle. measure and  record the length b of this line.    b = .  [1]",
+            "10": "10 0625/61/ m/j/20 \u00a9 ucles 2020  (c) \u2022 the student removes all the pins. he places pin p7 on the normal at a distance 6.0  cm  from the front of the mirror. \u2022 he views the image of p7 in the mirror.  \u2022 he places pin p8 on the normal behind the mirror.  \u2022 he adjusts the position of p8 so that the image of the bottom of the pin p7 and the top of  pin p8 seen over the mirror appear as one pin when viewed from all angles in front of the  mirror.   (i) on fig. 3.1, measure the distance x along the normal between p8 and the mirror.  x = .  [1]   (ii) complete the diagram in fig. 3.2 to show the appearance of the image of pin p7 and pin  p8 as described in (c). mirror fig. 3.2  [1]  (d) the student expects the readings to show that the image formed in a plane mirror is  the same distance behind the mirror as the object is in front of the mirror. readings of  a = b and x = 6.0 cm will show this.   state whether your readings show that the image formed in a plane mirror is the same  distance behind the mirror as the object is in front of the mirror. justify your statement by  reference to the readings. statement  .. justification    ...  [2]  (e) the student carries out this experiment with care. suggest a practical reason why the results  may not be accurate.  ...  .  [1]  [total: 11] ",
+            "11": "11 0625/61/ m/j/20 \u00a9 ucles 2020 [turn over 4 a student investigates the effect of the colour of the surface of a metal container on the rate of loss  of heat from the container. she knows that black surfaces are better radiators of thermal energy  than white surfaces and wants to investigate the effect of other colours.  the following apparatus is available:  metal containers each with the outer surface painted a different colour  a thermometer  a stop-watch  a supply of hot water.  she can also use other apparatus and materials that are usually available in a school laboratory.  plan an experiment to investigate the effect of the colour of the surface of a metal container on the  rate of loss of heat from the container.   you should: \u2022 draw a diagram of the apparatus used \u2022 explain briefly how you would carry out the investigation \u2022 state the key variables to be kept constant \u2022 draw a table, or tables, with column headings, to show how you would display your readings  (you are not required to enter any readings in the table) \u2022 explain how you would use your readings to reach a conclusion.  ..  ..  ..  ..",
+            "12": "12 0625/61/ m/j/20 \u00a9 ucles 2020 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 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. ..  ..  ..  ..  ..  ..  ..  ..  ..  ..  ..  ..  ..  ..  ..  ..  ..    [7]  [total: 7]"
+        },
+        "0625_s20_qp_62.pdf": {
+            "1": "cambridge igcse\u2122this document has 12 pages. blank pages are indicated. dc (lk/sw) 195016/2 \u00a9 ucles 2020  [turn overphysics  0625/62 paper 6 alternative to practical  may/june  2020  1 hour you must answer on the question paper. no additional materials are needed. instructions  \u25cf answer all questions.  \u25cf use a black or dark blue pen. you may use an hb pencil for any diagrams or graphs.  \u25cf write your name, centre number and candidate number in the boxes at the top of the page.  \u25cf write your answer to each question in the space provided.  \u25cf do not use an erasable pen or correction fluid.  \u25cf do not write on any bar codes.  \u25cf you may use a calculator.  \u25cf you should show all your working and use appropriate units. information  \u25cf the total mark for this paper is 40.  \u25cf the number of marks for each question or part question is shown in brackets [  ]. *4192470868*",
+            "2": "2 0625/62/ m/j/20 \u00a9 ucles 2020 1 a student investigates the period of a pendulum. fig. 1.1 and fig. 1.2 show the apparatus she  uses. one complete oscillationclamp clamp bobd     fig. 1.1  fig. 1.2  (a) explain briefly, with the help of a diagram, how you would use a metre rule and set square to  measure the length d of a pendulum as accurately as possible.    diagram:  ...  ...  .  [3]  (b) the student adjusts the pendulum so that d = 50.0  cm. she displaces the bob slightly and  releases it so that it swings. fig. 1.2 shows one complete oscillation of the pendulum.   she measures the time t1 for 20 complete oscillations.    (i) record the time t1 shown in fig. 1.3. mss1 100 fig. 1.3  t1 = .  [1]",
+            "3": "3 0625/62/ m/j/20 \u00a9 ucles 2020 [turn over   (ii) calculate the period t1 of the pendulum. the period is the time for one complete  oscillation.  t1 = .  [1]  (c) the student adjusts the pendulum until the distance d is 100.0  cm.   she repeats the procedure and records the time t2 for 20 oscillations and the period t2.      39.80  s t2 = ...      1.99 s t2 = ...   she measures the mass ma of the pendulum bob. the reading on the balance is shown in  fig. 1.4.  gbob fig. 1.4   record mass ma of the pendulum bob to the nearest gram.  ma = ..  g [1]   the student repeats the procedure using a pendulum bob of mass mb.      109 g mb = ...   she obtains these results:      50.0 cm distance d = ...      1.39 s period t3 = ...      100.0  cm distance d = ...      2.02 s period t4 = ...",
+            "4": "4 0625/62/ m/j/20 \u00a9 ucles 2020  (d) (i) using the results t1, t2, t3 and t4, for the period of each of the pendulums, tick ( 3) the  response that matches your results within the limits of experimental accuracy.     the period t is affected by d only     the period t is affected by both d and m     the period t is affected by m only     the period t is not affected by d or m  [1]   (ii) justify your answer to (d)(i)  by reference to the results.  ...  .  [1]  (e) the student now investigates the effect of the size of the oscillations on the period of the  pendulum.   (i) suggest briefly how you would measure the size of an oscillation. you may draw a  diagram.  ...  .  [2]   (ii) state one variable that you would keep constant during this part of the investigation.  .  [1]  [total: 11]",
+            "5": "5 0625/62/ m/j/20 \u00a9 ucles 2020 [turn over 2 a student determines the resistance of a resistance wire.  fig. 2.1 shows the circuit he uses. a vpower supply bresistance wire sliding  contact cl fig. 2.1  (a)  \u2022 the student places the sliding contact c on the resistance wire at a distance l = 10.0  cm  from b. \u2022   record, in the first row of table 2.1, the potential difference v across the length   l = 10.0  cm of resistance wire, as shown on the voltmeter in fig. 2.2. v32 1 0 a0.6 0.8 1.00.4 0.2 0     fig. 2.2  fig. 2.3 \u2022   record, in the first row of table 2.1, the current i in the circuit as shown in fig. 2.3. \u2022 complete the column headings in table 2.1.",
+            "6": "6 0625/62/ m/j/20 \u00a9 ucles 2020 table 2.1 l / v / i / 10.0 30.0 0.7 0.30 50.0 1.1 0.27 70.0 1.5 0.28 90.0 2.1 0.29  [3]  (b) the student repeats the procedure using l = 30.0  cm, 50.0  cm, 70.0  cm and 90.0  cm. the  readings are shown in table 2.1.   plot a graph of v / v (y-axis)  against l / cm (x-axis). start both axes at the origin (0,0).  [4]",
+            "7": "7 0625/62/ m/j/20 \u00a9 ucles 2020 [turn over  (c) (i) write a conclusion about the value of the current i in the circuit as the position of the  sliding contact c is changed.  ...  .  [1]   (ii) justify your conclusion by reference to your results.  ...  .  [1]  (d) using the graph, determine the potential difference vl when the length l = 60.0  cm.   show clearly on the graph how you obtained your result.  vl = .  [2]  [total: 11]",
+            "8": "8 0625/62/ m/j/20 \u00a9 ucles 2020 3 a student investigates some thermal properties of sand and water.  fig. 3.1 shows the apparatus. thermometer benchbeaker fig. 3.1  (a) the thermometer in fig. 3.2 shows the room temperature \u03b8s at the beginning of the  experiment. record \u03b8s. \u201310 0 10 20 30 40 50 60 70 80 90 100 110\u00b0c fig. 3.2  \u03b8s =  ...  \u00b0c [1]  (b) the student is supplied with hot water at a temperature \u03b8h. she records the temperature of  the hot water.      84 \u00b0c \u03b8h = ...   she pours 100  cm3 of hot water into a beaker that contains sand. initially, the sand is at room  temperature.   she measures the highest temperature \u03b8m of the mixture.      70 \u00b0c \u03b8m = ...   (i) calculate the rise in temperature \u03b8r of the sand using the equation \u03b8r = (\u03b8m \u2013 \u03b8s).  \u03b8r = . \u00b0c [1]   (ii) explain briefly what the student does after pouring the hot water into the sand and before  taking the temperature, in order to obtain a reliable value for \u03b8m.  ...  .  [1]",
+            "9": "9 0625/62/ m/j/20 \u00a9 ucles 2020 [turn over   (iii) calculate the fall in temperature \u03b8f of the hot water using the equation \u03b8f = (\u03b8h \u2013 \u03b8m).  \u03b8f = ..  \u00b0c    calculate the ratio s using the equation s = \u03b8r \u03b8f. give your answer to a suitable number  of significant figures for this experiment.  s = .  [1]  (c) the student pours 100  cm3 of the hot water into a clean beaker that contains 100  cm3 of water  at room temperature. she records the highest temperature \u03b8m of the mixture.      49\u00b0 c \u03b8m = ...   calculate the rise in temperature \u03b8r of the cold water using the equation \u03b8r = (\u03b8m \u2013 \u03b8s). use  the value of room temperature \u03b8s recorded in (a).  \u03b8r = ...   calculate the fall in temperature \u03b8f of the hot water using the equation \u03b8f = (\u03b8h \u2013 \u03b8m). \t\u03b8f = ...   calculate the ratio w using the equation w = \u03b8r \u03b8f.  w = .  [2]  (d) the student studies the thermal properties of sand and water. she predicts that s should be  equal to 6 \u00d7 w.   state whether the results support the prediction. justify your answer by reference to the  readings. statement  .. justification    ...  ...  [2]",
+            "10": "10 0625/62/ m/j/20 \u00a9 ucles 2020  (e) suggest two temperatures that it would be sensible to keep constant when carrying out the  experiments.   1.    2.   [2]  (f) the student measures the volume of the dry sand using a measuring cylinder before carrying  out the experiment. tick ( 3) the boxes that show the precautions that she should take in  order to obtain an accurate reading.    take the reading at the bottom of the meniscus.    tap the measuring cylinder to make sure the top of the sand is horizontal.    view the scale of the measuring cylinder at right angles.  [1]  [total: 11]",
+            "11": "11 0625/62/ m/j/20 \u00a9 ucles 2020 [turn over 4 a student investigates the bending of 1  m length strips of different materials. she compares how  far they bend when loaded at one end.  plan an experiment to investigate how the material from which the strips are made affects the  bending of the strips when loaded at one end.  the following apparatus is available to the student:  strips of wood, plastic, steel and aluminium, each of length 1  m  a set of slotted masses  a metre rule  a g-clamp (used to hold the strips to the laboratory bench).  other apparatus normally available in a school laboratory can also be used.  in your plan, you should: \u2022 draw a diagram to show the arrangement of the apparatus \u2022 explain briefly how you would carry out the investigation, including the measurements you  would take \u2022 state the key variables to be kept constant \u2022 draw a suitable table, with column headings, to show how you would display your readings  (you are not required to enter any readings in the table) \u2022 explain how you would use the results to reach a conclusion.  ..  ..  ..  ..",
+            "12": "12 0625/62/ m/j/20 \u00a9 ucles 2020 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 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. ..  ..  ..  ..  ..  ..  ..  ..  ..  ..  ..  ..  ..  ..  ..  ..  ..    [7]  [total: 7]"
+        },
+        "0625_s20_qp_63.pdf": {
+            "1": "cambridge igcse\u2122this document has 16 pages. blank pages are indicated.physics  0625/63 paper 6 alternative to practical  may/june  2020  1 hour you must answer on the question paper. no additional materials are needed. instructions  \u25cf answer all questions.  \u25cf use a black or dark blue pen. you may use an hb pencil for any diagrams or graphs.  \u25cf write your name, centre number and candidate number in the boxes at the top of the page.  \u25cf write your answer to each question in the space provided.  \u25cf do not use an erasable pen or correction fluid.  \u25cf do not write on any bar codes.  \u25cf you may use a calculator.  \u25cf you should show all your working and use appropriate units. information  \u25cf the total mark for this paper is 40.  \u25cf the number of marks for each question or part question is shown in brackets [  ]. *7061103471* dc (cj/cgw) 195057/3 \u00a9 ucles 2020  [turn over",
+            "2": "2 0625/63/ m/j/20 \u00a9 ucles 2020 1 a student determines the weight of a metre rule.  she uses the apparatus shown in fig. 1.1.  the metre rule is supported by a pivot at the 10.0  cm mark  and is suspended from a forcemeter  by a loop of thread at the 90.0  cm mark. stand 10.0  cm mark boss pivotlforcemeter stand benchloop of thread90.0  cm markboss 2.0 n weight metre rule fig. 1.1  (a) the student places a 2.0  n weight at a distance l from the pivot.   she then adjusts the height of the clamp holding the pivot so that the metre rule is horizontal.  she reads the force f on the forcemeter.   fig. 1.2 shows the weight and the metre rule from above.    fig. 1.3 shows the reading on the forcemeter.  metre rule 2.0 n weight 22232728 fig. 1.2  (not to scale)   (i) calculate the value of l from readings taken from fig. 1.2.     show your working clearly.   l = ... cm [2]",
+            "3": "3 0625/63/ m/j/20 \u00a9 ucles 2020 [turn over metre rule0.0n 0.5 1.0 1.5 2.0 2.5 fig. 1.3   (ii) read the value f shown on the forcemeter in fig. 1.3.   f = . n [1]   (iii) explain how the student makes sure that the rule is horizontal before taking the reading.      you may draw a diagram.  ...  ...  .  [1]",
+            "4": "4 0625/63/ m/j/20 \u00a9 ucles 2020  (b) the student carries out the procedure for values of l = 20.0  cm, 30.0  cm, 40.0  cm, 50.0  cm and  60.0 cm. her readings are shown in table 1.1. table 1.1 l / cm f / n 20.0 1.35 30.0 1.60 40.0 1.90 50.0 2.15 60.0 2.45   plot a graph of f / n (y-axis) against l / cm (x-axis).   start your axes from the origin (0,0).  [4]  (c) (i) from your graph determine f0, the value of f when l = 0.  f0 = . n [1]   (ii) calculate the weight wr of the metre rule, using the equation wr = 2 \u00d7 f0.    wr = . n [1]",
+            "5": "5 0625/63/ m/j/20 \u00a9 ucles 2020 [turn over  (d) another student carrying out this experiment finds it difficult to be sure that he has placed the  centre of the 2.0  n weight on the metre rule at the correct value of l.    suggest a more precise method of applying a 2.0  n load to the metre rule in this experiment.  explain why this method is an improvement.  ...  ...  .  [1]  [total: 11]",
+            "6": "6 0625/63/ m/j/20 \u00a9 ucles 2020 2 some students investigate a circuit containing different combinations of resistors.  part of the circuit they are using is shown in fig. 2.1. qpower supply p fig. 2.1  (a) (i) on fig. 2.1, complete the circuit to show: \u2022 an ammeter connected to measure the current in the circuit  \u2022 a voltmeter connected to measure the potential difference (p.d.) across terminals  p and q.  [2]   (ii) a student measures the potential difference v1 across terminals p and q and the current  i1 in the circuit.  1 4 0 52 3 v    0.2 0.8 0 1.00.4 0.6 a fig. 2.2   fig. 2.3    read the values of v1 and i1 shown on the meters in fig. 2.2 and fig. 2.3.  v1 = ... v  i1 = ...  a  [2]",
+            "7": "7 0625/63/ m/j/20 \u00a9 ucles 2020 [turn over   (iii) calculate a resistance r1 using your values from (a)(ii)  and the equation r1 = v1 i1  .  r1 =   [1]  (b) the student connects two resistors in series between terminals p and q, as shown in fig.  2.4. q p fig. 2.4   he measures the potential difference v2 across terminals p and q and the current i2 in the  circuit.      2.7 v2 = ... v     0.26 i2 = ...  a   calculate a resistance r2 using these values and the equation r2 = v2 (i2 \u00d7 2) .  r2 =   [1]  (c) the student connects the two resistors in parallel between terminals p and q, as shown in  fig. 2.5. q p fig. 2.5   he measures the potential difference v3 across terminals p and q and the current i3 in the  circuit.      2.3 v3 = ... v     0.94 i3 = ...  a   calculate a resistance r3 using these values and the equation r3 = (v3 \u00d7 2) i3 .  r3 =   [1]",
+            "8": "8 0625/63/ m/j/20 \u00a9 ucles 2020  (d) another student suggests that r1, r2 and r3 should be equal.   state whether your results support this suggestion. justify your statement with reference to  your results.  statement  .. justification    ...  [2]  (e) (i) a student wants to determine r1 by using a potential divider to vary the potential  difference in the circuit. draw the symbol for a potential divider.    [1]   (ii) briefly explain how the use of a potential divider may give a more reliable value for r1  than using the procedure carried out in (a).   ...  ...  .  [1]   [total: 11]",
+            "9": "9 0625/63/ m/j/20 \u00a9 ucles 2020 [turn over 3 a student determines the focal length of a converging lens.  she uses the apparatus shown in fig. 3.1. illuminated triangle u lensscreen v bench fig. 3.1  method 1  (a) the student sets the distance u between the illuminated triangle and the lens.   she moves the screen until a sharp image of the triangle is seen on the screen.   (i) on fig. 3.1, measure the distance u between the illuminated triangle and the lens.  u = ..    on fig. 3.1, measure the distance v between the lens and the screen.  v = ..  [1]   (ii) fig. 3.1 is drawn to 1/5th scale.    calculate the actual distance u between the illuminated triangle and the lens in the  experiment.  u = ..    calculate the actual distance v between the lens and the screen in the experiment.  v = ..  [1]   (iii) calculate a value f1 for the focal length of the lens. use the equation  f1 = uv (u + v) .  f1 =   [1]",
+            "10": "10 0625/63/ m/j/20 \u00a9 ucles 2020   (iv) briefly describe a technique to obtain an image on the screen that is as sharp as possible  in this experiment.  ...  ...  .  [1] illuminated triangle hov fig. 3.2  method 2  (b) the student keeps the screen in the same position.   she moves the lens closer to the screen, as shown in fig. 3.2, until another sharp image of  the triangle is seen on the screen.   (i) measure the distance v between the lens and the screen as indicated in fig. 3.2.  v = ..    fig. 3.2 is drawn to 1/5th scale.    calculate the actual distance v between the lens and the screen in the experiment.  v = ..  [1]",
+            "11": "11 0625/63/ m/j/20 \u00a9 ucles 2020 [turn over   (ii) the illuminated triangle and its image are shown full size in fig. 3.3 and fig. 3.4.    ho                     hi  fig. 3.3  fig. 3.4    measure ho, the height of the illuminated triangle, as shown in fig. 3.3.  ho =  .    measure hi, the height of the image on the screen, as shown in fig. 3.4.  hi =  .  [1]   (iii) calculate a value for the magnification m using the equation m = hi ho.  m =  ...  [1]   (iv) calculate a second value f2 for the focal length of the lens using the equation     f2 = v (m + 1) and the value of v from (b)(i) .  f2 =  ...  [1]   (c) state one precaution the student must take to ensure that the measurements  of u and v in  this experiment are as reliable as possible.  ...  .  [1]  (d) (i) explain why method 2  is likely to produce a less accurate value for the focal length than  method 1 .  ...  ...  .  [1]   (ii) suggest one improvement to make method 2  more accurate.  ...  ...  .  [1]  [total: 11]",
+            "12": "12 0625/63/ m/j/20 \u00a9 ucles 2020 4  a student investigates the factors affecting the electrical output of a solar cell. a solar cell is a  device which transforms light energy into electrical energy.  plan an experiment which will enable him to investigate how the potential difference across the  terminals of the solar cell varies with the angle of the incident light.  the apparatus available includes:   a solar cell as shown in fig. 4.1   a laboratory lamp.  in your plan, you should: \u2022 list any additional apparatus needed  \u2022 state the key variables to be kept constant \u2022 explain briefly how to carry out the experiment, including any precautions that must be taken  to ensure reliable results \u2022 draw a table, with column headings, to show how to display the readings (you are not required  to enter any readings in the table) \u2022 explain how to use the readings to reach a conclusion.  you may add to fig. 4.1 or draw another diagram if it helps to explain your plan. solar cell connecting leads benchlamp fig. 4.1",
+            "13": "13 0625/63/ m/j/20 \u00a9 ucles 2020 .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. ..   [7]  [total: 7]",
+            "14": "14 0625/63/ m/j/20 \u00a9 ucles 2020 blank page",
+            "15": "15 0625/63/ m/j/20 \u00a9 ucles 2020 blank page",
+            "16": "16 0625/63/ m/j/20 \u00a9 ucles 2020 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 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.blank page"
+        },
+        "0625_w20_qp_11.pdf": {
+            "1": "    this document has 16 pages. blank pages are indicated.  ib20 11_0625_11/3rp   \u00a9 ucles 2020   [turn ove r   *5509594922*cambridge igcse\u2122       physics 0625/11     paper 1 multiple choice (core)  october/november 2020     45 minutes    you must answer on the mult iple choice answer sheet.    you will need: multiple choice answer sheet   soft clean eraser   soft pencil (type b or hb is recommended)       instructions   \uf0b7 there are forty  questions on this paper. answer all questions.   \uf0b7 for each question there ar e four possible answers a, b, c and d. choose the one you consider correct  and record your choice in soft pencil on the multiple choice an swer sheet.   \uf0b7 follow the instructions on the multiple choice answer sheet.  \uf0b7 write in soft pencil.  \uf0b7 write your name, centre number and candidate number on the mult iple choice answer sheet in the  spaces provided unless this has been done for you.  \uf0b7 do not use correction fluid.  \uf0b7 do not write on any bar codes.  \uf0b7 you may use a calculator.  \uf0b7 take the weight of 1.0  kg to be 10  n (acceleration of free fall = 10  m / s2).    information  \uf0b7 the total mark for this paper is 40.  \uf0b7 each correct answer will score one mark. a mark will not be ded ucted for a wrong answer.  \uf0b7 any rough working should be don e on this question paper.   ",
+            "2": "2  \u00a9 ucles 2020 0625/11/o/n/20  1 the diagram shows a pendulum. the pendulum bob swings repeated ly between points m and n.    mn    a student starts a stop-watch when the bob reaches point m.    he counts each time the bob changes direction and stops the wat ch on the tenth change in  direction.    the watch shows a time of 12.0 seconds.    what is the period of the pendulum?  a 0 . 6 0  s b 1 . 2  s c 2 . 4  s d 12.0  s    2 the speed\u2013time graph represents a journey.    speed time00xy     how does the graph show that the distance travelled in section x of the journey is greater than  the distance travelled in section y?  a the area below section x of the graph is greater than the area below section y.  b the gradient of section x of the graph is greater than the grad ient of section y.  c the speed at the end of section x of the journey is greater tha n the speed at the end of  section y.  d the time for section x of the journey is greater than the time for section y.    ",
+            "3": "3     \u00a9 ucles 2020 0625/11/o/n/20 [turn over  3 a boy throws a ball vertically upwards with a speed v.    xhighest point     which row describes the speed and the acceleration of the ball at point x on the way upwards?     speed acceleration  a decreasing upwards  b decreasing downwards  c increasing upwards  d increasing downwards      4 a student compares the weights of different objects.    which apparatus does he use?  a balance  b measuring cylinder  c stop-watch  d thermometer      5 which quantity is weight an example of?  a acceleration  b f o r c e   c mass  d pressure     ",
+            "4": "4  \u00a9 ucles 2020 0625/11/o/n/20  6 a metal ball is attached to a cork and is lowered into a measu ring cylinder, pulling the cork into  the water, as shown.    48 cm3 water ball and cork above the waterball fully submerged but cork above the waterboth ball and cork fully submergedballcork 56 cm380 cm3     the mass of the cork is 4.8  g.    what is the density of the cork?  a 0 . 1 5  g / cm3 b 0 . 2 0  g / cm3 c 0 . 6 0  g / cm3 d 5 . 0  g / cm3     7 a uniform plank rests on a pivot at its centre.    two children p and q sit on the plank in the positions shown.    child p child q pivot1.2 m 1.5  m     the mass of child p is 25  kg.    the plank is balanced.    what is the mass of child q?  a 2 0  kg b 2 5  kg c 3 1  kg d 4 5  kg    ",
+            "5": "5     \u00a9 ucles 2020 0625/11/o/n/20 [turn over  8 an object is in equilibrium on the earth.    which statement is correct?  a all the forces acting on the object are in the same direction.  b all the forces acting on the object have the same value.  c the object is weightless.  d the resultant force acting on the object is zero.    9 a man jumps from a stationary balloon. after falling several h undred metres, he opens his  parachute.    at which position is his kinetic energy greatest?  a just after he jumps from the balloon  b just before he opens his parachute  c just after his parachute opens  d just before he lands     10 the arrows show an outline of the processes in an oil-fired po wer station.    oil is burnt  \uf0ae  turns turbine  \uf0ae  turns generator  \uf0ae  output transformer    what are the processes for the transfer of energy between the t urbine and the generator and  between the generator and the output transformer?     turbine to generator generator to output transformer  a electrical working electrical working  b mechanical working electrical working  c mechanical working transfer of thermal energy  d transfer of thermal energy mechanical working     11 to calculate the power produced by a force, the size of the fo rce must be known.    what else needs to be known to calculate the power?     the distance that the force  moves the object the time for which the  force acts on the object   a \u0016 \u0016 key  b \u0016 \u001a \u0016 = needed  c \u001a \u0016 \u001a = not needed  d \u001a \u001a  ",
+            "6": "6  \u00a9 ucles 2020 0625/11/o/n/20  12 a rectangular marble block has dimensions 1  m by 1  m by 5  m and weighs 125  000  n.    the marble block is stored with the long side resting on the gr ound, as in diagram 1.    diagram 1 diagram 2    what is the change in the pressure on the ground due to the blo ck when the block is stored as in  diagram 2 rather than diagram 1?  a a decrease of 25  000  pa  b an increase of 100  000  pa  c an increase of 125  000  pa  d no change     13 the diagram shows a mercury barometer.    which height is used as a measurement of atmospheric pressure?    d cb amercury      14 on a warm day, a driv er checks the air pre ssure in a car tyre.  at night, the temp erature drops and  the air pressure in the tyre decreases. there are no air leaks in the tyre.    why does the pressure decrease?  a the air molecules in the tyre move more slowly.  b the air molecules in the tyre stop moving.  c the volume of the air in the tyre decreases.  d the volume of the air in the tyre increases.   ",
+            "7": "7     \u00a9 ucles 2020 0625/11/o/n/20 [turn over  15 the diagram shows the more energetic water molecules escaping from the surface of liquid  water.    = water moleculekey water    what is this process called?  a brownian motion  b condensation  c evaporation  d conduction    16 when a bridge is built, a gap is  left between each concrete sl ab.    why are these gaps left?  a concrete expands on warm days.  b concrete contracts on warm days.  c the gaps expand on warm days.  d the gaps contract on cold days.     17 the table shows the melting and boiling points of four differe nt substances.    which substance becomes a liquid when placed in a beaker of boi ling water?     melting point  / \uf0b0c boiling point  / \uf0b0c  a 10 90  b 40 150  c 105 230  d 110 320     ",
+            "8": "8  \u00a9 ucles 2020 0625/11/o/n/20  18 the diagram shows four rods. each rod is made of a different m etal.    xp sq rcopper ironbrass silver     wax is used to attach small metal balls at the rod ends p, q, r  and s.    each rod is the same size. they are heated uniformly by a bunse n burner at point x.    as the rods warm up, the wax melts and the balls fall off.    why does the ball on the silver rod fall first?  a silver is the best conductor of heat.  b silver is the worst conductor of heat.  c silver is the best radiator of heat.  d silver is the worst radiator of heat.    19 the diagram shows a pan of water being heated.    after a short time, all the water in the pan begins to boil.    heat    what is the main process by which thermal energy is transferred  through the water?  a conduction  b c o n v e c t i o n   c evaporation  d radiation    ",
+            "9": "9     \u00a9 ucles 2020 0625/11/o/n/20 [turn over  20 which row correctly describes light waves?     wave type direction of vibrations  a longitudinal parallel to direction of wave travel  b longitudinal perpendicular to direction of wave travel  c transverse parallel to direction of wave travel  d transverse perpendicular to direction of wave travel      21 the diagram shows two pieces of wood resting in shallow water of constant depth.    straight, parallel wavefronts approach the pieces of wood as in dicated.    wood woodwavefront gap    the gap between the pieces of wood is 2.0  cm wide.    the wavefronts are 3.0  cm apart.    what is the appearance of the wavefronts after they pass throug h the gap?  a semicircular and 2.0  cm apart  b semicircular and 3.0  cm apart  c straight and 2.0  cm apart  d straight and 3.0  cm apart     ",
+            "10": "10  \u00a9 ucles 2020 0625/11/o/n/20  22 a man sees a stone at the bottom of a pool of water.    which path could be taken by light from the stone to the man?    air water stoneab c dman       23 which statement about a thin converging lens is correct?  a all rays of light refracted by the lens pass through the princi pal focus.  b all rays initially parallel to the principal axis of the lens a re refracted through the principal  focus.  c the focal length of the lens is the distance between the image and the principal focus.  d the focal length of the lens is the distance between the object  and the image.    ",
+            "11": "11     \u00a9 ucles 2020 0625/11/o/n/20 [turn over  24 the diagram shows a beam of white light passing through a tria ngular prism. a spectrum is  produced.    white lightprism x y    which row correctly shows a wave property involved in producing  the colours at x and y?     wave property x y  a diffraction red violet  b dispersion red violet  c reflection violet red  d refraction violet red     25 the diagram shows the electromagnetic spectrum.    \uf067-rays e ultraviolet f infrared microwaves g    which types of wave are e, f and g?     e  f  g   a radio visible light x-rays  b radio x-rays ultrasound  c x-rays radio ultrasound  d x-rays visible light radio      26 a police car with its siren sounding is stationary in heavy tr affic. a pedestrian notices that,  although the loudness of the sound produced does not change, th e pitch varies.    which row describes the amplitude and the frequency of the soun d?     amplitude frequency  a constant constant  b constant varying  c varying constant  d varying varying      ",
+            "12": "12  \u00a9 ucles 2020 0625/11/o/n/20  27 two soft-iron pins are suspended from the s pole of a bar magn et.    which diagram shows how the pins are deflected?    sa sb sc sd      28 a student uses three small plotting compasses to investigate t he magnetic field around a bar  magnet.    which diagram shows the directions in which the compass needles  point?    s na s nb s n c s nd       29 what is an electric current in a metal wire?  a a flow of electrons  b a flow of neutrons  c a flow of nucleons  d a flow of protons     ",
+            "13": "13     \u00a9 ucles 2020 0625/11/o/n/20 [turn over  30 four wires are made of the same metal.    which wire has the greatest resistance?  a a 100  cm long wire with a diameter of 3.0  mm  b a 100  cm long wire with a diameter of 6.0  mm  c a 10  cm long wire with a diameter of 3.0  mm  d a 10  cm long wire with a diameter of 6.0  mm    31 a student uses four ammeters p, q, r and s to measure the curre nt in different parts of the  circuit shown.    a a a apq r s     which two ammeters read the largest current?  a p and q b p and r c r and q d r and s     32 a circuit x is set up with two identical lamps. circuit y is t hen set up, changing the positions of the  meters.    a vx a vy     on which meters do the readings change?  a both the ammeter and the voltmeter  b the ammeter only  c the voltmeter only  d neither the ammeter nor the voltmeter   ",
+            "14": "14  \u00a9 ucles 2020 0625/11/o/n/20  33 an electrical appliance is powered from a mains supply.    the appliance normally uses a current of 3  a, but the current briefly rises to 4  a at the instant the  appliance is switched on. the cable to the appliance is designe d for currents up to 6  a.    a fuse is used to protect the circuit.    what should be the rating of the fuse?  a 1 a b 3 a c 5 a d 13  a     34 an electromagnet is positioned close to a coil of wire.    electromagnet coil     the electromagnet is switched on, remains on for a short time, and is then switched off.    three statements about the pointer on the galvanometer during t his sequence are given.    1 the pointer kicks to one side as the electromagnet is switche d on.  2 the pointer records a steady non-zero value while the electro magnet remains  switched on.  3 the pointer kicks to the other side as the electromagnet is s witched off.    which statements are correct?  a 1 and 2 only b 1 and 3 only c 2 and 3 only d 1, 2 and 3    35 a transformer is needed to convert a supply of 240  v a.c. into 4800  v a.c..    npns 240  v a.c. 4800  v a.c.     which pair of coils would be suitable for this transformer?     number of turns  on primary coil np number of turns  on secondary coil ns  a 50 1  000  b 240 48  000  c 480 24  d 2000 100 ",
+            "15": "15     \u00a9 ucles 2020 0625/11/o/n/20 [turn over  36 the diagrams show a current-carrying wire with an arrow in the  direction of the current.    which diagram shows the magnetic field produced by the current?     a magnetic field lines wireb magnetic field lines wire c magnetic field lines wired magnetic field lines wire       37 which statement is correct for the nucleus of any atom?  a the nucleus contains electrons, neutrons and protons.  b the nucleus contains the same number of protons as neutrons.  c the nucleus has a total charge of zero.  d the nucleus is very small compar ed with the size of the atom.    38 the nucleus of an atom x is represented by the notation shown.         how many protons and how many neutrons are in this nucleus?     number of  protons number of  neutrons  a p q  b p q \u2013 p  c q p  d q p \u2013 q     ",
+            "16": "16    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 tra ce copyright holders, but if any items requiring clearance have  unwittingly been included, the  publisher will be pleased to make amends at the earliest possib le opportunity.   to avoid the issue of disclosure of answer-related information to candidates, all copyright acknowledgements are reproduced on line in the cambridge  assessment international educat ion copyright acknowledgements b ooklet. this is produced for eac h series of examinations and is  freely available to download  at www.cambridgeinternational.org  after the live examination se ries.    cambridge assessment international education is part of the cam bridge assessment group. cambri dge assessment is the brand name  of the university of  cambridge local examinations sy ndicate (ucles), which itself is  a department of the univ ersity of cambridge.    \u00a9 ucles 2020 0625/11/o/n/20   39 a radiation detector records a low reading even when no radioa ctive source is close. this is due  to background radiation.    what does not contribute to this background radiation?  a rocks on earth  b cosmic rays from the sun  c satellite tv signals  d waste from nuclear power stations    40 the graph shows the radioactive decay curve of a substance.    1000 750500250 0 0 5 10 15 20 25 30 time  / yearscount rate counts  / s     what is the half-life of this substance?  a 0.5 years b 5 years c 15 years d 30 years       "
+        },
+        "0625_w20_qp_12.pdf": {
+            "1": "    this document has 16 pages. blank pages are indicated.  ib20 11_0625_12/3rp   \u00a9 ucles 2020   [turn ove r   *1318401521*cambridge igcse\u2122       physics 0625/12     paper 1 multiple choice (core)  october/november 2020     45 minutes    you must answer on the mult iple choice answer sheet.    you will need: multiple choice answer sheet   soft clean eraser   soft pencil (type b or hb is recommended)       instructions   \uf0b7 there are forty  questions on this paper. answer all questions.   \uf0b7 for each question there ar e four possible answers a, b, c and d. choose the one you consider correct  and record your choice in soft pencil on the multiple choice an swer sheet.   \uf0b7 follow the instructions on the multiple choice answer sheet.  \uf0b7 write in soft pencil.  \uf0b7 write your name, centre number and candidate number on the mult iple choice answer sheet in the  spaces provided unless this has been done for you.  \uf0b7 do not use correction fluid.  \uf0b7 do not write on any bar codes.  \uf0b7 you may use a calculator.  \uf0b7 take the weight of 1.0  kg to be 10  n (acceleration of free fall = 10  m / s2).      information  \uf0b7 the total mark for this paper is 40.  \uf0b7 each correct answer will score one mark. a mark will not be ded ucted for a wrong answer.  \uf0b7 any rough working should be don e on this question paper.   ",
+            "2": "2  \u00a9 ucles 2020 0625/12/o/n/20  1 a student measures the volumes of three liquids using three di fferent measuring cylinders.    2.0 1.51.00.5cm 3cm3cm3 14.0 3.02.01.0 240 302010 3     the table shows the volumes recorded by the student.    measuring  cylinder volume  / cm3  1 1.2  2 2.2  3 25    which readings are correctly recorded?  a 1, 2 and 3 b 1 and 2 only c 1 and 3 only d 1  o n l y     2 a car driver measures the time taken to complete four separate  journeys.    in which journey does the driver have the greatest average spee d?     distance  / km time  / h  a 60 2  b 60 3  c 120 3  d 120 4     ",
+            "3": "3     \u00a9 ucles 2020 0625/12/o/n/20 [turn over  3 the graph shows how the speed of an object varies with time.    speed timep q0     which row describes the motion of the object at times p and q?     p  q   a at rest accelerating  b at rest decelerating  c moving with constant speed accelerating  d moving with constant speed decelerating     4 a stone has a weight of 4.1  n.    what is the mass of the stone?  a 0 . 4 1  kg b 2 . 4  kg c 4 . 1  kg d 4 1  kg      5 which quantity is weight an example of?  a acceleration  b f o r c e   c mass  d pressure      6 a rectangular metal block is 20  cm long.    the cross-sectional area of the block is 25  cm2.    the mass of the block is 4000  g.    what is the density of the metal?  a 0 . 1 3  g / cm3 b 0 . 3 2  g / cm3 c 8 . 0  g / cm3 d 2000  g / cm3    ",
+            "4": "4  \u00a9 ucles 2020 0625/12/o/n/20  7 a force of 4.0  n acts on a beam as shown.    beam x 4.0 npivot     the line of action of the force is a distance x from a pivot. the moment of this force about this  pivot is 8.0  n cm.    what is distance x?  a 0 . 5 0  cm b 2 . 0  cm c 1 2  cm d 3 2  cm     8 the diagram shows a stand. the stand holds a heavy mass above t he bench.    heavy mass stand basebench     which two changes would definitely make the stand more stable?  a lower the mass and make the base narrower.  b lower the mass and make the base wider.  c raise the mass and make the base narrower.  d raise the mass and make the base wider.      9 two wind farms supply electrical energy to consumers in differ ent ways.    wind farm 1 supplies energy directly to consumers and for every  1000  j of energy extracted from  the wind, 360  j is transferred to consumers as electrical energy.    wind farm 2 stores electrical energy in batteries and then supp lies energy from the batteries to  the consumer. for every 1000  j of energy extracted from the wind, 270  j is transferred to  consumers as electrical energy.    which statement about the two wind farms is correct?  a wind farm 1 is less reliable and less efficient than wind farm 2.  b wind farm 1 is less reliable but more efficient than wind farm 2.  c wind farm 1 is more reliable but less efficient than wind farm 2.  d wind farm 1 is more reliable and more efficient than wind farm 2. ",
+            "5": "5     \u00a9 ucles 2020 0625/12/o/n/20 [turn over  10 work is done.    which physical quantity is transferred?  a d i s t a n c e   b energy  c f o r c e   d temperature    11 to calculate the power produced by a force, the size of the fo rce must be known.    what else needs to be known to calculate the power?     the distance that the force  moves the object the time for which the  force acts on the object   a \u0016 \u0016 key  b \u0016 \u001a \u0016 = needed  c \u001a \u0016 \u001a = not needed  d \u001a \u001a       12 the diagram shows a mercury barometer.    which height is used as a measurement of atmospheric pressure?    d cb amercury      ",
+            "6": "6  \u00a9 ucles 2020 0625/12/o/n/20  13 a man who weighs 540  n stands with both feet on the ground. the area of contact betw een one  foot and the ground is 0.015  m2.    what is the pressure exerted on the floor by the man?  a 1800  n / m2  b 3600  n / m2  c 1 8  000  n / m2  d 3 6  000  n / m2    14 on a warm day, a driv er checks the air pre ssure in a car tyre.  at night, the temp erature drops and  the air pressure in the tyre decreases. there are no air leaks in the tyre.    why does the pressure decrease?  a the air molecules in the tyre move more slowly.  b the air molecules in the tyre stop moving.  c the volume of the air in the tyre decreases.  d the volume of the air in the tyre increases.      15 wet clothes are put out on a line to allow the water in the cl othes to evaporate.    which type of weather would cause the water to evaporate most q uickly?  a a cold day with no wind  b a cold day with wind  c a hot day with no wind  d a hot day with wind    ",
+            "7": "7     \u00a9 ucles 2020 0625/12/o/n/20 [turn over  16 a bimetallic strip is used to control the temperature of elect rical appliances. it is made of two  different metals fixed together.    the diagram shows the shape of the bimetallic strip before and after heating.    before heating after heatingmetal p metal q     which statement is correct?  a metal p contracts more than metal q on heating.  b metal q contracts more than metal p on heating.  c metal p expands more than metal q on heating.  d metal q expands more than metal p on heating.     17 samples of four different substances are heated in turn by the  same heater, for the same time  duration and in the same conditions. the increase in temperatur e for each sample is recorded in  the table.    which sample has the highest thermal capacity?     sample temperature  rise  / \uf0b0c  a aluminium 6.0  b copper 8.0  c mercury 10.0  d water 5.0     18 thermal energy is supplied at the same rate to four bars made from different materials.    xythermal energy    after several minutes, there is a temperature difference betwee n x and y for each bar.    which statement identifies the bar with the greatest temperatur e difference between points x and  y, and gives the correct reason?  a copper because it is a good conductor of thermal energy  b lead because it is the densest metal  c plastic because it is a poor conductor of thermal energy  d wood because it is a good conductor of thermal energy ",
+            "8": "8  \u00a9 ucles 2020 0625/12/o/n/20  19 a scientist measures the air temperature at different heights from the floor in a cave. the results  are recorded in the table.    height  / m temperature  / \uf0b0c  0 10  10 11  20 13  30 14  40 16    why does altering the height affect the temperature of the air?   a the molecules in warm air have less energy than the molecules in cool air.  b the molecules in cool air are further apart than the molecules  in warm air.  c warm air is less dense than cool air.  d cool air rises above warm air.      20 which row correctly describes light waves?     wave type direction of vibrations  a longitudinal parallel to direction of wave travel  b longitudinal perpendicular to direction of wave travel  c transverse parallel to direction of wave travel  d transverse perpendicular to direction of wave travel      21 waves travel across the surface of water.    what is meant by the amplitude of the wave?  a the maximum distance of a water particle from its mean position   b how far the wave travels every second  c the number of waves passing a point every second  d the distance between the top of consecutive waves     ",
+            "9": "9     \u00a9 ucles 2020 0625/12/o/n/20 [turn over  22 which diagram shows the image correctly formed by reflection?    a object imageb object image c object imaged object imagemirror mirror mirror mirror      23 a man sees a stone at the bottom of a pool of water.    which path could be taken by light from the stone to the man?    air water stoneab c dman      ",
+            "10": "10  \u00a9 ucles 2020 0625/12/o/n/20  24 white light can be split into different colours by passing it through a prism.    what is the name of this process?  a diffraction  b dispersion  c reflection  d total internal reflection     25 which type of radiation does a remote controller use to send i ts instructions to a tv set?  a \uf067-rays  b infrared radiation  c ultraviolet radiation  d x-rays    26 a police car with its siren sounding is stationary in heavy tr affic. a pedestrian notices that,  although the loudness of the sound produced does not change, th e pitch varies.    which row describes the amplitude and the frequency of the soun d?     amplitude frequency  a constant constant  b constant varying  c varying constant  d varying varying       27 a student sets up four experiments using bar magnets and other  metal objects. the n and s  poles of the bar magnets are labelled n and s.    1 sn sn2 sn iron 3 sn copper4 sn ns    which pairs attract each other?  a 1 and 2 b 1 and 3 c 2 and 4 d 3 and 4     ",
+            "11": "11     \u00a9 ucles 2020 0625/12/o/n/20 [turn over  28 a student uses three small plotting compasses to investigate t he magnetic field around a bar  magnet.    which diagram shows the directions in which the compass needles  point?    s na s nb s n c s nd       29 a polythene rod is charged negatively by rubbing it with a clo th.    which statement explains why the rod has become charged?  a the rod has gained electrons.  b the rod has gained protons.  c the rod has lost electrons.  d the rod has lost protons.    30 there is a current in a variable resistor when a potential dif ference (p.d.) is applied across it.    in which situation is the current increased?  a decrease the p.d. and keep the resistance the same.  b decrease the p.d. and increase the resistance.  c keep the p.d. the same and decrease the resistance.  d keep the p.d. the same and increase the resistance.    ",
+            "12": "12  \u00a9 ucles 2020 0625/12/o/n/20  31 the circuit shown includes a battery, three lamps x, y and z a nd three switches s 1, s2 and s 3.    lamp x lamp y lamp zs1 s2 s3     lamp x is off but lamps y and z are lit.    which switches are closed?  a s 1 and s 2 only  b s 1 and s 3 only  c s 2 and s 3 only  d s 1, s2 and s 3      32 a student uses four ammeters p, q, r and s to measure the curre nt in different parts of the  circuit shown.    a a a apq r s     which two ammeters read the largest current?  a p and q b p and r c r and q d r and s    33 an electrical appliance is powered from a mains supply.     the appliance normally uses a current of 3  a, but the current briefly rises to 4  a at the instant the  appliance is switched on. the cable to the appliance is designe d for currents up to 6  a.    a fuse is used to protect the circuit.    what should be the rating of the fuse?  a 1 a b 3 a c 5 a d 13  a ",
+            "13": "13     \u00a9 ucles 2020 0625/12/o/n/20 [turn over  34 a student investigates electromagnetic induction. she moves th e n pole of a magnet quickly  towards a coil of wire. there is a reading on the galvanometer.     bar magnet n scoil of wire     what can she do to get a greater reading on the galvanometer?  a hold the bar magnet stationary inside the coil.  b move the bar magnet slowly away from the coil.  c use a coil of wire with fewer turns on it.  d use a stronger bar magnet.     35 a transformer is needed to convert a supply of 240  v a.c. into 4800  v a.c..    npns 240  v a.c. 4800  v a.c.     which pair of coils would be suitable for this transformer?     number of turns  on primary coil np number of turns  on secondary coil ns  a 50 1  000  b 240 48  000  c 480 24  d 2000 100     ",
+            "14": "14  \u00a9 ucles 2020 0625/12/o/n/20  36 the diagram shows a wire carrying a current in the direction sh own. the wire is between the  poles of a magnet.    a force is produced on the wire out of the page.    n swire direction of current    the wire and magnet are now put into different arrangements x, y and z. the arrow shows the  direction of the current in each case.    n sx s ny s nz     in which arrangements is the force on the wire out of the page?   a x only b x and y c x and z d z only     37 which statement is correct for the nucleus of any atom?  a the nucleus contains electrons, neutrons and protons.  b the nucleus contains the same number of protons as neutrons.  c the nucleus has a total charge of zero.  d the nucleus is very small compar ed with the size of the atom.    38 the symbol represents a nucleus of zinc.        which row gives the numbers of protons and neutrons in this nuc leus?     number of  protons number of  neutrons  a 30 38  b 30 68  c 38 30  d 38 68 ",
+            "15": "15     \u00a9 ucles 2020 0625/12/o/n/20  39 three types of radiation are \uf061-radiation, \uf062-radiation and \uf067-radiation.    which statement is correct?  a \uf061-radiation is less ionising than \uf062-radiation.  b \uf061-radiation is less ionising than \uf067-radiation.  c \uf067-radiation produces no ionisation.  d \uf062-radiation is more ionising than \uf067-radiation.     40 the graph shows the radioactive decay curve of a substance.    1000 750500250 0 0 5 10 15 20 25 30 time  / yearscount rate counts  / s     what is the half-life of this substance?  a 0.5 years b 5 years c 15 years d 30 years    ",
+            "16": "16    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 tra ce copyright holders, but if any items requiring clearance have  unwittingly been included, the  publisher will be pleased to make amends at the earliest possib le opportunity.   to avoid the issue of disclosure of answer-related information to candidates, all copyright acknowledgements are reproduced on line in the cambridge  assessment international educat ion copyright acknowledgements b ooklet. this is produced for eac h series of examinations and is  freely available to download  at www.cambridgeinternational.org  after the live examination se ries.    cambridge assessment international education is part of the cam bridge assessment group. cambri dge assessment is the brand name  of the university of  cambridge local examinations sy ndicate (ucles), which itself is  a department of the univ ersity of cambridge.    \u00a9 ucles 2020 0625/12/o/n/20  blank page  "
+        },
+        "0625_w20_qp_13.pdf": {
+            "1": "    this document has 16 pages. blank pages are indicated.  ib20 11_0625_13/4rp   \u00a9 ucles 2020   [turn ove r   *4235244434*cambridge igcse\u2122       physics 0625/13     paper 1 multiple choice (core)  october/november 2020     45 minutes    you must answer on the mult iple choice answer sheet.    you will need: multiple choice answer sheet   soft clean eraser   soft pencil (type b or hb is recommended)       instructions   \uf0b7 there are forty  questions on this paper. answer all questions.   \uf0b7 for each question there ar e four possible answers a, b, c and d. choose the one you consider correct  and record your choice in soft pencil on the multiple choice an swer sheet.   \uf0b7 follow the instructions on the multiple choice answer sheet.  \uf0b7 write in soft pencil.  \uf0b7 write your name, centre number and candidate number on the mult iple choice answer sheet in the  spaces provided unless this has been done for you.  \uf0b7 do not use correction fluid.  \uf0b7 do not write on any bar codes.  \uf0b7 you may use a calculator.  \uf0b7 take the weight of 1.0  kg to be 10  n (acceleration of free fall = 10  m / s2).      information  \uf0b7 the total mark for this paper is 40.  \uf0b7 each correct answer will score one mark. a mark will not be ded ucted for a wrong answer.  \uf0b7 any rough working should be don e on this question paper.   ",
+            "2": "2  \u00a9 ucles 2020 0625/13/o/n/20  1 a student uses a metre rule to measure the length of a sheet of  paper.    which measurement is shown to the nearest millimetre?  a 0 . 3  m b 0 . 2 9  m c 0 . 2 9 3  m d 0.2932  m     2 the diagram shows the distance\u2013time graph for the motion of an object.    0 0 timedistance     how can the motion of the object be described?  a at rest, then constant deceleration  b at rest, then constant speed  c constant speed, then constant acceleration  d constant speed, then constant deceleration      3 an athlete runs 300  m up a hill in 100  s.    she then runs down the same hill in 50  s.    what is her average speed for the whole run?  a 2 . 0  m / s b 4 . 0  m / s c 8 . 0  m / s d 9 . 0  m / s     ",
+            "3": "3     \u00a9 ucles 2020 0625/13/o/n/20 [turn over  4 the diagram shows an object on a balance. the reading on the ba lance is shown.    200  gobject     which quantity is shown?  a the mass of the object  b the pressure exerted by the object  c the volume of the object  d the weight of the object    5 which quantity is weight an example of?  a acceleration  b f o r c e   c mass  d pressure     6 a student is asked to predict whether a solid floats in a liqu id.    which information does the student require?  a the density of the liquid and the mass of the solid  b the density of the solid and the density of the liquid  c the density of the solid and the mass of the liquid  d the mass of the solid and the mass of the liquid     ",
+            "4": "4  \u00a9 ucles 2020 0625/13/o/n/20  7 the diagram shows a car moving along a road.    the force due to the engine is 1500  n and the total drag force is 200  n.    drag force 200  nengine force 1500  n road     what is the motion of the car?  a constant speed  b decreasing speed  c increasing speed  d reversing      8 students x and y are sitting on a seesaw. student x has a weig ht of 400  n and student y has a  weight of 600  n. the seesaw is in equilibrium.    student x student y     which statement correctly describes why the seesaw is in equili brium?  a the resultant force is zero and the resultant moment is zero.  b the resultant force is 200  n and the resultant moment is zero.  c the sum of the downward forces is zero and the resultant momen t is zero.  d the total downward force is 1000  n and the resultant moment is 200  n m.    ",
+            "5": "5     \u00a9 ucles 2020 0625/13/o/n/20 [turn over  9 the diagram shows a frictionless pendulum.    pr qpendulum bob     the pendulum bob swings from point p through point q to point r  then back to p.    at which point is the energy of the pendulum bob greatest?  a at point p  b at point q  c at point r  d it is the same at points p, q and r      10 which statement correctly compares the production of electricit y using wind and the production of  electricity using nuclear fission?  a wind is less reliable than nuclear fission; both wind and nucle ar fission are renewable.  b wind is less reliable than nuclear fission; wind is renewable, but nuclear fission is not.  c wind is more reliable than nuclear fission; both wind and nucle ar fission are renewable.  d wind is more reliable than nuclear fission; wind is renewable, but nuclear fission is not.      11 to calculate the power produced by a force, the size of the fo rce must be known.    what else needs to be known to calculate the power?     the distance that the force  moves the object the time for which the  force acts on the object   a \u0016 \u0016 key  b \u0016 \u001a \u0016 = needed  c \u001a \u0016 \u001a = not needed  d \u001a \u001a      ",
+            "6": "6  \u00a9 ucles 2020 0625/13/o/n/20  12 the diagram shows a mercury barometer.    which height is used as a measurement of atmospheric pressure?    d cb amercury      13 a large box has a weight of 700  n. the box is placed on the floor.    50 cm 70 cm    what is the pressure on the floor due to the box?  a 0 . 2 0  n / m2 b 1 0  n / m2 c 2 4 5  n / m2 d 2000  n / m2     14 on a warm day, a driv er checks the air pre ssure in a car tyre.  at night, the temp erature drops and  the air pressure in the tyre decreases. there are no air leaks in the tyre.    why does the pressure decrease?  a the air molecules in the tyre move more slowly.  b the air molecules in the tyre stop moving.  c the volume of the air in the tyre decreases.  d the volume of the air in the tyre increases.    ",
+            "7": "7     \u00a9 ucles 2020 0625/13/o/n/20 [turn over  15 a textbook gives the description of a thermal process as \u2018more -energetic molecules escape from  the surface of a liquid which causes the liquid to cool\u2019.    which process is being described?  a boiling  b brownian motion  c condensation  d evaporation    16 which physical property changes when temperature is measured wi th a liquid-in-glass  thermometer?  a electromotive force  b pressure  c resistance  d volume    17 two different pure substances x and y are heated. both substan ce x and substance y are  initially in the solid state.    the graph shows how the temperature of each substance changes w ith time.    0 0temperature timesubstance x substance y     what does the graph tell us about the substances?  a substance x has a lower boiling point than substance y.  b substance x has a lower melting point than substance y.  c substance y has a lower boiling point than substance x.  d substance y has a lower melting point than substance x.    ",
+            "8": "8  \u00a9 ucles 2020 0625/13/o/n/20  18 the diagram shows the view of a room heated by a radiator. the  arrowed line from x to y is the  path of the convection current in the air.    xy radiatorceiling floor     which row about the air temperature and the air density at x an d at y is correct?     air temperature air density  a higher at x higher at x  b higher at x higher at y  c higher at y higher at y  d higher at y higher at x      19 which thermal process can transfer energy through a vacuum?  a conduction  b convection  c evaporation  d radiation    20 which row correctly describes light waves?     wave type direction of vibrations  a longitudinal parallel to direction of wave travel  b longitudinal perpendicular to direction of wave travel  c transverse parallel to direction of wave travel  d transverse perpendicular to direction of wave travel     ",
+            "9": "9     \u00a9 ucles 2020 0625/13/o/n/20 [turn over  21 the diagram shows a wave. it is not drawn to scale.    2.0 m6.0 m     what are the amplitude and the wavelength of the wave?     amplitude  / m wavelength  / m  a 1.0 1.0  b 1.0 2.0  c 2.0 2.0  d 2.0 3.0      22 a boy is having his eyes tested. a letter is printed on a card  placed over his head. he sees the  card in a plane mirror placed on the far wall of the room.    he sees the letter \u2018r\u2019 in the mirror.    how is it printed on the card?    a b c d      ",
+            "10": "10  \u00a9 ucles 2020 0625/13/o/n/20  23 a man sees a stone at the bottom of a pool of water.    which path could be taken by light from the stone to the man?    air water stoneab c dman      24 the diagram shows the image made by a converging lens.    f 2fobject imagef 2fconverging lens principal axislight rays     which statement describes the image formed?  a diminished and inverted  b diminished and upright  c enlarged and inverted  d enlarged and upright     ",
+            "11": "11     \u00a9 ucles 2020 0625/13/o/n/20 [turn over  25 the diagram shows three types of electromagnetic radiation lis ted in a particular order. the  electromagnetic radiation is travelling in a vacuum.    microwaves infrared x-rays    which quantities increase in magnitude going from left to right  across the list?  a frequency only  b neither speed nor frequency  c speed and frequency  d speed only     26 a  p o l i c e  c a r  w i t h  i t s  s i r e n  s o u n d i n g  i s  s t a t i o n a r y  i n  h e a v y  t r affic. a pedestrian notices that,  although the loudness of the sound produced does not change, th e pitch varies.    which row describes the amplitude and the frequency of the soun d?     amplitude frequency  a constant constant  b constant varying  c varying constant  d varying varying      ",
+            "12": "12  \u00a9 ucles 2020 0625/13/o/n/20  27 diagrams 1, 2 and 3 show an experiment to compare two magnets 1 and 2.    125.3  g diagram 1n s 124.9  g diagram 2n s 126.7  g diagram 3n sw xy zmagnet 1 magnet magnet magnetmagnet 2     which row explains the readings on the balances?     polarity of magnet 1 polarity of magnet 2  a x is an n pole z is an n pole  b x is an n pole z is an s pole  c x is an s pole z is an n pole  d x is an s pole z is an s pole      28 a student uses three small plotting compasses to investigate t he magnetic field around a bar  magnet.    which diagram shows the directions in which the compass needles  point?    s na s nb s n c s nd    ",
+            "13": "13     \u00a9 ucles 2020 0625/13/o/n/20 [turn over  29 which statement about charging an insulator is correct?  a it can be given an electrostatic charge by placing it in a mag netic field.  b it can be given an electrostatic charge by connecting it to a battery.  c it can be given an electrostatic charge by friction.  d it cannot be given an electrostatic charge.      30 each diagram shows part of a circuit. the circle represents an  instrument used to measure the  potential difference (p.d.) across the resistor.    diagram 1 diagram 2     which row is correct?     the unit of p.d. diagram which shows the  meter correctly connected  a amperes diagram 1  b amperes diagram 2  c volts diagram 1  d volts diagram 2     31 a student uses four ammeters p, q, r and s to measure the curre nt in different parts of the  circuit shown.    a a a apq r s     which two ammeters read the largest current?  a p and q b p and r c r and q d r and s     ",
+            "14": "14  \u00a9 ucles 2020 0625/13/o/n/20  32 three statements about a relay are given.    1 a relay has a coil that becomes a temporary magnet when in op eration.  2 a large current in a relay coil is used to switch off a small er current.  3 a small current in a relay coil is used to switch on a larger  current.    which statements are correct?  a 1 and 2 only b 2 and 3 only c 1 and 3 only d 1, 2 and 3    33 an electrical appliance is p owered from a mains supply.     the appliance normally uses a current of 3  a, but the current briefly rises to 4  a at the instant the  appliance is switched on. the cable to the appliance is designe d for currents up to 6  a.    a fuse is used to protect the circuit.    what should be the rating of the fuse?  a 1 a b 3 a c 5 a d 13  a     34 when a metal wire moves up, cutting a magnetic field, an elect romotive force (e.m.f.) is induced  across the wire.    which change affects the magnitude of the induced e.m.f.?  a moving the wire down at the same speed  b moving the wire up at a faster speed  c using a thicker wire  d using a wire made from a different metal     35 a transformer is needed to convert a supply of 240  v a.c. into 4800  v a.c..    npns 240  v a.c. 4800  v a.c.     which pair of coils would be suitable for this transformer?     number of turns  on primary coil np number of turns  on secondary coil ns  a 50 1  000  b 240 48  000  c 480 24  d 2000 100 ",
+            "15": "15     \u00a9 ucles 2020 0625/13/o/n/20 [turn over  36 the diagram shows a wire carrying a current in the direction sh own. there is a magnetic field  acting from left to right. the wire experiences a force acting out of the page.    wire direction of magnetic fielddirectionof current     the current is now reversed.    in which direction does the force on the wire now act?  a into the page  b out of the page  c to the left  d to the right      37 which statement is correct for the nucleus of any atom?  a the nucleus contains electrons, neutrons and protons.  b the nucleus contains the same number of protons as neutrons.  c the nucleus has a total charge of zero.  d the nucleus is very small compar ed with the size of the atom.      38 how many protons and how many neutrons are in a nucleus of              ?     protons neutrons  a 90 144  b 90 234  c 144 90  d 234 90     234th90",
+            "16": "16    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 tra ce copyright holders, but if any items requiring clearance have  unwittingly been included, the  publisher will be pleased to make amends at the earliest possib le opportunity.   to avoid the issue of disclosure of answer-related information to candidates, all copyright acknowledgements are reproduced on line in the cambridge  assessment international educat ion copyright acknowledgements b ooklet. this is produced for eac h series of examinations and is  freely available to download  at www.cambridgeinternational.org  after the live examination se ries.    cambridge assessment international education is part of the cam bridge assessment group. cambri dge assessment is the brand name  of the university of  cambridge local examinations sy ndicate (ucles), which itself is  a department of the univ ersity of cambridge.    \u00a9 ucles 2020 0625/13/o/n/20  39 a radiation detector in a laboratory is measuring background r adiation.    which row describes the readings and the cause?     readings cause  a vary with no pattern background radiation is random  b vary with no pattern radiation detectors are unstable  c   slowly increase during the day   background radiation increases  as temperature increases  d   slowly reduce during the day   background radiation decreases  as temperature increases      40 the graph shows the radioactive decay curve of a substance.    1000 750500250 0 0 5 10 15 20 25 30 time  / yearscount rate counts  / s     what is the half-life of this substance?  a 0.5 years b 5 years c 15 years d 30 years      "
+        },
+        "0625_w20_qp_21.pdf": {
+            "1": "    this document has 16 pages. blank pages are indicated.  ib20 11_0625_21/3rp   \u00a9 ucles 2020   [turn ove r   *8691247406*cambridge igcse\u2122       physics 0625/21     paper 2 multiple choice (extended)  october/november 2020     45 minutes    you must answer on the mult iple choice answer sheet.    you will need: multiple choice answer sheet   soft clean eraser   soft pencil (type b or hb is recommended)       instructions   \uf0b7 there are forty  questions on this paper. answer all questions.   \uf0b7 for each question there ar e four possible answers a, b, c and d. choose the one you consider correct  and record your choice in soft pencil on the multiple choice an swer sheet.   \uf0b7 follow the instructions on the multiple choice answer sheet.  \uf0b7 write in soft pencil.  \uf0b7 write your name, centre number and candidate number on the mult iple choice answer sheet in the  spaces provided unless this has been done for you.  \uf0b7 do not use correction fluid.  \uf0b7 do not write on any bar codes.  \uf0b7 you may use a calculator.  \uf0b7 take the weight of 1.0  kg to be 10  n (acceleration of free fall = 10 m  / s2).      information  \uf0b7 the total mark for this paper is 40.  \uf0b7 each correct answer will score one mark. a mark will not be ded ucted for a wrong answer.  \uf0b7 any rough working should be don e on this question paper.   ",
+            "2": "2  \u00a9 ucles 2020 0625/21/o/n/20  1 for which one of the following measurements would a micrometer screw gauge be most  suitable?  a length of this page  b length of a pencil  c diameter of a wire  d diameter of an atom     2 the speed\u2013time graph represents a journey.    speed time00xy     how does the graph show that the distance travelled in section x of the journey is greater than  the distance travelled in section y?  a the area below section x of the graph is greater than the area below section y.  b the gradient of section x of the graph is greater than the grad ient of section y.  c the speed at the end of section x of the journey is greater tha n the speed at the end of  section y.  d the time for section x of the journey is greater than the time for section y.     3 a car is travelling at a velocity of 2.0  m / s. it accelerates at a constant 0.20  m / s2 for 2.5 minutes.    what is the final velocity of the car?  a 2.5  m / s b 5.2  m / s c 30  m / s d 32  m / s     4 which quantity is weight an example of?  a acceleration  b f o r c e   c mass  d pressure    ",
+            "3": "3     \u00a9 ucles 2020 0625/21/o/n/20 [turn over  5 a sphere p, made of steel, has a weight of 10  n on earth.    another sphere q, also made of steel, has a weight of 10  n on mars.    the gravitational field strength on earth is greater than the g ravitational field strength on mars.    which statement is correct?  a the mass of sphere p is the same as the mass of sphere q.  b the mass of sphere p is less than the mass of sphere q.  c on mars, the weight of sphere p is more than 10  n.  d on earth, the weight of sphere q is less than 10  n.     6 a metal ball is attached to a cork and is lowered into a measu ring cylinder, pulling the cork into  the water, as shown.    48 cm3 water ball and cork above the waterball fully submerged but cork above the waterboth ball and cork fully submergedballcork 56 cm380 cm3     the mass of the cork is 4.8  g.    what is the density of the cork?  a 0 . 1 5  g / cm3 b 0 . 2 0  g / cm3 c 0 . 6 0  g / cm3 d 5 . 0  g / cm3     ",
+            "4": "4  \u00a9 ucles 2020 0625/21/o/n/20  7 a uniform plank rests on a pivot at its centre.    two children p and q sit on the plank in the positions shown.    child p child q pivot1.2 m 1.5  m     the mass of child p is 25  kg.    the plank is balanced.    what is the mass of child q?  a 2 0  kg b 2 5  kg c 3 1  kg d 4 5  kg     8 the diagram shows three forces acting on an object.    6 n 9 n 1 n     what is the value of the resultant force acting on the object?  a 2  n b 1 0  n c 1 4  n d 1 6  n    ",
+            "5": "5     \u00a9 ucles 2020 0625/21/o/n/20 [turn over  9 an object with a mass of 0.20  kg moves at 0.20  m / s, as shown.    0.20  kg0.20  m / s     which other object has a momentum that is identical to the mome ntum of this object?    0.20  kg0.20  m / s 0.40  kg 0.10  m / s 0.40  kg0.10  m / sab cd 0.20  kg0.20  m / s      10 a stone is dropped from rest at a height of 2.0  m above the surface of a planet.    the planet has no atmosphere.    the speed of the stone just before reaching the surface of the planet is 3.8  m / s.    what is the acceleration of free fall on the planet?  a zero b 1 . 9  m / s2 c 3 . 6  m / s2 d 7 . 2  m / s2     11 an electric motor uses 1000  j of electrical energy. it provides 450  j of useful output energy.    what is the efficiency of the motor?  a 4 . 5 %  b 5 . 5 %  c 4 5 %  d 55%    12 to calculate the power produced by a force, the size of the fo rce must be known.    what else needs to be known to calculate the power?     the distance that the force  moves the object the time for which the  force acts on the object   a \u0016 \u0016 key  b \u0016 \u001a \u0016 = needed  c \u001a \u0016 \u001a = not needed  d \u001a \u001a  ",
+            "6": "6  \u00a9 ucles 2020 0625/21/o/n/20  13 a barometer reads 780  mm  hg. mercury has a density of 1.36 \uf0b4 104  kg  / m3.    what is the pressure of the atmosphere in n  / m2?  a 1.1 \uf0b4 104  n / m2  b 1.1 \uf0b4 105  n / m2  c 1.1 \uf0b4 107  n / m2  d 1.1 \uf0b4 108  n / m2     14 the diagram shows a mercury barometer.    which height is used as a measurement of atmospheric pressure?    d cb amercury      15 a student splashes water on to her face. here are three statem ents about the effects.    p the water uses energy to evaporate.  q the water gains energy from the student. r the face of the student cools.    which statements are correct?  a p and q only b p and r only c q and r only d p, q and r      16 when a bridge is built, a gap is  left between each concrete sl ab.    why are these gaps left?  a concrete expands on warm days.  b concrete contracts on warm days.  c the gaps expand on warm days.  d the gaps contract on cold days. ",
+            "7": "7     \u00a9 ucles 2020 0625/21/o/n/20 [turn over  17 the specific heat capacity of so lid p is greater than that of solid q.    what does this statement mean?  a less energy is needed to raise the temperature by 1  \uf0b0c of unit mass of solid p than unit mass  of solid q.  b less energy is needed to melt unit mass of solid p than unit ma ss of solid q.  c more energy is needed to raise the temperature by 1  \uf0b0c of unit mass of solid p than unit  mass of solid q.  d more energy is needed to melt unit mass of solid p than unit ma ss of solid q.     18 a student placed a number of ice cubes in a container with a h ole in the base. he left them to  melt so that the water dripped into a beaker placed on a balanc e. the student recorded the initial  mass of the beaker and the final mass of the beaker and water a fter five minutes.    0.05  kg beforebeaker balanceice in a container with a holein the base 0.16  kg after    the specific latent heat of fusion for water is 334  j / g.    how much energy was absorbed from the surroundings in order to melt the ice?  a 37  j b 54  j c 37  000  j d 54  000  j     ",
+            "8": "8  \u00a9 ucles 2020 0625/21/o/n/20  19 the diagram shows four rods. each rod is made of a different m etal.    xp sq rcopper ironbrass silver     wax is used to attach small metal balls at the rod ends p, q, r  and s.    each rod is the same size. they are heated uniformly by a bunse n burner at point x.    as the rods warm up, the wax melts and the balls fall off.    why does the ball on the silver rod fall first?  a silver is the best conductor of heat.  b silver is the worst conductor of heat.  c silver is the best radiator of heat.  d silver is the worst radiator of heat.    20 four cups a, b, c and d contain hot coffee.    which cup keeps the coffee warm the longest?     the outside  surface of the cup the top of the cup  a black covered with a lid  b black no lid  c white covered with a lid  d white no lid     ",
+            "9": "9     \u00a9 ucles 2020 0625/21/o/n/20 [turn over  21 which row correctly describes light waves?     wave type direction of vibrations  a longitudinal parallel to direction of wave travel  b longitudinal perpendicular to direction of wave travel  c transverse parallel to direction of wave travel  d transverse perpendicular to direction of wave travel      22 the diagram shows part of a diffracted wave pattern.    barrier direction of waves     changes are made to the wavelength and to the gap size to produ ce a semicircular diffracted  wave pattern.    which row produces the required semicircular diffracted wave pa ttern?     gap in barrier wavelength  a larger same  b larger smaller  c same larger  d same smaller      23 which statement about a thin converging lens is correct?  a all rays of light refracted by the lens pass through the princi pal focus.  b a l l  r a y s  i n i t i a l l y  p a r a l l e l  t o  t h e  p r i n c i p a l  a x i s  o f  t h e  l e n s  a re refracted through the principal  focus.  c the focal length of the lens is the distance between the image and the principal focus.  d the focal length of the lens is  the distance between the object  and the image.    ",
+            "10": "10  \u00a9 ucles 2020 0625/21/o/n/20  24 the diagram shows white light passing through a prism.    red violet white light    which description of what happens as the light passes into the prism is correct?  a the speed of the red light is less than the speed of the violet  light and the red light is the  least refracted.  b the speed of the red light is greater than the speed of the vio let light and the red light is the  least refracted.  c the speed of the violet light is less than the speed of the red  light and the violet light is the  least refracted.  d the speed of the violet light is greater than the speed of the red light and the violet light is the  least refracted.    25 which row gives possible values for the speed of sound?     speed in gas  m / s speed in liquid  m / s speed in solid  m / s  a 972 1450 3560  b 972 3560 1450  c 1450 3560 972  d 3560 972 1450     26 a police car with its siren sounding is stationary in heavy tr affic. a pedestrian notices that,  although the loudness of the sound produced does not change, th e pitch varies.    which row describes the amplitude and the frequency of the soun d?     amplitude frequency  a constant constant  b constant varying  c varying constant  d varying varying      ",
+            "11": "11     \u00a9 ucles 2020 0625/21/o/n/20 [turn over  27 a piece of steel is slightly magnetised. it is hit several tim es with a hammer.    what effect will this have on the steel?     the steel is parallel to  a strong magnetic field the steel is at right-angles  to a weak magnetic field  a it becomes magnetised more strongly it becomes magnetised more strongly  b it becomes magnetised more strongly it loses its magnetism  c it loses its magnetism it becomes magnetised more strongly  d it loses its magnetism it loses its magnetism      28 two soft-iron pins are suspended from the s pole of a bar magn et.    which diagram shows how the pins are deflected?    sa sb sc sd       29 a negatively charged plastic rod is brought near to an uncharg ed metal sphere and held there.    what happens when the metal sphere is earthed?  a electrons flow from the metal sphere to earth.  b electrons flow from earth to the metal sphere.  c positive charge flows from the metal sphere to earth.  d positive charge flows from earth to the metal sphere.      30 which statement defines the electromotive force (e.m.f.) of a cell?  a the current in the cell when 1.0  c of charge flows in 1.0  s  b the current supplied by the cell to drive 1.0  c of charge around a complete circuit  c the energy supplied by the cell to drive 1.0  c of charge around a complete circuit  d the energy supplied by the cell to drive 1.0  a of current around a complete circuit     ",
+            "12": "12  \u00a9 ucles 2020 0625/21/o/n/20  31 four wires are made of the same metal.    which wire has the greatest resistance?  a a 100  cm long wire with a diameter of 3.0  mm  b a 100  cm long wire with a diameter of 6.0  mm  c a 10  cm long wire with a diameter of 3.0  mm  d a 10  cm long wire with a diameter of 6.0  mm    32 in which circuit is there just a single lamp lit?    a b c d      ",
+            "13": "13     \u00a9 ucles 2020 0625/21/o/n/20 [turn over  33 a student uses four ammeters p, q, r and s to measure the curre nt in different parts of the  circuit shown.    a a a apq r s     which two ammeters read the largest current?  a p and q b p and r c r and q d r and s    34 which combination of logic gates gives the truth table shown?    inputs output  x y z  0 0 1  0 1 1  1 0 1  1 1 0    x yza cb dx yz x yzx yz      ",
+            "14": "14  \u00a9 ucles 2020 0625/21/o/n/20  35 a transformer is needed to convert a supply of 240  v a.c. into 4800  v a.c..    npns 240  v a.c. 4800  v a.c.     which pair of coils would be suitable for this transformer?     number of turns  on primary coil np number of turns  on secondary coil ns  a 50 1  000  b 240 48  000  c 480 24  d 2000 100     36 the diagram shows part of a long current-carrying conductor.    at which point is the magnetic field strongest?    c d ba      37 a beam of particles moves through a magnetic field.    in which situation do the particles experience a magnetic force ?  a a beam of \uf061-particles moving parallel to the magnetic field lines  b a beam of electrons moving parallel to the magnetic field lines   c a beam of \uf062-particles moving perpendicularly across the magnetic field lin es  d a beam of neutrons moving perpendicularly across the magnetic f ield lines      38 which statement is correct for the nucleus of any atom?  a the nucleus contains electrons, neutrons and protons.  b the nucleus contains the same number of protons as neutrons.  c the nucleus has a total charge of zero.  d the nucleus is very small compar ed with the size of the atom. ",
+            "15": "15     \u00a9 ucles 2020 0625/21/o/n/20  39 two beams of radiation, p and q, enter an electric field as sh own.    ++++++++ \u2013\u2013\u2013\u2013\u2013\u2013\u2013\u2013p q     which type of radiations are p and q?     p  q   a beta (\uf062) alpha ( \uf061)  b beta (\uf062) gamma ( \uf067)  c gamma ( \uf067) alpha ( \uf061)  d gamma ( \uf067) gamma ( \uf067)      40 which equation represents the \uf062-decay of lead-209?  209pb82209bi830e\u20131+ a /g111 209pb82209tl810e\u20131+ b /g111 209pb82209bi830e\u20131+ c /g111 209pb82209tl810e\u20131+ d /g111      ",
+            "16": "16    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 tra ce copyright holders, but if any items requiring clearance have  unwittingly been included, the  publisher will be pleased to make amends at the earliest possib le opportunity.    to avoid the issue of disclosure of answer-related information to candidates, all copyright acknowledgements are reproduced on line in the cambridge  assessment international educat ion copyright acknowledgements b ooklet. this is produced for each series of examinations and is  freely available to download  at www.cambridgeinternational.org  after the live examination se ries.   cambridge assessment international education is part of the cam bridge assessment group. cambridge assessment is the brand name  of the university of  cambridge local examinations sy ndicate (ucles), which itself is  a department of the univ ersity of cambridge.    \u00a9 ucles 2020 0625/21/o/n/20  blank page  "
+        },
+        "0625_w20_qp_22.pdf": {
+            "1": "    this document has 16 pages. blank pages are indicated.  ib20 11_0625_22/4rp   \u00a9 ucles 2020   [turn ove r   *4531333276*cambridge igcse\u2122       physics 0625/22     paper 2 multiple choice (extended)  october/november 2020     45 minutes    you must answer on the mult iple choice answer sheet.    you will need: multiple choice answer sheet   soft clean eraser   soft pencil (type b or hb is recommended)       instructions   \uf0b7 there are forty  questions on this paper. answer all questions.   \uf0b7 for each question there ar e four possible answers a, b, c and d. choose the one you consider correct  and record your choice in soft pencil on the multiple choice an swer sheet.   \uf0b7 follow the instructions on the multiple choice answer sheet.  \uf0b7 write in soft pencil.  \uf0b7 write your name, centre number and candidate number on the mult iple choice answer sheet in the  spaces provided unless this has been done for you.  \uf0b7 do not use correction fluid.  \uf0b7 do not write on any bar codes.  \uf0b7 you may use a calculator.  \uf0b7 take the weight of 1.0  kg to be 10  n (acceleration of free fall = 10 m  / s2).      information  \uf0b7 the total mark for this paper is 40.  \uf0b7 each correct answer will score one mark. a mark will not be ded ucted for a wrong answer.  \uf0b7 any rough working should be don e on this question paper.   ",
+            "2": "2  \u00a9 ucles 2020 0625/22/o/n/20  1 the diagram shows a measuring device.    01 mm35 30     for which measurement is this device suitable?  a diameter of a cylinder of aluminium of about 20  cm  b distance between two molecules of zinc  c length of a rod of iron of about 1  m  d thickness of a sheet of copper of about 1.5  mm     2 the graph shows how the speed of an object varies with time.    speed timep q0     which row describes the motion of the object at times p and q?     p  q   a at rest accelerating  b at rest decelerating  c moving with constant speed accelerating  d moving with constant speed decelerating     ",
+            "3": "3     \u00a9 ucles 2020 0625/22/o/n/20 [turn over  3 a concrete block falls vertically from an aeroplane.    the concrete block falls into the sea and sinks.    which graph shows the vertical motion of the concrete block?    speed timea 0 0speed timeb 0 0 speed timec 0 0speed timed 0 0      4 which quantity is weight an example of?  a acceleration  b f o r c e   c mass  d pressure     5 which statement about the mass of an object is correct?  a it changes when the object is lifted further from the ground.  b it is the gravitational force on the object.  c it is zero if the object is in orbit around the earth.  d it resists any change in motion of the object.    ",
+            "4": "4  \u00a9 ucles 2020 0625/22/o/n/20  6 a rectangular metal block is 20  cm long.    the cross-sectional area of the block is 25  cm2.    the mass of the block is 4000  g.    what is the density of the metal?  a 0 . 1 3  g / cm3 b 0 . 3 2  g / cm3 c 8 . 0  g / cm3 d 2000  g / cm3    7 the diagram shows a beam lying on the ground. end q is lifted from the ground by the force f.    end p of the beam remains on the ground.    groundf beamg1.0 m pq3.0 m     the length of the beam is 3.0  m and its weight is 600  n.    the centre of mass of the beam at g is 1.0  m from end p.    what is the size of the force f when it just raises end q from the ground?  a 200  n b 3 0 0  n c 4 0 0  n d 600  n    8 the diagram shows a stand. the stand holds a heavy mass above t he bench.    heavy mass stand basebench     which two changes would definitely make the stand more stable?  a lower the mass and make the base narrower.  b lower the mass and make the base wider.  c raise the mass and make the base narrower.  d raise the mass and make the base wider.    ",
+            "5": "5     \u00a9 ucles 2020 0625/22/o/n/20 [turn over  9 a footballer kicks a stationary football.    his foot is in contact with the ball for 0.050  s.    the mass of the ball is 0.40  kg.    the speed of projection of the ball is 25  m / s.    what is the average force exerted on the ball by his foot?  a 0 . 3 2  n b 0 . 5 0  n c 2 0 0  n d 1300  n      10 a woman of mass 50  kg has 81  j of kinetic energy.    what is her speed?  a 1 . 3  m / s b 1 . 6  m / s c 1 . 8  m / s d 3 . 2  m / s     11 what is the source of the sun\u2019s energy?  a chemical reactions in the sun\u2019s core  b \uf067-emissions in the sun\u2019s core  c nuclear fission in the sun\u2019s core  d nuclear fusion in the sun\u2019s core     12 to calculate the power produced by a force, the size of the fo rce must be known.    what else needs to be known to calculate the power?     the distance that the force  moves the object the time for which the  force acts on the object   a \u0016 \u0016 key  b \u0016 \u001a \u0016 = needed  c \u001a \u0016 \u001a = not needed  d \u001a \u001a      13 a research submarine is at a depth of 10  000  m below the surface of the sea.    the average density of the water above the submarine is 1030  kg  / m3.    the atmospheric pressure at the surface of the sea is 103  000  pa.    how many times greater is the pressure due to the sea water tha n the atmospheric pressure?  a 10 b 1 0 0  c 1000 d 100  000    ",
+            "6": "6  \u00a9 ucles 2020 0625/22/o/n/20  14 the diagram shows a mercury barometer.    which height is used as a measurement of atmospheric pressure?    d cb amercury      15 a student splashes water on to her face. here are three statem ents about the effects.    p the water uses energy to evaporate.  q the water gains energy from the student.  r the face of the student cools.    which statements are correct?  a p and q only b p and r only c q and r only d p, q and r    16 a bimetallic strip is used to control the temperature of elect rical appliances. it is made of two  different metals fixed together.    the diagram shows the shape of the bimetallic strip before and after heating.    before heating after heatingmetal p metal q     which statement is correct?  a metal p contracts more than metal q on heating.  b metal q contracts more than metal p on heating.  c metal p expands more than metal q on heating.  d metal q expands more than metal p on heating.    ",
+            "7": "7     \u00a9 ucles 2020 0625/22/o/n/20 [turn over  17 a student writes three statements about thermocouples.    1 they have a small thermal capacity.  2 they respond very slowly to temperature changes.  3 they can measure temperatures above 500  \uf0b0c.    which statements are correct?  a 1 only b 2 only c 1 and 3 d 2 and 3     18 four blocks are made from different metals. each block is heat ed for five minutes with an  identical heater.    assume there is no energy loss from the blocks.    the table gives the masses of the blocks and the temperature ri ses.    which metal has the highest specific heat capacity?     mass of block  / kg temperature rise  / \uf0b0c  a 2.0 5.0  b 2.0 9.0  c 4.0 5.0  d 4.0 9.0      19 a scientist measures the air temperature at different heights from the floor in a cave. the results  are recorded in the table.    height  / m temperature  / \uf0b0c  0 10  10 11  20 13  30 14  40 16    why does altering the height affect the temperature of the air?   a the molecules in warm air have less energy than the molecules in cool air.  b the molecules in cool air are further apart than the molecules  in warm air.  c warm air is less dense than cool air.  d cool air rises above warm air.    ",
+            "8": "8  \u00a9 ucles 2020 0625/22/o/n/20  20 four solid spheres made of the same metal are heated to the sa me temperature.    which sphere initially loses thermal energy by radiation at the  greatest rate?  a diameter of 10  cm with a dull surface  b diameter of 10  cm with a shiny surface  c diameter of 5  cm with a dull surface  d diameter of 5  cm with a shiny surface    21 which row correctly describes light waves?     wave type direction of vibrations  a longitudinal parallel to direction of wave travel  b longitudinal perpendicular to direction of wave travel  c transverse parallel to direction of wave travel  d transverse perpendicular to direction of wave travel     22 a radio transmitter broadcasts at a frequency of 200  khz.    what is the wavelength of these radio waves?  a 6.7  \uf0b4 10\u20134  m b 1.5  m c 1.5  \uf0b4 103  m d 1.5  \uf0b4 106  m     ",
+            "9": "9     \u00a9 ucles 2020 0625/22/o/n/20 [turn over  23 an optical lever is a very sensitive device for detecting smal l rotations. a lamp sends a narrow  beam of light on to a small plane mirror attached to a shaft wh ose rotation is to be measured. the  operation of the device is shown in plan view.    lamp small mirrorlampscale just above lampscale justabove lamp small mirrorshaft shaft/g84     the beam from the lamp reflects from the mirror to give a small  spot of light on a scale placed  just above the lamp. the shaft and mirror rotate through 1 \uf0b0. the spot of light moves along the  scale.    the table shows the angle \uf071 through which the reflected beam rotates and the conditions  required for high sensitivity.    which row is correct?     angle \uf071 to achieve high sensitivity  a   1\uf0b0   the lamp and scale need to be  as close to the mirror as possible  b   1\uf0b0   the lamp and scale need to be  as far from the mirror as possible  c   2\uf0b0   the lamp and scale need to be  as close to the mirror as possible  d   2\uf0b0   the lamp and scale need to be  as far from the mirror as possible    24 a student draws a diagram to illustrate the different sections  of a longitudinal wave.    which labelled section is a rarefaction?    a b d c     ",
+            "10": "10  \u00a9 ucles 2020 0625/22/o/n/20  25 the diagram shows white light passing through a prism.    red violet white light    which description of what happens as the light passes into the prism is correct?  a the speed of the red light is less than the speed of the violet  light and the red light is the  least refracted.  b the speed of the red light is greater than the speed of the vio let light and the red light is the  least refracted.  c the speed of the violet light is less than the speed of the red  light and the violet light is the  least refracted.  d the speed of the violet light is greater than the speed of the red light and the violet light is the  least refracted.    26 a police car with its siren sounding is stationary in heavy tr affic. a pedestrian notices that,  although the loudness of the sound produced does not change, th e pitch varies.    which row describes the amplitude and the frequency of the soun d?     amplitude frequency  a constant constant  b constant varying  c varying constant  d varying varying      27 a piece of steel is slightly magnetised. it is hit several tim es with a hammer.    what effect will this have on the steel?     the steel is parallel to  a strong magnetic field the steel is at right-angles  to a weak magnetic field  a it becomes magnetised more strongly it becomes magnetised more strongly  b it becomes magnetised more strongly it loses its magnetism  c it loses its magnetism it becomes magnetised more strongly  d it loses its magnetism it loses its magnetism   ",
+            "11": "11     \u00a9 ucles 2020 0625/22/o/n/20 [turn over  28 a student sets up four experiments using bar magnets and other  metal objects. the n and s  poles of the bar magnets are labelled n and s.    1 sn sn2 sn iron 3 sn copper4 sn ns    which pairs attract each other?  a 1 and 2 b 1 and 3 c 2 and 4 d 3 and 4     29 which diagram represents the strength and direction of the magn etic field around a  current-carrying conductor? (the direction of the current is in to the page.)    a b cd       30 which quantity is defined as the energy transferred by a cell in driving unit charge around a  complete circuit?  a current  b electromotive force (e.m.f.)  c power  d resistance      31 there is a current in a variable resistor when a potential dif ference (p.d.) is applied across it.    in which situation is the current increased?  a decrease the p.d. and keep the resistance the same.  b decrease the p.d. and increase the resistance.  c keep the p.d. the same and decrease the resistance.  d keep the p.d. the same and increase the resistance.   ",
+            "12": "12  \u00a9 ucles 2020 0625/22/o/n/20  32 a student uses four ammeters p, q, r and s to measure the curre nt in different parts of the  circuit shown.    a a a apq r s     which two ammeters read the largest current?  a p and q b p and r c r and q d r and s    33 which combination of logic gates gives the truth table shown?    inputs output  x y z  0 0 1  0 1 1  1 0 1  1 1 0    x yza cb dx yz x yzx yz      ",
+            "13": "13     \u00a9 ucles 2020 0625/22/o/n/20 [turn over  34 the diagram shows an a.c. generator used to power a lamp. the coil rotates in a clockwise  direction.    coilrotation of coil i xy     which magnetic poles are x and y?     x  y   a n pole n pole  b n pole s pole  c s pole n pole  d s pole s pole      35 a transformer is needed to convert a supply of 240  v a.c. into 4800  v a.c..    npns 240  v a.c. 4800  v a.c.     which pair of coils would be suitable for this transformer?     number of turns  on primary coil np number of turns  on secondary coil ns  a 50 1  000  b 240 48  000  c 480 24  d 2000 100     ",
+            "14": "14  \u00a9 ucles 2020 0625/22/o/n/20  36 the diagram shows a coil of wire wrapped around a soft-iron ro d.    the wire is connected to a d.c. power supply as indicated.    the apparatus is in a region which is totally shielded from the  earth\u2019s magnetic field.    +\u2013 soft-iron rod p    a small compass needle is placed at point p.    in which direction does the n pole of the compass needle point?   a towards the bottom of the page  b towards the left of the page  c towards the right of the page  d towards the top of the page     37 which statement is correct for the nucleus of any atom?  a the nucleus contains electrons, neutrons and protons.  b the nucleus contains the same number of protons as neutrons.  c the nucleus has a total charge of zero.  d the nucleus is very small compar ed with the size of the atom.    38 the symbol represents a nucleus of zinc.        which row gives the numbers of protons and neutrons in this nuc leus?     number of  protons number of  neutrons  a 30 38  b 30 68  c 38 30  d 38 68     ",
+            "15": "15     \u00a9 ucles 2020 0625/22/o/n/20  39 the diagram shows a beam of \uf062-particles passing through a strong electric field.    + \u2013\u03b2-particles     in which direction will the \uf062-particles be deflected?  a upwards towards the top of the page  b downwards towards the bottom of the page  c into the plane of the page  d out of the plane of the page     40 which equation represents the \uf062-decay of lead-209?  209pb82209bi830e\u20131+ a /g111 209pb82209tl810e\u20131+ b /g111 209pb82209bi830e\u20131+ c /g111 209pb82209tl810e\u20131+ d /g111      ",
+            "16": "16    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 tra ce copyright holders, but if any items requiring clearance have  unwittingly been included, the  publisher will be pleased to make amends at the earliest possib le opportunity.    to avoid the issue of disclosure of answer-related information to candidates, all copyright acknowledgements are reproduced on line in the cambridge  assessment international educat ion copyright acknowledgements b ooklet. this is produced for each series of examinations and is  freely available to download  at www.cambridgeinternational.org  after the live examination se ries.   cambridge assessment international education is part of the cam bridge assessment group. cambridge assessment is the brand name  of the university of  cambridge local examinations sy ndicate (ucles), which itself is  a department of the univ ersity of cambridge.    \u00a9 ucles 2020 0625/22/o/n/20  blank page  "
+        },
+        "0625_w20_qp_23.pdf": {
+            "1": "    this document has 16 pages. blank pages are indicated.  ib20 11_0625_23/4rp   \u00a9 ucles 2020   [turn ove r   *8629790535*cambridge igcse\u2122       physics 0625/23     paper 2 multiple choice (extended) october/november 2020     45 minutes    you must answer on the mult iple choice answer sheet.    you will need: multiple choice answer sheet   soft clean eraser   soft pencil (type b or hb is recommended)       instructions   \uf0b7 there are forty  questions on this paper. answer all questions.   \uf0b7 for each question there ar e four possible answers a, b, c and d. choose the one you consider correct  and record your choice in soft pencil on the multiple choice an swer sheet.   \uf0b7 follow the instructions on the multiple choice answer sheet.  \uf0b7 write in soft pencil.  \uf0b7 write your name, centre number and candidate number on the mult iple choice answer sheet in the  spaces provided unless this has been done for you.  \uf0b7 do not use correction fluid.  \uf0b7 do not write on any bar codes.  \uf0b7 you may use a calculator.  \uf0b7 take the weight of 1.0  kg to be 10  n (acceleration of free fall = 10  m / s2).      information  \uf0b7 the total mark for this paper is 40.  \uf0b7 each correct answer will score one mark. a mark will not be ded ucted for a wrong answer.  \uf0b7 any rough working should be don e on this question paper.   ",
+            "2": "2  \u00a9 ucles 2020 0625/23/o/n/20  1 a micrometer screw gauge reads 0.02  mm when the jaws are fully closed. it reads 0.56  mm when  measuring the diameter of a metal wire.    what is the diameter of the wire?  a 0 . 3 6  mm b 0 . 5 4  mm c 0 . 5 6  mm d 0 . 5 8  mm      2 object p moves at a constant speed of 5  m / s repeatedly backwards and forwards in a straight  line.    object q moves at a constant speed of 5  m / s vertically downwards.    object r moves at a constant speed of 5  m / s in a circle.    which objects are moving with uniform velocity?  a p only b q  o n l y  c r  o n l y  d q and r    3 the diagram shows a velocity\u2013time graph for an object which is  accelerating.    120 110 100 908070605040302010 0 0 1 02 03 04 0 time  / svelocity m / s     what is the acceleration of the object?  a 0 . 4 0  m / s2 b 2 . 5  m / s2 c 3 . 0  m / s2 d 100  m / s2     4 which quantity is weight an example of?  a acceleration  b f o r c e   c mass  d pressure    ",
+            "3": "3     \u00a9 ucles 2020 0625/23/o/n/20 [turn over  5 an object of mass 1.0  kg is at rest on earth. an identical object is at rest on a pla net with a  gravitational field strength of twice that on earth.    which row correctly compares the object on the planet to the ob ject on earth?     its weight its acceleration when the same  horizontal force is applied  a double equal to that on earth  b double half that on earth  c half equal to that on earth  d half half that on earth      6 a square wooden raft floats on a lake. the density of the wate r in the lake is 1000  kg  / m3.    the sides of the raft are 2.0  m long and the thickness of the raft is 0.20  m.    the mass of the raft is 700  kg.    how many barrels, each of mass 100  kg, could be placed on the raft before its surface sinks to  the surface of the water?  a 1  b 7  c 8  d 15    7 the diagram shows a car moving along a road.    the force due to the engine is 1500  n and the total drag force is 200  n.    drag force 200  nengine force 1500  n road     what is the motion of the car?  a constant speed  b decreasing speed  c increasing speed  d reversing    ",
+            "4": "4  \u00a9 ucles 2020 0625/23/o/n/20  8 the diagram shows a trolley used to transport a load of 400  n.    a force f vertically downwards is needed to balance the trolley as shown.     the centre of mass of the trolley is vertically above the pivot .    f 400  n pivot90 cm40 cm 30 cm15 cm     what is the value of f ?  a 133  n b 1 5 0  n c 3 0 0  n d 400  n      9 a ball of mass m falls vertically and hits a hard surface.    its speed on hitting the surface is v1.    it rebounds vertically upwards with speed v2.    what is the change in momentum of the ball?  a mv1 b mv2 c m(v1 + v2) d m(v2 \u2013 v1)    10 an object of mass 4.5  kg is travelling at 7.0  m / s.    how much kinetic energy does the object have?  a 16  j b 32  j c 110  j d 220  j    11 a number of ways in which we use energy are listed.    in which is the ultimate source of energy not the sun?  a energy is provided by a horse to pull a cart.  b energy is provided by hydroelectric generators to heat a house .  c energy is provided by a nuclear power station.  d energy is provided by a windmill to pump water to a fountain. ",
+            "5": "5     \u00a9 ucles 2020 0625/23/o/n/20 [turn over  12 to calculate the power produced by a force, the size of the fo rce must be known.    what else needs to be known to calculate the power?     the distance that the force  moves the object the time for which the  force acts on the object   a \u0016 \u0016 key  b \u0016 \u001a \u0016 = needed  c \u001a \u0016 \u001a = not needed  d \u001a \u001a      13 a student calculates the pressure due to the liquid at point x .    liquid x     the student takes four measurements.    1 density of the liquid  2 temperature of the liquid  3 depth of point x below the surface of the liquid  4 surface area of the liquid    which measurements must the student use in her pressure calcula tion?  a 3 and 4 b 1 and 3 c 1 and 2 d 2 and 3     14 the diagram shows a mercury barometer.    which height is used as a measurement of atmospheric pressure?    d cb amercury  ",
+            "6": "6  \u00a9 ucles 2020 0625/23/o/n/20  15 a student splashes water on to her face. here are three statem ents about the effects.    p the water uses energy to evaporate.  q the water gains energy from the student.  r the face of the student cools.    which statements are correct?  a p and q only b p and r only c q and r only d p, q and r    16 equal volumes of solids and liquids experience different chang e s  o f  v o l u m e  w h e n  t h e y  a r e   heated through the same temperature range.    what is the reason for this?  a the average increase in separation of the particles in a liquid  is greater than the average  increase in separation of those in a solid.  b the average increase in separation of the particles in a liquid  is less than the average  increase in separation of those in a solid.  c the particles in liquids expand by less than those in solids.  d the particles in liquids expand by more than those in solids.    17 which physical property changes when temperature is measured wi th a liquid-in-glass  thermometer?  a electromotive force  b pressure  c resistance  d volume    ",
+            "7": "7     \u00a9 ucles 2020 0625/23/o/n/20 [turn over  18 the diagram shows steam being passed into water to raise the t emperature of the water.    steam from steam generato r water     the specific latent heat of steam is 2200  j / g.    the specific heat capacity of water is 4.2  j / (g \uf0b0c).    the mass of water being heated is 490  g.    which mass of steam must be passed into the water to raise the water temperature from 19  \uf0b0c to  100  \uf0b0c?  a 1 9  g b 7 6  g c 8 0  g d 9 5  g    19 the diagram shows the view of a room heated by a radiator. the  arrowed line from x to y is the  path of the convection current in the air.    xy radiatorceiling floor     which row about the air temperature and the air density at x an d at y is correct?     air temperature air density  a higher at x higher at x  b higher at x higher at y  c higher at y higher at y  d higher at y higher at x     ",
+            "8": "8  \u00a9 ucles 2020 0625/23/o/n/20  20 a warm dark-coloured surface emits radiation. it is decided to  increase the amount of radiation  produced.    three suggestions are made.    1 make the surface hotter.  2 colour the surface white. 3 increase the area of the surface.    which suggestions are correct?  a 1 only b 1 and 2 only c 1 and 3 only d 1, 2 and 3     21 which row correctly describes light waves?     wave type direction of vibrations  a longitudinal parallel to direction of wave travel  b longitudinal perpendicular to direction of wave travel  c transverse parallel to direction of wave travel  d transverse perpendicular to direction of wave travel      22 a water wave has a speed of 2.0  m / s.    4.0 complete waves pass a point every 10 seconds.    what is the wavelength of the wave?  a 0.50  m b 0.80  m c 5.0  m d 8.0  m     23 a driver sits in a car. she has a rear-view plane mirror 0.5  m in front of her. a bus is 7.5  m behind  the driver.    driver carbus mirror    the driver looks at the image of the bus in her mirror.    how far is the image away from her?  a 1 . 0  m b 7 . 5  m c 8 . 0  m d 8 . 5  m    ",
+            "9": "9     \u00a9 ucles 2020 0625/23/o/n/20 [turn over  24 the diagram shows white light passing through a prism.    red violet white light    which description of what happens as the light passes into the prism is correct?  a the speed of the red light is less than the speed of the violet  light and the red light is the  least refracted.  b the speed of the red light is greater than the speed of the vio let light and the red light is the  least refracted.  c the speed of the violet light is less than the speed of the red  light and the violet light is the  least refracted.  d the speed of the violet light is greater than the speed of the red light and the violet light is the  least refracted.    25 the diagram shows three types of electromagnetic radiation lis ted in a particular order. the  electromagnetic radiation is travelling in a vacuum.    microwaves infrared x-rays    which quantities increase in magnitude going from left to right  across the list?  a frequency only  b neither speed nor frequency  c speed and frequency  d speed only    26 a sound wave travels through air.    what name is given to a region in which the air molecules are f urther apart than normal?  a compression  b contraction  c rarefaction  d vacuum    ",
+            "10": "10  \u00a9 ucles 2020 0625/23/o/n/20  27 a police car with its siren sounding is stationary in heavy tr affic. a pedestrian notices that,  although the loudness of the sound produced does not change, th e pitch varies.    which row describes the amplitude and the frequency of the soun d?     amplitude frequency  a constant constant  b constant varying  c varying constant  d varying varying      28 a piece of steel is slightly magnetised. it is hit several tim es with a hammer.    what effect will this have on the steel?     the steel is parallel to  a strong magnetic field the steel is at right-angles  to a weak magnetic field  a it becomes magnetised more strongly it becomes magnetised more strongly  b it becomes magnetised more strongly it loses its magnetism  c it loses its magnetism it becomes magnetised more strongly  d it loses its magnetism it loses its magnetism     29 a negatively charged cloud passes over a tall steel-framed bui lding. a charge is induced on the  building by the cloud because charges flow through the building .    \u2013\u2013 \u2013\u2013\u2013 \u2013\u2013 earthcloud tall building     what charge is induced on the building and in which direction d o the charge carriers move?     charge induced  on building direction of charge flow  a positive from the building to earth  b positive from earth to the building  c negative from the building to earth  d negative from earth to the building ",
+            "11": "11     \u00a9 ucles 2020 0625/23/o/n/20 [turn over  30 electromotive force (e.m.f.) is defined in terms of the energy  supplied in driving which physical  quantity around a complete circuit?  a c h a r g e   b current  c potential difference (p.d.)  d power     31 a student uses four ammeters p, q, r and s to measure the curre nt in different parts of the  circuit shown.    a a a apq r s     which two ammeters read the largest current?  a p and q b p and r c r and q d r and s    32 three statements about a relay are given.    1 a relay has a coil that becomes a temporary magnet when in op eration.  2 a large current in a relay coil is used to switch off a small er current.  3 a small current in a relay coil is used to switch on a larger  current.    which statements are correct?  a 1 and 2 only b 2 and 3 only c 1 and 3 only d 1, 2 and 3     ",
+            "12": "12  \u00a9 ucles 2020 0625/23/o/n/20  33 which combination of logic gates gives the truth table shown?    inputs output  x y z  0 0 1  0 1 1  1 0 1  1 1 0    x yza cb dx yz x yzx yz       34 graph x shows the output from an a.c. generator.    p.d. time0 0xy     which changes can be made so that the generator produces graph y?  a decrease the magnetic field strength and decrease the speed of rotation only.  b increase the magnetic field strength and decrease the number of  coils only.  c increase the number of coils only.  d increase the speed of rotation only.     ",
+            "13": "13     \u00a9 ucles 2020 0625/23/o/n/20 [turn over  35 a transformer is needed to convert a supply of 240  v a.c. into 4800  v a.c..    npns 240  v a.c. 4800  v a.c.     which pair of coils would be suitable for this transformer?     number of turns  on primary coil np number of turns  on secondary coil ns  a 50 1  000  b 240 48  000  c 480 24  d 2000 100     36 the diagram shows a wire carrying a current in the direction sh own. there is a magnetic field  acting from left to right. the wire experiences a force acting out of the page.    wire direction of magnetic fielddirectionof current     the current is now reversed.    in which direction does the force on the wire now act?  a into the page  b out of the page  c to the left  d to the right    ",
+            "14": "14  \u00a9 ucles 2020 0625/23/o/n/20  37 which statement is correct for the nucleus of any atom?  a the nucleus contains electrons, neutrons and protons.  b the nucleus contains the same number of protons as neutrons.  c the nucleus has a total charge of zero.  d the nucleus is very small compar ed with the size of the atom.      38 how many protons and how many neutrons are in a nucleus of              ?     protons neutrons  a 90 144  b 90 234  c 144 90  d 234 90      39 which statement about \uf067-rays is correct?  a they are deflected by both electric and magnetic fields.  b they are deflected by magnetic fields but not by electric field s.  c they are deflected by electric fields but not by magnetic field s.  d they are not deflected either by electric fields or by magnetic  fields.      40 which equation represents the \uf062-decay of lead-209?  209pb82209bi830e\u20131+ a /g111 209pb82209tl810e\u20131+ b /g111 209pb82209bi830e\u20131+ c /g111 209pb82209tl810e\u20131+ d /g111      234th90",
+            "15": "15     \u00a9 ucles 2020 0625/23/o/n/20  blank page",
+            "16": "16    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 tra ce copyright holders, but if any items requiring clearance have  unwittingly been included, the  publisher will be pleased to make amends at the earliest possib le opportunity.    to avoid the issue of disclosure of answer-related information to candidates, all copyright acknowledgements are reproduced on line in the cambridge  assessment international educat ion copyright acknowledgements b ooklet. this is produced for each series of examinations and is  freely available to download  at www.cambridgeinternational.org  after the live examination se ries.   cambridge assessment international education is part of the cam bridge assessment group. cambridge assessment is the brand name  of the university of  cambridge local examinations sy ndicate (ucles), which itself is  a department of the univ ersity of cambridge.    \u00a9 ucles 2020 0625/23/o/n/20  blank page  "
+        },
+        "0625_w20_qp_31.pdf": {
+            "1": "this document has 20 pages. blank pages are indicated. cambridge igcse\u2122physics  0625/31 paper 3 theory (core)  october/november  2020  1 hour 15 minutes you must answer on the question paper. no additional materials are needed. instructions  \u25cf answer all questions.  \u25cf use a black or dark blue pen. you may use an hb pencil for any diagrams or graphs.  \u25cf write your name, centre number and candidate number in the boxes at the top of the page.  \u25cf write your answer to each question in the space provided.  \u25cf do not use an erasable pen or correction fluid.  \u25cf do not write on any bar codes.  \u25cf you may use a calculator.  \u25cf you should show all your working and use appropriate units.  \u25cf take the weight of 1.0  kg to be 10  n (acceleration of free fall = 10  m / s2). information  \u25cf the total mark for this paper is 80.  \u25cf the number of marks for each question or part question is shown in brackets [  ]. dc (ce/cgw) 196073/5 \u00a9 ucles 2020  [turn over *0925917632*",
+            "2": "2 0625/31/ o/n/20 \u00a9 ucles 2020 1 student p and student q run in a 100  m race.  fig. 1.1 shows the distance\u2013time graph for each student during the race. 0 2.0020406080100 key4.0 6.0 8.0 10.0 12.0 time  / sdistance  / m student p student q fig. 1.1  (a) determine the time taken for student q to run 100  m.  time =  ..  s [1]  (b) determine the distance between the two students as q reaches 100  m.  distance =  .  m [1]",
+            "3": "3 0625/31/ o/n/20 \u00a9 ucles 2020 [turn over  (c) calculate the average speed of student q during the 100  m race.  average speed =  .  m / s [3]  (d) state which student has the faster speed between 3.0  s and 6.0  s.   explain how fig.  1.1 allows you to compare speeds without calculation.  ...  ...  .  [1]  [total: 6]",
+            "4": "4 0625/31/   o/   n/20 \u00a9 ucles 20202 fig. 2.1 shows a beaker containing liquid on a top pan balance. liquid fig. 2.1  the mass of the empty beaker is 400 g.  (a) using the information in fig. 2.1, determine the mass of the liquid in the beaker.   mass =  ..  g [1]  (b) the beaker contains 750 cm3 of liquid.   calculate the density of the liquid.  density =  ..  g / cm3 [3]  (c) calculate the weight of the empty beaker.  weight =  .  n [4]  [total: 8]",
+            "5": "5 0625/31/ o/n/20 \u00a9 ucles 2020 [turn over 3 fig. 3.1 shows three horizontal forces acting on a car as it moves along a straight road.  the horizontal forces act along the same straight line. 900  n 300  n250  n fig. 3.1  (a) (i) calculate the size of the resultant horizontal force on the car and state its direction.  size of resultant force =  ...  n  direction of resultant force  ...  [3]   (ii) the driver presses the brake pedal and the car slows down.    as the car slows down, the kinetic energy of the car decreases by 100  kj.    describe and explain what happens to this 100  kj of energy.  ...  .  [2]",
+            "6": "6 0625/31/ o/n/20 \u00a9 ucles 2020  (b) fig. 3.2 shows the force applied to the brake pedal by the driver\u2019s foot. pivot brake pedal35 n20 cm fig. 3.2   calculate the moment of the force about the pivot. include the unit.  moment = . unit   [4]  [total: 9]",
+            "7": "7 0625/31/ o/n/20 \u00a9 ucles 2020 [turn over 4 electrical energy is provided to homes and industry from a coal-fired power station.  (a) the main stages in the operation of a coal-fired power station are listed below.   they are not in the correct order.   a the boiler produces steam.     b the turbine turns a generator.    c thermal energy transfers to water in a boiler.    d chemical energy in coal transfers to thermal energy.    e the generator produces electrical energy.    f steam turns a turbine.    g coal burns in a furnace.   complete the flow chart to describe how a coal-fired power station works.   insert the missing letters in the empty boxes. g c f  [3]",
+            "8": "8 0625/31/ o/n/20 \u00a9 ucles 2020  (b) some people are against the use of coal-fired power stations.   give two environmental problems caused by coal-fired power stations. 1.  ...  ... 2.  ...  ...  [2]  (c) in the power station, a conveyor belt lifts coal from a coal supply to a furnace. an electric  motor moves the conveyor belt. fig. 4.1 shows this arrangement. coal supply conveyor belt coal input to furnace fig. 4.1   the speed of the electric motor increases and the coal supply rate is increased. the conveyor  belt lifts more coal each second. state the effect, if any, of increasing the motor speed on:   (i) the work done on each kilogram of coal  .  [1]   (ii) the output power of the motor.  .  [1]  [total: 7]",
+            "9": "9 0625/31/ o/n/20 \u00a9 ucles 2020 [turn over 5 fig. 5.1 shows a steel container fitted with a liquid manometer. there is a gas in the container. steel containersealed lid mercuryliquid manometer 100  mm gas bench fig. 5.1  (a) (i) the area of the steel container in contact with the bench is 80  cm2. the total weight of  the steel container and its contents is 60  n.    calculate the pressure that the steel container exerts on the bench.  pressure on the bench =  .  n / cm2 [3]   (ii) atmospheric pressure is equal to 760  mm of mercury (mm  hg).    determine the pressure inside the container in mm  hg.  pressure =  .  mm hg [2]",
+            "10": "10 0625/31/ o/n/20 \u00a9 ucles 2020  (b) the temperature of the gas inside the steel container decreases.   state and explain how the pressure of the gas changes as the temperature of the gas  decreases.   use your ideas about molecules in your answer.  ...  ...  ...  ...  ...  .  [3]  [total: 8]",
+            "11": "11 0625/31/ o/n/20 \u00a9 ucles 2020 [turn over 6 (a) fig. 6.1 represents three changes of state. each pair of diagrams a, b and c shows the  arrangement of molecules in a substance before and after it changes state. before a b  cafter fig. 6.1   give the term used for each change of state.   a ...   b ...   c ...  [3]",
+            "12": "12 0625/31/ o/n/20 \u00a9 ucles 2020  (b) a student attaches a liquid-in-glass thermometer to a ruler. the thermometer does not have a  marked scale. fig. 6.2 shows the arrangement. ruler thermometer mercury level 0123456789101112131415cm fig. 6.2   the student places the thermometer in steam. the mercury rises to 11  cm on the ruler.   the student places the thermometer in melting ice. the mercury decreases to 1  cm on the  ruler.   determine the temperature indicated by the mercury level in fig. 6.2.  temperature =    \u00b0c [3]  [total: 6]",
+            "13": "13 0625/31/ o/n/20 \u00a9 ucles 2020 [turn over 7 (a) fig. 7.1 shows a ray of light incident on a plane mirror at point x. 40\u00b0 ray of lightxplane mirror fig. 7.1  (not to scale)   (i) determine the value of the angle of reflection for the ray of light at point x.  .  [1]   (ii) on fig. 7.1: \u2022 draw the normal at point x and label the normal with the letter n \u2022 draw the ray reflected from point x.  [2]",
+            "14": "14 0625/31/ o/n/20 \u00a9 ucles 2020  (b) fig. 7.2 shows how a converging lens forms an image of an object. 28 cm 12 cm 9.0 cm object image fig. 7.2  (not to scale)   (i) determine the focal length of the lens.  focal length =  ...  cm [1]   (ii) determine the distance of the image from the lens.  distance =  ...  cm [1]   (iii) describe the nature of the image formed by the lens in fig. 7.2.  ...  ...  .  [2]  [total: 7]",
+            "15": "15 0625/31/ o/n/20 \u00a9 ucles 2020 [turn over 8 fig. 8.1 shows a mobile (cell) phone. fig. 8.1  (a) (i) state the type of electromagnetic wave used for the mobile phone signal.  .  [1]   (ii) the screen of the mobile phone emits visible light. state one type of electromagnetic  wave with a shorter wavelength than visible light.  .  [1]  (b) the mobile phone produces sound waves.   (i) state the range of audible frequencies for a healthy human ear. include the unit.  .  [2]   (ii) the ring tone of the mobile phone consists of two musical notes, note a and note b.    note a is louder and is higher in pitch than note b.    fig. 8.2 shows note a displayed on an oscilloscope screen. fig. 8.2    note b is displayed on the same oscilloscope screen as note a. describe the differences  between the wave for note b and the wave for note a. you may draw on fig. 8.2 to show  the differences.  ...  .  [2]  [total: 6]",
+            "16": "16 0625/31/ o/n/20 \u00a9 ucles 2020 9 a student has a permanent bar magnet and two metal bars, as shown in fig. 9.1. p qn metal bar pqpermanent bar magnet metal bar rssr s fig. 9.1  the student tests bar pq and bar rs separately. he holds the n pole of the permanent bar magnet  close to each end of each metal bar. table 9.1 shows the results of the tests. table 9.1 end of metal bar result of test with  n pole p attracted q repelled r attracted s attracted  deduce whether each metal bar is a magnet, an unmagnetised magnetic material or a  non-magnetic material.  give a reason for each of your answers. 1. metal bar pq    ...  ... 2. metal bar rs  .  ...  ... [4]  [total: 4]",
+            "17": "17 0625/31/ o/n/20 \u00a9 ucles 2020 [turn over 10 a student determines the resistance of a piece of metal wire xy.  fig. 10.1 shows the wire connected in the circuit. a xvariable resistor wirey fig. 10.1  (a) (i) the student measures the potential difference (p.d.) across the wire xy.    on fig.  10.1, show the voltmeter correctly connected. use the correct symbol.  [1]   (ii) there is a current in the wire. state the name of the particles that flow through the wire.  .  [1]   (iii) the student removes wire xy and replaces it with another wire cd. wire cd is the same  length and is made of the same material as wire xy, but thinner.    state any difference between the current in wire cd and the current in wire xy. explain  your answer.  ...  ...  .  [2]   (iv) state the unit used for the electromotive force (e.m.f.) of the battery.  .  [1]",
+            "18": "18 0625/31/ o/n/20 \u00a9 ucles 2020  (b) (i) the resistance of wire cd is 8.7  \u03c9 and the resistance of the variable resistor is 7.4  \u03c9.    determine the combined resistance of the wire cd and the variable resistor.  resistance =  .  \u03c9\u2002[1]   (ii) the current in the variable resistor is 0.40  a.    state the current in wire cd.  current =  ..  a [1]  [total: 7]",
+            "19": "19 0625/31/ o/n/20 \u00a9 ucles 2020 [turn over 11 (a) fig. 11.1 represents the particles in a neutral lithium atom. orbits fig. 11.1   use the information in fig. 11.1 about the lithium atom to answer (a)(i) , (a)(ii)  and (a)(iii) .   (i) determine the number of electrons.  ..  [1]   (ii) determine the value of the nucleon number.    [1]   (iii) determine the number of neutrons.  ..  [1]  (b) the count rate of a radioactive sample is 2400 counts per minute at 10  am on one day. the  half-life of the sample is two days.   predict the count rate at 10  am four days later.  count rate =  ...  counts per minute  [3]  [total: 6]",
+            "20": "20 0625/31/ o/n/20 \u00a9 ucles 2020 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 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.12 (a) fig. 12.1 shows two circuits, a and b, linked by a relay. relay heater relay switch rswitch s relay coil circuit a circuit b120  v a.c.6 v+ - fig. 12.1   describe what happens in the two circuits when switch s is closed.  ...  ...  ...  ...  .  [3]  (b) another circuit includes a transformer. the input voltage of the transformer is 120  v a.c.   the input coil has 480 turns of wire and the output coil has 60 turns of wire.   calculate the output voltage of the transformer.  output voltage =  ..  v [3]  [total: 6]"
+        },
+        "0625_w20_qp_32.pdf": {
+            "1": "this document has 16 pages. blank pages are indicated. *1462243547* physics  0625/32 paper 3 theory (core)  october/november  2020  1 hour 15 minutes you must answer on the question paper. no additional materials are needed. instructions  \u25cf answer all questions.  \u25cf use a black or dark blue pen. you may use an hb pencil for any diagrams or graphs.  \u25cf write your name, centre number and candidate number in the boxes at the top of the page.  \u25cf write your answer to each question in the space provided.  \u25cf do not use an erasable pen or correction fluid.  \u25cf do not write on any bar codes.  \u25cf you may use a calculator.  \u25cf you should show all your working and use appropriate units.  \u25cf take the weight of 1.0  kg to be 10  n (acceleration of free fall = 10  m / s2). information  \u25cf the total mark for this paper is 80.  \u25cf the number of marks for each question or part question is shown in brackets [  ].cambridge igcse\u2122 dc (lk/cgw) 196074/3 \u00a9 ucles 2020  [turn over",
+            "2": "2 0625/32/ o/n/20 \u00a9 ucles 2020 1 fig. 1.1 shows a box attached to a parachute. the box and the parachute are falling through the  air. 16.0  n boxparachute 2.5 n 20.0  n fig. 1.1  (a)  fig. 1.1 shows three  vertical forces acting on the box and the parachute.   (i) calculate the resultant vertical force and state its direction.     resultant vertical force = ... n     direction ...  [3]   (ii) suggest and explain what happens to the size of the upward vertical force on the  parachute if the area of the parachute used is increased. suggestion  . explanation    ...  [2]",
+            "3": "3 0625/32/ o/n/20 \u00a9 ucles 2020 [turn over  (b) fig. 1.2 shows the speed\u2013time graph for the box before  the parachute is opened. 051015202530354045 0 10 20 30 40 time  / sspeed m / s fig. 1.2   (i) determine the time when the speed of the box is 30  m / s.  time =  ..  s [1]   (ii) deduce the size of the resultant vertical force on the box when the time is 35  s. explain  your answer. size of resultant vertical force   explanation    ...  [2]   (iii) calculate the distance the box moves between time = 30  s and time = 40  s.  distance =  .  m [3]  [total: 11]",
+            "4": "4 0625/32/ o/n/20 \u00a9 ucles 2020 2 a car driver needs to remove one of the wheels on his car. he puts a spanner on a wheel nut. spanner50 cm wheel nutwheel tyre200  n fig. 2.1  (a) the driver applies a force of 200  n, as shown in fig. 2.1.   calculate the moment of the 200  n force about the centre of the wheel nut.  moment of force =    n cm [3]  (b) the moment in (a) does not release the wheel nut. the driver cannot  increase the force but  can increase its moment.   state and explain how the driver can increase the moment of the force. statement  .. explanation  ...  ...  [2]  (c) the driver releases a second wheel nut in a shorter time than the first wheel nut. the driver  uses the same amount of energy in releasing both wheel nuts.   less than          the same as          greater than   complete the sentences using the phrases in the box. each phrase may be used once, more  than once or not at all.   the work done in releasing the second wheel nut is ... the work  done in releasing the first wheel nut.   the power produced in releasing the second wheel nut is ... the  power produced in releasing the first wheel nut.  [2]  [total: 7]",
+            "5": "5 0625/32/ o/n/20 \u00a9 ucles 2020 [turn over 3 fig. 3.1 shows a mercury barometer. mercury benchglass containerx 755  mm 50 mm235  mm fig. 3.1  (a) (i) determine the atmospheric pressure indicated by the barometer. include the unit.  atmospheric pressure = .  unit .  [2]   (ii) state what is in the space labelled x above the mercury in the tube.  .  [1]  (b)  the total weight of the mercury barometer is 38  n.   the area of the glass container in contact with the bench is 200  cm2.   calculate the pressure of the mercury barometer on the bench.  pressure =  .  n / cm2 [3]  [total: 6]",
+            "6": "6 0625/32/ o/n/20 \u00a9 ucles 2020 4 a rigid container is filled with a gas.  (a) describe the movement and arrangement of the gas molecules in the container.  ...  ...  .  [3]  (b) the gas in the container is heated. the volume of the gas does not change.   state and explain the change in pressure of the gas as the temperature of the gas increases.   use your ideas about molecules in your answer.   ...  ...  ...  .  [3]  [total: 6] ",
+            "7": "7 0625/32/ o/n/20 \u00a9 ucles 2020 [turn over 5 a beaker contains water. some of the water evaporates.  (a) describe and explain how the water evaporates. use your ideas about molecules.  ...  ...  .  [2]  (b) evaporation changes the temperature of the water that remains in the beaker.   state and explain the change in temperature of the water due to evaporation.  ...  ...  .  [3]  [total: 5]",
+            "8": "8 0625/32/ o/n/20 \u00a9 ucles 2020 6 fig. 6.1 shows equipment used to demonstrate convection in air. a burning candle is placed  beneath glass tube a. glass tube a burning candle glassboxglass tube b fig. 6.1  (a) the arrows in fig. 6.1 show the directions in which air moves.    explain why the air moves as shown in fig. 6.1.  ...  ...  ...  .  [3]  (b) a student has four rods of identical size. the rods are made of copper, brass, iron and glass.   describe an experiment to compare thermal conduction along the rods.   you may draw a labelled diagram to help with your answer.  ...  ...  ...  ...  ...  .  [3]  [total: 6]",
+            "9": "9 0625/32/ o/n/20 \u00a9 ucles 2020 [turn over 7 a teacher uses a long spring to demonstrate wave motion. she makes a wave move along the  coils of the spring.  fig. 7.1 shows the wave on the spring.  direction of wave travel movement of coils fig. 7.1  (a) explain why the type of wave in fig. 7.1 is a longitudinal wave.  ...  .  [2]  (b) measure the wavelength of the wave shown in fig. 7.1.  wavelength =   ..  cm [1]  (c) state what is meant by the frequency of a wave.  ...  .  [2]  (d)  the wave in fig. 7.1 travels 25  cm in 0.20  s.    calculate the speed of the wave.  speed =    cm / s [3]  [total: 8]",
+            "10": "10 0625/32/ o/n/20 \u00a9 ucles 2020 8 fig. 8.1 shows a converging lens and an object. the side of each square represents 0.5  cm. lens object fig. 8.1  (a) using fig. 8.1, determine the distance of the object from the centre of the lens.  distance =  ...  cm [2]  (b) fig. 8.2 shows another lens forming the image iy of object op.  p o yi fig. 8.2   (i) on fig. 8.2, draw an arrow to represent the focal length of the lens. label this arrow f.  [2]   (ii) circle two words or phrases from those shown to describe the image formed in fig. 8.2.      enlarged    upright    inverted    same size    diminished  [2]  [total: 6]",
+            "11": "11 0625/32/ o/n/20 \u00a9 ucles 2020 [turn over 9 a student tests whether a bar magnet affects three different materials.  fig. 9.1 shows the bar magnet and a sample of each material a, b and c. na b cs fig. 9.1  the student tests each sample by holding each pole of the magnet close to one end of the sample.  table 9.1 shows his observations. table 9.1 sample effect of n pole effect of s pole a attraction attraction b no effect no effect c attraction repulsion  (a) using the information in table 9.1, draw a straight line from each sample to its correct  property. draw three  lines. sample property a magnetic and magnetised b magnetic but not magnetised c non-magnetic    [2]  (b) describe one method of producing a magnet from a bar of unmagnetised steel.  ...  ...  .  [2]",
+            "12": "12 0625/32/ o/n/20 \u00a9 ucles 2020  (c) another student does an experiment with some electrostatically charged plastic rods.   fig. 9.2 shows the student\u2019s arrangement. nylon threadnegatively charged plastic rod negatively charged plastic rod fig. 9.2   describe and explain what happens as the student brings one negatively charged rod close  to the other negatively charged rod.  ...  ...  .  [2]  [total: 6]",
+            "13": "13 0625/32/ o/n/20 \u00a9 ucles 2020 [turn over 10 fig. 10.1 shows a metal kettle used for heating water. the kettle is connected to the mains power  supply. the metal case is connected to earth. a fault causes the live wire to come loose and touch  the metal case, as shown.  live wire touching the metal case fuse live wire neutral wireheating element earth wire fig. 10.1  (a) (i) the kettle is switched on. there is a very large electric current in the live wire.    explain why this large electric current can be dangerous.  ...  .  [1]   (ii) explain how a fuse helps to protect against the danger of a large electric current.  ...  ...  .  [2]   (iii) explain why the kettle is not safe to use with the fuse connected into the neutral wire  instead of the live wire.  ...  .  [1]  (b) the current in a device when operating normally is 3.1  a.   state a suitable value for the fuse.   choose one of these values: 3  a, 5 a, 10  a and 13  a.  .  [1]",
+            "14": "14 0625/32/ o/n/20 \u00a9 ucles 2020  (c) a small kettle has a potential difference (p.d.) of 12  v (d.c.) across its heating element. the  current in the heating element is 2.5  a.   calculate the resistance of the heating element.  resistance of the heating element =  .  \u03c9 [3]  [total: 8]",
+            "15": "15 0625/32/ o/n/20 \u00a9 ucles 2020 [turn over 11 fig. 11.1 represents a transformer. the primary coil has 300 turns and the secondary coil has  30 turns. the input voltage is 230  v a.c. core secondary coil 30 turnsprimary coil 300 turns 230  v fig. 11.1  (a) calculate the voltage across the secondary coil.  voltage =  ..  v [3]  (b) state a suitable material for the core of the transformer.  .  [1]  (c) some transformers produce high electrical voltage for the transmission of electrical energy.   describe two advantages of high-voltage transmission. 1.  ...  ... 2.  ...  ...  [2]  [total: 6]",
+            "16": "16 0625/32/ o/n/20 \u00a9 ucles 2020 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 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.12 a teacher is investigating radioactivity.  the teacher measures the background radiation in the laboratory.  (a) state one source of background radiation.   .  [1]  (b) a teacher measures the count rate of a radioactive isotope.   fig. 12.1 shows the graph of her results. 0 100100200300400 20 30 40 time  / mincount rate counts  / min fig. 12.1   (i) determine the half-life of the radioactive isotope. use information from fig. 12.1.     show on fig. 12.1 how you obtained your value.  half-life =  .  minutes  [3]   (ii) the radioactive isotope emits \u03b3-radiation.    describe one method of safely storing the radioactive isotope.  ...  .  [1]  [total: 5] "
+        },
+        "0625_w20_qp_33.pdf": {
+            "1": "this document has 20 pages. blank pages are indicated. *1983397638*cambridge igcse\u2122physics  0625/33 paper 3 theory (core)  october/november  2020  1 hour 15 minutes you must answer on the question paper. no additional materials are needed. instructions  \u25cf answer all questions.  \u25cf use a black or dark blue pen. you may use an hb pencil for any diagrams or graphs.  \u25cf write your name, centre number and candidate number in the boxes at the top of the page.  \u25cf write your answer to each question in the space provided.  \u25cf do not use an erasable pen or correction fluid.  \u25cf do not write on any bar codes.  \u25cf you may use a calculator.  \u25cf you should show all your working and use appropriate units.  \u25cf take the weight of 1.0  kg to be 10  n (acceleration of free fall = 10  m / s2). information  \u25cf the total mark for this paper is 80.  \u25cf the number of marks for each question or part question is shown in brackets [  ]. dc (ce/cgw) 196075/3 \u00a9 ucles 2020  [turn over",
+            "2": "2 0625/33/ o/n/20 \u00a9 ucles 2020 1 (a) fig. 1.1 shows a lorry moving on a straight road. the arrows represent the horizontal forces  acting on the lorry. these forces act along the same straight line. 1500  n1000  n500  n fig. 1.1   (i) calculate the size of the resultant horizontal force on the lorry.  size of resultant force =  .  n [2]   (ii) describe the effect of a horizontal resultant force of zero on the speed of the lorry.    put a tick ( 3) in one box.     speed increases to a higher constant speed     speed stays the same     speed decreases to a lower constant speed     speed decreases to zero  [1]",
+            "3": "3 0625/33/   o/   n/20 \u00a9 ucles 2020 [turn over (b) the speed of the motorcycle in fig. 1.2 is 20 m / s. fig. 1.2   the rider reacts to a sudden change in the traffic ahead.   he stops as quickly as possible by applying the brakes.   the total stopping distance is made up of the distance travelled while the rider is reacting and  the distance travelled when the brakes are applied.   fig. 1.3 shows information about stopping when the speed of the motorcycle is 20 m / s. 15 m 38 m distance travelled while reactingdistance travelled while braking fig. 1.3   (i) calculate the total stopping distance when the speed of the motorcycle is 20 m / s.  total stopping distance =  .  m [1]   (ii) suggest one factor that could increase the total stopping distance.  .  [1]  [total: 5]",
+            "4": "4 0625/33/ o/n/20 \u00a9 ucles 2020 2 (a) fig. 2.1 shows two children sitting on a see-saw. 250  n125  nx 0.5 mchild a child b pivotbeam fig. 2.1 (not to scale)   (i) the weight of child a is 125  n.    calculate the mass of child a. include the unit in your answer.  mass of child a =  ...  unit ..  [3]   (ii) fig. 2.1 shows child a and child b sitting in positions which balance the see-saw  horizontally.    using the information in fig. 2.1, determine the distance x.  distance x =  .  m [3]",
+            "5": "5 0625/33/ o/n/20 \u00a9 ucles 2020 [turn over  (b) the person in fig. 2.2 is pushing a child on a swing. fig. 2.2   state the name of the force that acts against the motion of the swing.  .  [1]  [total: 7]",
+            "6": "6 0625/33/ o/n/20 \u00a9 ucles 2020 3 (a) a man lifts 40 blocks onto a platform, as shown in fig. 3.1.   he lifts 10 blocks at once and does this four times.   a machine can lift 40 blocks at once onto the same platform, as shown in fig. 3.2. man10 blocks 40 blocksplatform machine  fig. 3.1  fig. 3.2   (i) state the term used for energy gained by the blocks when they are lifted onto the  platform.  .  [1]   (ii) state how the energy gained by 40 blocks when lifted by the man compares with the  energy gained by 40 blocks when lifted by the machine.  ...  .  [1]  (b) here are descriptions of four situations.   indicate the situations in which work is done.   put a tick ( 3) in each correct box. a child is sitting at the top of the stairs. a picture is hanging on a wall. a student is stretching a spring. a person is moving a chair. [1]",
+            "7": "7 0625/33/ o/n/20 \u00a9 ucles 2020 [turn over  (c) electrical appliances transfer energy. some of the energy transferred is useful.   draw a line from each electrical appliance to the correct useful energy output.   only draw three  lines. torchelectrical appliance useful energy output sound radio electric fanlight chemical kinetic  [3]  [total: 6]",
+            "8": "8 0625/33/ o/n/20 \u00a9 ucles 2020 4 (a) some vehicles have wide tyres so that they can drive over soft mud.   explain why the wide tyres enable these vehicles to drive over soft mud.  ...  ...  ...  .  [3]  (b) fig. 4.1 shows a mercury barometer. containerglass tubemercuryy fig. 4.1   (i) state what is in the space at y above the mercury.  .  [1]   (ii) complete the following statement to describe the use of a mercury barometer. a mercury barometer measures    .  [2]",
+            "9": "9 0625/33/ o/n/20 \u00a9 ucles 2020 [turn over  (c) the diagram in fig. 4.2 shows a tall can containing water.   the can has three identical holes 1, 2 and 3 on one side, one above the other in a vertical  line, as shown in fig. 4.2.   water is shown flowing out of hole 2 and hole 3. 1 2stream of water from hole 2 stream of water from hole 3 container3watercan bench fig. 4.2   (i) state how the pressure of the water at hole 2 compares with the pressure of the water at  hole 3.  .  [1]   (ii) draw on fig. 4.2 to show the stream of water flowing from hole 1.  [1] [total: 8]",
+            "10": "10 0625/33/ o/n/20 \u00a9 ucles 2020 5 (a) fig. 5.1 shows diagrams of the arrangement of molecules in three states of matter and shows  descriptions of how the molecules move. arrangement of molecules state of matter movement of molecules solid do not move liquidmove around while in contact with other molecules gasvibrate about fixed positionsmove around freely fig. 5.1   on fig. 5.1, draw a line: \u2022 from each arrangement of molecules to the correct state of matter \u2022 from the state of matter to the correct description of the movement of molecules.  [4]  (b) a bicycle tyre contains air. the tyre is sealed and does not leak.   the temperature of the air in the tyre increases by 20  \u00b0c. the volume of the tyre does not  change.   (i) state how the increase in temperature affects the motion of the air molecules in the tyre.  .  [1]   (ii) state how the increase in temperature changes the pressure of the air in the tyre.  .  [1]",
+            "11": "11 0625/33/ o/n/20 \u00a9 ucles 2020 [turn over  (c) fig. 5.2 shows a liquid-in-glass thermometer. liquidnarrow tube   fig. 5.2   (i) add the missing labels to fig. 5.2.  [2]   (ii) the thermometer in fig. 5.2 is designed to measure a range of temperatures from 0  \u00b0c  to 100  \u00b0c.    state the name of a suitable liquid for use in this thermometer.  .  [1]   (iii) describe and explain the changes in the thermometer in fig. 5.2 when the temperature  of the liquid increases.  ...  ...  .  [2] [total: 11]",
+            "12": "12 0625/33/ o/n/20 \u00a9 ucles 2020 6 (a) fig. 6.1 shows an electric kettle containing cold water. metal heating elementcold water fig. 6.1   the metal heating element heats the water.   explain how thermal energy from the heating element is transferred to all the water in the  kettle.  ...  ...  ...  ...  ...  .  [4]",
+            "13": "13 0625/33/ o/n/20 \u00a9 ucles 2020 [turn over  (b) fig. 6.2 shows two similar metal cans. the only difference is the surface. can a has a dull  black surface and can b has a shiny white surface.  can ashiny white surface can bdull black surface fig. 6.2   (i) a student fills each can with hot water. the initial temperature of the water is 85  \u00b0c.    the student records the temperature of the water in each can every 30 seconds for 10  minutes.    suggest which can of water will cool more quickly. give a reason for your answer. suggestion  . reason  ...  ... [2]   (ii) suggest and explain two changes to can b that reduce thermal energy loss to the  surroundings. change 1  ...  ...  ... change 2  ...  ...  ... [4] [total: 10]",
+            "14": "14 0625/33/ o/n/20 \u00a9 ucles 2020 7 (a) complete the following sentences about light.   use words from the list. atomic   blue  three   electromagnetic electronic   violet   five  red  seven   light is part of a spectrum of radiation called the  spectrum.   a glass prism disperses white light into  colours.   the colour of light that is refracted least is  . [3]  (b) fig. 7.1 shows light reflected by a plane mirror. plane mirrorray of lightnormal a dbc fig. 7.1   (i) state which angle a, b, c or d is the angle of incidence.  ...  [1]   (ii) state which angle a, b, c or d is the angle of reflection.    [1]  [total: 5]",
+            "15": "15 0625/33/ o/n/20 \u00a9 ucles 2020 [turn over 8 (a) fig. 8.1 shows the electrical symbols for some circuit components.   identify the circuit component for each electrical symbol.   draw a line from each electrical symbol to the name of the circuit component. fusecircuit component electrical symbol lamp buzzer thermistor fig. 8.1  [3]  (b) a student connects the circuit shown in fig. 8.2. the value of the fixed resistor is 20  \u03c9. a 20 \u03c9 fig. 8.2   the switch is closed. the reading on the ammeter is 0.30  a.   (i) calculate the potential difference (p.d.) across the fixed resistor.   potential difference =  ..  v [3]   (ii) state the name of the device for measuring potential difference.  .  [1]   (iii) show how the student connects the device stated in (b)(ii)  to measure the p.d. across  the fixed resistor. draw the correct symbol and connections on fig.  8.2. [1] [total: 8]",
+            "16": "16 0625/33/ o/n/20 \u00a9 ucles 2020 9 (a) a clamp and stand hold a soft-iron bar above a bench. a coil of wire is wrapped round the  soft-iron bar. the coil of wire is part of an electric circuit. fig. 9.1 shows the arrangement. benchsoft-iron  discssoft-iron bar clamp and  stand fig. 9.1   switch s is closed. a student holds a soft-iron disc close to the bar and releases the disc. the  disc becomes attached to the bar as shown in fig. 9.1.   explain why the soft-iron disc is attracted to the soft-iron bar.  ...  ...  .  [3]",
+            "17": "17 0625/33/ o/n/20 \u00a9 ucles 2020 [turn over  (b) the circuit in fig. 9.1 is used to operate a bell in a different circuit, as shown in fig. 9.2. pivot bellcontactssoft-iron bar clamp and  stand insulatorsoft-iron arms fig. 9.2   (i) switch s is closed. the soft-iron arm is attracted to the soft-iron bar.    explain why the bell operates when the switch s is opened.  ...  ...  ...  ...  .  [4]   (ii) the switch s is closed. the soft-iron arm is attracted to the soft-iron bar.    the battery in the circuit containing the soft-iron bar becomes fully discharged.    state and explain whether the bell operates.  ...  .  [1]   [total: 8]",
+            "18": "18 0625/33/ o/n/20 \u00a9 ucles 2020 10 (a) describe an experiment to show that a force acts on a current-carrying conductor placed in a  magnetic field. you may draw a diagram to help your answer.  ...  ...  ...  ...  ...  ...  .  [4]  (b) a current in a wire can cause the wire to get hot and melt the wire.   describe how to reduce the heating effect of a current.  ...  .  [1] [total: 5]",
+            "19": "19 0625/33/ o/n/20 \u00a9 ucles 2020 [turn over 11 (a) fig. 11.1 represents the structure of four atoms p, q, r and s. p+ q r sprotonkey electron neutron + + +++ + ++ fig. 11.1  state which two atoms are isotopes of the same element and explain your answer.  .. and .. explanation  ...  ..  [2]  (b) radiographers use x-ray machines in hospitals. x-rays can cause damage to living things.   (i) state an example of the damage that may be caused by x-rays.   .  [1]   (ii) state and explain how radiographers can be protected from damage caused by x-rays.  ...  ...  .  [2]",
+            "20": "20 0625/33/ o/n/20 \u00a9 ucles 2020 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 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. (c) a radioactive source is placed near to a detector, as shown in fig. 11.2.   the meter shows a reading of 239 counts per second. meter detector 239radioactive source fig. 11.2   a sheet of paper is placed between the detector and the radioactive source. the meter shows  a reading of 240 counts per second.   the sheet of paper is removed and a thin sheet of aluminium is placed between the detector  and the radioactive source. the meter shows a reading of 3 counts per second.   (i) deduce the type of radiation emitted by the radioactive source.  .  [1]   (ii) the radioactive source is removed. the meter shows a reading of 3 counts per second.    state why the meter does not show a reading of zero counts per second.  .  [1] [total: 7]"
+        },
+        "0625_w20_qp_41.pdf": {
+            "1": "this document has 20 pages. blank pages are indicated. cambridge igcse\u2122 dc (cj/cgw) 196148/2 \u00a9 ucles 2020  [turn overphysics  0625/41 paper 4 theory (extended)  october/november  2020  1 hour 15 minutes you must answer on the question paper. no additional materials are needed. instructions  \u25cf answer all questions.  \u25cf use a black or dark blue pen. you may use an hb pencil for any diagrams or graphs.  \u25cf write your name, centre number and candidate number in the boxes at the top of the page.  \u25cf write your answer to each question in the space provided.  \u25cf do not use an erasable pen or correction fluid.  \u25cf do not write on any bar codes.  \u25cf you may use a calculator.  \u25cf you should show all your working and use appropriate units.  \u25cf take the weight of 1.0  kg to be 10  n (acceleration of free fall = 10  m / s2). information  \u25cf the total mark for this paper is 80.  \u25cf the number of marks for each question or part question is shown in brackets [  ]. *3081870437*",
+            "2": "2 0625/41/   o/   n/20 \u00a9 ucles 20201 fig. 1.1 shows an ice-hockey player moving on ice. he is preparing to hit the solid disc called a  puck. hockey stickice-hockey player discice fig. 1.1  the disc of mass 0.16 kg is moving horizontally across the surface of the ice at a speed of 15 m / s.  (a) calculate the magnitude of the momentum of the disc.  magnitude of momentum =  .  [2]  (b) the hockey player strikes the disc with his hockey stick and the momentum of the disc  changes. the disc gains momentum of 3.0 kg m / s at 45\u00b0 to the original direction of travel of  the disc, as shown in fig. 1.2.  discdirection of momentum gained 45\u00b0 original direction of travel fig. 1.2 (view from above)",
+            "3": "3 0625/41/ o/n/20 \u00a9 ucles 2020 [turn over   (i) state the magnitude of the impulse exerted on the disc and the direction, in degrees, of  the impulse relative to the original direction of travel.  magnitude of impulse =  ...  direction of impulse:     \u00b0 to original direction   [1]   (ii) determine the magnitude of the new momentum of the disc and its new direction relative  to the original direction of travel by drawing a scale diagram.  magnitude of new momentum =  ...    direction of new momentum:    ...  \u00b0 to original direction  [4]  [total: 7]",
+            "4": "4 0625/41/ o/n/20 \u00a9 ucles 2020 2 a vertical tube contains a liquid. a metal ball is held at rest by a thread just below the surface of  the liquid, as shown in fig. 2.1.  tube liquidthread metal ball fig. 2.1 (not to scale)  the diameter of the tube is much greater than the diameter of the ball. the ball is released and it  accelerates downwards uniformly for a short period of time.  (a) describe what happens to the velocity of the ball in the short period of time as it accelerates  downwards uniformly.  ...  .  [2]  (b) the ball reaches terminal velocity.   describe and explain the motion of the ball from when it is released until it reaches terminal  velocity.  ...  ...  ...  .  [3]",
+            "5": "5 0625/41/ o/n/20 \u00a9 ucles 2020 [turn over  (c) the metal ball has a mass of 2.1  g. it falls a distance of 0.80  m between being released and  reaching the bottom of the tube.   (i) calculate the gravitational potential energy transferred from the ball as it falls.  gravitational potential energy transferred =  .  [2]   (ii) when the ball reaches the bottom of the tube, it has a speed of 1.2  m / s. calculate the  kinetic energy of the ball at the bottom of the tube.  kinetic energy =  .  [3]   (iii) explain why the value calculated in (c)(i)  is different from that calculated in (c)(ii) .  ...  .  [1]  [total: 11]",
+            "6": "6 0625/41/ o/n/20 \u00a9 ucles 2020 3 a u-shaped tube of constant cross-sectional area contains water of density 1000  kg / m3. both  sides of the u-tube are open to the atmosphere.  fig. 3.1 shows that the water levels in the two sides of the tube are equal. stopper 0.200  mrubber tubing connected to gas supply fig. 3.1                                  fig. 3.2  the atmospheric pressure is 1.00 \u00d7 105 pa.  the left-hand side of the tube is now connected to a gas supply using a length of rubber tubing.  this causes the level of the water in the left-hand side of the tube to drop by 0.200  m, as shown in  fig. 3.2.  (a) calculate the pressure of the gas supply. give your answer to 3 significant figures.  pressure =  .  [3]",
+            "7": "7 0625/41/ o/n/20 \u00a9 ucles 2020 [turn over  (b) fig. 3.3 shows that the gas supply is now connected to a cylinder that contains a piston. cylinder open to the atmosphererubber tubing connected to gas supply piston fig. 3.3   the pressure of the gas moves the piston to the right.   (i) the area of the piston in contact with the gas is 0.025  m2.    calculate the resultant force on the piston.  resultant force =  .  [2]   (ii) the pressure of the gas causes the piston to move a distance of 0.50  m to the right.     calculate the work done by the gas from the supply on the piston.  work done =  .  [2]  [total: 7]",
+            "8": "8 0625/41/ o/n/20 \u00a9 ucles 2020 4 a large test-tube contains a liquid at room temperature. an electric heater is immersed in the liquid  and is switched on. thermal energy is supplied to the liquid by the heater. the temperature of the  liquid increases until it reaches its boiling point. the liquid then starts to change into gas.  (a) describe, in terms of molecules and their motion, how a liquid differs from a gas.  ...  ...  ...  ...  .  [3]  (b) describe what happens to molecules of the liquid as its temperature begins to increase.  ...  ...  .  [2]  (c) (i) explain, in terms of molecules, why a supply of thermal energy is needed to change the  liquid into a gas.  ...  .  [1]   (ii) the density of the liquid in the test-tube is 0.86  g / cm3. the volume of liquid in the test- tube is 50  cm3.    the liquid reaches its boiling point. it now absorbs 18  000 j of thermal energy and all of  the liquid changes into a gas.    calculate the specific latent heat of vaporisation of this liquid.  specific latent heat =  .  [3]  [total: 9]",
+            "9": "9 0625/41/ o/n/20 \u00a9 ucles 2020 [turn over 5 a metal container is used to cook food. the metal container has thick walls. hot cooking oil at a  temperature of 120  \u00b0c is poured into the container.  (a) the outside surface of the container gets hot. some thermal energy passes through the metal  because vibrating atoms in the metal collide with neighbouring atoms and transfer energy to  them.   explain how the rest of the thermal energy is conducted through the metal container to the  outside surface by another process.  ...  ...  ...  .  [3]  (b) the outside surface of the container is brightly polished and shiny.   explain how this reduces the power that needs to be supplied to keep the oil at the correct  temperature.  ...  ...  ...  ...  .  [3]  (c) the metal container is spherical. the spherical container has a smaller surface area than a  long, thin container of the same volume.   explain the advantage of using a spherical container.  ...  ...  .  [1]  [total: 7]",
+            "10": "10 0625/41/ o/n/20 \u00a9 ucles 2020 6 fig. 6.1 shows a shallow tank viewed from above. the depth of the water is different in the two  parts of the tank. fig. 6.1 shows the crests and the troughs of a wave that pass from left to right. 45\u00b0 2.6 cmboundary trough crestkey 33\u00b0 fig. 6.1 (not to scale)  as the wave passes from one side to the other, the direction of the wavefronts changes.  (a) explain why the direction of the wavefronts changes in the way shown in fig. 6.1.   ...  ...  ...  ...  .  [3]  (b) the speed of the wave in the left-hand part of the tank is 0.39  m / s.   (i) using information from fig. 6.1, determine the frequency of the wave.  frequency =  .  [3]",
+            "11": "11 0625/41/ o/n/20 \u00a9 ucles 2020 [turn over   (ii) determine the speed of the wave in the right-hand side of the tank.  speed =  .  [3]  [total: 9]",
+            "12": "12 0625/41/ o/n/20 \u00a9 ucles 2020 7 (a) a permanent magnet is made from only one material.   underline the material from which it is possible to make a permanent magnet.  [1] aluminium         copper        soft iron        mercury        plastic       steel        uranium   (b) an electron source produces a narrow beam of electrons that all travel at the same speed.   the electron source is placed in a vacuum and the beam of electrons travels vertically  downwards. fig. 7.1 shows the beam of electrons before it passes between the n-pole and  the s-pole of a magnet. s-pole n-poleelectron source beam of electrons fig. 7.1   (i) describe what is meant by the direction of a magnetic field. state the direction of the  magnetic field between the two poles in fig. 7.1.  ...  ...  .  [1]",
+            "13": "13 0625/41/ o/n/20 \u00a9 ucles 2020 [turn over   (ii) describe and explain what happens to the beam of electrons in the magnetic field  between the poles of the magnet in fig. 7.1.  ...  ...  ...  .  [3]  (c) a beam consists of \u03b1-particles, \u03b2-particles and \u03b3-rays.   explain how a uniform magnetic field may be used to separate the \u03b1-particles, the \u03b2-particles  and the \u03b3-rays.  ...  ...  ...  .  [3]  [total: 8]",
+            "14": "14 0625/41/ o/n/20 \u00a9 ucles 2020 8 (a) explain what is meant by electromotive force  (e.m.f. ).  ...  ...  .  [2]  (b) an electric heater contains two heating elements r1 and r2. an electric motor operates a fan.  the fan blows cool air over the heating elements.   fig. 8.1 shows the circuit. 240  v mains supplys1 s2 r1r2s3 m fig. 8.1   the heater is powered by a mains supply of e.m.f. 240  v.   switches s1 and s2 are closed. heating element r1 gets hot. the resistance of r1 is 30  \u03c9.   (i) calculate the current in heating element r1.    current =  .  [1]   (ii) calculate the power produced in heating element r1.     power =  .  [2]   (iii) the resistance of heating element r2 is 60  \u03c9.    switches s1, s2 and s3 are closed.    1.  state and explain how the current in r2 compares with the current in r1.      .      .      ...  [2]",
+            "15": "15 0625/41/ o/n/20 \u00a9 ucles 2020 [turn over    2.   the current in the motor is 0.10  a. the cable from the electric heater to the plug for  the mains socket is safe when the current in it is less than 20  a.      suggest and explain a suitable fuse rating for this circuit.      .      .      .      ...  [2]  [total: 9]",
+            "16": "16 0625/41/ o/n/20 \u00a9 ucles 2020 9 (a) (i) describe what is observed during  total internal reflection .   ...  .  [1]   (ii) state two conditions required for light to be totally internally reflected.  1.  ...  ... 2.  ...  ...  [2]  (b) describe and explain the action of optical fibres in communication technology. you may draw  a diagram in your answer.  ...  ...  ...  .  [3]  [total: 6]",
+            "17": "17 0625/41/ o/n/20 \u00a9 ucles 2020 10 a radiation detector is placed on the bench in a laboratory. it detects a background count rate of  40 counts  / minute.  (a) state what is meant by background radiation. suggest one source for it.  ...  ...  .  [2]  (b) a sample containing atoms of the radioactive isotope polonium-208 is removed from a  lead container and brought close to the detector. the average count rate increases to  890 counts  / minute.   when two sheets of paper are inserted between the sample and the detector, the average  count rate returns to 40 counts  / minute.   polonium-208 is represented by the symbol 208 84po. it decays to an isotope of lead (pb).   (i) deduce the type of radiation emitted by polonium-208. explain your answer.  ...  ...  ...  .  [2]   (ii) write down the nuclide equation for the decay of polonium-208.  [3]  [total: 7]",
+            "18": "18 0625/41/ o/n/20 \u00a9 ucles 2020 blank page",
+            "19": "19 0625/41/ o/n/20 \u00a9 ucles 2020 blank page",
+            "20": "20 0625/41/ o/n/20 \u00a9 ucles 2020 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 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.blank page"
+        },
+        "0625_w20_qp_42.pdf": {
+            "1": "this document has 16 pages. blank pages are indicated. *0807678910*cambridge igcse\u2122 dc (cj/cgw) 196149/3 \u00a9 ucles 2020  [turn overphysics  0625/42 paper 4 theory (extended)  october/november  2020  1 hour 15 minutes you must answer on the question paper. no additional materials are needed. instructions  \u25cf answer all questions.  \u25cf use a black or dark blue pen. you may use an hb pencil for any diagrams or graphs.  \u25cf write your name, centre number and candidate number in the boxes at the top of the page.  \u25cf write your answer to each question in the space provided.  \u25cf do not use an erasable pen or correction fluid.  \u25cf do not write on any bar codes.  \u25cf you may use a calculator.  \u25cf you should show all your working and use appropriate units.  \u25cf take the weight of 1.0  kg to be 10  n (acceleration of free fall = 10  m / s2). information  \u25cf the total mark for this paper is 80.  \u25cf the number of marks for each question or part question is shown in brackets [  ].",
+            "2": "2 0625/42/ o/n/20 \u00a9 ucles 2020 1  a sky-diver jumps out of a hot-air balloon, which is 4000  m above the ground. at time = 30  s, she  opens her parachute.  fig. 1.1 is the speed-time graph of her fall. 60 40speed m / s time  / s20 0 0 10 4.020 30 40 50 fig. 1.1  (a) (i) label with the letter x the point on the graph where the sky-diver opens her parachute.  [1]   (ii) label with the letters y and z the two parts of the graph where the sky-diver falls at  terminal velocity.   [1]  (b) describe, in terms of the forces acting on the sky-diver, her motion between leaving the  balloon and opening her parachute.   ...  ...  ...  ...  ...  .  [4]  (c) calculate the average speed of the sky-diver in the first 4.0  s of her fall.  average speed =  .  [2]  [total: 8]",
+            "3": "3 0625/42/ o/n/20 \u00a9 ucles 2020 [turn over 2 (a) define the moment of a force about a point.  ...  .  [1]  (b) fig. 2.1 shows a uniform rod of wood suspended from a pivot. 0.75  m0.25  m 34\u00b0 centre of masspivot rod of wood fw fig. 2.1  (not to scale)   the rod is held stationary by a horizontal force f acting as shown.    the mass of the rod is 0.080  kg.   calculate:   (i) the weight w of the rod  weight =  ..  [1]   (ii) the moment of w about the pivot  moment =  ..  [2]   (iii) the moment of f about the pivot  moment =  ..  [1]   (iv) the force f.  force =  ..  [2]",
+            "4": "4 0625/42/ o/n/20 \u00a9 ucles 2020  (c) the angle between the rod and the vertical is increased.    state whether the force f needed to hold the rod stationary must be increased, decreased or  stay the same.    explain your answer.  ...  ...  ...  .  [2]  [total: 9]",
+            "5": "5 0625/42/ o/n/20 \u00a9 ucles 2020 [turn over 3 the kinetic energy of air passing through a wind turbine every minute is 720  000 j. the electrical  output of the turbine is 9.0  a at a potential difference (p.d.) of 240  v.   calculate the efficiency (%) of the wind turbine.  efficiency =  ..  % [5]",
+            "6": "6 0625/42/ o/n/20 \u00a9 ucles 2020 4 fig. 4.1 shows a thermometer. ice cubeswire of material awire of material a wire of material b water at 0  \u00b0c water at 100  \u00b0cv fig. 4.1  the voltmeter reading is 5.4  mv.  (a) state the name of this type of thermometer.  .  [1]  (b) fig. 4.2 shows the same thermometer used to measure the temperature of liquid x.  water at 20  \u00b0cliquid xv fig. 4.2   with the setup in fig. 4.2, the voltmeter reading is 1.7  mv.   calculate the temperature of liquid x measured by the thermometer.  temperature =  .  [2]",
+            "7": "7 0625/42/ o/n/20 \u00a9 ucles 2020 [turn over  (c) suggest an application for which this type of thermometer is more suitable than a liquid-in- glass thermometer.  .  [1]    [total: 4]",
+            "8": "8 0625/42/ o/n/20 \u00a9 ucles 2020 5 (a) (i) define specific latent heat.  ...  .  [2]   (ii) explain the melting of a solid in terms of molecules and energy.  ...  ...  ...  .  [2]  (b) an electrical heater is used to heat a liquid to its boiling point. fig. 5.1 shows the apparatus. balanceheater elementliquid container 3800  gconnecting wires fig. 5.1   when the liquid is boiling, the heater supplies 1.26  mj of thermal energy. the mass reading  shown on the balance decreases from 3800  g to 2300  g.   calculate the specific latent heat of vaporisation of the liquid.  specific latent heat =  .  [3]  (c) state and explain a precaution to improve the accuracy of the value of specific latent heat  calculated in (b).  ...  ...  ...  .  [2]  [total: 9]",
+            "9": "9 0625/42/ o/n/20 \u00a9 ucles 2020 [turn over 6 fig. 6.1 shows a transverse wave produced in a string. string fig. 6.1 (full size)  (a) on fig. 6.1:   (i) draw labelled lines to show    1. the amplitude of the wave     2. the wavelength of the wave       [2]    (ii) label a trough with the letter t.  [1]  (b)  a person vibrates one end of the string vertically to produce the wave. he makes 15 complete  oscillations in 60  s.   show that the speed of the wave is 2.0  cm / s.  [3]  (c) state the difference between transverse waves and longitudinal waves. use your ideas about  the direction of oscillations. transverse waves  ..  ... longitudinal waves    ...  [2]    [total: 8]",
+            "10": "10 0625/42/ o/n/20 \u00a9 ucles 2020 7 fig. 7.1 shows a ray of light passing through an optical fibre.  qp i fig. 7.1  the optical fibre is made of glass that has a refractive index of 1.4.   (a) (i) no light refracts from the fibre at points p and q.     state the name of the process that occurs at p and q.  .  [1]   (ii) calculate the minimum value of angle i for there to be no refraction at point p.   angle =  ..  [2]  (b) state and explain the use of optical fibres in medicine.   ...  ...  ...  ...  ...  .  [3]  (c) the ray of light shown in fig. 7.1 is monochromatic light from a laser.    state what is meant by monochromatic light. use one of the following quantities in your answer. amplitude    brightness    frequency    refractive index    speed  ...  .  [2]  [total: 8]",
+            "11": "11 0625/42/ o/n/20 \u00a9 ucles 2020 [turn over 8 (a) state and explain why electrical sockets and plugs used outside in a garden need to be  different from those that can be used safely in a room inside a house.  ...  ...  ...  .  [2]  (b) state and explain why fuses and circuit breakers are installed in electrical circuits connected  to the mains supply.  ...  ...  ...  .  [2]  [total: 4]",
+            "12": "12 0625/42/ o/n/20 \u00a9 ucles 2020 9 (a) fig. 9.1 shows a bar magnet and four plotting compasses a, b, c and d.   d bbar magneta c fig. 9.1   on fig. 9.1:   (i) draw an arrow on each of the three plotting compasses b, c and d to show the direction  of the magnetic field  [2]   (ii) label the magnetic poles of the bar magnet n and s.  [1]  (b) describe one method for demagnetising a bar magnet.  ...  ...  ...  .  [2]",
+            "13": "13 0625/42/ o/n/20 \u00a9 ucles 2020 [turn over  (c) fig. 9.2 represents a current in a wire. the current is into the plane of the paper.    (i) draw the pattern of the magnetic field produced around the wire. show clearly the  direction of the magnetic field. fig. 9.2  [2]   (ii) the direction of the current in the wire is reversed. the magnitude of the current is  unchanged.    state the effect that reversing the current has on the magnetic field produced.     ...  .  [1]   [total: 8]",
+            "14": "14 0625/42/ o/n/20 \u00a9 ucles 2020 10 fig. 10.1 shows an incomplete electrical circuit.  2.0 \u03c9 6.0 \u03c9 4.0 \u03c9ec fd a b fig. 10.1  (a) (i) a student completes the circuit and measures the current in the 6.0  \u03c9 resistor.     on fig. 10.1, draw an ammeter symbol in one gap and straight lines to indicate wires in  the other gaps to show how the student should do this.  [1]      (ii) a voltmeter is connected to measure the potential difference (p.d.) across the 4.0  \u03c9  resistor.      on fig. 10.1, draw a voltmeter symbol connected in the correct position.  [2]   (iii) with the circuit completed, the current in the 2.0  \u03c9 resistor is 2.5  a.     calculate the current in the 6.0  \u03c9 resistor.  current =  .  [4]",
+            "15": "15 0625/42/ o/n/20 \u00a9 ucles 2020 [turn over  (b) fig. 10.2 shows the same electrical circuit with an alternating current (a.c.) power supply and  a wire in the gap ab. 2.0 \u03c9 6.0 \u03c9 4.0 \u03c9ec fd a b fig. 10.2   on fig. 10.2, draw a diode symbol in one gap and a straight line to indicate a wire in the other  gap so that there is a current from right to left in the 4.0  \u03c9 resistor and an alternating current  in the 2.0  \u03c9 resistor.   [2]  [total: 9]",
+            "16": "16 0625/42/ o/n/20 \u00a9 ucles 2020 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 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.11 (a) state two differences between nuclear fission and nuclear fusion. 1    ... 2    ...  [2]  (b) radioactive tracers emitting \u03b3-rays can be used in medicine. the half-life of the source of  these \u03b3-rays is 6 hours.   (i) explain why a source of \u03b3-rays used in this way should not have a half-life shorter or  longer than about 6 hours.  ...  ...  ...  .  [2]   (ii) technetium-99 is a source of \u03b3-rays often used as a radioactive tracer. it is produced  from molybdenum-99 which emits \u03b2-particles. the symbol for technetium is tc and the  symbol for molybdenum is mo.    complete the nuclide equation for this decay.     99  42 mo  . . tc + . . \u03b2  [3]   (iii) technetium-99 is a radioactive nuclide.     state another use of radioactive nuclides in medicine.  ...  .  [1]  [total: 8]"
+        },
+        "0625_w20_qp_43.pdf": {
+            "1": "this document has 20 pages. blank pages are indicated. *0172842249*cambridge igcse\u2122 dc (cj/cgw) 196162/3 \u00a9 ucles 2020  [turn overphysics  0625/43 paper 4 theory (extended)  october/november  2020  1 hour 15 minutes you must answer on the question paper. no additional materials are needed. instructions  \u25cf answer all questions.  \u25cf use a black or dark blue pen. you may use an hb pencil for any diagrams or graphs.  \u25cf write your name, centre number and candidate number in the boxes at the top of the page.  \u25cf write your answer to each question in the space provided.  \u25cf do not use an erasable pen or correction fluid.  \u25cf do not write on any bar codes.  \u25cf you may use a calculator.  \u25cf you should show all your working and use appropriate units.  \u25cf take the weight of 1.0  kg to be 10  n (acceleration of free fall = 10  m / s2). information  \u25cf the total mark for this paper is 80.  \u25cf the number of marks for each question or part question is shown in brackets [  ].",
+            "2": "2 0625/43/ o/n/20 \u00a9 ucles 2020 1 (a) fig. 1.1 shows a trolley travelling down a ramp. xramp ptrolleytape fig. 1.1   the trolley has a piece of paper tape attached to it. the tape passes through a machine  which makes a dot on the tape every 0.02  s.    fig. 1.2 shows a section of the tape. fig. 1.2   (i) state how the dots on the tape show that the trolley was moving with constant speed.  .  [1]   (ii) when the trolley reaches the point p, the ramp is tilted so that the angle x is greater.    describe and explain the change in motion of the trolley. description  .  ... explanation    ...  [2]",
+            "3": "3 0625/43/ o/n/20 \u00a9 ucles 2020 [turn over  (b) another trolley is released from the top of the ramp.   fig. 1.3 shows the speed\u2013time graph for this trolley. 000.51.0speed m / s time  / s1.5 1.5 0.5 1.0 fig. 1.3   using fig. 1.3, calculate the distance travelled by the trolley in the first 0.5  s.     distance =  .   [2]",
+            "4": "4 0625/43/ o/n/20 \u00a9 ucles 2020  (c) fig. 1.4 shows a metal ball at rest in a tube of liquid.  tubexliquidmetal ball fig. 1.4   the ball is released and reaches terminal velocity at point x.    explain the motion of the ball as it falls from rest until it reaches point x.   use ideas of force and acceleration in your answer.  ...  ...  ...  ...  .  [3]  [total: 8]",
+            "5": "5 0625/43/ o/n/20 \u00a9 ucles 2020 [turn over 2 fig. 2.1 shows a cliff edge with water below it. cliffball water115  m fig. 2.1  a ball falls over the edge of the cliff. the mass of the ball is 160  g. the height of the cliff is 115  m.  (a) calculate the vertical speed of the ball as it hits the water. air resistance can be ignored.  speed =  .  [3]  (b) calculate the vertical momentum of the ball as it hits the water.  momentum =  .  [2]  [total: 5]",
+            "6": "6 0625/43/ o/n/20 \u00a9 ucles 2020 3 (a) (i) speed is a scalar quantity.    state one other scalar quantity.  .  [1]   (ii) velocity is a vector quantity.    state one other vector quantity.  .  [1]  (b) fig. 3.1 shows a model car travelling at constant speed on a flat circular track. circular trackcar fig. 3.1   the speed of the car is 0.30  m / s. in one complete revolution around the track, the car travels  3.9 m.   (i) calculate the time taken for the car to complete one revolution around the track.  time =  ..  [2]",
+            "7": "7 0625/43/ o/n/20 \u00a9 ucles 2020 [turn over   (ii) on fig. 3.1, draw and label with the letter f an arrow to show the resultant force acting  on the car.  [1]   (iii) the speed of the car increases and at point p on fig. 3.2 the car does not stay on the  track. p fig. 3.2    1. suggest, in terms of the force acting on the car, why the car does not stay on the track  at point p.  ...  .  [1]    2. on fig. 3.2, draw and label an arrow with the letter s to show the direction of motion of  the car as it leaves the track at point p.  [1]  [total: 7]",
+            "8": "8 0625/43/ o/n/20 \u00a9 ucles 2020 4 in fig. 4.1, the circles represent molecules in different states of matter. a b c fig. 4.1   (a) identify the states a, b and c.   a \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026..   b \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026..   c \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026..  [2]  (b) explain, in terms of forces between molecules, why gases expand more than liquids when  they have the same rise in temperature. assume that the pressure remains constant.  ...  ...  .  [2]  (c) fig. 4.2 shows a cylinder and piston.  cylinder piston gas fig. 4.2   the volume of gas in the cylinder is 3400  cm3. the pressure of the gas in the cylinder is  0.90 \u00d7 105 pa.",
+            "9": "9 0625/43/ o/n/20 \u00a9 ucles 2020 [turn over   (i) the piston is moved to the left and fixed in a new position. the pressure of the gas in  the cylinder increases to 2.5  \u00d7 105 pa. assume that the temperature of the gas does not  change.    calculate the new volume of the gas.   volume =  ..  [3]   (ii) the gas in the cylinder is now heated. the piston remains fixed in the same position as  in (c)(i) .    state and explain, in terms of molecules, any change in the pressure of the gas.  statement  .. explanation    ...  [3]  [total: 10]",
+            "10": "10 0625/43/ o/n/20 \u00a9 ucles 2020 5 fig. 5.1 shows two metal plates a and b with a radiant heater placed midway between them.   waxshiny plate dull black plate wax cork cork radiant heatera b fig. 5.1  metal plate a is shiny. metal plate b is dull black. a piece of cork is attached to each plate using  wax. the wax is a solid at room temperature and has a melting point of 37  \u00b0c.  (a) state and explain what happens to the pieces of cork a few minutes after the heater is  switched on.   ...  ...  ...  ...  .  [4]  (b) give the name of the method of transfer of thermal energy in solid metals.  .  [1]  [total: 5]",
+            "11": "11 0625/43/ o/n/20 \u00a9 ucles 2020 [turn over 6 (a) sound waves consist of compressions and rarefactions.     explain the terms compression  and rarefaction . give your explanation in terms of the spacing  of molecules and the pressure for sound waves in air. compression  .  ... rarefaction  .  ...  [3]  (b) a musical instrument emits a sound with a frequency of 4.4  khz. the speed of sound in air is  340 m / s.   (i) calculate the wavelength of the sound.  wavelength =  ..  [3]   (ii) the frequency of the sound emitted by the instrument is changed to 5.1  khz and the  amplitude of the sound is increased.    without calculation, state what happens to 1. the speed of the sound  .. 2. the wavelength of the sound  .  [2]  [total: 8]",
+            "12": "12 0625/43/ o/n/20 \u00a9 ucles 2020 7 (a) state two uses for infrared radiation. 1.  ...  ... 2.  ...  ...  [2]  (b) x-rays are used in hospitals to help treat patients.   suggest and explain three  precautions for the safe use of x-rays. 1.  ...  ... 2.  ...  ... 3.  ...  ...  [3]  (c) (i) state the speed in a vacuum of 1. microwaves  .  [1] 2. x-rays    [1]   (ii) state a possible frequency for an ultrasound wave.  .  [1]  [total: 8]",
+            "13": "13 0625/43/ o/n/20 \u00a9 ucles 2020 [turn over 8 (a) (i) fig. 8.1 shows an electrical circuit. the resistor has a resistance of 4.0  \u03c9. the reading on  the voltmeter is 3.0  v. a v fig. 8.1     calculate the current in the resistor.  current =  ..  [2]   (ii) fig. 8.2 shows the same circuit with one component reversed.  a v fig. 8.2     state the reading on the voltmeter and explain your answer. reading =  ... explanation    ...  [2]",
+            "14": "14 0625/43/ o/n/20 \u00a9 ucles 2020  (b) fig. 8.3 shows the symbol for a logic gate.  xzy fig. 8.3    the truth table for this logic gate is shown in table 8.1.  table 8.1 input x input y output z 0 0 0 0 1 0 1 0 0 1 1 1   state the name of this logic gate. \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026..  [1]  (c) (i) a student designs the circuit shown in fig. 8.4. a bc de fig. 8.4    complete the truth table for this circuit in table 8.2. table 8.2 a b c d e 0 0 0 1 1 0 1 1  [3]   (ii) a single logic gate can be used to produce output e in fig. 8.4 with the inputs a and b  shown in table 8.2.       state the name of this logic gate. \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026.  [1]  [total: 9]",
+            "15": "15 0625/43/ o/n/20 \u00a9 ucles 2020 [turn over 9 (a) electrical power is produced in a power station by an alternating current (a.c.) generator.    the output of the generator has a voltage of 22  000 v. the electrical power is transmitted at a  voltage of 400  000 v.   explain why electrical power is transmitted at a voltage of 400  000 v and not 22  000 v.  ...  ...  ...  ...  ...  .  [3]  (b) a computer contains a transformer.   the input voltage to the transformer is 240  v. the output voltage from the transformer is 20  v  and the output current is 2.3  a.   the efficiency of the transformer is 90%.   calculate the input current to the transformer.  current =  ..  [5]  [total: 8]",
+            "16": "16 0625/43/ o/n/20 \u00a9 ucles 2020 10 fig. 10.1 shows a relay. mcircuit b circuit acontacts pivot soft-iron armature fig. 10.1  (a) the switch in circuit a is closed. describe how this operates the motor in circuit b.  ...  ...  ...  .  [3]  (b) the switch in circuit a is opened. the soft-iron armature is replaced with a steel armature.  the switch in circuit a is closed.   explain what happens when the switch in circuit a is then opened.  ...  ...  .  [2]  [total: 5]",
+            "17": "17 0625/43/ o/n/20 \u00a9 ucles 2020 11 (a) fig. 11.1 shows a beam of \u03b1-particles, \u03b2-particles and \u03b3-rays directed between two metal  plates p and q.   p qbeam of \u03b1-particles, \u03b2-particles and \u03b3-rays+    +    +    +    +    +    +    +    \u2013    \u2013    \u2013    \u2013    \u2013    \u2013    \u2013    \u2013    fig. 11.1   the metal plates are parallel and there is a large potential difference (p.d.) between them.  plate p is positive and plate q is negative.   on fig. 11.1, draw the paths of each of the radiations between the plates and after leaving  the plates.   label the paths \u03b1, \u03b2 and \u03b3. [5]  (b) state and explain one practical application of \u03b3-rays.   application   explanation  ...  ...  [2]  [total: 7]",
+            "18": "18 0625/43/ o/n/20 \u00a9 ucles 2020 blank page",
+            "19": "19 0625/43/ o/n/20 \u00a9 ucles 2020 blank page",
+            "20": "20 0625/43/ o/n/20 \u00a9 ucles 2020 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 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.blank page"
+        },
+        "0625_w20_qp_51.pdf": {
+            "1": "this document has 12 pages. blank pages are indicated. cambridge igcse\u2122 dc (ce/cgw) 196150/2 \u00a9 ucles 2020  [turn overphysics  0625/51 paper 5 practical test  october/november  2020  1 hour 15 minutes you must answer on the question paper. you will need:  the materials and apparatus listed in the confidential instructions instructions  \u25cf answer all questions.  \u25cf use a black or dark blue pen. you may use an hb pencil for any diagrams or graphs.  \u25cf write your name, centre number and candidate number in the boxes at the top of the page.  \u25cf write your answer to each question in the space provided.  \u25cf do not use an erasable pen or correction fluid.  \u25cf do not write on any bar codes.  \u25cf you may use a calculator.  \u25cf you should show all your working and use appropriate units. information  \u25cf the total mark for this paper is 40.  \u25cf the number of marks for each question or part question is shown in brackets [  ]. *8778441770* for examiner\u2019s use 1 2 3 4 total",
+            "2": "2 0625/51/ o/n/20 \u00a9 ucles 2020 1 in this experiment, you will determine the density of modelling clay by two methods.  method 1  (a) (i) measure the length l, width w and height h of the sample a of modelling clay. do not  change the shape of the sample.  l =  .  cm  w =  .  cm  h =  .  cm  [1]   (ii) calculate the volume va of sample a using the equation va = l \u00d7 w \u00d7 h.  va =  ..  cm3 [1]   (iii) measure and record the mass ma of sample a of modelling clay using the balance  provided.  ma =  ..  g [1]   (iv) calculate the density \u03c1a of sample a using the equation \u03c1a = ma va.    give your answer to a suitable number of significant figures for this method and include  the unit.  \u03c1a =  ...  [2] method 2  (b) pour approximately 50  cm3 of the water provided into the measuring cylinder.   (i) record the volume v1 of water in the measuring cylinder.  v1 =    cm3    carefully lower sample b of the same modelling clay into the measuring cylinder until it is  completely covered with water.    record the new reading v2 of the water level in the measuring cylinder.  v2 =    cm3    calculate the volume vb of sample b using the equation vb = v2 \u2013 v1.  vb =    cm3  [1]",
+            "3": "3 0625/51/ o/n/20 \u00a9 ucles 2020 [turn over   (ii) measure and record the mass mb of sample b of measuring clay using the balance  provided.  mb =    g    calculate the density \u03c1b of sample b using the equation \u03c1b = mb vb.    give your answer to a suitable number of significant figures for this experiment and  include the unit.  \u03c1b =  ...   [1]  (c) a student suggests that the density of modelling clay is not affected by either the mass or the  volume of the sample used.   state whether your results agree with the suggestion. justify your answer by reference to  your results. statement  .. justification    ...  [2]",
+            "4": "4 0625/51/ o/n/20 \u00a9 ucles 2020  (d) fig. 1.1 shows some water in a measuring cylinder. the surface of the liquid is curved and is   called the meniscus. bench fig. 1.1   tick the boxes that describe the correct line of sight for taking a reading of the volume of  water in a measuring cylinder.    along the scale    parallel to the scale    perpendicular to the scale    vertical to the scale    in line with the bottom of the meniscus    in line with the top of the meniscus    in line with midway between the top and bottom of the meniscus. [2]  [total: 11]",
+            "5": "5 0625/51/ o/n/20 \u00a9 ucles 2020 [turn over 2 in this experiment, you will investigate the cooling of water under different conditions.  carry out the following instructions referring to fig. 2.1. the thermometer must remain in the  clamp for the whole of this experiment. do not adjust the position of the thermometer in the clamp. beaker  clamp benchbossstand thermometer fig. 2.1  (a) use the thermometer to measure room temperature \u03b8\u200a\u200ar.  \u03b8\u200a\u200ar =  .  [1]  (b) (i) pour 200  cm3 of hot water into the beaker. place the thermometer in the beaker by  moving the clamp stand.    record in table 2.1 the temperature \u03b81 of the hot water at time t = 0. immediately start  the stopclock.    after 180  s, measure the temperature \u03b81 of the water. record the time t = 180  s and the  temperature reading in table 2.1.  [1]   (ii) calculate the drop in temperature \u03b4\u03b81 between times t = 0 and t = 180  s.  \u03b4\u03b81 =  .  [1]   (iii) calculate the average rate of cooling r1 of the water using the equation r1 = \u03b4\u03b81 \u03b4t, where  \u03b4t = 180  s. include the unit.  r1 =  .  [1] table 2.1 t / s \u03b81 / \u00b0c",
+            "6": "6 0625/51/ o/n/20 \u00a9 ucles 2020  (c) (i) empty the beaker.    pour 150  cm3 of hot water into the beaker. add 50  cm3 of cold water to the beaker. place  the thermometer in the beaker by moving the clamp stand.    record in table 2.2 the temperature \u03b82 of the water in the beaker at time t = 0. immediately  start the stopclock.    after 180  s, measure the temperature \u03b82 of the water. record the time t = 180  s and the  temperature reading in table 2.2. table 2.2 t / s \u03b82 / \u00b0c  [1]   (ii) calculate the drop in temperature \u03b4\u03b82 between t = 0 and t = 180  s.  \u03b4\u03b82 =  ...    calculate the average rate of cooling r2 of the water using the equation r2 = \u03b4\u03b82 \u03b4t, where  \u03b4t = 180  s. include the unit.  r2 =  ...  [1]  (d) a student suggests that the average rate of cooling r of the water depends on the difference  d between the temperature of the water at time t = 0 and room temperature.   (i) calculate the difference d1 using the readings in table 2.1 and your answer to (a).  d1 =  ...    calculate the difference d2 using the readings in table 2.2 and your answer to (a).  d2 =  ...  [1]",
+            "7": "7 0625/51/ o/n/20 \u00a9 ucles 2020 [turn over   (ii) write a conclusion about the relationship between r and d. justify your answer by  reference to your results. conclusion  .  ... justification    ...  [2]  (e) (i) explain why the thermometer scale should be read at right angles.  ...  .  [1]   (ii) explain why the mixture of hot and cold water should be stirred before taking the  temperature reading at the start of the experiment in (c)(i) .  ...  .  [1]  [total: 11]",
+            "8": "8 0625/51/ o/n/20 \u00a9 ucles 2020 3 in this experiment, you will investigate the magnification of the image produced by a lens.  carry out the following instructions referring to fig. 3.1 and fig. 3.2. illuminated object u v lensscreen bench fig. 3.1 illuminated object ho fig. 3.2 this figure has not been drawn to scale.  (a) measure and record the height ho of the illuminated object provided in your experiment.  ho =  .  [1]  (b) \u2022 place the lens a distance u = 20.0  cm from the illuminated object. \u2022 move the screen slowly until a clearly-focused image is formed on the screen. \u2022 measure the distance v between the centre of the lens and the screen and record the  value in table 3.1. \u2022 calculate, and record in table 3.1, the magnification m using the equation m = v u. \u2022 repeat the procedure using values of u equal to 25.0  cm, 30.0  cm, 35.0  cm and 40.0  cm. table 3.1 u / cm v / cm m 20.0 25.0 30.0 35.0 40.0  [3]",
+            "9": "9 0625/51/ o/n/20 \u00a9 ucles 2020 [turn over  (c) plot a graph of u / cm (y-axis) against m (x-axis). start the y-axis at u = 20.0  cm.  [4]  (d) use the graph to determine the value of the object distance u1 when the magnification  m = 1.0.   show clearly on the graph how you obtained the necessary information.  u1 =  ...  cm [2]  (e) calculate the focal length f of the lens using the equation f = u1 2.  f =  ...  cm [1]  [total: 11]",
+            "10": "10 0625/51/ o/n/20 \u00a9 ucles 2020 4 a student investigates the resistances of different wires.  plan an experiment to investigate the resistances of wires made from different metals.  resistance is calculated using the equation r = v i. you are not required to carry out the  investigation.  the following apparatus is available:  ammeter  voltmeter  power supply  metre rule  a selection of wires made from different metals.  you can also use other apparatus and materials that are usually available in a school laboratory.  in your plan, you should: \u2022 write a list of suitable metals for the wires you will investigate \u2022 draw a diagram of a suitable electrical circuit using standard electrical symbols \u2022 explain briefly how to carry out the investigation \u2022 state the key variables to keep constant \u2022 draw a table, or tables, with column headings, to show how to display your readings (you are  not required to enter any readings in the table).",
+            "11": "11 0625/51/ o/n/20 \u00a9 ucles 2020  ..  ..  ..  ..  ..  ..  ..  ..  ..  ..  ..  ..  ..  ..  ..  ..  ..  ..  ..    [7]  [total: 7]",
+            "12": "12 0625/51/ o/n/20 \u00a9 ucles 2020 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 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.blank page"
+        },
+        "0625_w20_qp_52.pdf": {
+            "1": "this document has 12 pages. blank pages are indicated. *7234226105*cambridge igcse\u2122 for examiner\u2019s use 1 2 3 4 total dc (ce/cgw) 196152/3 \u00a9 ucles 2020  [turn overphysics  0625/52 paper 5 practical test  october/november  2020  1 hour 15 minutes you must answer on the question paper. you will need:  the materials and apparatus listed in the confidential instructions instructions  \u25cf answer all questions.  \u25cf use a black or dark blue pen. you may use an hb pencil for any diagrams or graphs.  \u25cf write your name, centre number and candidate number in the boxes at the top of the page.  \u25cf write your answer to each question in the space provided.  \u25cf do not use an erasable pen or correction fluid.  \u25cf do not write on any bar codes.  \u25cf you may use a calculator.  \u25cf you should show all your working and use appropriate units. information  \u25cf the total mark for this paper is 40.  \u25cf the number of marks for each question or part question is shown in brackets [  ].",
+            "2": "2 0625/52/ o/n/20 \u00a9 ucles 2020 1 in this experiment, you will investigate the stretching of a spring.  carry out the following instructions, referring to fig. 1.1. metre rule spring benchclamp stand fig. 1.1  (a) the metre rule is clamped in position near to the spring. do not change the position of the  metre rule.   (i) use the set square provided to take readings from the metre rule to determine the  unstretched length l of the coiled part of the spring. record the value of l.  l =  ... mm [1]   (ii) draw a diagram to show clearly how you used the set square to obtain an accurate  reading from the metre rule.  [1]",
+            "3": "3 0625/52/ o/n/20 \u00a9 ucles 2020 [turn over  (b) \u2022  suspend a load p = 0.20  n on the spring. record in table 1.1 the new length l of the  spring.  \u2022 repeat the procedure using loads p = 0.40  n, 0.60  n, 0.80  n and 1.00  n. table 1.1 p / n l / mm 0.20 0.40 0.60 0.80 1.00  [2]  (c) plot a graph of l / mm ( y-axis) against p / n (x-axis). start both axes at the origin (0,0).  [4]",
+            "4": "4 0625/52/ o/n/20 \u00a9 ucles 2020  (d) the intercept on the y-axis of the graph is numerically equal to the length l0 of the spring  when p = 0. determine the value of l0. show clearly on the graph how you obtained the  necessary information.  l0 =  .  [2]  (e) calculate l \u2013 l0.  l \u2013 l0 =  .  [1] [total: 11]",
+            "5": "5 0625/52/ o/n/20 \u00a9 ucles 2020 [turn over 2 in this experiment, you will investigate the refraction of light in a transparent block.  carry out the following instructions, using the separate ray-trace sheet provided. refer to fig.  2.1. ray-trace sheet eyecb dg lfne 30\u00b0hole a fig. 2.1  (a) \u2022  place the transparent block, largest face down, on the ray-trace sheet supplied. the  block should be approximately in the middle of the paper. \u2022 draw and label the outline of the block abcd . \u2022 remove the block and draw the normal nl at the centre of side ab. continue the normal  so that it passes through side cd of the block. \u2022 label the point f where the normal nl crosses side ab. \u2022 label the point g where the normal nl crosses side cd. [1]",
+            "6": "6 0625/52/ o/n/20 \u00a9 ucles 2020  (b) (i) \u2022 draw the line ef at an angle i = 30\u00b0 to the normal as shown in fig. 2.1. \u2022 place the paper on the pin board. \u2022 place two pins p1 and p2 on line ef at a suitable distance apart for this experiment. \u2022 replace the block and look from the position of the eye shown in fig. 2.1, to observe  the images of p1 and p2 through side cd of the block. adjust your line of sight until  the images of p1 and p2 appear one behind the other. \u2022 place two pins p3 and p4 between your eye and the block so that p3, p4, and the  images of p1 and p2 seen through the block, appear one behind the other. \u2022 label the positions of p1, p2, p3 and p4. \u2022 remove the block and the pins. \u2022 draw a line joining the positions of p3 and p4. continue the line through the outline  of the block until it extends to just outside the outline of the block. label the end of  the line k. \u2022 label the point h where the line meets side cd. \u2022 label the point j where the line meets the normal nl. \u2022 draw the line fh. [2]   (ii) measure and record the length a of the line gh.  a =  .  [1]   (iii) measure and record the length b of the line fh.  b =  .  [1]  (c) measure and record the acute angle \u03b8 between the line nl and the line jk. an acute angle is  less than 90\u00b0.  \u03b8 =  .  [2]  (d) state one precaution that you took in order to produce an accurate ray-trace.  ...  .  [1]  (e) a student suggests that i should be equal to \u03b8 within the limits of experimental accuracy. in  this experiment, i = 30  \u00b0. suggest a range of values for \u03b8 that match this suggestion for your  experiment. range  ..  [1]",
+            "7": "7 0625/52/ o/n/20 \u00a9 ucles 2020 [turn over  (f) a student plans to test the suggestion that, in this experiment, i = \u03b8 for all possible values of i.   explain briefly how you would test the suggestion.  ...  ...  ...  .  [2]   tie your ray-trace sheet into this question booklet between pages 6 and 7.  [total: 11]",
+            "8": "8 0625/52/ o/n/20 \u00a9 ucles 2020 3 in this experiment, you will investigate the resistance of samples of resistance wire.  carry out the following instructions, referring to fig. 3.1.  the circuit shown in fig. 3.1 has been provided for you. a b epower supply c dresistance wire fig. 3.1  table 3.1 shows how the samples of wire are connected into the circuit. table 3.1 section resistance wire bc one 30  cm piece cd two 30  cm pieces de three 30  cm pieces  (a) (i) \u2022 switch on. \u2022 measure the current i in the circuit.  i =  .  [1]   (ii) connect the voltmeter across section bc of the resistance wire.    measure and record the potential difference (p.d.) v1 across section bc. switch off.  v1 =  .  [1]    calculate the resistance r1 of section bc using the equation r1 = v1 i.    give your answer to a suitable number of significant figures for this experiment and  include the unit.  r1 =  .  [1]",
+            "9": "9 0625/52/ o/n/20 \u00a9 ucles 2020 [turn over   (iii) disconnect the voltmeter and its leads from section bc. connect the voltmeter across  section cd. switch on.    measure and record the potential difference (p.d.) v2 across section cd. switch off.  v2 =  ...    calculate the resistance r2 of section cd using the equation r2 = v2 i. give your answer    to a suitable number of significant figures for this experiment and include the unit.  r2 =  .  [1]   (iv) disconnect the voltmeter and its leads from section cd. connect the voltmeter across  section de. switch on.    measure and record the potential difference (p.d.) v3 across section de. switch off.  v3 =  ...    calculate the resistance r3 of section de using the equation r3 = v3 i. give your answer    to a suitable number of significant figures for this experiment and include the unit.  r3 =  ... [3]  (b) (i) the sections bc, cd and de are all the same length and made of the same metal.    tick the box to show your conclusion from the results.     the resistance of a section increases as the number of wires increases     the resistance of a section decreases as the number of wires increases     the resistance of a section is independent of the number of wires.  [1]   (ii) justify your conclusion in (b)(i)  by reference to your results.  ...  .  [1]  (c) explain how you would change this experiment to investigate the relationship between the  length of a sample of wire and its resistance.  ...  ...  ...  .  [2]  [total: 11]",
+            "10": "10 0625/52/ o/n/20 \u00a9 ucles 2020 4 a student investigates the length of time taken for ice cubes to melt when they are placed in water.  she uses beakers of water at different temperatures to investigate how the initial temperature of  the water affects the time taken for the ice cubes to melt.  plan an experiment to investigate how the initial temperature of the water affects the time taken  for the ice cubes to melt. you are not required to carry out this experiment.  the following apparatus is available:  thermometer  supply of ice cubes  250 cm3 beakers  supply of cold water  in your plan, you should: \u2022 write a list of additional apparatus to use \u2022 explain how to carry out the investigation \u2022 state the key variables to keep constant \u2022 draw a table, or tables, with column headings, to show how to display the readings (you are  not required to enter any readings in the table) \u2022 explain how to use the readings to reach a conclusion.  ..  ..  ..  ..  ..  ..  ..  ..  ..",
+            "11": "11 0625/52/ o/n/20 \u00a9 ucles 2020  ..  ..  ..  ..  ..  ..  ..  ..  ..  ..    [7]",
+            "12": "12 0625/52/ o/n/20 \u00a9 ucles 2020 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 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.blank page"
+        },
+        "0625_w20_qp_53.pdf": {
+            "1": "this document has 12 pages. blank pages are indicated. physics  0625/53 paper 5 practical test  october/november  2020  1 hour 15 minutes you must answer on the question paper. you will need:  the materials and apparatus listed in the confidential instructions instructions  \u25cf answer all questions.  \u25cf use a black or dark blue pen. you may use an hb pencil for any diagrams or graphs.  \u25cf write your name, centre number and candidate number in the boxes at the top of the page.  \u25cf write your answer to each question in the space provided.  \u25cf do not use an erasable pen or correction fluid.  \u25cf do not write on any bar codes.  \u25cf you may use a calculator.  \u25cf you should show all your working and use appropriate units. information  \u25cf the total mark for this paper is 40.  \u25cf the number of marks for each question or part question is shown in brackets [  ].cambridge igcse\u2122 dc (ce/cgw) 196153/3 \u00a9 ucles 2020  [turn over *1068534584* for examiner\u2019s use 1 2 3 4 total",
+            "2": "2 0625/53/ o/n/20 \u00a9 ucles 2020 1 in this experiment, you will investigate the transfer of thermal energy from a beaker of hot water.  carry out the following instructions, referring to fig. 1.1.  do not adjust the thermometer in the clamp. benchbeaker beakerthermometerclamp clamp standlid a b fig. 1.1  (a) pour 100  cm3 of hot water into beaker a.   place the thermometer in the water in beaker a by moving the clamp stand.   in table 1.1, record the temperature \u03b8 of the water at time t = 0 and immediately start the  stopclock.   record, in table 1.1, the temperature \u03b8 of the water at times t = 30  s, 60  s, 90  s, 120  s, 150  s  and 180  s.   remove the thermometer from beaker a by moving the clamp stand.  [1]",
+            "3": "3 0625/53/ o/n/20 \u00a9 ucles 2020 [turn over  (b) (i) repeat the procedure in (a) for beaker  b. remove the lid before pouring the hot water  into the beaker. replace the lid immediately after pouring.  [2]   (ii) complete the headings and the values in the time t column in table 1.1.  [2] table 1.1 beaker a without a lidbeaker b with a lid t / \u03b8a / \u03b8b / 0  (c) write a conclusion stating how using the lid affects the cooling of the water.  ...  ...  ...  .  [1]  (d) (i) calculate the average rate of change of temperature xa of the water in beaker a. use  your values of \u03b8a from table 1.1 and the equation xa = (\u03b80 \u2212 \u03b8180) t    where \u03b80 is the temperature of the water in beaker a at t = 0, \u03b8180 is the temperature of  the water at t = 180  s, and t = 180  s.    include a unit.  xa =  .  [1]   (ii) calculate the average rate of change of temperature xb of the water in beaker b. use  your values of \u03b8b from table 1.1 and the equation xb = (\u03b80 \u2212 \u03b8180) t    where \u03b80 is the temperature of the water in beaker b at t = 0, \u03b8180 is the temperature of  the water at t = 180  s, and t = 180  s.    include a unit.  xb =  .  [1]",
+            "4": "4 0625/53/ o/n/20 \u00a9 ucles 2020   (iii) thermal energy is transferred from the surface of the water and from the sides of the  beaker during this investigation.    a student suggests that more thermal energy is transferred from the surface of the water  than from the sides of the beaker.    state whether your results support this suggestion. justify your statement by reference  to your values of xa, the average rate of change of temperature without a lid, and xb, the  average rate of change of temperature with a lid.  statement  .. justification      ...  ...  [2]  (e) suggest a change to the apparatus or the procedure to produce a greater difference between  xa and xb.  ...  ...  .  [1]  [total: 11]",
+            "5": "5 0625/53/ o/n/20 \u00a9 ucles 2020 [turn over 2 in this experiment, you will investigate circuits containing different combinations of resistors.  circuit  a has been set up for you.  carry out the following instructions, referring to fig. 2.1. q ppower supply circuit aa x 2 \u03c9 v fig. 2.1  (a) circuit a   switch on.   measure, and record in the first line of table 2.1, the potential difference (p.d.) v across  resistor x.   measure, and record in table 2.1, the current i in the circuit.   switch off. table 2.1 circuit v / i / r / \u03c9 a b c  [1]",
+            "6": "6 0625/53/ o/n/20 \u00a9 ucles 2020  (b) connect a second 2  \u03c9 resistor between terminals p and q so that it is in series with the first  2 \u03c9 resistor, as shown in fig. 2.2. the rest of the circuit must remain as in fig. 2.1. this will  form circuit b. q p2 \u03c9 2 \u03c9 fig. 2.2   switch on.   measure, and record in table 2.1, the potential difference (p.d.) v across resistor x.    measure, and record in table 2.1, the current i in the circuit.   switch off.  [2]  (c) connect a third 2  \u03c9 resistor between terminals p and q so that it is in series with the other 2  \u03c9  resistors, as shown in fig. 2.3. the rest of the circuit must remain as in fig. 2.1. this forms  circuit c. p q2 \u03c9 2 \u03c9 2 \u03c9 fig. 2.3   switch on.   measure, and record in table 2.1, the potential difference (p.d.) v across resistor x.    measure, and record in table 2.1, the current i in the circuit.   switch off.   complete the headings in table 2.1. [1]  (d) (i) calculate, and record in table 2.1, a value for the resistance r of resistor x for each  combination of resistors.    use your readings from table 2.1 and the equation r = v i. [2]   (ii) a student suggests that the values of r should be the same.    state whether your results support this suggestion. justify your statement by reference  to values from your results.  statement  .. justification    ...  ... [2]",
+            "7": "7 0625/53/ o/n/20 \u00a9 ucles 2020 [turn over  (e) the results could be checked by using a different circuit.   draw, on fig. 2.4, one other arrangement of three  2 \u03c9 resistors between terminals p and q.   you are not required to connect this circuit. q p fig. 2.4  [1]  (f) (i) a student wants to determine r by using a variable resistor to vary the current in the  circuit. draw the circuit symbol for a variable resistor.  [1]   (ii) explain one advantage of using a variable resistor to vary the current compared to the  procedure carried out in (a), (b) and (c).  ...  ...  ...  .  [1]  [total: 11]",
+            "8": "8 0625/53/ o/n/20 \u00a9 ucles 2020 3 in this experiment, you will investigate the magnification produced by a converging lens.  carry out the following instructions, referring to fig. 3.1. illuminated object u lens lamp hoscreen bench fig. 3.1  (a) (i) measure and record the height ho of the illuminated object.  ho =  ...  cm [1]   (ii) place the lens a distance u = 20.0  cm from the illuminated object.    place the screen near the lens and switch on the lamp.    move the screen until a clear focused image of the illuminated object is seen.    measure, and record in table 3.1, the height hi of the image.    repeat the procedure for u = 25.0  cm, 30.0  cm, 35.0  cm and 40.0  cm.    switch off the lamp. table 3.1 u / cm hi / cm w 20.0 25.0 30.0 35.0 40.0  [1]  (b) for each distance u, calculate, and record in table 3.1, a value w using your results from (a)   and the equation w = ho hi. [1]",
+            "9": "9 0625/53/ o/n/20 \u00a9 ucles 2020 [turn over  (c) plot a graph of u / cm (y-axis) against w (x-axis).  [4]  (d) the gradient of the line on the graph is numerically equal to the focal length f of the lens.   calculate a value of f for this experiment. show clearly on the graph how you obtained the  necessary information to determine the gradient.  f =     [2]  (e) a student decides to extend the experiment using larger values of u.   use your results in table 3.1 to explain why this could produce less reliable  values for w.   suggest an improvement to overcome this difficulty. explanation  ...  ... improvement  .    ...  [2]  [total: 11]",
+            "10": "10 0625/53/ o/n/20 \u00a9 ucles 2020 4 a student investigates the factors that affect the average speed of a ball falling in water.  plan an experiment which will enable him to investigate the effect of one factor on the speed at  which a ball of modelling clay falls in water.  you are not required to carry out the experiment.  the apparatus available includes:  modelling clay that can be made into different sized balls  metal ball bearings that can be embedded in the modelling clay  a long transparent tube, closed at one end  a supply of water  in your plan, you should: \u2022 state clearly the factor to be investigated  \u2022 list any additional apparatus needed \u2022 state any key variables to be kept the same \u2022 explain how to carry out the investigation, including the measurements to be made and any  precautions that must be taken to ensure reliable results \u2022 explain how to use the readings to reach a conclusion.  you may draw a diagram if it helps to explain your plan.",
+            "11": "11 0625/53/ o/n/20 \u00a9 ucles 2020  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...   ..  ...  ...  ...    ...  ...  .  [7]",
+            "12": "12 0625/53/ o/n/20 \u00a9 ucles 2020 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 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.blank page"
+        },
+        "0625_w20_qp_61.pdf": {
+            "1": "this document has 12 pages. blank pages are indicated. cambridge igcse\u2122 dc (dh/cgw) 196156/4 \u00a9 ucles 2020  [turn overphysics  0625/61 paper 6 alternative to practical  october/november  2020  1 hour you must answer on the question paper. no additional materials are needed. instructions  \u25cf answer all questions.  \u25cf use a black or dark blue pen. you may use an hb pencil for any diagrams or graphs.  \u25cf write your name, centre number and candidate number in the boxes at the top of the page.  \u25cf write your answer to each question in the space provided.  \u25cf do not use an erasable pen or correction fluid.  \u25cf do not write on any bar codes.  \u25cf you may use a calculator.  \u25cf you should show all your working and use appropriate units. information  \u25cf the total mark for this paper is 40.  \u25cf the number of marks for each question or part question is shown in brackets [  ]. *0983362815*",
+            "2": "2 0625/61/ o/n/20 \u00a9 ucles 2020 1 a student determines the density of modelling clay by two methods.  method 1  (a) fig. 1.1 shows one face of a piece of modelling clay that the student uses. this is sample a. wl    fig. 1.1   the student measures the depth d of sample a.  d =  ..  cm   (i) measure and record the length l and the width w of the sample a of modelling clay. fig.  1.1 is drawn actual size.  l =  ..  cm  w =  ..  cm      [1]   (ii) calculate the volume va of sample a using the equation va = l \u00d7 w \u00d7 d.  va =  ...  cm3 [1]   (iii) fig. 1.2 shows sample a on a balance. record the mass ma of sample a to the nearest g. fig. 1.2  ma =  ..  g [1]3.2",
+            "3": "3 0625/61/ o/n/20 \u00a9 ucles 2020 [turn over   (iv) calculate the density \u03c1a of sample a of modelling clay using the equation \u03c1a = ma va.    give your answer to a suitable number of significant figures for this method and include  the unit. \t\u03c1a =  .  [2]  method 2  (b) the student records the volume v1 of water in a measuring cylinder.  v1 =    cm3   he carefully lowers sample b of the same modelling clay into the measuring cylinder until it is  completely covered with water.    he records the new reading v2 of the water level in the measuring cylinder.  v2 =    cm3    (i) calculate the volume vb of sample b using the equation vb = v2 \u2013 v1.  vb =  ..  cm3 [1]   (ii) the student measures the mass mb of sample b.  mb =    g    calculate the density \u03c1\tb of sample b using the equation \u03c1\tb = mb vb. give your answer to a  suitable number of significant figures for this method and include the unit. \t \u03c1\tb =  .  [1]  (c) a student suggests that the density of modelling clay is not affected by the mass or the  volume of the sample used.   state whether your results agree with the suggestion. justify your answer by reference to  your results. statement  .. justification    ...  [2]150 182 60",
+            "4": "4 0625/61/ o/n/20 \u00a9 ucles 2020  (d) tick the boxes that describe the correct line of sight for taking a reading of the volume of  water in a measuring cylinder. fig. 1.3 shows the curved surface of water, which is called the  meniscus.    fig. 1.3     along the scale     parallel to the scale     perpendicular to the scale     vertical to the scale     in line with the bottom of the meniscus     in line with the top of the meniscus     in line with midway between the top and bottom of the meniscus.  [2]  [total: 11]",
+            "5": "5 0625/61/ o/n/20 \u00a9 ucles 2020 [turn over 2 a student investigates the cooling of water under different conditions.  fig. 2.1 shows the apparatus she uses.  beaker  clamp benchbossstand thermometer fig. 2.1  (a) the thermometer in fig. 2.2 shows the room temperature \u03b8r at the beginning of the  experiment. record \u03b8r.   30 40 50 60 70 80 90100 110\u00b0c 20 100 \u201310 fig. 2.2  \u03b8r =  .  [1]",
+            "6": "6 0625/61/ o/n/20 \u00a9 ucles 2020  (b) the student pours 200  cm3 of hot water into the beaker.   she records the temperature \u03b8 of the hot water at time t = 0. she immediately starts a  stopclock.   after 180  s, she measures the temperature \u03b8 shown on the thermometer. her temperature  readings are shown in table 2.1. table 2.1 t / \u03b8 1 / 85 69   (i) complete the time column and the column headings in table 2.1.  [1]   (ii) calculate the drop in temperature \u03b4\u03b8\t1 between times t = 0 and t = 180  s.  \u03b4\u03b8\t1 =  .  [1]   (iii) calculate the average rate of cooling r1 of the water using the equation r1 = \u03b4\u03b8\t1 \u03b4t,    where \u03b4t = 180  s. include the unit.  r1 =  .  [1]  (c) the student empties the beaker. she pours 150  cm3 of hot water into the beaker. she  adds 50  cm3 of cold water to the beaker. she repeats the timing and temperature recording  procedure described in (b). the temperature readings are shown in table 2.2.  table 2.2 t / \u03b8 2 / 69 57   (i) complete the time column and the column headings in table 2.2.  [1]   (ii) calculate the drop in temperature \u03b4\u03b8\t2 between times t = 0 and t = 180  s.  \u03b4\u03b8\t2 =  ...",
+            "7": "7 0625/61/ o/n/20 \u00a9 ucles 2020 [turn over    calculate the average rate of cooling r2 of the water using the equation r2 = \u03b4\u03b8\t2 \u03b4t,    where \u03b4t = 180  s. include the unit.  r2 =  .  [1]  (d) a student suggests that the average rate of cooling r of the water depends on the difference  d between the temperature of the water at time t = 0 and room temperature.   (i) calculate the difference d 1 using the readings in table 2.1 and your answer to (a).  d 1 =  ...    calculate the difference d 2 using the readings in table 2.2 and your answer to (a).  d 2 =  ...  [1]   (ii) write a conclusion about the relationship between r and d. justify your answer by  reference to your results. conclusion  .  ... justification    ...  ...  [2]  (e) (i) explain why the thermometer scale should be read at right-angles.  ...  .  [1]   (ii) explain why the mixture of hot and cold water should be stirred before taking the  temperature reading at the start of the experiment in (c).  ...  .  [1]  [total: 11]",
+            "8": "8 0625/61/ o/n/20 \u00a9 ucles 2020 3 a student investigates the magnification of the image produced by a lens.  fig. 3.1 shows the apparatus used.  illuminated object u v lensscreen bench fig. 3.1  fig. 3.2 shows a triangular hole in a card that forms the illuminated object. fig. 3.2 is drawn actual  size. illuminated object ho fig. 3.2  (a) on fig. 3.2, measure and record the height ho of the object.  ho =  .  [1]  (b) \u2022 the student places the lens a distance u = 20.0  cm from the illuminated object. \u2022 he moves the screen slowly until a clearly focused image is formed on the screen. \u2022 he measures the distance v between the centre of the lens and the screen. \u2022 he repeats the procedure using values of u equal to 25.0  cm, 30.0  cm, 35.0  cm and  40.0 cm. \u2022 the readings are shown in table 3.1. table 3.1 u / cm v / cm m 20.0 70.9 25.0 41.5 30.0 32.5 35.0 28.1 40.0 25.6   calculate, and record in table 3.1, the magnification m for each value of u. use the equation  m = v  u  . [1]",
+            "9": "9 0625/61/ o/n/20 \u00a9 ucles 2020 [turn over  (c) plot a graph of u / cm (y-axis) against m (x-axis). start the y-axis at u = 20.0  cm.  [4]  (d) use your graph to determine the value of the object distance u1 when the magnification  m = 1.0.   show clearly on the graph how you obtained the necessary information.  u1 =  ...  cm [2]  (e) calculate the focal length f of the lens using the equation f = u1 2 .  f =  ...  cm [1]  (f) state two precautions that you would take with this experiment in order to obtain accurate  readings. 1.  ...  ... 2.  ...  ...  [2]  [total: 11]",
+            "10": "10 0625/61/ o/n/20 \u00a9 ucles 2020 4 a student investigates the resistances of different wires.  plan an experiment to investigate the resistances of wires made from different metals.  resistance is calculated using the equation r = v i .   the following apparatus is available:  ammeter  voltmeter  power supply  metre rule  a selection of wires made from different metals.  you can also use other apparatus and materials that are usually available in a school laboratory.  in your plan, you should: \u2022 write a list of suitable metals for the wires you will investigate \u2022 draw a diagram of a suitable electrical circuit using standard electrical symbols \u2022 explain briefly how to carry out the investigation \u2022 state the key variables to keep constant \u2022 draw a table, or tables, with column headings, to show how to display your readings (you are  not required to enter any readings in the table).",
+            "11": "11 0625/61/ o/n/20 \u00a9 ucles 2020  ..  ..  ..  ..  ..  ..  ..  ..  ..  ..  ..  ..  ..  ..  ..  ..  ..  ..  ..    [7]  ",
+            "12": "12 0625/61/ o/n/20 \u00a9 ucles 2020 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 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.blank page"
+        },
+        "0625_w20_qp_62.pdf": {
+            "1": "this document has 12 pages. blank pages are indicated. cambridge igcse\u2122 dc (dh/cgw) 196157/3 \u00a9 ucles 2020  [turn overphysics  0625/62 paper 6 alternative to practical  october/november  2020  1 hour you must answer on the question paper. no additional materials are needed. instructions  \u25cf answer all questions.  \u25cf use a black or dark blue pen. you may use an hb pencil for any diagrams or graphs.  \u25cf write your name, centre number and candidate number in the boxes at the top of the page.  \u25cf write your answer to each question in the space provided.  \u25cf do not use an erasable pen or correction fluid.  \u25cf do not write on any bar codes.  \u25cf you may use a calculator.  \u25cf you should show all your working and use appropriate units. information  \u25cf the total mark for this paper is 40.  \u25cf the number of marks for each question or part question is shown in brackets [  ]. *1063801810*",
+            "2": "2 0625/62/ o/n/20 \u00a9 ucles 2020 1 a student investigates the stretching of a spring.  fig. 1.1 shows the set up.  metre rule spring benchclamp stand fig. 1.1  (a) the metre rule is clamped in position near to the spring.    on fig. 1.1, show clearly how you would use a set square to obtain an accurate reading of  the position of the bottom of the coiled part of the spring from the metre rule.  [2]  (b) fig. 1.2 shows the spring drawn to actual size. on fig. 1.2, measure the length l of the coiled  part of the spring.          fig. 1.2  l =  ..  mm [1]  (c) the student adds a load p = 0.20  n to the spring. he records the new length l of the coiled  part of the spring.   he repeats the procedure using loads p = 0.40  n, 0.60  n, 0.80  n and 1.00  n. all the readings  are recorded in table 1.1.",
+            "3": "3 0625/62/ o/n/20 \u00a9 ucles 2020 [turn over table 1.1 p / n l / mm 0.20 20 0.40 26 0.60 31 0.80 35 1.00 41   plot a graph of l / mm ( y-axis) against  p / n (x-axis). start both axes at the origin (0,0).  [4]  (d) the intercept on the y-axis of the graph is numerically equal to the length l0 of the spring  when p = 0. determine the value of l0. show clearly on the graph how you obtained the  necessary information.  l0 =  .  [2]  (e) calculate l \u2013 l0.  l \u2013 l0 =  .  [2]  [total: 11]",
+            "4": "4 0625/62/ o/n/20 \u00a9 ucles 2020 2 a student investigates the refraction of light in a transparent block.  fig. 2.1 shows her ray-trace sheet. she places a transparent block on the ray-trace sheet and  draws the outline abcd  of the block. the student uses pins to mark the positions of objects and  images.  eyec p3 p4b da fig. 2.1",
+            "5": "5 0625/62/ o/n/20 \u00a9 ucles 2020 [turn over  (a) \u2022  on fig. 2.1, draw the normal nl at the centre of side ab. continue the normal nl so  that it passes through side cd of the block.   \u2022 label the point f where the normal nl crosses side ab.  \u2022 label the point g where the normal nl crosses side cd.  [1]  (b) \u2022  on fig. 2.1, draw a line ef at least 7  cm long above side ab and at an angle i = 30\u00b0 to  the left of the normal. label the end of the line e. \u2022 mark the positions of two pins p1 and p2, to act as objects, on line ef at a suitable  distance apart for this type of ray-trace experiment.  [1]  (c) \u2022  the student looks from the position of the eye shown in fig. 2.1, to observe the images  of p1 and p2 through side cd of the block. she adjusts her line of sight until the images  of p1 and p2 appear one behind the other. \u2022 she places two pins p3 and p4 between her eye and the block so that p3, p4 and the  images of p1 and p2, seen through the block, appear one behind the other. \u2022 the positions of p3 and p4 are marked on the ray-trace sheet.    (i) draw a line joining the positions of p3 and p4. continue the line through the block until it  extends to just outside the outline of the block. label this end of the line k. [1]   (ii) \u2022 label the point h where the line in (c)(i)  meets side cd.  \u2022 label the point j where the line meets the normal nl. \u2022 draw the line fh.   [1]   (iii) measure and record the length a of the line gh.  a =  ...    measure and record the length b of the line fh.  b =  ...  [1]  (d) measure and record the acute angle \u03b8 between the line  jf and the line jk. an acute angle is  less than 90\u00b0.  \u03b8 =  .  [2]",
+            "6": "6 0625/62/ o/n/20 \u00a9 ucles 2020  (e) state  one precaution that you would take in order to produce an accurate ray-trace.  ...  .  [1]  (f)  a student suggests that  i should be equal to \u03b8 within the limits of experimental accuracy. in  this experiment, i = 30\u00b0. suggest a range of values for \u03b8 that match this suggestion for the  experiment. range  ..  [1]  (g)  a student plans to test the suggestion that, in this experiment, i = \u03b8 for all possible values of  i.    explain briefly how you would test the suggestion.  ...  ...  .  [2]  [total: 11] ",
+            "7": "7 0625/62/ o/n/20 \u00a9 ucles 2020 [turn over blank page",
+            "8": "8 0625/62/ o/n/20 \u00a9 ucles 2020 3 a student is investigating the resistance of samples of wire.  fig. 3.1 shows the circuit used.  vaa b epower supply resistance wire c d fig. 3.1  table 3.1 shows how the samples of wire are connected into the circuit. table 3.1 section wire bc one 30  cm piece cd two 30  cm pieces de three 30  cm pieces",
+            "9": "9 0625/62/ o/n/20 \u00a9 ucles 2020 [turn over  (a) (i) record the potential difference (p.d.) v1 across section bc of the resistance wire, as  shown on the voltmeter in fig. 3.2. v34 521 0           a0.60.8 1.00.40.2 0 fig. 3.2                            fig. 3.3  v1 =  .  [1]    (ii) record the current i in the circuit, as shown in fig. 3.3.  i =  .  [1]   (iii) calculate the resistance r1 of the section bc of the resistance wire. use the equation    r1 = v1 i . give your answer to a suitable number of significant figures for this experiment.  r1 =  .  [1]  (b) the student connects the voltmeter across section cd.   he records the potential difference (p.d.) v2 across section cd.  0.70 v2 =  ...   he calculates the resistance r2 of section cd.  1.25 r2 =  ...   he connects the voltmeter across section de.   he records the potential difference (p.d.) v3 across section de.  0.46 v3 =  ...   calculate the resistance r3 of section de using the equation r3 = v3 i . use the value of i from    (a)(ii) . give your answer to a suitable number of significant figures for this experiment.  r3 =  .  [1]  (c) complete the student\u2019s recorded readings by including the units in (b). [1]",
+            "10": "10 0625/62/ o/n/20 \u00a9 ucles 2020  (d) the sections bc, cd and de are all the same length and made of the same metal.    (i) tick the box to show your conclusion from the results.     the resistance of a section increases as the number of wires increases     the resistance of a section decreases as the number of wires increases     the resistance of a section is independent of the number of wires.  [1]   (ii) justify your conclusion in (d)(i)  by reference to the results.  ...  .  [1]  (e) explain how you would change this experiment to investigate the relationship between the  length of a sample of wire and its resistance.  ...  ...  ...  .  [2]  (f) a student repeats the investigation in (a) to (d), but uses different values of current i. he has  a power source with a single fixed output potential difference.   (i) name the component he could connect into the circuit to vary the current.  .  [1]   (ii) draw the circuit symbol for this component.  [1]  [total: 11]",
+            "11": "11 0625/62/ o/n/20 \u00a9 ucles 2020 [turn over 4 a student investigates the length of time taken for ice cubes to melt when they are placed in water.  she uses beakers of water at different temperatures to investigate how the initial temperature of  the water affects the time taken for the ice cubes to melt.  plan an experiment to investigate how the initial temperature of the water affects the time taken  for the ice cubes to melt.   the following apparatus is available:  thermometer  supply of ice cubes  250 cm3 beakers  supply of cold water  in your plan, you should: \u2022 write a list of additional apparatus to use \u2022 explain how to carry out the investigation \u2022 state the key variables to keep constant \u2022 draw a table, or tables, with column headings, to show how to display the readings (you are  not required to enter any readings in the table) \u2022 explain how to use the readings to reach a conclusion.  ..  ..  ..  ..  ..  ..  ..  ..",
+            "12": "12 0625/62/ o/n/20 \u00a9 ucles 2020 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 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. ..  ..  ..  ..  ..  ..  ..  ..  ..  ..  ..    [7]  [total: 7]"
+        },
+        "0625_w20_qp_63.pdf": {
+            "1": "this document has 12 pages. blank pages are indicated. cambridge igcse\u2122 dc (dh/cgw) 196161/3 \u00a9 ucles 2020  [turn overphysics  0625/63 paper 6 alternative to practical  october/november  2020  1 hour you must answer on the question paper. no additional materials are needed. instructions  \u25cf answer all questions.  \u25cf use a black or dark blue pen. you may use an hb pencil for any diagrams or graphs.  \u25cf write your name, centre number and candidate number in the boxes at the top of the page.  \u25cf write your answer to each question in the space provided.  \u25cf do not use an erasable pen or correction fluid.  \u25cf do not write on any bar codes.  \u25cf you may use a calculator.  \u25cf you should show all your working and use appropriate units. information  \u25cf the total mark for this paper is 40.  \u25cf the number of marks for each question or part question is shown in brackets [  ]. *9534857132*",
+            "2": "2 0625/63/ o/n/20 \u00a9 ucles 2020 1 some students investigate the transfer of thermal energy from a beaker of hot water.  they use the apparatus shown in fig. 1.1. benchbeaker beakerthermometer lid a b fig. 1.1   (a) fig. 1.2 shows the reading on the thermometer at the start of the investigation. -10 \u00b0c0102030 fig. 1.2   record the room temperature \u03b8r shown on the thermometer in fig. 1.2.  \u03b8r =  .  [1]",
+            "3": "3 0625/63/ o/n/20 \u00a9 ucles 2020 [turn over  (b) a student pours 100  cm3 of hot water into beaker a.   he records the temperature of the water in beaker a and immediately starts a stopclock.    the student records the temperature \u03b8 of the water every 30  s. his readings are shown in  table 1.1.   the student repeats the procedure for beaker b. beaker b is fitted with a lid.   complete the headings and the time column in table 1.1. table 1.1 beaker a without a lidbeaker b with a lid t / \u03b8a / \u03b8b / 0 85.0 86.0 79.0 83.0 73.5 80.5 68.5 78.5 64.0 77.0 60.0 76.5 56.5 76.0  [2]  (c) describe a precaution that should be taken to ensure that the temperature readings are as  accurate as possible in this experiment.  ...  .  [1]  (d) (i) write a conclusion stating how using the lid affects the cooling of the water.  ...  ...  ...  .  [1]     (ii) the temperature of the water in each beaker decreases during this investigation.     describe one other similarity in the pattern of the cooling of water in beakers a and b.  ...  .  [1]",
+            "4": "4 0625/63/ o/n/20 \u00a9 ucles 2020  (e) (i) calculate the average rate of cooling xa of the water in beaker a. use the values of \u03b8a  from table 1.1 and the equation xa = (\u03b80 \u2013 \u03b8180 t)      where \u03b80 is the temperature of the water in beaker a at t = 0, \u03b8180 is the temperature of  the water at t = 180  s, and t = 180  s.    include a unit.  xa =  .  [1]   (ii) calculate the average rate of cooling xb of the water in beaker b. use the values of \u03b8b  from table 1.1 and the equation xb = (\u03b80 \u2013 \u03b8180 t)      where \u03b80 is the temperature of the water in beaker b at t = 0, \u03b8180 is the temperature of  the water at t = 180  s, and t = 180  s.  xb =     [1]   (iii) thermal energy is transferred from the surface of the water and from the sides of the  beaker during the investigation.    a student suggests that more thermal energy is transferred from the surface of the water  than from the sides of the beaker.    state whether your results support this suggestion. justify your statement by reference  to your values of xa, the average rate of cooling without a lid, and xb, the average rate of  cooling with a lid.  statement  .. justification    ...  ...  [2]  (f)  suggest a change to the apparatus or the procedure to produce a greater difference between  xa and xb.   ...  ...  .  [1]  [total: 11]",
+            "5": "5 0625/63/ o/n/20 \u00a9 ucles 2020 [turn over 2 some students investigate an electrical circuit containing different combinations of resistors.  they use circuit a shown in fig. 2.1.   circuit a is not shown complete. q ppower supply circuit ax 5 \u03c9 fig. 2.1  (a) on fig. 2.1, complete circuit a to show a voltmeter connected to measure the potential  difference (p.d.) across resistor x and an ammeter connected to measure the current in the  circuit.  [2]   (b) a student measures the potential difference v across resistor x and the current i in the circuit.  the voltmeter reading is shown in fig. 2.2. the ammeter reading is shown in fig. 2.3. v3 4 52 1 0   a0.6 0.8 1.00.4 0.2 0 fig. 2.2                 fig. 2.3   record, in the first line of table 2.1, the values of v and i shown on the meters in fig. 2.2 and  fig. 2.3. [1]",
+            "6": "6 0625/63/ o/n/20 \u00a9 ucles 2020 table 2.1 circuit v / i / r / \u03c9 a b 2.1 0.54 c 1.6 0.39  (c) the student now connects two 5  \u03c9 resistors in series between p and q, as shown in fig. 2.4,  to form circuit b. the rest of the circuit remains as in fig. 2.1. q p5 \u03c9 5 \u03c9 fig. 2.4   she measures the potential difference (p.d.) v across resistor x and the current i in the  circuit.   the student then connects three 5  \u03c9 resistors in series between p and q, as shown in  fig. 2.5, to form circuit c. the rest of the circuit remains as in fig. 2.1. p q5 \u03c9 5 \u03c9 5 \u03c9 fig. 2.5   she measures the potential difference (p.d.) v across resistor x and the current i in the  circuit.    all her readings are shown in table 2.1.   (i) complete the headings in table 2.1.  [1]   (ii) calculate, and record in table 2.1, a value for the resistance r of resistor x for each  combination of resistors the student has used.    use the readings from table 2.1 and the equation r = v i .  [2] ",
+            "7": "7 0625/63/ o/n/20 \u00a9 ucles 2020 [turn over  (d) a student suggests that the values of r should be the same.   state whether your results support this suggestion. justify your statement by reference to  values from your results.  statement  .. justification    ...  ...  [2]  (e) the results can be checked by using a different circuit.   draw, on fig. 2.6, one other arrangement of three  5 \u03c9 resistors between terminals p and q. p q5 \u03c9 5 \u03c9 5 \u03c9 fig. 2.6  [1]  (f) (i) a student wants to determine r by using a variable resistor to vary the current in the  circuit. draw the circuit symbol for a variable resistor.  [1]   (ii) explain one advantage of using a variable resistor to vary the current compared to the  procedure carried out in (b) and (c).   ...  ...  ...  .  [1]  [total: 11]",
+            "8": "8 0625/63/ o/n/20 \u00a9 ucles 2020 3 a student investigates the image produced by a converging lens.  she uses the apparatus shown in fig. 3.1. illuminated object u lensscreen bench fig. 3.1  (a) fig. 3.2 shows the illuminated object, drawn to full size. ho fig. 3.2   measure and record the height ho of the illuminated object, as shown on fig. 3.2.  ho =   cm [1]  (b) the distance u between the illuminated object and the lens is set to 20.0  cm.   the screen is moved until a sharp image of the illuminated object is seen, as shown full size  in fig. 3.3.",
+            "9": "9 0625/63/ o/n/20 \u00a9 ucles 2020 [turn over hi fig. 3.3   (i) measure and record in the first line of table 3.1 the height hi of the image, as shown on  fig. 3.3. [1]   (ii) calculate and  record in table 3.1 a value w using your  measurements for ho and hi    and the equation w = ho hi . table 3.1 u / cm hi / cm w 20.0 30.0 1.5 1.3 40.0 1.0 2.0 50.0 0.7 2.9 60.0 0.6 3.3  [1]  (c) the student repeats the process for u = 30.0  cm, 40.0  cm, 50.0  cm and 60.0  cm. her results  are shown in table 3.1. ",
+            "10": "10 0625/63/ o/n/20 \u00a9 ucles 2020   plot a graph of u / cm (y-axis) against w (x-axis).  [4]   (d) the gradient of the line on the graph is numerically equal to the focal length f of the lens.   record a value of f for this experiment. show clearly on the graph how you obtained the  necessary information to determine the gradient.  f =  .  [2]  (e) a student decides to extend the experiment using larger values of u.    use table 3.1 to explain why this could produce less reliable  values for w.    suggest an improvement to overcome this difficulty.  explanation  ...  ... improvement  .    ...  [2]  [total: 11]",
+            "11": "11 0625/63/ o/n/20 \u00a9 ucles 2020 [turn over 4 a student investigates the factors that affect the average speed of a ball falling in water.  plan an experiment which will enable him to investigate the effect of one factor on the speed at  which a ball of modelling clay falls in water.  the apparatus available includes:  modelling clay that can be made into different sized balls  metal ball bearings that can be embedded in the modelling clay  a long transparent tube, closed at one end  a supply of water     in your plan, you should: \u2022 state clearly the factor to be investigated  \u2022 list any additional apparatus needed   \u2022 state any key variables to be kept the same \u2022 explain how to carry out the investigation, including the measurements to be made and any  precautions that must be taken to ensure reliable results \u2022 explain how to use the readings to reach a conclusion.  you may draw a diagram if it helps to explain your plan.",
+            "12": "12 0625/63/ o/n/20 \u00a9 ucles 2020  ..  ..  ..  ..  ..  ..  ..  ..  ..  ..  ..  ..  ..  ..  ..  ..  ..  ..  ..  ..  ..  ..    [7]  [total: 7] 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 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."
+        }
+    },
+    "2021": {
+        "0625_m21_qp_12.pdf": {
+            "1": "    this document has 16 pages.  ib21 03_0625_12/3rp   \u00a9 ucles 2021   [turn ove r   *9288526984*cambridge igcse\u2122       physics 0625/12     paper 1 multiple choice (core)  february/march 2021     45 minutes    you must answer on the mult iple choice answer sheet.    you will need: multiple choice answer sheet   soft clean eraser   soft pencil (type b or hb is recommended)       instructions   \uf0b7 there are forty  questions on this paper. answer all questions.   \uf0b7 for each question there ar e four possible answers a, b, c and d. choose the one you consider correct  and record your choice in soft pencil on the multiple choice an swer sheet.   \uf0b7 follow the instructions on the multiple choice answer sheet.  \uf0b7 write in soft pencil.  \uf0b7 write your name, centre number and candidate number on the mult iple choice answer sheet in the  spaces provided unless this has been done for you.  \uf0b7 do not use correction fluid.  \uf0b7 do not write on any bar codes.  \uf0b7 you may use a calculator.  \uf0b7 take the weight of 1.0  kg to be 10  n (acceleration of free fall = 10  m / s2).      information  \uf0b7 the total mark for this paper is 40.  \uf0b7 each correct answer will score one mark.  \uf0b7 any rough working should be don e on this question paper.   ",
+            "2": "2  \u00a9 ucles 2021 0625/12/f/m/21  1 a student has a measuring cylinder containing water and also h as a balance.    which of these could she use to find the volume of a small meta l sphere?    she has no other apparatus.  a either the measuring cylinder containing water or the balance  b the measuring cylinder containing water only  c the balance only  d neither the measuring cylinder nor the balance     2 two rockets are launched at the same time from the surface of the earth. the graph shows how  the speeds of the rockets change with time.    0 0speed timerocket p rocket q     which statement about the rockets is correct?  a both rockets travel the same distance.  b rocket p accelerates and then decelerates.  c rocket p travels further than rocket q.  d rocket q has zero acceleration.     3 a train begins a journey from a station and travels 60  km in a time of 20 minutes.    what is the average speed of the train?  a 3.0  m / s b 5.0  m / s c 50  m / s d 60  m / s     4 what is weight?  a a frictional force  b a magnetic force  c a gravitational force  d an electromagnetic force    ",
+            "3": "3     \u00a9 ucles 2021 0625/12/f/m/21 [turn over  5 the diagram shows a bird in flight. the bird is flying in a ho rizontal direction to the right.    in which direction does air resistance act on the bird?    a d cb      6 a small bottle has a mass of 20  g when empty. the volume of the bottle is 10  cm3.    when full of liquid, the total mass is 150  g.    what is the density of the liquid?  a 0 . 5 0  g / cm3 b 2 . 0  g / cm3 c 1 3  g / cm3 d 1 5  g / cm3     7 a rocket is travelling vertically upwards. three vertical forc es act on it.    the thrust acts upwards and is equal to 100  000  n.    the weight acts downwards and is equal to 80  000  n.    what is the air resistance force acting on the rocket when it i s travelling upwards at constant  speed?  a 2 0  000  n downwards  b 2 0  000  n upwards  c 180  000  n downwards  d 180  000  n upwards    8 which energy source boils water to make steam in power station s?  a energy from tides  b energy from waves  c hydroelectric energy  d nuclear energy   ",
+            "4": "4  \u00a9 ucles 2021 0625/12/f/m/21  9 two people x and y sit on a see-saw, as shown.    xy 300  n 400  n900  nnot to scale pivot1.5 m     x weighs 400  n and sits 1.5  m from the pivot.    the weight of the see-saw is 300  n and acts through the pivot.    when the see-saw is balanced, the pivot pushes up on the see-sa w with a force of 900  n.    what is the weight of person y and how far from the pivot is he  sitting?     weight of y  / n distance from  pivot  / m  a 200 1.5  b 200 3.0  c 400 1.5  d 400 3.0     10 a horizontal force pulls a box along a horizontal surface.    the box gains 30  j of kinetic energy and 10  j of thermal energy is produced by the friction  between the box and the surface.    how much work is done by the force?  a 1 0  j b 2 0  j c 3 0  j d 4 0  j    ",
+            "5": "5     \u00a9 ucles 2021 0625/12/f/m/21 [turn over  11 the table shows the work done and the time taken by four machi nes.    which machine is the most powerful?     work done  / kj time taken  / s  a 100 10  b 100 20  c 200 10  d 200 20     12 the diagram shows a manometer connected to a gas supply.    from gas supply mercurymm 500 400300200100 0     what is the pressure of the gas supply?  a 100  mm  hg above atmospheric pressure  b 100  mm  hg below atmospheric pressure  c 200  mm  hg above atmospheric pressure  d 200  mm  hg below atmospheric pressure    ",
+            "6": "6  \u00a9 ucles 2021 0625/12/f/m/21  13 the diagram shows a box of dimensions 6.0  cm \uf0b4 8.0  cm \uf0b4 4.0  cm.    8.0 cm6.0 cm 4.0 cmx yz     the box rests on a flat horizontal surface.    on which face must the box rest in order to exert the least pre ssure?  a face x  b face y  c face z  d the pressure is the same for all the faces.     14 air in a sealed syringe is slowly compressed by moving the pis ton. the temperature of the air  stays the same.    syringeair piston    which statement about the air is correct?  a the pressure of the air decreases because its molecules now tra vel more slowly.  b the pressure of the air decreases because the area of the syrin ge walls is now smaller.  c the pressure of the air increases because its molecules now hit  the syringe walls more  frequently.  d the pressure of the air increases because its molecules now tra vel more quickly.    ",
+            "7": "7     \u00a9 ucles 2021 0625/12/f/m/21 [turn over  15 in an experiment, smoke particles  are suspended in air and vie wed through a microscope.    the smoke particles move about with short random movements.    which of the following statements is correct?  a air particles have large masses compared to smoke particles and  they move in one direction  only.  b air particles have large masses compared to smoke particles and  they move in random  directions.  c air particles move at high speeds compared to smoke particles a nd they move in one  direction only.  d air particles move at high speeds compared to smoke particles a nd they move in random  directions.    16 a beaker of liquid is heated slowly so that the liquid evaporat es.    during evaporation, from where do the more energetic molecules leave the liquid?    aa b dc heatliquid      17 four samples of materials with the same dimensions are tested.     which material gives the highest rate of thermal conduction?  a rubber  b copper  c plastic  d steel     ",
+            "8": "8  \u00a9 ucles 2021 0625/12/f/m/21  18 the diagram shows a simple type of thermometer.    horizontal surface pointersteel bar roller     the roller rests on a horizontal surface and the steel bar rest s on top of the roller.    when the temperature changes, the pointer rotates.    which physical property is being used to measure temperature?  a the length of the pointer  b the length of the roller  c the length of the steel bar  d the thickness of the roller     19 a piece of melting ice at 0  \uf0b0c and a beaker of boiling water are both in a laboratory. the  laboratory is at 20  \uf0b0c.    melting iceboiling water bunsen burne r heating water     what is happening to the temperature of the melting ice and wha t is happening to the  temperature of the boiling water?     temperature of  melting ice temperature of  boiling water  a constant constant  b constant increasing  c increasing constant  d increasing increasing     ",
+            "9": "9     \u00a9 ucles 2021 0625/12/f/m/21 [turn over  20 four metal mugs with lids each contain the same volume of hot w ater at the same temperature.        the mugs are made from the same metal and are the same shape an d size, but each has its  outside surface painted with a different combination of texture  and colour.    which mug radiates thermal energy at the fastest rate?  a the mug painted shiny white  b the mug painted dull white  c the mug painted shiny black  d the mug painted dull black     21 the diagram shows a wave.    0 0displacement from undisturbed position position along waveq s rp     which dimensions describe the properties of the wave?  a p = amplitude, s = speed  b p = speed, q = wavelength  c r = amplitude, q = wavelength  d r = amplitude, s = wavelength      22 what causes the change in direction when light travels from ai r into glass?  a the amplitude of the light changes.  b the colour of the light changes.  c the frequency of the light changes.  d the speed of the light changes.     ",
+            "10": "10  \u00a9 ucles 2021 0625/12/f/m/21  23 light from a torch is incident on a plane mirror. the angle of  incidence is 38 \uf0b0.    what is the angle of reflection?  a 3 8\uf0b0 b 5 2\uf0b0 c 7 6\uf0b0 d 142\uf0b0     24 a thin converging lens is used to produce a sharp image of a c andle.    candlelensscreen image     various sharp images are produced on the screen by moving the l ens and the screen backwards  and forwards.    which statement is always  correct?  a the image is at the principal focus (focal point) of the lens.   b the image is bigger than the object.  c the image is closer to the lens than the object.  d the image is inverted.    25 thermal radiation is part of the electromagnetic spectrum.    what is the name of this region of the spectrum?  a gamma rays  b infrared rays  c ultraviolet rays  d visible light rays     26 which process causes a sound wave to produce an echo?  a diffraction  b dispersion  c reflection  d refraction ",
+            "11": "11     \u00a9 ucles 2021 0625/12/f/m/21 [turn over  27 a quiet sound is produced by a loudspeaker. the pitch of the s ound remains constant but the  loudness of the sound is increased.    which property of the sound wave is increased?  a amplitude  b frequency  c speed  d wavelength    28 a soft-iron bar is not magnetised. it is held close to the n p ole of a magnet and then to the s pole  of the same magnet.    what will be the result?     n pole s pole  a attracts attracts  b attracts repels  c repels attracts  d repels repels     29 a charged rod x is placed on a balance and another rod y is br ought close to it, as shown.    45.3  gx 45.7  gxy     which combination of charges would cause the change in the bala nce reading shown?     x  y   a negative charge negative charge  b negative charge positive charge  c negative charge no charge  d positive charge no charge     ",
+            "12": "12  \u00a9 ucles 2021 0625/12/f/m/21  30 three cores of different metals p, q and r are placed inside i dentical coils of wire.    at least one of the metals is non-magnetic.    the cores are held above some iron nails.    the three diagrams show what happens when there is a current in  the coils.     pcoil core iron nailsq r+ \u2013+ \u2013+ \u2013       the three diagrams below show what happens when the current is then switched off.     p q r+ \u2013+ \u2013+ \u2013       which core metals are magnetic?  a p only b r  o n l y  c p and q d q and r      31 a length of metal wire is used as a resistor in a circuit.    which change to the wire results in an increase in current in t he circuit?  a connecting a second identical length of wire in parallel with the original wire  b connecting a second identical length of wire in series with th e original wire  c decreasing the thickness of the wire  d increasing the length of the wire    ",
+            "13": "13     \u00a9 ucles 2021 0625/12/f/m/21 [turn over  32 the diagram shows a circuit containing a power supply, a lamp and a motor. three ammeters  measure the current at different points in the circuit. the rea dings on the ammeters are i1, i2   and i3.    maammeter reading i1 ammeter reading i2 ammeter reading i3a a    which statement about the ammeter readings is correct?  a all three readings are the same.  b i1 is greater than i2 and is greater than i3.  c i2 is greater than i1 and is greater than i3.  d i3 is greater than i1 and is greater than i2.      33 a student designs a circuit to use as a dimmer switch for a la mp.    x y     what happens to the brightness of the lamp and the potential di fference (p.d.) across the lamp,  when the slider is moved from x to y?     brightness of lamp p.d. across the lamp  a decreases decreases  b decreases increases  c increases decreases  d increases increases     ",
+            "14": "14  \u00a9 ucles 2021 0625/12/f/m/21  34 which electrical component is connected in series with an elec tric circuit to protect it from  damage by a very large current?  a earth wire  b fuse  c relay  d thermistor     35 the diagram shows an electromagnet near a coil of wire connect ed to a voltmeter. the reading  on the voltmeter is zero.    v+ \u2013switchcoil electromagnet soft iron     the switch is closed. the electromagnet magnetises quickly.    what happens to the reading on the voltmeter?  a it keeps increasing.  b it quickly increases and stays at maximum.  c it quickly increases and then decreases.  d it stays on zero.     ",
+            "15": "15     \u00a9 ucles 2021 0625/12/f/m/21 [turn over  36 which diagram represents the voltage output of a simple a.c. g enerator?    0voltage timea voltage timeb voltage timec voltage timed00 0 0 00 0      37 three students are describing the structure of an atom.    student 1 all the positively charged particles are in the nucle us.  student 2 positive electrons are in the nucleus.  student 3 negative electrons orbit around the nucleus.    which students are making a correct statement?  a 1, 2 and 3 b 1 and 2 only c 1 and 3 only d 2 and 3 only    38 the symbol below describes a nuclide.        which row is correct?     proton  number ( z) nucleon  number ( a)  a 4 5  b 4 9  c 9 4  d 9 5     ",
+            "16": "16    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 tra ce copyright holders, but if any items requiring clearance have  unwittingly been included, the  publisher will be pleased to make amends at the earliest possib le opportunity.    to avoid the issue of disclosure of answer-related information to candidates, all copyright acknowledgements are reproduced on line in the cambridge  assessment international educat ion copyright acknowledgements b ooklet. this is produced for each series of examinations and is  freely available to download  at www.cambridgeinternational.org  after the live examination se ries.   cambridge assessment international education is part of the cam bridge assessment group. cambridge assessment is the brand name  of the university of  cambridge local examinations sy ndicate (ucles), which itself is  a department of the univ ersity of cambridge.    \u00a9 ucles 2021 0625/12/f/m/21  39 the diagram shows a radioactivity experiment.    sourceabsorbercounter radiation detector    when a piece of paper is used as the absorber, the count rate d rops to the background count  rate.    which radiation is the source emitting?  a \uf061-radiation only  b \uf062-radiation only  c \uf067-radiation only  d \uf061-radiation, \uf062-radiation and \uf067-radiation     40 the graph shows how the count rate from a radioactive sample ch anges with time.    600 500400300200100 0 0 50 100 150 200 time  / s250 300 350 400count rate counts  / s     what is the half-life for this sample?  a 9 0  s b 1 2 0  s c 2 0 0  s d 400  s   "
+        },
+        "0625_m21_qp_22.pdf": {
+            "1": "    this document has 16 pages.  ib21 03_0625_22/3rp   \u00a9 ucles 2021   [turn ove r   *3645684800*cambridge igcse\u2122       physics 0625/22     paper 2 multiple choice (extended)  february/march 2021     45 minutes    you must answer on the mult iple choice answer sheet.    you will need: multiple choice answer sheet   soft clean eraser   soft pencil (type b or hb is recommended)       instructions   \uf0b7 there are forty  questions on this paper. answer all questions.   \uf0b7 for each question there ar e four possible answers a, b, c and d. choose the one you consider correct  and record your choice in soft pencil on the multiple choice an swer sheet.   \uf0b7 follow the instructions on the multiple choice answer sheet.  \uf0b7 write in soft pencil.  \uf0b7 write your name, centre number and candidate number on the mult iple choice answer sheet in the  spaces provided unless this has been done for you.  \uf0b7 do not use correction fluid.  \uf0b7 do not write on any bar codes.  \uf0b7 you may use a calculator.  \uf0b7 take the weight of 1.0  kg to be 10  n (acceleration of free fall = 10  m / s2).      information  \uf0b7 the total mark for this paper is 40.  \uf0b7 each correct answer will score one mark.  \uf0b7 any rough working should be don e on this question paper.   ",
+            "2": "2  \u00a9 ucles 2021 0625/22/f/m/21  1 a student has a measuring cylinder containing water and also h as a balance.    which of these could she use to find the volume of a small meta l sphere?    she has no other apparatus.  a either the measuring cylinder containing water or the balance  b the measuring cylinder containing water only  c the balance only  d neither the measuring cylinder nor the balance     2 a ball hits a bat with a velocity of 30  m / s, and leaves the bat travelling with a velocity of 20  m / s in  the opposite direction. the ball is in contact with the bat for  0.10  s.    what is the magnitude of the acceleration of the ball whilst it  is in contact with the bat?  a 1 . 0  m / s2 b 5 . 0  m / s2 c 1 0 0  m / s2 d 500  m / s2    3 a train begins a journey from a station and travels 60  km in a time of 20 minutes.    what is the average speed of the train?  a 3.0  m / s b 5.0  m / s c 50  m / s d 60  m / s     4 which statement about mass is correct?  a a mass of 10  kg weighs 1  n near the earth\u2019s surface.  b mass is a gravitational force.  c mass increases when the gravitational field strength increases.   d the greater the mass of a body, the more it resists a change in  its motion.    5 a small bottle has a mass of 20  g when empty. the volume of the bottle is 10  cm3.    when full of liquid, the total mass is 150  g.    what is the density of the liquid?  a 0 . 5 0  g / cm3 b 2 . 0  g / cm3 c 1 3  g / cm3 d 1 5  g / cm3     6 an object of mass 0.80  kg is moving in a straight line at a velocity of 2.0  m / s. a force is exerted  on the object, in the direction of motion, for a period of 1.0 minute and the velocity of the object  increases to 6.0  m / s.    what force is exerted on the object?  a 0.053  n b 0 . 0 8 0  n c 3 . 2  n d 4 . 8  n    ",
+            "3": "3     \u00a9 ucles 2021 0625/22/f/m/21 [turn over  7 an object moves at constant speed in the circular path shown.    p zx y    which statement about the acceleration of the object when it is  at point p is correct?  a the acceleration is in the direction of arrow x.  b the acceleration is in the direction of arrow y.  c the acceleration is in the direction of arrow z.  d the object is not accelerating.    8 an object is pivoted at point p. a student ties a length of st ring to a peg on the object. he pulls  the string with a force f.    p qrstf objectstring peg     what is the moment of the force f about the point p?  a f \uf0b4 q b f \uf0b4 r c f \uf0b4 s d f \uf0b4 t    ",
+            "4": "4  \u00a9 ucles 2021 0625/22/f/m/21  9 a gas molecule strikes the wall of a container. the molecule r ebounds with the same speed.    before hitting the wall after hitting the wallwall gas moleculewall gas molecule     what happens to the kinetic energy and what happens to the mome ntum of the molecule?     kinetic energy momentum  a changes changes  b changes stays the same  c stays the same changes  d stays the same stays the same     10 a horizontal force pulls a box along a horizontal surface.    the box gains 30  j of kinetic energy and 10  j of thermal energy is produced by the friction  between the box and the surface.    how much work is done by the force?  a 1 0  j b 2 0  j c 3 0  j d 4 0  j    11 a crane is used to lift loads vertically.    the output power of the crane to lift a car is p.    the crane then lifts a lorry, which has 3.0 times the weight of  the car, through 0.25 of the distance  in 0.50 of the time.    what is the output power of the crane now?  a  3 8p b 3 2p c 8 3p d 6p     ",
+            "5": "5     \u00a9 ucles 2021 0625/22/f/m/21 [turn over  12 the diagram shows a manometer connected to a gas supply.    from gas supply mercurymm 500 400300200100 0     what is the pressure of the gas supply?  a 100  mm  hg above atmospheric pressure  b 100  mm  hg below atmospheric pressure  c 200  mm  hg above atmospheric pressure  d 200  mm  hg below atmospheric pressure      13 the diagram shows a box of dimensions 6.0  cm \uf0b4 8.0  cm \uf0b4 4.0  cm.    8.0 cm6.0 cm 4.0 cmx yz     the box rests on a flat horizontal surface.    on which face must the box rest in order to exert the least pre ssure?  a face x  b face y  c face z  d the pressure is the same for all the faces.    ",
+            "6": "6  \u00a9 ucles 2021 0625/22/f/m/21  14 air in a sealed syringe is slowly compressed by moving the pis ton. the temperature of the air  stays the same.    syringeair piston    which statement about the air is correct?  a the pressure of the air decreases because its molecules now tra vel more slowly.  b the pressure of the air decreases because the area of the syrin ge walls is now smaller.  c the pressure of the air increases because its molecules now hit  the syringe walls more  frequently.  d the pressure of the air increases because its molecules now tra vel more quickly.    15 in an experiment, smoke particles are suspended in air and vie wed through a microscope.    the smoke particles move about with short random movements.    which of the following statements is correct?  a air particles have large masses compared to smoke particles and  they move in one direction  only.  b air particles have large masses compared to smoke particles and  they move in random  directions.  c air particles move at high speeds compared to smoke particles a nd they move in one  direction only.  d air particles move at high speeds compared to smoke particles a nd they move in random  directions.     ",
+            "7": "7     \u00a9 ucles 2021 0625/22/f/m/21 [turn over  16 the graph shows how the internal energy of 1.0  kg of a metal changes with temperature.    835 830825820815810805800795 0 2 04 06 08 0 1 0 0 temperature  / \u00b0cinternal energy/  kj     what is the increase in the internal energy of a block of the s ame metal of mass 0.25  kg when its  temperature rises from 40  \uf0b0c to 50  \uf0b0c?  a 3 0  j b 3 0 0  j c 7 5 0  j d 1200  j     17 a piece of melting ice at 0  \uf0b0c and a beaker of boiling water are both in a laboratory. the  laboratory is at 20  \uf0b0c.    melting iceboiling water bunsen burne r heating water     what is happening to the temperature of the melting ice and wha t is happening to the  temperature of the boiling water?     temperature of  melting ice temperature of  boiling water  a constant constant  b constant increasing  c increasing constant  d increasing increasing   ",
+            "8": "8  \u00a9 ucles 2021 0625/22/f/m/21  18 one end of a copper rod is heated.    what is one method by which thermal energy is transferred in th e copper rod?  a free electrons transfer energy from the cooler end to the hotte r end.  b free electrons transfer energy fr om the hotter end to the coole r end.  c molecules of copper move from the cooler end to the hotter end.   d molecules of copper move from the hotter end to the cooler end.      19 which change will cause a decrease in the rate of radiation em itted by an object?  a changing the surface colour from white to black  b changing the surface text ure from dull to shiny  c increasing the surface temperature  d increasing the surface area    20 what is the approximate wavelength in air of the highest frequ ency sound that can be heard by a  normal healthy person?  a 0 . 0 2  m b 6 0  m c 2 0  000  m d 7  000  000  m      21 what causes the change in direction when light travels from ai r into glass?  a the amplitude of the light changes.  b the colour of the light changes.  c the frequency of the light changes.  d the speed of the light changes.     22 light from a torch is incident on a plane mirror. the angle of  incidence is 38 \uf0b0.    what is the angle of reflection?  a 3 8\uf0b0 b 5 2\uf0b0 c 7 6\uf0b0 d 142\uf0b0     ",
+            "9": "9     \u00a9 ucles 2021 0625/22/f/m/21 [turn over  23 two rays with an angle of incidence of 60 \uf0b0 pass into dilute and concentrated sugar-water  solutions. the refractions are shown.    air dilute sugarsolutionair concentrated sugarsolution60/g113 40/g11360/g113 35/g113     which row is correct?     refractive index  as concentration increases speed through solution  as concentration increases  a decreases decreases  b decreases increases  c increases decreases  d increases increases     24 a thin converging lens is used to produce a sharp image of a c andle.    candlelensscreen image     various sharp images are produced on the screen by moving the l ens and the screen backwards  and forwards.    which statement is always  correct?  a the image is at the principal focus (focal point) of the lens.   b the image is bigger than the object.  c the image is closer to the lens than the object.  d the image is inverted.    ",
+            "10": "10  \u00a9 ucles 2021 0625/22/f/m/21  25 which row gives the approximate speeds at which ultraviolet wa ves travel in air and in a  vacuum?        speed in air m/s     speed in a vacuum m/s  a 340 3.0 \uf0b4 108  b 340 340  c 3.0 \uf0b4 108 3 4 0   d 3.0 \uf0b4 108 3 . 0  \uf0b4 108     26 the diagram represents a sound wave.    xy    what are the names of the parts of the sound wave labelled x an d y?     x  y   a amplitude wavelength  b compression rarefaction  c rarefaction amplitude  d wavelength compression     27 the speed of sound is different in different states of matter.     the speed of sound in liquid water is 1500  m / s.    which row correctly compares the speed of sound in ice and the speed of sound in water vapour  with the speed of sound in water?     speed of sound in ice  m / s speed of sound in steam  m / s  a less than 1500 less than 1500  b less than 1500 more than 1500  c more than 1500 less than 1500  d more than 1500 more than 1500     ",
+            "11": "11     \u00a9 ucles 2021 0625/22/f/m/21 [turn over  28 three methods to demagnetise a magnet are suggested. the magne t is in an east-west direction.    1 hitting the magnet repeatedly with a hammer  2 heating the magnet until red hot  3 withdrawing the magnet from a coil which has a direct current  (d.c.) in it    which methods demagnetise the magnet?  a 1, 2 and 3 b 1 and 2 only c 1 and 3 only d 2 and 3 only    29 three cores of different metals p, q and r are placed inside i dentical coils of wire.    at least one of the metals is non-magnetic.    the cores are held above some iron nails.    the three diagrams show what happens when there is a current in  the coils.      pcoil core iron nailsq r+ \u2013+ \u2013+ \u2013       the three diagrams below show what happens when the current is then switched off.     p q r+ \u2013+ \u2013+ \u2013       which core metals are magnetic?  a p only b r  o n l y  c p and q d q and r    ",
+            "12": "12  \u00a9 ucles 2021 0625/22/f/m/21  30 two uncharged metal spheres x and y rest on insulating stands and touch each other. a  negatively charged plastic rod is brought near to sphere x.    \u2013 \u2013\u2013\u2013\u2013\u2013metal spheres insulating stand insulating standxynegatively charged rod     using the insulating stand, sphere y is moved away from sphere x.    what are the signs and the relative magnitudes of the charges i nduced on x and y?     charge on x charge on y relative magnitudes  of charges  a negative negative equal  b negative positive different  c positive negative equal  d positive positive different      31 which two changes to a metal wire both decrease its resistance ?     length of wire cross-sectional  area of wire  a decrease decrease  b decrease increase  c increase decrease  d increase increase      32 there is a current i in a resistor of resistance r for a time t. the potential difference across the  resistor is v.    which equation gives the energy e transferred by the resistor?  a e = ir b e = iv c e = irt d e = ivt     ",
+            "13": "13     \u00a9 ucles 2021 0625/22/f/m/21 [turn over  33 a resistor r is connected in parallel with an 8.0  \uf057 resistor. the resistance of this combination  is 4.0  \uf057.    r 8.0 \u03c9     what is the resistance of resistor r?  a 0 . 5 0  \uf057 b 2 . 0  \uf057 c 4 . 0  \uf057 d 8 . 0  \uf057     34 a student designs a circuit to use as a dimmer switch for a la mp.    x y     what happens to the brightness of the lamp and the potential di fference (p.d.) across the lamp,  when the slider is moved from x to y?     brightness of lamp p.d. across the lamp  a decreases decreases  b decreases increases  c increases decreases  d increases increases     ",
+            "14": "14  \u00a9 ucles 2021 0625/22/f/m/21  35 the circuit shown contains two gates.    p qr     which truth table describes the operation of the circuit?    a  b  c  d  p q r  p q r  p q r  p q r  0 0 0  0 0 0  0 0 1  0 0 1  0 1 1  0 1 0  0 1 0  0 1 0  1 0 1  1 0 1  1 0 0  1 0 1  1 1 1  1 1 1  1 1 0  1 1 1     36 the diagram shows an electromagnet near a coil of wire connect ed to a voltmeter. the reading  on the voltmeter is zero.    v+ \u2013switchcoil electromagnet soft iron     the switch is closed. the electromagnet magnetises quickly.    what happens to the reading on the voltmeter?  a it keeps increasing.  b it quickly increases and stays at maximum.  c it quickly increases and then decreases.  d it stays on zero.     ",
+            "15": "15     \u00a9 ucles 2021 0625/22/f/m/21 [turn over  37 which graph shows the voltage output of an a.c. generator with  the peaks and zeros correctly  labelled?    voltage v time t0 0a peaks zerosvoltage v time t0 0b peaks zeros voltage v time t0 0c peaks zerosvoltage v time t0 0d peaks peakszeros      38 three students are describing the structure of an atom.    student 1 all the positively charged particles are in the nucle us.  student 2 positive electrons are in the nucleus.  student 3 negative electrons orbit around the nucleus.    which students are making a correct statement?  a 1, 2 and 3 b 1 and 2 only c 1 and 3 only d 2 and 3 only     39 when alpha particles are incident on a thin metal foil, most o f them pass through undeviated.    what does this observation reveal about the nature of the atom?   a the atom has a dense nucleus.  b the atom is mostly empty space.  c the atom is very small.  d the nucleus of the atom is positively charged.     ",
+            "16": "16    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 tra ce copyright holders, but if any items requiring clearance have  unwittingly been included, the  publisher will be pleased to make amends at the earliest possib le opportunity.    to avoid the issue of disclosure of answer-related information to candidates, all copyright acknowledgements are reproduced on line in the cambridge  assessment international educat ion copyright acknowledgements b ooklet. this is produced for each series of examinations and is  freely available to download  at www.cambridgeinternational.org  after the live examination se ries.   cambridge assessment international education is part of the cam bridge assessment group. cambridge assessment is the brand name  of the university of  cambridge local examinations sy ndicate (ucles), which itself is  a department of the univ ersity of cambridge.    \u00a9 ucles 2021 0625/22/f/m/21  40 a laboratory worker measures the count rate from a radioactive  source. he records his results in  a table.    time minutes    count rate counts/s  0 100  1.0  2.0 3.0 73  54 41  4.0 31    the average background radiation in the laboratory is 8 counts per second.    what is the half-life of the source?  a 1.5 minutes  b 2.0 minutes  c 3.0 minutes  d 4.0 minutes      "
+        },
+        "0625_m21_qp_32.pdf": {
+            "1": "this document has 16 pages. any blank pages are indicated. cambridge igcse\u2122 dc (st/ct) 203051/2 \u00a9 ucles 2021  [turn overphysics  0625/32 paper 3 theory (core)  february/march  2021  1 hour 15 minutes you must answer on the question paper. no additional materials are needed. instructions  \u25cf answer all questions.  \u25cf use a black or dark blue pen. you may use an hb pencil for any diagrams or graphs.  \u25cf write your name, centre number and candidate number in the boxes at the top of the page.  \u25cf write your answer to each question in the space provided.  \u25cf do not use an erasable pen or correction fluid.  \u25cf do not write on any bar codes.  \u25cf you may use a calculator.  \u25cf you should show all your working and use appropriate units.  \u25cf take the weight of 1.0  kg to be 10  n (acceleration of free fall = 10  m / s2). information  \u25cf the total mark for this paper is 80.  \u25cf the number of marks for each question or part question is shown in brackets [  ]. *5732576862*",
+            "2": "2 0625/32/ f/m/21 \u00a9 ucles 2021 1 fig. 1.1 shows a box dropped from an aeroplane. the box contains supplies.  a parachute is attached to the box. the parachute is opened when the time is 6.0  s. box containing suppliesparachute fig. 1.1  the graph in fig.  1.2 shows the vertical speed of the box as it falls. 0 0 2.0 4.0 6.0 8.0 time  / s10.0 12.0 14.0 16.0 18.01020304050 speed m / s fig. 1.2",
+            "3": "3 0625/32/ f/m/21 \u00a9 ucles 2021 [turn over  (a) state and explain what happens to the kinetic energy of the box during the first 6.0  s of its  descent.  ...  ...  .  [2]  (b) state and explain what happens to the gravitational potential energy of the box during the first  6.0 s.  ...  ...  .  [2]  (c) (i) use the graph in fig.  1.2 to determine the speed of the object when the object is moving  with a constant speed.  speed of the object at constant speed =  ..  m / s [2]   (ii)  state the size of the resultant vertical force on the box when it is falling at a constant  speed.  .  [1]  (d)  use the graph in fig.  1.2 to determine the distance travelled by the box during the first 6.0  s.  distance travelled in first 6.0  s =  .  m [3]  (e)  without calculation, describe how fig.  1.2 shows that the deceleration of the box is greater  than the acceleration of the box.  ...  .  [1]   [total: 11]",
+            "4": "4 0625/32/ f/m/21 \u00a9 ucles 2021 2  fig. 2.1 shows a measuring cylinder containing water.  fig. 2.2 shows the same measuring cylinder after a stone has been lowered into it. 90100cm3 0102030405060708090100cm3 01020304050607080 stone  fig. 2.1 fig. 2.2  (a)  calculate the volume of the stone.  volume =  ..  cm3 [2]  (b) another stone has a mass of 98.4  g. the volume of this stone is 41.0  cm3.   calculate the density of the stone.  density =  ..  g / cm3 [3]  (c)  the stone with a mass of 98.4  g has a weight of 0.984  n.   explain the difference between mass and weight.  ...  ...  .  [2]   [total: 7]",
+            "5": "5 0625/32/ f/m/21 \u00a9 ucles 2021 [turn over 3  fig. 3.1 shows the forces acting on a uniform balanced beam. the beam is pivoted at its centre. p pivot 6.0 cm 5.2 n 8.1 n2.0 cm2.0 cm fig. 3.1  (a)  calculate the moment of the 5.2  n force about the pivot and show that its value is close to  30 ncm.      [3]  (b) the beam is balanced. calculate force p.  force p =  .. n [4]  [total: 7]",
+            "6": "6 0625/32/ f/m/21 \u00a9 ucles 2021 4 fig. 4.1 shows an outline of the main parts of a geothermal power station used to generate  electricity. some parts of the power station are labelled. cooling stationelectrical energy steamsteama b production well injection well water hot water  / steam hot rocks fig. 4.1 (not to scale)  (a) state the names of the parts of the power station labelled a and b. part a   part b   [2]  (b) geothermal energy is one source of renewable energy.   state two other sources of renewable energy. 1.  ... 2.  ... [2]  (c) state two environmental advantages, other than being renewable, of a geothermal power  station compared to a coal-fired power station. 1.  ... 2.  ... [2] [total: 6]",
+            "7": "7 0625/32/ f/m/21 \u00a9 ucles 2021 [turn over 5 fig. 5.1 shows a metal block on a flat surface. metal block 6.0 cm3.0 cm fig. 5.1  (a) (i)  the mass of the metal block is 1.6  kg.    calculate the weight of the metal block.  weight =  .  n [2]   (ii) calculate the pressure on the flat surface due to the metal block.  pressure =  .  n / cm2 [3]  (b) in an experiment, the metal block is heated and the temperature of the metal block increases  by 100  \u00b0c.   state the effect, if any, of the temperature increase on: 1. the volume of the metal block  .. 2. the mass of the metal block  . 3. the density of the metal block  .. [3] [total: 8]",
+            "8": "8 0625/32/ f/m/21 \u00a9 ucles 2021 6 fig. 6.1 shows the path of a ray of red light through a glass block in air.  the critical angle for the red light as it travels from glass into air is 43\u00b0. glass blockair ab p62\u00b0 c ray of red light fig. 6.1  (a) (i) on fig.  6.1, label the angle of incidence at a. use the letter x to label the angle.   [1]   (ii) state the name of the process which occurs at a.  .  [1]   (iii) state the name given to the dashed line at a.  .  [1]  (b) (i) on fig.  6.1, one of the angles at b is 62\u00b0. state the value of the angle labelled p.  .  [1]   (ii) state the name of the process which occurs at b.  .  [2]  (c) on fig.  6.1, draw the path of the ray of red light as it travels from c into the air.   [1] [total: 7]",
+            "9": "9 0625/32/ f/m/21 \u00a9 ucles 2021 [turn over 7  fig. 7.1 shows a transverse wave. q sprt fig. 7.1  (a) give the label letter p, q, r, s or t  for the arrow which represents: 1. the amplitude of the wave  ..                             [1] 2. the wavelength of the wave.  ..                             [1]  (b) a student stands next to a pond and observes water waves on its surface. she counts 12  complete waves passing a point in the pond in a time of 8.0  s.   calculate the frequency of the water waves.    frequency =    hz [3]  (c) fig. 7.1 shows a transverse wave. describe the difference between transverse and  longitudinal waves.   you may draw a labelled diagram.  ...  ...  ...  .  [3] [total: 8]",
+            "10": "10 0625/32/ f/m/21 \u00a9 ucles 2021 8 (a) fig. 8.1 shows the magnetic field pattern around a bar magnet. s n fig. 8.1   (i) describe an experiment to identify the pattern and direction of magnetic field lines around  a bar magnet as shown in fig.  8.1.    you may add to fig.  8.1 as part of your answer.  ...  ...  ...  ...  .  [3]   (ii) state a material that can be used to make a permanent bar magnet.  .  [1]",
+            "11": "11 0625/32/ f/m/21 \u00a9 ucles 2021 [turn over  (b) a student uses two bar magnets to create a uniform magnetic field. he places a current- carrying wire at right angles to the magnetic field, as shown in fig.  8.2. n sbar magnet bar magnetseparation of poles uniform magnetic fieldcurrent-carrying wire fig. 8.2   there is a force on the current-carrying wire.   (i) the student wants to reverse the direction of the force on the wire.    state one change that reverses the direction of the force on the wire.  .  [1]   (ii) the student increases the separation of the poles of the permanent magnets.    state and explain how increasing the separation affects the force on the current-carrying  wire.  ...  .  [2] [total: 7]",
+            "12": "12 0625/32/ f/m/21 \u00a9 ucles 2021 9  fig. 9.1 shows an electric circuit. a v thermistorbuzzer fig. 9.1  (a) when the circuit is in a cool room, the voltmeter reading is 5.6  v and the ammeter reading is  0.040  a.   calculate the resistance of the thermistor.  resistance of thermistor =  .  \u03c9 [3]  (b) the temperature of the thermistor increases and the buzzer turns on.   state and explain how the increase in temperature affects the current in the thermistor.  ...  .  [2]  (c) suggest a possible use for the circuit shown in fig.  9.1.  .  [1] [total: 6]",
+            "13": "13 0625/32/ f/m/21 \u00a9 ucles 2021 [turn over 10 a student uses a laptop computer. the student notices that the cable connecting the power  adapter for a laptop to the mains electricity supply is damaged as shown in fig.  10.1. fig. 10.1  (a) state the hazard of using mains equipment with damaged insulation.  .  [1]  (b) describe how a fuse protects a mains electrical appliance.  ...  ...  .  [3]  (c) the laptop computer uses a transformer to change the voltage of the mains electricity supply.   the input (primary) voltage is 120  v.   the input (primary) coil has 2000 turns and the output (secondary) coil has 200 turns.   calculate the output (secondary) voltage from the transformer.  output (secondary) voltage =  ..  v [3]  (d) state the name of the material used in the core of the transformer.  .  [1]   [total: 8]",
+            "14": "14 0625/32/ f/m/21 \u00a9 ucles 2021 11 carbon-12 is a stable isotope of carbon. its nuclide notation is shown in fig.  11.1.  carbon-14 is an unstable isotope of carbon. its nuclide notation is shown in fig.  11.2.  1 62c 1 64c  fig. 11.1  fig. 11.2  (a) determine the numbers of electrons, protons and neutrons in an atom of carbon-12 and the  numbers of electrons, protons and neutrons in an atom of carbon-14.   complete table 11.1. table 11.1 carbon-12 carbon-14 number of electrons number of protons number of neutrons [3]",
+            "15": "15 0625/32/ f/m/21 \u00a9 ucles 2021  (b) fig. 11.3 shows the decay curve for a sample of carbon-14. 02 000 5000 10 000 time  / years15 000 20 000 25 000 04 0006 0008 00010 00012 00014 000count rate counts  / s16 00018 000 fig. 11.3   use the graph to determine the half-life of carbon-14.  half-life =  ...  years  [2] [total: 5]",
+            "16": "16 0625/32/ f/m/21 \u00a9 ucles 2021 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 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.blank page"
+        },
+        "0625_m21_qp_42.pdf": {
+            "1": "this document has 16 pages. any blank pages are indicated. cambridge igcse\u2122physics  0625/42 paper 4 theory (extended)  february/march  2021  1 hour 15 minutes you must answer on the question paper. [no additional materials are needed.] instructions  \u25cf answer all questions.  \u25cf use a black or dark blue pen. you may use an hb pencil for any diagrams or graphs.  \u25cf write your name, centre number and candidate number in the boxes at the top of the page.  \u25cf write your answer to each question in the space provided.  \u25cf do not use an erasable pen or correction fluid.  \u25cf do not write on any bar codes.  \u25cf you may use a calculator.  \u25cf you should show all your working and use appropriate units.  \u25cf take the weight of 1.0  kg to be 10  n (acceleration of free fall = 10  m / s2). information  \u25cf the total mark for this paper is 80.  \u25cf the number of marks for each question or part question is shown in brackets [  ]. *8324509767* dc (cj/cgw) 203605/2 \u00a9 ucles 2021  [turn over",
+            "2": "2 0625/42/ f/m/21 \u00a9 ucles 2021 1 (a) fig. 1.1 shows a piece of glass of thickness 2.0  cm and area 0.15  m2.   the density of the glass is 2.6 \u00d7 103 kg / m3. area 0.15  m2 thickness 2.0  cm fig. 1.1  (not to scale)   calculate the weight of the piece of glass.  weight = .  [3]  (b) the piece of glass shown in fig. 1.1 is used as the vertical viewing window of an aquarium.  the atmospheric pressure outside the aquarium is 1.0 \u00d7 105 pa. the average pressure on  the inside of the aquarium window is 1.3 \u00d7 105 pa.   calculate the resultant force acting on the window due to these pressures and state the  direction in which it acts.  force = ...  direction of force ..   [4]  ",
+            "3": "3 0625/42/ f/m/21 \u00a9 ucles 2021 [turn over  (c) fig. 1.2 shows a vacuum pump connected to the top of a vertical tube with its lower end  immersed in a tank of liquid. the pump reduces the pressure above the column to zero and  the pressure at point x is 9.6 \u00d7 104 pa. point x 12 m liquidvacuum pump fig. 1.2 (not to scale)   calculate the density of the liquid.  density = .  [3]  [total: 10]",
+            "4": "4 0625/42/ f/m/21 \u00a9 ucles 2021 2 (a) (i) state what is meant by the moment  of a force about a point.  .  [1]   (ii) fig. 2.1 shows a large crane on a construction site lifting a block of mass 14  000 kg. 20 m b a blockcounterweightoperator\u2019s cabin fig. 2.1    calculate the moment about a due to the 14  000 kg block suspended from b.  moment = .  [2]  (b) (i) speed is a scalar quantity and velocity is a vector quantity. state the difference between  a scalar quantity and a vector quantity.  ...  .  [2]   (ii) write down one other scalar quantity and one other vector quantity.  scalar quantity  ... vector quantity  ...  [2]",
+            "5": "5 0625/42/ f/m/21 \u00a9 ucles 2021 [turn over  (c) fig. 2.2 shows two forces acting on an object. 60\u00b0 30 n 20 n fig. 2.2  (not to scale)   draw a scale diagram to determine the resultant force acting on the object. state the scale  you use.  scale ..   magnitude of resultant force = ...  direction of resultant relative to the direction of the 20  n force = ...  [4]  [total: 11]",
+            "6": "6 0625/42/ f/m/21 \u00a9 ucles 2021 3 a power station burns waste materials from farm crops to generate electricity.  (a) state and explain whether this process is renewable. statement  .. explanation  ...  ...  [2]  (b) the power station uses some of its waste thermal energy to heat water for houses in a nearby  town.   state one problem of using waste energy in this way if the power station is far from the town.   ...   suggest a way of reducing this problem.  ...  ...  [2]  (c) state two environmental consequences of burning coal to generate electricity. consequence 1.   consequence 2.    [2]  [total: 6]",
+            "7": "7 0625/42/ f/m/21 \u00a9 ucles 2021 [turn over 4 (a) in terms of the momentum of molecules, explain how a gas exerts pressure on the walls of its  container.  ...  ...  ...  ...  ...  ...  .  [4]  (b) a fixed mass of gas of volume v1 is at a pressure p1. it is compressed to a volume v2.   (i) complete the equation for the final pressure p2 of the gas when the gas is compressed  at constant temperature.      p2 =  [2]   (ii) state and explain how the final pressure compares with p2 when the temperature of the  gas increases during compression. statement  .. explanation    ...  ...  ...  [3]  [total: 9]",
+            "8": "8 0625/42/ f/m/21 \u00a9 ucles 2021 5 (a) state the name of the reflection of a sound wave or ultrasound wave.  .  [1]  (b) fig. 5.1 shows an ultrasound wave being used to scan an internal organ of a human body. ultrasound waveinternal organultrasound transmitter and receiver fig. 5.1   the ultrasound wave has a frequency of 2.0  mhz and passes through human tissue at a  speed of 1500  m / s.   calculate the wavelength of the ultrasound wave in human tissue.  wavelength = .  [3]  (c) fig. 5.2 shows crests of a wave from a point source s approaching a straight barrier. straight barrier s fig. 5.2   (i) on fig. 5.2, indicate and label one wavelength.   (ii) on fig. 5.2, draw three  crests of the wave reflected from the barrier.  [3]  [total: 7]",
+            "9": "9 0625/42/ f/m/21 \u00a9 ucles 2021 [turn over 6 (a) fig. 6.1 is a full scale diagram showing a converging lens, the two principal focuses f1 and f2  and an object po. p of2f1 fig. 6.1   on fig. 6.1, draw two rays from point o of the object to determine the position of the image.  label the image ij. measure the length of the image.  image length = ...  [3]  (b) ring three  descriptions of the image. diminished     magnified     real    same size     same way up as object     upside down compared to object     virtual  [3]",
+            "10": "10 0625/42/ f/m/21 \u00a9 ucles 2021  (c) fig. 6.2 shows three rays of green light passing through glass blocks. glass blocksray of green light fig. 6.2   three rays of red light approach the glass blocks on the same paths as the rays of green  light.   on fig. 6.2, draw the paths of these rays of red light to the right of the glass blocks.  [2]  [total: 8]",
+            "11": "11 0625/42/ f/m/21 \u00a9 ucles 2021 [turn over 7 fig. 7.1 shows a horizontal conducting wire xy between two opposite magnetic poles. wire xy  forms a circuit with an ammeter. n swire xy a fig. 7.1  (a) explain why the reading on the ammeter is zero when the wire xy is not moving.  ...  .  [1]  (b) the wire xy is moved and there is a deflection on the ammeter that indicates there is a  current in the wire from x to y.   on table 7.1, tick one box to indicate the direction of the movement of the wire xy and  explain your answer. table 7.1 into page out of page to the left to the right to the bottom  of the pageto the top of  the page explanation  ...  ...  ...  [3]  (c) state what is observed on the ammeter when the wire xy is moved   (i) in the opposite direction to part (b) ...  [1]   (ii) in the same direction as part (b) but at a greater speed ...  [1]  [total: 6]",
+            "12": "12 0625/42/ f/m/21 \u00a9 ucles 2021 8 (a) define electromotive force (e.m.f.).  ...  .  [1]  (b) fig. 8.1 shows a source e of e.m.f. 60  v in a circuit. e h x10 \u03c9 fig. 8.1   the heater h has a resistance of 22.5  \u03c9 and the potential difference (p.d.) across it is 45  v.   calculate:   (i) the power of the heater  power = .  [3]   (ii) the p.d. across resistor x  p.d. = .  [2]   (iii) the current in the 10  \u03c9 resistor.  current = .  [2]  [total: 8]",
+            "13": "13 0625/42/ f/m/21 \u00a9 ucles 2021 [turn over 9 (a) write down the truth table for an or gate.  [2]  (b) draw the symbol for a nor gate.  [1]  (c) fig. 9.1 shows a digital circuit designed to produce the values shown in table 9.1 for the  output s from the two inputs p and q. s rp qgate x fig. 9.1   (i) table 9.1 is the truth table for the circuit shown in fig. 9.1.  table 9.1 p q r s 0 0 0 0 1 0 1 0 1 1 1 0    complete the column for point r in table 9.1.  [1]   (ii) state which type of gate is used for gate x. explain your answer. statement  .. explanation    ...  ...  [3]  [total: 7]",
+            "14": "14 0625/42/ f/m/21 \u00a9 ucles 2021 10 (a) state the proton number, nucleon number and the value of the charge on an \u03b1-particle. proton number  .. nucleon number   charge  ...  [3]  (b) a nucleus of strontium-90 consists of 38 protons and 52 neutrons. strontium-90 is radioactive  and decays by \u03b2-emission to an isotope of yttrium. the symbol for strontium is sr and the  symbol for yttrium is y. write down the nuclide equation of this decay.  [3]  (c) the half-life of radon-220 is 56  s. a sample of radon-220 is in a container. after 112  s the mass  of radon-220 is 9.2  mg.   calculate the mass of the original sample.  mass = .  [2]  [total: 8]",
+            "15": "15 0625/42/ f/m/21 \u00a9 ucles 2021 blank page",
+            "16": "16 0625/42/ f/m/21 \u00a9 ucles 2021 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 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.blank page"
+        },
+        "0625_m21_qp_52.pdf": {
+            "1": "this document has 12 pages. any blank pages are indicated. cambridge igcse\u2122physics  0625/52 paper 5 practical test  february/march  2021  1 hour 15 minutes you must answer on the question paper. you will need:  the materials and apparatus listed in the confidential instructions instructions  \u25cf answer all questions.  \u25cf use a black or dark blue pen. you may use an hb pencil for any diagrams or graphs.  \u25cf write your name, centre number and candidate number in the boxes at the top of the page.  \u25cf write your answer to each question in the space provided.  \u25cf do not use an erasable pen or correction fluid.  \u25cf do not write on any bar codes.  \u25cf you may use a calculator.  \u25cf you should show all your working and use appropriate units. information  \u25cf the total mark for this paper is 40.  \u25cf the number of marks for each question or part question is shown in brackets [  ]. *3522406348* dc (cj/cgw) 203604/2 \u00a9 ucles 2021  [turn overfor examiner\u2019s use 1 2 3 4 total",
+            "2": "2 0625/52/ f/m/21 \u00a9 ucles 2021 1 in this experiment, you will investigate the motion of an oscillating metre rule.  carry out the following instructions, referring to fig. 1.1. clamps vertical threads standsdmetre rule horizontal benchl fig. 1.1  (a) ensure that the metre rule is horizontal. you may need to adjust the height of one of the  clamps slightly.   briefly describe how you check that the metre rule is horizontal. you may draw a diagram or  add to fig. 1.1 if it helps to explain your answer.  ...  ...  .  [1]   do not change the length l of the threads during the experiment.  (b) move one thread to the 40.0  cm mark on the metre rule and one thread to the 60.0  cm mark  on the metre rule. the distance d between the threads is 20.0  cm.   move the stands so that the threads remain vertical.   hold each end of the metre rule. twist the metre rule a small amount, as shown in fig. 1.2,  and then let it go so that it oscillates in a rotating motion. metre rule seen from above twistone oscillation fig. 1.2",
+            "3": "3 0625/52/ f/m/21 \u00a9 ucles 2021 [turn over   measure, and record in table 1.1, the time t for 5 complete oscillations of the metre rule.   repeat this procedure for d values of 30.0  cm, 40.0  cm, 50.0  cm and 60.0  cm. for each value,  the threads must be at equal distances either side of the 50.0  cm mark on the metre rule. table 1.1 d / cm t / s1 t / 1 s 20.0 30.0 40.0 50.0 60.0  [2]  (c) for each value of the distance d, calculate and record in table 1.1, the value of 1 t where t is  the time for 1  oscillation of the metre rule.   use your values of time t from table 1.1 and the equation 1 t = 5 t .  [1]  (d) plot a graph of distance d / cm (y-axis) against 1 t / 1 s (x-axis).  [4]",
+            "4": "4 0625/52/ f/m/21 \u00a9 ucles 2021  (e) determine the gradient g of the graph. show clearly on the graph how you obtained the  necessary information.  g = .  [1]  (f) (i) explain why it is more accurate to measure the time for 5 oscillations rather than for  1 oscillation.  ...  ...  .  [1]   (ii) describe how the experiment could be improved to make the readings more reliable.  ...  ...  .  [1]  [total: 11]",
+            "5": "5 0625/52/ f/m/21 \u00a9 ucles 2021 [turn over 2 in this experiment, you will investigate the cooling of hot water in two different cups.  carry out the following instructions, referring to fig. 2.1. benchthermometer lids cup b cup a fig. 2.1  (a) (i) remove the lid from cup a.    pour 75  cm3 of hot water into cup a and replace the lid.     place the thermometer in the water in cup a.    in the first row of table 2.1, record the temperature \u03b8 of the water at time t = 0 and  immediately start the stop-clock.    record, in table 2.1, the temperature \u03b8 of the water at times t = 30  s, 60  s, 90  s, 120  s,  150 s and 180  s.  [1]   (ii) repeat the steps in (a)(i)  for cup b.  [2]  (b)   table 2.1   cup a cup b t / \u03b8 / \u03b8 / 0 30 60 90 120 150 180   complete the headings in table 2.1.  [1]",
+            "6": "6 0625/52/ f/m/21 \u00a9 ucles 2021  (c) write a conclusion stating which cup, a or b, is the more effective in reducing the cooling rate  of the hot water in this experiment.   justify your answer by reference to your results.  ...  ...  ...  .  [2]  (d) (i) calculate xa, the average cooling rate for cup a over the whole experiment. use your  readings for cup a from table 2.1 and the equation xa = \u03b80 \u2013 \u03b8180 t    where t = 180  s and \u03b80 and \u03b8180 are the temperatures at time t = 0 and at time t = 180  s.  include the unit for the cooling rate.  xa = .  [2]   (ii) suggest an additional experiment to show how the lid affects the cooling rate of cup a.    explain how to use the additional results to show the effect.     you are not required to carry out this experiment. additional experiment    ... explanation    ...  ...  [2]  (e) a student wishes to compare the effect of the materials of the cups on cooling rates.    suggest one variable that she should control to make this test fair.  ...  .  [1]  [total: 11]",
+            "7": "7 0625/52/ f/m/21 \u00a9 ucles 2021 [turn over blank page",
+            "8": "8 0625/52/ f/m/21 \u00a9 ucles 2021 3 in this experiment, you will investigate a resistor and a lamp connected in series. the circuit has  been set up for you with the voltmeter connected to measure the potential difference across the  lamp.  carry out the following instructions, referring to fig. 3.1. power supply resistance wire crocodile clip va fig. 3.1  (a) (i) switch on.    move the crocodile clip on the resistance wire so that the value of the potential difference  vl across the lamp is 2.0  v.    measure, and record in table 3.1, the value of the current i for the lamp and resistor in  series.    disconnect the voltmeter and re-connect it so that it measures the potential difference  across the resistor.    measure, and record in table 3.1, the value of the potential difference vr across the  resistor.    switch off.    disconnect the voltmeter and re-connect it in its original position across the lamp.  [1]",
+            "9": "9 0625/52/ f/m/21 \u00a9 ucles 2021 [turn over   (ii) repeat the steps in (a)(i)  for vl = 1.0  v and vl = 0.5  v. [2] table 3.1 vl / v i / a vr / v rl / \u03c9 rr / \u03c9 2.0 1.0 0.5  (b) calculate, and record in table 3.1, the resistance of the lamp rl for each value of vl.    use your values of vl and i from table 3.1 and the equation rl = vl i.   calculate, and record in table 3.1, the resistance of the resistor rr for each value of vl.   use your values of vr and i from table 3.1 and the equation rr = vr i.  [3]  (c) a student suggests that rr should be constant.    state whether your results support this suggestion.   justify your statement by reference to values from table 3.1. statement  ..  ... justification    ...  ...  [2]  (d) a student wishes to determine the resistance of the lamp rl when the potential difference  across the lamp vl = 0.0  v.   describe how the experiment can be extended to do this with the help of a suitable graph.    you are not required to carry out this additional experiment.  ...  ...  ...  .  [2]",
+            "10": "10 0625/52/ f/m/21 \u00a9 ucles 2021  (e) it is possible to use a variable resistor instead of a resistance wire to change the potential  difference across the lamp.   complete the circuit in fig. 3.2 to show a variable resistor used for this purpose.    you are not required to carry out this experiment. power supply va     fig. 3.2  [1]  [total: 11]",
+            "11": "11 0625/52/ f/m/21 \u00a9 ucles 2021 [turn over 4 a student investigates the motion of a ball rolling down a slope.  plan an experiment which enables him to investigate how one factor affects the average speed of  the ball.  average speed can be calculated using the equation:     average speed =    you are not required to carry out the experiment.   the apparatus available includes:   balls of various sizes and materials    a board which can act as a slope   blocks to support one end of the board.   in your plan, you should: \u2022 state a factor which can be measured \u2022 list any additional apparatus needed \u2022 explain briefly how to carry out the experiment including exactly which measurements are to  be taken \u2022 state the key variables to be kept constant \u2022 draw a table, or tables, with column headings, to show how to display the readings   (you are not required to enter any readings in the table) \u2022 explain how to use the readings to reach a conclusion.  you may draw a diagram if it helps to explain your plan.  distance travelled time taken",
+            "12": "12 0625/52/ f/m/21 \u00a9 ucles 2021 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 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... .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. ..   [7]  [total: 7]"
+        },
+        "0625_m21_qp_62.pdf": {
+            "1": "this document has 16 pages. any blank pages are indicated. cambridge igcse\u2122physics  0625/62 paper 6 alternative to practical  february/march  2021  1 hour you must answer on the question paper. no additional materials are needed. instructions  \u25cf answer all questions.  \u25cf use a black or dark blue pen. you may use an hb pencil for any diagrams or graphs.  \u25cf write your name, centre number and candidate number in the boxes at the top of the page.  \u25cf write your answer to each question in the space provided.  \u25cf do not use an erasable pen or correction fluid.  \u25cf do not write on any bar codes.  \u25cf you may use a calculator.  \u25cf you should show all your working and use appropriate units. information  \u25cf the total mark for this paper is 40.  \u25cf the number of marks for each question or part question is shown in brackets [  ]. *2736667153* dc (cj/cgw) 203602/3 \u00a9 ucles 2021  [turn over",
+            "2": "2 0625/62/ f/m/21 \u00a9 ucles 2021 1 a student investigates the motion of an oscillating metre rule.  he uses the apparatus shown in fig. 1.1. clamps vertical threads standsdmetre rule horizontal bench fig. 1.1  (a) the student ensures that the metre rule is horizontal.   briefly describe how to check that the metre rule is horizontal. you may draw a diagram or  draw on fig. 1.1 if it helps to explain your answer.  ...  ...  .  [1]",
+            "3": "3 0625/62/ f/m/21 \u00a9 ucles 2021 [turn over  (b) the student moves the stands so that the vertical threads are at the marks on the metre rule  shown in fig. 1.2. vertical threads 1 2 3 97 96 98 99 fig. 1.2   calculate the distance d between the threads.  d =. cm [1]  (c) he twists the metre rule a small amount, as shown in fig. 1.3, and then lets it go so that it  oscillates in a rotating motion. metre rule seen from above twistone oscillation fig. 1.3   he measures the time t for 5 complete oscillations of the metre rule.  t =.. s   suggest why it is useful to take a trial reading for this experiment.  ...  .  [1]3.63",
+            "4": "4 0625/62/ f/m/21 \u00a9 ucles 2021  (d) the student carries out the same procedure for d values of 20.0  cm, 30.0  cm, 40.0  cm, 50.0  cm  and 60.0  cm. his readings are shown in table 1.1. table 1.1 d / cm t / s1 t / 1 s 20.0 17.85 30.0 11.36 0.44 40.0 8.77 0.57 50.0 6.93 0.72 60.0 5.68 0.88   for distance d = 20.0  cm, calculate and record in table 1.1, the value of 1 t where t is the time  for 1 oscillation of the metre rule.   use the value of time t from table 1.1 and the equation 1 t = 5 t .  [1]  (e) plot a graph of distance d / cm (y-axis) against 1 t / 1 s (x-axis).  [4]  (f) determine the gradient g of the graph. show clearly on the graph how you obtained the  necessary information.  g =..  [1]",
+            "5": "5 0625/62/ f/m/21 \u00a9 ucles 2021 [turn over  (g) (i) explain why it is more accurate to measure the time for 5 oscillations rather than for  1 oscillation.  ...  ...  .  [1]   (ii) describe how the experiment could be improved to make the readings more reliable.  ...  ...  .  [1]  [total: 11]",
+            "6": "6 0625/62/ f/m/21 \u00a9 ucles 2021 2 students investigate the cooling of hot water in two different cups.  they use the apparatus shown in fig. 2.1.  cup a is made from thin plastic. the top of cup a has an inside diameter of 7  cm. cup b is made  from expanded polystyrene. the top of cup b has an inside diameter of 8  cm. benchthermometer 2030 10lids cup b cup a fig. 2.1  (a) (i) record the room temperature \u03b8r shown on the thermometer in fig. 2.1. \t\u03b8r =..  [1]   (ii) describe one precaution that you would take to ensure that temperature readings in the  experiment are as accurate as possible.  ...  .  [1]",
+            "7": "7 0625/62/ f/m/21 \u00a9 ucles 2021 [turn over  (b) a volume of 100  cm3 of hot water is poured into each cup and the initial temperature \u03b8 is  recorded in table 2.1.   the temperature of the water in each cup is recorded every 30  s. the values are shown in  table 2.1. table 2.1 cup a cup b t / \u03b8 / \u03b8 / 0 87.5 88.0 30 84.5 86.0 60 82.0 84.5 90 80.5 83.0 120 79.0 82.0 150 78.0 81.0 180 77.0 80.5   complete the headings in table 2.1.  [1]  (c) write a conclusion stating which cup, a or b, is the more effective in reducing the cooling rate  of the hot water in this experiment.   justify your answer by reference to the results.  ...  ...  ...  .  [2]  (d) (i) calculate xa, the average cooling rate for cup a over the whole experiment. use the  readings for cup a from table 2.1 and the equation xa = \u03b80 \u2013 \u03b8180 t    where t = 180  s and \u03b80 and \u03b8180 are the temperatures at time t = 0 and at time t = 180  s.    include the unit for the cooling rate.  xa =..  [2]  ",
+            "8": "8 0625/62/ f/m/21 \u00a9 ucles 2021   (ii) suggest an additional experiment to show how the lid affects the cooling rate of cup a.    explain how to use the additional results to show the effect. additional experiment    ... explanation    ...  ...  [2]  (e) a student wishes to compare the effect of the materials of the cups on cooling rates. suggest  two variables that she should control to make this test fair. 1.  ...  ... 2.  ...  ...  [2]  [total: 11]  ",
+            "9": "9 0625/62/ f/m/21 \u00a9 ucles 2021 [turn over 3 a student investigates a resistor and a lamp connected in series.   she uses the circuit shown in fig. 3.1. power supply resistance wire crocodile clip va fig. 3.1  (a) the student moves the crocodile clip on the resistance wire so that the value of the potential  difference vl across the lamp is 2.0  v.   she measures the current i for the lamp and resistor in series.   she then connects the voltmeter to measure the potential difference vr across the resistor. a0.6 0.8 1.00.4 0.2 0 v3 4 52 1 0  fig. 3.2  fig. 3.3   read, and record in table 3.1, the values of i and vr shown on the meters in fig. 3.2 and  fig. 3.3.  [2]",
+            "10": "10 0625/62/ f/m/21 \u00a9 ucles 2021  (b) the student repeats the steps in (a) for values of vl = 1.0  v and vl = 0.5  v.    her readings are shown in table 3.1. table 3.1 vl / v i / a vr / v rl / \u03c9 rr / \u03c9 2.0 1.0 0.15 3.0 0.5 0.12 2.4   calculate, and record in table 3.1, the resistance of the lamp rl for each value of vl.    use the values of vl and i from table 3.1 and the equation rl = vl i.   calculate, and record in table 3.1, the resistance of the resistor rr for each value of vl.   use the values of vr and i from table 3.1 and the equation rr = vr i.  [2]  (c) (i) describe the pattern of any change in the value of rl as vl decreases.  ...  .  [1]   (ii) a student suggests that rr should be constant.     state whether your results support this suggestion.    justify your statement by reference to values from table 3.1. statement  ..  ... justification    ...  ...  [2]",
+            "11": "11 0625/62/ f/m/21 \u00a9 ucles 2021 [turn over  (d) a student wishes to determine the resistance of the lamp rl when the potential difference  across the lamp vl = 0.0  v.   describe how the experiment can be extended to do this with the help of a suitable graph.  ...  ...  ...  .  [2]  (e) it is possible to use a variable resistor instead of a resistance wire to change the potential  difference across the lamp.   complete the circuit in fig. 3.4 to show: \u2022 a variable resistor used for this purpose \u2022 the voltmeter connected to measure the potential difference across the resistor power supply a     fig. 3.4  [2]  [total: 11]",
+            "12": "12 0625/62/ f/m/21 \u00a9 ucles 2021 4 a student investigates the motion of a ball rolling down a slope.  plan an experiment which enables him to investigate how one factor affects the average speed of  the ball.  average speed can be calculated using the equation:     average speed =    the apparatus available includes:   balls of various sizes and materials    a board which can act as a slope   blocks to support one end of the board.   in your plan, you should: \u2022 state a factor which can be measured \u2022 list any additional apparatus needed \u2022 explain briefly how to carry out the experiment including exactly which measurements are to  be taken \u2022 state the key variables to be kept constant \u2022 draw a table, or tables, with column headings, to show how to display the readings   (you are not required to enter any readings in the table) \u2022 explain how to use the readings to reach a conclusion.  you may draw a diagram if it helps to explain your plan.distance travelled time taken",
+            "13": "13 0625/62/ f/m/21 \u00a9 ucles 2021 .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. ..   [7]  [total: 7]",
+            "14": "14 0625/62/ f/m/21 \u00a9 ucles 2021 blank page",
+            "15": "15 0625/62/ f/m/21 \u00a9 ucles 2021 blank page",
+            "16": "16 0625/62/ f/m/21 \u00a9 ucles 2021 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 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.blank page"
+        },
+        "0625_s21_qp_11.pdf": {
+            "1": "    this document has 16 pages.  ib21 06_0625_11/3rp   \u00a9 ucles 2021   [turn ove r   *2448346913 *cambridge igcse\u2122       physics 0625/11     paper 1 multiple choice (core)  may/june 2021     45 minutes    you must answer on the mult iple choice answer sheet.    you will need: multiple choice answer sheet   soft clean eraser   soft pencil (type b or hb is recommended)       instructions   \uf0b7 there are forty  questions on this paper. answer all questions.   \uf0b7 for each question there ar e four possible answers a, b, c and d. choose the one you consider correct  and record your choice in soft pencil on the multiple choice an swer sheet.   \uf0b7 follow the instructions on the multiple choice answer sheet.  \uf0b7 write in soft pencil.  \uf0b7 write your name, centre number and candidate number on the mult iple choice answer sheet in the  spaces provided unless this has been done for you.  \uf0b7 do not use correction fluid.  \uf0b7 do not write on any bar codes.  \uf0b7 you may use a calculator.  \uf0b7 take the weight of 1.0  kg to be 10  n (acceleration of free fall = 10  m / s2).      information  \uf0b7 the total mark for this paper is 40.  \uf0b7 each correct answer will score one mark.  \uf0b7 any rough working should be don e on this question paper.   ",
+            "2": "2  \u00a9 ucles 2021 0625/11/m/j/21  1 the diagram shows a stone of irregular shape.        which property of the stone can be found by lowering it into a measuring cylinder half-filled with  water?  a length  b mass  c volume  d weight    2 two stones of different weights fall at the same time from a t able. air resistance may be ignored.    what will happen and why?     what will happen why  a both stones hit the floor at the same time. acceleration of fre e fall is constant.  b both stones hit the floor at the same time. they fall at consta nt speed.  c the heavier stone hits the floor first. acceleration increases with weight.  d the heavier stone hits the floor first. speed increases with we ight.     3 the distance\u2013time graph for a motorway journey is shown.    100 908070605040302010 0 0 1 02 03 04 05 06 07 08 09 0 1 0 0 1 1 0 1 2 0distance  / km time  / min    what is the average speed for the journey?  a 5 0  km  / h b 6 7  km  / h c 7 0  km  / h d 8 3  km  / h     ",
+            "3": "3     \u00a9 ucles 2021 0625/11/m/j/21 [turn over  4 diagram 1 shows a sealed plastic bottle containing a hollow gl ass sphere and a steel ball.    diagram 2 shows the same bottle after it has been shaken.    diagram 3 shows the same bottle after it has been shaken again until the broken glass is in tiny  pieces.    sealed plastic bottle steel ballhollow glasssphere steel ballbroken glass steel balltiny pieces of brokenglass diagram 1 diagram 2 diagram 3    the mass of the bottle and contents in diagram 1 is m1.    the mass of the bottle and contents in diagram 2 is m2.    the mass of the bottle and contents in diagram 3 is m3.    which statement gives the correct relation between m1, m2 and m3?  a m1 is equal to m2 and m2 is equal to m3.  b m1 is greater than m2 and m2 is greater than m3.  c m1 is less than m2 and m2 is greater than m3.  d m1 is less than m2 and m2 is less than m3.    5 on mars, the acceleration of free fall g is 3.7  m / s2.    what is the weight of a 2.0  kg mass on mars?  a 0 . 5 4  n b 1 . 9  n c 7 . 4  n d 2 0  n    6 the mass of an empty flask is 34  g.    the volume of liquid added to the flask is 20  cm3.    the total mass of the flask and the liquid is 50  g.    what is the density of the liquid?  a 0 . 8 0  g / cm3 b 1 . 2 5  g / cm3 c 2 . 5 0  g / cm3 d 4 . 2 0  g / cm3    ",
+            "4": "4  \u00a9 ucles 2021 0625/11/m/j/21  7 the diagram shows a solid object on a flat surface, with two f orces acting on the object.    3 n4  n     what is the resultant force on the object?  a 1  n to the left  b 1  n to the right  c 7  n to the left  d 7  n to the right    8 the extension\u2013load graph for a spring is shown. the unstretche d length of the spring is 17.0  cm.    3 210 01234 load  / nextension  / cm     when an object is suspended from the spring, the length of the spring is 19.2  cm.    what is the weight of the object?  a 1.4  n b 1.6  n c 2.6  n d 3.0  n      9 which situation involves no work being done and no energy bein g transferred?  a a car skidding to a stop on a road  b a crane lifting a load  c a heavy load hanging from a strong bar  d a student dragging a big box over a rough floor ",
+            "5": "5     \u00a9 ucles 2021 0625/11/m/j/21 [turn over  10 a student suggests that there are several ways of transferring  energy to a small, stationary block  of iron on a smooth table. he makes the following suggestions.    1 heat it.  2 shine light on it.  3 pass a current through it.    which suggestions are correct?  a 1 and 2 only b 1 and 3 only c 2 and 3 only d 1, 2 and 3     11 two men, x and y, try to move identical heavy boxes, p and q.    man x tries to push box p along the floor. the box does not mov e because an object is in the  way.    man y lifts box q from the floor onto a shelf.    box p box qman x man y direction of forcedirection of force objectshelf     which man does the most work on their box, and which box gains the most energy?     man doing  most work box gaining  most energy  a x p  b x q  c y p  d y q     12 a book has a mass of 400  g.    the surface of the book in contact with a table has dimensions 0.10  m \uf0b4 0.20  m.    the gravitational field strength g is 10  n / kg.    what is the pressure exerted on the table due to the book?  a 0 . 0 8  n / m2 b 8 . 0  n / m2 c 2 0  n / m2 d 200  n / m2   ",
+            "6": "6  \u00a9 ucles 2021 0625/11/m/j/21  13 a mercury barometer is used to measure atmospheric pressure.    which distance gives a measure of the atmospheric pressure?    b dc a      14 air trapped in a sealed bottle increases in temperature.    which row shows the changes that occur to the trapped air?     pressure of the air average speed of  molecules in the air  a decreases decreases  b decreases increases  c increases decreases  d increases increases     ",
+            "7": "7     \u00a9 ucles 2021 0625/11/m/j/21 [turn over  15 very small pollen grains are suspended in water. a bright ligh t shines from the side.    when looked at through a microscope, small specks of light are seen to be moving in a random,  jerky manner.    bright light pollen grains in watermicroscopeeye     what are the moving specks of light?  a pollen grains being hit by other pollen grains  b pollen grains being hit by water molecules  c water molecules being hit by other water molecules  d water molecules being hit by pollen grains     16 why are small gaps left between the metal rails of a railway tr ack?  a to allow for expansion of the rails on a hot day  b to allow for contraction of the rails on a hot day  c to allow for expansion of the rails on a cold day  d to allow for contraction of the rails on a cold day    17 all thermometers require a physical property that changes with temperature.    which property would not be suitable for use in a thermometer?  a pressure  b volume  c electrical resistance  d mass ",
+            "8": "8  \u00a9 ucles 2021 0625/11/m/j/21  18 the thermal capacity of object y is greater than that of objec t z.    what is a consequence of this?  a object y needs less thermal energy to melt it than object z.  b object y needs less thermal energy to raise its temperature by 1 \uf0b0c than object z.  c object y needs more thermal energy to melt it than object z.  d object y needs more thermal energy to raise its temperature by 1 \uf0b0c than object z.     19 two students carry out different experiments to compare the ab ilities of different metals to  conduct thermal energy.    heatmetal bar melted wax strip experiment 1heatmetal bar pin experiment 2wax     in experiment 1, the bar is heated for one minute and the lengt h  o f  w a x  s t r i p  t h a t  m e l t s  i s   measured.    in experiment 2, the bar is heated and the time taken for the p in to drop off is measured.    what happens to each of these measurements when a better conduc tor of thermal energy is  tested?     length of melted  wax strip time taken for  the pin to drop  a decreases decreases  b decreases increases  c increases decreases  d increases increases      20 in which substances is convection a method of thermal energy t ransfer?  a air and water only  b air only  c air, water and wood  d water only     ",
+            "9": "9     \u00a9 ucles 2021 0625/11/m/j/21 [turn over  21 the diagram represents a wave on a rope.    yxrope     which type of wave is shown and which labelled arrow shows the wavelength of the wave?     type of wave wavelength  a longitudinal x  b longitudinal y  c transverse x  d transverse y     22 the diagrams show water waves in three different situations. t he arrows show the direction of  travel of the waves.    123    what does each diagram show?     1  2  3   a diffraction reflection refraction  b diffraction refraction reflection  c reflection diffraction refraction  d reflection refraction diffraction     ",
+            "10": "10  \u00a9 ucles 2021 0625/11/m/j/21  23 the diagram shows a narrow beam of light incident on a glass-a ir boundary. some of the light  emerges along the surface of the glass and some is reflected ba ck into the glass.    /g84glass air     which row is correct?     this is an example of  total internal reflection angle \uf071  is the  critical angle  a no yes  b no no  c yes no  d yes yes      24 an object is placed in front of a thin converging lens.    the diagram shows the paths of two rays from the top of the obj ect.    objectconverging lens     an image of the object is formed on a screen to the right of th e lens.    how does this image compare with the object?  a it is larger and inverted.  b it is larger and the same way up.  c it is smaller and inverted.  d it is smaller and the same way up.    ",
+            "11": "11     \u00a9 ucles 2021 0625/11/m/j/21 [turn over  25 a student is asked to give two uses of four different types of  electromagnetic radiation.    in which row are both the uses correct?     radiation use 1 use 2  a radio sterilising medical equipment mobile phone masts  b microwaves mobile phones sterilising medical equipment  c infrared remote controllers intruder alarms  d x-rays security in airports intruder alarms     26 the diagrams represent the waves produced by four sources of s ound. the scales are the same  for all the diagrams.    which sound has the highest frequency?     a b c dtime time time time      ",
+            "12": "12  \u00a9 ucles 2021 0625/11/m/j/21  27 diagram 1 shows a small compass needle with its poles marked. i t is not near any magnetic  materials.    diagram 2 shows a bar magnet with its poles marked. the compass  needle is placed at point p.    nn s psdiagram 1 diagram 2     in which direction will the n pole of the compass needle point?   a to the left  b to the right  c down the page  d up the page    28 which diagram shows the pattern and direction of the magnetic field lines around a bar magnet?    nsa nsb nsc nsd      ",
+            "13": "13     \u00a9 ucles 2021 0625/11/m/j/21 [turn over  29 a student rubs a plastic rod with a cloth.    the rod becomes positively charged.    what has happened to the rod?  a it has gained electrons.  b it has gained protons.  c it has lost electrons.  d it has lost protons.     30 the circuit diagram shows a cell connected to an ammeter and t wo resistors.    a6.0 v 3.0 \u03c9 5.0 \u03c9     what is the current in the circuit?  a 0 . 7 5  a b 1 . 3  a c 1 2  a d 4 8  a    31 the diagram shows an electrical circuit.    component x component y    which row describes what happens when the temperature rises?     resistance of  component x potential difference (p.d.)  across component y  a decreases decreases  b decreases increases  c increases decreases  d increases increases     ",
+            "14": "14  \u00a9 ucles 2021 0625/11/m/j/21  32 diagram 1 shows a resistor connected in a circuit. diagram 2 s hows an identical resistor  connected in parallel with the first one.    diagram 1 diagram 2    what is the combined resistance of the two resistors?  a greater than in the circuit of diagram 1  b less than in the circuit of diagram 1  c the same as in the circuit of diagram 1  d zero    33 the current in a lamp connected on its own to the mains supply is 0.60  a.    a table decoration has three of these lamps connected in parall el.    which rating of fuse is suitable to protect this circuit?  a 0 . 2  a b 0 . 6  a c 1 . 0  a d 5 . 0  a    34 a solenoid is connected to a very sensitive ammeter. a rod is i n s e r t e d  i n t o  o n e  e n d  o f  t h e   solenoid. the ammeter shows that there is a small electric curr ent in the solenoid while the rod is  moving.    solenoidrod a    which rod is being inserted?  a a heated copper rod  b a magnetised steel rod  c an uncharged nylon rod  d a radioactive uranium rod     ",
+            "15": "15     \u00a9 ucles 2021 0625/11/m/j/21 [turn over  35 the diagram shows a transformer. there are 460 turns on the pr imary coil and 24 turns on the  secondary coil. the primary voltage is 230  v.    primary coil secondary coil iron core     what is the secondary voltage?  a 2 . 0  v b 1 2  v c 4 8  v d 4400  v     36 a class is designing a d.c. motor. to achieve a greater turnin g effect, three suggestions are  made.    1 have a larger current in the coil of the motor.  2 have a stronger magnet in the motor. 3 put a larger number of turns on the coil.    which suggestions will help to increase the turning effect?  a 1, 2 and 3 b 1 and 2 only c 1 and 3 only d 2 and 3 only     37 the charge on a proton is e.    what is the charge on an electron and what is the charge on a n eutron?     electron neutron  a e e  b e 0   c \u2013 e \u2013 e  d \u2013 e 0     ",
+            "16": "16    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 tra ce copyright holders, but if any items requiring clearance have  unwittingly been included, the  publisher will be pleased to make amends at the earliest possib le opportunity.   to avoid the issue of disclosure of answer-related information to candidates, all copyright acknowledgements are reproduced on line in the cambridge  assessment international educat ion copyright acknowledgements b ooklet. this is produced for eac h series of examinations and is  freely available to download  at www.cambridgeinternational.org  after the live examination se ries.    cambridge assessment international education is part of the cam bridge assessment group. cambri dge assessment is the brand name  of the university of  cambridge local examinations sy ndicate (ucles), which itself is  a department of the univ ersity of cambridge.    \u00a9 ucles 2021 0625/11/m/j/21  38 the nuclide notation of the isotope strontium-90 is 90 38sr.    which statement is correct?  a a nucleus of strontium-90 has 38 neutrons.  b a nucleus of strontium-90 has 52 neutrons.  c a nucleus of strontium-90 has 90 electrons.  d a nucleus of strontium-90 has 90 neutrons.      39 which statement about \uf061-particles and \uf067-rays is correct?  a \uf061-particles are a form of electromagnetic radiation.  b \uf061-particles penetrate materials more easily than \uf067-rays.  c the emission of an \uf061-particle produces a nucleus of a different element.  d \uf067-rays are more ionising than \uf061-particles.     40 the graph shows the activity of a radioactive source over a per iod of time.    120 906030 0 012345activity counts  / s time  / minutes    what is the half-life of the source?  a 1.0 minute b 2.0 minutes c 2.5 minutes d 4.0 minutes       "
+        },
+        "0625_s21_qp_12.pdf": {
+            "1": "    this document has 20 pages.  ib21 06_0625_12/4rp   \u00a9 ucles 2021   [turn ove r   *7603003757 *cambridge igcse\u2122       physics 0625/12     paper 1 multiple choice (core)  may/june 2021     45 minutes    you must answer on the mult iple choice answer sheet.    you will need: multiple choice answer sheet   soft clean eraser   soft pencil (type b or hb is recommended)       instructions   \uf0b7 there are forty  questions on this paper. answer all questions.   \uf0b7 for each question there ar e four possible answers a, b, c and d. choose the one you consider correct  and record your choice in soft pencil on the multiple choice an swer sheet.   \uf0b7 follow the instructions on the multiple choice answer sheet.  \uf0b7 write in soft pencil.  \uf0b7 write your name, centre number and candidate number on the mult iple choice answer sheet in the  spaces provided unless this has been done for you.  \uf0b7 do not use correction fluid.  \uf0b7 do not write on any bar codes.  \uf0b7 you may use a calculator.  \uf0b7 take the weight of 1.0  kg to be 10  n (acceleration of free fall = 10  m / s2).      information  \uf0b7 the total mark for this paper is 40.  \uf0b7 each correct answer will score one mark.  \uf0b7 any rough working should be don e on this question paper.   ",
+            "2": "2  \u00a9 ucles 2021 0625/12/m/j/21  1 which piece of apparatus is the most suitable for measuring the  mass of a pencil sharpener?  a digital balance  b measuring cylinder  c newton meter  d ruler      2 a cyclist records his speed and the distance travelled during a journey.    he then plots the data against time for different sections of h is journey.    which graph shows a section when he is moving with constant spe ed?    distance timea 0 0speed timeb 0 0 c distance time0 0speed timed 0 0     ",
+            "3": "3     \u00a9 ucles 2021 0625/12/m/j/21 [turn over  3 two stones of different weights fall at the same time from a t able. air resistance may be ignored.    what will happen and why?     what will happen why  a both stones hit the floor at the same time. acceleration of fre e fall is constant.  b both stones hit the floor at the same time. they fall at consta nt speed.  c the heavier stone hits the floor first. acceleration increases with weight.  d the heavier stone hits the floor first. speed increases with we ight.     4 diagram 1 shows a sealed plastic bottle containing a hollow gl ass sphere and a steel ball.    diagram 2 shows the same bottle after it has been shaken.    diagram 3 shows the same bottle after it has been shaken again until the broken glass is in tiny  pieces.    sealed plastic bottle steel ballhollow glasssphere steel ballbroken glass steel balltiny pieces of brokenglass diagram 1 diagram 2 diagram 3    the mass of the bottle and contents in diagram 1 is m1.    the mass of the bottle and contents in diagram 2 is m2.    the mass of the bottle and contents in diagram 3 is m3.    which statement gives the correct relation between m1, m2 and m3?  a m1 is equal to m2 and m2 is equal to m3.  b m1 is greater than m2 and m2 is greater than m3.  c m1 is less than m2 and m2 is greater than m3.  d m1 is less than m2 and m2 is less than m3.    ",
+            "4": "4  \u00a9 ucles 2021 0625/12/m/j/21  5 an astronaut wants to know how much she would weigh on differen t moons.    she measures her mass on earth to be 82  kg. she researches the values of g on different moons  and uses these values to calculate her weight.    the results are shown.    which weight is calculated correctly?     name  of moon   n/kgg calculated  weight  / n  a callisto 1.2 68  b charon 0.28 23  c dione 0.23 2.3  d umbriel 0.23 0.0028     6 a measuring cylinder contains 40  cm3 of water.    a stone of mass 94  g is lowered into the water so that it is fully submerged as sh own.    100 908070605040302010cm3 908070     what is the density of the stone?  a 1 . 1  g / cm3 b 1 . 2  g / cm3 c 2 . 1  g / cm3 d 2 . 6  g / cm3    ",
+            "5": "5     \u00a9 ucles 2021 0625/12/m/j/21 [turn over  7 a toy car travels down a sloping ramp at constant speed.    toy car     which statement about the forces acting on the car is correct?  a there are no forces acting on the car vertically.  b there is no resultant force acting on the car.  c there is no gravitational force acting on the car.  d there is no frictional force acting on the car.     8 the extension\u2013load graph for a spring is shown. the unstretche d length of the spring is 17.0  cm.    3 210 01234 load  / nextension  / cm     when an object is suspended from the spring, the length of the spring is 19.2  cm.    what is the weight of the object?  a 1.4  n b 1.6  n c 2.6  n d 3.0  n    ",
+            "6": "6  \u00a9 ucles 2021 0625/12/m/j/21  9 an object is falling through a vacuum.    which energy transfer is taking place?  a gravitational potential to kinetic  b gravitational potential to thermal  c kinetic to gravitational potential  d kinetic to thermal    10 this question is about four methods used to produce electrical  energy.    which method has a correct description?     method energy source  is renewable emits  carbon dioxide  a a hydroelectric power station yes no  b a coal-fired power station no no  c a wind turbine no yes  d a nuclear power station yes yes     ",
+            "7": "7     \u00a9 ucles 2021 0625/12/m/j/21 [turn over  11 two men, x and y, try to move identical heavy boxes, p and q.    man x tries to push box p along the floor. the box does not mov e because an object is in the  way.    man y lifts box q from the floor onto a shelf.    box p box qman x man y direction of forcedirection of force objectshelf     which man does the most work on their box, and which box gains the most energy?     man doing  most work box gaining  most energy  a x p  b x q  c y p  d y q     12 a book has a mass of 400  g.    the surface of the book in contact with a table has dimensions 0.10  m \uf0b4 0.20  m.    the gravitational field strength g is 10  n / kg.    what is the pressure exerted on the table due to the book?  a 0 . 0 8  n / m2 b 8 . 0  n / m2 c 2 0  n / m2 d 200  n / m2    ",
+            "8": "8  \u00a9 ucles 2021 0625/12/m/j/21  13 the diagrams show three containers, p, q and r.    pq r     each container contains the same liquid.    the depth of the liquid is the same in each container.    which statement about the pressure of the liquid at the bottom of the container is correct?  a the pressure of the liquid at the base of p is greatest.  b the pressure of the liquid at the base of q is greatest.  c the pressure of the liquid at the base of r is greatest.  d the pressures of the liquid at the bases of p, q and r are the same.    14 a person taking a shower notices that water appears on the insi de of the bathroom window, even  though the window is some distance from the shower.    which statement explains this observation?  a droplets of water from the hot shower move through the air and onto the window.  b the colder window causes the steam in the atmosphere to solidif y.  c water vapour from the atmosphere condenses onto the colder wind ow.  d the hot water boils and turns into steam.     ",
+            "9": "9     \u00a9 ucles 2021 0625/12/m/j/21 [turn over  15 very small pollen grains are suspended in water. a bright ligh t shines from the side.    when looked at through a microscope, small specks of light are seen to be moving in a random,  jerky manner.    bright light pollen grains in watermicroscopeeye     what are the moving specks of light?  a pollen grains being hit by other pollen grains  b pollen grains being hit by water molecules  c water molecules being hit by other water molecules  d water molecules being hit by pollen grains    16 a hole is drilled in a metal plate.    what happens to the length of the plate and to the diameter of the hole when the plate is cooled?     length of plate diameter of hole  a decreases decreases  b decreases increases  c increases decreases  d increases increases     ",
+            "10": "10  \u00a9 ucles 2021 0625/12/m/j/21  17 a liquid-in-glass thermometer uses alcohol as its liquid.    which property of alcohol is used to measure the temperature?  a boiling point  b colour  c thermal capacity  d volume    18 the thermal capacity of object y is greater than that of objec t z.    what is a consequence of this?  a object y needs less thermal energy to melt it than object z.  b object y needs less thermal energy to raise its temperature by 1  \uf0b0c than object z.  c object y needs more thermal energy to melt it than object z.  d object y needs more thermal energy to raise its temperature by 1 \uf0b0c than object z.     19 the table gives some examples of convection and an explanation  of why the convection occurs.    which row is correct?     example explanation  a   air conditioner unit   the unit is placed in a high position to circulate the cold air   rising from the floor level and so keeping the room cold.  b   convection oven   the air in the oven becomes more dense when  heated so it falls to the bottom heating the food faster.  c   hot-air balloon   air inside the balloon becomes less dense  which causes the balloon to rise.  d   land and sea breezes   a breeze forms due to the warm air  above the land moving down towards the sea.    20 in which situation is radiation the main method by which energ y is transferred?  a heating a pan of water using a gas camping stove  b energy reaching the earth from the sun  c heating the air in a room with a radiator  d giving gravitational potential energy to a glider when it is l ifted by thermal currents    ",
+            "11": "11     \u00a9 ucles 2021 0625/12/m/j/21 [turn over  21 which diagram shows waves diffracting?    a b cd       22 which statement about the image of an object formed in a plane  mirror is correct?  a it is smaller than the object.  b it is the same size as the object.  c it is larger than the object.  d it is inverted.    ",
+            "12": "12  \u00a9 ucles 2021 0625/12/m/j/21  23 an object is placed in front of a thin converging lens.    the diagram shows the paths of two rays from the top of the obj ect.    objectconverging lens     an image of the object is formed on a screen to the right of th e lens.    how does this image compare with the object?  a it is larger and inverted.  b it is larger and the same way up.  c it is smaller and inverted.  d it is smaller and the same way up.    24 the table shows information about different colours of light.    colour  of light frequency  /  hz  violet 7.2 \uf0b4 1014  blue 6.3 \uf0b4 1014  yellow 5.2 \uf0b4 1014  red 4.5 \uf0b4 1014    using the data, what is the frequency of orange light?  a 4 . 0  \uf0b4 1014  hz  b 5 . 0  \uf0b4 1014  hz  c 6 . 0  \uf0b4 1014  hz  d 7 . 0  \uf0b4 1014  hz     ",
+            "13": "13     \u00a9 ucles 2021 0625/12/m/j/21 [turn over  25 sound is a transfer of energy from an oscillating source.    which statement describes how sound energy is transferred?  a a longitudinal wave with the oscillation parallel to the direc tion in which energy is transferred  b a longitudinal wave with the oscillation perpendicular to the direction in which energy is  transferred  c a transverse wave with the oscillation parallel to the directi on in which energy is transferred  d a transverse wave with the oscillation perpendicular to the di rection in which energy is  transferred     26 the diagrams represent the waves produced by four sources of s ound. the scales are the same  for all the diagrams.    which sound has the highest frequency?     a b c dtime time time time      ",
+            "14": "14  \u00a9 ucles 2021 0625/12/m/j/21  27 two metal rods each have a painted end. the painted ends are p laced next to the n pole and  s pole of a bar magnet in turn.    ns     the rods are made from iron, aluminium or magnetised steel.    rod placed next to observation  1 n pole of bar magnet attracts  1 s pole of bar magnet attracts  2 n pole of bar magnet nothing happens  2 s pole of bar magnet nothing happens    what are rod 1 and rod 2 made from?     rod 1 rod 2  a magnetised steel aluminium  b iron magnetised steel  c aluminium iron  d iron aluminium     ",
+            "15": "15     \u00a9 ucles 2021 0625/12/m/j/21 [turn over  28 three piles of small nails, p, q and r, are placed on a bench b elow three electromagnets.    one set of nails is made of copper, one of soft iron and one of  steel.    diagram 1 shows the situation when the electromagnets are switc hed on.    diagram 2 shows the situation when the electromagnets are then switched off.    diagram 1 the switches are closed bench diagram 2 the switches are open benchpq r pqrsmall nails small nails     which row correctly identifies the materials from which the nai ls are made?     copper soft iron steel  a p q r  b p r q  c q p r  d q r p     ",
+            "16": "16  \u00a9 ucles 2021 0625/12/m/j/21  29 a student rubs a plastic rod with a cloth.    the rod becomes positively charged.    what has happened to the rod?  a it has gained electrons.  b it has gained protons.  c it has lost electrons.  d it has lost protons.     30 a student connects a circuit with a resistor x. the reading on  the ammeter is 2.0  a.    the reading on the voltmeter is 6.0  v.    a vx     she needs to produce a circuit with a total resistance of 10  \uf057.    which resistor should she add in series to the circuit?  a 2  \uf057 b 3  \uf057 c 7  \uf057 d 1 0  \uf057    ",
+            "17": "17     \u00a9 ucles 2021 0625/12/m/j/21 [turn over  31 the diagram shows a circuit containing a battery, an ammeter, t hree switches, s 1, s2 and s 3, and  three identical lamps.    s1 s2 s3a     with only switch s 1 closed, the reading on the ammeter is 0.04  a.    which row states the incorrect  ammeter reading for the switch conditions given?     s w i t c h  s 1 s w i t c h  s 2 s w i t c h  s 3 ammeter  reading  / a  a open open open 0.00  b open closed open 0.04  c open open closed 0.08  d closed closed closed 0.12      32 t w o  1 0  \uf057 resistors are connected in series and then in parallel.    what is the combined resistance in each case?     resistance in  series  / \uf057 resistance in  parallel  / \uf057  a 10 5  b 10 10  c 20 5  d 20 10     ",
+            "18": "18  \u00a9 ucles 2021 0625/12/m/j/21  33 the information on the back of a television is shown.    220\u2013240  v  ~50  hz  0.6  a    which fuse provides the best protection for the circuit?  a 0 . 5  a b 1  a c 5  a d 1 3  a     34 a solenoid is connected to a very sensitive ammeter. a rod is inserted into one end of the  solenoid. the ammeter shows that there is a small electric curr ent in the solenoid while the rod is  moving.    solenoidrod a    which rod is being inserted?  a a heated copper rod  b a magnetised steel rod  c an uncharged nylon rod  d a radioactive uranium rod     35 the diagram shows a transformer.    550 turns 115 turns   output voltage22 000  viron core     what is the output voltage?  a 0 . 3 5  v b 2 . 9  v c 4600  v d 105  000  v    ",
+            "19": "19     \u00a9 ucles 2021 0625/12/m/j/21 [turn over  36 the diagram shows a d.c. motor.    n scoil magnet carbon brushsplit-ring commutator battery    which two changes together will always make the coil spin more slowly?  a decrease the current in the coil and use a magnet of less stre ngth.  b decrease the current in the coil and increase the number of tu rns on the coil.  c increase the current in the coil and use a magnet of less stre ngth.  d increase the current in the coil and decrease the number of tu rns on the coil.     37 the charge on a proton is e.    what is the charge on an electron and what is the charge on a n eutron?     electron neutron  a e e  b e 0   c \u2013 e \u2013 e  d \u2013 e 0     38 the proton numbers and nucleon numbers of four nuclides are sh own.    231 88ra           232 90th          238 92u          239 94pu     which statement is correct?  a plutonium (pu) contains one more proton then uranium (u).  b thorium (th) contains one more neutron than radium (ra).  c thorium (th) contains one more proton than radium (ra).  d uranium (u) contains one more neutron than plutonium (pu).   ",
+            "20": "20    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 tra ce copyright holders, but if any items requiring clearance have  unwittingly been included, the  publisher will be pleased to make amends at the earliest possib le opportunity.   to avoid the issue of disclosure of answer-related information to candidates, all copyright acknowledgements are reproduced on line in the cambridge  assessment international educat ion copyright acknowledgements b ooklet. this is produced for eac h series of examinations and is  freely available to download  at www.cambridgeinternational.org  after the live examination se ries.    cambridge assessment international education is part of the cam bridge assessment group. cambri dge assessment is the brand name  of the university of  cambridge local examinations sy ndicate (ucles), which itself is  a department of the univ ersity of cambridge.    \u00a9 ucles 2021 0625/12/m/j/21  39 a radioactive atom decays by emission of a \uf062-particle.    which row is correct?     what decays what happens to the atom  a the nucleus of the atom it becomes a different element  b the nucleus of the atom it becomes a lighter version of the sam e element  c the outer layers of the atom it becomes a different element  d the outer layers of the atom it becomes a lighter version of th e same element      40 the graph shows the activity of a radioactive source over a per iod of time.    120 906030 0 012345activity counts  / s time  / minutes    what is the half-life of the source?  a 1.0 minute b 2.0 minutes c 2.5 minutes d 4.0 minutes      "
+        },
+        "0625_s21_qp_13.pdf": {
+            "1": "    this document has 20 pages. any blank pages are indicated.  ib21 06_0625_13/3rp   \u00a9 ucles 2021   [turn ove r   *5727227461*cambridge igcse\u2122       physics 0625/13     paper 1 multiple choice (core)  may/june 2021     45 minutes    you must answer on the mult iple choice answer sheet.    you will need: multiple choice answer sheet   soft clean eraser   soft pencil (type b or hb is recommended)       instructions   \uf0b7 there are forty  questions on this paper. answer all questions.   \uf0b7 for each question there ar e four possible answers a, b, c and d. choose the one you consider correct  and record your choice in soft pencil on the multiple choice an swer sheet.   \uf0b7 follow the instructions on the multiple choice answer sheet.  \uf0b7 write in soft pencil.  \uf0b7 write your name, centre number and candidate number on the mult iple choice answer sheet in the  spaces provided unless this has been done for you.  \uf0b7 do not use correction fluid.  \uf0b7 do not write on any bar codes.  \uf0b7 you may use a calculator.  \uf0b7 take the weight of 1.0  kg to be 10  n (acceleration of free fall = 10  m / s2).      information  \uf0b7 the total mark for this paper is 40.  \uf0b7 each correct answer will score one mark.  \uf0b7 any rough working should be don e on this question paper.   ",
+            "2": "2  \u00a9 ucles 2021 0625/13/m/j/21  1 the diagram shows a plastic rod alongside a ruler.    01 0 2 0cmplastic rod     what is the length of the rod?  a 2 . 5  cm b 3 . 5  cm c 7 . 0  cm d 9 . 0  cm      2 two stones of different weights fall at the same time from a t able. air resistance may be ignored.    what will happen and why?     what will happen why  a both stones hit the floor at the same time. acceleration of fre e fall is constant.  b both stones hit the floor at the same time. they fall at consta nt speed.  c the heavier stone hits the floor first. acceleration increases with weight.  d the heavier stone hits the floor first. speed increases with we ight.     3 a cyclist rides 300  m up a slope in 50  s.    she then rides down the slope in 25  s.    what is her average speed for the whole journey?  a 4 . 0  m / s b 8 . 0  m / s c 9 . 0  m / s d 1 6  m / s    ",
+            "3": "3     \u00a9 ucles 2021 0625/13/m/j/21 [turn over  4 diagram 1 shows a sealed plastic bottle containing a hollow gl ass sphere and a steel ball.    diagram 2 shows the same bottle after it has been shaken.    diagram 3 shows the same bottle after it has been shaken again until the broken glass is in tiny  pieces.    sealed plastic bottle steel ballhollow glasssphere steel ballbroken glass steel balltiny pieces of brokenglass diagram 1 diagram 2 diagram 3    the mass of the bottle and contents in diagram 1 is m1.    the mass of the bottle and contents in diagram 2 is m2.    the mass of the bottle and contents in diagram 3 is m3.    which statement gives the correct relation between m1, m2 and m3?  a m1 is equal to m2 and m2 is equal to m3.  b m1 is greater than m2 and m2 is greater than m3.  c m1 is less than m2 and m2 is greater than m3.  d m1 is less than m2 and m2 is less than m3.    5 the table shows the weight of a 15.0  kg mass placed on different planets.    which planet has a gravitational field strength of 11.1  n / kg?     planet weight of 15.0  kg  mass  / n  a jupiter 389  b saturn 167  c uranus 160  d neptune 211     ",
+            "4": "4  \u00a9 ucles 2021 0625/13/m/j/21  6 the tank shown has the dimensions 5.0  m \uf0b4 4.0  m \uf0b4 4.0  m.    it is completely filled with water of density 1000  kg  / m3.    5.0 m 4.0 m 4.0  m    what is the mass of water in the tank?  a 12.5  kg b 6 2 . 5  kg c 1 6  000  kg d 8 0  000  kg      7 a train travels at a constant s peed along a straight track.    which statement about the resultant force on the train is corre ct?  a it is bigger than the thrust of the engine.  b it is constantly increasing.  c it is equal to the thrust of the engine.  d it is zero.     ",
+            "5": "5     \u00a9 ucles 2021 0625/13/m/j/21 [turn over  8 the extension\u2013load graph for a spring is shown. the unstretche d length of the spring is 17.0  cm.    3 210 01234 load  / nextension  / cm     when an object is suspended from the spring, the length of the spring is 19.2  cm.    what is the weight of the object?  a 1.4  n b 1.6  n c 2.6  n d 3.0  n    9 a stream flows out of a lake and down the side of a hill.    what best describes the c hange in energy stores?  a kinetic energy \uf0ae chemical energy + internal energy  b gravitational potential energy \uf0ae kinetic energy + internal energy  c gravitational potential energy + kinetic energy \uf0ae internal energy  d kinetic energy \uf0ae internal energy + gravitational potential energy     10 energy resources are often used to turn a generator to produce electrical energy.    from which resource can electrical energy be produced without  turning a generator?  a radiation from the sun  b uranium by nuclear fission  c water behind a dam  d wind     ",
+            "6": "6  \u00a9 ucles 2021 0625/13/m/j/21  11 two men, x and y, try to move identical heavy boxes, p and q.    man x tries to push box p along the floor. the box does not mov e because an object is in the  way.    man y lifts box q from the floor onto a shelf.    box p box qman x man y direction of forcedirection of force objectshelf     which man does the most work on their box, and which box gains the most energy?     man doing  most work box gaining  most energy  a x p  b x q  c y p  d y q     12 a book has a mass of 400  g.    the surface of the book in contact with a table has dimensions 0.10  m \uf0b4 0.20  m.    the gravitational field strength g is 10  n / kg.    what is the pressure exerted on the table due to the book?  a 0 . 0 8  n / m2 b 8 . 0  n / m2 c 2 0  n / m2 d 200  n / m2    ",
+            "7": "7     \u00a9 ucles 2021 0625/13/m/j/21 [turn over  13 the diagram shows a piece of equipment which is used to measur e atmospheric pressure.    height of mercury columnvacuum mercury     what is this piece of equipment?  a barometer  b galvanometer  c newton meter  d thermometer     14 a car tyre contains air.    the temperature of the air in the tyre rises. the volume of the  air in the tyre remains constant.    students are asked to suggest how this temperature rise will af fect the movement of the air  molecules.    1 the air molecules will move faster.  2 the air molecules will hit the tyre walls more often.  3 the air molecules will hit the tyre walls harder.    which suggestions are correct?  a 1, 2 and 3 b 1 and 2 only c 1 and 3 only d 2 and 3 only    ",
+            "8": "8  \u00a9 ucles 2021 0625/13/m/j/21  15 very small pollen grains are suspended in water. a bright ligh t shines from the side.    when looked at through a microscope, small specks of light are seen to be moving in a random,  jerky manner.    bright light pollen grains in watermicroscopeeye     what are the moving specks of light?  a pollen grains being hit by other pollen grains  b pollen grains being hit by water molecules  c water molecules being hit by other water molecules  d water molecules being hit by pollen grains    16 the liquid level in a thermometer rises when the thermometer is  placed in hot water.    what causes this?  a the liquid contracts.  b the liquid evaporates.  c the liquid expands.  d the liquid freezes.    17 which description of condensation is correct?  a a gas changing into a liquid as its molecules lose energy  b a gas changing into a liquid as its molecules gain energy  c a liquid changing into a gas as its molecules lose energy  d a liquid changing into a gas as its molecules gain energy ",
+            "9": "9     \u00a9 ucles 2021 0625/13/m/j/21 [turn over  18 the thermal capacity of object y is greater than that of objec t z.    what is a consequence of this?  a object y needs less thermal energy to melt it than object z.  b object y needs less thermal energy to raise its temperature by 1 \uf0b0c than object z.  c object y needs more thermal energy to melt it than object z.  d object y needs more thermal energy to raise its temperature by 1 \uf0b0c than object z.    19 in which states of matter is convection an important method of  thermal transfer?  a liquids only  b solids only  c liquids and gases  d solids and gases     20 solar heating panels consist of pipes carrying water that absor b radiation from the sun.    which texture and colour are the  surface of the pipes so that t he temperature of t he water rises at  the quickest rate?  a dull black  b dull white  c shiny black  d shiny white    21 a child bounces up and down on a trampoline. the instructor ask s her to bounce with a higher  frequency.    what does the instructor mean?  a bounce higher on the trampoline.  b bounce more times in each minute.  c take more time to bounce.  d bounce with a slower speed.    ",
+            "10": "10  \u00a9 ucles 2021 0625/13/m/j/21  22 light waves pass through a gap. the diagrams show two possibil ities for what occurs.    diagram 1 diagram 2    which row is correct?     the effect on the wave as  it passes through the gap diagram after it has  passed through the gap  a speed changes diagram 1 is correct  b speed changes diagram 2 is correct  c speed remains constant diagram 1 is correct  d speed remains constant diagram 2 is correct      23 the diagram shows a ray of light striking a plane mirror.    through which point does the reflected ray pass?    a b c d     ",
+            "11": "11     \u00a9 ucles 2021 0625/13/m/j/21 [turn over  24 an object is placed in front of a thin converging lens.    the diagram shows the paths of two rays from the top of the obj ect.    objectconverging lens     an image of the object is formed on a screen to the right of th e lens.    how does this image compare with the object?  a it is larger and inverted.  b it is larger and the same way up.  c it is smaller and inverted.  d it is smaller and the same way up.    25 the diagram shows typical wavelen gths (in metres) of radio wav es, microwaves and x-rays in the  electromagnetic spectrum.    in which region are the waves used in tv remote controllers fou nd?    10210\u2013210\u201310 ab c d radio wavesmicrowaves x-rays      ",
+            "12": "12  \u00a9 ucles 2021 0625/13/m/j/21  26 the diagrams represent the waves produced by four sources of s ound. the scales are the same  for all the diagrams.    which sound has the highest frequency?      a b c dtime time time time       27 which description of ultrasound is correct?  a longitudinal waves with a frequency greater than 20  000  hz  b longitudinal waves with a frequency less than 20  hz  c transverse waves with a frequency greater than 20  000  hz  d transverse waves with a frequency less than 20  hz    ",
+            "13": "13     \u00a9 ucles 2021 0625/13/m/j/21 [turn over  28 a bar magnet picks up two steel bolts.    which diagram shows the magnetic poles induced in the bolts?    nsa s n nsnsb s n sn nsc n s snnsd n s ns      29 which diagram shows the magnetic field around a bar magnet?    sb n sd nsa n sc n      ",
+            "14": "14  \u00a9 ucles 2021 0625/13/m/j/21  30 a student rubs a plastic rod with a cloth.    the rod becomes positively charged.    what has happened to the rod?  a it has gained electrons.  b it has gained protons.  c it has lost electrons.  d it has lost protons.     31 the diagram shows a circuit containing a cell, two resistors, a switch and a voltmeter.    v    when the switch is open the voltmeter reads 1.5  v.    when the switch is closed the voltmeter reads 2.0  v.    what is the electromotive force (e.m.f.) of the cell?  a 0 . 5  v b 1 . 5  v c 2 . 0  v d 3 . 5  v    ",
+            "15": "15     \u00a9 ucles 2021 0625/13/m/j/21 [turn over  32 the circuit in the diagram contains four switches, s 1, s2, s3 and s 4.    s1 s2 s3s4     which three switches must be closed for the heater to work?  a s1, s2 and s 3  b s1, s2 and s 4  c s1, s3 and s 4  d s2, s3 and s 4     33 the diagram shows a circuit.    a v    what happens to the readings on the voltmeter and on the ammete r when the temperature of the  thermistor increases?     voltmeter  reading ammeter  reading  a decreases decreases  b decreases increases  c increases decreases  d increases increases     ",
+            "16": "16  \u00a9 ucles 2021 0625/13/m/j/21  34 a solenoid is connected to a very sensitive ammeter. a rod is i n s e r t e d  i n t o  o n e  e n d  o f  t h e   solenoid. the ammeter shows that there is a small electric curr ent in the solenoid while the rod is  moving.    solenoidrod a    which rod is being inserted?  a a heated copper rod  b a magnetised steel rod  c an uncharged nylon rod  d a radioactive uranium rod    35 the diagram shows a transformer with more turns on the seconda ry coil than on the primary coil.    primary coil secondary coilinput output  core     which row is correct?     material of core material of coils type of transformer  a copper iron step-up  b copper iron step-down  c iron copper step-up  d iron copper step-down     ",
+            "17": "17     \u00a9 ucles 2021 0625/13/m/j/21 [turn over  36 diagram 1 shows a wire carrying an electric current into the p age.    the wire is between the poles of a magnet.    a force is produced on the wire acting down towards the bottom of the page.    diagram 2 shows the situation after the current is reversed and  the magnet is turned through 90 \uf0b0.    n s nsdiagram 1 diagram 2 direction of force     in which direction does the force act after these changes?  a towards the top of the page  b towards the bottom of the page  c towards the left-hand side of the page  d towards the right-hand side of the page    37 the charge on a proton is e.    what is the charge on an electron and what is the charge on a n eutron?     electron neutron  a e e  b e 0   c \u2013 e \u2013 e  d \u2013 e 0      38 the nuclide notation for sodium-23 is 23 11na .    how many protons are in a nucleus of sodium-23?  a 11 b 12 c 23 d 34     ",
+            "18": "18  \u00a9 ucles 2021 0625/13/m/j/21  39 a student is investigating the count rate of a radioactive sub stance.    how must he adjust his reading for the background count?  a add the background count to his reading.  b ignore the background count as it will not affect his reading.  c subtract the background count from his reading.  d take repeat readings to eliminate the background count.    40 the graph shows the activity of a radioactive source over a per iod of time.    120 906030 0 012345activity counts  / s time  / minutes    what is the half-life of the source?  a 1.0 minute b 2.0 minutes c 2.5 minutes d 4.0 minutes    ",
+            "19": "19     \u00a9 ucles 2021 0625/13/m/j/21  blank page",
+            "20": "20    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 tra ce copyright holders, but if any items requiring clearance have  unwittingly been included, the  publisher will be pleased to make amends at the earliest possib le opportunity.   to avoid the issue of disclosure of answer-related information to candidates, all copyright acknowledgements are reproduced on line in the cambridge  assessment international educat ion copyright acknowledgements b ooklet. this is produced for eac h series of examinations and is  freely available to download  at www.cambridgeinternational.org  after the live examination se ries.    cambridge assessment international education is part of the cam bridge assessment group. cambri dge assessment is the brand name  of the university of  cambridge local examinations sy ndicate (ucles), which itself is  a department of the univ ersity of cambridge.    \u00a9 ucles 2021 0625/13/m/j/21  blank page  "
+        },
+        "0625_s21_qp_21.pdf": {
+            "1": "    this document has 16 pages.  ib21 06_0625_21/3rp   \u00a9 ucles 2021   [turn ove r   *6763850843 *cambridge igcse\u2122       physics 0625/21     paper 2 multiple choice (extended)  may/june 2021     45 minutes    you must answer on the mult iple choice answer sheet.    you will need: multiple choice answer sheet   soft clean eraser   soft pencil (type b or hb is recommended)       instructions   \uf0b7 there are forty  questions on this paper. answer all questions.   \uf0b7 for each question there ar e four possible answers a, b, c and d. choose the one you consider correct  and record your choice in soft pencil on the multiple choice an swer sheet.   \uf0b7 follow the instructions on the multiple choice answer sheet.  \uf0b7 write in soft pencil.  \uf0b7 write your name, centre number and candidate number on the mult iple choice answer sheet in the  spaces provided unless this has been done for you.  \uf0b7 do not use correction fluid.  \uf0b7 do not write on any bar codes.  \uf0b7 you may use a calculator.  \uf0b7 take the weight of 1.0  kg to be 10  n (acceleration of free fall = 10  m / s2).      information  \uf0b7 the total mark for this paper is 40.  \uf0b7 each correct answer will score one mark.  \uf0b7 any rough working should be don e on this question paper.   ",
+            "2": "2  \u00a9 ucles 2021 0625/21/m/j/21  1 the diagram shows a stone of irregular shape.        which property of the stone can be found by lowering it into a measuring cylinder half-filled with  water?  a length  b mass  c volume  d weight    2 which row describes speed and velocity?     speed velocity  a scalar scalar  b scalar vector  c vector scalar  d vector vector     3 four balls with different masses are dropped from the heights shown.    air resistance may be ignored.    which ball has the smallest average speed?    4.0 kga 1.0 m3.0 kgb 2.0 m2.0 kgc 3.0 m1.0 kgd 4.0 m ground      ",
+            "3": "3     \u00a9 ucles 2021 0625/21/m/j/21 [turn over  4 an object of mass 2.0  kg is taken from the earth, where the gravitational field stren gth is 10  n / kg,  to the moon, where the gravitational field strength is 1.6  n / kg.    which row is correct?     weight on  the earth  / n weight on  the moon  / n  a 0.20 0.80  b 0.20 3.2  c 20 0.80  d 20 3.2     5 the mass of an empty flask is 34  g.    the volume of liquid added to the flask is 20  cm3.    the total mass of the flask and the liquid is 50  g.    what is the density of the liquid?  a 0 . 8 0  g / cm3 b 1 . 2 5  g / cm3 c 2 . 5 0  g / cm3 d 4 . 2 0  g / cm3     6 the extension\u2013load graph for a spring is shown. the unstretche d length of the spring is 17.0  cm.    3 210 01234 load  / nextension  / cm     when an object is suspended from the spring, the length of the spring is 19.2  cm.    what is the weight of the object?  a 1.4  n b 1.6  n c 2.6  n d 3.0  n    ",
+            "4": "4  \u00a9 ucles 2021 0625/21/m/j/21  7 a cart has a mass of 10  kg. a boy pushes on the cart horizontally with a force of 50  n. the cart  accelerates at 0.50  m / s2.    what is the frictional force acting on the cart?  a 5 . 0  n b 2 0  n c 3 0  n d 4 5  n      8 a ball has a mass of 2.0  kg. the ball approaches a wall at a speed of 3.0  m / s and rebounds at a  speed of 1.0  m / s.    wall3.0 m / s 1.0 m / s     what is the impulse on the wall?  a 4 . 0  n b 4 . 0  n s c 8 . 0  n d 8 . 0  n s    9 which situation involves no work being done and no energy bein g transferred?  a a car skidding to a stop on a road  b a crane lifting a load  c a heavy load hanging from a strong bar  d a student dragging a big box over a rough floor     10 a student suggests that there are several ways of transferring  energy to a small, stationary block  of iron on a smooth table. he makes the following suggestions.    1 heat it.  2 shine light on it.  3 pass a current through it.    which suggestions are correct?  a 1 and 2 only b 1 and 3 only c 2 and 3 only d 1, 2 and 3    11 an engine produces 240  kj of energy in 2.0 minutes.    what is the power output of the engine?  a 2 . 0  kw b 1 2 0  kw c 4 8 0  kw d 2 8  800  kw     ",
+            "5": "5     \u00a9 ucles 2021 0625/21/m/j/21 [turn over  12 a book has a mass of 400  g.    the surface of the book in contact with a table has dimensions 0.10  m \uf0b4 0.20  m.    the gravitational field strength g is 10  n / kg.    what is the pressure exerted on the table due to the book?  a 0 . 0 8  n / m2 b 8 . 0  n / m2 c 2 0  n / m2 d 200  n / m2     13 the diagram shows a mercury barometer.    at which point is the pressure g reater than atmospheric pressur e?    a b dcmercury      14 the table gives information about molecules.    which row describes a gas?     force  between molecules distance  between molecules  a strong close together  b strong far apart  c negligible far apart  d negligible close together     ",
+            "6": "6  \u00a9 ucles 2021 0625/21/m/j/21  15 very small pollen grains are suspended in water. a bright ligh t shines from the side.    when looked at through a microscope, small specks of light are seen to be moving in a random,  jerky manner.    bright light pollen grains in watermicroscopeeye     what are the moving specks of light?  a pollen grains being hit by other pollen grains  b pollen grains being hit by water molecules  c water molecules being hit by other water molecules  d water molecules being hit by pollen grains     16 why are small gaps left between the metal rails of a railway tr ack?  a to allow for expansion of the rails on a hot day  b to allow for contraction of the rails on a hot day  c to allow for expansion of the rails on a cold day  d to allow for contraction of the rails on a cold day    ",
+            "7": "7     \u00a9 ucles 2021 0625/21/m/j/21 [turn over  17 a block of metal absorbs 2000  j of thermal energy.    the temperature of the block rises from 10  \uf0b0c to 20  \uf0b0c.    the mass of the block is 2.0  kg.    what is the specific heat capacity of the metal?  a 5 0  j / (kg  \uf0b0c) b 1 0 0  j / (kg  \uf0b0c) c 2 0 0  j / (kg  \uf0b0c) d 400  j / (kg  \uf0b0c)      18 which statement about boiling and evaporation is correct?  a boiling requires a supply of thermal energy but evaporation doe s not.  b evaporation takes place at the surface of a liquid but boiling takes place throughout the  liquid.  c when water boils in a kettle, its temperature decreases.  d when water evaporates, its temperature increases.     19 a metal rod is heated at end x.    xy heat    why does end y of the metal rod become hot?  a energy is transferred from end x of the rod to end y by vibrati on of positive ions and by  movement of electrons.  b energy is transferred from end x of the rod to end y by movemen t of positive ions only.  c energy is transferred from end x of the rod to end y by vibrati on of positive ions only.  d energy is transferred from end x of the rod to end y by movemen t of electrons only.    ",
+            "8": "8  \u00a9 ucles 2021 0625/21/m/j/21  20 two square sheets of metal, p and q, are heated to the same te mperature. the metal sheets are  shown.    20 cm 40 cmpq     sheet q is emitting more radiation than sheet p.    which statement explains this?  a dull black surfaces are better conductors of radiation.  b dull black surfaces are better emitters of radiation.  c the surface area of q is larger than that of p.  d white surfaces are better absorbers of radiation.     21 a water wave passes into a region where the wave travels more slowly.    as it passes into the slow region, what happens to the frequenc y and what happens to the  wavelength of the wave?     frequency wavelength  a decreases remains the same  b increases remains the same  c remains the same decreases  d remains the same increases     ",
+            "9": "9     \u00a9 ucles 2021 0625/21/m/j/21 [turn over  22 light travelling at a speed of 3.0 \uf0b4 108  m / s strikes the surface of a glass block and undergoes  refraction as it enters the block.    the diagram shows a ray of this light before and after it enter s the block.    33/g11355/g113 glass block     what is the speed of light in the glass?  a 1 . 8  \uf0b4 108  m / s  b 2 . 0  \uf0b4 108  m / s  c 4 . 5  \uf0b4 108  m / s  d 5 . 0  \uf0b4 108  m / s    23 the diagram shows a narrow beam of light incident on a glass-a ir boundary. some of the light  emerges along the surface of the glass and some is reflected ba ck into the glass.    /g84glass air     which row is correct?     this is an example of  total internal reflection angle \uf071  is the  critical angle  a no yes  b no no  c yes no  d yes yes     ",
+            "10": "10  \u00a9 ucles 2021 0625/21/m/j/21  24 an object is placed in front of a thin converging lens.    the diagram shows the paths of two rays from the top of the obj ect.    objectconverging lens     an image of the object is formed on a screen to the right of th e lens.    how does this image compare with the object?  a it is larger and inverted.  b it is larger and the same way up.  c it is smaller and inverted.  d it is smaller and the same way up.    25 a remote-controlled vehicle is travelling on the surface of a planet. the vehicle senses an  obstacle ahead. it sends a radio message to the control room fr om where it is being controlled.  the control room is 2.4 \uf0b4 10 6  km away from the vehicle. the control room sends a message back   to the vehicle telling it to stop.    what is the minimum time that elapses between the vehicle sensi ng the obstacle and receiving  the message back from the control room?  a 8 . 0  ms b 1 6  ms c 8 . 0  s d 1 6  s    26 a sound wave is travelling outwards from a loudspeaker into th e surrounding air.    here are three statements.    1 the air pressure is lower at a rarefaction compared with undi sturbed air.  2 the density of the air is less at a compression compared with  undisturbed air.  3 the distance from a compression to a rarefaction equals half a wavelength.    which statements about the sound wave are correct?    a 1 and 2 only b 1 and 3 only c 2 and 3 only d 1, 2 and 3    ",
+            "11": "11     \u00a9 ucles 2021 0625/21/m/j/21 [turn over  27 the sound from a loudspeaker must pass through two materials t o reach a microphone.    material 1 material 2loudspeaker microphone     which combination of materials gives the shortest time for the sound to reach the microphone?     material 1 material 2  a air hydrogen  b air water  c copper aluminium  d water oil     28 diagram 1 shows a small compass needle with its poles marked. i t is not near any magnetic  materials.    diagram 2 shows a bar magnet with its poles marked. the compass  needle is placed at point p.    nn s psdiagram 1 diagram 2     in which direction will the n pole of the compass needle point?   a to the left  b to the right  c down the page  d up the page     ",
+            "12": "12  \u00a9 ucles 2021 0625/21/m/j/21  29 a student rubs a plastic rod with a cloth.    the rod becomes positively charged.    what has happened to the rod?  a it has gained electrons.  b it has gained protons.  c it has lost electrons.  d it has lost protons.     30 an isolated metal sphere is positively charged.    it is then brought near to another isolated metal sphere that i s neutral.    ++ + +++++++++ neutral metal spherepositively charged metal sphereleft right     what happens to the charges on the neutral sphere as the positi vely charged sphere is brought  close to it?  a some positive charges move to th e left and some negative charg es move to the right.  b some positive charges move to the right and some negative char ges move to the left.  c some positive charges move to the right, but the negative char ges do not move.  d the positive charges do not move, but some negative charges mo ve to the left.     31 which statement about the resistance of a metal wire is correc t?  a the resistance is directly proportional to its length and dire ctly proportional to its   cross-sectional area.  b t h e  r e s i s t a n c e  i s  d i r e c t l y  p r o p o r t i o n a l  t o  i t s  l e n g t h  a n d  i n v e rsely proportional to its   cross-sectional area.  c the resistance is inversely proportional to its length and dir ectly proportional to its   cross-sectional area.  d the resistance is inversely proportional to its length and inv ersely proportional to its   cross-sectional area.     ",
+            "13": "13     \u00a9 ucles 2021 0625/21/m/j/21 [turn over  32 the circuit diagram shows a light-dependent resistor (ldr) in a potential divider.    a voltmeter is connected across the ldr.    v     which row shows the resistance of the ldr and the potential dif ference (p.d.) shown on the  voltmeter at a specific light level?     light level resistance  of ldr p.d. shown on  the voltmeter  a bright low high  b bright high low  c dim high high  d dim low low     33 three nand gates are connected in a single chip as shown.    input 1 input 2output     the whole chip behaves as a single logic gate.    which type of logic gate does the chip act as?  a and gate  b nand gate  c nor gate  d or gate     ",
+            "14": "14  \u00a9 ucles 2021 0625/21/m/j/21  34 a solenoid is connected to a very sensitive ammeter. a rod is i n s e r t e d  i n t o  o n e  e n d  o f  t h e   solenoid. the ammeter shows that there is a small electric curr ent in the solenoid while the rod is  moving.    solenoidrod a    which rod is being inserted?  a a heated copper rod  b a magnetised steel rod  c an uncharged nylon rod  d a radioactive uranium rod    35 the diagram shows an electric generator with the coil in a ver tical position.    nscoil to oscilloscopeslip rings brushesmagnetic poles     which row describes the generator?     the generator  produces the voltage output  will be zero when  a a.c. the coil is horizontal  b a.c. the coil is vertical  c d.c. the coil is horizontal  d d.c. the coil is vertical     ",
+            "15": "15     \u00a9 ucles 2021 0625/21/m/j/21 [turn over  36 the diagram shows a transformer. there are 460 turns on the pr imary coil and 24 turns on the  secondary coil. the primary voltage is 230  v.    primary coil secondary coil iron core     what is the secondary voltage?  a 2 . 0  v b 1 2  v c 4 8  v d 4400  v     37 the charge on a proton is e.    what is the charge on an electron and what is the charge on a n eutron?     electron neutron  a e e  b e 0   c \u2013 e \u2013 e  d \u2013 e 0     38 four students are asked to comment on the processes of nuclear  fission and nuclear fusion.    their comments are recorded in the table.    which row is correct?     fission fusion  a energy is absorbed a large unstable nucleus splits  b a large unstable nucleus splits energy is absorbed   c two light nuclei join energy is absorbed  d energy is released two light nuclei join     ",
+            "16": "16    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 tra ce copyright holders, but if any items requiring clearance have  unwittingly been included, the  publisher will be pleased to make amends at the earliest possib le opportunity.   to avoid the issue of disclosure of answer-related information to candidates, all copyright acknowledgements are reproduced on line in the cambridge  assessment international educat ion copyright acknowledgements b ooklet. this is produced for eac h series of examinations and is  freely available to download  at www.cambridgeinternational.org  after the live examination se ries.    cambridge assessment international education is part of the cam bridge assessment group. cambri dge assessment is the brand name  of the university of  cambridge local examinations sy ndicate (ucles), which itself is  a department of the univ ersity of cambridge.    \u00a9 ucles 2021 0625/21/m/j/21  39 radon 219 86rn  decays by emitting an \uf061-particle.    which nuclide is formed in this decay?  a 215 84po  b 223 88ra  c 219 87fr d 219 85at     40 the graph shows the activity of a radioactive source over a per iod of time.    120 906030 0 012345activity counts  / s time  / minutes    what is the half-life of the source?  a 1.0 minute b 2.0 minutes c 2.5 minutes d 4.0 minutes      "
+        },
+        "0625_s21_qp_22.pdf": {
+            "1": "    this document has 16 pages.  ib21 06_0625_22/5rp   \u00a9 ucles 2021   [turn ove r   *2416172797*cambridge igcse\u2122       physics 0625/22     paper 2 multiple choice (extended)  may/june 2021     45 minutes    you must answer on the mult iple choice answer sheet.    you will need: multiple choice answer sheet   soft clean eraser   soft pencil (type b or hb is recommended)       instructions   \uf0b7 there are forty  questions on this paper. answer all questions.   \uf0b7 for each question there ar e four possible answers a, b, c and d. choose the one you consider correct  and record your choice in soft pencil on the multiple choice an swer sheet.   \uf0b7 follow the instructions on the multiple choice answer sheet.  \uf0b7 write in soft pencil.  \uf0b7 write your name, centre number and candidate number on the mult iple choice answer sheet in the  spaces provided unless this has been done for you.  \uf0b7 do not use correction fluid.  \uf0b7 do not write on any bar codes.  \uf0b7 you may use a calculator.  \uf0b7 take the weight of 1.0  kg to be 10  n (acceleration of free fall = 10  m / s2).      information  \uf0b7 the total mark for this paper is 40.  \uf0b7 each correct answer will score one mark.  \uf0b7 any rough working should be don e on this question paper.   ",
+            "2": "2  \u00a9 ucles 2021 0625/22/m/j/21  1 which piece of apparatus is the most suitable for measuring the  mass of a pencil sharpener?  a digital balance  b measuring cylinder  c newton meter  d ruler      2 four balls with different masses are dropped from the heights shown.    air resistance may be ignored.    which ball has the smallest average speed?    4.0 kga 1.0 m3.0 kgb 2.0 m2.0 kgc 3.0 m1.0 kgd 4.0 m ground      ",
+            "3": "3     \u00a9 ucles 2021 0625/22/m/j/21 [turn over  3 a ball is thrown vertically upwards through the air. air resist ance acts on the ball.    which graph shows how its speed varies with time?    speed timea 0 0speed timeb 0 0 speed timec 0 0speed timed 0 0      4 what is the best description of the meaning of the \u2018mass\u2019 of a n object?  a the space occupied by the object  b the force that gravity exerts on the object  c the resistance of the object to changes in motion  d the closeness of packing of the molecules in the object     ",
+            "4": "4  \u00a9 ucles 2021 0625/22/m/j/21  5 a measuring cylinder contains 40  cm3 of water.    a stone of mass 94  g is lowered into the water so that it is fully submerged as sh own.    100 908070605040302010cm3 908070     what is the density of the stone?  a 1 . 1  g / cm3 b 1 . 2  g / cm3 c 2 . 1  g / cm3 d 2 . 6  g / cm3    6 the extension\u2013load graph for a spring is shown. the unstretche d length of the spring is 17.0  cm.    3 210 01234 load  / nextension  / cm     when an object is suspended from the spring, the length of the spring is 19.2  cm.    what is the weight of the object?  a 1.4  n b 1.6  n c 2.6  n d 3.0  n     ",
+            "5": "5     \u00a9 ucles 2021 0625/22/m/j/21 [turn over  7 a satellite orbits the earth in an anticlockwise direction at constant speed, as shown.    when the satellite is in the position shown, in which direction  does the resultant force act upon it?    earth dba cdirection of motion of satellite satellite      8 a tennis ball has a mass of 57  g.    a tennis player hits the tennis ball with a tennis racket. the tennis ball has a velocity of 25  m / s  when it hits the racket.    the velocity of the tennis ball when it leaves the player\u2019s rac ket is 15  m / s in the opposite direction  from its approaching direction.    the average force exerted by the tennis racket on the ball is 3 5 n.    for how long is the tennis ball in  contact with the tennis rack et?  a 0.015  s b 0 . 0 1 6  s c 0 . 0 6 5  s d 0 . 6 5  s    9 this question is about four methods used to produce electrical  energy.    which method has a correct description?     method energy source  is renewable emits  carbon dioxide  a a hydroelectric power station yes no  b a coal-fired power station no no  c a wind turbine no yes  d a nuclear power station yes yes      10 a stone is released from rest from a high building on earth. a ir resistance is negligible.    what is its velocity when it has fallen 5  m?  a 7 . 1  m / s b 1 0  m / s c 5 0  m / s d 100  m / s    ",
+            "6": "6  \u00a9 ucles 2021 0625/22/m/j/21  11 the power input to an electric motor is 400  w. the efficiency of the motor is 85%.    how much power is wasted?  a 6 0  w b 8 5  w c 3 4 0  w d 470  w     12 a book has a mass of 400  g.    the surface of the book in contact with a table has dimensions 0.10  m \uf0b4 0.20  m.    the gravitational field strength g is 10  n / kg.    what is the pressure exerted on the table due to the book?  a 0 . 0 8  n / m2 b 8 . 0  n / m2 c 2 0  n / m2 d 200  n / m2    13 a horizontal metal plate of area 0.50  m2 lies at the bottom of a lake at a depth of 40  m.    the density of water is 1000  kg  / m3 and the gravitational field strength g is 10  n / kg.    what is the downward force acting on the plate due to the water ?  a 2 0  kn b 8 0  kn c 2 0 0  kn d 800  kn    14 which row describes the forces between the molecules and the m otion of the molecules in a  gas?     forces between  molecules motion  of molecules  a strong move freely  b strong vibrate only  c weak move freely  d weak vibrate only     ",
+            "7": "7     \u00a9 ucles 2021 0625/22/m/j/21 [turn over  15 very small pollen grains are suspended in water. a bright ligh t shines from the side.    when looked at through a microscope, small specks of light are seen to be moving in a random,  jerky manner.    bright light pollen grains in watermicroscopeeye     what are the moving specks of light?  a pollen grains being hit by other pollen grains  b pollen grains being hit by water molecules  c water molecules being hit by other water molecules  d water molecules being hit by pollen grains    16 a hole is drilled in a metal plate.    what happens to the length of the plate and to the diameter of the hole when the plate is cooled?     length of plate diameter of hole  a decreases decreases  b decreases increases  c increases decreases  d increases increases     ",
+            "8": "8  \u00a9 ucles 2021 0625/22/m/j/21  17 which statement describes a sensitive liquid-in-glass thermome ter?  a a thermometer which can be used to measure very high and very l ow values of temperature  b a thermometer which gives the same increase in length of the li quid column for each degree  of temperature rise  c a thermometer which is accurate because it has been calibrated  d a thermometer which gives a large increase in the length of the  liquid column for each  degree of temperature rise     18 a  b l o c k  o f  a l u m i n i u m  o f  m a s s  2 . 0  kg has an initial temperature of 20  \uf0b0c. it absorbs 7300  j of  thermal energy.    the specific heat capacity of aluminium is 913  j / (kg  \uf0b0c).    what is the final temperature of the aluminium block?  a 4 . 0  \uf0b0c b 8 . 0  \uf0b0c c 2 4  \uf0b0c d 2 8  \uf0b0c      19 a student sets up four cans. each can contains the same mass of  water at 90  \uf0b0c.    the cans are identical except for the outside surfaces.    which can will cool down the fastest?  a dull, black surface  b dull, white surface  c shiny, black surface  d shiny, white surface     20 thermal energy is transferred by conduction in a metal bar.    which statement is not correct?  a fast vibrating ions leave the surface.  b free moving electrons carry thermal energy through the bar.  c ions vibrate and strike neighbouring ions to make them vibrate.   d ions vibrate but do not change position.    ",
+            "9": "9     \u00a9 ucles 2021 0625/22/m/j/21 [turn over  21 a water wave passes into a region where the wave travels more slowly.    as it passes into the slow region, what happens to the frequenc y and what happens to the  wavelength of the wave?     frequency wavelength  a decreases remains the same  b increases remains the same  c remains the same decreases  d remains the same increases      22 light travelling at a speed of 3.0 \uf0b4 108  m / s strikes the surface of a glass block and undergoes  refraction as it enters the block.    the diagram shows a ray of this light before and after it enter s the block.    33/g11355/g113 glass block     what is the speed of light in the glass?  a 1 . 8  \uf0b4 108  m / s  b 2 . 0  \uf0b4 108  m / s  c 4 . 5  \uf0b4 108  m / s  d 5 . 0  \uf0b4 108  m / s      23 which statement about the image of an object formed in a plane  mirror is correct?  a it is smaller than the object.  b it is the same size as the object.  c it is larger than the object.  d it is inverted.     ",
+            "10": "10  \u00a9 ucles 2021 0625/22/m/j/21  24 an object is placed in front of a thin converging lens.    the diagram shows the paths of two rays from the top of the obj ect.    objectconverging lens     an image of the object is formed on a screen to the right of th e lens.    how does this image compare with the object?  a it is larger and inverted.  b it is larger and the same way up.  c it is smaller and inverted.  d it is smaller and the same way up.    25 here are three statements about the speed of electromagnetic w aves.    1 the speed of an electromagnetic wave in a vacuum is 340  m / s.  2 the speed of an electromagnetic wave in a vacuum is 3.0 \uf0b4 108  m / s.  3 the speed of an electromagnetic wave in a vacuum is approxima tely the same as in  air.    which statements are correct?  a 1 and 3 b 1  o n l y  c 2 and 3 d 2  o n l y     ",
+            "11": "11     \u00a9 ucles 2021 0625/22/m/j/21 [turn over  26 the sound from a loudspeaker must pass through two materials t o reach a microphone.    material 1 material 2loudspeaker microphone     which combination of materials gives the shortest time for the sound to reach the microphone?     material 1 material 2  a air hydrogen  b air water  c copper aluminium  d water oil      27 which method does not demagnetise a bar magnet?  a heat the bar magnet and place it in the east-west direction to cool.  b place the bar magnet in the east-west direction and hammer it.  c place the bar magnet in a coil connected to an a.c. supply and slowly withdraw it.  d place the bar magnet in a coil connected to a d.c. supply and s lowly withdraw it.    ",
+            "12": "12  \u00a9 ucles 2021 0625/22/m/j/21  28 three piles of small nails, p, q and r, are placed on a bench b elow three electromagnets.    one set of nails is made of copper, one of soft iron and one of  steel.    diagram 1 shows the situation when the electromagnets are switc hed on.    diagram 2 shows the situation when the electromagnets are then switched off.    diagram 1 the switches are closed bench diagram 2 the switches are open benchpq r pqrsmall nails small nails     which row correctly identifies the materials from which the nai ls are made?     copper soft iron steel  a p q r  b p r q  c q p r  d q r p     ",
+            "13": "13     \u00a9 ucles 2021 0625/22/m/j/21 [turn over  29 a magnet is suspended by a cotton thread.    the magnet is displaced then allowed to swing freely until it c omes to rest.    why does the magnet always come to rest pointing in the same di rection?  a because of the interaction between the electric field of the m agnet and the electric field of the  earth  b because of the interaction between the electric field of the m agnet and the magnetic field of  the earth  c because of the interaction between the magnetic field of the m agnet and the gravitational  field of the earth  d because of the interaction between the magnetic field of the m agnet and the magnetic field of  the earth    30 a student rubs a plastic rod with a cloth.    the rod becomes positively charged.    what has happened to the rod?  a it has gained electrons.  b it has gained protons.  c it has lost electrons.  d it has lost protons.     31 an isolated metal sphere is positively charged.    it is then brought near to another isolated metal sphere that i s neutral.    ++ + +++++++++ neutral metal spherepositively charged metal sphereleft right     what happens to the charges on the neutral sphere as the positi vely charged sphere is brought  close to it?  a some positive charges move to the left and some negative charg es move to the right.  b some positive charges move to the right and some negative char ges move to the left.  c some positive charges move to the right, but the negative char ges do not move.  d the positive charges do not move, but some negative charges mo ve to the left.     ",
+            "14": "14  \u00a9 ucles 2021 0625/22/m/j/21  32 which circuit has a zero reading on the ammeter?    a aa d cb a a       33 t w o  1 0  \uf057 resistors are connected in series and then in parallel.    what is the combined resistance in each case?     resistance in  series  / \uf057 resistance in  parallel  / \uf057  a 10 5  b 10 10  c 20 5  d 20 10      34 the diagram shows a combination of four logic gates that produ ce an output signal at r that  depends on the states of the inputs p and q.    p qr     which single logic gate produces the same effect as the combina tion?  a and b nand c nor d or     ",
+            "15": "15     \u00a9 ucles 2021 0625/22/m/j/21 [turn over  35 a solenoid is connected to a very sensitive ammeter. a rod is i n s e r t e d  i n t o  o n e  e n d  o f  t h e   solenoid. the ammeter shows that there is a small electric curr ent in the solenoid while the rod is  moving.    solenoidrod a    which rod is being inserted?  a a heated copper rod  b a magnetised steel rod  c an uncharged nylon rod  d a radioactive uranium rod    36 the diagram shows a transformer.    550 turns 115 turns   output voltage22 000  viron core     what is the output voltage?  a 0 . 3 5  v b 2 . 9  v c 4600  v d 105  000  v     37 which row correctly states how nuclei behave during nuclear fi ssion and during nuclear fusion?     fission fusion  a nuclei join together nuclei join together  b nuclei join together nuclei split apart  c nuclei split apart nuclei join together  d nuclei split apart nuclei split apart     ",
+            "16": "16    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 tra ce copyright holders, but if any items requiring clearance have  unwittingly been included, the  publisher will be pleased to make amends at the earliest possib le opportunity.   to avoid the issue of disclosure of answer-related information to candidates, all copyright acknowledgements are reproduced on line in the cambridge  assessment international educat ion copyright acknowledgements b ooklet. this is produced for eac h series of examinations and is  freely available to download  at www.cambridgeinternational.org  after the live examination se ries.    cambridge assessment international education is part of the cam bridge assessment group. cambri dge assessment is the brand name  of the university of  cambridge local examinations sy ndicate (ucles), which itself is  a department of the univ ersity of cambridge.    \u00a9 ucles 2021 0625/22/m/j/21  38 the charge on a proton is e.    what is the charge on an electron and what is the charge on a n eutron?     electron neutron  a e e  b e 0   c \u2013 e \u2013 e  d \u2013 e 0     39 some radioactive nuclei decay to give new nuclei which are als o radioactive. part of a series of  decays is shown.    238 92u  \uf0ae  234 90th  \uf0ae  234 91pa   \uf0ae  234 92u  \uf0ae  230 90th  \uf0ae  226 88ra     how many decays involve the emission of a \uf062-particle?  a 1 b 2 c 3 d 5    40 the graph shows the activity of a radioactive source over a per iod of time.    120 906030 0 012345activity counts  / s time  / minutes    what is the half-life of the source?  a 1.0 minute b 2.0 minutes c 2.5 minutes d 4.0 minutes      "
+        },
+        "0625_s21_qp_23.pdf": {
+            "1": "    this document has 20 pages. any blank pages are indicated.  ib21 06_0625_23/3rp   \u00a9 ucles 2021   [turn ove r   *5137607052 *cambridge igcse\u2122       physics 0625/23     paper 2 multiple choice (extended)  may/june 2021     45 minutes    you must answer on the mult iple choice answer sheet.    you will need: multiple choice answer sheet   soft clean eraser   soft pencil (type b or hb is recommended)       instructions   \uf0b7 there are forty  questions on this paper. answer all questions.   \uf0b7 for each question there ar e four possible answers a, b, c and d. choose the one you consider correct  and record your choice in soft pencil on the multiple choice an swer sheet.   \uf0b7 follow the instructions on the multiple choice answer sheet.  \uf0b7 write in soft pencil.  \uf0b7 write your name, centre number and candidate number on the mult iple choice answer sheet in the  spaces provided unless this has been done for you.  \uf0b7 do not use correction fluid.  \uf0b7 do not write on any bar codes.  \uf0b7 you may use a calculator.  \uf0b7 take the weight of 1.0  kg to be 10  n (acceleration of free fall = 10  m / s2).      information  \uf0b7 the total mark for this paper is 40.  \uf0b7 each correct answer will score one mark.  \uf0b7 any rough working should be don e on this question paper.   ",
+            "2": "2  \u00a9 ucles 2021 0625/23/m/j/21  1 the diagram shows a plastic rod alongside a ruler.    01 0 2 0cmplastic rod     what is the length of the rod?  a 2 . 5  cm b 3 . 5  cm c 7 . 0  cm d 9 . 0  cm      2 four balls with different masses are dropped from the heights shown.    air resistance may be ignored.    which ball has the smallest average speed?    4.0 kga 1.0 m3.0 kgb 2.0 m2.0 kgc 3.0 m1.0 kgd 4.0 m ground      3 a cyclist rides 300  m up a slope in 50  s.    she then rides down the slope in 25  s.    what is her average speed for the whole journey?  a 4 . 0  m / s b 8 . 0  m / s c 9 . 0  m / s d 1 6  m / s    4 an object is on the surface of the earth.    which statement describes the weight of the object?  a the quantity of material that the object contains  b the quantity of space that the object takes up  c the gravitational force acting on the object  d the object\u2019s resistance to a change in its motion     ",
+            "3": "3     \u00a9 ucles 2021 0625/23/m/j/21 [turn over  5 the tank shown has the dimensions 5.0  m \uf0b4 4.0  m \uf0b4 4.0  m.    it is completely filled with water of density 1000  kg  / m3.    5.0 m 4.0 m 4.0  m    what is the mass of water in the tank?  a 12.5  kg b 6 2 . 5  kg c 1 6  000  kg d 8 0  000  kg      6 the extension\u2013load graph for a spring is shown. the unstretche d length of the spring is 17.0  cm.    3 210 01234 load  / nextension  / cm     when an object is suspended from the spring, the length of the spring is 19.2  cm.    what is the weight of the object?  a 1.4  n b 1.6  n c 2.6  n d 3.0  n    ",
+            "4": "4  \u00a9 ucles 2021 0625/23/m/j/21  7 a car of mass 1200  kg is travelling along a horizontal road.    driving force = 4000  n total frictional force = 1000  ndirection of motion     what is the acceleration of the car?  a 0 . 8 3  m / s2 b 1 . 2  m / s2 c 2 . 5  m / s2 d 3 . 3  m / s2      8 object x moves to the right along a frictionless surface towar ds a stationary object y, as shown.    xydirection of travel     they make a noise as they collide and then both objects move to  the right.    which equation is correct?  a change in momentum of x = change in momentum of y  b impulse of force acting on x = impulse of force acting on y  c kinetic energy of x before collision = (kinetic energy of x + k inetic energy of y) after collision  d momentum of x before collision = (momentum of x + momentum of y ) after collision     9 a stream flows out of a lake and down the side of a hill.    what best describes the change in energy stores?  a kinetic energy \uf0ae chemical energy + internal energy  b gravitational potential energy \uf0ae kinetic energy + internal energy  c gravitational potential energy + kinetic energy \uf0ae internal energy  d kinetic energy \uf0ae internal energy + gravitational potential energy     ",
+            "5": "5     \u00a9 ucles 2021 0625/23/m/j/21 [turn over  10 the energy input to a device is e.    the amount of energy wasted by the device is w.    which expression gives the efficiency of the device?  a we w\uf02d \uf0b4 100%  b w e\uf0b4 100%  c ew e\uf02d\uf0b4 100%  d ew w\uf02d\uf0b4 100%     11 a builder lifts 30 bricks from the ground onto a platform 2.0  m high.    each brick has a mass of 4.0  kg.    what is the work done against gravity by the builder in lifting  the bricks onto the platform?  a 8 0  j b 1 2 0  j c 2 4 0  j d 2400  j    12 a book has a mass of 400  g.    the surface of the book in contact with a table has dimensions 0.10  m \uf0b4 0.20  m.    the gravitational field strength g is 10  n / kg.    what is the pressure exerted on the table due to the book?  a 0 . 0 8  n / m2 b 8 . 0  n / m2 c 2 0  n / m2 d 200  n / m2     13 the diagram shows a tank full of water.    h     the mass of water in the tank is m.    the density of the water is \uf072.    the height of water in the tank is h.    which equation gives the pressure p due to the water at the bottom of the tank?  a p = h\uf072 g b p = mgh c p = m\uf072 g d p = m\uf072 h   ",
+            "6": "6  \u00a9 ucles 2021 0625/23/m/j/21  14 a liquid at room temperature is put on a metal surface which is  also at room temperature.    a student blows gently across the liquid and its temperature de creases.    what causes the liquid to become cooler?  a bubbles of water vapour form in the liquid and go into the air.   b the moving air reduces the kinetic energy of all the particles in the liquid.  c thermal energy flows from the liquid into the metal.  d the more energetic particles in the liquid escape into the air.      15 very small pollen grains are suspended in water. a bright ligh t shines from the side.    when looked at through a microscope, small specks of light are seen to be moving in a random,  jerky manner.    bright light pollen grains in watermicroscopeeye     what are the moving specks of light?  a pollen grains being hit by other pollen grains  b pollen grains being hit by water molecules  c water molecules being hit by other water molecules  d water molecules being hit by pollen grains     ",
+            "7": "7     \u00a9 ucles 2021 0625/23/m/j/21 [turn over  16 the liquid level in a thermometer rises when the thermometer is  placed in hot water.    what causes this?  a the liquid contracts.  b the liquid evaporates.  c the liquid expands.  d the liquid freezes.    17 a student calculates the energy needed to raise the temperatur e of an aluminium block from  50  \uf0b0c to 60  \uf0b0c.    he then does an experiment to measure the energy used to do thi s.    which statement about the measured energy is correct?  a the measured energy will be greater than the calculated energy because some energy is  transferred to the surroundings.  b the measured energy will be greater than the calculated energy because the block absorbs  energy from the surroundings.  c the measured energy will be less than the calculated energy because  the mass of the block  decreases as it gets warmer.  d the measured energy will be less than the calculated energy bec ause the thermal capacity  of the block is low.     18 which row correctly describes a liquid that is boiling?     bubbles seen where it takes  place in the liquid  a no surface only  b no throughout liquid  c yes surface only  d yes throughout liquid     ",
+            "8": "8  \u00a9 ucles 2021 0625/23/m/j/21  19 three students are planning an experiment to test thermal cond uction in different materials.    the students each propose a hypothesis.    1 i think the copper rod will be a good thermal conductor becau se it is a metal.  2 i think the glass rod will be a good thermal conductor becaus e it has free electrons  which vibrate and transfer energy quickly.  3 i think the wooden rod will be a poor thermal conductor becau se it can only transfer  energy along the rod by vibrating the lattice particles.    which of their hypotheses are correct?    a 1 and 2 only b 1 and 3 only c 2 and 3 only d 1, 2 and 3     20 a copper plate is shiny on one side and is painted dull black on the other side. the plate is  heated to a high temperature. a person places his hands at equa l distances from either side of  the plate, close to the plate, but not touching it.    shiny dull black very hot copper plate    why does the hand near the dull black surface of the plate feel  much hotter than the hand near  the shiny surface?  a the dull black surface is a better emitter of radiation than th e shiny surface.  b the dull black surface is a better conductor of radiation than the shiny surface.  c the dull black surface is a better reflector of radiation than the shiny surface.  d the dull black surface is at a higher temperature than the shin y surface.    ",
+            "9": "9     \u00a9 ucles 2021 0625/23/m/j/21 [turn over  21 a water wave passes into a region where the wave travels more slowly.    as it passes into the slow region, what happens to the frequenc y and what happens to the  wavelength of the wave?     frequency wavelength  a decreases remains the same  b increases remains the same  c remains the same decreases  d remains the same increases      22 light travelling at a speed of 3.0 \uf0b4 108  m / s strikes the surface of a glass block and undergoes  refraction as it enters the block.    the diagram shows a ray of this light before and after it enter s the block.    33/g11355/g113 glass block     what is the speed of light in the glass?  a 1 . 8  \uf0b4 108  m / s  b 2 . 0  \uf0b4 108  m / s  c 4 . 5  \uf0b4 108  m / s  d 5 . 0  \uf0b4 108  m / s      23 a beam of light is monochromatic.    what does monochromatic mean?  a all the waves in the beam must have the same frequency only.  b all the waves in the beam must have the same amplitude only.  c all the waves in the beam must have the same speed only.  d all the waves in the beam must have the same amplitude, frequen cy and speed.    ",
+            "10": "10  \u00a9 ucles 2021 0625/23/m/j/21  24 an object is placed in front of a thin converging lens.    the diagram shows the paths of two rays from the top of the obj ect.    objectconverging lens     an image of the object is formed on a screen to the right of th e lens.    how does this image compare with the object?  a it is larger and inverted.  b it is larger and the same way up.  c it is smaller and inverted.  d it is smaller and the same way up.    25 which row correctly describes what happens to the frequency an d to the speed of  electromagnetic waves as we mov e through the spectrum from \uf067-rays to radio waves?     frequency speed in a vacuum  a decreases increases  b decreases remains the same  c increases decreases  d increases remains the same     ",
+            "11": "11     \u00a9 ucles 2021 0625/23/m/j/21 [turn over  26 the diagram shows a model of a sound wave passing through air in an open tube.    q air particle    what is the region q?  a a compression which is a region of high pressure  b a compression which is a region of low pressure  c a rarefaction which is a region of high pressure  d a rarefaction which is a region of low pressure    27 the sound from a loudspeaker must pass through two materials t o reach a microphone.    material 1 material 2loudspeaker microphone     which combination of materials gives the shortest time for the sound to reach the microphone?     material 1 material 2  a air hydrogen  b air water  c copper aluminium  d water oil     ",
+            "12": "12  \u00a9 ucles 2021 0625/23/m/j/21  28 a bar magnet picks up two steel bolts.    which diagram shows the magnetic poles induced in the bolts?    nsa s n nsnsb s n sn nsc n s snnsd n s ns      29 a student rubs a plastic rod with a cloth.    the rod becomes positively charged.    what has happened to the rod?  a it has gained electrons.  b it has gained protons.  c it has lost electrons.  d it has lost protons.     ",
+            "13": "13     \u00a9 ucles 2021 0625/23/m/j/21 [turn over  30 an isolated metal sphere is positively charged.    it is then brought near to another isolated metal sphere that i s neutral.    ++ + +++++++++ neutral metal spherepositively charged metal sphereleft right     what happens to the charges on the neutral sphere as the positi vely charged sphere is brought  close to it?  a some positive charges move to th e left and some negative charg es move to the right.  b some positive charges move to the right and some negative char ges move to the left.  c some positive charges move to the right, but the negative char ges do not move.  d the positive charges do not move, but some negative charges mo ve to the left.     31 the diagram shows a circuit containing a cell, two resistors, a switch and a voltmeter.    v    when the switch is open the voltmeter reads 1.5  v.    when the switch is closed the voltmeter reads 2.0  v.    what is the electromotive force (e.m.f.) of the cell?  a 0 . 5  v b 1 . 5  v c 2 . 0  v d 3 . 5  v    ",
+            "14": "14  \u00a9 ucles 2021 0625/23/m/j/21  32 a 4.0  \uf057 resistor and a 12  \uf057 resistor are connected in parallel.    4.0 \u03c9 12 \u03c9     what is the effective resistance of this combination of resisto rs?  a 0 . 3 3  \uf057 b 3.0  \uf057 c 8 . 0  \uf057 d 1 6  \uf057     33 which combination of two gates will result in the truth table shown?    p q r  0 0 0  0 1 1  1 0 1  1 1 1    a p qrb p qr c p qrd p qr      ",
+            "15": "15     \u00a9 ucles 2021 0625/23/m/j/21 [turn over  34 a solenoid is connected to a very sensitive ammeter. a rod is i n s e r t e d  i n t o  o n e  e n d  o f  t h e   solenoid. the ammeter shows that there is a small electric curr ent in the solenoid while the rod is  moving.    solenoidrod a    which rod is being inserted?  a a heated copper rod  b a magnetised steel rod  c an uncharged nylon rod  d a radioactive uranium rod    35 a  1 2  v, 36  w lamp shines at normal brightness when connected to a mains tr ansformer.    assume the transformer is 100% efficient.      240  v a.c. mains12 v 36 w1200 turnsiron core secondary coil    which row shows the number of turns in the secondary coil and t he current in the mains wires?     number of turns  in secondary coil current in the  mains wire  / a  a 60 0.15  b 60 3.0  c 180 0.15  d 180 3.0     ",
+            "16": "16  \u00a9 ucles 2021 0625/23/m/j/21  36 diagram 1 shows a wire carrying an electric current into the p age.    the wire is between the poles of a magnet.    a force is produced on the wire acting down towards the bottom of the page.    diagram 2 shows the situation after the current is reversed and  the magnet is turned through 90 \uf0b0.    n s nsdiagram 1 diagram 2 direction of force     in which direction does the force act after these changes?  a towards the top of the page  b towards the bottom of the page  c towards the left-hand side of the page  d towards the right-hand side of the page    37 the charge on a proton is e.    what is the charge on an electron and what is the charge on a n eutron?     electron neutron  a e e  b e 0   c \u2013 e \u2013 e  d \u2013 e 0     ",
+            "17": "17     \u00a9 ucles 2021 0625/23/m/j/21 [turn over  38 the diagram shows \uf061-particles incident on a thin metal foil.    thin metal foil    how does the motion of these particles give evidence for the nu clear atom?  a most particles passing through with minimal deflection shows th at the atom is mostly empty  space.  b most particles passing through with minimal deflection shows th at the mass of the atom is  uniformly distributed.  c large deflections of some particles shows that the atom is most ly empty space.  d large deflections of some particles shows that the charge in th e atom is uniformly  distributed.     39 radium-226, 226 88ra , is an \uf061-emitter.    it is implanted inside cancerous tumours.    it is safe to use as it kills the cancerous cells, but not the healthy ones surrounding the tumour.    which properties of \uf061-particles, compared to other emissions, enable this use of rad ium-226?     ionising effect  of \uf061-particles penetration  of \uf061-particles  a high high  b high low  c low high  d low low     ",
+            "18": "18  \u00a9 ucles 2021 0625/23/m/j/21  40 the graph shows the activity of a radioactive source over a per iod of time.    120 906030 0 012345activity counts  / s time  / minutes    what is the half-life of the source?  a 1.0 minute b 2.0 minutes c 2.5 minutes d 4.0 minutes     ",
+            "19": "19     \u00a9 ucles 2021 0625/23/m/j/21  blank page",
+            "20": "20    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 tra ce copyright holders, but if any items requiring clearance have  unwittingly been included, the  publisher will be pleased to make amends at the earliest possib le opportunity.   to avoid the issue of disclosure of answer-related information to candidates, all copyright acknowledgements are reproduced on line in the cambridge  assessment international educat ion copyright acknowledgements b ooklet. this is produced for eac h series of examinations and is  freely available to download  at www.cambridgeinternational.org  after the live examination se ries.    cambridge assessment international education is part of the cam bridge assessment group. cambri dge assessment is the brand name  of the university of  cambridge local examinations sy ndicate (ucles), which itself is  a department of the univ ersity of cambridge.    \u00a9 ucles 2021 0625/23/m/j/21  blank page  "
+        },
+        "0625_s21_qp_31.pdf": {
+            "1": "this document has 16 pages. any blank pages are indicated. cambridge igcse\u2122 dc (dh/fc) 198580/3 \u00a9 ucles 2021  [turn over *1102146884* physics  0625/31 paper 3 theory (core)  may/june  2021  1 hour 15 minutes you must answer on the question paper. no additional materials are needed. instructions  \u25cf answer all questions.  \u25cf use a black or dark blue pen. you may use an hb pencil for any diagrams or graphs.  \u25cf write your name, centre number and candidate number in the boxes at the top of the page.  \u25cf write your answer to each question in the space provided.  \u25cf do not use an erasable pen or correction fluid.  \u25cf do not write on any bar codes.  \u25cf you may use a calculator.  \u25cf you should show all your working and use appropriate units.  \u25cf take the weight of 1.0  kg to be 10  n (acceleration of free fall = 10  m / s2). information  \u25cf the total mark for this paper is 80.  \u25cf the number of marks for each question or part question is shown in brackets [  ].",
+            "2": "2 0625/31/ m/j/21 \u00a9 ucles 2021 1 fig. 1.1 shows a speed\u2013time graph for a car. 0 0 10 20 30 40 50 time  / s60 70 80 90 100246speed m / s810 fig. 1.1  (a) (i) describe the motion of the car from 0 to 50  s, as shown in fig. 1.1.  .  [1]   (ii) describe the motion of the car from 50  s to 90  s, as shown in fig. 1.1.  ...  .  [1]   (iii) calculate the distance travelled by the car between 50  s and 90  s.  distance travelled =  .  m [3]",
+            "3": "3 0625/31/ m/j/21 \u00a9 ucles 2021 [turn over  (b) a motorcycle travels at a constant speed.   (i) the motorcycle travels 710  m in 87  s.    calculate the speed of the motorcycle and show that it is close to 8  m / s.  [3]   (ii) the motorcycle in part (b)(i)  travels at a constant speed for 87  s.    on fig. 1.1, draw the speed\u2013time graph for the motorcycle.  [2]  [total: 10]",
+            "4": "4 0625/31/ m/j/21 \u00a9 ucles 2021 2 a liquid-in-glass thermometer contains mercury.  (a) the mass of the mercury in the thermometer is 12  g.   (i) calculate the weight of the mercury.  weight of mercury =  .  n [3]   (ii) the 12  g of mercury has a volume of 0.88  cm3.    calculate the density of mercury.  density of mercury =  ..  g / cm3 [3]  (b) the mercury in the thermometer expands when its temperature rises.   (i) state what happens to the mass of the mercury when its temperature rises.    tick (3) one box. mass decreases  mass stays the same mass increases  [1]   (ii) state what happens to the density of the mercury when its temperature rises.    tick (3) one box. density decreases  density stays the same density increases  [1]  [total: 8]",
+            "5": "5 0625/31/ m/j/21 \u00a9 ucles 2021 [turn over 3 a plank balances horizontally on a log of wood, which acts as a pivot.  (a) a girl sits on one end of the plank, and her brother pushes down on the other end to make the  plank balance horizontally. fig. 3.1 shows the arrangement. pivot 1.2 m weight = 404  n f1.6 m fig. 3.1  (not to scale)   calculate the moment of the girl\u2019s weight about the pivot and show that it is close to 480  n m.   [3]  (b) the plank balances horizontally when the boy pushes down with a force f at a distance of  1.6 m from the pivot.   calculate the size of force f.  force f =  .  n [3]  [total: 6]",
+            "6": "6 0625/31/ m/j/21 \u00a9 ucles 2021 4 a country needs to build new power stations to provide electricity for homes and industry.  one type of power station is a coal-fired power station.  (a) describe how the energy stored in the coal is used in a coal-fired power station to generate  electrical energy.  ...  ...  ...  ...  ...  .  [4]  (b) some people in the country argue against building a new coal-fired power station.   they say that the power station is expensive and not very efficient.    explain the meaning of not very efficient .  ...  .  [1]  (c) apart from cost and efficiency, give two other reasons for not building a coal-fired power  station. 1.  ... 2.  ...  [2]  [total: 7]",
+            "7": "7 0625/31/ m/j/21 \u00a9 ucles 2021 [turn over 5 (a)  a man starts pulling his suitcase across the floor.  suitcase 20 n 12 n fig. 5.1  (not to scale)   (i) fig. 5.1 shows the horizontal forces acting on the suitcase.    calculate the resultant horizontal force on the suitcase.  size of force =  ...  n  direction  ...  [2]   (ii) after a short time, the suitcase is moving at a constant speed.    suggest values for the sizes of the two horizontal forces on the suitcase when it is  moving at a constant speed.    pulling force =  (n)    friction force =  (n)  [1]  (b) the total downward force of the suitcase on the ground is 150  n. the suitcase has two wheels.   each wheel has an area of 0.60  cm2 touching the ground.   calculate the pressure of the suitcase on the ground.  pressure on the ground =  .  n / cm2 [4]   [total: 7]",
+            "8": "8 0625/31/ m/j/21 \u00a9 ucles 2021 6 fig. 6.1 shows a smoke cell. the smoke cell contains air molecules and smoke particles.  a student views the motion of the smoke particles in the smoke cell by using a microscope. microscope air molecules and smoke particlessmoke cell light fig. 6.1  fig. 6.2 shows the path of one of the smoke particles. fig. 6.2  (a) state the term used for the motion of the smoke particle.  .  [1]  (b) explain the motion of the smoke particle in fig. 6.2.  ...  ...  ...  .  [3]  [total: 4]",
+            "9": "9 0625/31/ m/j/21 \u00a9 ucles 2021 [turn over 7 a narrow beam of white light enters a glass prism and splits into the colours of the visible spectrum,  as shown in fig. 7.1. glass prism colours of visible spectrum narrow beam of white light fig. 7.1  (a) the rays leaving the prism represent the seven main colours of the visible spectrum.   complete the labelling on fig. 7.1 by writing the colours of the visible spectrum in the table.  [2]  (b) state the term used to describe:   (i) the bending of the light as it enters the prism  .  [1]   (ii) the different amounts of bending that produce the spectrum.  .  [1]  (c) a student incorrectly writes some sentences about electromagnetic waves. his teacher circles  a mistake in each sentence.   in the table, write a suitable correction for each mistake. the first one has been done for you.   student\u2019s sentences correction the speed of light is faster than radio waves in a  vacuumthe same as x-rays are used in television remote controllers radio waves have the highest frequencies in the  electromagnetic spectrum  [2]  [total: 6]",
+            "10": "10 0625/31/ m/j/21 \u00a9 ucles 2021 8 (a) a loudspeaker is producing a sound.   choose words from the box to complete the sentences about sound. amplitude     frequency     speed     wavelength   (i)   to increase the loudness of the sound, increase the . of the  sound wave.  [1]   (ii)  to increase the pitch of the sound, increase the . of the  sound wave.  [1]  (b) two students determine the speed of sound in air.   the students stand together, 80  m from a large brick wall as shown in fig. 8.1.  80 mbrick wall fig. 8.1  (not to scale)   one student shouts and as he shouts the other student starts a stop-watch. she stops the  stop-watch when she hears the echo of the shout.   the reading on the stop-watch is 0.56  s.   (i) state the total  distance the sound travels during the 0.56  s.  distance =  .  m [1]   (ii) calculate the speed of sound in air using the measurements given in part (b).  speed of sound =  .  m / s [3]   (iii) the students\u2019 value for the speed of sound is not accurate.    suggest two ways of improving the students\u2019 experiment. 1.  ... 2.  ...  [2]  [total: 8]",
+            "11": "11 0625/31/ m/j/21 \u00a9 ucles 2021 [turn over 9 (a) the box lists four materials. aluminium     iron    plastic     wood   use words from the box to answer parts (i) and (ii).   each word may be used once, more than once or not at all.   (i) state all materials that are electrical insulators.  .  [1]   (ii) state one example of a magnetic material.  .  [1]  (b) fig. 9.1 shows two magnets, p and q, which are repelling each other. magnet pn magnet q  fig. 9.1   on magnet p, the n pole is labelled n.   on fig. 9.1, label the other pole on magnet p and both  poles on magnet q.  [1]  (c) one advantage that electromagnets have, compared with permanent magnets, is that their  strength can easily be altered.   state one other advantage of an electromagnet compared with a permanent magnet.  .  [1]  (d) a student wants to make the strongest electromagnet possible.   indicate which properties produce the strongest  electromagnet.     tick (3) one box in each list. number of turns  in the coilmaterial in the core size of current  in the coil 200 turns air 20 ma 100 turns iron 0.5 a 50 turns plastic 3.0 a  [3]  [total: 7]",
+            "12": "12 0625/31/ m/j/21 \u00a9 ucles 2021 10 (a) fig. 10.1 shows a lamp and a resistor connected in a circuit. a a4.0 v x y 3.0\u03c9 5.0\u03c9 fig. 10.1   (i) determine the combined resistance of the 3.0  \u03c9 resistor and the 5.0  \u03c9 lamp.  combined resistance =  .  \u03c9 [1]   (ii) the reading on ammeter x is 0.50  a.    state the reading on ammeter y.  reading on ammeter y =  ..  a [1]  (b) in another circuit, the 3.0  \u03c9 resistor and the 5.0  \u03c9 lamp are connected in parallel, as shown in  fig. 10.2.  a a4.0 v 3.0\u03c9 5.0\u03c9x y fig. 10.2   the lamp and resistor have changed from a series to a parallel combination.    state and explain the effect of this change on the current in ammeter x.  ...  ...  ...  .  [3]",
+            "13": "13 0625/31/ m/j/21 \u00a9 ucles 2021 [turn over  (c) the current in a different lamp is 0.40  a when the potential difference (p.d.) across the lamp is  6.0 v.   calculate the resistance of the lamp.  resistance of lamp =  .  \u03c9 [3]  [total: 8]",
+            "14": "14 0625/31/ m/j/21 \u00a9 ucles 2021 11 a student uses a coil and a magnet on a spring to generate an electromotive force (e.m.f.) that  varies. he suspends the magnet above a coil as shown in fig. 11.1. n s xto centre-reading voltmeterspring magnet coil fig. 11.1  (a) the student pulls the magnet through the coil to x and then releases it. the magnet moves  up and down through the coil.   state the type of voltage induced in the coil. tick ( 3) one box.    alternating      digital      direct    [1]  (b) state two ways of increasing the voltage induced in the coil. 1.  ... 2.  ...  [2]  [total: 3]",
+            "15": "15 0625/31/ m/j/21 \u00a9 ucles 2021 12 (a) table 12.1 describes four nuclides. table 12.1 name of nuclide plutonium-238 thorium-234 uranium-235 uranium-238 nuclide notation238 94pu234 90th235 92u238 92u   (i) state which two nuclides have the same number of protons.  .  [1]   (ii) state which two nuclides have the same number of nucleons.  .  [1]   (iii) state which one of the four nuclides has the most electrons orbiting when it is in a neutral  atom.  .  [1]  (b) thorium-234 has a half-life of 24 days. a sample of radioactive material contains 40  mg of  thorium-234.   calculate the mass of thorium-234 remaining after 72 days.  mass of thorium-234 remaining =  ...  mg [3]  [total: 6]",
+            "16": "16 0625/31/ m/j/21 \u00a9 ucles 2021 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 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.blank page"
+        },
+        "0625_s21_qp_32.pdf": {
+            "1": "this document has 16 pages. any blank pages are indicated. cambridge igcse\u2122 *3800367083* dc (dh/fc) 198581/4 \u00a9 ucles 2021  [turn overphysics  0625/32 paper 3 theory (core)  may/june  2021  1 hour 15 minutes you must answer on the question paper. no additional materials are needed. instructions  \u25cf answer all questions.  \u25cf use a black or dark blue pen. you may use an hb pencil for any diagrams or graphs.  \u25cf write your name, centre number and candidate number in the boxes at the top of the page.  \u25cf write your answer to each question in the space provided.  \u25cf do not use an erasable pen or correction fluid.  \u25cf do not write on any bar codes.  \u25cf you may use a calculator.  \u25cf you should show all your working and use appropriate units.  \u25cf take the weight of 1.0  kg to be 10  n (acceleration of free fall = 10  m / s2). information  \u25cf the total mark for this paper is 80.  \u25cf the number of marks for each question or part question is shown in brackets [  ].",
+            "2": "2 0625/32/ m/j/21 \u00a9 ucles 2021 1 fig. 1.1 shows the core of a transformer. it is made from thin sheets of iron. 50 mm thin sheet of ironcore of transformer fig. 1.1  (not to scale)  (a) there are 200 sheets of iron in the core of the transformer. the thickness of the core is 50  mm.   calculate the average thickness of one sheet of iron.  average thickness of one sheet =  ..  mm [3]  (b) the density of the iron in the core is 7.65  g / cm3. the mass of the core is 1377  g.   calculate the volume of the core.  volume =  ..  cm3 [3]  (c) state the name of a device used to measure mass.  .  [1]  [total: 7]",
+            "3": "3 0625/32/ m/j/21 \u00a9 ucles 2021 [turn over 2 fig. 2.1 shows how the speed of a car varies between 0 and 60.0  s. 0 0 10.0 20.0 time  / s30.0 40.0 50.0 60.010.020.030.0speed m / s40.0 fig. 2.1  (a) determine the speed of the car using information from fig. 2.1:   (i) when the time is 5.0  s  speed =  .  m / s [2]   (ii) when the car is moving with a constant speed.  speed =  .  m / s [1]  (b) describe how the speed of the car changes between 30.0  s and 60.0  s.  .  [2]  (c) determine the distance travelled by the car between 10.0  s and 30.0  s.  distance travelled =  .  m [3]  (d) the total distance travelled by the car in the last 30.0  s is 226  m.    calculate the average speed of the car in the last 30.0  s.  average speed =  .  m / s [3]  [total: 11]",
+            "4": "4 0625/32/ m/j/21 \u00a9 ucles 2021 3 fig. 3.1 shows a barrier used at a car park. the beam can be raised and lowered by a man  rotating it about its pivot. heavy weight wpivot beam 150  n1.8 m fig. 3.1  (not to scale)  (a) the weight of the beam is 150  n. this acts at a distance of 1.8  m from the pivot as shown in  fig. 3.1.   calculate the moment of the weight of the beam about the pivot.    include the correct unit in your answer.  moment of weight of beam =    unit .  [4]  (b) when the weight w of the heavy weight acts at a distance of 0.6  m from the pivot, the barrier  is horizontal and balanced as shown in fig. 3.1.     the man raises the barrier and the heavy weight slips to a distance of 0.8  m from the pivot.   this causes a problem for the man trying to lower the barrier.   describe and explain the problem this causes for the man lowering the barrier.  ...  ...  ...  ...  .  [3]  [total: 7]",
+            "5": "5 0625/32/ m/j/21 \u00a9 ucles 2021 [turn over 4 a student investigates energy changes when a ball rolls down a curved track.  the student holds the ball at a starting point on the curved track, as shown in fig. 4.1. starting point curved track stopping point table top fig. 4.1  the ball is released. it rolls down the track, up the other side to the stopping point and then back  down again.  (a) describe the energy changes that take place as the ball rolls from the starting point to the  stopping point.  ...  ...  ...  .  [4]  (b) the height of the stopping point is less than the height of the starting point.   describe how the principle of conservation of energy explains the difference between the  height of the stopping point and the height of the starting point.    ...  ...  .  [2]  [total: 6]",
+            "6": "6 0625/32/ m/j/21 \u00a9 ucles 2021 5 fig. 5.1 shows a device connected to a gas cylinder. the device is used to measure the pressure  of the gas inside the cylinder. gas from cylinder mercury7.0 cm7.0 cm fig. 5.1  (a) (i) state the name of the device shown in fig. 5.1.  .  [1]   (ii) the atmospheric pressure is equal to 75  cm of mercury.    determine the pressure of the gas in the cylinder. use information from fig. 5.1.  pressure of gas =    cm of mercury  [2]",
+            "7": "7 0625/32/ m/j/21 \u00a9 ucles 2021 [turn over  (b) fig. 5.2 shows two identical heavy stone tiles placed on soft ground. one is vertical and the  other is horizontal. vertical tile horizontal tile soft ground fig. 5.2   one of the tiles sinks into the soft ground.   state and explain which tile sinks into the soft ground.  ...  ...  ...  ...  ...  .  [4]  [total: 7]",
+            "8": "8 0625/32/ m/j/21 \u00a9 ucles 2021 6 (a) fig. 6.1 shows a liquid-in-glass thermometer. bulb made from thin glass narrow tube\u201310 0 10 20 30 40 50 60 70 80 90 100 110\u00b0c fig. 6.1   (i) state the temperature indicated on the thermometer in fig. 6.1.  .  [1]   (ii) explain why:    1. the bulb is made from thin glass      ..  [1]    2. the tube, along which the liquid expands, is narrow.      ..  [1]",
+            "9": "9 0625/32/ m/j/21 \u00a9 ucles 2021 [turn over  (b) a substance cools from 40  \u00b0c to \u201320  \u00b0c.   the substance takes 40 minutes to cool from 40  \u00b0c to its melting point of \u201312  \u00b0c. the  substance then takes 20 minutes to freeze.    on fig. 6.2, sketch a temperature\u2013time graph as the substance cools from 40  \u00b0c to \u201320  \u00b0c. \u2013 4020 40 time  / minutes 60 80 10 30 50 70 \u201320020temperature  / \u00b0c 4060 0 fig. 6.2  [4]  [total: 7]",
+            "10": "10 0625/32/ m/j/21 \u00a9 ucles 2021 7 (a) both radio waves and \u03b3-rays (gamma) are radiations in the electromagnetic spectrum. fig. 7.1  shows the main regions of the electromagnetic spectrum. most regions are labelled. radio wavesmicrowave  radiationinfrared  radiationvisible light... .. ...\u03b3-rays fig. 7.1   (i) on fig. 7.1, write the names of the radiations in the other two parts of the electromagnetic  spectrum.  [2]   (ii) state one use of \u03b3-rays.  .  [1]   (iii) a star emits radio waves and \u03b3-rays at the same time. they all travel across the vacuum  of space to the earth\u2019s atmosphere.    state whether the radio waves or the \u03b3-rays, if either, arrive first at the earth\u2019s atmosphere.  give a reason for your answer. statement  .. reason  .  [2]",
+            "11": "11 0625/32/ m/j/21 \u00a9 ucles 2021 [turn over  (b) fig. 7.2 shows pulses of a signal from a star.  0 0.0 0.2 0.4 0.6 0.8 1.0 1.2 1.4 time  / samplitude of signal 1.6 1.8 2.0 fig. 7.2   (i) use the graph in fig. 7.2 to determine the time between pulses.  time between pulses =  ..  s [2]   (ii) determine the frequency of the pulses in fig. 7.2.  frequency =    hz [2]  [total: 9]",
+            "12": "12 0625/32/ m/j/21 \u00a9 ucles 2021 8 a student uses a semicircular glass block to investigate refraction.   (a) he shines a ray of red light into the block, as shown in fig. 8.1.   x is the middle of the flat surface.  flat surface glass ray of red lightairx fig. 8.1   (i) on fig. 8.1, draw the normal where the ray meets the flat surface at x.  [1]   (ii) on fig. 8.1, label the angle of refraction. use the letter r for the label.  [1]   (iii) the student uses a semicircular glass block. state the name of one other piece of  equipment that he needs for the investigation.  .  [1]  (b) fig. 8.2 shows a ray of red light incident on the flat surface of the semicircular glass block.    the angle of incidence is greater than the critical angle for glass. glass ray of red lightair x fig. 8.2   on fig. 8.2, draw the path of the ray after it strikes the flat surface.  [2]  [total: 5]",
+            "13": "13 0625/32/ m/j/21 \u00a9 ucles 2021 [turn over 9 (a) fig. 9.1 shows an electric circuit. a component x light-dependent resistor (ldr)v fig. 9.1   (i) the current in the metal wires of the circuit is a flow of particles.    state the name of these particles.  .  [1]   (ii) state the name of component x.  .  [1]   (iii) the circuit is in a darkened room. the voltmeter reading is 5.5  v and the ammeter  reading is 0.050  a.    calculate the resistance of the light-dependent resistor (ldr).  resistance =  .  \u03c9 [3]  (b) the light in the room is switched on. the room becomes bright.   state and explain how increasing the brightness of the light that falls on the ldr changes the  current in the circuit.  ...  .  [2]  [total: 7]",
+            "14": "14 0625/32/ m/j/21 \u00a9 ucles 2021 10 fig. 10.1 shows an electric screwdriver which has an electric motor and a battery.  electric motor battery fig. 10.1  (a) (i) the electric motor has a current-carrying coil in a magnetic field. the screwdriver\u2019s  manufacturer decides that the turning effect of the coil is too small.    state three  ways of increasing the turning effect of the coil. 1.  ... 2.  ... 3.  ...  [3]   (ii) the coil in the motor can rotate in either direction.    state what happens in the coil to reverse the direction of rotation.  .  [1]  (b) the battery is charged using a transformer connected to an a.c. power supply.   the primary voltage vp to the transformer is 234  v and the secondary voltage vs of the  transformer is 18  v.   the number of turns on the primary coil np is 2470 turns.   calculate the number of turns on the secondary coil ns.  ns =  .  [3]  [total: 7]",
+            "15": "15 0625/32/ m/j/21 \u00a9 ucles 2021 11 (a) the nuclide notation a zx describes the nucleus of an atom.                                          draw a line from each symbol to the correct description of the symbol. symbol description half-life value a neutron number nucleon number z type of radiation proton number  [2]  (b) the activity of a sample of a radioactive nuclide is measured in june of each year.   in june 2004 the activity was 80  000 counts  / s.   in june 2014 the activity was 20  000 counts  / s.   (i) show that the half-life of the nuclide is 5 years.  [3]   (ii) determine the year when the activity of the sample was 10  000 counts  / s.  year =  .  [2]  [total: 7]",
+            "16": "16 0625/32/ m/j/21 \u00a9 ucles 2021 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 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.blank page"
+        },
+        "0625_s21_qp_33.pdf": {
+            "1": "this document has 16 pages. cambridge igcse\u2122 *3680051290* dc (dh/fc) 198582/3 \u00a9 ucles 2021  [turn overphysics  0625/33 paper 3 theory (core)  may/june  2021  1 hour 15 minutes you must answer on the question paper. no additional materials are needed. instructions  \u25cf answer all questions.  \u25cf use a black or dark blue pen. you may use an hb pencil for any diagrams or graphs.  \u25cf write your name, centre number and candidate number in the boxes at the top of the page.  \u25cf write your answer to each question in the space provided.  \u25cf do not use an erasable pen or correction fluid.  \u25cf do not write on any bar codes.  \u25cf you may use a calculator.  \u25cf you should show all your working and use appropriate units.  \u25cf take the weight of 1.0  kg to be 10  n (acceleration of free fall  = 10 m / s2). information  \u25cf the total mark for this paper is 80.  \u25cf the number of marks for each question or part question is shown in brackets [  ].",
+            "2": "2 0625/33/ m/j/21 \u00a9 ucles 2021 1 fig. 1.1 shows the speed\u2013time graph for a car travelling along a road. 0 0 20 40 time  / s60 80 100 1204812speed m / s16 26101418 fig. 1.1  (a) determine the distance travelled by the car between 30  s and 60  s.  distance travelled =  .  m [3]  (b) the distance travelled by the car between 60  s and 110  s is 460  m.   calculate the average speed of the car between 60  s and 110  s.  average speed =  .  m / s [4]  (c) describe the motion of the car between 30  s and 60  s.  .  [1]  (d) describe the motion of the car between 60  s and 80  s.  .  [1]  [total: 9]",
+            "3": "3 0625/33/ m/j/21 \u00a9 ucles 2021 [turn over 2 (a) a scientist has a measuring cylinder, a beaker of sea water and an electronic balance.   describe an experiment to determine the density of the sea water.   include any equations in your answer.  ...  ...  ...  ...  ...  .  [5]  (b) a plank of wood floats on the sea.   explain why the wood floats.  ...  .  [1]  [total: 6]",
+            "4": "4 0625/33/ m/j/21 \u00a9 ucles 2021 3 (a) a girl and her brother sit on opposite sides of a see-saw as shown in fig. 3.1. 1.9 m 1.2 m 240  n wpivotbrother girl fig. 3.1   (i) calculate the girl\u2019s moment about the pivot and show that it is close to 460  n m.  [3]   (ii) the see-saw is balanced horizontally.     calculate the weight w of the brother.  w =  .  n [3]  (b) the weight of the girl in fig. 3.1 is 240  n.   calculate the mass of the girl. include the unit in your answer.  mass of girl =  .  unit   [4]  [total: 10]",
+            "5": "5 0625/33/ m/j/21 \u00a9 ucles 2021 [turn over 4 (a) a power station burns fossil fuel to produce electrical energy.   (i) state the form of the energy stored in the fuel.  .  [1]   (ii) some of the energy stored in the fuel is not converted to electrical energy.    suggest how energy is wasted in the generator.  ...  ...  .  [2]  (b) solar panels produce electrical energy.   state two advantages and two disadvantages of using solar panels, rather than fossil fuels,  to produce electrical energy.   advantages 1.  ...  ... 2.  ...  ...   disadvantages 1.  ...  ... 2.  ...  ...  [4]  [total: 7]",
+            "6": "6 0625/33/ m  / j  /21 \u00a9 ucles 20215 (a) fig. 5.1 shows a tractor and a car of the same weight. fig. 5.1   the vehicles drive over the same soft ground.   explain why the car sinks into the soft ground but the tractor does not sink.  ... ...  ...  .  [3]  (b) the car driver measures the pressure of the air in a car tyre when the air is cool.    the sun heats the air in the tyre. the driver measures the pressure of the air in the tyre when  the air is warm.    the pressure of the air in the warm tyre is greater.    explain the increase in the pressure of the air in the tyre. use ideas about air molecules.  ...  ...  ... .  [3]  [total: 6]",
+            "7": "7 0625/33/ m/j/21 \u00a9 ucles 2021 [turn over 6 (a) three rods are identical in size and shape, but each rod is made from a different material.   on one end of each rod is a pin held in place by wax. the wax melts when it is warm.   the rods are placed on a block of wood and heated equally by a bunsen burner as shown in  fig. 6.1. rods bunsen burner block of woodpins held on by wax fig. 6.1   (i) state the process of thermal energy transfer through the rods.  .  [1]   (ii) explain how the arrangement in fig. 6.1 can show which rod transfers thermal energy  the most quickly.  ...  ...  ...  .  [2]  (b) (i) state the process by which infrared waves transfer thermal energy.  .  [1]   (ii) state the process of thermal energy transfer which does not require a medium.  .  [1]",
+            "8": "8 0625/33/ m/j/21 \u00a9 ucles 2021  (c) fig. 6.2 shows a heater for warming a room. when there is hot water in the heater, the thermal  energy of the water transfers to the room. shiny foil heater fig. 6.2   the shiny foil on the wall increases the efficiency of the heater.   explain how the shiny foil increases the efficiency of the heater.  ...  ...  .  [2]  [total: 7]",
+            "9": "9 0625/33/ m/j/21 \u00a9 ucles 2021 [turn over 7 this question is about the electromagnetic spectrum.  (a) (i) state the name of a region of the electromagnetic spectrum which has longer   wavelengths than visible light.  .  [1]   (ii) state the name of a region of the electromagnetic spectrum which has shorter   wavelengths than visible light.  .  [1]   (iii) electromagnetic waves are travelling through a vacuum. indicate the property that is  always the same for all the waves.    tick (3) one box. frequency speed amplitude  [1]   (iv) indicate the correct statement about the nature of electromagnetic waves.    tick (3) one box. all electromagnetic waves are transverse. all electromagnetic waves are longitudinal. some electromagnetic waves are transverse and some are longitudinal.  [1]   (v) indicate the correct statement about the action of electromagnetic waves.    tick (3) one box. they transfer energy from one place to another. they transfer atoms from one place to another. they transfer molecules from one place to another.  [1]  (b) state the type of electromagnetic radiation used:    (i) for a remote controller to operate a television  .  [1]   (ii) in a hospital to produce an image of broken bones.  .  [1]  [total: 7]",
+            "10": "10 0625/33/ m/j/21 \u00a9 ucles 2021 8 (a) fig. 8.1 shows a ray of light incident on a plane mirror. a cbx ray of lightplane mirror fig. 8.1   (i) state which angle, a, b or c, is the angle of incidence.  angle of incidence =  ..  [1]   (ii) state the name of the line labelled x.  .  [1]   (iii) the mirror reflects the ray of light.    on fig. 8.1, draw the reflected ray.  [2]",
+            "11": "11 0625/33/ m/j/21 \u00a9 ucles 2021 [turn over  (b) fig. 8.2 shows a ray of red light travelling through a semicircular glass block. ray of  red lightglass blockair42\u00b0 fig. 8.2   (i) fig. 8.3 shows another ray of red light entering the semicircular glass block at 60\u00b0.    continue the path of this ray through the glass block and into the air. ray of  red light glass blockair 60\u00b0 fig. 8.3  [2]    (ii) fig. 8.4 shows another ray of red light entering the semicircular glass block at 20\u00b0.    continue the path of this ray through the glass block and into the air. ray of  red lightglass blockair 20\u00b0 fig. 8.4  [2]   [total: 8]",
+            "12": "12 0625/33/ m/j/21 \u00a9 ucles 2021 9 (a) fig. 9.1 shows two uncharged balloons suspended from a beam by light thread. light thread balloonsbeam fig. 9.1   the balloons are close to each other but not touching.   in the box below, draw the position of the balloons when they both have a positive charge. beam  [1]  (b) table 9.1 includes a list of materials.    state whether each material is an electrical conductor or an electrical insulator.   the first example is done for you. table 9.1 material conductor or insulator copper conductor rubber wood iron gold  [2]",
+            "13": "13 0625/33/ m/j/21 \u00a9 ucles 2021 [turn over  (c) an uncharged cloth rubs an uncharged plastic rod. the cloth becomes positively charged and  the plastic rod becomes negatively charged.   explain how the cloth becomes positively charged.  ...  ...  ...  .  [3]  [total: 6]",
+            "14": "14 0625/33/ m/j/21 \u00a9 ucles 2021 10 (a) fig. 10.1 shows the circuit symbols for three electrical components.   draw a line from each circuit symbol to the correct electrical component. fuse heater variable resistor galvanometer thermistor fig. 10.1  [3]",
+            "15": "15 0625/33/ m/j/21 \u00a9 ucles 2021 [turn over  (b) fig. 10.2 shows a circuit consisting of a battery, a fixed resistor and an ammeter. a fig. 10.2   (i) a voltmeter is connected in the circuit to measure the potential difference (p.d.) across  the fixed resistor.    by drawing on fig. 10.2, show how the voltmeter is connected. use the correct circuit  symbol for the voltmeter.  [2]   (ii) the potential difference (p.d.) across the fixed resistor is 11.5  v. the reading on the  ammeter is 0.25  a.    calculate the resistance of the fixed resistor.    include the unit in your answer.  resistance =  .  unit   [4]  [total: 9]",
+            "16": "16 0625/33/ m/j/21 \u00a9 ucles 2021 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 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.11 (a) a nucleus of nitrogen-13 has the nuclide notation: 13 7n.   determine:   (i) the number of protons in one nucleus of nitrogen-13 ...  [1]   (ii) the number of neutrons in one nucleus of nitrogen-13 .  [1]   (iii) the number of electrons in one neutral atom of nitrogen-13. .  [1]  (b) fig. 11.1 shows a counter measuring the radioactivity of a sample of nitrogen-13. sample of nitrogen-13counter fig. 11.1    the counter shows the count rate in counts per minute.   table 11.1 shows the count rate every 5 minutes. table 11.1 time / mincount rate due to nitrogen-13 counts  / min 0 300 5 212 10 150 15 106 20 75 25 53   calculate the half-life of nitrogen-13 using information from table 11.1.  half-life of nitrogen-13 =  ..  min [2]  [total: 5]"
+        },
+        "0625_s21_qp_41.pdf": {
+            "1": "this document has 16 pages. any blank pages are indicated. cambridge igcse\u2122 dc (st/jg) 198541/2 \u00a9 ucles 2021  [turn overphysics  0625/41 paper 4 theory (extended)  may/june  2021  1 hour 15 minutes you must answer on the question paper. no additional materials are needed. instructions  \u25cf answer all questions.  \u25cf use a black or dark blue pen. you may use an hb pencil for any diagrams or graphs.  \u25cf write your name, centre number and candidate number in the boxes at the top of the page.  \u25cf write your answer to each question in the space provided.  \u25cf do not use an erasable pen or correction fluid.  \u25cf do not write on any bar codes.  \u25cf you may use a calculator.  \u25cf you should show all your working and use appropriate units.  \u25cf take the weight of 1.0  kg to be 10  n (acceleration of free fall = 10  m / s2). information  \u25cf the total mark for this paper is 80.  \u25cf the number of marks for each question or part question is shown in brackets [  ]. *4291326166*",
+            "2": "2 0625/41/ m/j/21 \u00a9 ucles 2021 1 a skydiver of mass 76  kg is falling vertically in still air. at time t = 0, the skydiver opens his  parachute.  fig. 1.1 is the speed\u2013time graph for the skydiver from t = 0. 0 0 1 2 3 4 5 6204060 t / sspeed m / s fig. 1.1  (a) using fig.  1.1, determine:   (i) the deceleration of the skydiver immediately after the parachute opens  deceleration =  .  [2]   (ii) the force due to air resistance acting on the skydiver immediately after the parachute  opens.  force =  .  [3]  (b) explain, in terms of the forces acting on the skydiver, his motion between t = 0 and t = 6.0 s.  ...  ...  ...  .  [3]  (c) explain why opening the parachute cannot reduce the speed of the skydiver to zero.  ...  ...  .  [2] [total: 10]",
+            "3": "3 0625/41/ m/j/21 \u00a9 ucles 2021 [turn over 2 fig. 2.1 shows a wooden trolley of mass 1.2  kg at rest on the rough surface of a bench. trolley ball fig. 2.1  a ball of mass 0.52  g travels horizontally towards the trolley. the ball embeds itself in the wood of  the trolley. the trolley moves with an initial speed of 0.065  m / s.  (a) calculate:   (i) the impulse exerted on the trolley  impulse =  .  [2]   (ii) the speed of the ball as it hits the trolley.  speed =  .  [2]  (b) as the trolley moves across the rough surface, it slows down and stops.   explain, in terms of the work done, the energy change that takes place as the trolley slows  down.  ...  ...  ...  .  [3] [total: 7]",
+            "4": "4 0625/41/ m/j/21 \u00a9 ucles 2021 3 (a) explain, in terms of molecules, why liquids are very difficult to compress.  ...  ...  .  [2]  (b) fig. 3.1 shows a device that uses liquid pressure to lift heavy boxes. boxes pumpmoving oilpistoncylinder oil fig. 3.1   the boxes are lifted by pumping oil into the cylinder.   the force upwards on the piston due to the oil, and the force downwards on the piston due to  the air above the piston, combine to produce a constant force of 8800  n.   the pressure of the air is 1.0  \u00d7 105 pa and the cross-sectional area of the bottom surface of  the piston is 0.016  m2.   (i) calculate the pressure of the oil at the bottom surface of the piston.  pressure =  .  [3]",
+            "5": "5 0625/41/ m/j/21 \u00a9 ucles 2021 [turn over   (ii) as the boxes are lifted, the depth of the oil increases.    explain why the pump must exert an increasing pressure on the oil as the depth of the oil  increases.  ...  ...  .  [2]   (iii) suggest one reason why the force of 8800  n in (b) cannot lift boxes of weight 8800  n.  ...  .  [1] [total: 8]",
+            "6": "6 0625/41/ m/j/21 \u00a9 ucles 2021 4 an aluminium saucepan with a plastic handle contains cold water.  fig. 4.1 shows the saucepan on a hotplate. aluminium saucepan water hotplateplastic handle fig. 4.1  (a) state why the pan is made from aluminium but the handle is made from plastic.  ...  .  [1]  (b) the hotplate is switched on and, as the temperature of the water increases, the internal  energy of the water increases.   (i) state, in terms of molecules, what is meant by an increase in internal energy .  ...  .  [1]   (ii) explain, in terms of the atomic lattice and electrons, how thermal energy is transferred  through the aluminium.  ...  ...  ...  .  [3]   (iii) eventually, the water reaches boiling point. thermal energy from the hotplate is still  being transferred to the water.    explain, in terms of molecules, the effect of this thermal energy on the water.  ...  ...  ...  .  [3]",
+            "7": "7 0625/41/ m/j/21 \u00a9 ucles 2021 [turn over   (iv) the mass of the water decreases by 0.11  kg in 300  s. the specific latent heat of  vaporisation of water is 2.3  \u00d7 106 j / kg.    calculate the rate at which the water gains thermal energy.  rate of gain of energy =  .  [3] [total: 11]",
+            "8": "8 0625/41/ m/j/21 \u00a9 ucles 2021 5 fig. 5.1 shows the structure of a liquid-in-glass thermometer. 0 10 20 30 40 50 60 70 80 90 100\u00b0cbulb glass liquid  fig. 5.1  the bulb of the thermometer is placed into a beaker of warm water. as the liquid expands, it  moves along the tube.  (a) explain, in terms of molecules, why a liquid expands when heated.  ...  ...  .  [2]  (b) explain, in terms of molecules, why a liquid expands more than a solid when heated.  ...  ...  .  [2]  (c) a second thermometer has a larger bulb that contains more of the same liquid than the  thermometer shown in fig.  5.1. it has a different scale. in every other way, it is identical.   (i) explain how the sensitivity of the second thermometer compares with the sensitivity of  the thermometer in fig.  5.1.  ...  ...  .  [2]   (ii) explain how the range of the second thermometer compares with the range of the  thermometer in fig.  5.1.  ...  .  [1]",
+            "9": "9 0625/41/ m/j/21 \u00a9 ucles 2021 [turn over  (d) (i) state one everyday problem that is a result of thermal expansion.  ...  .  [1]   (ii) suggest and explain one way of solving this problem.  ...  ...  .  [2] [total: 10]",
+            "10": "10 0625/41/ m/j/21 \u00a9 ucles 2021 6 fig. 6.1 is a full-scale diagram that represents a sound wave travelling in air. direction of travel fig. 6.1  (a) on fig.  6.1, mark two points, each at the centre of a different compression. label both of the  points c.  [1]  (b) the speed of sound in air is 330  m / s.   measure the diagram and determine the frequency of the sound.  frequency =  .  [3]",
+            "11": "11 0625/41/ m/j/21 \u00a9 ucles 2021 [turn over  (c) the wave reaches a barrier. fig.  6.2 shows the wave passing through a gap in the barrier. direction of travelbarrier fig. 6.2   the frequency of the wave is increased to a value many times greater than the value obtained  in (b).   describe and explain two ways in which a diagram representing the wave with the greater  frequency differs from fig.  6.2. 1.  ..  ... 2.  ..  ... [3] [total: 7]",
+            "12": "12 0625/41/ m/j/21 \u00a9 ucles 2021 7 fig. 7.1 represents an alternating current (a.c.) generator. ns x yhdirection of rotation fig. 7.1  (a) a student rotates the handle h, as shown in fig.  7.1.   (i) on fig.  7.2, sketch a graph to show how the electromotive force (e.m.f.) between  terminals x and y varies with time during two complete revolutions of the coil. fig. 7.2 [3]   (ii) on fig.  7.2, mark and label a point p, for the e.m.f. when the coil is horizontal, as shown  in fig.  7.1. [1]   (iii) the student turns the handle more quickly.    state two ways in which the e.m.f. between terminals x and y changes. 1.  ... 2.  ... [2]",
+            "13": "13 0625/41/ m/j/21 \u00a9 ucles 2021 [turn over  (b) terminals x and y are connected to the primary coil of a transformer.   state and explain what happens in the transformer as the student turns the handle of the a.c.  generator.  ...  ...  ...  .  [3]  (c) explain why the power losses in transmission cables are lower when electrical energy is  transmitted at higher voltages.  ...  ...  .  [2] [total: 11]",
+            "14": "14 0625/41/ m/j/21 \u00a9 ucles 2021 8 a student sets up a circuit that includes a 12  v battery, an 800  \u03c9 resistor, a voltmeter and a  thermistor. fig.  8.1 is an incomplete circuit diagram because the symbol for the thermistor is  missing. p q800  \u03c9  12 v v fig. 8.1  the thermistor is connected between terminals p and q.  (a) complete fig.  8.1 by drawing the symbol for a thermistor between terminals p and q.  [1]  (b) the 12  v battery consists of eight identical cells connected in series.   calculate the electromotive force (e.m.f.) of each cell.  e.m.f. =  .  [1]  (c) the reading on the voltmeter is 8.0  v.   (i) determine the resistance of the thermistor.  resistance =  .  [3]   (ii) a few hours later, the student notices that the reading on the voltmeter is greater.    explain what can be deduced from this observation.  ...  ...  ...  .  [3] [total: 8]",
+            "15": "15 0625/41/ m/j/21 \u00a9 ucles 2021 9 there are three naturally occurring isotopes of hydrogen: hydrogen-1, hydrogen-2 and hydrogen-3.  the nuclide notation for hydrogen-1 is 1 1h.  (a) write down the symbol, using nuclide notation, for: hydrogen-2  ... hydrogen-3.  .. [1]  (b) in a fusion reactor, a nucleus of hydrogen-2 and a nucleus of hydrogen-3 undergo fusion.   (i) state what is meant by nuclear fusion .  ...  ...  .  [2]   (ii) the fusion reaction produces a free neutron and one other particle.    write down, using nuclide notation, the equation that represents this reaction. [3]  (c) nuclear fusion in the sun is the source of most but not all of the resources that are used to  generate electrical energy on earth.   state two resources for which nuclear fusion in the sun is not the source. 1.  .. 2.  .. [2] [total: 8]",
+            "16": "16 0625/41/ m/j/21 \u00a9 ucles 2021 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 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.blank page"
+        },
+        "0625_s21_qp_42.pdf": {
+            "1": "this document has 16 pages. cambridge igcse\u2122physics  0625/42 paper 4 theory (extended)  may/june  2021  1 hour 15 minutes you must answer on the question paper. no additional materials are needed. instructions  \u25cf answer all questions.  \u25cf use a black or dark blue pen. you may use an hb pencil for any diagrams or graphs.  \u25cf write your name, centre number and candidate number in the boxes at the top of the page.  \u25cf write your answer to each question in the space provided.  \u25cf do not use an erasable pen or correction fluid.  \u25cf do not write on any bar codes.  \u25cf you may use a calculator.  \u25cf you should show all your working and use appropriate units.  \u25cf take the weight of 1.0  kg to be 10  n (acceleration of free fall = 10  m / s2). information  \u25cf the total mark for this paper is 80.  \u25cf the number of marks for each question or part question is shown in brackets [  ]. dc (st/jg) 198540/2 \u00a9 ucles 2021  [turn over *3872967880*",
+            "2": "2 0625/42/ m/j/21 \u00a9 ucles 2021 1 (a)  fig. 1.1 shows a sealed weather balloon which is stationary in still air. weather balloon instruments  fig. 1.1   state whether the overall density of the balloon and its instruments is greater than, less than,  or the same as the density of the surrounding air.  .  [1]  (b) at night, the gas inside the balloon cools. the pressure of the air outside the balloon remains  the same.   (i) state whether the balloon rises, falls or remains stationary.  .  [1]   (ii) explain your answer.  ...  ...  .  [2]",
+            "3": "3 0625/42/ m/j/21 \u00a9 ucles 2021 [turn over  (c) an object is released from the balloon. it starts at rest and eventually reaches a constant  speed.   (i) on the axes of fig.  1.2, sketch a speed\u2013time graph to show this motion. speed time0 0 fig. 1.2 [3]   (ii) state the values of the initial acceleration and the final acceleration of the object. initial acceleration  .. final acceleration  ... [2] [total: 9]",
+            "4": "4 0625/42/ m/j/21 \u00a9 ucles 2021 2 (a)  define the moment  of a force.  .  [1]  (b) fig. 2.1 shows an object of negligible weight. the object is in equilibrium. 12 cm20 cmpulley 50 kg massobject pivot prope force f fig. 2.1   the object is free to rotate about its pivot p.   calculate the value of force f.  f =  .  [2]  (c) describe an experiment involving vertical forces to show that there is no net moment on an  object in equilibrium. you may draw a diagram in the space provided.  ...  ...  ...  ...  ...  .  [3] [total: 6]",
+            "5": "5 0625/42/ m/j/21 \u00a9 ucles 2021 [turn over 3 fig. 3.1 shows water flowing at very slow speed over a cliff edge. water rocks15 mcliff edge fig. 3.1  the water falls 15  m onto the rocks below.  (a) show that the velocity of the water when it strikes the rocks is 17  m / s. [4]  (b) 30 kg of water flows over the cliff edge every second.   calculate the force exerted by the rocks on the falling water. ignore any splashing.  force =  .  [3] [total: 7]",
+            "6": "6 0625/42/ m/j/21 \u00a9 ucles 2021 4 (a) pollen particles are mixed into a liquid. they are seen to move when observed through a  microscope.   (i) describe this movement.  .  [1]   (ii) explain this movement in terms of the molecules of the liquid and the pollen particles.  ...  ...  .  [3]  (b) (i) medical professionals sometimes rub ethanol over the skin of a patient. ethanol  evaporates readily at room temperature and has a high specific latent heat of vaporisation.     state whether the patient experiences heating, cooling or neither at the site where the  ethanol is applied. explain your answer. statement  .. explanation    ...  .  [3]   (ii)  state any effect on the rate of evaporation of ethanol when a fan blows air over the  patient\u2019s skin.  .  [1] [total: 8]",
+            "7": "7 0625/42/ m/j/21 \u00a9 ucles 2021 [turn over 5 (a) a machine delivers a hot drink in a plastic cup, which is uncomfortably hot to hold.    fig. 5.1 shows the cup with the hot drink. hot drink plastic cup fig. 5.1   fig. 5.2a shows the cup with the hot drink and a holder for the sides of the cup.   fig. 5.2b shows a cross-section through the holder. the holder is made from two strong paper  cylinders separated by a wavy piece of strong paper to make air gaps. hot drink plastic cup holder holder  fig. 5.2a  fig. 5.2b   explain how using the holder makes it more comfortable to hold the cup.  ...  ...  .  [3]  (b) a student carries out experiments on the cooling of the hot drink described in (a), with and  without the holder in place. he finds that the holder only reduces the rate of cooling slightly.   suggest and explain another action that reduces the rate of cooling more effectively. suggestion   explanation  ...  ...  .  [3]  (c) state the method of thermal energy transfer from a star through the vacuum of space.  .  [1] [total: 7]",
+            "8": "8 0625/42/ m/j/21 \u00a9 ucles 2021 6 (a) fig. 6.1 shows a ray of green light passing through a prism. prism ray of green light fig. 6.1   a ray of blue light is directed towards the prism on the same path as the ray of green light.    on fig.  6.1, draw the path of the blue light through and out of the prism.  [3]  (b) the wavelength of the blue light in air is 4.8  \u00d7 10\u20137 m.    calculate the frequency of the blue light.  frequency =  .  [3] [total: 6]",
+            "9": "9 0625/42/ m/j/21 \u00a9 ucles 2021 [turn over 7 (a)  fig. 7.1 shows two magnets and the gap between the n pole of one magnet and the s pole of  the other magnet. snsn fig. 7.1   on fig.  7.1, draw three  lines to show the pattern and direction of the magnetic field in the  gap. [2]  (b) (i) fig. 7.2 is a repeat of fig.  7.1 showing the two magnets.     on fig.  7.2, draw the position of a plotting compass needle when it comes to rest in the  gap between the n pole and the s pole. snsn fig. 7.2 [1]   (ii) explain why the needle comes to rest in this position.  ...  ...  .  [2]  (c) describe a method of demagnetising a bar magnet.  ...  ...  .  [2] [total: 7]",
+            "10": "10 0625/42/ m/j/21 \u00a9 ucles 2021 8 (a)  two identical radioactive sources emit \u03b1-particles and \u03b3-rays into two vacuum tubes.   (i) fig. 8.1 shows two electrically charged plates on either side of one of the vacuum tubes. source initial path of beam of \u03b1-particles and \u03b3-raysplate at +2500  v plate at \u20132500  vvacuum fig. 8.1    write the symbol \u03b1 once  in table 8.1 to indicate any deflection of the \u03b1-particles.     write the symbol \u03b3 once  in table 8.1 to indicate any deflection of the \u03b3-rays. table 8.1 into page out of page no deflectiontowards bottom of  pagetowards top of  page [2]",
+            "11": "11 0625/42/ m/j/21 \u00a9 ucles 2021 [turn over   (ii) fig. 8.2 shows the poles of a very strong magnet on either side of the other vacuum  tube. source initial path of beam of \u03b1-particles and \u03b3-rays s pole of strong magnetn pole of strong magnet vacuum sn fig. 8.2    write the symbol \u03b1 once  in table 8.2 to indicate any deflection of the \u03b1-particles.     write the symbol \u03b3 once  in table 8.2 to indicate any deflection of the \u03b3-rays. table 8.2 into page out of page no deflectiontowards bottom of  pagetowards top of  page [2]",
+            "12": "12 0625/42/ m/j/21 \u00a9 ucles 2021  (b) fig. 8.3 shows a simple direct current (d.c.) electric motor with a split-ring commutator. xcoilbrushsplit-ring n s fig. 8.3   (i) state and explain the direction of rotation of the coil as seen from point x. statement  .. explanation    .  [3]   (ii) the coil rotates through 90\u00b0 from the position shown.     state what happens to the moment in this position.  .  [1]   (iii) the coil is rotated through 180\u00b0 from the position shown. by considering the forces on  the coil, explain how the split-ring commutator enables the motor to turn continuously.  ...  .  [2] [total: 10]",
+            "13": "13 0625/42/ m/j/21 \u00a9 ucles 2021 [turn over 9 (a) fig. 9.1 shows a circuit. a m fig. 9.1   on fig.  9.1, draw two clearly labelled arrows to show the direction of the electron flow and  the direction of the conventional current in the circuit.  [2]  (b) the current in the motor is 13  a. the charge on an electron is 1.6  \u00d7 10\u201319 c.    calculate the number of electrons that pass through the motor every second.  number of electrons =  .  [3] [total: 5]",
+            "14": "14 0625/42/ m/j/21 \u00a9 ucles 2021 10 (a) fig. 10.1 shows the potential difference\u2013current graph for a circuit component k. 0 0 1.0 2.0 3.0 4.0 5.0 current  / ma6.02.04.06.0potential difference  / v8.010.0 fig. 10.1   calculate the resistance of component k when the current in it is 4.0  ma.  resistance =  .  [2]",
+            "15": "15 0625/42/ m/j/21 \u00a9 ucles 2021 [turn over  (b) fig. 10.2 shows a circuit containing component k. point x resistor rcomponent k fig. 10.2   at low temperature, component k has a much greater resistance than resistor r.    at high temperature, component k has a much smaller resistance than resistor r.   state and explain the effect on the lamp when the temperature changes from very low to very  high.   refer to the voltage at point x in your explanation. statement  .. explanation  ...  ...  ...  ...  .  [4]  (c) state the name of component k.   .  [1] [total: 7]",
+            "16": "16 0625/42/ m/j/21 \u00a9 ucles 2021 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 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.11 (a)  a student investigates a radioactive substance in a laboratory.   fig. 11.1 is a graph showing the count rate detected as the substance decays for 7.5 minutes. 0 0 1.0 2.0 3.0 4.0 5.0 6.0 7.0 8.050100150200250 time  / min count rate counts  / min fig. 11.1   the background radiation is 20 counts  / min.   (i) determine the half-life of the substance.  half-life =  .  [3]   (ii) calculate the count rate detected at time = 9.6 minutes.  count rate =  ... counts  / min [2]  (b) the substance emits \u03b1-particles and \u03b3-rays. the student suggests that it is safe to store the  substance in a plastic container of thickness 2  mm.    state and explain whether the student\u2019s suggestion is correct. statement  .. explanation  ...  .  [3] [total: 8]"
+        },
+        "0625_s21_qp_43.pdf": {
+            "1": "this document has 16 pages. any blank pages are indicated. cambridge igcse\u2122 dc (st/jg) 198539/3 \u00a9 ucles 2021  [turn overphysics  0625/43 paper 4 theory (extended)  may/june  2021  1 hour 15 minutes you must answer on the question paper. no additional materials are needed. instructions  \u25cf answer all questions.  \u25cf use a black or dark blue pen. you may use an hb pencil for any diagrams or graphs.  \u25cf write your name, centre number and candidate number in the boxes at the top of the page.  \u25cf write your answer to each question in the space provided.  \u25cf do not use an erasable pen or correction fluid.  \u25cf do not write on any bar codes.  \u25cf you may use a calculator.  \u25cf you should show all your working and use appropriate units.  \u25cf take the weight of 1.0  kg to be 10  n (acceleration of free fall = 10  m / s2). information  \u25cf the total mark for this paper is 80.  \u25cf the number of marks for each question or part question is shown in brackets [  ]. *1145470306*",
+            "2": "2 0625/43/ m/j/21 \u00a9 ucles 2021 1 fig. 1.1 shows a load suspended from a spring. loadspring fig. 1.1  the value of the spring constant k of the spring is 0.20  n / cm. the spring reaches its limit of  proportionality when the load is 15  n.  (a) calculate the extension of the spring when the load is 3.0  n.  extension =  .  [2]  (b) explain what is meant by the term  limit of proportionality  of the spring.  ...  ...  .  [2]  (c) on fig.  1.2, sketch an extension\u2013load graph for a spring. label the limit of proportionality with  the letter l on your graph. extension 0 0 load fig. 1.2 [2]",
+            "3": "3 0625/43/ m/j/21 \u00a9 ucles 2021 [turn over  (d) the load is pulled down a small distance below its equilibrium position to position a, as shown  in fig.  1.3. the load then moves up and down between position a and position b in fig.  1.3.      position aposition b fig. 1.3   describe the energy transfers which occur as the load moves:   from position a to the equilibrium position   ...  ...   from the equilibrium position to position b.  ...  ...  [3] [total: 9]",
+            "4": "4 0625/43/ m/j/21 \u00a9 ucles 2021 2 (a) fig. 2.1 shows a bookshelf with two groups of books a and b on it. there are six books in  each group of books. all the books are identical. the mass of each book is 0.52  kg. 30 cm21 cm 21 cm1.3 cm 1.3 cm30 cm shelf group a of booksgroup b of books fig. 2.1   (i) explain why the pressure exerted on the shelf by the books in group b is less than the  pressure exerted on the shelf by the books in group a.  ...  ...  .  [3]   (ii) calculate the pressure exerted on the shelf by the books in group a.  pressure =  .  [3]  (b) a diver dives to a depth below the surface of the sea where the total pressure is 3.0 \u00d7 105 pa.  the atmospheric pressure is 1.0 \u00d7 105 pa. the density of the sea water is 1030  kg / m3.   calculate the depth of the diver below the surface of the sea.  depth =  .  [3] [total: 9]",
+            "5": "5 0625/43/ m/j/21 \u00a9 ucles 2021 [turn over 3 a car travels at constant speed  v on a horizontal, straight road. the driver sees an obstacle on the  road ahead.  (a) the distance travelled in the time between the driver seeing the obstruction and applying the  brakes is the thinking distance.   explain why the thinking distance is directly proportional to v.  ...  .  [1]  (b) when the brakes are applied, the car decelerates uniformly to rest. the frictional force applied  by the brakes is constant. the distance travelled between first applying the brakes and the  car stopping is the braking distance.   explain why the braking distance is proportional to v 2.  ...  ...  ...  .  [3]  (c) the car is travelling at 22  m / s.   (i) the thinking distance is 15  m.    calculate the time taken to travel the thinking distance.  time =  .  [2]   (ii) the car has a mass of 1400  kg. the time taken for the car to stop after the brakes are  applied is 2.1  s.    calculate the force required to stop the car in this time.  force =  .  [2] [total: 8]",
+            "6": "6 0625/43/ m/j/21 \u00a9 ucles 2021 4 (a) (i) define specific latent heat of fusion .  ...  .  [2]   (ii)  a cup of water contains 250  cm3 of water at a temperature of 0  \u00b0c. an identical cup  contains 250  cm3 of a mixture of ice and water at a temperature of 0  \u00b0c.    the temperature of the surrounding air is 20  \u00b0c.    state and explain which cup contains the liquid with the lower temperature after  10 minutes. statement  .. explanation    .  [2]  (b) (i) on a hot day, sweat forms on a person\u2019s skin and then evaporates.    explain, in terms of molecules, how the evaporation of sweat cools the person.  ...  ...  ...  ...  .  [3]   (ii)  explain why this process is more effective when a wind is blowing.  ...  .  [1] [total: 8]",
+            "7": "7 0625/43/ m/j/21 \u00a9 ucles 2021 [turn over 5 (a) fig. 5.1 shows a wave on the sea approaching a harbour. harbourharbour walls wave crests fig. 5.1      (i) on fig.  5.1, draw three  wave crests in the harbour.  [2]   (ii) another harbour has a much wider gap between its walls.    describe and explain how the pattern of wave crests in this harbour is different from the  pattern you have drawn in (i). description  ..  ...   explanation  .  .  [2]",
+            "8": "8 0625/43/ m/j/21 \u00a9 ucles 2021  (b)  a sound wave of frequency 850  hz travels through sea water. the speed of sound in sea  water is 1500  m / s.   calculate the wavelength of this sound wave in sea water.  wavelength =  .  [2] [total: 6]",
+            "9": "9 0625/43/ m/j/21 \u00a9 ucles 2021 [turn over 6 fig. 6.1 is a full-scale diagram of a lens and an object o. lens o fig. 6.1  (a) the focal length of the lens is 3.5  cm.   on fig.  6.1, mark and label with the letter f the positions of the two principal focuses.  [1]  (b) on fig.  6.1, draw three  rays to locate the image. draw an arrow to represent the image and  label the image i. [3]  (c) state three  properties of the image i.  .  [2]  (d) a student incorrectly states that this lens is being used as a magnifying glass.   (i) state how the image produced by a magnifying glass is different from the image i.  .  [1]   (ii) the student moves the object o to a position p so that the lens shown in fig.  6.1 acts as  a magnifying glass.    on fig.  6.1, mark a possible position for p.  [1] [total: 8]",
+            "10": "10 0625/43/ m/j/21 \u00a9 ucles 2021 7 (a)  define electromotive force (e.m.f. ).  ...  ...  .  [2]  (b)  fig. 7.1 shows a circuit. 12 v p q fig. 7.1   the two lamps shown are identical. each lamp has a potential difference (p.d.) of 3.0  v across  it and a current of 2.0  a in it. pq is a length of uniform metal wire. the resistance of pq is r.   (i) calculate the value of r.  r =  .  [3]   (ii) another piece of wire is made of the same metal as pq. the length of the new piece  of wire is twice the length of pq. the diameter of the new piece of wire is twice the  diameter of pq.    calculate the resistance of the new piece of wire.  resistance =  .  [3] [total: 8]",
+            "11": "11 0625/43/ m/j/21 \u00a9 ucles 2021 [turn over 8 (a) state the difference between an analogue signal and a digital signal. you may draw a diagram  to help explain your answer.  ...  .  [2]  (b) draw the symbol for a nor gate.    [1]",
+            "12": "12 0625/43/ m/j/21 \u00a9 ucles 2021  (c) fig. 8.1 shows a combination of logic gates x, y and z. the gates are not represented by the  standard symbols. logic gate xlogic gate ylogic gate za b cd e f fig. 8.1   table 8.1 shows a partly completed truth table for this combination of logic gates. table 8.1 inputsintermediate  pointsoutput a b c d e f 0 0 0 0 0 0 1 0 0 0 1 0 1 0 1 1 1 1 1 1 0 0 0 0 0 0 1 0 0 0 1 0 1 0 1 1 1 1 1 1   (i) from table 8.1, deduce:    1. the name of logic gate x  .  [1]    2. the name of logic gate y.  .  [1]   (ii) logic gate z is a nand gate.    complete column f of table 8.1.  [2] [total: 7]",
+            "13": "13 0625/43/ m/j/21 \u00a9 ucles 2021 [turn over 9  (a)  an x-ray machine requires a supply of 110  kv. the mains electricity supply is 230  v. a  transformer is used to supply the correct voltage to the x-ray machine. there are 50 turns on  the primary coil of the transformer.   calculate the number of turns on the secondary coil.  number of turns =  .  [2]  (b) draw a labelled diagram of a step-down transformer. on the labels, state a suitable material  for each of the components.    [3]  (c) explain how a transformer operates.  ...  ...  ...  .  [3] [total: 8]",
+            "14": "14 0625/43/ m/j/21 \u00a9 ucles 2021 10  (a)  fig. 10.1 shows a beam of radiation in a vacuum. the beam contains \u03b1-particles, \u03b2-particles  and \u03b3-rays. region of uniform magnetic field out of the page beam of radiation, containing \u03b1, \u03b2 and \u03b3-rays fig. 10.1   the beam enters a region where there is a strong, uniform magnetic field. the direction of the  magnetic field is out of the page.   on fig.  10.1, mark and label the paths through the magnetic field of:   (i) \u03b1-particles (label this path \u03b1) [1]   (ii) \u03b2-particles (label this path \u03b2) [2]   (iii) \u03b3-rays (label this path \u03b3). [1]  (b) radioactive sources have many uses in medicine.   state two safety precautions which hospital staff take when working with \u03b3-ray sources. 1.  ... 2.  .  [2]",
+            "15": "15 0625/43/ m/j/21 \u00a9 ucles 2021  (c) the radioactive isotope iodine-131 is used as a tracer in medical diagnosis. a nucleus of  iodine-131 contains 53 protons and 78 neutrons. the symbol for iodine is i.   (i) use nuclide notation to show this isotope of iodine.     [1]   (ii) iodine-131 emits \u03b3-radiation. it has a half-life of 8 hours.    explain why this emission and this half-life make iodine-131 a suitable material for a  tracer in medical diagnosis.  ...  ...  ...  .  [2] [total: 9]",
+            "16": "16 0625/43/ m/j/21 \u00a9 ucles 2021 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 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.blank page"
+        },
+        "0625_s21_qp_51.pdf": {
+            "1": "this document has 12 pages. any blank pages are indicated. cambridge igcse\u2122 dc (pq/sg) 199332/3 \u00a9 ucles 2021  [turn over *5807442986* physics  0625/51 paper 5 practical test  may/june  2021  1 hour 15 minutes you must answer on the question paper. you will need:  the materials and apparatus listed in the confidential instructions instructions  \u25cf answer all questions.  \u25cf use a black or dark blue pen. you may use an hb pencil for any diagrams or graphs.  \u25cf write your name, centre number and candidate number in the boxes at the top of the page.  \u25cf write your answer to each question in the space provided.  \u25cf do not use an erasable pen or correction fluid.  \u25cf do not write on any bar codes.  \u25cf you may use a calculator.  \u25cf you should show all your working and use appropriate units. information  \u25cf the total mark for this paper is 40.  \u25cf the number of marks for each question or part question is shown in brackets [  ]. for examiner\u2019s use 1 2 3 4 total",
+            "2": "2 0625/51/ m/j/21 \u00a9 ucles 2021 1 in this experiment, you will investigate the period of a pendulum. carry out the following  instructions, referring to fig. 1.1 and fig. 1.2. xdsplit cork floorbob        split cork one complete oscillation  fig. 1.1  fig. 1.2  a pendulum has been set up for you as shown in fig. 1.1.   (a) measure the distance d between the bottom of the split cork and the floor.  d =    cm [1]   this distance d must remain constant throughout the experiment.  (b) \u2022  adjust the length of the pendulum until the distance x, measured from the centre of the  bob to the floor, is 50.0  cm.  \u2022 displace the bob slightly and release it so that it swings. fig. 1.2 shows one complete  oscillation of the pendulum. \u2022 measure, and record in table 1.1, the time t for 10 complete oscillations. \u2022 calculate, and record in table 1.1, the period t of the pendulum. the period is the time  for one complete oscillation. \u2022 calculate, and record in table 1.1,  t 2. [2] table 1.1 x / cm t / s t / s t 2 / s2 50.0 45.0 40.0 35.0 30.0",
+            "3": "3 0625/51/ m/j/21 \u00a9 ucles 2021 [turn over  (c) repeat the procedure in  (b) using x = 45.0  cm, 40.0  cm, 35.0  cm and 30.0  cm. [3]  (d) plot a graph of t 2 / s2 (y-axis) against x / cm (x-axis). you do not need to start your axes at the  origin (0,0).  [4]  (e) explain why timing 10 oscillations gives a more accurate result for the period t than timing  one oscillation.  ...  .  [1]  [total: 11]",
+            "4": "4 0625/51/ m/j/21 \u00a9 ucles 2021 2 in this experiment, you will investigate resistance.   carry out the following instructions, referring to fig. 2.1. the circuit has been set up for you. a vpower supply fig. 2.1  (a) close the switch.   (i) record the current i1 in the circuit.  i1 =  .  [1]   (ii) record the potential difference (p.d.) v1 across the resistor.  v1 =  .  [1]   open the switch.   (iii) calculate the resistance r1 of the resistor using the equation r1 = v1 i1.  r1 =  .  [1]",
+            "5": "5 0625/51/ m/j/21 \u00a9 ucles 2021 [turn over  (b) disconnect the voltmeter.    connect the second resistor provided in series  with the first resistor.    connect the voltmeter across both resistors.    close the switch. \u2022 record the current i2 in the circuit.  i2 =  ... \u2022 record the potential difference (p.d.) v2 across the resistors.  v2 =  ...   open the switch. \u2022 calculate the resistance rs of the resistors in series using the equation rs =  v2 i2.  rs =  ...  [2]  (c) disconnect the voltmeter. connect the second resistor in parallel  with the first resistor.    connect the voltmeter across both resistors.    close the switch. \u2022 record the current i3 in the circuit.  i3 =  ... \u2022 record the potential difference (p.d.) v3 across the resistors.  v3 =  ...   open the switch. \u2022 calculate the resistance rp of the resistors in parallel using the equation rp =  v3 i3.  rp =  ...  [2]",
+            "6": "6 0625/51/ m/j/21 \u00a9 ucles 2021  (d) complete the circuit diagram to show the circuit you used in part (c).  [2]  (e) describe how you would extend part (c) of this experiment to investigate the relationship  between the combined resistance of identical resistors connected in parallel and the number  of resistors. you are not required to do this investigation.  ...  ...  ...  .  [2]   [total: 11]",
+            "7": "7 0625/51/ m/j/21 \u00a9 ucles 2021 [turn over blank page",
+            "8": "8 0625/51/ m/j/21 \u00a9 ucles 2021 3 in this experiment, you will investigate the refraction of light in the material of a transparent block.   carry out the following instructions, using the separate ray-trace sheet provided. you may refer to  fig. 3.1 for guidance.  eyeholep n q b a jf e k lh gc di fig. 3.1  (a) \u2022  place the transparent block, largest face down, on the ray-trace sheet supplied. the  block should be approximately in the middle of the paper.    \u2022 draw and label the outline of the block abcd , as shown in fig. 3.1. \u2022 remove the block and draw a normal at the centre of side ab. continue the normal so  that it passes through side cd of the block. label the normal nl. \u2022 label the point q where nl crosses ab.  \u2022 draw a line ef parallel to cd and 2.0  cm below cd. \u2022 label the point j where nl crosses  ef.  \u2022 draw a line gh parallel to cd and 7.0  cm below cd. \u2022 label the point k where nl crosses gh.  [2]",
+            "9": "9 0625/51/ m/j/21 \u00a9 ucles 2021 [turn over  (b) \u2022 draw the line pq at an angle i = 30\u00b0 to the normal as shown in fig. 3.1. \u2022 place the paper on the pin board. \u2022 place two pins, p1 and p2, on line pq at a suitable distance apart for this experiment. \u2022 replace the block and look from the position of the eye shown in fig. 3.1 to observe  the images of p1 and p2 through side cd of the block. adjust your line of sight until the  images of p1 and p2 appear one behind the other. \u2022 place a pin p3 on line  ef between your eye and the block so that the images of p1 and  p2 seen through the block appear behind p3. \u2022 place a pin p4 on line gh between your eye and the block so that p3, and the images of  p1 and p2 seen through the block, appear behind p4. \u2022 label the positions of p1, p2, p3 and p4. \u2022 remove the pins.  [2]  (c) (i) measure and record the length a of the line from j to p3.  a =  .  [1]   (ii) measure and record the length b of the line from k to p4.  b =  ..  [1]   (iii) calculate b a.   b a =  .  [2]  (d) state one precaution that you took in order to produce an accurate ray trace.  ...  .  [1]  (e) a student plans to test the suggestion that, in this experiment, b a is a constant for all possible  values of i. list suitable values of i that the student could use.   .  [2]   tie your ray-trace sheet into this booklet between pages 8 and 9.  [total: 11] ",
+            "10": "10 0625/51/ m/j/21 \u00a9 ucles 2021 4 a student investigates the rate of cooling, in air, of heated blocks made of different metals. the  temperature of each block is increased by placing it in hot water.   plan an experiment to investigate how the rate of cooling depends on the metal from which each  block is made.  you are not required to carry out this experiment.  the following apparatus is available to the student:   cylindrical blocks of different metals, each with a hole for a thermometer, as shown in fig. 4.1  a thermometer.  other apparatus normally available in a school laboratory can also be used.  in your plan, you should: \u2022 list any additional apparatus required  \u2022 explain briefly how you would carry out the investigation, including the measurements you  would take \u2022 state the key variables to be kept constant \u2022 draw a suitable table, with column headings, to show how you would display your readings  (you are not required to enter any readings in the table) \u2022 explain how you would use the results to reach a conclusion. hole for thermometer fig. 4.1",
+            "11": "11 0625/51/ m/j/21 \u00a9 ucles 2021  ..  ..  ..  ..  ..  ..  ..  ..  ..  ..  ..  ..  ..  ..  ..  ..  ..    [7]",
+            "12": "12 0625/51/ m/j/21 \u00a9 ucles 2021 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 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.blank page"
+        },
+        "0625_s21_qp_52.pdf": {
+            "1": "this document has 12 pages. any blank pages are indicated. cambridge igcse\u2122 *5832659003* dc (pq/sg) 199331/4 \u00a9 ucles 2021  [turn overphysics  0625/52 paper 5 practical test  may/june  2021  1 hour 15 minutes you must answer on the question paper. you will need:  the materials and apparatus listed in the confidential instructions instructions  \u25cf answer all questions.  \u25cf use a black or dark blue pen. you may use an hb pencil for any diagrams or graphs.  \u25cf write your name, centre number and candidate number in the boxes at the top of the page.  \u25cf write your answer to each question in the space provided.  \u25cf do not use an erasable pen or correction fluid.  \u25cf do not write on any bar codes.  \u25cf you may use a calculator.  \u25cf you should show all your working and use appropriate units. information  \u25cf the total mark for this paper is 40.  \u25cf the number of marks for each question or part question is shown in brackets [  ]. for examiner\u2019s use 1 2 3 4 total",
+            "2": "2 0625/52/ m/j/21 \u00a9 ucles 2021 1 in this experiment, you will determine the density of sand.  carry out the following instructions, referring to fig. 1.1.  the beaker labelled a has a mark at the 250  cm3 level. h beaker a fig. 1.1 (not to scale)  (a) estimate the volume of water vw that beaker a would hold when filled to the top.  vw =  ..  cm3 [1]  (b) (i) use the string and the metre rule provided to accurately determine the circumference c  of beaker a.    record your readings and show your working.  c =  ...  cm [2]   (ii) explain briefly how you used the string and the metre rule to determine c as accurately  as possible. you may draw a diagram.  ...  ...  ...  .  [2]",
+            "3": "3 \u00a9 ucles 2021 [turn over 0625/52/ m/j/21 (c) measure the height h of beaker a, as shown in fig. 1.1.  h  .  cm           calculate the volume va of beaker a using the equation va = hc 2 12.6 .  va =  ..  cm3 [2]  (d) (i) beaker b contains dry sand. pour the sand into the measuring cylinder.  \u2022 record the volume vs of sand.  vs =  ...  cm3    \u2022 write down the mass mb of beaker b, given on the card.  mb =    g \u2022 pour the sand into beaker b. measure the mass m of beaker b containing the sand.  m =    g \u2022 calculate the mass ms of sand in the beaker. use the equation ms = (m \u2013 mb).  ms =    g  [2]   (ii) calculate the density \u03c1 of sand using the equation \u03c1 = ms vs .    include the unit.  \u03c1 =  .  [2]  [total: 11]",
+            "4": "4 0625/52/ m/j/21 \u00a9 ucles 2021 2 in this experiment, you will investigate the position of the image in a plane mirror.  carry out the following instructions. use the ray-trace sheet supplied, referring to fig. 2.1 for  guidance. eyehole b an lr d fm cx ye\u03b8 8.0 cm 8.0 cm fig. 2.1  (a) \u2022  draw a line 10  cm long near the top of the ray-trace sheet. label the line mr. draw a  normal to this line that passes through its centre. label the normal nl. label the point at  which nl crosses mr with the letter b. \u2022 draw a line cd 8.0 cm below mr and parallel to mr. \u2022 label the point x where cd crosses nl. \u2022 draw a line ef 8.0 cm below cd and parallel to  cd. \u2022 label the point y where ef crosses nl.  [2]",
+            "5": "5 0625/52/ m/j/21 \u00a9 ucles 2021 [turn over  (b) \u2022  draw a line 7.0  cm long from b at an angle of incidence \u03b81 = 20\u00b0 to the normal below mr  and to the left of the normal. label the end of this line a.  \u2022 place two pins, p1 and p2, on line ab at a suitable distance apart for this type of ray-trace  experiment.  [2]  (c) place the reflecting face of the mirror vertically on the line mr.    view the images of pins p1 and p2 from the direction indicated by the eye in fig. 2.1. place  pin p3 on line cd so that the images of p2 and p1 appear exactly behind pin p3. label the  position of p3.   place pin p4 on line ef so that pin p3, and the images of p2 and p1, all appear exactly behind  pin p4. label the position of p4.  [1]  (d) (i) measure and record the distance a from x to p3.  a =  .  [1]   (ii) measure and record the distance b from y to p4.  b =  .  [1]   (iii) calculate a b.    a b =  .  [1]  (e) \u2022 repeat the steps in parts (b) and (c) using an angle of incidence \u03b82 = 10\u00b0. \u2022 measure and record the distance c from x to p3.  c =  ...    \u2022 measure and record the distance d from y to p4.  d =  ... \u2022 calculate c d.    c d =  ...  [1]",
+            "6": "6 0625/52/ m/j/21 \u00a9 ucles 2021  (f) state and explain whether the values of a b and  c d can be considered to be equal in this  experiment.   ...  .  [1]  (g) a student carries out this experiment with care. suggest a practical reason why the results  may not be accurate.  ...  .  [1]  tie your ray-trace sheet into this booklet between pages 4 and 5.  [total: 11] ",
+            "7": "7 0625/52/ m/j/21 \u00a9 ucles 2021 [turn over blank page",
+            "8": "8 0625/52/ m/j/21 \u00a9 ucles 2021 3 in this experiment, you will investigate resistance.  carry out the following instructions, referring to fig. 3.1. a vpower supply rl bcdresistance wire sliding contact s fig. 3.1  (a) (i) close the switch.    measure the current i in the circuit.  i =  .  [1]    (ii) place the sliding contact s at c.    measure the potential difference (p.d.) vr across the resistor r.  vr =  .  [1]   open the switch.   (iii) calculate the resistance r of the resistor using the equation r = vr i.  r =  .  [2]  (b) disconnect the voltmeter from terminal b. connect the voltmeter to terminal c. close the  switch. \u2022 place the sliding contact s at a distance l = 20.0  cm from c. \u2022 measure, and record in table 3.1, the reading on the voltmeter. \u2022 repeat the procedure using l = 40.0  cm, 60.0  cm, 80.0  cm and 100.0  cm. open the switch.",
+            "9": "9 0625/52/ m/j/21 \u00a9 ucles 2021 [turn over table 3.1 l  / cm v / v  20.0  40.0  60.0  80.0 100.0 [1]  (c) plot a graph of v / v (y-axis) against l / cm (x-axis). start both axes at the origin (0,0). 00  [4]  (d) use your value of vr from (a)(ii)  to find the length l r of resistance wire that has the same  resistance as resistor r. show clearly on the graph how you obtained the necessary  information.  l r =  .  cm  [2]  [total: 11]",
+            "10": "10 0625/52/ m/j/21 \u00a9 ucles 2021 4 a student investigates springs made from different metals.   plan an experiment to investigate the extension of springs made from different metals.  you are not required to carry out this experiment.  the following apparatus is available:   boss, clamp and stand   metre rule   springs made from different metals   selection of loads with hangers.   you can also use other apparatus and materials that are usually available in a school laboratory.  in your plan, you should: \u2022 write a list of suitable metals for the springs  \u2022 draw a diagram of the set up you would use \u2022 explain briefly how to carry out the investigation \u2022 state the key variables to keep constant \u2022 draw a table, or tables, with column headings, to show how to display your readings (you are  not required to enter any readings in the table) \u2022 explain how you would use the readings to reach a conclusion.  ..  ..  ..  ..",
+            "11": "11 0625/52/ m/j/21 \u00a9 ucles 2021  ..  ..  ..  ..  ..  ..  ..  ..  ..  ..  ..  ..  ..  ..  ..    [7]",
+            "12": "12 0625/52/ m/j/21 \u00a9 ucles 2021 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 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.blank page"
+        },
+        "0625_s21_qp_53.pdf": {
+            "1": "this document has 16 pages. any blank pages are indicated. cambridge igcse\u2122 *0124687714* dc (pq/sg) 199330/3 \u00a9 ucles 2021  [turn overphysics  0625/53 paper 5 practical test  may/june  2021  1 hour 15 minutes you must answer on the question paper. you will need:  the materials and apparatus listed in the confidential instructions instructions  \u25cf answer all questions.  \u25cf use a black or dark blue pen. you may use an hb pencil for any diagrams or graphs.  \u25cf write your name, centre number and candidate number in the boxes at the top of the page.  \u25cf write your answer to each question in the space provided.  \u25cf do not use an erasable pen or correction fluid.  \u25cf do not write on any bar codes.  \u25cf you may use a calculator.  \u25cf you should show all your working and use appropriate units. information  \u25cf the total mark for this paper is 40.  \u25cf the number of marks for each question or part question is shown in brackets [  ]. for examiner\u2019s use 1 2 3 4 total",
+            "2": "2 0625/53/ m/j/21 \u00a9 ucles 2021 1\tin this experiment, you will investigate the behaviour of a spring and use it to determine the density  of modelling clay.  a stand and spring have been set up for you.  carry out the following instructions, referring to fig. 1.1 and fig. 1.2. clamp spring l 0 fig. 1.1  (a) measure the length l0 of the spring without any load.  l0 =    cm [1]  (b)  suspend a load of weight w = 2.0  n from the spring, as shown in fig. 1.2. clamp spring loadl  fig. 1.2   (i) measure the stretched length l of the spring.  l =    cm [1]   (ii) calculate the extension e of the spring for a load of weight w = 2.0  n.    use your values from  (a) and (b)(i)  and the equation e = (l \u2013 l0).  e =    cm [1]",
+            "3": "3 0625/53/ m/j/21 \u00a9 ucles 2021 [turn over  (c) remove the load from the spring.   suspend the load u, which is made of modelling clay, from the spring.   measure the stretched length lu of the spring.  lu =  ..  cm   calculate the extension eu of the spring with load u.  eu =  ..  cm   the extension of a spring is directly proportional to the weight of the load.   use your values of w and e from (b)(ii)  and your value of eu to determine the weight wu of  load u.   show your working.  wu =  ...  [2]",
+            "4": "4 0625/53/ m/j/21 \u00a9 ucles 2021  (d) fully immerse load u in the beaker of water, as shown in fig. 1.3. the load u must not touch  either the sides or the bottom of the beaker. clamp spring load u benchlw  beaker water fig. 1.3   measure the stretched length lw of the spring.  lw =  ..  cm   calculate the extension ew of the spring with load u in the water.  ew =  ..  cm   calculate the density \u03c1 of the modelling clay.   use your value of eu from (c), your value of e w and the equation \u03c1 = eu (eu \u2013 e w) \u00d7 k , where k = 1.0  g / cm3. \t\u03c1  =    g / cm3   [2]  (e) suggest a possible source of inaccuracy in the determination of \u03c1 in this experiment.  ...  ...  .  [1]",
+            "5": "5 0625/53/ m/j/21 \u00a9 ucles 2021 [turn over  (f) describe one precaution that you took when measuring the length of the spring, to ensure an  accurate reading. you may draw a diagram.  ...  .  [1]  (g) a student plots a graph of load against extension for the spring, to show that the two quantities  are directly proportional.   state how his graph line shows that load and extension are directly proportional.  ...  ...  ...  [2]  [total: 11]",
+            "6": "6 0625/53/ m/j/21 \u00a9 ucles 2021 2 in this experiment, you will determine the electromotive force (e.m.f.) and resistance of a cell by  using a resistance wire.  the circuit has been set up for you.  carry out the following instructions, referring to fig. 2.1. power supply varesistance wire crocodile clip resistor fig. 2.1  (a) close the switch.   attach the crocodile clip to the resistance wire. adjust its position until the value v of the  potential difference (p.d.) across the cell and the resistor is 5.0  v.   measure, and record in table 2.1, the value of the current i for the cell and resistor in series.   repeat this procedure for values of v = 4.5  v, 4.0  v, 3.5  v and 3.0  v. detach the crocodile clip  from the resistance wire.   open the switch. table 2.1 v / v i /a 5.0 4.5 4.0 3.5 3.0  [2]",
+            "7": "7 0625/53/ m/j/21 \u00a9 ucles 2021 [turn over  (b) plot a graph of i / a (y-axis) against v / v (x-axis). start both axes at the origin (0,0). 00  [4]  (c) the e.m.f. e of the cell is equal to the value of v when i = 0.0  a.   determine the value of e from the graph.  e =  .  [1]",
+            "8": "8 0625/53/ m/j/21 \u00a9 ucles 2021  (d) (i) determine the gradient g of the graph. show clearly on the graph how you obtained the  necessary information.  g =  .  [1]   (ii) the value of 1 g is numerically equal to the resistance ( r + r) where r is the resistance of  the cell and r = 5.0  \u03c9.    calculate the resistance r of the cell.  r =  ..  \u03c9 [1]  (e) suggest how the experiment and graph could be improved to obtain a more accurate value  for e.m.f. e.  ...  ...  .  [2]  [total: 11]",
+            "9": "9 0625/53/ m/j/21 \u00a9 ucles 2021 [turn over blank page",
+            "10": "10 0625/53/ m/j/21 \u00a9 ucles 2021 3 in this experiment, you will investigate the refraction of light by a transparent block.   you will determine a quantity known as the refractive index of the material of the block.  carry out the following instructions, using the separate ray-trace sheet provided. you may refer to  fig. 3.1 for guidance. eyehole e na d f cbray-trace sheet \u03b8 2 cm fig. 3.1  (a) \u2022  place the block approximately in the centre of the ray-trace sheet. carefully draw round  the block and label the corners abcd  as indicated by fig. 3.1. \u2022 remove the block from the ray-trace sheet. \u2022 draw a normal to line  ab at a point n, 2 cm from a. extend the normal downwards until it  crosses the line cd. label the point at which it crosses cd with the letter  f. \u2022 draw a line ne, as indicated by fig. 3.1, 8  cm long and at an angle \u03b81 = 20\u00b0.  [1]",
+            "11": "11 0625/53/ m/j/21 \u00a9 ucles 2021 [turn over  (b) \u2022 replace the block in exactly the same position as in (a). \u2022 place two pins, p1 and p2, on line ne, a suitable distance apart for accurate ray tracing. \u2022 label the positions of p1 and p2. \u2022 view the images of p1 and p2 through the block from the direction indicated by the eye in  fig. 3.1. place two pins, p3 and p4, a suitable distance apart, so that pins p3 and p4, and  the images of p1 and p2, all appear exactly one behind the other. \u2022 label the positions of p3 and p4. \u2022 remove the block and pins from the ray-trace sheet. \u2022 draw a line joining p3 and p4. extend this line until it meets nf. \u2022 label the point at which this line meets nf with the letter g. label the point at which this  line crosses cd with the letter h. \u2022 draw a line joining points n and h.  [3]  (c) measure the length a of line nh.  a =  ..  cm   measure the length b of line gh.  b =  ..  cm   calculate a value n1 for the refractive index, using the equation n1= a b.  n1 =  ...  [2]  (d) draw a new line ne, as indicated by fig. 3.1, 8  cm long and at an angle \u03b82 = 40\u00b0.   repeat the steps in  (b).   (i) measure the length c of the new line nh.  c =  ..  cm    measure the length d of the new line gh.  d =  ..  cm    calculate a second value n2 for the refractive index, using the equation n2 =  c d.  n2 =  ...  [1]",
+            "12": "12 0625/53/ m/j/21 \u00a9 ucles 2021   (ii) state whether n1 or n2 is likely to be the more accurate value.    explain your answer. statement  .. explanation    ...  [1]  (e) (i) measure the angle \u03b1, where \u03b1 is the smaller angle between the line gh from (b) and the  line gh from (d).  \u03b1 =  ...  [1]   (ii) a student suggests that the angle \u03b1 should be equal to the difference between the angle  \u03b82 from (d) and the angle \u03b81 from  (a).    state whether your results support this suggestion. justify your answer by reference to  your results. statement  .. justification    ...  [1]  (f) suggest why different students, all carrying out this experiment carefully, may not obtain  identical results.  ...  .  [1]  tie your ray-trace sheet into this booklet between pages 10 and 11.  [total: 11]",
+            "13": "13 0625/53/ m/j/21 \u00a9 ucles 2021 [turn over blank page",
+            "14": "14 0625/53/ m/j/21 \u00a9 ucles 2021 4 a student investigates the factors affecting the deflection of a wooden strip clamped at one end.  plan an experiment which enables him to investigate how one factor affects the distance d that  the free end of the wooden strip moves downwards when loads are placed on it.  you are not required to carry out the experiment.  the apparatus available includes:   a variety of wooden strips that can be clamped as shown in fig. 4.1   a set of masses with a hanger.  in your plan, you should: \u2022 list any additional apparatus needed \u2022 state the key variables to be kept constant \u2022 explain briefly how to carry out the experiment, including how d is to be measured and any  precautions that must be taken to ensure reliable results \u2022 draw a table, with column headings, to show how to display the readings (you are not required  to enter any readings in the table) \u2022 explain how to use the readings to reach a conclusion.  you may add to fig. 4.1 or draw another diagram if it helps to explain your plan. dclamp benchwooden strip fig. 4.1",
+            "15": "15 0625/53/ m/j/21 \u00a9 ucles 2021  ..  ..  ..  ..  ..  ..  ..  ..  ..  ..  ..  ..  ..  ..  ..  ..  ..  ..  ..  ..  ..  ..    [7]",
+            "16": "16 0625/53/ m/j/21 \u00a9 ucles 2021 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 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.blank page"
+        },
+        "0625_s21_qp_61.pdf": {
+            "1": "this document has 12 pages. any blank pages are indicated. cambridge igcse\u2122 dc (ms/sw) 199685/3 \u00a9 ucles 2021  [turn overphysics  0625/61 paper 6 alternative to practical  may/june  2021  1 hour you must answer on the question paper. no additional materials are needed. instructions  \u25cf answer all questions.  \u25cf use a black or dark blue pen. you may use an hb pencil for any diagrams or graphs.  \u25cf write your name, centre number and candidate number in the boxes at the top of the page.  \u25cf write your answer to each question in the space provided.  \u25cf do not use an erasable pen or correction fluid.  \u25cf do not write on any bar codes.  \u25cf you may use a calculator.  \u25cf you should show all your working and use appropriate units. information  \u25cf the total mark for this paper is 40.  \u25cf the number of marks for each question or part question is shown in brackets [  ]. *6222074801*",
+            "2": "2 0625/61/ m/j/21 \u00a9 ucles 2021 1 a student investigates the period of a pendulum. fig. 1.1 and fig. 1.2 show the arrangement. one complete oscillationclamp clamp floorxbobdl fig. 1.1              fig. 1.2  (a) the student measures the distance d between the bottom of the clamp and the floor.  120.0  cm d =   ..   this distance d remains constant throughout the experiment.   he adjusts the length l  of the pendulum to 70.0  cm.   calculate the distance x between the centre of the pendulum bob and the floor. record the  value of x in the first row of table 1.1.   [1]  (b) the student displaces the bob slightly and releases it so that it swings. fig. 1.2 shows one  complete oscillation of the pendulum.   he measures, and records in the first row of table 1.1, the time t for 10 complete oscillations.   (i) calculate, and record in the first row of table 1.1, the period t of the pendulum.  the period is the time for one complete oscillation.   [1]   (ii) calculate, and record in the first row of table 1.1, t 2.  [2]   (iii) complete the column headings in table 1.1.   [1]",
+            "3": "3 0625/61/ m/j/21 \u00a9 ucles 2021 [turn over table 1.1 x / t / t / t 2 / 16.7 45.0 17.3 1.73 2.99 40.0 17.9 1.79 3.20 35.0 18.4 1.84 3.39 30.0 19.0 1.90 3.61  (c) he repeats the procedure using x = 45.0  cm, 40.0  cm, 35.0  cm and 30.0  cm.   he records the readings in table 1.1.   plot a graph of t 2 (y-axis) against x (x-axis). you do not need to start your axes at the  origin (0,0).   [4]",
+            "4": "4 0625/61/ m/j/21 \u00a9 ucles 2021  (d) state whether the graph line shows that t 2 is proportional to x. give a reason for your answer. statement  .. reason  ...   [1]  (e) explain why timing 10 oscillations gives a more accurate result for the period t than timing  one oscillation.  ...  .  [1]  [total: 11]",
+            "5": "5 0625/61/ m/j/21 \u00a9 ucles 2021 [turn over 2 a student investigates resistance.  fig. 2.1 shows the circuit she uses. a vpower supply fig. 2.1  (a) she records the potential difference (p.d.) v1 across the resistor and the current i1 in the  circuit.   the meters are shown in fig. 2.2 and fig. 2.3.   (i) write down the readings. include the units for potential difference, current or resistance  where appropriate in all parts of the question. v67 98 1045 2 13 0 a0.6 0.8 1.00.4 0.2 0 fig. 2.2                  fig. 2.3  v1 =  ...  i1 =  ...   [3]   (ii) calculate the resistance r1 of the resistor using the equation r1 = v1 i1 .  r1 =  .  [1]",
+            "6": "6 0625/61/ m/j/21 \u00a9 ucles 2021  (b) she connects a second resistor in series with the first resistor. she connects the voltmeter  across both resistors and records the potential difference v2 across both resistors and the  current i2 in the circuit.      2.6 v2 =  ...      0.28 i2 =  ...   calculate the resistance rs of the resistors in series using the equation rs = v2 i2 .  rs =  .  [1]  (c) she connects the second resistor in parallel with the first resistor. she connects the voltmeter  across both resistors. she records the potential difference v3 across the resistors and the  current i3 in the circuit.      2.4 v3 =  ...      0.99 i3 =  ...   calculate the resistance rp of the resistors in parallel using the equation rp = v3 i3 . give your  answer to a suitable number of significant figures for this experiment.  rp =  .  [1]  (d) complete the circuit diagram to show the circuit she uses in part (c).   [2]",
+            "7": "7 0625/61/ m/j/21 \u00a9 ucles 2021 [turn over  (e) describe how to extend part (c) of this experiment to investigate the relationship between the  combined resistance of identical resistors connected in parallel and the number of resistors.  ...  ...  ...  .  [2]  (f) in this type of electrical experiment, a variable resistor can be used to vary the current.   draw the circuit symbol for a variable resistor.   [1]   [total: 11]",
+            "8": "8 0625/61/ m/j/21 \u00a9 ucles 2021 3 a student investigates the refraction of light through a transparent block.  fig. 3.1 shows the transparent block abcd  on the student\u2019s ray-trace sheet. eyeda c p3 p4b fig. 3.1  (a) \u2022 draw a normal at the centre of side ab. continue the normal so that it reaches the  bottom of the ray-trace sheet. label the normal nl. \u2022 label the point q where nl crosses ab.   [1]",
+            "9": "9 0625/61/ m/j/21 \u00a9 ucles 2021 [turn over  (b) \u2022 draw a line ef parallel to cd and 2.0  cm below cd. \u2022  label the point j where nl crosses ef. \u2022  draw a line gh parallel to cd and 7.0  cm below cd. \u2022  label the point k where nl crosses gh.   [1]  (c) (i) draw a line pq at an angle i = 30\u00b0 to the normal and on the left-hand side of the normal  above the block.   [1]   (ii) the student places two pins p1 and p2 on line pq. fig. 3.1 is not drawn full size. suggest  a suitable distance apart for pins p1 and p2 in this type of experiment.  distance apart  .  [1]  (d) the student observes the images of p1 and p2 through side cd of the block. she adjusts her  line of sight until the images of p1 and p2 appear one behind the other.   she places a pin p3 on line ef and a pin p4 on line gh so that p3, and the images of p1 and  p2 seen through the block, appear behind pin p4.   (i) on fig. 3.1, measure the length a of the line from j to p3.  a =  .  [1]   (ii) on fig. 3.1, measure the length b of the line from k to p4.  b =  .  [1]   (iii) calculate b a .  b a =  .  [2]  (e) state one precaution that you would take in this type of experiment in order to produce an  accurate ray trace.  ...  .  [1]  (f) a student plans to test the suggestion that, in this experiment, b a is a constant for all possible  values of i. list suitable values of i that the student could use.  .  [2]   [total: 11] ",
+            "10": "10 0625/61/ m/j/21 \u00a9 ucles 2021 4 a student investigates the rate of cooling, in air, of heated blocks made of different metals. the  temperature of each block is increased by placing it in hot water.  plan an experiment to investigate how the rate of cooling depends on the metal from which each  block is made.  the following apparatus is available to the student:   cylindrical blocks of different metals, each with a hole for a thermometer, as shown in fig. 4.1   a thermometer.  other apparatus normally available in a school laboratory can also be used.  in your plan, you should: \u2022  list any additional apparatus required \u2022  explain briefly how you would carry out the investigation, including the measurements you  would take \u2022  state the key variables to be kept constant \u2022  draw a suitable table, with column headings, to show how you would display your readings  (you are not required to enter any readings in the table) \u2022  explain how you would use the results to reach a conclusion. hole for thermometer fig. 4.1",
+            "11": "11 0625/61/ m/j/21 \u00a9 ucles 2021  ..  ..  ..  ..  ..  ..  ..  ..  ..  ..  ..  ..  ..  ..  ..  ..  ..    [7]",
+            "12": "12 0625/61/ m/j/21 \u00a9 ucles 2021 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 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.blank page"
+        },
+        "0625_s21_qp_62.pdf": {
+            "1": "this document has 12 pages. any blank pages are indicated. cambridge igcse\u2122 dc (ms/sw) 199686/3 \u00a9 ucles 2021  [turn overphysics  0625/62 paper 6 alternative to practical  may/june  2021  1 hour you must answer on the question paper. no additional materials are needed. instructions  \u25cf answer all questions.  \u25cf use a black or dark blue pen. you may use an hb pencil for any diagrams or graphs.  \u25cf write your name, centre number and candidate number in the boxes at the top of the page.  \u25cf write your answer to each question in the space provided.  \u25cf do not use an erasable pen or correction fluid.  \u25cf do not write on any bar codes.  \u25cf you may use a calculator.  \u25cf you should show all your working and use appropriate units. information  \u25cf the total mark for this paper is 40.  \u25cf the number of marks for each question or part question is shown in brackets [  ]. *3922083456*",
+            "2": "2 0625/62/ m/j/21 \u00a9 ucles 2021 1 a student determines the density of sand.  fig. 1.1 shows a beaker with a mark at the 250  cm3 level. 250  cm3 fig. 1.1  (a) estimate the volume of water vw that the beaker would hold when filled to the top.  vw =  ..  cm3 [1]  (b) the student uses string and a metre rule to determine the circumference c of the beaker.      21.3 cm c =  ...   explain briefly how to use the string and the metre rule to determine the circumference c as  accurately as possible. you may draw a diagram.  ...  ...  ...  .  [2]  (c) the student measures the height h of the beaker.   (i) show clearly on fig. 1.1, the height h that he should measure.   [1]      9.0 cm       his reading is  h =  ...   (ii) calculate the external volume vb of the beaker using the equation  vb = hc 2 12.6 .  vb =  ..  cm3 [2]",
+            "3": "3 0625/62/ m/j/21 \u00a9 ucles 2021 [turn over  (d) the student measures the mass of the beaker on a balance, as shown in fig. 1.2.    (i) write down the mass mb of the beaker, to the nearest gram. 208.3  g fig. 1.2  mb =  ..  g [1]   the student fills the beaker to the top with dry sand. he measures the mass m of the beaker  containing the sand.      724 g m =  ...   (ii) calculate the mass ms of sand in the beaker. use the equation ms = (m \u2013 mb).  ms =  ..  g [1]   (iii) calculate the density \u03c1 of the sand using the equation \u03c1 = ms vb.    include the unit.  \u03c1 =  .  [2]  (e) the student uses a measuring cylinder to measure the volume of dry sand. draw a diagram  of the measuring cylinder and show the line of sight that the student must use to obtain an  accurate volume reading.   [1]   [total: 11]",
+            "4": "4 0625/62/ m/j/21 \u00a9 ucles 2021 2 a student investigates the position of the image in a plane mirror.  fig. 2.1 shows the ray-trace sheet that the student uses. eyem p3 p4r fig. 2.1",
+            "5": "5 0625/62/ m/j/21 \u00a9 ucles 2021 [turn over  (a) \u2022 the line mr shows the position of a plane mirror. draw a normal to this line that passes  through its centre. continue the normal so that it reaches the bottom of the ray-trace  sheet. label the normal nl. label the point at which nl crosses mr with the letter b. \u2022 draw a line cd 5.0 cm below mr and parallel to mr. \u2022  label the point x where cd crosses nl. \u2022  draw a line ef 5.0 cm below cd and parallel to cd. \u2022  label the point y where ef crosses nl.   [2]  (b) draw a line 7.0  cm long from b at an angle of incidence \u03b81 = 20\u00b0 to the normal below mr and  to the left of the normal. label the end of this line a.  [1]  (c) the student places two pins, p1 and p2 , on line ab. suggest a suitable distance x between  the pins for this type of ray-trace experiment.  x =  .  [1]  (d) the student views the images of pins p1 and p2 from the direction indicated by the eye in  fig. 2.1. she places pin p3 on line cd so that the images of p2 and p1 appear exactly behind  pin p3.   she places pin p4 on line ef so that pin p3, and the images of p2 and p1, all appear exactly  behind pin p4. the positions of p3 and p4 are shown on fig. 2.1.   (i) measure and record the distance a from x to p3.  a =  .  [1]   (ii) measure and record the distance b from y to p4.  b =  .  [1]   (iii) calculate a b.  a b =  .  [1]",
+            "6": "6 0625/62/ m/j/21 \u00a9 ucles 2021  (e) the student repeats the procedure using an angle of incidence \u03b82 = 40\u00b0. she records the new  values of a and b.      4.2 cm a =  ...      8.3 cm b =  ...   calculate the new value a b.  a b =  .  [2]  (f) state and explain whether the two values of a b can be considered to be equal in this  experiment.  ...  .  [1]  (g) a student carries out this experiment with care. suggest a practical reason why the results  may not be accurate.  ...  .  [1]   [total: 11] ",
+            "7": "7 0625/62/ m/j/21 \u00a9 ucles 2021 [turn over 3 a student investigates resistance.  fig. 3.1 shows the circuit used. power supply a vresistance wire sliding contact sd b cl r fig. 3.1  (a) the student measures the current i in the circuit.   he places the sliding contact s at c and measures the potential difference (p.d.) v1 across  the resistor r.    the voltmeter and ammeter are shown in fig. 3.2 and fig. 3.3. v3 4 52 1 0 a0.6 0.8 1.00.4 0.2 0 fig. 3.2                  fig. 3.3   (i) write down the readings.    include the units for potential difference, current or resistance where appropriate in all  parts of the question.  v1 =  ...  i1 =  ...   [2]   (ii) calculate the resistance r1 of the resistor using the equation r1 = v1 i1.  r1 =  ...  [2]",
+            "8": "8 0625/62/ m/j/21 \u00a9 ucles 2021  (b) the student disconnects the voltmeter from terminal b and connects the voltmeter to  terminal c.   he places the sliding contact s at a distance l = 20.0  cm from c. he records, in table 3.1, the  reading on the voltmeter.   he repeats the procedure using l = 40.0  cm, 60.0  cm, 80.0  cm and 100.0  cm. his readings are  shown in table 3.1. table 3.1 l  / cm v / v  20.0 0.4  40.0 0.8  60.0 1.1  80.0 1.5 100.0 1.9   plot a graph of v / v (y-axis) against l  / cm (x-axis). start both axes at the origin (0,0).  00   [4]",
+            "9": "9 0625/62/ m/j/21 \u00a9 ucles 2021 [turn over  (c) use your value of v1 from (a)(i)  to find the length l r of resistance wire that has the same  resistance as resistor r. show clearly on the graph how you obtained the necessary  information.  l r =  ...  cm [2]  (d) the resistance of the resistance wire is proportional to its length. estimate the resistance of  100 cm of the resistance wire.  estimate  .  [1]   [total: 11]",
+            "10": "10 0625/62/ m/j/21 \u00a9 ucles 2021 4 a student investigates springs made from different metals.  plan an experiment to investigate the extension of springs made from different metals.  the following apparatus is available:   boss, clamp and stand   metre rule   springs made from different metals   selection of loads with hangers.  you can also use other apparatus and materials that are usually available in a school laboratory.  in your plan, you should: \u2022 write a list of suitable metals for the springs  \u2022 draw a diagram of the set up you would use \u2022 explain briefly how to carry out the investigation \u2022 state the key variables to keep constant \u2022 draw a table, or tables, with column headings, to show how to display your readings (you are  not required to enter any readings in the table) \u2022 explain how you would use the readings to reach a conclusion.  ..  ..  ..  ..",
+            "11": "11 0625/62/ m/j/21 \u00a9 ucles 2021  ..  ..  ..  ..  ..  ..  ..  ..  ..  ..  ..  ..  ..  ..  ..  ..  ..    [7]",
+            "12": "12 0625/62/ m/j/21 \u00a9 ucles 2021 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 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.blank page"
+        },
+        "0625_s21_qp_63.pdf": {
+            "1": "this document has 16 pages. any blank pages are indicated. cambridge igcse\u2122 dc (ms/ct) 199687/3 \u00a9 ucles 2021  [turn overphysics  0625/63 paper 6 alternative to practical  may/june  2021  1 hour you must answer on the question paper. no additional materials are needed. instructions  \u25cf answer all questions.  \u25cf use a black or dark blue pen. you may use an hb pencil for any diagrams or graphs.  \u25cf write your name, centre number and candidate number in the boxes at the top of the page.  \u25cf write your answer to each question in the space provided.  \u25cf do not use an erasable pen or correction fluid.  \u25cf do not write on any bar codes.  \u25cf you may use a calculator.  \u25cf you should show all your working and use appropriate units. information  \u25cf the total mark for this paper is 40.  \u25cf the number of marks for each question or part question is shown in brackets [  ]. *5642649603*",
+            "2": "2 0625/63/ m/j/21 \u00a9 ucles 2021 1 a student investigates the behaviour of a spring, and then uses the spring to determine the density  of modelling clay.  the apparatus is shown in fig. 1.1. clamp spring load fig. 1.1  (a) describe two precautions that the student should take when measuring the length of the  spring, to ensure an accurate reading. you may draw a diagram. 1.  ...  ... 2.  ...  ...  [2]",
+            "3": "3 0625/63/ m/j/21 \u00a9 ucles 2021  (b) the student measures the length l 0 of the spring without any load.     2.3 l 0 = .. cm   a load of weight w = 2.0  n is suspended from the spring, as shown in fig. 1.2. clamp spring 2.0 n loadl  fig. 1.2   (i) on fig. 1.2, measure the stretched length l of the spring.  l =  cm [1]   (ii) calculate the extension e of the spring for a load of weight w = 2.0  n.    use the equation e = (l \u2013 l 0).  e =  cm [1] [turn over",
+            "4": "4 0625/63/ m/j/21 \u00a9 ucles 2021  (c) the 2.0  n load is removed from the spring.   a load u is made of modelling clay wrapped on a wire hanger. load u is suspended from the  spring.   the student measures the stretched length l u of the spring.     7.4 l u =... cm   calculate the extension eu of the spring with load u.  eu = .. cm   the extension of a spring is directly proportional to the weight of the load.   use your values of w and e from (b)(ii)  and your value of eu to determine the weight wu of  load u.   show your working.  wu = ...   [2]  (d) load u is fully immersed in a beaker of water, as shown in fig. 1.3. clamp spring load u benchlw  beaker waterwire hanger fig. 1.3",
+            "5": "5 0625/63/ m/j/21 \u00a9 ucles 2021 [turn over  on fig. 1.3, measure the stretched length l w of the spring.  l w = .. cm   calculate the extension e w of the spring with load u in the water.  e w = .. cm   calculate the density \u03c1 of the modelling clay.   use your values of eu from (c), your value of e w and the equation \u03c1 = eu (eu \u2013 e w) \u00d7 k , where k = 1.0  g / cm3. \t\u03c1  =   g / cm3   [2]  (e) suggest a possible source of inaccuracy in the determination of \u03c1 in this experiment.  ...  ...  .  [1]  (f) the student plots a graph of load against extension for the spring, to show that the two  quantities are directly proportional.   state how his graph line shows that load and extension are directly proportional.  ...  ...  .  [2]   [total: 11]",
+            "6": "6 0625/63/ m/j/21 \u00a9 ucles 2021 2 a student determines the electromotive force (e.m.f.) and resistance of a cell by using a resistance  wire.  she uses the circuit shown in fig. 2.1. power supply aresistance wire crocodile clip resistorq p+ \u2013 fig. 2.1  (a) on fig. 2.1, draw a voltmeter connected to measure the potential difference (p.d.) across  terminals p and q.  [1]  (b) the switch is closed. the student moves the crocodile clip on the resistance wire so that the  potential difference v across terminals p and q is 5.0  v.   she measures the current i for the cell and resistor in series. a0.6 0.8 1.00.4 0.2 0 fig. 2.2   read, and record in table 2.1, the value of i shown on the meter in fig. 2.2.  [1]",
+            "7": "7 0625/63/ m/j/21 \u00a9 ucles 2021 [turn over  (c) the student repeats the procedure in (b) for values of v = 4.5  v, 4.0  v, 3.5  v and 3.0  v. her  readings are shown in table 2.1. table 2.1 v / v i / a 5.0 4.5 0.56 4.0 0.44 3.5 0.35 3.0 0.28   plot a graph of i / a (y-axis) against v / v (x-axis). start both axes at the origin (0,0). 00  [4]  (d) the e.m.f. e of the cell is equal to the value of v when i = 0.0  a.   determine the value of e from the graph.  e = .  [1]",
+            "8": "8 0625/63/ m/j/21 \u00a9 ucles 2021  (e) (i) determine the gradient g of the graph. show clearly on the graph how you obtained the  necessary information.  g = .  [1]   (ii) the value of 1 g is numerically equal to the resistance ( r + r) where r is the resistance of    the cell and r = 4.0  \u03c9.    calculate the resistance r of the cell.  r = .. \u03c9 [1]  (f) suggest how the experiment and graph could be improved to obtain a more accurate value  for e.m.f. e.  ...  ...  .  [2]  [total: 11]",
+            "9": "9 0625/63/ m/j/21 \u00a9 ucles 2021 [turn over blank page",
+            "10": "10 0625/63/ m/j/21 \u00a9 ucles 2021 3 a student investigates the refraction of light by a transparent block.  he uses his results to determine a quantity known as the refractive index of the material of the  block.  the student\u2019s ray-trace sheet is shown full size in fig. 3.1.  e n a d cbp1 p4p6 p3p5p2 fig. 3.1",
+            "11": "11 0625/63/ m/j/21 \u00a9 ucles 2021 [turn over  (a) the student places a transparent block abcd  near the centre of the ray-trace sheet, as  indicated in fig. 3.1.   (i) draw a normal at point n, extending above ab. label the upper end of the normal with  the letter l.    extend the normal downwards until it crosses line cd. label the point at which it crosses  cd with the letter f. [1]   (ii) the student draws line en as shown in fig. 3.1.    on fig. 3.1, measure the angle \u03b81 between the lines ln and en.  \u03b81 = .  [1]  (b) the student places two pins, p1 and p2, on line en, as shown in fig. 3.1.   suggest whether the two pins are a suitable distance apart for accurate ray tracing.   explain your answer. statement  .. explanation  ...  ...   [1]  (c) the student views the images of p1 and p2 through the block.   he places two pins, p3 and p4, so that pins p3 and p4, and the images of p1 and p2, all  appear exactly one behind the other. \u2022 draw a line through p3 and p4, extending the line until it meets nf. \u2022 label the point at which this line meets nf with the letter g. \u2022 label the point at which this line crosses cd with the letter h. \u2022 draw a line joining points n and h.  [1]  (d) (i) measure the length a of line nh.  a = .. cm    measure the length b of line gh.  b = .. cm   [1]   (ii) calculate a value n for the refractive index, using the equation n = a b .  n = .  [2]",
+            "12": "12 0625/63/ m/j/21 \u00a9 ucles 2021  (e) the student repeats the above procedure for an angle \u03b82 = 40\u00b0.   he places two pins, p5 and p6, so that pins p5 and p6, and the images of p1 and p2, all  appear exactly one behind the other. \u2022 draw a line through pins p5 and p6. extend the line until it meets gh. \u2022 label the point at which this line meets gh with the letter k. \u2022 label the point at which this line crosses cd with the letter r.   (i) measure the angle \u03b1, where \u03b1\tis the smaller angle between lines rk and gh. \t\u03b1  = .  [1]   (ii) a student suggests that the angle \u03b1 should be equal to the difference between the angle  \u03b82 from (e) and the angle \u03b81 from (a)(ii) .    state whether your results support this suggestion. justify your answer by reference to  your results. statement  .. justification    ...   [1]  (f) suggest a precaution which should be taken to ensure accurate results in this type of  experiment.  ...  .  [1]  (g) suggest why different students, all carrying out this experiment carefully, may not obtain  identical results.  ...  .  [1]   [total: 11]",
+            "13": "13 0625/63/ m/j/21 \u00a9 ucles 2021 [turn over blank page",
+            "14": "14 0625/63/ m/j/21 \u00a9 ucles 2021 4 a student investigates the factors affecting the deflection of a wooden strip clamped at one end.  plan an experiment which enables him to investigate how one factor affects the distance d that  the free end of the wooden strip moves downwards when loads are placed on it.  the apparatus available includes:   a variety of wooden strips which can be clamped as shown in fig. 4.1   a set of masses with a hanger.  in your plan, you should: \u2022 list any additional apparatus needed \u2022 state the key variables to be kept constant \u2022 explain briefly how to carry out the experiment, including how d is to be measured and any  precautions that must be taken to ensure reliable results \u2022 draw a table, with column headings, to show how to display the readings (you are not required  to enter any readings in the table) \u2022 explain how to use the readings to reach a conclusion.  you may add to fig. 4.1 or draw another diagram if it helps to explain your plan. dclamp benchwooden strip fig. 4.1",
+            "15": "15 0625/63/ m/j/21 \u00a9 ucles 2021 .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. ..   [7]",
+            "16": "16 0625/63/ m/j/21 \u00a9 ucles 2021 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 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.blank page"
+        },
+        "0625_w21_qp_11.pdf": {
+            "1": "    this document has 20 pages. any blank pages are indicated.  ib21 11_0625_11/2rp   \u00a9 ucles 2021   [turn ove r   *7987287000*cambridge igcse\u2122       physics 0625/11     paper 1 multiple choice (core)  october/november 2021     45 minutes    you must answer on the mult iple choice answer sheet.    you will need: multiple choice answer sheet   soft clean eraser   soft pencil (type b or hb is recommended)       instructions   \uf0b7 there are forty  questions on this paper. answer all questions.   \uf0b7 for each question there ar e four possible answers a, b, c and d. choose the one you consider correct  and record your choice in soft pencil on the multiple choice an swer sheet.   \uf0b7 follow the instructions on the multiple choice answer sheet.  \uf0b7 write in soft pencil.  \uf0b7 write your name, centre number and candidate number on the mult iple choice answer sheet in the  spaces provided unless this has been done for you.  \uf0b7 do not use correction fluid.  \uf0b7 do not write on any bar codes.  \uf0b7 you may use a calculator.  \uf0b7 take the weight of 1.0  kg to be 10  n (acceleration of free fall = 10  m / s2).      information  \uf0b7 the total mark for this paper is 40.  \uf0b7 each correct answer will score one mark.  \uf0b7 any rough working should be don e on this question paper.   ",
+            "2": "2  \u00a9 ucles 2021 0625/11/o/n/21  1 a student measures the volume of a quantity of water.    which apparatus is suitable?  a a balance  b a measuring cylinder  c a ruler  d a thermometer    2 the diagrams show distance\u2013time graphs for four objects.    which graph represents an object moving with an increasing spee d?    distance time 0a 0distance time 0b 0 distance time 0c 0distance time 0d 0       3 the gravitational field strength on the moon is smaller than th at on the earth.    a scientist examines a rock which has been brought back from th e moon.    he measures three quantities.    1 the density of the rock  2 the mass of the rock 3 the weight of the rock    which quantities are the same size on the surface of the earth and on the surface of the moon?  a 1 and 2 only b 1 and 3 only c 2 and 3 only d 1, 2 and 3   ",
+            "3": "3     \u00a9 ucles 2021 0625/11/o/n/21 [turn over  4 which substance in the table has the lowest density?     substance mass  / g volume  / cm3  a nylon 1.2 1.0  b cotton 1.5 1.0  c olive oil 1.8 2.0  d water 2.0 2.0      5 a  1 0 0  cm beam balances as shown.    3.0 kg4.0 kg 0 1 02 03 04 0 pivot60 70 80 90 100     the pivot is moved 10  cm to the left.    pivot503.0 kg4.0 kg 0 1 02 03 0 60 70 80 90 100     what will be the effect of this change on the anticlockwise and  clockwise moments about the  pivot?     anticlockwise  moment clockwise  moment  a decreases decreases  b decreases increases  c increases decreases  d increases increases     6 a spacecraft is travelling in space with no resultant force an d no resultant moment acting on it.    which statement about the spacecraft is correct?  a its direction is changing.  b it is in equilibrium.  c its speed is decreasing.  d its speed is increasing.   ",
+            "4": "4  \u00a9 ucles 2021 0625/11/o/n/21  7 the graph shows the total energy transferred by an electric mot or over a period of time.    in which region of the graph is the greatest power being develo ped by the motor?    total energy transferred time0 0abcd      8 electrical energy may be obtained from nuclear fission.    in which order is the energy  transferred in this process?  a nuclear fuel  \uf0ae  generator  \uf0ae  reactor and boiler  \uf0ae  turbines  b nuclear fuel  \uf0ae  generator  \uf0ae  turbines  \uf0ae  reactor and boiler  c nuclear fuel  \uf0ae  reactor and boiler  \uf0ae  generator  \uf0ae  turbines  d nuclear fuel  \uf0ae  reactor and boiler  \uf0ae  turbines  \uf0ae  generator     9 the diagram shows an electric circuit. when the switch is close d, the lamp is lit.        which row states the type of energy stored in the cell and how this energy is usefully transferred  to the lamp?     type of energy  stored in the cell how this energy is usefully  transferred to the lamp  a chemical by electric current  b chemical by light  c electrical by electric current  d electrical by light     ",
+            "5": "5     \u00a9 ucles 2021 0625/11/o/n/21 [turn over  10 a scientist uses an electric motor to lift a load through a ve rtical distance of 2.0  m.    he then increases the input power to the motor and repeats the experiment. the efficiency of the  motor does not change.    which row correctly describes the effect that this has on the u seful work done lifting the load and  the time taken to lift it?     work done time taken  a decreases decreases  b stays the same decreases  c decreases stays the same  d stays the same stays the same      11 the box shown has a weight of 15  n.    face q face p0.30  m 0.20  m 0.50  m     the box is resting on a horizontal surface with face p in conta ct with the surface.    what is the change in pressure on the surface if the box falls over onto face q?  a 0.0040  m2  / n b 0 . 0 0 6 7  m2  / n c 1 0 0  n / m2 d 250  n / m2      12 a liquid is evaporating. the liquid is not boiling.    which statement about the liquid is correct at an instant in ti me?  a any molecule can escape, and from any part of the liquid.  b any molecule can escape, but only from the liquid\u2019s surface.  c only molecules with enough ener gy can escape, and only from the  liquid\u2019s surface.  d only molecules with enough ener gy can escape, but from any part  of the liquid.    ",
+            "6": "6  \u00a9 ucles 2021 0625/11/o/n/21  13 which row correctly describes the movement of particles in sol ids and liquids?     solids liquids  a no movement move around each other  b no movement vibration only  c vibration only move around each other  d vibration only vibration only      14 a long, thin bar of copper is heated gently and evenly along i ts length.    copper bar heat    what happens to the bar?  a it becomes less heavy.  b it becomes longer.  c it becomes shorter.  d it bends at the ends.    ",
+            "7": "7     \u00a9 ucles 2021 0625/11/o/n/21 [turn over  15 the diagram shows a flask which has been filled with liquid x at room temperature.    level of liquid at room temperature liquid xstopper     when the flask is placed in warm water, the liquid rises higher  up the tube. when the flask is put  in cold water, the liquid drops below the original level in the  tube.    the experiment is repeated using an identical flask but a diffe rent liquid y. the initial level of the  liquid in the tube is the same as that in the original experime nt.    liquid y expands more, per degree increase in temperature, than  liquid x.    which row is correct for the level of the liquid?     rises most in  warm water falls most in  cold water  a x x  b x y  c y x  d y y     ",
+            "8": "8  \u00a9 ucles 2021 0625/11/o/n/21  16 the diagram shows a pan used for cooking food.    base of panhandle of pan     which row is correct for the materials used to make the base an d the handle of the pan?     base of pan handle of pan  a good thermal conductor good thermal conductor  b good thermal conductor poor thermal conductor  c poor thermal conductor good thermal conductor  d poor thermal conductor poor thermal conductor     17 which row gives the correct description of a sound wave?     action of wave type of wave  a transfers energy without transferring matter longitudinal  b transfers energy without transferring matter transverse  c transfers matter without transferring energy longitudinal  d transfers matter without transferring energy transverse     ",
+            "9": "9     \u00a9 ucles 2021 0625/11/o/n/21 [turn over  18 the diagram shows a wave.    displacement distance1 2 46 5 30 0     which row correctly indicates the amplitude and the wavelength of the wave?     amplitude wavelength  a the distance between 1 and 2 the distance between 4 and 5  b the distance between 1 and 2 the distance between 4 and 6  c the distance between 1 and 3 the distance between 4 and 5  d the distance between 1 and 3 the distance between 4 and 6      19 a ray of green light passes through a glass prism as shown.    green light     which colours of light refract as shown in the table?     refract more  than green refract less  than green  a red blue  b red yellow  c violet blue  d violet yellow     ",
+            "10": "10  \u00a9 ucles 2021 0625/11/o/n/21  20 the diagram shows a ray of light in air incident on a glass bl ock. some of the light is refracted  and some of the light is reflected. two angles, p and q, are marked on the diagram.    air glasspqray of light     which row gives the angle of incidence and states whether total  internal reflection occurs?     angle of  incidence total internal  reflection  a p no  b p yes  c q no  d q yes     21 the diagram shows a ray of light in glass incident on the surfa ce between the glass and air.    air glass     what happens if the angle of incidence is made larger than the critical angle for the glass?  a the angle of refraction becomes equal to 90 \uf0b0.  b there is a refracted ray and a ray reflected inside the glass.  c there is a refracted ray only.  d there is only a ray reflected inside the glass.    22 radiation from which part of the electromagnetic spectrum is u sed in the remote controller for a  television?  a infrared waves  b microwaves  c radio waves  d ultraviolet waves ",
+            "11": "11     \u00a9 ucles 2021 0625/11/o/n/21 [turn over  23 two rays of light are different colours.    which row is correct?     speed of the two  colours in a vacuum wavelengths of the two  colours in a vacuum  a different different  b different the same  c the same different  d the same the same     24 what is ultrasound?  a sound waves that are so loud that they damage human hearing  b sound waves that are too high-pitched for humans to hear  c sound waves that are too low-pitched for humans to hear  d sound waves that are too quiet for humans to hear     25 a bar magnet is brought near to a rod of unknown material.    the unknown rod is attracted to both ends of the bar magnet.    magnetrod of unknown material     which material is the bar made from?  a aluminium  b magnetised steel  c unmagnetised iron  d plastic    ",
+            "12": "12  \u00a9 ucles 2021 0625/11/o/n/21  26 in which circuit is the ammeter measuring the flow of charge th rough the lamp?    aa ad ab ac      27 in circuit 1, a negative charge flows in a clockwise direction . the bulb is bright.    in circuit 2, the battery is reversed as shown. the bulb is equ ally bright.    circuit 1 circuit 2    which charge flows in circuit 2 and in which direction?     charge direction  a negative anticlockwise  b negative clockwise  c positive anticlockwise  d positive clockwise     ",
+            "13": "13     \u00a9 ucles 2021 0625/11/o/n/21 [turn over  28 the diagram shows a circuit containing two resistors of resist ance 1.0  \uf057 and 2.0  \uf057.    a voltmeter is connected across the 1.0  \uf057 resistor by connecting p to x.    the reading on the voltmeter is 6.0  v.    v1.0 \u03c9 2.0 \u03c9xy p     p is moved to point y in the circuit.    what is the new reading on the voltmeter?  a 3.0  v b 6.0  v c 12  v d 18  v     29 the step-down transformer shown reduces mains voltage to 12  v.    mains voltage12 v    soft-iron corecopper wire     when the transformer is used, some energy is transferred to the  surroundings.    which type of energy is transferred to the surroundings?  a chemical energy  b light energy  c thermal energy  d elastic energy    ",
+            "14": "14  \u00a9 ucles 2021 0625/11/o/n/21  30 which circuit contains a fuse?    a ab cdv a       31 the diagram shows an electric circuit.        which row correctly shows the numbers of different components i n the circuit?     cells lamps switches  a 1 1 4  b 1 4 1  c 3 1 4  d 3 4 1     ",
+            "15": "15     \u00a9 ucles 2021 0625/11/o/n/21 [turn over  32 two resistors, with resistances r1 and r2, are connected in parallel.    the resistance r1 is greater than the resistance r2.    r1 r2     what is the resistance of the parallel combination?  a less than either r1 or r2  b equal to r1  c equal to r2  d the average of r1 and r2     33 the metal cases of electrical appliances are connected to an ea rth wire.    which statement is not correct?  a the live wire may become loose and touch the metal case.  b if the metal case becomes live, the earth wire conducts curren t to the ground.  c the earth wire needs to have a high resistance.  d earthing metal cases helps prevent a person from receiving an electric shock.    34 a teacher asks, \u2018why do we put a fuse in a mains circuit?\u2019    student 1 says, \u2018it protects the wiring from overheating.\u2019 stud ent 2 says, \u2018it protects us from  getting a shock if we touch the live wire.\u2019    who is correct?  a both students  b neither student  c student 1 only  d student 2 only    ",
+            "16": "16  \u00a9 ucles 2021 0625/11/o/n/21  35 which graph represents an alternating current (a.c.)?    current time0 0a current time0 0b current time0 0c current time0 0d      36 the current in a small electric heater is 4.0  a.    the cable connected to the heater is able to carry currents up to 10  a.    fuses rated 1  a, 3  a, 5  a and 13  a are available.    which fuse should be used?  a 1  a b 3  a c 5  a d 1 3  a      37 a very important experiment improved scientists\u2019 understanding  of the structure of matter.    the experiment involved \uf061-particles being fired at a thin, gold foil.    what happened?  a all the \uf061-particles were absorbed by the nuclei of the gold atoms.  b all the \uf061-particles were unaffected by the gold atoms.  c some of the \uf061-particles were attracted by the neutrons in the nuclei of the gold atoms.  d some of the \uf061-particles were repelled by the protons in the nuclei of the go ld atoms.     38 some sources of background radiation are natural and others ar e due to human activity.    which source is natural?  a medical x-rays  b nuclear weapons testing  c radioactive waste from power stations  d radon gas from rocks ",
+            "17": "17     \u00a9 ucles 2021 0625/11/o/n/21  39 a radioactive material is placed near a detector.    the detector shows a count rate of 28  000 counts  / min.    when a piece of card is put between the material and the counte r, the reading decreases to  25  000 counts  / min.    when an aluminium sheet is put between the material and the cou nter, the reading remains at  25  000 counts  / min.    when a sheet of lead is put between the material and the counte r, the reading decreases to  19  000 counts  / min.    what is being emitted by the radioactive material?  a \uf061, \uf062 and \uf067-radiation  b \uf061 and \uf062-radiation only  c \uf061 and \uf067-radiation only  d \uf062 and \uf067-radiation only     40 a radioactive isotope has a half-life of 3 years.    a sample gives a count rate of 100 counts  / min on a detector.    which calculation is used to predict the count rate after 12 ye ars?  a 100 \uf0b4 1 2 \uf0b4 1 2 \uf0b4 1 2 \uf0b4 1 2  b 100 \uf0b4 1 2 \uf0b4 1 2 \uf0b4 1 2  c 100 \uf0b4 3 12  d 100 \uf0b4 12 3 \uf0b4 1 2     ",
+            "18": "18  \u00a9 ucles 2021 0625/11/o/n/21  blank page",
+            "19": "19     \u00a9 ucles 2021 0625/11/o/n/21  blank page",
+            "20": "20    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 tra ce copyright holders, but if any items requiring clearance have  unwittingly been included, the  publisher will be pleased to make amends at the earliest possib le opportunity.    to avoid the issue of disclosure of answer-related information to candidates, all copyright acknowledgements are reproduced on line in the cambridge  assessment international educat ion copyright acknowledgements b ooklet. this is produced for each series of examinations and is  freely available to download  at www.cambridgeinternational.org  after the live examination se ries.   cambridge assessment international education is part of the cam bridge assessment group. cambridge assessment is the brand name  of the university of  cambridge local examinations sy ndicate (ucles), which itself is  a department of the univ ersity of cambridge.    \u00a9 ucles 2021 0625/11/o/n/21  blank page  "
+        },
+        "0625_w21_qp_12.pdf": {
+            "1": "    this document has 16 pages. any blank pages are indicated.  ib21 11_0625_12/3rp   \u00a9 ucles 2021   [turn ove r   *4547524422*cambridge igcse\u2122       physics 0625/12     paper 1 multiple choice (core)  october/november 2021     45 minutes    you must answer on the mult iple choice answer sheet.    you will need: multiple choice answer sheet   soft clean eraser   soft pencil (type b or hb is recommended)       instructions   \uf0b7 there are forty  questions on this paper. answer all questions.   \uf0b7 for each question there ar e four possible answers a, b, c and d. choose the one you consider correct  and record your choice in soft pencil on the multiple choice an swer sheet.   \uf0b7 follow the instructions on the multiple choice answer sheet.  \uf0b7 write in soft pencil.  \uf0b7 write your name, centre number and candidate number on the mult iple choice answer sheet in the  spaces provided unless this has been done for you.  \uf0b7 do not use correction fluid.  \uf0b7 do not write on any bar codes.  \uf0b7 you may use a calculator.  \uf0b7 take the weight of 1.0  kg to be 10  n (acceleration of free fall = 10  m / s2).      information  \uf0b7 the total mark for this paper is 40.  \uf0b7 each correct answer will score one mark.  \uf0b7 any rough working should be don e on this question paper.   ",
+            "2": "2  \u00a9 ucles 2021 0625/12/o/n/21  1 which list places units of length in increasing order of magni tude (size)?  a cm \uf0ae mm \uf0ae m  b mm \uf0ae cm \uf0ae m  c mm \uf0ae m \uf0ae cm  d m \uf0ae mm \uf0ae cm     2 which graph represents an object that is moving at constant sp eed?    distance time0 0a distance time0 0b distance time0 0c distance time0 0d       3 which statement about the equation shown is correct?    w = mg    a g is a force, m and w are not forces.  b m is a force, g and w are not forces.  c w is a force, g and m are not forces.  d none of g, m and w are forces.    ",
+            "3": "3     \u00a9 ucles 2021 0625/12/o/n/21 [turn over  4 which substance in the table has the lowest density?     substance mass  / g volume  / cm3  a nylon 1.2 1.0  b cotton 1.5 1.0  c olive oil 1.8 2.0  d water 2.0 2.0      5 the diagram shows a simple balance. the two loads, x and y, can  be moved along the beam.    x yd pivot    which graph shows how the moment produced by load y varies as t he perpendicular distance d  from the pivot changes?    moment 0 0a dmoment 0 0b d moment 0 0c dmoment 0 0d d     ",
+            "4": "4  \u00a9 ucles 2021 0625/12/o/n/21  6 a spacecraft is travelling in space with no resultant force an d no resultant moment acting on it.    which statement about the spacecraft is correct?  a its direction is changing.  b it is in equilibrium.  c its speed is decreasing.  d its speed is increasing.    7 a student carries out an investigation by pulling four differe nt boxes across the floor.    the results are shown in the table.    on which box is the most work done?     frictional force needed  to pull the box  / n distance moved  across the floor  / m  a 5 4  b 10 2  c 15 2  d 20 4     8 electrical energy may be obtained from nuclear fission.    in which order is the energy  transferred in this process?  a nuclear fuel  \uf0ae  generator  \uf0ae  reactor and boiler  \uf0ae  turbines  b nuclear fuel  \uf0ae  generator  \uf0ae  turbines  \uf0ae  reactor and boiler  c nuclear fuel  \uf0ae  reactor and boiler  \uf0ae  generator  \uf0ae  turbines  d nuclear fuel  \uf0ae  reactor and boiler  \uf0ae  turbines  \uf0ae  generator     9 a stone falls.    which row gives the energy changes?     gravitational  potential energy kinetic energy  a decreases decreases  b decreases increases  c increases decreases  d increases increases   ",
+            "5": "5     \u00a9 ucles 2021 0625/12/o/n/21 [turn over  10 a rope, connected to a pulley system and motor, is used to lif t different objects through different  distances. the time taken to lift each object is the same. the diagrams are not to scale.    which motor requires the greatest power?    motor 10 kg2 mplatforma motor 5 kg3 mplatformb motor 10 kg1 mplatformc motor 2 kg3 mplatformd      11 the diagram shows a simple mercury barometer.    which length is used to indicate atmospheric pressure in a simp le mercury barometer?    ca bdvacuum mercury      ",
+            "6": "6  \u00a9 ucles 2021 0625/12/o/n/21  12 a liquid is evaporating. the liquid is not boiling.    which statement about the liquid is correct at an instant in ti me?  a any molecule can escape, and from any part of the liquid.  b any molecule can escape, but only from the liquid\u2019s surface.  c only molecules with enough ener gy can escape, and only from the  liquid\u2019s surface.  d only molecules with enough ener gy can escape, but from any part  of the liquid.     13 the temperature of the gas in a sealed container of constant vo lume decreases from 20  \uf0b0c to  12  \uf0b0c.    which row is correct?     pressure of the gas  in the container average speed of  the molecules of gas  a decreases decreases  b stays the same increases  c increases stays the same  d stays the same decreases     14 a long, thin bar of copper is heated gently and evenly along i ts length.    copper bar heat    what happens to the bar?  a it becomes less heavy.  b it becomes longer.  c it becomes shorter.  d it bends at the ends.     ",
+            "7": "7     \u00a9 ucles 2021 0625/12/o/n/21 [turn over  15 a teacher makes the statement, \u2018object p has a higher thermal c apacity than object q.\u2019    what does this statement mean?  a object p has a higher melting point than object q.  b object p has a lower melting point than object q.  c the increase in temperature of object p is greater than that of  object q for the same increase  in internal energy.  d the increase in temperature of o bject p is smaller than that of  object q for the same increase  in internal energy.     16 the diagram shows a pan used for cooking food.    base of panhandle of pan     which row is correct for the materials used to make the base an d the handle of the pan?     base of pan handle of pan  a good thermal conductor good thermal conductor  b good thermal conductor poor thermal conductor  c poor thermal conductor good thermal conductor  d poor thermal conductor poor thermal conductor     ",
+            "8": "8  \u00a9 ucles 2021 0625/12/o/n/21  17 the diagrams show two patterns produced by water waves.    diagram 1 diagram 2 barrierbarrier     which two effects are shown in the diagrams?     diagram 1 diagram 2  a reflection diffraction  b reflection refraction  c refraction diffraction  d refraction reflection     18 which row is not correct for a wave on the surface of water?     quantity usual unit  a amplitude m  b frequency hz  c wavelength \uf06c  d speed m  / s     ",
+            "9": "9     \u00a9 ucles 2021 0625/12/o/n/21 [turn over  19 a thin, converging lens causes parallel rays of light to conve rge to a single point known as the  principal focus.    principal focus     which statement explains this?  a the light diffracts.  b the light disperses.  c the light reflects.  d the light refracts.    20 the diagram shows a ray of light in air incident on a glass bl ock. some of the light is refracted  and some of the light is reflected. two angles, p and q, are marked on the diagram.    air glasspqray of light     which row gives the angle of incidence and states whether total  internal reflection occurs?     angle of  incidence total internal  reflection  a p no  b p yes  c q no  d q yes     ",
+            "10": "10  \u00a9 ucles 2021 0625/12/o/n/21  21 the letter f is reflected in a mirror.    mirror    what does the optical image look like?    a bc d      22 visible light, x-rays and microwaves are all components of the  electromagnetic spectrum.    which statement about the waves is correct?  a in a vacuum, microwaves travel faster than visible light and h ave a shorter wavelength.  b in a vacuum, microwaves travel at the same speed as visible li ght and have a shorter  wavelength.  c in a vacuum, x-rays travel faster than visible light and have a shorter wavelength.  d in a vacuum, x-rays travel at the same speed as visible light and have a shorter wavelength.      23 which radiation has a higher frequency than red light?  a ultraviolet  b radio waves  c microwaves  d infrared      24 what is ultrasound?  a sound waves that are so loud that they damage human hearing  b sound waves that are too high-pitched for humans to hear  c sound waves that are too low-pitched for humans to hear  d sound waves that are too quiet for humans to hear     ",
+            "11": "11     \u00a9 ucles 2021 0625/12/o/n/21 [turn over  25 which material is magnetic?  a aluminium  b copper  c iron  d silver      26 which circuit symbol represents a component used to measure el ectric current?    a vab c d g      27 four wires made of the same metal have different lengths and d ifferent diameters.    which wire has the lowest resistance?     length diameter  a long large  b long small  c short large  d short small      28 the diagram shows a circuit containing two resistors of resist ance 1.0  \uf057 and 2.0  \uf057.    a voltmeter is connected across the 1.0  \uf057 resistor by connecting p to x.    the reading on the voltmeter is 6.0  v.    v1.0 \u03c9 2.0 \u03c9xy p     p is moved to point y in the circuit.    what is the new reading on the voltmeter?  a 3.0  v b 6.0  v c 12  v d 18  v    ",
+            "12": "12  \u00a9 ucles 2021 0625/12/o/n/21  29 which device is used to measure the flow of charge in an elect rical circuit?  a ammeter  b voltmeter  c battery  d newton meter      30 which circuit contains a fuse?    a ab cdv a       31 a student designs a circuit to turn on a fan when the temperat ure increases.    which component does the student need to use in her circuit?    abcd      ",
+            "13": "13     \u00a9 ucles 2021 0625/12/o/n/21 [turn over  32 two resistors, with resistances r1 and r2, are connected in parallel.    the resistance r1 is greater than the resistance r2.    r1 r2     what is the resistance of the parallel combination?  a less than either r1 or r2  b equal to r1  c equal to r2  d the average of r1 and r2     33 the diagram shows a motor connected to an a.c. supply. the circ uit is incomplete.    mxy     which device needs to be connected between point x and point y t o  p r e v e n t  t h e  w i r e s  f r o m   overheating if a fault in the motor causes the current to get t oo high?  a an ammeter  b a fuse  c a transformer  d a length of thick copper wire      34 a hairdresser is using a hairdryer with a plastic casing. he n otices that there is no wire attached  to the earth pin of the plug.    why is an earth connection not needed?  a plastic is an insulator.  b the hairdresser only touches the handle of the dryer.  c the hairdryer uses a.c. so cannot give the hairdresser a shock .  d wet hands do not conduct electricity.    ",
+            "14": "14  \u00a9 ucles 2021 0625/12/o/n/21  35 four positions of a current-carrying coil in a magnetic field,  a s  i n  a  d . c .  m o t o r ,  a r e  s h o w n .    in diagrams 2 and 4, the coil is at an angle of 45 \uf0b0 to the field lines.    n s coil1 n s2 n s3 n s4     which row is correct?     turning effect of the forces   in positions 1 and 3 turning effect of the forces   in positions 2 and 4  a different different  b different same  c same different  d same same     36 an electric drill, operating from a supply voltage of 240  v, uses a current of 3.5  a.    which rating of fuse should be used to protect the drill\u2019s cabl e?  a 250  v b 2 0 0  v c 5  a d 3  a     37 a very important experiment improved scientists\u2019 understanding  of the structure of matter.    the experiment involved \uf061-particles being fired at a thin, gold foil.    what happened?  a all the \uf061-particles were absorbed by the nuclei of the gold atoms.  b all the \uf061-particles were unaffected by the gold atoms.  c some of the \uf061-particles were attracted by the neutrons in the nuclei of the gold atoms.  d some of the \uf061-particles were repelled by the protons in the nuclei of the go ld atoms.      38 a sample contains 0.0016  g of a radioactive isotope.    after 4.0 hours the mass of the radioactive isotope in the samp le falls to 0.00080  g.    what is the half-life of the radioactive isotope?  a 2.0 hours b 4.0 hours c 8.0 hours d 16 hours     ",
+            "15": "15     \u00a9 ucles 2021 0625/12/o/n/21  39 a sample of a radioactive isotope has a mass of 100  g. the half-life of the radioactive isotope is  6.0 hours.    which graph shows the decay for this isotope?    mass of isotoperemaining/  g time  / hours100 80604020 0 0123456789 1 0 1 1 1 2mass of isotoperemaining/  g time  / hours100 80604020 0 0123456ab 7 8 9 10 11 12 mass of isotope remaining/  g time  / hours100 80604020 0 0123456789 1 0 1 1 1 2mass of isotope remaining/  g time  / hours100 80604020 0 0123456cd 7 8 9 10 11 12       40 which statement best describes background radiation?  a any harmful level of radiation  b radiation that is only found in space  c radiation from natural sources  d radiation that is absorbed by rocks     ",
+            "16": "16    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 tra ce copyright holders, but if any items requiring clearance have  unwittingly been included, the  publisher will be pleased to make amends at the earliest possib le opportunity.    to avoid the issue of disclosure of answer-related information to candidates, all copyright acknowledgements are reproduced on line in the cambridge  assessment international educat ion copyright acknowledgements b ooklet. this is produced for each series of examinations and is  freely available to download  at www.cambridgeinternational.org  after the live examination se ries.   cambridge assessment international education is part of the cam bridge assessment group. cambridge assessment is the brand name  of the university of  cambridge local examinations sy ndicate (ucles), which itself is  a department of the univ ersity of cambridge.    \u00a9 ucles 2021 0625/12/o/n/21  blank page  "
+        },
+        "0625_w21_qp_13.pdf": {
+            "1": "    this document has 16 pages.  ib21 11_0625_13/3rp   \u00a9 ucles 2021   [turn ove r   *2642537228*cambridge igcse\u2122       physics 0625/13     paper 1 multiple choice (core)  october/november 2021     45 minutes    you must answer on the mult iple choice answer sheet.    you will need: multiple choice answer sheet   soft clean eraser   soft pencil (type b or hb is recommended)       instructions   \uf0b7 there are forty  questions on this paper. answer all questions.   \uf0b7 for each question there ar e four possible answers a, b, c and d. choose the one you consider correct  and record your choice in soft pencil on the multiple choice an swer sheet.   \uf0b7 follow the instructions on the multiple choice answer sheet.  \uf0b7 write in soft pencil.  \uf0b7 write your name, centre number and candidate number on the mult iple choice answer sheet in the  spaces provided unless this has been done for you.  \uf0b7 do not use correction fluid.  \uf0b7 do not write on any bar codes.  \uf0b7 you may use a calculator.  \uf0b7 take the weight of 1.0  kg to be 10  n (acceleration of free fall = 10  m / s2).      information  \uf0b7 the total mark for this paper is 40.  \uf0b7 each correct answer will score one mark.  \uf0b7 any rough working should be don e on this question paper.   ",
+            "2": "2  \u00a9 ucles 2021 0625/13/o/n/21  1 a teacher asks a student to measure the volume of a pencil shar pener.    which piece of apparatus would not be useful?  a beaker  b displacement can  c balance  d measuring cylinder    2 the graph shows how the speed of a car varies with time at the start of a journey.    6 543210speed m  / s time  / s  01234     which distance\u2013time graph represents the motion of the car over  the same time period?    12 10 86420distance  / m time  / s012a 3412 10 86420distance  / m time  / s012b 34 6 543210distance  / m time  / s012c 346 543210distance  / m time  / s012d 34      ",
+            "3": "3     \u00a9 ucles 2021 0625/13/o/n/21 [turn over  3 a student uses a force meter to measure the weights and a bala nce to measure the masses of  four different objects.    he puts his measurements in a table.    which row is correctly recorded?     mass weight  a 1 kg 10  n  b 5 g 50  n  c 10  n 100  kg  d 20  kg 2  n      4 which substance in the table has the lowest density?     substance mass  / g volume  / cm3  a nylon 1.2 1.0  b cotton 1.5 1.0  c olive oil 1.8 2.0  d water 2.0 2.0      5 the diagram shows a uniform beam 100  cm long. the diagram is not drawn to scale.    0 cm 20  cm 4.0 n50 cm 60 cm100  cm 5.0 n6.0 n pivotbeam     the beam remains balanced on a pivot at the 50  cm mark under the action of the forces of 4.0  n,  5.0  n and 6.0  n.    the 4.0  n force is at the 20  cm mark and the 6.0  n force is at the 60  cm mark.    at which point on the beam is the 5.0  n force acting?  a at the 62  cm mark  b at the 74  cm mark  c at the 86  cm mark  d at the 88  cm mark    ",
+            "4": "4  \u00a9 ucles 2021 0625/13/o/n/21  6 a spacecraft is travelling in space with no resultant force an d no resultant moment acting on it.    which statement about the spacecraft is correct?  a its direction is changing.  b it is in equilibrium.  c its speed is decreasing.  d its speed is increasing.    7 a weightlifter picks up a stone ball and places it on a shelf.    each lift takes the same time.    which situation requires the greatest power?    shelfa ballshelfb ball shelfc ball ballshelfd      8 electrical energy may be obtained from nuclear fission.    in which order is the energy  transferred in this process?  a nuclear fuel  \uf0ae  generator  \uf0ae  reactor and boiler  \uf0ae  turbines  b nuclear fuel  \uf0ae  generator  \uf0ae  turbines  \uf0ae  reactor and boiler  c nuclear fuel  \uf0ae  reactor and boiler  \uf0ae  generator  \uf0ae  turbines  d nuclear fuel  \uf0ae  reactor and boiler  \uf0ae  turbines  \uf0ae  generator     ",
+            "5": "5     \u00a9 ucles 2021 0625/13/o/n/21 [turn over  9 a person lifts a book from floor level to a shelf. it falls to  the floor and a second person lifts it back  up to the shelf.    which statement must  be correct?  a the second person does the same work on the book as the first p erson.  b the second person takes the same time as the first person.  c the second person develops the same power as the first person.  d the second person does the same work on the book as the first p erson, develops the same  power and takes the same time.     10 a man, attached to an elastic cord, jumps from a platform. he falls 60  m before starting to rise.  the length of the unextended cord is 30  m.    the diagrams show four successive stages in his fall.    in which position is elastic (strain) energy and kinetic energy  present?    abcd 60 m45 m30 m       11 liquid is stored in a tank. the area of the base of the tank i s 2.2  m2 and the pressure at the base  due to the liquid is 15  000  pa.    what is the weight of the liquid?  a 3300  n b 6 8 0 0  n c 1 5  000  n d 3 3  000  n    ",
+            "6": "6  \u00a9 ucles 2021 0625/13/o/n/21  12 a liquid is evaporating. the liquid is not boiling.    which statement about the liquid is correct at an instant in ti me?  a any molecule can escape, and from any part of the liquid.  b any molecule can escape, but only from the liquid\u2019s surface.  c only molecules with enough ener gy can escape, and only from the  liquid\u2019s surface.  d only molecules with enough ener gy can escape, but from any part  of the liquid.    13 the diagram shows a sealed gas cylinder with a movable piston.     movable piston gas     the piston is moved slowly downwards and there is no change in temperature of the gas.    what happens to the average distance between the gas molecules and to the pressure of the  gas?     average distance  between gas  molecules pressure of gas  in cylinder  a decreases decreases  b decreases increases  c increases decreases  d increases increases     ",
+            "7": "7     \u00a9 ucles 2021 0625/13/o/n/21 [turn over  14 a long, thin bar of copper is heated gently and evenly along i ts length.    copper bar heat    what happens to the bar?  a it becomes less heavy.  b it becomes longer.  c it becomes shorter.  d it bends at the ends.    15 the diagrams show four examples of thermal expansion. in three of the examples, thermal  expansion is useful. in one of the examples, expansion is unwan ted and has to be allowed for.    in which example is thermal expansion unwanted?    fixed endrollers river a bridge getting longer in hot weathera loosening a very tight nut by heating itheatb a bimetallic strip to indicate temperaturec liquid-in-glass thermometerdsmall gap brass steelnut      ",
+            "8": "8  \u00a9 ucles 2021 0625/13/o/n/21  16 the diagram shows a pan used for cooking food.    base of panhandle of pan     which row is correct for the materials used to make the base an d the handle of the pan?     base of pan handle of pan  a good thermal conductor good thermal conductor  b good thermal conductor poor thermal conductor  c poor thermal conductor good thermal conductor  d poor thermal conductor poor thermal conductor     17 the diagrams show two patterns produced by water waves.    diagram 1 diagram 2 barrierbarrier     which two effects are shown in the diagrams?     diagram 1 diagram 2  a reflection diffraction  b reflection refraction  c refraction diffraction  d refraction reflection     ",
+            "9": "9     \u00a9 ucles 2021 0625/13/o/n/21 [turn over  18 which row correctly defines the frequency and the speed of a w ave?     frequency speed  a   number of waves   distance travelled  per unit time  b   number of waves   time taken for one complete  wave to pass a point  c   number of waves  passing per unit time distance travelled  per unit time  d   number of waves  passing per unit time time taken for one complete  wave to pass a point      19 a narrow beam of light travels through glass. it reaches the e dge of the glass and refracts into the  air.    what is the angle of refraction?    airglassb a dc      20 the diagram shows a ray of light in air incident on a glass bl ock. some of the light is refracted  and some of the light is reflected. two angles, p and q, are marked on the diagram.    air glasspqray of light     which row gives the angle of incidence and states whether total  internal reflection occurs?     angle of  incidence total internal  reflection  a p no  b p yes  c q no  d q yes   ",
+            "10": "10  \u00a9 ucles 2021 0625/13/o/n/21  21 a photographer sees his image as shown.    x photographer image    what could x be?    abcd mirror translucent glass blocktransparent glass prismtransparent semicircular glass block     22 visible light, x-rays and microwaves are all components of the  electromagnetic spectrum.    which statement about the waves is correct?  a in a vacuum, microwaves travel faster than visible light and h ave a shorter wavelength.  b in a vacuum, microwaves travel at the same speed as visible li ght and have a shorter  wavelength.  c in a vacuum, x-rays travel faster than visible light and have a shorter wavelength.  d in a vacuum, x-rays travel at the same speed as visible light and have a shorter wavelength.      23 what can transmit some types of transverse waves but not longitudinal waves?  a air  b a steel bar  c a vacuum  d sea water     ",
+            "11": "11     \u00a9 ucles 2021 0625/13/o/n/21 [turn over  24 what is ultrasound?  a sound waves that are so loud that they damage human hearing  b sound waves that are too high-pitched for humans to hear  c sound waves that are too low-pitched for humans to hear  d sound waves that are too quiet for humans to hear      25 what would be the least successful method of magnetising a ste el bar?  a insert the bar in a coil with a large direct current (d.c.).  b place the bar at right angles to a weak magnetic field and hit it with a hammer.  c place the bar parallel to a strong magnetic field, heat it and let it cool.  d stroke the bar with a magnet.      26 an electric current in a copper wire is due to the flow of cha rge.    which particles are moving along the wire?  a \uf061-particles  b copper nuclei  c electrons  d protons    27 which row correctly shows a conductor and an insulator?     conductor insulator  a rubber plastic  b iron nylon  c air wood  d copper steel     ",
+            "12": "12  \u00a9 ucles 2021 0625/13/o/n/21  28 the diagram shows a circuit containing two resistors of resist ance 1.0  \uf057 and 2.0  \uf057.    a voltmeter is connected across the 1.0  \uf057 resistor by connecting p to x.    the reading on the voltmeter is 6.0  v.    v1.0 \u03c9 2.0 \u03c9xy p     p is moved to point y in the circuit.    what is the new reading on the voltmeter?  a 3.0  v b 6.0  v c 12  v d 18  v      29 what is the unit of electromotive force (e.m.f.)?  a ampere  b newton  c ohm  d volt     ",
+            "13": "13     \u00a9 ucles 2021 0625/13/o/n/21 [turn over  30 which circuit contains a fuse?    a ab cdv a       31 a student sets up the circuit shown, with a gap xy.    x y     the student wishes to connect a component between x and y to en able her to vary the  brightness of the lamp.    which component should be used?    abcd      ",
+            "14": "14  \u00a9 ucles 2021 0625/13/o/n/21  32 two resistors, with resistances r1 and r2, are connected in parallel.    the resistance r1 is greater than the resistance r2.    r1 r2     what is the resistance of the parallel combination?  a less than either r1 or r2  b equal to r1  c equal to r2  d the average of r1 and r2     33 circuit breakers and fuses are devices used to protect a circu it from overloading.    which statement correctly describes the difference between a ci rcuit breaker and a fuse?  a circuit breakers can be reset if they operate but fuses need t o be replaced.  b circuit breakers need to be replaced if they operate but fuses  can be reset.  c circuit breakers can be used in an a.c. circuit but fuses cann ot.  d circuit breakers cannot be used in an a.c. circuit but fuses c an.     34 why might it be dangerous to use an electrical appliance in da mp conditions?  a it might lead to the fuse blowing.  b it might lead to the insulation on the supply cable becoming da maged.  c it might lead to an electric shock.  d it might lead to the supply cable overheating.    ",
+            "15": "15     \u00a9 ucles 2021 0625/13/o/n/21 [turn over  35 which diagram shows the magnetic field around a straight, curre nt-carrying wire?    currenta currentb currentc currentd      36 when wiring a house, it is important to use the correct cables.     the current ratings of four different cables are listed.    all four cables are used in series in the same circuit.    which cable is most likely to overheat?  a 6  a b 1 0  a c 1 5  a d 3 0  a      37 a very important experiment improved scientists\u2019 understanding  of the structure of matter.    the experiment involved \uf061-particles being fired at a thin, gold foil.    what happened?  a all the \uf061-particles were absorbed by the nuclei of the gold atoms.  b all the \uf061-particles were unaffected by the gold atoms.  c some of the \uf061-particles were attracted by the neutrons in the nuclei of the gold atoms.  d some of the \uf061-particles were repelled by the protons in the nuclei of the go ld atoms.     38 a nuclide has the symbol  na.23 11     which statement about all atoms of this nuclide is correct?  a there are 11 protons in the nucleus.  b there are 23 neutrons in the nucleus.  c there are 11 electrons in the nucleus.  d there are 34 nucleons in the nucleus.   ",
+            "16": "16    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 tra ce copyright holders, but if any items requiring clearance have  unwittingly been included, the  publisher will be pleased to make amends at the earliest possib le opportunity.    to avoid the issue of disclosure of answer-related information to candidates, all copyright acknowledgements are reproduced on line in the cambridge  assessment international educat ion copyright acknowledgements b ooklet. this is produced for each series of examinations and is  freely available to download  at www.cambridgeinternational.org  after the live examination se ries.   cambridge assessment international education is part of the cam bridge assessment group. cambridge assessment is the brand name  of the university of  cambridge local examinations sy ndicate (ucles), which itself is  a department of the univ ersity of cambridge.    \u00a9 ucles 2021 0625/13/o/n/21  39 the half-life for lead-202 is 52  500 years.    a sample of lead-202 produces 800 counts  / s.    how long will it take for the count rate to drop to 100 counts  / s?  a 105  000 years  b 157  500 years  c 210  000 years  d 420  000 years     40 why is a thick shield made of lead needed to protect people fro m a source of \uf067-rays?  a gamma radiation is strongly ionising and so is not very penetra ting.  b gamma radiation is strongly ionising and so is very penetrating .  c gamma radiation is weakly ionising and so is not very penetrati ng.  d gamma radiation is weakly ionising and so is very penetrating.       "
+        },
+        "0625_w21_qp_21.pdf": {
+            "1": "    this document has 16 pages.  ib21 11_0625_21/2rp   \u00a9 ucles 2021   [turn ove r   *2413099302*cambridge igcse\u2122       physics 0625/21     paper 2 multiple choice (extended)  october/november 2021     45 minutes    you must answer on the mult iple choice answer sheet.    you will need: multiple choice answer sheet   soft clean eraser   soft pencil (type b or hb is recommended)       instructions   \uf0b7 there are forty  questions on this paper. answer all questions.   \uf0b7 for each question there ar e four possible answers a, b, c and d. choose the one you consider correct  and record your choice in soft pencil on the multiple choice an swer sheet.   \uf0b7 follow the instructions on the multiple choice answer sheet.  \uf0b7 write in soft pencil.  \uf0b7 write your name, centre number and candidate number on the mult iple choice answer sheet in the  spaces provided unless this has been done for you.  \uf0b7 do not use correction fluid.  \uf0b7 do not write on any bar codes.  \uf0b7 you may use a calculator.  \uf0b7 take the weight of 1.0  kg to be 10  n (acceleration of free fall = 10  m / s2).      information  \uf0b7 the total mark for this paper is 40.  \uf0b7 each correct answer will score one mark.  \uf0b7 any rough working should be don e on this question paper.   ",
+            "2": "2  \u00a9 ucles 2021 0625/21/o/n/21  1 which instrument is most suitable for measuring the thickness of a single sheet of paper?  a 15  cm rule  b balance  c metre rule  d micrometer screw gauge      2 the diagrams show distance\u2013time graphs for four objects.    which graph represents an object moving with an increasing spee d?    distance time 0a 0distance time 0b 0 distance time 0c 0distance time 0d 0      3 an object has a weight of 6.4  n on the earth where the gravitational field strength is 10  n / kg.    which row states the mass and the weight of the object on the m oon where the gravitational field  strength is 1.6  n / kg?     mass  / kg weight on  the moon  / n  a 0.64 1.0  b 0.64 6.4  c 4.0 1.0  d 4.0 6.4     ",
+            "3": "3     \u00a9 ucles 2021 0625/21/o/n/21 [turn over  4 which substance in the table has the lowest density?     substance mass  / g volume  / cm3  a nylon 1.2 1.0  b cotton 1.5 1.0  c olive oil 1.8 2.0  d water 2.0 2.0      5 a 20  m long, uniform bridge of weight 100  kn is supported at each end by pillars, as shown.    100  kn24 kn20 m pillar pillarbridget1 t2     the pillars exert forces t1 and t2 on the ends of the bridge.    w h a t  a r e  t h e  v a l u e s  o f  t1 and t2 when a van of weight 24  k n  i s  o n  t h e  b r i d g e ,  5  m from the   left-hand pillar?     t1 / kn t2 / kn  a 56 68  b 62 62  c 68 56  d 74 50     6 a spring, which obeys hooke\u2019s law, has an unstretched length o f 10  cm.    a load of 20  n is suspended from the spring.    the new length of the spring is 36  cm.    what is the spring constant k of the spring?  a 0 . 5 6  n / cm b 0 . 7 7  n / cm c 1 . 3  n / cm d 1 . 8  n / cm    ",
+            "4": "4  \u00a9 ucles 2021 0625/21/o/n/21  7 what is the relationship between the impulse acting on an obje ct and the change in momentum of  the object?  a impulse = change in momentum  b impulse = change in momentum \uf0b4 time  c impulse = change in momentum time  d impulse = change in momentum mass     8  electrical energy may be obtained from nuclear fission.    in which order is the energy  transferred in this process?  a nuclear fuel  \uf0ae  generator  \uf0ae  reactor and boiler  \uf0ae  turbines  b nuclear fuel  \uf0ae  generator  \uf0ae  turbines  \uf0ae  reactor and boiler  c nuclear fuel  \uf0ae  reactor and boiler  \uf0ae  generator  \uf0ae  turbines  d nuclear fuel  \uf0ae  reactor and boiler  \uf0ae  turbines  \uf0ae  generator     9 a motor of power p exerts a force f on an object. the objec t moves a distance d during the time t  that the force acts.    which equation is used to calculate the time t ?  a t = pdf b t = pfd c t = fpd d t = fdp      10 a scientist uses an electric motor to lift a load through a ve rtical distance of 2.0  m.    he then increases the input power to the motor and repeats the experiment. the efficiency of the  motor does not change.    which row correctly describes the effect that this has on the u seful work done lifting the load and  the time taken to lift it?     work done time taken  a decreases decreases  b stays the same decreases  c decreases stays the same  d stays the same stays the same     ",
+            "5": "5     \u00a9 ucles 2021 0625/21/o/n/21 [turn over  11 four containers are filled to the top with the same liquid. the  base of each container is circular.    which container has the greatest pressure exerted by the liquid  at its base?    ab c d      12 a liquid is evaporating. the liquid is not boiling.    which statement about the liquid is correct at an instant in ti me?  a any molecule can escape, and from any part of the liquid.  b any molecule can escape, but only from the liquid\u2019s surface.  c only molecules with enough ener gy can escape, and only from the  liquid\u2019s surface.  d only molecules with enough ener gy can escape, but from any part  of the liquid.     13 the diagram shows two cylinders connected by a narrow tube fit ted with a tap.    tap20 cm380 cm3    one cylinder contains 80  cm3 of gas at a pressure of 2.0 \uf0b4 105  pa. the other cylinder contains a  vacuum.    the volume of the evacuated cylinder is 20  cm3. the tap is opened so that the gas can flow to fill  both cylinders.    the temperature of the gas remains constant.    what is the new pressure of the gas?  a 0.50 \uf0b4 105  pa  b 1 . 6  \uf0b4 105  pa  c 2 . 5  \uf0b4 105  pa  d 8 . 0  \uf0b4 105  pa    ",
+            "6": "6  \u00a9 ucles 2021 0625/21/o/n/21  14 an aluminium block has a mass of 200  g.    the specific heat capacity of aluminium is 900  j / (kg  \uf0b0c).    how much energy is needed to increase the temperature of the bl ock from 20  \uf0b0c to 110  \uf0b0c?  a 2 . 0  j b 2 0 0 0  j c 1 6  200  j d 1 6  200  000  j    15 the diagram shows a liquid-in-glass thermometer.    liquid capillary tube scale bulb    which change to the design would result in a more sensitive the rmometer?  a increase the density of the liquid.  b increase the diameter of the capillary tube.  c increase the number of scale markings.  d increase the volume of the bulb.    16 the diagram shows a pan used for cooking food.    base of panhandle of pan     which row is correct for the materials used to make the base an d the handle of the pan?     base of pan handle of pan  a good thermal conductor good thermal conductor  b good thermal conductor poor thermal conductor  c poor thermal conductor good thermal conductor  d poor thermal conductor poor thermal conductor     ",
+            "7": "7     \u00a9 ucles 2021 0625/21/o/n/21 [turn over  17 the diagram shows waves in a ripple tank containing water.        the waves approach a barrier and pass through the gap in the ba rrier.    the size of the gap is about the same size as the wavelength of  the ripples.    the gap size is increased.    what happens to the ripple pattern to the right of the barrier?   a the ripples are closer together.  b the ripples are further apart.  c the ripples are more curved.  d the ripples are less curved.    18 the diagram shows a wave.    displacement distance1 2 46 5 30 0     which row correctly indicates the amplitude and the wavelength of the wave?     amplitude wavelength  a the distance between 1 and 2 the distance between 4 and 5  b the distance between 1 and 2 the distance between 4 and 6  c the distance between 1 and 3 the distance between 4 and 5  d the distance between 1 and 3 the distance between 4 and 6     ",
+            "8": "8  \u00a9 ucles 2021 0625/21/o/n/21  19 two beams of light are both the same colour of red. one beam i s travelling through air. the other  beam is travelling through water. each beam has a different bri ghtness.    which quantity is the same for both sets of waves?  a amplitude  b frequency  c speed  d wavelength    20 the diagram shows a ray of light in air incident on a glass bl ock. some of the light is refracted  and some of the light is reflected. two angles, p and q, are marked on the diagram.    air glasspqray of light     which row gives the angle of incidence and states whether total  internal reflection occurs?     angle of  incidence total internal  reflection  a p no  b p yes  c q no  d q yes     ",
+            "9": "9     \u00a9 ucles 2021 0625/21/o/n/21 [turn over  21 the diagram shows a ray of light in glass incident on the surfa ce between the glass and air.    air glass     what happens if the angle of incidence is made larger than the critical angle for the glass?  a the angle of refraction becomes equal to 90 \uf0b0.  b there is a refracted ray and a ray reflected inside the glass.  c there is a refracted ray only.  d there is only a ray reflected inside the glass.     22 the sun emits infrared radiation and light.    light from the sun reaches the earth in 8 minutes.    which row gives correct information about the infrared radiatio n?     wavelength of  infrared radiation time taken for infrared  radiation to reach the earth  a longer than wavelength of light 8 minutes  b longer than wavelength of light much less than 8 minutes  c shorter than wavelength of light 8 minutes  d shorter than wavelength of light much more than 8 minutes      23 which list shows regions of the el ectromagnetic spectrum in ord er of increasing frequency?  a x-ray \uf0ae ultraviolet \uf0ae visible light \uf0ae infrared  b x-ray \uf0ae infrared \uf0ae visible light \uf0ae ultraviolet  c infrared \uf0ae visible light \uf0ae ultraviolet \uf0ae x-ray  d ultraviolet \uf0ae visible light \uf0ae infrared \uf0ae x-ray    24 what is ultrasound?  a sound waves that are so loud that they damage human hearing  b sound waves that are too high-pitched for humans to hear  c sound waves that are too low-pitched for humans to hear  d sound waves that are too quiet for humans to hear ",
+            "10": "10  \u00a9 ucles 2021 0625/21/o/n/21  25 an uncharged, metal sphere is placed on an insulating support.  a positively charged rod is  brought close to the sphere, but does not touch it.    + +++++     how do the charges in the sphere move and what is now the charg e on the sphere?     movement of charges charge on sphere  a   negative charges move  to the right of the sphere positive    b   negative charges move  to the right of the sphere neutral    c   positive charges move  to the left of the sphere positive    d   positive charges move  to the left of the sphere neutral      26 in which circuit is the ammeter measuring the flow of charge th rough the lamp?    aa ad ab ac      27 a lamp is connected to a cell.    which circuit diagram shows the direction of conventional curre nt i and also the direction of flow  of electrons  e?    d e ic e ib e ia e i      ",
+            "11": "11     \u00a9 ucles 2021 0625/21/o/n/21 [turn over  28 the diagram shows a circuit containing two resistors of resist ance 1.0  \uf057 and 2.0  \uf057.    a voltmeter is connected across the 1.0  \uf057 resistor by connecting p to x.    the reading on the voltmeter is 6.0  v.    v1.0 \u03c9 2.0 \u03c9xy p     p is moved to point y in the circuit.    what is the new reading on the voltmeter?  a 3.0  v b 6.0  v c 12  v d 18  v     29 the graph shows the current\u2013voltage relationship for a circuit  component x.    0 0 voltagecurrent     what happens to the resistance of x and what happens to the tem perature of x as the voltage  increases?     resistance  of x temperature  of x  a decreases decreases  b decreases increases  c increases decreases  d increases increases     ",
+            "12": "12  \u00a9 ucles 2021 0625/21/o/n/21  30 the diagrams show pairs of circuits containing logic gates.    in which diagram does the lower circuit of the pair behave diff erently from the upper circuit?    a b c d      31 in which circuit do both lamps light?    d c b a      ",
+            "13": "13     \u00a9 ucles 2021 0625/21/o/n/21 [turn over  32 two resistors, with resistances r1 and r2, are connected in parallel.    the resistance r1 is greater than the resistance r2.    r1 r2     what is the resistance of the parallel combination?  a less than either r1 or r2  b equal to r1  c equal to r2  d the average of r1 and r2     33 the metal cases of electrical appliances are connected to an ea rth wire.    which statement is not correct?  a the live wire may become loose and touch the metal case.  b if the metal case becomes live, the earth wire conducts curren t to the ground.  c the earth wire needs to have a high resistance.  d earthing metal cases helps prevent a person from receiving an electric shock.     34 what is the function of the split-ring commutator in an electr ic motor with a single rotating coil?  a to enable the motor to function with an a.c. source  b to reverse the current in the coil once every revolution  c to reverse the current in the coil whenever its plane becomes perpendicular to the magnetic  field  d to reverse the current in the coil whenever its plane is paral lel with the magnetic field    ",
+            "14": "14  \u00a9 ucles 2021 0625/21/o/n/21  35 which graph represents an alternating current (a.c.)?    current time0 0a current time0 0b current time0 0c current time0 0d      36 the diagrams show a horizontal wire in a magnetic field.    the horizontal wire is firmly held at each end (not shown) and cannot move.    the magnets and holder are on a balance.    when there is no current in the wire, the reading on the balanc e is 0.35  g.    0.35  gs n s n view from side view from abovebalancefixed horizontal wire fixed horizontal wirecurrent direction     there is a d.c. current in the wire, as shown.    what happens to the reading on the balance?  a smaller than 0.35  g  b no change  c changing from smaller to larger than 0.35  g repeatedly  d larger than 0.35  g     ",
+            "15": "15     \u00a9 ucles 2021 0625/21/o/n/21 [turn over  37 the nucleus of an americium atom contains 146 neutrons and 95 protons. it decays by emitting  an \uf061-particle.    how many neutrons and how many protons remain in the nucleus wh en this form of americium  decays?     number of neutrons  remaining number of protons  remaining  a 142 93  b 142 95  c 144 93  d 144 95      38 the graph shows how the count rate measured by a radioactivity detector placed near a  radioactive sample changed with time.    600 550500450400350300250200150100 50 0 0123456789 1 0 11count rate counts  / min time  / h    given that the background count rate is 30 counts  / min, what is the half-life of this sample?  a 3 . 4  h b 3 . 6  h c 4 . 0  h d 5 . 5  h   ",
+            "16": "16    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 tra ce copyright holders, but if any items requiring clearance have  unwittingly been included, the  publisher will be pleased to make amends at the earliest possib le opportunity.    to avoid the issue of disclosure of answer-related information to candidates, all copyright acknowledgements are reproduced on line in the cambridge  assessment international educat ion copyright acknowledgements b ooklet. this is produced for each series of examinations and is  freely available to download  at www.cambridgeinternational.org  after the live examination se ries.   cambridge assessment international education is part of the cam bridge assessment group. cambridge assessment is the brand name  of the university of  cambridge local examinations sy ndicate (ucles), which itself is  a department of the univ ersity of cambridge.    \u00a9 ucles 2021 0625/21/o/n/21  39 a teacher holds a radioactive source near a detector.    the reading on the detector is 320 counts  / min.    the detector is switched on again after the source has been rem oved and it shows a reading of  20 counts  / min.    what is the counts  / min solely due to the source and why is there a reading on the detector when  there is no radioactive source present?     counts  / min  due to the source reason for reading  with no source  a 300 zero error on detector  b 300 background radiation  c 340 zero error on detector  d 340 background radiation      40 which statement is not correct?  a \uf061-particles are used to detect cracks in metallic structures.  b \uf062-particles are used in the meas urement of the thickness of pape r.  c \uf067-rays may be used to treat cancer patients.  d smoke alarms contain a weak source of \uf061-particles.       "
+        },
+        "0625_w21_qp_22.pdf": {
+            "1": "    this document has 20 pages. any blank pages are indicated.  ib21 11_0625_22/2rp   \u00a9 ucles 2021   [turn ove r   *8748531517*cambridge igcse\u2122       physics 0625/22     paper 2 multiple choice (extended)  october/november 2021     45 minutes    you must answer on the mult iple choice answer sheet.    you will need: multiple choice answer sheet   soft clean eraser   soft pencil (type b or hb is recommended)       instructions   \uf0b7 there are forty  questions on this paper. answer all questions.   \uf0b7 for each question there ar e four possible answers a, b, c and d. choose the one you consider correct  and record your choice in soft pencil on the multiple choice an swer sheet.   \uf0b7 follow the instructions on the multiple choice answer sheet.  \uf0b7 write in soft pencil.  \uf0b7 write your name, centre number and candidate number on the mult iple choice answer sheet in the  spaces provided unless this has been done for you.  \uf0b7 do not use correction fluid.  \uf0b7 do not write on any bar codes.  \uf0b7 you may use a calculator.  \uf0b7 take the weight of 1.0  kg to be 10  n (acceleration of free fall = 10  m / s2).      information  \uf0b7 the total mark for this paper is 40.  \uf0b7 each correct answer will score one mark.  \uf0b7 any rough working should be don e on this question paper.   ",
+            "2": "2  \u00a9 ucles 2021 0625/22/o/n/21  1 a student is taking some measurements.    which measurement is taken directly using a micrometer screw ga uge?  a 0.52  g / mm2 b 0 . 5 2  g / mm3 c 0 . 5 2  mm d 0 . 5 2  mm2     2 which graph represents an object that is moving at constant sp eed?    distance time0 0a distance time0 0b distance time0 0c distance time0 0d      3 in which situation does object x have a greater mass than objec t y?  a object x is in a larger gravitational field than object y and both have the same weight.  b object x shows a greater resistance to change in motion than o bject y and both experience  the same resultant force.  c object x has a lower density than object y and both occupy the  same volume.  d object x moves at a greater speed than object y and both posse ss the same kinetic energy.     ",
+            "3": "3     \u00a9 ucles 2021 0625/22/o/n/21 [turn over  4 which substance in the table has the lowest density?     substance mass  / g volume  / cm3  a nylon 1.2 1.0  b cotton 1.5 1.0  c olive oil 1.8 2.0  d water 2.0 2.0      5 three simple machines are shown.    1 moving soil with a wheelbarrow2 cutting string with scissors3 screwing a screw with a screwdriver    which machines are an application of the moment of a force?  a 1, 2 and 3 b 1 and 2 only c 1 and 3 only d 2 and 3 only    6 a spring, which obeys hooke\u2019s law, has an unstretched length o f 10  cm.    a load of 20  n is suspended from the spring.    the new length of the spring is 36  cm.    what is the spring constant k of the spring?  a 0 . 5 6  n / cm b 0 . 7 7  n / cm c 1 . 3  n / cm d 1 . 8  n / cm     ",
+            "4": "4  \u00a9 ucles 2021 0625/22/o/n/21  7 a rocket is launched upwards from the surface of the moon.    hot gases are ejected downwards over a very short period of tim e.    which statement is not correct?  a the rocket experiences a downward force.  b the rocket experiences an upward force.  c the total momentum of the hot gases is equal to the momentum o f the rocket.  d the total momentum of the hot gases and rocket when the hot ga ses have been ejected is  zero.      8 electrical energy may be obtained from nuclear fission.    in which order is the energy  transferred in this process?  a nuclear fuel  \uf0ae  generator  \uf0ae  reactor and boiler  \uf0ae  turbines  b nuclear fuel  \uf0ae  generator  \uf0ae  turbines  \uf0ae  reactor and boiler  c nuclear fuel  \uf0ae  reactor and boiler  \uf0ae  generator  \uf0ae  turbines  d nuclear fuel  \uf0ae  reactor and boiler  \uf0ae  turbines  \uf0ae  generator     ",
+            "5": "5     \u00a9 ucles 2021 0625/22/o/n/21 [turn over  9 a box of mass m slides down a slope of length l against a frictional force f. it descends a vertical  height d.    dldirection of motion f stopmass m     as the box slides down the slope, it loses gravitational potent ial energy and it does work against  the friction.    which row gives the loss in gravitational potential energy and the work done against friction?     loss in gravitational  potential energy work done  against friction  a mgd f l  b mgd fd  c mg l f l  d mg l fd     ",
+            "6": "6  \u00a9 ucles 2021 0625/22/o/n/21  10 a rope, connected to a pulley system and motor, is used to lif t different objects through different  distances. the time taken to lift each object is the same. the diagrams are not to scale.    which motor requires the greatest power?    motor 10 kg2 mplatforma motor 5 kg3 mplatformb motor 10 kg1 mplatformc motor 2 kg3 mplatformd      11 which equation can be used to calculate the pressure at a dept h h beneath the surface of a  liquid?  a p = h g\uf072 b p = h g\uf072 c p = h\uf072g d p = 1 hg\uf072      12 a liquid is evaporating. the liquid is not boiling.    which statement about the liquid is correct at an instant in ti me?  a any molecule can escape, and from any part of the liquid.  b any molecule can escape, but only from the liquid\u2019s surface.  c only molecules with enough ener gy can escape, and only from the  liquid\u2019s surface.  d only molecules with enough ener gy can escape, but from any part  of the liquid.    ",
+            "7": "7     \u00a9 ucles 2021 0625/22/o/n/21 [turn over  13 a gas is contained in a sealed container in a laboratory. the temperature of the gas increases.    what happens to the average speed and what happens to the total  kinetic energy of the gas  molecules?     average speed total kinetic energy  a does not change does not change  b does not change increases  c increases does not change  d increases increases      14 an aluminium block has a mass of 200  g.    the specific heat capacity of aluminium is 900  j / (kg  \uf0b0c).    how much energy is needed to increase the temperature of the bl ock from 20  \uf0b0c to 110  \uf0b0c?  a 2 . 0  j b 2 0 0 0  j c 1 6  200  j d 1 6  200  000  j    15 the diagram shows the apparatus used to measure the specific la tent heat of vaporisation of  water.    2 kw heate r water     after the water begins to boil, 110  g of water is converted to steam in 120  s.    using these results, what is the value of the specific latent h eat of vaporisation of water?  a 1 . 8  j / kg b 1 8 0 0  j / kg c 2200  j / kg d 2  200  000  j / kg     ",
+            "8": "8  \u00a9 ucles 2021 0625/22/o/n/21  16 the diagram shows a pan used for cooking food.    base of panhandle of pan     which row is correct for the materials used to make the base an d the handle of the pan?     base of pan handle of pan  a good thermal conductor good thermal conductor  b good thermal conductor poor thermal conductor  c poor thermal conductor good thermal conductor  d poor thermal conductor poor thermal conductor     17 the diagram shows the pattern of water waves as they pass throu gh a narrow gap.    narrow gap between two barriers     which row names the process shown and describes the effect of u sing a wider gap?     name of process wider gap  a refraction waves spread out less  b refraction waves spread out more  c diffraction waves spread out less  d diffraction waves spread out more     ",
+            "9": "9     \u00a9 ucles 2021 0625/22/o/n/21 [turn over  18 which row is not correct for a wave on the surface of water?     quantity usual unit  a amplitude m  b frequency hz  c wavelength \uf06c  d speed m  / s      19 the diagram shows how a ray of light refracts when going from air to perspex.    x zyair perspexw     the critical angle of perspex is c.    which expression is correct?  a  zx  sin sin  = sin  c  b  xz  sin sin  = sin  c  c  yw  sin sin  = sin  c  d  wy  sin sin  = sin  c     ",
+            "10": "10  \u00a9 ucles 2021 0625/22/o/n/21  20 the diagram shows a ray of light in air incident on a glass bl ock. some of the light is refracted  and some of the light is reflected. two angles, p and q, are marked on the diagram.    air glasspqray of light     which row gives the angle of incidence and states whether total  internal reflection occurs?     angle of  incidence total internal  reflection  a p no  b p yes  c q no  d q yes     21 the letter f is reflected in a mirror.    mirror    what does the optical image look like?    a bc d      ",
+            "11": "11     \u00a9 ucles 2021 0625/22/o/n/21 [turn over  22 the sun emits infrared radiation and light.    light from the sun reaches the earth in 8 minutes.    which row gives correct information about the infrared radiatio n?     wavelength of  infrared radiation time taken for infrared  radiation to reach the earth  a longer than wavelength of light 8 minutes  b longer than wavelength of light much less than 8 minutes  c shorter than wavelength of light 8 minutes  d shorter than wavelength of light much more than 8 minutes     23 which statement about electromagnetic waves is not correct?  a they travel at 3 \uf0b4 10 8  m / s in a vacuum.  b they transfer energy.  c they travel at 340  m / s in air.  d they are transverse waves.      24 what is ultrasound?  a sound waves that are so loud that they damage human hearing  b sound waves that are too high-pitched for humans to hear  c sound waves that are too low-pitched for humans to hear  d sound waves that are too quiet for humans to hear      25 which diagram shows the electric field pattern between two opp ositely charged parallel metal  plates?    ab \u2013cd + \u2013 + \u2013 + \u2013 +      ",
+            "12": "12  \u00a9 ucles 2021 0625/22/o/n/21  26 which circuit symbol represents a component used to measure el ectric current?    a vab c d g     27 the graph shows the current\u2013voltage characteristic for a condu ctor.    pqr 0 0current voltage    where on the graph can ohm\u2019s law be applied to the conductor?  a at q only  b between p and q  c between p and r  d between q and r      28 the diagram shows a circuit containing two resistors of resist ance 1.0  \uf057 and 2.0  \uf057.    a voltmeter is connected across the 1.0  \uf057 resistor by connecting p to x.    the reading on the voltmeter is 6.0  v.    v1.0 \u03c9 2.0 \u03c9xy p     p is moved to point y in the circuit.    what is the new reading on the voltmeter?  a 3.0  v b 6.0  v c 12  v d 18  v     ",
+            "13": "13     \u00a9 ucles 2021 0625/22/o/n/21 [turn over  29 there is a current i in a resistor. the potential difference (p.d.) across the resi stor is v.    which other physical quantity is needed to be able to determine  the energy transferred w by the  resistor?  a the electromotive force (e.m.f.) e of the source  b the power p dissipated  c the resistance r of the resistor  d the time t for which there is a current in the resistor     30 the diagrams show pairs of circuits containing logic gates.    in which diagram does the lower circuit of the pair behave diff erently from the upper circuit?    a b c d      31 several cells are connected in series, as shown.        what is the combined electromotive force (e.m.f.) of the cells?   a the average of the e.m.f.s of the separate cells  b the e.m.f. of one of the cells  c the product of the e.m.f.s of the cells  d the sum of the e.m.f.s of the cells    ",
+            "14": "14  \u00a9 ucles 2021 0625/22/o/n/21  32 two resistors, with resistances r1 and r2, are connected in parallel.    the resistance r1 is greater than the resistance r2.    r1 r2     what is the resistance of the parallel combination?  a less than either r1 or r2  b equal to r1  c equal to r2  d the average of r1 and r2     33 the diagram shows a motor connected to an a.c. supply. the circ uit is incomplete.    mxy     which device needs to be connected between point x and point y t o  p r e v e n t  t h e  w i r e s  f r o m   overheating if a fault in the motor causes the current to get t oo high?  a an ammeter  b a fuse  c a transformer  d a length of thick copper wire     ",
+            "15": "15     \u00a9 ucles 2021 0625/22/o/n/21 [turn over  34 the diagram shows a wire between two magnets. an electromotive force (e.m.f.) is induced in the  wire when it is moved up between the two magnets.    n s     four tests are done.    1 the direction of movement of the wire is reversed.  2 the direction of the magnetic field is reversed. 3 the wire is moved more quickly. 4 the magnetic field strength is decreased.    which tests will induce a smaller e.m.f. in the wire?  a 1 and 2 b 1 and 3 c 3 and 4 d 4  o n l y     35 four positions of a current-carrying coil in a magnetic field,  a s  i n  a  d . c .  m o t o r ,  a r e  s h o w n .    in diagrams 2 and 4, the coil is at an angle of 45 \uf0b0 to the field lines.    n s coil1 n s2 n s3 n s4     which row is correct?     turning effect of the forces   in positions 1 and 3 turning effect of the forces   in positions 2 and 4  a different different  b different same  c same different  d same same     ",
+            "16": "16  \u00a9 ucles 2021 0625/22/o/n/21  36 the diagram shows the magnetic field due to a current in a sol enoid.    direction of current     the direction of the current is reversed.    which row describes the effect that this has on the magnitude a nd on the direction of the  magnetic field?     magnitude of  magnetic field direction of  magnetic field  a increases changes  b increases unchanged  c unchanged changes  d unchanged unchanged     37 the nucleus of an americium atom contains 146 neutrons and 95 protons. it decays by emitting  an \uf061-particle.    how many neutrons and how many protons remain in the nucleus wh en this form of americium  decays?     number of neutrons  remaining number of protons  remaining  a 142 93  b 142 95  c 144 93  d 144 95     38 a sample of americium decays and changes into neptunium. the h alf-life of americium is  432 years.    which fraction of the americium will remain after 1728 years?  a 0 b 1 16 c 1 8 d 1 4     ",
+            "17": "17     \u00a9 ucles 2021 0625/22/o/n/21  39 the graph shows the decay curves of four different radioactive isotopes.    which isotope has the largest half-life?    count rate 0 0 timea b c d       40 the diagrams show \uf061-particles and \uf062-particles passing through an electric field.    which diagram shows the correct paths of the \uf061-particles and \uf062-particles?    + /g68 /g69+++a ++ \u2013\u2013\u2013\u2013\u2013\u2013+ /g68 /g69+++b ++ \u2013\u2013\u2013\u2013\u2013\u2013 + /g68 /g69+++c ++ \u2013\u2013\u2013\u2013\u2013\u2013+ /g68 /g69+++d ++ \u2013\u2013\u2013\u2013\u2013\u2013      ",
+            "18": "18  \u00a9 ucles 2021 0625/22/o/n/21  blank page",
+            "19": "19     \u00a9 ucles 2021 0625/22/o/n/21  blank page",
+            "20": "20    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 tra ce copyright holders, but if any items requiring clearance have  unwittingly been included, the  publisher will be pleased to make amends at the earliest possib le opportunity.    to avoid the issue of disclosure of answer-related information to candidates, all copyright acknowledgements are reproduced on line in the cambridge  assessment international educat ion copyright acknowledgements b ooklet. this is produced for each series of examinations and is  freely available to download  at www.cambridgeinternational.org  after the live examination se ries.   cambridge assessment international education is part of the cam bridge assessment group. cambridge assessment is the brand name  of the university of  cambridge local examinations sy ndicate (ucles), which itself is  a department of the univ ersity of cambridge.    \u00a9 ucles 2021 0625/22/o/n/21  blank page  "
+        },
+        "0625_w21_qp_23.pdf": {
+            "1": "    this document has 20 pages. any blank pages are indicated.  ib21 11_0625_23/2rp   \u00a9 ucles 2021   [turn ove r   *4199489879*cambridge igcse\u2122       physics 0625/23     paper 2 multiple choice (extended)  october/november 2021     45 minutes    you must answer on the mult iple choice answer sheet.    you will need: multiple choice answer sheet   soft clean eraser   soft pencil (type b or hb is recommended)       instructions   \uf0b7 there are forty  questions on this paper. answer all questions.   \uf0b7 for each question there ar e four possible answers a, b, c and d. choose the one you consider correct  and record your choice in soft pencil on the multiple choice an swer sheet.   \uf0b7 follow the instructions on the multiple choice answer sheet.  \uf0b7 write in soft pencil.  \uf0b7 write your name, centre number and candidate number on the mult iple choice answer sheet in the  spaces provided unless this has been done for you.  \uf0b7 do not use correction fluid.  \uf0b7 do not write on any bar codes.  \uf0b7 you may use a calculator.  \uf0b7 take the weight of 1.0  kg to be 10  n (acceleration of free fall = 10  m / s2).      information  \uf0b7 the total mark for this paper is 40.  \uf0b7 each correct answer will score one mark.  \uf0b7 any rough working should be don e on this question paper.   ",
+            "2": "2  \u00a9 ucles 2021 0625/23/o/n/21  1 for which purpose is a micrometer screw gauge suitable?  a measuring the current in a coil that is known to be about 3 \uf0b4 10\u20136  a  b measuring the diameter of a ball bearing that is known to be a bout 3 \uf0b4 10\u20133  m  c measuring the mass of a grain of sand that is known to be abou t 3 \uf0b4 10\u20133  g  d measuring the moment used to turn a screw that is known to be about 3 \uf0b4 10\u20136  n m     2 the graph shows how the speed of a car varies with time at the start of a journey.    6 543210speed m  / s time  / s  01234     which distance\u2013time graph represents the motion of the car over  the same time period?    12 10 86420distance  / m time  / s012a 3412 10 86420distance  / m time  / s012b 34 6 543210distance  / m time  / s012c 346 543210distance  / m time  / s012d 34      ",
+            "3": "3     \u00a9 ucles 2021 0625/23/o/n/21 [turn over  3 which statement about mass and weight is correct?  a mass is a property that causes change in motion.  b mass is caused by a gravitational field acting on a weight.  c weight is a property that resists change in motion.  d weight is caused by a gravitational field acting on a mass.      4 which substance in the table has the lowest density?     substance mass  / g volume  / cm3  a nylon 1.2 1.0  b cotton 1.5 1.0  c olive oil 1.8 2.0  d water 2.0 2.0      5 the diagram shows a uniform bar resting on two supports, p and  q.    0 cm10 50 60 100 pq    the weight of the bar is 4.0  n.    what is the force exerted on the bar by support p?  a 0 . 8 0  n b 2 . 0  n c 3 . 2  n d 4 . 0  n      6 a spring, which obeys hooke\u2019s law, has an unstretched length o f 10  cm.    a load of 20  n is suspended from the spring.    the new length of the spring is 36  cm.    what is the spring constant k of the spring?  a 0 . 5 6  n / cm b 0 . 7 7  n / cm c 1 . 3  n / cm d 1 . 8  n / cm    ",
+            "4": "4  \u00a9 ucles 2021 0625/23/o/n/21  7 a cricket ball has a mass of 0.16  kg. the ball travels at 30  m / s. the ball is hit by a bat with a force  of 10  800  n. after being hit, the ball moves off at 30  m / s in the opposite direction.    30 m / s 30 m / s     for how long was the ball in contact with the bat?  a 0.0004  s b 0.00089  s c 0.0044  s d 0 . 0 1 5  s     8 electrical energy may be obtained from nuclear fission.    in which order is the energy  transferred in this process?  a nuclear fuel  \uf0ae  generator  \uf0ae  reactor and boiler  \uf0ae  turbines  b nuclear fuel  \uf0ae  generator  \uf0ae  turbines  \uf0ae  reactor and boiler  c nuclear fuel  \uf0ae  reactor and boiler  \uf0ae  generator  \uf0ae  turbines  d nuclear fuel  \uf0ae  reactor and boiler  \uf0ae  turbines  \uf0ae  generator      9 which energy resource has the sun as its only source of energy ?  a geothermal  b nuclear  c oil  d tidal    ",
+            "5": "5     \u00a9 ucles 2021 0625/23/o/n/21 [turn over  10 a man, attached to an elastic cord, jumps from a platform. he falls 60  m before starting to rise.  the length of the unextended cord is 30  m.    the diagrams show four successive stages in his fall.    in which position is elastic (strain) energy and kinetic energy  present?    abcd 60 m45 m30 m      ",
+            "6": "6  \u00a9 ucles 2021 0625/23/o/n/21  11 the diagram shows three glass containers.    all three contain water filled to the same vertical height h.    hh hpqr wooden block supporting r    the base area of p is equal to the base area of r.    the base area of q is larger than the other two.    students are asked to compare the water pressure at the bottom of each container.    student 1 says that the pressure at base r is more than the pre ssure at base p.  student 2 says that the pressure at base q is less than the pre ssure at base p.  student 3 says that the pressures at all three bases are the sa me.    which students are correct?  a none are correct  b 1 only  c 2 only  d 3 only     12 a liquid is evaporating. the liquid is not boiling.    which statement about the liquid is correct at an instant in ti me?  a any molecule can escape, and from any part of the liquid.  b any molecule can escape, but only from the liquid\u2019s surface.  c only molecules with enough ener gy can escape, and only from the  liquid\u2019s surface.  d only molecules with enough ener gy can escape, but from any part  of the liquid.     ",
+            "7": "7     \u00a9 ucles 2021 0625/23/o/n/21 [turn over  13 the same mass of a gas is trapped in four identical cylinders b y a piston that can move.    the diagrams show the samples o f gas in different conditions of  volume and temperature.    piston1 20 \u00b0c2 40 \u00b0c3 40 \u00b0c4 50 \u00b0c    which list gives the pressure of the gas in order from lowest t o highest?  a 1  \uf0ae 2 \uf0ae 3 \uf0ae 4  b 1  \uf0ae 3 \uf0ae 2 \uf0ae 4  c 4  \uf0ae 2 \uf0ae 3 \uf0ae 1  d 4  \uf0ae 3 \uf0ae 2 \uf0ae 1     14 an aluminium block has a mass of 200  g.    the specific heat capacity of aluminium is 900  j / (kg  \uf0b0c).    how much energy is needed to increase the temperature of the bl ock from 20  \uf0b0c to 110  \uf0b0c?  a 2 . 0  j b 2 0 0 0  j c 1 6  200  j d 1 6  200  000  j    15 a solid and a gas are each given the same increase in temperat ure. the gas is kept at a constant  pressure.    which row is correct?     the one which  expands most the reason  a   the gas   molecules in the gas each expand  more than the solid molecules  b   the gas   the molecules in the solid  are held strongly together  c   the solid   molecules in the solid each expand  more than the gas molecules  d   the solid   all the molecules in the gas are  separate from one another    ",
+            "8": "8  \u00a9 ucles 2021 0625/23/o/n/21  16 the diagram shows a pan used for cooking food.    base of panhandle of pan     which row is correct for the materials used to make the base an d the handle of the pan?     base of pan handle of pan  a good thermal conductor good thermal conductor  b good thermal conductor poor thermal conductor  c poor thermal conductor good thermal conductor  d poor thermal conductor poor thermal conductor     17 in the diagram, the mountaineer can hear the stream although h e cannot see it. when he is  closer to the gully, he can both hear and see the stream. when he is further from the gully, he  can neither hear nor see the stream.    streammountainee rgully     which statement is not correct?  a as he approaches the gully edge,  he hears first the short wavel ength, higher frequencies and  then the long wavelength, lower frequencies.  b as he approaches the gully edge, the sound becomes louder.  c he hears the stream because some of the sound is diffracted.  d he hears the stream because some of the sound is reflected from  the opposite wall of the  gully.    ",
+            "9": "9     \u00a9 ucles 2021 0625/23/o/n/21 [turn over  18 which row correctly defines the frequency and the speed of a w ave?     frequency speed  a   number of waves   distance travelled  per unit time  b   number of waves   time taken for one complete  wave to pass a point  c   number of waves  passing per unit time distance travelled  per unit time  d   number of waves  passing per unit time time taken for one complete  wave to pass a point      19 a ray of light travels from air into a glass block.     in air in glass  speed of ray va vg  wavelength of ray \uf06ca \uf06cg  frequency of ray fa fg    three suggestions as to how the refractive index of glass n may be calculated are listed.    1 n = a gv v  2 n = a g\uf06c \uf06c  3 n = a gf f    which suggestions are correct?  a 1, 2 and 3 b 1 and 2 only c 1 and 3 only d 2 and 3 only    ",
+            "10": "10  \u00a9 ucles 2021 0625/23/o/n/21  20 the diagram shows a ray of light in air incident on a glass bl ock. some of the light is refracted  and some of the light is reflected. two angles, p and q, are marked on the diagram.    air glasspqray of light     which row gives the angle of incidence and states whether total  internal reflection occurs?     angle of  incidence total internal  reflection  a p no  b p yes  c q no  d q yes     21 a photographer sees his image as shown.    x photographer image    what could x be?    abcd mirror translucent glass blocktransparent glass prismtransparent semicircular glass block   ",
+            "11": "11     \u00a9 ucles 2021 0625/23/o/n/21 [turn over  22 the sun emits infrared radiation and light.    light from the sun reaches the earth in 8 minutes.    which row gives correct information about the infrared radiatio n?     wavelength of  infrared radiation time taken for infrared  radiation to reach the earth  a longer than wavelength of light 8 minutes  b longer than wavelength of light much less than 8 minutes  c shorter than wavelength of light 8 minutes  d shorter than wavelength of light much more than 8 minutes      23 which row gives the typical values of the speed of sound at ro om temperature in the materials  stated?     speed of sound  m / s  air water iron  a 340 1500 5100  b 340 5100 1500  c 5100 1500 340  d 3.0 \uf0b4 108 3 . 0  \uf0b4 108 3.0 \uf0b4 108      24 what is ultrasound?  a sound waves that are so loud that they damage human hearing  b sound waves that are too high-pitched for humans to hear  c sound waves that are too low-pitched for humans to hear  d sound waves that are too quiet for humans to hear      25 a stationary, charged particle is in a field.    which fields can cause there to be a force on this particle due  to its charge?    1 gravitational field  2 magnetic field  3 electric field    a 1 and 2 b 1 only c 2 and 3 d 3 only     ",
+            "12": "12  \u00a9 ucles 2021 0625/23/o/n/21  26 an electric current in a copper wire is due to the flow of cha rge.    which particles are moving along the wire?  a \uf061-particles  b copper nuclei  c electrons  d protons    27 which row is correct?     definition of current i direction of  conventional current  a   i =  tq from positive terminal  to negative terminal  b   i =  tq from negative terminal  to positive terminal  c   i = q \uf0b4 t   from positive terminal  to negative terminal  d   i = q \uf0b4 t   from negative terminal  to positive terminal     28 the diagram shows a circuit containing two resistors of resist ance 1.0  \uf057 and 2.0  \uf057.    a voltmeter is connected across the 1.0  \uf057 resistor by connecting p to x.    the reading on the voltmeter is 6.0  v.    v1.0 \u03c9 2.0 \u03c9xy p     p is moved to point y in the circuit.    what is the new reading on the voltmeter?  a 3.0  v b 6.0  v c 12  v d 18  v    ",
+            "13": "13     \u00a9 ucles 2021 0625/23/o/n/21 [turn over  29 which graph shows the current\u2013voltage characteristic for a fil ament lamp?    0 0 via vib vic vid 0 00 00 0      30 the diagrams show pairs of circuits containing logic gates.    in which diagram does the lower circuit of the pair behave diff erently from the upper circuit?    a b c d       31 two 3.0  \uf057 resistors and one 6.0  \uf057 resistor are connected in series with a cell.    which statement is correct?  a the current in the cell is equal to the current in the resisto rs.  b the current in the cell is greater than the current in the res istors.  c the potential difference (p.d.) across each resistor is equal to the p.d. across the cell.  d the potential differences across each resistor are equal.    ",
+            "14": "14  \u00a9 ucles 2021 0625/23/o/n/21  32 two resistors, with resistances r1 and r2, are connected in parallel.    the resistance r1 is greater than the resistance r2.    r1 r2     what is the resistance of the parallel combination?  a less than either r1 or r2  b equal to r1  c equal to r2  d the average of r1 and r2     33 circuit breakers and fuses are devices used to protect a circu it from overloading.    which statement correctly describes the difference between a ci rcuit breaker and a fuse?  a circuit breakers can be reset if they operate but fuses need t o be replaced.  b circuit breakers need to be replaced if they operate but fuses  can be reset.  c circuit breakers can be used in an a.c. circuit but fuses cann ot.  d circuit breakers cannot be used in an a.c. circuit but fuses c an.    34 electrical energy is transferred by transmission lines at high voltage.    which statement explains why a high voltage is used?  a the voltage is alternating.  b the transmission lines have a larger resistance.  c the transmission lines carry greater power.  d there is a smaller current in th e transmission lines for the s ame power.     ",
+            "15": "15     \u00a9 ucles 2021 0625/23/o/n/21 [turn over  35 which diagram shows the magnetic field around a straight, curre nt-carrying wire?    currenta currentb currentc currentd      36 the coil in a d.c. motor is con nected to a split-ring commutato r.    what is the purpose of the split-ring commutator?  a to ensure that the coil continues to rotate in the same directi on  b to ensure that the size of the current in the coil remains cons tant  c to ensure that the size of the turning effect on the coil remai ns constant  d to ensure that the turning effect on the coil changes direction      37 the nucleus of an americium atom contains 146 neutrons and 95 protons. it decays by emitting  an \uf061-particle.    how many neutrons and how many protons remain in the nucleus wh en this form of americium  decays?     number of neutrons  remaining number of protons  remaining  a 142 93  b 142 95  c 144 93  d 144 95     ",
+            "16": "16  \u00a9 ucles 2021 0625/23/o/n/21  38 the half-life for lead-202 is 52  500 years.    a sample of lead-202 produces 800 counts  / s.    how long will it take for the count rate to drop to 100 counts  / s?  a 105  000 years  b 157  500 years  c 210  000 years  d 420  000 years     39 oxygen-15 is used in hospitals.    the count rate from a detector placed close to a sample of oxyg en-15 was recorded over a  period of 15  min. the background count rate is 20 counts  / min.    200 180160140120100 80604020 0count rate counts  / min time  / min0123456789 1 0 1 1 1 2 1 3 1 4 1 5     what is the half-life of this sample of oxygen-15?  a 2 . 0  min b 2 . 4  min c 2 . 8  min d 7 . 5  min    ",
+            "17": "17     \u00a9 ucles 2021 0625/23/o/n/21  40 of the three types of ionising radiation, \uf061, \uf062 and \uf067, why does \uf061-emission cause the most  ionisation?  a \uf061-particles have the smallest mass.  b \uf061-particles have the greatest mass.  c \uf061-particles move with the greatest speed.  d \uf061-particles travel the greatest distance in matter.     ",
+            "18": "18  \u00a9 ucles 2021 0625/23/o/n/21  blank page",
+            "19": "19     \u00a9 ucles 2021 0625/23/o/n/21  blank page",
+            "20": "20    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 tra ce copyright holders, but if any items requiring clearance have  unwittingly been included, the  publisher will be pleased to make amends at the earliest possib le opportunity.    to avoid the issue of disclosure of answer-related information to candidates, all copyright acknowledgements are reproduced on line in the cambridge  assessment international educat ion copyright acknowledgements b ooklet. this is produced for each series of examinations and is  freely available to download  at www.cambridgeinternational.org  after the live examination se ries.   cambridge assessment international education is part of the cam bridge assessment group. cambridge assessment is the brand name  of the university of  cambridge local examinations sy ndicate (ucles), which itself is  a department of the univ ersity of cambridge.    \u00a9 ucles 2021 0625/23/o/n/21  blank page  "
+        },
+        "0625_w21_qp_31.pdf": {
+            "1": "this document has 16 pages. dc (rw/sg) 213661/2 \u00a9 ucles 2021  [turn over *5015915017* physics  0625/31 paper 3 theory (core)  october/november  2021  1 hour 15 minutes you must answer on the question paper. no additional materials are needed. instructions  \u25cf answer all questions.  \u25cf use a black or dark blue pen. you may use an hb pencil for any diagrams or graphs.  \u25cf write your name, centre number and candidate number in the boxes at the top of the page.  \u25cf write your answer to each question in the space provided.  \u25cf do not use an erasable pen or correction fluid.  \u25cf do not write on any bar codes.  \u25cf you may use a calculator.  \u25cf you should show all your working and use appropriate units.  \u25cf take the weight of 1.0  kg to be 10  n (acceleration of free fall = 10  m / s2). information  \u25cf the total mark for this paper is 80.  \u25cf the number of marks for each question or part question is shown in brackets [  ].cambridge igcse\u2122",
+            "2": "2 0625/31/ o/n/21 \u00a9 ucles 2021 1 a student uses a ruler to measure the length of a piece of wire, as shown in fig.  1.1. 0 cm1 2 3 4 5 6 7 8 910 11 12 13 14 15 16wire fig. 1.1 (not to scale)  (a) use the ruler in fig.  1.1 to determine the length of the piece of wire.  length of wire =   cm [2]  (b) the student folds the piece of wire and measures its mass.   (i) state the name of an instrument the student can use to measure mass.  .  [1]   (ii) the student determines the volume of the wire.    he uses a measuring cylinder part\u2011filled with water and places the wire in it, as shown in  fig. 1.2. 50 40 30 20 10cm3 waterwater50 40 30 20 10cm3folded wire folded wire fig. 1.2    determine the volume of the wire by using information in fig.  1.2.  volume of wire =  ... cm3 [2]",
+            "3": "3 0625/31/ o/n/21 \u00a9 ucles 2021 [turn over  (c) the student measures the mass and the volume of a piece of metal.   the mass of the piece of metal is 93.6  g and its volume is 12  cm3.   calculate the density of the metal.  density of metal =  ... g / cm3 [3]  [total: 8]",
+            "4": "4 0625/31/ o/n/21 \u00a9 ucles 2021 2 a slope is made by resting one end of a plank of wood on a block, as shown in fig.  2.1. plank block of woodtrolley fig. 2.1  two students each use a digital stop \u2011watch to measure the time for a small trolley to roll down the  full length of the slope.  fig. 2.2 shows the times on the stop \u2011watches. 00 : 06 14min sec1   100 student 1 00 : 06 28min sec1   100 student 2time = .  s time = .  s fig. 2.2  (a) (i) on the line next to each stop \u2011watch, write the time it shows.  [1]   (ii) calculate the average time for the trolley to roll down the slope.   average time =  ... s [2]   (iii) the students want the same trolley to take more time to roll down the plank.    suggest how the students alter the arrangement in fig.  2.1.  .  [1]",
+            "5": "5 0625/31/ o/n/21 \u00a9 ucles 2021 [turn over  (b) a different trolley travels 1.2  m down the slope in a time of 7.8  s.   calculate the average speed of the trolley.  average speed =  .. m / s [3]  (c) the trolley travels down a different slope. fig.  2.3 shows the speed\u2013time graph. 000.20.40.60.81.01.21.41.6 1.0 2.0 3.0 time  / s4.0speed m / s fig. 2.3    calculate the distance travelled by the trolley between time = 0 and time = 4.0  s.  distance travelled =  .. m [3]  [total: 10]",
+            "6": "6 0625/31/ o/n/21 \u00a9 ucles 2021 3 (a) a student determines the centre of mass of a piece of card. fig.  3.1 shows the equipment the  student uses. a cbpin card cotton thread weightstandcork ruler fig. 3.1   describe how the student determines the centre of mass of the card using the equipment in  fig. 3.1.  ...  ...  ...  ...  ...  .  [3]",
+            "7": "7 0625/31/ o/n/21 \u00a9 ucles 2021 [turn over  (b) another card is pivoted at point  p. the weight of the card is 1.4  n and acts through a point  20 cm from p.   fig. 3.2 shows the arrangement. 20 cm 1.4 ncard pivotp fig. 3.2   calculate the moment of the weight of the card about point  p.  moment of weight =  . n cm [3]  [total: 6]",
+            "8": "8 0625/31/ o/n/21 \u00a9 ucles 2021 4 (a) a substance cools from 50  \u00b0c to 5.0  \u00b0c. its melting point is 20  \u00b0c. the substance takes  30 minutes to cool from 50  \u00b0c to its melting point.   the substance takes a total time of 80  minutes to cool from 50  \u00b0c to 5.0  \u00b0c.   on fig.  4.1, sketch a graph that shows how the temperature of the substance varies with time  as it cools from 50  \u00b0c to 5.0  \u00b0c. 00204060 10 20 30 40 50 60 70 80temperature  / \u00b0c time  / min fig. 4.1  [4]  (b) describe the arrangement and motion of the molecules in the substance when they are in the  solid state.  ...  ...  ...  .  [2]  [total: 6]",
+            "9": "9 0625/31/    o/   n/21 \u00a9 ucles 2021 [turn over5 fig. 5.1 shows a plastic bottle on a bench. the plastic bottle contains a liquid. plastic bottle liquid bench fig. 5.1  (a) the weight of the bottle and liquid is 12 n. the area of the bottle in contact with the bench is  25 cm2.   calculate the pressure of the bottle on the bench.  pressure on bench =  .. n / cm2 [3]  (b) a student pours out all the liquid from the bottle. she then connects the bottle to a vacuum  pump which removes most of the air from the bottle. fig. 5.2 shows the bottle after most of  the air is removed. crushed bottleto vacuum pump fig. 5.2   explain why the bottle is crushed. use your ideas about molecules.  ...  ...  ...  ...  .  [4]  [total: 7]",
+            "10": "10 0625/31/ o/n/21 \u00a9 ucles 2021 6 (a) fig. 6.1 shows part of a water wave. height 0p q s tr distance fig. 6.1   (i) state the letter p, q, r, s or t on fig.  6.1 that represents the wavelength of the water  wave.  .  [1]   (ii) state the letter p, q, r, s or t on fig.  6.1 that represents the amplitude of the water  wave.  .  [1]   (iii) state what is meant by the term frequency  of a wave.  ...  .  [1]",
+            "11": "11 0625/31/ o/n/21 \u00a9 ucles 2021 [turn over  (b) two students, a and b, use echoes to measure the speed of sound.   student  a has two blocks of wood that make a loud sound when banged together. student  b  has a stop \u2011watch. they stand 120  m from a school wall as shown in fig.  6.2. school wall 120  mb astop-watch blocks of wood fig. 6.2 (not to scale)   describe how the students use the arrangement in fig.  6.2 to determine the speed of sound  in air.  ...  ...  ...  ...  ...  ...  .  [4]  [total: 7]",
+            "12": "12 0625/31/ o/n/21 \u00a9 ucles 2021 7 fig. 7.1 shows a ray of red light entering a semicircular glass block. the ray strikes the flat surface  of the block at x and emerges into the air. fig.  7.1 does not show the path of the refracted ray in  the air. xnormal air glass ray of red light fig. 7.1  (a) on fig.  7.1:   (i) draw the path of the refracted ray in the air  [1]   (ii) mark, and label with the letter i, the angle of incidence  [1]   (iii) mark, and label with the letter r, the angle of refraction.  [1]  (b) when the angle of incidence at x is 70\u00b0, the ray does not emerge from the glass into the air.   state what happens to the ray at x and explain why this happens.  ...  ...  .  [2]  (c) visible light is one part of the electromagnetic spectrum. x\u2011rays are also part of the  electromagnetic spectrum.   (i) visible light and x\u2011rays are travelling through a vacuum.    compare their speed and frequency by completing the sentences.    the speed of visible light is .. the speed of x \u2011rays.    the frequency of visible light is .. the frequency of x \u2011rays.  [2]   (ii) describe one use of x\u2011rays.  .  [1]  [total: 8]",
+            "13": "13 0625/31/ o/n/21 \u00a9 ucles 2021 [turn over 8 (a) fig. 8.1 shows the magnetic field pattern around a bar magnet. fig. 8.1   (i) on fig.  8.1, label the north and south poles of the magnet, using the letters n and s.  [1]   (ii) a soft \u2011iron bar is positioned as shown in fig.  8.2. soft-iron bar fig. 8.2    state and explain what happens to the soft \u2011iron bar.  ...  ...  .  [3]  (b) (i) a plastic rod is rubbed with a cloth. the plastic rod becomes positively charged.    explain how the friction between the cloth and the rod causes the rod to become  positively charged.    use your ideas about the movement of charge.  ...  .  [2]   (ii) plastic is an electrical insulator. iron is an electrical conductor.    state two other materials that are electrical conductors. 1   2    [1]  [total: 7]",
+            "14": "14 0625/31/ o/n/21 \u00a9 ucles 2021 9 this question is about electric circuits.  (a) (i) state the name of the instrument used to measure potential difference (p.d.) in an electric  circuit.  .  [1]   (ii) state the unit for the electromotive force (e.m.f.) of a battery.  .  [1]  (b) (i) a student connects a circuit to determine the resistance of a wire. the current in the wire  is 0.20  a when the potential difference across the wire is 6.4  v.    calculate the resistance of the wire.  resistance =  .. \u03c9 [3]   (ii) the student has some wires of the same material as those in (b)(i)  but of various lengths  and thicknesses. he wants a wire with higher resistance than the wire in (b)(i) .    state two ways of identifying a wire with a higher resistance by comparing its length and  thickness with the wire in (b)(i) . 1   2      [2]  [total: 7]",
+            "15": "15 0625/31/ o/n/21 \u00a9 ucles 2021 [turn over 10 (a) a student plans to demonstrate the induction of an electromotive force (e.m.f.) in a wire.   he has a length of wire, a sensitive centre\u2011reading galvanometer and a permanent magnet.   (i) describe how the student uses the equipment.  ...  .  [2]   (ii) state two ways in which the student can increase the size of the induced e.m.f. 1   2      [2]  (b) fig. 10.1 shows a d.c. motor. magnet coilrotation of coil batterycurrent \u2013+ fig. 10.1   (i) on fig.  10.1, draw an arrow between the poles of the magnet to show the direction of  the magnetic field.  [1]   (ii) state two ways of making the coil spin faster. 1   2      [2]   (iii) state one way of making the coil spin in the opposite direction.  .  [1]  [total: 8]",
+            "16": "16 0625/31/ o/n/21 \u00a9 ucles 2021 11 (a) \u03b1 (alpha)\u2011particles, \u03b2 (beta)\u2011particles and \u03b3 (gamma)\u2011rays have different characteristics.   complete table  11.1 by indicating the correct type of radiation for each characteristic.   the first one is done for you. table 11.1 characteristictype of radiation \u03b1\u2011particles   (alpha \u2011particles)\u03b2\u2011particles   (beta \u2011particles)\u03b3\u2011rays   (gamma \u2011rays) largest mass \u2713 most ionising most penetrating negatively charged greatest speed  [3]  (b) a sample of radioactive material contains 80  mg of sodium\u201124.   the half \u2011life of sodium\u201124 is 15  hours.   calculate the mass of sodium\u201124 remaining in the sample after 45  hours.  mass remaining =   mg [3]  [total: 6] permission to reproduce items where third \u2011party 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 \u2011related 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 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."
+        },
+        "0625_w21_qp_32.pdf": {
+            "1": "this document has 20 pages. cambridge igcse\u2122 dc (ce/cb) 213662/2 \u00a9 ucles 2021  [turn over *1280515585* physics  0625/32 paper 3 theory (core)  october/november  2021  1 hour 15 minutes you must answer on the question paper. no additional materials are needed. instructions  \u25cf answer all questions.  \u25cf use a black or dark blue pen. you may use an hb pencil for any diagrams or graphs.  \u25cf write your name, centre number and candidate number in the boxes at the top of the page.  \u25cf write your answer to each question in the space provided.  \u25cf do not use an erasable pen or correction fluid.  \u25cf do not write on any bar codes.  \u25cf you may use a calculator.  \u25cf you should show all your working and use appropriate units.  \u25cf take the weight of 1.0  kg to be 10  n (acceleration of free fall = 10  m / s2). information  \u25cf the total mark for this paper is 80.  \u25cf the number of marks for each question or part question is shown in brackets [  ].",
+            "2": "2 0625/32/ o/n/21 \u00a9 ucles 2021 1 a cyclist travels to a friend\u2019s house.  fig. 1.1 shows the distance\u2013time graph of the journey. 0 100 200 300 400 time  / s50002004006008001000 distance  / m ab cde fig. 1.1  (a) determine the distance travelled by the cyclist between points c and e.  distance travelled =    m [2]  (b) describe the motion, if any, of the cyclist between points b and c.  ...  [1]  (c) state the section, ab, bc, cd or de, of the graph in which the speed of the cyclist is the  fastest. give a reason for your answer. section of graph  reason  .  [2]  (d) calculate the average speed of the cyclist between points a and e. include the unit in your  answer.  average speed =    unit   [4]  [total: 9]",
+            "3": "3 0625/32/ o/n/21 \u00a9 ucles 2021 [turn over 2 (a) a coin collector has 19 identical coins, as shown in fig. 2.1. fig. 2.1   fig. 2.2 shows one of the coins in the coin collector\u2019s hand. fig. 2.2   the coin collector wants to check the thickness of one coin. she has a 30  cm ruler.   describe how she can use the 30  cm ruler to determine the thickness of one coin accurately.   you may include a diagram if you wish.  ...  ...  ...  .  [3]",
+            "4": "4 0625/32/ o/n/21 \u00a9 ucles 2021  (b) the coin collector finds another coin. she thinks this coin is made of gold.   she performs an experiment to find the coin\u2019s density.   she obtains the following results:    mass of coin = 52.5  g    volume of coin = 5.4  cm3   (i) show that the density of this coin is about 10  g / cm3.  [3]   (ii) the density of liquid mercury is 13.6  g / cm3. state and explain whether the coin in (b)(i)   floats on liquid mercury.  ...  .  [1]  [total: 7]",
+            "5": "5 0625/32/ o/n/21 \u00a9 ucles 2021 [turn over 3 fig. 3.1 shows the vertical forces acting on a toy rocket as it leaves the ground. upward force = 70  n smooth surface weight of rocket = 15  n fig. 3.1  (a) calculate the size of the resultant vertical force on the rocket.  resultant force =    n [2]  (b) explain why the top of the rocket is pointed and has a smooth surface.  ...  .  [2]  [total: 4]",
+            "6": "6 0625/32/ o/n/21 \u00a9 ucles 2021 4 (a) a teacher wants to measure the mass of a block of metal. she also wants to measure the     length, width and height of the block.   fig. 4.1 shows the block of metal.  length width height fig. 4.1   complete each sentence using a word from the list. balance    barometer    protractor    ruler    voltmeter   (i) to find the mass of the metal block, the teacher uses a  .  [1]   (ii) to measure the length, width and height of the metal block, she uses a    [1]  (b) the mass of the block is 5000  g.   calculate the weight of the block.   weight =    n [3]",
+            "7": "7 0625/32/ o/n/21 \u00a9 ucles 2021 [turn over  (c) fig. 4.2 shows another block of metal on a solid surface. 20 cm 12 cm 2.0 cmsolid surface fig. 4.2 (not to scale)   (i) calculate the area of the block of metal in contact with the solid surface.  area =  .  cm2 [1]   (ii) the weight of the block of metal in fig. 4.2 is 60  n.    calculate the pressure of the block of metal on the solid surface.  pressure =    n / cm2 [3]  [total: 9]",
+            "8": "8 0625/32/ o/n/21 \u00a9 ucles 2021 5 (a) a student determines the centre of mass of a piece of wood. the wood is an irregular shape  of constant thickness.   he suspends the piece of wood from a nail as shown in fig. 5.1. the wood is able to swing  freely.   the student suspends a weight on a thin string from the nail. piece of woodnail hole in wood thin string weight fig. 5.1   describe how to determine the centre of mass of the piece of wood in fig. 5.1.   you may draw a diagram to help your answer.  ...  ...  ...  .  [3]",
+            "9": "9 0625/32/ o/n/21 \u00a9 ucles 2021 [turn over  (b) fig. 5.2 shows a flat, symmetrical object. indicate its centre of mass by drawing x in the  correct position. fig. 5.2  [1]   (c) fig. 5.3 shows a side view of a drinking-glass in two different positions, a and b. position a position b fig. 5.3   state which position, a or b, is more stable. explain your answer.  ...  ...  .  [2]  [total: 6]",
+            "10": "10 0625/32/ o/n/21 \u00a9 ucles 2021 6 (a) a girl has eight objects made of different materials.    the materials have different electrical and magnetic properties.   a piece of copper wire    a sheet of aluminium foil    a glass rod    an iron nail   a piece of cotton cloth    a wooden block    a plastic strip    a paper bag   complete table 6.1 by adding one object for each property. one is done for you.   choose objects from the list. each object may be used once, more than once or not at all. table 6.1 property object electrical conductor electrical insulator non-magnetic material a wooden block magnetic material can be charged by rubbing with a cloth  [4]  (b) fig. 6.1 shows three measuring instruments.   write the name of each measuring instrument next to its diagram.   the measuring instruments are not drawn to scale.   .. .. ..      fig. 6.1  [3]  [total: 7]",
+            "11": "11 0625/32/ o/n/21 \u00a9 ucles 2021 [turn over 7 (a) fig. 7.1 shows a candle underneath a thin, metal fan. direction of rotationsupport for fan candlethin, metal fan fig. 7.1   when the candle starts to burn, the fan starts to rotate around its support.   explain what causes the fan to rotate.  ...  ...  .  [3]",
+            "12": "12 0625/32/ o/n/21 \u00a9 ucles 2021  (b) fig. 7.2 shows a bimetallic strip. it is made of two metals, steel and copper, fastened together.   the bimetallic strip is straight when the temperature is 25  \u00b0c. temperature = 25  \u00b0ccoppersteel clamp fig. 7.2   fig. 7.3 shows the bimetallic strip when the temperature is 40  \u00b0c. temperature = 40  \u00b0ccoppersteel clamp fig. 7.3   (i) draw the bimetallic strip when the temperature is 10  \u00b0c.  [1]",
+            "13": "13 0625/32/ o/n/21 \u00a9 ucles 2021 [turn over   (ii) the bimetallic strip is used in a circuit, as shown in fig. 7.4. the circuit is in a room. contacts coppercell electric bell steelroom temperature = 25  \u00b0c fig. 7.4    the room temperature is 25  \u00b0c.    state and explain any changes in the circuit as the temperature of the room rises above  40 \u00b0c.  ...  .  [2]  [total: 6]",
+            "14": "14 0625/32/ o/n/21 \u00a9 ucles 2021 8 fig. 8.1 shows a simplified diagram of a geothermal power station. cooling tower cold watersteamsteamturbine generator fig. 8.1  (a) (i) state the energy source for a geothermal power station.  ...  [1]   (ii) complete the sentence about useful energy transfer in the power station.    the generator converts ... energy into ... energy.  [2]  (b) (i) state two advantages of a geothermal power station compared to a coal-fired power  station. 1   2     [2]   (ii) state one disadvantage of using geothermal energy rather than coal in a power station.  .  [1]  [total: 6]",
+            "15": "15 0625/32/ o/n/21 \u00a9 ucles 2021 [turn over 9 (a) fig. 9.1 shows a ray of light reflected by a plane mirror. normal a bcdplane mirror ray of light fig. 9.1   (i) state which angle, a, b, c or d, is the angle of incidence.  ...  [1]   (ii) state which angle, a, b, c or d, is the angle of reflection.    [1]  (b) fig. 9.2 shows a road junction viewed from above. a plane mirror allows the drivers of the two  cars a and b to see each other. car b car a ray of light from car atall buildings plane mirrortall buildings fig. 9.2   fig. 9.2 shows a ray of light from car a travelling towards the plane mirror.   on fig. 9.2, carefully continue this ray to show how the driver of car b can see car a.   [2]  [total: 4]",
+            "16": "16 0625/32/ o/n/21 \u00a9 ucles 2021 10 (a) fig. 10.1 shows two resistors connected in series with a cell and three ammeters. a a areading = a1reading = a3 reading = a2 fig. 10.1   (i) state the physical quantity that an ammeter measures.  .  [1]    (ii) indicate the correct statement about the readings a1, a2 and a3 on the ammeters in  fig. 10.1.    tick one box. a2 is greater than a1  a2 is less than a3 a1 is equal to a3 a1 is equal to ( a2 + a3) [1]  (b) (i) draw a circuit diagram for a battery connected to two resistors in parallel.  [2]",
+            "17": "17 0625/32/ o/n/21 \u00a9 ucles 2021 [turn over   (ii) state one advantage of connecting lamps in parallel.  .  [1]  (c) fig. 10.2 shows another circuit. component x fig. 10.2   the circuit consists of a power supply, a lamp and component x.   (i) name component x in fig. 10.2.  .  [1]   (ii) suggest one use of the circuit.  .  [1]   (iii) describe how to use component x and explain its effect on the circuit.  ...  ...  .  [2]  [total: 9]",
+            "18": "18 0625/32/ o/n/21 \u00a9 ucles 2021 11 (a) fig. 11.1 shows a magnet and a coil of wire connected to a galvanometer. direction of movementmagnet s ncoil of wire galvanometer fig. 11.1   a student slowly moves the magnet into the coil. the pointer on the galvanometer moves to  the left. this deflection shows that an electromotive force (e.m.f.) is induced in the coil.   state three  ways of increasing the size of the e.m.f. in the coil. 1   2   3   [3]",
+            "19": "19 0625/32/ o/n/21 \u00a9 ucles 2021 [turn over  (b) fig. 11.2 shows a transformer. core240  vprimary coil 1000 turnssecondary coil 50 turns fig. 11.2   (i) name one material that is suitable for the core of the transformer.  .  [1]   (ii) the primary coil has 1000 turns and its input is 240  v a.c.    the secondary coil has 50 turns.    calculate the output voltage across the secondary coil.   output voltage =  .  v [3]  [total: 7]",
+            "20": "20 0625/32/ o/n/21 \u00a9 ucles 2021 12 (a) state which radioactive emission is:   (i) the most penetrating  ...  [1]   (ii) the most ionising.    [1]  (b) explain the meaning of the term isotope .  ...  .  [2]  (c) the isotope iodine-131 is used in hospitals. a sample of iodine-131 is prepared for use.   the half-life of iodine-131 is 8 days.   determine the fraction of iodine-131 remaining in the sample after 16 days.  fraction remaining =    [2]  [total: 6] 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 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."
+        },
+        "0625_w21_qp_33.pdf": {
+            "1": "this document has 20 pages. any blank pages are indicated. dc (rw/cgw) 213663/2 \u00a9 ucles 2021  [turn over *3377268769* physics  0625/33 paper 3 theory (core)  october/november  2021  1 hour 15 minutes you must answer on the question paper. no additional materials are needed. instructions  \u25cf answer all questions.  \u25cf use a black or dark blue pen. you may use an hb pencil for any diagrams or graphs.  \u25cf write your name, centre number and candidate number in the boxes at the top of the page.  \u25cf write your answer to each question in the space provided.  \u25cf do not use an erasable pen or correction fluid.  \u25cf do not write on any bar codes.  \u25cf you may use a calculator.  \u25cf you should show all your working and use appropriate units.  \u25cf take the weight of 1.0  kg to be 10  n (acceleration of free fall = 10  m / s2). information  \u25cf the total mark for this paper is 80.  \u25cf the number of marks for each question or part question is shown in brackets [  ].cambridge igcse\u2122",
+            "2": "2 0625/33/ o/n/21 \u00a9 ucles 2021 blank page",
+            "3": "3 0625/33/ o/n/21 \u00a9 ucles 2021 [turn over 1 fig. 1.1 shows a plant pot falling from an upstairs balcony. the plant pot has a constant acceleration  as it falls. balcony plant pot ground level fig. 1.1  (a) state the cause of the acceleration.  .  [1]  (b) fig. 1.2 shows the speed\u2013time graph for the falling plant pot. the plant pot hits the ground at  time = 1.8 s. 00 0.4 0.8 1.2 time  / sspeed m / s 1.6 2.0481216 fig. 1.2   determine the height of the balcony above the ground using the information shown in fig.  1.2.  height =  .. m [3]  [total: 4]",
+            "4": "4 0625/33/ o/n/21 \u00a9 ucles 2021 2 fig. 2.1 shows a pea plant. one of the pods is open, showing the peas inside. pea plant peas pea pods fig. 2.1  (a) a food scientist needs to find the average diameter of a pea.   she places 14  peas against a ruler, as shown in fig.  2.2. fig. 2.2   use information from fig.  2.2 to determine the average diameter of one pea.  average diameter of one pea =   cm [3]",
+            "5": "5 0625/33/ o/n/21 \u00a9 ucles 2021 [turn over  (b) the food scientist needs to find the average density of some peas.   she uses the following values:   mass of peas = 183  g   volume of peas = 250  cm3.   calculate the average density of these peas.  average density =  ... g / cm3 [3]  (c) a different variety of pea has a density of 0.89  g / cm3. one pea of this variety is placed in salt  water. the density of the salt water is 1.02  g / cm3.   state whether this pea floats or sinks in the salt water. give a reason for your answer.   answer ... reason  ...  [1]  [total: 7]",
+            "6": "6 0625/33/ o/n/21 \u00a9 ucles 2021 3 fig. 3.1 shows the horizontal forces acting on a skateboarder. skateboardforward force = 100  n backward force = 60  n skateboarder fig. 3.1  (a) calculate the resultant force acting on the skateboarder.  resultant force =   n  direction =  ...  [2]  (b) describe the effect of the resultant force in (a) on the motion of the skateboarder.  .  [1]  (c) the skateboarder is moving along a horizontal path.   the backward force is 100  n. the forward force is 100  n.   describe the motion of the skateboarder.  .  [1]  [total: 4]",
+            "7": "7 0625/33/ o/n/21 \u00a9 ucles 2021 [turn over 4 (a) (i) state the principle of conservation of energy.  ...  .  [1]   (ii) fig. 4.1 shows a type of light bulb. energy changes occur when electrical energy is  supplied to the light bulb, as shown in fig.  4.1. wasted energyuseful output = 50  j of light total input = 500  j of electrical energy fig. 4.1    calculate the wasted energy when the total input energy is 500  j.    use information from fig.  4.1.  wasted energy =  ... j [2]   (iii) describe the effect of the wasted energy on the air surrounding the light bulb.  .  [1]  (b) table  4.1 lists situations in which energy is stored.   complete table 4.1 by naming the form of energy stored in each situation. table 4.1 situation form of energy stored battery in a mobile phone coal in the ground a rotating turbine water stored behind a hydroelectric dam  [4]  [total: 8]",
+            "8": "8 0625/33/ o/n/21 \u00a9 ucles 2021 5 fig. 5.1 shows two metal blocks, a and b, which are the same size and made of the same material.  block  a has a dull black surface and block  b has a shiny white surface. block adull black surfaceshiny white surfacethermometers block b fig. 5.1  the starting temperature of both blocks is 80  \u00b0c.  fig. 5.2 shows the cooling curve for block  a. 0 0 1 2 3 4 5 time  / mintemperature  / \u00b0c 6 7 8 9 10 11 12102030405060708090100 fig. 5.2",
+            "9": "9 0625/33/ o/n/21 \u00a9 ucles 2021 [turn over  (a) (i) using fig.  5.2, determine the change in temperature for block  a from 0 to 2  min.  .  [1]   (ii) determine the final temperature of block  a.  final temperature =  . \u00b0c [1]   (iii) explain why block  a has a steady final temperature.  ...  .  [1]  (b) the results for block  b are slightly different from the results for block  a.   (i) predict the cooling curve for block  b by drawing a line on the graph in fig.  5.2. [3]   (ii) explain why the results for block  b are slightly different from the results for block  a.  ...  .  [1]  [total: 7]",
+            "10": "10 0625/33/ o/n/21 \u00a9 ucles 2021 6 (a) in fig. 6.1, the circles represent molecules. the diagram shows the arrangement of the  molecules in a liquid. solid liquid gas fig. 6.1   (i) show the arrangement of the molecules in a solid.    draw a diagram in the box above the word \u2018solid\u2019 in fig.  6.1. draw at least 10 molecules.  [2]   (ii) show the arrangement of the molecules in a gas.    draw a diagram in the box above the word \u2018gas\u2019 in fig.  6.1. draw at least 10 molecules.  [2]   (iii) state the name of the process by which a solid changes into a liquid.  .  [1]   (iv) state the name of the process by which a gas changes into a liquid.  .  [1]",
+            "11": "11 0625/33/ o/n/21 \u00a9 ucles 2021 [turn over  (b) fig. 6.2 shows a microscope used for viewing smoke particles in a small glass box. a bright  light shines into the box.   the box contains smoke particles and air molecules. glass box containing smoke particles and air moleculesbright lightmicroscope fig. 6.2   a student views the smoke particles through the microscope.   the smoke particles are moving.   (i) state the name given to the movement of the smoke particles.  .  [1]   (ii) fig. 6.3 shows a smoke particle as seen with the microscope. smoke particle fig. 6.3    show how the smoke particle moves by drawing a series of lines on fig.  6.3. [2]   (iii) the temperature in the glass box decreases.    describe any changes in the movement of the smoke particles.  .  [1]  [total: 10]",
+            "12": "12 0625/33/ o/n/21 \u00a9 ucles 2021 7 a group of students are taking measurements so they can calculate the speed of sound.  the students and their teacher are outside.  the teacher holds two blocks of wood and the students have stop-watches.  the teacher stands a long distance from the students, as shown in fig.  7.1.  all the students can see the teacher clearly. teacherblocks of wood fig. 7.1  (not to scale)  the teacher claps the two blocks of wood together to produce a loud sound. the students measure  the time interval between seeing the teacher clap and hearing the sound.  (a) fig. 7.2 shows three of the stop-watches. the stop-watches show three of the values recorded  for the time interval. 00:01. 27 00:01. 34 00:01. 44 fig. 7.2   calculate the average value for the time intervals shown on the stop-watches in fig.  7.2.  average time interval =  ... s [3]",
+            "13": "13 0625/33/ o/n/21 \u00a9 ucles 2021 [turn over  (b) (i) state the name of the instrument needed to measure the distance between the teacher  and the students.  .  [1]   (ii) the distance between the teacher and the students is 415  m.    the average time for the sound to travel between the teacher and the students is 1.29  s.    calculate the speed of sound.  speed of sound =  .. m / s [3]  [total: 7]",
+            "14": "14 0625/33/ o/n/21 \u00a9 ucles 2021 8 (a) the diagram in fig.  8.1 shows a ray of light travelling from a glass block into air. air b c d efaglass blockray of light  fig. 8.1   (i) state the name for the dashed line shown in fig.  8.1.  .  [1]   (ii) state the letter, a, b, c, d, e or f, which indicates the angle of incidence of the ray in  fig. 8.1.  .  [1]   (iii) state the letter, a, b, c, d, e or f, which indicates the angle of refraction of the ray in  fig. 8.1.  .  [1]",
+            "15": "15 0625/33/ o/n/21 \u00a9 ucles 2021 [turn over  (b) the diagram in fig.  8.2 shows an object and a thin converging lens.   two rays are drawn from the object to the lens. the points marked f are the principal focuses  of the lens. f fobject fig. 8.2   (i) continue the paths of the two rays in fig.  8.2 to show how the lens forms an image of  the object.  [2]   (ii) on fig.  8.2, draw an arrow to represent the image.  [1]   (iii) tick (\u2713) two rows to indicate the nature of the image formed by the lens in fig.  8.2. nature of image tick enlarged the same size diminished upright inverted  [2]  [total: 8]",
+            "16": "16 0625/33/ o/n/21 \u00a9 ucles 2021 9 (a) the circuit diagrams in fig.  9.1 and fig.  9.2 each show two resistors connected to a battery.   fig. 9.1 shows two resistors connected in series.   fig. 9.2 shows two resistors connected in parallel.   all the resistors have the same resistance. ignore the resistance of the ammeters. a1a212 v         a312 v a4 a5  fig. 9.1  fig. 9.2   compare the currents in the ammeters by completing the sentences.   (i) the current in a1 is  the current in a2. [1]   (ii) the current in a3 is  the current in a4. [1]   (iii) the current in a4 is  the current in a5. [1]   (iv) the current in a1 is  the current in a3. [1]  (b) the lights in a room are connected in parallel with a power supply.   state one advantage of connecting the lights in parallel.  .  [1]",
+            "17": "17 0625/33/ o/n/21 \u00a9 ucles 2021 [turn over  (c) the circuit diagram in fig.  9.3 shows a resistor  q connected to a battery. a q fig. 9.3   the current in resistor q is 0.048  a. the potential difference (p.d.) across resistor q is 12  v.   calculate the resistance of resistor  q. include the unit in your answer.  resistance =  ...  unit ..  [4]  [total: 9]",
+            "18": "18 0625/33/ o/n/21 \u00a9 ucles 2021 10 (a) fig. 10.1 shows the arrangement for transferring electrical energy from a power station to  homes and factories. cables homesfactories power station step-up transformerstep-down transformer fig. 10.1   explain why the arrangement includes a step -up transformer and a step -down transformer.  ...  ...  ...  ...  .  [4]  (b) a transformer has 2000  turns on the primary coil and 500  turns on the secondary coil.   the potential difference (p.d.) across the primary coil is 240  v a.c.   calculate the p.d. across the secondary coil.  p.d. across the secondary coil =  ... v [3]  [total: 7]",
+            "19": "19 0625/33/ o/n/21 \u00a9 ucles 2021 [turn over 11 (a) table  11.1 gives information about the nature and charge of three types of radioactive  emission. the table is incomplete. table 11.1 type of radioactive  emissionnature charge \u03b1 (alpha) helium nucleus \u03b2 (beta) negative \u03b3 (gamma)   complete table  11.1.  [4]  (b) (i) state which radioactive emission is the most ionising.  .  [1]   (ii) state which radioactive emission is the most penetrating.  .  [1]",
+            "20": "20 0625/33/ o/n/21 \u00a9 ucles 2021 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 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. (c) californium -241 is a radioactive isotope. a scientist measures the count rate from a sample of  californium -241 as it decays. table  11.2 shows the results. table 11.2 time / min count rate counts  / s 0 800 2 560 4 400 6 280 8 200 10 140 12 100 14   (i) determine the half-life of californium -241.  half-life of californium -241 =  ... min [2]   (ii) predict the count rate of this sample of californium -241 at time  = 14 min.  count rate =  ... counts  / s [1]  [total: 9]"
+        },
+        "0625_w21_qp_41.pdf": {
+            "1": "this document has 20 pages. any blank pages are indicated. dc (rw/jg) 214504/3 \u00a9 ucles 2021  [turn over *3646122811* physics  0625/41 paper 4 theory (extended)  october/november  2021  1 hour 15 minutes you must answer on the question paper. no additional materials are needed. instructions  \u25cf answer all questions.  \u25cf use a black or dark blue pen. you may use an hb pencil for any diagrams or graphs.  \u25cf write your name, centre number and candidate number in the boxes at the top of the page.  \u25cf write your answer to each question in the space provided.  \u25cf do not use an erasable pen or correction fluid.  \u25cf do not write on any bar codes.  \u25cf you may use a calculator.  \u25cf you should show all your working and use appropriate units.  \u25cf take the weight of 1.0  kg to be 10  n (acceleration of free fall = 10  m / s2). information  \u25cf the total mark for this paper is 80.  \u25cf the number of marks for each question or part question is shown in brackets [  ].cambridge igcse\u2122",
+            "2": "2 0625/41/ o/n/21 \u00a9 ucles 2021 1 some physical quantities are scalars and other physical quantities are vectors.  (a) state how a vector quantity differs from a scalar quantity.  ...  .  [1]  (b) circle the vector quantities in the list. acceleration      energy      mass      momentum      temperature      time      speed      velocity  [2]  (c) a microphone in a recording studio has a mass of 0.55  kg and a weight w.   (i) calculate w.  w =  ..  [1]   (ii) the microphone is suspended from the ceiling by a cord attached to a small ring. fig.  1.1  shows the microphone pulled to one side and kept stationary by a horizontal thread. ceiling cord microphoneringhorizontal thread fig. 1.1  (not to scale)",
+            "3": "3 0625/41/ o/n/21 \u00a9 ucles 2021 [turn over    the tension t in the horizontal thread is 8.1  n.    determine graphically the magnitude and the direction, relative to the vertical, of the  resultant of w and t. use a scale of 1.0  cm to 1.0  n or greater.  magnitude of resultant =     direction of resultant =   ...  relative to vertical  [3]   (iii) state and explain how the magnitude and direction of the resultant in (c)(ii)  compares  with the force on the ring due to the tension in the cord.  ...  ...  .  [2]  [total: 9]",
+            "4": "4 0625/41/ o/n/21 \u00a9 ucles 2021 2 a student carries out an experiment using a plastic beaker that contains 0.24  kg of water at 17  \u00b0c.  the thermal capacity (heat capacity) of the beaker is negligible.  (a) define thermal capacity .  ...  ...  .  [2]  (b) several ice cubes are at a temperature of 0  \u00b0c. the ice cubes are dropped into the water and  the internal energy of the water decreases.   (i) give a simple molecular account of this decrease in internal energy.  ...  ...  .  [2]   (ii) the specific heat capacity of water is 4200  j / (kg \u00b0c).    calculate the decrease in the internal energy of the water as its temperature decreases  from 17  \u00b0c to 0  \u00b0c.  decrease in internal energy =   ..  [2]  (c) as the temperature of the water decreases, some of the ice melts.   (i) explain why this ice melts.  ...  ...  .  [2]",
+            "5": "5 0625/41/ o/n/21 \u00a9 ucles 2021 [turn over   (ii) describe how to determine the specific latent heat of fusion of ice using this experiment.  state any other measurements that the student needs to make.  ...  ...  ...  ...  .  [3]  [total: 11]",
+            "6": "6 0625/41/ o/n/21 \u00a9 ucles 2021 3 fig. 3.1 shows a balloon inflated with air. fig. 3.1  the pressure of the air at the inner surface of the balloon keeps the rubber stretched.  (a) explain, in terms of the momentum of the molecules, why there is a pressure at the inner  surface of the balloon.  ...  ...  ...  .  [3]  (b) the volume of the air in the balloon is 630  cm3 and the pressure of the air in the balloon is  1.0 \u00d7 105 pa.   the balloon is tied to a heavy stone and dropped into a lake. the balloon is pulled down  quickly and the temperature of the air inside does not change.   (i) calculate the volume of the air when the pressure of the air is 1.4  \u00d7 105 pa.  volume =   ..  [2]",
+            "7": "7 0625/41/ o/n/21 \u00a9 ucles 2021 [turn over   (ii) the balloon and stone stop moving when the stone hits the bottom of the lake. the  temperature of the air now begins to decrease.    explain why the volume of the air in the balloon decreases as the temperature decreases.  ...  ...  ...  .  [2]  [total: 7]",
+            "8": "8 0625/41/ o/n/21 \u00a9 ucles 2021 4 a train of mass 1.8  \u00d7 105 kg is at rest in a station. at time t = 0, the train begins to accelerate along  a straight, horizontal track and reaches a speed of 20  m / s at t = 15 s. the train continues at a  speed of 20  m / s for 10  s.  at t = 25 s, the driver applies the brakes and the resistive force on the train causes it to decelerate  uniformly to rest in a further 24  s.  fig. 4.1 is an incomplete distance\u2013time graph for this journey. 0 10 20 30 40 500200400600 t / sdistance  / m fig. 4.1  (a) complete fig.  4.1 by drawing:   (i) a line to represent the motion of the train between t = 15 s and t = 25 s [1]   (ii) a curve to represent the motion of the train between t = 0 and t = 15 s. [1]  (b) calculate the kinetic energy of the train between t = 15 s and t = 25 s.  kinetic energy =   ..  [3]",
+            "9": "9 0625/41/ o/n/21 \u00a9 ucles 2021 [turn over  (c) while the train decelerates to rest, it does work against the resistive force and its kinetic  energy decreases.   (i) define work done .  ...  .  [2]   (ii) using fig.  4.1, determine the distance moved by the train while it decelerates.  distance moved =   ..  [1]   (iii) calculate the resultant force acting on the train while it decelerates.  resultant force =   ..  [2]  [total: 10]",
+            "10": "10 0625/41/ o/n/21 \u00a9 ucles 2021 5 (a) explain, in terms of the behaviour of light rays, what is meant by principal focus  for a thin  converging lens.  ...  ...  .  [2]  (b) state what is meant by focal length .  ...  .  [1]  (c) a lens is used to produce a focused image of an object on a translucent screen. fig.  5.1  shows the object o and its image i. po1 cm 1 cmtranslucent screen i fig. 5.1   (i) consider the straight ray that passes from the tip of o to the tip of i and find the position  of the lens. mark the position of the lens by drawing a vertical line labelled  l from the top  of the grid to the bottom.  [1]   (ii) on fig.  5.1, draw a ray that passes through one of the principal focuses and determine  the focal length of the lens.  focal length =   ..  [2]",
+            "11": "11 0625/41/ o/n/21 \u00a9 ucles 2021 [turn over   (iii) object  o is a printed document that includes a large letter  r on the side facing the lens.  the top edge of the document corresponds to the tip of o. fig.  5.2 shows the printed  document. rrrrr printed documenttop edge  fig. 5.2  fig. 5.3    on fig.  5.3, mark a tick in one of the boxes (\u200a \u2713\u200a) to indicate how the image on the  translucent screen appears to someone who is looking at the screen from point  p. explain  why the image has this appearance.  ...  ...  .  [2]  [total: 8]",
+            "12": "12 0625/41/ o/n/21 \u00a9 ucles 2021 6 x\u2011rays are electromagnetic waves. fig.  6.1 shows the position of x\u2011rays in the electromagnetic  spectrum arranged according to increasing wavelength. increasing wavelengthgamma-rays x-rays j k l microwaves visible light fig. 6.1  (a) three components of the spectrum are unnamed but labelled j, k and l.   (i) state the names of these three components. j   k   l    [2]   (ii) state which of these three components has the lowest frequency.  .  [1]  (b) calculate the frequency of x\u2011rays that have a wavelength of 1.2  \u00d7 10\u20139 m in a vacuum.  frequency =   ..  [3]  (c) (i) describe one medical use of x\u2011rays.  ...  ...  ...  ...  .  [3]",
+            "13": "13 0625/41/ o/n/21 \u00a9 ucles 2021 [turn over   (ii) state one reason why it is necessary to take safety precautions when x \u2011rays are used.  ...  .  [1]  [total: 10]",
+            "14": "14 0625/41/ o/n/21 \u00a9 ucles 2021 blank page",
+            "15": "15 0625/41/ o/n/21 \u00a9 ucles 2021 [turn over 7 a plastic rod becomes negatively charged when it is rubbed with a woollen cloth.  (a) describe, in terms of particles, how the rod becomes negatively charged when rubbed with  the cloth.  ...  ...  .  [2]  (b) a light, conducting ball is at rest on a metal table. when the rod is brought close to the ball, as  shown in fig.  7.1, the ball jumps up towards the rod. rod metal tableball fig. 7.1   (i) explain why the ball jumps up.  ...  ...  ...  .  [3]   (ii) the ball touches the rod and falls back down to the table.    explain why this happens.  ...  ...  .  [2]  [total: 7]",
+            "16": "16 0625/41/ o/n/21 \u00a9 ucles 2021 8 a circuit contains two fixed resistors and a light\u2011dependent resistor (ldr). fig.  8.1 shows that the  power supply is a 9.0  v battery. 450  \u03c9 800  \u03c99.0 v fig. 8.1  the current in the 450  \u03c9 resistor is 0.012  a.  (a) state what is meant by electric current.  ...  .  [1]  (b) the current in the ldr is i1 and the current in the 800  \u03c9 resistor is i2.   complete the equation that relates the current in the 450  \u03c9 resistor to i1 and i2. current in the 450  \u03c9 resistor =  .  [1]  (c) calculate the power dissipated in the 800  \u03c9 resistor.  power =   ..  [4]",
+            "17": "17 0625/41/ o/n/21 \u00a9 ucles 2021 [turn over  (d) the brightness of the light that is incident on the ldr increases.   explain what happens to the potential difference (p.d.) across the 450  \u03c9 resistor.  ...  ...  ...  .  [3]  [total: 9]",
+            "18": "18 0625/41/ o/n/21 \u00a9 ucles 2021 blank page",
+            "19": "19 0625/41/ o/n/21 \u00a9 ucles 2021 9 uranium \u2011235 (235 92u) is a radioactive isotope of uranium that occurs naturally on earth.  (a) describe the composition and structure of a neutral atom of uranium \u2011235.  ...  ...  ...  ...  .  [4]  (b) another isotope of uranium is uranium \u2011238.   describe how an atom of uranium \u2011238 differs from an atom of uranium \u2011235.  ...  .  [1]  (c) in the reactor in a nuclear power station, a nucleus of uranium \u2011235 absorbs a slow \u2011moving  neutron and then undergoes nuclear fission.   two neutrons, a nucleus of xenon \u2011140 (140 54xe) and a nucleus of an element represented by e  are produced.   complete the equation for this fission reaction. n  +  235 92u    140 54xe  +  ... ...e  +  2n  [2]  (d) xenon \u2011140 (140 54xe) is radioactive. it decays by \u03b2\u2011emission to isotope  q.   determine:   (i) the proton number of q  ...  [1]   (ii) the nucleon number of q.    [1]  [total: 9]",
+            "20": "20 0625/41/ o/n/21 \u00a9 ucles 2021 permission to reproduce items where third \u2011party 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 \u2011related 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 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.blank page"
+        },
+        "0625_w21_qp_42.pdf": {
+            "1": "dc (nf/sg) 214505/2 \u00a9 ucles 2021  [turn overthis document has 16 pages. any blank pages are indicated. *7432627075* physics  0625/42 paper 4 theory (extended)  october/november  2021  1 hour 15 minutes you must answer on the question paper. no additional materials are needed. instructions  \u25cf answer all questions.  \u25cf use a black or dark blue pen. you may use an hb pencil for any diagrams or graphs.  \u25cf write your name, centre number and candidate number in the boxes at the top of the page.  \u25cf write your answer to each question in the space provided.  \u25cf do not use an erasable pen or correction fluid.  \u25cf do not write on any bar codes.  \u25cf you may use a calculator.  \u25cf you should show all your working and use appropriate units.  \u25cf take the weight of 1.0  kg to be 10  n (acceleration of free fall = 10  m / s2). information  \u25cf the total mark for this paper is 80.  \u25cf the number of marks for each question or part question is shown in brackets [  ].cambridge igcse\u2122",
+            "2": "2 0625/42/ o/n/21 \u00a9 ucles 2021 1 fig. 1.1 shows a space rocket accelerating away from a launch pad. fig. 1.1  fig. 1.2 is a speed\u2013time graph for the first 30  s of the rocket\u2019s flight. 005001000speed m / s 15002000 10 time  / s20 30 fig. 1.2  (a) describe how the acceleration of the rocket changes between time  = 10 s and time  = 30 s.  .  [1]",
+            "3": "3 0625/42/ o/n/21 \u00a9 ucles 2021 [turn over  (b) by drawing a tangent to the graph, determine the acceleration of the rocket at time  = 25 s.  acceleration  =    [2]  (c) determine the distance travelled by the rocket between time  = 0 and time  = 10 s.  distance  =  .  [2] [total: 5]",
+            "4": "4 0625/42/ o/n/21 \u00a9 ucles 2021 2 (a) state hooke\u2019s law.  ...    .  [1]  (b) fig. 2.1 shows the extension\u2013load graph for a spring. 00100extension  / mm200 10 load  / n20 30 fig. 2.1   (i) on fig.  2.1, mark and label the region where the spring obeys hooke\u2019s law.  [1]   (ii) calculate the spring constant k.  k =    [2]   (iii) the original length of the spring is 120  mm.     calculate the length of the spring when a load of 8.5  n is applied to the spring.  length  =    [2]",
+            "5": "5 0625/42/ o/n/21 \u00a9 ucles 2021 [turn over  (c) the weight of an object is 4.0  n on a planet where the acceleration of free fall is 8.7  m / s2.   calculate the mass of the object.  mass  =    [2] [total: 8]",
+            "6": "6 0625/42/ o/n/21 \u00a9 ucles 2021 3 fig. 3.1 shows a collision at very slow speed between two cars travelling along a straight road. car bcar a fig. 3.1  car b, of mass 800  kg, is moving at 2.0  m / s and collides with car a, of mass 1000  kg, which is  stationary. after the collision, both cars travel in the same direction as the initial direction of car b.  (a) after the collision, car a moves at 1.3  m / s.    show that the speed of car b after the collision is approximately 0.4  m / s. [3]  (b) (i) calculate the impulse exerted by car a on car b.  impulse =    [2]   (ii) state the impulse exerted by car b on car a.  impulse =    [1] [total: 6]",
+            "7": "7 0625/42/ o/n/21 \u00a9 ucles 2021 [turn over 4 (a) a power station uses wind energy to generate electricity.   state and explain whether this method of generating electricity is renewable. statement  .. explanation  ...  ...  ... [2]  (b) state two energy resources that do not have the sun as their source. 1   2   [2]  (c) for each energy resource, state the form of energy stored in: fossil fuels  . water behind hydroelectric dams.  . [2] [total: 6]",
+            "8": "8 0625/42/ o/n/21 \u00a9 ucles 2021 5 (a) a thermocouple thermometer is used to determine the temperature difference between a  mixture of ice and water and liquid mercury at approximately 600  \u00b0c.   complete fig.  5.1 with a labelled diagram to show how the thermocouple thermometer can  be used in this way. mixture of ice and waterliquid mercury at approximately 600  \u00b0c fig. 5.1 [3]  (b) state two other physical properties that can be used to measure temperature. 1   2   [2]  (c) state two benefits of using a thermocouple thermometer instead of a liquid-in-glass  thermometer. 1   2   [2] [total: 7]",
+            "9": "9 0625/42/ o/n/21 \u00a9 ucles 2021 [turn over 6 fig. 6.1 shows particles of a material in which a sound wave is travelling. fig. 6.1 (not to scale)  (a) on fig.  6.1, mark:   (i) the centre of a compression with the letter c  [1]   (ii) the centre of a rarefaction with the letter r  [1]   (iii) one wavelength with a double-ended arrow.  [1]  (b) circle one value from the list which is the speed of sound in water.  15 m / s        150  m / s        1500  m / s        15  000 m / s        150  000 m / s        1  500 000 m / s [1]  (c) the wavelength of a sound wave in water is 12  cm.    calculate the frequency of this sound wave using your value from (b).  frequency =    [3]  (d) state and explain whether the sound in (c) is ultrasound. statement  .. explanation  ...  ...  ... [2] [total: 9]",
+            "10": "10 0625/42/ o/n/21 \u00a9 ucles 2021 7 fig. 7.1 shows a ray of light approaching face ab of a glass prism of refractive index 1.5. ray of light b ca fig. 7.1  (a) (i) on fig.  7.1, accurately draw the path of the ray within the prism from face ab to face ac.  you will need to make a measurement from fig.  7.1 and carry out a calculation. [4]   (ii) determine the angle of incidence of this ray when it strikes face ac.  angle =    [1]  (b) without further measurement or calculation, sketch on fig.  7.1 the approximate path of the  ray after passing through the face ac.  [1]  (c) fig. 7.2 shows a ray of light travelling within an optical fibre. xray of light optical fibre fig. 7.2   (i) complete the path of the ray of light to the left-hand end of the fibre.  [2]   (ii) name the process taking place at x.  ..  [1] [total: 9]",
+            "11": "11 0625/42/ o/n/21 \u00a9 ucles 2021 [turn over 8 (a) fig. 8.1 shows a conducting object a, initially uncharged, held on an insulating stand. the  positively charged rod b is brought close to object a. + + + + +charged rod bconducting object a insulating stand fig. 8.1   (i) on fig.  8.1, draw the distribution of charges on object a.  [2]   (ii) a wire is connected from object a to earth.    state and explain any movement of charge. statement  .. explanation    ...  ... [2]  (b) there is a  current in a wire of 0.65  ma for 2.2 minutes.   calculate the charge that flows.  charge =    [3] [total: 7]",
+            "12": "12 0625/42/ o/n/21 \u00a9 ucles 2021 blank page",
+            "13": "13 0625/42/ o/n/21 \u00a9 ucles 2021 [turn over 9 (a) fig. 9.1 shows a cell of electromotive force (e.m.f.) 1.5  v and a battery of e.m.f. 6.0  v  connected in series. 1.5 v 6.0 v fig. 9.1   calculate the combined e.m.f. of the cell and the battery.  e.m.f. =    [1]  (b) the combined resistance of the three resistors shown in fig.  9.2 is 4.4  \u03c9. i r2.0 \u03c9 3.0 \u03c9 fig. 9.2   (i) calculate the resistance of resistor r.  resistance =    [3]   (ii) the current i in fig.  9.2 is 0.94  a.    calculate the potential difference (p.d.) across the combination of resistors.  p.d. =    [2] [total: 6]",
+            "14": "14 0625/42/ o/n/21 \u00a9 ucles 2021 10 (a) name the logic gate shown in fig.  10.1. .. fig. 10.1 [1]  (b) fig. 10.2 shows a combination of logic gates. input i output o fig. 10.2   complete the right-hand column of table  10.1, the truth table for the combination of logic  gates. you may use the blank column for your working. table  10.1 input i output o 0 1 [2]  (c) an electrical device has a metal case.   explain the benefit of earthing the metal case.  ...  ...  .  [2]  (d) (i) explain how a fuse protects a circuit.  ...  ...  .  [2]",
+            "15": "15 0625/42/ o/n/21 \u00a9 ucles 2021 [turn over   (ii) the current in an electric kettle connected to the mains through a fuse is 10  a.    fuses with the following ratings are available.    3 a                      9  a                      10  a                      13  a                      30  a    circle the correct fuse rating for this appliance and explain your answer.  ...  ...  .  [2] [total: 9]",
+            "16": "16 0625/42/ o/n/21 \u00a9 ucles 2021 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 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.11 (a) describe the composition and structure of a neutral atom of beryllium-8, which has a proton  number of 4 and a nucleon number of 8.  ...  ...  ...  .  [4]  (b) a radioactive isotope decays by \u03b2-emission to form an isotope of barium with nucleon  number  135. table  11.1 element symbol proton number iodine i 53 xenon xe 54 caesium cs 55 barium ba 56 lanthanum la 57 cerium ce 58 praseodymium pr 59   use data from table  11.1 to write down the nuclide equation for this decay. [4] [total: 8]"
+        },
+        "0625_w21_qp_43.pdf": {
+            "1": "this document has 20 pages. any blank pages are indicated. cambridge igcse\u2122 *2879741868* dc (pq/fc) 214506/2 \u00a9 ucles 2021  [turn overphysics  0625/43 paper 4 theory (extended)  october/november  2021  1 hour 15 minutes you must answer on the question paper. no additional materials are needed. instructions  \u25cf answer all questions.  \u25cf use a black or dark blue pen. you may use an hb pencil for any diagrams or graphs.  \u25cf write your name, centre number and candidate number in the boxes at the top of the page.  \u25cf write your answer to each question in the space provided.  \u25cf do not use an erasable pen or correction fluid.  \u25cf do not write on any bar codes.  \u25cf you may use a calculator.  \u25cf you should show all your working and use appropriate units.  \u25cf take the weight of 1.0  kg to be 10  n (acceleration of free fall = 10  m / s2). information  \u25cf the total mark for this paper is 80.  \u25cf the number of marks for each question or part question is shown in brackets [  ].",
+            "2": "2 0625/43/ o/n/21 \u00a9 ucles 2021 1 a ship sails in a straight line between two ports.  fig. 1.1 shows the speed\u2013time graph of the ship for the first 100 minutes of its journey between  the two ports. 0 0 20 40 time  / min60 80 10051015speed m / s20 fig. 1.1  (a) calculate the maximum acceleration during the first 100 minutes of the ship\u2019s journey.  maximum acceleration =  .  [2]  (b) calculate the total distance travelled by the ship between time = 42  min and time = 100  min.  distance travelled =  .  [3]",
+            "3": "3 0625/43/ o/n/21 \u00a9 ucles 2021 [turn over  (c) at a time not shown on the graph, the acceleration of the ship is 0.0087  m / s2. the total mass  of the ship and its passengers is 2.3 \u00d7 107 kg.   (i) calculate the resultant force on the ship.  force =  .  [2]   (ii) explain why the force on the ship due to the ship\u2019s engine is greater than the value you  calculated in (c)(i) .  ...  .  [1]  [total: 8]",
+            "4": "4 0625/43/ o/n/21 \u00a9 ucles 2021 2 fig. 2.1 shows a simplified version of a \u2018gravity lamp\u2019. this apparatus is used to light a  light-emitting diode (led) without mains electricity. ledattachment to ceiling generator strap 12 kg load fig. 2.1  the load of 12  kg is raised to a height of 1.7  m above the ground. the load is connected to a  pulley system. the time taken for the load to fall to the ground is 1200 seconds. the load falls at  constant speed. the generator is connected to an led.  (a) calculate the rate of transfer of gravitational potential energy as the load falls to the ground.    rate of transfer of gravitational potential energy =  .  [4]",
+            "5": "5 0625/43/ o/n/21 \u00a9 ucles 2021 [turn over  (b) the light output of the led is 0.10  w.   calculate the efficiency of the \u2018gravity lamp\u2019.  efficiency =  .  [2]  (c) suggest a social or environmental advantage of using a \u2018gravity lamp\u2019.  ...  .  [1]  [total: 7]",
+            "6": "6 0625/43/ o/n/21 \u00a9 ucles 2021 3 (a) a gas bubble is released at the bottom of a lake.   atmospheric pressure is 1.0 \u00d7 105 pa. the density of water is 1000  kg / m3. the temperature  of the water in the lake is constant.   (i) the gas bubble rises to the surface. the volume of the gas bubble increases as it rises  higher in the water.    explain why the volume of the bubble increases.  ...  ...  .  [2]   (ii) the volume of the gas bubble is 0.40  cm3 when it is 3.0  m below the surface of the lake.    calculate the volume of the gas bubble when it is 0.50  m below the surface of the lake.  volume =  .  [4]",
+            "7": "7 0625/43/ o/n/21 \u00a9 ucles 2021 [turn over  (b) fig. 3.1 shows a diagram of a hydraulic press used to compress paper for recycling. piston a oilpiston bpaper to be compressedforce applied fig. 3.1   when a force is applied to piston a, it causes a pressure in the oil. this pressure produces an  upwards force on piston b. as piston b moves, it compresses the paper.   a small quantity of air leaks into the oil.   suggest and explain the effect the air has on the operation of the hydraulic press.  ...  ...  ...  .  [2]  [total: 8]",
+            "8": "8 0625/43/ o/n/21 \u00a9 ucles 2021 4 explain what happens to the pressure of a constant volume of air when the temperature of the air  increases. use ideas of momentum of molecules in your explanation.  ..  ..  ..  ..  ..  ..    [4]",
+            "9": "9 0625/43/ o/n/21 \u00a9 ucles 2021 [turn over 5 (a) an aluminium saucepan and a steel saucepan have the same dimensions. table 5.1 shows  the values of the specific heat capacity and the density of aluminium and of steel. table 5.1 metalspecific heat capacity j / (kg \u00b0c)density kg / m3 aluminium 0.91 2600 steel 0.50 7600   the mass of the aluminium saucepan is 0.41  kg.   (i) calculate the mass of the steel saucepan.  mass =  .  [2]   (ii) calculate the thermal capacity of the aluminium saucepan.  thermal capacity =  .  [2]   (iii) water is heated in the steel saucepan. the initial temperature of the water and the  saucepan is 20  \u00b0c.    calculate the energy transfer needed to raise the temperature of the steel saucepan to  100 \u00b0c.  energy =  .  [2]  (b) explain why metals are better thermal conductors than non-metals.    .  [2]  [total: 8]",
+            "10": "10 0625/43/ o/n/21 \u00a9 ucles 2021 6 (a) describe an experiment to determine the speed of sound in air. state the apparatus you  need, details of how to take measurements and how to calculate the speed of sound in air.   you may use the space below to draw a labelled  diagram as part of your answer.  ...  ...  ...  ...  ...  ...  ...  .  [5]  (b) sound waves from a television are diffracted through doorways. light waves from a television  are not diffracted through doorways.   suggest why light waves and sound waves behave differently in this situation.  ...  ...  .  [2]  [total: 7]",
+            "11": "11 0625/43/ o/n/21 \u00a9 ucles 2021 [turn over 7 (a) fig. 7.1 shows a ray of green light emerging from one face of a glass prism. ray of green lightprism   fig. 7.1   (i) on fig. 7.1, draw the path of the green light entering and passing through the prism.  [2]    (ii) the green light is monochromatic. state, in terms of a wave property , what is meant by  monochromatic light.  .  [1]  (b) (i) state the speed of light in air.  .  [1]   (ii) the wavelength of green light in air is 5.2 \u00d7 10\u20137 m.    calculate the frequency of green light.  frequency =  .  [2]   (iii) the refractive index of glass for green light is 1.52.    calculate the speed of green light in glass.  speed =  .  [2]  [total: 8]",
+            "12": "12 0625/43/ o/n/21 \u00a9 ucles 2021 8 (a) fig. 8.1 shows two charged metal plates with a gap between them. the plates are parallel to  each other. the top plate is negatively charged and the bottom plate is positively charged. \u2013 \u2013 \u2013 \u2013 \u2013 + + + + + fig. 8.1   on fig. 8.1, draw five electric field lines between the two plates.  [2]  (b) an electric iron has a power of 2400  w. the potential difference (p.d.) of the mains supply is  220 v.   (i) calculate the electric current in the iron.  current =  .  [2]   (ii) calculate the electric charge which flows through the iron in 15 minutes.  charge =  .  [2]   (iii) fuse ratings of 3  a, 5 a, 10  a, 13  a and 30  a are available.    state which of these fuse ratings is suitable for use in the iron.  fuse rating  .  [1]  [total: 7] ",
+            "13": "13 0625/43/ o/n/21 \u00a9 ucles 2021 [turn over blank page",
+            "14": "14 0625/43/ o/n/21 \u00a9 ucles 2021 9 fig. 9.1 shows current\u2013potential difference (p.d.) graphs for a resistor, a thermistor and a filament  lamp. 0 0 2 4 p.d.  / v6 8 10 120.20.40.6current  / a0.81.0 filament lampfilament lamp resistorresistor thermistorthermistor fig. 9.1  the resistor, the thermistor and the filament lamp are connected in series with a power supply.  (a) (i) draw a circuit diagram for this circuit.  [2]",
+            "15": "15 0625/43/ o/n/21 \u00a9 ucles 2021 [turn over   (ii) add a voltmeter to your circuit diagram in (a)(i) in a correct position to measure the p.d.  across the resistor.  [1]   (iii) using the graph in fig. 9.1, determine the p.d. across the terminals of the power supply  when the p.d. across the resistor is 6.0  v.  p.d. across terminals of power supply =  .  [4]  (b) describe a practical use for a thermistor.  ...  .  [1]  [total: 8]",
+            "16": "16 0625/43/ o/n/21 \u00a9 ucles 2021 10 (a) a transformer has 500 turns on the primary coil and 25 turns on the secondary coil. the input  voltage is 120  v.   (i) calculate the output voltage.  output voltage =  .  [2]   (ii) the current in the primary coil is 125  ma. the transformer is 100% efficient.    calculate the output current.  output current =  .  [2]  (b) fig. 10.1 shows a loose wire connected in a circuit with a d.c. (direct current) power supply  and a switch. the length of the wire between the two supports is in the magnetic field of a  horseshoe magnet. ns d.c. power supply switchmagnetsupport support fig. 10.1   the power supply is switched on and the wire moves down.   (i) on fig. 10.1, draw an arrow on the wire to show the direction of the current.  [1]   (ii) the power supply is switched off and the wire returns to its original position. the power  supply is then switched on so that the current is in the opposite direction.    state and explain what happens to the wire.  ...  .  [2]",
+            "17": "17 0625/43/ o/n/21 \u00a9 ucles 2021 [turn over  (c) a split-ring commutator is an important feature of a d.c. motor.   suggest one reason why the d.c. motor cannot operate without a split-ring commutator.  .  [1]  [total: 8]",
+            "18": "18 0625/43/ o/n/21 \u00a9 ucles 2021 11 (a) a detector of radioactivity is placed in a laboratory where there are no radioactive samples. a  student notices that the detector shows a count rate that varies between 20  counts  / min and  24 counts  / min.   (i) suggest a source of these readings.  .  [1]   (ii) explain why these readings are not constant.  .  [1]  (b) a nucleus of uranium (u) contains 92 protons and 146 neutrons. it decays by emitting an  \u03b1-particle to become a nucleus of thorium (th).   complete the nuclide equation for this radioactive decay.  . .u   . .th + . .\u03b1  [3]    (c) an isotope of radon has a half-life of 3.8 days. it decays by emitting \u03b1-radiation.   calculate the time taken for 16  mg of this isotope to decay to 2  mg of this isotope.  time =    days  [2]  [total: 7]",
+            "19": "19 0625/43/ o/n/21 \u00a9 ucles 2021 blank page",
+            "20": "20 0625/43/ o/n/21 \u00a9 ucles 2021 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 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.blank page"
+        },
+        "0625_w21_qp_51.pdf": {
+            "1": "this document has 12 pages. any blank pages are indicated. dc (rw/ct) 204870/2 \u00a9 ucles 2021  [turn over *1984445981* physics  0625/51 paper 5 practical test  october/november  2021  1 hour 15 minutes you must answer on the question paper. you will need:  the materials and apparatus listed in the confidential instructions instructions  \u25cf answer all questions.  \u25cf use a black or dark blue pen. you may use an hb pencil for any diagrams or graphs.  \u25cf write your name, centre number and candidate number in the boxes at the top of the page.  \u25cf write your answer to each question in the space provided.  \u25cf do not use an erasable pen or correction fluid.  \u25cf do not write on any bar codes.  \u25cf you may use a calculator.  \u25cf you should show all your working and use appropriate units. information  \u25cf the total mark for this paper is 40.  \u25cf the number of marks for each question or part question is shown in brackets [  ].cambridge igcse\u2122 for examiner\u2019s use 1 2 3 4 total",
+            "2": "2 0625/51/ o/n/21 \u00a9 ucles 2021 1 in this experiment, you will investigate the stretching of a spring.  carry out the following instructions, referring to fig.  1.1. spring metre rule0 cm mark 100  cm markbossclamp clamp stand bench fig. 1.1  (a) the metre rule is clamped in position near to the spring. do not change the position of the  metre rule.   (i) write down the scale readings in mm from the metre rule at the top and bottom of the  spring.  top reading =  ...  mm  bottom reading =  ...  mm  [1]   (ii) using the two readings, calculate the length l0 of the spring in mm. record l0 in table  1.1.  the value l0 is the length of the spring when the load l = 0.00  n. [1]",
+            "3": "3 0625/51/ o/n/21 \u00a9 ucles 2021 [turn over  (b) \u2022 suspend a load l = 0.20  n from the spring. record the new length l of the spring in  table  1.1. \u2022 use the equation e = ( l \u2013 l0) to calculate the extension e of the spring. record the value  of e in table  1.1. \u2022 repeat the procedure using loads l = 0.40  n, l = 0.60  n, l = 0.80  n and l = 1.00  n.  record all the readings and results in the table  1.1. table 1.1 l / n l / mm e / mm 0.00 0 0.20 0.40 0.60 0.80 1.00  [3]  (c) plot a graph of e / mm ( y-axis) against  l / n (x-axis).  [4]",
+            "4": "4 0625/51/ o/n/21 \u00a9 ucles 2021  (d) fig. 1.2 shows the unstretched spring and the spring with a load. on fig.  1.2, show clearly  the distances l0, l and e. fig. 1.2  [2]  [total: 11]",
+            "5": "5 0625/51/ o/n/21 \u00a9 ucles 2021 [turn over 2 in this experiment, you will investigate the resistance of combinations of resistors.  fig. 2.1 shows the first circuit arrangement. the circuit is set up for you. a vx ypower supply fig. 2.1  (a) switch on.   (i) record vx, the potential difference (p.d.) across resistor x.  vx =    [1]   (ii) record ix, the current in the circuit and then switch off the power supply.  ix =    [1]   (iii) calculate rx, the resistance of resistor x, using the equation rx = vx ix.  rx =    [1]",
+            "6": "6 0625/51/ o/n/21 \u00a9 ucles 2021  (b) disconnect the voltmeter.   reconnect the voltmeter to measure vxy, the potential difference across the two resistors x  and y in series.   switch on.   (i) record vxy.  vxy =  ..    record ixy, the current in the circuit and then switch off the power supply.  ixy =  ..  [1]   (ii) calculate rxy, the combined resistance of resistors x and y connected in series, using     the equation rxy = vxy ixy.  rxy =    [1]  (c) disconnect the voltmeter.   connect resistor  z in parallel  with resistor  x.   connect the voltmeter to measure vxz, the potential difference across the parallel combination  of resistor  x and resistor  z.   (i) draw the circuit diagram for this arrangement. label the resistors x, y and z.  [2]",
+            "7": "7 0625/51/ o/n/21 \u00a9 ucles 2021 [turn over   (ii) switch on.    record vxz, the potential difference across the two resistors x and z in parallel.  vxz =  ..    record ixz, the current in the circuit and then switch off the power supply.  ixz =  ..  [1]   (iii) calculate rxz, the combined resistance of resistors x and z connected in parallel, using     the equation rxz = vxz ixz.  rxz =    [1]  (d) a student does this experiment using a set of three identical resistors. her results show that,  within the limits of experimental accuracy, the combined resistance of two identical resistors  connected in series is four times the combined resistance of the same two resistors connected  in parallel. to test whether her results are true for other values of resistance, she does the  same procedure with other sets of three identical resistors.   suggest the values of resistance she could use to reach a conclusion during a 1  hour practical  lesson.  ...  ...  .  [2]  [total: 11]",
+            "8": "8 0625/51/ o/n/21 \u00a9 ucles 2021 3 in this experiment you will investigate the position of the image in a plane mirror.  carry out the following instructions. use the ray -trace sheet supplied, referring to fig.  3.1 for  guidance. hole m rn la cb eye fig. 3.1  (a) \u2022 draw a line 10  cm long near the middle of the ray -trace sheet. label the line mr. draw a  normal to this line that passes through its centre. label the normal nl. label the point at  which nl crosses mr with the letter b. \u2022 draw a line 7.0  cm long from b at an angle of incidence i = 70\u00b0 to the normal below mr  and to the left of the normal. label the end of this line a. \u2022 draw another line 7.0  cm long from b at an angle \u03b8 = 40\u00b0 to the normal below mr and to  the left of the normal. label the end of this line c.  [2]",
+            "9": "9 0625/51/ o/n/21 \u00a9 ucles 2021 [turn over  (b) \u2022 place the reflecting face of the mirror vertically on the line mr. \u2022 place two pins, p1 and p2, on line ab at a suitable distance apart for this type of ray -trace  experiment. label the positions of p1 and p2. \u2022 view the images of pins p1 and p2 from the direction indicated by the eye in fig.  3.1.  place two pins, p3 and p4, so that pins p3 and p4 and the images of p2 and p1 all appear  exactly one behind the other. label the positions of p3 and p4.  [2]  (c) remove the pins and the mirror. draw a line through the positions of p3 and p4. continue the  line until it meets mr.   measure the angle \u03b1 between the line and the normal nl below  mr.  \u03b1 =    [1]  (d) place the reflecting face of the mirror vertically on the line ab with the centre of the mirror  at b.   place pins p1 and p2 on line cb at a suitable distance apart for this type of ray -trace  experiment.   view the images of pins p1 and p2. place pins p3 and p4 so that pins p3 and p4 and the  images of p2 and p1 all appear exactly one behind the other. label the new positions of p3  and p4.  [1]  (e) remove the pins and the mirror. draw a line through the new positions of p3 and p4. continue  the line until it meets nl.   measure the angle \u03b2 between the line and nl below  mr.  \u03b2 =    [2]  (f) a student investigates a possible relationship between angles \u03b1 and \u03b2. the angle \u03b8 remains  constant at \u03b8 = 40\u00b0. suggest values of the angle of incidence i that he could use.  ...  .  [2]  (g) a student does this experiment with care. suggest one practical reason why the results may  not be exactly those that the theory of reflection predicts.  ...  .  [1]   tie your ray-trace sheet into this booklet between pages 8 and 9.  [total: 11]",
+            "10": "10 0625/51/ o/n/21 \u00a9 ucles 2021 4 a student investigates the time taken to heat water in different uninsulated containers. the  containers all have the same volume and shape. the water is heated with an electric immersion  heater.  the following apparatus is available:  a selection of containers  measuring cylinder  thermometer  supply of cold water  immersion heater with power supply.  plan an experiment to investigate the time taken to heat water in different uninsulated containers.  you are not required to carry out this investigation.  you should: \u2022 list any additional apparatus that is required \u2022 explain briefly how you would carry out the investigation \u2022 state the key variables that you would keep constant \u2022 draw a table, or tables, with column headings to show how you would display your readings  (you are not required to enter any readings in the table) \u2022 explain briefly how you would use your readings to reach a conclusion.",
+            "11": "11 0625/51/ o/n/21 \u00a9 ucles 2021  ..  ..  ..  ..  ..  ..  ..  ..  ..  ..  ..  ..  ..  ..  ..  ..  ..  ..  ..  ..    [7]",
+            "12": "12 0625/51/ o/n/21 \u00a9 ucles 2021 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 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.blank page"
+        },
+        "0625_w21_qp_52.pdf": {
+            "1": "this document has 12 pages. any blank pages are indicated. cambridge igcse\u2122 *3372369163* dc (cj/ct) 204873/2 \u00a9 ucles 2021  [turn overphysics  0625/52 paper 5 practical test  october/november  2021  1 hour 15 minutes you must answer on the question paper. you will need:  the materials and apparatus listed in the confidential instructions instructions  \u25cf answer all questions.  \u25cf use a black or dark blue pen. you may use an hb pencil for any diagrams or graphs.  \u25cf write your name, centre number and candidate number in the boxes at the top of the page.  \u25cf write your answer to each question in the space provided.  \u25cf do not use an erasable pen or correction fluid.  \u25cf do not write on any bar codes.  \u25cf you may use a calculator.  \u25cf you should show all your working and use appropriate units. information  \u25cf the total mark for this paper is 40.  \u25cf the number of marks for each question or part question is shown in brackets [  ]. for examiner\u2019s use 1 2 3 4 total",
+            "2": "2 0625/52/ o/n/21 \u00a9 ucles 2021 1 in this experiment, you will determine the density of a block of wood.  (a) (i) measure the length l, width w and height h of the block of wood.   l =    cm  w =    cm  h =    cm  [1]   (ii) calculate the volume v of the block of wood using the equation v = l \u00d7 w \u00d7 h.  v =  .  cm3 [1]   (iii) measure the mass m of the block of wood using the balance provided.  m =  .  g [1]   (iv) calculate the density \u03c1 of the wood using the equation \u03c1 = m v. give your answer to a    suitable number of significant figures for this experiment and include the unit. \t\u03c1  =    [2]  (b) place the block of wood, largest face down, carefully in the water in the container.    (i) estimate, without taking a measurement, the volume v1 of wood that is below the water  surface.  v1 =  .  cm3 [1]   (ii) calculate mw\u200a, the mass of water with volume v1, using the equation mw = \u03c1w\t\u00d7\tv1,  where \u03c1w = 1.00 in the same units as \u03c1 in part (a)(iv) .  mw =    [1]  (c) a student suggests that the mass m of the block of wood is equal to the mass mw of the water  with volume v1.    (i) calculate the difference d between your values of m and mw.  d =    [1]   (ii) discuss whether the difference d is small enough to conclude that m = mw.  ...  ...  .  [1]",
+            "3": "3 0625/52/ o/n/21 \u00a9 ucles 2021 [turn over  (d) another student wants to obtain a more accurate value for v1. he uses the method of floating  the block of wood in water as described in (b).    suggest how the student could obtain a more accurate value by taking a measurement.   you are not required to do this part of the experiment.  ...  ...  .  [2]  [total: 11]",
+            "4": "4 0625/52/ o/n/21 \u00a9 ucles 2021 2 in this experiment, you will investigate the resistances of a resistor and a lamp.  fig. 2.1 shows the first circuit arrangement. the circuit has been set up for you. a vrpower supply fig. 2.1  (a) switch on.    (i) record vs, the potential difference (p.d.) across resistor r.  vs =    [1]   (ii) record is\u200a, the current in the circuit and then switch off the power supply.  is =    [1]   (iii) calculate rs, the resistance of resistor r, using the equation rs = vs is.  rs =    [1]  (b) \u2022 disconnect the voltmeter.    \u2022 replace the resistor with the lamp.    \u2022 connect the voltmeter across the lamp.   \u2022 switch on.    (i) record vl, the potential difference across the lamp.  vl=  ..    record il, the current in the circuit and then switch off the power supply.  il =  ..  [1]",
+            "5": "5 0625/52/ o/n/21 \u00a9 ucles 2021 [turn over   (ii) calculate rl, the resistance of the lamp, using the equation rl = vl il .  rl =    [1]  (c) \u2022 disconnect the voltmeter.    \u2022 connect the resistor r in series with the lamp.    \u2022  connect the voltmeter to record vc, the potential difference across the series combination  of the resistor and the lamp.   (i) draw the circuit diagram for this arrangement.   [2]   (ii) switch on. record vc, the potential difference across the resistor and the lamp in series.  vc =  ..    record ic, the current in the circuit and then switch off the power supply.  ic =  ..  [1]   (iii) calculate rc, the combined resistance of the resistor and the lamp connected in series,    using the equation rc = vc ic.  rc =    [1]",
+            "6": "6 0625/52/ o/n/21 \u00a9 ucles 2021  (d) state and explain briefly whether your results show that rs + rl = rc within the limits of  experimental accuracy. statement  .. explanation  ...  ...  [2]  [total: 11]",
+            "7": "7 0625/52/ o/n/21 \u00a9 ucles 2021 [turn over 3 in this experiment, you will investigate the image produced by a lens.  carry out the following instructions, referring to fig. 3.1. illuminated object u v lensscreen bench fig. 3.1  (a) \u2022 place the lens a distance u = 20.0  cm from the illuminated object.   \u2022 move the screen until a clearly focused image is formed on the screen.   \u2022 measure the distance v between the centre of the lens and the screen.   (i) record v in table 3.1.  [1]   (ii) calculate, and record in table 3.1, u v . [1]   (iii) repeat the procedure for u = 25.0  cm, u = 30.0  cm, u = 35.0  cm and u = 40.0  cm. [1] table 3.1 u / cm v / cmu v 20.0 25.0 30.0 35.0 40.0",
+            "8": "8 0625/52/ o/n/21 \u00a9 ucles 2021  (b)  plot a graph of u / cm (y-axis) against u v (x-axis). start the y-axis at u = 15.0  cm.      [4]  (c) use your graph to find the value of u when u v = 1.0. show clearly on the graph how you  obtained the necessary information.  u =    [2]  (d) suggest one practical difficulty with this experiment. explain briefly how you would try to  overcome this difficulty in order to obtain accurate results. suggestion    ...    explanation  ...  ...  ...    [2]  [total: 11]",
+            "9": "9 0625/52/ o/n/21 \u00a9 ucles 2021 [turn over 4 a student investigates the strengths of wires made from different metals by measuring the force  required to break the wires.  the apparatus is shown in fig. 4.1. a wire is held by a clamp at one end and a load is suspended  from the other end. the load is increased until the wire breaks. the student takes all the necessary  safety precautions.  loadwireclamp fig. 4.1  plan an experiment to investigate the force required to break wires made from different metals.  you are not required to do the investigation.  the following apparatus is available:   clamps and stands   a selection of masses with a suitable hanger   metre rule   a selection of wires made from different metals.  you can also use other apparatus and materials that are usually available in a school laboratory.  in your plan, you should: \u2022 write a list of suitable metals for the wires you would investigate \u2022 explain briefly how you would do the investigation \u2022 state the key variables that you would keep constant \u2022 draw a table, or tables, with column headings, to show how you would display your readings  (you are not required to enter any readings in the table) \u2022 explain how you would use the results to reach a conclusion.",
+            "10": "10 0625/52/ o/n/21 \u00a9 ucles 2021  you may add to the diagram if it helps your explanation.  you are not required to write about the safety precautions that the student should take.  ..  ..  ..  ..  ..  ..  ..  ..  ..  ..  ..  ..  ..  ..  ..  ..  ..  ..  ..    [7]",
+            "11": "11 0625/52/ o/n/21 \u00a9 ucles 2021 blank page",
+            "12": "12 0625/52/ o/n/21 \u00a9 ucles 2021 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 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.blank page"
+        },
+        "0625_w21_qp_53.pdf": {
+            "1": " [turn overdc (nf/sg) 214800/2 \u00a9 ucles 2021this document has 12 pages. any blank pages are indicated. *2241800731* physics  0625/53 paper 5 practical test  october/november  2021  1 hour 15 minutes you must answer on the question paper. you will need:  the materials and apparatus listed in the confidential instructions instructions  \u25cf answer all questions.  \u25cf use a black or dark blue pen. you may use an hb pencil for any diagrams or graphs.  \u25cf write your name, centre number and candidate number in the boxes at the top of the page.  \u25cf write your answer to each question in the space provided.  \u25cf do not use an erasable pen or correction fluid.  \u25cf do not write on any bar codes.  \u25cf you may use a calculator.  \u25cf you should show all your working and use appropriate units. information  \u25cf the total mark for this paper is 40.  \u25cf the number of marks for each question or part question is shown in brackets [  ].cambridge igcse\u2122 for examiner\u2019s use 1 2 3 4 total",
+            "2": "2 0625/53/ o/n/21 \u00a9 ucles 2021 1 in this experiment, you will investigate the effect of insulation on the cooling of water.  carry out the following instructions, referring to fig.  1.1.  beaker a is covered with material that is a thermal insulator.  beaker b is identical to beaker a but has no insulation. benchthermometer lid beaker a beaker b insulation fig. 1.1  (a) \u2022 remove the lid from beaker a. \u2022 pour 150  cm3 of hot water into beaker a and replace the lid. \u2022 place the thermometer in the water in beaker a.   in the first row of table  1.1, record the temperature \u03b8 of the water at t = 0 and immediately  start the stop-clock.   record, in table  1.1, the temperature \u03b8 of the water at times t = 30 s, t = 60 s, t = 90 s,  t = 120 s, t = 150 s and t = 180 s. [1] \u2022 remove the thermometer from the beaker.  (b) (i) repeat (a) for beaker b.  [2]   (ii) add units to the column headings in table  1.1. [1]",
+            "3": "3 0625/53/ o/n/21 \u00a9 ucles 2021 [turn over table  1.1 beaker a  with insulationbeaker b  without  insulation t / \u03b8 / \u03b8 / 0 30 60 90 120 150 180  (c) write a conclusion stating whether the insulation affects the rate of cooling of the water.  justify your answer by reference to values from your results.  ...  ...  ...  .  [2]  (d) (i) calculate the average cooling rate x1 during the first half of the experiment for the water  in beaker b. use your readings for beaker b  from table  1.1 and the equation x1 = \u03b80 \u2013 \u03b890 t,    where t = 90 s and \u03b80 and \u03b890 are the temperatures of the water in beaker b at t = 0 and  t = 90 s.    include the unit.  x1 = ..  [1]",
+            "4": "4 0625/53/ o/n/21 \u00a9 ucles 2021   (ii) calculate the average cooling rate x2 during the second half of the experiment for the  water in beaker b. use your readings for beaker b  from table  1.1 and the equation x2 = \u03b890 \u2013 \u03b8180 t,    where t = 90 s and \u03b890 and \u03b8180 are the temperatures of the water in beaker b at t = 90 s  and t = 180 s.    include the unit.  x2 = ..  [1]  (e) (i) suggest an additional experiment to test whether the lid affects the cooling rate of the  water in beaker b. state how the readings are used to show the effect.    you are not required to carry out this additional experiment.  ...  ...  .  [1]   (ii) a student suggests that the temperature of the water in beaker b at t = 0 for this additional  experiment must be the same as in (b)(i) for the comparison to be fair.    state whether your results support this suggestion.    use your results from (d) to explain whether this precaution is necessary. statement  .. explanation    ...  ... [2] [total: 11]",
+            "5": "5 0625/53/ o/n/21 \u00a9 ucles 2021 [turn over 2 in this experiment, you will compare the resistances of two wires.  the circuit has been set up for you.  carry out the following instructions, referring to fig.  2.1. resistance wire a resistance wire bcrocodile clip lav fig. 2.1  (a) connect the crocodile clip to a length l = 90.0 cm of resistance wire a.   close the switch.   measure, and record in table  2.1, the value of potential difference (p.d.) v and current i for  the wire.   open the switch.   calculate, and record in table  2.1, the resistance r of 90.0  cm of wire a.   use your values of v and i and the equation r = v i. [3]",
+            "6": "6 0625/53/ o/n/21 \u00a9 ucles 2021 table  2.1 wire l  / cm v / i / r / a 90.0 b 90.0 a 50.0 b 50.0  (b) (i) repeat step (a) for l = 90.0 cm of wire b, l = 50.0 cm of wire a and l = 50.0 cm of wire b.  [2]   (ii) complete the headings in table  2.1. [1]  (c) (i) calculate a value p using your results from table  2.1 and the equation p = r for 90.0  cm of wire a r for 90.0  cm of wire b.  p = ..  [1]   (ii) calculate a value q using your results from table  2.1 and the equation q = r for 50.0  cm of wire a r for 50.0  cm of wire b.  q = ..  [1]   (iii) a student suggests that the values of p and q should be equal.    state whether your results support this suggestion. justify your answer by reference to  values from your results. statement  .. justification    ...  ... [2]  (d) suggest one reason why students all doing this experiment carefully with the same apparatus  may not obtain the same results.  ...  .  [1] [total: 11]",
+            "7": "7 0625/53/ o/n/21 \u00a9 ucles 2021 [turn over 3 in this experiment, you will investigate the image produced by a converging lens.  carry out the following instructions, referring to fig.  3.1. triangular object lensu benchscreen ho fig. 3.1  (a) measure and record the height ho of the triangular object.  ho = ...  cm \u2022 place the lens a distance u = 20.0 cm from the triangular object. \u2022 place the screen close to the lens. \u2022 switch on the lamp. \u2022 move the screen away from the lens until a clear, focused image of the triangular object  is seen on the screen. \u2022 measure, and record in table  3.1, the height hi of the image.   repeat the procedure for u = 25.0 cm, u = 30.0 cm, u = 35.0 cm and u = 40.0 cm.   switch off the lamp. table  3.1 u / cm hi / cm1 hi \ue0401 cm 20.0 25.0 30.0 35.0 40.0 [1]  (b) for each distance u, calculate, and record in table  3.1, the value of 1 hi . [1]",
+            "8": "8 0625/53/ o/n/21 \u00a9 ucles 2021  (c) plot a graph of u / cm (y-axis) against 1 hi \ue0401 cm (x-axis). start the axes at the origin (0,0). [4]  (d) (i) from your graph, determine u0, the value of u when 1 hi = 0.0.  u0 = ..  [1]   (ii) determine the gradient of the graph.    show clearly on the graph how you obtained the necessary information.  gradient =  ..  [1]   (iii) calculate the focal length f of the lens. use your value of ho from (a) and the equation f = g ho,    where g is numerically equal to the gradient from (d)(ii) .  f = ..  [1]",
+            "9": "9 0625/53/ o/n/21 \u00a9 ucles 2021 [turn over  (e) describe one difficulty that can be experienced when measuring the height of the image.    suggest an improvement to overcome this difficulty. difficulty  .  ... improvement  .  ... [2] [total: 11]",
+            "10": "10 0625/53/ o/n/21 \u00a9 ucles 2021 4 a student investigates the strength of an electromagnet.  the electromagnet is made from a coil of insulated wire wrapped around an iron rod. when there  is an electric current in the coil, the iron rod becomes magnetised. the electromagnet can then  attract magnetic materials (e.g. iron and steel).  plan an experiment to investigate how one factor affects the number of steel paper clips the  electromagnet can support.  you are not required to carry out the experiment.  the apparatus available includes: \u2022 an electromagnet, shown in fig.  4.1 \u2022 a power supply \u2022 a selection of steel paper clips.  in your plan, you should: \u2022 state a factor which can be measured and list any additional apparatus needed \u2022 state the key variables to be kept constant \u2022 explain briefly how to do the experiment, including any precautions to ensure reliable results  (you may draw a diagram or add to fig.  4.1 to help your explanation) \u2022 draw a table, or tables, with column headings, to show how to display the readings (you are  not required to enter any readings in the table) \u2022 explain how to use the readings to reach a conclusion. iron rod insulated wire fig. 4.1",
+            "11": "11 0625/53/ o/n/21 \u00a9 ucles 2021  ..  ..  ..  ..  ..  ..  ..  ..  ..  ..  ..  ..  ..  ..  ..  ..  ..  ..  ..  ..  ..  ..    [7]",
+            "12": "12 0625/53/ o/n/21 \u00a9 ucles 2021 blank page permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the  publisher will be pleased to make amends at the earliest possible opportunity. 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 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."
+        },
+        "0625_w21_qp_61.pdf": {
+            "1": "this document has 12 pages. any blank pages are indicated. cambridge igcse\u2122physics  0625/61 paper 6 alternative to practical  october/november  2021  1 hour you must answer on the question paper. no additional materials are needed. instructions  \u25cf answer all questions.  \u25cf use a black or dark blue pen. you may use an hb pencil for any diagrams or graphs.  \u25cf write your name, centre number and candidate number in the boxes at the top of the page.  \u25cf write your answer to each question in the space provided.  \u25cf do not use an erasable pen or correction fluid.  \u25cf do not write on any bar codes.  \u25cf you may use a calculator.  \u25cf you should show all your working and use appropriate units. information  \u25cf the total mark for this paper is 40.  \u25cf the number of marks for each question or part question is shown in brackets [  ]. *5700197576* dc (cj/ct) 204871/2 \u00a9 ucles 2021  [turn over",
+            "2": "2 0625/61/ o/n/21 \u00a9 ucles 2021 1 a student investigates the stretching of a spring.  fig. 1.1 shows the apparatus.  metre ruleclamp standspring bench44 450 cm mark 100  cm mark fig. 1.1  (a) the metre rule is clamped in position near to the spring.    (i) write down the scale readings in mm from the metre rule at the top and bottom of the  spring, as shown in fig. 1.1.  top reading =  ...  mm  bottom reading =  ...  mm  [2]   (ii) using the two readings, calculate the length l 0 of the spring in mm. record l 0 in table  1.1.  the value l 0 is the length of the spring when the load l = 0.00  n. [1]  (b) the student suspends a load l = 0.20  n from the spring. he records the new length l of the  spring in table 1.1.    (i) use the equation e = (l \u2013 l 0) to calculate the extension e of the spring. record the value  of e in table 1.1.  [1]",
+            "3": "3 0625/61/ o/n/21 \u00a9 ucles 2021 [turn over   (ii) complete the extension column heading in table 1.1.  [1]  (c) the student repeats the procedure using loads l = 0.40  n, l = 0.60  n, l = 0.80  n and l =  1.00 n. he  records the readings and results in table 1.1.       table 1.1 l / n l / mm e / 0.00 0 0.20 17 0.40 20 5 0.60 23 8 0.80 25 10 1.00 28 13   plot a graph of e / mm ( y-axis) against l / n (x-axis).  [4]",
+            "4": "4 0625/61/ o/n/21 \u00a9 ucles 2021  (d) fig. 1.2 shows the unstretched spring and the spring with a load. on fig. 1.2, show clearly  the distances l 0, l and e.  fig. 1.2  [2]  [total: 11]",
+            "5": "5 0625/61/ o/n/21 \u00a9 ucles 2021 [turn over 2 a student investigates the resistance of resistors in different circuit arrangements.  fig. 2.1 shows the first circuit arrangement.  a vx ypower supply fig. 2.1  (a) she measures the potential difference (p.d.) vx across the resistor x and the current ix in the  circuit. the meters are shown in fig. 2.2 and fig. 2.3.    (i) write down the readings. include the units for potential difference, current or resistance  where appropriate in all parts of the question. v67 98 1045 2 13 0    a0.6 0.8 1.00.4 0.2 0 fig. 2.2                  fig. 2.3    vx =  ..  ix =  ..  [2]   (ii) calculate rx, the resistance of resistor x, using the equation rx = vx ix.  rx =    [2]",
+            "6": "6 0625/61/ o/n/21 \u00a9 ucles 2021  (b) the student connects the voltmeter to record vxy, the potential difference across the two  resistors x and y in series. she calculates rxy, the combined resistance of resistors x and y  connected in series.      10.4 rxy =  ..   she calculates the resistance ry of resistor y.       5.78 ry =  ..   state and explain whether rx and ry can be considered to be equal within the limits of  experimental accuracy.  ...  ...  .  [1]  (c) the student connects a resistor z in parallel  with resistor x. she connects the voltmeter to  record vxz, the potential difference across the parallel combination of resistor x and resistor z.   draw the circuit diagram for this arrangement. label the resistors x, y and z.  [3]  (d) the student records vxz, the potential difference across the two resistors x and z in parallel,  and ixz, the current in the circuit.      0.8 vxz =  ..      0.36 ixz =  ..   calculate rxz, the combined resistance of resistors x and z connected in parallel, using the   equation rxz = vxz ixz . give your answer to 2 significant figures.  rxz =    [1]",
+            "7": "7 0625/61/ o/n/21 \u00a9 ucles 2021 [turn over  (e) another student does this experiment using a set of three identical resistors. his results show  that, within the limits of experimental accuracy, the combined resistance of two identical  resistors connected in series is four times the combined resistance of the same two resistors  connected in parallel. to test whether his results are true for other values of resistance, he  does the same procedure with other sets of three identical resistors.    suggest the values of resistance he could use to reach a conclusion during a 1 hour practical  lesson.  ...  ...  .  [2]  [total: 11]",
+            "8": "8 0625/61/ o/n/21 \u00a9 ucles 2021 3 a student investigates the position of the image in a plane mirror.   fig. 3.1 shows the ray-trace sheet. m rp5 p3p6 p4 fig. 3.1  (a) \u2022  on fig. 3.1, draw a normal to the line mr that passes through its centre. label the  normal nl. label the point at which nl crosses mr with the letter b. \u2022 draw a line 7.0  cm long from b at an angle of incidence i = 70\u00b0 to the normal below mr  and to the left of the normal. label the end of this line a.   \u2022 draw another line 7.0  cm long from b at an angle \u03b8 = 40\u00b0 to the normal below mr and to  the left of the normal. label the end of this line c.   [3]  (b) mark, with two neat crosses, positions for two pins, p1 and p2, on line ab at a suitable  distance apart for this type of ray-trace experiment.  [1]",
+            "9": "9 0625/61/ o/n/21 \u00a9 ucles 2021 [turn over  (c) the student places a plane mirror on line mr and views the images of pins p1 and p2 in the  mirror. he places two pins, p3 and p4, so that pins p3 and p4 and the images of p2 and p1 all  appear exactly one behind the other. the positions of p3 and p4 are marked on fig. 3.1.   draw a line through the positions of p3 and p4. continue the line until it meets mr.   measure the angle \u03b1 between the line and the normal nl below  mr. include the unit.  \u03b1 =    [1]  (d) the student places the reflecting face of the mirror vertically on the line ab with the centre of  the mirror at b.    he places pins p1 and p2 on line cb. he places pins p5 and p6 so that pins p5 and p6 and  the images of p2 and p1 all appear exactly one behind the other.   draw a line through the positions of p5 and p6. continue the line until it meets nl.   measure the angle \u03b2 between the line and nl below  mr. include the unit.    \u03b2 =    [1]  (e) a student investigates a possible relationship between angles \u03b1 and \u03b2. the angle \u03b8 remains  constant at \u03b8 = 40\u00b0. suggest values of the angle of incidence i that he could use.  ...  .  [2]  (f) a student does this experiment with care. suggest one practical reason why the results may  not be exactly those that the theory of reflection predicts.  ...  .  [1]  (g) tick the boxes that indicate relevant precautions that the student should take with this type of  ray-trace experiment.    carry out the experiment in a darkened room    draw thin lines    keep one eye closed    keep room temperature constant    view the bases of the pins    view the tops of the pins  [2]  [total: 11] ",
+            "10": "10 0625/61/ o/n/21 \u00a9 ucles 2021 4 a student investigates the time taken to heat water in different uninsulated containers. the  containers all have the same volume and shape. the water is heated with an electric immersion  heater.  the following apparatus is available:  a selection of containers  measuring cylinder  thermometer  supply of cold water  immersion heater with power supply.   plan an experiment to investigate the time taken to heat water in different uninsulated containers.     you should: \u2022 list any additional apparatus that is required \u2022 explain briefly how you would carry out the investigation \u2022 state the key variables that you would keep constant \u2022 draw a table, or tables, with column headings to show how you would display your readings  (you are not required to enter any readings in the table) \u2022 explain briefly how you would use your readings to reach a conclusion.",
+            "11": "11 0625/61/ o/n/21 \u00a9 ucles 2021  ..  ..  ..  ..  ..  ..  ..  ..  ..  ..  ..  ..  ..  ..  ..  ..  ..  ..  ..  ..    [7]   ",
+            "12": "12 0625/61/ o/n/21 \u00a9 ucles 2021 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 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.blank page"
+        },
+        "0625_w21_qp_62.pdf": {
+            "1": "this document has 12 pages. any blank pages are indicated. cambridge igcse\u2122physics  0625/62 paper 6 alternative to practical  october/november  2021  1 hour you must answer on the question paper. no additional materials are needed. instructions  \u25cf answer all questions.  \u25cf use a black or dark blue pen. you may use an hb pencil for any diagrams or graphs.  \u25cf write your name, centre number and candidate number in the boxes at the top of the page.  \u25cf write your answer to each question in the space provided.  \u25cf do not use an erasable pen or correction fluid.  \u25cf do not write on any bar codes.  \u25cf you may use a calculator.  \u25cf you should show all your working and use appropriate units. information  \u25cf the total mark for this paper is 40.  \u25cf the number of marks for each question or part question is shown in brackets [  ]. *2756655233* dc (cj/ct) 204872/2 \u00a9 ucles 2021  [turn over",
+            "2": "2 0625/62/ o/n/21 \u00a9 ucles 2021 1 a student determines the density of a block of wood.  (a) fig. 1.1 shows one face of the block of wood that the student uses.  l w fig. 1.1   (i) measure the length l and width w of the block of wood. fig. 1.1 is drawn actual size.  l =    cm  w =    cm  [1]   (ii) the student measures the height h of the block of wood.    4.0 h =    cm    calculate the volume v of the block of wood using the equation v = l \u00d7 w \u00d7 h.  v =  .  cm3 [1]   (iii) the student measures the mass m of the block of wood on a balance. 63.92  g fig. 1.2    write down the mass m of the block as shown in fig. 1.2. give your answer to the  nearest gram.  m =  .  g [1]",
+            "3": "3 0625/62/ o/n/21 \u00a9 ucles 2021 [turn over   (iv) calculate the density \u03c1 of the wood using the equation \u03c1 = m v. give your answer to a    suitable number of significant figures for this experiment and include the unit. \t\u03c1  =    [2]  (b) the student places the block of wood carefully in water in a glass dish. the wood floats as  shown in fig. 1.3. block of woodwater surface fig. 1.3   (i) using fig. 1.3, estimate, without taking a measurement, the volume v1 of wood that is  below the water surface.  v1 =  .  cm3 [1]   (ii) calculate mw, the mass of water with volume v1, using the equation mw = \u03c1w \u00d7\tv1\u200a,  where \u03c1w = 1.00 in the same units as \u03c1 in part (a)(iv) .  mw =    [1]  (c) a student suggests that the mass m of the block of wood should be equal to the mass mw of  the water with volume v1.    (i) calculate the difference d between your values of m and mw.  d =    [1]   (ii) discuss whether the difference d is small enough to conclude that m = mw.  ...  ...  .  [1]",
+            "4": "4 0625/62/ o/n/21 \u00a9 ucles 2021  (d) another student wants to obtain a more accurate value for v1. he uses the method of floating  the block of wood in water as described in (b).   suggest how the student could obtain a more accurate value by taking a measurement.  ...  ...  .  [2]  [total: 11]",
+            "5": "5 0625/62/ o/n/21 \u00a9 ucles 2021 [turn over 2 a student investigates the resistances of a resistor and a lamp.  fig. 2.1 shows the first circuit arrangement.  a vrpower supply fig. 2.1  (a) she records vs, the potential difference (p.d.) across the resistor r, and the current is in the  circuit. the meters are shown in fig. 2.2 and fig. 2.3.    (i) write down the readings. include the units for potential difference, current or resistance  where appropriate in all parts of the question. v67 98 1045 2 13 0     a0.6 0.8 1.00.4 0.2 0 fig. 2.2                    fig. 2.3  vs =  ..  is =  ..  [2]   (ii) calculate rs, the resistance of resistor r, using the equation rs = vs is.  rs =    [2]",
+            "6": "6 0625/62/ o/n/21 \u00a9 ucles 2021  (b) the student replaces the resistor with the lamp. she records vl the potential difference  across the lamp and the current il in the circuit.  1.7 vl=  ..   0.35 il =  ..   calculate  rl, the resistance of the lamp, using the equation rl = vl il.  rl =    [2]  (c) the student connects the resistor r in series with the lamp. she connects the voltmeter to  record vc, the potential difference across the series combination of the resistor and the lamp.  draw the circuit diagram for this arrangement.   [2]  (d) the student records vc the potential difference across the resistor and the lamp in series and  the current ic in the circuit.  1.7 vc =  ..  0.21 ic =  ..   calculate rc, the combined resistance of the resistor and the lamp connected in series, using   the equation rc = vc ic.  rc =     [1]",
+            "7": "7 0625/62/ o/n/21 \u00a9 ucles 2021 [turn over  (e) state and explain briefly whether the results show that rs + rl = rc within the limits of  experimental accuracy. statement  .. explanation  ...  ...  [2]  [total: 11]",
+            "8": "8 0625/62/ o/n/21 \u00a9 ucles 2021 3 a student investigates the image produced by a lens.  fig. 3.1 shows the apparatus. illuminated object u v lensscreen bench fig. 3.1  (a) \u2022 the student places the lens a distance u = 20.0  cm from the illuminated object.   \u2022 he moves the screen until a clearly focused image is formed on the screen.   \u2022 he measures the distance v between the centre of the lens and the screen.   \u2022 calculate, and record in the first row of table 3.1, u v.   \u2022  he repeats the procedure for u = 25.0  cm, u = 30.0  cm, u = 35.0  cm and u = 40.0  cm. the  readings and results are shown in table 3.1. table 3.1 u / cm v / cmu v 20.0 79.5 25.0 44.5 0.56 30.0 35.0 0.86 35.0 30.0 1.17 40.0 27.0 1.48  [1]",
+            "9": "9 0625/62/ o/n/21 \u00a9 ucles 2021 [turn over  (b)  plot a graph of u / cm (y-axis) against u v (x-axis). start the y-axis at u = 15.0  cm.     [4]  (c) use your graph to find u1, the value of u when u v = 1.0. show clearly on the graph how you  obtained the necessary information.  u1 =    [2]  (d) calculate the focal length f of the lens using the equation f = u1 2. give your answer to a  suitable number of significant figures for this experiment.  f =  ..  cm [2]  (e) suggest one practical difficulty with this experiment. explain briefly how you would try to  overcome this difficulty in order to obtain accurate results. suggestion    ... explanation  ...  ...  ...    [2]  [total: 11]",
+            "10": "10 0625/62/ o/n/21 \u00a9 ucles 2021 4 a student investigates the strengths of wires made from different metals by measuring the force  required to break the wires.  the apparatus is shown in fig. 4.1. a wire is held by a clamp at one end and a load is suspended  from the other end. the load is increased until the wire breaks. the student takes all the necessary  safety precautions.  loadwireclamp fig. 4.1  plan an experiment to investigate the force required to break wires made from different metals.   the following apparatus is available:   clamps and stands   a selection of masses with a suitable hanger   metre rule   a selection of wires made from different metals.  you can also use other apparatus and materials that are usually available in a school laboratory.  in your plan, you should: \u2022 write a list of suitable metals for the wires you would investigate \u2022 explain briefly how you would do the investigation \u2022 state the key variables that you would keep constant \u2022 draw a table, or tables, with column headings, to show how you would display your readings  (you are not required to enter any readings in the table) \u2022 explain how you would use the results to reach a conclusion.",
+            "11": "11 0625/62/ o/n/21 \u00a9 ucles 2021  you may add to the diagram if it helps your explanation.  you are not required to write about the safety precautions that the student should take.  ..  ..  ..  ..  ..  ..  ..  ..  ..  ..  ..  ..  ..  ..  ..  ..  ..  ..  ..    [7]",
+            "12": "12 0625/62/ o/n/21 \u00a9 ucles 2021 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 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.blank page"
+        },
+        "0625_w21_qp_63.pdf": {
+            "1": " [turn overdc (nf/sg) 214840/2 \u00a9 ucles 2021this document has 16 pages. any blank pages are indicated. *0672263085* physics  0625/63 paper 6 alternative to practical  october/november  2021  1 hour you must answer on the question paper. no additional materials are needed. instructions  \u25cf answer all questions.  \u25cf use a black or dark blue pen. you may use an hb pencil for any diagrams or graphs.  \u25cf write your name, centre number and candidate number in the boxes at the top of the page.  \u25cf write your answer to each question in the space provided.  \u25cf do not use an erasable pen or correction fluid.  \u25cf do not write on any bar codes.  \u25cf you may use a calculator.  \u25cf you should show all your working and use appropriate units. information  \u25cf the total mark for this paper is 40.  \u25cf the number of marks for each question or part question is shown in brackets [  ].cambridge igcse\u2122",
+            "2": "2 0625/63/ o/n/21 \u00a9 ucles 2021 blank page",
+            "3": "3 0625/63/ o/n/21 \u00a9 ucles 2021 [turn over 1 a student investigates the effect of insulation on the cooling of water.  she uses the apparatus shown in fig.  1.1.  the sides of beaker a are covered with material that is a thermal insulator.  beaker b has no covering on its sides. benchthermometer 2030 10lid beaker a beaker b insulation fig. 1.1  (a) record room temperature \u03b8r shown on the thermometer in fig.  1.1. \t \u03b8r = ..  [1]  (b) the student pours 150  cm3 of hot water into beaker a and records the temperature \u03b8 at  time t = 0.   she records, in table  1.1, the temperature of the water in the beaker every 30  s. the student  repeats the process for beaker b.   add units to the column headings in table  1.1. [1]",
+            "4": "4 0625/63/ o/n/21 \u00a9 ucles 2021 table  1.1 beaker a  with insulationbeaker b  without  insulation t / \u03b8 / \u03b8 / 0 88.0 87.5 30 86.0 83.5 60 84.5 81.5 90 83.5 80.0 120 82.5 79.0 150 82.0 78.5 180 81.5 78.0  (c) describe two precautions that can be taken to ensure that temperature readings in the  experiment are as accurate as possible. 1.  ...  ... 2.  ...  ... [2]  (d) write a conclusion stating whether the insulation affects the rate of cooling of the water.  justify your answer by reference to values from the results.  ...  ...  ...  .  [2]",
+            "5": "5 0625/63/ o/n/21 \u00a9 ucles 2021 [turn over  (e) (i) calculate the average cooling rate x1 during the first half of the experiment for the water  in beaker b. use the readings for beaker b from table  1.1 and the equation x1 = \u03b80 \u2013 \u03b890 t,    where t = 90 s and \u03b80 and \u03b890 are the temperatures of the water in beaker b at t = 0 and  t = 90 s.    include the unit.  x1 = ..  [1]   (ii) calculate the average cooling rate x2 during the second half of the experiment for the  water in beaker b. use the readings for beaker b from table  1.1 and the equation x2 = \u03b890 \u2013 \u03b8180 t,    where t = 90 s and \u03b890 and \u03b8180 are the temperatures of the water in beaker b at t = 90 s  and t = 180 s.    include the unit.  x2 = ..  [1]  (f) (i) suggest an additional experiment to test whether the lid affects the cooling rate of the  water in beaker b. state how the readings are used to show the effect.  ...  ...  .  [1]   (ii) a student suggests that the temperature of the water in beaker b at t = 0 for this additional  experiment must be the same as in (b) for the comparison to be fair.    state whether your results support this suggestion.    use your results from (e) to explain whether this precaution is necessary. statement  .. explanation    ...  ... [2] [total: 11]",
+            "6": "6 0625/63/ o/n/21 \u00a9 ucles 2021 2 a student compares the resistances of two wires.  she uses the circuit, part of which is shown in fig.  2.1. resistance wire a resistance wire bcrocodile clip lx y fig. 2.1  (a) on fig.  2.1, complete the circuit diagram to show a voltmeter connected to measure the  potential difference (p.d.) across terminals x and y, and an ammeter connected to measure  the current in the circuit.  [2]  (b) the student connects the crocodile clip to a length l = 90.0 cm of resistance wire a and  measures the potential difference v and the current i for the length l of the wire. v3 4 52 1 0             a0.6 0.8 1.00.4 0.2 0  fig. 2.2 fig. 2.3   (i) read, and record in table  2.1, the values of v and i shown on the meters in fig.  2.2 and  fig. 2.3. [2]",
+            "7": "7 0625/63/ o/n/21 \u00a9 ucles 2021 [turn over table  2.1 wire l  / cm v / i / r / a 90.0 b 90.0 2.6 0.45 a 50.0 2.7 0.54 b 50.0 2.3 0.72   (ii) the student then connects the crocodile clip to lengths l = 90.0 cm of wire b, l = 50.0 cm  of wire a and l = 50.0 cm of wire b.    her readings are shown in table  2.1.    calculate, and record in table  2.1, the resistance r of each length of wire a and wire b.    use the values of v and i and the equation r = v i. [2]   (iii) complete the headings in table  2.1. [1]  (c) (i) calculate a value p using your results from table  2.1 and the equation  p = r for 90.0  cm of wire a r for 90.0  cm of wire b.  p =      calculate a value q using your results from table  2.1 and the equation q = r for 50.0  cm of wire a r for 50.0  cm of wire b.  q =   [1]",
+            "8": "8 0625/63/ o/n/21 \u00a9 ucles 2021   (ii) a student suggests that the values of p and q should be equal.    state whether your results support this suggestion. justify your answer by reference to  values from your results. statement  .. justification    ...  ... [2]  (d) suggest one reason why students all doing this experiment carefully with the same apparatus  may not obtain the same results.  ...  .  [1] [total: 11]",
+            "9": "9 0625/63/ o/n/21 \u00a9 ucles 2021 [turn over 3 a student investigates the image produced by a converging lens.  he uses the apparatus shown in fig.  3.1. triangular object lensu benchscreen ho fig. 3.1  (a) the triangular object is shown full size in fig.  3.2.   measure and record the height ho of the triangular object in fig. 3.2.  ho = .  cm [1] ho fig. 3.2  (b) the student sets the distance u between the triangular object and the lens to 20.0  cm. he  moves the screen until a sharp image of the triangular object is seen on the screen. the  student measures, and records in table 3.1, the height hi of the image on the screen.   briefly describe a technique to obtain an image on the screen that is as sharp as possible in  this experiment.  ...  .  [1]",
+            "10": "10 0625/63/ o/n/21 \u00a9 ucles 2021  (c) the student repeats the process for u = 25.0 cm, u = 30.0 cm, u = 35.0 cm and u = 40.0 cm.  his readings are shown in table  3.1.   for distance u = 20.0 cm, calculate, and record in table  3.1, the value of 1 hi . [1] table  3.1 u / cm hi / cm1 hi \ue0401 cm 20.0 5.6 25.0 3.2 0.31 30.0 1.9 0.53 35.0 1.5 0.67 40.0 1.2 0.83  (d) plot a graph of u / cm (y-axis) against 1 hi \ue0401 cm (x-axis). [4]  (e) (i) determine the gradient of the graph.    show clearly on the graph how you obtained the necessary information.  gradient =  ..  [1]",
+            "11": "11 0625/63/ o/n/21 \u00a9 ucles 2021 [turn over   (ii) calculate the focal length f of the lens. use your value of ho from (a) and the equation  f = g ho ,    where g is numerically equal to the gradient from (e)(i) .  f = ..  [1]  (f) describe one difficulty that can be experienced when measuring the height of the image.    suggest an improvement to overcome this difficulty. difficulty  .  ... improvement  .  ... [2] [total: 11]",
+            "12": "12 0625/63/ o/n/21 \u00a9 ucles 2021 4 a student investigates the strength of an electromagnet.  the electromagnet is made from a coil of insulated wire wrapped around an iron rod. when there  is an electric current in the coil, the iron rod becomes magnetised. the electromagnet can then  attract magnetic materials (e.g. iron and steel).  plan an experiment to investigate how one factor affects the number of steel paper clips the  electromagnet can support.  the apparatus available includes: \u2022 an electromagnet, shown in fig.  4.1 \u2022 a power supply \u2022 a selection of steel paper clips.  in your plan, you should: \u2022 state a factor which can be measured and list any additional apparatus needed \u2022 state the key variables to be kept constant \u2022 explain briefly how to do the experiment, including any precautions to ensure reliable results  (you may draw a diagram or add to fig.  4.1 to help your explanation) \u2022 draw a table, or tables, with column headings, to show how to display the readings (you are  not required to enter any readings in the table) \u2022 explain how to use the readings to reach a conclusion. iron rod insulated wire fig. 4.1",
+            "13": "13 0625/63/ o/n/21 \u00a9 ucles 2021  ..  ..  ..  ..  ..  ..  ..  ..  ..  ..  ..  ..  ..  ..  ..  ..  ..  ..  ..  ..  ..  ..    [7]",
+            "14": "14 0625/63/ o/n/21 \u00a9 ucles 2021 blank page  ",
+            "15": "15 0625/63/ o/n/21 \u00a9 ucles 2021 blank page",
+            "16": "16 0625/63/ o/n/21 \u00a9 ucles 2021 blank page permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the  publisher will be pleased to make amends at the earliest possible opportunity. 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 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."
+        },
+        "1524_j21_qp_12.pdf": {
+            "1": "    this document has 16 pages.  ib21 06_1524_12/rp   \u00a9 ucles 2021   [turn ove r   *1116341406*cambridge igcse\u2122       physics 1524/12     paper 1 multiple choice (core)  may/june 2021     45 minutes    you must answer on the multiple choice answer sheet.    you will need: multiple choice answer sheet   soft clean eraser   soft pencil (type b or hb is recommended)       instructions   \u2022 there are forty  questions on this paper. answer all questions.   \u2022 for each question there are four possible answers a, b, c and d. choose the one you consider correct  and record your choice in soft pencil on the multiple choice answer sheet.   \u2022 follow the instructions on the mu ltiple choice answer sheet.  \u2022 write in soft pencil.  \u2022 write your name, centre number and candidate num ber on the multiple choice answer sheet in the  spaces provided unless this has been done for you.  \u2022 do not use correction fluid.  \u2022 do not write on any bar codes.  \u2022 you may use a calculator.  \u2022 take the weight of 1.0  kg to be 10  n (acceleration of free fall = 10  m / s2).      information  \u2022 the total mark for this paper is 40.  \u2022 each correct answer will score one mark.  \u2022 any rough working should be done on this question paper.   ",
+            "2": "2  \u00a9 ucles 2021 1524/12/m/j/21  1 a student measures the volume of an irregularly shaped stone. water is available.    which single item of equipment is sufficient for the student to complete the task?  a a tape measure  b a clock  c a measuring cylinder  d a ruler     2 a student draws a speed\u2013time graph for a car.    20 10 0 0 1 02 03 04 0speed m / s time  / s    what is the total distance travelled by the car?  a 200  m b 400  m c 600  m d 800  m     3 an aeroplane flies from town x to town z, stopping for 1 hour at town y to pick up more  passengers. the distances between the towns are shown.    300  km 200  kmy xz     the total time taken between leaving x and arriving at z is 3 hours.    what is the average speed of the aeroplane in the air ?  a 4500  km  / h b 3500  km  / h c 2500  km  / h d 1500  km  / h     ",
+            "3": "3     \u00a9 ucles 2021 1524/12/m/j/21 [turn over  4 two objects, x and y, are suspended from identical springs. the extension in both springs is the  same.    xy    what does this show about the masses and about the weights of objects x and y?     masses weights  a mass of x is equal to mass of y weight of x is equal to weight of y  b mass of x is equal to mass of y weight of x is less than weight of y  c mass of x is greater than mass of y weight of x is greater than weight of y  d mass of x is greater than mass of y weight of x is equal to weight of y      5 the mass and volume of four different materials, a, b, c and d, are measured.    water has a density of 1000  kg  / m3.    which material will float in water?     mass  / kg volume  / m3  a 452 0.04  b 2340 0.30  c 90 0.03  d 320 0.40    ",
+            "4": "4  \u00a9 ucles 2021 1524/12/m/j/21  6 a uniform beam is pivoted at its centre. a weight of 60  n is placed on one side of the beam, 40  cm  from the pivot.    40 cm60 nw 20 cmpivot     a weight w, placed 20  cm from the pivot, balances the beam.    what is weight w ?  a 30  n b 60  n c 120  n d 2400  n     7 a car travels forwards along a straight horizontal road. only the horizontal forces acting on the  car are shown.    driving forceair resistance and friction     the length of each arrow represents the size of each force.    which statement describes the effect of these forces on the motion of the car?  a the car moves at constant speed.  b the car starts to move backwards.  c the car slows down.  d the car\u2019s forward speed increases.     ",
+            "5": "5     \u00a9 ucles 2021 1524/12/m/j/21 [turn over  8 the diagram shows a man in a small boat.        why does the boat become less stable when the man is standing up?  a the centre of mass of the man and the boat is higher.  b the centre of mass of the man and the boat is lower.  c the total mass of the man and the boat is greater.  d the total mass of the man and the boat is less.     9 a battery is fully charged.    which form of energy is stored in the battery?  a chemical  b elastic (strain)  c gravitational potential  d kinetic     10 what is the source of the electrical energy produced by a hydroelectric power station?  a chemical energy stored in fossil fuel  b gravitational potential energy stored behind a dam  c geothermal energy from the earth\u2019s crust  d nuclear energy stored in uranium    ",
+            "6": "6  \u00a9 ucles 2021 1524/12/m/j/21  11 a man pushes a heavy crate along a horizontal surface.        which row shows the measurements he ma kes to calculate his average power?     distance  moved size of  pushing force time  taken weight of  the crate   a \u0016 \u0016 \u0016 \u001a key  b \u0016 \u0016 \u001a \u0016 \u0016 = needed  c \u0016 \u001a \u0016 \u0016 \u001a = not needed  d \u001a \u0016 \u0016 \u0016      12 the diagram shows three vessels, p, q and r. each vessel contains water. the water exerts a  pressure at the bottom of each vessel.    the three vessels are shown to the same scale.    p q r     which statement about the pressure at the bottom of the vessels is correct?  a the pressure is greatest at the bottom of p.  b the pressure is greatest at the bottom of q.  c the pressure is greatest at the bottom of r.  d the pressure is the same at the bottom of each vessel.     ",
+            "7": "7     \u00a9 ucles 2021 1524/12/m/j/21 [turn over  13 the diagram shows a simple mercury barometer used to measure atmospheric pressure.    mercuryp level l     atmospheric pressure decreases.    which row states what happens to the pressure at point p and what happens to the level l of  mercury?     pressure at p level l  a decreases falls  b decreases rises  c stays the same falls  d stays the same rises      14 molecules are escaping from the surface of a liquid.    which process is this describing?  a the liquid is condensing.  b the liquid is evaporating.  c the liquid is melting.  d the liquid is solidifying.     ",
+            "8": "8  \u00a9 ucles 2021 1524/12/m/j/21  15 a student investigates the change of volume of a gas as the conditions change.    in experiment 1, she keeps the pressure of th e gas constant and increases its temperature.    in experiment 2, she keeps the temperature of the gas constant and increases its pressure.    which row describes the changes in the volume of the gas in the two experiments?     change of volume in  experiment 1 change of volume in  experiment 2  a decreases decreases  b decreases increases  c increases decreases  d increases increases     16 the diagram shows a metal bridge. the ends of the bridge are fixed to the sides of a valley. the  air temperature is much less at night than it is during the day.    the solid line shows the bridge during the coldest part of the night.    which dashed line shows the bridge at the hottest part of the day?    a b c d      17 which statement describes the thermal capacity of a mass of water at 20  \u00b0c?  a the energy needed to evaporate all of the water  b the energy needed to raise the temperature of the water from 0  \u00b0c to 20  \u00b0c  c the energy needed to raise the temperature of the water from 20  \u00b0c to 21  \u00b0c  d the energy needed to raise the temperature of the water to its boiling point     18 which statement describes what happens when water at 100  \u00b0c boils and changes to steam?  a energy is absorbed and the temperature does not change.  b energy is absorbed and the temperature increases.  c energy is released and the temperature does not change.  d energy is released and the temperature increases.   ",
+            "9": "9     \u00a9 ucles 2021 1524/12/m/j/21 [turn over  19 a beaker of liquid is heated at the position shown.    which diagram shows a convection current moving through the liquid?    a heatb heatc heatd heat     20 a chef tests different types of saucepans. she wants the material that is the best conductor for  the bottom of the pan and the best insulator for the handle.    which materials should she use?     bottom of  the pan handle  a metal metal  b metal wood  c plastic wood  d wood wood      21 the diagrams show two water waves, p and q, that are travelling at the same speed on the  surface of a pond. the diagrams are drawn to the same scale.    p q     which wave has the greater amplitude and which wave has the greater frequency?     greater amplitude greater frequency  a p p  b p q  c q p  d q q ",
+            "10": "10  \u00a9 ucles 2021 1524/12/m/j/21  22 what is the angle of incidence of the ray of light on the plane mirror?    40/g113     a 40 \u00b0 b 50 \u00b0 c 90 \u00b0 d 140 \u00b0    23 the diagram shows the formation of an image by a thin converging lens.    f objectimage f     which description of the image is correct?  a diminished and upright  b diminished and inverted  c enlarged and upright  d enlarged and inverted    24 a student shines a narrow beam of white light into a prism, as shown. he sees a spectrum of  colours emerging from the prism.    narrow beam of white lightx y zspectrum of colours    which three colours does he see at x, at y and at z?     x y z  a blue yellow red  b red blue yellow  c red yellow blue  d yellow red blue ",
+            "11": "11     \u00a9 ucles 2021 1524/12/m/j/21 [turn over  25 in which way does ultrasound differ from audible sound?  a ultrasound can travel through a vacuum.  b ultrasound has a longer wavelength.  c ultrasound has a higher frequency.  d ultrasound travels at the speed of light.      26 the diagram shows a permanent bar magnet. a student draws arrows to show the direction of  the magnetic field at four points.    which arrow correctly shows the direction of the magnetic field at that position?    nsa cb d      27 a plastic rod is rubbed with a cotton cloth. this causes the rod and the cloth to become charged.  these charges cause a force between the rod and the cloth.    which row compares the charges on the rod and the cloth, and describes the effect of the force  between the rod and the cloth?     charges on  rod and cloth effect of the force  on rod and cloth  a opposite they attract  b opposite they repel  c the same they attract  d the same they repel     ",
+            "12": "12  \u00a9 ucles 2021 1524/12/m/j/21  28 which circuit shows the correct position for the vo ltmeter to measure the potential difference (p.d.)  across the resistor?    va vb vc d v       29 the circuit shows a cell connected to a lamp and resistor in series.        energy transfer takes place in the lamp and the resistor. energy is also transferred to the surroundings from the lamp and the resistor.    which forms of energy are transferred to the surroundings?  a chemical energy and thermal energy  b chemical energy and light energy  c kinetic energy and light energy  d light energy and thermal energy     ",
+            "13": "13     \u00a9 ucles 2021 1524/12/m/j/21 [turn over  30 a circuit is set up so that a cell is connected to two lamps in parallel. a switch is also connected in  the circuit so that it can operate both lamps at the same time.    which diagram shows this circuit?    ab cd       31 a 4.0  \u03c9 resistor and a 2.0  \u03c9 resistor are connected to a 12  v battery in a circuit.    4.0 /g58 2.0 /g5812 v     what is the current in the 2.0  \u03c9 resistor?  a 0.50  a b 2.0  a c 3.0  a d 6.0  a     ",
+            "14": "14  \u00a9 ucles 2021 1524/12/m/j/21  32 the diagram shows an incomplete circuit.    xy     a light-dependent resistor (ldr) and a thermistor are each connected across xy in turn and  changes to the environment are made.    which row shows the changes to the environment that cause the total resistance in the circuit to decrease?     thermistor  connected across xy light-dependent resistor  connected across xy  a increase light level increase the temperature  b increase the temperature increase the light level  c decrease the light level decrease the temperature  d decrease the temperature decrease the light level      33 why is the electricity supply in a house fitted with a fuse?  a to increase the power supplied to the circuits  b to increase the resistance in the circuits  c to prevent overheating of cables in the circuits  d to prevent short circuits    34 a student holds a bar magnet next to a coil of wire connected to a galvanometer.    ns     what will cause a reading on the galvanometer?  a holding the magnet stationary inside the coil  b holding the magnet stationary with the s pole next to the coil  c moving both the magnet and the coil to the right at the same speed  d moving the magnet and the coil towards each other at the same speed    ",
+            "15": "15     \u00a9 ucles 2021 1524/12/m/j/21 [turn over  35 a transformer has 1200 turns on its primary coil and 400 turns on its secondary coil. an output  voltage of 90  v is induced across the secondary coil.    primary coil 1200 turnssecondary coil 400 turns output voltage 90 v     what is the input voltage of the transformer?  a 30  v b 90  v c 270  v d 1200  v     36 an electric motor consists of a current-carrying coil placed between the poles of a magnet.    what must  increase the size of the turning effect on the current-carrying coil in the electric  motor?  a decreasing the current in the coil and increasing the number of turns on the coil  b decreasing the current in the coil and decreasing the number of turns on the coil  c increasing the current in the coil and decreasing the number of turns on the coil  d increasing the current in the coil and increasing the number of turns on the coil    37 the diagram represents a hydrogen atom.    x     which row correctly describes the part of the atom labelled x?     name of part x charge of part x  a neutron negative  b neutron positive  c nucleus negative  d nucleus positive     ",
+            "16": "16      permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to trac e 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 ans wer-related information to candidates, all copyright acknowledgements are reproduced onl ine in the cambridge  assessment international education copyri ght acknowledgements booklet. this is produc ed 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 the ca mbridge assessment group. cambri dge assessment is the brand name of the university of  cambridge local examinations syndicate (ucles), which it self is a department of the university of cambridge.    \u00a9 ucles 2021 1524/12/m/j/21  38 which statement about different isotopes of a certain element must  be correct?  a they have a different number of electrons.  b they have the same number of neutrons.  c they have the same number of nucleons.  d they have the same number of protons.      39 ba-137 is a radioactive isotope of barium.    when a nucleus of this isotope decays, there is no change in its composition.    which type of radiation is emitted?  a \u03b1-particles  b \u03b2-particles  c \u03b3-rays  d neutrons    40 it takes four days for the count rate from a sample of a radioactive isotope to fall from  400 counts  / s to 25 counts  / s.    what is the half-life of this radioactive isotope?  a 4.8 hours  b 24 hours  c 32 hours  d 64 hours      "
+        },
+        "1524_j21_qp_22.pdf": {
+            "1": "    this document has 20 pages. any blank pages are indicated.  ib21 06_1524_22/rp   \u00a9 ucles 2021   [turn ove r   *9535955370*cambridge igcse\u2122       physics 1524/22     paper 2 multiple choice (extended)  may/june 2021     45 minutes    you must answer on the multiple choice answer sheet.    you will need: multiple choice answer sheet   soft clean eraser   soft pencil (type b or hb is recommended)       instructions   \u2022 there are forty  questions on this paper. answer all questions.   \u2022 for each question there are four possible answers a, b, c and d. choose the one you consider correct  and record your choice in soft pencil on the multiple choice answer sheet.   \u2022 follow the instructions on the mu ltiple choice answer sheet.  \u2022 write in soft pencil.  \u2022 write your name, centre number and candidate num ber on the multiple choice answer sheet in the  spaces provided unless this has been done for you.  \u2022 do not use correction fluid.  \u2022 do not write on any bar codes.  \u2022 you may use a calculator.  \u2022 take the weight of 1.0  kg to be 10  n (acceleration of free fall = 10  m / s2).      information  \u2022 the total mark for this paper is 40.  \u2022 each correct answer will score one mark.  \u2022 any rough working should be done on this question paper.   ",
+            "2": "2  \u00a9 ucles 2021 1524/22/m/j/21  1 a micrometer screw gauge is used to determine the radius of a copper wire.    the reading on the screw gauge when measuring the diameter of the wire is 3.12  mm.    the reading on the screw gauge with no wire (zero error) is 0.04  mm.    what is the radius of the wire?  a 1.52  mm b 1.54  mm c 1.56  mm d 1.58  mm     2 an aeroplane flies from town x to town z, stopping for 1 hour at town y to pick up more  passengers. the distances between the towns are shown.    300  km 200  kmy xz     the total time taken between leaving x and arriving at z is 3 hours.    what is the average speed of the aeroplane in the air ?  a 4500  km  / h b 3500  km  / h c 2500  km  / h d 1500  km  / h     3 the graph shows how the speed of an object varies with time.    at which labelled time is the object decelerating?    0 0speed timec b d a     ",
+            "3": "3     \u00a9 ucles 2021 1524/22/m/j/21 [turn over  4 two objects, x and y, are suspended from identical springs. the extension in both springs is the  same.    xy    what does this show about the masses and about the weights of objects x and y?     masses weights  a mass of x is equal to mass of y weight of x is equal to weight of y  b mass of x is equal to mass of y weight of x is less than weight of y  c mass of x is greater than mass of y weight of x is greater than weight of y  d mass of x is greater than mass of y weight of x is equal to weight of y      5 three students are asked what they understand by the term mass.    their answers are listed.    1 mass is the property of an object that resists a change in motion.  2 mass is the quantity of matter an object contains. 3 mass is the effect of a gravitational field on an object.    which students are correct?  a 1, 2 and 3 b 1 and 2 only c 1 and 3 only d 2 and 3 only      6 the mass and volume of four different materials, a, b, c and d, are measured.    water has a density of 1000  kg  / m3.    which material will float in water?     mass  / kg volume  / m3  a 452 0.04  b 2340 0.30  c 90 0.03  d 320 0.40 ",
+            "4": "4  \u00a9 ucles 2021 1524/22/m/j/21  7 a satellite orbits the earth above the atmosphere at a constant speed.    the diagram shows the satellite at one point in its circular orbit around the earth.    which labelled arrow shows the direction of the resultant force on the satellite at the position  shown?    earthdirection of orbit a b cd satellite      ",
+            "5": "5     \u00a9 ucles 2021 1524/22/m/j/21 [turn over  8 the diagram shows a tower crane lifting a crate. the crate begins at x. the counterweight can be  moved between points p and q to keep the crane balanced.    crate x ypq counterweightpivot     the crate is slowly moved from position x to position y.    the table describes the effect that the movement has on the:    \u25cf clockwise moment about the pivot created by the crate  \u25cf direction the counterweight moves to keep the crane balanced.    which row is correct?     moment counterweight  a increases moves towards p  b increases moves towards q  c decreases moves towards p  d decreases moves towards q     ",
+            "6": "6  \u00a9 ucles 2021 1524/22/m/j/21  9 a car travels forwards along a straight horizontal road. only the horizontal forces acting on the  car are shown.    driving forceair resistance and friction     the length of each arrow represents the size of each force.    which statement describes the effect of these forces on the motion of the car?  a the car moves at constant speed.  b the car starts to move backwards.  c the car slows down.  d the car\u2019s forward speed increases.     10 an object of mass 2.5  kg is acted upon by a force of 8.0  n. the object has an initial speed of  3.0  m / s and, after time t, the speed of the object has increased to 7.0  m / s.    for which time t does the force act?  a 0.32  s b 0.80  s c 1.3  s d 3.1  s      11 two railway wagons are on the same straight horizontal track. one wagon is moving with initial  velocity u and the other wagon is stationary.    the moving wagon collides with the stationary wagon.    the two wagons connect to each other and move with a velocity of 5.80  m / s.    u mass = 8000  kg mass = 12  000  kgstationarybefore 5.80  m / safter     what is the initial velocity u of the moving wagon before they collide?  a 3.87  m / s b 8.70  m / s c 9.67  m / s d 14.5  m / s     ",
+            "7": "7     \u00a9 ucles 2021 1524/22/m/j/21 [turn over  12 a dog of mass 9.6  kg is running across a field. the kinetic energy of the dog is 9.4  j.    what is the speed of the dog?  a 0.70  m / s b 0.98  m / s c 1.4  m / s d 2.0  m / s     13 a man pushes a heavy crate along a horizontal surface.        which row shows the measurements he ma kes to calculate his average power?     distance  moved size of  pushing force time  taken weight of  the crate   a \u0016 \u0016 \u0016 \u001a key  b \u0016 \u0016 \u001a \u0016 \u0016 = needed  c \u0016 \u001a \u0016 \u0016 \u001a = not needed  d \u001a \u0016 \u0016 \u0016      ",
+            "8": "8  \u00a9 ucles 2021 1524/22/m/j/21  14 the diagram shows a simple mercury barometer used to measure atmospheric pressure.    mercuryp level l     atmospheric pressure decreases.    which row states what happens to the pressure at point p and what happens to the level l of  mercury?     pressure at p level l  a decreases falls  b decreases rises  c stays the same falls  d stays the same rises      15 the diagrams show two identical containers filled to the same height with liquids of relatively high  and low density.    points a and c are at the same small distance below the surfaces of the liquids.    points b and d are at the same small distance above the bases of the containers.    which point has the highest pressure?    a b liquid of high densityc d liquid of low density     ",
+            "9": "9     \u00a9 ucles 2021 1524/22/m/j/21 [turn over  16 a student writes four statements about evaporation from a liquid.    1 evaporation happens at any temperature.  2 evaporation happens at one fixed temperature only.  3 evaporation happens at the surface of the liquid only.  4 evaporation happens throughout the liquid.    which statements are correct?  a 1 and 3 b 1 and 4 c 2 and 3 d 2 and 4     17 a diver uses breathing apparatus under water at a depth where the pressure is 1.25 \u00d7 10 5  pa.        a bubble of gas breathed out by the diver has a volume of 20  cm3 when it is released. the bubble  moves upwards to the surface of the water.    at the surface of the water, the atmospheric pressure is 1.00 \u00d7 105  pa.    the temperature of the water is the same at all depths.    what is the volume of this bubble when it reaches the surface of the water?  a 15  cm3 b 16  cm3 c 20  cm3 d 25  cm3     18 the diagram shows a metal bridge. the ends of the bridge are fixed to the sides of a valley. the  air temperature is much less at night than it is during the day.    the solid line shows the bridge during the coldest part of the night.    which dashed line shows the bridge at the hottest part of the day?    a b c d     ",
+            "10": "10  \u00a9 ucles 2021 1524/22/m/j/21  19 which statement describes the thermal capacity of a mass of water at 20  \u00b0c?  a the energy needed to evaporate all of the water  b the energy needed to raise the temperature of the water from 0  \u00b0c to 20  \u00b0c  c the energy needed to raise the temperature of the water from 20  \u00b0c to 21  \u00b0c  d the energy needed to raise the temperature of the water to its boiling point    20 a chef tests different types of saucepans. she wants the material that is the best conductor for  the bottom of the pan and the best insulator for the handle.    which materials should she use?     bottom of  the pan handle  a metal metal  b metal wood  c plastic wood  d wood wood     21 the diagrams show two water waves, p and q, that are travelling at the same speed on the  surface of a pond. the diagrams are drawn to the same scale.    p q     which wave has the greater amplitude and which wave has the greater frequency?     greater amplitude greater frequency  a p p  b p q  c q p  d q q     ",
+            "11": "11     \u00a9 ucles 2021 1524/22/m/j/21 [turn over  22 the wavefronts in the diagram spread out after passing through a gap in a barrier. this is an  example of diffraction.    direction of travel of wavewavefrontsbarrier     which change will increase the spreading out of the wavefronts?  a reduce the size of the gap and keep the wavelength the same.  b increase the size of the gap and keep the wavelength the same.  c keep the size of the gap the same and reduce the wavelength.  d keep the size of the gap the same and increase the frequency.      23 a prism is made from transparent plastic. in this plastic, light travels at 0.80  c, where c is the  speed of light in air. light enters one face of the prism at right angles, as shown.    /g84not to scale     the light just escapes from the sloping face of the prism.    what is angle \u03b8 ?  a 37 \u00b0 b 40 \u00b0 c 50 \u00b0 d 53 \u00b0     ",
+            "12": "12  \u00a9 ucles 2021 1524/22/m/j/21  24 the diagram shows the formation of an image by a thin converging lens.    f objectimage f     which description of the image is correct?  a diminished and upright  b diminished and inverted  c enlarged and upright  d enlarged and inverted     25 a ray of monochromatic light is incident on a glass prism.    ray of monochromatic light prism    what is monochromatic light and which ray diagram shows this ray as it passes through the prism and emerges from the opposite side?    x yred violetspectrum      meaning of  monochromatic light correct diagram  a multicoloured light x  b multicoloured light y  c light of a single frequency x  d light of a single frequency y     ",
+            "13": "13     \u00a9 ucles 2021 1524/22/m/j/21 [turn over  26 in which way does ultrasound differ from audible sound?  a ultrasound can travel through a vacuum.  b ultrasound has a longer wavelength.  c ultrasound has a higher frequency.  d ultrasound travels at the speed of light.      27 the diagram shows a permanent bar magnet. a st udent draws arrows to show the direction of  the magnetic field at four points.    which arrow correctly shows the direction of the magnetic field at that position?    nsa cb d      28 a negatively charged insulating rod p is suspended from an insulating thread.    a second insulating rod q is brought close to rod p.    rod p swings towards rod q.    what can be deduced from this experiment?  a rod q is either negatively charged or is uncharged.  b rod q is either positively charged or is uncharged.  c rod q is negatively charged.  d rod q is positively charged.    29 a piece of wire is 40  cm long and has a diameter of 2.0  mm.    the resistance of the piece of wire is 0.30  \u03c9.    which wire of the same material has a resistance of 0.15  \u03c9?     length  / cm diameter  / mm  a 20 1.0  b 20 4.0  c 80 1.0  d 80 4.0 ",
+            "14": "14  \u00a9 ucles 2021 1524/22/m/j/21  30 a resistor transfers 240  j of energy when a charge of 60  c flows through it in 15  s.    what is the potential difference (p.d.) across the resistor and what is the current in the resistor?     p.d.  / v current  / a  a 0.25 0.25  b 0.25 4.0  c 4.0 0.25  d 4.0 4.0      31 three resistors are connected in series with a cell. the values of the resistances are 1.0  \u03c9, 2.0  \u03c9  and 3.0  \u03c9.    which statement is correct?  a the current in each resistor is different and the potential difference across each resistor is  different.  b the current in each resistor is the same and the potential difference across each resistor is  different.  c the potential difference across each resistor is the same and the current in each resistor is  different.  d the potential difference across the cell is greater than the sum of the potential differences  across each resistor.      32 the diagram shows two resistors connected in a circuit.    6.0 /g58 12 /g58    what is the combined resistance of the resistors in this circuit?  a 4.0  \u03c9 b 6.0  \u03c9 c 9.0  \u03c9 d 18  \u03c9     ",
+            "15": "15     \u00a9 ucles 2021 1524/22/m/j/21 [turn over  33 which logic gate has the truth table shown?    input output  0 0 1  0 1 1  1 0 1  1 1 0    a bcd      34 a student holds a bar magnet next to a coil of wire connected to a galvanometer.    ns     what will cause a reading on the galvanometer?  a holding the magnet stationary inside the coil  b holding the magnet stationary with the s pole next to the coil  c moving both the magnet and the coil to the right at the same speed  d moving the magnet and the coil towards each other at the same speed    35 high voltages are used to transmit electricity over large distances.    which row states the effect on the current and explains why this is a benefit?     effect on current explanation  a current increases decreases thermal energy losses  b current increases decreases sparking across insulators that support the cables  c current decreases decreases thermal energy losses  d current decreases decreases sparking across insulators that support the cables     ",
+            "16": "16  \u00a9 ucles 2021 1524/22/m/j/21  36 the diagram shows a d.c. motor.    w zxy ns left right metal or graphite brush contactsplit-ring commutatordirection of current     in which direction will side wx of the coil move?  a towards the bottom of the page  b to the left  c to the right  d towards the top of the page     37 the diagram shows \u03b1-particles being scattered by a very thin metal foil.    foil q p r/g68     p, q and r represent three directions in which \u03b1-particles are scattered. the number of  \u03b1-particles scattered in each direction is np, nq and nr.    which sequence correctly shows the number of \u03b1-particles from lowest to highest being scattered  in each direction?  a np, nq, nr  b np, nr, nq  c nq, nr, np  d nr, np, nq    ",
+            "17": "17     \u00a9 ucles 2021 1524/22/m/j/21  38 which statement about different isotopes of a certain element must  be correct?  a they have a different number of electrons.  b they have the same number of neutrons.  c they have the same number of nucleons.  d they have the same number of protons.      39 ba-137 is a radioactive isotope of barium.    when a nucleus of this isotope decays, there is no change in its composition.    which type of radiation is emitted?  a \u03b1-particles  b \u03b2-particles  c \u03b3-rays  d neutrons    40 a detector is placed near a sample of a radioactive isotope of polonium to monitor the activity of  the sample.    the graph shows how the activity measured by the detector varies with time. it includes the  activity due to background radiation, which is 40 counts  / s.    600 500400300200100 0 02468 1 0count rate counts  / s time  / minutes    what is the half-life of this isotope of polonium?  a 2.2 minutes  b 2.4 minutes  c 3.2 minutes  d 5.0 minutes ",
+            "18": "18  \u00a9 ucles 2021 1524/22/m/j/21  blank page",
+            "19": "19     \u00a9 ucles 2021 1524/22/m/j/21  blank page",
+            "20": "20      permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to trac e 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 ans wer-related information to candidates, all copyright acknowledgements are reproduced onl ine in the cambridge  assessment international education copyri ght acknowledgements booklet. this is produc ed 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 the ca mbridge assessment group. cambri dge assessment is the brand name of the university of  cambridge local examinations syndicate (ucles), which it self is a department of the university of cambridge.    \u00a9 ucles 2021 1524/22/m/j/21  blank page  "
+        }
+    },
+    "2022": {
+        "0625_m22_qp_12.pdf": {
+            "1": "    this document has 20 pages. any blank pages are indicated.  ib22 03_0625_12/4rp   \u00a9 ucles 2022   [turn ove r   *8177758045*cambridge igcse\u2122       physics 0625/12     paper 1 multiple choice (core) february/march 2022     45 minutes    you must answer on the mult iple choice answer sheet.    you will need: multiple choice answer sheet   soft clean eraser   soft pencil (type b or hb is recommended)       instructions   \uf0b7 there are forty  questions on this paper. answer all questions.   \uf0b7 for each question there ar e four possible answers a, b, c and d. choose the one you consider correct  and record your choice in soft pencil on the multiple choice an swer sheet.   \uf0b7 follow the instructions on the multiple choice answer sheet.  \uf0b7 write in soft pencil.  \uf0b7 write your name, centre number and candidate number on the mult iple choice answer sheet in the  spaces provided unless this has been done for you.  \uf0b7 do not use correction fluid.  \uf0b7 do not write on any bar codes.  \uf0b7 you may use a calculator.  \uf0b7 take the weight of 1.0  kg to be 10  n (acceleration of free fall = 10  m / s2).      information  \uf0b7 the total mark for this paper is 40.  \uf0b7 each correct answer will score one mark.  \uf0b7 any rough working should be don e on this question paper.   ",
+            "2": "2  \u00a9 ucles 2022 0625/12/f/m/22  1 a student investigates a pendulum.    he measures the time for the pendulum to complete 20 oscillatio ns.    he repeats the experiment three more times.    the readings are shown.    experiment time for  20 oscillations  / s  1 17.6  2 19.8  3 17.6  4 18.6    what is the average period of the pendulum?  a 0 . 8 8  s b 0 . 9 2  s c 1 7 . 6  s d 18.4  s    2 the diagram shows a speed\u2013time graph for a moving object.    speed time0 0    which statement describes the motion of the object?  a the speed of the object is increasing with constant accelerati on.  b the speed of the object is increasing with an acceleration tha t is not constant.  c the speed of the object is decreasing with constant decelerati on.  d the speed of the object is decreasing with a deceleration that  is not constant.     ",
+            "3": "3    \u00a9 ucles 2022 0625/12/f/m/22 [turn over  3 a tennis ball falls from the upstairs window of a house.        what can be said about the acceleration of the ball if air resi stance is ignored?  a it depends on the density of the ball.  b it depends on the mass of the ball.  c it increases as the ball falls.  d it stays the same as the ball falls.    4 the mass of a full bottle of cooking oil is 1.30  kg.    when exactly half of the oil has been used, the mass of the bot tle plus the remaining oil is  0.90  kg.    0.90kg 1.30kg     what is the mass of the empty bottle?  a 0 . 4 0  kg b 0 . 5 0  kg c 0 . 6 5  kg d 0 . 8 0  kg     ",
+            "4": "4  \u00a9 ucles 2022 0625/12/f/m/22  5 a student carries out an experiment to find the density of a r ock.    200  g 264  gbalanceliquidmeasuring cylinder rock     which two quantities does the student need to make to determine  the density of the rock?     quantity 1 quantity 2  a increase in mass increase in volume of liquid  b final mass increase in depth of liquid  c increase in mass increase in depth of liquid  d final mass increase in volume of liquid     ",
+            "5": "5    \u00a9 ucles 2022 0625/12/f/m/22 [turn over  6 a spring is suspended from a stand. loads are added and the ex tensions of the spring are  measured.    loadsspring stand rule     which graph shows the result of plotting extension against load ?    loadextensiona loadextensionb loadextensionc loadextensiond0 00 0 0 00 0     7 which are examples of friction?    1 tension in a spring  2 air resistance 3 weight    a 1 only b 1 and 3 c 2  o n l y  d 2 and 3     ",
+            "6": "6  \u00a9 ucles 2022 0625/12/f/m/22  8 the diagram shows a nut being turned with a spanner by applying  a force f to the spanner.    nutfy x    which equation gives the moment of the force f about the centre of the nut?  a moment = fx  b moment = fy  c moment = f x  d moment = f y     9 a child pushes a toy car along a horizontal surface and then r eleases it.    as the car slows down, what is the main energy transfer?  a from chemical to thermal  b from chemical to kinetic  c from kinetic to gravitational (potential)  d from kinetic to thermal     10 energy resources are used to produce electricity.    which resource is non-renewable?  a hydroelectric  b nuclear fission  c waves  d wind    ",
+            "7": "7    \u00a9 ucles 2022 0625/12/f/m/22 [turn over  11 the diagrams show four appliances and their power ratings.    which appliance transfers the most energy per second?    a iron 1.0 kwb tv 150  wc toaster 800  wd washing machine 3.0 kw     12 an object is at rest on a horizontal surface.    which equation is used to calculate the pressure that the objec t exerts?  a mass of the object area of contact  b weight of the object area of contact  c mass of the object \uf0b4 area of contact  d weight of the object \uf0b4 area of contact     13 which device is shown?    h     a barometer  b galvanometer  c manometer  d newton meter     ",
+            "8": "8  \u00a9 ucles 2022 0625/12/f/m/22  14 which properties does a liquid have?     definite  shape can be  compressed  easily   a \u0016 \u0016 k e y   b \u0016 \u001a \u0016 = has this property  c \u001a \u0016 \u001a = does not have this property  d \u001a \u001a      15 in the diagrams, the black circle represents a smoke particle i n air.    which diagram shows a likely pa th that the particle takes becau se of brownian motion?    a bc d       16 which name is given to the change in volume of a gas when it i s heated at constant pressure?  a thermal capacity  b thermal conduction  c thermal energy  d thermal expansion     ",
+            "9": "9    \u00a9 ucles 2022 0625/12/f/m/22 [turn over  17 some ice is slowly heated and its temperature is measured. a g raph is plotted of temperature  against time.    100 0 \u201310temperature  / /g113c timex     which row describes what happens to the thermal energy and to t he temperature in section x?     thermal energy temperature of ice  a gained by ice rises  b gained by ice stays the same  c not gained by ice rises  d not gained by ice stays the same      18 the melting point of a substance is \u201378  \uf0b0c and its boiling point is 23  \uf0b0c.    which row gives the correct state of matter of the substance at  the given temperatures?     state at  temperature of 0  \uf0b0c state at  temperature of 100  \uf0b0c  a solid liquid  b solid gas  c liquid solid  d liquid gas     ",
+            "10": "10  \u00a9 ucles 2022 0625/12/f/m/22  19 a student sets up an experiment to find out how well different  metals conduct thermal energy.    one end of a rod of each metal is in hot water and the other en d has a small nail attached to it by  wax.    hot water wax nail    the rods have the same thickness.    which conditions should be satisfied in order to make this a va lid test?     same  size nails hot water kept  at constant  temperature same  length rods   a \u0016 \u0016 \u0016 k e y   b \u0016 \u0016 \u001a \u0016 = condition applies  c \u0016 \u001a \u0016 \u001a = condition does not apply  d \u001a \u0016 \u0016       20 t w o  s i m i l a r  m e t a l  c o n t a i n e r s ,  p  a n d  q ,  e a c h  c o n t a i n  w a t e r  a t  9 0 \uf0b0c. both containers are the  same size and both are sealed.    the water in container p cools more quickly than the water in c ontainer q.    which statement is correct?  a p contains more water than q.  b p has a shinier surface than q.  c p is painted a darker colour than q.  d p is surrounded by a vacuum and q is surrounded by air.     ",
+            "11": "11    \u00a9 ucles 2022 0625/12/f/m/22 [turn over  21 a wave has the appearance shown.    displacement  / cm distance  / cm0 0     how do the properties of the wave change as the distance from t he origin increases?     amplitude wavelength  a decreases increases  b decreases stays the same  c increases increases  d increases stays the same     22 a tank contains water. ripples are produced on the surface of t he water. refraction is observed.    what causes the ripples to refract?  a the cold water in the tank is replaced by warm water.  b the ripples change speed as they move from deep to shallow wat er.  c the ripples hit the wall of the tank.  d the ripples pass through a narrow gap.     23 the diagram shows a plane mirror and a ray of light reflected from it.    which angle is the angle of incidence?    d a cb      ",
+            "12": "12  \u00a9 ucles 2022 0625/12/f/m/22  24 the diagrams each show a ray o f light from an object o passing  through a thin converging lens.    the principal focuses in each diagram are labelled f.    o ff1 o ff2 o ff3     which diagrams are correct?  a 1 and 2 b 2 only c 1 and 3 d 3 only    25 which row is correct?     frequency of infrared waves  compared to microwaves use of infrared waves  a greater radiant heater  b greater satellite television  c lower radiant heater  d lower satellite television     ",
+            "13": "13    \u00a9 ucles 2022 0625/12/f/m/22 [turn over  26 a student investigates sound waves from a loudspeaker.    the frequency of the sound wave is 25  000  hz. the student has normal hearing but she cannot  hear the sound.    what should she do if she wants to hear a sound from the loudsp eaker?  a decrease the amplitude  b decrease the frequency  c increase the amplitude  d increase the frequency      27 two isolated metal spheres are both negatively charged. the sp heres are brought close together  but do not touch.    which diagram shows the charge distribution on the spheres?    \u2013 \u2013\u2013\u2013 \u2013\u2013\u2013 \u2013\u2013\u2013 \u2013\u2013a \u2013 \u2013\u2013\u2013 \u2013\u2013b \u2013 \u2013\u2013\u2013 \u2013\u2013cd      28 when a plastic comb is placed next to a small piece of aluminiu m foil hanging from a nylon  thread, the foil is repelled by the comb.    why is this?  a the comb is charged and the foil is uncharged.  b the comb is uncharged and the foil is charged.  c the comb and the foil have charges of opposite sign.  d the comb and the foil have charges of the same sign.      29 the diagram shows a piece of metal resistance wire.         which wire, made of the same metal, has a smaller resistance?  a a wire of the same length with a larger diameter   b a wire of the same length with a smaller diameter   c a wire of greater length with the same diameter  d a wire of greater length with a smaller diameter    ",
+            "14": "14  \u00a9 ucles 2022 0625/12/f/m/22  30 which labelled component in the circuit shown controls the bri ghtness of lamp x?    va b dcx       31 a circuit includes a battery, two identical resistors and five  ammeters, p, q, r, s and t.    a a a aapq str     which statement about the readings on the ammeters is not correct?  a p has a greater reading than q.  b p has a greater reading than r.  c p has a greater reading than s.  d p has a greater reading than t.    32 an electrician sets up a potential divider circuit in a fridge  so that when the fridge door is open  and light from the room enters the fridge, a warning light turn s on.    which component does the electrician need for the potential div ider in addition to a variable  resistor?  a light-dependent resistor  b relay  c thermistor  d motor   ",
+            "15": "15    \u00a9 ucles 2022 0625/12/f/m/22 [turn over  33 a simple wiring diagram for an electric cooker is shown.    live neutral earth connection to casingelectric cooker metal case     why is there a wire connecting the metal case of the cooker to earth?  a it improves the efficiency of the cooker.  b it prevents the metal case from becoming too hot when the cook er is left on.  c it reduces the risk of an electric shock if the live wire touc hes the metal case.  d the electric cooker will not switch on without it.    34 three statements about a.c. and d.c. currents are given.    1  a  d . c .  c u r r e n t  i s  i n  o n e  d i r e c t i o n  o n l y  w h i l s t  a n  a . c .  c u r r e n t repeatedly changes  direction.  2 d.c. is the abbreviation for direct current and a.c. is the a bbreviation for amplitude  current.  3 an a.c. current is in one direction only whilst a d.c. curren t repeatedly changes  direction.    which statements are correct?  a 1 and 2 b 1  o n l y  c 2 and 3 d 3  o n l y     ",
+            "16": "16  \u00a9 ucles 2022 0625/12/f/m/22  35 two magnets are placed near a current-carrying coil.    the diagram shows this experimental arrangement and the current  direction in the coil.    s nx s ny     which statement is correct?  a both x and y are attracted to the coil.  b both x and y are repelled by the coil.  c x is attracted to the coil and y is repelled.  d x is repelled by the coil and y is attracted.    36 which arrangement can be used to step up a voltage?    a.c. inputoutputa iron core d.c. inputoutputb iron core a.c. inputoutputc iron core d.c. inputoutputd iron core      37 which diagram shows the structure of an atom containing a nucl eus and two orbiting electrons?    a 2+++b 2+\u2013\u2013c 2\u2013++d 2\u2013\u2013\u2013      ",
+            "17": "17    \u00a9 ucles 2022 0625/12/f/m/22 38 a nuclide has the symbol  c.14 6    which statement about all atoms of this nuclide is correct?  a there are 6 protons in the nucleus.  b there are 14 neutrons in the nucleus.  c there are 6 electrons in the nucleus.  d there are 20 nucleons in the nucleus.     39 the table compares the penetrating abilities and ionising effec ts of \uf061-particles and of \uf067-radiation.    which row is correct?     least  penetrating most  ionising  a \uf061 \uf061  b \uf061 \uf067  c \uf067 \uf061  d \uf067 \uf067     40 when a radioactive isotope is set up close to a counter, a cou nt rate of 38  000 counts  / s is  obtained. the table shows the count rate from the isotope over a three-year period.    time  / years  s/ countsrate count     0 38  000  1 26  000  2 17  000  3 12  000    what is the half-life of the isotope?  a less than 1 year  b more than 1 year but less than 2 years  c more than 2 years but less than 3 years  d more than 3 years     ",
+            "18": "18  \u00a9 ucles 2022 0625/12/f/m/22  blank page",
+            "19": "19    \u00a9 ucles 2022 0625/12/f/m/22 blank page",
+            "20": "20    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 tra ce copyright holders, but if any items requiring clearance have  unwittingly been included, the  publisher will be pleased to make amends at the earliest possib le opportunity.    to avoid the issue of disclosure of answer-related information to candidates, all copyright acknowledgements are reproduced on line in the cambridge  assessment international educat ion copyright acknowledgements b ooklet. this is produced for each series of examinations and is  freely available to download  at www.cambridgeinternational.org  after the live examination se ries.   cambridge assessment international education is part of cambrid ge assessment. cambridge assessment is the brand name of the un iversity of cambridge  local examinations syndicate (ucles), which is a department of the university of cambridge.    \u00a9 ucles 2022 0625/12/f/m/22  blank page  "
+        },
+        "0625_m22_qp_22.pdf": {
+            "1": "    this document has 16 pages.  ib22 03_0625_22/3rp   \u00a9 ucles 2022   [turn ove r   *0532883419*cambridge igcse\u2122       physics 0625/22     paper 2 multiple choice (extended) february/march 2022     45 minutes    you must answer on the mult iple choice answer sheet.    you will need: multiple choice answer sheet   soft clean eraser   soft pencil (type b or hb is recommended)       instructions   \uf0b7 there are forty  questions on this paper. answer all questions.   \uf0b7 for each question there ar e four possible answers a, b, c and d. choose the one you consider correct  and record your choice in soft pencil on the multiple choice an swer sheet.   \uf0b7 follow the instructions on the multiple choice answer sheet.  \uf0b7 write in soft pencil.  \uf0b7 write your name, centre number and candidate number on the mult iple choice answer sheet in the  spaces provided unless this has been done for you.  \uf0b7 do not use correction fluid.  \uf0b7 do not write on any bar codes.  \uf0b7 you may use a calculator.  \uf0b7 take the weight of 1.0  kg to be 10  n (acceleration of free fall = 10  m / s2).      information  \uf0b7 the total mark for this paper is 40.  \uf0b7 each correct answer will score one mark.  \uf0b7 any rough working should be don e on this question paper.   ",
+            "2": "2  \u00a9 ucles 2022 0625/22/f/m/22  1 a student investigates a pendulum.    he measures the time for the pendulum to complete 20 oscillatio ns.    he repeats the experiment three more times.    the readings are shown.    experiment time for  20 oscillations  / s  1 17.6  2 19.8  3 17.6  4 18.6    what is the average period of the pendulum?  a 0 . 8 8  s b 0 . 9 2  s c 1 7 . 6  s d 18.4  s    2 a tennis ball falls from the upstairs window of a house.        what can be said about the acceleration of the ball if air resi stance is ignored?  a it depends on the density of the ball.  b it depends on the mass of the ball.  c it increases as the ball falls.  d it stays the same as the ball falls.      3 a car joins a road at a speed of 14  m / s and accelerates at 4.0  m / s2 for 5.0 seconds.    what is the final speed of the car?  a 1 8  m / s b 2 0  m / s c 3 2  m / s d 3 4  m / s    ",
+            "3": "3     \u00a9 ucles 2022 0625/22/f/m/22 [turn over  4 the gravitational field strength is 8.8  n / kg on venus and 3.8  n / kg on mars.    an object has a weight of 42  n on venus.    what are the mass and the weight of the object on mars?     m a s s  / kg weight  / n  a 4.8 18  b 4.8 42  c 11 42  d 11 97     5 a student carries out an experiment to find the density of a r ock.    200  g 264  gbalanceliquidmeasuring cylinder rock     which two measurements does the student need to make to determi ne the density of the rock?     measurement 1 measurement 2  a increase in mass increase in volume of liquid  b final mass increase in depth of liquid  c increase in mass increase in depth of liquid  d final mass increase in volume of liquid     6 a car has a mass of 1500  kg. a constant resultant force acts on the car and the car acce lerates  from 15  m / s to 20  m / s in 4.0 seconds.    what is the magnitude of the resultant force acting on the car?   a 300  n b 1 2 0 0  n c 1900  n d 7500  n    ",
+            "4": "4  \u00a9 ucles 2022 0625/22/f/m/22  7 a metal wire is loaded up to the limit of proportionality.    which statement is correct?  a hooke\u2019s law is not obeyed when the load is increased from zero to this point.  b when the load is increased beyond the limit of proportionality,  the diameter of the wire will  increase.  c when the load is removed, the wire returns to its original leng th.  d up to the limit of proportionality, there is no change in the s hape of the wire.    8 the diagram shows a uniform metre  rule, mn, pivoted at its mid point p.    mn p w1 w2    two weights, w1 and w2, are hung either side of the pivot.    the rule remains balanced.    which row is correct?     direction of resultant  moment about point m direction of resultant  force on the rule  a clockwise downwards  b clockwise zero  c zero downwards  d zero zero      9 which physical quantity is a vector?  a mass  b density  c temperature  d velocity     10 a resultant force of 500  n acts for 10  s on a car of mass 1000  kg. this causes the velocity of the  car to double.    what is the final velocity of the car?  a 5 m / s b 1 0  m / s c 2 0  m / s d 5 0  m / s   ",
+            "5": "5     \u00a9 ucles 2022 0625/22/f/m/22 [turn over  11 a child pushes a toy car along a horizontal surface and then r eleases it.    as the car slows down, what is the main energy transfer?  a from chemical to thermal  b from chemical to kinetic  c from kinetic to gravitational (potential)  d from kinetic to thermal    12 at time = 0, a cannonball is stationary inside a cannon. the c annonball is then fired from the  cannon.    at time = t, the cannonball moves forwards and the cannon moves backwards.     what happens to the total kinetic energy and the total momentum  of the cannon and the  cannonball between time = 0 and time = t  ?     total kinetic energy of  cannon and cannonball total momentum of  cannon and cannonball  a changes changes  b changes remains the same  c remains the same changes  d remains the same remains the same      13 in a small hydroelectric power scheme, 800  kg of water drops through a vertical height of 2.2  m  every second. the electrical output is 10.6  kw.    what is the efficiency of the scheme?  a 0.60% b 1 7 %  c 6 0 %  d 75%     14 an object is at rest on a horizontal surface.    which equation is used to calculate the pressure that the objec t exerts?  a mass of the object area of contact  b weight of the object area of contact  c mass of the object \uf0b4 area of contact  d weight of the object \uf0b4 area of contact     ",
+            "6": "6  \u00a9 ucles 2022 0625/22/f/m/22  15 smoke particles, illuminated by a bright lamp, are seen throug h a microscope. they move about  randomly.    what causes this motion?  a attraction between the smoke particles and the molecules of the  air  b collisions between the smoke particles and the molecules of the  air  c evaporation of the faster-moving smoke particles  d warming of the smoke particles by the lamp    16 ether is a liquid that evaporates easily at room temperature.    the rate at which ether evaporates can be increased by bubbling  air through it.    the diagram shows this process.    air etherair bubbles     students give three suggestions why the rate of evaporation inc reases when air is bubbled  through.    student 1 suggests that the temperature of the ether is decreas ed.  student 2 suggests that the surface area of the ether is increa sed.  student 3 suggests that evaporated molecules are removed at a g reater rate.    which students are correct?  a 1 and 2 b 1 and 3 c 2 and 3 d 3  o n l y     ",
+            "7": "7     \u00a9 ucles 2022 0625/22/f/m/22 [turn over  17 some ice is slowly heated and its temperature is measured. a g raph is plotted of temperature  against time.    100 0 \u201310temperature  / /g113c timex     which row describes what happens to the thermal energy and to t he temperature in section x?     thermal energy temperature of ice  a gained by ice rises  b gained by ice stays the same  c not gained by ice rises  d not gained by ice stays the same     18 the diagram shows the apparatus needed for an experiment to de termine the specific heat  capacity of the material from which an object is made.    a vstop-clockthermometer heaterobject balance     which piece of apparatus could be omitted if the purpose of the  experiment is to determine the  thermal capacity of the object?  a ammeter  b balance  c stop-clock  d thermometer    ",
+            "8": "8  \u00a9 ucles 2022 0625/22/f/m/22  19 both boiling and evaporation involve a change of state from li quid to gas.    which row gives the correct difference between boiling and evap oration?     boiling evaporation  a no bubbles are formed bubbles are formed  b occurs at all temperatures occurs at a definite temperature  c occurs throughout the liquid occurs at the surface only  d the temperature falls the temperature remains constant      20 which statement describes thermal conduction in a metal by ele ctrons?  a atoms and electrons move freely throughout the metal.  b atoms and electrons vibrate about their fixed positions only.  c electrons move freely throughout the metal.  d electrons remain attached to atoms.    21 a tank contains water. ripples are produced on the surface of t he water. refraction is observed.    what causes the ripples to refract?  a the cold water in the tank is replaced by warm water.  b the ripples change speed as they move from deep to shallow wat er.  c the ripples hit the wall of the tank.  d the ripples pass through a narrow gap.    22 the diagram shows wavefronts of a water wave passing through a  gap in a barrier.    barrier     which change will increase the diffraction of the wave as it pa sses through the gap?  a increase the amplitude of the wave.  b increase the width of the gap.  c reduce the depth of water.  d reduce the frequency of the wave. ",
+            "9": "9     \u00a9 ucles 2022 0625/22/f/m/22 [turn over  23 the diagrams each show a ray o f light from an object o passing  through a thin converging lens.    the principal focuses in each diagram are labelled f.    o ff1 o ff2 o ff3     which diagrams are correct?  a 1 and 2 b 2 only c 1 and 3 d 3 only    24 the diagram shows a ray of light inside an optical fibre approa ching point x.    pqnormal to the surface at x tangent to the surface at x x     the light is totally reflected within the fibre.    the refractive index of the material of the optical fibre is 1. 39.    which condition ensures that total internal reflection occurs?  a q < 45 \uf0b0 b q > 47 \uf0b0 c p > 47 \uf0b0 d p = q    ",
+            "10": "10  \u00a9 ucles 2022 0625/22/f/m/22  25 an eclipse of the sun happens when the moon comes between the earth and the sun.    which statement is correct?  a infrared radiation from the sun disappears before visible ligh t and ultraviolet radiation.  b ultraviolet radiation from the sun disappears before visible l ight and infrared radiation.  c visible light from the sun disappears before ultraviolet radia tion and infrared radiation.  d infrared radiation, ultraviolet radiation and visible light fr om the sun all disappear at the same  moment.    26 the diagram shows air particles in a sound wave.    vwx y z     which row correctly identifies the position of a compression an d position of a rarefaction?     compression rarefaction  a x y  b y x  c v z  d z v     27 two isolated metal spheres are both negatively charged. the sp heres are brought close together  but do not touch.    which diagram shows the charge distribution on the spheres?    \u2013 \u2013\u2013\u2013 \u2013\u2013\u2013 \u2013\u2013\u2013 \u2013\u2013a \u2013 \u2013\u2013\u2013 \u2013\u2013b \u2013 \u2013\u2013\u2013 \u2013\u2013cd      28 two separate circuits have different power supplies. both powe r supplies provide the same  magnitude current.    power supply p has an electromotive force (e.m.f.) of 1.5  v and power supply q has an e.m.f. of  3.0  v.    which statements about q are correct when compared with p?    1 q supplies twice the charge per unit time.  2 q supplies twice the energy per unit charge. 3 q supplies twice the energy per unit time.    a 1, 2 and 3 b 1 and 2 only c 1 and 3 only d 2 and 3 only ",
+            "11": "11     \u00a9 ucles 2022 0625/22/f/m/22 [turn over  29 the diagram shows a piece of metal resistance wire.         which wire, made of the same metal, has a smaller resistance?  a a wire of the same length with a larger diameter   b a wire of the same length with a smaller diameter   c a wire of greater length with the same diameter  d a wire of greater length with a smaller diameter     30 which labelled component in the circuit shown controls the bri ghtness of lamp x?    va b dcx      31 a circuit includes a battery, two identical resistors and five  ammeters, p, q, r, s and t.    a a a aapq str     which statement about the readings on the ammeters is not correct?  a p has a greater reading than q.  b p has a greater reading than r.  c p has a greater reading than s.  d p has a greater reading than t.   ",
+            "12": "12  \u00a9 ucles 2022 0625/22/f/m/22  32 an electrician sets up a potential divider circuit in a fridge  so that when the fridge door is open  and light from the room enters the fridge, a warning light turn s on.    which component does the electrician need to use in addition to  a variable resistor?  a light-dependent resistor  b relay  c thermistor  d variable resistor    33 two nand gates are joined together as shown.    input 1 input 2output     which single logic gate is equivalent to this combination?  a a n d  b n a n d  c n o r  d o r     ",
+            "13": "13     \u00a9 ucles 2022 0625/22/f/m/22 [turn over  34 the diagram shows an electric drill and safety guard.    safety guard in closed position drillelectric moto r     the drill requires the logic circuit shown.    motor alarm ?safety guard open 0 closed 1motor on 1 motor off 0 alarm on 1 alarm off 0bstarting switch on 1 off 0a     the circuit must only allow the motor to start when the safety guard is closed. if the safety guard  is not closed when the starting switch is on, the alarm must so und.    which logic gate is missing from the circuit?  a n o t  b n a n d  c a n d  d n o r     35 two magnets are placed near a current-carrying coil.    the diagram shows this experimental arrangement and the current  direction in the coil.    s nx s ny     which statement is correct?  a both x and y are attracted to the coil.  b both x and y are repelled by the coil.  c x is attracted to the coil and y is repelled.  d x is repelled by the coil and y is attracted.     ",
+            "14": "14  \u00a9 ucles 2022 0625/22/f/m/22  36 two circuits are set up as shown. the iron rods are placed clo se together and are able to move.    xs iron rod iron rod     what happens to the size of the gap at x when switch s is close d?  a it decreases.  b it decreases then increases.  c it increases.  d it does not change.     37 when a current-carrying conductor is placed in a magnetic field , it experiences a force.    which statement about this force is correct?  a it is parallel to both the magnetic field and the direction of the current.  b it is parallel to the magnetic field and perpendicular to the d irection of the current.  c it is perpendicular to the magnetic field and parallel to the d irection of the current.  d it is perpendicular to both the magnetic field and the directio n of the current.     ",
+            "15": "15     \u00a9 ucles 2022 0625/22/f/m/22 [turn over  38 w h e n  a  b e a m  o f  \uf061-particles is incident on a thin metal foil, most of them follo w a path  represented by path x in the diagram. a small number of \uf061-particles follow a path represented by  path y in the diagram.    x yfoil     which row correctly describes a conclusion that can be drawn fr om each of these observations  about the structure of the atom?     most follow path x some follow path y  a atom is mostly empty space atom contains something that repels \uf061-particles  b atom is mostly empty space nucleus contains protons and neutron s  c atom is neutral atom contains something that repels \uf061-particles  d atom is neutral nucleus contains protons and neutrons      39 nuclear fusion is a reaction that takes place in stars.    which row describes this reaction?     action of atomic nuclei energy  a   an atomic nucleus splits into  two or more smaller nuclei absorbed    b   an atomic nucleus splits into  two or more smaller nuclei released    c   atomic nuclei join together  to form a larger nucleus absorbed    d   atomic nuclei join together  to form a larger nucleus released       ",
+            "16": "16    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 tra ce copyright holders, but if any items requiring clearance have  unwittingly been included, the  publisher will be pleased to make amends at the earliest possib le opportunity.   to avoid the issue of disclosure of answer-related information to candidates, all copyright acknowledgements are reproduced on line in the cambridge  assessment international educat ion copyright acknowledgements b ooklet. this is produced for each series of examinations and is  freely available to download  at www.cambridgeinternational.org  after the live examination se ries.    cambridge assessment international education is part of cambrid ge assessment. cambridge assessment is the brand name of the un iversity of cambridge  local examinations syndicate (ucles), which is a department of the university of cambridge.    \u00a9 ucles 2022 0625/22/f/m/22  40 when a radioactive isotope is set up close to a counter, a cou nt rate of 38  000 counts  / s is  obtained. the table shows the count rate from the isotope over a three-year period.    time  / years  s/ countsrate count     0 38  000  1 26  000  2 17  000  3 12  000    what is the half-life of the isotope?  a less than 1 year  b more than 1 year but less than 2 years  c more than 2 years but less than 3 years  d more than 3 years     "
+        },
+        "0625_m22_qp_32.pdf": {
+            "1": "this document has 16 pages.  [turn overdc (rw/fc) 302380/3 \u00a9 ucles 2022 *6082508392* physics  0625/32 paper 3 theory (core)  february/march  2022  1 hour 15 minutes you must answer on the question paper. no additional materials are needed. instructions  \u25cf answer all questions.  \u25cf use a black or dark blue pen. you may use an hb pencil for any diagrams or graphs.  \u25cf write your name, centre number and candidate number in the boxes at the top of the page.  \u25cf write your answer to each question in the space provided.  \u25cf do not use an erasable pen or correction fluid.  \u25cf do not write on any bar codes.  \u25cf you may use a calculator.  \u25cf you should show all your working and use appropriate units.  \u25cf take the weight of 1.0  kg to be 10  n (acceleration of free fall = 10  m / s2). information  \u25cf the total mark for this paper is 80.  \u25cf the number of marks for each question or part question is shown in brackets [  ].cambridge igcse\u2122",
+            "2": "2 0625/32/ f/m/22 \u00a9 ucles 2022 1 fig. 1.1 shows some masses on a mass hanger attached to an elastic band. the elastic band is  stretched by the masses. rigid support elastic band mass hanger masses fig. 1.1  (a) the total mass of the masses and the mass hanger is 300  g.   calculate the total weight of the masses and the mass hanger.  total weight =  ..  n [3]",
+            "3": "3 0625/32/ f/m/22 \u00a9 ucles 2022 [turn over  (b) a student pulls the mass hanger down and then releases it. the mass hanger and masses  oscillate up and down.   the student uses a stop-watch to time 20  oscillations. fig.  1.2 shows the time reading on the  stop-watch after the 20th oscillation. min s s1 100 fig. 1.2   (i) determine the time in seconds  for 20  oscillations from the time shown in fig.  1.2.  time for 20  oscillations =  ...  s [1]   (ii) calculate the time in seconds for one oscillation.  time for one oscillation =  ...  s [2]  (c) when the student pulls the mass hanger down, energy is stored in the elastic band as elastic  potential energy.   describe what happens to this energy store when the student releases the mass hanger and  it moves upwards.  ...  .  [2]  [total: 8]",
+            "4": "4 0625/32/ f/m/22 \u00a9 ucles 2022 2 (a) a student is doing some physical exercise. fig.  2.1 shows the student holding a 50  n weight. 50 npivot0.90  m fig. 2.1   the pivot in the shoulder is 0.90  m from the centre of mass of the weight.   calculate the moment of the weight about this pivot.  moment of the weight =  ...  n m [3]",
+            "5": "5 0625/32/ f/m/22 \u00a9 ucles 2022 [turn over  (b) the student does some running exercises. fig.  2.2 shows the speed\u2013time graph for one  exercise. 0 0 5.0 10.0 15.0 20.0 time  / sac dspeed m / s 2.04.06.08.0b c a d e fig. 2.2   (i) describe the motion of the athlete in sections ab and de. section ab    . section de  .  [2]   (ii) calculate the distance moved by the athlete from time = 0 to time = 5.0  s.  distance =  ..  m [3]  [total: 8]",
+            "6": "6 0625/32/ f/m/22 \u00a9 ucles 2022 3 (a) fig. 3.1 shows a metal block and its dimensions. 12.0  cm 2.0 cm 2.0 cm fig. 3.1  (not to scale)   calculate the volume of the metal block.  volume of the block =  ..  cm3 [2]  (b) a different metal block has a mass of 86  g and a volume of 8.0  cm3.   (i) calculate the density \u03c1 of the metal using the equation \u03c1 = m v .  density of metal =  ..  g / cm3 [2]   (ii) the metal block is placed in some liquid. the metal block floats on the liquid.    suggest a value for the density of the liquid.   ...  g / cm3 [1]  (c) a student has a measuring cylinder, a beaker of liquid and a balance.   describe how the student can use this equipment to determine the density of the liquid.  ...  ...  ...  ...  ...  .  [3]  [total: 8]",
+            "7": "7 0625/32/ f/m/22 \u00a9 ucles 2022 [turn over 4 coal-fired power stations provide electricity for homes and industry.  a government decides to replace a coal-fired power station with a hydroelectric power station.  (a) describe how electrical energy may be obtained from the gravitational potential energy of the  water behind a hydroelectric dam.  ...  ...  ...  ...  .  [3]  (b) apart from cost, state two advantages  of generating electricity using a hydroelectric power  station compared with using a coal-fired power station. 1.  ... 2.  ...  [2]  (c) apart from cost, state two disadvantages  of generating electricity using a hydroelectric  power station compared with using a coal-fired power station. 1.  ... 2.  ...  [2]  [total: 7]",
+            "8": "8 0625/32/ f/m/22 \u00a9 ucles 2022 5 a woman starts to push a trolley across the floor. fig. 5.1 shows the horizontal forces acting on the  trolley. 120  n 90 ntrolley fig. 5.1  (a) determine the resultant horizontal force on the trolley.  resultant force =    n  direction of resultant force =  ...  [3]  (b) the total weight of the trolley and boxes is 900  n.   the area of each  wheel in contact with the ground is 8.0  cm2. the trolley has four wheels.   calculate the pressure on the ground due to the total weight of the trolley and boxes. include  the correct unit in your answer.  pressure on the ground =  ...  unit  ..  [5]  [total: 8]",
+            "9": "9 0625/32/ f/m/22 \u00a9 ucles 2022 [turn over 6 fig. 6.1 represents gas particles in a container. the container is at room temperature. container wall gas particle fig. 6.1  (not to scale)  (a) describe the motion of the gas particles.  ...  .  [2]  (b) state how the motion of the gas particles changes when the gas in the container is cooled.  .  [1]  (c) explain how the gas particles exert a pressure on the walls of the container.  ...  .  [2]  [total: 5]",
+            "10": "10 0625/32/ f/m/22 \u00a9 ucles 2022 7 (a) state the name for the transfer of thermal energy through a metal.  .  [1]  (b) a metal can contains some water. the metal can is heated as shown in fig.  7.1. heatmovement of waterwater metal can fig. 7.1   describe how thermal energy causes the movement of water shown in fig.  7.1.  ...  ...  ...  .  [3]  (c) a student places equal masses of water into two metal cans. the cans are identical apart  from one having a white outer surface and the other having a black outer surface.   the student places the two cans in direct sunlight. the temperature of the water increases in  both cans. after 10  minutes, the temperature increase is greater in one of the cans.   state and explain which can has the greater increase in temperature.  ...  .  [2]  [total: 6]",
+            "11": "11 0625/32/ f/m/22 \u00a9 ucles 2022 [turn over 8 a student uses a tank of water to observe waves on the surface of the water.  (a) the graph in fig.  8.1 represents a wave on the surface of the water. displacement of water distance0 fig. 8.1   (i) draw on fig.  8.1 to indicate the amplitude of the wave. label the amplitude  a. [1]   (ii) draw on fig.  8.1 to indicate one wavelength of the wave. label the wavelength  l. [1]  (b) the student creates waves in the water tank and places various barriers in their path.   (i) fig. 8.2 shows the wavefronts as they approach a barrier placed at an angle of 45\u00b0 to the  wavefronts. waterdirection of travel of wavefrontswater tankwavefronts barrier 45\u00b0 fig. 8.2    on fig.  8.2, draw three  wavefronts after they have reflected from the barrier. draw an  arrow to show the direction of travel of these wavefronts.  [2]",
+            "12": "12 0625/32/ f/m/22 \u00a9 ucles 2022   (ii) the student replaces the barrier in fig.  8.2 with a different barrier, as shown in fig.  8.3.    fig. 8.3 shows the wavefronts as they reach the barrier. waterdirection of travel of wavefronts narrow gapwater tankwavefronts barrier fig. 8.3    on fig.  8.3, draw three  wavefronts after they have passed through the narrow gap.  [2]  [total: 6]",
+            "13": "13 0625/32/ f/m/22 \u00a9 ucles 2022 [turn over 9 (a) fig. 9.1 shows the regions of the electromagnetic spectrum. one region is not labelled. radio wavesinfrared wavesvisible lightultraviolet wavesx-rays gamma-rays fig. 9.1   (i) in fig. 9.1, one region is unlabelled.    state the name of the unlabelled region.  .  [1]   (ii) complete the sentence.    the direction of the arrow in fig.  9.1 shows the regions of the electromagnetic spectrum  in order of increasing ... .  [1]  (b) state two uses for x -rays. 1.  ... 2.  ...  [2]  (c) state why x -rays can be harmful to people.  ...  .  [2]  [total: 6]",
+            "14": "14 0625/32/ f/m/22 \u00a9 ucles 2022 10 (a) a student connects the circuit shown in fig.  10.1. a ldr fig. 10.1   (i) the student wants to determine the resistance of the light-dependent resistor (ldr).    draw on fig.  10.1 to show how the student connects a voltmeter into the circuit. use the  correct symbol for the voltmeter.  [2]   (ii) the current in the ldr is 0.020  a when the potential difference (voltage) across the ldr  is 5.4  v.    calculate the resistance of the ldr.  resistance of ldr =  ..  \u03c9 [3]  (b) when the student shines a light onto the ldr, its resistance is 150  \u03c9. the resistance of the  variable resistor in the circuit is 180  \u03c9.   determine the combined resistance of the ldr and the variable resistor.  combined resistance =  ..  \u03c9 [1]  [total: 6]",
+            "15": "15 0625/32/ f/m/22 \u00a9 ucles 2022 [turn over 11 a battery charger for a laptop computer includes a transformer.  (a) the primary voltage vp to the transformer is 240  v.   the number of turns on the primary coil np is 590  turns and the number of turns on the  secondary coil ns of the transformer is 48  turns.   calculate the secondary voltage vs of the transformer.  secondary voltage vs =  ..  v [3]  (b) the plug connecting the transformer to the supply voltage contains a fuse.   describe how a fuse works.  ...  ...  ...  .  [3]  [total: 6]",
+            "16": "16 0625/32/ f/m/22 \u00a9 ucles 2022 12 (a) table  12.1 gives some properties of three different types of radiation. table 12.1 type of radiation nature relative charge ionising ability gamma ( \u03b3)electromagnetic wave0 low beta (\u03b2) \u20131 (minus one) medium alpha (\u03b1) helium nucleus   (i) complete table 12.1 by writing the missing property in each of the empty boxes.  [3]   (ii) state which type of radiation, alpha, beta or gamma, is the most penetrating.  .  [1]  (b) an isotope of beryllium, be, has the nuclide notation: 9 4be .   fig. 12.1 shows a diagram of one atom of this isotope. electron yx fig. 12.1  (not to scale)   complete the labelling of fig. 12.1. state the names for x and for y.   x .   y .  [2]  [total: 6] 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."
+        },
+        "0625_m22_qp_42.pdf": {
+            "1": " [turn overdc (nf/cgw) 302381/2 \u00a9 ucles 2022this document has 16 pages. any blank pages are indicated. *5197842885* physics  0625/42 paper 4 theory (extended)  february/march  2022  1 hour 15 minutes you must answer on the question paper. no additional materials are needed. instructions  \u25cf answer all questions.  \u25cf use a black or dark blue pen. you may use an hb pencil for any diagrams or graphs.  \u25cf write your name, centre number and candidate number in the boxes at the top of the page.  \u25cf write your answer to each question in the space provided.  \u25cf do not use an erasable pen or correction fluid.  \u25cf do not write on any bar codes.  \u25cf you may use a calculator.  \u25cf you should show all your working and use appropriate units.  \u25cf take the weight of 1.0  kg to be 10  n (acceleration of free fall = 10  m / s2). information  \u25cf the total mark for this paper is 80.  \u25cf the number of marks for each question or part question is shown in brackets [  ].cambridge igcse\u2122",
+            "2": "2 0625/42/ f/m/22 \u00a9 ucles 2022 1 a ball rolls down a ramp and onto a horizontal surface. the first section of the horizontal surface is  smooth. the second section of the horizontal surface is rough. fig.  1.1 shows a speed\u2013time graph  for the ball. 02.04.0 0 1.0 2.0 time  / sspeed m / s 3.06.08.010.012.014.0 fig. 1.1  (a) state the time when the ball reaches the start of the rough section of the horizontal surface.  time = .  [1]  (b) explain how fig.  1.1 shows that there is no resultant force on the ball when it rolls along the  smooth section of the horizontal surface.  ...  .  [2]",
+            "3": "3 0625/42/ f/m/22 \u00a9 ucles 2022 [turn over  (c) using fig.  1.1, determine the acceleration of the ball as it rolls down the ramp.  acceleration = .  [3]  (d) the ball starts from rest at the top of the ramp.   show that the length of the ramp is 9.6  m. [2] [total: 8]",
+            "4": "4 0625/42/ f/m/22 \u00a9 ucles 2022 2 fig. 2.1 shows a spring balance used to measure the weight of a baby. the spring inside the  balance extends when a mass is suspended from it. the dial shows the extension of spring as a  value of mass in kg. cradle with negligible massdial fig. 2.1  the spring obeys hooke\u2019s law up to a weight of 175  n.  (a) (i) state hooke\u2019s law.  ...  .  [1]   (ii) state the relationship between the mass of the baby and the force exerted on the spring  due to the baby.  ...  .  [1]   (iii) the reading on the spring balance is 8.0  kg.    determine the force exerted on the spring due to the baby.  force = .  [1]",
+            "5": "5 0625/42/ f/m/22 \u00a9 ucles 2022 [turn over  (b) the limit of proportionality for the spring is at a force of 175  n.   sketch the extension\u2013load graph for the spring. the sketch must continue beyond a force of  175 n. extension load  / n 0 1750 [2]  (c) the baby is carried from the ground floor to the bedroom. the vertical height of the bedroom  above the ground floor is 3.5  m.    calculate the change in gravitational potential energy of the baby when it is carried from the  ground floor to the bedroom.  change in gravitational potential energy = .  [2] [total: 7]",
+            "6": "6 0625/42/ f/m/22 \u00a9 ucles 2022 3 fig. 3.1 and fig.  3.2 show how a puddle of water changes on a warm windy day. puddle of water puddle of water three hours later solid road surface  fig. 3.1 fig. 3.2  (a) describe the process by which the volume of water in the puddle decreases.  ...  ...  .  [2]  (b) state and explain one change in the weather that would cause the volume of water in the  puddle to decrease more slowly. statement  .. explanation  ...  ... [2]  (c) explain, in terms of molecules, how sweating helps to cool your body on a hot day.  ...  ...  ...  .  [3] [total: 7]",
+            "7": "7 0625/42/ f/m/22 \u00a9 ucles 2022 [turn over 4 (a) a sample of sand has a volume of 0.050  m3. the density of the sand is 1900  kg / m3. the  specific heat capacity of the sand is 1500  j / (kg \u00b0c).   (i) calculate the mass of the sample of sand.  mass = .  [2]   (ii) calculate the thermal capacity of the sample of sand.  thermal capacity = .  [2]   (iii) the initial temperature of the sample of sand is 7.0  \u00b0c. the sample of sand is heated  using an electrical heater. the power of the heating element is 50  w.    calculate the time taken to increase the temperature of the sand to 19.0  \u00b0c.  time = .  [3]  (b) in some countries, the soil is too cold for plants to grow well. in these countries, plants are  grown in plastic pots and kept inside. the pots, containing soil, are placed on sand. the sand  is heated using an electrical heater, as shown in fig.  4.1. plastic plant potplant sandsoil heating element in sand fig. 4.1   (i) describe, in terms of molecules, how thermal energy is transferred from the heated sand  through the base of the plastic pot.  ...  ...  ...  .  [2]",
+            "8": "8 0625/42/ f/m/22 \u00a9 ucles 2022   (ii) the heating element in fig.  4.1 remains switched on. the temperature of the sand  remains constant at a value above room temperature.    explain why the temperature of the sand remains constant.  ...  ...  .  [2] [total: 11]",
+            "9": "9 0625/42/ f/m/22 \u00a9 ucles 2022 [turn over 5 a boy looks at the image of a clock in a plane mirror. fig.  5.1 shows the mirror, the clock and the  position of one of the boy\u2019s eyes. mirror boy\u2019s eye clock fig. 5.1  (a) (i) on fig.  5.1, draw a ray of light from the clock, reflected to the boy\u2019s eye.  [2]   (ii) on fig.  5.1, mark with an x the position of the image of the clock.  [1]   (iii) state whether the image formed by the mirror is virtual or real.    explain your answer.  ...  .  [1]   (iv) fig. 5.2 shows the image of the clock seen by the boy. fig. 5.2    the boy now looks directly at the clock.    on fig.  5.3, draw what the boy sees. fig. 5.3 [1]",
+            "10": "10 0625/42/ f/m/22 \u00a9 ucles 2022  (b) (i) the clock is illuminated by a source of monochromatic green light.    state the meaning of monochromatic.  .  [1]   (ii) the green light has a wavelength of 5.6  \u00d7 10\u20137 m.    calculate the frequency of this green light.  frequency = .  [3] [total: 9]",
+            "11": "11 0625/42/ f/m/22 \u00a9 ucles 2022 [turn over 6 fig. 6.1 shows two bar magnets. n s fig. 6.1  (a) on fig.  6.1, sketch the pattern and the direction of the magnetic field lines between the bar  magnets.  [2]  (b) fig. 6.2 shows the same bar magnets with a coil of wire between them. as nhandledirection of rotation galvanometer fig. 6.2   (i) name the parts labelled a in fig.  6.2.  .  [1]   (ii) the coil of wire is rotated in the direction shown in fig.  6.2.    on fig.  6.2, draw an arrow to show the direction of the current in the coil. explain your  answer.  ...  .  [2]   (iii) explain how rotating the coil in fig.  6.2 continuously causes the galvanometer needle to  show an alternating current.  ...  ...  ...  ...  .  [4] [total: 9]",
+            "12": "12 0625/42/ f/m/22 \u00a9 ucles 2022 7 fig. 7.1 shows a circuit including a 12  v battery and two identical lamps. a q fig. 7.1  (a) the 12  v battery consists of cells connected in series. each cell in the battery has an  electromotive force (e.m.f.) of 1.5  v.   determine how many cells are in the battery.  number of cells = .  [1]  (b) (i) when the switch is closed, the ammeter reading is 2.4  a.    calculate the total resistance of the circuit.  resistance = .  [2]   (ii) each lamp has a resistance of 3.0  \u03c9.    calculate the resistance of q.  resistance of q = .  [2]  (c) (i) on fig.  7.1, draw the symbol for a voltmeter that measures the potential difference (p.d.)  across the two lamps.  [1]   (ii) calculate the power supplied to one lamp.  power = .  [3] [total: 9]",
+            "13": "13 0625/42/ f/m/22 \u00a9 ucles 2022 [turn over 8 a radio is connected to the mains supply using a step-down transformer.  (a) draw a labelled diagram of the structure of a basic step-down transformer. [3]  (b) explain the operation of a basic transformer.  ...  ...  ...  .  [3]  (c) the voltage of the mains supply is 230  v. the output voltage of the transformer is 6.0  v.   calculate the value of the turns ratio (ns np). give your answer to two significant figures.  value of turns ratio = .  [2] [total: 8]",
+            "14": "14 0625/42/ f/m/22 \u00a9 ucles 2022 9 fig. 9.1 shows a digital circuit. a c d b fig. 9.1  (a) (i) explain what is meant by digital.  .  [1]   (ii) table  9.1 is a truth table for the digital circuit shown in fig.  9.1.    complete the columns c and d in table  9.1. table  9.1 a b c d 0 0 0 1 1 0 1 1 [2]  (b) state the single logic gate that would produce the same output d from inputs a and b.  .  [1] [total: 4]",
+            "15": "15 0625/42/ f/m/22 \u00a9 ucles 2022 10 the isotope americium-241 is represented by 241 95am .  this isotope decays by an \u03b1-emission to an isotope of neptunium (np).  (a) complete the nuclide equation for this decay. 241 95am np +\u03b1     [3]  (b) fig. 10.1 shows a simple diagram of a smoke detector. the smoke detector contains a  small sample of americium-241. this isotope ionises the air between the metal plates in the  detector. metal plates air flowdetector circuit radioactive source fig. 10.1   (i) describe how the americium-241 ionises air.  ...  ...  ...  .  [3]   (ii) suggest and explain two reasons why smoke detectors use an isotope that emits  \u03b1-particles rather than an isotope that emits \u03b3-radiation. 1.  ...  ...  ... 2.  ...  ...  ... [2] [total: 8]",
+            "16": "16 0625/42/ f/m/22 \u00a9 ucles 2022 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.blank page"
+        },
+        "0625_m22_qp_52.pdf": {
+            "1": "this document has 12 pages. any blank pages are indicated.  [turn overdc (rw/cb) 221371/1 \u00a9 ucles 2022 *6391660184* physics  0625/52 paper 5 practical test  february/march  2022  1 hour 15 minutes you must answer on the question paper. you will need:  the materials and apparatus listed in the confidential instructions instructions  \u25cf answer all questions.  \u25cf use a black or dark blue pen. you may use an hb pencil for any diagrams or graphs.  \u25cf write your name, centre number and candidate number in the boxes at the top of the page.  \u25cf write your answer to each question in the space provided.  \u25cf do not use an erasable pen or correction fluid.  \u25cf do not write on any bar codes.  \u25cf you may use a calculator.  \u25cf you should show all your working and use appropriate units. information  \u25cf the total mark for this paper is 40.  \u25cf the number of marks for each question or part question is shown in brackets [  ].cambridge igcse\u2122 for examiner\u2019s use 1 2 3 4 total",
+            "2": "2 0625/52/ f/m/22 \u00a9 ucles 2022 1 in this experiment, you will investigate the extension of a spring and use it to determine the weight  of a metre rule.  the spring has been set up for you.  carry out the following instructions. clamp spring 1.0 n loadl0ls  fig. 1.1  fig. 1.2    (a) measure and record the unstretched length l\u200a0 of the spring, as shown in fig.  1.1.  l\u200a0 =  ..  cm   suspend the 1.0  n load from the spring, as shown in fig.  1.2.   measure and record the stretched length l\u200as of the spring.  l\u200as =  ..  cm  [1]  (b) suspend the metre rule from the spring using the hook fixed at the 95.0  cm mark, as shown in  fig. 1.3.   place the other end of the metre rule so that the 5.0  cm mark of the rule rests on the pivot.  the metre rule must rest on the pivot at the 5.0  cm mark throughout the experiment.   place the load w on the metre rule with its centre at a distance d = 20.0  cm from the pivot.   ensure that the metre rule is horizontal by adjusting the clamp that holds the spring. d load w benchmetre ruleclamp 95.0  cm mark 5.0 cm mark pivotl fig. 1.3",
+            "3": "3 0625/52/ f/m/22 \u00a9 ucles 2022 [turn over   measure, and record in table  1.1, the stretched length l of the spring, as shown in fig.  1.3.   repeat this procedure for distances d = 30.0  cm, d = 40.0  cm, d = 50.0  cm and d = 60.0  cm  from the pivot. table 1.1 d / cm l / cm 20.0 30.0 40.0 50.0 60.0  [2]  (c) plot a graph of l / cm (y-axis) against d / cm (x-axis). start the axes at the origin (0,0). 00  [4]  (d) (i) from your graph, determine l, the value of l when d = 0.0  cm.  l =  .  [1]",
+            "4": "4 0625/52/ f/m/22 \u00a9 ucles 2022   (ii) calculate wr, the weight of the metre rule, using your value of l from (d)(i) , the values  of l\u200a0 and l\u200as from (a) and the equation wr = 2(l \u2013 l0) (ls \u2013 l0) \u00d7 k    where k = 1.0  n.  wr =  .  [1]  (e) (i) it is sometimes difficult to position the load w on the scale of the metre rule at the correct  distance d from the pivot.    suggest one change to the apparatus to overcome this difficulty.  ...  .  [1]   (ii) suggest one possible source of inaccuracy other than the difficulty described in (e)(i) .  assume that the experiment is carried out carefully.  ...  .  [1]  [total: 11]",
+            "5": "5 0625/52/ f/m/22 \u00a9 ucles 2022 [turn over 2 in this experiment, you will investigate the thermal insulation properties of air.  carry out the following instructions, referring to fig.  2.1 and fig.  2.2.  beaker  a is covered in thin black card.  beaker  a is used on its own for the first part of the investigation and is placed inside beaker b for  the second part of the investigation. benchthermometerclamp lid beaker a fig. 2.1  (a) remove the lid from beaker  a.   pour 150  cm3 of hot water into beaker  a and replace the lid.   place the thermometer in the water.   in the first row of table  2.1, record the temperature \u03b8 of the water at t = 0 and immediately  start the stop -clock.   record the temperature \u03b8 of the water at times t = 30  s, t = 60  s, t = 90  s, t = 120  s, t = 150  s  and t = 180  s. [1]",
+            "6": "6 0625/52/ f/m/22 \u00a9 ucles 2022  (b) remove the thermometer and lid from beaker  a and pour away the water.   place beaker  a inside beaker  b, as shown in fig.  2.2, so that there is an air gap between the  sides of the two beakers. air gapbeaker b beaker abench fig. 2.2   (i) repeat (a) for this arrangement, ensuring that the lid fits inside beaker  b after pouring  water into beaker  a. [2]   (ii) add units to the column headings in table  2.1. [1] table 2.1 beaker abeaker a   inside beaker b t / \u03b8 / \u03b8 / 0 30 60 90 120 150 180  (c) write a conclusion stating whether the air gap affects the rate of cooling of the water.   justify your answer by reference to values from your results.  ...  ...  ...  .  [2]  (d) a student suggests that glass is a thermal insulator and the experiment does not just test the  effect of the air gap.   suggest one change to the apparatus that would test the air gap more effectively.  ...  .  [1]",
+            "7": "7 0625/52/ f/m/22 \u00a9 ucles 2022 [turn over  (e) another student repeats the experiment using the apparatus you used for your investigation.   state two variables that this student should control to obtain readings as close as possible to  your readings. 1.  ...  ... 2.  ...  ...    [2]  (f) calculate the average cooling rate r for beaker  a cooling on its own. use your readings for  beaker  a in table  2.1 and the equation r = \u03b80 \u2013 \u03b8180 t   where t = 180  s and \u03b80 and \u03b8180 are the temperatures of the water in beaker  a at t = 0 and  t = 180 s.   include the unit for the cooling rate.  r =  .  [2]  [total: 11]",
+            "8": "8 0625/52/ f/m/22 \u00a9 ucles 2022 3 in this experiment, you will investigate the refraction of light using a transparent block.  carry out the following instructions, using the separate ray-trace sheet provided.  you may refer to fig.  3.1 for guidance. mirrorhole 2 cmanl b d ce \u03b8ray-trace sheet eye fig. 3.1  (a) \u2022 place the transparent block approximately in the centre of the ray-trace sheet. carefully  draw round the block and label the corners abcd , as shown in fig.  3.1. \u2022 remove the block from the ray -trace sheet. \u2022 draw a normal to line ab at a point 2  cm from a. label the normal nl, as shown in  fig. 3.1. \u2022 draw a line ne, 8 cm long and at an angle \u03b81 = 15\u00b0, as indicated in fig.  3.1.  [2]  (b) \u2022 replace the block in exactly the same position as in (a). \u2022 place the plane mirror on line cd with its face against the block, as shown in fig.  3.1. \u2022 place two pins, p1 and p2, on line ne a suitable distance apart for accurate ray tracing. \u2022 label the positions of pins p1 and p2. \u2022 view the images of pins p1 and p2 through the block from the direction indicated by the  eye in fig.  3.1. place two pins, p3 and p4, a suitable distance apart so that pins p3 and  p4, and the images of pins p1 and p2, all appear exactly one behind the other. \u2022 label the positions of pins p3 and p4. \u2022 remove the block, mirror and pins from the ray-trace sheet.  [1]",
+            "9": "9 0625/52/ f/m/22 \u00a9 ucles 2022 [turn over  (c) \u2022 draw a line through p3 and p4 and extend this line 4  cm below cd. \u2022 label the point at which this line meets ab with the letter g. \u2022 label the lower end of this line with the letter h.  [1]  (d) (i) \u2022 draw a new line ne, 8 cm long and at an angle \u03b82 = 35\u00b0, as indicated in fig.  3.1. \u2022 repeat the steps in (b). \u2022 draw a line joining the new positions of pins p3 and p4 and extend this line 4  cm  below cd. \u2022 label the point at which this line meets ab with the letter r. \u2022 label the lower end of this line with the letter s. \u2022 label the point at which gh and rs cross with the letter t.  [2]   (ii) measure the angle  \u03b2, where \u03b2 is the angle between lines gt and rt.  \u03b2 =  .  [1]   (iii) a student suggests that the angle  \u03b2 should be equal to \u03b8s, where \u03b8s is calculated using  the equation \u03b8s = \u03b82 \u2013 \u03b81.    state whether your results support this suggestion. justify your answer by reference to  values from your results. statement  .. justification    ...  [2]  (e) suggest one precaution to take in this type of experiment to ensure accurate results.  ...  .  [1]  (f) suggest one reason why different students, all carrying out this experiment carefully, may  not obtain identical results.  ...  .  [1]  [total: 11] tie your ray-trace sheet into this booklet between pages 8 and 9.",
+            "10": "10 0625/52/ f/m/22 \u00a9 ucles 2022 4 a student investigates the heating of water using an immersion heater.  an immersion heater is an electrical heater that can be placed directly into water.  plan an experiment to investigate how one factor affects the rate at which the temperature of the  water rises when heated using an immersion heater.  you are not required to carry out the experiment.  the apparatus available includes: \u2022 an immersion heater \u2022 equipment to connect the circuit, part of which is shown in fig.  4.1 \u2022 a stop-clock \u2022 a beaker to contain the water.  in your plan, you should: \u2022 state the one factor which you have chosen and list any additional apparatus needed to  measure the factor \u2022 complete the circuit diagram in fig.  4.1 \u2022 explain how to do the experiment, including any precautions to ensure reliable results \u2022 state the key variables to be kept constant \u2022 draw a table, or tables, with column headings, to show how to display the readings (you are  not required to enter any readings in the table) \u2022 explain how to use the readings to reach a conclusion. beakerimmersion heaterpower supply variable resistor fig. 4.1",
+            "11": "11 0625/52/ f/m/22 \u00a9 ucles 2022  ..  ..  ..  ..  ..  ..  ..  ..  ..  ..  ..  ..  ..  ..  ..  ..  ..  ..  ..  ..  ..  ..    [7]",
+            "12": "12 0625/52/ f/m/22 \u00a9 ucles 2022 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.blank page"
+        },
+        "0625_m22_qp_62.pdf": {
+            "1": "this document has 16 pages. any blank pages are indicated.  [turn overcambridge igcse\u2122 dc (kn/ct) 301886/2 \u00a9 ucles 2022 *7046742205* physics  0625/62 paper 6 alternative to practical  february/march  2022  1 hour you must answer on the question paper. no additional materials are needed. instructions  \u25cf answer all questions.  \u25cf use a black or dark blue pen. you may use an hb pencil for any diagrams or graphs.  \u25cf write your name, centre number and candidate number in the boxes at the top of the page.  \u25cf write your answer to each question in the space provided.  \u25cf do not use an erasable pen or correction fluid.  \u25cf do not write on any bar codes.  \u25cf you may use a calculator.  \u25cf you should show all your working and use appropriate units. information  \u25cf the total mark for this paper is 40.  \u25cf the number of marks for each question or part question is shown in brackets [  ].",
+            "2": "2 0625/62/ f/m/22 \u00a9 ucles 2022 1 a student investigates the extension of a spring and uses it to determine the weight of a metre  rule.  the spring is shown full size in fig. 1.1 and fig. 1.2.    fig. 1.1 shows the spring without any load.   fig. 1.2 shows the spring with a load of 1.0  n suspended from it. clamp springl0 ls 1.0 n load     fig. 1.1  fig. 1.2  (a) on fig. 1.1, measure the length l0 of the spring without any load.  l0 =  .  cm   on fig. 1.2, mea sure the stretched length ls of the spring.  ls =  .  cm [2]",
+            "3": "3 0625/62/ f/m/22 \u00a9 ucles 2022 [turn over  (b) the student attaches a metre rule to the spring with a wire hook, as shown in fig. 1.3. the  scale of the metre rule faces upwards. pivotload wclamp wire hook fixed to metre rulemetre rule benchld fig. 1.3   she ensures that the metre rule is horizontal.   briefly describe how to check that the rule is horizontal. you may draw a diagram if it helps to  explain your answer.  ...  ...  .  [1]",
+            "4": "4 0625/62/ f/m/22 \u00a9 ucles 2022  (c) the student moves load w to distances d = 20.0  cm, d = 30.0  cm, d = 40.0  cm, d = 50.0  cm  and d = 60.0  cm from the pivot.   she reads the length l of the spring for each value of d.   her readings are shown in table 1.1.  table 1.1 d / cm l / cm 20.0 6.2 30.0 7.1 40.0 7.6 50.0 8.3 60.0 9.0   (i) using the values from table 1.1, plot a graph of l / cm (y-axis) against d / cm (x-axis).    start the axes at the origin (0,0). 00  [4]   (ii) from your graph, determine l, the value of l when d = 0.0  cm.  l =  .  [1]",
+            "5": "5 0625/62/ f/m/22 \u00a9 ucles 2022 [turn over   (iii) calculate wr, the weight of the metre rule, using your value of l from (c)(ii) , the values  of l0 and ls from  (a) and the equation  wr = 2(l \u2013 l0) (ls \u2013 l0) \u00d7 k    where k = 1.0  n.  wr =  .  [1]  (d) (i) it is sometimes difficult to position the load w on the scale of the metre rule at the correct  distance d from the pivot.    suggest one change to the apparatus to overcome this difficulty.  ...  .  [1]   (ii) suggest one possible source of inaccuracy other than the difficulty described in (d)(i) .   assume that the experiment is carried out carefully.  ...  .  [1]  [total: 11]",
+            "6": "6 0625/62/ f/m/22 \u00a9 ucles 2022 2 a student investigates the thermal insulation properties of air. he places a thermometer in a clamp,  as shown in fig. 2.1. benchthermometerclamp 2030 10 fig. 2.1  (a) record room temperature \u03b8r shown on the thermometer in fig. 2.1.  \u03b8r =  .  [1]  (b) the student uses the apparatus shown in fig. 2.1, fig. 2.2 and fig. 2.3 to investigate the  thermal properties of air. lid beaker a bench air gapbeaker a with lid inside beaker b beaker b bench  fig. 2.2  fig. 2.3   beakers a and b are made of glass.   beaker a is placed inside beaker b for the second part of the experiment, as shown in fig. 2.3 .  the lid fits tightly in beaker b.    (i) the student removes the lid from beaker a. he pours 150  cm3 of hot water into beaker  a and replaces the lid. he inserts the thermometer into the hot water and records the  temperature \u03b8 at time t = 0 and then every 30  s.    describe two precautions that can be taken to ensure that the temperature reading is as  accurate as possible. 1.  ...  ... 2.  ...  .  [2]",
+            "7": "7 0625/62/ f/m/22 \u00a9 ucles 2022 [turn over   (ii) the student pours away the water from beaker a. he then places beaker a inside  beaker b so that there is an air gap between the two beakers, as shown in fig. 2.3.     he repeats the process described in (b)(i) . his readings are shown in table 2.1.    add units to the column headings in table 2.1. table 2.1 beaker a beaker a  inside beaker b t / \u03b8 / \u03b8 / 0 85.0 85.5 30 79.5 83.5 60 75.0 82.0 90 72.0 81.0 120 70.0 80.0 150 68.5 79.5 180 67.5 79.0[1]  (c) write a conclusion stating whether the air gap affects the rate of cooling of the water.   justify your answer by reference to values from table 2.1.  ...  ...  ...  .  [2]  (d) a student suggests that glass is a thermal insulator and the experiment does not just test the  effect of the air gap.   suggest one change to the apparatus that would test the air gap more effectively.   ...  .  [1]",
+            "8": "8 0625/62/ f/m/22 \u00a9 ucles 2022  (e) another student repeats this experiment using the same apparatus shown in fig. 2.1, fig. 2.2  and fig. 2.3.   state two variables that she should control in order to obtain readings as close as possible to  the readings in table 2.1.  1.  ...  ... 2.  ...  ...    [2]   (f) calculate the average cooling rate r for beaker a cooling on its own. use the readings for   beaker a  in table 2.1 and the equation  r = \u03b80 \u2013 \u03b8180 t    where t = 180  s and \u03b80 and \u03b8180 are the temperatures of the water in beaker a at t = 0 and  t = 180  s.   include the unit for the cooling rate.  r =  .  [2]  [total: 11]",
+            "9": "9 0625/62/ f/m/22 \u00a9 ucles 2022 [turn over blank page",
+            "10": "10 0625/62/ f/m/22 \u00a9 ucles 2022 3 a student investigates the refraction of light by a transparent block.  the student\u2019s ray-trace sheet is shown full size in fig. 3.1. ae n db c mirrorp1 p2p4 p6p3 p5 fig. 3.1",
+            "11": "11 0625/62/ f/m/22 \u00a9 ucles 2022 [turn over  (a) the student places a transparent block abcd  near the centre of the ray-trace sheet, as  indicated in fig. 3.1.   (i) draw a normal to point n extending above ab. label the upper end of the normal with  the letter l.  [1]   (ii) the student draws the line  en, as shown in fig. 3.1.    on fig. 3.1, measure the angle \u03b81 between the lines ln and en.  \u03b81 =  .  [1]  (b) the student places two pins, p1 and p2, on the line en, as shown in fig. 3.1.    (i) measure the distance d between pins p1 and p2.  d =  .  [1]   (ii) suggest whether the two pins are a suitable distance apart for accurate ray tracing.    explain your answer. statement  .. explanation    ...  [1]   (c) the student places a plane mirror on line cd and views the images of pins p1 and p2 through  the transparent block.   she places two pins, p3 and p4, so that these pins, and the images of pins p1 and p2, all  appear exactly one behind the other.   on fig. 3.1: \u2022 draw a line through points p3 and p4 and extend the line 3  cm below cd. \u2022 label the point at which this line meets ab with the letter g. \u2022 label the lower end of the line with the letter h.  [1]  (d) the student repeats the procedure for an angle \u03b82 = 35\u00b0.   she places two pins, p5 and p6, so that these pins, and the images of pins p1 and p2, all  appear exactly one behind the other.     on fig. 3.1: \u2022 draw a line through points p5 and p6 and extend the line 3  cm below cd. \u2022 label the point at which this line meets ab with the letter r. \u2022 label the lower end of this line with the letter s. \u2022 label the point at which gh and rs cross with the letter t.    (i) measure the angle \u03b2, where \u03b2 is the angle between lines gt and rt.    \u03b2 =  .  [1]",
+            "12": "12 0625/62/ f/m/22 \u00a9 ucles 2022   (ii) a student suggests that the angle \u03b2 should be equal to \u03b8s, where \u03b8s is calculated using  the equation     \u03b8s = \u03b82 \u2013 \u03b81.    state whether your results from (a)(ii)  and  (d) support this suggestion. justify your  answer by reference to values from your results. statement  .. justification    ...  [2]  (e) suggest two precautions to take in this type of experiment to ensure accurate results. 1.  ...  ... 2.  ...  ...  [2]  (f) suggest one reason why different students, all carrying out this experiment carefully, may  not obtain identical results.  ...  .  [1]  [total: 11]",
+            "13": "13 0625/62/ f/m/22 \u00a9 ucles 2022 [turn over blank page",
+            "14": "14 0625/62/ f/m/22 \u00a9 ucles 2022 4 a student investigates the heating of water using an immersion heater.  an immersion heater is an electrical heater that can be placed directly into water.  plan an experiment to investigate how one factor affects the rate at which the temperature of the  water rises when heated using an immersion heater.  the apparatus available includes: \u2022 an immersion heater \u2022 equipment to connect the circuit, part of which is shown in fig. 4.1 \u2022 a stop-clock \u2022 a beaker to contain the water.  in your plan, you should: \u2022 state the one factor which you have chosen and list any additional apparatus needed to  measure the factor \u2022 complete the circuit diagram in fig. 4.1 \u2022 explain how to do the experiment, including any precautions to ensure reliable results  \u2022 state the key variables to be kept constant \u2022 draw a table, or tables, with column headings, to show how to display the readings (you are  not required to enter any readings in the table)  \u2022 explain how to use the readings to reach a conclusion. beakerimmersion heaterpower supply variable resistor fig. 4.1",
+            "15": "15 0625/62/ f/m/22 \u00a9 ucles 2022 .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. ..   [7]",
+            "16": "16 0625/62/ f/m/22 \u00a9 ucles 2022 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.blank page"
+        }
+    },
+    "Other Resources": {},
+    "Specimen Papers": {}
+}
\ No newline at end of file
diff --git a/pdf_read_test.py b/pdf_read_test.py
new file mode 100644
index 0000000..d879362
--- /dev/null
+++ b/pdf_read_test.py
@@ -0,0 +1,7 @@
+import PyPDF2 as pdf
+
+f = open("0460_s22_ms_11.pdf", "rb")
+r = pdf.PdfReader(f)
+
+for i in range(len(r.pages)): 
+    print(r.pages[i].extract_text(), "\n")
diff --git a/read_past_papers.py b/read_past_papers.py
new file mode 100644
index 0000000..b7870a3
--- /dev/null
+++ b/read_past_papers.py
@@ -0,0 +1,27 @@
+import os
+import re
+import json
+import PyPDF2 as pdf
+
+path = "/Users/albert/Desktop/YK Pao School/Y9/Others/IGCSE Past Papers"
+
+for subject in sorted(os.listdir(path)):
+    if "." not in subject: 
+        print(f"Starting to read {subject} ...")
+        subject_code = subject.split()[-1].replace("(", "").replace(")", "")
+        dic = {}
+        for year in sorted(os.listdir(path+"/"+subject)):
+            if "." not in year: 
+                dic[year] = {}
+                for file in sorted(os.listdir(path+"/"+subject+"/"+year)):
+                    if re.match("\d\d\d\d_\w\d\d_qp_\d\d?.pdf", file):
+                        print(f"Reading ./{subject}/{year}/{file} ...")
+                        dic[year][file] = {}
+                        r = pdf.PdfReader(open(path+"/"+subject+"/"+year+"/"+file, "rb"))
+                        for page in range(len(r.pages)): 
+                            dic[year][file][str(int(page)+1)] = r.pages[page].extract_text().lower().replace("\n", " ").replace("....", "")
+        print(f"Creating {subject_code}.json ...")
+        with open(f"{subject_code}.json", "w") as f:
+            json.dump(dic, f, indent=4)
+        print(f"Created {subject_code}.json")
+print("Process completed")
diff --git a/search_past_papers.py b/search_past_papers.py
new file mode 100644
index 0000000..a053226
--- /dev/null
+++ b/search_past_papers.py
@@ -0,0 +1,17 @@
+import json
+
+subject_code = input("Subject code: ")
+dic = json.load(open(f"{subject_code}.json"))
+search_str = input("Word or words to be searched: ").lower()
+flag = True
+print("\nThe following are files that contain such string: ")
+
+for year in dic.keys():
+    for file in dic[year].keys():
+        for page in dic[year][file].keys():
+            if search_str in dic[year][file][page]:
+                print(file, f"[Page {page}]")
+                flag = False
+
+if flag:
+    print("No file found")
diff --git a/search_past_papers_advanced.py b/search_past_papers_advanced.py
new file mode 100644
index 0000000..45deca0
--- /dev/null
+++ b/search_past_papers_advanced.py
@@ -0,0 +1,113 @@
+import os
+import json
+
+dic = {"Empty": True}
+path = r"/Users/albert/Documents/IGCSE_Past_Papers"
+code = "Empty"
+files = ["Empty"]
+
+help_doc = '''Help on module 'search_past_papers':
+--- set
+  > set (int)code
+    Accepts a valid 4-digit integer subject code and loads corresponding json. 
+    Returns a dictionary from the json file that can be later used in 'print'.
+--- list
+  > list *args
+    Accepts multiple arguments that will be concatenated into a string.
+    Returns all past papers that contain the string.
+--- open
+  > open (char)option
+    Accepts a character indicating which file type to be opened.
+    - q: question paper only
+    - m: corresponding mark scheme only
+    - b: both question paper and corresponding mark scheme
+    Opens all files of the indicated type returned from the last 'list'. 
+--- help
+  > help
+    Returns a help document. 
+--- quit
+  > quit
+    Leaves the program properly and directly. '''
+
+
+def subject(code): 
+    dic = json.load(open(f"{code}.json"))
+    return dic
+
+
+def search(dic, string):
+    flag = True
+    files = []
+    for year in dic.keys():
+        for file in dic[year].keys():
+            for page in dic[year][file].keys():
+                if string in dic[year][file][page]:
+                    print(file, f"[Page {page}]")
+                    files.append(file)
+                    flag = False
+    if flag:
+        print("Warning: no file found, unable to use 'open' later")
+        files = ["Empty"]
+    return files
+
+
+try: 
+    while True:
+        action = input(">>> ")
+        action_l = action.split()
+        
+        if len(action_l) <= 0:
+            print("Invalid syntax: no command entered")
+            
+        elif action_l[0] == "set":
+            if len(action_l) == 2:
+                if len(action_l[1]) == 4: 
+                    try:
+                        code = action_l[1]
+                        dic = subject(code)
+                    except FileNotFoundError:
+                        print("Execution failed: subject not supported, try a different code")
+                else:
+                    print(f"Execution failed: 'set' does not except argument '{action_l[1]}'")
+            else:
+                print(f"Execution failed: 'set' expects 1 argument, gets {len(action_l)-1}")
+                
+        elif action_l[0] == "list":
+            if len(action_l) >= 2: 
+                if "Empty" not in dic.keys():
+                    files = search(dic, " ".join(action_l[1:]).lower())
+                else: 
+                    print("Execution failed: no subject selected, use 'set' first")
+            else:
+                print("Execution failed: 'list' expects at least 1 argument, gets 0")
+
+        elif action_l[0] == "help":
+            print(help_doc)
+
+        elif action_l[0] == "quit":
+            print("Process completed")
+            break
+
+        elif action_l[0] == "open":
+            if len(action_l) == 2:
+                if code != "Empty" and "Empty" not in files:
+                    if action_l[1] == "m" or action_l[1] == "b":
+                        for file in files: 
+                            os.system(f"open {path}/{code}/20{file[6:8]}/{file[:9]}ms{file[11:]}")
+                    if action_l[1] == "q" or action_l[1] == "b": 
+                        for file in files: 
+                            os.system(f"open {path}/{code}/20{file[6:8]}/{file}")
+                    elif action_l[1] not in ["q", "m", "b"]:
+                        print(f"Execution failed: 'open' does not except argument '{action_l[1]}'")
+                elif code == "Empty":
+                    print("Execution failed: no subject selected, use 'set' first")
+                else: 
+                    print("Execution failed: last 'list' finds no file")
+            else:
+                print(f"Execution failed: 'open' expects 1 argument, gets {len(action_l)-1}")
+            
+        else:
+            print(f"Invalid syntax: command '{action_l[0]}' not found")
+
+except KeyboardInterrupt:
+    print("Process exited")
diff --git a/subjects.json b/subjects.json
new file mode 100644
index 0000000..fade413
--- /dev/null
+++ b/subjects.json
@@ -0,0 +1,12 @@
+{
+	"0455": "Economics", 
+	"0460": "Geography", 
+	"0478": "Computer Science", 
+	"0486": "English - Literature", 
+	"0509": "Chinese - First Language", 
+	"0606": "Mathematics - Additional", 
+	"0607": "Mathematics - International", 
+	"0610": "Biology", 
+	"0620": "Chemistry", 
+	"0625": "Physics"
+}
\ No newline at end of file